School Board Workshop - 05/27/2025

001GOOD AFTERNOON. ,MY NAME IS KATHLEEN BROWN GOOD AFTERNOON. ,MY NAME IS KATHLEEN BROWN GOOD AFTERNOON. ,MY NAME IS KATHLEEN BROWN CHAIR OF THE VIRGINIA BEACH ,MY NAME IS KATHLEEN BROWN CHAIR OF THE VIRGINIA BEACH ,MY NAME IS KATHLEEN BROWN CHAIR OF THE VIRGINIA BEACH SCHOOL BOARD AND I CALL THIS CHAIR OF THE VIRGINIA BEACH SCHOOL BOARD AND I CALL THIS CHAIR OF THE VIRGINIA BEACH SCHOOL BOARD AND I CALL THIS MEETING ON MAY 27TH TWENTY SCHOOL BOARD AND I CALL THIS MEETING ON MAY 27TH TWENTY SCHOOL BOARD AND I CALL THIS MEETING ON MAY 27TH TWENTY TWENTY FIVE TO ORDER THIS IS MEETING ON MAY 27TH TWENTY TWENTY FIVE TO ORDER THIS IS MEETING ON MAY 27TH TWENTY TWENTY FIVE TO ORDER THIS IS THE ADMINISTRATIVE INFORMAL AND TWENTY FIVE TO ORDER THIS IS THE

002ADMINISTRATIVE INFORMAL AND TWENTY FIVE TO ORDER THIS IS THE ADMINISTRATIVE INFORMAL AND WORKSHOP SESSION AT THIS TIME THE ADMINISTRATIVE INFORMAL AND WORKSHOP SESSION AT THIS TIME THE ADMINISTRATIVE INFORMAL AND WORKSHOP SESSION AT THIS TIME MADAM CLERK, WOULD YOU PLEASE WORKSHOP SESSION AT THIS TIME MADAM CLERK, WOULD YOU PLEASE WORKSHOP SESSION AT THIS TIME MADAM CLERK, WOULD YOU PLEASE ANNOUNCED THE ROLE THANK YOU MADAM CLERK, WOULD YOU PLEASE ANNOUNCED THE ROLE THANK YOU MADAM CLERK, WOULD YOU PLEASE ANNOUNCED THE ROLE THANK YOU MADAM CHAIR PRISON PRESENT IN ANNOUNCED THE ROLE THANK YOU MADAM CHAIR PRISON PRESENT IN ANNOUNCED THE ROLE THANK YOU MADAM CHAIR PRISON PRESENT IN THE SCHOOL BOARD CHAMBER ARE MADAM CHAIR PRISON PRESENT IN THE SCHOOL BOARD CHAMBER ARE MADAM CHAIR PRISON PRESENT IN THE SCHOOL BOARD CHAMBER ARE CHAIR BROWN VICE CHAIR

003WEEMES, THE SCHOOL BOARD CHAMBER ARE CHAIR BROWN VICE CHAIR WEEMES, THE SCHOOL BOARD CHAMBER ARE CHAIR BROWN VICE CHAIR WEEMES, MR. BONESTEEL MR. KAPLAN CHAIR BROWN VICE CHAIR WEEMES, MR. BONESTEEL MR. KAPLAN CHAIR BROWN VICE CHAIR WEEMES, MR. BONESTEEL MR. KAPLAN CALLEN, MR. CULPEPPER, MR. MR. BONESTEEL MR. KAPLAN CALLEN, MR. CULPEPPER, MR. MR. BONESTEEL MR. KAPLAN CALLEN, MR. CULPEPPER, MR. CUMMINGS, MR. WYO MISSPELT IN CALLEN, MR. CULPEPPER, MR. CUMMINGS, MR. WYO MISSPELT IN CALLEN, MR. CULPEPPER, MR. CUMMINGS, MR. WYO MISSPELT IN DR. GREENE DR. GREEN AND MISS CUMMINGS, MR. WYO MISSPELT IN DR. GREENE DR. GREEN AND MISS CUMMINGS, MR. WYO MISSPELT IN DR. GREENE DR. GREEN AND MISS ROGERS AND PRESENTLY ONLINE IS DR. GREENE DR. GREEN AND MISS ROGERS AND PRESENTLY ONLINE IS DR. GREENE DR. GREEN AND MISS ROGERS AND PRESENTLY ONLINE

004IS MISS MELNYK AND MISMANAGEMENT ROGERS AND PRESENTLY ONLINE IS MISS MELNYK AND MISMANAGEMENT ROGERS AND PRESENTLY ONLINE IS MISS MELNYK AND MISMANAGEMENT FOR. MISS MELNYK AND MISMANAGEMENT FOR. MISS MELNYK AND MISMANAGEMENT FOR. FOR THE RECORD, CAN YOU STATE FOR. FOR THE RECORD, CAN YOU STATE FOR. FOR THE RECORD, CAN YOU STATE THE REASON WHY YOU WERE ZOOMING FOR THE RECORD, CAN YOU STATE THE REASON WHY YOU WERE ZOOMING FOR THE RECORD, CAN YOU STATE THE REASON WHY YOU WERE ZOOMING IN? THE REASON WHY YOU WERE ZOOMING IN? THE REASON WHY YOU WERE ZOOMING IN? YES. IN? YES. IN? YES. UNFORTUNATE I'M STILL REALLY YES. UNFORTUNATE I'M STILL REALLY YES. UNFORTUNATE I'M STILL REALLY SAD. UNFORTUNATE I'M STILL REALLY SAD. UNFORTUNATE I'M STILL REALLY SAD. SORRY TO MY COLLEAGUES I'M SAD. SORRY TO MY COLLEAGUES I'M

005SAD. SORRY TO MY COLLEAGUES I'M SORRY TO THE PUBLIC BUT I AM SORRY TO MY COLLEAGUES I'M SORRY TO THE PUBLIC BUT I AM SORRY TO MY COLLEAGUES I'M SORRY TO THE PUBLIC BUT I AM LOGGED IN AND AND READY TO GO. SORRY TO THE PUBLIC BUT I AM LOGGED IN AND AND READY TO GO. SORRY TO THE PUBLIC BUT I AM LOGGED IN AND AND READY TO GO. THANK YOU. LOGGED IN AND AND READY TO GO. THANK YOU. LOGGED IN AND AND READY TO GO. THANK YOU. THAT BRING US BRINGS TO THANK YOU. THAT BRING US BRINGS TO THANK YOU. THAT BRING US BRINGS TO ADMINISTRATIVE MATTERS AND THAT BRING US BRINGS TO ADMINISTRATIVE MATTERS AND THAT BRING US BRINGS TO ADMINISTRATIVE MATTERS AND REPORTS DO ANY BOARD MEMBERS ADMINISTRATIVE MATTERS AND REPORTS DO

006ANY BOARD MEMBERS ADMINISTRATIVE MATTERS AND REPORTS DO ANY BOARD MEMBERS HAVE ANYTHING TO REPORT? REPORTS DO ANY BOARD MEMBERS HAVE ANYTHING TO REPORT? REPORTS DO ANY BOARD MEMBERS HAVE ANYTHING TO REPORT? I DO HAVE FEW ITEMS BUT OPEN HAVE ANYTHING TO REPORT? I DO HAVE FEW ITEMS BUT OPEN HAVE ANYTHING TO REPORT? I DO HAVE FEW ITEMS BUT OPEN THE FLOOR OK I'M SEEING NONE I DO HAVE FEW ITEMS BUT OPEN THE FLOOR OK I'M SEEING NONE I DO HAVE FEW ITEMS BUT OPEN THE FLOOR OK I'M SEEING NONE THE FIRST IS THAT I'M GOING TO THE FLOOR OK I'M SEEING NONE THE FIRST IS THAT I'M GOING TO THE FLOOR OK I'M SEEING NONE THE FIRST IS THAT I'M GOING TO PASS OUT THE JUNE ONE TO ONE THE FIRST IS THAT I'M GOING

007TO PASS OUT THE JUNE ONE TO ONE THE FIRST IS THAT I'M GOING TO PASS OUT THE JUNE ONE TO ONE SIGN FOR MEETINGS WITH DR. PASS OUT THE JUNE ONE TO ONE SIGN FOR MEETINGS WITH DR. PASS OUT THE JUNE ONE TO ONE SIGN FOR MEETINGS WITH DR. ROBERTSON WHEN EVERYONE IS DONE SIGN FOR MEETINGS WITH DR. ROBERTSON WHEN EVERYONE IS DONE SIGN FOR MEETINGS WITH DR. ROBERTSON WHEN EVERYONE IS DONE AT THIS IF THEY COULD HAND IT ROBERTSON WHEN EVERYONE IS DONE AT THIS IF THEY COULD HAND IT ROBERTSON WHEN EVERYONE IS DONE AT THIS IF THEY COULD HAND IT BACK TO ME SO THAT I CAN MAKE AT THIS IF THEY COULD HAND IT BACK TO ME SO THAT I CAN MAKE AT THIS IF THEY COULD HAND IT BACK TO ME

008SO THAT I CAN MAKE SURE EVERYONE'S ON THE BACK TO ME SO THAT I CAN MAKE SURE EVERYONE'S ON THE BACK TO ME SO THAT I CAN MAKE SURE EVERYONE'S ON THE OPPORTUNITY TO SIGN UP, THAT SURE EVERYONE'S ON THE OPPORTUNITY TO SIGN UP, THAT SURE EVERYONE'S ON THE OPPORTUNITY TO SIGN UP, THAT WOULD BE GREAT. OPPORTUNITY TO SIGN UP, THAT WOULD BE GREAT. OPPORTUNITY TO SIGN UP, THAT WOULD BE GREAT. THE SECOND MATTER IS OUR WOULD BE GREAT. THE SECOND MATTER IS OUR WOULD BE GREAT. THE SECOND MATTER IS OUR RETREAT AGENDA THE DRAFT AGENDA THE SECOND MATTER IS OUR RETREAT AGENDA THE DRAFT AGENDA THE SECOND MATTER IS OUR RETREAT AGENDA THE DRAFT AGENDA IS IN FRONT OF YOU IN YOUR RETREAT AGENDA THE DRAFT AGENDA IS IN FRONT OF YOU IN YOUR

009RETREAT AGENDA THE DRAFT AGENDA IS IN FRONT OF YOU IN YOUR POCKET WE NEED TO KIND OF GET A IS IN FRONT OF YOU IN YOUR POCKET WE NEED TO KIND OF GET A IS IN FRONT OF YOU IN YOUR POCKET WE NEED TO KIND OF GET A QUICK TURNAROUND SO I TRIED TO POCKET WE NEED TO KIND OF GET A QUICK TURNAROUND SO I TRIED TO POCKET WE NEED TO KIND OF GET A QUICK TURNAROUND SO I TRIED TO ACCOMMODATE EVERYBODY'S QUICK TURNAROUND SO I TRIED TO ACCOMMODATE EVERYBODY'S QUICK TURNAROUND SO I TRIED TO ACCOMMODATE EVERYBODY'S REQUESTS SOME OF THEM HAVE ACCOMMODATE EVERYBODY'S REQUESTS SOME OF THEM HAVE ACCOMMODATE EVERYBODY'S REQUESTS SOME OF THEM HAVE SLIGHTLY DIFFERENT TITLES. REQUESTS SOME OF THEM HAVE SLIGHTLY DIFFERENT TITLES. REQUESTS SOME OF THEM HAVE SLIGHTLY DIFFERENT TITLES.

010MISS ROGERS HAD A COUPLE SLIGHTLY DIFFERENT TITLES. MISS ROGERS HAD A COUPLE SLIGHTLY DIFFERENT TITLES. MISS ROGERS HAD A COUPLE OF REQUESTS THE THOSE FALL MISS ROGERS HAD A COUPLE OF REQUESTS THE THOSE FALL MISS ROGERS HAD A COUPLE OF REQUESTS THE THOSE FALL UNDER GIFTED. OF REQUESTS THE THOSE FALL UNDER GIFTED. OF REQUESTS THE THOSE FALL UNDER GIFTED. THEY'RE DR. GREENE HAD ASKED IF UNDER GIFTED. THEY'RE DR. GREENE HAD ASKED IF UNDER GIFTED. THEY'RE DR. GREENE HAD ASKED IF WE COULD DO THE JERICHO ROAD IN THEY'RE DR. GREENE HAD ASKED IF WE COULD DO THE JERICHO ROAD IN THEY'RE DR. GREENE HAD ASKED IF WE COULD DO THE JERICHO ROAD IN THE RETREAT SO THAT'S IN THERE WE COULD DO THE JERICHO ROAD IN THE RETREAT SO THAT'S IN THERE WE COULD DO THE

011JERICHO ROAD IN THE RETREAT SO THAT'S IN THERE AND MR. CUMMINGS ASKED ABOUT THE RETREAT SO THAT'S IN THERE AND MR. CUMMINGS ASKED ABOUT THE RETREAT SO THAT'S IN THERE AND MR. CUMMINGS ASKED ABOUT FOR US SO AND THEN THIS BOARD AND MR. CUMMINGS ASKED ABOUT FOR US SO AND THEN THIS BOARD AND MR. CUMMINGS ASKED ABOUT FOR US SO AND THEN THIS BOARD HAD A COUPLE OF OTHER ITEMS FOR US SO AND THEN THIS BOARD HAD A COUPLE OF OTHER ITEMS FOR US SO AND THEN THIS BOARD HAD A COUPLE OF OTHER ITEMS THAT HAVE COME UP FREQUENTLY HAD A COUPLE OF OTHER ITEMS THAT HAVE COME UP FREQUENTLY HAD A COUPLE OF OTHER ITEMS THAT HAVE COME UP FREQUENTLY AND SO THOSE ARE REPRESENTED THAT HAVE COME UP FREQUENTLY AND SO THOSE ARE

012REPRESENTED THAT HAVE COME UP FREQUENTLY AND SO THOSE ARE REPRESENTED HERE. AND SO THOSE ARE REPRESENTED HERE. AND SO THOSE ARE REPRESENTED HERE. ARE THERE ANY THOUGHTS HERE. ARE THERE ANY THOUGHTS HERE. ARE THERE ANY THOUGHTS ADDITIONS OR MODIFICATIONS TO ARE THERE ANY THOUGHTS ADDITIONS OR MODIFICATIONS TO ARE THERE ANY THOUGHTS ADDITIONS OR MODIFICATIONS TO THIS DRAFT AS PRESENTED? ADDITIONS OR MODIFICATIONS TO THIS DRAFT AS PRESENTED? ADDITIONS OR MODIFICATIONS TO THIS DRAFT AS PRESENTED? JUST APOLOGY CHAIR BROWN THIS DRAFT AS PRESENTED? JUST APOLOGY CHAIR BROWN THIS DRAFT AS PRESENTED? JUST APOLOGY CHAIR BROWN JERICHO RHODE ISLAND WE ITEM WE JUST APOLOGY CHAIR BROWN JERICHO RHODE ISLAND WE ITEM WE JUST APOLOGY CHAIR BROWN JERICHO RHODE ISLAND WE ITEM WE CHANGED TO JUST READ JERICHO JERICHO RHODE ISLAND WE ITEM WE CHANGED TO JUST READ JERICHO

013JERICHO RHODE ISLAND WE ITEM WE CHANGED TO JUST READ JERICHO WROTE IT DOES NOT AND IT WILL CHANGED TO JUST READ JERICHO WROTE IT DOES NOT AND IT WILL CHANGED TO JUST READ JERICHO WROTE IT DOES NOT AND IT WILL NOT READ PLAN DISPOSAL. WROTE IT DOES NOT AND IT WILL NOT READ PLAN DISPOSAL. WROTE IT DOES NOT AND IT WILL NOT READ PLAN DISPOSAL. SO THAT WAS UPDATED LATE FRIDAY NOT READ PLAN DISPOSAL. SO THAT WAS UPDATED LATE FRIDAY NOT READ PLAN DISPOSAL. SO THAT WAS UPDATED LATE FRIDAY AND I GUESS IT DID NOT MAKE THE SO THAT WAS UPDATED LATE FRIDAY AND I GUESS IT DID NOT MAKE THE SO THAT WAS UPDATED LATE FRIDAY AND I GUESS IT DID NOT MAKE THE PACKET HERE THE JERICHO ROAD AND I GUESS IT DID

014NOT MAKE THE PACKET HERE THE JERICHO ROAD AND I GUESS IT DID NOT MAKE THE PACKET HERE THE JERICHO ROAD AGENDA ITEM SIMPLY SAID JERICHO PACKET HERE THE JERICHO ROAD AGENDA ITEM SIMPLY SAID JERICHO PACKET HERE THE JERICHO ROAD AGENDA ITEM SIMPLY SAID JERICHO ROAD THANK YOU I APPRECIATE AGENDA ITEM SIMPLY SAID JERICHO ROAD THANK YOU I APPRECIATE AGENDA ITEM SIMPLY SAID JERICHO ROAD THANK YOU I APPRECIATE THAT. ROAD THANK YOU I APPRECIATE THAT. ROAD THANK YOU I APPRECIATE THAT. APPRECIATE THAT AND I THINK THAT. APPRECIATE THAT AND I THINK THAT. APPRECIATE THAT AND I THINK THAT'S PROBABLY THE BEST BEST APPRECIATE THAT AND I THINK THAT'S PROBABLY THE BEST BEST APPRECIATE THAT AND I THINK THAT'S PROBABLY THE BEST BEST CHOICE OF WORDS SO THAT PEOPLE THAT'S PROBABLY THE BEST BEST CHOICE OF WORDS

015SO THAT PEOPLE THAT'S PROBABLY THE BEST BEST CHOICE OF WORDS SO THAT PEOPLE DON'T GET CONCERNED THEY'RE CHOICE OF WORDS SO THAT PEOPLE DON'T GET CONCERNED THEY'RE CHOICE OF WORDS SO THAT PEOPLE DON'T GET CONCERNED THEY'RE ANYONE ELSE HAVE MY BUTTONS UP DON'T GET CONCERNED THEY'RE ANYONE ELSE HAVE MY BUTTONS UP DON'T GET CONCERNED THEY'RE ANYONE ELSE HAVE MY BUTTONS UP SO MOVING ON. ANYONE ELSE HAVE MY BUTTONS UP SO MOVING ON. ANYONE ELSE HAVE MY BUTTONS UP SO MOVING ON. SO WE ARE NEARING JUNE AND SO SO MOVING ON. SO WE ARE NEARING JUNE AND SO SO MOVING ON. SO WE ARE NEARING JUNE AND SO VICE CHAIR WEEMS AND I WOULD SO WE ARE NEARING JUNE AND SO VICE CHAIR WEEMS AND I WOULD SO WE ARE NEARING JUNE AND SO VICE CHAIR

016WEEMS AND I WOULD LIKE TO HEAR COMMITTEE REQUESTS VICE CHAIR WEEMS AND I WOULD LIKE TO HEAR COMMITTEE REQUESTS VICE CHAIR WEEMS AND I WOULD LIKE TO HEAR COMMITTEE REQUESTS IF YOU WANT TO CHANGE YOUR LIKE TO HEAR COMMITTEE REQUESTS IF YOU WANT TO CHANGE YOUR LIKE TO HEAR COMMITTEE REQUESTS IF YOU WANT TO CHANGE YOUR COMMITTEES GET RID OF A IF YOU WANT TO CHANGE YOUR COMMITTEES GET RID OF A IF YOU WANT TO CHANGE YOUR COMMITTEES GET RID OF A COMMITTEE, GET ON A COMMITTEE COMMITTEES GET RID OF A COMMITTEE, GET ON A COMMITTEE COMMITTEES GET RID OF A COMMITTEE, GET ON A COMMITTEE OF COURSE WE CAN'T HONOR EVERY COMMITTEE, GET ON A COMMITTEE OF COURSE WE CAN'T HONOR EVERY COMMITTEE, GET ON A COMMITTEE OF COURSE WE CAN'T HONOR EVERY SINGLE

017REQUEST WITH THIS MANY OF COURSE WE CAN'T HONOR EVERY SINGLE REQUEST WITH THIS MANY OF COURSE WE CAN'T HONOR EVERY SINGLE REQUEST WITH THIS MANY BOARD MEMBERS BUT THIS IS THE SINGLE REQUEST WITH THIS MANY BOARD MEMBERS BUT THIS IS THE SINGLE REQUEST WITH THIS MANY BOARD MEMBERS BUT THIS IS THE TIME TO DO SO AND MAKE THOSE BOARD MEMBERS BUT THIS IS THE TIME TO DO SO AND MAKE THOSE BOARD MEMBERS BUT THIS IS THE TIME TO DO SO AND MAKE THOSE REQUESTS IF YOU COULD SEND US TIME TO DO SO AND MAKE THOSE REQUESTS IF YOU COULD SEND US TIME TO DO SO AND MAKE THOSE REQUESTS IF YOU COULD SEND US BY JUNE 3RD THAT WILL BE ON REQUESTS IF YOU COULD SEND US BY JUNE 3RD THAT WILL BE ON REQUESTS

018IF YOU COULD SEND US BY JUNE 3RD THAT WILL BE ON INFORMATION JUNE 9TH AND ON BY JUNE 3RD THAT WILL BE ON INFORMATION JUNE 9TH AND ON BY JUNE 3RD THAT WILL BE ON INFORMATION JUNE 9TH AND ON ACTION AT THE FOLLOWING MEETING INFORMATION JUNE 9TH AND ON ACTION AT THE FOLLOWING MEETING INFORMATION JUNE 9TH AND ON ACTION AT THE FOLLOWING MEETING WE HAVE A REMINDER ABOUT THE ACTION AT THE FOLLOWING MEETING WE HAVE A REMINDER ABOUT THE ACTION AT THE FOLLOWING MEETING WE HAVE A REMINDER ABOUT THE SUPERINTENDENT'S EVALU IN JUNE WE HAVE A REMINDER ABOUT THE SUPERINTENDENT'S EVALU IN JUNE WE HAVE A REMINDER ABOUT THE SUPERINTENDENT'S EVALU IN JUNE 3RD THAT IS AT FOUR P.M. THAT'S SUPERINTENDENT'S EVALU IN JUNE 3RD THAT IS AT FOUR P.M. THAT'S SUPERINTENDENT'S EVALU IN JUNE

0193RD THAT IS AT FOUR P.M. THAT'S NEXT TUESDAY AND YOUR MATERIALS 3RD THAT IS AT FOUR P.M. THAT'S NEXT TUESDAY AND YOUR MATERIALS 3RD THAT IS AT FOUR P.M. THAT'S NEXT TUESDAY AND YOUR MATERIALS ARE IN YOUR EMAIL INBOX DR. NEXT TUESDAY AND YOUR MATERIALS ARE IN YOUR EMAIL INBOX DR. NEXT TUESDAY AND YOUR MATERIALS ARE IN YOUR EMAIL INBOX DR. ROBERTS AND I JUST ASK THAT YOU ARE IN YOUR EMAIL INBOX DR. ROBERTS AND I JUST ASK THAT YOU ARE IN YOUR EMAIL INBOX DR. ROBERTS AND I JUST ASK THAT YOU BUMP THAT BACK UP TO THE TOP ROBERTS AND I JUST ASK THAT YOU BUMP THAT BACK UP TO THE TOP ROBERTS AND I JUST ASK THAT YOU BUMP THAT BACK UP TO THE TOP JUST IN CASE ANYBODY HAS IT BUMP THAT

020BACK UP TO THE TOP JUST IN CASE ANYBODY HAS IT BUMP THAT BACK UP TO THE TOP JUST IN CASE ANYBODY HAS IT BURIED AND THEN THE OTHER THING JUST IN CASE ANYBODY HAS IT BURIED AND THEN THE OTHER THING JUST IN CASE ANYBODY HAS IT BURIED AND THEN THE OTHER THING THAT'S IN FRONT OF US IS AN BURIED AND THEN THE OTHER THING THAT'S IN FRONT OF US IS AN BURIED AND THEN THE OTHER THING THAT'S IN FRONT OF US IS AN ADMINISTRATIVE MATTER DURING THAT'S IN FRONT OF US IS AN ADMINISTRATIVE MATTER DURING THAT'S IN FRONT OF US IS AN ADMINISTRATIVE MATTER DURING OUR APRIL TWENTY SECOND SCHOOL ADMINISTRATIVE MATTER DURING OUR APRIL TWENTY SECOND SCHOOL ADMINISTRATIVE MATTER DURING OUR APRIL TWENTY SECOND SCHOOL BOARD MEETING THE BOARD OUR APRIL TWENTY SECOND SCHOOL

021BOARD MEETING THE BOARD OUR APRIL TWENTY SECOND SCHOOL BOARD MEETING THE BOARD UNANIMOUSLY APPROVED A BOARD MEETING THE BOARD UNANIMOUSLY APPROVED A BOARD MEETING THE BOARD UNANIMOUSLY APPROVED A MODIFICATION TO BYLAW ONE UNANIMOUSLY APPROVED A MODIFICATION TO BYLAW ONE UNANIMOUSLY APPROVED A MODIFICATION TO BYLAW ONE THIRTY EIGHT THERE ARE SOME MODIFICATION TO BYLAW ONE THIRTY EIGHT THERE ARE SOME MODIFICATION TO BYLAW ONE THIRTY EIGHT THERE ARE SOME MEETING IT'S REFLECTIVE THAT THIRTY EIGHT THERE ARE SOME MEETING IT'S REFLECTIVE THAT THIRTY EIGHT THERE ARE SOME MEETING IT'S REFLECTIVE THAT BYLAW CHANGE I AM GOING TO ASK MEETING IT'S REFLECTIVE THAT BYLAW CHANGE I AM GOING TO ASK MEETING IT'S REFLECTIVE THAT BYLAW CHANGE I AM GOING TO ASK THAT WE THAT WE ADD THIS TO THE BYLAW CHANGE I AM GOING TO ASK THAT WE THAT

022WE ADD THIS TO THE BYLAW CHANGE I AM GOING TO ASK THAT WE THAT WE ADD THIS TO THE AGENDA IF THERE'S NO OBJECTIONS THAT WE THAT WE ADD THIS TO THE AGENDA IF THERE'S NO OBJECTIONS THAT WE THAT WE ADD THIS TO THE AGENDA IF THERE'S NO OBJECTIONS TO THAT OK RIGHT AND RIGHT. AGENDA IF THERE'S NO OBJECTIONS TO THAT OK RIGHT AND RIGHT. AGENDA IF THERE'S NO OBJECTIONS TO THAT OK RIGHT AND RIGHT. AND THAT BRINGS US NOW TO OUR TO THAT OK RIGHT AND RIGHT. AND THAT BRINGS US NOW TO OUR TO THAT OK RIGHT AND RIGHT. AND THAT BRINGS US NOW TO OUR PRESENTATION STRATEGIC SCHOOLS AND THAT BRINGS US NOW TO OUR PRESENTATION STRATEGIC SCHOOLS AND THAT BRINGS US NOW TO OUR PRESENTATION STRATEGIC SCHOOLS SUPPORT UPDATE FINISHINGS WRONG PRESENTATION

023STRATEGIC SCHOOLS SUPPORT UPDATE FINISHINGS WRONG PRESENTATION STRATEGIC SCHOOLS SUPPORT UPDATE FINISHINGS WRONG AND WE WELCOME MATTHEW DELANEY SUPPORT UPDATE FINISHINGS WRONG AND WE WELCOME MATTHEW DELANEY SUPPORT UPDATE FINISHINGS WRONG AND WE WELCOME MATTHEW DELANEY ,CHIEF SCHOOLS OFFICER. AND WE WELCOME MATTHEW DELANEY ,CHIEF SCHOOLS OFFICER. AND WE WELCOME MATTHEW DELANEY ,CHIEF SCHOOLS OFFICER. THANK A GOOD AFTERNOON ,CHIEF SCHOOLS OFFICER. THANK A GOOD AFTERNOON ,CHIEF SCHOOLS OFFICER. THANK A GOOD AFTERNOON CHAIRWOMAN. THANK A GOOD AFTERNOON CHAIRWOMAN. THANK A GOOD AFTERNOON CHAIRWOMAN. CHAIRMAN BROWN, VICE CHAIRWOMAN CHAIRWOMAN. CHAIRMAN BROWN, VICE CHAIRWOMAN CHAIRWOMAN. CHAIRMAN BROWN, VICE CHAIRWOMAN WEEMES SCHOOL BOARD MEMBERS AND CHAIRMAN BROWN, VICE CHAIRWOMAN WEEMES SCHOOL BOARD MEMBERS AND CHAIRMAN BROWN, VICE CHAIRWOMAN WEEMES SCHOOL BOARD MEMBERS AND DR. ROBERTSON, THROUGHOUT THE WEEMES SCHOOL BOARD MEMBERS AND DR. ROBERTSON, THROUGHOUT THE WEEMES SCHOOL BOARD MEMBERS AND DR.

024ROBERTSON, THROUGHOUT THE YEAR YOU RECEIVE UPDATES DR. ROBERTSON, THROUGHOUT THE YEAR YOU RECEIVE UPDATES DR. ROBERTSON, THROUGHOUT THE YEAR YOU RECEIVE UPDATES BEGINNING THE YEAR WE GIVE YOU YEAR YOU RECEIVE UPDATES BEGINNING THE YEAR WE GIVE YOU YEAR YOU RECEIVE UPDATES BEGINNING THE YEAR WE GIVE YOU AN OPENING OF SCHOOL UPDATE DR. BEGINNING THE YEAR WE GIVE YOU AN OPENING OF SCHOOL UPDATE DR. BEGINNING THE YEAR WE GIVE YOU AN OPENING OF SCHOOL UPDATE DR. CLUCKY GAVE YOU A MID-YEAR AN OPENING OF SCHOOL UPDATE DR. CLUCKY GAVE YOU A MID-YEAR AN OPENING OF SCHOOL UPDATE DR. CLUCKY GAVE YOU A MID-YEAR UPDATE ON SOME DATA POINTS AND CLUCKY GAVE YOU A MID-YEAR UPDATE ON SOME DATA POINTS AND CLUCKY GAVE YOU A MID-YEAR UPDATE ON SOME DATA POINTS AND I'M HERE TODAY TO KIND OF

025GIVE UPDATE ON SOME DATA POINTS AND I'M HERE TODAY TO KIND OF GIVE UPDATE ON SOME DATA POINTS AND I'M HERE TODAY TO KIND OF GIVE YOU A BRIEF ON HOW WE PROVIDE I'M HERE TODAY TO KIND OF GIVE YOU A BRIEF ON HOW WE PROVIDE I'M HERE TODAY TO KIND OF GIVE YOU A BRIEF ON HOW WE PROVIDE STRATEGIC SUPPORT AS WE LOOK TO YOU A BRIEF ON HOW WE PROVIDE STRATEGIC SUPPORT AS WE LOOK TO YOU A BRIEF ON HOW WE PROVIDE STRATEGIC SUPPORT AS WE LOOK TO FINISH THE SCHOOL YEAR ON A STRATEGIC SUPPORT AS WE LOOK TO FINISH THE SCHOOL YEAR ON A STRATEGIC SUPPORT AS WE LOOK TO FINISH THE SCHOOL YEAR ON A STRONG THAT NOTE, WE BELIEVE FINISH THE SCHOOL YEAR ON A STRONG THAT NOTE, WE BELIEVE

026FINISH THE SCHOOL YEAR ON A STRONG THAT NOTE, WE BELIEVE THE SCHOOL SUPPORT PROCESS WE STRONG THAT NOTE, WE BELIEVE THE SCHOOL SUPPORT PROCESS WE STRONG THAT NOTE, WE BELIEVE THE SCHOOL SUPPORT PROCESS WE HAVE IN PLACE ALLOWS US TO THE SCHOOL SUPPORT PROCESS WE HAVE IN PLACE ALLOWS US TO THE SCHOOL SUPPORT PROCESS WE HAVE IN PLACE ALLOWS US TO PRODUCE RESULTS THAT AS YOU HAVE IN PLACE ALLOWS US TO PRODUCE RESULTS THAT AS YOU HAVE IN PLACE ALLOWS US TO PRODUCE RESULTS THAT AS YOU HEARD FROM ROBERTSON PRETTY PRODUCE RESULTS THAT AS YOU HEARD FROM ROBERTSON PRETTY PRODUCE RESULTS THAT AS YOU HEARD FROM ROBERTSON PRETTY PASSIONATELY AT OUR LAST HEARD FROM ROBERTSON PRETTY PASSIONATELY AT OUR LAST HEARD FROM ROBERTSON PRETTY PASSIONATELY AT OUR LAST MEETING THAT WE'RE THAT WE'RE A PASSIONATELY

027AT OUR LAST MEETING THAT WE'RE THAT WE'RE A PASSIONATELY AT OUR LAST MEETING THAT WE'RE THAT WE'RE A TOP PERFORMING SCHOOL DIVISION MEETING THAT WE'RE THAT WE'RE A TOP PERFORMING SCHOOL DIVISION MEETING THAT WE'RE THAT WE'RE A TOP PERFORMING SCHOOL DIVISION AS A RESULT OF THIS LAST TIME TOP PERFORMING SCHOOL DIVISION AS A RESULT OF THIS LAST TIME TOP PERFORMING SCHOOL DIVISION AS A RESULT OF THIS LAST TIME WE REVIEWED THE SCHOOL SUPPORT AS A RESULT OF THIS LAST TIME WE REVIEWED THE SCHOOL SUPPORT AS A RESULT OF THIS LAST TIME WE REVIEWED THE SCHOOL SUPPORT PROCESSES TWENTY TWENTY THREE WE REVIEWED THE SCHOOL SUPPORT PROCESSES TWENTY TWENTY THREE WE REVIEWED THE SCHOOL SUPPORT PROCESSES TWENTY TWENTY THREE OBVIOUSLY THAT'S PRIOR TO PROCESSES TWENTY TWENTY THREE OBVIOUSLY THAT'S PRIOR TO PROCESSES TWENTY TWENTY THREE OBVIOUSLY

028THAT'S PRIOR TO SEVERAL OF THE NEWER MEMBERS ON OBVIOUSLY THAT'S PRIOR TO SEVERAL OF THE NEWER MEMBERS ON OBVIOUSLY THAT'S PRIOR TO SEVERAL OF THE NEWER MEMBERS ON THE SCHOOL BOARD SO WORKSHOP SEVERAL OF THE NEWER MEMBERS ON THE SCHOOL BOARD SO WORKSHOP SEVERAL OF THE NEWER MEMBERS ON THE SCHOOL BOARD SO WORKSHOP TODAY WE TODAY WE FELT WOULD THE SCHOOL BOARD SO WORKSHOP TODAY WE TODAY WE FELT WOULD THE SCHOOL BOARD SO WORKSHOP TODAY WE TODAY WE FELT WOULD ALSO BE BENEFICIAL TO WALK TODAY WE TODAY WE FELT WOULD ALSO BE BENEFICIAL TO WALK TODAY WE TODAY WE FELT WOULD ALSO BE BENEFICIAL TO WALK THROUGH THAT AS WELL I'M GOING ALSO BE BENEFICIAL TO WALK THROUGH THAT AS WELL I'M GOING ALSO BE BENEFICIAL TO WALK THROUGH THAT AS WELL I'M GOING TO

029GIVE YOU AN OVERVIEW OF SOME THROUGH THAT AS WELL I'M GOING TO GIVE YOU AN OVERVIEW OF SOME THROUGH THAT AS WELL I'M GOING TO GIVE YOU AN OVERVIEW OF SOME KEY COMPONENTS THE SUPPORT TO GIVE YOU AN OVERVIEW OF SOME KEY COMPONENTS THE SUPPORT TO GIVE YOU AN OVERVIEW OF SOME KEY COMPONENTS THE SUPPORT PROCESS AND HOW WE RESPOND TO KEY COMPONENTS THE SUPPORT PROCESS AND HOW WE RESPOND TO KEY COMPONENTS THE SUPPORT PROCESS AND HOW WE RESPOND TO STUDENT NEEDS. PROCESS AND HOW WE RESPOND TO STUDENT NEEDS. PROCESS AND HOW WE RESPOND TO STUDENT NEEDS. CONSIDER TO THE SCHOOL SUPPORT STUDENT NEEDS. CONSIDER TO THE SCHOOL SUPPORT STUDENT NEEDS. CONSIDER TO THE SCHOOL SUPPORT PROCESS FOR THE CURRENT YEAR CONSIDER TO THE SCHOOL SUPPORT PROCESS FOR THE CURRENT YEAR CONSIDER TO THE SCHOOL

030SUPPORT PROCESS FOR THE CURRENT YEAR AND WE'RE GOING TO FINISH WHAT PROCESS FOR THE CURRENT YEAR AND WE'RE GOING TO FINISH WHAT PROCESS FOR THE CURRENT YEAR AND WE'RE GOING TO FINISH WHAT STEPS THAT WE HAD TAKEN TO AND WE'RE GOING TO FINISH WHAT STEPS THAT WE HAD TAKEN TO AND WE'RE GOING TO FINISH WHAT STEPS THAT WE HAD TAKEN TO CLOSE OUT THE YEAR. STEPS THAT WE HAD TAKEN TO CLOSE OUT THE YEAR. STEPS THAT WE HAD TAKEN TO CLOSE OUT THE YEAR. I THINK IT'S IMPORTANT NOTE CLOSE OUT THE YEAR. I THINK IT'S IMPORTANT NOTE CLOSE OUT THE YEAR. I THINK IT'S IMPORTANT NOTE THAT THE SCHOOL SUPPORT PROCESS I THINK IT'S IMPORTANT NOTE THAT THE SCHOOL SUPPORT PROCESS I THINK IT'S IMPORTANT NOTE THAT THE SCHOOL SUPPORT PROCESS IS LED BY THE

031DEPARTMENT THAT THE SCHOOL SUPPORT PROCESS IS LED BY THE DEPARTMENT THAT THE SCHOOL SUPPORT PROCESS IS LED BY THE DEPARTMENT OF SCHOOL LEADERSHIP THE IS LED BY THE DEPARTMENT OF SCHOOL LEADERSHIP THE IS LED BY THE DEPARTMENT OF SCHOOL LEADERSHIP THE DEPARTMENT OF TEACHING AND OF SCHOOL LEADERSHIP THE DEPARTMENT OF TEACHING AND OF SCHOOL LEADERSHIP THE DEPARTMENT OF TEACHING AND LEARNING. DEPARTMENT OF TEACHING AND LEARNING. DEPARTMENT OF TEACHING AND LEARNING. HOWEVER, ALL DEPARTMENTS BUDGET LEARNING. HOWEVER, ALL DEPARTMENTS BUDGET LEARNING. HOWEVER, ALL DEPARTMENTS BUDGET PLANNING, INNOVATION, HOWEVER, ALL DEPARTMENTS BUDGET PLANNING, INNOVATION, HOWEVER, ALL DEPARTMENTS BUDGET PLANNING, INNOVATION, ACCOUNTABILITY, HUMAN RESOURCES PLANNING, INNOVATION, ACCOUNTABILITY, HUMAN RESOURCES PLANNING, INNOVATION, ACCOUNTABILITY, HUMAN RESOURCES TECHNOLOGY TO, COMMUNITY ACCOUNTABILITY, HUMAN RESOURCES TECHNOLOGY TO, COMMUNITY ACCOUNTABILITY, HUMAN RESOURCES TECHNOLOGY TO, COMMUNITY ENGAGEMENT, SCHOOLS DIVISION TECHNOLOGY TO, COMMUNITY ENGAGEMENT, SCHOOLS DIVISION TECHNOLOGY

032TO, COMMUNITY ENGAGEMENT, SCHOOLS DIVISION SERVICES THEY ALL PLAYER REALLY ENGAGEMENT, SCHOOLS DIVISION SERVICES THEY ALL PLAYER REALLY ENGAGEMENT, SCHOOLS DIVISION SERVICES THEY ALL PLAYER REALLY INTEGRAL ROLE IN THE SUPPORTS SERVICES THEY ALL PLAYER REALLY INTEGRAL ROLE IN THE SUPPORTS SERVICES THEY ALL PLAYER REALLY INTEGRAL ROLE IN THE SUPPORTS THAT WE PUT IN PRACTICE OUR INTEGRAL ROLE IN THE SUPPORTS THAT WE PUT IN PRACTICE OUR INTEGRAL ROLE IN THE SUPPORTS THAT WE PUT IN PRACTICE OUR SCHOOLS ONE. THAT WE PUT IN PRACTICE OUR SCHOOLS ONE. THAT WE PUT IN PRACTICE OUR SCHOOLS ONE. ONE OF THE THINGS WE REALLY SCHOOLS ONE. ONE OF THE THINGS WE REALLY SCHOOLS ONE. ONE OF THE THINGS WE REALLY WORK WITH OUR BUILDING LEADERS ONE OF THE THINGS WE REALLY WORK WITH OUR BUILDING LEADERS ONE OF THE THINGS WE

033REALLY WORK WITH OUR BUILDING LEADERS ON IS TO ENSURE THERE'S WORK WITH OUR BUILDING LEADERS ON IS TO ENSURE THERE'S WORK WITH OUR BUILDING LEADERS ON IS TO ENSURE THERE'S ALIGNMENT FROM DIVISION ON IS TO ENSURE THERE'S ALIGNMENT FROM DIVISION ON IS TO ENSURE THERE'S ALIGNMENT FROM DIVISION PRIORITIES ALL THE WAY DOWN TO ALIGNMENT FROM DIVISION PRIORITIES ALL THE WAY DOWN TO ALIGNMENT FROM DIVISION PRIORITIES ALL THE WAY DOWN TO WHAT GOES ON IN THE CLASSROOM PRIORITIES ALL THE WAY DOWN TO WHAT GOES ON IN THE CLASSROOM PRIORITIES ALL THE WAY DOWN TO WHAT GOES ON IN THE CLASSROOM AND SO THIS SLIDE REALLY WHAT GOES ON IN THE CLASSROOM AND SO THIS SLIDE REALLY WHAT GOES ON IN THE CLASSROOM AND SO THIS SLIDE REALLY DEMONSTRATES THAT ALIGNMENT IF AND SO THIS SLIDE REALLY

034DEMONSTRATES THAT ALIGNMENT IF AND SO THIS SLIDE REALLY DEMONSTRATES THAT ALIGNMENT IF YOU LOOK AT THE TOP OF THAT DEMONSTRATES THAT ALIGNMENT IF YOU LOOK AT THE TOP OF THAT DEMONSTRATES THAT ALIGNMENT IF YOU LOOK AT THE TOP OF THAT FUNNEL, IT'S THE STRATEGIC YOU LOOK AT THE TOP OF THAT FUNNEL, IT'S THE STRATEGIC YOU LOOK AT THE TOP OF THAT FUNNEL, IT'S THE STRATEGIC ACTION AGENDA IN MOST OF YOU. FUNNEL, IT'S THE STRATEGIC ACTION AGENDA IN MOST OF YOU. FUNNEL, IT'S THE STRATEGIC ACTION AGENDA IN MOST OF YOU. I'M SURE WHERE YEAR WE PROVIDE ACTION AGENDA IN MOST OF YOU. I'M SURE WHERE YEAR WE PROVIDE ACTION AGENDA IN MOST OF YOU. I'M SURE WHERE YEAR WE PROVIDE OUR BUILDING LEADERS WITH THE I'M SURE WHERE YEAR WE PROVIDE OUR BUILDING LEADERS WITH THE

035I'M SURE WHERE YEAR WE PROVIDE OUR BUILDING LEADERS WITH THE STRATEGIC ACTION AGENDA THE OUR BUILDING LEADERS WITH THE STRATEGIC ACTION AGENDA THE OUR BUILDING LEADERS WITH THE STRATEGIC ACTION AGENDA THE OUTLINES THE PRIORITIES FOR THE STRATEGIC ACTION AGENDA THE OUTLINES THE PRIORITIES FOR THE STRATEGIC ACTION AGENDA THE OUTLINES THE PRIORITIES FOR THE UPCOMING YEAR WE TYPICALLY GIVE OUTLINES THE PRIORITIES FOR THE UPCOMING YEAR WE TYPICALLY GIVE OUTLINES THE PRIORITIES FOR THE UPCOMING YEAR WE TYPICALLY GIVE THAT TO THEM IN LATE APRIL, UPCOMING YEAR WE TYPICALLY GIVE THAT TO THEM IN LATE APRIL, UPCOMING YEAR WE TYPICALLY GIVE THAT TO THEM IN LATE APRIL, EARLY MAY AND IT BECOMES REALLY THAT TO THEM IN LATE APRIL, EARLY MAY AND IT BECOMES REALLY THAT TO THEM IN LATE APRIL, EARLY MAY AND IT BECOMES REALLY THE

036FOCAL POINT OF OUR SUMMER EARLY MAY AND IT BECOMES REALLY THE FOCAL POINT OF OUR SUMMER EARLY MAY AND IT BECOMES REALLY THE FOCAL POINT OF OUR SUMMER LEADERSHIP CONFERENCE WITH OUR THE FOCAL POINT OF OUR SUMMER LEADERSHIP CONFERENCE WITH OUR THE FOCAL POINT OF OUR SUMMER LEADERSHIP CONFERENCE WITH OUR BUILDING LEADERS IT'S THE LEADERSHIP CONFERENCE WITH OUR BUILDING LEADERS IT'S THE LEADERSHIP CONFERENCE WITH OUR BUILDING LEADERS IT'S THE PROFESSION LEARNING WE PROVIDE BUILDING LEADERS IT'S THE PROFESSION LEARNING WE PROVIDE BUILDING LEADERS IT'S THE PROFESSION LEARNING WE PROVIDE FOR THEM DURING SESSIONS IT'S PROFESSION LEARNING WE PROVIDE FOR THEM DURING SESSIONS IT'S PROFESSION LEARNING WE PROVIDE FOR THEM DURING SESSIONS IT'S ALSO A KEY COMPONENT FOR THEM DURING SESSIONS IT'S ALSO A KEY COMPONENT FOR THEM DURING SESSIONS IT'S ALSO A KEY COMPONENT OF COMPONENT

037OF WHAT DRIVES THE ALSO A KEY COMPONENT OF COMPONENT OF WHAT DRIVES THE ALSO A KEY COMPONENT OF COMPONENT OF WHAT DRIVES THE ESSENTIAL LEARNING FOR OUR OF COMPONENT OF WHAT DRIVES THE ESSENTIAL LEARNING FOR OUR OF COMPONENT OF WHAT DRIVES THE ESSENTIAL LEARNING FOR OUR TEACHERS THAT THEY RECEIVE OVER ESSENTIAL LEARNING FOR OUR TEACHERS THAT THEY RECEIVE OVER ESSENTIAL LEARNING FOR OUR TEACHERS THAT THEY RECEIVE OVER THE SUMMER AND MANY OF THEM TEACHERS THAT THEY RECEIVE OVER THE SUMMER AND MANY OF THEM TEACHERS THAT THEY RECEIVE OVER THE SUMMER AND MANY OF THEM RECEIVE DETAILED CONFERENCE IN THE SUMMER AND MANY OF THEM RECEIVE DETAILED CONFERENCE IN THE SUMMER AND MANY OF THEM RECEIVE DETAILED CONFERENCE IN AUGUST. RECEIVE DETAILED CONFERENCE IN AUGUST. RECEIVE DETAILED CONFERENCE IN AUGUST. SO WE USE THIS IS A

038REALLY A AUGUST. SO WE USE THIS IS A REALLY A AUGUST. SO WE USE THIS IS A REALLY A KIND OF GUIDEPOST THEN MOVE SO WE USE THIS IS A REALLY A KIND OF GUIDEPOST THEN MOVE SO WE USE THIS IS A REALLY A KIND OF GUIDEPOST THEN MOVE FORWARD TO WHAT WE CALL OUR KIND OF GUIDEPOST THEN MOVE FORWARD TO WHAT WE CALL OUR KIND OF GUIDEPOST THEN MOVE FORWARD TO WHAT WE CALL OUR SCHOOL BASED CONCEPT MAP ALL FORWARD TO WHAT WE CALL OUR SCHOOL BASED CONCEPT MAP ALL FORWARD TO WHAT WE CALL OUR SCHOOL BASED CONCEPT MAP ALL OF OUR SCHOOLS AND CENTERS HAVE SCHOOL BASED CONCEPT MAP ALL OF OUR SCHOOLS AND CENTERS HAVE SCHOOL BASED CONCEPT MAP ALL OF OUR SCHOOLS AND CENTERS HAVE THEIR OWN UNIQUE GO CONCEPT MAP

039OF OUR SCHOOLS AND CENTERS HAVE THEIR OWN UNIQUE GO CONCEPT MAP OF OUR SCHOOLS AND CENTERS HAVE THEIR OWN UNIQUE GO CONCEPT MAP AND THAT'S REALLY DESIGNED TO THEIR OWN UNIQUE GO CONCEPT MAP AND THAT'S REALLY DESIGNED TO THEIR OWN UNIQUE GO CONCEPT MAP AND THAT'S REALLY DESIGNED TO PROVIDE OVERVIEW OF THE AND THAT'S REALLY DESIGNED TO PROVIDE OVERVIEW OF THE AND THAT'S REALLY DESIGNED TO PROVIDE OVERVIEW OF THE PRIORITIES FOR THAT SCHOOL YEAR PROVIDE OVERVIEW OF THE PRIORITIES FOR THAT SCHOOL YEAR PROVIDE OVERVIEW OF THE PRIORITIES FOR THAT SCHOOL YEAR . PRIORITIES FOR THAT SCHOOL YEAR . PRIORITIES FOR THAT SCHOOL YEAR . IT'S MORE SIMPLISTIC LEVEL . IT'S MORE SIMPLISTIC LEVEL . IT'S MORE SIMPLISTIC LEVEL OF STRATEGIC ACTION AGENDA WE IT'S MORE SIMPLISTIC LEVEL OF STRATEGIC ACTION AGENDA WE IT'S MORE SIMPLISTIC

040LEVEL OF STRATEGIC ACTION AGENDA WE TALK TO OUR SCHOOLS ABOUT IT OF STRATEGIC ACTION AGENDA WE TALK TO OUR SCHOOLS ABOUT IT OF STRATEGIC ACTION AGENDA WE TALK TO OUR SCHOOLS ABOUT IT REALLY ESSENTIALLY BE IN THE TALK TO OUR SCHOOLS ABOUT IT REALLY ESSENTIALLY BE IN THE TALK TO OUR SCHOOLS ABOUT IT REALLY ESSENTIALLY BE IN THE ELEVATOR SPEECH SO WE'RE REALLY ESSENTIALLY BE IN THE ELEVATOR SPEECH SO WE'RE REALLY ESSENTIALLY BE IN THE ELEVATOR SPEECH SO WE'RE ENCOURAGE ANY BOARD MEMBER WHEN ELEVATOR SPEECH SO WE'RE ENCOURAGE ANY BOARD MEMBER WHEN ELEVATOR SPEECH SO WE'RE ENCOURAGE ANY BOARD MEMBER WHEN YOU GO TO SCHOOL TO VISIT ASKED ENCOURAGE ANY BOARD MEMBER WHEN YOU GO TO SCHOOL TO VISIT ASKED ENCOURAGE ANY BOARD MEMBER WHEN YOU GO TO SCHOOL TO VISIT ASKED TO SEE THE

041CONCEPT MAP THEY'RE YOU GO TO SCHOOL TO VISIT ASKED TO SEE THE CONCEPT MAP THEY'RE YOU GO TO SCHOOL TO VISIT ASKED TO SEE THE CONCEPT MAP THEY'RE USUALLY PROMINENTLY DISPLAYED TO SEE THE CONCEPT MAP THEY'RE USUALLY PROMINENTLY DISPLAYED TO SEE THE CONCEPT MAP THEY'RE USUALLY PROMINENTLY DISPLAYED IN SCHOOL CLASSROOMS ARE IN USUALLY PROMINENTLY DISPLAYED IN SCHOOL CLASSROOMS ARE IN USUALLY PROMINENTLY DISPLAYED IN SCHOOL CLASSROOMS ARE IN DIFFERENT AREAS. IN SCHOOL CLASSROOMS ARE IN DIFFERENT AREAS. IN SCHOOL CLASSROOMS ARE IN DIFFERENT AREAS. WE FIND IT'S JUST A VERY USEFUL DIFFERENT AREAS. WE FIND IT'S JUST A VERY USEFUL DIFFERENT AREAS. WE FIND IT'S JUST A VERY USEFUL TOOL TO GROUND THE WORK FOR THE WE FIND IT'S JUST A VERY USEFUL TOOL TO GROUND THE WORK FOR THE WE FIND IT'S JUST A VERY USEFUL

042TOOL TO GROUND THE WORK FOR THE YEAR FROM SCHOOL CONCEPT MATT TOOL TO GROUND THE WORK FOR THE YEAR FROM SCHOOL CONCEPT MATT TOOL TO GROUND THE WORK FOR THE YEAR FROM SCHOOL CONCEPT MATT WE MOVED TO WHAT WE CALL THE YEAR FROM SCHOOL CONCEPT MATT WE MOVED TO WHAT WE CALL THE YEAR FROM SCHOOL CONCEPT MATT WE MOVED TO WHAT WE CALL THE PLAN FOR CONTINUOUS IMPROVEMENT WE MOVED TO WHAT WE CALL THE PLAN FOR CONTINUOUS IMPROVEMENT WE MOVED TO WHAT WE CALL THE PLAN FOR CONTINUOUS IMPROVEMENT OR THE PCI I'M GOING TO GO A PLAN FOR CONTINUOUS IMPROVEMENT OR THE PCI I'M GOING TO GO A PLAN FOR CONTINUOUS IMPROVEMENT OR THE PCI I'M GOING TO GO A LITTLE MORE IN DETAIL AND THAT OR THE PCI I'M GOING TO GO A LITTLE

043MORE IN DETAIL AND THAT OR THE PCI I'M GOING TO GO A LITTLE MORE IN DETAIL AND THAT IN THE NEXT SLIDE BUT SCHOOLS LITTLE MORE IN DETAIL AND THAT IN THE NEXT SLIDE BUT SCHOOLS LITTLE MORE IN DETAIL AND THAT IN THE NEXT SLIDE BUT SCHOOLS ARE REQUIRED TO DEVELOP THIS IN THE NEXT SLIDE BUT SCHOOLS ARE REQUIRED TO DEVELOP THIS IN THE NEXT SLIDE BUT SCHOOLS ARE REQUIRED TO DEVELOP THIS PLAN AND THEY DO THIS IN ARE REQUIRED TO DEVELOP THIS PLAN AND THEY DO THIS IN ARE REQUIRED TO DEVELOP THIS PLAN AND THEY DO THIS IN COLLABORATION DEPARTMENT PLAN AND THEY DO THIS IN COLLABORATION DEPARTMENT PLAN AND THEY DO THIS IN COLLABORATION DEPARTMENT OF SCHOOL LEADERSHIP AND WITH COLLABORATION DEPARTMENT OF SCHOOL LEADERSHIP AND WITH COLLABORATION DEPARTMENT OF SCHOOL LEADERSHIP AND

044WITH THE DEPARTMENT OF TEACHING AND OF SCHOOL LEADERSHIP AND WITH THE DEPARTMENT OF TEACHING AND OF SCHOOL LEADERSHIP AND WITH THE DEPARTMENT OF TEACHING AND LEARNING AND THE FINAL PIECE THE DEPARTMENT OF TEACHING AND LEARNING AND THE FINAL PIECE THE DEPARTMENT OF TEACHING AND LEARNING AND THE FINAL PIECE OF ALIGNMENT OCCURS IN THE LEARNING AND THE FINAL PIECE OF ALIGNMENT OCCURS IN THE LEARNING AND THE FINAL PIECE OF ALIGNMENT OCCURS IN THE CLASSROOMS AS PRINCIPALS OF ALIGNMENT OCCURS IN THE CLASSROOMS AS PRINCIPALS OF ALIGNMENT OCCURS IN THE CLASSROOMS AS PRINCIPALS ASSISTANT PRINCIPALS COACHES CLASSROOMS AS PRINCIPALS ASSISTANT PRINCIPALS COACHES CLASSROOMS AS PRINCIPALS ASSISTANT PRINCIPALS COACHES CENTRAL SUPPORT STAFF SUPPORT ASSISTANT PRINCIPALS COACHES CENTRAL SUPPORT STAFF SUPPORT ASSISTANT PRINCIPALS COACHES CENTRAL SUPPORT STAFF SUPPORT STAFF, OBSERVE CLASSROOM CENTRAL SUPPORT STAFF SUPPORT STAFF, OBSERVE CLASSROOM CENTRAL SUPPORT

045STAFF SUPPORT STAFF, OBSERVE CLASSROOM INSTRUCTION, PROVIDE FEEDBACK STAFF, OBSERVE CLASSROOM INSTRUCTION, PROVIDE FEEDBACK STAFF, OBSERVE CLASSROOM INSTRUCTION, PROVIDE FEEDBACK TO OUR TEACHERS THAT ENSURE INSTRUCTION, PROVIDE FEEDBACK TO OUR TEACHERS THAT ENSURE INSTRUCTION, PROVIDE FEEDBACK TO OUR TEACHERS THAT ENSURE WE'RE REACHING THE DESIRED TO OUR TEACHERS THAT ENSURE WE'RE REACHING THE DESIRED TO OUR TEACHERS THAT ENSURE WE'RE REACHING THE DESIRED STUDENT OUTCOMES ONE OF THE WE'RE REACHING THE DESIRED STUDENT OUTCOMES ONE OF THE WE'RE REACHING THE DESIRED STUDENT OUTCOMES ONE OF THE THINGS WE REALLY WORK HARD ON STUDENT OUTCOMES ONE OF THE THINGS WE REALLY WORK HARD ON STUDENT OUTCOMES ONE OF THE THINGS WE REALLY WORK HARD ON WITH OUR BUILDING LEADERS AND THINGS WE REALLY WORK HARD ON WITH OUR BUILDING LEADERS AND THINGS WE REALLY WORK HARD ON WITH OUR BUILDING LEADERS

046AND AS TO WHAT WE CALL DECOUPLE WITH OUR BUILDING LEADERS AND AS TO WHAT WE CALL DECOUPLE WITH OUR BUILDING LEADERS AND AS TO WHAT WE CALL DECOUPLE EVALUATION FROM OBSERVATION AS TO WHAT WE CALL DECOUPLE EVALUATION FROM OBSERVATION AS TO WHAT WE CALL DECOUPLE EVALUATION FROM OBSERVATION FEEDBACK TO TURN IT INTO A EVALUATION FROM OBSERVATION FEEDBACK TO TURN IT INTO A EVALUATION FROM OBSERVATION FEEDBACK TO TURN IT INTO A COACHING CYCLE THAN YOU'RE FEEDBACK TO TURN IT INTO A COACHING CYCLE THAN YOU'RE FEEDBACK TO TURN IT INTO A COACHING CYCLE THAN YOU'RE BEING JUDGED ON YOUR WORK AND COACHING CYCLE THAN YOU'RE BEING JUDGED ON YOUR WORK AND COACHING CYCLE THAN YOU'RE BEING JUDGED ON YOUR WORK AND WE REALLY WORK HARD WITH OUR BEING JUDGED ON YOUR WORK AND WE REALLY WORK HARD

047WITH OUR BEING JUDGED ON YOUR WORK AND WE REALLY WORK HARD WITH OUR LEADERS ON DEVELOPING THAT WE REALLY WORK HARD WITH OUR LEADERS ON DEVELOPING THAT WE REALLY WORK HARD WITH OUR LEADERS ON DEVELOPING THAT COMPONENT ON THE SLIDE HERE YOU LEADERS ON DEVELOPING THAT COMPONENT ON THE SLIDE HERE YOU LEADERS ON DEVELOPING THAT COMPONENT ON THE SLIDE HERE YOU SEE THE PLAN CONTINUOUS COMPONENT ON THE SLIDE HERE YOU SEE THE PLAN CONTINUOUS COMPONENT ON THE SLIDE HERE YOU SEE THE PLAN CONTINUOUS IMPROVEMENT IT'S THE GUIDING SEE THE PLAN CONTINUOUS IMPROVEMENT IT'S THE GUIDING SEE THE PLAN CONTINUOUS IMPROVEMENT IT'S THE GUIDING DOCUMENT FOR US FOR US WHERE IMPROVEMENT IT'S THE GUIDING DOCUMENT FOR US FOR US WHERE IMPROVEMENT IT'S THE GUIDING DOCUMENT FOR US FOR US WHERE SCHOOLS SET GOALS BASED ON DOCUMENT

048FOR US FOR US WHERE SCHOOLS SET GOALS BASED ON DOCUMENT FOR US FOR US WHERE SCHOOLS SET GOALS BASED ON MULTIPLE DATA POINTS. SCHOOLS SET GOALS BASED ON MULTIPLE DATA POINTS. SCHOOLS SET GOALS BASED ON MULTIPLE DATA POINTS. CURRENTLY SCHOOLS SET A MULTIPLE DATA POINTS. CURRENTLY SCHOOLS SET A MULTIPLE DATA POINTS. CURRENTLY SCHOOLS SET A LITERACY GOAL A MATH GOAL CURRENTLY SCHOOLS SET A LITERACY GOAL A MATH GOAL CURRENTLY SCHOOLS SET A LITERACY GOAL A MATH GOAL OF SCIENCE GOAL OR GOAL OR A LITERACY GOAL A MATH GOAL OF SCIENCE GOAL OR GOAL OR A LITERACY GOAL A MATH GOAL OF SCIENCE GOAL OR GOAL OR A FUTURE GOAL SOMETIMES GOALS MAY OF SCIENCE GOAL OR GOAL OR A FUTURE GOAL SOMETIMES GOALS MAY OF SCIENCE GOAL OR GOAL OR A FUTURE GOAL SOMETIMES GOALS

049MAY REFER MAY REFER TO SPECIFIC FUTURE GOAL SOMETIMES GOALS MAY REFER MAY REFER TO SPECIFIC FUTURE GOAL SOMETIMES GOALS MAY REFER MAY REFER TO SPECIFIC REPORTING GROUPS OR WE'RE GAPS REFER MAY REFER TO SPECIFIC REPORTING GROUPS OR WE'RE GAPS REFER MAY REFER TO SPECIFIC REPORTING GROUPS OR WE'RE GAPS AND PERFORMANCE OR GREATER OR REPORTING GROUPS OR WE'RE GAPS AND PERFORMANCE OR GREATER OR REPORTING GROUPS OR WE'RE GAPS AND PERFORMANCE OR GREATER OR SOMETIMES THE GOALS REQUIRED BY AND PERFORMANCE OR GREATER OR SOMETIMES THE GOALS REQUIRED BY AND PERFORMANCE OR GREATER OR SOMETIMES THE GOALS REQUIRED BY THE BASED ON VIDEO SOMETIMES THE GOALS REQUIRED BY THE BASED ON VIDEO SOMETIMES THE GOALS REQUIRED BY THE BASED ON VIDEO RECOMMENDATIONS OR DIRECTION AS THE BASED ON VIDEO RECOMMENDATIONS OR DIRECTION AS THE BASED ON VIDEO RECOMMENDATIONS

050OR DIRECTION AS THEY CREATE THESE GOALS AGAIN RECOMMENDATIONS OR DIRECTION AS THEY CREATE THESE GOALS AGAIN RECOMMENDATIONS OR DIRECTION AS THEY CREATE THESE GOALS AGAIN IN COLLABORATION WITH AND TOM THEY CREATE THESE GOALS AGAIN IN COLLABORATION WITH AND TOM THEY CREATE THESE GOALS AGAIN IN COLLABORATION WITH AND TOM ACTION STEPS ARE PUT IN PLACE IN COLLABORATION WITH AND TOM ACTION STEPS ARE PUT IN PLACE IN COLLABORATION WITH AND TOM ACTION STEPS ARE PUT IN PLACE ALONG WITH A PROCESS MONITORING ACTION STEPS ARE PUT IN PLACE ALONG WITH A PROCESS MONITORING ACTION STEPS ARE PUT IN PLACE ALONG WITH A PROCESS MONITORING THESE STEPS THE PIECES REVIEWED ALONG WITH A PROCESS MONITORING THESE STEPS THE PIECES REVIEWED ALONG WITH A PROCESS MONITORING THESE STEPS THE PIECES REVIEWED PIECES REVIEWED AT THE THESE STEPS THE PIECES REVIEWED

051PIECES REVIEWED AT THE THESE STEPS THE PIECES REVIEWED PIECES REVIEWED AT THE BEGINNING OF YEAR AS A GUIDE PIECES REVIEWED AT THE BEGINNING OF YEAR AS A GUIDE PIECES REVIEWED AT THE BEGINNING OF YEAR AS A GUIDE AND USED AS A GUIDE TOOL DURING BEGINNING OF YEAR AS A GUIDE AND USED AS A GUIDE TOOL DURING BEGINNING OF YEAR AS A GUIDE AND USED AS A GUIDE TOOL DURING SCHOOL SUPPORT MEETINGS IT'S AND USED AS A GUIDE TOOL DURING SCHOOL SUPPORT MEETINGS IT'S AND USED AS A GUIDE TOOL DURING SCHOOL SUPPORT MEETINGS IT'S UPDATED THE MID-YEAR POINT TO SCHOOL SUPPORT MEETINGS IT'S UPDATED THE MID-YEAR POINT TO SCHOOL SUPPORT MEETINGS IT'S UPDATED THE MID-YEAR POINT TO ADD OR REMOVE ACTION STEPS AND UPDATED THE MID-YEAR POINT TO ADD OR REMOVE ACTION STEPS AND UPDATED THE

052MID-YEAR POINT TO ADD OR REMOVE ACTION STEPS AND IT'S FINALIZED AT THE END ADD OR REMOVE ACTION STEPS AND IT'S FINALIZED AT THE END ADD OR REMOVE ACTION STEPS AND IT'S FINALIZED AT THE END OF THE YEAR IT'S IMPORTANT TO IT'S FINALIZED AT THE END OF THE YEAR IT'S IMPORTANT TO IT'S FINALIZED AT THE END OF THE YEAR IT'S IMPORTANT TO NOTE THAT WE'RE GOING TO REVISE OF THE YEAR IT'S IMPORTANT TO THE DOCUMENT TO BETTER ALONG WITH THE NEW VIDEO SCHOOL THE DOCUMENT TO BETTER ALONG WITH THE NEW VIDEO SCHOOL THE DOCUMENT TO BETTER ALONG WITH THE NEW VIDEO SCHOOL PERFORMANCE FRAMEWORK YOU'VE WITH THE NEW VIDEO SCHOOL PERFORMANCE FRAMEWORK YOU'VE WITH THE NEW VIDEO SCHOOL PERFORMANCE FRAMEWORK YOU'VE SEEN BEFORE AS WELL AS THE NEW PERFORMANCE FRAMEWORK YOU'VE SEEN BEFORE AS WELL AS

053THE NEW PERFORMANCE FRAMEWORK YOU'VE SEEN BEFORE AS WELL AS THE NEW STRATEGIC PLAN COMPASS TO SEEN BEFORE AS WELL AS THE NEW STRATEGIC PLAN COMPASS TO SEEN BEFORE AS WELL AS THE NEW STRATEGIC PLAN COMPASS TO TWENTY 30 SO WE WILL BE STRATEGIC PLAN COMPASS TO TWENTY 30 SO WE WILL BE STRATEGIC PLAN COMPASS TO TWENTY 30 SO WE WILL BE UPDATING THIS DOCUMENT OVER THE TWENTY 30 SO WE WILL BE UPDATING THIS DOCUMENT OVER THE TWENTY 30 SO WE WILL BE UPDATING THIS DOCUMENT OVER THE SUMMER NOW IN TERMS OF THE UPDATING THIS DOCUMENT OVER THE SUMMER NOW IN TERMS OF THE UPDATING THIS DOCUMENT OVER THE SUMMER NOW IN TERMS OF THE SCHOOL SUPPORT PROCESS THIS, SUMMER NOW IN TERMS OF THE SCHOOL SUPPORT PROCESS THIS, SUMMER NOW IN TERMS OF THE SCHOOL

054SUPPORT PROCESS THIS, THIS IS AGAIN A VERY UNIQUE SCHOOL SUPPORT PROCESS THIS, THIS IS AGAIN A VERY UNIQUE SCHOOL SUPPORT PROCESS THIS, THIS IS AGAIN A VERY UNIQUE PROCESS USED IN VIRGINIA BEACH THIS IS AGAIN A VERY UNIQUE PROCESS USED IN VIRGINIA BEACH THIS IS AGAIN A VERY UNIQUE PROCESS USED IN VIRGINIA BEACH CITY PUBLIC SCHOOLS OVER THE PROCESS USED IN VIRGINIA BEACH CITY PUBLIC SCHOOLS OVER THE PROCESS USED IN VIRGINIA BEACH CITY PUBLIC SCHOOLS OVER THE PAST DECADE. CITY PUBLIC SCHOOLS OVER THE PAST DECADE. CITY PUBLIC SCHOOLS OVER THE PAST DECADE. IT'S COLLABORATIVE PAST DECADE. IT'S COLLABORATIVE PAST DECADE. IT'S COLLABORATIVE PROBLEM-SOLVING APPROACH THAT IT'S COLLABORATIVE PROBLEM-SOLVING APPROACH THAT IT'S COLLABORATIVE PROBLEM-SOLVING APPROACH THAT BRINGS LEADERS FROM SCHOOL PROBLEM-SOLVING APPROACH THAT BRINGS LEADERS FROM SCHOOL PROBLEM-SOLVING APPROACH THAT BRINGS LEADERS FROM SCHOOL LEADERSHIP CURRICULUM

055TESTING BRINGS LEADERS FROM SCHOOL LEADERSHIP CURRICULUM TESTING BRINGS LEADERS FROM SCHOOL LEADERSHIP CURRICULUM TESTING SPECIAL EDUCATION AND STUDENT LEADERSHIP CURRICULUM TESTING SPECIAL EDUCATION AND STUDENT LEADERSHIP CURRICULUM TESTING SPECIAL EDUCATION AND STUDENT SUPPORT SERVICES OFFICES TO THE SPECIAL EDUCATION AND STUDENT SUPPORT SERVICES OFFICES TO THE SPECIAL EDUCATION AND STUDENT SUPPORT SERVICES OFFICES TO THE TABLE WITH OUR SCHOOL LEADERS. SUPPORT SERVICES OFFICES TO THE TABLE WITH OUR SCHOOL LEADERS. SUPPORT SERVICES OFFICES TO THE TABLE WITH OUR SCHOOL LEADERS. WHEN I SAY SCHOOL LEADERS ALSO TABLE WITH OUR SCHOOL LEADERS. WHEN I SAY SCHOOL LEADERS ALSO TABLE WITH OUR SCHOOL LEADERS. WHEN I SAY SCHOOL LEADERS ALSO REFERRING TO TEACH OUR LEADERS WHEN I SAY SCHOOL LEADERS ALSO REFERRING TO TEACH OUR LEADERS WHEN I SAY SCHOOL LEADERS ALSO REFERRING TO TEACH OUR LEADERS AND INSTRUCTIONAL LEADERSHIP REFERRING

056TO TEACH OUR LEADERS AND INSTRUCTIONAL LEADERSHIP REFERRING TO TEACH OUR LEADERS AND INSTRUCTIONAL LEADERSHIP TEAMS, COACHES THE SCHOOL LEVEL AND INSTRUCTIONAL LEADERSHIP TEAMS, COACHES THE SCHOOL LEVEL AND INSTRUCTIONAL LEADERSHIP TEAMS, COACHES THE SCHOOL LEVEL TO ENSURE A COMPREHENSIVE TEAMS, COACHES THE SCHOOL LEVEL TO ENSURE A COMPREHENSIVE TEAMS, COACHES THE SCHOOL LEVEL TO ENSURE A COMPREHENSIVE REVIEW OF PROGRESS NEEDS IS TO ENSURE A COMPREHENSIVE REVIEW OF PROGRESS NEEDS IS TO ENSURE A COMPREHENSIVE REVIEW OF PROGRESS NEEDS IS REGULARLY ANALYZED AND HOW WE REVIEW OF PROGRESS NEEDS IS REGULARLY ANALYZED AND HOW WE REVIEW OF PROGRESS NEEDS IS REGULARLY ANALYZED AND HOW WE RESPOND TO THOSE ALL SCHOOLS REGULARLY ANALYZED AND HOW WE RESPOND TO THOSE ALL SCHOOLS REGULARLY ANALYZED AND HOW WE RESPOND TO THOSE ALL SCHOOLS REGULARLY SCHEDULED SCHOOL RESPOND TO THOSE ALL SCHOOLS REGULARLY

057SCHEDULED SCHOOL RESPOND TO THOSE ALL SCHOOLS REGULARLY SCHEDULED SCHOOL SUPPORT PROCESS MEETINGS AND REGULARLY SCHEDULED SCHOOL SUPPORT PROCESS MEETINGS AND REGULARLY SCHEDULED SCHOOL SUPPORT PROCESS MEETINGS AND CHECK INS WITH CENTRAL SUPPORT SUPPORT PROCESS MEETINGS AND CHECK INS WITH CENTRAL SUPPORT SUPPORT PROCESS MEETINGS AND CHECK INS WITH CENTRAL SUPPORT LEADERS AND HE BEGINS OVER THE CHECK INS WITH CENTRAL SUPPORT LEADERS AND HE BEGINS OVER THE CHECK INS WITH CENTRAL SUPPORT LEADERS AND HE BEGINS OVER THE SUMMER WITH ONE TO ONE SUMMER LEADERS AND HE BEGINS OVER THE SUMMER WITH ONE TO ONE SUMMER LEADERS AND HE BEGINS OVER THE SUMMER WITH ONE TO ONE SUMMER MEETINGS WITH THE PRINCIPAL AND SUMMER WITH ONE TO ONE SUMMER MEETINGS WITH THE PRINCIPAL AND SUMMER WITH ONE TO ONE SUMMER MEETINGS WITH THE PRINCIPAL AND THEY'RE ALSO DIRECTOR ONCE

058THE MEETINGS WITH THE PRINCIPAL AND THEY'RE ALSO DIRECTOR ONCE THE MEETINGS WITH THE PRINCIPAL AND THEY'RE ALSO DIRECTOR ONCE THE SCHOOL YEAR BEGINS FEEDBACK IS THEY'RE ALSO DIRECTOR ONCE THE SCHOOL YEAR BEGINS FEEDBACK IS THEY'RE ALSO DIRECTOR ONCE THE SCHOOL YEAR BEGINS FEEDBACK IS PROVIDED BY BOTH SCHOOL SCHOOL YEAR BEGINS FEEDBACK IS PROVIDED BY BOTH SCHOOL SCHOOL YEAR BEGINS FEEDBACK IS PROVIDED BY BOTH SCHOOL LEADERSHIP AND TEACHING AND PROVIDED BY BOTH SCHOOL LEADERSHIP AND TEACHING AND PROVIDED BY BOTH SCHOOL LEADERSHIP AND TEACHING AND LEARNING TO THE INSTRUCTIONAL LEADERSHIP AND TEACHING AND LEARNING TO THE INSTRUCTIONAL LEADERSHIP AND TEACHING AND LEARNING TO THE INSTRUCTIONAL LEADERSHIP TEAMS ON ALIGNMENT LEARNING TO THE INSTRUCTIONAL LEADERSHIP TEAMS ON ALIGNMENT LEARNING TO THE INSTRUCTIONAL LEADERSHIP TEAMS ON ALIGNMENT BETWEEN THE STRATEGIC ACTION LEADERSHIP TEAMS ON ALIGNMENT BETWEEN THE STRATEGIC ACTION

059LEADERSHIP TEAMS ON ALIGNMENT BETWEEN THE STRATEGIC ACTION AGENDA AND THE SCHOOL BASED BETWEEN THE STRATEGIC ACTION AGENDA AND THE SCHOOL BASED BETWEEN THE STRATEGIC ACTION AGENDA AND THE SCHOOL BASED CONCEPT MAP AND THE GOALS AGENDA AND THE SCHOOL BASED CONCEPT MAP AND THE GOALS AGENDA AND THE SCHOOL BASED CONCEPT MAP AND THE GOALS THEY'VE SET IN THE PCI A CONCEPT MAP AND THE GOALS THEY'VE SET IN THE PCI A CONCEPT MAP AND THE GOALS THEY'VE SET IN THE PCI A COMPREHENSIVE DATA ANALYSIS IS THEY'VE SET IN THE PCI A COMPREHENSIVE DATA ANALYSIS IS THEY'VE SET IN THE PCI A COMPREHENSIVE DATA ANALYSIS IS CONDUCTED TO REFORM PLAN FOR COMPREHENSIVE DATA ANALYSIS IS CONDUCTED TO REFORM PLAN FOR COMPREHENSIVE DATA ANALYSIS IS CONDUCTED TO REFORM PLAN FOR SCHOOL SUPPORT FOR EXAMPLE WE CONDUCTED TO REFORM PLAN

060FOR SCHOOL SUPPORT FOR EXAMPLE WE CONDUCTED TO REFORM PLAN FOR SCHOOL SUPPORT FOR EXAMPLE WE LOOK, WE LOOK AT SCHOOL SCHOOL SUPPORT FOR EXAMPLE WE LOOK, WE LOOK AT SCHOOL SCHOOL SUPPORT FOR EXAMPLE WE LOOK, WE LOOK AT SCHOOL PERFORMANCE BEYOND JUST SCHOOLS LOOK, WE LOOK AT SCHOOL PERFORMANCE BEYOND JUST SCHOOLS LOOK, WE LOOK AT SCHOOL PERFORMANCE BEYOND JUST SCHOOLS WILL GO AS DEEP AS STUDENT DATA PERFORMANCE BEYOND JUST SCHOOLS WILL GO AS DEEP AS STUDENT DATA PERFORMANCE BEYOND JUST SCHOOLS WILL GO AS DEEP AS STUDENT DATA REPORTS BASED QUESTIONING OR WILL GO AS DEEP AS STUDENT DATA REPORTS BASED QUESTIONING OR WILL GO AS DEEP AS STUDENT DATA REPORTS BASED QUESTIONING OR BASED ON A STANDARD TO IDENTIFY REPORTS BASED QUESTIONING OR BASED ON A STANDARD TO IDENTIFY REPORTS BASED QUESTIONING OR BASED ON

061A STANDARD TO IDENTIFY POTENTIAL WAYS TO RESPOND BASED ON A STANDARD TO IDENTIFY POTENTIAL WAYS TO RESPOND BASED ON A STANDARD TO IDENTIFY POTENTIAL WAYS TO RESPOND YOU'VE HEARD CONVERSATION POTENTIAL WAYS TO RESPOND YOU'VE HEARD CONVERSATION POTENTIAL WAYS TO RESPOND YOU'VE HEARD CONVERSATION AROUND VOWS VOWELS AND AND A YOU'VE HEARD CONVERSATION AROUND VOWS VOWELS AND AND A YOU'VE HEARD CONVERSATION AROUND VOWS VOWELS AND AND A MAP THAT DATA AS WELL WE LOOK AROUND VOWS VOWELS AND AND A MAP THAT DATA AS WELL WE LOOK AROUND VOWS VOWELS AND AND A MAP THAT DATA AS WELL WE LOOK AT WE LOOK AT LOCAL ASSESSMENT MAP THAT DATA AS WELL WE LOOK AT WE LOOK AT LOCAL ASSESSMENT MAP THAT DATA AS WELL WE LOOK AT WE LOOK AT LOCAL ASSESSMENT DATA AND OUR NAVIGATIONAL AT WE

062LOOK AT LOCAL ASSESSMENT DATA AND OUR NAVIGATIONAL AT WE LOOK AT LOCAL ASSESSMENT DATA AND OUR NAVIGATIONAL MARKER DATA AS A REVIEW DATA AND OUR NAVIGATIONAL MARKER DATA AS A REVIEW DATA AND OUR NAVIGATIONAL MARKER DATA AS A REVIEW NAVIGATIONAL MARKER DATA IS THE MARKER DATA AS A REVIEW NAVIGATIONAL MARKER DATA IS THE MARKER DATA AS A REVIEW NAVIGATIONAL MARKER DATA IS THE DATA DR. MAN AND HE TALKS A LOT NAVIGATIONAL MARKER DATA IS THE DATA DR. MAN AND HE TALKS A LOT NAVIGATIONAL MARKER DATA IS THE DATA DR. MAN AND HE TALKS A LOT ABOUT WHAT WE DO THE PLAN DATA DR. MAN AND HE TALKS A LOT ABOUT WHAT WE DO THE PLAN DATA DR. MAN AND HE TALKS A LOT ABOUT WHAT WE DO THE PLAN REVIEW THROUGHOUT THE YEAR ABOUT WHAT

063WE DO THE PLAN REVIEW THROUGHOUT THE YEAR ABOUT WHAT WE DO THE PLAN REVIEW THROUGHOUT THE YEAR OF ALL THOSE OTHER COMPONENTS REVIEW THROUGHOUT THE YEAR OF ALL THOSE OTHER COMPONENTS REVIEW THROUGHOUT THE YEAR OF ALL THOSE OTHER COMPONENTS THAT WE LOOK AT SUCH AS OF ALL THOSE OTHER COMPONENTS THAT WE LOOK AT SUCH AS OF ALL THOSE OTHER COMPONENTS THAT WE LOOK AT SUCH AS PERCENTAGE OF STUDENTS TAKE AN THAT WE LOOK AT SUCH AS PERCENTAGE OF STUDENTS TAKE AN THAT WE LOOK AT SUCH AS PERCENTAGE OF STUDENTS TAKE AN ADVANCED COURSEWORK BE AN PERCENTAGE OF STUDENTS TAKE AN ADVANCED COURSEWORK BE AN PERCENTAGE OF STUDENTS TAKE AN ADVANCED COURSEWORK BE AN EXAMPLE ADDITIONALLY WE PROVIDE ADVANCED COURSEWORK BE AN EXAMPLE ADDITIONALLY WE PROVIDE ADVANCED COURSEWORK BE AN EXAMPLE ADDITIONALLY WE PROVIDE MORE SUPPORTS

064OUR EARLY CAREER EXAMPLE ADDITIONALLY WE PROVIDE MORE SUPPORTS OUR EARLY CAREER EXAMPLE ADDITIONALLY WE PROVIDE MORE SUPPORTS OUR EARLY CAREER PRINCIPLES IN CAREER PRINCIPALS MORE SUPPORTS OUR EARLY CAREER PRINCIPLES IN CAREER PRINCIPALS MORE SUPPORTS OUR EARLY CAREER PRINCIPLES IN CAREER PRINCIPALS IN A VARIETY WAYS SCHOOLS ARE PRINCIPLES IN CAREER PRINCIPALS IN A VARIETY WAYS SCHOOLS ARE PRINCIPLES IN CAREER PRINCIPALS IN A VARIETY WAYS SCHOOLS ARE SCHOOLS ARE PLACED AT THE IN A VARIETY WAYS SCHOOLS ARE SCHOOLS ARE PLACED AT THE IN A VARIETY WAYS SCHOOLS ARE SCHOOLS ARE PLACED AT THE BEGINNING OF YEAR CATEGORY SCHOOLS ARE PLACED AT THE BEGINNING OF YEAR CATEGORY SCHOOLS ARE PLACED AT THE BEGINNING OF YEAR CATEGORY OF NEEDING UNIVERSAL NEEDING BEGINNING OF YEAR CATEGORY OF NEEDING UNIVERSAL NEEDING BEGINNING OF YEAR CATEGORY OF NEEDING UNIVERSAL NEEDING UNIVERSAL TARGETED

065OR INTENSIVE OF NEEDING UNIVERSAL NEEDING UNIVERSAL TARGETED OR INTENSIVE OF NEEDING UNIVERSAL NEEDING UNIVERSAL TARGETED OR INTENSIVE SUPPORT THIS ENSURES THAT UNIVERSAL TARGETED OR INTENSIVE SUPPORT THIS ENSURES THAT UNIVERSAL TARGETED OR INTENSIVE SUPPORT THIS ENSURES THAT SCHOOLS RECEIVE WHAT WE BELIEVE SUPPORT THIS ENSURES THAT SCHOOLS RECEIVE WHAT WE BELIEVE SUPPORT THIS ENSURES THAT SCHOOLS RECEIVE WHAT WE BELIEVE IS NEEDED DIFFERENTIATED SCHOOLS RECEIVE WHAT WE BELIEVE IS NEEDED DIFFERENTIATED SCHOOLS RECEIVE WHAT WE BELIEVE IS NEEDED DIFFERENTIATED SUPPORT THEY NEED TO ACHIEVE IS NEEDED DIFFERENTIATED SUPPORT THEY NEED TO ACHIEVE IS NEEDED DIFFERENTIATED SUPPORT THEY NEED TO ACHIEVE THE EDUCATIONAL EXCELLENCE AND SUPPORT THEY NEED TO ACHIEVE THE EDUCATIONAL EXCELLENCE AND SUPPORT THEY NEED TO ACHIEVE THE EDUCATIONAL EXCELLENCE AND REMAIN FULLY ACCREDITED TO BE THE EDUCATIONAL EXCELLENCE AND REMAIN FULLY ACCREDITED TO BE THE EDUCATIONAL EXCELLENCE

066AND REMAIN FULLY ACCREDITED TO BE CLEAR OUR SCHOOLS ARE ALL REMAIN FULLY ACCREDITED TO BE CLEAR OUR SCHOOLS ARE ALL REMAIN FULLY ACCREDITED TO BE CLEAR OUR SCHOOLS ARE ALL OF OUR SCHOOLS ARE PROVIDED CLEAR OUR SCHOOLS ARE ALL OF OUR SCHOOLS ARE PROVIDED CLEAR OUR SCHOOLS ARE ALL OF OUR SCHOOLS ARE PROVIDED INCREDIBLE AMOUNT OF UNIVERSAL OF OUR SCHOOLS ARE PROVIDED INCREDIBLE AMOUNT OF UNIVERSAL OF OUR SCHOOLS ARE PROVIDED INCREDIBLE AMOUNT OF UNIVERSAL SUPPORT SINCE THE CURRICULUM INCREDIBLE AMOUNT OF UNIVERSAL SUPPORT SINCE THE CURRICULUM INCREDIBLE AMOUNT OF UNIVERSAL SUPPORT SINCE THE CURRICULUM AND PROFESSIONAL LEARNING SUPPORT SINCE THE CURRICULUM AND PROFESSIONAL LEARNING SUPPORT SINCE THE CURRICULUM AND PROFESSIONAL LEARNING RESOURCES TUTORING RESOURCES AND PROFESSIONAL LEARNING RESOURCES TUTORING RESOURCES AND PROFESSIONAL LEARNING RESOURCES TUTORING RESOURCES AND FUNDS AND FUNDING FOR RESOURCES TUTORING RESOURCES AND FUNDS

067AND FUNDING FOR RESOURCES TUTORING RESOURCES AND FUNDS AND FUNDING FOR MATERIALS WE'RE FORTUNATE AND FUNDS AND FUNDING FOR MATERIALS WE'RE FORTUNATE AND FUNDS AND FUNDING FOR MATERIALS WE'RE FORTUNATE ENOUGH TO HAVE FUN FOR SCHOOL MATERIALS WE'RE FORTUNATE ENOUGH TO HAVE FUN FOR SCHOOL MATERIALS WE'RE FORTUNATE ENOUGH TO HAVE FUN FOR SCHOOL BASED SPECIALISTS SUCH AS OUR ENOUGH TO HAVE FUN FOR SCHOOL BASED SPECIALISTS SUCH AS OUR ENOUGH TO HAVE FUN FOR SCHOOL BASED SPECIALISTS SUCH AS OUR GRANTEES IT'S IS OUR STRUCTURAL BASED SPECIALISTS SUCH AS OUR GRANTEES IT'S IS OUR STRUCTURAL BASED SPECIALISTS SUCH AS OUR GRANTEES IT'S IS OUR STRUCTURAL INSTRUCTIONAL TECHNOLOGY GRANTEES IT'S IS OUR STRUCTURAL INSTRUCTIONAL TECHNOLOGY GRANTEES IT'S IS OUR STRUCTURAL INSTRUCTIONAL TECHNOLOGY SPECIALISTS AND OUR LIBRARY INSTRUCTIONAL TECHNOLOGY SPECIALISTS AND OUR LIBRARY INSTRUCTIONAL TECHNOLOGY SPECIALISTS AND OUR LIBRARY MEDIA SPECIALIST

068LITERACY SPECIALISTS AND OUR LIBRARY MEDIA SPECIALIST LITERACY SPECIALISTS AND OUR LIBRARY MEDIA SPECIALIST LITERACY COACHES AND ALL SCHOOLS IN MANY MEDIA SPECIALIST LITERACY COACHES AND ALL SCHOOLS IN MANY MEDIA SPECIALIST LITERACY COACHES AND ALL SCHOOLS IN MANY OF OUR SCHOOLS HAVE A MATH COACHES AND ALL SCHOOLS IN MANY OF OUR SCHOOLS HAVE A MATH COACHES AND ALL SCHOOLS IN MANY OF OUR SCHOOLS HAVE A MATH COACH THE VAST MAJORITY OF OUR OF OUR SCHOOLS HAVE A MATH COACH THE VAST MAJORITY OF OUR OF OUR SCHOOLS HAVE A MATH COACH THE VAST MAJORITY OF OUR SCHOOLS AS YOU CAN SEE ON THE COACH THE VAST MAJORITY OF OUR SCHOOLS AS YOU CAN SEE ON THE COACH THE VAST MAJORITY OF OUR SCHOOLS AS YOU CAN SEE ON THE SLIDE AND CENTER SIXTY EIGHT OR SCHOOLS AS

069YOU CAN SEE ON THE SLIDE AND CENTER SIXTY EIGHT OR SCHOOLS AS YOU CAN SEE ON THE SLIDE AND CENTER SIXTY EIGHT OR NINE UNIVERSAL CATEGORY AND SLIDE AND CENTER SIXTY EIGHT OR NINE UNIVERSAL CATEGORY AND SLIDE AND CENTER SIXTY EIGHT OR NINE UNIVERSAL CATEGORY AND THEN WE PROVIDE DIFFERENTIATED NINE UNIVERSAL CATEGORY AND THEN WE PROVIDE DIFFERENTIATED NINE UNIVERSAL CATEGORY AND THEN WE PROVIDE DIFFERENTIATED SUPPORTS OUR TARGET TARGET IN THEN WE PROVIDE DIFFERENTIATED SUPPORTS OUR TARGET TARGET IN THEN WE PROVIDE DIFFERENTIATED SUPPORTS OUR TARGET TARGET IN INTENSIVE SCHOOLS DIFFERENTIATE SUPPORTS OUR TARGET TARGET IN INTENSIVE SCHOOLS DIFFERENTIATE SUPPORTS OUR TARGET TARGET IN INTENSIVE SCHOOLS DIFFERENTIATE SUPPORT COULD TAKE TO TAKE INTENSIVE SCHOOLS DIFFERENTIATE SUPPORT COULD TAKE TO TAKE INTENSIVE SCHOOLS DIFFERENTIATE SUPPORT COULD TAKE TO TAKE SHAPE IN TERMS OF MORE SUPPORT COULD TAKE TO

070TAKE SHAPE IN TERMS OF MORE SUPPORT COULD TAKE TO TAKE SHAPE IN TERMS OF MORE COLLABORATIVE PLANNING DAYS SHAPE IN TERMS OF MORE COLLABORATIVE PLANNING DAYS SHAPE IN TERMS OF MORE COLLABORATIVE PLANNING DAYS STAFF ADDITIONAL TRUE TO YOUR COLLABORATIVE PLANNING DAYS STAFF ADDITIONAL TRUE TO YOUR COLLABORATIVE PLANNING DAYS STAFF ADDITIONAL TRUE TO YOUR MONEY YOUR MONEY OR ADDITIONAL STAFF ADDITIONAL TRUE TO YOUR MONEY YOUR MONEY OR ADDITIONAL STAFF ADDITIONAL TRUE TO YOUR MONEY YOUR MONEY OR ADDITIONAL TUTORING SUPPORT ADDITIONAL MONEY YOUR MONEY OR ADDITIONAL TUTORING SUPPORT ADDITIONAL MONEY YOUR MONEY OR ADDITIONAL TUTORING SUPPORT ADDITIONAL COACHING SUPPORT TO HELP THE TUTORING SUPPORT ADDITIONAL COACHING SUPPORT TO HELP THE TUTORING SUPPORT ADDITIONAL COACHING SUPPORT TO HELP THE INSTRUCTIONAL PROGRAM I THINK COACHING SUPPORT TO HELP THE INSTRUCTIONAL PROGRAM I THINK COACHING SUPPORT TO HELP THE INSTRUCTIONAL

071PROGRAM I THINK YOU GUYS ARE ALL WELL AWARE INSTRUCTIONAL PROGRAM I THINK YOU GUYS ARE ALL WELL AWARE INSTRUCTIONAL PROGRAM I THINK YOU GUYS ARE ALL WELL AWARE OF SOME OF THE CHANGES THAT YOU GUYS ARE ALL WELL AWARE OF SOME OF THE CHANGES THAT YOU GUYS ARE ALL WELL AWARE OF SOME OF THE CHANGES THAT HAVE COME DOWN FOR THE VIRGINIA OF SOME OF THE CHANGES THAT HAVE COME DOWN FOR THE VIRGINIA OF SOME OF THE CHANGES THAT HAVE COME DOWN FOR THE VIRGINIA DEPARTMENT OF EDUCATION THIS HAVE COME DOWN FOR THE VIRGINIA DEPARTMENT OF EDUCATION THIS HAVE COME DOWN FOR THE VIRGINIA DEPARTMENT OF EDUCATION THIS YEAR I'M GOING TO HIGHLIGHT A DEPARTMENT OF EDUCATION THIS YEAR I'M GOING TO HIGHLIGHT A DEPARTMENT OF EDUCATION THIS YEAR I'M GOING TO HIGHLIGHT A COUPLE

072OF THOSE CHANGES BUT IT YEAR I'M GOING TO HIGHLIGHT A COUPLE OF THOSE CHANGES BUT IT YEAR I'M GOING TO HIGHLIGHT A COUPLE OF THOSE CHANGES BUT IT HAS IMPACTED OR MODIFIED THE COUPLE OF THOSE CHANGES BUT IT HAS IMPACTED OR MODIFIED THE COUPLE OF THOSE CHANGES BUT IT HAS IMPACTED OR MODIFIED THE CONVERSATIONS WE HAVE IN SCHOOL HAS IMPACTED OR MODIFIED THE CONVERSATIONS WE HAVE IN SCHOOL HAS IMPACTED OR MODIFIED THE CONVERSATIONS WE HAVE IN SCHOOL SUPPORT MEETINGS TO ENSURE CONVERSATIONS WE HAVE IN SCHOOL SUPPORT MEETINGS TO ENSURE CONVERSATIONS WE HAVE IN SCHOOL SUPPORT MEETINGS TO ENSURE THERE'S A COMFORT LEVEL AMONG SUPPORT MEETINGS TO ENSURE THERE'S A COMFORT LEVEL AMONG SUPPORT MEETINGS TO ENSURE THERE'S A COMFORT LEVEL AMONG OUR BUILDING LEVEL TEACHERS AND THERE'S A COMFORT LEVEL AMONG OUR BUILDING LEVEL TEACHERS

073AND THERE'S A COMFORT LEVEL AMONG OUR BUILDING LEVEL TEACHERS AND STAFF WHAT THEY'RE BEING ASKED OUR BUILDING LEVEL TEACHERS AND STAFF WHAT THEY'RE BEING ASKED OUR BUILDING LEVEL TEACHERS AND STAFF WHAT THEY'RE BEING ASKED TO DO THE FIRST WHEN ALL STAFF WHAT THEY'RE BEING ASKED TO DO THE FIRST WHEN ALL STAFF WHAT THEY'RE BEING ASKED TO DO THE FIRST WHEN ALL DISCUSSES THE SCHOOL TO DO THE FIRST WHEN ALL DISCUSSES THE SCHOOL TO DO THE FIRST WHEN ALL DISCUSSES THE SCHOOL PERFORMANCE AND SUPPORT DISCUSSES THE SCHOOL PERFORMANCE AND SUPPORT DISCUSSES THE SCHOOL PERFORMANCE AND SUPPORT FRAMEWORK. PERFORMANCE AND SUPPORT FRAMEWORK. PERFORMANCE AND SUPPORT FRAMEWORK. YOU HEARD AN UPDATE ON THIS FRAMEWORK. YOU HEARD AN UPDATE ON THIS FRAMEWORK. YOU HEARD AN UPDATE ON THIS FROM DR. LEGARDA EARLIER IN THE YOU HEARD AN UPDATE ON

074THIS FROM DR. LEGARDA EARLIER IN THE YOU HEARD AN UPDATE ON THIS FROM DR. LEGARDA EARLIER IN THE SCHOOL YEAR WE ALSO HAD A FROM DR. LEGARDA EARLIER IN THE SCHOOL YEAR WE ALSO HAD A FROM DR. LEGARDA EARLIER IN THE SCHOOL YEAR WE ALSO HAD A SESSION WITH DR. KOONS AT THE SCHOOL YEAR WE ALSO HAD A SESSION WITH DR. KOONS AT THE SCHOOL YEAR WE ALSO HAD A SESSION WITH DR. KOONS AT THE TIME FROM THE AS YOU RECALL SESSION WITH DR. KOONS AT THE TIME FROM THE AS YOU RECALL SESSION WITH DR. KOONS AT THE TIME FROM THE AS YOU RECALL WHEN SHE WALKED THROUGH SOME TIME FROM THE AS YOU RECALL WHEN SHE WALKED THROUGH SOME TIME FROM THE AS YOU RECALL WHEN SHE WALKED THROUGH SOME OF THESE WITH A

075FEW BOARD WHEN SHE WALKED THROUGH SOME OF THESE WITH A FEW BOARD WHEN SHE WALKED THROUGH SOME OF THESE WITH A FEW BOARD MEMBERS WHO WERE PRESENT MR. OF THESE WITH A FEW BOARD MEMBERS WHO WERE PRESENT MR. OF THESE WITH A FEW BOARD MEMBERS WHO WERE PRESENT MR. COUNTIES ROGERS I BELIEVE YOU MEMBERS WHO WERE PRESENT MR. COUNTIES ROGERS I BELIEVE YOU MEMBERS WHO WERE PRESENT MR. COUNTIES ROGERS I BELIEVE YOU WERE THERE AS WELL WHEN THAT COUNTIES ROGERS I BELIEVE YOU WERE THERE AS WELL WHEN THAT COUNTIES ROGERS I BELIEVE YOU WERE THERE AS WELL WHEN THAT OCCURRED WE DEVELOPED OUT WERE THERE AS WELL WHEN THAT OCCURRED WE DEVELOPED OUT WERE THERE AS WELL WHEN THAT OCCURRED WE DEVELOPED OUT OF THAT PROCESS. OCCURRED WE DEVELOPED OUT OF THAT PROCESS. OCCURRED WE

076DEVELOPED OUT OF THAT PROCESS. WE HAD TO DEVELOP AN OF THAT PROCESS. WE HAD TO DEVELOP AN OF THAT PROCESS. WE HAD TO DEVELOP AN INDIVIDUALIZED PLANS WITH WE HAD TO DEVELOP AN INDIVIDUALIZED PLANS WITH WE HAD TO DEVELOP AN INDIVIDUALIZED PLANS WITH SCHOOLS THAT IDENTIFIED AS INDIVIDUALIZED PLANS WITH SCHOOLS THAT IDENTIFIED AS INDIVIDUALIZED PLANS WITH SCHOOLS THAT IDENTIFIED AS TARGETS PORT AN IMPROVEMENT SCHOOLS THAT IDENTIFIED AS TARGETS PORT AN IMPROVEMENT SCHOOLS THAT IDENTIFIED AS TARGETS PORT AN IMPROVEMENT SCHOOLS. TARGETS PORT AN IMPROVEMENT SCHOOLS. TARGETS PORT AN IMPROVEMENT SCHOOLS. BY THE WAY, THOSE PLANS WERE SCHOOLS. BY THE WAY, THOSE PLANS WERE SCHOOLS. BY THE WAY, THOSE PLANS WERE APPROVED AND WE MODIFIED THEM BY THE WAY, THOSE PLANS WERE APPROVED AND WE MODIFIED THEM BY THE WAY, THOSE PLANS WERE APPROVED AND WE MODIFIED

077THEM THROUGHOUT THE YEAR AS REQUIRED APPROVED AND WE MODIFIED THEM THROUGHOUT THE YEAR AS REQUIRED APPROVED AND WE MODIFIED THEM THROUGHOUT THE YEAR AS REQUIRED MUCH THE WORK AROUND THE THROUGHOUT THE YEAR AS REQUIRED MUCH THE WORK AROUND THE THROUGHOUT THE YEAR AS REQUIRED MUCH THE WORK AROUND THE STRATEGIC FRAMEWORK TO TREAT MUCH THE WORK AROUND THE STRATEGIC FRAMEWORK TO TREAT MUCH THE WORK AROUND THE STRATEGIC FRAMEWORK TO TREAT SCHOOL PERFORMANCE SUPPORT STRATEGIC FRAMEWORK TO TREAT SCHOOL PERFORMANCE SUPPORT STRATEGIC FRAMEWORK TO TREAT SCHOOL PERFORMANCE SUPPORT FRAMEWORK I'M SORRY INVOLVED SCHOOL PERFORMANCE SUPPORT FRAMEWORK I'M SORRY INVOLVED SCHOOL PERFORMANCE SUPPORT FRAMEWORK I'M SORRY INVOLVED OUR HIGH SCHOOLS WHERE THEY HAD FRAMEWORK I'M SORRY INVOLVED OUR HIGH SCHOOLS WHERE THEY HAD FRAMEWORK I'M SORRY INVOLVED OUR HIGH SCHOOLS WHERE THEY HAD THEIR INCREASED LEVELS ON THE OUR

078HIGH SCHOOLS WHERE THEY HAD THEIR INCREASED LEVELS ON THE OUR HIGH SCHOOLS WHERE THEY HAD THEIR INCREASED LEVELS ON THE FOCUS ON THREE YEARS THEIR INCREASED LEVELS ON THE FOCUS ON THREE YEARS THEIR INCREASED LEVELS ON THE FOCUS ON THREE YEARS OF ENROLLMENT, ENLISTMENT AND FOCUS ON THREE YEARS OF ENROLLMENT, ENLISTMENT AND FOCUS ON THREE YEARS OF ENROLLMENT, ENLISTMENT AND EMPLOYMENT YOU'VE HEARD US TALK OF ENROLLMENT, ENLISTMENT AND EMPLOYMENT YOU'VE HEARD US TALK OF ENROLLMENT, ENLISTMENT AND EMPLOYMENT YOU'VE HEARD US TALK ABOUT WORKING TO INCREASE DUAL EMPLOYMENT YOU'VE HEARD US TALK ABOUT WORKING TO INCREASE DUAL EMPLOYMENT YOU'VE HEARD US TALK ABOUT WORKING TO INCREASE DUAL ENROLLMENT OFFERINGS WITH ABOUT WORKING TO INCREASE DUAL ENROLLMENT OFFERINGS WITH ABOUT WORKING TO INCREASE DUAL ENROLLMENT OFFERINGS WITH SUPPORT FOR STUDENTS TAKEN ENROLLMENT OFFERINGS WITH SUPPORT FOR STUDENTS

079TAKEN ENROLLMENT OFFERINGS WITH SUPPORT FOR STUDENTS TAKEN COLLEGE LEVEL COURSES FOR THE SUPPORT FOR STUDENTS TAKEN COLLEGE LEVEL COURSES FOR THE SUPPORT FOR STUDENTS TAKEN COLLEGE LEVEL COURSES FOR THE FIRST TIME WE'VE HAD AN COLLEGE LEVEL COURSES FOR THE FIRST TIME WE'VE HAD AN COLLEGE LEVEL COURSES FOR THE FIRST TIME WE'VE HAD AN INCREASE OFFERINGS AND FIRST TIME WE'VE HAD AN INCREASE OFFERINGS AND FIRST TIME WE'VE HAD AN INCREASE OFFERINGS AND OFFERINGS AND THE AP EXAM INCREASE OFFERINGS AND OFFERINGS AND THE AP EXAM INCREASE OFFERINGS AND OFFERINGS AND THE AP EXAM REGISTRATION SUPPORT FOR THOSE OFFERINGS AND THE AP EXAM REGISTRATION SUPPORT FOR THOSE OFFERINGS AND THE AP EXAM REGISTRATION SUPPORT FOR THOSE STUDENTS WE'VE INCREASED OUR REGISTRATION SUPPORT FOR THOSE STUDENTS WE'VE INCREASED OUR REGISTRATION SUPPORT FOR THOSE STUDENTS WE'VE INCREASED OUR WORK TO

080INCREASE THE NUMBER STUDENTS WE'VE INCREASED OUR WORK TO INCREASE THE NUMBER STUDENTS WE'VE INCREASED OUR WORK TO INCREASE THE NUMBER OF SENIORS TO TAKE THE ASVAB WORK TO INCREASE THE NUMBER OF SENIORS TO TAKE THE ASVAB WORK TO INCREASE THE NUMBER OF SENIORS TO TAKE THE ASVAB ASSESSMENT. OF SENIORS TO TAKE THE ASVAB ASSESSMENT. OF SENIORS TO TAKE THE ASVAB ASSESSMENT. OFTENTIMES PEOPLE VIEW THAT ASSESSMENT. OFTENTIMES PEOPLE VIEW THAT ASSESSMENT. OFTENTIMES PEOPLE VIEW THAT JUST A MILITARY ASSESSMENT BUT OFTENTIMES PEOPLE VIEW THAT JUST A MILITARY ASSESSMENT BUT OFTENTIMES PEOPLE VIEW THAT JUST A MILITARY ASSESSMENT BUT IT'S ACTUALLY A VERY EFFECTIVE JUST A MILITARY ASSESSMENT BUT IT'S ACTUALLY A VERY EFFECTIVE JUST A MILITARY ASSESSMENT BUT IT'S ACTUALLY A VERY EFFECTIVE CAREER COLLEGE READINESS IT'S ACTUALLY A VERY EFFECTIVE CAREER COLLEGE READINESS IT'S ACTUALLY A

081VERY EFFECTIVE CAREER COLLEGE READINESS ASSESSMENT WE'RE TRYING TO CAREER COLLEGE READINESS ASSESSMENT WE'RE TRYING TO CAREER COLLEGE READINESS ASSESSMENT WE'RE TRYING TO CHANGE THAT MINDSET WITH MORE ASSESSMENT WE'RE TRYING TO CHANGE THAT MINDSET WITH MORE ASSESSMENT WE'RE TRYING TO CHANGE THAT MINDSET WITH MORE KIDS HAVING AN OPPORTUNITY TO CHANGE THAT MINDSET WITH MORE KIDS HAVING AN OPPORTUNITY TO CHANGE THAT MINDSET WITH MORE KIDS HAVING AN OPPORTUNITY TO TAKE IT AND FINALLY THERE KIDS HAVING AN OPPORTUNITY TO TAKE IT AND FINALLY THERE KIDS HAVING AN OPPORTUNITY TO TAKE IT AND FINALLY THERE CONTINUES BE A HEIGHTENED FOCUS TAKE IT AND FINALLY THERE CONTINUES BE A HEIGHTENED FOCUS TAKE IT AND FINALLY THERE CONTINUES BE A HEIGHTENED FOCUS DEVELOPING MEANINGFUL WORK CONTINUES BE A HEIGHTENED FOCUS DEVELOPING MEANINGFUL WORK CONTINUES BE A HEIGHTENED FOCUS DEVELOPING MEANINGFUL WORK

082BASED LEARNING EXPERIENCES FOR DEVELOPING MEANINGFUL WORK BASED LEARNING EXPERIENCES FOR DEVELOPING MEANINGFUL WORK BASED LEARNING EXPERIENCES FOR OUR STUDENTS AND AGAIN WE BASED LEARNING EXPERIENCES FOR OUR STUDENTS AND AGAIN WE BASED LEARNING EXPERIENCES FOR OUR STUDENTS AND AGAIN WE GREATLY APPRECIATE THE SUPPORT OUR STUDENTS AND AGAIN WE GREATLY APPRECIATE THE SUPPORT OUR STUDENTS AND AGAIN WE GREATLY APPRECIATE THE SUPPORT THE SCHOOL BOARD HAS PROVIDED GREATLY APPRECIATE THE SUPPORT THE SCHOOL BOARD HAS PROVIDED GREATLY APPRECIATE THE SUPPORT THE SCHOOL BOARD HAS PROVIDED IN THAT AREA IN THE NECESSARY THE SCHOOL BOARD HAS PROVIDED IN THAT AREA IN THE NECESSARY THE SCHOOL BOARD HAS PROVIDED IN THAT AREA IN THE NECESSARY BOOST IN TERMS OF THE VIRGINIA IN THAT AREA IN THE NECESSARY BOOST IN TERMS OF THE VIRGINIA IN THAT AREA IN THE NECESSARY BOOST IN

083TERMS OF THE VIRGINIA LITERACY ACT LIMITATION THERE'S BOOST IN TERMS OF THE VIRGINIA LITERACY ACT LIMITATION THERE'S BOOST IN TERMS OF THE VIRGINIA LITERACY ACT LIMITATION THERE'S JUST BEEN A CONTINUED AMOUNT LITERACY ACT LIMITATION THERE'S JUST BEEN A CONTINUED AMOUNT LITERACY ACT LIMITATION THERE'S JUST BEEN A CONTINUED AMOUNT OF AMOUNT OF SUPPORT WITH THE JUST BEEN A CONTINUED AMOUNT OF AMOUNT OF SUPPORT WITH THE JUST BEEN A CONTINUED AMOUNT OF AMOUNT OF SUPPORT WITH THE IMPLEMENTATION VIRGINIA OF AMOUNT OF SUPPORT WITH THE IMPLEMENTATION VIRGINIA OF AMOUNT OF SUPPORT WITH THE IMPLEMENTATION VIRGINIA LANGUAGE AND LITERACY SCREENING IMPLEMENTATION VIRGINIA LANGUAGE AND LITERACY SCREENING IMPLEMENTATION VIRGINIA LANGUAGE AND LITERACY SCREENING SYSTEM YOU. LANGUAGE AND LITERACY SCREENING SYSTEM YOU. LANGUAGE AND LITERACY SCREENING SYSTEM YOU. YOU KNOW IT IS VALSE AND SYSTEM YOU. YOU KNOW IT IS VALSE

084AND SYSTEM YOU. YOU KNOW IT IS VALSE AND STUDENT READING PLANS AND YOU KNOW IT IS VALSE AND STUDENT READING PLANS AND YOU KNOW IT IS VALSE AND STUDENT READING PLANS AND GRADES KINDERGARTEN THROUGH STUDENT READING PLANS AND GRADES KINDERGARTEN THROUGH STUDENT READING PLANS AND GRADES KINDERGARTEN THROUGH THIRD GRADE TO CALL IT THE LAST GRADES KINDERGARTEN THROUGH THIRD GRADE TO CALL IT THE LAST GRADES KINDERGARTEN THROUGH THIRD GRADE TO CALL IT THE LAST MEETING DR KELLY SHARED THE THIRD GRADE TO CALL IT THE LAST MEETING DR KELLY SHARED THE THIRD GRADE TO CALL IT THE LAST MEETING DR KELLY SHARED THE LAST THIS WILL EXTENDED MEETING DR KELLY SHARED THE LAST THIS WILL EXTENDED MEETING DR KELLY SHARED THE LAST THIS WILL EXTENDED DEGRADES FOR THROUGH EIGHT NEXT LAST THIS WILL EXTENDED DEGRADES FOR THROUGH

085EIGHT NEXT LAST THIS WILL EXTENDED DEGRADES FOR THROUGH EIGHT NEXT SCHOOL YEAR SCHOOL YEAR AND WE DEGRADES FOR THROUGH EIGHT NEXT SCHOOL YEAR SCHOOL YEAR AND WE DEGRADES FOR THROUGH EIGHT NEXT SCHOOL YEAR SCHOOL YEAR AND WE RECENTLY RECEIVED SOME SCHOOL YEAR SCHOOL YEAR AND WE RECENTLY RECEIVED SOME SCHOOL YEAR SCHOOL YEAR AND WE RECENTLY RECEIVED SOME INFORMATION ON WHAT THAT SHOULD RECENTLY RECEIVED SOME INFORMATION ON WHAT THAT SHOULD RECENTLY RECEIVED SOME INFORMATION ON WHAT THAT SHOULD LOOK LIKE TO A DEGREE WE INFORMATION ON WHAT THAT SHOULD LOOK LIKE TO A DEGREE WE INFORMATION ON WHAT THAT SHOULD LOOK LIKE TO A DEGREE WE CONTINUE SUPPORT ADMINISTRATORS LOOK LIKE TO A DEGREE WE CONTINUE SUPPORT ADMINISTRATORS LOOK LIKE TO A DEGREE WE CONTINUE SUPPORT ADMINISTRATORS AND TEACHERS WITH THE CONTINUE SUPPORT ADMINISTRATORS AND TEACHERS WITH

086THE CONTINUE SUPPORT ADMINISTRATORS AND TEACHERS WITH THE COMPLETION OF EVIDENCE BASED AND TEACHERS WITH THE COMPLETION OF EVIDENCE BASED AND TEACHERS WITH THE COMPLETION OF EVIDENCE BASED LITERACY INSTRUCTION MODULES COMPLETION OF EVIDENCE BASED LITERACY INSTRUCTION MODULES COMPLETION OF EVIDENCE BASED LITERACY INSTRUCTION MODULES YOU ALSO HEAR THAT IS EBOLA AND LITERACY INSTRUCTION MODULES YOU ALSO HEAR THAT IS EBOLA AND LITERACY INSTRUCTION MODULES YOU ALSO HEAR THAT IS EBOLA AND THEN WE HAVE ONGOING YOU ALSO HEAR THAT IS EBOLA AND THEN WE HAVE ONGOING YOU ALSO HEAR THAT IS EBOLA AND THEN WE HAVE ONGOING PROFESSIONAL DEVELOPMENT HAS THEN WE HAVE ONGOING PROFESSIONAL DEVELOPMENT HAS THEN WE HAVE ONGOING PROFESSIONAL DEVELOPMENT HAS BEEN PROVIDED ON IMPLEMENTATION PROFESSIONAL DEVELOPMENT HAS BEEN PROVIDED ON IMPLEMENTATION PROFESSIONAL DEVELOPMENT HAS BEEN PROVIDED ON IMPLEMENTATION OF EVIDENCE BASED LITERACY BEEN PROVIDED ON

087IMPLEMENTATION OF EVIDENCE BASED LITERACY BEEN PROVIDED ON IMPLEMENTATION OF EVIDENCE BASED LITERACY INSTRUCTION PRACTICES DR. OF EVIDENCE BASED LITERACY INSTRUCTION PRACTICES DR. OF EVIDENCE BASED LITERACY INSTRUCTION PRACTICES DR. CLERGY GAVE YOU A VERY GAVE YOU INSTRUCTION PRACTICES DR. CLERGY GAVE YOU A VERY GAVE YOU INSTRUCTION PRACTICES DR. CLERGY GAVE YOU A VERY GAVE YOU A VERY HEAVY OVERVIEW OF THAT CLERGY GAVE YOU A VERY GAVE YOU A VERY HEAVY OVERVIEW OF THAT CLERGY GAVE YOU A VERY GAVE YOU A VERY HEAVY OVERVIEW OF THAT MID-YEAR WHEN THEY TALKED ABOUT A VERY HEAVY OVERVIEW OF THAT MID-YEAR WHEN THEY TALKED ABOUT A VERY HEAVY OVERVIEW OF THAT MID-YEAR WHEN THEY TALKED ABOUT THE ROLES AND RESPONSIBILITIES MID-YEAR WHEN THEY TALKED ABOUT THE ROLES AND RESPONSIBILITIES MID-YEAR WHEN THEY TALKED ABOUT THE ROLES AND RESPONSIBILITIES OF DEPARTMENT

088OF TEACHING AND THE ROLES AND RESPONSIBILITIES OF DEPARTMENT OF TEACHING AND THE ROLES AND RESPONSIBILITIES OF DEPARTMENT OF TEACHING AND LEARNING AND THE WORK THAT HER OF DEPARTMENT OF TEACHING AND LEARNING AND THE WORK THAT HER OF DEPARTMENT OF TEACHING AND LEARNING AND THE WORK THAT HER COORDINATOR SPECIALISTS AND LEARNING AND THE WORK THAT HER COORDINATOR SPECIALISTS AND LEARNING AND THE WORK THAT HER COORDINATOR SPECIALISTS AND COACHES HAVE DONE. COORDINATOR SPECIALISTS AND COACHES HAVE DONE. COORDINATOR SPECIALISTS AND COACHES HAVE DONE. IT'S REALLY BEEN QUITE COACHES HAVE DONE. IT'S REALLY BEEN QUITE COACHES HAVE DONE. IT'S REALLY BEEN QUITE PHENOMENAL TERMS OF CURRICULUM IT'S REALLY BEEN QUITE PHENOMENAL TERMS OF CURRICULUM IT'S REALLY BEEN QUITE PHENOMENAL TERMS OF CURRICULUM SUPPORT. PHENOMENAL TERMS OF CURRICULUM SUPPORT. PHENOMENAL TERMS OF CURRICULUM SUPPORT. THEY ALSO DESERVE A LOT SUPPORT.

089THEY ALSO DESERVE A LOT SUPPORT. THEY ALSO DESERVE A LOT OF CREDIT IN THIS AREA AS WELL THEY ALSO DESERVE A LOT OF CREDIT IN THIS AREA AS WELL THEY ALSO DESERVE A LOT OF CREDIT IN THIS AREA AS WELL WITH THE NEW STANDARDS WE'VE OF CREDIT IN THIS AREA AS WELL WITH THE NEW STANDARDS WE'VE OF CREDIT IN THIS AREA AS WELL WITH THE NEW STANDARDS WE'VE BEEN VERY INTENTIONAL IN OUR WITH THE NEW STANDARDS WE'VE BEEN VERY INTENTIONAL IN OUR WITH THE NEW STANDARDS WE'VE BEEN VERY INTENTIONAL IN OUR EFFORTS TO ENHANCE TEACHER BEEN VERY INTENTIONAL IN OUR EFFORTS TO ENHANCE TEACHER BEEN VERY INTENTIONAL IN OUR EFFORTS TO ENHANCE TEACHER CLARITY OF NEW STANDARDS IN EFFORTS TO ENHANCE TEACHER CLARITY OF NEW STANDARDS IN EFFORTS TO ENHANCE TEACHER CLARITY OF NEW STANDARDS

090IN MATH LANGUAGE ARTS BY MAXIMIZE CLARITY OF NEW STANDARDS IN MATH LANGUAGE ARTS BY MAXIMIZE CLARITY OF NEW STANDARDS IN MATH LANGUAGE ARTS BY MAXIMIZE OUR COACHES AND WHAT WE CALL MATH LANGUAGE ARTS BY MAXIMIZE OUR COACHES AND WHAT WE CALL MATH LANGUAGE ARTS BY MAXIMIZE OUR COACHES AND WHAT WE CALL OUR PROFESSIONAL LEARNING OUR COACHES AND WHAT WE CALL OUR PROFESSIONAL LEARNING OUR COACHES AND WHAT WE CALL OUR PROFESSIONAL LEARNING COMMUNITIES THE SUPPORTERS OUR PROFESSIONAL LEARNING COMMUNITIES THE SUPPORTERS OUR PROFESSIONAL LEARNING COMMUNITIES THE SUPPORTERS INCLUDING A SIGNIFICANT COMMUNITIES THE SUPPORTERS INCLUDING A SIGNIFICANT COMMUNITIES THE SUPPORTERS INCLUDING A SIGNIFICANT EMPHASIS ON THE EFFECTIVE INCLUDING A SIGNIFICANT EMPHASIS ON THE EFFECTIVE INCLUDING A SIGNIFICANT EMPHASIS ON THE EFFECTIVE DELIVERY CONSTRUCTION IN THE EMPHASIS ON THE EFFECTIVE DELIVERY CONSTRUCTION IN THE EMPHASIS ON THE EFFECTIVE DELIVERY

091CONSTRUCTION IN THE NEW CORE ENGLISH LANGUAGE ARTS DELIVERY CONSTRUCTION IN THE NEW CORE ENGLISH LANGUAGE ARTS DELIVERY CONSTRUCTION IN THE NEW CORE ENGLISH LANGUAGE ARTS PROGRAM AND THE UPDATED MATH NEW CORE ENGLISH LANGUAGE ARTS PROGRAM AND THE UPDATED MATH NEW CORE ENGLISH LANGUAGE ARTS PROGRAM AND THE UPDATED MATH CURRICULUM AND THERE'S BEEN PROGRAM AND THE UPDATED MATH CURRICULUM AND THERE'S BEEN PROGRAM AND THE UPDATED MATH CURRICULUM AND THERE'S BEEN ONGOING PROFESSIONAL CURRICULUM AND THERE'S BEEN ONGOING PROFESSIONAL CURRICULUM AND THERE'S BEEN ONGOING PROFESSIONAL DEVELOPMENT IS PROVIDED ONGOING PROFESSIONAL DEVELOPMENT IS PROVIDED ONGOING PROFESSIONAL DEVELOPMENT IS PROVIDED PRINCIPLES ON LEADING THE DEVELOPMENT IS PROVIDED PRINCIPLES ON LEADING THE DEVELOPMENT IS PROVIDED PRINCIPLES ON LEADING THE IMPROVEMENT IMPLEMENTATION PRINCIPLES ON LEADING THE IMPROVEMENT IMPLEMENTATION PRINCIPLES ON LEADING THE IMPROVEMENT IMPLEMENTATION CYCLE A MONTHLY PRINCIPAL IMPROVEMENT IMPLEMENTATION CYCLE A

092MONTHLY PRINCIPAL IMPROVEMENT IMPLEMENTATION CYCLE A MONTHLY PRINCIPAL LEAGUE MEETINGS IT'S ALSO BEEN CYCLE A MONTHLY PRINCIPAL LEAGUE MEETINGS IT'S ALSO BEEN CYCLE A MONTHLY PRINCIPAL LEAGUE MEETINGS IT'S ALSO BEEN EMBEDDED IN THE PROFESSIONAL LEAGUE MEETINGS IT'S ALSO BEEN EMBEDDED IN THE PROFESSIONAL LEAGUE MEETINGS IT'S ALSO BEEN EMBEDDED IN THE PROFESSIONAL DEVELOPMENT WHAT WE CALL EMBEDDED IN THE PROFESSIONAL DEVELOPMENT WHAT WE CALL EMBEDDED IN THE PROFESSIONAL DEVELOPMENT WHAT WE CALL IMMERSIVE EXPERIENCES WITH OUR DEVELOPMENT WHAT WE CALL IMMERSIVE EXPERIENCES WITH OUR DEVELOPMENT WHAT WE CALL IMMERSIVE EXPERIENCES WITH OUR LEADERS AND THEIR CONDUCT AND IMMERSIVE EXPERIENCES WITH OUR LEADERS AND THEIR CONDUCT AND IMMERSIVE EXPERIENCES WITH OUR LEADERS AND THEIR CONDUCT AND LEARNING BLOCKS OF OBSERVATION LEADERS AND THEIR CONDUCT AND LEARNING BLOCKS OF OBSERVATION LEADERS AND THEIR CONDUCT AND LEARNING BLOCKS OF OBSERVATION DETERMINED TRANSFER

093FROM WHAT'S LEARNING BLOCKS OF OBSERVATION DETERMINED TRANSFER FROM WHAT'S LEARNING BLOCKS OF OBSERVATION DETERMINED TRANSFER FROM WHAT'S GOING ON IN THE PROFESSIONAL DETERMINED TRANSFER FROM WHAT'S GOING ON IN THE PROFESSIONAL DETERMINED TRANSFER FROM WHAT'S GOING ON IN THE PROFESSIONAL COMMUNITY TO CLASSROOM GOING ON IN THE PROFESSIONAL COMMUNITY TO CLASSROOM GOING ON IN THE PROFESSIONAL COMMUNITY TO CLASSROOM INSTRUCTION. COMMUNITY TO CLASSROOM INSTRUCTION. COMMUNITY TO CLASSROOM INSTRUCTION. AGAIN, I'D LIKE TO CREDIT MY MY INSTRUCTION. AGAIN, I'D LIKE TO CREDIT MY MY INSTRUCTION. AGAIN, I'D LIKE TO CREDIT MY MY DIRECTORS DR. HAMLYN AND HER AGAIN, I'D LIKE TO CREDIT MY MY DIRECTORS DR. HAMLYN AND HER AGAIN, I'D LIKE TO CREDIT MY MY DIRECTORS DR. HAMLYN AND HER TEAM AND DR. SMITH DR. BROWN DIRECTORS DR. HAMLYN AND HER TEAM AND DR. SMITH DR. BROWN DIRECTORS DR.

094HAMLYN AND HER TEAM AND DR. SMITH DR. BROWN WORKED VERY HEAVILY WITH OUR TEAM AND DR. SMITH DR. BROWN WORKED VERY HEAVILY WITH OUR TEAM AND DR. SMITH DR. BROWN WORKED VERY HEAVILY WITH OUR PRINCIPLES AND PROVIDING THAT WORKED VERY HEAVILY WITH OUR PRINCIPLES AND PROVIDING THAT WORKED VERY HEAVILY WITH OUR PRINCIPLES AND PROVIDING THAT LEVEL TRAINING NOW AS WE LOOK PRINCIPLES AND PROVIDING THAT LEVEL TRAINING NOW AS WE LOOK PRINCIPLES AND PROVIDING THAT LEVEL TRAINING NOW AS WE LOOK WE LOOK TO FINISH THE YEAR LEVEL TRAINING NOW AS WE LOOK WE LOOK TO FINISH THE YEAR LEVEL TRAINING NOW AS WE LOOK WE LOOK TO FINISH THE YEAR STRONG YOUR KNEE DEEP IN THE WE LOOK TO FINISH THE YEAR STRONG YOUR KNEE DEEP IN THE WE LOOK TO FINISH THE YEAR STRONG YOUR

095KNEE DEEP IN THE TESTING AS I'M SURE YOU'RE STRONG YOUR KNEE DEEP IN THE TESTING AS I'M SURE YOU'RE STRONG YOUR KNEE DEEP IN THE TESTING AS I'M SURE YOU'RE AWARE AND THIS IS THE TIME TESTING AS I'M SURE YOU'RE AWARE AND THIS IS THE TIME TESTING AS I'M SURE YOU'RE AWARE AND THIS IS THE TIME OF YEAR WHERE THE RUBBER MEETS AWARE AND THIS IS THE TIME OF YEAR WHERE THE RUBBER MEETS AWARE AND THIS IS THE TIME OF YEAR WHERE THE RUBBER MEETS THE ROAD FOR US AND CAUSES A OF YEAR WHERE THE RUBBER MEETS THE ROAD FOR US AND CAUSES A OF YEAR WHERE THE RUBBER MEETS THE ROAD FOR US AND CAUSES A LOT OF SLEEPLESS NIGHTS FOR FOR THE ROAD FOR US AND CAUSES A LOT OF SLEEPLESS NIGHTS FOR

096FOR THE ROAD FOR US AND CAUSES A LOT OF SLEEPLESS NIGHTS FOR FOR ALL OF US IS PRAYING FOR OUR LOT OF SLEEPLESS NIGHTS FOR FOR ALL OF US IS PRAYING FOR OUR LOT OF SLEEPLESS NIGHTS FOR FOR ALL OF US IS PRAYING FOR OUR KIDS TO DO BEST THEY CAN AND TO ALL OF US IS PRAYING FOR OUR KIDS TO DO BEST THEY CAN AND TO ALL OF US IS PRAYING FOR OUR KIDS TO DO BEST THEY CAN AND TO BE READY TO GO AND WE THINK WE KIDS TO DO BEST THEY CAN AND TO BE READY TO GO AND WE THINK WE KIDS TO DO BEST THEY CAN AND TO BE READY TO GO AND WE THINK WE FINISH STRONG FINISHED STRONG BE READY TO GO AND WE THINK WE FINISH STRONG FINISHED

097STRONG BE READY TO GO AND WE THINK WE FINISH STRONG FINISHED STRONG WITH THIS SCHOOL SUPPORT FINISH STRONG FINISHED STRONG WITH THIS SCHOOL SUPPORT FINISH STRONG FINISHED STRONG WITH THIS SCHOOL SUPPORT PROCESS BECAUSE WE USE MID-YEAR WITH THIS SCHOOL SUPPORT PROCESS BECAUSE WE USE MID-YEAR WITH THIS SCHOOL SUPPORT PROCESS BECAUSE WE USE MID-YEAR PERFORMANCE DATA AND FORMATIVE PROCESS BECAUSE WE USE MID-YEAR PERFORMANCE DATA AND FORMATIVE PROCESS BECAUSE WE USE MID-YEAR PERFORMANCE DATA AND FORMATIVE ASSESSMENT DATA TO IDENTIFY PERFORMANCE DATA AND FORMATIVE ASSESSMENT DATA TO IDENTIFY PERFORMANCE DATA AND FORMATIVE ASSESSMENT DATA TO IDENTIFY AREAS NOT ONLY OF IMPROVEMENT ASSESSMENT DATA TO IDENTIFY AREAS NOT ONLY OF IMPROVEMENT ASSESSMENT DATA TO IDENTIFY AREAS NOT ONLY OF IMPROVEMENT BUT ALSO AN ENRICHMENT AREAS NOT ONLY OF IMPROVEMENT BUT ALSO AN ENRICHMENT AREAS NOT ONLY OF IMPROVEMENT BUT

098ALSO AN ENRICHMENT RESULTING IN THE DELIVERY BUT ALSO AN ENRICHMENT RESULTING IN THE DELIVERY BUT ALSO AN ENRICHMENT RESULTING IN THE DELIVERY OF DIFFERENTIATED SUPPORT RESULTING IN THE DELIVERY OF DIFFERENTIATED SUPPORT RESULTING IN THE DELIVERY OF DIFFERENTIATED SUPPORT STRATEGIES. OF DIFFERENTIATED SUPPORT STRATEGIES. OF DIFFERENTIATED SUPPORT STRATEGIES. IF YOU THINK ABOUT THE NEW STRATEGIES. IF YOU THINK ABOUT THE NEW STRATEGIES. IF YOU THINK ABOUT THE NEW SUPPORT FRAMEWORK IT DOES HAVE IF YOU THINK ABOUT THE NEW SUPPORT FRAMEWORK IT DOES HAVE IF YOU THINK ABOUT THE NEW SUPPORT FRAMEWORK IT DOES HAVE THAT GROWTH COMPONENT THAT IS SUPPORT FRAMEWORK IT DOES HAVE THAT GROWTH COMPONENT THAT IS SUPPORT FRAMEWORK IT DOES HAVE THAT GROWTH COMPONENT THAT IS NOT WHAT WE USED TO HAVE IS THAT GROWTH COMPONENT THAT IS NOT WHAT WE USED TO HAVE IS

099THAT GROWTH COMPONENT THAT IS NOT WHAT WE USED TO HAVE IS GROWTH THE GROWTH IS NOW WHAT NOT WHAT WE USED TO HAVE IS GROWTH THE GROWTH IS NOW WHAT NOT WHAT WE USED TO HAVE IS GROWTH THE GROWTH IS NOW WHAT WAS YOUR PREDICTED GORE AND GROWTH THE GROWTH IS NOW WHAT WAS YOUR PREDICTED GORE AND GROWTH THE GROWTH IS NOW WHAT WAS YOUR PREDICTED GORE AND WHAT WAS YOUR ACTUAL SCORE SO WAS YOUR PREDICTED GORE AND WHAT WAS YOUR ACTUAL SCORE SO WAS YOUR PREDICTED GORE AND WHAT WAS YOUR ACTUAL SCORE SO THAT ENRICHMENT AREAS WHAT WAS YOUR ACTUAL SCORE SO THAT ENRICHMENT AREAS WHAT WAS YOUR ACTUAL SCORE SO THAT ENRICHMENT AREAS OF HEIGHTENED FOCUS WITH OUR THAT ENRICHMENT AREAS OF HEIGHTENED FOCUS WITH OUR THAT ENRICHMENT AREAS OF HEIGHTENED FOCUS WITH

100OUR STUDENTS SCHOOL LEADERSHIP OF HEIGHTENED FOCUS WITH OUR STUDENTS SCHOOL LEADERSHIP OF HEIGHTENED FOCUS WITH OUR STUDENTS SCHOOL LEADERSHIP TEAMS IN COLLABORATION CENTRAL STUDENTS SCHOOL LEADERSHIP TEAMS IN COLLABORATION CENTRAL STUDENTS SCHOOL LEADERSHIP TEAMS IN COLLABORATION CENTRAL SUPPORT A HAVE DEVELOPED TEAMS IN COLLABORATION CENTRAL SUPPORT A HAVE DEVELOPED TEAMS IN COLLABORATION CENTRAL SUPPORT A HAVE DEVELOPED REMEDIATION, EXPEDITED SUPPORT A HAVE DEVELOPED REMEDIATION, EXPEDITED SUPPORT A HAVE DEVELOPED REMEDIATION, EXPEDITED RETESTING INITIATIVES RESOURCES REMEDIATION, EXPEDITED RETESTING INITIATIVES RESOURCES REMEDIATION, EXPEDITED RETESTING INITIATIVES RESOURCES ARE PROVIDED TO ASSIST IN THE RETESTING INITIATIVES RESOURCES ARE PROVIDED TO ASSIST IN THE RETESTING INITIATIVES RESOURCES ARE PROVIDED TO ASSIST IN THE IMPLEMENTATION AND THERE'S A ARE PROVIDED TO ASSIST IN THE IMPLEMENTATION AND THERE'S A ARE PROVIDED TO ASSIST IN THE IMPLEMENTATION AND THERE'S A FOCUS ON CONTINUING TO OPTIMIZE IMPLEMENTATION AND

101THERE'S A FOCUS ON CONTINUING TO OPTIMIZE IMPLEMENTATION AND THERE'S A FOCUS ON CONTINUING TO OPTIMIZE THE IMPACT OF ALL IN TUTORING FOCUS ON CONTINUING TO OPTIMIZE THE IMPACT OF ALL IN TUTORING FOCUS ON CONTINUING TO OPTIMIZE THE IMPACT OF ALL IN TUTORING PROGRAMS AND AS RESULTS ARRIVE THE IMPACT OF ALL IN TUTORING PROGRAMS AND AS RESULTS ARRIVE THE IMPACT OF ALL IN TUTORING PROGRAMS AND AS RESULTS ARRIVE AND WE'RE DOING THIS RIGHT NOW PROGRAMS AND AS RESULTS ARRIVE AND WE'RE DOING THIS RIGHT NOW PROGRAMS AND AS RESULTS ARRIVE AND WE'RE DOING THIS RIGHT NOW WE DEPLOYED FOR OFFICE SUPPORT AND WE'RE DOING THIS RIGHT NOW WE DEPLOYED FOR OFFICE SUPPORT AND WE'RE DOING THIS RIGHT NOW WE DEPLOYED FOR OFFICE SUPPORT STAFF AND STRATEGICALLY WE DEPLOYED FOR OFFICE SUPPORT STAFF AND STRATEGICALLY WE DEPLOYED FOR

102OFFICE SUPPORT STAFF AND STRATEGICALLY REASSIGNED SCHOOL BASED COACHES STAFF AND STRATEGICALLY REASSIGNED SCHOOL BASED COACHES STAFF AND STRATEGICALLY REASSIGNED SCHOOL BASED COACHES AND RESPONSE TO STUDENT REASSIGNED SCHOOL BASED COACHES AND RESPONSE TO STUDENT REASSIGNED SCHOOL BASED COACHES AND RESPONSE TO STUDENT PERFORMANCE TREND AND AND RESPONSE TO STUDENT PERFORMANCE TREND AND AND RESPONSE TO STUDENT PERFORMANCE TREND AND IDENTIFIED WE ESSENTIALLY SEND PERFORMANCE TREND AND IDENTIFIED WE ESSENTIALLY SEND PERFORMANCE TREND AND IDENTIFIED WE ESSENTIALLY SEND PEOPLE TO WHERE THE NEED IS AND IDENTIFIED WE ESSENTIALLY SEND PEOPLE TO WHERE THE NEED IS AND IDENTIFIED WE ESSENTIALLY SEND PEOPLE TO WHERE THE NEED IS AND IN MANY INSTANCES THEY MOVE PEOPLE TO WHERE THE NEED IS AND IN MANY INSTANCES THEY MOVE PEOPLE TO WHERE THE NEED IS AND IN MANY INSTANCES THEY MOVE OF THEIR CURRENT ASSIGNMENT

103TO IN MANY INSTANCES THEY MOVE OF THEIR CURRENT ASSIGNMENT TO IN MANY INSTANCES THEY MOVE OF THEIR CURRENT ASSIGNMENT TO GO SUPPORT IN THOSE AREAS. OF THEIR CURRENT ASSIGNMENT TO GO SUPPORT IN THOSE AREAS. OF THEIR CURRENT ASSIGNMENT TO GO SUPPORT IN THOSE AREAS. SO CONCLUSION THE COLLECTIVE GO SUPPORT IN THOSE AREAS. SO CONCLUSION THE COLLECTIVE GO SUPPORT IN THOSE AREAS. SO CONCLUSION THE COLLECTIVE EFFORTS OF CENTRAL SUPPORTS SO CONCLUSION THE COLLECTIVE EFFORTS OF CENTRAL SUPPORTS SO CONCLUSION THE COLLECTIVE EFFORTS OF CENTRAL SUPPORTS SUPPORT STAFF BUILDING EFFORTS OF CENTRAL SUPPORTS SUPPORT STAFF BUILDING EFFORTS OF CENTRAL SUPPORTS SUPPORT STAFF BUILDING LEADERSHIP TEAMS AND TEACHERS SUPPORT STAFF BUILDING LEADERSHIP TEAMS AND TEACHERS SUPPORT STAFF BUILDING LEADERSHIP TEAMS AND TEACHERS DURING THE SCHOOL SUPPORT LEADERSHIP TEAMS AND TEACHERS DURING THE SCHOOL SUPPORT LEADERSHIP TEAMS AND TEACHERS DURING

104THE SCHOOL SUPPORT PROCESS SENDS THE MESSAGE WE DURING THE SCHOOL SUPPORT PROCESS SENDS THE MESSAGE WE DURING THE SCHOOL SUPPORT PROCESS SENDS THE MESSAGE WE ADDRESS STUDENT LEARNING AND PROCESS SENDS THE MESSAGE WE ADDRESS STUDENT LEARNING AND PROCESS SENDS THE MESSAGE WE ADDRESS STUDENT LEARNING AND STUDENT OUTCOMES FROM A TEAM ADDRESS STUDENT LEARNING AND STUDENT OUTCOMES FROM A TEAM ADDRESS STUDENT LEARNING AND STUDENT OUTCOMES FROM A TEAM APPROACH WE REAL TIME DATA STUDENT OUTCOMES FROM A TEAM APPROACH WE REAL TIME DATA STUDENT OUTCOMES FROM A TEAM APPROACH WE REAL TIME DATA THROUGHOUT THE YEAR TO RESPOND APPROACH WE REAL TIME DATA THROUGHOUT THE YEAR TO RESPOND APPROACH WE REAL TIME DATA THROUGHOUT THE YEAR TO RESPOND TO STUDENTS BASED ON THE THROUGHOUT THE YEAR TO RESPOND TO STUDENTS BASED ON THE THROUGHOUT THE YEAR TO

105RESPOND TO STUDENTS BASED ON THE UNDERSTANDING DEMONSTRATED TO STUDENTS BASED ON THE UNDERSTANDING DEMONSTRATED TO STUDENTS BASED ON THE UNDERSTANDING DEMONSTRATED ASSESSMENTS AND WE WILL USE THE UNDERSTANDING DEMONSTRATED ASSESSMENTS AND WE WILL USE THE UNDERSTANDING DEMONSTRATED ASSESSMENTS AND WE WILL USE THE INFORMATION AS INDICATED IN NEW ASSESSMENTS AND WE WILL USE THE INFORMATION AS INDICATED IN NEW ASSESSMENTS AND WE WILL USE THE INFORMATION AS INDICATED IN NEW FRAMEWORK TO GOT TO WORK AS WE INFORMATION AS INDICATED IN NEW FRAMEWORK TO GOT TO WORK AS WE INFORMATION AS INDICATED IN NEW FRAMEWORK TO GOT TO WORK AS WE HAVE WITH THE PREVIOUS FRAMEWORK TO GOT TO WORK AS WE HAVE WITH THE PREVIOUS FRAMEWORK TO GOT TO WORK AS WE HAVE WITH THE PREVIOUS FRAMEWORK WE TAKE WE ALL TAKE HAVE WITH THE PREVIOUS FRAMEWORK WE

106TAKE WE ALL TAKE HAVE WITH THE PREVIOUS FRAMEWORK WE TAKE WE ALL TAKE OWNERSHIP OF THE RESULTS HOW WE FRAMEWORK WE TAKE WE ALL TAKE OWNERSHIP OF THE RESULTS HOW WE FRAMEWORK WE TAKE WE ALL TAKE OWNERSHIP OF THE RESULTS HOW WE CELEBRATE RESULTS AND HOW WE OWNERSHIP OF THE RESULTS HOW WE CELEBRATE RESULTS AND HOW WE OWNERSHIP OF THE RESULTS HOW WE CELEBRATE RESULTS AND HOW WE CONTINUE TO IMPROVE SO THIS CELEBRATE RESULTS AND HOW WE CONTINUE TO IMPROVE SO THIS CELEBRATE RESULTS AND HOW WE CONTINUE TO IMPROVE SO THIS TIME THIS TIME WE WOULD BE CONTINUE TO IMPROVE SO THIS TIME THIS TIME WE WOULD BE CONTINUE TO IMPROVE SO THIS TIME THIS TIME WE WOULD BE HAPPY TO ANSWER QUESTIONS THAT TIME THIS TIME WE WOULD BE HAPPY TO ANSWER QUESTIONS THAT

107TIME THIS TIME WE WOULD BE HAPPY TO ANSWER QUESTIONS THAT YOU HAVE MISS MELNIK MR DE, YOU HAPPY TO ANSWER QUESTIONS THAT YOU HAVE MISS MELNIK MR DE, YOU HAPPY TO ANSWER QUESTIONS THAT YOU HAVE MISS MELNIK MR DE, YOU JUST MENTIONED VOWS OR GRADES YOU HAVE MISS MELNIK MR DE, YOU JUST MENTIONED VOWS OR GRADES YOU HAVE MISS MELNIK MR DE, YOU JUST MENTIONED VOWS OR GRADES FOUR THROUGH EIGHT YOU SAID WE JUST MENTIONED VOWS OR GRADES FOUR THROUGH EIGHT YOU SAID WE JUST MENTIONED VOWS OR GRADES FOUR THROUGH EIGHT YOU SAID WE HAVE RECEIVED SOME INFORMATION FOUR THROUGH EIGHT YOU SAID WE HAVE RECEIVED SOME INFORMATION FOUR THROUGH EIGHT YOU SAID WE HAVE RECEIVED SOME INFORMATION ABOUT THAT TO A DEGREE, YES. HAVE RECEIVED SOME INFORMATION ABOUT THAT TO A DEGREE, YES. HAVE

108RECEIVED SOME INFORMATION ABOUT THAT TO A DEGREE, YES. WHAT IS THAT >> WE WE'VE ABOUT THAT TO A DEGREE, YES. WHAT IS THAT >> WE WE'VE ABOUT THAT TO A DEGREE, YES. WHAT IS THAT >> WE WE'VE PROVIDED SOME PROVIDED SOME WHAT IS THAT >> WE WE'VE PROVIDED SOME PROVIDED SOME WHAT IS THAT >> WE WE'VE PROVIDED SOME PROVIDED SOME WE'VE GOT WE'VE BEEN PROVIDED PROVIDED SOME PROVIDED SOME WE'VE GOT WE'VE BEEN PROVIDED PROVIDED SOME PROVIDED SOME WE'VE GOT WE'VE BEEN PROVIDED WITH SOME GUIDANCE ON HOW WE WE'VE GOT WE'VE BEEN PROVIDED WITH SOME GUIDANCE ON HOW WE WE'VE GOT WE'VE BEEN PROVIDED WITH SOME GUIDANCE ON HOW WE HANDLE FOURTH AND EIGHTH GRADE WITH SOME GUIDANCE ON HOW WE HANDLE FOURTH AND EIGHTH GRADE WITH SOME GUIDANCE ON HOW WE HANDLE FOURTH AND EIGHTH

109GRADE IN TERMS OF SCREENING NEXT YEAR HANDLE FOURTH AND EIGHTH GRADE IN TERMS OF SCREENING NEXT YEAR HANDLE FOURTH AND EIGHTH GRADE IN TERMS OF SCREENING NEXT YEAR AND BASED ON THE WELL IN TERMS OF SCREENING NEXT YEAR AND BASED ON THE WELL IN TERMS OF SCREENING NEXT YEAR AND BASED ON THE WELL PERFORMANCE WE'RE STILL GOING AND BASED ON THE WELL PERFORMANCE WE'RE STILL GOING AND BASED ON THE WELL PERFORMANCE WE'RE STILL GOING THROUGH THAT INFORMATION TO PERFORMANCE WE'RE STILL GOING THROUGH THAT INFORMATION TO PERFORMANCE WE'RE STILL GOING THROUGH THAT INFORMATION TO ENSURE WHAT IS IT GOING TO LOOK THROUGH THAT INFORMATION TO ENSURE WHAT IS IT GOING TO LOOK THROUGH THAT INFORMATION TO ENSURE WHAT IS IT GOING TO LOOK LIKE FOR IMPLEMENTATION AT OUR ENSURE WHAT IS IT GOING TO LOOK LIKE

110FOR IMPLEMENTATION AT OUR ENSURE WHAT IS IT GOING TO LOOK LIKE FOR IMPLEMENTATION AT OUR SCHOOLS WE DON'T HAVE ENOUGH LIKE FOR IMPLEMENTATION AT OUR SCHOOLS WE DON'T HAVE ENOUGH LIKE FOR IMPLEMENTATION AT OUR SCHOOLS WE DON'T HAVE ENOUGH DATA RIGHT NOW TO REALLY COME SCHOOLS WE DON'T HAVE ENOUGH DATA RIGHT NOW TO REALLY COME SCHOOLS WE DON'T HAVE ENOUGH DATA RIGHT NOW TO REALLY COME BACK CONCRETE EXAMPLES OF IT DATA RIGHT NOW TO REALLY COME BACK CONCRETE EXAMPLES OF IT DATA RIGHT NOW TO REALLY COME BACK CONCRETE EXAMPLES OF IT BUT THEY'VE TALKED ABOUT SOME BACK CONCRETE EXAMPLES OF IT BUT THEY'VE TALKED ABOUT SOME BACK CONCRETE EXAMPLES OF IT BUT THEY'VE TALKED ABOUT SOME THINGS AROUND WHO THEY MIGHT BUT THEY'VE TALKED ABOUT SOME THINGS AROUND WHO THEY MIGHT BUT THEY'VE TALKED ABOUT

111SOME THINGS AROUND WHO THEY MIGHT EXPECT TO BE SCREENED AND THOSE THINGS AROUND WHO THEY MIGHT EXPECT TO BE SCREENED AND THOSE THINGS AROUND WHO THEY MIGHT EXPECT TO BE SCREENED AND THOSE STUDENTS THAT MAY REQUIRE EXPECT TO BE SCREENED AND THOSE STUDENTS THAT MAY REQUIRE EXPECT TO BE SCREENED AND THOSE STUDENTS THAT MAY REQUIRE READING PLAN NEXT YEAR CANDIDLY STUDENTS THAT MAY REQUIRE READING PLAN NEXT YEAR CANDIDLY STUDENTS THAT MAY REQUIRE READING PLAN NEXT YEAR CANDIDLY WE TALK ABOUT THE BIGGEST KIND READING PLAN NEXT YEAR CANDIDLY WE TALK ABOUT THE BIGGEST KIND READING PLAN NEXT YEAR CANDIDLY WE TALK ABOUT THE BIGGEST KIND OF AREA OF CONCERN RIGHT NOW IS WE TALK ABOUT THE BIGGEST KIND OF AREA OF CONCERN RIGHT NOW IS WE TALK ABOUT THE BIGGEST KIND OF AREA OF CONCERN RIGHT

112NOW IS THAT THEY ARE SAYING THAT OF AREA OF CONCERN RIGHT NOW IS THAT THEY ARE SAYING THAT OF AREA OF CONCERN RIGHT NOW IS THAT THEY ARE SAYING THAT STUDENTS THAT FAILED THE WELL THAT THEY ARE SAYING THAT STUDENTS THAT FAILED THE WELL THAT THEY ARE SAYING THAT STUDENTS THAT FAILED THE WELL SHOULD BE CONSIDERED FOR STUDENTS THAT FAILED THE WELL SHOULD BE CONSIDERED FOR STUDENTS THAT FAILED THE WELL SHOULD BE CONSIDERED FOR SCREENING AND SO WE MAY SEE SHOULD BE CONSIDERED FOR SCREENING AND SO WE MAY SEE SHOULD BE CONSIDERED FOR SCREENING AND SO WE MAY SEE INCREASED NUMBERS BASED ON THAT SCREENING AND SO WE MAY SEE INCREASED NUMBERS BASED ON THAT SCREENING AND SO WE MAY SEE INCREASED NUMBERS BASED ON THAT WE WEREN'T WE WEREN'T LOOKING INCREASED NUMBERS BASED ON

113THAT WE WEREN'T WE WEREN'T LOOKING INCREASED NUMBERS BASED ON THAT WE WEREN'T WE WEREN'T LOOKING FOR THAT LEVEL OF INFORMATION WE WEREN'T WE WEREN'T LOOKING FOR THAT LEVEL OF INFORMATION WE WEREN'T WE WEREN'T LOOKING FOR THAT LEVEL OF INFORMATION BE CANDID MISS MELNYK WE FOR THAT LEVEL OF INFORMATION BE CANDID MISS MELNYK WE FOR THAT LEVEL OF INFORMATION BE CANDID MISS MELNYK WE THOUGHT IT MIGHT BE IT MIGHT BE BE CANDID MISS MELNYK WE THOUGHT IT MIGHT BE IT MIGHT BE BE CANDID MISS MELNYK WE THOUGHT IT MIGHT BE IT MIGHT BE A DIFFERENT SLIDING SCALE ALL THOUGHT IT MIGHT BE IT MIGHT BE A DIFFERENT SLIDING SCALE ALL THOUGHT IT MIGHT BE IT MIGHT BE A DIFFERENT SLIDING SCALE ALL RIGHT. A DIFFERENT SLIDING SCALE ALL RIGHT. A DIFFERENT SLIDING SCALE ALL RIGHT. SO

114BUT OUR TEACHERS ARE GOING RIGHT. SO BUT OUR TEACHERS ARE GOING RIGHT. SO BUT OUR TEACHERS ARE GOING TO BE OK. SO BUT OUR TEACHERS ARE GOING TO BE OK. SO BUT OUR TEACHERS ARE GOING TO BE OK. WELL, I THINK WHAT I PROUD TO BE OK. WELL, I THINK WHAT I PROUD TO BE OK. WELL, I THINK WHAT I PROUD OF THAT I JUST OUTLINED IS IT'S WELL, I THINK WHAT I PROUD OF THAT I JUST OUTLINED IS IT'S WELL, I THINK WHAT I PROUD OF THAT I JUST OUTLINED IS IT'S ALL OF US GOING TO WORK OF THAT I JUST OUTLINED IS IT'S ALL OF US GOING TO WORK OF THAT I JUST OUTLINED IS IT'S ALL OF US GOING TO WORK COLLABORATIVELY TOGETHER TO ALL OF US GOING TO WORK COLLABORATIVELY TOGETHER

115TO ALL OF US GOING TO WORK COLLABORATIVELY TOGETHER TO ENSURE THERE OK I THINK YOU'VE COLLABORATIVELY TOGETHER TO ENSURE THERE OK I THINK YOU'VE COLLABORATIVELY TOGETHER TO ENSURE THERE OK I THINK YOU'VE SEEN THAT THIS YEAR WITH THE ENSURE THERE OK I THINK YOU'VE SEEN THAT THIS YEAR WITH THE ENSURE THERE OK I THINK YOU'VE SEEN THAT THIS YEAR WITH THE IMPLEMENTATION OF OF THE SEEN THAT THIS YEAR WITH THE IMPLEMENTATION OF OF THE SEEN THAT THIS YEAR WITH THE IMPLEMENTATION OF OF THE CHALLENGE WE HAVE WITH THE IMPLEMENTATION OF OF THE CHALLENGE WE HAVE WITH THE IMPLEMENTATION OF OF THE CHALLENGE WE HAVE WITH THE VIRGINIA LITERACY ACT IT WAS A CHALLENGE WE HAVE WITH THE VIRGINIA LITERACY ACT IT WAS A CHALLENGE WE HAVE WITH THE VIRGINIA LITERACY ACT IT WAS A HEAVY

116LIFT BUT I THINK ALL IN VIRGINIA LITERACY ACT IT WAS A HEAVY LIFT BUT I THINK ALL IN VIRGINIA LITERACY ACT IT WAS A HEAVY LIFT BUT I THINK ALL IN ALL WE'RE VERY PROUD OF HOW OUR HEAVY LIFT BUT I THINK ALL IN ALL WE'RE VERY PROUD OF HOW OUR HEAVY LIFT BUT I THINK ALL IN ALL WE'RE VERY PROUD OF HOW OUR TEACHERS HAVE BEEN ABLE TO GO ALL WE'RE VERY PROUD OF HOW OUR TEACHERS HAVE BEEN ABLE TO GO ALL WE'RE VERY PROUD OF HOW OUR TEACHERS HAVE BEEN ABLE TO GO THROUGH THAT BASED ON THE WORK TEACHERS HAVE BEEN ABLE TO GO THROUGH THAT BASED ON THE WORK TEACHERS HAVE BEEN ABLE TO GO THROUGH THAT BASED ON THE WORK I JUST SCARED OF OUR SCHOOL THROUGH THAT BASED ON THE

117WORK I JUST SCARED OF OUR SCHOOL THROUGH THAT BASED ON THE WORK I JUST SCARED OF OUR SCHOOL SUPPORT PROCESS. I JUST SCARED OF OUR SCHOOL SUPPORT PROCESS. I JUST SCARED OF OUR SCHOOL SUPPORT PROCESS. WE'RE NOT GOING TO TEACHERS SUPPORT PROCESS. WE'RE NOT GOING TO TEACHERS SUPPORT PROCESS. WE'RE NOT GOING TO TEACHERS OPERATING ON AN ISLAND WE'RE WE'RE NOT GOING TO TEACHERS OPERATING ON AN ISLAND WE'RE WE'RE NOT GOING TO TEACHERS OPERATING ON AN ISLAND WE'RE GOING TO SUPPORT OUR SUPPORT OPERATING ON AN ISLAND WE'RE GOING TO SUPPORT OUR SUPPORT OPERATING ON AN ISLAND WE'RE GOING TO SUPPORT OUR SUPPORT OUR SCHOOLS AND SUPPORT OUR GOING TO SUPPORT OUR SUPPORT OUR SCHOOLS AND SUPPORT OUR GOING TO SUPPORT OUR SUPPORT OUR SCHOOLS AND SUPPORT OUR PRINCIPLES TO ENSURE THEY HAVE OUR SCHOOLS AND SUPPORT

118OUR PRINCIPLES TO ENSURE THEY HAVE OUR SCHOOLS AND SUPPORT OUR PRINCIPLES TO ENSURE THEY HAVE WHAT THEY NEED TO DO WITH PRINCIPLES TO ENSURE THEY HAVE WHAT THEY NEED TO DO WITH PRINCIPLES TO ENSURE THEY HAVE WHAT THEY NEED TO DO WITH STUDENTS ASKED. WHAT THEY NEED TO DO WITH STUDENTS ASKED. WHAT THEY NEED TO DO WITH STUDENTS ASKED. I'M PRETTY CONFIDENT THAT I STUDENTS ASKED. I'M PRETTY CONFIDENT THAT I STUDENTS ASKED. I'M PRETTY CONFIDENT THAT I APPRECIATE THAT SO MUCH. I'M PRETTY CONFIDENT THAT I APPRECIATE THAT SO MUCH. I'M PRETTY CONFIDENT THAT I APPRECIATE THAT SO MUCH. MISS ROGERS, THANK YOU FOR APPRECIATE THAT SO MUCH. MISS ROGERS, THANK YOU FOR APPRECIATE THAT SO MUCH. MISS ROGERS, THANK YOU FOR PRESENTATION JUST TO PIGGYBACK MISS ROGERS, THANK YOU FOR PRESENTATION JUST TO PIGGYBACK MISS

119ROGERS, THANK YOU FOR PRESENTATION JUST TO PIGGYBACK OFF OF WHAT MRS. WAS TALKING PRESENTATION JUST TO PIGGYBACK OFF OF WHAT MRS. WAS TALKING PRESENTATION JUST TO PIGGYBACK OFF OF WHAT MRS. WAS TALKING ABOUT WITH VALSE BECAUSE IT'S OFF OF WHAT MRS. WAS TALKING ABOUT WITH VALSE BECAUSE IT'S OFF OF WHAT MRS. WAS TALKING ABOUT WITH VALSE BECAUSE IT'S GOING TO BE NEW IN THE MIDDLE ABOUT WITH VALSE BECAUSE IT'S GOING TO BE NEW IN THE MIDDLE ABOUT WITH VALSE BECAUSE IT'S GOING TO BE NEW IN THE MIDDLE SCHOOL ARE WE GOING TO THEN BE GOING TO BE NEW IN THE MIDDLE SCHOOL ARE WE GOING TO THEN BE GOING TO BE NEW IN THE MIDDLE SCHOOL ARE WE GOING TO THEN BE USING THAT THRIVE TIME IF THOSE SCHOOL ARE WE GOING TO THEN BE

120USING THAT THRIVE TIME IF THOSE SCHOOL ARE WE GOING TO THEN BE USING THAT THRIVE TIME IF THOSE STUDENTS NEED THAT I WANT TO USING THAT THRIVE TIME IF THOSE STUDENTS NEED THAT I WANT TO USING THAT THRIVE TIME IF THOSE STUDENTS NEED THAT I WANT TO MAKE SURE THAT THEY'RE STILL STUDENTS NEED THAT I WANT TO MAKE SURE THAT THEY'RE STILL STUDENTS NEED THAT I WANT TO MAKE SURE THAT THEY'RE STILL GOING TO GET THEIR ELECTIVES. MAKE SURE THAT THEY'RE STILL GOING TO GET THEIR ELECTIVES. MAKE SURE THAT THEY'RE STILL GOING TO GET THEIR ELECTIVES. THAT WOULD BE AN AREA THAT'S GOING TO GET THEIR ELECTIVES. THAT WOULD BE AN AREA THAT'S GOING TO GET THEIR ELECTIVES. THAT WOULD BE AN AREA THAT'S WHY WE'RE PRETTY EXCITED ABOUT THAT WOULD BE AN AREA THAT'S

121WHY WE'RE PRETTY EXCITED ABOUT THAT WOULD BE AN AREA THAT'S WHY WE'RE PRETTY EXCITED ABOUT IT AND THAT WAS PART OF THE WHY WE'RE PRETTY EXCITED ABOUT IT AND THAT WAS PART OF THE WHY WE'RE PRETTY EXCITED ABOUT IT AND THAT WAS PART OF THE PLANNING TO GO TO A NEW IT AND THAT WAS PART OF THE PLANNING TO GO TO A NEW IT AND THAT WAS PART OF THE PLANNING TO GO TO A NEW SCHEDULE WE WERE ANTICIPATING PLANNING TO GO TO A NEW SCHEDULE WE WERE ANTICIPATING PLANNING TO GO TO A NEW SCHEDULE WE WERE ANTICIPATING THIS NEED AND WE'VE ALREADY SCHEDULE WE WERE ANTICIPATING THIS NEED AND WE'VE ALREADY SCHEDULE WE WERE ANTICIPATING THIS NEED AND WE'VE ALREADY STARTED WORKING WITH THROUGH THIS NEED AND WE'VE ALREADY STARTED WORKING WITH THROUGH THIS

122NEED AND WE'VE ALREADY STARTED WORKING WITH THROUGH DR. CLERGIES TEAM AND DR. SMITH STARTED WORKING WITH THROUGH DR. CLERGIES TEAM AND DR. SMITH STARTED WORKING WITH THROUGH DR. CLERGIES TEAM AND DR. SMITH PRINCIPLES ON ENGAGING WITH THE DR. CLERGIES TEAM AND DR. SMITH PRINCIPLES ON ENGAGING WITH THE DR. CLERGIES TEAM AND DR. SMITH PRINCIPLES ON ENGAGING WITH THE READING SPECIAL SOMEWHAT THIS PRINCIPLES ON ENGAGING WITH THE READING SPECIAL SOMEWHAT THIS PRINCIPLES ON ENGAGING WITH THE READING SPECIAL SOMEWHAT THIS MIGHT LOOK LIKE. READING SPECIAL SOMEWHAT THIS MIGHT LOOK LIKE. READING SPECIAL SOMEWHAT THIS MIGHT LOOK LIKE. SO I THINK WE'RE WE'RE NOT MIGHT LOOK LIKE. SO I THINK WE'RE WE'RE NOT MIGHT LOOK LIKE. SO I THINK WE'RE WE'RE NOT SURPRISED BY THIS NEAT YEAH, SO I THINK WE'RE WE'RE NOT SURPRISED BY THIS NEAT YEAH,

123SO I THINK WE'RE WE'RE NOT SURPRISED BY THIS NEAT YEAH, THAT'S GOOD ESPECIALLY BECAUSE SURPRISED BY THIS NEAT YEAH, THAT'S GOOD ESPECIALLY BECAUSE SURPRISED BY THIS NEAT YEAH, THAT'S GOOD ESPECIALLY BECAUSE YOU KNOW THAT IN THE ELEMENTARY THAT'S GOOD ESPECIALLY BECAUSE YOU KNOW THAT IN THE ELEMENTARY THAT'S GOOD ESPECIALLY BECAUSE YOU KNOW THAT IN THE ELEMENTARY LEVELS THAT A LOT OF TIME THE YOU KNOW THAT IN THE ELEMENTARY LEVELS THAT A LOT OF TIME THE YOU KNOW THAT IN THE ELEMENTARY LEVELS THAT A LOT OF TIME THE STUDENTS ARE PULLED OUT DURING LEVELS THAT A LOT OF TIME THE STUDENTS ARE PULLED OUT DURING LEVELS THAT A LOT OF TIME THE STUDENTS ARE PULLED OUT DURING THEIR TIME WHEN THEY'RE DOING STUDENTS ARE PULLED OUT DURING THEIR TIME WHEN THEY'RE DOING STUDENTS ARE PULLED OUT

124DURING THEIR TIME WHEN THEY'RE DOING ENGLISH LANGUAGE LEARNING BUT THEIR TIME WHEN THEY'RE DOING ENGLISH LANGUAGE LEARNING BUT THEIR TIME WHEN THEY'RE DOING ENGLISH LANGUAGE LEARNING BUT BECAUSE THERE'S A BELL SCHEDULE ENGLISH LANGUAGE LEARNING BUT BECAUSE THERE'S A BELL SCHEDULE ENGLISH LANGUAGE LEARNING BUT BECAUSE THERE'S A BELL SCHEDULE IT'S REALLY DIFFERENT AT THE BECAUSE THERE'S A BELL SCHEDULE IT'S REALLY DIFFERENT AT THE BECAUSE THERE'S A BELL SCHEDULE IT'S REALLY DIFFERENT AT THE MIDDLE SCHOOL. IT'S REALLY DIFFERENT AT THE MIDDLE SCHOOL. IT'S REALLY DIFFERENT AT THE MIDDLE SCHOOL. SO THAT'S WHY I WANTED TO MAKE MIDDLE SCHOOL. SO THAT'S WHY I WANTED TO MAKE MIDDLE SCHOOL. SO THAT'S WHY I WANTED TO MAKE SURE THAT YOU KNOW WE'RE SO THAT'S WHY I WANTED TO MAKE SURE THAT YOU KNOW WE'RE SO THAT'S WHY I WANTED TO

125MAKE SURE THAT YOU KNOW WE'RE LOOKING AT THE RIGHT TIME DRIVE SURE THAT YOU KNOW WE'RE LOOKING AT THE RIGHT TIME DRIVE SURE THAT YOU KNOW WE'RE LOOKING AT THE RIGHT TIME DRIVE TIME AND THEY'RE GIVEN THE ONE LOOKING AT THE RIGHT TIME DRIVE TIME AND THEY'RE GIVEN THE ONE LOOKING AT THE RIGHT TIME DRIVE TIME AND THEY'RE GIVEN THE ONE THING I WHEELCHAIRS VIDEO IS TIME AND THEY'RE GIVEN THE ONE THING I WHEELCHAIRS VIDEO IS TIME AND THEY'RE GIVEN THE ONE THING I WHEELCHAIRS VIDEO IS GIVING US A LOT OF FLEXIBILITY THING I WHEELCHAIRS VIDEO IS GIVING US A LOT OF FLEXIBILITY THING I WHEELCHAIRS VIDEO IS GIVING US A LOT OF FLEXIBILITY LOT OF FLEXIBILITY ON HOW TO GIVING US A LOT OF FLEXIBILITY LOT OF FLEXIBILITY ON HOW TO GIVING US A

126LOT OF FLEXIBILITY LOT OF FLEXIBILITY ON HOW TO IMPLEMENT THIS WAY IN WHICH WE LOT OF FLEXIBILITY ON HOW TO IMPLEMENT THIS WAY IN WHICH WE LOT OF FLEXIBILITY ON HOW TO IMPLEMENT THIS WAY IN WHICH WE WERE GRATEFUL FOR. IMPLEMENT THIS WAY IN WHICH WE WERE GRATEFUL FOR. IMPLEMENT THIS WAY IN WHICH WE WERE GRATEFUL FOR. OH, GOOD, GOOD, GOOD AND THEN WERE GRATEFUL FOR. OH, GOOD, GOOD, GOOD AND THEN WERE GRATEFUL FOR. OH, GOOD, GOOD, GOOD AND THEN THE OTHER QUESTION THAT I HAD OH, GOOD, GOOD, GOOD AND THEN THE OTHER QUESTION THAT I HAD OH, GOOD, GOOD, GOOD AND THEN THE OTHER QUESTION THAT I HAD WAS KIND OF MORE AROUND YOU THE OTHER QUESTION THAT I HAD WAS KIND OF MORE AROUND YOU THE OTHER QUESTION THAT I HAD WAS KIND

127OF MORE AROUND YOU GUYS ARE TALKING A LOT IN YOUR WAS KIND OF MORE AROUND YOU GUYS ARE TALKING A LOT IN YOUR WAS KIND OF MORE AROUND YOU GUYS ARE TALKING A LOT IN YOUR CURRICULUM SUPPORT ABOUT GUYS ARE TALKING A LOT IN YOUR CURRICULUM SUPPORT ABOUT GUYS ARE TALKING A LOT IN YOUR CURRICULUM SUPPORT ABOUT ENHANCING TEACHER CLARITY CURRICULUM SUPPORT ABOUT ENHANCING TEACHER CLARITY CURRICULUM SUPPORT ABOUT ENHANCING TEACHER CLARITY SUPPORTING DELIVERY INSTRUCTION ENHANCING TEACHER CLARITY SUPPORTING DELIVERY INSTRUCTION ENHANCING TEACHER CLARITY SUPPORTING DELIVERY INSTRUCTION AND THEN YOU SET A LITTLE BIT SUPPORTING DELIVERY INSTRUCTION AND THEN YOU SET A LITTLE BIT SUPPORTING DELIVERY INSTRUCTION AND THEN YOU SET A LITTLE BIT ABOUT ALSO SUPPORTING THE AND THEN YOU SET A LITTLE BIT ABOUT ALSO SUPPORTING THE AND THEN YOU SET A LITTLE BIT ABOUT

128ALSO SUPPORTING THE ADMINISTRATION'S LIKE THE ABOUT ALSO SUPPORTING THE ADMINISTRATION'S LIKE THE ABOUT ALSO SUPPORTING THE ADMINISTRATION'S LIKE THE PRINCIPALS CAN YOU TALK A ADMINISTRATION'S LIKE THE PRINCIPALS CAN YOU TALK A ADMINISTRATION'S LIKE THE PRINCIPALS CAN YOU TALK A LITTLE BIT MORE ABOUT THAT? PRINCIPALS CAN YOU TALK A LITTLE BIT MORE ABOUT THAT? PRINCIPALS CAN YOU TALK A LITTLE BIT MORE ABOUT THAT? SURE. LITTLE BIT MORE ABOUT THAT? SURE. LITTLE BIT MORE ABOUT THAT? SURE. WE WE WE OPERATE FROM WE DO SURE. WE WE WE OPERATE FROM WE DO SURE. WE WE WE OPERATE FROM WE DO VERY MUCH A RESEARCH BASED WE WE WE OPERATE FROM WE DO VERY MUCH A RESEARCH BASED WE WE WE OPERATE FROM WE DO VERY MUCH A RESEARCH BASED PRACTICES WITH ALL OF OUR WORK VERY MUCH A

129RESEARCH BASED PRACTICES WITH ALL OF OUR WORK VERY MUCH A RESEARCH BASED PRACTICES WITH ALL OF OUR WORK AND WE TALK A LOT ABOUT WHAT WE PRACTICES WITH ALL OF OUR WORK AND WE TALK A LOT ABOUT WHAT WE PRACTICES WITH ALL OF OUR WORK AND WE TALK A LOT ABOUT WHAT WE CALL THE WALLS FOUNDATION GOING AND WE TALK A LOT ABOUT WHAT WE CALL THE WALLS FOUNDATION GOING AND WE TALK A LOT ABOUT WHAT WE CALL THE WALLS FOUNDATION GOING TO GO A LITTLE DEEPER ON THIS CALL THE WALLS FOUNDATION GOING TO GO A LITTLE DEEPER ON THIS CALL THE WALLS FOUNDATION GOING TO GO A LITTLE DEEPER ON THIS BECAUSE THESE DO WHILE HIS TO GO A LITTLE DEEPER ON THIS BECAUSE THESE DO WHILE HIS TO GO A LITTLE DEEPER ON

130THIS BECAUSE THESE DO WHILE HIS RESEARCH ON THE INVESTMENT BECAUSE THESE DO WHILE HIS RESEARCH ON THE INVESTMENT BECAUSE THESE DO WHILE HIS RESEARCH ON THE INVESTMENT NECESSARY TO DRIVE SCHOOL RESEARCH ON THE INVESTMENT NECESSARY TO DRIVE SCHOOL RESEARCH ON THE INVESTMENT NECESSARY TO DRIVE SCHOOL OUTCOME IS TRULY WITH THE NECESSARY TO DRIVE SCHOOL OUTCOME IS TRULY WITH THE NECESSARY TO DRIVE SCHOOL OUTCOME IS TRULY WITH THE PRINCIPAL AND IT'S IN AREAS OUTCOME IS TRULY WITH THE PRINCIPAL AND IT'S IN AREAS OUTCOME IS TRULY WITH THE PRINCIPAL AND IT'S IN AREAS OF INSTRUCTION PEOPLE IN PRINCIPAL AND IT'S IN AREAS OF INSTRUCTION PEOPLE IN PRINCIPAL AND IT'S IN AREAS OF INSTRUCTION PEOPLE IN ORGANIZATION. OF INSTRUCTION PEOPLE IN ORGANIZATION. OF INSTRUCTION PEOPLE IN ORGANIZATION. SO WE REALLY WORK HARD ORGANIZATION. SO WE REALLY WORK HARD

131ORGANIZATION. SO WE REALLY WORK HARD DEPARTMENT TEACHING AND SO WE REALLY WORK HARD DEPARTMENT TEACHING AND SO WE REALLY WORK HARD DEPARTMENT TEACHING AND LEARNING TO INCREASE THE DEPARTMENT TEACHING AND LEARNING TO INCREASE THE DEPARTMENT TEACHING AND LEARNING TO INCREASE THE INSTRUCTIONAL CAPACITY OF OUR LEARNING TO INCREASE THE INSTRUCTIONAL CAPACITY OF OUR LEARNING TO INCREASE THE INSTRUCTIONAL CAPACITY OF OUR PRINCIPALS ASSISTANT PRINCIPALS INSTRUCTIONAL CAPACITY OF OUR PRINCIPALS ASSISTANT PRINCIPALS INSTRUCTIONAL CAPACITY OF OUR PRINCIPALS ASSISTANT PRINCIPALS ACROSS THE BOARD IT'S MUCH PRINCIPALS ASSISTANT PRINCIPALS ACROSS THE BOARD IT'S MUCH PRINCIPALS ASSISTANT PRINCIPALS ACROSS THE BOARD IT'S MUCH DIFFERENT THAN MANY OF PRIOR ACROSS THE BOARD IT'S MUCH DIFFERENT THAN MANY OF PRIOR ACROSS THE BOARD IT'S MUCH DIFFERENT THAN MANY OF PRIOR REMEMBER YOUR PRINCIPLES AN DIFFERENT THAN MANY OF PRIOR REMEMBER YOUR PRINCIPLES AN DIFFERENT

132THAN MANY OF PRIOR REMEMBER YOUR PRINCIPLES AN ASSISTANT PRINCIPALS THAT WE REMEMBER YOUR PRINCIPLES AN ASSISTANT PRINCIPALS THAT WE REMEMBER YOUR PRINCIPLES AN ASSISTANT PRINCIPALS THAT WE AVERAGE ABOUT TWELVE THOUSAND ASSISTANT PRINCIPALS THAT WE AVERAGE ABOUT TWELVE THOUSAND ASSISTANT PRINCIPALS THAT WE AVERAGE ABOUT TWELVE THOUSAND CLASSROOM OBSERVATIONS AVERAGE ABOUT TWELVE THOUSAND CLASSROOM OBSERVATIONS AVERAGE ABOUT TWELVE THOUSAND CLASSROOM OBSERVATIONS DOCUMENTED A YEAR SO OUR CLASSROOM OBSERVATIONS DOCUMENTED A YEAR SO OUR CLASSROOM OBSERVATIONS DOCUMENTED A YEAR SO OUR PRINCIPALS ARE REALLY EXPECTED DOCUMENTED A YEAR SO OUR PRINCIPALS ARE REALLY EXPECTED DOCUMENTED A YEAR SO OUR PRINCIPALS ARE REALLY EXPECTED DRIVE THE INSTRUCTIONAL PRINCIPALS ARE REALLY EXPECTED DRIVE THE INSTRUCTIONAL PRINCIPALS ARE REALLY EXPECTED DRIVE THE INSTRUCTIONAL PROGRAMING AND UTILIZE THE DRIVE THE INSTRUCTIONAL PROGRAMING AND UTILIZE THE DRIVE THE INSTRUCTIONAL PROGRAMING AND UTILIZE THE GREAT AMOUNT

133OF RESOURCES WE PROGRAMING AND UTILIZE THE GREAT AMOUNT OF RESOURCES WE PROGRAMING AND UTILIZE THE GREAT AMOUNT OF RESOURCES WE HAVE TO MAKE THOSE DECISIONS TO GREAT AMOUNT OF RESOURCES WE HAVE TO MAKE THOSE DECISIONS TO GREAT AMOUNT OF RESOURCES WE HAVE TO MAKE THOSE DECISIONS TO SUPPORT OUR TEACHERS RIGHT OK HAVE TO MAKE THOSE DECISIONS TO SUPPORT OUR TEACHERS RIGHT OK HAVE TO MAKE THOSE DECISIONS TO SUPPORT OUR TEACHERS RIGHT OK ALL RIGHT, ALL RIGHT. SUPPORT OUR TEACHERS RIGHT OK ALL RIGHT, ALL RIGHT. SUPPORT OUR TEACHERS RIGHT OK ALL RIGHT, ALL RIGHT. I'LL CATCH UP MORE ABOUT MORE ALL RIGHT, ALL RIGHT. I'LL CATCH UP MORE ABOUT MORE ALL RIGHT, ALL RIGHT. I'LL CATCH UP MORE ABOUT MORE ABOUT THAT BECAUSE IT BECAUSE I I'LL CATCH UP MORE ABOUT MORE ABOUT THAT BECAUSE IT

134BECAUSE I I'LL CATCH UP MORE ABOUT MORE ABOUT THAT BECAUSE IT BECAUSE I DEFINITELY WANNA HEAR MORE. ABOUT THAT BECAUSE IT BECAUSE I DEFINITELY WANNA HEAR MORE. ABOUT THAT BECAUSE IT BECAUSE I DEFINITELY WANNA HEAR MORE. MR. COLPEPER, THANKS FOR THE DEFINITELY WANNA HEAR MORE. MR. COLPEPER, THANKS FOR THE DEFINITELY WANNA HEAR MORE. MR. COLPEPER, THANKS FOR THE PRESENTATION FOR THOSE ANSWERS MR. COLPEPER, THANKS FOR THE PRESENTATION FOR THOSE ANSWERS MR. COLPEPER, THANKS FOR THE PRESENTATION FOR THOSE ANSWERS . PRESENTATION FOR THOSE ANSWERS . PRESENTATION FOR THOSE ANSWERS . MY QUESTION IS ONE WASN'T . MY QUESTION IS ONE WASN'T . MY QUESTION IS ONE WASN'T WORTHY ASVAB IS USUALLY OUTSIDE MY QUESTION IS ONE WASN'T WORTHY ASVAB IS USUALLY OUTSIDE MY QUESTION IS ONE WASN'T WORTHY ASVAB IS USUALLY OUTSIDE OF THE MILITARY GIVE

135ME GIVE ME WORTHY ASVAB IS USUALLY OUTSIDE OF THE MILITARY GIVE ME GIVE ME WORTHY ASVAB IS USUALLY OUTSIDE OF THE MILITARY GIVE ME GIVE ME A BRIEF IDEA OF WHO USES IT AND OF THE MILITARY GIVE ME GIVE ME A BRIEF IDEA OF WHO USES IT AND OF THE MILITARY GIVE ME GIVE ME A BRIEF IDEA OF WHO USES IT AND FOR WHAT PURPOSE. A BRIEF IDEA OF WHO USES IT AND FOR WHAT PURPOSE. A BRIEF IDEA OF WHO USES IT AND FOR WHAT PURPOSE. WELL, I'LL HAVE TO GET BACK TO FOR WHAT PURPOSE. WELL, I'LL HAVE TO GET BACK TO FOR WHAT PURPOSE. WELL, I'LL HAVE TO GET BACK TO WHO ACTUALLY EASIER FOR WHAT WELL, I'LL HAVE TO GET BACK TO WHO ACTUALLY EASIER FOR WHAT WELL, I'LL HAVE TO GET BACK

136TO WHO ACTUALLY EASIER FOR WHAT PURPOSE BUT I WILL TELL YOU WHO ACTUALLY EASIER FOR WHAT PURPOSE BUT I WILL TELL YOU WHO ACTUALLY EASIER FOR WHAT PURPOSE BUT I WILL TELL YOU WE'VE BEEN AN ACT IN ACTIVE PURPOSE BUT I WILL TELL YOU WE'VE BEEN AN ACT IN ACTIVE PURPOSE BUT I WILL TELL YOU WE'VE BEEN AN ACT IN ACTIVE CONVERSATIONS AT THE MILITARY WE'VE BEEN AN ACT IN ACTIVE CONVERSATIONS AT THE MILITARY WE'VE BEEN AN ACT IN ACTIVE CONVERSATIONS AT THE MILITARY BECAUSE THIS IS PART OF THE CONVERSATIONS AT THE MILITARY BECAUSE THIS IS PART OF THE CONVERSATIONS AT THE MILITARY BECAUSE THIS IS PART OF THE THREE YEARS OF ENLISTMENT AND BECAUSE THIS IS PART OF THE THREE YEARS OF ENLISTMENT AND BECAUSE THIS IS PART OF THE THREE YEARS OF ENLISTMENT

137AND GETTING THOSE RESULTS BACK THREE YEARS OF ENLISTMENT AND GETTING THOSE RESULTS BACK THREE YEARS OF ENLISTMENT AND GETTING THOSE RESULTS BACK WE'RE ACTUALLY BEING ASKED TO GETTING THOSE RESULTS BACK WE'RE ACTUALLY BEING ASKED TO GETTING THOSE RESULTS BACK WE'RE ACTUALLY BEING ASKED TO TRY TO ACCUMULATE DATA ON HOW WE'RE ACTUALLY BEING ASKED TO TRY TO ACCUMULATE DATA ON HOW WE'RE ACTUALLY BEING ASKED TO TRY TO ACCUMULATE DATA ON HOW OUR STUDENTS ARE PERFORMING ON TRY TO ACCUMULATE DATA ON HOW OUR STUDENTS ARE PERFORMING ON TRY TO ACCUMULATE DATA ON HOW OUR STUDENTS ARE PERFORMING ON THAT FROM THE VIDEO. OUR STUDENTS ARE PERFORMING ON THAT FROM THE VIDEO. OUR STUDENTS ARE PERFORMING ON THAT FROM THE VIDEO. SO WE'RE WORKING CLOSELY WITH THAT FROM THE VIDEO. SO WE'RE WORKING CLOSELY WITH THAT FROM THE

138VIDEO. SO WE'RE WORKING CLOSELY WITH THE MILITARY ON THAT END BUT I SO WE'RE WORKING CLOSELY WITH THE MILITARY ON THAT END BUT I SO WE'RE WORKING CLOSELY WITH THE MILITARY ON THAT END BUT I THINK WHAT WE'RE FINDING GREAT THE MILITARY ON THAT END BUT I THINK WHAT WE'RE FINDING GREAT THE MILITARY ON THAT END BUT I THINK WHAT WE'RE FINDING GREAT OPPORTUNITY AS THE INFORMATION THINK WHAT WE'RE FINDING GREAT OPPORTUNITY AS THE INFORMATION THINK WHAT WE'RE FINDING GREAT OPPORTUNITY AS THE INFORMATION AND PROVIDES BACK TO A STUDENT OPPORTUNITY AS THE INFORMATION AND PROVIDES BACK TO A STUDENT OPPORTUNITY AS THE INFORMATION AND PROVIDES BACK TO A STUDENT FROM A COLLEGE READINESS AND PROVIDES BACK TO A STUDENT FROM A COLLEGE READINESS AND PROVIDES BACK TO A STUDENT FROM A COLLEGE READINESS COMPONENT THAT

139I DON'T THINK FROM A COLLEGE READINESS COMPONENT THAT I DON'T THINK FROM A COLLEGE READINESS COMPONENT THAT I DON'T THINK DON'T THINK THEY WERE ALWAYS COMPONENT THAT I DON'T THINK DON'T THINK THEY WERE ALWAYS COMPONENT THAT I DON'T THINK DON'T THINK THEY WERE ALWAYS AWARE THAT IT DOES THAT SO LET DON'T THINK THEY WERE ALWAYS AWARE THAT IT DOES THAT SO LET DON'T THINK THEY WERE ALWAYS AWARE THAT IT DOES THAT SO LET ME GET BACK TO YOU ON WHO ELSE AWARE THAT IT DOES THAT SO LET ME GET BACK TO YOU ON WHO ELSE AWARE THAT IT DOES THAT SO LET ME GET BACK TO YOU ON WHO ELSE USING IT THAT WAY BUT THAT'S ME GET BACK TO YOU ON WHO ELSE USING IT THAT WAY BUT THAT'S ME GET BACK TO YOU

140ON WHO ELSE USING IT THAT WAY BUT THAT'S ONE OF THE STATE HAS IDENTIFIED USING IT THAT WAY BUT THAT'S ONE OF THE STATE HAS IDENTIFIED USING IT THAT WAY BUT THAT'S ONE OF THE STATE HAS IDENTIFIED AS IDENTIFIED AS ONE TO RUN ONE OF THE STATE HAS IDENTIFIED AS IDENTIFIED AS ONE TO RUN ONE OF THE STATE HAS IDENTIFIED AS IDENTIFIED AS ONE TO RUN FRAMEWORK OK I THINK WHAT AS IDENTIFIED AS ONE TO RUN FRAMEWORK OK I THINK WHAT AS IDENTIFIED AS ONE TO RUN FRAMEWORK OK I THINK WHAT INTERESTED YOU I UNDERSTOOD YOU FRAMEWORK OK I THINK WHAT INTERESTED YOU I UNDERSTOOD YOU FRAMEWORK OK I THINK WHAT INTERESTED YOU I UNDERSTOOD YOU WERE SAYING BASICALLY IS THE INTERESTED YOU I UNDERSTOOD YOU WERE SAYING BASICALLY IS THE INTERESTED YOU I UNDERSTOOD

141YOU WERE SAYING BASICALLY IS THE RIGHT NOW WE'RE WORKING WITH WERE SAYING BASICALLY IS THE RIGHT NOW WE'RE WORKING WITH WERE SAYING BASICALLY IS THE RIGHT NOW WE'RE WORKING WITH THE MILITARY AND VIDEO WE RIGHT NOW WE'RE WORKING WITH THE MILITARY AND VIDEO WE RIGHT NOW WE'RE WORKING WITH THE MILITARY AND VIDEO WE OF COLLECTING INFORMATION ABOUT THE MILITARY AND VIDEO WE OF COLLECTING INFORMATION ABOUT THE MILITARY AND VIDEO WE OF COLLECTING INFORMATION ABOUT HOW OUR STUDENTS ARE DOING ON OF COLLECTING INFORMATION ABOUT HOW OUR STUDENTS ARE DOING ON OF COLLECTING INFORMATION ABOUT HOW OUR STUDENTS ARE DOING ON IT. HOW OUR STUDENTS ARE DOING ON IT. HOW OUR STUDENTS ARE DOING ON IT. YES. IT. YES. IT. YES. AND I THINK WE'RE GOOD WE'RE YES. AND I THINK WE'RE GOOD WE'RE YES. AND I

142THINK WE'RE GOOD WE'RE GETTING GOOD FEEDBACK ON HOW TO AND I THINK WE'RE GOOD WE'RE GETTING GOOD FEEDBACK ON HOW TO AND I THINK WE'RE GOOD WE'RE GETTING GOOD FEEDBACK ON HOW TO STREAMLINE IT WHERE SCHOOLS CAN GETTING GOOD FEEDBACK ON HOW TO STREAMLINE IT WHERE SCHOOLS CAN GETTING GOOD FEEDBACK ON HOW TO STREAMLINE IT WHERE SCHOOLS CAN GET AT MORE CLOSELY AND NOT STREAMLINE IT WHERE SCHOOLS CAN GET AT MORE CLOSELY AND NOT STREAMLINE IT WHERE SCHOOLS CAN GET AT MORE CLOSELY AND NOT HAVE TO GO BACK TO THE STUDENT GET AT MORE CLOSELY AND NOT HAVE TO GO BACK TO THE STUDENT GET AT MORE CLOSELY AND NOT HAVE TO GO BACK TO THE STUDENT OR BACK TO THE FAMILY SAYING HAVE TO GO BACK TO THE STUDENT OR BACK TO THE FAMILY

143SAYING HAVE TO GO BACK TO THE STUDENT OR BACK TO THE FAMILY SAYING RELEASE THAT DATA TO US THAT OR BACK TO THE FAMILY SAYING RELEASE THAT DATA TO US THAT OR BACK TO THE FAMILY SAYING RELEASE THAT DATA TO US THAT WAS KIND OF HOW WAS OF HOW WE RELEASE THAT DATA TO US THAT WAS KIND OF HOW WAS OF HOW WE RELEASE THAT DATA TO US THAT WAS KIND OF HOW WAS OF HOW WE SET UP OUR READY TO WEAR NOW WE WAS KIND OF HOW WAS OF HOW WE SET UP OUR READY TO WEAR NOW WE WAS KIND OF HOW WAS OF HOW WE SET UP OUR READY TO WEAR NOW WE CAN SEE IT AND MOVE MOVE SET UP OUR READY TO WEAR NOW WE CAN SEE IT AND MOVE MOVE

144SET UP OUR READY TO WEAR NOW WE CAN SEE IT AND MOVE MOVE THROUGH THAT AND I MEAN CAN SEE IT AND MOVE MOVE THROUGH THAT AND I MEAN CAN SEE IT AND MOVE MOVE THROUGH THAT AND I MEAN TYPICALLY AS YOU PROBABLY ARE THROUGH THAT AND I MEAN TYPICALLY AS YOU PROBABLY ARE THROUGH THAT AND I MEAN TYPICALLY AS YOU PROBABLY ARE WHERE IT WAS MOSTLY DONE TYPICALLY AS YOU PROBABLY ARE WHERE IT WAS MOSTLY DONE TYPICALLY AS YOU PROBABLY ARE WHERE IT WAS MOSTLY DONE THROUGH JROTC PROGRAMS AND THEN WHERE IT WAS MOSTLY DONE THROUGH JROTC PROGRAMS AND THEN WHERE IT WAS MOSTLY DONE THROUGH JROTC PROGRAMS AND THEN YOU HAVE YOU'D HAVE SOME KIDS THROUGH JROTC PROGRAMS AND THEN YOU HAVE YOU'D HAVE SOME KIDS THROUGH JROTC PROGRAMS AND THEN YOU HAVE

145YOU'D HAVE SOME KIDS SIGN UP WILL BE A LITTLE MORE YOU HAVE YOU'D HAVE SOME KIDS SIGN UP WILL BE A LITTLE MORE YOU HAVE YOU'D HAVE SOME KIDS SIGN UP WILL BE A LITTLE MORE AGGRESSIVE WITH INDIVIDUALS NOW SIGN UP WILL BE A LITTLE MORE AGGRESSIVE WITH INDIVIDUALS NOW SIGN UP WILL BE A LITTLE MORE AGGRESSIVE WITH INDIVIDUALS NOW TO SAY HEY THIS IS A GREAT AGGRESSIVE WITH INDIVIDUALS NOW TO SAY HEY THIS IS A GREAT AGGRESSIVE WITH INDIVIDUALS NOW TO SAY HEY THIS IS A GREAT OPPORTUNITY FOR TO LEARN MORE TO SAY HEY THIS IS A GREAT OPPORTUNITY FOR TO LEARN MORE TO SAY HEY THIS IS A GREAT OPPORTUNITY FOR TO LEARN MORE ABOUT WHAT YOU MAY WANT TO DO OPPORTUNITY FOR TO LEARN MORE ABOUT WHAT YOU MAY WANT TO DO

146OPPORTUNITY FOR TO LEARN MORE ABOUT WHAT YOU MAY WANT TO DO THAT MIGHT THAT MIGHT BE BEYOND ABOUT WHAT YOU MAY WANT TO DO THAT MIGHT THAT MIGHT BE BEYOND ABOUT WHAT YOU MAY WANT TO DO THAT MIGHT THAT MIGHT BE BEYOND ENLISTMENT BUT IT'S GOOD THAT MIGHT THAT MIGHT BE BEYOND ENLISTMENT BUT IT'S GOOD THAT MIGHT THAT MIGHT BE BEYOND ENLISTMENT BUT IT'S GOOD COMPONENT OF THAT THAT'S GOING ENLISTMENT BUT IT'S GOOD COMPONENT OF THAT THAT'S GOING ENLISTMENT BUT IT'S GOOD COMPONENT OF THAT THAT'S GOING TO SAY IT SOUNDS LIKE THE FLIP COMPONENT OF THAT THAT'S GOING TO SAY IT SOUNDS LIKE THE FLIP COMPONENT OF THAT THAT'S GOING TO SAY IT SOUNDS LIKE THE FLIP SIDE OF SOUNDS LIKE THE FLIP TO SAY IT SOUNDS LIKE THE FLIP SIDE OF SOUNDS LIKE THE

147FLIP TO SAY IT SOUNDS LIKE THE FLIP SIDE OF SOUNDS LIKE THE FLIP SIDE OF IT WHICH IS THE SIDE OF SOUNDS LIKE THE FLIP SIDE OF IT WHICH IS THE SIDE OF SOUNDS LIKE THE FLIP SIDE OF IT WHICH IS THE STUDENTS WOULD NECESSARILY HAVE SIDE OF IT WHICH IS THE STUDENTS WOULD NECESSARILY HAVE SIDE OF IT WHICH IS THE STUDENTS WOULD NECESSARILY HAVE TAKEN IT BEFORE ARE TAKING IT STUDENTS WOULD NECESSARILY HAVE TAKEN IT BEFORE ARE TAKING IT STUDENTS WOULD NECESSARILY HAVE TAKEN IT BEFORE ARE TAKING IT ANYWAY AND NOW THEY'VE GOT AN TAKEN IT BEFORE ARE TAKING IT ANYWAY AND NOW THEY'VE GOT AN TAKEN IT BEFORE ARE TAKING IT ANYWAY AND NOW THEY'VE GOT AN IDEA WHERE THE DOORS UP INTO ANYWAY AND NOW THEY'VE GOT AN IDEA WHERE THE DOORS

148UP INTO ANYWAY AND NOW THEY'VE GOT AN IDEA WHERE THE DOORS UP INTO THEM. IDEA WHERE THE DOORS UP INTO THEM. IDEA WHERE THE DOORS UP INTO THEM. YES, YOU'RE WELCOME MISS THEM. YES, YOU'RE WELCOME MISS THEM. YES, YOU'RE WELCOME MISS FELTON. YES, YOU'RE WELCOME MISS FELTON. YES, YOU'RE WELCOME MISS FELTON. I GET YOUR BROWN THANK YOU SO FELTON. I GET YOUR BROWN THANK YOU SO FELTON. I GET YOUR BROWN THANK YOU SO MUCH FOR THIS PRESENTATION. I GET YOUR BROWN THANK YOU SO MUCH FOR THIS PRESENTATION. I GET YOUR BROWN THANK YOU SO MUCH FOR THIS PRESENTATION. GOOD BYE TO YOUR CURRICULUM MUCH FOR THIS PRESENTATION. GOOD BYE TO YOUR CURRICULUM MUCH FOR THIS PRESENTATION. GOOD BYE TO YOUR CURRICULUM SUPPORT WHEN YOU NAME THAT GOOD BYE TO YOUR CURRICULUM SUPPORT WHEN YOU NAME

149THAT GOOD BYE TO YOUR CURRICULUM SUPPORT WHEN YOU NAME THAT PROVIDE ONGOING PROFESSIONAL SUPPORT WHEN YOU NAME THAT PROVIDE ONGOING PROFESSIONAL SUPPORT WHEN YOU NAME THAT PROVIDE ONGOING PROFESSIONAL DEVELOPMENT FOR TEACHERS. PROVIDE ONGOING PROFESSIONAL DEVELOPMENT FOR TEACHERS. PROVIDE ONGOING PROFESSIONAL DEVELOPMENT FOR TEACHERS. THE CRITERIA WHETHER IT BE DEVELOPMENT FOR TEACHERS. THE CRITERIA WHETHER IT BE DEVELOPMENT FOR TEACHERS. THE CRITERIA WHETHER IT BE INTERNAL AS WELL AS EXTERNAL THE CRITERIA WHETHER IT BE INTERNAL AS WELL AS EXTERNAL THE CRITERIA WHETHER IT BE INTERNAL AS WELL AS EXTERNAL FOR TEACHERS. INTERNAL AS WELL AS EXTERNAL FOR TEACHERS. INTERNAL AS WELL AS EXTERNAL FOR TEACHERS. WHAT TYPE OF PROGRAMS ARE WE FOR TEACHERS. WHAT TYPE OF PROGRAMS ARE WE FOR TEACHERS. WHAT TYPE OF PROGRAMS ARE WE LOOKING AT TO ENHANCE THEIR WHAT TYPE OF PROGRAMS ARE WE

150LOOKING AT TO ENHANCE THEIR WHAT TYPE OF PROGRAMS ARE WE LOOKING AT TO ENHANCE THEIR ONGOING PROFESSIONAL AND HOW LOOKING AT TO ENHANCE THEIR ONGOING PROFESSIONAL AND HOW LOOKING AT TO ENHANCE THEIR ONGOING PROFESSIONAL AND HOW THAT ENHANCEMENT AS WELL AS ONGOING PROFESSIONAL AND HOW THAT ENHANCEMENT AS WELL AS ONGOING PROFESSIONAL AND HOW THAT ENHANCEMENT AS WELL AS BEING MORE PRODUCTIVE MOST THAT ENHANCEMENT AS WELL AS BEING MORE PRODUCTIVE MOST THAT ENHANCEMENT AS WELL AS BEING MORE PRODUCTIVE MOST OF THAT WAS DONE IS AN INTERNAL BEING MORE PRODUCTIVE MOST OF THAT WAS DONE IS AN INTERNAL BEING MORE PRODUCTIVE MOST OF THAT WAS DONE IS AN INTERNAL COMPONENT FROM AN HMO OF THAT WAS DONE IS AN INTERNAL COMPONENT FROM AN HMO OF THAT WAS DONE IS AN INTERNAL COMPONENT FROM AN HMO UNDERSTANDING HOW

151TO USE THE COMPONENT FROM AN HMO UNDERSTANDING HOW TO USE THE COMPONENT FROM AN HMO UNDERSTANDING HOW TO USE THE RESOURCES BUT IF YOU LOOK AT UNDERSTANDING HOW TO USE THE RESOURCES BUT IF YOU LOOK AT UNDERSTANDING HOW TO USE THE RESOURCES BUT IF YOU LOOK AT THE EVIDENCE BASED LITERACY RESOURCES BUT IF YOU LOOK AT THE EVIDENCE BASED LITERACY RESOURCES BUT IF YOU LOOK AT THE EVIDENCE BASED LITERACY INSTRUCTION MODELS WERE THE EVIDENCE BASED LITERACY INSTRUCTION MODELS WERE THE EVIDENCE BASED LITERACY INSTRUCTION MODELS WERE PROVIDED BY THE VIRGINIA INSTRUCTION MODELS WERE PROVIDED BY THE VIRGINIA INSTRUCTION MODELS WERE PROVIDED BY THE VIRGINIA DEPARTMENT OF EDUCATION. PROVIDED BY THE VIRGINIA DEPARTMENT OF EDUCATION. PROVIDED BY THE VIRGINIA DEPARTMENT OF EDUCATION. SO THERE'S WERE MODULES THAT DEPARTMENT OF EDUCATION. SO THERE'S WERE MODULES THAT DEPARTMENT OF

152EDUCATION. SO THERE'S WERE MODULES THAT WERE DEVELOPED OUTSIDE OF THE SO THERE'S WERE MODULES THAT WERE DEVELOPED OUTSIDE OF THE SO THERE'S WERE MODULES THAT WERE DEVELOPED OUTSIDE OF THE SCHOOL DIVISION. WERE DEVELOPED OUTSIDE OF THE SCHOOL DIVISION. WERE DEVELOPED OUTSIDE OF THE SCHOOL DIVISION. WE'VE BEEN FORTUNATE AS WELL SCHOOL DIVISION. WE'VE BEEN FORTUNATE AS WELL SCHOOL DIVISION. WE'VE BEEN FORTUNATE AS WELL THE VIDEO IS OFFERED OFFICE WE'VE BEEN FORTUNATE AS WELL THE VIDEO IS OFFERED OFFICE WE'VE BEEN FORTUNATE AS WELL THE VIDEO IS OFFERED OFFICE HOURS. THE VIDEO IS OFFERED OFFICE HOURS. THE VIDEO IS OFFERED OFFICE HOURS. DR. CLUCKY CORRECT ME IF I'M HOURS. DR. CLUCKY CORRECT ME IF I'M HOURS. DR. CLUCKY CORRECT ME IF I'M WRONG BUT OFFICE HOURS THAT WE DR. CLUCKY CORRECT ME IF I'M WRONG BUT OFFICE HOURS

153THAT WE DR. CLUCKY CORRECT ME IF I'M WRONG BUT OFFICE HOURS THAT WE CAN GO IN AND LEARN MORE ABOUT WRONG BUT OFFICE HOURS THAT WE CAN GO IN AND LEARN MORE ABOUT WRONG BUT OFFICE HOURS THAT WE CAN GO IN AND LEARN MORE ABOUT THE DECISIONS THEY'RE MAKING CAN GO IN AND LEARN MORE ABOUT THE DECISIONS THEY'RE MAKING CAN GO IN AND LEARN MORE ABOUT THE DECISIONS THEY'RE MAKING AND PROVIDING INPUT THROUGHOUT THE DECISIONS THEY'RE MAKING AND PROVIDING INPUT THROUGHOUT THE DECISIONS THEY'RE MAKING AND PROVIDING INPUT THROUGHOUT THE PROCESS AS WE MOVE FORWARD AND PROVIDING INPUT THROUGHOUT THE PROCESS AS WE MOVE FORWARD AND PROVIDING INPUT THROUGHOUT THE PROCESS AS WE MOVE FORWARD WITH THE CURRICULUM CHANGES THE PROCESS AS WE MOVE FORWARD WITH THE CURRICULUM CHANGES THE PROCESS AS WE MOVE FORWARD WITH

154THE CURRICULUM CHANGES MOST OF IT IS DONE INTERNAL WITH THE CURRICULUM CHANGES MOST OF IT IS DONE INTERNAL WITH THE CURRICULUM CHANGES MOST OF IT IS DONE INTERNAL BECAUSE WE GREAT COACHES AND WE MOST OF IT IS DONE INTERNAL BECAUSE WE GREAT COACHES AND WE MOST OF IT IS DONE INTERNAL BECAUSE WE GREAT COACHES AND WE HAVE GREAT SPECIALISTS AND BECAUSE WE GREAT COACHES AND WE HAVE GREAT SPECIALISTS AND BECAUSE WE GREAT COACHES AND WE HAVE GREAT SPECIALISTS AND COORDINATORS THAT HELP ENSURE HAVE GREAT SPECIALISTS AND COORDINATORS THAT HELP ENSURE HAVE GREAT SPECIALISTS AND COORDINATORS THAT HELP ENSURE IT'S A LINE TO OUR CURRICULUM COORDINATORS THAT HELP ENSURE IT'S A LINE TO OUR CURRICULUM COORDINATORS THAT HELP ENSURE IT'S A LINE TO OUR CURRICULUM THEY TYPICALLY ALSO UNDERSTAND IT'S A LINE TO OUR CURRICULUM THEY

155TYPICALLY ALSO UNDERSTAND IT'S A LINE TO OUR CURRICULUM THEY TYPICALLY ALSO UNDERSTAND HAVE GREAT RELATIONSHIPS THEIR THEY TYPICALLY ALSO UNDERSTAND HAVE GREAT RELATIONSHIPS THEIR THEY TYPICALLY ALSO UNDERSTAND HAVE GREAT RELATIONSHIPS THEIR TEACHERS IN OUR BUILDING HAVE GREAT RELATIONSHIPS THEIR TEACHERS IN OUR BUILDING HAVE GREAT RELATIONSHIPS THEIR TEACHERS IN OUR BUILDING LEADERS SO I NEED TO COMFORT TEACHERS IN OUR BUILDING LEADERS SO I NEED TO COMFORT TEACHERS IN OUR BUILDING LEADERS SO I NEED TO COMFORT LEVEL COMFORT LEVEL IS GREATER LEADERS SO I NEED TO COMFORT LEVEL COMFORT LEVEL IS GREATER LEADERS SO I NEED TO COMFORT LEVEL COMFORT LEVEL IS GREATER WITH OUR INTERNAL PROFESSIONAL LEVEL COMFORT LEVEL IS GREATER WITH OUR INTERNAL PROFESSIONAL LEVEL COMFORT LEVEL IS GREATER WITH OUR INTERNAL PROFESSIONAL LEARNING. WITH OUR INTERNAL PROFESSIONAL LEARNING. WITH OUR INTERNAL PROFESSIONAL LEARNING. OK,

156THANK YOU OK THANK YOU SO LEARNING. OK, THANK YOU OK THANK YOU SO LEARNING. OK, THANK YOU OK THANK YOU SO YOU SO MUCH FOR THIS OK, THANK YOU OK THANK YOU SO YOU SO MUCH FOR THIS OK, THANK YOU OK THANK YOU SO YOU SO MUCH FOR THIS PRESENTATION I DO HAVE A COUPLE YOU SO MUCH FOR THIS PRESENTATION I DO HAVE A COUPLE YOU SO MUCH FOR THIS PRESENTATION I DO HAVE A COUPLE OF QUESTIONS PARTICULARLY TO PRESENTATION I DO HAVE A COUPLE OF QUESTIONS PARTICULARLY TO PRESENTATION I DO HAVE A COUPLE OF QUESTIONS PARTICULARLY TO THE SLIDE THAT MR. COLPEPER OF QUESTIONS PARTICULARLY TO THE SLIDE THAT MR. COLPEPER OF QUESTIONS PARTICULARLY TO THE SLIDE THAT MR. COLPEPER MENTIONED SLIDE NUMBER SEVEN THE SLIDE THAT MR. COLPEPER MENTIONED SLIDE NUMBER SEVEN THE

157SLIDE THAT MR. COLPEPER MENTIONED SLIDE NUMBER SEVEN WHEN WE'RE TALKING ABOUT ASVAB MENTIONED SLIDE NUMBER SEVEN WHEN WE'RE TALKING ABOUT ASVAB MENTIONED SLIDE NUMBER SEVEN WHEN WE'RE TALKING ABOUT ASVAB PARTICIPATE IN SO I AM AWARE WHEN WE'RE TALKING ABOUT ASVAB PARTICIPATE IN SO I AM AWARE WHEN WE'RE TALKING ABOUT ASVAB PARTICIPATE IN SO I AM AWARE THAT ASVAB PARTICIPATION PLAYS PARTICIPATE IN SO I AM AWARE THAT ASVAB PARTICIPATION PLAYS PARTICIPATE IN SO I AM AWARE THAT ASVAB PARTICIPATION PLAYS INTO THE ACCREDITATION THAT ASVAB PARTICIPATION PLAYS INTO THE ACCREDITATION THAT ASVAB PARTICIPATION PLAYS INTO THE ACCREDITATION STANDARDS CORRECT IT CAN PAY INTO THE ACCREDITATION STANDARDS CORRECT IT CAN PAY INTO THE ACCREDITATION STANDARDS CORRECT IT CAN PAY CAN PLAY INTO THE ENLISTMENT STANDARDS CORRECT IT CAN PAY CAN PLAY INTO THE ENLISTMENT STANDARDS CORRECT IT CAN

158PAY CAN PLAY INTO THE ENLISTMENT COMPONENT THE ACCREDITATION CAN PLAY INTO THE ENLISTMENT COMPONENT THE ACCREDITATION CAN PLAY INTO THE ENLISTMENT COMPONENT THE ACCREDITATION FRAMEWORK WHEN THEY START TO COMPONENT THE ACCREDITATION FRAMEWORK WHEN THEY START TO COMPONENT THE ACCREDITATION FRAMEWORK WHEN THEY START TO LOOK AT THAT 3D SCORE FRAMEWORK FRAMEWORK WHEN THEY START TO LOOK AT THAT 3D SCORE FRAMEWORK FRAMEWORK WHEN THEY START TO LOOK AT THAT 3D SCORE FRAMEWORK SO THERE'S A SCORE THAT COULD LOOK AT THAT 3D SCORE FRAMEWORK SO THERE'S A SCORE THAT COULD LOOK AT THAT 3D SCORE FRAMEWORK SO THERE'S A SCORE THAT COULD THAT COULD BE TIED TO THAT THAT SO THERE'S A SCORE THAT COULD THAT COULD BE TIED TO THAT THAT SO THERE'S A SCORE THAT COULD THAT COULD BE TIED TO THAT THAT HAVE TO I'M

159NOT AN EXPERT ON THAT COULD BE TIED TO THAT THAT HAVE TO I'M NOT AN EXPERT ON THAT COULD BE TIED TO THAT THAT HAVE TO I'M NOT AN EXPERT ON THAT MR. BROWN THAT I HAVE TO HAVE TO I'M NOT AN EXPERT ON THAT MR. BROWN THAT I HAVE TO HAVE TO I'M NOT AN EXPERT ON THAT MR. BROWN THAT I HAVE TO HAVE TO GET YOU GREATER DETAIL THAT MR. BROWN THAT I HAVE TO HAVE TO GET YOU GREATER DETAIL THAT MR. BROWN THAT I HAVE TO HAVE TO GET YOU GREATER DETAIL FROM DR. BERNANKE'S OFFICE. HAVE TO GET YOU GREATER DETAIL FROM DR. BERNANKE'S OFFICE. HAVE TO GET YOU GREATER DETAIL FROM DR. BERNANKE'S OFFICE. YOUR PARTICIPATION IS NOT FROM DR. BERNANKE'S OFFICE. YOUR PARTICIPATION IS NOT FROM DR. BERNANKE'S OFFICE. YOUR

160PARTICIPATION IS NOT REQUIRED IT JUST COUNTS TORCH YOUR PARTICIPATION IS NOT REQUIRED IT JUST COUNTS TORCH YOUR PARTICIPATION IS NOT REQUIRED IT JUST COUNTS TORCH THAT ONE OF THE THREE FOR THOSE REQUIRED IT JUST COUNTS TORCH THAT ONE OF THE THREE FOR THOSE REQUIRED IT JUST COUNTS TORCH THAT ONE OF THE THREE FOR THOSE PARTICIPATE IN THE ASVAB AND THAT ONE OF THE THREE FOR THOSE PARTICIPATE IN THE ASVAB AND THAT ONE OF THE THREE FOR THOSE PARTICIPATE IN THE ASVAB AND GET CERTAIN SCORES OK SO IT PARTICIPATE IN THE ASVAB AND GET CERTAIN SCORES OK SO IT PARTICIPATE IN THE ASVAB AND GET CERTAIN SCORES OK SO IT DOES IT DOES IT DOES HELP US GET CERTAIN SCORES OK SO IT DOES IT DOES IT DOES HELP US GET CERTAIN SCORES OK SO IT

161DOES IT DOES IT DOES HELP US WHEN STUDENT PARTICIPATES IN DOES IT DOES IT DOES HELP US WHEN STUDENT PARTICIPATES IN DOES IT DOES IT DOES HELP US WHEN STUDENT PARTICIPATES IN ASVAB >> AND THE REASON I ASK WHEN STUDENT PARTICIPATES IN ASVAB >> AND THE REASON I ASK WHEN STUDENT PARTICIPATES IN ASVAB >> AND THE REASON I ASK IS BECAUSE I'M GETTING REPORTS ASVAB >> AND THE REASON I ASK IS BECAUSE I'M GETTING REPORTS ASVAB >> AND THE REASON I ASK IS BECAUSE I'M GETTING REPORTS FROM MANY HIGH >> EMPLOYEES IS BECAUSE I'M GETTING REPORTS FROM MANY HIGH >> EMPLOYEES IS BECAUSE I'M GETTING REPORTS FROM MANY HIGH >> EMPLOYEES THAT WE AS A DIVISION ARE FROM MANY HIGH >> EMPLOYEES THAT WE AS A DIVISION ARE FROM MANY HIGH >> EMPLOYEES THAT WE

162AS A DIVISION ARE REQUIRING OUR STUDENTS TO TAKE THAT WE AS A DIVISION ARE REQUIRING OUR STUDENTS TO TAKE THAT WE AS A DIVISION ARE REQUIRING OUR STUDENTS TO TAKE THE ASVAB UNLESS THEY OPT OUT REQUIRING OUR STUDENTS TO TAKE THE ASVAB UNLESS THEY OPT OUT REQUIRING OUR STUDENTS TO TAKE THE ASVAB UNLESS THEY OPT OUT IS THIS TRUE? THE ASVAB UNLESS THEY OPT OUT IS THIS TRUE? THE ASVAB UNLESS THEY OPT OUT IS THIS TRUE? WE HAVE NOT CREATED AT THIS IS THIS TRUE? WE HAVE NOT CREATED AT THIS IS THIS TRUE? WE HAVE NOT CREATED AT THIS POINT IN TIME AND EXPECTATION WE HAVE NOT CREATED AT THIS POINT IN TIME AND EXPECTATION WE HAVE NOT CREATED AT THIS POINT IN TIME AND EXPECTATION THAT ALL KIDS ARE TESTING IN POINT IN TIME

163AND EXPECTATION THAT ALL KIDS ARE TESTING IN POINT IN TIME AND EXPECTATION THAT ALL KIDS ARE TESTING IN THE ASVAB WE'RE OFFERING IT TO THAT ALL KIDS ARE TESTING IN THE ASVAB WE'RE OFFERING IT TO THAT ALL KIDS ARE TESTING IN THE ASVAB WE'RE OFFERING IT TO LARGE I'D LIKE TO KNOW THE THE ASVAB WE'RE OFFERING IT TO LARGE I'D LIKE TO KNOW THE THE ASVAB WE'RE OFFERING IT TO LARGE I'D LIKE TO KNOW THE SCHOOL SO WE CAN GO BACK TO YOU LARGE I'D LIKE TO KNOW THE SCHOOL SO WE CAN GO BACK TO YOU LARGE I'D LIKE TO KNOW THE SCHOOL SO WE CAN GO BACK TO YOU SOME SCHOOLS HAVE MADE A LITTLE SCHOOL SO WE CAN GO BACK TO YOU SOME SCHOOLS HAVE MADE A LITTLE SCHOOL SO WE CAN GO

164BACK TO YOU SOME SCHOOLS HAVE MADE A LITTLE MORE ENTICING FOR THEIR SENIORS SOME SCHOOLS HAVE MADE A LITTLE MORE ENTICING FOR THEIR SENIORS SOME SCHOOLS HAVE MADE A LITTLE MORE ENTICING FOR THEIR SENIORS THAT HAVE NOT TAKEN IT THIS MORE ENTICING FOR THEIR SENIORS THAT HAVE NOT TAKEN IT THIS MORE ENTICING FOR THEIR SENIORS THAT HAVE NOT TAKEN IT THIS THIS IS A GREAT OPPORTUNITY THAT HAVE NOT TAKEN IT THIS THIS IS A GREAT OPPORTUNITY THAT HAVE NOT TAKEN IT THIS THIS IS A GREAT OPPORTUNITY FROM A COLLEGE CAREER SPECIFIC THIS IS A GREAT OPPORTUNITY FROM A COLLEGE CAREER SPECIFIC THIS IS A GREAT OPPORTUNITY FROM A COLLEGE CAREER SPECIFIC READINESS COMPONENT BUT WE HAVE FROM A COLLEGE CAREER SPECIFIC READINESS COMPONENT BUT WE HAVE FROM A COLLEGE CAREER SPECIFIC READINESS COMPONENT BUT WE

165HAVE NOT SAID ESSENTIALLY BUT IT IS READINESS COMPONENT BUT WE HAVE NOT SAID ESSENTIALLY BUT IT IS READINESS COMPONENT BUT WE HAVE NOT SAID ESSENTIALLY BUT IT IS A REQUIRED ASSESSMENT AGAIN. NOT SAID ESSENTIALLY BUT IT IS A REQUIRED ASSESSMENT AGAIN. NOT SAID ESSENTIALLY BUT IT IS A REQUIRED ASSESSMENT AGAIN. OK SO WE'RE NOT IT DIVISION A REQUIRED ASSESSMENT AGAIN. OK SO WE'RE NOT IT DIVISION A REQUIRED ASSESSMENT AGAIN. OK SO WE'RE NOT IT DIVISION WIDE FOR HIGH SCHOOLS IT. OK SO WE'RE NOT IT DIVISION WIDE FOR HIGH SCHOOLS IT. OK SO WE'RE NOT IT DIVISION WIDE FOR HIGH SCHOOLS IT. IT MAY JUST BE ISOLATED SITE WIDE FOR HIGH SCHOOLS IT. IT MAY JUST BE ISOLATED SITE WIDE FOR HIGH SCHOOLS IT. IT MAY JUST BE ISOLATED SITE DECISIONS. IT MAY JUST BE ISOLATED

166SITE DECISIONS. IT MAY JUST BE ISOLATED SITE DECISIONS. OK, THANK YOU AND AND MUCH LIKE DECISIONS. OK, THANK YOU AND AND MUCH LIKE DECISIONS. OK, THANK YOU AND AND MUCH LIKE MR. CULPEPER MENTIONED I WOULD OK, THANK YOU AND AND MUCH LIKE MR. CULPEPER MENTIONED I WOULD OK, THANK YOU AND AND MUCH LIKE MR. CULPEPER MENTIONED I WOULD BE INTERESTED TO HEAR WHAT MR. CULPEPER MENTIONED I WOULD BE INTERESTED TO HEAR WHAT MR. CULPEPER MENTIONED I WOULD BE INTERESTED TO HEAR WHAT OTHER OPPORTUNITIES BECOME BE INTERESTED TO HEAR WHAT OTHER OPPORTUNITIES BECOME BE INTERESTED TO HEAR WHAT OTHER OPPORTUNITIES BECOME AVAILABLE WITH THE ASVAB OTHER OPPORTUNITIES BECOME AVAILABLE WITH THE ASVAB OTHER OPPORTUNITIES BECOME AVAILABLE WITH THE ASVAB PARTICIPATION IN MISS MELNIK AVAILABLE WITH THE ASVAB PARTICIPATION IN MISS MELNIK AVAILABLE WITH THE ASVAB PARTICIPATION

167IN MISS MELNIK LOOKS LIKE SHE HAS ONE MORE PARTICIPATION IN MISS MELNIK LOOKS LIKE SHE HAS ONE MORE PARTICIPATION IN MISS MELNIK LOOKS LIKE SHE HAS ONE MORE QUESTION. LOOKS LIKE SHE HAS ONE MORE QUESTION. LOOKS LIKE SHE HAS ONE MORE QUESTION. YES AND THAT IS DIRECTLY QUESTION. YES AND THAT IS DIRECTLY QUESTION. YES AND THAT IS DIRECTLY RELATED TO YOUR COMMENT BROWN YES AND THAT IS DIRECTLY RELATED TO YOUR COMMENT BROWN YES AND THAT IS DIRECTLY RELATED TO YOUR COMMENT BROWN MR. TWAIN I REMEMBER OF HOUSE RELATED TO YOUR COMMENT BROWN MR. TWAIN I REMEMBER OF HOUSE RELATED TO YOUR COMMENT BROWN MR. TWAIN I REMEMBER OF HOUSE AND I'LL PULL UP THE VIDEO MR. TWAIN I REMEMBER OF HOUSE AND I'LL PULL UP THE VIDEO MR. TWAIN I REMEMBER OF HOUSE AND I'LL

168PULL UP THE VIDEO WHERE THE ASVAB WAS MENTIONED AND I'LL PULL UP THE VIDEO WHERE THE ASVAB WAS MENTIONED AND I'LL PULL UP THE VIDEO WHERE THE ASVAB WAS MENTIONED SPECIFICALLY AND THERE WERE A WHERE THE ASVAB WAS MENTIONED SPECIFICALLY AND THERE WERE A WHERE THE ASVAB WAS MENTIONED SPECIFICALLY AND THERE WERE A LOT OF RAISED EYEBROWS FROM SPECIFICALLY AND THERE WERE A LOT OF RAISED EYEBROWS FROM SPECIFICALLY AND THERE WERE A LOT OF RAISED EYEBROWS FROM BOARD MEMBERS ABOUT WHAT THAT LOT OF RAISED EYEBROWS FROM BOARD MEMBERS ABOUT WHAT THAT LOT OF RAISED EYEBROWS FROM BOARD MEMBERS ABOUT WHAT THAT AND HOW MANY STUDENTS WERE BOARD MEMBERS ABOUT WHAT THAT AND HOW MANY STUDENTS WERE BOARD MEMBERS ABOUT WHAT THAT AND HOW MANY STUDENTS WERE ACTUALLY GOING TO HAVE TO TAKE AND HOW MANY

169STUDENTS WERE ACTUALLY GOING TO HAVE TO TAKE AND HOW MANY STUDENTS WERE ACTUALLY GOING TO HAVE TO TAKE THAT WE WERE VERY CONCERNED ACTUALLY GOING TO HAVE TO TAKE THAT WE WERE VERY CONCERNED ACTUALLY GOING TO HAVE TO TAKE THAT WE WERE VERY CONCERNED ABOUT THAT AT THE BEGINNING AND THAT WE WERE VERY CONCERNED ABOUT THAT AT THE BEGINNING AND THAT WE WERE VERY CONCERNED ABOUT THAT AT THE BEGINNING AND I'M HEARING EXACTLY WHAT MRS. ABOUT THAT AT THE BEGINNING AND I'M HEARING EXACTLY WHAT MRS. ABOUT THAT AT THE BEGINNING AND I'M HEARING EXACTLY WHAT MRS. BROWN HEARING THAT IT ACTUALLY I'M HEARING EXACTLY WHAT MRS. BROWN HEARING THAT IT ACTUALLY I'M HEARING EXACTLY WHAT MRS. BROWN HEARING THAT IT ACTUALLY HELPS US WHEN A LOT OF STUDENTS BROWN HEARING THAT IT ACTUALLY HELPS US

170WHEN A LOT OF STUDENTS BROWN HEARING THAT IT ACTUALLY HELPS US WHEN A LOT OF STUDENTS ARE TAKING THOSE AND THEY ARE HELPS US WHEN A LOT OF STUDENTS ARE TAKING THOSE AND THEY ARE HELPS US WHEN A LOT OF STUDENTS ARE TAKING THOSE AND THEY ARE PUSHING THEM AND SO I JUST LIKE ARE TAKING THOSE AND THEY ARE PUSHING THEM AND SO I JUST LIKE ARE TAKING THOSE AND THEY ARE PUSHING THEM AND SO I JUST LIKE SOME CLARIFICATION ON THAT. PUSHING THEM AND SO I JUST LIKE SOME CLARIFICATION ON THAT. PUSHING THEM AND SO I JUST LIKE SOME CLARIFICATION ON THAT. YOU KNOW, I'LL BE HONEST YOU SOME CLARIFICATION ON THAT. YOU KNOW, I'LL BE HONEST YOU SOME CLARIFICATION ON THAT. YOU KNOW, I'LL BE HONEST YOU SIT UP OVER BIAS IS ONE

171WAY BUT YOU KNOW, I'LL BE HONEST YOU SIT UP OVER BIAS IS ONE WAY BUT YOU KNOW, I'LL BE HONEST YOU SIT UP OVER BIAS IS ONE WAY BUT WHEN YOU WATCH FROM HOME SIT UP OVER BIAS IS ONE WAY BUT WHEN YOU WATCH FROM HOME SIT UP OVER BIAS IS ONE WAY BUT WHEN YOU WATCH FROM HOME COMPLETELY DIFFERENT AND SO AND WHEN YOU WATCH FROM HOME COMPLETELY DIFFERENT AND SO AND WHEN YOU WATCH FROM HOME COMPLETELY DIFFERENT AND SO AND SO I'M HEARING TWO THINGS AND COMPLETELY DIFFERENT AND SO AND SO I'M HEARING TWO THINGS AND COMPLETELY DIFFERENT AND SO AND SO I'M HEARING TWO THINGS AND SEE THINGS DIFFERENTLY. SO I'M HEARING TWO THINGS AND SEE THINGS DIFFERENTLY. SO I'M HEARING TWO THINGS AND SEE THINGS DIFFERENTLY. TWO TIMES IN A ROW

172LET ME LET SEE THINGS DIFFERENTLY. TWO TIMES IN A ROW LET ME LET SEE THINGS DIFFERENTLY. TWO TIMES IN A ROW LET ME LET ME PROVIDE THAT CLARITY FOR TWO TIMES IN A ROW LET ME LET ME PROVIDE THAT CLARITY FOR TWO TIMES IN A ROW LET ME LET ME PROVIDE THAT CLARITY FOR YOU. ME PROVIDE THAT CLARITY FOR YOU. ME PROVIDE THAT CLARITY FOR YOU. WE ARE EMPHASIZING THE YOU. WE ARE EMPHASIZING THE YOU. WE ARE EMPHASIZING THE UTILIZATION OF ASVAB SO YOU'RE WE ARE EMPHASIZING THE UTILIZATION OF ASVAB SO YOU'RE WE ARE EMPHASIZING THE UTILIZATION OF ASVAB SO YOU'RE CORRECT ON THAT END WE ARE UTILIZATION OF ASVAB SO YOU'RE CORRECT ON THAT END WE ARE UTILIZATION OF ASVAB SO YOU'RE CORRECT ON THAT END WE ARE TRYING TO INCREASE THE NUMBER CORRECT

173ON THAT END WE ARE TRYING TO INCREASE THE NUMBER CORRECT ON THAT END WE ARE TRYING TO INCREASE THE NUMBER OF STUDENTS TO PARTICIPATE IN TRYING TO INCREASE THE NUMBER OF STUDENTS TO PARTICIPATE IN TRYING TO INCREASE THE NUMBER OF STUDENTS TO PARTICIPATE IN THE ASVAB FOR TWO REASONS AS I OF STUDENTS TO PARTICIPATE IN THE ASVAB FOR TWO REASONS AS I OF STUDENTS TO PARTICIPATE IN THE ASVAB FOR TWO REASONS AS I SAID ONE WAS A COLLEGE I'M THE ASVAB FOR TWO REASONS AS I SAID ONE WAS A COLLEGE I'M THE ASVAB FOR TWO REASONS AS I SAID ONE WAS A COLLEGE I'M SORRY THE CAREER READINESS SAID ONE WAS A COLLEGE I'M SORRY THE CAREER READINESS SAID ONE WAS A COLLEGE I'M SORRY THE CAREER READINESS COMPONENT THE OTHER COMPONENT SORRY THE CAREER

174READINESS COMPONENT THE OTHER COMPONENT SORRY THE CAREER READINESS COMPONENT THE OTHER COMPONENT OF WHAT LIES INTO THE SCHOOL COMPONENT THE OTHER COMPONENT OF WHAT LIES INTO THE SCHOOL COMPONENT THE OTHER COMPONENT OF WHAT LIES INTO THE SCHOOL SUPPORT FRAMEWORK THE SCHOOL OR OF WHAT LIES INTO THE SCHOOL SUPPORT FRAMEWORK THE SCHOOL OR OF WHAT LIES INTO THE SCHOOL SUPPORT FRAMEWORK THE SCHOOL OR SUPPORT SCHOOL PERFORMANCE AND SUPPORT FRAMEWORK THE SCHOOL OR SUPPORT SCHOOL PERFORMANCE AND SUPPORT FRAMEWORK THE SCHOOL OR SUPPORT SCHOOL PERFORMANCE AND SUPPORT FRAMEWORK AROUND HOW WE SUPPORT SCHOOL PERFORMANCE AND SUPPORT FRAMEWORK AROUND HOW WE SUPPORT SCHOOL PERFORMANCE AND SUPPORT FRAMEWORK AROUND HOW WE ARE CREDITED BASED ON THAT SUPPORT FRAMEWORK AROUND HOW WE ARE CREDITED BASED ON THAT SUPPORT FRAMEWORK AROUND HOW WE ARE CREDITED BASED ON THAT THREES FRAMEWORK. ARE CREDITED

175BASED ON THAT THREES FRAMEWORK. ARE CREDITED BASED ON THAT THREES FRAMEWORK. SO THERE IS DEFINITELY SOME THREES FRAMEWORK. SO THERE IS DEFINITELY SOME THREES FRAMEWORK. SO THERE IS DEFINITELY SOME AREAS WHERE YOU BEGIN TO LOOK SO THERE IS DEFINITELY SOME AREAS WHERE YOU BEGIN TO LOOK SO THERE IS DEFINITELY SOME AREAS WHERE YOU BEGIN TO LOOK AT STUDENT DATA AND SEE WHAT AREAS WHERE YOU BEGIN TO LOOK AT STUDENT DATA AND SEE WHAT AREAS WHERE YOU BEGIN TO LOOK AT STUDENT DATA AND SEE WHAT STUDENTS MAY NOT HAVE CERTAIN AT STUDENT DATA AND SEE WHAT STUDENTS MAY NOT HAVE CERTAIN AT STUDENT DATA AND SEE WHAT STUDENTS MAY NOT HAVE CERTAIN COMPONENTS OF THAT FRAMEWORK STUDENTS MAY NOT HAVE CERTAIN COMPONENTS OF THAT FRAMEWORK STUDENTS MAY NOT HAVE CERTAIN COMPONENTS OF THAT FRAMEWORK THAT YOU

176ARE ENCOURAGING TO COMPONENTS OF THAT FRAMEWORK THAT YOU ARE ENCOURAGING TO COMPONENTS OF THAT FRAMEWORK THAT YOU ARE ENCOURAGING TO TAKE THE ASVAB STUDENTS FOR THAT YOU ARE ENCOURAGING TO TAKE THE ASVAB STUDENTS FOR THAT YOU ARE ENCOURAGING TO TAKE THE ASVAB STUDENTS FOR EXAMPLE THAT ARE NOT TAKING AP TAKE THE ASVAB STUDENTS FOR EXAMPLE THAT ARE NOT TAKING AP TAKE THE ASVAB STUDENTS FOR EXAMPLE THAT ARE NOT TAKING AP COURSES OR ENROLLMENT COURSES EXAMPLE THAT ARE NOT TAKING AP COURSES OR ENROLLMENT COURSES EXAMPLE THAT ARE NOT TAKING AP COURSES OR ENROLLMENT COURSES OR HAVE OTHER COMPONENTS COURSES OR ENROLLMENT COURSES OR HAVE OTHER COMPONENTS COURSES OR ENROLLMENT COURSES OR HAVE OTHER COMPONENTS OF THAT THREE E'S WE DO LOOK AT OR HAVE OTHER COMPONENTS OF THAT THREE E'S WE DO LOOK AT OR HAVE

177OTHER COMPONENTS OF THAT THREE E'S WE DO LOOK AT THAT ASVAB IS BEING AN OF THAT THREE E'S WE DO LOOK AT THAT ASVAB IS BEING AN OF THAT THREE E'S WE DO LOOK AT THAT ASVAB IS BEING AN ASSESSMENT THEY COULD USE IT THAT ASVAB IS BEING AN ASSESSMENT THEY COULD USE IT THAT ASVAB IS BEING AN ASSESSMENT THEY COULD USE IT HOPE THAT PROVIDES THE CLARITY ASSESSMENT THEY COULD USE IT HOPE THAT PROVIDES THE CLARITY ASSESSMENT THEY COULD USE IT HOPE THAT PROVIDES THE CLARITY WE ARE EMPHASIZING ARE HOPE THAT PROVIDES THE CLARITY WE ARE EMPHASIZING ARE HOPE THAT PROVIDES THE CLARITY WE ARE EMPHASIZING ARE EMPHASIZING THE USE OF IT AT A WE ARE EMPHASIZING ARE EMPHASIZING THE USE OF IT AT A WE ARE EMPHASIZING ARE EMPHASIZING THE USE OF IT

178AT A GREATER LEVEL THAN WE EVER HAVE EMPHASIZING THE USE OF IT AT A GREATER LEVEL THAN WE EVER HAVE EMPHASIZING THE USE OF IT AT A GREATER LEVEL THAN WE EVER HAVE PREVIOUSLY BUT WE ARE NOT GREATER LEVEL THAN WE EVER HAVE PREVIOUSLY BUT WE ARE NOT GREATER LEVEL THAN WE EVER HAVE PREVIOUSLY BUT WE ARE NOT REQUIRING THAT ACROSS ABOARD. PREVIOUSLY BUT WE ARE NOT REQUIRING THAT ACROSS ABOARD. PREVIOUSLY BUT WE ARE NOT REQUIRING THAT ACROSS ABOARD. NO I KNOW. REQUIRING THAT ACROSS ABOARD. NO I KNOW. REQUIRING THAT ACROSS ABOARD. NO I KNOW. YES BUT IT'S FABRICANT USING TO NO I KNOW. YES BUT IT'S FABRICANT USING TO NO I KNOW. YES BUT IT'S FABRICANT USING TO FAMILY YOU ARE WATCHING RIGHT YES BUT IT'S FABRICANT USING TO FAMILY YOU ARE WATCHING RIGHT

179YES BUT IT'S FABRICANT USING TO FAMILY YOU ARE WATCHING RIGHT NOW BUT ARE HEARING FAMILY YOU ARE WATCHING RIGHT NOW BUT ARE HEARING FAMILY YOU ARE WATCHING RIGHT NOW BUT ARE HEARING MISINFORMATION AND THAT IS THE NOW BUT ARE HEARING MISINFORMATION AND THAT IS THE NOW BUT ARE HEARING MISINFORMATION AND THAT IS THE REALITY THAT THE THEY ARE MISINFORMATION AND THAT IS THE REALITY THAT THE THEY ARE MISINFORMATION AND THAT IS THE REALITY THAT THE THEY ARE HEARING THAT ITS OWN QUESTION I REALITY THAT THE THEY ARE HEARING THAT ITS OWN QUESTION I REALITY THAT THE THEY ARE HEARING THAT ITS OWN QUESTION I THINK THAT THIS BOARD IN OUR HEARING THAT ITS OWN QUESTION I THINK THAT THIS BOARD IN OUR HEARING THAT ITS OWN QUESTION I THINK THAT THIS BOARD IN OUR COMMUNITY

180BASED UNDERSTAND WHAT THINK THAT THIS BOARD IN OUR COMMUNITY BASED UNDERSTAND WHAT THINK THAT THIS BOARD IN OUR COMMUNITY BASED UNDERSTAND WHAT THIS IS COMING FROM THE STATE COMMUNITY BASED UNDERSTAND WHAT THIS IS COMING FROM THE STATE COMMUNITY BASED UNDERSTAND WHAT THIS IS COMING FROM THE STATE THE MEDIA IS PUSHING THIS AND THIS IS COMING FROM THE STATE THE MEDIA IS PUSHING THIS AND THIS IS COMING FROM THE STATE THE MEDIA IS PUSHING THIS AND AND THIS IS SOMETHING THEY WANT THE MEDIA IS PUSHING THIS AND AND THIS IS SOMETHING THEY WANT THE MEDIA IS PUSHING THIS AND AND THIS IS SOMETHING THEY WANT TO AND THIS IS VERY CONFUSING AND THIS IS SOMETHING THEY WANT TO AND THIS IS VERY CONFUSING AND THIS IS SOMETHING THEY WANT TO AND THIS IS VERY CONFUSING FOR

181OUR FAMILIES, VERY TO AND THIS IS VERY CONFUSING FOR OUR FAMILIES, VERY TO AND THIS IS VERY CONFUSING FOR OUR FAMILIES, VERY CONFUSING YEAH SO I MEAN AND FOR OUR FAMILIES, VERY CONFUSING YEAH SO I MEAN AND FOR OUR FAMILIES, VERY CONFUSING YEAH SO I MEAN AND JUST KIND JUST KIND OF IN THE CONFUSING YEAH SO I MEAN AND JUST KIND JUST KIND OF IN THE CONFUSING YEAH SO I MEAN AND JUST KIND JUST KIND OF IN THE LINES OF WHAT SHE WAS SAYING JUST KIND JUST KIND OF IN THE LINES OF WHAT SHE WAS SAYING JUST KIND JUST KIND OF IN THE LINES OF WHAT SHE WAS SAYING AND I'LL FOLLOW UP WITH DR. LINES OF WHAT SHE WAS SAYING AND I'LL FOLLOW UP WITH DR. LINES OF WHAT SHE WAS SAYING AND I'LL

182FOLLOW UP WITH DR. ROBERTSON ONE TO WHINE ABOUT AND I'LL FOLLOW UP WITH DR. ROBERTSON ONE TO WHINE ABOUT AND I'LL FOLLOW UP WITH DR. ROBERTSON ONE TO WHINE ABOUT WHICH SCHOOLS I'VE HEARD THIS ROBERTSON ONE TO WHINE ABOUT WHICH SCHOOLS I'VE HEARD THIS ROBERTSON ONE TO WHINE ABOUT WHICH SCHOOLS I'VE HEARD THIS IN. WHICH SCHOOLS I'VE HEARD THIS IN. WHICH SCHOOLS I'VE HEARD THIS IN. BUT I HAVE HEARD ABOUT TRYING IN. BUT I HAVE HEARD ABOUT TRYING IN. BUT I HAVE HEARD ABOUT TRYING TO FIND WAY REPORTS OF TRYING BUT I HAVE HEARD ABOUT TRYING TO FIND WAY REPORTS OF TRYING BUT I HAVE HEARD ABOUT TRYING TO FIND WAY REPORTS OF TRYING TO FIND A WAY TO MAKE SURE THAT TO FIND WAY REPORTS OF TRYING TO FIND A WAY TO MAKE SURE

183THAT TO FIND WAY REPORTS OF TRYING TO FIND A WAY TO MAKE SURE THAT THE OPT OUT FORM IS DIFFICULT TO FIND A WAY TO MAKE SURE THAT THE OPT OUT FORM IS DIFFICULT TO FIND A WAY TO MAKE SURE THAT THE OPT OUT FORM IS DIFFICULT TO LOCATE FROM THE PARENT SIDE THE OPT OUT FORM IS DIFFICULT TO LOCATE FROM THE PARENT SIDE THE OPT OUT FORM IS DIFFICULT TO LOCATE FROM THE PARENT SIDE I'VE HEARD ABOUT IT FROM STAFF TO LOCATE FROM THE PARENT SIDE I'VE HEARD ABOUT IT FROM STAFF TO LOCATE FROM THE PARENT SIDE I'VE HEARD ABOUT IT FROM STAFF SIDE. I'VE HEARD ABOUT IT FROM STAFF SIDE. I'VE HEARD ABOUT IT FROM STAFF SIDE. IN FACT SOME STAFF MEMBERS AT SIDE. IN FACT SOME STAFF MEMBERS AT SIDE. IN FACT

184SOME STAFF MEMBERS AT DON'T FEEL SO >> GREAT ABOUT IT IN FACT SOME STAFF MEMBERS AT DON'T FEEL SO >> GREAT ABOUT IT IN FACT SOME STAFF MEMBERS AT DON'T FEEL SO >> GREAT ABOUT IT AND FEEL LIKE THEY MAY WANTS TO DON'T FEEL SO >> GREAT ABOUT IT AND FEEL LIKE THEY MAY WANTS TO DON'T FEEL SO >> GREAT ABOUT IT AND FEEL LIKE THEY MAY WANTS TO LEAVE OUR DIVISION OVER AND AND FEEL LIKE THEY MAY WANTS TO LEAVE OUR DIVISION OVER AND AND FEEL LIKE THEY MAY WANTS TO LEAVE OUR DIVISION OVER AND THAT I FIND CONCERNING I DON'T LEAVE OUR DIVISION OVER AND THAT I FIND CONCERNING I DON'T LEAVE OUR DIVISION OVER AND THAT I FIND CONCERNING I DON'T I MEAN I HAVE NO NO ISSUE WITH THAT I FIND

185CONCERNING I DON'T I MEAN I HAVE NO NO ISSUE WITH THAT I FIND CONCERNING I DON'T I MEAN I HAVE NO NO ISSUE WITH INCREASED PARTICIPATION MUCH I MEAN I HAVE NO NO ISSUE WITH INCREASED PARTICIPATION MUCH I MEAN I HAVE NO NO ISSUE WITH INCREASED PARTICIPATION MUCH LIKE I INCREASED DUAL INCREASED PARTICIPATION MUCH LIKE I INCREASED DUAL INCREASED PARTICIPATION MUCH LIKE I INCREASED DUAL ENROLLMENT PARTICIPATE IN AN LIKE I INCREASED DUAL ENROLLMENT PARTICIPATE IN AN LIKE I INCREASED DUAL ENROLLMENT PARTICIPATE IN AN APE PARTICIPATION AND I'M ENROLLMENT PARTICIPATE IN AN APE PARTICIPATION AND I'M ENROLLMENT PARTICIPATE IN AN APE PARTICIPATION AND I'M SPEAKING IN MY MY PERSONAL APE PARTICIPATION AND I'M SPEAKING IN MY MY PERSONAL APE PARTICIPATION AND I'M SPEAKING IN MY MY PERSONAL CAPACITY I WANT IT TO BE FOR SPEAKING IN

186MY MY PERSONAL CAPACITY I WANT IT TO BE FOR SPEAKING IN MY MY PERSONAL CAPACITY I WANT IT TO BE FOR THE REASONS THAT IT'S FOR THE CAPACITY I WANT IT TO BE FOR THE REASONS THAT IT'S FOR THE CAPACITY I WANT IT TO BE FOR THE REASONS THAT IT'S FOR THE STUDENT AND WHAT THE STUDENT THE REASONS THAT IT'S FOR THE STUDENT AND WHAT THE STUDENT THE REASONS THAT IT'S FOR THE STUDENT AND WHAT THE STUDENT DESIRES NOT BECAUSE WE MADE STUDENT AND WHAT THE STUDENT DESIRES NOT BECAUSE WE MADE STUDENT AND WHAT THE STUDENT DESIRES NOT BECAUSE WE MADE THEM FEEL LIKE THEY HAD TO DO DESIRES NOT BECAUSE WE MADE THEM FEEL LIKE THEY HAD TO DO DESIRES NOT BECAUSE WE MADE THEM FEEL LIKE THEY HAD TO DO SO BUT >>

187I DO APPRECIATE ALL THEM FEEL LIKE THEY HAD TO DO SO BUT >> I DO APPRECIATE ALL THEM FEEL LIKE THEY HAD TO DO SO BUT >> I DO APPRECIATE ALL THIS. SO BUT >> I DO APPRECIATE ALL THIS. SO BUT >> I DO APPRECIATE ALL THIS. I KNOW IT'S HEAVY LIFT AND SO I THIS. I KNOW IT'S HEAVY LIFT AND SO I THIS. I KNOW IT'S HEAVY LIFT AND SO I THANK YOU FOR ALL OF YOUR WORK I KNOW IT'S HEAVY LIFT AND SO I THANK YOU FOR ALL OF YOUR WORK I KNOW IT'S HEAVY LIFT AND SO I THANK YOU FOR ALL OF YOUR WORK AND I THAT WE HAVE TO WORK TO THANK YOU FOR ALL OF YOUR WORK AND I THAT WE HAVE TO WORK TO THANK YOU FOR ALL OF

188YOUR WORK AND I THAT WE HAVE TO WORK TO FIT WITHIN THE NEW FRAMEWORK AND I THAT WE HAVE TO WORK TO FIT WITHIN THE NEW FRAMEWORK AND I THAT WE HAVE TO WORK TO FIT WITHIN THE NEW FRAMEWORK AND SO I DO APPRECIATE FIT WITHIN THE NEW FRAMEWORK AND SO I DO APPRECIATE FIT WITHIN THE NEW FRAMEWORK AND SO I DO APPRECIATE EVERYTHING VERY MUCH SO DR. AND SO I DO APPRECIATE EVERYTHING VERY MUCH SO DR. AND SO I DO APPRECIATE EVERYTHING VERY MUCH SO DR. GREEN THANK YOU. EVERYTHING VERY MUCH SO DR. GREEN THANK YOU. EVERYTHING VERY MUCH SO DR. GREEN THANK YOU. AND MY COMMENTS ARE IN GREEN THANK YOU. AND MY COMMENTS ARE IN GREEN THANK YOU. AND MY COMMENTS ARE IN REFERENCE TO THE ASVAB AND THE AND MY COMMENTS

189ARE IN REFERENCE TO THE ASVAB AND THE AND MY COMMENTS ARE IN REFERENCE TO THE ASVAB AND THE EXPERIENCES THAT I REMEMBER BUT REFERENCE TO THE ASVAB AND THE EXPERIENCES THAT I REMEMBER BUT REFERENCE TO THE ASVAB AND THE EXPERIENCES THAT I REMEMBER BUT I'M SURE THEY HAVE CHANGED A EXPERIENCES THAT I REMEMBER BUT I'M SURE THEY HAVE CHANGED A EXPERIENCES THAT I REMEMBER BUT I'M SURE THEY HAVE CHANGED A LITTLE BIT WHEN SCHOOL I'M SURE THEY HAVE CHANGED A LITTLE BIT WHEN SCHOOL I'M SURE THEY HAVE CHANGED A LITTLE BIT WHEN SCHOOL COUNCILORS WERE WORKING WITH LITTLE BIT WHEN SCHOOL COUNCILORS WERE WORKING WITH LITTLE BIT WHEN SCHOOL COUNCILORS WERE WORKING WITH STUDENTS WITH THEIR CAREER COUNCILORS WERE WORKING WITH STUDENTS WITH THEIR CAREER COUNCILORS WERE WORKING WITH STUDENTS WITH THEIR CAREER PLANS WITHIN

190THAT CONTEXT STUDENTS WITH THEIR CAREER PLANS WITHIN THAT CONTEXT STUDENTS WITH THEIR CAREER PLANS WITHIN THAT CONTEXT SOMETIMES STUDENTS WERE ASKED PLANS WITHIN THAT CONTEXT SOMETIMES STUDENTS WERE ASKED PLANS WITHIN THAT CONTEXT SOMETIMES STUDENTS WERE ASKED WHETHER OR NOT THEY WANT TO SOMETIMES STUDENTS WERE ASKED WHETHER OR NOT THEY WANT TO SOMETIMES STUDENTS WERE ASKED WHETHER OR NOT THEY WANT TO TAKE THAT KEEP IN MIND THAT WHETHER OR NOT THEY WANT TO TAKE THAT KEEP IN MIND THAT WHETHER OR NOT THEY WANT TO TAKE THAT KEEP IN MIND THAT THEIR PARENTS SIGN OFF ANNUAL TAKE THAT KEEP IN MIND THAT THEIR PARENTS SIGN OFF ANNUAL TAKE THAT KEEP IN MIND THAT THEIR PARENTS SIGN OFF ANNUAL AND PLEASE CORRECT ME MR. THEIR PARENTS SIGN OFF ANNUAL AND PLEASE CORRECT ME MR. THEIR PARENTS SIGN OFF

191ANNUAL AND PLEASE CORRECT ME MR. DELANEY, IF I'M WRONG THAT AND PLEASE CORRECT ME MR. DELANEY, IF I'M WRONG THAT AND PLEASE CORRECT ME MR. DELANEY, IF I'M WRONG THAT PARENTS DO STILL REVIEW THE DELANEY, IF I'M WRONG THAT PARENTS DO STILL REVIEW THE DELANEY, IF I'M WRONG THAT PARENTS DO STILL REVIEW THE CAREER AND ACADEMIC PLAN AS PARENTS DO STILL REVIEW THE CAREER AND ACADEMIC PLAN AS PARENTS DO STILL REVIEW THE CAREER AND ACADEMIC PLAN AS WELL ANNUALLY THAT INCLUDES CAREER AND ACADEMIC PLAN AS WELL ANNUALLY THAT INCLUDES CAREER AND ACADEMIC PLAN AS WELL ANNUALLY THAT INCLUDES SOME OF THE DIFFERENT MEASURES WELL ANNUALLY THAT INCLUDES SOME OF THE DIFFERENT MEASURES WELL ANNUALLY THAT INCLUDES SOME OF THE DIFFERENT MEASURES TYPICALLY THAT MAY NOT ALWAYS SOME OF THE DIFFERENT MEASURES TYPICALLY THAT MAY NOT

192ALWAYS SOME OF THE DIFFERENT MEASURES TYPICALLY THAT MAY NOT ALWAYS BE AVAILABLE TO ALL STUDENTS TYPICALLY THAT MAY NOT ALWAYS BE AVAILABLE TO ALL STUDENTS TYPICALLY THAT MAY NOT ALWAYS BE AVAILABLE TO ALL STUDENTS AND IT DOES GIVE US A GOOD BE AVAILABLE TO ALL STUDENTS AND IT DOES GIVE US A GOOD BE AVAILABLE TO ALL STUDENTS AND IT DOES GIVE US A GOOD INDICATION OF POSSIBLY WHAT AND IT DOES GIVE US A GOOD INDICATION OF POSSIBLY WHAT AND IT DOES GIVE US A GOOD INDICATION OF POSSIBLY WHAT CAREER PATHS THE STUDENT, YOU INDICATION OF POSSIBLY WHAT CAREER PATHS THE STUDENT, YOU INDICATION OF POSSIBLY WHAT CAREER PATHS THE STUDENT, YOU KNOW, MAY BE INTERESTED IN IF CAREER PATHS THE STUDENT, YOU KNOW, MAY BE INTERESTED IN IF CAREER PATHS THE STUDENT, YOU KNOW, MAY

193BE INTERESTED IN IF THEY'RE UNCERTAIN AS WELL ALL KNOW, MAY BE INTERESTED IN IF THEY'RE UNCERTAIN AS WELL ALL KNOW, MAY BE INTERESTED IN IF THEY'RE UNCERTAIN AS WELL ALL RIGHT >> RIGHT. THEY'RE UNCERTAIN AS WELL ALL RIGHT >> RIGHT. THEY'RE UNCERTAIN AS WELL ALL RIGHT >> RIGHT. WELL, THANK YOU. RIGHT >> RIGHT. WELL, THANK YOU. RIGHT >> RIGHT. WELL, THANK YOU. THANK SO MUCH I APPRECIATE IT WELL, THANK YOU. THANK SO MUCH I APPRECIATE IT WELL, THANK YOU. THANK SO MUCH I APPRECIATE IT AND THANK YOU FOR YOU FOR ALL THANK SO MUCH I APPRECIATE IT AND THANK YOU FOR YOU FOR ALL THANK SO MUCH I APPRECIATE IT AND THANK YOU FOR YOU FOR ALL THE HARD WORK YOU'RE DOING. AND THANK YOU FOR YOU FOR ALL THE HARD WORK YOU'RE DOING. AND

194THANK YOU FOR YOU FOR ALL THE HARD WORK YOU'RE DOING. WE HAVE TIME TO STARTER CLOSED THE HARD WORK YOU'RE DOING. WE HAVE TIME TO STARTER CLOSED THE HARD WORK YOU'RE DOING. WE HAVE TIME TO STARTER CLOSED SESSION SURVEYS TRAINS WOULD WE HAVE TIME TO STARTER CLOSED SESSION SURVEYS TRAINS WOULD WE HAVE TIME TO STARTER CLOSED SESSION SURVEYS TRAINS WOULD YOU PLEASE READ INTO CLOSE >> I SESSION SURVEYS TRAINS WOULD YOU PLEASE READ INTO CLOSE >> I SESSION SURVEYS TRAINS WOULD YOU PLEASE READ INTO CLOSE >> I MADE AT THE SCHOOL BOARD RECESS YOU PLEASE READ INTO CLOSE >> I MADE AT THE SCHOOL BOARD RECESS YOU PLEASE READ INTO CLOSE >> I MADE AT THE SCHOOL BOARD RECESS AND A CLOSED SESSION IN MADE AT THE SCHOOL BOARD RECESS AND A CLOSED SESSION IN

195MADE AT THE SCHOOL BOARD RECESS AND A CLOSED SESSION IN ACCORDANCE WITH EXCEPTIONS OPEN AND A CLOSED SESSION IN ACCORDANCE WITH EXCEPTIONS OPEN AND A CLOSED SESSION IN ACCORDANCE WITH EXCEPTIONS OPEN MEETINGS LAW AND SET FORTH IN ACCORDANCE WITH EXCEPTIONS OPEN MEETINGS LAW AND SET FORTH IN ACCORDANCE WITH EXCEPTIONS OPEN MEETINGS LAW AND SET FORTH IN VIRGINIA TO TALK TO DASH THREE MEETINGS LAW AND SET FORTH IN VIRGINIA TO TALK TO DASH THREE MEETINGS LAW AND SET FORTH IN VIRGINIA TO TALK TO DASH THREE SEVEN-ELEVEN PARAGRAPHS ONE VIRGINIA TO TALK TO DASH THREE SEVEN-ELEVEN PARAGRAPHS ONE VIRGINIA TO TALK TO DASH THREE SEVEN-ELEVEN PARAGRAPHS ONE DISSEMINATE AS AMENDED TO IS SEVEN-ELEVEN PARAGRAPHS ONE DISSEMINATE AS AMENDED TO IS SEVEN-ELEVEN PARAGRAPHS ONE DISSEMINATE AS AMENDED TO IS AMENDED TO DELIBERATE ON THE DISSEMINATE AS AMENDED TO

196IS AMENDED TO DELIBERATE ON THE DISSEMINATE AS AMENDED TO IS AMENDED TO DELIBERATE ON THE FOLLOWING MATTERS ONE AMENDED TO DELIBERATE ON THE FOLLOWING MATTERS ONE AMENDED TO DELIBERATE ON THE FOLLOWING MATTERS ONE DISCUSSION CONSIDERATION OR FOLLOWING MATTERS ONE DISCUSSION CONSIDERATION OR FOLLOWING MATTERS ONE DISCUSSION CONSIDERATION OR INTERVIEWS OF PROSPECTIVE DISCUSSION CONSIDERATION OR INTERVIEWS OF PROSPECTIVE DISCUSSION CONSIDERATION OR INTERVIEWS OF PROSPECTIVE CANDIDATES FOR EMPLOYMENT INTERVIEWS OF PROSPECTIVE CANDIDATES FOR EMPLOYMENT INTERVIEWS OF PROSPECTIVE CANDIDATES FOR EMPLOYMENT ASSIGNMENT APPOINTMENT CANDIDATES FOR EMPLOYMENT ASSIGNMENT APPOINTMENT CANDIDATES FOR EMPLOYMENT ASSIGNMENT APPOINTMENT PROMOTION PERFORMANCE DEMOTION ASSIGNMENT APPOINTMENT PROMOTION PERFORMANCE DEMOTION ASSIGNMENT APPOINTMENT PROMOTION PERFORMANCE DEMOTION SALARIES DISCIPLINING OR PROMOTION PERFORMANCE DEMOTION SALARIES DISCIPLINING OR PROMOTION PERFORMANCE DEMOTION SALARIES DISCIPLINING OR RESIGNATION OF SPECIFIC PUBLIC SALARIES DISCIPLINING OR RESIGNATION OF SPECIFIC PUBLIC SALARIES DISCIPLINING OR RESIGNATION OF SPECIFIC PUBLIC OFFICERS POINT

197IS OUR EMPLOYEES RESIGNATION OF SPECIFIC PUBLIC OFFICERS POINT IS OUR EMPLOYEES RESIGNATION OF SPECIFIC PUBLIC OFFICERS POINT IS OUR EMPLOYEES IN MANY PUBLIC BODY AND OFFICERS POINT IS OUR EMPLOYEES IN MANY PUBLIC BODY AND OFFICERS POINT IS OUR EMPLOYEES IN MANY PUBLIC BODY AND EVALUATION OF PERFORMANCE IN MANY PUBLIC BODY AND EVALUATION OF PERFORMANCE IN MANY PUBLIC BODY AND EVALUATION OF PERFORMANCE DEPARTMENTS ARE SCHOOLS A EVALUATION OF PERFORMANCE DEPARTMENTS ARE SCHOOLS A EVALUATION OF PERFORMANCE DEPARTMENTS ARE SCHOOLS A PUBLIC INSTITUTIONS OF HIGHER DEPARTMENTS ARE SCHOOLS A PUBLIC INSTITUTIONS OF HIGHER DEPARTMENTS ARE SCHOOLS A PUBLIC INSTITUTIONS OF HIGHER EDUCATION RESEARCH EVALUATION PUBLIC INSTITUTIONS OF HIGHER EDUCATION RESEARCH EVALUATION PUBLIC INSTITUTIONS OF HIGHER EDUCATION RESEARCH EVALUATION WILL NECESSARILY INVOLVE EDUCATION RESEARCH EVALUATION WILL NECESSARILY INVOLVE EDUCATION RESEARCH EVALUATION WILL NECESSARILY INVOLVE DISCUSSION OF THE PERFORMANCE WILL

198NECESSARILY INVOLVE DISCUSSION OF THE PERFORMANCE WILL NECESSARILY INVOLVE DISCUSSION OF THE PERFORMANCE OF SPECIFIC INDIVIDUALS. DISCUSSION OF THE PERFORMANCE OF SPECIFIC INDIVIDUALS. DISCUSSION OF THE PERFORMANCE OF SPECIFIC INDIVIDUALS. ANY TEACHER SHALL BE PERMITTED OF SPECIFIC INDIVIDUALS. ANY TEACHER SHALL BE PERMITTED OF SPECIFIC INDIVIDUALS. ANY TEACHER SHALL BE PERMITTED BE PRESENT DURING A CLOSE MADE ANY TEACHER SHALL BE PERMITTED BE PRESENT DURING A CLOSE MADE ANY TEACHER SHALL BE PERMITTED BE PRESENT DURING A CLOSE MADE IN WHICH THERE IS A DISCUSSION BE PRESENT DURING A CLOSE MADE IN WHICH THERE IS A DISCUSSION BE PRESENT DURING A CLOSE MADE IN WHICH THERE IS A DISCUSSION OR CONSIDERATION IN WHICH THERE IS A DISCUSSION OR CONSIDERATION IN WHICH THERE IS A DISCUSSION OR CONSIDERATION OF DISCIPLINARY MATTER THAT OR CONSIDERATION OF DISCIPLINARY MATTER THAT OR CONSIDERATION OF

199DISCIPLINARY MATTER THAT INVOLVES THE TEACHER AND SOME OF DISCIPLINARY MATTER THAT INVOLVES THE TEACHER AND SOME OF DISCIPLINARY MATTER THAT INVOLVES THE TEACHER AND SOME STUDENT AND THE STUDENT INVOLVES THE TEACHER AND SOME STUDENT AND THE STUDENT INVOLVES THE TEACHER AND SOME STUDENT AND THE STUDENT INVOLVED IS THE MATTER IN THE STUDENT AND THE STUDENT INVOLVED IS THE MATTER IN THE STUDENT AND THE STUDENT INVOLVED IS THE MATTER IN THE MATTER IS PRESENT PROVIDED THAT INVOLVED IS THE MATTER IN THE MATTER IS PRESENT PROVIDED THAT INVOLVED IS THE MATTER IN THE MATTER IS PRESENT PROVIDED THAT THE TEACHER ACTUALLY WRITTEN MATTER IS PRESENT PROVIDED THAT THE TEACHER ACTUALLY WRITTEN MATTER IS PRESENT PROVIDED THAT THE TEACHER ACTUALLY WRITTEN REQUEST TO BE PRESENT THE THE TEACHER ACTUALLY WRITTEN REQUEST TO BE PRESENT THE THE TEACHER ACTUALLY

200WRITTEN REQUEST TO BE PRESENT THE PRESIDING OFFICER PRESIDING REQUEST TO BE PRESENT THE PRESIDING OFFICER PRESIDING REQUEST TO BE PRESENT THE PRESIDING OFFICER PRESIDING OFFICER OR THE APPROPRIATE PRESIDING OFFICER PRESIDING OFFICER OR THE APPROPRIATE PRESIDING OFFICER PRESIDING OFFICER OR THE APPROPRIATE BOARD NOTHING IN THIS OFFICER OR THE APPROPRIATE BOARD NOTHING IN THIS OFFICER OR THE APPROPRIATE BOARD NOTHING IN THIS SUBDIVISION HOWEVER, HOWEVER, BOARD NOTHING IN THIS SUBDIVISION HOWEVER, HOWEVER, BOARD NOTHING IN THIS SUBDIVISION HOWEVER, HOWEVER, SHALL BE CONSTRUED TO AUTHORIZE SUBDIVISION HOWEVER, HOWEVER, SHALL BE CONSTRUED TO AUTHORIZE SUBDIVISION HOWEVER, HOWEVER, SHALL BE CONSTRUED TO AUTHORIZE A CLOSED MEETING BY LOCAL SHALL BE CONSTRUED TO AUTHORIZE A CLOSED MEETING BY LOCAL SHALL BE CONSTRUED TO AUTHORIZE A CLOSED MEETING BY LOCAL GOVERNING BODY OR AN ELECTED A CLOSED MEETING BY LOCAL GOVERNING BODY OR AN

201ELECTED A CLOSED MEETING BY LOCAL GOVERNING BODY OR AN ELECTED SCHOOL BOARD TO DISCUSS GOVERNING BODY OR AN ELECTED SCHOOL BOARD TO DISCUSS GOVERNING BODY OR AN ELECTED SCHOOL BOARD TO DISCUSS COMPENSATION MATTERS THAT SCHOOL BOARD TO DISCUSS COMPENSATION MATTERS THAT SCHOOL BOARD TO DISCUSS COMPENSATION MATTERS THAT AFFECT THE MEMBERSHIP OF SUCH COMPENSATION MATTERS THAT AFFECT THE MEMBERSHIP OF SUCH COMPENSATION MATTERS THAT AFFECT THE MEMBERSHIP OF SUCH BODY OR BOARD COLLECTIVELY TO AFFECT THE MEMBERSHIP OF SUCH BODY OR BOARD COLLECTIVELY TO AFFECT THE MEMBERSHIP OF SUCH BODY OR BOARD COLLECTIVELY TO DISCUSSION OR CONSIDERATION BODY OR BOARD COLLECTIVELY TO DISCUSSION OR CONSIDERATION BODY OR BOARD COLLECTIVELY TO DISCUSSION OR CONSIDERATION OF ADMISSION OR MARY MATTERS OR DISCUSSION OR CONSIDERATION OF ADMISSION OR MARY MATTERS OR DISCUSSION OR CONSIDERATION OF ADMISSION OR MARY MATTERS OR ANY

202OTHER MATTERS THAT WOULD OF ADMISSION OR MARY MATTERS OR ANY OTHER MATTERS THAT WOULD OF ADMISSION OR MARY MATTERS OR ANY OTHER MATTERS THAT WOULD INVOLVE THE DISCLOSURE ANY OTHER MATTERS THAT WOULD INVOLVE THE DISCLOSURE ANY OTHER MATTERS THAT WOULD INVOLVE THE DISCLOSURE INFORMATION CONTAINED IN THE INVOLVE THE DISCLOSURE INFORMATION CONTAINED IN THE INVOLVE THE DISCLOSURE INFORMATION CONTAINED IN THE SCHOLASTIC RECORD CONCERNING INFORMATION CONTAINED IN THE SCHOLASTIC RECORD CONCERNING INFORMATION CONTAINED IN THE SCHOLASTIC RECORD CONCERNING ANY STUDENT OF ANY PUBLIC SCHOLASTIC RECORD CONCERNING ANY STUDENT OF ANY PUBLIC SCHOLASTIC RECORD CONCERNING 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 OR ANY INSTITUTION OF HIGHER EDUCATION IN THE COMMONWEALTH OR ANY INSTITUTION OF HIGHER

203EDUCATION IN THE COMMONWEALTH OR ANY STATE SCHOOL SYSTEM HOWEVER, IN THE COMMONWEALTH OR ANY STATE SCHOOL SYSTEM HOWEVER, IN THE COMMONWEALTH OR ANY STATE SCHOOL SYSTEM HOWEVER, ANY SUCH STUDENT LEGAL COUNSEL STATE SCHOOL SYSTEM HOWEVER, ANY SUCH STUDENT LEGAL COUNSEL STATE SCHOOL SYSTEM HOWEVER, ANY SUCH STUDENT LEGAL COUNSEL AND IF THE STUDENT AS A MINOR ANY SUCH STUDENT LEGAL COUNSEL AND IF THE STUDENT AS A MINOR ANY SUCH STUDENT LEGAL COUNSEL AND IF THE STUDENT AS A MINOR THE STUDENTS PARENTS OR LEGAL AND IF THE STUDENT AS A MINOR THE STUDENTS PARENTS OR LEGAL AND IF THE STUDENT AS A MINOR THE STUDENTS PARENTS OR LEGAL GUARDIANS SHALL BE PERMITTED TO THE STUDENTS PARENTS OR LEGAL GUARDIANS SHALL BE PERMITTED TO THE STUDENTS PARENTS OR LEGAL GUARDIANS SHALL BE PERMITTED TO BE PRESENT DURING THE

204TAKING GUARDIANS SHALL BE PERMITTED TO BE PRESENT DURING THE TAKING GUARDIANS SHALL BE PERMITTED TO BE PRESENT DURING THE TAKING OF TESTIMONY OR PRESENTATION BE PRESENT DURING THE TAKING OF TESTIMONY OR PRESENTATION BE PRESENT DURING THE TAKING OF TESTIMONY OR PRESENTATION EVIDENCE ANY CLOSED MEETING IS OF TESTIMONY OR PRESENTATION EVIDENCE ANY CLOSED MEETING IS OF TESTIMONY OR PRESENTATION EVIDENCE ANY CLOSED MEETING IS SUCH A SUCH STUDENT PARENTS OR EVIDENCE ANY CLOSED MEETING IS SUCH A SUCH STUDENT PARENTS OR EVIDENCE ANY CLOSED MEETING IS SUCH A SUCH STUDENT PARENTS OR GUARDIANS SO REQUEST AND SUCH A SUCH STUDENT PARENTS OR GUARDIANS SO REQUEST AND SUCH A SUCH STUDENT PARENTS OR GUARDIANS SO REQUEST AND WRITING AND SUCH REQUESTED IS GUARDIANS SO REQUEST AND WRITING AND SUCH REQUESTED IS GUARDIANS SO REQUEST AND WRITING AND SUCH REQUESTED

205IS SUBMITTED TO THE PRESIDING WRITING AND SUCH REQUESTED IS SUBMITTED TO THE PRESIDING WRITING AND SUCH REQUESTED IS SUBMITTED TO THE PRESIDING OFFICER OF THE APPROPRIATE SUBMITTED TO THE PRESIDING OFFICER OF THE APPROPRIATE SUBMITTED TO THE PRESIDING OFFICER OF THE APPROPRIATE BOARD SEVEN CONSULTATION LEGAL OFFICER OF THE APPROPRIATE BOARD SEVEN CONSULTATION LEGAL OFFICER OF THE APPROPRIATE BOARD SEVEN CONSULTATION LEGAL COUNSEL AND BRIEFINGS BY STAFF BOARD SEVEN CONSULTATION LEGAL COUNSEL AND BRIEFINGS BY STAFF BOARD SEVEN CONSULTATION LEGAL COUNSEL AND BRIEFINGS BY STAFF MEMBERS OR CONSULTANTS COUNSEL AND BRIEFINGS BY STAFF MEMBERS OR CONSULTANTS COUNSEL AND BRIEFINGS BY STAFF MEMBERS OR CONSULTANTS PERTAINING TO ACTUAL OR MEMBERS OR CONSULTANTS PERTAINING TO ACTUAL OR MEMBERS OR CONSULTANTS PERTAINING TO ACTUAL OR PROBABLE LITIGATION WHERE SUCH PERTAINING TO ACTUAL OR PROBABLE LITIGATION WHERE SUCH PERTAINING TO ACTUAL OR PROBABLE

206LITIGATION WHERE SUCH CONSULTATION OR BRIEFING IN THE PROBABLE LITIGATION WHERE SUCH CONSULTATION OR BRIEFING IN THE PROBABLE LITIGATION WHERE SUCH CONSULTATION OR BRIEFING IN THE MEETINGS WITH ADVERSELY AFFECT CONSULTATION OR BRIEFING IN THE MEETINGS WITH ADVERSELY AFFECT CONSULTATION OR BRIEFING IN THE MEETINGS WITH ADVERSELY AFFECT THE NEGOTIATING OR LITIGATING MEETINGS WITH ADVERSELY AFFECT THE NEGOTIATING OR LITIGATING MEETINGS WITH ADVERSELY AFFECT THE NEGOTIATING OR LITIGATING OF THE PUBLIC BODY FOR THIS THE NEGOTIATING OR LITIGATING OF THE PUBLIC BODY FOR THIS THE NEGOTIATING OR LITIGATING OF THE PUBLIC BODY FOR THIS PURPOSE OF THIS SUBDIVISION OF THE PUBLIC BODY FOR THIS PURPOSE OF THIS SUBDIVISION OF THE PUBLIC BODY FOR THIS PURPOSE OF THIS SUBDIVISION PROBABLE LITIGATION MEANS PURPOSE OF THIS SUBDIVISION PROBABLE LITIGATION MEANS PURPOSE OF THIS SUBDIVISION PROBABLE LITIGATION MEANS LITIGATION THAT HAS BEEN PROBABLE

207LITIGATION MEANS LITIGATION THAT HAS BEEN PROBABLE LITIGATION MEANS LITIGATION THAT HAS BEEN SPECIFICALLY THREATENED OR ON LITIGATION THAT HAS BEEN SPECIFICALLY THREATENED OR ON LITIGATION THAT HAS BEEN SPECIFICALLY THREATENED OR ON WHICH THE PUBLIC BODY OR ITS SPECIFICALLY THREATENED OR ON WHICH THE PUBLIC BODY OR ITS SPECIFICALLY THREATENED OR ON WHICH THE PUBLIC BODY OR ITS LEGAL COUNSEL HAS A REASONABLE WHICH THE PUBLIC BODY OR ITS LEGAL COUNSEL HAS A REASONABLE WHICH THE PUBLIC BODY OR ITS LEGAL COUNSEL HAS A REASONABLE IS TO BELIEVE WILL BE CONVINCED LEGAL COUNSEL HAS A REASONABLE IS TO BELIEVE WILL BE CONVINCED LEGAL COUNSEL HAS A REASONABLE IS TO BELIEVE WILL BE CONVINCED BY OR AGAINST A NONPARTY IS TO BELIEVE WILL BE CONVINCED BY OR AGAINST A NONPARTY IS TO BELIEVE WILL BE CONVINCED BY OR AGAINST A

208NONPARTY NOTHING IN THIS SUBDIVISION BY OR AGAINST A NONPARTY NOTHING IN THIS SUBDIVISION BY OR AGAINST A NONPARTY NOTHING IN THIS SUBDIVISION SHALL BE CONSTRUED TO PERMIT NOTHING IN THIS SUBDIVISION SHALL BE CONSTRUED TO PERMIT NOTHING IN THIS SUBDIVISION SHALL BE CONSTRUED TO PERMIT THE CLOSURE OF A MEETING MERELY SHALL BE CONSTRUED TO PERMIT THE CLOSURE OF A MEETING MERELY SHALL BE CONSTRUED TO PERMIT THE CLOSURE OF A MEETING MERELY BECAUSE AN ATTORNEY THE CLOSURE OF A MEETING MERELY BECAUSE AN ATTORNEY THE CLOSURE OF A MEETING MERELY BECAUSE AN ATTORNEY REPRESENTING THE PUBLIC BODIES BECAUSE AN ATTORNEY REPRESENTING THE PUBLIC BODIES BECAUSE AN ATTORNEY REPRESENTING THE PUBLIC BODIES IN ATTENDANCE OR IS CONSULTED REPRESENTING THE PUBLIC BODIES IN ATTENDANCE OR IS CONSULTED REPRESENTING THE PUBLIC BODIES IN ATTENDANCE OR IS CONSULTED MATTER A MATTER A

209CONSULTATION IN ATTENDANCE OR IS CONSULTED MATTER A MATTER A CONSULTATION IN ATTENDANCE OR IS CONSULTED MATTER A MATTER A CONSULTATION WITH LEGAL COUNSEL EMPLOYED MATTER A MATTER A CONSULTATION WITH LEGAL COUNSEL EMPLOYED MATTER A MATTER A CONSULTATION WITH LEGAL COUNSEL EMPLOYED RETAINED BY PUBLIC BODY WITH LEGAL COUNSEL EMPLOYED RETAINED BY PUBLIC BODY WITH LEGAL COUNSEL EMPLOYED RETAINED BY PUBLIC BODY REGARDING SPECIFIC REGARDING RETAINED BY PUBLIC BODY REGARDING SPECIFIC REGARDING RETAINED BY PUBLIC BODY REGARDING SPECIFIC REGARDING SPECIFIC LEGAL MATTERS REGARDING SPECIFIC REGARDING SPECIFIC LEGAL MATTERS REGARDING SPECIFIC REGARDING SPECIFIC LEGAL MATTERS REQUIRING PROVISION OF LEGAL SPECIFIC LEGAL MATTERS REQUIRING PROVISION OF LEGAL SPECIFIC LEGAL MATTERS REQUIRING PROVISION OF LEGAL ADVICE BY SUCH COUNSEL. REQUIRING PROVISION OF LEGAL ADVICE BY SUCH COUNSEL. REQUIRING PROVISION OF LEGAL ADVICE BY SUCH COUNSEL. NOTHING IN THIS SUBDIVISION SO ADVICE BY

210SUCH COUNSEL. NOTHING IN THIS SUBDIVISION SO ADVICE BY SUCH COUNSEL. NOTHING IN THIS SUBDIVISION SO WE CAN DO TO PERMIT THE CLOSURE NOTHING IN THIS SUBDIVISION SO WE CAN DO TO PERMIT THE CLOSURE NOTHING IN THIS SUBDIVISION SO WE CAN DO TO PERMIT THE CLOSURE MEETING MERELY BECAUSE AN WE CAN DO TO PERMIT THE CLOSURE MEETING MERELY BECAUSE AN WE CAN DO TO PERMIT THE CLOSURE MEETING MERELY BECAUSE AN ATTORNEY REPRESENTING A PUBLIC MEETING MERELY BECAUSE AN ATTORNEY REPRESENTING A PUBLIC MEETING MERELY BECAUSE AN ATTORNEY REPRESENTING A PUBLIC BODIES IN ATTENDANCE RATES ATTORNEY REPRESENTING A PUBLIC BODIES IN ATTENDANCE RATES ATTORNEY REPRESENTING A PUBLIC BODIES IN ATTENDANCE RATES CONSULTED ON THE MATTER NAMELY BODIES IN ATTENDANCE RATES CONSULTED ON THE MATTER NAMELY BODIES IN ATTENDANCE RATES CONSULTED ON THE MATTER NAMELY TO DISCUSS A DISCUSSION

211WITH CONSULTED ON THE MATTER NAMELY TO DISCUSS A DISCUSSION WITH CONSULTED ON THE MATTER NAMELY TO DISCUSS A DISCUSSION WITH SUPERINTENDENTS EVALUATION TO DISCUSS A DISCUSSION WITH SUPERINTENDENTS EVALUATION TO DISCUSS A DISCUSSION WITH SUPERINTENDENTS EVALUATION PROCESS BE COMPLAINT CONCERNING SUPERINTENDENTS EVALUATION PROCESS BE COMPLAINT CONCERNING SUPERINTENDENTS EVALUATION PROCESS BE COMPLAINT CONCERNING STUDENT CONDUCT SEE STATUS PROCESS BE COMPLAINT CONCERNING STUDENT CONDUCT SEE STATUS PROCESS BE COMPLAINT CONCERNING STUDENT CONDUCT SEE STATUS OF PENDING LITIGATION OR STUDENT CONDUCT SEE STATUS OF PENDING LITIGATION OR STUDENT CONDUCT SEE STATUS OF PENDING LITIGATION OR ADMINISTRATIVE CASES D OF PENDING LITIGATION OR ADMINISTRATIVE CASES D OF PENDING LITIGATION OR ADMINISTRATIVE CASES D CONSULTATION WITH LEGAL COUNSEL ADMINISTRATIVE CASES D CONSULTATION WITH LEGAL COUNSEL ADMINISTRATIVE CASES D CONSULTATION WITH LEGAL COUNSEL REGARDING PROBABLE LITIGATION CONSULTATION WITH LEGAL COUNSEL REGARDING PROBABLE LITIGATION CONSULTATION WITH

212LEGAL COUNSEL REGARDING PROBABLE LITIGATION PENDING LITIGATION MATTERS REGARDING PROBABLE LITIGATION PENDING LITIGATION MATTERS REGARDING PROBABLE LITIGATION PENDING LITIGATION MATTERS MOVED FIVE STREAM SECONDED BY PENDING LITIGATION MATTERS MOVED FIVE STREAM SECONDED BY PENDING LITIGATION MATTERS MOVED FIVE STREAM SECONDED BY MR. COLPEPER ANY DISCUSSION MOVED FIVE STREAM SECONDED BY MR. COLPEPER ANY DISCUSSION MOVED FIVE STREAM SECONDED BY MR. COLPEPER ANY DISCUSSION SEEING ON THE VOTING FRAUD IS MR. COLPEPER ANY DISCUSSION SEEING ON THE VOTING FRAUD IS MR. COLPEPER ANY DISCUSSION SEEING ON THE VOTING FRAUD IS OPEN TO GO INTO CLOSED SESSION. SEEING ON THE VOTING FRAUD IS OPEN TO GO INTO CLOSED SESSION. SEEING ON THE VOTING FRAUD IS OPEN TO GO INTO CLOSED SESSION. SO >> MADAM CHAIR WE HAVE 10 OPEN TO GO INTO CLOSED SESSION. SO >> MADAM CHAIR WE HAVE 10 OPEN

213TO GO INTO CLOSED SESSION. SO >> MADAM CHAIR WE HAVE 10 EYES THE MOTION DID PASS TO GO SO >> MADAM CHAIR WE HAVE 10 EYES THE MOTION DID PASS TO GO SO >> MADAM CHAIR WE HAVE 10 EYES THE MOTION DID PASS TO GO INTO CLOSED SESSION AND FOR THE EYES THE MOTION DID PASS TO GO INTO CLOSED SESSION AND FOR THE EYES THE MOTION DID PASS TO GO INTO CLOSED SESSION AND FOR THE RECORD MISS MELNYK DID LOG OFF INTO CLOSED SESSION AND FOR THE RECORD MISS MELNYK DID LOG OFF INTO CLOSED SESSION AND FOR THE RECORD MISS MELNYK DID LOG OFF OF ZOOM WE ARE GOING INTO RECORD MISS MELNYK DID LOG OFF OF ZOOM WE ARE GOING INTO RECORD MISS MELNYK DID LOG OFF OF ZOOM WE ARE GOING INTO CLOSED

214SESSION >> THANK YOU OF ZOOM WE ARE GOING INTO CLOSED SESSION >> THANK YOU . UH UH UH . UH UH UH THE SCHOOL BOARD >> OF THE CITY OF VIRGINIA HAS CONVENED A THE SCHOOL BOARD >> OF THE CITY OF VIRGINIA HAS CONVENED A THE SCHOOL BOARD >> OF THE CITY OF VIRGINIA HAS CONVENED A CLOSED MEETING ON THIS DAY OF VIRGINIA HAS CONVENED A CLOSED MEETING ON THIS DAY OF VIRGINIA HAS CONVENED A CLOSED MEETING ON THIS DAY PURSUANT TO THE AFFIRMATIVE CLOSED MEETING ON THIS DAY PURSUANT TO THE AFFIRMATIVE CLOSED MEETING ON THIS DAY PURSUANT TO THE AFFIRMATIVE RECORDED VOTE IN ACCORDANCE PURSUANT TO THE AFFIRMATIVE RECORDED VOTE IN ACCORDANCE PURSUANT TO THE AFFIRMATIVE RECORDED VOTE IN ACCORDANCE WITH THE PROVISIONS OF THE RECORDED VOTE IN ACCORDANCE WITH THE PROVISIONS OF THE

215RECORDED VOTE IN ACCORDANCE WITH THE PROVISIONS OF THE VIRGINIA FREEDOM OF INFORMATION WITH THE PROVISIONS OF THE VIRGINIA FREEDOM OF INFORMATION WITH THE PROVISIONS OF THE VIRGINIA FREEDOM OF INFORMATION ACT AND WE'RE GOING TO TALK TO VIRGINIA FREEDOM OF INFORMATION ACT AND WE'RE GOING TO TALK TO VIRGINIA FREEDOM OF INFORMATION ACT AND WE'RE GOING TO TALK TO DASH THREE 712 AND THE CODE OF ACT AND WE'RE GOING TO TALK TO DASH THREE 712 AND THE CODE OF ACT AND WE'RE GOING TO TALK TO DASH THREE 712 AND THE CODE OF VIRGINIA REQUIRES CERTIFICATION DASH THREE 712 AND THE CODE OF VIRGINIA REQUIRES CERTIFICATION DASH THREE 712 AND THE CODE OF VIRGINIA REQUIRES CERTIFICATION BY THE SCHOOL BOARD THAT SUCH VIRGINIA REQUIRES CERTIFICATION BY THE SCHOOL BOARD THAT SUCH VIRGINIA REQUIRES CERTIFICATION BY THE SCHOOL BOARD

216THAT SUCH CLOSE MEETING WAS CONDUCTED IN BY THE SCHOOL BOARD THAT SUCH CLOSE MEETING WAS CONDUCTED IN BY THE SCHOOL BOARD THAT SUCH CLOSE MEETING WAS CONDUCTED IN CONFORMITY WITH VIRGINIA LAW CLOSE MEETING WAS CONDUCTED IN CONFORMITY WITH VIRGINIA LAW CLOSE MEETING WAS CONDUCTED IN CONFORMITY WITH VIRGINIA LAW NOW THEREFORE BE RESOLVED IT CONFORMITY WITH VIRGINIA LAW NOW THEREFORE BE RESOLVED IT CONFORMITY WITH VIRGINIA LAW NOW THEREFORE BE RESOLVED IT RESOLVED THAT THE SCHOOL BOARD NOW THEREFORE BE RESOLVED IT RESOLVED THAT THE SCHOOL BOARD NOW THEREFORE BE RESOLVED IT RESOLVED THAT THE SCHOOL BOARD THE VIRGINIA BEACH HERE MR. RESOLVED THAT THE SCHOOL BOARD THE VIRGINIA BEACH HERE MR. RESOLVED THAT THE SCHOOL BOARD THE VIRGINIA BEACH HERE MR. FOSTER TO THE BEST OF EACH THE VIRGINIA BEACH HERE MR. FOSTER TO THE BEST OF

217EACH THE VIRGINIA BEACH HERE MR. FOSTER TO THE BEST OF EACH MEMBER'S KNOWLEDGE ONLY PUBLIC FOSTER TO THE BEST OF EACH MEMBER'S KNOWLEDGE ONLY PUBLIC FOSTER TO THE BEST OF EACH MEMBER'S KNOWLEDGE ONLY PUBLIC BUSINESS MATTERS LAWFULLY MEMBER'S KNOWLEDGE ONLY PUBLIC BUSINESS MATTERS LAWFULLY MEMBER'S KNOWLEDGE ONLY PUBLIC BUSINESS MATTERS LAWFULLY EXEMPTED FROM OPEN MEETING BUSINESS MATTERS LAWFULLY EXEMPTED FROM OPEN MEETING BUSINESS MATTERS LAWFULLY EXEMPTED FROM OPEN MEETING REQUIREMENTS VIRGINIA LAW WE'RE EXEMPTED FROM OPEN MEETING REQUIREMENTS VIRGINIA LAW WE'RE EXEMPTED FROM OPEN MEETING REQUIREMENTS VIRGINIA LAW WE'RE DISCUSSING THE CLOSED MEETING REQUIREMENTS VIRGINIA LAW WE'RE DISCUSSING THE CLOSED MEETING REQUIREMENTS VIRGINIA LAW WE'RE DISCUSSING THE CLOSED MEETING TO MEETING TO WHICH THE DISCUSSING THE CLOSED MEETING TO MEETING TO WHICH THE DISCUSSING THE CLOSED MEETING TO MEETING TO WHICH THE CERTIFICATION APPLIES AND ONLY TO MEETING

218TO WHICH THE CERTIFICATION APPLIES AND ONLY TO MEETING TO 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 DELIVERED IN THE MOTION BY SUCH PUBLIC BUSINESS MATTERS AS WERE DELIVERED IN THE MOTION BY SUCH PUBLIC BUSINESS MATTERS AS WERE DELIVERED IN THE MOTION BY WHICH THE CLOSED MEETING WAS WERE DELIVERED IN THE MOTION BY WHICH THE CLOSED MEETING WAS WERE DELIVERED IN THE MOTION BY WHICH THE CLOSED MEETING WAS CONVENE OR HEARD, DISCUSSED OR WHICH THE CLOSED MEETING WAS CONVENE OR HEARD, DISCUSSED OR WHICH THE CLOSED MEETING WAS CONVENE OR HEARD, DISCUSSED OR CONSIDERED VERY MOVED BY MR. CONVENE OR HEARD, DISCUSSED OR CONSIDERED VERY MOVED BY MR. CONVENE OR HEARD, DISCUSSED OR CONSIDERED

219VERY MOVED BY MR. COLPEPER THEIR SECOND SECONDED CONSIDERED VERY MOVED BY MR. COLPEPER THEIR SECOND SECONDED CONSIDERED VERY MOVED BY MR. COLPEPER THEIR SECOND SECONDED BY KALLON. COLPEPER THEIR SECOND SECONDED BY KALLON. COLPEPER THEIR SECOND SECONDED BY KALLON. ANY DISCUSSION SEEING NINE BY KALLON. ANY DISCUSSION SEEING NINE BY KALLON. ANY DISCUSSION SEEING NINE CALLED I CALLED FOR THE VOTE TO ANY DISCUSSION SEEING NINE CALLED I CALLED FOR THE VOTE TO ANY DISCUSSION SEEING NINE CALLED I CALLED FOR THE VOTE TO CERTIFY CLOSED SESSION SO WE CALLED I CALLED FOR THE VOTE TO CERTIFY CLOSED SESSION SO WE CALLED I CALLED FOR THE VOTE TO CERTIFY CLOSED SESSION SO WE HAVE TO REVISE THE MOTION TO CERTIFY CLOSED SESSION SO WE HAVE TO REVISE THE MOTION TO CERTIFY CLOSED SESSION SO WE HAVE TO REVISE THE

220MOTION TO PASS CERTIFICATION OF CLOSED HAVE TO REVISE THE MOTION TO PASS CERTIFICATION OF CLOSED HAVE TO REVISE THE MOTION TO PASS CERTIFICATION OF CLOSED SESSION. PASS CERTIFICATION OF CLOSED SESSION. PASS CERTIFICATION OF CLOSED SESSION. THANK YOU. SESSION. THANK YOU. SESSION. THANK YOU. IT FIVE THIRTY THREE P.M. THIS THANK YOU. IT FIVE THIRTY THREE P.M. THIS THANK YOU. IT FIVE THIRTY THREE P.M. THIS INFORMAL SESSION IS ADJOURNED IT FIVE THIRTY THREE P.M. THIS INFORMAL SESSION IS ADJOURNED IT FIVE THIRTY THREE P.M. THIS INFORMAL SESSION IS ADJOURNED AND WE WILL RECONVENE AT 6:00 INFORMAL SESSION IS ADJOURNED AND WE WILL RECONVENE AT 6:00 INFORMAL SESSION IS ADJOURNED AND WE WILL RECONVENE AT 6:00 P.M. FOR A FORMAL MEETING AND WE WILL RECONVENE AT 6:00 P.M. FOR A FORMAL MEETING