School Board Meeting - 05/27/2025

001GIDEON >> KNOW >> MY NAME IS KATHLEEN BROWN CHAIR OF THE GIDEON >> KNOW >> MY NAME IS KATHLEEN BROWN CHAIR OF THE GIDEON >> KNOW >> MY NAME IS KATHLEEN BROWN CHAIR OF THE VIRGINIA BEACH SCHOOL BOARD AND KATHLEEN BROWN CHAIR OF THE VIRGINIA BEACH SCHOOL BOARD AND KATHLEEN BROWN CHAIR OF THE VIRGINIA BEACH SCHOOL BOARD AND I CALL THIS MEETING TO ORDER ON VIRGINIA BEACH SCHOOL BOARD AND I CALL THIS MEETING TO ORDER ON VIRGINIA BEACH SCHOOL BOARD AND I CALL THIS MEETING TO ORDER ON MAY 27 SEVENTH TWENTY TWENTY I CALL THIS MEETING TO ORDER ON MAY 27 SEVENTH TWENTY TWENTY I CALL THIS MEETING TO ORDER ON MAY 27 SEVENTH TWENTY TWENTY FIVE AT SIX HIM THIS TIME MADAM MAY 27 SEVENTH TWENTY TWENTY FIVE AT SIX HIM THIS TIME MADAM

002MAY 27 SEVENTH TWENTY TWENTY FIVE AT SIX HIM THIS TIME MADAM CLARK WOULD YOU PLEASE FIVE AT SIX HIM THIS TIME MADAM CLARK WOULD YOU PLEASE FIVE AT SIX HIM THIS TIME MADAM CLARK WOULD YOU PLEASE ANNOUNCED PLEASE ANNOUNCE THE CLARK WOULD YOU PLEASE ANNOUNCED PLEASE ANNOUNCE THE CLARK WOULD YOU PLEASE ANNOUNCED PLEASE ANNOUNCE THE ROLL? ANNOUNCED PLEASE ANNOUNCE THE ROLL? ANNOUNCED PLEASE ANNOUNCE THE ROLL? THANK MADAM CHAIR PRISON IN THE ROLL? THANK MADAM CHAIR PRISON IN THE ROLL? THANK MADAM CHAIR PRISON IN THE SCHOOL BOARD CHAMBER OR CHAIR THANK MADAM CHAIR PRISON IN THE SCHOOL BOARD CHAMBER OR CHAIR THANK MADAM CHAIR PRISON IN THE SCHOOL BOARD CHAMBER OR CHAIR BROWN VICE CHAIR GAMES MR BOWEN SCHOOL BOARD CHAMBER OR CHAIR BROWN VICE CHAIR GAMES MR BOWEN SCHOOL BOARD CHAMBER OR CHAIR BROWN VICE

003CHAIR GAMES MR BOWEN STEEL MR. CALLEN. BROWN VICE CHAIR GAMES MR BOWEN STEEL MR. CALLEN. BROWN VICE CHAIR GAMES MR BOWEN STEEL MR. CALLEN. MR. COLPEPER MR. CUMMINGS. STEEL MR. CALLEN. MR. COLPEPER MR. CUMMINGS. STEEL MR. CALLEN. MR. COLPEPER MR. CUMMINGS. MISS DWYRE. MR. COLPEPER MR. CUMMINGS. MISS DWYRE. MR. COLPEPER MR. CUMMINGS. MISS DWYRE. MISS FELTON. MISS DWYRE. MISS FELTON. MISS DWYRE. MISS FELTON. DR. GREEN MISS ROGERS AND MISS FELTON. DR. GREEN MISS ROGERS AND MISS FELTON. DR. GREEN MISS ROGERS AND PRESENT ON ZOOME IS MISS MELNIK DR. GREEN MISS ROGERS AND PRESENT ON ZOOME IS MISS MELNIK DR. GREEN MISS ROGERS AND PRESENT ON ZOOME IS MISS MELNIK AND IS MELNYK FOR THE RECORD PRESENT ON ZOOME IS MISS MELNIK AND IS MELNYK FOR THE RECORD PRESENT ON ZOOME IS MISS MELNIK AND IS

004MELNYK FOR THE RECORD CAN YOU STAY WHY YOUR ATTENDING AND IS MELNYK FOR THE RECORD CAN YOU STAY WHY YOUR ATTENDING AND IS MELNYK FOR THE RECORD CAN YOU STAY WHY YOUR ATTENDING BIZIM YES MY APOLOGIES TO MY CAN YOU STAY WHY YOUR ATTENDING BIZIM YES MY APOLOGIES TO MY CAN YOU STAY WHY YOUR ATTENDING BIZIM YES MY APOLOGIES TO MY COLLEAGUES AND TO PUBLIC I. BIZIM YES MY APOLOGIES TO MY COLLEAGUES AND TO PUBLIC I. BIZIM YES MY APOLOGIES TO MY COLLEAGUES AND TO PUBLIC I. I AM STILL SICK AND I COLLEAGUES AND TO PUBLIC I. I AM STILL SICK AND I COLLEAGUES AND TO PUBLIC I. I AM STILL SICK AND I PARTICIPATING PARTICIPATING I AM STILL SICK AND I PARTICIPATING PARTICIPATING I AM STILL SICK AND I PARTICIPATING PARTICIPATING HOME THANK YOU.

005PARTICIPATING PARTICIPATING HOME THANK YOU. PARTICIPATING PARTICIPATING HOME THANK YOU. THANK YOU COLLEAGUES AND HOME THANK YOU. THANK YOU COLLEAGUES AND HOME THANK YOU. THANK YOU COLLEAGUES AND MEMBERS OF THE PUBLIC THAT ARE THANK YOU COLLEAGUES AND MEMBERS OF THE PUBLIC THAT ARE THANK YOU COLLEAGUES AND MEMBERS OF THE PUBLIC THAT ARE HERE WOULD YOU PLEASE JOIN ME MEMBERS OF THE PUBLIC THAT ARE HERE WOULD YOU PLEASE JOIN ME MEMBERS OF THE PUBLIC THAT ARE HERE WOULD YOU PLEASE JOIN ME IN A MOMENT OF SILENCE YOU ARE HERE WOULD YOU PLEASE JOIN ME IN A MOMENT OF SILENCE YOU ARE HERE WOULD YOU PLEASE JOIN ME IN A MOMENT OF SILENCE YOU ARE ABLE PLEASE >> JOIN ME AND THE IN A MOMENT OF SILENCE YOU ARE ABLE PLEASE >> JOIN ME AND THE IN A

006MOMENT OF SILENCE YOU ARE ABLE PLEASE >> JOIN ME AND THE PLEDGE OF ALLEGIANCE FOLLOWED ABLE PLEASE >> JOIN ME AND THE PLEDGE OF ALLEGIANCE FOLLOWED ABLE PLEASE >> JOIN ME AND THE PLEDGE OF ALLEGIANCE FOLLOWED BY THE NATIONAL ANTHEM SUNG BY PLEDGE OF ALLEGIANCE FOLLOWED BY THE NATIONAL ANTHEM SUNG BY PLEDGE OF ALLEGIANCE FOLLOWED BY THE NATIONAL ANTHEM SUNG BY THE OLDER DONATIONS CHORUS BY THE NATIONAL ANTHEM SUNG BY THE OLDER DONATIONS CHORUS BY THE NATIONAL ANTHEM SUNG BY THE OLDER DONATIONS CHORUS THEIR CHORUS DIRECTOR IS MISS THE OLDER DONATIONS CHORUS THEIR CHORUS DIRECTOR IS MISS THE OLDER DONATIONS CHORUS THEIR CHORUS DIRECTOR IS MISS ASHLEY LANDEN PLEDGE ALLEGIANCE THEIR CHORUS DIRECTOR IS MISS ASHLEY LANDEN PLEDGE ALLEGIANCE THEIR CHORUS DIRECTOR IS MISS ASHLEY LANDEN PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED ASHLEY

007LANDEN PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED ASHLEY LANDEN PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AND TO THE REPUBLIC TO THE FLAG OF THE UNITED STATES OF AND TO THE REPUBLIC TO THE FLAG OF THE UNITED STATES OF AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION STATES OF AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION STATES OF AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION UNDER GOD INDIVISIBLE WITH FOR WHICH IT STANDS ONE NATION UNDER GOD INDIVISIBLE WITH FOR WHICH IT STANDS ONE NATION UNDER GOD INDIVISIBLE WITH JUSTICE. UNDER GOD INDIVISIBLE WITH JUSTICE. UNDER GOD INDIVISIBLE WITH JUSTICE. ONE DAY YOU CAN USE IN MY JUSTICE. ONE DAY YOU CAN USE IN MY JUSTICE. ONE DAY YOU CAN USE IN MY ANSWER THESE LIES

008ONE SYLLABLE ONE DAY YOU CAN USE IN MY ANSWER THESE LIES ONE SYLLABLE ONE DAY YOU CAN USE IN MY ANSWER THESE LIES ONE SYLLABLE YOU WILL >> TWILIGHT'S LAST ANSWER THESE LIES ONE SYLLABLE YOU WILL >> TWILIGHT'S LAST ANSWER THESE LIES ONE SYLLABLE YOU WILL >> TWILIGHT'S LAST GLEAMING WHOSE BROAD STRIPES YOU WILL >> TWILIGHT'S LAST GLEAMING WHOSE BROAD STRIPES YOU WILL >> TWILIGHT'S LAST GLEAMING WHOSE BROAD STRIPES AND BRIGHT SIDES NO NO. GLEAMING WHOSE BROAD STRIPES AND BRIGHT SIDES NO NO. GLEAMING WHOSE BROAD STRIPES AND BRIGHT SIDES NO NO. LAST NIGHT WAS ME ONE WAS SO AND BRIGHT SIDES NO NO. LAST NIGHT WAS ME ONE WAS SO AND BRIGHT SIDES NO NO. LAST NIGHT WAS ME ONE WAS SO GALLANTLY STREAMING FROM >> THE LAST NIGHT WAS ME ONE WAS SO GALLANTLY

009STREAMING FROM >> THE LAST NIGHT WAS ME ONE WAS SO GALLANTLY STREAMING FROM >> THE THURSDAY YELLOW LIGHTS ON I WAS GALLANTLY STREAMING FROM >> THE THURSDAY YELLOW LIGHTS ON I WAS GALLANTLY STREAMING FROM >> THE THURSDAY YELLOW LIGHTS ON I WAS STILL OH SAY DOES THAT STAR THURSDAY YELLOW LIGHTS ON I WAS STILL OH SAY DOES THAT STAR THURSDAY YELLOW LIGHTS ON I WAS STILL OH SAY DOES THAT STAR SPANGLED BANNER YET IT'S STILL OH SAY DOES THAT STAR SPANGLED BANNER YET IT'S STILL OH SAY DOES THAT STAR SPANGLED BANNER YET IT'S RAINING. SPANGLED BANNER YET IT'S RAINING. SPANGLED BANNER YET IT'S RAINING. OH MY OH NO THE GREAT I >> RAINING. OH MY OH NO THE GREAT I >> RAINING. OH MY OH NO THE GREAT I >> THANK YOU SO MUCH WHAT

010A OH MY OH NO THE GREAT I >> THANK YOU SO MUCH WHAT A OH MY OH NO THE GREAT I >> THANK YOU SO MUCH WHAT A SPECIAL TREAT THANK YOU SO YOU THANK YOU SO MUCH WHAT A SPECIAL TREAT THANK YOU SO YOU THANK YOU SO MUCH WHAT A SPECIAL TREAT THANK YOU SO YOU SO MUCH. SPECIAL TREAT THANK YOU SO YOU SO MUCH. SPECIAL TREAT THANK YOU SO YOU SO MUCH. WE APPRECIATE THAT I THAT WAS SO MUCH. WE APPRECIATE THAT I THAT WAS SO MUCH. WE APPRECIATE THAT I THAT WAS BEAUTIFUL. WE APPRECIATE THAT I THAT WAS BEAUTIFUL. WE APPRECIATE THAT I THAT WAS BEAUTIFUL. NOW CHAIR BROWN OUR FAVORITE BEAUTIFUL. NOW CHAIR BROWN OUR FAVORITE BEAUTIFUL. NOW CHAIR BROWN OUR FAVORITE PART OF THE EVENING IS IS NOW CHAIR BROWN

011OUR FAVORITE PART OF THE EVENING IS IS NOW CHAIR BROWN OUR FAVORITE PART OF THE EVENING IS IS CELEBRATIONS RECOGNITIONS TO TO PART OF THE EVENING IS IS CELEBRATIONS RECOGNITIONS TO TO PART OF THE EVENING IS IS CELEBRATIONS RECOGNITIONS TO TO OUR GREAT STUDENTS AND BOY DO CELEBRATIONS RECOGNITIONS TO TO OUR GREAT STUDENTS AND BOY DO CELEBRATIONS RECOGNITIONS TO TO OUR GREAT STUDENTS AND BOY DO WE HAVE A LOT TO CELEBRATE SO OUR GREAT STUDENTS AND BOY DO WE HAVE A LOT TO CELEBRATE SO OUR GREAT STUDENTS AND BOY DO WE HAVE A LOT TO CELEBRATE SO CELEBRATE. WE HAVE A LOT TO CELEBRATE SO CELEBRATE. WE HAVE A LOT TO CELEBRATE SO CELEBRATE. SO I'M GOING TO GO AHEAD AND CELEBRATE. SO I'M GOING TO GO AHEAD AND CELEBRATE. SO I'M GOING TO GO

012AHEAD AND THAT MR BONESTEEL BEGIN HELLO SO I'M GOING TO GO AHEAD AND THAT MR BONESTEEL BEGIN HELLO SO I'M GOING TO GO AHEAD AND THAT MR BONESTEEL BEGIN HELLO EVERYBODY. THAT MR BONESTEEL BEGIN HELLO EVERYBODY. THAT MR BONESTEEL BEGIN HELLO EVERYBODY. GOOD EVENING. EVERYBODY. GOOD EVENING. EVERYBODY. GOOD EVENING. WE ARE NOW CELEBRATE ANNUAL GOOD EVENING. WE ARE NOW CELEBRATE ANNUAL GOOD EVENING. WE ARE NOW CELEBRATE ANNUAL MUSIC AWARDS OUR FIRST WE ARE NOW CELEBRATE ANNUAL MUSIC AWARDS OUR FIRST WE ARE NOW CELEBRATE ANNUAL MUSIC AWARDS OUR FIRST RECOGNITION FIRST RECOGNITION MUSIC AWARDS OUR FIRST RECOGNITION FIRST RECOGNITION MUSIC AWARDS OUR FIRST RECOGNITION FIRST RECOGNITION IS FOR THE STUDENTS HAVE BEEN RECOGNITION FIRST RECOGNITION IS FOR THE STUDENTS HAVE BEEN RECOGNITION FIRST RECOGNITION IS FOR THE STUDENTS HAVE BEEN NAMED TO ONE OF THE FOLLOWING

013IS FOR THE STUDENTS HAVE BEEN NAMED TO ONE OF THE FOLLOWING IS FOR THE STUDENTS HAVE BEEN NAMED TO ONE OF THE FOLLOWING GROUPS THE VIRGINNY MUSIC NAMED TO ONE OF THE FOLLOWING GROUPS THE VIRGINNY MUSIC NAMED TO ONE OF THE FOLLOWING GROUPS THE VIRGINNY MUSIC EDUCATION ASSOCIATIONS ALL GROUPS THE VIRGINNY MUSIC EDUCATION ASSOCIATIONS ALL GROUPS THE VIRGINNY MUSIC EDUCATION ASSOCIATIONS ALL STATE BAMN, ALL STATE CHORUS EDUCATION ASSOCIATIONS ALL STATE BAMN, ALL STATE CHORUS EDUCATION ASSOCIATIONS ALL STATE BAMN, ALL STATE CHORUS ALL STATE ORCHESTRA SENIOR STATE BAMN, ALL STATE CHORUS ALL STATE ORCHESTRA SENIOR STATE BAMN, ALL STATE CHORUS ALL STATE ORCHESTRA SENIOR HONORS CHOIR AND THE AMERICAN ALL STATE ORCHESTRA SENIOR HONORS CHOIR AND THE AMERICAN ALL STATE ORCHESTRA SENIOR HONORS CHOIR AND THE AMERICAN CORAL DIRECTORS ASSOCIATION HONORS CHOIR AND THE AMERICAN CORAL

014DIRECTORS ASSOCIATION HONORS CHOIR AND THE AMERICAN CORAL DIRECTORS ASSOCIATION NATIONAL HONAKER THE ALL CORAL DIRECTORS ASSOCIATION NATIONAL HONAKER THE ALL CORAL DIRECTORS ASSOCIATION NATIONAL HONAKER THE ALL VIRGINIA BAN AN ORCHESTRA NATIONAL HONAKER THE ALL VIRGINIA BAN AN ORCHESTRA NATIONAL HONAKER THE ALL VIRGINIA BAN AN ORCHESTRA SAMPLES AND THE ORIGINAL COURSE VIRGINIA BAN AN ORCHESTRA SAMPLES AND THE ORIGINAL COURSE VIRGINIA BAN AN ORCHESTRA SAMPLES AND THE ORIGINAL COURSE ARE COMPOSED STUDENTS WHO SAMPLES AND THE ORIGINAL COURSE ARE COMPOSED STUDENTS WHO SAMPLES AND THE ORIGINAL COURSE ARE COMPOSED STUDENTS WHO PASSED MULTIPLE AUDITIONS TO ARE COMPOSED STUDENTS WHO PASSED MULTIPLE AUDITIONS TO ARE COMPOSED STUDENTS WHO PASSED MULTIPLE AUDITIONS TO REACH THE HIGH LEVEL PASSED MULTIPLE AUDITIONS TO REACH THE HIGH LEVEL PASSED MULTIPLE AUDITIONS TO REACH THE HIGH LEVEL PERFORMANCE IN COMMONWEALTH REACH THE HIGH LEVEL

015PERFORMANCE IN COMMONWEALTH REACH THE HIGH LEVEL PERFORMANCE IN COMMONWEALTH STUDENTS MUST STUDENTS MUST PERFORMANCE IN COMMONWEALTH STUDENTS MUST STUDENTS MUST PERFORMANCE IN COMMONWEALTH STUDENTS MUST STUDENTS MUST FIRST AUDITION AT THE DISTRICT STUDENTS MUST STUDENTS MUST FIRST AUDITION AT THE DISTRICT STUDENTS MUST STUDENTS MUST FIRST AUDITION AT THE DISTRICT LEVEL AND EARNED ACCEPTED IN FIRST AUDITION AT THE DISTRICT LEVEL AND EARNED ACCEPTED IN FIRST AUDITION AT THE DISTRICT LEVEL AND EARNED ACCEPTED IN THEIR RESPECTIVE ENSEMBLES THEN LEVEL AND EARNED ACCEPTED IN THEIR RESPECTIVE ENSEMBLES THEN LEVEL AND EARNED ACCEPTED IN THEIR RESPECTIVE ENSEMBLES THEN MOST THEN AUDITION A SECOND THEIR RESPECTIVE ENSEMBLES THEN MOST THEN AUDITION A SECOND THEIR RESPECTIVE ENSEMBLES THEN MOST THEN AUDITION A SECOND TIME AND BE ACCEPTED FOR MOST THEN AUDITION A SECOND TIME AND BE ACCEPTED FOR MOST THEN AUDITION A

016SECOND TIME AND BE ACCEPTED FOR PARTICIPATION IN RESPECT TIME AND BE ACCEPTED FOR PARTICIPATION IN RESPECT TIME AND BE ACCEPTED FOR PARTICIPATION IN RESPECT AUSTRALIAN IN. PARTICIPATION IN RESPECT AUSTRALIAN IN. PARTICIPATION IN RESPECT AUSTRALIAN IN. IN ADDITION HONOR CHOIR AUSTRALIAN IN. IN ADDITION HONOR CHOIR AUSTRALIAN IN. IN ADDITION HONOR CHOIR STUDENTS HAVE BEEN SELECTED AS IN ADDITION HONOR CHOIR STUDENTS HAVE BEEN SELECTED AS IN ADDITION HONOR CHOIR STUDENTS HAVE BEEN SELECTED AS DESERVING CHORAL STUDENTS BY STUDENTS HAVE BEEN SELECTED AS DESERVING CHORAL STUDENTS BY STUDENTS HAVE BEEN SELECTED AS DESERVING CHORAL STUDENTS BY DMCA ROBERT CHAMPAK HONORS DESERVING CHORAL STUDENTS BY DMCA ROBERT CHAMPAK HONORS DESERVING CHORAL STUDENTS BY DMCA ROBERT CHAMPAK HONORS CHOIR MEMORIAL AWARD DMCA ROBERT CHAMPAK HONORS CHOIR MEMORIAL AWARD DMCA ROBERT CHAMPAK HONORS CHOIR MEMORIAL AWARD SCHOLARSHIP COMMITTEE. CHOIR MEMORIAL AWARD

017SCHOLARSHIP COMMITTEE. CHOIR MEMORIAL AWARD SCHOLARSHIP COMMITTEE. THE VIRGINIA MUSIC EDUCATORS SCHOLARSHIP COMMITTEE. THE VIRGINIA MUSIC EDUCATORS SCHOLARSHIP COMMITTEE. THE VIRGINIA MUSIC EDUCATORS ASSOCIATION SENIORS HONORED THE VIRGINIA MUSIC EDUCATORS ASSOCIATION SENIORS HONORED THE VIRGINIA MUSIC EDUCATORS ASSOCIATION SENIORS HONORED SQUIRE IS A HIGHLY SELECTIVE, ASSOCIATION SENIORS HONORED SQUIRE IS A HIGHLY SELECTIVE, ASSOCIATION SENIORS HONORED SQUIRE IS A HIGHLY SELECTIVE, HIGHLY CHORAL SAMPLE COMPRISED SQUIRE IS A HIGHLY SELECTIVE, HIGHLY CHORAL SAMPLE COMPRISED SQUIRE IS A HIGHLY SELECTIVE, HIGHLY CHORAL SAMPLE COMPRISED 12TH GRADE STUDENTS FROM ACROSS HIGHLY CHORAL SAMPLE COMPRISED 12TH GRADE STUDENTS FROM ACROSS HIGHLY CHORAL SAMPLE COMPRISED 12TH GRADE STUDENTS FROM ACROSS VIRGINIA IS CONSIDERED ONE 12TH GRADE STUDENTS FROM ACROSS VIRGINIA IS CONSIDERED ONE 12TH GRADE STUDENTS FROM ACROSS VIRGINIA IS CONSIDERED ONE OF THE MOST PRESTIGIOUS VIRGINIA IS CONSIDERED ONE OF THE MOST PRESTIGIOUS

018VIRGINIA IS CONSIDERED ONE OF THE MOST PRESTIGIOUS EXPERIENCE FOR HIGH SCHOOL OF THE MOST PRESTIGIOUS EXPERIENCE FOR HIGH SCHOOL OF THE MOST PRESTIGIOUS EXPERIENCE FOR HIGH SCHOOL VOCALISTS IN THE STATE THE ACDA EXPERIENCE FOR HIGH SCHOOL VOCALISTS IN THE STATE THE ACDA EXPERIENCE FOR HIGH SCHOOL VOCALISTS IN THE STATE THE ACDA NATIONAL HONOR CHOIR IS THE VOCALISTS IN THE STATE THE ACDA NATIONAL HONOR CHOIR IS THE VOCALISTS IN THE STATE THE ACDA NATIONAL HONOR CHOIR IS THE AUDITION ONLY ARE CHOIR THAT NATIONAL HONOR CHOIR IS THE AUDITION ONLY ARE CHOIR THAT NATIONAL HONOR CHOIR IS THE AUDITION ONLY ARE CHOIR THAT TAKES PLACE EVERY TWO YEARS AS AUDITION ONLY ARE CHOIR THAT TAKES PLACE EVERY TWO YEARS AS AUDITION ONLY ARE CHOIR THAT TAKES PLACE EVERY TWO YEARS AS PART OF THE AMERICAN WORLD TAKES

019PLACE EVERY TWO YEARS AS PART OF THE AMERICAN WORLD TAKES PLACE EVERY TWO YEARS AS PART OF THE AMERICAN WORLD DIRECTORS ASSOCIATION'S PART OF THE AMERICAN WORLD DIRECTORS ASSOCIATION'S PART OF THE AMERICAN WORLD DIRECTORS ASSOCIATION'S NATIONAL CONFERENCE THE DIRECTORS ASSOCIATION'S NATIONAL CONFERENCE THE DIRECTORS ASSOCIATION'S NATIONAL CONFERENCE THE SELECTION PROCESS IS HIGHLY NATIONAL CONFERENCE THE SELECTION PROCESS IS HIGHLY NATIONAL CONFERENCE THE SELECTION PROCESS IS HIGHLY COMPETITIVE WITH OVER FIVE SELECTION PROCESS IS HIGHLY COMPETITIVE WITH OVER FIVE SELECTION PROCESS IS HIGHLY COMPETITIVE WITH OVER FIVE THOUSAND STUDENTS AUDITIONING COMPETITIVE WITH OVER FIVE THOUSAND STUDENTS AUDITIONING COMPETITIVE WITH OVER FIVE THOUSAND STUDENTS AUDITIONING FOR A LIMITED NUMBER OF SPOTS. THOUSAND STUDENTS AUDITIONING FOR A LIMITED NUMBER OF SPOTS. THOUSAND STUDENTS AUDITIONING FOR A LIMITED NUMBER OF SPOTS. TO BE CHOSEN MEANS AT THE FOR A LIMITED NUMBER OF

020SPOTS. TO BE CHOSEN MEANS AT THE FOR A LIMITED NUMBER OF SPOTS. TO BE CHOSEN MEANS AT THE STUDENTS HAVE DISTINGUISH TO BE CHOSEN MEANS AT THE STUDENTS HAVE DISTINGUISH TO BE CHOSEN MEANS AT THE STUDENTS HAVE DISTINGUISH THEMSELVES AS TOP PERFORMERS STUDENTS HAVE DISTINGUISH THEMSELVES AS TOP PERFORMERS STUDENTS HAVE DISTINGUISH THEMSELVES AS TOP PERFORMERS AND CHORAL MUSICIANS THE THEMSELVES AS TOP PERFORMERS AND CHORAL MUSICIANS THE THEMSELVES AS TOP PERFORMERS AND CHORAL MUSICIANS THE STUDENTS WERE RECOGNIZING AND CHORAL MUSICIANS THE STUDENTS WERE RECOGNIZING AND CHORAL MUSICIANS THE STUDENTS WERE RECOGNIZING TONIGHT OUR GROUP BY THE STUDENTS WERE RECOGNIZING TONIGHT OUR GROUP BY THE STUDENTS WERE RECOGNIZING TONIGHT OUR GROUP BY THE SCHOOLS THEY ATTEND AND WE'VE TONIGHT OUR GROUP BY THE SCHOOLS THEY ATTEND AND WE'VE TONIGHT OUR GROUP BY THE SCHOOLS THEY ATTEND AND

021WE'VE INVITED THEIR MUSIC DIRECTORS SCHOOLS THEY ATTEND AND WE'VE INVITED THEIR MUSIC DIRECTORS SCHOOLS THEY ATTEND AND WE'VE INVITED THEIR MUSIC DIRECTORS AND PRINCIPALS TO JOIN THEM. INVITED THEIR MUSIC DIRECTORS AND PRINCIPALS TO JOIN THEM. INVITED THEIR MUSIC DIRECTORS AND PRINCIPALS TO JOIN THEM. STUDENTS PLEASE COME FORWARD AND PRINCIPALS TO JOIN THEM. STUDENTS PLEASE COME FORWARD AND PRINCIPALS TO JOIN THEM. STUDENTS PLEASE COME FORWARD WHEN YOUR NAME IS CALLED WE'RE STUDENTS PLEASE COME FORWARD WHEN YOUR NAME IS CALLED WE'RE STUDENTS PLEASE COME FORWARD WHEN YOUR NAME IS CALLED WE'RE GOING TO START WITH RECOGNIZING WHEN YOUR NAME IS CALLED WE'RE GOING TO START WITH RECOGNIZING WHEN YOUR NAME IS CALLED WE'RE GOING TO START WITH RECOGNIZING THE STUDENTS FROM COX HIGH GOING TO START WITH RECOGNIZING THE STUDENTS FROM COX HIGH GOING TO START WITH

022RECOGNIZING THE STUDENTS FROM COX HIGH SCHOOL. THE STUDENTS FROM COX HIGH SCHOOL. THE STUDENTS FROM COX HIGH SCHOOL. DR. MICROCEPHALY IT IS A SCHOOL. DR. MICROCEPHALY IT IS A SCHOOL. DR. MICROCEPHALY IT IS A SCHOOL'S PRINCIPAL AND THE BAND DR. MICROCEPHALY IT IS A SCHOOL'S PRINCIPAL AND THE BAND DR. MICROCEPHALY IT IS A SCHOOL'S PRINCIPAL AND THE BAND DIRECTOR IS MIKE LANE THE SCHOOL'S PRINCIPAL AND THE BAND DIRECTOR IS MIKE LANE THE SCHOOL'S PRINCIPAL AND THE BAND DIRECTOR IS MIKE LANE THE STUDENTS BEING RECOGNIZED BEING DIRECTOR IS MIKE LANE THE STUDENTS BEING RECOGNIZED BEING DIRECTOR IS MIKE LANE THE STUDENTS BEING RECOGNIZED BEING RECOGNIZED ARE CONOLAN ALL STUDENTS BEING RECOGNIZED BEING RECOGNIZED ARE CONOLAN ALL STUDENTS BEING RECOGNIZED BEING RECOGNIZED ARE CONOLAN ALL VIRGINIA BAM AND TOMMY CROSSLY RECOGNIZED ARE CONOLAN ALL VIRGINIA BAM AND

023TOMMY CROSSLY RECOGNIZED ARE CONOLAN ALL VIRGINIA BAM AND TOMMY CROSSLY ALL VIRGINIA BAIAME NEXT WE VIRGINIA BAM AND TOMMY CROSSLY ALL VIRGINIA BAIAME NEXT WE VIRGINIA BAM AND TOMMY CROSSLY ALL VIRGINIA BAIAME NEXT WE HAVE KELAM HIGH SCHOOL THE ALL VIRGINIA BAIAME NEXT WE HAVE KELAM HIGH SCHOOL THE ALL VIRGINIA BAIAME NEXT WE HAVE KELAM HIGH SCHOOL THE COUNCIL PRINCIPLE IS DR. RICE HAVE KELAM HIGH SCHOOL THE COUNCIL PRINCIPLE IS DR. RICE HAVE KELAM HIGH SCHOOL THE COUNCIL PRINCIPLE IS DR. RICE SCHUBERT SHERBERT AND THE BAND COUNCIL PRINCIPLE IS DR. RICE SCHUBERT SHERBERT AND THE BAND COUNCIL PRINCIPLE IS DR. RICE SCHUBERT SHERBERT AND THE BAND DIRECTOR IS CAMERON A. THE SCHUBERT SHERBERT AND THE BAND DIRECTOR IS CAMERON A. THE SCHUBERT SHERBERT AND THE BAND DIRECTOR IS CAMERON A. THE STUDENT BEING RECOGNIZED AS

024DIRECTOR IS CAMERON A. THE STUDENT BEING RECOGNIZED AS DIRECTOR IS CAMERON A. THE STUDENT BEING RECOGNIZED AS BOBBY MCNORTON ALL VIRGINIA STUDENT BEING RECOGNIZED AS BOBBY MCNORTON ALL VIRGINIA STUDENT BEING RECOGNIZED AS BOBBY MCNORTON ALL VIRGINIA BAND ALL RIGHT >> MOVING ON BOBBY MCNORTON ALL VIRGINIA BAND ALL RIGHT >> MOVING ON BOBBY MCNORTON ALL VIRGINIA BAND ALL RIGHT >> MOVING ON MOVING ON TO LANDSDOWN HIGH BAND ALL RIGHT >> MOVING ON MOVING ON TO LANDSDOWN HIGH BAND ALL RIGHT >> MOVING ON MOVING ON TO LANDSDOWN HIGH SCHOOL THE PRINCIPLE IS DR. MOVING ON TO LANDSDOWN HIGH SCHOOL THE PRINCIPLE IS DR. MOVING ON TO LANDSDOWN HIGH SCHOOL THE PRINCIPLE IS DR. PAUL JOHNSON AND THE CHOIR SCHOOL THE PRINCIPLE IS DR. PAUL JOHNSON AND THE CHOIR SCHOOL THE PRINCIPLE IS DR. PAUL JOHNSON AND THE

025CHOIR DIRECTOR IS JIMMY CARTER THE PAUL JOHNSON AND THE CHOIR DIRECTOR IS JIMMY CARTER THE PAUL JOHNSON AND THE CHOIR DIRECTOR IS JIMMY CARTER THE STUDENT BEING RECOGNIZED IS DIRECTOR IS JIMMY CARTER THE STUDENT BEING RECOGNIZED IS DIRECTOR IS JIMMY CARTER THE STUDENT BEING RECOGNIZED IS RICHIE LEE OF VIRGINIA. STUDENT BEING RECOGNIZED IS RICHIE LEE OF VIRGINIA. STUDENT BEING RECOGNIZED IS RICHIE LEE OF VIRGINIA. COURSE I GUESS NOT HERE NOW RICHIE LEE OF VIRGINIA. COURSE I GUESS NOT HERE NOW RICHIE LEE OF VIRGINIA. COURSE I GUESS NOT HERE NOW WE'LL MOVE ON THE OCEAN LIKES COURSE I GUESS NOT HERE NOW WE'LL MOVE ON THE OCEAN LIKES COURSE I GUESS NOT HERE NOW WE'LL MOVE ON THE OCEAN LIKES LAKES HIGH SCHOOL WITH THE WE'LL MOVE ON THE OCEAN LIKES LAKES HIGH SCHOOL WITH THE

026WE'LL MOVE ON THE OCEAN LIKES LAKES HIGH SCHOOL WITH THE PRINCIPLE IS DR. CLAIRE LEBLANC LAKES HIGH SCHOOL WITH THE PRINCIPLE IS DR. CLAIRE LEBLANC LAKES HIGH SCHOOL WITH THE PRINCIPLE IS DR. CLAIRE LEBLANC THE BAND DIRECTOR IS KATHLEEN PRINCIPLE IS DR. CLAIRE LEBLANC THE BAND DIRECTOR IS KATHLEEN PRINCIPLE IS DR. CLAIRE LEBLANC THE BAND DIRECTOR IS KATHLEEN PROFIT AND THE COURSE DIRECTOR THE BAND DIRECTOR IS KATHLEEN PROFIT AND THE COURSE DIRECTOR THE BAND DIRECTOR IS KATHLEEN PROFIT AND THE COURSE DIRECTOR IS WILLIAM BOARDMAN. PROFIT AND THE COURSE DIRECTOR IS WILLIAM BOARDMAN. PROFIT AND THE COURSE DIRECTOR IS WILLIAM BOARDMAN. THE STUDENTS BEING RECOGNIZED IS WILLIAM BOARDMAN. THE STUDENTS BEING RECOGNIZED IS WILLIAM BOARDMAN. THE STUDENTS BEING RECOGNIZED THEODORE EVERETT KEITH THE STUDENTS BEING RECOGNIZED THEODORE EVERETT KEITH THE STUDENTS BEING RECOGNIZED THEODORE EVERETT KEITH

027OF VIRGINIA ORCHESTRA KELSALL THEODORE EVERETT KEITH OF VIRGINIA ORCHESTRA KELSALL THEODORE EVERETT KEITH OF VIRGINIA ORCHESTRA KELSALL ALL VIRGINIA OF COURSE >> NEXT OF VIRGINIA ORCHESTRA KELSALL ALL VIRGINIA OF COURSE >> NEXT OF VIRGINIA ORCHESTRA KELSALL ALL VIRGINIA OF COURSE >> NEXT IS PRINCESS ANNE HIGH SCHOOL ALL VIRGINIA OF COURSE >> NEXT IS PRINCESS ANNE HIGH SCHOOL ALL VIRGINIA OF COURSE >> NEXT IS PRINCESS ANNE HIGH SCHOOL THE PRINCIPLE IS MR. TALKING TO IS PRINCESS ANNE HIGH SCHOOL THE PRINCIPLE IS MR. TALKING TO IS PRINCESS ANNE HIGH SCHOOL THE PRINCIPLE IS MR. TALKING TO TALKING TO THE BAND DIRECTORS THE PRINCIPLE IS MR. TALKING TO TALKING TO THE BAND DIRECTORS THE PRINCIPLE IS MR. TALKING TO TALKING TO THE BAND DIRECTORS JOHN BOYD AND THE ORCHESTRA TALKING TO THE BAND DIRECTORS JOHN BOYD AND THE

028ORCHESTRA TALKING TO THE BAND DIRECTORS JOHN BOYD AND THE ORCHESTRA DIRECTORS ALEX KELLY. JOHN BOYD AND THE ORCHESTRA DIRECTORS ALEX KELLY. JOHN BOYD AND THE ORCHESTRA DIRECTORS ALEX KELLY. THE STUDENTS BEING RECOGNIZED DIRECTORS ALEX KELLY. THE STUDENTS BEING RECOGNIZED DIRECTORS ALEX KELLY. THE STUDENTS BEING RECOGNIZED ARE NO ALL VIRGINIA BAMN LINDA THE STUDENTS BEING RECOGNIZED ARE NO ALL VIRGINIA BAMN LINDA THE STUDENTS BEING RECOGNIZED ARE NO ALL VIRGINIA BAMN LINDA ALL VIRGINIA CHORUS KAMERON ARE NO ALL VIRGINIA BAMN LINDA ALL VIRGINIA CHORUS KAMERON ARE NO ALL VIRGINIA BAMN LINDA ALL VIRGINIA CHORUS KAMERON SPEARS' ALL VIRGINIA HORSE. ALL VIRGINIA CHORUS KAMERON SPEARS' ALL VIRGINIA HORSE. ALL VIRGINIA CHORUS KAMERON SPEARS' ALL VIRGINIA HORSE. NEXT IS SALEM HIGH SCHOOL AND SPEARS' ALL VIRGINIA HORSE. NEXT IS SALEM HIGH SCHOOL AND SPEARS' ALL VIRGINIA HORSE. NEXT IS

029SALEM HIGH SCHOOL AND THE VISUAL AND PERFORMING ARTS NEXT IS SALEM HIGH SCHOOL AND THE VISUAL AND PERFORMING ARTS NEXT IS SALEM HIGH SCHOOL AND THE VISUAL AND PERFORMING ARTS ACADEMY AT SALEM HIGH SCHOOL THE VISUAL AND PERFORMING ARTS ACADEMY AT SALEM HIGH SCHOOL THE VISUAL AND PERFORMING ARTS ACADEMY AT SALEM HIGH SCHOOL AND WE HAVE A LOT OF THEM AND ACADEMY AT SALEM HIGH SCHOOL AND WE HAVE A LOT OF THEM AND ACADEMY AT SALEM HIGH SCHOOL AND WE HAVE A LOT OF THEM AND I'M JUST CLAIMING RIGHT NOW I'M AND WE HAVE A LOT OF THEM AND I'M JUST CLAIMING RIGHT NOW I'M AND WE HAVE A LOT OF THEM AND I'M JUST CLAIMING RIGHT NOW I'M NOT GOING TO GET ALL YOUR NAMES I'M JUST CLAIMING RIGHT NOW I'M NOT GOING TO

030GET ALL YOUR NAMES I'M JUST CLAIMING RIGHT NOW I'M NOT GOING TO GET ALL YOUR NAMES RIGHT SO PLEASE FORGIVE ME OH NOT GOING TO GET ALL YOUR NAMES RIGHT SO PLEASE FORGIVE ME OH NOT GOING TO GET ALL YOUR NAMES RIGHT SO PLEASE FORGIVE ME OH I'M GOING FORWARD BUT HER BUT RIGHT SO PLEASE FORGIVE ME OH I'M GOING FORWARD BUT HER BUT RIGHT SO PLEASE FORGIVE ME OH I'M GOING FORWARD BUT HER BUT ALL RIGHTY. I'M GOING FORWARD BUT HER BUT ALL RIGHTY. I'M GOING FORWARD BUT HER BUT ALL RIGHTY. MR. EGO IS THE PRINCIPAL THE ALL RIGHTY. MR. EGO IS THE PRINCIPAL THE ALL RIGHTY. MR. EGO IS THE PRINCIPAL THE ACADEMY COORDINATOR IS SHARON MR. EGO IS THE PRINCIPAL THE ACADEMY COORDINATOR IS SHARON MR. EGO IS THE PRINCIPAL THE ACADEMY

031COORDINATOR IS SHARON BIRD AND THE V.P. A CHORAL ACADEMY COORDINATOR IS SHARON BIRD AND THE V.P. A CHORAL ACADEMY COORDINATOR IS SHARON BIRD AND THE V.P. A CHORAL DIRECTOR IS COVERING PINTO THE BIRD AND THE V.P. A CHORAL DIRECTOR IS COVERING PINTO THE BIRD AND THE V.P. A CHORAL DIRECTOR IS COVERING PINTO THE STUDENT IS BEING RECOGNIZED ARE DIRECTOR IS COVERING PINTO THE STUDENT IS BEING RECOGNIZED ARE DIRECTOR IS COVERING PINTO THE STUDENT IS BEING RECOGNIZED ARE OLIVIA MCGEE, ALL VIRGINIA STUDENT IS BEING RECOGNIZED ARE OLIVIA MCGEE, ALL VIRGINIA STUDENT IS BEING RECOGNIZED ARE OLIVIA MCGEE, ALL VIRGINIA CORPS SENIOR HONORS CHOIR OLIVIA MCGEE, ALL VIRGINIA CORPS SENIOR HONORS CHOIR OLIVIA MCGEE, ALL VIRGINIA CORPS SENIOR HONORS CHOIR ADRIANNE CRANE SENIOR HONORS CORPS SENIOR HONORS CHOIR ADRIANNE CRANE SENIOR HONORS CORPS SENIOR HONORS CHOIR ADRIANNE

032CRANE SENIOR HONORS CHOIR NAKAHARA ASHBURN SORRY ADRIANNE CRANE SENIOR HONORS CHOIR NAKAHARA ASHBURN SORRY ADRIANNE CRANE SENIOR HONORS CHOIR NAKAHARA ASHBURN SORRY SENIOR HONORS CHOIR GABRIEL CHOIR NAKAHARA ASHBURN SORRY SENIOR HONORS CHOIR GABRIEL CHOIR NAKAHARA ASHBURN SORRY SENIOR HONORS CHOIR GABRIEL DOONESBURY SENIOR HONORS CHOIR SENIOR HONORS CHOIR GABRIEL DOONESBURY SENIOR HONORS CHOIR SENIOR HONORS CHOIR GABRIEL DOONESBURY SENIOR HONORS CHOIR MACKENSIE STRATA OF VIRGINIA DOONESBURY SENIOR HONORS CHOIR MACKENSIE STRATA OF VIRGINIA DOONESBURY SENIOR HONORS CHOIR MACKENSIE STRATA OF VIRGINIA CHOIR COURSE AND NATIONAL MACKENSIE STRATA OF VIRGINIA CHOIR COURSE AND NATIONAL MACKENSIE STRATA OF VIRGINIA CHOIR COURSE AND NATIONAL HONORS CHOIR ALEX SHOOP CHOIR COURSE AND NATIONAL HONORS CHOIR ALEX SHOOP CHOIR COURSE AND NATIONAL HONORS CHOIR ALEX SHOOP OF VIRGINIA COURSE NATIONAL HONORS CHOIR ALEX SHOOP OF VIRGINIA COURSE NATIONAL HONORS CHOIR ALEX SHOOP OF

033VIRGINIA COURSE NATIONAL HONORS CHOIR NIALL'S DELOATCH OF VIRGINIA COURSE NATIONAL HONORS CHOIR NIALL'S DELOATCH OF VIRGINIA COURSE NATIONAL HONORS CHOIR NIALL'S DELOATCH ALL VIRGINIA COURSE NATIONAL HONORS CHOIR NIALL'S DELOATCH ALL VIRGINIA COURSE NATIONAL HONORS CHOIR NIALL'S DELOATCH ALL VIRGINIA COURSE NATIONAL HONORS CHOIR ALEXIS GONZALEZ ALL VIRGINIA COURSE NATIONAL HONORS CHOIR ALEXIS GONZALEZ ALL VIRGINIA COURSE NATIONAL HONORS CHOIR ALEXIS GONZALEZ NATURAL HONORS CHOIR MADISON HONORS CHOIR ALEXIS GONZALEZ NATURAL HONORS CHOIR MADISON HONORS CHOIR ALEXIS GONZALEZ NATURAL HONORS CHOIR MADISON SOLSBURY ALL VIRGINIA CAUSE NATURAL HONORS CHOIR MADISON SOLSBURY ALL VIRGINIA CAUSE NATURAL HONORS CHOIR MADISON SOLSBURY ALL VIRGINIA CAUSE REAGAN RAMSEY OH VIRGINIA SOLSBURY ALL VIRGINIA CAUSE REAGAN RAMSEY OH VIRGINIA SOLSBURY ALL VIRGINIA CAUSE REAGAN RAMSEY OH VIRGINIA COURSE JOHNSON ALL VIRGINIA REAGAN RAMSEY OH VIRGINIA COURSE JOHNSON ALL VIRGINIA REAGAN RAMSEY OH VIRGINIA COURSE

034JOHNSON ALL VIRGINIA COURT EMMA HOWARD OF VIRGINIA COURSE JOHNSON ALL VIRGINIA COURT EMMA HOWARD OF VIRGINIA COURSE JOHNSON ALL VIRGINIA COURT EMMA HOWARD OF VIRGINIA COURSE CAYLEE MCPHEE ALL COURT EMMA HOWARD OF VIRGINIA COURSE CAYLEE MCPHEE ALL COURT EMMA HOWARD OF VIRGINIA COURSE CAYLEE MCPHEE ALL VIRGINIA COURSE EVAN WEISNER COURSE CAYLEE MCPHEE ALL VIRGINIA COURSE EVAN WEISNER COURSE CAYLEE MCPHEE ALL VIRGINIA COURSE EVAN WEISNER OF VIRGINIA COURSE AND I'LL SAY VIRGINIA COURSE EVAN WEISNER OF VIRGINIA COURSE AND I'LL SAY VIRGINIA COURSE EVAN WEISNER OF VIRGINIA COURSE AND I'LL SAY YOU JOYCE OF VIRGINIA OF COURSE OF VIRGINIA COURSE AND I'LL SAY YOU JOYCE OF VIRGINIA OF COURSE OF VIRGINIA COURSE AND I'LL SAY YOU JOYCE OF VIRGINIA OF COURSE CONGRATULATIONS. YOU JOYCE OF VIRGINIA OF COURSE CONGRATULATIONS. YOU JOYCE OF VIRGINIA OF COURSE CONGRATULATIONS. NOW

035WE'RE GOING TO EVOLVED TO CONGRATULATIONS. NOW WE'RE GOING TO EVOLVED TO CONGRATULATIONS. NOW WE'RE GOING TO EVOLVED TO TALK WITH HIGH SCHOOL TALLEST NOW WE'RE GOING TO EVOLVED TO TALK WITH HIGH SCHOOL TALLEST NOW WE'RE GOING TO EVOLVED TO TALK WITH HIGH SCHOOL TALLEST PRINCIPAL IS DR. RYAN O'MEARA TALK WITH HIGH SCHOOL TALLEST PRINCIPAL IS DR. RYAN O'MEARA TALK WITH HIGH SCHOOL TALLEST PRINCIPAL IS DR. RYAN O'MEARA THE BAND DIRECTOR IS TIMOTHY PRINCIPAL IS DR. RYAN O'MEARA THE BAND DIRECTOR IS TIMOTHY PRINCIPAL IS DR. RYAN O'MEARA THE BAND DIRECTOR IS TIMOTHY JAY ROSEN THE BAND STUDENTS ARE THE BAND DIRECTOR IS TIMOTHY JAY ROSEN THE BAND STUDENTS ARE THE BAND DIRECTOR IS TIMOTHY JAY ROSEN THE BAND STUDENTS ARE BEING RECOGNIZED ARE DAY SEAN JAY ROSEN THE BAND STUDENTS ARE BEING RECOGNIZED ARE DAY SEAN

036JAY ROSEN THE BAND STUDENTS ARE BEING RECOGNIZED ARE DAY SEAN GLENDEN ALL VIRGINIA CONCERT. BEING RECOGNIZED ARE DAY SEAN GLENDEN ALL VIRGINIA CONCERT. BEING RECOGNIZED ARE DAY SEAN GLENDEN ALL VIRGINIA CONCERT. I AM ROBERT PRESSIE VIRGINIA GLENDEN ALL VIRGINIA CONCERT. I AM ROBERT PRESSIE VIRGINIA GLENDEN ALL VIRGINIA CONCERT. I AM ROBERT PRESSIE VIRGINIA SERBAN >> CONGRATS RELATIONS T I AM ROBERT PRESSIE VIRGINIA SERBAN >> CONGRATS RELATIONS T I AM ROBERT PRESSIE VIRGINIA SERBAN >> CONGRATS RELATIONS T ALL FOR YOUR OUTSTANDING WORK. SERBAN >> CONGRATS RELATIONS T ALL FOR YOUR OUTSTANDING WORK. SERBAN >> CONGRATS RELATIONS T ALL FOR YOUR OUTSTANDING WORK. NOW WILL EVERYONE PLEASE JOIN ALL FOR YOUR OUTSTANDING WORK. NOW WILL EVERYONE PLEASE JOIN ALL FOR YOUR OUTSTANDING WORK. NOW WILL EVERYONE PLEASE JOIN ME IN A BIG ROUND OF APPLAUSE NOW WILL

037EVERYONE PLEASE JOIN ME IN A BIG ROUND OF APPLAUSE NOW WILL EVERYONE PLEASE JOIN ME IN A BIG ROUND OF APPLAUSE FOR THESE OUTSTANDING ME IN A BIG ROUND OF APPLAUSE FOR THESE OUTSTANDING ME IN A BIG ROUND OF APPLAUSE FOR THESE OUTSTANDING ACCOMPLISHED >> NEXT WE WILL FOR THESE OUTSTANDING ACCOMPLISHED >> NEXT WE WILL FOR THESE OUTSTANDING ACCOMPLISHED >> NEXT WE WILL RECOGNIZE OUR SCHOOL MUSIC ACCOMPLISHED >> NEXT WE WILL RECOGNIZE OUR SCHOOL MUSIC ACCOMPLISHED >> NEXT WE WILL RECOGNIZE OUR SCHOOL MUSIC PROGRAMS FOR RECEIVING THE RECOGNIZE OUR SCHOOL MUSIC PROGRAMS FOR RECEIVING THE RECOGNIZE OUR SCHOOL MUSIC PROGRAMS FOR RECEIVING THE PROGRAM OF HONOR AWARD. PROGRAMS FOR RECEIVING THE PROGRAM OF HONOR AWARD. PROGRAMS FOR RECEIVING THE PROGRAM OF HONOR AWARD. LET'S WELCOME OUR VIRGINIA PROGRAM OF HONOR AWARD. LET'S WELCOME OUR VIRGINIA

038PROGRAM OF HONOR AWARD. LET'S WELCOME OUR VIRGINIA HONOR ORCHESTRA DIRECTORS FROM LET'S WELCOME OUR VIRGINIA HONOR ORCHESTRA DIRECTORS FROM LET'S WELCOME OUR VIRGINIA HONOR ORCHESTRA DIRECTORS FROM PIMPS FEEL HIGH SCHOOL DR. HONOR ORCHESTRA DIRECTORS FROM PIMPS FEEL HIGH SCHOOL DR. HONOR ORCHESTRA DIRECTORS FROM PIMPS FEEL HIGH SCHOOL DR. NATALIA GOODLOW FROM PRINCESS PIMPS FEEL HIGH SCHOOL DR. NATALIA GOODLOW FROM PRINCESS PIMPS FEEL HIGH SCHOOL DR. NATALIA GOODLOW FROM PRINCESS AND HIGH SCHOOL ALEX KAILI FROM NATALIA GOODLOW FROM PRINCESS AND HIGH SCHOOL ALEX KAILI FROM NATALIA GOODLOW FROM PRINCESS AND HIGH SCHOOL ALEX KAILI FROM SALEM HIGH SCHOOL. AND HIGH SCHOOL ALEX KAILI FROM SALEM HIGH SCHOOL. AND HIGH SCHOOL ALEX KAILI FROM SALEM HIGH SCHOOL. LAURA PARKER. SALEM HIGH SCHOOL. LAURA PARKER. SALEM HIGH SCHOOL. LAURA PARKER. LET'S WELCOME OUR VIRGINIA YEAR LAURA PARKER. LET'S

039WELCOME OUR VIRGINIA YEAR LAURA PARKER. LET'S WELCOME OUR VIRGINIA YEAR ON YEAR DIRECTORS COX HIGH LET'S WELCOME OUR VIRGINIA YEAR ON YEAR DIRECTORS COX HIGH LET'S WELCOME OUR VIRGINIA YEAR ON YEAR DIRECTORS COX HIGH SCHOOL MIKE LANG KELAM HIGH ON YEAR DIRECTORS COX HIGH SCHOOL MIKE LANG KELAM HIGH ON YEAR DIRECTORS COX HIGH SCHOOL MIKE LANG KELAM HIGH SCHOOL CAMERON BAKER KYM'S SCHOOL MIKE LANG KELAM HIGH SCHOOL CAMERON BAKER KYM'S SCHOOL MIKE LANG KELAM HIGH SCHOOL CAMERON BAKER KYM'S SPEAL HIGH SCHOOL BRIAN WEBB SCHOOL CAMERON BAKER KYM'S SPEAL HIGH SCHOOL BRIAN WEBB SCHOOL CAMERON BAKER KYM'S SPEAL HIGH SCHOOL BRIAN WEBB LANDS TOWN SCHOOL. SPEAL HIGH SCHOOL BRIAN WEBB LANDS TOWN SCHOOL. SPEAL HIGH SCHOOL BRIAN WEBB LANDS TOWN SCHOOL. JUSTIN THORTON >> OCEAN LAKES LANDS TOWN SCHOOL. JUSTIN THORTON >> OCEAN LAKES LANDS TOWN

040SCHOOL. JUSTIN THORTON >> OCEAN LAKES HIGH SCHOOL. JUSTIN THORTON >> OCEAN LAKES HIGH SCHOOL. JUSTIN THORTON >> OCEAN LAKES HIGH SCHOOL. CAITLIN PROFIT OLD DONATION HIGH SCHOOL. CAITLIN PROFIT OLD DONATION HIGH SCHOOL. CAITLIN PROFIT OLD DONATION SCHOOL. CAITLIN PROFIT OLD DONATION SCHOOL. CAITLIN PROFIT OLD DONATION SCHOOL. JAMES REED SUZANNE HIGH SCHOOL SCHOOL. JAMES REED SUZANNE HIGH SCHOOL SCHOOL. JAMES REED SUZANNE HIGH SCHOOL JOHN BOY SALEM HIGH SCHOOL JAMES REED SUZANNE HIGH SCHOOL JOHN BOY SALEM HIGH SCHOOL JAMES REED SUZANNE HIGH SCHOOL JOHN BOY SALEM HIGH SCHOOL ANDREW SMITH AND TOLLYWOOD HIGH JOHN BOY SALEM HIGH SCHOOL ANDREW SMITH AND TOLLYWOOD HIGH JOHN BOY SALEM HIGH SCHOOL ANDREW SMITH AND TOLLYWOOD HIGH SCHOOL TIMOTHY ROWSON TEENIE >> ANDREW SMITH AND TOLLYWOOD HIGH SCHOOL TIMOTHY ROWSON TEENIE >> ANDREW SMITH AND TOLLYWOOD HIGH SCHOOL TIMOTHY ROWSON TEENIE

041>> TO EARN THIS AWARD TO >> EARN SCHOOL TIMOTHY ROWSON TEENIE >> TO EARN THIS AWARD TO >> EARN SCHOOL TIMOTHY ROWSON TEENIE >> TO EARN THIS AWARD TO >> EARN THIS AWARD ENSEMBLES MUST TO EARN THIS AWARD TO >> EARN THIS AWARD ENSEMBLES MUST TO EARN THIS AWARD TO >> EARN THIS AWARD ENSEMBLES MUST RECEIVE A SUPERIOR RATING AT THIS AWARD ENSEMBLES MUST RECEIVE A SUPERIOR RATING AT THIS AWARD ENSEMBLES MUST RECEIVE A SUPERIOR RATING AT THE VIRGINIA BAND AND RECEIVE A SUPERIOR RATING AT THE VIRGINIA BAND AND RECEIVE A SUPERIOR RATING AT THE VIRGINIA BAND AND ORCHESTRAS CONCERT ASSESSMENT THE VIRGINIA BAND AND ORCHESTRAS CONCERT ASSESSMENT THE VIRGINIA BAND AND ORCHESTRAS CONCERT ASSESSMENT AND DEMONSTRATE THE STRENGTH ORCHESTRAS CONCERT ASSESSMENT AND DEMONSTRATE THE STRENGTH ORCHESTRAS CONCERT ASSESSMENT AND DEMONSTRATE THE STRENGTH OF THEIR

042MUSIC PROGRAM THROUGH AND DEMONSTRATE THE STRENGTH OF THEIR MUSIC PROGRAM THROUGH AND DEMONSTRATE THE STRENGTH OF THEIR MUSIC PROGRAM THROUGH VARIOUS INDICATORS INCLUDING OF THEIR MUSIC PROGRAM THROUGH VARIOUS INDICATORS INCLUDING OF THEIR MUSIC PROGRAM THROUGH VARIOUS INDICATORS INCLUDING VIDEO ODIA JAZZ ASSESSMENT, VARIOUS INDICATORS INCLUDING VIDEO ODIA JAZZ ASSESSMENT, VARIOUS INDICATORS INCLUDING VIDEO ODIA JAZZ ASSESSMENT, STUDENT SELECTION FOR REGIONAL VIDEO ODIA JAZZ ASSESSMENT, STUDENT SELECTION FOR REGIONAL VIDEO ODIA JAZZ ASSESSMENT, STUDENT SELECTION FOR REGIONAL AND DISTRICT EVENTS AND STUDENT SELECTION FOR REGIONAL AND DISTRICT EVENTS AND STUDENT SELECTION FOR REGIONAL AND DISTRICT EVENTS AND SUPERIOR RATINGS VEHBI MARCHING AND DISTRICT EVENTS AND SUPERIOR RATINGS VEHBI MARCHING AND DISTRICT EVENTS AND SUPERIOR RATINGS VEHBI MARCHING ASSESSMENT ODIE'S A MARCHIN SUPERIOR RATINGS VEHBI MARCHING ASSESSMENT ODIE'S A MARCHIN SUPERIOR RATINGS VEHBI MARCHING ASSESSMENT ODIE'S A MARCHIN ASSESSMENT TO

043NAME A FEW THE ASSESSMENT ODIE'S A MARCHIN ASSESSMENT TO NAME A FEW THE ASSESSMENT ODIE'S A MARCHIN ASSESSMENT TO NAME A FEW THE PROGRAM OF HONOR BESTOWS THE ASSESSMENT TO NAME A FEW THE PROGRAM OF HONOR BESTOWS THE ASSESSMENT TO NAME A FEW THE PROGRAM OF HONOR BESTOWS THE TITLE OF VIRGINIA HONORABLE AND PROGRAM OF HONOR BESTOWS THE TITLE OF VIRGINIA HONORABLE AND PROGRAM OF HONOR BESTOWS THE TITLE OF VIRGINIA HONORABLE AND OR VIRGINIA ON AN TO THOSE TITLE OF VIRGINIA HONORABLE AND OR VIRGINIA ON AN TO THOSE TITLE OF VIRGINIA HONORABLE AND OR VIRGINIA ON AN TO THOSE WHOSE SUCCESS EARNED THE THIS OR VIRGINIA ON AN TO THOSE WHOSE SUCCESS EARNED THE THIS OR VIRGINIA ON AN TO THOSE WHOSE SUCCESS EARNED THE THIS ACHIEVEMENT WHICH IS THE WHOSE SUCCESS EARNED THE THIS

044ACHIEVEMENT WHICH IS THE WHOSE SUCCESS EARNED THE THIS ACHIEVEMENT WHICH IS THE HIGHEST HONOR AWARDED IN THE ACHIEVEMENT WHICH IS THE HIGHEST HONOR AWARDED IN THE ACHIEVEMENT WHICH IS THE HIGHEST HONOR AWARDED IN THE COMMONWEALTH. HIGHEST HONOR AWARDED IN THE COMMONWEALTH. HIGHEST HONOR AWARDED IN THE COMMONWEALTH. THIS IS THE INAUGURAL YEAR FOR COMMONWEALTH. THIS IS THE INAUGURAL YEAR FOR COMMONWEALTH. THIS IS THE INAUGURAL YEAR FOR THIS AWARD FOR STRING ORCHESTRA THIS IS THE INAUGURAL YEAR FOR THIS AWARD FOR STRING ORCHESTRA THIS IS THE INAUGURAL YEAR FOR THIS AWARD FOR STRING ORCHESTRA PROGRAMS CONGRATULATION THIS AWARD FOR STRING ORCHESTRA PROGRAMS CONGRATULATION THIS AWARD FOR STRING ORCHESTRA PROGRAMS CONGRATULATION DIRECTORS WE ARE PROUD OF >> PROGRAMS CONGRATULATION DIRECTORS WE ARE PROUD OF >> PROGRAMS CONGRATULATION DIRECTORS WE ARE PROUD OF >> YOU. DIRECTORS WE ARE PROUD OF

045>> YOU. DIRECTORS WE ARE PROUD OF >> YOU. NEXT UP OUR SCHOOL MUSIC YOU. NEXT UP OUR SCHOOL MUSIC YOU. NEXT UP OUR SCHOOL MUSIC DEPARTMENTS WHO ARE BEING NEXT UP OUR SCHOOL MUSIC DEPARTMENTS WHO ARE BEING NEXT UP OUR SCHOOL MUSIC DEPARTMENTS WHO ARE BEING HONORED AS BLUE RIBBON SCHOOLS DEPARTMENTS WHO ARE BEING HONORED AS BLUE RIBBON SCHOOLS DEPARTMENTS WHO ARE BEING HONORED AS BLUE RIBBON SCHOOLS THE VIRGINIA MUSIC EDUCATORS HONORED AS BLUE RIBBON SCHOOLS THE VIRGINIA MUSIC EDUCATORS HONORED AS BLUE RIBBON SCHOOLS THE VIRGINIA MUSIC EDUCATORS EDUCATORS ASSOCIATION BLUE THE VIRGINIA MUSIC EDUCATORS EDUCATORS ASSOCIATION BLUE THE VIRGINIA MUSIC EDUCATORS EDUCATORS ASSOCIATION BLUE RIBBON AWARD IS A PRESTIGIOUS EDUCATORS ASSOCIATION BLUE RIBBON AWARD IS A PRESTIGIOUS EDUCATORS ASSOCIATION BLUE RIBBON AWARD IS A PRESTIGIOUS RECOGNITION AWARDED TO SELECT RIBBON AWARD IS A PRESTIGIOUS

046RECOGNITION AWARDED TO SELECT RIBBON AWARD IS A PRESTIGIOUS RECOGNITION AWARDED TO SELECT SCHOOLS THAT DEMONSTRATE RECOGNITION AWARDED TO SELECT SCHOOLS THAT DEMONSTRATE RECOGNITION AWARDED TO SELECT SCHOOLS THAT DEMONSTRATE EXCEPTIONAL COMMITMENT AND SCHOOLS THAT DEMONSTRATE EXCEPTIONAL COMMITMENT AND SCHOOLS THAT DEMONSTRATE EXCEPTIONAL COMMITMENT AND ACHIEVEMENT IN MUSIC EDUCATION EXCEPTIONAL COMMITMENT AND ACHIEVEMENT IN MUSIC EDUCATION EXCEPTIONAL COMMITMENT AND ACHIEVEMENT IN MUSIC EDUCATION . ACHIEVEMENT IN MUSIC EDUCATION . ACHIEVEMENT IN MUSIC EDUCATION . SCHOOLS EARNING THIS AWARD . SCHOOLS EARNING THIS AWARD . SCHOOLS EARNING THIS AWARD RECEIVE SUPERIOR RATINGS FOR SCHOOLS EARNING THIS AWARD RECEIVE SUPERIOR RATINGS FOR SCHOOLS EARNING THIS AWARD RECEIVE SUPERIOR RATINGS FOR BAND CHORUS AND ORCHESTRA AT RECEIVE SUPERIOR RATINGS FOR BAND CHORUS AND ORCHESTRA AT RECEIVE SUPERIOR RATINGS FOR BAND CHORUS AND ORCHESTRA AT DISTRICT ASSESSMENTS THE AWARD BAND CHORUS AND ORCHESTRA AT

047DISTRICT ASSESSMENTS THE AWARD BAND CHORUS AND ORCHESTRA AT DISTRICT ASSESSMENTS THE AWARD IS A TESTAMENT TO THE HARD WORK DISTRICT ASSESSMENTS THE AWARD IS A TESTAMENT TO THE HARD WORK DISTRICT ASSESSMENTS THE AWARD IS A TESTAMENT TO THE HARD WORK AND DEDICATION OF MUSIC IS A TESTAMENT TO THE HARD WORK AND DEDICATION OF MUSIC IS A TESTAMENT TO THE HARD WORK AND DEDICATION OF MUSIC EDUCATORS AND THEIR STUDENTS AND DEDICATION OF MUSIC EDUCATORS AND THEIR STUDENTS AND DEDICATION OF MUSIC EDUCATORS AND THEIR STUDENTS AND SERVES AS A SYMBOL EDUCATORS AND THEIR STUDENTS AND SERVES AS A SYMBOL EDUCATORS AND THEIR STUDENTS AND SERVES AS A SYMBOL EXCELLENCE IN MUSIC EDUCATION. AND SERVES AS A SYMBOL EXCELLENCE IN MUSIC EDUCATION. AND SERVES AS A SYMBOL EXCELLENCE IN MUSIC EDUCATION. LET'S PLEASE WELCOME STAFF EXCELLENCE IN MUSIC

048EDUCATION. LET'S PLEASE WELCOME STAFF EXCELLENCE IN MUSIC EDUCATION. LET'S PLEASE WELCOME STAFF MEMBERS WHO MAKE UP THEIR LET'S PLEASE WELCOME STAFF MEMBERS WHO MAKE UP THEIR LET'S PLEASE WELCOME STAFF MEMBERS WHO MAKE UP THEIR SCHOOLS MUSIC DEPARTMENT AND MEMBERS WHO MAKE UP THEIR SCHOOLS MUSIC DEPARTMENT AND MEMBERS WHO MAKE UP THEIR SCHOOLS MUSIC DEPARTMENT AND WERE INSTRUMENTAL AND THEIR SCHOOLS MUSIC DEPARTMENT AND WERE INSTRUMENTAL AND THEIR SCHOOLS MUSIC DEPARTMENT AND WERE INSTRUMENTAL AND THEIR SCHOOLS RECEIVING THIS WERE INSTRUMENTAL AND THEIR SCHOOLS RECEIVING THIS WERE INSTRUMENTAL AND THEIR SCHOOLS RECEIVING THIS MONUMENTAL AWARD FEEL FREE TO SCHOOLS RECEIVING THIS MONUMENTAL AWARD FEEL FREE TO SCHOOLS RECEIVING THIS MONUMENTAL AWARD FEEL FREE TO APPLAUD FOR EACH SCHOOL AS THEY MONUMENTAL AWARD FEEL FREE TO APPLAUD FOR EACH SCHOOL AS THEY MONUMENTAL AWARD FEEL FREE TO APPLAUD FOR

049EACH SCHOOL AS THEY ARE RECOGNIZED FIRST FROM APPLAUD FOR EACH SCHOOL AS THEY ARE RECOGNIZED FIRST FROM APPLAUD FOR EACH SCHOOL AS THEY ARE RECOGNIZED FIRST FROM BRANDED MIDDLE SCHOOL PLEASE ARE RECOGNIZED FIRST FROM BRANDED MIDDLE SCHOOL PLEASE ARE RECOGNIZED FIRST FROM BRANDED MIDDLE SCHOOL PLEASE WELCOME BAND DIRECTOR AMY BRANDED MIDDLE SCHOOL PLEASE WELCOME BAND DIRECTOR AMY BRANDED MIDDLE SCHOOL PLEASE WELCOME BAND DIRECTOR AMY PALLOT COURSE DIRECTOR SHELBY WELCOME BAND DIRECTOR AMY PALLOT COURSE DIRECTOR SHELBY WELCOME BAND DIRECTOR AMY PALLOT COURSE DIRECTOR SHELBY WORST AN ORCHESTRA DIRECTOR PALLOT COURSE DIRECTOR SHELBY WORST AN ORCHESTRA DIRECTOR PALLOT COURSE DIRECTOR SHELBY WORST AN ORCHESTRA DIRECTOR LINDSAY COOK NEXT FROM WORST AN ORCHESTRA DIRECTOR LINDSAY COOK NEXT FROM WORST AN ORCHESTRA DIRECTOR LINDSAY COOK NEXT FROM CORPORATE LENDING MIDDLE PLEASE LINDSAY COOK NEXT FROM CORPORATE LENDING MIDDLE PLEASE

050LINDSAY COOK NEXT FROM CORPORATE LENDING MIDDLE PLEASE WELCOME BAND WELCOME BAND CORPORATE LENDING MIDDLE PLEASE WELCOME BAND WELCOME BAND CORPORATE LENDING MIDDLE PLEASE WELCOME BAND WELCOME BAND DIRECTOR AMY SCHAEFER, CHORUS WELCOME BAND WELCOME BAND DIRECTOR AMY SCHAEFER, CHORUS WELCOME BAND WELCOME BAND DIRECTOR AMY SCHAEFER, CHORUS DIRECTOR VICTOR HUGO AN DIRECTOR AMY SCHAEFER, CHORUS DIRECTOR VICTOR HUGO AN DIRECTOR AMY SCHAEFER, CHORUS DIRECTOR VICTOR HUGO AN ORCHESTRA DIRECTOR LEON DIRECTOR VICTOR HUGO AN ORCHESTRA DIRECTOR LEON DIRECTOR VICTOR HUGO AN ORCHESTRA DIRECTOR LEON BLEASDALE FROM COUNTESS PLEASE ORCHESTRA DIRECTOR LEON BLEASDALE FROM COUNTESS PLEASE ORCHESTRA DIRECTOR LEON BLEASDALE FROM COUNTESS PLEASE WELCOME BAND DIRECTOR MIKE BLEASDALE FROM COUNTESS PLEASE WELCOME BAND DIRECTOR MIKE BLEASDALE FROM COUNTESS PLEASE WELCOME BAND DIRECTOR MIKE LANE, CHORUS DIRECTOR ANDREA WELCOME BAND DIRECTOR MIKE LANE, CHORUS DIRECTOR ANDREA WELCOME BAND DIRECTOR MIKE LANE,

051CHORUS DIRECTOR ANDREA MINSKY AN ORCHESTRA DIRECTOR LANE, CHORUS DIRECTOR ANDREA MINSKY AN ORCHESTRA DIRECTOR LANE, CHORUS DIRECTOR ANDREA MINSKY AN ORCHESTRA DIRECTOR KEVIN FIELDS FROM GREAT NECK MINSKY AN ORCHESTRA DIRECTOR KEVIN FIELDS FROM GREAT NECK MINSKY AN ORCHESTRA DIRECTOR KEVIN FIELDS FROM GREAT NECK MIDDLE SCHOOL PLEASE WELCOME KEVIN FIELDS FROM GREAT NECK MIDDLE SCHOOL PLEASE WELCOME KEVIN FIELDS FROM GREAT NECK MIDDLE SCHOOL PLEASE WELCOME BAND DIRECTOR HEATHER SMITH, MIDDLE SCHOOL PLEASE WELCOME BAND DIRECTOR HEATHER SMITH, MIDDLE SCHOOL PLEASE WELCOME BAND DIRECTOR HEATHER SMITH, CHORUS DIRECTOR LUANN AN BAND DIRECTOR HEATHER SMITH, CHORUS DIRECTOR LUANN AN BAND DIRECTOR HEATHER SMITH, CHORUS DIRECTOR LUANN AN ORCHESTRA DIRECTOR AARON CHORUS DIRECTOR LUANN AN ORCHESTRA DIRECTOR AARON CHORUS DIRECTOR LUANN AN ORCHESTRA DIRECTOR AARON STAFFORD FROM GREEN RUN >> HIGH ORCHESTRA DIRECTOR AARON STAFFORD FROM GREEN RUN >> HIGH

052ORCHESTRA DIRECTOR AARON STAFFORD FROM GREEN RUN >> HIGH SCHOOL PLEASE WELCOME >> STAFFORD FROM GREEN RUN >> HIGH SCHOOL PLEASE WELCOME >> STAFFORD FROM GREEN RUN >> HIGH SCHOOL PLEASE WELCOME >> ORCHESTRA >> DIRECTOR JOSH PO SCHOOL PLEASE WELCOME >> ORCHESTRA >> DIRECTOR JOSH PO SCHOOL PLEASE WELCOME >> ORCHESTRA >> DIRECTOR JOSH PO BAND DIRECTOR DAVID HOBSON AND ORCHESTRA >> DIRECTOR JOSH PO BAND DIRECTOR DAVID HOBSON AND ORCHESTRA >> DIRECTOR JOSH PO BAND DIRECTOR DAVID HOBSON AND OF COURSE DIRECTOR RYAN DUNCAN BAND DIRECTOR DAVID HOBSON AND OF COURSE DIRECTOR RYAN DUNCAN BAND DIRECTOR DAVID HOBSON AND OF COURSE DIRECTOR RYAN DUNCAN >> PLISSKEN FROM GAINESVILLE OF COURSE DIRECTOR RYAN DUNCAN >> PLISSKEN FROM GAINESVILLE OF COURSE DIRECTOR RYAN DUNCAN >> PLISSKEN FROM GAINESVILLE HIGH SCHOOL. >> PLISSKEN FROM GAINESVILLE HIGH SCHOOL. >> PLISSKEN FROM GAINESVILLE

053HIGH SCHOOL. PLEASE WELCOME BAND DIRECTOR HIGH SCHOOL. PLEASE WELCOME BAND DIRECTOR HIGH SCHOOL. PLEASE WELCOME BAND DIRECTOR BRIAN WEBB CHORUS DIRECTOR PLEASE WELCOME BAND DIRECTOR BRIAN WEBB CHORUS DIRECTOR PLEASE WELCOME BAND DIRECTOR BRIAN WEBB CHORUS DIRECTOR KAREN NEMETH AND ORCHESTRA BRIAN WEBB CHORUS DIRECTOR KAREN NEMETH AND ORCHESTRA BRIAN WEBB CHORUS DIRECTOR KAREN NEMETH AND ORCHESTRA DIRECTOR NATALIA GOODLOW FROM KAREN NEMETH AND ORCHESTRA DIRECTOR NATALIA GOODLOW FROM KAREN NEMETH AND ORCHESTRA DIRECTOR NATALIA GOODLOW FROM LANSDOWNE MIDDLE SCHOOL. DIRECTOR NATALIA GOODLOW FROM LANSDOWNE MIDDLE SCHOOL. DIRECTOR NATALIA GOODLOW FROM LANSDOWNE MIDDLE SCHOOL. PLEASE WELCOME BAND DIRECTOR LANSDOWNE MIDDLE SCHOOL. PLEASE WELCOME BAND DIRECTOR LANSDOWNE MIDDLE SCHOOL. PLEASE WELCOME BAND DIRECTOR JUSTIN THORNTON COURSE CHORUS PLEASE WELCOME BAND DIRECTOR JUSTIN THORNTON COURSE CHORUS PLEASE WELCOME BAND DIRECTOR JUSTIN THORNTON COURSE CHORUS DIRECTOR AMANDA ELLIS AND JUSTIN THORNTON COURSE

054CHORUS DIRECTOR AMANDA ELLIS AND JUSTIN THORNTON COURSE CHORUS DIRECTOR AMANDA ELLIS AND ORCHESTRA DIRECTOR JEFF BAILEY DIRECTOR AMANDA ELLIS AND ORCHESTRA DIRECTOR JEFF BAILEY DIRECTOR AMANDA ELLIS AND ORCHESTRA DIRECTOR JEFF BAILEY FROM OCEAN LAKES HIGH SCHOOL. ORCHESTRA DIRECTOR JEFF BAILEY FROM OCEAN LAKES HIGH SCHOOL. ORCHESTRA DIRECTOR JEFF BAILEY FROM OCEAN LAKES HIGH SCHOOL. PLEASE WELCOME BAND DIRECTOR FROM OCEAN LAKES HIGH SCHOOL. PLEASE WELCOME BAND DIRECTOR FROM OCEAN LAKES HIGH SCHOOL. PLEASE WELCOME BAND DIRECTOR KAITLYN PROFIT COURSE DIRECTOR PLEASE WELCOME BAND DIRECTOR KAITLYN PROFIT COURSE DIRECTOR PLEASE WELCOME BAND DIRECTOR KAITLYN PROFIT COURSE DIRECTOR WILLIAM BOARDMAN AND ORCHESTRA KAITLYN PROFIT COURSE DIRECTOR WILLIAM BOARDMAN AND ORCHESTRA KAITLYN PROFIT COURSE DIRECTOR WILLIAM BOARDMAN AND ORCHESTRA DIRECTOR ANGELA HENRY >> FROM WILLIAM BOARDMAN AND ORCHESTRA DIRECTOR ANGELA HENRY >> FROM WILLIAM BOARDMAN AND ORCHESTRA DIRECTOR ANGELA HENRY >>

055FROM >> OLD DONATION SCHOOL PLEASE DIRECTOR ANGELA HENRY >> FROM >> OLD DONATION SCHOOL PLEASE DIRECTOR ANGELA HENRY >> FROM >> OLD DONATION SCHOOL PLEASE WELCOME BAND DIRECTOR JAMES >> OLD DONATION SCHOOL PLEASE WELCOME BAND DIRECTOR JAMES >> OLD DONATION SCHOOL PLEASE WELCOME BAND DIRECTOR JAMES REED COURSE DIRECTOR ASHLEY WELCOME BAND DIRECTOR JAMES REED COURSE DIRECTOR ASHLEY WELCOME BAND DIRECTOR JAMES REED COURSE DIRECTOR ASHLEY LANDON AND ORCHESTRA DIRECTOR REED COURSE DIRECTOR ASHLEY LANDON AND ORCHESTRA DIRECTOR REED COURSE DIRECTOR ASHLEY LANDON AND ORCHESTRA DIRECTOR PAUL BIRD >> FROM PLAZA MIDDLE LANDON AND ORCHESTRA DIRECTOR PAUL BIRD >> FROM PLAZA MIDDLE LANDON AND ORCHESTRA DIRECTOR PAUL BIRD >> FROM PLAZA MIDDLE SCHOOL PLEASE WELCOME BAND PAUL BIRD >> FROM PLAZA MIDDLE SCHOOL PLEASE WELCOME BAND PAUL BIRD >> FROM PLAZA MIDDLE SCHOOL PLEASE WELCOME BAND DIRECTOR MANUEL

056HERNANDEZ, THE SCHOOL PLEASE WELCOME BAND DIRECTOR MANUEL HERNANDEZ, THE SCHOOL PLEASE WELCOME BAND DIRECTOR MANUEL HERNANDEZ, THE SECOND COURSE DIRECTOR AARON DIRECTOR MANUEL HERNANDEZ, THE SECOND COURSE DIRECTOR AARON DIRECTOR MANUEL HERNANDEZ, THE SECOND COURSE DIRECTOR AARON DUBOSE AND ORCHESTRA DIRECTOR SECOND COURSE DIRECTOR AARON DUBOSE AND ORCHESTRA DIRECTOR SECOND COURSE DIRECTOR AARON DUBOSE AND ORCHESTRA DIRECTOR SARAH MAGGIE >>. DUBOSE AND ORCHESTRA DIRECTOR SARAH MAGGIE >>. DUBOSE AND ORCHESTRA DIRECTOR SARAH MAGGIE >>. CONGRATS FROM PRINCESS AND HIGH SARAH MAGGIE >>. CONGRATS FROM PRINCESS AND HIGH SARAH MAGGIE >>. CONGRATS FROM PRINCESS AND HIGH SCHOOL PLEASE WELCOME BAND CONGRATS FROM PRINCESS AND HIGH SCHOOL PLEASE WELCOME BAND CONGRATS FROM PRINCESS AND HIGH SCHOOL PLEASE WELCOME BAND DIRECTOR JOHN BOYD COURSE SCHOOL PLEASE WELCOME BAND DIRECTOR JOHN BOYD COURSE SCHOOL PLEASE WELCOME BAND DIRECTOR JOHN BOYD COURSE DIRECTOR KATIE

057DAVIS AN AND DIRECTOR JOHN BOYD COURSE DIRECTOR KATIE DAVIS AN AND DIRECTOR JOHN BOYD COURSE DIRECTOR KATIE DAVIS AN AND ORCHESTRA DIRECTOR ALEX KELLY DIRECTOR KATIE DAVIS AN AND ORCHESTRA DIRECTOR ALEX KELLY DIRECTOR KATIE DAVIS AN AND ORCHESTRA DIRECTOR ALEX KELLY FROM PRINCES AND MIDDLE SCHOOL. ORCHESTRA DIRECTOR ALEX KELLY FROM PRINCES AND MIDDLE SCHOOL. ORCHESTRA DIRECTOR ALEX KELLY FROM PRINCES AND MIDDLE SCHOOL. PLEASE WELCOME BAND DIRECTOR FROM PRINCES AND MIDDLE SCHOOL. PLEASE WELCOME BAND DIRECTOR FROM PRINCES AND MIDDLE SCHOOL. PLEASE WELCOME BAND DIRECTOR THEODORE YOUNG COURSE DIRECTOR PLEASE WELCOME BAND DIRECTOR THEODORE YOUNG COURSE DIRECTOR PLEASE WELCOME BAND DIRECTOR THEODORE YOUNG COURSE DIRECTOR ANITA LYNN AND ORCHESTRA THEODORE YOUNG COURSE DIRECTOR ANITA LYNN AND ORCHESTRA THEODORE YOUNG COURSE DIRECTOR ANITA LYNN AND ORCHESTRA DIRECTOR DANIELLE FEYGIN >>. ANITA LYNN AND ORCHESTRA DIRECTOR DANIELLE FEYGIN >>.

058ANITA LYNN AND ORCHESTRA DIRECTOR DANIELLE FEYGIN >>. CONGRATS AND FROM >> SALEM HIGH DIRECTOR DANIELLE FEYGIN >>. CONGRATS AND FROM >> SALEM HIGH DIRECTOR DANIELLE FEYGIN >>. CONGRATS AND FROM >> SALEM HIGH SCHOOL PLEASE WELCOME BAND CONGRATS AND FROM >> SALEM HIGH SCHOOL PLEASE WELCOME BAND CONGRATS AND FROM >> SALEM HIGH SCHOOL PLEASE WELCOME BAND DIRECTOR ANDREW SMITH COURSE SCHOOL PLEASE WELCOME BAND DIRECTOR ANDREW SMITH COURSE SCHOOL PLEASE WELCOME BAND DIRECTOR ANDREW SMITH COURSE DIRECTOR LYNN GERMANN AND DIRECTOR ANDREW SMITH COURSE DIRECTOR LYNN GERMANN AND DIRECTOR ANDREW SMITH COURSE DIRECTOR LYNN GERMANN AND ORCHESTRA DIRECTOR DAVID BOON DIRECTOR LYNN GERMANN AND ORCHESTRA DIRECTOR DAVID BOON DIRECTOR LYNN GERMANN AND ORCHESTRA DIRECTOR DAVID BOON >> CONGRATS AGAIN >> FROM SALEM ORCHESTRA DIRECTOR DAVID BOON >> CONGRATS AGAIN >> FROM SALEM ORCHESTRA DIRECTOR DAVID BOON >> CONGRATS

059AGAIN >> FROM SALEM MIDDLE SCHOOL PLEASE WELCOME >> CONGRATS AGAIN >> FROM SALEM MIDDLE SCHOOL PLEASE WELCOME >> CONGRATS AGAIN >> FROM SALEM MIDDLE SCHOOL PLEASE WELCOME BAND DIRECTOR JAMES BERNHARD MIDDLE SCHOOL PLEASE WELCOME BAND DIRECTOR JAMES BERNHARD MIDDLE SCHOOL PLEASE WELCOME BAND DIRECTOR JAMES BERNHARD COURSE DIRECTOR MAIA WILLIAMS BAND DIRECTOR JAMES BERNHARD COURSE DIRECTOR MAIA WILLIAMS BAND DIRECTOR JAMES BERNHARD COURSE DIRECTOR MAIA WILLIAMS AND ORCHESTRA DIRECTOR LAURA COURSE DIRECTOR MAIA WILLIAMS AND ORCHESTRA DIRECTOR LAURA COURSE DIRECTOR MAIA WILLIAMS AND ORCHESTRA DIRECTOR LAURA PARKER >>. AND ORCHESTRA DIRECTOR LAURA PARKER >>. AND ORCHESTRA DIRECTOR LAURA PARKER >>. NEXT >> WE HONOR THE TALL WOULD PARKER >>. NEXT >> WE HONOR THE TALL WOULD PARKER >>. NEXT >> WE HONOR THE TALL WOULD WOOD HIGH SCHOOL PERCUSSION NEXT >> WE HONOR THE TALL WOULD WOOD HIGH

060SCHOOL PERCUSSION NEXT >> WE HONOR THE TALL WOULD WOOD HIGH SCHOOL PERCUSSION ENSEMBLE FOR PERFORMING AT THE WOOD HIGH SCHOOL PERCUSSION ENSEMBLE FOR PERFORMING AT THE WOOD HIGH SCHOOL PERCUSSION ENSEMBLE FOR PERFORMING AT THE 2024 THE NEA CONFERENCE ENSEMBLE FOR PERFORMING AT THE 2024 THE NEA CONFERENCE ENSEMBLE FOR PERFORMING AT THE 2024 THE NEA CONFERENCE PERFORMANCE TALL WITH STUDENTS 2024 THE NEA CONFERENCE PERFORMANCE TALL WITH STUDENTS 2024 THE NEA CONFERENCE PERFORMANCE TALL WITH STUDENTS AND STAFF PLEASE COME FORWARD PERFORMANCE TALL WITH STUDENTS AND STAFF PLEASE COME FORWARD PERFORMANCE TALL WITH STUDENTS AND STAFF PLEASE COME FORWARD >> BEING INVITED TO PERFORM AT AND STAFF PLEASE COME FORWARD >> BEING INVITED TO PERFORM AT AND STAFF PLEASE COME FORWARD >> BEING INVITED TO PERFORM AT A STATE MUSIC CONFERENCE. >> BEING INVITED TO PERFORM AT A

061STATE MUSIC CONFERENCE. >> BEING INVITED TO PERFORM AT A STATE MUSIC CONFERENCE. IT'S MAGNIFICENT ACHIEVEMENT A STATE MUSIC CONFERENCE. IT'S MAGNIFICENT ACHIEVEMENT A STATE MUSIC CONFERENCE. IT'S MAGNIFICENT ACHIEVEMENT REPRESENTING RECOGNITION AS ONE IT'S MAGNIFICENT ACHIEVEMENT REPRESENTING RECOGNITION AS ONE IT'S MAGNIFICENT ACHIEVEMENT REPRESENTING RECOGNITION AS ONE OF THE PREMIER PERFORMING REPRESENTING RECOGNITION AS ONE OF THE PREMIER PERFORMING REPRESENTING RECOGNITION AS ONE OF THE PREMIER PERFORMING ENSEMBLE IN THE COMMONWEALTH OF THE PREMIER PERFORMING ENSEMBLE IN THE COMMONWEALTH OF THE PREMIER PERFORMING ENSEMBLE IN THE COMMONWEALTH THIS DISTINCTION IS NOT GIVEN ENSEMBLE IN THE COMMONWEALTH THIS DISTINCTION IS NOT GIVEN ENSEMBLE IN THE COMMONWEALTH THIS DISTINCTION IS NOT GIVEN TO ALL GROUPS ENSEMBLES MUST THIS DISTINCTION IS NOT GIVEN TO ALL GROUPS ENSEMBLES MUST THIS DISTINCTION IS NOT GIVEN TO ALL GROUPS ENSEMBLES MUST UNDERGO A COMPETITION TO

062ALL GROUPS ENSEMBLES MUST UNDERGO A COMPETITION TO ALL GROUPS ENSEMBLES MUST UNDERGO A COMPETITION APPLICATION PROCESS UNDERGO A COMPETITION APPLICATION PROCESS UNDERGO A COMPETITION APPLICATION PROCESS HIGHLIGHTING >> THE CELEBRITIES APPLICATION PROCESS HIGHLIGHTING >> THE CELEBRITIES APPLICATION PROCESS HIGHLIGHTING >> THE CELEBRITIES AND PRESTIGIOUS SELECTION HIGHLIGHTING >> THE CELEBRITIES AND PRESTIGIOUS SELECTION HIGHLIGHTING >> THE CELEBRITIES AND PRESTIGIOUS SELECTION PERFORMING BEFORE A LARGE AND AND PRESTIGIOUS SELECTION PERFORMING BEFORE A LARGE AND AND PRESTIGIOUS SELECTION PERFORMING BEFORE A LARGE AND INFLUENCE ON HIS AT SUCH AN IS PERFORMING BEFORE A LARGE AND INFLUENCE ON HIS AT SUCH AN IS PERFORMING BEFORE A LARGE AND INFLUENCE ON HIS AT SUCH AN IS A POWERFUL ACKNOWLEDGMENT OF A INFLUENCE ON HIS AT SUCH AN IS A POWERFUL ACKNOWLEDGMENT OF A INFLUENCE ON HIS AT SUCH AN IS A POWERFUL ACKNOWLEDGMENT OF

063A GROUP'S EXCEPTIONAL MUSICAL A POWERFUL ACKNOWLEDGMENT OF A GROUP'S EXCEPTIONAL MUSICAL A POWERFUL ACKNOWLEDGMENT OF A GROUP'S EXCEPTIONAL MUSICAL EXCELLENCE AND HAS STANDING. GROUP'S EXCEPTIONAL MUSICAL EXCELLENCE AND HAS STANDING. GROUP'S EXCEPTIONAL MUSICAL EXCELLENCE AND HAS STANDING. IT IS TRULY ONE OF THE HIGHEST EXCELLENCE AND HAS STANDING. IT IS TRULY ONE OF THE HIGHEST EXCELLENCE AND HAS STANDING. IT IS TRULY ONE OF THE HIGHEST HONOR AND A SOMEWHAT CAN WE SEE IT IS TRULY ONE OF THE HIGHEST HONOR AND A SOMEWHAT CAN WE SEE IT IS TRULY ONE OF THE HIGHEST HONOR AND A SOMEWHAT CAN WE SEE >> TOWARDS DIRECTOR OF BAND IS HONOR AND A SOMEWHAT CAN WE SEE >> TOWARDS DIRECTOR OF BAND IS HONOR AND A SOMEWHAT CAN WE SEE >> TOWARDS DIRECTOR OF BAND IS TIMOTHY TIMOTHY J. >> TOWARDS DIRECTOR

064OF BAND IS TIMOTHY TIMOTHY J. >> TOWARDS DIRECTOR OF BAND IS TIMOTHY TIMOTHY J. ROSA TEENIE ROSA TEENY TIMOTHY TIMOTHY J. ROSA TEENIE ROSA TEENY TIMOTHY TIMOTHY J. ROSA TEENIE ROSA TEENY PARTICIPATED IN STUDENT ROSA TEENIE ROSA TEENY PARTICIPATED IN STUDENT ROSA TEENIE ROSA TEENY PARTICIPATED IN STUDENT MUSICIANS INCLUDE AS >> A ROUND PARTICIPATED IN STUDENT MUSICIANS INCLUDE AS >> A ROUND PARTICIPATED IN STUDENT MUSICIANS INCLUDE AS >> A ROUND MATHES COALSON BRANDON O'RORKE MUSICIANS INCLUDE AS >> A ROUND MATHES COALSON BRANDON O'RORKE MUSICIANS INCLUDE AS >> A ROUND MATHES COALSON BRANDON O'RORKE ARJAY PIRAEUS AND LUCAS RIPPIN MATHES COALSON BRANDON O'RORKE ARJAY PIRAEUS AND LUCAS RIPPIN MATHES COALSON BRANDON O'RORKE ARJAY PIRAEUS AND LUCAS RIPPIN KIDS DIRECTOR RON PRONOUNCE IT ARJAY PIRAEUS AND LUCAS RIPPIN KIDS DIRECTOR RON PRONOUNCE IT ARJAY PIRAEUS AND LUCAS

065RIPPIN KIDS DIRECTOR RON PRONOUNCE IT FOR ME WE PINSKI KIDS DIRECTOR RON PRONOUNCE IT FOR ME WE PINSKI KIDS DIRECTOR RON PRONOUNCE IT FOR ME WE PINSKI CONGRATULATIONS YOU. FOR ME WE PINSKI CONGRATULATIONS YOU. FOR ME WE PINSKI CONGRATULATIONS YOU. WE ARE PROUD OF YOU ROGERS BUT CONGRATULATIONS YOU. WE ARE PROUD OF YOU ROGERS BUT CONGRATULATIONS YOU. WE ARE PROUD OF YOU ROGERS BUT NEXT WE WILL HONOR THE SALEM WE ARE PROUD OF YOU ROGERS BUT NEXT WE WILL HONOR THE SALEM WE ARE PROUD OF YOU ROGERS BUT NEXT WE WILL HONOR THE SALEM HIGH SCHOOL VISUAL PERFORMING NEXT WE WILL HONOR THE SALEM HIGH SCHOOL VISUAL PERFORMING NEXT WE WILL HONOR THE SALEM HIGH SCHOOL VISUAL PERFORMING ARTS ACADEMY VOCAL AND HIGH SCHOOL VISUAL PERFORMING ARTS ACADEMY VOCAL AND HIGH SCHOOL VISUAL PERFORMING ARTS

066ACADEMY VOCAL AND INSTRUMENTAL PROGRAMS FOR ARTS ACADEMY VOCAL AND INSTRUMENTAL PROGRAMS FOR ARTS ACADEMY VOCAL AND INSTRUMENTAL PROGRAMS FOR PARTICIPATING IN THE PEARL INSTRUMENTAL PROGRAMS FOR PARTICIPATING IN THE PEARL INSTRUMENTAL PROGRAMS FOR PARTICIPATING IN THE PEARL HARBOR MEMORIAL PARADE AND PARTICIPATING IN THE PEARL HARBOR MEMORIAL PARADE AND PARTICIPATING IN THE PEARL HARBOR MEMORIAL PARADE AND CEREMONY SALEM STUDENTS AND HARBOR MEMORIAL PARADE AND CEREMONY SALEM STUDENTS AND HARBOR MEMORIAL PARADE AND CEREMONY SALEM STUDENTS AND STAFF PLEASE COME FORWARD. CEREMONY SALEM STUDENTS AND STAFF PLEASE COME FORWARD. CEREMONY SALEM STUDENTS AND STAFF PLEASE COME FORWARD. SALEM'S VOCAL AND INSTRUMENTAL STAFF PLEASE COME FORWARD. SALEM'S VOCAL AND INSTRUMENTAL STAFF PLEASE COME FORWARD. SALEM'S VOCAL AND INSTRUMENTAL PROGRAMS WERE SELECTED TO SALEM'S VOCAL AND INSTRUMENTAL PROGRAMS WERE SELECTED TO SALEM'S VOCAL AND INSTRUMENTAL PROGRAMS WERE SELECTED TO PARTICIPATE IN

067THE NATIONAL PROGRAMS WERE SELECTED TO PARTICIPATE IN THE NATIONAL PROGRAMS WERE SELECTED TO PARTICIPATE IN THE NATIONAL PEARL HARBOR MEMORIAL PARADE PARTICIPATE IN THE NATIONAL PEARL HARBOR MEMORIAL PARADE PARTICIPATE IN THE NATIONAL PEARL HARBOR MEMORIAL PARADE COMMEMORATING THE 80TH PEARL HARBOR MEMORIAL PARADE COMMEMORATING THE 80TH PEARL HARBOR MEMORIAL PARADE COMMEMORATING THE 80TH ANNIVERSARY OF WORLD WAR TWO COMMEMORATING THE 80TH ANNIVERSARY OF WORLD WAR TWO COMMEMORATING THE 80TH ANNIVERSARY OF WORLD WAR TWO THIS OPPORTUNITY IS UNLIKE ANY ANNIVERSARY OF WORLD WAR TWO THIS OPPORTUNITY IS UNLIKE ANY ANNIVERSARY OF WORLD WAR TWO THIS OPPORTUNITY IS UNLIKE ANY OTHER AS THEY JOINED WITH BANDS THIS OPPORTUNITY IS UNLIKE ANY OTHER AS THEY JOINED WITH BANDS THIS OPPORTUNITY IS UNLIKE ANY OTHER AS THEY JOINED WITH BANDS AND QUIRES FROM ACROSS AMERICA OTHER AS THEY JOINED WITH BANDS

068AND QUIRES FROM ACROSS AMERICA OTHER AS THEY JOINED WITH BANDS AND QUIRES FROM ACROSS AMERICA LED BY MARINE FORCES PACIFIC AND QUIRES FROM ACROSS AMERICA LED BY MARINE FORCES PACIFIC AND QUIRES FROM ACROSS AMERICA LED BY MARINE FORCES PACIFIC BANNED IN SALUTING OUR VETERANS LED BY MARINE FORCES PACIFIC BANNED IN SALUTING OUR VETERANS LED BY MARINE FORCES PACIFIC BANNED IN SALUTING OUR VETERANS ACTIVE DUTY MILITARY MEMBERS BANNED IN SALUTING OUR VETERANS ACTIVE DUTY MILITARY MEMBERS BANNED IN SALUTING OUR VETERANS ACTIVE DUTY MILITARY MEMBERS AND THEIR FAMILIES AS PART ACTIVE DUTY MILITARY MEMBERS AND THEIR FAMILIES AS PART ACTIVE DUTY MILITARY MEMBERS AND THEIR FAMILIES AS PART OF THE GRAND FINALE EVENT THE AND THEIR FAMILIES AS PART OF THE GRAND FINALE EVENT THE AND THEIR FAMILIES AS PART OF THE GRAND FINALE EVENT THE 80TH

069ANNIVERSARY OF THE PEARL OF THE GRAND FINALE EVENT THE 80TH ANNIVERSARY OF THE PEARL OF THE GRAND FINALE EVENT THE 80TH ANNIVERSARY OF THE PEARL HARBOR COMMEMORATION THE 80TH ANNIVERSARY OF THE PEARL HARBOR COMMEMORATION THE 80TH ANNIVERSARY OF THE PEARL HARBOR COMMEMORATION THE INSTRUMENTAL DIRECTORATE SALEM HARBOR COMMEMORATION THE INSTRUMENTAL DIRECTORATE SALEM HARBOR COMMEMORATION THE INSTRUMENTAL DIRECTORATE SALEM IS DAVID IS DAVID BOONE AND THE INSTRUMENTAL DIRECTORATE SALEM IS DAVID IS DAVID BOONE AND THE INSTRUMENTAL DIRECTORATE SALEM IS DAVID IS DAVID BOONE AND THE VOCAL DIRECTOR IS KORBIN PINTO IS DAVID IS DAVID BOONE AND THE VOCAL DIRECTOR IS KORBIN PINTO IS DAVID IS DAVID BOONE AND THE VOCAL DIRECTOR IS KORBIN PINTO CONGRATULATIONS STUDENTS WE. VOCAL DIRECTOR IS KORBIN PINTO CONGRATULATIONS STUDENTS WE. VOCAL DIRECTOR IS KORBIN PINTO CONGRATULATIONS STUDENTS WE. WE ARE PROUD OF YOU

070FINALLY WE CONGRATULATIONS STUDENTS WE. WE ARE PROUD OF YOU FINALLY WE CONGRATULATIONS STUDENTS WE. WE ARE PROUD OF YOU FINALLY WE WILL HONOR THE PRINCESS AND WE ARE PROUD OF YOU FINALLY WE WILL HONOR THE PRINCESS AND WE ARE PROUD OF YOU FINALLY WE WILL HONOR THE PRINCESS AND HIGH SCHOOL FABULOUS MARCHING WILL HONOR THE PRINCESS AND HIGH SCHOOL FABULOUS MARCHING WILL HONOR THE PRINCESS AND HIGH SCHOOL FABULOUS MARCHING CAVALIERS. HIGH SCHOOL FABULOUS MARCHING CAVALIERS. HIGH SCHOOL FABULOUS MARCHING CAVALIERS. PLEASE COME FORWARD RIGHT THE CAVALIERS. PLEASE COME FORWARD RIGHT THE CAVALIERS. PLEASE COME FORWARD RIGHT THE >> FABULOUS >> MARCHING PLEASE COME FORWARD RIGHT THE >> FABULOUS >> MARCHING PLEASE COME FORWARD RIGHT THE >> FABULOUS >> MARCHING CAVALIERS WON THE CLASS TO A >> FABULOUS >> MARCHING CAVALIERS WON THE CLASS TO A >>

071FABULOUS >> MARCHING CAVALIERS WON THE CLASS TO A VIRGINIA MARCHING BAND CAVALIERS WON THE CLASS TO A VIRGINIA MARCHING BAND CAVALIERS WON THE CLASS TO A VIRGINIA MARCHING BAND COOPERATIVE STATE CHAMPIONSHIP VIRGINIA MARCHING BAND COOPERATIVE STATE CHAMPIONSHIP VIRGINIA MARCHING BAND COOPERATIVE STATE CHAMPIONSHIP ALEX VETO VOTTO IS THE DRUM COOPERATIVE STATE CHAMPIONSHIP ALEX VETO VOTTO IS THE DRUM COOPERATIVE STATE CHAMPIONSHIP ALEX VETO VOTTO IS THE DRUM MAJOR LAUREN CLARK IS THE FIELD ALEX VETO VOTTO IS THE DRUM MAJOR LAUREN CLARK IS THE FIELD ALEX VETO VOTTO IS THE DRUM MAJOR LAUREN CLARK IS THE FIELD CAPTAIN AND JOHN BOYD IS THE MAJOR LAUREN CLARK IS THE FIELD CAPTAIN AND JOHN BOYD IS THE MAJOR LAUREN CLARK IS THE FIELD CAPTAIN AND JOHN BOYD IS THE BAND DIRECTOR THIS IS NOT THE CAPTAIN AND JOHN BOYD IS

072THE BAND DIRECTOR THIS IS NOT THE CAPTAIN AND JOHN BOYD IS THE BAND DIRECTOR THIS IS NOT THE SECOND NOT THE THIRD BUT THE BAND DIRECTOR THIS IS NOT THE SECOND NOT THE THIRD BUT THE BAND DIRECTOR THIS IS NOT THE SECOND NOT THE THIRD BUT THE FIFTH STATE CHAMPIONSHIP THE SECOND NOT THE THIRD BUT THE FIFTH STATE CHAMPIONSHIP THE SECOND NOT THE THIRD BUT THE FIFTH STATE CHAMPIONSHIP THE BAND HAS WON IN THE PAST SIX FIFTH STATE CHAMPIONSHIP THE BAND HAS WON IN THE PAST SIX FIFTH STATE CHAMPIONSHIP THE BAND HAS WON IN THE PAST SIX YEARS. BAND HAS WON IN THE PAST SIX YEARS. BAND HAS WON IN THE PAST SIX YEARS. CONGRATULATIONS MARCHING YEARS. CONGRATULATIONS MARCHING YEARS. CONGRATULATIONS MARCHING CAVALIERS. CONGRATULATIONS MARCHING CAVALIERS. CONGRATULATIONS MARCHING CAVALIERS. WE ARE PROUD I FEEL LIKE

073>> WE CAVALIERS. WE ARE PROUD I FEEL LIKE >> WE CAVALIERS. WE ARE PROUD I FEEL LIKE >> WE NEED TO HAVE A DRUM ROLL FOR WE ARE PROUD I FEEL LIKE >> WE NEED TO HAVE A DRUM ROLL FOR WE ARE PROUD I FEEL LIKE >> WE NEED TO HAVE A DRUM ROLL FOR THIS NEXT ONE AND NOW WE ARE NEED TO HAVE A DRUM ROLL FOR THIS NEXT ONE AND NOW WE ARE NEED TO HAVE A DRUM ROLL FOR THIS NEXT ONE AND NOW WE ARE PROUD TO ANNOUNCE THAT VIRGINIA THIS NEXT ONE AND NOW WE ARE PROUD TO ANNOUNCE THAT VIRGINIA THIS NEXT ONE AND NOW WE ARE PROUD TO ANNOUNCE THAT VIRGINIA BEACH CITY PUBLIC SCHOOLS HAS PROUD TO ANNOUNCE THAT VIRGINIA BEACH CITY PUBLIC SCHOOLS HAS PROUD TO ANNOUNCE THAT

074VIRGINIA BEACH CITY PUBLIC SCHOOLS HAS ONCE AGAIN BEEN NAMED A BEST BEACH CITY PUBLIC SCHOOLS HAS ONCE AGAIN BEEN NAMED A BEST BEACH CITY PUBLIC SCHOOLS HAS ONCE AGAIN BEEN NAMED A BEST COMMUNITY FOR MUSIC EDUCATION ONCE AGAIN BEEN NAMED A BEST COMMUNITY FOR MUSIC EDUCATION ONCE AGAIN BEEN NAMED A BEST COMMUNITY FOR MUSIC EDUCATION IN TWO THOUSAND TWENTY FIVE BY COMMUNITY FOR MUSIC EDUCATION IN TWO THOUSAND TWENTY FIVE BY COMMUNITY FOR MUSIC EDUCATION IN TWO THOUSAND TWENTY FIVE BY THE NATIONAL ASSOCIATION IN TWO THOUSAND TWENTY FIVE BY THE NATIONAL ASSOCIATION IN TWO THOUSAND TWENTY FIVE BY THE NATIONAL ASSOCIATION OF MUSIC MERCHANTS FOUNDATION THE NATIONAL ASSOCIATION OF MUSIC MERCHANTS FOUNDATION THE NATIONAL ASSOCIATION OF MUSIC MERCHANTS FOUNDATION WELL MEMBERS OF THE PERFORMING OF MUSIC MERCHANTS FOUNDATION WELL MEMBERS OF THE PERFORMING OF MUSIC MERCHANTS

075FOUNDATION WELL MEMBERS OF THE PERFORMING ARTS OFFICE PLEASE COME FORWARD WELL MEMBERS OF THE PERFORMING ARTS OFFICE PLEASE COME FORWARD WELL MEMBERS OF THE PERFORMING ARTS OFFICE PLEASE COME FORWARD >>. ARTS OFFICE PLEASE COME FORWARD >>. ARTS OFFICE PLEASE COME FORWARD >>. THIS IS THE 16TH YEAR BEBE CPS >>. THIS IS THE 16TH YEAR BEBE CPS >>. THIS IS THE 16TH YEAR BEBE CPS >> HAS BEEN AWARDED DESIGNATION THIS IS THE 16TH YEAR BEBE CPS >> HAS BEEN AWARDED DESIGNATION THIS IS THE 16TH YEAR BEBE CPS >> HAS BEEN AWARDED DESIGNATION . >> HAS BEEN AWARDED DESIGNATION . >> HAS BEEN AWARDED DESIGNATION . THE AWARD PROGRAM CELEBRATES . THE AWARD PROGRAM CELEBRATES . THE AWARD PROGRAM CELEBRATES OUTSTANDING EFFORTS BY TEACHERS THE AWARD PROGRAM CELEBRATES OUTSTANDING EFFORTS BY TEACHERS THE AWARD PROGRAM CELEBRATES OUTSTANDING

076EFFORTS BY TEACHERS ADMINISTRATORS PARENTS, OUTSTANDING EFFORTS BY TEACHERS ADMINISTRATORS PARENTS, OUTSTANDING EFFORTS BY TEACHERS ADMINISTRATORS PARENTS, PARENTS, STUDENTS AND COMMUNITY ADMINISTRATORS PARENTS, PARENTS, STUDENTS AND COMMUNITY ADMINISTRATORS PARENTS, PARENTS, STUDENTS AND COMMUNITY LEADERS WHO HAVE MADE MUSIC PARENTS, STUDENTS AND COMMUNITY LEADERS WHO HAVE MADE MUSIC PARENTS, STUDENTS AND COMMUNITY LEADERS WHO HAVE MADE MUSIC EDUCATION AND PART A LEADERS WHO HAVE MADE MUSIC EDUCATION AND PART A LEADERS WHO HAVE MADE MUSIC EDUCATION AND PART A WELL-ROUNDED EDUCATION EDUCATION AND PART A WELL-ROUNDED EDUCATION EDUCATION AND PART A WELL-ROUNDED EDUCATION DESIGNATIONS ARE MADE TO WELL-ROUNDED EDUCATION DESIGNATIONS ARE MADE TO WELL-ROUNDED EDUCATION DESIGNATIONS ARE MADE TO DISTRICTS AND SCHOOLS DESIGNATIONS ARE MADE TO DISTRICTS AND SCHOOLS DESIGNATIONS ARE MADE TO DISTRICTS AND SCHOOLS DEMONSTRATE AN EXCEPTIONALLY DISTRICTS AND SCHOOLS DEMONSTRATE AN EXCEPTIONALLY DISTRICTS AND SCHOOLS DEMONSTRATE AN EXCEPTIONALLY

077HIGH COMMITMENT TO AND ACCESS DEMONSTRATE AN EXCEPTIONALLY HIGH COMMITMENT TO AND ACCESS DEMONSTRATE AN EXCEPTIONALLY HIGH COMMITMENT TO AND ACCESS TO MUSIC EDUCATION. HIGH COMMITMENT TO AND ACCESS TO MUSIC EDUCATION. HIGH COMMITMENT TO AND ACCESS TO MUSIC EDUCATION. VBC CPS'S ONE OF ONLY SEVEN TO MUSIC EDUCATION. VBC CPS'S ONE OF ONLY SEVEN TO MUSIC EDUCATION. VBC CPS'S ONE OF ONLY SEVEN PERCENT OF SCHOOL DISTRICTS VBC CPS'S ONE OF ONLY SEVEN PERCENT OF SCHOOL DISTRICTS VBC CPS'S ONE OF ONLY SEVEN PERCENT OF SCHOOL DISTRICTS ACROSS THE NATION TO RECEIVE PERCENT OF SCHOOL DISTRICTS ACROSS THE NATION TO RECEIVE PERCENT OF SCHOOL DISTRICTS ACROSS THE NATION TO RECEIVE THIS PRESTIGIOUS AWARD IN ACROSS THE NATION TO RECEIVE THIS PRESTIGIOUS AWARD IN ACROSS THE NATION TO RECEIVE THIS PRESTIGIOUS AWARD IN VIRGINIA WE ARE ONE OF TWENTY THIS

078PRESTIGIOUS AWARD IN VIRGINIA WE ARE ONE OF TWENTY THIS PRESTIGIOUS AWARD IN VIRGINIA WE ARE ONE OF TWENTY THREE SCHOOL DIVISIONS TO VIRGINIA WE ARE ONE OF TWENTY THREE SCHOOL DIVISIONS TO VIRGINIA WE ARE ONE OF TWENTY THREE SCHOOL DIVISIONS TO RECEIVE THIS RECOGNITION THREE SCHOOL DIVISIONS TO RECEIVE THIS RECOGNITION THREE SCHOOL DIVISIONS TO RECEIVE THIS RECOGNITION REPRESENTING SEVENTEEN PERCENT RECEIVE THIS RECOGNITION REPRESENTING SEVENTEEN PERCENT RECEIVE THIS RECOGNITION REPRESENTING SEVENTEEN PERCENT OF ALL SCHOOL DISTRICTS IN THE REPRESENTING SEVENTEEN PERCENT OF ALL SCHOOL DISTRICTS IN THE REPRESENTING SEVENTEEN PERCENT OF ALL SCHOOL DISTRICTS IN THE STATE ALONG WITH OUR MUSIC OF ALL SCHOOL DISTRICTS IN THE STATE ALONG WITH OUR MUSIC OF ALL SCHOOL DISTRICTS IN THE STATE ALONG WITH OUR MUSIC STUDENTS STAFF WE'D LIKE TO STATE ALONG WITH OUR MUSIC STUDENTS STAFF WE'D LIKE

079TO STATE ALONG WITH OUR MUSIC STUDENTS STAFF WE'D LIKE TO RECOGNIZE DR. CRYSTAL LEWIS STUDENTS STAFF WE'D LIKE TO RECOGNIZE DR. CRYSTAL LEWIS STUDENTS STAFF WE'D LIKE TO RECOGNIZE DR. CRYSTAL LEWIS WILKERSON, DIRECTOR OF K-12 AND RECOGNIZE DR. CRYSTAL LEWIS WILKERSON, DIRECTOR OF K-12 AND RECOGNIZE DR. CRYSTAL LEWIS WILKERSON, DIRECTOR OF K-12 AND GIFTED EDUCATION MR. JOHN WILKERSON, DIRECTOR OF K-12 AND GIFTED EDUCATION MR. JOHN WILKERSON, DIRECTOR OF K-12 AND GIFTED EDUCATION MR. JOHN BREWINGTON, COORDINATOR OF FINE GIFTED EDUCATION MR. JOHN BREWINGTON, COORDINATOR OF FINE GIFTED EDUCATION MR. JOHN BREWINGTON, COORDINATOR OF FINE ARTS AND MR. MEREDITH BRUCKMANN BREWINGTON, COORDINATOR OF FINE ARTS AND MR. MEREDITH BRUCKMANN BREWINGTON, COORDINATOR OF FINE ARTS AND MR. MEREDITH BRUCKMANN ,INSTRUCTIONAL SPECIALIST >> ARTS AND MR. MEREDITH BRUCKMANN ,INSTRUCTIONAL SPECIALIST >> ARTS AND MR. MEREDITH BRUCKMANN ,INSTRUCTIONAL SPECIALIST >>

080LET'S GIVE A WARM ,INSTRUCTIONAL SPECIALIST >> LET'S GIVE A WARM ,INSTRUCTIONAL SPECIALIST >> LET'S GIVE A WARM CONGRATULATIONS >> VBC MUSIC LET'S GIVE A WARM CONGRATULATIONS >> VBC MUSIC LET'S GIVE A WARM CONGRATULATIONS >> VBC MUSIC STUDENTS AND STAFF. CONGRATULATIONS >> VBC MUSIC STUDENTS AND STAFF. CONGRATULATIONS >> VBC MUSIC STUDENTS AND STAFF. WE ARE SO PROUD THANK YOU SO STUDENTS AND STAFF. WE ARE SO PROUD THANK YOU SO STUDENTS AND STAFF. WE ARE SO PROUD THANK YOU SO MUCH FOR SO MUCH FOR ALL YOU DO WE ARE SO PROUD THANK YOU SO MUCH FOR SO MUCH FOR ALL YOU DO WE ARE SO PROUD THANK YOU SO MUCH FOR SO MUCH FOR ALL YOU DO >> MUCH FOR SO MUCH FOR ALL YOU DO >> OK >> WE, WE ARE NOW ON TO THE ADOPTION

081OF OUR AGENDA. OK >> WE, WE ARE NOW ON TO THE ADOPTION OF OUR AGENDA. OK >> WE, WE ARE NOW ON TO THE ADOPTION OF OUR AGENDA. THERE IS ONE MODIFICATION AND ADOPTION OF OUR AGENDA. THERE IS ONE MODIFICATION AND ADOPTION OF OUR AGENDA. THERE IS ONE MODIFICATION AND THAT IS TO ADD THE TWENTY FIVE THERE IS ONE MODIFICATION AND THAT IS TO ADD THE TWENTY FIVE THERE IS ONE MODIFICATION AND THAT IS TO ADD THE TWENTY FIVE TWENTY SIX SCHEDULE OF MEETINGS THAT IS TO ADD THE TWENTY FIVE TWENTY SIX SCHEDULE OF MEETINGS THAT IS TO ADD THE TWENTY FIVE TWENTY SIX SCHEDULE OF MEETINGS TO THE ACTION H ARE THERE ANY TWENTY SIX SCHEDULE OF MEETINGS TO THE ACTION H ARE THERE ANY TWENTY SIX SCHEDULE OF MEETINGS TO THE ACTION H

082ARE THERE ANY OTHER MODIFICATIONS TO THE TO THE ACTION H ARE THERE ANY OTHER MODIFICATIONS TO THE TO THE ACTION H ARE THERE ANY OTHER MODIFICATIONS TO THE AGENDA AS PRESENTED MR. ROGERS OTHER MODIFICATIONS TO THE AGENDA AS PRESENTED MR. ROGERS OTHER MODIFICATIONS TO THE AGENDA AS PRESENTED MR. ROGERS I WASN'T GOING TO DO A AGENDA AS PRESENTED MR. ROGERS I WASN'T GOING TO DO A AGENDA AS PRESENTED MR. ROGERS I WASN'T GOING TO DO A MODIFICATION I WAS JUST GOING I WASN'T GOING TO DO A MODIFICATION I WAS JUST GOING I WASN'T GOING TO DO A MODIFICATION I WAS JUST GOING TO MAKE STATEMENTS THAT ARE MODIFICATION I WAS JUST GOING TO MAKE STATEMENTS THAT ARE MODIFICATION I WAS JUST GOING TO MAKE STATEMENTS THAT ARE RIGHT ABOUT WE'LL DO TO MAKE STATEMENTS THAT

083ARE RIGHT ABOUT WE'LL DO TO MAKE STATEMENTS THAT ARE RIGHT ABOUT WE'LL DO DISCUSSIONS I CAN TELL YOU OK, RIGHT ABOUT WE'LL DO DISCUSSIONS I CAN TELL YOU OK, RIGHT ABOUT WE'LL DO DISCUSSIONS I CAN TELL YOU OK, IS THERE A MOTION TO ADOPT THE DISCUSSIONS I CAN TELL YOU OK, IS THERE A MOTION TO ADOPT THE DISCUSSIONS I CAN TELL YOU OK, IS THERE A MOTION TO ADOPT THE AGENDA AS PRESENTED AND IS THERE A MOTION TO ADOPT THE AGENDA AS PRESENTED AND IS THERE A MOTION TO ADOPT THE AGENDA AS PRESENTED AND MODIFIED MADE VICE CHAIR REINCE AGENDA AS PRESENTED AND MODIFIED MADE VICE CHAIR REINCE AGENDA AS PRESENTED AND MODIFIED MADE VICE CHAIR REINCE SECONDED BY MR WYO ANY MODIFIED MADE VICE CHAIR REINCE SECONDED BY MR WYO ANY MODIFIED MADE VICE

084CHAIR REINCE SECONDED BY MR WYO ANY DISCUSSION MISS ROGERS I JUST SECONDED BY MR WYO ANY DISCUSSION MISS ROGERS I JUST SECONDED BY MR WYO ANY DISCUSSION MISS ROGERS I JUST WANTED TO STATE THAT BECAUSE DISCUSSION MISS ROGERS I JUST WANTED TO STATE THAT BECAUSE DISCUSSION MISS ROGERS I JUST WANTED TO STATE THAT BECAUSE POLICY DASHBOARD DIDN'T FOLLOW WANTED TO STATE THAT BECAUSE POLICY DASHBOARD DIDN'T FOLLOW WANTED TO STATE THAT BECAUSE POLICY DASHBOARD DIDN'T FOLLOW PROCEDURES, MRS MALIK REQUESTED POLICY DASHBOARD DIDN'T FOLLOW PROCEDURES, MRS MALIK REQUESTED POLICY DASHBOARD DIDN'T FOLLOW PROCEDURES, MRS MALIK REQUESTED THAT BE MOVED AND WE HAVEN'T PROCEDURES, MRS MALIK REQUESTED THAT BE MOVED AND WE HAVEN'T PROCEDURES, MRS MALIK REQUESTED THAT BE MOVED AND WE HAVEN'T MOVED IT I. THAT BE MOVED AND WE HAVEN'T MOVED IT I. THAT BE MOVED

085AND WE HAVEN'T MOVED IT I. I WILL NOT BE ABLE TO SUPPORT MOVED IT I. I WILL NOT BE ABLE TO SUPPORT MOVED IT I. I WILL NOT BE ABLE TO SUPPORT ADOPTING THE AGENDA TONIGHT. I WILL NOT BE ABLE TO SUPPORT ADOPTING THE AGENDA TONIGHT. I WILL NOT BE ABLE TO SUPPORT ADOPTING THE AGENDA TONIGHT. OK, MISS MALNIK I WILL NOT BE ADOPTING THE AGENDA TONIGHT. OK, MISS MALNIK I WILL NOT BE ADOPTING THE AGENDA TONIGHT. OK, MISS MALNIK I WILL NOT BE ABLE TO IT I I CAN NOT ADOPT OK, MISS MALNIK I WILL NOT BE ABLE TO IT I I CAN NOT ADOPT OK, MISS MALNIK I WILL NOT BE ABLE TO IT I I CAN NOT ADOPT THIS AGENDA. ABLE TO IT I I CAN NOT ADOPT THIS AGENDA. ABLE TO

086IT I I CAN NOT ADOPT THIS AGENDA. I FELT THAT THE POLICY REVIEW THIS AGENDA. I FELT THAT THE POLICY REVIEW THIS AGENDA. I FELT THAT THE POLICY REVIEW COMMITTEE TOOK ADVANTAGE OF OUR I FELT THAT THE POLICY REVIEW COMMITTEE TOOK ADVANTAGE OF OUR I FELT THAT THE POLICY REVIEW COMMITTEE TOOK ADVANTAGE OF OUR COLLEAGUE WHO RETURNING FROM COMMITTEE TOOK ADVANTAGE OF OUR COLLEAGUE WHO RETURNING FROM COMMITTEE TOOK ADVANTAGE OF OUR COLLEAGUE WHO RETURNING FROM BEREAVEMENT I FELT I FELT THAT COLLEAGUE WHO RETURNING FROM BEREAVEMENT I FELT I FELT THAT COLLEAGUE WHO RETURNING FROM BEREAVEMENT I FELT I FELT THAT POLICIES WERE DONE BEHIND THE BEREAVEMENT I FELT I FELT THAT POLICIES WERE DONE BEHIND THE BEREAVEMENT I FELT I FELT THAT POLICIES WERE DONE BEHIND THE SCENES THAT POLICIES WERE POLICIES WERE DONE BEHIND

087THE SCENES THAT POLICIES WERE POLICIES WERE DONE BEHIND THE SCENES THAT POLICIES WERE ALREADY RED LINES TO THE SCENES THAT POLICIES WERE ALREADY RED LINES TO THE SCENES THAT POLICIES WERE ALREADY RED LINES TO THE COMMITTEE AND I HAVE NEVER EVER ALREADY RED LINES TO THE COMMITTEE AND I HAVE NEVER EVER ALREADY RED LINES TO THE COMMITTEE AND I HAVE NEVER EVER SEEN EVER FIVE PEOPLE ASK FOR COMMITTEE AND I HAVE NEVER EVER SEEN EVER FIVE PEOPLE ASK FOR COMMITTEE AND I HAVE NEVER EVER SEEN EVER FIVE PEOPLE ASK FOR SOMETHING TO GO BACK TO POLICY SEEN EVER FIVE PEOPLE ASK FOR SOMETHING TO GO BACK TO POLICY SEEN EVER FIVE PEOPLE ASK FOR SOMETHING TO GO BACK TO POLICY COMMITTEE FOR DISCUSSION AND SOMETHING TO GO BACK TO POLICY COMMITTEE FOR DISCUSSION AND SOMETHING

088TO GO BACK TO POLICY COMMITTEE FOR DISCUSSION AND HABITS BLATANTLY IGNORED I COMMITTEE FOR DISCUSSION AND HABITS BLATANTLY IGNORED I COMMITTEE FOR DISCUSSION AND HABITS BLATANTLY IGNORED I CAN'T BE PARTY TO THAT AND I HABITS BLATANTLY IGNORED I CAN'T BE PARTY TO THAT AND I HABITS BLATANTLY IGNORED I CAN'T BE PARTY TO THAT AND I THOUGHT THAT WAS I THOUGHT THAT CAN'T BE PARTY TO THAT AND I THOUGHT THAT WAS I THOUGHT THAT CAN'T BE PARTY TO THAT AND I THOUGHT THAT WAS I THOUGHT THAT WAS COURSE A POOR REFLECTION THOUGHT THAT WAS I THOUGHT THAT WAS COURSE A POOR REFLECTION THOUGHT THAT WAS I THOUGHT THAT WAS COURSE A POOR REFLECTION FROM THIS BOARD. WAS COURSE A POOR REFLECTION FROM THIS BOARD. WAS COURSE A POOR REFLECTION FROM THIS BOARD. DR. GREEN, I ALSO

089FOR THE SAME FROM THIS BOARD. DR. GREEN, I ALSO FOR THE SAME FROM THIS BOARD. DR. GREEN, I ALSO FOR THE SAME REASONS AS MRS ROGERS AND MRS DR. GREEN, I ALSO FOR THE SAME REASONS AS MRS ROGERS AND MRS DR. GREEN, I ALSO FOR THE SAME REASONS AS MRS ROGERS AND MRS MELNYK WILL NOT BE SUPPORTING REASONS AS MRS ROGERS AND MRS MELNYK WILL NOT BE SUPPORTING REASONS AS MRS ROGERS AND MRS MELNYK WILL NOT BE SUPPORTING THE ADOPTION OF THE AGENDA MELNYK WILL NOT BE SUPPORTING THE ADOPTION OF THE AGENDA MELNYK WILL NOT BE SUPPORTING THE ADOPTION OF THE AGENDA SEEING NO OTHER DISCUSSION I THE ADOPTION OF THE AGENDA SEEING NO OTHER DISCUSSION I THE ADOPTION OF THE AGENDA SEEING NO OTHER DISCUSSION I CALL FOR A MOTION TO APPROVE SEEING NO

090OTHER DISCUSSION I CALL FOR A MOTION TO APPROVE SEEING NO OTHER DISCUSSION I CALL FOR A MOTION TO APPROVE THE AGENDA AS PRESENTED AND CALL FOR A MOTION TO APPROVE THE AGENDA AS PRESENTED AND CALL FOR A MOTION TO APPROVE THE AGENDA AS PRESENTED AND MODIFIED I'M SORRY TO CALL FOR THE AGENDA AS PRESENTED AND MODIFIED I'M SORRY TO CALL FOR THE AGENDA AS PRESENTED AND MODIFIED I'M SORRY TO CALL FOR THE VOTE BOARD PARTICIPANT MODIFIED I'M SORRY TO CALL FOR THE VOTE BOARD PARTICIPANT MODIFIED I'M SORRY TO CALL FOR THE VOTE BOARD PARTICIPANT MADAM CHAIR WE HAVE SIX EYES THE VOTE BOARD PARTICIPANT MADAM CHAIR WE HAVE SIX EYES THE VOTE BOARD PARTICIPANT MADAM CHAIR WE HAVE SIX EYES HAVE SIX EYES AND FIVE DAYS THE MADAM CHAIR WE HAVE SIX EYES HAVE SIX

091EYES AND FIVE DAYS THE MADAM CHAIR WE HAVE SIX EYES HAVE SIX EYES AND FIVE DAYS THE MOTION DID PASS FOR THE HAVE SIX EYES AND FIVE DAYS THE MOTION DID PASS FOR THE HAVE SIX EYES AND FIVE DAYS THE MOTION DID PASS FOR THE ADOPTION OF THE AGENDA AS MOTION DID PASS FOR THE ADOPTION OF THE AGENDA AS MOTION DID PASS FOR THE ADOPTION OF THE AGENDA AS PRESENTED AND MODIFIED >> THANK ADOPTION OF THE AGENDA AS PRESENTED AND MODIFIED >> THANK ADOPTION OF THE AGENDA AS PRESENTED AND MODIFIED >> THANK YOU THAT BRINGS US TO THE PRESENTED AND MODIFIED >> THANK YOU THAT BRINGS US TO THE PRESENTED AND MODIFIED >> THANK YOU THAT BRINGS US TO THE SUPERINTENDENT'S THE YOU THAT BRINGS US TO THE SUPERINTENDENT'S THE YOU THAT BRINGS US TO

092THE SUPERINTENDENT'S THE SUPERINTENDENCE REPORT AND I SUPERINTENDENT'S THE SUPERINTENDENCE REPORT AND I SUPERINTENDENT'S THE SUPERINTENDENCE REPORT AND I TURN THIS OVER TO DR. ROBERTS SUPERINTENDENCE REPORT AND I TURN THIS OVER TO DR. ROBERTS SUPERINTENDENCE REPORT AND I TURN THIS OVER TO DR. ROBERTS AND FOR THAT. TURN THIS OVER TO DR. ROBERTS AND FOR THAT. TURN THIS OVER TO DR. ROBERTS AND FOR THAT. THANK YOU. AND FOR THAT. THANK YOU. AND FOR THAT. THANK YOU. EVENING, MADAM CHAIRWOMAN. THANK YOU. EVENING, MADAM CHAIRWOMAN. THANK YOU. EVENING, MADAM CHAIRWOMAN. AND MEMBERS OF THE BOARD HERE A EVENING, MADAM CHAIRWOMAN. AND MEMBERS OF THE BOARD HERE A EVENING, MADAM CHAIRWOMAN. AND MEMBERS OF THE BOARD HERE A FEW ITEMS OF INTEREST AND MEMBERS OF THE BOARD HERE A FEW ITEMS OF INTEREST AND MEMBERS OF THE BOARD HERE A

093FEW ITEMS OF INTEREST OF INTEREST FOR YOU ON OUR FEW ITEMS OF INTEREST OF INTEREST FOR YOU ON OUR FEW ITEMS OF INTEREST OF INTEREST FOR YOU ON OUR FAMILIES. OF INTEREST FOR YOU ON OUR FAMILIES. OF INTEREST FOR YOU ON OUR FAMILIES. ONE OF OUR PRINCIPAL FAMILIES. ONE OF OUR PRINCIPAL FAMILIES. ONE OF OUR PRINCIPAL INTERNATIONAL BACCALAUREATE ONE OF OUR PRINCIPAL INTERNATIONAL BACCALAUREATE ONE OF OUR PRINCIPAL INTERNATIONAL BACCALAUREATE SENIORS NOMINE QADRI ON HIS WAY INTERNATIONAL BACCALAUREATE SENIORS NOMINE QADRI ON HIS WAY INTERNATIONAL BACCALAUREATE SENIORS NOMINE QADRI ON HIS WAY TO THE SEMIFINALS LEVEL OF THE SENIORS NOMINE QADRI ON HIS WAY TO THE SEMIFINALS LEVEL OF THE SENIORS NOMINE QADRI ON HIS WAY TO THE SEMIFINALS LEVEL OF THE TWENTY TWENTY FIVE UNITED TO THE SEMIFINALS LEVEL OF THE TWENTY TWENTY FIVE UNITED TO

094THE SEMIFINALS LEVEL OF THE TWENTY TWENTY FIVE UNITED STATES PRESIDENTIAL SCHOLARS TWENTY TWENTY FIVE UNITED STATES PRESIDENTIAL SCHOLARS TWENTY TWENTY FIVE UNITED STATES PRESIDENTIAL SCHOLARS PROGRAM NOMINEE IS HERE WITH US STATES PRESIDENTIAL SCHOLARS PROGRAM NOMINEE IS HERE WITH US STATES PRESIDENTIAL SCHOLARS PROGRAM NOMINEE IS HERE WITH US TONIGHT A NOMINEE IF YOU WOULD PROGRAM NOMINEE IS HERE WITH US TONIGHT A NOMINEE IF YOU WOULD PROGRAM NOMINEE IS HERE WITH US TONIGHT A NOMINEE IF YOU WOULD PLEASE STAND YOUR PARENTS TONIGHT A NOMINEE IF YOU WOULD PLEASE STAND YOUR PARENTS TONIGHT A NOMINEE IF YOU WOULD PLEASE STAND YOUR PARENTS WELCOME TO STAND WITH YOU. PLEASE STAND YOUR PARENTS WELCOME TO STAND WITH YOU. PLEASE STAND YOUR PARENTS WELCOME TO STAND WITH YOU. SO WE CONGRATULATE AS A SENIOR WELCOME TO STAND WITH YOU. SO WE

095CONGRATULATE AS A SENIOR WELCOME TO STAND WITH YOU. SO WE CONGRATULATE AS A SENIOR NUMB AND SERVED AS CAPTAIN THE SO WE CONGRATULATE AS A SENIOR NUMB AND SERVED AS CAPTAIN THE SO WE CONGRATULATE AS A SENIOR NUMB AND SERVED AS CAPTAIN THE PRINCESS AND SCHOLASTIC TEAM NUMB AND SERVED AS CAPTAIN THE PRINCESS AND SCHOLASTIC TEAM NUMB AND SERVED AS CAPTAIN THE PRINCESS AND SCHOLASTIC TEAM AND AS THE PRESIDENT OF THE PRINCESS AND SCHOLASTIC TEAM AND AS THE PRESIDENT OF THE PRINCESS AND SCHOLASTIC TEAM AND AS THE PRESIDENT OF THE MATH HONOR SOCIETY HE IS AND AS THE PRESIDENT OF THE MATH HONOR SOCIETY HE IS AND AS THE PRESIDENT OF THE MATH HONOR SOCIETY HE IS INVOLVED WITH THE STANFORD MATH HONOR SOCIETY HE IS INVOLVED WITH THE STANFORD MATH HONOR SOCIETY HE IS

096INVOLVED WITH THE STANFORD NEUROSCIENCE JOURNAL AND IS INVOLVED WITH THE STANFORD NEUROSCIENCE JOURNAL AND IS INVOLVED WITH THE STANFORD NEUROSCIENCE JOURNAL AND IS ALSO A CITY COUNCIL APPOINTED NEUROSCIENCE JOURNAL AND IS ALSO A CITY COUNCIL APPOINTED NEUROSCIENCE JOURNAL AND IS ALSO A CITY COUNCIL APPOINTED VOTING MEMBER OF THE HISTORIC ALSO A CITY COUNCIL APPOINTED VOTING MEMBER OF THE HISTORIC ALSO A CITY COUNCIL APPOINTED VOTING MEMBER OF THE HISTORIC PRESERVATION COMMISSION IN THE VOTING MEMBER OF THE HISTORIC PRESERVATION COMMISSION IN THE VOTING MEMBER OF THE HISTORIC PRESERVATION COMMISSION IN THE FALL HE PLANS TO STUDY PRESERVATION COMMISSION IN THE FALL HE PLANS TO STUDY PRESERVATION COMMISSION IN THE FALL HE PLANS TO STUDY NEUROSCIENCE AND FINANCIAL FALL HE PLANS TO STUDY NEUROSCIENCE AND FINANCIAL FALL HE PLANS TO STUDY NEUROSCIENCE AND FINANCIAL ENGINEERING AT PRINCETON NEUROSCIENCE

097AND FINANCIAL ENGINEERING AT PRINCETON NEUROSCIENCE AND FINANCIAL ENGINEERING AT PRINCETON UNIVERSITY. ENGINEERING AT PRINCETON UNIVERSITY. ENGINEERING AT PRINCETON UNIVERSITY. HE IS THE ONLY STUDENT HAMPTON UNIVERSITY. HE IS THE ONLY STUDENT HAMPTON UNIVERSITY. HE IS THE ONLY STUDENT HAMPTON ROADS TO REACH THIS LOVELY IS HE IS THE ONLY STUDENT HAMPTON ROADS TO REACH THIS LOVELY IS HE IS THE ONLY STUDENT HAMPTON ROADS TO REACH THIS LOVELY IS ONE OF IS ONE OF ONLY TEN IN ROADS TO REACH THIS LOVELY IS ONE OF IS ONE OF ONLY TEN IN ROADS TO REACH THIS LOVELY IS ONE OF IS ONE OF ONLY TEN IN VIRGINIA. ONE OF IS ONE OF ONLY TEN IN VIRGINIA. ONE OF IS ONE OF ONLY TEN IN VIRGINIA. CONGRATULATIONS NO >> A MEMBER VIRGINIA. CONGRATULATIONS NO >> A MEMBER VIRGINIA. CONGRATULATIONS NO >>

098A MEMBER OF OUR TALENTED FOOD SERVICE CONGRATULATIONS NO >> A MEMBER OF OUR TALENTED FOOD SERVICE CONGRATULATIONS NO >> A MEMBER OF OUR TALENTED FOOD SERVICE TEAM BELLA RECENTLY RECEIVED OF OUR TALENTED FOOD SERVICE TEAM BELLA RECENTLY RECEIVED OF OUR TALENTED FOOD SERVICE TEAM BELLA RECENTLY RECEIVED THE NATIONAL MR. GONZALES IS TEAM BELLA RECENTLY RECEIVED THE NATIONAL MR. GONZALES IS TEAM BELLA RECENTLY RECEIVED THE NATIONAL MR. GONZALES IS THE CAFETERIA MANAGER AND THE NATIONAL MR. GONZALES IS THE CAFETERIA MANAGER AND THE NATIONAL MR. GONZALES IS THE CAFETERIA MANAGER AND NEWCASTLE ELEMENTARY MORE THAN THE CAFETERIA MANAGER AND NEWCASTLE ELEMENTARY MORE THAN THE CAFETERIA MANAGER AND NEWCASTLE ELEMENTARY MORE THAN A DOZEN COLLEAGUES AND A NEWCASTLE ELEMENTARY MORE THAN A DOZEN COLLEAGUES AND A NEWCASTLE ELEMENTARY MORE THAN A DOZEN COLLEAGUES AND A COMMUNITY MEMBERS NOMINATED

099HER A DOZEN COLLEAGUES AND A COMMUNITY MEMBERS NOMINATED HER A DOZEN COLLEAGUES AND A COMMUNITY MEMBERS NOMINATED HER FOR THE TYSONS K-12 HUNGER COMMUNITY MEMBERS NOMINATED HER FOR THE TYSONS K-12 HUNGER COMMUNITY MEMBERS NOMINATED HER FOR THE TYSONS K-12 HUNGER HEROES WARD. FOR THE TYSONS K-12 HUNGER HEROES WARD. FOR THE TYSONS K-12 HUNGER HEROES WARD. OFFICIALS FROM TYSON FOODS HEROES WARD. OFFICIALS FROM TYSON FOODS HEROES WARD. OFFICIALS FROM TYSON FOODS VISITED NEWCASTLE TO SURPRISE OFFICIALS FROM TYSON FOODS VISITED NEWCASTLE TO SURPRISE OFFICIALS FROM TYSON FOODS VISITED NEWCASTLE TO SURPRISE HER IS ONE OF A HANDFUL VISITED NEWCASTLE TO SURPRISE HER IS ONE OF A HANDFUL VISITED NEWCASTLE TO SURPRISE HER IS ONE OF A HANDFUL OF NATIONAL WINNERS THE PRIZE HER IS ONE OF A HANDFUL OF NATIONAL WINNERS THE PRIZE HER IS ONE OF

100A HANDFUL OF NATIONAL WINNERS THE PRIZE INCLUDES A FIVE THOUSAND DOLLAR OF NATIONAL WINNERS THE PRIZE INCLUDES A FIVE THOUSAND DOLLAR OF NATIONAL WINNERS THE PRIZE INCLUDES A FIVE THOUSAND DOLLAR GRANT MISS GONZALES STARTED A INCLUDES A FIVE THOUSAND DOLLAR GRANT MISS GONZALES STARTED A INCLUDES A FIVE THOUSAND DOLLAR GRANT MISS GONZALES STARTED A CULINARY CLUB AT NEWCASTLE AND GRANT MISS GONZALES STARTED A CULINARY CLUB AT NEWCASTLE AND GRANT MISS GONZALES STARTED A CULINARY CLUB AT NEWCASTLE AND MAKES STUDENT STUDENTS CULINARY CLUB AT NEWCASTLE AND MAKES STUDENT STUDENTS CULINARY CLUB AT NEWCASTLE AND MAKES STUDENT STUDENTS BIRTHDAYS EXTRA SPECIAL BY MAKES STUDENT STUDENTS BIRTHDAYS EXTRA SPECIAL BY MAKES STUDENT STUDENTS BIRTHDAYS EXTRA SPECIAL BY ROLLING BIRTHDAY CARD COMPLETE BIRTHDAYS EXTRA SPECIAL BY ROLLING BIRTHDAY CARD COMPLETE BIRTHDAYS EXTRA SPECIAL BY ROLLING BIRTHDAY CARD COMPLETE WITH

101COMPLETE WITH LIVELY MUSIC ROLLING BIRTHDAY CARD COMPLETE WITH COMPLETE WITH LIVELY MUSIC ROLLING BIRTHDAY CARD COMPLETE WITH COMPLETE WITH LIVELY MUSIC AND FESTIVE CHEER THANK YOU MR. WITH COMPLETE WITH LIVELY MUSIC AND FESTIVE CHEER THANK YOU MR. WITH COMPLETE WITH LIVELY MUSIC AND FESTIVE CHEER THANK YOU MR. GONZALES FOR BEING A SUPERHERO AND FESTIVE CHEER THANK YOU MR. GONZALES FOR BEING A SUPERHERO AND FESTIVE CHEER THANK YOU MR. GONZALES FOR BEING A SUPERHERO IN VIRGINIA BEACH CITY PUBLIC GONZALES FOR BEING A SUPERHERO IN VIRGINIA BEACH CITY PUBLIC GONZALES FOR BEING A SUPERHERO IN VIRGINIA BEACH CITY PUBLIC SCHOOLS THE 16TH ANNUAL STEM IN VIRGINIA BEACH CITY PUBLIC SCHOOLS THE 16TH ANNUAL STEM IN VIRGINIA BEACH CITY PUBLIC SCHOOLS THE 16TH ANNUAL STEM TRAFFIC CHALLENGE ON MAY 14TH SCHOOLS THE 16TH ANNUAL STEM TRAFFIC CHALLENGE ON

102MAY 14TH SCHOOLS THE 16TH ANNUAL STEM TRAFFIC CHALLENGE ON MAY 14TH WAS A HUGE SUCCESS. TRAFFIC CHALLENGE ON MAY 14TH WAS A HUGE SUCCESS. TRAFFIC CHALLENGE ON MAY 14TH WAS A HUGE SUCCESS. TEAMS OF STUDENTS COMPETED WAS A HUGE SUCCESS. TEAMS OF STUDENTS COMPETED WAS A HUGE SUCCESS. TEAMS OF STUDENTS COMPETED ROBOT MAKERSPACE MAKER SPACE TEAMS OF STUDENTS COMPETED ROBOT MAKERSPACE MAKER SPACE TEAMS OF STUDENTS COMPETED ROBOT MAKERSPACE MAKER SPACE AND CYBERSECURITY CHALLENGES AT ROBOT MAKERSPACE MAKER SPACE AND CYBERSECURITY CHALLENGES AT ROBOT MAKERSPACE MAKER SPACE AND CYBERSECURITY CHALLENGES AT THE VIRGINIA BEACH CONVENTION AND CYBERSECURITY CHALLENGES AT THE VIRGINIA BEACH CONVENTION AND CYBERSECURITY CHALLENGES AT THE VIRGINIA BEACH CONVENTION CENTER WHEN STUDENTS COMPETING THE VIRGINIA BEACH CONVENTION CENTER WHEN STUDENTS COMPETING THE VIRGINIA BEACH CONVENTION CENTER WHEN STUDENTS COMPETING IN THE CHALLENGES THEY TOOK CENTER

103WHEN STUDENTS COMPETING IN THE CHALLENGES THEY TOOK CENTER WHEN STUDENTS COMPETING IN THE CHALLENGES THEY TOOK PART AND HANDS ON INTERACTIVE IN THE CHALLENGES THEY TOOK PART AND HANDS ON INTERACTIVE IN THE CHALLENGES THEY TOOK PART AND HANDS ON INTERACTIVE ACTIVITIES EVENTS THE EVENTS PART AND HANDS ON INTERACTIVE ACTIVITIES EVENTS THE EVENTS PART AND HANDS ON INTERACTIVE ACTIVITIES EVENTS THE EVENTS CAREER FAIR MORE THAN TWENTY ACTIVITIES EVENTS THE EVENTS CAREER FAIR MORE THAN TWENTY ACTIVITIES EVENTS THE EVENTS CAREER FAIR MORE THAN TWENTY INDUSTRIES REPRESENTATIVES CAREER FAIR MORE THAN TWENTY INDUSTRIES REPRESENTATIVES CAREER FAIR MORE THAN TWENTY INDUSTRIES REPRESENTATIVES SHOWCASE CAREERS IN STEM IN THE INDUSTRIES REPRESENTATIVES SHOWCASE CAREERS IN STEM IN THE INDUSTRIES REPRESENTATIVES SHOWCASE CAREERS IN STEM IN THE MARITIME INDUSTRY. SHOWCASE CAREERS IN STEM IN THE MARITIME INDUSTRY. SHOWCASE CAREERS IN STEM IN

104THE MARITIME INDUSTRY. PARTICIPANTS INCLUDED NEWPORT MARITIME INDUSTRY. PARTICIPANTS INCLUDED NEWPORT MARITIME INDUSTRY. PARTICIPANTS INCLUDED NEWPORT NEWS SHIPBUILDING, NASA, AMAZON PARTICIPANTS INCLUDED NEWPORT NEWS SHIPBUILDING, NASA, AMAZON PARTICIPANTS INCLUDED NEWPORT NEWS SHIPBUILDING, NASA, AMAZON AND MORE THANK YOU TO THE NEWS SHIPBUILDING, NASA, AMAZON AND MORE THANK YOU TO THE NEWS SHIPBUILDING, NASA, AMAZON AND MORE THANK YOU TO THE VOLUNTEERS AND COMMUNITY AND MORE THANK YOU TO THE VOLUNTEERS AND COMMUNITY AND MORE THANK YOU TO THE VOLUNTEERS AND COMMUNITY PARTNERS WHO HELPED MAKE THE VOLUNTEERS AND COMMUNITY PARTNERS WHO HELPED MAKE THE VOLUNTEERS AND COMMUNITY PARTNERS WHO HELPED MAKE THE DAY SUCCESS EIGHT OVER EIGHT PARTNERS WHO HELPED MAKE THE DAY SUCCESS EIGHT OVER EIGHT PARTNERS WHO HELPED MAKE THE DAY SUCCESS EIGHT OVER EIGHT HUNDRED OF OUR STUDENTS OUR DAY SUCCESS EIGHT OVER EIGHT HUNDRED OF OUR

105STUDENTS OUR DAY SUCCESS EIGHT OVER EIGHT HUNDRED OF OUR STUDENTS OUR OFFICE OF CAREER AND TECHNICAL HUNDRED OF OUR STUDENTS OUR OFFICE OF CAREER AND TECHNICAL HUNDRED OF OUR STUDENTS OUR OFFICE OF CAREER AND TECHNICAL EDUCATION HELD A LETTER OFFICE OF CAREER AND TECHNICAL EDUCATION HELD A LETTER OFFICE OF CAREER AND TECHNICAL EDUCATION HELD A LETTER OF INTENT SIGNING DAY ON MAY EDUCATION HELD A LETTER OF INTENT SIGNING DAY ON MAY EDUCATION HELD A LETTER OF INTENT SIGNING DAY ON MAY 21ST OF THE ADVANCED TECHNOLOGY OF INTENT SIGNING DAY ON MAY 21ST OF THE ADVANCED TECHNOLOGY OF INTENT SIGNING DAY ON MAY 21ST OF THE ADVANCED TECHNOLOGY CENTER WE HONORED ABOUT FIFTY 21ST OF THE ADVANCED TECHNOLOGY CENTER WE HONORED ABOUT FIFTY 21ST OF THE ADVANCED TECHNOLOGY CENTER WE HONORED ABOUT FIFTY STUDENTS FOR THEIR

106COMMITMENTS CENTER WE HONORED ABOUT FIFTY STUDENTS FOR THEIR COMMITMENTS CENTER WE HONORED ABOUT FIFTY STUDENTS FOR THEIR COMMITMENTS THE WORKFORCE AND ENLISTMENT IN STUDENTS FOR THEIR COMMITMENTS THE WORKFORCE AND ENLISTMENT IN STUDENTS FOR THEIR COMMITMENTS THE WORKFORCE AND ENLISTMENT IN THE MILITARY. THE WORKFORCE AND ENLISTMENT IN THE MILITARY. THE WORKFORCE AND ENLISTMENT IN THE MILITARY. THESE STUDENTS EARN MORE THAN THE MILITARY. THESE STUDENTS EARN MORE THAN THE MILITARY. THESE STUDENTS EARN MORE THAN ONE HUNDRED PROFESSIONAL THESE STUDENTS EARN MORE THAN ONE HUNDRED PROFESSIONAL THESE STUDENTS EARN MORE THAN ONE HUNDRED PROFESSIONAL CREDENTIALS FROM THE ADVANCED ONE HUNDRED PROFESSIONAL CREDENTIALS FROM THE ADVANCED ONE HUNDRED PROFESSIONAL CREDENTIALS FROM THE ADVANCED TECHNOLOGY CENTER AND THE CREDENTIALS FROM THE ADVANCED TECHNOLOGY CENTER AND THE CREDENTIALS FROM THE ADVANCED TECHNOLOGY CENTER AND THE VIRGINIA BEACH TECHNICALLY A TECHNOLOGY CENTER

107AND THE VIRGINIA BEACH TECHNICALLY A TECHNOLOGY CENTER AND THE VIRGINIA BEACH TECHNICALLY A CAREER EDUCATION CENTER FROM VIRGINIA BEACH TECHNICALLY A CAREER EDUCATION CENTER FROM VIRGINIA BEACH TECHNICALLY A CAREER EDUCATION CENTER FROM EVERYTHING FROM AUTOMOTIVE CAREER EDUCATION CENTER FROM EVERYTHING FROM AUTOMOTIVE CAREER EDUCATION CENTER FROM EVERYTHING FROM AUTOMOTIVE SERVICE TECHNOLOGY A WEBSITE EVERYTHING FROM AUTOMOTIVE SERVICE TECHNOLOGY A WEBSITE EVERYTHING FROM AUTOMOTIVE SERVICE TECHNOLOGY A WEBSITE DESIGN REPRESENTATIVES FROM SERVICE TECHNOLOGY A WEBSITE DESIGN REPRESENTATIVES FROM SERVICE TECHNOLOGY A WEBSITE DESIGN REPRESENTATIVES FROM DOZENS OF LOCAL BUSINESSES AND DESIGN REPRESENTATIVES FROM DOZENS OF LOCAL BUSINESSES AND DESIGN REPRESENTATIVES FROM DOZENS OF LOCAL BUSINESSES AND THE US ARMED FORCES WERE THERE DOZENS OF LOCAL BUSINESSES AND THE US ARMED FORCES WERE THERE DOZENS OF LOCAL BUSINESSES AND THE US ARMED FORCES WERE THERE TO SIGN EMPLOYEE AGREEMENTS THE

108US ARMED FORCES WERE THERE TO SIGN EMPLOYEE AGREEMENTS THE US ARMED FORCES WERE THERE TO SIGN EMPLOYEE AGREEMENTS WITH OUR STUDENTS WHILE FAMILY TO SIGN EMPLOYEE AGREEMENTS WITH OUR STUDENTS WHILE FAMILY TO SIGN EMPLOYEE AGREEMENTS WITH OUR STUDENTS WHILE FAMILY MEMBERS AND TEACHERS LOOKED ON WITH OUR STUDENTS WHILE FAMILY MEMBERS AND TEACHERS LOOKED ON WITH OUR STUDENTS WHILE FAMILY MEMBERS AND TEACHERS LOOKED ON WITH PRIDE TO MORE THE MEMBERS AND TEACHERS LOOKED ON WITH PRIDE TO MORE THE MEMBERS AND TEACHERS LOOKED ON WITH PRIDE TO MORE THE DEPARTMENT FEWER RESOURCES WITH PRIDE TO MORE THE DEPARTMENT FEWER RESOURCES WITH PRIDE TO MORE THE DEPARTMENT FEWER RESOURCES HOSTED SUCCESSFUL HIRING EVENTS DEPARTMENT FEWER RESOURCES HOSTED SUCCESSFUL HIRING EVENTS DEPARTMENT FEWER RESOURCES HOSTED SUCCESSFUL HIRING EVENTS THIS SPRING TO SUPPORT STAFFING HOSTED SUCCESSFUL HIRING EVENTS THIS SPRING

109TO SUPPORT STAFFING HOSTED SUCCESSFUL HIRING EVENTS THIS SPRING TO SUPPORT STAFFING EFFORTS FOR THE 20 TWENTY FIVE THIS SPRING TO SUPPORT STAFFING EFFORTS FOR THE 20 TWENTY FIVE THIS SPRING TO SUPPORT STAFFING EFFORTS FOR THE 20 TWENTY FIVE TWENTY SIX SCHOOL YEAR THE EFFORTS FOR THE 20 TWENTY FIVE TWENTY SIX SCHOOL YEAR THE EFFORTS FOR THE 20 TWENTY FIVE TWENTY SIX SCHOOL YEAR THE EDUCATOR HIRING XPO WAS HELD AT TWENTY SIX SCHOOL YEAR THE EDUCATOR HIRING XPO WAS HELD AT TWENTY SIX SCHOOL YEAR THE EDUCATOR HIRING XPO WAS HELD AT LEAST IN HIGH SCHOOL ON MARCH EDUCATOR HIRING XPO WAS HELD AT LEAST IN HIGH SCHOOL ON MARCH EDUCATOR HIRING XPO WAS HELD AT LEAST IN HIGH SCHOOL ON MARCH TWENTY NINE THIS WAS THE LEAST IN HIGH SCHOOL ON MARCH TWENTY NINE THIS WAS

110THE LEAST IN HIGH SCHOOL ON MARCH TWENTY NINE THIS WAS THE DIVISION'S FIRST IN-PERSON JOB TWENTY NINE THIS WAS THE DIVISION'S FIRST IN-PERSON JOB TWENTY NINE THIS WAS THE DIVISION'S FIRST IN-PERSON JOB FAIR SAYS TWENTY TWENTY WE DIVISION'S FIRST IN-PERSON JOB FAIR SAYS TWENTY TWENTY WE DIVISION'S FIRST IN-PERSON JOB FAIR SAYS TWENTY TWENTY WE WELCOME NEARLY TWO HUNDRED FAIR SAYS TWENTY TWENTY WE WELCOME NEARLY TWO HUNDRED FAIR SAYS TWENTY TWENTY WE WELCOME NEARLY TWO HUNDRED FIFTY EDUCATOR EDUCATORS HAVE WELCOME NEARLY TWO HUNDRED FIFTY EDUCATOR EDUCATORS HAVE WELCOME NEARLY TWO HUNDRED FIFTY EDUCATOR EDUCATORS HAVE PROVIDED SCHOOL TEAMS WITH THE FIFTY EDUCATOR EDUCATORS HAVE PROVIDED SCHOOL TEAMS WITH THE FIFTY EDUCATOR EDUCATORS HAVE PROVIDED SCHOOL TEAMS WITH THE OPPORTUNITY TO MEET AN PROVIDED SCHOOL TEAMS WITH THE OPPORTUNITY TO MEET AN PROVIDED SCHOOL TEAMS WITH THE

111OPPORTUNITY TO MEET AN INTERVIEW CANDIDATES ON THE OPPORTUNITY TO MEET AN INTERVIEW CANDIDATES ON THE OPPORTUNITY TO MEET AN INTERVIEW CANDIDATES ON THE SPOT CONTINUING THEIR MOMENTUM INTERVIEW CANDIDATES ON THE SPOT CONTINUING THEIR MOMENTUM INTERVIEW CANDIDATES ON THE SPOT CONTINUING THEIR MOMENTUM SCHOOL SUPPORT HIRING EXPO TOOK SPOT CONTINUING THEIR MOMENTUM SCHOOL SUPPORT HIRING EXPO TOOK SPOT CONTINUING THEIR MOMENTUM SCHOOL SUPPORT HIRING EXPO TOOK PLACE ON MAY BASED ON HIGH SCHOOL SUPPORT HIRING EXPO TOOK PLACE ON MAY BASED ON HIGH SCHOOL SUPPORT HIRING EXPO TOOK PLACE ON MAY BASED ON HIGH SCHOOL REPRESENTATIVES SCHOOL PLACE ON MAY BASED ON HIGH SCHOOL REPRESENTATIVES SCHOOL PLACE ON MAY BASED ON HIGH SCHOOL REPRESENTATIVES SCHOOL REPRESENTATIVES FROM KEY SCHOOL REPRESENTATIVES SCHOOL REPRESENTATIVES FROM KEY SCHOOL REPRESENTATIVES SCHOOL REPRESENTATIVES FROM KEY OPERATIONAL DEPARTMENTS REPRESENTATIVES FROM KEY OPERATIONAL DEPARTMENTS REPRESENTATIVES FROM

112KEY OPERATIONAL DEPARTMENTS INTERVIEWED ATTENDEES AN OPERATIONAL DEPARTMENTS INTERVIEWED ATTENDEES AN OPERATIONAL DEPARTMENTS INTERVIEWED ATTENDEES AN EXTENDED OVER 70 LETTERS INTERVIEWED ATTENDEES AN EXTENDED OVER 70 LETTERS INTERVIEWED ATTENDEES AN EXTENDED OVER 70 LETTERS OF INTENT TO HIRE AND THEN EXTENDED OVER 70 LETTERS OF INTENT TO HIRE AND THEN EXTENDED OVER 70 LETTERS OF INTENT TO HIRE AND THEN FINALLY MORE THAN ONE HUNDRED OF INTENT TO HIRE AND THEN FINALLY MORE THAN ONE HUNDRED OF INTENT TO HIRE AND THEN FINALLY MORE THAN ONE HUNDRED ELEMENTARY SCHOOL ATHLETES WITH FINALLY MORE THAN ONE HUNDRED ELEMENTARY SCHOOL ATHLETES WITH FINALLY MORE THAN ONE HUNDRED ELEMENTARY SCHOOL ATHLETES WITH INTELLECTUAL DISABILITIES FROM ELEMENTARY SCHOOL ATHLETES WITH INTELLECTUAL DISABILITIES FROM ELEMENTARY SCHOOL ATHLETES WITH INTELLECTUAL DISABILITIES FROM ACROSS VIRGINIA CITY PUBLIC INTELLECTUAL DISABILITIES FROM ACROSS VIRGINIA CITY PUBLIC INTELLECTUAL DISABILITIES FROM

113ACROSS VIRGINIA CITY PUBLIC SCHOOLS PARTICIPATE IN THE ACROSS VIRGINIA CITY PUBLIC SCHOOLS PARTICIPATE IN THE ACROSS VIRGINIA CITY PUBLIC SCHOOLS PARTICIPATE IN THE LITTLE FEET MEET ON APRIL 29TH SCHOOLS PARTICIPATE IN THE LITTLE FEET MEET ON APRIL 29TH SCHOOLS PARTICIPATE IN THE LITTLE FEET MEET ON APRIL 29TH AT SALEM HIGH SCHOOL AND THIS LITTLE FEET MEET ON APRIL 29TH AT SALEM HIGH SCHOOL AND THIS LITTLE FEET MEET ON APRIL 29TH AT SALEM HIGH SCHOOL AND THIS SPECIAL OLYMPICS EVENTS AT SALEM HIGH SCHOOL AND THIS SPECIAL OLYMPICS EVENTS AT SALEM HIGH SCHOOL AND THIS SPECIAL OLYMPICS EVENTS STUDENTS COMPETED IN VARIOUS SPECIAL OLYMPICS EVENTS STUDENTS COMPETED IN VARIOUS SPECIAL OLYMPICS EVENTS STUDENTS COMPETED IN VARIOUS TRACK AND FIELD EVENTS STUDENTS COMPETED IN VARIOUS TRACK AND FIELD EVENTS STUDENTS COMPETED IN VARIOUS TRACK AND FIELD EVENTS ACCOMPANIED

114BY HUNDREDS APPEAR TRACK AND FIELD EVENTS ACCOMPANIED BY HUNDREDS APPEAR TRACK AND FIELD EVENTS ACCOMPANIED BY HUNDREDS APPEAR BUDDIES, PARENTS, STAFF AND ACCOMPANIED BY HUNDREDS APPEAR BUDDIES, PARENTS, STAFF AND ACCOMPANIED BY HUNDREDS APPEAR BUDDIES, PARENTS, STAFF AND VOLUNTEERS INCLUDING SALEM HIGH BUDDIES, PARENTS, STAFF AND VOLUNTEERS INCLUDING SALEM HIGH BUDDIES, PARENTS, STAFF AND VOLUNTEERS INCLUDING SALEM HIGH SCHOOL STUDENTS. VOLUNTEERS INCLUDING SALEM HIGH SCHOOL STUDENTS. VOLUNTEERS INCLUDING SALEM HIGH SCHOOL STUDENTS. THE VIRGINIA BEACH POLICE SCHOOL STUDENTS. THE VIRGINIA BEACH POLICE SCHOOL STUDENTS. THE VIRGINIA BEACH POLICE DEPARTMENT AND THE VIRGINIA THE VIRGINIA BEACH POLICE DEPARTMENT AND THE VIRGINIA THE VIRGINIA BEACH POLICE DEPARTMENT AND THE VIRGINIA BEACH SHERIFF'S OFFICE. DEPARTMENT AND THE VIRGINIA BEACH SHERIFF'S OFFICE. DEPARTMENT AND THE VIRGINIA BEACH SHERIFF'S OFFICE. THANK YOU. BEACH SHERIFF'S OFFICE. THANK YOU. BEACH SHERIFF'S OFFICE. THANK YOU. SCHOOL BOARD

115MEMBERS JOINING ME THANK YOU. SCHOOL BOARD MEMBERS JOINING ME THANK YOU. SCHOOL BOARD MEMBERS JOINING ME THIS EVENT TO CHEER ON OUR SCHOOL BOARD MEMBERS JOINING ME THIS EVENT TO CHEER ON OUR SCHOOL BOARD MEMBERS JOINING ME THIS EVENT TO CHEER ON OUR ATHLETES AND OUR VOLUNTEERS AND THIS EVENT TO CHEER ON OUR ATHLETES AND OUR VOLUNTEERS AND THIS EVENT TO CHEER ON OUR ATHLETES AND OUR VOLUNTEERS AND THANK YOU MADAM CHAIR. ATHLETES AND OUR VOLUNTEERS AND THANK YOU MADAM CHAIR. ATHLETES AND OUR VOLUNTEERS AND THANK YOU MADAM CHAIR. THIS CONCLUDES MY REPORT. THANK YOU MADAM CHAIR. THIS CONCLUDES MY REPORT. THANK YOU MADAM CHAIR. THIS CONCLUDES MY REPORT. THANK YOU. THIS CONCLUDES MY REPORT. THANK YOU. THIS CONCLUDES MY REPORT. THANK YOU. AND ANY RECOGNITION. THANK YOU. AND ANY RECOGNITION. THANK YOU. AND ANY

116RECOGNITION. YES I HAVE TO RECOGNITION'S AND ANY RECOGNITION. YES I HAVE TO RECOGNITION'S AND ANY RECOGNITION. YES I HAVE TO RECOGNITION'S TONIGHT THE FIRST IS WE ARE YES I HAVE TO RECOGNITION'S TONIGHT THE FIRST IS WE ARE YES I HAVE TO RECOGNITION'S TONIGHT THE FIRST IS WE ARE PLEASED THAT LAST WEEK YOU TONIGHT THE FIRST IS WE ARE PLEASED THAT LAST WEEK YOU TONIGHT THE FIRST IS WE ARE PLEASED THAT LAST WEEK YOU APPROVED OUR RECOMMENDATION HER PLEASED THAT LAST WEEK YOU APPROVED OUR RECOMMENDATION HER PLEASED THAT LAST WEEK YOU APPROVED OUR RECOMMENDATION HER DAWN VAGUE CURRENTLY AN APPROVED OUR RECOMMENDATION HER DAWN VAGUE CURRENTLY AN APPROVED OUR RECOMMENDATION HER DAWN VAGUE CURRENTLY AN PRINCIPAL JOHN BEYDOUN DAWN VAGUE CURRENTLY AN PRINCIPAL JOHN BEYDOUN DAWN VAGUE CURRENTLY AN PRINCIPAL JOHN BEYDOUN ELEMENTARY SCHOOL BE THE

117NEXT PRINCIPAL JOHN BEYDOUN ELEMENTARY SCHOOL BE THE NEXT PRINCIPAL JOHN BEYDOUN ELEMENTARY SCHOOL BE THE NEXT PRINCIPAL AT PEMBROKE ELEMENTARY SCHOOL BE THE NEXT PRINCIPAL AT PEMBROKE ELEMENTARY SCHOOL BE THE NEXT PRINCIPAL AT PEMBROKE ELEMENTARY SCHOOL. PRINCIPAL AT PEMBROKE ELEMENTARY SCHOOL. PRINCIPAL AT PEMBROKE ELEMENTARY SCHOOL. AND I SEE DAWN IN THE AUDIENCE. ELEMENTARY SCHOOL. AND I SEE DAWN IN THE AUDIENCE. ELEMENTARY SCHOOL. AND I SEE DAWN IN THE AUDIENCE. CONGRATULATIONS DONNA. AND I SEE DAWN IN THE AUDIENCE. CONGRATULATIONS DONNA. AND I SEE DAWN IN THE AUDIENCE. CONGRATULATIONS DONNA. I SEE YOU HAVE SOME GUESTS WHO CONGRATULATIONS DONNA. I SEE YOU HAVE SOME GUESTS WHO CONGRATULATIONS DONNA. I SEE YOU HAVE SOME GUESTS WHO HAVE BEEN AT MY SCHOOL MAINLY I SEE YOU HAVE SOME GUESTS WHO HAVE BEEN AT MY SCHOOL MAINLY I SEE YOU

118HAVE SOME GUESTS WHO HAVE BEEN AT MY SCHOOL MAINLY PRINCIPAL MR. BRADLEY AND HAVE BEEN AT MY SCHOOL MAINLY PRINCIPAL MR. BRADLEY AND HAVE BEEN AT MY SCHOOL MAINLY PRINCIPAL MR. BRADLEY AND SCHOOL COUNSELOR AND I HAVE TO PRINCIPAL MR. BRADLEY AND SCHOOL COUNSELOR AND I HAVE TO PRINCIPAL MR. BRADLEY AND SCHOOL COUNSELOR AND I HAVE TO ASK YOU THIS IS THE GRADUATION SCHOOL COUNSELOR AND I HAVE TO ASK YOU THIS IS THE GRADUATION SCHOOL COUNSELOR AND I HAVE TO ASK YOU THIS IS THE GRADUATION NEXT WE'RE PLEASED THAT ASK YOU THIS IS THE GRADUATION NEXT WE'RE PLEASED THAT ASK YOU THIS IS THE GRADUATION NEXT WE'RE PLEASED THAT PREVIOUSLY YOU HAD ACCEPTED HAD NEXT WE'RE PLEASED THAT PREVIOUSLY YOU HAD ACCEPTED HAD NEXT WE'RE PLEASED THAT PREVIOUSLY YOU HAD ACCEPTED HAD ACCEPTED A RECOMMENDATION

119FOR PREVIOUSLY YOU HAD ACCEPTED HAD ACCEPTED A RECOMMENDATION FOR PREVIOUSLY YOU HAD ACCEPTED HAD ACCEPTED A RECOMMENDATION FOR JULIE SPENCER PREVIOUSLY TO ACCEPTED A RECOMMENDATION FOR JULIE SPENCER PREVIOUSLY TO ACCEPTED A RECOMMENDATION FOR JULIE SPENCER PREVIOUSLY TO TECH TECHNICAL SUPPORT SERVICES JULIE SPENCER PREVIOUSLY TO TECH TECHNICAL SUPPORT SERVICES JULIE SPENCER PREVIOUSLY TO TECH TECHNICAL SUPPORT SERVICES SUPPORT SUPERVISOR DEPARTMENT TECH TECHNICAL SUPPORT SERVICES SUPPORT SUPERVISOR DEPARTMENT TECH TECHNICAL SUPPORT SERVICES SUPPORT SUPERVISOR DEPARTMENT OF TECHNOLOGY, BE THE NEW SUPPORT SUPERVISOR DEPARTMENT OF TECHNOLOGY, BE THE NEW SUPPORT SUPERVISOR DEPARTMENT OF TECHNOLOGY, BE THE NEW COORDINATOR CUSTOMER SUPPORT OF TECHNOLOGY, BE THE NEW COORDINATOR CUSTOMER SUPPORT OF TECHNOLOGY, BE THE NEW COORDINATOR CUSTOMER SUPPORT AND QUALITY ASSURANCE AND COORDINATOR CUSTOMER SUPPORT AND QUALITY ASSURANCE AND COORDINATOR CUSTOMER SUPPORT AND QUALITY ASSURANCE AND DEPARTMENT OF TECHNOLOGY. AND QUALITY ASSURANCE

120AND DEPARTMENT OF TECHNOLOGY. AND QUALITY ASSURANCE AND DEPARTMENT OF TECHNOLOGY. CONGRATULATIONS JULIE. DEPARTMENT OF TECHNOLOGY. CONGRATULATIONS JULIE. DEPARTMENT OF TECHNOLOGY. CONGRATULATIONS JULIE. AND I SEE YOU HAVE SOME GUESTS CONGRATULATIONS JULIE. AND I SEE YOU HAVE SOME GUESTS CONGRATULATIONS JULIE. AND I SEE YOU HAVE SOME GUESTS ,I'M EXCITED. AND I SEE YOU HAVE SOME GUESTS ,I'M EXCITED. AND I SEE YOU HAVE SOME GUESTS ,I'M EXCITED. YES >>, IN RETURN FOR THE ,I'M EXCITED. YES >>, IN RETURN FOR THE ,I'M EXCITED. YES >>, IN RETURN FOR THE CONGRATULATIONS THANK YOU MADAM YES >>, IN RETURN FOR THE CONGRATULATIONS THANK YOU MADAM YES >>, IN RETURN FOR THE CONGRATULATIONS THANK YOU MADAM CHAIR THAT CONCLUDES THE CONGRATULATIONS THANK YOU MADAM CHAIR THAT CONCLUDES THE CONGRATULATIONS THANK YOU MADAM CHAIR THAT CONCLUDES THE RECOGNITION'S THANK YOU. CHAIR THAT CONCLUDES

121THE RECOGNITION'S THANK YOU. CHAIR THAT CONCLUDES THE RECOGNITION'S THANK YOU. AND THAT BRINGS US TO THE RECOGNITION'S THANK YOU. AND THAT BRINGS US TO THE RECOGNITION'S THANK YOU. AND THAT BRINGS US TO THE APPROVAL MEETING MINISTER TWO AND THAT BRINGS US TO THE APPROVAL MEETING MINISTER TWO AND THAT BRINGS US TO THE APPROVAL MEETING MINISTER TWO SETS THERE ARE TWO SETS. APPROVAL MEETING MINISTER TWO SETS THERE ARE TWO SETS. APPROVAL MEETING MINISTER TWO SETS THERE ARE TWO SETS. ARE THERE ANY MODIFICATIONS TO SETS THERE ARE TWO SETS. ARE THERE ANY MODIFICATIONS TO SETS THERE ARE TWO SETS. ARE THERE ANY MODIFICATIONS TO THE MAY 6TH TWENTY TWENTY FIVE ARE THERE ANY MODIFICATIONS TO THE MAY 6TH TWENTY TWENTY FIVE ARE THERE ANY MODIFICATIONS TO THE MAY 6TH TWENTY TWENTY FIVE SPECIAL SCHOOL BOARD MEETING THE

122MAY 6TH TWENTY TWENTY FIVE SPECIAL SCHOOL BOARD MEETING THE MAY 6TH TWENTY TWENTY FIVE SPECIAL SCHOOL BOARD MEETING MINUTES AS PRESENTED SAYING AND SPECIAL SCHOOL BOARD MEETING MINUTES AS PRESENTED SAYING AND SPECIAL SCHOOL BOARD MEETING MINUTES AS PRESENTED SAYING AND I CALL FOR A MOTION TO APPROVE MINUTES AS PRESENTED SAYING AND I CALL FOR A MOTION TO APPROVE MINUTES AS PRESENTED SAYING AND I CALL FOR A MOTION TO APPROVE THE MAY SIX TWENTY TWENTY FIVE I CALL FOR A MOTION TO APPROVE THE MAY SIX TWENTY TWENTY FIVE I CALL FOR A MOTION TO APPROVE THE MAY SIX TWENTY TWENTY FIVE SPECIAL SCHOOL BOARD MEETING THE MAY SIX TWENTY TWENTY FIVE SPECIAL SCHOOL BOARD MEETING THE MAY SIX TWENTY TWENTY FIVE SPECIAL SCHOOL BOARD MEETING MINUTES AS PRESENTED MOVED BY SPECIAL SCHOOL BOARD MEETING MINUTES AS

123PRESENTED MOVED BY SPECIAL SCHOOL BOARD MEETING MINUTES AS PRESENTED MOVED BY MR. CARLIN SECONDED BY MISS MINUTES AS PRESENTED MOVED BY MR. CARLIN SECONDED BY MISS MINUTES AS PRESENTED MOVED BY MR. CARLIN SECONDED BY MISS DWYER. MR. CARLIN SECONDED BY MISS DWYER. MR. CARLIN SECONDED BY MISS DWYER. ANY DISCUSSION CNN I CALL FOR DWYER. ANY DISCUSSION CNN I CALL FOR DWYER. ANY DISCUSSION CNN I CALL FOR THE VOTE TO APPROVE THE MAY SIX ANY DISCUSSION CNN I CALL FOR THE VOTE TO APPROVE THE MAY SIX ANY DISCUSSION CNN I CALL FOR THE VOTE TO APPROVE THE MAY SIX MEETING MINUTES. THE VOTE TO APPROVE THE MAY SIX MEETING MINUTES. THE VOTE TO APPROVE THE MAY SIX MEETING MINUTES. SO >> MADAM CHAIR WE HAVE 11 MEETING MINUTES. SO >> MADAM CHAIR WE HAVE 11 MEETING

124MINUTES. SO >> MADAM CHAIR WE HAVE 11 EYES THE MOTION TO PASS FOR THE SO >> MADAM CHAIR WE HAVE 11 EYES THE MOTION TO PASS FOR THE SO >> MADAM CHAIR WE HAVE 11 EYES THE MOTION TO PASS FOR THE APPROVAL OF THE MAY SIX TO EYES THE MOTION TO PASS FOR THE APPROVAL OF THE MAY SIX TO EYES THE MOTION TO PASS FOR THE APPROVAL OF THE MAY SIX TO TWENTY TWENTY FIVE MINUTES. APPROVAL OF THE MAY SIX TO TWENTY TWENTY FIVE MINUTES. APPROVAL OF THE MAY SIX TO TWENTY TWENTY FIVE MINUTES. THANK YOU. TWENTY TWENTY FIVE MINUTES. THANK YOU. TWENTY TWENTY FIVE MINUTES. THANK YOU. WE ARE NOW ON TO MAY 13TH THANK YOU. WE ARE NOW ON TO MAY 13TH THANK YOU. WE ARE NOW ON TO MAY 13TH REGULAR SCHOOL

125BOARD MEETING WE ARE NOW ON TO MAY 13TH REGULAR SCHOOL BOARD MEETING WE ARE NOW ON TO MAY 13TH REGULAR SCHOOL BOARD MEETING MINUTES ARE THERE ANY REGULAR SCHOOL BOARD MEETING MINUTES ARE THERE ANY REGULAR SCHOOL BOARD MEETING MINUTES ARE THERE ANY MODIFICATIONS TO THOSE MINUTES MINUTES ARE THERE ANY MODIFICATIONS TO THOSE MINUTES MINUTES ARE THERE ANY MODIFICATIONS TO THOSE MINUTES AS PRESENTED SEEING NONE I CALL MODIFICATIONS TO THOSE MINUTES AS PRESENTED SEEING NONE I CALL MODIFICATIONS TO THOSE MINUTES AS PRESENTED SEEING NONE I CALL FOR A MOTION TO APPROVE THE MAY AS PRESENTED SEEING NONE I CALL FOR A MOTION TO APPROVE THE MAY AS PRESENTED SEEING NONE I CALL FOR A MOTION TO APPROVE THE MAY 13TH TWENTY TWENTY FIVE REGULAR FOR A MOTION TO APPROVE THE MAY 13TH TWENTY TWENTY FIVE REGULAR

126FOR A MOTION TO APPROVE THE MAY 13TH TWENTY TWENTY FIVE REGULAR SCHOOL BOARD MEETING MINUTES I 13TH TWENTY TWENTY FIVE REGULAR SCHOOL BOARD MEETING MINUTES I 13TH TWENTY TWENTY FIVE REGULAR SCHOOL BOARD MEETING MINUTES I DWYRE SECONDED BY MR. SCHOOL BOARD MEETING MINUTES I DWYRE SECONDED BY MR. SCHOOL BOARD MEETING MINUTES I DWYRE SECONDED BY MR. CALLAGHAN. DWYRE SECONDED BY MR. CALLAGHAN. DWYRE SECONDED BY MR. CALLAGHAN. ANY DISCUSSION SEEING THAN THE CALLAGHAN. ANY DISCUSSION SEEING THAN THE CALLAGHAN. ANY DISCUSSION SEEING THAN THE VOTING BOARD IS OPEN FOR MAY ANY DISCUSSION SEEING THAN THE VOTING BOARD IS OPEN FOR MAY ANY DISCUSSION SEEING THAN THE VOTING BOARD IS OPEN FOR MAY 13TH REGULAR SCHOOL BOARD VOTING BOARD IS OPEN FOR MAY 13TH REGULAR SCHOOL BOARD VOTING BOARD IS OPEN FOR MAY 13TH REGULAR SCHOOL BOARD MEETING

127MINUTES SO >> MANAGER 13TH REGULAR SCHOOL BOARD MEETING MINUTES SO >> MANAGER 13TH REGULAR SCHOOL BOARD MEETING MINUTES SO >> MANAGER WE HAVE A LEBANESE THE MOTION MEETING MINUTES SO >> MANAGER WE HAVE A LEBANESE THE MOTION MEETING MINUTES SO >> MANAGER WE HAVE A LEBANESE THE MOTION THE MOTION TO PASS FOR THE WE HAVE A LEBANESE THE MOTION THE MOTION TO PASS FOR THE WE HAVE A LEBANESE THE MOTION THE MOTION TO PASS FOR THE APPROVAL MAY 13TH TWENTY TWENTY THE MOTION TO PASS FOR THE APPROVAL MAY 13TH TWENTY TWENTY THE MOTION TO PASS FOR THE APPROVAL MAY 13TH TWENTY TWENTY FIVE TWENTY FIVE MEETING APPROVAL MAY 13TH TWENTY TWENTY FIVE TWENTY FIVE MEETING APPROVAL MAY 13TH TWENTY TWENTY FIVE TWENTY FIVE MEETING MINUTES. FIVE TWENTY FIVE MEETING MINUTES. FIVE TWENTY FIVE MEETING MINUTES.

128THANK YOU VERY MUCH THAT BRINGS MINUTES. THANK YOU VERY MUCH THAT BRINGS MINUTES. THANK YOU VERY MUCH THAT BRINGS US TO THE PUBLIC COMMENT THANK YOU VERY MUCH THAT BRINGS US TO THE PUBLIC COMMENT THANK YOU VERY MUCH THAT BRINGS US TO THE PUBLIC COMMENT PORTION OF OUR MEETING THE US TO THE PUBLIC COMMENT PORTION OF OUR MEETING THE US TO THE PUBLIC COMMENT PORTION OF OUR MEETING THE SCHOOL BOARD WILL NOW HERE PORTION OF OUR MEETING THE SCHOOL BOARD WILL NOW HERE PORTION OF OUR MEETING THE SCHOOL BOARD WILL NOW HERE PUBLIC COMMENTS ON MATTERS SCHOOL BOARD WILL NOW HERE PUBLIC COMMENTS ON MATTERS SCHOOL BOARD WILL NOW HERE PUBLIC COMMENTS ON MATTERS RELEVANT TO PRE-K THROUGH 12 PUBLIC COMMENTS ON MATTERS RELEVANT TO PRE-K THROUGH 12 PUBLIC COMMENTS ON MATTERS RELEVANT TO PRE-K

129THROUGH 12 PUBLIC EDUCATION IN VIRGINIA RELEVANT TO PRE-K THROUGH 12 PUBLIC EDUCATION IN VIRGINIA RELEVANT TO PRE-K THROUGH 12 PUBLIC EDUCATION IN VIRGINIA BEACH AND THE BUSINESS OF THE PUBLIC EDUCATION IN VIRGINIA BEACH AND THE BUSINESS OF THE PUBLIC EDUCATION IN VIRGINIA BEACH AND THE BUSINESS OF THE SCHOOL BOARD AND THE SCHOOL BEACH AND THE BUSINESS OF THE SCHOOL BOARD AND THE SCHOOL BEACH AND THE BUSINESS OF THE SCHOOL BOARD AND THE SCHOOL DIVISION FROM CITIZENS AND SCHOOL BOARD AND THE SCHOOL DIVISION FROM CITIZENS AND SCHOOL BOARD AND THE SCHOOL DIVISION FROM CITIZENS AND DELEGATIONS WHO SIGNED UP WITH DIVISION FROM CITIZENS AND DELEGATIONS WHO SIGNED UP WITH DIVISION FROM CITIZENS AND DELEGATIONS WHO SIGNED UP WITH SCHOOLWORK CLARK CLERK PRIOR TO DELEGATIONS WHO SIGNED UP WITH SCHOOLWORK CLARK CLERK PRIOR TO DELEGATIONS WHO SIGNED

130UP WITH SCHOOLWORK CLARK CLERK PRIOR TO NOON TODAY THE PURPOSE FOR THE SCHOOLWORK CLARK CLERK PRIOR TO NOON TODAY THE PURPOSE FOR THE SCHOOLWORK CLARK CLERK PRIOR TO NOON TODAY THE PURPOSE FOR THE PUBLIC COMMENT SECTION IS FOR NOON TODAY THE PURPOSE FOR THE PUBLIC COMMENT SECTION IS FOR NOON TODAY THE PURPOSE FOR THE PUBLIC COMMENT SECTION IS FOR THE SCORE SCHOOL BOARD TO OFFER PUBLIC COMMENT SECTION IS FOR THE SCORE SCHOOL BOARD TO OFFER PUBLIC COMMENT SECTION IS FOR THE SCORE SCHOOL BOARD TO OFFER AN ORDERLY FORUM TO RECEIVE THE SCORE SCHOOL BOARD TO OFFER AN ORDERLY FORUM TO RECEIVE THE SCORE SCHOOL BOARD TO OFFER AN ORDERLY FORUM TO RECEIVE PUBLIC COMMENTS DURING THE AN ORDERLY FORUM TO RECEIVE PUBLIC COMMENTS DURING THE AN ORDERLY FORUM TO RECEIVE PUBLIC COMMENTS DURING THE SCHOOL

131BOARD MEETING I CALL PUBLIC COMMENTS DURING THE SCHOOL BOARD MEETING I CALL PUBLIC COMMENTS DURING THE SCHOOL BOARD MEETING I CALL UPON ALL SPEAKERS AND PERSONS SCHOOL BOARD MEETING I CALL UPON ALL SPEAKERS AND PERSONS SCHOOL BOARD MEETING I CALL UPON ALL SPEAKERS AND PERSONS IN THE CHAMBERS TO BE CIVIL UPON ALL SPEAKERS AND PERSONS IN THE CHAMBERS TO BE CIVIL UPON ALL SPEAKERS AND PERSONS IN THE CHAMBERS TO BE CIVIL DISCUSSION AND DECORUM WHATEVER IN THE CHAMBERS TO BE CIVIL DISCUSSION AND DECORUM WHATEVER IN THE CHAMBERS TO BE CIVIL DISCUSSION AND DECORUM WHATEVER VIEWS YOU WISH TO EXPRESS THE DISCUSSION AND DECORUM WHATEVER VIEWS YOU WISH TO EXPRESS THE DISCUSSION AND DECORUM WHATEVER VIEWS YOU WISH TO EXPRESS THE SCHOOL BOARD WANTS TO HEAR FROM VIEWS YOU WISH TO EXPRESS THE SCHOOL BOARD WANTS

132TO HEAR FROM VIEWS YOU WISH TO EXPRESS THE SCHOOL BOARD WANTS TO HEAR FROM YOU AND TO ENSURE THAT ALL SCHOOL BOARD WANTS TO HEAR FROM YOU AND TO ENSURE THAT ALL SCHOOL BOARD WANTS TO HEAR FROM YOU AND TO ENSURE THAT ALL VIEWPOINTS AND PERSPECTIVES ARE YOU AND TO ENSURE THAT ALL VIEWPOINTS AND PERSPECTIVES ARE YOU AND TO ENSURE THAT ALL VIEWPOINTS AND PERSPECTIVES ARE HEARD THE BEST WAY TO DO THIS VIEWPOINTS AND PERSPECTIVES ARE HEARD THE BEST WAY TO DO THIS VIEWPOINTS AND PERSPECTIVES ARE HEARD THE BEST WAY TO DO THIS IS FOR ALL OF US TO STRIVE FOR HEARD THE BEST WAY TO DO THIS IS FOR ALL OF US TO STRIVE FOR HEARD THE BEST WAY TO DO THIS IS FOR ALL OF US TO STRIVE FOR CIVILITY AND RESPECT MADAM

133IS FOR ALL OF US TO STRIVE FOR CIVILITY AND RESPECT MADAM IS FOR ALL OF US TO STRIVE FOR CIVILITY AND RESPECT MADAM CLARK WOULD YOU WOULD YOU CIVILITY AND RESPECT MADAM CLARK WOULD YOU WOULD YOU CIVILITY AND RESPECT MADAM CLARK WOULD YOU WOULD YOU PLEASE INTRODUCE THE FIRST CLARK WOULD YOU WOULD YOU PLEASE INTRODUCE THE FIRST CLARK WOULD YOU WOULD YOU PLEASE INTRODUCE THE FIRST SPEAKER YES BEFORE WE DO THAT PLEASE INTRODUCE THE FIRST SPEAKER YES BEFORE WE DO THAT PLEASE INTRODUCE THE FIRST SPEAKER YES BEFORE WE DO THAT WE DID WE DID HAVE A SPEAKER YES BEFORE WE DO THAT WE DID WE DID HAVE A SPEAKER YES BEFORE WE DO THAT WE DID WE DID HAVE A CANCELATION SPEAKER NUMBER WE DID WE DID HAVE A CANCELATION SPEAKER NUMBER WE DID WE

134DID HAVE A CANCELATION SPEAKER NUMBER THIRTEEN DID CANCEL SO START CANCELATION SPEAKER NUMBER THIRTEEN DID CANCEL SO START CANCELATION SPEAKER NUMBER THIRTEEN DID CANCEL SO START WITH OUR STUDENTS SPEAKERS ARE THIRTEEN DID CANCEL SO START WITH OUR STUDENTS SPEAKERS ARE THIRTEEN DID CANCEL SO START WITH OUR STUDENTS SPEAKERS ARE FOR OUR FIRST SPEAKER IS LIZ WITH OUR STUDENTS SPEAKERS ARE FOR OUR FIRST SPEAKER IS LIZ WITH OUR STUDENTS SPEAKERS ARE FOR OUR FIRST SPEAKER IS LIZ DAUTRY THEN MADISON AUSTRALIA FOR OUR FIRST SPEAKER IS LIZ DAUTRY THEN MADISON AUSTRALIA FOR OUR FIRST SPEAKER IS LIZ DAUTRY THEN MADISON AUSTRALIA AND HARRY FREEDMAN GOOD GOOD DAUTRY THEN MADISON AUSTRALIA AND HARRY FREEDMAN GOOD GOOD DAUTRY THEN MADISON AUSTRALIA AND HARRY FREEDMAN GOOD GOOD EDDIE. AND HARRY FREEDMAN GOOD GOOD EDDIE. AND HARRY FREEDMAN GOOD GOOD EDDIE.

135GOOD EVENING. EDDIE. GOOD EVENING. EDDIE. GOOD EVENING. MEMBERS THE SCHOOL BOARD MY GOOD EVENING. MEMBERS THE SCHOOL BOARD MY GOOD EVENING. MEMBERS THE SCHOOL BOARD MY NAME IS LIVES I AM 10TH GRADE MEMBERS THE SCHOOL BOARD MY NAME IS LIVES I AM 10TH GRADE MEMBERS THE SCHOOL BOARD MY NAME IS LIVES I AM 10TH GRADE 10TH GRADE STUDENT AGGRIEVEMENT NAME IS LIVES I AM 10TH GRADE 10TH GRADE STUDENT AGGRIEVEMENT NAME IS LIVES I AM 10TH GRADE 10TH GRADE STUDENT AGGRIEVEMENT HIGH SCHOOL PUBLIC SPEAKING IS 10TH GRADE STUDENT AGGRIEVEMENT HIGH SCHOOL PUBLIC SPEAKING IS 10TH GRADE STUDENT AGGRIEVEMENT HIGH SCHOOL PUBLIC SPEAKING IS IT REALLY EASY FOR ME I HIGH SCHOOL PUBLIC SPEAKING IS IT REALLY EASY FOR ME I HIGH SCHOOL PUBLIC SPEAKING IS IT REALLY EASY FOR ME I STRUGGLE WITH SOCIAL ANXIETY AT

136IT REALLY EASY FOR ME I STRUGGLE WITH SOCIAL ANXIETY AT IT REALLY EASY FOR ME I STRUGGLE WITH SOCIAL ANXIETY AT SOME MATTERS MORE THAN FEAR, STRUGGLE WITH SOCIAL ANXIETY AT SOME MATTERS MORE THAN FEAR, STRUGGLE WITH SOCIAL ANXIETY AT SOME MATTERS MORE THAN FEAR, JUSTICE, FAIRNESS IN THE FUTURE SOME MATTERS MORE THAN FEAR, JUSTICE, FAIRNESS IN THE FUTURE SOME MATTERS MORE THAN FEAR, JUSTICE, FAIRNESS IN THE FUTURE OF STUDENTS LIKE ME STUDENTS JUSTICE, FAIRNESS IN THE FUTURE OF STUDENTS LIKE ME STUDENTS JUSTICE, FAIRNESS IN THE FUTURE OF STUDENTS LIKE ME STUDENTS TODAY FACE CHALLENGES THAT MAY OF STUDENTS LIKE ME STUDENTS TODAY FACE CHALLENGES THAT MAY OF STUDENTS LIKE ME STUDENTS TODAY FACE CHALLENGES THAT MAY FULLY UNDERSTOOD BY THOSE WHO TODAY FACE CHALLENGES THAT MAY FULLY UNDERSTOOD BY THOSE WHO TODAY FACE CHALLENGES

137THAT MAY FULLY UNDERSTOOD BY THOSE WHO ARE NO ARE NO LONGER IN OUR FULLY UNDERSTOOD BY THOSE WHO ARE NO ARE NO LONGER IN OUR FULLY UNDERSTOOD BY THOSE WHO ARE NO ARE NO LONGER IN OUR SHOES. ARE NO ARE NO LONGER IN OUR SHOES. ARE NO ARE NO LONGER IN OUR SHOES. ACADEMIC PRESSURES SOCIAL SHOES. ACADEMIC PRESSURES SOCIAL SHOES. ACADEMIC PRESSURES SOCIAL DYNAMICS AND PERSONAL STRUGGLES ACADEMIC PRESSURES SOCIAL DYNAMICS AND PERSONAL STRUGGLES ACADEMIC PRESSURES SOCIAL DYNAMICS AND PERSONAL STRUGGLES CAN BE OVERWHELMING DTI DYNAMICS AND PERSONAL STRUGGLES CAN BE OVERWHELMING DTI DYNAMICS AND PERSONAL STRUGGLES CAN BE OVERWHELMING DTI PROGRAMS TO EXIST TO ENSURE CAN BE OVERWHELMING DTI PROGRAMS TO EXIST TO ENSURE CAN BE OVERWHELMING DTI PROGRAMS TO EXIST TO ENSURE EVERY STUDENT REGARDLESS PROGRAMS TO EXIST TO ENSURE EVERY STUDENT REGARDLESS PROGRAMS TO

138EXIST TO ENSURE EVERY STUDENT REGARDLESS OF CIRCUMSTANCES HAS TOOLS TO EVERY STUDENT REGARDLESS OF CIRCUMSTANCES HAS TOOLS TO EVERY STUDENT REGARDLESS OF CIRCUMSTANCES HAS TOOLS TO SUCCEED. OF CIRCUMSTANCES HAS TOOLS TO SUCCEED. OF CIRCUMSTANCES HAS TOOLS TO SUCCEED. THE EYE IS NOT AN UNFAIR SUCCEED. THE EYE IS NOT AN UNFAIR SUCCEED. THE EYE IS NOT AN UNFAIR ADVANTAGE IT PROVIDES ESSENTIAL THE EYE IS NOT AN UNFAIR ADVANTAGE IT PROVIDES ESSENTIAL THE EYE IS NOT AN UNFAIR ADVANTAGE IT PROVIDES ESSENTIAL SUPPORT AND RESOURCES SO ALL ADVANTAGE IT PROVIDES ESSENTIAL SUPPORT AND RESOURCES SO ALL ADVANTAGE IT PROVIDES ESSENTIAL SUPPORT AND RESOURCES SO ALL STUDENTS CAN THRIVE REGARDLESS SUPPORT AND RESOURCES SO ALL STUDENTS CAN THRIVE REGARDLESS SUPPORT AND RESOURCES SO ALL STUDENTS CAN THRIVE REGARDLESS OF RACE, BACKGROUND, IDENTITY STUDENTS CAN THRIVE REGARDLESS OF RACE, BACKGROUND,

139IDENTITY STUDENTS CAN THRIVE REGARDLESS OF RACE, BACKGROUND, IDENTITY UNDER CIRCUMSTANCES OR OF RACE, BACKGROUND, IDENTITY UNDER CIRCUMSTANCES OR OF RACE, BACKGROUND, IDENTITY UNDER CIRCUMSTANCES OR CIRCUMSTANCES. UNDER CIRCUMSTANCES OR CIRCUMSTANCES. UNDER CIRCUMSTANCES OR CIRCUMSTANCES. WITHOUT IT WE CREATE CLASSROOMS CIRCUMSTANCES. WITHOUT IT WE CREATE CLASSROOMS CIRCUMSTANCES. WITHOUT IT WE CREATE CLASSROOMS OF EXCLUSION SILENCE AND WITHOUT IT WE CREATE CLASSROOMS OF EXCLUSION SILENCE AND WITHOUT IT WE CREATE CLASSROOMS OF EXCLUSION SILENCE AND INEQUALITY BANNING D.C.I HARMS OF EXCLUSION SILENCE AND INEQUALITY BANNING D.C.I HARMS OF EXCLUSION SILENCE AND INEQUALITY BANNING D.C.I HARMS STUDENTS OF COLOR GIRL STUDENTS INEQUALITY BANNING D.C.I HARMS STUDENTS OF COLOR GIRL STUDENTS INEQUALITY BANNING D.C.I HARMS STUDENTS OF COLOR GIRL STUDENTS WITH DISABILITIES, THE HOMELESS STUDENTS OF COLOR GIRL STUDENTS WITH DISABILITIES, THE HOMELESS STUDENTS OF COLOR GIRL STUDENTS WITH DISABILITIES, THE HOMELESS AND

140ANYONE FACING BARRIERS TO WITH DISABILITIES, THE HOMELESS AND ANYONE FACING BARRIERS TO WITH DISABILITIES, THE HOMELESS AND ANYONE FACING BARRIERS TO SUCCESS IT SENDS A DANGEROUS AND ANYONE FACING BARRIERS TO SUCCESS IT SENDS A DANGEROUS AND ANYONE FACING BARRIERS TO SUCCESS IT SENDS A DANGEROUS MESSAGE THAT ONLY SON DESERVE SUCCESS IT SENDS A DANGEROUS MESSAGE THAT ONLY SON DESERVE SUCCESS IT SENDS A DANGEROUS MESSAGE THAT ONLY SON DESERVE TO BE SEEN, HEARD AND SUPPORTED MESSAGE THAT ONLY SON DESERVE TO BE SEEN, HEARD AND SUPPORTED MESSAGE THAT ONLY SON DESERVE TO BE SEEN, HEARD AND SUPPORTED REMOVING DCI DOESN'T MAKE TO BE SEEN, HEARD AND SUPPORTED REMOVING DCI DOESN'T MAKE TO BE SEEN, HEARD AND SUPPORTED REMOVING DCI DOESN'T MAKE SCHOOL NEUTRAL. REMOVING DCI DOESN'T MAKE SCHOOL NEUTRAL. REMOVING DCI DOESN'T MAKE SCHOOL NEUTRAL. IT MAKES

141THEM COMPLICIT IN SCHOOL NEUTRAL. IT MAKES THEM COMPLICIT IN SCHOOL NEUTRAL. IT MAKES THEM COMPLICIT IN EXCLUSION DIY IS NOT A THREAT IT MAKES THEM COMPLICIT IN EXCLUSION DIY IS NOT A THREAT IT MAKES THEM COMPLICIT IN EXCLUSION DIY IS NOT A THREAT TO EDUCATION IS ESSENTIAL TO IT EXCLUSION DIY IS NOT A THREAT TO EDUCATION IS ESSENTIAL TO IT EXCLUSION DIY IS NOT A THREAT TO EDUCATION IS ESSENTIAL TO IT SCHOOLS IT. TO EDUCATION IS ESSENTIAL TO IT SCHOOLS IT. TO EDUCATION IS ESSENTIAL TO IT SCHOOLS IT. SCHOOLS MUST BE PLACES WHERE SCHOOLS IT. SCHOOLS MUST BE PLACES WHERE SCHOOLS IT. SCHOOLS MUST BE PLACES WHERE ALL STUDENTS CAN THRIVE WHERE SCHOOLS MUST BE PLACES WHERE ALL STUDENTS CAN THRIVE WHERE SCHOOLS MUST BE PLACES WHERE ALL STUDENTS CAN THRIVE WHERE OPPORTUNITIES EXIST FOR

142ALL STUDENTS CAN THRIVE WHERE OPPORTUNITIES EXIST FOR ALL STUDENTS CAN THRIVE WHERE OPPORTUNITIES EXIST FOR EVERYONE AND INCLUSION IS THE OPPORTUNITIES EXIST FOR EVERYONE AND INCLUSION IS THE OPPORTUNITIES EXIST FOR EVERYONE AND INCLUSION IS THE STANDARD NOT THE EXCEPTION. EVERYONE AND INCLUSION IS THE STANDARD NOT THE EXCEPTION. EVERYONE AND INCLUSION IS THE STANDARD NOT THE EXCEPTION. LET'S BE CLEAR BLOCKING THE IS STANDARD NOT THE EXCEPTION. LET'S BE CLEAR BLOCKING THE IS STANDARD NOT THE EXCEPTION. LET'S BE CLEAR BLOCKING THE IS NOT A POLICY DECISION IT IS A LET'S BE CLEAR BLOCKING THE IS NOT A POLICY DECISION IT IS A LET'S BE CLEAR BLOCKING THE IS NOT A POLICY DECISION IT IS A REJECTION OF PROGRESS IT. NOT A POLICY DECISION IT IS A REJECTION OF PROGRESS IT. NOT A POLICY DECISION IT IS A

143REJECTION OF PROGRESS IT. IT IS RACIST, MISOGYNISTIC AND REJECTION OF PROGRESS IT. IT IS RACIST, MISOGYNISTIC AND REJECTION OF PROGRESS IT. IT IS RACIST, MISOGYNISTIC AND CABELAS ROOF REINFORCING IT IS RACIST, MISOGYNISTIC AND CABELAS ROOF REINFORCING IT IS RACIST, MISOGYNISTIC AND CABELAS ROOF REINFORCING BARRIERS GENERATIONS HAVE CABELAS ROOF REINFORCING BARRIERS GENERATIONS HAVE CABELAS ROOF REINFORCING BARRIERS GENERATIONS HAVE WORKED TO DISMANTLE THIS IS NOT BARRIERS GENERATIONS HAVE WORKED TO DISMANTLE THIS IS NOT BARRIERS GENERATIONS HAVE WORKED TO DISMANTLE THIS IS NOT A STEP FORWARD. WORKED TO DISMANTLE THIS IS NOT A STEP FORWARD. WORKED TO DISMANTLE THIS IS NOT A STEP FORWARD. IT IS A REGRESSION STRIPPING A STEP FORWARD. IT IS A REGRESSION STRIPPING A STEP FORWARD. IT IS A REGRESSION STRIPPING MARGINAL MARGINALIZED STUDENTS IT IS A REGRESSION STRIPPING MARGINAL MARGINALIZED STUDENTS IT IS

144A REGRESSION STRIPPING MARGINAL MARGINALIZED STUDENTS OF THEIR SUPPORT THAT THEY MARGINAL MARGINALIZED STUDENTS OF THEIR SUPPORT THAT THEY MARGINAL MARGINALIZED STUDENTS OF THEIR SUPPORT THAT THEY DESERVE YOU ARE NOT JUST OF THEIR SUPPORT THAT THEY DESERVE YOU ARE NOT JUST OF THEIR SUPPORT THAT THEY DESERVE YOU ARE NOT JUST SHAPING POLICY YOU ARE SHAPING DESERVE YOU ARE NOT JUST SHAPING POLICY YOU ARE SHAPING DESERVE YOU ARE NOT JUST SHAPING POLICY YOU ARE SHAPING THE FUTURE ELIMINATING I LIMITS SHAPING POLICY YOU ARE SHAPING THE FUTURE ELIMINATING I LIMITS SHAPING POLICY YOU ARE SHAPING THE FUTURE ELIMINATING I LIMITS THE PATHWAYS FOR THOSE WHO NEED THE FUTURE ELIMINATING I LIMITS THE PATHWAYS FOR THOSE WHO NEED THE FUTURE ELIMINATING I LIMITS THE PATHWAYS FOR THOSE WHO NEED THEM THE MOST AND COMPROMISES A THE PATHWAYS FOR THOSE

145WHO NEED THEM THE MOST AND COMPROMISES A THE PATHWAYS FOR THOSE WHO NEED THEM THE MOST AND COMPROMISES A PROMISE OF EQUALITY, INNOVATION THEM THE MOST AND COMPROMISES A PROMISE OF EQUALITY, INNOVATION THEM THE MOST AND COMPROMISES A PROMISE OF EQUALITY, INNOVATION AND OPPORTUNITY FOR FUTURE PROMISE OF EQUALITY, INNOVATION AND OPPORTUNITY FOR FUTURE PROMISE OF EQUALITY, INNOVATION AND OPPORTUNITY FOR FUTURE GENERATIONS SPEAKING UP TODAY AND OPPORTUNITY FOR FUTURE GENERATIONS SPEAKING UP TODAY AND OPPORTUNITY FOR FUTURE GENERATIONS SPEAKING UP TODAY IS AN EASY FOR ME BUT I REFUSE GENERATIONS SPEAKING UP TODAY IS AN EASY FOR ME BUT I REFUSE GENERATIONS SPEAKING UP TODAY IS AN EASY FOR ME BUT I REFUSE FEAR SILENCE ME DO WHAT IS JUST IS AN EASY FOR ME BUT I REFUSE FEAR SILENCE ME DO WHAT IS JUST IS AN

146EASY FOR ME BUT I REFUSE FEAR SILENCE ME DO WHAT IS JUST STAND WITH US STAND FOR WHAT IS FEAR SILENCE ME DO WHAT IS JUST STAND WITH US STAND FOR WHAT IS FEAR SILENCE ME DO WHAT IS JUST STAND WITH US STAND FOR WHAT IS RIGHT DO NOT BE NOT BE AND I STAND WITH US STAND FOR WHAT IS RIGHT DO NOT BE NOT BE AND I STAND WITH US STAND FOR WHAT IS RIGHT DO NOT BE NOT BE AND I THANK YOU FOR YOUR VIEWS RIGHT DO NOT BE NOT BE AND I THANK YOU FOR YOUR VIEWS RIGHT DO NOT BE NOT BE AND I THANK YOU FOR YOUR VIEWS MEDICINE AUSTRALIA HARRY THANK YOU FOR YOUR VIEWS MEDICINE AUSTRALIA HARRY THANK YOU FOR YOUR VIEWS MEDICINE AUSTRALIA HARRY FRIEDMAN AND THEN NASH

147PELOPS MEDICINE AUSTRALIA HARRY FRIEDMAN AND THEN NASH PELOPS MEDICINE AUSTRALIA HARRY FRIEDMAN AND THEN NASH PELOPS HELLO. FRIEDMAN AND THEN NASH PELOPS HELLO. FRIEDMAN AND THEN NASH PELOPS HELLO. GOOD EVENING MY NAME IS MADISON HELLO. GOOD EVENING MY NAME IS MADISON HELLO. GOOD EVENING MY NAME IS MADISON TAYLOR AND I'M A JUNIOR IN THE GOOD EVENING MY NAME IS MADISON TAYLOR AND I'M A JUNIOR IN THE GOOD EVENING MY NAME IS MADISON TAYLOR AND I'M A JUNIOR IN THE LEGAL ACADEMY FROM BRAZIL YOUR TAYLOR AND I'M A JUNIOR IN THE LEGAL ACADEMY FROM BRAZIL YOUR TAYLOR AND I'M A JUNIOR IN THE LEGAL ACADEMY FROM BRAZIL YOUR HIGH SCHOOL TO A FEW WORDS LEGAL ACADEMY FROM BRAZIL YOUR HIGH SCHOOL TO A FEW WORDS LEGAL ACADEMY FROM BRAZIL YOUR HIGH SCHOOL TO A FEW WORDS

148SPOKEN LSA YOU DESERVE WHAT YOU HIGH SCHOOL TO A FEW WORDS SPOKEN LSA YOU DESERVE WHAT YOU HIGH SCHOOL TO A FEW WORDS SPOKEN LSA YOU DESERVE WHAT YOU GOT. SPOKEN LSA YOU DESERVE WHAT YOU GOT. SPOKEN LSA YOU DESERVE WHAT YOU GOT. WE MUST PROTECT OUR COMMUNITIES GOT. WE MUST PROTECT OUR COMMUNITIES GOT. WE MUST PROTECT OUR COMMUNITIES AND YOU ARE ENTITLED TO BE WE MUST PROTECT OUR COMMUNITIES AND YOU ARE ENTITLED TO BE WE MUST PROTECT OUR COMMUNITIES AND YOU ARE ENTITLED TO BE HEARD. AND YOU ARE ENTITLED TO BE HEARD. AND YOU ARE ENTITLED TO BE HEARD. IT IS ABOUT FINDING WAYS TO HEARD. IT IS ABOUT FINDING WAYS TO HEARD. IT IS ABOUT FINDING WAYS TO MAKE CHANGE BECAUSE UNFAIR AND IT IS ABOUT FINDING WAYS TO MAKE CHANGE BECAUSE UNFAIR

149AND IT IS ABOUT FINDING WAYS TO MAKE CHANGE BECAUSE UNFAIR AND UNEQUAL AND UNJUST EXIST IN THE MAKE CHANGE BECAUSE UNFAIR AND UNEQUAL AND UNJUST EXIST IN THE MAKE CHANGE BECAUSE UNFAIR AND UNEQUAL AND UNJUST EXIST IN THE WORLD IF YOU RECOGNIZE THOSE UNEQUAL AND UNJUST EXIST IN THE WORLD IF YOU RECOGNIZE THOSE UNEQUAL AND UNJUST EXIST IN THE WORLD IF YOU RECOGNIZE THOSE WORDS YOU DANCE GOT THE SPEAKER WORLD IF YOU RECOGNIZE THOSE WORDS YOU DANCE GOT THE SPEAKER WORLD IF YOU RECOGNIZE THOSE WORDS YOU DANCE GOT THE SPEAKER OF THE HOUSE OF VIRGINIA WORDS YOU DANCE GOT THE SPEAKER OF THE HOUSE OF VIRGINIA WORDS YOU DANCE GOT THE SPEAKER OF THE HOUSE OF VIRGINIA VISITED MY SCHOOL TO SPEAK MANY OF THE HOUSE OF VIRGINIA VISITED MY SCHOOL TO SPEAK MANY OF

150THE HOUSE OF VIRGINIA VISITED MY SCHOOL TO SPEAK MANY OF YOU ON THE BOARD TODAY WERE VISITED MY SCHOOL TO SPEAK MANY OF YOU ON THE BOARD TODAY WERE VISITED MY SCHOOL TO SPEAK MANY OF YOU ON THE BOARD TODAY WERE THERE LISTENING AND NODDING OF YOU ON THE BOARD TODAY WERE THERE LISTENING AND NODDING OF YOU ON THE BOARD TODAY WERE THERE LISTENING AND NODDING INTO COURT HE BELIEVED THAT THERE LISTENING AND NODDING INTO COURT HE BELIEVED THAT THERE LISTENING AND NODDING INTO COURT HE BELIEVED THAT UNFAIRNESS IS A NATURAL PART INTO COURT HE BELIEVED THAT UNFAIRNESS IS A NATURAL PART INTO COURT HE BELIEVED THAT UNFAIRNESS IS A NATURAL PART THE WORLD AND THAT IT IS OUR UNFAIRNESS IS A NATURAL PART THE WORLD AND THAT IT IS OUR UNFAIRNESS IS A NATURAL

151PART THE WORLD AND THAT IT IS OUR RESPONSIBILITY AS STUDENTS TO THE WORLD AND THAT IT IS OUR RESPONSIBILITY AS STUDENTS TO THE WORLD AND THAT IT IS OUR RESPONSIBILITY AS STUDENTS TO CREATE POCKETS SPACE WHERE WE RESPONSIBILITY AS STUDENTS TO CREATE POCKETS SPACE WHERE WE RESPONSIBILITY AS STUDENTS TO CREATE POCKETS SPACE WHERE WE CAN BELONG, EXPLORE OUR CREATE POCKETS SPACE WHERE WE CAN BELONG, EXPLORE OUR CREATE POCKETS SPACE WHERE WE CAN BELONG, EXPLORE OUR DIFFERENCES AND UTILIZE OUR CAN BELONG, EXPLORE OUR DIFFERENCES AND UTILIZE OUR CAN BELONG, EXPLORE OUR DIFFERENCES AND UTILIZE OUR VOICES TO ADVANCE DRAWING ON DIFFERENCES AND UTILIZE OUR VOICES TO ADVANCE DRAWING ON DIFFERENCES AND UTILIZE OUR VOICES TO ADVANCE DRAWING ON HIS PERSONAL EXPERIENCE TO VOICES TO ADVANCE DRAWING ON HIS PERSONAL EXPERIENCE TO VOICES TO ADVANCE DRAWING ON

152HIS PERSONAL EXPERIENCE TO ARTICULATE THE SIGNIFICANCE HIS PERSONAL EXPERIENCE TO ARTICULATE THE SIGNIFICANCE HIS PERSONAL EXPERIENCE TO ARTICULATE THE SIGNIFICANCE OF YOUNG INVOLVEMENT AND ARTICULATE THE SIGNIFICANCE OF YOUNG INVOLVEMENT AND ARTICULATE THE SIGNIFICANCE OF YOUNG INVOLVEMENT AND INSPIRING CHANGE AS I HAVE DONE OF YOUNG INVOLVEMENT AND INSPIRING CHANGE AS I HAVE DONE OF YOUNG INVOLVEMENT AND INSPIRING CHANGE AS I HAVE DONE IN THE PAST I STAND BEFORE YOU INSPIRING CHANGE AS I HAVE DONE IN THE PAST I STAND BEFORE YOU INSPIRING CHANGE AS I HAVE DONE IN THE PAST I STAND BEFORE YOU NOW TO ADVOCATE FOR REFORM TO IN THE PAST I STAND BEFORE YOU NOW TO ADVOCATE FOR REFORM TO IN THE PAST I STAND BEFORE YOU NOW TO ADVOCATE FOR REFORM TO SUPPORT AND ENCOURAGE STUDENTS NOW TO ADVOCATE FOR REFORM TO

153SUPPORT AND ENCOURAGE STUDENTS NOW TO ADVOCATE FOR REFORM TO SUPPORT AND ENCOURAGE STUDENTS TO SPEAK TO SPEAK UP FOR SUPPORT AND ENCOURAGE STUDENTS TO SPEAK TO SPEAK UP FOR SUPPORT AND ENCOURAGE STUDENTS TO SPEAK TO SPEAK UP FOR COUNTLESS STUDENTS SCHOOL TO SPEAK TO SPEAK UP FOR COUNTLESS STUDENTS SCHOOL TO SPEAK TO SPEAK UP FOR COUNTLESS STUDENTS SCHOOL SHOULD BE A SANCTUARY AN COUNTLESS STUDENTS SCHOOL SHOULD BE A SANCTUARY AN COUNTLESS STUDENTS SCHOOL SHOULD BE A SANCTUARY AN ENVIRONMENT WHERE THEIR UNIQUE SHOULD BE A SANCTUARY AN ENVIRONMENT WHERE THEIR UNIQUE SHOULD BE A SANCTUARY AN ENVIRONMENT WHERE THEIR UNIQUE AND DIVERSE AND IDENTITIES ARE ENVIRONMENT WHERE THEIR UNIQUE AND DIVERSE AND IDENTITIES ARE ENVIRONMENT WHERE THEIR UNIQUE AND DIVERSE AND IDENTITIES ARE NOT ONLY ACKNOWLEDGED AND DIVERSE AND IDENTITIES ARE NOT ONLY ACKNOWLEDGED AND DIVERSE

154AND IDENTITIES ARE NOT ONLY ACKNOWLEDGED CELEBRATED WHEN WE DENY NOT ONLY ACKNOWLEDGED CELEBRATED WHEN WE DENY NOT ONLY ACKNOWLEDGED CELEBRATED WHEN WE DENY STUDENTS THIS ESSENTIAL CELEBRATED WHEN WE DENY STUDENTS THIS ESSENTIAL CELEBRATED WHEN WE DENY STUDENTS THIS ESSENTIAL RESOURCE WE UNDERMINE THEIR STUDENTS THIS ESSENTIAL RESOURCE WE UNDERMINE THEIR STUDENTS THIS ESSENTIAL RESOURCE WE UNDERMINE THEIR COMFORT AND HINDER THEIR RESOURCE WE UNDERMINE THEIR COMFORT AND HINDER THEIR RESOURCE WE UNDERMINE THEIR COMFORT AND HINDER THEIR LEARNING POTENTIAL IN ADDITION COMFORT AND HINDER THEIR LEARNING POTENTIAL IN ADDITION COMFORT AND HINDER THEIR LEARNING POTENTIAL IN ADDITION PROVIDING EDUCATORS PROVIDING LEARNING POTENTIAL IN ADDITION PROVIDING EDUCATORS PROVIDING LEARNING POTENTIAL IN ADDITION PROVIDING EDUCATORS PROVIDING EDUCATORS WITH TOOLS AND PROVIDING EDUCATORS PROVIDING EDUCATORS WITH TOOLS AND PROVIDING EDUCATORS PROVIDING EDUCATORS WITH TOOLS AND GUIDANCE TO DISCUSS RACE WITH EDUCATORS

155WITH TOOLS AND GUIDANCE TO DISCUSS RACE WITH EDUCATORS WITH TOOLS AND GUIDANCE TO DISCUSS RACE WITH RESPECT AND EMPATHY. GUIDANCE TO DISCUSS RACE WITH RESPECT AND EMPATHY. GUIDANCE TO DISCUSS RACE WITH RESPECT AND EMPATHY. IT FOSTERS PROFESSIONALISM IN RESPECT AND EMPATHY. IT FOSTERS PROFESSIONALISM IN RESPECT AND EMPATHY. IT FOSTERS PROFESSIONALISM IN PAVES THE WAY FOR IT FOSTERS PROFESSIONALISM IN PAVES THE WAY FOR IT FOSTERS PROFESSIONALISM IN PAVES THE WAY FOR TRANSFORMATIVE GROWTH AMONG PAVES THE WAY FOR TRANSFORMATIVE GROWTH AMONG PAVES THE WAY FOR TRANSFORMATIVE GROWTH AMONG STUDENTS WHICH ULTIMATELY TRANSFORMATIVE GROWTH AMONG STUDENTS WHICH ULTIMATELY TRANSFORMATIVE GROWTH AMONG STUDENTS WHICH ULTIMATELY BENEFITS ENTIRE COMMUNITIES STUDENTS WHICH ULTIMATELY BENEFITS ENTIRE COMMUNITIES STUDENTS WHICH ULTIMATELY BENEFITS ENTIRE COMMUNITIES BEFORE NOW YOU SPOKE ABOUT BENEFITS ENTIRE COMMUNITIES BEFORE NOW YOU SPOKE ABOUT BENEFITS ENTIRE COMMUNITIES BEFORE NOW YOU

156SPOKE ABOUT THESE COMMUNITIES IF YOU ARE BEFORE NOW YOU SPOKE ABOUT THESE COMMUNITIES IF YOU ARE BEFORE NOW YOU SPOKE ABOUT THESE COMMUNITIES IF YOU ARE TRULY COMMITTED TO PROTECTING THESE COMMUNITIES IF YOU ARE TRULY COMMITTED TO PROTECTING THESE COMMUNITIES IF YOU ARE TRULY COMMITTED TO PROTECTING OUR COMMUNITIES REMEMBER THAT TRULY COMMITTED TO PROTECTING OUR COMMUNITIES REMEMBER THAT TRULY COMMITTED TO PROTECTING OUR COMMUNITIES REMEMBER THAT YOUR AVERAGE SHOULDN'T BE OUR COMMUNITIES REMEMBER THAT YOUR AVERAGE SHOULDN'T BE OUR COMMUNITIES REMEMBER THAT YOUR AVERAGE SHOULDN'T BE CONFINED BE CONFINED TO JUST YOUR AVERAGE SHOULDN'T BE CONFINED BE CONFINED TO JUST YOUR AVERAGE SHOULDN'T BE CONFINED BE CONFINED TO JUST VIRGINIA BEACH PUBLIC SCHOOLS CONFINED BE CONFINED TO JUST VIRGINIA BEACH PUBLIC SCHOOLS CONFINED BE CONFINED TO JUST VIRGINIA BEACH PUBLIC SCHOOLS AND ITS FUNDING EACH STUDENT VIRGINIA

157BEACH PUBLIC SCHOOLS AND ITS FUNDING EACH STUDENT VIRGINIA BEACH PUBLIC SCHOOLS AND ITS FUNDING EACH STUDENT RETURNS TO A DISTINCT COMMUNITY AND ITS FUNDING EACH STUDENT RETURNS TO A DISTINCT COMMUNITY AND ITS FUNDING EACH STUDENT RETURNS TO A DISTINCT COMMUNITY AND THE MANNER IN WHICH THEY RETURNS TO A DISTINCT COMMUNITY AND THE MANNER IN WHICH THEY RETURNS TO A DISTINCT COMMUNITY AND THE MANNER IN WHICH THEY ARE TAUGHT TO CONDUCT AND THE MANNER IN WHICH THEY ARE TAUGHT TO CONDUCT AND THE MANNER IN WHICH THEY ARE TAUGHT TO CONDUCT THEMSELVES AND THE ARE TAUGHT TO CONDUCT THEMSELVES AND THE ARE TAUGHT TO CONDUCT THEMSELVES AND THE ENCOURAGEMENT, ENCOURAGEMENT THEMSELVES AND THE ENCOURAGEMENT, ENCOURAGEMENT THEMSELVES AND THE ENCOURAGEMENT, ENCOURAGEMENT THEY RECEIVE FROM THEIR ENCOURAGEMENT, ENCOURAGEMENT THEY RECEIVE FROM THEIR ENCOURAGEMENT, ENCOURAGEMENT THEY RECEIVE FROM THEIR EDUCATIONAL

158ENVIRONMENT THEY RECEIVE FROM THEIR EDUCATIONAL ENVIRONMENT THEY RECEIVE FROM THEIR EDUCATIONAL ENVIRONMENT SIGNIFICANTLY SHAPES THE HEALTH EDUCATIONAL ENVIRONMENT SIGNIFICANTLY SHAPES THE HEALTH EDUCATIONAL ENVIRONMENT SIGNIFICANTLY SHAPES THE HEALTH OF COMMUNITY. SIGNIFICANTLY SHAPES THE HEALTH OF COMMUNITY. SIGNIFICANTLY SHAPES THE HEALTH OF COMMUNITY. PRIORITIZING EDUCATION IS KEY OF COMMUNITY. PRIORITIZING EDUCATION IS KEY OF COMMUNITY. PRIORITIZING EDUCATION IS KEY AND IT BEGINS WITH ENSURING THE PRIORITIZING EDUCATION IS KEY AND IT BEGINS WITH ENSURING THE PRIORITIZING EDUCATION IS KEY AND IT BEGINS WITH ENSURING THE IMPLEMENTATION OF THE POLICIES AND IT BEGINS WITH ENSURING THE IMPLEMENTATION OF THE POLICIES AND IT BEGINS WITH ENSURING THE IMPLEMENTATION OF THE POLICIES WITHIN SCHOOLS THIS CREATES IMPLEMENTATION OF THE POLICIES WITHIN SCHOOLS THIS CREATES IMPLEMENTATION OF THE POLICIES WITHIN SCHOOLS THIS CREATES PLATFORMS FOR STUDENTS TO WITHIN SCHOOLS THIS CREATES PLATFORMS FOR STUDENTS

159TO WITHIN SCHOOLS THIS CREATES PLATFORMS FOR STUDENTS TO EXPRESS THEMSELVES OPPORTUNITY PLATFORMS FOR STUDENTS TO EXPRESS THEMSELVES OPPORTUNITY PLATFORMS FOR STUDENTS TO EXPRESS THEMSELVES OPPORTUNITY FOR GROWTH AND IT REQUIRES YOUR EXPRESS THEMSELVES OPPORTUNITY FOR GROWTH AND IT REQUIRES YOUR EXPRESS THEMSELVES OPPORTUNITY FOR GROWTH AND IT REQUIRES YOUR INVALUABLE SUPPORT ON NOTE I'D FOR GROWTH AND IT REQUIRES YOUR INVALUABLE SUPPORT ON NOTE I'D FOR GROWTH AND IT REQUIRES YOUR INVALUABLE SUPPORT ON NOTE I'D LIKE TO INTRODUCE YOU TO THE TO INVALUABLE SUPPORT ON NOTE I'D LIKE TO INTRODUCE YOU TO THE TO INVALUABLE SUPPORT ON NOTE I'D LIKE TO INTRODUCE YOU TO THE TO THE EAST COAST DEBATE LIKE TO INTRODUCE YOU TO THE TO THE EAST COAST DEBATE LIKE TO INTRODUCE YOU TO THE TO THE EAST COAST DEBATE INITIATIVE FORMERLY AS MY THE EAST

160COAST DEBATE INITIATIVE FORMERLY AS MY THE EAST COAST DEBATE INITIATIVE FORMERLY AS MY PARTNERS MISERABLE IN PARTNERS INITIATIVE FORMERLY AS MY PARTNERS MISERABLE IN PARTNERS INITIATIVE FORMERLY AS MY PARTNERS MISERABLE IN PARTNERS MR. ROLAND MARTIN FLOYD AND I PARTNERS MISERABLE IN PARTNERS MR. ROLAND MARTIN FLOYD AND I PARTNERS MISERABLE IN PARTNERS MR. ROLAND MARTIN FLOYD AND I ARE WORKING DILIGENTLY TO MR. ROLAND MARTIN FLOYD AND I ARE WORKING DILIGENTLY TO MR. ROLAND MARTIN FLOYD AND I ARE WORKING DILIGENTLY TO ESTABLISH OUR NONPROFIT ARE WORKING DILIGENTLY TO ESTABLISH OUR NONPROFIT ARE WORKING DILIGENTLY TO ESTABLISH OUR NONPROFIT ORGANIZATION SETI IS FOCUSED ON ESTABLISH OUR NONPROFIT ORGANIZATION SETI IS FOCUSED ON ESTABLISH OUR NONPROFIT ORGANIZATION SETI IS FOCUSED ON AMPLIFY INCIDENT VOICES THROUGH ORGANIZATION SETI IS FOCUSED ON AMPLIFY INCIDENT VOICES THROUGH ORGANIZATION SETI IS FOCUSED ON

161AMPLIFY INCIDENT VOICES THROUGH THE PROMOTION OF SPEECH IN AMPLIFY INCIDENT VOICES THROUGH THE PROMOTION OF SPEECH IN AMPLIFY INCIDENT VOICES THROUGH THE PROMOTION OF SPEECH IN SCHOOLS WE ARE A BURGEONING THE PROMOTION OF SPEECH IN SCHOOLS WE ARE A BURGEONING THE PROMOTION OF SPEECH IN SCHOOLS WE ARE A BURGEONING STUDENT LED COALITION AT SCHOOLS WE ARE A BURGEONING STUDENT LED COALITION AT SCHOOLS WE ARE A BURGEONING STUDENT LED COALITION AT DEBATERS BASED IN HAMPTON ROADS STUDENT LED COALITION AT DEBATERS BASED IN HAMPTON ROADS STUDENT LED COALITION AT DEBATERS BASED IN HAMPTON ROADS DETERMINED TO ENHANCE ACCESS TO DEBATERS BASED IN HAMPTON ROADS DETERMINED TO ENHANCE ACCESS TO DEBATERS BASED IN HAMPTON ROADS DETERMINED TO ENHANCE ACCESS TO SPEECH DEBATE RESOURCES NOT DETERMINED TO ENHANCE ACCESS TO SPEECH DEBATE RESOURCES NOT DETERMINED TO ENHANCE ACCESS TO

162SPEECH DEBATE RESOURCES NOT ONLY IN RURAL AREAS THAT ACROSS SPEECH DEBATE RESOURCES NOT ONLY IN RURAL AREAS THAT ACROSS SPEECH DEBATE RESOURCES NOT ONLY IN RURAL AREAS THAT ACROSS THE EAST COAST TO BEAT EAST ONLY IN RURAL AREAS THAT ACROSS THE EAST COAST TO BEAT EAST ONLY IN RURAL AREAS THAT ACROSS THE EAST COAST TO BEAT EAST COAST OF VIRGINIA DRAWING FROM THE EAST COAST TO BEAT EAST COAST OF VIRGINIA DRAWING FROM THE EAST COAST TO BEAT EAST COAST OF VIRGINIA DRAWING FROM OUR FIRST AND EXPERIENCE AND A COAST OF VIRGINIA DRAWING FROM OUR FIRST AND EXPERIENCE AND A COAST OF VIRGINIA DRAWING FROM OUR FIRST AND EXPERIENCE AND A DEEP UNDERSTANDING OF UNIQUE OUR FIRST AND EXPERIENCE AND A DEEP UNDERSTANDING OF UNIQUE OUR FIRST AND EXPERIENCE AND A DEEP UNDERSTANDING OF UNIQUE CHALLENGES

163FACED BY OUR REGION DEEP UNDERSTANDING OF UNIQUE CHALLENGES FACED BY OUR REGION DEEP UNDERSTANDING OF UNIQUE CHALLENGES FACED BY OUR REGION WE ARE DEDICATED TO FOSTERING CHALLENGES FACED BY OUR REGION WE ARE DEDICATED TO FOSTERING CHALLENGES FACED BY OUR REGION WE ARE DEDICATED TO FOSTERING COMPETITIVE SKILL DRIVEN SKILL WE ARE DEDICATED TO FOSTERING COMPETITIVE SKILL DRIVEN SKILL WE ARE DEDICATED TO FOSTERING COMPETITIVE SKILL DRIVEN SKILL DRIVEN ENVIRONMENTS THAT IGNITE COMPETITIVE SKILL DRIVEN SKILL DRIVEN ENVIRONMENTS THAT IGNITE COMPETITIVE SKILL DRIVEN SKILL DRIVEN ENVIRONMENTS THAT IGNITE A PASSION ARGUMENTATION AS WE DRIVEN ENVIRONMENTS THAT IGNITE A PASSION ARGUMENTATION AS WE DRIVEN ENVIRONMENTS THAT IGNITE A PASSION ARGUMENTATION AS WE PURSUE OUR MISSION WE KINDLY A PASSION ARGUMENTATION AS WE PURSUE OUR MISSION WE KINDLY A PASSION ARGUMENTATION AS WE PURSUE OUR MISSION WE KINDLY ASK FOR YOUR

164SUPPORT UPLIFTING PURSUE OUR MISSION WE KINDLY ASK FOR YOUR SUPPORT UPLIFTING PURSUE OUR MISSION WE KINDLY ASK FOR YOUR SUPPORT UPLIFTING COMMUNITIES LIKE OURS ASK FOR YOUR SUPPORT UPLIFTING COMMUNITIES LIKE OURS ASK FOR YOUR SUPPORT UPLIFTING COMMUNITIES LIKE OURS EMPOWERING STUDENT VOICES COMMUNITIES LIKE OURS EMPOWERING STUDENT VOICES COMMUNITIES LIKE OURS EMPOWERING STUDENT VOICES FURTHER. EMPOWERING STUDENT VOICES FURTHER. EMPOWERING STUDENT VOICES FURTHER. THANK NEXT SPEAKER IS HARRY FURTHER. THANK NEXT SPEAKER IS HARRY FURTHER. THANK NEXT SPEAKER IS HARRY FREEDMAN, THE NASHVILLE >> THANK NEXT SPEAKER IS HARRY FREEDMAN, THE NASHVILLE >> THANK NEXT SPEAKER IS HARRY FREEDMAN, THE NASHVILLE >> ALREADY. FREEDMAN, THE NASHVILLE >> ALREADY. FREEDMAN, THE NASHVILLE >> ALREADY. HELLO MY NAME IS HADI FRIEDMAN ALREADY. HELLO MY NAME IS HADI FRIEDMAN ALREADY. HELLO MY NAME IS HADI FRIEDMAN I'M HERE ONCE MORE TO

165TABLOIDY HELLO MY NAME IS HADI FRIEDMAN I'M HERE ONCE MORE TO TABLOIDY HELLO MY NAME IS HADI FRIEDMAN I'M HERE ONCE MORE TO TABLOIDY ONE OF THE DENNIS GOT A CAVITY I'M HERE ONCE MORE TO TABLOIDY ONE OF THE DENNIS GOT A CAVITY I'M HERE ONCE MORE TO TABLOIDY ONE OF THE DENNIS GOT A CAVITY FILLED SO IF I DROVE ALL OVER ONE OF THE DENNIS GOT A CAVITY FILLED SO IF I DROVE ALL OVER ONE OF THE DENNIS GOT A CAVITY FILLED SO IF I DROVE ALL OVER THE PLACE TALK WEIRD I'M SO FILLED SO IF I DROVE ALL OVER THE PLACE TALK WEIRD I'M SO FILLED SO IF I DROVE ALL OVER THE PLACE TALK WEIRD I'M SO SORRY BUT THAT'S HOW MUCH THIS THE PLACE TALK WEIRD I'M SO SORRY BUT THAT'S

166HOW MUCH THIS THE PLACE TALK WEIRD I'M SO SORRY BUT THAT'S HOW MUCH THIS TOPIC MATTERS TO ME. SORRY BUT THAT'S HOW MUCH THIS TOPIC MATTERS TO ME. SORRY BUT THAT'S HOW MUCH THIS TOPIC MATTERS TO ME. THAT'S WHY HERE TODAY I AM TOPIC MATTERS TO ME. THAT'S WHY HERE TODAY I AM TOPIC MATTERS TO ME. THAT'S WHY HERE TODAY I AM STILL NO STILL CAN'T, STILL THAT'S WHY HERE TODAY I AM STILL NO STILL CAN'T, STILL THAT'S WHY HERE TODAY I AM STILL NO STILL CAN'T, STILL CAN'T FEEL MY FACE BUT I AM STILL NO STILL CAN'T, STILL CAN'T FEEL MY FACE BUT I AM STILL NO STILL CAN'T, STILL CAN'T FEEL MY FACE BUT I AM HERE TODAY TO TALK ABOUT WHAT CAN'T FEEL MY FACE BUT I AM HERE TODAY TO TALK

167ABOUT WHAT CAN'T FEEL MY FACE BUT I AM HERE TODAY TO TALK ABOUT WHAT MATTERS THE MORE I GET UP THE HERE TODAY TO TALK ABOUT WHAT MATTERS THE MORE I GET UP THE HERE TODAY TO TALK ABOUT WHAT MATTERS THE MORE I GET UP THE LESS AND LESS PREPARED TO GET MATTERS THE MORE I GET UP THE LESS AND LESS PREPARED TO GET MATTERS THE MORE I GET UP THE LESS AND LESS PREPARED TO GET BECAUSE NOTHING SEEMS TO MATTER LESS AND LESS PREPARED TO GET BECAUSE NOTHING SEEMS TO MATTER LESS AND LESS PREPARED TO GET BECAUSE NOTHING SEEMS TO MATTER WHAT I SAY MR. CULPEPER I CAN BECAUSE NOTHING SEEMS TO MATTER WHAT I SAY MR. CULPEPER I CAN BECAUSE NOTHING SEEMS TO MATTER WHAT I SAY MR. CULPEPER I CAN GET A

168GET HIS FULL ATTENTION WHAT I SAY MR. CULPEPER I CAN GET A GET HIS FULL ATTENTION WHAT I SAY MR. CULPEPER I CAN GET A GET HIS FULL ATTENTION RIGHT NOW BUT MAYBE SOME GET A GET HIS FULL ATTENTION RIGHT NOW BUT MAYBE SOME GET A GET HIS FULL ATTENTION RIGHT NOW BUT MAYBE SOME OF THIS MIGHT GET THROUGH YOUR RIGHT NOW BUT MAYBE SOME OF THIS MIGHT GET THROUGH YOUR RIGHT NOW BUT MAYBE SOME OF THIS MIGHT GET THROUGH YOUR HEAD SO QUICK. OF THIS MIGHT GET THROUGH YOUR HEAD SO QUICK. OF THIS MIGHT GET THROUGH YOUR HEAD SO QUICK. NALGAE HERE THE YOUR NEXT HAVE HEAD SO QUICK. NALGAE HERE THE YOUR NEXT HAVE HEAD SO QUICK. NALGAE HERE THE YOUR NEXT HAVE NO WHITE GUYS ON THE TEAM I NALGAE HERE THE

169YOUR NEXT HAVE NO WHITE GUYS ON THE TEAM I NALGAE HERE THE YOUR NEXT HAVE NO WHITE GUYS ON THE TEAM I DIDN'T KNOW THAT I WAS I WAS NO WHITE GUYS ON THE TEAM I DIDN'T KNOW THAT I WAS I WAS NO WHITE GUYS ON THE TEAM I DIDN'T KNOW THAT I WAS I WAS WATCHING THE GAME THE OTHER DIDN'T KNOW THAT I WAS I WAS WATCHING THE GAME THE OTHER DIDN'T KNOW THAT I WAS I WAS WATCHING THE GAME THE OTHER NIGHT BUT DOES THAT MAKE THEM A WATCHING THE GAME THE OTHER NIGHT BUT DOES THAT MAKE THEM A WATCHING THE GAME THE OTHER NIGHT BUT DOES THAT MAKE THEM A BAD TEAM NO DOES. NIGHT BUT DOES THAT MAKE THEM A BAD TEAM NO DOES. NIGHT BUT DOES THAT MAKE THEM A

170BAD TEAM NO DOES. DOES THAT MAKE THEM A WOAK OR BAD TEAM NO DOES. DOES THAT MAKE THEM A WOAK OR BAD TEAM NO DOES. DOES THAT MAKE THEM A WOAK OR PART OF THIS AGENDA? DOES THAT MAKE THEM A WOAK OR PART OF THIS AGENDA? DOES THAT MAKE THEM A WOAK OR PART OF THIS AGENDA? DOES THAT TAKE AWAY OPPORTUNITY PART OF THIS AGENDA? DOES THAT TAKE AWAY OPPORTUNITY PART OF THIS AGENDA? DOES THAT TAKE AWAY OPPORTUNITY FROM OTHER WHITE PLAYERS NO, IT DOES THAT TAKE AWAY OPPORTUNITY FROM OTHER WHITE PLAYERS NO, IT DOES THAT TAKE AWAY OPPORTUNITY FROM OTHER WHITE PLAYERS NO, IT DOES NOT. FROM OTHER WHITE PLAYERS NO, IT DOES NOT. FROM OTHER WHITE PLAYERS NO, IT DOES NOT. THESE PLAYERS NOT JUST ON THE DOES NOT. THESE PLAYERS NOT JUST

171ON THE DOES NOT. THESE PLAYERS NOT JUST ON THE KNICKS BUT ALL THROUGHOUT THE THESE PLAYERS NOT JUST ON THE KNICKS BUT ALL THROUGHOUT THE THESE PLAYERS NOT JUST ON THE KNICKS BUT ALL THROUGHOUT THE NBA INSPIRE INSPIRE YOUNG BOYS KNICKS BUT ALL THROUGHOUT THE NBA INSPIRE INSPIRE YOUNG BOYS KNICKS BUT ALL THROUGHOUT THE NBA INSPIRE INSPIRE YOUNG BOYS AND GIRLS ON AND OFF THE COURT NBA INSPIRE INSPIRE YOUNG BOYS AND GIRLS ON AND OFF THE COURT NBA INSPIRE INSPIRE YOUNG BOYS AND GIRLS ON AND OFF THE COURT TO SHOW THEM WHERE HARD WORK AND GIRLS ON AND OFF THE COURT TO SHOW THEM WHERE HARD WORK AND GIRLS ON AND OFF THE COURT TO SHOW THEM WHERE HARD WORK CAN GET THEM EVEN THOUGH IF TO SHOW THEM WHERE HARD WORK CAN GET THEM

172EVEN THOUGH IF TO SHOW THEM WHERE HARD WORK CAN GET THEM EVEN THOUGH IF THEIR HARD WORK LOOK A LITTLE CAN GET THEM EVEN THOUGH IF THEIR HARD WORK LOOK A LITTLE CAN GET THEM EVEN THOUGH IF THEIR HARD WORK LOOK A LITTLE DIFFERENT AND NEEDED A MENTOR THEIR HARD WORK LOOK A LITTLE DIFFERENT AND NEEDED A MENTOR THEIR HARD WORK LOOK A LITTLE DIFFERENT AND NEEDED A MENTOR OR TUTOR A TUTOR OR EVEN A FIVE DIFFERENT AND NEEDED A MENTOR OR TUTOR A TUTOR OR EVEN A FIVE DIFFERENT AND NEEDED A MENTOR OR TUTOR A TUTOR OR EVEN A FIVE EXTRA ON A TEST BUT WORKING OR TUTOR A TUTOR OR EVEN A FIVE EXTRA ON A TEST BUT WORKING OR TUTOR A TUTOR OR EVEN A FIVE EXTRA ON A TEST BUT WORKING

173HARD WORKING HARD LOOKS EXTRA ON A TEST BUT WORKING HARD WORKING HARD LOOKS EXTRA ON A TEST BUT WORKING HARD WORKING HARD LOOKS DIFFERENT FOR EVERYBODY I AM HARD WORKING HARD LOOKS DIFFERENT FOR EVERYBODY I AM HARD WORKING HARD LOOKS DIFFERENT FOR EVERYBODY I AM NOT AFFECTED IN ANY WHICH WAY DIFFERENT FOR EVERYBODY I AM NOT AFFECTED IN ANY WHICH WAY DIFFERENT FOR EVERYBODY I AM NOT AFFECTED IN ANY WHICH WAY SHAPE OR FORM WHEN MY FRIEND NOT AFFECTED IN ANY WHICH WAY SHAPE OR FORM WHEN MY FRIEND NOT AFFECTED IN ANY WHICH WAY SHAPE OR FORM WHEN MY FRIEND TAKES ANOTHER 10 MINUTES ON A SHAPE OR FORM WHEN MY FRIEND TAKES ANOTHER 10 MINUTES ON A SHAPE OR FORM WHEN MY FRIEND TAKES ANOTHER 10 MINUTES ON A VOCAB QUIZ THAT WOULD BE

174EQUITY TAKES ANOTHER 10 MINUTES ON A VOCAB QUIZ THAT WOULD BE EQUITY TAKES ANOTHER 10 MINUTES ON A VOCAB QUIZ THAT WOULD BE EQUITY EQUALITY BECAUSE I KNOW BEEN A VOCAB QUIZ THAT WOULD BE EQUITY EQUALITY BECAUSE I KNOW BEEN A VOCAB QUIZ THAT WOULD BE EQUITY EQUALITY BECAUSE I KNOW BEEN A WOULD BE ME GETTING THAT PAST EQUALITY BECAUSE I KNOW BEEN A WOULD BE ME GETTING THAT PAST EQUALITY BECAUSE I KNOW BEEN A WOULD BE ME GETTING THAT PAST WOULD BE ME GETTING THAT EXTRA WOULD BE ME GETTING THAT PAST WOULD BE ME GETTING THAT EXTRA WOULD BE ME GETTING THAT PAST WOULD BE ME GETTING THAT EXTRA TEN MINUTES WHEN I DON'T EVEN WOULD BE ME GETTING THAT EXTRA TEN MINUTES WHEN I DON'T EVEN WOULD BE ME GETTING THAT EXTRA TEN

175MINUTES WHEN I DON'T EVEN NEED IT AND WHAT WE'RE ON THE TEN MINUTES WHEN I DON'T EVEN NEED IT AND WHAT WE'RE ON THE TEN MINUTES WHEN I DON'T EVEN NEED IT AND WHAT WE'RE ON THE TOPIC IS WILLIAMS WHO ALSO NOT NEED IT AND WHAT WE'RE ON THE TOPIC IS WILLIAMS WHO ALSO NOT NEED IT AND WHAT WE'RE ON THE TOPIC IS WILLIAMS WHO ALSO NOT HAVE MY FULL ATTENTION RIGHT TOPIC IS WILLIAMS WHO ALSO NOT HAVE MY FULL ATTENTION RIGHT TOPIC IS WILLIAMS WHO ALSO NOT HAVE MY FULL ATTENTION RIGHT NOW THAT RECOVERY SCHOOL YOU'RE HAVE MY FULL ATTENTION RIGHT NOW THAT RECOVERY SCHOOL YOU'RE HAVE MY FULL ATTENTION RIGHT NOW THAT RECOVERY SCHOOL YOU'RE PUSHING SO HARD FOR HATE TO NOW THAT RECOVERY SCHOOL YOU'RE PUSHING SO HARD FOR HATE TO NOW

176THAT RECOVERY SCHOOL YOU'RE PUSHING SO HARD FOR HATE TO BREAK IT TO YOU BUT THAT'S WHY PUSHING SO HARD FOR HATE TO BREAK IT TO YOU BUT THAT'S WHY PUSHING SO HARD FOR HATE TO BREAK IT TO YOU BUT THAT'S WHY BECAUSE I DON'T NEED IT MY BREAK IT TO YOU BUT THAT'S WHY BECAUSE I DON'T NEED IT MY BREAK IT TO YOU BUT THAT'S WHY BECAUSE I DON'T NEED IT MY FRIEND MADISON DIDN'T NEED IT BECAUSE I DON'T NEED IT MY FRIEND MADISON DIDN'T NEED IT BECAUSE I DON'T NEED IT MY FRIEND MADISON DIDN'T NEED IT BUT THERE'S A HANDFUL OF KIDS FRIEND MADISON DIDN'T NEED IT BUT THERE'S A HANDFUL OF KIDS FRIEND MADISON DIDN'T NEED IT BUT THERE'S A HANDFUL OF KIDS ADMITTED THAT IS WHAT. BUT THERE'S A HANDFUL OF KIDS

177ADMITTED THAT IS WHAT. BUT THERE'S A HANDFUL OF KIDS ADMITTED THAT IS WHAT. THAT IS WHAT EQUITY IS. ADMITTED THAT IS WHAT. THAT IS WHAT EQUITY IS. ADMITTED THAT IS WHAT. THAT IS WHAT EQUITY IS. THERE'S SO MANY KIDS THAT NEED THAT IS WHAT EQUITY IS. THERE'S SO MANY KIDS THAT NEED THAT IS WHAT EQUITY IS. THERE'S SO MANY KIDS THAT NEED THAT PROGRAM AND GET BACK ON THERE'S SO MANY KIDS THAT NEED THAT PROGRAM AND GET BACK ON THERE'S SO MANY KIDS THAT NEED THAT PROGRAM AND GET BACK ON THEIR FEET. THAT PROGRAM AND GET BACK ON THEIR FEET. THAT PROGRAM AND GET BACK ON THEIR FEET. THAT'S WHAT EQUITY IS OBVIOUSLY THEIR FEET. THAT'S WHAT EQUITY IS OBVIOUSLY THEIR FEET. THAT'S WHAT EQUITY IS OBVIOUSLY THE SPORT IS NOT THE VALUE THAT'S WHAT

178EQUITY IS OBVIOUSLY THE SPORT IS NOT THE VALUE THAT'S WHAT EQUITY IS OBVIOUSLY THE SPORT IS NOT THE VALUE DIVERSITY EITHER IS THE FIRST THE SPORT IS NOT THE VALUE DIVERSITY EITHER IS THE FIRST THE SPORT IS NOT THE VALUE DIVERSITY EITHER IS THE FIRST THING YOU GUYS TALK WITH YOUR DIVERSITY EITHER IS THE FIRST THING YOU GUYS TALK WITH YOUR DIVERSITY EITHER IS THE FIRST THING YOU GUYS TALK WITH YOUR LITTLE RED SHARPIE AND CROSS THING YOU GUYS TALK WITH YOUR LITTLE RED SHARPIE AND CROSS THING YOU GUYS TALK WITH YOUR LITTLE RED SHARPIE AND CROSS BUT I JUST CAN'T I JUST CAN'T LITTLE RED SHARPIE AND CROSS BUT I JUST CAN'T I JUST CAN'T LITTLE RED SHARPIE AND CROSS BUT I JUST CAN'T I JUST CAN'T WRAP MY HEAD AROUND WHY THIS IS

179BUT I JUST CAN'T I JUST CAN'T WRAP MY HEAD AROUND WHY THIS IS BUT I JUST CAN'T I JUST CAN'T WRAP MY HEAD AROUND WHY THIS IS SCARY OK WHY SOMEONE BEING WRAP MY HEAD AROUND WHY THIS IS SCARY OK WHY SOMEONE BEING WRAP MY HEAD AROUND WHY THIS IS SCARY OK WHY SOMEONE BEING DIFFERENT IS DIFFERENT IS SCARY SCARY OK WHY SOMEONE BEING DIFFERENT IS DIFFERENT IS SCARY SCARY OK WHY SOMEONE BEING DIFFERENT IS DIFFERENT IS SCARY BECAUSE THAT'S WE LEARN WE DIFFERENT IS DIFFERENT IS SCARY BECAUSE THAT'S WE LEARN WE DIFFERENT IS DIFFERENT IS SCARY BECAUSE THAT'S WE LEARN WE LEARN ABOUT DIFFERENCES ABOUT BECAUSE THAT'S WE LEARN WE LEARN ABOUT DIFFERENCES ABOUT BECAUSE THAT'S WE LEARN WE LEARN ABOUT DIFFERENCES ABOUT DIFFERENCES IN ELEMENTARY LEARN ABOUT DIFFERENCES ABOUT DIFFERENCES IN ELEMENTARY LEARN

180ABOUT DIFFERENCES ABOUT DIFFERENCES IN ELEMENTARY SCHOOL I LEARNED ABOUT THE DIFFERENCES IN ELEMENTARY SCHOOL I LEARNED ABOUT THE DIFFERENCES IN ELEMENTARY SCHOOL I LEARNED ABOUT THE NATIVE AMERICANS OF JAMESTOWN SCHOOL I LEARNED ABOUT THE NATIVE AMERICANS OF JAMESTOWN SCHOOL I LEARNED ABOUT THE NATIVE AMERICANS OF JAMESTOWN AND POCAHONTAS AND I LEARNED NATIVE AMERICANS OF JAMESTOWN AND POCAHONTAS AND I LEARNED NATIVE AMERICANS OF JAMESTOWN AND POCAHONTAS AND I LEARNED ABOUT SLAVERY IN CIVIL WAR AND AND POCAHONTAS AND I LEARNED ABOUT SLAVERY IN CIVIL WAR AND AND POCAHONTAS AND I LEARNED ABOUT SLAVERY IN CIVIL WAR AND MIDDLE SCHOOL I LEARNED I ABOUT SLAVERY IN CIVIL WAR AND MIDDLE SCHOOL I LEARNED I ABOUT SLAVERY IN CIVIL WAR AND MIDDLE SCHOOL I LEARNED I LEARNED ABOUT VIETNAM AND KOREA MIDDLE SCHOOL I LEARNED I LEARNED ABOUT VIETNAM

181AND KOREA MIDDLE SCHOOL I LEARNED I LEARNED ABOUT VIETNAM AND KOREA AND THOSE SO WE THOUGHT WE LEARNED ABOUT VIETNAM AND KOREA AND THOSE SO WE THOUGHT WE LEARNED ABOUT VIETNAM AND KOREA AND THOSE SO WE THOUGHT WE DIDN'T EVEN REPLACING BUT AND THOSE SO WE THOUGHT WE DIDN'T EVEN REPLACING BUT AND THOSE SO WE THOUGHT WE DIDN'T EVEN REPLACING BUT REPLACE IT BUT I LEARNED ABOUT DIDN'T EVEN REPLACING BUT REPLACE IT BUT I LEARNED ABOUT DIDN'T EVEN REPLACING BUT REPLACE IT BUT I LEARNED ABOUT AND NOW I LEARNED ABOUT REPLACE IT BUT I LEARNED ABOUT AND NOW I LEARNED ABOUT REPLACE IT BUT I LEARNED ABOUT AND NOW I LEARNED ABOUT EUROPEAN HISTORY AND OTHER AND NOW I LEARNED ABOUT EUROPEAN HISTORY AND OTHER AND NOW I LEARNED ABOUT EUROPEAN HISTORY AND OTHER CULTURES

182INFLUENCED IT. EUROPEAN HISTORY AND OTHER CULTURES INFLUENCED IT. EUROPEAN HISTORY AND OTHER CULTURES INFLUENCED IT. I LEARNED ABOUT HOW CHINA CULTURES INFLUENCED IT. I LEARNED ABOUT HOW CHINA CULTURES INFLUENCED IT. I LEARNED ABOUT HOW CHINA INFLUENCE HOW THE MIDDLE EAST I LEARNED ABOUT HOW CHINA INFLUENCE HOW THE MIDDLE EAST I LEARNED ABOUT HOW CHINA INFLUENCE HOW THE MIDDLE EAST INFLUENCED I LEARNED THROUGH INFLUENCE HOW THE MIDDLE EAST INFLUENCED I LEARNED THROUGH INFLUENCE HOW THE MIDDLE EAST INFLUENCED I LEARNED THROUGH DIVERSITY I LEARNED THROUGH INFLUENCED I LEARNED THROUGH DIVERSITY I LEARNED THROUGH INFLUENCED I LEARNED THROUGH DIVERSITY I LEARNED THROUGH KNOWING OTHERS PAST I LEARNED DIVERSITY I LEARNED THROUGH KNOWING OTHERS PAST I LEARNED DIVERSITY I LEARNED THROUGH KNOWING OTHERS PAST I LEARNED THROUGH KNOWING EXPERIENCES IN KNOWING OTHERS PAST I LEARNED THROUGH KNOWING EXPERIENCES IN

183KNOWING OTHERS PAST I LEARNED THROUGH KNOWING EXPERIENCES IN THIS PRESENT THAT ARE MINE THE THROUGH KNOWING EXPERIENCES IN THIS PRESENT THAT ARE MINE THE THROUGH KNOWING EXPERIENCES IN THIS PRESENT THAT ARE MINE THE MORE THIS BOARD DOES THE, THE THIS PRESENT THAT ARE MINE THE MORE THIS BOARD DOES THE, THE THIS PRESENT THAT ARE MINE THE MORE THIS BOARD DOES THE, THE MORE PASSIONATE I BECOME AND I MORE THIS BOARD DOES THE, THE MORE PASSIONATE I BECOME AND I MORE THIS BOARD DOES THE, THE MORE PASSIONATE I BECOME AND I KNOW MY GENERATION FEELS THE MORE PASSIONATE I BECOME AND I KNOW MY GENERATION FEELS THE MORE PASSIONATE I BECOME AND I KNOW MY GENERATION FEELS THE SAME YOU THINK WE ARE NOT KNOW MY GENERATION FEELS THE SAME YOU THINK WE ARE NOT KNOW

184MY GENERATION FEELS THE SAME YOU THINK WE ARE NOT WATCHING BUT TRUST ME WE ARE SAME YOU THINK WE ARE NOT WATCHING BUT TRUST ME WE ARE SAME YOU THINK WE ARE NOT WATCHING BUT TRUST ME WE ARE ALSO I'M SURE YOU'LL THANK YOU WATCHING BUT TRUST ME WE ARE ALSO I'M SURE YOU'LL THANK YOU WATCHING BUT TRUST ME WE ARE ALSO I'M SURE YOU'LL THANK YOU FOR THE VOTE ON THE PHONE IN ALSO I'M SURE YOU'LL THANK YOU FOR THE VOTE ON THE PHONE IN ALSO I'M SURE YOU'LL THANK YOU FOR THE VOTE ON THE PHONE IN THE PRC CLEARLY DOES SHOW THAT FOR THE VOTE ON THE PHONE IN THE PRC CLEARLY DOES SHOW THAT FOR THE VOTE ON THE PHONE IN THE PRC CLEARLY DOES SHOW THAT YOU ARE LISTENING SOME STUFF

185THE PRC CLEARLY DOES SHOW THAT YOU ARE LISTENING SOME STUFF THE PRC CLEARLY DOES SHOW THAT YOU ARE LISTENING SOME STUFF THE SAY SO I REALLY HOPE THIS YOU ARE LISTENING SOME STUFF THE SAY SO I REALLY HOPE THIS YOU ARE LISTENING SOME STUFF THE SAY SO I REALLY HOPE THIS MAY SEEM TO HURT YOU BUT I HOPE THE SAY SO I REALLY HOPE THIS MAY SEEM TO HURT YOU BUT I HOPE THE SAY SO I REALLY HOPE THIS MAY SEEM TO HURT YOU BUT I HOPE YOU GUYS ARE LISTENING AND I MAY SEEM TO HURT YOU BUT I HOPE YOU GUYS ARE LISTENING AND I MAY SEEM TO HURT YOU BUT I HOPE YOU GUYS ARE LISTENING AND I WILL BE HERE AND SPEAK ON THE YOU GUYS ARE LISTENING AND I WILL BE

186HERE AND SPEAK ON THE YOU GUYS ARE LISTENING AND I WILL BE HERE AND SPEAK ON THE RIGHT SIDE OF HISTORY BECAUSE I WILL BE HERE AND SPEAK ON THE RIGHT SIDE OF HISTORY BECAUSE I WILL BE HERE AND SPEAK ON THE RIGHT SIDE OF HISTORY BECAUSE I LOOK BACK AND I DON'T WANT RIGHT SIDE OF HISTORY BECAUSE I LOOK BACK AND I DON'T WANT RIGHT SIDE OF HISTORY BECAUSE I LOOK BACK AND I DON'T WANT OTHER GENERATIONS LOOK BACK AND LOOK BACK AND I DON'T WANT OTHER GENERATIONS LOOK BACK AND LOOK BACK AND I DON'T WANT OTHER GENERATIONS LOOK BACK AND THINK LIKE WE'RE NAZI GERMANY OTHER GENERATIONS LOOK BACK AND THINK LIKE WE'RE NAZI GERMANY OTHER GENERATIONS LOOK BACK AND THINK LIKE WE'RE NAZI GERMANY OR WHERE COMMUNIST SOVIET THINK LIKE WE'RE NAZI

187GERMANY OR WHERE COMMUNIST SOVIET THINK LIKE WE'RE NAZI GERMANY OR WHERE COMMUNIST SOVIET UNION, OK? OR WHERE COMMUNIST SOVIET UNION, OK? OR WHERE COMMUNIST SOVIET UNION, OK? I DON'T WANT THEM TO LOOK BACK UNION, OK? I DON'T WANT THEM TO LOOK BACK UNION, OK? I DON'T WANT THEM TO LOOK BACK MAGGA AMERICA BECAUSE THAT'S I DON'T WANT THEM TO LOOK BACK MAGGA AMERICA BECAUSE THAT'S I DON'T WANT THEM TO LOOK BACK MAGGA AMERICA BECAUSE THAT'S NOT RIGHT AND I WILL NOT LET MAGGA AMERICA BECAUSE THAT'S NOT RIGHT AND I WILL NOT LET MAGGA AMERICA BECAUSE THAT'S NOT RIGHT AND I WILL NOT LET THAT TIME. NOT RIGHT AND I WILL NOT LET THAT TIME. NOT RIGHT AND I WILL NOT LET THAT TIME. OUR NEXT SPEAKER IS NASHVILLE THAT TIME. OUR NEXT SPEAKER IS NASHVILLE

188THAT TIME. OUR NEXT SPEAKER IS NASHVILLE THE 11 OF YOU THIS BEFORE ME AS OUR NEXT SPEAKER IS NASHVILLE THE 11 OF YOU THIS BEFORE ME AS OUR NEXT SPEAKER IS NASHVILLE THE 11 OF YOU THIS BEFORE ME AS THE AS THE VIRGINIA BEACH THE 11 OF YOU THIS BEFORE ME AS THE AS THE VIRGINIA BEACH THE 11 OF YOU THIS BEFORE ME AS THE AS THE VIRGINIA BEACH SCHOOL BOARD OUGHT TO SOME THE AS THE VIRGINIA BEACH SCHOOL BOARD OUGHT TO SOME THE AS THE VIRGINIA BEACH SCHOOL BOARD OUGHT TO SOME OF THE BIGGEST ADVOCATES FOR SCHOOL BOARD OUGHT TO SOME OF THE BIGGEST ADVOCATES FOR SCHOOL BOARD OUGHT TO SOME OF THE BIGGEST ADVOCATES FOR PUBLIC EDUCATION YOU SEE OF THE BIGGEST ADVOCATES FOR PUBLIC EDUCATION YOU SEE OF THE BIGGEST ADVOCATES FOR

189PUBLIC EDUCATION YOU SEE FIRSTHAND THE INCREDIBLE PUBLIC EDUCATION YOU SEE FIRSTHAND THE INCREDIBLE PUBLIC EDUCATION YOU SEE FIRSTHAND THE INCREDIBLE OUTCOMES PRODUCED BY THE CPS. FIRSTHAND THE INCREDIBLE OUTCOMES PRODUCED BY THE CPS. FIRSTHAND THE INCREDIBLE OUTCOMES PRODUCED BY THE CPS. HOWEVER, BY HOMOGENIZING OUTCOMES PRODUCED BY THE CPS. HOWEVER, BY HOMOGENIZING OUTCOMES PRODUCED BY THE CPS. HOWEVER, BY HOMOGENIZING OPPORTUNITY IN OUR COMMUNITY HOWEVER, BY HOMOGENIZING OPPORTUNITY IN OUR COMMUNITY HOWEVER, BY HOMOGENIZING OPPORTUNITY IN OUR COMMUNITY AND LEAVING NONWHITE NON OPPORTUNITY IN OUR COMMUNITY AND LEAVING NONWHITE NON OPPORTUNITY IN OUR COMMUNITY AND LEAVING NONWHITE NON STRAIGHT NON MALE STUDENTS IN AND LEAVING NONWHITE NON STRAIGHT NON MALE STUDENTS IN AND LEAVING NONWHITE NON STRAIGHT NON MALE STUDENTS IN THE DUST VIRGINIA BEACH IS STRAIGHT NON MALE STUDENTS IN THE DUST VIRGINIA BEACH IS STRAIGHT NON MALE

190STUDENTS IN THE DUST VIRGINIA BEACH IS BECOMING AN EXAMPLE OF THE THE DUST VIRGINIA BEACH IS BECOMING AN EXAMPLE OF THE THE DUST VIRGINIA BEACH IS BECOMING AN EXAMPLE OF THE BEGINNING OF THE END BECOMING AN EXAMPLE OF THE BEGINNING OF THE END BECOMING AN EXAMPLE OF THE BEGINNING OF THE END OF THRIVING PUBLIC EDUCATION. BEGINNING OF THE END OF THRIVING PUBLIC EDUCATION. BEGINNING OF THE END OF THRIVING PUBLIC EDUCATION. THERE'S REASON WHY THOSE IN OF THRIVING PUBLIC EDUCATION. THERE'S REASON WHY THOSE IN OF THRIVING PUBLIC EDUCATION. THERE'S REASON WHY THOSE IN FAVOR OF SCHOOL CHOICE ARE THERE'S REASON WHY THOSE IN FAVOR OF SCHOOL CHOICE ARE THERE'S REASON WHY THOSE IN FAVOR OF SCHOOL CHOICE ARE THRILLED WITH THIS PLAN. FAVOR OF SCHOOL CHOICE ARE THRILLED WITH THIS PLAN. FAVOR OF SCHOOL CHOICE ARE

191THRILLED WITH THIS PLAN. THE END RESULT IS A VOUCHER THRILLED WITH THIS PLAN. THE END RESULT IS A VOUCHER THRILLED WITH THIS PLAN. THE END RESULT IS A VOUCHER SYSTEM WHICH AS WE'VE SEEN IN THE END RESULT IS A VOUCHER SYSTEM WHICH AS WE'VE SEEN IN THE END RESULT IS A VOUCHER SYSTEM WHICH AS WE'VE SEEN IN ARIZONA ONLY SERVES TO LET SYSTEM WHICH AS WE'VE SEEN IN ARIZONA ONLY SERVES TO LET SYSTEM WHICH AS WE'VE SEEN IN ARIZONA ONLY SERVES TO LET INEQUITY GROW AND I'M ONE ARIZONA ONLY SERVES TO LET INEQUITY GROW AND I'M ONE ARIZONA ONLY SERVES TO LET INEQUITY GROW AND I'M ONE OF THE LUCKY ONES AS A INEQUITY GROW AND I'M ONE OF THE LUCKY ONES AS A INEQUITY GROW AND I'M ONE OF THE LUCKY ONES AS A

192GRADUATING SENIOR THIS YEAR I OF THE LUCKY ONES AS A GRADUATING SENIOR THIS YEAR I OF THE LUCKY ONES AS A GRADUATING SENIOR THIS YEAR I WON'T HAVE TO CONTEND WITH GRADUATING SENIOR THIS YEAR I WON'T HAVE TO CONTEND WITH GRADUATING SENIOR THIS YEAR I WON'T HAVE TO CONTEND WITH WHATEVER NIGHTMARISH WON'T HAVE TO CONTEND WITH WHATEVER NIGHTMARISH WON'T HAVE TO CONTEND WITH WHATEVER NIGHTMARISH IMPLEMENTATION LAND THE BOARD WHATEVER NIGHTMARISH IMPLEMENTATION LAND THE BOARD WHATEVER NIGHTMARISH IMPLEMENTATION LAND THE BOARD COMES UP WITH TONIGHT AND I'M IMPLEMENTATION LAND THE BOARD COMES UP WITH TONIGHT AND I'M IMPLEMENTATION LAND THE BOARD COMES UP WITH TONIGHT AND I'M THRILLED TO SAY SAYONARA HEAD COMES UP WITH TONIGHT AND I'M THRILLED TO SAY SAYONARA HEAD COMES UP WITH TONIGHT AND I'M THRILLED TO SAY SAYONARA HEAD OFF TO CHICAGO

193WHERE MY NEW THRILLED TO SAY SAYONARA HEAD OFF TO CHICAGO WHERE MY NEW THRILLED TO SAY SAYONARA HEAD OFF TO CHICAGO WHERE MY NEW SCHOOL NORTHWESTERN INSTEAD OFF TO CHICAGO WHERE MY NEW SCHOOL NORTHWESTERN INSTEAD OFF TO CHICAGO WHERE MY NEW SCHOOL NORTHWESTERN INSTEAD OF COWERING FEAR LIKE THE BBC'S SCHOOL NORTHWESTERN INSTEAD OF COWERING FEAR LIKE THE BBC'S SCHOOL NORTHWESTERN INSTEAD OF COWERING FEAR LIKE THE BBC'S BOARD HAS STOOD FIRM IN THE OF COWERING FEAR LIKE THE BBC'S BOARD HAS STOOD FIRM IN THE OF COWERING FEAR LIKE THE BBC'S BOARD HAS STOOD FIRM IN THE FACE OF TRUMP'S DRACONIAN BOARD HAS STOOD FIRM IN THE FACE OF TRUMP'S DRACONIAN BOARD HAS STOOD FIRM IN THE FACE OF TRUMP'S DRACONIAN RETALIATORY AND INSECURE DEMAND FACE OF TRUMP'S DRACONIAN RETALIATORY AND INSECURE DEMAND FACE OF TRUMP'S DRACONIAN

194RETALIATORY AND INSECURE DEMAND TO END RADICAL INDOCTRINATION RETALIATORY AND INSECURE DEMAND TO END RADICAL INDOCTRINATION RETALIATORY AND INSECURE DEMAND TO END RADICAL INDOCTRINATION SCHOOLS HE LIKE WITH SO MANY TO END RADICAL INDOCTRINATION SCHOOLS HE LIKE WITH SO MANY TO END RADICAL INDOCTRINATION SCHOOLS HE LIKE WITH SO MANY OTHER WORDS IS CONFUSED SCHOOLS HE LIKE WITH SO MANY OTHER WORDS IS CONFUSED SCHOOLS HE LIKE WITH SO MANY OTHER WORDS IS CONFUSED EDUCATION WITH INDOCTRINATION OTHER WORDS IS CONFUSED EDUCATION WITH INDOCTRINATION OTHER WORDS IS CONFUSED EDUCATION WITH INDOCTRINATION BECAUSE PROPER EDUCATION HAS EDUCATION WITH INDOCTRINATION BECAUSE PROPER EDUCATION HAS EDUCATION WITH INDOCTRINATION BECAUSE PROPER EDUCATION HAS LED MANY STUDENTS TO THE BECAUSE PROPER EDUCATION HAS LED MANY STUDENTS TO THE BECAUSE PROPER EDUCATION HAS LED MANY STUDENTS TO THE CONCLUSION THAT HE IS UNFIT TO LED MANY

195STUDENTS TO THE CONCLUSION THAT HE IS UNFIT TO LED MANY STUDENTS TO THE CONCLUSION THAT HE IS UNFIT TO BE PRESIDENT TRUMP IS REALIZE CONCLUSION THAT HE IS UNFIT TO BE PRESIDENT TRUMP IS REALIZE CONCLUSION THAT HE IS UNFIT TO BE PRESIDENT TRUMP IS REALIZE THAT SINCE MINORITY VOTERS ARE BE PRESIDENT TRUMP IS REALIZE THAT SINCE MINORITY VOTERS ARE BE PRESIDENT TRUMP IS REALIZE THAT SINCE MINORITY VOTERS ARE THOSE THAT LEAST SUPPORT HIM HE THAT SINCE MINORITY VOTERS ARE THOSE THAT LEAST SUPPORT HIM HE THAT SINCE MINORITY VOTERS ARE THOSE THAT LEAST SUPPORT HIM HE OUGHT TO DO EVERYTHING IN HIS THOSE THAT LEAST SUPPORT HIM HE OUGHT TO DO EVERYTHING IN HIS THOSE THAT LEAST SUPPORT HIM HE OUGHT TO DO EVERYTHING IN HIS POWER TO ENSURE THAT THEY ARE OUGHT TO DO EVERYTHING

196IN HIS POWER TO ENSURE THAT THEY ARE OUGHT TO DO EVERYTHING IN HIS POWER TO ENSURE THAT THEY ARE DISENFRANCHIZED AND POWER TO ENSURE THAT THEY ARE DISENFRANCHIZED AND POWER TO ENSURE THAT THEY ARE DISENFRANCHIZED AND UNDERREPRESENTED THE ONLY DISENFRANCHIZED AND UNDERREPRESENTED THE ONLY DISENFRANCHIZED AND UNDERREPRESENTED THE ONLY INDOCTRINATION GOING ON WOULD UNDERREPRESENTED THE ONLY INDOCTRINATION GOING ON WOULD UNDERREPRESENTED THE ONLY INDOCTRINATION GOING ON WOULD TELLING OUR STUDENTS AT THE INDOCTRINATION GOING ON WOULD TELLING OUR STUDENTS AT THE INDOCTRINATION GOING ON WOULD TELLING OUR STUDENTS AT THE WORLD IS ALREADY EQUAL AND IN TELLING OUR STUDENTS AT THE WORLD IS ALREADY EQUAL AND IN TELLING OUR STUDENTS AT THE WORLD IS ALREADY EQUAL AND IN THAT ACCOMMODATING EACH STUDENT WORLD IS ALREADY EQUAL AND IN THAT ACCOMMODATING EACH STUDENT WORLD IS ALREADY EQUAL AND IN

197THAT ACCOMMODATING EACH STUDENT EXACTLY THE SAME IS GOING TO THAT ACCOMMODATING EACH STUDENT EXACTLY THE SAME IS GOING TO THAT ACCOMMODATING EACH STUDENT EXACTLY THE SAME IS GOING TO THE BEST OUTCOMES SOME SORT EXACTLY THE SAME IS GOING TO THE BEST OUTCOMES SOME SORT EXACTLY THE SAME IS GOING TO THE BEST OUTCOMES SOME SORT OF HYPER EGALITARIAN RHETORIC THE BEST OUTCOMES SOME SORT OF HYPER EGALITARIAN RHETORIC THE BEST OUTCOMES SOME SORT OF HYPER EGALITARIAN RHETORIC THAT IN PRACTICE IN THE HISTORY OF HYPER EGALITARIAN RHETORIC THAT IN PRACTICE IN THE HISTORY OF HYPER EGALITARIAN RHETORIC THAT IN PRACTICE IN THE HISTORY OF THE UNITED STATES HAS NEVER THAT IN PRACTICE IN THE HISTORY OF THE UNITED STATES HAS NEVER THAT IN PRACTICE IN THE HISTORY OF THE UNITED STATES HAS NEVER BEEN APPLICABLE FOR THOSE THAT

198OF THE UNITED STATES HAS NEVER BEEN APPLICABLE FOR THOSE THAT OF THE UNITED STATES HAS NEVER BEEN APPLICABLE FOR THOSE THAT HAVE SPOKEN AGAINST DEA IN THE BEEN APPLICABLE FOR THOSE THAT HAVE SPOKEN AGAINST DEA IN THE BEEN APPLICABLE FOR THOSE THAT HAVE SPOKEN AGAINST DEA IN THE IDEA OF EQUITY BY CLAIMING HAVE SPOKEN AGAINST DEA IN THE IDEA OF EQUITY BY CLAIMING HAVE SPOKEN AGAINST DEA IN THE IDEA OF EQUITY BY CLAIMING SIMILARITIES TO MARXISM OR IDEA OF EQUITY BY CLAIMING SIMILARITIES TO MARXISM OR IDEA OF EQUITY BY CLAIMING SIMILARITIES TO MARXISM OR COMMUNISM OF WHICH THERE HAVE SIMILARITIES TO MARXISM OR COMMUNISM OF WHICH THERE HAVE SIMILARITIES TO MARXISM OR COMMUNISM OF WHICH THERE HAVE BEEN QUITE A FEW THESE COMMUNISM OF WHICH THERE HAVE BEEN QUITE A FEW THESE COMMUNISM OF WHICH

199THERE HAVE BEEN QUITE A FEW THESE IDEOLOGIES ARE FOCUSED ALMOST BEEN QUITE A FEW THESE IDEOLOGIES ARE FOCUSED ALMOST BEEN QUITE A FEW THESE IDEOLOGIES ARE FOCUSED ALMOST EXCLUSIVELY ON THE ECONOMIC IDEOLOGIES ARE FOCUSED ALMOST EXCLUSIVELY ON THE ECONOMIC IDEOLOGIES ARE FOCUSED ALMOST EXCLUSIVELY ON THE ECONOMIC SYSTEMS OF THE SOCIETY, NOT EXCLUSIVELY ON THE ECONOMIC SYSTEMS OF THE SOCIETY, NOT EXCLUSIVELY ON THE ECONOMIC SYSTEMS OF THE SOCIETY, NOT SOCIAL ISSUES AND CERTAINLY SYSTEMS OF THE SOCIETY, NOT SOCIAL ISSUES AND CERTAINLY SYSTEMS OF THE SOCIETY, NOT SOCIAL ISSUES AND CERTAINLY EDUCATION IN. SOCIAL ISSUES AND CERTAINLY EDUCATION IN. SOCIAL ISSUES AND CERTAINLY EDUCATION IN. IN FACT EQUITY IN EDUCATION EDUCATION IN. IN FACT EQUITY IN EDUCATION EDUCATION IN. IN FACT EQUITY IN EDUCATION ACTUALLY FOSTER SUCCESS IN IN FACT EQUITY IN EDUCATION ACTUALLY FOSTER SUCCESS IN

200IN FACT EQUITY IN EDUCATION ACTUALLY FOSTER SUCCESS IN CAPITAL SOCIETIES BY ACTUALLY FOSTER SUCCESS IN CAPITAL SOCIETIES BY ACTUALLY FOSTER SUCCESS IN CAPITAL SOCIETIES BY ACKNOWLEDGING THE NATURAL CAPITAL SOCIETIES BY ACKNOWLEDGING THE NATURAL CAPITAL SOCIETIES BY ACKNOWLEDGING THE NATURAL ECONOMIC INEQUALITIES IN OUR ACKNOWLEDGING THE NATURAL ECONOMIC INEQUALITIES IN OUR ACKNOWLEDGING THE NATURAL ECONOMIC INEQUALITIES IN OUR NATION AND NONETHELESS ECONOMIC INEQUALITIES IN OUR NATION AND NONETHELESS ECONOMIC INEQUALITIES IN OUR NATION AND NONETHELESS PROVIDING SUFFICIENT NATION AND NONETHELESS PROVIDING SUFFICIENT NATION AND NONETHELESS PROVIDING SUFFICIENT OPPORTUNITIES FOR ALL STUDENTS PROVIDING SUFFICIENT OPPORTUNITIES FOR ALL STUDENTS PROVIDING SUFFICIENT OPPORTUNITIES FOR ALL STUDENTS TO SUCCEED NOT NEGLECTING THOSE OPPORTUNITIES FOR ALL STUDENTS TO SUCCEED NOT NEGLECTING THOSE OPPORTUNITIES FOR ALL STUDENTS TO SUCCEED NOT NEGLECTING THOSE THAT ARE HISTORICALLY LESS TO SUCCEED NOT NEGLECTING THOSE THAT ARE HISTORICALLY LESS

201TO SUCCEED NOT NEGLECTING THOSE THAT ARE HISTORICALLY LESS ADVANTAGED AND PROCLAIMING THAT THAT ARE HISTORICALLY LESS ADVANTAGED AND PROCLAIMING THAT THAT ARE HISTORICALLY LESS ADVANTAGED AND PROCLAIMING THAT THEY CAN PULL THEMSELVES UP BY ADVANTAGED AND PROCLAIMING THAT THEY CAN PULL THEMSELVES UP BY ADVANTAGED AND PROCLAIMING THAT THEY CAN PULL THEMSELVES UP BY THEIR BOOTSTRAPS THE LACK THEY CAN PULL THEMSELVES UP BY THEIR BOOTSTRAPS THE LACK THEY CAN PULL THEMSELVES UP BY THEIR BOOTSTRAPS THE LACK OF ACKNOWLEDGMENT BY PEOPLE IN THEIR BOOTSTRAPS THE LACK OF ACKNOWLEDGMENT BY PEOPLE IN THEIR BOOTSTRAPS THE LACK OF ACKNOWLEDGMENT BY PEOPLE IN POSITIONS OF PRIVILEGE IS WHAT OF ACKNOWLEDGMENT BY PEOPLE IN POSITIONS OF PRIVILEGE IS WHAT OF ACKNOWLEDGMENT BY PEOPLE IN POSITIONS OF PRIVILEGE IS WHAT CONTINUALLY PERPETUATES THOSE POSITIONS OF PRIVILEGE IS WHAT CONTINUALLY PERPETUATES THOSE POSITIONS OF

202PRIVILEGE IS WHAT CONTINUALLY PERPETUATES THOSE DISPARITIES IN THE FIRST PLACE. CONTINUALLY PERPETUATES THOSE DISPARITIES IN THE FIRST PLACE. CONTINUALLY PERPETUATES THOSE DISPARITIES IN THE FIRST PLACE. CONSERVATIVES ARE ENAMORED THAT DISPARITIES IN THE FIRST PLACE. CONSERVATIVES ARE ENAMORED THAT DISPARITIES IN THE FIRST PLACE. CONSERVATIVES ARE ENAMORED THAT BOOTSTRAP PHRASE BY TAKING AWAY CONSERVATIVES ARE ENAMORED THAT BOOTSTRAP PHRASE BY TAKING AWAY CONSERVATIVES ARE ENAMORED THAT BOOTSTRAP PHRASE BY TAKING AWAY PROGRAMS THAT CAN EMPOWER BOOTSTRAP PHRASE BY TAKING AWAY PROGRAMS THAT CAN EMPOWER BOOTSTRAP PHRASE BY TAKING AWAY PROGRAMS THAT CAN EMPOWER MINORITY STUDENTS WHO ARE PROGRAMS THAT CAN EMPOWER MINORITY STUDENTS WHO ARE PROGRAMS THAT CAN EMPOWER MINORITY STUDENTS WHO ARE CONSTANTLY FACING SYSTEMIC MINORITY STUDENTS WHO ARE CONSTANTLY FACING SYSTEMIC MINORITY STUDENTS WHO ARE CONSTANTLY FACING SYSTEMIC OPPRESSION IT IS NAIVE TO CONSTANTLY FACING SYSTEMIC OPPRESSION

203IT IS NAIVE TO CONSTANTLY FACING SYSTEMIC OPPRESSION IT IS NAIVE TO BELIEVE THAT IT IS AS EASY TO OPPRESSION IT IS NAIVE TO BELIEVE THAT IT IS AS EASY TO OPPRESSION IT IS NAIVE TO BELIEVE THAT IT IS AS EASY TO BECOME METRICALLY SUCCESSFUL BELIEVE THAT IT IS AS EASY TO BECOME METRICALLY SUCCESSFUL BELIEVE THAT IT IS AS EASY TO BECOME METRICALLY SUCCESSFUL FROM AN IMPOVERISHED BECOME METRICALLY SUCCESSFUL FROM AN IMPOVERISHED BECOME METRICALLY SUCCESSFUL FROM AN IMPOVERISHED PERSPECTIVE IN TWENTY TWENTY FROM AN IMPOVERISHED PERSPECTIVE IN TWENTY TWENTY FROM AN IMPOVERISHED PERSPECTIVE IN TWENTY TWENTY FIVE AMERICA AS IT IS FOR THOSE PERSPECTIVE IN TWENTY TWENTY FIVE AMERICA AS IT IS FOR THOSE PERSPECTIVE IN TWENTY TWENTY FIVE AMERICA AS IT IS FOR THOSE IN PLACES PRIVILEGE AND THAT FIVE AMERICA AS IT IS FOR THOSE

204IN PLACES PRIVILEGE AND THAT FIVE AMERICA AS IT IS FOR THOSE IN PLACES PRIVILEGE AND THAT LADIES AND GENTLEMEN IS WHY IN PLACES PRIVILEGE AND THAT LADIES AND GENTLEMEN IS WHY IN PLACES PRIVILEGE AND THAT LADIES AND GENTLEMEN IS WHY GENTLEMEN IS WHY WHAT HAS LADIES AND GENTLEMEN IS WHY GENTLEMEN IS WHY WHAT HAS LADIES AND GENTLEMEN IS WHY GENTLEMEN IS WHY WHAT HAS TRANSPIRED AMONG THE SCHOOL GENTLEMEN IS WHY WHAT HAS TRANSPIRED AMONG THE SCHOOL GENTLEMEN IS WHY WHAT HAS TRANSPIRED AMONG THE SCHOOL WARD OVER THE LAST SEVEN WEEKS TRANSPIRED AMONG THE SCHOOL WARD OVER THE LAST SEVEN WEEKS TRANSPIRED AMONG THE SCHOOL WARD OVER THE LAST SEVEN WEEKS IS SO TRAGIC. WARD OVER THE LAST SEVEN WEEKS IS SO TRAGIC. WARD OVER THE LAST SEVEN WEEKS IS SO TRAGIC. VIRGINIA BEACH HAD NOT

205ONLY HAD IS SO TRAGIC. VIRGINIA BEACH HAD NOT ONLY HAD IS SO TRAGIC. VIRGINIA BEACH HAD NOT ONLY HAD ONE OF THE TOP RATED DTI VIRGINIA BEACH HAD NOT ONLY HAD ONE OF THE TOP RATED DTI VIRGINIA BEACH HAD NOT ONLY HAD ONE OF THE TOP RATED DTI PROGRAMS OF ANY DISTRICT IN THE ONE OF THE TOP RATED DTI PROGRAMS OF ANY DISTRICT IN THE ONE OF THE TOP RATED DTI PROGRAMS OF ANY DISTRICT IN THE U.S. BUT IT'S ONE OF THE PROGRAMS OF ANY DISTRICT IN THE U.S. BUT IT'S ONE OF THE PROGRAMS OF ANY DISTRICT IN THE U.S. BUT IT'S ONE OF THE LARGEST DISTRICTS TO FALTER U.S. BUT IT'S ONE OF THE LARGEST DISTRICTS TO FALTER U.S. BUT IT'S ONE OF THE LARGEST DISTRICTS TO FALTER UNDER THE PRESSURE OF THE LARGEST

206DISTRICTS TO FALTER UNDER THE PRESSURE OF THE LARGEST DISTRICTS TO FALTER UNDER THE PRESSURE OF THE EXECUTIVE BRANCH SETTING A UNDER THE PRESSURE OF THE EXECUTIVE BRANCH SETTING A UNDER THE PRESSURE OF THE EXECUTIVE BRANCH SETTING A TERRIFYING EXAMPLE FOR THE REST EXECUTIVE BRANCH SETTING A TERRIFYING EXAMPLE FOR THE REST EXECUTIVE BRANCH SETTING A TERRIFYING EXAMPLE FOR THE REST OF THE COUNTRY. TERRIFYING EXAMPLE FOR THE REST OF THE COUNTRY. TERRIFYING EXAMPLE FOR THE REST OF THE COUNTRY. WE KNOW THAT THE LETTERS I HAVE OF THE COUNTRY. WE KNOW THAT THE LETTERS I HAVE OF THE COUNTRY. WE KNOW THAT THE LETTERS I HAVE BEEN MANY OF YOU SO MUCH BUT I WE KNOW THAT THE LETTERS I HAVE BEEN MANY OF YOU SO MUCH BUT I WE KNOW THAT THE LETTERS I HAVE BEEN MANY

207OF YOU SO MUCH BUT I IMPLORE TO CONSIDER WHAT YOU BEEN MANY OF YOU SO MUCH BUT I IMPLORE TO CONSIDER WHAT YOU BEEN MANY OF YOU SO MUCH BUT I IMPLORE TO CONSIDER WHAT YOU STRIPPING AWAY FROM STAFF AND IMPLORE TO CONSIDER WHAT YOU STRIPPING AWAY FROM STAFF AND IMPLORE TO CONSIDER WHAT YOU STRIPPING AWAY FROM STAFF AND STUDENTS TONIGHT AS YOU STRIPPING AWAY FROM STAFF AND STUDENTS TONIGHT AS YOU STRIPPING AWAY FROM STAFF AND STUDENTS TONIGHT AS YOU CONSIDER WHAT PROGRAMS AND STUDENTS TONIGHT AS YOU CONSIDER WHAT PROGRAMS AND STUDENTS TONIGHT AS YOU CONSIDER WHAT PROGRAMS AND PROTECTIONS YOU ELIMINATE IN CONSIDER WHAT PROGRAMS AND PROTECTIONS YOU ELIMINATE IN CONSIDER WHAT PROGRAMS AND PROTECTIONS YOU ELIMINATE IN THE FIVE FOUR POLICY TONIGHT A PROTECTIONS YOU ELIMINATE IN THE FIVE FOUR POLICY TONIGHT A

208PROTECTIONS YOU ELIMINATE IN THE FIVE FOUR POLICY TONIGHT A WORLD IN WHICH WE SEIZE TO THE FIVE FOUR POLICY TONIGHT A WORLD IN WHICH WE SEIZE TO THE FIVE FOUR POLICY TONIGHT A WORLD IN WHICH WE SEIZE TO ACKNOWLEDGE OUR DIVERSITY IS A WORLD IN WHICH WE SEIZE TO ACKNOWLEDGE OUR DIVERSITY IS A WORLD IN WHICH WE SEIZE TO ACKNOWLEDGE OUR DIVERSITY IS A DYSTOPIAN >> THAT IS TIME FOR ACKNOWLEDGE OUR DIVERSITY IS A DYSTOPIAN >> THAT IS TIME FOR ACKNOWLEDGE OUR DIVERSITY IS A DYSTOPIAN >> THAT IS TIME FOR SPEAKERS OR KUMAIL ALAN DYSTOPIAN >> THAT IS TIME FOR SPEAKERS OR KUMAIL ALAN DYSTOPIAN >> THAT IS TIME FOR SPEAKERS OR KUMAIL ALAN WAKEFIELD AND NATALIE BRAI. SPEAKERS OR KUMAIL ALAN WAKEFIELD AND NATALIE BRAI. SPEAKERS OR KUMAIL ALAN WAKEFIELD AND NATALIE BRAI. GOOD

209EVENING I'M ADDRESSING WAKEFIELD AND NATALIE BRAI. GOOD EVENING I'M ADDRESSING WAKEFIELD AND NATALIE BRAI. GOOD EVENING I'M ADDRESSING PLEASURE HOUSE POINT TONIGHT AS GOOD EVENING I'M ADDRESSING PLEASURE HOUSE POINT TONIGHT AS GOOD EVENING I'M ADDRESSING PLEASURE HOUSE POINT TONIGHT AS IT RELATES TO VEHBI STUDENTS PLEASURE HOUSE POINT TONIGHT AS IT RELATES TO VEHBI STUDENTS PLEASURE HOUSE POINT TONIGHT AS IT RELATES TO VEHBI STUDENTS INCLUDING MINE. IT RELATES TO VEHBI STUDENTS INCLUDING MINE. IT RELATES TO VEHBI STUDENTS INCLUDING MINE. THIS IS NOT A CRITICISM INCLUDING MINE. THIS IS NOT A CRITICISM INCLUDING MINE. THIS IS NOT A CRITICISM OF SCHOOL BOARD. THIS IS NOT A CRITICISM OF SCHOOL BOARD. THIS IS NOT A CRITICISM OF SCHOOL BOARD. OUR DR. ROBERTSON DESPITE OF SCHOOL BOARD. OUR DR. ROBERTSON DESPITE OF SCHOOL BOARD. OUR DR. ROBERTSON DESPITE STRONG

210OPPOSITION OVER 5000 OUR DR. ROBERTSON DESPITE STRONG OPPOSITION OVER 5000 OUR DR. ROBERTSON DESPITE STRONG OPPOSITION OVER 5000 TREES AND CLOSE TO 12 ACRES STRONG OPPOSITION OVER 5000 TREES AND CLOSE TO 12 ACRES STRONG OPPOSITION OVER 5000 TREES AND CLOSE TO 12 ACRES OF OUR LANDED A BELOVED NATURE TREES AND CLOSE TO 12 ACRES OF OUR LANDED A BELOVED NATURE TREES AND CLOSE TO 12 ACRES OF OUR LANDED A BELOVED NATURE PRESERVE WAS DESTROYED 12 OF OUR LANDED A BELOVED NATURE PRESERVE WAS DESTROYED 12 OF OUR LANDED A BELOVED NATURE PRESERVE WAS DESTROYED 12 MILLION DOLLAR COST TO PRESERVE WAS DESTROYED 12 MILLION DOLLAR COST TO PRESERVE WAS DESTROYED 12 MILLION DOLLAR COST TO TAXPAYERS THE PROJECT WAS FAST MILLION DOLLAR COST TO TAXPAYERS THE PROJECT WAS FAST MILLION DOLLAR COST TO TAXPAYERS THE PROJECT

211WAS FAST TRACKED WITH A BACK MEETING TAXPAYERS THE PROJECT WAS FAST TRACKED WITH A BACK MEETING TAXPAYERS THE PROJECT WAS FAST TRACKED WITH A BACK MEETING NEAR CHRISTMAS WHERE MANY TRACKED WITH A BACK MEETING NEAR CHRISTMAS WHERE MANY TRACKED WITH A BACK MEETING NEAR CHRISTMAS WHERE MANY THOUGHTFUL ENVIRONMENTAL NEAR CHRISTMAS WHERE MANY THOUGHTFUL ENVIRONMENTAL NEAR CHRISTMAS WHERE MANY THOUGHTFUL ENVIRONMENTAL STUDIES STUDENTS RAISED THOUGHTFUL ENVIRONMENTAL STUDIES STUDENTS RAISED THOUGHTFUL ENVIRONMENTAL STUDIES STUDENTS RAISED CONCERNS OTHER STUDENTS STUDIES STUDENTS RAISED CONCERNS OTHER STUDENTS STUDIES STUDENTS RAISED CONCERNS OTHER STUDENTS APPEARED IN A SHORT FILM A CONCERNS OTHER STUDENTS APPEARED IN A SHORT FILM A CONCERNS OTHER STUDENTS APPEARED IN A SHORT FILM A SCHOOL EMPLOYEE EMAIL THAT THE APPEARED IN A SHORT FILM A SCHOOL EMPLOYEE EMAIL THAT THE APPEARED IN A SHORT FILM A SCHOOL EMPLOYEE EMAIL

212THAT THE PROJECT WAS QUOTE FORCIBLY SCHOOL EMPLOYEE EMAIL THAT THE PROJECT WAS QUOTE FORCIBLY SCHOOL EMPLOYEE EMAIL THAT THE PROJECT WAS QUOTE FORCIBLY PUSHED THROUGH MANY OF US PROJECT WAS QUOTE FORCIBLY PUSHED THROUGH MANY OF US PROJECT WAS QUOTE FORCIBLY PUSHED THROUGH MANY OF US COMMUNITY LEADERS FEEL STUDENTS PUSHED THROUGH MANY OF US COMMUNITY LEADERS FEEL STUDENTS PUSHED THROUGH MANY OF US COMMUNITY LEADERS FEEL STUDENTS WERE MANIPULATED CHILDREN COMMUNITY LEADERS FEEL STUDENTS WERE MANIPULATED CHILDREN COMMUNITY LEADERS FEEL STUDENTS WERE MANIPULATED CHILDREN SHOULD NEVER BE USED AND WERE MANIPULATED CHILDREN SHOULD NEVER BE USED AND WERE MANIPULATED CHILDREN SHOULD NEVER BE USED AND CAREFULLY CRAFTED PR OR DAMAGE SHOULD NEVER BE USED AND CAREFULLY CRAFTED PR OR DAMAGE SHOULD NEVER BE USED AND CAREFULLY CRAFTED PR OR DAMAGE CONTROL >> MY >> DISTRICT NINE CAREFULLY CRAFTED

213PR OR DAMAGE CONTROL >> MY >> DISTRICT NINE CAREFULLY CRAFTED PR OR DAMAGE CONTROL >> MY >> DISTRICT NINE CITY COUNCILMEN PUT FORTH THE CONTROL >> MY >> DISTRICT NINE CITY COUNCILMEN PUT FORTH THE CONTROL >> MY >> DISTRICT NINE CITY COUNCILMEN PUT FORTH THE EXPENSIVE ZIP TRANSFER CITY COUNCILMEN PUT FORTH THE EXPENSIVE ZIP TRANSFER CITY COUNCILMEN PUT FORTH THE EXPENSIVE ZIP TRANSFER ORDINANCE IN FACEBOOK HE SHARED EXPENSIVE ZIP TRANSFER ORDINANCE IN FACEBOOK HE SHARED EXPENSIVE ZIP TRANSFER ORDINANCE IN FACEBOOK HE SHARED WHAT HE CALLED A SHOUT OUT TO ORDINANCE IN FACEBOOK HE SHARED WHAT HE CALLED A SHOUT OUT TO ORDINANCE IN FACEBOOK HE SHARED WHAT HE CALLED A SHOUT OUT TO THESE STUDENTS RESTORING WHAT HE CALLED A SHOUT OUT TO THESE STUDENTS RESTORING WHAT HE CALLED A SHOUT OUT TO THESE STUDENTS

214RESTORING WETLAND HABITAT AND THE OPINION THESE STUDENTS RESTORING WETLAND HABITAT AND THE OPINION THESE STUDENTS RESTORING WETLAND HABITAT AND THE OPINION OF MANY TRYING TO ORCHESTRATE A WETLAND HABITAT AND THE OPINION OF MANY TRYING TO ORCHESTRATE A WETLAND HABITAT AND THE OPINION OF MANY TRYING TO ORCHESTRATE A FEEL GOOD STORY. OF MANY TRYING TO ORCHESTRATE A FEEL GOOD STORY. OF MANY TRYING TO ORCHESTRATE A FEEL GOOD STORY. HOWEVER, ACCORDING TO EXPERTS FEEL GOOD STORY. HOWEVER, ACCORDING TO EXPERTS FEEL GOOD STORY. HOWEVER, ACCORDING TO EXPERTS INCLUDING LIFELONG RESIDENT DR. HOWEVER, ACCORDING TO EXPERTS INCLUDING LIFELONG RESIDENT DR. HOWEVER, ACCORDING TO EXPERTS INCLUDING LIFELONG RESIDENT DR. JOHN MCGUIRE PH.D. IN WILDLIFE INCLUDING LIFELONG RESIDENT DR. JOHN MCGUIRE PH.D. IN WILDLIFE INCLUDING LIFELONG RESIDENT DR. JOHN MCGUIRE PH.D. IN WILDLIFE CONSERVATION THIS IS WHAT HE JOHN MCGUIRE PH.D.

215IN WILDLIFE CONSERVATION THIS IS WHAT HE JOHN MCGUIRE PH.D. IN WILDLIFE CONSERVATION THIS IS WHAT HE CALLED A WETLANDS SCHEME ONE CONSERVATION THIS IS WHAT HE CALLED A WETLANDS SCHEME ONE CONSERVATION THIS IS WHAT HE CALLED A WETLANDS SCHEME ONE OF THE MANY NEGATIVE IMPACTS AS CALLED A WETLANDS SCHEME ONE OF THE MANY NEGATIVE IMPACTS AS CALLED A WETLANDS SCHEME ONE OF THE MANY NEGATIVE IMPACTS AS DIAMONDBACK TERRAPINS HAVE LOST OF THE MANY NEGATIVE IMPACTS AS DIAMONDBACK TERRAPINS HAVE LOST OF THE MANY NEGATIVE IMPACTS AS DIAMONDBACK TERRAPINS HAVE LOST THEIR HABITAT THEIR LAST DIAMONDBACK TERRAPINS HAVE LOST THEIR HABITAT THEIR LAST DIAMONDBACK TERRAPINS HAVE LOST THEIR HABITAT THEIR LAST HABITAT ON THE LYNNHAVEN RIVER THEIR HABITAT THEIR LAST HABITAT ON THE LYNNHAVEN RIVER THEIR HABITAT THEIR LAST HABITAT ON THE LYNNHAVEN RIVER >> HAS FULL

216REMARKS CAN BE HABITAT ON THE LYNNHAVEN RIVER >> HAS FULL REMARKS CAN BE HABITAT ON THE LYNNHAVEN RIVER >> HAS FULL REMARKS CAN BE FOUND ON THE PODCAST PATCH BY >> HAS FULL REMARKS CAN BE FOUND ON THE PODCAST PATCH BY >> HAS FULL REMARKS CAN BE FOUND ON THE PODCAST PATCH BY PATCH DR. MCGUIRE MAGUIRE ALSO FOUND ON THE PODCAST PATCH BY PATCH DR. MCGUIRE MAGUIRE ALSO FOUND ON THE PODCAST PATCH BY PATCH DR. MCGUIRE MAGUIRE ALSO QUESTIONS PROFIT MOTIVE THE TWO PATCH DR. MCGUIRE MAGUIRE ALSO QUESTIONS PROFIT MOTIVE THE TWO PATCH DR. MCGUIRE MAGUIRE ALSO QUESTIONS PROFIT MOTIVE THE TWO COUNCILMAN PART OF THE WORKING QUESTIONS PROFIT MOTIVE THE TWO COUNCILMAN PART OF THE WORKING QUESTIONS PROFIT MOTIVE THE TWO COUNCILMAN PART OF THE WORKING GROUP TOOK CAMPAIGN COUNCILMAN PART OF THE WORKING

217GROUP TOOK CAMPAIGN COUNCILMAN PART OF THE WORKING GROUP TOOK CAMPAIGN CONTRIBUTIONS FROM A DEVELOPER GROUP TOOK CAMPAIGN CONTRIBUTIONS FROM A DEVELOPER GROUP TOOK CAMPAIGN CONTRIBUTIONS FROM A DEVELOPER WHO OWNS THE NEARBY PARCEL CONTRIBUTIONS FROM A DEVELOPER WHO OWNS THE NEARBY PARCEL CONTRIBUTIONS FROM A DEVELOPER WHO OWNS THE NEARBY PARCEL REALTORS TELL US THE LAND WHO OWNS THE NEARBY PARCEL REALTORS TELL US THE LAND WHO OWNS THE NEARBY PARCEL REALTORS TELL US THE LAND BEHIND THE CLEAR CUT WILL BE REALTORS TELL US THE LAND BEHIND THE CLEAR CUT WILL BE REALTORS TELL US THE LAND BEHIND THE CLEAR CUT WILL BE DEVELOPED INTO MILLION LOTS BEHIND THE CLEAR CUT WILL BE DEVELOPED INTO MILLION LOTS BEHIND THE CLEAR CUT WILL BE DEVELOPED INTO MILLION LOTS WITH EXPANSIVE USED FROM THE DEVELOPED INTO MILLION LOTS WITH EXPANSIVE

218USED FROM THE DEVELOPED INTO MILLION LOTS WITH EXPANSIVE USED FROM THE REMOVE FOREST THERE ARE ALSO WITH EXPANSIVE USED FROM THE REMOVE FOREST THERE ARE ALSO WITH EXPANSIVE USED FROM THE REMOVE FOREST THERE ARE ALSO MEETINGS THE PUBLIC DID NOT REMOVE FOREST THERE ARE ALSO MEETINGS THE PUBLIC DID NOT REMOVE FOREST THERE ARE ALSO MEETINGS THE PUBLIC DID NOT KNOW ABOUT THE CITY PRODUCED MEETINGS THE PUBLIC DID NOT KNOW ABOUT THE CITY PRODUCED MEETINGS THE PUBLIC DID NOT KNOW ABOUT THE CITY PRODUCED DEBUNKING THE DEBUNKING ARTICLE KNOW ABOUT THE CITY PRODUCED DEBUNKING THE DEBUNKING ARTICLE KNOW ABOUT THE CITY PRODUCED DEBUNKING THE DEBUNKING ARTICLE THAT UNDERMINED THE VOLUNTEER DEBUNKING THE DEBUNKING ARTICLE THAT UNDERMINED THE VOLUNTEER DEBUNKING THE DEBUNKING ARTICLE THAT UNDERMINED THE VOLUNTEER WORK OF THE ENVIRONMENTAL THAT UNDERMINED THE VOLUNTEER WORK OF THE

219ENVIRONMENTAL THAT UNDERMINED THE VOLUNTEER WORK OF THE ENVIRONMENTAL STUDIES STUDENTS I WAS TOLD THE WORK OF THE ENVIRONMENTAL STUDIES STUDENTS I WAS TOLD THE WORK OF THE ENVIRONMENTAL STUDIES STUDENTS I WAS TOLD THE TWO STUDENTS WENT OUT AND DID STUDIES STUDENTS I WAS TOLD THE TWO STUDENTS WENT OUT AND DID STUDIES STUDENTS I WAS TOLD THE TWO STUDENTS WENT OUT AND DID ACCOUNT THE SECOND TIME USING TWO STUDENTS WENT OUT AND DID ACCOUNT THE SECOND TIME USING TWO STUDENTS WENT OUT AND DID ACCOUNT THE SECOND TIME USING HIGH TECH EQUIPMENT. ACCOUNT THE SECOND TIME USING HIGH TECH EQUIPMENT. ACCOUNT THE SECOND TIME USING HIGH TECH EQUIPMENT. THEIR WORK VALIDATED THEN THE HIGH TECH EQUIPMENT. THEIR WORK VALIDATED THEN THE HIGH TECH EQUIPMENT. THEIR WORK VALIDATED THEN THE THEN THE CITY BULLDOZED OUR THEIR WORK VALIDATED

220THEN THE THEN THE CITY BULLDOZED OUR THEIR WORK VALIDATED THEN THE THEN THE CITY BULLDOZED OUR PUBLIC LAND CRUEL ALICIA A THEN THE CITY BULLDOZED OUR PUBLIC LAND CRUEL ALICIA A THEN THE CITY BULLDOZED OUR PUBLIC LAND CRUEL ALICIA A NURSE WROTE I WORK AT A PUBLIC LAND CRUEL ALICIA A NURSE WROTE I WORK AT A PUBLIC LAND CRUEL ALICIA A NURSE WROTE I WORK AT A HOSPITAL I SEE A LOT NURSE WROTE I WORK AT A HOSPITAL I SEE A LOT NURSE WROTE I WORK AT A HOSPITAL I SEE A LOT OF SUFFERING AND SADNESS ON MY HOSPITAL I SEE A LOT OF SUFFERING AND SADNESS ON MY HOSPITAL I SEE A LOT OF SUFFERING AND SADNESS ON MY DAYS OFF PLEASURE POINT IS MY OF SUFFERING AND SADNESS ON MY DAYS OFF PLEASURE

221POINT IS MY OF SUFFERING AND SADNESS ON MY DAYS OFF PLEASURE POINT IS MY PLACE TO GROUND MYSELF AND FIND DAYS OFF PLEASURE POINT IS MY PLACE TO GROUND MYSELF AND FIND DAYS OFF PLEASURE POINT IS MY PLACE TO GROUND MYSELF AND FIND PEACE I SPEND ALMOST EVERY DAY PLACE TO GROUND MYSELF AND FIND PEACE I SPEND ALMOST EVERY DAY PLACE TO GROUND MYSELF AND FIND PEACE I SPEND ALMOST EVERY DAY THEY ARE JUST BROUGHT ME PEACE I SPEND ALMOST EVERY DAY THEY ARE JUST BROUGHT ME PEACE I SPEND ALMOST EVERY DAY THEY ARE JUST BROUGHT ME BROUGHT ME SO MUCH COMFORT THEY ARE JUST BROUGHT ME BROUGHT ME SO MUCH COMFORT THEY ARE JUST BROUGHT ME BROUGHT ME SO MUCH COMFORT DURING DIFFICULT TIMES NOW WHEN BROUGHT ME SO MUCH COMFORT DURING DIFFICULT TIMES

222NOW WHEN BROUGHT ME SO MUCH COMFORT DURING DIFFICULT TIMES NOW WHEN I WALK OUTSIDE ALL I HEAR IS DURING DIFFICULT TIMES NOW WHEN I WALK OUTSIDE ALL I HEAR IS DURING DIFFICULT TIMES NOW WHEN I WALK OUTSIDE ALL I HEAR IS SOUNDS OF TREES BEING TRACKED I WALK OUTSIDE ALL I HEAR IS SOUNDS OF TREES BEING TRACKED I WALK OUTSIDE ALL I HEAR IS SOUNDS OF TREES BEING TRACKED DOWN THERE'S A PIT A PIT IN MY SOUNDS OF TREES BEING TRACKED DOWN THERE'S A PIT A PIT IN MY SOUNDS OF TREES BEING TRACKED DOWN THERE'S A PIT A PIT IN MY STOMACH I CAN'T SEEM TO SHAKE DOWN THERE'S A PIT A PIT IN MY STOMACH I CAN'T SEEM TO SHAKE DOWN THERE'S A PIT A PIT IN MY STOMACH I CAN'T SEEM TO SHAKE

223SAD NOT ONLY NOT ONLY FOR STOMACH I CAN'T SEEM TO SHAKE SAD NOT ONLY NOT ONLY FOR STOMACH I CAN'T SEEM TO SHAKE SAD NOT ONLY NOT ONLY FOR MYSELF BUT FOR EVERYONE. SAD NOT ONLY NOT ONLY FOR MYSELF BUT FOR EVERYONE. SAD NOT ONLY NOT ONLY FOR MYSELF BUT FOR EVERYONE. EVERYTHING AFFECTED ANOTHER MYSELF BUT FOR EVERYONE. EVERYTHING AFFECTED ANOTHER MYSELF BUT FOR EVERYONE. EVERYTHING AFFECTED ANOTHER MARLE SAID MY SOUL IS CRUMBLING EVERYTHING AFFECTED ANOTHER MARLE SAID MY SOUL IS CRUMBLING EVERYTHING AFFECTED ANOTHER MARLE SAID MY SOUL IS CRUMBLING MY FAMILY IS FROM THE ROUNTREE MARLE SAID MY SOUL IS CRUMBLING MY FAMILY IS FROM THE ROUNTREE MARLE SAID MY SOUL IS CRUMBLING MY FAMILY IS FROM THE ROUNTREE RESERVATION IN CALIFORNIA AND MY FAMILY IS FROM THE ROUNTREE RESERVATION IN CALIFORNIA AND MY

224FAMILY IS FROM THE ROUNTREE RESERVATION IN CALIFORNIA AND MY WHOLE LIFE I WAS TAUGHT THAT RESERVATION IN CALIFORNIA AND MY WHOLE LIFE I WAS TAUGHT THAT RESERVATION IN CALIFORNIA AND MY WHOLE LIFE I WAS TAUGHT THAT HUMANS ARE STEWARDS OF THE MY WHOLE LIFE I WAS TAUGHT THAT HUMANS ARE STEWARDS OF THE MY WHOLE LIFE I WAS TAUGHT THAT HUMANS ARE STEWARDS OF THE EARTH ALL ITS INHABITANTS. HUMANS ARE STEWARDS OF THE EARTH ALL ITS INHABITANTS. HUMANS ARE STEWARDS OF THE EARTH ALL ITS INHABITANTS. I AGREE COMMUNITY WILL NOT EARTH ALL ITS INHABITANTS. I AGREE COMMUNITY WILL NOT EARTH ALL ITS INHABITANTS. I AGREE COMMUNITY WILL NOT FORGET I LOVE SKIING AND HIKING I AGREE COMMUNITY WILL NOT FORGET I LOVE SKIING AND HIKING I AGREE COMMUNITY WILL NOT FORGET I LOVE SKIING AND HIKING

225AND THIS WAS A LITTLE SLICE FORGET I LOVE SKIING AND HIKING AND THIS WAS A LITTLE SLICE FORGET I LOVE SKIING AND HIKING AND THIS WAS A LITTLE SLICE OF HEAVEN FOR ME. AND THIS WAS A LITTLE SLICE OF HEAVEN FOR ME. AND THIS WAS A LITTLE SLICE OF HEAVEN FOR ME. THERE'S A RECALL PETITION OF HEAVEN FOR ME. THERE'S A RECALL PETITION OF HEAVEN FOR ME. THERE'S A RECALL PETITION LAWSUITS PLEASE SAVE PLEASURE THERE'S A RECALL PETITION LAWSUITS PLEASE SAVE PLEASURE THERE'S A RECALL PETITION LAWSUITS PLEASE SAVE PLEASURE HOUSE SAVE PLEASURE HOUSE POINT LAWSUITS PLEASE SAVE PLEASURE HOUSE SAVE PLEASURE HOUSE POINT LAWSUITS PLEASE SAVE PLEASURE HOUSE SAVE PLEASURE HOUSE POINT TO REACH US. HOUSE SAVE PLEASURE HOUSE POINT TO REACH US. HOUSE SAVE PLEASURE HOUSE POINT TO REACH US. THANK YOU NEXT SPEAKER

226NEXT TO REACH US. THANK YOU NEXT SPEAKER NEXT TO REACH US. THANK YOU NEXT SPEAKER NEXT SPEAKER IS ALAN WAKEFIELD THANK YOU NEXT SPEAKER NEXT SPEAKER IS ALAN WAKEFIELD THANK YOU NEXT SPEAKER NEXT SPEAKER IS ALAN WAKEFIELD NATALIE BRAY AND BALLERINA SPEAKER IS ALAN WAKEFIELD NATALIE BRAY AND BALLERINA SPEAKER IS ALAN WAKEFIELD NATALIE BRAY AND BALLERINA DAVIS. NATALIE BRAY AND BALLERINA DAVIS. NATALIE BRAY AND BALLERINA DAVIS. GOOD EVENING THIS IS A PIECE DAVIS. GOOD EVENING THIS IS A PIECE DAVIS. GOOD EVENING THIS IS A PIECE OF GRANITE WE TALK ABOUT GOOD EVENING THIS IS A PIECE OF GRANITE WE TALK ABOUT GOOD EVENING THIS IS A PIECE OF GRANITE WE TALK ABOUT TONIGHT DR. ROBERTSON OF GRANITE WE TALK ABOUT TONIGHT DR. ROBERTSON OF GRANITE WE TALK ABOUT TONIGHT DR. ROBERTSON SUPERINTENDENT SCHOOL BOARD TONIGHT

227DR. ROBERTSON SUPERINTENDENT SCHOOL BOARD TONIGHT DR. ROBERTSON SUPERINTENDENT SCHOOL BOARD CHAIRMAN BROWN AND SCHOOL BOARD SUPERINTENDENT SCHOOL BOARD CHAIRMAN BROWN AND SCHOOL BOARD SUPERINTENDENT SCHOOL BOARD CHAIRMAN BROWN AND SCHOOL BOARD MEMBERS ARE YOU READY FOR AN CHAIRMAN BROWN AND SCHOOL BOARD MEMBERS ARE YOU READY FOR AN CHAIRMAN BROWN AND SCHOOL BOARD MEMBERS ARE YOU READY FOR AN IGNEOUS ROCK TONIGHT DEEP IN MEMBERS ARE YOU READY FOR AN IGNEOUS ROCK TONIGHT DEEP IN MEMBERS ARE YOU READY FOR AN IGNEOUS ROCK TONIGHT DEEP IN THE AIR THE TEMPERATURE CAN BE IGNEOUS ROCK TONIGHT DEEP IN THE AIR THE TEMPERATURE CAN BE IGNEOUS ROCK TONIGHT DEEP IN THE AIR THE TEMPERATURE CAN BE OVER 2000 DEGREES FAHRENHEIT THE AIR THE TEMPERATURE CAN BE OVER 2000 DEGREES FAHRENHEIT THE AIR THE TEMPERATURE CAN BE OVER 2000 DEGREES FAHRENHEIT IT'S

228HOT DOWN HERE THE MAGMA OVER 2000 DEGREES FAHRENHEIT IT'S HOT DOWN HERE THE MAGMA OVER 2000 DEGREES FAHRENHEIT IT'S HOT DOWN HERE THE MAGMA LIQUID MAGMA LIQUID ROCK LOOKS IT'S HOT DOWN HERE THE MAGMA LIQUID MAGMA LIQUID ROCK LOOKS IT'S HOT DOWN HERE THE MAGMA LIQUID MAGMA LIQUID ROCK LOOKS AT ME SAYS WE ARE IN LOVE, MR. LIQUID MAGMA LIQUID ROCK LOOKS AT ME SAYS WE ARE IN LOVE, MR. LIQUID MAGMA LIQUID ROCK LOOKS AT ME SAYS WE ARE IN LOVE, MR. WAKEFIELD. AT ME SAYS WE ARE IN LOVE, MR. WAKEFIELD. AT ME SAYS WE ARE IN LOVE, MR. WAKEFIELD. I JUST CAME DOWN TO SEE WHY YOU WAKEFIELD. I JUST CAME DOWN TO SEE WHY YOU WAKEFIELD. I JUST CAME DOWN TO SEE WHY YOU ARE IN LOVE. I JUST CAME DOWN TO SEE

229WHY YOU ARE IN LOVE. I JUST CAME DOWN TO SEE WHY YOU ARE IN LOVE. WELL, YOU OPPOSITES ATTRACT ARE IN LOVE. WELL, YOU OPPOSITES ATTRACT ARE IN LOVE. WELL, YOU OPPOSITES ATTRACT I'VE HEARD THAT I'VE HEARD THAT WELL, YOU OPPOSITES ATTRACT I'VE HEARD THAT I'VE HEARD THAT WELL, YOU OPPOSITES ATTRACT I'VE HEARD THAT I'VE HEARD THAT BEFORE. I'VE HEARD THAT I'VE HEARD THAT BEFORE. I'VE HEARD THAT I'VE HEARD THAT BEFORE. WE ARE MAINLY MADE OF TWO MEN BEFORE. WE ARE MAINLY MADE OF TWO MEN BEFORE. WE ARE MAINLY MADE OF TWO MEN ROSE QUARTZ AND FELDSPAR WERE WE ARE MAINLY MADE OF TWO MEN ROSE QUARTZ AND FELDSPAR WERE WE ARE MAINLY MADE OF TWO MEN ROSE QUARTZ AND FELDSPAR WERE FLOATING AROUND AND WAVING AT ROSE QUARTZ AND FELDSPAR WERE FLOATING AROUND AND

230WAVING AT ROSE QUARTZ AND FELDSPAR WERE FLOATING AROUND AND WAVING AT EACH OTHER I. FLOATING AROUND AND WAVING AT EACH OTHER I. FLOATING AROUND AND WAVING AT EACH OTHER I. I SEE THE LETTER D MR. WHITE EACH OTHER I. I SEE THE LETTER D MR. WHITE EACH OTHER I. I SEE THE LETTER D MR. WHITE FEEL IT TAKES DIFFERENT NUMBERS I SEE THE LETTER D MR. WHITE FEEL IT TAKES DIFFERENT NUMBERS I SEE THE LETTER D MR. WHITE FEEL IT TAKES DIFFERENT NUMBERS OF MINERALS TO MAKE A ROCK. FEEL IT TAKES DIFFERENT NUMBERS OF MINERALS TO MAKE A ROCK. FEEL IT TAKES DIFFERENT NUMBERS OF MINERALS TO MAKE A ROCK. I KNOW BUT THE SECOND LETTER IS OF MINERALS TO MAKE A ROCK. I KNOW BUT THE SECOND LETTER IS OF MINERALS TO MAKE A

231ROCK. I KNOW BUT THE SECOND LETTER IS FOR EQUITY THE MAGMA IS NOT ALL I KNOW BUT THE SECOND LETTER IS FOR EQUITY THE MAGMA IS NOT ALL I KNOW BUT THE SECOND LETTER IS FOR EQUITY THE MAGMA IS NOT ALL COOLING AT THE SAME RATE SO FOR EQUITY THE MAGMA IS NOT ALL COOLING AT THE SAME RATE SO FOR EQUITY THE MAGMA IS NOT ALL COOLING AT THE SAME RATE SO THEY HAVE DIFFERENT SIZE COOLING AT THE SAME RATE SO THEY HAVE DIFFERENT SIZE COOLING AT THE SAME RATE SO THEY HAVE DIFFERENT SIZE CRYSTALS FORMING YOU KNOW THEY HAVE DIFFERENT SIZE CRYSTALS FORMING YOU KNOW THEY HAVE DIFFERENT SIZE CRYSTALS FORMING YOU KNOW EQUITY. CRYSTALS FORMING YOU KNOW EQUITY. CRYSTALS FORMING YOU KNOW EQUITY. THE LAST LETTER IS INCLUSION EQUITY. THE LAST LETTER IS

232INCLUSION EQUITY. THE LAST LETTER IS INCLUSION MR. WAKEFIELD. THE LAST LETTER IS INCLUSION MR. WAKEFIELD. THE LAST LETTER IS INCLUSION MR. WAKEFIELD. WE HAVE SUCH A VARIETY MINERALS MR. WAKEFIELD. WE HAVE SUCH A VARIETY MINERALS MR. WAKEFIELD. WE HAVE SUCH A VARIETY MINERALS THEY ALL COME TOGETHER BELOW WE HAVE SUCH A VARIETY MINERALS THEY ALL COME TOGETHER BELOW WE HAVE SUCH A VARIETY MINERALS THEY ALL COME TOGETHER BELOW GROUND SO DEANNE'S ALIVE AND THEY ALL COME TOGETHER BELOW GROUND SO DEANNE'S ALIVE AND THEY ALL COME TOGETHER BELOW GROUND SO DEANNE'S ALIVE AND WELL IN THE EARTH HOPEFULLY. GROUND SO DEANNE'S ALIVE AND WELL IN THE EARTH HOPEFULLY. GROUND SO DEANNE'S ALIVE AND WELL IN THE EARTH HOPEFULLY. HOPEFULLY IT'S ABOVE THE EARTH WELL IN THE EARTH HOPEFULLY. HOPEFULLY IT'S ABOVE THE EARTH WELL IN THE

233EARTH HOPEFULLY. HOPEFULLY IT'S ABOVE THE EARTH ALSO. HOPEFULLY IT'S ABOVE THE EARTH ALSO. HOPEFULLY IT'S ABOVE THE EARTH ALSO. BUT THIS SPECIAL ROCK GRANITE ALSO. BUT THIS SPECIAL ROCK GRANITE ALSO. BUT THIS SPECIAL ROCK GRANITE PAST THE EARTH SCIENCE WILL BUT THIS SPECIAL ROCK GRANITE PAST THE EARTH SCIENCE WILL BUT THIS SPECIAL ROCK GRANITE PAST THE EARTH SCIENCE WILL TEST OH THAT'S GROOVY. PAST THE EARTH SCIENCE WILL TEST OH THAT'S GROOVY. PAST THE EARTH SCIENCE WILL TEST OH THAT'S GROOVY. WELL YOU KNOW IN KNOW IN MY TEST OH THAT'S GROOVY. WELL YOU KNOW IN KNOW IN MY TEST OH THAT'S GROOVY. WELL YOU KNOW IN KNOW IN MY CLASS GRANITE ASK IF IT CAN WELL YOU KNOW IN KNOW IN MY CLASS GRANITE ASK IF IT CAN WELL YOU KNOW IN KNOW IN MY CLASS

234GRANITE ASK IF IT CAN TELL TWO JOKES. CLASS GRANITE ASK IF IT CAN TELL TWO JOKES. CLASS GRANITE ASK IF IT CAN TELL TWO JOKES. OK, I SAID BUT THEY HAVE TO BE TELL TWO JOKES. OK, I SAID BUT THEY HAVE TO BE TELL TWO JOKES. OK, I SAID BUT THEY HAVE TO BE SHORT AND >> SQUEAKY CLEAN BUT OK, I SAID BUT THEY HAVE TO BE SHORT AND >> SQUEAKY CLEAN BUT OK, I SAID BUT THEY HAVE TO BE SHORT AND >> SQUEAKY CLEAN BUT SCHOOL BOARD OK WHAT'S YOUR ALL SHORT AND >> SQUEAKY CLEAN BUT SCHOOL BOARD OK WHAT'S YOUR ALL SHORT AND >> SQUEAKY CLEAN BUT SCHOOL BOARD OK WHAT'S YOUR ALL TIME FAVORITE BAND GRANITE SCHOOL BOARD OK WHAT'S YOUR ALL TIME FAVORITE BAND GRANITE SCHOOL BOARD OK WHAT'S YOUR ALL

235TIME FAVORITE BAND GRANITE GRANAT SAYS THE ROLLING STONES TIME FAVORITE BAND GRANITE GRANAT SAYS THE ROLLING STONES TIME FAVORITE BAND GRANITE GRANAT SAYS THE ROLLING STONES WELL THAT'S BAD. GRANAT SAYS THE ROLLING STONES WELL THAT'S BAD. GRANAT SAYS THE ROLLING STONES WELL THAT'S BAD. WHY DID GRANITE BREAK UP WITH WELL THAT'S BAD. WHY DID GRANITE BREAK UP WITH WELL THAT'S BAD. WHY DID GRANITE BREAK UP WITH HIS GIRLFRIEND SHE TOOK HIM FOR WHY DID GRANITE BREAK UP WITH HIS GIRLFRIEND SHE TOOK HIM FOR WHY DID GRANITE BREAK UP WITH HIS GIRLFRIEND SHE TOOK HIM FOR GRANTED THANK YOU VERY MUCH. HIS GIRLFRIEND SHE TOOK HIM FOR GRANTED THANK YOU VERY MUCH. HIS GIRLFRIEND SHE TOOK HIM FOR GRANTED THANK YOU VERY MUCH. I APPRECIATE NEXT SPEAKER NEXT GRANTED THANK YOU VERY MUCH. I APPRECIATE NEXT

236SPEAKER NEXT GRANTED THANK YOU VERY MUCH. I APPRECIATE NEXT SPEAKER NEXT SPEAKER IS NATALIE BRAI I APPRECIATE NEXT SPEAKER NEXT SPEAKER IS NATALIE BRAI I APPRECIATE NEXT SPEAKER NEXT SPEAKER IS NATALIE BRAI VILARINO DAVIS AND THEN MIDDY SPEAKER IS NATALIE BRAI VILARINO DAVIS AND THEN MIDDY SPEAKER IS NATALIE BRAI VILARINO DAVIS AND THEN MIDDY FRIEDEMANN GOOD EVENING. VILARINO DAVIS AND THEN MIDDY FRIEDEMANN GOOD EVENING. VILARINO DAVIS AND THEN MIDDY FRIEDEMANN GOOD EVENING. MY NAME IS NATALIE. FRIEDEMANN GOOD EVENING. MY NAME IS NATALIE. FRIEDEMANN GOOD EVENING. MY NAME IS NATALIE. BRAI. MY NAME IS NATALIE. BRAI. MY NAME IS NATALIE. BRAI. I LIVE IN DISTRICT AND HAVE TWO BRAI. I LIVE IN DISTRICT AND HAVE TWO BRAI. I LIVE IN DISTRICT AND HAVE TWO CHILDREN IN PVCS THE MESSAGES I LIVE IN DISTRICT AND HAVE TWO

237CHILDREN IN PVCS THE MESSAGES I LIVE IN DISTRICT AND HAVE TWO CHILDREN IN PVCS THE MESSAGES FROM THE MAJORITY OF SPEAKERS CHILDREN IN PVCS THE MESSAGES FROM THE MAJORITY OF SPEAKERS CHILDREN IN PVCS THE MESSAGES FROM THE MAJORITY OF SPEAKERS AT THE PAST FOR SCHOOL BOARD FROM THE MAJORITY OF SPEAKERS AT THE PAST FOR SCHOOL BOARD FROM THE MAJORITY OF SPEAKERS AT THE PAST FOR SCHOOL BOARD MEETINGS DIDN'T SEEM TO REACH AT THE PAST FOR SCHOOL BOARD MEETINGS DIDN'T SEEM TO REACH AT THE PAST FOR SCHOOL BOARD MEETINGS DIDN'T SEEM TO REACH THE HEARTS AND MINDS OF THE MEETINGS DIDN'T SEEM TO REACH THE HEARTS AND MINDS OF THE MEETINGS DIDN'T SEEM TO REACH THE HEARTS AND MINDS OF THE MAJORITY OF THE SCHOOL WE ASKED THE HEARTS AND MINDS OF THE MAJORITY OF THE

238SCHOOL WE ASKED THE HEARTS AND MINDS OF THE MAJORITY OF THE SCHOOL WE ASKED YOU TO DISCARD THE APRIL 8TH MAJORITY OF THE SCHOOL WE ASKED YOU TO DISCARD THE APRIL 8TH MAJORITY OF THE SCHOOL WE ASKED YOU TO DISCARD THE APRIL 8TH RESOLUTION PAUSE CHANGES TO THE YOU TO DISCARD THE APRIL 8TH RESOLUTION PAUSE CHANGES TO THE YOU TO DISCARD THE APRIL 8TH RESOLUTION PAUSE CHANGES TO THE EQUITY POLICY, MISS BROWN MISS RESOLUTION PAUSE CHANGES TO THE EQUITY POLICY, MISS BROWN MISS RESOLUTION PAUSE CHANGES TO THE EQUITY POLICY, MISS BROWN MISS WEEMS MR BOWEN MR. BONESTEEL, EQUITY POLICY, MISS BROWN MISS WEEMS MR BOWEN MR. BONESTEEL, EQUITY POLICY, MISS BROWN MISS WEEMS MR BOWEN MR. BONESTEEL, MR. CALLEN, MR. COLPEPER MISS WEEMS MR BOWEN MR. BONESTEEL, MR. CALLEN, MR. COLPEPER MISS WEEMS MR BOWEN

239MR. BONESTEEL, MR. CALLEN, MR. COLPEPER MISS DWYRE I WONDER IF IT'S HARD TO MR. CALLEN, MR. COLPEPER MISS DWYRE I WONDER IF IT'S HARD TO MR. CALLEN, MR. COLPEPER MISS DWYRE I WONDER IF IT'S HARD TO HARD TO SIT THROUGH SO MANY DWYRE I WONDER IF IT'S HARD TO HARD TO SIT THROUGH SO MANY DWYRE I WONDER IF IT'S HARD TO HARD TO SIT THROUGH SO MANY SPEAKERS WITH THIS MESSAGE WHEN HARD TO SIT THROUGH SO MANY SPEAKERS WITH THIS MESSAGE WHEN HARD TO SIT THROUGH SO MANY SPEAKERS WITH THIS MESSAGE WHEN YOU ALREADY KNOW YOUR VOTE IS SPEAKERS WITH THIS MESSAGE WHEN YOU ALREADY KNOW YOUR VOTE IS SPEAKERS WITH THIS MESSAGE WHEN YOU ALREADY KNOW YOUR VOTE IS IN OPPOSITION ABOUT IT'S NOT YOU ALREADY KNOW YOUR VOTE IS IN OPPOSITION ABOUT IT'S

240NOT YOU ALREADY KNOW YOUR VOTE IS IN OPPOSITION ABOUT IT'S NOT IT'S NOT FUN TO BE PUBLICLY IN OPPOSITION ABOUT IT'S NOT IT'S NOT FUN TO BE PUBLICLY IN OPPOSITION ABOUT IT'S NOT IT'S NOT FUN TO BE PUBLICLY CRITICIZED CALLED NAMED AND IT'S NOT FUN TO BE PUBLICLY CRITICIZED CALLED NAMED AND IT'S NOT FUN TO BE PUBLICLY CRITICIZED CALLED NAMED AND SHAMED FOR YOUR CHOICES CRITICIZED CALLED NAMED AND SHAMED FOR YOUR CHOICES CRITICIZED CALLED NAMED AND SHAMED FOR YOUR CHOICES ALTHOUGH I'M FRUSTRATED BY YOUR SHAMED FOR YOUR CHOICES ALTHOUGH I'M FRUSTRATED BY YOUR SHAMED FOR YOUR CHOICES ALTHOUGH I'M FRUSTRATED BY YOUR VOTING RECORD AT THE END OF THE ALTHOUGH I'M FRUSTRATED BY YOUR VOTING RECORD AT THE END OF THE ALTHOUGH I'M FRUSTRATED BY YOUR VOTING RECORD AT THE END OF THE DAY I

241BELIEVE THAT WE ARE ALL VOTING RECORD AT THE END OF THE DAY I BELIEVE THAT WE ARE ALL VOTING RECORD AT THE END OF THE DAY I BELIEVE THAT WE ARE ALL TRYING TO YOU IT'S RIGHT I WISH DAY I BELIEVE THAT WE ARE ALL TRYING TO YOU IT'S RIGHT I WISH DAY I BELIEVE THAT WE ARE ALL TRYING TO YOU IT'S RIGHT I WISH WE COULD HAVE A CONVERSATIONAL TRYING TO YOU IT'S RIGHT I WISH WE COULD HAVE A CONVERSATIONAL TRYING TO YOU IT'S RIGHT I WISH WE COULD HAVE A CONVERSATIONAL EXCHANGE BECAUSE TALKING AT YOU WE COULD HAVE A CONVERSATIONAL EXCHANGE BECAUSE TALKING AT YOU WE COULD HAVE A CONVERSATIONAL EXCHANGE BECAUSE TALKING AT YOU ALL SEEMS TO WORK AGAINST EXCHANGE BECAUSE TALKING AT YOU ALL SEEMS TO WORK AGAINST EXCHANGE BECAUSE TALKING

242AT YOU ALL SEEMS TO WORK AGAINST FINDING COMMON GROUND SO I'M ALL SEEMS TO WORK AGAINST FINDING COMMON GROUND SO I'M ALL SEEMS TO WORK AGAINST FINDING COMMON GROUND SO I'M HOLDING YOU IN THE LIGHT WHICH FINDING COMMON GROUND SO I'M HOLDING YOU IN THE LIGHT WHICH FINDING COMMON GROUND SO I'M HOLDING YOU IN THE LIGHT WHICH IS WHAT QUAKERS SAY WHEN WE HOLDING YOU IN THE LIGHT WHICH IS WHAT QUAKERS SAY WHEN WE HOLDING YOU IN THE LIGHT WHICH IS WHAT QUAKERS SAY WHEN WE PRAY FOR SOMEONE WE'RE ALSO IS WHAT QUAKERS SAY WHEN WE PRAY FOR SOMEONE WE'RE ALSO IS WHAT QUAKERS SAY WHEN WE PRAY FOR SOMEONE WE'RE ALSO CALLED FRIENDS AND WE BELIEVE PRAY FOR SOMEONE WE'RE ALSO CALLED FRIENDS AND WE BELIEVE PRAY FOR SOMEONE WE'RE ALSO CALLED FRIENDS AND

243WE BELIEVE THERE IS THAT OF GOD IN CALLED FRIENDS AND WE BELIEVE THERE IS THAT OF GOD IN CALLED FRIENDS AND WE BELIEVE THERE IS THAT OF GOD IN EVERYONE THIS. THERE IS THAT OF GOD IN EVERYONE THIS. THERE IS THAT OF GOD IN EVERYONE THIS. THIS IS A CHRISTIAN EVERYONE THIS. THIS IS A CHRISTIAN EVERYONE THIS. THIS IS A CHRISTIAN DENOMINATION TO CLEAR UP THIS IS A CHRISTIAN DENOMINATION TO CLEAR UP THIS IS A CHRISTIAN DENOMINATION TO CLEAR UP FREQUENTLY ASKED QUESTIONS. DENOMINATION TO CLEAR UP FREQUENTLY ASKED QUESTIONS. DENOMINATION TO CLEAR UP FREQUENTLY ASKED QUESTIONS. I'M A QUAKER AND I'M A FOLLOWER FREQUENTLY ASKED QUESTIONS. I'M A QUAKER AND I'M A FOLLOWER FREQUENTLY ASKED QUESTIONS. I'M A QUAKER AND I'M A FOLLOWER OF CHRIST AND FROM WHAT I KNOW I'M A QUAKER AND I'M

244A FOLLOWER OF CHRIST AND FROM WHAT I KNOW I'M A QUAKER AND I'M A FOLLOWER OF CHRIST AND FROM WHAT I KNOW OF YOU SIX THIS IS A SHARED OF CHRIST AND FROM WHAT I KNOW OF YOU SIX THIS IS A SHARED OF CHRIST AND FROM WHAT I KNOW OF YOU SIX THIS IS A SHARED BELIEF SO I'LL START THERE TO OF YOU SIX THIS IS A SHARED BELIEF SO I'LL START THERE TO OF YOU SIX THIS IS A SHARED BELIEF SO I'LL START THERE TO BE CLEAR I AM A FIRM PROPONENT BELIEF SO I'LL START THERE TO BE CLEAR I AM A FIRM PROPONENT BELIEF SO I'LL START THERE TO BE CLEAR I AM A FIRM PROPONENT OF SEPARATION OF CHURCH AND I BE CLEAR I AM A FIRM PROPONENT OF SEPARATION OF CHURCH

245AND I BE CLEAR I AM A FIRM PROPONENT OF SEPARATION OF CHURCH AND I JUST HAVE A SENSE A SENSE THAT OF SEPARATION OF CHURCH AND I JUST HAVE A SENSE A SENSE THAT OF SEPARATION OF CHURCH AND I JUST HAVE A SENSE A SENSE THAT YOUR PERSONAL VALUES MAY BE JUST HAVE A SENSE A SENSE THAT YOUR PERSONAL VALUES MAY BE JUST HAVE A SENSE A SENSE THAT YOUR PERSONAL VALUES MAY BE COMPELLING YOUR SCHOOL BOARD YOUR PERSONAL VALUES MAY BE COMPELLING YOUR SCHOOL BOARD YOUR PERSONAL VALUES MAY BE COMPELLING YOUR SCHOOL BOARD VOTES I'M NOT HERE TO CRITICIZE COMPELLING YOUR SCHOOL BOARD VOTES I'M NOT HERE TO CRITICIZE COMPELLING YOUR SCHOOL BOARD VOTES I'M NOT HERE TO CRITICIZE THAT INSTEAD I ASK YOU TO SEE VOTES I'M NOT HERE TO CRITICIZE THAT INSTEAD

246I ASK YOU TO SEE VOTES I'M NOT HERE TO CRITICIZE THAT INSTEAD I ASK YOU TO SEE THE ALIGNMENT BETWEEN CHRISTIAN THAT INSTEAD I ASK YOU TO SEE THE ALIGNMENT BETWEEN CHRISTIAN THAT INSTEAD I ASK YOU TO SEE THE ALIGNMENT BETWEEN CHRISTIAN VALUES AND THE GOALS THE ALIGNMENT BETWEEN CHRISTIAN VALUES AND THE GOALS THE ALIGNMENT BETWEEN CHRISTIAN VALUES AND THE GOALS OF DIVERSITY, EQUITY AND VALUES AND THE GOALS OF DIVERSITY, EQUITY AND VALUES AND THE GOALS OF DIVERSITY, EQUITY AND INCLUSION. OF DIVERSITY, EQUITY AND INCLUSION. OF DIVERSITY, EQUITY AND INCLUSION. WE DON'T TO SHY AWAY FROM THESE INCLUSION. WE DON'T TO SHY AWAY FROM THESE INCLUSION. WE DON'T TO SHY AWAY FROM THESE WORDS BECAUSE OF POLITICS. WE DON'T TO SHY AWAY FROM THESE WORDS BECAUSE OF POLITICS. WE DON'T TO SHY AWAY FROM THESE

247WORDS BECAUSE OF POLITICS. DGI IS AN EXTENSION WORDS BECAUSE OF POLITICS. DGI IS AN EXTENSION WORDS BECAUSE OF POLITICS. DGI IS AN EXTENSION OF CHRISTIAN TEACHINGS ABOUT DGI IS AN EXTENSION OF CHRISTIAN TEACHINGS ABOUT DGI IS AN EXTENSION OF CHRISTIAN TEACHINGS ABOUT COMPASSION, FAIRNESS AND OF CHRISTIAN TEACHINGS ABOUT COMPASSION, FAIRNESS AND OF CHRISTIAN TEACHINGS ABOUT COMPASSION, FAIRNESS AND JUSTICE DIVERSITY I BELIEVE COMPASSION, FAIRNESS AND JUSTICE DIVERSITY I BELIEVE COMPASSION, FAIRNESS AND JUSTICE DIVERSITY I BELIEVE THERE'S AN INNER LIGHT OF THE JUSTICE DIVERSITY I BELIEVE THERE'S AN INNER LIGHT OF THE JUSTICE DIVERSITY I BELIEVE THERE'S AN INNER LIGHT OF THE DIVINE IN EVERY PERSON GOD HAS THERE'S AN INNER LIGHT OF THE DIVINE IN EVERY PERSON GOD HAS THERE'S AN INNER LIGHT OF THE DIVINE IN EVERY PERSON GOD HAS GIVEN DIVERSE GIFTS AND TALENTS

248DIVINE IN EVERY PERSON GOD HAS GIVEN DIVERSE GIFTS AND TALENTS DIVINE IN EVERY PERSON GOD HAS GIVEN DIVERSE GIFTS AND TALENTS AND ARE DIVERSE COMMUNITY GIVEN DIVERSE GIFTS AND TALENTS AND ARE DIVERSE COMMUNITY GIVEN DIVERSE GIFTS AND TALENTS AND ARE DIVERSE COMMUNITY REFLECTS THE BEAUTY HIS AND ARE DIVERSE COMMUNITY REFLECTS THE BEAUTY HIS AND ARE DIVERSE COMMUNITY REFLECTS THE BEAUTY HIS CREATION DCI. REFLECTS THE BEAUTY HIS CREATION DCI. REFLECTS THE BEAUTY HIS CREATION DCI. DGI ENSURES THAT ALL VOICES ARE CREATION DCI. DGI ENSURES THAT ALL VOICES ARE CREATION DCI. DGI ENSURES THAT ALL VOICES ARE HEARD VALUED EQUITY EQUALITY DGI ENSURES THAT ALL VOICES ARE HEARD VALUED EQUITY EQUALITY DGI ENSURES THAT ALL VOICES ARE HEARD VALUED EQUITY EQUALITY BEFORE GOD CENTRAL ESSENTIAL TO HEARD VALUED EQUITY EQUALITY BEFORE GOD CENTRAL ESSENTIAL TO HEARD VALUED

249EQUITY EQUALITY BEFORE GOD CENTRAL ESSENTIAL TO CHRISTIANITY AND IS ROOTED IN BEFORE GOD CENTRAL ESSENTIAL TO CHRISTIANITY AND IS ROOTED IN BEFORE GOD CENTRAL ESSENTIAL TO CHRISTIANITY AND IS ROOTED IN THE BIBLICAL PRINCIPLE CHRISTIANITY AND IS ROOTED IN THE BIBLICAL PRINCIPLE CHRISTIANITY AND IS ROOTED IN THE BIBLICAL PRINCIPLE OF JUSTICE DTI DGI POLICIES THE BIBLICAL PRINCIPLE OF JUSTICE DTI DGI POLICIES THE BIBLICAL PRINCIPLE OF JUSTICE DTI DGI POLICIES SEEK TO CREATE EQUAL OF JUSTICE DTI DGI POLICIES SEEK TO CREATE EQUAL OF JUSTICE DTI DGI POLICIES SEEK TO CREATE EQUAL OPPORTUNITIES FOR ALL IN A SEEK TO CREATE EQUAL OPPORTUNITIES FOR ALL IN A SEEK TO CREATE EQUAL OPPORTUNITIES FOR ALL IN A SOCIETY. OPPORTUNITIES FOR ALL IN A SOCIETY. OPPORTUNITIES FOR ALL IN A SOCIETY. EVERYONE SHOULD HAVE THE SOCIETY. EVERYONE SHOULD HAVE THE SOCIETY.

250EVERYONE SHOULD HAVE THE OPPORTUNITY TO FLOURISH EVERYONE SHOULD HAVE THE OPPORTUNITY TO FLOURISH EVERYONE SHOULD HAVE THE OPPORTUNITY TO FLOURISH REGARDLESS OF THEIR IDENTITY OPPORTUNITY TO FLOURISH REGARDLESS OF THEIR IDENTITY OPPORTUNITY TO FLOURISH REGARDLESS OF THEIR IDENTITY INCLUSION THROUGHOUT THE BIBLE REGARDLESS OF THEIR IDENTITY INCLUSION THROUGHOUT THE BIBLE REGARDLESS OF THEIR IDENTITY INCLUSION THROUGHOUT THE BIBLE GOD COMMANDS US TO CARE FOR THE INCLUSION THROUGHOUT THE BIBLE GOD COMMANDS US TO CARE FOR THE INCLUSION THROUGHOUT THE BIBLE GOD COMMANDS US TO CARE FOR THE MARGINALIZED AN OPPRESSED DCI GOD COMMANDS US TO CARE FOR THE MARGINALIZED AN OPPRESSED DCI GOD COMMANDS US TO CARE FOR THE MARGINALIZED AN OPPRESSED DCI DGI ADDRESSES SYSTEMIC MARGINALIZED AN OPPRESSED DCI DGI ADDRESSES SYSTEMIC MARGINALIZED AN OPPRESSED DCI DGI ADDRESSES SYSTEMIC INEQUALITIES IN OUR DECIDING DGI ADDRESSES SYSTEMIC INEQUALITIES IN

251OUR DECIDING DGI ADDRESSES SYSTEMIC INEQUALITIES IN OUR DECIDING WHETHER THEY ARE BASED ON RACE INEQUALITIES IN OUR DECIDING WHETHER THEY ARE BASED ON RACE INEQUALITIES IN OUR DECIDING WHETHER THEY ARE BASED ON RACE ,GENDER, DISABILITY OR OTHER WHETHER THEY ARE BASED ON RACE ,GENDER, DISABILITY OR OTHER WHETHER THEY ARE BASED ON RACE ,GENDER, DISABILITY OR OTHER FACTORS IF WE ARE TO TRULY ,GENDER, DISABILITY OR OTHER FACTORS IF WE ARE TO TRULY ,GENDER, DISABILITY OR OTHER FACTORS IF WE ARE TO TRULY FOLLOW CHRIST'S EXAMPLE >> WE FACTORS IF WE ARE TO TRULY FOLLOW CHRIST'S EXAMPLE >> WE FACTORS IF WE ARE TO TRULY FOLLOW CHRIST'S EXAMPLE >> WE MUST ADDRESS INJUSTICE AND FOLLOW CHRIST'S EXAMPLE >> WE MUST ADDRESS INJUSTICE AND FOLLOW CHRIST'S EXAMPLE >> WE MUST ADDRESS INJUSTICE AND ADVOCATE FOR AN INCLUSIVE MUST ADDRESS

252INJUSTICE AND ADVOCATE FOR AN INCLUSIVE MUST ADDRESS INJUSTICE AND ADVOCATE FOR AN INCLUSIVE SOCIETY INSTEAD OF DISPARAGING ADVOCATE FOR AN INCLUSIVE SOCIETY INSTEAD OF DISPARAGING ADVOCATE FOR AN INCLUSIVE SOCIETY INSTEAD OF DISPARAGING THE TERM DGI AND ERASING WORDS SOCIETY INSTEAD OF DISPARAGING THE TERM DGI AND ERASING WORDS SOCIETY INSTEAD OF DISPARAGING THE TERM DGI AND ERASING WORDS DIVERSITY AND EQUITY CAN, CAN THE TERM DGI AND ERASING WORDS DIVERSITY AND EQUITY CAN, CAN THE TERM DGI AND ERASING WORDS DIVERSITY AND EQUITY CAN, CAN WE INSTEAD STAND TOGETHER IN DIVERSITY AND EQUITY CAN, CAN WE INSTEAD STAND TOGETHER IN DIVERSITY AND EQUITY CAN, CAN WE INSTEAD STAND TOGETHER IN THE REALIZATION THAT DGI BRINGS WE INSTEAD STAND TOGETHER IN THE REALIZATION THAT DGI BRINGS WE INSTEAD STAND TOGETHER IN THE REALIZATION THAT DGI BRINGS EQUALITY, JUSTICE, CARE

253RESPECT THE REALIZATION THAT DGI BRINGS EQUALITY, JUSTICE, CARE RESPECT THE REALIZATION THAT DGI BRINGS EQUALITY, JUSTICE, CARE RESPECT FOR ALL IN OUR COMMUNITY EQUALITY, JUSTICE, CARE RESPECT FOR ALL IN OUR COMMUNITY EQUALITY, JUSTICE, CARE RESPECT FOR ALL IN OUR COMMUNITY REMOVAL? FOR ALL IN OUR COMMUNITY REMOVAL? FOR ALL IN OUR COMMUNITY REMOVAL? REMOVAL OF THE WORDS DIVERSE REMOVAL? REMOVAL OF THE WORDS DIVERSE REMOVAL? REMOVAL OF THE WORDS DIVERSE DIVERSITY AND EQUITY FROM REMOVAL OF THE WORDS DIVERSE DIVERSITY AND EQUITY FROM REMOVAL OF THE WORDS DIVERSE DIVERSITY AND EQUITY FROM SCHOOL POLICY WILL CAUSE DIVERSITY AND EQUITY FROM SCHOOL POLICY WILL CAUSE DIVERSITY AND EQUITY FROM SCHOOL POLICY WILL CAUSE CONFUSION AND INSECURITY FOR SCHOOL POLICY WILL CAUSE CONFUSION AND INSECURITY FOR SCHOOL POLICY WILL CAUSE CONFUSION AND INSECURITY FOR TEACHERS AND STUDENTS AS A CONFUSION

254AND INSECURITY FOR TEACHERS AND STUDENTS AS A CONFUSION AND INSECURITY FOR TEACHERS AND STUDENTS AS A MORAL AND FAITH BASED TEACHERS AND STUDENTS AS A MORAL AND FAITH BASED TEACHERS AND STUDENTS AS A MORAL AND FAITH BASED IMPERATIVE I'M ASKING YOU TO MORAL AND FAITH BASED IMPERATIVE I'M ASKING YOU TO MORAL AND FAITH BASED IMPERATIVE I'M ASKING YOU TO HOLD ON TO DIE TONIGHT >> AND IMPERATIVE I'M ASKING YOU TO HOLD ON TO DIE TONIGHT >> AND IMPERATIVE I'M ASKING YOU TO HOLD ON TO DIE TONIGHT >> AND THAT IS TIME OUR NEXT SPEAKER HOLD ON TO DIE TONIGHT >> AND THAT IS TIME OUR NEXT SPEAKER HOLD ON TO DIE TONIGHT >> AND THAT IS TIME OUR NEXT SPEAKER IS TODAY. THAT IS TIME OUR NEXT SPEAKER IS TODAY. THAT IS TIME OUR NEXT

255SPEAKER IS TODAY. DAVIS MINDY FREEMAN AND THEN IS TODAY. DAVIS MINDY FREEMAN AND THEN IS TODAY. DAVIS MINDY FREEMAN AND THEN HEATHER SITE UH MY NAME IS DAVIS MINDY FREEMAN AND THEN HEATHER SITE UH MY NAME IS DAVIS MINDY FREEMAN AND THEN HEATHER SITE UH MY NAME IS VALERIA DAVIS I HAVE TWO HEATHER SITE UH MY NAME IS VALERIA DAVIS I HAVE TWO HEATHER SITE UH MY NAME IS VALERIA DAVIS I HAVE TWO CHILDREN ONE WHO GRADUATED FROM VALERIA DAVIS I HAVE TWO CHILDREN ONE WHO GRADUATED FROM VALERIA DAVIS I HAVE TWO CHILDREN ONE WHO GRADUATED FROM SCHOOL SOMEONE WHO WAS A CHILDREN ONE WHO GRADUATED FROM SCHOOL SOMEONE WHO WAS A CHILDREN ONE WHO GRADUATED FROM SCHOOL SOMEONE WHO WAS A CURRENT FRESHMAN KAITLYN SCHOOL SOMEONE WHO WAS A CURRENT FRESHMAN KAITLYN SCHOOL SOMEONE

256WHO WAS A CURRENT FRESHMAN KAITLYN CULPEPER WEEMS BROWN, BONESTEEL CURRENT FRESHMAN KAITLYN CULPEPER WEEMS BROWN, BONESTEEL CURRENT FRESHMAN KAITLYN CULPEPER WEEMS BROWN, BONESTEEL AND DWYRE SOME OF YOU WERE HERE CULPEPER WEEMS BROWN, BONESTEEL AND DWYRE SOME OF YOU WERE HERE CULPEPER WEEMS BROWN, BONESTEEL AND DWYRE SOME OF YOU WERE HERE TWO YEARS AGO AND UPHELD AND DWYRE SOME OF YOU WERE HERE TWO YEARS AGO AND UPHELD AND DWYRE SOME OF YOU WERE HERE TWO YEARS AGO AND UPHELD GOVERNOR JUNKINS MODEL POLICY TWO YEARS AGO AND UPHELD GOVERNOR JUNKINS MODEL POLICY TWO YEARS AGO AND UPHELD GOVERNOR JUNKINS MODEL POLICY THAT STRICT RIGHTS AND PRIVACY GOVERNOR JUNKINS MODEL POLICY THAT STRICT RIGHTS AND PRIVACY GOVERNOR JUNKINS MODEL POLICY THAT STRICT RIGHTS AND PRIVACY FROM LGBTQ STUDENTS LIKE THAT STRICT RIGHTS AND PRIVACY FROM LGBTQ STUDENTS LIKE

257THAT STRICT RIGHTS AND PRIVACY FROM LGBTQ STUDENTS LIKE FORBIDDING TEACHERS FROM USING FROM LGBTQ STUDENTS LIKE FORBIDDING TEACHERS FROM USING FROM LGBTQ STUDENTS LIKE FORBIDDING TEACHERS FROM USING A STUDENT'S REQUESTED NAME AND FORBIDDING TEACHERS FROM USING A STUDENT'S REQUESTED NAME AND FORBIDDING TEACHERS FROM USING A STUDENT'S REQUESTED NAME AND FORCED OUTING TO PARENTS UNDER A STUDENT'S REQUESTED NAME AND FORCED OUTING TO PARENTS UNDER A STUDENT'S REQUESTED NAME AND FORCED OUTING TO PARENTS UNDER THE GUISE OF PARENTAL RIGHTS FORCED OUTING TO PARENTS UNDER THE GUISE OF PARENTAL RIGHTS FORCED OUTING TO PARENTS UNDER THE GUISE OF PARENTAL RIGHTS YOU ALL HAD THE FORESIGHT THAT THE GUISE OF PARENTAL RIGHTS YOU ALL HAD THE FORESIGHT THAT THE GUISE OF PARENTAL RIGHTS YOU ALL HAD THE FORESIGHT THAT GIVING A PERSON THE RESPECT AND YOU ALL HAD THE

258FORESIGHT THAT GIVING A PERSON THE RESPECT AND YOU ALL HAD THE FORESIGHT THAT GIVING A PERSON THE RESPECT AND DIGNITY OF THEIR NAME IS A GIVING A PERSON THE RESPECT AND DIGNITY OF THEIR NAME IS A GIVING A PERSON THE RESPECT AND DIGNITY OF THEIR NAME IS A SLIPPERY TO WORK AND CHAOS. DIGNITY OF THEIR NAME IS A SLIPPERY TO WORK AND CHAOS. DIGNITY OF THEIR NAME IS A SLIPPERY TO WORK AND CHAOS. SO CONGRATS AGAIN ON IT SEEMS SLIPPERY TO WORK AND CHAOS. SO CONGRATS AGAIN ON IT SEEMS SLIPPERY TO WORK AND CHAOS. SO CONGRATS AGAIN ON IT SEEMS TO BE A PERSONAL SUPER SLIDE SO CONGRATS AGAIN ON IT SEEMS TO BE A PERSONAL SUPER SLIDE SO CONGRATS AGAIN ON IT SEEMS TO BE A PERSONAL SUPER SLIDE INTO RACISM ABLEISM MISOGYNY TO

259BE A PERSONAL SUPER SLIDE INTO RACISM ABLEISM MISOGYNY TO BE A PERSONAL SUPER SLIDE INTO RACISM ABLEISM MISOGYNY TRULY SUPER DUPER JOB ON INTO RACISM ABLEISM MISOGYNY TRULY SUPER DUPER JOB ON INTO RACISM ABLEISM MISOGYNY TRULY SUPER DUPER JOB ON CONTINUING TO ALIENATE TRULY SUPER DUPER JOB ON CONTINUING TO ALIENATE TRULY SUPER DUPER JOB ON CONTINUING TO ALIENATE DISENFRANCHIZE AND DEFLATE CONTINUING TO ALIENATE DISENFRANCHIZE AND DEFLATE CONTINUING TO ALIENATE DISENFRANCHIZE AND DEFLATE MINORITY AND MARGINALIZED DISENFRANCHIZE AND DEFLATE MINORITY AND MARGINALIZED DISENFRANCHIZE AND DEFLATE MINORITY AND MARGINALIZED GROUPS PROTECTING MONEY AND OR MINORITY AND MARGINALIZED GROUPS PROTECTING MONEY AND OR MINORITY AND MARGINALIZED GROUPS PROTECTING MONEY AND OR POLITICAL SWAY IT'S ALWAYS GROUPS PROTECTING MONEY AND OR POLITICAL SWAY IT'S ALWAYS GROUPS PROTECTING MONEY AND OR POLITICAL SWAY IT'S ALWAYS BETTER THAN PROTECTING PEOPLE POLITICAL SWAY

260IT'S ALWAYS BETTER THAN PROTECTING PEOPLE POLITICAL SWAY IT'S ALWAYS BETTER THAN PROTECTING PEOPLE THANK THE GODS ALSO THAT A BETTER THAN PROTECTING PEOPLE THANK THE GODS ALSO THAT A BETTER THAN PROTECTING PEOPLE THANK THE GODS ALSO THAT A HANDFUL OF LIKE MINDED SPEAKERS THANK THE GODS ALSO THAT A HANDFUL OF LIKE MINDED SPEAKERS THANK THE GODS ALSO THAT A HANDFUL OF LIKE MINDED SPEAKERS ARGUED THAT SCHOOL SHOULD FOCUS HANDFUL OF LIKE MINDED SPEAKERS ARGUED THAT SCHOOL SHOULD FOCUS HANDFUL OF LIKE MINDED SPEAKERS ARGUED THAT SCHOOL SHOULD FOCUS ON READING, WRITING AND ARGUED THAT SCHOOL SHOULD FOCUS ON READING, WRITING AND ARGUED THAT SCHOOL SHOULD FOCUS ON READING, WRITING AND ARITHMETIC NOT DCI THANK YOU ON READING, WRITING AND ARITHMETIC NOT DCI THANK YOU ON READING, WRITING AND ARITHMETIC NOT DCI THANK YOU FOR PUTTING ON

261YOUR LIP GLOSS ARITHMETIC NOT DCI THANK YOU FOR PUTTING ON YOUR LIP GLOSS ARITHMETIC NOT DCI THANK YOU FOR PUTTING ON YOUR LIP GLOSS IT'S INTERESTING THAT HISTORY FOR PUTTING ON YOUR LIP GLOSS IT'S INTERESTING THAT HISTORY FOR PUTTING ON YOUR LIP GLOSS IT'S INTERESTING THAT HISTORY IS NOT MENTION WHEN THESE IT'S INTERESTING THAT HISTORY IS NOT MENTION WHEN THESE IT'S INTERESTING THAT HISTORY IS NOT MENTION WHEN THESE PEOPLE SPEAK THE RIGHT IT'S SO IS NOT MENTION WHEN THESE PEOPLE SPEAK THE RIGHT IT'S SO IS NOT MENTION WHEN THESE PEOPLE SPEAK THE RIGHT IT'S SO INTERESTING THAT THERE'S PEOPLE SPEAK THE RIGHT IT'S SO INTERESTING THAT THERE'S PEOPLE SPEAK THE RIGHT IT'S SO INTERESTING THAT THERE'S MURKINESS ABOUT WHAT SUSPENDING INTERESTING THAT THERE'S MURKINESS ABOUT WHAT SUSPENDING INTERESTING THAT THERE'S MURKINESS ABOUT WHAT SUSPENDING INITIATIVES

262MEANS FOR STUDENTS MURKINESS ABOUT WHAT SUSPENDING INITIATIVES MEANS FOR STUDENTS MURKINESS ABOUT WHAT SUSPENDING INITIATIVES MEANS FOR STUDENTS YOU ALL JUMP TO SUSPEND AND INITIATIVES MEANS FOR STUDENTS YOU ALL JUMP TO SUSPEND AND INITIATIVES MEANS FOR STUDENTS YOU ALL JUMP TO SUSPEND AND MOVE WITHOUT LETTING THE PUBLIC YOU ALL JUMP TO SUSPEND AND MOVE WITHOUT LETTING THE PUBLIC YOU ALL JUMP TO SUSPEND AND MOVE WITHOUT LETTING THE PUBLIC KNOW WHAT ANY OF IT MEANT LET'S MOVE WITHOUT LETTING THE PUBLIC KNOW WHAT ANY OF IT MEANT LET'S MOVE WITHOUT LETTING THE PUBLIC KNOW WHAT ANY OF IT MEANT LET'S TALK ABOUT THE THREE HOURS IN A KNOW WHAT ANY OF IT MEANT LET'S TALK ABOUT THE THREE HOURS IN A KNOW WHAT ANY OF IT MEANT LET'S TALK ABOUT THE THREE HOURS IN A BIT OF

263HISTORY THAT DRAW LINE TALK ABOUT THE THREE HOURS IN A BIT OF HISTORY THAT DRAW LINE TALK ABOUT THE THREE HOURS IN A BIT OF HISTORY THAT DRAW LINE BETWEEN THE NEED FOR EQUITY BIT OF HISTORY THAT DRAW LINE BETWEEN THE NEED FOR EQUITY BIT OF HISTORY THAT DRAW LINE BETWEEN THE NEED FOR EQUITY INCLUSION AND DIVERSITY AND BETWEEN THE NEED FOR EQUITY INCLUSION AND DIVERSITY AND BETWEEN THE NEED FOR EQUITY INCLUSION AND DIVERSITY AND DIVERSITY PROGRAMS IN OUR INCLUSION AND DIVERSITY AND DIVERSITY PROGRAMS IN OUR INCLUSION AND DIVERSITY AND DIVERSITY PROGRAMS IN OUR SCHOOL IN CLEAR LANGUAGE THAT DIVERSITY PROGRAMS IN OUR SCHOOL IN CLEAR LANGUAGE THAT DIVERSITY PROGRAMS IN OUR SCHOOL IN CLEAR LANGUAGE THAT DEMONSTRATES THAT ALL CHILDREN SCHOOL IN CLEAR LANGUAGE THAT DEMONSTRATES THAT ALL CHILDREN SCHOOL IN CLEAR LANGUAGE THAT

264DEMONSTRATES THAT ALL CHILDREN HAVE A SPACE IN A PLACE AND DEMONSTRATES THAT ALL CHILDREN HAVE A SPACE IN A PLACE AND DEMONSTRATES THAT ALL CHILDREN HAVE A SPACE IN A PLACE AND PROTECTIONS 51 YEARS AGO IN HAVE A SPACE IN A PLACE AND PROTECTIONS 51 YEARS AGO IN HAVE A SPACE IN A PLACE AND PROTECTIONS 51 YEARS AGO IN NINETEEN SEVENTY FOR THE EQUITY PROTECTIONS 51 YEARS AGO IN NINETEEN SEVENTY FOR THE EQUITY PROTECTIONS 51 YEARS AGO IN NINETEEN SEVENTY FOR THE EQUITY ACT PASSED PASSED ALLOWING NINETEEN SEVENTY FOR THE EQUITY ACT PASSED PASSED ALLOWING NINETEEN SEVENTY FOR THE EQUITY ACT PASSED PASSED ALLOWING WOMEN LEGAL PROTECTIONS TO OPEN ACT PASSED PASSED ALLOWING WOMEN LEGAL PROTECTIONS TO OPEN ACT PASSED PASSED ALLOWING WOMEN LEGAL PROTECTIONS TO OPEN BANK ACCOUNTS IDEATE IDEA WAS WOMEN LEGAL PROTECTIONS

265TO OPEN BANK ACCOUNTS IDEATE IDEA WAS WOMEN LEGAL PROTECTIONS TO OPEN BANK ACCOUNTS IDEATE IDEA WAS PASSED IN NINETEEN SEVENTY FIVE BANK ACCOUNTS IDEATE IDEA WAS PASSED IN NINETEEN SEVENTY FIVE BANK ACCOUNTS IDEATE IDEA WAS PASSED IN NINETEEN SEVENTY FIVE IN NINETEEN SIXTY TWO TVB PASSED IN NINETEEN SEVENTY FIVE IN NINETEEN SIXTY TWO TVB PASSED IN NINETEEN SEVENTY FIVE IN NINETEEN SIXTY TWO TVB SCHOOLS INTEGRATED FORMER IN NINETEEN SIXTY TWO TVB SCHOOLS INTEGRATED FORMER IN NINETEEN SIXTY TWO TVB SCHOOLS INTEGRATED FORMER FORMAL DESEGREGATION HAPPENED SCHOOLS INTEGRATED FORMER FORMAL DESEGREGATION HAPPENED SCHOOLS INTEGRATED FORMER FORMAL DESEGREGATION HAPPENED IN NINETEEN SIXTY THE VOTING FORMAL DESEGREGATION HAPPENED IN NINETEEN SIXTY THE VOTING FORMAL DESEGREGATION HAPPENED IN NINETEEN SIXTY THE VOTING RIGHTS ACT IN NINETEEN SIXTY IN NINETEEN SIXTY THE VOTING RIGHTS ACT IN NINETEEN SIXTY IN NINETEEN SIXTY

266THE VOTING RIGHTS ACT IN NINETEEN SIXTY FIVE MADE STEPS TOWARDS RIGHTS ACT IN NINETEEN SIXTY FIVE MADE STEPS TOWARDS RIGHTS ACT IN NINETEEN SIXTY FIVE MADE STEPS TOWARDS BUILDING DISCRIMINATORY FIVE MADE STEPS TOWARDS BUILDING DISCRIMINATORY FIVE MADE STEPS TOWARDS BUILDING DISCRIMINATORY PRACTICES AND VOTING. BUILDING DISCRIMINATORY PRACTICES AND VOTING. BUILDING DISCRIMINATORY PRACTICES AND VOTING. NATIVE AMERICANS GAINED GAIN PRACTICES AND VOTING. NATIVE AMERICANS GAINED GAIN PRACTICES AND VOTING. NATIVE AMERICANS GAINED GAIN CITIZENSHIP IN NINETEEN TWENTY NATIVE AMERICANS GAINED GAIN CITIZENSHIP IN NINETEEN TWENTY NATIVE AMERICANS GAINED GAIN CITIZENSHIP IN NINETEEN TWENTY FOUR NATIVE AMERICANS GAINED CITIZENSHIP IN NINETEEN TWENTY FOUR NATIVE AMERICANS GAINED CITIZENSHIP IN NINETEEN TWENTY FOUR NATIVE AMERICANS GAINED CITIZENSHIP AND THEY STILL FOUR NATIVE AMERICANS GAINED CITIZENSHIP AND THEY STILL FOUR NATIVE AMERICANS GAINED CITIZENSHIP AND THEY STILL STRUGGLE IN MANY PLACES TO CITIZENSHIP

267AND THEY STILL STRUGGLE IN MANY PLACES TO CITIZENSHIP AND THEY STILL STRUGGLE IN MANY PLACES TO ACCESS VOTING OVERCOME BARRIERS STRUGGLE IN MANY PLACES TO ACCESS VOTING OVERCOME BARRIERS STRUGGLE IN MANY PLACES TO ACCESS VOTING OVERCOME BARRIERS TO POLLING THIS YEAR IN TWENTY ACCESS VOTING OVERCOME BARRIERS TO POLLING THIS YEAR IN TWENTY ACCESS VOTING OVERCOME BARRIERS TO POLLING THIS YEAR IN TWENTY TWENTY FIVE I VISITED THE SITE TO POLLING THIS YEAR IN TWENTY TWENTY FIVE I VISITED THE SITE TO POLLING THIS YEAR IN TWENTY TWENTY FIVE I VISITED THE SITE PUMPKINS JAIL KNOWN AS THE TWENTY FIVE I VISITED THE SITE PUMPKINS JAIL KNOWN AS THE TWENTY FIVE I VISITED THE SITE PUMPKINS JAIL KNOWN AS THE DEVIL'S HALF ACRE I KIND PUMPKINS JAIL KNOWN AS THE DEVIL'S HALF ACRE I KIND PUMPKINS JAIL KNOWN

268AS THE DEVIL'S HALF ACRE I KIND OF STUMBLED UPON IT AND DEVIL'S HALF ACRE I KIND OF STUMBLED UPON IT AND DEVIL'S HALF ACRE I KIND OF STUMBLED UPON IT AND VISITING RICHMOND WITH MY OF STUMBLED UPON IT AND VISITING RICHMOND WITH MY OF STUMBLED UPON IT AND VISITING RICHMOND WITH MY FRIENDS LITERALLY PLOPPED IN A VISITING RICHMOND WITH MY FRIENDS LITERALLY PLOPPED IN A VISITING RICHMOND WITH MY FRIENDS LITERALLY PLOPPED IN A RANDOM PARKING LOT NEXT THE FRIENDS LITERALLY PLOPPED IN A RANDOM PARKING LOT NEXT THE FRIENDS LITERALLY PLOPPED IN A RANDOM PARKING LOT NEXT THE TRAIL TO LUMPKIN STILL ON RANDOM PARKING LOT NEXT THE TRAIL TO LUMPKIN STILL ON RANDOM PARKING LOT NEXT THE TRAIL TO LUMPKIN STILL ON CINDER BLOCKS WAS A WINFREE TRAIL TO LUMPKIN STILL ON CINDER BLOCKS WAS

269A WINFREE TRAIL TO LUMPKIN STILL ON CINDER BLOCKS WAS A WINFREE COLLEGE COTTAGE THAT'S THIS CINDER BLOCKS WAS A WINFREE COLLEGE COTTAGE THAT'S THIS CINDER BLOCKS WAS A WINFREE COLLEGE COTTAGE THAT'S THIS THERE'S NO SIGNAGE NOTHING NO COLLEGE COTTAGE THAT'S THIS THERE'S NO SIGNAGE NOTHING NO COLLEGE COTTAGE THAT'S THIS THERE'S NO SIGNAGE NOTHING NO SIGNAGE, NOTHING STOPPING THERE'S NO SIGNAGE NOTHING NO SIGNAGE, NOTHING STOPPING THERE'S NO SIGNAGE NOTHING NO SIGNAGE, NOTHING STOPPING ANYONE FROM DEFACING BUILDING SIGNAGE, NOTHING STOPPING ANYONE FROM DEFACING BUILDING SIGNAGE, NOTHING STOPPING ANYONE FROM DEFACING BUILDING LET'S. ANYONE FROM DEFACING BUILDING LET'S. ANYONE FROM DEFACING BUILDING LET'S. LET'S CONTRAST THAT WITH THE LET'S. LET'S CONTRAST THAT WITH THE LET'S. LET'S CONTRAST THAT WITH THE SLAVE OWNER AND FORMER CHIEF LET'S CONTRAST THAT WITH THE SLAVE OWNER AND FORMER CHIEF LET'S CONTRAST THAT

270WITH THE SLAVE OWNER AND FORMER CHIEF JUSTICE JOHN MARSHALS HOME WHO SLAVE OWNER AND FORMER CHIEF JUSTICE JOHN MARSHALS HOME WHO SLAVE OWNER AND FORMER CHIEF JUSTICE JOHN MARSHALS HOME WHO IS WELL MAINTAINED BY DOCENTS JUSTICE JOHN MARSHALS HOME WHO IS WELL MAINTAINED BY DOCENTS JUSTICE JOHN MARSHALS HOME WHO IS WELL MAINTAINED BY DOCENTS EASY TO FIND THERE'S A GIFT IS WELL MAINTAINED BY DOCENTS EASY TO FIND THERE'S A GIFT IS WELL MAINTAINED BY DOCENTS EASY TO FIND THERE'S A GIFT SHOP THERE AND THIS YEAR TWENTY EASY TO FIND THERE'S A GIFT SHOP THERE AND THIS YEAR TWENTY EASY TO FIND THERE'S A GIFT SHOP THERE AND THIS YEAR TWENTY TWENTY FIVE MY FRIEND IS SHOP THERE AND THIS YEAR TWENTY TWENTY FIVE MY FRIEND IS SHOP THERE AND THIS YEAR TWENTY TWENTY FIVE MY

271FRIEND IS STRUGGLING TO GET A HANDRAIL TWENTY FIVE MY FRIEND IS STRUGGLING TO GET A HANDRAIL TWENTY FIVE MY FRIEND IS STRUGGLING TO GET A HANDRAIL ALL THAT BAYSIDE HIGH SCHOOL SO STRUGGLING TO GET A HANDRAIL ALL THAT BAYSIDE HIGH SCHOOL SO STRUGGLING TO GET A HANDRAIL ALL THAT BAYSIDE HIGH SCHOOL SO HER SON CAN ACCESS THE STAGE ALL THAT BAYSIDE HIGH SCHOOL SO HER SON CAN ACCESS THE STAGE ALL THAT BAYSIDE HIGH SCHOOL SO HER SON CAN ACCESS THE STAGE WITH HIS PEERS AND START GOING HER SON CAN ACCESS THE STAGE WITH HIS PEERS AND START GOING HER SON CAN ACCESS THE STAGE WITH HIS PEERS AND START GOING AROUND THE BACK TO GET TO THEM WITH HIS PEERS AND START GOING AROUND THE BACK TO GET TO THEM WITH HIS PEERS AND START

272GOING AROUND THE BACK TO GET TO THEM LOOKING OUR HISTORY AND AROUND THE BACK TO GET TO THEM LOOKING OUR HISTORY AND AROUND THE BACK TO GET TO THEM LOOKING OUR HISTORY AND RECOGNIZING THAT THERE ARE LOOKING OUR HISTORY AND RECOGNIZING THAT THERE ARE LOOKING OUR HISTORY AND RECOGNIZING THAT THERE ARE SYSTEM SET UP TO KEEP PEOPLE RECOGNIZING THAT THERE ARE SYSTEM SET UP TO KEEP PEOPLE RECOGNIZING THAT THERE ARE SYSTEM SET UP TO KEEP PEOPLE DOWN AND KEEP THEM CONTROLLED SYSTEM SET UP TO KEEP PEOPLE DOWN AND KEEP THEM CONTROLLED SYSTEM SET UP TO KEEP PEOPLE DOWN AND KEEP THEM CONTROLLED AS A DIRECT LINE TO WHY SO DOWN AND KEEP THEM CONTROLLED AS A DIRECT LINE TO WHY SO DOWN AND KEEP THEM CONTROLLED AS A DIRECT LINE TO WHY SO NEEDED AND

273SO IMPORTANT BLINDLY AS A DIRECT LINE TO WHY SO NEEDED AND SO IMPORTANT BLINDLY AS A DIRECT LINE TO WHY SO NEEDED AND SO IMPORTANT BLINDLY FOLLOWING AN EXECUTIVE >> ORDER NEEDED AND SO IMPORTANT BLINDLY FOLLOWING AN EXECUTIVE >> ORDER NEEDED AND SO IMPORTANT BLINDLY FOLLOWING AN EXECUTIVE >> ORDER THAT IS TIME EXPLAIN YOURSELF FOLLOWING AN EXECUTIVE >> ORDER THAT IS TIME EXPLAIN YOURSELF FOLLOWING AN EXECUTIVE >> ORDER THAT IS TIME EXPLAIN YOURSELF NEXT SPEAKER IS SPEAKER IS THAT IS TIME EXPLAIN YOURSELF NEXT SPEAKER IS SPEAKER IS THAT IS TIME EXPLAIN YOURSELF NEXT SPEAKER IS SPEAKER IS MAYBE FREEMAN HEATHER'S SIDE NEXT SPEAKER IS SPEAKER IS MAYBE FREEMAN HEATHER'S SIDE NEXT SPEAKER IS SPEAKER IS MAYBE FREEMAN HEATHER'S SIDE AND THEN FOR OVER A MONTH NOW MAYBE FREEMAN HEATHER'S SIDE AND THEN FOR OVER A

274MONTH NOW MAYBE FREEMAN HEATHER'S SIDE AND THEN FOR OVER A MONTH NOW YOU'VE HEARD FROM A SO-CALLED AND THEN FOR OVER A MONTH NOW YOU'VE HEARD FROM A SO-CALLED AND THEN FOR OVER A MONTH NOW YOU'VE HEARD FROM A SO-CALLED LIBERALS NEARLY THREE QUARTERS YOU'VE HEARD FROM A SO-CALLED LIBERALS NEARLY THREE QUARTERS YOU'VE HEARD FROM A SO-CALLED LIBERALS NEARLY THREE QUARTERS OF THE SPEAKERS HAVE SPOKE VERY LIBERALS NEARLY THREE QUARTERS OF THE SPEAKERS HAVE SPOKE VERY LIBERALS NEARLY THREE QUARTERS OF THE SPEAKERS HAVE SPOKE VERY STRONG SUPPORT IN UPHOLDING OF THE SPEAKERS HAVE SPOKE VERY STRONG SUPPORT IN UPHOLDING OF THE SPEAKERS HAVE SPOKE VERY STRONG SUPPORT IN UPHOLDING THESE EFFORTS IN OUR SCHOOL WE STRONG SUPPORT IN UPHOLDING THESE EFFORTS IN OUR SCHOOL WE STRONG SUPPORT IN UPHOLDING THESE EFFORTS IN OUR SCHOOL WE

275PRESENTED FACTS, DATA AND THESE EFFORTS IN OUR SCHOOL WE PRESENTED FACTS, DATA AND THESE EFFORTS IN OUR SCHOOL WE PRESENTED FACTS, DATA AND PERSONAL STORIES THAT CLEARLY PRESENTED FACTS, DATA AND PERSONAL STORIES THAT CLEARLY PRESENTED FACTS, DATA AND PERSONAL STORIES THAT CLEARLY ILLUSTRATE WHAT POLICIES LIKE PERSONAL STORIES THAT CLEARLY ILLUSTRATE WHAT POLICIES LIKE PERSONAL STORIES THAT CLEARLY ILLUSTRATE WHAT POLICIES LIKE FIVE DASH FOUR SO IMPORTANT AND ILLUSTRATE WHAT POLICIES LIKE FIVE DASH FOUR SO IMPORTANT AND ILLUSTRATE WHAT POLICIES LIKE FIVE DASH FOUR SO IMPORTANT AND YET THIS BOARD KEEPS TURNING US FIVE DASH FOUR SO IMPORTANT AND YET THIS BOARD KEEPS TURNING US FIVE DASH FOUR SO IMPORTANT AND YET THIS BOARD KEEPS TURNING US OUT. YET THIS BOARD KEEPS TURNING US OUT. YET THIS BOARD KEEPS TURNING US OUT. SO TONIGHT RATHER THAN REPEAT

276OUT. SO TONIGHT RATHER THAN REPEAT OUT. SO TONIGHT RATHER THAN REPEAT WAS ALREADY BEEN SAID, I'LL TRY SO TONIGHT RATHER THAN REPEAT WAS ALREADY BEEN SAID, I'LL TRY SO TONIGHT RATHER THAN REPEAT WAS ALREADY BEEN SAID, I'LL TRY SOMETHING DIFFERENT A SATIRICAL WAS ALREADY BEEN SAID, I'LL TRY SOMETHING DIFFERENT A SATIRICAL WAS ALREADY BEEN SAID, I'LL TRY SOMETHING DIFFERENT A SATIRICAL SPEECH MAYBE THIS WILL RESONATE SOMETHING DIFFERENT A SATIRICAL SPEECH MAYBE THIS WILL RESONATE SOMETHING DIFFERENT A SATIRICAL SPEECH MAYBE THIS WILL RESONATE BETTER WITH A FEW OF Y'ALL SPEECH MAYBE THIS WILL RESONATE BETTER WITH A FEW OF Y'ALL SPEECH MAYBE THIS WILL RESONATE BETTER WITH A FEW OF Y'ALL TONIGHT TO TALK TONIGHT TO TALK BETTER WITH A FEW OF Y'ALL TONIGHT TO TALK TONIGHT TO TALK BETTER WITH A FEW OF Y'ALL TONIGHT

277TO TALK TONIGHT TO TALK ABOUT DIVERSITY, EQUITY AND TONIGHT TO TALK TONIGHT TO TALK ABOUT DIVERSITY, EQUITY AND TONIGHT TO TALK TONIGHT TO TALK ABOUT DIVERSITY, EQUITY AND INCLUSION THOSE FEEL GOOD ABOUT DIVERSITY, EQUITY AND INCLUSION THOSE FEEL GOOD ABOUT DIVERSITY, EQUITY AND INCLUSION THOSE FEEL GOOD BUZZWORDS DRESSED UP BUZZ WORDS INCLUSION THOSE FEEL GOOD BUZZWORDS DRESSED UP BUZZ WORDS INCLUSION THOSE FEEL GOOD BUZZWORDS DRESSED UP BUZZ WORDS DRESSED UP AS COMPASSION AND BUZZWORDS DRESSED UP BUZZ WORDS DRESSED UP AS COMPASSION AND BUZZWORDS DRESSED UP BUZZ WORDS DRESSED UP AS COMPASSION AND PROGRESS BUT REALLY JUST A DRESSED UP AS COMPASSION AND PROGRESS BUT REALLY JUST A DRESSED UP AS COMPASSION AND PROGRESS BUT REALLY JUST A CLEVER DISTRACTION FROM THE PROGRESS BUT REALLY JUST A CLEVER DISTRACTION FROM THE PROGRESS BUT REALLY JUST A

278CLEVER DISTRACTION FROM THE IMPORTANT WORK OF MAINTAINING CLEVER DISTRACTION FROM THE IMPORTANT WORK OF MAINTAINING CLEVER DISTRACTION FROM THE IMPORTANT WORK OF MAINTAINING THE STATUS LET'S BE HONEST IMPORTANT WORK OF MAINTAINING THE STATUS LET'S BE HONEST IMPORTANT WORK OF MAINTAINING THE STATUS LET'S BE HONEST DIVERSITY IS EXHAUSTING. THE STATUS LET'S BE HONEST DIVERSITY IS EXHAUSTING. THE STATUS LET'S BE HONEST DIVERSITY IS EXHAUSTING. ALL THESE CULTURES VOICES DIVERSITY IS EXHAUSTING. ALL THESE CULTURES VOICES DIVERSITY IS EXHAUSTING. ALL THESE CULTURES VOICES RELIGIONS AND IDEAS IT'S HARD ALL THESE CULTURES VOICES RELIGIONS AND IDEAS IT'S HARD ALL THESE CULTURES VOICES RELIGIONS AND IDEAS IT'S HARD IT'S HARD TO KEEP TRACK AND RELIGIONS AND IDEAS IT'S HARD IT'S HARD TO KEEP TRACK AND RELIGIONS AND IDEAS IT'S HARD IT'S HARD TO KEEP TRACK AND EQUITY DON'T EVEN GET ME

279IT'S HARD TO KEEP TRACK AND EQUITY DON'T EVEN GET ME IT'S HARD TO KEEP TRACK AND EQUITY DON'T EVEN GET ME STARTED THE IDEA THAT SOME EQUITY DON'T EVEN GET ME STARTED THE IDEA THAT SOME EQUITY DON'T EVEN GET ME STARTED THE IDEA THAT SOME STUDENTS MIGHT NEED DIFFERENT STARTED THE IDEA THAT SOME STUDENTS MIGHT NEED DIFFERENT STARTED THE IDEA THAT SOME STUDENTS MIGHT NEED DIFFERENT SUPPORTS TO SUCCEED HONESTLY STUDENTS MIGHT NEED DIFFERENT SUPPORTS TO SUCCEED HONESTLY STUDENTS MIGHT NEED DIFFERENT SUPPORTS TO SUCCEED HONESTLY I'D RATHER WATCH MY DAUGHTER SUPPORTS TO SUCCEED HONESTLY I'D RATHER WATCH MY DAUGHTER SUPPORTS TO SUCCEED HONESTLY I'D RATHER WATCH MY DAUGHTER WITH ADHD AND DYSLEXIA STRUGGLE I'D RATHER WATCH MY DAUGHTER WITH ADHD AND DYSLEXIA STRUGGLE I'D RATHER WATCH MY DAUGHTER WITH ADHD AND DYSLEXIA STRUGGLE TO GIVE HER

280THE SUPPORT SHE WITH ADHD AND DYSLEXIA STRUGGLE TO GIVE HER THE SUPPORT SHE WITH ADHD AND DYSLEXIA STRUGGLE TO GIVE HER THE SUPPORT SHE NEEDS BECAUSE HEAVEN FORBID SHE TO GIVE HER THE SUPPORT SHE NEEDS BECAUSE HEAVEN FORBID SHE TO GIVE HER THE SUPPORT SHE NEEDS BECAUSE HEAVEN FORBID SHE GET SOMETHING MY OTHER DAUGHTER NEEDS BECAUSE HEAVEN FORBID SHE GET SOMETHING MY OTHER DAUGHTER NEEDS BECAUSE HEAVEN FORBID SHE GET SOMETHING MY OTHER DAUGHTER DOESN'T. GET SOMETHING MY OTHER DAUGHTER DOESN'T. GET SOMETHING MY OTHER DAUGHTER DOESN'T. FAIR'S RIGHT IF ONE THINKS THE DOESN'T. FAIR'S RIGHT IF ONE THINKS THE DOESN'T. FAIR'S RIGHT IF ONE THINKS THE THINKS THE OTHER BETTER GROUND FAIR'S RIGHT IF ONE THINKS THE THINKS THE OTHER BETTER GROUND FAIR'S RIGHT IF ONE THINKS THE THINKS THE OTHER BETTER GROUND TO AN INCLUSION

281WHAT A THINKS THE OTHER BETTER GROUND TO AN INCLUSION WHAT A THINKS THE OTHER BETTER GROUND TO AN INCLUSION WHAT A NIGHTMARE SCHOOLS ARE SUPPOSED TO AN INCLUSION WHAT A NIGHTMARE SCHOOLS ARE SUPPOSED TO AN INCLUSION WHAT A NIGHTMARE SCHOOLS ARE SUPPOSED TO PREPARE KIDS FOR THE REAL NIGHTMARE SCHOOLS ARE SUPPOSED TO PREPARE KIDS FOR THE REAL NIGHTMARE SCHOOLS ARE SUPPOSED TO PREPARE KIDS FOR THE REAL WORLD AND WHAT BETTER WAY TO DO TO PREPARE KIDS FOR THE REAL WORLD AND WHAT BETTER WAY TO DO TO PREPARE KIDS FOR THE REAL WORLD AND WHAT BETTER WAY TO DO THAT THAN BY EXCLUDING ANYONE WORLD AND WHAT BETTER WAY TO DO THAT THAN BY EXCLUDING ANYONE WORLD AND WHAT BETTER WAY TO DO THAT THAN BY EXCLUDING ANYONE WHO MAKES THINGS TOO THAT THAN BY EXCLUDING

282ANYONE WHO MAKES THINGS TOO THAT THAN BY EXCLUDING ANYONE WHO MAKES THINGS TOO COMPLICATED LIKE KIDS WITH WHO MAKES THINGS TOO COMPLICATED LIKE KIDS WITH WHO MAKES THINGS TOO COMPLICATED LIKE KIDS WITH DIFFERENT LEARNING NEEDS COMPLICATED LIKE KIDS WITH DIFFERENT LEARNING NEEDS COMPLICATED LIKE KIDS WITH DIFFERENT LEARNING NEEDS LANGUAGES OR LIVED EXPERIENCES DIFFERENT LEARNING NEEDS LANGUAGES OR LIVED EXPERIENCES DIFFERENT LEARNING NEEDS LANGUAGES OR LIVED EXPERIENCES IF IF THEY START FEELING LIKE LANGUAGES OR LIVED EXPERIENCES IF IF THEY START FEELING LIKE LANGUAGES OR LIVED EXPERIENCES IF IF THEY START FEELING LIKE THEY BELONG WHAT'S NEXT STUDENT IF IF THEY START FEELING LIKE THEY BELONG WHAT'S NEXT STUDENT IF IF THEY START FEELING LIKE THEY BELONG WHAT'S NEXT STUDENT INPUT ON POLICY MADNESS SO THEY BELONG WHAT'S NEXT STUDENT INPUT ON POLICY MADNESS SO THEY BELONG WHAT'S

283NEXT STUDENT INPUT ON POLICY MADNESS SO LET'S FINALLY LISTEN TO DADDY INPUT ON POLICY MADNESS SO LET'S FINALLY LISTEN TO DADDY INPUT ON POLICY MADNESS SO LET'S FINALLY LISTEN TO DADDY IDEAS AND PULL THE PLUG ON ALL LET'S FINALLY LISTEN TO DADDY IDEAS AND PULL THE PLUG ON ALL LET'S FINALLY LISTEN TO DADDY IDEAS AND PULL THE PLUG ON ALL THINGS ONCE AND FOR ALL. IDEAS AND PULL THE PLUG ON ALL THINGS ONCE AND FOR ALL. IDEAS AND PULL THE PLUG ON ALL THINGS ONCE AND FOR ALL. LET'S BRING BACK THE GOOD OLD THINGS ONCE AND FOR ALL. LET'S BRING BACK THE GOOD OLD THINGS ONCE AND FOR ALL. LET'S BRING BACK THE GOOD OLD DAYS WHEN HISTORY WAS SIMPLER LET'S BRING BACK THE GOOD OLD DAYS WHEN HISTORY WAS SIMPLER LET'S BRING BACK THE

284GOOD OLD DAYS WHEN HISTORY WAS SIMPLER DESKS WE'RE IN A STRAIGHT ROW DAYS WHEN HISTORY WAS SIMPLER DESKS WE'RE IN A STRAIGHT ROW DAYS WHEN HISTORY WAS SIMPLER DESKS WE'RE IN A STRAIGHT ROW AND EVERYBODY KNEW EXACTLY WHO DESKS WE'RE IN A STRAIGHT ROW AND EVERYBODY KNEW EXACTLY WHO DESKS WE'RE IN A STRAIGHT ROW AND EVERYBODY KNEW EXACTLY WHO DIDN'T BELONG NOW REAL TALK AND EVERYBODY KNEW EXACTLY WHO DIDN'T BELONG NOW REAL TALK AND EVERYBODY KNEW EXACTLY WHO DIDN'T BELONG NOW REAL TALK THANK YOU THANK YOU TO MISS DIDN'T BELONG NOW REAL TALK THANK YOU THANK YOU TO MISS DIDN'T BELONG NOW REAL TALK THANK YOU THANK YOU TO MISS FELTON AND MR. BURNS FOR YOUR THANK YOU THANK YOU TO MISS FELTON AND MR. BURNS FOR YOUR THANK YOU THANK YOU TO MISS FELTON

285AND MR. BURNS FOR YOUR VOTE AT THE MEETING TO MAINTAIN FELTON AND MR. BURNS FOR YOUR VOTE AT THE MEETING TO MAINTAIN FELTON AND MR. BURNS FOR YOUR VOTE AT THE MEETING TO MAINTAIN THE CURRENT CELL PHONE POLICY VOTE AT THE MEETING TO MAINTAIN THE CURRENT CELL PHONE POLICY VOTE AT THE MEETING TO MAINTAIN THE CURRENT CELL PHONE POLICY FOR NEXT YEAR WHICH ALLOWS HIGH THE CURRENT CELL PHONE POLICY FOR NEXT YEAR WHICH ALLOWS HIGH THE CURRENT CELL PHONE POLICY FOR NEXT YEAR WHICH ALLOWS HIGH SCHOOL STUDENTS TO USE THEIR FOR NEXT YEAR WHICH ALLOWS HIGH SCHOOL STUDENTS TO USE THEIR FOR NEXT YEAR WHICH ALLOWS HIGH SCHOOL STUDENTS TO USE THEIR PHONES DURING ONE LUNCH. SCHOOL STUDENTS TO USE THEIR PHONES DURING ONE LUNCH. SCHOOL STUDENTS TO USE THEIR PHONES DURING ONE LUNCH. IT'S

286ENCOURAGING TO THINK THAT PHONES DURING ONE LUNCH. IT'S ENCOURAGING TO THINK THAT PHONES DURING ONE LUNCH. IT'S ENCOURAGING TO THINK THAT MAYBE MR BOWEN STILL YOU ARE IT'S ENCOURAGING TO THINK THAT MAYBE MR BOWEN STILL YOU ARE IT'S ENCOURAGING TO THINK THAT MAYBE MR BOWEN STILL YOU ARE ACTUALLY LISTENING PAYING MAYBE MR BOWEN STILL YOU ARE ACTUALLY LISTENING PAYING MAYBE MR BOWEN STILL YOU ARE ACTUALLY LISTENING PAYING ATTENTION DURING YOUR VISITS ACTUALLY LISTENING PAYING ATTENTION DURING YOUR VISITS ACTUALLY LISTENING PAYING ATTENTION DURING YOUR VISITS KEEP ASKING QUESTIONS AND MOST ATTENTION DURING YOUR VISITS KEEP ASKING QUESTIONS AND MOST ATTENTION DURING YOUR VISITS KEEP ASKING QUESTIONS AND MOST IMPORTANTLY KEEP THINKING KEEP ASKING QUESTIONS AND MOST IMPORTANTLY KEEP THINKING KEEP ASKING QUESTIONS AND MOST IMPORTANTLY KEEP THINKING INDEPENDENTLY NOW MISS DWYER, IMPORTANTLY KEEP THINKING INDEPENDENTLY NOW

287MISS DWYER, IMPORTANTLY KEEP THINKING INDEPENDENTLY NOW MISS DWYER, YOUR PERSISTENT PHONE YOU INDEPENDENTLY NOW MISS DWYER, YOUR PERSISTENT PHONE YOU INDEPENDENTLY NOW MISS DWYER, YOUR PERSISTENT PHONE YOU STARTED SCHOOL BOARD MEETINGS YOUR PERSISTENT PHONE YOU STARTED SCHOOL BOARD MEETINGS YOUR PERSISTENT PHONE YOU STARTED SCHOOL BOARD MEETINGS NEEDS TO BE ADDRESSED IF THE STARTED SCHOOL BOARD MEETINGS NEEDS TO BE ADDRESSED IF THE STARTED SCHOOL BOARD MEETINGS NEEDS TO BE ADDRESSED IF THE CHAIR WON'T DO IT, I WILL IF NEEDS TO BE ADDRESSED IF THE CHAIR WON'T DO IT, I WILL IF NEEDS TO BE ADDRESSED IF THE CHAIR WON'T DO IT, I WILL IF YOU'RE UNABLE TO STAGGER PHONE CHAIR WON'T DO IT, I WILL IF YOU'RE UNABLE TO STAGGER PHONE CHAIR WON'T DO IT, I WILL IF YOU'RE UNABLE TO STAGGER PHONE WHILE PHONE WHILE

288SEATED ON THE YOU'RE UNABLE TO STAGGER PHONE WHILE PHONE WHILE SEATED ON THE YOU'RE UNABLE TO STAGGER PHONE WHILE PHONE WHILE SEATED ON THE DAIS PERHAPS IT'S TIME TO STEP WHILE PHONE WHILE SEATED ON THE DAIS PERHAPS IT'S TIME TO STEP WHILE PHONE WHILE SEATED ON THE DAIS PERHAPS IT'S TIME TO STEP DOWN DURING THE LAST THE LAST DAIS PERHAPS IT'S TIME TO STEP DOWN DURING THE LAST THE LAST DAIS PERHAPS IT'S TIME TO STEP DOWN DURING THE LAST THE LAST MINUTE ALONE YOU WERE CAUGHT ON DOWN DURING THE LAST THE LAST MINUTE ALONE YOU WERE CAUGHT ON DOWN DURING THE LAST THE LAST MINUTE ALONE YOU WERE CAUGHT ON CAMERA NO FEWER THAN 14 TIMES MINUTE ALONE YOU WERE CAUGHT ON CAMERA NO FEWER THAN 14 TIMES MINUTE ALONE YOU WERE CAUGHT ON CAMERA

289NO FEWER THAN 14 TIMES WITH YOUR PHONE IN YOUR HAND CAMERA NO FEWER THAN 14 TIMES WITH YOUR PHONE IN YOUR HAND CAMERA NO FEWER THAN 14 TIMES WITH YOUR PHONE IN YOUR HAND AND AT ONE POINT YOU SCROLLING WITH YOUR PHONE IN YOUR HAND AND AT ONE POINT YOU SCROLLING WITH YOUR PHONE IN YOUR HAND AND AT ONE POINT YOU SCROLLING FOR OVER TWO MINUTES STRAIGHT. AND AT ONE POINT YOU SCROLLING FOR OVER TWO MINUTES STRAIGHT. AND AT ONE POINT YOU SCROLLING FOR OVER TWO MINUTES STRAIGHT. WHAT COULD BE SO IMPORTANT ON FOR OVER TWO MINUTES STRAIGHT. WHAT COULD BE SO IMPORTANT ON FOR OVER TWO MINUTES STRAIGHT. WHAT COULD BE SO IMPORTANT ON YOUR PHONE THAT YOU'RE LOOKING WHAT COULD BE SO IMPORTANT ON YOUR PHONE THAT YOU'RE LOOKING WHAT COULD BE SO

290IMPORTANT ON YOUR PHONE THAT YOU'RE LOOKING AT IT THAT MUCH DURING A SCHOOL YOUR PHONE THAT YOU'RE LOOKING AT IT THAT MUCH DURING A SCHOOL YOUR PHONE THAT YOU'RE LOOKING AT IT THAT MUCH DURING A SCHOOL BOARD MEETING YOUR CONSTANT IS AT IT THAT MUCH DURING A SCHOOL BOARD MEETING YOUR CONSTANT IS AT IT THAT MUCH DURING A SCHOOL BOARD MEETING YOUR CONSTANT IS NOT ONLY DISTRACTING BUT TO BOARD MEETING YOUR CONSTANT IS NOT ONLY DISTRACTING BUT TO BOARD MEETING YOUR CONSTANT IS NOT ONLY DISTRACTING BUT TO IT'S A CLEAR LACK OF INTEREST NOT ONLY DISTRACTING BUT TO IT'S A CLEAR LACK OF INTEREST NOT ONLY DISTRACTING BUT TO IT'S A CLEAR LACK OF INTEREST WHICH SHOWS WHICH IS NOT IT'S A CLEAR LACK OF INTEREST WHICH SHOWS WHICH IS NOT IT'S A CLEAR LACK

291OF INTEREST WHICH SHOWS WHICH IS NOT SURPRISING GIVEN YOUR USUAL WHICH SHOWS WHICH IS NOT SURPRISING GIVEN YOUR USUAL WHICH SHOWS WHICH IS NOT SURPRISING GIVEN YOUR USUAL SILENCE YOUR CONSTITUENTS AND SURPRISING GIVEN YOUR USUAL SILENCE YOUR CONSTITUENTS AND SURPRISING GIVEN YOUR USUAL SILENCE YOUR CONSTITUENTS AND DISTRICT ONE AND STUDENTS SILENCE YOUR CONSTITUENTS AND DISTRICT ONE AND STUDENTS SILENCE YOUR CONSTITUENTS AND DISTRICT ONE AND STUDENTS OF VIRGINIA BEACH DESERVE DISTRICT ONE AND STUDENTS OF VIRGINIA BEACH DESERVE DISTRICT ONE AND STUDENTS OF VIRGINIA BEACH DESERVE BETTER FOR ME AS A SCHOOL BOARD OF VIRGINIA BEACH DESERVE BETTER FOR ME AS A SCHOOL BOARD OF VIRGINIA BEACH DESERVE BETTER FOR ME AS A SCHOOL BOARD MEMBER IF YOU CAN'T DO YOUR BETTER FOR ME AS A SCHOOL BOARD MEMBER IF YOU CAN'T DO YOUR BETTER FOR ME

292AS A SCHOOL BOARD MEMBER IF YOU CAN'T DO YOUR JOB, PLEASE MAKE WAY FOR MEMBER IF YOU CAN'T DO YOUR JOB, PLEASE MAKE WAY FOR MEMBER IF YOU CAN'T DO YOUR JOB, PLEASE MAKE WAY FOR SOMEONE WHO CAN THANK YOU. JOB, PLEASE MAKE WAY FOR SOMEONE WHO CAN THANK YOU. JOB, PLEASE MAKE WAY FOR SOMEONE WHO CAN THANK YOU. THE NEXT SPEAKER IS HEATHER SAY SOMEONE WHO CAN THANK YOU. THE NEXT SPEAKER IS HEATHER SAY SOMEONE WHO CAN THANK YOU. THE NEXT SPEAKER IS HEATHER SAY SEAN PENN AND THEN DR. RICHARD THE NEXT SPEAKER IS HEATHER SAY SEAN PENN AND THEN DR. RICHARD THE NEXT SPEAKER IS HEATHER SAY SEAN PENN AND THEN DR. RICHARD COLE KOJA GOOD EVENING SEAN PENN AND THEN DR. RICHARD COLE KOJA GOOD EVENING SEAN PENN AND THEN DR. RICHARD

293COLE KOJA GOOD EVENING CHAIRWOMAN BROWN VICE CHAIR COLE KOJA GOOD EVENING CHAIRWOMAN BROWN VICE CHAIR COLE KOJA GOOD EVENING CHAIRWOMAN BROWN VICE CHAIR WEEMS VICE CHAIR WILLIAMS, CHAIRWOMAN BROWN VICE CHAIR WEEMS VICE CHAIR WILLIAMS, CHAIRWOMAN BROWN VICE CHAIR WEEMS VICE CHAIR WILLIAMS, MEMBERS OF THE SCHOOL CONDUCTOR WEEMS VICE CHAIR WILLIAMS, MEMBERS OF THE SCHOOL CONDUCTOR WEEMS VICE CHAIR WILLIAMS, MEMBERS OF THE SCHOOL CONDUCTOR ROBERTSON MY NAME IS HEATHER MEMBERS OF THE SCHOOL CONDUCTOR ROBERTSON MY NAME IS HEATHER MEMBERS OF THE SCHOOL CONDUCTOR ROBERTSON MY NAME IS HEATHER SIPE AND I SCIP AND I AM ROBERTSON MY NAME IS HEATHER SIPE AND I SCIP AND I AM ROBERTSON MY NAME IS HEATHER SIPE AND I SCIP AND I AM PRESIDENT OF THE VIRGINIA EACH SIPE AND I SCIP AND I AM PRESIDENT OF THE VIRGINIA EACH

294SIPE AND I SCIP AND I AM PRESIDENT OF THE VIRGINIA EACH EDUCATION ASSOCIATION I'M HERE PRESIDENT OF THE VIRGINIA EACH EDUCATION ASSOCIATION I'M HERE PRESIDENT OF THE VIRGINIA EACH EDUCATION ASSOCIATION I'M HERE THIS EVENING TO SPEAK ONCE MORE EDUCATION ASSOCIATION I'M HERE THIS EVENING TO SPEAK ONCE MORE EDUCATION ASSOCIATION I'M HERE THIS EVENING TO SPEAK ONCE MORE AGAINST GUTTING POLICY FIVE THIS EVENING TO SPEAK ONCE MORE AGAINST GUTTING POLICY FIVE THIS EVENING TO SPEAK ONCE MORE AGAINST GUTTING POLICY FIVE FOUR FORMERLY EDUCATIONAL AGAINST GUTTING POLICY FIVE FOUR FORMERLY EDUCATIONAL AGAINST GUTTING POLICY FIVE FOUR FORMERLY EDUCATIONAL EQUITY AND THE REMOVAL OF THE FOUR FORMERLY EDUCATIONAL EQUITY AND THE REMOVAL OF THE FOUR FORMERLY EDUCATIONAL EQUITY AND THE REMOVAL OF THE WORDS DIVERSITY DIVERSE EQUITY EQUITY AND THE REMOVAL OF THE WORDS DIVERSITY DIVERSE EQUITY EQUITY

295AND THE REMOVAL OF THE WORDS DIVERSITY DIVERSE EQUITY INCLUSION AND CULTURALLY WORDS DIVERSITY DIVERSE EQUITY INCLUSION AND CULTURALLY WORDS DIVERSITY DIVERSE EQUITY INCLUSION AND CULTURALLY RESPONSIVE TEACHING FROM THE INCLUSION AND CULTURALLY RESPONSIVE TEACHING FROM THE INCLUSION AND CULTURALLY RESPONSIVE TEACHING FROM THE STRATEGIC FRAMEWORKS CONTRARY RESPONSIVE TEACHING FROM THE STRATEGIC FRAMEWORKS CONTRARY RESPONSIVE TEACHING FROM THE STRATEGIC FRAMEWORKS CONTRARY TO THE NARRATIVE THAT IS BEING STRATEGIC FRAMEWORKS CONTRARY TO THE NARRATIVE THAT IS BEING STRATEGIC FRAMEWORKS CONTRARY TO THE NARRATIVE THAT IS BEING PUSHED AT THE FEDERAL LEVEL AND TO THE NARRATIVE THAT IS BEING PUSHED AT THE FEDERAL LEVEL AND TO THE NARRATIVE THAT IS BEING PUSHED AT THE FEDERAL LEVEL AND WHAT MANY HAVE COME TO BELIEVE PUSHED AT THE FEDERAL LEVEL AND WHAT MANY HAVE COME TO BELIEVE PUSHED AT THE FEDERAL LEVEL AND WHAT

296MANY HAVE COME TO BELIEVE EQUITY IS NOT A FOCUS ON EQUAL WHAT MANY HAVE COME TO BELIEVE EQUITY IS NOT A FOCUS ON EQUAL WHAT MANY HAVE COME TO BELIEVE EQUITY IS NOT A FOCUS ON EQUAL OUTCOMES EDUCATIONAL EQUITY IS EQUITY IS NOT A FOCUS ON EQUAL OUTCOMES EDUCATIONAL EQUITY IS EQUITY IS NOT A FOCUS ON EQUAL OUTCOMES EDUCATIONAL EQUITY IS A FOCUS ON PROVIDING ALL OUTCOMES EDUCATIONAL EQUITY IS A FOCUS ON PROVIDING ALL OUTCOMES EDUCATIONAL EQUITY IS A FOCUS ON PROVIDING ALL STUDENTS EQUAL ACCESS TO HIGH A FOCUS ON PROVIDING ALL STUDENTS EQUAL ACCESS TO HIGH A FOCUS ON PROVIDING ALL STUDENTS EQUAL ACCESS TO HIGH EDUCATION HIGH QUALITY STUDENTS EQUAL ACCESS TO HIGH EDUCATION HIGH QUALITY STUDENTS EQUAL ACCESS TO HIGH EDUCATION HIGH QUALITY EDUCATION AND THE OPPORTUNITIES EDUCATION HIGH QUALITY EDUCATION AND

297THE OPPORTUNITIES EDUCATION HIGH QUALITY EDUCATION AND THE OPPORTUNITIES TO LEARN ACCESS IT IS THE DUTY EDUCATION AND THE OPPORTUNITIES TO LEARN ACCESS IT IS THE DUTY EDUCATION AND THE OPPORTUNITIES TO LEARN ACCESS IT IS THE DUTY OF THE SCHOOL BOARD TO ENSURE TO LEARN ACCESS IT IS THE DUTY OF THE SCHOOL BOARD TO ENSURE TO LEARN ACCESS IT IS THE DUTY OF THE SCHOOL BOARD TO ENSURE THAT EVERY STUDENT CITY PUBLIC OF THE SCHOOL BOARD TO ENSURE THAT EVERY STUDENT CITY PUBLIC OF THE SCHOOL BOARD TO ENSURE THAT EVERY STUDENT CITY PUBLIC SCHOOLS REGARDLESS PUBLIC THAT EVERY STUDENT CITY PUBLIC SCHOOLS REGARDLESS PUBLIC THAT EVERY STUDENT CITY PUBLIC SCHOOLS REGARDLESS PUBLIC SCHOOLS REGARDLESS PUBLIC SCHOOLS REGARDLESS PUBLIC SCHOOLS REGARDLESS OF BACKGROUND, RACE, RELIGION, SCHOOLS REGARDLESS OF BACKGROUND, RACE, RELIGION, SCHOOLS REGARDLESS OF BACKGROUND, RACE, RELIGION,

298NATIONAL ORIGIN FAMILIAL STATUS OF BACKGROUND, RACE, RELIGION, NATIONAL ORIGIN FAMILIAL STATUS OF BACKGROUND, RACE, RELIGION, NATIONAL ORIGIN FAMILIAL STATUS ZIP CODE ZIP CODE OR ANY OTHER NATIONAL ORIGIN FAMILIAL STATUS ZIP CODE ZIP CODE OR ANY OTHER NATIONAL ORIGIN FAMILIAL STATUS ZIP CODE ZIP CODE OR ANY OTHER FACTOR RECEIVES THE RESOURCES ZIP CODE ZIP CODE OR ANY OTHER FACTOR RECEIVES THE RESOURCES ZIP CODE ZIP CODE OR ANY OTHER FACTOR RECEIVES THE RESOURCES AND SUPPORT THEY NEED IN ORDER FACTOR RECEIVES THE RESOURCES AND SUPPORT THEY NEED IN ORDER FACTOR RECEIVES THE RESOURCES AND SUPPORT THEY NEED IN ORDER TO REACH THEIR FULL POTENTIAL AND SUPPORT THEY NEED IN ORDER TO REACH THEIR FULL POTENTIAL AND SUPPORT THEY NEED IN ORDER TO REACH THEIR FULL POTENTIAL NEED BECAUSE EVERY STUDENT HAS TO REACH THEIR FULL POTENTIAL NEED BECAUSE

299EVERY STUDENT HAS TO REACH THEIR FULL POTENTIAL NEED BECAUSE EVERY STUDENT HAS DIFFERENT NEEDS AND LEARNING NEED BECAUSE EVERY STUDENT HAS DIFFERENT NEEDS AND LEARNING NEED BECAUSE EVERY STUDENT HAS DIFFERENT NEEDS AND LEARNING STYLES PROVIDING EQUAL DIFFERENT NEEDS AND LEARNING RESOURCES MAY NOT BE ENOUGH TO MEET THEIR NEEDS. RESOURCES MAY NOT BE ENOUGH TO MEET THEIR NEEDS. RESOURCES MAY NOT BE ENOUGH TO MEET THEIR NEEDS. IF YOU'VE STUDIED ANY MEET THEIR NEEDS. IF YOU'VE STUDIED ANY MEET THEIR NEEDS. IF YOU'VE STUDIED ANY PSYCHOLOGY YOU'VE LEARNED IF YOU'VE STUDIED ANY PSYCHOLOGY YOU'VE LEARNED IF YOU'VE STUDIED ANY PSYCHOLOGY YOU'VE LEARNED OF MASLOW'S HIERARCHY OF NEEDS PSYCHOLOGY YOU'VE LEARNED OF MASLOW'S HIERARCHY OF NEEDS PSYCHOLOGY YOU'VE LEARNED OF MASLOW'S HIERARCHY OF NEEDS WHEN YOU STUDY EDUCATION YOU OF MASLOW'S HIERARCHY OF NEEDS WHEN YOU STUDY EDUCATION YOU

300OF MASLOW'S HIERARCHY OF NEEDS WHEN YOU STUDY EDUCATION YOU YOU'LL LEARN ABOUT BLOOM'S WHEN YOU STUDY EDUCATION YOU YOU'LL LEARN ABOUT BLOOM'S WHEN YOU STUDY EDUCATION YOU YOU'LL LEARN ABOUT BLOOM'S TAXONOMY AS AN EDUCATOR YOU YOU'LL LEARN ABOUT BLOOM'S TAXONOMY AS AN EDUCATOR YOU YOU'LL LEARN ABOUT BLOOM'S TAXONOMY AS AN EDUCATOR YOU LEARN QUICKLY THAT YOUR TAXONOMY AS AN EDUCATOR YOU LEARN QUICKLY THAT YOUR TAXONOMY AS AN EDUCATOR YOU LEARN QUICKLY THAT YOUR STUDENTS MUST GET THROUGH LEARN QUICKLY THAT YOUR STUDENTS MUST GET THROUGH LEARN QUICKLY THAT YOUR STUDENTS MUST GET THROUGH MASLOW BEFORE THEY CAN BLAME STUDENTS MUST GET THROUGH MASLOW BEFORE THEY CAN BLAME STUDENTS MUST GET THROUGH MASLOW BEFORE THEY CAN BLAME OUR STUDENTS COME TO US ON MASLOW BEFORE THEY CAN BLAME OUR STUDENTS COME TO US ON MASLOW BEFORE THEY

301CAN BLAME OUR STUDENTS COME TO US ON DIFFERENT STEPS OF MASLOW'S OUR STUDENTS COME TO US ON DIFFERENT STEPS OF MASLOW'S OUR STUDENTS COME TO US ON DIFFERENT STEPS OF MASLOW'S HIERARCHY OF NEEDS AND DIFFERENT STEPS OF MASLOW'S HIERARCHY OF NEEDS AND DIFFERENT STEPS OF MASLOW'S HIERARCHY OF NEEDS AND EDUCATIONAL EQUITY IS ABOUT HIERARCHY OF NEEDS AND EDUCATIONAL EQUITY IS ABOUT HIERARCHY OF NEEDS AND EDUCATIONAL EQUITY IS ABOUT GETTING STUDENTS ON AS EVEN EDUCATIONAL EQUITY IS ABOUT GETTING STUDENTS ON AS EVEN EDUCATIONAL EQUITY IS ABOUT GETTING STUDENTS ON AS EVEN OF A PLAYING FIELD AS POSSIBLE GETTING STUDENTS ON AS EVEN OF A PLAYING FIELD AS POSSIBLE GETTING STUDENTS ON AS EVEN OF A PLAYING FIELD AS POSSIBLE SO THEY CAN ALL BLOOM. OF A PLAYING FIELD AS POSSIBLE SO THEY CAN ALL BLOOM. OF

302A PLAYING FIELD AS POSSIBLE SO THEY CAN ALL BLOOM. PAPALE FOUR TO SIX TWO SO THEY CAN ALL BLOOM. PAPALE FOUR TO SIX TWO SO THEY CAN ALL BLOOM. PAPALE FOUR TO SIX TWO INSTRUCTIONAL STAFF IN THE PAPALE FOUR TO SIX TWO INSTRUCTIONAL STAFF IN THE PAPALE FOUR TO SIX TWO INSTRUCTIONAL STAFF IN THE SCHOOL DIVISION ARE EVALUATED INSTRUCTIONAL STAFF IN THE SCHOOL DIVISION ARE EVALUATED INSTRUCTIONAL STAFF IN THE SCHOOL DIVISION ARE EVALUATED ON THEIR ABILITY TO MEET SCHOOL DIVISION ARE EVALUATED ON THEIR ABILITY TO MEET SCHOOL DIVISION ARE EVALUATED ON THEIR ABILITY TO MEET DIVERSE NEEDS OF THEIR ON THEIR ABILITY TO MEET DIVERSE NEEDS OF THEIR ON THEIR ABILITY TO MEET DIVERSE NEEDS OF THEIR STUDENTS, CREATE INCLUSIVE DIVERSE NEEDS OF THEIR STUDENTS, CREATE INCLUSIVE DIVERSE NEEDS OF THEIR STUDENTS, CREATE INCLUSIVE CLASSROOM

303ENVIRONMENTS AND USE STUDENTS, CREATE INCLUSIVE CLASSROOM ENVIRONMENTS AND USE STUDENTS, CREATE INCLUSIVE CLASSROOM ENVIRONMENTS AND USE THE RESEARCH BASED PEDAGOGY CLASSROOM ENVIRONMENTS AND USE THE RESEARCH BASED PEDAGOGY CLASSROOM ENVIRONMENTS AND USE THE RESEARCH BASED PEDAGOGY OF CULTURALLY RESPONSIVE THE RESEARCH BASED PEDAGOGY OF CULTURALLY RESPONSIVE THE RESEARCH BASED PEDAGOGY OF CULTURALLY RESPONSIVE TEACHING YOU CANNOT VOTE TO OF CULTURALLY RESPONSIVE TEACHING YOU CANNOT VOTE TO OF CULTURALLY RESPONSIVE TEACHING YOU CANNOT VOTE TO REMOVE THESE COMPONENTS FROM TEACHING YOU CANNOT VOTE TO REMOVE THESE COMPONENTS FROM TEACHING YOU CANNOT VOTE TO REMOVE THESE COMPONENTS FROM POLICY FOR IN THE STRATEGIC REMOVE THESE COMPONENTS FROM POLICY FOR IN THE STRATEGIC REMOVE THESE COMPONENTS FROM POLICY FOR IN THE STRATEGIC FRAMEWORK AND THEN EXPECT STAFF POLICY FOR IN THE STRATEGIC FRAMEWORK AND THEN EXPECT STAFF POLICY FOR IN THE STRATEGIC

304FRAMEWORK AND THEN EXPECT STAFF TO STILL EVALUATED USING THE FRAMEWORK AND THEN EXPECT STAFF TO STILL EVALUATED USING THE FRAMEWORK AND THEN EXPECT STAFF TO STILL EVALUATED USING THE RUBRICS THAT ARE THEN OUT TO STILL EVALUATED USING THE RUBRICS THAT ARE THEN OUT TO STILL EVALUATED USING THE RUBRICS THAT ARE THEN OUT OF ALIGNMENT NO EVALUATIONS RUBRICS THAT ARE THEN OUT OF ALIGNMENT NO EVALUATIONS RUBRICS THAT ARE THEN OUT OF ALIGNMENT NO EVALUATIONS OF INSTRUCTIONAL STAFF OR ANY OF ALIGNMENT NO EVALUATIONS OF INSTRUCTIONAL STAFF OR ANY OF ALIGNMENT NO EVALUATIONS OF INSTRUCTIONAL STAFF OR ANY STAFF MEMBER WHO'S EVALUATION OF INSTRUCTIONAL STAFF OR ANY STAFF MEMBER WHO'S EVALUATION OF INSTRUCTIONAL STAFF OR ANY STAFF MEMBER WHO'S EVALUATION TOOL HAS COMPONENTS STAFF MEMBER WHO'S EVALUATION TOOL HAS COMPONENTS STAFF MEMBER WHO'S EVALUATION TOOL HAS COMPONENTS OF

305DIVERSITY EQUITY, INCLUSION TOOL HAS COMPONENTS OF DIVERSITY EQUITY, INCLUSION TOOL HAS COMPONENTS OF DIVERSITY EQUITY, INCLUSION OR BEING CULTURALLY RESPONSIVE OF DIVERSITY EQUITY, INCLUSION OR BEING CULTURALLY RESPONSIVE OF DIVERSITY EQUITY, INCLUSION OR BEING CULTURALLY RESPONSIVE IF YOU REMOVE THESE FROM FIVE OR BEING CULTURALLY RESPONSIVE IF YOU REMOVE THESE FROM FIVE OR BEING CULTURALLY RESPONSIVE IF YOU REMOVE THESE FROM FIVE FOUR OR THE STRATEGIC FRAMEWORK IF YOU REMOVE THESE FROM FIVE FOUR OR THE STRATEGIC FRAMEWORK IF YOU REMOVE THESE FROM FIVE FOUR OR THE STRATEGIC FRAMEWORK NO EVALUATIONS AND EXECUTIVE FOUR OR THE STRATEGIC FRAMEWORK NO EVALUATIONS AND EXECUTIVE FOUR OR THE STRATEGIC FRAMEWORK NO EVALUATIONS AND EXECUTIVE ORDER IS NOTHING MORE THAN A NO EVALUATIONS AND EXECUTIVE ORDER IS NOTHING MORE THAN A NO EVALUATIONS AND EXECUTIVE ORDER IS NOTHING MORE THAN A SUGGESTED COURSE

306OF ACTION FROM ORDER IS NOTHING MORE THAN A SUGGESTED COURSE OF ACTION FROM ORDER IS NOTHING MORE THAN A SUGGESTED COURSE OF ACTION FROM THE INDIVIDUAL ISSUING IT IT IS SUGGESTED COURSE OF ACTION FROM THE INDIVIDUAL ISSUING IT IT IS SUGGESTED COURSE OF ACTION FROM THE INDIVIDUAL ISSUING IT IT IS NOT LAW FEDERAL COURTS HAVE THE INDIVIDUAL ISSUING IT IT IS NOT LAW FEDERAL COURTS HAVE THE INDIVIDUAL ISSUING IT IT IS NOT LAW FEDERAL COURTS HAVE PLACE AN INJUNCTION ON NOT LAW FEDERAL COURTS HAVE PLACE AN INJUNCTION ON NOT LAW FEDERAL COURTS HAVE PLACE AN INJUNCTION ON ENFORCEMENT OF THE PLACE AN INJUNCTION ON ENFORCEMENT OF THE PLACE AN INJUNCTION ON ENFORCEMENT OF THE CERTIFICATION PROCESS. ENFORCEMENT OF THE CERTIFICATION PROCESS. ENFORCEMENT OF THE CERTIFICATION PROCESS. THE US DEPARTMENT EDUCATION HAS CERTIFICATION PROCESS. THE US

307DEPARTMENT EDUCATION HAS CERTIFICATION PROCESS. THE US DEPARTMENT EDUCATION HAS ALSO COME OUT AND SAID THEY THE US DEPARTMENT EDUCATION HAS ALSO COME OUT AND SAID THEY THE US DEPARTMENT EDUCATION HAS ALSO COME OUT AND SAID THEY WILL NOT BE ENFORCING THE ALSO COME OUT AND SAID THEY WILL NOT BE ENFORCING THE ALSO COME OUT AND SAID THEY WILL NOT BE ENFORCING THE CERTIFICATION THERE IS NO WILL NOT BE ENFORCING THE CERTIFICATION THERE IS NO WILL NOT BE ENFORCING THE CERTIFICATION THERE IS NO REASON TO CONTINUE ON THIS PATH CERTIFICATION THERE IS NO REASON TO CONTINUE ON THIS PATH CERTIFICATION THERE IS NO REASON TO CONTINUE ON THIS PATH OTHER THAN YOU ARE INTENTION TO REASON TO CONTINUE ON THIS PATH OTHER THAN YOU ARE INTENTION TO REASON TO CONTINUE ON THIS PATH OTHER THAN YOU

308ARE INTENTION TO WILLINGLY REMOVE DIVERSITY, OTHER THAN YOU ARE INTENTION TO WILLINGLY REMOVE DIVERSITY, OTHER THAN YOU ARE INTENTION TO WILLINGLY REMOVE DIVERSITY, EQUITY, INCLUSION AND WILLINGLY REMOVE DIVERSITY, EQUITY, INCLUSION AND WILLINGLY REMOVE DIVERSITY, EQUITY, INCLUSION AND CULTURALLY RESPONSIVE TEACHING EQUITY, INCLUSION AND CULTURALLY RESPONSIVE TEACHING EQUITY, INCLUSION AND CULTURALLY RESPONSIVE TEACHING PRACTICES. CULTURALLY RESPONSIVE TEACHING PRACTICES. CULTURALLY RESPONSIVE TEACHING PRACTICES. IT IS OK TO CHANGE YOUR MIND PRACTICES. IT IS OK TO CHANGE YOUR MIND PRACTICES. IT IS OK TO CHANGE YOUR MIND GIVEN NEW EVIDENCE IT IS OK TO IT IS OK TO CHANGE YOUR MIND GIVEN NEW EVIDENCE IT IS OK TO IT IS OK TO CHANGE YOUR MIND GIVEN NEW EVIDENCE IT IS OK TO REEVALUATE WHAT IS HAPPENING GIVEN NEW EVIDENCE IT IS OK TO REEVALUATE WHAT IS HAPPENING GIVEN NEW EVIDENCE IT

309IS OK TO REEVALUATE WHAT IS HAPPENING HERE AND WHERE THINGS ARE GOING REEVALUATE WHAT IS HAPPENING HERE AND WHERE THINGS ARE GOING REEVALUATE WHAT IS HAPPENING HERE AND WHERE THINGS ARE GOING IT IS OK TO STOP AND CHANGE HERE AND WHERE THINGS ARE GOING IT IS OK TO STOP AND CHANGE HERE AND WHERE THINGS ARE GOING IT IS OK TO STOP AND CHANGE DIRECTIONS TO WHAT RIGHT FOR IT IS OK TO STOP AND CHANGE DIRECTIONS TO WHAT RIGHT FOR IT IS OK TO STOP AND CHANGE DIRECTIONS TO WHAT RIGHT FOR VCS STAFF AND STUDENTS >> AND DIRECTIONS TO WHAT RIGHT FOR VCS STAFF AND STUDENTS >> AND DIRECTIONS TO WHAT RIGHT FOR VCS STAFF AND STUDENTS >> AND STUDENTS >> AND THAT IS TIME VCS STAFF AND STUDENTS >> AND STUDENTS >> AND THAT IS

310TIME VCS STAFF AND STUDENTS >> AND STUDENTS >> AND THAT IS TIME NEXT THE SPEAKER IS MORE OPEN STUDENTS >> AND THAT IS TIME NEXT THE SPEAKER IS MORE OPEN STUDENTS >> AND THAT IS TIME NEXT THE SPEAKER IS MORE OPEN THEN DR. RICHARD CULTURE AND NEXT THE SPEAKER IS MORE OPEN THEN DR. RICHARD CULTURE AND NEXT THE SPEAKER IS MORE OPEN THEN DR. RICHARD CULTURE AND THEN JEAN FITZHUGH. THEN DR. RICHARD CULTURE AND THEN JEAN FITZHUGH. THEN DR. RICHARD CULTURE AND THEN JEAN FITZHUGH. GOOD EVENING. THEN JEAN FITZHUGH. GOOD EVENING. THEN JEAN FITZHUGH. GOOD EVENING. I'M PARENT OF A STUDENT IN THIS GOOD EVENING. I'M PARENT OF A STUDENT IN THIS GOOD EVENING. I'M PARENT OF A STUDENT IN THIS DISTRICT AND I'M ALSO A PROUD I'M PARENT OF A STUDENT IN THIS DISTRICT

311AND I'M ALSO A PROUD I'M PARENT OF A STUDENT IN THIS DISTRICT AND I'M ALSO A PROUD GRADUATE OF IS DISTRICT I ALSO DISTRICT AND I'M ALSO A PROUD GRADUATE OF IS DISTRICT I ALSO DISTRICT AND I'M ALSO A PROUD GRADUATE OF IS DISTRICT I ALSO PREVIOUSLY SERVED AS THE GRADUATE OF IS DISTRICT I ALSO PREVIOUSLY SERVED AS THE GRADUATE OF IS DISTRICT I ALSO PREVIOUSLY SERVED AS THE DIVERSITY AND INCLUSION PREVIOUSLY SERVED AS THE DIVERSITY AND INCLUSION PREVIOUSLY SERVED AS THE DIVERSITY AND INCLUSION COMMITTEE CHAIR FOR MY SONS AND DIVERSITY AND INCLUSION COMMITTEE CHAIR FOR MY SONS AND DIVERSITY AND INCLUSION COMMITTEE CHAIR FOR MY SONS AND I'M HERE TONIGHT BECAUSE I'M COMMITTEE CHAIR FOR MY SONS AND I'M HERE TONIGHT BECAUSE I'M COMMITTEE CHAIR FOR MY SONS AND I'M HERE TONIGHT BECAUSE I'M

312PROFOUNDLY DISAPPOINTED AND I'M HERE TONIGHT BECAUSE I'M PROFOUNDLY DISAPPOINTED AND I'M HERE TONIGHT BECAUSE I'M PROFOUNDLY DISAPPOINTED AND FRANKLY QUITE DISGUSTED BY THIS PROFOUNDLY DISAPPOINTED AND FRANKLY QUITE DISGUSTED BY THIS PROFOUNDLY DISAPPOINTED AND FRANKLY QUITE DISGUSTED BY THIS BODIES DECISION TO UPHOLD THE FRANKLY QUITE DISGUSTED BY THIS BODIES DECISION TO UPHOLD THE FRANKLY QUITE DISGUSTED BY THIS BODIES DECISION TO UPHOLD THE SUSPENSION OF THE POLICIES IN BODIES DECISION TO UPHOLD THE SUSPENSION OF THE POLICIES IN BODIES DECISION TO UPHOLD THE SUSPENSION OF THE POLICIES IN OUR SCHOOLS THIS DISTRICT SUSPENSION OF THE POLICIES IN OUR SCHOOLS THIS DISTRICT SUSPENSION OF THE POLICIES IN OUR SCHOOLS THIS DISTRICT HELPED RAISE ME. OUR SCHOOLS THIS DISTRICT HELPED RAISE ME. OUR SCHOOLS THIS DISTRICT HELPED RAISE ME. IT TAUGHT ME CRITICAL THINKING HELPED RAISE ME. IT TAUGHT ME

313CRITICAL THINKING HELPED RAISE ME. IT TAUGHT ME CRITICAL THINKING ,THE IMPORTANCE OF COMMUNITY. IT TAUGHT ME CRITICAL THINKING ,THE IMPORTANCE OF COMMUNITY. IT TAUGHT ME CRITICAL THINKING ,THE IMPORTANCE OF COMMUNITY. IT HELPED ME UNDERSTAND THAT ,THE IMPORTANCE OF COMMUNITY. IT HELPED ME UNDERSTAND THAT ,THE IMPORTANCE OF COMMUNITY. IT HELPED ME UNDERSTAND THAT EVERY STUDENT REGARDLESS IT HELPED ME UNDERSTAND THAT EVERY STUDENT REGARDLESS IT HELPED ME UNDERSTAND THAT EVERY STUDENT REGARDLESS OF THEIR RELIGION, THEIR EVERY STUDENT REGARDLESS OF THEIR RELIGION, THEIR EVERY STUDENT REGARDLESS OF THEIR RELIGION, THEIR IDENTITY THE RACE THEIR OF THEIR RELIGION, THEIR IDENTITY THE RACE THEIR OF THEIR RELIGION, THEIR IDENTITY THE RACE THEIR BACKGROUND OR THEIR ABILITY IDENTITY THE RACE THEIR BACKGROUND OR THEIR ABILITY IDENTITY THE RACE THEIR BACKGROUND OR THEIR ABILITY THEIR ABILITY DESERVES TO BE BACKGROUND OR THEIR

314ABILITY THEIR ABILITY DESERVES TO BE BACKGROUND OR THEIR ABILITY THEIR ABILITY DESERVES TO BE SEEN AND HEARD AND SUPPORTED IN THEIR ABILITY DESERVES TO BE SEEN AND HEARD AND SUPPORTED IN THEIR ABILITY DESERVES TO BE SEEN AND HEARD AND SUPPORTED IN SCHOOLS. SEEN AND HEARD AND SUPPORTED IN SCHOOLS. SEEN AND HEARD AND SUPPORTED IN SCHOOLS. MY EDUCATIONAL ENVIRONMENT SCHOOLS. MY EDUCATIONAL ENVIRONMENT SCHOOLS. MY EDUCATIONAL ENVIRONMENT HELPED ME TO BECOME THE PERSON MY EDUCATIONAL ENVIRONMENT HELPED ME TO BECOME THE PERSON MY EDUCATIONAL ENVIRONMENT HELPED ME TO BECOME THE PERSON I AM AND I WANT THAT FOR MY HELPED ME TO BECOME THE PERSON I AM AND I WANT THAT FOR MY HELPED ME TO BECOME THE PERSON I AM AND I WANT THAT FOR MY CHILD EVERY CHILD IN THIS I AM AND I WANT THAT

315FOR MY CHILD EVERY CHILD IN THIS I AM AND I WANT THAT FOR MY CHILD EVERY CHILD IN THIS DISTRICT SUSPENDING THE IS NOT CHILD EVERY CHILD IN THIS DISTRICT SUSPENDING THE IS NOT CHILD EVERY CHILD IN THIS DISTRICT SUSPENDING THE IS NOT JUST A POLICY SHIFT IT IS A DISTRICT SUSPENDING THE IS NOT JUST A POLICY SHIFT IT IS A DISTRICT SUSPENDING THE IS NOT JUST A POLICY SHIFT IT IS A MESSAGE. JUST A POLICY SHIFT IT IS A MESSAGE. JUST A POLICY SHIFT IT IS A MESSAGE. IT'S A MESSAGE WHO ALREADY MESSAGE. IT'S A MESSAGE WHO ALREADY MESSAGE. IT'S A MESSAGE WHO ALREADY MARGINALIZED FAMILIES AND IT'S A MESSAGE WHO ALREADY MARGINALIZED FAMILIES AND IT'S A MESSAGE WHO ALREADY MARGINALIZED FAMILIES AND STUDENTS WHO JUST FIGHTING TO MARGINALIZED FAMILIES AND STUDENTS WHO JUST

316FIGHTING TO MARGINALIZED FAMILIES AND STUDENTS WHO JUST FIGHTING TO BE HEARD AND MERELY CONSIDERED STUDENTS WHO JUST FIGHTING TO BE HEARD AND MERELY CONSIDERED STUDENTS WHO JUST FIGHTING TO BE HEARD AND MERELY CONSIDERED THAT THEIR EXPERIENCES, THEIR BE HEARD AND MERELY CONSIDERED THAT THEIR EXPERIENCES, THEIR BE HEARD AND MERELY CONSIDERED THAT THEIR EXPERIENCES, THEIR CULTURE, THEIR CHALLENGES DON'T THAT THEIR EXPERIENCES, THEIR CULTURE, THEIR CHALLENGES DON'T THAT THEIR EXPERIENCES, THEIR CULTURE, THEIR CHALLENGES DON'T MATTER UNLESS THEY'RE THE RIGHT CULTURE, THEIR CHALLENGES DON'T MATTER UNLESS THEY'RE THE RIGHT CULTURE, THEIR CHALLENGES DON'T MATTER UNLESS THEY'RE THE RIGHT TYPE OF PERSON THAT MY FRIENDS MATTER UNLESS THEY'RE THE RIGHT TYPE OF PERSON THAT MY FRIENDS MATTER UNLESS THEY'RE THE RIGHT TYPE OF PERSON THAT MY FRIENDS IS, IS THE LANGUAGE TYPE OF PERSON THAT MY FRIENDS IS, IS

317THE LANGUAGE TYPE OF PERSON THAT MY FRIENDS IS, IS THE LANGUAGE OF SUPREMACY I'M A IS, IS THE LANGUAGE OF SUPREMACY I'M A IS, IS THE LANGUAGE OF SUPREMACY I'M A COMMUNICATIONS PROFESSIONAL AND OF SUPREMACY I'M A COMMUNICATIONS PROFESSIONAL AND OF SUPREMACY I'M A COMMUNICATIONS PROFESSIONAL AND I CAN TELL YOU THAT LANGUAGE COMMUNICATIONS PROFESSIONAL AND I CAN TELL YOU THAT LANGUAGE COMMUNICATIONS PROFESSIONAL AND I CAN TELL YOU THAT LANGUAGE MATTERS YOU CAN PACKAGE THIS I CAN TELL YOU THAT LANGUAGE MATTERS YOU CAN PACKAGE THIS I CAN TELL YOU THAT LANGUAGE MATTERS YOU CAN PACKAGE THIS DECISION AND NEW LANGUAGE IN MATTERS YOU CAN PACKAGE THIS DECISION AND NEW LANGUAGE IN MATTERS YOU CAN PACKAGE THIS DECISION AND NEW LANGUAGE IN YOUR POLICY HOWEVER YOU LIKE DECISION AND NEW LANGUAGE IN YOUR POLICY HOWEVER YOU LIKE

318DECISION AND NEW LANGUAGE IN YOUR POLICY HOWEVER YOU LIKE YOU CAN CROSS OUT THE SCARY YOUR POLICY HOWEVER YOU LIKE YOU CAN CROSS OUT THE SCARY YOUR POLICY HOWEVER YOU LIKE YOU CAN CROSS OUT THE SCARY WORDS AND REPLACE THEM WITH THE YOU CAN CROSS OUT THE SCARY WORDS AND REPLACE THEM WITH THE YOU CAN CROSS OUT THE SCARY WORDS AND REPLACE THEM WITH THE SAFER ONES. WORDS AND REPLACE THEM WITH THE SAFER ONES. WORDS AND REPLACE THEM WITH THE SAFER ONES. THE FACT IS THAT STRIPPING AWAY SAFER ONES. THE FACT IS THAT STRIPPING AWAY SAFER ONES. THE FACT IS THAT STRIPPING AWAY THESE POLICIES THE WAY THAT YOU THE FACT IS THAT STRIPPING AWAY THESE POLICIES THE WAY THAT YOU THE FACT IS THAT STRIPPING AWAY THESE POLICIES THE WAY THAT YOU PLAN TO

319DO ISN'T PROTECTING OUR THESE POLICIES THE WAY THAT YOU PLAN TO DO ISN'T PROTECTING OUR THESE POLICIES THE WAY THAT YOU PLAN TO DO ISN'T PROTECTING OUR KIDS IT IS PROTECTING YOUR PLAN TO DO ISN'T PROTECTING OUR KIDS IT IS PROTECTING YOUR PLAN TO DO ISN'T PROTECTING OUR KIDS IT IS PROTECTING YOUR COMFORT AND IT IS PROTECTING KIDS IT IS PROTECTING YOUR COMFORT AND IT IS PROTECTING KIDS IT IS PROTECTING YOUR COMFORT AND IT IS PROTECTING POWER OF PEOPLE WHO DO NOT CARE COMFORT AND IT IS PROTECTING POWER OF PEOPLE WHO DO NOT CARE COMFORT AND IT IS PROTECTING POWER OF PEOPLE WHO DO NOT CARE IT'S A COWARDLY DECISION AND POWER OF PEOPLE WHO DO NOT CARE IT'S A COWARDLY DECISION AND POWER OF PEOPLE WHO DO NOT CARE IT'S A COWARDLY DECISION AND

320IT'S ONE IN FEAR IT TELLS THE IT'S A COWARDLY DECISION AND IT'S ONE IN FEAR IT TELLS THE IT'S A COWARDLY DECISION AND IT'S ONE IN FEAR IT TELLS THE STUDENTS THE STUDENTS WHO DON'T IT'S ONE IN FEAR IT TELLS THE STUDENTS THE STUDENTS WHO DON'T IT'S ONE IN FEAR IT TELLS THE STUDENTS THE STUDENTS WHO DON'T FIT INTO YOUR DEFINITION STUDENTS THE STUDENTS WHO DON'T FIT INTO YOUR DEFINITION STUDENTS THE STUDENTS WHO DON'T FIT INTO YOUR DEFINITION OF WHAT IS NORMAL THAT THEY'RE FIT INTO YOUR DEFINITION OF WHAT IS NORMAL THAT THEY'RE FIT INTO YOUR DEFINITION OF WHAT IS NORMAL THAT THEY'RE BEING IS LESS THAN IT TELLS OF WHAT IS NORMAL THAT THEY'RE BEING IS LESS THAN IT TELLS OF WHAT IS NORMAL THAT THEY'RE BEING IS LESS THAN IT TELLS THEM THAT

321IT IS A PERSONAL BEING IS LESS THAN IT TELLS THEM THAT IT IS A PERSONAL BEING IS LESS THAN IT TELLS THEM THAT IT IS A PERSONAL FAILING AND THAT THEY ARE UNFIT THEM THAT IT IS A PERSONAL FAILING AND THAT THEY ARE UNFIT THEM THAT IT IS A PERSONAL FAILING AND THAT THEY ARE UNFIT FOR BASIC PROTECTIONS AND IF FAILING AND THAT THEY ARE UNFIT FOR BASIC PROTECTIONS AND IF FAILING AND THAT THEY ARE UNFIT FOR BASIC PROTECTIONS AND IF THAT IS THE MESSAGE THAT YOU'RE FOR BASIC PROTECTIONS AND IF THAT IS THE MESSAGE THAT YOU'RE FOR BASIC PROTECTIONS AND IF THAT IS THE MESSAGE THAT YOU'RE COMFORTABLE SENDING TO THIS THAT IS THE MESSAGE THAT YOU'RE COMFORTABLE SENDING TO THIS THAT IS THE MESSAGE THAT YOU'RE COMFORTABLE SENDING TO THIS COMMUNITY AND I

322RESPECTFULLY COMFORTABLE SENDING TO THIS COMMUNITY AND I RESPECTFULLY COMFORTABLE SENDING TO THIS COMMUNITY AND I RESPECTFULLY TELL YOU THAT YOU DO NOT COMMUNITY AND I RESPECTFULLY TELL YOU THAT YOU DO NOT COMMUNITY AND I RESPECTFULLY TELL YOU THAT YOU DO NOT DESERVE TO SIT IN THAT SEAT TELL YOU THAT YOU DO NOT DESERVE TO SIT IN THAT SEAT TELL YOU THAT YOU DO NOT DESERVE TO SIT IN THAT SEAT YOUR JOB IS TO GIVE THESE KIDS DESERVE TO SIT IN THAT SEAT YOUR JOB IS TO GIVE THESE KIDS DESERVE TO SIT IN THAT SEAT YOUR JOB IS TO GIVE THESE KIDS THINGS THE THINGS THAT THEY YOUR JOB IS TO GIVE THESE KIDS THINGS THE THINGS THAT THEY YOUR JOB IS TO GIVE THESE KIDS THINGS THE THINGS THAT THEY NEED TO SUCCEED AND FEEL

323SAFE THINGS THE THINGS THAT THEY NEED TO SUCCEED AND FEEL SAFE THINGS THE THINGS THAT THEY NEED TO SUCCEED AND FEEL SAFE WHILE THEY LEARN AND YOU ARE NEED TO SUCCEED AND FEEL SAFE WHILE THEY LEARN AND YOU ARE NEED TO SUCCEED AND FEEL SAFE WHILE THEY LEARN AND YOU ARE FAILING THEM THE BOARD'S WHILE THEY LEARN AND YOU ARE FAILING THEM THE BOARD'S WHILE THEY LEARN AND YOU ARE FAILING THEM THE BOARD'S ACTIONS HAVEN'T GONE UNNOTICED. FAILING THEM THE BOARD'S ACTIONS HAVEN'T GONE UNNOTICED. FAILING THEM THE BOARD'S ACTIONS HAVEN'T GONE UNNOTICED. THEY'VE PULLED US INTO THE ACTIONS HAVEN'T GONE UNNOTICED. THEY'VE PULLED US INTO THE ACTIONS HAVEN'T GONE UNNOTICED. THEY'VE PULLED US INTO THE NATIONAL SPOTLIGHT NOT FOR THE THEY'VE PULLED US INTO THE NATIONAL SPOTLIGHT NOT FOR THE THEY'VE PULLED US INTO THE

324NATIONAL SPOTLIGHT NOT FOR THE RIGHT REASONS WE ARE NO LONGER NATIONAL SPOTLIGHT NOT FOR THE RIGHT REASONS WE ARE NO LONGER NATIONAL SPOTLIGHT NOT FOR THE RIGHT REASONS WE ARE NO LONGER A COMMUNITY ACADEMIC EXCELLENCE RIGHT REASONS WE ARE NO LONGER A COMMUNITY ACADEMIC EXCELLENCE RIGHT REASONS WE ARE NO LONGER A COMMUNITY ACADEMIC EXCELLENCE OR INNOVATION WE. A COMMUNITY ACADEMIC EXCELLENCE OR INNOVATION WE. A COMMUNITY ACADEMIC EXCELLENCE OR INNOVATION WE. WE ARE NOT A COMMUNITY WHERE OR INNOVATION WE. WE ARE NOT A COMMUNITY WHERE OR INNOVATION WE. WE ARE NOT A COMMUNITY WHERE PEOPLE ARE EXCITED TO RAISE WE ARE NOT A COMMUNITY WHERE PEOPLE ARE EXCITED TO RAISE WE ARE NOT A COMMUNITY WHERE PEOPLE ARE EXCITED TO RAISE THEIR KIDS WE ARE NOW A TALE PEOPLE ARE EXCITED TO RAISE THEIR KIDS WE

325ARE NOW A TALE PEOPLE ARE EXCITED TO RAISE THEIR KIDS WE ARE NOW A TALE OF WHAT HAPPENS WHEN THEIR KIDS WE ARE NOW A TALE OF WHAT HAPPENS WHEN THEIR KIDS WE ARE NOW A TALE OF WHAT HAPPENS WHEN RESPONSIBILITY IS OVERRIDDEN BY OF WHAT HAPPENS WHEN RESPONSIBILITY IS OVERRIDDEN BY OF WHAT HAPPENS WHEN RESPONSIBILITY IS OVERRIDDEN BY FEAR LEADERSHIPS ABOUT COURAGE RESPONSIBILITY IS OVERRIDDEN BY FEAR LEADERSHIPS ABOUT COURAGE RESPONSIBILITY IS OVERRIDDEN BY FEAR LEADERSHIPS ABOUT COURAGE IT'S ABOUT IT'S ABOUT DOING FEAR LEADERSHIPS ABOUT COURAGE IT'S ABOUT IT'S ABOUT DOING FEAR LEADERSHIPS ABOUT COURAGE IT'S ABOUT IT'S ABOUT DOING WHAT'S RIGHT NOT WHAT'S IT'S ABOUT IT'S ABOUT DOING WHAT'S RIGHT NOT WHAT'S IT'S ABOUT IT'S ABOUT DOING WHAT'S RIGHT NOT WHAT'S CONVENIENT AND IF YOU'RE WHAT'S RIGHT NOT WHAT'S CONVENIENT AND IF YOU'RE WHAT'S

326RIGHT NOT WHAT'S CONVENIENT AND IF YOU'RE UNWILLING TO STAND UP STAND UP CONVENIENT AND IF YOU'RE UNWILLING TO STAND UP STAND UP CONVENIENT AND IF YOU'RE UNWILLING TO STAND UP STAND UP FOR ALL STUDENTS, NOT JUST THE UNWILLING TO STAND UP STAND UP FOR ALL STUDENTS, NOT JUST THE UNWILLING TO STAND UP STAND UP FOR ALL STUDENTS, NOT JUST THE ONES IT LOOK LIKE YOUR KIDS OR FOR ALL STUDENTS, NOT JUST THE ONES IT LOOK LIKE YOUR KIDS OR FOR ALL STUDENTS, NOT JUST THE ONES IT LOOK LIKE YOUR KIDS OR THE KIDS IN YOUR NEIGHBORHOODS ONES IT LOOK LIKE YOUR KIDS OR THE KIDS IN YOUR NEIGHBORHOODS ONES IT LOOK LIKE YOUR KIDS OR THE KIDS IN YOUR NEIGHBORHOODS OR THE ONES THAT COME FROM THE THE KIDS IN YOUR NEIGHBORHOODS OR THE ONES

327THAT COME FROM THE THE KIDS IN YOUR NEIGHBORHOODS OR THE ONES THAT COME FROM THE RIGHT HOUSEHOLDS THEN YOU HAVE OR THE ONES THAT COME FROM THE RIGHT HOUSEHOLDS THEN YOU HAVE OR THE ONES THAT COME FROM THE RIGHT HOUSEHOLDS THEN YOU HAVE GROSSLY MISUNDERSTOOD YOUR RIGHT HOUSEHOLDS THEN YOU HAVE GROSSLY MISUNDERSTOOD YOUR RIGHT HOUSEHOLDS THEN YOU HAVE GROSSLY MISUNDERSTOOD YOUR RESPONSIBLE TO THIS COMMUNITY GROSSLY MISUNDERSTOOD YOUR RESPONSIBLE TO THIS COMMUNITY GROSSLY MISUNDERSTOOD YOUR RESPONSIBLE TO THIS COMMUNITY >> FOR THE MEMBERS ON THIS RESPONSIBLE TO THIS COMMUNITY >> FOR THE MEMBERS ON THIS RESPONSIBLE TO THIS COMMUNITY >> FOR THE MEMBERS ON THIS BOARD WHO VOTED AGAINST THE >> FOR THE MEMBERS ON THIS BOARD WHO VOTED AGAINST THE >> FOR THE MEMBERS ON THIS BOARD WHO VOTED AGAINST THE SUSPENSION YOU HAVE MY BOARD

328WHO VOTED AGAINST THE SUSPENSION YOU HAVE MY BOARD WHO VOTED AGAINST THE SUSPENSION YOU HAVE MY GRATITUDE THANK YOU FOR CARING SUSPENSION YOU HAVE MY GRATITUDE THANK YOU FOR CARING SUSPENSION YOU HAVE MY GRATITUDE THANK YOU FOR CARING ABOUT OUR ABOUT OUR CHILDREN GRATITUDE THANK YOU FOR CARING ABOUT OUR ABOUT OUR CHILDREN GRATITUDE THANK YOU FOR CARING ABOUT OUR ABOUT OUR CHILDREN AND THEIR FUTURES AND FOR THOSE ABOUT OUR ABOUT OUR CHILDREN AND THEIR FUTURES AND FOR THOSE ABOUT OUR ABOUT OUR CHILDREN AND THEIR FUTURES AND FOR THOSE OF YOU WHO CONTINUE TO UPHOLD AND THEIR FUTURES AND FOR THOSE OF YOU WHO CONTINUE TO UPHOLD AND THEIR FUTURES AND FOR THOSE OF YOU WHO CONTINUE TO UPHOLD THIS DECISION, YOU INDIGNATION OF YOU WHO CONTINUE TO UPHOLD THIS DECISION, YOU INDIGNATION OF YOU WHO

329CONTINUE TO UPHOLD THIS DECISION, YOU INDIGNATION BECAUSE IT IS CLEAR BY YOUR BY THIS DECISION, YOU INDIGNATION BECAUSE IT IS CLEAR BY YOUR BY THIS DECISION, YOU INDIGNATION BECAUSE IT IS CLEAR BY YOUR BY YOUR ACTIONS AND THE LANGUAGE BECAUSE IT IS CLEAR BY YOUR BY YOUR ACTIONS AND THE LANGUAGE BECAUSE IT IS CLEAR BY YOUR BY YOUR ACTIONS AND THE LANGUAGE THAT YOU CHOOSE TO AN ACT THAT YOUR ACTIONS AND THE LANGUAGE THAT YOU CHOOSE TO AN ACT THAT YOUR ACTIONS AND THE LANGUAGE THAT YOU CHOOSE TO AN ACT THAT YOU NOT CARE ENOUGH NEXT THAT YOU CHOOSE TO AN ACT THAT YOU NOT CARE ENOUGH NEXT THAT YOU CHOOSE TO AN ACT THAT YOU NOT CARE ENOUGH NEXT SPEAKER IS DR. RICHARD >> YOU NOT CARE ENOUGH NEXT SPEAKER IS DR. RICHARD >>

330YOU NOT CARE ENOUGH NEXT SPEAKER IS DR. RICHARD >> WATCHA GENE WHICH YOU THEN SUE SPEAKER IS DR. RICHARD >> WATCHA GENE WHICH YOU THEN SUE SPEAKER IS DR. RICHARD >> WATCHA GENE WHICH YOU THEN SUE LIBARDO FOR THE FOURTH TIME THE WATCHA GENE WHICH YOU THEN SUE LIBARDO FOR THE FOURTH TIME THE WATCHA GENE WHICH YOU THEN SUE LIBARDO FOR THE FOURTH TIME THE NAME IS PHANATIC KLOBUCHAR I LIBARDO FOR THE FOURTH TIME THE NAME IS PHANATIC KLOBUCHAR I LIBARDO FOR THE FOURTH TIME THE NAME IS PHANATIC KLOBUCHAR I THINK YOU JUST. NAME IS PHANATIC KLOBUCHAR I THINK YOU JUST. NAME IS PHANATIC KLOBUCHAR I THINK YOU JUST. JUST BY WAY OF INTRODUCTION I THINK YOU JUST. JUST BY WAY OF INTRODUCTION I THINK YOU JUST. JUST BY WAY OF INTRODUCTION I WANT TO

331REMIND EVERYBODY THAT JUST BY WAY OF INTRODUCTION I WANT TO REMIND EVERYBODY THAT JUST BY WAY OF INTRODUCTION I WANT TO REMIND EVERYBODY THAT I'VE GOT A PH.D. IN NUCLEAR WANT TO REMIND EVERYBODY THAT I'VE GOT A PH.D. IN NUCLEAR WANT TO REMIND EVERYBODY THAT I'VE GOT A PH.D. IN NUCLEAR CHEMISTRY HAVE BEEN THE CHIEF I'VE GOT A PH.D. IN NUCLEAR CHEMISTRY HAVE BEEN THE CHIEF I'VE GOT A PH.D. IN NUCLEAR CHEMISTRY HAVE BEEN THE CHIEF SCIENTIST AND ENGINEER FOR CHEMISTRY HAVE BEEN THE CHIEF SCIENTIST AND ENGINEER FOR CHEMISTRY HAVE BEEN THE CHIEF SCIENTIST AND ENGINEER FOR THREE PERSON DOESN'T PERSON SCIENTIST AND ENGINEER FOR THREE PERSON DOESN'T PERSON SCIENTIST AND ENGINEER FOR THREE PERSON DOESN'T PERSON BUSINESS UNIT. THREE PERSON DOESN'T PERSON BUSINESS UNIT. THREE PERSON DOESN'T PERSON BUSINESS UNIT. I GOT A BILLION

332DOLLAR YOUR BUSINESS UNIT. I GOT A BILLION DOLLAR YOUR BUSINESS UNIT. I GOT A BILLION DOLLAR YOUR BUDGET WITH NASA AND THERE ARE I GOT A BILLION DOLLAR YOUR BUDGET WITH NASA AND THERE ARE I GOT A BILLION DOLLAR YOUR BUDGET WITH NASA AND THERE ARE NAVY FEMALE DEPARTMENT HOMELAND BUDGET WITH NASA AND THERE ARE NAVY FEMALE DEPARTMENT HOMELAND BUDGET WITH NASA AND THERE ARE NAVY FEMALE DEPARTMENT HOMELAND SECURITY, CDC, NIST, DEPARTMENT NAVY FEMALE DEPARTMENT HOMELAND SECURITY, CDC, NIST, DEPARTMENT NAVY FEMALE DEPARTMENT HOMELAND SECURITY, CDC, NIST, DEPARTMENT OF EDUCATION AND THE DEPARTMENT SECURITY, CDC, NIST, DEPARTMENT OF EDUCATION AND THE DEPARTMENT SECURITY, CDC, NIST, DEPARTMENT OF EDUCATION AND THE DEPARTMENT OF STATE BUT I WANT TO LIVE OF EDUCATION AND THE DEPARTMENT OF STATE BUT I WANT TO LIVE OF EDUCATION AND THE DEPARTMENT OF

333STATE BUT I WANT TO LIVE WITH MY COMMENTS TODAY TO THE OF STATE BUT I WANT TO LIVE WITH MY COMMENTS TODAY TO THE OF STATE BUT I WANT TO LIVE WITH MY COMMENTS TODAY TO THE REVISED REPORTING THAT IS THAT WITH MY COMMENTS TODAY TO THE REVISED REPORTING THAT IS THAT WITH MY COMMENTS TODAY TO THE REVISED REPORTING THAT IS THAT WILL COME BEFORE AND I HAD A REVISED REPORTING THAT IS THAT WILL COME BEFORE AND I HAD A REVISED REPORTING THAT IS THAT WILL COME BEFORE AND I HAD A CHANCE TO READ IT AND I READ IT WILL COME BEFORE AND I HAD A CHANCE TO READ IT AND I READ IT WILL COME BEFORE AND I HAD A CHANCE TO READ IT AND I READ IT IN PRETTY GORY DETAIL AND AS

334I CHANCE TO READ IT AND I READ IT IN PRETTY GORY DETAIL AND AS I CHANCE TO READ IT AND I READ IT IN PRETTY GORY DETAIL AND AS I READ THROUGH IT WHAT I NOTED IS IN PRETTY GORY DETAIL AND AS I READ THROUGH IT WHAT I NOTED IS IN PRETTY GORY DETAIL AND AS I READ THROUGH IT WHAT I NOTED IS THAT IT'S LOADED WITH BROAD READ THROUGH IT WHAT I NOTED IS THAT IT'S LOADED WITH BROAD READ THROUGH IT WHAT I NOTED IS THAT IT'S LOADED WITH BROAD PLATITUDES, NON SEQUITURS THAT IT'S LOADED WITH BROAD PLATITUDES, NON SEQUITURS THAT IT'S LOADED WITH BROAD PLATITUDES, NON SEQUITURS SETTING GOALS AND GOALS AND PLATITUDES, NON SEQUITURS SETTING GOALS AND GOALS AND PLATITUDES, NON SEQUITURS SETTING GOALS AND GOALS AND OBJECTIVES THAT ARE PRACTICALLY SETTING

335GOALS AND GOALS AND OBJECTIVES THAT ARE PRACTICALLY SETTING GOALS AND GOALS AND OBJECTIVES THAT ARE PRACTICALLY ACHIEVABLE OR FOR THAT MATTER OBJECTIVES THAT ARE PRACTICALLY ACHIEVABLE OR FOR THAT MATTER OBJECTIVES THAT ARE PRACTICALLY ACHIEVABLE OR FOR THAT MATTER EVEN MEASURABLE, MEASURABLE SO ACHIEVABLE OR FOR THAT MATTER EVEN MEASURABLE, MEASURABLE SO ACHIEVABLE OR FOR THAT MATTER EVEN MEASURABLE, MEASURABLE SO I READ THAT I'LL GIVE A COUPLE EVEN MEASURABLE, MEASURABLE SO I READ THAT I'LL GIVE A COUPLE EVEN MEASURABLE, MEASURABLE SO I READ THAT I'LL GIVE A COUPLE EXAMPLES AND I LOOKED AT IT I I READ THAT I'LL GIVE A COUPLE EXAMPLES AND I LOOKED AT IT I I READ THAT I'LL GIVE A COUPLE EXAMPLES AND I LOOKED AT IT I SAW ALL THE RED MARKS ON IT I EXAMPLES AND I LOOKED AT IT

336I SAW ALL THE RED MARKS ON IT I EXAMPLES AND I LOOKED AT IT I SAW ALL THE RED MARKS ON IT I ACTUALLY ASK MYSELF IF I WANTED SAW ALL THE RED MARKS ON IT I ACTUALLY ASK MYSELF IF I WANTED SAW ALL THE RED MARKS ON IT I ACTUALLY ASK MYSELF IF I WANTED TO FIX THIS. ACTUALLY ASK MYSELF IF I WANTED TO FIX THIS. ACTUALLY ASK MYSELF IF I WANTED TO FIX THIS. WHAT I DO AND WHAT I THOUGHT TO FIX THIS. WHAT I DO AND WHAT I THOUGHT TO FIX THIS. WHAT I DO AND WHAT I THOUGHT WAS MAYBE JUST ELIMINATE WHOLE WHAT I DO AND WHAT I THOUGHT WAS MAYBE JUST ELIMINATE WHOLE WHAT I DO AND WHAT I THOUGHT WAS MAYBE JUST ELIMINATE WHOLE DOCUMENT AND IF YOU LOOK

337AT ALL WAS MAYBE JUST ELIMINATE WHOLE DOCUMENT AND IF YOU LOOK AT ALL WAS MAYBE JUST ELIMINATE WHOLE DOCUMENT AND IF YOU LOOK AT ALL THE RED SIT AROUND IT BECOMES DOCUMENT AND IF YOU LOOK AT ALL THE RED SIT AROUND IT BECOMES DOCUMENT AND IF YOU LOOK AT ALL THE RED SIT AROUND IT BECOMES PRETTY BECOMES PRETTY CLOSE TO THE RED SIT AROUND IT BECOMES PRETTY BECOMES PRETTY CLOSE TO THE RED SIT AROUND IT BECOMES PRETTY BECOMES PRETTY CLOSE TO THAT. PRETTY BECOMES PRETTY CLOSE TO THAT. PRETTY BECOMES PRETTY CLOSE TO THAT. SO I THINK THE CHANGES ARE THAT. SO I THINK THE CHANGES ARE THAT. SO I THINK THE CHANGES ARE ACTUALLY VERY GOOD. SO I THINK THE CHANGES ARE ACTUALLY VERY GOOD. SO I THINK THE CHANGES ARE ACTUALLY VERY GOOD. WHAT

338ARE THE CHANGES I'LL JUST ACTUALLY VERY GOOD. WHAT ARE THE CHANGES I'LL JUST ACTUALLY VERY GOOD. WHAT ARE THE CHANGES I'LL JUST READ THIS IS WHAT IT SAID THE WHAT ARE THE CHANGES I'LL JUST READ THIS IS WHAT IT SAID THE WHAT ARE THE CHANGES I'LL JUST READ THIS IS WHAT IT SAID THE SCHOOL BOARD IN SCHOOL DIVISION READ THIS IS WHAT IT SAID THE SCHOOL BOARD IN SCHOOL DIVISION READ THIS IS WHAT IT SAID THE SCHOOL BOARD IN SCHOOL DIVISION ARE COMMITTED TO DEVELOPING A SCHOOL BOARD IN SCHOOL DIVISION ARE COMMITTED TO DEVELOPING A SCHOOL BOARD IN SCHOOL DIVISION ARE COMMITTED TO DEVELOPING A CAPACITY FOR CULTURAL ARE COMMITTED TO DEVELOPING A CAPACITY FOR CULTURAL ARE COMMITTED TO DEVELOPING A CAPACITY FOR CULTURAL COMPETENCE AND A COMMITMENT TO CAPACITY FOR CULTURAL COMPETENCE AND A

339COMMITMENT TO CAPACITY FOR CULTURAL COMPETENCE AND A COMMITMENT TO EQUITY AND INCLUSION TO ENABLE COMPETENCE AND A COMMITMENT TO EQUITY AND INCLUSION TO ENABLE COMPETENCE AND A COMMITMENT TO EQUITY AND INCLUSION TO ENABLE THE FULFILLMENT OF CORE VALUES EQUITY AND INCLUSION TO ENABLE THE FULFILLMENT OF CORE VALUES EQUITY AND INCLUSION TO ENABLE THE FULFILLMENT OF CORE VALUES AND LIFELONG LEARNING THE FULFILLMENT OF CORE VALUES AND LIFELONG LEARNING THE FULFILLMENT OF CORE VALUES AND LIFELONG LEARNING COMPETENCIES. AND LIFELONG LEARNING COMPETENCIES. AND LIFELONG LEARNING COMPETENCIES. SERIOUSLY, THAT'S UNADULTERATED COMPETENCIES. SERIOUSLY, THAT'S UNADULTERATED COMPETENCIES. SERIOUSLY, THAT'S UNADULTERATED GOBBLEDYGOOK FOR THAT MATTER SERIOUSLY, THAT'S UNADULTERATED GOBBLEDYGOOK FOR THAT MATTER SERIOUSLY, THAT'S UNADULTERATED GOBBLEDYGOOK FOR THAT MATTER WHAT DO WE EVEN CALL CULTURAL GOBBLEDYGOOK FOR THAT MATTER WHAT DO WE EVEN CALL CULTURAL GOBBLEDYGOOK FOR THAT MATTER WHAT DO WE

340EVEN CALL CULTURAL COMPETENCE AND HOW FULFILLMENT WHAT DO WE EVEN CALL CULTURAL COMPETENCE AND HOW FULFILLMENT WHAT DO WE EVEN CALL CULTURAL COMPETENCE AND HOW FULFILLMENT OF IT ITS CULTURAL VALUES AND COMPETENCE AND HOW FULFILLMENT OF IT ITS CULTURAL VALUES AND COMPETENCE AND HOW FULFILLMENT OF IT ITS CULTURAL VALUES AND LIFELONG LEARNING COMPETENCIES OF IT ITS CULTURAL VALUES AND LIFELONG LEARNING COMPETENCIES OF IT ITS CULTURAL VALUES AND LIFELONG LEARNING COMPETENCIES EVER EVEN BE MEASURED? LIFELONG LEARNING COMPETENCIES EVER EVEN BE MEASURED? LIFELONG LEARNING COMPETENCIES EVER EVEN BE MEASURED? THE REST DOCUMENT IS ACTUALLY EVER EVEN BE MEASURED? THE REST DOCUMENT IS ACTUALLY EVER EVEN BE MEASURED? THE REST DOCUMENT IS ACTUALLY QUITE WORSE THAN THAT THE THE REST DOCUMENT IS ACTUALLY QUITE WORSE THAN THAT THE THE REST DOCUMENT IS ACTUALLY QUITE WORSE THAN THAT THE

341REVISED WHERE HE SAYS THE QUITE WORSE THAN THAT THE REVISED WHERE HE SAYS THE QUITE WORSE THAN THAT THE REVISED WHERE HE SAYS THE SCHOOL BOARD A SCHOOL DIVISION REVISED WHERE HE SAYS THE SCHOOL BOARD A SCHOOL DIVISION REVISED WHERE HE SAYS THE SCHOOL BOARD A SCHOOL DIVISION ARE COMMITTED TO DEVELOPING AN SCHOOL BOARD A SCHOOL DIVISION ARE COMMITTED TO DEVELOPING AN SCHOOL BOARD A SCHOOL DIVISION ARE COMMITTED TO DEVELOPING AN EDUCATIONAL ENVIRONMENT THAT ARE COMMITTED TO DEVELOPING AN EDUCATIONAL ENVIRONMENT THAT ARE COMMITTED TO DEVELOPING AN EDUCATIONAL ENVIRONMENT THAT FULFILLS ITS CORE VALUES EDUCATIONAL ENVIRONMENT THAT FULFILLS ITS CORE VALUES EDUCATIONAL ENVIRONMENT THAT FULFILLS ITS CORE VALUES LIFELONG LEARNING COMPETENCIES, FULFILLS ITS CORE VALUES LIFELONG LEARNING COMPETENCIES, FULFILLS ITS CORE VALUES LIFELONG LEARNING COMPETENCIES, SIMPLE, STRAIGHTFORWARD AND LIFELONG LEARNING COMPETENCIES, SIMPLE, STRAIGHTFORWARD AND LIFELONG LEARNING

342COMPETENCIES, SIMPLE, STRAIGHTFORWARD AND EFFECTIVE. SIMPLE, STRAIGHTFORWARD AND EFFECTIVE. SIMPLE, STRAIGHTFORWARD AND EFFECTIVE. SO THIS FIVE PAGE DOCUMENT WILL EFFECTIVE. SO THIS FIVE PAGE DOCUMENT WILL EFFECTIVE. SO THIS FIVE PAGE DOCUMENT WILL MAKE DOWN TO ABOUT A PATIENT SO THIS FIVE PAGE DOCUMENT WILL MAKE DOWN TO ABOUT A PATIENT SO THIS FIVE PAGE DOCUMENT WILL MAKE DOWN TO ABOUT A PATIENT HALF MY I RECOMMEND I URGE TO MAKE DOWN TO ABOUT A PATIENT HALF MY I RECOMMEND I URGE TO MAKE DOWN TO ABOUT A PATIENT HALF MY I RECOMMEND I URGE TO ACCEPT THE WORDING AND IN MY HALF MY I RECOMMEND I URGE TO ACCEPT THE WORDING AND IN MY HALF MY I RECOMMEND I URGE TO ACCEPT THE WORDING AND IN MY CLOSING AT I LASTED ADDRESS ACCEPT THE WORDING AND IN MY CLOSING

343AT I LASTED ADDRESS ACCEPT THE WORDING AND IN MY CLOSING AT I LASTED ADDRESS BEFORE THE SCHOOL BOARD I NOTED CLOSING AT I LASTED ADDRESS BEFORE THE SCHOOL BOARD I NOTED CLOSING AT I LASTED ADDRESS BEFORE THE SCHOOL BOARD I NOTED THAT AS A SCIENTISTS AND NOT AN BEFORE THE SCHOOL BOARD I NOTED THAT AS A SCIENTISTS AND NOT AN BEFORE THE SCHOOL BOARD I NOTED THAT AS A SCIENTISTS AND NOT AN EDUCATOR I HAD APPLIED THAT AS A SCIENTISTS AND NOT AN EDUCATOR I HAD APPLIED THAT AS A SCIENTISTS AND NOT AN EDUCATOR I HAD APPLIED SUBSTITUTE TEACHING POSITION EDUCATOR I HAD APPLIED SUBSTITUTE TEACHING POSITION EDUCATOR I HAD APPLIED SUBSTITUTE TEACHING POSITION TEACHING POSITION TWO DAYS SUBSTITUTE TEACHING POSITION TEACHING POSITION TWO DAYS SUBSTITUTE TEACHING POSITION TEACHING POSITION TWO DAYS LATER I RECEIVED

344THE CALL SO I TEACHING POSITION TWO DAYS LATER I RECEIVED THE CALL SO I TEACHING POSITION TWO DAYS LATER I RECEIVED THE CALL SO I AM NOW OFFICIALLY SUBSTITUTE LATER I RECEIVED THE CALL SO I AM NOW OFFICIALLY SUBSTITUTE LATER I RECEIVED THE CALL SO I AM NOW OFFICIALLY SUBSTITUTE TEACHER AND AN EDUCATOR. AM NOW OFFICIALLY SUBSTITUTE TEACHER AND AN EDUCATOR. AM NOW OFFICIALLY SUBSTITUTE TEACHER AND AN EDUCATOR. I'LL BE WELCOMING JOINING ALL TEACHER AND AN EDUCATOR. I'LL BE WELCOMING JOINING ALL TEACHER AND AN EDUCATOR. I'LL BE WELCOMING JOINING ALL OF YOU AND BRINGING TECHNICAL I'LL BE WELCOMING JOINING ALL OF YOU AND BRINGING TECHNICAL I'LL BE WELCOMING JOINING ALL OF YOU AND BRINGING TECHNICAL EXCELLENCE AND COMPETENCY. OF YOU AND BRINGING TECHNICAL EXCELLENCE AND COMPETENCY. OF YOU AND BRINGING TECHNICAL EXCELLENCE AND COMPETENCY. THANK

345YOU. EXCELLENCE AND COMPETENCY. THANK YOU. EXCELLENCE AND COMPETENCY. THANK YOU. OUR NEXT SPEAKER IS JEAN FIT THANK YOU. OUR NEXT SPEAKER IS JEAN FIT THANK YOU. OUR NEXT SPEAKER IS JEAN FIT YOU FITZHUGH SUPERBRAIN AND OUR NEXT SPEAKER IS JEAN FIT YOU FITZHUGH SUPERBRAIN AND OUR NEXT SPEAKER IS JEAN FIT YOU FITZHUGH SUPERBRAIN AND THEN DARRELL CLARK HOME IS A YOU FITZHUGH SUPERBRAIN AND THEN DARRELL CLARK HOME IS A YOU FITZHUGH SUPERBRAIN AND THEN DARRELL CLARK HOME IS A SCHOOL WHERE LOVE IS LEARNED A THEN DARRELL CLARK HOME IS A SCHOOL WHERE LOVE IS LEARNED A THEN DARRELL CLARK HOME IS A SCHOOL WHERE LOVE IS LEARNED A MAN AND A WOMAN COMMIT TO BE SCHOOL WHERE LOVE IS LEARNED A MAN AND A WOMAN COMMIT TO BE SCHOOL WHERE LOVE IS LEARNED A MAN

346AND A WOMAN COMMIT TO BE RESPONSIBLE TO EACH OTHER IN MAN AND A WOMAN COMMIT TO BE RESPONSIBLE TO EACH OTHER IN MAN AND A WOMAN COMMIT TO BE RESPONSIBLE TO EACH OTHER IN HOLY MATRIMONY INTO EACH CHILD RESPONSIBLE TO EACH OTHER IN HOLY MATRIMONY INTO EACH CHILD RESPONSIBLE TO EACH OTHER IN HOLY MATRIMONY INTO EACH CHILD WHO IS BORN INTO THAT FAMILY AS HOLY MATRIMONY INTO EACH CHILD WHO IS BORN INTO THAT FAMILY AS HOLY MATRIMONY INTO EACH CHILD WHO IS BORN INTO THAT FAMILY AS A FATHER AND MOTHER LOVED THE WHO IS BORN INTO THAT FAMILY AS A FATHER AND MOTHER LOVED THE WHO IS BORN INTO THAT FAMILY AS A FATHER AND MOTHER LOVED THE CHILD THE TRANSMISSION A FATHER AND MOTHER LOVED THE CHILD THE TRANSMISSION A FATHER AND MOTHER LOVED

347THE CHILD THE TRANSMISSION OF VIRTUES TAKES PLACE INSIDE CHILD THE TRANSMISSION OF VIRTUES TAKES PLACE INSIDE CHILD THE TRANSMISSION OF VIRTUES TAKES PLACE INSIDE EACH LIFE THEY DON'T JUST LOOK OF VIRTUES TAKES PLACE INSIDE EACH LIFE THEY DON'T JUST LOOK OF VIRTUES TAKES PLACE INSIDE EACH LIFE THEY DON'T JUST LOOK LIKE THE PARENTS BECOME LIKE EACH LIFE THEY DON'T JUST LOOK LIKE THE PARENTS BECOME LIKE EACH LIFE THEY DON'T JUST LOOK LIKE THE PARENTS BECOME LIKE THEM IN MOTIVE IN BEHAVIOR. LIKE THE PARENTS BECOME LIKE THEM IN MOTIVE IN BEHAVIOR. LIKE THE PARENTS BECOME LIKE THEM IN MOTIVE IN BEHAVIOR. THE CEREBRAL CORTEX DOESN'T THEM IN MOTIVE IN BEHAVIOR. THE CEREBRAL CORTEX DOESN'T THEM IN MOTIVE IN BEHAVIOR. THE CEREBRAL CORTEX DOESN'T CLOSED UNTIL AGE TWENTY FIVE THE CEREBRAL CORTEX DOESN'T CLOSED UNTIL AGE TWENTY

348FIVE THE CEREBRAL CORTEX DOESN'T CLOSED UNTIL AGE TWENTY FIVE CHILDREN ARE LIKE SPONGES THAT CLOSED UNTIL AGE TWENTY FIVE CHILDREN ARE LIKE SPONGES THAT CLOSED UNTIL AGE TWENTY FIVE CHILDREN ARE LIKE SPONGES THAT ABSORB STIMULUS AND KNOWLEDGE CHILDREN ARE LIKE SPONGES THAT ABSORB STIMULUS AND KNOWLEDGE CHILDREN ARE LIKE SPONGES THAT ABSORB STIMULUS AND KNOWLEDGE PRESENTED AND APPLIED THE GREAT ABSORB STIMULUS AND KNOWLEDGE PRESENTED AND APPLIED THE GREAT ABSORB STIMULUS AND KNOWLEDGE PRESENTED AND APPLIED THE GREAT MIRACLE OF LEARNING BEGINS AND PRESENTED AND APPLIED THE GREAT MIRACLE OF LEARNING BEGINS AND PRESENTED AND APPLIED THE GREAT MIRACLE OF LEARNING BEGINS AND CONTINUES IN THE HOME. MIRACLE OF LEARNING BEGINS AND CONTINUES IN THE HOME. MIRACLE OF LEARNING BEGINS AND CONTINUES IN THE HOME. THE FATHER IS A MODEL CONTINUES IN THE HOME. THE FATHER IS A

349MODEL CONTINUES IN THE HOME. THE FATHER IS A MODEL OF PROPRIETY, PROTECTION, THE FATHER IS A MODEL OF PROPRIETY, PROTECTION, THE FATHER IS A MODEL OF PROPRIETY, PROTECTION, PRESERVATION AND PROVISION THE OF PROPRIETY, PROTECTION, PRESERVATION AND PROVISION THE OF PROPRIETY, PROTECTION, PRESERVATION AND PROVISION THE MOTHER IS THE MODEL OF NURTURE PRESERVATION AND PROVISION THE MOTHER IS THE MODEL OF NURTURE PRESERVATION AND PROVISION THE MOTHER IS THE MODEL OF NURTURE NOURISHMENT, NECESSITY AND NEED MOTHER IS THE MODEL OF NURTURE NOURISHMENT, NECESSITY AND NEED MOTHER IS THE MODEL OF NURTURE NOURISHMENT, NECESSITY AND NEED AS SHE MEETS THOSE DEMANDS AND NOURISHMENT, NECESSITY AND NEED AS SHE MEETS THOSE DEMANDS AND NOURISHMENT, NECESSITY AND NEED AS SHE MEETS THOSE DEMANDS AND CARES FOR HER CHILDREN, THE AS SHE MEETS THOSE DEMANDS AND CARES FOR HER CHILDREN, THE AS

350SHE MEETS THOSE DEMANDS AND CARES FOR HER CHILDREN, THE NUCLEAR FAMILY IS THE GREAT CARES FOR HER CHILDREN, THE NUCLEAR FAMILY IS THE GREAT CARES FOR HER CHILDREN, THE NUCLEAR FAMILY IS THE GREAT ENGINE OF SOCIALIZATION GROWTH, NUCLEAR FAMILY IS THE GREAT ENGINE OF SOCIALIZATION GROWTH, NUCLEAR FAMILY IS THE GREAT ENGINE OF SOCIALIZATION GROWTH, IDENTITY DEVELOPMENT AND ENGINE OF SOCIALIZATION GROWTH, IDENTITY DEVELOPMENT AND ENGINE OF SOCIALIZATION GROWTH, IDENTITY DEVELOPMENT AND UNDERSTANDING WITHOUT IT THE IDENTITY DEVELOPMENT AND UNDERSTANDING WITHOUT IT THE IDENTITY DEVELOPMENT AND UNDERSTANDING WITHOUT IT THE CIVILIZATION AND INCULTURATION UNDERSTANDING WITHOUT IT THE CIVILIZATION AND INCULTURATION UNDERSTANDING WITHOUT IT THE CIVILIZATION AND INCULTURATION STOP IN 2009 PRESIDENT BARACK CIVILIZATION AND INCULTURATION STOP IN 2009 PRESIDENT BARACK CIVILIZATION AND INCULTURATION STOP IN 2009 PRESIDENT BARACK OBAMA STATED THERE ARE NO STOP IN 2009 PRESIDENT BARACK

351OBAMA STATED THERE ARE NO STOP IN 2009 PRESIDENT BARACK OBAMA STATED THERE ARE NO EXCUSES FOR MINORITY CHILDREN OBAMA STATED THERE ARE NO EXCUSES FOR MINORITY CHILDREN OBAMA STATED THERE ARE NO EXCUSES FOR MINORITY CHILDREN NOT TO SUCCEED IN IS ONE EXCUSES FOR MINORITY CHILDREN NOT TO SUCCEED IN IS ONE EXCUSES FOR MINORITY CHILDREN NOT TO SUCCEED IN IS ONE HUNDREDTH ANNIVERSARY SPEECH TO NOT TO SUCCEED IN IS ONE HUNDREDTH ANNIVERSARY SPEECH TO NOT TO SUCCEED IN IS ONE HUNDREDTH ANNIVERSARY SPEECH TO THE NAACP ONE REPORTER ASSERTED HUNDREDTH ANNIVERSARY SPEECH TO THE NAACP ONE REPORTER ASSERTED HUNDREDTH ANNIVERSARY SPEECH TO THE NAACP ONE REPORTER ASSERTED THE TONE OF THE SPEECH WAS THE NAACP ONE REPORTER ASSERTED THE TONE OF THE SPEECH WAS THE NAACP ONE REPORTER ASSERTED THE TONE OF THE SPEECH WAS PASSIONATE EVEN

352PREACHER LIKE THE TONE OF THE SPEECH WAS PASSIONATE EVEN PREACHER LIKE THE TONE OF THE SPEECH WAS PASSIONATE EVEN PREACHER LIKE MR. OBAMA TOLD THE NAACP MANY PASSIONATE EVEN PREACHER LIKE MR. OBAMA TOLD THE NAACP MANY PASSIONATE EVEN PREACHER LIKE MR. OBAMA TOLD THE NAACP MANY MEMBERS THEY HAD TO TAKE MR. OBAMA TOLD THE NAACP MANY MEMBERS THEY HAD TO TAKE MR. OBAMA TOLD THE NAACP MANY MEMBERS THEY HAD TO TAKE RESPONSIBILITY FOR THEIR LIVES MEMBERS THEY HAD TO TAKE RESPONSIBILITY FOR THEIR LIVES MEMBERS THEY HAD TO TAKE RESPONSIBILITY FOR THEIR LIVES IN THEIR COMMUNITIES HE RESPONSIBILITY FOR THEIR LIVES IN THEIR COMMUNITIES HE RESPONSIBILITY FOR THEIR LIVES IN THEIR COMMUNITIES HE CONTINUED GOVERNMENT PROGRAMS IN THEIR COMMUNITIES HE CONTINUED GOVERNMENT PROGRAMS IN THEIR COMMUNITIES HE CONTINUED GOVERNMENT PROGRAMS ALONE WON'T GET OUR CHILDREN CONTINUED

353GOVERNMENT PROGRAMS ALONE WON'T GET OUR CHILDREN CONTINUED GOVERNMENT PROGRAMS ALONE WON'T GET OUR CHILDREN THE PROMISED LAND WE NEED A NEW ALONE WON'T GET OUR CHILDREN THE PROMISED LAND WE NEED A NEW ALONE WON'T GET OUR CHILDREN THE PROMISED LAND WE NEED A NEW MINDSET NEW MINDSET, A NEW SET THE PROMISED LAND WE NEED A NEW MINDSET NEW MINDSET, A NEW SET THE PROMISED LAND WE NEED A NEW MINDSET NEW MINDSET, A NEW SET OF ATTITUDES, THE PRESIDENT MINDSET NEW MINDSET, A NEW SET OF ATTITUDES, THE PRESIDENT MINDSET NEW MINDSET, A NEW SET OF ATTITUDES, THE PRESIDENT ASSERTED AFRICAN-AMERICAN OF ATTITUDES, THE PRESIDENT ASSERTED AFRICAN-AMERICAN OF ATTITUDES, THE PRESIDENT ASSERTED AFRICAN-AMERICAN COMMUNITIES INTERNALIZED A SET ASSERTED AFRICAN-AMERICAN COMMUNITIES INTERNALIZED A SET ASSERTED AFRICAN-AMERICAN COMMUNITIES INTERNALIZED A SET OF LIMITATIONS AND COME TO COMMUNITIES INTERNALIZED A

354SET OF LIMITATIONS AND COME TO COMMUNITIES INTERNALIZED A SET OF LIMITATIONS AND COME TO EXPECT SO LITTLE FROM THE WORLD OF LIMITATIONS AND COME TO EXPECT SO LITTLE FROM THE WORLD OF LIMITATIONS AND COME TO EXPECT SO LITTLE FROM THE WORLD AND OURSELVES. EXPECT SO LITTLE FROM THE WORLD AND OURSELVES. EXPECT SO LITTLE FROM THE WORLD AND OURSELVES. HE FURTHER STATED WE HAVE TO AND OURSELVES. HE FURTHER STATED WE HAVE TO AND OURSELVES. HE FURTHER STATED WE HAVE TO SAY TO OUR CHILDREN YES IF HE FURTHER STATED WE HAVE TO SAY TO OUR CHILDREN YES IF HE FURTHER STATED WE HAVE TO SAY TO OUR CHILDREN YES IF YOU'RE AFRICAN-AMERICAN THE SAY TO OUR CHILDREN YES IF YOU'RE AFRICAN-AMERICAN THE SAY TO OUR CHILDREN YES IF YOU'RE AFRICAN-AMERICAN THE ODDS OF GROWING UP CRIME GANGS

355YOU'RE AFRICAN-AMERICAN THE ODDS OF GROWING UP CRIME GANGS YOU'RE AFRICAN-AMERICAN THE ODDS OF GROWING UP CRIME GANGS ARE HIGHER YES IF YOU LIVE, IF ODDS OF GROWING UP CRIME GANGS ARE HIGHER YES IF YOU LIVE, IF ODDS OF GROWING UP CRIME GANGS ARE HIGHER YES IF YOU LIVE, IF YOU LIVE IN A POOR NEIGHBORHOOD ARE HIGHER YES IF YOU LIVE, IF YOU LIVE IN A POOR NEIGHBORHOOD ARE HIGHER YES IF YOU LIVE, IF YOU LIVE IN A POOR NEIGHBORHOOD YOU WILL FACE CHALLENGES THAT YOU LIVE IN A POOR NEIGHBORHOOD YOU WILL FACE CHALLENGES THAT YOU LIVE IN A POOR NEIGHBORHOOD YOU WILL FACE CHALLENGES THAT SOMEONE IN A WEALTHY YOU WILL FACE CHALLENGES THAT SOMEONE IN A WEALTHY YOU WILL FACE CHALLENGES THAT SOMEONE IN A WEALTHY NEIGHBORHOOD WILL NOT BUT SOMEONE IN A WEALTHY

356NEIGHBORHOOD WILL NOT BUT SOMEONE IN A WEALTHY NEIGHBORHOOD WILL NOT BUT THAT'S NOT A REASON TO GET BAD NEIGHBORHOOD WILL NOT BUT THAT'S NOT A REASON TO GET BAD NEIGHBORHOOD WILL NOT BUT THAT'S NOT A REASON TO GET BAD GRADES. THAT'S NOT A REASON TO GET BAD GRADES. THAT'S NOT A REASON TO GET BAD GRADES. THAT'S NOT A REASON CUT CLASS GRADES. THAT'S NOT A REASON CUT CLASS GRADES. THAT'S NOT A REASON CUT CLASS THAT'S NOT A REASON TO GIVE TO THAT'S NOT A REASON CUT CLASS THAT'S NOT A REASON TO GIVE TO THAT'S NOT A REASON CUT CLASS THAT'S NOT A REASON TO GIVE TO GIVE UP ON YOUR EDUCATION AND THAT'S NOT A REASON TO GIVE TO GIVE UP ON YOUR EDUCATION AND THAT'S NOT A REASON TO GIVE TO GIVE UP ON

357YOUR EDUCATION AND DROP OUT OF SCHOOL NO ONE HAS GIVE UP ON YOUR EDUCATION AND DROP OUT OF SCHOOL NO ONE HAS GIVE UP ON YOUR EDUCATION AND DROP OUT OF SCHOOL NO ONE HAS WRITTEN YOUR DESTINY FOR YOU DROP OUT OF SCHOOL NO ONE HAS WRITTEN YOUR DESTINY FOR YOU DROP OUT OF SCHOOL NO ONE HAS WRITTEN YOUR DESTINY FOR YOU YOUR DESTINY IS IN YOUR HANDS WRITTEN YOUR DESTINY FOR YOU YOUR DESTINY IS IN YOUR HANDS WRITTEN YOUR DESTINY FOR YOU YOUR DESTINY IS IN YOUR HANDS YOU CANNOT FORGET THAT WE HAVE YOUR DESTINY IS IN YOUR HANDS YOU CANNOT FORGET THAT WE HAVE YOUR DESTINY IS IN YOUR HANDS YOU CANNOT FORGET THAT WE HAVE TO. YOU CANNOT FORGET THAT WE HAVE TO. YOU CANNOT FORGET THAT WE HAVE TO. THAT'S WHAT

358WE HAVE TO TEACH TO. THAT'S WHAT WE HAVE TO TEACH TO. THAT'S WHAT WE HAVE TO TEACH OUR CHILDREN. THAT'S WHAT WE HAVE TO TEACH OUR CHILDREN. THAT'S WHAT WE HAVE TO TEACH OUR CHILDREN. MR. OBAMA ALSO SAID THAT HE OUR CHILDREN. MR. OBAMA ALSO SAID THAT HE OUR CHILDREN. MR. OBAMA ALSO SAID THAT HE WANTED TO SEE A RETURN TO MR. OBAMA ALSO SAID THAT HE WANTED TO SEE A RETURN TO MR. OBAMA ALSO SAID THAT HE WANTED TO SEE A RETURN TO STRONG PARENTING AND ADULTS WANTED TO SEE A RETURN TO STRONG PARENTING AND ADULTS WANTED TO SEE A RETURN TO STRONG PARENTING AND ADULTS TAKING RESPONSIBILITY FOR THE STRONG PARENTING AND ADULTS TAKING RESPONSIBILITY FOR THE STRONG PARENTING AND ADULTS TAKING RESPONSIBILITY FOR THE DISCIPLINE OF ALL CHILDREN IN TAKING RESPONSIBILITY FOR

359THE DISCIPLINE OF ALL CHILDREN IN TAKING RESPONSIBILITY FOR THE DISCIPLINE OF ALL CHILDREN IN THEIR COMMUNITY HE DREW ON HIS DISCIPLINE OF ALL CHILDREN IN THEIR COMMUNITY HE DREW ON HIS DISCIPLINE OF ALL CHILDREN IN THEIR COMMUNITY HE DREW ON HIS OWN EXPERIENCES OF GROWING UP THEIR COMMUNITY HE DREW ON HIS OWN EXPERIENCES OF GROWING UP THEIR COMMUNITY HE DREW ON HIS OWN EXPERIENCES OF GROWING UP WITH A SINGLE MOTHER PRAISING OWN EXPERIENCES OF GROWING UP WITH A SINGLE MOTHER PRAISING OWN EXPERIENCES OF GROWING UP WITH A SINGLE MOTHER PRAISING HER FOR GIVING HIM THE CHOICE WITH A SINGLE MOTHER PRAISING HER FOR GIVING HIM THE CHOICE WITH A SINGLE MOTHER PRAISING HER FOR GIVING HIM THE CHOICE TO MAKE THE MOST OF LIFE MR. HER FOR GIVING HIM THE CHOICE TO MAKE THE MOST

360OF LIFE MR. HER FOR GIVING HIM THE CHOICE TO MAKE THE MOST OF LIFE MR. OBAMA URGED A NEW MINDSET WERE TO MAKE THE MOST OF LIFE MR. OBAMA URGED A NEW MINDSET WERE TO MAKE THE MOST OF LIFE MR. OBAMA URGED A NEW MINDSET WERE AFRICAN-AMERICAN CHILDREN OBAMA URGED A NEW MINDSET WERE AFRICAN-AMERICAN CHILDREN OBAMA URGED A NEW MINDSET WERE AFRICAN-AMERICAN CHILDREN SHOULD ASPIRE TO BECOME AFRICAN-AMERICAN CHILDREN SHOULD ASPIRE TO BECOME AFRICAN-AMERICAN CHILDREN SHOULD ASPIRE TO BECOME SCIENTISTS, ENGINEERS JUDGES SHOULD ASPIRE TO BECOME SCIENTISTS, ENGINEERS JUDGES SHOULD ASPIRE TO BECOME SCIENTISTS, ENGINEERS JUDGES AND PRESIDENTS. SCIENTISTS, ENGINEERS JUDGES AND PRESIDENTS. SCIENTISTS, ENGINEERS JUDGES AND PRESIDENTS. IN CONCLUSION, FREEDOM AND PRESIDENTS. IN CONCLUSION, FREEDOM AND PRESIDENTS. IN CONCLUSION, FREEDOM OPPORTUNITY OF THE TWIN PILLARS IN CONCLUSION, FREEDOM OPPORTUNITY OF THE TWIN PILLARS IN CONCLUSION, FREEDOM

361OPPORTUNITY OF THE TWIN PILLARS OF SUCCESS TEACHING YOUR CHILD OPPORTUNITY OF THE TWIN PILLARS OF SUCCESS TEACHING YOUR CHILD OPPORTUNITY OF THE TWIN PILLARS OF SUCCESS TEACHING YOUR CHILD HOW TO SUCCEED IS THE DUTY OF SUCCESS TEACHING YOUR CHILD HOW TO SUCCEED IS THE DUTY OF SUCCESS TEACHING YOUR CHILD HOW TO SUCCEED IS THE DUTY OF EVERY PARENT BY PROVIDING HOW TO SUCCEED IS THE DUTY OF EVERY PARENT BY PROVIDING HOW TO SUCCEED IS THE DUTY OF EVERY PARENT BY PROVIDING THAT EXAMPLE AND ENCOURAGING OF EVERY PARENT BY PROVIDING THAT EXAMPLE AND ENCOURAGING OF EVERY PARENT BY PROVIDING THAT EXAMPLE AND ENCOURAGING THEM TO ACHIEVE EVERY GOAL. THAT EXAMPLE AND ENCOURAGING THEM TO ACHIEVE EVERY GOAL. THAT EXAMPLE AND ENCOURAGING THEM TO ACHIEVE EVERY GOAL. OUR NEXT SPEAKER IS SYLLABARY THEM TO ACHIEVE EVERY GOAL.

362OUR NEXT SPEAKER IS SYLLABARY THEM TO ACHIEVE EVERY GOAL. OUR NEXT SPEAKER IS SYLLABARY THOUGH DARRYL CLARK AND THEN OUR NEXT SPEAKER IS SYLLABARY THOUGH DARRYL CLARK AND THEN OUR NEXT SPEAKER IS SYLLABARY THOUGH DARRYL CLARK AND THEN BERNITA RICHARDSON GOOD EVENING THOUGH DARRYL CLARK AND THEN BERNITA RICHARDSON GOOD EVENING THOUGH DARRYL CLARK AND THEN BERNITA RICHARDSON GOOD EVENING BOARD MEMBERS BOARD CHAIR BROWN BERNITA RICHARDSON GOOD EVENING BOARD MEMBERS BOARD CHAIR BROWN BERNITA RICHARDSON GOOD EVENING BOARD MEMBERS BOARD CHAIR BROWN VICE CHAIR WEEMS WEEMES AND BOARD MEMBERS BOARD CHAIR BROWN VICE CHAIR WEEMS WEEMES AND BOARD MEMBERS BOARD CHAIR BROWN VICE CHAIR WEEMS WEEMES AND SUPERINTENDENT ROBERTSON. VICE CHAIR WEEMS WEEMES AND SUPERINTENDENT ROBERTSON. VICE CHAIR WEEMS WEEMES AND SUPERINTENDENT ROBERTSON. MY NAME CELEBRATIVE AND I LIVE SUPERINTENDENT ROBERTSON. MY NAME CELEBRATIVE AND I LIVE

363SUPERINTENDENT ROBERTSON. MY NAME CELEBRATIVE AND I LIVE IN DISTRICT SIX, MY MASTER'S MY NAME CELEBRATIVE AND I LIVE IN DISTRICT SIX, MY MASTER'S MY NAME CELEBRATIVE AND I LIVE IN DISTRICT SIX, MY MASTER'S INDUSTRIAL AND ORGANIZATIONAL IN DISTRICT SIX, MY MASTER'S INDUSTRIAL AND ORGANIZATIONAL IN DISTRICT SIX, MY MASTER'S INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY AND I'M ABDEEN INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY AND I'M ABDEEN INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY AND I'M ABDEEN EXECUTIVE LEADERSHIP DOCTORAL PSYCHOLOGY AND I'M ABDEEN EXECUTIVE LEADERSHIP DOCTORAL PSYCHOLOGY AND I'M ABDEEN EXECUTIVE LEADERSHIP DOCTORAL PROGRAM AND EDUCATION AT THE EXECUTIVE LEADERSHIP DOCTORAL PROGRAM AND EDUCATION AT THE EXECUTIVE LEADERSHIP DOCTORAL PROGRAM AND EDUCATION AT THE GEORGE WASHINGTON UNIVERSITY PROGRAM AND EDUCATION AT THE GEORGE WASHINGTON UNIVERSITY PROGRAM AND EDUCATION AT THE GEORGE WASHINGTON UNIVERSITY I'M A 30 YEAR RESIDENT GEORGE WASHINGTON UNIVERSITY I'M A 30

364YEAR RESIDENT GEORGE WASHINGTON UNIVERSITY I'M A 30 YEAR RESIDENT OF VIRGINIA BEACH AND THE I'M A 30 YEAR RESIDENT OF VIRGINIA BEACH AND THE I'M A 30 YEAR RESIDENT OF VIRGINIA BEACH AND THE MOTHER OF A CHILD WHO ATTENDED OF VIRGINIA BEACH AND THE MOTHER OF A CHILD WHO ATTENDED OF VIRGINIA BEACH AND THE MOTHER OF A CHILD WHO ATTENDED PUBLIC SCHOOL HERE. MOTHER OF A CHILD WHO ATTENDED PUBLIC SCHOOL HERE. MOTHER OF A CHILD WHO ATTENDED PUBLIC SCHOOL HERE. MY PROFESSIONAL BACKGROUND PUBLIC SCHOOL HERE. MY PROFESSIONAL BACKGROUND PUBLIC SCHOOL HERE. MY PROFESSIONAL BACKGROUND INCLUDES 30 YEARS OF HUMAN MY PROFESSIONAL BACKGROUND INCLUDES 30 YEARS OF HUMAN MY PROFESSIONAL BACKGROUND INCLUDES 30 YEARS OF HUMAN RESOURCES LEADERSHIP. INCLUDES 30 YEARS OF HUMAN RESOURCES LEADERSHIP. INCLUDES 30 YEARS OF HUMAN RESOURCES LEADERSHIP. I HAVE LED H.R.

365FOR RESOURCES LEADERSHIP. I HAVE LED H.R. FOR RESOURCES LEADERSHIP. I HAVE LED H.R. FOR INTERNATIONAL CHEMICALS AND I HAVE LED H.R. FOR INTERNATIONAL CHEMICALS AND I HAVE LED H.R. FOR INTERNATIONAL CHEMICALS AND SHIPPING COMPANIES THIS INTERNATIONAL CHEMICALS AND SHIPPING COMPANIES THIS INTERNATIONAL CHEMICALS AND SHIPPING COMPANIES THIS INCLUDES CAMPUS RECRUITING AND SHIPPING COMPANIES THIS INCLUDES CAMPUS RECRUITING AND SHIPPING COMPANIES THIS INCLUDES CAMPUS RECRUITING AND THE CREATION OF INTERNSHIP INCLUDES CAMPUS RECRUITING AND THE CREATION OF INTERNSHIP INCLUDES CAMPUS RECRUITING AND THE CREATION OF INTERNSHIP PROGRAMS I HAVE HIRED THE THE CREATION OF INTERNSHIP PROGRAMS I HAVE HIRED THE THE CREATION OF INTERNSHIP PROGRAMS I HAVE HIRED THE PRODUCT OF OUR SCHOOL SYSTEM PROGRAMS I HAVE HIRED THE PRODUCT OF OUR SCHOOL SYSTEM PROGRAMS I HAVE HIRED THE PRODUCT OF OUR SCHOOL SYSTEM AND HAVE COACHED STUDENTS ON

366PRODUCT OF OUR SCHOOL SYSTEM AND HAVE COACHED STUDENTS ON PRODUCT OF OUR SCHOOL SYSTEM AND HAVE COACHED STUDENTS ON HOW TO GET INTERNSHIPS AND LAND AND HAVE COACHED STUDENTS ON HOW TO GET INTERNSHIPS AND LAND AND HAVE COACHED STUDENTS ON HOW TO GET INTERNSHIPS AND LAND JOBS AFTER COLLEGE. HOW TO GET INTERNSHIPS AND LAND JOBS AFTER COLLEGE. HOW TO GET INTERNSHIPS AND LAND JOBS AFTER COLLEGE. LIKE MANY PARENTS AND TEACHERS JOBS AFTER COLLEGE. LIKE MANY PARENTS AND TEACHERS JOBS AFTER COLLEGE. LIKE MANY PARENTS AND TEACHERS AND STUDENTS WHO HAVE SPOKEN LIKE MANY PARENTS AND TEACHERS AND STUDENTS WHO HAVE SPOKEN LIKE MANY PARENTS AND TEACHERS AND STUDENTS WHO HAVE SPOKEN LATELY, I TOO CONCERNED OVER AND STUDENTS WHO HAVE SPOKEN LATELY, I TOO CONCERNED OVER AND STUDENTS WHO HAVE SPOKEN LATELY, I TOO CONCERNED OVER

367THE MISAPPROPRIATION OF WORDS LATELY, I TOO CONCERNED OVER THE MISAPPROPRIATION OF WORDS LATELY, I TOO CONCERNED OVER THE MISAPPROPRIATION OF WORDS WITH MISUNDERSTOOD OPERATIONAL THE MISAPPROPRIATION OF WORDS WITH MISUNDERSTOOD OPERATIONAL THE MISAPPROPRIATION OF WORDS WITH MISUNDERSTOOD OPERATIONAL DEFINITIONS AND THE ACTIONS WITH MISUNDERSTOOD OPERATIONAL DEFINITIONS AND THE ACTIONS WITH MISUNDERSTOOD OPERATIONAL DEFINITIONS AND THE ACTIONS TAKEN PREMATURELY BY THIS BOARD DEFINITIONS AND THE ACTIONS TAKEN PREMATURELY BY THIS BOARD DEFINITIONS AND THE ACTIONS TAKEN PREMATURELY BY THIS BOARD THIS HAS LEFT SO MANY ASTOUNDED TAKEN PREMATURELY BY THIS BOARD THIS HAS LEFT SO MANY ASTOUNDED TAKEN PREMATURELY BY THIS BOARD THIS HAS LEFT SO MANY ASTOUNDED BUT MORE IMPORTANTLY HAS THIS HAS LEFT SO MANY ASTOUNDED BUT MORE IMPORTANTLY HAS THIS HAS LEFT SO MANY ASTOUNDED BUT MORE IMPORTANTLY HAS CLEARLY LEFT STUDENTS AND BUT MORE IMPORTANTLY HAS

368CLEARLY LEFT STUDENTS AND BUT MORE IMPORTANTLY HAS CLEARLY LEFT STUDENTS AND PARENTS AFRAID I ALSO HEARD CLEARLY LEFT STUDENTS AND PARENTS AFRAID I ALSO HEARD CLEARLY LEFT STUDENTS AND PARENTS AFRAID I ALSO HEARD FEAR, VULNERABILITY AND HONESTY PARENTS AFRAID I ALSO HEARD FEAR, VULNERABILITY AND HONESTY PARENTS AFRAID I ALSO HEARD FEAR, VULNERABILITY AND HONESTY AND DR. ROBERTSONS VOICE WHAT FEAR, VULNERABILITY AND HONESTY AND DR. ROBERTSONS VOICE WHAT FEAR, VULNERABILITY AND HONESTY AND DR. ROBERTSONS VOICE WHAT HE OPENLY SHARED IF THE BOARD AND DR. ROBERTSONS VOICE WHAT HE OPENLY SHARED IF THE BOARD AND DR. ROBERTSONS VOICE WHAT HE OPENLY SHARED IF THE BOARD DID NOT COMPLY WITH EXECUTIVE HE OPENLY SHARED IF THE BOARD DID NOT COMPLY WITH EXECUTIVE HE OPENLY SHARED IF THE BOARD DID NOT COMPLY WITH EXECUTIVE ORDER ONE FOR ONE 990

369THAT HE DID NOT COMPLY WITH EXECUTIVE ORDER ONE FOR ONE 990 THAT HE DID NOT COMPLY WITH EXECUTIVE ORDER ONE FOR ONE 990 THAT HE MIGHT LOSE HIS JOB THIS ORDER ONE FOR ONE 990 THAT HE MIGHT LOSE HIS JOB THIS ORDER ONE FOR ONE 990 THAT HE MIGHT LOSE HIS JOB THIS UNDERSTANDABLY WAS NOT MIGHT LOSE HIS JOB THIS UNDERSTANDABLY WAS NOT MIGHT LOSE HIS JOB THIS UNDERSTANDABLY WAS NOT PSYCHOLOGICALLY SAFE SITUATION UNDERSTANDABLY WAS NOT PSYCHOLOGICALLY SAFE SITUATION UNDERSTANDABLY WAS NOT PSYCHOLOGICALLY SAFE SITUATION FOR DR. ROBERTSON. PSYCHOLOGICALLY SAFE SITUATION FOR DR. ROBERTSON. PSYCHOLOGICALLY SAFE SITUATION FOR DR. ROBERTSON. THE BOARD TOOK SWIFT ACTION AND FOR DR. ROBERTSON. THE BOARD TOOK SWIFT ACTION AND FOR DR. ROBERTSON. THE BOARD TOOK SWIFT ACTION AND TO PROTECT HIS JOB AND THE THE BOARD TOOK SWIFT ACTION AND

370TO PROTECT HIS JOB AND THE THE BOARD TOOK SWIFT ACTION AND TO PROTECT HIS JOB AND THE PERCEIVED LOSS OF FUNDING BUT TO PROTECT HIS JOB AND THE PERCEIVED LOSS OF FUNDING BUT TO PROTECT HIS JOB AND THE PERCEIVED LOSS OF FUNDING BUT WHEN THE EXECUTIVE ORDER WAS PERCEIVED LOSS OF FUNDING BUT WHEN THE EXECUTIVE ORDER WAS PERCEIVED LOSS OF FUNDING BUT WHEN THE EXECUTIVE ORDER WAS DELAYED, DID YOU'RE NOT EQUALLY WHEN THE EXECUTIVE ORDER WAS DELAYED, DID YOU'RE NOT EQUALLY WHEN THE EXECUTIVE ORDER WAS DELAYED, DID YOU'RE NOT EQUALLY HERE THE FEAR EXPRESSED IN THE DELAYED, DID YOU'RE NOT EQUALLY HERE THE FEAR EXPRESSED IN THE DELAYED, DID YOU'RE NOT EQUALLY HERE THE FEAR EXPRESSED IN THE VOICES OF PARENTS STUDENTS, HERE THE FEAR EXPRESSED IN THE VOICES OF PARENTS STUDENTS, HERE THE FEAR

371EXPRESSED IN THE VOICES OF PARENTS STUDENTS, TEACHERS AND THE COMMUNITY THAT VOICES OF PARENTS STUDENTS, TEACHERS AND THE COMMUNITY THAT VOICES OF PARENTS STUDENTS, TEACHERS AND THE COMMUNITY THAT FEAR THAT LACK OF PSYCHOLOGICAL TEACHERS AND THE COMMUNITY THAT FEAR THAT LACK OF PSYCHOLOGICAL TEACHERS AND THE COMMUNITY THAT FEAR THAT LACK OF PSYCHOLOGICAL SAFETY IS EQUALLY IMPORTANT TO FEAR THAT LACK OF PSYCHOLOGICAL SAFETY IS EQUALLY IMPORTANT TO FEAR THAT LACK OF PSYCHOLOGICAL SAFETY IS EQUALLY IMPORTANT TO THEM THEY STILL FEAR THE THREAT SAFETY IS EQUALLY IMPORTANT TO THEM THEY STILL FEAR THE THREAT SAFETY IS EQUALLY IMPORTANT TO THEM THEY STILL FEAR THE THREAT OF WHAT THESE CHANGES WILL MEAN THEM THEY STILL FEAR THE THREAT OF WHAT THESE CHANGES WILL MEAN THEM THEY STILL FEAR THE THREAT OF WHAT THESE CHANGES WILL MEAN TO THEM

372TO BRING YOUR ACTIONS OF WHAT THESE CHANGES WILL MEAN TO THEM TO BRING YOUR ACTIONS OF WHAT THESE CHANGES WILL MEAN TO THEM TO BRING YOUR ACTIONS WOULD HAVE BEEN A WIN FOR TO THEM TO BRING YOUR ACTIONS WOULD HAVE BEEN A WIN FOR TO THEM TO BRING YOUR ACTIONS WOULD HAVE BEEN A WIN FOR EVERYONE. WOULD HAVE BEEN A WIN FOR EVERYONE. WOULD HAVE BEEN A WIN FOR EVERYONE. PSYCHOLOGICAL SAFETY IS THE EVERYONE. PSYCHOLOGICAL SAFETY IS THE EVERYONE. PSYCHOLOGICAL SAFETY IS THE MOST STUDIED ENABLED ENABLING PSYCHOLOGICAL SAFETY IS THE MOST STUDIED ENABLED ENABLING PSYCHOLOGICAL SAFETY IS THE MOST STUDIED ENABLED ENABLING CONDITION IN GROUP DYNAMICS AND MOST STUDIED ENABLED ENABLING CONDITION IN GROUP DYNAMICS AND MOST STUDIED ENABLED ENABLING CONDITION IN GROUP DYNAMICS AND TEAM LEARNING RESEARCH. CONDITION IN GROUP DYNAMICS AND TEAM LEARNING

373RESEARCH. CONDITION IN GROUP DYNAMICS AND TEAM LEARNING RESEARCH. IT REFERS TO GROUP MEMBERS TEAM LEARNING RESEARCH. IT REFERS TO GROUP MEMBERS TEAM LEARNING RESEARCH. IT REFERS TO GROUP MEMBERS BELIEVING THAT THEY CAN TAKE IT REFERS TO GROUP MEMBERS BELIEVING THAT THEY CAN TAKE IT REFERS TO GROUP MEMBERS BELIEVING THAT THEY CAN TAKE RISKS WITHOUT BEING SHAMED BY BELIEVING THAT THEY CAN TAKE RISKS WITHOUT BEING SHAMED BY BELIEVING THAT THEY CAN TAKE RISKS WITHOUT BEING SHAMED BY OTHER MEMBERS AND BEING RISKS WITHOUT BEING SHAMED BY OTHER MEMBERS AND BEING RISKS WITHOUT BEING SHAMED BY OTHER MEMBERS AND BEING ACCEPTED AND RESPECTED THE OTHER MEMBERS AND BEING ACCEPTED AND RESPECTED THE OTHER MEMBERS AND BEING ACCEPTED AND RESPECTED THE SCHOOL BOARD WOULD CLEARLY ACCEPTED AND RESPECTED THE SCHOOL BOARD WOULD CLEARLY ACCEPTED AND RESPECTED THE SCHOOL BOARD

374WOULD CLEARLY BENEFIT BY COLLECTIVELY SCHOOL BOARD WOULD CLEARLY BENEFIT BY COLLECTIVELY SCHOOL BOARD WOULD CLEARLY BENEFIT BY COLLECTIVELY RECOGNIZING THE UNNECESSARY BENEFIT BY COLLECTIVELY RECOGNIZING THE UNNECESSARY BENEFIT BY COLLECTIVELY RECOGNIZING THE UNNECESSARY ANXIETY IT HAS CREATED FOR SO RECOGNIZING THE UNNECESSARY ANXIETY IT HAS CREATED FOR SO RECOGNIZING THE UNNECESSARY ANXIETY IT HAS CREATED FOR SO MANY THE COLLATERAL DAMAGE ANXIETY IT HAS CREATED FOR SO MANY THE COLLATERAL DAMAGE ANXIETY IT HAS CREATED FOR SO MANY THE COLLATERAL DAMAGE OF THESE PREMATURE ACTIONS HAS MANY THE COLLATERAL DAMAGE OF THESE PREMATURE ACTIONS HAS MANY THE COLLATERAL DAMAGE OF THESE PREMATURE ACTIONS HAS BEEN SIGNIFICANT AND IN OF THESE PREMATURE ACTIONS HAS BEEN SIGNIFICANT AND IN OF THESE PREMATURE ACTIONS HAS BEEN SIGNIFICANT AND IN PARTICULAR UPON BOARD ITSELF IF BEEN SIGNIFICANT AND IN PARTICULAR UPON BOARD ITSELF

375IF BEEN SIGNIFICANT AND IN PARTICULAR UPON BOARD ITSELF IF ONLY TWO ONLY TWO OF YOU HAD PARTICULAR UPON BOARD ITSELF IF ONLY TWO ONLY TWO OF YOU HAD PARTICULAR UPON BOARD ITSELF IF ONLY TWO ONLY TWO OF YOU HAD FELT SAFE ENOUGH TO GIVE THIS ONLY TWO ONLY TWO OF YOU HAD FELT SAFE ENOUGH TO GIVE THIS ONLY TWO ONLY TWO OF YOU HAD FELT SAFE ENOUGH TO GIVE THIS COMMUNITY WHAT THEY ASKED FOR, FELT SAFE ENOUGH TO GIVE THIS COMMUNITY WHAT THEY ASKED FOR, FELT SAFE ENOUGH TO GIVE THIS COMMUNITY WHAT THEY ASKED FOR, THE ANIMUS WOULD HAVE BEEN COMMUNITY WHAT THEY ASKED FOR, THE ANIMUS WOULD HAVE BEEN COMMUNITY WHAT THEY ASKED FOR, THE ANIMUS WOULD HAVE BEEN DIMINISHED AND THE MENTAL THE ANIMUS WOULD HAVE BEEN DIMINISHED AND THE MENTAL THE ANIMUS

376WOULD HAVE BEEN DIMINISHED AND THE MENTAL WELL-BEING OF THE STUDENTS AND DIMINISHED AND THE MENTAL WELL-BEING OF THE STUDENTS AND DIMINISHED AND THE MENTAL WELL-BEING OF THE STUDENTS AND PARENTS PRESERVED GOING FORWARD WELL-BEING OF THE STUDENTS AND PARENTS PRESERVED GOING FORWARD WELL-BEING OF THE STUDENTS AND PARENTS PRESERVED GOING FORWARD WE WOULD LIKE TO SEE THE BOARD PARENTS PRESERVED GOING FORWARD WE WOULD LIKE TO SEE THE BOARD PARENTS PRESERVED GOING FORWARD WE WOULD LIKE TO SEE THE BOARD PUT THE NEEDS OF STUDENTS FIRST WE WOULD LIKE TO SEE THE BOARD PUT THE NEEDS OF STUDENTS FIRST WE WOULD LIKE TO SEE THE BOARD PUT THE NEEDS OF STUDENTS FIRST . PUT THE NEEDS OF STUDENTS FIRST . PUT THE NEEDS OF STUDENTS FIRST . THAT INCLUDES PRIORITIZING . THAT INCLUDES PRIORITIZING . THAT INCLUDES PRIORITIZING THEIR

377PSYCHOLOGICAL SAFETY ALSO THAT INCLUDES PRIORITIZING THEIR PSYCHOLOGICAL SAFETY ALSO THAT INCLUDES PRIORITIZING THEIR PSYCHOLOGICAL SAFETY ALSO SO THAT THEY MAY FOCUS ON THEIR PSYCHOLOGICAL SAFETY ALSO SO THAT THEY MAY FOCUS ON THEIR PSYCHOLOGICAL SAFETY ALSO SO THAT THEY MAY FOCUS ON WHAT'S IMPORTANT LEARNING. SO THAT THEY MAY FOCUS ON WHAT'S IMPORTANT LEARNING. SO THAT THEY MAY FOCUS ON WHAT'S IMPORTANT LEARNING. THANK YOU >> SPEAKER IS THINK WHAT'S IMPORTANT LEARNING. THANK YOU >> SPEAKER IS THINK WHAT'S IMPORTANT LEARNING. THANK YOU >> SPEAKER IS THINK SPEAKER IS DERRELL CLOCKER THANK YOU >> SPEAKER IS THINK SPEAKER IS DERRELL CLOCKER THANK YOU >> SPEAKER IS THINK SPEAKER IS DERRELL CLOCKER BERNITA RICHARDSON THEN MELISSA SPEAKER IS DERRELL CLOCKER BERNITA RICHARDSON THEN MELISSA SPEAKER IS DERRELL CLOCKER BERNITA RICHARDSON THEN MELISSA LOSSA THERE'S A DEAD KENNEDY'S BERNITA RICHARDSON THEN

378MELISSA LOSSA THERE'S A DEAD KENNEDY'S BERNITA RICHARDSON THEN MELISSA LOSSA THERE'S A DEAD KENNEDY'S SONG CALLED THIS COULD BE LOSSA THERE'S A DEAD KENNEDY'S SONG CALLED THIS COULD BE LOSSA THERE'S A DEAD KENNEDY'S SONG CALLED THIS COULD BE ANYWHERE WHERE THE LYRICS GO. SONG CALLED THIS COULD BE ANYWHERE WHERE THE LYRICS GO. SONG CALLED THIS COULD BE ANYWHERE WHERE THE LYRICS GO. THOSE NEW KIDS SCHOOL SEEM COOL ANYWHERE WHERE THE LYRICS GO. THOSE NEW KIDS SCHOOL SEEM COOL ANYWHERE WHERE THE LYRICS GO. THOSE NEW KIDS SCHOOL SEEM COOL BUT DAD SAYS NOT TO TALK TO THOSE NEW KIDS SCHOOL SEEM COOL BUT DAD SAYS NOT TO TALK TO THOSE NEW KIDS SCHOOL SEEM COOL BUT DAD SAYS NOT TO TALK TO THEM STICK TO YOUR OWN FRIENDS BUT DAD SAYS NOT TO TALK TO THEM

379STICK TO YOUR OWN FRIENDS BUT DAD SAYS NOT TO TALK TO THEM STICK TO YOUR OWN FRIENDS . THEM STICK TO YOUR OWN FRIENDS . THEM STICK TO YOUR OWN FRIENDS . THEY'RE NOT OUR KIND NOW . THEY'RE NOT OUR KIND NOW . THEY'RE NOT OUR KIND NOW THERE'S LOTS OF FIGHTS. THEY'RE NOT OUR KIND NOW THERE'S LOTS OF FIGHTS. THEY'RE NOT OUR KIND NOW THERE'S LOTS OF FIGHTS. SO MANY PEOPLE I KNOW COME THERE'S LOTS OF FIGHTS. SO MANY PEOPLE I KNOW COME THERE'S LOTS OF FIGHTS. SO MANY PEOPLE I KNOW COME OF AGE SO TENSE AND BITTER I SO MANY PEOPLE I KNOW COME OF AGE SO TENSE AND BITTER I SO MANY PEOPLE I KNOW COME OF AGE SO TENSE AND BITTER I CAN'T CREATE SO THEY JUST OF AGE SO TENSE

380AND BITTER I CAN'T CREATE SO THEY JUST OF AGE SO TENSE AND BITTER I CAN'T CREATE SO THEY JUST DESTROY. CAN'T CREATE SO THEY JUST DESTROY. CAN'T CREATE SO THEY JUST DESTROY. THAT'S WHAT THE PEOPLE WHO ARE DESTROY. THAT'S WHAT THE PEOPLE WHO ARE DESTROY. THAT'S WHAT THE PEOPLE WHO ARE A.D.A I THAT'S THAT'S THAT'S THAT'S WHAT THE PEOPLE WHO ARE A.D.A I THAT'S THAT'S THAT'S THAT'S WHAT THE PEOPLE WHO ARE A.D.A I THAT'S THAT'S THAT'S WHAT KIND OF ENVIRONMENT Y'ALL A.D.A I THAT'S THAT'S THAT'S WHAT KIND OF ENVIRONMENT Y'ALL A.D.A I THAT'S THAT'S THAT'S WHAT KIND OF ENVIRONMENT Y'ALL WANT FOR THE YOUTH AND JIMI WHAT KIND OF ENVIRONMENT Y'ALL WANT FOR THE YOUTH AND JIMI WHAT KIND OF ENVIRONMENT Y'ALL WANT FOR THE YOUTH AND JIMI HENDRIX ON SONG CALLED STRAIGHT WANT FOR

381THE YOUTH AND JIMI HENDRIX ON SONG CALLED STRAIGHT WANT FOR THE YOUTH AND JIMI HENDRIX ON SONG CALLED STRAIGHT AHEAD HE SINGS YOU GOT TO TELL HENDRIX ON SONG CALLED STRAIGHT AHEAD HE SINGS YOU GOT TO TELL HENDRIX ON SONG CALLED STRAIGHT AHEAD HE SINGS YOU GOT TO TELL THE CHILDREN THE TRUTH. AHEAD HE SINGS YOU GOT TO TELL THE CHILDREN THE TRUTH. AHEAD HE SINGS YOU GOT TO TELL THE CHILDREN THE TRUTH. THEY DON'T NEED A WHOLE LOT THE CHILDREN THE TRUTH. THEY DON'T NEED A WHOLE LOT THE CHILDREN THE TRUTH. THEY DON'T NEED A WHOLE LOT OF LIVES BECAUSE ONE OF THESE THEY DON'T NEED A WHOLE LOT OF LIVES BECAUSE ONE OF THESE THEY DON'T NEED A WHOLE LOT OF LIVES BECAUSE ONE OF THESE DAYS BABY THEY'LL BE RUNNING OF LIVES

382BECAUSE ONE OF THESE DAYS BABY THEY'LL BE RUNNING OF LIVES BECAUSE ONE OF THESE DAYS BABY THEY'LL BE RUNNING THINGS SO WHEN YOU GIVE THEM DAYS BABY THEY'LL BE RUNNING THINGS SO WHEN YOU GIVE THEM DAYS BABY THEY'LL BE RUNNING THINGS SO WHEN YOU GIVE THEM LOVE YOU BETTER GIVE IT RIGHT THINGS SO WHEN YOU GIVE THEM LOVE YOU BETTER GIVE IT RIGHT THINGS SO WHEN YOU GIVE THEM LOVE YOU BETTER GIVE IT RIGHT BUT YOU DON'T SHOW LOVE. LOVE YOU BETTER GIVE IT RIGHT BUT YOU DON'T SHOW LOVE. LOVE YOU BETTER GIVE IT RIGHT BUT YOU DON'T SHOW LOVE. YOU DON'T ERASE WHOLE GROUPS BUT YOU DON'T SHOW LOVE. YOU DON'T ERASE WHOLE GROUPS BUT YOU DON'T SHOW LOVE. YOU DON'T ERASE WHOLE GROUPS OF PEOPLE AND THAT JUNE TWENTY YOU DON'T ERASE WHOLE

383GROUPS OF PEOPLE AND THAT JUNE TWENTY YOU DON'T ERASE WHOLE GROUPS OF PEOPLE AND THAT JUNE TWENTY TWENTY THREE RESOLUTION THAT OF PEOPLE AND THAT JUNE TWENTY TWENTY THREE RESOLUTION THAT OF PEOPLE AND THAT JUNE TWENTY TWENTY THREE RESOLUTION THAT WAS PRESENTED THAT 1:00 A.M. BY TWENTY THREE RESOLUTION THAT WAS PRESENTED THAT 1:00 A.M. BY TWENTY THREE RESOLUTION THAT WAS PRESENTED THAT 1:00 A.M. BY COLPEPER BASICALLY ERASED WAS PRESENTED THAT 1:00 A.M. BY COLPEPER BASICALLY ERASED WAS PRESENTED THAT 1:00 A.M. BY COLPEPER BASICALLY ERASED TRAINS YOUTH IN YOUTH AND COLPEPER BASICALLY ERASED TRAINS YOUTH IN YOUTH AND COLPEPER BASICALLY ERASED TRAINS YOUTH IN YOUTH AND YOURSELF FASCISM IS ON WIDE TRAINS YOUTH IN YOUTH AND YOURSELF FASCISM IS ON WIDE TRAINS YOUTH IN YOUTH AND YOURSELF FASCISM IS ON WIDE OPEN DISPLAY YOU KNOW I'VE

384YOURSELF FASCISM IS ON WIDE OPEN DISPLAY YOU KNOW I'VE YOURSELF FASCISM IS ON WIDE OPEN DISPLAY YOU KNOW I'VE HEARD A LOT OF TALK ABOUT OPEN DISPLAY YOU KNOW I'VE HEARD A LOT OF TALK ABOUT OPEN DISPLAY YOU KNOW I'VE HEARD A LOT OF TALK ABOUT FOCUSING ON RIGOUROUS CLASSWORK HEARD A LOT OF TALK ABOUT FOCUSING ON RIGOUROUS CLASSWORK HEARD A LOT OF TALK ABOUT FOCUSING ON RIGOUROUS CLASSWORK AND TEST SCORES AND ALL OF THAT FOCUSING ON RIGOUROUS CLASSWORK AND TEST SCORES AND ALL OF THAT FOCUSING ON RIGOUROUS CLASSWORK AND TEST SCORES AND ALL OF THAT STUFF LIKE SOCIALIZES AN AND TEST SCORES AND ALL OF THAT STUFF LIKE SOCIALIZES AN AND TEST SCORES AND ALL OF THAT STUFF LIKE SOCIALIZES AN IMPORTANT LIKE FOR SOME IS GOOD STUFF LIKE SOCIALIZES AN IMPORTANT LIKE FOR

385SOME IS GOOD STUFF LIKE SOCIALIZES AN IMPORTANT LIKE FOR SOME IS GOOD FOR SOME KIDS LIKE HAPPY IN IMPORTANT LIKE FOR SOME IS GOOD FOR SOME KIDS LIKE HAPPY IN IMPORTANT LIKE FOR SOME IS GOOD FOR SOME KIDS LIKE HAPPY IN THAT SCHOOL LIKE THEIR ONLY FOR SOME KIDS LIKE HAPPY IN THAT SCHOOL LIKE THEIR ONLY FOR SOME KIDS LIKE HAPPY IN THAT SCHOOL LIKE THEIR ONLY RESPITE FROM THEIR HOME LIVES THAT SCHOOL LIKE THEIR ONLY RESPITE FROM THEIR HOME LIVES THAT SCHOOL LIKE THEIR ONLY RESPITE FROM THEIR HOME LIVES YOU KNOW, HANGING OUT WITH RESPITE FROM THEIR HOME LIVES YOU KNOW, HANGING OUT WITH RESPITE FROM THEIR HOME LIVES YOU KNOW, HANGING OUT WITH FRIENDS, SOCIALIZE LAUGHING FOR YOU KNOW, HANGING OUT WITH FRIENDS, SOCIALIZE LAUGHING FOR YOU KNOW, HANGING OUT WITH FRIENDS, SOCIALIZE

386LAUGHING FOR SOME KIDS IT IS HARD TO MAKE FRIENDS, SOCIALIZE LAUGHING FOR SOME KIDS IT IS HARD TO MAKE FRIENDS, SOCIALIZE LAUGHING FOR SOME KIDS IT IS HARD TO MAKE FRIENDS THAT'S I GET THAT BUT I SOME KIDS IT IS HARD TO MAKE FRIENDS THAT'S I GET THAT BUT I SOME KIDS IT IS HARD TO MAKE FRIENDS THAT'S I GET THAT BUT I IMAGINE CAN IMAGINE HOW MUCH FRIENDS THAT'S I GET THAT BUT I IMAGINE CAN IMAGINE HOW MUCH FRIENDS THAT'S I GET THAT BUT I IMAGINE CAN IMAGINE HOW MUCH HARDER Y'ALL ARE CHOOSING TO IMAGINE CAN IMAGINE HOW MUCH HARDER Y'ALL ARE CHOOSING TO IMAGINE CAN IMAGINE HOW MUCH HARDER Y'ALL ARE CHOOSING TO MAKE IT FOR THESE STUDENTS BY HARDER Y'ALL ARE CHOOSING TO MAKE IT FOR THESE STUDENTS BY HARDER Y'ALL ARE

387CHOOSING TO MAKE IT FOR THESE STUDENTS BY DOING AWAY WITH LIKE YOU ARE MAKE IT FOR THESE STUDENTS BY DOING AWAY WITH LIKE YOU ARE MAKE IT FOR THESE STUDENTS BY DOING AWAY WITH LIKE YOU ARE FOCUSING ON ON THE STATISTICS DOING AWAY WITH LIKE YOU ARE FOCUSING ON ON THE STATISTICS DOING AWAY WITH LIKE YOU ARE FOCUSING ON ON THE STATISTICS TO DO THAT IN AN ENVIRONMENT FOCUSING ON ON THE STATISTICS TO DO THAT IN AN ENVIRONMENT FOCUSING ON ON THE STATISTICS TO DO THAT IN AN ENVIRONMENT WITHOUT DEA IS INCREDIBLY TO DO THAT IN AN ENVIRONMENT WITHOUT DEA IS INCREDIBLY TO DO THAT IN AN ENVIRONMENT WITHOUT DEA IS INCREDIBLY DAMAGING TO OUR COMMUNITY LIKE WITHOUT DEA IS INCREDIBLY DAMAGING TO OUR COMMUNITY LIKE WITHOUT DEA IS INCREDIBLY DAMAGING TO OUR COMMUNITY LIKE

388I DON'T SEE THEM AS HUMANS. DAMAGING TO OUR COMMUNITY LIKE I DON'T SEE THEM AS HUMANS. DAMAGING TO OUR COMMUNITY LIKE I DON'T SEE THEM AS HUMANS. YOU JUST THEM AS NUMBERS AND I DON'T SEE THEM AS HUMANS. YOU JUST THEM AS NUMBERS AND I DON'T SEE THEM AS HUMANS. YOU JUST THEM AS NUMBERS AND EMPLOYEE IDENTITY YOU JUST THEM AS NUMBERS AND EMPLOYEE IDENTITY YOU JUST THEM AS NUMBERS AND EMPLOYEE IDENTITY IDENTIFICATION OR SOMETHING AND EMPLOYEE IDENTITY IDENTIFICATION OR SOMETHING AND EMPLOYEE IDENTITY IDENTIFICATION OR SOMETHING AND THE >> TEACHER AIN'T EXCLUSIVE IDENTIFICATION OR SOMETHING AND THE >> TEACHER AIN'T EXCLUSIVE IDENTIFICATION OR SOMETHING AND THE >> TEACHER AIN'T EXCLUSIVE NO MATTER HOW HARD YOU TRY TO THE >> TEACHER AIN'T EXCLUSIVE NO MATTER HOW HARD YOU TRY TO THE >> TEACHER AIN'T EXCLUSIVE NO

389MATTER HOW HARD YOU TRY TO RESTRICT IT AND YOU WON'T WIN NO MATTER HOW HARD YOU TRY TO RESTRICT IT AND YOU WON'T WIN NO MATTER HOW HARD YOU TRY TO RESTRICT IT AND YOU WON'T WIN YOU WON'T LIKE YOU REALLY THINK RESTRICT IT AND YOU WON'T WIN YOU WON'T LIKE YOU REALLY THINK RESTRICT IT AND YOU WON'T WIN YOU WON'T LIKE YOU REALLY THINK YOUTH ARE GOING TO ACCEPT THIS YOU WON'T LIKE YOU REALLY THINK YOUTH ARE GOING TO ACCEPT THIS YOU WON'T LIKE YOU REALLY THINK YOUTH ARE GOING TO ACCEPT THIS LIKE I'M NOT SPEAKING FOR THEM YOUTH ARE GOING TO ACCEPT THIS LIKE I'M NOT SPEAKING FOR THEM YOUTH ARE GOING TO ACCEPT THIS LIKE I'M NOT SPEAKING FOR THEM . LIKE I'M NOT SPEAKING FOR THEM . LIKE I'M NOT SPEAKING

390FOR THEM . I'M JUST LIKE I I YOU KNOW PUT . I'M JUST LIKE I I YOU KNOW PUT . I'M JUST LIKE I I YOU KNOW PUT MYSELF IN THEIR MYSELF IN THEIR I'M JUST LIKE I I YOU KNOW PUT MYSELF IN THEIR MYSELF IN THEIR I'M JUST LIKE I I YOU KNOW PUT MYSELF IN THEIR MYSELF IN THEIR POSITION AND I KNOW SOME YOUNG MYSELF IN THEIR MYSELF IN THEIR POSITION AND I KNOW SOME YOUNG MYSELF IN THEIR MYSELF IN THEIR POSITION AND I KNOW SOME YOUNG FOLKS AND THEY'RE NOT HAVING POSITION AND I KNOW SOME YOUNG FOLKS AND THEY'RE NOT HAVING POSITION AND I KNOW SOME YOUNG FOLKS AND THEY'RE NOT HAVING THIS I'M JUST SAYING YOU KNOW FOLKS AND THEY'RE NOT HAVING THIS I'M JUST SAYING YOU KNOW FOLKS AND THEY'RE

391NOT HAVING THIS I'M JUST SAYING YOU KNOW YOU HEAR THEM COME UP HERE AND THIS I'M JUST SAYING YOU KNOW YOU HEAR THEM COME UP HERE AND THIS I'M JUST SAYING YOU KNOW YOU HEAR THEM COME UP HERE AND THEY SPEAK AND WHATNOT AND YOU YOU HEAR THEM COME UP HERE AND THEY SPEAK AND WHATNOT AND YOU YOU HEAR THEM COME UP HERE AND THEY SPEAK AND WHATNOT AND YOU A GOOD JOB AND YOU GIVE THEM THEY SPEAK AND WHATNOT AND YOU A GOOD JOB AND YOU GIVE THEM THEY SPEAK AND WHATNOT AND YOU A GOOD JOB AND YOU GIVE THEM YOU KNOW WHAT I MEAN YOU GIVE A GOOD JOB AND YOU GIVE THEM YOU KNOW WHAT I MEAN YOU GIVE A GOOD JOB AND YOU GIVE THEM YOU KNOW WHAT I MEAN YOU

392GIVE THEM YOUR PRAISE BUT LISTENING YOU KNOW WHAT I MEAN YOU GIVE THEM YOUR PRAISE BUT LISTENING YOU KNOW WHAT I MEAN YOU GIVE THEM YOUR PRAISE BUT LISTENING LIKE THIS IS NOT EXTRA CREDIT THEM YOUR PRAISE BUT LISTENING LIKE THIS IS NOT EXTRA CREDIT THEM YOUR PRAISE BUT LISTENING LIKE THIS IS NOT EXTRA CREDIT NOT EXTRA CREDIT FOR THEM. LIKE THIS IS NOT EXTRA CREDIT NOT EXTRA CREDIT FOR THEM. LIKE THIS IS NOT EXTRA CREDIT NOT EXTRA CREDIT FOR THEM. THIS THIS IS REAL. NOT EXTRA CREDIT FOR THEM. THIS THIS IS REAL. NOT EXTRA CREDIT FOR THEM. THIS THIS IS REAL. YOU KNOW YOU ALL LOOK THIS THIS IS REAL. YOU KNOW YOU ALL LOOK THIS THIS IS REAL. YOU KNOW YOU ALL LOOK RIDICULOUS LIKE WHAT HARM HAVE YOU KNOW YOU ALL LOOK

393RIDICULOUS LIKE WHAT HARM HAVE YOU KNOW YOU ALL LOOK RIDICULOUS LIKE WHAT HARM HAVE HARM HAVE YOU DONE TO YOU THAT RIDICULOUS LIKE WHAT HARM HAVE HARM HAVE YOU DONE TO YOU THAT RIDICULOUS LIKE WHAT HARM HAVE HARM HAVE YOU DONE TO YOU THAT LED YOU AND LEADS YOU TO HARM HAVE YOU DONE TO YOU THAT LED YOU AND LEADS YOU TO HARM HAVE YOU DONE TO YOU THAT LED YOU AND LEADS YOU TO CONTINUOUSLY INFLICT HARM ON LED YOU AND LEADS YOU TO CONTINUOUSLY INFLICT HARM ON LED YOU AND LEADS YOU TO CONTINUOUSLY INFLICT HARM ON THEM CONTINUOUSLY >> FROM A CONTINUOUSLY INFLICT HARM ON THEM CONTINUOUSLY >> FROM A CONTINUOUSLY INFLICT HARM ON THEM CONTINUOUSLY >> FROM A GOOD AMOUNT OF THEM BEING THEM CONTINUOUSLY >> FROM A GOOD AMOUNT OF THEM BEING

394THEM CONTINUOUSLY >> FROM A GOOD AMOUNT OF THEM BEING OF THEM BEING ANTI WHAT YOU GOOD AMOUNT OF THEM BEING OF THEM BEING ANTI WHAT YOU GOOD AMOUNT OF THEM BEING OF THEM BEING ANTI WHAT YOU REPRESENT IN LEARNING TO NOT BE OF THEM BEING ANTI WHAT YOU REPRESENT IN LEARNING TO NOT BE OF THEM BEING ANTI WHAT YOU REPRESENT IN LEARNING TO NOT BE LIKE YOU AND SOME OF YOUR REPRESENT IN LEARNING TO NOT BE LIKE YOU AND SOME OF YOUR REPRESENT IN LEARNING TO NOT BE LIKE YOU AND SOME OF YOUR WICKED SUPPORTERS WHAT HARM LIKE YOU AND SOME OF YOUR WICKED SUPPORTERS WHAT HARM LIKE YOU AND SOME OF YOUR WICKED SUPPORTERS WHAT HARM HAVE THEY DONE TO YOU ANSWER WICKED SUPPORTERS WHAT HARM HAVE THEY DONE TO YOU ANSWER WICKED SUPPORTERS

395WHAT HARM HAVE THEY DONE TO YOU ANSWER THAT SPEAKER IS BATTUTA HAVE THEY DONE TO YOU ANSWER THAT SPEAKER IS BATTUTA HAVE THEY DONE TO YOU ANSWER THAT SPEAKER IS BATTUTA RICHARDSON. THAT SPEAKER IS BATTUTA RICHARDSON. THAT SPEAKER IS BATTUTA RICHARDSON. MELISSA LUXON AND THEN GEORGE RICHARDSON. MELISSA LUXON AND THEN GEORGE RICHARDSON. MELISSA LUXON AND THEN GEORGE ALLEN >> AFTERNOON. MELISSA LUXON AND THEN GEORGE ALLEN >> AFTERNOON. MELISSA LUXON AND THEN GEORGE ALLEN >> AFTERNOON. I APPRECIATE THE OPPORTUNITY TO ALLEN >> AFTERNOON. I APPRECIATE THE OPPORTUNITY TO ALLEN >> AFTERNOON. I APPRECIATE THE OPPORTUNITY TO SPEAK WITH YOU TODAY ON TWO I APPRECIATE THE OPPORTUNITY TO SPEAK WITH YOU TODAY ON TWO I APPRECIATE THE OPPORTUNITY TO SPEAK WITH YOU TODAY ON TWO CRITICAL DECISIONS FACING OUR SPEAK WITH YOU TODAY ON TWO CRITICAL DECISIONS

396FACING OUR SPEAK WITH YOU TODAY ON TWO CRITICAL DECISIONS FACING OUR SCHOOL SYSTEM THE ADOPTION CRITICAL DECISIONS FACING OUR SCHOOL SYSTEM THE ADOPTION CRITICAL DECISIONS FACING OUR SCHOOL SYSTEM THE ADOPTION OF OPTION TWO FOR THE CAMPUS SCHOOL SYSTEM THE ADOPTION OF OPTION TWO FOR THE CAMPUS SCHOOL SYSTEM THE ADOPTION OF OPTION TWO FOR THE CAMPUS CONFIGURATION AND THE PROPOSED OF OPTION TWO FOR THE CAMPUS CONFIGURATION AND THE PROPOSED OF OPTION TWO FOR THE CAMPUS CONFIGURATION AND THE PROPOSED RESOLUTION TO REMOVE THE CONFIGURATION AND THE PROPOSED RESOLUTION TO REMOVE THE CONFIGURATION AND THE PROPOSED RESOLUTION TO REMOVE THE DISTRICT'S MY NAME IS FOR NADER RESOLUTION TO REMOVE THE DISTRICT'S MY NAME IS FOR NADER RESOLUTION TO REMOVE THE DISTRICT'S MY NAME IS FOR NADER RICHARDSON I LIVE IN DISTRICT DISTRICT'S MY NAME IS FOR NADER RICHARDSON

397I LIVE IN DISTRICT DISTRICT'S MY NAME IS FOR NADER RICHARDSON I LIVE IN DISTRICT FOUR. RICHARDSON I LIVE IN DISTRICT FOUR. RICHARDSON I LIVE IN DISTRICT FOUR. I HAVE GRADUATED ONE STUDENT FOUR. I HAVE GRADUATED ONE STUDENT FOUR. I HAVE GRADUATED ONE STUDENT FROM THE SYSTEM AND I CURRENTLY I HAVE GRADUATED ONE STUDENT FROM THE SYSTEM AND I CURRENTLY I HAVE GRADUATED ONE STUDENT FROM THE SYSTEM AND I CURRENTLY HAVE ONE AT NEWTOWN NOW I STAND FROM THE SYSTEM AND I CURRENTLY HAVE ONE AT NEWTOWN NOW I STAND FROM THE SYSTEM AND I CURRENTLY HAVE ONE AT NEWTOWN NOW I STAND IN SUPPORT OF OPTION TO FOR THE HAVE ONE AT NEWTOWN NOW I STAND IN SUPPORT OF OPTION TO FOR THE HAVE ONE AT NEWTOWN NOW I STAND IN SUPPORT OF OPTION TO FOR

398THE TRI CAMPUS DECISION WHICH IN SUPPORT OF OPTION TO FOR THE TRI CAMPUS DECISION WHICH IN SUPPORT OF OPTION TO FOR THE TRI CAMPUS DECISION WHICH PROPOSES CANCELING EATING ARE TRI CAMPUS DECISION WHICH PROPOSES CANCELING EATING ARE TRI CAMPUS DECISION WHICH PROPOSES CANCELING EATING ARE ELEMENTARY SCHOOLS UNTIL FOR PROPOSES CANCELING EATING ARE ELEMENTARY SCHOOLS UNTIL FOR PROPOSES CANCELING EATING ARE ELEMENTARY SCHOOLS UNTIL FOR PRE-K TO FIRST AND ANOTHER FOR ELEMENTARY SCHOOLS UNTIL FOR PRE-K TO FIRST AND ANOTHER FOR ELEMENTARY SCHOOLS UNTIL FOR PRE-K TO FIRST AND ANOTHER FOR SECOND THROUGH. PRE-K TO FIRST AND ANOTHER FOR SECOND THROUGH. PRE-K TO FIRST AND ANOTHER FOR SECOND THROUGH. I BELIEVE THE STRUCTURE OFFERS SECOND THROUGH. I BELIEVE THE STRUCTURE OFFERS SECOND THROUGH. I BELIEVE THE STRUCTURE OFFERS PRACTICAL AND EFFECTIVE A I BELIEVE THE STRUCTURE OFFERS PRACTICAL

399AND EFFECTIVE A I BELIEVE THE STRUCTURE OFFERS PRACTICAL AND EFFECTIVE A PRACTICAL AND EFFECTIVE A PRACTICAL AND EFFECTIVE A PRACTICAL AND EFFECTIVE APPROACH EDUCATION FOCUSING ON PRACTICAL AND EFFECTIVE APPROACH EDUCATION FOCUSING ON PRACTICAL AND EFFECTIVE APPROACH EDUCATION FOCUSING ON THE DEVELOPMENTAL NEEDS OF OUR APPROACH EDUCATION FOCUSING ON THE DEVELOPMENTAL NEEDS OF OUR APPROACH EDUCATION FOCUSING ON THE DEVELOPMENTAL NEEDS OF OUR STUDENTS WITHOUT THE INFLUENCE THE DEVELOPMENTAL NEEDS OF OUR STUDENTS WITHOUT THE INFLUENCE THE DEVELOPMENTAL NEEDS OF OUR STUDENTS WITHOUT THE INFLUENCE OF A STRONGLY ADVOCATE FOR THIS STUDENTS WITHOUT THE INFLUENCE OF A STRONGLY ADVOCATE FOR THIS STUDENTS WITHOUT THE INFLUENCE OF A STRONGLY ADVOCATE FOR THIS OPTION TO CONFIGURATION BECAUSE OF A STRONGLY ADVOCATE FOR THIS OPTION TO CONFIGURATION BECAUSE OF A STRONGLY ADVOCATE FOR THIS OPTION TO CONFIGURATION BECAUSE IT ALLOWS THE CONCENTRATION

400OPTION TO CONFIGURATION BECAUSE IT ALLOWS THE CONCENTRATION OPTION TO CONFIGURATION BECAUSE IT ALLOWS THE CONCENTRATION OF RESOURCES AND EXPERTIZE IT ALLOWS THE CONCENTRATION OF RESOURCES AND EXPERTIZE IT ALLOWS THE CONCENTRATION OF RESOURCES AND EXPERTIZE WHERE MAY BE USED AND MOST OF RESOURCES AND EXPERTIZE WHERE MAY BE USED AND MOST OF RESOURCES AND EXPERTIZE WHERE MAY BE USED AND MOST IMPACTFUL EMPHASIZES AGE WHERE MAY BE USED AND MOST IMPACTFUL EMPHASIZES AGE WHERE MAY BE USED AND MOST IMPACTFUL EMPHASIZES AGE APPROPRIATE LEARNING IMPACTFUL EMPHASIZES AGE APPROPRIATE LEARNING IMPACTFUL EMPHASIZES AGE APPROPRIATE LEARNING ENVIRONMENTS ALLOWING EDUCATORS APPROPRIATE LEARNING ENVIRONMENTS ALLOWING EDUCATORS APPROPRIATE LEARNING ENVIRONMENTS ALLOWING EDUCATORS TO TAYLOR INSTRUCTION TO ENVIRONMENTS ALLOWING EDUCATORS TO TAYLOR INSTRUCTION TO ENVIRONMENTS ALLOWING EDUCATORS TO TAYLOR INSTRUCTION TO SPECIFIC DEVELOPMENTAL STAGES TO TAYLOR INSTRUCTION TO SPECIFIC DEVELOPMENTAL STAGES TO TAYLOR INSTRUCTION TO

401SPECIFIC DEVELOPMENTAL STAGES THE CONSOLIDATION CAN LEAD TO SPECIFIC DEVELOPMENTAL STAGES THE CONSOLIDATION CAN LEAD TO SPECIFIC DEVELOPMENTAL STAGES THE CONSOLIDATION CAN LEAD TO MORE EFFICIENT USE OF RESOURCES THE CONSOLIDATION CAN LEAD TO MORE EFFICIENT USE OF RESOURCES THE CONSOLIDATION CAN LEAD TO MORE EFFICIENT USE OF RESOURCES ,CONSISTENT CURRICULUM MORE EFFICIENT USE OF RESOURCES ,CONSISTENT CURRICULUM MORE EFFICIENT USE OF RESOURCES ,CONSISTENT CURRICULUM IMPLEMENTATIONS AND A STRONGER ,CONSISTENT CURRICULUM IMPLEMENTATIONS AND A STRONGER ,CONSISTENT CURRICULUM IMPLEMENTATIONS AND A STRONGER SENSE OF COMMUNITY AMONG THE IMPLEMENTATIONS AND A STRONGER SENSE OF COMMUNITY AMONG THE IMPLEMENTATIONS AND A STRONGER SENSE OF COMMUNITY AMONG THE STUDENTS AND STAFF RESEARCH SENSE OF COMMUNITY AMONG THE STUDENTS AND STAFF RESEARCH SENSE OF COMMUNITY AMONG THE STUDENTS AND STAFF RESEARCH UNDERSCORES THE IMPORTANCE STUDENTS AND STAFF RESEARCH UNDERSCORES THE IMPORTANCE STUDENTS AND STAFF RESEARCH

402UNDERSCORES THE IMPORTANCE OF EARLY EDUCATION AND SETTINGS UNDERSCORES THE IMPORTANCE OF EARLY EDUCATION AND SETTINGS UNDERSCORES THE IMPORTANCE OF EARLY EDUCATION AND SETTINGS SETTING THE FOUNDATION FOR OF EARLY EDUCATION AND SETTINGS SETTING THE FOUNDATION FOR OF EARLY EDUCATION AND SETTINGS SETTING THE FOUNDATION FOR LIFELONG LEARNING EMPHASIZES SETTING THE FOUNDATION FOR LIFELONG LEARNING EMPHASIZES SETTING THE FOUNDATION FOR LIFELONG LEARNING EMPHASIZES DOMAINS SUCH AS EMOTIONAL AND LIFELONG LEARNING EMPHASIZES DOMAINS SUCH AS EMOTIONAL AND LIFELONG LEARNING EMPHASIZES DOMAINS SUCH AS EMOTIONAL AND SOCIAL DEVELOPMENTAL LANGUAGE DOMAINS SUCH AS EMOTIONAL AND SOCIAL DEVELOPMENTAL LANGUAGE DOMAINS SUCH AS EMOTIONAL AND SOCIAL DEVELOPMENTAL LANGUAGE AND COGNITIVE GROWTH NOW FOR SOCIAL DEVELOPMENTAL LANGUAGE AND COGNITIVE GROWTH NOW FOR SOCIAL DEVELOPMENTAL LANGUAGE AND COGNITIVE GROWTH NOW FOR THE OTHER ISSUE IT BOTHERS ME AND COGNITIVE GROWTH NOW FOR THE OTHER ISSUE IT BOTHERS

403ME AND COGNITIVE GROWTH NOW FOR THE OTHER ISSUE IT BOTHERS ME THAT PEOPLE WANT TO TEXT USED THE OTHER ISSUE IT BOTHERS ME THAT PEOPLE WANT TO TEXT USED THE OTHER ISSUE IT BOTHERS ME THAT PEOPLE WANT TO TEXT USED QUOTES OUT OF CONTEXT THAT PEOPLE WANT TO TEXT USED QUOTES OUT OF CONTEXT THAT PEOPLE WANT TO TEXT USED QUOTES OUT OF CONTEXT MISREPRESENTING STATISTICS AND QUOTES OUT OF CONTEXT MISREPRESENTING STATISTICS AND QUOTES OUT OF CONTEXT MISREPRESENTING STATISTICS AND CREATING LIES EDUCATION SHOULD MISREPRESENTING STATISTICS AND CREATING LIES EDUCATION SHOULD MISREPRESENTING STATISTICS AND CREATING LIES EDUCATION SHOULD BE A UNIFYING FORCE FOCUSING ON CREATING LIES EDUCATION SHOULD BE A UNIFYING FORCE FOCUSING ON CREATING LIES EDUCATION SHOULD BE A UNIFYING FORCE FOCUSING ON SHARED VALUES AND ACADEMIC BE A UNIFYING FORCE FOCUSING ON SHARED VALUES AND

404ACADEMIC BE A UNIFYING FORCE FOCUSING ON SHARED VALUES AND ACADEMIC EXCELLENCE. SHARED VALUES AND ACADEMIC EXCELLENCE. SHARED VALUES AND ACADEMIC EXCELLENCE. CONVERSELY, I EXPRESSED STRONG EXCELLENCE. CONVERSELY, I EXPRESSED STRONG EXCELLENCE. CONVERSELY, I EXPRESSED STRONG OPPOSITION TO THE RESOLUTION CONVERSELY, I EXPRESSED STRONG OPPOSITION TO THE RESOLUTION CONVERSELY, I EXPRESSED STRONG OPPOSITION TO THE RESOLUTION AIMING TO ELIMINATE THE PROGRAM OPPOSITION TO THE RESOLUTION AIMING TO ELIMINATE THE PROGRAM OPPOSITION TO THE RESOLUTION AIMING TO ELIMINATE THE PROGRAM THESE INITIATIVES ARE NOT AIMING TO ELIMINATE THE PROGRAM THESE INITIATIVES ARE NOT AIMING TO ELIMINATE THE PROGRAM THESE INITIATIVES ARE NOT MERELY ADMINISTRATIVE PROCESSES THESE INITIATIVES ARE NOT MERELY ADMINISTRATIVE PROCESSES THESE INITIATIVES ARE NOT MERELY ADMINISTRATIVE PROCESSES THEY ARE FUNDAMENTAL TO MERELY ADMINISTRATIVE PROCESSES THEY ARE FUNDAMENTAL TO MERELY ADMINISTRATIVE PROCESSES THEY ARE FUNDAMENTAL TO CREATING AN INCLUSIVE AND

405THEY ARE FUNDAMENTAL TO CREATING AN INCLUSIVE AND THEY ARE FUNDAMENTAL TO CREATING AN INCLUSIVE AND SUPPORTIVE EDUCATIONAL CREATING AN INCLUSIVE AND SUPPORTIVE EDUCATIONAL CREATING AN INCLUSIVE AND SUPPORTIVE EDUCATIONAL ENVIRONMENT FOR EVERY STUDENT SUPPORTIVE EDUCATIONAL ENVIRONMENT FOR EVERY STUDENT SUPPORTIVE EDUCATIONAL ENVIRONMENT FOR EVERY STUDENT AS WE BEFORE MOVING TO IRIS ENVIRONMENT FOR EVERY STUDENT AS WE BEFORE MOVING TO IRIS ENVIRONMENT FOR EVERY STUDENT AS WE BEFORE MOVING TO IRIS MARGINALIZING MINORITY STUDENTS AS WE BEFORE MOVING TO IRIS MARGINALIZING MINORITY STUDENTS AS WE BEFORE MOVING TO IRIS MARGINALIZING MINORITY STUDENTS ,MY YOUNGEST STUDENT HAS AND MARGINALIZING MINORITY STUDENTS ,MY YOUNGEST STUDENT HAS AND MARGINALIZING MINORITY STUDENTS ,MY YOUNGEST STUDENT HAS AND IP AS HE HAS CEREBRAL PALSY AND ,MY YOUNGEST STUDENT HAS AND IP AS HE HAS CEREBRAL PALSY AND ,MY YOUNGEST STUDENT HAS AND IP AS

406HE HAS CEREBRAL PALSY AND UTILIZES MANY OF THE SOURCES IP AS HE HAS CEREBRAL PALSY AND UTILIZES MANY OF THE SOURCES IP AS HE HAS CEREBRAL PALSY AND UTILIZES MANY OF THE SOURCES OF EDUCATIONAL LEARNING THAT UTILIZES MANY OF THE SOURCES OF EDUCATIONAL LEARNING THAT UTILIZES MANY OF THE SOURCES OF EDUCATIONAL LEARNING THAT COULD BE REMOVED. OF EDUCATIONAL LEARNING THAT COULD BE REMOVED. OF EDUCATIONAL LEARNING THAT COULD BE REMOVED. SO IN CONCLUSION ADOPTING COULD BE REMOVED. SO IN CONCLUSION ADOPTING COULD BE REMOVED. SO IN CONCLUSION ADOPTING OPTION TWO FOR OUR TRI CAMPUS SO IN CONCLUSION ADOPTING OPTION TWO FOR OUR TRI CAMPUS SO IN CONCLUSION ADOPTING OPTION TWO FOR OUR TRI CAMPUS CONFIGURATION REPRESENTS A OPTION TWO FOR OUR TRI CAMPUS CONFIGURATION REPRESENTS A OPTION TWO FOR OUR TRI CAMPUS CONFIGURATION REPRESENTS A STRATEGIC INVESTMENT

407IN OUR CONFIGURATION REPRESENTS A STRATEGIC INVESTMENT IN OUR CONFIGURATION REPRESENTS A STRATEGIC INVESTMENT IN OUR STUDENTS LET US MOVE FORWARD STRATEGIC INVESTMENT IN OUR STUDENTS LET US MOVE FORWARD STRATEGIC INVESTMENT IN OUR STUDENTS LET US MOVE FORWARD WITH DECISIONS THAT REFLECT OUR STUDENTS LET US MOVE FORWARD WITH DECISIONS THAT REFLECT OUR STUDENTS LET US MOVE FORWARD WITH DECISIONS THAT REFLECT OUR SHARED COMMITMENT AND WITH DECISIONS THAT REFLECT OUR SHARED COMMITMENT AND WITH DECISIONS THAT REFLECT OUR SHARED COMMITMENT AND EXCELLENCE AND FOR THE SHARED COMMITMENT AND EXCELLENCE AND FOR THE SHARED COMMITMENT AND EXCELLENCE AND FOR THE WELL-BEING WHERE OUR STUDENTS EXCELLENCE AND FOR THE WELL-BEING WHERE OUR STUDENTS EXCELLENCE AND FOR THE WELL-BEING WHERE OUR STUDENTS AND OUR COMMUNITY THINK WE CAN WELL-BEING WHERE OUR STUDENTS AND OUR COMMUNITY THINK WE CAN WELL-BEING WHERE OUR

408STUDENTS AND OUR COMMUNITY THINK WE CAN RESOLVE A SOLUTION. AND OUR COMMUNITY THINK WE CAN RESOLVE A SOLUTION. AND OUR COMMUNITY THINK WE CAN RESOLVE A SOLUTION. AND THEN GEORGIA ALAN THAT RESOLVE A SOLUTION. AND THEN GEORGIA ALAN THAT RESOLVE A SOLUTION. AND THEN GEORGIA ALAN THAT EVENING SATIRE IS SATHYA IS ON AND THEN GEORGIA ALAN THAT EVENING SATIRE IS SATHYA IS ON AND THEN GEORGIA ALAN THAT EVENING SATIRE IS SATHYA IS ON THE MENU TONIGHT SO I'VE HAD A EVENING SATIRE IS SATHYA IS ON THE MENU TONIGHT SO I'VE HAD A EVENING SATIRE IS SATHYA IS ON THE MENU TONIGHT SO I'VE HAD A CHANGE OF HEART AND TONIGHT I THE MENU TONIGHT SO I'VE HAD A CHANGE OF HEART AND TONIGHT I THE MENU TONIGHT SO I'VE HAD A CHANGE OF HEART AND

409TONIGHT I AM FULL SUPPORT OF YOUR CHANGE OF HEART AND TONIGHT I AM FULL SUPPORT OF YOUR CHANGE OF HEART AND TONIGHT I AM FULL SUPPORT OF YOUR COURAGEOUS COMMITMENT THE LAW AM FULL SUPPORT OF YOUR COURAGEOUS COMMITMENT THE LAW AM FULL SUPPORT OF YOUR COURAGEOUS COMMITMENT THE LAW OF THE LAND AND SPECIFICALLY COURAGEOUS COMMITMENT THE LAW OF THE LAND AND SPECIFICALLY COURAGEOUS COMMITMENT THE LAW OF THE LAND AND SPECIFICALLY PRESIDENTIAL EXECUTIVE ORDERS OF THE LAND AND SPECIFICALLY PRESIDENTIAL EXECUTIVE ORDERS OF THE LAND AND SPECIFICALLY PRESIDENTIAL EXECUTIVE ORDERS ISSUED BY PRESIDENT DONALD PRESIDENTIAL EXECUTIVE ORDERS ISSUED BY PRESIDENT DONALD PRESIDENTIAL EXECUTIVE ORDERS ISSUED BY PRESIDENT DONALD TRUMP. ISSUED BY PRESIDENT DONALD TRUMP. ISSUED BY PRESIDENT DONALD TRUMP. TRUMP BECAUSE IT'S CLEAR NOW WE TRUMP. TRUMP BECAUSE IT'S CLEAR NOW WE TRUMP. TRUMP BECAUSE IT'S CLEAR

410NOW WE ARE NOT BOUND BY THE US TRUMP BECAUSE IT'S CLEAR NOW WE ARE NOT BOUND BY THE US TRUMP BECAUSE IT'S CLEAR NOW WE ARE NOT BOUND BY THE US CONSTITUTION, STATE CODE OR ARE NOT BOUND BY THE US CONSTITUTION, STATE CODE OR ARE NOT BOUND BY THE US CONSTITUTION, STATE CODE OR LEGAL PRECEDENT NOW WE ARE CONSTITUTION, STATE CODE OR LEGAL PRECEDENT NOW WE ARE CONSTITUTION, STATE CODE OR LEGAL PRECEDENT NOW WE ARE GOVERNED SOLELY BY THE BY THE LEGAL PRECEDENT NOW WE ARE GOVERNED SOLELY BY THE BY THE LEGAL PRECEDENT NOW WE ARE GOVERNED SOLELY BY THE BY THE POWER OF A SHARPIE AND A GOVERNED SOLELY BY THE BY THE POWER OF A SHARPIE AND A GOVERNED SOLELY BY THE BY THE POWER OF A SHARPIE AND A SIGNATURE ON WHITE

411HOUSE POWER OF A SHARPIE AND A SIGNATURE ON WHITE HOUSE POWER OF A SHARPIE AND A SIGNATURE ON WHITE HOUSE LETTERHEAD AT LEAST WHEN IT SIGNATURE ON WHITE HOUSE LETTERHEAD AT LEAST WHEN IT SIGNATURE ON WHITE HOUSE LETTERHEAD AT LEAST WHEN IT SUITS THE MAJORITY THIS BOARD LETTERHEAD AT LEAST WHEN IT SUITS THE MAJORITY THIS BOARD LETTERHEAD AT LEAST WHEN IT SUITS THE MAJORITY THIS BOARD AFTER WATCHING YOU GET THE VCS SUITS THE MAJORITY THIS BOARD AFTER WATCHING YOU GET THE VCS SUITS THE MAJORITY THIS BOARD AFTER WATCHING YOU GET THE VCS EQUITY PLAN A. I PROGRAMING AFTER WATCHING YOU GET THE VCS EQUITY PLAN A. I PROGRAMING AFTER WATCHING YOU GET THE VCS EQUITY PLAN A. I PROGRAMING WITH THE SURGICAL PRECISION EQUITY PLAN A. I PROGRAMING WITH THE SURGICAL PRECISION EQUITY PLAN A.

412I PROGRAMING WITH THE SURGICAL PRECISION VASELLA JAMMER CITING PRESIDENT WITH THE SURGICAL PRECISION VASELLA JAMMER CITING PRESIDENT WITH THE SURGICAL PRECISION VASELLA JAMMER CITING PRESIDENT TRUMP'S EXECUTIVE ORDER ON RACE VASELLA JAMMER CITING PRESIDENT TRUMP'S EXECUTIVE ORDER ON RACE VASELLA JAMMER CITING PRESIDENT TRUMP'S EXECUTIVE ORDER ON RACE BASED PROGRAMING I ASSUME TRUMP'S EXECUTIVE ORDER ON RACE BASED PROGRAMING I ASSUME TRUMP'S EXECUTIVE ORDER ON RACE BASED PROGRAMING I ASSUME NATURALLY THAT ALL OF HIS BASED PROGRAMING I ASSUME NATURALLY THAT ALL OF HIS BASED PROGRAMING I ASSUME NATURALLY THAT ALL OF HIS EXECUTIVE ORDERS MUST NOW BE NATURALLY THAT ALL OF HIS EXECUTIVE ORDERS MUST NOW BE NATURALLY THAT ALL OF HIS EXECUTIVE ORDERS MUST NOW BE ENFORCEABLE MANDATES HERE IN EXECUTIVE ORDERS MUST NOW BE ENFORCEABLE MANDATES HERE IN EXECUTIVE ORDERS MUST NOW BE ENFORCEABLE MANDATES HERE

413IN VIRGINIA BEACH WHICH IS WHY I'M ENFORCEABLE MANDATES HERE IN VIRGINIA BEACH WHICH IS WHY I'M ENFORCEABLE MANDATES HERE IN VIRGINIA BEACH WHICH IS WHY I'M CONFUSED WHERE'S THE PUBLIC VIRGINIA BEACH WHICH IS WHY I'M CONFUSED WHERE'S THE PUBLIC VIRGINIA BEACH WHICH IS WHY I'M CONFUSED WHERE'S THE PUBLIC WORKSHOP ON EXECUTIVE ORDER CONFUSED WHERE'S THE PUBLIC WORKSHOP ON EXECUTIVE ORDER CONFUSED WHERE'S THE PUBLIC WORKSHOP ON EXECUTIVE ORDER FOURTEEN ONE NINE ZERO THE ONE WORKSHOP ON EXECUTIVE ORDER FOURTEEN ONE NINE ZERO THE ONE WORKSHOP ON EXECUTIVE ORDER FOURTEEN ONE NINE ZERO THE ONE TITLED ENDING RADICAL FOURTEEN ONE NINE ZERO THE ONE TITLED ENDING RADICAL FOURTEEN ONE NINE ZERO THE ONE TITLED ENDING RADICAL INDOCTRINATION IN K-12 TITLED ENDING RADICAL INDOCTRINATION IN K-12 TITLED ENDING RADICAL INDOCTRINATION IN K-12 SCHOOLING NOT TO BE CONFUSED INDOCTRINATION IN

414K-12 SCHOOLING NOT TO BE CONFUSED INDOCTRINATION IN K-12 SCHOOLING NOT TO BE CONFUSED WITH WHAT BROUGHT FORTH OLD I SCHOOLING NOT TO BE CONFUSED WITH WHAT BROUGHT FORTH OLD I SCHOOLING NOT TO BE CONFUSED WITH WHAT BROUGHT FORTH OLD I THINK WHICH WAS THE ILLEGAL DTI WITH WHAT BROUGHT FORTH OLD I THINK WHICH WAS THE ILLEGAL DTI WITH WHAT BROUGHT FORTH OLD I THINK WHICH WAS THE ILLEGAL DTI THAT WAS A DIFFERENT EXECUTIVE THINK WHICH WAS THE ILLEGAL DTI THAT WAS A DIFFERENT EXECUTIVE THINK WHICH WAS THE ILLEGAL DTI THAT WAS A DIFFERENT EXECUTIVE ORDER SO THAT'S THE ONE THAT THAT WAS A DIFFERENT EXECUTIVE ORDER SO THAT'S THE ONE THAT THAT WAS A DIFFERENT EXECUTIVE ORDER SO THAT'S THE ONE THAT BANS RADICAL IDEOLOGY LIKE ORDER SO THAT'S THE ONE THAT BANS RADICAL IDEOLOGY

415LIKE ORDER SO THAT'S THE ONE THAT BANS RADICAL IDEOLOGY LIKE ACKNOWLEDGING SYSTEMIC RACISM BANS RADICAL IDEOLOGY LIKE ACKNOWLEDGING SYSTEMIC RACISM BANS RADICAL IDEOLOGY LIKE ACKNOWLEDGING SYSTEMIC RACISM WHITE PRIVILEGE OR EXISTENCE ACKNOWLEDGING SYSTEMIC RACISM WHITE PRIVILEGE OR EXISTENCE ACKNOWLEDGING SYSTEMIC RACISM WHITE PRIVILEGE OR EXISTENCE OF SEXISM IN AMERICAN WHITE PRIVILEGE OR EXISTENCE OF SEXISM IN AMERICAN WHITE PRIVILEGE OR EXISTENCE OF SEXISM IN AMERICAN INSTITUTIONS I MEAN SURELY WERE OF SEXISM IN AMERICAN INSTITUTIONS I MEAN SURELY WERE OF SEXISM IN AMERICAN INSTITUTIONS I MEAN SURELY WERE DUE FOR A COMPREHENSIVE REVIEW INSTITUTIONS I MEAN SURELY WERE DUE FOR A COMPREHENSIVE REVIEW INSTITUTIONS I MEAN SURELY WERE DUE FOR A COMPREHENSIVE REVIEW OF EVERY CURRICULUM POSTER DUE FOR A COMPREHENSIVE REVIEW OF EVERY CURRICULUM POSTER DUE FOR A COMPREHENSIVE REVIEW OF EVERY CURRICULUM POSTER HALLWAY CONVERSATION IN OUR

416OF EVERY CURRICULUM POSTER HALLWAY CONVERSATION IN OUR OF EVERY CURRICULUM POSTER HALLWAY CONVERSATION IN OUR SCHOOLS TO ENSURE NO ONE HALLWAY CONVERSATION IN OUR SCHOOLS TO ENSURE NO ONE HALLWAY CONVERSATION IN OUR SCHOOLS TO ENSURE NO ONE ANYWHERE EVEN FEELS LIKE THEY SCHOOLS TO ENSURE NO ONE ANYWHERE EVEN FEELS LIKE THEY SCHOOLS TO ENSURE NO ONE ANYWHERE EVEN FEELS LIKE THEY MIGHT HAVE LEARNED THAT RACISM ANYWHERE EVEN FEELS LIKE THEY MIGHT HAVE LEARNED THAT RACISM ANYWHERE EVEN FEELS LIKE THEY MIGHT HAVE LEARNED THAT RACISM SEXISM ISRAEL WE NEED TO CALL MIGHT HAVE LEARNED THAT RACISM SEXISM ISRAEL WE NEED TO CALL MIGHT HAVE LEARNED THAT RACISM SEXISM ISRAEL WE NEED TO CALL FOR A VOTE ON A VOTE ON THE SEXISM ISRAEL WE NEED TO CALL FOR A VOTE ON A VOTE ON THE SEXISM

417ISRAEL WE NEED TO CALL FOR A VOTE ON A VOTE ON THE NEXT LOGICAL STEP HEAR ME OUT FOR A VOTE ON A VOTE ON THE NEXT LOGICAL STEP HEAR ME OUT FOR A VOTE ON A VOTE ON THE NEXT LOGICAL STEP HEAR ME OUT APPOINTING A DISTRICT WIDE NEXT LOGICAL STEP HEAR ME OUT APPOINTING A DISTRICT WIDE NEXT LOGICAL STEP HEAR ME OUT APPOINTING A DISTRICT WIDE PATRIOTIC EDUCATION OFFICER APPOINTING A DISTRICT WIDE PATRIOTIC EDUCATION OFFICER APPOINTING A DISTRICT WIDE PATRIOTIC EDUCATION OFFICER SOMEONE TO ENSURE OUR CHILDREN PATRIOTIC EDUCATION OFFICER SOMEONE TO ENSURE OUR CHILDREN PATRIOTIC EDUCATION OFFICER SOMEONE TO ENSURE OUR CHILDREN ONLY LEARNED THE GOOD PARTS SOMEONE TO ENSURE OUR CHILDREN ONLY LEARNED THE GOOD PARTS SOMEONE TO ENSURE OUR CHILDREN ONLY LEARNED THE GOOD PARTS OF AMERICAN HISTORY LIKE HOW ONLY

418LEARNED THE GOOD PARTS OF AMERICAN HISTORY LIKE HOW ONLY LEARNED THE GOOD PARTS OF AMERICAN HISTORY LIKE HOW THE FOUNDING FATHERS DEMANDED OF AMERICAN HISTORY LIKE HOW THE FOUNDING FATHERS DEMANDED OF AMERICAN HISTORY LIKE HOW THE FOUNDING FATHERS DEMANDED LIBERTY WHILE LITERALLY OWNING THE FOUNDING FATHERS DEMANDED LIBERTY WHILE LITERALLY OWNING THE FOUNDING FATHERS DEMANDED LIBERTY WHILE LITERALLY OWNING HUMAN BEINGS SLAVERY. LIBERTY WHILE LITERALLY OWNING HUMAN BEINGS SLAVERY. LIBERTY WHILE LITERALLY OWNING HUMAN BEINGS SLAVERY. WELL, MISS BROWN YOU CAN CALL HUMAN BEINGS SLAVERY. WELL, MISS BROWN YOU CAN CALL HUMAN BEINGS SLAVERY. WELL, MISS BROWN YOU CAN CALL THAT AN EARLY AMERICAN WELL, MISS BROWN YOU CAN CALL THAT AN EARLY AMERICAN WELL, MISS BROWN YOU CAN CALL THAT AN EARLY AMERICAN INTERNSHIP WITH ROOM AND BOARD THAT AN EARLY AMERICAN INTERNSHIP WITH ROOM AND BOARD

419THAT AN EARLY AMERICAN INTERNSHIP WITH ROOM AND BOARD INCLUDED IF TRUMP'S EXECUTIVE INTERNSHIP WITH ROOM AND BOARD INCLUDED IF TRUMP'S EXECUTIVE INTERNSHIP WITH ROOM AND BOARD INCLUDED IF TRUMP'S EXECUTIVE ORDERS ARE BINDING ON THIS INCLUDED IF TRUMP'S EXECUTIVE ORDERS ARE BINDING ON THIS INCLUDED IF TRUMP'S EXECUTIVE ORDERS ARE BINDING ON THIS BOARD THEN Y'ALL OR SLACKING ORDERS ARE BINDING ON THIS BOARD THEN Y'ALL OR SLACKING ORDERS ARE BINDING ON THIS BOARD THEN Y'ALL OR SLACKING WHAT'S THE HOLDUP WHY HAVEN'T BOARD THEN Y'ALL OR SLACKING WHAT'S THE HOLDUP WHY HAVEN'T BOARD THEN Y'ALL OR SLACKING WHAT'S THE HOLDUP WHY HAVEN'T WHY HAVEN'T YOU PASSED A WHAT'S THE HOLDUP WHY HAVEN'T WHY HAVEN'T YOU PASSED A WHAT'S THE HOLDUP WHY HAVEN'T WHY HAVEN'T YOU PASSED A RESOLUTION DECLARING THE 16 19 WHY HAVEN'T YOU PASSED A RESOLUTION

420DECLARING THE 16 19 WHY HAVEN'T YOU PASSED A RESOLUTION DECLARING THE 16 19 PROJECT TO HATE DOCUMENT? RESOLUTION DECLARING THE 16 19 PROJECT TO HATE DOCUMENT? RESOLUTION DECLARING THE 16 19 PROJECT TO HATE DOCUMENT? WHERE'S THE MANDATE TO DO PROJECT TO HATE DOCUMENT? WHERE'S THE MANDATE TO DO PROJECT TO HATE DOCUMENT? WHERE'S THE MANDATE TO DO REPLACE DIVERSITY WEEK WITH WHERE'S THE MANDATE TO DO REPLACE DIVERSITY WEEK WITH WHERE'S THE MANDATE TO DO REPLACE DIVERSITY WEEK WITH TRADITIONAL VALUES APPRECIATION REPLACE DIVERSITY WEEK WITH TRADITIONAL VALUES APPRECIATION REPLACE DIVERSITY WEEK WITH TRADITIONAL VALUES APPRECIATION DAY ACTUALLY WHY HAVEN'T YOU TRADITIONAL VALUES APPRECIATION DAY ACTUALLY WHY HAVEN'T YOU TRADITIONAL VALUES APPRECIATION DAY ACTUALLY WHY HAVEN'T YOU BEEN CRITICAL THINKING DAY ACTUALLY WHY HAVEN'T YOU BEEN CRITICAL THINKING DAY ACTUALLY WHY HAVEN'T YOU BEEN CRITICAL THINKING ALTOGETHER IT'S

421A SLIPPERY BEEN CRITICAL THINKING ALTOGETHER IT'S A SLIPPERY BEEN CRITICAL THINKING ALTOGETHER IT'S A SLIPPERY FROM QUESTIONING AUTHORITY TO ALTOGETHER IT'S A SLIPPERY FROM QUESTIONING AUTHORITY TO ALTOGETHER IT'S A SLIPPERY FROM QUESTIONING AUTHORITY TO REALIZING THIS BOARD HAS NONE FROM QUESTIONING AUTHORITY TO REALIZING THIS BOARD HAS NONE FROM QUESTIONING AUTHORITY TO REALIZING THIS BOARD HAS NONE SO IF YOU'RE GOING TO PRETEND REALIZING THIS BOARD HAS NONE SO IF YOU'RE GOING TO PRETEND REALIZING THIS BOARD HAS NONE SO IF YOU'RE GOING TO PRETEND TRUMP'S EXECUTIVE VOTERS HAVE SO IF YOU'RE GOING TO PRETEND TRUMP'S EXECUTIVE VOTERS HAVE SO IF YOU'RE GOING TO PRETEND TRUMP'S EXECUTIVE VOTERS HAVE LEGAL JURISDICTION HERE AND TRUMP'S EXECUTIVE VOTERS HAVE LEGAL JURISDICTION HERE AND TRUMP'S EXECUTIVE VOTERS HAVE LEGAL JURISDICTION HERE AND THAT YOUR OWN LAWYER NOT LEGAL JURISDICTION HERE AND

422THAT YOUR OWN LAWYER NOT LEGAL JURISDICTION HERE AND THAT YOUR OWN LAWYER NOT UNDERSTANDING TYPOS VOTES IS THAT YOUR OWN LAWYER NOT UNDERSTANDING TYPOS VOTES IS THAT YOUR OWN LAWYER NOT UNDERSTANDING TYPOS VOTES IS SOMEHOW LESS UNBALANCING THAN UNDERSTANDING TYPOS VOTES IS SOMEHOW LESS UNBALANCING THAN UNDERSTANDING TYPOS VOTES IS SOMEHOW LESS UNBALANCING THAN ROSE DWYRE SITTING ON THAT SOMEHOW LESS UNBALANCING THAN ROSE DWYRE SITTING ON THAT SOMEHOW LESS UNBALANCING THAN ROSE DWYRE SITTING ON THAT DEICE THEN AT LEAST BE ROSE DWYRE SITTING ON THAT DEICE THEN AT LEAST BE ROSE DWYRE SITTING ON THAT DEICE THEN AT LEAST BE CONSISTENT OR YOU COULD ADMIT DEICE THEN AT LEAST BE CONSISTENT OR YOU COULD ADMIT DEICE THEN AT LEAST BE CONSISTENT OR YOU COULD ADMIT THAT THIS WASN'T ABOUT LAW AT CONSISTENT OR YOU COULD ADMIT

423THAT THIS WASN'T ABOUT LAW AT CONSISTENT OR YOU COULD ADMIT THAT THIS WASN'T ABOUT LAW AT ALL. THAT THIS WASN'T ABOUT LAW AT ALL. THAT THIS WASN'T ABOUT LAW AT ALL. IS UP FEAR POLITICS AND A DEEP ALL. IS UP FEAR POLITICS AND A DEEP ALL. IS UP FEAR POLITICS AND A DEEP DESIRE TO BACK THE CLOCK TO IS UP FEAR POLITICS AND A DEEP DESIRE TO BACK THE CLOCK TO IS UP FEAR POLITICS AND A DEEP DESIRE TO BACK THE CLOCK TO TIME WHEN EQUITY WAS OPTIONAL DESIRE TO BACK THE CLOCK TO TIME WHEN EQUITY WAS OPTIONAL DESIRE TO BACK THE CLOCK TO TIME WHEN EQUITY WAS OPTIONAL AND IGNORANCE IS COMFORTABLE TIME WHEN EQUITY WAS OPTIONAL AND IGNORANCE IS COMFORTABLE TIME WHEN EQUITY WAS OPTIONAL AND IGNORANCE IS COMFORTABLE BUT HEY IF, IF

424YOU'RE AND IGNORANCE IS COMFORTABLE BUT HEY IF, IF YOU'RE AND IGNORANCE IS COMFORTABLE BUT HEY IF, IF YOU'RE LEGISLATING VIA TRUMP EXECUTIVE BUT HEY IF, IF YOU'RE LEGISLATING VIA TRUMP EXECUTIVE BUT HEY IF, IF YOU'RE LEGISLATING VIA TRUMP EXECUTIVE I'D LIKE TO FORMALLY REQUESTED LEGISLATING VIA TRUMP EXECUTIVE I'D LIKE TO FORMALLY REQUESTED LEGISLATING VIA TRUMP EXECUTIVE I'D LIKE TO FORMALLY REQUESTED TO ENFORCE THE NEXT ONE TWO ONE I'D LIKE TO FORMALLY REQUESTED TO ENFORCE THE NEXT ONE TWO ONE I'D LIKE TO FORMALLY REQUESTED TO ENFORCE THE NEXT ONE TWO ONE THREE EIGHT THREE FOUR TO ENFORCE THE NEXT ONE TWO ONE THREE EIGHT THREE FOUR TO ENFORCE THE NEXT ONE TWO ONE THREE EIGHT THREE FOUR EFFICIENT GOVERNMENT OPERATIONS THREE EIGHT THREE FOUR EFFICIENT GOVERNMENT OPERATIONS THREE EIGHT THREE FOUR EFFICIENT GOVERNMENT OPERATIONS BECAUSE THIS

425PORT RUNNING LIKE EFFICIENT GOVERNMENT OPERATIONS BECAUSE THIS PORT RUNNING LIKE EFFICIENT GOVERNMENT OPERATIONS BECAUSE THIS PORT RUNNING LIKE A BUSTED ROOMBA IN A ROOM FULL BECAUSE THIS PORT RUNNING LIKE A BUSTED ROOMBA IN A ROOM FULL BECAUSE THIS PORT RUNNING LIKE A BUSTED ROOMBA IN A ROOM FULL OF DOG THANK YOU AND GOD BLESS A BUSTED ROOMBA IN A ROOM FULL OF DOG THANK YOU AND GOD BLESS A BUSTED ROOMBA IN A ROOM FULL OF DOG THANK YOU AND GOD BLESS WHATEVER VERSION OF THE LAW OF DOG THANK YOU AND GOD BLESS WHATEVER VERSION OF THE LAW OF DOG THANK YOU AND GOD BLESS WHATEVER VERSION OF THE LAW WE'RE PRETENDING TO FOLLOW THIS WHATEVER VERSION OF THE LAW WE'RE PRETENDING TO FOLLOW THIS WHATEVER VERSION OF THE LAW WE'RE PRETENDING TO FOLLOW THIS WEEK.

426WE'RE PRETENDING TO FOLLOW THIS WEEK. WE'RE PRETENDING TO FOLLOW THIS WEEK. THANKS NEXT OUR NEXT SPEAKER IS WEEK. THANKS NEXT OUR NEXT SPEAKER IS WEEK. THANKS NEXT OUR NEXT SPEAKER IS GEORGE ALLEN CHANGE MY SPEECH THANKS NEXT OUR NEXT SPEAKER IS GEORGE ALLEN CHANGE MY SPEECH THANKS NEXT OUR NEXT SPEAKER IS GEORGE ALLEN CHANGE MY SPEECH AGAIN. GEORGE ALLEN CHANGE MY SPEECH AGAIN. GEORGE ALLEN CHANGE MY SPEECH AGAIN. GOOD EVENING GEORGE ALLEN AGAIN. GOOD EVENING GEORGE ALLEN AGAIN. GOOD EVENING GEORGE ALLEN GEORGE ALLEN, LIFETIME RESIDENT GOOD EVENING GEORGE ALLEN GEORGE ALLEN, LIFETIME RESIDENT GOOD EVENING GEORGE ALLEN GEORGE ALLEN, LIFETIME RESIDENT OF VIRGINIA BEACH AND ALSO A GEORGE ALLEN, LIFETIME RESIDENT OF VIRGINIA BEACH AND ALSO A GEORGE ALLEN, LIFETIME RESIDENT OF VIRGINIA BEACH AND ALSO A PRODUCT OF VIRGINIA BEACH OF VIRGINIA BEACH AND

427ALSO A PRODUCT OF VIRGINIA BEACH OF VIRGINIA BEACH AND ALSO A PRODUCT OF VIRGINIA BEACH SCHOOL SYSTEM I REALLY WANTED PRODUCT OF VIRGINIA BEACH SCHOOL SYSTEM I REALLY WANTED PRODUCT OF VIRGINIA BEACH SCHOOL SYSTEM I REALLY WANTED TO TALK BALLOT THEY TRACK SCHOOL SYSTEM I REALLY WANTED TO TALK BALLOT THEY TRACK SCHOOL SYSTEM I REALLY WANTED TO TALK BALLOT THEY TRACK CAMPUS BUT I WILL END IT WITH TO TALK BALLOT THEY TRACK CAMPUS BUT I WILL END IT WITH TO TALK BALLOT THEY TRACK CAMPUS BUT I WILL END IT WITH LITTLE BECAUSE I JUST LOVE CAMPUS BUT I WILL END IT WITH LITTLE BECAUSE I JUST LOVE CAMPUS BUT I WILL END IT WITH LITTLE BECAUSE I JUST LOVE WHITE WHY PEOPLE LIKE TO QUOTE LITTLE BECAUSE I JUST LOVE WHITE WHY PEOPLE LIKE TO

428QUOTE LITTLE BECAUSE I JUST LOVE WHITE WHY PEOPLE LIKE TO QUOTE DR. KING AND PRESIDENT OBAMA OH WHITE WHY PEOPLE LIKE TO QUOTE DR. KING AND PRESIDENT OBAMA OH WHITE WHY PEOPLE LIKE TO QUOTE DR. KING AND PRESIDENT OBAMA OH ,THEY JUST RIGHT ON TIME EVERY DR. KING AND PRESIDENT OBAMA OH ,THEY JUST RIGHT ON TIME EVERY DR. KING AND PRESIDENT OBAMA OH ,THEY JUST RIGHT ON TIME EVERY TIME I OK, I LOVE IT. ,THEY JUST RIGHT ON TIME EVERY TIME I OK, I LOVE IT. ,THEY JUST RIGHT ON TIME EVERY TIME I OK, I LOVE IT. BUT ANYWAY AFTER 10:00 IN THE TIME I OK, I LOVE IT. BUT ANYWAY AFTER 10:00 IN THE TIME I OK, I LOVE IT. BUT ANYWAY AFTER 10:00 IN THE COMMUNITY MEETING WITH THE TRI BUT ANYWAY AFTER

42910:00 IN THE COMMUNITY MEETING WITH THE TRI BUT ANYWAY AFTER 10:00 IN THE COMMUNITY MEETING WITH THE TRI CAMPUS ALLOWED ME THE COMMUNITY MEETING WITH THE TRI CAMPUS ALLOWED ME THE COMMUNITY MEETING WITH THE TRI CAMPUS ALLOWED ME THE OPPORTUNITY TO LISTEN TO THE CAMPUS ALLOWED ME THE OPPORTUNITY TO LISTEN TO THE CAMPUS ALLOWED ME THE OPPORTUNITY TO LISTEN TO THE PARENTS. OPPORTUNITY TO LISTEN TO THE PARENTS. OPPORTUNITY TO LISTEN TO THE PARENTS. IT ALSO ALLOW THE PARENTS TO PARENTS. IT ALSO ALLOW THE PARENTS TO PARENTS. IT ALSO ALLOW THE PARENTS TO GIVE THEIR HONEST INPUT AND ASK IT ALSO ALLOW THE PARENTS TO GIVE THEIR HONEST INPUT AND ASK IT ALSO ALLOW THE PARENTS TO GIVE THEIR HONEST INPUT AND ASK QUESTIONS WITH REGARDS CHANGES GIVE THEIR HONEST INPUT AND ASK QUESTIONS WITH REGARDS

430CHANGES GIVE THEIR HONEST INPUT AND ASK QUESTIONS WITH REGARDS CHANGES . QUESTIONS WITH REGARDS CHANGES . QUESTIONS WITH REGARDS CHANGES . THEY WERE QUITE ASTUTE AS A . THEY WERE QUITE ASTUTE AS A . THEY WERE QUITE ASTUTE AS A NOTICE THAT DIFFERENT TABLES THEY WERE QUITE ASTUTE AS A NOTICE THAT DIFFERENT TABLES THEY WERE QUITE ASTUTE AS A NOTICE THAT DIFFERENT TABLES WERE RECEIVING DIFFERENT NOTICE THAT DIFFERENT TABLES WERE RECEIVING DIFFERENT NOTICE THAT DIFFERENT TABLES WERE RECEIVING DIFFERENT INFORMATION DIFFERENT RESPONSES WERE RECEIVING DIFFERENT INFORMATION DIFFERENT RESPONSES WERE RECEIVING DIFFERENT INFORMATION DIFFERENT RESPONSES FOR THE SAME QUESTIONS AND THE INFORMATION DIFFERENT RESPONSES FOR THE SAME QUESTIONS AND THE INFORMATION DIFFERENT RESPONSES FOR THE SAME QUESTIONS AND THE PARENTS THEN BEGAN TO ASK MORE FOR THE SAME QUESTIONS AND THE PARENTS THEN BEGAN TO ASK MORE

431FOR THE SAME QUESTIONS AND THE PARENTS THEN BEGAN TO ASK MORE QUESTIONS AND MOVE AROUND TO PARENTS THEN BEGAN TO ASK MORE QUESTIONS AND MOVE AROUND TO PARENTS THEN BEGAN TO ASK MORE QUESTIONS AND MOVE AROUND TO DIFFERENT TABLES AND ULTIMATELY QUESTIONS AND MOVE AROUND TO DIFFERENT TABLES AND ULTIMATELY QUESTIONS AND MOVE AROUND TO DIFFERENT TABLES AND ULTIMATELY WE GOT TO THE POINT WHERE WE DIFFERENT TABLES AND ULTIMATELY WE GOT TO THE POINT WHERE WE DIFFERENT TABLES AND ULTIMATELY WE GOT TO THE POINT WHERE WE CAME TOGETHER AND THE LEADERS WE GOT TO THE POINT WHERE WE CAME TOGETHER AND THE LEADERS WE GOT TO THE POINT WHERE WE CAME TOGETHER AND THE LEADERS THERE DECIDED TO COME BACK WITH CAME TOGETHER AND THE LEADERS THERE DECIDED TO COME BACK WITH CAME TOGETHER AND THE

432LEADERS THERE DECIDED TO COME BACK WITH MORE ACCURATE INFORMATION SO THERE DECIDED TO COME BACK WITH MORE ACCURATE INFORMATION SO THERE DECIDED TO COME BACK WITH MORE ACCURATE INFORMATION SO THEY BEGAN TO BE A LITTLE BIT MORE ACCURATE INFORMATION SO THEY BEGAN TO BE A LITTLE BIT MORE ACCURATE INFORMATION SO THEY BEGAN TO BE A LITTLE BIT MORE TRANSPARENT AND SO I WAS THEY BEGAN TO BE A LITTLE BIT MORE TRANSPARENT AND SO I WAS THEY BEGAN TO BE A LITTLE BIT MORE TRANSPARENT AND SO I WAS GLAD TO BE THERE BECAUSE COULD MORE TRANSPARENT AND SO I WAS GLAD TO BE THERE BECAUSE COULD MORE TRANSPARENT AND SO I WAS GLAD TO BE THERE BECAUSE COULD OBSERVE HOW >> SOMETIMES A GLAD TO BE THERE BECAUSE COULD OBSERVE HOW >> SOMETIMES A GLAD TO

433BE THERE BECAUSE COULD OBSERVE HOW >> SOMETIMES A LEADERSHIP KIND OF FUDGED OBSERVE HOW >> SOMETIMES A LEADERSHIP KIND OF FUDGED OBSERVE HOW >> SOMETIMES A LEADERSHIP KIND OF FUDGED THINGS. LEADERSHIP KIND OF FUDGED THINGS. LEADERSHIP KIND OF FUDGED THINGS. WELL, THEY DID GET ON TRACK BUT THINGS. WELL, THEY DID GET ON TRACK BUT THINGS. WELL, THEY DID GET ON TRACK BUT I DO WANT TO SAY THAT AFTER WELL, THEY DID GET ON TRACK BUT I DO WANT TO SAY THAT AFTER WELL, THEY DID GET ON TRACK BUT I DO WANT TO SAY THAT AFTER LISTENING TO THIS TO THE I DO WANT TO SAY THAT AFTER LISTENING TO THIS TO THE I DO WANT TO SAY THAT AFTER LISTENING TO THIS TO THE PARENTS AND AFTER THEM PUSHING LISTENING TO THIS TO THE PARENTS

434AND AFTER THEM PUSHING LISTENING TO THIS TO THE PARENTS AND AFTER THEM PUSHING TO GET ACCURATE INFORMATION PARENTS AND AFTER THEM PUSHING TO GET ACCURATE INFORMATION PARENTS AND AFTER THEM PUSHING TO GET ACCURATE INFORMATION FROM THE SCHOOL ADMINISTRATION TO GET ACCURATE INFORMATION FROM THE SCHOOL ADMINISTRATION TO GET ACCURATE INFORMATION FROM THE SCHOOL ADMINISTRATION THEY FINALLY WERE ABLE TO MAKE FROM THE SCHOOL ADMINISTRATION THEY FINALLY WERE ABLE TO MAKE FROM THE SCHOOL ADMINISTRATION THEY FINALLY WERE ABLE TO MAKE A GOOD DECISION I LISTEN TO THEY FINALLY WERE ABLE TO MAKE A GOOD DECISION I LISTEN TO THEY FINALLY WERE ABLE TO MAKE A GOOD DECISION I LISTEN TO THEM AND SO WHAT I STRONGLY A GOOD DECISION I LISTEN TO THEM AND SO WHAT I STRONGLY A GOOD DECISION I LISTEN TO THEM AND SO WHAT

435I STRONGLY BELIEVE IS THE OPTION TO IS THE THEM AND SO WHAT I STRONGLY BELIEVE IS THE OPTION TO IS THE THEM AND SO WHAT I STRONGLY BELIEVE IS THE OPTION TO IS THE BEST OPTION FOR THIS COMMUNITY BELIEVE IS THE OPTION TO IS THE BEST OPTION FOR THIS COMMUNITY BELIEVE IS THE OPTION TO IS THE BEST OPTION FOR THIS COMMUNITY OF COURSE WITH THE OPTION TO BEST OPTION FOR THIS COMMUNITY OF COURSE WITH THE OPTION TO BEST OPTION FOR THIS COMMUNITY OF COURSE WITH THE OPTION TO FOR THE TRI CAMPUS IT ALLOWS OF COURSE WITH THE OPTION TO FOR THE TRI CAMPUS IT ALLOWS OF COURSE WITH THE OPTION TO FOR THE TRI CAMPUS IT ALLOWS THE THE STUDENTS AND I HAVE NOT FOR THE TRI CAMPUS IT ALLOWS THE THE STUDENTS AND I

436HAVE NOT FOR THE TRI CAMPUS IT ALLOWS THE THE STUDENTS AND I HAVE NOT TO WORRY ABOUT ZONE CHANGING THE THE STUDENTS AND I HAVE NOT TO WORRY ABOUT ZONE CHANGING THE THE STUDENTS AND I HAVE NOT TO WORRY ABOUT ZONE CHANGING AND I THINK THAT'S CRITICALLY TO WORRY ABOUT ZONE CHANGING AND I THINK THAT'S CRITICALLY TO WORRY ABOUT ZONE CHANGING AND I THINK THAT'S CRITICALLY IMPORTANT FOR IS COMMUNITY. AND I THINK THAT'S CRITICALLY IMPORTANT FOR IS COMMUNITY. AND I THINK THAT'S CRITICALLY IMPORTANT FOR IS COMMUNITY. THE OTHER THING THAT I THAT WAS IMPORTANT FOR IS COMMUNITY. THE OTHER THING THAT I THAT WAS IMPORTANT FOR IS COMMUNITY. THE OTHER THING THAT I THAT WAS IMPORTANT AND I'M SORRY I AM THE OTHER THING THAT I THAT WAS IMPORTANT AND I'M SORRY I AM THE

437OTHER THING THAT I THAT WAS IMPORTANT AND I'M SORRY I AM FOR FORMER PAGE OUT FIRST I IMPORTANT AND I'M SORRY I AM FOR FORMER PAGE OUT FIRST I IMPORTANT AND I'M SORRY I AM FOR FORMER PAGE OUT FIRST I JUST CAN'T STILL CAN'T GET OVER FOR FORMER PAGE OUT FIRST I JUST CAN'T STILL CAN'T GET OVER FOR FORMER PAGE OUT FIRST I JUST CAN'T STILL CAN'T GET OVER THE WHITE BOY. JUST CAN'T STILL CAN'T GET OVER THE WHITE BOY. JUST CAN'T STILL CAN'T GET OVER THE WHITE BOY. I REALLY GET OVER THE WHITE BOY THE WHITE BOY. I REALLY GET OVER THE WHITE BOY THE WHITE BOY. I REALLY GET OVER THE WHITE BOY I'M. I REALLY GET OVER THE WHITE BOY I'M. I REALLY GET OVER THE WHITE BOY I'M. I'M SORRY. I'M.

438I'M SORRY. I'M. I'M SORRY. I DO APOLOGIZE OK I, I LIKE I'M SORRY. I DO APOLOGIZE OK I, I LIKE I'M SORRY. I DO APOLOGIZE OK I, I LIKE OPTION TWO BECAUSE IT FOCUS ON I DO APOLOGIZE OK I, I LIKE OPTION TWO BECAUSE IT FOCUS ON I DO APOLOGIZE OK I, I LIKE OPTION TWO BECAUSE IT FOCUS ON EARLY CHILDHOOD DEVELOPMENT OPTION TWO BECAUSE IT FOCUS ON EARLY CHILDHOOD DEVELOPMENT OPTION TWO BECAUSE IT FOCUS ON EARLY CHILDHOOD DEVELOPMENT WHICH I THINK IS GOING TO EARLY CHILDHOOD DEVELOPMENT WHICH I THINK IS GOING TO EARLY CHILDHOOD DEVELOPMENT WHICH I THINK IS GOING TO EXTREMELY IMPORTANT FOR THIS WHICH I THINK IS GOING TO EXTREMELY IMPORTANT FOR THIS WHICH I THINK IS GOING TO EXTREMELY IMPORTANT FOR THIS PARTICULAR COMMUNITY AND THEY EXTREMELY IMPORTANT FOR THIS PARTICULAR

439COMMUNITY AND THEY EXTREMELY IMPORTANT FOR THIS PARTICULAR COMMUNITY AND THEY KNOW THAT WHEN THEY COME INTO PARTICULAR COMMUNITY AND THEY KNOW THAT WHEN THEY COME INTO PARTICULAR COMMUNITY AND THEY KNOW THAT WHEN THEY COME INTO CASE ONE TO THE FIRST GRADE KNOW THAT WHEN THEY COME INTO CASE ONE TO THE FIRST GRADE KNOW THAT WHEN THEY COME INTO CASE ONE TO THE FIRST GRADE THAT THEY ARE GOING TO BE ABLE CASE ONE TO THE FIRST GRADE THAT THEY ARE GOING TO BE ABLE CASE ONE TO THE FIRST GRADE THAT THEY ARE GOING TO BE ABLE TO HAVE MORE FOCUSED ATTENTION THAT THEY ARE GOING TO BE ABLE TO HAVE MORE FOCUSED ATTENTION THAT THEY ARE GOING TO BE ABLE TO HAVE MORE FOCUSED ATTENTION AND THEN WHEN THEY GO TO SECOND TO HAVE MORE FOCUSED

440ATTENTION AND THEN WHEN THEY GO TO SECOND TO HAVE MORE FOCUSED ATTENTION AND THEN WHEN THEY GO TO SECOND SCHOOL WHICH IS GRADES SECOND AND THEN WHEN THEY GO TO SECOND SCHOOL WHICH IS GRADES SECOND AND THEN WHEN THEY GO TO SECOND SCHOOL WHICH IS GRADES SECOND THROUGH FIFTH, THEY WILL NOW SCHOOL WHICH IS GRADES SECOND THROUGH FIFTH, THEY WILL NOW SCHOOL WHICH IS GRADES SECOND THROUGH FIFTH, THEY WILL NOW HAVE THE BALANCE. THROUGH FIFTH, THEY WILL NOW HAVE THE BALANCE. THROUGH FIFTH, THEY WILL NOW HAVE THE BALANCE. THEY ARE ALSO HAVE THE TOOLS HAVE THE BALANCE. THEY ARE ALSO HAVE THE TOOLS HAVE THE BALANCE. THEY ARE ALSO HAVE THE TOOLS THAT THEY NEED TO BE SUCCESS AS THEY ARE ALSO HAVE THE TOOLS THAT THEY NEED TO BE SUCCESS AS THEY ARE ALSO

441HAVE THE TOOLS THAT THEY NEED TO BE SUCCESS AS WE MOVE FORWARD UNFORTUNATELY I THAT THEY NEED TO BE SUCCESS AS WE MOVE FORWARD UNFORTUNATELY I THAT THEY NEED TO BE SUCCESS AS WE MOVE FORWARD UNFORTUNATELY I CAN'T SAY A LOT ABOUT THE WE MOVE FORWARD UNFORTUNATELY I CAN'T SAY A LOT ABOUT THE WE MOVE FORWARD UNFORTUNATELY I CAN'T SAY A LOT ABOUT THE EXCEPT THE TIME SIDE >>. CAN'T SAY A LOT ABOUT THE EXCEPT THE TIME SIDE >>. CAN'T SAY A LOT ABOUT THE EXCEPT THE TIME SIDE >>. I ALWAYS SAY TO AMERICA AND EXCEPT THE TIME SIDE >>. I ALWAYS SAY TO AMERICA AND EXCEPT THE TIME SIDE >>. I ALWAYS SAY TO AMERICA AND THAT IS OUR NEXT SPEAKER THIS I ALWAYS SAY TO AMERICA AND THAT IS OUR NEXT SPEAKER THIS

442I ALWAYS SAY TO AMERICA AND THAT IS OUR NEXT SPEAKER THIS TIME AND ON >> PAPER OK, I THAT IS OUR NEXT SPEAKER THIS TIME AND ON >> PAPER OK, I THAT IS OUR NEXT SPEAKER THIS TIME AND ON >> PAPER OK, I WE'RE GOING TO MOVE TO OUR TIME AND ON >> PAPER OK, I WE'RE GOING TO MOVE TO OUR TIME AND ON >> PAPER OK, I WE'RE GOING TO MOVE TO OUR ONLINE SPEAKER PAULA CHENG WE'RE GOING TO MOVE TO OUR ONLINE SPEAKER PAULA CHENG WE'RE GOING TO MOVE TO OUR ONLINE SPEAKER PAULA CHENG PLEASE ON MUTE I AM A MUTED I ONLINE SPEAKER PAULA CHENG PLEASE ON MUTE I AM A MUTED I ONLINE SPEAKER PAULA CHENG PLEASE ON MUTE I AM A MUTED I THINK. PLEASE ON MUTE I AM A

443MUTED I THINK. PLEASE ON MUTE I AM A MUTED I THINK. YES. THINK. YES. THINK. YES. GO AHEAD MR. THANKS FIRST YES. GO AHEAD MR. THANKS FIRST YES. GO AHEAD MR. THANKS FIRST OF ALL I HAVE TO SAY I THINK GO AHEAD MR. THANKS FIRST OF ALL I HAVE TO SAY I THINK GO AHEAD MR. THANKS FIRST OF ALL I HAVE TO SAY I THINK IT'S GOOD THAT GOOD THAT ALL OF ALL I HAVE TO SAY I THINK IT'S GOOD THAT GOOD THAT ALL OF ALL I HAVE TO SAY I THINK IT'S GOOD THAT GOOD THAT ALL PEOPLE ADMIRE DR. KING OR IT'S GOOD THAT GOOD THAT ALL PEOPLE ADMIRE DR. KING OR IT'S GOOD THAT GOOD THAT ALL PEOPLE ADMIRE DR. KING OR PRESIDENT OBAMA NEXT ALSO THAT PEOPLE ADMIRE DR. KING OR PRESIDENT

444OBAMA NEXT ALSO THAT PEOPLE ADMIRE DR. KING OR PRESIDENT OBAMA NEXT ALSO THAT SAY THAT MISS MELNIK HAS VERY PRESIDENT OBAMA NEXT ALSO THAT SAY THAT MISS MELNIK HAS VERY PRESIDENT OBAMA NEXT ALSO THAT SAY THAT MISS MELNIK HAS VERY DIFFERENT RECOLLECTION OF BOARD SAY THAT MISS MELNIK HAS VERY DIFFERENT RECOLLECTION OF BOARD SAY THAT MISS MELNIK HAS VERY DIFFERENT RECOLLECTION OF BOARD BEHAVIOR TOWARDS >> MINORITY DIFFERENT RECOLLECTION OF BOARD BEHAVIOR TOWARDS >> MINORITY DIFFERENT RECOLLECTION OF BOARD BEHAVIOR TOWARDS >> MINORITY SCHOOL BOARD MEMBERS THAN AND BEHAVIOR TOWARDS >> MINORITY SCHOOL BOARD MEMBERS THAN AND BEHAVIOR TOWARDS >> MINORITY SCHOOL BOARD MEMBERS THAN AND TO THE PUBLIC THAN MY SCHOOL BOARD MEMBERS THAN AND TO THE PUBLIC THAN MY SCHOOL BOARD MEMBERS THAN AND TO THE PUBLIC THAN MY RECOLLECTION AND TEACHERS HAVE TO THE

445PUBLIC THAN MY RECOLLECTION AND TEACHERS HAVE TO THE PUBLIC THAN MY RECOLLECTION AND TEACHERS HAVE LONG MENTORED STUDENTS WITHOUT RECOLLECTION AND TEACHERS HAVE LONG MENTORED STUDENTS WITHOUT RECOLLECTION AND TEACHERS HAVE LONG MENTORED STUDENTS WITHOUT DEA IN PLACE AND ONE STUDENT LONG MENTORED STUDENTS WITHOUT DEA IN PLACE AND ONE STUDENT LONG MENTORED STUDENTS WITHOUT DEA IN PLACE AND ONE STUDENT SPOKE WELL THIS EVENING ABOUT DEA IN PLACE AND ONE STUDENT SPOKE WELL THIS EVENING ABOUT DEA IN PLACE AND ONE STUDENT SPOKE WELL THIS EVENING ABOUT HOW HISTORY SHE LEARNED IN THE SPOKE WELL THIS EVENING ABOUT HOW HISTORY SHE LEARNED IN THE SPOKE WELL THIS EVENING ABOUT HOW HISTORY SHE LEARNED IN THE SCHOOLS WITHOUT DIE DCI AS HOW HISTORY SHE LEARNED IN THE SCHOOLS WITHOUT DIE DCI AS HOW HISTORY SHE LEARNED IN THE SCHOOLS

446WITHOUT DIE DCI AS POLICY FIVE FOUR IS NOT PUT IN SCHOOLS WITHOUT DIE DCI AS POLICY FIVE FOUR IS NOT PUT IN SCHOOLS WITHOUT DIE DCI AS POLICY FIVE FOUR IS NOT PUT IN PLACE UNTIL 2020 TWENTY IF SOME POLICY FIVE FOUR IS NOT PUT IN PLACE UNTIL 2020 TWENTY IF SOME POLICY FIVE FOUR IS NOT PUT IN PLACE UNTIL 2020 TWENTY IF SOME BOARD MEMBERS BEHAVE PROPOSED PLACE UNTIL 2020 TWENTY IF SOME BOARD MEMBERS BEHAVE PROPOSED PLACE UNTIL 2020 TWENTY IF SOME BOARD MEMBERS BEHAVE PROPOSED CHANGES TO POLICY FOR HER FIVE BOARD MEMBERS BEHAVE PROPOSED CHANGES TO POLICY FOR HER FIVE BOARD MEMBERS BEHAVE PROPOSED CHANGES TO POLICY FOR HER FIVE FOR HER STUDENTS AND TRUTHFULLY CHANGES TO POLICY FOR HER FIVE FOR HER STUDENTS AND TRUTHFULLY CHANGES TO POLICY FOR HER FIVE FOR

447HER STUDENTS AND TRUTHFULLY FIVE AS IT STANDS WEAKENS FOR HER STUDENTS AND TRUTHFULLY FIVE AS IT STANDS WEAKENS FOR HER STUDENTS AND TRUTHFULLY FIVE AS IT STANDS WEAKENS EDUCATION AND SOCIETY BY FIVE AS IT STANDS WEAKENS EDUCATION AND SOCIETY BY FIVE AS IT STANDS WEAKENS EDUCATION AND SOCIETY BY TURNING AWAY FROM SOLID EDUCATION AND SOCIETY BY TURNING AWAY FROM SOLID EDUCATION AND SOCIETY BY TURNING AWAY FROM SOLID FOUNDATIONAL CURRICULUM NEEDED TURNING AWAY FROM SOLID FOUNDATIONAL CURRICULUM NEEDED TURNING AWAY FROM SOLID FOUNDATIONAL CURRICULUM NEEDED FOR SUCCESS TO INSTEAD FOUNDATIONAL CURRICULUM NEEDED FOR SUCCESS TO INSTEAD FOUNDATIONAL CURRICULUM NEEDED FOR SUCCESS TO INSTEAD PRIORITIZE SOCIAL ENGINEERING FOR SUCCESS TO INSTEAD PRIORITIZE SOCIAL ENGINEERING FOR SUCCESS TO INSTEAD PRIORITIZE SOCIAL ENGINEERING INDOCTRINATION SOME SCHOOL PRIORITIZE SOCIAL ENGINEERING INDOCTRINATION SOME SCHOOL PRIORITIZE SOCIAL ENGINEERING INDOCTRINATION SOME SCHOOL BOARD MEMBERS

448THOUGH HOLD TOWN INDOCTRINATION SOME SCHOOL BOARD MEMBERS THOUGH HOLD TOWN INDOCTRINATION SOME SCHOOL BOARD MEMBERS THOUGH HOLD TOWN HALLS SPEAK ON PODCAST BOARD MEMBERS THOUGH HOLD TOWN HALLS SPEAK ON PODCAST BOARD MEMBERS THOUGH HOLD TOWN HALLS SPEAK ON PODCAST PUBLISHED BEDS AND BIDS AND HALLS SPEAK ON PODCAST PUBLISHED BEDS AND BIDS AND HALLS SPEAK ON PODCAST PUBLISHED BEDS AND BIDS AND READ HEMINGWAY THREATENED PUBLISHED BEDS AND BIDS AND READ HEMINGWAY THREATENED PUBLISHED BEDS AND BIDS AND READ HEMINGWAY THREATENED LAWSUITS POTENTIAL THE LAWSUITS READ HEMINGWAY THREATENED LAWSUITS POTENTIAL THE LAWSUITS READ HEMINGWAY THREATENED LAWSUITS POTENTIAL THE LAWSUITS ALL TO GIN UP PUBLIC OUTRAGE AT LAWSUITS POTENTIAL THE LAWSUITS ALL TO GIN UP PUBLIC OUTRAGE AT LAWSUITS POTENTIAL THE LAWSUITS ALL TO GIN UP PUBLIC OUTRAGE AT THE REMOVAL OF THE HARMFUL ALL TO GIN UP PUBLIC

449OUTRAGE AT THE REMOVAL OF THE HARMFUL ALL TO GIN UP PUBLIC OUTRAGE AT THE REMOVAL OF THE HARMFUL PRACTICES CONTAINED IN FIVE FOR THE REMOVAL OF THE HARMFUL PRACTICES CONTAINED IN FIVE FOR THE REMOVAL OF THE HARMFUL PRACTICES CONTAINED IN FIVE FOR THE SCHOOL BOARD MEMBERS NEVER PRACTICES CONTAINED IN FIVE FOR THE SCHOOL BOARD MEMBERS NEVER PRACTICES CONTAINED IN FIVE FOR THE SCHOOL BOARD MEMBERS NEVER ACTUALLY STATE WHAT IT IS AND THE SCHOOL BOARD MEMBERS NEVER ACTUALLY STATE WHAT IT IS AND THE SCHOOL BOARD MEMBERS NEVER ACTUALLY STATE WHAT IT IS AND FIVE FOR THAT THEY'RE FIGHTING ACTUALLY STATE WHAT IT IS AND FIVE FOR THAT THEY'RE FIGHTING ACTUALLY STATE WHAT IT IS AND FIVE FOR THAT THEY'RE FIGHTING SO HARD TO KEEP. FIVE FOR THAT THEY'RE FIGHTING SO HARD TO KEEP. FIVE FOR THAT

450THEY'RE FIGHTING SO HARD TO KEEP. SO LET'S LOOK AT IT AS IT SO HARD TO KEEP. SO LET'S LOOK AT IT AS IT SO HARD TO KEEP. SO LET'S LOOK AT IT AS IT CURRENTLY STANDS. SO LET'S LOOK AT IT AS IT CURRENTLY STANDS. SO LET'S LOOK AT IT AS IT CURRENTLY STANDS. IT SAYS THAT THE SCHOOL BOARD CURRENTLY STANDS. IT SAYS THAT THE SCHOOL BOARD CURRENTLY STANDS. IT SAYS THAT THE SCHOOL BOARD VALUES DIVERSITY IN OUR IT SAYS THAT THE SCHOOL BOARD VALUES DIVERSITY IN OUR IT SAYS THAT THE SCHOOL BOARD VALUES DIVERSITY IN OUR COMMUNITY AND STAFF. VALUES DIVERSITY IN OUR COMMUNITY AND STAFF. VALUES DIVERSITY IN OUR COMMUNITY AND STAFF. IT DOESN'T QUALITY OF JOB COMMUNITY AND STAFF. IT DOESN'T QUALITY OF JOB COMMUNITY AND STAFF. IT DOESN'T QUALITY OF JOB PERFORMANCE

451IN TEACHING OUR IT DOESN'T QUALITY OF JOB PERFORMANCE IN TEACHING OUR IT DOESN'T QUALITY OF JOB PERFORMANCE IN TEACHING OUR VALUE. PERFORMANCE IN TEACHING OUR VALUE. PERFORMANCE IN TEACHING OUR VALUE. IT SAYS A DIVERSE WORK VALUE. IT SAYS A DIVERSE WORK VALUE. IT SAYS A DIVERSE WORK ENVIRONMENT IS VALUED TOWARDS IT SAYS A DIVERSE WORK ENVIRONMENT IS VALUED TOWARDS IT SAYS A DIVERSE WORK ENVIRONMENT IS VALUED TOWARDS ACHIEVING POSITIVE ACADEMIC ENVIRONMENT IS VALUED TOWARDS ACHIEVING POSITIVE ACADEMIC ENVIRONMENT IS VALUED TOWARDS ACHIEVING POSITIVE ACADEMIC SOCIAL OUTCOMES IT DOES NOT SAY ACHIEVING POSITIVE ACADEMIC SOCIAL OUTCOMES IT DOES NOT SAY ACHIEVING POSITIVE ACADEMIC SOCIAL OUTCOMES IT DOES NOT SAY NOT SAY HIGH QUALITY SOCIAL OUTCOMES IT DOES NOT SAY NOT SAY HIGH QUALITY SOCIAL OUTCOMES IT DOES NOT SAY NOT SAY HIGH QUALITY EDUCATIONAL OUTCOMES VALUED IT

452NOT SAY HIGH QUALITY EDUCATIONAL OUTCOMES VALUED IT NOT SAY HIGH QUALITY EDUCATIONAL OUTCOMES VALUED IT SAYS THE DIVISION IS COMMITTED EDUCATIONAL OUTCOMES VALUED IT SAYS THE DIVISION IS COMMITTED EDUCATIONAL OUTCOMES VALUED IT SAYS THE DIVISION IS COMMITTED IS COMMITTED TO DEVELOPING A SAYS THE DIVISION IS COMMITTED IS COMMITTED TO DEVELOPING A SAYS THE DIVISION IS COMMITTED IS COMMITTED TO DEVELOPING A CAPACITY FOR CULTURAL IS COMMITTED TO DEVELOPING A CAPACITY FOR CULTURAL IS COMMITTED TO DEVELOPING A CAPACITY FOR CULTURAL COMPETENCE AND A COMMITMENT TO CAPACITY FOR CULTURAL COMPETENCE AND A COMMITMENT TO CAPACITY FOR CULTURAL COMPETENCE AND A COMMITMENT TO EQUITY AND INCLUSION TO ENABLE COMPETENCE AND A COMMITMENT TO EQUITY AND INCLUSION TO ENABLE COMPETENCE AND A COMMITMENT TO EQUITY AND INCLUSION TO ENABLE FULFILLMENT OF CORE VALUES EQUITY AND INCLUSION TO ENABLE FULFILLMENT OF

453CORE VALUES EQUITY AND INCLUSION TO ENABLE FULFILLMENT OF CORE VALUES WHOSE CORE VALUES IT DEFINES FULFILLMENT OF CORE VALUES WHOSE CORE VALUES IT DEFINES FULFILLMENT OF CORE VALUES WHOSE CORE VALUES IT DEFINES EXPECTATIONS FOR CONSIDERATION WHOSE CORE VALUES IT DEFINES EXPECTATIONS FOR CONSIDERATION WHOSE CORE VALUES IT DEFINES EXPECTATIONS FOR CONSIDERATION OF RACIAL AND SOCIAL EQUITY AND EXPECTATIONS FOR CONSIDERATION OF RACIAL AND SOCIAL EQUITY AND EXPECTATIONS FOR CONSIDERATION OF RACIAL AND SOCIAL EQUITY AND FIVE FOR PROVIDES OF RACIAL AND SOCIAL EQUITY AND FIVE FOR PROVIDES OF RACIAL AND SOCIAL EQUITY AND FIVE FOR PROVIDES PRIORITIZATION FRAMEWORK TO FIVE FOR PROVIDES PRIORITIZATION FRAMEWORK TO FIVE FOR PROVIDES PRIORITIZATION FRAMEWORK TO ADVANCE EDUCATIONAL EQUITY THIS PRIORITIZATION FRAMEWORK TO ADVANCE EDUCATIONAL EQUITY THIS PRIORITIZATION FRAMEWORK TO ADVANCE EDUCATIONAL EQUITY THIS IS JUST FROM THE VERY FIRST ADVANCE EDUCATIONAL EQUITY

454THIS IS JUST FROM THE VERY FIRST ADVANCE EDUCATIONAL EQUITY THIS IS JUST FROM THE VERY FIRST PARAGRAPH NO. IS JUST FROM THE VERY FIRST PARAGRAPH NO. IS JUST FROM THE VERY FIRST PARAGRAPH NO. NOWHERE DOES TO DRESS HIGH PARAGRAPH NO. NOWHERE DOES TO DRESS HIGH PARAGRAPH NO. NOWHERE DOES TO DRESS HIGH QUALITY EDUCATION WAIT THERE'S NOWHERE DOES TO DRESS HIGH QUALITY EDUCATION WAIT THERE'S NOWHERE DOES TO DRESS HIGH QUALITY EDUCATION WAIT THERE'S MORE TEXT UNMANDATED FOR QUALITY EDUCATION WAIT THERE'S MORE TEXT UNMANDATED FOR QUALITY EDUCATION WAIT THERE'S MORE TEXT UNMANDATED FOR IMPLICIT BIAS TRAINING AND MORE TEXT UNMANDATED FOR IMPLICIT BIAS TRAINING AND MORE TEXT UNMANDATED FOR IMPLICIT BIAS TRAINING AND CULTURALLY RESPONSIVE TEACHING IMPLICIT BIAS TRAINING AND CULTURALLY RESPONSIVE TEACHING IMPLICIT BIAS TRAINING AND CULTURALLY RESPONSIVE TEACHING EDUCATIONAL PRACTICES IT CULTURALLY RESPONSIVE TEACHING EDUCATIONAL

455PRACTICES IT CULTURALLY RESPONSIVE TEACHING EDUCATIONAL PRACTICES IT MANDATES FOR TEACHER EVAL TO BE EDUCATIONAL PRACTICES IT MANDATES FOR TEACHER EVAL TO BE EDUCATIONAL PRACTICES IT MANDATES FOR TEACHER EVAL TO BE ADDRESSING CULTURALLY MANDATES FOR TEACHER EVAL TO BE ADDRESSING CULTURALLY MANDATES FOR TEACHER EVAL TO BE ADDRESSING CULTURALLY RESPONSIVE TEACHING PRACTICES. ADDRESSING CULTURALLY RESPONSIVE TEACHING PRACTICES. ADDRESSING CULTURALLY RESPONSIVE TEACHING PRACTICES. IT MANDATES INCREASED AND RESPONSIVE TEACHING PRACTICES. IT MANDATES INCREASED AND RESPONSIVE TEACHING PRACTICES. IT MANDATES INCREASED AND EMPLOYMENT PRACTICES. IT MANDATES INCREASED AND EMPLOYMENT PRACTICES. IT MANDATES INCREASED AND EMPLOYMENT PRACTICES. YES, THESE ARE THE EMPLOYMENT PRACTICES. YES, THESE ARE THE EMPLOYMENT PRACTICES. YES, THESE ARE THE NON-EDUCATIONAL ABSURDITIES AND YES, THESE ARE THE NON-EDUCATIONAL ABSURDITIES AND YES, THESE ARE THE NON-EDUCATIONAL ABSURDITIES AND FIVE FOUR DESPERATELY NEEDING NON-EDUCATIONAL ABSURDITIES AND FIVE FOUR DESPERATELY NEEDING NON-EDUCATIONAL

456ABSURDITIES AND FIVE FOUR DESPERATELY NEEDING THAT IMPORTANT RED LINE THAT FIVE FOUR DESPERATELY NEEDING THAT IMPORTANT RED LINE THAT FIVE FOUR DESPERATELY NEEDING THAT IMPORTANT RED LINE THAT THE SCHOOL BOARD MEMBERS ARE THAT IMPORTANT RED LINE THAT THE SCHOOL BOARD MEMBERS ARE THAT IMPORTANT RED LINE THAT THE SCHOOL BOARD MEMBERS ARE FIGHTING SO HARD TO KEEP IN THE SCHOOL BOARD MEMBERS ARE FIGHTING SO HARD TO KEEP IN THE SCHOOL BOARD MEMBERS ARE FIGHTING SO HARD TO KEEP IN PLACE IN OUR SCHOOLS I WONDER FIGHTING SO HARD TO KEEP IN PLACE IN OUR SCHOOLS I WONDER FIGHTING SO HARD TO KEEP IN PLACE IN OUR SCHOOLS I WONDER WHY THE TRUTH IS THAT PARENTS PLACE IN OUR SCHOOLS I WONDER WHY THE TRUTH IS THAT PARENTS PLACE IN OUR SCHOOLS I WONDER WHY THE TRUTH IS

457THAT PARENTS NO MATTER THE RACE CREED GENDER WHY THE TRUTH IS THAT PARENTS NO MATTER THE RACE CREED GENDER WHY THE TRUTH IS THAT PARENTS NO MATTER THE RACE CREED GENDER OR COLOR CENTER THEIR CHILD TO NO MATTER THE RACE CREED GENDER OR COLOR CENTER THEIR CHILD TO NO MATTER THE RACE CREED GENDER OR COLOR CENTER THEIR CHILD TO SCHOOL FOR EDUCATION, NOT OR COLOR CENTER THEIR CHILD TO SCHOOL FOR EDUCATION, NOT OR COLOR CENTER THEIR CHILD TO SCHOOL FOR EDUCATION, NOT INDOCTRINATION AND PARENTS HOPE SCHOOL FOR EDUCATION, NOT INDOCTRINATION AND PARENTS HOPE SCHOOL FOR EDUCATION, NOT INDOCTRINATION AND PARENTS HOPE THEIR CHILD'S LIFE WILL ELEVATE INDOCTRINATION AND PARENTS HOPE THEIR CHILD'S LIFE WILL ELEVATE INDOCTRINATION AND PARENTS HOPE THEIR CHILD'S LIFE WILL ELEVATE THROUGH EDUCATION AND THAT THEIR CHILD'S LIFE WILL ELEVATE THROUGH EDUCATION

458AND THAT THEIR CHILD'S LIFE WILL ELEVATE THROUGH EDUCATION AND THAT THEIR CHILD'S GENERATION WOULD THROUGH EDUCATION AND THAT THEIR CHILD'S GENERATION WOULD THROUGH EDUCATION AND THAT THEIR CHILD'S GENERATION WOULD SURPASSED THAT OF THEIR OWN THEIR CHILD'S GENERATION WOULD SURPASSED THAT OF THEIR OWN THEIR CHILD'S GENERATION WOULD SURPASSED THAT OF THEIR OWN PARENTS. SURPASSED THAT OF THEIR OWN PARENTS. SURPASSED THAT OF THEIR OWN PARENTS. THIS IS THE AMERICAN DREAM AND PARENTS. THIS IS THE AMERICAN DREAM AND PARENTS. THIS IS THE AMERICAN DREAM AND UNTIL SCHOOLS TURN TOWARDS THIS THIS IS THE AMERICAN DREAM AND UNTIL SCHOOLS TURN TOWARDS THIS THIS IS THE AMERICAN DREAM AND UNTIL SCHOOLS TURN TOWARDS THIS INDOCTRINATION IT WAS THE UNTIL SCHOOLS TURN TOWARDS THIS INDOCTRINATION IT WAS THE UNTIL SCHOOLS TURN TOWARDS THIS INDOCTRINATION IT WAS THE REALITY SUCCESSIVE GENERATIONS INDOCTRINATION

459IT WAS THE REALITY SUCCESSIVE GENERATIONS INDOCTRINATION IT WAS THE REALITY SUCCESSIVE GENERATIONS OF CHILDREN SURPASSED SURPASS REALITY SUCCESSIVE GENERATIONS OF CHILDREN SURPASSED SURPASS REALITY SUCCESSIVE GENERATIONS OF CHILDREN SURPASSED SURPASS THAT OF THEIR PARENTS THIS OF CHILDREN SURPASSED SURPASS THAT OF THEIR PARENTS THIS OF CHILDREN SURPASSED SURPASS THAT OF THEIR PARENTS THIS DREAM IS NO LONGER A REALITY THAT OF THEIR PARENTS THIS DREAM IS NO LONGER A REALITY THAT OF THEIR PARENTS THIS DREAM IS NO LONGER A REALITY AND WE ARE RESPONSIBLE FOR DREAM IS NO LONGER A REALITY AND WE ARE RESPONSIBLE FOR DREAM IS NO LONGER A REALITY AND WE ARE RESPONSIBLE FOR HAVING ALLOWED THIS DECLINE I AND WE ARE RESPONSIBLE FOR HAVING ALLOWED THIS DECLINE I AND WE ARE RESPONSIBLE FOR HAVING ALLOWED THIS DECLINE I LOVE MR. FITS USE FITZ WHOSE

460HAVING ALLOWED THIS DECLINE I LOVE MR. FITS USE FITZ WHOSE HAVING ALLOWED THIS DECLINE I LOVE MR. FITS USE FITZ WHOSE MESSAGE THE WORDS OF PRESIDENT LOVE MR. FITS USE FITZ WHOSE MESSAGE THE WORDS OF PRESIDENT LOVE MR. FITS USE FITZ WHOSE MESSAGE THE WORDS OF PRESIDENT OBAMA AND WE MUST ALL HELP MESSAGE THE WORDS OF PRESIDENT OBAMA AND WE MUST ALL HELP MESSAGE THE WORDS OF PRESIDENT OBAMA AND WE MUST ALL HELP STUDENTS NO MATTER WHAT THE OBAMA AND WE MUST ALL HELP STUDENTS NO MATTER WHAT THE OBAMA AND WE MUST ALL HELP STUDENTS NO MATTER WHAT THE BACKGROUND WITH RETURN TO SOLID STUDENTS NO MATTER WHAT THE BACKGROUND WITH RETURN TO SOLID STUDENTS NO MATTER WHAT THE BACKGROUND WITH RETURN TO SOLID EDUCATIONAL PRIORITIES BY BACKGROUND WITH RETURN TO SOLID EDUCATIONAL PRIORITIES BY

461BACKGROUND WITH RETURN TO SOLID EDUCATIONAL PRIORITIES BY ADOPTING THE CHANGES TO FIVE EDUCATIONAL PRIORITIES BY ADOPTING THE CHANGES TO FIVE EDUCATIONAL PRIORITIES BY ADOPTING THE CHANGES TO FIVE FOUR. ADOPTING THE CHANGES TO FIVE FOUR. ADOPTING THE CHANGES TO FIVE FOUR. THANK YOU MADAM CHAIR SPEAKER FOUR. THANK YOU MADAM CHAIR SPEAKER FOUR. THANK YOU MADAM CHAIR SPEAKER TO ALL MY SPEAKER TO IS NOT SO THANK YOU MADAM CHAIR SPEAKER TO ALL MY SPEAKER TO IS NOT SO THANK YOU MADAM CHAIR SPEAKER TO ALL MY SPEAKER TO IS NOT SO THAT CONCLUDES OUR PUBLIC OUR TO ALL MY SPEAKER TO IS NOT SO THAT CONCLUDES OUR PUBLIC OUR TO ALL MY SPEAKER TO IS NOT SO THAT CONCLUDES OUR PUBLIC OUR PUBLIC COMMENTS FOR THIS THAT CONCLUDES OUR PUBLIC OUR PUBLIC COMMENTS FOR THIS THAT CONCLUDES OUR

462PUBLIC OUR PUBLIC COMMENTS FOR THIS EVENING. PUBLIC COMMENTS FOR THIS EVENING. PUBLIC COMMENTS FOR THIS EVENING. OK, THANK AND I JUST WANT TO EVENING. OK, THANK AND I JUST WANT TO EVENING. OK, THANK AND I JUST WANT TO THANK EVERYONE THAT CAME THAT OK, THANK AND I JUST WANT TO THANK EVERYONE THAT CAME THAT OK, THANK AND I JUST WANT TO THANK EVERYONE THAT CAME THAT CAME OUT TO SPEAK TONIGHT WE THANK EVERYONE THAT CAME THAT CAME OUT TO SPEAK TONIGHT WE THANK EVERYONE THAT CAME THAT CAME OUT TO SPEAK TONIGHT WE VALUE YOUR INPUT AND ITS CAME OUT TO SPEAK TONIGHT WE VALUE YOUR INPUT AND ITS CAME OUT TO SPEAK TONIGHT WE VALUE YOUR INPUT AND ITS IMPORTANCE TO US WE ARE NOW ON VALUE YOUR INPUT AND ITS IMPORTANCE TO US WE

463ARE NOW ON VALUE YOUR INPUT AND ITS IMPORTANCE TO US WE ARE NOW ON TO INTERIM FINANCIAL STATEMENTS IMPORTANCE TO US WE ARE NOW ON TO INTERIM FINANCIAL STATEMENTS IMPORTANCE TO US WE ARE NOW ON TO INTERIM FINANCIAL STATEMENTS MARCH AND APRIL 20 25 FIVE AND TO INTERIM FINANCIAL STATEMENTS MARCH AND APRIL 20 25 FIVE AND TO INTERIM FINANCIAL STATEMENTS MARCH AND APRIL 20 25 FIVE AND WE WELCOME DANIEL HOPKINS, MARCH AND APRIL 20 25 FIVE AND WE WELCOME DANIEL HOPKINS, MARCH AND APRIL 20 25 FIVE AND WE WELCOME DANIEL HOPKINS, DIRECTOR OF BUSINESS SERVICES WE WELCOME DANIEL HOPKINS, DIRECTOR OF BUSINESS SERVICES WE WELCOME DANIEL HOPKINS, DIRECTOR OF BUSINESS SERVICES GOOD EVENING. DIRECTOR OF BUSINESS SERVICES GOOD EVENING. DIRECTOR OF BUSINESS SERVICES GOOD EVENING. JERRY BROWN, VICE CHAIR WHEEN'S GOOD EVENING. JERRY BROWN, VICE

464CHAIR WHEEN'S GOOD EVENING. JERRY BROWN, VICE CHAIR WHEEN'S SCHOOL BOARD MEMBERS DR. JERRY BROWN, VICE CHAIR WHEEN'S SCHOOL BOARD MEMBERS DR. JERRY BROWN, VICE CHAIR WHEEN'S SCHOOL BOARD MEMBERS DR. ROBERTS ROBERTSON, THE OVERALL SCHOOL BOARD MEMBERS DR. ROBERTS ROBERTSON, THE OVERALL SCHOOL BOARD MEMBERS DR. ROBERTS ROBERTSON, THE OVERALL REVENUE TREND FOR THE MONTH ROBERTS ROBERTSON, THE OVERALL REVENUE TREND FOR THE MONTH ROBERTS ROBERTSON, THE OVERALL REVENUE TREND FOR THE MONTH OF APRIL IS ACCEPTABLE AT THIS REVENUE TREND FOR THE MONTH OF APRIL IS ACCEPTABLE AT THIS REVENUE TREND FOR THE MONTH OF APRIL IS ACCEPTABLE AT THIS POINT IN THE FISCAL AS OF APRIL IS ACCEPTABLE AT THIS POINT IN THE FISCAL AS OF APRIL IS ACCEPTABLE AT THIS POINT IN THE FISCAL AS ILLUSTRATED BY THE FIRST GRAPH POINT IN THE FISCAL AS ILLUSTRATED

465BY THE FIRST GRAPH POINT IN THE FISCAL AS ILLUSTRATED BY THE FIRST GRAPH THE GOVERNOR DID APPROVE THE ILLUSTRATED BY THE FIRST GRAPH THE GOVERNOR DID APPROVE THE ILLUSTRATED BY THE FIRST GRAPH THE GOVERNOR DID APPROVE THE DIRECT AID BUDGET. THE GOVERNOR DID APPROVE THE DIRECT AID BUDGET. THE GOVERNOR DID APPROVE THE DIRECT AID BUDGET. THIS INCLUDES A BONUS OF SIX DIRECT AID BUDGET. THIS INCLUDES A BONUS OF SIX DIRECT AID BUDGET. THIS INCLUDES A BONUS OF SIX POINT FIVE DOLLARS MILLION THIS INCLUDES A BONUS OF SIX POINT FIVE DOLLARS MILLION THIS INCLUDES A BONUS OF SIX POINT FIVE DOLLARS MILLION WHICH WAS DISCUSSED THE LAST POINT FIVE DOLLARS MILLION WHICH WAS DISCUSSED THE LAST POINT FIVE DOLLARS MILLION WHICH WAS DISCUSSED THE LAST BOARD MEETING WE ARE REQUIRED WHICH WAS DISCUSSED THE LAST BOARD

466MEETING WE ARE REQUIRED WHICH WAS DISCUSSED THE LAST BOARD MEETING WE ARE REQUIRED TO REQUIRED TO HAVE THIS PAID BOARD MEETING WE ARE REQUIRED TO REQUIRED TO HAVE THIS PAID BOARD MEETING WE ARE REQUIRED TO REQUIRED TO HAVE THIS PAID OUT RAPIDLY AND PAYROLL HAVE TO REQUIRED TO HAVE THIS PAID OUT RAPIDLY AND PAYROLL HAVE TO REQUIRED TO HAVE THIS PAID OUT RAPIDLY AND PAYROLL HAVE THIS READY TO GO. OUT RAPIDLY AND PAYROLL HAVE THIS READY TO GO. OUT RAPIDLY AND PAYROLL HAVE THIS READY TO GO. WE MUST CERTIFY THIS TO THE THIS READY TO GO. WE MUST CERTIFY THIS TO THE THIS READY TO GO. WE MUST CERTIFY THIS TO THE STATE BY MAY 31ST AND WE PLAN WE MUST CERTIFY THIS TO THE STATE BY MAY 31ST AND WE PLAN WE MUST CERTIFY

467THIS TO THE STATE BY MAY 31ST AND WE PLAN TO THIS SORT OF CERTIFICATION STATE BY MAY 31ST AND WE PLAN TO THIS SORT OF CERTIFICATION STATE BY MAY 31ST AND WE PLAN TO THIS SORT OF CERTIFICATION LET HER OUT TOMORROW AS LONG AS TO THIS SORT OF CERTIFICATION LET HER OUT TOMORROW AS LONG AS TO THIS SORT OF CERTIFICATION LET HER OUT TOMORROW AS LONG AS IT IS APPROVED TONIGHT. LET HER OUT TOMORROW AS LONG AS IT IS APPROVED TONIGHT. LET HER OUT TOMORROW AS LONG AS IT IS APPROVED TONIGHT. FEDERAL REVENUES ARE AT A IT IS APPROVED TONIGHT. FEDERAL REVENUES ARE AT A IT IS APPROVED TONIGHT. FEDERAL REVENUES ARE AT A FAVORABLE LEVEL AT THIS POINT FEDERAL REVENUES ARE AT A FAVORABLE LEVEL AT THIS POINT FEDERAL REVENUES ARE AT A FAVORABLE

468LEVEL AT THIS POINT IN THE FISCAL YEAR FEDERAL FAVORABLE LEVEL AT THIS POINT IN THE FISCAL YEAR FEDERAL FAVORABLE LEVEL AT THIS POINT IN THE FISCAL YEAR FEDERAL IMPACT AID IS ABOUT FOURTEEN IN THE FISCAL YEAR FEDERAL IMPACT AID IS ABOUT FOURTEEN IN THE FISCAL YEAR FEDERAL IMPACT AID IS ABOUT FOURTEEN MILLION DOLLARS YEAR TO DATE IMPACT AID IS ABOUT FOURTEEN MILLION DOLLARS YEAR TO DATE IMPACT AID IS ABOUT FOURTEEN MILLION DOLLARS YEAR TO DATE OTHER SOURCES OF REVENUE MILLION DOLLARS YEAR TO DATE OTHER SOURCES OF REVENUE MILLION DOLLARS YEAR TO DATE OTHER SOURCES OF REVENUE THROUGH THE MONTH ARE FAVORABLE OTHER SOURCES OF REVENUE THROUGH THE MONTH ARE FAVORABLE OTHER SOURCES OF REVENUE THROUGH THE MONTH ARE FAVORABLE AT THIS POINT IN THE FISCAL THROUGH THE MONTH ARE FAVORABLE AT THIS POINT IN THE

469FISCAL THROUGH THE MONTH ARE FAVORABLE AT THIS POINT IN THE FISCAL YEAR EVEN THOUGH THEY'RE AT THIS POINT IN THE FISCAL YEAR EVEN THOUGH THEY'RE AT THIS POINT IN THE FISCAL YEAR EVEN THOUGH THEY'RE FAVORABLE TO BUDGET THEY ARE YEAR EVEN THOUGH THEY'RE FAVORABLE TO BUDGET THEY ARE YEAR EVEN THOUGH THEY'RE FAVORABLE TO BUDGET THEY ARE DOWN ABOUT FIVE HUNDRED FAVORABLE TO BUDGET THEY ARE DOWN ABOUT FIVE HUNDRED FAVORABLE TO BUDGET THEY ARE DOWN ABOUT FIVE HUNDRED THOUSAND DOLLARS COMPARED TO DOWN ABOUT FIVE HUNDRED THOUSAND DOLLARS COMPARED TO DOWN ABOUT FIVE HUNDRED THOUSAND DOLLARS COMPARED TO LAST YEAR MAINLY DUE TO THE THOUSAND DOLLARS COMPARED TO LAST YEAR MAINLY DUE TO THE THOUSAND DOLLARS COMPARED TO LAST YEAR MAINLY DUE TO THE STOP ARM ENFORCEMENT PROGRAM LAST YEAR MAINLY DUE TO THE STOP ARM ENFORCEMENT

470PROGRAM LAST YEAR MAINLY DUE TO THE STOP ARM ENFORCEMENT PROGRAM THE NEXT GRAPH SHOWS THAT THE STOP ARM ENFORCEMENT PROGRAM THE NEXT GRAPH SHOWS THAT THE STOP ARM ENFORCEMENT PROGRAM THE NEXT GRAPH SHOWS THAT THE SALES TAX RECEIPTS ARE THE NEXT GRAPH SHOWS THAT THE SALES TAX RECEIPTS ARE THE NEXT GRAPH SHOWS THAT THE SALES TAX RECEIPTS ARE UNACCEPTABLE LEVEL. SALES TAX RECEIPTS ARE UNACCEPTABLE LEVEL. SALES TAX RECEIPTS ARE UNACCEPTABLE LEVEL. THEY ARE UP ABOUT FIVE HUNDRED UNACCEPTABLE LEVEL. THEY ARE UP ABOUT FIVE HUNDRED UNACCEPTABLE LEVEL. THEY ARE UP ABOUT FIVE HUNDRED THOUSAND DOLLARS FROM THE SAME THEY ARE UP ABOUT FIVE HUNDRED THOUSAND DOLLARS FROM THE SAME THEY ARE UP ABOUT FIVE HUNDRED THOUSAND DOLLARS FROM THE SAME TIME LAST YEAR AND THE LAST THOUSAND DOLLARS FROM THE SAME TIME LAST YEAR AND THE

471LAST THOUSAND DOLLARS FROM THE SAME TIME LAST YEAR AND THE LAST GRAPH SHOWS THAT THE TIME LAST YEAR AND THE LAST GRAPH SHOWS THAT THE TIME LAST YEAR AND THE LAST GRAPH SHOWS THAT THE EXPENDITURES INCUMBENCIES TREND GRAPH SHOWS THAT THE EXPENDITURES INCUMBENCIES TREND GRAPH SHOWS THAT THE EXPENDITURES INCUMBENCIES TREND CONTINUE REMAIN ACCEPTABLE AT EXPENDITURES INCUMBENCIES TREND CONTINUE REMAIN ACCEPTABLE AT EXPENDITURES INCUMBENCIES TREND CONTINUE REMAIN ACCEPTABLE AT THIS POINT IN THE FISCAL YEAR CONTINUE REMAIN ACCEPTABLE AT THIS POINT IN THE FISCAL YEAR CONTINUE REMAIN ACCEPTABLE AT THIS POINT IN THE FISCAL YEAR AT THIS POINT I'LL TAKE ANY THIS POINT IN THE FISCAL YEAR AT THIS POINT I'LL TAKE ANY THIS POINT IN THE FISCAL YEAR AT THIS POINT I'LL TAKE ANY QUESTIONS SINCE YOU MENTIONED AT THIS POINT I'LL TAKE ANY QUESTIONS SINCE YOU

472MENTIONED AT THIS POINT I'LL TAKE ANY QUESTIONS SINCE YOU MENTIONED THE BONUS IF THAT'S APPROVED QUESTIONS SINCE YOU MENTIONED THE BONUS IF THAT'S APPROVED QUESTIONS SINCE YOU MENTIONED THE BONUS IF THAT'S APPROVED TONIGHT, WHEN CAN OUR EMPLOYEES THE BONUS IF THAT'S APPROVED TONIGHT, WHEN CAN OUR EMPLOYEES THE BONUS IF THAT'S APPROVED TONIGHT, WHEN CAN OUR EMPLOYEES ANTICIPATE RECEIVING THAT TONIGHT, WHEN CAN OUR EMPLOYEES ANTICIPATE RECEIVING THAT TONIGHT, WHEN CAN OUR EMPLOYEES ANTICIPATE RECEIVING THAT BONUS? ANTICIPATE RECEIVING THAT BONUS? ANTICIPATE RECEIVING THAT BONUS? WE PLAN TO DO IT ON JUNE 15, BONUS? WE PLAN TO DO IT ON JUNE 15, BONUS? WE PLAN TO DO IT ON JUNE 15, JUNE 15TH. WE PLAN TO DO IT ON JUNE 15, JUNE 15TH. WE PLAN TO DO IT ON JUNE 15, JUNE 15TH. THANK YOU. JUNE 15TH. THANK

473YOU. JUNE 15TH. THANK YOU. I'VE A FEW PEOPLE ASK SO OK I THANK YOU. I'VE A FEW PEOPLE ASK SO OK I THANK YOU. I'VE A FEW PEOPLE ASK SO OK I DON'T SEE ANY OTHER QUESTIONS I'VE A FEW PEOPLE ASK SO OK I DON'T SEE ANY OTHER QUESTIONS I'VE A FEW PEOPLE ASK SO OK I DON'T SEE ANY OTHER QUESTIONS SO THANK YOU VERY MUCH. DON'T SEE ANY OTHER QUESTIONS SO THANK YOU VERY MUCH. DON'T SEE ANY OTHER QUESTIONS SO THANK YOU VERY MUCH. THANK YOU. SO THANK YOU VERY MUCH. THANK YOU. SO THANK YOU VERY MUCH. THANK YOU. AND THAT BRINGS US TO THE THANK YOU. AND THAT BRINGS US TO THE THANK YOU. AND THAT BRINGS US TO THE INFORMATION FOR OUR CITIZENS AND THAT BRINGS US TO THE INFORMATION FOR OUR

474CITIZENS AND THAT BRINGS US TO THE INFORMATION FOR OUR CITIZENS ADVISORY COMMITTEE APPOINTMENT INFORMATION FOR OUR CITIZENS ADVISORY COMMITTEE APPOINTMENT INFORMATION FOR OUR CITIZENS ADVISORY COMMITTEE APPOINTMENT RECOMMENDATION'S LAURA BETH. ADVISORY COMMITTEE APPOINTMENT RECOMMENDATION'S LAURA BETH. ADVISORY COMMITTEE APPOINTMENT RECOMMENDATION'S LAURA BETH. SHE HAS LARYNGITIS SO I'M GOING RECOMMENDATION'S LAURA BETH. SHE HAS LARYNGITIS SO I'M GOING RECOMMENDATION'S LAURA BETH. SHE HAS LARYNGITIS SO I'M GOING TO GO AHEAD AND READ THEM SHE HAS LARYNGITIS SO I'M GOING TO GO AHEAD AND READ THEM SHE HAS LARYNGITIS SO I'M GOING TO GO AHEAD AND READ THEM TONIGHT AND IF YOU HAVE ANY TO GO AHEAD AND READ THEM TONIGHT AND IF YOU HAVE ANY TO GO AHEAD AND READ THEM TONIGHT AND IF YOU HAVE ANY QUESTIONS SHE'LL COME UP AND TONIGHT AND IF YOU HAVE ANY QUESTIONS SHE'LL

475COME UP AND TONIGHT AND IF YOU HAVE ANY QUESTIONS SHE'LL COME UP AND ANSWER THOSE. QUESTIONS SHE'LL COME UP AND ANSWER THOSE. QUESTIONS SHE'LL COME UP AND ANSWER THOSE. BUT THE RECOMMENDED SESSIONS ANSWER THOSE. BUT THE RECOMMENDED SESSIONS ANSWER THOSE. BUT THE RECOMMENDED SESSIONS ARE TO APPROVE APPOINTMENTS THE BUT THE RECOMMENDED SESSIONS ARE TO APPROVE APPOINTMENTS THE BUT THE RECOMMENDED SESSIONS ARE TO APPROVE APPOINTMENTS THE CITIZEN ADVISORY COMMITTEE FOR ARE TO APPROVE APPOINTMENTS THE CITIZEN ADVISORY COMMITTEE FOR ARE TO APPROVE APPOINTMENTS THE CITIZEN ADVISORY COMMITTEE FOR A THREE YEAR TERM BEGINNING CITIZEN ADVISORY COMMITTEE FOR A THREE YEAR TERM BEGINNING CITIZEN ADVISORY COMMITTEE FOR A THREE YEAR TERM BEGINNING JULY 1ST. A THREE YEAR TERM BEGINNING JULY 1ST. A THREE YEAR TERM BEGINNING JULY 1ST. TWENTY TWENTY FIVE AND ENDING JULY 1ST. TWENTY TWENTY FIVE

476AND ENDING JULY 1ST. TWENTY TWENTY FIVE AND ENDING JUNE 30TH TWENTY TWENTY EIGHT TWENTY TWENTY FIVE AND ENDING JUNE 30TH TWENTY TWENTY EIGHT TWENTY TWENTY FIVE AND ENDING JUNE 30TH TWENTY TWENTY EIGHT REFLECTING THE OUTCOME JUNE 30TH TWENTY TWENTY EIGHT REFLECTING THE OUTCOME JUNE 30TH TWENTY TWENTY EIGHT REFLECTING THE OUTCOME OF SCHOOL BOARD DISCUSSION AND REFLECTING THE OUTCOME OF SCHOOL BOARD DISCUSSION AND REFLECTING THE OUTCOME OF SCHOOL BOARD DISCUSSION AND APPLICATIONS IS PERSONNEL OF SCHOOL BOARD DISCUSSION AND APPLICATIONS IS PERSONNEL OF SCHOOL BOARD DISCUSSION AND APPLICATIONS IS PERSONNEL MATTERS DURING CLOSED SESSION APPLICATIONS IS PERSONNEL MATTERS DURING CLOSED SESSION APPLICATIONS IS PERSONNEL MATTERS DURING CLOSED SESSION MAY 13TH TWENTY TWENTY FIVE AND MATTERS DURING CLOSED SESSION MAY 13TH TWENTY TWENTY FIVE AND MATTERS DURING CLOSED SESSION MAY 13TH TWENTY TWENTY FIVE AND WE WILL VOTE

477ON THIS FOR ACTION MAY 13TH TWENTY TWENTY FIVE AND WE WILL VOTE ON THIS FOR ACTION MAY 13TH TWENTY TWENTY FIVE AND WE WILL VOTE ON THIS FOR ACTION IN OUR NEXT SCHOOL BOARD WE WILL VOTE ON THIS FOR ACTION IN OUR NEXT SCHOOL BOARD WE WILL VOTE ON THIS FOR ACTION IN OUR NEXT SCHOOL BOARD MEETING. IN OUR NEXT SCHOOL BOARD MEETING. IN OUR NEXT SCHOOL BOARD MEETING. I'M JUST MAKING SURE I'M MEETING. I'M JUST MAKING SURE I'M MEETING. I'M JUST MAKING SURE I'M ACCURATE THERE. I'M JUST MAKING SURE I'M ACCURATE THERE. I'M JUST MAKING SURE I'M ACCURATE THERE. THE CITIZENS ADVISORY COMMITTEE ACCURATE THERE. THE CITIZENS ADVISORY COMMITTEE ACCURATE THERE. THE CITIZENS ADVISORY COMMITTEE FOR GIFTED WILL BE FRANCES THE CITIZENS ADVISORY COMMITTEE FOR GIFTED WILL BE FRANCES THE CITIZENS ADVISORY COMMITTEE FOR

478GIFTED WILL BE FRANCES KNIGHT THOMPSON LANDSDOWN FOR GIFTED WILL BE FRANCES KNIGHT THOMPSON LANDSDOWN FOR GIFTED WILL BE FRANCES KNIGHT THOMPSON LANDSDOWN MELINDA KORAC CRACKA COX KNIGHT THOMPSON LANDSDOWN MELINDA KORAC CRACKA COX KNIGHT THOMPSON LANDSDOWN MELINDA KORAC CRACKA COX ROSTKER CREAMER'S COX RéAL MELINDA KORAC CRACKA COX ROSTKER CREAMER'S COX RéAL MELINDA KORAC CRACKA COX ROSTKER CREAMER'S COX RéAL PATEL BAYSIDE SPECIAL EDUCATION ROSTKER CREAMER'S COX RéAL PATEL BAYSIDE SPECIAL EDUCATION ROSTKER CREAMER'S COX RéAL PATEL BAYSIDE SPECIAL EDUCATION ADVISORY COMMITTEE MURENA PATEL BAYSIDE SPECIAL EDUCATION ADVISORY COMMITTEE MURENA PATEL BAYSIDE SPECIAL EDUCATION ADVISORY COMMITTEE MURENA BERGSMAN LESLIE LANCASTER ADVISORY COMMITTEE MURENA BERGSMAN LESLIE LANCASTER ADVISORY COMMITTEE MURENA BERGSMAN LESLIE LANCASTER GENERAL ADVISORY COUNCIL FOR BERGSMAN LESLIE LANCASTER GENERAL ADVISORY COUNCIL FOR BERGSMAN LESLIE LANCASTER GENERAL ADVISORY COUNCIL FOR TECHNICAL AND CAREER JOSEPH GENERAL ADVISORY COUNCIL FOR TECHNICAL

479AND CAREER JOSEPH GENERAL ADVISORY COUNCIL FOR TECHNICAL AND CAREER JOSEPH FROM OUT HUNT GALL RYAN TECHNICAL AND CAREER JOSEPH FROM OUT HUNT GALL RYAN TECHNICAL AND CAREER JOSEPH FROM OUT HUNT GALL RYAN MACINTYRE YOUR LINE ROC'S AND FROM OUT HUNT GALL RYAN MACINTYRE YOUR LINE ROC'S AND FROM OUT HUNT GALL RYAN MACINTYRE YOUR LINE ROC'S AND FOR THE SCHOOL HEALTH ADVISORY MACINTYRE YOUR LINE ROC'S AND FOR THE SCHOOL HEALTH ADVISORY MACINTYRE YOUR LINE ROC'S AND FOR THE SCHOOL HEALTH ADVISORY COMMITTEE LESLIE LANCASTER SO FOR THE SCHOOL HEALTH ADVISORY COMMITTEE LESLIE LANCASTER SO FOR THE SCHOOL HEALTH ADVISORY COMMITTEE LESLIE LANCASTER SO THOSE ARE THE THE RECOMMENDED COMMITTEE LESLIE LANCASTER SO THOSE ARE THE THE RECOMMENDED COMMITTEE LESLIE LANCASTER SO THOSE ARE THE THE RECOMMENDED APPOINTMENTS AND AT THIS TIME THOSE ARE THE THE RECOMMENDED APPOINTMENTS

480AND AT THIS TIME THOSE ARE THE THE RECOMMENDED APPOINTMENTS AND AT THIS TIME IS THERE ANY DISCUSSION MISS APPOINTMENTS AND AT THIS TIME IS THERE ANY DISCUSSION MISS APPOINTMENTS AND AT THIS TIME IS THERE ANY DISCUSSION MISS ROGERS DID WE NOT GET ANY IS THERE ANY DISCUSSION MISS ROGERS DID WE NOT GET ANY IS THERE ANY DISCUSSION MISS ROGERS DID WE NOT GET ANY APPLICATIONS FOR OF THE SCHOOLS ROGERS DID WE NOT GET ANY APPLICATIONS FOR OF THE SCHOOLS ROGERS DID WE NOT GET ANY APPLICATIONS FOR OF THE SCHOOLS THAT ARE NOT REPRESENTED STILL APPLICATIONS FOR OF THE SCHOOLS THAT ARE NOT REPRESENTED STILL APPLICATIONS FOR OF THE SCHOOLS THAT ARE NOT REPRESENTED STILL GO AHEAD AND EXCUSE MY BOYS I'M THAT ARE NOT REPRESENTED STILL GO AHEAD AND EXCUSE MY BOYS I'M THAT ARE

481NOT REPRESENTED STILL GO AHEAD AND EXCUSE MY BOYS I'M VERY SORRY AND SORRY AND I WILL GO AHEAD AND EXCUSE MY BOYS I'M VERY SORRY AND SORRY AND I WILL GO AHEAD AND EXCUSE MY BOYS I'M VERY SORRY AND SORRY AND I WILL I SAW IS AFTER I'M DONE. VERY SORRY AND SORRY AND I WILL I SAW IS AFTER I'M DONE. VERY SORRY AND SORRY AND I WILL I SAW IS AFTER I'M DONE. I THINK WHAT WAS DECIDED WAS I SAW IS AFTER I'M DONE. I THINK WHAT WAS DECIDED WAS I SAW IS AFTER I'M DONE. I THINK WHAT WAS DECIDED WAS THAT IT WILL BE OPEN BACK UP IN I THINK WHAT WAS DECIDED WAS THAT IT WILL BE OPEN BACK UP IN I THINK WHAT WAS DECIDED WAS THAT IT WILL BE OPEN

482BACK UP IN SEPTEMBER FOR THE FOUR SCHOOLS THAT IT WILL BE OPEN BACK UP IN SEPTEMBER FOR THE FOUR SCHOOLS THAT IT WILL BE OPEN BACK UP IN SEPTEMBER FOR THE FOUR SCHOOLS DO NOT HAVE ANYBODY THERE RIGHT SEPTEMBER FOR THE FOUR SCHOOLS DO NOT HAVE ANYBODY THERE RIGHT SEPTEMBER FOR THE FOUR SCHOOLS DO NOT HAVE ANYBODY THERE RIGHT NOW SO THAT IF WE APPOINT THESE DO NOT HAVE ANYBODY THERE RIGHT NOW SO THAT IF WE APPOINT THESE DO NOT HAVE ANYBODY THERE RIGHT NOW SO THAT IF WE APPOINT THESE PEOPLE FOR THREE YEARS, HOW NOW SO THAT IF WE APPOINT THESE PEOPLE FOR THREE YEARS, HOW NOW SO THAT IF WE APPOINT THESE PEOPLE FOR THREE YEARS, HOW WILL THAT THEN ALLOW FOR PEOPLE FOR THREE YEARS, HOW WILL THAT THEN ALLOW FOR PEOPLE

483FOR THREE YEARS, HOW WILL THAT THEN ALLOW FOR SCHOOLS THAT ARE NOT WILL THAT THEN ALLOW FOR SCHOOLS THAT ARE NOT WILL THAT THEN ALLOW FOR SCHOOLS THAT ARE NOT REPRESENTED TO BECOME SCHOOLS THAT ARE NOT REPRESENTED TO BECOME SCHOOLS THAT ARE NOT REPRESENTED TO BECOME REPRESENTED SO WHEN WE OPEN IT REPRESENTED TO BECOME REPRESENTED SO WHEN WE OPEN IT REPRESENTED TO BECOME REPRESENTED SO WHEN WE OPEN IT BACK UP IN SEPTEMBER WE ALREADY REPRESENTED SO WHEN WE OPEN IT BACK UP IN SEPTEMBER WE ALREADY REPRESENTED SO WHEN WE OPEN IT BACK UP IN SEPTEMBER WE ALREADY HAVE A PLAN IN PLACE TO BACK UP IN SEPTEMBER WE ALREADY HAVE A PLAN IN PLACE TO BACK UP IN SEPTEMBER WE ALREADY HAVE A PLAN IN PLACE TO ADVERTISE EVEN MORE THAN WHAT HAVE A PLAN

484IN PLACE TO ADVERTISE EVEN MORE THAN WHAT HAVE A PLAN IN PLACE TO ADVERTISE EVEN MORE THAN WHAT WE DO CURRENTLY SO THAT WE CAN ADVERTISE EVEN MORE THAN WHAT WE DO CURRENTLY SO THAT WE CAN ADVERTISE EVEN MORE THAN WHAT WE DO CURRENTLY SO THAT WE CAN GET IT OUT AND THEN YOU WOULD WE DO CURRENTLY SO THAT WE CAN GET IT OUT AND THEN YOU WOULD WE DO CURRENTLY SO THAT WE CAN GET IT OUT AND THEN YOU WOULD DO THE SAME THING AS WE'VE ON GET IT OUT AND THEN YOU WOULD DO THE SAME THING AS WE'VE ON GET IT OUT AND THEN YOU WOULD DO THE SAME THING AS WE'VE ON WITH THIS GROUP TO THAT YOU DO THE SAME THING AS WE'VE ON WITH THIS GROUP TO THAT YOU DO

485THE SAME THING AS WE'VE ON WITH THIS GROUP TO THAT YOU WOULD HAVE THE CLOSED SESSION WITH THIS GROUP TO THAT YOU WOULD HAVE THE CLOSED SESSION WITH THIS GROUP TO THAT YOU WOULD HAVE THE CLOSED SESSION AND THE INFORMATION RIGHT BUT WOULD HAVE THE CLOSED SESSION AND THE INFORMATION RIGHT BUT WOULD HAVE THE CLOSED SESSION AND THE INFORMATION RIGHT BUT THERE'S GOING THERE'S GOING TO AND THE INFORMATION RIGHT BUT THERE'S GOING THERE'S GOING TO AND THE INFORMATION RIGHT BUT THERE'S GOING THERE'S GOING TO BE AN OVERREPRESENTATION FROM THERE'S GOING THERE'S GOING TO BE AN OVERREPRESENTATION FROM THERE'S GOING THERE'S GOING TO BE AN OVERREPRESENTATION FROM COX SIDE. BE AN OVERREPRESENTATION FROM COX SIDE. BE AN OVERREPRESENTATION FROM COX SIDE. YEAH. COX SIDE. YEAH. COX SIDE. YEAH. SO LIKE WHICH IS ALLOWED IN YEAH. SO

486LIKE WHICH IS ALLOWED IN YEAH. SO LIKE WHICH IS ALLOWED IN THEIR BYLAWS. SO LIKE WHICH IS ALLOWED IN THEIR BYLAWS. SO LIKE WHICH IS ALLOWED IN THEIR BYLAWS. DR. GREEN, THANK YOU AND MINE THEIR BYLAWS. DR. GREEN, THANK YOU AND MINE THEIR BYLAWS. DR. GREEN, THANK YOU AND MINE IS JUST MORE OF A COMMENT DR. GREEN, THANK YOU AND MINE IS JUST MORE OF A COMMENT DR. GREEN, THANK YOU AND MINE IS JUST MORE OF A COMMENT DIRECTOR FOR THE LISTENING IS JUST MORE OF A COMMENT DIRECTOR FOR THE LISTENING IS JUST MORE OF A COMMENT DIRECTOR FOR THE LISTENING PUBLIC. DIRECTOR FOR THE LISTENING PUBLIC. DIRECTOR FOR THE LISTENING PUBLIC. THE IMPORTANCE OF BEING ABLE TO PUBLIC. THE IMPORTANCE OF BEING ABLE TO PUBLIC. THE IMPORTANCE OF BEING ABLE TO MONITOR WHERE WE

487HAVE VACANCIES THE IMPORTANCE OF BEING ABLE TO MONITOR WHERE WE HAVE VACANCIES THE IMPORTANCE OF BEING ABLE TO MONITOR WHERE WE HAVE VACANCIES AND SO I THANK STAFF OR PUTTING MONITOR WHERE WE HAVE VACANCIES AND SO I THANK STAFF OR PUTTING MONITOR WHERE WE HAVE VACANCIES AND SO I THANK STAFF OR PUTTING TOGETHER AN AGGRESSIVE PLAN AND SO I THANK STAFF OR PUTTING TOGETHER AN AGGRESSIVE PLAN AND SO I THANK STAFF OR PUTTING TOGETHER AN AGGRESSIVE PLAN THAT WILL HELP RECRUIT FOR THE TOGETHER AN AGGRESSIVE PLAN THAT WILL HELP RECRUIT FOR THE TOGETHER AN AGGRESSIVE PLAN THAT WILL HELP RECRUIT FOR THE REST OF THE VACANCY THAT WE THAT WILL HELP RECRUIT FOR THE REST OF THE VACANCY THAT WE THAT WILL HELP RECRUIT FOR THE REST OF THE VACANCY THAT WE HAVE ON THE

488CITIZENS ADVISORY REST OF THE VACANCY THAT WE HAVE ON THE CITIZENS ADVISORY REST OF THE VACANCY THAT WE HAVE ON THE CITIZENS ADVISORY COMMITTEE FOR GIFTED AND IF I'M HAVE ON THE CITIZENS ADVISORY COMMITTEE FOR GIFTED AND IF I'M HAVE ON THE CITIZENS ADVISORY COMMITTEE FOR GIFTED AND IF I'M I THINK IT'S STILL FOUR COMMITTEE FOR GIFTED AND IF I'M I THINK IT'S STILL FOUR COMMITTEE FOR GIFTED AND IF I'M I THINK IT'S STILL FOUR POSITIONS THAT WE HOPE WE WILL I THINK IT'S STILL FOUR POSITIONS THAT WE HOPE WE WILL I THINK IT'S STILL FOUR POSITIONS THAT WE HOPE WE WILL GET PUBLIC APPLICANTS FOR THIS POSITIONS THAT WE HOPE WE WILL GET PUBLIC APPLICANTS FOR THIS POSITIONS THAT WE HOPE WE WILL GET PUBLIC APPLICANTS FOR THIS IS YOUR OPPORTUNITY TO HAVE GET

489PUBLIC APPLICANTS FOR THIS IS YOUR OPPORTUNITY TO HAVE GET PUBLIC APPLICANTS FOR THIS IS YOUR OPPORTUNITY TO HAVE INPUT INTO PROCESSES WITH IS YOUR OPPORTUNITY TO HAVE INPUT INTO PROCESSES WITH IS YOUR OPPORTUNITY TO HAVE INPUT INTO PROCESSES WITH DIFFERENT COMMITTEES IN OUR INPUT INTO PROCESSES WITH DIFFERENT COMMITTEES IN OUR INPUT INTO PROCESSES WITH DIFFERENT COMMITTEES IN OUR SCHOOL DIVISION. DIFFERENT COMMITTEES IN OUR SCHOOL DIVISION. DIFFERENT COMMITTEES IN OUR SCHOOL DIVISION. THANK YOU AND I DON'T EXPECT A SCHOOL DIVISION. THANK YOU AND I DON'T EXPECT A SCHOOL DIVISION. THANK YOU AND I DON'T EXPECT A RESPONSE RIGHT NOW BUT I THANK YOU AND I DON'T EXPECT A RESPONSE RIGHT NOW BUT I THANK YOU AND I DON'T EXPECT A RESPONSE RIGHT NOW BUT I APPRECIATE ALL OF YOUR WORK ON RESPONSE RIGHT NOW BUT I

490APPRECIATE ALL OF YOUR WORK ON RESPONSE RIGHT NOW BUT I APPRECIATE ALL OF YOUR WORK ON THIS AND I WOULD JUST ASK THAT APPRECIATE ALL OF YOUR WORK ON THIS AND I WOULD JUST ASK THAT APPRECIATE ALL OF YOUR WORK ON THIS AND I WOULD JUST ASK THAT AS THIS OPENS THAT THE SCHOOL THIS AND I WOULD JUST ASK THAT AS THIS OPENS THAT THE SCHOOL THIS AND I WOULD JUST ASK THAT AS THIS OPENS THAT THE SCHOOL BOARD GET AN EMAIL OR AS THIS OPENS THAT THE SCHOOL BOARD GET AN EMAIL OR AS THIS OPENS THAT THE SCHOOL BOARD GET AN EMAIL OR NOTIFICATION DURING ADMIN. BOARD GET AN EMAIL OR NOTIFICATION DURING ADMIN. BOARD GET AN EMAIL OR NOTIFICATION DURING ADMIN. MATTERS SO THAT WE KNOW NOTIFICATION DURING ADMIN. MATTERS SO THAT WE

491KNOW NOTIFICATION DURING ADMIN. MATTERS SO THAT WE KNOW ESPECIALLY SINCE WE'RE IN MATTERS SO THAT WE KNOW ESPECIALLY SINCE WE'RE IN MATTERS SO THAT WE KNOW ESPECIALLY SINCE WE'RE IN DISTRICTS TO TELL OUR ESPECIALLY SINCE WE'RE IN DISTRICTS TO TELL OUR ESPECIALLY SINCE WE'RE IN DISTRICTS TO TELL OUR DISTRICT'S WE ALL HAVE SOCIAL DISTRICTS TO TELL OUR DISTRICT'S WE ALL HAVE SOCIAL DISTRICTS TO TELL OUR DISTRICT'S WE ALL HAVE SOCIAL MEDIA AS MOST OF US SO WE CAN DISTRICT'S WE ALL HAVE SOCIAL MEDIA AS MOST OF US SO WE CAN DISTRICT'S WE ALL HAVE SOCIAL MEDIA AS MOST OF US SO WE CAN PUT THAT OUT FOR OUR DISTRICTS MEDIA AS MOST OF US SO WE CAN PUT THAT OUT FOR OUR DISTRICTS MEDIA AS MOST OF US SO WE CAN PUT THAT OUT FOR

492OUR DISTRICTS TO TRY TO APPLY AND IF THEY'RE PUT THAT OUT FOR OUR DISTRICTS TO TRY TO APPLY AND IF THEY'RE PUT THAT OUT FOR OUR DISTRICTS TO TRY TO APPLY AND IF THEY'RE INTERESTED. TO TRY TO APPLY AND IF THEY'RE INTERESTED. TO TRY TO APPLY AND IF THEY'RE INTERESTED. SO THANK YOU. INTERESTED. SO THANK YOU. INTERESTED. SO THANK YOU. THAT BRINGS US TO SALARY SO THANK YOU. THAT BRINGS US TO SALARY SO THANK YOU. THAT BRINGS US TO SALARY RESOLUTION REGARDING FISCAL THAT BRINGS US TO SALARY RESOLUTION REGARDING FISCAL THAT BRINGS US TO SALARY RESOLUTION REGARDING FISCAL YEAR TWENTY FIVE TWENTY SIX AND RESOLUTION REGARDING FISCAL YEAR TWENTY FIVE TWENTY SIX AND RESOLUTION REGARDING FISCAL YEAR TWENTY FIVE TWENTY SIX AND WE WELCOME CRYSTAL PATE, CHIEF YEAR TWENTY FIVE TWENTY SIX AND WE WELCOME

493CRYSTAL PATE, CHIEF YEAR TWENTY FIVE TWENTY SIX AND WE WELCOME CRYSTAL PATE, CHIEF FINANCIAL OFFICER SO GOOD WE WELCOME CRYSTAL PATE, CHIEF FINANCIAL OFFICER SO GOOD WE WELCOME CRYSTAL PATE, CHIEF FINANCIAL OFFICER SO GOOD EVENING JERRY BROWN, VICE FINANCIAL OFFICER SO GOOD EVENING JERRY BROWN, VICE FINANCIAL OFFICER SO GOOD EVENING JERRY BROWN, VICE CHAIRMAN. EVENING JERRY BROWN, VICE CHAIRMAN. EVENING JERRY BROWN, VICE CHAIRMAN. WE SCHOOL MEMBERS ROBERTSON THE CHAIRMAN. WE SCHOOL MEMBERS ROBERTSON THE CHAIRMAN. WE SCHOOL MEMBERS ROBERTSON THE ,THE SALARY RESOLUTION AND WE SCHOOL MEMBERS ROBERTSON THE ,THE SALARY RESOLUTION AND WE SCHOOL MEMBERS ROBERTSON THE ,THE SALARY RESOLUTION AND CORRESPONDING ATTACHMENT ,THE SALARY RESOLUTION AND CORRESPONDING ATTACHMENT ,THE SALARY RESOLUTION AND CORRESPONDING ATTACHMENT SERVICE THE FOUNDATIONAL CORRESPONDING ATTACHMENT SERVICE THE FOUNDATIONAL CORRESPONDING ATTACHMENT SERVICE THE FOUNDATIONAL DOCUMENTS FOR IDENTIFYING SERVICE THE FOUNDATIONAL DOCUMENTS

494FOR IDENTIFYING SERVICE THE FOUNDATIONAL DOCUMENTS FOR IDENTIFYING POSITION CLASSIFICATION WITHIN DOCUMENTS FOR IDENTIFYING POSITION CLASSIFICATION WITHIN DOCUMENTS FOR IDENTIFYING POSITION CLASSIFICATION WITHIN VIRGINIA BEACH CITY PUBLIC POSITION CLASSIFICATION WITHIN VIRGINIA BEACH CITY PUBLIC POSITION CLASSIFICATION WITHIN VIRGINIA BEACH CITY PUBLIC SCHOOLS, HUMAN RESOURCES IS VIRGINIA BEACH CITY PUBLIC SCHOOLS, HUMAN RESOURCES IS VIRGINIA BEACH CITY PUBLIC SCHOOLS, HUMAN RESOURCES IS RESPONSIBLE FOR PREPARING THESE SCHOOLS, HUMAN RESOURCES IS RESPONSIBLE FOR PREPARING THESE SCHOOLS, HUMAN RESOURCES IS RESPONSIBLE FOR PREPARING THESE ATTACHMENTS WHICH DEFINE RESPONSIBLE FOR PREPARING THESE ATTACHMENTS WHICH DEFINE RESPONSIBLE FOR PREPARING THESE ATTACHMENTS WHICH DEFINE COMPENSATION STRUCTURES, ATTACHMENTS WHICH DEFINE COMPENSATION STRUCTURES, ATTACHMENTS WHICH DEFINE COMPENSATION STRUCTURES, ALLOWANCES, SUPPLEMENTS AND COMPENSATION STRUCTURES, ALLOWANCES, SUPPLEMENTS AND COMPENSATION STRUCTURES, ALLOWANCES, SUPPLEMENTS AND STUDENT ACTIVITY RATES FOR THE ALLOWANCES, SUPPLEMENTS AND STUDENT ACTIVITY RATES FOR THE ALLOWANCES, SUPPLEMENTS AND STUDENT

495ACTIVITY RATES FOR THE DIVISION FOR THE UPCOMING STUDENT ACTIVITY RATES FOR THE DIVISION FOR THE UPCOMING STUDENT ACTIVITY RATES FOR THE DIVISION FOR THE UPCOMING FISCAL YEAR THE RESOLUTION DIVISION FOR THE UPCOMING FISCAL YEAR THE RESOLUTION DIVISION FOR THE UPCOMING FISCAL YEAR THE RESOLUTION GRANTS THE ADMINISTRATION THE FISCAL YEAR THE RESOLUTION GRANTS THE ADMINISTRATION THE FISCAL YEAR THE RESOLUTION GRANTS THE ADMINISTRATION THE AUTHORITY TO IMPLEMENT SALARY GRANTS THE ADMINISTRATION THE AUTHORITY TO IMPLEMENT SALARY GRANTS THE ADMINISTRATION THE AUTHORITY TO IMPLEMENT SALARY SCHEDULES AND SUPPORTING AUTHORITY TO IMPLEMENT SALARY SCHEDULES AND SUPPORTING AUTHORITY TO IMPLEMENT SALARY SCHEDULES AND SUPPORTING DOCUMENTS THIS EVENING WE'RE SCHEDULES AND SUPPORTING DOCUMENTS THIS EVENING WE'RE SCHEDULES AND SUPPORTING DOCUMENTS THIS EVENING WE'RE PRESENTING TWO SALARY DOCUMENTS THIS EVENING WE'RE PRESENTING TWO SALARY DOCUMENTS THIS EVENING WE'RE PRESENTING TWO SALARY RESOLUTIONS FOR

496CONSIDERATION PRESENTING TWO SALARY RESOLUTIONS FOR CONSIDERATION PRESENTING TWO SALARY RESOLUTIONS FOR CONSIDERATION THE FIRST SALARY RESOLUTION RESOLUTIONS FOR CONSIDERATION THE FIRST SALARY RESOLUTION RESOLUTIONS FOR CONSIDERATION THE FIRST SALARY RESOLUTION REFLECTS THE COMPENSATION THE FIRST SALARY RESOLUTION REFLECTS THE COMPENSATION THE FIRST SALARY RESOLUTION REFLECTS THE COMPENSATION FUNDING APPROVED IN THE REFLECTS THE COMPENSATION FUNDING APPROVED IN THE REFLECTS THE COMPENSATION FUNDING APPROVED IN THE SUPERINTENDENT'S ASSESSMENT FUNDING APPROVED IN THE SUPERINTENDENT'S ASSESSMENT FUNDING APPROVED IN THE SUPERINTENDENT'S ASSESSMENT OF NEEDS ASSOCIATION WHICH WAS SUPERINTENDENT'S ASSESSMENT OF NEEDS ASSOCIATION WHICH WAS SUPERINTENDENT'S ASSESSMENT OF NEEDS ASSOCIATION WHICH WAS APPROVED BY BOTH THE SCHOOL OF NEEDS ASSOCIATION WHICH WAS APPROVED BY BOTH THE SCHOOL OF NEEDS ASSOCIATION WHICH WAS APPROVED BY BOTH THE SCHOOL BOARD AND CITY COUNCIL UNDER APPROVED BY BOTH THE SCHOOL BOARD AND CITY COUNCIL UNDER APPROVED

497BY BOTH THE SCHOOL BOARD AND CITY COUNCIL UNDER THIS SCENARIO, THE BOARD AND CITY COUNCIL UNDER THIS SCENARIO, THE BOARD AND CITY COUNCIL UNDER THIS SCENARIO, THE INSTRUCTIONAL PAY SCALE THIS SCENARIO, THE INSTRUCTIONAL PAY SCALE THIS SCENARIO, THE INSTRUCTIONAL PAY SCALE PROVIDES A TWO PERCENT INCREASE INSTRUCTIONAL PAY SCALE PROVIDES A TWO PERCENT INCREASE INSTRUCTIONAL PAY SCALE PROVIDES A TWO PERCENT INCREASE IN THE ENTRY LEVEL PAY WITH A PROVIDES A TWO PERCENT INCREASE IN THE ENTRY LEVEL PAY WITH A PROVIDES A TWO PERCENT INCREASE IN THE ENTRY LEVEL PAY WITH A ONE POINT FIVE PERCENT STAFF IN THE ENTRY LEVEL PAY WITH A ONE POINT FIVE PERCENT STAFF IN THE ENTRY LEVEL PAY WITH A ONE POINT FIVE PERCENT STAFF INCREASE THE UNIFIED PAY SCALE ONE POINT FIVE PERCENT STAFF INCREASE THE UNIFIED PAY SCALE ONE

498POINT FIVE PERCENT STAFF INCREASE THE UNIFIED PAY SCALE INCLUDES A THREE PERCENT INCREASE THE UNIFIED PAY SCALE INCLUDES A THREE PERCENT INCREASE THE UNIFIED PAY SCALE INCLUDES A THREE PERCENT INCREASE IN THE ENTRY LEVEL PAY INCLUDES A THREE PERCENT INCREASE IN THE ENTRY LEVEL PAY INCLUDES A THREE PERCENT INCREASE IN THE ENTRY LEVEL PAY WITH A ONE PERCENT STEP INCREASE IN THE ENTRY LEVEL PAY WITH A ONE PERCENT STEP INCREASE IN THE ENTRY LEVEL PAY WITH A ONE PERCENT STEP INCREASE FOR EMPLOYEES WITH WITH A ONE PERCENT STEP INCREASE FOR EMPLOYEES WITH WITH A ONE PERCENT STEP INCREASE FOR EMPLOYEES WITH ZERO TO FOURTEEN YEARS SERVICE INCREASE FOR EMPLOYEES WITH ZERO TO FOURTEEN YEARS SERVICE INCREASE FOR EMPLOYEES WITH ZERO TO FOURTEEN YEARS SERVICE AND AT ONE POINT FIVE PERCENT ZERO TO FOURTEEN YEARS SERVICE

499AND AT ONE POINT FIVE PERCENT ZERO TO FOURTEEN YEARS SERVICE AND AT ONE POINT FIVE PERCENT STEP INCREASE FOR EMPLOYEES 15 AND AT ONE POINT FIVE PERCENT STEP INCREASE FOR EMPLOYEES 15 AND AT ONE POINT FIVE PERCENT STEP INCREASE FOR EMPLOYEES 15 FIFTEEN PLUS YEARS OF SERVICE STEP INCREASE FOR EMPLOYEES 15 FIFTEEN PLUS YEARS OF SERVICE STEP INCREASE FOR EMPLOYEES 15 FIFTEEN PLUS YEARS OF SERVICE THE SECOND SALARY RESOLUTION FIFTEEN PLUS YEARS OF SERVICE THE SECOND SALARY RESOLUTION FIFTEEN PLUS YEARS OF SERVICE THE SECOND SALARY RESOLUTION REPRESENTS THE ADMINISTRATION'S THE SECOND SALARY RESOLUTION REPRESENTS THE ADMINISTRATION'S THE SECOND SALARY RESOLUTION REPRESENTS THE ADMINISTRATION'S UPDATED RECOMMENDATION AND REPRESENTS THE ADMINISTRATION'S UPDATED RECOMMENDATION AND REPRESENTS THE ADMINISTRATION'S UPDATED RECOMMENDATION AND PRESENTED TO THE BOARD ON MAY UPDATED RECOMMENDATION AND PRESENTED TO THE BOARD ON MAY UPDATED RECOMMENDATION

500AND PRESENTED TO THE BOARD ON MAY 13TH FOLLOWING THE ANNOUNCEMENT PRESENTED TO THE BOARD ON MAY 13TH FOLLOWING THE ANNOUNCEMENT PRESENTED TO THE BOARD ON MAY 13TH FOLLOWING THE ANNOUNCEMENT OF ADDITIONAL STATE FUNDING. 13TH FOLLOWING THE ANNOUNCEMENT OF ADDITIONAL STATE FUNDING. 13TH FOLLOWING THE ANNOUNCEMENT OF ADDITIONAL STATE FUNDING. THIS REVISED PROPOSAL MODIFIES OF ADDITIONAL STATE FUNDING. THIS REVISED PROPOSAL MODIFIES OF ADDITIONAL STATE FUNDING. THIS REVISED PROPOSAL MODIFIES THE INSTRUCTIONAL PAY SCALE TO THIS REVISED PROPOSAL MODIFIES THE INSTRUCTIONAL PAY SCALE TO THIS REVISED PROPOSAL MODIFIES THE INSTRUCTIONAL PAY SCALE TO INCREASE THE ENTRY LEVEL SALARY THE INSTRUCTIONAL PAY SCALE TO INCREASE THE ENTRY LEVEL SALARY THE INSTRUCTIONAL PAY SCALE TO INCREASE THE ENTRY LEVEL SALARY BY THREE PERCENT UP FROM THE INCREASE THE ENTRY LEVEL SALARY BY THREE PERCENT UP FROM THE INCREASE THE ENTRY LEVEL

501SALARY BY THREE PERCENT UP FROM THE ORIGINAL TO PERCENT PAIRED WITH BY THREE PERCENT UP FROM THE ORIGINAL TO PERCENT PAIRED WITH BY THREE PERCENT UP FROM THE ORIGINAL TO PERCENT PAIRED WITH A ONE POINT FIVE PERCENT STEP ORIGINAL TO PERCENT PAIRED WITH A ONE POINT FIVE PERCENT STEP ORIGINAL TO PERCENT PAIRED WITH A ONE POINT FIVE PERCENT STEP INCREASE FOR A TOTAL OF A FOUR A ONE POINT FIVE PERCENT STEP INCREASE FOR A TOTAL OF A FOUR A ONE POINT FIVE PERCENT STEP INCREASE FOR A TOTAL OF A FOUR POINT FIVE PERCENT INCREASE INCREASE FOR A TOTAL OF A FOUR POINT FIVE PERCENT INCREASE INCREASE FOR A TOTAL OF A FOUR POINT FIVE PERCENT INCREASE ALIGNING THE INSTRUCTIONAL PAY POINT FIVE PERCENT INCREASE ALIGNING THE INSTRUCTIONAL PAY POINT FIVE PERCENT INCREASE ALIGNING THE INSTRUCTIONAL

502PAY SCALE WITH THE UNIFIED PAY ALIGNING THE INSTRUCTIONAL PAY SCALE WITH THE UNIFIED PAY ALIGNING THE INSTRUCTIONAL PAY SCALE WITH THE UNIFIED PAY SCALE APPROVED IN THE SECOND SCALE WITH THE UNIFIED PAY SCALE APPROVED IN THE SECOND SCALE WITH THE UNIFIED PAY SCALE APPROVED IN THE SECOND THERE ARE NO CHANGES PROPOSED SCALE APPROVED IN THE SECOND THERE ARE NO CHANGES PROPOSED SCALE APPROVED IN THE SECOND THERE ARE NO CHANGES PROPOSED TO THE UNIFIED PAY SCALE BEYOND THERE ARE NO CHANGES PROPOSED TO THE UNIFIED PAY SCALE BEYOND THERE ARE NO CHANGES PROPOSED TO THE UNIFIED PAY SCALE BEYOND WHAT WAS PREVIOUSLY APPROVED TO THE UNIFIED PAY SCALE BEYOND WHAT WAS PREVIOUSLY APPROVED TO THE UNIFIED PAY SCALE BEYOND WHAT WAS PREVIOUSLY APPROVED BOTH RESOLUTIONS ARE PROVIDED WHAT WAS PREVIOUSLY APPROVED BOTH RESOLUTIONS ARE PROVIDED WHAT WAS

503PREVIOUSLY APPROVED BOTH RESOLUTIONS ARE PROVIDED FOR INFORMATIONAL PURPOSES THIS BOTH RESOLUTIONS ARE PROVIDED FOR INFORMATIONAL PURPOSES THIS BOTH RESOLUTIONS ARE PROVIDED FOR INFORMATIONAL PURPOSES THIS EVENING YOU ARE GOING TO BE FOR INFORMATIONAL PURPOSES THIS EVENING YOU ARE GOING TO BE FOR INFORMATIONAL PURPOSES THIS EVENING YOU ARE GOING TO BE ASKED TO FORMALLY APPROVE THE EVENING YOU ARE GOING TO BE ASKED TO FORMALLY APPROVE THE EVENING YOU ARE GOING TO BE ASKED TO FORMALLY APPROVE THE SECOND PROPOSED RESOLUTION ASKED TO FORMALLY APPROVE THE SECOND PROPOSED RESOLUTION ASKED TO FORMALLY APPROVE THE SECOND PROPOSED RESOLUTION DURING THE ACTION PORTION SECOND PROPOSED RESOLUTION DURING THE ACTION PORTION SECOND PROPOSED RESOLUTION DURING THE ACTION PORTION OF THE MEETING. DURING THE ACTION PORTION OF THE MEETING. DURING THE ACTION PORTION OF THE MEETING. THE EFFECTIVE DATE FOR THE OF THE

504MEETING. THE EFFECTIVE DATE FOR THE OF THE MEETING. THE EFFECTIVE DATE FOR THE APPROVE RESOLUTION WILL BE JULY THE EFFECTIVE DATE FOR THE APPROVE RESOLUTION WILL BE JULY THE EFFECTIVE DATE FOR THE APPROVE RESOLUTION WILL BE JULY 1ST. APPROVE RESOLUTION WILL BE JULY 1ST. APPROVE RESOLUTION WILL BE JULY 1ST. TWENTY TWENTY FIVE AND IS 1ST. TWENTY TWENTY FIVE AND IS 1ST. TWENTY TWENTY FIVE AND IS CONTINGENT UPON THE BOARD'S TWENTY TWENTY FIVE AND IS CONTINGENT UPON THE BOARD'S TWENTY TWENTY FIVE AND IS CONTINGENT UPON THE BOARD'S APPROVAL OF THE FISCAL YEAR CONTINGENT UPON THE BOARD'S APPROVAL OF THE FISCAL YEAR CONTINGENT UPON THE BOARD'S APPROVAL OF THE FISCAL YEAR TWENTY TWENTY FIVE TWENTY SIX APPROVAL OF THE FISCAL YEAR TWENTY TWENTY FIVE TWENTY SIX APPROVAL OF THE FISCAL YEAR TWENTY TWENTY FIVE TWENTY SIX OPERATING

505BUDGET ALSO SCHEDULED TWENTY TWENTY FIVE TWENTY SIX OPERATING BUDGET ALSO SCHEDULED TWENTY TWENTY FIVE TWENTY SIX OPERATING BUDGET ALSO SCHEDULED FOR ACTION THIS EVENING. OPERATING BUDGET ALSO SCHEDULED FOR ACTION THIS EVENING. OPERATING BUDGET ALSO SCHEDULED FOR ACTION THIS EVENING. ONCE APPROVED THE SALARY FOR ACTION THIS EVENING. ONCE APPROVED THE SALARY FOR ACTION THIS EVENING. ONCE APPROVED THE SALARY RESOLUTION AND IT'S ATTACHMENTS ONCE APPROVED THE SALARY RESOLUTION AND IT'S ATTACHMENTS ONCE APPROVED THE SALARY RESOLUTION AND IT'S ATTACHMENTS BECOME PUBLIC DOCUMENTS RESOLUTION AND IT'S ATTACHMENTS BECOME PUBLIC DOCUMENTS RESOLUTION AND IT'S ATTACHMENTS BECOME PUBLIC DOCUMENTS ACCESSIBLE TO BOTH EMPLOYEES BECOME PUBLIC DOCUMENTS ACCESSIBLE TO BOTH EMPLOYEES BECOME PUBLIC DOCUMENTS ACCESSIBLE TO BOTH EMPLOYEES AND THE COMMUNITY AND WE BE ACCESSIBLE TO BOTH EMPLOYEES AND THE COMMUNITY AND WE BE ACCESSIBLE TO BOTH EMPLOYEES AND THE COMMUNITY AND

506WE BE POSTED ON THE DIVISION'S AND THE COMMUNITY AND WE BE POSTED ON THE DIVISION'S AND THE COMMUNITY AND WE BE POSTED ON THE DIVISION'S WEBSITE FUNDING FOR THE FIRST POSTED ON THE DIVISION'S WEBSITE FUNDING FOR THE FIRST POSTED ON THE DIVISION'S WEBSITE FUNDING FOR THE FIRST RESOLUTION IS ALREADY WEBSITE FUNDING FOR THE FIRST RESOLUTION IS ALREADY WEBSITE FUNDING FOR THE FIRST RESOLUTION IS ALREADY INCORPORATED INTO THE APPROVED RESOLUTION IS ALREADY INCORPORATED INTO THE APPROVED RESOLUTION IS ALREADY INCORPORATED INTO THE APPROVED FISCAL YEAR TWENTY TWENTY FIVE INCORPORATED INTO THE APPROVED FISCAL YEAR TWENTY TWENTY FIVE INCORPORATED INTO THE APPROVED FISCAL YEAR TWENTY TWENTY FIVE TWENTY SIX SUPERINTENDENCE FISCAL YEAR TWENTY TWENTY FIVE TWENTY SIX SUPERINTENDENCE FISCAL YEAR TWENTY TWENTY FIVE TWENTY SIX SUPERINTENDENCE NEEDS ACROSS VARIOUS FUNDS AND TWENTY SIX SUPERINTENDENCE NEEDS ACROSS VARIOUS FUNDS

507AND TWENTY SIX SUPERINTENDENCE NEEDS ACROSS VARIOUS FUNDS AND COST CENTERS FUNDING FOR THE NEEDS ACROSS VARIOUS FUNDS AND COST CENTERS FUNDING FOR THE NEEDS ACROSS VARIOUS FUNDS AND COST CENTERS FUNDING FOR THE SECOND RESOLUTION IS ACCOUNTED COST CENTERS FUNDING FOR THE SECOND RESOLUTION IS ACCOUNTED COST CENTERS FUNDING FOR THE SECOND RESOLUTION IS ACCOUNTED FOR WITHIN THE PROPOSED FISCAL SECOND RESOLUTION IS ACCOUNTED FOR WITHIN THE PROPOSED FISCAL SECOND RESOLUTION IS ACCOUNTED FOR WITHIN THE PROPOSED FISCAL YEAR TWENTY TWENTY FIVE TWENTY FOR WITHIN THE PROPOSED FISCAL YEAR TWENTY TWENTY FIVE TWENTY FOR WITHIN THE PROPOSED FISCAL YEAR TWENTY TWENTY FIVE TWENTY SIX OPERATING BUDGET THAT YOU YEAR TWENTY TWENTY FIVE TWENTY SIX OPERATING BUDGET THAT YOU YEAR TWENTY TWENTY FIVE TWENTY SIX OPERATING BUDGET THAT YOU WILL BE VOTING ON LATER THIS SIX OPERATING BUDGET THAT YOU

508WILL BE VOTING ON LATER THIS SIX OPERATING BUDGET THAT YOU WILL BE VOTING ON LATER THIS EVENING. WILL BE VOTING ON LATER THIS EVENING. WILL BE VOTING ON LATER THIS EVENING. PLEASE NOTE THAT ONLY THE EVENING. PLEASE NOTE THAT ONLY THE EVENING. PLEASE NOTE THAT ONLY THE SCHOOL BOARD APPROVAL IS PLEASE NOTE THAT ONLY THE SCHOOL BOARD APPROVAL IS PLEASE NOTE THAT ONLY THE SCHOOL BOARD APPROVAL IS REQUIRED FOR THIS RESOLUTION. SCHOOL BOARD APPROVAL IS REQUIRED FOR THIS RESOLUTION. SCHOOL BOARD APPROVAL IS REQUIRED FOR THIS RESOLUTION. CITY COUNCIL APPROVAL IS NOT REQUIRED FOR THIS RESOLUTION. CITY COUNCIL APPROVAL IS NOT REQUIRED FOR THIS RESOLUTION. CITY COUNCIL APPROVAL IS NOT NEEDED SO THIS CONCLUDES THE CITY COUNCIL APPROVAL IS NOT NEEDED SO THIS CONCLUDES THE CITY COUNCIL APPROVAL IS NOT NEEDED SO THIS CONCLUDES THE PRESENTATION

509BE HAPPY TO NEEDED SO THIS CONCLUDES THE PRESENTATION BE HAPPY TO NEEDED SO THIS CONCLUDES THE PRESENTATION BE HAPPY TO ADDRESS ANY ADDRESS ANY PRESENTATION BE HAPPY TO ADDRESS ANY ADDRESS ANY PRESENTATION BE HAPPY TO ADDRESS ANY ADDRESS ANY QUESTIONS YOU MAY HAVE AND ADDRESS ANY ADDRESS ANY QUESTIONS YOU MAY HAVE AND ADDRESS ANY ADDRESS ANY QUESTIONS YOU MAY HAVE AND BEFORE I OPEN IT UP SO LIKE SHE QUESTIONS YOU MAY HAVE AND BEFORE I OPEN IT UP SO LIKE SHE QUESTIONS YOU MAY HAVE AND BEFORE I OPEN IT UP SO LIKE SHE SAID THERE'S TWO SO IF AT THE BEFORE I OPEN IT UP SO LIKE SHE SAID THERE'S TWO SO IF AT THE BEFORE I OPEN IT UP SO LIKE SHE SAID THERE'S TWO SO IF AT THE END OF THIS WE COULD

510FIGURE OUT SAID THERE'S TWO SO IF AT THE END OF THIS WE COULD FIGURE OUT SAID THERE'S TWO SO IF AT THE END OF THIS WE COULD FIGURE OUT WHICH ONE WE'RE GOING TO READ END OF THIS WE COULD FIGURE OUT WHICH ONE WE'RE GOING TO READ END OF THIS WE COULD FIGURE OUT WHICH ONE WE'RE GOING TO READ AND VOTE ON, THAT WOULD BE WHICH ONE WE'RE GOING TO READ AND VOTE ON, THAT WOULD BE WHICH ONE WE'RE GOING TO READ AND VOTE ON, THAT WOULD BE GREAT. AND VOTE ON, THAT WOULD BE GREAT. AND VOTE ON, THAT WOULD BE GREAT. MR. CULPEPPER I THINK YOU SAID GREAT. MR. CULPEPPER I THINK YOU SAID GREAT. MR. CULPEPPER I THINK YOU SAID IT BEST TO MAKE SURE THAT I WAS MR. CULPEPPER I THINK YOU

511SAID IT BEST TO MAKE SURE THAT I WAS MR. CULPEPPER I THINK YOU SAID IT BEST TO MAKE SURE THAT I WAS TRACKING YOU SO VIA THE IT BEST TO MAKE SURE THAT I WAS TRACKING YOU SO VIA THE IT BEST TO MAKE SURE THAT I WAS TRACKING YOU SO VIA THE BRIEFING WITH THE PREVIOUS TRACKING YOU SO VIA THE BRIEFING WITH THE PREVIOUS TRACKING YOU SO VIA THE BRIEFING WITH THE PREVIOUS MEETING YOU KNOW, WE WORKED WE BRIEFING WITH THE PREVIOUS MEETING YOU KNOW, WE WORKED WE BRIEFING WITH THE PREVIOUS MEETING YOU KNOW, WE WORKED WE RAN THROUGH THE FUNDS AVAILABLE MEETING YOU KNOW, WE WORKED WE RAN THROUGH THE FUNDS AVAILABLE MEETING YOU KNOW, WE WORKED WE RAN THROUGH THE FUNDS AVAILABLE WHICH WAS ROUGHLY 13 AND A HALF RAN THROUGH THE FUNDS

512AVAILABLE WHICH WAS ROUGHLY 13 AND A HALF RAN THROUGH THE FUNDS AVAILABLE WHICH WAS ROUGHLY 13 AND A HALF MILLION THE THE INCREASE IN WHICH WAS ROUGHLY 13 AND A HALF MILLION THE THE INCREASE IN WHICH WAS ROUGHLY 13 AND A HALF MILLION THE THE INCREASE IN THERE WAS TWO THREE FOUR FIVE MILLION THE THE INCREASE IN THERE WAS TWO THREE FOUR FIVE MILLION THE THE INCREASE IN THERE WAS TWO THREE FOUR FIVE ONE POINT FIVE ONE HALF OF ONE THERE WAS TWO THREE FOUR FIVE ONE POINT FIVE ONE HALF OF ONE THERE WAS TWO THREE FOUR FIVE ONE POINT FIVE ONE HALF OF ONE PERCENT INCREASE KNOW THE ONE ONE POINT FIVE ONE HALF OF ONE PERCENT INCREASE KNOW THE ONE ONE POINT FIVE ONE HALF OF ONE PERCENT INCREASE KNOW THE ONE THAT

513WE RAN THROUGH ON MAY 13TH PERCENT INCREASE KNOW THE ONE THAT WE RAN THROUGH ON MAY 13TH PERCENT INCREASE KNOW THE ONE THAT WE RAN THROUGH ON MAY 13TH WAS GOING TO BE ON THE THAT WE RAN THROUGH ON MAY 13TH WAS GOING TO BE ON THE THAT WE RAN THROUGH ON MAY 13TH WAS GOING TO BE ON THE INSTRUCTIONAL PAY SCALE THE WAS GOING TO BE ON THE INSTRUCTIONAL PAY SCALE THE WAS GOING TO BE ON THE INSTRUCTIONAL PAY SCALE THE THREE PERCENT PLUS THE ONE INSTRUCTIONAL PAY SCALE THE THREE PERCENT PLUS THE ONE INSTRUCTIONAL PAY SCALE THE THREE PERCENT PLUS THE ONE POINT FIVE PERCENT SET YEAH. THREE PERCENT PLUS THE ONE POINT FIVE PERCENT SET YEAH. THREE PERCENT PLUS THE ONE POINT FIVE PERCENT SET YEAH. FOUR POINT FIVE THAT'S OPTION POINT

514FIVE PERCENT SET YEAH. FOUR POINT FIVE THAT'S OPTION POINT FIVE PERCENT SET YEAH. FOUR POINT FIVE THAT'S OPTION TO HEAR CORRECT YES AND THAT'S FOUR POINT FIVE THAT'S OPTION TO HEAR CORRECT YES AND THAT'S FOUR POINT FIVE THAT'S OPTION TO HEAR CORRECT YES AND THAT'S . TO HEAR CORRECT YES AND THAT'S . TO HEAR CORRECT YES AND THAT'S . AND THAT'S WHAT'S ALREADY . AND THAT'S WHAT'S ALREADY . AND THAT'S WHAT'S ALREADY INCORPORATED INTO KNOW WHAT'S AND THAT'S WHAT'S ALREADY INCORPORATED INTO KNOW WHAT'S AND THAT'S WHAT'S ALREADY INCORPORATED INTO KNOW WHAT'S NO. INCORPORATED INTO KNOW WHAT'S NO. INCORPORATED INTO KNOW WHAT'S NO. LET'S INCORPORATE IN THE NO. LET'S INCORPORATE IN THE NO. LET'S INCORPORATE IN THE SUPERINTENDS NEED IS FOR THE LET'S INCORPORATE IN THE SUPERINTENDS NEED IS FOR THE LET'S INCORPORATE IN THE SUPERINTENDS

515NEED IS FOR THE INSTRUCTIONAL PESCO IT'S JUST SUPERINTENDS NEED IS FOR THE INSTRUCTIONAL PESCO IT'S JUST SUPERINTENDS NEED IS FOR THE INSTRUCTIONAL PESCO IT'S JUST THE IT'S JUST THE TWO PERCENT INSTRUCTIONAL PESCO IT'S JUST THE IT'S JUST THE TWO PERCENT INSTRUCTIONAL PESCO IT'S JUST THE IT'S JUST THE TWO PERCENT FOR THE ENTRY LEVEL AND THEN THE IT'S JUST THE TWO PERCENT FOR THE ENTRY LEVEL AND THEN THE IT'S JUST THE TWO PERCENT FOR THE ENTRY LEVEL AND THEN THE ONE AND A HALF PERCENT FOR THE ENTRY LEVEL AND THEN THE ONE AND A HALF PERCENT FOR THE ENTRY LEVEL AND THEN THE ONE AND A HALF PERCENT WHAT'S IN PROPOSE WHICH WILL THE ONE AND A HALF PERCENT WHAT'S IN PROPOSE WHICH WILL THE ONE AND A HALF PERCENT WHAT'S IN PROPOSE WHICH WILL VOTE

516ON PRIOR TO THE SALARY WHAT'S IN PROPOSE WHICH WILL VOTE ON PRIOR TO THE SALARY WHAT'S IN PROPOSE WHICH WILL VOTE ON PRIOR TO THE SALARY RESOLUTION THIS EVENING WOULD VOTE ON PRIOR TO THE SALARY RESOLUTION THIS EVENING WOULD VOTE ON PRIOR TO THE SALARY RESOLUTION THIS EVENING WOULD BE THE SECOND OPTION WHICH IS RESOLUTION THIS EVENING WOULD BE THE SECOND OPTION WHICH IS RESOLUTION THIS EVENING WOULD BE THE SECOND OPTION WHICH IS THE ONE YOU JUST MENTIONED. BE THE SECOND OPTION WHICH IS THE ONE YOU JUST MENTIONED. BE THE SECOND OPTION WHICH IS THE ONE YOU JUST MENTIONED. THAT'S WHAT OK SO MAYBE, SO THE ONE YOU JUST MENTIONED. THAT'S WHAT OK SO MAYBE, SO THE ONE YOU JUST MENTIONED. THAT'S WHAT OK SO MAYBE, SO MAYBE HAD NOD'S OPTION TWO IS THAT'S WHAT

517OK SO MAYBE, SO MAYBE HAD NOD'S OPTION TWO IS THAT'S WHAT OK SO MAYBE, SO MAYBE HAD NOD'S OPTION TWO IS THE ONE WITH THE INCREASED FROM MAYBE HAD NOD'S OPTION TWO IS THE ONE WITH THE INCREASED FROM MAYBE HAD NOD'S OPTION TWO IS THE ONE WITH THE INCREASED FROM THE STATE IS EVERYBODY OK WITH THE ONE WITH THE INCREASED FROM THE STATE IS EVERYBODY OK WITH THE ONE WITH THE INCREASED FROM THE STATE IS EVERYBODY OK WITH US VOTING ON OPTION TWO TONIGHT THE STATE IS EVERYBODY OK WITH US VOTING ON OPTION TWO TONIGHT THE STATE IS EVERYBODY OK WITH US VOTING ON OPTION TWO TONIGHT ONE TWO THREE FOUR FIVE FOUR, US VOTING ON OPTION TWO TONIGHT ONE TWO THREE FOUR FIVE FOUR, US VOTING ON OPTION TWO TONIGHT ONE TWO THREE FOUR

518FIVE FOUR, FIVE, SIX SEVEN EIGHT NINE OK ONE TWO THREE FOUR FIVE FOUR, FIVE, SIX SEVEN EIGHT NINE OK ONE TWO THREE FOUR FIVE FOUR, FIVE, SIX SEVEN EIGHT NINE OK ALL RIGHT SO WE WILL MOVE FIVE, SIX SEVEN EIGHT NINE OK ALL RIGHT SO WE WILL MOVE FIVE, SIX SEVEN EIGHT NINE OK ALL RIGHT SO WE WILL MOVE FORWARD WITH THE OPTION TO ON ALL RIGHT SO WE WILL MOVE FORWARD WITH THE OPTION TO ON ALL RIGHT SO WE WILL MOVE FORWARD WITH THE OPTION TO ON THE SALARY RESOLUTION. FORWARD WITH THE OPTION TO ON THE SALARY RESOLUTION. FORWARD WITH THE OPTION TO ON THE SALARY RESOLUTION. THANK YOU RIGHT WE ARE NOW ARE THE SALARY RESOLUTION. THANK YOU RIGHT WE ARE NOW ARE THE SALARY RESOLUTION. THANK YOU RIGHT WE ARE NOW ARE

519NOW ON THE CONSENT AGENDA WE THANK YOU RIGHT WE ARE NOW ARE NOW ON THE CONSENT AGENDA WE THANK YOU RIGHT WE ARE NOW ARE NOW ON THE CONSENT AGENDA WE HAVE A FEW SO BEAR WITH ME >> NOW ON THE CONSENT AGENDA WE HAVE A FEW SO BEAR WITH ME >> NOW ON THE CONSENT AGENDA WE HAVE A FEW SO BEAR WITH ME >> WITH THE POLICY REVIEW HAVE A FEW SO BEAR WITH ME >> WITH THE POLICY REVIEW HAVE A FEW SO BEAR WITH ME >> WITH THE POLICY REVIEW COMMITTEE RECOMMENDATIONS WITH THE POLICY REVIEW COMMITTEE RECOMMENDATIONS WITH THE POLICY REVIEW COMMITTEE RECOMMENDATIONS POLICY THREE DASH EIGHT SMALL COMMITTEE RECOMMENDATIONS POLICY THREE DASH EIGHT SMALL COMMITTEE RECOMMENDATIONS POLICY THREE DASH EIGHT SMALL WOMEN OWNED SERVICE DISABLED POLICY THREE DASH EIGHT SMALL WOMEN OWNED

520SERVICE DISABLED POLICY THREE DASH EIGHT SMALL WOMEN OWNED SERVICE DISABLED VETERANS AND MINORITY OWNED WOMEN OWNED SERVICE DISABLED VETERANS AND MINORITY OWNED WOMEN OWNED SERVICE DISABLED VETERANS AND MINORITY OWNED BUSINESS PARTICIPATION IN VETERANS AND MINORITY OWNED BUSINESS PARTICIPATION IN VETERANS AND MINORITY OWNED BUSINESS PARTICIPATION IN SCHOOL DIVISION GOVERNMENT'S BUSINESS PARTICIPATION IN SCHOOL DIVISION GOVERNMENT'S BUSINESS PARTICIPATION IN SCHOOL DIVISION GOVERNMENT'S POLICY THREE DASH THREE TWO SCHOOL DIVISION GOVERNMENT'S POLICY THREE DASH THREE TWO SCHOOL DIVISION GOVERNMENT'S POLICY THREE DASH THREE TWO EMERGENCY SMALL SOLE SOURCE POLICY THREE DASH THREE TWO EMERGENCY SMALL SOLE SOURCE POLICY THREE DASH THREE TWO EMERGENCY SMALL SOLE SOURCE PURCHASES POLICY FIVE DASH ONE EMERGENCY SMALL SOLE SOURCE PURCHASES POLICY FIVE DASH ONE EMERGENCY SMALL SOLE SOURCE PURCHASES POLICY FIVE DASH ONE ZERO ADMISSIONS REQUIREMENTS PURCHASES POLICY FIVE DASH ONE ZERO ADMISSIONS REQUIREMENTS

521PURCHASES POLICY FIVE DASH ONE ZERO ADMISSIONS REQUIREMENTS POLICY SIX SEVEN THREE TESTING ZERO ADMISSIONS REQUIREMENTS POLICY SIX SEVEN THREE TESTING ZERO ADMISSIONS REQUIREMENTS POLICY SIX SEVEN THREE TESTING AND ASSESSMENT B COLLEGE PARK POLICY SIX SEVEN THREE TESTING AND ASSESSMENT B COLLEGE PARK POLICY SIX SEVEN THREE TESTING AND ASSESSMENT B COLLEGE PARK ELEMENTARY SCHOOL ARE T.U. AND ASSESSMENT B COLLEGE PARK ELEMENTARY SCHOOL ARE T.U. AND ASSESSMENT B COLLEGE PARK ELEMENTARY SCHOOL ARE T.U. REPAIRS C BAYSIDE MIDDLE SCHOOL ELEMENTARY SCHOOL ARE T.U. REPAIRS C BAYSIDE MIDDLE SCHOOL ELEMENTARY SCHOOL ARE T.U. REPAIRS C BAYSIDE MIDDLE SCHOOL FOUNDATION REPAIR PHASE TWO REPAIRS C BAYSIDE MIDDLE SCHOOL FOUNDATION REPAIR PHASE TWO REPAIRS C BAYSIDE MIDDLE SCHOOL FOUNDATION REPAIR PHASE TWO DEEP CONCERN MIDDLE SCHOOL FOUNDATION REPAIR PHASE TWO DEEP CONCERN MIDDLE SCHOOL FOUNDATION REPAIR PHASE TWO DEEP CONCERN MIDDLE

522SCHOOL FOUNDATION REPAIR PHASE ONE E DEEP CONCERN MIDDLE SCHOOL FOUNDATION REPAIR PHASE ONE E DEEP CONCERN MIDDLE SCHOOL FOUNDATION REPAIR PHASE ONE E SALEM HIGH SCHOOL H VAC FOUNDATION REPAIR PHASE ONE E SALEM HIGH SCHOOL H VAC FOUNDATION REPAIR PHASE ONE E SALEM HIGH SCHOOL H VAC REPLACEMENT F DIVISION LITERACY SALEM HIGH SCHOOL H VAC REPLACEMENT F DIVISION LITERACY SALEM HIGH SCHOOL H VAC REPLACEMENT F DIVISION LITERACY PLAN AND G FEDERAL GRANT REPLACEMENT F DIVISION LITERACY PLAN AND G FEDERAL GRANT REPLACEMENT F DIVISION LITERACY PLAN AND G FEDERAL GRANT APPLICATIONS ARE THERE ANY PLAN AND G FEDERAL GRANT APPLICATIONS ARE THERE ANY PLAN AND G FEDERAL GRANT APPLICATIONS ARE THERE ANY OBJECTIONS US VOTING AS THE APPLICATIONS ARE THERE ANY OBJECTIONS US VOTING AS THE APPLICATIONS ARE THERE ANY OBJECTIONS US VOTING AS THE CONSENT

523AGENDA AS PRESENTED OBJECTIONS US VOTING AS THE CONSENT AGENDA AS PRESENTED OBJECTIONS US VOTING AS THE CONSENT AGENDA AS PRESENTED SINGING AND I CALL FOR A MOTION CONSENT AGENDA AS PRESENTED SINGING AND I CALL FOR A MOTION CONSENT AGENDA AS PRESENTED SINGING AND I CALL FOR A MOTION TO APPROVE THE CONSENT AGENDA SINGING AND I CALL FOR A MOTION TO APPROVE THE CONSENT AGENDA SINGING AND I CALL FOR A MOTION TO APPROVE THE CONSENT AGENDA PRESENTED AT THE BOARD ISN'T TO APPROVE THE CONSENT AGENDA PRESENTED AT THE BOARD ISN'T TO APPROVE THE CONSENT AGENDA PRESENTED AT THE BOARD ISN'T WORKING RIGHT NOW DO WE WANT TO PRESENTED AT THE BOARD ISN'T WORKING RIGHT NOW DO WE WANT TO PRESENTED AT THE BOARD ISN'T WORKING RIGHT NOW DO WE WANT TO JUST TAKE A MOTION? WORKING

524RIGHT NOW DO WE WANT TO JUST TAKE A MOTION? WORKING RIGHT NOW DO WE WANT TO JUST TAKE A MOTION? OK DO HAVE MOTION MOVED BY MR. JUST TAKE A MOTION? OK DO HAVE MOTION MOVED BY MR. JUST TAKE A MOTION? OK DO HAVE MOTION MOVED BY MR. COLPEPER SECONDED BY MR. KELLEN OK DO HAVE MOTION MOVED BY MR. COLPEPER SECONDED BY MR. KELLEN OK DO HAVE MOTION MOVED BY MR. COLPEPER SECONDED BY MR. KELLEN AND I CALL FOR THE VOTES TO COLPEPER SECONDED BY MR. KELLEN AND I CALL FOR THE VOTES TO COLPEPER SECONDED BY MR. KELLEN AND I CALL FOR THE VOTES TO APPROVE THE CONSENT AGENDA AS AND I CALL FOR THE VOTES TO APPROVE THE CONSENT AGENDA AS AND I CALL FOR THE VOTES TO APPROVE THE CONSENT AGENDA AS PRESENTED

525ALL THOSE IN FAVOR APPROVE THE CONSENT AGENDA AS PRESENTED ALL THOSE IN FAVOR APPROVE THE CONSENT AGENDA AS PRESENTED ALL THOSE IN FAVOR PLEASE RAISE YOUR HAND SMELL PRESENTED ALL THOSE IN FAVOR PLEASE RAISE YOUR HAND SMELL PRESENTED ALL THOSE IN FAVOR PLEASE RAISE YOUR HAND SMELL LIKE HOW DO YOU VOTE ON THE PLEASE RAISE YOUR HAND SMELL LIKE HOW DO YOU VOTE ON THE PLEASE RAISE YOUR HAND SMELL LIKE HOW DO YOU VOTE ON THE CONSENT AGENDA NO. LIKE HOW DO YOU VOTE ON THE CONSENT AGENDA NO. LIKE HOW DO YOU VOTE ON THE CONSENT AGENDA NO. OK SO MADAM CHAIR WE HAVE 10 CONSENT AGENDA NO. OK SO MADAM CHAIR WE HAVE 10 CONSENT AGENDA NO. OK SO MADAM CHAIR WE HAVE 10 EYES AND ONE DAY SO THE MOTION OK SO MADAM

526CHAIR WE HAVE 10 EYES AND ONE DAY SO THE MOTION OK SO MADAM CHAIR WE HAVE 10 EYES AND ONE DAY SO THE MOTION DID PASS FOR THE INCENT AGENDA. EYES AND ONE DAY SO THE MOTION DID PASS FOR THE INCENT AGENDA. EYES AND ONE DAY SO THE MOTION DID PASS FOR THE INCENT AGENDA. THANK, THANK YOU. DID PASS FOR THE INCENT AGENDA. THANK, THANK YOU. DID PASS FOR THE INCENT AGENDA. THANK, THANK YOU. WE ARE ON ACTION 15 A NOW THANK, THANK YOU. WE ARE ON ACTION 15 A NOW THANK, THANK YOU. WE ARE ON ACTION 15 A NOW PERSONNEL REPORT AND A MINISTRY WE ARE ON ACTION 15 A NOW PERSONNEL REPORT AND A MINISTRY WE ARE ON ACTION 15 A NOW PERSONNEL REPORT AND A MINISTRY OF APPOINTMENTS I CALL FOR A

527PERSONNEL REPORT AND A MINISTRY OF APPOINTMENTS I CALL FOR A PERSONNEL REPORT AND A MINISTRY OF APPOINTMENTS I CALL FOR A MOTION TO APPROVE THE MAY OF APPOINTMENTS I CALL FOR A MOTION TO APPROVE THE MAY OF APPOINTMENTS I CALL FOR A MOTION TO APPROVE THE MAY TWENTY SEVENTH TWENTY TWENTY MOTION TO APPROVE THE MAY TWENTY SEVENTH TWENTY TWENTY MOTION TO APPROVE THE MAY TWENTY SEVENTH TWENTY TWENTY FIVE PERSONNEL A AND TWENTY SEVENTH TWENTY TWENTY FIVE PERSONNEL A AND TWENTY SEVENTH TWENTY TWENTY FIVE PERSONNEL A AND ADMINISTRATIVE APPOINTMENTS FIVE PERSONNEL A AND ADMINISTRATIVE APPOINTMENTS FIVE PERSONNEL A AND ADMINISTRATIVE APPOINTMENTS MOVED BY IS DWYER SECONDED BY ADMINISTRATIVE APPOINTMENTS MOVED BY IS DWYER SECONDED BY ADMINISTRATIVE APPOINTMENTS MOVED BY IS DWYER SECONDED BY MR. AND ANY DISCUSSION SEEING MOVED BY IS DWYER SECONDED BY MR. AND

528ANY DISCUSSION SEEING MOVED BY IS DWYER SECONDED BY MR. AND ANY DISCUSSION SEEING NINE I CALL FOR THE VOTE TO MR. AND ANY DISCUSSION SEEING NINE I CALL FOR THE VOTE TO MR. AND ANY DISCUSSION SEEING NINE I CALL FOR THE VOTE TO APPROVE THE MAY TWENTY SEVENTH NINE I CALL FOR THE VOTE TO APPROVE THE MAY TWENTY SEVENTH NINE I CALL FOR THE VOTE TO APPROVE THE MAY TWENTY SEVENTH ADMINISTRATIVE AND PERSONNEL APPROVE THE MAY TWENTY SEVENTH ADMINISTRATIVE AND PERSONNEL APPROVE THE MAY TWENTY SEVENTH ADMINISTRATIVE AND PERSONNEL APPOINTMENTS MR. CUMMINGS HAVE ADMINISTRATIVE AND PERSONNEL APPOINTMENTS MR. CUMMINGS HAVE ADMINISTRATIVE AND PERSONNEL APPOINTMENTS MR. CUMMINGS HAVE YOUR VOTE THANK YOU MADAM CHAIR APPOINTMENTS MR. CUMMINGS HAVE YOUR VOTE THANK YOU MADAM CHAIR APPOINTMENTS MR. CUMMINGS HAVE YOUR VOTE THANK YOU MADAM CHAIR WE HAVE 11

529I SAW THE MOTION DID YOUR VOTE THANK YOU MADAM CHAIR WE HAVE 11 I SAW THE MOTION DID YOUR VOTE THANK YOU MADAM CHAIR WE HAVE 11 I SAW THE MOTION DID PASS FOR THE APPROVAL OF THE WE HAVE 11 I SAW THE MOTION DID PASS FOR THE APPROVAL OF THE WE HAVE 11 I SAW THE MOTION DID PASS FOR THE APPROVAL OF THE PERSONNEL REPORT AND PASS FOR THE APPROVAL OF THE PERSONNEL REPORT AND PASS FOR THE APPROVAL OF THE PERSONNEL REPORT AND ADMINISTRATIVE APPOINTMENTS >>. PERSONNEL REPORT AND ADMINISTRATIVE APPOINTMENTS >>. PERSONNEL REPORT AND ADMINISTRATIVE APPOINTMENTS >>. THANK YOUR DOCTOR ROBERTSON DO ADMINISTRATIVE APPOINTMENTS >>. THANK YOUR DOCTOR ROBERTSON DO ADMINISTRATIVE APPOINTMENTS >>. THANK YOUR DOCTOR ROBERTSON DO YOU HAVE ANYTHING TO SHARE? THANK YOUR DOCTOR ROBERTSON DO YOU HAVE ANYTHING TO SHARE? THANK

530YOUR DOCTOR ROBERTSON DO YOU HAVE ANYTHING TO SHARE? YES THANK YOU. YOU HAVE ANYTHING TO SHARE? YES THANK YOU. YOU HAVE ANYTHING TO SHARE? YES THANK YOU. I DO HAVE QUITE A FEW TONIGHT YES THANK YOU. I DO HAVE QUITE A FEW TONIGHT YES THANK YOU. I DO HAVE QUITE A FEW TONIGHT WE'RE A LITTLE BUSY SO I AM I DO HAVE QUITE A FEW TONIGHT WE'RE A LITTLE BUSY SO I AM I DO HAVE QUITE A FEW TONIGHT WE'RE A LITTLE BUSY SO I AM PLEASED THAT YOU'VE ACCEPTED WE'RE A LITTLE BUSY SO I AM PLEASED THAT YOU'VE ACCEPTED WE'RE A LITTLE BUSY SO I AM PLEASED THAT YOU'VE ACCEPTED OUR RECOMMENDATION FOR A JAMES PLEASED THAT YOU'VE ACCEPTED OUR RECOMMENDATION FOR A JAMES PLEASED THAT YOU'VE ACCEPTED OUR RECOMMENDATION FOR A JAMES DOBB

531CURRENTLY ASSISTANT JUST OUR RECOMMENDATION FOR A JAMES DOBB CURRENTLY ASSISTANT JUST OUR RECOMMENDATION FOR A JAMES DOBB CURRENTLY ASSISTANT JUST IMPOSSIBLE JOB DIE SCHOOL TO BE DOBB CURRENTLY ASSISTANT JUST IMPOSSIBLE JOB DIE SCHOOL TO BE DOBB CURRENTLY ASSISTANT JUST IMPOSSIBLE JOB DIE SCHOOL TO BE THE NEXT PRINCIPAL AT LUXFORD IMPOSSIBLE JOB DIE SCHOOL TO BE THE NEXT PRINCIPAL AT LUXFORD IMPOSSIBLE JOB DIE SCHOOL TO BE THE NEXT PRINCIPAL AT LUXFORD ELEMENTARY SCHOOL. THE NEXT PRINCIPAL AT LUXFORD ELEMENTARY SCHOOL. THE NEXT PRINCIPAL AT LUXFORD ELEMENTARY SCHOOL. CONGRATULATIONS JAMES. ELEMENTARY SCHOOL. CONGRATULATIONS JAMES. ELEMENTARY SCHOOL. CONGRATULATIONS JAMES. NEXT PLEASE ACCEPT THAT OUR CONGRATULATIONS JAMES. NEXT PLEASE ACCEPT THAT OUR CONGRATULATIONS JAMES. NEXT PLEASE ACCEPT THAT OUR RECOMMENDATION ACCEPTED OUR NEXT PLEASE ACCEPT THAT OUR RECOMMENDATION ACCEPTED OUR NEXT PLEASE ACCEPT THAT OUR RECOMMENDATION ACCEPTED OUR RECOMMENDATION FOR

532SARAH MENDEZ RECOMMENDATION ACCEPTED OUR RECOMMENDATION FOR SARAH MENDEZ RECOMMENDATION ACCEPTED OUR RECOMMENDATION FOR SARAH MENDEZ CURRENTLY ASSISTANT PRINCIPAL RECOMMENDATION FOR SARAH MENDEZ CURRENTLY ASSISTANT PRINCIPAL RECOMMENDATION FOR SARAH MENDEZ CURRENTLY ASSISTANT PRINCIPAL COLLEGE PARK ELEMENTARY SCHOOL CURRENTLY ASSISTANT PRINCIPAL COLLEGE PARK ELEMENTARY SCHOOL CURRENTLY ASSISTANT PRINCIPAL COLLEGE PARK ELEMENTARY SCHOOL TO BE THE NEXT PRINCIPAL AT COLLEGE PARK ELEMENTARY SCHOOL TO BE THE NEXT PRINCIPAL AT COLLEGE PARK ELEMENTARY SCHOOL TO BE THE NEXT PRINCIPAL AT SHELTON PARK ELEMENTARY SCHOOL TO BE THE NEXT PRINCIPAL AT SHELTON PARK ELEMENTARY SCHOOL TO BE THE NEXT PRINCIPAL AT SHELTON PARK ELEMENTARY SCHOOL . SHELTON PARK ELEMENTARY SCHOOL . SHELTON PARK ELEMENTARY SCHOOL . NEXT UP WE'RE PLEASED IF YOU . NEXT UP WE'RE PLEASED IF YOU . NEXT UP WE'RE PLEASED IF YOU ACCEPT THAT OUR RECOMMENDATION NEXT UP WE'RE PLEASED

533IF YOU ACCEPT THAT OUR RECOMMENDATION NEXT UP WE'RE PLEASED IF YOU ACCEPT THAT OUR RECOMMENDATION FOR DR. LESLIE ITTNER CURRENTLY ACCEPT THAT OUR RECOMMENDATION FOR DR. LESLIE ITTNER CURRENTLY ACCEPT THAT OUR RECOMMENDATION FOR DR. LESLIE ITTNER CURRENTLY THE PRINCIPLE APPLIES IN MIDDLE FOR DR. LESLIE ITTNER CURRENTLY THE PRINCIPLE APPLIES IN MIDDLE FOR DR. LESLIE ITTNER CURRENTLY THE PRINCIPLE APPLIES IN MIDDLE SCHOOL TO BE THE NEXT PRINCIPAL THE PRINCIPLE APPLIES IN MIDDLE SCHOOL TO BE THE NEXT PRINCIPAL THE PRINCIPLE APPLIES IN MIDDLE SCHOOL TO BE THE NEXT PRINCIPAL AT OCEAN LAKES HIGH SCHOOL NEXT SCHOOL TO BE THE NEXT PRINCIPAL AT OCEAN LAKES HIGH SCHOOL NEXT SCHOOL TO BE THE NEXT PRINCIPAL AT OCEAN LAKES HIGH SCHOOL NEXT WE HAVE LEAH NELSON WE'RE AT OCEAN LAKES HIGH SCHOOL NEXT WE HAVE LEAH NELSON WE'RE AT OCEAN

534LAKES HIGH SCHOOL NEXT WE HAVE LEAH NELSON WE'RE PLEASED THAT PLEASED THAT WE HAVE LEAH NELSON WE'RE PLEASED THAT PLEASED THAT WE HAVE LEAH NELSON WE'RE PLEASED THAT PLEASED THAT YOU'VE ACCEPTED OUR PLEASED THAT PLEASED THAT YOU'VE ACCEPTED OUR PLEASED THAT PLEASED THAT YOU'VE ACCEPTED OUR RECOMMENDATION FOR LIBYA YOU'VE ACCEPTED OUR RECOMMENDATION FOR LIBYA YOU'VE ACCEPTED OUR RECOMMENDATION FOR LIBYA CURRENTLY AN ASSISTANT RECOMMENDATION FOR LIBYA CURRENTLY AN ASSISTANT RECOMMENDATION FOR LIBYA CURRENTLY AN ASSISTANT PRINCIPAL FRANK WILCOX HIGH CURRENTLY AN ASSISTANT PRINCIPAL FRANK WILCOX HIGH CURRENTLY AN ASSISTANT PRINCIPAL FRANK WILCOX HIGH SCHOOL TO BE NEXT PRINCIPAL AT PRINCIPAL FRANK WILCOX HIGH SCHOOL TO BE NEXT PRINCIPAL AT PRINCIPAL FRANK WILCOX HIGH SCHOOL TO BE NEXT PRINCIPAL AT KELAM HIGH SCHOOL WOULD SAY NO SCHOOL TO BE NEXT PRINCIPAL AT KELAM HIGH SCHOOL WOULD SAY NO

535SCHOOL TO BE NEXT PRINCIPAL AT KELAM HIGH SCHOOL WOULD SAY NO YOU SAYING NOW? KELAM HIGH SCHOOL WOULD SAY NO YOU SAYING NOW? KELAM HIGH SCHOOL WOULD SAY NO YOU SAYING NOW? LEAH CAN'T GO TO BOTH PLACES. YOU SAYING NOW? LEAH CAN'T GO TO BOTH PLACES. YOU SAYING NOW? LEAH CAN'T GO TO BOTH PLACES. WE'RE GOING TO COLLEGE. LEAH CAN'T GO TO BOTH PLACES. WE'RE GOING TO COLLEGE. LEAH CAN'T GO TO BOTH PLACES. WE'RE GOING TO COLLEGE. YEAH, NEXT UP WE WERE PLEASED WE'RE GOING TO COLLEGE. YEAH, NEXT UP WE WERE PLEASED WE'RE GOING TO COLLEGE. YEAH, NEXT UP WE WERE PLEASED THAT YOU'VE ACCEPTED OUR YEAH, NEXT UP WE WERE PLEASED THAT YOU'VE ACCEPTED OUR YEAH, NEXT UP WE WERE PLEASED THAT YOU'VE ACCEPTED OUR RECOMMENDATION TAMIKA SJ THAT YOU'VE ACCEPTED OUR RECOMMENDATION TAMIKA

536SJ THAT YOU'VE ACCEPTED OUR RECOMMENDATION TAMIKA SJ SECRETARY JOHNSON IS EVERYBODY RECOMMENDATION TAMIKA SJ SECRETARY JOHNSON IS EVERYBODY RECOMMENDATION TAMIKA SJ SECRETARY JOHNSON IS EVERYBODY CALLS ARE CURRENTLY THE SECRETARY JOHNSON IS EVERYBODY CALLS ARE CURRENTLY THE SECRETARY JOHNSON IS EVERYBODY CALLS ARE CURRENTLY THE CURRENTLY THE PRINCIPAL CALLS ARE CURRENTLY THE CURRENTLY THE PRINCIPAL CALLS ARE CURRENTLY THE CURRENTLY THE PRINCIPAL LARKSPUR MIDDLE SCHOOL TO BE CURRENTLY THE PRINCIPAL LARKSPUR MIDDLE SCHOOL TO BE CURRENTLY THE PRINCIPAL LARKSPUR MIDDLE SCHOOL TO BE NEXT WHAT AT KINGSVILLE HIGH LARKSPUR MIDDLE SCHOOL TO BE NEXT WHAT AT KINGSVILLE HIGH LARKSPUR MIDDLE SCHOOL TO BE NEXT WHAT AT KINGSVILLE HIGH SCHOOL THAT MAKES S.J GOING NEXT WHAT AT KINGSVILLE HIGH SCHOOL THAT MAKES S.J GOING NEXT WHAT AT KINGSVILLE HIGH SCHOOL THAT MAKES S.J GOING FROM ELEMENTARY LITTLE HIGH SCHOOL THAT

537MAKES S.J GOING FROM ELEMENTARY LITTLE HIGH SCHOOL THAT MAKES S.J GOING FROM ELEMENTARY LITTLE HIGH SCHOOL NEXT UP. FROM ELEMENTARY LITTLE HIGH SCHOOL NEXT UP. FROM ELEMENTARY LITTLE HIGH SCHOOL NEXT UP. I'M PLEASED THAT YOU'VE BROUGHT SCHOOL NEXT UP. I'M PLEASED THAT YOU'VE BROUGHT SCHOOL NEXT UP. I'M PLEASED THAT YOU'VE BROUGHT HOME ONE OF OUR OWN ANTHONY I'M PLEASED THAT YOU'VE BROUGHT HOME ONE OF OUR OWN ANTHONY I'M PLEASED THAT YOU'VE BROUGHT HOME ONE OF OUR OWN ANTHONY SMITH FORMAL FORMER GREEN RUN HOME ONE OF OUR OWN ANTHONY SMITH FORMAL FORMER GREEN RUN HOME ONE OF OUR OWN ANTHONY SMITH FORMAL FORMER GREEN RUN HIGH SCHOOL GRADUATE CURRENTLY SMITH FORMAL FORMER GREEN RUN HIGH SCHOOL GRADUATE CURRENTLY SMITH FORMAL FORMER GREEN RUN HIGH SCHOOL GRADUATE CURRENTLY AN ASSISTANT PRINCIPAL OSCAR HIGH SCHOOL GRADUATE CURRENTLY AN

538ASSISTANT PRINCIPAL OSCAR HIGH SCHOOL GRADUATE CURRENTLY AN ASSISTANT PRINCIPAL OSCAR SMITH HIGH SCHOOL HIGH SCHOOL AN ASSISTANT PRINCIPAL OSCAR SMITH HIGH SCHOOL HIGH SCHOOL AN ASSISTANT PRINCIPAL OSCAR SMITH HIGH SCHOOL HIGH SCHOOL TO BE THE NEXT DIRECTOR SMITH HIGH SCHOOL HIGH SCHOOL TO BE THE NEXT DIRECTOR SMITH HIGH SCHOOL HIGH SCHOOL TO BE THE NEXT DIRECTOR OF ALTERNATIVE EDUCATION AT TO BE THE NEXT DIRECTOR OF ALTERNATIVE EDUCATION AT TO BE THE NEXT DIRECTOR OF ALTERNATIVE EDUCATION AT RENAISSANCE ACADEMY NEXT WE OF ALTERNATIVE EDUCATION AT RENAISSANCE ACADEMY NEXT WE OF ALTERNATIVE EDUCATION AT RENAISSANCE ACADEMY NEXT WE HAVE TASHA WE'RE, CURRENTLY A RENAISSANCE ACADEMY NEXT WE HAVE TASHA WE'RE, CURRENTLY A RENAISSANCE ACADEMY NEXT WE HAVE TASHA WE'RE, CURRENTLY A COORDINATOR AND BUSINESS AND HAVE TASHA WE'RE, CURRENTLY A COORDINATOR AND BUSINESS AND HAVE TASHA WE'RE,

539CURRENTLY A COORDINATOR AND BUSINESS AND INFORMATION TECHNOLOGY AND COORDINATOR AND BUSINESS AND INFORMATION TECHNOLOGY AND COORDINATOR AND BUSINESS AND INFORMATION TECHNOLOGY AND DEPARTMENT OF TEACHING AND INFORMATION TECHNOLOGY AND DEPARTMENT OF TEACHING AND INFORMATION TECHNOLOGY AND DEPARTMENT OF TEACHING AND LEARNING TO BE NEXT DIRECTOR AT DEPARTMENT OF TEACHING AND LEARNING TO BE NEXT DIRECTOR AT DEPARTMENT OF TEACHING AND LEARNING TO BE NEXT DIRECTOR AT THE ADVANCED TECHNOLOGY CENTER LEARNING TO BE NEXT DIRECTOR AT THE ADVANCED TECHNOLOGY CENTER LEARNING TO BE NEXT DIRECTOR AT THE ADVANCED TECHNOLOGY CENTER AND LAST BUT NOT LEAST IS THE ADVANCED TECHNOLOGY CENTER AND LAST BUT NOT LEAST IS THE ADVANCED TECHNOLOGY CENTER AND LAST BUT NOT LEAST IS ALISON PSYCHIC CURRENTLY A AND LAST BUT NOT LEAST IS ALISON PSYCHIC CURRENTLY A AND LAST BUT NOT LEAST IS ALISON PSYCHIC CURRENTLY

540A SPECIAL EDUCATION PROGRAM ALISON PSYCHIC CURRENTLY A SPECIAL EDUCATION PROGRAM ALISON PSYCHIC CURRENTLY A SPECIAL EDUCATION PROGRAM SPECIALIST NORFOLK PUBLIC SPECIAL EDUCATION PROGRAM SPECIALIST NORFOLK PUBLIC SPECIAL EDUCATION PROGRAM SPECIALIST NORFOLK PUBLIC SCHOOLS YOU ACCEPT OUR SPECIALIST NORFOLK PUBLIC SCHOOLS YOU ACCEPT OUR SPECIALIST NORFOLK PUBLIC SCHOOLS YOU ACCEPT OUR RECOMMENDATION BE A COORDINATOR SCHOOLS YOU ACCEPT OUR RECOMMENDATION BE A COORDINATOR SCHOOLS YOU ACCEPT OUR RECOMMENDATION BE A COORDINATOR SPECIAL EDUCATION THE OFFICE RECOMMENDATION BE A COORDINATOR SPECIAL EDUCATION THE OFFICE RECOMMENDATION BE A COORDINATOR SPECIAL EDUCATION THE OFFICE OF PROGRAMS FOR EXCEPTIONAL SPECIAL EDUCATION THE OFFICE OF PROGRAMS FOR EXCEPTIONAL SPECIAL EDUCATION THE OFFICE OF PROGRAMS FOR EXCEPTIONAL CHILDREN. OF PROGRAMS FOR EXCEPTIONAL CHILDREN. OF PROGRAMS FOR EXCEPTIONAL CHILDREN. THANK YOU THAT >> CONCLUDES >> CHILDREN. THANK YOU THAT >> CONCLUDES >> CHILDREN. THANK YOU THAT >>

541CONCLUDES >> OUR RECOMMENDATIONS UNTIL NEXT THANK YOU THAT >> CONCLUDES >> OUR RECOMMENDATIONS UNTIL NEXT THANK YOU THAT >> CONCLUDES >> OUR RECOMMENDATIONS UNTIL NEXT WEEK. OUR RECOMMENDATIONS UNTIL NEXT WEEK. OUR RECOMMENDATIONS UNTIL NEXT WEEK. THANK YOU WE ARE NOW ON TO THE WEEK. THANK YOU WE ARE NOW ON TO THE WEEK. THANK YOU WE ARE NOW ON TO THE STRATEGIC FRAMEWORK. THANK YOU WE ARE NOW ON TO THE STRATEGIC FRAMEWORK. THANK YOU WE ARE NOW ON TO THE STRATEGIC FRAMEWORK. THERE ARE TWO VOTES NIGHT A STRATEGIC FRAMEWORK. THERE ARE TWO VOTES NIGHT A STRATEGIC FRAMEWORK. THERE ARE TWO VOTES NIGHT A CALL FOR A MOTION TO APPROVE THERE ARE TWO VOTES NIGHT A CALL FOR A MOTION TO APPROVE THERE ARE TWO VOTES NIGHT A CALL FOR A MOTION TO APPROVE THE COMPASS TWENTY

542TWENTY FIVE CALL FOR A MOTION TO APPROVE THE COMPASS TWENTY TWENTY FIVE CALL FOR A MOTION TO APPROVE THE COMPASS TWENTY TWENTY FIVE CHANGES AS PRESENTED MOVED BY THE COMPASS TWENTY TWENTY FIVE CHANGES AS PRESENTED MOVED BY THE COMPASS TWENTY TWENTY FIVE CHANGES AS PRESENTED MOVED BY MR. CALLEN SECONDED BY VICE CHANGES AS PRESENTED MOVED BY MR. CALLEN SECONDED BY VICE CHANGES AS PRESENTED MOVED BY MR. CALLEN SECONDED BY VICE CHAIR WEEMS. MR. CALLEN SECONDED BY VICE CHAIR WEEMS. MR. CALLEN SECONDED BY VICE CHAIR WEEMS. ANY DISCUSSION DR. GREEN I WILL CHAIR WEEMS. ANY DISCUSSION DR. GREEN I WILL CHAIR WEEMS. ANY DISCUSSION DR. GREEN I WILL BE VOTING NO TO THOSE CHANGES ANY DISCUSSION DR. GREEN I WILL BE VOTING NO TO THOSE CHANGES ANY DISCUSSION DR. GREEN I WILL BE VOTING NO TO

543THOSE CHANGES BASED ON THE REMOVAL OF IT BE VOTING NO TO THOSE CHANGES BASED ON THE REMOVAL OF IT BE VOTING NO TO THOSE CHANGES BASED ON THE REMOVAL OF IT BEING DIVERSIFIED AND EQUITABLE BASED ON THE REMOVAL OF IT BEING DIVERSIFIED AND EQUITABLE BASED ON THE REMOVAL OF IT BEING DIVERSIFIED AND EQUITABLE AND INCLUSIVE OF ALL STUDENTS BEING DIVERSIFIED AND EQUITABLE AND INCLUSIVE OF ALL STUDENTS BEING DIVERSIFIED AND EQUITABLE AND INCLUSIVE OF ALL STUDENTS AND STAFF. AND INCLUSIVE OF ALL STUDENTS AND STAFF. AND INCLUSIVE OF ALL STUDENTS AND STAFF. MISS MELNIK I TOO WILL BE AND STAFF. MISS MELNIK I TOO WILL BE AND STAFF. MISS MELNIK I TOO WILL BE VOTING NO I MENTIONED THIS MISS MELNIK I TOO WILL BE VOTING NO I MENTIONED THIS MISS MELNIK I TOO WILL BE VOTING

544NO I MENTIONED THIS EARLIER THIS EVENING THAT WHEN VOTING NO I MENTIONED THIS EARLIER THIS EVENING THAT WHEN VOTING NO I MENTIONED THIS EARLIER THIS EVENING THAT WHEN YOU PUT PARTIZAN PAPER HOME EARLIER THIS EVENING THAT WHEN YOU PUT PARTIZAN PAPER HOME EARLIER THIS EVENING THAT WHEN YOU PUT PARTIZAN PAPER HOME THERE'S ACTUALLY A DIFFERENT YOU PUT PARTIZAN PAPER HOME THERE'S ACTUALLY A DIFFERENT YOU PUT PARTIZAN PAPER HOME THERE'S ACTUALLY A DIFFERENT VIEW AND THERE'S ACTUALLY A THERE'S ACTUALLY A DIFFERENT VIEW AND THERE'S ACTUALLY A THERE'S ACTUALLY A DIFFERENT VIEW AND THERE'S ACTUALLY A DIFFERENT FEEL. VIEW AND THERE'S ACTUALLY A DIFFERENT FEEL. VIEW AND THERE'S ACTUALLY A DIFFERENT FEEL. AND LAST WEEK LAST MEETING MRS. DIFFERENT FEEL. AND LAST WEEK LAST MEETING MRS. DIFFERENT FEEL. AND LAST WEEK LAST MEETING MRS. WILLIAMS STATED THAT

545SHE REALLY AND LAST WEEK LAST MEETING MRS. WILLIAMS STATED THAT SHE REALLY AND LAST WEEK LAST MEETING MRS. WILLIAMS STATED THAT SHE REALLY DIDN'T CARE ABOUT CAUCUS TO WILLIAMS STATED THAT SHE REALLY DIDN'T CARE ABOUT CAUCUS TO WILLIAMS STATED THAT SHE REALLY DIDN'T CARE ABOUT CAUCUS TO TWENTY TWENTY FIVE BECAUSE THAT DIDN'T CARE ABOUT CAUCUS TO TWENTY TWENTY FIVE BECAUSE THAT DIDN'T CARE ABOUT CAUCUS TO TWENTY TWENTY FIVE BECAUSE THAT WAS GOING TO BE EXPIRING IN A TWENTY TWENTY FIVE BECAUSE THAT WAS GOING TO BE EXPIRING IN A TWENTY TWENTY FIVE BECAUSE THAT WAS GOING TO BE EXPIRING IN A COUPLE WEEKS THE CHANGE WE WAS GOING TO BE EXPIRING IN A COUPLE WEEKS THE CHANGE WE WAS GOING TO BE EXPIRING IN A COUPLE WEEKS THE CHANGE WE CAN'T WORRY ABOUT THE CHANGES COUPLE

546WEEKS THE CHANGE WE CAN'T WORRY ABOUT THE CHANGES COUPLE WEEKS THE CHANGE WE CAN'T WORRY ABOUT THE CHANGES THAT HAVE BEEN DONE BECAUSE CAN'T WORRY ABOUT THE CHANGES THAT HAVE BEEN DONE BECAUSE CAN'T WORRY ABOUT THE CHANGES THAT HAVE BEEN DONE BECAUSE THAT'S FIRE AND WE'RE MOVING ON THAT HAVE BEEN DONE BECAUSE THAT'S FIRE AND WE'RE MOVING ON THAT HAVE BEEN DONE BECAUSE THAT'S FIRE AND WE'RE MOVING ON TO TWENTY THIRTY AND SO I'VE THAT'S FIRE AND WE'RE MOVING ON TO TWENTY THIRTY AND SO I'VE THAT'S FIRE AND WE'RE MOVING ON TO TWENTY THIRTY AND SO I'VE BEEN HOME SICK IN BED FOR TO TWENTY THIRTY AND SO I'VE BEEN HOME SICK IN BED FOR TO TWENTY THIRTY AND SO I'VE BEEN HOME SICK IN BED FOR ALMOST THREE WEEKS AND I'VE BEEN HOME SICK

547IN BED FOR ALMOST THREE WEEKS AND I'VE BEEN HOME SICK IN BED FOR ALMOST THREE WEEKS AND I'VE DONE A LOT OF READING AND A LOT ALMOST THREE WEEKS AND I'VE DONE A LOT OF READING AND A LOT ALMOST THREE WEEKS AND I'VE DONE A LOT OF READING AND A LOT OF RESEARCHING THERE WAS SO DONE A LOT OF READING AND A LOT OF RESEARCHING THERE WAS SO DONE A LOT OF READING AND A LOT OF RESEARCHING THERE WAS SO MUCH WORK DONE ON A GUTTING OF RESEARCHING THERE WAS SO MUCH WORK DONE ON A GUTTING OF RESEARCHING THERE WAS SO MUCH WORK DONE ON A GUTTING OF OF OUR STRATEGIC PLAN FOR MUCH WORK DONE ON A GUTTING OF OF OUR STRATEGIC PLAN FOR MUCH WORK DONE ON A GUTTING OF OF OUR STRATEGIC

548PLAN FOR TWENTY TWENTY FIVE SO MUCH OF OF OUR STRATEGIC PLAN FOR TWENTY TWENTY FIVE SO MUCH OF OF OUR STRATEGIC PLAN FOR TWENTY TWENTY FIVE SO MUCH GUNNING FOR A DOCUMENT THAT WAS TWENTY TWENTY FIVE SO MUCH GUNNING FOR A DOCUMENT THAT WAS TWENTY TWENTY FIVE SO MUCH GUNNING FOR A DOCUMENT THAT WAS GETTING READY TO EXPIRE AND GUNNING FOR A DOCUMENT THAT WAS GETTING READY TO EXPIRE AND GUNNING FOR A DOCUMENT THAT WAS GETTING READY TO EXPIRE AND THAT GODDING WAS DIRECTED BY GETTING READY TO EXPIRE AND THAT GODDING WAS DIRECTED BY GETTING READY TO EXPIRE AND THAT GODDING WAS DIRECTED BY WHOMEVER ON THIS BOARD. THAT GODDING WAS DIRECTED BY WHOMEVER ON THIS BOARD. THAT GODDING WAS DIRECTED BY WHOMEVER ON THIS BOARD. IT WAS TAKEN OFF THE WALL. WHOMEVER ON THIS

549BOARD. IT WAS TAKEN OFF THE WALL. WHOMEVER ON THIS BOARD. IT WAS TAKEN OFF THE WALL. IT STILL LOOKS HORRIBLE UP IT WAS TAKEN OFF THE WALL. IT STILL LOOKS HORRIBLE UP IT WAS TAKEN OFF THE WALL. IT STILL LOOKS HORRIBLE UP THERE WE HAVE NOTHING HANGING IT STILL LOOKS HORRIBLE UP THERE WE HAVE NOTHING HANGING IT STILL LOOKS HORRIBLE UP THERE WE HAVE NOTHING HANGING UP THERE BUT THE CUTTING THERE WE HAVE NOTHING HANGING UP THERE BUT THE CUTTING THERE WE HAVE NOTHING HANGING UP THERE BUT THE CUTTING OF THAT HAD TO BE DONE BECAUSE UP THERE BUT THE CUTTING OF THAT HAD TO BE DONE BECAUSE UP THERE BUT THE CUTTING OF THAT HAD TO BE DONE BECAUSE ALL OF THE LANGUAGE REMOVED OF THAT HAD TO BE DONE BECAUSE ALL OF THE

550LANGUAGE REMOVED OF THAT HAD TO BE DONE BECAUSE ALL OF THE LANGUAGE REMOVED FROM POINT IS EXACTLY WHAT'S ALL OF THE LANGUAGE REMOVED FROM POINT IS EXACTLY WHAT'S ALL OF THE LANGUAGE REMOVED FROM POINT IS EXACTLY WHAT'S NOT IN TWENTY THIRTY AND YOU I FROM POINT IS EXACTLY WHAT'S NOT IN TWENTY THIRTY AND YOU I FROM POINT IS EXACTLY WHAT'S NOT IN TWENTY THIRTY AND YOU I LISTENED TO SO MANY PEOPLE NOT IN TWENTY THIRTY AND YOU I LISTENED TO SO MANY PEOPLE NOT IN TWENTY THIRTY AND YOU I LISTENED TO SO MANY PEOPLE SPEAK THIS EVENING ON LAST LISTENED TO SO MANY PEOPLE SPEAK THIS EVENING ON LAST LISTENED TO SO MANY PEOPLE SPEAK THIS EVENING ON LAST SCHOOL BOARD MEETING THE SCHOOL SPEAK THIS EVENING ON LAST SCHOOL BOARD MEETING THE SCHOOL SPEAK

551THIS EVENING ON LAST SCHOOL BOARD MEETING THE SCHOOL BOARD BEFORE THAT HUNDREDS SCHOOL BOARD MEETING THE SCHOOL BOARD BEFORE THAT HUNDREDS SCHOOL BOARD MEETING THE SCHOOL BOARD BEFORE THAT HUNDREDS OF E-MAILS THAT WE RECEIVED BOARD BEFORE THAT HUNDREDS OF E-MAILS THAT WE RECEIVED BOARD BEFORE THAT HUNDREDS OF E-MAILS THAT WE RECEIVED FROM FAMILIES FAMILIES IN OUR OF E-MAILS THAT WE RECEIVED FROM FAMILIES FAMILIES IN OUR OF E-MAILS THAT WE RECEIVED FROM FAMILIES FAMILIES IN OUR COMMUNITY WHO HAVE SPOKEN IN FROM FAMILIES FAMILIES IN OUR COMMUNITY WHO HAVE SPOKEN IN FROM FAMILIES FAMILIES IN OUR COMMUNITY WHO HAVE SPOKEN IN FAVOR OF OUR STRATEGIC PLANS COMMUNITY WHO HAVE SPOKEN IN FAVOR OF OUR STRATEGIC PLANS COMMUNITY WHO HAVE SPOKEN IN FAVOR OF OUR STRATEGIC PLANS AND OUR POLICY THAT PROTECT OUR FAVOR OF OUR STRATEGIC PLANS

552AND OUR POLICY THAT PROTECT OUR FAVOR OF OUR STRATEGIC PLANS AND OUR POLICY THAT PROTECT OUR CHILDREN, PARENTS FAMILIES THAT AND OUR POLICY THAT PROTECT OUR CHILDREN, PARENTS FAMILIES THAT AND OUR POLICY THAT PROTECT OUR CHILDREN, PARENTS FAMILIES THAT HAVE COME AND I'M GOING TO CHILDREN, PARENTS FAMILIES THAT HAVE COME AND I'M GOING TO CHILDREN, PARENTS FAMILIES THAT HAVE COME AND I'M GOING TO LISTEN TO THOSE FAMILIES HAVE COME AND I'M GOING TO LISTEN TO THOSE FAMILIES HAVE COME AND I'M GOING TO LISTEN TO THOSE FAMILIES ESPECIALLY THE ONES THAT LISTEN TO THOSE FAMILIES ESPECIALLY THE ONES THAT LISTEN TO THOSE FAMILIES ESPECIALLY THE ONES THAT IDENTIFY THEMSELVES AS AS ESPECIALLY THE ONES THAT IDENTIFY THEMSELVES AS AS ESPECIALLY THE ONES THAT IDENTIFY THEMSELVES AS AS PARENTS AND NOT SO MUCH THAT WE IDENTIFY THEMSELVES

553AS AS PARENTS AND NOT SO MUCH THAT WE IDENTIFY THEMSELVES AS AS PARENTS AND NOT SO MUCH THAT WE REALLY DON'T HAVE THEY DON'T PARENTS AND NOT SO MUCH THAT WE REALLY DON'T HAVE THEY DON'T PARENTS AND NOT SO MUCH THAT WE REALLY DON'T HAVE THEY DON'T HAVE A DOG IN AND SO I'LL BE REALLY DON'T HAVE THEY DON'T HAVE A DOG IN AND SO I'LL BE REALLY DON'T HAVE THEY DON'T HAVE A DOG IN AND SO I'LL BE VOTING AGAINST TWENTY TWENTY HAVE A DOG IN AND SO I'LL BE VOTING AGAINST TWENTY TWENTY HAVE A DOG IN AND SO I'LL BE VOTING AGAINST TWENTY TWENTY FIVE AND WHILE I APPRECIATE ALL VOTING AGAINST TWENTY TWENTY FIVE AND WHILE I APPRECIATE ALL VOTING AGAINST TWENTY TWENTY FIVE AND WHILE I APPRECIATE ALL THE WORK THAT

554WAS DONE ON FOUR FIVE AND WHILE I APPRECIATE ALL THE WORK THAT WAS DONE ON FOUR FIVE AND WHILE I APPRECIATE ALL THE WORK THAT WAS DONE ON FOUR 30 WE'RE GOING TO VOTE AGAINST THE WORK THAT WAS DONE ON FOUR 30 WE'RE GOING TO VOTE AGAINST THE WORK THAT WAS DONE ON FOUR 30 WE'RE GOING TO VOTE AGAINST THAT TOO. 30 WE'RE GOING TO VOTE AGAINST THAT TOO. 30 WE'RE GOING TO VOTE AGAINST THAT TOO. I THINK WHAT IS HAPPENING IS A THAT TOO. I THINK WHAT IS HAPPENING IS A THAT TOO. I THINK WHAT IS HAPPENING IS A SHAME. I THINK WHAT IS HAPPENING IS A SHAME. I THINK WHAT IS HAPPENING IS A SHAME. IT'S SO SAD AND I I JUST WANT SHAME. IT'S SO SAD AND I I JUST WANT SHAME.

555IT'S SO SAD AND I I JUST WANT TO REMIND THAT SO I DON'T HAVE IT'S SO SAD AND I I JUST WANT TO REMIND THAT SO I DON'T HAVE IT'S SO SAD AND I I JUST WANT TO REMIND THAT SO I DON'T HAVE TO SPEAK ON THE POLICY YOU HAVE TO REMIND THAT SO I DON'T HAVE TO SPEAK ON THE POLICY YOU HAVE TO REMIND THAT SO I DON'T HAVE TO SPEAK ON THE POLICY YOU HAVE NO IDEA HOW THIS IS GOING TO TO SPEAK ON THE POLICY YOU HAVE NO IDEA HOW THIS IS GOING TO TO SPEAK ON THE POLICY YOU HAVE NO IDEA HOW THIS IS GOING TO AFFECT THE STUDENTS AND THE NO IDEA HOW THIS IS GOING TO AFFECT THE STUDENTS AND THE NO IDEA HOW THIS IS GOING TO AFFECT

556THE STUDENTS AND THE FAMILIES IN VIRGINIA BEACH CITY AFFECT THE STUDENTS AND THE FAMILIES IN VIRGINIA BEACH CITY AFFECT THE STUDENTS AND THE FAMILIES IN VIRGINIA BEACH CITY PUBLIC SCHOOLS AND I WANT TO FAMILIES IN VIRGINIA BEACH CITY PUBLIC SCHOOLS AND I WANT TO FAMILIES IN VIRGINIA BEACH CITY PUBLIC SCHOOLS AND I WANT TO REMIND YOU THAT ONCE WE TAKE PUBLIC SCHOOLS AND I WANT TO REMIND YOU THAT ONCE WE TAKE PUBLIC SCHOOLS AND I WANT TO REMIND YOU THAT ONCE WE TAKE THESE STEPS WITH OUR COMPOSITE REMIND YOU THAT ONCE WE TAKE THESE STEPS WITH OUR COMPOSITE REMIND YOU THAT ONCE WE TAKE THESE STEPS WITH OUR COMPOSITE OF 20 30 AND POLICY FIVE DASH THESE STEPS WITH OUR COMPOSITE OF 20 30 AND POLICY FIVE DASH THESE STEPS WITH OUR COMPOSITE OF 20

55730 AND POLICY FIVE DASH FOR, WE'RE GOING TO HAVE HOLD OF 20 30 AND POLICY FIVE DASH FOR, WE'RE GOING TO HAVE HOLD OF 20 30 AND POLICY FIVE DASH FOR, WE'RE GOING TO HAVE HOLD THE LINE AND ANYTHING THAT FOR, WE'RE GOING TO HAVE HOLD THE LINE AND ANYTHING THAT FOR, WE'RE GOING TO HAVE HOLD THE LINE AND ANYTHING THAT MIGHT BE CONSIDERED I WE'RE NOT THE LINE AND ANYTHING THAT MIGHT BE CONSIDERED I WE'RE NOT THE LINE AND ANYTHING THAT MIGHT BE CONSIDERED I WE'RE NOT GOING TO BE ABLE TO DO AND WE MIGHT BE CONSIDERED I WE'RE NOT GOING TO BE ABLE TO DO AND WE MIGHT BE CONSIDERED I WE'RE NOT GOING TO BE ABLE TO DO AND WE DON'T GET TO ARBITRARILY DECIDE GOING TO BE ABLE TO DO AND

558WE DON'T GET TO ARBITRARILY DECIDE GOING TO BE ABLE TO DO AND WE DON'T GET TO ARBITRARILY DECIDE WHAT WE WANT TO FIT IN THERE OH DON'T GET TO ARBITRARILY DECIDE WHAT WE WANT TO FIT IN THERE OH DON'T GET TO ARBITRARILY DECIDE WHAT WE WANT TO FIT IN THERE OH NO NO NO NO NO BUT THAT'S OK WE WHAT WE WANT TO FIT IN THERE OH NO NO NO NO NO BUT THAT'S OK WE WHAT WE WANT TO FIT IN THERE OH NO NO NO NO NO BUT THAT'S OK WE CAN. NO NO NO NO NO BUT THAT'S OK WE CAN. NO NO NO NO NO BUT THAT'S OK WE CAN. BUT THAT'S OK. CAN. BUT THAT'S OK. CAN. BUT THAT'S OK. WE CAN DO THAT. BUT THAT'S OK. WE CAN DO THAT. BUT

559THAT'S OK. WE CAN DO THAT. WE'RE NOT TO BE ABLE TO DO WE CAN DO THAT. WE'RE NOT TO BE ABLE TO DO WE CAN DO THAT. WE'RE NOT TO BE ABLE TO DO ANYTHING IF WE GET RID OF IT WE WE'RE NOT TO BE ABLE TO DO ANYTHING IF WE GET RID OF IT WE WE'RE NOT TO BE ABLE TO DO ANYTHING IF WE GET RID OF IT WE GET RID OF IT AND THAT'S GOING ANYTHING IF WE GET RID OF IT WE GET RID OF IT AND THAT'S GOING ANYTHING IF WE GET RID OF IT WE GET RID OF IT AND THAT'S GOING TO BE THE MOST DIFFICULT PART GET RID OF IT AND THAT'S GOING TO BE THE MOST DIFFICULT PART GET RID OF IT AND THAT'S GOING TO BE THE MOST

560DIFFICULT PART OF THIS STUFF. TO BE THE MOST DIFFICULT PART OF THIS STUFF. TO BE THE MOST DIFFICULT PART OF THIS STUFF. WE SHOULD HAVE WAITED BUT HERE OF THIS STUFF. WE SHOULD HAVE WAITED BUT HERE OF THIS STUFF. WE SHOULD HAVE WAITED BUT HERE WE ARE, MR. YES. WE SHOULD HAVE WAITED BUT HERE WE ARE, MR. YES. WE SHOULD HAVE WAITED BUT HERE WE ARE, MR. YES. I JUST WANTED TO MAKE CLEAR WE ARE, MR. YES. I JUST WANTED TO MAKE CLEAR WE ARE, MR. YES. I JUST WANTED TO MAKE CLEAR THAT THE MODIFICATIONS ARE NOT I JUST WANTED TO MAKE CLEAR THAT THE MODIFICATIONS ARE NOT I JUST WANTED TO MAKE CLEAR THAT THE MODIFICATIONS ARE NOT JUST COSMETIC CORRECT. THAT THE MODIFICATIONS ARE NOT JUST COSMETIC CORRECT. THAT THE MODIFICATIONS ARE NOT

561JUST COSMETIC CORRECT. DR. ROBERTSON, DO YOU WANT TO JUST COSMETIC CORRECT. DR. ROBERTSON, DO YOU WANT TO JUST COSMETIC CORRECT. DR. ROBERTSON, DO YOU WANT TO ANSWER THAT CAN YOU GIVE A DR. ROBERTSON, DO YOU WANT TO ANSWER THAT CAN YOU GIVE A DR. ROBERTSON, DO YOU WANT TO ANSWER THAT CAN YOU GIVE A LITTLE FURTHER EXPLANATION ANSWER THAT CAN YOU GIVE A LITTLE FURTHER EXPLANATION ANSWER THAT CAN YOU GIVE A LITTLE FURTHER EXPLANATION ABOUT WHAT DO MEAN BY COSMETIC LITTLE FURTHER EXPLANATION ABOUT WHAT DO MEAN BY COSMETIC LITTLE FURTHER EXPLANATION ABOUT WHAT DO MEAN BY COSMETIC THAT THEY'RE THERE WILL BE IN ABOUT WHAT DO MEAN BY COSMETIC THAT THEY'RE THERE WILL BE IN ABOUT WHAT DO MEAN BY COSMETIC THAT THEY'RE THERE WILL BE IN PLACE AN ONGOING THE CHANGES THAT THEY'RE THERE

562WILL BE IN PLACE AN ONGOING THE CHANGES THAT THEY'RE THERE WILL BE IN PLACE AN ONGOING THE CHANGES THAT WE MADE IN COMES POINT PLACE AN ONGOING THE CHANGES THAT WE MADE IN COMES POINT PLACE AN ONGOING THE CHANGES THAT WE MADE IN COMES POINT TWENTY FIVE TO TWENTY THIRTY THAT WE MADE IN COMES POINT TWENTY FIVE TO TWENTY THIRTY THAT WE MADE IN COMES POINT TWENTY FIVE TO TWENTY THIRTY ARE IN LINE WITH THE RESOLUTION TWENTY FIVE TO TWENTY THIRTY ARE IN LINE WITH THE RESOLUTION TWENTY FIVE TO TWENTY THIRTY ARE IN LINE WITH THE RESOLUTION THAT WAS PASSED TO BE IN LINE ARE IN LINE WITH THE RESOLUTION THAT WAS PASSED TO BE IN LINE ARE IN LINE WITH THE RESOLUTION THAT WAS PASSED TO BE IN LINE WITH EXECUTIVE ORDER ONE FOR

563THAT WAS PASSED TO BE IN LINE WITH EXECUTIVE ORDER ONE FOR THAT WAS PASSED TO BE IN LINE WITH EXECUTIVE ORDER ONE FOR ONE NINE ZERO OK, I JUST WANTED WITH EXECUTIVE ORDER ONE FOR ONE NINE ZERO OK, I JUST WANTED WITH EXECUTIVE ORDER ONE FOR ONE NINE ZERO OK, I JUST WANTED TO HAVE THAT CLARIFIED AND ONE NINE ZERO OK, I JUST WANTED TO HAVE THAT CLARIFIED AND ONE NINE ZERO OK, I JUST WANTED TO HAVE THAT CLARIFIED AND SPOKEN TONIGHT SO WE'RE ALL TO HAVE THAT CLARIFIED AND SPOKEN TONIGHT SO WE'RE ALL TO HAVE THAT CLARIFIED AND SPOKEN TONIGHT SO WE'RE ALL CLEAR ON THANK YOU MR. SPOKEN TONIGHT SO WE'RE ALL CLEAR ON THANK YOU MR. SPOKEN TONIGHT SO WE'RE ALL CLEAR ON THANK YOU MR. COLPEPER. CLEAR ON THANK YOU MR.

564COLPEPER. CLEAR ON THANK YOU MR. COLPEPER. I GOT A QUESTION FOR YOU TO SAY COLPEPER. I GOT A QUESTION FOR YOU TO SAY COLPEPER. I GOT A QUESTION FOR YOU TO SAY WHEN THERE'S DOES A TWENTY I GOT A QUESTION FOR YOU TO SAY WHEN THERE'S DOES A TWENTY I GOT A QUESTION FOR YOU TO SAY WHEN THERE'S DOES A TWENTY TWENTY FIVE SPAHR JUNE 30TH. WHEN THERE'S DOES A TWENTY TWENTY FIVE SPAHR JUNE 30TH. WHEN THERE'S DOES A TWENTY TWENTY FIVE SPAHR JUNE 30TH. OK WAS IMPOSSIBLE TO MAKE 20 30 TWENTY FIVE SPAHR JUNE 30TH. OK WAS IMPOSSIBLE TO MAKE 20 30 TWENTY FIVE SPAHR JUNE 30TH. OK WAS IMPOSSIBLE TO MAKE 20 30 EXPECTED TOMORROW WILL PASS IT OK WAS IMPOSSIBLE TO MAKE 20 30 EXPECTED TOMORROW WILL PASS IT OK WAS IMPOSSIBLE

565TO MAKE 20 30 EXPECTED TOMORROW WILL PASS IT I'LL TELL YOU I'M ASKING THAT EXPECTED TOMORROW WILL PASS IT I'LL TELL YOU I'M ASKING THAT EXPECTED TOMORROW WILL PASS IT I'LL TELL YOU I'M ASKING THAT I'M LOOKING AT TWENTY FIVE I'LL TELL YOU I'M ASKING THAT I'M LOOKING AT TWENTY FIVE I'LL TELL YOU I'M ASKING THAT I'M LOOKING AT TWENTY FIVE LOOKING AT TWENTY FIVE AND I I'M LOOKING AT TWENTY FIVE LOOKING AT TWENTY FIVE AND I I'M LOOKING AT TWENTY FIVE LOOKING AT TWENTY FIVE AND I TEND TO AGREE THAT IT'S YOU LOOKING AT TWENTY FIVE AND I TEND TO AGREE THAT IT'S YOU LOOKING AT TWENTY FIVE AND I TEND TO AGREE THAT IT'S YOU KNOW IT'S JUST CUT THERE'S TEND TO AGREE THAT IT'S YOU KNOW IT'S JUST CUT THERE'S TEND TO

566AGREE THAT IT'S YOU KNOW IT'S JUST CUT THERE'S NOTHING ADDED THERE'S NO KNOW IT'S JUST CUT THERE'S NOTHING ADDED THERE'S NO KNOW IT'S JUST CUT THERE'S NOTHING ADDED THERE'S NO THERE'S NO EFFORT TO REFRAME NOTHING ADDED THERE'S NO THERE'S NO EFFORT TO REFRAME NOTHING ADDED THERE'S NO THERE'S NO EFFORT TO REFRAME WHAT IS IN HERE IN THE WAY WE THERE'S NO EFFORT TO REFRAME WHAT IS IN HERE IN THE WAY WE THERE'S NO EFFORT TO REFRAME WHAT IS IN HERE IN THE WAY WE WANTED TRAINED FRAMED. WHAT IS IN HERE IN THE WAY WE WANTED TRAINED FRAMED. WHAT IS IN HERE IN THE WAY WE WANTED TRAINED FRAMED. IN SHORT THERE'S NO EFFORT EDIT WANTED TRAINED FRAMED. IN SHORT THERE'S NO EFFORT EDIT WANTED TRAINED FRAMED. IN SHORT THERE'S NO EFFORT EDIT TWENTY FIVE IT

567EXPIRES IN A IN SHORT THERE'S NO EFFORT EDIT TWENTY FIVE IT EXPIRES IN A IN SHORT THERE'S NO EFFORT EDIT TWENTY FIVE IT EXPIRES IN A MONTH. TWENTY FIVE IT EXPIRES IN A MONTH. TWENTY FIVE IT EXPIRES IN A MONTH. THAT'S ALWAYS THE TIME TO MONTH. THAT'S ALWAYS THE TIME TO MONTH. THAT'S ALWAYS THE TIME TO REALLY TRY SO ALL THE EFFORT THAT'S ALWAYS THE TIME TO REALLY TRY SO ALL THE EFFORT THAT'S ALWAYS THE TIME TO REALLY TRY SO ALL THE EFFORT WAS PUT INTO TWENTY THIRTY WHAT REALLY TRY SO ALL THE EFFORT WAS PUT INTO TWENTY THIRTY WHAT REALLY TRY SO ALL THE EFFORT WAS PUT INTO TWENTY THIRTY WHAT THINK MAKES MORE SENSE HERE IS WAS PUT INTO TWENTY THIRTY WHAT THINK MAKES MORE SENSE HERE IS WAS PUT INTO TWENTY THIRTY

568WHAT THINK MAKES MORE SENSE HERE IS TO DELETE TWENTY FIVE AND PUT THINK MAKES MORE SENSE HERE IS TO DELETE TWENTY FIVE AND PUT THINK MAKES MORE SENSE HERE IS TO DELETE TWENTY FIVE AND PUT 20 THIRTY IN PLACE RIGHT NOW TO DELETE TWENTY FIVE AND PUT 20 THIRTY IN PLACE RIGHT NOW TO DELETE TWENTY FIVE AND PUT 20 THIRTY IN PLACE RIGHT NOW LESNER ARE YOU AWARE I KNOW WE 20 THIRTY IN PLACE RIGHT NOW LESNER ARE YOU AWARE I KNOW WE 20 THIRTY IN PLACE RIGHT NOW LESNER ARE YOU AWARE I KNOW WE HAVE TO HAVE A OPERATING LESNER ARE YOU AWARE I KNOW WE HAVE TO HAVE A OPERATING LESNER ARE YOU AWARE I KNOW WE HAVE TO HAVE A OPERATING STRATEGIC FRAMEWORK WHICH IS HAVE TO HAVE A OPERATING STRATEGIC FRAMEWORK

569WHICH IS HAVE TO HAVE A OPERATING STRATEGIC FRAMEWORK WHICH IS WHY STATE EMPLOYEES RIGHT I STRATEGIC FRAMEWORK WHICH IS WHY STATE EMPLOYEES RIGHT I STRATEGIC FRAMEWORK WHICH IS WHY STATE EMPLOYEES RIGHT I THINK YOU CAN CHOOSE THE TIME WHY STATE EMPLOYEES RIGHT I THINK YOU CAN CHOOSE THE TIME WHY STATE EMPLOYEES RIGHT I THINK YOU CAN CHOOSE THE TIME FOR AS YOU HAVE ONE IN PLACE THINK YOU CAN CHOOSE THE TIME FOR AS YOU HAVE ONE IN PLACE THINK YOU CAN CHOOSE THE TIME FOR AS YOU HAVE ONE IN PLACE THAT PLACE THAT WOULD CHANGE FOR AS YOU HAVE ONE IN PLACE THAT PLACE THAT WOULD CHANGE FOR AS YOU HAVE ONE IN PLACE THAT PLACE THAT WOULD CHANGE YOUR MOTION MOTION CHANGE THE THAT PLACE THAT WOULD CHANGE YOUR MOTION MOTION CHANGE THE THAT

570PLACE THAT WOULD CHANGE YOUR MOTION MOTION CHANGE THE MOTION TO MAKE THAT EFFECTIVE YOUR MOTION MOTION CHANGE THE MOTION TO MAKE THAT EFFECTIVE YOUR MOTION MOTION CHANGE THE MOTION TO MAKE THAT EFFECTIVE YEAH I'LL MAKE A MOTION HERE MOTION TO MAKE THAT EFFECTIVE YEAH I'LL MAKE A MOTION HERE MOTION TO MAKE THAT EFFECTIVE YEAH I'LL MAKE A MOTION HERE LONG IT'S POSSIBLE TO DO THAT YEAH I'LL MAKE A MOTION HERE LONG IT'S POSSIBLE TO DO THAT YEAH I'LL MAKE A MOTION HERE LONG IT'S POSSIBLE TO DO THAT SO COBBLESTONE ONE TWENTY FIVE LONG IT'S POSSIBLE TO DO THAT SO COBBLESTONE ONE TWENTY FIVE LONG IT'S POSSIBLE TO DO THAT SO COBBLESTONE ONE TWENTY FIVE AT SIX GOALS AND VERY SO COBBLESTONE ONE TWENTY FIVE AT SIX GOALS AND VERY SO COBBLESTONE ONE TWENTY FIVE AT

571SIX GOALS AND VERY STRATEGIES COMES TWENTY THIRTY AT SIX GOALS AND VERY STRATEGIES COMES TWENTY THIRTY AT SIX GOALS AND VERY STRATEGIES COMES TWENTY THIRTY THAT'S FIVE GOALS AND VARIOUS STRATEGIES COMES TWENTY THIRTY THAT'S FIVE GOALS AND VARIOUS STRATEGIES COMES TWENTY THIRTY THAT'S FIVE GOALS AND VARIOUS STRATEGIES THERE IS ALIGNMENT THAT'S FIVE GOALS AND VARIOUS STRATEGIES THERE IS ALIGNMENT THAT'S FIVE GOALS AND VARIOUS STRATEGIES THERE IS ALIGNMENT BECAUSE WE'RE BUILD OFF STRATEGIES THERE IS ALIGNMENT BECAUSE WE'RE BUILD OFF STRATEGIES THERE IS ALIGNMENT BECAUSE WE'RE BUILD OFF OF PREVIOUS PLANS BUT THEY ARE BECAUSE WE'RE BUILD OFF OF PREVIOUS PLANS BUT THEY ARE BECAUSE WE'RE BUILD OFF OF PREVIOUS PLANS BUT THEY ARE NOT EXACTLY THE SAME SO THERE OF PREVIOUS PLANS BUT THEY ARE NOT EXACTLY THE SAME SO THERE OF PREVIOUS PLANS BUT THEY

572ARE NOT EXACTLY THE SAME SO THERE ARE SOME THINGS THAT WITHIN 20 NOT EXACTLY THE SAME SO THERE ARE SOME THINGS THAT WITHIN 20 NOT EXACTLY THE SAME SO THERE ARE SOME THINGS THAT WITHIN 20 30 THAT THAT ARE GOING TO BE ARE SOME THINGS THAT WITHIN 20 30 THAT THAT ARE GOING TO BE ARE SOME THINGS THAT WITHIN 20 30 THAT THAT ARE GOING TO BE NEW THINGS WE INTRODUCE THAT 30 THAT THAT ARE GOING TO BE NEW THINGS WE INTRODUCE THAT 30 THAT THAT ARE GOING TO BE NEW THINGS WE INTRODUCE THAT ARE GOING TO BE READY FOR NEW THINGS WE INTRODUCE THAT ARE GOING TO BE READY FOR NEW THINGS WE INTRODUCE THAT ARE GOING TO BE READY FOR PRIMETIME UNTIL AUGUST BECAUSE ARE GOING TO BE READY FOR PRIMETIME UNTIL AUGUST

573BECAUSE ARE GOING TO BE READY FOR PRIMETIME UNTIL AUGUST BECAUSE WE'LL BE PREPARING AND SHARING PRIMETIME UNTIL AUGUST BECAUSE WE'LL BE PREPARING AND SHARING PRIMETIME UNTIL AUGUST BECAUSE WE'LL BE PREPARING AND SHARING ROLLOUT PLANS WITH OUR WE'LL BE PREPARING AND SHARING ROLLOUT PLANS WITH OUR WE'LL BE PREPARING AND SHARING ROLLOUT PLANS WITH OUR ADMINISTRATORS IN THE SUMMER ROLLOUT PLANS WITH OUR ADMINISTRATORS IN THE SUMMER ROLLOUT PLANS WITH OUR ADMINISTRATORS IN THE SUMMER LEADERSHIP CONFERENCE THAN WHAT ADMINISTRATORS IN THE SUMMER LEADERSHIP CONFERENCE THAN WHAT ADMINISTRATORS IN THE SUMMER LEADERSHIP CONFERENCE THAN WHAT DEPARTMENT TEACHING DEPARTMENT LEADERSHIP CONFERENCE THAN WHAT DEPARTMENT TEACHING DEPARTMENT LEADERSHIP CONFERENCE THAN WHAT DEPARTMENT TEACHING DEPARTMENT TEACHING LEARNING STAFF AND DEPARTMENT TEACHING DEPARTMENT TEACHING LEARNING STAFF AND DEPARTMENT TEACHING DEPARTMENT TEACHING LEARNING STAFF AND THEIR AUGUST CONFERENCE SO I TEACHING LEARNING STAFF AND

574THEIR AUGUST CONFERENCE SO I TEACHING LEARNING STAFF AND THEIR AUGUST CONFERENCE SO I DON'T WANT ANYBODY TO THINK THEIR AUGUST CONFERENCE SO I DON'T WANT ANYBODY TO THINK THEIR AUGUST CONFERENCE SO I DON'T WANT ANYBODY TO THINK THAT IF WE PASS ON 20 25 FIVE DON'T WANT ANYBODY TO THINK THAT IF WE PASS ON 20 25 FIVE DON'T WANT ANYBODY TO THINK THAT IF WE PASS ON 20 25 FIVE AND INVERDALE TWENTY THIRTY ALL THAT IF WE PASS ON 20 25 FIVE AND INVERDALE TWENTY THIRTY ALL THAT IF WE PASS ON 20 25 FIVE AND INVERDALE TWENTY THIRTY ALL THE THINGS THAT ARE IN 20 30 AND INVERDALE TWENTY THIRTY ALL THE THINGS THAT ARE IN 20 30 AND INVERDALE TWENTY THIRTY ALL THE THINGS THAT ARE IN 20 30 ARE GOING TO BE IMPLEMENTED

575THE THINGS THAT ARE IN 20 30 ARE GOING TO BE IMPLEMENTED THE THINGS THAT ARE IN 20 30 ARE GOING TO BE IMPLEMENTED BEFORE WE'RE GOING TO BE READY ARE GOING TO BE IMPLEMENTED BEFORE WE'RE GOING TO BE READY ARE GOING TO BE IMPLEMENTED BEFORE WE'RE GOING TO BE READY WHICH IS OUR PLAN IS WILL BE BEFORE WE'RE GOING TO BE READY WHICH IS OUR PLAN IS WILL BE BEFORE WE'RE GOING TO BE READY WHICH IS OUR PLAN IS WILL BE READY IN AUGUST I WOULD WHICH IS OUR PLAN IS WILL BE READY IN AUGUST I WOULD WHICH IS OUR PLAN IS WILL BE READY IN AUGUST I WOULD CERTAINLY MAKE THAT MOTION WITH READY IN AUGUST I WOULD CERTAINLY MAKE THAT MOTION WITH READY IN AUGUST I WOULD CERTAINLY MAKE THAT MOTION WITH THAT

576EXPECTATION OBVIOUSLY IT'S CERTAINLY MAKE THAT MOTION WITH THAT EXPECTATION OBVIOUSLY IT'S CERTAINLY MAKE THAT MOTION WITH THAT EXPECTATION OBVIOUSLY IT'S ALSO A COMPASS THIS QUITE THERE THAT EXPECTATION OBVIOUSLY IT'S ALSO A COMPASS THIS QUITE THERE THAT EXPECTATION OBVIOUSLY IT'S ALSO A COMPASS THIS QUITE THERE WAS NO THERE'S NO EXPECTATIONS ALSO A COMPASS THIS QUITE THERE WAS NO THERE'S NO EXPECTATIONS ALSO A COMPASS THIS QUITE THERE WAS NO THERE'S NO EXPECTATIONS ARE GOING TO HAPPEN OVERNIGHT. WAS NO THERE'S NO EXPECTATIONS ARE GOING TO HAPPEN OVERNIGHT. WAS NO THERE'S NO EXPECTATIONS ARE GOING TO HAPPEN OVERNIGHT. HE'S LEAST NOT IN MY MIND ARE GOING TO HAPPEN OVERNIGHT. HE'S LEAST NOT IN MY MIND ARE GOING TO HAPPEN OVERNIGHT. HE'S LEAST NOT IN MY MIND RATHER THIS IS A VISION FOR THE HE'S LEAST NOT IN MY MIND

577RATHER THIS IS A VISION FOR THE HE'S LEAST NOT IN MY MIND RATHER THIS IS A VISION FOR THE NEXT FIVE YEARS OF SERVICE TO RATHER THIS IS A VISION FOR THE NEXT FIVE YEARS OF SERVICE TO RATHER THIS IS A VISION FOR THE NEXT FIVE YEARS OF SERVICE TO MAKE AN ALTERNATE MOTION TO NEXT FIVE YEARS OF SERVICE TO MAKE AN ALTERNATE MOTION TO NEXT FIVE YEARS OF SERVICE TO MAKE AN ALTERNATE MOTION TO REMOVE COMPANIES TO TWENTY MAKE AN ALTERNATE MOTION TO REMOVE COMPANIES TO TWENTY MAKE AN ALTERNATE MOTION TO REMOVE COMPANIES TO TWENTY TWENTY FIVE AND TWENTY THIRTY REMOVE COMPANIES TO TWENTY TWENTY FIVE AND TWENTY THIRTY REMOVE COMPANIES TO TWENTY TWENTY FIVE AND TWENTY THIRTY EFFECTIVE TOMORROW OK THERE IS TWENTY FIVE AND TWENTY THIRTY EFFECTIVE TOMORROW OK THERE IS TWENTY

578FIVE AND TWENTY THIRTY EFFECTIVE TOMORROW OK THERE IS THERE IS A MOTION ON THE FLOOR EFFECTIVE TOMORROW OK THERE IS THERE IS A MOTION ON THE FLOOR EFFECTIVE TOMORROW OK THERE IS THERE IS A MOTION ON THE FLOOR TO REMOVE COMPASS TO TWENTY THERE IS A MOTION ON THE FLOOR TO REMOVE COMPASS TO TWENTY THERE IS A MOTION ON THE FLOOR TO REMOVE COMPASS TO TWENTY TWENTY FIVE AND MAKE COMPARES TO REMOVE COMPASS TO TWENTY TWENTY FIVE AND MAKE COMPARES TO REMOVE COMPASS TO TWENTY TWENTY FIVE AND MAKE COMPARES TO 20 THIRTY EFFECTIVE TWENTY FIVE AND MAKE COMPARES TO 20 THIRTY EFFECTIVE TWENTY FIVE AND MAKE COMPARES TO 20 THIRTY EFFECTIVE IMMEDIATELY WHAT TOMORROW. TO 20 THIRTY EFFECTIVE IMMEDIATELY WHAT TOMORROW. TO 20 THIRTY EFFECTIVE IMMEDIATELY WHAT TOMORROW. IS THERE A SECOND SECONDED BY IMMEDIATELY

579WHAT TOMORROW. IS THERE A SECOND SECONDED BY IMMEDIATELY WHAT TOMORROW. IS THERE A SECOND SECONDED BY MISS DWYER. IS THERE A SECOND SECONDED BY MISS DWYER. IS THERE A SECOND SECONDED BY MISS DWYER. WE'LL GIVE MR. OTTO A LITTLE MISS DWYER. WE'LL GIVE MR. OTTO A LITTLE MISS DWYER. WE'LL GIVE MR. OTTO A LITTLE BIT OF TIME TO TYPE THAT IN AND WE'LL GIVE MR. OTTO A LITTLE BIT OF TIME TO TYPE THAT IN AND WE'LL GIVE MR. OTTO A LITTLE BIT OF TIME TO TYPE THAT IN AND WHILE WE'RE DOING THAT MR. BIT OF TIME TO TYPE THAT IN AND WHILE WE'RE DOING THAT MR. BIT OF TIME TO TYPE THAT IN AND WHILE WE'RE DOING THAT MR. ROGERS ARE YOU SPEAKING TO MR WHILE WE'RE DOING THAT MR. ROGERS ARE YOU SPEAKING TO

580MR WHILE WE'RE DOING THAT MR. ROGERS ARE YOU SPEAKING TO MR KLOPPERS MOTION? ROGERS ARE YOU SPEAKING TO MR KLOPPERS MOTION? ROGERS ARE YOU SPEAKING TO MR KLOPPERS MOTION? SURE IT'S KIND OF YES I THINK KLOPPERS MOTION? SURE IT'S KIND OF YES I THINK KLOPPERS MOTION? SURE IT'S KIND OF YES I THINK WHAT BOARD HAS TO REMEMBER IS SURE IT'S KIND OF YES I THINK WHAT BOARD HAS TO REMEMBER IS SURE IT'S KIND OF YES I THINK WHAT BOARD HAS TO REMEMBER IS THAT THE DECISIONS WE MAKE HERE WHAT BOARD HAS TO REMEMBER IS THAT THE DECISIONS WE MAKE HERE WHAT BOARD HAS TO REMEMBER IS THAT THE DECISIONS WE MAKE HERE THE TRICKLE DOWN EFFECT TO OUR THAT THE DECISIONS WE MAKE HERE THE TRICKLE DOWN EFFECT TO OUR THAT THE DECISIONS WE MAKE

581HERE THE TRICKLE DOWN EFFECT TO OUR STAFF IS IMPORTANT. THE TRICKLE DOWN EFFECT TO OUR STAFF IS IMPORTANT. THE TRICKLE DOWN EFFECT TO OUR STAFF IS IMPORTANT. WE CAN'T JUST TAKE AN ENTIRE STAFF IS IMPORTANT. WE CAN'T JUST TAKE AN ENTIRE STAFF IS IMPORTANT. WE CAN'T JUST TAKE AN ENTIRE FRAMEWORK THAT TAKES WHAT AN WE CAN'T JUST TAKE AN ENTIRE FRAMEWORK THAT TAKES WHAT AN WE CAN'T JUST TAKE AN ENTIRE FRAMEWORK THAT TAKES WHAT AN ENTIRE YEAR TO CREATE AND JUST FRAMEWORK THAT TAKES WHAT AN ENTIRE YEAR TO CREATE AND JUST FRAMEWORK THAT TAKES WHAT AN ENTIRE YEAR TO CREATE AND JUST SWITCH IT EVERY SINGLE STAFF ENTIRE YEAR TO CREATE AND JUST SWITCH IT EVERY SINGLE STAFF ENTIRE YEAR TO CREATE AND JUST SWITCH IT EVERY SINGLE STAFF MEMBER, EVERY SINGLE SCHOOL, SWITCH IT

582EVERY SINGLE STAFF MEMBER, EVERY SINGLE SCHOOL, SWITCH IT EVERY SINGLE STAFF MEMBER, EVERY SINGLE SCHOOL, EVERY SINGLE ADMINISTRATOR MEMBER, EVERY SINGLE SCHOOL, EVERY SINGLE ADMINISTRATOR MEMBER, EVERY SINGLE SCHOOL, EVERY SINGLE ADMINISTRATOR THESE FRAMEWORKS WHAT DRIVES EVERY SINGLE ADMINISTRATOR THESE FRAMEWORKS WHAT DRIVES EVERY SINGLE ADMINISTRATOR THESE FRAMEWORKS WHAT DRIVES THE CURRICULUM THIS ISN'T JUST THESE FRAMEWORKS WHAT DRIVES THE CURRICULUM THIS ISN'T JUST THESE FRAMEWORKS WHAT DRIVES THE CURRICULUM THIS ISN'T JUST A >> MYTH. THE CURRICULUM THIS ISN'T JUST A >> MYTH. THE CURRICULUM THIS ISN'T JUST A >> MYTH. I CHANGED MY MIND WE CAN'T DO A >> MYTH. I CHANGED MY MIND WE CAN'T DO A >> MYTH. I CHANGED MY MIND WE CAN'T DO THAT AND EXPECT OUR STAFF TO I CHANGED MY MIND WE CAN'T DO THAT AND EXPECT OUR STAFF TO I

583CHANGED MY MIND WE CAN'T DO THAT AND EXPECT OUR STAFF TO DELIVER THE HIGH QUALITY THAT AND EXPECT OUR STAFF TO DELIVER THE HIGH QUALITY THAT AND EXPECT OUR STAFF TO DELIVER THE HIGH QUALITY EDUCATION THAT WE WANT THESE DELIVER THE HIGH QUALITY EDUCATION THAT WE WANT THESE DELIVER THE HIGH QUALITY EDUCATION THAT WE WANT THESE THINGS ACTUALLY DRIVE OUR EDUCATION THAT WE WANT THESE THINGS ACTUALLY DRIVE OUR EDUCATION THAT WE WANT THESE THINGS ACTUALLY DRIVE OUR INSTRUCTION THESE FRAMEWORKS THINGS ACTUALLY DRIVE OUR INSTRUCTION THESE FRAMEWORKS THINGS ACTUALLY DRIVE OUR INSTRUCTION THESE FRAMEWORKS AND SWITCHING THEM AFTER AN INSTRUCTION THESE FRAMEWORKS AND SWITCHING THEM AFTER AN INSTRUCTION THESE FRAMEWORKS AND SWITCHING THEM AFTER AN ENTIRE YEAR IT'S NOT GOING TO AND SWITCHING THEM AFTER AN ENTIRE YEAR IT'S NOT GOING TO AND SWITCHING THEM AFTER

584AN ENTIRE YEAR IT'S NOT GOING TO DO WHAT YOU WANT IT TO DO ENTIRE YEAR IT'S NOT GOING TO DO WHAT YOU WANT IT TO DO ENTIRE YEAR IT'S NOT GOING TO DO WHAT YOU WANT IT TO DO BECAUSE IT'S NOT POSSIBLE TO DO WHAT YOU WANT IT TO DO BECAUSE IT'S NOT POSSIBLE TO DO WHAT YOU WANT IT TO DO BECAUSE IT'S NOT POSSIBLE TO AND I APOLOGIZE TO DR. BECAUSE IT'S NOT POSSIBLE TO AND I APOLOGIZE TO DR. BECAUSE IT'S NOT POSSIBLE TO AND I APOLOGIZE TO DR. ROBERTSON IF I'M SPEAKING OVER AND I APOLOGIZE TO DR. ROBERTSON IF I'M SPEAKING OVER AND I APOLOGIZE TO DR. ROBERTSON IF I'M SPEAKING OVER BUT I ABSOLUTELY UNDERSTAND ROBERTSON IF I'M SPEAKING OVER BUT I ABSOLUTELY UNDERSTAND ROBERTSON IF I'M SPEAKING OVER BUT I ABSOLUTELY

585UNDERSTAND FROM A TEACHER'S PERSPECTIVE BUT I ABSOLUTELY UNDERSTAND FROM A TEACHER'S PERSPECTIVE BUT I ABSOLUTELY UNDERSTAND FROM A TEACHER'S PERSPECTIVE WHEN WHAT HAPPENS HERE CREATES FROM A TEACHER'S PERSPECTIVE WHEN WHAT HAPPENS HERE CREATES FROM A TEACHER'S PERSPECTIVE WHEN WHAT HAPPENS HERE CREATES ABSOLUTE CHAOS IN THE WHEN WHAT HAPPENS HERE CREATES ABSOLUTE CHAOS IN THE WHEN WHAT HAPPENS HERE CREATES ABSOLUTE CHAOS IN THE CLASSROOMS BECAUSE WE'VE MADE A ABSOLUTE CHAOS IN THE CLASSROOMS BECAUSE WE'VE MADE A ABSOLUTE CHAOS IN THE CLASSROOMS BECAUSE WE'VE MADE A DECISION AND NOBODY KNOWS TO DO CLASSROOMS BECAUSE WE'VE MADE A DECISION AND NOBODY KNOWS TO DO CLASSROOMS BECAUSE WE'VE MADE A DECISION AND NOBODY KNOWS TO DO BECAUSE IT'S SO OVERLY DECISION AND NOBODY KNOWS TO DO BECAUSE IT'S SO OVERLY DECISION AND NOBODY KNOWS TO DO BECAUSE IT'S SO

586OVERLY COMPLICATED TO DO WHAT THIS BECAUSE IT'S SO OVERLY COMPLICATED TO DO WHAT THIS BECAUSE IT'S SO OVERLY COMPLICATED TO DO WHAT THIS BOARD IS ASKING AND THAT'S WHAT COMPLICATED TO DO WHAT THIS BOARD IS ASKING AND THAT'S WHAT COMPLICATED TO DO WHAT THIS BOARD IS ASKING AND THAT'S WHAT WE'RE DOING RIGHT NOW. BOARD IS ASKING AND THAT'S WHAT WE'RE DOING RIGHT NOW. BOARD IS ASKING AND THAT'S WHAT WE'RE DOING RIGHT NOW. WE ASKING OUR ADMINISTRATORS IN WE'RE DOING RIGHT NOW. WE ASKING OUR ADMINISTRATORS IN WE'RE DOING RIGHT NOW. WE ASKING OUR ADMINISTRATORS IN OUR SCHOOL BUILDINGS AND THE WE ASKING OUR ADMINISTRATORS IN OUR SCHOOL BUILDINGS AND THE WE ASKING OUR ADMINISTRATORS IN OUR SCHOOL BUILDINGS AND THE TEACHERS IN THE CLASSROOMS TO OUR SCHOOL BUILDINGS AND THE TEACHERS IN THE CLASSROOMS TO OUR

587SCHOOL BUILDINGS AND THE TEACHERS IN THE CLASSROOMS TO MAKE A PIVOT THAT IS SO FAR TEACHERS IN THE CLASSROOMS TO MAKE A PIVOT THAT IS SO FAR TEACHERS IN THE CLASSROOMS TO MAKE A PIVOT THAT IS SO FAR LEFT OR RIGHT, WHICHEVER YOU MAKE A PIVOT THAT IS SO FAR LEFT OR RIGHT, WHICHEVER YOU MAKE A PIVOT THAT IS SO FAR LEFT OR RIGHT, WHICHEVER YOU WOULD LIKE TO CALL IT THAT LEFT OR RIGHT, WHICHEVER YOU WOULD LIKE TO CALL IT THAT LEFT OR RIGHT, WHICHEVER YOU WOULD LIKE TO CALL IT THAT THEY'RE NOT GOING TO BE ABLE TO WOULD LIKE TO CALL IT THAT THEY'RE NOT GOING TO BE ABLE TO WOULD LIKE TO CALL IT THAT THEY'RE NOT GOING TO BE ABLE TO ACCOMPLISH IN THE LAST FEW THEY'RE NOT GOING TO BE

588ABLE TO ACCOMPLISH IN THE LAST FEW THEY'RE NOT GOING TO BE ABLE TO ACCOMPLISH IN THE LAST FEW WEEKS WHAT YOU THINK YOU WANT ACCOMPLISH IN THE LAST FEW WEEKS WHAT YOU THINK YOU WANT ACCOMPLISH IN THE LAST FEW WEEKS WHAT YOU THINK YOU WANT IT TO DO, WHICH IS WHY WHILE WEEKS WHAT YOU THINK YOU WANT IT TO DO, WHICH IS WHY WHILE WEEKS WHAT YOU THINK YOU WANT IT TO DO, WHICH IS WHY WHILE THE EFFORT MAY NOT HAVE BEEN IT TO DO, WHICH IS WHY WHILE THE EFFORT MAY NOT HAVE BEEN IT TO DO, WHICH IS WHY WHILE THE EFFORT MAY NOT HAVE BEEN WHAT YOU WANTED IN TWO THE EFFORT MAY NOT HAVE BEEN WHAT YOU WANTED IN TWO THE EFFORT MAY NOT HAVE BEEN WHAT YOU WANTED IN TWO COMPANIES

589TO 20 IT MAKES SENSE WHAT YOU WANTED IN TWO COMPANIES TO 20 IT MAKES SENSE WHAT YOU WANTED IN TWO COMPANIES TO 20 IT MAKES SENSE THAT WE HAVE A FEW WEEKS LEFT COMPANIES TO 20 IT MAKES SENSE THAT WE HAVE A FEW WEEKS LEFT COMPANIES TO 20 IT MAKES SENSE THAT WE HAVE A FEW WEEKS LEFT TO ALLOW THE STAFF TO DO WHAT THAT WE HAVE A FEW WEEKS LEFT TO ALLOW THE STAFF TO DO WHAT THAT WE HAVE A FEW WEEKS LEFT TO ALLOW THE STAFF TO DO WHAT IS PLANNED ALREADY AS FAR THE TO ALLOW THE STAFF TO DO WHAT IS PLANNED ALREADY AS FAR THE TO ALLOW THE STAFF TO DO WHAT IS PLANNED ALREADY AS FAR THE CURRICULUM AS FAR AS WHAT IS PLANNED ALREADY AS FAR THE CURRICULUM AS

590FAR AS WHAT IS PLANNED ALREADY AS FAR THE CURRICULUM AS FAR AS WHAT THEY'RE DOING AS DOING, AS FAR CURRICULUM AS FAR AS WHAT THEY'RE DOING AS DOING, AS FAR CURRICULUM AS FAR AS WHAT THEY'RE DOING AS DOING, AS FAR AS THE INSTRUCTION THEN TO THEY'RE DOING AS DOING, AS FAR AS THE INSTRUCTION THEN TO THEY'RE DOING AS DOING, AS FAR AS THE INSTRUCTION THEN TO SPEND THE NEXT FEW WEEKS IN AS THE INSTRUCTION THEN TO SPEND THE NEXT FEW WEEKS IN AS THE INSTRUCTION THEN TO SPEND THE NEXT FEW WEEKS IN CHAOS NOT KNOWING IF WHAT SPEND THE NEXT FEW WEEKS IN CHAOS NOT KNOWING IF WHAT SPEND THE NEXT FEW WEEKS IN CHAOS NOT KNOWING IF WHAT THEY'RE DOING IS THEY'RE CHAOS NOT KNOWING IF WHAT THEY'RE DOING IS THEY'RE CHAOS NOT KNOWING

591IF WHAT THEY'RE DOING IS THEY'RE SUPPOSED TO BE DOING AND THEN THEY'RE DOING IS THEY'RE SUPPOSED TO BE DOING AND THEN THEY'RE DOING IS THEY'RE SUPPOSED TO BE DOING AND THEN THEY WIND UP NOT BEING ABLE TO SUPPOSED TO BE DOING AND THEN THEY WIND UP NOT BEING ABLE TO SUPPOSED TO BE DOING AND THEN THEY WIND UP NOT BEING ABLE TO DELIVER WHAT WE WANT DO WE WANT THEY WIND UP NOT BEING ABLE TO DELIVER WHAT WE WANT DO WE WANT THEY WIND UP NOT BEING ABLE TO DELIVER WHAT WE WANT DO WE WANT HIGH QUALITY INSTRUCTION OR DO DELIVER WHAT WE WANT DO WE WANT HIGH QUALITY INSTRUCTION OR DO DELIVER WHAT WE WANT DO WE WANT HIGH QUALITY INSTRUCTION OR DO WE WANT TO KEEP CHANGING OUR HIGH QUALITY INSTRUCTION OR DO

592WE WANT TO KEEP CHANGING OUR HIGH QUALITY INSTRUCTION OR DO WE WANT TO KEEP CHANGING OUR MIND ON THEM AND LEAVE THEM IN WE WANT TO KEEP CHANGING OUR MIND ON THEM AND LEAVE THEM IN WE WANT TO KEEP CHANGING OUR MIND ON THEM AND LEAVE THEM IN CHAOS THESE DECISIONS MATTER MIND ON THEM AND LEAVE THEM IN CHAOS THESE DECISIONS MATTER MIND ON THEM AND LEAVE THEM IN CHAOS THESE DECISIONS MATTER AND I'M SPEAKING FROM CHAOS THESE DECISIONS MATTER AND I'M SPEAKING FROM CHAOS THESE DECISIONS MATTER AND I'M SPEAKING FROM EXPERIENCE BEING IN THE AND I'M SPEAKING FROM EXPERIENCE BEING IN THE AND I'M SPEAKING FROM EXPERIENCE BEING IN THE CLASSROOM ONLY THREE YEARS AGO EXPERIENCE BEING IN THE CLASSROOM ONLY THREE YEARS AGO EXPERIENCE BEING IN THE CLASSROOM ONLY THREE YEARS AGO THAT

593WHEN THESE KIND CLASSROOM ONLY THREE YEARS AGO THAT WHEN THESE KIND CLASSROOM ONLY THREE YEARS AGO THAT WHEN THESE KIND OF DECISIONS ARE MADE IN AND A THAT WHEN THESE KIND OF DECISIONS ARE MADE IN AND A THAT WHEN THESE KIND OF DECISIONS ARE MADE IN AND A SHARP TURN IS, IT CAN'T ALWAYS OF DECISIONS ARE MADE IN AND A SHARP TURN IS, IT CAN'T ALWAYS OF DECISIONS ARE MADE IN AND A SHARP TURN IS, IT CAN'T ALWAYS HAPPEN THE WAY YOU WANT. SHARP TURN IS, IT CAN'T ALWAYS HAPPEN THE WAY YOU WANT. SHARP TURN IS, IT CAN'T ALWAYS HAPPEN THE WAY YOU WANT. I TAUGHT THROUGH 2020 I KNOW HAPPEN THE WAY YOU WANT. I TAUGHT THROUGH 2020 I KNOW HAPPEN THE WAY YOU WANT. I TAUGHT THROUGH 2020 I KNOW HOW IT IS

594SO I REALLY REALLY I TAUGHT THROUGH 2020 I KNOW HOW IT IS SO I REALLY REALLY I TAUGHT THROUGH 2020 I KNOW HOW IT IS SO I REALLY REALLY THINK WE HAVE TO TRULY THINK HOW IT IS SO I REALLY REALLY THINK WE HAVE TO TRULY THINK HOW IT IS SO I REALLY REALLY THINK WE HAVE TO TRULY THINK ABOUT WHETHER OR NOT IT IS THAT THINK WE HAVE TO TRULY THINK ABOUT WHETHER OR NOT IT IS THAT THINK WE HAVE TO TRULY THINK ABOUT WHETHER OR NOT IT IS THAT IMPORTANT TO GET RID OF 20 25 ABOUT WHETHER OR NOT IT IS THAT IMPORTANT TO GET RID OF 20 25 ABOUT WHETHER OR NOT IT IS THAT IMPORTANT TO GET RID OF 20 25 FIVE TONIGHT AND I'LL YIELD DR. IMPORTANT TO GET RID

595OF 20 25 FIVE TONIGHT AND I'LL YIELD DR. IMPORTANT TO GET RID OF 20 25 FIVE TONIGHT AND I'LL YIELD DR. GREEN I'M ALSO SPEAKING AS AN FIVE TONIGHT AND I'LL YIELD DR. GREEN I'M ALSO SPEAKING AS AN FIVE TONIGHT AND I'LL YIELD DR. GREEN I'M ALSO SPEAKING AS AN EDUCATOR AND HAVEN'T BEEN ON GREEN I'M ALSO SPEAKING AS AN EDUCATOR AND HAVEN'T BEEN ON GREEN I'M ALSO SPEAKING AS AN EDUCATOR AND HAVEN'T BEEN ON THAT SIDE OF THE TABLE. EDUCATOR AND HAVEN'T BEEN ON THAT SIDE OF THE TABLE. EDUCATOR AND HAVEN'T BEEN ON THAT SIDE OF THE TABLE. I'M VERY DISAPPOINTED ABOUT THE THAT SIDE OF THE TABLE. I'M VERY DISAPPOINTED ABOUT THE THAT SIDE OF THE TABLE. I'M VERY DISAPPOINTED ABOUT THE MOTION IT'S ON THE FLOOR I'M VERY DISAPPOINTED ABOUT THE MOTION

596IT'S ON THE FLOOR I'M VERY DISAPPOINTED ABOUT THE MOTION IT'S ON THE FLOOR BECAUSE HERE WE ARE LESS THAN MOTION IT'S ON THE FLOOR BECAUSE HERE WE ARE LESS THAN MOTION IT'S ON THE FLOOR BECAUSE HERE WE ARE LESS THAN SIX WEEKS TO THE END OF THE BECAUSE HERE WE ARE LESS THAN SIX WEEKS TO THE END OF THE BECAUSE HERE WE ARE LESS THAN SIX WEEKS TO THE END OF THE SCHOOL YEAR STUDENTS HAVE SIX WEEKS TO THE END OF THE SCHOOL YEAR STUDENTS HAVE SIX WEEKS TO THE END OF THE SCHOOL YEAR STUDENTS HAVE RECEIVED GUIDANCE AND SCHOOL YEAR STUDENTS HAVE RECEIVED GUIDANCE AND SCHOOL YEAR STUDENTS HAVE RECEIVED GUIDANCE AND INSTRUCTION BASED ON THE RECEIVED GUIDANCE AND INSTRUCTION BASED ON THE RECEIVED GUIDANCE AND INSTRUCTION BASED ON THE CURRENT FRAMEWORK IN OUR

597INSTRUCTION BASED ON THE CURRENT FRAMEWORK IN OUR INSTRUCTION BASED ON THE CURRENT FRAMEWORK IN OUR STRATEGIC PLAN SO NOW WE'RE CURRENT FRAMEWORK IN OUR STRATEGIC PLAN SO NOW WE'RE CURRENT FRAMEWORK IN OUR STRATEGIC PLAN SO NOW WE'RE GOING TO JUST THROW IT ALL OUT STRATEGIC PLAN SO NOW WE'RE GOING TO JUST THROW IT ALL OUT STRATEGIC PLAN SO NOW WE'RE GOING TO JUST THROW IT ALL OUT ,HELP TEACHERS TO HAVE TO DO GOING TO JUST THROW IT ALL OUT ,HELP TEACHERS TO HAVE TO DO GOING TO JUST THROW IT ALL OUT ,HELP TEACHERS TO HAVE TO DO THINGS WITH LESS THAN 30 DAYS ,HELP TEACHERS TO HAVE TO DO THINGS WITH LESS THAN 30 DAYS ,HELP TEACHERS TO HAVE TO DO THINGS WITH LESS THAN 30 DAYS OF SCHOOL AT IS NOT FAIR TO THINGS

598WITH LESS THAN 30 DAYS OF SCHOOL AT IS NOT FAIR TO THINGS WITH LESS THAN 30 DAYS OF SCHOOL AT IS NOT FAIR TO REITERATE DITTO EVERYTHING MRS. OF SCHOOL AT IS NOT FAIR TO REITERATE DITTO EVERYTHING MRS. OF SCHOOL AT IS NOT FAIR TO REITERATE DITTO EVERYTHING MRS. ROGER HAS SAID NO, WE SHOULD REITERATE DITTO EVERYTHING MRS. ROGER HAS SAID NO, WE SHOULD REITERATE DITTO EVERYTHING MRS. ROGER HAS SAID NO, WE SHOULD NOT HAVE TO JUST DISREGARD THE ROGER HAS SAID NO, WE SHOULD NOT HAVE TO JUST DISREGARD THE ROGER HAS SAID NO, WE SHOULD NOT HAVE TO JUST DISREGARD THE TWENTY TWENTY FIVE STRATEGIC NOT HAVE TO JUST DISREGARD THE TWENTY TWENTY FIVE STRATEGIC NOT HAVE TO JUST DISREGARD THE TWENTY TWENTY FIVE STRATEGIC FRAMEWORK. TWENTY TWENTY FIVE STRATEGIC FRAMEWORK. TWENTY TWENTY FIVE

599STRATEGIC FRAMEWORK. MR. CUMMINGS WILL NOT BE FRAMEWORK. MR. CUMMINGS WILL NOT BE FRAMEWORK. MR. CUMMINGS WILL NOT BE SUPPORTING THIS MOTION. MR. CUMMINGS WILL NOT BE SUPPORTING THIS MOTION. MR. CUMMINGS WILL NOT BE SUPPORTING THIS MOTION. MY CONCERNS ARE JUST HEARING SUPPORTING THIS MOTION. MY CONCERNS ARE JUST HEARING SUPPORTING THIS MOTION. MY CONCERNS ARE JUST HEARING THE MOTION ON THE ON THE FLY. MY CONCERNS ARE JUST HEARING THE MOTION ON THE ON THE FLY. MY CONCERNS ARE JUST HEARING THE MOTION ON THE ON THE FLY. I'M CURIOUS WHAT WOULD BE THE MOTION ON THE ON THE FLY. I'M CURIOUS WHAT WOULD BE THE MOTION ON THE ON THE FLY. I'M CURIOUS WHAT WOULD BE IMPACTED ON THE DAY TO DAY I'M CURIOUS WHAT WOULD BE IMPACTED ON THE DAY TO DAY I'M CURIOUS WHAT WOULD

600BE IMPACTED ON THE DAY TO DAY OPERATIONS I DON'T THINK WE'VE IMPACTED ON THE DAY TO DAY OPERATIONS I DON'T THINK WE'VE IMPACTED ON THE DAY TO DAY OPERATIONS I DON'T THINK WE'VE DONE ANY MEASURE IMPACT STUDY OPERATIONS I DON'T THINK WE'VE DONE ANY MEASURE IMPACT STUDY OPERATIONS I DON'T THINK WE'VE DONE ANY MEASURE IMPACT STUDY WE'RE IN THE MIDST OF SOWELL'S DONE ANY MEASURE IMPACT STUDY WE'RE IN THE MIDST OF SOWELL'S DONE ANY MEASURE IMPACT STUDY WE'RE IN THE MIDST OF SOWELL'S WE'RE IN THE MIDST OF MIDST WE'RE IN THE MIDST OF SOWELL'S WE'RE IN THE MIDST OF MIDST WE'RE IN THE MIDST OF SOWELL'S WE'RE IN THE MIDST OF MIDST OF A BUSY SCHOOL TIME RIGHT WE'RE IN THE MIDST OF MIDST OF A BUSY SCHOOL TIME RIGHT WE'RE IN THE MIDST OF

601MIDST OF A BUSY SCHOOL TIME RIGHT GRADUATION TRYING TO GET KIDS OF A BUSY SCHOOL TIME RIGHT GRADUATION TRYING TO GET KIDS OF A BUSY SCHOOL TIME RIGHT GRADUATION TRYING TO GET KIDS TO SUCCEED AND DARE I SAY GRADUATION TRYING TO GET KIDS TO SUCCEED AND DARE I SAY GRADUATION TRYING TO GET KIDS TO SUCCEED AND DARE I SAY FINISH STRONG STRATEGIC VISION TO SUCCEED AND DARE I SAY FINISH STRONG STRATEGIC VISION TO SUCCEED AND DARE I SAY FINISH STRONG STRATEGIC VISION GUIDES US IT HELPS US YOU FINISH STRONG STRATEGIC VISION GUIDES US IT HELPS US YOU FINISH STRONG STRATEGIC VISION GUIDES US IT HELPS US YOU ESTABLISH OUR VALUES, ESTABLISH GUIDES US IT HELPS US YOU ESTABLISH OUR VALUES, ESTABLISH GUIDES US IT HELPS US YOU ESTABLISH OUR VALUES, ESTABLISH ARE TRUE NORTH IN

602OUR DAY TO ESTABLISH OUR VALUES, ESTABLISH ARE TRUE NORTH IN OUR DAY TO ESTABLISH OUR VALUES, ESTABLISH ARE TRUE NORTH IN OUR DAY TO DAY OPERATIONS AND I FEEL LIKE ARE TRUE NORTH IN OUR DAY TO DAY OPERATIONS AND I FEEL LIKE ARE TRUE NORTH IN OUR DAY TO DAY OPERATIONS AND I FEEL LIKE A WHIMSICAL DECISION TO QUICKLY DAY OPERATIONS AND I FEEL LIKE A WHIMSICAL DECISION TO QUICKLY DAY OPERATIONS AND I FEEL LIKE A WHIMSICAL DECISION TO QUICKLY ELIMINATE WITHOUT KNOWING THE A WHIMSICAL DECISION TO QUICKLY ELIMINATE WITHOUT KNOWING THE A WHIMSICAL DECISION TO QUICKLY ELIMINATE WITHOUT KNOWING THE IMPACT. ELIMINATE WITHOUT KNOWING THE IMPACT. ELIMINATE WITHOUT KNOWING THE IMPACT. I MEAN I HAVEN'T HAD TIME TO IMPACT. I MEAN I HAVEN'T HAD TIME TO IMPACT. I MEAN I HAVEN'T HAD TIME TO

603READ THROUGH AND THINK THROUGH I MEAN I HAVEN'T HAD TIME TO READ THROUGH AND THINK THROUGH I MEAN I HAVEN'T HAD TIME TO READ THROUGH AND THINK THROUGH AND COULD DO A COMPARATIVE READ THROUGH AND THINK THROUGH AND COULD DO A COMPARATIVE READ THROUGH AND THINK THROUGH AND COULD DO A COMPARATIVE ANALYSIS OF A TO B OF POTENTIAL AND COULD DO A COMPARATIVE ANALYSIS OF A TO B OF POTENTIAL AND COULD DO A COMPARATIVE ANALYSIS OF A TO B OF POTENTIAL IMPACT WOULD BE WITHIN THE ANALYSIS OF A TO B OF POTENTIAL IMPACT WOULD BE WITHIN THE ANALYSIS OF A TO B OF POTENTIAL IMPACT WOULD BE WITHIN THE FINAL THREE WEEKS OF SCHOOL I IMPACT WOULD BE WITHIN THE FINAL THREE WEEKS OF SCHOOL I IMPACT WOULD BE WITHIN THE FINAL THREE WEEKS OF

604SCHOOL I JUST CAN'T SUPPORT THAT EMOTION FINAL THREE WEEKS OF SCHOOL I JUST CAN'T SUPPORT THAT EMOTION FINAL THREE WEEKS OF SCHOOL I JUST CAN'T SUPPORT THAT EMOTION THINK IT'S VERY RUSSIAN I'M JUST CAN'T SUPPORT THAT EMOTION THINK IT'S VERY RUSSIAN I'M JUST CAN'T SUPPORT THAT EMOTION THINK IT'S VERY RUSSIAN I'M TRYING AND I'M TRYING TO THINK IT'S VERY RUSSIAN I'M TRYING AND I'M TRYING TO THINK IT'S VERY RUSSIAN I'M TRYING AND I'M TRYING TO UNDERSTAND THE FRAMEWORK OR TRYING AND I'M TRYING TO UNDERSTAND THE FRAMEWORK OR TRYING AND I'M TRYING TO UNDERSTAND THE FRAMEWORK OR WHAT LED TO SUPPORT MR. UNDERSTAND THE FRAMEWORK OR WHAT LED TO SUPPORT MR. UNDERSTAND THE FRAMEWORK OR WHAT LED TO SUPPORT MR. COLPEPER. WHAT LED TO SUPPORT MR. COLPEPER. WHAT LED TO SUPPORT MR. COLPEPER. WELL, HONESTLY, YOU'RE

605MAKING COLPEPER. WELL, HONESTLY, YOU'RE MAKING COLPEPER. WELL, HONESTLY, YOU'RE MAKING MY POINT THE THE THINGS ARE WELL, HONESTLY, YOU'RE MAKING MY POINT THE THE THINGS ARE WELL, HONESTLY, YOU'RE MAKING MY POINT THE THE THINGS ARE REMOVED FROM TWENTY TWENTY MY POINT THE THE THINGS ARE REMOVED FROM TWENTY TWENTY MY POINT THE THE THINGS ARE REMOVED FROM TWENTY TWENTY FIVE. REMOVED FROM TWENTY TWENTY FIVE. REMOVED FROM TWENTY TWENTY FIVE. IT'S WRITTEN HERE IF WE WERE TO FIVE. IT'S WRITTEN HERE IF WE WERE TO FIVE. IT'S WRITTEN HERE IF WE WERE TO APPROVE IT AS WRITTEN WITH IT'S WRITTEN HERE IF WE WERE TO APPROVE IT AS WRITTEN WITH IT'S WRITTEN HERE IF WE WERE TO APPROVE IT AS WRITTEN WITH THESE THINGS REMOVED FROM I APPROVE IT AS WRITTEN WITH THESE THINGS REMOVED FROM I APPROVE

606IT AS WRITTEN WITH THESE THINGS REMOVED FROM I THINK THAT IS A BIG COURSE THESE THINGS REMOVED FROM I THINK THAT IS A BIG COURSE THESE THINGS REMOVED FROM I THINK THAT IS A BIG COURSE CHANGE IS NOT WORTH MAKING THINK THAT IS A BIG COURSE CHANGE IS NOT WORTH MAKING THINK THAT IS A BIG COURSE CHANGE IS NOT WORTH MAKING TWENTY THIRTY IS ALREADY IN THE CHANGE IS NOT WORTH MAKING TWENTY THIRTY IS ALREADY IN THE CHANGE IS NOT WORTH MAKING TWENTY THIRTY IS ALREADY IN THE HOPPER 20 TWENTY THIRTY PEOPLE TWENTY THIRTY IS ALREADY IN THE HOPPER 20 TWENTY THIRTY PEOPLE TWENTY THIRTY IS ALREADY IN THE HOPPER 20 TWENTY THIRTY PEOPLE ALREADY HAVE AN WHAT'S IN IT. HOPPER 20 TWENTY THIRTY PEOPLE ALREADY HAVE AN WHAT'S IN IT. HOPPER 20 TWENTY THIRTY

607PEOPLE ALREADY HAVE AN WHAT'S IN IT. THE CHANGES DO IT ARE MORE ALREADY HAVE AN WHAT'S IN IT. THE CHANGES DO IT ARE MORE ALREADY HAVE AN WHAT'S IN IT. THE CHANGES DO IT ARE MORE CLARITY THAN IN CHANGING WHAT THE CHANGES DO IT ARE MORE CLARITY THAN IN CHANGING WHAT THE CHANGES DO IT ARE MORE CLARITY THAN IN CHANGING WHAT IS INTENDED TO HAPPEN. CLARITY THAN IN CHANGING WHAT IS INTENDED TO HAPPEN. CLARITY THAN IN CHANGING WHAT IS INTENDED TO HAPPEN. SO WHAT DO YOU MEAN KIND ASK IS INTENDED TO HAPPEN. SO WHAT DO YOU MEAN KIND ASK IS INTENDED TO HAPPEN. SO WHAT DO YOU MEAN KIND ASK THE QUESTION ABOUT I'LL REPEAT SO WHAT DO YOU MEAN KIND ASK THE QUESTION ABOUT I'LL REPEAT SO WHAT DO YOU MEAN KIND ASK THE

608QUESTION ABOUT I'LL REPEAT THE QUESTION WHAT CHANGES IN THE QUESTION ABOUT I'LL REPEAT THE QUESTION WHAT CHANGES IN THE QUESTION ABOUT I'LL REPEAT THE QUESTION WHAT CHANGES IN WHAT'S GOING TO IN THE THE QUESTION WHAT CHANGES IN WHAT'S GOING TO IN THE THE QUESTION WHAT CHANGES IN WHAT'S GOING TO IN THE CURRICULUM TOMORROW IF WE MAKE WHAT'S GOING TO IN THE CURRICULUM TOMORROW IF WE MAKE WHAT'S GOING TO IN THE CURRICULUM TOMORROW IF WE MAKE 20 30 EFFECTIVE INSTEAD CURRICULUM TOMORROW IF WE MAKE 20 30 EFFECTIVE INSTEAD CURRICULUM TOMORROW IF WE MAKE 20 30 EFFECTIVE INSTEAD OF TWENTY TWENTY FIVE EFFECTIVE 20 30 EFFECTIVE INSTEAD OF TWENTY TWENTY FIVE EFFECTIVE 20 30 EFFECTIVE INSTEAD OF TWENTY TWENTY FIVE EFFECTIVE SO WE HAVE TWELVE SCHOOL DAYS OF TWENTY TWENTY FIVE EFFECTIVE SO WE HAVE TWELVE SCHOOL

609DAYS OF TWENTY TWENTY FIVE EFFECTIVE SO WE HAVE TWELVE SCHOOL DAYS LEFT 13 IF YOU COUNT THAT LAST SO WE HAVE TWELVE SCHOOL DAYS LEFT 13 IF YOU COUNT THAT LAST SO WE HAVE TWELVE SCHOOL DAYS LEFT 13 IF YOU COUNT THAT LAST FRIDAY WHICH IS A AFFIDAVIT SO LEFT 13 IF YOU COUNT THAT LAST FRIDAY WHICH IS A AFFIDAVIT SO LEFT 13 IF YOU COUNT THAT LAST FRIDAY WHICH IS A AFFIDAVIT SO TWELVE AND A HALF DAYS LEFT FRIDAY WHICH IS A AFFIDAVIT SO TWELVE AND A HALF DAYS LEFT FRIDAY WHICH IS A AFFIDAVIT SO TWELVE AND A HALF DAYS LEFT SCHOOLS ARE IN THE ABSOLUTE TWELVE AND A HALF DAYS LEFT SCHOOLS ARE IN THE ABSOLUTE TWELVE AND A HALF DAYS LEFT SCHOOLS ARE IN THE ABSOLUTE MIDDLE OF SOIL TESTING ALL SCHOOLS

610ARE IN THE ABSOLUTE MIDDLE OF SOIL TESTING ALL SCHOOLS ARE IN THE ABSOLUTE MIDDLE OF SOIL TESTING ALL THREE LEVELS BOTH STRATEGIC MIDDLE OF SOIL TESTING ALL THREE LEVELS BOTH STRATEGIC MIDDLE OF SOIL TESTING ALL THREE LEVELS BOTH STRATEGIC FRAMEWORKS HAVE A THE FIRST THREE LEVELS BOTH STRATEGIC FRAMEWORKS HAVE A THE FIRST THREE LEVELS BOTH STRATEGIC FRAMEWORKS HAVE A THE FIRST GOAL IS AROUND EDUCATIONAL FRAMEWORKS HAVE A THE FIRST GOAL IS AROUND EDUCATIONAL FRAMEWORKS HAVE A THE FIRST GOAL IS AROUND EDUCATIONAL EXCELLENCE AND THIS IS THIS THE GOAL IS AROUND EDUCATIONAL EXCELLENCE AND THIS IS THIS THE GOAL IS AROUND EDUCATIONAL EXCELLENCE AND THIS IS THIS THE WORK OF EDUCATIONAL EXCELLENCE EXCELLENCE AND THIS IS THIS THE WORK OF EDUCATIONAL EXCELLENCE EXCELLENCE AND THIS IS THIS THE WORK OF EDUCATIONAL EXCELLENCE THIS WHAT THAT'S WHAT

611HAPPENS WORK OF EDUCATIONAL EXCELLENCE THIS WHAT THAT'S WHAT HAPPENS WORK OF EDUCATIONAL EXCELLENCE THIS WHAT THAT'S WHAT HAPPENS OVER THE NEXT TWO WEEKS IS THIS WHAT THAT'S WHAT HAPPENS OVER THE NEXT TWO WEEKS IS THIS WHAT THAT'S WHAT HAPPENS OVER THE NEXT TWO WEEKS IS GOING TO BE VIEWED BY THE OVER THE NEXT TWO WEEKS IS GOING TO BE VIEWED BY THE OVER THE NEXT TWO WEEKS IS GOING TO BE VIEWED BY THE PUBLIC VIEWED BY OUR STAFF GOING TO BE VIEWED BY THE PUBLIC VIEWED BY OUR STAFF GOING TO BE VIEWED BY THE PUBLIC VIEWED BY OUR STAFF WHETHER OR NOT WE WERE PUBLIC VIEWED BY OUR STAFF WHETHER OR NOT WE WERE PUBLIC VIEWED BY OUR STAFF WHETHER OR NOT WE WERE SUCCESSFUL THIS YEAR SO THE WHETHER OR NOT WE WERE SUCCESSFUL

612THIS YEAR SO THE WHETHER OR NOT WE WERE SUCCESSFUL THIS YEAR SO THE ANSWER TO YOUR QUESTION, MR. SUCCESSFUL THIS YEAR SO THE ANSWER TO YOUR QUESTION, MR. SUCCESSFUL THIS YEAR SO THE ANSWER TO YOUR QUESTION, MR. COLPEPER, IS I DON'T THINK MUCH ANSWER TO YOUR QUESTION, MR. COLPEPER, IS I DON'T THINK MUCH ANSWER TO YOUR QUESTION, MR. COLPEPER, IS I DON'T THINK MUCH WILL CHANGE BETWEEN NOW AND THE COLPEPER, IS I DON'T THINK MUCH WILL CHANGE BETWEEN NOW AND THE COLPEPER, IS I DON'T THINK MUCH WILL CHANGE BETWEEN NOW AND THE END OF THE SCHOOL YEAR BECAUSE WILL CHANGE BETWEEN NOW AND THE END OF THE SCHOOL YEAR BECAUSE WILL CHANGE BETWEEN NOW AND THE END OF THE SCHOOL YEAR BECAUSE WE ARE IN THE WE'RE IN ORDER END OF THE SCHOOL YEAR BECAUSE

613WE ARE IN THE WE'RE IN ORDER END OF THE SCHOOL YEAR BECAUSE WE ARE IN THE WE'RE IN ORDER DRIVE RIGHT NOW WE KNOW WHAT WE ARE IN THE WE'RE IN ORDER DRIVE RIGHT NOW WE KNOW WHAT WE ARE IN THE WE'RE IN ORDER DRIVE RIGHT NOW WE KNOW WHAT WE'RE WHAT WE'RE DOING IN TERMS DRIVE RIGHT NOW WE KNOW WHAT WE'RE WHAT WE'RE DOING IN TERMS DRIVE RIGHT NOW WE KNOW WHAT WE'RE WHAT WE'RE DOING IN TERMS OF WORKING WITH WITH CHILDREN, WE'RE WHAT WE'RE DOING IN TERMS OF WORKING WITH WITH CHILDREN, WE'RE WHAT WE'RE DOING IN TERMS OF WORKING WITH WITH CHILDREN, FINISHING UP THE CONTENT THE OF WORKING WITH WITH CHILDREN, FINISHING UP THE CONTENT THE OF WORKING WITH WITH CHILDREN, FINISHING UP THE CONTENT THE CURRICULUM GETTING US TO THE FINISHING

614UP THE CONTENT THE CURRICULUM GETTING US TO THE FINISHING UP THE CONTENT THE CURRICULUM GETTING US TO THE END THE END OF THE SCHOOL YEAR CURRICULUM GETTING US TO THE END THE END OF THE SCHOOL YEAR CURRICULUM GETTING US TO THE END THE END OF THE SCHOOL YEAR I THINK PROBABLY THE THING THAT END THE END OF THE SCHOOL YEAR I THINK PROBABLY THE THING THAT END THE END OF THE SCHOOL YEAR I THINK PROBABLY THE THING THAT FRUSTRATES ME THE MOST IS THERE I THINK PROBABLY THE THING THAT FRUSTRATES ME THE MOST IS THERE I THINK PROBABLY THE THING THAT FRUSTRATES ME THE MOST IS THERE ARE SCHOOL DIVISIONS IN THIS FRUSTRATES ME THE MOST IS THERE ARE SCHOOL DIVISIONS IN THIS FRUSTRATES ME THE MOST IS THERE ARE SCHOOL DIVISIONS IN THIS COUNTRY

615THAT HAVE A STRATEGIC ARE SCHOOL DIVISIONS IN THIS COUNTRY THAT HAVE A STRATEGIC ARE SCHOOL DIVISIONS IN THIS COUNTRY THAT HAVE A STRATEGIC FRAMEWORK THAT SITS ON A SHELF COUNTRY THAT HAVE A STRATEGIC FRAMEWORK THAT SITS ON A SHELF COUNTRY THAT HAVE A STRATEGIC FRAMEWORK THAT SITS ON A SHELF AND IT IS ONLY LIFTED EVERY FRAMEWORK THAT SITS ON A SHELF AND IT IS ONLY LIFTED EVERY FRAMEWORK THAT SITS ON A SHELF AND IT IS ONLY LIFTED EVERY FIVE YEARS AND THEN THERE'S AND IT IS ONLY LIFTED EVERY FIVE YEARS AND THEN THERE'S AND IT IS ONLY LIFTED EVERY FIVE YEARS AND THEN THERE'S GOOD WORK DONE THEN IT SITS ON FIVE YEARS AND THEN THERE'S GOOD WORK DONE THEN IT SITS ON FIVE YEARS AND THEN THERE'S GOOD WORK DONE THEN IT SITS ON

616A SHELF. GOOD WORK DONE THEN IT SITS ON A SHELF. GOOD WORK DONE THEN IT SITS ON A SHELF. JIM MERRILL STARTED THIS A SHELF. JIM MERRILL STARTED THIS A SHELF. JIM MERRILL STARTED THIS PROCESS AND TWENTY WITH JIM MERRILL STARTED THIS PROCESS AND TWENTY WITH JIM MERRILL STARTED THIS PROCESS AND TWENTY WITH DEVELOPMENT COMES TO 2015 AND PROCESS AND TWENTY WITH DEVELOPMENT COMES TO 2015 AND PROCESS AND TWENTY WITH DEVELOPMENT COMES TO 2015 AND THEN TWENTY TWENTY AND NEXT TO DEVELOPMENT COMES TO 2015 AND THEN TWENTY TWENTY AND NEXT TO DEVELOPMENT COMES TO 2015 AND THEN TWENTY TWENTY AND NEXT TO WHERE WE ARE NOW WHERE THIS IS THEN TWENTY TWENTY AND NEXT TO WHERE WE ARE NOW WHERE THIS IS THEN TWENTY TWENTY AND NEXT TO WHERE WE ARE NOW WHERE THIS IS

617A LIVING DOCUMENT THAT DRIVES WHERE WE ARE NOW WHERE THIS IS A LIVING DOCUMENT THAT DRIVES WHERE WE ARE NOW WHERE THIS IS A LIVING DOCUMENT THAT DRIVES EVERYTHING THAT WE DO. A LIVING DOCUMENT THAT DRIVES EVERYTHING THAT WE DO. A LIVING DOCUMENT THAT DRIVES EVERYTHING THAT WE DO. WE CREATED LONG TIME GO BEFORE EVERYTHING THAT WE DO. WE CREATED LONG TIME GO BEFORE EVERYTHING THAT WE DO. WE CREATED LONG TIME GO BEFORE ANYBODY ELSE THAT WE WE CREATED LONG TIME GO BEFORE ANYBODY ELSE THAT WE WE CREATED LONG TIME GO BEFORE ANYBODY ELSE THAT WE CREATED WHAT WE USED TO CALL ANYBODY ELSE THAT WE CREATED WHAT WE USED TO CALL ANYBODY ELSE THAT WE CREATED WHAT WE USED TO CALL MISS MCQUEEN'S CORRECT ME IF CREATED WHAT WE USED TO CALL MISS MCQUEEN'S

618CORRECT ME IF CREATED WHAT WE USED TO CALL MISS MCQUEEN'S CORRECT ME IF I'M KEY ACADEMIC MEASURES IS MISS MCQUEEN'S CORRECT ME IF I'M KEY ACADEMIC MEASURES IS MISS MCQUEEN'S CORRECT ME IF I'M KEY ACADEMIC MEASURES IS WHAT WE CALL THEM EARLY ON I'M KEY ACADEMIC MEASURES IS WHAT WE CALL THEM EARLY ON I'M KEY ACADEMIC MEASURES IS WHAT WE CALL THEM EARLY ON BECAUSE WE WERE GOING TO REPORT WHAT WE CALL THEM EARLY ON BECAUSE WE WERE GOING TO REPORT WHAT WE CALL THEM EARLY ON BECAUSE WE WERE GOING TO REPORT TO THE PUBLIC HOW WE WERE BECAUSE WE WERE GOING TO REPORT TO THE PUBLIC HOW WE WERE BECAUSE WE WERE GOING TO REPORT TO THE PUBLIC HOW WE WERE DOING. TO THE PUBLIC HOW WE WERE DOING. TO THE PUBLIC HOW WE

619WERE DOING. WE WERE BOLD WE SAID THIS IS DOING. WE WERE BOLD WE SAID THIS IS DOING. WE WERE BOLD WE SAID THIS IS WHAT OUR PLAN IS THIS IS THIS WE WERE BOLD WE SAID THIS IS WHAT OUR PLAN IS THIS IS THIS WE WERE BOLD WE SAID THIS IS WHAT OUR PLAN IS THIS IS THIS IS WHAT WE'RE GOING TO REPORT WHAT OUR PLAN IS THIS IS THIS IS WHAT WE'RE GOING TO REPORT WHAT OUR PLAN IS THIS IS THIS IS WHAT WE'RE GOING TO REPORT AND WE'RE GOING TO BEAR IS WHAT WE'RE GOING TO REPORT AND WE'RE GOING TO BEAR IS WHAT WE'RE GOING TO REPORT AND WE'RE GOING TO BEAR OURSELVES TO THE PUBLIC AND IN AND WE'RE GOING TO BEAR OURSELVES TO THE PUBLIC AND IN AND WE'RE GOING TO

620BEAR OURSELVES TO THE PUBLIC AND IN SOME INSTANCES WE WERE VERY OURSELVES TO THE PUBLIC AND IN SOME INSTANCES WE WERE VERY OURSELVES TO THE PUBLIC AND IN SOME INSTANCES WE WERE VERY PROUD OF OUR WORK AND OTHER SOME INSTANCES WE WERE VERY PROUD OF OUR WORK AND OTHER SOME INSTANCES WE WERE VERY PROUD OF OUR WORK AND OTHER INSTANCES WE HAD TO GO BACK THE PROUD OF OUR WORK AND OTHER INSTANCES WE HAD TO GO BACK THE PROUD OF OUR WORK AND OTHER INSTANCES WE HAD TO GO BACK THE DRAWING BOARD AND SO MY FEAR IS INSTANCES WE HAD TO GO BACK THE DRAWING BOARD AND SO MY FEAR IS INSTANCES WE HAD TO GO BACK THE DRAWING BOARD AND SO MY FEAR IS EVEN THOUGH ON ON ON FACE VALUE DRAWING BOARD AND

621SO MY FEAR IS EVEN THOUGH ON ON ON FACE VALUE DRAWING BOARD AND SO MY FEAR IS EVEN THOUGH ON ON ON FACE VALUE IT SEEMS TO MAKE SENSE MY FEAR EVEN THOUGH ON ON ON FACE VALUE IT SEEMS TO MAKE SENSE MY FEAR EVEN THOUGH ON ON ON FACE VALUE IT SEEMS TO MAKE SENSE MY FEAR FROM A STAFF POINT IS FOR THOSE IT SEEMS TO MAKE SENSE MY FEAR FROM A STAFF POINT IS FOR THOSE IT SEEMS TO MAKE SENSE MY FEAR FROM A STAFF POINT IS FOR THOSE OF US WHO HAVE LIVED THIS PLAN FROM A STAFF POINT IS FOR THOSE OF US WHO HAVE LIVED THIS PLAN FROM A STAFF POINT IS FOR THOSE OF US WHO HAVE LIVED THIS PLAN FOR FIVE YEARS THERE IS NO OF US WHO HAVE

622LIVED THIS PLAN FOR FIVE YEARS THERE IS NO OF US WHO HAVE LIVED THIS PLAN FOR FIVE YEARS THERE IS NO CLOSURE. FOR FIVE YEARS THERE IS NO CLOSURE. FOR FIVE YEARS THERE IS NO CLOSURE. IT IS IT FELL BY THE WAYSIDE CLOSURE. IT IS IT FELL BY THE WAYSIDE CLOSURE. IT IS IT FELL BY THE WAYSIDE AND WE'RE GOING TO THE NEXT IT IS IT FELL BY THE WAYSIDE AND WE'RE GOING TO THE NEXT IT IS IT FELL BY THE WAYSIDE AND WE'RE GOING TO THE NEXT PLAN. AND WE'RE GOING TO THE NEXT PLAN. AND WE'RE GOING TO THE NEXT PLAN. IT'S ALMOST WE DIDN'T HAVE THE PLAN. IT'S ALMOST WE DIDN'T HAVE THE PLAN. IT'S ALMOST WE DIDN'T HAVE THE PROPER BURIAL AND THAT'S NOT IT'S ALMOST WE DIDN'T HAVE THE PROPER BURIAL

623AND THAT'S NOT IT'S ALMOST WE DIDN'T HAVE THE PROPER BURIAL AND THAT'S NOT THE RIGHT TERM BUT THEN OF OF PROPER BURIAL AND THAT'S NOT THE RIGHT TERM BUT THEN OF OF PROPER BURIAL AND THAT'S NOT THE RIGHT TERM BUT THEN OF OF THE ENDING THE PLAN AND SO YOU THE RIGHT TERM BUT THEN OF OF THE ENDING THE PLAN AND SO YOU THE RIGHT TERM BUT THEN OF OF THE ENDING THE PLAN AND SO YOU KNOW, I IT IS NOT GOING TO THE ENDING THE PLAN AND SO YOU KNOW, I IT IS NOT GOING TO THE ENDING THE PLAN AND SO YOU KNOW, I IT IS NOT GOING TO CHANGE WHAT WE DO OVER THE NEXT KNOW, I IT IS NOT GOING TO CHANGE WHAT WE DO OVER THE NEXT KNOW, I IT IS

624NOT GOING TO CHANGE WHAT WE DO OVER THE NEXT TWELVE DAYS IF THE DECISION TO CHANGE WHAT WE DO OVER THE NEXT TWELVE DAYS IF THE DECISION TO CHANGE WHAT WE DO OVER THE NEXT TWELVE DAYS IF THE DECISION TO SUSPEND COMES TWENTY TWENTY TWELVE DAYS IF THE DECISION TO SUSPEND COMES TWENTY TWENTY TWELVE DAYS IF THE DECISION TO SUSPEND COMES TWENTY TWENTY FIVE AND INITIATE TO 20 30 SUSPEND COMES TWENTY TWENTY FIVE AND INITIATE TO 20 30 SUSPEND COMES TWENTY TWENTY FIVE AND INITIATE TO 20 30 THERE WILL BE A REVERBERATION FIVE AND INITIATE TO 20 30 THERE WILL BE A REVERBERATION FIVE AND INITIATE TO 20 30 THERE WILL BE A REVERBERATION IN TERMS OF THE PEOPLE THAT THERE WILL BE A REVERBERATION IN TERMS OF THE PEOPLE THAT THERE WILL BE A

625REVERBERATION IN TERMS OF THE PEOPLE THAT LIVE THAT PLAN FOR FIVE YEARS IN TERMS OF THE PEOPLE THAT LIVE THAT PLAN FOR FIVE YEARS IN TERMS OF THE PEOPLE THAT LIVE THAT PLAN FOR FIVE YEARS AND REALLY WANT TO MEASURE LIVE THAT PLAN FOR FIVE YEARS AND REALLY WANT TO MEASURE LIVE THAT PLAN FOR FIVE YEARS AND REALLY WANT TO MEASURE WHETHER OR NOT THAT WORKED AND REALLY WANT TO MEASURE WHETHER OR NOT THAT WORKED AND REALLY WANT TO MEASURE WHETHER OR NOT THAT WORKED WHICH WE COULD DO ANYWAY. WHETHER OR NOT THAT WORKED WHICH WE COULD DO ANYWAY. WHETHER OR NOT THAT WORKED WHICH WE COULD DO ANYWAY. IT'S JUST I'LL TAKE CARE OF IT WHICH WE COULD DO ANYWAY. IT'S JUST I'LL TAKE CARE OF IT WHICH WE COULD DO ANYWAY. IT'S JUST

626I'LL TAKE CARE OF IT . IT'S JUST I'LL TAKE CARE OF IT . IT'S JUST I'LL TAKE CARE OF IT . YEAH. . YEAH. . YEAH. WHAT I HEAR SAYING IS NOTHING YEAH. WHAT I HEAR SAYING IS NOTHING YEAH. WHAT I HEAR SAYING IS NOTHING SIGNIFICANT WILL CHANGE BUT WHAT I HEAR SAYING IS NOTHING SIGNIFICANT WILL CHANGE BUT WHAT I HEAR SAYING IS NOTHING SIGNIFICANT WILL CHANGE BUT NONETHELESS WOULD RATHER NOT SIGNIFICANT WILL CHANGE BUT NONETHELESS WOULD RATHER NOT SIGNIFICANT WILL CHANGE BUT NONETHELESS WOULD RATHER NOT TALK BUT TWENTY FIVE. NONETHELESS WOULD RATHER NOT TALK BUT TWENTY FIVE. NONETHELESS WOULD RATHER NOT TALK BUT TWENTY FIVE. THAT'S RIGHT. TALK BUT TWENTY FIVE. THAT'S RIGHT. TALK BUT TWENTY FIVE. THAT'S RIGHT. THAT'S CORRECT. THAT'S RIGHT. THAT'S CORRECT. THAT'S RIGHT. THAT'S CORRECT. YES OR MEDICARE WITH BUSH

627THAT'S CORRECT. YES OR MEDICARE WITH BUSH THAT'S CORRECT. YES OR MEDICARE WITH BUSH COMMISSIONERS IN MY MOTION. YES OR MEDICARE WITH BUSH COMMISSIONERS IN MY MOTION. YES OR MEDICARE WITH BUSH COMMISSIONERS IN MY MOTION. OK SO WE NEED MISS DWYER TO COMMISSIONERS IN MY MOTION. OK SO WE NEED MISS DWYER TO COMMISSIONERS IN MY MOTION. OK SO WE NEED MISS DWYER TO AGREE AND WE HAVE TO VOTE SINCE OK SO WE NEED MISS DWYER TO AGREE AND WE HAVE TO VOTE SINCE OK SO WE NEED MISS DWYER TO AGREE AND WE HAVE TO VOTE SINCE OUR BYLAWS SAY THAT WE HAVE TO AGREE AND WE HAVE TO VOTE SINCE OUR BYLAWS SAY THAT WE HAVE TO AGREE AND WE HAVE TO VOTE SINCE OUR BYLAWS SAY THAT WE HAVE TO VOTE ON REMOVING THAT MOTION

628SO OUR BYLAWS SAY THAT WE HAVE TO VOTE ON REMOVING THAT MOTION SO OUR BYLAWS SAY THAT WE HAVE TO VOTE ON REMOVING THAT MOTION SO WHY ARE YOU OK WITH THAT? VOTE ON REMOVING THAT MOTION SO WHY ARE YOU OK WITH THAT? VOTE ON REMOVING THAT MOTION SO WHY ARE YOU OK WITH THAT? OK SO MADAM CLARK DO YOU THINK WHY ARE YOU OK WITH THAT? OK SO MADAM CLARK DO YOU THINK WHY ARE YOU OK WITH THAT? OK SO MADAM CLARK DO YOU THINK THAT WE CAN JUST CONTINUE TO OK SO MADAM CLARK DO YOU THINK THAT WE CAN JUST CONTINUE TO OK SO MADAM CLARK DO YOU THINK THAT WE CAN JUST CONTINUE TO EDIT THE VOTING BOARD OR OK AND THAT WE CAN JUST CONTINUE TO EDIT THE VOTING BOARD OR

629OK AND THAT WE CAN JUST CONTINUE TO EDIT THE VOTING BOARD OR OK AND WALL WHILE SHE'S DOING THAT WE EDIT THE VOTING BOARD OR OK AND WALL WHILE SHE'S DOING THAT WE EDIT THE VOTING BOARD OR OK AND WALL WHILE SHE'S DOING THAT WE ARE WELL I GUESS WE CAN'T WALL WHILE SHE'S DOING THAT WE ARE WELL I GUESS WE CAN'T WALL WHILE SHE'S DOING THAT WE ARE WELL I GUESS WE CAN'T DISCUSS THE NEXT THING. ARE WELL I GUESS WE CAN'T DISCUSS THE NEXT THING. ARE WELL I GUESS WE CAN'T DISCUSS THE NEXT THING. SO MISS MALNIK ARE YOU PLANNING DISCUSS THE NEXT THING. SO MISS MALNIK ARE YOU PLANNING DISCUSS THE NEXT THING. SO MISS MALNIK ARE YOU PLANNING TO TALK ABOUT I GUESS WE'RE SO MISS MALNIK ARE YOU PLANNING TO

630TALK ABOUT I GUESS WE'RE SO MISS MALNIK ARE YOU PLANNING TO TALK ABOUT I GUESS WE'RE PROBABLY JUST WAIT UNTIL THE TO TALK ABOUT I GUESS WE'RE PROBABLY JUST WAIT UNTIL THE TO TALK ABOUT I GUESS WE'RE PROBABLY JUST WAIT UNTIL THE BOARD IS JUST BECAUSE WE'RE PROBABLY JUST WAIT UNTIL THE BOARD IS JUST BECAUSE WE'RE PROBABLY JUST WAIT UNTIL THE BOARD IS JUST BECAUSE WE'RE SENDING SO MANAGER HE THE BOARD IS JUST BECAUSE WE'RE SENDING SO MANAGER HE THE BOARD IS JUST BECAUSE WE'RE SENDING SO MANAGER HE THE ELEMENTARY MOVES WE SAID OK, SENDING SO MANAGER HE THE ELEMENTARY MOVES WE SAID OK, SENDING SO MANAGER HE THE ELEMENTARY MOVES WE SAID OK, ALL RIGHT. ELEMENTARY MOVES WE SAID OK, ALL RIGHT. ELEMENTARY MOVES WE SAID OK, ALL RIGHT. SO MISS FULTON'S LINE MISS

631ALL RIGHT. SO MISS FULTON'S LINE MISS ALL RIGHT. SO MISS FULTON'S LINE MISS FELTON ARE YOU SPEAKING TO THE SO MISS FULTON'S LINE MISS FELTON ARE YOU SPEAKING TO THE SO MISS FULTON'S LINE MISS FELTON ARE YOU SPEAKING TO THE MOTION TO REMOVE MR. FELTON ARE YOU SPEAKING TO THE MOTION TO REMOVE MR. FELTON ARE YOU SPEAKING TO THE MOTION TO REMOVE MR. CULPEPPER'S MOTION YES OUR MOTION TO REMOVE MR. CULPEPPER'S MOTION YES OUR MOTION TO REMOVE MR. CULPEPPER'S MOTION YES OUR WORLD IS WOULD STILL WANT TO CULPEPPER'S MOTION YES OUR WORLD IS WOULD STILL WANT TO CULPEPPER'S MOTION YES OUR WORLD IS WOULD STILL WANT TO SPEAK SO AFTER WE VOTE TO WORLD IS WOULD STILL WANT TO SPEAK SO AFTER WE VOTE TO WORLD IS WOULD STILL WANT TO SPEAK SO AFTER WE

632VOTE TO REMOVE HIS WE AND WE'RE GOING SPEAK SO AFTER WE VOTE TO REMOVE HIS WE AND WE'RE GOING SPEAK SO AFTER WE VOTE TO REMOVE HIS WE AND WE'RE GOING BACK TO THE ORIGINAL MOTION IS REMOVE HIS WE AND WE'RE GOING BACK TO THE ORIGINAL MOTION IS REMOVE HIS WE AND WE'RE GOING BACK TO THE ORIGINAL MOTION IS THAT SO YOU WOULD BE YOU WOULD BACK TO THE ORIGINAL MOTION IS THAT SO YOU WOULD BE YOU WOULD BACK TO THE ORIGINAL MOTION IS THAT SO YOU WOULD BE YOU WOULD BE NEXT TO MISS MALNIK DO OK. THAT SO YOU WOULD BE YOU WOULD BE NEXT TO MISS MALNIK DO OK. THAT SO YOU WOULD BE YOU WOULD BE NEXT TO MISS MALNIK DO OK. I'M GO AHEAD, MISS PART OF MY BE NEXT TO

633MISS MALNIK DO OK. I'M GO AHEAD, MISS PART OF MY BE NEXT TO MISS MALNIK DO OK. I'M GO AHEAD, MISS PART OF MY LIFE TO SAY SO >> WE'RE WE'RE I'M GO AHEAD, MISS PART OF MY LIFE TO SAY SO >> WE'RE WE'RE I'M GO AHEAD, MISS PART OF MY LIFE TO SAY SO >> WE'RE WE'RE JUST VOTING ON MR. COLPEPER LIFE TO SAY SO >> WE'RE WE'RE JUST VOTING ON MR. COLPEPER LIFE TO SAY SO >> WE'RE WE'RE JUST VOTING ON MR. COLPEPER REMOVING HIS MOTION I'LL JUST JUST VOTING ON MR. COLPEPER REMOVING HIS MOTION I'LL JUST JUST VOTING ON MR. COLPEPER REMOVING HIS MOTION I'LL JUST WAIT SO I CAN OK WHAT I NEED TO REMOVING HIS MOTION I'LL JUST WAIT SO I CAN OK WHAT I NEED TO REMOVING HIS MOTION

634I'LL JUST WAIT SO I CAN OK WHAT I NEED TO SAY WITHOUT BEING IN ALL RIGHT WAIT SO I CAN OK WHAT I NEED TO SAY WITHOUT BEING IN ALL RIGHT WAIT SO I CAN OK WHAT I NEED TO SAY WITHOUT BEING IN ALL RIGHT THANK. SAY WITHOUT BEING IN ALL RIGHT THANK. SAY WITHOUT BEING IN ALL RIGHT THANK. THANK YOU. THANK. THANK YOU. THANK. THANK YOU. ALL RIGHT. THANK YOU. ALL RIGHT. THANK YOU. ALL RIGHT. SAYING NO DISCUSSION ON THAT ALL RIGHT. SAYING NO DISCUSSION ON THAT ALL RIGHT. SAYING NO DISCUSSION ON THAT VOTING BOARD IS OPEN TO REMOVE SAYING NO DISCUSSION ON THAT VOTING BOARD IS OPEN TO REMOVE SAYING NO DISCUSSION ON THAT VOTING BOARD IS OPEN TO REMOVE MR. CULPEPPER'S MOTION SO MADAM VOTING BOARD IS OPEN TO REMOVE MR. CULPEPPER'S

635MOTION SO MADAM VOTING BOARD IS OPEN TO REMOVE MR. CULPEPPER'S MOTION SO MADAM CHAIR, WE HAVE ELEVEN SO THE MR. CULPEPPER'S MOTION SO MADAM CHAIR, WE HAVE ELEVEN SO THE MR. CULPEPPER'S MOTION SO MADAM CHAIR, WE HAVE ELEVEN SO THE MOTION DID PASS TO REMOVE THE CHAIR, WE HAVE ELEVEN SO THE MOTION DID PASS TO REMOVE THE CHAIR, WE HAVE ELEVEN SO THE MOTION DID PASS TO REMOVE THE ORIGINAL MOTION THE SUBSTITUTE MOTION DID PASS TO REMOVE THE ORIGINAL MOTION THE SUBSTITUTE MOTION DID PASS TO REMOVE THE ORIGINAL MOTION THE SUBSTITUTE MOTION BY MR. COLPEPER. ORIGINAL MOTION THE SUBSTITUTE MOTION BY MR. COLPEPER. ORIGINAL MOTION THE SUBSTITUTE MOTION BY MR. COLPEPER. OK, THANK YOU I APPRECIATE MY MOTION BY MR. COLPEPER. OK, THANK YOU I APPRECIATE MY MOTION BY MR. COLPEPER. OK, THANK YOU I

636APPRECIATE MY COLLEAGUES GRACE AND FOLLOWING OK, THANK YOU I APPRECIATE MY COLLEAGUES GRACE AND FOLLOWING OK, THANK YOU I APPRECIATE MY COLLEAGUES GRACE AND FOLLOWING ME ALONG IN THAT ONE THE SULTAN COLLEAGUES GRACE AND FOLLOWING ME ALONG IN THAT ONE THE SULTAN COLLEAGUES GRACE AND FOLLOWING ME ALONG IN THAT ONE THE SULTAN . ME ALONG IN THAT ONE THE SULTAN . ME ALONG IN THAT ONE THE SULTAN . THANK YOU CHAIR BROWN MY WORLD . THANK YOU CHAIR BROWN MY WORLD . THANK YOU CHAIR BROWN MY WORLD WOULD HAVE BEEN THIS IS SUCH A THANK YOU CHAIR BROWN MY WORLD WOULD HAVE BEEN THIS IS SUCH A THANK YOU CHAIR BROWN MY WORLD WOULD HAVE BEEN THIS IS SUCH A HYPOCRITICAL HYPOCRITE ACTION WOULD HAVE BEEN THIS IS SUCH A HYPOCRITICAL HYPOCRITE ACTION WOULD HAVE

637BEEN THIS IS SUCH A HYPOCRITICAL HYPOCRITE ACTION TAKEN THAT MY COLLEAGUES TO HYPOCRITICAL HYPOCRITE ACTION TAKEN THAT MY COLLEAGUES TO HYPOCRITICAL HYPOCRITE ACTION TAKEN THAT MY COLLEAGUES TO MOVE FORWARD WITH THIS IS TAKEN THAT MY COLLEAGUES TO MOVE FORWARD WITH THIS IS TAKEN THAT MY COLLEAGUES TO MOVE FORWARD WITH THIS IS HYPOCRITE BECAUSE WE ALWAYS MOVE FORWARD WITH THIS IS HYPOCRITE BECAUSE WE ALWAYS MOVE FORWARD WITH THIS IS HYPOCRITE BECAUSE WE ALWAYS TALK ABOUT STUDENTS PARENTS, HYPOCRITE BECAUSE WE ALWAYS TALK ABOUT STUDENTS PARENTS, HYPOCRITE BECAUSE WE ALWAYS TALK ABOUT STUDENTS PARENTS, PARENTS FIRST AND JUST LIKE TALK ABOUT STUDENTS PARENTS, PARENTS FIRST AND JUST LIKE TALK ABOUT STUDENTS PARENTS, PARENTS FIRST AND JUST LIKE PUTIN SPOKE BEFORE WE TRY TO DO PARENTS FIRST AND JUST LIKE PUTIN SPOKE BEFORE WE TRY TO DO PARENTS FIRST

638AND JUST LIKE PUTIN SPOKE BEFORE WE TRY TO DO ANYTHING THAT'S GOING TO MAKE A PUTIN SPOKE BEFORE WE TRY TO DO ANYTHING THAT'S GOING TO MAKE A PUTIN SPOKE BEFORE WE TRY TO DO ANYTHING THAT'S GOING TO MAKE A MAJOR CHANGE WITHIN OUR SCHOOL ANYTHING THAT'S GOING TO MAKE A MAJOR CHANGE WITHIN OUR SCHOOL ANYTHING THAT'S GOING TO MAKE A MAJOR CHANGE WITHIN OUR SCHOOL DIVISION. MAJOR CHANGE WITHIN OUR SCHOOL DIVISION. MAJOR CHANGE WITHIN OUR SCHOOL DIVISION. WE TRY TO LET THE PUBLIC KNOW DIVISION. WE TRY TO LET THE PUBLIC KNOW DIVISION. WE TRY TO LET THE PUBLIC KNOW SO THAT THEY UNDERSTAND AND WE TRY TO LET THE PUBLIC KNOW SO THAT THEY UNDERSTAND AND WE TRY TO LET THE PUBLIC KNOW SO THAT THEY UNDERSTAND AND THAT THEY CAN SPEAK ON CLEARLY

639SO THAT THEY UNDERSTAND AND THAT THEY CAN SPEAK ON CLEARLY SO THAT THEY UNDERSTAND AND THAT THEY CAN SPEAK ON CLEARLY CLEARLY MR. MY COLLEAGUE FORTH THAT THEY CAN SPEAK ON CLEARLY CLEARLY MR. MY COLLEAGUE FORTH THAT THEY CAN SPEAK ON CLEARLY CLEARLY MR. MY COLLEAGUE FORTH THIS AND DROPPED BECAUSE THEY CLEARLY MR. MY COLLEAGUE FORTH THIS AND DROPPED BECAUSE THEY CLEARLY MR. MY COLLEAGUE FORTH THIS AND DROPPED BECAUSE THEY DO HAVE THE VOTES UNDERSTAND THIS AND DROPPED BECAUSE THEY DO HAVE THE VOTES UNDERSTAND THIS AND DROPPED BECAUSE THEY DO HAVE THE VOTES UNDERSTAND BUT I'LL BUT I'LL SAY THIS DO HAVE THE VOTES UNDERSTAND BUT I'LL BUT I'LL SAY THIS DO HAVE THE VOTES UNDERSTAND BUT I'LL BUT I'LL SAY THIS ANYTHING RUSHED IT ALWAYS HAVE BUT I'LL BUT I'LL SAY THIS ANYTHING RUSHED

640IT ALWAYS HAVE BUT I'LL BUT I'LL SAY THIS ANYTHING RUSHED IT ALWAYS HAVE AT THE EFFECT AND I'M HEARING ANYTHING RUSHED IT ALWAYS HAVE AT THE EFFECT AND I'M HEARING ANYTHING RUSHED IT ALWAYS HAVE AT THE EFFECT AND I'M HEARING MY COLLEAGUES. AT THE EFFECT AND I'M HEARING MY COLLEAGUES. AT THE EFFECT AND I'M HEARING MY COLLEAGUES. YOU KNOW, WE'VE CHANGED THE MY COLLEAGUES. YOU KNOW, WE'VE CHANGED THE MY COLLEAGUES. YOU KNOW, WE'VE CHANGED THE DIVERSE EDUCATION DIVERSITY YOU KNOW, WE'VE CHANGED THE DIVERSE EDUCATION DIVERSITY YOU KNOW, WE'VE CHANGED THE DIVERSE EDUCATION DIVERSITY POLICY WE CHANGE THE STRATEGIC DIVERSE EDUCATION DIVERSITY POLICY WE CHANGE THE STRATEGIC DIVERSE EDUCATION DIVERSITY POLICY WE CHANGE THE STRATEGIC PLAN BUT THERE WOULD BE NO POLICY WE CHANGE THE STRATEGIC PLAN BUT THERE WOULD BE NO POLICY WE CHANGE THE

641STRATEGIC PLAN BUT THERE WOULD BE NO CHANGE HYPOCRITICAL EVERY TIME PLAN BUT THERE WOULD BE NO CHANGE HYPOCRITICAL EVERY TIME PLAN BUT THERE WOULD BE NO CHANGE HYPOCRITICAL EVERY TIME WE DO SOMETHING A RUSH CHENEY CHANGE HYPOCRITICAL EVERY TIME WE DO SOMETHING A RUSH CHENEY CHANGE HYPOCRITICAL EVERY TIME WE DO SOMETHING A RUSH CHENEY WAS TRIED TO BE PUT FORWARD IT WE DO SOMETHING A RUSH CHENEY WAS TRIED TO BE PUT FORWARD IT WE DO SOMETHING A RUSH CHENEY WAS TRIED TO BE PUT FORWARD IT BREAKS THAT MOST OF THE WAS TRIED TO BE PUT FORWARD IT BREAKS THAT MOST OF THE WAS TRIED TO BE PUT FORWARD IT BREAKS THAT MOST OF THE EDUCATION EXCELLENCY THAT WE BREAKS THAT MOST OF THE EDUCATION EXCELLENCY THAT WE BREAKS THAT MOST OF THE EDUCATION EXCELLENCY THAT

642WE HAVE IT BREAKS THAT TRUST WITH EDUCATION EXCELLENCY THAT WE HAVE IT BREAKS THAT TRUST WITH EDUCATION EXCELLENCY THAT WE HAVE IT BREAKS THAT TRUST WITH THE PARENTS THAT WE HEAR AND HAVE IT BREAKS THAT TRUST WITH THE PARENTS THAT WE HEAR AND HAVE IT BREAKS THAT TRUST WITH THE PARENTS THAT WE HEAR AND WITH OUR STUDENTS. THE PARENTS THAT WE HEAR AND WITH OUR STUDENTS. THE PARENTS THAT WE HEAR AND WITH OUR STUDENTS. IT MIGHT BE SOMETHING THAT WITH OUR STUDENTS. IT MIGHT BE SOMETHING THAT WITH OUR STUDENTS. IT MIGHT BE SOMETHING THAT YOU'RE LOOKING AT FOUR I WON'T IT MIGHT BE SOMETHING THAT YOU'RE LOOKING AT FOUR I WON'T IT MIGHT BE SOMETHING THAT YOU'RE LOOKING AT FOUR I WON'T BE HERE TO DEAL WITH OR YOU'RE LOOKING AT FOUR I WON'T BE

643HERE TO DEAL WITH OR YOU'RE LOOKING AT FOUR I WON'T BE HERE TO DEAL WITH OR WHATEVER IS GOING TO HAPPEN BUT BE HERE TO DEAL WITH OR WHATEVER IS GOING TO HAPPEN BUT BE HERE TO DEAL WITH OR WHATEVER IS GOING TO HAPPEN BUT . WHATEVER IS GOING TO HAPPEN BUT . WHATEVER IS GOING TO HAPPEN BUT . BUT THE STUDENTS WILL REMEMBER . BUT THE STUDENTS WILL REMEMBER . BUT THE STUDENTS WILL REMEMBER HOW YOU PUT THEIR LIVES IN BUT THE STUDENTS WILL REMEMBER HOW YOU PUT THEIR LIVES IN BUT THE STUDENTS WILL REMEMBER HOW YOU PUT THEIR LIVES IN SHAMBLES NOT UNDERSTANDING YOUR HOW YOU PUT THEIR LIVES IN SHAMBLES NOT UNDERSTANDING YOUR HOW YOU PUT THEIR LIVES IN SHAMBLES NOT UNDERSTANDING YOUR QUICK FAST MOVE ALL THE THINGS SHAMBLES NOT UNDERSTANDING

644YOUR QUICK FAST MOVE ALL THE THINGS SHAMBLES NOT UNDERSTANDING YOUR QUICK FAST MOVE ALL THE THINGS THAT WE'VE DONE SO FAR AND QUICK FAST MOVE ALL THE THINGS THAT WE'VE DONE SO FAR AND QUICK FAST MOVE ALL THE THINGS THAT WE'VE DONE SO FAR AND THINGS THAT HAVE BEEN HALTED AN THAT WE'VE DONE SO FAR AND THINGS THAT HAVE BEEN HALTED AN THAT WE'VE DONE SO FAR AND THINGS THAT HAVE BEEN HALTED AN EXECUTIVE ORDER IT IS NO LONGER THINGS THAT HAVE BEEN HALTED AN EXECUTIVE ORDER IT IS NO LONGER THINGS THAT HAVE BEEN HALTED AN EXECUTIVE ORDER IT IS NO LONGER IN ACTION HALTED. EXECUTIVE ORDER IT IS NO LONGER IN ACTION HALTED. EXECUTIVE ORDER IT IS NO LONGER IN ACTION HALTED. WE STILL MOVED THINGS THAT HAVE IN ACTION HALTED. WE STILL MOVED

645THINGS THAT HAVE IN ACTION HALTED. WE STILL MOVED THINGS THAT HAVE BEEN HALTED. WE STILL MOVED THINGS THAT HAVE BEEN HALTED. WE STILL MOVED THINGS THAT HAVE BEEN HALTED. I'M JUST CONCERNED THAT WE ARE BEEN HALTED. I'M JUST CONCERNED THAT WE ARE BEEN HALTED. I'M JUST CONCERNED THAT WE ARE CONCERNED ABOUT THE JOB THAT WE I'M JUST CONCERNED THAT WE ARE CONCERNED ABOUT THE JOB THAT WE I'M JUST CONCERNED THAT WE ARE CONCERNED ABOUT THE JOB THAT WE WERE VOTED NEED TO DO TO CONCERNED ABOUT THE JOB THAT WE WERE VOTED NEED TO DO TO CONCERNED ABOUT THE JOB THAT WE WERE VOTED NEED TO DO TO GOVERNANCE AND TO PROTECT OUR WERE VOTED NEED TO DO TO GOVERNANCE AND TO PROTECT OUR WERE VOTED NEED TO DO TO GOVERNANCE AND TO PROTECT OUR STUDENTS

646WE'RE DOING EVERYTHING GOVERNANCE AND TO PROTECT OUR STUDENTS WE'RE DOING EVERYTHING GOVERNANCE AND TO PROTECT OUR STUDENTS WE'RE DOING EVERYTHING IN SUCH A SUCH A RUSH. STUDENTS WE'RE DOING EVERYTHING IN SUCH A SUCH A RUSH. STUDENTS WE'RE DOING EVERYTHING IN SUCH A SUCH A RUSH. WHAT IS THE RUSH ALL ABOUT? IN SUCH A SUCH A RUSH. WHAT IS THE RUSH ALL ABOUT? IN SUCH A SUCH A RUSH. WHAT IS THE RUSH ALL ABOUT? REMEMBER ANYTHING DONE IN A WHAT IS THE RUSH ALL ABOUT? REMEMBER ANYTHING DONE IN A WHAT IS THE RUSH ALL ABOUT? REMEMBER ANYTHING DONE IN A RUSH MANTLE AND A MATTER IT REMEMBER ANYTHING DONE IN A RUSH MANTLE AND A MATTER IT REMEMBER ANYTHING DONE IN A RUSH MANTLE AND A MATTER IT SETS FORTH OTHER THINGS THAT RUSH MANTLE AND

647A MATTER IT SETS FORTH OTHER THINGS THAT RUSH MANTLE AND A MATTER IT SETS FORTH OTHER THINGS THAT HAPPEN TO AND I DO NOT WANT SETS FORTH OTHER THINGS THAT HAPPEN TO AND I DO NOT WANT SETS FORTH OTHER THINGS THAT HAPPEN TO AND I DO NOT WANT THIS DIVISION TO LOOK LIKE IT HAPPEN TO AND I DO NOT WANT THIS DIVISION TO LOOK LIKE IT HAPPEN TO AND I DO NOT WANT THIS DIVISION TO LOOK LIKE IT IS WITH THING THAT WE ARE DOING THIS DIVISION TO LOOK LIKE IT IS WITH THING THAT WE ARE DOING THIS DIVISION TO LOOK LIKE IT IS WITH THING THAT WE ARE DOING HAPHAZARDLY BEING HYPOCRISY IS WITH THING THAT WE ARE DOING HAPHAZARDLY BEING HYPOCRISY IS WITH THING THAT WE ARE DOING HAPHAZARDLY BEING HYPOCRISY OF WHAT

648WE ARE SEEING STUDENT HAPHAZARDLY BEING HYPOCRISY OF WHAT WE ARE SEEING STUDENT HAPHAZARDLY BEING HYPOCRISY OF WHAT WE ARE SEEING STUDENT FOR PARENTS MATTER PUBLIC YOU OF WHAT WE ARE SEEING STUDENT FOR PARENTS MATTER PUBLIC YOU OF WHAT WE ARE SEEING STUDENT FOR PARENTS MATTER PUBLIC YOU SPEAK THAT'S NOT WHAT WE DOING FOR PARENTS MATTER PUBLIC YOU SPEAK THAT'S NOT WHAT WE DOING FOR PARENTS MATTER PUBLIC YOU SPEAK THAT'S NOT WHAT WE DOING NOW WHICH IS MOVING ON A WHIM. SPEAK THAT'S NOT WHAT WE DOING NOW WHICH IS MOVING ON A WHIM. SPEAK THAT'S NOT WHAT WE DOING NOW WHICH IS MOVING ON A WHIM. I SAID WHAT WE BELIEVE IN LET'S NOW WHICH IS MOVING ON A WHIM. I SAID WHAT WE BELIEVE IN LET'S NOW WHICH IS MOVING ON A WHIM. I SAID

649WHAT WE BELIEVE IN LET'S THINK ABOUT IT TRIED TO ENJOY I SAID WHAT WE BELIEVE IN LET'S THINK ABOUT IT TRIED TO ENJOY I SAID WHAT WE BELIEVE IN LET'S THINK ABOUT IT TRIED TO ENJOY IT AND I SAY AGAIN YOUR MORAL THINK ABOUT IT TRIED TO ENJOY IT AND I SAY AGAIN YOUR MORAL THINK ABOUT IT TRIED TO ENJOY IT AND I SAY AGAIN YOUR MORAL COMPASS WERE IS THAT? IT AND I SAY AGAIN YOUR MORAL COMPASS WERE IS THAT? IT AND I SAY AGAIN YOUR MORAL COMPASS WERE IS THAT? WHERE DOES IT LIES WHAT IS COMPASS WERE IS THAT? WHERE DOES IT LIES WHAT IS COMPASS WERE IS THAT? WHERE DOES IT LIES WHAT IS ENOUGH IS ENOUGH MISS MALNIK SO WHERE DOES IT LIES WHAT IS ENOUGH IS ENOUGH MISS MALNIK SO

650WHERE DOES IT LIES WHAT IS ENOUGH IS ENOUGH MISS MALNIK SO ACTUALLY DR. ROBERTS, YOU USE ENOUGH IS ENOUGH MISS MALNIK SO ACTUALLY DR. ROBERTS, YOU USE ENOUGH IS ENOUGH MISS MALNIK SO ACTUALLY DR. ROBERTS, YOU USE THE RIGHT TERM THE BURIAL ACTUALLY DR. ROBERTS, YOU USE THE RIGHT TERM THE BURIAL ACTUALLY DR. ROBERTS, YOU USE THE RIGHT TERM THE BURIAL BECAUSE I WAS THIS IS EXACTLY THE RIGHT TERM THE BURIAL BECAUSE I WAS THIS IS EXACTLY THE RIGHT TERM THE BURIAL BECAUSE I WAS THIS IS EXACTLY WHAT I WAS GOING TO SAY BECAUSE I WAS THIS IS EXACTLY WHAT I WAS GOING TO SAY BECAUSE I WAS THIS IS EXACTLY WHAT I WAS GOING TO SAY COMPOSTER TWENTY TWENTY FIVE WHAT I WAS GOING TO SAY COMPOSTER TWENTY TWENTY FIVE WHAT I WAS GOING

651TO SAY COMPOSTER TWENTY TWENTY FIVE SHOULD HAVE JUST BEEN LEFT COMPOSTER TWENTY TWENTY FIVE SHOULD HAVE JUST BEEN LEFT COMPOSTER TWENTY TWENTY FIVE SHOULD HAVE JUST BEEN LEFT ALONE TO DIE OF NATURAL DEATH SHOULD HAVE JUST BEEN LEFT ALONE TO DIE OF NATURAL DEATH SHOULD HAVE JUST BEEN LEFT ALONE TO DIE OF NATURAL DEATH ON THIRTY YEAR TWENTY TWENTY ALONE TO DIE OF NATURAL DEATH ON THIRTY YEAR TWENTY TWENTY ALONE TO DIE OF NATURAL DEATH ON THIRTY YEAR TWENTY TWENTY FOUR BUT INSTEAD SOMEBODY ON THIRTY YEAR TWENTY TWENTY FOUR BUT INSTEAD SOMEBODY ON THIRTY YEAR TWENTY TWENTY FOUR BUT INSTEAD SOMEBODY DIRECTOR DR BANKY TO GO THROUGH FOUR BUT INSTEAD SOMEBODY DIRECTOR DR BANKY TO GO THROUGH FOUR BUT INSTEAD SOMEBODY DIRECTOR DR BANKY TO GO THROUGH AND BUTCHER A DOCUMENT THAT DIRECTOR DR BANKY

652TO GO THROUGH AND BUTCHER A DOCUMENT THAT DIRECTOR DR BANKY TO GO THROUGH AND BUTCHER A DOCUMENT THAT GUIDED THIS DIVISION THESE AND BUTCHER A DOCUMENT THAT GUIDED THIS DIVISION THESE AND BUTCHER A DOCUMENT THAT GUIDED THIS DIVISION THESE STUDENTS THESE FAMILIES, ALL GUIDED THIS DIVISION THESE STUDENTS THESE FAMILIES, ALL GUIDED THIS DIVISION THESE STUDENTS THESE FAMILIES, ALL OF THE STAKEHOLDERS IN VIRGINIA STUDENTS THESE FAMILIES, ALL OF THE STAKEHOLDERS IN VIRGINIA STUDENTS THESE FAMILIES, ALL OF THE STAKEHOLDERS IN VIRGINIA BEACH GUIDED THEM FOR FIVE OF THE STAKEHOLDERS IN VIRGINIA BEACH GUIDED THEM FOR FIVE OF THE STAKEHOLDERS IN VIRGINIA BEACH GUIDED THEM FOR FIVE YEARS IT WAS GOOD WORK DONE BY BEACH GUIDED THEM FOR FIVE YEARS IT WAS GOOD WORK DONE BY BEACH GUIDED THEM FOR FIVE YEARS IT WAS GOOD WORK DONE BY

653A COMMITTEE OF PEOPLE AND IT YEARS IT WAS GOOD WORK DONE BY A COMMITTEE OF PEOPLE AND IT YEARS IT WAS GOOD WORK DONE BY A COMMITTEE OF PEOPLE AND IT WAS GOOD WORK. A COMMITTEE OF PEOPLE AND IT WAS GOOD WORK. A COMMITTEE OF PEOPLE AND IT WAS GOOD WORK. WHAT WOULD YOU SAW TONIGHT LOOK WAS GOOD WORK. WHAT WOULD YOU SAW TONIGHT LOOK WAS GOOD WORK. WHAT WOULD YOU SAW TONIGHT LOOK AT OUR STUDENTS OUT FOR WHAT WOULD YOU SAW TONIGHT LOOK AT OUR STUDENTS OUT FOR WHAT WOULD YOU SAW TONIGHT LOOK AT OUR STUDENTS OUT FOR PRESIDENTIAL SCHOLARSHIP ALL. AT OUR STUDENTS OUT FOR PRESIDENTIAL SCHOLARSHIP ALL. AT OUR STUDENTS OUT FOR PRESIDENTIAL SCHOLARSHIP ALL. ALL OF OUR MUSIC STUDENTS THE PRESIDENTIAL SCHOLARSHIP ALL. ALL OF OUR MUSIC STUDENTS THE PRESIDENTIAL SCHOLARSHIP

654ALL. ALL OF OUR MUSIC STUDENTS THE ACCOLADES EVERY EVERY EVERY ALL OF OUR MUSIC STUDENTS THE ACCOLADES EVERY EVERY EVERY ALL OF OUR MUSIC STUDENTS THE ACCOLADES EVERY EVERY EVERY SCHOOL BOARD MEETING WE HAVE ACCOLADES EVERY EVERY EVERY SCHOOL BOARD MEETING WE HAVE ACCOLADES EVERY EVERY EVERY SCHOOL BOARD MEETING WE HAVE THIS IS A HIGH PERFORMING SCHOOL BOARD MEETING WE HAVE THIS IS A HIGH PERFORMING SCHOOL BOARD MEETING WE HAVE THIS IS A HIGH PERFORMING SCHOOL DISTRICT THAT WAS GUIDED THIS IS A HIGH PERFORMING SCHOOL DISTRICT THAT WAS GUIDED THIS IS A HIGH PERFORMING SCHOOL DISTRICT THAT WAS GUIDED BY A REALLY FANTASTIC COMPASS SCHOOL DISTRICT THAT WAS GUIDED BY A REALLY FANTASTIC COMPASS SCHOOL DISTRICT THAT WAS GUIDED BY A REALLY FANTASTIC COMPASS OF TWENTY TWENTY FOUR I'M GOING BY A REALLY FANTASTIC COMPASS

655OF TWENTY TWENTY FOUR I'M GOING BY A REALLY FANTASTIC COMPASS OF TWENTY TWENTY FOUR I'M GOING TO SAY IT AGAIN AND IT WAS OF TWENTY TWENTY FOUR I'M GOING TO SAY IT AGAIN AND IT WAS OF TWENTY TWENTY FOUR I'M GOING TO SAY IT AGAIN AND IT WAS RIPPED OFF THE WALL LIKE A TO SAY IT AGAIN AND IT WAS RIPPED OFF THE WALL LIKE A TO SAY IT AGAIN AND IT WAS RIPPED OFF THE WALL LIKE A DIRTY PICTURE AND THERE IT RIPPED OFF THE WALL LIKE A DIRTY PICTURE AND THERE IT RIPPED OFF THE WALL LIKE A DIRTY PICTURE AND THERE IT STILL SITS TWENTY THIRTY HAS DIRTY PICTURE AND THERE IT STILL SITS TWENTY THIRTY HAS DIRTY PICTURE AND THERE IT STILL SITS TWENTY THIRTY HAS CHANGES THOSE CHANGES COULD STILL SITS

656TWENTY THIRTY HAS CHANGES THOSE CHANGES COULD STILL SITS TWENTY THIRTY HAS CHANGES THOSE CHANGES COULD HAVE THAT'S WHAT WE SHOULD BE CHANGES THOSE CHANGES COULD HAVE THAT'S WHAT WE SHOULD BE CHANGES THOSE CHANGES COULD HAVE THAT'S WHAT WE SHOULD BE ON. HAVE THAT'S WHAT WE SHOULD BE ON. HAVE THAT'S WHAT WE SHOULD BE ON. TWENTY TWENTY SHOULD MOVE ON. TWENTY TWENTY SHOULD MOVE ON. TWENTY TWENTY SHOULD MOVE BEYOND HERE THIS IS A COLOSSAL TWENTY TWENTY SHOULD MOVE BEYOND HERE THIS IS A COLOSSAL TWENTY TWENTY SHOULD MOVE BEYOND HERE THIS IS A COLOSSAL A COLOSSAL WASTE OF TIME. BEYOND HERE THIS IS A COLOSSAL A COLOSSAL WASTE OF TIME. BEYOND HERE THIS IS A COLOSSAL A COLOSSAL WASTE OF TIME. IT EMBARRASSMENT TO THE SCHOOL A COLOSSAL WASTE OF TIME. IT EMBARRASSMENT TO THE SCHOOL A

657COLOSSAL WASTE OF TIME. IT EMBARRASSMENT TO THE SCHOOL DIVISION INTO OUR COMMUNITY A IT EMBARRASSMENT TO THE SCHOOL DIVISION INTO OUR COMMUNITY A IT EMBARRASSMENT TO THE SCHOOL DIVISION INTO OUR COMMUNITY A COLOSSAL WASTE OF TIME WE DIVISION INTO OUR COMMUNITY A COLOSSAL WASTE OF TIME WE DIVISION INTO OUR COMMUNITY A COLOSSAL WASTE OF TIME WE SHOULDN'T EVEN BE VOTING ON THE COLOSSAL WASTE OF TIME WE SHOULDN'T EVEN BE VOTING ON THE COLOSSAL WASTE OF TIME WE SHOULDN'T EVEN BE VOTING ON THE REMOVAL OF 20 25 LET FIVE LET SHOULDN'T EVEN BE VOTING ON THE REMOVAL OF 20 25 LET FIVE LET SHOULDN'T EVEN BE VOTING ON THE REMOVAL OF 20 25 LET FIVE LET IT DIE A NATURAL DEATH IN REMOVAL OF 20 25 LET FIVE LET IT DIE A NATURAL DEATH IN REMOVAL

658OF 20 25 LET FIVE LET IT DIE A NATURAL DEATH IN THIRTY FIVE DAYS SEEING MORE IT DIE A NATURAL DEATH IN THIRTY FIVE DAYS SEEING MORE IT DIE A NATURAL DEATH IN THIRTY FIVE DAYS SEEING MORE DISCUSSION I CALL FOR THE VOTE THIRTY FIVE DAYS SEEING MORE DISCUSSION I CALL FOR THE VOTE THIRTY FIVE DAYS SEEING MORE DISCUSSION I CALL FOR THE VOTE TO APPROVE THE CHANGES TO DISCUSSION I CALL FOR THE VOTE TO APPROVE THE CHANGES TO DISCUSSION I CALL FOR THE VOTE TO APPROVE THE CHANGES TO CAMPUS TWENTY TWENTY FIVE AS TO APPROVE THE CHANGES TO CAMPUS TWENTY TWENTY FIVE AS TO APPROVE THE CHANGES TO CAMPUS TWENTY TWENTY FIVE AS PRESENTED SIGNATURE WE HAVE SIX CAMPUS TWENTY TWENTY FIVE AS PRESENTED SIGNATURE WE HAVE SIX CAMPUS TWENTY TWENTY FIVE AS PRESENTED

659SIGNATURE WE HAVE SIX HAVE SIX EYES AND FIVE DAYS SO PRESENTED SIGNATURE WE HAVE SIX HAVE SIX EYES AND FIVE DAYS SO PRESENTED SIGNATURE WE HAVE SIX HAVE SIX EYES AND FIVE DAYS SO EMOTION DID PASS THANK YOU >> HAVE SIX EYES AND FIVE DAYS SO EMOTION DID PASS THANK YOU >> HAVE SIX EYES AND FIVE DAYS SO EMOTION DID PASS THANK YOU >> YOU >>. EMOTION DID PASS THANK YOU >> YOU >>. EMOTION DID PASS THANK YOU >> YOU >>. WE ARE NOW ON TO THE CHANGES TO YOU >>. WE ARE NOW ON TO THE CHANGES TO YOU >>. WE ARE NOW ON TO THE CHANGES TO CAMPUS 20 THIRTY I CALL FOR A WE ARE NOW ON TO THE CHANGES TO CAMPUS 20 THIRTY I CALL FOR A WE ARE NOW ON TO

660THE CHANGES TO CAMPUS 20 THIRTY I CALL FOR A MOTION TO APPROVE THE CHANGES CAMPUS 20 THIRTY I CALL FOR A MOTION TO APPROVE THE CHANGES CAMPUS 20 THIRTY I CALL FOR A MOTION TO APPROVE THE CHANGES TO THE CAMPUS TWENTY THIRTY AS MOTION TO APPROVE THE CHANGES TO THE CAMPUS TWENTY THIRTY AS MOTION TO APPROVE THE CHANGES TO THE CAMPUS TWENTY THIRTY AS PRESENTED MADE BY MR SHIER TO THE CAMPUS TWENTY THIRTY AS PRESENTED MADE BY MR SHIER TO THE CAMPUS TWENTY THIRTY AS PRESENTED MADE BY MR SHIER SECONDED BY MR ANY DISCUSSION PRESENTED MADE BY MR SHIER SECONDED BY MR ANY DISCUSSION PRESENTED MADE BY MR SHIER SECONDED BY MR ANY DISCUSSION MR. CUMMINGS JUST TO BE BRIEF SECONDED BY MR ANY DISCUSSION MR. CUMMINGS JUST TO BE BRIEF SECONDED BY MR ANY

661DISCUSSION MR. CUMMINGS JUST TO BE BRIEF AND TO REMIND THE PUBLIC THINGS MR. CUMMINGS JUST TO BE BRIEF AND TO REMIND THE PUBLIC THINGS MR. CUMMINGS JUST TO BE BRIEF AND TO REMIND THE PUBLIC THINGS THAT ARE HAPPENING ON CAMPUS 20 AND TO REMIND THE PUBLIC THINGS THAT ARE HAPPENING ON CAMPUS 20 AND TO REMIND THE PUBLIC THINGS THAT ARE HAPPENING ON CAMPUS 20 30 THEY'RE BEING CHANGE REMOVE THAT ARE HAPPENING ON CAMPUS 20 30 THEY'RE BEING CHANGE REMOVE THAT ARE HAPPENING ON CAMPUS 20 30 THEY'RE BEING CHANGE REMOVE THE EQUITY EMPHASIS HEADING 30 THEY'RE BEING CHANGE REMOVE THE EQUITY EMPHASIS HEADING 30 THEY'RE BEING CHANGE REMOVE THE EQUITY EMPHASIS HEADING FROM UNDERAGE GIRL REMOVE THE THE EQUITY EMPHASIS HEADING FROM UNDERAGE GIRL REMOVE THE THE EQUITY EMPHASIS HEADING FROM UNDERAGE GIRL REMOVE THE REFERENCE

662TO MONITORING FROM UNDERAGE GIRL REMOVE THE REFERENCE TO MONITORING FROM UNDERAGE GIRL REMOVE THE REFERENCE TO MONITORING MULTIPLE SOURCES OF DATA AND REFERENCE TO MONITORING MULTIPLE SOURCES OF DATA AND REFERENCE TO MONITORING MULTIPLE SOURCES OF DATA AND ADDRESSING DISPARITIES IN GOAL MULTIPLE SOURCES OF DATA AND ADDRESSING DISPARITIES IN GOAL MULTIPLE SOURCES OF DATA AND ADDRESSING DISPARITIES IN GOAL TO REPLACE THE WORD DIVERSE ADDRESSING DISPARITIES IN GOAL TO REPLACE THE WORD DIVERSE ADDRESSING DISPARITIES IN GOAL TO REPLACE THE WORD DIVERSE WITH THE PHRASE A WIDE RANGE TO REPLACE THE WORD DIVERSE WITH THE PHRASE A WIDE RANGE TO REPLACE THE WORD DIVERSE WITH THE PHRASE A WIDE RANGE AND GOAL TWO, THREE AND FOUR WITH THE PHRASE A WIDE RANGE AND GOAL TWO, THREE AND FOUR WITH THE PHRASE A WIDE RANGE AND GOAL TWO, THREE

663AND FOUR REMOVE THE REFERENCE TO A AND GOAL TWO, THREE AND FOUR REMOVE THE REFERENCE TO A AND GOAL TWO, THREE AND FOUR REMOVE THE REFERENCE TO A DIVERSE WORKFORCE AND GOAL REMOVE THE REFERENCE TO A DIVERSE WORKFORCE AND GOAL REMOVE THE REFERENCE TO A DIVERSE WORKFORCE AND GOAL THREE REMOVE THE REFERENCE TO A DIVERSE WORKFORCE AND GOAL THREE REMOVE THE REFERENCE TO A DIVERSE WORKFORCE AND GOAL THREE REMOVE THE REFERENCE TO A WORKFORCE REFLECTIVE OF OUR THREE REMOVE THE REFERENCE TO A WORKFORCE REFLECTIVE OF OUR THREE REMOVE THE REFERENCE TO A WORKFORCE REFLECTIVE OF OUR STUDENT DEMOGRAPHICS GOAL THREE WORKFORCE REFLECTIVE OF OUR STUDENT DEMOGRAPHICS GOAL THREE WORKFORCE REFLECTIVE OF OUR STUDENT DEMOGRAPHICS GOAL THREE REMOVE THE WORD EQUITABLE FROM STUDENT DEMOGRAPHICS GOAL THREE REMOVE THE WORD EQUITABLE FROM STUDENT DEMOGRAPHICS GOAL THREE REMOVE

664THE WORD EQUITABLE FROM GOAL FIVE REMOVE THE DEFINITION REMOVE THE WORD EQUITABLE FROM GOAL FIVE REMOVE THE DEFINITION REMOVE THE WORD EQUITABLE FROM GOAL FIVE REMOVE THE DEFINITION FOR EQUITY FROM THE FRAMEWORK GOAL FIVE REMOVE THE DEFINITION FOR EQUITY FROM THE FRAMEWORK GOAL FIVE REMOVE THE DEFINITION FOR EQUITY FROM THE FRAMEWORK DOCUMENT. FOR EQUITY FROM THE FRAMEWORK DOCUMENT. FOR EQUITY FROM THE FRAMEWORK DOCUMENT. WHEN I THINK ABOUT I MEAN IF DOCUMENT. WHEN I THINK ABOUT I MEAN IF DOCUMENT. WHEN I THINK ABOUT I MEAN IF YOU JUST GET ON A GOOGLE AND WHEN I THINK ABOUT I MEAN IF YOU JUST GET ON A GOOGLE AND WHEN I THINK ABOUT I MEAN IF YOU JUST GET ON A GOOGLE AND JUST GOOGLE EQUITY AND K-12 YOU JUST GET ON A GOOGLE AND JUST GOOGLE EQUITY

665AND K-12 YOU JUST GET ON A GOOGLE AND JUST GOOGLE EQUITY AND K-12 EDUCATION RESEARCH IS GRANT JUST GOOGLE EQUITY AND K-12 EDUCATION RESEARCH IS GRANT JUST GOOGLE EQUITY AND K-12 EDUCATION RESEARCH IS GRANT YOU'RE GOING TO LOOK LIKE YOU EDUCATION RESEARCH IS GRANT YOU'RE GOING TO LOOK LIKE YOU EDUCATION RESEARCH IS GRANT YOU'RE GOING TO LOOK LIKE YOU GUYS SHOULD GO TO GOOGLE GUYS YOU'RE GOING TO LOOK LIKE YOU GUYS SHOULD GO TO GOOGLE GUYS YOU'RE GOING TO LOOK LIKE YOU GUYS SHOULD GO TO GOOGLE GUYS SHOULD GO TO GOOGLE SCHOLAR. GUYS SHOULD GO TO GOOGLE GUYS SHOULD GO TO GOOGLE SCHOLAR. GUYS SHOULD GO TO GOOGLE GUYS SHOULD GO TO GOOGLE SCHOLAR. WE'LL GET YOU THE PEER REVIEWED SHOULD GO TO GOOGLE SCHOLAR. WE'LL GET YOU THE PEER REVIEWED SHOULD GO TO GOOGLE

666SCHOLAR. WE'LL GET YOU THE PEER REVIEWED ARTICLES BUT YOU GO TO GOOGLE WE'LL GET YOU THE PEER REVIEWED ARTICLES BUT YOU GO TO GOOGLE WE'LL GET YOU THE PEER REVIEWED ARTICLES BUT YOU GO TO GOOGLE SCHOLAR AND JUST LOOK AT THE ARTICLES BUT YOU GO TO GOOGLE SCHOLAR AND JUST LOOK AT THE ARTICLES BUT YOU GO TO GOOGLE SCHOLAR AND JUST LOOK AT THE AMOUNT OF RESEARCH ON THIS SCHOLAR AND JUST LOOK AT THE AMOUNT OF RESEARCH ON THIS SCHOLAR AND JUST LOOK AT THE AMOUNT OF RESEARCH ON THIS TOPIC AND WHY IT IS SUCCESSFUL AMOUNT OF RESEARCH ON THIS TOPIC AND WHY IT IS SUCCESSFUL AMOUNT OF RESEARCH ON THIS TOPIC AND WHY IT IS SUCCESSFUL IN SCHOOLS. TOPIC AND WHY IT IS SUCCESSFUL IN SCHOOLS. TOPIC AND WHY IT IS SUCCESSFUL IN SCHOOLS.

667THIS IS NOT A RESEARCH BACK TO IN SCHOOLS. THIS IS NOT A RESEARCH BACK TO IN SCHOOLS. THIS IS NOT A RESEARCH BACK TO SYRIA AND IT'S NOT BACKED BY THIS IS NOT A RESEARCH BACK TO SYRIA AND IT'S NOT BACKED BY THIS IS NOT A RESEARCH BACK TO SYRIA AND IT'S NOT BACKED BY ACADEMIA AND THAT'S THINK WHAT SYRIA AND IT'S NOT BACKED BY ACADEMIA AND THAT'S THINK WHAT SYRIA AND IT'S NOT BACKED BY ACADEMIA AND THAT'S THINK WHAT FRUSTRATES WE ARE AN ACADEMIA AND THAT'S THINK WHAT FRUSTRATES WE ARE AN ACADEMIA AND THAT'S THINK WHAT FRUSTRATES WE ARE AN EDUCATIONAL INSTITUTION THAT FRUSTRATES WE ARE AN EDUCATIONAL INSTITUTION THAT FRUSTRATES WE ARE AN EDUCATIONAL INSTITUTION THAT SHOULD BE MAKING DECISIONS EDUCATIONAL INSTITUTION THAT SHOULD BE MAKING DECISIONS EDUCATIONAL INSTITUTION THAT SHOULD BE MAKING

668DECISIONS BASED ON WHAT EDUCATION AND SHOULD BE MAKING DECISIONS BASED ON WHAT EDUCATION AND SHOULD BE MAKING DECISIONS BASED ON WHAT EDUCATION AND RESEARCH SAYS AND I AM BASED ON WHAT EDUCATION AND RESEARCH SAYS AND I AM BASED ON WHAT EDUCATION AND RESEARCH SAYS AND I AM DISAPPOINTED THAT THIS READS RESEARCH SAYS AND I AM DISAPPOINTED THAT THIS READS RESEARCH SAYS AND I AM DISAPPOINTED THAT THIS READS MORE AS POLITICAL THEN I DO DISAPPOINTED THAT THIS READS MORE AS POLITICAL THEN I DO DISAPPOINTED THAT THIS READS MORE AS POLITICAL THEN I DO THINK IT READS AS A DRIVE MORE AS POLITICAL THEN I DO THINK IT READS AS A DRIVE MORE AS POLITICAL THEN I DO THINK IT READS AS A DRIVE FORWARD BASED ON WHAT IS THINK IT READS AS A DRIVE FORWARD BASED

669ON WHAT IS THINK IT READS AS A DRIVE FORWARD BASED ON WHAT IS EVIDENT BY EDUCATION FURTHER IT FORWARD BASED ON WHAT IS EVIDENT BY EDUCATION FURTHER IT FORWARD BASED ON WHAT IS EVIDENT BY EDUCATION FURTHER IT BEING JUSTIFIED AS UNDER THE EVIDENT BY EDUCATION FURTHER IT BEING JUSTIFIED AS UNDER THE EVIDENT BY EDUCATION FURTHER IT BEING JUSTIFIED AS UNDER THE GUISE OF THESE POLICIES FROM BEING JUSTIFIED AS UNDER THE GUISE OF THESE POLICIES FROM BEING JUSTIFIED AS UNDER THE GUISE OF THESE POLICIES FROM THE EXECUTIVE THE EXECUTIVE GUISE OF THESE POLICIES FROM THE EXECUTIVE THE EXECUTIVE GUISE OF THESE POLICIES FROM THE EXECUTIVE THE EXECUTIVE ORDER THAT'S BEING CHALLENGED THE EXECUTIVE THE EXECUTIVE ORDER THAT'S BEING CHALLENGED THE EXECUTIVE THE EXECUTIVE ORDER THAT'S BEING CHALLENGED IN COURT THAT AND I QUOTE THE ORDER THAT'S

670BEING CHALLENGED IN COURT THAT AND I QUOTE THE ORDER THAT'S BEING CHALLENGED IN COURT THAT AND I QUOTE THE TRUMP APPOINTED JUDGE IS IN COURT THAT AND I QUOTE THE TRUMP APPOINTED JUDGE IS IN COURT THAT AND I QUOTE THE TRUMP APPOINTED JUDGE IS NONSENSE THAT THE TERMS ARE SO TRUMP APPOINTED JUDGE IS NONSENSE THAT THE TERMS ARE SO TRUMP APPOINTED JUDGE IS NONSENSE THAT THE TERMS ARE SO ILL DEFINED THAT IT COULD NONSENSE THAT THE TERMS ARE SO ILL DEFINED THAT IT COULD NONSENSE THAT THE TERMS ARE SO ILL DEFINED THAT IT COULD POTENTIALLY VIOLATE OUR STUDENT ILL DEFINED THAT IT COULD POTENTIALLY VIOLATE OUR STUDENT ILL DEFINED THAT IT COULD POTENTIALLY VIOLATE OUR STUDENT FIRST AMENDMENT RIGHTS AND I'M POTENTIALLY VIOLATE OUR STUDENT FIRST AMENDMENT RIGHTS AND I'M POTENTIALLY VIOLATE OUR STUDENT FIRST

671AMENDMENT RIGHTS AND I'M ALWAYS CONCERNED ABOUT HOW THAT FIRST AMENDMENT RIGHTS AND I'M ALWAYS CONCERNED ABOUT HOW THAT FIRST AMENDMENT RIGHTS AND I'M ALWAYS CONCERNED ABOUT HOW THAT CONVERSATION IN THE NAACP CASE ALWAYS CONCERNED ABOUT HOW THAT CONVERSATION IN THE NAACP CASE ALWAYS CONCERNED ABOUT HOW THAT CONVERSATION IN THE NAACP CASE HAS NOT FOUND MORE WAY TO THE CONVERSATION IN THE NAACP CASE HAS NOT FOUND MORE WAY TO THE CONVERSATION IN THE NAACP CASE HAS NOT FOUND MORE WAY TO THE DIOCESE AND TO OUR THOUGHTS AND HAS NOT FOUND MORE WAY TO THE DIOCESE AND TO OUR THOUGHTS AND HAS NOT FOUND MORE WAY TO THE DIOCESE AND TO OUR THOUGHTS AND I'M A LITTLE THIS I'M A LITTLE DIOCESE AND TO OUR THOUGHTS AND I'M A LITTLE THIS I'M A LITTLE DIOCESE AND TO

672OUR THOUGHTS AND I'M A LITTLE THIS I'M A LITTLE CONCERNED THAT WE ARE SO EASILY I'M A LITTLE THIS I'M A LITTLE CONCERNED THAT WE ARE SO EASILY I'M A LITTLE THIS I'M A LITTLE CONCERNED THAT WE ARE SO EASILY ADAPTING SOMETHING THAT HAS CONCERNED THAT WE ARE SO EASILY ADAPTING SOMETHING THAT HAS CONCERNED THAT WE ARE SO EASILY ADAPTING SOMETHING THAT HAS GREAT QUESTIONS AND OBJECTIONS ADAPTING SOMETHING THAT HAS GREAT QUESTIONS AND OBJECTIONS ADAPTING SOMETHING THAT HAS GREAT QUESTIONS AND OBJECTIONS TO THE POLICY SO I WILL NOT BE GREAT QUESTIONS AND OBJECTIONS TO THE POLICY SO I WILL NOT BE GREAT QUESTIONS AND OBJECTIONS TO THE POLICY SO I WILL NOT BE SUPPORTING THIS THESE CHANGES TO THE POLICY SO I WILL NOT BE SUPPORTING THIS THESE CHANGES TO THE POLICY SO I WILL

673NOT BE SUPPORTING THIS THESE CHANGES AT TWENTY THIRTY I'VE READ OR SUPPORTING THIS THESE CHANGES AT TWENTY THIRTY I'VE READ OR SUPPORTING THIS THESE CHANGES AT TWENTY THIRTY I'VE READ OR ORWELL. AT TWENTY THIRTY I'VE READ OR ORWELL. AT TWENTY THIRTY I'VE READ OR ORWELL. I'M WELL AWARE OF WHAT NEWSPEAK ORWELL. I'M WELL AWARE OF WHAT NEWSPEAK ORWELL. I'M WELL AWARE OF WHAT NEWSPEAK MEANS WHEN WE START MAKING UP I'M WELL AWARE OF WHAT NEWSPEAK MEANS WHEN WE START MAKING UP I'M WELL AWARE OF WHAT NEWSPEAK MEANS WHEN WE START MAKING UP WORDS LIKE A WIDE RANGE AND MEANS WHEN WE START MAKING UP WORDS LIKE A WIDE RANGE AND MEANS WHEN WE START MAKING UP WORDS LIKE A WIDE RANGE AND DIVERSE JUST REMINDS ME REMINDS WORDS LIKE A WIDE RANGE AND DIVERSE JUST

674REMINDS ME REMINDS WORDS LIKE A WIDE RANGE AND DIVERSE JUST REMINDS ME REMINDS ME OF THAT BOOK AND IT'S JUST DIVERSE JUST REMINDS ME REMINDS ME OF THAT BOOK AND IT'S JUST DIVERSE JUST REMINDS ME REMINDS ME OF THAT BOOK AND IT'S JUST KIND OF INTERESTING TO SEE THAT ME OF THAT BOOK AND IT'S JUST KIND OF INTERESTING TO SEE THAT ME OF THAT BOOK AND IT'S JUST KIND OF INTERESTING TO SEE THAT PLAYED OUT SO WILL NOT BE KIND OF INTERESTING TO SEE THAT PLAYED OUT SO WILL NOT BE KIND OF INTERESTING TO SEE THAT PLAYED OUT SO WILL NOT BE VOTING FOR THESE CHANGES. PLAYED OUT SO WILL NOT BE VOTING FOR THESE CHANGES. PLAYED OUT SO WILL NOT BE VOTING FOR THESE CHANGES. MISS ROGERS THANKS I WANT A VOTING FOR THESE

675CHANGES. MISS ROGERS THANKS I WANT A VOTING FOR THESE CHANGES. MISS ROGERS THANKS I WANT A SECOND WHAT SECOND WHAT MY MISS ROGERS THANKS I WANT A SECOND WHAT SECOND WHAT MY MISS ROGERS THANKS I WANT A SECOND WHAT SECOND WHAT MY COLLEAGUE JUST STATED AND ALSO SECOND WHAT SECOND WHAT MY COLLEAGUE JUST STATED AND ALSO SECOND WHAT SECOND WHAT MY COLLEAGUE JUST STATED AND ALSO JUST REITERATE I'M A MOTHER COLLEAGUE JUST STATED AND ALSO JUST REITERATE I'M A MOTHER COLLEAGUE JUST STATED AND ALSO JUST REITERATE I'M A MOTHER FIRST AN EDUCATOR SECOND AND JUST REITERATE I'M A MOTHER FIRST AN EDUCATOR SECOND AND JUST REITERATE I'M A MOTHER FIRST AN EDUCATOR SECOND AND THIS AFFECTS MY CHILDREN THEY FIRST AN EDUCATOR SECOND AND THIS AFFECTS MY CHILDREN THEY FIRST AN EDUCATOR SECOND AND THIS

676AFFECTS MY CHILDREN THEY ARE STILL IN THESE SCHOOLS AND THIS AFFECTS MY CHILDREN THEY ARE STILL IN THESE SCHOOLS AND THIS AFFECTS MY CHILDREN THEY ARE STILL IN THESE SCHOOLS AND THERE ARE VERY FEW OF YOU THAT ARE STILL IN THESE SCHOOLS AND THERE ARE VERY FEW OF YOU THAT ARE STILL IN THESE SCHOOLS AND THERE ARE VERY FEW OF YOU THAT HAVE CHILDREN STILL IN THESE THERE ARE VERY FEW OF YOU THAT HAVE CHILDREN STILL IN THESE THERE ARE VERY FEW OF YOU THAT HAVE CHILDREN STILL IN THESE SCHOOLS BUT MY KIDS ARE STILL HAVE CHILDREN STILL IN THESE SCHOOLS BUT MY KIDS ARE STILL HAVE CHILDREN STILL IN THESE SCHOOLS BUT MY KIDS ARE STILL GOING TO BE THERE ALL THE WAY SCHOOLS BUT MY KIDS ARE STILL GOING TO BE THERE ALL

677THE WAY SCHOOLS BUT MY KIDS ARE STILL GOING TO BE THERE ALL THE WAY THROUGH ALMOST 20 TWENTY THIRTY GOING TO BE THERE ALL THE WAY THROUGH ALMOST 20 TWENTY THIRTY GOING TO BE THERE ALL THE WAY THROUGH ALMOST 20 TWENTY THIRTY ACTUALLY THROUGH TWENTY 30 AND THROUGH ALMOST 20 TWENTY THIRTY ACTUALLY THROUGH TWENTY 30 AND THROUGH ALMOST 20 TWENTY THIRTY ACTUALLY THROUGH TWENTY 30 AND I WANT MY CHILDREN TO HAVE A ACTUALLY THROUGH TWENTY 30 AND I WANT MY CHILDREN TO HAVE A ACTUALLY THROUGH TWENTY 30 AND I WANT MY CHILDREN TO HAVE A DIVERSE LEARNING EXPERIENCE I WANT MY CHILDREN TO HAVE A DIVERSE LEARNING EXPERIENCE I WANT MY CHILDREN TO HAVE A DIVERSE LEARNING EXPERIENCE BECAUSE IT MATTERS TO ME THAT DIVERSE LEARNING EXPERIENCE BECAUSE IT MATTERS TO ME THAT DIVERSE LEARNING

678EXPERIENCE BECAUSE IT MATTERS TO ME THAT THEY CAN GROW UP FROM THEIR BECAUSE IT MATTERS TO ME THAT THEY CAN GROW UP FROM THEIR BECAUSE IT MATTERS TO ME THAT THEY CAN GROW UP FROM THEIR EDUCATION AND BE ABLE TO GO THEY CAN GROW UP FROM THEIR EDUCATION AND BE ABLE TO GO THEY CAN GROW UP FROM THEIR EDUCATION AND BE ABLE TO GO INTO A DIVERSE CITY AND KNOW EDUCATION AND BE ABLE TO GO INTO A DIVERSE CITY AND KNOW EDUCATION AND BE ABLE TO GO INTO A DIVERSE CITY AND KNOW HOW TO COMMUNICATE WITH PEOPLE INTO A DIVERSE CITY AND KNOW HOW TO COMMUNICATE WITH PEOPLE INTO A DIVERSE CITY AND KNOW HOW TO COMMUNICATE WITH PEOPLE WHO ARE NOT JUST LIKE THEM. HOW TO COMMUNICATE WITH PEOPLE WHO ARE NOT JUST LIKE

679THEM. HOW TO COMMUNICATE WITH PEOPLE WHO ARE NOT JUST LIKE THEM. IT'S IMPORTANT TO ME IT'S WHO ARE NOT JUST LIKE THEM. IT'S IMPORTANT TO ME IT'S WHO ARE NOT JUST LIKE THEM. IT'S IMPORTANT TO ME IT'S IMPORTANT TO A LOT OF PEOPLE IN IT'S IMPORTANT TO ME IT'S IMPORTANT TO A LOT OF PEOPLE IN IT'S IMPORTANT TO ME IT'S IMPORTANT TO A LOT OF PEOPLE IN THE CITY THAT THEIR CHILDREN IMPORTANT TO A LOT OF PEOPLE IN THE CITY THAT THEIR CHILDREN IMPORTANT TO A LOT OF PEOPLE IN THE CITY THAT THEIR CHILDREN DON'T JUST KNOW EXACTLY WHAT'S THE CITY THAT THEIR CHILDREN DON'T JUST KNOW EXACTLY WHAT'S THE CITY THAT THEIR CHILDREN DON'T JUST KNOW EXACTLY WHAT'S IN THEIR BUBBLE THAT THEY DON'T JUST KNOW EXACTLY WHAT'S IN THEIR BUBBLE THAT THEY DON'T

680JUST KNOW EXACTLY WHAT'S IN THEIR BUBBLE THAT THEY UNDERSTAND WHEN I WALK VIRGINIA IN THEIR BUBBLE THAT THEY UNDERSTAND WHEN I WALK VIRGINIA IN THEIR BUBBLE THAT THEY UNDERSTAND WHEN I WALK VIRGINIA BEACH AND GO TO COLLEGE MAY BE UNDERSTAND WHEN I WALK VIRGINIA BEACH AND GO TO COLLEGE MAY BE UNDERSTAND WHEN I WALK VIRGINIA BEACH AND GO TO COLLEGE MAY BE SOMEWHERE ELSE MAYBE I GET JOB BEACH AND GO TO COLLEGE MAY BE SOMEWHERE ELSE MAYBE I GET JOB BEACH AND GO TO COLLEGE MAY BE SOMEWHERE ELSE MAYBE I GET JOB SOMEWHERE ELSE THAT I'M NOT SOMEWHERE ELSE MAYBE I GET JOB SOMEWHERE ELSE THAT I'M NOT SOMEWHERE ELSE MAYBE I GET JOB SOMEWHERE ELSE THAT I'M NOT GOING TO BE EMBARRASSED BY MY SOMEWHERE ELSE THAT I'M NOT GOING TO BE EMBARRASSED BY

681MY SOMEWHERE ELSE THAT I'M NOT GOING TO BE EMBARRASSED BY MY OWN IGNORANCE BECAUSE THE GOING TO BE EMBARRASSED BY MY OWN IGNORANCE BECAUSE THE GOING TO BE EMBARRASSED BY MY OWN IGNORANCE BECAUSE THE PEOPLE WHO WERE IN CHARGE OWN IGNORANCE BECAUSE THE PEOPLE WHO WERE IN CHARGE OWN IGNORANCE BECAUSE THE PEOPLE WHO WERE IN CHARGE WOULDN'T LET ME LEARN ABOUT PEOPLE WHO WERE IN CHARGE WOULDN'T LET ME LEARN ABOUT PEOPLE WHO WERE IN CHARGE WOULDN'T LET ME LEARN ABOUT DIVERSITY BECAUSE THEY DIDN'T WOULDN'T LET ME LEARN ABOUT DIVERSITY BECAUSE THEY DIDN'T WOULDN'T LET ME LEARN ABOUT DIVERSITY BECAUSE THEY DIDN'T BELIEVE IN IT. DIVERSITY BECAUSE THEY DIDN'T BELIEVE IN IT. DIVERSITY BECAUSE THEY DIDN'T BELIEVE IN IT. THIS IS WHY I'M GOING TO BELIEVE IN IT. THIS IS WHY I'M GOING TO BELIEVE IN

682IT. THIS IS WHY I'M GOING TO SUPPORT THIS I WANT MY WANT MY THIS IS WHY I'M GOING TO SUPPORT THIS I WANT MY WANT MY THIS IS WHY I'M GOING TO SUPPORT THIS I WANT MY WANT MY CHILDREN TO HAVE A QUALITY SUPPORT THIS I WANT MY WANT MY CHILDREN TO HAVE A QUALITY SUPPORT THIS I WANT MY WANT MY CHILDREN TO HAVE A QUALITY EDUCATION AND THAT INCLUDES CHILDREN TO HAVE A QUALITY EDUCATION AND THAT INCLUDES CHILDREN TO HAVE A QUALITY EDUCATION AND THAT INCLUDES DIVERSITY. EDUCATION AND THAT INCLUDES DIVERSITY. EDUCATION AND THAT INCLUDES DIVERSITY. THANK SAYING NO OTHER DIVERSITY. THANK SAYING NO OTHER DIVERSITY. THANK SAYING NO OTHER DISCUSSION I CALL FOR THE VOTES THANK SAYING NO OTHER DISCUSSION I CALL FOR THE VOTES THANK SAYING NO OTHER DISCUSSION I CALL FOR

683THE VOTES TO APPROVE THE CHANGES TO THE DISCUSSION I CALL FOR THE VOTES TO APPROVE THE CHANGES TO THE DISCUSSION I CALL FOR THE VOTES TO APPROVE THE CHANGES TO THE CAMPUS TWENTY THIRTY AS TO APPROVE THE CHANGES TO THE CAMPUS TWENTY THIRTY AS TO APPROVE THE CHANGES TO THE CAMPUS TWENTY THIRTY AS PRESENTED SO MADAM CHAIR, WE CAMPUS TWENTY THIRTY AS PRESENTED SO MADAM CHAIR, WE CAMPUS TWENTY THIRTY AS PRESENTED SO MADAM CHAIR, WE HAVE SIX EYES AND FIVE DAYS PRESENTED SO MADAM CHAIR, WE HAVE SIX EYES AND FIVE DAYS PRESENTED SO MADAM CHAIR, WE HAVE SIX EYES AND FIVE DAYS OF THE MOTION DID PASS >> THANK HAVE SIX EYES AND FIVE DAYS OF THE MOTION DID PASS >> THANK HAVE SIX EYES AND FIVE DAYS OF THE MOTION DID PASS >> THANK

684YOU. OF THE MOTION DID PASS >> THANK YOU. OF THE MOTION DID PASS >> THANK YOU. WE ARE NOW ON TO TRY CAMPUS YOU. WE ARE NOW ON TO TRY CAMPUS YOU. WE ARE NOW ON TO TRY CAMPUS PLANNING THERE IS TWO SEPARATE WE ARE NOW ON TO TRY CAMPUS PLANNING THERE IS TWO SEPARATE WE ARE NOW ON TO TRY CAMPUS PLANNING THERE IS TWO SEPARATE OPTIONS HERE SO >> I I GUESS I PLANNING THERE IS TWO SEPARATE OPTIONS HERE SO >> I I GUESS I PLANNING THERE IS TWO SEPARATE OPTIONS HERE SO >> I I GUESS I CALL FOR A MOTION ON OPTION ONE OPTIONS HERE SO >> I I GUESS I CALL FOR A MOTION ON OPTION ONE OPTIONS HERE SO >> I I GUESS I CALL FOR A MOTION ON OPTION ONE

685FIRST I CALL FOR A MOTION TO CALL FOR A MOTION ON OPTION ONE FIRST I CALL FOR A MOTION TO CALL FOR A MOTION ON OPTION ONE FIRST I CALL FOR A MOTION TO APPROVE OPTION ONE TO PRE-K FIRST I CALL FOR A MOTION TO APPROVE OPTION ONE TO PRE-K FIRST I CALL FOR A MOTION TO APPROVE OPTION ONE TO PRE-K THROUGH FIFTH GRADE SCHOOLS FOR APPROVE OPTION ONE TO PRE-K THROUGH FIFTH GRADE SCHOOLS FOR APPROVE OPTION ONE TO PRE-K THROUGH FIFTH GRADE SCHOOLS FOR THE RECONFIGURATION OF THE TRI THROUGH FIFTH GRADE SCHOOLS FOR THE RECONFIGURATION OF THE TRI THROUGH FIFTH GRADE SCHOOLS FOR THE RECONFIGURATION OF THE TRI CAMPUS SCHOOLS AT THAT POINT THE RECONFIGURATION OF THE TRI CAMPUS SCHOOLS AT THAT POINT THE RECONFIGURATION OF THE TRI CAMPUS SCHOOLS AT THAT POINT OF

686I DON'T KNOW WHAT QUESTION CAMPUS SCHOOLS AT THAT POINT OF I DON'T KNOW WHAT QUESTION CAMPUS SCHOOLS AT THAT POINT OF I DON'T KNOW WHAT QUESTION BUT SAYS THE AMENDED BUDGET OF I DON'T KNOW WHAT QUESTION BUT SAYS THE AMENDED BUDGET OF I DON'T KNOW WHAT QUESTION BUT SAYS THE AMENDED BUDGET RESOLUTION ON THE ON THE SCREEN BUT SAYS THE AMENDED BUDGET RESOLUTION ON THE ON THE SCREEN BUT SAYS THE AMENDED BUDGET RESOLUTION ON THE ON THE SCREEN THE VOTERS KNOW NOT THIS THING RESOLUTION ON THE ON THE SCREEN THE VOTERS KNOW NOT THIS THING RESOLUTION ON THE ON THE SCREEN THE VOTERS KNOW NOT THIS THING RIGHT HERE OUR COMPUTER AND IN THE VOTERS KNOW NOT THIS THING RIGHT HERE OUR COMPUTER AND IN THE VOTERS KNOW NOT THIS THING RIGHT HERE OUR COMPUTER

687AND IN FRONT OF US DOESN'T MATTER. RIGHT HERE OUR COMPUTER AND IN FRONT OF US DOESN'T MATTER. RIGHT HERE OUR COMPUTER AND IN FRONT OF US DOESN'T MATTER. IT HASN'T HISTORICALLY BUT FRONT OF US DOESN'T MATTER. IT HASN'T HISTORICALLY BUT FRONT OF US DOESN'T MATTER. IT HASN'T HISTORICALLY BUT THAT'S A QUESTION FOR OUR IT HASN'T HISTORICALLY BUT THAT'S A QUESTION FOR OUR IT HASN'T HISTORICALLY BUT THAT'S A QUESTION FOR OUR CLERK. THAT'S A QUESTION FOR OUR CLERK. THAT'S A QUESTION FOR OUR CLERK. MR. JUNIATA THE SCREEN SAYS CLERK. MR. JUNIATA THE SCREEN SAYS CLERK. MR. JUNIATA THE SCREEN SAYS THAT WE ARE ON THE BUDGET ONE MR. JUNIATA THE SCREEN SAYS THAT WE ARE ON THE BUDGET ONE MR. JUNIATA THE SCREEN SAYS THAT WE ARE ON THE BUDGET ONE SIDE DO MIND DOES NOT

688MIND THAT WE ARE ON THE BUDGET ONE SIDE DO MIND DOES NOT MIND THAT WE ARE ON THE BUDGET ONE SIDE DO MIND DOES NOT MIND SHOWS. SIDE DO MIND DOES NOT MIND SHOWS. SIDE DO MIND DOES NOT MIND SHOWS. TRY PLANNING SHOWS. TRY PLANNING SO MISS TONY OTTO, I'VE ACTUALLY SEEN THIS HAPPEN SO MISS TONY OTTO, I'VE ACTUALLY SEEN THIS HAPPEN SO MISS TONY OTTO, I'VE ACTUALLY SEEN THIS HAPPEN SEVERAL TIMES SO IF YOU HAVEN'T ACTUALLY SEEN THIS HAPPEN SEVERAL TIMES SO IF YOU HAVEN'T ACTUALLY SEEN THIS HAPPEN SEVERAL TIMES SO IF YOU HAVEN'T HAD ANY ISSUES REGARDING SEVERAL TIMES SO IF YOU HAVEN'T HAD ANY ISSUES REGARDING SEVERAL TIMES SO IF YOU HAVEN'T HAD ANY ISSUES REGARDING MINUTES IN THE PAST AND MY HAD ANY ISSUES REGARDING MINUTES IN THE PAST AND MY

689HAD ANY ISSUES REGARDING MINUTES IN THE PAST AND MY BOARD COLLEAGUES ARE MINUTES IN THE PAST AND MY BOARD COLLEAGUES ARE MINUTES IN THE PAST AND MY BOARD COLLEAGUES ARE COMFORTABLE WITH ME RESTATING BOARD COLLEAGUES ARE COMFORTABLE WITH ME RESTATING BOARD COLLEAGUES ARE COMFORTABLE WITH ME RESTATING WHAT EMOTION IS I, I WOULD COMFORTABLE WITH ME RESTATING WHAT EMOTION IS I, I WOULD COMFORTABLE WITH ME RESTATING WHAT EMOTION IS I, I WOULD SUGGEST THAT WE MOVE FORWARD WHAT EMOTION IS I, I WOULD SUGGEST THAT WE MOVE FORWARD WHAT EMOTION IS I, I WOULD SUGGEST THAT WE MOVE FORWARD AND PERHAPS WORK THAT OUT NO WE SUGGEST THAT WE MOVE FORWARD AND PERHAPS WORK THAT OUT NO WE SUGGEST THAT WE MOVE FORWARD AND PERHAPS WORK THAT OUT NO WE STILL THE VOTING BOARD IT'S AND PERHAPS

690WORK THAT OUT NO WE STILL THE VOTING BOARD IT'S AND PERHAPS WORK THAT OUT NO WE STILL THE VOTING BOARD IT'S JUST IT'S JUST THAT SOMETIMES STILL THE VOTING BOARD IT'S JUST IT'S JUST THAT SOMETIMES STILL THE VOTING BOARD IT'S JUST IT'S JUST THAT SOMETIMES THE VOTING BOARD IS SAYING JUST IT'S JUST THAT SOMETIMES THE VOTING BOARD IS SAYING JUST IT'S JUST THAT SOMETIMES THE VOTING BOARD IS SAYING SOMETHING DIFFERENT THAN WHAT THE VOTING BOARD IS SAYING SOMETHING DIFFERENT THAN WHAT THE VOTING BOARD IS SAYING SOMETHING DIFFERENT THAN WHAT WE'RE ACTUALLY VOTING ON BUT I SOMETHING DIFFERENT THAN WHAT WE'RE ACTUALLY VOTING ON BUT I SOMETHING DIFFERENT THAN WHAT WE'RE ACTUALLY VOTING ON BUT I I ALWAYS SAY WHAT WE'RE VOTING WE'RE ACTUALLY VOTING ON BUT I I ALWAYS SAY WHAT WE'RE VOTING WE'RE ACTUALLY

691VOTING ON BUT I I ALWAYS SAY WHAT WE'RE VOTING ON. I ALWAYS SAY WHAT WE'RE VOTING ON. I ALWAYS SAY WHAT WE'RE VOTING ON. SO ANYWAY AT THIS TIME WE NEED ON. SO ANYWAY AT THIS TIME WE NEED ON. SO ANYWAY AT THIS TIME WE NEED A MOTION AN OPTION ONE BECAUSE SO ANYWAY AT THIS TIME WE NEED A MOTION AN OPTION ONE BECAUSE SO ANYWAY AT THIS TIME WE NEED A MOTION AN OPTION ONE BECAUSE THERE'S TWO SEPARATE VOTES A MOTION AN OPTION ONE BECAUSE THERE'S TWO SEPARATE VOTES A MOTION AN OPTION ONE BECAUSE THERE'S TWO SEPARATE VOTES RELATED TO THIS BEFORE CAN OPEN THERE'S TWO SEPARATE VOTES RELATED TO THIS BEFORE CAN OPEN THERE'S TWO SEPARATE VOTES RELATED TO THIS BEFORE CAN OPEN THE DOOR FOR DISCUSSION IS RELATED TO THIS BEFORE CAN

692OPEN THE DOOR FOR DISCUSSION IS RELATED TO THIS BEFORE CAN OPEN THE DOOR FOR DISCUSSION IS THERE OUR MOTION TO APPROVE THE DOOR FOR DISCUSSION IS THERE OUR MOTION TO APPROVE THE DOOR FOR DISCUSSION IS THERE OUR MOTION TO APPROVE OPTION ONE MOVE BY MR COLPEPER THERE OUR MOTION TO APPROVE OPTION ONE MOVE BY MR COLPEPER THERE OUR MOTION TO APPROVE OPTION ONE MOVE BY MR COLPEPER SECONDED BY MR. MEYER. OPTION ONE MOVE BY MR COLPEPER SECONDED BY MR. MEYER. OPTION ONE MOVE BY MR COLPEPER SECONDED BY MR. MEYER. DR. SO MINE IS A QUESTION I SECONDED BY MR. MEYER. DR. SO MINE IS A QUESTION I SECONDED BY MR. MEYER. DR. SO MINE IS A QUESTION I DON'T KNOW IF IT GOES TO STAFF DR. SO MINE IS A QUESTION I DON'T KNOW IF

693IT GOES TO STAFF DR. SO MINE IS A QUESTION I DON'T KNOW IF IT GOES TO STAFF OR MISS LEONETTI WE DID A DON'T KNOW IF IT GOES TO STAFF OR MISS LEONETTI WE DID A DON'T KNOW IF IT GOES TO STAFF OR MISS LEONETTI WE DID A COMMUNITY SURVEY AND THAT OR MISS LEONETTI WE DID A COMMUNITY SURVEY AND THAT OR MISS LEONETTI WE DID A COMMUNITY SURVEY AND THAT INDICATED THAT THE COMMUNITY COMMUNITY SURVEY AND THAT INDICATED THAT THE COMMUNITY COMMUNITY SURVEY AND THAT INDICATED THAT THE COMMUNITY WAS IN SUPPORT OF OPTION TO. INDICATED THAT THE COMMUNITY WAS IN SUPPORT OF OPTION TO. INDICATED THAT THE COMMUNITY WAS IN SUPPORT OF OPTION TO. SO MY QUESTION IS WHY ARE WE WAS IN SUPPORT OF OPTION TO. SO MY QUESTION IS WHY ARE WE

694WAS IN SUPPORT OF OPTION TO. SO MY QUESTION IS WHY ARE WE STILL VOTING ON OPTION ONE SO MY QUESTION IS WHY ARE WE STILL VOTING ON OPTION ONE SO MY QUESTION IS WHY ARE WE STILL VOTING ON OPTION ONE BECAUSE IT WAS PROPOSED IN STILL VOTING ON OPTION ONE BECAUSE IT WAS PROPOSED IN STILL VOTING ON OPTION ONE BECAUSE IT WAS PROPOSED IN AGENDA AS ONE OF YOU HAD TO BECAUSE IT WAS PROPOSED IN AGENDA AS ONE OF YOU HAD TO BECAUSE IT WAS PROPOSED IN AGENDA AS ONE OF YOU HAD TO PICK ONE OR THE OTHER THE AGENDA AS ONE OF YOU HAD TO PICK ONE OR THE OTHER THE AGENDA AS ONE OF YOU HAD TO PICK ONE OR THE OTHER THE COMMUNITY DOESN'T SET THE PICK ONE OR THE OTHER THE

695COMMUNITY DOESN'T SET THE PICK ONE OR THE OTHER THE COMMUNITY DOESN'T SET THE AGENDA YOU SET YOUR AGENDA. COMMUNITY DOESN'T SET THE AGENDA YOU SET YOUR AGENDA. COMMUNITY DOESN'T SET THE AGENDA YOU SET YOUR AGENDA. SO YOU'VE JUST CHOSEN ONE RIGHT AGENDA YOU SET YOUR AGENDA. SO YOU'VE JUST CHOSEN ONE RIGHT AGENDA YOU SET YOUR AGENDA. SO YOU'VE JUST CHOSEN ONE RIGHT NOW TO GO FORWARD ON A VOTE ON SO YOU'VE JUST CHOSEN ONE RIGHT NOW TO GO FORWARD ON A VOTE ON SO YOU'VE JUST CHOSEN ONE RIGHT NOW TO GO FORWARD ON A VOTE ON IF YOU DARE TO PROVE, YOU'LL NOW TO GO FORWARD ON A VOTE ON IF YOU DARE TO PROVE, YOU'LL NOW TO GO FORWARD ON A VOTE ON IF YOU DARE TO PROVE, YOU'LL WILL GO TO THE NEXT

696OR YOU IF YOU DARE TO PROVE, YOU'LL WILL GO TO THE NEXT OR YOU IF YOU DARE TO PROVE, YOU'LL WILL GO TO THE NEXT OR YOU COULD HAVE NOT GOTTEN THE WILL GO TO THE NEXT OR YOU COULD HAVE NOT GOTTEN THE WILL GO TO THE NEXT OR YOU COULD HAVE NOT GOTTEN THE MOTION THE SECOND ON THIS COULD HAVE NOT GOTTEN THE MOTION THE SECOND ON THIS COULD HAVE NOT GOTTEN THE MOTION THE SECOND ON THIS OPTION WHICH WOULD MOVE TO THE MOTION THE SECOND ON THIS OPTION WHICH WOULD MOVE TO THE MOTION THE SECOND ON THIS OPTION WHICH WOULD MOVE TO THE SECOND OPTION AGAIN THE OPTION WHICH WOULD MOVE TO THE SECOND OPTION AGAIN THE OPTION WHICH WOULD MOVE TO THE SECOND OPTION AGAIN THE COMMUNITY THE COMMUNITY VOTING SECOND OPTION

697AGAIN THE COMMUNITY THE COMMUNITY VOTING SECOND OPTION AGAIN THE COMMUNITY THE COMMUNITY VOTING ON THAT PRETTY INPUT FOR YOU IS COMMUNITY THE COMMUNITY VOTING ON THAT PRETTY INPUT FOR YOU IS COMMUNITY THE COMMUNITY VOTING ON THAT PRETTY INPUT FOR YOU IS NOT THE SAME THING IN SETTING ON THAT PRETTY INPUT FOR YOU IS NOT THE SAME THING IN SETTING ON THAT PRETTY INPUT FOR YOU IS NOT THE SAME THING IN SETTING YOUR AGENDA SO YOU WERE GIVEN NOT THE SAME THING IN SETTING YOUR AGENDA SO YOU WERE GIVEN NOT THE SAME THING IN SETTING YOUR AGENDA SO YOU WERE GIVEN TWO OPTIONS TO GO FORWARD AND YOUR AGENDA SO YOU WERE GIVEN TWO OPTIONS TO GO FORWARD AND YOUR AGENDA SO YOU WERE GIVEN TWO OPTIONS TO GO FORWARD AND CONSIDER USING ASKED TO PICK

698TWO OPTIONS TO GO FORWARD AND CONSIDER USING ASKED TO PICK TWO OPTIONS TO GO FORWARD AND CONSIDER USING ASKED TO PICK ONE OF THEM RIGHT NOW SO YOUR CONSIDER USING ASKED TO PICK ONE OF THEM RIGHT NOW SO YOUR CONSIDER USING ASKED TO PICK ONE OF THEM RIGHT NOW SO YOUR FIRST ONE UP RIGHT NOW WOULD BE ONE OF THEM RIGHT NOW SO YOUR FIRST ONE UP RIGHT NOW WOULD BE ONE OF THEM RIGHT NOW SO YOUR FIRST ONE UP RIGHT NOW WOULD BE ONE OPTION ONE NOT SO. FIRST ONE UP RIGHT NOW WOULD BE ONE OPTION ONE NOT SO. FIRST ONE UP RIGHT NOW WOULD BE ONE OPTION ONE NOT SO. SO IF YOU DON'T VOTE FOR THEN ONE OPTION ONE NOT SO. SO IF YOU DON'T VOTE FOR THEN ONE OPTION ONE NOT

699SO. SO IF YOU DON'T VOTE FOR THEN YOU HAVE MOVED OPTION TO OPTION SO IF YOU DON'T VOTE FOR THEN YOU HAVE MOVED OPTION TO OPTION SO IF YOU DON'T VOTE FOR THEN YOU HAVE MOVED OPTION TO OPTION TWO AND I CAN PROVIDE SOME YOU HAVE MOVED OPTION TO OPTION TWO AND I CAN PROVIDE SOME YOU HAVE MOVED OPTION TO OPTION TWO AND I CAN PROVIDE SOME CLARIFICATION THERE WHEN WE HAD TWO AND I CAN PROVIDE SOME CLARIFICATION THERE WHEN WE HAD TWO AND I CAN PROVIDE SOME CLARIFICATION THERE WHEN WE HAD OUR SCHOOL BOARD MEETING THERE CLARIFICATION THERE WHEN WE HAD OUR SCHOOL BOARD MEETING THERE CLARIFICATION THERE WHEN WE HAD OUR SCHOOL BOARD MEETING THERE WAS NOT SIX SCHOOL BOARD OUR SCHOOL BOARD MEETING THERE WAS NOT SIX SCHOOL BOARD OUR SCHOOL BOARD

700MEETING THERE WAS NOT SIX SCHOOL BOARD MEMBERS THAT STATED ONE WAY OR WAS NOT SIX SCHOOL BOARD MEMBERS THAT STATED ONE WAY OR WAS NOT SIX SCHOOL BOARD MEMBERS THAT STATED ONE WAY OR ANOTHER AND SO BOTH WERE MEMBERS THAT STATED ONE WAY OR ANOTHER AND SO BOTH WERE MEMBERS THAT STATED ONE WAY OR ANOTHER AND SO BOTH WERE BROUGHT FORWARD AT THAT TIME I ANOTHER AND SO BOTH WERE BROUGHT FORWARD AT THAT TIME I ANOTHER AND SO BOTH WERE BROUGHT FORWARD AT THAT TIME I DID TRY TO GET ENOUGH BROUGHT FORWARD AT THAT TIME I DID TRY TO GET ENOUGH BROUGHT FORWARD AT THAT TIME I DID TRY TO GET ENOUGH INFORMATION TO DETERMINE WHICH DID TRY TO GET ENOUGH INFORMATION TO DETERMINE WHICH DID TRY TO GET ENOUGH INFORMATION TO DETERMINE WHICH ONE

701THE BOARD MAJORITY WOULD INFORMATION TO DETERMINE WHICH ONE THE BOARD MAJORITY WOULD INFORMATION TO DETERMINE WHICH ONE THE BOARD MAJORITY WOULD SUPPORT WE DID NOT HAVE THAT ONE THE BOARD MAJORITY WOULD SUPPORT WE DID NOT HAVE THAT ONE THE BOARD MAJORITY WOULD SUPPORT WE DID NOT HAVE THAT INFORMATION AT THE TIME SO THAT SUPPORT WE DID NOT HAVE THAT INFORMATION AT THE TIME SO THAT SUPPORT WE DID NOT HAVE THAT INFORMATION AT THE TIME SO THAT IS WHY THERE'S TWO OPTIONS HERE INFORMATION AT THE TIME SO THAT IS WHY THERE'S TWO OPTIONS HERE INFORMATION AT THE TIME SO THAT IS WHY THERE'S TWO OPTIONS HERE AND I HAVE MY COMMENTS BUT MR. IS WHY THERE'S TWO OPTIONS HERE AND I HAVE MY COMMENTS BUT MR. IS WHY THERE'S TWO OPTIONS HERE AND I HAVE MY

702COMMENTS BUT MR. ROGERS GO, GO AHEAD. AND I HAVE MY COMMENTS BUT MR. ROGERS GO, GO AHEAD. AND I HAVE MY COMMENTS BUT MR. ROGERS GO, GO AHEAD. >> WE JUST DID THOUGH OPTION ROGERS GO, GO AHEAD. >> WE JUST DID THOUGH OPTION ROGERS GO, GO AHEAD. >> WE JUST DID THOUGH OPTION ONE OPTION TO FOR THE SALARY >> WE JUST DID THOUGH OPTION ONE OPTION TO FOR THE SALARY >> WE JUST DID THOUGH OPTION ONE OPTION TO FOR THE SALARY AND WE KIND OF ALL AGREED WHICH ONE OPTION TO FOR THE SALARY AND WE KIND OF ALL AGREED WHICH ONE OPTION TO FOR THE SALARY AND WE KIND OF ALL AGREED WHICH OPTION WE WERE GOING TO AND WE KIND OF ALL AGREED WHICH OPTION WE WERE GOING TO AND WE KIND OF ALL

703AGREED WHICH OPTION WE WERE GOING TO SUPPORT. OPTION WE WERE GOING TO SUPPORT. OPTION WE WERE GOING TO SUPPORT. SO I KIND FEEL LIKE THAT WE SUPPORT. SO I KIND FEEL LIKE THAT WE SUPPORT. SO I KIND FEEL LIKE THAT WE COULD HAVE GIVEN THIS THE SAME SO I KIND FEEL LIKE THAT WE COULD HAVE GIVEN THIS THE SAME SO I KIND FEEL LIKE THAT WE COULD HAVE GIVEN THIS THE SAME CONSIDERATION WHERE YOU KNOW COULD HAVE GIVEN THIS THE SAME CONSIDERATION WHERE YOU KNOW COULD HAVE GIVEN THIS THE SAME CONSIDERATION WHERE YOU KNOW ESPECIALLY SINCE WE DID HEAR CONSIDERATION WHERE YOU KNOW ESPECIALLY SINCE WE DID HEAR CONSIDERATION WHERE YOU KNOW ESPECIALLY SINCE WE DID HEAR COMMUNITY INPUT THAT IF WE WERE ESPECIALLY SINCE WE DID HEAR COMMUNITY INPUT THAT IF WE WERE ESPECIALLY

704SINCE WE DID HEAR COMMUNITY INPUT THAT IF WE WERE GOING TO LIKE I DON'T KNOW I COMMUNITY INPUT THAT IF WE WERE GOING TO LIKE I DON'T KNOW I COMMUNITY INPUT THAT IF WE WERE GOING TO LIKE I DON'T KNOW I JUST FEEL LIKE WE HANDLE IT THE GOING TO LIKE I DON'T KNOW I JUST FEEL LIKE WE HANDLE IT THE GOING TO LIKE I DON'T KNOW I JUST FEEL LIKE WE HANDLE IT THE SAME WAY WHERE COLLEAGUES ARE JUST FEEL LIKE WE HANDLE IT THE SAME WAY WHERE COLLEAGUES ARE JUST FEEL LIKE WE HANDLE IT THE SAME WAY WHERE COLLEAGUES ARE WE GOING TO SUPPORT THIS OR SAME WAY WHERE COLLEAGUES ARE WE GOING TO SUPPORT THIS OR SAME WAY WHERE COLLEAGUES ARE WE GOING TO SUPPORT THIS OR WHATEVER? WE GOING TO SUPPORT

705THIS OR WHATEVER? WE GOING TO SUPPORT THIS OR WHATEVER? I AGREE I MEAN OTHER THAN TO WHATEVER? I AGREE I MEAN OTHER THAN TO WHATEVER? I AGREE I MEAN OTHER THAN TO SAY I EMOTION FOR THIS FOR THIS I AGREE I MEAN OTHER THAN TO SAY I EMOTION FOR THIS FOR THIS I AGREE I MEAN OTHER THAN TO SAY I EMOTION FOR THIS FOR THIS YEAR SO WE COULD START THE SAY I EMOTION FOR THIS FOR THIS YEAR SO WE COULD START THE SAY I EMOTION FOR THIS FOR THIS YEAR SO WE COULD START THE DISCUSSION WE GOT TO VOTE ON YEAR SO WE COULD START THE DISCUSSION WE GOT TO VOTE ON YEAR SO WE COULD START THE DISCUSSION WE GOT TO VOTE ON ONE THING THAT WE'RE GOING TO DISCUSSION WE GOT TO

706VOTE ON ONE THING THAT WE'RE GOING TO DISCUSSION WE GOT TO VOTE ON ONE THING THAT WE'RE GOING TO DO BUT AS FAR AS I'M FAR AS I'M ONE THING THAT WE'RE GOING TO DO BUT AS FAR AS I'M FAR AS I'M ONE THING THAT WE'RE GOING TO DO BUT AS FAR AS I'M FAR AS I'M CONCERNED, WE'VE JUST STARTED DO BUT AS FAR AS I'M FAR AS I'M CONCERNED, WE'VE JUST STARTED DO BUT AS FAR AS I'M FAR AS I'M CONCERNED, WE'VE JUST STARTED THE DISCUSSIONS WE CAN HAVE IT CONCERNED, WE'VE JUST STARTED THE DISCUSSIONS WE CAN HAVE IT CONCERNED, WE'VE JUST STARTED THE DISCUSSIONS WE CAN HAVE IT AND GET THIS VOTE THIS VOTE OUT THE DISCUSSIONS WE CAN HAVE IT AND GET THIS VOTE THIS VOTE OUT THE DISCUSSIONS WE CAN HAVE

707IT AND GET THIS VOTE THIS VOTE OUT THE END OF THE NEXT ONE AND >> AND GET THIS VOTE THIS VOTE OUT THE END OF THE NEXT ONE AND >> AND GET THIS VOTE THIS VOTE OUT THE END OF THE NEXT ONE AND >> ACTUALLY I'M GOING TO GO AHEAD THE END OF THE NEXT ONE AND >> ACTUALLY I'M GOING TO GO AHEAD THE END OF THE NEXT ONE AND >> ACTUALLY I'M GOING TO GO AHEAD AND SHARE AS I MENTIONED IN THE ACTUALLY I'M GOING TO GO AHEAD AND SHARE AS I MENTIONED IN THE ACTUALLY I'M GOING TO GO AHEAD AND SHARE AS I MENTIONED IN THE LAST MEETING AND WE DID HAVE AND SHARE AS I MENTIONED IN THE LAST MEETING AND WE DID HAVE AND SHARE AS I MENTIONED IN THE LAST

708MEETING AND WE DID HAVE THIS ON INFORMATION THE SALARY LAST MEETING AND WE DID HAVE THIS ON INFORMATION THE SALARY LAST MEETING AND WE DID HAVE THIS ON INFORMATION THE SALARY RESOLUTION IS NEW TO THIS ON INFORMATION THE SALARY RESOLUTION IS NEW TO THIS ON INFORMATION THE SALARY RESOLUTION IS NEW TO INFORMATION AGAIN THERE WAS RESOLUTION IS NEW TO INFORMATION AGAIN THERE WAS RESOLUTION IS NEW TO INFORMATION AGAIN THERE WAS THERE WAS NOT SIX BOARD MEMBERS INFORMATION AGAIN THERE WAS THERE WAS NOT SIX BOARD MEMBERS INFORMATION AGAIN THERE WAS THERE WAS NOT SIX BOARD MEMBERS SIGNALED A PREFERENCE AND SO THERE WAS NOT SIX BOARD MEMBERS SIGNALED A PREFERENCE AND SO THERE WAS NOT SIX BOARD MEMBERS SIGNALED A PREFERENCE AND SO THAT WAS WHY I DO NOT SUPPORT SIGNALED A PREFERENCE AND SO THAT

709WAS WHY I DO NOT SUPPORT SIGNALED A PREFERENCE AND SO THAT WAS WHY I DO NOT SUPPORT OPTION ONE UNLESS OPTION TWO THAT WAS WHY I DO NOT SUPPORT OPTION ONE UNLESS OPTION TWO THAT WAS WHY I DO NOT SUPPORT OPTION ONE UNLESS OPTION TWO FAILS OPTION TO DOES NOT PASS OPTION ONE UNLESS OPTION TWO FAILS OPTION TO DOES NOT PASS OPTION ONE UNLESS OPTION TWO FAILS OPTION TO DOES NOT PASS THEN I WOULD SUPPORT ONE AS A FAILS OPTION TO DOES NOT PASS THEN I WOULD SUPPORT ONE AS A FAILS OPTION TO DOES NOT PASS THEN I WOULD SUPPORT ONE AS A SECOND OPTION SO I WILL NOT BE THEN I WOULD SUPPORT ONE AS A SECOND OPTION SO I WILL NOT BE THEN I WOULD SUPPORT ONE AS A SECOND OPTION SO I

710WILL NOT BE VOTING FOR OPTION ONE I CALL SECOND OPTION SO I WILL NOT BE VOTING FOR OPTION ONE I CALL SECOND OPTION SO I WILL NOT BE VOTING FOR OPTION ONE I CALL FOR THE VOTE TO APPROVE OPTION VOTING FOR OPTION ONE I CALL FOR THE VOTE TO APPROVE OPTION VOTING FOR OPTION ONE I CALL FOR THE VOTE TO APPROVE OPTION ONE FOR CAMPUS PLANNING OK SO FOR THE VOTE TO APPROVE OPTION ONE FOR CAMPUS PLANNING OK SO FOR THE VOTE TO APPROVE OPTION ONE FOR CAMPUS PLANNING OK SO MADAM CHAIR, WE HAVE NO ONE FOR CAMPUS PLANNING OK SO MADAM CHAIR, WE HAVE NO ONE FOR CAMPUS PLANNING OK SO MADAM CHAIR, WE HAVE NO AFFIRMATIVE VOTES. MADAM CHAIR, WE HAVE NO AFFIRMATIVE VOTES. MADAM CHAIR, WE HAVE NO AFFIRMATIVE VOTES. WE HAVE

711TEN NAYS AND WE HAVE AFFIRMATIVE VOTES. WE HAVE TEN NAYS AND WE HAVE AFFIRMATIVE VOTES. WE HAVE TEN NAYS AND WE HAVE ONE ABSTENTION. WE HAVE TEN NAYS AND WE HAVE ONE ABSTENTION. WE HAVE TEN NAYS AND WE HAVE ONE ABSTENTION. SO OPTION ONE DID FAIL THANK ONE ABSTENTION. SO OPTION ONE DID FAIL THANK ONE ABSTENTION. SO OPTION ONE DID FAIL THANK YOU I. SO OPTION ONE DID FAIL THANK YOU I. SO OPTION ONE DID FAIL THANK YOU I. I NOW MOVE ON TO REQUESTING A YOU I. I NOW MOVE ON TO REQUESTING A YOU I. I NOW MOVE ON TO REQUESTING A MOTION TO APPROVE OPTION TO TRY I NOW MOVE ON TO REQUESTING A MOTION TO APPROVE OPTION TO TRY I NOW MOVE ON TO REQUESTING A MOTION TO APPROVE OPTION TO TRY

712CAMPUS PLANNING MOVED BY MR MOTION TO APPROVE OPTION TO TRY CAMPUS PLANNING MOVED BY MR MOTION TO APPROVE OPTION TO TRY CAMPUS PLANNING MOVED BY MR ROGERS SECONDED BY MR. MEYER. CAMPUS PLANNING MOVED BY MR ROGERS SECONDED BY MR. MEYER. CAMPUS PLANNING MOVED BY MR ROGERS SECONDED BY MR. MEYER. ANY DISCUSSION MISS MELMAC SO ROGERS SECONDED BY MR. MEYER. ANY DISCUSSION MISS MELMAC SO ROGERS SECONDED BY MR. MEYER. ANY DISCUSSION MISS MELMAC SO I'M IN FAVOR OF OPTION TWO AND ANY DISCUSSION MISS MELMAC SO I'M IN FAVOR OF OPTION TWO AND ANY DISCUSSION MISS MELMAC SO I'M IN FAVOR OF OPTION TWO AND WHAT THE COMMUNITY HAS DECIDED I'M IN FAVOR OF OPTION TWO AND WHAT THE COMMUNITY HAS DECIDED I'M IN FAVOR OF OPTION TWO AND WHAT THE COMMUNITY HAS DECIDED BUT I DO

713THINK IT'S IRONIC THAT WHAT THE COMMUNITY HAS DECIDED BUT I DO THINK IT'S IRONIC THAT WHAT THE COMMUNITY HAS DECIDED BUT I DO THINK IT'S IRONIC THAT A A FEW PEOPLE WEIGHED IN ON BUT I DO THINK IT'S IRONIC THAT A A FEW PEOPLE WEIGHED IN ON BUT I DO THINK IT'S IRONIC THAT A A FEW PEOPLE WEIGHED IN ON OPTION TO WE HAD WE HAD A A A FEW PEOPLE WEIGHED IN ON OPTION TO WE HAD WE HAD A A A FEW PEOPLE WEIGHED IN ON OPTION TO WE HAD WE HAD A MEETING FOR THE COMMUNITY AND OPTION TO WE HAD WE HAD A MEETING FOR THE COMMUNITY AND OPTION TO WE HAD WE HAD A MEETING FOR THE COMMUNITY AND SOME PEOPLE SHOWED UP, SOME MEETING FOR THE COMMUNITY AND SOME PEOPLE SHOWED

714UP, SOME MEETING FOR THE COMMUNITY AND SOME PEOPLE SHOWED UP, SOME PEOPLE CAME AND SPOKE AND WE AS SOME PEOPLE SHOWED UP, SOME PEOPLE CAME AND SPOKE AND WE AS SOME PEOPLE SHOWED UP, SOME PEOPLE CAME AND SPOKE AND WE AS A BOARD ARE GOING TO LISTEN THE PEOPLE CAME AND SPOKE AND WE AS A BOARD ARE GOING TO LISTEN THE PEOPLE CAME AND SPOKE AND WE AS A BOARD ARE GOING TO LISTEN THE COMMUNITY YEAH WE HAD HUNDREDS A BOARD ARE GOING TO LISTEN THE COMMUNITY YEAH WE HAD HUNDREDS A BOARD ARE GOING TO LISTEN THE COMMUNITY YEAH WE HAD HUNDREDS WE HAD HUNDREDS AND HUNDREDS COMMUNITY YEAH WE HAD HUNDREDS WE HAD HUNDREDS AND HUNDREDS COMMUNITY YEAH WE HAD HUNDREDS WE HAD HUNDREDS AND HUNDREDS AND HUNDREDS PEOPLE WHO SPOKE WE HAD HUNDREDS

715AND HUNDREDS AND HUNDREDS PEOPLE WHO SPOKE WE HAD HUNDREDS AND HUNDREDS AND HUNDREDS PEOPLE WHO SPOKE OUT AGAINST THE EYE AND WE AND HUNDREDS PEOPLE WHO SPOKE OUT AGAINST THE EYE AND WE AND HUNDREDS PEOPLE WHO SPOKE OUT AGAINST THE EYE AND WE DIDN'T LISTEN TO IT. OUT AGAINST THE EYE AND WE DIDN'T LISTEN TO IT. OUT AGAINST THE EYE AND WE DIDN'T LISTEN TO IT. THEY SAID, MR. MAYOR, WE'RE DIDN'T LISTEN TO IT. THEY SAID, MR. MAYOR, WE'RE DIDN'T LISTEN TO IT. THEY SAID, MR. MAYOR, WE'RE DISCUSSING THE MOTION FOR THEY SAID, MR. MAYOR, WE'RE DISCUSSING THE MOTION FOR THEY SAID, MR. MAYOR, WE'RE DISCUSSING THE MOTION FOR CAMPUS PLANNING YOUR COMMENT DISCUSSING THE MOTION FOR CAMPUS PLANNING YOUR COMMENT DISCUSSING THE MOTION FOR CAMPUS PLANNING YOUR COMMENT YOUR COMMENT RELATED TO TRY CAMPUS

716PLANNING YOUR COMMENT YOUR COMMENT RELATED TO TRY CAMPUS PLANNING YOUR COMMENT YOUR COMMENT RELATED TO TRY CAMPUS CAN'T I CAN'T DO THAT. YOUR COMMENT RELATED TO TRY CAMPUS CAN'T I CAN'T DO THAT. YOUR COMMENT RELATED TO TRY CAMPUS CAN'T I CAN'T DO THAT. SORRY. CAMPUS CAN'T I CAN'T DO THAT. SORRY. CAMPUS CAN'T I CAN'T DO THAT. SORRY. OK, DR. GREEN SAID >> I AM THE SORRY. OK, DR. GREEN SAID >> I AM THE SORRY. OK, DR. GREEN SAID >> I AM THE SCHOOL BOARD REPRESENTATIVE FOR OK, DR. GREEN SAID >> I AM THE SCHOOL BOARD REPRESENTATIVE FOR OK, DR. GREEN SAID >> I AM THE SCHOOL BOARD REPRESENTATIVE FOR DISTRICT FOR AND I FIRST WOULD SCHOOL BOARD REPRESENTATIVE FOR DISTRICT FOR AND I FIRST WOULD SCHOOL BOARD REPRESENTATIVE FOR DISTRICT FOR AND I FIRST WOULD

717LIKE TO THANK THE COMMUNITY WHO DISTRICT FOR AND I FIRST WOULD LIKE TO THANK THE COMMUNITY WHO DISTRICT FOR AND I FIRST WOULD LIKE TO THANK THE COMMUNITY WHO DID PROVIDE THEIR INPUT. LIKE TO THANK THE COMMUNITY WHO DID PROVIDE THEIR INPUT. LIKE TO THANK THE COMMUNITY WHO DID PROVIDE THEIR INPUT. I'M ALSO SPEAKING AS A SEASONED DID PROVIDE THEIR INPUT. I'M ALSO SPEAKING AS A SEASONED DID PROVIDE THEIR INPUT. I'M ALSO SPEAKING AS A SEASONED EDUCATOR WHAT WE ARE DOING I'M ALSO SPEAKING AS A SEASONED EDUCATOR WHAT WE ARE DOING I'M ALSO SPEAKING AS A SEASONED EDUCATOR WHAT WE ARE DOING RIGHT NOW IS TO TRY CAMPUS IS EDUCATOR WHAT WE ARE DOING RIGHT NOW IS TO TRY CAMPUS IS EDUCATOR WHAT WE ARE DOING RIGHT NOW IS TO TRY CAMPUS IS IS WORKING

718WELL DEVELOPED RIGHT NOW IS TO TRY CAMPUS IS IS WORKING WELL DEVELOPED RIGHT NOW IS TO TRY CAMPUS IS IS WORKING WELL DEVELOPED MENTALLY FOR OUR STUDENTS. IS WORKING WELL DEVELOPED MENTALLY FOR OUR STUDENTS. IS WORKING WELL DEVELOPED MENTALLY FOR OUR STUDENTS. I ALSO ASKED MY COLLEAGUES TO MENTALLY FOR OUR STUDENTS. I ALSO ASKED MY COLLEAGUES TO MENTALLY FOR OUR STUDENTS. I ALSO ASKED MY COLLEAGUES TO BE REMINDED THAT WE HAVE UNIQUE I ALSO ASKED MY COLLEAGUES TO BE REMINDED THAT WE HAVE UNIQUE I ALSO ASKED MY COLLEAGUES TO BE REMINDED THAT WE HAVE UNIQUE NEEDS DISTRICT FOR WE HAVE THE BE REMINDED THAT WE HAVE UNIQUE NEEDS DISTRICT FOR WE HAVE THE BE REMINDED THAT WE HAVE UNIQUE NEEDS DISTRICT FOR WE HAVE THE ONLY TITLE ONE MIDDLE SCHOOL AS NEEDS DISTRICT FOR WE

719HAVE THE ONLY TITLE ONE MIDDLE SCHOOL AS NEEDS DISTRICT FOR WE HAVE THE ONLY TITLE ONE MIDDLE SCHOOL AS WELL. ONLY TITLE ONE MIDDLE SCHOOL AS WELL. ONLY TITLE ONE MIDDLE SCHOOL AS WELL. SO PLEASE ALL OF THAT WELL. SO PLEASE ALL OF THAT WELL. SO PLEASE ALL OF THAT INFORMATION AND THINK ABOUT THE SO PLEASE ALL OF THAT INFORMATION AND THINK ABOUT THE SO PLEASE ALL OF THAT INFORMATION AND THINK ABOUT THE GREAT THINGS THAT ARE ALREADY INFORMATION AND THINK ABOUT THE GREAT THINGS THAT ARE ALREADY INFORMATION AND THINK ABOUT THE GREAT THINGS THAT ARE ALREADY HAPPENING AT THE TRI CAMPUS. GREAT THINGS THAT ARE ALREADY HAPPENING AT THE TRI CAMPUS. GREAT THINGS THAT ARE ALREADY HAPPENING AT THE TRI CAMPUS. THANK YOU SO I'M GOING TO SHARE HAPPENING AT THE TRI CAMPUS. THANK

720YOU SO I'M GOING TO SHARE HAPPENING AT THE TRI CAMPUS. THANK YOU SO I'M GOING TO SHARE MY RATIONALE HERE YOU KNOW WHEN THANK YOU SO I'M GOING TO SHARE MY RATIONALE HERE YOU KNOW WHEN THANK YOU SO I'M GOING TO SHARE MY RATIONALE HERE YOU KNOW WHEN ,WHEN WE STARTED THE TREND MY RATIONALE HERE YOU KNOW WHEN ,WHEN WE STARTED THE TREND MY RATIONALE HERE YOU KNOW WHEN ,WHEN WE STARTED THE TREND CAMPUS DISCUSSION AND PLANNING ,WHEN WE STARTED THE TREND CAMPUS DISCUSSION AND PLANNING ,WHEN WE STARTED THE TREND CAMPUS DISCUSSION AND PLANNING THAT IF WILLIAMS AS IT DIDN'T CAMPUS DISCUSSION AND PLANNING THAT IF WILLIAMS AS IT DIDN'T CAMPUS DISCUSSION AND PLANNING THAT IF WILLIAMS AS IT DIDN'T LOOK LIKE IT WAS GOING TO BE THAT IF WILLIAMS AS IT DIDN'T LOOK LIKE

721IT WAS GOING TO BE THAT IF WILLIAMS AS IT DIDN'T LOOK LIKE IT WAS GOING TO BE ABLE TO GET AN UPDATED LEARNING LOOK LIKE IT WAS GOING TO BE ABLE TO GET AN UPDATED LEARNING LOOK LIKE IT WAS GOING TO BE ABLE TO GET AN UPDATED LEARNING ENVIRONMENT. ABLE TO GET AN UPDATED LEARNING ENVIRONMENT. ABLE TO GET AN UPDATED LEARNING ENVIRONMENT. THIS IS PART OF A SOLUTION IN ENVIRONMENT. THIS IS PART OF A SOLUTION IN ENVIRONMENT. THIS IS PART OF A SOLUTION IN THAT CAME ABOUT. THIS IS PART OF A SOLUTION IN THAT CAME ABOUT. THIS IS PART OF A SOLUTION IN THAT CAME ABOUT. THINK THAT IT'S A GREAT THAT CAME ABOUT. THINK THAT IT'S A GREAT THAT CAME ABOUT. THINK THAT IT'S A GREAT SOLUTION THE END GOAL WAS TO THINK THAT

722IT'S A GREAT SOLUTION THE END GOAL WAS TO THINK THAT IT'S A GREAT SOLUTION THE END GOAL WAS TO MAKE SHAW AGAIN THAT ATF SOLUTION THE END GOAL WAS TO MAKE SHAW AGAIN THAT ATF SOLUTION THE END GOAL WAS TO MAKE SHAW AGAIN THAT ATF OF WILLIAMS STUDENTS GOT AN MAKE SHAW AGAIN THAT ATF OF WILLIAMS STUDENTS GOT AN MAKE SHAW AGAIN THAT ATF OF WILLIAMS STUDENTS GOT AN UPDATED LEARNING ENVIRONMENT OF WILLIAMS STUDENTS GOT AN UPDATED LEARNING ENVIRONMENT OF WILLIAMS STUDENTS GOT AN UPDATED LEARNING ENVIRONMENT AND THIS ACCOMPLISHES THAT. UPDATED LEARNING ENVIRONMENT AND THIS ACCOMPLISHES THAT. UPDATED LEARNING ENVIRONMENT AND THIS ACCOMPLISHES THAT. SO I AM GOING TO SUPPORT OPTION AND THIS ACCOMPLISHES THAT. SO I AM GOING TO SUPPORT OPTION AND THIS ACCOMPLISHES THAT. SO I AM GOING TO SUPPORT OPTION TWO WITH

723THAT I CALL FOR THE SO I AM GOING TO SUPPORT OPTION TWO WITH THAT I CALL FOR THE SO I AM GOING TO SUPPORT OPTION TWO WITH THAT I CALL FOR THE VOTE TO APPROVE OPTION TWO TO TWO WITH THAT I CALL FOR THE VOTE TO APPROVE OPTION TWO TO TWO WITH THAT I CALL FOR THE VOTE TO APPROVE OPTION TWO TO TRY CAMPUS PLANNING SO MANAGER VOTE TO APPROVE OPTION TWO TO TRY CAMPUS PLANNING SO MANAGER VOTE TO APPROVE OPTION TWO TO TRY CAMPUS PLANNING SO MANAGER WE MANAGEMENT WE HAVE TEN EYES TRY CAMPUS PLANNING SO MANAGER WE MANAGEMENT WE HAVE TEN EYES TRY CAMPUS PLANNING SO MANAGER WE MANAGEMENT WE HAVE TEN EYES AND ONE EXTENSIONS OF THE WE MANAGEMENT WE HAVE TEN EYES AND ONE EXTENSIONS OF THE WE MANAGEMENT WE HAVE

724TEN EYES AND ONE EXTENSIONS OF THE MOTION TO PASS FOR OPTION TWO AND ONE EXTENSIONS OF THE MOTION TO PASS FOR OPTION TWO AND ONE EXTENSIONS OF THE MOTION TO PASS FOR OPTION TWO >>. MOTION TO PASS FOR OPTION TWO >>. MOTION TO PASS FOR OPTION TWO >>. THANK YOU WE ARE NOW ON TO >>. THANK YOU WE ARE NOW ON TO >>. THANK YOU WE ARE NOW ON TO FISCAL YEAR TWENTY FIVE TWENTY THANK YOU WE ARE NOW ON TO FISCAL YEAR TWENTY FIVE TWENTY THANK YOU WE ARE NOW ON TO FISCAL YEAR TWENTY FIVE TWENTY SIX AMENDED BUDGET RESOLUTION FISCAL YEAR TWENTY FIVE TWENTY SIX AMENDED BUDGET RESOLUTION FISCAL YEAR TWENTY FIVE TWENTY SIX AMENDED BUDGET RESOLUTION SO I WILL CALL FOR A MOTION FOR SIX AMENDED BUDGET RESOLUTION SO I WILL CALL

725FOR A MOTION FOR SIX AMENDED BUDGET RESOLUTION SO I WILL CALL FOR A MOTION FOR THE OPERATING BUDGET FISCAL SO I WILL CALL FOR A MOTION FOR THE OPERATING BUDGET FISCAL SO I WILL CALL FOR A MOTION FOR THE OPERATING BUDGET FISCAL YEAR TWENTY FIVE TWENTY SIX THE OPERATING BUDGET FISCAL YEAR TWENTY FIVE TWENTY SIX THE OPERATING BUDGET FISCAL YEAR TWENTY FIVE TWENTY SIX RESOLUTION MR. WILLIAMS WILL YEAR TWENTY FIVE TWENTY SIX RESOLUTION MR. WILLIAMS WILL YEAR TWENTY FIVE TWENTY SIX RESOLUTION MR. WILLIAMS WILL NEED TO READ AFTER THAT THE RESOLUTION MR. WILLIAMS WILL NEED TO READ AFTER THAT THE RESOLUTION MR. WILLIAMS WILL NEED TO READ AFTER THAT THE MOTION WAS MADE BY DR. GREENE NEED TO READ AFTER THAT THE MOTION WAS MADE BY DR. GREENE NEED TO READ AFTER THAT THE MOTION

726WAS MADE BY DR. GREENE SECONDED BY VICE CHAIR WILLIAMS MOTION WAS MADE BY DR. GREENE SECONDED BY VICE CHAIR WILLIAMS MOTION WAS MADE BY DR. GREENE SECONDED BY VICE CHAIR WILLIAMS VICE WILLIAMS WOULD YOU PLEASE SECONDED BY VICE CHAIR WILLIAMS VICE WILLIAMS WOULD YOU PLEASE SECONDED BY VICE CHAIR WILLIAMS VICE WILLIAMS WOULD YOU PLEASE READ THE MOTION WHEREAS THE VICE WILLIAMS WOULD YOU PLEASE READ THE MOTION WHEREAS THE VICE WILLIAMS WOULD YOU PLEASE READ THE MOTION WHEREAS THE SCHOOL BOARD THE CITY READ THE MOTION WHEREAS THE SCHOOL BOARD THE CITY READ THE MOTION WHEREAS THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH APPROVE THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH APPROVE THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH APPROVE THE FISCAL YEAR TWO THOUSAND TWENTY OF VIRGINIA BEACH APPROVE THE FISCAL YEAR TWO

727THOUSAND TWENTY OF VIRGINIA BEACH APPROVE THE FISCAL YEAR TWO THOUSAND TWENTY FIVE TWENTY SIX SCHOOL BOARD FISCAL YEAR TWO THOUSAND TWENTY FIVE TWENTY SIX SCHOOL BOARD FISCAL YEAR TWO THOUSAND TWENTY FIVE TWENTY SIX SCHOOL BOARD PROPOSE OPERATING BUDGET ON MAY FIVE TWENTY SIX SCHOOL BOARD PROPOSE OPERATING BUDGET ON MAY FIVE TWENTY SIX SCHOOL BOARD PROPOSE OPERATING BUDGET ON MAY 11TH TWENTY TWENTY FIVE IT PROPOSE OPERATING BUDGET ON MAY 11TH TWENTY TWENTY FIVE IT PROPOSE OPERATING BUDGET ON MAY 11TH TWENTY TWENTY FIVE IT WEARS THE BUDGET AMENDMENTS 11TH TWENTY TWENTY FIVE IT WEARS THE BUDGET AMENDMENTS 11TH TWENTY TWENTY FIVE IT WEARS THE BUDGET AMENDMENTS ADOPTED BY THE TWENTY TWENTY WEARS THE BUDGET AMENDMENTS ADOPTED BY THE TWENTY TWENTY WEARS THE BUDGET AMENDMENTS ADOPTED BY THE TWENTY TWENTY FIVE GENERAL ASSEMBLY ADOPTED BY THE TWENTY TWENTY

728FIVE GENERAL ASSEMBLY ADOPTED BY THE TWENTY TWENTY FIVE GENERAL ASSEMBLY CONFERENCE BUDGET ADOPTED ITS FIVE GENERAL ASSEMBLY CONFERENCE BUDGET ADOPTED ITS FIVE GENERAL ASSEMBLY CONFERENCE BUDGET ADOPTED ITS FINAL CHANGE FOR THE TWENTY CONFERENCE BUDGET ADOPTED ITS FINAL CHANGE FOR THE TWENTY CONFERENCE BUDGET ADOPTED ITS FINAL CHANGE FOR THE TWENTY FOUR TWENTY SIX BIENNIUM FINAL CHANGE FOR THE TWENTY FOUR TWENTY SIX BIENNIUM FINAL CHANGE FOR THE TWENTY FOUR TWENTY SIX BIENNIUM AFFECTING K THROUGH 12 PUBLIC FOUR TWENTY SIX BIENNIUM AFFECTING K THROUGH 12 PUBLIC FOUR TWENTY SIX BIENNIUM AFFECTING K THROUGH 12 PUBLIC EDUCATION AND AS GOVERNOR AFFECTING K THROUGH 12 PUBLIC EDUCATION AND AS GOVERNOR AFFECTING K THROUGH 12 PUBLIC EDUCATION AND AS GOVERNOR OF ARKANSAS IN THE MEN IN EDUCATION AND AS GOVERNOR OF ARKANSAS IN THE MEN IN EDUCATION AND AS GOVERNOR OF

729ARKANSAS IN THE MEN IN VIRGINIA STATE MAY 2ND 2024 OF ARKANSAS IN THE MEN IN VIRGINIA STATE MAY 2ND 2024 OF ARKANSAS IN THE MEN IN VIRGINIA STATE MAY 2ND 2024 PROVIDING ADDITIONAL STATE VIRGINIA STATE MAY 2ND 2024 PROVIDING ADDITIONAL STATE VIRGINIA STATE MAY 2ND 2024 PROVIDING ADDITIONAL STATE FUNDS TO THE SCHOOL BOARD THE PROVIDING ADDITIONAL STATE FUNDS TO THE SCHOOL BOARD THE PROVIDING ADDITIONAL STATE FUNDS TO THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH IN THE FUNDS TO THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH IN THE FUNDS TO THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH IN THE AMOUNT OF 13 MILLION FIVE CITY OF VIRGINIA BEACH IN THE AMOUNT OF 13 MILLION FIVE CITY OF VIRGINIA BEACH IN THE AMOUNT OF 13 MILLION FIVE HUNDRED EIGHTY FIVE THOUSAND AMOUNT OF 13 MILLION

730FIVE HUNDRED EIGHTY FIVE THOUSAND AMOUNT OF 13 MILLION FIVE HUNDRED EIGHTY FIVE THOUSAND SIXTY NINE AND WHERE'S THE FBI HUNDRED EIGHTY FIVE THOUSAND SIXTY NINE AND WHERE'S THE FBI HUNDRED EIGHTY FIVE THOUSAND SIXTY NINE AND WHERE'S THE FBI TWENTY FIVE TWENTY SIX SCHOOL SIXTY NINE AND WHERE'S THE FBI TWENTY FIVE TWENTY SIX SCHOOL SIXTY NINE AND WHERE'S THE FBI TWENTY FIVE TWENTY SIX SCHOOL BOARD PROPOSED OPERATING BUDGET TWENTY FIVE TWENTY SIX SCHOOL BOARD PROPOSED OPERATING BUDGET TWENTY FIVE TWENTY SIX SCHOOL BOARD PROPOSED OPERATING BUDGET WAS ADOPTED BY CITY COUNCIL ON BOARD PROPOSED OPERATING BUDGET WAS ADOPTED BY CITY COUNCIL ON BOARD PROPOSED OPERATING BUDGET WAS ADOPTED BY CITY COUNCIL ON MAY 13TH. WAS ADOPTED BY CITY COUNCIL ON MAY 13TH. WAS ADOPTED BY CITY COUNCIL ON MAY 13TH. TWENTY TWENTY FIVE AND WHERE'S MAY 13TH.

731TWENTY TWENTY FIVE AND WHERE'S MAY 13TH. TWENTY TWENTY FIVE AND WHERE'S THE CITY OF VIRGINIA BEACH HAS TWENTY TWENTY FIVE AND WHERE'S THE CITY OF VIRGINIA BEACH HAS TWENTY TWENTY FIVE AND WHERE'S THE CITY OF VIRGINIA BEACH HAS PREVIOUSLY APPROPRIATE 13 THE CITY OF VIRGINIA BEACH HAS PREVIOUSLY APPROPRIATE 13 THE CITY OF VIRGINIA BEACH HAS PREVIOUSLY APPROPRIATE 13 MILLION EIGHT HUNDRED SIXTY PREVIOUSLY APPROPRIATE 13 MILLION EIGHT HUNDRED SIXTY PREVIOUSLY APPROPRIATE 13 MILLION EIGHT HUNDRED SIXTY FIVE THOUSAND FOUR HUNDRED MILLION EIGHT HUNDRED SIXTY FIVE THOUSAND FOUR HUNDRED MILLION EIGHT HUNDRED SIXTY FIVE THOUSAND FOUR HUNDRED FIFTY EIGHT DOLLARS FOR THE FIVE THOUSAND FOUR HUNDRED FIFTY EIGHT DOLLARS FOR THE FIVE THOUSAND FOUR HUNDRED FIFTY EIGHT DOLLARS FOR THE SCHOOL BOARD PROPOSED OPERATING FIFTY EIGHT DOLLARS FOR THE SCHOOL BOARD PROPOSED OPERATING FIFTY EIGHT DOLLARS FOR THE

732SCHOOL BOARD PROPOSED OPERATING BUDGET AS PART OF THE APPROVED SCHOOL BOARD PROPOSED OPERATING BUDGET AS PART OF THE APPROVED SCHOOL BOARD PROPOSED OPERATING BUDGET AS PART OF THE APPROVED FBI 25 26 TWENTY SIX BUDGET AND BUDGET AS PART OF THE APPROVED FBI 25 26 TWENTY SIX BUDGET AND BUDGET AS PART OF THE APPROVED FBI 25 26 TWENTY SIX BUDGET AND AN ADDITIONAL APPROPRIATION AND FBI 25 26 TWENTY SIX BUDGET AND AN ADDITIONAL APPROPRIATION AND FBI 25 26 TWENTY SIX BUDGET AND AN ADDITIONAL APPROPRIATION AND IS NECESSARY IN THE AMOUNT AN ADDITIONAL APPROPRIATION AND IS NECESSARY IN THE AMOUNT AN ADDITIONAL APPROPRIATION AND IS NECESSARY IN THE AMOUNT OF TWO MILLION HUNDRED NINETY IS NECESSARY IN THE AMOUNT OF TWO MILLION HUNDRED NINETY IS NECESSARY IN THE AMOUNT OF TWO MILLION HUNDRED NINETY FOUR THOUSAND NONUNION

733TWENTY OF TWO MILLION HUNDRED NINETY FOUR THOUSAND NONUNION TWENTY OF TWO MILLION HUNDRED NINETY FOUR THOUSAND NONUNION TWENTY NINE DOLLARS FROM THE CITY FOUR THOUSAND NONUNION TWENTY NINE DOLLARS FROM THE CITY FOUR THOUSAND NONUNION TWENTY NINE DOLLARS FROM THE CITY OF VIRGINIA BEACH FOR NINE DOLLARS FROM THE CITY OF VIRGINIA BEACH FOR NINE DOLLARS FROM THE CITY OF VIRGINIA BEACH FOR ADDITIONAL STATE MONEY RECEIVE OF VIRGINIA BEACH FOR ADDITIONAL STATE MONEY RECEIVE OF VIRGINIA BEACH FOR ADDITIONAL STATE MONEY RECEIVE FOR SPECIAL HOUR TO ADD AND ADDITIONAL STATE MONEY RECEIVE FOR SPECIAL HOUR TO ADD AND ADDITIONAL STATE MONEY RECEIVE FOR SPECIAL HOUR TO ADD AND WHERE'S THE SCHOOL ORDERED THE FOR SPECIAL HOUR TO ADD AND WHERE'S THE SCHOOL ORDERED THE FOR SPECIAL HOUR TO ADD AND WHERE'S THE SCHOOL ORDERED THE CITY OF VIRGINIA

734BEACH AS I WHERE'S THE SCHOOL ORDERED THE CITY OF VIRGINIA BEACH AS I WHERE'S THE SCHOOL ORDERED THE CITY OF VIRGINIA BEACH AS I NEED TO COMPLETE THE NEW PHONE CITY OF VIRGINIA BEACH AS I NEED TO COMPLETE THE NEW PHONE CITY OF VIRGINIA BEACH AS I NEED TO COMPLETE THE NEW PHONE SYSTEM REPLACEMENT AT REMAINING NEED TO COMPLETE THE NEW PHONE SYSTEM REPLACEMENT AT REMAINING NEED TO COMPLETE THE NEW PHONE SYSTEM REPLACEMENT AT REMAINING LOCATIONS TO IMPROVE SYSTEM REPLACEMENT AT REMAINING LOCATIONS TO IMPROVE SYSTEM REPLACEMENT AT REMAINING LOCATIONS TO IMPROVE COMMUNICATION INFRASTRUCTURE LOCATIONS TO IMPROVE COMMUNICATION INFRASTRUCTURE LOCATIONS TO IMPROVE COMMUNICATION INFRASTRUCTURE AND OPERATIONAL EFFICIENCY AND COMMUNICATION INFRASTRUCTURE AND OPERATIONAL EFFICIENCY AND COMMUNICATION INFRASTRUCTURE AND OPERATIONAL EFFICIENCY AND THE CELL HOWEVER HAS AVAILABLE AND OPERATIONAL EFFICIENCY AND THE CELL HOWEVER HAS AVAILABLE AND OPERATIONAL

735EFFICIENCY AND THE CELL HOWEVER HAS AVAILABLE FUN BALANCE THAT CAN BE THE CELL HOWEVER HAS AVAILABLE FUN BALANCE THAT CAN BE THE CELL HOWEVER HAS AVAILABLE FUN BALANCE THAT CAN BE ALLOCATED TO SUPPORT THIS FUN BALANCE THAT CAN BE ALLOCATED TO SUPPORT THIS FUN BALANCE THAT CAN BE ALLOCATED TO SUPPORT THIS UPGRADE AND WHERE'S THE SCHOOL ALLOCATED TO SUPPORT THIS UPGRADE AND WHERE'S THE SCHOOL ALLOCATED TO SUPPORT THIS UPGRADE AND WHERE'S THE SCHOOL BOARD OF THE CITY OF VIRGINIA UPGRADE AND WHERE'S THE SCHOOL BOARD OF THE CITY OF VIRGINIA UPGRADE AND WHERE'S THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH ANTICIPATES INCREASE AND BOARD OF THE CITY OF VIRGINIA BEACH ANTICIPATES INCREASE AND BOARD OF THE CITY OF VIRGINIA BEACH ANTICIPATES INCREASE AND ATHLETIC FUN REVENUES AS A BEACH ANTICIPATES INCREASE AND ATHLETIC FUN

736REVENUES AS A BEACH ANTICIPATES INCREASE AND ATHLETIC FUN REVENUES AS A RESULT OF RECENTLY PROVED ATHLETIC FUN REVENUES AS A RESULT OF RECENTLY PROVED ATHLETIC FUN REVENUES AS A RESULT OF RECENTLY PROVED TICKET PRICE INCREASES FOR RESULT OF RECENTLY PROVED TICKET PRICE INCREASES FOR RESULT OF RECENTLY PROVED TICKET PRICE INCREASES FOR ATHLETIC EVENTS AND TICKET PRICE INCREASES FOR ATHLETIC EVENTS AND TICKET PRICE INCREASES FOR ATHLETIC EVENTS AND APPROPRIATION WILL SUPPORT AND ATHLETIC EVENTS AND APPROPRIATION WILL SUPPORT AND ATHLETIC EVENTS AND APPROPRIATION WILL SUPPORT AND INCREASE COACHING SUPPLEMENT APPROPRIATION WILL SUPPORT AND INCREASE COACHING SUPPLEMENT APPROPRIATION WILL SUPPORT AND INCREASE COACHING SUPPLEMENT AND HAS THE GREEN RUN INCREASE COACHING SUPPLEMENT AND HAS THE GREEN RUN INCREASE COACHING SUPPLEMENT AND HAS THE GREEN RUN COLLEGIATE CHARTER SCHOOL HAS AND HAS THE GREEN RUN COLLEGIATE CHARTER SCHOOL HAS

737AND HAS THE GREEN RUN COLLEGIATE CHARTER SCHOOL HAS REDUCED STAFFING THROUGH COLLEGIATE CHARTER SCHOOL HAS REDUCED STAFFING THROUGH COLLEGIATE CHARTER SCHOOL HAS REDUCED STAFFING THROUGH ELIMINATION OF A POSITION AND REDUCED STAFFING THROUGH ELIMINATION OF A POSITION AND REDUCED STAFFING THROUGH ELIMINATION OF A POSITION AND AN ADJUSTMENT IS NECESSARY TO ELIMINATION OF A POSITION AND AN ADJUSTMENT IS NECESSARY TO ELIMINATION OF A POSITION AND AN ADJUSTMENT IS NECESSARY TO DECREASE THE APPROPRIATION TO AN ADJUSTMENT IS NECESSARY TO DECREASE THE APPROPRIATION TO AN ADJUSTMENT IS NECESSARY TO DECREASE THE APPROPRIATION TO THE GREEN RUN COLLEGIATE DECREASE THE APPROPRIATION TO THE GREEN RUN COLLEGIATE DECREASE THE APPROPRIATION TO THE GREEN RUN COLLEGIATE CHARTER SCHOOL TO ALIGN WITH THE GREEN RUN COLLEGIATE CHARTER SCHOOL TO ALIGN WITH THE GREEN RUN COLLEGIATE CHARTER SCHOOL TO ALIGN WITH THE REVISED EXPENDITURE

738NEEDS CHARTER SCHOOL TO ALIGN WITH THE REVISED EXPENDITURE NEEDS CHARTER SCHOOL TO ALIGN WITH THE REVISED EXPENDITURE NEEDS AND WHEREAS APPROPRIATIONS THE REVISED EXPENDITURE NEEDS AND WHEREAS APPROPRIATIONS THE REVISED EXPENDITURE NEEDS AND WHEREAS APPROPRIATIONS OF FUNDS MUST BE APPROVED BY AND WHEREAS APPROPRIATIONS OF FUNDS MUST BE APPROVED BY AND WHEREAS APPROPRIATIONS OF FUNDS MUST BE APPROVED BY THE CITY COUNCIL PRIOR TO THE OF FUNDS MUST BE APPROVED BY THE CITY COUNCIL PRIOR TO THE OF FUNDS MUST BE APPROVED BY THE CITY COUNCIL PRIOR TO THE EXPENDITURE OF FUNDS BY THE THE CITY COUNCIL PRIOR TO THE EXPENDITURE OF FUNDS BY THE THE CITY COUNCIL PRIOR TO THE EXPENDITURE OF FUNDS BY THE SCHOOL BOARD THE CITY EXPENDITURE OF FUNDS BY THE SCHOOL BOARD THE CITY EXPENDITURE OF FUNDS BY THE SCHOOL BOARD THE CITY OF

739VIRGINIA BEACH AND NOW SCHOOL BOARD THE CITY OF VIRGINIA BEACH AND NOW SCHOOL BOARD THE CITY OF VIRGINIA BEACH AND NOW THEREFORE BE RESOLVED THAT THE OF VIRGINIA BEACH AND NOW THEREFORE BE RESOLVED THAT THE OF VIRGINIA BEACH AND NOW THEREFORE BE RESOLVED THAT THE SCHOOL BOARD OF THE CITY THEREFORE BE RESOLVED THAT THE SCHOOL BOARD OF THE CITY THEREFORE BE RESOLVED THAT THE SCHOOL BOARD OF THE CITY VIRGINIA BEACH REQUEST AN SCHOOL BOARD OF THE CITY VIRGINIA BEACH REQUEST AN SCHOOL BOARD OF THE CITY VIRGINIA BEACH REQUEST AN ADDITIONAL APPROPRIATION OF TWO VIRGINIA BEACH REQUEST AN ADDITIONAL APPROPRIATION OF TWO VIRGINIA BEACH REQUEST AN ADDITIONAL APPROPRIATION OF TWO MILLION SIX NINETY FOUR ADDITIONAL APPROPRIATION OF TWO MILLION SIX NINETY FOUR ADDITIONAL APPROPRIATION OF TWO MILLION SIX NINETY FOUR THOUSAND NINE HUNDRED TWENTY MILLION SIX

740NINETY FOUR THOUSAND NINE HUNDRED TWENTY MILLION SIX NINETY FOUR THOUSAND NINE HUNDRED TWENTY NINE DOLLARS FROM THE CITY THOUSAND NINE HUNDRED TWENTY NINE DOLLARS FROM THE CITY THOUSAND NINE HUNDRED TWENTY NINE DOLLARS FROM THE CITY COUNCIL VIRGINIA BEACH FOR THE NINE DOLLARS FROM THE CITY COUNCIL VIRGINIA BEACH FOR THE NINE DOLLARS FROM THE CITY COUNCIL VIRGINIA BEACH FOR THE SCHOOL BOARD OPERATING BUDGET. COUNCIL VIRGINIA BEACH FOR THE SCHOOL BOARD OPERATING BUDGET. COUNCIL VIRGINIA BEACH FOR THE SCHOOL BOARD OPERATING BUDGET. IN ADDITION TO PREVIOUSLY SCHOOL BOARD OPERATING BUDGET. IN ADDITION TO PREVIOUSLY SCHOOL BOARD OPERATING BUDGET. IN ADDITION TO PREVIOUSLY APPROPRIATED 13 MILLION EIGHT IN ADDITION TO PREVIOUSLY APPROPRIATED 13 MILLION EIGHT IN ADDITION TO PREVIOUSLY APPROPRIATED 13 MILLION EIGHT HUNDRED SIXTY FIVE THOUSAND APPROPRIATED 13 MILLION EIGHT HUNDRED SIXTY FIVE THOUSAND APPROPRIATED 13 MILLION EIGHT

741HUNDRED SIXTY FIVE THOUSAND FOUR HUNDRED FIFTY EIGHT HUNDRED SIXTY FIVE THOUSAND FOUR HUNDRED FIFTY EIGHT HUNDRED SIXTY FIVE THOUSAND FOUR HUNDRED FIFTY EIGHT DOLLARS ON MAY 13TH TWENTY FOUR HUNDRED FIFTY EIGHT DOLLARS ON MAY 13TH TWENTY FOUR HUNDRED FIFTY EIGHT DOLLARS ON MAY 13TH TWENTY TWENTY FIVE AND BE UP FOR THE DOLLARS ON MAY 13TH TWENTY TWENTY FIVE AND BE UP FOR THE DOLLARS ON MAY 13TH TWENTY TWENTY FIVE AND BE UP FOR THE RESOLVE THAT THESE FUNDS WILL TWENTY FIVE AND BE UP FOR THE RESOLVE THAT THESE FUNDS WILL TWENTY FIVE AND BE UP FOR THE RESOLVE THAT THESE FUNDS WILL BE USED PROVIDE ADDITIONAL RESOLVE THAT THESE FUNDS WILL BE USED PROVIDE ADDITIONAL RESOLVE THAT THESE FUNDS WILL BE USED PROVIDE ADDITIONAL SPECIAL EDUCATION SUPPORT A ONE BE USED PROVIDE ADDITIONAL SPECIAL EDUCATION

742SUPPORT A ONE BE USED PROVIDE ADDITIONAL SPECIAL EDUCATION SUPPORT A ONE PERCENT INCREASE ABOVE THE TWO SPECIAL EDUCATION SUPPORT A ONE PERCENT INCREASE ABOVE THE TWO SPECIAL EDUCATION SUPPORT A ONE PERCENT INCREASE ABOVE THE TWO PERCENT INCREASE PREVIOUSLY PERCENT INCREASE ABOVE THE TWO PERCENT INCREASE PREVIOUSLY PERCENT INCREASE ABOVE THE TWO PERCENT INCREASE PREVIOUSLY APPROVED TO THE INSTRUCTIONAL PERCENT INCREASE PREVIOUSLY APPROVED TO THE INSTRUCTIONAL PERCENT INCREASE PREVIOUSLY APPROVED TO THE INSTRUCTIONAL EXPERIENCE BY STEP BY SCALE APPROVED TO THE INSTRUCTIONAL EXPERIENCE BY STEP BY SCALE APPROVED TO THE INSTRUCTIONAL EXPERIENCE BY STEP BY SCALE ENTRY LEVEL SALARY AND EXPERIENCE BY STEP BY SCALE ENTRY LEVEL SALARY AND EXPERIENCE BY STEP BY SCALE ENTRY LEVEL SALARY AND ADDITIONAL PEGO FUNDING AND BE ENTRY LEVEL SALARY AND ADDITIONAL PEGO FUNDING AND BE ENTRY LEVEL SALARY AND ADDITIONAL PEGO FUNDING

743AND BE IT FURTHER RESOLVE THAT THE ADDITIONAL PEGO FUNDING AND BE IT FURTHER RESOLVE THAT THE ADDITIONAL PEGO FUNDING AND BE IT FURTHER RESOLVE THAT THE SCHOOL BOARD THE CITY IT FURTHER RESOLVE THAT THE SCHOOL BOARD THE CITY IT FURTHER RESOLVE THAT THE SCHOOL BOARD THE CITY OF VIRGINIA REQUEST AN SCHOOL BOARD THE CITY OF VIRGINIA REQUEST AN SCHOOL BOARD THE CITY OF VIRGINIA REQUEST AN ADDITIONAL APPROPRIATION OF ONE OF VIRGINIA REQUEST AN ADDITIONAL APPROPRIATION OF ONE OF VIRGINIA REQUEST AN ADDITIONAL APPROPRIATION OF ONE MILLION NINE HUNDRED FIFTY ADDITIONAL APPROPRIATION OF ONE MILLION NINE HUNDRED FIFTY ADDITIONAL APPROPRIATION OF ONE MILLION NINE HUNDRED FIFTY THREE THOUSAND ONE HUNDRED MILLION NINE HUNDRED FIFTY THREE THOUSAND ONE HUNDRED MILLION NINE HUNDRED FIFTY THREE THOUSAND ONE HUNDRED TWENTY SEVEN DOLLARS FROM THE THREE THOUSAND ONE HUNDRED TWENTY SEVEN

744DOLLARS FROM THE THREE THOUSAND ONE HUNDRED TWENTY SEVEN DOLLARS FROM THE AVAILABLE FUN BALANCE OF THE TWENTY SEVEN DOLLARS FROM THE AVAILABLE FUN BALANCE OF THE TWENTY SEVEN DOLLARS FROM THE AVAILABLE FUN BALANCE OF THE CELL TOWER FUND AND SUPPORT THE AVAILABLE FUN BALANCE OF THE CELL TOWER FUND AND SUPPORT THE AVAILABLE FUN BALANCE OF THE CELL TOWER FUND AND SUPPORT THE NEW FUND SYSTEM REPLACEMENT CELL TOWER FUND AND SUPPORT THE NEW FUND SYSTEM REPLACEMENT CELL TOWER FUND AND SUPPORT THE NEW FUND SYSTEM REPLACEMENT IMPLEMENTATION REMAINING NEW FUND SYSTEM REPLACEMENT IMPLEMENTATION REMAINING NEW FUND SYSTEM REPLACEMENT IMPLEMENTATION REMAINING LOCATIONS NBA FURTHER RESOLVE IMPLEMENTATION REMAINING LOCATIONS NBA FURTHER RESOLVE IMPLEMENTATION REMAINING LOCATIONS NBA FURTHER RESOLVE THE SCHOOL BOARD SCHOOL BOARD LOCATIONS NBA FURTHER RESOLVE THE SCHOOL BOARD SCHOOL BOARD LOCATIONS NBA FURTHER RESOLVE THE SCHOOL BOARD

745SCHOOL BOARD THE CITY OF VIRGINIA BEACH THE SCHOOL BOARD SCHOOL BOARD THE CITY OF VIRGINIA BEACH THE SCHOOL BOARD SCHOOL BOARD THE CITY OF VIRGINIA BEACH REQUESTS AN ADDITIONAL THE CITY OF VIRGINIA BEACH REQUESTS AN ADDITIONAL THE CITY OF VIRGINIA BEACH REQUESTS AN ADDITIONAL APPROPRIATION OF ONE HUNDRED REQUESTS AN ADDITIONAL APPROPRIATION OF ONE HUNDRED REQUESTS AN ADDITIONAL APPROPRIATION OF ONE HUNDRED AND SIXTY TWO THOUSAND ONE APPROPRIATION OF ONE HUNDRED AND SIXTY TWO THOUSAND ONE APPROPRIATION OF ONE HUNDRED AND SIXTY TWO THOUSAND ONE HUNDRED FROM THE ANTICIPATED AND SIXTY TWO THOUSAND ONE HUNDRED FROM THE ANTICIPATED AND SIXTY TWO THOUSAND ONE HUNDRED FROM THE ANTICIPATED INCREASE IN ATHLETIC FUND HUNDRED FROM THE ANTICIPATED INCREASE IN ATHLETIC FUND HUNDRED FROM THE ANTICIPATED INCREASE IN ATHLETIC FUND REVENUES RESULTING FROM INCREASE IN ATHLETIC FUND REVENUES RESULTING FROM INCREASE

746IN ATHLETIC FUND REVENUES RESULTING FROM APPROVED TICKET PRICE INCREASES REVENUES RESULTING FROM APPROVED TICKET PRICE INCREASES REVENUES RESULTING FROM APPROVED TICKET PRICE INCREASES FOR THE ATHLETIC EVENTS WITH APPROVED TICKET PRICE INCREASES FOR THE ATHLETIC EVENTS WITH APPROVED TICKET PRICE INCREASES FOR THE ATHLETIC EVENTS WITH ALL ADDITIONAL FUNDS DESIGNATED FOR THE ATHLETIC EVENTS WITH ALL ADDITIONAL FUNDS DESIGNATED FOR THE ATHLETIC EVENTS WITH ALL ADDITIONAL FUNDS DESIGNATED TO SUPPORT COACHING SUPPLIMENTS ALL ADDITIONAL FUNDS DESIGNATED TO SUPPORT COACHING SUPPLIMENTS ALL ADDITIONAL FUNDS DESIGNATED TO SUPPORT COACHING SUPPLIMENTS AND BE A FURTHER RESOLVE THAT TO SUPPORT COACHING SUPPLIMENTS AND BE A FURTHER RESOLVE THAT TO SUPPORT COACHING SUPPLIMENTS AND BE A FURTHER RESOLVE THAT THE SCHOOL BOARD IN CITY AND BE A FURTHER RESOLVE THAT THE SCHOOL BOARD IN CITY AND BE A FURTHER RESOLVE THAT THE SCHOOL BOARD

747IN CITY OF VIRGINIA BEACH REQUEST A THE SCHOOL BOARD IN CITY OF VIRGINIA BEACH REQUEST A THE SCHOOL BOARD IN CITY OF VIRGINIA BEACH REQUEST A DECREASE IN THE AMOUNT OF FIFTY OF VIRGINIA BEACH REQUEST A DECREASE IN THE AMOUNT OF FIFTY OF VIRGINIA BEACH REQUEST A DECREASE IN THE AMOUNT OF FIFTY SIX THOUSAND THREE HUNDRED DECREASE IN THE AMOUNT OF FIFTY SIX THOUSAND THREE HUNDRED DECREASE IN THE AMOUNT OF FIFTY SIX THOUSAND THREE HUNDRED FIFTY SIX INTO THE GRAIN RUN SIX THOUSAND THREE HUNDRED FIFTY SIX INTO THE GRAIN RUN SIX THOUSAND THREE HUNDRED FIFTY SIX INTO THE GRAIN RUN COLLEGIATE CHARTER SCHOOL FUND FIFTY SIX INTO THE GRAIN RUN COLLEGIATE CHARTER SCHOOL FUND FIFTY SIX INTO THE GRAIN RUN COLLEGIATE CHARTER SCHOOL FUND DUE TO POSITION REDUCTION LIBYA COLLEGIATE CHARTER SCHOOL FUND DUE TO

748POSITION REDUCTION LIBYA COLLEGIATE CHARTER SCHOOL FUND DUE TO POSITION REDUCTION LIBYA FURTHER IT FURTHER RESOLVED DUE TO POSITION REDUCTION LIBYA FURTHER IT FURTHER RESOLVED DUE TO POSITION REDUCTION LIBYA FURTHER IT FURTHER RESOLVED THAT THE SCHOOL BOARD OF THE FURTHER IT FURTHER RESOLVED THAT THE SCHOOL BOARD OF THE FURTHER IT FURTHER RESOLVED THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH APPROVES THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH APPROVES THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH APPROVES AND AFFIRMS THE NECESSARY CITY OF VIRGINIA BEACH APPROVES AND AFFIRMS THE NECESSARY CITY OF VIRGINIA BEACH APPROVES AND AFFIRMS THE NECESSARY APPROPRIATION AND RECOMMENDED AND AFFIRMS THE NECESSARY APPROPRIATION AND RECOMMENDED AND AFFIRMS THE NECESSARY APPROPRIATION AND RECOMMENDED USES OF THESE FUNDS AND BE IT APPROPRIATION AND RECOMMENDED USES OF THESE FUNDS

749AND BE IT APPROPRIATION AND RECOMMENDED USES OF THESE FUNDS AND BE IT FINALLY RESOLVED THAT COPY USES OF THESE FUNDS AND BE IT FINALLY RESOLVED THAT COPY USES OF THESE FUNDS AND BE IT FINALLY RESOLVED THAT COPY OF THIS RESOLUTION BE SPREAD FINALLY RESOLVED THAT COPY OF THIS RESOLUTION BE SPREAD FINALLY RESOLVED THAT COPY OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THE SCHOOL BOARD AND CLERK ACROSS THE OFFICIAL MINUTES OF THE SCHOOL BOARD AND CLERK ACROSS THE OFFICIAL MINUTES OF THE SCHOOL BOARD AND CLERK OF THE SCHOOL BOARD IS DIRECTED OF THE SCHOOL BOARD AND CLERK OF THE SCHOOL BOARD IS DIRECTED OF THE SCHOOL BOARD AND CLERK OF THE SCHOOL BOARD IS DIRECTED

750TO DELIVER COPIES OF THIS OF THE SCHOOL BOARD IS DIRECTED TO DELIVER COPIES OF THIS OF THE SCHOOL BOARD IS DIRECTED TO DELIVER COPIES OF THIS RESOLUTION TO THE MAYOR EACH TO DELIVER COPIES OF THIS RESOLUTION TO THE MAYOR EACH TO DELIVER COPIES OF THIS RESOLUTION TO THE MAYOR EACH MEMBER OF THE CITY COUNCIL, THE RESOLUTION TO THE MAYOR EACH MEMBER OF THE CITY COUNCIL, THE RESOLUTION TO THE MAYOR EACH MEMBER OF THE CITY COUNCIL, THE CITY MANAGER AND CITY CLERK MEMBER OF THE CITY COUNCIL, THE CITY MANAGER AND CITY CLERK MEMBER OF THE CITY COUNCIL, THE CITY MANAGER AND CITY CLERK ADOPTED BY THE SCHOOL BOARD IN CITY MANAGER AND CITY CLERK ADOPTED BY THE SCHOOL BOARD IN CITY MANAGER AND CITY CLERK ADOPTED BY THE SCHOOL BOARD IN THE CITY OF VIRGINIA BEACH

751THIS ADOPTED BY THE SCHOOL BOARD IN THE CITY OF VIRGINIA BEACH THIS ADOPTED BY THE SCHOOL BOARD IN THE CITY OF VIRGINIA BEACH THIS TWENTY SEVENTH DAY OF MAY THE CITY OF VIRGINIA BEACH THIS TWENTY SEVENTH DAY OF MAY THE CITY OF VIRGINIA BEACH THIS TWENTY SEVENTH DAY OF MAY TWENTY TWENTY FIVE ANY TWENTY SEVENTH DAY OF MAY TWENTY TWENTY FIVE ANY TWENTY SEVENTH DAY OF MAY TWENTY TWENTY FIVE ANY DISCUSSION SEEING NONE I CALL TWENTY TWENTY FIVE ANY DISCUSSION SEEING NONE I CALL TWENTY TWENTY FIVE ANY DISCUSSION SEEING NONE I CALL FOR THE VOTE TO APPROVE DISCUSSION SEEING NONE I CALL FOR THE VOTE TO APPROVE DISCUSSION SEEING NONE I CALL FOR THE VOTE TO APPROVE OPERATING BUDGET FISCAL YEAR FOR THE VOTE TO APPROVE OPERATING BUDGET FISCAL YEAR FOR THE VOTE TO APPROVE

752OPERATING BUDGET FISCAL YEAR TWENTY FIVE TWENTY SIX OPERATING BUDGET FISCAL YEAR TWENTY FIVE TWENTY SIX OPERATING BUDGET FISCAL YEAR TWENTY FIVE TWENTY SIX RESOLUTION SUBMITTED WE HAVE A TWENTY FIVE TWENTY SIX RESOLUTION SUBMITTED WE HAVE A TWENTY FIVE TWENTY SIX RESOLUTION SUBMITTED WE HAVE A LEBANESE THE MOTION TO PASS FOR RESOLUTION SUBMITTED WE HAVE A LEBANESE THE MOTION TO PASS FOR RESOLUTION SUBMITTED WE HAVE A LEBANESE THE MOTION TO PASS FOR THE BUDGET FOR THE BUDGET LEBANESE THE MOTION TO PASS FOR THE BUDGET FOR THE BUDGET LEBANESE THE MOTION TO PASS FOR THE BUDGET FOR THE BUDGET RESOLUTION FOR 25 26 THANK WE THE BUDGET FOR THE BUDGET RESOLUTION FOR 25 26 THANK WE THE BUDGET FOR THE BUDGET RESOLUTION FOR 25 26 THANK WE ARE NOW ON TO CAPITAL RESOLUTION FOR 25 26 THANK

753WE ARE NOW ON TO CAPITAL RESOLUTION FOR 25 26 THANK WE ARE NOW ON TO CAPITAL IMPROVEMENT PROGRAM FISCAL YEAR ARE NOW ON TO CAPITAL IMPROVEMENT PROGRAM FISCAL YEAR ARE NOW ON TO CAPITAL IMPROVEMENT PROGRAM FISCAL YEAR TWENTY FIVE TWENTY SIX THROUGH IMPROVEMENT PROGRAM FISCAL YEAR TWENTY FIVE TWENTY SIX THROUGH IMPROVEMENT PROGRAM FISCAL YEAR TWENTY FIVE TWENTY SIX THROUGH FISCAL YEAR TWENTY TWENTY TWENTY FIVE TWENTY SIX THROUGH FISCAL YEAR TWENTY TWENTY TWENTY FIVE TWENTY SIX THROUGH FISCAL YEAR TWENTY TWENTY THIRTY ONE RESOLUTION DO I HAVE FISCAL YEAR TWENTY TWENTY THIRTY ONE RESOLUTION DO I HAVE FISCAL YEAR TWENTY TWENTY THIRTY ONE RESOLUTION DO I HAVE A MOTION TO ADOPT THIS AS THIRTY ONE RESOLUTION DO I HAVE A MOTION TO ADOPT THIS AS THIRTY ONE RESOLUTION DO I HAVE A MOTION TO ADOPT THIS AS

754PRESENTED MADE FAMOUS DWYRE A MOTION TO ADOPT THIS AS PRESENTED MADE FAMOUS DWYRE A MOTION TO ADOPT THIS AS PRESENTED MADE FAMOUS DWYRE SECONDED BY MR. CUMMINGS VICE PRESENTED MADE FAMOUS DWYRE SECONDED BY MR. CUMMINGS VICE PRESENTED MADE FAMOUS DWYRE SECONDED BY MR. CUMMINGS VICE CHAIR WILLIAMS WOULD YOU PLEASE SECONDED BY MR. CUMMINGS VICE CHAIR WILLIAMS WOULD YOU PLEASE SECONDED BY MR. CUMMINGS VICE CHAIR WILLIAMS WOULD YOU PLEASE READ THE MOTION WHEREAS THE CHAIR WILLIAMS WOULD YOU PLEASE READ THE MOTION WHEREAS THE CHAIR WILLIAMS WOULD YOU PLEASE READ THE MOTION WHEREAS THE MISSION OF VIRGINIA BEACH CITY READ THE MOTION WHEREAS THE MISSION OF VIRGINIA BEACH CITY READ THE MOTION WHEREAS THE MISSION OF VIRGINIA BEACH CITY PUBLIC SCHOOLS PARTNERSHIP WITH MISSION OF VIRGINIA BEACH CITY PUBLIC SCHOOLS PARTNERSHIP WITH MISSION OF VIRGINIA BEACH CITY

755PUBLIC SCHOOLS PARTNERSHIP WITH THE ENTIRE COMMUNITY IS TO PUBLIC SCHOOLS PARTNERSHIP WITH THE ENTIRE COMMUNITY IS TO PUBLIC SCHOOLS PARTNERSHIP WITH THE ENTIRE COMMUNITY IS TO EMPOWER EVERY STUDENT TO BECOME THE ENTIRE COMMUNITY IS TO EMPOWER EVERY STUDENT TO BECOME THE ENTIRE COMMUNITY IS TO EMPOWER EVERY STUDENT TO BECOME A LIFELONG OWNER WHO WAS EMPOWER EVERY STUDENT TO BECOME A LIFELONG OWNER WHO WAS EMPOWER EVERY STUDENT TO BECOME A LIFELONG OWNER WHO WAS RESPONSIBLE PRODUCTIVE AND A LIFELONG OWNER WHO WAS RESPONSIBLE PRODUCTIVE AND A LIFELONG OWNER WHO WAS RESPONSIBLE PRODUCTIVE AND ENGAGED CITIZEN WITHIN THE RESPONSIBLE PRODUCTIVE AND ENGAGED CITIZEN WITHIN THE RESPONSIBLE PRODUCTIVE AND ENGAGED CITIZEN WITHIN THE GLOBAL COMMUNITY AND WHERE'S ENGAGED CITIZEN WITHIN THE GLOBAL COMMUNITY AND WHERE'S ENGAGED CITIZEN WITHIN THE GLOBAL COMMUNITY AND WHERE'S THE SCHOOL BOARD OF THE CITY

756GLOBAL COMMUNITY AND WHERE'S THE SCHOOL BOARD OF THE CITY GLOBAL COMMUNITY AND WHERE'S THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH HAS ADOPTED THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH HAS ADOPTED THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH HAS ADOPTED COMPREHENSIVE STRATEGIC PLAN OF VIRGINIA BEACH HAS ADOPTED COMPREHENSIVE STRATEGIC PLAN OF VIRGINIA BEACH HAS ADOPTED COMPREHENSIVE STRATEGIC PLAN AND SCHOOL IMPROVEMENT COMPREHENSIVE STRATEGIC PLAN AND SCHOOL IMPROVEMENT COMPREHENSIVE STRATEGIC PLAN AND SCHOOL IMPROVEMENT PRIORITIES A GUIDE BUDGETARY AND SCHOOL IMPROVEMENT PRIORITIES A GUIDE BUDGETARY AND SCHOOL IMPROVEMENT PRIORITIES A GUIDE BUDGETARY DECISIONS. PRIORITIES A GUIDE BUDGETARY DECISIONS. PRIORITIES A GUIDE BUDGETARY DECISIONS. AND WHERE'S THE PRIMARY FUNDING DECISIONS. AND WHERE'S THE PRIMARY FUNDING DECISIONS. AND WHERE'S THE PRIMARY FUNDING SOURCE THE CAPITAL IMPROVEMENT AND WHERE'S THE PRIMARY FUNDING SOURCE THE CAPITAL IMPROVEMENT

757AND WHERE'S THE PRIMARY FUNDING SOURCE THE CAPITAL IMPROVEMENT PROGRAM, OUR CHARTER BONDS SOURCE THE CAPITAL IMPROVEMENT PROGRAM, OUR CHARTER BONDS SOURCE THE CAPITAL IMPROVEMENT PROGRAM, OUR CHARTER BONDS PUBLIC FACILITY REVENUE BONDS PROGRAM, OUR CHARTER BONDS PUBLIC FACILITY REVENUE BONDS PROGRAM, OUR CHARTER BONDS PUBLIC FACILITY REVENUE BONDS AND REVERSION FUNDING. PUBLIC FACILITY REVENUE BONDS AND REVERSION FUNDING. PUBLIC FACILITY REVENUE BONDS AND REVERSION FUNDING. AND WHERE'S THE CITY SCHOOL AND REVERSION FUNDING. AND WHERE'S THE CITY SCHOOL AND REVERSION FUNDING. AND WHERE'S THE CITY SCHOOL REVENUE SHARING POLICY PROVIDES AND WHERE'S THE CITY SCHOOL REVENUE SHARING POLICY PROVIDES AND WHERE'S THE CITY SCHOOL REVENUE SHARING POLICY PROVIDES FORTY SIX POINT SEVENTY FIVE REVENUE SHARING POLICY PROVIDES FORTY SIX POINT SEVENTY FIVE REVENUE SHARING POLICY PROVIDES FORTY SIX POINT SEVENTY FIVE PERCENT OF CERTAIN GENERAL FUND FORTY SIX POINT

758SEVENTY FIVE PERCENT OF CERTAIN GENERAL FUND FORTY SIX POINT SEVENTY FIVE PERCENT OF CERTAIN GENERAL FUND REVENUES TO MEET OUR PERCENT OF CERTAIN GENERAL FUND REVENUES TO MEET OUR PERCENT OF CERTAIN GENERAL FUND REVENUES TO MEET OUR OBLIGATIONS OF THE SCHOOL BOARD REVENUES TO MEET OUR OBLIGATIONS OF THE SCHOOL BOARD REVENUES TO MEET OUR OBLIGATIONS OF THE SCHOOL BOARD OF THE CITY VIRGINIA BEACH AND OBLIGATIONS OF THE SCHOOL BOARD OF THE CITY VIRGINIA BEACH AND OBLIGATIONS OF THE SCHOOL BOARD OF THE CITY VIRGINIA BEACH AND WEARS CITY SCHOOL REVENUE OF THE CITY VIRGINIA BEACH AND WEARS CITY SCHOOL REVENUE OF THE CITY VIRGINIA BEACH AND WEARS CITY SCHOOL REVENUE SHARING POLICY ALLOCATES FUNDS WEARS CITY SCHOOL REVENUE SHARING POLICY ALLOCATES FUNDS WEARS CITY SCHOOL REVENUE SHARING POLICY ALLOCATES FUNDS FIRST TO DEBT SERVICE WHILE THE

759SHARING POLICY ALLOCATES FUNDS FIRST TO DEBT SERVICE WHILE THE SHARING POLICY ALLOCATES FUNDS FIRST TO DEBT SERVICE WHILE THE BALANCE IS USED FOR THE FIRST TO DEBT SERVICE WHILE THE BALANCE IS USED FOR THE FIRST TO DEBT SERVICE WHILE THE BALANCE IS USED FOR THE OPERATING BUDGET AND THE VIP BALANCE IS USED FOR THE OPERATING BUDGET AND THE VIP BALANCE IS USED FOR THE OPERATING BUDGET AND THE VIP AND WHEREAS AN ADDITIONAL FOUR OPERATING BUDGET AND THE VIP AND WHEREAS AN ADDITIONAL FOUR OPERATING BUDGET AND THE VIP AND WHEREAS AN ADDITIONAL FOUR MILLION NINE HUNDRED FIFTY FOUR AND WHEREAS AN ADDITIONAL FOUR MILLION NINE HUNDRED FIFTY FOUR AND WHEREAS AN ADDITIONAL FOUR MILLION NINE HUNDRED FIFTY FOUR THOUSAND SEVEN HUNDRED FORTY MILLION NINE HUNDRED FIFTY FOUR THOUSAND SEVEN HUNDRED FORTY MILLION NINE HUNDRED FIFTY FOUR

760THOUSAND SEVEN HUNDRED FORTY ONE DOLLARS FROM THE ORIGINALLY THOUSAND SEVEN HUNDRED FORTY ONE DOLLARS FROM THE ORIGINALLY THOUSAND SEVEN HUNDRED FORTY ONE DOLLARS FROM THE ORIGINALLY APPROVED BUDGET WILL BE ONE DOLLARS FROM THE ORIGINALLY APPROVED BUDGET WILL BE ONE DOLLARS FROM THE ORIGINALLY APPROVED BUDGET WILL BE ALLOCATED IN THE FORM APPROVED BUDGET WILL BE ALLOCATED IN THE FORM APPROVED BUDGET WILL BE ALLOCATED IN THE FORM OF SCHOOLS PAY AS YOU GO PACO ALLOCATED IN THE FORM OF SCHOOLS PAY AS YOU GO PACO ALLOCATED IN THE FORM OF SCHOOLS PAY AS YOU GO PACO FUNDING WITH A CORRESPONDING OF SCHOOLS PAY AS YOU GO PACO FUNDING WITH A CORRESPONDING OF SCHOOLS PAY AS YOU GO PACO FUNDING WITH A CORRESPONDING REDUCTION AN AUTHORIZED BUT FUNDING WITH A CORRESPONDING REDUCTION AN AUTHORIZED BUT FUNDING WITH A CORRESPONDING

761REDUCTION AN AUTHORIZED BUT UNISSUED PUBLIC FACILITY REDUCTION AN AUTHORIZED BUT UNISSUED PUBLIC FACILITY REDUCTION AN AUTHORIZED BUT UNISSUED PUBLIC FACILITY REVENUE BONDS WHERE'S THE UNISSUED PUBLIC FACILITY REVENUE BONDS WHERE'S THE UNISSUED PUBLIC FACILITY REVENUE BONDS WHERE'S THE SCHOOL BOARD HAS REVENUE BONDS WHERE'S THE SCHOOL BOARD HAS REVENUE BONDS WHERE'S THE SCHOOL BOARD HAS COMPREHENSIVELY REVIEWED ALL SCHOOL BOARD HAS COMPREHENSIVELY REVIEWED ALL SCHOOL BOARD HAS COMPREHENSIVELY REVIEWED ALL SOURCES OF FUNDING PROJECTED COMPREHENSIVELY REVIEWED ALL SOURCES OF FUNDING PROJECTED COMPREHENSIVELY REVIEWED ALL SOURCES OF FUNDING PROJECTED VARIOUS SCENARIOS AND SOURCES OF FUNDING PROJECTED VARIOUS SCENARIOS AND SOURCES OF FUNDING PROJECTED VARIOUS SCENARIOS AND PRIORITIZE THE NEED OF THE VARIOUS SCENARIOS AND PRIORITIZE THE NEED OF THE VARIOUS SCENARIOS AND PRIORITIZE THE NEED OF THE OPERATING AND SKYPE BUDGETS AND PRIORITIZE THE NEED OF THE OPERATING AND SKYPE

762BUDGETS AND PRIORITIZE THE NEED OF THE OPERATING AND SKYPE BUDGETS AND WHEREAS TOTAL PROJECT COST NEW OPERATING AND SKYPE BUDGETS AND WHEREAS TOTAL PROJECT COST NEW OPERATING AND SKYPE BUDGETS AND WHEREAS TOTAL PROJECT COST NEW CONSTRUCTION AMOUNTS ARE PARTLY WHEREAS TOTAL PROJECT COST NEW CONSTRUCTION AMOUNTS ARE PARTLY WHEREAS TOTAL PROJECT COST NEW CONSTRUCTION AMOUNTS ARE PARTLY BASED ON TWENTY TWENTY THREE CONSTRUCTION AMOUNTS ARE PARTLY BASED ON TWENTY TWENTY THREE CONSTRUCTION AMOUNTS ARE PARTLY BASED ON TWENTY TWENTY THREE EDUCATIONAL SPECIFICATION POST BASED ON TWENTY TWENTY THREE EDUCATIONAL SPECIFICATION POST BASED ON TWENTY TWENTY THREE EDUCATIONAL SPECIFICATION POST THIRTY PRESENT DESIGN EDUCATIONAL SPECIFICATION POST THIRTY PRESENT DESIGN EDUCATIONAL SPECIFICATION POST THIRTY PRESENT DESIGN CREATED WITH SCHOOL BOARD INPUT THIRTY PRESENT DESIGN CREATED WITH SCHOOL BOARD INPUT THIRTY PRESENT DESIGN CREATED WITH SCHOOL BOARD INPUT AND WHEREAS EDUCATIONAL

763CREATED WITH SCHOOL BOARD INPUT AND WHEREAS EDUCATIONAL CREATED WITH SCHOOL BOARD INPUT AND WHEREAS EDUCATIONAL SPECIFICATION THAN THE AND WHEREAS EDUCATIONAL SPECIFICATION THAN THE AND WHEREAS EDUCATIONAL SPECIFICATION THAN THE ASSOCIATED DESIGNS WILL BE SPECIFICATION THAN THE ASSOCIATED DESIGNS WILL BE SPECIFICATION THAN THE ASSOCIATED DESIGNS WILL BE REVIEWED UNDER A SEPARATE ASSOCIATED DESIGNS WILL BE REVIEWED UNDER A SEPARATE ASSOCIATED DESIGNS WILL BE REVIEWED UNDER A SEPARATE PROCESS WITH THE SCHOOL BOARD REVIEWED UNDER A SEPARATE PROCESS WITH THE SCHOOL BOARD REVIEWED UNDER A SEPARATE PROCESS WITH THE SCHOOL BOARD WHICH MAY RESULT IN ANY CHANGE PROCESS WITH THE SCHOOL BOARD WHICH MAY RESULT IN ANY CHANGE PROCESS WITH THE SCHOOL BOARD WHICH MAY RESULT IN ANY CHANGE IN SQUARE FOOTAGE IN COST AND WHICH MAY RESULT IN ANY CHANGE IN SQUARE FOOTAGE IN COST AND WHICH MAY

764RESULT IN ANY CHANGE IN SQUARE FOOTAGE IN COST AND WHEREAS NEW CONSTRUCTION IN SQUARE FOOTAGE IN COST AND WHEREAS NEW CONSTRUCTION IN SQUARE FOOTAGE IN COST AND WHEREAS NEW CONSTRUCTION PROJECTS WILL NOT GO OUT FOR WHEREAS NEW CONSTRUCTION PROJECTS WILL NOT GO OUT FOR WHEREAS NEW CONSTRUCTION PROJECTS WILL NOT GO OUT FOR BID WITHOUT SCHOOL BOARD PROJECTS WILL NOT GO OUT FOR BID WITHOUT SCHOOL BOARD PROJECTS WILL NOT GO OUT FOR BID WITHOUT SCHOOL BOARD APPROVAL SEPARATE FROM THE AND BID WITHOUT SCHOOL BOARD APPROVAL SEPARATE FROM THE AND BID WITHOUT SCHOOL BOARD APPROVAL SEPARATE FROM THE AND NOW THEREFORE BE RESOLVED THAT APPROVAL SEPARATE FROM THE AND NOW THEREFORE BE RESOLVED THAT APPROVAL SEPARATE FROM THE AND NOW THEREFORE BE RESOLVED THAT THE SCHOOL BOARD OF THE CITY NOW THEREFORE BE RESOLVED THAT THE SCHOOL

765BOARD OF THE CITY NOW THEREFORE BE RESOLVED THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH SKYPE PROGRAM THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH SKYPE PROGRAM THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH SKYPE PROGRAM OF EIGHT HUNDRED AND SEVENTY OF VIRGINIA BEACH SKYPE PROGRAM OF EIGHT HUNDRED AND SEVENTY OF VIRGINIA BEACH SKYPE PROGRAM OF EIGHT HUNDRED AND SEVENTY MILLION FOUR HUNDRED NINE OF EIGHT HUNDRED AND SEVENTY MILLION FOUR HUNDRED NINE OF EIGHT HUNDRED AND SEVENTY MILLION FOUR HUNDRED NINE THOUSAND TWO HUNDRED AND THIRTY MILLION FOUR HUNDRED NINE THOUSAND TWO HUNDRED AND THIRTY MILLION FOUR HUNDRED NINE THOUSAND TWO HUNDRED AND THIRTY NINE DOLLARS AS SHOWN IN THE THOUSAND TWO HUNDRED AND THIRTY NINE DOLLARS AS SHOWN IN THE THOUSAND TWO HUNDRED AND THIRTY NINE DOLLARS AS SHOWN IN THE

766ATTACHED SCHOOL BOARD FUNDING NINE DOLLARS AS SHOWN IN THE ATTACHED SCHOOL BOARD FUNDING NINE DOLLARS AS SHOWN IN THE ATTACHED SCHOOL BOARD FUNDING SUMMARY AND PROJECT SUMMARY ATTACHED SCHOOL BOARD FUNDING SUMMARY AND PROJECT SUMMARY ATTACHED SCHOOL BOARD FUNDING SUMMARY AND PROJECT SUMMARY DAVID MAY TWENTY SEVENTH TWENTY SUMMARY AND PROJECT SUMMARY DAVID MAY TWENTY SEVENTH TWENTY SUMMARY AND PROJECT SUMMARY DAVID MAY TWENTY SEVENTH TWENTY TWENTY FIVE AND WE HAVE FINALLY DAVID MAY TWENTY SEVENTH TWENTY TWENTY FIVE AND WE HAVE FINALLY DAVID MAY TWENTY SEVENTH TWENTY TWENTY FIVE AND WE HAVE FINALLY RESOLVE THAT A COPY OF THIS TWENTY FIVE AND WE HAVE FINALLY RESOLVE THAT A COPY OF THIS TWENTY FIVE AND WE HAVE FINALLY RESOLVE THAT A COPY OF THIS RESOLUTION AND BE SPREAD ACROSS RESOLVE THAT A COPY OF THIS RESOLUTION AND BE SPREAD

767ACROSS RESOLVE THAT A COPY OF THIS RESOLUTION AND BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS RESOLUTION AND BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS RESOLUTION AND BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS SCHOOL BOARD AND THE CLERK AT THE OFFICIAL MINUTES OF THIS SCHOOL BOARD AND THE CLERK AT THE OFFICIAL MINUTES OF THIS SCHOOL BOARD AND THE CLERK AT THE SCHOOL BOARD IS DIRECTED TO SCHOOL BOARD AND THE CLERK AT THE SCHOOL BOARD IS DIRECTED TO SCHOOL BOARD AND THE CLERK AT THE SCHOOL BOARD IS DIRECTED TO DELIVER A COPY OF THIS THE SCHOOL BOARD IS DIRECTED TO DELIVER A COPY OF THIS THE SCHOOL BOARD IS DIRECTED TO DELIVER A COPY OF THIS RESOLUTION TO THE MAYOR EACH DELIVER A COPY OF THIS RESOLUTION TO THE MAYOR EACH DELIVER A COPY

768OF THIS RESOLUTION TO THE MAYOR EACH MEMBER OF THE CITY COUNCIL THE RESOLUTION TO THE MAYOR EACH MEMBER OF THE CITY COUNCIL THE RESOLUTION TO THE MAYOR EACH MEMBER OF THE CITY COUNCIL THE ,THE CITY MANAGER AND THE CITY MEMBER OF THE CITY COUNCIL THE ,THE CITY MANAGER AND THE CITY MEMBER OF THE CITY COUNCIL THE ,THE CITY MANAGER AND THE CITY ADOPTED BY THE SCHOOL BOARD ,THE CITY MANAGER AND THE CITY ADOPTED BY THE SCHOOL BOARD ,THE CITY MANAGER AND THE CITY ADOPTED BY THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH ADOPTED BY THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH ADOPTED BY THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH THE TWENTY SEVENTH OF MAY OF THE CITY OF VIRGINIA BEACH THE TWENTY SEVENTH OF MAY OF THE CITY OF

769VIRGINIA BEACH THE TWENTY SEVENTH OF MAY TWENTY TWENTY FIVE. THE TWENTY SEVENTH OF MAY TWENTY TWENTY FIVE. THE TWENTY SEVENTH OF MAY TWENTY TWENTY FIVE. ANY DISCUSSION SO I DO HAVE TWENTY TWENTY FIVE. ANY DISCUSSION SO I DO HAVE TWENTY TWENTY FIVE. ANY DISCUSSION SO I DO HAVE SOME I I'M GOING TO SUPPORT ANY DISCUSSION SO I DO HAVE SOME I I'M GOING TO SUPPORT ANY DISCUSSION SO I DO HAVE SOME I I'M GOING TO SUPPORT THIS AND THE REASON GOING TO SOME I I'M GOING TO SUPPORT THIS AND THE REASON GOING TO SOME I I'M GOING TO SUPPORT THIS AND THE REASON GOING TO SUPPORT IT. THIS AND THE REASON GOING TO SUPPORT IT. THIS AND THE REASON GOING TO SUPPORT IT. I DID NOT VOTE FOR THE PUBLIC SUPPORT IT. I DID NOT

770VOTE FOR THE PUBLIC SUPPORT IT. I DID NOT VOTE FOR THE PUBLIC THAT WAS NOT HERE WHEN THE CFP I DID NOT VOTE FOR THE PUBLIC THAT WAS NOT HERE WHEN THE CFP I DID NOT VOTE FOR THE PUBLIC THAT WAS NOT HERE WHEN THE CFP VOTE TOOK PLACE I DID NOT THAT WAS NOT HERE WHEN THE CFP VOTE TOOK PLACE I DID NOT THAT WAS NOT HERE WHEN THE CFP VOTE TOOK PLACE I DID NOT SUPPORT RCMP PREVIOUSLY. VOTE TOOK PLACE I DID NOT SUPPORT RCMP PREVIOUSLY. VOTE TOOK PLACE I DID NOT SUPPORT RCMP PREVIOUSLY. I DO NOT AGREE WITH THE COSTS SUPPORT RCMP PREVIOUSLY. I DO NOT AGREE WITH THE COSTS SUPPORT RCMP PREVIOUSLY. I DO NOT AGREE WITH THE COSTS ASSOCIATED I DO NOT AGREE WITH I DO NOT AGREE WITH THE

771COSTS ASSOCIATED I DO NOT AGREE WITH I DO NOT AGREE WITH THE COSTS ASSOCIATED I DO NOT AGREE WITH THE SPECIFICATIONS. ASSOCIATED I DO NOT AGREE WITH THE SPECIFICATIONS. ASSOCIATED I DO NOT AGREE WITH THE SPECIFICATIONS. I DO NOT AGREE WITH THE ORDER I THE SPECIFICATIONS. I DO NOT AGREE WITH THE ORDER I THE SPECIFICATIONS. I DO NOT AGREE WITH THE ORDER I DON'T AGREE WITH NOT HAVING A I DO NOT AGREE WITH THE ORDER I DON'T AGREE WITH NOT HAVING A I DO NOT AGREE WITH THE ORDER I DON'T AGREE WITH NOT HAVING A HAPPY HAPPY MEDIUM >> FOR OUR DON'T AGREE WITH NOT HAVING A HAPPY HAPPY MEDIUM >> FOR OUR DON'T AGREE WITH NOT HAVING A HAPPY HAPPY MEDIUM >> FOR OUR ENERGY PERFORMANCE AND ARE BACK HAPPY HAPPY MEDIUM >> FOR

772OUR ENERGY PERFORMANCE AND ARE BACK HAPPY HAPPY MEDIUM >> FOR OUR ENERGY PERFORMANCE AND ARE BACK AND PROGRESS ON NEW BUILDINGS. ENERGY PERFORMANCE AND ARE BACK AND PROGRESS ON NEW BUILDINGS. ENERGY PERFORMANCE AND ARE BACK AND PROGRESS ON NEW BUILDINGS. HOWEVER I DO AGREE WITH AND PROGRESS ON NEW BUILDINGS. HOWEVER I DO AGREE WITH AND PROGRESS ON NEW BUILDINGS. HOWEVER I DO AGREE WITH INCREASING PEGO AND FOR THAT I HOWEVER I DO AGREE WITH INCREASING PEGO AND FOR THAT I HOWEVER I DO AGREE WITH INCREASING PEGO AND FOR THAT I I'M GOING TO SUPPORT THIS TODAY INCREASING PEGO AND FOR THAT I I'M GOING TO SUPPORT THIS TODAY INCREASING PEGO AND FOR THAT I I'M GOING TO SUPPORT THIS TODAY . I'M GOING TO SUPPORT THIS TODAY . I'M GOING TO SUPPORT THIS TODAY .

773SO WITH THAT I CALL FOR THE . SO WITH THAT I CALL FOR THE . SO WITH THAT I CALL FOR THE VOTE TO APPROVE THE CAPITAL SO WITH THAT I CALL FOR THE VOTE TO APPROVE THE CAPITAL SO WITH THAT I CALL FOR THE VOTE TO APPROVE THE CAPITAL IMPROVEMENT PROGRAM FISCAL YEAR VOTE TO APPROVE THE CAPITAL IMPROVEMENT PROGRAM FISCAL YEAR VOTE TO APPROVE THE CAPITAL IMPROVEMENT PROGRAM FISCAL YEAR TWENTY FIVE TWENTY SIX THROUGH IMPROVEMENT PROGRAM FISCAL YEAR TWENTY FIVE TWENTY SIX THROUGH IMPROVEMENT PROGRAM FISCAL YEAR TWENTY FIVE TWENTY SIX THROUGH FISCAL YEAR TWENTY TWENTY TWENTY FIVE TWENTY SIX THROUGH FISCAL YEAR TWENTY TWENTY TWENTY FIVE TWENTY SIX THROUGH FISCAL YEAR TWENTY TWENTY THIRTY ONE RESOLUTION AS FISCAL YEAR TWENTY TWENTY THIRTY ONE RESOLUTION AS FISCAL YEAR TWENTY TWENTY THIRTY ONE RESOLUTION AS PRESENTED

774SO MADAM CHAIR WE THIRTY ONE RESOLUTION AS PRESENTED SO MADAM CHAIR WE THIRTY ONE RESOLUTION AS PRESENTED SO MADAM CHAIR WE HAVE 10 HAVE TEN EYES IN ONE PRESENTED SO MADAM CHAIR WE HAVE 10 HAVE TEN EYES IN ONE PRESENTED SO MADAM CHAIR WE HAVE 10 HAVE TEN EYES IN ONE DAY SO THE OCEAN DID PASS FOR HAVE 10 HAVE TEN EYES IN ONE DAY SO THE OCEAN DID PASS FOR HAVE 10 HAVE TEN EYES IN ONE DAY SO THE OCEAN DID PASS FOR THE CAPITAL IMPROVEMENT PROGRAM DAY SO THE OCEAN DID PASS FOR THE CAPITAL IMPROVEMENT PROGRAM DAY SO THE OCEAN DID PASS FOR THE CAPITAL IMPROVEMENT PROGRAM POINT TWENTY 26 TWENTY SIX THE CAPITAL IMPROVEMENT PROGRAM POINT TWENTY 26 TWENTY SIX THE CAPITAL IMPROVEMENT PROGRAM POINT TWENTY 26 TWENTY SIX THROUGH EFSI TWENTY

775TWENTY POINT TWENTY 26 TWENTY SIX THROUGH EFSI TWENTY TWENTY POINT TWENTY 26 TWENTY SIX THROUGH EFSI TWENTY TWENTY THIRTY THIRTY ONE RESOLUTION AS THROUGH EFSI TWENTY TWENTY THIRTY THIRTY ONE RESOLUTION AS THROUGH EFSI TWENTY TWENTY THIRTY THIRTY ONE RESOLUTION AS PRESENTED THANK YOU. THIRTY THIRTY ONE RESOLUTION AS PRESENTED THANK YOU. THIRTY THIRTY ONE RESOLUTION AS PRESENTED THANK YOU. WE ARE NOW ONTO THE FISCAL YEAR PRESENTED THANK YOU. WE ARE NOW ONTO THE FISCAL YEAR PRESENTED THANK YOU. WE ARE NOW ONTO THE FISCAL YEAR TWENTY FOR TWENTY FIVE BONUS WE ARE NOW ONTO THE FISCAL YEAR TWENTY FOR TWENTY FIVE BONUS WE ARE NOW ONTO THE FISCAL YEAR TWENTY FOR TWENTY FIVE BONUS RESOLUTION BITSTREAM HOLDEN TWENTY FOR TWENTY FIVE BONUS RESOLUTION BITSTREAM HOLDEN TWENTY FOR TWENTY FIVE BONUS RESOLUTION BITSTREAM HOLDEN DOING HAVE EMOTION I

776HAVE A RESOLUTION BITSTREAM HOLDEN DOING HAVE EMOTION I HAVE A RESOLUTION BITSTREAM HOLDEN DOING HAVE EMOTION I HAVE A MOTION AND A SECOND TO APPROVE DOING HAVE EMOTION I HAVE A MOTION AND A SECOND TO APPROVE DOING HAVE EMOTION I HAVE A MOTION AND A SECOND TO APPROVE THE BONUS RESOLUTION AS MOTION AND A SECOND TO APPROVE THE BONUS RESOLUTION AS MOTION AND A SECOND TO APPROVE THE BONUS RESOLUTION AS PRESENTED BY VICE CHAIR THE BONUS RESOLUTION AS PRESENTED BY VICE CHAIR THE BONUS RESOLUTION AS PRESENTED BY VICE CHAIR WILLIAMS SECONDED BY MR PRESENTED BY VICE CHAIR WILLIAMS SECONDED BY MR PRESENTED BY VICE CHAIR WILLIAMS SECONDED BY MR CULPEPER VICE CHAIR WEEMS WOULD WILLIAMS SECONDED BY MR CULPEPER VICE CHAIR WEEMS WOULD WILLIAMS SECONDED BY MR CULPEPER VICE CHAIR WEEMS WOULD YOU READ THE

777RESOLUTION WHEREAS CULPEPER VICE CHAIR WEEMS WOULD YOU READ THE RESOLUTION WHEREAS CULPEPER VICE CHAIR WEEMS WOULD YOU READ THE RESOLUTION WHEREAS THE FBI TWENTY TWENTY FOUR YOU READ THE RESOLUTION WHEREAS THE FBI TWENTY TWENTY FOUR YOU READ THE RESOLUTION WHEREAS THE FBI TWENTY TWENTY FOUR TWENTY FIVE OPERATING BUDGET IS THE FBI TWENTY TWENTY FOUR TWENTY FIVE OPERATING BUDGET IS THE FBI TWENTY TWENTY FOUR TWENTY FIVE OPERATING BUDGET IS ADOPTED BY THE CITY COUNCIL ON TWENTY FIVE OPERATING BUDGET IS ADOPTED BY THE CITY COUNCIL ON TWENTY FIVE OPERATING BUDGET IS ADOPTED BY THE CITY COUNCIL ON MAY 14TH TWENTY TWENTY FOUR AND ADOPTED BY THE CITY COUNCIL ON MAY 14TH TWENTY TWENTY FOUR AND ADOPTED BY THE CITY COUNCIL ON MAY 14TH TWENTY TWENTY FOUR AND WHERE'S THE CITY OF VIRGINIA MAY 14TH TWENTY TWENTY FOUR

778AND WHERE'S THE CITY OF VIRGINIA MAY 14TH TWENTY TWENTY FOUR AND WHERE'S THE CITY OF VIRGINIA BEACH IS ADOPTED BUDGET WHERE'S THE CITY OF VIRGINIA BEACH IS ADOPTED BUDGET WHERE'S THE CITY OF VIRGINIA BEACH IS ADOPTED BUDGET ORDINANCE APPROPRIATED FUNDS TO BEACH IS ADOPTED BUDGET ORDINANCE APPROPRIATED FUNDS TO BEACH IS ADOPTED BUDGET ORDINANCE APPROPRIATED FUNDS TO THE SCHOOL BOARD THE CITY ORDINANCE APPROPRIATED FUNDS TO THE SCHOOL BOARD THE CITY ORDINANCE APPROPRIATED FUNDS TO THE SCHOOL BOARD THE CITY VIRGINIA BEACH AND WHERE IS THE THE SCHOOL BOARD THE CITY VIRGINIA BEACH AND WHERE IS THE THE SCHOOL BOARD THE CITY VIRGINIA BEACH AND WHERE IS THE BUDGET AMENDMENT ADOPTED BY THE VIRGINIA BEACH AND WHERE IS THE BUDGET AMENDMENT ADOPTED BY THE VIRGINIA BEACH AND WHERE IS THE BUDGET AMENDMENT ADOPTED BY THE TWENTY TWENTY FIVE

779GENERAL BUDGET AMENDMENT ADOPTED BY THE TWENTY TWENTY FIVE GENERAL BUDGET AMENDMENT ADOPTED BY THE TWENTY TWENTY FIVE GENERAL ASSEMBLY CONFERENCE BUDGET FOR TWENTY TWENTY FIVE GENERAL ASSEMBLY CONFERENCE BUDGET FOR TWENTY TWENTY FIVE GENERAL ASSEMBLY CONFERENCE BUDGET FOR THE TWENTY FOUR THREE TWENTY ASSEMBLY CONFERENCE BUDGET FOR THE TWENTY FOUR THREE TWENTY ASSEMBLY CONFERENCE BUDGET FOR THE TWENTY FOUR THREE TWENTY SIX BY ANY AFFECTING PRE-K THE TWENTY FOUR THREE TWENTY SIX BY ANY AFFECTING PRE-K THE TWENTY FOUR THREE TWENTY SIX BY ANY AFFECTING PRE-K THROUGH 12 PUBLIC EDUCATION SIX BY ANY AFFECTING PRE-K THROUGH 12 PUBLIC EDUCATION SIX BY ANY AFFECTING PRE-K THROUGH 12 PUBLIC EDUCATION INCLUDES A PROVISION FOR A ONE THROUGH 12 PUBLIC EDUCATION INCLUDES A PROVISION FOR A ONE THROUGH 12 PUBLIC EDUCATION INCLUDES A PROVISION FOR A ONE TIME BONUS PAYMENTS TO PROMOTE

780INCLUDES A PROVISION FOR A ONE TIME BONUS PAYMENTS TO PROMOTE INCLUDES A PROVISION FOR A ONE TIME BONUS PAYMENTS TO PROMOTE RETENTION AMONG AMONG TIME BONUS PAYMENTS TO PROMOTE RETENTION AMONG AMONG TIME BONUS PAYMENTS TO PROMOTE RETENTION AMONG AMONG INSTRUCTIONAL AND SUPPORT RETENTION AMONG AMONG INSTRUCTIONAL AND SUPPORT RETENTION AMONG AMONG INSTRUCTIONAL AND SUPPORT POSITIONS IN PUBLIC EDUCATION INSTRUCTIONAL AND SUPPORT POSITIONS IN PUBLIC EDUCATION INSTRUCTIONAL AND SUPPORT POSITIONS IN PUBLIC EDUCATION ACROSS THE COMMONWEALTH IN POSITIONS IN PUBLIC EDUCATION ACROSS THE COMMONWEALTH IN POSITIONS IN PUBLIC EDUCATION ACROSS THE COMMONWEALTH IN WHERE'S THE GOVERNOR? ACROSS THE COMMONWEALTH IN WHERE'S THE GOVERNOR? ACROSS THE COMMONWEALTH IN WHERE'S THE GOVERNOR? GOVERNOR YOUNG SIGNED AMENDED WHERE'S THE GOVERNOR? GOVERNOR YOUNG SIGNED AMENDED WHERE'S THE GOVERNOR? GOVERNOR YOUNG SIGNED AMENDED VIRGINIA STATE BUDGET ON MAY GOVERNOR YOUNG SIGNED AMENDED VIRGINIA STATE

781BUDGET ON MAY GOVERNOR YOUNG SIGNED AMENDED VIRGINIA STATE BUDGET ON MAY 2ND. VIRGINIA STATE BUDGET ON MAY 2ND. VIRGINIA STATE BUDGET ON MAY 2ND. TWENTY TWENTY FIVE PROVIDING 2ND. TWENTY TWENTY FIVE PROVIDING 2ND. TWENTY TWENTY FIVE PROVIDING ADDITIONAL STATE FUNDS TO THE TWENTY TWENTY FIVE PROVIDING ADDITIONAL STATE FUNDS TO THE TWENTY TWENTY FIVE PROVIDING ADDITIONAL STATE FUNDS TO THE SCHOOL BOARD OF THE CITY ADDITIONAL STATE FUNDS TO THE SCHOOL BOARD OF THE CITY ADDITIONAL STATE FUNDS TO THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH AND THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH AND THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH AND THE AMOUNT OF SIX MILLION FIVE OF VIRGINIA BEACH AND THE AMOUNT OF SIX MILLION FIVE OF VIRGINIA BEACH AND THE AMOUNT OF SIX MILLION FIVE HUNDRED EIGHTY FOUR

782THOUSAND AMOUNT OF SIX MILLION FIVE HUNDRED EIGHTY FOUR THOUSAND AMOUNT OF SIX MILLION FIVE HUNDRED EIGHTY FOUR THOUSAND THREE HUNDRED TWENTY SIX HUNDRED EIGHTY FOUR THOUSAND THREE HUNDRED TWENTY SIX HUNDRED EIGHTY FOUR THOUSAND THREE HUNDRED TWENTY SIX DOLLARS AND NOW THEREFORE BE THREE HUNDRED TWENTY SIX DOLLARS AND NOW THEREFORE BE THREE HUNDRED TWENTY SIX DOLLARS AND NOW THEREFORE BE RESOLVED. DOLLARS AND NOW THEREFORE BE RESOLVED. DOLLARS AND NOW THEREFORE BE RESOLVED. THESE FUNDS WILL USED TO RESOLVED. THESE FUNDS WILL USED TO RESOLVED. THESE FUNDS WILL USED TO PROVIDE A ONE TIME BONUS OF SIX THESE FUNDS WILL USED TO PROVIDE A ONE TIME BONUS OF SIX THESE FUNDS WILL USED TO PROVIDE A ONE TIME BONUS OF SIX HUNDRED FIFTY DOLLARS WHO ALL PROVIDE A ONE TIME BONUS OF SIX HUNDRED FIFTY DOLLARS WHO ALL

783PROVIDE A ONE TIME BONUS OF SIX HUNDRED FIFTY DOLLARS WHO ALL FULL TIME EQUIVALENT EMPLOYEES HUNDRED FIFTY DOLLARS WHO ALL FULL TIME EQUIVALENT EMPLOYEES HUNDRED FIFTY DOLLARS WHO ALL FULL TIME EQUIVALENT EMPLOYEES AS OF JUNE TWENTY TWENTY FIVE FULL TIME EQUIVALENT EMPLOYEES AS OF JUNE TWENTY TWENTY FIVE FULL TIME EQUIVALENT EMPLOYEES AS OF JUNE TWENTY TWENTY FIVE FOR THE WILL BE IT FURTHER AS OF JUNE TWENTY TWENTY FIVE FOR THE WILL BE IT FURTHER AS OF JUNE TWENTY TWENTY FIVE FOR THE WILL BE IT FURTHER RESOLVED AT THE SCHOOL BOARD FOR THE WILL BE IT FURTHER RESOLVED AT THE SCHOOL BOARD FOR THE WILL BE IT FURTHER RESOLVED AT THE SCHOOL BOARD OF THE CITY VIRGINIA BEACH RESOLVED AT THE SCHOOL BOARD OF THE CITY VIRGINIA BEACH RESOLVED AT THE SCHOOL BOARD OF THE CITY

784VIRGINIA BEACH APPROVES AND AFFIRMS THE OF THE CITY VIRGINIA BEACH APPROVES AND AFFIRMS THE OF THE CITY VIRGINIA BEACH APPROVES AND AFFIRMS THE NECESSARY RECOMMENDED USES APPROVES AND AFFIRMS THE NECESSARY RECOMMENDED USES APPROVES AND AFFIRMS THE NECESSARY RECOMMENDED USES OF THESE FUNDS AND BE A FINAL NECESSARY RECOMMENDED USES OF THESE FUNDS AND BE A FINAL NECESSARY RECOMMENDED USES OF THESE FUNDS AND BE A FINAL RESULT THAT A COPY OF THIS OF THESE FUNDS AND BE A FINAL RESULT THAT A COPY OF THIS OF THESE FUNDS AND BE A FINAL RESULT THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE RESULT THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE RESULT THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF

785THIS BOARD RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD ADOPTED BY SCHOOL BOARD THE OFFICIAL MINUTES OF THIS BOARD ADOPTED BY SCHOOL BOARD THE OFFICIAL MINUTES OF THIS BOARD ADOPTED BY SCHOOL BOARD THE CITY OF VIRGINIA BEACH THIS ADOPTED BY SCHOOL BOARD THE CITY OF VIRGINIA BEACH THIS ADOPTED BY SCHOOL BOARD THE CITY OF VIRGINIA BEACH THIS TWENTY SEVENTH DAY OF MAY CITY OF VIRGINIA BEACH THIS TWENTY SEVENTH DAY OF MAY CITY OF VIRGINIA BEACH THIS TWENTY SEVENTH DAY OF MAY TWENTY TWENTY ANY DISCUSSION TWENTY SEVENTH DAY OF MAY TWENTY TWENTY ANY DISCUSSION TWENTY SEVENTH DAY OF MAY TWENTY TWENTY ANY DISCUSSION SEEING NONE I CALL FOR THE VOTE TWENTY TWENTY ANY DISCUSSION SEEING NONE I CALL FOR THE VOTE TWENTY TWENTY ANY DISCUSSION SEEING NONE I CALL FOR THE VOTE TO APPROVE

786THE FISCAL YEAR SEEING NONE I CALL FOR THE VOTE TO APPROVE THE FISCAL YEAR SEEING NONE I CALL FOR THE VOTE TO APPROVE THE FISCAL YEAR TWENTY FOUR TWENTY FIVE BONUS TO APPROVE THE FISCAL YEAR TWENTY FOUR TWENTY FIVE BONUS TO APPROVE THE FISCAL YEAR TWENTY FOUR TWENTY FIVE BONUS RESOLUTION AS PRESENTED >> SO TWENTY FOUR TWENTY FIVE BONUS RESOLUTION AS PRESENTED >> SO TWENTY FOUR TWENTY FIVE BONUS RESOLUTION AS PRESENTED >> SO >> MADAM CHAIR WE HAVE ELEVEN RESOLUTION AS PRESENTED >> SO >> MADAM CHAIR WE HAVE ELEVEN RESOLUTION AS PRESENTED >> SO >> MADAM CHAIR WE HAVE ELEVEN EYES FOR THE FBI 24 25 BONUS >> MADAM CHAIR WE HAVE ELEVEN EYES FOR THE FBI 24 25 BONUS >> MADAM CHAIR WE HAVE ELEVEN EYES FOR THE FBI 24 25 BONUS RESOLUTION. EYES

787FOR THE FBI 24 25 BONUS RESOLUTION. EYES FOR THE FBI 24 25 BONUS RESOLUTION. THANK YOU. RESOLUTION. THANK YOU. RESOLUTION. THANK YOU. WE ARE NOW ON TO SALARY THANK YOU. WE ARE NOW ON TO SALARY THANK YOU. WE ARE NOW ON TO SALARY RESOLUTION FISCAL YEAR TWENTY WE ARE NOW ON TO SALARY RESOLUTION FISCAL YEAR TWENTY WE ARE NOW ON TO SALARY RESOLUTION FISCAL YEAR TWENTY FIVE TWENTY SIX AND DURING THE RESOLUTION FISCAL YEAR TWENTY FIVE TWENTY SIX AND DURING THE RESOLUTION FISCAL YEAR TWENTY FIVE TWENTY SIX AND DURING THE INFORMATION PORTION WE GOT A FIVE TWENTY SIX AND DURING THE INFORMATION PORTION WE GOT A FIVE TWENTY SIX AND DURING THE INFORMATION PORTION WE GOT A LOT OF HAD NODS FOR OPTION TWO INFORMATION PORTION WE GOT A LOT OF HAD NODS FOR OPTION

788TWO INFORMATION PORTION WE GOT A LOT OF HAD NODS FOR OPTION TWO SO I'M VICE CHAIR WILLIAMS WILL LOT OF HAD NODS FOR OPTION TWO SO I'M VICE CHAIR WILLIAMS WILL LOT OF HAD NODS FOR OPTION TWO SO I'M VICE CHAIR WILLIAMS WILL READ THE LAST RESOLUTION OF THE SO I'M VICE CHAIR WILLIAMS WILL READ THE LAST RESOLUTION OF THE SO I'M VICE CHAIR WILLIAMS WILL READ THE LAST RESOLUTION OF THE >> POINT OF ORDER MADAM CHAIR READ THE LAST RESOLUTION OF THE >> POINT OF ORDER MADAM CHAIR READ THE LAST RESOLUTION OF THE >> POINT OF ORDER MADAM CHAIR WE NEED WE NEED A MOTION IN A >> POINT OF ORDER MADAM CHAIR WE NEED WE NEED A MOTION IN A >> POINT OF ORDER MADAM CHAIR WE NEED WE NEED A MOTION IN

789A SECOND FIRST THINK IT MOVE I MR WE NEED WE NEED A MOTION IN A SECOND FIRST THINK IT MOVE I MR WE NEED WE NEED A MOTION IN A SECOND FIRST THINK IT MOVE I MR SHIER SECONDED BY MR COLPEPER SECOND FIRST THINK IT MOVE I MR SHIER SECONDED BY MR COLPEPER SECOND FIRST THINK IT MOVE I MR SHIER SECONDED BY MR COLPEPER VICE CHAIR REAMES WHEREAS THE SHIER SECONDED BY MR COLPEPER VICE CHAIR REAMES WHEREAS THE SHIER SECONDED BY MR COLPEPER VICE CHAIR REAMES WHEREAS THE MISSION OF THE VIRGINIA BEACH VICE CHAIR REAMES WHEREAS THE MISSION OF THE VIRGINIA BEACH VICE CHAIR REAMES WHEREAS THE MISSION OF THE VIRGINIA BEACH CITY PUBLIC SCHOOLS IN MISSION OF THE VIRGINIA BEACH CITY PUBLIC SCHOOLS IN MISSION OF THE VIRGINIA BEACH CITY PUBLIC SCHOOLS IN PARTNERSHIP

790THEIR ENTIRE CITY PUBLIC SCHOOLS IN PARTNERSHIP THEIR ENTIRE CITY PUBLIC SCHOOLS IN PARTNERSHIP THEIR ENTIRE COMMUNITY IS TO ENSURE THAT PARTNERSHIP THEIR ENTIRE COMMUNITY IS TO ENSURE THAT PARTNERSHIP THEIR ENTIRE COMMUNITY IS TO ENSURE THAT EACH STUDENT IS EMPOWERED WITH COMMUNITY IS TO ENSURE THAT EACH STUDENT IS EMPOWERED WITH COMMUNITY IS TO ENSURE THAT EACH STUDENT IS EMPOWERED WITH THE KNOWLEDGE SKILLS NECESSARY EACH STUDENT IS EMPOWERED WITH THE KNOWLEDGE SKILLS NECESSARY EACH STUDENT IS EMPOWERED WITH THE KNOWLEDGE SKILLS NECESSARY TO MEET THE CHALLENGES OF THE THE KNOWLEDGE SKILLS NECESSARY TO MEET THE CHALLENGES OF THE THE KNOWLEDGE SKILLS NECESSARY TO MEET THE CHALLENGES OF THE FUTURE AND WHERE'S SCHOOL BOARD TO MEET THE CHALLENGES OF THE FUTURE AND WHERE'S SCHOOL BOARD TO MEET THE CHALLENGES OF THE FUTURE AND WHERE'S SCHOOL BOARD HAS ADOPTED A

791COMPREHENSIVE FUTURE AND WHERE'S SCHOOL BOARD HAS ADOPTED A COMPREHENSIVE FUTURE AND WHERE'S SCHOOL BOARD HAS ADOPTED A COMPREHENSIVE STRATEGIC PLAN AND SCHOOL HAS ADOPTED A COMPREHENSIVE STRATEGIC PLAN AND SCHOOL HAS ADOPTED A COMPREHENSIVE STRATEGIC PLAN AND SCHOOL IMPROVEMENT PROPERTIES TO GOD STRATEGIC PLAN AND SCHOOL IMPROVEMENT PROPERTIES TO GOD STRATEGIC PLAN AND SCHOOL IMPROVEMENT PROPERTIES TO GOD TO GUIDE BUDGETARY DECISIONS IMPROVEMENT PROPERTIES TO GOD TO GUIDE BUDGETARY DECISIONS IMPROVEMENT PROPERTIES TO GOD TO GUIDE BUDGETARY DECISIONS AND WHERE'S THE PROPOSED FBI? TO GUIDE BUDGETARY DECISIONS AND WHERE'S THE PROPOSED FBI? TO GUIDE BUDGETARY DECISIONS AND WHERE'S THE PROPOSED FBI? TWENTY FIVE TWENTY SIX AND WHERE'S THE PROPOSED FBI? TWENTY FIVE TWENTY SIX AND WHERE'S THE PROPOSED FBI? TWENTY FIVE TWENTY SIX OPERATING BUDGET INCLUDES A TWENTY FIVE TWENTY SIX OPERATING BUDGET INCLUDES A TWENTY FIVE TWENTY SIX

792OPERATING BUDGET INCLUDES A THREE PERCENT INCREASE TO THE OPERATING BUDGET INCLUDES A THREE PERCENT INCREASE TO THE OPERATING BUDGET INCLUDES A THREE PERCENT INCREASE TO THE ENTRY LEVEL PAY AND A ONE POINT THREE PERCENT INCREASE TO THE ENTRY LEVEL PAY AND A ONE POINT THREE PERCENT INCREASE TO THE ENTRY LEVEL PAY AND A ONE POINT FIVE PERCENT STEP INCREASE FOR ENTRY LEVEL PAY AND A ONE POINT FIVE PERCENT STEP INCREASE FOR ENTRY LEVEL PAY AND A ONE POINT FIVE PERCENT STEP INCREASE FOR ALL ELIGIBLE EMPLOYEES AND FIVE PERCENT STEP INCREASE FOR ALL ELIGIBLE EMPLOYEES AND FIVE PERCENT STEP INCREASE FOR ALL ELIGIBLE EMPLOYEES AND ALLOCATED BENEFITED POSITIONS ALL ELIGIBLE EMPLOYEES AND ALLOCATED BENEFITED POSITIONS ALL ELIGIBLE EMPLOYEES AND ALLOCATED BENEFITED POSITIONS EARNING AN ADDITIONAL YEARS ALLOCATED BENEFITED POSITIONS EARNING AN ADDITIONAL YEARS ALLOCATED BENEFITED POSITIONS

793EARNING AN ADDITIONAL YEARS OF EXPERIENCE ON THE EARNING AN ADDITIONAL YEARS OF EXPERIENCE ON THE EARNING AN ADDITIONAL YEARS OF EXPERIENCE ON THE INSTRUCTIONAL EXPERIENCE BASED OF EXPERIENCE ON THE INSTRUCTIONAL EXPERIENCE BASED OF EXPERIENCE ON THE INSTRUCTIONAL EXPERIENCE BASED STEP PAY SCALE AND WHERE'S THE INSTRUCTIONAL EXPERIENCE BASED STEP PAY SCALE AND WHERE'S THE INSTRUCTIONAL EXPERIENCE BASED STEP PAY SCALE AND WHERE'S THE PROPOSED NY TWENTY 26 OPERATING STEP PAY SCALE AND WHERE'S THE PROPOSED NY TWENTY 26 OPERATING STEP PAY SCALE AND WHERE'S THE PROPOSED NY TWENTY 26 OPERATING BUDGET INCLUDES A THREE PERCENT PROPOSED NY TWENTY 26 OPERATING BUDGET INCLUDES A THREE PERCENT PROPOSED NY TWENTY 26 OPERATING BUDGET INCLUDES A THREE PERCENT INCREASE TO THE ENTRY LEVEL PAY BUDGET INCLUDES A THREE PERCENT INCREASE TO THE ENTRY LEVEL PAY BUDGET INCLUDES A THREE PERCENT INCREASE

794TO THE ENTRY LEVEL PAY AND A STEP INCREASE FOR ALL INCREASE TO THE ENTRY LEVEL PAY AND A STEP INCREASE FOR ALL INCREASE TO THE ENTRY LEVEL PAY AND A STEP INCREASE FOR ALL ELIGIBLE EMPLOYEES ALLOCATED AND A STEP INCREASE FOR ALL ELIGIBLE EMPLOYEES ALLOCATED AND A STEP INCREASE FOR ALL ELIGIBLE EMPLOYEES ALLOCATED BENEFITED PHYSICIANS WHO ARE ELIGIBLE EMPLOYEES ALLOCATED BENEFITED PHYSICIANS WHO ARE ELIGIBLE EMPLOYEES ALLOCATED BENEFITED PHYSICIANS WHO ARE WHO ARE EARNING AN ADDITIONAL BENEFITED PHYSICIANS WHO ARE WHO ARE EARNING AN ADDITIONAL BENEFITED PHYSICIANS WHO ARE WHO ARE EARNING AN ADDITIONAL YEAR EXPERIENCE ON THE UNIFIED WHO ARE EARNING AN ADDITIONAL YEAR EXPERIENCE ON THE UNIFIED WHO ARE EARNING AN ADDITIONAL YEAR EXPERIENCE ON THE UNIFIED EXPERIENCE BASED PAY SCALE AS YEAR EXPERIENCE ON THE UNIFIED EXPERIENCE BASED PAY SCALE AS YEAR EXPERIENCE ON

795THE UNIFIED EXPERIENCE BASED PAY SCALE AS FOLLOWS EMPLOYEES WITH ONE EXPERIENCE BASED PAY SCALE AS FOLLOWS EMPLOYEES WITH ONE EXPERIENCE BASED PAY SCALE AS FOLLOWS EMPLOYEES WITH ONE THROUGH FOURTEEN YEARS FOLLOWS EMPLOYEES WITH ONE THROUGH FOURTEEN YEARS FOLLOWS EMPLOYEES WITH ONE THROUGH FOURTEEN YEARS OF EXPERIENCE RECEIVING ONE THROUGH FOURTEEN YEARS OF EXPERIENCE RECEIVING ONE THROUGH FOURTEEN YEARS OF EXPERIENCE RECEIVING ONE PERCENT ONE PERCENT STEP OF EXPERIENCE RECEIVING ONE PERCENT ONE PERCENT STEP OF EXPERIENCE RECEIVING ONE PERCENT ONE PERCENT STEP INCREASE AND EMPLOYEES WITH PERCENT ONE PERCENT STEP INCREASE AND EMPLOYEES WITH PERCENT ONE PERCENT STEP INCREASE AND EMPLOYEES WITH FIFTEEN FOUR MORE YEARS INCREASE AND EMPLOYEES WITH FIFTEEN FOUR MORE YEARS INCREASE AND EMPLOYEES WITH FIFTEEN FOUR MORE YEARS OF EXPERIENCE WILL RECEIVE A FIFTEEN FOUR MORE YEARS OF EXPERIENCE WILL RECEIVE A FIFTEEN FOUR

796MORE YEARS OF EXPERIENCE WILL RECEIVE A ONE POINT FIVE PERCENT STEP OF EXPERIENCE WILL RECEIVE A ONE POINT FIVE PERCENT STEP OF EXPERIENCE WILL RECEIVE A ONE POINT FIVE PERCENT STEP INCREASE AND WHEREAS THE ONE POINT FIVE PERCENT STEP INCREASE AND WHEREAS THE ONE POINT FIVE PERCENT STEP INCREASE AND WHEREAS THE ALPHABETICAL LISTING INCREASE AND WHEREAS THE ALPHABETICAL LISTING INCREASE AND WHEREAS THE ALPHABETICAL LISTING OF INSTRUCTIONAL POSITIONS AND ALPHABETICAL LISTING OF INSTRUCTIONAL POSITIONS AND ALPHABETICAL LISTING OF INSTRUCTIONAL POSITIONS AND INSTRUCTIONAL EXPERIENCE BASED OF INSTRUCTIONAL POSITIONS AND INSTRUCTIONAL EXPERIENCE BASED OF INSTRUCTIONAL POSITIONS AND INSTRUCTIONAL EXPERIENCE BASED PAY SCALE UNIFIED EXPERIENCE INSTRUCTIONAL EXPERIENCE BASED PAY SCALE UNIFIED EXPERIENCE INSTRUCTIONAL EXPERIENCE BASED PAY SCALE UNIFIED EXPERIENCE BASED PAY SCALE PART TEMPORARY PAY SCALE UNIFIED EXPERIENCE BASED PAY SCALE PART TEMPORARY PAY SCALE UNIFIED EXPERIENCE BASED PAY SCALE

797PART TEMPORARY HOURLY RATES TABLE BASED PAY SCALE PART TEMPORARY HOURLY RATES TABLE BASED PAY SCALE PART TEMPORARY HOURLY RATES TABLE OF ALLOWANCES HIGH SCHOOL HOURLY RATES TABLE OF ALLOWANCES HIGH SCHOOL HOURLY RATES TABLE OF ALLOWANCES HIGH SCHOOL DEPARTMENT CHAIRS NON-ATHLETIC OF ALLOWANCES HIGH SCHOOL DEPARTMENT CHAIRS NON-ATHLETIC OF ALLOWANCES HIGH SCHOOL DEPARTMENT CHAIRS NON-ATHLETIC SUPPLIMENTS ATHLETICS DEPARTMENT CHAIRS NON-ATHLETIC SUPPLIMENTS ATHLETICS DEPARTMENT CHAIRS NON-ATHLETIC SUPPLIMENTS ATHLETICS SUPPLEMENTS AND STUDENT SUPPLIMENTS ATHLETICS SUPPLEMENTS AND STUDENT SUPPLIMENTS ATHLETICS SUPPLEMENTS AND STUDENT ACTIVITY RATES TITLE BELOW AS SUPPLEMENTS AND STUDENT ACTIVITY RATES TITLE BELOW AS SUPPLEMENTS AND STUDENT ACTIVITY RATES TITLE BELOW AS SHOWN ATTACHMENTS ARE APPROVED ACTIVITY RATES TITLE BELOW AS SHOWN ATTACHMENTS ARE APPROVED ACTIVITY RATES TITLE BELOW AS SHOWN ATTACHMENTS ARE APPROVED ARE APPROVED AND WILL BE SHOWN ATTACHMENTS ARE APPROVED ARE APPROVED AND WILL BE SHOWN ATTACHMENTS

798ARE APPROVED ARE APPROVED AND WILL BE EFFECTIVE AS SHOWN BELOW AND ARE APPROVED AND WILL BE EFFECTIVE AS SHOWN BELOW AND ARE APPROVED AND WILL BE EFFECTIVE AS SHOWN BELOW AND WHERE AS A PERCENTAGE EFFECTIVE AS SHOWN BELOW AND WHERE AS A PERCENTAGE EFFECTIVE AS SHOWN BELOW AND WHERE AS A PERCENTAGE OF COMPENSATION INCREASES AND WHERE AS A PERCENTAGE OF COMPENSATION INCREASES AND WHERE AS A PERCENTAGE OF COMPENSATION INCREASES AND EFFECTIVE DATE OF THE INCREASES OF COMPENSATION INCREASES AND EFFECTIVE DATE OF THE INCREASES OF COMPENSATION INCREASES AND EFFECTIVE DATE OF THE INCREASES ARE SHOWN BELOW ATTACHMENT EFFECTIVE DATE OF THE INCREASES ARE SHOWN BELOW ATTACHMENT EFFECTIVE DATE OF THE INCREASES ARE SHOWN BELOW ATTACHMENT ALPHABETICAL LISTING ARE SHOWN BELOW ATTACHMENT ALPHABETICAL LISTING ARE SHOWN BELOW ATTACHMENT ALPHABETICAL LISTING OF INSTRUCTIONAL POSITIONS ALPHABETICAL LISTING OF INSTRUCTIONAL

799POSITIONS ALPHABETICAL LISTING OF INSTRUCTIONAL POSITIONS ATTACHMENT BE INSTRUCTIONAL OF INSTRUCTIONAL POSITIONS ATTACHMENT BE INSTRUCTIONAL OF INSTRUCTIONAL POSITIONS ATTACHMENT BE INSTRUCTIONAL EXPERIENCE BASED STEP PAY SCALE ATTACHMENT BE INSTRUCTIONAL EXPERIENCE BASED STEP PAY SCALE ATTACHMENT BE INSTRUCTIONAL EXPERIENCE BASED STEP PAY SCALE ATTATCHED C UNIFIED EXPERIENCE EXPERIENCE BASED STEP PAY SCALE ATTATCHED C UNIFIED EXPERIENCE EXPERIENCE BASED STEP PAY SCALE ATTATCHED C UNIFIED EXPERIENCE BASED DEP PAY SCALE ATTACHMENT ATTATCHED C UNIFIED EXPERIENCE BASED DEP PAY SCALE ATTACHMENT ATTATCHED C UNIFIED EXPERIENCE BASED DEP PAY SCALE ATTACHMENT D PART TIME TEMPORARY HOURLY BASED DEP PAY SCALE ATTACHMENT D PART TIME TEMPORARY HOURLY BASED DEP PAY SCALE ATTACHMENT D PART TIME TEMPORARY HOURLY ATTACHMENT E TABLE D PART TIME TEMPORARY HOURLY ATTACHMENT E TABLE D PART TIME TEMPORARY HOURLY ATTACHMENT E TABLE OF ALLOWANCES ATTACHMENT AFTER ATTACHMENT E TABLE OF ALLOWANCES

800ATTACHMENT AFTER ATTACHMENT E TABLE OF ALLOWANCES ATTACHMENT AFTER HIGH SCHOOL DEPARTMENT CHAIR OF ALLOWANCES ATTACHMENT AFTER HIGH SCHOOL DEPARTMENT CHAIR OF ALLOWANCES ATTACHMENT AFTER HIGH SCHOOL DEPARTMENT CHAIR SUPPLIMENTS ATTACHED G HIGH SCHOOL DEPARTMENT CHAIR SUPPLIMENTS ATTACHED G HIGH SCHOOL DEPARTMENT CHAIR SUPPLIMENTS ATTACHED G NON-ATHLETIC AND ATHLETIC SUPPLIMENTS ATTACHED G NON-ATHLETIC AND ATHLETIC SUPPLIMENTS ATTACHED G NON-ATHLETIC AND ATHLETIC SUPPLIMENTS ATTACHMENT AGE NON-ATHLETIC AND ATHLETIC SUPPLIMENTS ATTACHMENT AGE NON-ATHLETIC AND ATHLETIC SUPPLIMENTS ATTACHMENT AGE STUDENT ACTIVITY RATES ALL SUPPLIMENTS ATTACHMENT AGE STUDENT ACTIVITY RATES ALL SUPPLIMENTS ATTACHMENT AGE STUDENT ACTIVITY RATES ALL SEVEN ON TWENTY FIVE NOW STUDENT ACTIVITY RATES ALL SEVEN ON TWENTY FIVE NOW STUDENT ACTIVITY RATES ALL SEVEN ON TWENTY FIVE NOW THEREFORE LET IT BE RESOLVED SEVEN ON TWENTY FIVE NOW THEREFORE LET IT BE RESOLVED SEVEN ON TWENTY FIVE NOW THEREFORE LET IT

801BE RESOLVED THAT THE SCHOOL BOARD THE CITY THEREFORE LET IT BE RESOLVED THAT THE SCHOOL BOARD THE CITY THEREFORE LET IT BE RESOLVED THAT THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH AUTOPSIES THAT THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH AUTOPSIES THAT THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH AUTOPSIES ADOPTS THE SALARY SCALES AND OF VIRGINIA BEACH AUTOPSIES ADOPTS THE SALARY SCALES AND OF VIRGINIA BEACH AUTOPSIES ADOPTS THE SALARY SCALES AND THE COMPENSATION INCREASES AS ADOPTS THE SALARY SCALES AND THE COMPENSATION INCREASES AS ADOPTS THE SALARY SCALES AND THE COMPENSATION INCREASES AS OUTLINED IN THIS RESOLUTION AND THE COMPENSATION INCREASES AS OUTLINED IN THIS RESOLUTION AND THE COMPENSATION INCREASES AS OUTLINED IN THIS RESOLUTION AND ATTACHMENTS ADOPTED BY THE OUTLINED IN THIS RESOLUTION AND ATTACHMENTS ADOPTED BY THE OUTLINED IN THIS RESOLUTION AND

802ATTACHMENTS ADOPTED BY THE SCHOOL WHERE THE CITY ATTACHMENTS ADOPTED BY THE SCHOOL WHERE THE CITY ATTACHMENTS ADOPTED BY THE SCHOOL WHERE THE CITY OF VIRGINIA BEACH THIS SEVENTH SCHOOL WHERE THE CITY OF VIRGINIA BEACH THIS SEVENTH SCHOOL WHERE THE CITY OF VIRGINIA BEACH THIS SEVENTH DAY OF MAY TWENTY TWENTY FIVE OF VIRGINIA BEACH THIS SEVENTH DAY OF MAY TWENTY TWENTY FIVE OF VIRGINIA BEACH THIS SEVENTH DAY OF MAY TWENTY TWENTY FIVE THE THANK YOU. DAY OF MAY TWENTY TWENTY FIVE THE THANK YOU. DAY OF MAY TWENTY TWENTY FIVE THE THANK YOU. ANY DISCUSSION SEEING I CALL THE THANK YOU. ANY DISCUSSION SEEING I CALL THE THANK YOU. ANY DISCUSSION SEEING I CALL FOR THE VOTE TO APPROVE THE ANY DISCUSSION SEEING I CALL FOR THE VOTE TO APPROVE THE ANY DISCUSSION SEEING I CALL FOR

803THE VOTE TO APPROVE THE SALARY RESOLUTE FISCAL YEAR FOR THE VOTE TO APPROVE THE SALARY RESOLUTE FISCAL YEAR FOR THE VOTE TO APPROVE THE SALARY RESOLUTE FISCAL YEAR TWENTY TWENTY FIVE TWENTY SIX SALARY RESOLUTE FISCAL YEAR TWENTY TWENTY FIVE TWENTY SIX SALARY RESOLUTE FISCAL YEAR TWENTY TWENTY FIVE TWENTY SIX OPTION TO AS PRESENTED SO TWENTY TWENTY FIVE TWENTY SIX OPTION TO AS PRESENTED SO TWENTY TWENTY FIVE TWENTY SIX OPTION TO AS PRESENTED SO MANAGER WE OF LEBANESE THE OPTION TO AS PRESENTED SO MANAGER WE OF LEBANESE THE OPTION TO AS PRESENTED SO MANAGER WE OF LEBANESE THE MOTION TO PASS FOR THE SALARY MANAGER WE OF LEBANESE THE MOTION TO PASS FOR THE SALARY MANAGER WE OF LEBANESE THE MOTION TO PASS FOR THE SALARY RESOLUTION FOIA TWENTY 25 26 MOTION TO PASS FOR THE

804SALARY RESOLUTION FOIA TWENTY 25 26 MOTION TO PASS FOR THE SALARY RESOLUTION FOIA TWENTY 25 26 THANK YOU. RESOLUTION FOIA TWENTY 25 26 THANK YOU. RESOLUTION FOIA TWENTY 25 26 THANK YOU. WE ARE NOW ONTO BUDGET THANK YOU. WE ARE NOW ONTO BUDGET THANK YOU. WE ARE NOW ONTO BUDGET TRANSFERS I CALL FOR A MOTION A WE ARE NOW ONTO BUDGET TRANSFERS I CALL FOR A MOTION A WE ARE NOW ONTO BUDGET TRANSFERS I CALL FOR A MOTION A MOTION TO APPROVE THE BUDGET TRANSFERS I CALL FOR A MOTION A MOTION TO APPROVE THE BUDGET TRANSFERS I CALL FOR A MOTION A MOTION TO APPROVE THE BUDGET TRANSFERS AS PRESENTED MOVE BY MOTION TO APPROVE THE BUDGET TRANSFERS AS PRESENTED MOVE BY MOTION TO APPROVE THE BUDGET TRANSFERS AS PRESENTED MOVE BY MISS DWYER NEED

805A SECOND AS TRANSFERS AS PRESENTED MOVE BY MISS DWYER NEED A SECOND AS TRANSFERS AS PRESENTED MOVE BY MISS DWYER NEED A SECOND AS THEIR SECOND SECONDED MR. MISS DWYER NEED A SECOND AS THEIR SECOND SECONDED MR. MISS DWYER NEED A SECOND AS THEIR SECOND SECONDED MR. BALANCE STEELE AND DISCUSSION THEIR SECOND SECONDED MR. BALANCE STEELE AND DISCUSSION THEIR SECOND SECONDED MR. BALANCE STEELE AND DISCUSSION SEEING AND I CALL FOR THE VOTE BALANCE STEELE AND DISCUSSION SEEING AND I CALL FOR THE VOTE BALANCE STEELE AND DISCUSSION SEEING AND I CALL FOR THE VOTE TO APPROVE THE BUDGET TRANSFERS SEEING AND I CALL FOR THE VOTE TO APPROVE THE BUDGET TRANSFERS SEEING AND I CALL FOR THE VOTE TO APPROVE THE BUDGET TRANSFERS AS PRESENTED AND MIND IS WANTED TO APPROVE THE BUDGET TRANSFERS AS PRESENTED

806AND MIND IS WANTED TO APPROVE THE BUDGET TRANSFERS AS PRESENTED AND MIND IS WANTED ME BUT I WOULD LIKE TO VOTE. AS PRESENTED AND MIND IS WANTED ME BUT I WOULD LIKE TO VOTE. AS PRESENTED AND MIND IS WANTED ME BUT I WOULD LIKE TO VOTE. I VOTE YES SO MADAM CHAIR WE ME BUT I WOULD LIKE TO VOTE. I VOTE YES SO MADAM CHAIR WE ME BUT I WOULD LIKE TO VOTE. I VOTE YES SO MADAM CHAIR WE HAVE A LEBANESE MOTION TO PASS I VOTE YES SO MADAM CHAIR WE HAVE A LEBANESE MOTION TO PASS I VOTE YES SO MADAM CHAIR WE HAVE A LEBANESE MOTION TO PASS FOR THE BUDGET TRANSFERS. HAVE A LEBANESE MOTION TO PASS FOR THE BUDGET TRANSFERS. HAVE A LEBANESE MOTION TO PASS FOR THE BUDGET TRANSFERS. THANK

807YOU. FOR THE BUDGET TRANSFERS. THANK YOU. FOR THE BUDGET TRANSFERS. THANK YOU. WE ARE NOW ON TO POLICY FIVE THANK YOU. WE ARE NOW ON TO POLICY FIVE THANK YOU. WE ARE NOW ON TO POLICY FIVE DASH FOUR I CALL FOR A MOTION WE ARE NOW ON TO POLICY FIVE DASH FOUR I CALL FOR A MOTION WE ARE NOW ON TO POLICY FIVE DASH FOUR I CALL FOR A MOTION TO APPROVE POLICY FIVE DASH DASH FOUR I CALL FOR A MOTION TO APPROVE POLICY FIVE DASH DASH FOUR I CALL FOR A MOTION TO APPROVE POLICY FIVE DASH FOUR AS PRESENTED IN THE IT'S TO APPROVE POLICY FIVE DASH FOUR AS PRESENTED IN THE IT'S TO APPROVE POLICY FIVE DASH FOUR AS PRESENTED IN THE IT'S NOT LETTING US PUT IT IN FOUR AS PRESENTED IN

808THE IT'S NOT LETTING US PUT IT IN FOUR AS PRESENTED IN THE IT'S NOT LETTING US PUT IT IN ANYMORE REGINA SO MOVED BY MR NOT LETTING US PUT IT IN ANYMORE REGINA SO MOVED BY MR NOT LETTING US PUT IT IN ANYMORE REGINA SO MOVED BY MR IS THEIR SECOND SECONDED BY ANYMORE REGINA SO MOVED BY MR IS THEIR SECOND SECONDED BY ANYMORE REGINA SO MOVED BY MR IS THEIR SECOND SECONDED BY MISS DWYRE AND MISS >> ROGERS IS THEIR SECOND SECONDED BY MISS DWYRE AND MISS >> ROGERS IS THEIR SECOND SECONDED BY MISS DWYRE AND MISS >> ROGERS YES SO EARLIER TONIGHT EARLIER MISS DWYRE AND MISS >> ROGERS YES SO EARLIER TONIGHT EARLIER MISS DWYRE AND MISS >> ROGERS YES SO EARLIER TONIGHT EARLIER TONIGHT I SAID THAT I COULDN'T YES SO

809EARLIER TONIGHT EARLIER TONIGHT I SAID THAT I COULDN'T YES SO EARLIER TONIGHT EARLIER TONIGHT I SAID THAT I COULDN'T THE AGENDA BECAUSE WE DIDN'T TONIGHT I SAID THAT I COULDN'T THE AGENDA BECAUSE WE DIDN'T TONIGHT I SAID THAT I COULDN'T THE AGENDA BECAUSE WE DIDN'T FOLLOW PROCEDURE FOLLOW THE AGENDA BECAUSE WE DIDN'T FOLLOW PROCEDURE FOLLOW THE AGENDA BECAUSE WE DIDN'T FOLLOW PROCEDURE FOLLOW PROCEDURE AND I LOOKED BYLAWS FOLLOW PROCEDURE FOLLOW PROCEDURE AND I LOOKED BYLAWS FOLLOW PROCEDURE FOLLOW PROCEDURE AND I LOOKED BYLAWS AND BELOW ONE DASH ONE DASH PROCEDURE AND I LOOKED BYLAWS AND BELOW ONE DASH ONE DASH PROCEDURE AND I LOOKED BYLAWS AND BELOW ONE DASH ONE DASH THREE TWO STATES WHEN POLICIES AND BELOW ONE DASH ONE DASH THREE TWO STATES WHEN POLICIES AND BELOW ONE DASH ONE DASH THREE TWO STATES

810WHEN POLICIES SUBMITTED TO THE SCHOOL BOARD THREE TWO STATES WHEN POLICIES SUBMITTED TO THE SCHOOL BOARD THREE TWO STATES WHEN POLICIES SUBMITTED TO THE SCHOOL BOARD FOR CONSIDERATION THEY SHALL SUBMITTED TO THE SCHOOL BOARD FOR CONSIDERATION THEY SHALL SUBMITTED TO THE SCHOOL BOARD FOR CONSIDERATION THEY SHALL FIRST HAVE BEEN REVIEWED BY A FOR CONSIDERATION THEY SHALL FIRST HAVE BEEN REVIEWED BY A FOR CONSIDERATION THEY SHALL FIRST HAVE BEEN REVIEWED BY A MEMBER OF THE SCHOOL FIRST HAVE BEEN REVIEWED BY A MEMBER OF THE SCHOOL FIRST HAVE BEEN REVIEWED BY A MEMBER OF THE SCHOOL ADMINISTRATION DESIGNATED BY MEMBER OF THE SCHOOL ADMINISTRATION DESIGNATED BY MEMBER OF THE SCHOOL ADMINISTRATION DESIGNATED BY THE SUPERINTENDENT AND FAMILIAR ADMINISTRATION DESIGNATED BY THE SUPERINTENDENT AND FAMILIAR ADMINISTRATION DESIGNATED BY THE SUPERINTENDENT AND FAMILIAR OR RESPONSIBLE FOR THE ASPECT THE

811SUPERINTENDENT AND FAMILIAR OR RESPONSIBLE FOR THE ASPECT THE SUPERINTENDENT AND FAMILIAR OR RESPONSIBLE FOR THE ASPECT OF THE SCHOOL OPERATIONS OR RESPONSIBLE FOR THE ASPECT OF THE SCHOOL OPERATIONS OR RESPONSIBLE FOR THE ASPECT OF THE SCHOOL OPERATIONS AFFECTED BY THE POLICY DR. OF THE SCHOOL OPERATIONS AFFECTED BY THE POLICY DR. OF THE SCHOOL OPERATIONS AFFECTED BY THE POLICY DR. ROBERTS AND DID YOU SEE THE RED AFFECTED BY THE POLICY DR. ROBERTS AND DID YOU SEE THE RED AFFECTED BY THE POLICY DR. ROBERTS AND DID YOU SEE THE RED LINE POLICY? ROBERTS AND DID YOU SEE THE RED LINE POLICY? ROBERTS AND DID YOU SEE THE RED LINE POLICY? I HAVE ANNOUNCING IT YES BUT LINE POLICY? I HAVE ANNOUNCING IT YES BUT LINE POLICY? I HAVE ANNOUNCING IT YES BUT DID YOU SEE IT AS

812IT AS IT WAS I HAVE ANNOUNCING IT YES BUT DID YOU SEE IT AS IT AS IT WAS I HAVE ANNOUNCING IT YES BUT DID YOU SEE IT AS IT AS IT WAS WHEN IT WAS PRIOR TO BEING DID YOU SEE IT AS IT AS IT WAS WHEN IT WAS PRIOR TO BEING DID YOU SEE IT AS IT AS IT WAS WHEN IT WAS PRIOR TO BEING PRESENTED TO THE PRC NOT PRIOR WHEN IT WAS PRIOR TO BEING PRESENTED TO THE PRC NOT PRIOR WHEN IT WAS PRIOR TO BEING PRESENTED TO THE PRC NOT PRIOR TO BEING PRESENTED TO THE PRC. PRESENTED TO THE PRC NOT PRIOR TO BEING PRESENTED TO THE PRC. PRESENTED TO THE PRC NOT PRIOR TO BEING PRESENTED TO THE PRC. OK, THANK THE PROPOSED ADOPTION TO BEING PRESENTED TO THE

813PRC. OK, THANK THE PROPOSED ADOPTION TO BEING PRESENTED TO THE PRC. OK, THANK THE PROPOSED ADOPTION AMENDMENT REPEAL OR SUSPENSION OK, THANK THE PROPOSED ADOPTION AMENDMENT REPEAL OR SUSPENSION OK, THANK THE PROPOSED ADOPTION AMENDMENT REPEAL OR SUSPENSION WILL HAVE THE SIGNATURE OF THE AMENDMENT REPEAL OR SUSPENSION WILL HAVE THE SIGNATURE OF THE AMENDMENT REPEAL OR SUSPENSION WILL HAVE THE SIGNATURE OF THE PERSON SUBMITTING THE AMENDMENT WILL HAVE THE SIGNATURE OF THE PERSON SUBMITTING THE AMENDMENT WILL HAVE THE SIGNATURE OF THE PERSON SUBMITTING THE AMENDMENT IN THE PRC MEETING MRS. PERSON SUBMITTING THE AMENDMENT IN THE PRC MEETING MRS. PERSON SUBMITTING THE AMENDMENT IN THE PRC MEETING MRS. LINEARLY STATED MRS. TEAMS AND IN THE PRC MEETING MRS. LINEARLY STATED MRS. TEAMS AND IN THE PRC MEETING MRS. LINEARLY STATED MRS. TEAMS AND I WORKED ON

814THIS ON MONDAY TO LINEARLY STATED MRS. TEAMS AND I WORKED ON THIS ON MONDAY TO LINEARLY STATED MRS. TEAMS AND I WORKED ON THIS ON MONDAY TO SEE IF WE COULD COME UP WITH I WORKED ON THIS ON MONDAY TO SEE IF WE COULD COME UP WITH I WORKED ON THIS ON MONDAY TO SEE IF WE COULD COME UP WITH SOME SUGGESTIONS THAT WOULD BE SEE IF WE COULD COME UP WITH SOME SUGGESTIONS THAT WOULD BE SEE IF WE COULD COME UP WITH SOME SUGGESTIONS THAT WOULD BE WORKABLE. SOME SUGGESTIONS THAT WOULD BE WORKABLE. SOME SUGGESTIONS THAT WOULD BE WORKABLE. SO WHAT YOU'LL IS A SIGNIFICANT WORKABLE. SO WHAT YOU'LL IS A SIGNIFICANT WORKABLE. SO WHAT YOU'LL IS A SIGNIFICANT AMOUNT OF IF NOT SO MUCH A SO WHAT YOU'LL IS A SIGNIFICANT AMOUNT OF

815IF NOT SO MUCH A SO WHAT YOU'LL IS A SIGNIFICANT AMOUNT OF IF NOT SO MUCH A REWRITE BUT A STRIKE OUT ON AMOUNT OF IF NOT SO MUCH A REWRITE BUT A STRIKE OUT ON AMOUNT OF IF NOT SO MUCH A REWRITE BUT A STRIKE OUT ON THIS MRS. LEONETTI YOU SAID YOU REWRITE BUT A STRIKE OUT ON THIS MRS. LEONETTI YOU SAID YOU REWRITE BUT A STRIKE OUT ON THIS MRS. LEONETTI YOU SAID YOU AND MRS. AND MRS. WEEMS WORKED THIS MRS. LEONETTI YOU SAID YOU AND MRS. AND MRS. WEEMS WORKED THIS MRS. LEONETTI YOU SAID YOU AND MRS. AND MRS. WEEMS WORKED ON THIS CORRECT YES NOW BUT AND MRS. AND MRS. WEEMS WORKED ON THIS CORRECT YES NOW BUT AND MRS. AND MRS. WEEMS WORKED ON THIS CORRECT YES NOW BUT

816MRS. WILLIAMS IS MRS. WHIMSIES ON THIS CORRECT YES NOW BUT MRS. WILLIAMS IS MRS. WHIMSIES ON THIS CORRECT YES NOW BUT MRS. WILLIAMS IS MRS. WHIMSIES SIGNATURE IS NOT ON ANY OF THE MRS. WILLIAMS IS MRS. WHIMSIES SIGNATURE IS NOT ON ANY OF THE MRS. WILLIAMS IS MRS. WHIMSIES SIGNATURE IS NOT ON ANY OF THE CHANGES AND THAT IS PER BYLAW SIGNATURE IS NOT ON ANY OF THE CHANGES AND THAT IS PER BYLAW SIGNATURE IS NOT ON ANY OF THE CHANGES AND THAT IS PER BYLAW ONE POINT ONE DASH THREE TWO. CHANGES AND THAT IS PER BYLAW ONE POINT ONE DASH THREE TWO. CHANGES AND THAT IS PER BYLAW ONE POINT ONE DASH THREE TWO. FURTHERMORE, IT SAYS IN THIS ONE POINT ONE DASH THREE TWO. FURTHERMORE, IT SAYS IN THIS ONE POINT ONE DASH

817THREE TWO. FURTHERMORE, IT SAYS IN THIS BYLAW IN THE EVENT THE POLICIES FURTHERMORE, IT SAYS IN THIS BYLAW IN THE EVENT THE POLICIES FURTHERMORE, IT SAYS IN THIS BYLAW IN THE EVENT THE POLICIES RECOMMENDED BY SCHOOL BYLAW IN THE EVENT THE POLICIES RECOMMENDED BY SCHOOL BYLAW IN THE EVENT THE POLICIES RECOMMENDED BY SCHOOL ADMINISTRATION, THE RECOMMENDED BY SCHOOL ADMINISTRATION, THE RECOMMENDED BY SCHOOL ADMINISTRATION, THE ADMINISTRATOR REVIEWING THE ADMINISTRATION, THE ADMINISTRATOR REVIEWING THE ADMINISTRATION, THE ADMINISTRATOR REVIEWING THE POLICY HE'LL SIGN THE POLICY ADMINISTRATOR REVIEWING THE POLICY HE'LL SIGN THE POLICY ADMINISTRATOR REVIEWING THE POLICY HE'LL SIGN THE POLICY APPROVED FOR CONTENT AND DATE POLICY HE'LL SIGN THE POLICY APPROVED FOR CONTENT AND DATE POLICY HE'LL SIGN THE POLICY APPROVED FOR CONTENT AND DATE THE SIGNATURE DR. ROBERTS AND APPROVED FOR CONTENT AND DATE THE SIGNATURE DR.

818ROBERTS AND APPROVED FOR CONTENT AND DATE THE SIGNATURE DR. ROBERTS AND DID YOU DATE THIS AT ALL AND THE SIGNATURE DR. ROBERTS AND DID YOU DATE THIS AT ALL AND THE SIGNATURE DR. ROBERTS AND DID YOU DATE THIS AT ALL AND SIGN IT? DID YOU DATE THIS AT ALL AND SIGN IT? DID YOU DATE THIS AT ALL AND SIGN IT? I DID NOT OK THE SUPERINTENDENT SIGN IT? I DID NOT OK THE SUPERINTENDENT SIGN IT? I DID NOT OK THE SUPERINTENDENT OR DESIGNEE ME ALSO REPRESENT I DID NOT OK THE SUPERINTENDENT OR DESIGNEE ME ALSO REPRESENT I DID NOT OK THE SUPERINTENDENT OR DESIGNEE ME ALSO REPRESENT TO REPRESENT TO THE SCHOOL OR DESIGNEE ME ALSO REPRESENT TO REPRESENT TO THE SCHOOL OR DESIGNEE ME ALSO REPRESENT TO REPRESENT TO THE SCHOOL BOARD OR THE

819COMMITTEE THEREOF TO REPRESENT TO THE SCHOOL BOARD OR THE COMMITTEE THEREOF TO REPRESENT TO THE SCHOOL BOARD OR THE COMMITTEE THEREOF THAT THE POLICY IS APPROVED FOR BOARD OR THE COMMITTEE THEREOF THAT THE POLICY IS APPROVED FOR BOARD OR THE COMMITTEE THEREOF THAT THE POLICY IS APPROVED FOR CONTENT APPROVING FOR CONTENT THAT THE POLICY IS APPROVED FOR CONTENT APPROVING FOR CONTENT THAT THE POLICY IS APPROVED FOR CONTENT APPROVING FOR CONTENT INDICATE THAT THE SCHOOL CONTENT APPROVING FOR CONTENT INDICATE THAT THE SCHOOL CONTENT APPROVING FOR CONTENT INDICATE THAT THE SCHOOL ADMINISTRATION AGREES THAT THE INDICATE THAT THE SCHOOL ADMINISTRATION AGREES THAT THE INDICATE THAT THE SCHOOL ADMINISTRATION AGREES THAT THE POLICY IS WORKABLE FOR THE ADMINISTRATION AGREES THAT THE POLICY IS WORKABLE FOR THE ADMINISTRATION AGREES THAT THE POLICY IS WORKABLE FOR THE SCHOOL DIVISION DR.

820ROBERTS AND POLICY IS WORKABLE FOR THE SCHOOL DIVISION DR. ROBERTS AND POLICY IS WORKABLE FOR THE SCHOOL DIVISION DR. ROBERTS AND DID YOU STATE WHETHER OR NOT SCHOOL DIVISION DR. ROBERTS AND DID YOU STATE WHETHER OR NOT SCHOOL DIVISION DR. ROBERTS AND DID YOU STATE WHETHER OR NOT THIS WAS WORKABLE FOR THE DID YOU STATE WHETHER OR NOT THIS WAS WORKABLE FOR THE DID YOU STATE WHETHER OR NOT THIS WAS WORKABLE FOR THE SCHOOL DIVISION ON THE POLICY THIS WAS WORKABLE FOR THE SCHOOL DIVISION ON THE POLICY THIS WAS WORKABLE FOR THE SCHOOL DIVISION ON THE POLICY IT SAYS APPROVING THE CONTENT SCHOOL DIVISION ON THE POLICY IT SAYS APPROVING THE CONTENT SCHOOL DIVISION ON THE POLICY IT SAYS APPROVING THE CONTENT INDICATES THAT THIS POLICIES IS IT SAYS APPROVING THE CONTENT INDICATES THAT THIS

821POLICIES IS IT SAYS APPROVING THE CONTENT INDICATES THAT THIS POLICIES IS WORKABLE FOR THE SCHOOL INDICATES THAT THIS POLICIES IS WORKABLE FOR THE SCHOOL INDICATES THAT THIS POLICIES IS WORKABLE FOR THE SCHOOL DIVISION SO YOU DID STATE THAT WORKABLE FOR THE SCHOOL DIVISION SO YOU DID STATE THAT WORKABLE FOR THE SCHOOL DIVISION SO YOU DID STATE THAT YOU DID NOT SIGN THAT IT WAS DIVISION SO YOU DID STATE THAT YOU DID NOT SIGN THAT IT WAS DIVISION SO YOU DID STATE THAT YOU DID NOT SIGN THAT IT WAS APPROVED FOR CONTENT CORRECTED YOU DID NOT SIGN THAT IT WAS APPROVED FOR CONTENT CORRECTED YOU DID NOT SIGN THAT IT WAS APPROVED FOR CONTENT CORRECTED . APPROVED FOR CONTENT CORRECTED . APPROVED FOR CONTENT CORRECTED . OK THANK YOU SO MUCH. . OK THANK YOU SO

822MUCH. . OK THANK YOU SO MUCH. YOU SIR. OK THANK YOU SO MUCH. YOU SIR. OK THANK YOU SO MUCH. YOU SIR. I THEREFORE WOULD TO MAKE A YOU SIR. I THEREFORE WOULD TO MAKE A YOU SIR. I THEREFORE WOULD TO MAKE A MOTION TO SEND THIS BACK TO THE I THEREFORE WOULD TO MAKE A MOTION TO SEND THIS BACK TO THE I THEREFORE WOULD TO MAKE A MOTION TO SEND THIS BACK TO THE PRC SO THAT IT CAN COMPLY WITH MOTION TO SEND THIS BACK TO THE PRC SO THAT IT CAN COMPLY WITH MOTION TO SEND THIS BACK TO THE PRC SO THAT IT CAN COMPLY WITH OUR BYLAW ONE DASH THREE TWO WE PRC SO THAT IT CAN COMPLY WITH OUR BYLAW ONE DASH THREE TWO WE PRC SO THAT IT CAN COMPLY

823WITH OUR BYLAW ONE DASH THREE TWO WE HAVE A MOTION FROM MISS ROGERS OUR BYLAW ONE DASH THREE TWO WE HAVE A MOTION FROM MISS ROGERS OUR BYLAW ONE DASH THREE TWO WE HAVE A MOTION FROM MISS ROGERS TO SEND THE POLICY BACK TO THE HAVE A MOTION FROM MISS ROGERS TO SEND THE POLICY BACK TO THE HAVE A MOTION FROM MISS ROGERS TO SEND THE POLICY BACK TO THE PRC SIR 2ND AND ALSO MISS TO SEND THE POLICY BACK TO THE PRC SIR 2ND AND ALSO MISS TO SEND THE POLICY BACK TO THE PRC SIR 2ND AND ALSO MISS LEONETTI CAN WEIGH YOU WEIGH IN PRC SIR 2ND AND ALSO MISS LEONETTI CAN WEIGH YOU WEIGH IN PRC SIR 2ND AND ALSO MISS LEONETTI CAN WEIGH YOU WEIGH IN ON THIS PLEASE GIVE AUGUST

824LEONETTI CAN WEIGH YOU WEIGH IN ON THIS PLEASE GIVE AUGUST LEONETTI CAN WEIGH YOU WEIGH IN ON THIS PLEASE GIVE AUGUST AUGUST YOUR APRIL 8TH ON THIS PLEASE GIVE AUGUST AUGUST YOUR APRIL 8TH ON THIS PLEASE GIVE AUGUST AUGUST YOUR APRIL 8TH RESOLUTION SPECIFICALLY ROAD AUGUST YOUR APRIL 8TH RESOLUTION SPECIFICALLY ROAD AUGUST YOUR APRIL 8TH RESOLUTION SPECIFICALLY ROAD THAT DIRECTING US WHAT TO DO RESOLUTION SPECIFICALLY ROAD THAT DIRECTING US WHAT TO DO RESOLUTION SPECIFICALLY ROAD THAT DIRECTING US WHAT TO DO WHICH WAS TO BRING RECOMMENDED THAT DIRECTING US WHAT TO DO WHICH WAS TO BRING RECOMMENDED THAT DIRECTING US WHAT TO DO WHICH WAS TO BRING RECOMMENDED SINCE THE PRC INTO MANY OTHER WHICH WAS TO BRING RECOMMENDED SINCE THE PRC INTO MANY OTHER WHICH WAS TO BRING RECOMMENDED SINCE THE PRC INTO MANY OTHER

825THINGS OTHER THINGS THIS YEAR. SINCE THE PRC INTO MANY OTHER THINGS OTHER THINGS THIS YEAR. SINCE THE PRC INTO MANY OTHER THINGS OTHER THINGS THIS YEAR. BUT PILOTS ARE LIKE OUR THINGS OTHER THINGS THIS YEAR. BUT PILOTS ARE LIKE OUR THINGS OTHER THINGS THIS YEAR. BUT PILOTS ARE LIKE OUR CONSTITUTION EVERYTHING IS BUT PILOTS ARE LIKE OUR CONSTITUTION EVERYTHING IS BUT PILOTS ARE LIKE OUR CONSTITUTION EVERYTHING IS SUPPOSED TO GO BY THE BYLAWS SO CONSTITUTION EVERYTHING IS SUPPOSED TO GO BY THE BYLAWS SO CONSTITUTION EVERYTHING IS SUPPOSED TO GO BY THE BYLAWS SO OUR RESOLUTION IF IT DOES WE SUPPOSED TO GO BY THE BYLAWS SO OUR RESOLUTION IF IT DOES WE SUPPOSED TO GO BY THE BYLAWS SO OUR RESOLUTION IF IT DOES WE THIS IS WHAT WE HAVE TO DO IS OUR RESOLUTION

826IF IT DOES WE THIS IS WHAT WE HAVE TO DO IS OUR RESOLUTION IF IT DOES WE THIS IS WHAT WE HAVE TO DO IS PER OUR BYLAWS IN THE PRC IT THIS IS WHAT WE HAVE TO DO IS PER OUR BYLAWS IN THE PRC IT THIS IS WHAT WE HAVE TO DO IS PER OUR BYLAWS IN THE PRC IT DOESN'T MATTER WHETHER OR NOT PER OUR BYLAWS IN THE PRC IT DOESN'T MATTER WHETHER OR NOT PER OUR BYLAWS IN THE PRC IT DOESN'T MATTER WHETHER OR NOT IT WENT TO PRC WHEN COMES TO DOESN'T MATTER WHETHER OR NOT IT WENT TO PRC WHEN COMES TO DOESN'T MATTER WHETHER OR NOT IT WENT TO PRC WHEN COMES TO THESE HAVE TWO PROCESSES HAVE IT WENT TO PRC WHEN COMES TO THESE HAVE TWO PROCESSES HAVE

827IT WENT TO PRC WHEN COMES TO THESE HAVE TWO PROCESSES HAVE TO BE DONE BY ONE DASH THREE THESE HAVE TWO PROCESSES HAVE TO BE DONE BY ONE DASH THREE THESE HAVE TWO PROCESSES HAVE TO BE DONE BY ONE DASH THREE TWO IT'S FINE THAT YOU BROUGHT TO BE DONE BY ONE DASH THREE TWO IT'S FINE THAT YOU BROUGHT TO BE DONE BY ONE DASH THREE TWO IT'S FINE THAT YOU BROUGHT IT BUT IT DIDN'T FOLLOW THE TWO IT'S FINE THAT YOU BROUGHT IT BUT IT DIDN'T FOLLOW THE TWO IT'S FINE THAT YOU BROUGHT IT BUT IT DIDN'T FOLLOW THE PROCEDURES. IT BUT IT DIDN'T FOLLOW THE PROCEDURES. IT BUT IT DIDN'T FOLLOW THE PROCEDURES. SO I'M SENDING BACK SO WE CAN PROCEDURES. SO I'M SENDING BACK SO WE CAN PROCEDURES. SO I'M SENDING BACK

828SO WE CAN FOLLOW THE PROCEDURES AGAIN WE SO I'M SENDING BACK SO WE CAN FOLLOW THE PROCEDURES AGAIN WE SO I'M SENDING BACK SO WE CAN FOLLOW THE PROCEDURES AGAIN WE FOLLOW THE RESOLUTION AS FOLLOW THE PROCEDURES AGAIN WE FOLLOW THE RESOLUTION AS FOLLOW THE PROCEDURES AGAIN WE FOLLOW THE RESOLUTION AS DIRECTED TOWARDS EIGHTH YOUR FOLLOW THE RESOLUTION AS DIRECTED TOWARDS EIGHTH YOUR FOLLOW THE RESOLUTION AS DIRECTED TOWARDS EIGHTH YOUR EMOTIONAL IS INCONSISTENT AND DIRECTED TOWARDS EIGHTH YOUR EMOTIONAL IS INCONSISTENT AND DIRECTED TOWARDS EIGHTH YOUR EMOTIONAL IS INCONSISTENT AND THAT IT'S INCONSISTENT AND THAT EMOTIONAL IS INCONSISTENT AND THAT IT'S INCONSISTENT AND THAT EMOTIONAL IS INCONSISTENT AND THAT IT'S INCONSISTENT AND THAT WILL BE SOMETHING BOARD HAS TO THAT IT'S INCONSISTENT AND THAT WILL BE SOMETHING BOARD HAS TO THAT IT'S INCONSISTENT AND THAT WILL

829BE SOMETHING BOARD HAS TO VOTE ON. WILL BE SOMETHING BOARD HAS TO VOTE ON. WILL BE SOMETHING BOARD HAS TO VOTE ON. OK >>, SO IS THERE A SECOND TO VOTE ON. OK >>, SO IS THERE A SECOND TO VOTE ON. OK >>, SO IS THERE A SECOND TO MISS ROGERS MOTION YOUR THAT OK >>, SO IS THERE A SECOND TO MISS ROGERS MOTION YOUR THAT OK >>, SO IS THERE A SECOND TO MISS ROGERS MOTION YOUR THAT CANNOT MISS ROGERS. MISS ROGERS MOTION YOUR THAT CANNOT MISS ROGERS. MISS ROGERS MOTION YOUR THAT CANNOT MISS ROGERS. ANY DISCUSSION MISS RODGERS CANNOT MISS ROGERS. ANY DISCUSSION MISS RODGERS CANNOT MISS ROGERS. ANY DISCUSSION MISS RODGERS MOTION TO SEND THIS BACK TO ANY DISCUSSION MISS RODGERS MOTION TO SEND THIS BACK TO ANY DISCUSSION MISS RODGERS MOTION

830TO SEND THIS BACK TO PRC? MOTION TO SEND THIS BACK TO PRC? MOTION TO SEND THIS BACK TO PRC? MR. BOLTON SO I'M JUST TRYING PRC? MR. BOLTON SO I'M JUST TRYING PRC? MR. BOLTON SO I'M JUST TRYING TO GET THIS CLEAR. MR. BOLTON SO I'M JUST TRYING TO GET THIS CLEAR. MR. BOLTON SO I'M JUST TRYING TO GET THIS CLEAR. WE CAN CONTINUE A VOTE ON THIS TO GET THIS CLEAR. WE CAN CONTINUE A VOTE ON THIS TO GET THIS CLEAR. WE CAN CONTINUE A VOTE ON THIS AND WE'RE NOT BREAKING ANY LAWS WE CAN CONTINUE A VOTE ON THIS AND WE'RE NOT BREAKING ANY LAWS WE CAN CONTINUE A VOTE ON THIS AND WE'RE NOT BREAKING ANY LAWS OR ANYTHING OR I'M JUST TRYING AND WE'RE NOT BREAKING ANY LAWS OR ANYTHING OR

831I'M JUST TRYING AND WE'RE NOT BREAKING ANY LAWS OR ANYTHING OR I'M JUST TRYING TO FIGURE I BELIEVE THIS OR ANYTHING OR I'M JUST TRYING TO FIGURE I BELIEVE THIS OR ANYTHING OR I'M JUST TRYING TO FIGURE I BELIEVE THIS RESOLUTION OF APRIL EIGHT, THE TO FIGURE I BELIEVE THIS RESOLUTION OF APRIL EIGHT, THE TO FIGURE I BELIEVE THIS RESOLUTION OF APRIL EIGHT, THE ROAD THIS IS VERY DIRECT TO RESOLUTION OF APRIL EIGHT, THE ROAD THIS IS VERY DIRECT TO RESOLUTION OF APRIL EIGHT, THE ROAD THIS IS VERY DIRECT TO YOUR APRIL 8TH RESOLUTION ROAD ROAD THIS IS VERY DIRECT TO YOUR APRIL 8TH RESOLUTION ROAD ROAD THIS IS VERY DIRECT TO YOUR APRIL 8TH RESOLUTION ROAD WHAT YOUR NORMAL POLICIES YOUR APRIL 8TH RESOLUTION ROAD WHAT YOUR NORMAL POLICIES YOUR APRIL 8TH RESOLUTION ROAD

832WHAT YOUR NORMAL POLICIES NORMAL POLICIES ARE AND WHAT YOUR NORMAL POLICIES NORMAL POLICIES ARE AND WHAT YOUR NORMAL POLICIES NORMAL POLICIES ARE AND DIRECTED US TO BRING THE POLICY NORMAL POLICIES ARE AND DIRECTED US TO BRING THE POLICY NORMAL POLICIES ARE AND DIRECTED US TO BRING THE POLICY BACK TO THE PRC. DIRECTED US TO BRING THE POLICY BACK TO THE PRC. DIRECTED US TO BRING THE POLICY BACK TO THE PRC. AND THEN YOU PASSED VOTED UP BACK TO THE PRC. AND THEN YOU PASSED VOTED UP BACK TO THE PRC. AND THEN YOU PASSED VOTED UP PRC VOTED UP TO THE SCHOOL AND THEN YOU PASSED VOTED UP PRC VOTED UP TO THE SCHOOL AND THEN YOU PASSED VOTED UP PRC VOTED UP TO THE SCHOOL BOARD NOW BEFORE THE SCHOOL PRC VOTED UP TO THE

833SCHOOL BOARD NOW BEFORE THE SCHOOL PRC VOTED UP TO THE SCHOOL BOARD NOW BEFORE THE SCHOOL BOARD STREAMS YES. BOARD NOW BEFORE THE SCHOOL BOARD STREAMS YES. BOARD NOW BEFORE THE SCHOOL BOARD STREAMS YES. AS OUR LEGAL HAS ADVISED US WE BOARD STREAMS YES. AS OUR LEGAL HAS ADVISED US WE BOARD STREAMS YES. AS OUR LEGAL HAS ADVISED US WE PROPER PROCEDURE BECAUSE THE AS OUR LEGAL HAS ADVISED US WE PROPER PROCEDURE BECAUSE THE AS OUR LEGAL HAS ADVISED US WE PROPER PROCEDURE BECAUSE THE RESOLUTION IN THE DIRECTION PROPER PROCEDURE BECAUSE THE RESOLUTION IN THE DIRECTION PROPER PROCEDURE BECAUSE THE RESOLUTION IN THE DIRECTION THERE FROM THE RESOLUTION SO I RESOLUTION IN THE DIRECTION THERE FROM THE RESOLUTION SO I RESOLUTION IN THE DIRECTION THERE FROM THE RESOLUTION SO I WILL NOT BE VOTING TO

834SEND THIS THERE FROM THE RESOLUTION SO I WILL NOT BE VOTING TO SEND THIS THERE FROM THE RESOLUTION SO I WILL NOT BE VOTING TO SEND THIS THAT WE VOTED LAST WEEK NOT TO WILL NOT BE VOTING TO SEND THIS THAT WE VOTED LAST WEEK NOT TO WILL NOT BE VOTING TO SEND THIS THAT WE VOTED LAST WEEK NOT TO SEND IT BACK I WILL NOT VOTE THAT WE VOTED LAST WEEK NOT TO SEND IT BACK I WILL NOT VOTE THAT WE VOTED LAST WEEK NOT TO SEND IT BACK I WILL NOT VOTE NOT VOTE TO SEND IT BACK THIS SEND IT BACK I WILL NOT VOTE NOT VOTE TO SEND IT BACK THIS SEND IT BACK I WILL NOT VOTE NOT VOTE TO SEND IT BACK THIS WEEK. NOT VOTE TO SEND IT BACK

835THIS WEEK. NOT VOTE TO SEND IT BACK THIS WEEK. THANK YOU MR. ROGERS SO YOU'RE WEEK. THANK YOU MR. ROGERS SO YOU'RE WEEK. THANK YOU MR. ROGERS SO YOU'RE LEGALLY YOU'RE LEGALLY ADVISING THANK YOU MR. ROGERS SO YOU'RE LEGALLY YOU'RE LEGALLY ADVISING THANK YOU MR. ROGERS SO YOU'RE LEGALLY YOU'RE LEGALLY ADVISING US, MRS. LEONETTI THAT LEGALLY YOU'RE LEGALLY ADVISING US, MRS. LEONETTI THAT LEGALLY YOU'RE LEGALLY ADVISING US, MRS. LEONETTI THAT RESOLUTIONS SUPERSEDE OUR US, MRS. LEONETTI THAT RESOLUTIONS SUPERSEDE OUR US, MRS. LEONETTI THAT RESOLUTIONS SUPERSEDE OUR BYLAWS. RESOLUTIONS SUPERSEDE OUR BYLAWS. RESOLUTIONS SUPERSEDE OUR BYLAWS. THAT'S WHAT YOU'RE LEGALLY BYLAWS. THAT'S WHAT YOU'RE LEGALLY BYLAWS. THAT'S WHAT YOU'RE LEGALLY ADVISING US THE CAMP. THAT'S WHAT YOU'RE LEGALLY ADVISING US THE CAMP. THAT'S WHAT YOU'RE LEGALLY ADVISING US THE CAMP. OK, MR. CUMMINGS, WHAT'S THE ADVISING

836US THE CAMP. OK, MR. CUMMINGS, WHAT'S THE ADVISING US THE CAMP. OK, MR. CUMMINGS, WHAT'S THE PRECEDENTS FOR THAT LIKE IS IT OK, MR. CUMMINGS, WHAT'S THE PRECEDENTS FOR THAT LIKE IS IT OK, MR. CUMMINGS, WHAT'S THE PRECEDENTS FOR THAT LIKE IS IT WHERE WHERE WE SET A PRECEDENT PRECEDENTS FOR THAT LIKE IS IT WHERE WHERE WE SET A PRECEDENT PRECEDENTS FOR THAT LIKE IS IT WHERE WHERE WE SET A PRECEDENT SET A RESOLUTION OVERCOMES OUR WHERE WHERE WE SET A PRECEDENT SET A RESOLUTION OVERCOMES OUR WHERE WHERE WE SET A PRECEDENT SET A RESOLUTION OVERCOMES OUR BYLAWS BECAUSE I THINK TO THE SET A RESOLUTION OVERCOMES OUR BYLAWS BECAUSE I THINK TO THE SET A RESOLUTION OVERCOMES OUR BYLAWS BECAUSE I THINK TO THE GENERAL PUBLIC WE READ A POLICY BYLAWS BECAUSE I THINK

837TO THE GENERAL PUBLIC WE READ A POLICY BYLAWS BECAUSE I THINK TO THE GENERAL PUBLIC WE READ A POLICY WE EXPECT THE POLICY TO BE GENERAL PUBLIC WE READ A POLICY WE EXPECT THE POLICY TO BE GENERAL PUBLIC WE READ A POLICY WE EXPECT THE POLICY TO BE FOLLOWED ONE THREE DASH TO WE EXPECT THE POLICY TO BE FOLLOWED ONE THREE DASH TO WE EXPECT THE POLICY TO BE FOLLOWED ONE THREE DASH TO INVOLVE SIGNATURES SIGNATURES FOLLOWED ONE THREE DASH TO INVOLVE SIGNATURES SIGNATURES FOLLOWED ONE THREE DASH TO INVOLVE SIGNATURES SIGNATURES I'M HAVING A HARD TIME INVOLVE SIGNATURES SIGNATURES I'M HAVING A HARD TIME INVOLVE SIGNATURES SIGNATURES I'M HAVING A HARD TIME DECIPHERING HOW THE RESOLUTIONS I'M HAVING A HARD TIME DECIPHERING HOW THE RESOLUTIONS I'M HAVING A HARD TIME DECIPHERING HOW THE RESOLUTIONS BYPASSES

838POLICY THAT WE'VE DECIPHERING HOW THE RESOLUTIONS BYPASSES POLICY THAT WE'VE DECIPHERING HOW THE RESOLUTIONS BYPASSES POLICY THAT WE'VE IMPLEMENTED BECAUSE IT SEEMS BYPASSES POLICY THAT WE'VE IMPLEMENTED BECAUSE IT SEEMS BYPASSES POLICY THAT WE'VE IMPLEMENTED BECAUSE IT SEEMS LIKE THE RESOLUTION SAID IMPLEMENTED BECAUSE IT SEEMS LIKE THE RESOLUTION SAID IMPLEMENTED BECAUSE IT SEEMS LIKE THE RESOLUTION SAID DISSENT SOMETHING A POLICY LIKE THE RESOLUTION SAID DISSENT SOMETHING A POLICY LIKE THE RESOLUTION SAID DISSENT SOMETHING A POLICY REVIEW COMMITTEE AND THEN IT DISSENT SOMETHING A POLICY REVIEW COMMITTEE AND THEN IT DISSENT SOMETHING A POLICY REVIEW COMMITTEE AND THEN IT WOULD FOLLOW THE NORMAL REVIEW COMMITTEE AND THEN IT WOULD FOLLOW THE NORMAL REVIEW COMMITTEE AND THEN IT WOULD FOLLOW THE NORMAL PROCESSES GUIDED BY OUR BYLAWS WOULD FOLLOW THE NORMAL PROCESSES GUIDED BY OUR BYLAWS WOULD FOLLOW

839THE NORMAL PROCESSES GUIDED BY OUR BYLAWS AGAIN YOU RESOLUTIONS THAT TO PROCESSES GUIDED BY OUR BYLAWS AGAIN YOU RESOLUTIONS THAT TO PROCESSES GUIDED BY OUR BYLAWS AGAIN YOU RESOLUTIONS THAT TO THE POLICY THE POLICY REVIEW AGAIN YOU RESOLUTIONS THAT TO THE POLICY THE POLICY REVIEW AGAIN YOU RESOLUTIONS THAT TO THE POLICY THE POLICY REVIEW COMMITTEE TO SEND THE POLICY THE POLICY REVIEW COMMITTEE TO SEND THE POLICY THE POLICY REVIEW COMMITTEE TO SEND RECOMMENDATIONS TO YOU AND COMMITTEE TO SEND RECOMMENDATIONS TO YOU AND COMMITTEE TO SEND RECOMMENDATIONS TO YOU AND THAT'S WHAT YOU DID. RECOMMENDATIONS TO YOU AND THAT'S WHAT YOU DID. RECOMMENDATIONS TO YOU AND THAT'S WHAT YOU DID. YOU FOLLOWED THE RESOLUTION. THAT'S WHAT YOU DID. YOU FOLLOWED THE RESOLUTION. THAT'S WHAT YOU DID. YOU FOLLOWED THE RESOLUTION. I THINK IT'S DIFFICULT FOR US

840YOU FOLLOWED THE RESOLUTION. I THINK IT'S DIFFICULT FOR US YOU FOLLOWED THE RESOLUTION. I THINK IT'S DIFFICULT FOR US TO UNDERSTAND HOW DOES WHAT'S I THINK IT'S DIFFICULT FOR US TO UNDERSTAND HOW DOES WHAT'S I THINK IT'S DIFFICULT FOR US TO UNDERSTAND HOW DOES WHAT'S THE PRESIDENT STILL FOR TO UNDERSTAND HOW DOES WHAT'S THE PRESIDENT STILL FOR TO UNDERSTAND HOW DOES WHAT'S THE PRESIDENT STILL FOR RESOLUTION OVERCOMING BYLAWS I THE PRESIDENT STILL FOR RESOLUTION OVERCOMING BYLAWS I THE PRESIDENT STILL FOR RESOLUTION OVERCOMING BYLAWS I THINK THAT'S WHAT THAT'S WHAT RESOLUTION OVERCOMING BYLAWS I THINK THAT'S WHAT THAT'S WHAT RESOLUTION OVERCOMING BYLAWS I THINK THAT'S WHAT THAT'S WHAT >> SPECIFIC >> ACTION OF THE THINK THAT'S WHAT THAT'S WHAT >> SPECIFIC >> ACTION OF THE THINK THAT'S WHAT THAT'S WHAT >> SPECIFIC >> ACTION OF THE

841SCHOOL BOARD DIFFERENT THAN >> SPECIFIC >> ACTION OF THE SCHOOL BOARD DIFFERENT THAN >> SPECIFIC >> ACTION OF THE SCHOOL BOARD DIFFERENT THAN YOUR NORMAL PROCESSES THAT YOU SCHOOL BOARD DIFFERENT THAN YOUR NORMAL PROCESSES THAT YOU SCHOOL BOARD DIFFERENT THAN YOUR NORMAL PROCESSES THAT YOU WOULD HAVE FOLLOWED SO YOU'D YOUR NORMAL PROCESSES THAT YOU WOULD HAVE FOLLOWED SO YOU'D YOUR NORMAL PROCESSES THAT YOU WOULD HAVE FOLLOWED SO YOU'D VOTE A SPECIFIC RESOLUTION WOULD HAVE FOLLOWED SO YOU'D VOTE A SPECIFIC RESOLUTION WOULD HAVE FOLLOWED SO YOU'D VOTE A SPECIFIC RESOLUTION DRAFTING HOW YOU WANTED THIS VOTE A SPECIFIC RESOLUTION DRAFTING HOW YOU WANTED THIS VOTE A SPECIFIC RESOLUTION DRAFTING HOW YOU WANTED THIS ISSUE TO BE HANDLED AND YOU DRAFTING HOW YOU WANTED THIS ISSUE TO BE HANDLED AND YOU DRAFTING HOW YOU WANTED THIS ISSUE

842TO BE HANDLED AND YOU VOTED FOR THAT BY MAJORITY VOTE ISSUE TO BE HANDLED AND YOU VOTED FOR THAT BY MAJORITY VOTE ISSUE TO BE HANDLED AND YOU VOTED FOR THAT BY MAJORITY VOTE TO HAVE AND THAT'S HOW IT WAS VOTED FOR THAT BY MAJORITY VOTE TO HAVE AND THAT'S HOW IT WAS VOTED FOR THAT BY MAJORITY VOTE TO HAVE AND THAT'S HOW IT WAS HANDLED. TO HAVE AND THAT'S HOW IT WAS HANDLED. TO HAVE AND THAT'S HOW IT WAS HANDLED. OK, MISS ROGERS, CAN REPEAT HANDLED. OK, MISS ROGERS, CAN REPEAT HANDLED. OK, MISS ROGERS, CAN REPEAT WHICH SECTION OF OUR BYLAWS OR OK, MISS ROGERS, CAN REPEAT WHICH SECTION OF OUR BYLAWS OR OK, MISS ROGERS, CAN REPEAT WHICH SECTION OF OUR BYLAWS OR OUR BYLAWS DESH ONE DASH THREE WHICH SECTION OF OUR

843BYLAWS OR OUR BYLAWS DESH ONE DASH THREE WHICH SECTION OF OUR BYLAWS OR OUR BYLAWS DESH ONE DASH THREE TO SPECIFICALLY STATE THAT WHEN OUR BYLAWS DESH ONE DASH THREE TO SPECIFICALLY STATE THAT WHEN OUR BYLAWS DESH ONE DASH THREE TO SPECIFICALLY STATE THAT WHEN WE HAVE A POLICY WHICH SECTION TO SPECIFICALLY STATE THAT WHEN WE HAVE A POLICY WHICH SECTION TO SPECIFICALLY STATE THAT WHEN WE HAVE A POLICY WHICH SECTION OF ONE ONE THREE TO ONE THREE WE HAVE A POLICY WHICH SECTION OF ONE ONE THREE TO ONE THREE WE HAVE A POLICY WHICH SECTION OF ONE ONE THREE TO ONE THREE TO BRC A THANK C A THANK YOU. OF ONE ONE THREE TO ONE THREE TO BRC A THANK C A THANK YOU. OF ONE ONE THREE TO ONE THREE TO BRC

844A THANK C A THANK YOU. YOU'RE WELCOME. TO BRC A THANK C A THANK YOU. YOU'RE WELCOME. TO BRC A THANK C A THANK YOU. YOU'RE WELCOME. IT'S SPECIFICALLY STATES THAT YOU'RE WELCOME. IT'S SPECIFICALLY STATES THAT YOU'RE WELCOME. IT'S SPECIFICALLY STATES THAT THEY SHALL FIRST HAVE BEEN IT'S SPECIFICALLY STATES THAT THEY SHALL FIRST HAVE BEEN IT'S SPECIFICALLY STATES THAT THEY SHALL FIRST HAVE BEEN REVIEWED BY THE SCHOOL THEY SHALL FIRST HAVE BEEN REVIEWED BY THE SCHOOL THEY SHALL FIRST HAVE BEEN REVIEWED BY THE SCHOOL ADMINISTRATION DESIGNATED BY REVIEWED BY THE SCHOOL ADMINISTRATION DESIGNATED BY REVIEWED BY THE SCHOOL ADMINISTRATION DESIGNATED BY THE SUPERINTENDENT WITH ASPECT ADMINISTRATION DESIGNATED BY THE SUPERINTENDENT WITH ASPECT ADMINISTRATION DESIGNATED BY THE SUPERINTENDENT WITH ASPECT OH WHO IS RESPONSIBLE FOR THE THE SUPERINTENDENT WITH ASPECT OH WHO IS RESPONSIBLE FOR THE

845THE SUPERINTENDENT WITH ASPECT OH WHO IS RESPONSIBLE FOR THE ASPECT OF SCHOOL OPERATIONS OH WHO IS RESPONSIBLE FOR THE ASPECT OF SCHOOL OPERATIONS OH WHO IS RESPONSIBLE FOR THE ASPECT OF SCHOOL OPERATIONS EFFECT BY THE BY THE POLICY. ASPECT OF SCHOOL OPERATIONS EFFECT BY THE BY THE POLICY. ASPECT OF SCHOOL OPERATIONS EFFECT BY THE BY THE POLICY. THIS IS SUPPOSED TO BE EVERY EFFECT BY THE BY THE POLICY. THIS IS SUPPOSED TO BE EVERY EFFECT BY THE BY THE POLICY. THIS IS SUPPOSED TO BE EVERY TIME IF IT'S NOT THEN EVERY THIS IS SUPPOSED TO BE EVERY TIME IF IT'S NOT THEN EVERY THIS IS SUPPOSED TO BE EVERY TIME IF IT'S NOT THEN EVERY TIME I DON'T WHAT TO SAY I'M TIME IF IT'S NOT THEN EVERY TIME I DON'T WHAT TO SAY I'M

846TIME IF IT'S NOT THEN EVERY TIME I DON'T WHAT TO SAY I'M JUST SAYING FOR THIS TIME IT TIME I DON'T WHAT TO SAY I'M JUST SAYING FOR THIS TIME IT TIME I DON'T WHAT TO SAY I'M JUST SAYING FOR THIS TIME IT DIDN'T IT DIDN'T HAPPEN. JUST SAYING FOR THIS TIME IT DIDN'T IT DIDN'T HAPPEN. JUST SAYING FOR THIS TIME IT DIDN'T IT DIDN'T HAPPEN. IT ALSO STATES THAT THE DIDN'T IT DIDN'T HAPPEN. IT ALSO STATES THAT THE DIDN'T IT DIDN'T HAPPEN. IT ALSO STATES THAT THE SIGNATURE OF THE PERSON IT ALSO STATES THAT THE SIGNATURE OF THE PERSON IT ALSO STATES THAT THE SIGNATURE OF THE PERSON SUBMITTING THE AMENDMENT IS SIGNATURE OF THE PERSON SUBMITTING THE AMENDMENT IS SIGNATURE OF THE PERSON SUBMITTING THE AMENDMENT IS SUPPOSED TO BE ON THERE. SUBMITTING

847THE AMENDMENT IS SUPPOSED TO BE ON THERE. SUBMITTING THE AMENDMENT IS SUPPOSED TO BE ON THERE. IT'S ON THEY'RE SUPPOSED TO SUPPOSED TO BE ON THERE. IT'S ON THEY'RE SUPPOSED TO SUPPOSED TO BE ON THERE. IT'S ON THEY'RE SUPPOSED TO HAPPEN EVERY TIME IF IT TIME IF IT'S ON THEY'RE SUPPOSED TO HAPPEN EVERY TIME IF IT TIME IF IT'S ON THEY'RE SUPPOSED TO HAPPEN EVERY TIME IF IT TIME IF IT DOESN'T HAPPEN EVERY TIME, HAPPEN EVERY TIME IF IT TIME IF IT DOESN'T HAPPEN EVERY TIME, HAPPEN EVERY TIME IF IT TIME IF IT DOESN'T HAPPEN EVERY TIME, OK, BUT I'M ASKING US TO FOLLOW IT DOESN'T HAPPEN EVERY TIME, OK, BUT I'M ASKING US TO FOLLOW IT DOESN'T HAPPEN EVERY TIME, OK, BUT I'M ASKING US TO FOLLOW OUR BYLAWS. OK, BUT I'M ASKING US

848TO FOLLOW OUR BYLAWS. OK, BUT I'M ASKING US TO FOLLOW OUR BYLAWS. I DON'T UNDERSTAND ASKING FOR OUR BYLAWS. I DON'T UNDERSTAND ASKING FOR OUR BYLAWS. I DON'T UNDERSTAND ASKING FOR SIGNATURES THAT ARE BYLAWS TELL I DON'T UNDERSTAND ASKING FOR SIGNATURES THAT ARE BYLAWS TELL I DON'T UNDERSTAND ASKING FOR SIGNATURES THAT ARE BYLAWS TELL US WE HAVE TO HAVE ON THE SIGNATURES THAT ARE BYLAWS TELL US WE HAVE TO HAVE ON THE SIGNATURES THAT ARE BYLAWS TELL US WE HAVE TO HAVE ON THE CHANGES YOU ALL MADE IS WE CAN US WE HAVE TO HAVE ON THE CHANGES YOU ALL MADE IS WE CAN US WE HAVE TO HAVE ON THE CHANGES YOU ALL MADE IS WE CAN JUST THROW THAT OUT THE WINDOW CHANGES YOU ALL MADE IS WE CAN JUST THROW THAT OUT

849THE WINDOW CHANGES YOU ALL MADE IS WE CAN JUST THROW THAT OUT THE WINDOW BECAUSE THE RESOLUTION SAYS WE JUST THROW THAT OUT THE WINDOW BECAUSE THE RESOLUTION SAYS WE JUST THROW THAT OUT THE WINDOW BECAUSE THE RESOLUTION SAYS WE HAVE TO DO THE POLICY NOT BECAUSE THE RESOLUTION SAYS WE HAVE TO DO THE POLICY NOT BECAUSE THE RESOLUTION SAYS WE HAVE TO DO THE POLICY NOT ASKING FOR ANYTHING OTHER THAN HAVE TO DO THE POLICY NOT ASKING FOR ANYTHING OTHER THAN HAVE TO DO THE POLICY NOT ASKING FOR ANYTHING OTHER THAN OUR PROCEDURES THAT WE HAVE IN ASKING FOR ANYTHING OTHER THAN OUR PROCEDURES THAT WE HAVE IN ASKING FOR ANYTHING OTHER THAN OUR PROCEDURES THAT WE HAVE IN BYLAW ONE, DASH THREE U.S. A TO OUR PROCEDURES THAT WE HAVE IN BYLAW ONE,

850DASH THREE U.S. A TO OUR PROCEDURES THAT WE HAVE IN BYLAW ONE, DASH THREE U.S. A TO BE FOLLOWED. BYLAW ONE, DASH THREE U.S. A TO BE FOLLOWED. BYLAW ONE, DASH THREE U.S. A TO BE FOLLOWED. SO IT SHOULD GO BACK THE PERSON BE FOLLOWED. SO IT SHOULD GO BACK THE PERSON BE FOLLOWED. SO IT SHOULD GO BACK THE PERSON WHO MADE THE CHANGES SHOULD BE SO IT SHOULD GO BACK THE PERSON WHO MADE THE CHANGES SHOULD BE SO IT SHOULD GO BACK THE PERSON WHO MADE THE CHANGES SHOULD BE SIGNING THE CHANGES THAT THEY WHO MADE THE CHANGES SHOULD BE SIGNING THE CHANGES THAT THEY WHO MADE THE CHANGES SHOULD BE SIGNING THE CHANGES THAT THEY MADE IT SHOULD BE GIVEN TO THE SIGNING THE CHANGES THAT THEY MADE IT SHOULD BE GIVEN TO

851THE SIGNING THE CHANGES THAT THEY MADE IT SHOULD BE GIVEN TO THE SUPERINTENDENT SO THAT WE KNOW MADE IT SHOULD BE GIVEN TO THE SUPERINTENDENT SO THAT WE KNOW MADE IT SHOULD BE GIVEN TO THE SUPERINTENDENT SO THAT WE KNOW THAT THIS IS WORKABLE FOR THE SUPERINTENDENT SO THAT WE KNOW THAT THIS IS WORKABLE FOR THE SUPERINTENDENT SO THAT WE KNOW THAT THIS IS WORKABLE FOR THE SCHOOLS AND THEN >> BROUGHT TO THAT THIS IS WORKABLE FOR THE SCHOOLS AND THEN >> BROUGHT TO THAT THIS IS WORKABLE FOR THE SCHOOLS AND THEN >> BROUGHT TO US. SCHOOLS AND THEN >> BROUGHT TO US. SCHOOLS AND THEN >> BROUGHT TO US. THAT'S WHAT OUR PROCEDURES ARE. US. THAT'S WHAT OUR PROCEDURES ARE. US. THAT'S WHAT OUR PROCEDURES ARE. SO I'M NOT EXACTLY SURE HOW THE THAT'S

852WHAT OUR PROCEDURES ARE. SO I'M NOT EXACTLY SURE HOW THE THAT'S WHAT OUR PROCEDURES ARE. SO I'M NOT EXACTLY SURE HOW THE RESOLUTION CAN SUPERSEDE WHAT SO I'M NOT EXACTLY SURE HOW THE RESOLUTION CAN SUPERSEDE WHAT SO I'M NOT EXACTLY SURE HOW THE RESOLUTION CAN SUPERSEDE WHAT THE PROCEDURES WE HAVE IN PLACE RESOLUTION CAN SUPERSEDE WHAT THE PROCEDURES WE HAVE IN PLACE RESOLUTION CAN SUPERSEDE WHAT THE PROCEDURES WE HAVE IN PLACE SO I JUST I'M GOING TO COMMENT THE PROCEDURES WE HAVE IN PLACE SO I JUST I'M GOING TO COMMENT THE PROCEDURES WE HAVE IN PLACE SO I JUST I'M GOING TO COMMENT ON THAT REALLY QUICKLY AND THEN SO I JUST I'M GOING TO COMMENT ON THAT REALLY QUICKLY AND THEN SO I JUST I'M GOING TO COMMENT ON THAT REALLY QUICKLY AND THEN

853MISS LEONETTI HAS SOMETHING TO ON THAT REALLY QUICKLY AND THEN MISS LEONETTI HAS SOMETHING TO ON THAT REALLY QUICKLY AND THEN MISS LEONETTI HAS SOMETHING TO SAY BUT I'M LOOKING UNDER MISS LEONETTI HAS SOMETHING TO SAY BUT I'M LOOKING UNDER MISS LEONETTI HAS SOMETHING TO SAY BUT I'M LOOKING UNDER SECTION C WHERE IT REQUEST TO SAY BUT I'M LOOKING UNDER SECTION C WHERE IT REQUEST TO SAY BUT I'M LOOKING UNDER SECTION C WHERE IT REQUEST TO ADOPT A MAN TO REPEAL A POLICY SECTION C WHERE IT REQUEST TO ADOPT A MAN TO REPEAL A POLICY SECTION C WHERE IT REQUEST TO ADOPT A MAN TO REPEAL A POLICY THAT ARE NOT SENT TO POLICY ADOPT A MAN TO REPEAL A POLICY THAT ARE NOT SENT TO POLICY ADOPT A MAN TO REPEAL A POLICY THAT

854ARE NOT SENT TO POLICY REVIEW COMMITTEE FOR REVIEW THAT ARE NOT SENT TO POLICY REVIEW COMMITTEE FOR REVIEW THAT ARE NOT SENT TO POLICY REVIEW COMMITTEE FOR REVIEW SHOULD BE SUBMITTED TO SCHOOL REVIEW COMMITTEE FOR REVIEW SHOULD BE SUBMITTED TO SCHOOL REVIEW COMMITTEE FOR REVIEW SHOULD BE SUBMITTED TO SCHOOL BOARD MEMBERS AND THE STUDENT SHOULD BE SUBMITTED TO SCHOOL BOARD MEMBERS AND THE STUDENT SHOULD BE SUBMITTED TO SCHOOL BOARD MEMBERS AND THE STUDENT WRITING PRIOR TO THE SCHOOL BOARD MEMBERS AND THE STUDENT WRITING PRIOR TO THE SCHOOL BOARD MEMBERS AND THE STUDENT WRITING PRIOR TO THE SCHOOL BOARD MEETING IT WAS IN OUR WRITING PRIOR TO THE SCHOOL BOARD MEETING IT WAS IN OUR WRITING PRIOR TO THE SCHOOL BOARD MEETING IT WAS IN OUR PACKET SO WAS AT WHICH THE BOARD MEETING IT WAS

855IN OUR PACKET SO WAS AT WHICH THE BOARD MEETING IT WAS IN OUR PACKET SO WAS AT WHICH THE PROPOSED ACTION WILL BE PACKET SO WAS AT WHICH THE PROPOSED ACTION WILL BE PACKET SO WAS AT WHICH THE PROPOSED ACTION WILL BE REVIEWED OR DISCUSSED OF FOR PROPOSED ACTION WILL BE REVIEWED OR DISCUSSED OF FOR PROPOSED ACTION WILL BE REVIEWED OR DISCUSSED OF FOR ADOPTION SHE'LL TAKE PLACE AT A REVIEWED OR DISCUSSED OF FOR ADOPTION SHE'LL TAKE PLACE AT A REVIEWED OR DISCUSSED OF FOR ADOPTION SHE'LL TAKE PLACE AT A SUBSEQUENT MEETING SUBSEQUENT ADOPTION SHE'LL TAKE PLACE AT A SUBSEQUENT MEETING SUBSEQUENT ADOPTION SHE'LL TAKE PLACE AT A SUBSEQUENT MEETING SUBSEQUENT MEETING OF THE SCHOOL BOARD SUBSEQUENT MEETING SUBSEQUENT MEETING OF THE SCHOOL BOARD SUBSEQUENT MEETING SUBSEQUENT MEETING OF THE SCHOOL BOARD PLUS SCHOOL REVIVE

856MAJORITY MEETING OF THE SCHOOL BOARD PLUS SCHOOL REVIVE MAJORITY MEETING OF THE SCHOOL BOARD PLUS SCHOOL REVIVE MAJORITY VOTE MOVES TO APPROVE THE PLUS SCHOOL REVIVE MAJORITY VOTE MOVES TO APPROVE THE PLUS SCHOOL REVIVE MAJORITY VOTE MOVES TO APPROVE THE POLICY AT THAT MEETING MAJORITY VOTE MOVES TO APPROVE THE POLICY AT THAT MEETING MAJORITY VOTE MOVES TO APPROVE THE POLICY AT THAT MEETING MAJORITY OF VOTES OF THE SCHOOL BOARD POLICY AT THAT MEETING MAJORITY OF VOTES OF THE SCHOOL BOARD POLICY AT THAT MEETING MAJORITY OF VOTES OF THE SCHOOL BOARD MEMBERS PRESENT AT MEETING WILL OF VOTES OF THE SCHOOL BOARD MEMBERS PRESENT AT MEETING WILL OF VOTES OF THE SCHOOL BOARD MEMBERS PRESENT AT MEETING WILL BE NEEDED FOR ADOPTION MEMBERS PRESENT AT MEETING WILL BE NEEDED FOR ADOPTION MEMBERS PRESENT AT MEETING WILL

857BE NEEDED FOR ADOPTION AMENDMENT OR REPEAL. BE NEEDED FOR ADOPTION AMENDMENT OR REPEAL. BE NEEDED FOR ADOPTION AMENDMENT OR REPEAL. MR. LEONETTI AND THEN MISS AMENDMENT OR REPEAL. MR. LEONETTI AND THEN MISS AMENDMENT OR REPEAL. MR. LEONETTI AND THEN MISS MELMAC AS I MENTIONED THAT WAS MR. LEONETTI AND THEN MISS MELMAC AS I MENTIONED THAT WAS MR. LEONETTI AND THEN MISS MELMAC AS I MENTIONED THAT WAS THE SECTOR IS GOING TO PUT OUT MELMAC AS I MENTIONED THAT WAS THE SECTOR IS GOING TO PUT OUT MELMAC AS I MENTIONED THAT WAS THE SECTOR IS GOING TO PUT OUT TO YOU MISS MALNIK SO IN THE SECTOR IS GOING TO PUT OUT TO YOU MISS MALNIK SO IN THE SECTOR IS GOING TO PUT OUT TO YOU MISS MALNIK SO IN FAIRNESS TO IN FAIRNESS TO

858ALL TO YOU MISS MALNIK SO IN FAIRNESS TO IN FAIRNESS TO ALL TO YOU MISS MALNIK SO IN FAIRNESS TO IN FAIRNESS TO ALL ALL PARTIES INVOLVED THERE WAS FAIRNESS TO IN FAIRNESS TO ALL ALL PARTIES INVOLVED THERE WAS FAIRNESS TO IN FAIRNESS TO ALL ALL PARTIES INVOLVED THERE WAS A DIFFERENT PATH FOR THIS ALL PARTIES INVOLVED THERE WAS A DIFFERENT PATH FOR THIS ALL PARTIES INVOLVED THERE WAS A DIFFERENT PATH FOR THIS POLICY SO AS THE POLICY REVIEW A DIFFERENT PATH FOR THIS POLICY SO AS THE POLICY REVIEW A DIFFERENT PATH FOR THIS POLICY SO AS THE POLICY REVIEW COMMITTEE HAS ALWAYS EXISTED, POLICY SO AS THE POLICY REVIEW COMMITTEE HAS ALWAYS EXISTED, POLICY SO AS THE POLICY REVIEW COMMITTEE HAS ALWAYS EXISTED, THERE WAS A A ROAD A ROAD TO COMMITTEE HAS ALWAYS

859EXISTED, THERE WAS A A ROAD A ROAD TO COMMITTEE HAS ALWAYS EXISTED, THERE WAS A A ROAD A ROAD TO THE BOARD IF YOU WILL AND I'LL THERE WAS A A ROAD A ROAD TO THE BOARD IF YOU WILL AND I'LL THERE WAS A A ROAD A ROAD TO THE BOARD IF YOU WILL AND I'LL USE MR. SUTTON AS THE EXAMPLE THE BOARD IF YOU WILL AND I'LL USE MR. SUTTON AS THE EXAMPLE THE BOARD IF YOU WILL AND I'LL USE MR. SUTTON AS THE EXAMPLE MR. SUTTON USED TO HELP CREATE USE MR. SUTTON AS THE EXAMPLE MR. SUTTON USED TO HELP CREATE USE MR. SUTTON AS THE EXAMPLE MR. SUTTON USED TO HELP CREATE THE AGENDA FOR THE POLICY MR. SUTTON USED TO HELP CREATE THE AGENDA FOR THE POLICY MR. SUTTON USED TO

860HELP CREATE THE AGENDA FOR THE POLICY REVIEW COMMITTEE AND HE WORKED THE AGENDA FOR THE POLICY REVIEW COMMITTEE AND HE WORKED THE AGENDA FOR THE POLICY REVIEW COMMITTEE AND HE WORKED WITH STAFF AND THAT'S THAT IS REVIEW COMMITTEE AND HE WORKED WITH STAFF AND THAT'S THAT IS REVIEW COMMITTEE AND HE WORKED WITH STAFF AND THAT'S THAT IS MRS. ROGERS RIGHT ON THAT ONE WITH STAFF AND THAT'S THAT IS MRS. ROGERS RIGHT ON THAT ONE WITH STAFF AND THAT'S THAT IS MRS. ROGERS RIGHT ON THAT ONE THAT IS HOW ALL OF THIS MRS. ROGERS RIGHT ON THAT ONE THAT IS HOW ALL OF THIS MRS. ROGERS RIGHT ON THAT ONE THAT IS HOW ALL OF THIS HAPPENED KIND OF STARTED WITH THAT IS HOW ALL OF THIS HAPPENED KIND OF STARTED WITH THAT IS HOW ALL

861OF THIS HAPPENED KIND OF STARTED WITH STAFF. HAPPENED KIND OF STARTED WITH STAFF. HAPPENED KIND OF STARTED WITH STAFF. IT STARTED IT STARTS THE WHOLE STAFF. IT STARTED IT STARTS THE WHOLE STAFF. IT STARTED IT STARTS THE WHOLE POLICY AND THEN MRS. LEONETTI IT STARTED IT STARTS THE WHOLE POLICY AND THEN MRS. LEONETTI IT STARTED IT STARTS THE WHOLE POLICY AND THEN MRS. LEONETTI WAYS IN WITH WHAT'S IN THE Q POLICY AND THEN MRS. LEONETTI WAYS IN WITH WHAT'S IN THE Q POLICY AND THEN MRS. LEONETTI WAYS IN WITH WHAT'S IN THE Q AND THERE IS THAT PROCESS AND WAYS IN WITH WHAT'S IN THE Q AND THERE IS THAT PROCESS AND WAYS IN WITH WHAT'S IN THE Q AND THERE IS THAT PROCESS AND IT DOES KIND GET SIGNED OFF ON AND THERE IS

862THAT PROCESS AND IT DOES KIND GET SIGNED OFF ON AND THERE IS THAT PROCESS AND IT DOES KIND GET SIGNED OFF ON AND THEN THE AGENDA IS APPROVED IT DOES KIND GET SIGNED OFF ON AND THEN THE AGENDA IS APPROVED IT DOES KIND GET SIGNED OFF ON AND THEN THE AGENDA IS APPROVED BY THE POLICY REVIEW COMMITTEE AND THEN THE AGENDA IS APPROVED BY THE POLICY REVIEW COMMITTEE AND THEN THE AGENDA IS APPROVED BY THE POLICY REVIEW COMMITTEE CHAIR AND THEN IT GOES ON AND BY THE POLICY REVIEW COMMITTEE CHAIR AND THEN IT GOES ON AND BY THE POLICY REVIEW COMMITTEE CHAIR AND THEN IT GOES ON AND THAT IS THAT'S BEEN THE CHAIR AND THEN IT GOES ON AND THAT IS THAT'S BEEN THE CHAIR AND THEN IT GOES ON AND THAT IS THAT'S

863BEEN THE LONGSTANDING ROLE FOR POLICIES THAT IS THAT'S BEEN THE LONGSTANDING ROLE FOR POLICIES THAT IS THAT'S BEEN THE LONGSTANDING ROLE FOR POLICIES COMING THROUGH TO POLICY REVIEW LONGSTANDING ROLE FOR POLICIES COMING THROUGH TO POLICY REVIEW LONGSTANDING ROLE FOR POLICIES COMING THROUGH TO POLICY REVIEW COMMITTEE AND THEN IT COMES TO COMING THROUGH TO POLICY REVIEW COMMITTEE AND THEN IT COMES TO COMING THROUGH TO POLICY REVIEW COMMITTEE AND THEN IT COMES TO THE FULL BOARD IN THIS CASE AND COMMITTEE AND THEN IT COMES TO THE FULL BOARD IN THIS CASE AND COMMITTEE AND THEN IT COMES TO THE FULL BOARD IN THIS CASE AND THAT'S WHAT I'M REALLY SITTING THE FULL BOARD IN THIS CASE AND THAT'S WHAT I'M REALLY SITTING THE FULL BOARD IN THIS CASE AND THAT'S WHAT I'M REALLY SITTING BACK AND THINKING

864ABOUT THERE THAT'S WHAT I'M REALLY SITTING BACK AND THINKING ABOUT THERE THAT'S WHAT I'M REALLY SITTING BACK AND THINKING ABOUT THERE WAS A RESOLUTION THAT WAS BACK AND THINKING ABOUT THERE WAS A RESOLUTION THAT WAS BACK AND THINKING ABOUT THERE WAS A RESOLUTION THAT WAS WRITTEN ON FIVE MORE MADAM WAS A RESOLUTION THAT WAS WRITTEN ON FIVE MORE MADAM WAS A RESOLUTION THAT WAS WRITTEN ON FIVE MORE MADAM CHAIR, IF YOU COULD MAYBE ASK WRITTEN ON FIVE MORE MADAM CHAIR, IF YOU COULD MAYBE ASK WRITTEN ON FIVE MORE MADAM CHAIR, IF YOU COULD MAYBE ASK HER ATTORNEY THAT QUESTION IT CHAIR, IF YOU COULD MAYBE ASK HER ATTORNEY THAT QUESTION IT CHAIR, IF YOU COULD MAYBE ASK HER ATTORNEY THAT QUESTION IT WAS DRAFTED MRS. MRS BROWN HER ATTORNEY THAT QUESTION IT WAS DRAFTED MRS.

865MRS BROWN HER ATTORNEY THAT QUESTION IT WAS DRAFTED MRS. MRS BROWN DRAFTED IN CONSULTATION WITH WAS DRAFTED MRS. MRS BROWN DRAFTED IN CONSULTATION WITH WAS DRAFTED MRS. MRS BROWN DRAFTED IN CONSULTATION WITH MR. CULPEPER AND THEN SHE I DRAFTED IN CONSULTATION WITH MR. CULPEPER AND THEN SHE I DRAFTED IN CONSULTATION WITH MR. CULPEPER AND THEN SHE I ASSISTED HER. MR. CULPEPER AND THEN SHE I ASSISTED HER. MR. CULPEPER AND THEN SHE I ASSISTED HER. OH THAT'S RIGHT. ASSISTED HER. OH THAT'S RIGHT. ASSISTED HER. OH THAT'S RIGHT. SO IN THIS CASE THERE WAS A OH THAT'S RIGHT. SO IN THIS CASE THERE WAS A OH THAT'S RIGHT. SO IN THIS CASE THERE WAS A RESOLUTION DRAFTED BY THE CHAIR SO IN THIS CASE THERE WAS A RESOLUTION DRAFTED BY THE CHAIR SO IN THIS CASE THERE

866WAS A RESOLUTION DRAFTED BY THE CHAIR AND MR. CULPEPER AND I WANT TO RESOLUTION DRAFTED BY THE CHAIR AND MR. CULPEPER AND I WANT TO RESOLUTION DRAFTED BY THE CHAIR AND MR. CULPEPER AND I WANT TO SAY I REMEMBER THAT DR. AND MR. CULPEPER AND I WANT TO SAY I REMEMBER THAT DR. AND MR. CULPEPER AND I WANT TO SAY I REMEMBER THAT DR. ROBERTSON WAS ASKED IF HE WAS SAY I REMEMBER THAT DR. ROBERTSON WAS ASKED IF HE WAS SAY I REMEMBER THAT DR. ROBERTSON WAS ASKED IF HE WAS NOT COMFORTABLE WITH THE WAY ROBERTSON WAS ASKED IF HE WAS NOT COMFORTABLE WITH THE WAY ROBERTSON WAS ASKED IF HE WAS NOT COMFORTABLE WITH THE WAY THIS THING HAPPENED. NOT COMFORTABLE WITH THE WAY THIS THING HAPPENED. NOT COMFORTABLE WITH THE WAY THIS THING

867HAPPENED. AND SO, YOU KNOW, CLEARLY AGAIN THIS THING HAPPENED. AND SO, YOU KNOW, CLEARLY AGAIN THIS THING HAPPENED. AND SO, YOU KNOW, CLEARLY AGAIN IT'S BEEN STATED THE STATED AND SO, YOU KNOW, CLEARLY AGAIN IT'S BEEN STATED THE STATED AND SO, YOU KNOW, CLEARLY AGAIN IT'S BEEN STATED THE STATED EARLIER BY MRS PHELPS WE DON'T IT'S BEEN STATED THE STATED EARLIER BY MRS PHELPS WE DON'T IT'S BEEN STATED THE STATED EARLIER BY MRS PHELPS WE DON'T HAVE VOTES BUT THAT IS THE EARLIER BY MRS PHELPS WE DON'T HAVE VOTES BUT THAT IS THE EARLIER BY MRS PHELPS WE DON'T HAVE VOTES BUT THAT IS THE TRUTH THIS WAS A DIFFERENT HAVE VOTES BUT THAT IS THE TRUTH THIS WAS A DIFFERENT HAVE VOTES BUT THAT IS THE TRUTH THIS WAS A DIFFERENT PROCESS AND SOMETHING

868CHANGED TRUTH THIS WAS A DIFFERENT PROCESS AND SOMETHING CHANGED TRUTH THIS WAS A DIFFERENT PROCESS AND SOMETHING CHANGED IN THIS PROCESS AND THAT WAS PROCESS AND SOMETHING CHANGED IN THIS PROCESS AND THAT WAS PROCESS AND SOMETHING CHANGED IN THIS PROCESS AND THAT WAS THAT RESOLUTION. IN THIS PROCESS AND THAT WAS THAT RESOLUTION. IN THIS PROCESS AND THAT WAS THAT RESOLUTION. BUT ALL POLICIES UP TO NOW HAVE THAT RESOLUTION. BUT ALL POLICIES UP TO NOW HAVE THAT RESOLUTION. BUT ALL POLICIES UP TO NOW HAVE ALWAYS GONE THROUGH THAT BUT ALL POLICIES UP TO NOW HAVE ALWAYS GONE THROUGH THAT BUT ALL POLICIES UP TO NOW HAVE ALWAYS GONE THROUGH THAT PROCESS WAS STAFF SIGNING OFF ALWAYS GONE THROUGH THAT PROCESS WAS STAFF SIGNING OFF ALWAYS GONE THROUGH THAT PROCESS WAS STAFF SIGNING OFF THE ATTORNEY LOOKING

869AT OVER PROCESS WAS STAFF SIGNING OFF THE ATTORNEY LOOKING AT OVER PROCESS WAS STAFF SIGNING OFF THE ATTORNEY LOOKING AT OVER THAN IT BEING BROUGHT BACK TO THE ATTORNEY LOOKING AT OVER THAN IT BEING BROUGHT BACK TO THE ATTORNEY LOOKING AT OVER THAN IT BEING BROUGHT BACK TO POLICY REVIEW COMMITTEE AND THAN IT BEING BROUGHT BACK TO POLICY REVIEW COMMITTEE AND THAN IT BEING BROUGHT BACK TO POLICY REVIEW COMMITTEE AND THEN IT GOES ON THERE IS TRUTH POLICY REVIEW COMMITTEE AND THEN IT GOES ON THERE IS TRUTH POLICY REVIEW COMMITTEE AND THEN IT GOES ON THERE IS TRUTH TO THAT I HADN'T HEARD THIS THEN IT GOES ON THERE IS TRUTH TO THAT I HADN'T HEARD THIS THEN IT GOES ON THERE IS TRUTH TO THAT I HADN'T HEARD THIS BEFORE SHE SPOKE SO RIGHT

870SO WE TO THAT I HADN'T HEARD THIS BEFORE SHE SPOKE SO RIGHT SO WE TO THAT I HADN'T HEARD THIS BEFORE SHE SPOKE SO RIGHT SO WE ARE GOING TO VOTE TO VOTE ON BEFORE SHE SPOKE SO RIGHT SO WE ARE GOING TO VOTE TO VOTE ON BEFORE SHE SPOKE SO RIGHT SO WE ARE GOING TO VOTE TO VOTE ON THE MOTION FROM IS ROGERS TO ARE GOING TO VOTE TO VOTE ON THE MOTION FROM IS ROGERS TO ARE GOING TO VOTE TO VOTE ON THE MOTION FROM IS ROGERS TO SEND POLICY FIVE FOUR BACK TO THE MOTION FROM IS ROGERS TO SEND POLICY FIVE FOUR BACK TO THE MOTION FROM IS ROGERS TO SEND POLICY FIVE FOUR BACK TO THE PRC. SEND POLICY FIVE FOUR BACK TO THE PRC. SEND POLICY FIVE FOUR BACK

871TO THE PRC. THE VOTING BOARD IS OPEN MIND THE PRC. THE VOTING BOARD IS OPEN MIND THE PRC. THE VOTING BOARD IS OPEN MIND WILL SHOW UP IS AND HOW WOULD THE VOTING BOARD IS OPEN MIND WILL SHOW UP IS AND HOW WOULD THE VOTING BOARD IS OPEN MIND WILL SHOW UP IS AND HOW WOULD YOU WOULD YOU LIKE TO VOTE NOW WILL SHOW UP IS AND HOW WOULD YOU WOULD YOU LIKE TO VOTE NOW WILL SHOW UP IS AND HOW WOULD YOU WOULD YOU LIKE TO VOTE NOW SO MADAM CHAIR, WE HAVE FIVE YOU WOULD YOU LIKE TO VOTE NOW SO MADAM CHAIR, WE HAVE FIVE YOU WOULD YOU LIKE TO VOTE NOW SO MADAM CHAIR, WE HAVE FIVE EYES AND SIX DAYS SO THE MOTION SO MADAM CHAIR, WE HAVE FIVE EYES AND

872SIX DAYS SO THE MOTION SO MADAM CHAIR, WE HAVE FIVE EYES AND SIX DAYS SO THE MOTION BY MISS ROGERS DID NOT PASS. EYES AND SIX DAYS SO THE MOTION BY MISS ROGERS DID NOT PASS. EYES AND SIX DAYS SO THE MOTION BY MISS ROGERS DID NOT PASS. OK THANK YOU. BY MISS ROGERS DID NOT PASS. OK THANK YOU. BY MISS ROGERS DID NOT PASS. OK THANK YOU. WE ARE NOW BACK TO THE ORIGINAL OK THANK YOU. WE ARE NOW BACK TO THE ORIGINAL OK THANK YOU. WE ARE NOW BACK TO THE ORIGINAL POLICY FIVE DASH FOUR AS WE ARE NOW BACK TO THE ORIGINAL POLICY FIVE DASH FOUR AS WE ARE NOW BACK TO THE ORIGINAL POLICY FIVE DASH FOUR AS PRESENTED MISS ROGERS SO I POLICY FIVE DASH FOUR AS PRESENTED MISS ROGERS

873SO I POLICY FIVE DASH FOUR AS PRESENTED MISS ROGERS SO I CANNOT SUPPORT ANY THESE PRESENTED MISS ROGERS SO I CANNOT SUPPORT ANY THESE PRESENTED MISS ROGERS SO I CANNOT SUPPORT ANY THESE CHANGES BECAUSE WE DON'T FOLLOW CANNOT SUPPORT ANY THESE CHANGES BECAUSE WE DON'T FOLLOW CANNOT SUPPORT ANY THESE CHANGES BECAUSE WE DON'T FOLLOW OUR BYLAWS. CHANGES BECAUSE WE DON'T FOLLOW OUR BYLAWS. CHANGES BECAUSE WE DON'T FOLLOW OUR BYLAWS. THAT IS SOMETHING THAT SUPPOSED OUR BYLAWS. THAT IS SOMETHING THAT SUPPOSED OUR BYLAWS. THAT IS SOMETHING THAT SUPPOSED TO BE FOLLOWED AT ALL TIMES I THAT IS SOMETHING THAT SUPPOSED TO BE FOLLOWED AT ALL TIMES I THAT IS SOMETHING THAT SUPPOSED TO BE FOLLOWED AT ALL TIMES I HAVE I HAVE ALWAYS BEEN TOLD TO BE FOLLOWED AT ALL TIMES I HAVE I HAVE ALWAYS

874BEEN TOLD TO BE FOLLOWED AT ALL TIMES I HAVE I HAVE ALWAYS BEEN TOLD THAT YOU WOLF WE'RE OBVIOUSLY HAVE I HAVE ALWAYS BEEN TOLD THAT YOU WOLF WE'RE OBVIOUSLY HAVE I HAVE ALWAYS BEEN TOLD THAT YOU WOLF WE'RE OBVIOUSLY ONLY WHEN IT SUITS SO I WILL THAT YOU WOLF WE'RE OBVIOUSLY ONLY WHEN IT SUITS SO I WILL THAT YOU WOLF WE'RE OBVIOUSLY ONLY WHEN IT SUITS SO I WILL NOT SUPPORTING POLICY FIVE TO ONLY WHEN IT SUITS SO I WILL NOT SUPPORTING POLICY FIVE TO ONLY WHEN IT SUITS SO I WILL NOT SUPPORTING POLICY FIVE TO FOR CHANGES I'M >> ACTUALLY NOT SUPPORTING POLICY FIVE TO FOR CHANGES I'M >> ACTUALLY NOT SUPPORTING POLICY FIVE TO FOR CHANGES I'M >> ACTUALLY GOING TO SPEAK SINCE I THINK FOR CHANGES I'M >> ACTUALLY GOING TO

875SPEAK SINCE I THINK FOR CHANGES I'M >> ACTUALLY GOING TO SPEAK SINCE I THINK EVERYONE SO FAR HAS HAD A GOING TO SPEAK SINCE I THINK EVERYONE SO FAR HAS HAD A GOING TO SPEAK SINCE I THINK EVERYONE SO FAR HAS HAD A CHANCE TO SPEAK THAT'S IN LINE EVERYONE SO FAR HAS HAD A CHANCE TO SPEAK THAT'S IN LINE EVERYONE SO FAR HAS HAD A CHANCE TO SPEAK THAT'S IN LINE AND IF I'M INCORRECT PLEASE CHANCE TO SPEAK THAT'S IN LINE AND IF I'M INCORRECT PLEASE CHANCE TO SPEAK THAT'S IN LINE AND IF I'M INCORRECT PLEASE CORRECT ME I ACTUALLY HAVE AN AND IF I'M INCORRECT PLEASE CORRECT ME I ACTUALLY HAVE AN AND IF I'M INCORRECT PLEASE CORRECT ME I ACTUALLY HAVE AN AMENDMENT HERE THAT I WOULD CORRECT ME I ACTUALLY HAVE

876AN AMENDMENT HERE THAT I WOULD CORRECT ME I ACTUALLY HAVE AN AMENDMENT HERE THAT I WOULD LIKE TO PROPOSE SO I'M GOING TO AMENDMENT HERE THAT I WOULD LIKE TO PROPOSE SO I'M GOING TO AMENDMENT HERE THAT I WOULD LIKE TO PROPOSE SO I'M GOING TO GO AHEAD AND MAKE THAT MOTION. LIKE TO PROPOSE SO I'M GOING TO GO AHEAD AND MAKE THAT MOTION. LIKE TO PROPOSE SO I'M GOING TO GO AHEAD AND MAKE THAT MOTION. I MOVE TO AMEND POLICY FIVE GO AHEAD AND MAKE THAT MOTION. I MOVE TO AMEND POLICY FIVE GO AHEAD AND MAKE THAT MOTION. I MOVE TO AMEND POLICY FIVE FOUR UNDER SECTION A PURPOSE TO I MOVE TO AMEND POLICY FIVE FOUR UNDER SECTION A PURPOSE TO I MOVE TO AMEND POLICY FIVE FOUR UNDER SECTION A PURPOSE TO

877ADD A SENTENCE TO READ THE FOUR UNDER SECTION A PURPOSE TO ADD A SENTENCE TO READ THE FOUR UNDER SECTION A PURPOSE TO ADD A SENTENCE TO READ THE SCHOOL BOARD VALUES THE ADD A SENTENCE TO READ THE SCHOOL BOARD VALUES THE ADD A SENTENCE TO READ THE SCHOOL BOARD VALUES THE DIVERSITY IN OUR STUDENTS SCHOOL BOARD VALUES THE DIVERSITY IN OUR STUDENTS SCHOOL BOARD VALUES THE DIVERSITY IN OUR STUDENTS FAMILIES STAFF AND VOLUNTEER DO DIVERSITY IN OUR STUDENTS FAMILIES STAFF AND VOLUNTEER DO DIVERSITY IN OUR STUDENTS FAMILIES STAFF AND VOLUNTEER DO I HAVE A HAVE A SECOND ON THAT FAMILIES STAFF AND VOLUNTEER DO I HAVE A HAVE A SECOND ON THAT FAMILIES STAFF AND VOLUNTEER DO I HAVE A HAVE A SECOND ON THAT MOTION PASSES DOWN SO THAT'S BY I HAVE A

878HAVE A SECOND ON THAT MOTION PASSES DOWN SO THAT'S BY I HAVE A HAVE A SECOND ON THAT MOTION PASSES DOWN SO THAT'S BY ME, REGINA AND SECONDED BY MISS MOTION PASSES DOWN SO THAT'S BY ME, REGINA AND SECONDED BY MISS MOTION PASSES DOWN SO THAT'S BY ME, REGINA AND SECONDED BY MISS DWYRE RIGHT AND. ME, REGINA AND SECONDED BY MISS DWYRE RIGHT AND. ME, REGINA AND SECONDED BY MISS DWYRE RIGHT AND. AND THEN WE'LL JUST GO AND DWYRE RIGHT AND. AND THEN WE'LL JUST GO AND DWYRE RIGHT AND. AND THEN WE'LL JUST GO AND ORDER MISS MELNIK THE >> AND THEN WE'LL JUST GO AND ORDER MISS MELNIK THE >> AND THEN WE'LL JUST GO AND ORDER MISS MELNIK THE >> AMENDMENT NO I HAVE SOMETHING ORDER MISS MELNIK THE >> AMENDMENT NO I

879HAVE SOMETHING ORDER MISS MELNIK THE >> AMENDMENT NO I HAVE SOMETHING LARGER TO SAY I SAY. AMENDMENT NO I HAVE SOMETHING LARGER TO SAY I SAY. AMENDMENT NO I HAVE SOMETHING LARGER TO SAY I SAY. I HAVE A STORY SO MISS ROGERS LARGER TO SAY I SAY. I HAVE A STORY SO MISS ROGERS LARGER TO SAY I SAY. I HAVE A STORY SO MISS ROGERS HERE ON THE AMENDMENT YEAH UM I I HAVE A STORY SO MISS ROGERS HERE ON THE AMENDMENT YEAH UM I I HAVE A STORY SO MISS ROGERS HERE ON THE AMENDMENT YEAH UM I UM I DON'T THINK THE PUBLIC HERE ON THE AMENDMENT YEAH UM I UM I DON'T THINK THE PUBLIC HERE ON THE AMENDMENT YEAH UM I UM I DON'T THINK THE PUBLIC WANTS JUST A SENTENCE TO

880UM I DON'T THINK THE PUBLIC WANTS JUST A SENTENCE TO UM I DON'T THINK THE PUBLIC WANTS JUST A SENTENCE TO SATISFY THEM. WANTS JUST A SENTENCE TO SATISFY THEM. WANTS JUST A SENTENCE TO SATISFY THEM. I THINK THEY WANT GENUINE WORK SATISFY THEM. I THINK THEY WANT GENUINE WORK SATISFY THEM. I THINK THEY WANT GENUINE WORK BEING DONE. I THINK THEY WANT GENUINE WORK BEING DONE. I THINK THEY WANT GENUINE WORK BEING DONE. I THINK THEY WANT ACTUAL BEING DONE. I THINK THEY WANT ACTUAL BEING DONE. I THINK THEY WANT ACTUAL DIVERSITY EQUITY INCLUSION IN I THINK THEY WANT ACTUAL DIVERSITY EQUITY INCLUSION IN I THINK THEY WANT ACTUAL DIVERSITY EQUITY INCLUSION IN OUR SCHOOLS AND I THINK IT'S DIVERSITY EQUITY INCLUSION IN OUR SCHOOLS AND I THINK IT'S DIVERSITY EQUITY INCLUSION IN OUR

881SCHOOLS AND I THINK IT'S REALLY ALMOST CHEAP PARLOR OUR SCHOOLS AND I THINK IT'S REALLY ALMOST CHEAP PARLOR OUR SCHOOLS AND I THINK IT'S REALLY ALMOST CHEAP PARLOR TRICK TO THROW HIS SENTENCE AT REALLY ALMOST CHEAP PARLOR TRICK TO THROW HIS SENTENCE AT REALLY ALMOST CHEAP PARLOR TRICK TO THROW HIS SENTENCE AT THE LAST MINUTE AS A HERE GUYS TRICK TO THROW HIS SENTENCE AT THE LAST MINUTE AS A HERE GUYS TRICK TO THROW HIS SENTENCE AT THE LAST MINUTE AS A HERE GUYS THIS SATISFY YOU WHEN IT'S NOT THE LAST MINUTE AS A HERE GUYS THIS SATISFY YOU WHEN IT'S NOT THE LAST MINUTE AS A HERE GUYS THIS SATISFY YOU WHEN IT'S NOT GENUINE. THIS SATISFY YOU WHEN IT'S NOT GENUINE. THIS SATISFY YOU WHEN IT'S NOT GENUINE. IF IT WERE GENUINE THE

882CHAIR GENUINE. IF IT WERE GENUINE THE CHAIR GENUINE. IF IT WERE GENUINE THE CHAIR WOULD HAVE CALLED US ANY TIME IF IT WERE GENUINE THE CHAIR WOULD HAVE CALLED US ANY TIME IF IT WERE GENUINE THE CHAIR WOULD HAVE CALLED US ANY TIME BETWEEN APRIL 8TH AND I HADN'T WOULD HAVE CALLED US ANY TIME BETWEEN APRIL 8TH AND I HADN'T WOULD HAVE CALLED US ANY TIME BETWEEN APRIL 8TH AND I HADN'T HEARD FROM YOU UNTIL TODAY AND BETWEEN APRIL 8TH AND I HADN'T HEARD FROM YOU UNTIL TODAY AND BETWEEN APRIL 8TH AND I HADN'T HEARD FROM YOU UNTIL TODAY AND I FIND IT SUPER DISINGENUOUS HEARD FROM YOU UNTIL TODAY AND I FIND IT SUPER DISINGENUOUS HEARD FROM YOU UNTIL TODAY AND I FIND IT SUPER DISINGENUOUS THAT WE HAVE BEEN ASKING TO BE I

883FIND IT SUPER DISINGENUOUS THAT WE HAVE BEEN ASKING TO BE I FIND IT SUPER DISINGENUOUS THAT WE HAVE BEEN ASKING TO BE A COLLABORATIVE PARTNER IN THIS THAT WE HAVE BEEN ASKING TO BE A COLLABORATIVE PARTNER IN THIS THAT WE HAVE BEEN ASKING TO BE A COLLABORATIVE PARTNER IN THIS ENTIRE PROCESS AND THE PEOPLE A COLLABORATIVE PARTNER IN THIS ENTIRE PROCESS AND THE PEOPLE A COLLABORATIVE PARTNER IN THIS ENTIRE PROCESS AND THE PEOPLE WHO HAVE WHO ARE REPRESENTED BY ENTIRE PROCESS AND THE PEOPLE WHO HAVE WHO ARE REPRESENTED BY ENTIRE PROCESS AND THE PEOPLE WHO HAVE WHO ARE REPRESENTED BY DISTRICT SEVEN AT LARGE WHO HAVE WHO ARE REPRESENTED BY DISTRICT SEVEN AT LARGE WHO HAVE WHO ARE REPRESENTED BY DISTRICT SEVEN AT LARGE DISTRICT FOR DISTRICT FIVE AND DISTRICT SEVEN AT LARGE DISTRICT FOR

884DISTRICT FIVE AND DISTRICT SEVEN AT LARGE DISTRICT FOR DISTRICT FIVE AND DISTRICT TWO HAVE BEEN SILENCED DISTRICT FOR DISTRICT FIVE AND DISTRICT TWO HAVE BEEN SILENCED DISTRICT FOR DISTRICT FIVE AND DISTRICT TWO HAVE BEEN SILENCED BECAUSE NO ONE WOULD BOTHER TO DISTRICT TWO HAVE BEEN SILENCED BECAUSE NO ONE WOULD BOTHER TO DISTRICT TWO HAVE BEEN SILENCED BECAUSE NO ONE WOULD BOTHER TO COLLABORATE WITH US ON THIS AND BECAUSE NO ONE WOULD BOTHER TO COLLABORATE WITH US ON THIS AND BECAUSE NO ONE WOULD BOTHER TO COLLABORATE WITH US ON THIS AND NOW YOU'RE GOING TO JUST GIVE COLLABORATE WITH US ON THIS AND NOW YOU'RE GOING TO JUST GIVE COLLABORATE WITH US ON THIS AND NOW YOU'RE GOING TO JUST GIVE US A SENTENCE TO APPEASE OUR NOW YOU'RE GOING TO JUST GIVE US A SENTENCE

885TO APPEASE OUR NOW YOU'RE GOING TO JUST GIVE US A SENTENCE TO APPEASE OUR CONSTITUENTS I IT IS ACTUALLY US A SENTENCE TO APPEASE OUR CONSTITUENTS I IT IS ACTUALLY US A SENTENCE TO APPEASE OUR CONSTITUENTS I IT IS ACTUALLY GROSS TO ME THAT THERE IS NO CONSTITUENTS I IT IS ACTUALLY GROSS TO ME THAT THERE IS NO CONSTITUENTS I IT IS ACTUALLY GROSS TO ME THAT THERE IS NO COLLABORATION, NO THOUGHT TO GROSS TO ME THAT THERE IS NO COLLABORATION, NO THOUGHT TO GROSS TO ME THAT THERE IS NO COLLABORATION, NO THOUGHT TO ANYTHING ANY OF OUR COLLABORATION, NO THOUGHT TO ANYTHING ANY OF OUR COLLABORATION, NO THOUGHT TO ANYTHING ANY OF OUR CONSTITUENTS HAVE BEEN SAYING ANYTHING ANY OF OUR CONSTITUENTS HAVE BEEN SAYING ANYTHING ANY OF OUR CONSTITUENTS HAVE BEEN SAYING AND

886YET THIS SENTENCE IS JUST CONSTITUENTS HAVE BEEN SAYING AND YET THIS SENTENCE IS JUST CONSTITUENTS HAVE BEEN SAYING AND YET THIS SENTENCE IS JUST SUPPOSED TO MAKE IT ALL BETTER AND YET THIS SENTENCE IS JUST SUPPOSED TO MAKE IT ALL BETTER AND YET THIS SENTENCE IS JUST SUPPOSED TO MAKE IT ALL BETTER . SUPPOSED TO MAKE IT ALL BETTER . SUPPOSED TO MAKE IT ALL BETTER . IT'S I CAN'T OK >> MORE . IT'S I CAN'T OK >> MORE . IT'S I CAN'T OK >> MORE DISCUSSION. IT'S I CAN'T OK >> MORE DISCUSSION. IT'S I CAN'T OK >> MORE DISCUSSION. WE ARE GOING TO VOTE ON THE DISCUSSION. WE ARE GOING TO VOTE ON THE DISCUSSION. WE ARE GOING TO VOTE ON THE AMENDMENT TO APPROVE THE WE ARE GOING TO VOTE ON THE AMENDMENT

887TO APPROVE THE WE ARE GOING TO VOTE ON THE AMENDMENT TO APPROVE THE AMENDMENT TO APPROVE THE AMENDMENT TO APPROVE THE AMENDMENT. EXCUSE ME PLEASE. AMENDMENT. EXCUSE ME PLEASE. AMENDMENT. EXCUSE ME PLEASE. MY VOTE IN BROADSTONE WORKING. EXCUSE ME PLEASE. MY VOTE IN BROADSTONE WORKING. EXCUSE ME PLEASE. MY VOTE IN BROADSTONE WORKING. HOW DO YOU VOTE? MY VOTE IN BROADSTONE WORKING. HOW DO YOU VOTE? MY VOTE IN BROADSTONE WORKING. HOW DO YOU VOTE? YES SOME SIR >>. HOW DO YOU VOTE? YES SOME SIR >>. HOW DO YOU VOTE? YES SOME SIR >>. MAJOR, WE HAVE FIVE EYES AND YES SOME SIR >>. MAJOR, WE HAVE FIVE EYES AND YES SOME SIR >>. MAJOR, WE HAVE FIVE EYES AND SIX DAYS SO THE MOTION DID NOT MAJOR, WE HAVE FIVE EYES AND SIX DAYS SO THE

888MOTION DID NOT MAJOR, WE HAVE FIVE EYES AND SIX DAYS SO THE MOTION DID NOT PASS. SIX DAYS SO THE MOTION DID NOT PASS. SIX DAYS SO THE MOTION DID NOT PASS. OK, WE ARE BACK TO THE ORIGINAL PASS. OK, WE ARE BACK TO THE ORIGINAL PASS. OK, WE ARE BACK TO THE ORIGINAL MOTION. OK, WE ARE BACK TO THE ORIGINAL MOTION. OK, WE ARE BACK TO THE ORIGINAL MOTION. IS THERE ANY FURTHER DISCUSSION MOTION. IS THERE ANY FURTHER DISCUSSION MOTION. IS THERE ANY FURTHER DISCUSSION I KNOW MISS MELNIK WAS IS THERE ANY FURTHER DISCUSSION I KNOW MISS MELNIK WAS IS THERE ANY FURTHER DISCUSSION I KNOW MISS MELNIK WAS PREVIOUSLY IN LINE MISS MELNIK I KNOW MISS MELNIK WAS PREVIOUSLY IN LINE MISS MELNIK I KNOW MISS MELNIK WAS PREVIOUSLY IN LINE MISS MELNIK

889SO THIS HAS BEEN A PRETTY SAD PREVIOUSLY IN LINE MISS MELNIK SO THIS HAS BEEN A PRETTY SAD PREVIOUSLY IN LINE MISS MELNIK SO THIS HAS BEEN A PRETTY SAD NIGHT FOR ME BUT JUST DOTTED SO THIS HAS BEEN A PRETTY SAD NIGHT FOR ME BUT JUST DOTTED SO THIS HAS BEEN A PRETTY SAD NIGHT FOR ME BUT JUST DOTTED WITH SOME IRONY SO I'M JUST NIGHT FOR ME BUT JUST DOTTED WITH SOME IRONY SO I'M JUST NIGHT FOR ME BUT JUST DOTTED WITH SOME IRONY SO I'M JUST GOING TO REMIND MY FORMER WITH SOME IRONY SO I'M JUST GOING TO REMIND MY FORMER WITH SOME IRONY SO I'M JUST GOING TO REMIND MY FORMER COLLEAGUES WHO WERE THERE WITH GOING TO REMIND MY FORMER COLLEAGUES WHO WERE THERE WITH GOING TO REMIND MY FORMER

890COLLEAGUES WHO WERE THERE WITH ME IN TWENTY EIGHTEEN FOR THOSE COLLEAGUES WHO WERE THERE WITH ME IN TWENTY EIGHTEEN FOR THOSE COLLEAGUES WHO WERE THERE WITH ME IN TWENTY EIGHTEEN FOR THOSE OF YOU WHO ARE NOT BUT DURING ME IN TWENTY EIGHTEEN FOR THOSE OF YOU WHO ARE NOT BUT DURING ME IN TWENTY EIGHTEEN FOR THOSE OF YOU WHO ARE NOT BUT DURING LEGISLATIVE SESSION IN TWENTY OF YOU WHO ARE NOT BUT DURING LEGISLATIVE SESSION IN TWENTY OF YOU WHO ARE NOT BUT DURING LEGISLATIVE SESSION IN TWENTY EIGHTEEN A FORMER SCHOOL BOARD LEGISLATIVE SESSION IN TWENTY EIGHTEEN A FORMER SCHOOL BOARD LEGISLATIVE SESSION IN TWENTY EIGHTEEN A FORMER SCHOOL BOARD MEMBER AUTHORED A BILL AND WAS EIGHTEEN A FORMER SCHOOL BOARD MEMBER AUTHORED A BILL AND WAS EIGHTEEN A FORMER SCHOOL BOARD MEMBER AUTHORED A

891BILL AND WAS CARRIED BY A SENATOR THE SENATE MEMBER AUTHORED A BILL AND WAS CARRIED BY A SENATOR THE SENATE MEMBER AUTHORED A BILL AND WAS CARRIED BY A SENATOR THE SENATE BILL TO THIRTY EIGHT AND I WAS CARRIED BY A SENATOR THE SENATE BILL TO THIRTY EIGHT AND I WAS CARRIED BY A SENATOR THE SENATE BILL TO THIRTY EIGHT AND I WAS ON THE LEGISLATIVE COMMITTEE BILL TO THIRTY EIGHT AND I WAS ON THE LEGISLATIVE COMMITTEE BILL TO THIRTY EIGHT AND I WAS ON THE LEGISLATIVE COMMITTEE AND I CALLED THAT SENATOR AND ON THE LEGISLATIVE COMMITTEE AND I CALLED THAT SENATOR AND ON THE LEGISLATIVE COMMITTEE AND I CALLED THAT SENATOR AND AND ASKED THAT QUESTION HELP ME AND I CALLED THAT SENATOR AND AND ASKED THAT QUESTION HELP ME AND I CALLED THAT

892SENATOR AND AND ASKED THAT QUESTION HELP ME UNDERSTAND WHAT THIS BILL IS AND ASKED THAT QUESTION HELP ME UNDERSTAND WHAT THIS BILL IS AND ASKED THAT QUESTION HELP ME UNDERSTAND WHAT THIS BILL IS AND HE TOLD ME IT WAS A BILL UNDERSTAND WHAT THIS BILL IS AND HE TOLD ME IT WAS A BILL UNDERSTAND WHAT THIS BILL IS AND HE TOLD ME IT WAS A BILL THAT WAS GOING TO ALLOW AND HE TOLD ME IT WAS A BILL THAT WAS GOING TO ALLOW AND HE TOLD ME IT WAS A BILL THAT WAS GOING TO ALLOW STUDENTS TO CHECK TWO RACE THAT WAS GOING TO ALLOW STUDENTS TO CHECK TWO RACE THAT WAS GOING TO ALLOW STUDENTS TO CHECK TWO RACE BOXES TO PERHAPS IMPROVE THEIR STUDENTS TO CHECK TWO RACE BOXES TO PERHAPS IMPROVE THEIR

893STUDENTS TO CHECK TWO RACE BOXES TO PERHAPS IMPROVE THEIR CHANCES GETTING INTO A BOXES TO PERHAPS IMPROVE THEIR CHANCES GETTING INTO A BOXES TO PERHAPS IMPROVE THEIR CHANCES GETTING INTO A UNIVERSITY OF THEIR CHOICE CHANCES GETTING INTO A UNIVERSITY OF THEIR CHOICE CHANCES GETTING INTO A UNIVERSITY OF THEIR CHOICE BECAUSE MIGHT HAVE MORE THEY UNIVERSITY OF THEIR CHOICE BECAUSE MIGHT HAVE MORE THEY UNIVERSITY OF THEIR CHOICE BECAUSE MIGHT HAVE MORE THEY MIGHT BE MORE THEN ONE BECAUSE MIGHT HAVE MORE THEY MIGHT BE MORE THEN ONE BECAUSE MIGHT HAVE MORE THEY MIGHT BE MORE THEN ONE OF SOMETHING I SUPPOSE I DIDN'T MIGHT BE MORE THEN ONE OF SOMETHING I SUPPOSE I DIDN'T MIGHT BE MORE THEN ONE OF SOMETHING I SUPPOSE I DIDN'T UNDERSTAND PASSED. OF SOMETHING I SUPPOSE I DIDN'T UNDERSTAND PASSED. OF SOMETHING

894I SUPPOSE I DIDN'T UNDERSTAND PASSED. BUT QUICKLY ALL PULLED BACK UNDERSTAND PASSED. BUT QUICKLY ALL PULLED BACK UNDERSTAND PASSED. BUT QUICKLY ALL PULLED BACK BECAUSE THE FEDERAL GOVERNMENT BUT QUICKLY ALL PULLED BACK BECAUSE THE FEDERAL GOVERNMENT BUT QUICKLY ALL PULLED BACK BECAUSE THE FEDERAL GOVERNMENT DOES NOT ALLOW US TO CHECK TWO BECAUSE THE FEDERAL GOVERNMENT DOES NOT ALLOW US TO CHECK TWO BECAUSE THE FEDERAL GOVERNMENT DOES NOT ALLOW US TO CHECK TWO BOXES WHAT I THINK THE MOST DOES NOT ALLOW US TO CHECK TWO BOXES WHAT I THINK THE MOST DOES NOT ALLOW US TO CHECK TWO BOXES WHAT I THINK THE MOST IMPORTANT THING IS THERE WAS A BOXES WHAT I THINK THE MOST IMPORTANT THING IS THERE WAS A BOXES WHAT I THINK THE MOST IMPORTANT THING IS THERE WAS A PERSON ON

895THIS BOARD TO TRIED IMPORTANT THING IS THERE WAS A PERSON ON THIS BOARD TO TRIED IMPORTANT THING IS THERE WAS A PERSON ON THIS BOARD TO TRIED TO CREATE AN OPPORTUNITY FOR PERSON ON THIS BOARD TO TRIED TO CREATE AN OPPORTUNITY FOR PERSON ON THIS BOARD TO TRIED TO CREATE AN OPPORTUNITY FOR THEIR CHILD BECAUSE >> THEY TO CREATE AN OPPORTUNITY FOR THEIR CHILD BECAUSE >> THEY TO CREATE AN OPPORTUNITY FOR THEIR CHILD BECAUSE >> THEY THOUGHT THAT WAS HELPING OR THEIR CHILD BECAUSE >> THEY THOUGHT THAT WAS HELPING OR THEIR CHILD BECAUSE >> THEY THOUGHT THAT WAS HELPING OR GIVING THEIR CHILD A LEG UP AN THOUGHT THAT WAS HELPING OR GIVING THEIR CHILD A LEG UP AN THOUGHT THAT WAS HELPING OR GIVING THEIR CHILD A LEG UP AN ADDITIONAL OPPORTUNITY TO TO

896GIVING THEIR CHILD A LEG UP AN ADDITIONAL OPPORTUNITY TO TO GIVING THEIR CHILD A LEG UP AN ADDITIONAL OPPORTUNITY TO TO GET INTO THE SCHOOL OF THEIR ADDITIONAL OPPORTUNITY TO TO GET INTO THE SCHOOL OF THEIR ADDITIONAL OPPORTUNITY TO TO GET INTO THE SCHOOL OF THEIR CHOICE. GET INTO THE SCHOOL OF THEIR CHOICE. GET INTO THE SCHOOL OF THEIR CHOICE. AND I WAS IT WAS QUITE CHOICE. AND I WAS IT WAS QUITE CHOICE. AND I WAS IT WAS QUITE PERPLEXING BUT THAT SHOWS YOU AND I WAS IT WAS QUITE PERPLEXING BUT THAT SHOWS YOU AND I WAS IT WAS QUITE PERPLEXING BUT THAT SHOWS YOU HOW IMPORTANT EQUITY IS TO SOME PERPLEXING BUT THAT SHOWS YOU HOW IMPORTANT EQUITY IS TO SOME PERPLEXING BUT THAT SHOWS YOU HOW IMPORTANT EQUITY IS TO SOME PEOPLE WHEN

897IT'S GOING TO HOW IMPORTANT EQUITY IS TO SOME PEOPLE WHEN IT'S GOING TO HOW IMPORTANT EQUITY IS TO SOME PEOPLE WHEN IT'S GOING TO BENEFIT THEM AND MAYBE JUST NOT PEOPLE WHEN IT'S GOING TO BENEFIT THEM AND MAYBE JUST NOT PEOPLE WHEN IT'S GOING TO BENEFIT THEM AND MAYBE JUST NOT FOR EVERYBODY AND SO THAT'S BENEFIT THEM AND MAYBE JUST NOT FOR EVERYBODY AND SO THAT'S BENEFIT THEM AND MAYBE JUST NOT FOR EVERYBODY AND SO THAT'S BEEN MY STRUGGLE OF ALL OF THIS FOR EVERYBODY AND SO THAT'S BEEN MY STRUGGLE OF ALL OF THIS FOR EVERYBODY AND SO THAT'S BEEN MY STRUGGLE OF ALL OF THIS . BEEN MY STRUGGLE OF ALL OF THIS . BEEN MY STRUGGLE OF ALL OF THIS . I'M A PROUD EDUCATOR FROM A . I'M A PROUD EDUCATOR FROM

898A . I'M A PROUD EDUCATOR FROM A PROUD MEMBER OF THIS OR HE WHO I'M A PROUD EDUCATOR FROM A PROUD MEMBER OF THIS OR HE WHO I'M A PROUD EDUCATOR FROM A PROUD MEMBER OF THIS OR HE WHO HAS WORKED VERY HARD FOR ALL PROUD MEMBER OF THIS OR HE WHO HAS WORKED VERY HARD FOR ALL PROUD MEMBER OF THIS OR HE WHO HAS WORKED VERY HARD FOR ALL STUDENTS, ALL OF THEM AND I'M HAS WORKED VERY HARD FOR ALL STUDENTS, ALL OF THEM AND I'M HAS WORKED VERY HARD FOR ALL STUDENTS, ALL OF THEM AND I'M GOING SAY THIS AGAIN FOR THE STUDENTS, ALL OF THEM AND I'M GOING SAY THIS AGAIN FOR THE STUDENTS, ALL OF THEM AND I'M GOING SAY THIS AGAIN FOR THE LAST TIME. GOING SAY THIS AGAIN FOR

899THE LAST TIME. GOING SAY THIS AGAIN FOR THE LAST TIME. MY WORRY IS THE CHANGES YOU LAST TIME. MY WORRY IS THE CHANGES YOU LAST TIME. MY WORRY IS THE CHANGES YOU HAVE MADE HAVE NOT BEEN THOUGHT MY WORRY IS THE CHANGES YOU HAVE MADE HAVE NOT BEEN THOUGHT MY WORRY IS THE CHANGES YOU HAVE MADE HAVE NOT BEEN THOUGHT FILLED YOU HAVE NOT THOUGHT HAVE MADE HAVE NOT BEEN THOUGHT FILLED YOU HAVE NOT THOUGHT HAVE MADE HAVE NOT BEEN THOUGHT FILLED YOU HAVE NOT THOUGHT ABOUT DOWN THE LINE AND WHAT FILLED YOU HAVE NOT THOUGHT ABOUT DOWN THE LINE AND WHAT FILLED YOU HAVE NOT THOUGHT ABOUT DOWN THE LINE AND WHAT MAY BE AFFECTED BY THIS CHANGE ABOUT DOWN THE LINE AND WHAT MAY BE AFFECTED BY THIS CHANGE ABOUT DOWN THE LINE

900AND WHAT MAY BE AFFECTED BY THIS CHANGE THERE ARE LOTS OF THINGS COMING MAY BE AFFECTED BY THIS CHANGE THERE ARE LOTS OF THINGS COMING MAY BE AFFECTED BY THIS CHANGE THERE ARE LOTS OF THINGS COMING UP. THERE ARE LOTS OF THINGS COMING UP. THERE ARE LOTS OF THINGS COMING UP. THEY'RE GOING TO BE POSI AS UP. THEY'RE GOING TO BE POSI AS UP. THEY'RE GOING TO BE POSI AS DIVERSITY EQUITY AND INCLUSION THEY'RE GOING TO BE POSI AS DIVERSITY EQUITY AND INCLUSION THEY'RE GOING TO BE POSI AS DIVERSITY EQUITY AND INCLUSION THAT WE'RE GOING TO HAVE TO DIVERSITY EQUITY AND INCLUSION THAT WE'RE GOING TO HAVE TO DIVERSITY EQUITY AND INCLUSION THAT WE'RE GOING TO HAVE TO CHANGE COURSE ON BECAUSE WE THAT WE'RE GOING TO HAVE TO CHANGE COURSE ON BECAUSE WE THAT

901WE'RE GOING TO HAVE TO CHANGE COURSE ON BECAUSE WE MIGHT BE CHOOSING TO HELP A CHANGE COURSE ON BECAUSE WE MIGHT BE CHOOSING TO HELP A CHANGE COURSE ON BECAUSE WE MIGHT BE CHOOSING TO HELP A PARTICULAR GROUP THAT NOT MIGHT BE CHOOSING TO HELP A PARTICULAR GROUP THAT NOT MIGHT BE CHOOSING TO HELP A PARTICULAR GROUP THAT NOT EVERYBODY IT CAN BE A PART PARTICULAR GROUP THAT NOT EVERYBODY IT CAN BE A PART PARTICULAR GROUP THAT NOT EVERYBODY IT CAN BE A PART OF I'M JUST TELLING YOU WE DO EVERYBODY IT CAN BE A PART OF I'M JUST TELLING YOU WE DO EVERYBODY IT CAN BE A PART OF I'M JUST TELLING YOU WE DO NOT KNOW THE EFFECTS THIS IN MY OF I'M JUST TELLING YOU WE DO NOT KNOW THE EFFECTS THIS

902IN MY OF I'M JUST TELLING YOU WE DO NOT KNOW THE EFFECTS THIS IN MY OTHER CONCERN IS HOW WILL THIS NOT KNOW THE EFFECTS THIS IN MY OTHER CONCERN IS HOW WILL THIS NOT KNOW THE EFFECTS THIS IN MY OTHER CONCERN IS HOW WILL THIS DIVISION PIVOT IF THAT OTHER CONCERN IS HOW WILL THIS DIVISION PIVOT IF THAT OTHER CONCERN IS HOW WILL THIS DIVISION PIVOT IF THAT EXECUTIVE ORDER IS DEEMED DIVISION PIVOT IF THAT EXECUTIVE ORDER IS DEEMED DIVISION PIVOT IF THAT EXECUTIVE ORDER IS DEEMED UNCONSTITUTIONAL? EXECUTIVE ORDER IS DEEMED UNCONSTITUTIONAL? EXECUTIVE ORDER IS DEEMED UNCONSTITUTIONAL? HOW DO WE UNDO THIS THIS IS HOW UNCONSTITUTIONAL? HOW DO WE UNDO THIS THIS IS HOW UNCONSTITUTIONAL? HOW DO WE UNDO THIS THIS IS HOW THIS WAS A LOT WAS A LOT HOW DO WE UNDO

903THIS THIS IS HOW THIS WAS A LOT WAS A LOT HOW DO WE UNDO THIS THIS IS HOW THIS WAS A LOT WAS A LOT OF SLAMMING THE DOORS BUT I THIS WAS A LOT WAS A LOT OF SLAMMING THE DOORS BUT I THIS WAS A LOT WAS A LOT OF SLAMMING THE DOORS BUT I THERE IS NOT SINGLE PART OF ME OF SLAMMING THE DOORS BUT I THERE IS NOT SINGLE PART OF ME OF SLAMMING THE DOORS BUT I THERE IS NOT SINGLE PART OF ME AS AN EDUCATOR AS PARENTS ARE THERE IS NOT SINGLE PART OF ME AS AN EDUCATOR AS PARENTS ARE THERE IS NOT SINGLE PART OF ME AS AN EDUCATOR AS PARENTS ARE THE SCHOOL BOARD MEMBER THAT AS AN EDUCATOR AS PARENTS ARE THE SCHOOL BOARD MEMBER THAT AS

904AN EDUCATOR AS PARENTS ARE THE SCHOOL BOARD MEMBER THAT CAN GET BEHIND THIS THINKING THE SCHOOL BOARD MEMBER THAT CAN GET BEHIND THIS THINKING THE SCHOOL BOARD MEMBER THAT CAN GET BEHIND THIS THINKING MR. CUMMINGS YEAH >> WE WERE CAN GET BEHIND THIS THINKING MR. CUMMINGS YEAH >> WE WERE CAN GET BEHIND THIS THINKING MR. CUMMINGS YEAH >> WE WERE ASKED WE WERE ASKED BY A MEMBER MR. CUMMINGS YEAH >> WE WERE ASKED WE WERE ASKED BY A MEMBER MR. CUMMINGS YEAH >> WE WERE ASKED WE WERE ASKED BY A MEMBER OF THE PUBLIC SOME OF US WHO'VE ASKED WE WERE ASKED BY A MEMBER OF THE PUBLIC SOME OF US WHO'VE ASKED WE WERE ASKED BY A MEMBER OF THE PUBLIC SOME OF US WHO'VE BEEN ADVOCATING FOR DIVERSITY OF THE PUBLIC SOME OF

905US WHO'VE BEEN ADVOCATING FOR DIVERSITY OF THE PUBLIC SOME OF US WHO'VE BEEN ADVOCATING FOR DIVERSITY AND INCLUSION INITIATIVES WHY BEEN ADVOCATING FOR DIVERSITY AND INCLUSION INITIATIVES WHY BEEN ADVOCATING FOR DIVERSITY AND INCLUSION INITIATIVES WHY WE SUPPORT EQUITY POLICY FIVE AND INCLUSION INITIATIVES WHY WE SUPPORT EQUITY POLICY FIVE AND INCLUSION INITIATIVES WHY WE SUPPORT EQUITY POLICY FIVE DASH FOR AND SO I THOUGHT I'D WE SUPPORT EQUITY POLICY FIVE DASH FOR AND SO I THOUGHT I'D WE SUPPORT EQUITY POLICY FIVE DASH FOR AND SO I THOUGHT I'D JUST SHARE A LITTLE BIT OF SOME DASH FOR AND SO I THOUGHT I'D JUST SHARE A LITTLE BIT OF SOME DASH FOR AND SO I THOUGHT I'D JUST SHARE A LITTLE BIT OF SOME OF THE THINGS THAT I LIKE ABOUT JUST SHARE A LITTLE BIT OF SOME

906OF THE THINGS THAT I LIKE ABOUT JUST SHARE A LITTLE BIT OF SOME OF THE THINGS THAT I LIKE ABOUT IT AND FIRST AND FOREMOST I OF THE THINGS THAT I LIKE ABOUT IT AND FIRST AND FOREMOST I OF THE THINGS THAT I LIKE ABOUT IT AND FIRST AND FOREMOST I WILL SAY THAT I DID SEND SOME IT AND FIRST AND FOREMOST I WILL SAY THAT I DID SEND SOME IT AND FIRST AND FOREMOST I WILL SAY THAT I DID SEND SOME CONSTRUCTIVE FEEDBACK THAT FELT WILL SAY THAT I DID SEND SOME CONSTRUCTIVE FEEDBACK THAT FELT WILL SAY THAT I DID SEND SOME CONSTRUCTIVE FEEDBACK THAT FELT WAS VERY MATH UP THEIR I CONSTRUCTIVE FEEDBACK THAT FELT WAS VERY MATH UP THEIR I CONSTRUCTIVE FEEDBACK THAT FELT WAS VERY MATH UP THEIR I THOUGHT THEY

907WERE GOOD IDEAS WAS VERY MATH UP THEIR I THOUGHT THEY WERE GOOD IDEAS WAS VERY MATH UP THEIR I THOUGHT THEY WERE GOOD IDEAS AND I I'M A LITTLE DISAPPOINTED THOUGHT THEY WERE GOOD IDEAS AND I I'M A LITTLE DISAPPOINTED THOUGHT THEY WERE GOOD IDEAS AND I I'M A LITTLE DISAPPOINTED THAT YOU KNOW THAT FEEDBACK AND I I'M A LITTLE DISAPPOINTED THAT YOU KNOW THAT FEEDBACK AND I I'M A LITTLE DISAPPOINTED THAT YOU KNOW THAT FEEDBACK THAT FEEDBACK THAT WAS GIVEN THAT YOU KNOW THAT FEEDBACK THAT FEEDBACK THAT WAS GIVEN THAT YOU KNOW THAT FEEDBACK THAT FEEDBACK THAT WAS GIVEN DID NOT MAKE ANY CHANCE I DID THAT FEEDBACK THAT WAS GIVEN DID NOT MAKE ANY CHANCE I DID THAT FEEDBACK THAT WAS GIVEN DID NOT MAKE ANY CHANCE I DID NOT RECEIVE ANY RESPONSES

908TO DID NOT MAKE ANY CHANCE I DID NOT RECEIVE ANY RESPONSES TO DID NOT MAKE ANY CHANCE I DID NOT RECEIVE ANY RESPONSES TO THAT FEEDBACK FOR THE PUBLIC NOT RECEIVE ANY RESPONSES TO THAT FEEDBACK FOR THE PUBLIC NOT RECEIVE ANY RESPONSES TO THAT FEEDBACK FOR THE PUBLIC SAKE I SAID THAT WE DO NEED A THAT FEEDBACK FOR THE PUBLIC SAKE I SAID THAT WE DO NEED A THAT FEEDBACK FOR THE PUBLIC SAKE I SAID THAT WE DO NEED A SECTION IN NEW PROPOSED POLICY SAKE I SAID THAT WE DO NEED A SECTION IN NEW PROPOSED POLICY SAKE I SAID THAT WE DO NEED A SECTION IN NEW PROPOSED POLICY THAT INCLUDES DEFINITIONS MAJOR SECTION IN NEW PROPOSED POLICY THAT INCLUDES DEFINITIONS MAJOR SECTION IN NEW PROPOSED POLICY THAT INCLUDES DEFINITIONS MAJOR REASON BEING AS

909THE TERM THAT INCLUDES DEFINITIONS MAJOR REASON BEING AS THE TERM THAT INCLUDES DEFINITIONS MAJOR REASON BEING AS THE TERM UNLAWFUL BIAS WHICH IS REASON BEING AS THE TERM UNLAWFUL BIAS WHICH IS REASON BEING AS THE TERM UNLAWFUL BIAS WHICH IS UTILIZING THE NEW PROPOSED UNLAWFUL BIAS WHICH IS UTILIZING THE NEW PROPOSED UNLAWFUL BIAS WHICH IS UTILIZING THE NEW PROPOSED POLICY TO THE BEST OF MY UTILIZING THE NEW PROPOSED POLICY TO THE BEST OF MY UTILIZING THE NEW PROPOSED POLICY TO THE BEST OF MY KNOWLEDGE IS NOT A NOT A PHRASE POLICY TO THE BEST OF MY KNOWLEDGE IS NOT A NOT A PHRASE POLICY TO THE BEST OF MY KNOWLEDGE IS NOT A NOT A PHRASE UTILIZE WITHIN THE REALM KNOWLEDGE IS NOT A NOT A PHRASE UTILIZE WITHIN THE REALM KNOWLEDGE IS NOT A

910NOT A PHRASE UTILIZE WITHIN THE REALM OF LITIGATION. UTILIZE WITHIN THE REALM OF LITIGATION. UTILIZE WITHIN THE REALM OF LITIGATION. SO TO ME I'M JUST TRYING TO OF LITIGATION. SO TO ME I'M JUST TRYING TO OF LITIGATION. SO TO ME I'M JUST TRYING TO FIGURE OUT ALL RIGHT WELL WHAT SO TO ME I'M JUST TRYING TO FIGURE OUT ALL RIGHT WELL WHAT SO TO ME I'M JUST TRYING TO FIGURE OUT ALL RIGHT WELL WHAT DOES THIS MEAN? FIGURE OUT ALL RIGHT WELL WHAT DOES THIS MEAN? FIGURE OUT ALL RIGHT WELL WHAT DOES THIS MEAN? SO HAVING CORE DEFINITION DOES THIS MEAN? SO HAVING CORE DEFINITION DOES THIS MEAN? SO HAVING CORE DEFINITION OF WORDS I THINK IS A PRETTY SO HAVING CORE DEFINITION OF WORDS I THINK IS A PRETTY SO HAVING CORE DEFINITION OF

911WORDS I THINK IS A PRETTY REASONABLE ASK WITHIN A POLICY OF WORDS I THINK IS A PRETTY REASONABLE ASK WITHIN A POLICY OF WORDS I THINK IS A PRETTY REASONABLE ASK WITHIN A POLICY AND SO THE THINGS THAT I LIKE REASONABLE ASK WITHIN A POLICY AND SO THE THINGS THAT I LIKE REASONABLE ASK WITHIN A POLICY AND SO THE THINGS THAT I LIKE ABOUT IS POLICY MY BACKGROUNDS AND SO THE THINGS THAT I LIKE ABOUT IS POLICY MY BACKGROUNDS AND SO THE THINGS THAT I LIKE ABOUT IS POLICY MY BACKGROUNDS AND URBAN STUDIES COMMUNITY ABOUT IS POLICY MY BACKGROUNDS AND URBAN STUDIES COMMUNITY ABOUT IS POLICY MY BACKGROUNDS AND URBAN STUDIES COMMUNITY DEVELOPMENT. AND URBAN STUDIES COMMUNITY DEVELOPMENT. AND URBAN STUDIES COMMUNITY DEVELOPMENT. I'VE WORKED A LOT IN LITERACY DEVELOPMENT. I'VE WORKED A LOT IN

912LITERACY DEVELOPMENT. I'VE WORKED A LOT IN LITERACY DEVELOPMENT OECD APPALACHIA SO I'VE WORKED A LOT IN LITERACY DEVELOPMENT OECD APPALACHIA SO I'VE WORKED A LOT IN LITERACY DEVELOPMENT OECD APPALACHIA SO SERVING NONPROFITS LITERACY DEVELOPMENT OECD APPALACHIA SO SERVING NONPROFITS LITERACY DEVELOPMENT OECD APPALACHIA SO SERVING NONPROFITS LITERACY PROGRAMS AND HELPING I THINK SERVING NONPROFITS LITERACY PROGRAMS AND HELPING I THINK SERVING NONPROFITS LITERACY PROGRAMS AND HELPING I THINK THE WORLD BE A BETTER PLACE I PROGRAMS AND HELPING I THINK THE WORLD BE A BETTER PLACE I PROGRAMS AND HELPING I THINK THE WORLD BE A BETTER PLACE I LOVE HOW IN THE VALUES IT TALKS THE WORLD BE A BETTER PLACE I LOVE HOW IN THE VALUES IT TALKS THE WORLD BE A BETTER PLACE I LOVE HOW IN THE VALUES IT TALKS ABOUT AS SCHOOL THESE

913ARE THE LOVE HOW IN THE VALUES IT TALKS ABOUT AS SCHOOL THESE ARE THE LOVE HOW IN THE VALUES IT TALKS ABOUT AS SCHOOL THESE ARE THE THINGS THAT WE ADOPT THAT DRIVE ABOUT AS SCHOOL THESE ARE THE THINGS THAT WE ADOPT THAT DRIVE ABOUT AS SCHOOL THESE ARE THE THINGS THAT WE ADOPT THAT DRIVE US FORWARD WHEN WE RECOGNIZE THINGS THAT WE ADOPT THAT DRIVE US FORWARD WHEN WE RECOGNIZE THINGS THAT WE ADOPT THAT DRIVE US FORWARD WHEN WE RECOGNIZE THAT EDUCATIONAL INEQUITIES US FORWARD WHEN WE RECOGNIZE THAT EDUCATIONAL INEQUITIES US FORWARD WHEN WE RECOGNIZE THAT EDUCATIONAL INEQUITIES THAT ARE EDUCATIONAL INEQUITIES THAT EDUCATIONAL INEQUITIES THAT ARE EDUCATIONAL INEQUITIES THAT EDUCATIONAL INEQUITIES THAT ARE EDUCATIONAL INEQUITIES THAT EXIST AND I THINK TAKING A THAT ARE EDUCATIONAL INEQUITIES THAT EXIST AND I THINK TAKING A

914THAT ARE EDUCATIONAL INEQUITIES THAT EXIST AND I THINK TAKING A VALUE AND DRIVING FORWARD AND THAT EXIST AND I THINK TAKING A VALUE AND DRIVING FORWARD AND THAT EXIST AND I THINK TAKING A VALUE AND DRIVING FORWARD AND SEEING THE FACT THAT YES THERE VALUE AND DRIVING FORWARD AND SEEING THE FACT THAT YES THERE VALUE AND DRIVING FORWARD AND SEEING THE FACT THAT YES THERE ARE COMPLEX SOCIETAL AND SEEING THE FACT THAT YES THERE ARE COMPLEX SOCIETAL AND SEEING THE FACT THAT YES THERE ARE COMPLEX SOCIETAL AND HISTORICAL FACTORS THAT ARE COMPLEX SOCIETAL AND HISTORICAL FACTORS THAT ARE COMPLEX SOCIETAL AND HISTORICAL FACTORS THAT CONTRIBUTED TO INJUSTICE THAT HISTORICAL FACTORS THAT CONTRIBUTED TO INJUSTICE THAT HISTORICAL FACTORS THAT CONTRIBUTED TO INJUSTICE THAT HAVE CONTRIBUTED TO OUR CONTRIBUTED TO INJUSTICE THAT HAVE CONTRIBUTED TO OUR CONTRIBUTED

915TO INJUSTICE THAT HAVE CONTRIBUTED TO OUR STUDENTS NOT BEING ABLE TO HAVE CONTRIBUTED TO OUR STUDENTS NOT BEING ABLE TO HAVE CONTRIBUTED TO OUR STUDENTS NOT BEING ABLE TO LEARN I THINK THAT SAYS THE STUDENTS NOT BEING ABLE TO LEARN I THINK THAT SAYS THE STUDENTS NOT BEING ABLE TO LEARN I THINK THAT SAYS THE PACE FORWARD THAT SAYS WE AS A LEARN I THINK THAT SAYS THE PACE FORWARD THAT SAYS WE AS A LEARN I THINK THAT SAYS THE PACE FORWARD THAT SAYS WE AS A SCHOOL AS A DIVISION, AS A CITY PACE FORWARD THAT SAYS WE AS A SCHOOL AS A DIVISION, AS A CITY PACE FORWARD THAT SAYS WE AS A SCHOOL AS A DIVISION, AS A CITY UNDERSTAND THE COMPLEXITY THE SCHOOL AS A DIVISION, AS A CITY UNDERSTAND THE COMPLEXITY

916THE SCHOOL AS A DIVISION, AS A CITY UNDERSTAND THE COMPLEXITY THE WORLD AND WE'RE STATING THIS AS UNDERSTAND THE COMPLEXITY THE WORLD AND WE'RE STATING THIS AS UNDERSTAND THE COMPLEXITY THE WORLD AND WE'RE STATING THIS AS A VALUE TO HELP DRIVE OUR WORLD AND WE'RE STATING THIS AS A VALUE TO HELP DRIVE OUR WORLD AND WE'RE STATING THIS AS A VALUE TO HELP DRIVE OUR ORGANIZATION FORWARD AND >> SO A VALUE TO HELP DRIVE OUR ORGANIZATION FORWARD AND >> SO A VALUE TO HELP DRIVE OUR ORGANIZATION FORWARD AND >> SO AS I READ THIS POLICY TO ME ORGANIZATION FORWARD AND >> SO AS I READ THIS POLICY TO ME ORGANIZATION FORWARD AND >> SO AS I READ THIS POLICY TO ME THIS IS A FOOT FORWARD. AS I READ THIS POLICY TO ME THIS IS

917A FOOT FORWARD. AS I READ THIS POLICY TO ME THIS IS A FOOT FORWARD. IT'S A FOOT FORWARD AND THIS IS A FOOT FORWARD. IT'S A FOOT FORWARD AND THIS IS A FOOT FORWARD. IT'S A FOOT FORWARD AND UNDERSTANDING THE YEAR TWENTY IT'S A FOOT FORWARD AND UNDERSTANDING THE YEAR TWENTY IT'S A FOOT FORWARD AND UNDERSTANDING THE YEAR TWENTY TWENTY FIVE TO FOOT FORWARD AND UNDERSTANDING THE YEAR TWENTY TWENTY FIVE TO FOOT FORWARD AND UNDERSTANDING THE YEAR TWENTY TWENTY FIVE TO FOOT FORWARD AND UNDERSTANDING THAT TODAY IF YOU TWENTY FIVE TO FOOT FORWARD AND UNDERSTANDING THAT TODAY IF YOU TWENTY FIVE TO FOOT FORWARD AND UNDERSTANDING THAT TODAY IF YOU LOOK AT KIDS FROM DIFFERENT UNDERSTANDING THAT TODAY IF YOU LOOK AT KIDS FROM DIFFERENT UNDERSTANDING THAT TODAY IF YOU LOOK AT KIDS FROM DIFFERENT

918SOCIOECONOMIC BACKGROUNDS, KIDS LOOK AT KIDS FROM DIFFERENT SOCIOECONOMIC BACKGROUNDS, KIDS LOOK AT KIDS FROM DIFFERENT SOCIOECONOMIC BACKGROUNDS, KIDS FROM LOW SOCIOECONOMIC SOCIOECONOMIC BACKGROUNDS, KIDS FROM LOW SOCIOECONOMIC SOCIOECONOMIC BACKGROUNDS, KIDS FROM LOW SOCIOECONOMIC BACKGROUNDS HAVE HIGHER RATES FROM LOW SOCIOECONOMIC BACKGROUNDS HAVE HIGHER RATES FROM LOW SOCIOECONOMIC BACKGROUNDS HAVE HIGHER RATES OF PTSD FOLKS FROM HIGH BACKGROUNDS HAVE HIGHER RATES OF PTSD FOLKS FROM HIGH BACKGROUNDS HAVE HIGHER RATES OF PTSD FOLKS FROM HIGH SOCIOECONOMIC BACKGROUNDS. OF PTSD FOLKS FROM HIGH SOCIOECONOMIC BACKGROUNDS. OF PTSD FOLKS FROM HIGH SOCIOECONOMIC BACKGROUNDS. SO ALREADY GOING INTO SOCIOECONOMIC BACKGROUNDS. SO ALREADY GOING INTO SOCIOECONOMIC BACKGROUNDS. SO ALREADY GOING INTO KINDERGARTEN NEUROLOGICALLY SO ALREADY GOING INTO KINDERGARTEN NEUROLOGICALLY SO ALREADY GOING INTO KINDERGARTEN NEUROLOGICALLY THERE IS A DIFFERENCE THAT'S KINDERGARTEN NEUROLOGICALLY THERE IS A DIFFERENCE THAT'S KINDERGARTEN NEUROLOGICALLY THERE IS A DIFFERENCE THAT'S

919NOT THAT'S NOT THE RESULT THERE IS A DIFFERENCE THAT'S NOT THAT'S NOT THE RESULT THERE IS A DIFFERENCE THAT'S NOT THAT'S NOT THE RESULT OF PARENTING. NOT THAT'S NOT THE RESULT OF PARENTING. NOT THAT'S NOT THE RESULT OF PARENTING. THAT'S NOT THE RESULT OF YOU OF PARENTING. THAT'S NOT THE RESULT OF YOU OF PARENTING. THAT'S NOT THE RESULT OF YOU KNOW IT'S NOT THE RESULT THAT'S NOT THE RESULT OF YOU KNOW IT'S NOT THE RESULT THAT'S NOT THE RESULT OF YOU KNOW IT'S NOT THE RESULT OF PARIS. KNOW IT'S NOT THE RESULT OF PARIS. KNOW IT'S NOT THE RESULT OF PARIS. IT'S PRETTY MUCH THE RESULT OF PARIS. IT'S PRETTY MUCH THE RESULT OF PARIS. IT'S PRETTY MUCH THE RESULT OF ECONOMIC STATUS AND ONE'S IT'S PRETTY MUCH THE RESULT OF ECONOMIC STATUS AND ONE'S

920IT'S PRETTY MUCH THE RESULT OF ECONOMIC STATUS AND ONE'S WELL-BEING. OF ECONOMIC STATUS AND ONE'S WELL-BEING. OF ECONOMIC STATUS AND ONE'S WELL-BEING. SOCIETY THAT INCLUDES ACCESS TO WELL-BEING. SOCIETY THAT INCLUDES ACCESS TO WELL-BEING. SOCIETY THAT INCLUDES ACCESS TO HEALTH CARE, ACCESS TO SOCIETY THAT INCLUDES ACCESS TO HEALTH CARE, ACCESS TO SOCIETY THAT INCLUDES ACCESS TO HEALTH CARE, ACCESS TO RESOURCES AND SO WHEN WE HEALTH CARE, ACCESS TO RESOURCES AND SO WHEN WE HEALTH CARE, ACCESS TO RESOURCES AND SO WHEN WE ACKNOWLEDGE THAT THESE RESOURCES AND SO WHEN WE ACKNOWLEDGE THAT THESE RESOURCES AND SO WHEN WE ACKNOWLEDGE THAT THESE INJUSTICES EXIST AND THAT WE ACKNOWLEDGE THAT THESE INJUSTICES EXIST AND THAT WE ACKNOWLEDGE THAT THESE INJUSTICES EXIST AND THAT WE HAVE A PLAN IN PLACE TO ADDRESS INJUSTICES EXIST AND THAT WE HAVE A PLAN

921IN PLACE TO ADDRESS INJUSTICES EXIST AND THAT WE HAVE A PLAN IN PLACE TO ADDRESS TO UNDERSTAND TO SAY WE WANT TO HAVE A PLAN IN PLACE TO ADDRESS TO UNDERSTAND TO SAY WE WANT TO HAVE A PLAN IN PLACE TO ADDRESS TO UNDERSTAND TO SAY WE WANT TO WANT TO MOVE FORWARD AND ENSURE TO UNDERSTAND TO SAY WE WANT TO WANT TO MOVE FORWARD AND ENSURE TO UNDERSTAND TO SAY WE WANT TO WANT TO MOVE FORWARD AND ENSURE EVERY KID RECEIVES A QUALITY WANT TO MOVE FORWARD AND ENSURE EVERY KID RECEIVES A QUALITY WANT TO MOVE FORWARD AND ENSURE EVERY KID RECEIVES A QUALITY EDUCATION AND I THINK ARE EVERY KID RECEIVES A QUALITY EDUCATION AND I THINK ARE EVERY KID RECEIVES A QUALITY EDUCATION AND I THINK ARE TAKING A STEP FORWARD AND

922I EDUCATION AND I THINK ARE TAKING A STEP FORWARD AND I EDUCATION AND I THINK ARE TAKING A STEP FORWARD AND I KNOW THAT WE ARE STILL GOING TO TAKING A STEP FORWARD AND I KNOW THAT WE ARE STILL GOING TO TAKING A STEP FORWARD AND I KNOW THAT WE ARE STILL GOING TO DO THAT AS A DIVISION BUT TO ME KNOW THAT WE ARE STILL GOING TO DO THAT AS A DIVISION BUT TO ME KNOW THAT WE ARE STILL GOING TO DO THAT AS A DIVISION BUT TO ME HOW DO WE GO FROM BEING GOOD TO DO THAT AS A DIVISION BUT TO ME HOW DO WE GO FROM BEING GOOD TO DO THAT AS A DIVISION BUT TO ME HOW DO WE GO FROM BEING GOOD TO GREAT HOW DO WE GO FROM

923HOW DO WE GO FROM BEING GOOD TO GREAT HOW DO WE GO FROM HOW DO WE GO FROM BEING GOOD TO GREAT HOW DO WE GO FROM SURVIVING TO THRIVING INTO ME GREAT HOW DO WE GO FROM SURVIVING TO THRIVING INTO ME GREAT HOW DO WE GO FROM SURVIVING TO THRIVING INTO ME THIS POLICY IS SOME OF THOSE SURVIVING TO THRIVING INTO ME THIS POLICY IS SOME OF THOSE SURVIVING TO THRIVING INTO ME THIS POLICY IS SOME OF THOSE OF THOSE THINGS THAT SETS OUR THIS POLICY IS SOME OF THOSE OF THOSE THINGS THAT SETS OUR THIS POLICY IS SOME OF THOSE OF THOSE THINGS THAT SETS OUR DIRECTION FORWARD INTO BEING A OF THOSE THINGS THAT SETS OUR DIRECTION FORWARD INTO BEING A OF THOSE THINGS THAT SETS OUR DIRECTION FORWARD INTO BEING A

924I THINK A FORWARD THINKING DIRECTION FORWARD INTO BEING A I THINK A FORWARD THINKING DIRECTION FORWARD INTO BEING A I THINK A FORWARD THINKING INSTITUTION AND SO I HAVE MORE I THINK A FORWARD THINKING INSTITUTION AND SO I HAVE MORE I THINK A FORWARD THINKING INSTITUTION AND SO I HAVE MORE DEPTH, MORE THOUGHTS ABOUT WHY INSTITUTION AND SO I HAVE MORE DEPTH, MORE THOUGHTS ABOUT WHY INSTITUTION AND SO I HAVE MORE DEPTH, MORE THOUGHTS ABOUT WHY I THINK THIS POLICY IS A DEPTH, MORE THOUGHTS ABOUT WHY I THINK THIS POLICY IS A DEPTH, MORE THOUGHTS ABOUT WHY I THINK THIS POLICY IS A MOMENTUM BUILDER AND HELPS I THINK THIS POLICY IS A MOMENTUM BUILDER AND HELPS I THINK THIS POLICY IS A MOMENTUM BUILDER AND HELPS ADDRESS SYSTEMIC INEQUITY IN MOMENTUM BUILDER AND HELPS

925ADDRESS SYSTEMIC INEQUITY IN MOMENTUM BUILDER AND HELPS ADDRESS SYSTEMIC INEQUITY IN OUR SOCIETY BUT I >> WANTED TO ADDRESS SYSTEMIC INEQUITY IN OUR SOCIETY BUT I >> WANTED TO ADDRESS SYSTEMIC INEQUITY IN OUR SOCIETY BUT I >> WANTED TO JUST TAKE A STEP BACK AND SAY OUR SOCIETY BUT I >> WANTED TO JUST TAKE A STEP BACK AND SAY OUR SOCIETY BUT I >> WANTED TO JUST TAKE A STEP BACK AND SAY TO FOLKS, YOU KNOW, WHY DO I JUST TAKE A STEP BACK AND SAY TO FOLKS, YOU KNOW, WHY DO I JUST TAKE A STEP BACK AND SAY TO FOLKS, YOU KNOW, WHY DO I CARE ABOUT THESE THINGS BECAUSE TO FOLKS, YOU KNOW, WHY DO I CARE ABOUT THESE THINGS BECAUSE TO FOLKS, YOU KNOW, WHY DO I CARE ABOUT THESE THINGS BECAUSE

926I KNOW THAT KIDS COMING INTO CARE ABOUT THESE THINGS BECAUSE I KNOW THAT KIDS COMING INTO CARE ABOUT THESE THINGS BECAUSE I KNOW THAT KIDS COMING INTO OUR SCHOOLS NEED THE RESOURCES I KNOW THAT KIDS COMING INTO OUR SCHOOLS NEED THE RESOURCES I KNOW THAT KIDS COMING INTO OUR SCHOOLS NEED THE RESOURCES TO THRIVE. OUR SCHOOLS NEED THE RESOURCES TO THRIVE. OUR SCHOOLS NEED THE RESOURCES TO THRIVE. KIDS WITH ADDICTION ISSUES NEED TO THRIVE. KIDS WITH ADDICTION ISSUES NEED TO THRIVE. KIDS WITH ADDICTION ISSUES NEED EXTRA RESOURCES. KIDS WITH ADDICTION ISSUES NEED EXTRA RESOURCES. KIDS WITH ADDICTION ISSUES NEED EXTRA RESOURCES. KIDS WHO HAVE LITERACY SHOES EXTRA RESOURCES. KIDS WHO HAVE LITERACY SHOES EXTRA RESOURCES. KIDS WHO HAVE LITERACY SHOES NEED THAT EXTRA RESOURCES AND KIDS WHO HAVE LITERACY SHOES NEED THAT EXTRA RESOURCES AND

927KIDS WHO HAVE LITERACY SHOES NEED THAT EXTRA RESOURCES AND WHEN WE TALK ABOUT INEQUITY NEED THAT EXTRA RESOURCES AND WHEN WE TALK ABOUT INEQUITY NEED THAT EXTRA RESOURCES AND WHEN WE TALK ABOUT INEQUITY EXISTING WHEN WE TALK ABOUT IT WHEN WE TALK ABOUT INEQUITY EXISTING WHEN WE TALK ABOUT IT WHEN WE TALK ABOUT INEQUITY EXISTING WHEN WE TALK ABOUT IT AS SOMETHING AS PART OF OUR EXISTING WHEN WE TALK ABOUT IT AS SOMETHING AS PART OF OUR EXISTING WHEN WE TALK ABOUT IT AS SOMETHING AS PART OF OUR SOCIETY AND THIS IS NOT PART AS SOMETHING AS PART OF OUR SOCIETY AND THIS IS NOT PART AS SOMETHING AS PART OF OUR SOCIETY AND THIS IS NOT PART OF OUR MISSION, I THINK THIS SOCIETY AND THIS IS NOT PART OF OUR MISSION, I THINK

928THIS SOCIETY AND THIS IS NOT PART OF OUR MISSION, I THINK THIS HELPS DRIVE THE SHIP TOWARDS A OF OUR MISSION, I THINK THIS HELPS DRIVE THE SHIP TOWARDS A OF OUR MISSION, I THINK THIS HELPS DRIVE THE SHIP TOWARDS A TRUE GOAL THAT IS MEASURABLE. HELPS DRIVE THE SHIP TOWARDS A TRUE GOAL THAT IS MEASURABLE. HELPS DRIVE THE SHIP TOWARDS A TRUE GOAL THAT IS MEASURABLE. I'VE WORKED WITH RUBIX THAT TRUE GOAL THAT IS MEASURABLE. I'VE WORKED WITH RUBIX THAT TRUE GOAL THAT IS MEASURABLE. I'VE WORKED WITH RUBIX THAT MEASURE CULTURAL COMPETENCY I'VE WORKED WITH RUBIX THAT MEASURE CULTURAL COMPETENCY I'VE WORKED WITH RUBIX THAT MEASURE CULTURAL COMPETENCY WHICH IS A MOUTHFUL OF A WORD MEASURE CULTURAL COMPETENCY WHICH IS A MOUTHFUL OF A WORD MEASURE CULTURAL COMPETENCY WHICH IS A MOUTHFUL OF A

929WORD AT 15 BUT I'VE WORKED WITH WHICH IS A MOUTHFUL OF A WORD AT 15 BUT I'VE WORKED WITH WHICH IS A MOUTHFUL OF A WORD AT 15 BUT I'VE WORKED WITH RUBIKS. AT 15 BUT I'VE WORKED WITH RUBIKS. AT 15 BUT I'VE WORKED WITH RUBIKS. IT IS A QUANTIFIED THING THAT RUBIKS. IT IS A QUANTIFIED THING THAT RUBIKS. IT IS A QUANTIFIED THING THAT WE CAN MEASURE THERE'S ALL IT IS A QUANTIFIED THING THAT WE CAN MEASURE THERE'S ALL IT IS A QUANTIFIED THING THAT WE CAN MEASURE THERE'S ALL TYPES OF ASSESSMENTS STATE WE CAN MEASURE THERE'S ALL TYPES OF ASSESSMENTS STATE WE CAN MEASURE THERE'S ALL TYPES OF ASSESSMENTS STATE OF VIRGINIA EVEN HAS SOME ON TYPES OF ASSESSMENTS STATE OF VIRGINIA EVEN HAS SOME ON TYPES OF ASSESSMENTS STATE OF VIRGINIA EVEN

930HAS SOME ON THEIR WEBSITE. OF VIRGINIA EVEN HAS SOME ON THEIR WEBSITE. OF VIRGINIA EVEN HAS SOME ON THEIR WEBSITE. SO WHEN I LOOK THROUGH THIS I THEIR WEBSITE. SO WHEN I LOOK THROUGH THIS I THEIR WEBSITE. SO WHEN I LOOK THROUGH THIS I THINK THAT THESE ARE THE GOALS SO WHEN I LOOK THROUGH THIS I THINK THAT THESE ARE THE GOALS SO WHEN I LOOK THROUGH THIS I THINK THAT THESE ARE THE GOALS THAT I WOULD SUPPORT WILL THINK THAT THESE ARE THE GOALS THAT I WOULD SUPPORT WILL THINK THAT THESE ARE THE GOALS THAT I WOULD SUPPORT WILL CONTINUE TO SUPPORT AND I KNOW THAT I WOULD SUPPORT WILL CONTINUE TO SUPPORT AND I KNOW THAT I WOULD SUPPORT WILL CONTINUE TO SUPPORT AND I KNOW THAT MANY FOLKS WHO WORK HERE CONTINUE

931TO SUPPORT AND I KNOW THAT MANY FOLKS WHO WORK HERE CONTINUE TO SUPPORT AND I KNOW THAT MANY FOLKS WHO WORK HERE ARE GOING TO CONTINUE TO THAT MANY FOLKS WHO WORK HERE ARE GOING TO CONTINUE TO THAT MANY FOLKS WHO WORK HERE ARE GOING TO CONTINUE TO SUPPORT INSIDERS WANTED TO ARE GOING TO CONTINUE TO SUPPORT INSIDERS WANTED TO ARE GOING TO CONTINUE TO SUPPORT INSIDERS WANTED TO YIELD ON TIME AND SAY YOU KNOW SUPPORT INSIDERS WANTED TO YIELD ON TIME AND SAY YOU KNOW SUPPORT INSIDERS WANTED TO YIELD ON TIME AND SAY YOU KNOW THAT'S WHY I FELT I FELT THAT YIELD ON TIME AND SAY YOU KNOW THAT'S WHY I FELT I FELT THAT YIELD ON TIME AND SAY YOU KNOW THAT'S WHY I FELT I FELT THAT THIS POLICY IS IMPORTANT

932TO THAT'S WHY I FELT I FELT THAT THIS POLICY IS IMPORTANT TO THAT'S WHY I FELT I FELT THAT THIS POLICY IS IMPORTANT TO KEEP ON GOING BECAUSE I THINK THIS POLICY IS IMPORTANT TO KEEP ON GOING BECAUSE I THINK THIS POLICY IS IMPORTANT TO KEEP ON GOING BECAUSE I THINK IT'S INNOVATIVE. KEEP ON GOING BECAUSE I THINK IT'S INNOVATIVE. KEEP ON GOING BECAUSE I THINK IT'S INNOVATIVE. I DO NOT SEE LINE >> BY LINE IT'S INNOVATIVE. I DO NOT SEE LINE >> BY LINE IT'S INNOVATIVE. I DO NOT SEE LINE >> BY LINE HOW THIS IS AND THIS IS LINE BY I DO NOT SEE LINE >> BY LINE HOW THIS IS AND THIS IS LINE BY I DO NOT SEE LINE >> BY LINE HOW THIS IS AND THIS IS LINE BY LINE

933HOW THIS, YOU KNOW, HOW THIS IS AND THIS IS LINE BY LINE HOW THIS, YOU KNOW, HOW THIS IS AND THIS IS LINE BY LINE HOW THIS, YOU KNOW, DISAGREE OR WHEN LOOKING AT LINE HOW THIS, YOU KNOW, DISAGREE OR WHEN LOOKING AT LINE HOW THIS, YOU KNOW, DISAGREE OR WHEN LOOKING AT TRUMP'S EXECUTIVE ORDER HOW DISAGREE OR WHEN LOOKING AT TRUMP'S EXECUTIVE ORDER HOW DISAGREE OR WHEN LOOKING AT TRUMP'S EXECUTIVE ORDER HOW THAT SAYS THIS POLICY IS YOU TRUMP'S EXECUTIVE ORDER HOW THAT SAYS THIS POLICY IS YOU TRUMP'S EXECUTIVE ORDER HOW THAT SAYS THIS POLICY IS YOU KNOW, IS INVALID AND FOR ME I THAT SAYS THIS POLICY IS YOU KNOW, IS INVALID AND FOR ME I THAT SAYS THIS POLICY IS YOU KNOW, IS INVALID AND FOR ME I JUST I'M DISAPPOINTED. KNOW,

934IS INVALID AND FOR ME I JUST I'M DISAPPOINTED. KNOW, IS INVALID AND FOR ME I JUST I'M DISAPPOINTED. I MEAN I THINK IT IS GREAT JUST I'M DISAPPOINTED. I MEAN I THINK IT IS GREAT JUST I'M DISAPPOINTED. I MEAN I THINK IT IS GREAT THING I THINK A LOT OF WORK I MEAN I THINK IT IS GREAT THING I THINK A LOT OF WORK I MEAN I THINK IT IS GREAT THING I THINK A LOT OF WORK WENT INTO IT AND I REALLY I THING I THINK A LOT OF WORK WENT INTO IT AND I REALLY I THING I THINK A LOT OF WORK WENT INTO IT AND I REALLY I REALLY WISH AT BARE MINIMUM WENT INTO IT AND I REALLY I REALLY WISH AT BARE MINIMUM WENT INTO IT AND I REALLY I

935REALLY WISH AT BARE MINIMUM THAT HEY I GOT A REPLY TO MY REALLY WISH AT BARE MINIMUM THAT HEY I GOT A REPLY TO MY REALLY WISH AT BARE MINIMUM THAT HEY I GOT A REPLY TO MY EMAIL THAT SAID HEY, HERE'S THE THAT HEY I GOT A REPLY TO MY EMAIL THAT SAID HEY, HERE'S THE THAT HEY I GOT A REPLY TO MY EMAIL THAT SAID HEY, HERE'S THE CONSTRUCTIVE FEEDBACK HERE'S A EMAIL THAT SAID HEY, HERE'S THE CONSTRUCTIVE FEEDBACK HERE'S A EMAIL THAT SAID HEY, HERE'S THE CONSTRUCTIVE FEEDBACK HERE'S A SIMPLE WAY THAT WE COULD CONSTRUCTIVE FEEDBACK HERE'S A SIMPLE WAY THAT WE COULD CONSTRUCTIVE FEEDBACK HERE'S A SIMPLE WAY THAT WE COULD POTENTIALLY MOVE YOU THAT WE SIMPLE WAY THAT WE COULD POTENTIALLY MOVE YOU THAT WE SIMPLE WAY THAT WE COULD

936POTENTIALLY MOVE YOU THAT WE COULD ADD TO THIS TO THIS TO POTENTIALLY MOVE YOU THAT WE COULD ADD TO THIS TO THIS TO POTENTIALLY MOVE YOU THAT WE COULD ADD TO THIS TO THIS TO MAKE IT MORE MORE COHESIVE AS A COULD ADD TO THIS TO THIS TO MAKE IT MORE MORE COHESIVE AS A COULD ADD TO THIS TO THIS TO MAKE IT MORE MORE COHESIVE AS A POLICY. MAKE IT MORE MORE COHESIVE AS A POLICY. MAKE IT MORE MORE COHESIVE AS A POLICY. BUT THAT'S ALL OK >> SEEING POLICY. BUT THAT'S ALL OK >> SEEING POLICY. BUT THAT'S ALL OK >> SEEING OTHER DISCUSSION AND CALL FOR BUT THAT'S ALL OK >> SEEING OTHER DISCUSSION AND CALL FOR BUT THAT'S ALL OK >> SEEING OTHER DISCUSSION AND CALL FOR THE VOTE TO APPROVE POLICY

937FIVE OTHER DISCUSSION AND CALL FOR THE VOTE TO APPROVE POLICY FIVE OTHER DISCUSSION AND CALL FOR THE VOTE TO APPROVE POLICY FIVE DASH FOUR AS PRESENTED I'M NOT THE VOTE TO APPROVE POLICY FIVE DASH FOUR AS PRESENTED I'M NOT THE VOTE TO APPROVE POLICY FIVE DASH FOUR AS PRESENTED I'M NOT LETTING YOU GUYS WERE IS THERE DASH FOUR AS PRESENTED I'M NOT LETTING YOU GUYS WERE IS THERE DASH FOUR AS PRESENTED I'M NOT LETTING YOU GUYS WERE IS THERE ANY EXTRA AND I KNOW CAN AND I LETTING YOU GUYS WERE IS THERE ANY EXTRA AND I KNOW CAN AND I LETTING YOU GUYS WERE IS THERE ANY EXTRA AND I KNOW CAN AND I KNOW THAT THERE WAS SOMETHING ANY EXTRA AND I KNOW CAN AND I KNOW THAT THERE WAS SOMETHING ANY EXTRA AND

938I KNOW CAN AND I KNOW THAT THERE WAS SOMETHING IN WILL GO BY THE LINE MR. KNOW THAT THERE WAS SOMETHING IN WILL GO BY THE LINE MR. KNOW THAT THERE WAS SOMETHING IN WILL GO BY THE LINE MR. CARLIN CALLEN, HOW DO YOU VOTE IN WILL GO BY THE LINE MR. CARLIN CALLEN, HOW DO YOU VOTE IN WILL GO BY THE LINE MR. CARLIN CALLEN, HOW DO YOU VOTE ? CARLIN CALLEN, HOW DO YOU VOTE ? CARLIN CALLEN, HOW DO YOU VOTE ? MR. CUMMINGS, I HAVE YOUR VOTE ? MR. CUMMINGS, I HAVE YOUR VOTE ? MR. CUMMINGS, I HAVE YOUR VOTE MR. COLPEPER. MR. CUMMINGS, I HAVE YOUR VOTE MR. COLPEPER. MR. CUMMINGS, I HAVE YOUR VOTE MR. COLPEPER. HOW DO YOU VOTE MISSPELT AND MR. COLPEPER. HOW DO YOU VOTE MISSPELT AND

939MR. COLPEPER. HOW DO YOU VOTE MISSPELT AND HOW YOU VOTE MCWILLIAMS HOW DO YOU VOTE MISSPELT AND HOW YOU VOTE MCWILLIAMS HOW DO YOU VOTE MISSPELT AND HOW YOU VOTE MCWILLIAMS WILLIAMS? HOW YOU VOTE MCWILLIAMS WILLIAMS? HOW YOU VOTE MCWILLIAMS WILLIAMS? HOW DO YOU VOTE YES JERRY BROWN WILLIAMS? HOW DO YOU VOTE YES JERRY BROWN WILLIAMS? HOW DO YOU VOTE YES JERRY BROWN HAVE YOU VOTE YES MISMANAGED HOW DO YOU VOTE YES JERRY BROWN HAVE YOU VOTE YES MISMANAGED HOW DO YOU VOTE YES JERRY BROWN HAVE YOU VOTE YES MISMANAGED ALREADY VOTED DR. ALREADY VOTED HAVE YOU VOTE YES MISMANAGED ALREADY VOTED DR. ALREADY VOTED HAVE YOU VOTE YES MISMANAGED ALREADY VOTED DR. ALREADY VOTED DR. GREEN. ALREADY VOTED DR. ALREADY VOTED DR. GREEN. ALREADY VOTED DR. ALREADY VOTED DR. GREEN. HOW DO YOUR VOTE

940MR BOWEN STILL DR. GREEN. HOW DO YOUR VOTE MR BOWEN STILL DR. GREEN. HOW DO YOUR VOTE MR BOWEN STILL HOW DO YOU VOTE YES MR. WEINER HOW DO YOUR VOTE MR BOWEN STILL HOW DO YOU VOTE YES MR. WEINER HOW DO YOUR VOTE MR BOWEN STILL HOW DO YOU VOTE YES MR. WEINER HAD YOUR VOTE, MISS ROGERS, HOW HOW DO YOU VOTE YES MR. WEINER HAD YOUR VOTE, MISS ROGERS, HOW HOW DO YOU VOTE YES MR. WEINER HAD YOUR VOTE, MISS ROGERS, HOW DO YOU VOTE SO MADAM CHAIR WE HAD YOUR VOTE, MISS ROGERS, HOW DO YOU VOTE SO MADAM CHAIR WE HAD YOUR VOTE, MISS ROGERS, HOW DO YOU VOTE SO MADAM CHAIR WE HAVE SIX EYES AND EYES AND FIVE DO YOU VOTE SO MADAM CHAIR WE HAVE SIX EYES AND EYES

941AND FIVE DO YOU VOTE SO MADAM CHAIR WE HAVE SIX EYES AND EYES AND FIVE NAYS SO THE MOTION IT PASSPORT HAVE SIX EYES AND EYES AND FIVE NAYS SO THE MOTION IT PASSPORT HAVE SIX EYES AND EYES AND FIVE NAYS SO THE MOTION IT PASSPORT POLICY FIVE DASH FOUR HAS NAYS SO THE MOTION IT PASSPORT POLICY FIVE DASH FOUR HAS NAYS SO THE MOTION IT PASSPORT POLICY FIVE DASH FOUR HAS PRESENTED THANK YOU. POLICY FIVE DASH FOUR HAS PRESENTED THANK YOU. POLICY FIVE DASH FOUR HAS PRESENTED THANK YOU. WE ARE NOW ON TO H WHICH IS THE PRESENTED THANK YOU. WE ARE NOW ON TO H WHICH IS THE PRESENTED THANK YOU. WE ARE NOW ON TO H WHICH IS THE TWENTY FIVE TWENTY SIX SCHEDULE WE ARE NOW ON TO H WHICH IS

942THE TWENTY FIVE TWENTY SIX SCHEDULE WE ARE NOW ON TO H WHICH IS THE TWENTY FIVE TWENTY SIX SCHEDULE OF MEETINGS THAT IS IN FRONT TWENTY FIVE TWENTY SIX SCHEDULE OF MEETINGS THAT IS IN FRONT TWENTY FIVE TWENTY SIX SCHEDULE OF MEETINGS THAT IS IN FRONT OF YOU AS EVERYBODY HAD A OF MEETINGS THAT IS IN FRONT OF YOU AS EVERYBODY HAD A OF MEETINGS THAT IS IN FRONT OF YOU AS EVERYBODY HAD A CHANCE TO REVIEW THIS THIS IS OF YOU AS EVERYBODY HAD A CHANCE TO REVIEW THIS THIS IS OF YOU AS EVERYBODY HAD A CHANCE TO REVIEW THIS THIS IS BASED ON OUR BYLAWS CHANGE CHANCE TO REVIEW THIS THIS IS BASED ON OUR BYLAWS CHANGE CHANCE TO REVIEW THIS THIS IS BASED ON OUR BYLAWS CHANGE AGAIN ON APRIL TWENTY SECOND

943BASED ON OUR BYLAWS CHANGE AGAIN ON APRIL TWENTY SECOND BASED ON OUR BYLAWS CHANGE AGAIN ON APRIL TWENTY SECOND THAT WAS UNANIMOUS THAT STATES AGAIN ON APRIL TWENTY SECOND THAT WAS UNANIMOUS THAT STATES AGAIN ON APRIL TWENTY SECOND THAT WAS UNANIMOUS THAT STATES DURING THE MONTH OF JULY IN THAT WAS UNANIMOUS THAT STATES DURING THE MONTH OF JULY IN THAT WAS UNANIMOUS THAT STATES DURING THE MONTH OF JULY IN AUGUST IN DECEMBER THE SCHOOL DURING THE MONTH OF JULY IN AUGUST IN DECEMBER THE SCHOOL DURING THE MONTH OF JULY IN AUGUST IN DECEMBER THE SCHOOL BOARD WILL GENERALLY HOLD ONE AUGUST IN DECEMBER THE SCHOOL BOARD WILL GENERALLY HOLD ONE AUGUST IN DECEMBER THE SCHOOL BOARD WILL GENERALLY HOLD ONE REGULAR BRIDGE MEETING I CALL BOARD WILL GENERALLY HOLD ONE REGULAR BRIDGE MEETING I CALL

944BOARD WILL GENERALLY HOLD ONE REGULAR BRIDGE MEETING I CALL FOR A MOTION TO APPROVE THAT AS REGULAR BRIDGE MEETING I CALL FOR A MOTION TO APPROVE THAT AS REGULAR BRIDGE MEETING I CALL FOR A MOTION TO APPROVE THAT AS PRESENTED MOVED MOVED BY MISS FOR A MOTION TO APPROVE THAT AS PRESENTED MOVED MOVED BY MISS FOR A MOTION TO APPROVE THAT AS PRESENTED MOVED MOVED BY MISS DWYER SECONDED BY VICE CHAIR PRESENTED MOVED MOVED BY MISS DWYER SECONDED BY VICE CHAIR PRESENTED MOVED MOVED BY MISS DWYER SECONDED BY VICE CHAIR WEEMES. DWYER SECONDED BY VICE CHAIR WEEMES. DWYER SECONDED BY VICE CHAIR WEEMES. ANY DISCUSSION SEEING NINE I WEEMES. ANY DISCUSSION SEEING NINE I WEEMES. ANY DISCUSSION SEEING NINE I CALL FOR THE VOTES TO APPROVE ANY DISCUSSION SEEING NINE I CALL FOR THE VOTES

945TO APPROVE ANY DISCUSSION SEEING NINE I CALL FOR THE VOTES TO APPROVE THE TWENTY FIVE TWENTY SIX CALL FOR THE VOTES TO APPROVE THE TWENTY FIVE TWENTY SIX CALL FOR THE VOTES TO APPROVE THE TWENTY FIVE TWENTY SIX SCHEDULE OF MEETINGS MADAM THE TWENTY FIVE TWENTY SIX SCHEDULE OF MEETINGS MADAM THE TWENTY FIVE TWENTY SIX SCHEDULE OF MEETINGS MADAM CLARK DO YOU WANT US TO RAISE SCHEDULE OF MEETINGS MADAM CLARK DO YOU WANT US TO RAISE SCHEDULE OF MEETINGS MADAM CLARK DO YOU WANT US TO RAISE OUR JUST RAISE OUR HANDS IF WE CLARK DO YOU WANT US TO RAISE OUR JUST RAISE OUR HANDS IF WE CLARK DO YOU WANT US TO RAISE OUR JUST RAISE OUR HANDS IF WE ARE IN FAVOR? OUR JUST RAISE OUR HANDS IF WE ARE IN FAVOR? OUR

946JUST RAISE OUR HANDS IF WE ARE IN FAVOR? SURE ALL THE FAVORITE PLEASE ARE IN FAVOR? SURE ALL THE FAVORITE PLEASE ARE IN FAVOR? SURE ALL THE FAVORITE PLEASE RAISE YOUR HAND ABYSMAL MCADOO SURE ALL THE FAVORITE PLEASE RAISE YOUR HAND ABYSMAL MCADOO SURE ALL THE FAVORITE PLEASE RAISE YOUR HAND ABYSMAL MCADOO YOU HOW DO YOU VOTE FOR THE RAISE YOUR HAND ABYSMAL MCADOO YOU HOW DO YOU VOTE FOR THE RAISE YOUR HAND ABYSMAL MCADOO YOU HOW DO YOU VOTE FOR THE SCHEDULE MY BOOTS ON THE BOARD YOU HOW DO YOU VOTE FOR THE SCHEDULE MY BOOTS ON THE BOARD YOU HOW DO YOU VOTE FOR THE SCHEDULE MY BOOTS ON THE BOARD I VOTE NO AND WE WANT ONE SCHEDULE MY BOOTS ON THE BOARD I VOTE NO AND WE WANT ONE SCHEDULE MY

947BOOTS ON THE BOARD I VOTE NO AND WE WANT ONE SECOND TO PUT THE VOTES ON SO I VOTE NO AND WE WANT ONE SECOND TO PUT THE VOTES ON SO I VOTE NO AND WE WANT ONE SECOND TO PUT THE VOTES ON SO >> MANAGING YOUR RIGHT TO RAISE SECOND TO PUT THE VOTES ON SO >> MANAGING YOUR RIGHT TO RAISE SECOND TO PUT THE VOTES ON SO >> MANAGING YOUR RIGHT TO RAISE MY HAND TO SPEAK BUT IT DOESN'T >> MANAGING YOUR RIGHT TO RAISE MY HAND TO SPEAK BUT IT DOESN'T >> MANAGING YOUR RIGHT TO RAISE MY HAND TO SPEAK BUT IT DOESN'T MATTER SO MADAM CHAIR WE HAVE MY HAND TO SPEAK BUT IT DOESN'T MATTER SO MADAM CHAIR WE HAVE MY HAND TO SPEAK BUT IT DOESN'T MATTER SO MADAM

948CHAIR WE HAVE TEN EYES AND ONE SO THE MOTION MATTER SO MADAM CHAIR WE HAVE TEN EYES AND ONE SO THE MOTION MATTER SO MADAM CHAIR WE HAVE TEN EYES AND ONE SO THE MOTION TO PASS FOR THIS GUY MEETINGS TEN EYES AND ONE SO THE MOTION TO PASS FOR THIS GUY MEETINGS TEN EYES AND ONE SO THE MOTION TO PASS FOR THIS GUY MEETINGS FOR TWENTY TWENTY TWENTY FIVE TO PASS FOR THIS GUY MEETINGS FOR TWENTY TWENTY TWENTY FIVE TO PASS FOR THIS GUY MEETINGS FOR TWENTY TWENTY TWENTY FIVE TWENTY TWENTY SIX. FOR TWENTY TWENTY TWENTY FIVE TWENTY TWENTY SIX. FOR TWENTY TWENTY TWENTY FIVE TWENTY TWENTY SIX. >> THANK YOU WE ARE NOW TWO TWENTY TWENTY SIX. >> THANK YOU WE ARE NOW TWO TWENTY TWENTY SIX. >> THANK YOU WE ARE NOW

949TWO COMMITTEE ORGANIZATION AND >> THANK YOU WE ARE NOW TWO COMMITTEE ORGANIZATION AND >> THANK YOU WE ARE NOW TWO COMMITTEE ORGANIZATION AND BOARD REPORTS. COMMITTEE ORGANIZATION AND BOARD REPORTS. COMMITTEE ORGANIZATION AND BOARD REPORTS. DOES ANYONE HAVE ANYTHING YOU BOARD REPORTS. DOES ANYONE HAVE ANYTHING YOU BOARD REPORTS. DOES ANYONE HAVE ANYTHING YOU REPORT THIS MELNIK TOMORROW DR. DOES ANYONE HAVE ANYTHING YOU REPORT THIS MELNIK TOMORROW DR. DOES ANYONE HAVE ANYTHING YOU REPORT THIS MELNIK TOMORROW DR. ROBERTSON AND I HAVE OUR LAST REPORT THIS MELNIK TOMORROW DR. ROBERTSON AND I HAVE OUR LAST REPORT THIS MELNIK TOMORROW DR. ROBERTSON AND I HAVE OUR LAST QUARTERLY C. ROBERTSON AND I HAVE OUR LAST QUARTERLY C. ROBERTSON AND I HAVE OUR LAST QUARTERLY C. S AND GOVERNOR SCHOOL EATING QUARTERLY C. S AND GOVERNOR SCHOOL EATING QUARTERLY C.

950S AND GOVERNOR SCHOOL EATING WHEN THEY'RE NOT TALK TO CHAIR S AND GOVERNOR SCHOOL EATING WHEN THEY'RE NOT TALK TO CHAIR S AND GOVERNOR SCHOOL EATING WHEN THEY'RE NOT TALK TO CHAIR BROWN ABOUT FOLLOWING AT SOME WHEN THEY'RE NOT TALK TO CHAIR BROWN ABOUT FOLLOWING AT SOME WHEN THEY'RE NOT TALK TO CHAIR BROWN ABOUT FOLLOWING AT SOME POINTS WITH THE FULL BOARD ON BROWN ABOUT FOLLOWING AT SOME POINTS WITH THE FULL BOARD ON BROWN ABOUT FOLLOWING AT SOME POINTS WITH THE FULL BOARD ON BOTH OF THOSE COMMITTEES. POINTS WITH THE FULL BOARD ON BOTH OF THOSE COMMITTEES. POINTS WITH THE FULL BOARD ON BOTH OF THOSE COMMITTEES. THANK YOU AND I JUST WANT TO BOTH OF THOSE COMMITTEES. THANK YOU AND I JUST WANT TO BOTH OF THOSE COMMITTEES. THANK YOU AND I JUST WANT

951TO MAKE ANOTHER ANNOUNCEMENT THAT THANK YOU AND I JUST WANT TO MAKE ANOTHER ANNOUNCEMENT THAT THANK YOU AND I JUST WANT TO MAKE ANOTHER ANNOUNCEMENT THAT I HAVE THE LIST HERE FOR ONE TO MAKE ANOTHER ANNOUNCEMENT THAT I HAVE THE LIST HERE FOR ONE TO MAKE ANOTHER ANNOUNCEMENT THAT I HAVE THE LIST HERE FOR ONE TO ONES WITH DR. ROBERTSON ONLY I HAVE THE LIST HERE FOR ONE TO ONES WITH DR. ROBERTSON ONLY I HAVE THE LIST HERE FOR ONE TO ONES WITH DR. ROBERTSON ONLY ONE BOARD MEMBER FILLED IN ONES WITH DR. ROBERTSON ONLY ONE BOARD MEMBER FILLED IN ONES WITH DR. ROBERTSON ONLY ONE BOARD MEMBER FILLED IN THEIR NAMES SO I DON'T KNOW IF ONE BOARD MEMBER FILLED IN THEIR NAMES SO I DON'T KNOW IF ONE BOARD MEMBER FILLED IN THEIR

952NAMES SO I DON'T KNOW IF OTHER BOARD MEMBERS DIDN'T THEIR NAMES SO I DON'T KNOW IF OTHER BOARD MEMBERS DIDN'T THEIR NAMES SO I DON'T KNOW IF OTHER BOARD MEMBERS DIDN'T RECEIVE IT BUT I WILL PASS IT OTHER BOARD MEMBERS DIDN'T RECEIVE IT BUT I WILL PASS IT OTHER BOARD MEMBERS DIDN'T RECEIVE IT BUT I WILL PASS IT BACK DOWN AND AT THIS TIME WE RECEIVE IT BUT I WILL PASS IT BACK DOWN AND AT THIS TIME WE RECEIVE IT BUT I WILL PASS IT BACK DOWN AND AT THIS TIME WE ARE GOING TO RETURN TO CLOSE BACK DOWN AND AT THIS TIME WE ARE GOING TO RETURN TO CLOSE BACK DOWN AND AT THIS TIME WE ARE GOING TO RETURN TO CLOSE SESSION. ARE GOING TO RETURN TO CLOSE SESSION. ARE GOING TO RETURN

953TO CLOSE SESSION. SO VICE DREAMS WOULD YOU PLEASE SESSION. SO VICE DREAMS WOULD YOU PLEASE SESSION. SO VICE DREAMS WOULD YOU PLEASE READ THE MOTION TO MOTION TO GO SO VICE DREAMS WOULD YOU PLEASE READ THE MOTION TO MOTION TO GO SO VICE DREAMS WOULD YOU PLEASE READ THE MOTION TO MOTION TO GO BACK INTO CLUE'S I MADE A READ THE MOTION TO MOTION TO GO BACK INTO CLUE'S I MADE A READ THE MOTION TO MOTION TO GO BACK INTO CLUE'S I MADE A DISCOVERY SAYS IN A CLOSED BACK INTO CLUE'S I MADE A DISCOVERY SAYS IN A CLOSED BACK INTO CLUE'S I MADE A DISCOVERY SAYS IN A CLOSED SESSION IN ACCORDANCE WITH DISCOVERY SAYS IN A CLOSED SESSION IN ACCORDANCE WITH DISCOVERY SAYS IN A CLOSED SESSION IN ACCORDANCE WITH ACCORDANCE WITH EXCEPTIONS

954TO SESSION IN ACCORDANCE WITH ACCORDANCE WITH EXCEPTIONS TO SESSION IN ACCORDANCE WITH ACCORDANCE WITH EXCEPTIONS TO OPEN MEETINGS LAW AND SET FORTH ACCORDANCE WITH EXCEPTIONS TO OPEN MEETINGS LAW AND SET FORTH ACCORDANCE WITH EXCEPTIONS TO OPEN MEETINGS LAW AND SET FORTH IN VIRGINIA TO VIRGINIA TO TALK OPEN MEETINGS LAW AND SET FORTH IN VIRGINIA TO VIRGINIA TO TALK OPEN MEETINGS LAW AND SET FORTH IN VIRGINIA TO VIRGINIA TO TALK TO DASCHLE 1711 PART PARAGRAPHS IN VIRGINIA TO VIRGINIA TO TALK TO DASCHLE 1711 PART PARAGRAPHS IN VIRGINIA TO VIRGINIA TO TALK TO DASCHLE 1711 PART PARAGRAPHS ONE TWO SEVEN OR EIGHT AS A TO DASCHLE 1711 PART PARAGRAPHS ONE TWO SEVEN OR EIGHT AS A TO DASCHLE 1711 PART PARAGRAPHS ONE TWO SEVEN OR EIGHT AS A MINUTE TO ON THE FOLLOWING ONE TWO SEVEN OR

955EIGHT AS A MINUTE TO ON THE FOLLOWING ONE TWO SEVEN OR EIGHT AS A MINUTE TO ON THE FOLLOWING MATTERS ONE DISCUSSION MINUTE TO ON THE FOLLOWING MATTERS ONE DISCUSSION MINUTE TO ON THE FOLLOWING MATTERS ONE DISCUSSION CONSIDERATION OR INTERVIEWS MATTERS ONE DISCUSSION CONSIDERATION OR INTERVIEWS MATTERS ONE DISCUSSION CONSIDERATION OR INTERVIEWS OF PROSPECTIVE CANDIDATES CONSIDERATION OR INTERVIEWS OF PROSPECTIVE CANDIDATES CONSIDERATION OR INTERVIEWS OF PROSPECTIVE CANDIDATES UNEMPLOYMENT ASSIGNMENT OF PROSPECTIVE CANDIDATES UNEMPLOYMENT ASSIGNMENT OF PROSPECTIVE CANDIDATES UNEMPLOYMENT ASSIGNMENT APPOINTMENT PROMOTION UNEMPLOYMENT ASSIGNMENT APPOINTMENT PROMOTION UNEMPLOYMENT ASSIGNMENT APPOINTMENT PROMOTION PERFORMANCE DEMOTION SALARIES APPOINTMENT PROMOTION PERFORMANCE DEMOTION SALARIES APPOINTMENT PROMOTION PERFORMANCE DEMOTION SALARIES DISCIPLINARY OR RESIGNATION PERFORMANCE DEMOTION SALARIES DISCIPLINARY OR RESIGNATION PERFORMANCE DEMOTION SALARIES DISCIPLINARY OR RESIGNATION OF SPECIFIC PUBLIC OFFICERS DISCIPLINARY OR RESIGNATION OF SPECIFIC PUBLIC OFFICERS DISCIPLINARY OR RESIGNATION OF SPECIFIC PUBLIC OFFICERS APPOINTEES OR EMPLOYEES

956OF ANY OF SPECIFIC PUBLIC OFFICERS APPOINTEES OR EMPLOYEES OF ANY OF SPECIFIC PUBLIC OFFICERS APPOINTEES OR EMPLOYEES OF ANY PUBLIC BODY AND EVALUATION APPOINTEES OR EMPLOYEES OF ANY PUBLIC BODY AND EVALUATION APPOINTEES OR EMPLOYEES OF ANY PUBLIC BODY AND EVALUATION OF PERFORMANCE OF DEPARTMENTS PUBLIC BODY AND EVALUATION OF PERFORMANCE OF DEPARTMENTS PUBLIC BODY AND EVALUATION OF PERFORMANCE OF DEPARTMENTS OR SCHOOLS OF PUBLIC OF PERFORMANCE OF DEPARTMENTS OR SCHOOLS OF PUBLIC OF PERFORMANCE OF DEPARTMENTS OR SCHOOLS OF PUBLIC INSTITUTIONS OF HIGHER OR SCHOOLS OF PUBLIC INSTITUTIONS OF HIGHER OR SCHOOLS OF PUBLIC INSTITUTIONS OF HIGHER EDUCATION WITH SUCH EVALUATED INSTITUTIONS OF HIGHER EDUCATION WITH SUCH EVALUATED INSTITUTIONS OF HIGHER EDUCATION WITH SUCH EVALUATED WILL NECESSARILY INVOLVE EDUCATION WITH SUCH EVALUATED WILL NECESSARILY INVOLVE EDUCATION WITH SUCH EVALUATED WILL NECESSARILY INVOLVE DISCUSSION THE PERFORMANCE WILL NECESSARILY INVOLVE

957DISCUSSION THE PERFORMANCE WILL NECESSARILY INVOLVE DISCUSSION THE PERFORMANCE OF SPECIFIC INDIVIDUALS ANY DISCUSSION THE PERFORMANCE OF SPECIFIC INDIVIDUALS ANY DISCUSSION THE PERFORMANCE OF SPECIFIC INDIVIDUALS ANY TEACHER SHALL BE PERMITTED TO OF SPECIFIC INDIVIDUALS ANY TEACHER SHALL BE PERMITTED TO OF SPECIFIC INDIVIDUALS ANY TEACHER SHALL BE PERMITTED TO BE PRESENT DURING A CLOSED TEACHER SHALL BE PERMITTED TO BE PRESENT DURING A CLOSED TEACHER SHALL BE PERMITTED TO BE PRESENT DURING A CLOSED MEETING IN WHICH THERE IS A BE PRESENT DURING A CLOSED MEETING IN WHICH THERE IS A BE PRESENT DURING A CLOSED MEETING IN WHICH THERE IS A DISCUSSION OR CONSIDERATION MEETING IN WHICH THERE IS A DISCUSSION OR CONSIDERATION MEETING IN WHICH THERE IS A DISCUSSION OR CONSIDERATION OF A DISCIPLINARY OUT OR THAT DISCUSSION OR CONSIDERATION OF A DISCIPLINARY OUT OR THAT DISCUSSION

958OR CONSIDERATION OF A DISCIPLINARY OUT OR THAT INVOLVES THE TEACHER IN SOME OF A DISCIPLINARY OUT OR THAT INVOLVES THE TEACHER IN SOME OF A DISCIPLINARY OUT OR THAT INVOLVES THE TEACHER IN SOME STUDENT AND THE STUDENT INVOLVES THE TEACHER IN SOME STUDENT AND THE STUDENT INVOLVES THE TEACHER IN SOME STUDENT AND THE STUDENT INVOLVED THE MATTER IS PRESENT STUDENT AND THE STUDENT INVOLVED THE MATTER IS PRESENT STUDENT AND THE STUDENT INVOLVED THE MATTER IS PRESENT PROVIDED THAT THE TEACHER MAKES INVOLVED THE MATTER IS PRESENT PROVIDED THAT THE TEACHER MAKES INVOLVED THE MATTER IS PRESENT PROVIDED THAT THE TEACHER MAKES IT WRITTEN REQUEST TO BE PROVIDED THAT THE TEACHER MAKES IT WRITTEN REQUEST TO BE PROVIDED THAT THE TEACHER MAKES IT WRITTEN REQUEST TO BE PRESIDENT TO THE PRESIDING IT WRITTEN REQUEST TO BE PRESIDENT

959TO THE PRESIDING IT WRITTEN REQUEST TO BE PRESIDENT TO THE PRESIDING OFFICER OF APPROPRIATE BOARD PRESIDENT TO THE PRESIDING OFFICER OF APPROPRIATE BOARD PRESIDENT TO THE PRESIDING OFFICER OF APPROPRIATE BOARD NOTHING IN THIS SUBDIVISION OFFICER OF APPROPRIATE BOARD NOTHING IN THIS SUBDIVISION OFFICER OF APPROPRIATE BOARD NOTHING IN THIS SUBDIVISION EVER SO WE SHALL BE CONSTRUED NOTHING IN THIS SUBDIVISION EVER SO WE SHALL BE CONSTRUED NOTHING IN THIS SUBDIVISION EVER SO WE SHALL BE CONSTRUED TO AUTHORIZED CLOSED MEETING BY EVER SO WE SHALL BE CONSTRUED TO AUTHORIZED CLOSED MEETING BY EVER SO WE SHALL BE CONSTRUED TO AUTHORIZED CLOSED MEETING BY LOCAL GOVERNING BODY OR AN TO AUTHORIZED CLOSED MEETING BY LOCAL GOVERNING BODY OR AN TO AUTHORIZED CLOSED MEETING BY LOCAL GOVERNING BODY OR AN ELECTED SCHOOL BOARD IS LOCAL GOVERNING BODY OR AN ELECTED

960SCHOOL BOARD IS LOCAL GOVERNING BODY OR AN ELECTED SCHOOL BOARD IS COMPENSATION MATTERS THAT IN ELECTED SCHOOL BOARD IS COMPENSATION MATTERS THAT IN ELECTED SCHOOL BOARD IS COMPENSATION MATTERS THAT IN FACT THE MEMBERSHIP WITH BODY, COMPENSATION MATTERS THAT IN FACT THE MEMBERSHIP WITH BODY, COMPENSATION MATTERS THAT IN FACT THE MEMBERSHIP WITH BODY, BODY OR BOARD COLLECTIVELY TO FACT THE MEMBERSHIP WITH BODY, BODY OR BOARD COLLECTIVELY TO FACT THE MEMBERSHIP WITH BODY, BODY OR BOARD COLLECTIVELY TO DISCUSS UNDER CONSIDERATION BODY OR BOARD COLLECTIVELY TO DISCUSS UNDER CONSIDERATION BODY OR BOARD COLLECTIVELY TO DISCUSS UNDER CONSIDERATION OF ADMISSION DISCIPLINARY DISCUSS UNDER CONSIDERATION OF ADMISSION DISCIPLINARY DISCUSS UNDER CONSIDERATION OF ADMISSION DISCIPLINARY MATTERS OR ANY OTHER MATTERS OF ADMISSION DISCIPLINARY MATTERS OR ANY OTHER MATTERS OF ADMISSION DISCIPLINARY MATTERS OR ANY OTHER MATTERS THAT WOULD INVOLVE THE MATTERS

961OR ANY OTHER MATTERS THAT WOULD INVOLVE THE MATTERS OR ANY OTHER MATTERS THAT WOULD INVOLVE THE DISCLOSURE OF INFORMATION THAT WOULD INVOLVE THE DISCLOSURE OF INFORMATION THAT WOULD INVOLVE THE DISCLOSURE OF INFORMATION SCHOLASTIC LAST IT CONTAINED IN DISCLOSURE OF INFORMATION SCHOLASTIC LAST IT CONTAINED IN DISCLOSURE OF INFORMATION SCHOLASTIC LAST IT CONTAINED IN ANY STUDENT OF ANY PUBLIC SCHOLASTIC LAST IT CONTAINED IN ANY STUDENT OF ANY PUBLIC SCHOLASTIC LAST IT CONTAINED IN ANY STUDENT OF ANY PUBLIC INSTITUTION OF HIGHER EDUCATION ANY STUDENT OF ANY PUBLIC INSTITUTION OF HIGHER EDUCATION ANY STUDENT OF ANY PUBLIC INSTITUTION OF HIGHER EDUCATION IN THE COMMONWEALTH AND ANY INSTITUTION OF HIGHER EDUCATION IN THE COMMONWEALTH AND ANY INSTITUTION OF HIGHER EDUCATION IN THE COMMONWEALTH AND ANY STATE SCHOOL SYSTEM HOWEVER ANY IN THE COMMONWEALTH AND ANY STATE SCHOOL SYSTEM HOWEVER ANY

962IN THE COMMONWEALTH AND ANY STATE SCHOOL SYSTEM HOWEVER ANY SUCH LEGAL COUNSEL OF THE STATE SCHOOL SYSTEM HOWEVER ANY SUCH LEGAL COUNSEL OF THE STATE SCHOOL SYSTEM HOWEVER ANY SUCH LEGAL COUNSEL OF THE STUDENTS AMOUNT OF THE STUDENTS SUCH LEGAL COUNSEL OF THE STUDENTS AMOUNT OF THE STUDENTS SUCH LEGAL COUNSEL OF THE STUDENTS AMOUNT OF THE STUDENTS ,PARENTS OR LEGAL GUARDIANS STUDENTS AMOUNT OF THE STUDENTS ,PARENTS OR LEGAL GUARDIANS STUDENTS AMOUNT OF THE STUDENTS ,PARENTS OR LEGAL GUARDIANS SHE'LL BE PERMITTED TO BE ,PARENTS OR LEGAL GUARDIANS SHE'LL BE PERMITTED TO BE ,PARENTS OR LEGAL GUARDIANS SHE'LL BE PERMITTED TO BE PRESENT DURING THE TAKING SHE'LL BE PERMITTED TO BE PRESENT DURING THE TAKING SHE'LL BE PERMITTED TO BE PRESENT DURING THE TAKING OF TESTIMONY OR PRESENTATION PRESENT DURING THE TAKING OF TESTIMONY OR PRESENTATION PRESENT

963DURING THE TAKING OF TESTIMONY OR PRESENTATION OF EVIDENCE OF A CLOSED MEETING OF TESTIMONY OR PRESENTATION OF EVIDENCE OF A CLOSED MEETING OF TESTIMONY OR PRESENTATION OF EVIDENCE OF A CLOSED MEETING IN SUCH STUDENT PARENTS OR OF EVIDENCE OF A CLOSED MEETING IN SUCH STUDENT PARENTS OR OF EVIDENCE OF A CLOSED MEETING IN SUCH STUDENT PARENTS OR GUARDIANS SO REQUESTED RIDING IN SUCH STUDENT PARENTS OR GUARDIANS SO REQUESTED RIDING IN SUCH STUDENT PARENTS OR GUARDIANS SO REQUESTED RIDING IN SUCH QUESTIONS SUBMITTED TO GUARDIANS SO REQUESTED RIDING IN SUCH QUESTIONS SUBMITTED TO GUARDIANS SO REQUESTED RIDING IN SUCH QUESTIONS SUBMITTED TO THE PRESIDING OFFICER OF THE IN SUCH QUESTIONS SUBMITTED TO THE PRESIDING OFFICER OF THE IN SUCH QUESTIONS SUBMITTED TO THE PRESIDING OFFICER OF THE APPROPRIATE BOARD NO.7 THE PRESIDING OFFICER OF THE APPROPRIATE BOARD

964NO.7 THE PRESIDING OFFICER OF THE APPROPRIATE BOARD NO.7 CONSULTATION WITH LEGAL COUNSEL APPROPRIATE BOARD NO.7 CONSULTATION WITH LEGAL COUNSEL APPROPRIATE BOARD NO.7 CONSULTATION WITH LEGAL COUNSEL AND BRIEFINGS BY STAFF MEMBERS CONSULTATION WITH LEGAL COUNSEL AND BRIEFINGS BY STAFF MEMBERS CONSULTATION WITH LEGAL COUNSEL AND BRIEFINGS BY STAFF MEMBERS CONSULTANTS PERTAINING TO AND BRIEFINGS BY STAFF MEMBERS CONSULTANTS PERTAINING TO AND BRIEFINGS BY STAFF MEMBERS CONSULTANTS PERTAINING TO ACTUAL OR PROBABLE LITIGATION CONSULTANTS PERTAINING TO ACTUAL OR PROBABLE LITIGATION CONSULTANTS PERTAINING TO ACTUAL OR PROBABLE LITIGATION WHERE SUCH CONSULTATION RAISING ACTUAL OR PROBABLE LITIGATION WHERE SUCH CONSULTATION RAISING ACTUAL OR PROBABLE LITIGATION WHERE SUCH CONSULTATION RAISING AN OPEN MEETINGS WITH ADVERSELY WHERE SUCH CONSULTATION RAISING AN OPEN MEETINGS WITH ADVERSELY WHERE SUCH CONSULTATION RAISING AN OPEN MEETINGS WITH ADVERSELY AFFECT THE NEGOTIATING OR AN OPEN MEETINGS WITH ADVERSELY AFFECT

965THE NEGOTIATING OR AN OPEN MEETINGS WITH ADVERSELY AFFECT THE NEGOTIATING OR LITIGATING POSTURE THE PUBLIC AFFECT THE NEGOTIATING OR LITIGATING POSTURE THE PUBLIC AFFECT THE NEGOTIATING OR LITIGATING POSTURE THE PUBLIC BODY FOR THE PURPOSES OF THIS LITIGATING POSTURE THE PUBLIC BODY FOR THE PURPOSES OF THIS LITIGATING POSTURE THE PUBLIC BODY FOR THE PURPOSES OF THIS SUBDIVISION PROBABLE LITIGATION BODY FOR THE PURPOSES OF THIS SUBDIVISION PROBABLE LITIGATION BODY FOR THE PURPOSES OF THIS SUBDIVISION PROBABLE LITIGATION MEANS LITIGATION THIS SUBDIVISION PROBABLE LITIGATION MEANS LITIGATION THIS SUBDIVISION PROBABLE LITIGATION MEANS LITIGATION THIS SPECIFICALLY THREATENED MEANS LITIGATION THIS SPECIFICALLY THREATENED MEANS LITIGATION THIS SPECIFICALLY THREATENED OR ON SPECIFICALLY THREATENED OR ON SPECIFICALLY THREATENED OR ON WHICH THE PUBLIC BODY LEGAL SPECIFICALLY THREATENED OR ON WHICH THE PUBLIC BODY LEGAL SPECIFICALLY THREATENED OR ON WHICH THE PUBLIC BODY LEGAL COUNSEL

966HAS A REASONABLE BASIS WHICH THE PUBLIC BODY LEGAL COUNSEL HAS A REASONABLE BASIS WHICH THE PUBLIC BODY LEGAL COUNSEL HAS A REASONABLE BASIS TO BELIEVE IT BELIEVE IT WILL COUNSEL HAS A REASONABLE BASIS TO BELIEVE IT BELIEVE IT WILL COUNSEL HAS A REASONABLE BASIS TO BELIEVE IT BELIEVE IT WILL BE CONVINCED BY OR AGAINST A TO BELIEVE IT BELIEVE IT WILL BE CONVINCED BY OR AGAINST A TO BELIEVE IT BELIEVE IT WILL BE CONVINCED BY OR AGAINST A KNOWN PARTY NOTHING IN A BE CONVINCED BY OR AGAINST A KNOWN PARTY NOTHING IN A BE CONVINCED BY OR AGAINST A KNOWN PARTY NOTHING IN A SUBDIVISION SHE'LL SHALL BE KNOWN PARTY NOTHING IN A SUBDIVISION SHE'LL SHALL BE KNOWN PARTY NOTHING IN A SUBDIVISION SHE'LL SHALL BE CONSTRUED TO PERMIT CLOSURE SUBDIVISION SHE'LL SHALL BE CONSTRUED

967TO PERMIT CLOSURE SUBDIVISION SHE'LL SHALL BE CONSTRUED TO PERMIT CLOSURE REMAINING MERELY BECAUSE AN CONSTRUED TO PERMIT CLOSURE REMAINING MERELY BECAUSE AN CONSTRUED TO PERMIT CLOSURE REMAINING MERELY BECAUSE AN ATTORNEY REPRESENTING THE REMAINING MERELY BECAUSE AN ATTORNEY REPRESENTING THE REMAINING MERELY BECAUSE AN ATTORNEY REPRESENTING THE PUBLIC BODIES IN TENANTS WORDS ATTORNEY REPRESENTING THE PUBLIC BODIES IN TENANTS WORDS ATTORNEY REPRESENTING THE PUBLIC BODIES IN TENANTS WORDS CONSULTED ON THE MATTER. PUBLIC BODIES IN TENANTS WORDS CONSULTED ON THE MATTER. PUBLIC BODIES IN TENANTS WORDS CONSULTED ON THE MATTER. NO A CONSULTATION WITH LEGAL CONSULTED ON THE MATTER. NO A CONSULTATION WITH LEGAL CONSULTED ON THE MATTER. NO A CONSULTATION WITH LEGAL COUNCIL EMPLOYED OR RETAINED BY NO A CONSULTATION WITH LEGAL COUNCIL EMPLOYED OR RETAINED BY NO A CONSULTATION WITH LEGAL COUNCIL EMPLOYED OR RETAINED BY PUBLIC

968BODY REGARDING SPECIFIC COUNCIL EMPLOYED OR RETAINED BY PUBLIC BODY REGARDING SPECIFIC COUNCIL EMPLOYED OR RETAINED BY PUBLIC BODY REGARDING SPECIFIC LEGAL MATTERS ACQUIRING THE PUBLIC BODY REGARDING SPECIFIC LEGAL MATTERS ACQUIRING THE PUBLIC BODY REGARDING SPECIFIC LEGAL MATTERS ACQUIRING THE PROVISION OF LEGAL ADVICE BY LEGAL MATTERS ACQUIRING THE PROVISION OF LEGAL ADVICE BY LEGAL MATTERS ACQUIRING THE PROVISION OF LEGAL ADVICE BY SUCH COUNSEL. PROVISION OF LEGAL ADVICE BY SUCH COUNSEL. PROVISION OF LEGAL ADVICE BY SUCH COUNSEL. NOTHING IN SUBDIVISION SHE'LL SUCH COUNSEL. NOTHING IN SUBDIVISION SHE'LL SUCH COUNSEL. NOTHING IN SUBDIVISION SHE'LL BE CONSTRUED TO PERMIT THE NOTHING IN SUBDIVISION SHE'LL BE CONSTRUED TO PERMIT THE NOTHING IN SUBDIVISION SHE'LL BE CONSTRUED TO PERMIT THE CLOSER WE BE MADE MEETING BE CONSTRUED TO PERMIT THE CLOSER WE BE MADE MEETING BE CONSTRUED TO PERMIT THE CLOSER

969WE BE MADE MEETING MERELY BECAUSE AN ATTORNEY CLOSER WE BE MADE MEETING MERELY BECAUSE AN ATTORNEY CLOSER WE BE MADE MEETING MERELY BECAUSE AN ATTORNEY REPRESENTING THE BODY PUBLIC MERELY BECAUSE AN ATTORNEY REPRESENTING THE BODY PUBLIC MERELY BECAUSE AN ATTORNEY REPRESENTING THE BODY PUBLIC BODY IN ATTENDANCE OR IS REPRESENTING THE BODY PUBLIC BODY IN ATTENDANCE OR IS REPRESENTING THE BODY PUBLIC BODY IN ATTENDANCE OR IS CONSULTED ON THIS MATTER NAMELY BODY IN ATTENDANCE OR IS CONSULTED ON THIS MATTER NAMELY BODY IN ATTENDANCE OR IS CONSULTED ON THIS MATTER NAMELY TO DISCUSS A DISCUSSION CONSULTED ON THIS MATTER NAMELY TO DISCUSS A DISCUSSION CONSULTED ON THIS MATTER NAMELY TO DISCUSS A DISCUSSION OF SUPERINTENDS EVALUATION TO DISCUSS A DISCUSSION OF SUPERINTENDS EVALUATION TO DISCUSS A DISCUSSION OF SUPERINTENDS EVALUATION PROCESS B COMPLAINTS CONCERNING OF SUPERINTENDS EVALUATION

970PROCESS B COMPLAINTS CONCERNING OF SUPERINTENDS EVALUATION PROCESS B COMPLAINTS CONCERNING STUDENT CONDUCT SEE STATUS PROCESS B COMPLAINTS CONCERNING STUDENT CONDUCT SEE STATUS PROCESS B COMPLAINTS CONCERNING STUDENT CONDUCT SEE STATUS OPINION LITIGATION OR STUDENT CONDUCT SEE STATUS OPINION LITIGATION OR STUDENT CONDUCT SEE STATUS OPINION LITIGATION OR ADMINISTRATIVE CASES AND D OPINION LITIGATION OR ADMINISTRATIVE CASES AND D OPINION LITIGATION OR ADMINISTRATIVE CASES AND D CONSULTATION WITH LEGAL COUNSEL ADMINISTRATIVE CASES AND D CONSULTATION WITH LEGAL COUNSEL ADMINISTRATIVE CASES AND D CONSULTATION WITH LEGAL COUNSEL REGARDING PROBABLE LITIGATION CONSULTATION WITH LEGAL COUNSEL REGARDING PROBABLE LITIGATION CONSULTATION WITH LEGAL COUNSEL REGARDING PROBABLE LITIGATION AND PENDING LITIGATION MATTERS REGARDING PROBABLE LITIGATION AND PENDING LITIGATION MATTERS REGARDING PROBABLE LITIGATION AND PENDING LITIGATION MATTERS MOVED BY VICE HERE WEEMS DO I AND PENDING LITIGATION MATTERS MOVED BY VICE HERE WEEMS DO I AND

971PENDING LITIGATION MATTERS MOVED BY VICE HERE WEEMS DO I HAVE A SECOND SECONDED BY MRS MOVED BY VICE HERE WEEMS DO I HAVE A SECOND SECONDED BY MRS MOVED BY VICE HERE WEEMS DO I HAVE A SECOND SECONDED BY MRS DWYER? HAVE A SECOND SECONDED BY MRS DWYER? HAVE A SECOND SECONDED BY MRS DWYER? ANY DISCUSSION SEEING NONE I DWYER? ANY DISCUSSION SEEING NONE I DWYER? ANY DISCUSSION SEEING NONE I CALL FOR THE VOTE TO GO INTO ANY DISCUSSION SEEING NONE I CALL FOR THE VOTE TO GO INTO ANY DISCUSSION SEEING NONE I CALL FOR THE VOTE TO GO INTO CLOSED SESSION IN MY BOARD IS CALL FOR THE VOTE TO GO INTO CLOSED SESSION IN MY BOARD IS CALL FOR THE VOTE TO GO INTO CLOSED SESSION IN MY BOARD IS STILL NOT WORKING

972SO RAISE YOUR CLOSED SESSION IN MY BOARD IS STILL NOT WORKING SO RAISE YOUR CLOSED SESSION IN MY BOARD IS STILL NOT WORKING SO RAISE YOUR HAND IF YOU ARE IN FAVOR SO STILL NOT WORKING SO RAISE YOUR HAND IF YOU ARE IN FAVOR SO STILL NOT WORKING SO RAISE YOUR HAND IF YOU ARE IN FAVOR SO MADAM CHAIR WE HAVE NINE I'S. HAND IF YOU ARE IN FAVOR SO MADAM CHAIR WE HAVE NINE I'S. HAND IF YOU ARE IN FAVOR SO MADAM CHAIR WE HAVE NINE I'S. THE MOTION DID PASS OK THANK MADAM CHAIR WE HAVE NINE I'S. THE MOTION DID PASS OK THANK MADAM CHAIR WE HAVE NINE I'S. THE MOTION DID PASS OK THANK YOU THE MOTION DID PASS OK THANK YOU . UH UH . UH UH OH >> OH UH

973UH UH WHEREAS THE SCHOOL BOARD OF THE CITY VIRGINIA BEACH HAS WHEREAS THE SCHOOL BOARD OF THE CITY VIRGINIA BEACH HAS WHEREAS THE SCHOOL BOARD OF THE CITY VIRGINIA BEACH HAS CONVENED A CLOSED MEETING ON CITY VIRGINIA BEACH HAS CONVENED A CLOSED MEETING ON CITY VIRGINIA BEACH HAS CONVENED A CLOSED MEETING ON THIS DAY PURSUANT TO AN CONVENED A CLOSED MEETING ON THIS DAY PURSUANT TO AN CONVENED A CLOSED MEETING ON THIS DAY PURSUANT TO AN AFFIRMATIVE RECORDED VOTE AND THIS DAY PURSUANT TO AN AFFIRMATIVE RECORDED VOTE AND THIS DAY PURSUANT TO AN AFFIRMATIVE RECORDED VOTE AND IN ACCORDANCE WITH THE AFFIRMATIVE RECORDED VOTE AND IN ACCORDANCE WITH THE AFFIRMATIVE RECORDED VOTE AND IN ACCORDANCE WITH THE PROVISIONS OF THE VIRGINIA IN ACCORDANCE WITH THE PROVISIONS OF THE VIRGINIA IN ACCORDANCE WITH THE PROVISIONS OF

974THE VIRGINIA FREEDOM OF INFORMATION ACT AND PROVISIONS OF THE VIRGINIA FREEDOM OF INFORMATION ACT AND PROVISIONS OF THE VIRGINIA FREEDOM OF INFORMATION ACT AND WHERE A SECTION TWO TO DASH FREEDOM OF INFORMATION ACT AND WHERE A SECTION TWO TO DASH FREEDOM OF INFORMATION ACT AND WHERE A SECTION TWO TO DASH THREE SEVEN TWELVE THE CODE OF WHERE A SECTION TWO TO DASH THREE SEVEN TWELVE THE CODE OF WHERE A SECTION TWO TO DASH THREE SEVEN TWELVE THE CODE OF VIRGINIA REQUIRES A THREE SEVEN TWELVE THE CODE OF VIRGINIA REQUIRES A THREE SEVEN TWELVE THE CODE OF VIRGINIA REQUIRES A CERTIFICATION BY THE SCHOOL VIRGINIA REQUIRES A CERTIFICATION BY THE SCHOOL VIRGINIA REQUIRES A CERTIFICATION BY THE SCHOOL BOARD THIS SUCH CLOSE MEDIUM CERTIFICATION BY THE SCHOOL BOARD THIS SUCH CLOSE MEDIUM CERTIFICATION BY THE SCHOOL

975BOARD THIS SUCH CLOSE MEDIUM WAS CONDUCTED IN CONFORMITY BOARD THIS SUCH CLOSE MEDIUM WAS CONDUCTED IN CONFORMITY BOARD THIS SUCH CLOSE MEDIUM WAS CONDUCTED IN CONFORMITY WITH VIRGINIA LAW NOW THEREFORE WAS CONDUCTED IN CONFORMITY WITH VIRGINIA LAW NOW THEREFORE WAS CONDUCTED IN CONFORMITY WITH VIRGINIA LAW NOW THEREFORE BE RESOLVED THAT THE SCHOOL WITH VIRGINIA LAW NOW THEREFORE BE RESOLVED THAT THE SCHOOL WITH VIRGINIA LAW NOW THEREFORE BE RESOLVED THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BE RESOLVED THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BE RESOLVED THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH HERE BY CERTIFIES THAT TO BOARD OF THE CITY OF VIRGINIA BEACH HERE BY CERTIFIES THAT TO BOARD OF THE CITY OF VIRGINIA BEACH HERE BY CERTIFIES THAT TO THE BEST EACH MEMBER'S BEACH HERE BY

976CERTIFIES THAT TO THE BEST EACH MEMBER'S BEACH HERE BY CERTIFIES THAT TO THE BEST EACH MEMBER'S KNOWLEDGE ONLY PUBLIC BUSINESS THE BEST EACH MEMBER'S KNOWLEDGE ONLY PUBLIC BUSINESS THE BEST EACH MEMBER'S KNOWLEDGE ONLY PUBLIC BUSINESS MATTERS LAWFULLY EXEMPTED FROM KNOWLEDGE ONLY PUBLIC BUSINESS MATTERS LAWFULLY EXEMPTED FROM KNOWLEDGE ONLY PUBLIC BUSINESS MATTERS LAWFULLY EXEMPTED FROM OPEN MEETING REQUIREMENTS MATTERS LAWFULLY EXEMPTED FROM OPEN MEETING REQUIREMENTS MATTERS LAWFULLY EXEMPTED FROM OPEN MEETING REQUIREMENTS VIRGINIA LAW WERE DISCUSSED IN OPEN MEETING REQUIREMENTS VIRGINIA LAW WERE DISCUSSED IN OPEN MEETING REQUIREMENTS VIRGINIA LAW WERE DISCUSSED IN THE CLOSED MEETING TO WHICH THE VIRGINIA LAW WERE DISCUSSED IN THE CLOSED MEETING TO WHICH THE VIRGINIA LAW WERE DISCUSSED IN THE CLOSED MEETING TO WHICH THE CERTIFICATION APPLIES AND ONLY THE CLOSED MEETING TO WHICH THE CERTIFICATION APPLIES AND ONLY THE CLOSED MEETING

977TO WHICH THE CERTIFICATION APPLIES AND ONLY SUCH PUBLIC BUSINESS MATTERS AS CERTIFICATION APPLIES AND ONLY SUCH PUBLIC BUSINESS MATTERS AS CERTIFICATION APPLIES AND ONLY SUCH PUBLIC BUSINESS MATTERS AS WERE IDENTIFIED THE MOTION BY SUCH PUBLIC BUSINESS MATTERS AS WERE IDENTIFIED THE MOTION BY SUCH PUBLIC BUSINESS MATTERS AS WERE IDENTIFIED THE MOTION BY WHICH THE CLOTHES MEDIUM WERE IDENTIFIED THE MOTION BY WHICH THE CLOTHES MEDIUM WERE IDENTIFIED THE MOTION BY WHICH THE CLOTHES MEDIUM MEETING WAS CONVENED OR HEARD WHICH THE CLOTHES MEDIUM MEETING WAS CONVENED OR HEARD WHICH THE CLOTHES MEDIUM MEETING WAS CONVENED OR HEARD DISCUSSED OR CONSIDERED. MEETING WAS CONVENED OR HEARD DISCUSSED OR CONSIDERED. MEETING WAS CONVENED OR HEARD DISCUSSED OR CONSIDERED. IS THERE A MOTION TO APPROVE DISCUSSED OR CONSIDERED. IS THERE A MOTION TO APPROVE DISCUSSED OR CONSIDERED. IS THERE A

978MOTION TO APPROVE THE CERTIFICATION OF CLOSE IS THERE A MOTION TO APPROVE THE CERTIFICATION OF CLOSE IS THERE A MOTION TO APPROVE THE CERTIFICATION OF CLOSE MOVED BY MR SHIER SECONDED BY THE CERTIFICATION OF CLOSE MOVED BY MR SHIER SECONDED BY THE CERTIFICATION OF CLOSE MOVED BY MR SHIER SECONDED BY MR. BELEN'S DEAL ARE VOTING MOVED BY MR SHIER SECONDED BY MR. BELEN'S DEAL ARE VOTING MOVED BY MR SHIER SECONDED BY MR. BELEN'S DEAL ARE VOTING BOARDS ARE NOT WORKING STILL SO MR. BELEN'S DEAL ARE VOTING BOARDS ARE NOT WORKING STILL SO MR. BELEN'S DEAL ARE VOTING BOARDS ARE NOT WORKING STILL SO I CALL FOR THE VOTES TO APPROVE BOARDS ARE NOT WORKING STILL SO I CALL FOR THE VOTES TO APPROVE BOARDS ARE NOT WORKING STILL SO I CALL FOR THE VOTES TO

979APPROVE THE SERVICE PLEASE RAISE YOUR I CALL FOR THE VOTES TO APPROVE THE SERVICE PLEASE RAISE YOUR I CALL FOR THE VOTES TO APPROVE THE SERVICE PLEASE RAISE YOUR HANDS FOR VOTING SO MADAM CHAIR THE SERVICE PLEASE RAISE YOUR HANDS FOR VOTING SO MADAM CHAIR THE SERVICE PLEASE RAISE YOUR HANDS FOR VOTING SO MADAM CHAIR WE HAVE NINE EYES THE I'S THE HANDS FOR VOTING SO MADAM CHAIR WE HAVE NINE EYES THE I'S THE HANDS FOR VOTING SO MADAM CHAIR WE HAVE NINE EYES THE I'S THE CERTIFICATION OF CLOSE DID WE HAVE NINE EYES THE I'S THE CERTIFICATION OF CLOSE DID WE HAVE NINE EYES THE I'S THE CERTIFICATION OF CLOSE DID THANK YOU. CERTIFICATION OF CLOSE DID THANK YOU. CERTIFICATION OF CLOSE DID THANK YOU. YOU. THANK YOU. YOU. THANK YOU. YOU. IT IS

980TEN 10 P.M. AND WE ARE YOU. IT IS TEN 10 P.M. AND WE ARE YOU. IT IS TEN 10 P.M. AND WE ARE NOW ADJOURNED >>