School Board Meeting - 03/25/2025

001IT >> MY >> NAME IS KATHLEEN BROWN, CHAIR OF THE VIRGINIA IT >> MY >> NAME IS KATHLEEN BROWN, CHAIR OF THE VIRGINIA IT >> MY >> NAME IS KATHLEEN BROWN, CHAIR OF THE VIRGINIA BEACH COHORT AND I CALL THIS BROWN, CHAIR OF THE VIRGINIA BEACH COHORT AND I CALL THIS BROWN, CHAIR OF THE VIRGINIA BEACH COHORT AND I CALL THIS MEETING TO ORDER ON THE TWENTY BEACH COHORT AND I CALL THIS MEETING TO ORDER ON THE TWENTY BEACH COHORT AND I CALL THIS MEETING TO ORDER ON THE TWENTY FIFTH DAY MARCH TWENTY TWENTY MEETING TO ORDER ON THE TWENTY FIFTH DAY MARCH TWENTY TWENTY MEETING TO ORDER ON THE TWENTY FIFTH DAY MARCH TWENTY TWENTY FIVE AT 6:00 P.M. MADAM CLERK FIFTH DAY MARCH TWENTY TWENTY FIVE AT 6:00 P.M. MADAM CLERK FIFTH DAY

002MARCH TWENTY TWENTY FIVE AT 6:00 P.M. MADAM CLERK WOULD YOU PLEASE CALL THE ROLE FIVE AT 6:00 P.M. MADAM CLERK WOULD YOU PLEASE CALL THE ROLE FIVE AT 6:00 P.M. MADAM CLERK WOULD YOU PLEASE CALL THE ROLE THANK YOU MADAM CHAIR PRESENT WOULD YOU PLEASE CALL THE ROLE THANK YOU MADAM CHAIR PRESENT WOULD YOU PLEASE CALL THE ROLE THANK YOU MADAM CHAIR PRESENT IN THE SCHOOL BOARD CHAMBER OR THANK YOU MADAM CHAIR PRESENT IN THE SCHOOL BOARD CHAMBER OR THANK YOU MADAM CHAIR PRESENT IN THE SCHOOL BOARD CHAMBER OR CHAIR BROWN VICE CHAIR WEEMES IN THE SCHOOL BOARD CHAMBER OR CHAIR BROWN VICE CHAIR WEEMES IN THE SCHOOL BOARD CHAMBER OR CHAIR BROWN VICE CHAIR WEEMES MR. BONESTEEL MR. KAPLAN CHAIR BROWN VICE CHAIR WEEMES MR. BONESTEEL MR. KAPLAN CHAIR BROWN VICE CHAIR WEEMES MR.

003BONESTEEL MR. KAPLAN CALLEN, MR. COLPEPER, MR. MR. BONESTEEL MR. KAPLAN CALLEN, MR. COLPEPER, MR. MR. BONESTEEL MR. KAPLAN CALLEN, MR. COLPEPER, MR. CUMMINGS MISS DWYRE DR. GREENE CALLEN, MR. COLPEPER, MR. CUMMINGS MISS DWYRE DR. GREENE CALLEN, MR. COLPEPER, MR. CUMMINGS MISS DWYRE DR. GREENE DR. GREENE, MISS MELNIK AND CUMMINGS MISS DWYRE DR. GREENE DR. GREENE, MISS MELNIK AND CUMMINGS MISS DWYRE DR. GREENE DR. GREENE, MISS MELNIK AND MISS ROGERS THANK YOU AND MISS DR. GREENE, MISS MELNIK AND MISS ROGERS THANK YOU AND MISS DR. GREENE, MISS MELNIK AND MISS ROGERS THANK YOU AND MISS FELTON WON'T BE HERE BE HERE MISS ROGERS THANK YOU AND MISS FELTON WON'T BE HERE BE HERE MISS ROGERS THANK YOU AND MISS FELTON WON'T BE HERE BE HERE TODAY DUE TO THE PASSING HER FELTON WON'T BE HERE BE

004HERE TODAY DUE TO THE PASSING HER FELTON WON'T BE HERE BE HERE TODAY DUE TO THE PASSING HER HUSBAND WINFRED AND IN HONOR TODAY DUE TO THE PASSING HER HUSBAND WINFRED AND IN HONOR TODAY DUE TO THE PASSING HER HUSBAND WINFRED AND IN HONOR OF MISS FOUNTAIN WE'RE GOING TO HUSBAND WINFRED AND IN HONOR OF MISS FOUNTAIN WE'RE GOING TO HUSBAND WINFRED AND IN HONOR OF MISS FOUNTAIN WE'RE GOING TO OBSERVE OUR MOMENT OF SILENCE OF MISS FOUNTAIN WE'RE GOING TO OBSERVE OUR MOMENT OF SILENCE OF MISS FOUNTAIN WE'RE GOING TO OBSERVE OUR MOMENT OF SILENCE FOR THEIR FAMILY AND HER LATE OBSERVE OUR MOMENT OF SILENCE FOR THEIR FAMILY AND HER LATE OBSERVE OUR MOMENT OF SILENCE FOR THEIR FAMILY AND HER LATE HUSBAND PLEASE JOIN ME IN A FOR THEIR FAMILY AND HER

005LATE HUSBAND PLEASE JOIN ME IN A FOR THEIR FAMILY AND HER LATE HUSBAND PLEASE JOIN ME IN A MOMENT OF SILENCE OK, WE ARE HUSBAND PLEASE JOIN ME IN A MOMENT OF SILENCE OK, WE ARE HUSBAND PLEASE JOIN ME IN A MOMENT OF SILENCE OK, WE ARE GOING TO HAVE THE PLEDGE MOMENT OF SILENCE OK, WE ARE GOING TO HAVE THE PLEDGE MOMENT OF SILENCE OK, WE ARE GOING TO HAVE THE PLEDGE OF ALLEGIANCE FOLLOWED BY THE GOING TO HAVE THE PLEDGE OF ALLEGIANCE FOLLOWED BY THE GOING TO HAVE THE PLEDGE OF ALLEGIANCE FOLLOWED BY THE NATIONAL ANTHEM SIGNED BY THE OF ALLEGIANCE FOLLOWED BY THE NATIONAL ANTHEM SIGNED BY THE OF ALLEGIANCE FOLLOWED BY THE NATIONAL ANTHEM SIGNED BY THE GREAT NECK MIDDLE SCHOOL CHORUS NATIONAL ANTHEM SIGNED BY THE GREAT NECK MIDDLE SCHOOL

006CHORUS NATIONAL ANTHEM SIGNED BY THE GREAT NECK MIDDLE SCHOOL CHORUS LED BY COURSE DIRECTOR MISS LOU GREAT NECK MIDDLE SCHOOL CHORUS LED BY COURSE DIRECTOR MISS LOU GREAT NECK MIDDLE SCHOOL CHORUS LED BY COURSE DIRECTOR MISS LOU ANN MEADE FOLLOWING A PLEDGE >> LED BY COURSE DIRECTOR MISS LOU ANN MEADE FOLLOWING A PLEDGE >> YOU SEE BY THE DAWN'S WELL SO FAR AWAY. YOU SEE BY THE DAWN'S WELL SO FAR AWAY. YOU SEE BY THE DAWN'S WELL SO FAR AWAY. THAT'S WHY LAST >> WEEK WE SAW FAR AWAY. THAT'S WHY LAST >> WEEK WE SAW FAR AWAY. THAT'S WHY LAST >> WEEK WE SAW SIDE BY SIDE THE SONG OH WE THAT'S WHY LAST >> WEEK WE SAW SIDE BY SIDE THE SONG OH WE THAT'S WHY LAST >> WEEK WE SAW SIDE BY SIDE

007THE SONG OH WE LOVE SO MANY >> GAY OH DOES SIDE BY SIDE THE SONG OH WE LOVE SO MANY >> GAY OH DOES SIDE BY SIDE THE SONG OH WE LOVE SO MANY >> GAY OH DOES THAT SONG HEY GO GO GO OH MY LOVE SO MANY >> GAY OH DOES THAT SONG HEY GO GO GO OH MY LOVE SO MANY >> GAY OH DOES THAT SONG HEY GO GO GO OH MY GOD >>. THAT SONG HEY GO GO GO OH MY GOD >>. THAT SONG HEY GO GO GO OH MY GOD >>. OH >> GREAT. GOD >>. OH >> GREAT. GOD >>. OH >> GREAT. OH MY I THANK I THINK I GAVE US OH >> GREAT. OH MY I THANK I THINK I GAVE US OH >> GREAT. OH MY I THANK

008I THINK I GAVE US ALL US ALL GOOSEBUMPS. OH MY I THANK I THINK I GAVE US ALL US ALL GOOSEBUMPS. OH MY I THANK I THINK I GAVE US ALL US ALL GOOSEBUMPS. I WAS SO BEAUTIFUL. ALL US ALL GOOSEBUMPS. I WAS SO BEAUTIFUL. ALL US ALL GOOSEBUMPS. I WAS SO BEAUTIFUL. THANK YOU. I WAS SO BEAUTIFUL. THANK YOU. I WAS SO BEAUTIFUL. THANK YOU. WONDERFUL. THANK YOU. WONDERFUL. THANK YOU. WONDERFUL. ALL >> RIGHT NOW TO OUR WONDERFUL. ALL >> RIGHT NOW TO OUR WONDERFUL. ALL >> RIGHT NOW TO OUR FAVORITE PART OF THE MEETING ALL >> RIGHT NOW TO OUR FAVORITE PART OF THE MEETING ALL >> RIGHT NOW TO OUR FAVORITE PART OF THE MEETING AND THAT'S OUR CHANCE TO FAVORITE PART OF THE MEETING AND THAT'S OUR CHANCE TO FAVORITE PART

009OF THE MEETING AND THAT'S OUR CHANCE TO RECOGNIZE OUR OUTSTANDING AND THAT'S OUR CHANCE TO RECOGNIZE OUR OUTSTANDING AND THAT'S OUR CHANCE TO RECOGNIZE OUR OUTSTANDING STUDENTS TONIGHT DR. GREEN, OUR RECOGNIZE OUR OUTSTANDING STUDENTS TONIGHT DR. GREEN, OUR RECOGNIZE OUR OUTSTANDING STUDENTS TONIGHT DR. GREEN, OUR FIRST RECOGNITION THIS EVENING STUDENTS TONIGHT DR. GREEN, OUR FIRST RECOGNITION THIS EVENING STUDENTS TONIGHT DR. GREEN, OUR FIRST RECOGNITION THIS EVENING IS FOR THE JUNIOR HIGH SCHOOL FIRST RECOGNITION THIS EVENING IS FOR THE JUNIOR HIGH SCHOOL FIRST RECOGNITION THIS EVENING IS FOR THE JUNIOR HIGH SCHOOL CLASS FIVE STATE CHAMPION IS FOR THE JUNIOR HIGH SCHOOL CLASS FIVE STATE CHAMPION IS FOR THE JUNIOR HIGH SCHOOL CLASS FIVE STATE CHAMPION GYMNASTICS TEAM. CLASS FIVE STATE CHAMPION GYMNASTICS TEAM. CLASS FIVE STATE CHAMPION GYMNASTICS TEAM. PLEASE WELCOME THE KELAM NEITZ GYMNASTICS

010TEAM. PLEASE WELCOME THE KELAM NEITZ GYMNASTICS TEAM. PLEASE WELCOME THE KELAM NEITZ >> AFTER TAKING SECOND PLACE AT PLEASE WELCOME THE KELAM NEITZ >> AFTER TAKING SECOND PLACE AT PLEASE WELCOME THE KELAM NEITZ >> AFTER TAKING SECOND PLACE AT THE REGIONAL ME MEMBERS OF THE >> AFTER TAKING SECOND PLACE AT THE REGIONAL ME MEMBERS OF THE >> AFTER TAKING SECOND PLACE AT THE REGIONAL ME MEMBERS OF THE KELAM GYMNASTIC TEAM REALLY THE REGIONAL ME MEMBERS OF THE KELAM GYMNASTIC TEAM REALLY THE REGIONAL ME MEMBERS OF THE KELAM GYMNASTIC TEAM REALLY LOCKED IN PRACTICE AND MADE ALL KELAM GYMNASTIC TEAM REALLY LOCKED IN PRACTICE AND MADE ALL KELAM GYMNASTIC TEAM REALLY LOCKED IN PRACTICE AND MADE ALL THE RIGHT CHANGES TO ROUTINES LOCKED IN PRACTICE AND MADE ALL THE RIGHT CHANGES TO ROUTINES LOCKED IN PRACTICE

011AND MADE ALL THE RIGHT CHANGES TO ROUTINES THEY. THE RIGHT CHANGES TO ROUTINES THEY. THE RIGHT CHANGES TO ROUTINES THEY. THEY QUALIFIED SIX INDIVIDUALS THEY. THEY QUALIFIED SIX INDIVIDUALS THEY. THEY QUALIFIED SIX INDIVIDUALS TO A STATE MEET INCLUDING THE THEY QUALIFIED SIX INDIVIDUALS TO A STATE MEET INCLUDING THE THEY QUALIFIED SIX INDIVIDUALS TO A STATE MEET INCLUDING THE REGIONAL ALL CHAMPION. TO A STATE MEET INCLUDING THE REGIONAL ALL CHAMPION. TO A STATE MEET INCLUDING THE REGIONAL ALL CHAMPION. THE GIRLS PRACTICE HARD EVERY REGIONAL ALL CHAMPION. THE GIRLS PRACTICE HARD EVERY REGIONAL ALL CHAMPION. THE GIRLS PRACTICE HARD EVERY DAY CAME TOGETHER AS A TEAM AND THE GIRLS PRACTICE HARD EVERY DAY CAME TOGETHER AS A TEAM AND THE GIRLS PRACTICE HARD EVERY DAY CAME TOGETHER AS A TEAM AND REALLY PUSHED EACH OTHER TO THE

012DAY CAME TOGETHER AS A TEAM AND REALLY PUSHED EACH OTHER TO THE DAY CAME TOGETHER AS A TEAM AND REALLY PUSHED EACH OTHER TO THE BEST THEY COULD BE WITH TEN REALLY PUSHED EACH OTHER TO THE BEST THEY COULD BE WITH TEN REALLY PUSHED EACH OTHER TO THE BEST THEY COULD BE WITH TEN UNDERCLASSMAN ON THE TEAM AND BEST THEY COULD BE WITH TEN UNDERCLASSMAN ON THE TEAM AND BEST THEY COULD BE WITH TEN UNDERCLASSMAN ON THE TEAM AND ONLY TWO SENIORS THE GIRLS UNDERCLASSMAN ON THE TEAM AND ONLY TWO SENIORS THE GIRLS UNDERCLASSMAN ON THE TEAM AND ONLY TWO SENIORS THE GIRLS NEEDED THE RUNNER UP FINISH AT ONLY TWO SENIORS THE GIRLS NEEDED THE RUNNER UP FINISH AT ONLY TWO SENIORS THE GIRLS NEEDED THE RUNNER UP FINISH AT REGIONALS TO MOTIVATE THEM

013AND NEEDED THE RUNNER UP FINISH AT REGIONALS TO MOTIVATE THEM AND NEEDED THE RUNNER UP FINISH AT REGIONALS TO MOTIVATE THEM AND SHOW THEM THEY COULD WIN THE REGIONALS TO MOTIVATE THEM AND SHOW THEM THEY COULD WIN THE REGIONALS TO MOTIVATE THEM AND SHOW THEM THEY COULD WIN THE STATE TITLE EVEN THOUGH THE SHOW THEM THEY COULD WIN THE STATE TITLE EVEN THOUGH THE SHOW THEM THEY COULD WIN THE STATE TITLE EVEN THOUGH THE COMPETITION FEARS AND THEY WERE STATE TITLE EVEN THOUGH THE COMPETITION FEARS AND THEY WERE STATE TITLE EVEN THOUGH THE COMPETITION FEARS AND THEY WERE THE UNDERDOG THE TEAM HAD ITS COMPETITION FEARS AND THEY WERE THE UNDERDOG THE TEAM HAD ITS COMPETITION FEARS AND THEY WERE THE UNDERDOG THE TEAM HAD ITS BEST MATE OF THE SEASON. THE UNDERDOG THE TEAM

014HAD ITS BEST MATE OF THE SEASON. THE UNDERDOG THE TEAM HAD ITS BEST MATE OF THE SEASON. THEY WON THE STATE CHAMPIONSHIP BEST MATE OF THE SEASON. THEY WON THE STATE CHAMPIONSHIP BEST MATE OF THE SEASON. THEY WON THE STATE CHAMPIONSHIP WITH THE TEAM HIGH SCORE OF ONE THEY WON THE STATE CHAMPIONSHIP WITH THE TEAM HIGH SCORE OF ONE THEY WON THE STATE CHAMPIONSHIP WITH THE TEAM HIGH SCORE OF ONE FORTY SEVEN POINT SEVENTY FIVE WITH THE TEAM HIGH SCORE OF ONE FORTY SEVEN POINT SEVENTY FIVE WITH THE TEAM HIGH SCORE OF ONE FORTY SEVEN POINT SEVENTY FIVE THIS SCORE WAS ONE POINT FOR FORTY SEVEN POINT SEVENTY FIVE THIS SCORE WAS ONE POINT FOR FORTY SEVEN POINT SEVENTY FIVE THIS SCORE WAS ONE POINT FOR FIVE HIGHER THAN THE SECOND THIS SCORE WAS ONE

015POINT FOR FIVE HIGHER THAN THE SECOND THIS SCORE WAS ONE POINT FOR FIVE HIGHER THAN THE SECOND TEAM IN THE STATE GYMNASTS ARE FIVE HIGHER THAN THE SECOND TEAM IN THE STATE GYMNASTS ARE FIVE HIGHER THAN THE SECOND TEAM IN THE STATE GYMNASTS ARE CHARLIE BOWSHER CHALO BOYS TEAM IN THE STATE GYMNASTS ARE CHARLIE BOWSHER CHALO BOYS TEAM IN THE STATE GYMNASTS ARE CHARLIE BOWSHER CHALO BOYS ALANA DOBA THE MEYER GHA CHARLIE BOWSHER CHALO BOYS ALANA DOBA THE MEYER GHA CHARLIE BOWSHER CHALO BOYS ALANA DOBA THE MEYER GHA REBECCA GARZA HALEY GRAB >> ALANA DOBA THE MEYER GHA REBECCA GARZA HALEY GRAB >> ALANA DOBA THE MEYER GHA REBECCA GARZA HALEY GRAB >> AVERY >> HANDLIN LAINA HARTEL REBECCA GARZA HALEY GRAB >> AVERY >> HANDLIN LAINA HARTEL REBECCA GARZA HALEY GRAB >> AVERY >>

016HANDLIN LAINA HARTEL ARDERN MARANHAO JULIA TACULLI AVERY >> HANDLIN LAINA HARTEL ARDERN MARANHAO JULIA TACULLI AVERY >> HANDLIN LAINA HARTEL ARDERN MARANHAO JULIA TACULLI NOW HARPER WEBSTER CLAIRE WELCH ARDERN MARANHAO JULIA TACULLI NOW HARPER WEBSTER CLAIRE WELCH ARDERN MARANHAO JULIA TACULLI NOW HARPER WEBSTER CLAIRE WELCH HARPER WILLETT'S AYLING NOW HARPER WEBSTER CLAIRE WELCH HARPER WILLETT'S AYLING NOW HARPER WEBSTER CLAIRE WELCH HARPER WILLETT'S AYLING WILLIAMS AND CARE >> WOW'S THE HARPER WILLETT'S AYLING WILLIAMS AND CARE >> WOW'S THE HARPER WILLETT'S AYLING WILLIAMS AND CARE >> WOW'S THE COACHES ARE MARIANNE PARKER AND WILLIAMS AND CARE >> WOW'S THE COACHES ARE MARIANNE PARKER AND WILLIAMS AND CARE >> WOW'S THE COACHES ARE MARIANNE PARKER AND ALANA PARKER. COACHES ARE MARIANNE PARKER AND ALANA PARKER. COACHES ARE MARIANNE PARKER AND ALANA PARKER. CONGRATULATIONS KELAM ALANA PARKER. CONGRATULATIONS KELAM

017ALANA PARKER. CONGRATULATIONS KELAM GYMNASTICS TEAM OUR NEXT CONGRATULATIONS KELAM GYMNASTICS TEAM OUR NEXT CONGRATULATIONS KELAM GYMNASTICS TEAM OUR NEXT RECOGNITION IS FOR THE VESSEL GYMNASTICS TEAM OUR NEXT RECOGNITION IS FOR THE VESSEL GYMNASTICS TEAM OUR NEXT RECOGNITION IS FOR THE VESSEL OR VESSEL CLASS FIVE INDIVIDUAL RECOGNITION IS FOR THE VESSEL OR VESSEL CLASS FIVE INDIVIDUAL RECOGNITION IS FOR THE VESSEL OR VESSEL CLASS FIVE INDIVIDUAL GYMNASTICS STATE CHAMPION OR VESSEL CLASS FIVE INDIVIDUAL GYMNASTICS STATE CHAMPION OR VESSEL CLASS FIVE INDIVIDUAL GYMNASTICS STATE CHAMPION INVOLVED PLEASE GIVE A WARM A GYMNASTICS STATE CHAMPION INVOLVED PLEASE GIVE A WARM A GYMNASTICS STATE CHAMPION INVOLVED PLEASE GIVE A WARM A WARM WELCOME TO VIOLET CLAUNCH INVOLVED PLEASE GIVE A WARM A WARM WELCOME TO VIOLET CLAUNCH INVOLVED PLEASE GIVE A WARM A WARM WELCOME TO VIOLET CLAUNCH FROM KINGSVILLE

018HIGH SCHOOL >> WARM WELCOME TO VIOLET CLAUNCH FROM KINGSVILLE HIGH SCHOOL >> WARM WELCOME TO VIOLET CLAUNCH FROM KINGSVILLE HIGH SCHOOL >> ON MARCH FIRST VIOLENT CLIENTS FROM KINGSVILLE HIGH SCHOOL >> ON MARCH FIRST VIOLENT CLIENTS FROM KINGSVILLE HIGH SCHOOL >> ON MARCH FIRST VIOLENT CLIENTS BECAME THE FIRST KANSFIELD ON MARCH FIRST VIOLENT CLIENTS BECAME THE FIRST KANSFIELD ON MARCH FIRST VIOLENT CLIENTS BECAME THE FIRST KANSFIELD GYMNAST THAT WHEN A STATE BECAME THE FIRST KANSFIELD GYMNAST THAT WHEN A STATE BECAME THE FIRST KANSFIELD GYMNAST THAT WHEN A STATE CHAMPIONSHIP SINCE 2000. GYMNAST THAT WHEN A STATE CHAMPIONSHIP SINCE 2000. GYMNAST THAT WHEN A STATE CHAMPIONSHIP SINCE 2000. WHOA >>. CHAMPIONSHIP SINCE 2000. WHOA >>. CHAMPIONSHIP SINCE 2000. WHOA >>. VIOLET >> A FRESHMAN AND WHOA >>. VIOLET >> A FRESHMAN AND WHOA >>. VIOLET >>

019A FRESHMAN AND KINGSVILLE ENTREPRENEURSHIP AND VIOLET >> A FRESHMAN AND KINGSVILLE ENTREPRENEURSHIP AND VIOLET >> A FRESHMAN AND KINGSVILLE ENTREPRENEURSHIP AND BUSINESS ACADEMY BEGAN HER KINGSVILLE ENTREPRENEURSHIP AND BUSINESS ACADEMY BEGAN HER KINGSVILLE ENTREPRENEURSHIP AND BUSINESS ACADEMY BEGAN HER STATE CHAMPIONSHIP JOURNEY BY BUSINESS ACADEMY BEGAN HER STATE CHAMPIONSHIP JOURNEY BY BUSINESS ACADEMY BEGAN HER STATE CHAMPIONSHIP JOURNEY BY WINNING THE REGION FIVE A VAULT STATE CHAMPIONSHIP JOURNEY BY WINNING THE REGION FIVE A VAULT STATE CHAMPIONSHIP JOURNEY BY WINNING THE REGION FIVE A VAULT CHAMPIONSHIP VIALET USE THIS WINNING THE REGION FIVE A VAULT CHAMPIONSHIP VIALET USE THIS WINNING THE REGION FIVE A VAULT CHAMPIONSHIP VIALET USE THIS MOMENTUM GAINED TO PROPEL CHAMPIONSHIP VIALET USE THIS MOMENTUM GAINED TO PROPEL CHAMPIONSHIP VIALET USE THIS MOMENTUM GAINED TO PROPEL HERSELF TO BECOME THE VESSEL. MOMENTUM GAINED TO PROPEL HERSELF

020TO BECOME THE VESSEL. MOMENTUM GAINED TO PROPEL HERSELF TO BECOME THE VESSEL. THE VISION OF STATE CHAMPION HERSELF TO BECOME THE VESSEL. THE VISION OF STATE CHAMPION HERSELF TO BECOME THE VESSEL. THE VISION OF STATE CHAMPION AND VAULT CONGRATULATIONS THE VISION OF STATE CHAMPION AND VAULT CONGRATULATIONS THE VISION OF STATE CHAMPION AND VAULT CONGRATULATIONS VIOLET WE'RE SO PROUD OF YOU >> AND VAULT CONGRATULATIONS VIOLET WE'RE SO PROUD OF YOU >> AND VAULT CONGRATULATIONS VIOLET WE'RE SO PROUD OF YOU >> IS FOR CHAMPIONS AND INDOOR VIOLET WE'RE SO PROUD OF YOU >> IS FOR CHAMPIONS AND INDOOR VIOLET WE'RE SO PROUD OF YOU >> IS FOR CHAMPIONS AND INDOOR TRACK PLEASE WELCOME STUDENT IS FOR CHAMPIONS AND INDOOR TRACK PLEASE WELCOME STUDENT IS FOR CHAMPIONS AND INDOOR TRACK PLEASE WELCOME STUDENT ATHLETES FROM DAYSIDE HIGH TRACK

021PLEASE WELCOME STUDENT ATHLETES FROM DAYSIDE HIGH TRACK PLEASE WELCOME STUDENT ATHLETES FROM DAYSIDE HIGH SCHOOL >> SENIOR HELLAM ATHLETES FROM DAYSIDE HIGH SCHOOL >> SENIOR HELLAM ATHLETES FROM DAYSIDE HIGH SCHOOL >> SENIOR HELLAM HARDENER JUNIOR BRIAN HARTNETT SCHOOL >> SENIOR HELLAM HARDENER JUNIOR BRIAN HARTNETT SCHOOL >> SENIOR HELLAM HARDENER JUNIOR BRIAN HARTNETT SENIOR ANDREW SALVADORAN AND HARDENER JUNIOR BRIAN HARTNETT SENIOR ANDREW SALVADORAN AND HARDENER JUNIOR BRIAN HARTNETT SENIOR ANDREW SALVADORAN AND SOPHOMORE ELIJAH WILLOUGHBY ARE SENIOR ANDREW SALVADORAN AND SOPHOMORE ELIJAH WILLOUGHBY ARE SENIOR ANDREW SALVADORAN AND SOPHOMORE ELIJAH WILLOUGHBY ARE STATE CHAMPIONS IN THE FOR BY SOPHOMORE ELIJAH WILLOUGHBY ARE STATE CHAMPIONS IN THE FOR BY SOPHOMORE ELIJAH WILLOUGHBY ARE STATE CHAMPIONS IN THE FOR BY 200 METER RELAY >> DESPITE STATE CHAMPIONS IN THE FOR BY 200 METER RELAY >> DESPITE STATE CHAMPIONS IN

022THE FOR BY 200 METER RELAY >> DESPITE RUNNING TRACK TOGETHER FOR LESS 200 METER RELAY >> DESPITE RUNNING TRACK TOGETHER FOR LESS 200 METER RELAY >> DESPITE RUNNING TRACK TOGETHER FOR LESS THAN A YEAR THESE YOUNG MEN RUNNING TRACK TOGETHER FOR LESS THAN A YEAR THESE YOUNG MEN RUNNING TRACK TOGETHER FOR LESS THAN A YEAR THESE YOUNG MEN HAVE ACHIEVED REMARKABLE FEATS THAN A YEAR THESE YOUNG MEN HAVE ACHIEVED REMARKABLE FEATS THAN A YEAR THESE YOUNG MEN HAVE ACHIEVED REMARKABLE FEATS THAT SHOWCASE THE POWER HAVE ACHIEVED REMARKABLE FEATS THAT SHOWCASE THE POWER HAVE ACHIEVED REMARKABLE FEATS THAT SHOWCASE THE POWER OF TEAMWORK, THEIR REMARKABLE THAT SHOWCASE THE POWER OF TEAMWORK, THEIR REMARKABLE THAT SHOWCASE THE POWER OF TEAMWORK, THEIR REMARKABLE TIME OF COMPLETING THE FOR BY OF TEAMWORK, THEIR REMARKABLE TIME OF COMPLETING THE FOR

023BY OF TEAMWORK, THEIR REMARKABLE TIME OF COMPLETING THE FOR BY 200 METER RELAY IN JUST OVER TIME OF COMPLETING THE FOR BY 200 METER RELAY IN JUST OVER TIME OF COMPLETING THE FOR BY 200 METER RELAY IN JUST OVER ONE MINUTE TWENTY EIGHT SECONDS 200 METER RELAY IN JUST OVER ONE MINUTE TWENTY EIGHT SECONDS 200 METER RELAY IN JUST OVER ONE MINUTE TWENTY EIGHT SECONDS SURPASSES THE PREVIOUS SCHOOL ONE MINUTE TWENTY EIGHT SECONDS SURPASSES THE PREVIOUS SCHOOL ONE MINUTE TWENTY EIGHT SECONDS SURPASSES THE PREVIOUS SCHOOL TRACK RECORD EACH STUDENT SURPASSES THE PREVIOUS SCHOOL TRACK RECORD EACH STUDENT SURPASSES THE PREVIOUS SCHOOL TRACK RECORD EACH STUDENT BRINGS SOMETHING UNIQUE TO THE TRACK RECORD EACH STUDENT BRINGS SOMETHING UNIQUE TO THE TRACK RECORD EACH STUDENT BRINGS SOMETHING UNIQUE TO THE TEAM ANDREW IS ALSO THE STATE BRINGS

024SOMETHING UNIQUE TO THE TEAM ANDREW IS ALSO THE STATE BRINGS SOMETHING UNIQUE TO THE TEAM ANDREW IS ALSO THE STATE CHAMPION IN THE THREE HUNDRED TEAM ANDREW IS ALSO THE STATE CHAMPION IN THE THREE HUNDRED TEAM ANDREW IS ALSO THE STATE CHAMPION IN THE THREE HUNDRED METER AND THE FIVE HUNDRED CHAMPION IN THE THREE HUNDRED METER AND THE FIVE HUNDRED CHAMPION IN THE THREE HUNDRED METER AND THE FIVE HUNDRED METERS. METER AND THE FIVE HUNDRED METERS. METER AND THE FIVE HUNDRED METERS. IN FACT HE IS A NATIONAL METERS. IN FACT HE IS A NATIONAL METERS. IN FACT HE IS A NATIONAL CHAMPION IN THE FIVE HUNDRED IN FACT HE IS A NATIONAL CHAMPION IN THE FIVE HUNDRED IN FACT HE IS A NATIONAL CHAMPION IN THE FIVE HUNDRED METER DASH AT THIS POLE THIS CHAMPION

025IN THE FIVE HUNDRED METER DASH AT THIS POLE THIS CHAMPION IN THE FIVE HUNDRED METER DASH AT THIS POLE THIS FALL. METER DASH AT THIS POLE THIS FALL. METER DASH AT THIS POLE THIS FALL. HE WILL CONTINUE HIS ACADEMIC FALL. HE WILL CONTINUE HIS ACADEMIC FALL. HE WILL CONTINUE HIS ACADEMIC ATHLETIC JOURNEY AT THE HE WILL CONTINUE HIS ACADEMIC ATHLETIC JOURNEY AT THE HE WILL CONTINUE HIS ACADEMIC ATHLETIC JOURNEY AT THE UNIVERSITY OF SOUTH CAROLINA ATHLETIC JOURNEY AT THE UNIVERSITY OF SOUTH CAROLINA ATHLETIC JOURNEY AT THE UNIVERSITY OF SOUTH CAROLINA COLUMN IS ONE OF THE MOST UNIVERSITY OF SOUTH CAROLINA COLUMN IS ONE OF THE MOST UNIVERSITY OF SOUTH CAROLINA COLUMN IS ONE OF THE MOST OUTSTANDING ATHLETES ON THE COLUMN IS ONE OF THE MOST OUTSTANDING ATHLETES ON THE COLUMN IS ONE OF THE

026MOST OUTSTANDING ATHLETES ON THE TEAM LEADING AND TOTAL POINTS OUTSTANDING ATHLETES ON THE TEAM LEADING AND TOTAL POINTS OUTSTANDING ATHLETES ON THE TEAM LEADING AND TOTAL POINTS SCORED HIS VERSATILITY MAKES TEAM LEADING AND TOTAL POINTS SCORED HIS VERSATILITY MAKES TEAM LEADING AND TOTAL POINTS SCORED HIS VERSATILITY MAKES HIM AN INVALUABLE ASSET TO THE SCORED HIS VERSATILITY MAKES HIM AN INVALUABLE ASSET TO THE SCORED HIS VERSATILITY MAKES HIM AN INVALUABLE ASSET TO THE PROGRAM HE WILL BE ATTEND IN HIM AN INVALUABLE ASSET TO THE PROGRAM HE WILL BE ATTEND IN HIM AN INVALUABLE ASSET TO THE PROGRAM HE WILL BE ATTEND IN VIRGINIA MILITARY INSTITUTE IN PROGRAM HE WILL BE ATTEND IN VIRGINIA MILITARY INSTITUTE IN PROGRAM HE WILL BE ATTEND IN VIRGINIA MILITARY INSTITUTE IN THE FALL. VIRGINIA MILITARY INSTITUTE IN THE FALL. VIRGINIA MILITARY

027INSTITUTE IN THE FALL. BRIAN IS HAVING HIS BEST SEASON THE FALL. BRIAN IS HAVING HIS BEST SEASON THE FALL. BRIAN IS HAVING HIS BEST SEASON AS A MARLYN AND WE'LL BE BRIAN IS HAVING HIS BEST SEASON AS A MARLYN AND WE'LL BE BRIAN IS HAVING HIS BEST SEASON AS A MARLYN AND WE'LL BE RETURNING NEXT YEAR TO LEAD THE AS A MARLYN AND WE'LL BE RETURNING NEXT YEAR TO LEAD THE AS A MARLYN AND WE'LL BE RETURNING NEXT YEAR TO LEAD THE TEAM TO EVEN GREATER SUCCESS. RETURNING NEXT YEAR TO LEAD THE TEAM TO EVEN GREATER SUCCESS. RETURNING NEXT YEAR TO LEAD THE TEAM TO EVEN GREATER SUCCESS. ELIJAH IS A RISING STAR GOOSE TEAM TO EVEN GREATER SUCCESS. ELIJAH IS A RISING STAR GOOSE TEAM TO EVEN GREATER SUCCESS. ELIJAH IS A RISING STAR

028GOOSE HARD WORK AND DEDICATION SET ELIJAH IS A RISING STAR GOOSE HARD WORK AND DEDICATION SET ELIJAH IS A RISING STAR GOOSE HARD WORK AND DEDICATION SET HIM APART WITH HIS COMMITMENT HARD WORK AND DEDICATION SET HIM APART WITH HIS COMMITMENT HARD WORK AND DEDICATION SET HIM APART WITH HIS COMMITMENT TO EXCELLENCE HE IS POISED TO HIM APART WITH HIS COMMITMENT TO EXCELLENCE HE IS POISED TO HIM APART WITH HIS COMMITMENT TO EXCELLENCE HE IS POISED TO BECOME AN OUTSTANDING SPRINTER TO EXCELLENCE HE IS POISED TO BECOME AN OUTSTANDING SPRINTER TO EXCELLENCE HE IS POISED TO BECOME AN OUTSTANDING SPRINTER AND LONG JUMPER IN THE SEASON BECOME AN OUTSTANDING SPRINTER AND LONG JUMPER IN THE SEASON BECOME AN OUTSTANDING SPRINTER AND LONG JUMPER IN THE SEASON AHEAD. AND LONG JUMPER IN THE SEASON AHEAD. AND

029LONG JUMPER IN THE SEASON AHEAD. CONGRATULATIONS ANDREW BRIAN AHEAD. CONGRATULATIONS ANDREW BRIAN AHEAD. CONGRATULATIONS ANDREW BRIAN AND ELIZA WE ARE PROUD OF YOU CONGRATULATIONS ANDREW BRIAN AND ELIZA WE ARE PROUD OF YOU CONGRATULATIONS ANDREW BRIAN AND ELIZA WE ARE PROUD OF YOU NEXT WE'D LIKE TO RECOGNIZE AND ELIZA WE ARE PROUD OF YOU NEXT WE'D LIKE TO RECOGNIZE AND ELIZA WE ARE PROUD OF YOU NEXT WE'D LIKE TO RECOGNIZE VIRGINIA TEACHERS FOR TOMORROW NEXT WE'D LIKE TO RECOGNIZE VIRGINIA TEACHERS FOR TOMORROW NEXT WE'D LIKE TO RECOGNIZE VIRGINIA TEACHERS FOR TOMORROW WHO RECENTLY WON FIRST PLACE VIRGINIA TEACHERS FOR TOMORROW WHO RECENTLY WON FIRST PLACE VIRGINIA TEACHERS FOR TOMORROW WHO RECENTLY WON FIRST PLACE PRIZES AT THE EDUCATORS RISING WHO RECENTLY WON FIRST PLACE PRIZES AT THE EDUCATORS RISING WHO RECENTLY WON FIRST PLACE PRIZES AT

030THE EDUCATORS RISING VIRGINIA STATE LEADERSHIP PRIZES AT THE EDUCATORS RISING VIRGINIA STATE LEADERSHIP PRIZES AT THE EDUCATORS RISING VIRGINIA STATE LEADERSHIP CONFERENCE PLEASE WELCOME VIRGINIA STATE LEADERSHIP CONFERENCE PLEASE WELCOME VIRGINIA STATE LEADERSHIP CONFERENCE PLEASE WELCOME AUBREY RUCKLE LAYLA BRYANT EMMA CONFERENCE PLEASE WELCOME AUBREY RUCKLE LAYLA BRYANT EMMA CONFERENCE PLEASE WELCOME AUBREY RUCKLE LAYLA BRYANT EMMA BAILEY ALEX, ALEX DAVIS AND AUBREY RUCKLE LAYLA BRYANT EMMA BAILEY ALEX, ALEX DAVIS AND AUBREY RUCKLE LAYLA BRYANT EMMA BAILEY ALEX, ALEX DAVIS AND CHASE PARKER AUBREY RECALL A BAILEY ALEX, ALEX DAVIS AND CHASE PARKER AUBREY RECALL A BAILEY ALEX, ALEX DAVIS AND CHASE PARKER AUBREY RECALL A SENIOR AT SEA ON HIGH SCHOOL CHASE PARKER AUBREY RECALL A SENIOR AT SEA ON HIGH SCHOOL CHASE PARKER AUBREY RECALL A SENIOR AT SEA ON HIGH SCHOOL EARNED FIRST PLACE FOR

031AN ORAL SENIOR AT SEA ON HIGH SCHOOL EARNED FIRST PLACE FOR AN ORAL SENIOR AT SEA ON HIGH SCHOOL EARNED FIRST PLACE FOR AN ORAL PRESENTATION ABOUT NON CORE EARNED FIRST PLACE FOR AN ORAL PRESENTATION ABOUT NON CORE EARNED FIRST PLACE FOR AN ORAL PRESENTATION ABOUT NON CORE TEACHING CAREERS. PRESENTATION ABOUT NON CORE TEACHING CAREERS. PRESENTATION ABOUT NON CORE TEACHING CAREERS. THE PRESENTATION FEATURED MRS. TEACHING CAREERS. THE PRESENTATION FEATURED MRS. TEACHING CAREERS. THE PRESENTATION FEATURED MRS. KORBIN PINTO, CHORAL DIRECTOR THE PRESENTATION FEATURED MRS. KORBIN PINTO, CHORAL DIRECTOR THE PRESENTATION FEATURED MRS. KORBIN PINTO, CHORAL DIRECTOR AT SELIM'S VISUAL PERFORMING KORBIN PINTO, CHORAL DIRECTOR AT SELIM'S VISUAL PERFORMING KORBIN PINTO, CHORAL DIRECTOR AT SELIM'S VISUAL PERFORMING ARTS ACADEMY STUDENTS IN THIS AT SELIM'S VISUAL PERFORMING ARTS ACADEMY STUDENTS IN THIS AT SELIM'S VISUAL PERFORMING ARTS ACADEMY

032STUDENTS IN THIS IN THIS CATEGORY WERE JUDGED ON ARTS ACADEMY STUDENTS IN THIS IN THIS CATEGORY WERE JUDGED ON ARTS ACADEMY STUDENTS IN THIS IN THIS CATEGORY WERE JUDGED ON THEIR ORAL PRESENTATION SKILLS IN THIS CATEGORY WERE JUDGED ON THEIR ORAL PRESENTATION SKILLS IN THIS CATEGORY WERE JUDGED ON THEIR ORAL PRESENTATION SKILLS ,PROFESSIONALISM, USE THEIR ORAL PRESENTATION SKILLS ,PROFESSIONALISM, USE THEIR ORAL PRESENTATION SKILLS ,PROFESSIONALISM, USE OF MECHANICS AN OVERALL DEPTH ,PROFESSIONALISM, USE OF MECHANICS AN OVERALL DEPTH ,PROFESSIONALISM, USE OF MECHANICS AN OVERALL DEPTH OF CONTENT AND ANALYSIS OF MECHANICS AN OVERALL DEPTH OF CONTENT AND ANALYSIS OF MECHANICS AN OVERALL DEPTH OF CONTENT AND ANALYSIS INSPIRED IS PINTO AUBREY'S OF CONTENT AND ANALYSIS INSPIRED IS PINTO AUBREY'S OF CONTENT AND ANALYSIS INSPIRED IS PINTO AUBREY'S INTERESTED IN PURSUING A IN INSPIRED IS PINTO AUBREY'S INTERESTED

033IN PURSUING A IN INSPIRED IS PINTO AUBREY'S INTERESTED IN PURSUING A IN PURSUING A CAREER IN MUSIC INTERESTED IN PURSUING A IN PURSUING A CAREER IN MUSIC INTERESTED IN PURSUING A IN PURSUING A CAREER IN MUSIC EDUCATION. PURSUING A CAREER IN MUSIC EDUCATION. PURSUING A CAREER IN MUSIC EDUCATION. LAYLA BRYANT, A JUNIOR IT'S EDUCATION. LAYLA BRYANT, A JUNIOR IT'S EDUCATION. LAYLA BRYANT, A JUNIOR IT'S HOLLYWOOD HIGH SCHOOL WON FIRST LAYLA BRYANT, A JUNIOR IT'S HOLLYWOOD HIGH SCHOOL WON FIRST LAYLA BRYANT, A JUNIOR IT'S HOLLYWOOD HIGH SCHOOL WON FIRST PLACE FOR THE CHILDREN'S HOLLYWOOD HIGH SCHOOL WON FIRST PLACE FOR THE CHILDREN'S HOLLYWOOD HIGH SCHOOL WON FIRST PLACE FOR THE CHILDREN'S LITERATURE LILO WROTE AND PLACE FOR THE CHILDREN'S LITERATURE LILO WROTE AND PLACE FOR THE CHILDREN'S LITERATURE LILO WROTE AND ILLUSTRATED, WROTE AND LITERATURE LILO

034WROTE AND ILLUSTRATED, WROTE AND LITERATURE LILO WROTE AND ILLUSTRATED, WROTE AND ILLUSTRATED BOOK FOR THIS FALL ILLUSTRATED, WROTE AND ILLUSTRATED BOOK FOR THIS FALL ILLUSTRATED, WROTE AND ILLUSTRATED BOOK FOR THIS FALL AS PART OF HER VIRGINIA ILLUSTRATED BOOK FOR THIS FALL AS PART OF HER VIRGINIA ILLUSTRATED BOOK FOR THIS FALL AS PART OF HER VIRGINIA TEACHERS FOR TOMORROW CLASS THE AS PART OF HER VIRGINIA TEACHERS FOR TOMORROW CLASS THE AS PART OF HER VIRGINIA TEACHERS FOR TOMORROW CLASS THE BOOK TITLED I AM WONDERFULLY TEACHERS FOR TOMORROW CLASS THE BOOK TITLED I AM WONDERFULLY TEACHERS FOR TOMORROW CLASS THE BOOK TITLED I AM WONDERFULLY MADE SCRIBBLE SHARES A POSITIVE BOOK TITLED I AM WONDERFULLY MADE SCRIBBLE SHARES A POSITIVE BOOK TITLED I AM WONDERFULLY MADE SCRIBBLE SHARES A POSITIVE MESSAGE FOR PRESCHOOLERS BASED MADE SCRIBBLE SHARES

035A POSITIVE MESSAGE FOR PRESCHOOLERS BASED MADE SCRIBBLE SHARES A POSITIVE MESSAGE FOR PRESCHOOLERS BASED ON THE IDEA THAT EVERYONE MESSAGE FOR PRESCHOOLERS BASED ON THE IDEA THAT EVERYONE MESSAGE FOR PRESCHOOLERS BASED ON THE IDEA THAT EVERYONE CREATED EQUAL AND WONDERFULLY ON THE IDEA THAT EVERYONE CREATED EQUAL AND WONDERFULLY ON THE IDEA THAT EVERYONE CREATED EQUAL AND WONDERFULLY MADE BY GOD AT THE COMPETITION CREATED EQUAL AND WONDERFULLY MADE BY GOD AT THE COMPETITION CREATED EQUAL AND WONDERFULLY MADE BY GOD AT THE COMPETITION LEYLA READ THE BOOK ALLOWED IN MADE BY GOD AT THE COMPETITION LEYLA READ THE BOOK ALLOWED IN MADE BY GOD AT THE COMPETITION LEYLA READ THE BOOK ALLOWED IN FRONT OF THE JUDGES IRMA >> LEYLA READ THE BOOK ALLOWED IN FRONT OF THE JUDGES IRMA >> LEYLA READ THE BOOK ALLOWED IN

036FRONT OF THE JUDGES IRMA >> BAILEY, A SENIOR AT KOCSIS WILL FRONT OF THE JUDGES IRMA >> BAILEY, A SENIOR AT KOCSIS WILL FRONT OF THE JUDGES IRMA >> BAILEY, A SENIOR AT KOCSIS WILL EARN FIRST PLACE FOR HER CAREER BAILEY, A SENIOR AT KOCSIS WILL EARN FIRST PLACE FOR HER CAREER BAILEY, A SENIOR AT KOCSIS WILL EARN FIRST PLACE FOR HER CAREER AND TECHNICAL EDUCATION LESSON EARN FIRST PLACE FOR HER CAREER AND TECHNICAL EDUCATION LESSON EARN FIRST PLACE FOR HER CAREER AND TECHNICAL EDUCATION LESSON PLAN IRMA PLANS PREPARED AND AND TECHNICAL EDUCATION LESSON PLAN IRMA PLANS PREPARED AND AND TECHNICAL EDUCATION LESSON PLAN IRMA PLANS PREPARED AND DELIVERED HER LESSON ON BLOOM'S PLAN IRMA PLANS PREPARED AND DELIVERED HER LESSON ON BLOOM'S PLAN IRMA PLANS PREPARED AND DELIVERED HER LESSON ON BLOOM'S TAXONOMY TO

037TO VIRGINIA DELIVERED HER LESSON ON BLOOM'S TAXONOMY TO TO VIRGINIA DELIVERED HER LESSON ON BLOOM'S TAXONOMY TO TO VIRGINIA TEACHERS FOR TOMORROW CLASSES TAXONOMY TO TO VIRGINIA TEACHERS FOR TOMORROW CLASSES TAXONOMY TO TO VIRGINIA TEACHERS FOR TOMORROW CLASSES IN THE FALL IRMA WILL BE TEACHERS FOR TOMORROW CLASSES IN THE FALL IRMA WILL BE TEACHERS FOR TOMORROW CLASSES IN THE FALL IRMA WILL BE ATTENDING WILLIAM AND MARY AS A IN THE FALL IRMA WILL BE ATTENDING WILLIAM AND MARY AS A IN THE FALL IRMA WILL BE ATTENDING WILLIAM AND MARY AS A DIVISION ONE FIELD HOCKEY ATTENDING WILLIAM AND MARY AS A DIVISION ONE FIELD HOCKEY ATTENDING WILLIAM AND MARY AS A DIVISION ONE FIELD HOCKEY RECRUIT AND WILL PURSUE HER DIVISION ONE FIELD HOCKEY RECRUIT AND WILL PURSUE HER DIVISION ONE FIELD HOCKEY RECRUIT AND

038WILL PURSUE HER TEACHING DEGREE WITH AN RECRUIT AND WILL PURSUE HER TEACHING DEGREE WITH AN RECRUIT AND WILL PURSUE HER TEACHING DEGREE WITH AN EMPHASIS ON SCHOOL LEADERSHIP. TEACHING DEGREE WITH AN EMPHASIS ON SCHOOL LEADERSHIP. TEACHING DEGREE WITH AN EMPHASIS ON SCHOOL LEADERSHIP. ALEX DAVIS AND CHASE PARKER OUR EMPHASIS ON SCHOOL LEADERSHIP. ALEX DAVIS AND CHASE PARKER OUR EMPHASIS ON SCHOOL LEADERSHIP. ALEX DAVIS AND CHASE PARKER OUR SENIORS ATTACKS HIGH SCHOOL IN ALEX DAVIS AND CHASE PARKER OUR SENIORS ATTACKS HIGH SCHOOL IN ALEX DAVIS AND CHASE PARKER OUR SENIORS ATTACKS HIGH SCHOOL IN THEIR INSIDER SCHOOL'S SENIORS ATTACKS HIGH SCHOOL IN THEIR INSIDER SCHOOL'S SENIORS ATTACKS HIGH SCHOOL IN THEIR INSIDER SCHOOL'S PRESENTATION THEY WERE ASKED TO THEIR INSIDER SCHOOL'S PRESENTATION THEY WERE ASKED TO THEIR INSIDER SCHOOL'S PRESENTATION THEY WERE ASKED TO SHOWCASE AN

039INNOVATIVE STRATEGY PRESENTATION THEY WERE ASKED TO SHOWCASE AN INNOVATIVE STRATEGY PRESENTATION THEY WERE ASKED TO SHOWCASE AN INNOVATIVE STRATEGY THAT ENHANCES TEACHING LEARNING SHOWCASE AN INNOVATIVE STRATEGY THAT ENHANCES TEACHING LEARNING SHOWCASE AN INNOVATIVE STRATEGY THAT ENHANCES TEACHING LEARNING ALEX AND CHASE PRESENTED THE THAT ENHANCES TEACHING LEARNING ALEX AND CHASE PRESENTED THE THAT ENHANCES TEACHING LEARNING ALEX AND CHASE PRESENTED THE TEACHERS FOR TOMORROW PROJECT ALEX AND CHASE PRESENTED THE TEACHERS FOR TOMORROW PROJECT ALEX AND CHASE PRESENTED THE TEACHERS FOR TOMORROW PROJECT TITLED A DAY OF SERVICE WORKING TEACHERS FOR TOMORROW PROJECT TITLED A DAY OF SERVICE WORKING TEACHERS FOR TOMORROW PROJECT TITLED A DAY OF SERVICE WORKING WITH THE HAMPTON ROADS YOUTH TITLED A DAY OF SERVICE WORKING WITH THE HAMPTON ROADS YOUTH TITLED A DAY OF SERVICE WORKING WITH THE HAMPTON ROADS YOUTH VOLUNTEER CORE

040COX STUDENTS WITH THE HAMPTON ROADS YOUTH VOLUNTEER CORE COX STUDENTS WITH THE HAMPTON ROADS YOUTH VOLUNTEER CORE COX STUDENTS ORGANIZED A DAY OF SERVICE IN VOLUNTEER CORE COX STUDENTS ORGANIZED A DAY OF SERVICE IN VOLUNTEER CORE COX STUDENTS ORGANIZED A DAY OF SERVICE IN DECEMBER ENGAGE TWO HUNDRED AND ORGANIZED A DAY OF SERVICE IN DECEMBER ENGAGE TWO HUNDRED AND ORGANIZED A DAY OF SERVICE IN DECEMBER ENGAGE TWO HUNDRED AND EIGHTY FIFTH GRADERS FROM THREE DECEMBER ENGAGE TWO HUNDRED AND EIGHTY FIFTH GRADERS FROM THREE DECEMBER ENGAGE TWO HUNDRED AND EIGHTY FIFTH GRADERS FROM THREE ELEMENTARY SCHOOLS AND INCLUDED EIGHTY FIFTH GRADERS FROM THREE ELEMENTARY SCHOOLS AND INCLUDED EIGHTY FIFTH GRADERS FROM THREE ELEMENTARY SCHOOLS AND INCLUDED OVER FIFTEEN PROJECTS. ELEMENTARY SCHOOLS AND INCLUDED OVER FIFTEEN PROJECTS. ELEMENTARY SCHOOLS AND INCLUDED OVER FIFTEEN PROJECTS. CONGRATULATIONS WE ARE

041SO PROUD OVER FIFTEEN PROJECTS. CONGRATULATIONS WE ARE SO PROUD OVER FIFTEEN PROJECTS. CONGRATULATIONS WE ARE SO PROUD OF ALL OF YOU. CONGRATULATIONS WE ARE SO PROUD OF ALL OF YOU. CONGRATULATIONS WE ARE SO PROUD OF ALL OF YOU. CONGRATS. OF ALL OF YOU. CONGRATS. OF ALL OF YOU. CONGRATS. CONGRATULATIONS CONGRATS. CONGRATULATIONS THAT BRINGS US TO THE TO THE ADOPTION OF THE AGENDA ARE THAT BRINGS US TO THE TO THE ADOPTION OF THE AGENDA ARE THAT BRINGS US TO THE TO THE ADOPTION OF THE AGENDA ARE THERE ANY MODIFICATIONS TO THE ADOPTION OF THE AGENDA ARE THERE ANY MODIFICATIONS TO THE ADOPTION OF THE AGENDA ARE THERE ANY MODIFICATIONS TO THE AGENDA AS PRESENTED SAYING >> THERE ANY MODIFICATIONS TO THE AGENDA AS PRESENTED SAYING >> THERE ANY MODIFICATIONS TO THE AGENDA AS PRESENTED SAYING >>

042THAT I DID ON A NOTE THAT THE AGENDA AS PRESENTED SAYING >> THAT I DID ON A NOTE THAT THE AGENDA AS PRESENTED SAYING >> THAT I DID ON A NOTE THAT THE PRC HAD POLICY THREE THIRTY ONE THAT I DID ON A NOTE THAT THE PRC HAD POLICY THREE THIRTY ONE THAT I DID ON A NOTE THAT THE PRC HAD POLICY THREE THIRTY ONE ON THEIR THREE 19 AGENDA AND PRC HAD POLICY THREE THIRTY ONE ON THEIR THREE 19 AGENDA AND PRC HAD POLICY THREE THIRTY ONE ON THEIR THREE 19 AGENDA AND SCHEDULED TO BE ON APRIL 8TH ON THEIR THREE 19 AGENDA AND SCHEDULED TO BE ON APRIL 8TH ON THEIR THREE 19 AGENDA AND SCHEDULED TO BE ON APRIL 8TH MEETING SO THAT ONE WAS MOVED SCHEDULED TO BE ON APRIL 8TH

043MEETING SO THAT ONE WAS MOVED SCHEDULED TO BE ON APRIL 8TH MEETING SO THAT ONE WAS MOVED BECAUSE IS WAS MORE MEETING SO THAT ONE WAS MOVED BECAUSE IS WAS MORE MEETING SO THAT ONE WAS MOVED BECAUSE IS WAS MORE MODIFICATIONS BY STAFF. BECAUSE IS WAS MORE MODIFICATIONS BY STAFF. BECAUSE IS WAS MORE MODIFICATIONS BY STAFF. I FOR A MOTION TO APPROVE THE MODIFICATIONS BY STAFF. I FOR A MOTION TO APPROVE THE MODIFICATIONS BY STAFF. I FOR A MOTION TO APPROVE THE AGENDA AS PRESENTED BY DR. I FOR A MOTION TO APPROVE THE AGENDA AS PRESENTED BY DR. I FOR A MOTION TO APPROVE THE AGENDA AS PRESENTED BY DR. GREENE SECONDED BY MR. ROGERS. AGENDA AS PRESENTED BY DR. GREENE SECONDED BY MR. ROGERS. AGENDA AS PRESENTED BY DR. GREENE SECONDED BY MR. ROGERS.

044ANY DISCUSSION SAYING THAT I GREENE SECONDED BY MR. ROGERS. ANY DISCUSSION SAYING THAT I GREENE SECONDED BY MR. ROGERS. ANY DISCUSSION SAYING THAT I CALL FOR A VOTE TO APPROVE THE ANY DISCUSSION SAYING THAT I CALL FOR A VOTE TO APPROVE THE ANY DISCUSSION SAYING THAT I CALL FOR A VOTE TO APPROVE THE AGENDA AS PRESENTED SO MADAM CALL FOR A VOTE TO APPROVE THE AGENDA AS PRESENTED SO MADAM CALL FOR A VOTE TO APPROVE THE AGENDA AS PRESENTED SO MADAM CHAIR WE CHAIR, WE HAVE TO AGENDA AS PRESENTED SO MADAM CHAIR WE CHAIR, WE HAVE TO AGENDA AS PRESENTED SO MADAM CHAIR WE CHAIR, WE HAVE TO ANALYZE THE MOTION TO PAST FOR CHAIR WE CHAIR, WE HAVE TO ANALYZE THE MOTION TO PAST FOR CHAIR WE CHAIR, WE HAVE TO ANALYZE THE MOTION

045TO PAST FOR THE ADOPTION OF THE AGENDA AS ANALYZE THE MOTION TO PAST FOR THE ADOPTION OF THE AGENDA AS ANALYZE THE MOTION TO PAST FOR THE ADOPTION OF THE AGENDA AS PRESENTED >>. THE ADOPTION OF THE AGENDA AS PRESENTED >>. THE ADOPTION OF THE AGENDA AS PRESENTED >>. THANK >> YOU AND WE ARE NOW ON PRESENTED >>. THANK >> YOU AND WE ARE NOW ON PRESENTED >>. THANK >> YOU AND WE ARE NOW ON TO THE SUPERINTENDENT'S REPORT THANK >> YOU AND WE ARE NOW ON TO THE SUPERINTENDENT'S REPORT THANK >> YOU AND WE ARE NOW ON TO THE SUPERINTENDENT'S REPORT AND RECOGNITION'S DR. ROBERTS TO THE SUPERINTENDENT'S REPORT AND RECOGNITION'S DR. ROBERTS TO THE SUPERINTENDENT'S REPORT AND RECOGNITION'S DR. ROBERTS AND WE LOOK FORWARD TO YOUR AND RECOGNITION'S DR. ROBERTS AND WE LOOK

046FORWARD TO YOUR AND RECOGNITION'S DR. ROBERTS AND WE LOOK FORWARD TO YOUR REPORT GOOD EVENING MADAM AND WE LOOK FORWARD TO YOUR REPORT GOOD EVENING MADAM AND WE LOOK FORWARD TO YOUR REPORT GOOD EVENING MADAM CHAIRWOMAN AND MEMBERS OF THE REPORT GOOD EVENING MADAM CHAIRWOMAN AND MEMBERS OF THE REPORT GOOD EVENING MADAM CHAIRWOMAN AND MEMBERS OF THE BOARD HERE A FEW ARE A FEW CHAIRWOMAN AND MEMBERS OF THE BOARD HERE A FEW ARE A FEW CHAIRWOMAN AND MEMBERS OF THE BOARD HERE A FEW ARE A FEW ITEMS OF INTEREST FOR YOU ON BOARD HERE A FEW ARE A FEW ITEMS OF INTEREST FOR YOU ON BOARD HERE A FEW ARE A FEW ITEMS OF INTEREST FOR YOU ON OUR FAMILIES STUDENTS THE STAFF ITEMS OF INTEREST FOR YOU ON OUR FAMILIES STUDENTS THE STAFF ITEMS

047OF INTEREST FOR YOU ON OUR FAMILIES STUDENTS THE STAFF CONTINUE TO SHOW THEIR SUPPORT OUR FAMILIES STUDENTS THE STAFF CONTINUE TO SHOW THEIR SUPPORT OUR FAMILIES STUDENTS THE STAFF CONTINUE TO SHOW THEIR SUPPORT FOR VIRGINIA BEACH POLICE AFTER CONTINUE TO SHOW THEIR SUPPORT FOR VIRGINIA BEACH POLICE AFTER CONTINUE TO SHOW THEIR SUPPORT FOR VIRGINIA BEACH POLICE AFTER THE TRAGIC LOSS OF TWO OFFICERS FOR VIRGINIA BEACH POLICE AFTER THE TRAGIC LOSS OF TWO OFFICERS FOR VIRGINIA BEACH POLICE AFTER THE TRAGIC LOSS OF TWO OFFICERS LAST OFFICERS KAMERON GIRVIN THE TRAGIC LOSS OF TWO OFFICERS LAST OFFICERS KAMERON GIRVIN THE TRAGIC LOSS OF TWO OFFICERS LAST OFFICERS KAMERON GIRVIN AND CHRISTOPHER REESE WORK FOR LAST OFFICERS KAMERON GIRVIN AND CHRISTOPHER REESE WORK FOR LAST OFFICERS KAMERON GIRVIN AND CHRISTOPHER REESE WORK FOR THE FOURTH PRECINCT WHICH IS

048AND CHRISTOPHER REESE WORK FOR THE FOURTH PRECINCT WHICH IS AND CHRISTOPHER REESE WORK FOR THE FOURTH PRECINCT WHICH IS NEAR KINGSVILLE HIGH SCHOOL THE FOURTH PRECINCT WHICH IS NEAR KINGSVILLE HIGH SCHOOL THE FOURTH PRECINCT WHICH IS NEAR KINGSVILLE HIGH SCHOOL CIVIL RIGHTS LEADER SCHOOLS NEAR KINGSVILLE HIGH SCHOOL CIVIL RIGHTS LEADER SCHOOLS NEAR KINGSVILLE HIGH SCHOOL CIVIL RIGHTS LEADER SCHOOLS COLLECTED CONDOLENCE CARDS AND CIVIL RIGHTS LEADER SCHOOLS COLLECTED CONDOLENCE CARDS AND CIVIL RIGHTS LEADER SCHOOLS COLLECTED CONDOLENCE CARDS AND MORE AND SEVENTEEN HUNDRED COLLECTED CONDOLENCE CARDS AND MORE AND SEVENTEEN HUNDRED COLLECTED CONDOLENCE CARDS AND MORE AND SEVENTEEN HUNDRED DOLLARS FOR THE OFFICERS MORE AND SEVENTEEN HUNDRED DOLLARS FOR THE OFFICERS MORE AND SEVENTEEN HUNDRED DOLLARS FOR THE OFFICERS FAMILIES STUDENTS AND STAFF OR DOLLARS FOR THE OFFICERS FAMILIES STUDENTS AND STAFF OR DOLLARS FOR THE OFFICERS

049FAMILIES STUDENTS AND STAFF OR BLUE ON CERTAIN DAYS AND FAMILIES STUDENTS AND STAFF OR BLUE ON CERTAIN DAYS AND FAMILIES STUDENTS AND STAFF OR BLUE ON CERTAIN DAYS AND THANKED SCHOOL RESOURCE BLUE ON CERTAIN DAYS AND THANKED SCHOOL RESOURCE BLUE ON CERTAIN DAYS AND THANKED SCHOOL RESOURCE OFFICERS FOR THEIR SERVICE OUR THANKED SCHOOL RESOURCE OFFICERS FOR THEIR SERVICE OUR THANKED SCHOOL RESOURCE OFFICERS FOR THEIR SERVICE OUR HIGH SCHOOLS ARE TAKING TURNS OFFICERS FOR THEIR SERVICE OUR HIGH SCHOOLS ARE TAKING TURNS OFFICERS FOR THEIR SERVICE OUR HIGH SCHOOLS ARE TAKING TURNS DELIVERING FOOD AND OTHER SIGNS HIGH SCHOOLS ARE TAKING TURNS DELIVERING FOOD AND OTHER SIGNS HIGH SCHOOLS ARE TAKING TURNS DELIVERING FOOD AND OTHER SIGNS OF APPRECIATION TO THE PRECINCT DELIVERING FOOD AND OTHER SIGNS OF APPRECIATION TO THE PRECINCT DELIVERING FOOD AND OTHER SIGNS

050OF APPRECIATION TO THE PRECINCT FIRST COLONIAL HIGH SCHOOL OF APPRECIATION TO THE PRECINCT FIRST COLONIAL HIGH SCHOOL OF APPRECIATION TO THE PRECINCT FIRST COLONIAL HIGH SCHOOL LEGAL STUDIES ACADEMY MORE THAN FIRST COLONIAL HIGH SCHOOL LEGAL STUDIES ACADEMY MORE THAN FIRST COLONIAL HIGH SCHOOL LEGAL STUDIES ACADEMY MORE THAN A DOZEN STUDENTS STATE AFTER LEGAL STUDIES ACADEMY MORE THAN A DOZEN STUDENTS STATE AFTER LEGAL STUDIES ACADEMY MORE THAN A DOZEN STUDENTS STATE AFTER SCHOOL TO ASSIST THE VIRGINIA A DOZEN STUDENTS STATE AFTER SCHOOL TO ASSIST THE VIRGINIA A DOZEN STUDENTS STATE AFTER SCHOOL TO ASSIST THE VIRGINIA BEACH POLICE FOUNDATION THEY SCHOOL TO ASSIST THE VIRGINIA BEACH POLICE FOUNDATION THEY SCHOOL TO ASSIST THE VIRGINIA BEACH POLICE FOUNDATION THEY HELPED PREPARE MORE THAN 400 BEACH POLICE FOUNDATION THEY HELPED PREPARE MORE THAN 400 BEACH POLICE FOUNDATION THEY

051HELPED PREPARE MORE THAN 400 THANK YOU LETTERS TO THOSE WHO HELPED PREPARE MORE THAN 400 THANK YOU LETTERS TO THOSE WHO HELPED PREPARE MORE THAN 400 THANK YOU LETTERS TO THOSE WHO MADE FINANCIAL CONTRIBUTIONS TO THANK YOU LETTERS TO THOSE WHO MADE FINANCIAL CONTRIBUTIONS TO THANK YOU LETTERS TO THOSE WHO MADE FINANCIAL CONTRIBUTIONS TO THE FOUNDATION IN RESPONSE TO MADE FINANCIAL CONTRIBUTIONS TO THE FOUNDATION IN RESPONSE TO MADE FINANCIAL CONTRIBUTIONS TO THE FOUNDATION IN RESPONSE TO THIS TRAGEDY POLICE OFFICERS OR THE FOUNDATION IN RESPONSE TO THIS TRAGEDY POLICE OFFICERS OR THE FOUNDATION IN RESPONSE TO THIS TRAGEDY POLICE OFFICERS OR AN INVALUABLE PART OF OUR YOUR THIS TRAGEDY POLICE OFFICERS OR AN INVALUABLE PART OF OUR YOUR THIS TRAGEDY POLICE OFFICERS OR AN INVALUABLE PART OF OUR YOUR WHOLE COMMUNITY WE WILL AN INVALUABLE PART

052OF OUR YOUR WHOLE COMMUNITY WE WILL AN INVALUABLE PART OF OUR YOUR WHOLE COMMUNITY WE WILL CONTINUE TO SUPPORT THEM AS WE WHOLE COMMUNITY WE WILL CONTINUE TO SUPPORT THEM AS WE WHOLE COMMUNITY WE WILL CONTINUE TO SUPPORT THEM AS WE AS INSURER SAFE LEARNING SAFE CONTINUE TO SUPPORT THEM AS WE AS INSURER SAFE LEARNING SAFE CONTINUE TO SUPPORT THEM AS WE AS INSURER SAFE LEARNING SAFE LEARNING ENVIRONMENT FOR OUR AS INSURER SAFE LEARNING SAFE LEARNING ENVIRONMENT FOR OUR AS INSURER SAFE LEARNING SAFE LEARNING ENVIRONMENT FOR OUR STUDENTS >> MORE THAN 30 LEARNING ENVIRONMENT FOR OUR STUDENTS >> MORE THAN 30 LEARNING ENVIRONMENT FOR OUR STUDENTS >> MORE THAN 30 VIRGINIA BEACH HIGH BEACH HIGH STUDENTS >> MORE THAN 30 VIRGINIA BEACH HIGH BEACH HIGH STUDENTS >> MORE THAN 30 VIRGINIA BEACH HIGH BEACH HIGH

053SCHOOL STUDENTS RECENTLY VIRGINIA BEACH HIGH BEACH HIGH SCHOOL STUDENTS RECENTLY VIRGINIA BEACH HIGH BEACH HIGH SCHOOL STUDENTS RECENTLY VISITED OLD ARMY UNIVERSITY FOR SCHOOL STUDENTS RECENTLY VISITED OLD ARMY UNIVERSITY FOR SCHOOL STUDENTS RECENTLY VISITED OLD ARMY UNIVERSITY FOR AN INSIDE LOOK INTO THE WORLD VISITED OLD ARMY UNIVERSITY FOR AN INSIDE LOOK INTO THE WORLD VISITED OLD ARMY UNIVERSITY FOR AN INSIDE LOOK INTO THE WORLD OF CYBERSECURITY ODIOUS COASTAL AN INSIDE LOOK INTO THE WORLD OF CYBERSECURITY ODIOUS COASTAL AN INSIDE LOOK INTO THE WORLD OF CYBERSECURITY ODIOUS COASTAL VIRGINIA COASTAL VIRGINIA OF CYBERSECURITY ODIOUS COASTAL VIRGINIA COASTAL VIRGINIA OF CYBERSECURITY ODIOUS COASTAL VIRGINIA COASTAL VIRGINIA CENTER FOR CYBER INNOVATION VIRGINIA COASTAL VIRGINIA CENTER FOR CYBER INNOVATION VIRGINIA COASTAL VIRGINIA CENTER FOR CYBER INNOVATION POSTED ITS FIRST EVER HIGH CENTER FOR CYBER INNOVATION POSTED ITS FIRST EVER

054HIGH CENTER FOR CYBER INNOVATION POSTED ITS FIRST EVER HIGH SCHOOL EXPOSITION ON MARCH 7TH POSTED ITS FIRST EVER HIGH SCHOOL EXPOSITION ON MARCH 7TH POSTED ITS FIRST EVER HIGH SCHOOL EXPOSITION ON MARCH 7TH OUR STUDENTS ROTATED BETWEEN SCHOOL EXPOSITION ON MARCH 7TH OUR STUDENTS ROTATED BETWEEN SCHOOL EXPOSITION ON MARCH 7TH OUR STUDENTS ROTATED BETWEEN THREE BREAKOUT SESSIONS OUR STUDENTS ROTATED BETWEEN THREE BREAKOUT SESSIONS OUR STUDENTS ROTATED BETWEEN THREE BREAKOUT SESSIONS PRESENTED BY BUSINESSES OR THREE BREAKOUT SESSIONS PRESENTED BY BUSINESSES OR THREE BREAKOUT SESSIONS PRESENTED BY BUSINESSES OR ORGANIZATIONS THAT SPECIALIZE PRESENTED BY BUSINESSES OR ORGANIZATIONS THAT SPECIALIZE PRESENTED BY BUSINESSES OR ORGANIZATIONS THAT SPECIALIZE IN CYBERSECURITY LEARNED ABOUT ORGANIZATIONS THAT SPECIALIZE IN CYBERSECURITY LEARNED ABOUT ORGANIZATIONS THAT SPECIALIZE IN CYBERSECURITY LEARNED ABOUT MALWARE DATA MALWARE, DATA IN CYBERSECURITY LEARNED ABOUT MALWARE DATA MALWARE, DATA IN

055CYBERSECURITY LEARNED ABOUT MALWARE DATA MALWARE, DATA BREACHES AND SECURITY MEASURES MALWARE DATA MALWARE, DATA BREACHES AND SECURITY MEASURES MALWARE DATA MALWARE, DATA BREACHES AND SECURITY MEASURES STUDENTS INVESTIGATING WHETHER BREACHES AND SECURITY MEASURES STUDENTS INVESTIGATING WHETHER BREACHES AND SECURITY MEASURES STUDENTS INVESTIGATING WHETHER THEIR EMAIL ACCOUNTS HAD EVER STUDENTS INVESTIGATING WHETHER THEIR EMAIL ACCOUNTS HAD EVER STUDENTS INVESTIGATING WHETHER THEIR EMAIL ACCOUNTS HAD EVER BEEN BREACHED ONE STUDENT FOUND THEIR EMAIL ACCOUNTS HAD EVER BEEN BREACHED ONE STUDENT FOUND THEIR EMAIL ACCOUNTS HAD EVER BEEN BREACHED ONE STUDENT FOUND THAT A FAMILY MEMBER'S EMAIL BEEN BREACHED ONE STUDENT FOUND THAT A FAMILY MEMBER'S EMAIL BEEN BREACHED ONE STUDENT FOUND THAT A FAMILY MEMBER'S EMAIL HAD BEEN COMPROMISED MORE THAN THAT A FAMILY MEMBER'S EMAIL HAD BEEN COMPROMISED MORE THAN THAT A FAMILY MEMBER'S EMAIL HAD BEEN COMPROMISED MORE THAN

05620 TIMES I'M THANKFUL FOR ADA HAD BEEN COMPROMISED MORE THAN 20 TIMES I'M THANKFUL FOR ADA HAD BEEN COMPROMISED MORE THAN 20 TIMES I'M THANKFUL FOR ADA YOU AND HIS PARTNERS FOR 20 TIMES I'M THANKFUL FOR ADA YOU AND HIS PARTNERS FOR 20 TIMES I'M THANKFUL FOR ADA YOU AND HIS PARTNERS FOR HELPING OUR STUDENTS EXPLORE YOU AND HIS PARTNERS FOR HELPING OUR STUDENTS EXPLORE YOU AND HIS PARTNERS FOR HELPING OUR STUDENTS EXPLORE THIS PROMISING AN IMPORTANT HELPING OUR STUDENTS EXPLORE THIS PROMISING AN IMPORTANT HELPING OUR STUDENTS EXPLORE THIS PROMISING AN IMPORTANT FIELD OF WORK ITS NATIONAL THIS PROMISING AN IMPORTANT FIELD OF WORK ITS NATIONAL THIS PROMISING AN IMPORTANT FIELD OF WORK ITS NATIONAL READING MONTH IN OUR SCHOOLS FIELD OF WORK ITS NATIONAL READING MONTH IN OUR SCHOOLS FIELD OF WORK ITS NATIONAL

057READING MONTH IN OUR SCHOOLS ENGAGED IN A VARIETY READING MONTH IN OUR SCHOOLS ENGAGED IN A VARIETY READING MONTH IN OUR SCHOOLS ENGAGED IN A VARIETY OF ACTIVITIES TO SUPPORT ENGAGED IN A VARIETY OF ACTIVITIES TO SUPPORT ENGAGED IN A VARIETY OF ACTIVITIES TO SUPPORT LITERACY, LUXFORD ELEMENTARY OF ACTIVITIES TO SUPPORT LITERACY, LUXFORD ELEMENTARY OF ACTIVITIES TO SUPPORT LITERACY, LUXFORD ELEMENTARY KICKED OFF READING MONTH WITH LITERACY, LUXFORD ELEMENTARY KICKED OFF READING MONTH WITH LITERACY, LUXFORD ELEMENTARY KICKED OFF READING MONTH WITH ITS ANNUAL VOCABULARY GRADE KICKED OFF READING MONTH WITH ITS ANNUAL VOCABULARY GRADE KICKED OFF READING MONTH WITH ITS ANNUAL VOCABULARY GRADE STUDENTS FOR PLACARDS WITH ITS ANNUAL VOCABULARY GRADE STUDENTS FOR PLACARDS WITH ITS ANNUAL VOCABULARY GRADE STUDENTS FOR PLACARDS WITH WORDS LIKE LADYBUG BLOOM AND STUDENTS FOR PLACARDS WITH WORDS LIKE LADYBUG BLOOM

058AND STUDENTS FOR PLACARDS WITH WORDS LIKE LADYBUG BLOOM AND INQUISITIVE AND WE'RE OUTFITS WORDS LIKE LADYBUG BLOOM AND INQUISITIVE AND WE'RE OUTFITS WORDS LIKE LADYBUG BLOOM AND INQUISITIVE AND WE'RE OUTFITS TO DEMONSTRATE THEIR VOCABULARY INQUISITIVE AND WE'RE OUTFITS TO DEMONSTRATE THEIR VOCABULARY INQUISITIVE AND WE'RE OUTFITS TO DEMONSTRATE THEIR VOCABULARY STUDENTS AND STAFF DRESSED UP TO DEMONSTRATE THEIR VOCABULARY STUDENTS AND STAFF DRESSED UP TO DEMONSTRATE THEIR VOCABULARY STUDENTS AND STAFF DRESSED UP AS THEIR FAVORITE STORYBOOK STUDENTS AND STAFF DRESSED UP AS THEIR FAVORITE STORYBOOK STUDENTS AND STAFF DRESSED UP AS THEIR FAVORITE STORYBOOK CHARACTERS ROSEMONT ELEMENTARY AS THEIR FAVORITE STORYBOOK CHARACTERS ROSEMONT ELEMENTARY AS THEIR FAVORITE STORYBOOK CHARACTERS ROSEMONT ELEMENTARY STRAWBERRY AT THE AND MANY CHARACTERS ROSEMONT ELEMENTARY STRAWBERRY AT THE AND MANY CHARACTERS ROSEMONT ELEMENTARY STRAWBERRY AT THE AND MANY OF OUR OTHER SCHOOLS IT

059SALEM STRAWBERRY AT THE AND MANY OF OUR OTHER SCHOOLS IT SALEM STRAWBERRY AT THE AND MANY OF OUR OTHER SCHOOLS IT SALEM ELEMENTARY YOUNG READERS OF OUR OTHER SCHOOLS IT SALEM ELEMENTARY YOUNG READERS OF OUR OTHER SCHOOLS IT SALEM ELEMENTARY YOUNG READERS DRESSED IN THEIR PAJAMAS ELEMENTARY YOUNG READERS DRESSED IN THEIR PAJAMAS ELEMENTARY YOUNG READERS DRESSED IN THEIR PAJAMAS CUDDLED UP WITH A BOOK FOR DRESSED IN THEIR PAJAMAS CUDDLED UP WITH A BOOK FOR DRESSED IN THEIR PAJAMAS CUDDLED UP WITH A BOOK FOR FLESHLIGHT FRIDAY SEVERAL CUDDLED UP WITH A BOOK FOR FLESHLIGHT FRIDAY SEVERAL CUDDLED UP WITH A BOOK FOR FLESHLIGHT FRIDAY SEVERAL SCHOOLS INVITED AUTHORS TO COME FLESHLIGHT FRIDAY SEVERAL SCHOOLS INVITED AUTHORS TO COME FLESHLIGHT FRIDAY SEVERAL SCHOOLS INVITED AUTHORS TO COME AND SHARE HOW THEY COME STORY SCHOOLS INVITED AUTHORS TO

060COME AND SHARE HOW THEY COME STORY SCHOOLS INVITED AUTHORS TO COME AND SHARE HOW THEY COME STORY IDEAS FOR THEIR BOOKS I AND SHARE HOW THEY COME STORY IDEAS FOR THEIR BOOKS I AND SHARE HOW THEY COME STORY IDEAS FOR THEIR BOOKS I PERSONALLY READ I PERSONALLY IDEAS FOR THEIR BOOKS I PERSONALLY READ I PERSONALLY IDEAS FOR THEIR BOOKS I PERSONALLY READ I PERSONALLY READ TO FIFTH GRADERS DAILY PERSONALLY READ I PERSONALLY READ TO FIFTH GRADERS DAILY PERSONALLY READ I PERSONALLY READ TO FIFTH GRADERS DAILY ELEMENTARY SCHOOL IS ONE OF MY READ TO FIFTH GRADERS DAILY ELEMENTARY SCHOOL IS ONE OF MY READ TO FIFTH GRADERS DAILY ELEMENTARY SCHOOL IS ONE OF MY STOPS DURING NATIONAL READING ELEMENTARY SCHOOL IS ONE OF MY STOPS DURING NATIONAL READING ELEMENTARY SCHOOL IS ONE OF MY STOPS DURING

061NATIONAL READING MONTH AND I'D LIKE TO THANK ALL STOPS DURING NATIONAL READING MONTH AND I'D LIKE TO THANK ALL STOPS DURING NATIONAL READING MONTH AND I'D LIKE TO THANK ALL OF OUR COMMUNITY MEMBERS WHO MONTH AND I'D LIKE TO THANK ALL OF OUR COMMUNITY MEMBERS WHO MONTH AND I'D LIKE TO THANK ALL OF OUR COMMUNITY MEMBERS WHO ARE VISITING SCHOOLS THIS AND OF OUR COMMUNITY MEMBERS WHO ARE VISITING SCHOOLS THIS AND OF OUR COMMUNITY MEMBERS WHO ARE VISITING SCHOOLS THIS AND BOARD MEMBERS WHO WERE ALSO ARE VISITING SCHOOLS THIS AND BOARD MEMBERS WHO WERE ALSO ARE VISITING SCHOOLS THIS AND BOARD MEMBERS WHO WERE ALSO READ THIS MONTH IS SHARING BOARD MEMBERS WHO WERE ALSO READ THIS MONTH IS SHARING BOARD MEMBERS WHO WERE ALSO READ THIS MONTH IS SHARING THEIR LOVE OF READING >>.

062READ THIS MONTH IS SHARING THEIR LOVE OF READING >>. READ THIS MONTH IS SHARING THEIR LOVE OF READING >>. FINALLY OUR STUDENTS DID A THEIR LOVE OF READING >>. FINALLY OUR STUDENTS DID A THEIR LOVE OF READING >>. FINALLY OUR STUDENTS DID A WONDERFUL JOB REPRESENTING THE FINALLY OUR STUDENTS DID A WONDERFUL JOB REPRESENTING THE FINALLY OUR STUDENTS DID A WONDERFUL JOB REPRESENTING THE GENEROSITY OF VIRGINIA BEACH BY WONDERFUL JOB REPRESENTING THE GENEROSITY OF VIRGINIA BEACH BY WONDERFUL JOB REPRESENTING THE GENEROSITY OF VIRGINIA BEACH BY SUPPORTING OPERATION SMILE GENEROSITY OF VIRGINIA BEACH BY SUPPORTING OPERATION SMILE GENEROSITY OF VIRGINIA BEACH BY SUPPORTING OPERATION SMILE DURING THE RECENT GANGLING SUPPORTING OPERATION SMILE DURING THE RECENT GANGLING SUPPORTING OPERATION SMILE DURING THE RECENT GANGLING SHAMROCK MARATHON AT YEARS DURING THE RECENT GANGLING SHAMROCK MARATHON AT YEARS DURING

063THE RECENT GANGLING SHAMROCK MARATHON AT YEARS OF FRUNK OPERATION SMILE SHAMROCK MARATHON AT YEARS OF FRUNK OPERATION SMILE SHAMROCK MARATHON AT YEARS OF FRUNK OPERATION SMILE SHAMROCK FINAL MILE OF FRUNK OPERATION SMILE SHAMROCK FINAL MILE OF FRUNK OPERATION SMILE SHAMROCK FINAL MILE PARTICIPANTS RUN AT SCHOOL AND SHAMROCK FINAL MILE PARTICIPANTS RUN AT SCHOOL AND SHAMROCK FINAL MILE PARTICIPANTS RUN AT SCHOOL AND HOMES IN THE WEEKS BEFORE THE PARTICIPANTS RUN AT SCHOOL AND HOMES IN THE WEEKS BEFORE THE PARTICIPANTS RUN AT SCHOOL AND HOMES IN THE WEEKS BEFORE THE MARATHON TO ACCUMULATE TWENTY HOMES IN THE WEEKS BEFORE THE MARATHON TO ACCUMULATE TWENTY HOMES IN THE WEEKS BEFORE THE MARATHON TO ACCUMULATE TWENTY FIVE POINT TWO TOTAL MILES THEY MARATHON TO ACCUMULATE TWENTY FIVE POINT TWO TOTAL MILES THEY MARATHON TO ACCUMULATE TWENTY FIVE POINT TWO

064TOTAL MILES THEY RUN THE FINAL MILE OF THEIR FIVE POINT TWO TOTAL MILES THEY RUN THE FINAL MILE OF THEIR FIVE POINT TWO TOTAL MILES THEY RUN THE FINAL MILE OF THEIR MARATHON ON RACE DAY THEY ASK RUN THE FINAL MILE OF THEIR MARATHON ON RACE DAY THEY ASK RUN THE FINAL MILE OF THEIR MARATHON ON RACE DAY THEY ASK COMMUNITY MEMBERS TO DONATE TO MARATHON ON RACE DAY THEY ASK COMMUNITY MEMBERS TO DONATE TO MARATHON ON RACE DAY THEY ASK COMMUNITY MEMBERS TO DONATE TO OPERATION SMILE, A NONPROFIT IT COMMUNITY MEMBERS TO DONATE TO OPERATION SMILE, A NONPROFIT IT COMMUNITY MEMBERS TO DONATE TO OPERATION SMILE, A NONPROFIT IT PROVIDES LIFE SAVING FACE OPERATION SMILE, A NONPROFIT IT PROVIDES LIFE SAVING FACE OPERATION SMILE, A NONPROFIT IT PROVIDES LIFE SAVING FACE SURGERIES TO CHILDREN

065IN PROVIDES LIFE SAVING FACE SURGERIES TO CHILDREN IN PROVIDES LIFE SAVING FACE SURGERIES TO CHILDREN IN HAMPTON ROADS AND AROUND THE SURGERIES TO CHILDREN IN HAMPTON ROADS AND AROUND THE SURGERIES TO CHILDREN IN HAMPTON ROADS AND AROUND THE WORLD BEFORE RACE DAY JAY HAMPTON ROADS AND AROUND THE WORLD BEFORE RACE DAY JAY HAMPTON ROADS AND AROUND THE WORLD BEFORE RACE DAY JAY RACING AND IT'S STARTING WORLD BEFORE RACE DAY JAY RACING AND IT'S STARTING WORLD BEFORE RACE DAY JAY RACING AND IT'S STARTING STRIDES PROGRAM FACILITATED RACING AND IT'S STARTING STRIDES PROGRAM FACILITATED RACING AND IT'S STARTING STRIDES PROGRAM FACILITATED SHOE FITTING EVENTS IN SOME STRIDES PROGRAM FACILITATED SHOE FITTING EVENTS IN SOME STRIDES PROGRAM FACILITATED SHOE FITTING EVENTS IN SOME OF OUR SCHOOLS THE COURSE SHOE FITTING EVENTS IN SOME OF OUR SCHOOLS THE COURSE

066SHOE FITTING EVENTS IN SOME OF OUR SCHOOLS THE COURSE OF THIS YEAR IS COVERED BY OF OUR SCHOOLS THE COURSE OF THIS YEAR IS COVERED BY OF OUR SCHOOLS THE COURSE OF THIS YEAR IS COVERED BY LOCAL ORGANIZATIONS SUCH OF THIS YEAR IS COVERED BY LOCAL ORGANIZATIONS SUCH OF THIS YEAR IS COVERED BY LOCAL ORGANIZATIONS SUCH RUNNING ETC. OR HIS BAGS BODIES LOCAL ORGANIZATIONS SUCH RUNNING ETC. OR HIS BAGS BODIES LOCAL ORGANIZATIONS SUCH RUNNING ETC. OR HIS BAGS BODIES AND MURPHY'S IRISH PUB ON RACE RUNNING ETC. OR HIS BAGS BODIES AND MURPHY'S IRISH PUB ON RACE RUNNING ETC. OR HIS BAGS BODIES AND MURPHY'S IRISH PUB ON RACE DAY. AND MURPHY'S IRISH PUB ON RACE DAY. AND MURPHY'S IRISH PUB ON RACE DAY. THOUSANDS OF RUNNERS WORE DAY. THOUSANDS OF RUNNERS WORE DAY. THOUSANDS OF

067RUNNERS WORE T-SHIRTS IS ON VIOLENCE IN THOUSANDS OF RUNNERS WORE T-SHIRTS IS ON VIOLENCE IN THOUSANDS OF RUNNERS WORE T-SHIRTS IS ON VIOLENCE IN ELEMENTARY GRADER OLIVIA T-SHIRTS IS ON VIOLENCE IN ELEMENTARY GRADER OLIVIA T-SHIRTS IS ON VIOLENCE IN ELEMENTARY GRADER OLIVIA GODDARD WHO WON THE EVENTS ELEMENTARY GRADER OLIVIA GODDARD WHO WON THE EVENTS ELEMENTARY GRADER OLIVIA GODDARD WHO WON THE EVENTS T-SHIRT DESIGN CONTEST TKI GODDARD WHO WON THE EVENTS T-SHIRT DESIGN CONTEST TKI GODDARD WHO WON THE EVENTS T-SHIRT DESIGN CONTEST TKI RECENTLY K.R. RECENTLY AIRED A T-SHIRT DESIGN CONTEST TKI RECENTLY K.R. RECENTLY AIRED A T-SHIRT DESIGN CONTEST TKI RECENTLY K.R. RECENTLY AIRED A STORY ABOUT ALLENTOWN'S RECENTLY K.R. RECENTLY AIRED A STORY ABOUT ALLENTOWN'S RECENTLY K.R. RECENTLY AIRED A STORY ABOUT ALLENTOWN'S ELEMENTARY EFFORTS TO SUPPORT STORY ABOUT ALLENTOWN'S ELEMENTARY EFFORTS TO SUPPORT

068STORY ABOUT ALLENTOWN'S ELEMENTARY EFFORTS TO SUPPORT OPERATION SMILE KREESE ELEMENTARY EFFORTS TO SUPPORT OPERATION SMILE KREESE ELEMENTARY EFFORTS TO SUPPORT OPERATION SMILE KREESE ELEMENTARY HAD THE HIGHEST OPERATION SMILE KREESE ELEMENTARY HAD THE HIGHEST OPERATION SMILE KREESE ELEMENTARY HAD THE HIGHEST PARTICIPATION PARTICIPATION ELEMENTARY HAD THE HIGHEST PARTICIPATION PARTICIPATION ELEMENTARY HAD THE HIGHEST PARTICIPATION PARTICIPATION RATE FOR OUR SCHOOLS AND PARTICIPATION PARTICIPATION RATE FOR OUR SCHOOLS AND PARTICIPATION PARTICIPATION RATE FOR OUR SCHOOLS AND ELEMENTARY RICH TO THE MOST RATE FOR OUR SCHOOLS AND ELEMENTARY RICH TO THE MOST RATE FOR OUR SCHOOLS AND ELEMENTARY RICH TO THE MOST STUDENTS WHILE RAISING CLOSE TO ELEMENTARY RICH TO THE MOST STUDENTS WHILE RAISING CLOSE TO ELEMENTARY RICH TO THE MOST STUDENTS WHILE RAISING CLOSE TO TWO THOUSAND DOLLARS THANK YOU STUDENTS WHILE RAISING CLOSE TO TWO THOUSAND DOLLARS THANK YOU

069STUDENTS WHILE RAISING CLOSE TO TWO THOUSAND DOLLARS THANK YOU ALL THE PARTICIPANTS WERE TWO THOUSAND DOLLARS THANK YOU ALL THE PARTICIPANTS WERE TWO THOUSAND DOLLARS THANK YOU ALL THE PARTICIPANTS WERE SHOWING HOW WE CAN COME ALL THE PARTICIPANTS WERE SHOWING HOW WE CAN COME ALL THE PARTICIPANTS WERE SHOWING HOW WE CAN COME TOGETHER TO SUPPORT WORTHY SHOWING HOW WE CAN COME TOGETHER TO SUPPORT WORTHY SHOWING HOW WE CAN COME TOGETHER TO SUPPORT WORTHY CAUSE THANK YOU MADAM YOU MADAM TOGETHER TO SUPPORT WORTHY CAUSE THANK YOU MADAM YOU MADAM TOGETHER TO SUPPORT WORTHY CAUSE THANK YOU MADAM YOU MADAM CHAIR. CAUSE THANK YOU MADAM YOU MADAM CHAIR. CAUSE THANK YOU MADAM YOU MADAM CHAIR. THIS CONCLUDES MY REPORT THANK CHAIR. THIS CONCLUDES MY REPORT THANK CHAIR. THIS CONCLUDES MY REPORT THANK YOU. THIS CONCLUDES MY REPORT

070THANK YOU. THIS CONCLUDES MY REPORT THANK YOU. AND DO YOU HAVE ANY RECOGNITION YOU. AND DO YOU HAVE ANY RECOGNITION YOU. AND DO YOU HAVE ANY RECOGNITION TONIGHT I DO NOT HAVE ANY AND DO YOU HAVE ANY RECOGNITION TONIGHT I DO NOT HAVE ANY AND DO YOU HAVE ANY RECOGNITION TONIGHT I DO NOT HAVE ANY RECOGNITION SAY WE WILL WE WILL TONIGHT I DO NOT HAVE ANY RECOGNITION SAY WE WILL WE WILL TONIGHT I DO NOT HAVE ANY RECOGNITION SAY WE WILL WE WILL MOVE ON TO APPROVAL THE MEETING RECOGNITION SAY WE WILL WE WILL MOVE ON TO APPROVAL THE MEETING RECOGNITION SAY WE WILL WE WILL MOVE ON TO APPROVAL THE MEETING MINUTES THERE'S TWO SETS MOVE ON TO APPROVAL THE MEETING MINUTES THERE'S TWO SETS MOVE ON TO APPROVAL THE MEETING MINUTES THERE'S

071TWO SETS OF SETS OF MEETING MINUTES FOR MINUTES THERE'S TWO SETS OF SETS OF MEETING MINUTES FOR MINUTES THERE'S TWO SETS OF SETS OF MEETING MINUTES FOR APPROVAL. OF SETS OF MEETING MINUTES FOR APPROVAL. OF SETS OF MEETING MINUTES FOR APPROVAL. FIRST IS GOING TO BE THE MARCH APPROVAL. FIRST IS GOING TO BE THE MARCH APPROVAL. FIRST IS GOING TO BE THE MARCH 4TH TWENTY TWENTY FIVE SPECIAL FIRST IS GOING TO BE THE MARCH 4TH TWENTY TWENTY FIVE SPECIAL FIRST IS GOING TO BE THE MARCH 4TH TWENTY TWENTY FIVE SPECIAL SCHOOL BOARD MEETING IS THERE 4TH TWENTY TWENTY FIVE SPECIAL SCHOOL BOARD MEETING IS THERE 4TH TWENTY TWENTY FIVE SPECIAL SCHOOL BOARD MEETING IS THERE ANY MODIFICATIONS THE MARCH THE SCHOOL BOARD MEETING IS THERE ANY MODIFICATIONS THE MARCH THE SCHOOL BOARD MEETING IS THERE

072ANY MODIFICATIONS THE MARCH THE MARCH 4TH TWENTY TWENTY FIVE ANY MODIFICATIONS THE MARCH THE MARCH 4TH TWENTY TWENTY FIVE ANY MODIFICATIONS THE MARCH THE MARCH 4TH TWENTY TWENTY FIVE SPECIAL SCHOOL BOARD MEETING MARCH 4TH TWENTY TWENTY FIVE SPECIAL SCHOOL BOARD MEETING MARCH 4TH TWENTY TWENTY FIVE SPECIAL SCHOOL BOARD MEETING MINUTES AS PRESENTED SEEING SPECIAL SCHOOL BOARD MEETING MINUTES AS PRESENTED SEEING SPECIAL SCHOOL BOARD MEETING MINUTES AS PRESENTED SEEING NINE I CALL FOR A MOTION TO MINUTES AS PRESENTED SEEING NINE I CALL FOR A MOTION TO MINUTES AS PRESENTED SEEING NINE I CALL FOR A MOTION TO APPROVE THE MARCH MARCH 4TH NINE I CALL FOR A MOTION TO APPROVE THE MARCH MARCH 4TH NINE I CALL FOR A MOTION TO APPROVE THE MARCH MARCH 4TH TWENTY TWENTY FIVE MEETING APPROVE THE MARCH MARCH 4TH TWENTY

073TWENTY FIVE MEETING APPROVE THE MARCH MARCH 4TH TWENTY TWENTY FIVE MEETING MINUTES MOVE BY MISS MELNYK TWENTY TWENTY FIVE MEETING MINUTES MOVE BY MISS MELNYK TWENTY TWENTY FIVE MEETING MINUTES MOVE BY MISS MELNYK SECONDED BY MISS ROGERS. MINUTES MOVE BY MISS MELNYK SECONDED BY MISS ROGERS. MINUTES MOVE BY MISS MELNYK SECONDED BY MISS ROGERS. ANY DISCUSSION SEEING THEN I SECONDED BY MISS ROGERS. ANY DISCUSSION SEEING THEN I SECONDED BY MISS ROGERS. ANY DISCUSSION SEEING THEN I CALL FOR A VOTE TO APPROVE THE ANY DISCUSSION SEEING THEN I CALL FOR A VOTE TO APPROVE THE ANY DISCUSSION SEEING THEN I CALL FOR A VOTE TO APPROVE THE MARCH SPECIAL SCHOOL BOARD CALL FOR A VOTE TO APPROVE THE MARCH SPECIAL SCHOOL BOARD CALL FOR A VOTE TO APPROVE THE MARCH SPECIAL SCHOOL BOARD MEETING MINUTES >>

074MADAM CHAIR MARCH SPECIAL SCHOOL BOARD MEETING MINUTES >> MADAM CHAIR MARCH SPECIAL SCHOOL BOARD MEETING MINUTES >> MADAM CHAIR WE CAPTAIN I SAW THE MOTION TO MEETING MINUTES >> MADAM CHAIR WE CAPTAIN I SAW THE MOTION TO MEETING MINUTES >> MADAM CHAIR WE CAPTAIN I SAW THE MOTION TO PASS FOR THE APPROVAL OF THE WE CAPTAIN I SAW THE MOTION TO PASS FOR THE APPROVAL OF THE WE CAPTAIN I SAW THE MOTION TO PASS FOR THE APPROVAL OF THE MINUTES FROM MARCH WITH 20 25 PASS FOR THE APPROVAL OF THE MINUTES FROM MARCH WITH 20 25 PASS FOR THE APPROVAL OF THE MINUTES FROM MARCH WITH 20 25 >> THANK YOU >> THANK YOU. MINUTES FROM MARCH WITH 20 25 >> THANK YOU >> THANK YOU. MINUTES FROM MARCH WITH 20 25 >> THANK YOU

075>> THANK YOU. WE ARE OUT ONTO THE MARCH 11TH >> THANK YOU >> THANK YOU. WE ARE OUT ONTO THE MARCH 11TH >> THANK YOU >> THANK YOU. WE ARE OUT ONTO THE MARCH 11TH TWENTY TWENTY TWENTY FIVE WE ARE OUT ONTO THE MARCH 11TH TWENTY TWENTY TWENTY FIVE WE ARE OUT ONTO THE MARCH 11TH TWENTY TWENTY TWENTY FIVE REGULAR SCHOOL BOARD MEETING TWENTY TWENTY TWENTY FIVE REGULAR SCHOOL BOARD MEETING TWENTY TWENTY TWENTY FIVE REGULAR SCHOOL BOARD MEETING MINUTES ARE THERE ANY REGULAR SCHOOL BOARD MEETING MINUTES ARE THERE ANY REGULAR SCHOOL BOARD MEETING MINUTES ARE THERE ANY MODIFICATIONS TO THE MARCH 11TH MINUTES ARE THERE ANY MODIFICATIONS TO THE MARCH 11TH MINUTES ARE THERE ANY MODIFICATIONS TO THE MARCH 11TH MEETING MINUTES AS PRESENTED MODIFICATIONS TO THE MARCH 11TH MEETING MINUTES AS PRESENTED MODIFICATIONS TO

076THE MARCH 11TH MEETING MINUTES AS PRESENTED CNN I CALL FOR A MOTION TO MEETING MINUTES AS PRESENTED CNN I CALL FOR A MOTION TO MEETING MINUTES AS PRESENTED CNN I CALL FOR A MOTION TO APPROVE THE MARCH 11TH TWENTY CNN I CALL FOR A MOTION TO APPROVE THE MARCH 11TH TWENTY CNN I CALL FOR A MOTION TO APPROVE THE MARCH 11TH TWENTY TWENTY FIVE SCHOOL ARE MEETING APPROVE THE MARCH 11TH TWENTY TWENTY FIVE SCHOOL ARE MEETING APPROVE THE MARCH 11TH TWENTY TWENTY FIVE SCHOOL ARE MEETING MINUTES IS PRESENTED BY MISS TWENTY FIVE SCHOOL ARE MEETING MINUTES IS PRESENTED BY MISS TWENTY FIVE SCHOOL ARE MEETING MINUTES IS PRESENTED BY MISS ROGERS SECONDED BY MR. CUMMINGS MINUTES IS PRESENTED BY MISS ROGERS SECONDED BY MR. CUMMINGS MINUTES IS PRESENTED BY MISS ROGERS SECONDED BY MR. CUMMINGS

077ANY DISCUSSION CNN I CALL FOR A ROGERS SECONDED BY MR. CUMMINGS ANY DISCUSSION CNN I CALL FOR A ROGERS SECONDED BY MR. CUMMINGS ANY DISCUSSION CNN I CALL FOR A VOTE TO APPROVE THE MARCH 11TH ANY DISCUSSION CNN I CALL FOR A VOTE TO APPROVE THE MARCH 11TH ANY DISCUSSION CNN I CALL FOR A VOTE TO APPROVE THE MARCH 11TH TWENTY TWENTY FIVE SCHOOL FOR VOTE TO APPROVE THE MARCH 11TH TWENTY TWENTY FIVE SCHOOL FOR VOTE TO APPROVE THE MARCH 11TH TWENTY TWENTY FIVE SCHOOL FOR MANY MINUTES SO HERE WE HAVE TO TWENTY TWENTY FIVE SCHOOL FOR MANY MINUTES SO HERE WE HAVE TO TWENTY TWENTY FIVE SCHOOL FOR MANY MINUTES SO HERE WE HAVE TO ORGANIZE THE MOTION TO PASS MANY MINUTES SO HERE WE HAVE TO ORGANIZE THE MOTION TO PASS MANY MINUTES

078SO HERE WE HAVE TO ORGANIZE THE MOTION TO PASS WITH THE APPROVAL OF THE MARCH ORGANIZE THE MOTION TO PASS WITH THE APPROVAL OF THE MARCH ORGANIZE THE MOTION TO PASS WITH THE APPROVAL OF THE MARCH 11TH TWENTY TWENTY FIVE MINUTES WITH THE APPROVAL OF THE MARCH 11TH TWENTY TWENTY FIVE MINUTES WITH THE APPROVAL OF THE MARCH 11TH TWENTY TWENTY FIVE MINUTES THANK YOU AND WE ARE NOW ARE 11TH TWENTY TWENTY FIVE MINUTES THANK YOU AND WE ARE NOW ARE 11TH TWENTY TWENTY FIVE MINUTES THANK YOU AND WE ARE NOW ARE NOW ON TO OUR PUBLIC COMMENTS THANK YOU AND WE ARE NOW ARE NOW ON TO OUR PUBLIC COMMENTS THANK YOU AND WE ARE NOW ARE NOW ON TO OUR PUBLIC COMMENTS ELECTION THE SCORE WILL NOW NOW ON TO OUR PUBLIC COMMENTS ELECTION

079THE SCORE WILL NOW NOW ON TO OUR PUBLIC COMMENTS ELECTION THE SCORE WILL NOW HERE NOW HEAR PUBLIC COMMENTS ELECTION THE SCORE WILL NOW HERE NOW HEAR PUBLIC COMMENTS ELECTION THE SCORE WILL NOW HERE NOW HEAR PUBLIC COMMENTS ON MATTERS RELEVANT K THROUGH HERE NOW HEAR PUBLIC COMMENTS ON MATTERS RELEVANT K THROUGH HERE NOW HEAR PUBLIC COMMENTS ON MATTERS RELEVANT K THROUGH 12 PUBLIC 12 PUBLIC EDUCATION ON MATTERS RELEVANT K THROUGH 12 PUBLIC 12 PUBLIC EDUCATION ON MATTERS RELEVANT K THROUGH 12 PUBLIC 12 PUBLIC EDUCATION IN VIRGINIA BEACH IN THE 12 PUBLIC 12 PUBLIC EDUCATION IN VIRGINIA BEACH IN THE 12 PUBLIC 12 PUBLIC EDUCATION IN VIRGINIA BEACH IN THE BUSINESS OF THE SCHOOL BOARD IN IN VIRGINIA BEACH IN THE BUSINESS OF THE SCHOOL BOARD IN IN VIRGINIA BEACH IN THE BUSINESS OF THE

080SCHOOL BOARD IN THE SCHOOL DIVISION FROM BUSINESS OF THE SCHOOL BOARD IN THE SCHOOL DIVISION FROM BUSINESS OF THE SCHOOL BOARD IN THE SCHOOL DIVISION FROM CITIZENS AND DELEGATIONS WHO THE SCHOOL DIVISION FROM CITIZENS AND DELEGATIONS WHO THE SCHOOL DIVISION FROM CITIZENS AND DELEGATIONS WHO SIGNED UP WITH THE SCHOOL WORK CITIZENS AND DELEGATIONS WHO SIGNED UP WITH THE SCHOOL WORK CITIZENS AND DELEGATIONS WHO SIGNED UP WITH THE SCHOOL WORK CLARK PRIOR TO NOON TODAY THE SIGNED UP WITH THE SCHOOL WORK CLARK PRIOR TO NOON TODAY THE SIGNED UP WITH THE SCHOOL WORK CLARK PRIOR TO NOON TODAY THE PURPOSE FOR THE PUBLIC COMMENT CLARK PRIOR TO NOON TODAY THE PURPOSE FOR THE PUBLIC COMMENT CLARK PRIOR TO NOON TODAY THE PURPOSE FOR THE PUBLIC COMMENT SECTION IS FOR THE SCHOOL BOARD PURPOSE FOR THE PUBLIC

081COMMENT SECTION IS FOR THE SCHOOL BOARD PURPOSE FOR THE PUBLIC COMMENT SECTION IS FOR THE SCHOOL BOARD TO OFFER EARLY FORM TO RECEIVE SECTION IS FOR THE SCHOOL BOARD TO OFFER EARLY FORM TO RECEIVE SECTION IS FOR THE SCHOOL BOARD TO OFFER EARLY FORM TO RECEIVE PUBLIC COMMENTS DURING THE TO OFFER EARLY FORM TO RECEIVE PUBLIC COMMENTS DURING THE TO OFFER EARLY FORM TO RECEIVE PUBLIC COMMENTS DURING THE SCHOOL BOARD MEETING FINALLY I PUBLIC COMMENTS DURING THE SCHOOL BOARD MEETING FINALLY I PUBLIC COMMENTS DURING THE SCHOOL BOARD MEETING FINALLY I CALL UPON ALL SPEAKERS AND ALL SCHOOL BOARD MEETING FINALLY I CALL UPON ALL SPEAKERS AND ALL SCHOOL BOARD MEETING FINALLY I CALL UPON ALL SPEAKERS AND ALL PERSONS IN THE CHAMBERS TO BE CALL UPON ALL SPEAKERS AND ALL PERSONS IN THE CHAMBERS TO

082BE CALL UPON ALL SPEAKERS AND ALL PERSONS IN THE CHAMBERS TO BE CIVIL AND DISCUSSION AND PERSONS IN THE CHAMBERS TO BE CIVIL AND DISCUSSION AND PERSONS IN THE CHAMBERS TO BE CIVIL AND DISCUSSION AND DECORUM WHATEVER VIEWS YOU WISH CIVIL AND DISCUSSION AND DECORUM WHATEVER VIEWS YOU WISH CIVIL AND DISCUSSION AND DECORUM WHATEVER VIEWS YOU WISH TO EXPRESS THE SCHOOL BOARD DECORUM WHATEVER VIEWS YOU WISH TO EXPRESS THE SCHOOL BOARD DECORUM WHATEVER VIEWS YOU WISH TO EXPRESS THE SCHOOL BOARD WANTS TO HEAR FROM YOU AND TO TO EXPRESS THE SCHOOL BOARD WANTS TO HEAR FROM YOU AND TO TO EXPRESS THE SCHOOL BOARD WANTS TO HEAR FROM YOU AND TO SHARE ENSURE THAT ALL WANTS TO HEAR FROM YOU AND TO SHARE ENSURE THAT ALL WANTS TO HEAR FROM YOU AND TO SHARE ENSURE

083THAT ALL VIEWPOINTS AND PERSPECTIVES ARE SHARE ENSURE THAT ALL VIEWPOINTS AND PERSPECTIVES ARE SHARE ENSURE THAT ALL VIEWPOINTS AND PERSPECTIVES ARE HEARD THE BEST WAY TO DO THIS VIEWPOINTS AND PERSPECTIVES ARE HEARD THE BEST WAY TO DO THIS VIEWPOINTS AND PERSPECTIVES ARE HEARD THE BEST WAY TO DO THIS IS FOR ALL OF US TO STRIVE FOR HEARD THE BEST WAY TO DO THIS IS FOR ALL OF US TO STRIVE FOR HEARD THE BEST WAY TO DO THIS IS FOR ALL OF US TO STRIVE FOR CIVILITY AND RESPECT THE SCHOOL IS FOR ALL OF US TO STRIVE FOR CIVILITY AND RESPECT THE SCHOOL IS FOR ALL OF US TO STRIVE FOR CIVILITY AND RESPECT THE SCHOOL BOARD ALSO INVITES THE PUBLIC CIVILITY AND RESPECT THE SCHOOL BOARD ALSO INVITES THE PUBLIC CIVILITY AND RESPECT THE SCHOOL

084BOARD ALSO INVITES THE PUBLIC TO SUBMIT COMMENTS THROUGH BOARD ALSO INVITES THE PUBLIC TO SUBMIT COMMENTS THROUGH BOARD ALSO INVITES THE PUBLIC TO SUBMIT COMMENTS THROUGH EMAIL WHICH CAN BE FOUND ON OUR TO SUBMIT COMMENTS THROUGH EMAIL WHICH CAN BE FOUND ON OUR TO SUBMIT COMMENTS THROUGH EMAIL WHICH CAN BE FOUND ON OUR WEBSITE MADAM PLEASE CLERK, EMAIL WHICH CAN BE FOUND ON OUR WEBSITE MADAM PLEASE CLERK, EMAIL WHICH CAN BE FOUND ON OUR WEBSITE MADAM PLEASE CLERK, PLEASE INTRODUCE THE FIRST WEBSITE MADAM PLEASE CLERK, PLEASE INTRODUCE THE FIRST WEBSITE MADAM PLEASE CLERK, PLEASE INTRODUCE THE FIRST SPEAKER THANK YOU MADAM CHAIR. PLEASE INTRODUCE THE FIRST SPEAKER THANK YOU MADAM CHAIR. PLEASE INTRODUCE THE FIRST SPEAKER THANK YOU MADAM CHAIR. OUR FIRST SPEAKER WILL BE SPEAKER THANK YOU MADAM CHAIR. OUR FIRST SPEAKER WILL BE

085SPEAKER THANK YOU MADAM CHAIR. OUR FIRST SPEAKER WILL BE EVANGELIA TO OFFSET >>. OUR FIRST SPEAKER WILL BE EVANGELIA TO OFFSET >>. OUR FIRST SPEAKER WILL BE EVANGELIA TO OFFSET >>. HELLO GOOD AFTERNOON. EVANGELIA TO OFFSET >>. HELLO GOOD AFTERNOON. EVANGELIA TO OFFSET >>. HELLO GOOD AFTERNOON. MY NAME IS EVANGELINA OFF IT HELLO GOOD AFTERNOON. MY NAME IS EVANGELINA OFF IT HELLO GOOD AFTERNOON. MY NAME IS EVANGELINA OFF IT I'M A SENIOR ENROLLED STUDIES MY NAME IS EVANGELINA OFF IT I'M A SENIOR ENROLLED STUDIES MY NAME IS EVANGELINA OFF IT I'M A SENIOR ENROLLED STUDIES AND WORLD LANGUAGES ACADEMY AT I'M A SENIOR ENROLLED STUDIES AND WORLD LANGUAGES ACADEMY AT I'M A SENIOR ENROLLED STUDIES AND WORLD LANGUAGES ACADEMY AT LANGUAGES ACADEMY AT HOLLYWOOD AND WORLD LANGUAGES ACADEMY AT LANGUAGES ACADEMY AT HOLLYWOOD AND WORLD

086LANGUAGES ACADEMY AT LANGUAGES ACADEMY AT HOLLYWOOD HIGH SCHOOL >> FIRST AND LANGUAGES ACADEMY AT HOLLYWOOD HIGH SCHOOL >> FIRST AND LANGUAGES ACADEMY AT HOLLYWOOD HIGH SCHOOL >> FIRST AND FOREMOST I'D LIKE TO THANK YOU HIGH SCHOOL >> FIRST AND FOREMOST I'D LIKE TO THANK YOU HIGH SCHOOL >> FIRST AND FOREMOST I'D LIKE TO THANK YOU FOR GIVING ME THE OPPORTUNITY FOREMOST I'D LIKE TO THANK YOU FOR GIVING ME THE OPPORTUNITY FOREMOST I'D LIKE TO THANK YOU FOR GIVING ME THE OPPORTUNITY SPEAK IN FRONT OF YOU TODAY. FOR GIVING ME THE OPPORTUNITY SPEAK IN FRONT OF YOU TODAY. FOR GIVING ME THE OPPORTUNITY SPEAK IN FRONT OF YOU TODAY. I'M HERE SPEAKING TONIGHT AS SPEAK IN FRONT OF YOU TODAY. I'M HERE SPEAKING TONIGHT AS SPEAK IN FRONT OF YOU TODAY. I'M HERE SPEAKING TONIGHT AS

087PART OF MY SENIOR PROJECTS WITH I'M HERE SPEAKING TONIGHT AS PART OF MY SENIOR PROJECTS WITH I'M HERE SPEAKING TONIGHT AS PART OF MY SENIOR PROJECTS WITH MY TOPIC SIGN LANGUAGE PART OF MY SENIOR PROJECTS WITH MY TOPIC SIGN LANGUAGE PART OF MY SENIOR PROJECTS WITH MY TOPIC SIGN LANGUAGE EDUCATION DURING THE RESEARCH MY TOPIC SIGN LANGUAGE EDUCATION DURING THE RESEARCH MY TOPIC SIGN LANGUAGE EDUCATION DURING THE RESEARCH PHASE OF MY PROJECT I ASK THE EDUCATION DURING THE RESEARCH PHASE OF MY PROJECT I ASK THE EDUCATION DURING THE RESEARCH PHASE OF MY PROJECT I ASK THE QUESTION HOW CAN AND SHOULD PHASE OF MY PROJECT I ASK THE QUESTION HOW CAN AND SHOULD PHASE OF MY PROJECT I ASK THE QUESTION HOW CAN AND SHOULD EDUCATION SYSTEMS PROMOTE THE QUESTION HOW CAN AND SHOULD EDUCATION

088SYSTEMS PROMOTE THE QUESTION HOW CAN AND SHOULD EDUCATION SYSTEMS PROMOTE THE TEACHING SIGN LANGUAGE AND EDUCATION SYSTEMS PROMOTE THE TEACHING SIGN LANGUAGE AND EDUCATION SYSTEMS PROMOTE THE TEACHING SIGN LANGUAGE AND DEVELOP IN DEVELOPING TEACHING SIGN LANGUAGE AND DEVELOP IN DEVELOPING TEACHING SIGN LANGUAGE AND DEVELOP IN DEVELOPING COUNTRIES? DEVELOP IN DEVELOPING COUNTRIES? DEVELOP IN DEVELOPING COUNTRIES? MY HOPE IS THAT OUR SCHOOL COUNTRIES? MY HOPE IS THAT OUR SCHOOL COUNTRIES? MY HOPE IS THAT OUR SCHOOL SYSTEM OUTSIDE OF HIGH SCHOOL MY HOPE IS THAT OUR SCHOOL SYSTEM OUTSIDE OF HIGH SCHOOL MY HOPE IS THAT OUR SCHOOL SYSTEM OUTSIDE OF HIGH SCHOOL CAN BEGIN TO EXPAND THE ELECTED SYSTEM OUTSIDE OF HIGH SCHOOL CAN BEGIN TO EXPAND THE ELECTED SYSTEM OUTSIDE OF HIGH SCHOOL CAN BEGIN TO EXPAND THE ELECTED AMERICAN SIGN LANGUAGE THIS CAN BEGIN TO

089EXPAND THE ELECTED AMERICAN SIGN LANGUAGE THIS CAN BEGIN TO EXPAND THE ELECTED AMERICAN SIGN LANGUAGE THIS WILL ALLOW STUDENTS FROM EVERY AMERICAN SIGN LANGUAGE THIS WILL ALLOW STUDENTS FROM EVERY AMERICAN SIGN LANGUAGE THIS WILL ALLOW STUDENTS FROM EVERY SCHOOL IN THE BBC'S DISTRICT WILL ALLOW STUDENTS FROM EVERY SCHOOL IN THE BBC'S DISTRICT WILL ALLOW STUDENTS FROM EVERY SCHOOL IN THE BBC'S DISTRICT THE OPPORTUNITY TO LEARN SIGN SCHOOL IN THE BBC'S DISTRICT THE OPPORTUNITY TO LEARN SIGN SCHOOL IN THE BBC'S DISTRICT THE OPPORTUNITY TO LEARN SIGN LEARNING SIGN LANGUAGE THE OPPORTUNITY TO LEARN SIGN LEARNING SIGN LANGUAGE THE OPPORTUNITY TO LEARN SIGN LEARNING SIGN LANGUAGE SANDWICHES CAN OPEN MANY DOORS LEARNING SIGN LANGUAGE SANDWICHES CAN OPEN MANY DOORS LEARNING SIGN LANGUAGE SANDWICHES CAN OPEN MANY DOORS FOR EXAMPLE IT CAN CREATE SANDWICHES CAN OPEN MANY DOORS

090FOR EXAMPLE IT CAN CREATE SANDWICHES CAN OPEN MANY DOORS FOR EXAMPLE IT CAN CREATE POTENTIAL CAREER OPPORTUNITIES. FOR EXAMPLE IT CAN CREATE POTENTIAL CAREER OPPORTUNITIES. FOR EXAMPLE IT CAN CREATE POTENTIAL CAREER OPPORTUNITIES. IT CAN ALLOW AND THE HEARING POTENTIAL CAREER OPPORTUNITIES. IT CAN ALLOW AND THE HEARING POTENTIAL CAREER OPPORTUNITIES. IT CAN ALLOW AND THE HEARING COMMUNITY TO MAKE STRONGER IT CAN ALLOW AND THE HEARING COMMUNITY TO MAKE STRONGER IT CAN ALLOW AND THE HEARING COMMUNITY TO MAKE STRONGER CONNECTIONS WITH THOSE IN THE COMMUNITY TO MAKE STRONGER CONNECTIONS WITH THOSE IN THE COMMUNITY TO MAKE STRONGER CONNECTIONS WITH THOSE IN THE DEAF COMMUNITY AND IT CAN ALSO CONNECTIONS WITH THOSE IN THE DEAF COMMUNITY AND IT CAN ALSO CONNECTIONS WITH THOSE IN THE DEAF COMMUNITY AND IT CAN ALSO PROVED TO BE A BENEFICIAL SKILL DEAF

091COMMUNITY AND IT CAN ALSO PROVED TO BE A BENEFICIAL SKILL DEAF COMMUNITY AND IT CAN ALSO PROVED TO BE A BENEFICIAL SKILL TO HAVE FOR FUTURE UNFORESEEN PROVED TO BE A BENEFICIAL SKILL TO HAVE FOR FUTURE UNFORESEEN PROVED TO BE A BENEFICIAL SKILL TO HAVE FOR FUTURE UNFORESEEN CIRCUMSTANCES. TO HAVE FOR FUTURE UNFORESEEN CIRCUMSTANCES. TO HAVE FOR FUTURE UNFORESEEN CIRCUMSTANCES. MY OWN PERSONAL CONNECTION CIRCUMSTANCES. MY OWN PERSONAL CONNECTION CIRCUMSTANCES. MY OWN PERSONAL CONNECTION LANGUAGES IS THAT I AM A CHILD MY OWN PERSONAL CONNECTION LANGUAGES IS THAT I AM A CHILD MY OWN PERSONAL CONNECTION LANGUAGES IS THAT I AM A CHILD A CHILD OF A DEAF ADULTS OR A LANGUAGES IS THAT I AM A CHILD A CHILD OF A DEAF ADULTS OR A LANGUAGES IS THAT I AM A CHILD A CHILD OF A

092DEAF ADULTS OR A QUOTA I HAVE LIVED MY LIFE A CHILD OF A DEAF ADULTS OR A QUOTA I HAVE LIVED MY LIFE A CHILD OF A DEAF ADULTS OR A QUOTA I HAVE LIVED MY LIFE PREDOMINANTLY ALONGSIDE HAS QUOTA I HAVE LIVED MY LIFE PREDOMINANTLY ALONGSIDE HAS QUOTA I HAVE LIVED MY LIFE PREDOMINANTLY ALONGSIDE HAS SERVED AS AN ALMOST SECOND PREDOMINANTLY ALONGSIDE HAS SERVED AS AN ALMOST SECOND PREDOMINANTLY ALONGSIDE HAS SERVED AS AN ALMOST SECOND LANGUAGE TO LANGUAGE TO SERVED AS AN ALMOST SECOND LANGUAGE TO LANGUAGE TO SERVED AS AN ALMOST SECOND LANGUAGE TO LANGUAGE TO COMMUNICATE WITH MY MOM IT'S LANGUAGE TO LANGUAGE TO COMMUNICATE WITH MY MOM IT'S LANGUAGE TO LANGUAGE TO COMMUNICATE WITH MY MOM IT'S SOMETHING THAT I CHERISH DEEPLY COMMUNICATE WITH MY MOM IT'S SOMETHING THAT I CHERISH DEEPLY

093COMMUNICATE WITH MY MOM IT'S SOMETHING THAT I CHERISH DEEPLY WITH THIS PERSPECTIVE I'VE SOMETHING THAT I CHERISH DEEPLY WITH THIS PERSPECTIVE I'VE SOMETHING THAT I CHERISH DEEPLY WITH THIS PERSPECTIVE I'VE TAKEN IT AND GROWTH WITH THIS PERSPECTIVE I'VE TAKEN IT AND GROWTH WITH THIS PERSPECTIVE I'VE TAKEN IT AND GROWTH OPPORTUNITIES FOR OTHERS IN THE TAKEN IT AND GROWTH OPPORTUNITIES FOR OTHERS IN THE TAKEN IT AND GROWTH OPPORTUNITIES FOR OTHERS IN THE FORM OF TOWARDS AMERICAN SIGN OPPORTUNITIES FOR OTHERS IN THE FORM OF TOWARDS AMERICAN SIGN OPPORTUNITIES FOR OTHERS IN THE FORM OF TOWARDS AMERICAN SIGN LANGUAGE GLUB IN THIS CLUB I FORM OF TOWARDS AMERICAN SIGN LANGUAGE GLUB IN THIS CLUB I FORM OF TOWARDS AMERICAN SIGN LANGUAGE GLUB IN THIS CLUB I TEACH ABOUT DEAF CULTURE AND LANGUAGE GLUB IN THIS CLUB I TEACH

094ABOUT DEAF CULTURE AND LANGUAGE GLUB IN THIS CLUB I TEACH ABOUT DEAF CULTURE AND DIFFERENT SIGNS STUDENTS WOULD TEACH ABOUT DEAF CULTURE AND DIFFERENT SIGNS STUDENTS WOULD TEACH ABOUT DEAF CULTURE AND DIFFERENT SIGNS STUDENTS WOULD OTHERWISE NOT HAVE LEARNED BUT DIFFERENT SIGNS STUDENTS WOULD OTHERWISE NOT HAVE LEARNED BUT DIFFERENT SIGNS STUDENTS WOULD OTHERWISE NOT HAVE LEARNED BUT WILL BENEFIT THEM IN A FUTURE OTHERWISE NOT HAVE LEARNED BUT WILL BENEFIT THEM IN A FUTURE OTHERWISE NOT HAVE LEARNED BUT WILL BENEFIT THEM IN A FUTURE CAREER OR OPPORTUNITY TO WILL BENEFIT THEM IN A FUTURE CAREER OR OPPORTUNITY TO WILL BENEFIT THEM IN A FUTURE CAREER OR OPPORTUNITY TO COMMUNICATE A DEAF PERSON AND I CAREER OR OPPORTUNITY TO COMMUNICATE A DEAF PERSON AND I CAREER OR OPPORTUNITY TO COMMUNICATE A DEAF PERSON AND I FIND I

095FIND THAT STUDENTS COMMUNICATE A DEAF PERSON AND I FIND I FIND THAT STUDENTS COMMUNICATE A DEAF PERSON AND I FIND I FIND THAT STUDENTS GLADLY TAKE ON LANGUAGE AND FIND I FIND THAT STUDENTS GLADLY TAKE ON LANGUAGE AND FIND I FIND THAT STUDENTS GLADLY TAKE ON LANGUAGE AND PRACTICE IN STRIDE. GLADLY TAKE ON LANGUAGE AND PRACTICE IN STRIDE. GLADLY TAKE ON LANGUAGE AND PRACTICE IN STRIDE. I'VE GATHERED DATA USING THE PRACTICE IN STRIDE. I'VE GATHERED DATA USING THE PRACTICE IN STRIDE. I'VE GATHERED DATA USING THE POLL FROM STUDENTS AT ALL IT I'VE GATHERED DATA USING THE POLL FROM STUDENTS AT ALL IT I'VE GATHERED DATA USING THE POLL FROM STUDENTS AT ALL IT AND RECEIVED COMMENTS IN POLL FROM STUDENTS AT ALL IT AND RECEIVED COMMENTS IN POLL FROM STUDENTS AT ALL IT AND RECEIVED

096COMMENTS IN AGREEMENT WITH PROPOSAL OF SIGN AND RECEIVED COMMENTS IN AGREEMENT WITH PROPOSAL OF SIGN AND RECEIVED COMMENTS IN AGREEMENT WITH PROPOSAL OF SIGN LANGUAGE AS AN ELECTIVE CLASS AGREEMENT WITH PROPOSAL OF SIGN LANGUAGE AS AN ELECTIVE CLASS AGREEMENT WITH PROPOSAL OF SIGN LANGUAGE AS AN ELECTIVE CLASS HERE JUST TO YOUR RESPONSES I LANGUAGE AS AN ELECTIVE CLASS HERE JUST TO YOUR RESPONSES I LANGUAGE AS AN ELECTIVE CLASS HERE JUST TO YOUR RESPONSES I RECEIVED QUOTE ONE I'VE HERE JUST TO YOUR RESPONSES I RECEIVED QUOTE ONE I'VE HERE JUST TO YOUR RESPONSES I RECEIVED QUOTE ONE I'VE RECENTLY EXPERIENCED HEARING RECEIVED QUOTE ONE I'VE RECENTLY EXPERIENCED HEARING RECEIVED QUOTE ONE I'VE RECENTLY EXPERIENCED HEARING LOSS AND ONE OF MY YEARS AND AN RECENTLY EXPERIENCED HEARING LOSS AND ONE OF MY YEARS AND AN RECENTLY EXPERIENCED

097HEARING LOSS AND ONE OF MY YEARS AND AN HAD MADE ME VERY CURIOUS ABOUT LOSS AND ONE OF MY YEARS AND AN HAD MADE ME VERY CURIOUS ABOUT LOSS AND ONE OF MY YEARS AND AN HAD MADE ME VERY CURIOUS ABOUT THE EXPERIENCE OF SOMEONE FULLY HAD MADE ME VERY CURIOUS ABOUT THE EXPERIENCE OF SOMEONE FULLY HAD MADE ME VERY CURIOUS ABOUT THE EXPERIENCE OF SOMEONE FULLY DEAF I THINK IF I COULD LEARN THE EXPERIENCE OF SOMEONE FULLY DEAF I THINK IF I COULD LEARN THE EXPERIENCE OF SOMEONE FULLY DEAF I THINK IF I COULD LEARN SIGN LANGUAGE AND SCHOOL IT DEAF I THINK IF I COULD LEARN SIGN LANGUAGE AND SCHOOL IT DEAF I THINK IF I COULD LEARN SIGN LANGUAGE AND SCHOOL IT WOULD OPEN ME UP TO UNIQUE SIGN LANGUAGE AND SCHOOL

098IT WOULD OPEN ME UP TO UNIQUE SIGN LANGUAGE AND SCHOOL IT WOULD OPEN ME UP TO UNIQUE PERSPECTIVES AND QUOTE TO IF WOULD OPEN ME UP TO UNIQUE PERSPECTIVES AND QUOTE TO IF WOULD OPEN ME UP TO UNIQUE PERSPECTIVES AND QUOTE TO IF SOME WERE INTRODUCED AS AN PERSPECTIVES AND QUOTE TO IF SOME WERE INTRODUCED AS AN PERSPECTIVES AND QUOTE TO IF SOME WERE INTRODUCED AS AN ELECTIVE CLASS THAT WOULD SOME WERE INTRODUCED AS AN ELECTIVE CLASS THAT WOULD SOME WERE INTRODUCED AS AN ELECTIVE CLASS THAT WOULD REALLY HELP ELIMINATE THE ELECTIVE CLASS THAT WOULD REALLY HELP ELIMINATE THE ELECTIVE CLASS THAT WOULD REALLY HELP ELIMINATE THE BARRIER EVERYONE'S AND SIGN REALLY HELP ELIMINATE THE BARRIER EVERYONE'S AND SIGN REALLY HELP ELIMINATE THE BARRIER EVERYONE'S AND SIGN LANGUAGE IS A VERY UNIVERSAL BARRIER EVERYONE'S AND

099SIGN LANGUAGE IS A VERY UNIVERSAL BARRIER EVERYONE'S AND SIGN LANGUAGE IS A VERY UNIVERSAL LANGUAGE THAT ANYONE COULD LANGUAGE IS A VERY UNIVERSAL LANGUAGE THAT ANYONE COULD LANGUAGE IS A VERY UNIVERSAL LANGUAGE THAT ANYONE COULD LEARN >> IN INCLUSION THERE ARE LANGUAGE THAT ANYONE COULD LEARN >> IN INCLUSION THERE ARE LANGUAGE THAT ANYONE COULD LEARN >> IN INCLUSION THERE ARE MANY STUDENTS AND STAFF IN LEARN >> IN INCLUSION THERE ARE MANY STUDENTS AND STAFF IN LEARN >> IN INCLUSION THERE ARE MANY STUDENTS AND STAFF IN SUPPORT OF EXPANDING MANY STUDENTS AND STAFF IN SUPPORT OF EXPANDING MANY STUDENTS AND STAFF IN SUPPORT OF EXPANDING OPPORTUNITIES IN SIGN LANGUAGE SUPPORT OF EXPANDING OPPORTUNITIES IN SIGN LANGUAGE SUPPORT OF EXPANDING OPPORTUNITIES IN SIGN LANGUAGE I'VE COME HERE TODAY TO HERE OPPORTUNITIES IN SIGN LANGUAGE I'VE COME HERE

100TODAY TO HERE OPPORTUNITIES IN SIGN LANGUAGE I'VE COME HERE TODAY TO HERE TODAY TO ADVOCATE AND BE THE I'VE COME HERE TODAY TO HERE TODAY TO ADVOCATE AND BE THE I'VE COME HERE TODAY TO HERE TODAY TO ADVOCATE AND BE THE VOICE FOR THOSE THAT DESIRE TODAY TO ADVOCATE AND BE THE VOICE FOR THOSE THAT DESIRE TODAY TO ADVOCATE AND BE THE VOICE FOR THOSE THAT DESIRE THIS EXPANSION >> TO MAKE VALUE VOICE FOR THOSE THAT DESIRE THIS EXPANSION >> TO MAKE VALUE VOICE FOR THOSE THAT DESIRE THIS EXPANSION >> TO MAKE VALUE SIGN LANGUAGE CLEAR I PUT IN A THIS EXPANSION >> TO MAKE VALUE SIGN LANGUAGE CLEAR I PUT IN A THIS EXPANSION >> TO MAKE VALUE SIGN LANGUAGE CLEAR I PUT IN A REQUEST FOR AN FOR AN SIGN LANGUAGE CLEAR I

101PUT IN A REQUEST FOR AN FOR AN SIGN LANGUAGE CLEAR I PUT IN A REQUEST FOR AN FOR AN INTERPRETER TO BE PRESENT REQUEST FOR AN FOR AN INTERPRETER TO BE PRESENT REQUEST FOR AN FOR AN INTERPRETER TO BE PRESENT TONIGHT FOR MY MOM. INTERPRETER TO BE PRESENT TONIGHT FOR MY MOM. INTERPRETER TO BE PRESENT TONIGHT FOR MY MOM. I I HOPE YOU AS WELL AS THE TONIGHT FOR MY MOM. I I HOPE YOU AS WELL AS THE TONIGHT FOR MY MOM. I I HOPE YOU AS WELL AS THE AUDIENCE WOULD CONSIDER THIS AN I I HOPE YOU AS WELL AS THE AUDIENCE WOULD CONSIDER THIS AN I I HOPE YOU AS WELL AS THE AUDIENCE WOULD CONSIDER THIS AN IMPORTANT TOPIC TO CONTEMPLATE AUDIENCE WOULD CONSIDER THIS AN IMPORTANT TOPIC TO CONTEMPLATE AUDIENCE WOULD

102CONSIDER THIS AN IMPORTANT TOPIC TO CONTEMPLATE AND FOR WHICH TO TAKE ACTION IMPORTANT TOPIC TO CONTEMPLATE AND FOR WHICH TO TAKE ACTION IMPORTANT TOPIC TO CONTEMPLATE AND FOR WHICH TO TAKE ACTION THANK YOU FOR YOUR TIME. AND FOR WHICH TO TAKE ACTION THANK YOU FOR YOUR TIME. AND FOR WHICH TO TAKE ACTION THANK YOU FOR YOUR TIME. OUR NEXT SPEAKER IS GRACE THANK YOU FOR YOUR TIME. OUR NEXT SPEAKER IS GRACE THANK YOU FOR YOUR TIME. OUR NEXT SPEAKER IS GRACE CURRENT >>. OUR NEXT SPEAKER IS GRACE CURRENT >>. OUR NEXT SPEAKER IS GRACE CURRENT >>. HELLO THANK YOU FOR A LONG TIME CURRENT >>. HELLO THANK YOU FOR A LONG TIME CURRENT >>. HELLO THANK YOU FOR A LONG TIME TO SPEAK TONIGHT. HELLO THANK YOU FOR A LONG TIME TO SPEAK TONIGHT. HELLO

103THANK YOU FOR A LONG TIME TO SPEAK TONIGHT. TONIGHT. TO SPEAK TONIGHT. TONIGHT. TO SPEAK TONIGHT. TONIGHT. MY NAME IS GRACE CURRENT I'M A TONIGHT. MY NAME IS GRACE CURRENT I'M A TONIGHT. MY NAME IS GRACE CURRENT I'M A MEMBER OF THE LEGAL STUDIES MY NAME IS GRACE CURRENT I'M A MEMBER OF THE LEGAL STUDIES MY NAME IS GRACE CURRENT I'M A MEMBER OF THE LEGAL STUDIES ECONOMY I'M. MEMBER OF THE LEGAL STUDIES ECONOMY I'M. MEMBER OF THE LEGAL STUDIES ECONOMY I'M. I'M HERE TO ADDRESS ISSUE ECONOMY I'M. I'M HERE TO ADDRESS ISSUE ECONOMY I'M. I'M HERE TO ADDRESS ISSUE OF WEIRD POINTS BEING AWARDS I'M HERE TO ADDRESS ISSUE OF WEIRD POINTS BEING AWARDS I'M HERE TO ADDRESS ISSUE OF WEIRD POINTS BEING AWARDS ALL ACADEMY STUDENTS RATHER OF WEIRD POINTS BEING AWARDS ALL

104ACADEMY STUDENTS RATHER OF WEIRD POINTS BEING AWARDS ALL ACADEMY STUDENTS RATHER THAN OF COURSE IS BEING ALL ACADEMY STUDENTS RATHER THAN OF COURSE IS BEING ALL ACADEMY STUDENTS RATHER THAN OF COURSE IS BEING CLASSIFIED AS LECTERNS I'M THAN OF COURSE IS BEING CLASSIFIED AS LECTERNS I'M THAN OF COURSE IS BEING CLASSIFIED AS LECTERNS I'M AWARE THAT THE SCHOOL BOARD CLASSIFIED AS LECTERNS I'M AWARE THAT THE SCHOOL BOARD CLASSIFIED AS LECTERNS I'M AWARE THAT THE SCHOOL BOARD PREVIOUSLY GRANTED THE GOVERNOR AWARE THAT THE SCHOOL BOARD PREVIOUSLY GRANTED THE GOVERNOR AWARE THAT THE SCHOOL BOARD PREVIOUSLY GRANTED THE GOVERNOR SCHOOL OF OUR STUDENTS THE PREVIOUSLY GRANTED THE GOVERNOR SCHOOL OF OUR STUDENTS THE PREVIOUSLY GRANTED THE GOVERNOR SCHOOL OF OUR STUDENTS THE PRIVILEGE OF THEIR COURSES SCHOOL OF OUR STUDENTS THE PRIVILEGE OF THEIR COURSES SCHOOL OF

105OUR STUDENTS THE PRIVILEGE OF THEIR COURSES HAVING HALF OF AN AP COURSES PRIVILEGE OF THEIR COURSES HAVING HALF OF AN AP COURSES PRIVILEGE OF THEIR COURSES HAVING HALF OF AN AP COURSES WEIGHT REPRESENTED IN CODE SIX HAVING HALF OF AN AP COURSES WEIGHT REPRESENTED IN CODE SIX HAVING HALF OF AN AP COURSES WEIGHT REPRESENTED IN CODE SIX POINT SEVEN TO ONE AND I'M HERE WEIGHT REPRESENTED IN CODE SIX POINT SEVEN TO ONE AND I'M HERE WEIGHT REPRESENTED IN CODE SIX POINT SEVEN TO ONE AND I'M HERE TO HERE TO REQUEST THE SAME POINT SEVEN TO ONE AND I'M HERE TO HERE TO REQUEST THE SAME POINT SEVEN TO ONE AND I'M HERE TO HERE TO REQUEST THE SAME ACROSS BOARD FOR ALL VIRGINIA TO HERE TO REQUEST THE SAME ACROSS BOARD FOR ALL VIRGINIA TO

106HERE TO REQUEST THE SAME ACROSS BOARD FOR ALL VIRGINIA BEACH CITY PUBLIC SCHOOL ACROSS BOARD FOR ALL VIRGINIA BEACH CITY PUBLIC SCHOOL ACROSS BOARD FOR ALL VIRGINIA BEACH CITY PUBLIC SCHOOL ACADEMIES THIS IS NOT SO MUCH A BEACH CITY PUBLIC SCHOOL ACADEMIES THIS IS NOT SO MUCH A BEACH CITY PUBLIC SCHOOL ACADEMIES THIS IS NOT SO MUCH A MATTER OF BOOSTING OR GETTING ACADEMIES THIS IS NOT SO MUCH A MATTER OF BOOSTING OR GETTING ACADEMIES THIS IS NOT SO MUCH A MATTER OF BOOSTING OR GETTING AN EXTRA CREDIT POINT BUT NO MATTER OF BOOSTING OR GETTING AN EXTRA CREDIT POINT BUT NO MATTER OF BOOSTING OR GETTING AN EXTRA CREDIT POINT BUT NO MATTER WHAT IS EQUITABLE FOR AN EXTRA CREDIT POINT BUT NO MATTER WHAT IS EQUITABLE FOR AN EXTRA CREDIT POINT BUT NO

107MATTER WHAT IS EQUITABLE FOR ALL AS ACADEMY STUDENTS WE MATTER WHAT IS EQUITABLE FOR ALL AS ACADEMY STUDENTS WE MATTER WHAT IS EQUITABLE FOR ALL AS ACADEMY STUDENTS WE APPLY TO BE PART OF AN ALL AS ACADEMY STUDENTS WE APPLY TO BE PART OF AN ALL AS ACADEMY STUDENTS WE APPLY TO BE PART OF AN ORGANIZATION THAT WILL LIFT AND APPLY TO BE PART OF AN ORGANIZATION THAT WILL LIFT AND APPLY TO BE PART OF AN ORGANIZATION THAT WILL LIFT AND GIVE US THE NECESSARY RESOURCES ORGANIZATION THAT WILL LIFT AND GIVE US THE NECESSARY RESOURCES ORGANIZATION THAT WILL LIFT AND GIVE US THE NECESSARY RESOURCES TO EXCEL IN OUR FUTURE GIVE US THE NECESSARY RESOURCES TO EXCEL IN OUR FUTURE GIVE US THE NECESSARY RESOURCES TO EXCEL IN OUR FUTURE ENDEAVORS CLASSES CATER TO OUR

108TO EXCEL IN OUR FUTURE ENDEAVORS CLASSES CATER TO OUR TO EXCEL IN OUR FUTURE ENDEAVORS CLASSES CATER TO OUR INTERESTS AND PUSH US PUSH US ENDEAVORS CLASSES CATER TO OUR INTERESTS AND PUSH US PUSH US ENDEAVORS CLASSES CATER TO OUR INTERESTS AND PUSH US PUSH US TO THINK OUTSIDE THE BOX INTERESTS AND PUSH US PUSH US TO THINK OUTSIDE THE BOX INTERESTS AND PUSH US PUSH US TO THINK OUTSIDE THE BOX OF CONVENTIONAL LEARNING THE TO THINK OUTSIDE THE BOX OF CONVENTIONAL LEARNING THE TO THINK OUTSIDE THE BOX OF CONVENTIONAL LEARNING THE NECESSITY FOR KNOWLEDGE HAS OF CONVENTIONAL LEARNING THE NECESSITY FOR KNOWLEDGE HAS OF CONVENTIONAL LEARNING THE NECESSITY FOR KNOWLEDGE HAS NEVER WORKED WE ARE REWARDED NECESSITY FOR KNOWLEDGE HAS NEVER WORKED WE ARE REWARDED NECESSITY FOR KNOWLEDGE HAS NEVER WORKED WE ARE REWARDED

109WITH SLEEPLESS NIGHTS STRESSING NEVER WORKED WE ARE REWARDED WITH SLEEPLESS NIGHTS STRESSING NEVER WORKED WE ARE REWARDED WITH SLEEPLESS NIGHTS STRESSING OVER TESTS, PRACTICING BEACHES WITH SLEEPLESS NIGHTS STRESSING OVER TESTS, PRACTICING BEACHES WITH SLEEPLESS NIGHTS STRESSING OVER TESTS, PRACTICING BEACHES OVER AND OVER UNTIL IT'S OVER TESTS, PRACTICING BEACHES OVER AND OVER UNTIL IT'S OVER TESTS, PRACTICING BEACHES OVER AND OVER UNTIL IT'S INGRAINED IN OUR MEMORY AND OVER AND OVER UNTIL IT'S INGRAINED IN OUR MEMORY AND OVER AND OVER UNTIL IT'S INGRAINED IN OUR MEMORY AND STUDYING UNTIL WE CAN'T GET IT INGRAINED IN OUR MEMORY AND STUDYING UNTIL WE CAN'T GET IT INGRAINED IN OUR MEMORY AND STUDYING UNTIL WE CAN'T GET IT WRONG FROM OUR LEADERS AND STUDYING UNTIL WE CAN'T GET IT WRONG FROM OUR LEADERS AND STUDYING UNTIL WE CAN'T GET IT

110WRONG FROM OUR LEADERS AND ADVOCATES WE ASK FOR ONE OF A WRONG FROM OUR LEADERS AND ADVOCATES WE ASK FOR ONE OF A WRONG FROM OUR LEADERS AND ADVOCATES WE ASK FOR ONE OF A WAY TO POINT FOR ALL CLASSES AP ADVOCATES WE ASK FOR ONE OF A WAY TO POINT FOR ALL CLASSES AP ADVOCATES WE ASK FOR ONE OF A WAY TO POINT FOR ALL CLASSES AP CLASSES ARE GIVEN ZERO POINT WAY TO POINT FOR ALL CLASSES AP CLASSES ARE GIVEN ZERO POINT WAY TO POINT FOR ALL CLASSES AP CLASSES ARE GIVEN ZERO POINT ZERO FOUR EIGHT EIGHT WITH CLASSES ARE GIVEN ZERO POINT ZERO FOUR EIGHT EIGHT WITH CLASSES ARE GIVEN ZERO POINT ZERO FOUR EIGHT EIGHT WITH EXTRA CREDIT POINTS RECEIVING ZERO FOUR EIGHT EIGHT WITH EXTRA CREDIT POINTS RECEIVING ZERO FOUR

111EIGHT EIGHT WITH EXTRA CREDIT POINTS RECEIVING AND THE PERCENTAGE DWINDLES AS EXTRA CREDIT POINTS RECEIVING AND THE PERCENTAGE DWINDLES AS EXTRA CREDIT POINTS RECEIVING AND THE PERCENTAGE DWINDLES AS THE GRADE DECREASES. AND THE PERCENTAGE DWINDLES AS THE GRADE DECREASES. AND THE PERCENTAGE DWINDLES AS THE GRADE DECREASES. A GOVERNOR GO FOR THE ART THE GRADE DECREASES. A GOVERNOR GO FOR THE ART THE GRADE DECREASES. A GOVERNOR GO FOR THE ART STUDENT WHO IS TAKEN CLASSES A GOVERNOR GO FOR THE ART STUDENT WHO IS TAKEN CLASSES A GOVERNOR GO FOR THE ART STUDENT WHO IS TAKEN CLASSES INVOLVING VISUAL ARTS DANCE AND STUDENT WHO IS TAKEN CLASSES INVOLVING VISUAL ARTS DANCE AND STUDENT WHO IS TAKEN CLASSES INVOLVING VISUAL ARTS DANCE AND MUSICAL THEATER IS NO DIFFERENT INVOLVING VISUAL ARTS DANCE AND MUSICAL THEATER IS NO DIFFERENT

112INVOLVING VISUAL ARTS DANCE AND MUSICAL THEATER IS NO DIFFERENT THAN YOUR STUDIES ACADEMY MUSICAL THEATER IS NO DIFFERENT THAN YOUR STUDIES ACADEMY MUSICAL THEATER IS NO DIFFERENT THAN YOUR STUDIES ACADEMY STUDENT TAKING CLASSES LIKE THAN YOUR STUDIES ACADEMY STUDENT TAKING CLASSES LIKE THAN YOUR STUDIES ACADEMY STUDENT TAKING CLASSES LIKE MOCK TRIAL OR CRIMINOLOGY STUDENT TAKING CLASSES LIKE MOCK TRIAL OR CRIMINOLOGY STUDENT TAKING CLASSES LIKE MOCK TRIAL OR CRIMINOLOGY BAYSIDE HEALTH AND SCIENTISTS MOCK TRIAL OR CRIMINOLOGY BAYSIDE HEALTH AND SCIENTISTS MOCK TRIAL OR CRIMINOLOGY BAYSIDE HEALTH AND SCIENTISTS ACADEMY STUDENT MEDICAL BAYSIDE HEALTH AND SCIENTISTS ACADEMY STUDENT MEDICAL BAYSIDE HEALTH AND SCIENTISTS ACADEMY STUDENT MEDICAL CHEMISTRY OR BIOMEDICAL ACADEMY STUDENT MEDICAL CHEMISTRY OR BIOMEDICAL ACADEMY STUDENT MEDICAL CHEMISTRY OR BIOMEDICAL TECHNOLOGY OCEAN LAKES MATH AND CHEMISTRY OR BIOMEDICAL TECHNOLOGY OCEAN LAKES MATH AND CHEMISTRY OR BIOMEDICAL

113TECHNOLOGY OCEAN LAKES MATH AND SCIENCE ACADEMY STUDENT TAKING TECHNOLOGY OCEAN LAKES MATH AND SCIENCE ACADEMY STUDENT TAKING TECHNOLOGY OCEAN LAKES MATH AND SCIENCE ACADEMY STUDENT TAKING MOLECULAR BIOLOGY OR SCIENCE ACADEMY STUDENT TAKING MOLECULAR BIOLOGY OR SCIENCE ACADEMY STUDENT TAKING MOLECULAR BIOLOGY OR MULTIVARIABLE CALCULUS MCCALLUM MOLECULAR BIOLOGY OR MULTIVARIABLE CALCULUS MCCALLUM MOLECULAR BIOLOGY OR MULTIVARIABLE CALCULUS MCCALLUM BUSINESS AND ACADEMY STUDENT IN MULTIVARIABLE CALCULUS MCCALLUM BUSINESS AND ACADEMY STUDENT IN MULTIVARIABLE CALCULUS MCCALLUM BUSINESS AND ACADEMY STUDENT IN ACCOUNTING OR INCUBATOR AIDOO BUSINESS AND ACADEMY STUDENT IN ACCOUNTING OR INCUBATOR AIDOO BUSINESS AND ACADEMY STUDENT IN ACCOUNTING OR INCUBATOR AIDOO OR TALWAR GLOBAL STUDIES ACCOUNTING OR INCUBATOR AIDOO OR TALWAR GLOBAL STUDIES ACCOUNTING OR INCUBATOR AIDOO OR TALWAR GLOBAL STUDIES ACADEMY STUDENT TAKING GLOBAL OR TALWAR GLOBAL STUDIES ACADEMY STUDENT TAKING GLOBAL OR TALWAR GLOBAL STUDIES ACADEMY STUDENT

114TAKING GLOBAL ECOLOGY OR GLOBAL CITIZENSHIP ACADEMY STUDENT TAKING GLOBAL ECOLOGY OR GLOBAL CITIZENSHIP ACADEMY STUDENT TAKING GLOBAL ECOLOGY OR GLOBAL CITIZENSHIP SEMINAR. ECOLOGY OR GLOBAL CITIZENSHIP SEMINAR. ECOLOGY OR GLOBAL CITIZENSHIP SEMINAR. THE ONLY DIFFERENCE IS THAT SEMINAR. THE ONLY DIFFERENCE IS THAT SEMINAR. THE ONLY DIFFERENCE IS THAT GOVERNOR SCHOOL FOR THE ARTS THE ONLY DIFFERENCE IS THAT GOVERNOR SCHOOL FOR THE ARTS THE ONLY DIFFERENCE IS THAT GOVERNOR SCHOOL FOR THE ARTS CLASSES OR ARE REWARDED WITH GOVERNOR SCHOOL FOR THE ARTS CLASSES OR ARE REWARDED WITH GOVERNOR SCHOOL FOR THE ARTS CLASSES OR ARE REWARDED WITH BONUS CREDIT OF ZERO POINT ZERO CLASSES OR ARE REWARDED WITH BONUS CREDIT OF ZERO POINT ZERO CLASSES OR ARE REWARDED WITH BONUS CREDIT OF ZERO POINT ZERO ONE TWO FOR AND A ZERO POINT BONUS CREDIT OF ZERO POINT

115ZERO ONE TWO FOR AND A ZERO POINT BONUS CREDIT OF ZERO POINT ZERO ONE TWO FOR AND A ZERO POINT ZERO ZERO NINE TO FOR A B ZERO ONE TWO FOR AND A ZERO POINT ZERO ZERO NINE TO FOR A B ZERO ONE TWO FOR AND A ZERO POINT ZERO ZERO NINE TO FOR A B ZERO POINT ZERO ZERO SIX ONE FOUR ZERO ZERO NINE TO FOR A B ZERO POINT ZERO ZERO SIX ONE FOUR ZERO ZERO NINE TO FOR A B ZERO POINT ZERO ZERO SIX ONE FOUR ZERO POINT ZERO ZERO ZERO THREE POINT ZERO ZERO SIX ONE FOUR ZERO POINT ZERO ZERO ZERO THREE POINT ZERO ZERO SIX ONE FOUR ZERO POINT ZERO ZERO ZERO THREE ONE FOR OTHER ACADEMY CLASSES ZERO POINT ZERO ZERO ZERO THREE ONE FOR OTHER ACADEMY CLASSES ZERO

116POINT ZERO ZERO ZERO THREE ONE FOR OTHER ACADEMY CLASSES ARE CLASSES ARE CONSIDERED ONE FOR OTHER ACADEMY CLASSES ARE CLASSES ARE CONSIDERED ONE FOR OTHER ACADEMY CLASSES ARE CLASSES ARE CONSIDERED ELECTIVES ON THE STANDARD ARE CLASSES ARE CONSIDERED ELECTIVES ON THE STANDARD ARE CLASSES ARE CONSIDERED ELECTIVES ON THE STANDARD READING SKILLS. ELECTIVES ON THE STANDARD READING SKILLS. ELECTIVES ON THE STANDARD READING SKILLS. WE ASKED NOT TO EXTRA CREDIT READING SKILLS. WE ASKED NOT TO EXTRA CREDIT READING SKILLS. WE ASKED NOT TO EXTRA CREDIT BUT TO WHAT IS EARNED AND WHAT WE ASKED NOT TO EXTRA CREDIT BUT TO WHAT IS EARNED AND WHAT WE ASKED NOT TO EXTRA CREDIT BUT TO WHAT IS EARNED AND WHAT IS GRANTED TO ECHO PARK COPART BUT TO WHAT IS EARNED AND WHAT IS GRANTED TO ECHO PARK COPART

117BUT TO WHAT IS EARNED AND WHAT IS GRANTED TO ECHO PARK COPART AT THE GOVERNOR'S SCHOOL FOR IS GRANTED TO ECHO PARK COPART AT THE GOVERNOR'S SCHOOL FOR IS GRANTED TO ECHO PARK COPART AT THE GOVERNOR'S SCHOOL FOR THE ARTS MY CLASSMATES AND I AT THE GOVERNOR'S SCHOOL FOR THE ARTS MY CLASSMATES AND I AT THE GOVERNOR'S SCHOOL FOR THE ARTS MY CLASSMATES AND I WERE TO REPRESENT VIRGINIA THE ARTS MY CLASSMATES AND I WERE TO REPRESENT VIRGINIA THE ARTS MY CLASSMATES AND I WERE TO REPRESENT VIRGINIA BEACH CITY PUBLIC SCHOOLS IN WERE TO REPRESENT VIRGINIA BEACH CITY PUBLIC SCHOOLS IN WERE TO REPRESENT VIRGINIA BEACH CITY PUBLIC SCHOOLS IN THE BEST POSSIBLE BY SHOWING UP BEACH CITY PUBLIC SCHOOLS IN THE BEST POSSIBLE BY SHOWING UP BEACH CITY PUBLIC SCHOOLS IN THE BEST POSSIBLE

118BY SHOWING UP EVERY DAY READY TO LEARN NOW WE THE BEST POSSIBLE BY SHOWING UP EVERY DAY READY TO LEARN NOW WE THE BEST POSSIBLE BY SHOWING UP EVERY DAY READY TO LEARN NOW WE ASK YOU TO SHOP FOR US FOR US. EVERY DAY READY TO LEARN NOW WE ASK YOU TO SHOP FOR US FOR US. EVERY DAY READY TO LEARN NOW WE ASK YOU TO SHOP FOR US FOR US. THANK YOU VERY MUCH OUR NEXT ASK YOU TO SHOP FOR US FOR US. THANK YOU VERY MUCH OUR NEXT ASK YOU TO SHOP FOR US FOR US. THANK YOU VERY MUCH OUR NEXT SPEAKER IS CARTER BEBBINGTON THANK YOU VERY MUCH OUR NEXT SPEAKER IS CARTER BEBBINGTON THANK YOU VERY MUCH OUR NEXT SPEAKER IS CARTER BEBBINGTON GOOD EVENING. SPEAKER IS CARTER BEBBINGTON GOOD EVENING.

119SPEAKER IS CARTER BEBBINGTON GOOD EVENING. MY NAME IS CARTER BABINGTON. GOOD EVENING. MY NAME IS CARTER BABINGTON. GOOD EVENING. MY NAME IS CARTER BABINGTON. I'M STUDENT IN THE HEALTH MY NAME IS CARTER BABINGTON. I'M STUDENT IN THE HEALTH MY NAME IS CARTER BABINGTON. I'M STUDENT IN THE HEALTH SCIENCES ACADEMY EPISODE AT I'M STUDENT IN THE HEALTH SCIENCES ACADEMY EPISODE AT I'M STUDENT IN THE HEALTH SCIENCES ACADEMY EPISODE AT BAYSIDE HIGH SCHOOL. SCIENCES ACADEMY EPISODE AT BAYSIDE HIGH SCHOOL. SCIENCES ACADEMY EPISODE AT BAYSIDE HIGH SCHOOL. I'M HERE A VOICE MY CONCERNS BAYSIDE HIGH SCHOOL. I'M HERE A VOICE MY CONCERNS BAYSIDE HIGH SCHOOL. I'M HERE A VOICE MY CONCERNS ABOUT THE ISSUES PERTAINING I'M HERE A VOICE MY CONCERNS ABOUT THE ISSUES PERTAINING I'M HERE A VOICE MY CONCERNS ABOUT THE ISSUES PERTAINING LOCKDOWN'S FOR ANYONE

120WHO MAY ABOUT THE ISSUES PERTAINING LOCKDOWN'S FOR ANYONE WHO MAY ABOUT THE ISSUES PERTAINING LOCKDOWN'S FOR ANYONE WHO MAY NOT KNOW LAST WEDNESDAY BAYSIDE LOCKDOWN'S FOR ANYONE WHO MAY NOT KNOW LAST WEDNESDAY BAYSIDE LOCKDOWN'S FOR ANYONE WHO MAY NOT KNOW LAST WEDNESDAY BAYSIDE I WENT ON AN INTERNAL WALK DOWN NOT KNOW LAST WEDNESDAY BAYSIDE I WENT ON AN INTERNAL WALK DOWN NOT KNOW LAST WEDNESDAY BAYSIDE I WENT ON AN INTERNAL WALK DOWN FROM ABOUT 130 TO THREE P.M. I WENT ON AN INTERNAL WALK DOWN FROM ABOUT 130 TO THREE P.M. I WENT ON AN INTERNAL WALK DOWN FROM ABOUT 130 TO THREE P.M. AFTER THE INTERNAL AN FROM ABOUT 130 TO THREE P.M. AFTER THE INTERNAL AN FROM ABOUT 130 TO THREE P.M. AFTER THE INTERNAL AN ANNOUNCEMENT MY TEACHER GUIDED AFTER THE INTERNAL AN

121ANNOUNCEMENT MY TEACHER GUIDED AFTER THE INTERNAL AN ANNOUNCEMENT MY TEACHER GUIDED IN SECURING WINDOWS COVERING ANNOUNCEMENT MY TEACHER GUIDED IN SECURING WINDOWS COVERING ANNOUNCEMENT MY TEACHER GUIDED IN SECURING WINDOWS COVERING THE OR AND MOVING INTO THE IN SECURING WINDOWS COVERING THE OR AND MOVING INTO THE IN SECURING WINDOWS COVERING THE OR AND MOVING INTO THE CORNER TO HIDE POLICE LATER THE OR AND MOVING INTO THE CORNER TO HIDE POLICE LATER THE OR AND MOVING INTO THE CORNER TO HIDE POLICE LATER ENTERED THE CLASSROOM THEIR CORNER TO HIDE POLICE LATER ENTERED THE CLASSROOM THEIR CORNER TO HIDE POLICE LATER ENTERED THE CLASSROOM THEIR GUNS DRAWN. ENTERED THE CLASSROOM THEIR GUNS DRAWN. ENTERED THE CLASSROOM THEIR GUNS DRAWN. I DID EVERYONE SEARCHED BAGS GUNS DRAWN. I DID EVERYONE SEARCHED BAGS GUNS DRAWN. I DID EVERYONE SEARCHED BAGS

122PATTED DOWN >> DOWN >> SAFE TO I DID EVERYONE SEARCHED BAGS PATTED DOWN >> DOWN >> SAFE TO I DID EVERYONE SEARCHED BAGS PATTED DOWN >> DOWN >> SAFE TO SAY IT WASN'T EASIEST DAY WHILE PATTED DOWN >> DOWN >> SAFE TO SAY IT WASN'T EASIEST DAY WHILE PATTED DOWN >> DOWN >> SAFE TO SAY IT WASN'T EASIEST DAY WHILE MY TEACHER KNEW WHAT TO DO IN SAY IT WASN'T EASIEST DAY WHILE MY TEACHER KNEW WHAT TO DO IN SAY IT WASN'T EASIEST DAY WHILE MY TEACHER KNEW WHAT TO DO IN THIS SCARY SITUATION OTHER MY TEACHER KNEW WHAT TO DO IN THIS SCARY SITUATION OTHER MY TEACHER KNEW WHAT TO DO IN THIS SCARY SITUATION OTHER STUDENTS DIDN'T HAVE THE SAME THIS SCARY SITUATION OTHER STUDENTS DIDN'T HAVE THE SAME THIS SCARY SITUATION OTHER

123STUDENTS DIDN'T HAVE THE SAME EXPERIENCE SOME HAD SOME HAD STUDENTS DIDN'T HAVE THE SAME EXPERIENCE SOME HAD SOME HAD STUDENTS DIDN'T HAVE THE SAME EXPERIENCE SOME HAD SOME HAD TEACHERS WHO DIDN'T UNDERSTAND EXPERIENCE SOME HAD SOME HAD TEACHERS WHO DIDN'T UNDERSTAND EXPERIENCE SOME HAD SOME HAD TEACHERS WHO DIDN'T UNDERSTAND PROCEDURE OF AN INTERNAL TEACHERS WHO DIDN'T UNDERSTAND PROCEDURE OF AN INTERNAL TEACHERS WHO DIDN'T UNDERSTAND PROCEDURE OF AN INTERNAL LOCKDOWN OR HAD SUBS WHO PROCEDURE OF AN INTERNAL LOCKDOWN OR HAD SUBS WHO PROCEDURE OF AN INTERNAL LOCKDOWN OR HAD SUBS WHO WEREN'T EQUIPPED TO HANDLE AN LOCKDOWN OR HAD SUBS WHO WEREN'T EQUIPPED TO HANDLE AN LOCKDOWN OR HAD SUBS WHO WEREN'T EQUIPPED TO HANDLE AN EMERGENCY LIKE OURS. WEREN'T EQUIPPED TO HANDLE AN EMERGENCY LIKE OURS. WEREN'T EQUIPPED TO HANDLE AN EMERGENCY LIKE OURS. THANKFULLY

124EVERYONE WAS SAFE EMERGENCY LIKE OURS. THANKFULLY EVERYONE WAS SAFE EMERGENCY LIKE OURS. THANKFULLY EVERYONE WAS SAFE BUT I BELIEVE NO STUDENTS THANKFULLY EVERYONE WAS SAFE BUT I BELIEVE NO STUDENTS THANKFULLY EVERYONE WAS SAFE BUT I BELIEVE NO STUDENTS SHOULD HAVE TO EXPERIENCE WHAT BUT I BELIEVE NO STUDENTS SHOULD HAVE TO EXPERIENCE WHAT BUT I BELIEVE NO STUDENTS SHOULD HAVE TO EXPERIENCE WHAT HAPPENED ON WEDNESDAY. SHOULD HAVE TO EXPERIENCE WHAT HAPPENED ON WEDNESDAY. SHOULD HAVE TO EXPERIENCE WHAT HAPPENED ON WEDNESDAY. WELL I DON'T THINK THIS HAPPENED ON WEDNESDAY. WELL I DON'T THINK THIS HAPPENED ON WEDNESDAY. WELL I DON'T THINK THIS LOCKDOWN COULD HAVE BEEN WELL I DON'T THINK THIS LOCKDOWN COULD HAVE BEEN WELL I DON'T THINK THIS LOCKDOWN COULD HAVE BEEN PREVENTED. LOCKDOWN COULD HAVE BEEN PREVENTED. LOCKDOWN COULD HAVE BEEN PREVENTED. I THINK

125WE COULD HAVE BEEN PREVENTED. I THINK WE COULD HAVE BEEN PREVENTED. I THINK WE COULD HAVE BEEN BETTER PREPARED I'M HERE TO I THINK WE COULD HAVE BEEN BETTER PREPARED I'M HERE TO I THINK WE COULD HAVE BEEN BETTER PREPARED I'M HERE TO VOICE THEIR CONCERNS ABOUT SOME BETTER PREPARED I'M HERE TO VOICE THEIR CONCERNS ABOUT SOME BETTER PREPARED I'M HERE TO VOICE THEIR CONCERNS ABOUT SOME OF THE TRAINING AND PREPARATION VOICE THEIR CONCERNS ABOUT SOME OF THE TRAINING AND PREPARATION VOICE THEIR CONCERNS ABOUT SOME OF THE TRAINING AND PREPARATION I BELIEVE NEEDS TO TAKE PLACE OF THE TRAINING AND PREPARATION I BELIEVE NEEDS TO TAKE PLACE OF THE TRAINING AND PREPARATION I BELIEVE NEEDS TO TAKE PLACE AND IMPROVE BEFORE IT LOCKDOWN I BELIEVE NEEDS TO TAKE PLACE AND IMPROVE BEFORE IT LOCKDOWN I

126BELIEVE NEEDS TO TAKE PLACE AND IMPROVE BEFORE IT LOCKDOWN ACCORDING TO THE OFFICIAL AND IMPROVE BEFORE IT LOCKDOWN ACCORDING TO THE OFFICIAL AND IMPROVE BEFORE IT LOCKDOWN ACCORDING TO THE OFFICIAL VIRGINIA BEACH SCHOOL BOARD ACCORDING TO THE OFFICIAL VIRGINIA BEACH SCHOOL BOARD ACCORDING TO THE OFFICIAL VIRGINIA BEACH SCHOOL BOARD WEBSITE, EACH SCHOOL IS VIRGINIA BEACH SCHOOL BOARD WEBSITE, EACH SCHOOL IS VIRGINIA BEACH SCHOOL BOARD WEBSITE, EACH SCHOOL IS REQUIRED TO CONDUCT 13 FIRE WEBSITE, EACH SCHOOL IS REQUIRED TO CONDUCT 13 FIRE WEBSITE, EACH SCHOOL IS REQUIRED TO CONDUCT 13 FIRE DRILLS IN A SCHOOL YEAR BUT REQUIRED TO CONDUCT 13 FIRE DRILLS IN A SCHOOL YEAR BUT REQUIRED TO CONDUCT 13 FIRE DRILLS IN A SCHOOL YEAR BUT ONLY FOR LOCKDOWN DRILLS WHY DRILLS IN A SCHOOL YEAR BUT ONLY FOR LOCKDOWN DRILLS WHY DRILLS

127IN A SCHOOL YEAR BUT ONLY FOR LOCKDOWN DRILLS WHY VIRGINIA BEACH SCHOOLS BEACH ONLY FOR LOCKDOWN DRILLS WHY VIRGINIA BEACH SCHOOLS BEACH ONLY FOR LOCKDOWN DRILLS WHY VIRGINIA BEACH SCHOOLS BEACH SCHOOLS REQUIRED TO HAVE OVER VIRGINIA BEACH SCHOOLS BEACH SCHOOLS REQUIRED TO HAVE OVER VIRGINIA BEACH SCHOOLS BEACH SCHOOLS REQUIRED TO HAVE OVER THREE TIMES THE AMOUNT OF FIRE SCHOOLS REQUIRED TO HAVE OVER THREE TIMES THE AMOUNT OF FIRE SCHOOLS REQUIRED TO HAVE OVER THREE TIMES THE AMOUNT OF FIRE DRILLS WHEN SCHOOL SHOOTINGS THREE TIMES THE AMOUNT OF FIRE DRILLS WHEN SCHOOL SHOOTINGS THREE TIMES THE AMOUNT OF FIRE DRILLS WHEN SCHOOL SHOOTINGS ARE A PUBLIC HEALTH CRISIS DRILLS WHEN SCHOOL SHOOTINGS ARE A PUBLIC HEALTH CRISIS DRILLS WHEN SCHOOL SHOOTINGS ARE A PUBLIC HEALTH CRISIS WHILE I THINK IT IS IMPORTANT ARE A PUBLIC HEALTH

128CRISIS WHILE I THINK IT IS IMPORTANT ARE A PUBLIC HEALTH CRISIS WHILE I THINK IT IS IMPORTANT TO IMPORTANT TO ALWAYS BE WHILE I THINK IT IS IMPORTANT TO IMPORTANT TO ALWAYS BE WHILE I THINK IT IS IMPORTANT TO IMPORTANT TO ALWAYS BE PREPARED WITH DRILLS I THINK TO IMPORTANT TO ALWAYS BE PREPARED WITH DRILLS I THINK TO IMPORTANT TO ALWAYS BE PREPARED WITH DRILLS I THINK THE AMOUNT OF LOCKDOWN DRILLS PREPARED WITH DRILLS I THINK THE AMOUNT OF LOCKDOWN DRILLS PREPARED WITH DRILLS I THINK THE AMOUNT OF LOCKDOWN DRILLS IN A YEAR NEEDS TO BE INCREASED THE AMOUNT OF LOCKDOWN DRILLS IN A YEAR NEEDS TO BE INCREASED THE AMOUNT OF LOCKDOWN DRILLS IN A YEAR NEEDS TO BE INCREASED DURING A LOCKDOWN DRILL IN A YEAR NEEDS TO BE INCREASED DURING A LOCKDOWN

129DRILL IN A YEAR NEEDS TO BE INCREASED DURING A LOCKDOWN DRILL TEACHERS ARE GIVEN SPECIFIC DURING A LOCKDOWN DRILL TEACHERS ARE GIVEN SPECIFIC DURING A LOCKDOWN DRILL TEACHERS ARE GIVEN SPECIFIC INSTRUCTIONS TO PREPARE TEACHERS ARE GIVEN SPECIFIC INSTRUCTIONS TO PREPARE TEACHERS ARE GIVEN SPECIFIC INSTRUCTIONS TO PREPARE STUDENTS EMERGENCY THIS ENSURES INSTRUCTIONS TO PREPARE STUDENTS EMERGENCY THIS ENSURES INSTRUCTIONS TO PREPARE STUDENTS EMERGENCY THIS ENSURES THAT BOTH STUDENTS AND BOTH STUDENTS EMERGENCY THIS ENSURES THAT BOTH STUDENTS AND BOTH STUDENTS EMERGENCY THIS ENSURES THAT BOTH STUDENTS AND BOTH STUDENTS AND STAFF ARE EQUIPPED THAT BOTH STUDENTS AND BOTH STUDENTS AND STAFF ARE EQUIPPED THAT BOTH STUDENTS AND BOTH STUDENTS AND STAFF ARE EQUIPPED WITH THE KNOWLEDGE AND SKILLS STUDENTS AND STAFF ARE EQUIPPED WITH THE KNOWLEDGE AND SKILLS STUDENTS AND STAFF ARE EQUIPPED WITH THE KNOWLEDGE AND SKILLS

130NECESSARY TO RESPOND WITH THE KNOWLEDGE AND SKILLS NECESSARY TO RESPOND WITH THE KNOWLEDGE AND SKILLS NECESSARY TO RESPOND EFFECTIVELY IN CRISIS NECESSARY TO RESPOND EFFECTIVELY IN CRISIS NECESSARY TO RESPOND EFFECTIVELY IN CRISIS SITUATIONS ANOTHER CONCERN I EFFECTIVELY IN CRISIS SITUATIONS ANOTHER CONCERN I EFFECTIVELY IN CRISIS SITUATIONS ANOTHER CONCERN I WOULD LIKE TO VOICE IS ABOUT SITUATIONS ANOTHER CONCERN I WOULD LIKE TO VOICE IS ABOUT SITUATIONS ANOTHER CONCERN I WOULD LIKE TO VOICE IS ABOUT THE AMOUNT OF TRAINING WOULD LIKE TO VOICE IS ABOUT THE AMOUNT OF TRAINING WOULD LIKE TO VOICE IS ABOUT THE AMOUNT OF TRAINING SUBSTITUTE TEACHERS AND STAFF THE AMOUNT OF TRAINING SUBSTITUTE TEACHERS AND STAFF THE AMOUNT OF TRAINING SUBSTITUTE TEACHERS AND STAFF RECEIVE SUBSTITUTE TEACHERS SUBSTITUTE TEACHERS AND STAFF RECEIVE SUBSTITUTE TEACHERS SUBSTITUTE TEACHERS AND STAFF RECEIVE SUBSTITUTE TEACHERS RECEIVED

131LITTLE TO NO TRAINING RECEIVE SUBSTITUTE TEACHERS RECEIVED LITTLE TO NO TRAINING RECEIVE SUBSTITUTE TEACHERS RECEIVED LITTLE TO NO TRAINING ABOUT SCHOOL EMERGENCY RESPONSE RECEIVED LITTLE TO NO TRAINING ABOUT SCHOOL EMERGENCY RESPONSE RECEIVED LITTLE TO NO TRAINING ABOUT SCHOOL EMERGENCY RESPONSE PLANNING. ABOUT SCHOOL EMERGENCY RESPONSE PLANNING. ABOUT SCHOOL EMERGENCY RESPONSE PLANNING. MANY TIMES LEAVING IT UP TO THE PLANNING. MANY TIMES LEAVING IT UP TO THE PLANNING. MANY TIMES LEAVING IT UP TO THE STUDENTS IN AN EMERGENCY FOR MANY TIMES LEAVING IT UP TO THE STUDENTS IN AN EMERGENCY FOR MANY TIMES LEAVING IT UP TO THE STUDENTS IN AN EMERGENCY FOR EXAMPLE LAST WEDNESDAY DURING STUDENTS IN AN EMERGENCY FOR EXAMPLE LAST WEDNESDAY DURING STUDENTS IN AN EMERGENCY FOR EXAMPLE LAST WEDNESDAY DURING THE LOCKDOWN BAYSIDE THERE ARE EXAMPLE LAST WEDNESDAY DURING THE LOCKDOWN BAYSIDE THERE

132ARE EXAMPLE LAST WEDNESDAY DURING THE LOCKDOWN BAYSIDE THERE ARE THERE ARE A FEW SUBS AND EVEN THE LOCKDOWN BAYSIDE THERE ARE THERE ARE A FEW SUBS AND EVEN THE LOCKDOWN BAYSIDE THERE ARE THERE ARE A FEW SUBS AND EVEN TEACHERS WHO LET THEIR STUDENTS THERE ARE A FEW SUBS AND EVEN TEACHERS WHO LET THEIR STUDENTS THERE ARE A FEW SUBS AND EVEN TEACHERS WHO LET THEIR STUDENTS LEAVE THE CLASSROOM OR TRY TO TEACHERS WHO LET THEIR STUDENTS LEAVE THE CLASSROOM OR TRY TO TEACHERS WHO LET THEIR STUDENTS LEAVE THE CLASSROOM OR TRY TO LEAVE THEMSELVES WHEN THE LEAVE THE CLASSROOM OR TRY TO LEAVE THEMSELVES WHEN THE LEAVE THE CLASSROOM OR TRY TO LEAVE THEMSELVES WHEN THE DISMISSAL RING WHEN WE'RE WE LEAVE THEMSELVES WHEN THE DISMISSAL RING WHEN WE'RE WE LEAVE THEMSELVES WHEN THE

133DISMISSAL RING WHEN WE'RE WE WERE STILL ON A LOCKDOWN, OTHER DISMISSAL RING WHEN WE'RE WE WERE STILL ON A LOCKDOWN, OTHER DISMISSAL RING WHEN WE'RE WE WERE STILL ON A LOCKDOWN, OTHER STUDENTS FELT LIKE THEY HAD TO WERE STILL ON A LOCKDOWN, OTHER STUDENTS FELT LIKE THEY HAD TO WERE STILL ON A LOCKDOWN, OTHER STUDENTS FELT LIKE THEY HAD TO EDUCATE THEMSELVES ON WHAT TO STUDENTS FELT LIKE THEY HAD TO EDUCATE THEMSELVES ON WHAT TO STUDENTS FELT LIKE THEY HAD TO EDUCATE THEMSELVES ON WHAT TO DO OR HOW TO PROGRESS. EDUCATE THEMSELVES ON WHAT TO DO OR HOW TO PROGRESS. EDUCATE THEMSELVES ON WHAT TO DO OR HOW TO PROGRESS. IN MY OPINION SHOULD HAVE NOT DO OR HOW TO PROGRESS. IN MY OPINION SHOULD HAVE NOT DO OR HOW TO PROGRESS. IN MY OPINION

134SHOULD HAVE NOT BEEN LEFT UP TO THE STUDENTS IN MY OPINION SHOULD HAVE NOT BEEN LEFT UP TO THE STUDENTS IN MY OPINION SHOULD HAVE NOT BEEN LEFT UP TO THE STUDENTS AND WHILE NO ONE COULD HAVE BEEN LEFT UP TO THE STUDENTS AND WHILE NO ONE COULD HAVE BEEN LEFT UP TO THE STUDENTS AND WHILE NO ONE COULD HAVE PLANNED FOR AN INTERNAL LOCK AND WHILE NO ONE COULD HAVE PLANNED FOR AN INTERNAL LOCK AND WHILE NO ONE COULD HAVE PLANNED FOR AN INTERNAL LOCK DOWN TO OCCUR MORE STEPS HAVE PLANNED FOR AN INTERNAL LOCK DOWN TO OCCUR MORE STEPS HAVE PLANNED FOR AN INTERNAL LOCK DOWN TO OCCUR MORE STEPS HAVE BEEN TAKEN TO BETTER PREPARE DOWN TO OCCUR MORE STEPS HAVE BEEN TAKEN TO BETTER PREPARE DOWN TO OCCUR MORE STEPS HAVE

135BEEN TAKEN TO BETTER PREPARE THE SUBS ACCORDING TO VIRGINIA BEEN TAKEN TO BETTER PREPARE THE SUBS ACCORDING TO VIRGINIA BEEN TAKEN TO BETTER PREPARE THE SUBS ACCORDING TO VIRGINIA STATE LAW, ALL SUBSTITUTE THE SUBS ACCORDING TO VIRGINIA STATE LAW, ALL SUBSTITUTE THE SUBS ACCORDING TO VIRGINIA STATE LAW, ALL SUBSTITUTE TEACHERS MUST ATTEND AN STATE LAW, ALL SUBSTITUTE TEACHERS MUST ATTEND AN STATE LAW, ALL SUBSTITUTE TEACHERS MUST ATTEND AN ORIENTATION ABOUT THE SCHOOL'S TEACHERS MUST ATTEND AN ORIENTATION ABOUT THE SCHOOL'S TEACHERS MUST ATTEND AN ORIENTATION ABOUT THE SCHOOL'S POLICIES AND PROCEDURES AFTER ORIENTATION ABOUT THE SCHOOL'S POLICIES AND PROCEDURES AFTER ORIENTATION ABOUT THE SCHOOL'S POLICIES AND PROCEDURES AFTER SPEAKING WITH SOME OF THE POLICIES AND PROCEDURES AFTER SPEAKING WITH SOME OF THE POLICIES AND PROCEDURES AFTER SPEAKING WITH SOME OF THE SUBSTITUTES FROM OUR SCHOOL SPEAKING

136WITH SOME OF THE SUBSTITUTES FROM OUR SCHOOL SPEAKING WITH SOME OF THE SUBSTITUTES FROM OUR SCHOOL THERE'S MINIMAL TO NO TRAINING SUBSTITUTES FROM OUR SCHOOL THERE'S MINIMAL TO NO TRAINING SUBSTITUTES FROM OUR SCHOOL THERE'S MINIMAL TO NO TRAINING ON THESE EMERGENCY PROCEDURES I THERE'S MINIMAL TO NO TRAINING ON THESE EMERGENCY PROCEDURES I THERE'S MINIMAL TO NO TRAINING ON THESE EMERGENCY PROCEDURES I BELIEVE IT SHOULD BE A GOAL TO ON THESE EMERGENCY PROCEDURES I BELIEVE IT SHOULD BE A GOAL TO ON THESE EMERGENCY PROCEDURES I BELIEVE IT SHOULD BE A GOAL TO INTENSIFY THE TRAINING REQUIRED BELIEVE IT SHOULD BE A GOAL TO INTENSIFY THE TRAINING REQUIRED BELIEVE IT SHOULD BE A GOAL TO INTENSIFY THE TRAINING REQUIRED TO WORK IN A SCHOOL AS A INTENSIFY THE TRAINING REQUIRED TO WORK IN A SCHOOL AS A

137INTENSIFY THE TRAINING REQUIRED TO WORK IN A SCHOOL AS A SUBSTITUTE TEACHER SO ANY TO WORK IN A SCHOOL AS A SUBSTITUTE TEACHER SO ANY TO WORK IN A SCHOOL AS A SUBSTITUTE TEACHER SO ANY UNPREPAREDNESS CAN BE AVOIDED SUBSTITUTE TEACHER SO ANY UNPREPAREDNESS CAN BE AVOIDED SUBSTITUTE TEACHER SO ANY UNPREPAREDNESS CAN BE AVOIDED OVERALL I THINK VEHBI SCHOOLS UNPREPAREDNESS CAN BE AVOIDED OVERALL I THINK VEHBI SCHOOLS UNPREPAREDNESS CAN BE AVOIDED OVERALL I THINK VEHBI SCHOOLS IS A GREAT JOB WITHOUT BEING OVERALL I THINK VEHBI SCHOOLS IS A GREAT JOB WITHOUT BEING OVERALL I THINK VEHBI SCHOOLS IS A GREAT JOB WITHOUT BEING PREPARED FOR EMERGENCIES AND I IS A GREAT JOB WITHOUT BEING PREPARED FOR EMERGENCIES AND I IS A GREAT JOB WITHOUT BEING PREPARED FOR EMERGENCIES AND I COMPLETELY UNDERSTAND THERE IS PREPARED

138FOR EMERGENCIES AND I COMPLETELY UNDERSTAND THERE IS PREPARED FOR EMERGENCIES AND I COMPLETELY UNDERSTAND THERE IS NO PERFECT WAY TO HANDLE COMPLETELY UNDERSTAND THERE IS NO PERFECT WAY TO HANDLE COMPLETELY UNDERSTAND THERE IS NO PERFECT WAY TO HANDLE SITUATIONS LIKE THESE. NO PERFECT WAY TO HANDLE SITUATIONS LIKE THESE. NO PERFECT WAY TO HANDLE SITUATIONS LIKE THESE. I WAS VERY PRESS THAT WAS VERY SITUATIONS LIKE THESE. I WAS VERY PRESS THAT WAS VERY SITUATIONS LIKE THESE. I WAS VERY PRESS THAT WAS VERY IMPRESSED WITH HOW THE STUDENTS I WAS VERY PRESS THAT WAS VERY IMPRESSED WITH HOW THE STUDENTS I WAS VERY PRESS THAT WAS VERY IMPRESSED WITH HOW THE STUDENTS AND STAFF HANDLED THE LOCKDOWN IMPRESSED WITH HOW THE STUDENTS AND STAFF HANDLED THE LOCKDOWN IMPRESSED WITH HOW THE STUDENTS AND STAFF HANDLED THE LOCKDOWN

139WEDNESDAY AT MY SCHOOL MY GOAL AND STAFF HANDLED THE LOCKDOWN WEDNESDAY AT MY SCHOOL MY GOAL AND STAFF HANDLED THE LOCKDOWN WEDNESDAY AT MY SCHOOL MY GOAL TODAY IS TO ADVOCATE TO WEDNESDAY AT MY SCHOOL MY GOAL TODAY IS TO ADVOCATE TO WEDNESDAY AT MY SCHOOL MY GOAL TODAY IS TO ADVOCATE TO ADVOCATE FOR MYSELF AND OTHER TODAY IS TO ADVOCATE TO ADVOCATE FOR MYSELF AND OTHER TODAY IS TO ADVOCATE TO ADVOCATE FOR MYSELF AND OTHER STUDENTS SO IN THE FUTURE WE ADVOCATE FOR MYSELF AND OTHER STUDENTS SO IN THE FUTURE WE ADVOCATE FOR MYSELF AND OTHER STUDENTS SO IN THE FUTURE WE CAN BE BETTER PREPARED. STUDENTS SO IN THE FUTURE WE CAN BE BETTER PREPARED. STUDENTS SO IN THE FUTURE WE CAN BE BETTER PREPARED. THANK YOU FORNIX OUR NEXT CAN BE BETTER

140PREPARED. THANK YOU FORNIX OUR NEXT CAN BE BETTER PREPARED. THANK YOU FORNIX OUR NEXT SPEAKER IS BEATRICE DUGIT >> THANK YOU FORNIX OUR NEXT SPEAKER IS BEATRICE DUGIT >> THANK YOU FORNIX OUR NEXT SPEAKER IS BEATRICE DUGIT >> HELLO I AM BEATRICE FROM SPEAKER IS BEATRICE DUGIT >> HELLO I AM BEATRICE FROM SPEAKER IS BEATRICE DUGIT >> HELLO I AM BEATRICE FROM ELEMENTARY SCHOOL A CONCERNED HELLO I AM BEATRICE FROM ELEMENTARY SCHOOL A CONCERNED HELLO I AM BEATRICE FROM ELEMENTARY SCHOOL A CONCERNED FIFTH GRADER. ELEMENTARY SCHOOL A CONCERNED FIFTH GRADER. ELEMENTARY SCHOOL A CONCERNED FIFTH GRADER. I SPENT A LOT OF MY TIME AT AT FIFTH GRADER. I SPENT A LOT OF MY TIME AT AT FIFTH GRADER. I SPENT A LOT OF MY TIME AT AT THE AT THE SCHOOL LIBRARY I SPENT A

141LOT OF MY TIME AT AT THE AT THE SCHOOL LIBRARY I SPENT A LOT OF MY TIME AT AT THE AT THE SCHOOL LIBRARY DURING MY YEARS CREEDS AND I'M THE AT THE SCHOOL LIBRARY DURING MY YEARS CREEDS AND I'M THE AT THE SCHOOL LIBRARY DURING MY YEARS CREEDS AND I'M CONCERNED BY THE FACTS THAT A DURING MY YEARS CREEDS AND I'M CONCERNED BY THE FACTS THAT A DURING MY YEARS CREEDS AND I'M CONCERNED BY THE FACTS THAT A LOT OF BOOKS ARE BEING TAKEN CONCERNED BY THE FACTS THAT A LOT OF BOOKS ARE BEING TAKEN CONCERNED BY THE FACTS THAT A LOT OF BOOKS ARE BEING TAKEN THE SHELVES FOR BEING TOO AND LOT OF BOOKS ARE BEING TAKEN THE SHELVES FOR BEING TOO AND LOT OF BOOKS ARE BEING TAKEN THE SHELVES FOR

142BEING TOO AND FOR BEING DEEMED TO THE SHELVES FOR BEING TOO AND FOR BEING DEEMED TO THE SHELVES FOR BEING TOO AND FOR BEING DEEMED TO INAPPROPRIATE FOR SMALL FOR BEING DEEMED TO INAPPROPRIATE FOR SMALL FOR BEING DEEMED TO INAPPROPRIATE FOR SMALL STUDENTS TO HANDLE LIBRARIES INAPPROPRIATE FOR SMALL STUDENTS TO HANDLE LIBRARIES INAPPROPRIATE FOR SMALL STUDENTS TO HANDLE LIBRARIES ARE PLACES THAT ARE MEANT TO STUDENTS TO HANDLE LIBRARIES ARE PLACES THAT ARE MEANT TO STUDENTS TO HANDLE LIBRARIES ARE PLACES THAT ARE MEANT TO SHARE KNOWLEDGE WITH ADULTS ARE PLACES THAT ARE MEANT TO SHARE KNOWLEDGE WITH ADULTS ARE PLACES THAT ARE MEANT TO SHARE KNOWLEDGE WITH ADULTS LIMITING THE BOOKS THAT SHARE KNOWLEDGE WITH ADULTS LIMITING THE BOOKS THAT SHARE KNOWLEDGE WITH ADULTS LIMITING THE BOOKS THAT CHILDREN ARE ALLOWED TO READ. LIMITING THE BOOKS

143THAT CHILDREN ARE ALLOWED TO READ. LIMITING THE BOOKS THAT CHILDREN ARE ALLOWED TO READ. THEY'RE ALSO LIMITING THE CHILDREN ARE ALLOWED TO READ. THEY'RE ALSO LIMITING THE CHILDREN ARE ALLOWED TO READ. THEY'RE ALSO LIMITING THE AMOUNT OF KNOWLEDGE SHARED THEY'RE ALSO LIMITING THE AMOUNT OF KNOWLEDGE SHARED THEY'RE ALSO LIMITING THE AMOUNT OF KNOWLEDGE SHARED THOSE FICTION BOOKS MAY NOT BE AMOUNT OF KNOWLEDGE SHARED THOSE FICTION BOOKS MAY NOT BE AMOUNT OF KNOWLEDGE SHARED THOSE FICTION BOOKS MAY NOT BE TRUE. THOSE FICTION BOOKS MAY NOT BE TRUE. THOSE FICTION BOOKS MAY NOT BE TRUE. THEY MORALS THROUGH BRAVE TRUE. THEY MORALS THROUGH BRAVE TRUE. THEY MORALS THROUGH BRAVE HEROES AND COMPASSIONATE THEY MORALS THROUGH BRAVE HEROES AND COMPASSIONATE THEY MORALS THROUGH BRAVE HEROES AND COMPASSIONATE PROTAGONISTS NONFICTION BOOKS HEROES AND COMPASSIONATE PROTAGONISTS NONFICTION BOOKS HEROES AND

144COMPASSIONATE PROTAGONISTS NONFICTION BOOKS TEACH US ABOUT PAST EVENTS, PROTAGONISTS NONFICTION BOOKS TEACH US ABOUT PAST EVENTS, PROTAGONISTS NONFICTION BOOKS TEACH US ABOUT PAST EVENTS, HISTORY AND THAT WE CAN'T LEARN TEACH US ABOUT PAST EVENTS, HISTORY AND THAT WE CAN'T LEARN TEACH US ABOUT PAST EVENTS, HISTORY AND THAT WE CAN'T LEARN FROM OUR MISTAKES WITHOUT HISTORY AND THAT WE CAN'T LEARN FROM OUR MISTAKES WITHOUT HISTORY AND THAT WE CAN'T LEARN FROM OUR MISTAKES WITHOUT KNOWING WHAT THEY WORK THE FROM OUR MISTAKES WITHOUT KNOWING WHAT THEY WORK THE FROM OUR MISTAKES WITHOUT KNOWING WHAT THEY WORK THE SCHOOL BOARD POLICIES HAVE KNOWING WHAT THEY WORK THE SCHOOL BOARD POLICIES HAVE KNOWING WHAT THEY WORK THE SCHOOL BOARD POLICIES HAVE TAKEN MANY BOOKS OFF THE SCHOOL BOARD POLICIES HAVE TAKEN MANY BOOKS OFF THE SCHOOL BOARD POLICIES HAVE

145TAKEN MANY BOOKS OFF THE SHELVES OF THE LIBRARY AND MANY TAKEN MANY BOOKS OFF THE SHELVES OF THE LIBRARY AND MANY TAKEN MANY BOOKS OFF THE SHELVES OF THE LIBRARY AND MANY OF THE BOOKS TAKEN OUR SHELVES OF THE LIBRARY AND MANY OF THE BOOKS TAKEN OUR SHELVES OF THE LIBRARY AND MANY OF THE BOOKS TAKEN OUR FAVORITES MINE AND OTHERS I GET OF THE BOOKS TAKEN OUR FAVORITES MINE AND OTHERS I GET OF THE BOOKS TAKEN OUR FAVORITES MINE AND OTHERS I GET THE GUARDIANS OF THE SCHOOL FAVORITES MINE AND OTHERS I GET THE GUARDIANS OF THE SCHOOL FAVORITES MINE AND OTHERS I GET THE GUARDIANS OF THE SCHOOL BOARD WISH TO PROTECT CHILDREN THE GUARDIANS OF THE SCHOOL BOARD WISH TO PROTECT CHILDREN THE GUARDIANS OF THE SCHOOL BOARD WISH TO PROTECT CHILDREN

146FROM SCARY STUFF AT THE FACTS BOARD WISH TO PROTECT CHILDREN FROM SCARY STUFF AT THE FACTS BOARD WISH TO PROTECT CHILDREN FROM SCARY STUFF AT THE FACTS ARE THERE'S SO MUCH SCARY STUFF FROM SCARY STUFF AT THE FACTS ARE THERE'S SO MUCH SCARY STUFF FROM SCARY STUFF AT THE FACTS ARE THERE'S SO MUCH SCARY STUFF IN THE WORLD AND THE THINGS ARE THERE'S SO MUCH SCARY STUFF IN THE WORLD AND THE THINGS ARE THERE'S SO MUCH SCARY STUFF IN THE WORLD AND THE THINGS PARENTS ARE DOING LIKE LETTING IN THE WORLD AND THE THINGS PARENTS ARE DOING LIKE LETTING IN THE WORLD AND THE THINGS PARENTS ARE DOING LIKE LETTING THEIR KIDS AGAINST GUNS AND PARENTS ARE DOING LIKE LETTING THEIR KIDS AGAINST GUNS AND PARENTS ARE DOING LIKE LETTING THEIR KIDS AGAINST GUNS AND

147WATCHING HORROR WATCHING HORROR THEIR KIDS AGAINST GUNS AND WATCHING HORROR WATCHING HORROR THEIR KIDS AGAINST GUNS AND WATCHING HORROR WATCHING HORROR MOVIES IT'S REALLY POINTLESS WATCHING HORROR WATCHING HORROR MOVIES IT'S REALLY POINTLESS WATCHING HORROR WATCHING HORROR MOVIES IT'S REALLY POINTLESS FOR SOME BOOKS. MOVIES IT'S REALLY POINTLESS FOR SOME BOOKS. MOVIES IT'S REALLY POINTLESS FOR SOME BOOKS. YEAH, THEY ARE SUPER FOR SOME BOOKS. YEAH, THEY ARE SUPER FOR SOME BOOKS. YEAH, THEY ARE SUPER INAPPROPRIATE BUT LOOKS LIKE YEAH, THEY ARE SUPER INAPPROPRIATE BUT LOOKS LIKE YEAH, THEY ARE SUPER INAPPROPRIATE BUT LOOKS LIKE ACROSS THE DESERT ARE INAPPROPRIATE BUT LOOKS LIKE ACROSS THE DESERT ARE INAPPROPRIATE BUT LOOKS LIKE ACROSS THE DESERT ARE INAPPROPRIATE ACROSS THE DESERT ACROSS THE DESERT ARE INAPPROPRIATE ACROSS THE DESERT ACROSS THE DESERT ARE INAPPROPRIATE ACROSS THE DESERT MAY HAVE A

148FEW PARTS ABOUT INAPPROPRIATE ACROSS THE DESERT MAY HAVE A FEW PARTS ABOUT INAPPROPRIATE ACROSS THE DESERT MAY HAVE A FEW PARTS ABOUT DRUGS BUT IT'S ABOUT RAISING MAY HAVE A FEW PARTS ABOUT DRUGS BUT IT'S ABOUT RAISING MAY HAVE A FEW PARTS ABOUT DRUGS BUT IT'S ABOUT RAISING AWARENESS ABOUT THEM AND DRUGS BUT IT'S ABOUT RAISING AWARENESS ABOUT THEM AND DRUGS BUT IT'S ABOUT RAISING AWARENESS ABOUT THEM AND HELPING PEOPLE STRUGGLING OR AWARENESS ABOUT THEM AND HELPING PEOPLE STRUGGLING OR AWARENESS ABOUT THEM AND HELPING PEOPLE STRUGGLING OR HAVING SOMEONE ELSE STRUGGLING HELPING PEOPLE STRUGGLING OR HAVING SOMEONE ELSE STRUGGLING HELPING PEOPLE STRUGGLING OR HAVING SOMEONE ELSE STRUGGLING WITH THEM HAVE YOU HAVE YOUR HAVING SOMEONE ELSE STRUGGLING WITH THEM HAVE YOU HAVE YOUR HAVING SOMEONE ELSE STRUGGLING WITH THEM HAVE YOU HAVE YOUR KIDS ACTUALLY

149BEEN GETTING WITH THEM HAVE YOU HAVE YOUR KIDS ACTUALLY BEEN GETTING WITH THEM HAVE YOU HAVE YOUR KIDS ACTUALLY BEEN GETTING SCARED OR ARE YOU JUST KIDS ACTUALLY BEEN GETTING SCARED OR ARE YOU JUST KIDS ACTUALLY BEEN GETTING SCARED OR ARE YOU JUST UNCOMFORTABLE WITH THE IDEAS SCARED OR ARE YOU JUST UNCOMFORTABLE WITH THE IDEAS SCARED OR ARE YOU JUST UNCOMFORTABLE WITH THE IDEAS OF THESE BOOKS FACE FACTS UNCOMFORTABLE WITH THE IDEAS OF THESE BOOKS FACE FACTS UNCOMFORTABLE WITH THE IDEAS OF THESE BOOKS FACE FACTS YOU'RE REALLY THE ONE WHO OF THESE BOOKS FACE FACTS YOU'RE REALLY THE ONE WHO OF THESE BOOKS FACE FACTS YOU'RE REALLY THE ONE WHO DOESN'T LIKE THEM, NOT YOUR KID YOU'RE REALLY THE ONE WHO DOESN'T LIKE THEM, NOT YOUR KID YOU'RE REALLY THE ONE WHO DOESN'T LIKE THEM,

150NOT YOUR KID IF YOU'RE HAVING LEGITIMATE DOESN'T LIKE THEM, NOT YOUR KID IF YOU'RE HAVING LEGITIMATE DOESN'T LIKE THEM, NOT YOUR KID IF YOU'RE HAVING LEGITIMATE ISSUES TALK TO YOUR KID TELL IF YOU'RE HAVING LEGITIMATE ISSUES TALK TO YOUR KID TELL IF YOU'RE HAVING LEGITIMATE ISSUES TALK TO YOUR KID TELL KID. ISSUES TALK TO YOUR KID TELL KID. ISSUES TALK TO YOUR KID TELL KID. TELL THEM NOT TO CHECK OUT KID. TELL THEM NOT TO CHECK OUT KID. TELL THEM NOT TO CHECK OUT REMEMBER THAT BY TAKING OUT A TELL THEM NOT TO CHECK OUT REMEMBER THAT BY TAKING OUT A TELL THEM NOT TO CHECK OUT REMEMBER THAT BY TAKING OUT A BOOK YOU'RE TAKING ACCESS FROM REMEMBER THAT BY TAKING OUT A BOOK YOU'RE TAKING ACCESS FROM REMEMBER THAT BY TAKING OUT A

151BOOK YOU'RE TAKING ACCESS FROM ALL THE STUDENTS THANK YOU FOR BOOK YOU'RE TAKING ACCESS FROM ALL THE STUDENTS THANK YOU FOR BOOK YOU'RE TAKING ACCESS FROM ALL THE STUDENTS THANK YOU FOR YOUR TIME AND PLEASE REMEMBER ALL THE STUDENTS THANK YOU FOR YOUR TIME AND PLEASE REMEMBER ALL THE STUDENTS THANK YOU FOR YOUR TIME AND PLEASE REMEMBER YOU CAN'T SUGARCOAT THE TRUTH YOUR TIME AND PLEASE REMEMBER YOU CAN'T SUGARCOAT THE TRUTH YOUR TIME AND PLEASE REMEMBER YOU CAN'T SUGARCOAT THE TRUTH SOONER OR LATER YOUR KID'S YOU CAN'T SUGARCOAT THE TRUTH SOONER OR LATER YOUR KID'S YOU CAN'T SUGARCOAT THE TRUTH SOONER OR LATER YOUR KID'S GOING TO THAT THE STRUGGLES SOONER OR LATER YOUR KID'S GOING TO THAT THE STRUGGLES SOONER OR LATER YOUR KID'S GOING TO THAT THE STRUGGLES OF LIKE. GOING TO THAT

152THE STRUGGLES OF LIKE. GOING TO THAT THE STRUGGLES OF LIKE. PLEASE CONSIDER REINSTATING OF LIKE. PLEASE CONSIDER REINSTATING OF LIKE. PLEASE CONSIDER REINSTATING BOOKS THE SCHOOL LIBRARIES PLEASE CONSIDER REINSTATING BOOKS THE SCHOOL LIBRARIES PLEASE CONSIDER REINSTATING BOOKS THE SCHOOL LIBRARIES MANAGER THAT WAS OUR LAST BOOKS THE SCHOOL LIBRARIES MANAGER THAT WAS OUR LAST BOOKS THE SCHOOL LIBRARIES MANAGER THAT WAS OUR LAST STUDENT SPEAKER >> WILL MOVE ON MANAGER THAT WAS OUR LAST STUDENT SPEAKER >> WILL MOVE ON MANAGER THAT WAS OUR LAST STUDENT SPEAKER >> WILL MOVE ON TO OUR CITIZENS SPEAKERS. STUDENT SPEAKER >> WILL MOVE ON TO OUR CITIZENS SPEAKERS. STUDENT SPEAKER >> WILL MOVE ON TO OUR CITIZENS SPEAKERS. WE HAVE TRICIA ABERNATHY TO OUR CITIZENS SPEAKERS. WE HAVE TRICIA ABERNATHY TO OUR CITIZENS SPEAKERS. WE HAVE TRICIA ABERNATHY SPEAKERS TWO AND

153THREE HAD TO WE HAVE TRICIA ABERNATHY SPEAKERS TWO AND THREE HAD TO WE HAVE TRICIA ABERNATHY SPEAKERS TWO AND THREE HAD TO CANCEL THEN WILL BE MINDY AND SPEAKERS TWO AND THREE HAD TO CANCEL THEN WILL BE MINDY AND SPEAKERS TWO AND THREE HAD TO CANCEL THEN WILL BE MINDY AND THEN HEATHER SCIP >> HEY GOOD CANCEL THEN WILL BE MINDY AND THEN HEATHER SCIP >> HEY GOOD CANCEL THEN WILL BE MINDY AND THEN HEATHER SCIP >> HEY GOOD EVENING. THEN HEATHER SCIP >> HEY GOOD EVENING. THEN HEATHER SCIP >> HEY GOOD EVENING. MY NAME IS TRISH ABERNATHY AND EVENING. MY NAME IS TRISH ABERNATHY AND EVENING. MY NAME IS TRISH ABERNATHY AND I'M THE FOUNDER OF MOMS NIGHT MY NAME IS TRISH ABERNATHY AND I'M THE FOUNDER OF MOMS NIGHT MY NAME IS TRISH

154ABERNATHY AND I'M THE FOUNDER OF MOMS NIGHT OUT TVB, A LOCAL ORGANIZATION I'M THE FOUNDER OF MOMS NIGHT OUT TVB, A LOCAL ORGANIZATION I'M THE FOUNDER OF MOMS NIGHT OUT TVB, A LOCAL ORGANIZATION DEDICATED TO BUILDING A OUT TVB, A LOCAL ORGANIZATION DEDICATED TO BUILDING A OUT TVB, A LOCAL ORGANIZATION DEDICATED TO BUILDING A COMMUNITY THROUGH MEANINGFUL DEDICATED TO BUILDING A COMMUNITY THROUGH MEANINGFUL DEDICATED TO BUILDING A COMMUNITY THROUGH MEANINGFUL CONVERSATIONS AND IN PACKED COMMUNITY THROUGH MEANINGFUL CONVERSATIONS AND IN PACKED COMMUNITY THROUGH MEANINGFUL CONVERSATIONS AND IN PACKED FULL EVENTS I'M HERE TONIGHT CONVERSATIONS AND IN PACKED FULL EVENTS I'M HERE TONIGHT CONVERSATIONS AND IN PACKED FULL EVENTS I'M HERE TONIGHT BECAUSE AS A MOTHER AND AN FULL EVENTS I'M HERE TONIGHT BECAUSE AS A MOTHER AND AN FULL EVENTS I'M HERE TONIGHT BECAUSE AS A

155MOTHER AND AN ADVOCATE FOR KIDS I BELIEVE BECAUSE AS A MOTHER AND AN ADVOCATE FOR KIDS I BELIEVE BECAUSE AS A MOTHER AND AN ADVOCATE FOR KIDS I BELIEVE THERE'S NOTHING MORE IMPORTANT ADVOCATE FOR KIDS I BELIEVE THERE'S NOTHING MORE IMPORTANT ADVOCATE FOR KIDS I BELIEVE THERE'S NOTHING MORE IMPORTANT THAN ENSURING OUR SCHOOLS ARE THERE'S NOTHING MORE IMPORTANT THAN ENSURING OUR SCHOOLS ARE THERE'S NOTHING MORE IMPORTANT THAN ENSURING OUR SCHOOLS ARE SAFE PLACES WHERE STUDENTS CAN THAN ENSURING OUR SCHOOLS ARE SAFE PLACES WHERE STUDENTS CAN THAN ENSURING OUR SCHOOLS ARE SAFE PLACES WHERE STUDENTS CAN LEARN, GROW AND THRIVE WITHOUT SAFE PLACES WHERE STUDENTS CAN LEARN, GROW AND THRIVE WITHOUT SAFE PLACES WHERE STUDENTS CAN LEARN, GROW AND THRIVE WITHOUT BEING AND FEAR IN JUST TWO LEARN, GROW AND THRIVE WITHOUT BEING AND FEAR IN

156JUST TWO LEARN, GROW AND THRIVE WITHOUT BEING AND FEAR IN JUST TWO NIGHTS ON MARCH TWENTY SEVENTH BEING AND FEAR IN JUST TWO NIGHTS ON MARCH TWENTY SEVENTH BEING AND FEAR IN JUST TWO NIGHTS ON MARCH TWENTY SEVENTH AT SMART MOUTH BREWERY WHERE NIGHTS ON MARCH TWENTY SEVENTH AT SMART MOUTH BREWERY WHERE NIGHTS ON MARCH TWENTY SEVENTH AT SMART MOUTH BREWERY WHERE HOSTING A SCHOOL SAFETY AND LAW AT SMART MOUTH BREWERY WHERE HOSTING A SCHOOL SAFETY AND LAW AT SMART MOUTH BREWERY WHERE HOSTING A SCHOOL SAFETY AND LAW ENFORCEMENT TRAINING TOWN IN HOSTING A SCHOOL SAFETY AND LAW ENFORCEMENT TRAINING TOWN IN HOSTING A SCHOOL SAFETY AND LAW ENFORCEMENT TRAINING TOWN IN PARTNERSHIP WITH COMMUNITY ENFORCEMENT TRAINING TOWN IN PARTNERSHIP WITH COMMUNITY ENFORCEMENT TRAINING TOWN IN PARTNERSHIP WITH COMMUNITY FIRST PROJECT. PARTNERSHIP WITH COMMUNITY FIRST

157PROJECT. PARTNERSHIP WITH COMMUNITY FIRST PROJECT. IT'S A NONPROFIT COMMITTED TO FIRST PROJECT. IT'S A NONPROFIT COMMITTED TO FIRST PROJECT. IT'S A NONPROFIT COMMITTED TO ENHANCING LAW ENFORCEMENT IT'S A NONPROFIT COMMITTED TO ENHANCING LAW ENFORCEMENT IT'S A NONPROFIT COMMITTED TO ENHANCING LAW ENFORCEMENT TRAINING TO BETTER SERVE AND ENHANCING LAW ENFORCEMENT TRAINING TO BETTER SERVE AND ENHANCING LAW ENFORCEMENT TRAINING TO BETTER SERVE AND PROTECT OUR COMMUNITIES THIS IS TRAINING TO BETTER SERVE AND PROTECT OUR COMMUNITIES THIS IS TRAINING TO BETTER SERVE AND PROTECT OUR COMMUNITIES THIS IS NOT JUST ANOTHER DISCUSSION. PROTECT OUR COMMUNITIES THIS IS NOT JUST ANOTHER DISCUSSION. PROTECT OUR COMMUNITIES THIS IS NOT JUST ANOTHER DISCUSSION. IT'S AN OPPORTUNITY TO DIRECTLY NOT JUST ANOTHER DISCUSSION. IT'S AN OPPORTUNITY TO DIRECTLY NOT JUST ANOTHER DISCUSSION. IT'S AN OPPORTUNITY TO DIRECTLY FROM THE EXPERTS WHO TRAIN

158IT'S AN OPPORTUNITY TO DIRECTLY FROM THE EXPERTS WHO TRAIN IT'S AN OPPORTUNITY TO DIRECTLY FROM THE EXPERTS WHO TRAIN TRAINED LAW ENFORCEMENT FROM THE EXPERTS WHO TRAIN TRAINED LAW ENFORCEMENT FROM THE EXPERTS WHO TRAIN TRAINED LAW ENFORCEMENT OFFICERS ACROSS A COUNTRY IN TRAINED LAW ENFORCEMENT OFFICERS ACROSS A COUNTRY IN TRAINED LAW ENFORCEMENT OFFICERS ACROSS A COUNTRY IN CRISIS RESPONSE, DE-ESCALATION, OFFICERS ACROSS A COUNTRY IN CRISIS RESPONSE, DE-ESCALATION, OFFICERS ACROSS A COUNTRY IN CRISIS RESPONSE, DE-ESCALATION, SCHOOL VIOLENCE PREVENTION AND CRISIS RESPONSE, DE-ESCALATION, SCHOOL VIOLENCE PREVENTION AND CRISIS RESPONSE, DE-ESCALATION, SCHOOL VIOLENCE PREVENTION AND LIFE SAVING TRAUMA CARE. SCHOOL VIOLENCE PREVENTION AND LIFE SAVING TRAUMA CARE. SCHOOL VIOLENCE PREVENTION AND LIFE SAVING TRAUMA CARE. THE COMMUNITY FIRST PROJECT WAS LIFE SAVING TRAUMA CARE. THE COMMUNITY FIRST PROJECT WAS LIFE SAVING TRAUMA CARE. THE COMMUNITY FIRST PROJECT WAS

159FOUNDED BY VETERANS AND NAVY THE COMMUNITY FIRST PROJECT WAS FOUNDED BY VETERANS AND NAVY THE COMMUNITY FIRST PROJECT WAS FOUNDED BY VETERANS AND NAVY SEALS ARMY SPECIAL OPERATIONS FOUNDED BY VETERANS AND NAVY SEALS ARMY SPECIAL OPERATIONS FOUNDED BY VETERANS AND NAVY SEALS ARMY SPECIAL OPERATIONS INDIVIDUALS WHO HAVE OPERATED SEALS ARMY SPECIAL OPERATIONS INDIVIDUALS WHO HAVE OPERATED SEALS ARMY SPECIAL OPERATIONS INDIVIDUALS WHO HAVE OPERATED IN HIGH STRESS ENVIRONMENTS INDIVIDUALS WHO HAVE OPERATED IN HIGH STRESS ENVIRONMENTS INDIVIDUALS WHO HAVE OPERATED IN HIGH STRESS ENVIRONMENTS HAVE TRANSLATED THEIR EXPERTIZE IN HIGH STRESS ENVIRONMENTS HAVE TRANSLATED THEIR EXPERTIZE IN HIGH STRESS ENVIRONMENTS HAVE TRANSLATED THEIR EXPERTIZE INTO SPECIALIZED TRAINING HAVE TRANSLATED THEIR EXPERTIZE INTO SPECIALIZED TRAINING HAVE TRANSLATED THEIR EXPERTIZE INTO SPECIALIZED TRAINING PROGRAMS FOR LAW ENFORCEMENT INTO SPECIALIZED TRAINING PROGRAMS FOR LAW ENFORCEMENT INTO SPECIALIZED TRAINING PROGRAMS FOR

160LAW ENFORCEMENT THEIR WORK IS ABOUT PROACTIVE PROGRAMS FOR LAW ENFORCEMENT THEIR WORK IS ABOUT PROACTIVE PROGRAMS FOR LAW ENFORCEMENT THEIR WORK IS ABOUT PROACTIVE SOLUTIONS ENSURING OFFICERS THEIR WORK IS ABOUT PROACTIVE SOLUTIONS ENSURING OFFICERS THEIR WORK IS ABOUT PROACTIVE SOLUTIONS ENSURING OFFICERS HAVE THE SKILLS THE TOOLS SOLUTIONS ENSURING OFFICERS HAVE THE SKILLS THE TOOLS SOLUTIONS ENSURING OFFICERS HAVE THE SKILLS THE TOOLS TRAINING NECESSARY TO RESPOND HAVE THE SKILLS THE TOOLS TRAINING NECESSARY TO RESPOND HAVE THE SKILLS THE TOOLS TRAINING NECESSARY TO RESPOND EFFECTIVE TO THREATS IN SCHOOLS TRAINING NECESSARY TO RESPOND EFFECTIVE TO THREATS IN SCHOOLS TRAINING NECESSARY TO RESPOND EFFECTIVE TO THREATS IN SCHOOLS AND BEYOND. EFFECTIVE TO THREATS IN SCHOOLS AND BEYOND. EFFECTIVE TO THREATS IN SCHOOLS AND BEYOND. I KNOW SCHOOL SAFETY IS AN AND BEYOND. I KNOW SCHOOL SAFETY IS AN

161AND BEYOND. I KNOW SCHOOL SAFETY IS AN ONGOING PRIORITY FOR THIS BOARD I KNOW SCHOOL SAFETY IS AN ONGOING PRIORITY FOR THIS BOARD I KNOW SCHOOL SAFETY IS AN ONGOING PRIORITY FOR THIS BOARD AND FOR THE PUBLIC SCHOOL ONGOING PRIORITY FOR THIS BOARD AND FOR THE PUBLIC SCHOOL ONGOING PRIORITY FOR THIS BOARD AND FOR THE PUBLIC SCHOOL SYSTEM AS A WHOLE WE'VE AND FOR THE PUBLIC SCHOOL SYSTEM AS A WHOLE WE'VE AND FOR THE PUBLIC SCHOOL SYSTEM AS A WHOLE WE'VE DEDICATED SORROWS WHO PLAY A SYSTEM AS A WHOLE WE'VE DEDICATED SORROWS WHO PLAY A SYSTEM AS A WHOLE WE'VE DEDICATED SORROWS WHO PLAY A CRITICAL ROLE IN OUR SCHOOLS DEDICATED SORROWS WHO PLAY A CRITICAL ROLE IN OUR SCHOOLS DEDICATED SORROWS WHO PLAY A CRITICAL ROLE IN OUR SCHOOLS NOT JUST IS PROTECTED US

162BUT AS CRITICAL ROLE IN OUR SCHOOLS NOT JUST IS PROTECTED US BUT AS CRITICAL ROLE IN OUR SCHOOLS NOT JUST IS PROTECTED US BUT AS MENTORS TRUSTED FIGURES FOR NOT JUST IS PROTECTED US BUT AS MENTORS TRUSTED FIGURES FOR NOT JUST IS PROTECTED US BUT AS MENTORS TRUSTED FIGURES FOR STUDENTS WE ALSO HAVE A ROBUST MENTORS TRUSTED FIGURES FOR STUDENTS WE ALSO HAVE A ROBUST MENTORS TRUSTED FIGURES FOR STUDENTS WE ALSO HAVE A ROBUST SECURITY AND EMERGENCY STUDENTS WE ALSO HAVE A ROBUST SECURITY AND EMERGENCY STUDENTS WE ALSO HAVE A ROBUST SECURITY AND EMERGENCY MANAGEMENT PROTOCOL IN PLACE SECURITY AND EMERGENCY MANAGEMENT PROTOCOL IN PLACE SECURITY AND EMERGENCY MANAGEMENT PROTOCOL IN PLACE BUT THE REALITY IS THAT SCHOOL MANAGEMENT PROTOCOL IN PLACE BUT THE REALITY IS THAT SCHOOL MANAGEMENT PROTOCOL IN PLACE BUT THE REALITY

163IS THAT SCHOOL SAFETY IS INVOLVING CHALLENGE BUT THE REALITY IS THAT SCHOOL SAFETY IS INVOLVING CHALLENGE BUT THE REALITY IS THAT SCHOOL SAFETY IS INVOLVING CHALLENGE AND THE COLLABORATION BETWEEN SAFETY IS INVOLVING CHALLENGE AND THE COLLABORATION BETWEEN SAFETY IS INVOLVING CHALLENGE AND THE COLLABORATION BETWEEN PARENTS, EDUCATORS, LAW AND THE COLLABORATION BETWEEN PARENTS, EDUCATORS, LAW AND THE COLLABORATION BETWEEN PARENTS, EDUCATORS, LAW ENFORCEMENT AND POLICYMAKERS IS PARENTS, EDUCATORS, LAW ENFORCEMENT AND POLICYMAKERS IS PARENTS, EDUCATORS, LAW ENFORCEMENT AND POLICYMAKERS IS ESSENTIAL. ENFORCEMENT AND POLICYMAKERS IS ESSENTIAL. ENFORCEMENT AND POLICYMAKERS IS ESSENTIAL. THAT'S WHY I'M INVITING YOU ESSENTIAL. THAT'S WHY I'M INVITING YOU ESSENTIAL. THAT'S WHY I'M INVITING YOU SCHOOL YOU SCHOOL BOARD THAT'S WHY I'M INVITING YOU SCHOOL YOU SCHOOL BOARD THAT'S WHY I'M INVITING YOU SCHOOL YOU SCHOOL BOARD MEMBERS, THE ADMINISTRATORS, SCHOOL YOU SCHOOL BOARD MEMBERS,

164THE ADMINISTRATORS, SCHOOL YOU SCHOOL BOARD MEMBERS, THE ADMINISTRATORS, TEACHERS PARENTS ANYONE WHO HAS MEMBERS, THE ADMINISTRATORS, TEACHERS PARENTS ANYONE WHO HAS MEMBERS, THE ADMINISTRATORS, TEACHERS PARENTS ANYONE WHO HAS WHO HAS KIDS THAT WE LOVE TO TEACHERS PARENTS ANYONE WHO HAS WHO HAS KIDS THAT WE LOVE TO TEACHERS PARENTS ANYONE WHO HAS WHO HAS KIDS THAT WE LOVE TO ATTEND THE EVENT THURSDAY WHO HAS KIDS THAT WE LOVE TO ATTEND THE EVENT THURSDAY WHO HAS KIDS THAT WE LOVE TO ATTEND THE EVENT THURSDAY EVENING YOUR PRESENCE WHEN IT ATTEND THE EVENT THURSDAY EVENING YOUR PRESENCE WHEN IT ATTEND THE EVENT THURSDAY EVENING YOUR PRESENCE WHEN IT ONLY SHOW YOUR COMMITMENT TO EVENING YOUR PRESENCE WHEN IT ONLY SHOW YOUR COMMITMENT TO EVENING YOUR PRESENCE WHEN IT ONLY SHOW YOUR COMMITMENT TO THE TOPIC IN THIS ISSUE

165IT ONLY SHOW YOUR COMMITMENT TO THE TOPIC IN THIS ISSUE IT ONLY SHOW YOUR COMMITMENT TO THE TOPIC IN THIS ISSUE IT WOULD ALLOW FOR OPEN DIALOG AND THE TOPIC IN THIS ISSUE IT WOULD ALLOW FOR OPEN DIALOG AND THE TOPIC IN THIS ISSUE IT WOULD ALLOW FOR OPEN DIALOG AND HOW WE ADVOCATE FOR FUNDING FOR WOULD ALLOW FOR OPEN DIALOG AND HOW WE ADVOCATE FOR FUNDING FOR WOULD ALLOW FOR OPEN DIALOG AND HOW WE ADVOCATE FOR FUNDING FOR RESOURCES AND POLICIES THAT HOW WE ADVOCATE FOR FUNDING FOR RESOURCES AND POLICIES THAT HOW WE ADVOCATE FOR FUNDING FOR RESOURCES AND POLICIES THAT FURTHER STRENGTHEN OUR SCHOOL RESOURCES AND POLICIES THAT FURTHER STRENGTHEN OUR SCHOOL RESOURCES AND POLICIES THAT FURTHER STRENGTHEN OUR SCHOOL SAFETY AND BOTH PUBLIC AND FURTHER STRENGTHEN OUR SCHOOL SAFETY AND BOTH PUBLIC

166AND FURTHER STRENGTHEN OUR SCHOOL SAFETY AND BOTH PUBLIC AND PRIVATE SETTINGS THIS ISN'T SAFETY AND BOTH PUBLIC AND PRIVATE SETTINGS THIS ISN'T SAFETY AND BOTH PUBLIC AND PRIVATE SETTINGS THIS ISN'T ABOUT FEAR MONGERING. PRIVATE SETTINGS THIS ISN'T ABOUT FEAR MONGERING. PRIVATE SETTINGS THIS ISN'T ABOUT FEAR MONGERING. IT'S ABOUT PREPAREDNESS. ABOUT FEAR MONGERING. IT'S ABOUT PREPAREDNESS. ABOUT FEAR MONGERING. IT'S ABOUT PREPAREDNESS. IT'S ABOUT EQUIPPING OUR IT'S ABOUT PREPAREDNESS. IT'S ABOUT EQUIPPING OUR IT'S ABOUT PREPAREDNESS. IT'S ABOUT EQUIPPING OUR OFFICERS AT SCHOOL LEADERS AS IT'S ABOUT EQUIPPING OUR OFFICERS AT SCHOOL LEADERS AS IT'S ABOUT EQUIPPING OUR OFFICERS AT SCHOOL LEADERS AS WE JUST LEARNED AREN'T QUITE OFFICERS AT SCHOOL LEADERS AS WE JUST LEARNED AREN'T QUITE OFFICERS AT SCHOOL LEADERS AS WE JUST LEARNED AREN'T QUITE WITH THE BEST TRAINING AND WE JUST LEARNED AREN'T QUITE

167WITH THE BEST TRAINING AND WE JUST LEARNED AREN'T QUITE WITH THE BEST TRAINING AND STRATEGIES TO KEEP OUR KIDS WITH THE BEST TRAINING AND STRATEGIES TO KEEP OUR KIDS WITH THE BEST TRAINING AND STRATEGIES TO KEEP OUR KIDS SAFE IT'S ABOUT ENSURING THAT STRATEGIES TO KEEP OUR KIDS SAFE IT'S ABOUT ENSURING THAT STRATEGIES TO KEEP OUR KIDS SAFE IT'S ABOUT ENSURING THAT WHEN CRISIS DOES INEVITABLY SAFE IT'S ABOUT ENSURING THAT WHEN CRISIS DOES INEVITABLY SAFE IT'S ABOUT ENSURING THAT WHEN CRISIS DOES INEVITABLY HAPPEN OUR RESPONSES IS SWIFT, WHEN CRISIS DOES INEVITABLY HAPPEN OUR RESPONSES IS SWIFT, WHEN CRISIS DOES INEVITABLY HAPPEN OUR RESPONSES IS SWIFT, EFFECTIVE AND LIFESAVING SO I HAPPEN OUR RESPONSES IS SWIFT, EFFECTIVE AND LIFESAVING SO I HAPPEN OUR RESPONSES IS SWIFT, EFFECTIVE AND LIFESAVING SO I ASK YOU JOIN US. EFFECTIVE

168AND LIFESAVING SO I ASK YOU JOIN US. EFFECTIVE AND LIFESAVING SO I ASK YOU JOIN US. WILL YOU ALL COME ALL COME AND ASK YOU JOIN US. WILL YOU ALL COME ALL COME AND ASK YOU JOIN US. WILL YOU ALL COME ALL COME AND LISTEN AND ENGAGE AND BE PART WILL YOU ALL COME ALL COME AND LISTEN AND ENGAGE AND BE PART WILL YOU ALL COME ALL COME AND LISTEN AND ENGAGE AND BE PART OF THE CONVERSATION IT COULD LISTEN AND ENGAGE AND BE PART OF THE CONVERSATION IT COULD LISTEN AND ENGAGE AND BE PART OF THE CONVERSATION IT COULD SHAPE THE FUTURE THE SCHOOL OF THE CONVERSATION IT COULD SHAPE THE FUTURE THE SCHOOL OF THE CONVERSATION IT COULD SHAPE THE FUTURE THE SCHOOL SAFETY SITUATION THAT WE HAVE SHAPE THE FUTURE THE SCHOOL

169SAFETY SITUATION THAT WE HAVE SHAPE THE FUTURE THE SCHOOL SAFETY SITUATION THAT WE HAVE IN VIRGINIA BEACH PUBLIC SAFETY SITUATION THAT WE HAVE IN VIRGINIA BEACH PUBLIC SAFETY SITUATION THAT WE HAVE IN VIRGINIA BEACH PUBLIC SCHOOLS RIGHT NOW I TRULY IN VIRGINIA BEACH PUBLIC SCHOOLS RIGHT NOW I TRULY IN VIRGINIA BEACH PUBLIC SCHOOLS RIGHT NOW I TRULY BELIEVE THAT WHEN WE WORK SCHOOLS RIGHT NOW I TRULY BELIEVE THAT WHEN WE WORK SCHOOLS RIGHT NOW I TRULY BELIEVE THAT WHEN WE WORK TOGETHER AS A COMMUNITY WE CAN BELIEVE THAT WHEN WE WORK TOGETHER AS A COMMUNITY WE CAN BELIEVE THAT WHEN WE WORK TOGETHER AS A COMMUNITY WE CAN CREATE FOR SCHOOLS IN A TOGETHER AS A COMMUNITY WE CAN CREATE FOR SCHOOLS IN A TOGETHER AS A COMMUNITY WE CAN CREATE FOR SCHOOLS IN A

170STRONGER FUTURE FOR OUR KIDS. CREATE FOR SCHOOLS IN A STRONGER FUTURE FOR OUR KIDS. CREATE FOR SCHOOLS IN A STRONGER FUTURE FOR OUR KIDS. THANK YOU FOR YOUR TIME AND I STRONGER FUTURE FOR OUR KIDS. THANK YOU FOR YOUR TIME AND I STRONGER FUTURE FOR OUR KIDS. THANK YOU FOR YOUR TIME AND I HOPE TO SEE EVERYONE THERE THANK YOU FOR YOUR TIME AND I HOPE TO SEE EVERYONE THERE THANK YOU FOR YOUR TIME AND I HOPE TO SEE EVERYONE THERE THURSDAY NIGHT FOR BEER AND HOPE TO SEE EVERYONE THERE THURSDAY NIGHT FOR BEER AND HOPE TO SEE EVERYONE THERE THURSDAY NIGHT FOR BEER AND PIZZA FOR >> OUR NEXT SPEAKER THURSDAY NIGHT FOR BEER AND PIZZA FOR >> OUR NEXT SPEAKER THURSDAY NIGHT FOR BEER AND PIZZA FOR >> OUR NEXT SPEAKER IS VIDEOS

171THAT HEATHER SCIP PIZZA FOR >> OUR NEXT SPEAKER IS VIDEOS THAT HEATHER SCIP PIZZA FOR >> OUR NEXT SPEAKER IS VIDEOS THAT HEATHER SCIP THEN CODY CONNOR, THANK YOU IS VIDEOS THAT HEATHER SCIP THEN CODY CONNOR, THANK YOU IS VIDEOS THAT HEATHER SCIP THEN CODY CONNOR, THANK YOU THIS OPPORTUNITY TO COME BEFORE THEN CODY CONNOR, THANK YOU THIS OPPORTUNITY TO COME BEFORE THEN CODY CONNOR, THANK YOU THIS OPPORTUNITY TO COME BEFORE YOU TONIGHT >> MY CONCERN IS THIS OPPORTUNITY TO COME BEFORE YOU TONIGHT >> MY CONCERN IS THIS OPPORTUNITY TO COME BEFORE YOU TONIGHT >> MY CONCERN IS ABOUT REMOVING COMMEMORATIVE YOU TONIGHT >> MY CONCERN IS ABOUT REMOVING COMMEMORATIVE YOU TONIGHT >> MY CONCERN IS ABOUT REMOVING COMMEMORATIVE RESOLUTIONS FROM THE SCHOOL ABOUT REMOVING COMMEMORATIVE RESOLUTIONS FROM THE SCHOOL ABOUT REMOVING COMMEMORATIVE RESOLUTIONS FROM

172THE SCHOOL BOARD AGENDA THESE RESOLUTIONS RESOLUTIONS FROM THE SCHOOL BOARD AGENDA THESE RESOLUTIONS RESOLUTIONS FROM THE SCHOOL BOARD AGENDA THESE RESOLUTIONS SERVE AS A MEANINGFUL WAY TO BOARD AGENDA THESE RESOLUTIONS SERVE AS A MEANINGFUL WAY TO BOARD AGENDA THESE RESOLUTIONS SERVE AS A MEANINGFUL WAY TO RECOGNIZE AND CELEBRATE THE SERVE AS A MEANINGFUL WAY TO RECOGNIZE AND CELEBRATE THE SERVE AS A MEANINGFUL WAY TO RECOGNIZE AND CELEBRATE THE DIVERSE CULTURAL GROUPS, RECOGNIZE AND CELEBRATE THE DIVERSE CULTURAL GROUPS, RECOGNIZE AND CELEBRATE THE DIVERSE CULTURAL GROUPS, EDUCATORS AND PROFESSIONALS WHO DIVERSE CULTURAL GROUPS, EDUCATORS AND PROFESSIONALS WHO DIVERSE CULTURAL GROUPS, EDUCATORS AND PROFESSIONALS WHO CONTRIBUTE TO THE SUCCESS EDUCATORS AND PROFESSIONALS WHO CONTRIBUTE TO THE SUCCESS EDUCATORS AND PROFESSIONALS WHO CONTRIBUTE TO THE SUCCESS OF OUR SCHOOLS. CONTRIBUTE TO THE SUCCESS OF OUR SCHOOLS. CONTRIBUTE TO THE

173SUCCESS OF OUR SCHOOLS. NOW ACCORDING TO BBC WEBSITE, OF OUR SCHOOLS. NOW ACCORDING TO BBC WEBSITE, OF OUR SCHOOLS. NOW ACCORDING TO BBC WEBSITE, BLACK STUDENTS REPRESENT 20 TWO NOW ACCORDING TO BBC WEBSITE, BLACK STUDENTS REPRESENT 20 TWO NOW ACCORDING TO BBC WEBSITE, BLACK STUDENTS REPRESENT 20 TWO POINT EIGHT HISPANIC AND LATINO BLACK STUDENTS REPRESENT 20 TWO POINT EIGHT HISPANIC AND LATINO BLACK STUDENTS REPRESENT 20 TWO POINT EIGHT HISPANIC AND LATINO STUDENTS REPRESENT FOURTEEN POINT EIGHT HISPANIC AND LATINO STUDENTS REPRESENT FOURTEEN POINT EIGHT HISPANIC AND LATINO STUDENTS REPRESENT FOURTEEN POINT FOUR PERCENT A STUDENTS REPRESENT FOURTEEN POINT FOUR PERCENT A STUDENTS REPRESENT FOURTEEN POINT FOUR PERCENT A MULTIRACIAL STUDENTS REPRESENT POINT FOUR PERCENT A MULTIRACIAL STUDENTS REPRESENT POINT FOUR PERCENT A MULTIRACIAL STUDENTS REPRESENT ELEVEN POINT ONE PERCENT MULTIRACIAL STUDENTS REPRESENT ELEVEN POINT ONE PERCENT

174MULTIRACIAL STUDENTS REPRESENT ELEVEN POINT ONE PERCENT UPHOLDING DIVERSITY EQUITY ELEVEN POINT ONE PERCENT UPHOLDING DIVERSITY EQUITY ELEVEN POINT ONE PERCENT UPHOLDING DIVERSITY EQUITY EQUALITY AND INCLUSION IN UPHOLDING DIVERSITY EQUITY EQUALITY AND INCLUSION IN UPHOLDING DIVERSITY EQUITY EQUALITY AND INCLUSION IN ACCESSIBILITY. EQUALITY AND INCLUSION IN ACCESSIBILITY. EQUALITY AND INCLUSION IN ACCESSIBILITY. IT'S ESSENTIAL TO FOSTERING A ACCESSIBILITY. IT'S ESSENTIAL TO FOSTERING A ACCESSIBILITY. IT'S ESSENTIAL TO FOSTERING A WELCOMING AND SUPPORTIVE IT'S ESSENTIAL TO FOSTERING A WELCOMING AND SUPPORTIVE IT'S ESSENTIAL TO FOSTERING A WELCOMING AND SUPPORTIVE LEARNING ENVIRONMENT ALL. WELCOMING AND SUPPORTIVE LEARNING ENVIRONMENT ALL. WELCOMING AND SUPPORTIVE LEARNING ENVIRONMENT ALL. I >> URGE YOU TO CONTINUE TO LEARNING ENVIRONMENT ALL. I >> URGE YOU TO CONTINUE TO LEARNING ENVIRONMENT ALL. I >> URGE YOU TO CONTINUE TO HONOR THE INDIVIDUALS >>, I >> URGE YOU TO

175CONTINUE TO HONOR THE INDIVIDUALS >>, I >> URGE YOU TO CONTINUE TO HONOR THE INDIVIDUALS >>, GROUPS AND >> ACHIEVEMENTS THAT HONOR THE INDIVIDUALS >>, GROUPS AND >> ACHIEVEMENTS THAT HONOR THE INDIVIDUALS >>, GROUPS AND >> ACHIEVEMENTS THAT SHAPE THIS SCHOOL'S COMMUNITY. GROUPS AND >> ACHIEVEMENTS THAT SHAPE THIS SCHOOL'S COMMUNITY. GROUPS AND >> ACHIEVEMENTS THAT SHAPE THIS SCHOOL'S COMMUNITY. THANK YOU. SHAPE THIS SCHOOL'S COMMUNITY. THANK YOU. SHAPE THIS SCHOOL'S COMMUNITY. THANK YOU. OUR NEXT >> SPEAKER IS OTHER THANK YOU. OUR NEXT >> SPEAKER IS OTHER THANK YOU. OUR NEXT >> SPEAKER IS OTHER SIDE THEN CODY CONNOR THEN OUR NEXT >> SPEAKER IS OTHER SIDE THEN CODY CONNOR THEN OUR NEXT >> SPEAKER IS OTHER SIDE THEN CODY CONNOR THEN GEORGEANNE ALLEN >>. SIDE THEN CODY CONNOR THEN GEORGEANNE ALLEN >>. SIDE THEN CODY CONNOR

176THEN GEORGEANNE ALLEN >>. GOOD EVENING CHAIRWOMEN BROWN GEORGEANNE ALLEN >>. GOOD EVENING CHAIRWOMEN BROWN GEORGEANNE ALLEN >>. GOOD EVENING CHAIRWOMEN BROWN VICE CHAIR WEEMS MEMBERS OF THE GOOD EVENING CHAIRWOMEN BROWN VICE CHAIR WEEMS MEMBERS OF THE GOOD EVENING CHAIRWOMEN BROWN VICE CHAIR WEEMS MEMBERS OF THE SCHOOL BOARD AND DR. ROBERTSON, VICE CHAIR WEEMS MEMBERS OF THE SCHOOL BOARD AND DR. ROBERTSON, VICE CHAIR WEEMS MEMBERS OF THE SCHOOL BOARD AND DR. ROBERTSON, MY NAME IS HEATHER SITE AND I SCHOOL BOARD AND DR. ROBERTSON, MY NAME IS HEATHER SITE AND I SCHOOL BOARD AND DR. ROBERTSON, MY NAME IS HEATHER SITE AND I AM THE PRESIDENT OF THE MY NAME IS HEATHER SITE AND I AM THE PRESIDENT OF THE MY NAME IS HEATHER SITE AND I AM THE PRESIDENT OF THE VIRGINIA BEACH EDUCATION AM THE

177PRESIDENT OF THE VIRGINIA BEACH EDUCATION AM THE PRESIDENT OF THE VIRGINIA BEACH EDUCATION ASSOCIATION RECENTLY THE VIRGINIA BEACH EDUCATION ASSOCIATION RECENTLY THE VIRGINIA BEACH EDUCATION ASSOCIATION RECENTLY THE NORFOLK PUBLIC SCHOOLS BUDGET ASSOCIATION RECENTLY THE NORFOLK PUBLIC SCHOOLS BUDGET ASSOCIATION RECENTLY THE NORFOLK PUBLIC SCHOOLS BUDGET WAS PASSED WHICH INCLUDES NORFOLK PUBLIC SCHOOLS BUDGET WAS PASSED WHICH INCLUDES NORFOLK PUBLIC SCHOOLS BUDGET WAS PASSED WHICH INCLUDES RAISING ARE STARTING TEACHER'S WAS PASSED WHICH INCLUDES RAISING ARE STARTING TEACHER'S WAS PASSED WHICH INCLUDES RAISING ARE STARTING TEACHER'S SALARY TO JUST OVER SIXTY RAISING ARE STARTING TEACHER'S SALARY TO JUST OVER SIXTY RAISING ARE STARTING TEACHER'S SALARY TO JUST OVER SIXTY THOUSAND DOLLARS A YEAR I WANT SALARY TO JUST OVER SIXTY THOUSAND DOLLARS A YEAR I WANT SALARY TO JUST OVER SIXTY THOUSAND DOLLARS A YEAR I WANT YOU TO

178KEEP THIS IN MIND AS YOU THOUSAND DOLLARS A YEAR I WANT YOU TO KEEP THIS IN MIND AS YOU THOUSAND DOLLARS A YEAR I WANT YOU TO KEEP THIS IN MIND AS YOU CONSIDER THE OPTIONS PRESENTED YOU TO KEEP THIS IN MIND AS YOU CONSIDER THE OPTIONS PRESENTED YOU TO KEEP THIS IN MIND AS YOU CONSIDER THE OPTIONS PRESENTED DURING WORKSHOP BROUGHT YOU CONSIDER THE OPTIONS PRESENTED DURING WORKSHOP BROUGHT YOU CONSIDER THE OPTIONS PRESENTED DURING WORKSHOP BROUGHT YOU SOME OF THE SOME OF THE DURING WORKSHOP BROUGHT YOU SOME OF THE SOME OF THE DURING WORKSHOP BROUGHT YOU SOME OF THE SOME OF THE PROJECTED ADDITIONAL STATE SOME OF THE SOME OF THE PROJECTED ADDITIONAL STATE SOME OF THE SOME OF THE PROJECTED ADDITIONAL STATE FUNDING I'M DISAPPOINTED TO SEE PROJECTED ADDITIONAL STATE FUNDING I'M DISAPPOINTED

179TO SEE PROJECTED ADDITIONAL STATE FUNDING I'M DISAPPOINTED TO SEE THERE IS NO CONSIDERATION BEING FUNDING I'M DISAPPOINTED TO SEE THERE IS NO CONSIDERATION BEING FUNDING I'M DISAPPOINTED TO SEE THERE IS NO CONSIDERATION BEING GIVEN TO ADDRESS THE INEQUITIES THERE IS NO CONSIDERATION BEING GIVEN TO ADDRESS THE INEQUITIES THERE IS NO CONSIDERATION BEING GIVEN TO ADDRESS THE INEQUITIES ON THE UNIFIED SCHOOL FOR STEPS GIVEN TO ADDRESS THE INEQUITIES ON THE UNIFIED SCHOOL FOR STEPS GIVEN TO ADDRESS THE INEQUITIES ON THE UNIFIED SCHOOL FOR STEPS ZERO TO 14 ON THE OTHER HAND I ON THE UNIFIED SCHOOL FOR STEPS ZERO TO 14 ON THE OTHER HAND I ON THE UNIFIED SCHOOL FOR STEPS ZERO TO 14 ON THE OTHER HAND I AM PLEASED TO SEE TO SEE THE ZERO TO 14 ON THE OTHER HAND I AM

180PLEASED TO SEE TO SEE THE ZERO TO 14 ON THE OTHER HAND I AM PLEASED TO SEE TO SEE THE MINIMUM RECOMMENDATION FOR AM PLEASED TO SEE TO SEE THE MINIMUM RECOMMENDATION FOR AM PLEASED TO SEE TO SEE THE MINIMUM RECOMMENDATION FOR INSTRUCTIONAL STAFF AS A TOTAL MINIMUM RECOMMENDATION FOR INSTRUCTIONAL STAFF AS A TOTAL MINIMUM RECOMMENDATION FOR INSTRUCTIONAL STAFF AS A TOTAL OF FOUR POINT FIVE PERCENT WHEN INSTRUCTIONAL STAFF AS A TOTAL OF FOUR POINT FIVE PERCENT WHEN INSTRUCTIONAL STAFF AS A TOTAL OF FOUR POINT FIVE PERCENT WHEN THE STEP IS FACTORED IN WITH OF FOUR POINT FIVE PERCENT WHEN THE STEP IS FACTORED IN WITH OF FOUR POINT FIVE PERCENT WHEN THE STEP IS FACTORED IN WITH THE OTHER RECOMMENDATION THE STEP IS FACTORED IN WITH THE OTHER RECOMMENDATION THE STEP IS FACTORED IN

181WITH THE OTHER RECOMMENDATION TOTALING FIVE PERCENT. THE OTHER RECOMMENDATION TOTALING FIVE PERCENT. THE OTHER RECOMMENDATION TOTALING FIVE PERCENT. HOWEVER STILL LEAVES THE TOTALING FIVE PERCENT. HOWEVER STILL LEAVES THE TOTALING FIVE PERCENT. HOWEVER STILL LEAVES THE STARTING SALARY FOR TEACHERS IN HOWEVER STILL LEAVES THE STARTING SALARY FOR TEACHERS IN HOWEVER STILL LEAVES THE STARTING SALARY FOR TEACHERS IN VIRGINIA IN VIRGINIA BEACH MORE STARTING SALARY FOR TEACHERS IN VIRGINIA IN VIRGINIA BEACH MORE STARTING SALARY FOR TEACHERS IN VIRGINIA IN VIRGINIA BEACH MORE THAN 4000 BELOW NORFOLK'S LET'S VIRGINIA IN VIRGINIA BEACH MORE THAN 4000 BELOW NORFOLK'S LET'S VIRGINIA IN VIRGINIA BEACH MORE THAN 4000 BELOW NORFOLK'S LET'S PUT THIS IN PERSPECTIVE IN THAN 4000 BELOW NORFOLK'S LET'S PUT THIS IN PERSPECTIVE IN THAN 4000 BELOW NORFOLK'S LET'S PUT THIS IN PERSPECTIVE IN NORFOLK THE AVERAGE FOR A

182ONE PUT THIS IN PERSPECTIVE IN NORFOLK THE AVERAGE FOR A ONE PUT THIS IN PERSPECTIVE IN NORFOLK THE AVERAGE FOR A ONE BEDROOM APARTMENT IS THIRTEEN NORFOLK THE AVERAGE FOR A ONE BEDROOM APARTMENT IS THIRTEEN NORFOLK THE AVERAGE FOR A ONE BEDROOM APARTMENT IS THIRTEEN HUNDRED DOLLARS WITH A SIXTY BEDROOM APARTMENT IS THIRTEEN HUNDRED DOLLARS WITH A SIXTY BEDROOM APARTMENT IS THIRTEEN HUNDRED DOLLARS WITH A SIXTY THOUSAND DOLLARS STARTING HUNDRED DOLLARS WITH A SIXTY THOUSAND DOLLARS STARTING HUNDRED DOLLARS WITH A SIXTY THOUSAND DOLLARS STARTING SALARY THAT'S LESS THAN THE THOUSAND DOLLARS STARTING SALARY THAT'S LESS THAN THE THOUSAND DOLLARS STARTING SALARY THAT'S LESS THAN THE RECOMMENDED 30 PERCENT GROSS SALARY THAT'S LESS THAN THE RECOMMENDED 30 PERCENT GROSS SALARY THAT'S LESS THAN THE RECOMMENDED 30 PERCENT GROSS MONTHLY INCOME EXPENDITURE FOR RECOMMENDED 30 PERCENT GROSS

183MONTHLY INCOME EXPENDITURE FOR RECOMMENDED 30 PERCENT GROSS MONTHLY INCOME EXPENDITURE FOR RENT IN VIRGINIA THE AVERAGE MONTHLY INCOME EXPENDITURE FOR RENT IN VIRGINIA THE AVERAGE MONTHLY INCOME EXPENDITURE FOR RENT IN VIRGINIA THE AVERAGE AVERAGE FOR A ONE FOR A ONE RENT IN VIRGINIA THE AVERAGE AVERAGE FOR A ONE FOR A ONE RENT IN VIRGINIA THE AVERAGE AVERAGE FOR A ONE FOR A ONE BEDROOM APARTMENT IS FIFTEEN AVERAGE FOR A ONE FOR A ONE BEDROOM APARTMENT IS FIFTEEN AVERAGE FOR A ONE FOR A ONE BEDROOM APARTMENT IS FIFTEEN HUNDRED MONTH BETWEEN THE LOWER BEDROOM APARTMENT IS FIFTEEN HUNDRED MONTH BETWEEN THE LOWER BEDROOM APARTMENT IS FIFTEEN HUNDRED MONTH BETWEEN THE LOWER GROWTH GROSS SALARY AND HUNDRED MONTH BETWEEN THE LOWER GROWTH GROSS SALARY AND HUNDRED MONTH BETWEEN THE LOWER GROWTH GROSS SALARY AND INCREASED RENT THAT

184STARTING GROWTH GROSS SALARY AND INCREASED RENT THAT STARTING GROWTH GROSS SALARY AND INCREASED RENT THAT STARTING TEACHER IN A DEFICIT INCREASED RENT THAT STARTING TEACHER IN A DEFICIT INCREASED RENT THAT STARTING TEACHER IN A DEFICIT OF APPROXIMATELY SIX TEACHER IN A DEFICIT OF APPROXIMATELY SIX TEACHER IN A DEFICIT OF APPROXIMATELY SIX APPROXIMATELY SIX HUNDRED OF APPROXIMATELY SIX APPROXIMATELY SIX HUNDRED OF APPROXIMATELY SIX APPROXIMATELY SIX HUNDRED DOLLARS A MONTH OR SEVEN APPROXIMATELY SIX HUNDRED DOLLARS A MONTH OR SEVEN APPROXIMATELY SIX HUNDRED DOLLARS A MONTH OR SEVEN THOUSAND TWO HUNDRED DOLLARS A DOLLARS A MONTH OR SEVEN THOUSAND TWO HUNDRED DOLLARS A DOLLARS A MONTH OR SEVEN THOUSAND TWO HUNDRED DOLLARS A YEAR AS COMPARED TO NORFOLK THOUSAND TWO HUNDRED DOLLARS A YEAR AS COMPARED TO NORFOLK THOUSAND TWO HUNDRED DOLLARS A YEAR AS COMPARED TO NORFOLK

185VIRGINIA BEACH NEEDS TO DO YEAR AS COMPARED TO NORFOLK VIRGINIA BEACH NEEDS TO DO YEAR AS COMPARED TO NORFOLK VIRGINIA BEACH NEEDS TO DO BETTER IF IT WANTS TO ATTRACT VIRGINIA BEACH NEEDS TO DO BETTER IF IT WANTS TO ATTRACT VIRGINIA BEACH NEEDS TO DO BETTER IF IT WANTS TO ATTRACT QUALIFIED NEW TEACHERS HERE'S BETTER IF IT WANTS TO ATTRACT QUALIFIED NEW TEACHERS HERE'S BETTER IF IT WANTS TO ATTRACT QUALIFIED NEW TEACHERS HERE'S ANOTHER INTERESTING FACT WHEN QUALIFIED NEW TEACHERS HERE'S ANOTHER INTERESTING FACT WHEN QUALIFIED NEW TEACHERS HERE'S ANOTHER INTERESTING FACT WHEN THE COST OF LIVING ADJUSTMENTS ANOTHER INTERESTING FACT WHEN THE COST OF LIVING ADJUSTMENTS ANOTHER INTERESTING FACT WHEN THE COST OF LIVING ADJUSTMENTS AND INFLATION REFLECT FACTORED THE COST OF LIVING ADJUSTMENTS AND INFLATION REFLECT FACTORED THE COST OF LIVING ADJUSTMENTS AND INFLATION

186REFLECT FACTORED IN THE AVERAGE VIRGINIA AND INFLATION REFLECT FACTORED IN THE AVERAGE VIRGINIA AND INFLATION REFLECT FACTORED IN THE AVERAGE VIRGINIA TEACHER'S SALARY FOR VIRGINIA IN THE AVERAGE VIRGINIA TEACHER'S SALARY FOR VIRGINIA IN THE AVERAGE VIRGINIA TEACHER'S SALARY FOR VIRGINIA BEACH IS TWO HUNDRED DOLLARS A TEACHER'S SALARY FOR VIRGINIA BEACH IS TWO HUNDRED DOLLARS A TEACHER'S SALARY FOR VIRGINIA BEACH IS TWO HUNDRED DOLLARS A YEAR BELOW WHERE IT WAS IN BEACH IS TWO HUNDRED DOLLARS A YEAR BELOW WHERE IT WAS IN BEACH IS TWO HUNDRED DOLLARS A YEAR BELOW WHERE IT WAS IN TWENTY FIFTEEN AND A 10 YEAR YEAR BELOW WHERE IT WAS IN TWENTY FIFTEEN AND A 10 YEAR YEAR BELOW WHERE IT WAS IN TWENTY FIFTEEN AND A 10 YEAR SPAN THERE HAVE NOT BEEN TWENTY FIFTEEN AND A 10 YEAR SPAN

187THERE HAVE NOT BEEN TWENTY FIFTEEN AND A 10 YEAR SPAN THERE HAVE NOT BEEN ADEQUATE RAISES TO EVEN LEVEL SPAN THERE HAVE NOT BEEN ADEQUATE RAISES TO EVEN LEVEL SPAN THERE HAVE NOT BEEN ADEQUATE RAISES TO EVEN LEVEL OUT THE PLAYING FIELD FOR ADEQUATE RAISES TO EVEN LEVEL OUT THE PLAYING FIELD FOR ADEQUATE RAISES TO EVEN LEVEL OUT THE PLAYING FIELD FOR EDUCATORS AND THAT DOESN'T OUT THE PLAYING FIELD FOR EDUCATORS AND THAT DOESN'T OUT THE PLAYING FIELD FOR EDUCATORS AND THAT DOESN'T ACCOUNT FOR INCREASES AND EDUCATORS AND THAT DOESN'T ACCOUNT FOR INCREASES AND EDUCATORS AND THAT DOESN'T ACCOUNT FOR INCREASES AND INDIVIDUAL HEALTH CARE PREMIUMS ACCOUNT FOR INCREASES AND INDIVIDUAL HEALTH CARE PREMIUMS ACCOUNT FOR INCREASES AND INDIVIDUAL HEALTH CARE PREMIUMS DEDUCTIBLES AND CO-PAYS AT. INDIVIDUAL HEALTH CARE PREMIUMS DEDUCTIBLES AND CO-PAYS AT. INDIVIDUAL

188HEALTH CARE PREMIUMS DEDUCTIBLES AND CO-PAYS AT. ADD IN THE INCREASED WORKLOAD DEDUCTIBLES AND CO-PAYS AT. ADD IN THE INCREASED WORKLOAD DEDUCTIBLES AND CO-PAYS AT. ADD IN THE INCREASED WORKLOAD DEMANDS ALL OF US WITH 10 PLUS ADD IN THE INCREASED WORKLOAD DEMANDS ALL OF US WITH 10 PLUS ADD IN THE INCREASED WORKLOAD DEMANDS ALL OF US WITH 10 PLUS YEARS OF EXPERIENCE CAN ATTEST DEMANDS ALL OF US WITH 10 PLUS YEARS OF EXPERIENCE CAN ATTEST DEMANDS ALL OF US WITH 10 PLUS YEARS OF EXPERIENCE CAN ATTEST TO AND IT IS DIRE SITUATION YEARS OF EXPERIENCE CAN ATTEST TO AND IT IS DIRE SITUATION YEARS OF EXPERIENCE CAN ATTEST TO AND IT IS DIRE SITUATION INDEED IF THE DIVISION PLANS ON TO AND IT IS DIRE SITUATION INDEED IF THE DIVISION PLANS ON TO AND IT IS

189DIRE SITUATION INDEED IF THE DIVISION PLANS ON RETAINING HIGHLY QUALIFIED INDEED IF THE DIVISION PLANS ON RETAINING HIGHLY QUALIFIED INDEED IF THE DIVISION PLANS ON RETAINING HIGHLY QUALIFIED TEACHERS STELLAR STAFF DESERVE RETAINING HIGHLY QUALIFIED TEACHERS STELLAR STAFF DESERVE RETAINING HIGHLY QUALIFIED TEACHERS STELLAR STAFF DESERVE LIVING WAGE IF YOU WANT THE TEACHERS STELLAR STAFF DESERVE LIVING WAGE IF YOU WANT THE TEACHERS STELLAR STAFF DESERVE LIVING WAGE IF YOU WANT THE BEST YOU HAVE YOU HAVE TO LIVING WAGE IF YOU WANT THE BEST YOU HAVE YOU HAVE TO LIVING WAGE IF YOU WANT THE BEST YOU HAVE YOU HAVE TO COMPENSATE STAFF HIGHLY BEST YOU HAVE YOU HAVE TO COMPENSATE STAFF HIGHLY BEST YOU HAVE YOU HAVE TO COMPENSATE STAFF HIGHLY COMPETITIVE LEVEL COMPETITIVE COMPENSATE STAFF HIGHLY COMPETITIVE LEVEL COMPETITIVE COMPENSATE STAFF HIGHLY COMPETITIVE LEVEL COMPETITIVE LEVEL

190AND SHOW STAFF THE COMPETITIVE LEVEL COMPETITIVE LEVEL AND SHOW STAFF THE COMPETITIVE LEVEL COMPETITIVE LEVEL AND SHOW STAFF THE PROFESSIONAL RESPECT THEY LEVEL AND SHOW STAFF THE PROFESSIONAL RESPECT THEY LEVEL AND SHOW STAFF THE PROFESSIONAL RESPECT THEY DESERVE THIS DIVISION NEEDS TO PROFESSIONAL RESPECT THEY DESERVE THIS DIVISION NEEDS TO PROFESSIONAL RESPECT THEY DESERVE THIS DIVISION NEEDS TO PRIORITIZE THE STAFF WHO ARE IN DESERVE THIS DIVISION NEEDS TO PRIORITIZE THE STAFF WHO ARE IN DESERVE THIS DIVISION NEEDS TO PRIORITIZE THE STAFF WHO ARE IN CONTACT WITH STUDENTS FROM THE PRIORITIZE THE STAFF WHO ARE IN CONTACT WITH STUDENTS FROM THE PRIORITIZE THE STAFF WHO ARE IN CONTACT WITH STUDENTS FROM THE MOMENT THEY GET ON THE BUS OR CONTACT WITH STUDENTS FROM THE MOMENT THEY GET ON THE BUS OR CONTACT WITH STUDENTS FROM THE MOMENT

191THEY GET ON THE BUS OR DROPPED OFF A SCHOOL THE MOMENT THEY GET ON THE BUS OR DROPPED OFF A SCHOOL THE MOMENT THEY GET ON THE BUS OR DROPPED OFF A SCHOOL THE MORNING'S UNTIL THEY ARE MOMENT DROPPED OFF A SCHOOL THE MORNING'S UNTIL THEY ARE MOMENT DROPPED OFF A SCHOOL THE MORNING'S UNTIL THEY ARE MOMENT THEY ARE PICKED UP PICKED UP OR MORNING'S UNTIL THEY ARE MOMENT THEY ARE PICKED UP PICKED UP OR MORNING'S UNTIL THEY ARE MOMENT THEY ARE PICKED UP PICKED UP OR GET OFF THE BUS AT THE END THEY ARE PICKED UP PICKED UP OR GET OFF THE BUS AT THE END THEY ARE PICKED UP PICKED UP OR GET OFF THE BUS AT THE END OF THE DAY OUR STUDENTS ARE IN GET OFF THE BUS AT THE END

192OF THE DAY OUR STUDENTS ARE IN GET OFF THE BUS AT THE END OF THE DAY OUR STUDENTS ARE IN CONTACT WITH DOZENS TO HUNDREDS OF THE DAY OUR STUDENTS ARE IN CONTACT WITH DOZENS TO HUNDREDS OF THE DAY OUR STUDENTS ARE IN CONTACT WITH DOZENS TO HUNDREDS OF STAFF MEMBERS DAILY WHO CONTACT WITH DOZENS TO HUNDREDS OF STAFF MEMBERS DAILY WHO CONTACT WITH DOZENS TO HUNDREDS OF STAFF MEMBERS DAILY WHO WORKED TIRELESSLY TO ENSURE OF STAFF MEMBERS DAILY WHO WORKED TIRELESSLY TO ENSURE OF STAFF MEMBERS DAILY WHO WORKED TIRELESSLY TO ENSURE THEY RECEIVE A WORLD CLASS WORKED TIRELESSLY TO ENSURE THEY RECEIVE A WORLD CLASS WORKED TIRELESSLY TO ENSURE THEY RECEIVE A WORLD CLASS EDUCATIONAL EXPERIENCE. THEY RECEIVE A WORLD CLASS EDUCATIONAL EXPERIENCE. THEY RECEIVE A WORLD CLASS EDUCATIONAL EXPERIENCE. DO WHAT IS RIGHT

193TAKE CARE EDUCATIONAL EXPERIENCE. DO WHAT IS RIGHT TAKE CARE EDUCATIONAL EXPERIENCE. DO WHAT IS RIGHT TAKE CARE OF OUR STAFF SO THEY CAN FOCUS DO WHAT IS RIGHT TAKE CARE OF OUR STAFF SO THEY CAN FOCUS DO WHAT IS RIGHT TAKE CARE OF OUR STAFF SO THEY CAN FOCUS ON TAKING CARE OF OUR STUDENTS OF OUR STAFF SO THEY CAN FOCUS ON TAKING CARE OF OUR STUDENTS OF OUR STAFF SO THEY CAN FOCUS ON TAKING CARE OF OUR STUDENTS ON A SIDE NOTE, THERE HAVE BEEN ON TAKING CARE OF OUR STUDENTS ON A SIDE NOTE, THERE HAVE BEEN ON TAKING CARE OF OUR STUDENTS ON A SIDE NOTE, THERE HAVE BEEN MULTIPLE REMARKS THROUGHOUT ON A SIDE NOTE, THERE HAVE BEEN MULTIPLE REMARKS THROUGHOUT ON A SIDE NOTE, THERE HAVE BEEN MULTIPLE REMARKS THROUGHOUT THIS

194BUDGET PROCESS ABOUT THE MULTIPLE REMARKS THROUGHOUT THIS BUDGET PROCESS ABOUT THE MULTIPLE REMARKS THROUGHOUT THIS BUDGET PROCESS ABOUT THE INCREASED COST THE DIVISION HAS THIS BUDGET PROCESS ABOUT THE INCREASED COST THE DIVISION HAS THIS BUDGET PROCESS ABOUT THE INCREASED COST THE DIVISION HAS TO PAY FOR HEALTH HERE INCREASED COST THE DIVISION HAS TO PAY FOR HEALTH HERE INCREASED COST THE DIVISION HAS TO PAY FOR HEALTH HERE INCLUDING CLAIMS THAT ARE FILED TO PAY FOR HEALTH HERE INCLUDING CLAIMS THAT ARE FILED TO PAY FOR HEALTH HERE INCLUDING CLAIMS THAT ARE FILED . INCLUDING CLAIMS THAT ARE FILED . INCLUDING CLAIMS THAT ARE FILED . IF YOU WANT SOME INSIGHT WAYS . IF YOU WANT SOME INSIGHT WAYS . IF YOU WANT SOME INSIGHT WAYS TO BRING SOME OF THOSE COSTS IF YOU WANT SOME INSIGHT WAYS

195TO BRING SOME OF THOSE COSTS IF YOU WANT SOME INSIGHT WAYS TO BRING SOME OF THOSE COSTS DOWN I WOULD LOVE TO HAVE TO TO BRING SOME OF THOSE COSTS DOWN I WOULD LOVE TO HAVE TO TO BRING SOME OF THOSE COSTS DOWN I WOULD LOVE TO HAVE TO HAVE A CONVERSATION WITH YOU DOWN I WOULD LOVE TO HAVE TO HAVE A CONVERSATION WITH YOU DOWN I WOULD LOVE TO HAVE TO HAVE A CONVERSATION WITH YOU OUR NEXT HOUR SPEAKER IS CODY HAVE A CONVERSATION WITH YOU OUR NEXT HOUR SPEAKER IS CODY HAVE A CONVERSATION WITH YOU OUR NEXT HOUR SPEAKER IS CODY CONNER THE GEORGIAN ALAN ALLEN OUR NEXT HOUR SPEAKER IS CODY CONNER THE GEORGIAN ALAN ALLEN OUR NEXT HOUR SPEAKER IS CODY CONNER THE GEORGIAN ALAN ALLEN ,THEN GEORGIA ALLEN >> YOU

196CONNER THE GEORGIAN ALAN ALLEN ,THEN GEORGIA ALLEN >> YOU CONNER THE GEORGIAN ALAN ALLEN ,THEN GEORGIA ALLEN >> YOU KNOW I USED TO USED TO BE AN ,THEN GEORGIA ALLEN >> YOU KNOW I USED TO USED TO BE AN ,THEN GEORGIA ALLEN >> YOU KNOW I USED TO USED TO BE AN AVID GARDENER AND LIKE ANY KNOW I USED TO USED TO BE AN AVID GARDENER AND LIKE ANY KNOW I USED TO USED TO BE AN AVID GARDENER AND LIKE ANY OF MY INTERESTS I STUDIED IT AVID GARDENER AND LIKE ANY OF MY INTERESTS I STUDIED IT AVID GARDENER AND LIKE ANY OF MY INTERESTS I STUDIED IT INTENSELY REALLY BECAME QUITE OF MY INTERESTS I STUDIED IT INTENSELY REALLY BECAME QUITE OF MY INTERESTS I STUDIED IT INTENSELY REALLY BECAME QUITE GOOD AT IT

197ONE OF THE THINGS I INTENSELY REALLY BECAME QUITE GOOD AT IT ONE OF THE THINGS I INTENSELY REALLY BECAME QUITE GOOD AT IT ONE OF THE THINGS I LEARNED IS THAT SOCIETY IS A GOOD AT IT ONE OF THE THINGS I LEARNED IS THAT SOCIETY IS A GOOD AT IT ONE OF THE THINGS I LEARNED IS THAT SOCIETY IS A LOT LIKE A GARDEN AND ANY GOOD LEARNED IS THAT SOCIETY IS A LOT LIKE A GARDEN AND ANY GOOD LEARNED IS THAT SOCIETY IS A LOT LIKE A GARDEN AND ANY GOOD GARDENER WILL TELL YOU THAT IF LOT LIKE A GARDEN AND ANY GOOD GARDENER WILL TELL YOU THAT IF LOT LIKE A GARDEN AND ANY GOOD GARDENER WILL TELL YOU THAT IF YOU WANT TO TRULY GREAT GARDEN GARDENER WILL TELL YOU THAT IF

198YOU WANT TO TRULY GREAT GARDEN GARDENER WILL TELL YOU THAT IF YOU WANT TO TRULY GREAT GARDEN YOU NEED MORE THAN JUST FOR YOU WANT TO TRULY GREAT GARDEN YOU NEED MORE THAN JUST FOR YOU WANT TO TRULY GREAT GARDEN YOU NEED MORE THAN JUST FOR FERTILE SOIL. YOU NEED MORE THAN JUST FOR FERTILE SOIL. YOU NEED MORE THAN JUST FOR FERTILE SOIL. THERE'S OTHER THINGS THAT YOU FERTILE SOIL. THERE'S OTHER THINGS THAT YOU FERTILE SOIL. THERE'S OTHER THINGS THAT YOU HAVE TO DO YOU NEED TO PLANT A THERE'S OTHER THINGS THAT YOU HAVE TO DO YOU NEED TO PLANT A THERE'S OTHER THINGS THAT YOU HAVE TO DO YOU NEED TO PLANT A WIDE VARIETY OF CROPS BECAUSE HAVE TO DO YOU NEED TO PLANT A WIDE VARIETY OF CROPS BECAUSE HAVE TO DO

199YOU NEED TO PLANT A WIDE VARIETY OF CROPS BECAUSE DIVERSITY ALWAYS INCREASES YOUR WIDE VARIETY OF CROPS BECAUSE DIVERSITY ALWAYS INCREASES YOUR WIDE VARIETY OF CROPS BECAUSE DIVERSITY ALWAYS INCREASES YOUR CHANCES OF SUCCESS YOU NEED DIVERSITY ALWAYS INCREASES YOUR CHANCES OF SUCCESS YOU NEED DIVERSITY ALWAYS INCREASES YOUR CHANCES OF SUCCESS YOU NEED THAT TO EQUITABLY DISTRIBUTE CHANCES OF SUCCESS YOU NEED THAT TO EQUITABLY DISTRIBUTE CHANCES OF SUCCESS YOU NEED THAT TO EQUITABLY DISTRIBUTE YOUR RESOURCES NEED TO MAKE THAT TO EQUITABLY DISTRIBUTE YOUR RESOURCES NEED TO MAKE THAT TO EQUITABLY DISTRIBUTE YOUR RESOURCES NEED TO MAKE SURE EVERYTHING IS THE RIGHT YOUR RESOURCES NEED TO MAKE SURE EVERYTHING IS THE RIGHT YOUR RESOURCES NEED TO MAKE SURE EVERYTHING IS THE RIGHT AMOUNT OF AMOUNT OF LIGHT AND SURE EVERYTHING IS THE RIGHT AMOUNT OF AMOUNT OF

200LIGHT AND SURE EVERYTHING IS THE RIGHT AMOUNT OF AMOUNT OF LIGHT AND WATER NUTRIENTS SPACE THAT IT AMOUNT OF AMOUNT OF LIGHT AND WATER NUTRIENTS SPACE THAT IT AMOUNT OF AMOUNT OF LIGHT AND WATER NUTRIENTS SPACE THAT IT NEEDS AND YOU NEED TO INCLUDE A WATER NUTRIENTS SPACE THAT IT NEEDS AND YOU NEED TO INCLUDE A WATER NUTRIENTS SPACE THAT IT NEEDS AND YOU NEED TO INCLUDE A WHOLE LOT OF DIFFERENT THINGS NEEDS AND YOU NEED TO INCLUDE A WHOLE LOT OF DIFFERENT THINGS NEEDS AND YOU NEED TO INCLUDE A WHOLE LOT OF DIFFERENT THINGS THAT YOU MIGHT NOT SEE AS TRULY WHOLE LOT OF DIFFERENT THINGS THAT YOU MIGHT NOT SEE AS TRULY WHOLE LOT OF DIFFERENT THINGS THAT YOU MIGHT NOT SEE AS TRULY VALUABLE FIRST PLANTS THAT THAT YOU MIGHT NOT SEE

201AS TRULY VALUABLE FIRST PLANTS THAT THAT YOU MIGHT NOT SEE AS TRULY VALUABLE FIRST PLANTS THAT YOU'RE NOT PLANTS THAT YOU'RE VALUABLE FIRST PLANTS THAT YOU'RE NOT PLANTS THAT YOU'RE VALUABLE FIRST PLANTS THAT YOU'RE NOT PLANTS THAT YOU'RE NOT GOING TO EAT BENEFICIAL YOU'RE NOT PLANTS THAT YOU'RE NOT GOING TO EAT BENEFICIAL YOU'RE NOT PLANTS THAT YOU'RE NOT GOING TO EAT BENEFICIAL BACTERIAS AND INSECTS BECAUSE A NOT GOING TO EAT BENEFICIAL BACTERIAS AND INSECTS BECAUSE A NOT GOING TO EAT BENEFICIAL BACTERIAS AND INSECTS BECAUSE A REALLY GOOD GARDENER BACTERIAS AND INSECTS BECAUSE A REALLY GOOD GARDENER BACTERIAS AND INSECTS BECAUSE A REALLY GOOD GARDENER UNDERSTANDS IT ALL THESE REALLY GOOD GARDENER UNDERSTANDS IT ALL THESE REALLY GOOD GARDENER UNDERSTANDS IT ALL THESE DIFFERENT ORGANISMS LIVING UNDERSTANDS IT ALL THESE DIFFERENT ORGANISMS LIVING UNDERSTANDS IT ALL

202THESE DIFFERENT ORGANISMS LIVING TOGETHER BENEFIT FROM THAT. DIFFERENT ORGANISMS LIVING TOGETHER BENEFIT FROM THAT. DIFFERENT ORGANISMS LIVING TOGETHER BENEFIT FROM THAT. THEY BOOST EACH THERE'S GROWTH TOGETHER BENEFIT FROM THAT. THEY BOOST EACH THERE'S GROWTH TOGETHER BENEFIT FROM THAT. THEY BOOST EACH THERE'S GROWTH THEY CREATE A STRONGER SYSTEM THEY BOOST EACH THERE'S GROWTH THEY CREATE A STRONGER SYSTEM THEY BOOST EACH THERE'S GROWTH THEY CREATE A STRONGER SYSTEM AND DOING THESE THINGS DOESN'T THEY CREATE A STRONGER SYSTEM AND DOING THESE THINGS DOESN'T THEY CREATE A STRONGER SYSTEM AND DOING THESE THINGS DOESN'T JUST PROVIDE YOUR GARDEN WITH AND DOING THESE THINGS DOESN'T JUST PROVIDE YOUR GARDEN WITH AND DOING THESE THINGS DOESN'T JUST PROVIDE YOUR GARDEN WITH EVERYTHING IT NEEDS. JUST PROVIDE YOUR GARDEN WITH EVERYTHING IT NEEDS. JUST PROVIDE YOUR GARDEN WITH EVERYTHING IT NEEDS. IT

203ALSO BAD THINGS FROM EVERYTHING IT NEEDS. IT ALSO BAD THINGS FROM EVERYTHING IT NEEDS. IT ALSO BAD THINGS FROM HAPPENING WHEN YOU REMOVE THE IT ALSO BAD THINGS FROM HAPPENING WHEN YOU REMOVE THE IT ALSO BAD THINGS FROM HAPPENING WHEN YOU REMOVE THE DIVERSITY EQUITY AND INCLUSION HAPPENING WHEN YOU REMOVE THE DIVERSITY EQUITY AND INCLUSION HAPPENING WHEN YOU REMOVE THE DIVERSITY EQUITY AND INCLUSION A GARDEN A GARDEN BECOMES MORE DIVERSITY EQUITY AND INCLUSION A GARDEN A GARDEN BECOMES MORE DIVERSITY EQUITY AND INCLUSION A GARDEN A GARDEN BECOMES MORE EASILY INFESTED BY PESTS MORE A GARDEN A GARDEN BECOMES MORE EASILY INFESTED BY PESTS MORE A GARDEN A GARDEN BECOMES MORE EASILY INFESTED BY PESTS MORE SUSCEPTIBLE TO BLIGHT AND ROCK EASILY INFESTED BY PESTS MORE SUSCEPTIBLE TO BLIGHT AND ROCK EASILY INFESTED BY PESTS MORE

204SUSCEPTIBLE TO BLIGHT AND ROCK YOU'RE PLANTS WITHER, THEY DIE SUSCEPTIBLE TO BLIGHT AND ROCK YOU'RE PLANTS WITHER, THEY DIE SUSCEPTIBLE TO BLIGHT AND ROCK YOU'RE PLANTS WITHER, THEY DIE YOUR HARVEST A SMALL AND BETTER YOU'RE PLANTS WITHER, THEY DIE YOUR HARVEST A SMALL AND BETTER YOU'RE PLANTS WITHER, THEY DIE YOUR HARVEST A SMALL AND BETTER >> WE ONCE AGAIN HAD A HORRIBLY YOUR HARVEST A SMALL AND BETTER >> WE ONCE AGAIN HAD A HORRIBLY YOUR HARVEST A SMALL AND BETTER >> WE ONCE AGAIN HAD A HORRIBLY RACIST INCIDENT OUR SCHOOLS >> >> WE ONCE AGAIN HAD A HORRIBLY RACIST INCIDENT OUR SCHOOLS >> >> WE ONCE AGAIN HAD A HORRIBLY RACIST INCIDENT OUR SCHOOLS >> AND YOU WILL ONCE AGAIN TELL US RACIST INCIDENT OUR SCHOOLS >> AND YOU WILL ONCE AGAIN TELL US RACIST

205INCIDENT OUR SCHOOLS >> AND YOU WILL ONCE AGAIN TELL US THAT THERE TERMINATION HERE >> AND YOU WILL ONCE AGAIN TELL US THAT THERE TERMINATION HERE >> AND YOU WILL ONCE AGAIN TELL US THAT THERE TERMINATION HERE >> BUT IT KEEPS FINDING A PLACE THAT THERE TERMINATION HERE >> BUT IT KEEPS FINDING A PLACE THAT THERE TERMINATION HERE >> BUT IT KEEPS FINDING A PLACE AND IF YOU WANT TO KNOW HOW I BUT IT KEEPS FINDING A PLACE AND IF YOU WANT TO KNOW HOW I BUT IT KEEPS FINDING A PLACE AND IF YOU WANT TO KNOW HOW I SUGGEST THAT YOU JUST LOOK LOOK AND IF YOU WANT TO KNOW HOW I SUGGEST THAT YOU JUST LOOK LOOK AND IF YOU WANT TO KNOW HOW I SUGGEST THAT YOU JUST LOOK LOOK HOW OUR

206GARDEN IS BEING TENDED SUGGEST THAT YOU JUST LOOK LOOK HOW OUR GARDEN IS BEING TENDED SUGGEST THAT YOU JUST LOOK LOOK HOW OUR GARDEN IS BEING TENDED NEXT SPEAKER IS SPEAKER IS HOW OUR GARDEN IS BEING TENDED NEXT SPEAKER IS SPEAKER IS HOW OUR GARDEN IS BEING TENDED NEXT SPEAKER IS SPEAKER IS GEORGEANN >> ALLEN. NEXT SPEAKER IS SPEAKER IS GEORGEANN >> ALLEN. NEXT SPEAKER IS SPEAKER IS GEORGEANN >> ALLEN. THEN GEORGIA ALLEN >>, GEORGEANN >> ALLEN. THEN GEORGIA ALLEN >>, GEORGEANN >> ALLEN. THEN GEORGIA ALLEN >>, GEORGEANN ALLEN, GEORGIA ALLEN THEN GEORGIA ALLEN >>, GEORGEANN ALLEN, GEORGIA ALLEN THEN GEORGIA ALLEN >>, GEORGEANN ALLEN, GEORGIA ALLEN FOR A MINUTE I THOUGHT I HAD A GEORGEANN ALLEN, GEORGIA ALLEN FOR A MINUTE I THOUGHT I HAD A GEORGEANN ALLEN, GEORGIA ALLEN FOR A MINUTE I

207THOUGHT I HAD A COUSIN SOMEWHERE AND DIDN'T FOR A MINUTE I THOUGHT I HAD A COUSIN SOMEWHERE AND DIDN'T FOR A MINUTE I THOUGHT I HAD A COUSIN SOMEWHERE AND DIDN'T KNOW ABOUT IT GOOD EVENING COUSIN SOMEWHERE AND DIDN'T KNOW ABOUT IT GOOD EVENING COUSIN SOMEWHERE AND DIDN'T KNOW ABOUT IT GOOD EVENING CHAIR PERSON AROUND VICE CHAIR KNOW ABOUT IT GOOD EVENING CHAIR PERSON AROUND VICE CHAIR KNOW ABOUT IT GOOD EVENING CHAIR PERSON AROUND VICE CHAIR WILLIAMS SCHOOL BOARD MEMBERS CHAIR PERSON AROUND VICE CHAIR WILLIAMS SCHOOL BOARD MEMBERS CHAIR PERSON AROUND VICE CHAIR WILLIAMS SCHOOL BOARD MEMBERS AND SCHOOL BOARD SUPERINTENDENT WILLIAMS SCHOOL BOARD MEMBERS AND SCHOOL BOARD SUPERINTENDENT WILLIAMS SCHOOL BOARD MEMBERS AND SCHOOL BOARD SUPERINTENDENT ROBERSON I >> AM GEORGIA S AND SCHOOL BOARD SUPERINTENDENT ROBERSON I >> AM GEORGIA S AND SCHOOL

208BOARD SUPERINTENDENT ROBERSON I >> AM GEORGIA S ALLEN A LIFETIME RESIDENT ROBERSON I >> AM GEORGIA S ALLEN A LIFETIME RESIDENT ROBERSON I >> AM GEORGIA S ALLEN A LIFETIME RESIDENT OF VIRGINIA BEACH. ALLEN A LIFETIME RESIDENT OF VIRGINIA BEACH. ALLEN A LIFETIME RESIDENT OF VIRGINIA BEACH. ANY PRODUCT OF THE VIRGINIA OF VIRGINIA BEACH. ANY PRODUCT OF THE VIRGINIA OF VIRGINIA BEACH. ANY PRODUCT OF THE VIRGINIA BEACH SCHOOL SYSTEM PUBLIC ANY PRODUCT OF THE VIRGINIA BEACH SCHOOL SYSTEM PUBLIC ANY PRODUCT OF THE VIRGINIA BEACH SCHOOL SYSTEM PUBLIC SCHOOL SYSTEM TRY TO SEE THESE BEACH SCHOOL SYSTEM PUBLIC SCHOOL SYSTEM TRY TO SEE THESE BEACH SCHOOL SYSTEM PUBLIC SCHOOL SYSTEM TRY TO SEE THESE GLASSES ARE BROKENNESS I WAS SCHOOL SYSTEM TRY TO SEE THESE GLASSES ARE BROKENNESS I WAS SCHOOL SYSTEM TRY TO SEE THESE

209GLASSES ARE BROKENNESS I WAS COMING IN GIVEN THE RECENT GLASSES ARE BROKENNESS I WAS COMING IN GIVEN THE RECENT GLASSES ARE BROKENNESS I WAS COMING IN GIVEN THE RECENT INCIDENT KM KELAM HIGH SCHOOL COMING IN GIVEN THE RECENT INCIDENT KM KELAM HIGH SCHOOL COMING IN GIVEN THE RECENT INCIDENT KM KELAM HIGH SCHOOL >> WHICH ALUMNI IT AN ALUMNI IT INCIDENT KM KELAM HIGH SCHOOL >> WHICH ALUMNI IT AN ALUMNI IT INCIDENT KM KELAM HIGH SCHOOL >> WHICH ALUMNI IT AN ALUMNI IT IS EVEN MORE IMPORTANT THAT WE >> WHICH ALUMNI IT AN ALUMNI IT IS EVEN MORE IMPORTANT THAT WE >> WHICH ALUMNI IT AN ALUMNI IT IS EVEN MORE IMPORTANT THAT WE NOT ONLY ENSURE THAT WE IS EVEN MORE IMPORTANT THAT WE NOT ONLY ENSURE THAT WE IS EVEN MORE IMPORTANT THAT WE

210NOT ONLY ENSURE THAT WE PUBLICLY DO THE COMMEMORATION NOT ONLY ENSURE THAT WE PUBLICLY DO THE COMMEMORATION NOT ONLY ENSURE THAT WE PUBLICLY DO THE COMMEMORATION COMMEMORATIVE RESOLUTIONS BUT PUBLICLY DO THE COMMEMORATION COMMEMORATIVE RESOLUTIONS BUT PUBLICLY DO THE COMMEMORATION COMMEMORATIVE RESOLUTIONS BUT WE ALSO LOOK FOR WAYS TO BETTER COMMEMORATIVE RESOLUTIONS BUT WE ALSO LOOK FOR WAYS TO BETTER COMMEMORATIVE RESOLUTIONS BUT WE ALSO LOOK FOR WAYS TO BETTER EDUCATE ALL CHILDREN ON WE ALSO LOOK FOR WAYS TO BETTER EDUCATE ALL CHILDREN ON WE ALSO LOOK FOR WAYS TO BETTER EDUCATE ALL CHILDREN ON EMPATHY, POLITENESS AND EDUCATE ALL CHILDREN ON EMPATHY, POLITENESS AND EDUCATE ALL CHILDREN ON EMPATHY, POLITENESS AND HUMILITY SINCE THEY NUMEROUS EMPATHY, POLITENESS AND HUMILITY SINCE THEY NUMEROUS EMPATHY, POLITENESS AND HUMILITY SINCE THEY NUMEROUS CHANGES THAT ARE TAKING PLACE HUMILITY SINCE THEY

211NUMEROUS CHANGES THAT ARE TAKING PLACE HUMILITY SINCE THEY NUMEROUS CHANGES THAT ARE TAKING PLACE ON A NATIONAL LEVEL. CHANGES THAT ARE TAKING PLACE ON A NATIONAL LEVEL. CHANGES THAT ARE TAKING PLACE ON A NATIONAL LEVEL. OUR RESIDENTS ARE LOOKING FOR ON A NATIONAL LEVEL. OUR RESIDENTS ARE LOOKING FOR ON A NATIONAL LEVEL. OUR RESIDENTS ARE LOOKING FOR TRUE LEADERSHIP THAT THEY CAN OUR RESIDENTS ARE LOOKING FOR TRUE LEADERSHIP THAT THEY CAN OUR RESIDENTS ARE LOOKING FOR TRUE LEADERSHIP THAT THEY CAN HAVE CONFIDENCE IN AND THAT TRUE LEADERSHIP THAT THEY CAN HAVE CONFIDENCE IN AND THAT TRUE LEADERSHIP THAT THEY CAN HAVE CONFIDENCE IN AND THAT THEY CAN I HAVE NOTICED HAVE HAVE CONFIDENCE IN AND THAT THEY CAN I HAVE NOTICED HAVE HAVE CONFIDENCE IN AND THAT THEY CAN I HAVE NOTICED HAVE NOTICED A

212RECENT SUGGESTION TO THEY CAN I HAVE NOTICED HAVE NOTICED A RECENT SUGGESTION TO THEY CAN I HAVE NOTICED HAVE NOTICED A RECENT SUGGESTION TO REMOVE COMMEMORATIVE NOTICED A RECENT SUGGESTION TO REMOVE COMMEMORATIVE NOTICED A RECENT SUGGESTION TO REMOVE COMMEMORATIVE RESOLUTIONS FROM THE SCHOOL REMOVE COMMEMORATIVE RESOLUTIONS FROM THE SCHOOL REMOVE COMMEMORATIVE RESOLUTIONS FROM THE SCHOOL BOARD AGENDA I BELIEVE THAT IT RESOLUTIONS FROM THE SCHOOL BOARD AGENDA I BELIEVE THAT IT RESOLUTIONS FROM THE SCHOOL BOARD AGENDA I BELIEVE THAT IT IS IMPORTANT TO SUPPORT THE BOARD AGENDA I BELIEVE THAT IT IS IMPORTANT TO SUPPORT THE BOARD AGENDA I BELIEVE THAT IT IS IMPORTANT TO SUPPORT THE COMMEMORATIVE RESOLUTIONS AS IS IMPORTANT TO SUPPORT THE COMMEMORATIVE RESOLUTIONS AS IS IMPORTANT TO SUPPORT THE COMMEMORATIVE RESOLUTIONS AS THESE RESOLUTIONS ELICIT COMMEMORATIVE RESOLUTIONS AS THESE RESOLUTIONS ELICIT COMMEMORATIVE RESOLUTIONS

213AS THESE RESOLUTIONS ELICIT ENGAGEMENT FROM ALL FACETS THESE RESOLUTIONS ELICIT ENGAGEMENT FROM ALL FACETS THESE RESOLUTIONS ELICIT ENGAGEMENT FROM ALL FACETS OF THE COMMUNITY CONCERN YET ENGAGEMENT FROM ALL FACETS OF THE COMMUNITY CONCERN YET ENGAGEMENT FROM ALL FACETS OF THE COMMUNITY CONCERN YET HOPEFUL THAT WE CAN CONTINUE TO OF THE COMMUNITY CONCERN YET HOPEFUL THAT WE CAN CONTINUE TO OF THE COMMUNITY CONCERN YET HOPEFUL THAT WE CAN CONTINUE TO IMPLEMENT THE COMMEMORATIVE HOPEFUL THAT WE CAN CONTINUE TO IMPLEMENT THE COMMEMORATIVE HOPEFUL THAT WE CAN CONTINUE TO IMPLEMENT THE COMMEMORATIVE RESOLUTIONS AND OUR SCHOOL IMPLEMENT THE COMMEMORATIVE RESOLUTIONS AND OUR SCHOOL IMPLEMENT THE COMMEMORATIVE RESOLUTIONS AND OUR SCHOOL BOARD AGENDA THESE RESOLUTIONS RESOLUTIONS AND OUR SCHOOL BOARD AGENDA THESE RESOLUTIONS RESOLUTIONS AND OUR SCHOOL BOARD AGENDA THESE RESOLUTIONS HELP BRING OUR COMMUNITY BOARD AGENDA THESE RESOLUTIONS

214HELP BRING OUR COMMUNITY BOARD AGENDA THESE RESOLUTIONS HELP BRING OUR COMMUNITY TOGETHER WHILE WHILE HELP BRING OUR COMMUNITY TOGETHER WHILE WHILE HELP BRING OUR COMMUNITY TOGETHER WHILE WHILE RECOGNIZING OUR COLLECTIVE TOGETHER WHILE WHILE RECOGNIZING OUR COLLECTIVE TOGETHER WHILE WHILE RECOGNIZING OUR COLLECTIVE ACHIEVEMENTS ELIMINATING THIS RECOGNIZING OUR COLLECTIVE ACHIEVEMENTS ELIMINATING THIS RECOGNIZING OUR COLLECTIVE ACHIEVEMENTS ELIMINATING THIS RECOGNITION SENDS A HARMFUL ACHIEVEMENTS ELIMINATING THIS RECOGNITION SENDS A HARMFUL ACHIEVEMENTS ELIMINATING THIS RECOGNITION SENDS A HARMFUL MESSAGE THAT INCLUSION AND RECOGNITION SENDS A HARMFUL MESSAGE THAT INCLUSION AND RECOGNITION SENDS A HARMFUL MESSAGE THAT INCLUSION AND REPRESENTATION ARE NOT VALUED MESSAGE THAT INCLUSION AND REPRESENTATION ARE NOT VALUED MESSAGE THAT INCLUSION AND REPRESENTATION ARE NOT VALUED IN VIRGINIA BEACH SCHOOLS WE REPRESENTATION ARE NOT VALUED IN VIRGINIA BEACH SCHOOLS WE REPRESENTATION ARE NOT VALUED IN VIRGINIA BEACH SCHOOLS WE

215BELIEVE THAT HONORING DIVERSITY IN VIRGINIA BEACH SCHOOLS WE BELIEVE THAT HONORING DIVERSITY IN VIRGINIA BEACH SCHOOLS WE BELIEVE THAT HONORING DIVERSITY EQUITY, INCLUSION AND BELIEVE THAT HONORING DIVERSITY EQUITY, INCLUSION AND BELIEVE THAT HONORING DIVERSITY EQUITY, INCLUSION AND ACCESSIBILITY BENEFITS EVERYONE EQUITY, INCLUSION AND ACCESSIBILITY BENEFITS EVERYONE EQUITY, INCLUSION AND ACCESSIBILITY BENEFITS EVERYONE IN OUR SCHOOL COMMUNITY. ACCESSIBILITY BENEFITS EVERYONE IN OUR SCHOOL COMMUNITY. ACCESSIBILITY BENEFITS EVERYONE IN OUR SCHOOL COMMUNITY. THIS TYPE PUBLIC RECOGNITION IS IN OUR SCHOOL COMMUNITY. THIS TYPE PUBLIC RECOGNITION IS IN OUR SCHOOL COMMUNITY. THIS TYPE PUBLIC RECOGNITION IS IMPORTANT TO SHOW VALUE AND TO THIS TYPE PUBLIC RECOGNITION IS IMPORTANT TO SHOW VALUE AND TO THIS TYPE PUBLIC RECOGNITION IS IMPORTANT TO SHOW VALUE AND TO FOSTER A WELCOMING AND IMPORTANT TO SHOW VALUE AND TO FOSTER A WELCOMING AND IMPORTANT TO SHOW

216VALUE AND TO FOSTER A WELCOMING AND SUPPORTIVE LEARNING ENVIRONMENT FOSTER A WELCOMING AND SUPPORTIVE LEARNING ENVIRONMENT FOSTER A WELCOMING AND SUPPORTIVE LEARNING ENVIRONMENT FOR EVERYONE IN THE SCHOOL SUPPORTIVE LEARNING ENVIRONMENT FOR EVERYONE IN THE SCHOOL SUPPORTIVE LEARNING ENVIRONMENT FOR EVERYONE IN THE SCHOOL COMMUNITY WE ASK THAT YOU FOR EVERYONE IN THE SCHOOL COMMUNITY WE ASK THAT YOU FOR EVERYONE IN THE SCHOOL COMMUNITY WE ASK THAT YOU CONTINUE TO PUBLICLY HONOR THE COMMUNITY WE ASK THAT YOU CONTINUE TO PUBLICLY HONOR THE COMMUNITY WE ASK THAT YOU CONTINUE TO PUBLICLY HONOR THE IMPORTANT PEOPLE GROUPS AND CONTINUE TO PUBLICLY HONOR THE IMPORTANT PEOPLE GROUPS AND CONTINUE TO PUBLICLY HONOR THE IMPORTANT PEOPLE GROUPS AND ACHIEVEMENTS IN OUR SCHOOL AS IMPORTANT PEOPLE GROUPS AND ACHIEVEMENTS IN OUR SCHOOL AS IMPORTANT PEOPLE GROUPS AND ACHIEVEMENTS IN OUR SCHOOL AS

217YOU CAN SEE I'M WEARING MY ACHIEVEMENTS IN OUR SCHOOL AS YOU CAN SEE I'M WEARING MY ACHIEVEMENTS IN OUR SCHOOL AS YOU CAN SEE I'M WEARING MY ALBUM T SHIRT BECAUSE I WAS YOU CAN SEE I'M WEARING MY ALBUM T SHIRT BECAUSE I WAS YOU CAN SEE I'M WEARING MY ALBUM T SHIRT BECAUSE I WAS DISAPPOINTED IN MY SCHOOL ALBUM T SHIRT BECAUSE I WAS DISAPPOINTED IN MY SCHOOL ALBUM T SHIRT BECAUSE I WAS DISAPPOINTED IN MY SCHOOL KELLUM FLORIDA KILL THEM HIGH DISAPPOINTED IN MY SCHOOL KELLUM FLORIDA KILL THEM HIGH DISAPPOINTED IN MY SCHOOL KELLUM FLORIDA KILL THEM HIGH SCHOOL I URGE YOU TO VOTE KELLUM FLORIDA KILL THEM HIGH SCHOOL I URGE YOU TO VOTE KELLUM FLORIDA KILL THEM HIGH SCHOOL I URGE YOU TO VOTE AGAINST THE REMOVAL OF THE SCHOOL I

218URGE YOU TO VOTE AGAINST THE REMOVAL OF THE SCHOOL I URGE YOU TO VOTE AGAINST THE REMOVAL OF THE PUBLIC COMMEMORATION AGAINST THE REMOVAL OF THE PUBLIC COMMEMORATION AGAINST THE REMOVAL OF THE PUBLIC COMMEMORATION RESOLUTIONS AND THANK YOU FOR PUBLIC COMMEMORATION RESOLUTIONS AND THANK YOU FOR PUBLIC COMMEMORATION RESOLUTIONS AND THANK YOU FOR YOUR CONSIDERATION AND SUPPORT RESOLUTIONS AND THANK YOU FOR YOUR CONSIDERATION AND SUPPORT RESOLUTIONS AND THANK YOU FOR YOUR CONSIDERATION AND SUPPORT IN PRESERVING THESE IMPORTANT YOUR CONSIDERATION AND SUPPORT IN PRESERVING THESE IMPORTANT YOUR CONSIDERATION AND SUPPORT IN PRESERVING THESE IMPORTANT RESOLUTIONS AND MADAM CHAIR IN PRESERVING THESE IMPORTANT RESOLUTIONS AND MADAM CHAIR IN PRESERVING THESE IMPORTANT RESOLUTIONS AND MADAM CHAIR MADAM CHAIR, THAT WAS OUR LAST RESOLUTIONS AND MADAM CHAIR MADAM CHAIR, THAT WAS OUR LAST RESOLUTIONS AND MADAM CHAIR MADAM CHAIR, THAT

219WAS OUR LAST SPEAKER FOR THIS EVENING. MADAM CHAIR, THAT WAS OUR LAST SPEAKER FOR THIS EVENING. MADAM CHAIR, THAT WAS OUR LAST SPEAKER FOR THIS EVENING. >> OK THANK YOU. SPEAKER FOR THIS EVENING. >> OK THANK YOU. SPEAKER FOR THIS EVENING. >> OK THANK YOU. AND I JUST WANT TO TAKE A QUICK >> OK THANK YOU. AND I JUST WANT TO TAKE A QUICK >> OK THANK YOU. AND I JUST WANT TO TAKE A QUICK MOMENT I THINK EVERY SINGLE AND I JUST WANT TO TAKE A QUICK MOMENT I THINK EVERY SINGLE AND I JUST WANT TO TAKE A QUICK MOMENT I THINK EVERY SINGLE PERSON THAT CAME OUT AND TOOK MOMENT I THINK EVERY SINGLE PERSON THAT CAME OUT AND TOOK MOMENT I THINK EVERY SINGLE PERSON THAT CAME OUT AND TOOK THE TIME

220TO SPEAK TODAY WITH PERSON THAT CAME OUT AND TOOK THE TIME TO SPEAK TODAY WITH PERSON THAT CAME OUT AND TOOK THE TIME TO SPEAK TODAY WITH THAT WE WILL MOVE ON TO OUR THE TIME TO SPEAK TODAY WITH THAT WE WILL MOVE ON TO OUR THE TIME TO SPEAK TODAY WITH THAT WE WILL MOVE ON TO OUR INTERIM FINANCIAL STATEMENTS THAT WE WILL MOVE ON TO OUR INTERIM FINANCIAL STATEMENTS THAT WE WILL MOVE ON TO OUR INTERIM FINANCIAL STATEMENTS FEBRUARY TWENTY TWENTY FIVE WE INTERIM FINANCIAL STATEMENTS FEBRUARY TWENTY TWENTY FIVE WE INTERIM FINANCIAL STATEMENTS FEBRUARY TWENTY TWENTY FIVE WE WELCOME DANIELLE HOPKINS, FEBRUARY TWENTY TWENTY FIVE WE WELCOME DANIELLE HOPKINS, FEBRUARY TWENTY TWENTY FIVE WE WELCOME DANIELLE HOPKINS, DIRECTOR OF BUSINESS SERVICES. WELCOME DANIELLE HOPKINS, DIRECTOR OF BUSINESS SERVICES. WELCOME DANIELLE HOPKINS, DIRECTOR OF

221BUSINESS SERVICES. GOOD EVENING JERRY BROWN VICE DIRECTOR OF BUSINESS SERVICES. GOOD EVENING JERRY BROWN VICE DIRECTOR OF BUSINESS SERVICES. GOOD EVENING JERRY BROWN VICE CHAIR WEEMS WEEMES SCHOOL BOARD GOOD EVENING JERRY BROWN VICE CHAIR WEEMS WEEMES SCHOOL BOARD GOOD EVENING JERRY BROWN VICE CHAIR WEEMS WEEMES SCHOOL BOARD MEMBERS. CHAIR WEEMS WEEMES SCHOOL BOARD MEMBERS. CHAIR WEEMS WEEMES SCHOOL BOARD MEMBERS. DR. ROBERTSON AS OF FEBRUARY MEMBERS. DR. ROBERTSON AS OF FEBRUARY MEMBERS. DR. ROBERTSON AS OF FEBRUARY TWENTY EIGHT THE OVERALL DR. ROBERTSON AS OF FEBRUARY TWENTY EIGHT THE OVERALL DR. ROBERTSON AS OF FEBRUARY TWENTY EIGHT THE OVERALL REVENUE TREND REMAINS TWENTY EIGHT THE OVERALL REVENUE TREND REMAINS TWENTY EIGHT THE OVERALL REVENUE TREND REMAINS ACCEPTABLE AT THIS POINT IN THE REVENUE TREND REMAINS ACCEPTABLE AT THIS POINT IN THE REVENUE TREND REMAINS ACCEPTABLE AT THIS

222POINT IN THE FISCAL YEAR >> THE GENERAL ACCEPTABLE AT THIS POINT IN THE FISCAL YEAR >> THE GENERAL ACCEPTABLE AT THIS POINT IN THE FISCAL YEAR >> THE GENERAL ASSEMBLY DE A THE DIRECT AID FISCAL YEAR >> THE GENERAL ASSEMBLY DE A THE DIRECT AID FISCAL YEAR >> THE GENERAL ASSEMBLY DE A THE DIRECT AID BUDGET WE ARE STILL WAITING FOR ASSEMBLY DE A THE DIRECT AID BUDGET WE ARE STILL WAITING FOR ASSEMBLY DE A THE DIRECT AID BUDGET WE ARE STILL WAITING FOR THE GOVERNOR APPROVED THE BUDGET WE ARE STILL WAITING FOR THE GOVERNOR APPROVED THE BUDGET WE ARE STILL WAITING FOR THE GOVERNOR APPROVED THE BUDGET THE BUDGET. THE GOVERNOR APPROVED THE BUDGET THE BUDGET. THE GOVERNOR APPROVED THE BUDGET THE BUDGET. I THINK YOU HEARD YESTERDAY BUDGET THE BUDGET. I THINK YOU

223HEARD YESTERDAY BUDGET THE BUDGET. I THINK YOU HEARD YESTERDAY THAT HE HAS SOME OTHER IDEAS I THINK YOU HEARD YESTERDAY THAT HE HAS SOME OTHER IDEAS I THINK YOU HEARD YESTERDAY THAT HE HAS SOME OTHER IDEAS BUT BASED ON THE LATEST THERE THAT HE HAS SOME OTHER IDEAS BUT BASED ON THE LATEST THERE THAT HE HAS SOME OTHER IDEAS BUT BASED ON THE LATEST THERE WERE NO CHANGES FROM THE BUT BASED ON THE LATEST THERE WERE NO CHANGES FROM THE BUT BASED ON THE LATEST THERE WERE NO CHANGES FROM THE ORIGINAL GOVERNOR'S BUDGET AND WERE NO CHANGES FROM THE ORIGINAL GOVERNOR'S BUDGET AND WERE NO CHANGES FROM THE ORIGINAL GOVERNOR'S BUDGET AND WE ARE THEY ARE ADDING SIX ORIGINAL GOVERNOR'S BUDGET AND WE ARE THEY ARE ADDING SIX ORIGINAL GOVERNOR'S BUDGET AND WE ARE THEY

224ARE ADDING SIX POINT FIVE DOLLARS MILLION FOR WE ARE THEY ARE ADDING SIX POINT FIVE DOLLARS MILLION FOR WE ARE THEY ARE ADDING SIX POINT FIVE DOLLARS MILLION FOR BONUSES WHICH YOU GUYS HAVE POINT FIVE DOLLARS MILLION FOR BONUSES WHICH YOU GUYS HAVE POINT FIVE DOLLARS MILLION FOR BONUSES WHICH YOU GUYS HAVE BEEN TALKING ABOUT FOR A FEW BONUSES WHICH YOU GUYS HAVE BEEN TALKING ABOUT FOR A FEW BONUSES WHICH YOU GUYS HAVE BEEN TALKING ABOUT FOR A FEW WEEKS NOW WITH THE GOVERNOR'S BEEN TALKING ABOUT FOR A FEW WEEKS NOW WITH THE GOVERNOR'S BEEN TALKING ABOUT FOR A FEW WEEKS NOW WITH THE GOVERNOR'S PREVIOUS INCREASE ONE POINT WEEKS NOW WITH THE GOVERNOR'S PREVIOUS INCREASE ONE POINT WEEKS NOW WITH THE GOVERNOR'S PREVIOUS INCREASE ONE POINT SEVEN MILLION DOLLARS AND HE PREVIOUS INCREASE ONE

225POINT SEVEN MILLION DOLLARS AND HE PREVIOUS INCREASE ONE POINT SEVEN MILLION DOLLARS AND HE ADDED BONUS OF SIX POINT FIVE SEVEN MILLION DOLLARS AND HE ADDED BONUS OF SIX POINT FIVE SEVEN MILLION DOLLARS AND HE ADDED BONUS OF SIX POINT FIVE DOLLARS MILLION THE TOTAL ADDED BONUS OF SIX POINT FIVE DOLLARS MILLION THE TOTAL ADDED BONUS OF SIX POINT FIVE DOLLARS MILLION THE TOTAL INCREASE TO OUR BUDGET WOULD BE DOLLARS MILLION THE TOTAL INCREASE TO OUR BUDGET WOULD BE DOLLARS MILLION THE TOTAL INCREASE TO OUR BUDGET WOULD BE EIGHT POINT TWO DOLLARS MILLION INCREASE TO OUR BUDGET WOULD BE EIGHT POINT TWO DOLLARS MILLION INCREASE TO OUR BUDGET WOULD BE EIGHT POINT TWO DOLLARS MILLION AGAIN THIS HASN'T BEEN FULLY EIGHT POINT TWO DOLLARS MILLION AGAIN THIS HASN'T BEEN FULLY EIGHT POINT TWO DOLLARS MILLION

226AGAIN THIS HASN'T BEEN FULLY APPROVED FULLY APPROVED YET BUT AGAIN THIS HASN'T BEEN FULLY APPROVED FULLY APPROVED YET BUT AGAIN THIS HASN'T BEEN FULLY APPROVED FULLY APPROVED YET BUT I DON'T THINK A REALLY CHANGE APPROVED FULLY APPROVED YET BUT I DON'T THINK A REALLY CHANGE APPROVED FULLY APPROVED YET BUT I DON'T THINK A REALLY CHANGE THE CURRENT YEAR BUDGET TOO I DON'T THINK A REALLY CHANGE THE CURRENT YEAR BUDGET TOO I DON'T THINK A REALLY CHANGE THE CURRENT YEAR BUDGET TOO OFTEN FEDERAL REVENUES ARE THE CURRENT YEAR BUDGET TOO OFTEN FEDERAL REVENUES ARE THE CURRENT YEAR BUDGET TOO OFTEN FEDERAL REVENUES ARE SHOWING AN ACCEPTABLE TREND AS OFTEN FEDERAL REVENUES ARE SHOWING AN ACCEPTABLE TREND AS OFTEN FEDERAL REVENUES ARE SHOWING AN ACCEPTABLE TREND AS OF THE END OF FEBRUARY WE HAVE SHOWING AN ACCEPTABLE

227TREND AS OF THE END OF FEBRUARY WE HAVE SHOWING AN ACCEPTABLE TREND AS OF THE END OF FEBRUARY WE HAVE RECEIVED IMPACT PAYMENTS FOR OF THE END OF FEBRUARY WE HAVE RECEIVED IMPACT PAYMENTS FOR OF THE END OF FEBRUARY WE HAVE RECEIVED IMPACT PAYMENTS FOR FIFTY NINE POINT EIGHT DOLLARS RECEIVED IMPACT PAYMENTS FOR FIFTY NINE POINT EIGHT DOLLARS RECEIVED IMPACT PAYMENTS FOR FIFTY NINE POINT EIGHT DOLLARS MILLION YEAR TO DATE >> OTHER FIFTY NINE POINT EIGHT DOLLARS MILLION YEAR TO DATE >> OTHER FIFTY NINE POINT EIGHT DOLLARS MILLION YEAR TO DATE >> OTHER SOURCES OF REVENUE THROUGH MILLION YEAR TO DATE >> OTHER SOURCES OF REVENUE THROUGH MILLION YEAR TO DATE >> OTHER SOURCES OF REVENUE THROUGH REVENUE TO THE MONTH ARE SOURCES OF REVENUE THROUGH REVENUE TO THE MONTH ARE SOURCES OF REVENUE THROUGH

228REVENUE TO THE MONTH ARE ACCEPTABLE THIS POINT IN THE REVENUE TO THE MONTH ARE ACCEPTABLE THIS POINT IN THE REVENUE TO THE MONTH ARE ACCEPTABLE THIS POINT IN THE FISCAL YEAR THERE ARE DOWN ACCEPTABLE THIS POINT IN THE FISCAL YEAR THERE ARE DOWN ACCEPTABLE THIS POINT IN THE FISCAL YEAR THERE ARE DOWN ABOUT FIVE HUNDRED THOUSAND FISCAL YEAR THERE ARE DOWN ABOUT FIVE HUNDRED THOUSAND FISCAL YEAR THERE ARE DOWN ABOUT FIVE HUNDRED THOUSAND DOLLARS IN THE SAME TIME LAST ABOUT FIVE HUNDRED THOUSAND DOLLARS IN THE SAME TIME LAST ABOUT FIVE HUNDRED THOUSAND DOLLARS IN THE SAME TIME LAST YEAR MAINLY DUE TO STOP ARM DOLLARS IN THE SAME TIME LAST YEAR MAINLY DUE TO STOP ARM DOLLARS IN THE SAME TIME LAST YEAR MAINLY DUE TO STOP ARM ENFORCEMENT DOWN FIVE HUNDRED YEAR MAINLY DUE

229TO STOP ARM ENFORCEMENT DOWN FIVE HUNDRED YEAR MAINLY DUE TO STOP ARM ENFORCEMENT DOWN FIVE HUNDRED SIXTY THOUSAND JEWISH ENFORCEMENT DOWN FIVE HUNDRED SIXTY THOUSAND JEWISH ENFORCEMENT DOWN FIVE HUNDRED SIXTY THOUSAND JEWISH SETTLEMENTS DOWN FOUR HUNDRED SIXTY THOUSAND JEWISH SETTLEMENTS DOWN FOUR HUNDRED SIXTY THOUSAND JEWISH SETTLEMENTS DOWN FOUR HUNDRED SIXTY THOUSAND AND WE RECEIVED SETTLEMENTS DOWN FOUR HUNDRED SIXTY THOUSAND AND WE RECEIVED SETTLEMENTS DOWN FOUR HUNDRED SIXTY THOUSAND AND WE RECEIVED 400000 DOLLARS IN REBATES SIXTY THOUSAND AND WE RECEIVED 400000 DOLLARS IN REBATES SIXTY THOUSAND AND WE RECEIVED 400000 DOLLARS IN REBATES PROPANE BUSSES >>. 400000 DOLLARS IN REBATES PROPANE BUSSES >>. 400000 DOLLARS IN REBATES PROPANE BUSSES >>. THE NEXT GRAPH SHOWS THAT SALES PROPANE BUSSES >>. THE NEXT GRAPH SHOWS THAT SALES PROPANE BUSSES >>. THE NEXT GRAPH SHOWS THAT SALES TAX RECEIPTS

230ARE AN ACCEPTABLE THE NEXT GRAPH SHOWS THAT SALES TAX RECEIPTS ARE AN ACCEPTABLE THE NEXT GRAPH SHOWS THAT SALES TAX RECEIPTS ARE AN ACCEPTABLE LEVEL YEAR LEVEL YEAR TO DATE TAX RECEIPTS ARE AN ACCEPTABLE LEVEL YEAR LEVEL YEAR TO DATE TAX RECEIPTS ARE AN ACCEPTABLE LEVEL YEAR LEVEL YEAR TO DATE THROUGH FEBRUARY WE ARE LEVEL YEAR LEVEL YEAR TO DATE THROUGH FEBRUARY WE ARE LEVEL YEAR LEVEL YEAR TO DATE THROUGH FEBRUARY WE ARE APPROXIMATELY ONE POINT ONE THROUGH FEBRUARY WE ARE APPROXIMATELY ONE POINT ONE THROUGH FEBRUARY WE ARE APPROXIMATELY ONE POINT ONE MILLION DOLLARS HIGHER THAN THE APPROXIMATELY ONE POINT ONE MILLION DOLLARS HIGHER THAN THE APPROXIMATELY ONE POINT ONE MILLION DOLLARS HIGHER THAN THE SAME TIME LAST YEAR AND THE MILLION DOLLARS HIGHER THAN THE SAME TIME LAST YEAR AND THE MILLION DOLLARS HIGHER

231THAN THE SAME TIME LAST YEAR AND THE LAST GRAPH SHOWS THE SAME TIME LAST YEAR AND THE LAST GRAPH SHOWS THE SAME TIME LAST YEAR AND THE LAST GRAPH SHOWS THE EXPENDITURES AND INCUMBENCIES LAST GRAPH SHOWS THE EXPENDITURES AND INCUMBENCIES LAST GRAPH SHOWS THE EXPENDITURES AND INCUMBENCIES TREND CONTINUES REMAIN EXPENDITURES AND INCUMBENCIES TREND CONTINUES REMAIN EXPENDITURES AND INCUMBENCIES TREND CONTINUES REMAIN ACCEPTABLE AT THIS POINT IN THE TREND CONTINUES REMAIN ACCEPTABLE AT THIS POINT IN THE TREND CONTINUES REMAIN ACCEPTABLE AT THIS POINT IN THE FISCAL YEAR AT THIS POINT I'LL ACCEPTABLE AT THIS POINT IN THE FISCAL YEAR AT THIS POINT I'LL ACCEPTABLE AT THIS POINT IN THE FISCAL YEAR AT THIS POINT I'LL TAKE ANY QUESTIONS. FISCAL YEAR AT THIS POINT I'LL TAKE ANY QUESTIONS. FISCAL YEAR AT THIS POINT I'LL TAKE ANY QUESTIONS. OK,

232I DON'T SEE ANY QUESTIONS TAKE ANY QUESTIONS. OK, I DON'T SEE ANY QUESTIONS TAKE ANY QUESTIONS. OK, I DON'T SEE ANY QUESTIONS AT THIS TIME SO THANK YOU VERY OK, I DON'T SEE ANY QUESTIONS AT THIS TIME SO THANK YOU VERY OK, I DON'T SEE ANY QUESTIONS AT THIS TIME SO THANK YOU VERY MUCH AND IF ANYBODY HAS ANY I'M AT THIS TIME SO THANK YOU VERY MUCH AND IF ANYBODY HAS ANY I'M AT THIS TIME SO THANK YOU VERY MUCH AND IF ANYBODY HAS ANY I'M SURE WE CAN FOLLOW EMAIL TO DR. MUCH AND IF ANYBODY HAS ANY I'M SURE WE CAN FOLLOW EMAIL TO DR. MUCH AND IF ANYBODY HAS ANY I'M SURE WE CAN FOLLOW EMAIL TO DR. ROBERTSON. SURE WE CAN FOLLOW EMAIL TO DR. ROBERTSON. SURE WE CAN FOLLOW EMAIL

233TO DR. ROBERTSON. WE WILL NOW MOVE ON TO OUR NEXT ROBERTSON. WE WILL NOW MOVE ON TO OUR NEXT ROBERTSON. WE WILL NOW MOVE ON TO OUR NEXT PRESENTATION TRY CAMPUS WE WILL NOW MOVE ON TO OUR NEXT PRESENTATION TRY CAMPUS WE WILL NOW MOVE ON TO OUR NEXT PRESENTATION TRY CAMPUS PLANNING AND WE'RE GOING TO PRESENTATION TRY CAMPUS PLANNING AND WE'RE GOING TO PRESENTATION TRY CAMPUS PLANNING AND WE'RE GOING TO WELCOME ALISSA INGRAM EXECUTIVE PLANNING AND WE'RE GOING TO WELCOME ALISSA INGRAM EXECUTIVE PLANNING AND WE'RE GOING TO WELCOME ALISSA INGRAM EXECUTIVE DIRECTOR OF FACILITY SERVICES WELCOME ALISSA INGRAM EXECUTIVE DIRECTOR OF FACILITY SERVICES WELCOME ALISSA INGRAM EXECUTIVE DIRECTOR OF FACILITY SERVICES AND DR. MELANIE GAMBLING SENIOR DIRECTOR OF FACILITY SERVICES AND DR. MELANIE GAMBLING SENIOR DIRECTOR OF FACILITY SERVICES AND DR. MELANIE GAMBLING SENIOR

234EXECUTIVE DIRECTOR AND DR. MELANIE GAMBLING SENIOR EXECUTIVE DIRECTOR AND DR. MELANIE GAMBLING SENIOR EXECUTIVE DIRECTOR OF ELEMENTARY SCHOOLS. EXECUTIVE DIRECTOR OF ELEMENTARY SCHOOLS. EXECUTIVE DIRECTOR OF ELEMENTARY SCHOOLS. GOOD EVENING, CHAIRMAN OF ELEMENTARY SCHOOLS. GOOD EVENING, CHAIRMAN OF ELEMENTARY SCHOOLS. GOOD EVENING, CHAIRMAN CHAIRWOMAN BROWN STREAMS AND GOOD EVENING, CHAIRMAN CHAIRWOMAN BROWN STREAMS AND GOOD EVENING, CHAIRMAN CHAIRWOMAN BROWN STREAMS AND DR. ROBERTSON AT DR. ROBERTSON CHAIRWOMAN BROWN STREAMS AND DR. ROBERTSON AT DR. ROBERTSON CHAIRWOMAN BROWN STREAMS AND DR. ROBERTSON AT DR. ROBERTSON AND SCHOOL BOARD MEMBERS DR. ROBERTSON AT DR. ROBERTSON AND SCHOOL BOARD MEMBERS DR. ROBERTSON AT DR. ROBERTSON AND SCHOOL BOARD MEMBERS MELISSA INGRAM ARE HERE TONIGHT AND SCHOOL BOARD MEMBERS MELISSA INGRAM ARE HERE TONIGHT AND SCHOOL BOARD MEMBERS MELISSA INGRAM ARE HERE TONIGHT TO SHARE RECOMMENDATIONS SHARE MELISSA INGRAM ARE HERE TONIGHT TO

235SHARE RECOMMENDATIONS SHARE MELISSA INGRAM ARE HERE TONIGHT TO SHARE RECOMMENDATIONS SHARE RECOMMENDATIONS FOR TO SHARE RECOMMENDATIONS SHARE RECOMMENDATIONS FOR TO SHARE RECOMMENDATIONS SHARE RECOMMENDATIONS FOR TRANSITIONING THE TRI CAMPUS RECOMMENDATIONS FOR TRANSITIONING THE TRI CAMPUS RECOMMENDATIONS FOR TRANSITIONING THE TRI CAMPUS INTO A TO SCHOOL CAMPUS AND TRANSITIONING THE TRI CAMPUS INTO A TO SCHOOL CAMPUS AND TRANSITIONING THE TRI CAMPUS INTO A TO SCHOOL CAMPUS AND ALSO TO SHARE COST INTO A TO SCHOOL CAMPUS AND ALSO TO SHARE COST INTO A TO SCHOOL CAMPUS AND ALSO TO SHARE COST CONSIDERATION. ALSO TO SHARE COST CONSIDERATION. ALSO TO SHARE COST CONSIDERATION. I'M SORRY ON >> THE SLIDE YOU CONSIDERATION. I'M SORRY ON >> THE SLIDE YOU CONSIDERATION. I'M SORRY ON >> THE SLIDE YOU THE FIRST TWO BULLETS INDICATE I'M SORRY ON >> THE SLIDE YOU THE FIRST

236TWO BULLETS INDICATE I'M SORRY ON >> THE SLIDE YOU THE FIRST TWO BULLETS INDICATE THAT PURPOSES FOR THIS THE FIRST TWO BULLETS INDICATE THAT PURPOSES FOR THIS THE FIRST TWO BULLETS INDICATE THAT PURPOSES FOR THIS PRESENTATION THAT I ALREADY THAT PURPOSES FOR THIS PRESENTATION THAT I ALREADY THAT PURPOSES FOR THIS PRESENTATION THAT I ALREADY SHARED WITH YOU THE FINAL PRESENTATION THAT I ALREADY SHARED WITH YOU THE FINAL PRESENTATION THAT I ALREADY SHARED WITH YOU THE FINAL BULLET INDICATES THE PRIMARY SHARED WITH YOU THE FINAL BULLET INDICATES THE PRIMARY SHARED WITH YOU THE FINAL BULLET INDICATES THE PRIMARY GOAL WHICH IS TO RECEIVE BULLET INDICATES THE PRIMARY GOAL WHICH IS TO RECEIVE BULLET INDICATES THE PRIMARY GOAL WHICH IS TO RECEIVE DIRECTION FROM YOU ON NEXT GOAL WHICH IS TO RECEIVE DIRECTION FROM YOU ON NEXT

237GOAL WHICH IS TO RECEIVE DIRECTION FROM YOU ON NEXT STEPS REGARDING THE TRI CAMPUS DIRECTION FROM YOU ON NEXT STEPS REGARDING THE TRI CAMPUS DIRECTION FROM YOU ON NEXT STEPS REGARDING THE TRI CAMPUS AS STATED ON OUR LAST MEETING STEPS REGARDING THE TRI CAMPUS AS STATED ON OUR LAST MEETING STEPS REGARDING THE TRI CAMPUS AS STATED ON OUR LAST MEETING TOGETHER WE HAVE TWO OPTIONS AS STATED ON OUR LAST MEETING TOGETHER WE HAVE TWO OPTIONS AS STATED ON OUR LAST MEETING TOGETHER WE HAVE TWO OPTIONS REGARDING CHANGING CAMPUS TO TOGETHER WE HAVE TWO OPTIONS REGARDING CHANGING CAMPUS TO TOGETHER WE HAVE TWO OPTIONS REGARDING CHANGING CAMPUS TO SCHOOL TWO SCHOOL MODEL. REGARDING CHANGING CAMPUS TO SCHOOL TWO SCHOOL MODEL. REGARDING CHANGING CAMPUS TO SCHOOL TWO SCHOOL MODEL. OUR FIRST OPTION AND OUR SCHOOL TWO SCHOOL

238MODEL. OUR FIRST OPTION AND OUR SCHOOL TWO SCHOOL MODEL. OUR FIRST OPTION AND OUR PREFERRED RECOMMENDATION IS OUR FIRST OPTION AND OUR PREFERRED RECOMMENDATION IS OUR FIRST OPTION AND OUR PREFERRED RECOMMENDATION IS THAT WE HAVE A TWO PRE-K SCHOOL PREFERRED RECOMMENDATION IS THAT WE HAVE A TWO PRE-K SCHOOL PREFERRED RECOMMENDATION IS THAT WE HAVE A TWO PRE-K SCHOOL THIS HAS RECOMMENDED IS THAT WE HAVE A TWO PRE-K SCHOOL THIS HAS RECOMMENDED IS THAT WE HAVE A TWO PRE-K SCHOOL THIS HAS RECOMMENDED IS RECOMMENDED FOR ITS ABILITY TO THIS HAS RECOMMENDED IS RECOMMENDED FOR ITS ABILITY TO THIS HAS RECOMMENDED IS RECOMMENDED FOR ITS ABILITY TO PROVIDE STABILITY SUPPORTING RECOMMENDED FOR ITS ABILITY TO PROVIDE STABILITY SUPPORTING RECOMMENDED FOR ITS ABILITY TO PROVIDE STABILITY SUPPORTING STUDENT SOCIAL, EMOTIONAL AND PROVIDE STABILITY SUPPORTING STUDENT SOCIAL, EMOTIONAL AND

239PROVIDE STABILITY SUPPORTING STUDENT SOCIAL, EMOTIONAL AND ACADEMIC DEVELOPMENT IN THIS STUDENT SOCIAL, EMOTIONAL AND ACADEMIC DEVELOPMENT IN THIS STUDENT SOCIAL, EMOTIONAL AND ACADEMIC DEVELOPMENT IN THIS MODEL STUDENTS BENEFIT FROM ACADEMIC DEVELOPMENT IN THIS MODEL STUDENTS BENEFIT FROM ACADEMIC DEVELOPMENT IN THIS MODEL STUDENTS BENEFIT FROM LONG TERM RELATIONSHIPS WITH MODEL STUDENTS BENEFIT FROM LONG TERM RELATIONSHIPS WITH MODEL STUDENTS BENEFIT FROM LONG TERM RELATIONSHIPS WITH TEACHERS PERSONALIZED SUPPORT LONG TERM RELATIONSHIPS WITH TEACHERS PERSONALIZED SUPPORT LONG TERM RELATIONSHIPS WITH TEACHERS PERSONALIZED SUPPORT AND A COHESIVE CURRICULUM THAT TEACHERS PERSONALIZED SUPPORT AND A COHESIVE CURRICULUM THAT TEACHERS PERSONALIZED SUPPORT AND A COHESIVE CURRICULUM THAT ENSURES SMOOTH TRANSITIONS AND A COHESIVE CURRICULUM THAT ENSURES SMOOTH TRANSITIONS AND A COHESIVE CURRICULUM THAT ENSURES SMOOTH TRANSITIONS BETWEEN GRADES. ENSURES SMOOTH TRANSITIONS BETWEEN GRADES. ENSURES SMOOTH TRANSITIONS BETWEEN GRADES. THE MODEL ENCOURAGES MENTORSHIP

240BETWEEN GRADES. THE MODEL ENCOURAGES MENTORSHIP BETWEEN GRADES. THE MODEL ENCOURAGES MENTORSHIP OPPORTUNITIES WERE OLDER THE MODEL ENCOURAGES MENTORSHIP OPPORTUNITIES WERE OLDER THE MODEL ENCOURAGES MENTORSHIP OPPORTUNITIES WERE OLDER STUDENTS GUIDE YOUNGER ONES OPPORTUNITIES WERE OLDER STUDENTS GUIDE YOUNGER ONES OPPORTUNITIES WERE OLDER STUDENTS GUIDE YOUNGER ONES FOSTERING SOCIAL CONNECTION STUDENTS GUIDE YOUNGER ONES FOSTERING SOCIAL CONNECTION STUDENTS GUIDE YOUNGER ONES FOSTERING SOCIAL CONNECTION SCHOOL PRIDE IT ALSO SIMPLIFIES FOSTERING SOCIAL CONNECTION SCHOOL PRIDE IT ALSO SIMPLIFIES FOSTERING SOCIAL CONNECTION SCHOOL PRIDE IT ALSO SIMPLIFIES ALSO SIMPLIFIES THE SCHOOL PRIDE IT ALSO SIMPLIFIES ALSO SIMPLIFIES THE SCHOOL PRIDE IT ALSO SIMPLIFIES ALSO SIMPLIFIES THE COMMUNICATION FOR PARENTS WITH ALSO SIMPLIFIES THE COMMUNICATION FOR PARENTS WITH ALSO SIMPLIFIES THE COMMUNICATION FOR PARENTS WITH MULTIPLE CHILDREN ENHANCING COMMUNICATION FOR PARENTS WITH MULTIPLE CHILDREN ENHANCING COMMUNICATION FOR PARENTS WITH MULTIPLE CHILDREN ENHANCING PARENTS

241PARENT SCHOOL MULTIPLE CHILDREN ENHANCING PARENTS PARENT SCHOOL MULTIPLE CHILDREN ENHANCING PARENTS PARENT SCHOOL RELATIONSHIPS AND STRENGTHENING PARENTS PARENT SCHOOL RELATIONSHIPS AND STRENGTHENING PARENTS PARENT SCHOOL RELATIONSHIPS AND STRENGTHENING THE COMMUNITY THE FIVE PRE-K RELATIONSHIPS AND STRENGTHENING THE COMMUNITY THE FIVE PRE-K RELATIONSHIPS AND STRENGTHENING THE COMMUNITY THE FIVE PRE-K FIVE STRUCTURE ALLOWS FOR THE COMMUNITY THE FIVE PRE-K FIVE STRUCTURE ALLOWS FOR THE COMMUNITY THE FIVE PRE-K FIVE STRUCTURE ALLOWS FOR FOCUSED, EMOTIONAL AND SOCIAL FIVE STRUCTURE ALLOWS FOR FOCUSED, EMOTIONAL AND SOCIAL FIVE STRUCTURE ALLOWS FOR FOCUSED, EMOTIONAL AND SOCIAL GROWTH WITH COORDINATOR SUPPORT FOCUSED, EMOTIONAL AND SOCIAL GROWTH WITH COORDINATOR SUPPORT FOCUSED, EMOTIONAL AND SOCIAL GROWTH WITH COORDINATOR SUPPORT SERVICES AVAILABLE TO ADDRESS GROWTH WITH COORDINATOR SUPPORT SERVICES AVAILABLE TO ADDRESS GROWTH WITH COORDINATOR SUPPORT SERVICES AVAILABLE TO ADDRESS EARLY CHALLENGES TEACHERS WHO SERVICES AVAILABLE TO ADDRESS

242EARLY CHALLENGES TEACHERS WHO SERVICES AVAILABLE TO ADDRESS EARLY CHALLENGES TEACHERS WHO BUILT LASTING RELATIONSHIPS EARLY CHALLENGES TEACHERS WHO BUILT LASTING RELATIONSHIPS EARLY CHALLENGES TEACHERS WHO BUILT LASTING RELATIONSHIPS WITH FAMILIES CAN WORK TOGETHER BUILT LASTING RELATIONSHIPS WITH FAMILIES CAN WORK TOGETHER BUILT LASTING RELATIONSHIPS WITH FAMILIES CAN WORK TOGETHER TO CREATE PERSONALIZED SUPPORT WITH FAMILIES CAN WORK TOGETHER TO CREATE PERSONALIZED SUPPORT WITH FAMILIES CAN WORK TOGETHER TO CREATE PERSONALIZED SUPPORT PLANS. TO CREATE PERSONALIZED SUPPORT PLANS. TO CREATE PERSONALIZED SUPPORT PLANS. THE STRONG ACADEMIC FOUNDATION PLANS. THE STRONG ACADEMIC FOUNDATION PLANS. THE STRONG ACADEMIC FOUNDATION FROM PRE-K PROMOTES LONG TERM THE STRONG ACADEMIC FOUNDATION FROM PRE-K PROMOTES LONG TERM THE STRONG ACADEMIC FOUNDATION FROM PRE-K PROMOTES LONG TERM SUCCESS WHILE FEWER DISRUPTIONS FROM PRE-K PROMOTES LONG TERM SUCCESS WHILE FEWER DISRUPTIONS FROM PRE-K PROMOTES LONG TERM SUCCESS WHILE

243FEWER DISRUPTIONS LEAD TO CONSISTENT LEARNING AND SUCCESS WHILE FEWER DISRUPTIONS LEAD TO CONSISTENT LEARNING AND SUCCESS WHILE FEWER DISRUPTIONS LEAD TO CONSISTENT LEARNING AND GROWTH. LEAD TO CONSISTENT LEARNING AND GROWTH. LEAD TO CONSISTENT LEARNING AND GROWTH. STAYING IN THE SAME SCHOOL GROWTH. STAYING IN THE SAME SCHOOL GROWTH. STAYING IN THE SAME SCHOOL CULTIVATED SENSE OF PRIDE IN STAYING IN THE SAME SCHOOL CULTIVATED SENSE OF PRIDE IN STAYING IN THE SAME SCHOOL CULTIVATED SENSE OF PRIDE IN ATTACHMENT POSITIVELY CULTIVATED SENSE OF PRIDE IN ATTACHMENT POSITIVELY CULTIVATED SENSE OF PRIDE IN ATTACHMENT POSITIVELY INFLUENCING BEHAVIOR IN SCHOOL ATTACHMENT POSITIVELY INFLUENCING BEHAVIOR IN SCHOOL ATTACHMENT POSITIVELY INFLUENCING BEHAVIOR IN SCHOOL SPIRIT AND CREATING LASTING INFLUENCING BEHAVIOR IN SCHOOL SPIRIT AND CREATING LASTING INFLUENCING BEHAVIOR IN SCHOOL SPIRIT AND CREATING LASTING SCHOOL TRADITIONS COLLABORATION SPIRIT AND CREATING LASTING SCHOOL

244TRADITIONS COLLABORATION SPIRIT AND CREATING LASTING SCHOOL TRADITIONS COLLABORATION BETWEEN TEACHERS ACROSS GRADES SCHOOL TRADITIONS COLLABORATION BETWEEN TEACHERS ACROSS GRADES SCHOOL TRADITIONS COLLABORATION BETWEEN TEACHERS ACROSS GRADES IMPROVES INSTRUCTION QUALITY BETWEEN TEACHERS ACROSS GRADES IMPROVES INSTRUCTION QUALITY BETWEEN TEACHERS ACROSS GRADES IMPROVES INSTRUCTION QUALITY ENSURING A LINE METHODS AND IMPROVES INSTRUCTION QUALITY ENSURING A LINE METHODS AND IMPROVES INSTRUCTION QUALITY ENSURING A LINE METHODS AND PROGRESSIVE SKILL DEVELOPMENT ENSURING A LINE METHODS AND PROGRESSIVE SKILL DEVELOPMENT ENSURING A LINE METHODS AND PROGRESSIVE SKILL DEVELOPMENT THIS MODEL PROMOTE PROMOTES PROGRESSIVE SKILL DEVELOPMENT THIS MODEL PROMOTE PROMOTES PROGRESSIVE SKILL DEVELOPMENT THIS MODEL PROMOTE PROMOTES STABILITY, STRONGER COMMUNITY THIS MODEL PROMOTE PROMOTES STABILITY, STRONGER COMMUNITY THIS MODEL PROMOTE PROMOTES STABILITY, STRONGER COMMUNITY TIES, EASIER ENGAGEMENT AND STABILITY, STRONGER COMMUNITY TIES, EASIER ENGAGEMENT AND STABILITY, STRONGER COMMUNITY TIES, EASIER ENGAGEMENT AND BETTER EMOTIONAL, ACADEMIC

245AND TIES, EASIER ENGAGEMENT AND BETTER EMOTIONAL, ACADEMIC AND TIES, EASIER ENGAGEMENT AND BETTER EMOTIONAL, ACADEMIC AND SOCIAL GROWTH IT ALSO ALLOWS BETTER EMOTIONAL, ACADEMIC AND SOCIAL GROWTH IT ALSO ALLOWS BETTER EMOTIONAL, ACADEMIC AND SOCIAL GROWTH IT ALSO ALLOWS STUDENTS TO FOLLOW TRADITIONAL SOCIAL GROWTH IT ALSO ALLOWS STUDENTS TO FOLLOW TRADITIONAL SOCIAL GROWTH IT ALSO ALLOWS STUDENTS TO FOLLOW TRADITIONAL EDUCATIONAL WITH TRANSITIONS STUDENTS TO FOLLOW TRADITIONAL EDUCATIONAL WITH TRANSITIONS STUDENTS TO FOLLOW TRADITIONAL EDUCATIONAL WITH TRANSITIONS ONLY BETWEEN SCHOOL LEVELS SUCH EDUCATIONAL WITH TRANSITIONS ONLY BETWEEN SCHOOL LEVELS SUCH EDUCATIONAL WITH TRANSITIONS ONLY BETWEEN SCHOOL LEVELS SUCH AS ELEMENTARY MIDDLE IN HIGH ONLY BETWEEN SCHOOL LEVELS SUCH AS ELEMENTARY MIDDLE IN HIGH ONLY BETWEEN SCHOOL LEVELS SUCH AS ELEMENTARY MIDDLE IN HIGH SCHOOL WHICH IS CRUCIAL FOR AS ELEMENTARY MIDDLE IN HIGH SCHOOL WHICH IS CRUCIAL FOR

246AS ELEMENTARY MIDDLE IN HIGH SCHOOL WHICH IS CRUCIAL FOR YOUNG STUDENTS IN CONCLUSION SCHOOL WHICH IS CRUCIAL FOR YOUNG STUDENTS IN CONCLUSION SCHOOL WHICH IS CRUCIAL FOR YOUNG STUDENTS IN CONCLUSION THE PRE-K FIVE STRUCTURE YOUNG STUDENTS IN CONCLUSION THE PRE-K FIVE STRUCTURE YOUNG STUDENTS IN CONCLUSION THE PRE-K FIVE STRUCTURE PROVIDES A SUPPORTIVE THE PRE-K FIVE STRUCTURE PROVIDES A SUPPORTIVE THE PRE-K FIVE STRUCTURE PROVIDES A SUPPORTIVE CONSISTENT ENVIRONMENT BENEFITS PROVIDES A SUPPORTIVE CONSISTENT ENVIRONMENT BENEFITS PROVIDES A SUPPORTIVE CONSISTENT ENVIRONMENT BENEFITS BOTH STUDENTS AND THE WIDER CONSISTENT ENVIRONMENT BENEFITS BOTH STUDENTS AND THE WIDER CONSISTENT ENVIRONMENT BENEFITS BOTH STUDENTS AND THE WIDER SCHOOL COMMUNITY AN ALTERNATIVE BOTH STUDENTS AND THE WIDER SCHOOL COMMUNITY AN ALTERNATIVE BOTH STUDENTS AND THE WIDER SCHOOL COMMUNITY AN ALTERNATIVE >> ALTERNATIVE OPTION IS TO SCHOOL COMMUNITY AN ALTERNATIVE >> ALTERNATIVE OPTION IS

247TO SCHOOL COMMUNITY AN ALTERNATIVE >> ALTERNATIVE OPTION IS TO CREATE TO SEPARATE CAMPUSES ONE >> ALTERNATIVE OPTION IS TO CREATE TO SEPARATE CAMPUSES ONE >> ALTERNATIVE OPTION IS TO CREATE TO SEPARATE CAMPUSES ONE FOR PRE-K THROUGH FIRST GRADE CREATE TO SEPARATE CAMPUSES ONE FOR PRE-K THROUGH FIRST GRADE CREATE TO SEPARATE CAMPUSES ONE FOR PRE-K THROUGH FIRST GRADE AND ANOTHER HER SECOND THROUGH FOR PRE-K THROUGH FIRST GRADE AND ANOTHER HER SECOND THROUGH FOR PRE-K THROUGH FIRST GRADE AND ANOTHER HER SECOND THROUGH FIFTH GRADE. AND ANOTHER HER SECOND THROUGH FIFTH GRADE. AND ANOTHER HER SECOND THROUGH FIFTH GRADE. THE PRE-K ONE SCHOOL WOULD FIFTH GRADE. THE PRE-K ONE SCHOOL WOULD FIFTH GRADE. THE PRE-K ONE SCHOOL WOULD FOCUS ON FOUNDATION SKILLS LIKE THE PRE-K ONE SCHOOL WOULD FOCUS ON FOUNDATION SKILLS LIKE THE PRE-K ONE SCHOOL WOULD

248FOCUS ON FOUNDATION SKILLS LIKE READING, MATH AND SOCIAL FOCUS ON FOUNDATION SKILLS LIKE READING, MATH AND SOCIAL FOCUS ON FOUNDATION SKILLS LIKE READING, MATH AND SOCIAL DEVELOPMENT AND I NURTURING AN READING, MATH AND SOCIAL DEVELOPMENT AND I NURTURING AN READING, MATH AND SOCIAL DEVELOPMENT AND I NURTURING AN INDIVIDUALIZED ENVIRONMENT DEVELOPMENT AND I NURTURING AN INDIVIDUALIZED ENVIRONMENT DEVELOPMENT AND I NURTURING AN INDIVIDUALIZED ENVIRONMENT USING THE TRANSITION TO SCHOOL INDIVIDUALIZED ENVIRONMENT USING THE TRANSITION TO SCHOOL INDIVIDUALIZED ENVIRONMENT USING THE TRANSITION TO SCHOOL AND REDUCING ANXIETY FOR YOUNG USING THE TRANSITION TO SCHOOL AND REDUCING ANXIETY FOR YOUNG USING THE TRANSITION TO SCHOOL AND REDUCING ANXIETY FOR YOUNG LEARNERS THE SECOND THROUGH AND REDUCING ANXIETY FOR YOUNG LEARNERS THE SECOND THROUGH AND REDUCING ANXIETY FOR YOUNG LEARNERS THE SECOND THROUGH FIFTH GRADE SCHOOL WOULD HELP LEARNERS THE SECOND

249THROUGH FIFTH GRADE SCHOOL WOULD HELP LEARNERS THE SECOND THROUGH FIFTH GRADE SCHOOL WOULD HELP BRIDGE THE GAP BETWEEN EARLY FIFTH GRADE SCHOOL WOULD HELP BRIDGE THE GAP BETWEEN EARLY FIFTH GRADE SCHOOL WOULD HELP BRIDGE THE GAP BETWEEN EARLY ELEMENTARY YEARS AND THE MORE BRIDGE THE GAP BETWEEN EARLY ELEMENTARY YEARS AND THE MORE BRIDGE THE GAP BETWEEN EARLY ELEMENTARY YEARS AND THE MORE STRUCTURED ACADEMIC ELEMENTARY YEARS AND THE MORE STRUCTURED ACADEMIC ELEMENTARY YEARS AND THE MORE STRUCTURED ACADEMIC EXPECTATIONS A FOURTH AND FIFTH STRUCTURED ACADEMIC EXPECTATIONS A FOURTH AND FIFTH STRUCTURED ACADEMIC EXPECTATIONS A FOURTH AND FIFTH GRADE IT PROVIDES TAILORED EXPECTATIONS A FOURTH AND FIFTH GRADE IT PROVIDES TAILORED EXPECTATIONS A FOURTH AND FIFTH GRADE IT PROVIDES TAILORED ACADEMIC AN EMOTIONAL SUPPORT GRADE IT PROVIDES TAILORED ACADEMIC AN EMOTIONAL SUPPORT GRADE IT PROVIDES TAILORED ACADEMIC AN

250EMOTIONAL SUPPORT WITH TEACHERS TRACKING ACADEMIC AN EMOTIONAL SUPPORT WITH TEACHERS TRACKING ACADEMIC AN EMOTIONAL SUPPORT WITH TEACHERS TRACKING INDIVIDUAL STUDENT BY HAVING WITH TEACHERS TRACKING INDIVIDUAL STUDENT BY HAVING WITH TEACHERS TRACKING INDIVIDUAL STUDENT BY HAVING SECOND GRADE WITH THE THIRD INDIVIDUAL STUDENT BY HAVING SECOND GRADE WITH THE THIRD INDIVIDUAL STUDENT BY HAVING SECOND GRADE WITH THE THIRD GRADE THROUGH FIFTH GRADERS SECOND GRADE WITH THE THIRD GRADE THROUGH FIFTH GRADERS SECOND GRADE WITH THE THIRD GRADE THROUGH FIFTH GRADERS TEACHERS CAN BETTER BRIDGE THE GRADE THROUGH FIFTH GRADERS TEACHERS CAN BETTER BRIDGE THE GRADE THROUGH FIFTH GRADERS TEACHERS CAN BETTER BRIDGE THE GAP BETWEEN TESTED AND NON TEACHERS CAN BETTER BRIDGE THE GAP BETWEEN TESTED AND NON TEACHERS CAN BETTER BRIDGE THE GAP BETWEEN TESTED AND NON TESTED GRADE LEVELS AND A SHORT GAP BETWEEN TESTED AND

251NON TESTED GRADE LEVELS AND A SHORT GAP BETWEEN TESTED AND NON TESTED GRADE LEVELS AND A SHORT VERTICAL ALIGNMENT TESTED GRADE LEVELS AND A SHORT VERTICAL ALIGNMENT TESTED GRADE LEVELS AND A SHORT VERTICAL ALIGNMENT OF EXPECTATION. VERTICAL ALIGNMENT OF EXPECTATION. VERTICAL ALIGNMENT OF EXPECTATION. WHILE THIS IS A SECOND CHOICE OF EXPECTATION. WHILE THIS IS A SECOND CHOICE OF EXPECTATION. WHILE THIS IS A SECOND CHOICE IT IS AN ALTERNATIVE TO TWO WHILE THIS IS A SECOND CHOICE IT IS AN ALTERNATIVE TO TWO WHILE THIS IS A SECOND CHOICE IT IS AN ALTERNATIVE TO TWO PRE-K FIVE SCHOOLS IF NEEDED IT IS AN ALTERNATIVE TO TWO PRE-K FIVE SCHOOLS IF NEEDED IT IS AN ALTERNATIVE TO TWO PRE-K FIVE SCHOOLS IF NEEDED FOR BUDGETARY REASONS. PRE-K FIVE SCHOOLS IF NEEDED FOR BUDGETARY REASONS. PRE-K FIVE SCHOOLS IF

252NEEDED FOR BUDGETARY REASONS. THIS WOULD BE THE FOR BUDGETARY REASONS. THIS WOULD BE THE FOR BUDGETARY REASONS. THIS WOULD BE THE RECOMMENDATION IF THAT FOR ONLY THIS WOULD BE THE RECOMMENDATION IF THAT FOR ONLY THIS WOULD BE THE RECOMMENDATION IF THAT FOR ONLY THAT PURPOSE I'M GOING TO NOW RECOMMENDATION IF THAT FOR ONLY THAT PURPOSE I'M GOING TO NOW RECOMMENDATION IF THAT FOR ONLY THAT PURPOSE I'M GOING TO NOW TURN IT OVER TO MRS. INGRAM TO THAT PURPOSE I'M GOING TO NOW TURN IT OVER TO MRS. INGRAM TO THAT PURPOSE I'M GOING TO NOW TURN IT OVER TO MRS. INGRAM TO SHARE WITH YOU SOME COST TURN IT OVER TO MRS. INGRAM TO SHARE WITH YOU SOME COST TURN IT OVER TO MRS. INGRAM TO SHARE WITH YOU SOME COST CONSIDERATIONS THANK YOU DR. SHARE

253WITH YOU SOME COST CONSIDERATIONS THANK YOU DR. SHARE WITH YOU SOME COST CONSIDERATIONS THANK YOU DR. HAMLYN DR. HAMLIN AND GOOD CONSIDERATIONS THANK YOU DR. HAMLYN DR. HAMLIN AND GOOD CONSIDERATIONS THANK YOU DR. HAMLYN DR. HAMLIN AND GOOD EVENING MELISSA INGRAM HAMLYN DR. HAMLIN AND GOOD EVENING MELISSA INGRAM HAMLYN DR. HAMLIN AND GOOD EVENING MELISSA INGRAM EXECUTIVE DIRECTOR OF FACILITY EVENING MELISSA INGRAM EXECUTIVE DIRECTOR OF FACILITY EVENING MELISSA INGRAM EXECUTIVE DIRECTOR OF FACILITY SERVICES >> AND AFTER REVIEWING EXECUTIVE DIRECTOR OF FACILITY SERVICES >> AND AFTER REVIEWING EXECUTIVE DIRECTOR OF FACILITY SERVICES >> AND AFTER REVIEWING OPTIONS THAT DR. HAMLYN DR. SERVICES >> AND AFTER REVIEWING OPTIONS THAT DR. HAMLYN DR. SERVICES >> AND AFTER REVIEWING OPTIONS THAT DR. HAMLYN DR. BALUCHIS TEAM HAVE PUT TOGETHER OPTIONS THAT DR. HAMLYN DR. BALUCHIS TEAM HAVE PUT TOGETHER

254OPTIONS THAT DR. HAMLYN DR. BALUCHIS TEAM HAVE PUT TOGETHER FOR THE EDUCATIONAL MODEL OUR BALUCHIS TEAM HAVE PUT TOGETHER FOR THE EDUCATIONAL MODEL OUR BALUCHIS TEAM HAVE PUT TOGETHER FOR THE EDUCATIONAL MODEL OUR FACILITY SERVICES TEAM HAS FOR THE EDUCATIONAL MODEL OUR FACILITY SERVICES TEAM HAS FOR THE EDUCATIONAL MODEL OUR FACILITY SERVICES TEAM HAS ESTIMATED BOTH EDUCATIONAL FACILITY SERVICES TEAM HAS ESTIMATED BOTH EDUCATIONAL FACILITY SERVICES TEAM HAS ESTIMATED BOTH EDUCATIONAL MODELS ARE ESTIMATED TO BE COST ESTIMATED BOTH EDUCATIONAL MODELS ARE ESTIMATED TO BE COST ESTIMATED BOTH EDUCATIONAL MODELS ARE ESTIMATED TO BE COST NEUTRAL FROM A SKYPE MODELS ARE ESTIMATED TO BE COST NEUTRAL FROM A SKYPE MODELS ARE ESTIMATED TO BE COST NEUTRAL FROM A SKYPE PERSPECTIVE WITH EXISTING NEUTRAL FROM A SKYPE PERSPECTIVE WITH EXISTING NEUTRAL FROM A SKYPE PERSPECTIVE WITH EXISTING BUILDINGS

255DIAMOND SPRINGS PERSPECTIVE WITH EXISTING BUILDINGS DIAMOND SPRINGS PERSPECTIVE WITH EXISTING BUILDINGS DIAMOND SPRINGS ELEMENTARY AND NEWTON BUILDINGS DIAMOND SPRINGS ELEMENTARY AND NEWTON BUILDINGS DIAMOND SPRINGS ELEMENTARY AND NEWTON ELEMENTARY SCHOOL HAVING BEEN ELEMENTARY AND NEWTON ELEMENTARY SCHOOL HAVING BEEN ELEMENTARY AND NEWTON ELEMENTARY SCHOOL HAVING BEEN DESIGNED TO BE ABLE TO ELEMENTARY SCHOOL HAVING BEEN DESIGNED TO BE ABLE TO ELEMENTARY SCHOOL HAVING BEEN DESIGNED TO BE ABLE TO ACCOMMODATE ALL ELEMENTARY DESIGNED TO BE ABLE TO ACCOMMODATE ALL ELEMENTARY DESIGNED TO BE ABLE TO ACCOMMODATE ALL ELEMENTARY SCHOOL GRADE LEVELS BEING ACCOMMODATE ALL ELEMENTARY SCHOOL GRADE LEVELS BEING ACCOMMODATE ALL ELEMENTARY SCHOOL GRADE LEVELS BEING CONSIDERED NO SIGNIFICANT SCHOOL GRADE LEVELS BEING CONSIDERED NO SIGNIFICANT SCHOOL GRADE LEVELS BEING CONSIDERED NO SIGNIFICANT CHANGES WOULD BE REQUIRED IN CONSIDERED NO SIGNIFICANT CHANGES WOULD BE REQUIRED IN CONSIDERED NO SIGNIFICANT

256CHANGES WOULD BE REQUIRED IN ORDER TO SATISFY EITHER OPTION CHANGES WOULD BE REQUIRED IN ORDER TO SATISFY EITHER OPTION CHANGES WOULD BE REQUIRED IN ORDER TO SATISFY EITHER OPTION TO THE EXISTING SCHOOL ORDER TO SATISFY EITHER OPTION TO THE EXISTING SCHOOL ORDER TO SATISFY EITHER OPTION TO THE EXISTING SCHOOL BUILDINGS WHETHER THEY BE TWO TO THE EXISTING SCHOOL BUILDINGS WHETHER THEY BE TWO TO THE EXISTING SCHOOL BUILDINGS WHETHER THEY BE TWO TO FIVE SCHOOLS OR A PRE-K TO BUILDINGS WHETHER THEY BE TWO TO FIVE SCHOOLS OR A PRE-K TO BUILDINGS WHETHER THEY BE TWO TO FIVE SCHOOLS OR A PRE-K TO ONE SCHOOL ANGRY TWO TO FIVE >> TO FIVE SCHOOLS OR A PRE-K TO ONE SCHOOL ANGRY TWO TO FIVE >> TO FIVE SCHOOLS OR A PRE-K TO ONE SCHOOL ANGRY TWO TO FIVE

257>> SCHOOL >> WITH THE SAME NUMBER ONE SCHOOL ANGRY TWO TO FIVE >> SCHOOL >> WITH THE SAME NUMBER ONE SCHOOL ANGRY TWO TO FIVE >> SCHOOL >> WITH THE SAME NUMBER STUDENTS NEEDING TO BE SCHOOL >> WITH THE SAME NUMBER STUDENTS NEEDING TO BE SCHOOL >> WITH THE SAME NUMBER STUDENTS NEEDING TO BE SUPPORTED WITH EITHER OPTION STUDENTS NEEDING TO BE SUPPORTED WITH EITHER OPTION STUDENTS NEEDING TO BE SUPPORTED WITH EITHER OPTION THE MAIN DIFFERENCE IS NOT HOW SUPPORTED WITH EITHER OPTION THE MAIN DIFFERENCE IS NOT HOW SUPPORTED WITH EITHER OPTION THE MAIN DIFFERENCE IS NOT HOW MUCH SPACE MAY BE NEEDED BUT THE MAIN DIFFERENCE IS NOT HOW MUCH SPACE MAY BE NEEDED BUT THE MAIN DIFFERENCE IS NOT HOW MUCH SPACE MAY BE NEEDED BUT WHERE THAT SPACE MAY BE NEEDED MUCH

258SPACE MAY BE NEEDED BUT WHERE THAT SPACE MAY BE NEEDED MUCH SPACE MAY BE NEEDED BUT WHERE THAT SPACE MAY BE NEEDED AGAIN MAKING IT COST NEUTRAL >> WHERE THAT SPACE MAY BE NEEDED AGAIN MAKING IT COST NEUTRAL >> WHERE THAT SPACE MAY BE NEEDED AGAIN MAKING IT COST NEUTRAL >> THE COST FOR ADDITIONAL SPACE AGAIN MAKING IT COST NEUTRAL >> THE COST FOR ADDITIONAL SPACE AGAIN MAKING IT COST NEUTRAL >> THE COST FOR ADDITIONAL SPACE IS ESTIMATED TO BE TWENTY FIVE THE COST FOR ADDITIONAL SPACE IS ESTIMATED TO BE TWENTY FIVE THE COST FOR ADDITIONAL SPACE IS ESTIMATED TO BE TWENTY FIVE MILLION DOLLARS OR LESS AS IS ESTIMATED TO BE TWENTY FIVE MILLION DOLLARS OR LESS AS IS ESTIMATED TO BE TWENTY FIVE MILLION DOLLARS OR LESS AS PROGRAMED IN THE PROPOSED MILLION

259DOLLARS OR LESS AS PROGRAMED IN THE PROPOSED MILLION DOLLARS OR LESS AS PROGRAMED IN THE PROPOSED FISCAL OR TWENTY SIX ZIP PROGRAMED IN THE PROPOSED FISCAL OR TWENTY SIX ZIP PROGRAMED IN THE PROPOSED FISCAL OR TWENTY SIX ZIP LOOKING AT PROJECTIONS AND FISCAL OR TWENTY SIX ZIP LOOKING AT PROJECTIONS AND FISCAL OR TWENTY SIX ZIP LOOKING AT PROJECTIONS AND RESIDING STUDENT POPULATION, IT LOOKING AT PROJECTIONS AND RESIDING STUDENT POPULATION, IT LOOKING AT PROJECTIONS AND RESIDING STUDENT POPULATION, IT IS CURRENTLY ESTIMATED THAT THE RESIDING STUDENT POPULATION, IT IS CURRENTLY ESTIMATED THAT THE RESIDING STUDENT POPULATION, IT IS CURRENTLY ESTIMATED THAT THE TWO BUILDINGS WOULD NEED TO IS CURRENTLY ESTIMATED THAT THE TWO BUILDINGS WOULD NEED TO IS CURRENTLY ESTIMATED THAT THE TWO BUILDINGS WOULD NEED TO SUPPORT ROUGHLY 12 EIGHTY TO 13 TWO BUILDINGS WOULD NEED

260TO SUPPORT ROUGHLY 12 EIGHTY TO 13 TWO BUILDINGS WOULD NEED TO SUPPORT ROUGHLY 12 EIGHTY TO 13 20 STUDENTS AND THIS IS THE SUPPORT ROUGHLY 12 EIGHTY TO 13 20 STUDENTS AND THIS IS THE SUPPORT ROUGHLY 12 EIGHTY TO 13 20 STUDENTS AND THIS IS THE BEST AVAILABLE DATA THAT WE 20 STUDENTS AND THIS IS THE BEST AVAILABLE DATA THAT WE 20 STUDENTS AND THIS IS THE BEST AVAILABLE DATA THAT WE HAVE NOW BUT OF COURSE MORE BEST AVAILABLE DATA THAT WE HAVE NOW BUT OF COURSE MORE BEST AVAILABLE DATA THAT WE HAVE NOW BUT OF COURSE MORE WORK WOULD NEED TO BE DONE HAVE NOW BUT OF COURSE MORE WORK WOULD NEED TO BE DONE HAVE NOW BUT OF COURSE MORE WORK WOULD NEED TO BE DONE AFTER AN EDUCATIONAL MODEL IS WORK WOULD

261NEED TO BE DONE AFTER AN EDUCATIONAL MODEL IS WORK WOULD NEED TO BE DONE AFTER AN EDUCATIONAL MODEL IS CHOSEN SO GIVEN THE FACTORS AFTER AN EDUCATIONAL MODEL IS CHOSEN SO GIVEN THE FACTORS AFTER AN EDUCATIONAL MODEL IS CHOSEN SO GIVEN THE FACTORS THAT A TEAM HAS REVIEWED AND CHOSEN SO GIVEN THE FACTORS THAT A TEAM HAS REVIEWED AND CHOSEN SO GIVEN THE FACTORS THAT A TEAM HAS REVIEWED AND PRESENTED TO YOU TODAY, THE THAT A TEAM HAS REVIEWED AND PRESENTED TO YOU TODAY, THE THAT A TEAM HAS REVIEWED AND PRESENTED TO YOU TODAY, THE ADMINISTRATION'S RECOMMENDATION PRESENTED TO YOU TODAY, THE ADMINISTRATION'S RECOMMENDATION PRESENTED TO YOU TODAY, THE ADMINISTRATION'S RECOMMENDATION IS OPTION ONE TO PRE-K THROUGH ADMINISTRATION'S RECOMMENDATION IS OPTION ONE TO PRE-K THROUGH ADMINISTRATION'S RECOMMENDATION IS OPTION ONE TO PRE-K THROUGH FIFTH GRADE

262SCHOOLS AND WITH IS OPTION ONE TO PRE-K THROUGH FIFTH GRADE SCHOOLS AND WITH IS OPTION ONE TO PRE-K THROUGH FIFTH GRADE SCHOOLS AND WITH THAT WE'RE HAPPY TO TAKE ANY FIFTH GRADE SCHOOLS AND WITH THAT WE'RE HAPPY TO TAKE ANY FIFTH GRADE SCHOOLS AND WITH THAT WE'RE HAPPY TO TAKE ANY QUESTIONS THAT YOU MIGHT HAVE THAT WE'RE HAPPY TO TAKE ANY QUESTIONS THAT YOU MIGHT HAVE THAT WE'RE HAPPY TO TAKE ANY QUESTIONS THAT YOU MIGHT HAVE >> DR. GREEN, THANK YOU. QUESTIONS THAT YOU MIGHT HAVE >> DR. GREEN, THANK YOU. QUESTIONS THAT YOU MIGHT HAVE >> DR. GREEN, THANK YOU. FIRST OF ALL, I RECOGNIZE OUR >> DR. GREEN, THANK YOU. FIRST OF ALL, I RECOGNIZE OUR >> DR. GREEN, THANK YOU. FIRST OF ALL, I RECOGNIZE OUR GOAL IS TO REDUCE TRANSITIONS FIRST OF

263ALL, I RECOGNIZE OUR GOAL IS TO REDUCE TRANSITIONS FIRST OF ALL, I RECOGNIZE OUR GOAL IS TO REDUCE TRANSITIONS WITH OUR STUDENTS SO WE CAN BE GOAL IS TO REDUCE TRANSITIONS WITH OUR STUDENTS SO WE CAN BE GOAL IS TO REDUCE TRANSITIONS WITH OUR STUDENTS SO WE CAN BE MORE IN ALIGNMENT WITH OUR WITH OUR STUDENTS SO WE CAN BE MORE IN ALIGNMENT WITH OUR WITH OUR STUDENTS SO WE CAN BE MORE IN ALIGNMENT WITH OUR PEERS THROUGHOUT THE CITY MORE IN ALIGNMENT WITH OUR PEERS THROUGHOUT THE CITY MORE IN ALIGNMENT WITH OUR PEERS THROUGHOUT THE CITY HOWEVER THERE ARE THERE ARE PEERS THROUGHOUT THE CITY HOWEVER THERE ARE THERE ARE PEERS THROUGHOUT THE CITY HOWEVER THERE ARE THERE ARE SPECIAL NEEDS FOR OUR STUDENTS HOWEVER THERE ARE THERE ARE SPECIAL NEEDS FOR OUR STUDENTS

264HOWEVER THERE ARE THERE ARE SPECIAL NEEDS FOR OUR STUDENTS IN DISTRICT FOR WHICH IS MY SPECIAL NEEDS FOR OUR STUDENTS IN DISTRICT FOR WHICH IS MY SPECIAL NEEDS FOR OUR STUDENTS IN DISTRICT FOR WHICH IS MY DISTRICT. IN DISTRICT FOR WHICH IS MY DISTRICT. IN DISTRICT FOR WHICH IS MY DISTRICT. SO MY FIRST QUESTION WITH DISTRICT. SO MY FIRST QUESTION WITH DISTRICT. SO MY FIRST QUESTION WITH REGARDS TO THE TWO OPTIONS SO MY FIRST QUESTION WITH REGARDS TO THE TWO OPTIONS SO MY FIRST QUESTION WITH REGARDS TO THE TWO OPTIONS PRESENTED IS FIRST HAVE YOU HAD REGARDS TO THE TWO OPTIONS PRESENTED IS FIRST HAVE YOU HAD REGARDS TO THE TWO OPTIONS PRESENTED IS FIRST HAVE YOU HAD AN OPPORTUNITY TO TALK WITH THE PRESENTED IS FIRST HAVE YOU HAD AN OPPORTUNITY TO TALK WITH

265THE PRESENTED IS FIRST HAVE YOU HAD AN OPPORTUNITY TO TALK WITH THE BUILDING ADMINISTRATORS I DON'T AN OPPORTUNITY TO TALK WITH THE BUILDING ADMINISTRATORS I DON'T AN OPPORTUNITY TO TALK WITH THE BUILDING ADMINISTRATORS I DON'T RECALL THERE BEING ANY BUILDING ADMINISTRATORS I DON'T RECALL THERE BEING ANY BUILDING ADMINISTRATORS I DON'T RECALL THERE BEING ANY DISCUSSION OR INFORMATIONAL RECALL THERE BEING ANY DISCUSSION OR INFORMATIONAL RECALL THERE BEING ANY DISCUSSION OR INFORMATIONAL SESSIONS IN THE COMMUNITY ABOUT DISCUSSION OR INFORMATIONAL SESSIONS IN THE COMMUNITY ABOUT DISCUSSION OR INFORMATIONAL SESSIONS IN THE COMMUNITY ABOUT THESE TWO OPTIONS BECAUSE >> I SESSIONS IN THE COMMUNITY ABOUT THESE TWO OPTIONS BECAUSE >> I SESSIONS IN THE COMMUNITY ABOUT THESE TWO OPTIONS BECAUSE >> I AM HEARING FROM SOME OF MY THESE TWO OPTIONS BECAUSE >> I AM HEARING FROM SOME OF

266MY THESE TWO OPTIONS BECAUSE >> I AM HEARING FROM SOME OF MY CONSTITUENTS I AM CERTAINLY NOT AM HEARING FROM SOME OF MY CONSTITUENTS I AM CERTAINLY NOT AM HEARING FROM SOME OF MY CONSTITUENTS I AM CERTAINLY NOT SPEAKING FOR THEM ALL BUT I DO CONSTITUENTS I AM CERTAINLY NOT SPEAKING FOR THEM ALL BUT I DO CONSTITUENTS I AM CERTAINLY NOT SPEAKING FOR THEM ALL BUT I DO KNOW THERE'S MORE PREFERENCE A SPEAKING FOR THEM ALL BUT I DO KNOW THERE'S MORE PREFERENCE A SPEAKING FOR THEM ALL BUT I DO KNOW THERE'S MORE PREFERENCE A PREFERENCE FOR THE >> OPTION TO KNOW THERE'S MORE PREFERENCE A PREFERENCE FOR THE >> OPTION TO KNOW THERE'S MORE PREFERENCE A PREFERENCE FOR THE >> OPTION TO MODEL BECAUSE OF DEVELOPMENTAL PREFERENCE FOR THE >> OPTION TO MODEL BECAUSE

267OF DEVELOPMENTAL PREFERENCE FOR THE >> OPTION TO MODEL BECAUSE OF DEVELOPMENTAL REASONS AS WELL AS I THINK THE MODEL BECAUSE OF DEVELOPMENTAL REASONS AS WELL AS I THINK THE MODEL BECAUSE OF DEVELOPMENTAL REASONS AS WELL AS I THINK THE EXTRA NURTURING AND THEN IF I REASONS AS WELL AS I THINK THE EXTRA NURTURING AND THEN IF I REASONS AS WELL AS I THINK THE EXTRA NURTURING AND THEN IF I RECALL WHEN WE DID THE FIRST EXTRA NURTURING AND THEN IF I RECALL WHEN WE DID THE FIRST EXTRA NURTURING AND THEN IF I RECALL WHEN WE DID THE FIRST PRESENTATION AT WORKSHOP AND I RECALL WHEN WE DID THE FIRST PRESENTATION AT WORKSHOP AND I RECALL WHEN WE DID THE FIRST PRESENTATION AT WORKSHOP AND I DO BELIEVE THERE WAS SOME PRESENTATION AT WORKSHOP AND I

268DO BELIEVE THERE WAS SOME PRESENTATION AT WORKSHOP AND I DO BELIEVE THERE WAS SOME DISCUSSION I KNOW WE WOULD HAVE DO BELIEVE THERE WAS SOME DISCUSSION I KNOW WE WOULD HAVE DO BELIEVE THERE WAS SOME DISCUSSION I KNOW WE WOULD HAVE TO REDO ATTENDANCE OWNS WITHIN DISCUSSION I KNOW WE WOULD HAVE TO REDO ATTENDANCE OWNS WITHIN DISCUSSION I KNOW WE WOULD HAVE TO REDO ATTENDANCE OWNS WITHIN THE DISTRICT AS WELL. TO REDO ATTENDANCE OWNS WITHIN THE DISTRICT AS WELL. TO REDO ATTENDANCE OWNS WITHIN THE DISTRICT AS WELL. SO MY ASK IS HOW CAN WE ENSURE THE DISTRICT AS WELL. SO MY ASK IS HOW CAN WE ENSURE THE DISTRICT AS WELL. SO MY ASK IS HOW CAN WE ENSURE THAT THERE IS COMMUNITY INPUT SO MY ASK IS HOW CAN WE ENSURE THAT THERE IS

269COMMUNITY INPUT SO MY ASK IS HOW CAN WE ENSURE THAT THERE IS COMMUNITY INPUT WITH REGARDS TO WHAT THE THAT THERE IS COMMUNITY INPUT WITH REGARDS TO WHAT THE THAT THERE IS COMMUNITY INPUT WITH REGARDS TO WHAT THE OPTIONS ARE IN THE IMPLICATIONS WITH REGARDS TO WHAT THE OPTIONS ARE IN THE IMPLICATIONS WITH REGARDS TO WHAT THE OPTIONS ARE IN THE IMPLICATIONS FOR BOTH SO I CAN SHARE WITH OPTIONS ARE IN THE IMPLICATIONS FOR BOTH SO I CAN SHARE WITH OPTIONS ARE IN THE IMPLICATIONS FOR BOTH SO I CAN SHARE WITH YOU THAT I HAVE HAD FOR BOTH SO I CAN SHARE WITH YOU THAT I HAVE HAD FOR BOTH SO I CAN SHARE WITH YOU THAT I HAVE HAD CONVERSATION WITH ALL YOU THAT I HAVE HAD CONVERSATION WITH ALL YOU THAT I HAVE

270HAD CONVERSATION WITH ALL ADMINISTRATORS OF THE WHOLE CONVERSATION WITH ALL ADMINISTRATORS OF THE WHOLE CONVERSATION WITH ALL ADMINISTRATORS OF THE WHOLE OF THE CAMPUS. ADMINISTRATORS OF THE WHOLE OF THE CAMPUS. ADMINISTRATORS OF THE WHOLE OF THE CAMPUS. WE HAVE MET AND DISCUSSED THE OF THE CAMPUS. WE HAVE MET AND DISCUSSED THE OF THE CAMPUS. WE HAVE MET AND DISCUSSED THE OPTIONS IF THE DIRECTION IS WE HAVE MET AND DISCUSSED THE OPTIONS IF THE DIRECTION IS WE HAVE MET AND DISCUSSED THE OPTIONS IF THE DIRECTION IS GIVEN BY THE BOARD WE WILL OPTIONS IF THE DIRECTION IS GIVEN BY THE BOARD WE WILL OPTIONS IF THE DIRECTION IS GIVEN BY THE BOARD WE WILL SCHEDULE COMMUNITY MEETINGS GIVEN BY THE BOARD WE WILL SCHEDULE COMMUNITY MEETINGS GIVEN BY THE BOARD WE WILL SCHEDULE COMMUNITY MEETINGS BECAUSE

271YOU'RE RIGHT WE HAVE SCHEDULE COMMUNITY MEETINGS BECAUSE YOU'RE RIGHT WE HAVE SCHEDULE COMMUNITY MEETINGS BECAUSE YOU'RE RIGHT WE HAVE NOT HAD MEETINGS ABOUT THESE BECAUSE YOU'RE RIGHT WE HAVE NOT HAD MEETINGS ABOUT THESE BECAUSE YOU'RE RIGHT WE HAVE NOT HAD MEETINGS ABOUT THESE TWO OPTIONS WE HAD MEETINGS NOT HAD MEETINGS ABOUT THESE TWO OPTIONS WE HAD MEETINGS NOT HAD MEETINGS ABOUT THESE TWO OPTIONS WE HAD MEETINGS WITH EDDIE F WILLIAMS WHEN TWO OPTIONS WE HAD MEETINGS WITH EDDIE F WILLIAMS WHEN TWO OPTIONS WE HAD MEETINGS WITH EDDIE F WILLIAMS WHEN OTHER THINGS WERE BEING WITH EDDIE F WILLIAMS WHEN OTHER THINGS WERE BEING WITH EDDIE F WILLIAMS WHEN OTHER THINGS WERE BEING CONSIDERED ALL RIGHT THANK. OTHER THINGS WERE BEING CONSIDERED ALL RIGHT THANK. OTHER THINGS WERE BEING CONSIDERED ALL RIGHT THANK. THANK YOU. CONSIDERED

272ALL RIGHT THANK. THANK YOU. CONSIDERED ALL RIGHT THANK. THANK YOU. AND THEN THE OTHER ASK AND I THANK YOU. AND THEN THE OTHER ASK AND I THANK YOU. AND THEN THE OTHER ASK AND I THINK DR. ROBERTSON I ASK THIS AND THEN THE OTHER ASK AND I THINK DR. ROBERTSON I ASK THIS AND THEN THE OTHER ASK AND I THINK DR. ROBERTSON I ASK THIS AT THE WORKSHOP ABOUT ONCE THAT THINK DR. ROBERTSON I ASK THIS AT THE WORKSHOP ABOUT ONCE THAT THINK DR. ROBERTSON I ASK THIS AT THE WORKSHOP ABOUT ONCE THAT DECISION IS MADE FORMING SOME AT THE WORKSHOP ABOUT ONCE THAT DECISION IS MADE FORMING SOME AT THE WORKSHOP ABOUT ONCE THAT DECISION IS MADE FORMING SOME TYPE OF COMMITTEE TO DETERMINE DECISION IS MADE FORMING SOME TYPE OF COMMITTEE TO DETERMINE

273DECISION IS MADE FORMING SOME TYPE OF COMMITTEE TO DETERMINE HOW WE ARE GOING TO PRESERVE TYPE OF COMMITTEE TO DETERMINE HOW WE ARE GOING TO PRESERVE TYPE OF COMMITTEE TO DETERMINE HOW WE ARE GOING TO PRESERVE THE NAME OF BETTY F WILLIAMS HOW WE ARE GOING TO PRESERVE THE NAME OF BETTY F WILLIAMS HOW WE ARE GOING TO PRESERVE THE NAME OF BETTY F WILLIAMS WHO WAS AN EDUCATOR. THE NAME OF BETTY F WILLIAMS WHO WAS AN EDUCATOR. THE NAME OF BETTY F WILLIAMS WHO WAS AN EDUCATOR. SHE WAS THE FIRST AFRICAN WHO WAS AN EDUCATOR. SHE WAS THE FIRST AFRICAN WHO WAS AN EDUCATOR. SHE WAS THE FIRST AFRICAN AMERICAN BACK THEN THEY SAID SHE WAS THE FIRST AFRICAN AMERICAN BACK THEN THEY SAID SHE WAS THE FIRST AFRICAN AMERICAN BACK THEN THEY SAID

274SCHOOL SUPERVISOR IN PRINCE AMERICAN BACK THEN THEY SAID SCHOOL SUPERVISOR IN PRINCE AMERICAN BACK THEN THEY SAID SCHOOL SUPERVISOR IN PRINCE WILLIAM COUNTY. SCHOOL SUPERVISOR IN PRINCE WILLIAM COUNTY. SCHOOL SUPERVISOR IN PRINCE WILLIAM COUNTY. SO I YOU WOULD LIKE TO SEE A WILLIAM COUNTY. SO I YOU WOULD LIKE TO SEE A WILLIAM COUNTY. SO I YOU WOULD LIKE TO SEE A COMMITTEE FORMED WILL HONOR HOW SO I YOU WOULD LIKE TO SEE A COMMITTEE FORMED WILL HONOR HOW SO I YOU WOULD LIKE TO SEE A COMMITTEE FORMED WILL HONOR HOW WE ARE GOING TO PRESERVE HER COMMITTEE FORMED WILL HONOR HOW WE ARE GOING TO PRESERVE HER COMMITTEE FORMED WILL HONOR HOW WE ARE GOING TO PRESERVE HER NAME AS WELL IN DISTRICT FOUR WE ARE GOING TO PRESERVE HER NAME AS WELL IN DISTRICT

275FOUR WE ARE GOING TO PRESERVE HER NAME AS WELL IN DISTRICT FOUR >>. NAME AS WELL IN DISTRICT FOUR >>. NAME AS WELL IN DISTRICT FOUR >>. MR. COLIN, YOU INDICATE THAT >>. MR. COLIN, YOU INDICATE THAT >>. MR. COLIN, YOU INDICATE THAT THE COST NEUTRAL BUT YOU ALSO MR. COLIN, YOU INDICATE THAT THE COST NEUTRAL BUT YOU ALSO MR. COLIN, YOU INDICATE THAT THE COST NEUTRAL BUT YOU ALSO INDICATE THAT THE COST IS THE COST NEUTRAL BUT YOU ALSO INDICATE THAT THE COST IS THE COST NEUTRAL BUT YOU ALSO INDICATE THAT THE COST IS TWENTY FIVE MILLION. INDICATE THAT THE COST IS TWENTY FIVE MILLION. INDICATE THAT THE COST IS TWENTY FIVE MILLION. SO I'M JUST ASSUMING THAT TWENTY FIVE MILLION. SO I'M JUST ASSUMING THAT TWENTY FIVE MILLION. SO I'M JUST ASSUMING THAT

276WHETHER IT'S OPTION ONE OR SO I'M JUST ASSUMING THAT WHETHER IT'S OPTION ONE OR SO I'M JUST ASSUMING THAT WHETHER IT'S OPTION ONE OR OPTION TO THE COST WILL BE WHETHER IT'S OPTION ONE OR OPTION TO THE COST WILL BE WHETHER IT'S OPTION ONE OR OPTION TO THE COST WILL BE TWENTY FIVE MILLION IS THAT OPTION TO THE COST WILL BE TWENTY FIVE MILLION IS THAT OPTION TO THE COST WILL BE TWENTY FIVE MILLION IS THAT CORRECT ASSUMPTION? TWENTY FIVE MILLION IS THAT CORRECT ASSUMPTION? TWENTY FIVE MILLION IS THAT CORRECT ASSUMPTION? CORRECT. CORRECT ASSUMPTION? CORRECT. CORRECT ASSUMPTION? CORRECT. THERE IS ADDITIONAL WORK TO BE CORRECT. THERE IS ADDITIONAL WORK TO BE CORRECT. THERE IS ADDITIONAL WORK TO BE DONE. THERE IS ADDITIONAL WORK TO BE DONE. THERE IS ADDITIONAL WORK TO BE DONE. YOU KNOW

277AS AS DR. GREEN DONE. YOU KNOW AS AS DR. GREEN DONE. YOU KNOW AS AS DR. GREEN MENTIONED ONE OPTION IS CHOSEN YOU KNOW AS AS DR. GREEN MENTIONED ONE OPTION IS CHOSEN YOU KNOW AS AS DR. GREEN MENTIONED ONE OPTION IS CHOSEN THE OPTION ONE THERE THERE'S MENTIONED ONE OPTION IS CHOSEN THE OPTION ONE THERE THERE'S MENTIONED ONE OPTION IS CHOSEN THE OPTION ONE THERE THERE'S SOME REASON TO BE DONE WE DO THE OPTION ONE THERE THERE'S SOME REASON TO BE DONE WE DO THE OPTION ONE THERE THERE'S SOME REASON TO BE DONE WE DO THAT WORK REBUILDING SOME REASON TO BE DONE WE DO THAT WORK REBUILDING SOME REASON TO BE DONE WE DO THAT WORK REBUILDING UTILIZATION COMMITTEE WE THAT WORK REBUILDING UTILIZATION COMMITTEE WE THAT WORK REBUILDING UTILIZATION COMMITTEE WE COMMITTEE.

278UTILIZATION COMMITTEE WE COMMITTEE. UTILIZATION COMMITTEE WE COMMITTEE. WE COULD START THAT WORK NEXT COMMITTEE. WE COULD START THAT WORK NEXT COMMITTEE. WE COULD START THAT WORK NEXT ALL OF THE DECISION IS MADE BY WE COULD START THAT WORK NEXT ALL OF THE DECISION IS MADE BY WE COULD START THAT WORK NEXT ALL OF THE DECISION IS MADE BY THE BOARD BEFORE THEN AND IF ALL OF THE DECISION IS MADE BY THE BOARD BEFORE THEN AND IF ALL OF THE DECISION IS MADE BY THE BOARD BEFORE THEN AND IF OPTION TWO IS CHOSEN THE SAME THE BOARD BEFORE THEN AND IF OPTION TWO IS CHOSEN THE SAME THE BOARD BEFORE THEN AND IF OPTION TWO IS CHOSEN THE SAME AMOUNT OF SPACE WE NEEDED TO BE OPTION TWO IS CHOSEN THE SAME AMOUNT OF SPACE WE

279NEEDED TO BE OPTION TWO IS CHOSEN THE SAME AMOUNT OF SPACE WE NEEDED TO BE ADDED TO THE TWO SCHOOLS IT'S AMOUNT OF SPACE WE NEEDED TO BE ADDED TO THE TWO SCHOOLS IT'S AMOUNT OF SPACE WE NEEDED TO BE ADDED TO THE TWO SCHOOLS IT'S JUST THAT IT'S MORE EVENLY ADDED TO THE TWO SCHOOLS IT'S JUST THAT IT'S MORE EVENLY ADDED TO THE TWO SCHOOLS IT'S JUST THAT IT'S MORE EVENLY DISPERSED WITH OPTION ONE AT JUST THAT IT'S MORE EVENLY DISPERSED WITH OPTION ONE AT JUST THAT IT'S MORE EVENLY DISPERSED WITH OPTION ONE AT DIAMOND SPRINGS NEWTOWN ABOUT DISPERSED WITH OPTION ONE AT DIAMOND SPRINGS NEWTOWN ABOUT DISPERSED WITH OPTION ONE AT DIAMOND SPRINGS NEWTOWN ABOUT 50 50 FIFTY WHERE IF OPTION TWO DIAMOND SPRINGS NEWTOWN ABOUT 50 50 FIFTY WHERE IF OPTION TWO

280DIAMOND SPRINGS NEWTOWN ABOUT 50 50 FIFTY WHERE IF OPTION TWO WAS SHOWS AND WE WOULD NEED 50 50 FIFTY WHERE IF OPTION TWO WAS SHOWS AND WE WOULD NEED 50 50 FIFTY WHERE IF OPTION TWO WAS SHOWS AND WE WOULD NEED GREATER SPACE AT THE SECOND WAS SHOWS AND WE WOULD NEED GREATER SPACE AT THE SECOND WAS SHOWS AND WE WOULD NEED GREATER SPACE AT THE SECOND CAMPUS THE NEWTOWN ELEMENTARY GREATER SPACE AT THE SECOND CAMPUS THE NEWTOWN ELEMENTARY GREATER SPACE AT THE SECOND CAMPUS THE NEWTOWN ELEMENTARY SCHOOL CAMPUS FOR RATES TO CAMPUS THE NEWTOWN ELEMENTARY SCHOOL CAMPUS FOR RATES TO CAMPUS THE NEWTOWN ELEMENTARY SCHOOL CAMPUS FOR RATES TO REVIVE WE WOULD NEED TO BE TO SCHOOL CAMPUS FOR RATES TO REVIVE WE WOULD NEED TO BE TO SCHOOL CAMPUS FOR RATES TO REVIVE

281WE WOULD NEED TO BE TO ADD SPACE PRETTY MUCH FOR THE REVIVE WE WOULD NEED TO BE TO ADD SPACE PRETTY MUCH FOR THE REVIVE WE WOULD NEED TO BE TO ADD SPACE PRETTY MUCH FOR THE WHOLE FIFTH GRADE EITHER OPTION ADD SPACE PRETTY MUCH FOR THE WHOLE FIFTH GRADE EITHER OPTION ADD SPACE PRETTY MUCH FOR THE WHOLE FIFTH GRADE EITHER OPTION IS GOING IS GOING TO INCUR COST WHOLE FIFTH GRADE EITHER OPTION IS GOING IS GOING TO INCUR COST WHOLE FIFTH GRADE EITHER OPTION IS GOING IS GOING TO INCUR COST OF TWENTY FIVE BOTH OPTIONS IS GOING IS GOING TO INCUR COST OF TWENTY FIVE BOTH OPTIONS IS GOING IS GOING TO INCUR COST OF TWENTY FIVE BOTH OPTIONS WE'RE ESTIMATING RIGHT OF TWENTY FIVE BOTH OPTIONS WE'RE ESTIMATING RIGHT OF TWENTY FIVE BOTH

282OPTIONS WE'RE ESTIMATING RIGHT ESTIMATING RIGHT NOW WOULD BE WE'RE ESTIMATING RIGHT ESTIMATING RIGHT NOW WOULD BE WE'RE ESTIMATING RIGHT ESTIMATING RIGHT NOW WOULD BE UNDER TWENTY FIVE MILLION AND ESTIMATING RIGHT NOW WOULD BE UNDER TWENTY FIVE MILLION AND ESTIMATING RIGHT NOW WOULD BE UNDER TWENTY FIVE MILLION AND WE'RE ESTIMATING A RANGE UNDER TWENTY FIVE MILLION AND WE'RE ESTIMATING A RANGE UNDER TWENTY FIVE MILLION AND WE'RE ESTIMATING A RANGE BETWEEN EIGHTEEN TO TWENTY TWO WE'RE ESTIMATING A RANGE BETWEEN EIGHTEEN TO TWENTY TWO WE'RE ESTIMATING A RANGE BETWEEN EIGHTEEN TO TWENTY TWO CLASSROOMS WITH BOTH OPTIONS BETWEEN EIGHTEEN TO TWENTY TWO CLASSROOMS WITH BOTH OPTIONS BETWEEN EIGHTEEN TO TWENTY TWO CLASSROOMS WITH BOTH OPTIONS JUST AGAIN DEPENDING ON WHICH CLASSROOMS WITH BOTH OPTIONS JUST AGAIN DEPENDING ON WHICH CLASSROOMS WITH BOTH OPTIONS JUST AGAIN DEPENDING ON WHICH

283OPTION WE CHOOSE YOU KNOW WHERE JUST AGAIN DEPENDING ON WHICH OPTION WE CHOOSE YOU KNOW WHERE JUST AGAIN DEPENDING ON WHICH OPTION WE CHOOSE YOU KNOW WHERE THAT SPACE WE NEED TO BE ADDED. OPTION WE CHOOSE YOU KNOW WHERE THAT SPACE WE NEED TO BE ADDED. OPTION WE CHOOSE YOU KNOW WHERE THAT SPACE WE NEED TO BE ADDED. THANK YOU. THAT SPACE WE NEED TO BE ADDED. THANK YOU. THAT SPACE WE NEED TO BE ADDED. THANK YOU. YOU'RE WELCOME MR. COLPEPER. THANK YOU. YOU'RE WELCOME MR. COLPEPER. THANK YOU. YOU'RE WELCOME MR. COLPEPER. FIRST I. YOU'RE WELCOME MR. COLPEPER. FIRST I. YOU'RE WELCOME MR. COLPEPER. FIRST I. FIRST I WOULD AGREE WITH MY FIRST I. FIRST I WOULD AGREE WITH MY FIRST I. FIRST I WOULD AGREE WITH MY THAT IT SEEMS PERFECTLY FAIR TO FIRST

284I WOULD AGREE WITH MY THAT IT SEEMS PERFECTLY FAIR TO FIRST I WOULD AGREE WITH MY THAT IT SEEMS PERFECTLY FAIR TO GET SOME COMMUNITY INPUT ON THAT IT SEEMS PERFECTLY FAIR TO GET SOME COMMUNITY INPUT ON THAT IT SEEMS PERFECTLY FAIR TO GET SOME COMMUNITY INPUT ON WHICH PATH IS MOST REASONABLE GET SOME COMMUNITY INPUT ON WHICH PATH IS MOST REASONABLE GET SOME COMMUNITY INPUT ON WHICH PATH IS MOST REASONABLE FOR THAT COMMUNITY THAT. WHICH PATH IS MOST REASONABLE FOR THAT COMMUNITY THAT. WHICH PATH IS MOST REASONABLE FOR THAT COMMUNITY THAT. THAT SOUNDS LIKE SOMETHING FOR THAT COMMUNITY THAT. THAT SOUNDS LIKE SOMETHING FOR THAT COMMUNITY THAT. THAT SOUNDS LIKE SOMETHING BUILDING IS COMMITTED TO IT. THAT SOUNDS LIKE SOMETHING BUILDING IS COMMITTED TO IT. THAT SOUNDS LIKE SOMETHING BUILDING IS COMMITTED TO IT.

285I'LL SEE YOU I ALSO HAVE YOUR BUILDING IS COMMITTED TO IT. I'LL SEE YOU I ALSO HAVE YOUR BUILDING IS COMMITTED TO IT. I'LL SEE YOU I ALSO HAVE YOUR DEMOGRAPHY TEAM BACK RIGHT SEEM I'LL SEE YOU I ALSO HAVE YOUR DEMOGRAPHY TEAM BACK RIGHT SEEM I'LL SEE YOU I ALSO HAVE YOUR DEMOGRAPHY TEAM BACK RIGHT SEEM TO ANSWER QUESTIONS THAT I HAVE DEMOGRAPHY TEAM BACK RIGHT SEEM TO ANSWER QUESTIONS THAT I HAVE DEMOGRAPHY TEAM BACK RIGHT SEEM TO ANSWER QUESTIONS THAT I HAVE ONE. TO ANSWER QUESTIONS THAT I HAVE ONE. TO ANSWER QUESTIONS THAT I HAVE ONE. MR BROOKWELL, I WOULD PRESUME ONE. MR BROOKWELL, I WOULD PRESUME ONE. MR BROOKWELL, I WOULD PRESUME LOOKING AT THIS PROBLEM THAT'S MR BROOKWELL, I WOULD PRESUME LOOKING AT THIS PROBLEM THAT'S MR BROOKWELL, I WOULD PRESUME

286LOOKING AT THIS PROBLEM THAT'S A FAIRLY STRAIGHTFORWARD LOOKING AT THIS PROBLEM THAT'S A FAIRLY STRAIGHTFORWARD LOOKING AT THIS PROBLEM THAT'S A FAIRLY STRAIGHTFORWARD REZONING ISSUE TO TAKE THE A FAIRLY STRAIGHTFORWARD REZONING ISSUE TO TAKE THE A FAIRLY STRAIGHTFORWARD REZONING ISSUE TO TAKE THE CURRENT ZONE FOR VIDEO GAMES REZONING ISSUE TO TAKE THE CURRENT ZONE FOR VIDEO GAMES REZONING ISSUE TO TAKE THE CURRENT ZONE FOR VIDEO GAMES AND SPLIT IT SO JUST GOING TO CURRENT ZONE FOR VIDEO GAMES AND SPLIT IT SO JUST GOING TO CURRENT ZONE FOR VIDEO GAMES AND SPLIT IT SO JUST GOING TO ASK IF YOU COULD POTENTIALLY BE AND SPLIT IT SO JUST GOING TO ASK IF YOU COULD POTENTIALLY BE AND SPLIT IT SO JUST GOING TO ASK IF YOU COULD POTENTIALLY BE IT POTENTIALLY BEING MORE ASK IF YOU

287COULD POTENTIALLY BE IT POTENTIALLY BEING MORE ASK IF YOU COULD POTENTIALLY BE IT POTENTIALLY BEING MORE COMPLICATED THAN THAT IT IT POTENTIALLY BEING MORE COMPLICATED THAN THAT IT IT POTENTIALLY BEING MORE COMPLICATED THAN THAT IT SHOULDN'T BE ANY MORE COMPLICATED THAN THAT IT SHOULDN'T BE ANY MORE COMPLICATED THAN THAT IT SHOULDN'T BE ANY MORE COMPLICATED THAN THE POINT SHOULDN'T BE ANY MORE COMPLICATED THAN THE POINT SHOULDN'T BE ANY MORE COMPLICATED THAN THE POINT OF VIEW. COMPLICATED THAN THE POINT OF VIEW. COMPLICATED THAN THE POINT OF VIEW. LARKSPUR MIDDLE SCHOOL REZONING OF VIEW. LARKSPUR MIDDLE SCHOOL REZONING OF VIEW. LARKSPUR MIDDLE SCHOOL REZONING THAT WE WENT THROUGH. LARKSPUR MIDDLE SCHOOL REZONING THAT WE WENT THROUGH. LARKSPUR MIDDLE SCHOOL REZONING THAT WE WENT THROUGH. WE JUST NEED INPUT FROM SCHOOL THAT WE WENT THROUGH. WE JUST NEED

288INPUT FROM SCHOOL THAT WE WENT THROUGH. WE JUST NEED INPUT FROM SCHOOL BOARD AS TO WHAT THEY WANT TO WE JUST NEED INPUT FROM SCHOOL BOARD AS TO WHAT THEY WANT TO WE JUST NEED INPUT FROM SCHOOL BOARD AS TO WHAT THEY WANT TO DO WE'LL START WORKING ON IT. BOARD AS TO WHAT THEY WANT TO DO WE'LL START WORKING ON IT. BOARD AS TO WHAT THEY WANT TO DO WE'LL START WORKING ON IT. THAT ANSWER SOUNDS LIKE IT DO WE'LL START WORKING ON IT. THAT ANSWER SOUNDS LIKE IT DO WE'LL START WORKING ON IT. THAT ANSWER SOUNDS LIKE IT COULD BE MORE COMPLICATED THAN THAT ANSWER SOUNDS LIKE IT COULD BE MORE COMPLICATED THAN THAT ANSWER SOUNDS LIKE IT COULD BE MORE COMPLICATED THAN THAT COULD. COULD BE MORE COMPLICATED THAN THAT COULD. COULD

289BE MORE COMPLICATED THAN THAT COULD. ALL RIGHT. THAT COULD. ALL RIGHT. THAT COULD. ALL RIGHT. THANKS MISS MALIK I I I AGREE ALL RIGHT. THANKS MISS MALIK I I I AGREE ALL RIGHT. THANKS MISS MALIK I I I AGREE WITH MY COLLEAGUES. THANKS MISS MALIK I I I AGREE WITH MY COLLEAGUES. THANKS MISS MALIK I I I AGREE WITH MY COLLEAGUES. I THINK THIS IS A PRETTY BOLD WITH MY COLLEAGUES. I THINK THIS IS A PRETTY BOLD WITH MY COLLEAGUES. I THINK THIS IS A PRETTY BOLD MOVE ON OUR PART NOT TO INVOLVE I THINK THIS IS A PRETTY BOLD MOVE ON OUR PART NOT TO INVOLVE I THINK THIS IS A PRETTY BOLD MOVE ON OUR PART NOT TO INVOLVE THE COMMUNITY. MOVE ON OUR PART NOT TO INVOLVE THE COMMUNITY. MOVE ON OUR

290PART NOT TO INVOLVE THE COMMUNITY. THIS IS A HUGE FOR OUR THE COMMUNITY. THIS IS A HUGE FOR OUR THE COMMUNITY. THIS IS A HUGE FOR OUR COMMUNITY. THIS IS A HUGE FOR OUR COMMUNITY. THIS IS A HUGE FOR OUR COMMUNITY. IT'S BEEN THIS WAY AS LONG AS COMMUNITY. IT'S BEEN THIS WAY AS LONG AS COMMUNITY. IT'S BEEN THIS WAY AS LONG AS I'VE BEEN ON THE BOARD RIGHT IT'S BEEN THIS WAY AS LONG AS I'VE BEEN ON THE BOARD RIGHT IT'S BEEN THIS WAY AS LONG AS I'VE BEEN ON THE BOARD RIGHT THE. I'VE BEEN ON THE BOARD RIGHT THE. I'VE BEEN ON THE BOARD RIGHT THE. THE SET UP THAT WE HAVE RIGHT THE. THE SET UP THAT WE HAVE RIGHT THE. THE SET UP THAT WE HAVE RIGHT NOW AND SO I

291DON'T KNOW HOW WE THE SET UP THAT WE HAVE RIGHT NOW AND SO I DON'T KNOW HOW WE THE SET UP THAT WE HAVE RIGHT NOW AND SO I DON'T KNOW HOW WE MOVE FORWARD WITHOUT ASKING THE NOW AND SO I DON'T KNOW HOW WE MOVE FORWARD WITHOUT ASKING THE NOW AND SO I DON'T KNOW HOW WE MOVE FORWARD WITHOUT ASKING THE PEOPLE WHO WILL BE AFFECTED THE MOVE FORWARD WITHOUT ASKING THE PEOPLE WHO WILL BE AFFECTED THE MOVE FORWARD WITHOUT ASKING THE PEOPLE WHO WILL BE AFFECTED THE MOST BY BY THIS BY THIS CHANGE PEOPLE WHO WILL BE AFFECTED THE MOST BY BY THIS BY THIS CHANGE PEOPLE WHO WILL BE AFFECTED THE MOST BY BY THIS BY THIS CHANGE I'VE BEEN HERE AND THINGS TOO MOST BY BY THIS BY THIS CHANGE I'VE

292BEEN HERE AND THINGS TOO MOST BY BY THIS BY THIS CHANGE I'VE BEEN HERE AND THINGS TOO ABOUT PRE-K THROUGH ONE I'VE BEEN HERE AND THINGS TOO ABOUT PRE-K THROUGH ONE I'VE BEEN HERE AND THINGS TOO ABOUT PRE-K THROUGH ONE OF FIRST GRADE. ABOUT PRE-K THROUGH ONE OF FIRST GRADE. ABOUT PRE-K THROUGH ONE OF FIRST GRADE. SO YEAH, I'M I'M I MEAN I OF FIRST GRADE. SO YEAH, I'M I'M I MEAN I OF FIRST GRADE. SO YEAH, I'M I'M I MEAN I APPRECIATE TWO OPTIONS BUT SO YEAH, I'M I'M I MEAN I APPRECIATE TWO OPTIONS BUT SO YEAH, I'M I'M I MEAN I APPRECIATE TWO OPTIONS BUT AGAIN I'M GOING TO SAY AS I'VE APPRECIATE TWO OPTIONS BUT AGAIN I'M GOING TO SAY AS I'VE APPRECIATE TWO OPTIONS BUT AGAIN I'M GOING TO SAY AS

293I'VE SAID BEFORE, EVEN AS A VETERAN AGAIN I'M GOING TO SAY AS I'VE SAID BEFORE, EVEN AS A VETERAN AGAIN I'M GOING TO SAY AS I'VE SAID BEFORE, EVEN AS A VETERAN OF THE CLASSROOM I FEEL ILL SAID BEFORE, EVEN AS A VETERAN OF THE CLASSROOM I FEEL ILL SAID BEFORE, EVEN AS A VETERAN OF THE CLASSROOM I FEEL ILL EQUIPPED TO MAKE THIS DECISION OF THE CLASSROOM I FEEL ILL EQUIPPED TO MAKE THIS DECISION OF THE CLASSROOM I FEEL ILL EQUIPPED TO MAKE THIS DECISION BASED ON TWO OPTIONS BY MYSELF EQUIPPED TO MAKE THIS DECISION BASED ON TWO OPTIONS BY MYSELF EQUIPPED TO MAKE THIS DECISION BASED ON TWO OPTIONS BY MYSELF . BASED ON TWO OPTIONS BY MYSELF . BASED ON TWO OPTIONS BY MYSELF . SO AND YOU'RE GIVING TO I'D .

294SO AND YOU'RE GIVING TO I'D . SO AND YOU'RE GIVING TO I'D RATHER HAVE YOU JUST SAY THIS SO AND YOU'RE GIVING TO I'D RATHER HAVE YOU JUST SAY THIS SO AND YOU'RE GIVING TO I'D RATHER HAVE YOU JUST SAY THIS IS THE BEST FOR THE COMMUNITY RATHER HAVE YOU JUST SAY THIS IS THE BEST FOR THE COMMUNITY RATHER HAVE YOU JUST SAY THIS IS THE BEST FOR THE COMMUNITY BUT WE DIDN'T ASK THEM SO I ASK IS THE BEST FOR THE COMMUNITY BUT WE DIDN'T ASK THEM SO I ASK IS THE BEST FOR THE COMMUNITY BUT WE DIDN'T ASK THEM SO I ASK THAT WE DO ABOUT THANKS MISS BUT WE DIDN'T ASK THEM SO I ASK THAT WE DO ABOUT THANKS MISS BUT WE DIDN'T ASK THEM SO I ASK THAT WE DO

295ABOUT THANKS MISS ROGERS OK SO A COUPLE A COUPLE THAT WE DO ABOUT THANKS MISS ROGERS OK SO A COUPLE A COUPLE THAT WE DO ABOUT THANKS MISS ROGERS OK SO A COUPLE A COUPLE OF THINGS I GUESS I DEFINITELY ROGERS OK SO A COUPLE A COUPLE OF THINGS I GUESS I DEFINITELY ROGERS OK SO A COUPLE A COUPLE OF THINGS I GUESS I DEFINITELY THINK THAT COMMUNITY INPUT IS OF THINGS I GUESS I DEFINITELY THINK THAT COMMUNITY INPUT IS OF THINGS I GUESS I DEFINITELY THINK THAT COMMUNITY INPUT IS NECESSARY BUT I ALSO HAVE THE THINK THAT COMMUNITY INPUT IS NECESSARY BUT I ALSO HAVE THE THINK THAT COMMUNITY INPUT IS NECESSARY BUT I ALSO HAVE THE CONCERNS ON OPTION TO ONE UP NECESSARY BUT I ALSO HAVE THE CONCERNS ON OPTION TO ONE

296UP NECESSARY BUT I ALSO HAVE THE CONCERNS ON OPTION TO ONE UP ONE I'LL START MAYBE DR. CONCERNS ON OPTION TO ONE UP ONE I'LL START MAYBE DR. CONCERNS ON OPTION TO ONE UP ONE I'LL START MAYBE DR. ROBERTSON SORRY DID YOU ALL ONE I'LL START MAYBE DR. ROBERTSON SORRY DID YOU ALL ONE I'LL START MAYBE DR. ROBERTSON SORRY DID YOU ALL SORRY DID WE NOT DECIDE TO MOVE ROBERTSON SORRY DID YOU ALL SORRY DID WE NOT DECIDE TO MOVE ROBERTSON SORRY DID YOU ALL SORRY DID WE NOT DECIDE TO MOVE STUDENTS FROM BESIDE SIX OVER SORRY DID WE NOT DECIDE TO MOVE STUDENTS FROM BESIDE SIX OVER SORRY DID WE NOT DECIDE TO MOVE STUDENTS FROM BESIDE SIX OVER TO THE MIDDLE SCHOOL BECAUSE STUDENTS FROM BESIDE SIX OVER TO THE MIDDLE SCHOOL BECAUSE

297STUDENTS FROM BESIDE SIX OVER TO THE MIDDLE SCHOOL BECAUSE TRANSITIONS AS PART OF IT? TO THE MIDDLE SCHOOL BECAUSE TRANSITIONS AS PART OF IT? TO THE MIDDLE SCHOOL BECAUSE TRANSITIONS AS PART OF IT? THAT WAS A FACTOR SO YES. TRANSITIONS AS PART OF IT? THAT WAS A FACTOR SO YES. TRANSITIONS AS PART OF IT? THAT WAS A FACTOR SO YES. SO YEAH. THAT WAS A FACTOR SO YES. SO YEAH. THAT WAS A FACTOR SO YES. SO YEAH. SO I'M CONCERNED ABOUT THEN SO YEAH. SO I'M CONCERNED ABOUT THEN SO YEAH. SO I'M CONCERNED ABOUT THEN FIXING A PROBLEM IN CREATING A SO I'M CONCERNED ABOUT THEN FIXING A PROBLEM IN CREATING A SO I'M CONCERNED ABOUT THEN FIXING A PROBLEM IN CREATING A NEW ONE THAT'S THE SAME PROBLEM FIXING A PROBLEM IN CREATING A

298NEW ONE THAT'S THE SAME PROBLEM FIXING A PROBLEM IN CREATING A NEW ONE THAT'S THE SAME PROBLEM WE JUST FIXED THAT MAKES SENSE. NEW ONE THAT'S THE SAME PROBLEM WE JUST FIXED THAT MAKES SENSE. NEW ONE THAT'S THE SAME PROBLEM WE JUST FIXED THAT MAKES SENSE. WE JUST FIXED OUR TRANSITION WE JUST FIXED THAT MAKES SENSE. WE JUST FIXED OUR TRANSITION WE JUST FIXED THAT MAKES SENSE. WE JUST FIXED OUR TRANSITION ISSUE BY MOVING BAYSIDE SIX WE JUST FIXED OUR TRANSITION ISSUE BY MOVING BAYSIDE SIX WE JUST FIXED OUR TRANSITION ISSUE BY MOVING BAYSIDE SIX OVER TO THE MIDDLE SCHOOL FOR ISSUE BY MOVING BAYSIDE SIX OVER TO THE MIDDLE SCHOOL FOR ISSUE BY MOVING BAYSIDE SIX OVER TO THE MIDDLE SCHOOL FOR NEXT YEAR. OVER TO THE MIDDLE SCHOOL FOR NEXT YEAR. OVER TO

299THE MIDDLE SCHOOL FOR NEXT YEAR. WILL WE THEN BE CREATING NEXT YEAR. WILL WE THEN BE CREATING NEXT YEAR. WILL WE THEN BE CREATING ANOTHER TRANSITION PROBLEM IF WILL WE THEN BE CREATING ANOTHER TRANSITION PROBLEM IF WILL WE THEN BE CREATING ANOTHER TRANSITION PROBLEM IF WE GO TO TWO SCHOOLS THAT ANOTHER TRANSITION PROBLEM IF WE GO TO TWO SCHOOLS THAT ANOTHER TRANSITION PROBLEM IF WE GO TO TWO SCHOOLS THAT PRIMARY I DON'T KNOW WHAT YOU WE GO TO TWO SCHOOLS THAT PRIMARY I DON'T KNOW WHAT YOU WE GO TO TWO SCHOOLS THAT PRIMARY I DON'T KNOW WHAT YOU CALL THE INTERMEDIATE I GUESS PRIMARY I DON'T KNOW WHAT YOU CALL THE INTERMEDIATE I GUESS PRIMARY I DON'T KNOW WHAT YOU CALL THE INTERMEDIATE I GUESS THIS IS THE WORD INTERMEDIATE CALL THE INTERMEDIATE I GUESS

300THIS IS THE WORD INTERMEDIATE CALL THE INTERMEDIATE I GUESS THIS IS THE WORD INTERMEDIATE INTERMEDIATE. THIS IS THE WORD INTERMEDIATE INTERMEDIATE. THIS IS THE WORD INTERMEDIATE INTERMEDIATE. OK, SO I DON'T WANT TO CREATE INTERMEDIATE. OK, SO I DON'T WANT TO CREATE INTERMEDIATE. OK, SO I DON'T WANT TO CREATE THE PROBLEM THAT WE JUST FIXED OK, SO I DON'T WANT TO CREATE THE PROBLEM THAT WE JUST FIXED OK, SO I DON'T WANT TO CREATE THE PROBLEM THAT WE JUST FIXED THAT KIND OF SEEMS THE PROBLEM THAT WE JUST FIXED THAT KIND OF SEEMS THE PROBLEM THAT WE JUST FIXED THAT KIND OF SEEMS COUNTERINTUITIVE TO ME THE THAT KIND OF SEEMS COUNTERINTUITIVE TO ME THE THAT KIND OF SEEMS COUNTERINTUITIVE TO ME THE OTHER QUESTION THAT I WOULD COUNTERINTUITIVE TO ME THE OTHER QUESTION THAT I

301WOULD COUNTERINTUITIVE TO ME THE OTHER QUESTION THAT I WOULD THEN HAVE AND I DON'T KNOW OTHER QUESTION THAT I WOULD THEN HAVE AND I DON'T KNOW OTHER QUESTION THAT I WOULD THEN HAVE AND I DON'T KNOW WOULD BE FOR YOU. THEN HAVE AND I DON'T KNOW WOULD BE FOR YOU. THEN HAVE AND I DON'T KNOW WOULD BE FOR YOU. ROBERTSON OF REAL IS THAT WHEN WOULD BE FOR YOU. ROBERTSON OF REAL IS THAT WHEN WOULD BE FOR YOU. ROBERTSON OF REAL IS THAT WHEN WE HAD THE BASIS CAMPUS AND ROBERTSON OF REAL IS THAT WHEN WE HAD THE BASIS CAMPUS AND ROBERTSON OF REAL IS THAT WHEN WE HAD THE BASIS CAMPUS AND THEN THERE WAS STAFF ESPECIALLY WE HAD THE BASIS CAMPUS AND THEN THERE WAS STAFF ESPECIALLY WE HAD THE BASIS CAMPUS AND

302THEN THERE WAS STAFF ESPECIALLY WHEN IT CAME TO OUR OBJECTIVES THEN THERE WAS STAFF ESPECIALLY WHEN IT CAME TO OUR OBJECTIVES THEN THERE WAS STAFF ESPECIALLY WHEN IT CAME TO OUR OBJECTIVES THAT WE'RE HAVING TO RUN BACK WHEN IT CAME TO OUR OBJECTIVES THAT WE'RE HAVING TO RUN BACK WHEN IT CAME TO OUR OBJECTIVES THAT WE'RE HAVING TO RUN BACK AND FORTH TO DO CAMPUSES I THAT WE'RE HAVING TO RUN BACK AND FORTH TO DO CAMPUSES I THAT WE'RE HAVING TO RUN BACK AND FORTH TO DO CAMPUSES I DON'T WANT TO CREATE THAT AND FORTH TO DO CAMPUSES I DON'T WANT TO CREATE THAT AND FORTH TO DO CAMPUSES I DON'T WANT TO CREATE THAT PROBLEM AGAIN IS THAT SOMETHING DON'T WANT TO CREATE THAT PROBLEM AGAIN IS THAT SOMETHING DON'T WANT TO CREATE THAT

303PROBLEM AGAIN IS THAT SOMETHING THAT WOULD BE A FACTOR IF WE PROBLEM AGAIN IS THAT SOMETHING THAT WOULD BE A FACTOR IF WE PROBLEM AGAIN IS THAT SOMETHING THAT WOULD BE A FACTOR IF WE HAVE PRE-K TO TWO THREE OF FIVE THAT WOULD BE A FACTOR IF WE HAVE PRE-K TO TWO THREE OF FIVE THAT WOULD BE A FACTOR IF WE HAVE PRE-K TO TWO THREE OF FIVE OR HOW ARE YOU GUYS SPLIT IT UP HAVE PRE-K TO TWO THREE OF FIVE OR HOW ARE YOU GUYS SPLIT IT UP HAVE PRE-K TO TWO THREE OF FIVE OR HOW ARE YOU GUYS SPLIT IT UP WOULD THAT BE THEN A PROBLEM OR HOW ARE YOU GUYS SPLIT IT UP WOULD THAT BE THEN A PROBLEM OR HOW ARE YOU GUYS SPLIT IT UP WOULD THAT BE

304THEN A PROBLEM OF HAVING OUR STAFF RUNNING WOULD THAT BE THEN A PROBLEM OF HAVING OUR STAFF RUNNING WOULD THAT BE THEN A PROBLEM OF HAVING OUR STAFF RUNNING BACK AND FORTH TO TO CAMPUSES? OF HAVING OUR STAFF RUNNING BACK AND FORTH TO TO CAMPUSES? OF HAVING OUR STAFF RUNNING BACK AND FORTH TO TO CAMPUSES? I CAN'T I MIGHT AT THIS POINT BACK AND FORTH TO TO CAMPUSES? I CAN'T I MIGHT AT THIS POINT BACK AND FORTH TO TO CAMPUSES? I CAN'T I MIGHT AT THIS POINT IN TIME THERE ARE NO SPECIALS I CAN'T I MIGHT AT THIS POINT IN TIME THERE ARE NO SPECIALS I CAN'T I MIGHT AT THIS POINT IN TIME THERE ARE NO SPECIALS NO SPECIALS IN THE TRI CAMPUS IN TIME THERE ARE NO SPECIALS NO SPECIALS IN THE TRI

305CAMPUS IN TIME THERE ARE NO SPECIALS NO SPECIALS IN THE TRI CAMPUS THAT GO BETWEEN SCHOOLS JUST NO SPECIALS IN THE TRI CAMPUS THAT GO BETWEEN SCHOOLS JUST NO SPECIALS IN THE TRI CAMPUS THAT GO BETWEEN SCHOOLS JUST BECAUSE OF THE NUMBER THAT GO BETWEEN SCHOOLS JUST BECAUSE OF THE NUMBER THAT GO BETWEEN SCHOOLS JUST BECAUSE OF THE NUMBER OF CHILDREN THAT ARE SERVED THE BECAUSE OF THE NUMBER OF CHILDREN THAT ARE SERVED THE BECAUSE OF THE NUMBER OF CHILDREN THAT ARE SERVED THE ELEMENTARY LEVEL IT OF CHILDREN THAT ARE SERVED THE ELEMENTARY LEVEL IT OF CHILDREN THAT ARE SERVED THE ELEMENTARY LEVEL IT INCORPORATES AFFORD IT NEEDS ELEMENTARY LEVEL IT INCORPORATES AFFORD IT NEEDS ELEMENTARY LEVEL IT INCORPORATES AFFORD IT NEEDS THE NEED THE NEED FOR A FULL INCORPORATES AFFORD IT NEEDS THE NEED

306THE NEED FOR A FULL INCORPORATES AFFORD IT NEEDS THE NEED THE NEED FOR A FULL TIME MUSIC ART TEACHER EACH THE NEED THE NEED FOR A FULL TIME MUSIC ART TEACHER EACH THE NEED THE NEED FOR A FULL TIME MUSIC ART TEACHER EACH OF THE THREE CAMPUSES ONCE WE TIME MUSIC ART TEACHER EACH OF THE THREE CAMPUSES ONCE WE TIME MUSIC ART TEACHER EACH OF THE THREE CAMPUSES ONCE WE GOT DIRECTION ABOUT THE TWO OF THE THREE CAMPUSES ONCE WE GOT DIRECTION ABOUT THE TWO OF THE THREE CAMPUSES ONCE WE GOT DIRECTION ABOUT THE TWO SCHOOLS IT WOULD BE BETTER. GOT DIRECTION ABOUT THE TWO SCHOOLS IT WOULD BE BETTER. GOT DIRECTION ABOUT THE TWO SCHOOLS IT WOULD BE BETTER. KNOW I COULD BETTER SAY SO I'M SCHOOLS IT WOULD BE BETTER. KNOW I COULD

307BETTER SAY SO I'M SCHOOLS IT WOULD BE BETTER. KNOW I COULD BETTER SAY SO I'M SAYING IF WE WENT WITH OPTION KNOW I COULD BETTER SAY SO I'M SAYING IF WE WENT WITH OPTION KNOW I COULD BETTER SAY SO I'M SAYING IF WE WENT WITH OPTION TWO WOULD THAT THEN MAKE OUR SAYING IF WE WENT WITH OPTION TWO WOULD THAT THEN MAKE OUR SAYING IF WE WENT WITH OPTION TWO WOULD THAT THEN MAKE OUR STAFF HAVE TO SPLIT THEMSELVES TWO WOULD THAT THEN MAKE OUR STAFF HAVE TO SPLIT THEMSELVES TWO WOULD THAT THEN MAKE OUR STAFF HAVE TO SPLIT THEMSELVES BETWEEN YOU CAMPUSES IS I DON'T STAFF HAVE TO SPLIT THEMSELVES BETWEEN YOU CAMPUSES IS I DON'T STAFF HAVE TO SPLIT THEMSELVES BETWEEN YOU CAMPUSES IS I DON'T THINK I'M PREPARED TO QUESTION BETWEEN YOU

308CAMPUSES IS I DON'T THINK I'M PREPARED TO QUESTION BETWEEN YOU CAMPUSES IS I DON'T THINK I'M PREPARED TO QUESTION APOLOGIZE I NO THAT'S FINE THINK I'M PREPARED TO QUESTION APOLOGIZE I NO THAT'S FINE THINK I'M PREPARED TO QUESTION APOLOGIZE I NO THAT'S FINE THAT'S JUST MY CONCERN FINE. APOLOGIZE I NO THAT'S FINE THAT'S JUST MY CONCERN FINE. APOLOGIZE I NO THAT'S FINE THAT'S JUST MY CONCERN FINE. THAT'S JUST MY CONCERN FINE. THAT'S JUST MY CONCERN FINE. THAT'S JUST MY CONCERN. SO THOSE ARE MY TWO BIG THAT'S JUST MY CONCERN. SO THOSE ARE MY TWO BIG THAT'S JUST MY CONCERN. SO THOSE ARE MY TWO BIG CONCERNS IS THAT YOU KNOW, SO THOSE ARE MY TWO BIG CONCERNS IS THAT YOU KNOW, SO THOSE ARE MY TWO BIG CONCERNS IS THAT YOU KNOW, WE'RE CREATING PROBLEMS

309BY CONCERNS IS THAT YOU KNOW, WE'RE CREATING PROBLEMS BY CONCERNS IS THAT YOU KNOW, WE'RE CREATING PROBLEMS BY TRYING TO SOLVE THEM BUT I DO WE'RE CREATING PROBLEMS BY TRYING TO SOLVE THEM BUT I DO WE'RE CREATING PROBLEMS BY TRYING TO SOLVE THEM BUT I DO THINK THAT WE DO NEED TO HAVE TRYING TO SOLVE THEM BUT I DO THINK THAT WE DO NEED TO HAVE TRYING TO SOLVE THEM BUT I DO THINK THAT WE DO NEED TO HAVE COMMUNITY AND PUT ON THIS AS THINK THAT WE DO NEED TO HAVE COMMUNITY AND PUT ON THIS AS THINK THAT WE DO NEED TO HAVE COMMUNITY AND PUT ON THIS AS WELL I AGREE WITH THAT. COMMUNITY AND PUT ON THIS AS WELL I AGREE WITH THAT. COMMUNITY AND PUT ON THIS AS WELL I AGREE

310WITH THAT. VICE CHAIR WEEMES YES THANK, WELL I AGREE WITH THAT. VICE CHAIR WEEMES YES THANK, WELL I AGREE WITH THAT. VICE CHAIR WEEMES YES THANK, THANK YOU. VICE CHAIR WEEMES YES THANK, THANK YOU. VICE CHAIR WEEMES YES THANK, THANK YOU. I BELIEVE IF MY MEMORY SERVED THANK YOU. I BELIEVE IF MY MEMORY SERVED THANK YOU. I BELIEVE IF MY MEMORY SERVED ME WELL THAT BEFORE WE MADE THE I BELIEVE IF MY MEMORY SERVED ME WELL THAT BEFORE WE MADE THE I BELIEVE IF MY MEMORY SERVED ME WELL THAT BEFORE WE MADE THE DAYSIDE VOTE MOVE THE SIXTH ME WELL THAT BEFORE WE MADE THE DAYSIDE VOTE MOVE THE SIXTH ME WELL THAT BEFORE WE MADE THE DAYSIDE VOTE MOVE THE SIXTH GRADERS THE MAJORITY OF US MET DAYSIDE VOTE MOVE THE SIXTH GRADERS THE

311MAJORITY OF US MET DAYSIDE VOTE MOVE THE SIXTH GRADERS THE MAJORITY OF US MET OVER AT BAYSIDE METAL AND HAD GRADERS THE MAJORITY OF US MET OVER AT BAYSIDE METAL AND HAD GRADERS THE MAJORITY OF US MET OVER AT BAYSIDE METAL AND HAD AN INPUT SESSION AND WE GOT OVER AT BAYSIDE METAL AND HAD AN INPUT SESSION AND WE GOT OVER AT BAYSIDE METAL AND HAD AN INPUT SESSION AND WE GOT SOME FOLKS IN SOME OF THEM ARE AN INPUT SESSION AND WE GOT SOME FOLKS IN SOME OF THEM ARE AN INPUT SESSION AND WE GOT SOME FOLKS IN SOME OF THEM ARE HERE TONIGHT THAT ACTUALLY SOME FOLKS IN SOME OF THEM ARE HERE TONIGHT THAT ACTUALLY SOME FOLKS IN SOME OF THEM ARE HERE TONIGHT THAT ACTUALLY SPOKE I THINK AT THAT AND

312SO HERE TONIGHT THAT ACTUALLY SPOKE I THINK AT THAT AND SO HERE TONIGHT THAT ACTUALLY SPOKE I THINK AT THAT AND SO DEFINITELY FEEL THAT WE NEED TO SPOKE I THINK AT THAT AND SO DEFINITELY FEEL THAT WE NEED TO SPOKE I THINK AT THAT AND SO DEFINITELY FEEL THAT WE NEED TO DO THAT BEFORE WE MAKE DECISION DEFINITELY FEEL THAT WE NEED TO DO THAT BEFORE WE MAKE DECISION DEFINITELY FEEL THAT WE NEED TO DO THAT BEFORE WE MAKE DECISION TO BE CONSISTENT AS WE HAVE DO THAT BEFORE WE MAKE DECISION TO BE CONSISTENT AS WE HAVE DO THAT BEFORE WE MAKE DECISION TO BE CONSISTENT AS WE HAVE DONE BEFORE AND I THINK IT'S TO BE CONSISTENT AS WE HAVE DONE BEFORE AND I THINK IT'S TO BE CONSISTENT AS WE HAVE DONE

313BEFORE AND I THINK IT'S NECESSARY. DONE BEFORE AND I THINK IT'S NECESSARY. DONE BEFORE AND I THINK IT'S NECESSARY. SO MY QUESTION IS TIMELINE HOW NECESSARY. SO MY QUESTION IS TIMELINE HOW NECESSARY. SO MY QUESTION IS TIMELINE HOW QUICKLY CAN WE GET THE SO MY QUESTION IS TIMELINE HOW QUICKLY CAN WE GET THE SO MY QUESTION IS TIMELINE HOW QUICKLY CAN WE GET THE INFORMATION OUT AND IN HAVE SET QUICKLY CAN WE GET THE INFORMATION OUT AND IN HAVE SET QUICKLY CAN WE GET THE INFORMATION OUT AND IN HAVE SET UP SOME SORT OF DAY THAT WE INFORMATION OUT AND IN HAVE SET UP SOME SORT OF DAY THAT WE INFORMATION OUT AND IN HAVE SET UP SOME SORT OF DAY THAT WE WILL MEET, YOU KNOW, SOMEWHERE UP SOME SORT OF DAY THAT WE

314WILL MEET, YOU KNOW, SOMEWHERE UP SOME SORT OF DAY THAT WE WILL MEET, YOU KNOW, SOMEWHERE TO GET INPUT IN PERSON AND VIA WILL MEET, YOU KNOW, SOMEWHERE TO GET INPUT IN PERSON AND VIA WILL MEET, YOU KNOW, SOMEWHERE TO GET INPUT IN PERSON AND VIA ELECTRONICALLY AND AND WHAT TO GET INPUT IN PERSON AND VIA ELECTRONICALLY AND AND WHAT TO GET INPUT IN PERSON AND VIA ELECTRONICALLY AND AND WHAT DOES THAT DO WITH YOUR TIME ELECTRONICALLY AND AND WHAT DOES THAT DO WITH YOUR TIME ELECTRONICALLY AND AND WHAT DOES THAT DO WITH YOUR TIME LIKE YEAH, WE'RE OK. DOES THAT DO WITH YOUR TIME LIKE YEAH, WE'RE OK. DOES THAT DO WITH YOUR TIME LIKE YEAH, WE'RE OK. WELL I'LL MEET WITH THE TEAM LIKE YEAH, WE'RE OK. WELL I'LL MEET WITH THE TEAM

315LIKE YEAH, WE'RE OK. WELL I'LL MEET WITH THE TEAM AND PUT PUT A PLAN TOGETHER I WELL I'LL MEET WITH THE TEAM AND PUT PUT A PLAN TOGETHER I WELL I'LL MEET WITH THE TEAM AND PUT PUT A PLAN TOGETHER I WOULD THINK THAT PROBABLY FOUR AND PUT PUT A PLAN TOGETHER I WOULD THINK THAT PROBABLY FOUR AND PUT PUT A PLAN TOGETHER I WOULD THINK THAT PROBABLY FOUR SIX WEEKS IS ENOUGH FOR US TO WOULD THINK THAT PROBABLY FOUR SIX WEEKS IS ENOUGH FOR US TO WOULD THINK THAT PROBABLY FOUR SIX WEEKS IS ENOUGH FOR US TO DO THAT AND COME BACK TO YOU SIX WEEKS IS ENOUGH FOR US TO DO THAT AND COME BACK TO YOU SIX WEEKS IS ENOUGH FOR US TO DO THAT AND COME BACK TO YOU WITH THAT

316INFORMATION AND ITEM DO THAT AND COME BACK TO YOU WITH THAT INFORMATION AND ITEM DO THAT AND COME BACK TO YOU WITH THAT INFORMATION AND ITEM THAT YOU CAN THEN TAKE ACTION. WITH THAT INFORMATION AND ITEM THAT YOU CAN THEN TAKE ACTION. WITH THAT INFORMATION AND ITEM THAT YOU CAN THEN TAKE ACTION. YES, IT'S OBVIOUS THAT WE THINK THAT YOU CAN THEN TAKE ACTION. YES, IT'S OBVIOUS THAT WE THINK THAT YOU CAN THEN TAKE ACTION. YES, IT'S OBVIOUS THAT WE THINK WE ALL WANT TO WRITE AND THEY YES, IT'S OBVIOUS THAT WE THINK WE ALL WANT TO WRITE AND THEY YES, IT'S OBVIOUS THAT WE THINK WE ALL WANT TO WRITE AND THEY NEED TO DO THAT. WE ALL WANT TO WRITE AND THEY NEED TO DO THAT. WE ALL WANT TO WRITE AND THEY

317NEED TO DO THAT. THANK YOU SO MUCH, MISS TONY NEED TO DO THAT. THANK YOU SO MUCH, MISS TONY NEED TO DO THAT. THANK YOU SO MUCH, MISS TONY ABBOTT WE NEED WE NEED TO PULL THANK YOU SO MUCH, MISS TONY ABBOTT WE NEED WE NEED TO PULL THANK YOU SO MUCH, MISS TONY ABBOTT WE NEED WE NEED TO PULL THAT OFF ACTION NEXT WEEK THANK ABBOTT WE NEED WE NEED TO PULL THAT OFF ACTION NEXT WEEK THANK ABBOTT WE NEED WE NEED TO PULL THAT OFF ACTION NEXT WEEK THANK YOU AND BEFORE AND BEFORE I GO THAT OFF ACTION NEXT WEEK THANK YOU AND BEFORE AND BEFORE I GO THAT OFF ACTION NEXT WEEK THANK YOU AND BEFORE AND BEFORE I GO BACK DR. GREENE SALINITY, MR YOU AND BEFORE AND BEFORE I GO

318BACK DR. GREENE SALINITY, MR YOU AND BEFORE AND BEFORE I GO BACK DR. GREENE SALINITY, MR LEONETTI, ARE WE GOING TO THEN BACK DR. GREENE SALINITY, MR LEONETTI, ARE WE GOING TO THEN BACK DR. GREENE SALINITY, MR LEONETTI, ARE WE GOING TO THEN HAVE TO DO AND I HAVE NO LEONETTI, ARE WE GOING TO THEN HAVE TO DO AND I HAVE NO LEONETTI, ARE WE GOING TO THEN HAVE TO DO AND I HAVE NO PROBLEM WITH DOING TO COMMUNITY HAVE TO DO AND I HAVE NO PROBLEM WITH DOING TO COMMUNITY HAVE TO DO AND I HAVE NO PROBLEM WITH DOING TO COMMUNITY SESSIONS ONE FOR THE FINAL PROBLEM WITH DOING TO COMMUNITY SESSIONS ONE FOR THE FINAL PROBLEM WITH DOING TO COMMUNITY SESSIONS ONE FOR THE FINAL DECISION AND ONE FOR THE SESSIONS ONE FOR

319THE FINAL DECISION AND ONE FOR THE SESSIONS ONE FOR THE FINAL DECISION AND ONE FOR THE DECISION ABOUT OPTION ONE OR DECISION AND ONE FOR THE DECISION ABOUT OPTION ONE OR DECISION AND ONE FOR THE DECISION ABOUT OPTION ONE OR TWO. DECISION ABOUT OPTION ONE OR TWO. DECISION ABOUT OPTION ONE OR TWO. BUT WILL WE THEN HAVE TO DO A TWO. BUT WILL WE THEN HAVE TO DO A TWO. BUT WILL WE THEN HAVE TO DO A SECOND ONE AFTER THAT DECISION BUT WILL WE THEN HAVE TO DO A SECOND ONE AFTER THAT DECISION BUT WILL WE THEN HAVE TO DO A SECOND ONE AFTER THAT DECISION REQUIRES IF YOU MOVE MORE THAN SECOND ONE AFTER THAT DECISION REQUIRES IF YOU MOVE MORE THAN SECOND ONE AFTER THAT DECISION REQUIRES IF YOU MOVE MORE THAN

32010 PERCENT OF THE POPULATION REQUIRES IF YOU MOVE MORE THAN 10 PERCENT OF THE POPULATION REQUIRES IF YOU MOVE MORE THAN 10 PERCENT OF THE POPULATION YOU HAVE TO ONE COMMUNITY 10 PERCENT OF THE POPULATION YOU HAVE TO ONE COMMUNITY 10 PERCENT OF THE POPULATION YOU HAVE TO ONE COMMUNITY MEETING SO I THINK YOU CAN DO YOU HAVE TO ONE COMMUNITY MEETING SO I THINK YOU CAN DO YOU HAVE TO ONE COMMUNITY MEETING SO I THINK YOU CAN DO ONE MEETING ON EITHER AFTER MEETING SO I THINK YOU CAN DO ONE MEETING ON EITHER AFTER MEETING SO I THINK YOU CAN DO ONE MEETING ON EITHER AFTER YOU'VE MADE A DECISION ONE OR ONE MEETING ON EITHER AFTER YOU'VE MADE A DECISION ONE OR ONE MEETING ON EITHER AFTER YOU'VE MADE A DECISION ONE OR

321TWO OR BEFORE YOU MAKE YOUR YOU'VE MADE A DECISION ONE OR TWO OR BEFORE YOU MAKE YOUR YOU'VE MADE A DECISION ONE OR TWO OR BEFORE YOU MAKE YOUR DECISION WHERE YOU CONSIDERING TWO OR BEFORE YOU MAKE YOUR DECISION WHERE YOU CONSIDERING TWO OR BEFORE YOU MAKE YOUR DECISION WHERE YOU CONSIDERING TWO OPTIONS. DECISION WHERE YOU CONSIDERING TWO OPTIONS. DECISION WHERE YOU CONSIDERING TWO OPTIONS. OK, I WAS JUST CURIOUS ABOUT TWO OPTIONS. OK, I WAS JUST CURIOUS ABOUT TWO OPTIONS. OK, I WAS JUST CURIOUS ABOUT THAT RIGHT SO WE ARE WE ARE OK, I WAS JUST CURIOUS ABOUT THAT RIGHT SO WE ARE WE ARE OK, I WAS JUST CURIOUS ABOUT THAT RIGHT SO WE ARE WE ARE GOING TO MOVE THAT AND LOOK TO THAT RIGHT SO WE ARE WE ARE GOING TO MOVE

322THAT AND LOOK TO THAT RIGHT SO WE ARE WE ARE GOING TO MOVE THAT AND LOOK TO SCHEDULE A COMMUNITY INPUT GOING TO MOVE THAT AND LOOK TO SCHEDULE A COMMUNITY INPUT GOING TO MOVE THAT AND LOOK TO SCHEDULE A COMMUNITY INPUT SESSION. SCHEDULE A COMMUNITY INPUT SESSION. SCHEDULE A COMMUNITY INPUT SESSION. DR GREEN >> THANK YOU AND YOU. SESSION. DR GREEN >> THANK YOU AND YOU. SESSION. DR GREEN >> THANK YOU AND YOU. AND DR ROBERTSON, AS YOU IN DR GREEN >> THANK YOU AND YOU. AND DR ROBERTSON, AS YOU IN DR GREEN >> THANK YOU AND YOU. AND DR ROBERTSON, AS YOU IN YOUR TEAM LOOK AT DATES BECAUSE AND DR ROBERTSON, AS YOU IN YOUR TEAM LOOK AT DATES BECAUSE AND DR ROBERTSON, AS YOU IN YOUR TEAM LOOK AT DATES BECAUSE

323WHEN WE DID THE INFORMATION YOUR TEAM LOOK AT DATES BECAUSE WHEN WE DID THE INFORMATION YOUR TEAM LOOK AT DATES BECAUSE WHEN WE DID THE INFORMATION SESSION I RECALL FOR THE SIXTH WHEN WE DID THE INFORMATION SESSION I RECALL FOR THE SIXTH WHEN WE DID THE INFORMATION SESSION I RECALL FOR THE SIXTH GRADE CAMPUS BACK IN THE FALL SESSION I RECALL FOR THE SIXTH GRADE CAMPUS BACK IN THE FALL SESSION I RECALL FOR THE SIXTH GRADE CAMPUS BACK IN THE FALL THERE WERE A LOT OF CONFLICTING GRADE CAMPUS BACK IN THE FALL THERE WERE A LOT OF CONFLICTING GRADE CAMPUS BACK IN THE FALL THERE WERE A LOT OF CONFLICTING EVENTS THAT NIGHT IN THAT THERE WERE A LOT OF CONFLICTING EVENTS THAT NIGHT IN THAT THERE WERE A LOT OF CONFLICTING EVENTS THAT NIGHT

324IN THAT COMMUNITY AND I REALLY STILL EVENTS THAT NIGHT IN THAT COMMUNITY AND I REALLY STILL EVENTS THAT NIGHT IN THAT COMMUNITY AND I REALLY STILL HAVE CONCERN ABOUT PEOPLE COMMUNITY AND I REALLY STILL HAVE CONCERN ABOUT PEOPLE COMMUNITY AND I REALLY STILL HAVE CONCERN ABOUT PEOPLE REALLY NOT BEING ABLE TO VOICE HAVE CONCERN ABOUT PEOPLE REALLY NOT BEING ABLE TO VOICE HAVE CONCERN ABOUT PEOPLE REALLY NOT BEING ABLE TO VOICE THEIR OPINION FOR THEM REALLY NOT BEING ABLE TO VOICE THEIR OPINION FOR THEM REALLY NOT BEING ABLE TO VOICE THEIR OPINION FOR THEM TRANSITION. THEIR OPINION FOR THEM TRANSITION. THEIR OPINION FOR THEM TRANSITION. SO I IMPLORE YOU AND YOUR TEAM TRANSITION. SO I IMPLORE YOU AND YOUR TEAM TRANSITION. SO I IMPLORE YOU AND YOUR TEAM TO PLEASE LOOK AT CALENDERS TO SO

325I IMPLORE YOU AND YOUR TEAM TO PLEASE LOOK AT CALENDERS TO SO I IMPLORE YOU AND YOUR TEAM TO PLEASE LOOK AT CALENDERS TO MAKE SURE THAT THERE ARE NO TO PLEASE LOOK AT CALENDERS TO MAKE SURE THAT THERE ARE NO TO PLEASE LOOK AT CALENDERS TO MAKE SURE THAT THERE ARE NO OTHER EVENTS GOING ON THAT MAKE SURE THAT THERE ARE NO OTHER EVENTS GOING ON THAT MAKE SURE THAT THERE ARE NO OTHER EVENTS GOING ON THAT EVENING >> GIVEN WE ARE STILL A OTHER EVENTS GOING ON THAT EVENING >> GIVEN WE ARE STILL A OTHER EVENTS GOING ON THAT EVENING >> GIVEN WE ARE STILL A WAYS AWAY, THIS MAY MEAN IT EVENING >> GIVEN WE ARE STILL A WAYS AWAY, THIS MAY MEAN IT EVENING >> GIVEN WE ARE STILL A WAYS

326AWAY, THIS MAY MEAN IT WILL WHAT HAPPENED UNTIL SOME WAYS AWAY, THIS MAY MEAN IT WILL WHAT HAPPENED UNTIL SOME WAYS AWAY, THIS MAY MEAN IT WILL WHAT HAPPENED UNTIL SOME TIME AND MAYBE POSSIBLY MAY >> WILL WHAT HAPPENED UNTIL SOME TIME AND MAYBE POSSIBLY MAY >> WILL WHAT HAPPENED UNTIL SOME TIME AND MAYBE POSSIBLY MAY >> OR SOMETIME EARLY SUMMER SO I TIME AND MAYBE POSSIBLY MAY >> OR SOMETIME EARLY SUMMER SO I TIME AND MAYBE POSSIBLY MAY >> OR SOMETIME EARLY SUMMER SO I DO RECOGNIZE THAT AND ALSO I OR SOMETIME EARLY SUMMER SO I DO RECOGNIZE THAT AND ALSO I OR SOMETIME EARLY SUMMER SO I DO RECOGNIZE THAT AND ALSO I ASK THAT THERE BE A LOT DO RECOGNIZE THAT AND ALSO I ASK THAT THERE BE A LOT DO RECOGNIZE

327THAT AND ALSO I ASK THAT THERE BE A LOT OF COMMUNICATION COMMUNICATION ASK THAT THERE BE A LOT OF COMMUNICATION COMMUNICATION ASK THAT THERE BE A LOT OF COMMUNICATION COMMUNICATION I CAN SHARE AS WELL WITH THE OF COMMUNICATION COMMUNICATION I CAN SHARE AS WELL WITH THE OF COMMUNICATION COMMUNICATION I CAN SHARE AS WELL WITH THE COMMUNITY AS WELL OTHER I CAN SHARE AS WELL WITH THE COMMUNITY AS WELL OTHER I CAN SHARE AS WELL WITH THE COMMUNITY AS WELL OTHER COMMUNITY LEADERS BECAUSE COMMUNITY AS WELL OTHER COMMUNITY LEADERS BECAUSE COMMUNITY AS WELL OTHER COMMUNITY LEADERS BECAUSE BEFORE I JUST FEEL THAT MAYBE COMMUNITY LEADERS BECAUSE BEFORE I JUST FEEL THAT MAYBE COMMUNITY LEADERS BECAUSE BEFORE I JUST FEEL THAT MAYBE THAT MAYBE WE COULD HAVE DONE A BEFORE I JUST FEEL THAT MAYBE THAT MAYBE

328WE COULD HAVE DONE A BEFORE I JUST FEEL THAT MAYBE THAT MAYBE WE COULD HAVE DONE A BETTER JOB WITH GETTING THAT MAYBE WE COULD HAVE DONE A BETTER JOB WITH GETTING THAT MAYBE WE COULD HAVE DONE A BETTER JOB WITH GETTING INFORMATION OUT AND THE OTHER BETTER JOB WITH GETTING INFORMATION OUT AND THE OTHER BETTER JOB WITH GETTING INFORMATION OUT AND THE OTHER PIECE THAT I WANT TO SAY AS A INFORMATION OUT AND THE OTHER PIECE THAT I WANT TO SAY AS A INFORMATION OUT AND THE OTHER PIECE THAT I WANT TO SAY AS A FORMER ADMINISTRATOR HAVING PIECE THAT I WANT TO SAY AS A FORMER ADMINISTRATOR HAVING PIECE THAT I WANT TO SAY AS A FORMER ADMINISTRATOR HAVING WORKED WITH STAFFING CERTAINLY FORMER ADMINISTRATOR HAVING WORKED WITH STAFFING CERTAINLY FORMER ADMINISTRATOR HAVING

329WORKED WITH STAFFING CERTAINLY RIGHT NOW THE COMMUNITY HAS TO WORKED WITH STAFFING CERTAINLY RIGHT NOW THE COMMUNITY HAS TO WORKED WITH STAFFING CERTAINLY RIGHT NOW THE COMMUNITY HAS TO WEIGH IN WEATHER IS OPTION ONE, RIGHT NOW THE COMMUNITY HAS TO WEIGH IN WEATHER IS OPTION ONE, RIGHT NOW THE COMMUNITY HAS TO WEIGH IN WEATHER IS OPTION ONE, OPTION TWO, IT WOULD BE I THINK WEIGH IN WEATHER IS OPTION ONE, OPTION TWO, IT WOULD BE I THINK WEIGH IN WEATHER IS OPTION ONE, OPTION TWO, IT WOULD BE I THINK HELPFUL IN TERMS OF UNDERSTAND OPTION TWO, IT WOULD BE I THINK HELPFUL IN TERMS OF UNDERSTAND OPTION TWO, IT WOULD BE I THINK HELPFUL IN TERMS OF UNDERSTAND STAFFING PEACE AND I'M LOOKING HELPFUL IN TERMS OF UNDERSTAND STAFFING PEACE AND I'M LOOKING HELPFUL IN TERMS

330OF UNDERSTAND STAFFING PEACE AND I'M LOOKING AT HOW IT IS STAFF NOW I'VE STAFFING PEACE AND I'M LOOKING AT HOW IT IS STAFF NOW I'VE STAFFING PEACE AND I'M LOOKING AT HOW IT IS STAFF NOW I'VE BEEN AROUND SO LONG I WAS PART AT HOW IT IS STAFF NOW I'VE BEEN AROUND SO LONG I WAS PART AT HOW IT IS STAFF NOW I'VE BEEN AROUND SO LONG I WAS PART OF THAT CAMPUS WHEN IT OPENED BEEN AROUND SO LONG I WAS PART OF THAT CAMPUS WHEN IT OPENED BEEN AROUND SO LONG I WAS PART OF THAT CAMPUS WHEN IT OPENED WHEN OPEN AND EVEN FROM MY OF THAT CAMPUS WHEN IT OPENED WHEN OPEN AND EVEN FROM MY OF THAT CAMPUS WHEN IT OPENED WHEN OPEN AND EVEN FROM MY CALCULATIONS THEY'RE ALWAYS WHEN OPEN

331AND EVEN FROM MY CALCULATIONS THEY'RE ALWAYS WHEN OPEN AND EVEN FROM MY CALCULATIONS THEY'RE ALWAYS GOING TO BE CERTAIN POSITIONS CALCULATIONS THEY'RE ALWAYS GOING TO BE CERTAIN POSITIONS CALCULATIONS THEY'RE ALWAYS GOING TO BE CERTAIN POSITIONS YOU'RE GOING TO HAVE TO SHARE GOING TO BE CERTAIN POSITIONS YOU'RE GOING TO HAVE TO SHARE GOING TO BE CERTAIN POSITIONS YOU'RE GOING TO HAVE TO SHARE OK BECAUSE OF BECAUSE OF JUST YOU'RE GOING TO HAVE TO SHARE OK BECAUSE OF BECAUSE OF JUST YOU'RE GOING TO HAVE TO SHARE OK BECAUSE OF BECAUSE OF JUST JUST THE NATURE WE HAVE OK BECAUSE OF BECAUSE OF JUST JUST THE NATURE WE HAVE OK BECAUSE OF BECAUSE OF JUST JUST THE NATURE WE HAVE ITINERANT STAFF NOW THAT SAY GO JUST THE NATURE WE HAVE ITINERANT STAFF NOW THAT SAY GO JUST

332THE NATURE WE HAVE ITINERANT STAFF NOW THAT SAY GO BETWEEN JOHN B. AND ANOTHER ITINERANT STAFF NOW THAT SAY GO BETWEEN JOHN B. AND ANOTHER ITINERANT STAFF NOW THAT SAY GO BETWEEN JOHN B. AND ANOTHER SITE SO FOR ME THAT SHOULD NOT BETWEEN JOHN B. AND ANOTHER SITE SO FOR ME THAT SHOULD NOT BETWEEN JOHN B. AND ANOTHER SITE SO FOR ME THAT SHOULD NOT BE ONE OF THE DEAL BREAKERS FOR SITE SO FOR ME THAT SHOULD NOT BE ONE OF THE DEAL BREAKERS FOR SITE SO FOR ME THAT SHOULD NOT BE ONE OF THE DEAL BREAKERS FOR THIS ALSO IF WE END UP BE ONE OF THE DEAL BREAKERS FOR THIS ALSO IF WE END UP BE ONE OF THE DEAL BREAKERS FOR THIS ALSO IF WE END UP REGARDLESS OF TWO STANDALONE THIS

333ALSO IF WE END UP REGARDLESS OF TWO STANDALONE THIS ALSO IF WE END UP REGARDLESS OF TWO STANDALONE SCHOOLS THEY EACH BY MY REGARDLESS OF TWO STANDALONE SCHOOLS THEY EACH BY MY REGARDLESS OF TWO STANDALONE SCHOOLS THEY EACH BY MY CALCULATIONS AND I KNOW THERE'S SCHOOLS THEY EACH BY MY CALCULATIONS AND I KNOW THERE'S SCHOOLS THEY EACH BY MY CALCULATIONS AND I KNOW THERE'S SOME YOU KNOW, TICKS TO THIS CALCULATIONS AND I KNOW THERE'S SOME YOU KNOW, TICKS TO THIS CALCULATIONS AND I KNOW THERE'S SOME YOU KNOW, TICKS TO THIS THEY SHOULD BE ABLE TO SOME YOU KNOW, TICKS TO THIS THEY SHOULD BE ABLE TO SOME YOU KNOW, TICKS TO THIS THEY SHOULD BE ABLE TO ACCOMMODATE A WHOLE STAFF AS THEY SHOULD BE ABLE TO ACCOMMODATE A WHOLE STAFF AS THEY SHOULD BE

334ABLE TO ACCOMMODATE A WHOLE STAFF AS THEY DO NOW DIAMOND SPRINGS ACCOMMODATE A WHOLE STAFF AS THEY DO NOW DIAMOND SPRINGS ACCOMMODATE A WHOLE STAFF AS THEY DO NOW DIAMOND SPRINGS DOES NOW SO DOES NEWTOWN ROAD THEY DO NOW DIAMOND SPRINGS DOES NOW SO DOES NEWTOWN ROAD THEY DO NOW DIAMOND SPRINGS DOES NOW SO DOES NEWTOWN ROAD ELEMENTARY AND SO DOES WILLIAMS DOES NOW SO DOES NEWTOWN ROAD ELEMENTARY AND SO DOES WILLIAMS DOES NOW SO DOES NEWTOWN ROAD ELEMENTARY AND SO DOES WILLIAMS ELEMENTARY YOU KNOW SCHOOL ELEMENTARY AND SO DOES WILLIAMS ELEMENTARY YOU KNOW SCHOOL ELEMENTARY AND SO DOES WILLIAMS ELEMENTARY YOU KNOW SCHOOL WE'RE GOING TO ALWAYS SHARE ELEMENTARY YOU KNOW SCHOOL WE'RE GOING TO ALWAYS SHARE ELEMENTARY YOU KNOW SCHOOL WE'RE GOING TO ALWAYS SHARE SCHOOL SOCIAL WORKERS. WE'RE GOING TO ALWAYS SHARE

335SCHOOL SOCIAL WORKERS. WE'RE GOING TO ALWAYS SHARE SCHOOL SOCIAL WORKERS. WE'RE GOING TO ALWAYS SHARE AND SCHOOL SOCIAL WORKERS. WE'RE GOING TO ALWAYS SHARE AND SCHOOL SOCIAL WORKERS. WE'RE GOING TO ALWAYS SHARE AND A FEW OTHER SUPPORT POSITIONS WE'RE GOING TO ALWAYS SHARE AND A FEW OTHER SUPPORT POSITIONS WE'RE GOING TO ALWAYS SHARE AND A FEW OTHER SUPPORT POSITIONS WE'RE GOING TO ALWAYS SHARE A FEW OTHER SUPPORT POSITIONS WE'RE GOING TO ALWAYS SHARE A FEW OTHER SUPPORT POSITIONS WE'RE GOING TO ALWAYS SHARE BEHAVIOR SPECIALIST WE'RE GOING WE'RE GOING TO ALWAYS SHARE BEHAVIOR SPECIALIST WE'RE GOING WE'RE GOING TO ALWAYS SHARE BEHAVIOR SPECIALIST WE'RE GOING TO ALWAYS SHARE. BEHAVIOR SPECIALIST WE'RE GOING TO ALWAYS SHARE. BEHAVIOR SPECIALIST WE'RE GOING TO ALWAYS SHARE. BUT THAT NUCLEUS OF THIS SCHOOL TO ALWAYS SHARE. BUT THAT NUCLEUS OF THIS

336SCHOOL TO ALWAYS SHARE. BUT THAT NUCLEUS OF THIS SCHOOL THEY ALWAYS STAY PUT SUCH AS BUT THAT NUCLEUS OF THIS SCHOOL THEY ALWAYS STAY PUT SUCH AS BUT THAT NUCLEUS OF THIS SCHOOL THEY ALWAYS STAY PUT SUCH AS READING COACHES MAP TEACHERS. THEY ALWAYS STAY PUT SUCH AS READING COACHES MAP TEACHERS. THEY ALWAYS STAY PUT SUCH AS READING COACHES MAP TEACHERS. SO THAT SHOULD NOT BE A DEAL READING COACHES MAP TEACHERS. SO THAT SHOULD NOT BE A DEAL READING COACHES MAP TEACHERS. SO THAT SHOULD NOT BE A DEAL BREAKER WITH THE STAFFING PEACE SO THAT SHOULD NOT BE A DEAL BREAKER WITH THE STAFFING PEACE SO THAT SHOULD NOT BE A DEAL BREAKER WITH THE STAFFING PEACE AND I DON'T SEE HOW THAT WOULD BREAKER WITH THE STAFFING PEACE AND I DON'T SEE HOW THAT

337WOULD BREAKER WITH THE STAFFING PEACE AND I DON'T SEE HOW THAT WOULD BE IF WE'RE RIGHT NOW HAD THREE AND I DON'T SEE HOW THAT WOULD BE IF WE'RE RIGHT NOW HAD THREE AND I DON'T SEE HOW THAT WOULD BE IF WE'RE RIGHT NOW HAD THREE AND WE'RE GOING TO TAKE IT DOWN BE IF WE'RE RIGHT NOW HAD THREE AND WE'RE GOING TO TAKE IT DOWN BE IF WE'RE RIGHT NOW HAD THREE AND WE'RE GOING TO TAKE IT DOWN TO YOU CAN DO THE MATH. AND WE'RE GOING TO TAKE IT DOWN TO YOU CAN DO THE MATH. AND WE'RE GOING TO TAKE IT DOWN TO YOU CAN DO THE MATH. THANK YOU THANK YOU I DON'T SEE TO YOU CAN DO THE MATH. THANK YOU THANK YOU I DON'T SEE TO YOU CAN DO THE

338MATH. THANK YOU THANK YOU I DON'T SEE ANY MORE ANY MORE QUESTIONS AT THANK YOU THANK YOU I DON'T SEE ANY MORE ANY MORE QUESTIONS AT THANK YOU THANK YOU I DON'T SEE ANY MORE ANY MORE QUESTIONS AT THIS TIME SO WE ARE GOING TO ANY MORE ANY MORE QUESTIONS AT THIS TIME SO WE ARE GOING TO ANY MORE ANY MORE QUESTIONS AT THIS TIME SO WE ARE GOING TO MOVE ON TO THE BUILDING THIS TIME SO WE ARE GOING TO MOVE ON TO THE BUILDING THIS TIME SO WE ARE GOING TO MOVE ON TO THE BUILDING UTILIZATION COMMITTEE REPORT MOVE ON TO THE BUILDING UTILIZATION COMMITTEE REPORT MOVE ON TO THE BUILDING UTILIZATION COMMITTEE REPORT SCHOOL BOARD >> AND IT LOOKS UTILIZATION COMMITTEE REPORT SCHOOL BOARD >> AND IT LOOKS UTILIZATION COMMITTEE REPORT SCHOOL

339BOARD >> AND IT LOOKS LIKE ARE GOING TO WELCOME JACK SCHOOL BOARD >> AND IT LOOKS LIKE ARE GOING TO WELCOME JACK SCHOOL BOARD >> AND IT LOOKS LIKE ARE GOING TO WELCOME JACK FREEMAN AND EXCUSE ME IF I PUT LIKE ARE GOING TO WELCOME JACK FREEMAN AND EXCUSE ME IF I PUT LIKE ARE GOING TO WELCOME JACK FREEMAN AND EXCUSE ME IF I PUT YOUR NAME RONALD BURKE WHILE FREEMAN AND EXCUSE ME IF I PUT YOUR NAME RONALD BURKE WHILE FREEMAN AND EXCUSE ME IF I PUT YOUR NAME RONALD BURKE WHILE BILL, I HOPE I GOT IT RIGHT YES YOUR NAME RONALD BURKE WHILE BILL, I HOPE I GOT IT RIGHT YES YOUR NAME RONALD BURKE WHILE BILL, I HOPE I GOT IT RIGHT YES OR NO. BILL, I HOPE I GOT IT RIGHT

340YES OR NO. BILL, I HOPE I GOT IT RIGHT YES OR NO. SO I JUST WANTED TO WANTED TO OR NO. SO I JUST WANTED TO WANTED TO OR NO. SO I JUST WANTED TO WANTED TO GET THE REASON UP HERE JUST SO I JUST WANTED TO WANTED TO GET THE REASON UP HERE JUST SO I JUST WANTED TO WANTED TO GET THE REASON UP HERE JUST GIVE CONTEXT PARTICULARLY FOR GET THE REASON UP HERE JUST GIVE CONTEXT PARTICULARLY FOR GET THE REASON UP HERE JUST GIVE CONTEXT PARTICULARLY FOR NEW SCHOOL BOARD MEMBERS. GIVE CONTEXT PARTICULARLY FOR NEW SCHOOL BOARD MEMBERS. GIVE CONTEXT PARTICULARLY FOR NEW SCHOOL BOARD MEMBERS. MEMBERS. NEW SCHOOL BOARD MEMBERS. MEMBERS. NEW SCHOOL BOARD MEMBERS. MEMBERS. SO THIS IS AN ANNUAL PROCESS MEMBERS. SO THIS IS AN ANNUAL PROCESS MEMBERS. SO

341THIS IS AN ANNUAL PROCESS STAFF IS REQUIRED TO BRIEF THE SO THIS IS AN ANNUAL PROCESS STAFF IS REQUIRED TO BRIEF THE SO THIS IS AN ANNUAL PROCESS STAFF IS REQUIRED TO BRIEF THE BOARD THE SECOND MEETING IN STAFF IS REQUIRED TO BRIEF THE BOARD THE SECOND MEETING IN STAFF IS REQUIRED TO BRIEF THE BOARD THE SECOND MEETING IN MARCH NO LATER THAN SO WE'RE AT BOARD THE SECOND MEETING IN MARCH NO LATER THAN SO WE'RE AT BOARD THE SECOND MEETING IN MARCH NO LATER THAN SO WE'RE AT THE END OF THE PROCESS THAT MARCH NO LATER THAN SO WE'RE AT THE END OF THE PROCESS THAT MARCH NO LATER THAN SO WE'RE AT THE END OF THE PROCESS THAT BEGAN THE SEPTEMBER TIME FRAME. THE END OF THE PROCESS THAT BEGAN THE SEPTEMBER TIME

342FRAME. THE END OF THE PROCESS THAT BEGAN THE SEPTEMBER TIME FRAME. THERE'S A BUILDING UTILIZATION BEGAN THE SEPTEMBER TIME FRAME. THERE'S A BUILDING UTILIZATION BEGAN THE SEPTEMBER TIME FRAME. THERE'S A BUILDING UTILIZATION COMMITTEE THAT DID ALL THIS THERE'S A BUILDING UTILIZATION COMMITTEE THAT DID ALL THIS THERE'S A BUILDING UTILIZATION COMMITTEE THAT DID ALL THIS WORK AND MR. BARAK WAS GOING TO COMMITTEE THAT DID ALL THIS WORK AND MR. BARAK WAS GOING TO COMMITTEE THAT DID ALL THIS WORK AND MR. BARAK WAS GOING TO GIVE THE BRIEF OF WHAT HAPPENED WORK AND MR. BARAK WAS GOING TO GIVE THE BRIEF OF WHAT HAPPENED WORK AND MR. BARAK WAS GOING TO GIVE THE BRIEF OF WHAT HAPPENED FOR THIS YEAR AND THEN SET GIVE THE BRIEF OF WHAT HAPPENED FOR THIS YEAR AND THEN SET GIVE THE

343BRIEF OF WHAT HAPPENED FOR THIS YEAR AND THEN SET ITSELF UP FOR NEXT YEAR. FOR THIS YEAR AND THEN SET ITSELF UP FOR NEXT YEAR. FOR THIS YEAR AND THEN SET ITSELF UP FOR NEXT YEAR. THANK YOU, MR. FREEMAN. ITSELF UP FOR NEXT YEAR. THANK YOU, MR. FREEMAN. ITSELF UP FOR NEXT YEAR. THANK YOU, MR. FREEMAN. AND IF YOU FORGET HOW TO THANK YOU, MR. FREEMAN. AND IF YOU FORGET HOW TO THANK YOU, MR. FREEMAN. AND IF YOU FORGET HOW TO PRONOUNCE THAT LAST NAME, IT'S AND IF YOU FORGET HOW TO PRONOUNCE THAT LAST NAME, IT'S AND IF YOU FORGET HOW TO PRONOUNCE THAT LAST NAME, IT'S REAL REMEMBER BECAUSE IT RHYMES PRONOUNCE THAT LAST NAME, IT'S REAL REMEMBER BECAUSE IT RHYMES PRONOUNCE THAT LAST NAME, IT'S REAL REMEMBER BECAUSE IT RHYMES WITH WORKER WHILE

344YOU JUST REAL REMEMBER BECAUSE IT RHYMES WITH WORKER WHILE YOU JUST REAL REMEMBER BECAUSE IT RHYMES WITH WORKER WHILE YOU JUST CHANGED THE WS >> MADAM CHAIR, WITH WORKER WHILE YOU JUST CHANGED THE WS >> MADAM CHAIR, WITH WORKER WHILE YOU JUST CHANGED THE WS >> MADAM CHAIR, MADAM VICE CHAIR SCHOOL BOARD CHANGED THE WS >> MADAM CHAIR, MADAM VICE CHAIR SCHOOL BOARD CHANGED THE WS >> MADAM CHAIR, MADAM VICE CHAIR SCHOOL BOARD MEMBERS AND SUPERINTENDENT MADAM VICE CHAIR SCHOOL BOARD MEMBERS AND SUPERINTENDENT MADAM VICE CHAIR SCHOOL BOARD MEMBERS AND SUPERINTENDENT ROBERTSON, THANK YOU GIVING ME MEMBERS AND SUPERINTENDENT ROBERTSON, THANK YOU GIVING ME MEMBERS AND SUPERINTENDENT ROBERTSON, THANK YOU GIVING ME SOME TIME TO SHARE SOME ROBERTSON, THANK YOU GIVING ME SOME TIME TO SHARE SOME ROBERTSON, THANK YOU GIVING ME SOME TIME TO

345SHARE SOME INFORMATION WITH YOU FROM THE SOME TIME TO SHARE SOME INFORMATION WITH YOU FROM THE SOME TIME TO SHARE SOME INFORMATION WITH YOU FROM THE SCHOOL BOARD MEMBERS. INFORMATION WITH YOU FROM THE SCHOOL BOARD MEMBERS. INFORMATION WITH YOU FROM THE SCHOOL BOARD MEMBERS. I'D LIKE TO INTRODUCE MYSELF I SCHOOL BOARD MEMBERS. I'D LIKE TO INTRODUCE MYSELF I SCHOOL BOARD MEMBERS. I'D LIKE TO INTRODUCE MYSELF I AM RON BURKLE THE VIRGINIA THE I'D LIKE TO INTRODUCE MYSELF I AM RON BURKLE THE VIRGINIA THE I'D LIKE TO INTRODUCE MYSELF I AM RON BURKLE THE VIRGINIA THE VIRGINIA BEACH PUBLIC SCHOOLS AM RON BURKLE THE VIRGINIA THE VIRGINIA BEACH PUBLIC SCHOOLS AM RON BURKLE THE VIRGINIA THE VIRGINIA BEACH PUBLIC SCHOOLS DEMOGRAPHER ENGINES MANAGER VIRGINIA BEACH PUBLIC SCHOOLS DEMOGRAPHER ENGINES MANAGER VIRGINIA BEACH PUBLIC SCHOOLS DEMOGRAPHER ENGINES

346MANAGER TONIGHT AS IS CUSTOMARY MR. DEMOGRAPHER ENGINES MANAGER TONIGHT AS IS CUSTOMARY MR. DEMOGRAPHER ENGINES MANAGER TONIGHT AS IS CUSTOMARY MR. FREEMAN SAID AND ESTABLISHED BY TONIGHT AS IS CUSTOMARY MR. FREEMAN SAID AND ESTABLISHED BY TONIGHT AS IS CUSTOMARY MR. FREEMAN SAID AND ESTABLISHED BY POLICY PRESENT TO YOU THE YOU FREEMAN SAID AND ESTABLISHED BY POLICY PRESENT TO YOU THE YOU FREEMAN SAID AND ESTABLISHED BY POLICY PRESENT TO YOU THE YOU THE BUILDING UTILIZATION SCHOOL POLICY PRESENT TO YOU THE YOU THE BUILDING UTILIZATION SCHOOL POLICY PRESENT TO YOU THE YOU THE BUILDING UTILIZATION SCHOOL YEAR TWENTY FOUR TWENTY FIVE THE BUILDING UTILIZATION SCHOOL YEAR TWENTY FOUR TWENTY FIVE THE BUILDING UTILIZATION SCHOOL YEAR TWENTY FOUR TWENTY FIVE COMMITTEE INFORMATION >> DURING YEAR TWENTY FOUR TWENTY FIVE COMMITTEE INFORMATION >> DURING YEAR TWENTY FOUR TWENTY FIVE

347COMMITTEE INFORMATION >> DURING THE DATA COLLECTION AND REVIEW COMMITTEE INFORMATION >> DURING THE DATA COLLECTION AND REVIEW COMMITTEE INFORMATION >> DURING THE DATA COLLECTION AND REVIEW PROCESS THE OFFICE WAS PLEASED THE DATA COLLECTION AND REVIEW PROCESS THE OFFICE WAS PLEASED THE DATA COLLECTION AND REVIEW PROCESS THE OFFICE WAS PLEASED TO WORK WITH THE FOLLOWING PROCESS THE OFFICE WAS PLEASED TO WORK WITH THE FOLLOWING PROCESS THE OFFICE WAS PLEASED TO WORK WITH THE FOLLOWING COMMITTEE MEMBERS DURING >> THE TO WORK WITH THE FOLLOWING COMMITTEE MEMBERS DURING >> THE TO WORK WITH THE FOLLOWING COMMITTEE MEMBERS DURING >> THE PROCESS THE COMMITTEE REVIEWED COMMITTEE MEMBERS DURING >> THE PROCESS THE COMMITTEE REVIEWED COMMITTEE MEMBERS DURING >> THE PROCESS THE COMMITTEE REVIEWED SCHOOL BOARD POLICY FIVE DASH PROCESS THE COMMITTEE REVIEWED SCHOOL BOARD POLICY FIVE DASH PROCESS THE

348COMMITTEE REVIEWED SCHOOL BOARD POLICY FIVE DASH FOURTEEN WHICH GOVERNS WHAT WE SCHOOL BOARD POLICY FIVE DASH FOURTEEN WHICH GOVERNS WHAT WE SCHOOL BOARD POLICY FIVE DASH FOURTEEN WHICH GOVERNS WHAT WE DO ATTENDANCE ZONES MEMBERSHIP FOURTEEN WHICH GOVERNS WHAT WE DO ATTENDANCE ZONES MEMBERSHIP FOURTEEN WHICH GOVERNS WHAT WE DO ATTENDANCE ZONES MEMBERSHIP DATA BUILDING UTILIZATION DO ATTENDANCE ZONES MEMBERSHIP DATA BUILDING UTILIZATION DO ATTENDANCE ZONES MEMBERSHIP DATA BUILDING UTILIZATION RATIOS HOUSING TRENDS AND DATA BUILDING UTILIZATION RATIOS HOUSING TRENDS AND DATA BUILDING UTILIZATION RATIOS HOUSING TRENDS AND PROJECTIONS. RATIOS HOUSING TRENDS AND PROJECTIONS. RATIOS HOUSING TRENDS AND PROJECTIONS. THE REVIEW IS IN ACCORDANCE PROJECTIONS. THE REVIEW IS IN ACCORDANCE PROJECTIONS. THE REVIEW IS IN ACCORDANCE WITH U.S. PURPOSE FOR ANALYZING THE REVIEW IS IN ACCORDANCE WITH U.S. PURPOSE FOR ANALYZING THE REVIEW IS IN ACCORDANCE WITH U.S. PURPOSE

349FOR ANALYZING ENROLLMENT PROJECTIONS WITH U.S. PURPOSE FOR ANALYZING ENROLLMENT PROJECTIONS WITH U.S. PURPOSE FOR ANALYZING ENROLLMENT PROJECTIONS REVIEWING BUILDING AND BUILDING ENROLLMENT PROJECTIONS REVIEWING BUILDING AND BUILDING ENROLLMENT PROJECTIONS REVIEWING BUILDING AND BUILDING UTILIZATION AND MAKING REVIEWING BUILDING AND BUILDING UTILIZATION AND MAKING REVIEWING BUILDING AND BUILDING UTILIZATION AND MAKING RECOMMENDATIONS BASED BASED UTILIZATION AND MAKING RECOMMENDATIONS BASED BASED UTILIZATION AND MAKING RECOMMENDATIONS BASED BASED UPON LAST YEAR'S COMMITTEE RECOMMENDATIONS BASED BASED UPON LAST YEAR'S COMMITTEE RECOMMENDATIONS BASED BASED UPON LAST YEAR'S COMMITTEE RECOMMENDATIONS POINT OF VIEW UPON LAST YEAR'S COMMITTEE RECOMMENDATIONS POINT OF VIEW UPON LAST YEAR'S COMMITTEE RECOMMENDATIONS POINT OF VIEW ELEMENTARY SCHOOL WHICH WE JUST RECOMMENDATIONS POINT OF VIEW ELEMENTARY SCHOOL WHICH WE JUST RECOMMENDATIONS POINT OF VIEW ELEMENTARY SCHOOL WHICH WE JUST SPOKE ABOUT A LITTLE BIT A FEW ELEMENTARY SCHOOL WHICH WE JUST SPOKE

350ABOUT A LITTLE BIT A FEW ELEMENTARY SCHOOL WHICH WE JUST SPOKE ABOUT A LITTLE BIT A FEW MOMENTS AGO AND LARKSPUR MIDDLE SPOKE ABOUT A LITTLE BIT A FEW MOMENTS AGO AND LARKSPUR MIDDLE SPOKE ABOUT A LITTLE BIT A FEW MOMENTS AGO AND LARKSPUR MIDDLE SCHOOL WHERE WE ZONED MOMENTS AGO AND LARKSPUR MIDDLE SCHOOL WHERE WE ZONED MOMENTS AGO AND LARKSPUR MIDDLE SCHOOL WHERE WE ZONED FACILITIES SERVICES DEVELOPED A SCHOOL WHERE WE ZONED FACILITIES SERVICES DEVELOPED A SCHOOL WHERE WE ZONED FACILITIES SERVICES DEVELOPED A NUMBER OF REZONING SCENARIOS TO FACILITIES SERVICES DEVELOPED A NUMBER OF REZONING SCENARIOS TO FACILITIES SERVICES DEVELOPED A NUMBER OF REZONING SCENARIOS TO IMPLEMENT THIS THE COMMITTEE NUMBER OF REZONING SCENARIOS TO IMPLEMENT THIS THE COMMITTEE NUMBER OF REZONING SCENARIOS TO IMPLEMENT THIS THE COMMITTEE CHOSE THE MOST EFFICIENT ONE IMPLEMENT

351THIS THE COMMITTEE CHOSE THE MOST EFFICIENT ONE IMPLEMENT THIS THE COMMITTEE CHOSE THE MOST EFFICIENT ONE FACILITY SERVICES ENGAGED IN CHOSE THE MOST EFFICIENT ONE FACILITY SERVICES ENGAGED IN CHOSE THE MOST EFFICIENT ONE FACILITY SERVICES ENGAGED IN THE PUBLIC DOMAIN. FACILITY SERVICES ENGAGED IN THE PUBLIC DOMAIN. FACILITY SERVICES ENGAGED IN THE PUBLIC DOMAIN. THE SCHOOL BOARD WAS BRIEFED THE PUBLIC DOMAIN. THE SCHOOL BOARD WAS BRIEFED THE PUBLIC DOMAIN. THE SCHOOL BOARD WAS BRIEFED AND THE REASONING WAS APPROVED THE SCHOOL BOARD WAS BRIEFED AND THE REASONING WAS APPROVED THE SCHOOL BOARD WAS BRIEFED AND THE REASONING WAS APPROVED FOR A SCHOOL YEAR. AND THE REASONING WAS APPROVED FOR A SCHOOL YEAR. AND THE REASONING WAS APPROVED FOR A SCHOOL YEAR. TWENTY FIVE TWENTY SIX THE FOR A SCHOOL YEAR. TWENTY FIVE TWENTY SIX THE FOR A

352SCHOOL YEAR. TWENTY FIVE TWENTY SIX THE PURPOSE OF FOR REZONING WAS TO TWENTY FIVE TWENTY SIX THE PURPOSE OF FOR REZONING WAS TO TWENTY FIVE TWENTY SIX THE PURPOSE OF FOR REZONING WAS TO EFFICIENTLY UTILIZE SCHOOL PURPOSE OF FOR REZONING WAS TO EFFICIENTLY UTILIZE SCHOOL PURPOSE OF FOR REZONING WAS TO EFFICIENTLY UTILIZE SCHOOL SPACE, ENHANCE STUDENT ACADEMIC EFFICIENTLY UTILIZE SCHOOL SPACE, ENHANCE STUDENT ACADEMIC EFFICIENTLY UTILIZE SCHOOL SPACE, ENHANCE STUDENT ACADEMIC PROGRESS THIS IS THE APPROVED SPACE, ENHANCE STUDENT ACADEMIC PROGRESS THIS IS THE APPROVED SPACE, ENHANCE STUDENT ACADEMIC PROGRESS THIS IS THE APPROVED REZONING PLAN AS AS WE MOVE PROGRESS THIS IS THE APPROVED REZONING PLAN AS AS WE MOVE PROGRESS THIS IS THE APPROVED REZONING PLAN AS AS WE MOVE FORWARD TO TWENTY FIVE TWENTY REZONING PLAN AS AS WE MOVE FORWARD TO TWENTY FIVE

353TWENTY REZONING PLAN AS AS WE MOVE FORWARD TO TWENTY FIVE TWENTY SIX >> USING OUR BIGGEST GIS FORWARD TO TWENTY FIVE TWENTY SIX >> USING OUR BIGGEST GIS FORWARD TO TWENTY FIVE TWENTY SIX >> USING OUR BIGGEST GIS TECHNOLOGY WE'RE ABLE TO MAP SIX >> USING OUR BIGGEST GIS TECHNOLOGY WE'RE ABLE TO MAP SIX >> USING OUR BIGGEST GIS TECHNOLOGY WE'RE ABLE TO MAP STUDENT DENSITY THE HIGHEST TECHNOLOGY WE'RE ABLE TO MAP STUDENT DENSITY THE HIGHEST TECHNOLOGY WE'RE ABLE TO MAP STUDENT DENSITY THE HIGHEST DENSITY AREAS ARE IN BAYSIDE STUDENT DENSITY THE HIGHEST DENSITY AREAS ARE IN BAYSIDE STUDENT DENSITY THE HIGHEST DENSITY AREAS ARE IN BAYSIDE GREEN RUN AND SALEM THESE DENSITY AREAS ARE IN BAYSIDE GREEN RUN AND SALEM THESE DENSITY AREAS ARE IN BAYSIDE GREEN RUN AND SALEM THESE IDENTIFIABLE AS DARK

354NAVY BLUE GREEN RUN AND SALEM THESE IDENTIFIABLE AS DARK NAVY BLUE GREEN RUN AND SALEM THESE IDENTIFIABLE AS DARK NAVY BLUE AREAS ON THE MAP WITH THE IDENTIFIABLE AS DARK NAVY BLUE AREAS ON THE MAP WITH THE IDENTIFIABLE AS DARK NAVY BLUE AREAS ON THE MAP WITH THE EXCEPTION OF ONE AREA DENSITY AREAS ON THE MAP WITH THE EXCEPTION OF ONE AREA DENSITY AREAS ON THE MAP WITH THE EXCEPTION OF ONE AREA DENSITY HASN'T CHANGED MUCH THE EXCEPTION OF ONE AREA DENSITY HASN'T CHANGED MUCH THE EXCEPTION OF ONE AREA DENSITY HASN'T CHANGED MUCH THE EXCEPTION CAN BE FOUND IN THE HASN'T CHANGED MUCH THE EXCEPTION CAN BE FOUND IN THE HASN'T CHANGED MUCH THE EXCEPTION CAN BE FOUND IN THE NORTHWESTERN PART OF THE CITY EXCEPTION CAN BE FOUND IN THE NORTHWESTERN PART OF THE

355CITY EXCEPTION CAN BE FOUND IN THE NORTHWESTERN PART OF THE CITY THE RED CIRCLE IS LOCATED IN NORTHWESTERN PART OF THE CITY THE RED CIRCLE IS LOCATED IN NORTHWESTERN PART OF THE CITY THE RED CIRCLE IS LOCATED IN THE HAGOOD AREA >> BASED UPON THE RED CIRCLE IS LOCATED IN THE HAGOOD AREA >> BASED UPON THE RED CIRCLE IS LOCATED IN THE HAGOOD AREA >> BASED UPON VIRGINIA BEACH SEPTEMBER 30 THE HAGOOD AREA >> BASED UPON VIRGINIA BEACH SEPTEMBER 30 THE HAGOOD AREA >> BASED UPON VIRGINIA BEACH SEPTEMBER 30 ENROLLMENT DATA THE DISTRICT AT VIRGINIA BEACH SEPTEMBER 30 ENROLLMENT DATA THE DISTRICT AT VIRGINIA BEACH SEPTEMBER 30 ENROLLMENT DATA THE DISTRICT AT APPROXIMATELY 60 FOUR THOUSAND ENROLLMENT DATA THE DISTRICT AT APPROXIMATELY 60 FOUR THOUSAND ENROLLMENT DATA THE DISTRICT AT APPROXIMATELY 60 FOUR THOUSAND SEVEN

356HUNDRED STUDENTS THIS APPROXIMATELY 60 FOUR THOUSAND SEVEN HUNDRED STUDENTS THIS APPROXIMATELY 60 FOUR THOUSAND SEVEN HUNDRED STUDENTS THIS SLIDE COMPARES TO 20 TWENTY SEVEN HUNDRED STUDENTS THIS SLIDE COMPARES TO 20 TWENTY SEVEN HUNDRED STUDENTS THIS SLIDE COMPARES TO 20 TWENTY SCHOOL YEAR TWENTY FOUR TWENTY SLIDE COMPARES TO 20 TWENTY SCHOOL YEAR TWENTY FOUR TWENTY SLIDE COMPARES TO 20 TWENTY SCHOOL YEAR TWENTY FOUR TWENTY FIVE MEMBERSHIP TO SCHOOL YEAR SCHOOL YEAR TWENTY FOUR TWENTY FIVE MEMBERSHIP TO SCHOOL YEAR SCHOOL YEAR TWENTY FOUR TWENTY FIVE MEMBERSHIP TO SCHOOL YEAR TWENTY THREE TWENTY FOUR. FIVE MEMBERSHIP TO SCHOOL YEAR TWENTY THREE TWENTY FOUR. FIVE MEMBERSHIP TO SCHOOL YEAR TWENTY THREE TWENTY FOUR. THE TOTALS INCLUDE GREAT K TWENTY THREE TWENTY FOUR. THE TOTALS INCLUDE GREAT K TWENTY THREE TWENTY FOUR. THE TOTALS INCLUDE GREAT K THROUGH 12 PREKINDERGARTEN

357THE TOTALS INCLUDE GREAT K THROUGH 12 PREKINDERGARTEN THE TOTALS INCLUDE GREAT K THROUGH 12 PREKINDERGARTEN EARLY CHILDHOOD SPECIAL THROUGH 12 PREKINDERGARTEN EARLY CHILDHOOD SPECIAL THROUGH 12 PREKINDERGARTEN EARLY CHILDHOOD SPECIAL EDUCATION AND THE SOUTHEASTERN EARLY CHILDHOOD SPECIAL EDUCATION AND THE SOUTHEASTERN EARLY CHILDHOOD SPECIAL EDUCATION AND THE SOUTHEASTERN COOPERATIVE EDUCATIONAL PROGRAM EDUCATION AND THE SOUTHEASTERN COOPERATIVE EDUCATIONAL PROGRAM EDUCATION AND THE SOUTHEASTERN COOPERATIVE EDUCATIONAL PROGRAM OVERALL IN TWENTY FOUR TWENTY COOPERATIVE EDUCATIONAL PROGRAM OVERALL IN TWENTY FOUR TWENTY COOPERATIVE EDUCATIONAL PROGRAM OVERALL IN TWENTY FOUR TWENTY FIVE MEMBERSHIP DECLINED A VERY OVERALL IN TWENTY FOUR TWENTY FIVE MEMBERSHIP DECLINED A VERY OVERALL IN TWENTY FOUR TWENTY FIVE MEMBERSHIP DECLINED A VERY MODEST FOUR TENTHS OF ONE FIVE MEMBERSHIP DECLINED A VERY MODEST FOUR TENTHS OF ONE FIVE MEMBERSHIP DECLINED A VERY MODEST FOUR TENTHS OF ONE PERCENT >> PROGRAMMATICALLY

358MODEST FOUR TENTHS OF ONE PERCENT >> PROGRAMMATICALLY MODEST FOUR TENTHS OF ONE PERCENT >> PROGRAMMATICALLY THERE ARE SIXTY TWO THOUSAND PERCENT >> PROGRAMMATICALLY THERE ARE SIXTY TWO THOUSAND PERCENT >> PROGRAMMATICALLY THERE ARE SIXTY TWO THOUSAND EIGHT HUNDRED SEVENTY THREE K THERE ARE SIXTY TWO THOUSAND EIGHT HUNDRED SEVENTY THREE K THERE ARE SIXTY TWO THOUSAND EIGHT HUNDRED SEVENTY THREE K THROUGH 12 STUDENTS FOURTEEN EIGHT HUNDRED SEVENTY THREE K THROUGH 12 STUDENTS FOURTEEN EIGHT HUNDRED SEVENTY THREE K THROUGH 12 STUDENTS FOURTEEN HUNDRED AND TWENTY TWO S.E.C THROUGH 12 STUDENTS FOURTEEN HUNDRED AND TWENTY TWO S.E.C THROUGH 12 STUDENTS FOURTEEN HUNDRED AND TWENTY TWO S.E.C STUDENTS AND PRE-K AND THREE HUNDRED AND TWENTY TWO S.E.C STUDENTS AND PRE-K AND THREE HUNDRED AND TWENTY TWO S.E.C STUDENTS AND PRE-K AND THREE HUNDRED SIXTY ONE CSP STUDENTS STUDENTS AND PRE-K

359AND THREE HUNDRED SIXTY ONE CSP STUDENTS STUDENTS AND PRE-K AND THREE HUNDRED SIXTY ONE CSP STUDENTS OCCUPYING SCHOOL FACILITIES HUNDRED SIXTY ONE CSP STUDENTS OCCUPYING SCHOOL FACILITIES HUNDRED SIXTY ONE CSP STUDENTS OCCUPYING SCHOOL FACILITIES OVER THE LONG TERM A MODEST OCCUPYING SCHOOL FACILITIES OVER THE LONG TERM A MODEST OCCUPYING SCHOOL FACILITIES OVER THE LONG TERM A MODEST WANING MEMBERSHIP TREND CAN BE OVER THE LONG TERM A MODEST WANING MEMBERSHIP TREND CAN BE OVER THE LONG TERM A MODEST WANING MEMBERSHIP TREND CAN BE OBSERVED. WANING MEMBERSHIP TREND CAN BE OBSERVED. WANING MEMBERSHIP TREND CAN BE OBSERVED. THE POSITIVELY CORRELATED WITH OBSERVED. THE POSITIVELY CORRELATED WITH OBSERVED. THE POSITIVELY CORRELATED WITH THE DECLINING BIRTH TREND THE POSITIVELY CORRELATED WITH THE DECLINING BIRTH TREND THE POSITIVELY CORRELATED WITH THE DECLINING BIRTH TREND MODERATING THE MEMBERSHIP THE DECLINING BIRTH

360TREND MODERATING THE MEMBERSHIP THE DECLINING BIRTH TREND MODERATING THE MEMBERSHIP DECLINE PARCELING BETTER MODERATING THE MEMBERSHIP DECLINE PARCELING BETTER MODERATING THE MEMBERSHIP DECLINE PARCELING BETTER SCHOOLS CLOSED IN AND SCHOOL DECLINE PARCELING BETTER SCHOOLS CLOSED IN AND SCHOOL DECLINE PARCELING BETTER SCHOOLS CLOSED IN AND SCHOOL YEAR TWENTY NINE 10 AND FULL A SCHOOLS CLOSED IN AND SCHOOL YEAR TWENTY NINE 10 AND FULL A SCHOOLS CLOSED IN AND SCHOOL YEAR TWENTY NINE 10 AND FULL A KINDERGARTEN WAS INSTITUTED IN YEAR TWENTY NINE 10 AND FULL A KINDERGARTEN WAS INSTITUTED IN YEAR TWENTY NINE 10 AND FULL A KINDERGARTEN WAS INSTITUTED IN SCHOOL YEAR SIXTEEN SEVENTEEN KINDERGARTEN WAS INSTITUTED IN SCHOOL YEAR SIXTEEN SEVENTEEN KINDERGARTEN WAS INSTITUTED IN SCHOOL YEAR SIXTEEN SEVENTEEN OF NOTE BEGINNING IN SCHOOL SCHOOL YEAR SIXTEEN SEVENTEEN OF NOTE BEGINNING IN SCHOOL SCHOOL YEAR

361SIXTEEN SEVENTEEN OF NOTE BEGINNING IN SCHOOL YEAR TWENTY TWENTY ONE THE OF NOTE BEGINNING IN SCHOOL YEAR TWENTY TWENTY ONE THE OF NOTE BEGINNING IN SCHOOL YEAR TWENTY TWENTY ONE THE WANING MEMBERSHIP IS SMALLER >> YEAR TWENTY TWENTY ONE THE WANING MEMBERSHIP IS SMALLER >> YEAR TWENTY TWENTY ONE THE WANING MEMBERSHIP IS SMALLER >> THIS WAS AN EXAMPLE FOR A MORE WANING MEMBERSHIP IS SMALLER >> THIS WAS AN EXAMPLE FOR A MORE WANING MEMBERSHIP IS SMALLER >> THIS WAS AN EXAMPLE FOR A MORE RECENT PERSPECTIVE THIS SLIDE THIS WAS AN EXAMPLE FOR A MORE RECENT PERSPECTIVE THIS SLIDE THIS WAS AN EXAMPLE FOR A MORE RECENT PERSPECTIVE THIS SLIDE GIVES AN ILLUSTRATION OF PARTS RECENT PERSPECTIVE THIS SLIDE GIVES AN ILLUSTRATION OF PARTS RECENT PERSPECTIVE THIS SLIDE GIVES AN ILLUSTRATION OF PARTS OF THE PAST

362FIVE YEARS THE GIVES AN ILLUSTRATION OF PARTS OF THE PAST FIVE YEARS THE GIVES AN ILLUSTRATION OF PARTS OF THE PAST FIVE YEARS THE GREEN COLUMNS REPRESENT ACTUAL OF THE PAST FIVE YEARS THE GREEN COLUMNS REPRESENT ACTUAL OF THE PAST FIVE YEARS THE GREEN COLUMNS REPRESENT ACTUAL SEPTEMBER 30TH MEMBERSHIP GREEN COLUMNS REPRESENT ACTUAL SEPTEMBER 30TH MEMBERSHIP GREEN COLUMNS REPRESENT ACTUAL SEPTEMBER 30TH MEMBERSHIP ENUMERATIONS THE ORANGE CAPS SEPTEMBER 30TH MEMBERSHIP ENUMERATIONS THE ORANGE CAPS SEPTEMBER 30TH MEMBERSHIP ENUMERATIONS THE ORANGE CAPS ATOP THE GREEN COLUMNS ENUMERATIONS THE ORANGE CAPS ATOP THE GREEN COLUMNS ENUMERATIONS THE ORANGE CAPS ATOP THE GREEN COLUMNS REPRESENT SUPPORT PROGRAM ATOP THE GREEN COLUMNS REPRESENT SUPPORT PROGRAM ATOP THE GREEN COLUMNS REPRESENT SUPPORT PROGRAM MEMBERSHIP AND THE BLUE COLUMNS REPRESENT SUPPORT PROGRAM MEMBERSHIP AND THE BLUE COLUMNS REPRESENT SUPPORT PROGRAM MEMBERSHIP AND THE

363BLUE COLUMNS ARE PROJECTIONS BARRING ANY MEMBERSHIP AND THE BLUE COLUMNS ARE PROJECTIONS BARRING ANY MEMBERSHIP AND THE BLUE COLUMNS ARE PROJECTIONS BARRING ANY ECONOMIC OR VIRAL HEALTH SHOCKS ARE PROJECTIONS BARRING ANY ECONOMIC OR VIRAL HEALTH SHOCKS ARE PROJECTIONS BARRING ANY ECONOMIC OR VIRAL HEALTH SHOCKS THE MODEST WINNING TREND SHOULD ECONOMIC OR VIRAL HEALTH SHOCKS THE MODEST WINNING TREND SHOULD ECONOMIC OR VIRAL HEALTH SHOCKS THE MODEST WINNING TREND SHOULD CONTINUE IN THE FUTURE. THE MODEST WINNING TREND SHOULD CONTINUE IN THE FUTURE. THE MODEST WINNING TREND SHOULD CONTINUE IN THE FUTURE. ANOTHER METHOD FOR MANAGING THE CONTINUE IN THE FUTURE. ANOTHER METHOD FOR MANAGING THE CONTINUE IN THE FUTURE. ANOTHER METHOD FOR MANAGING THE WANING MEMBERSHIP IS TO ANOTHER METHOD FOR MANAGING THE WANING MEMBERSHIP IS TO ANOTHER METHOD FOR MANAGING THE WANING MEMBERSHIP IS TO ELIMINATE

364PORTABLES IN SCHOOL WANING MEMBERSHIP IS TO ELIMINATE PORTABLES IN SCHOOL WANING MEMBERSHIP IS TO ELIMINATE PORTABLES IN SCHOOL YEAR 97 98 WHEN FACILITIES OR ELIMINATE PORTABLES IN SCHOOL YEAR 97 98 WHEN FACILITIES OR ELIMINATE PORTABLES IN SCHOOL YEAR 97 98 WHEN FACILITIES OR OVERCAPACITY, PORTABLES WERE YEAR 97 98 WHEN FACILITIES OR OVERCAPACITY, PORTABLES WERE YEAR 97 98 WHEN FACILITIES OR OVERCAPACITY, PORTABLES WERE DISTRIBUTED VERSUS BUILDING NEW OVERCAPACITY, PORTABLES WERE DISTRIBUTED VERSUS BUILDING NEW OVERCAPACITY, PORTABLES WERE DISTRIBUTED VERSUS BUILDING NEW SCHOOLS AS MEMBERSHIP DECLINED, DISTRIBUTED VERSUS BUILDING NEW SCHOOLS AS MEMBERSHIP DECLINED, DISTRIBUTED VERSUS BUILDING NEW SCHOOLS AS MEMBERSHIP DECLINED, PORTABLES WERE ELIMINATED TODAY SCHOOLS AS MEMBERSHIP DECLINED, PORTABLES WERE ELIMINATED TODAY SCHOOLS AS MEMBERSHIP DECLINED, PORTABLES WERE ELIMINATED TODAY 317 HUNDRED AND SEVENTEEN PORTABLES WERE ELIMINATED TODAY 317 HUNDRED AND SEVENTEEN PORTABLES WERE ELIMINATED TODAY

365317 HUNDRED AND SEVENTEEN PORTABLES HAVE BEEN ELIMINATED 317 HUNDRED AND SEVENTEEN PORTABLES HAVE BEEN ELIMINATED 317 HUNDRED AND SEVENTEEN PORTABLES HAVE BEEN ELIMINATED THIS IS AN EQUIVALENT TO SEVEN PORTABLES HAVE BEEN ELIMINATED THIS IS AN EQUIVALENT TO SEVEN PORTABLES HAVE BEEN ELIMINATED THIS IS AN EQUIVALENT TO SEVEN TO EIGHT ELEMENTARY SCHOOLS IN THIS IS AN EQUIVALENT TO SEVEN TO EIGHT ELEMENTARY SCHOOLS IN THIS IS AN EQUIVALENT TO SEVEN TO EIGHT ELEMENTARY SCHOOLS IN COMING YEARS PORTABLE MOVEMENTS TO EIGHT ELEMENTARY SCHOOLS IN COMING YEARS PORTABLE MOVEMENTS TO EIGHT ELEMENTARY SCHOOLS IN COMING YEARS PORTABLE MOVEMENTS WILL OCCUR BUT THESE MOVEMENTS COMING YEARS PORTABLE MOVEMENTS WILL OCCUR BUT THESE MOVEMENTS COMING YEARS PORTABLE MOVEMENTS WILL OCCUR BUT THESE MOVEMENTS WILL HAVE A NEUTRAL EFFECT UPON WILL OCCUR BUT THESE MOVEMENTS WILL HAVE A NEUTRAL EFFECT UPON WILL

366OCCUR BUT THESE MOVEMENTS WILL HAVE A NEUTRAL EFFECT UPON THE AGGREGATE NUMBER THAT WE WILL HAVE A NEUTRAL EFFECT UPON THE AGGREGATE NUMBER THAT WE WILL HAVE A NEUTRAL EFFECT UPON THE AGGREGATE NUMBER THAT WE CURRENTLY HAVE >> FOR SCHOOL THE AGGREGATE NUMBER THAT WE CURRENTLY HAVE >> FOR SCHOOL THE AGGREGATE NUMBER THAT WE CURRENTLY HAVE >> FOR SCHOOL YEAR TWENTY FOUR TWENTY FIVE CURRENTLY HAVE >> FOR SCHOOL YEAR TWENTY FOUR TWENTY FIVE CURRENTLY HAVE >> FOR SCHOOL YEAR TWENTY FOUR TWENTY FIVE THERE WERE 55 ELEMENTARY YEAR TWENTY FOUR TWENTY FIVE THERE WERE 55 ELEMENTARY YEAR TWENTY FOUR TWENTY FIVE THERE WERE 55 ELEMENTARY SCHOOLS FIFTY ONE FIFTY ONE THERE WERE 55 ELEMENTARY SCHOOLS FIFTY ONE FIFTY ONE THERE WERE 55 ELEMENTARY SCHOOLS FIFTY ONE FIFTY ONE SCHOOLS WERE WITHIN THE SCHOOLS FIFTY ONE FIFTY

367ONE SCHOOLS WERE WITHIN THE SCHOOLS FIFTY ONE FIFTY ONE SCHOOLS WERE WITHIN THE ACCEPTABLE CAPACITY RANGE SCHOOLS WERE WITHIN THE ACCEPTABLE CAPACITY RANGE SCHOOLS WERE WITHIN THE ACCEPTABLE CAPACITY RANGE OF NEGATIVE 10 PERCENT TO ACCEPTABLE CAPACITY RANGE OF NEGATIVE 10 PERCENT TO ACCEPTABLE CAPACITY RANGE OF NEGATIVE 10 PERCENT TO POSITIVE TEN PERCENT ON THE MAP OF NEGATIVE 10 PERCENT TO POSITIVE TEN PERCENT ON THE MAP OF NEGATIVE 10 PERCENT TO POSITIVE TEN PERCENT ON THE MAP OUT OF RANGE SCHOOLS ARE SHADED POSITIVE TEN PERCENT ON THE MAP OUT OF RANGE SCHOOLS ARE SHADED POSITIVE TEN PERCENT ON THE MAP OUT OF RANGE SCHOOLS ARE SHADED YOUNG IF NEEDED ON PAGES TWENTY OUT OF RANGE SCHOOLS ARE SHADED YOUNG IF NEEDED ON PAGES TWENTY OUT OF RANGE SCHOOLS ARE SHADED YOUNG IF NEEDED ON PAGES TWENTY

368NINE THIRTY FOUR OF YOUR SKYPE YOUNG IF NEEDED ON PAGES TWENTY NINE THIRTY FOUR OF YOUR SKYPE YOUNG IF NEEDED ON PAGES TWENTY NINE THIRTY FOUR OF YOUR SKYPE BOOK OLD SCHOOL CAPACITY DATA NINE THIRTY FOUR OF YOUR SKYPE BOOK OLD SCHOOL CAPACITY DATA NINE THIRTY FOUR OF YOUR SKYPE BOOK OLD SCHOOL CAPACITY DATA IS AVAILABLE TO YOU IN THE SAME BOOK OLD SCHOOL CAPACITY DATA IS AVAILABLE TO YOU IN THE SAME BOOK OLD SCHOOL CAPACITY DATA IS AVAILABLE TO YOU IN THE SAME SCHOOL YEAR THERE ARE 14 MIDDLE IS AVAILABLE TO YOU IN THE SAME SCHOOL YEAR THERE ARE 14 MIDDLE IS AVAILABLE TO YOU IN THE SAME SCHOOL YEAR THERE ARE 14 MIDDLE SCHOOLS 12 OF THE MIDDLE SCHOOL YEAR THERE ARE 14 MIDDLE SCHOOLS 12 OF THE MIDDLE SCHOOL YEAR THERE ARE

36914 MIDDLE SCHOOLS 12 OF THE MIDDLE SCHOOLS WERE WITHIN THE SCHOOLS 12 OF THE MIDDLE SCHOOLS WERE WITHIN THE SCHOOLS 12 OF THE MIDDLE SCHOOLS WERE WITHIN THE ACCEPTABLE CAPACITY RANGE. SCHOOLS WERE WITHIN THE ACCEPTABLE CAPACITY RANGE. SCHOOLS WERE WITHIN THE ACCEPTABLE CAPACITY RANGE. THERE ARE ELEVEN >> HIGH ACCEPTABLE CAPACITY RANGE. THERE ARE ELEVEN >> HIGH ACCEPTABLE CAPACITY RANGE. THERE ARE ELEVEN >> HIGH SCHOOLS AND EIGHT ARE WITHIN THERE ARE ELEVEN >> HIGH SCHOOLS AND EIGHT ARE WITHIN THERE ARE ELEVEN >> HIGH SCHOOLS AND EIGHT ARE WITHIN RANGE >> FOR THE UPCOMING FIVE SCHOOLS AND EIGHT ARE WITHIN RANGE >> FOR THE UPCOMING FIVE SCHOOLS AND EIGHT ARE WITHIN RANGE >> FOR THE UPCOMING FIVE YEARS SUPPORT EDUCATION RANGE >> FOR THE UPCOMING FIVE YEARS SUPPORT EDUCATION RANGE >> FOR THE UPCOMING FIVE YEARS SUPPORT

370EDUCATION MEMBERSHIP SHOULD MODESTLY YEARS SUPPORT EDUCATION MEMBERSHIP SHOULD MODESTLY YEARS SUPPORT EDUCATION MEMBERSHIP SHOULD MODESTLY CONTINUE TO GROW HOWEVER THE MEMBERSHIP SHOULD MODESTLY CONTINUE TO GROW HOWEVER THE MEMBERSHIP SHOULD MODESTLY CONTINUE TO GROW HOWEVER THE GROWTH WILL NOT BE SUBSTANTIAL CONTINUE TO GROW HOWEVER THE GROWTH WILL NOT BE SUBSTANTIAL CONTINUE TO GROW HOWEVER THE GROWTH WILL NOT BE SUBSTANTIAL ENOUGH TO OFFSET THE K THROUGH GROWTH WILL NOT BE SUBSTANTIAL ENOUGH TO OFFSET THE K THROUGH GROWTH WILL NOT BE SUBSTANTIAL ENOUGH TO OFFSET THE K THROUGH 12 DECLINE BECAUSE LOCAL BIRTHS ENOUGH TO OFFSET THE K THROUGH 12 DECLINE BECAUSE LOCAL BIRTHS ENOUGH TO OFFSET THE K THROUGH 12 DECLINE BECAUSE LOCAL BIRTHS CONTINUE TO DECLINE THIS 12 DECLINE BECAUSE LOCAL BIRTHS CONTINUE TO DECLINE THIS 12 DECLINE BECAUSE LOCAL BIRTHS CONTINUE TO DECLINE THIS TRANSLATES

371TO SMALLER CONTINUE TO DECLINE THIS TRANSLATES TO SMALLER CONTINUE TO DECLINE THIS TRANSLATES TO SMALLER KINDERGARTEN CLASSES ON THE TRANSLATES TO SMALLER KINDERGARTEN CLASSES ON THE TRANSLATES TO SMALLER KINDERGARTEN CLASSES ON THE LEFT SIDE OF THE SLIDE IN THE KINDERGARTEN CLASSES ON THE LEFT SIDE OF THE SLIDE IN THE KINDERGARTEN CLASSES ON THE LEFT SIDE OF THE SLIDE IN THE ORANGE BOX KINDERGARTEN IS LEFT SIDE OF THE SLIDE IN THE ORANGE BOX KINDERGARTEN IS LEFT SIDE OF THE SLIDE IN THE ORANGE BOX KINDERGARTEN IS FORECAST TO HOVER BETWEEN FORTY ORANGE BOX KINDERGARTEN IS FORECAST TO HOVER BETWEEN FORTY ORANGE BOX KINDERGARTEN IS FORECAST TO HOVER BETWEEN FORTY THREE HUNDRED AND FORTY FOUR FORECAST TO HOVER BETWEEN FORTY THREE HUNDRED AND FORTY FOUR FORECAST TO HOVER BETWEEN FORTY THREE HUNDRED AND FORTY FOUR HUNDRED STUDENTS OVER

372THE NEXT THREE HUNDRED AND FORTY FOUR HUNDRED STUDENTS OVER THE NEXT THREE HUNDRED AND FORTY FOUR HUNDRED STUDENTS OVER THE NEXT FIVE YEARS ON THE RIGHT SIDE HUNDRED STUDENTS OVER THE NEXT FIVE YEARS ON THE RIGHT SIDE HUNDRED STUDENTS OVER THE NEXT FIVE YEARS ON THE RIGHT SIDE OF THE SLIDE THE NUMBER OF 12TH FIVE YEARS ON THE RIGHT SIDE OF THE SLIDE THE NUMBER OF 12TH FIVE YEARS ON THE RIGHT SIDE OF THE SLIDE THE NUMBER OF 12TH GRADERS GRADUATING EXCEEDS THE OF THE SLIDE THE NUMBER OF 12TH GRADERS GRADUATING EXCEEDS THE OF THE SLIDE THE NUMBER OF 12TH GRADERS GRADUATING EXCEEDS THE NUMBER NEW KINDERGARTNERS THIS GRADERS GRADUATING EXCEEDS THE NUMBER NEW KINDERGARTNERS THIS GRADERS GRADUATING EXCEEDS THE NUMBER NEW KINDERGARTNERS THIS IS THIS IS THE PRIMARY FACTOR NUMBER NEW KINDERGARTNERS THIS IS

373THIS IS THE PRIMARY FACTOR NUMBER NEW KINDERGARTNERS THIS IS THIS IS THE PRIMARY FACTOR FOR THE WANING DECLINE IN IS THIS IS THE PRIMARY FACTOR FOR THE WANING DECLINE IN IS THIS IS THE PRIMARY FACTOR FOR THE WANING DECLINE IN MEMBERSHIP AT SHARED LAST YEAR FOR THE WANING DECLINE IN MEMBERSHIP AT SHARED LAST YEAR FOR THE WANING DECLINE IN MEMBERSHIP AT SHARED LAST YEAR WE CONTINUE TO REFINE THE MEMBERSHIP AT SHARED LAST YEAR WE CONTINUE TO REFINE THE MEMBERSHIP AT SHARED LAST YEAR WE CONTINUE TO REFINE THE FORECASTING MODEL. WE CONTINUE TO REFINE THE FORECASTING MODEL. WE CONTINUE TO REFINE THE FORECASTING MODEL. LAST YEAR WE DISCOVERED SOCIO FORECASTING MODEL. LAST YEAR WE DISCOVERED SOCIO FORECASTING MODEL. LAST YEAR WE DISCOVERED SOCIO EFFECTS UPON MIGRATORY ACTIVITY LAST YEAR WE DISCOVERED SOCIO EFFECTS UPON MIGRATORY ACTIVITY

374LAST YEAR WE DISCOVERED SOCIO EFFECTS UPON MIGRATORY ACTIVITY WITHIN THE DIVISION AND DID EFFECTS UPON MIGRATORY ACTIVITY WITHIN THE DIVISION AND DID EFFECTS UPON MIGRATORY ACTIVITY WITHIN THE DIVISION AND DID HAVE A SIGNIFICANT EFFECT UPON WITHIN THE DIVISION AND DID HAVE A SIGNIFICANT EFFECT UPON WITHIN THE DIVISION AND DID HAVE A SIGNIFICANT EFFECT UPON MEMBERSHIP IN ADDITION, HAVE A SIGNIFICANT EFFECT UPON MEMBERSHIP IN ADDITION, HAVE A SIGNIFICANT EFFECT UPON MEMBERSHIP IN ADDITION, CURRENTLY WITH THE 30 YEAR MEMBERSHIP IN ADDITION, CURRENTLY WITH THE 30 YEAR MEMBERSHIP IN ADDITION, CURRENTLY WITH THE 30 YEAR MORTGAGE INTEREST RATE HOVERING CURRENTLY WITH THE 30 YEAR MORTGAGE INTEREST RATE HOVERING CURRENTLY WITH THE 30 YEAR MORTGAGE INTEREST RATE HOVERING AROUND SEVEN PERCENT, FAMILY MORTGAGE INTEREST RATE HOVERING AROUND SEVEN PERCENT, FAMILY MORTGAGE INTEREST RATE HOVERING AROUND SEVEN PERCENT, FAMILY MOVEMENTS

375HAVE DECLINED SO THIS AROUND SEVEN PERCENT, FAMILY MOVEMENTS HAVE DECLINED SO THIS AROUND SEVEN PERCENT, FAMILY MOVEMENTS HAVE DECLINED SO THIS SHOULD HELP A LITTLE AS WELL MOVEMENTS HAVE DECLINED SO THIS SHOULD HELP A LITTLE AS WELL MOVEMENTS HAVE DECLINED SO THIS SHOULD HELP A LITTLE AS WELL USING DATA MIGRATORY MODEL WAS SHOULD HELP A LITTLE AS WELL USING DATA MIGRATORY MODEL WAS SHOULD HELP A LITTLE AS WELL USING DATA MIGRATORY MODEL WAS MODEL WAS CREATED AND USING DATA MIGRATORY MODEL WAS MODEL WAS CREATED AND USING DATA MIGRATORY MODEL WAS MODEL WAS CREATED AND INCORPORATED INTO INTO MODEL WAS CREATED AND INCORPORATED INTO INTO MODEL WAS CREATED AND INCORPORATED INTO INTO FORECASTING MODEL THIS YEAR I'M INCORPORATED INTO INTO FORECASTING MODEL THIS YEAR I'M INCORPORATED INTO INTO FORECASTING MODEL THIS YEAR I'M IN THE I

376AM SAMPLE TESTING FORECASTING MODEL THIS YEAR I'M IN THE I AM SAMPLE TESTING FORECASTING MODEL THIS YEAR I'M IN THE I AM SAMPLE TESTING SEVERAL KINDERGARTEN MODELS FOR IN THE I AM SAMPLE TESTING SEVERAL KINDERGARTEN MODELS FOR IN THE I AM SAMPLE TESTING SEVERAL KINDERGARTEN MODELS FOR FORECASTING MEMBERSHIP WHICH IS SEVERAL KINDERGARTEN MODELS FOR FORECASTING MEMBERSHIP WHICH IS SEVERAL KINDERGARTEN MODELS FOR FORECASTING MEMBERSHIP WHICH IS A CHALLENGE BECAUSE OF THE FORECASTING MEMBERSHIP WHICH IS A CHALLENGE BECAUSE OF THE FORECASTING MEMBERSHIP WHICH IS A CHALLENGE BECAUSE OF THE DECLINING RATES AT EACH A CHALLENGE BECAUSE OF THE DECLINING RATES AT EACH A CHALLENGE BECAUSE OF THE DECLINING RATES AT EACH ELEMENTARY SCHOOL >> TO >> DECLINING RATES AT EACH ELEMENTARY SCHOOL >> TO >> DECLINING RATES AT EACH ELEMENTARY SCHOOL >> TO >> SUMMARIZE THE BUILDING

377ELEMENTARY SCHOOL >> TO >> SUMMARIZE THE BUILDING ELEMENTARY SCHOOL >> TO >> SUMMARIZE THE BUILDING UTILIZATION COMMITTEE HAS SUMMARIZE THE BUILDING UTILIZATION COMMITTEE HAS SUMMARIZE THE BUILDING UTILIZATION COMMITTEE HAS SUCCESSFULLY FULFILLED ALL UTILIZATION COMMITTEE HAS SUCCESSFULLY FULFILLED ALL UTILIZATION COMMITTEE HAS SUCCESSFULLY FULFILLED ALL POLICY 514 REQUIREMENTS THE SUCCESSFULLY FULFILLED ALL POLICY 514 REQUIREMENTS THE SUCCESSFULLY FULFILLED ALL POLICY 514 REQUIREMENTS THE SCHOOL BOARD APPROVED THE POLICY 514 REQUIREMENTS THE SCHOOL BOARD APPROVED THE POLICY 514 REQUIREMENTS THE SCHOOL BOARD APPROVED THE SCHOOL YEAR 25 26 REZONING SIX SCHOOL BOARD APPROVED THE SCHOOL YEAR 25 26 REZONING SIX SCHOOL BOARD APPROVED THE SCHOOL YEAR 25 26 REZONING SIX REZONING PLAN MEMBERSHIP SCHOOL YEAR 25 26 REZONING SIX REZONING PLAN MEMBERSHIP SCHOOL YEAR 25 26 REZONING SIX REZONING PLAN MEMBERSHIP CONTINUES TO FOLLOW MODESTLY REZONING PLAN MEMBERSHIP CONTINUES TO

378FOLLOW MODESTLY REZONING PLAN MEMBERSHIP CONTINUES TO FOLLOW MODESTLY WANING TREND FACILITY CAPACITY CONTINUES TO FOLLOW MODESTLY WANING TREND FACILITY CAPACITY CONTINUES TO FOLLOW MODESTLY WANING TREND FACILITY CAPACITY AS WELL MANAGED OVERALL THE WANING TREND FACILITY CAPACITY AS WELL MANAGED OVERALL THE WANING TREND FACILITY CAPACITY AS WELL MANAGED OVERALL THE SCIENTIFIC MODERNIZATION OF THE AS WELL MANAGED OVERALL THE SCIENTIFIC MODERNIZATION OF THE AS WELL MANAGED OVERALL THE SCIENTIFIC MODERNIZATION OF THE FORECASTING MORAL CONTINUES TO SCIENTIFIC MODERNIZATION OF THE FORECASTING MORAL CONTINUES TO SCIENTIFIC MODERNIZATION OF THE FORECASTING MORAL CONTINUES TO EVOLVE BE HAPPY BE HAPPY TO FORECASTING MORAL CONTINUES TO EVOLVE BE HAPPY BE HAPPY TO FORECASTING MORAL CONTINUES TO EVOLVE BE HAPPY BE HAPPY TO ANSWER ANY QUESTIONS, MISS EVOLVE BE HAPPY BE HAPPY TO ANSWER ANY QUESTIONS, MISS EVOLVE BE HAPPY BE HAPPY TO

379ANSWER ANY QUESTIONS, MISS ROGERS SO QUICK QUESTION ARE WE ANSWER ANY QUESTIONS, MISS ROGERS SO QUICK QUESTION ARE WE ANSWER ANY QUESTIONS, MISS ROGERS SO QUICK QUESTION ARE WE TALKING ABOUT REZONING ANYWHERE ROGERS SO QUICK QUESTION ARE WE TALKING ABOUT REZONING ANYWHERE ROGERS SO QUICK QUESTION ARE WE TALKING ABOUT REZONING ANYWHERE ELSE ONLY BECAUSE I'M LOOKING TALKING ABOUT REZONING ANYWHERE ELSE ONLY BECAUSE I'M LOOKING TALKING ABOUT REZONING ANYWHERE ELSE ONLY BECAUSE I'M LOOKING AT OUR SCHOOL CAPACITY FOR HIGH ELSE ONLY BECAUSE I'M LOOKING AT OUR SCHOOL CAPACITY FOR HIGH ELSE ONLY BECAUSE I'M LOOKING AT OUR SCHOOL CAPACITY FOR HIGH SCHOOLS AND NOTICING THAT LIKE AT OUR SCHOOL CAPACITY FOR HIGH SCHOOLS AND NOTICING THAT LIKE AT OUR SCHOOL CAPACITY FOR HIGH SCHOOLS AND NOTICING THAT LIKE OCEAN LAKES IS UNDER CAPACITY SCHOOLS AND NOTICING

380THAT LIKE OCEAN LAKES IS UNDER CAPACITY SCHOOLS AND NOTICING THAT LIKE OCEAN LAKES IS UNDER CAPACITY BUT LIKE FIRST COLONIAL HAS UH OCEAN LAKES IS UNDER CAPACITY BUT LIKE FIRST COLONIAL HAS UH OCEAN LAKES IS UNDER CAPACITY BUT LIKE FIRST COLONIAL HAS UH THEY HAVE THE TRAILERS SO LIKE BUT LIKE FIRST COLONIAL HAS UH THEY HAVE THE TRAILERS SO LIKE BUT LIKE FIRST COLONIAL HAS UH THEY HAVE THE TRAILERS SO LIKE ARE WE PLANNING WE ADJUST THEIR THEY HAVE THE TRAILERS SO LIKE ARE WE PLANNING WE ADJUST THEIR THEY HAVE THE TRAILERS SO LIKE ARE WE PLANNING WE ADJUST THEIR ANYTHING'S POSSIBLE. ARE WE PLANNING WE ADJUST THEIR ANYTHING'S POSSIBLE. ARE WE PLANNING WE ADJUST THEIR ANYTHING'S POSSIBLE. WE GO BY THE DIRECTION OF THE ANYTHING'S POSSIBLE. WE GO BY THE DIRECTION OF THE ANYTHING'S

381POSSIBLE. WE GO BY THE DIRECTION OF THE SCHOOL BOARD AND IF THAT'S WHAT WE GO BY THE DIRECTION OF THE SCHOOL BOARD AND IF THAT'S WHAT WE GO BY THE DIRECTION OF THE SCHOOL BOARD AND IF THAT'S WHAT THE SCHOOL BOARD BRINGS TO OUR SCHOOL BOARD AND IF THAT'S WHAT THE SCHOOL BOARD BRINGS TO OUR SCHOOL BOARD AND IF THAT'S WHAT THE SCHOOL BOARD BRINGS TO OUR BUILDING UTILIZATION COMMITTEE THE SCHOOL BOARD BRINGS TO OUR BUILDING UTILIZATION COMMITTEE THE SCHOOL BOARD BRINGS TO OUR BUILDING UTILIZATION COMMITTEE SURE MR. CULPEPER WILL BE HAPPY BUILDING UTILIZATION COMMITTEE SURE MR. CULPEPER WILL BE HAPPY BUILDING UTILIZATION COMMITTEE SURE MR. CULPEPER WILL BE HAPPY TO EXPLORE ANYTHING YOU CAN'T SURE MR. CULPEPER WILL BE HAPPY TO EXPLORE ANYTHING YOU CAN'T SURE MR. CULPEPER WILL BE HAPPY TO EXPLORE ANYTHING

382YOU CAN'T RUN AWAY. TO EXPLORE ANYTHING YOU CAN'T RUN AWAY. TO EXPLORE ANYTHING YOU CAN'T RUN AWAY. MR. CULPEPPER SORRY MR. RUN AWAY. MR. CULPEPPER SORRY MR. RUN AWAY. MR. CULPEPPER SORRY MR. CULPEPER I JUST DIDN'T KNOW IF MR. CULPEPPER SORRY MR. CULPEPER I JUST DIDN'T KNOW IF MR. CULPEPPER SORRY MR. CULPEPER I JUST DIDN'T KNOW IF DIDN'T KNOW IF THAT'S SOMETHING CULPEPER I JUST DIDN'T KNOW IF DIDN'T KNOW IF THAT'S SOMETHING CULPEPER I JUST DIDN'T KNOW IF DIDN'T KNOW IF THAT'S SOMETHING THAT BUILDING RESOLUTION IS DIDN'T KNOW IF THAT'S SOMETHING THAT BUILDING RESOLUTION IS DIDN'T KNOW IF THAT'S SOMETHING THAT BUILDING RESOLUTION IS GOING TO BE LOOKING AT. THAT BUILDING RESOLUTION IS GOING TO BE LOOKING AT. THAT BUILDING RESOLUTION IS GOING TO BE LOOKING AT. BUT I APPRECIATE THE GOING TO BE LOOKING

383AT. BUT I APPRECIATE THE GOING TO BE LOOKING AT. BUT I APPRECIATE THE INFORMATION THANK YOU. BUT I APPRECIATE THE INFORMATION THANK YOU. BUT I APPRECIATE THE INFORMATION THANK YOU. YOU'RE WELCOME >>. INFORMATION THANK YOU. YOU'RE WELCOME >>. INFORMATION THANK YOU. YOU'RE WELCOME >>. AND SO I WOULD MR. CULPEPER IS YOU'RE WELCOME >>. AND SO I WOULD MR. CULPEPER IS YOU'RE WELCOME >>. AND SO I WOULD MR. CULPEPER IS NO LONGER ON THE BLOCK BUT HE AND SO I WOULD MR. CULPEPER IS NO LONGER ON THE BLOCK BUT HE AND SO I WOULD MR. CULPEPER IS NO LONGER ON THE BLOCK BUT HE WAS THE CHAIRMAN OF THAT NO LONGER ON THE BLOCK BUT HE WAS THE CHAIRMAN OF THAT NO LONGER ON THE BLOCK BUT HE WAS THE CHAIRMAN OF THAT COMMITTEE PREVIOUSLY. WAS

384THE CHAIRMAN OF THAT COMMITTEE PREVIOUSLY. WAS THE CHAIRMAN OF THAT COMMITTEE PREVIOUSLY. SO IF ANYBODY HAS ANY QUESTIONS COMMITTEE PREVIOUSLY. SO IF ANYBODY HAS ANY QUESTIONS COMMITTEE PREVIOUSLY. SO IF ANYBODY HAS ANY QUESTIONS ABOUT HOW THAT PROCESS PLAYED SO IF ANYBODY HAS ANY QUESTIONS ABOUT HOW THAT PROCESS PLAYED SO IF ANYBODY HAS ANY QUESTIONS ABOUT HOW THAT PROCESS PLAYED OUT PREVIOUSLY, ASK MR. ABOUT HOW THAT PROCESS PLAYED OUT PREVIOUSLY, ASK MR. ABOUT HOW THAT PROCESS PLAYED OUT PREVIOUSLY, ASK MR. COLPEPER. OUT PREVIOUSLY, ASK MR. COLPEPER. OUT PREVIOUSLY, ASK MR. COLPEPER. I DON'T SEE ANY MORE QUESTIONS COLPEPER. I DON'T SEE ANY MORE QUESTIONS COLPEPER. I DON'T SEE ANY MORE QUESTIONS AT THIS TIME SO THANK YOU VERY I DON'T SEE ANY MORE QUESTIONS AT THIS TIME SO THANK YOU VERY I DON'T SEE ANY MORE

385QUESTIONS AT THIS TIME SO THANK YOU VERY MUCH FOR COMING OUT DURING THIS AT THIS TIME SO THANK YOU VERY MUCH FOR COMING OUT DURING THIS AT THIS TIME SO THANK YOU VERY MUCH FOR COMING OUT DURING THIS INFORMATION WITH US >>. MUCH FOR COMING OUT DURING THIS INFORMATION WITH US >>. MUCH FOR COMING OUT DURING THIS INFORMATION WITH US >>. YOU'RE WELCOME. INFORMATION WITH US >>. YOU'RE WELCOME. INFORMATION WITH US >>. YOU'RE WELCOME. WE WILL NOW MOVE ON TO THE YOU'RE WELCOME. WE WILL NOW MOVE ON TO THE YOU'RE WELCOME. WE WILL NOW MOVE ON TO THE LOCAL SPECIAL EDUCATION ANNUAL WE WILL NOW MOVE ON TO THE LOCAL SPECIAL EDUCATION ANNUAL WE WILL NOW MOVE ON TO THE LOCAL SPECIAL EDUCATION ANNUAL PLAN APPLICATION REPORT THE LOCAL SPECIAL EDUCATION ANNUAL PLAN APPLICATION REPORT

386THE LOCAL SPECIAL EDUCATION ANNUAL PLAN APPLICATION REPORT THE VIRGINIA DEPARTMENT PLAN APPLICATION REPORT THE VIRGINIA DEPARTMENT PLAN APPLICATION REPORT THE VIRGINIA DEPARTMENT OF EDUCATION. VIRGINIA DEPARTMENT OF EDUCATION. VIRGINIA DEPARTMENT OF EDUCATION. THIS TIME WE WELCOME DR. RONNIE OF EDUCATION. THIS TIME WE WELCOME DR. RONNIE OF EDUCATION. THIS TIME WE WELCOME DR. RONNIE MIERS DOBB, EXECUTIVE DIRECTOR THIS TIME WE WELCOME DR. RONNIE MIERS DOBB, EXECUTIVE DIRECTOR THIS TIME WE WELCOME DR. RONNIE MIERS DOBB, EXECUTIVE DIRECTOR OF PROGRAMS FOR EXCEPTIONAL MIERS DOBB, EXECUTIVE DIRECTOR OF PROGRAMS FOR EXCEPTIONAL MIERS DOBB, EXECUTIVE DIRECTOR OF PROGRAMS FOR EXCEPTIONAL CHILDREN. OF PROGRAMS FOR EXCEPTIONAL CHILDREN. OF PROGRAMS FOR EXCEPTIONAL CHILDREN. >> HI, GOOD EVENING COULD EVEN CHILDREN. >> HI, GOOD EVENING COULD EVEN CHILDREN. >> HI, GOOD EVENING COULD EVEN CHAIRWOMAN. >> HI, GOOD EVENING COULD EVEN CHAIRWOMAN. >> HI,

387GOOD EVENING COULD EVEN CHAIRWOMAN. CHAIRWOMEN BROWN, VICE CHAIRWOMAN. CHAIRWOMEN BROWN, VICE CHAIRWOMAN. CHAIRWOMEN BROWN, VICE CHAIRWOMAN WEEMES SCHOOL BOARD CHAIRWOMEN BROWN, VICE CHAIRWOMAN WEEMES SCHOOL BOARD CHAIRWOMEN BROWN, VICE CHAIRWOMAN WEEMES SCHOOL BOARD MEMBERS AND DR. ROBERTSON I'M CHAIRWOMAN WEEMES SCHOOL BOARD MEMBERS AND DR. ROBERTSON I'M CHAIRWOMAN WEEMES SCHOOL BOARD MEMBERS AND DR. ROBERTSON I'M RUNNING MY STAFF THE EXECUTIVE MEMBERS AND DR. ROBERTSON I'M RUNNING MY STAFF THE EXECUTIVE MEMBERS AND DR. ROBERTSON I'M RUNNING MY STAFF THE EXECUTIVE DIRECTOR THE PROGRAMS FOR RUNNING MY STAFF THE EXECUTIVE DIRECTOR THE PROGRAMS FOR RUNNING MY STAFF THE EXECUTIVE DIRECTOR THE PROGRAMS FOR EXCEPTIONAL CHILDREN AND I'M DIRECTOR THE PROGRAMS FOR EXCEPTIONAL CHILDREN AND I'M DIRECTOR THE PROGRAMS FOR EXCEPTIONAL CHILDREN AND I'M HERE THIS EVENING TO PROVIDE EXCEPTIONAL CHILDREN AND I'M HERE THIS EVENING TO PROVIDE EXCEPTIONAL CHILDREN

388AND I'M HERE THIS EVENING TO PROVIDE INFORMATION PERTAINING TO THE HERE THIS EVENING TO PROVIDE INFORMATION PERTAINING TO THE HERE THIS EVENING TO PROVIDE INFORMATION PERTAINING TO THE DIVISION'S SPECIAL EDUCATION INFORMATION PERTAINING TO THE DIVISION'S SPECIAL EDUCATION INFORMATION PERTAINING TO THE DIVISION'S SPECIAL EDUCATION ANNUAL PLAN PART B FLOW DIVISION'S SPECIAL EDUCATION ANNUAL PLAN PART B FLOW DIVISION'S SPECIAL EDUCATION ANNUAL PLAN PART B FLOW FLOWTHROUGH APPLICATION AND ANNUAL PLAN PART B FLOW FLOWTHROUGH APPLICATION AND ANNUAL PLAN PART B FLOW FLOWTHROUGH APPLICATION AND REPORT WHICH IS OFTEN REFERRED FLOWTHROUGH APPLICATION AND REPORT WHICH IS OFTEN REFERRED FLOWTHROUGH APPLICATION AND REPORT WHICH IS OFTEN REFERRED TO AS THE ANNUAL PLAN REPORT WHICH IS OFTEN REFERRED TO AS THE ANNUAL PLAN REPORT WHICH IS OFTEN REFERRED TO AS THE ANNUAL PLAN APPLICATION TONIGHT'S TO AS THE ANNUAL PLAN APPLICATION

389TONIGHT'S TO AS THE ANNUAL PLAN APPLICATION TONIGHT'S PRESENTATION IS AN ANNUAL APPLICATION TONIGHT'S PRESENTATION IS AN ANNUAL APPLICATION TONIGHT'S PRESENTATION IS AN ANNUAL REQUIREMENT TO INFORM YOU PRESENTATION IS AN ANNUAL REQUIREMENT TO INFORM YOU PRESENTATION IS AN ANNUAL REQUIREMENT TO INFORM YOU OF HOW WE INTEND TO SPEND REQUIREMENT TO INFORM YOU OF HOW WE INTEND TO SPEND REQUIREMENT TO INFORM YOU OF HOW WE INTEND TO SPEND ALLOCATED FEDERAL FUNDS BASED OF HOW WE INTEND TO SPEND ALLOCATED FEDERAL FUNDS BASED OF HOW WE INTEND TO SPEND ALLOCATED FEDERAL FUNDS BASED ON THEIR REQUIREMENTS OUTLINED ALLOCATED FEDERAL FUNDS BASED ON THEIR REQUIREMENTS OUTLINED ALLOCATED FEDERAL FUNDS BASED ON THEIR REQUIREMENTS OUTLINED IN THE APPLICATION THE ANNUAL ON THEIR REQUIREMENTS OUTLINED IN THE APPLICATION THE ANNUAL ON THEIR REQUIREMENTS OUTLINED IN THE APPLICATION THE ANNUAL PLAN APPLICATION ALSO

390SERVES AS IN THE APPLICATION THE ANNUAL PLAN APPLICATION ALSO SERVES AS IN THE APPLICATION THE ANNUAL PLAN APPLICATION ALSO SERVES AS A FORMAL AGREEMENT BETWEEN THE PLAN APPLICATION ALSO SERVES AS A FORMAL AGREEMENT BETWEEN THE PLAN APPLICATION ALSO SERVES AS A FORMAL AGREEMENT BETWEEN THE LOCAL SCHOOL BOARD AND THE A FORMAL AGREEMENT BETWEEN THE LOCAL SCHOOL BOARD AND THE A FORMAL AGREEMENT BETWEEN THE LOCAL SCHOOL BOARD AND THE VIRGINIA DEPARTMENT LOCAL SCHOOL BOARD AND THE VIRGINIA DEPARTMENT LOCAL SCHOOL BOARD AND THE VIRGINIA DEPARTMENT OF EDUCATION FOR IMPLEMENTING VIRGINIA DEPARTMENT OF EDUCATION FOR IMPLEMENTING VIRGINIA DEPARTMENT OF EDUCATION FOR IMPLEMENTING FEDERAL AND STATE LAWS AND OF EDUCATION FOR IMPLEMENTING FEDERAL AND STATE LAWS AND OF EDUCATION FOR IMPLEMENTING FEDERAL AND STATE LAWS AND REGULATIONS GOVERNING SPECIAL FEDERAL AND STATE LAWS AND REGULATIONS GOVERNING SPECIAL FEDERAL AND

391STATE LAWS AND REGULATIONS GOVERNING SPECIAL EDUCATION PROGRAMS, LOCAL REGULATIONS GOVERNING SPECIAL EDUCATION PROGRAMS, LOCAL REGULATIONS GOVERNING SPECIAL EDUCATION PROGRAMS, LOCAL EDUCATIONAL AGENCIES REQUIRED EDUCATION PROGRAMS, LOCAL EDUCATIONAL AGENCIES REQUIRED EDUCATION PROGRAMS, LOCAL EDUCATIONAL AGENCIES REQUIRED TO SUBMIT THIS APPLICATION EACH EDUCATIONAL AGENCIES REQUIRED TO SUBMIT THIS APPLICATION EACH EDUCATIONAL AGENCIES REQUIRED TO SUBMIT THIS APPLICATION EACH YEAR, ACCORDING TO THE FEDERAL TO SUBMIT THIS APPLICATION EACH YEAR, ACCORDING TO THE FEDERAL TO SUBMIT THIS APPLICATION EACH YEAR, ACCORDING TO THE FEDERAL PROVISIONS OF THE INDIVIDUALS YEAR, ACCORDING TO THE FEDERAL PROVISIONS OF THE INDIVIDUALS YEAR, ACCORDING TO THE FEDERAL PROVISIONS OF THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT PROVISIONS OF THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT PROVISIONS OF THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT OF 2010 FOR AS WELL AS STATE WITH DISABILITIES EDUCATION ACT OF 2010 FOR AS WELL

392AS STATE WITH DISABILITIES EDUCATION ACT OF 2010 FOR AS WELL AS STATE REGULATIONS PRIOR TO THE OF 2010 FOR AS WELL AS STATE REGULATIONS PRIOR TO THE OF 2010 FOR AS WELL AS STATE REGULATIONS PRIOR TO THE SUBMISSION TO THE VIRGINIA REGULATIONS PRIOR TO THE SUBMISSION TO THE VIRGINIA REGULATIONS PRIOR TO THE SUBMISSION TO THE VIRGINIA DEPARTMENT OF EDUCATION, EACH SUBMISSION TO THE VIRGINIA DEPARTMENT OF EDUCATION, EACH SUBMISSION TO THE VIRGINIA DEPARTMENT OF EDUCATION, EACH SCHOOL DIVISION REVIEW ITS DEPARTMENT OF EDUCATION, EACH SCHOOL DIVISION REVIEW ITS DEPARTMENT OF EDUCATION, EACH SCHOOL DIVISION REVIEW ITS ANNUAL PLAN APPLICATION WITH SCHOOL DIVISION REVIEW ITS ANNUAL PLAN APPLICATION WITH SCHOOL DIVISION REVIEW ITS ANNUAL PLAN APPLICATION WITH ITS LOCAL SPECIAL EDUCATION ANNUAL PLAN APPLICATION WITH ITS LOCAL SPECIAL EDUCATION ANNUAL PLAN APPLICATION WITH ITS LOCAL SPECIAL EDUCATION ADVISORY

393COMMITTEE ALSO KNOWN ITS LOCAL SPECIAL EDUCATION ADVISORY COMMITTEE ALSO KNOWN ITS LOCAL SPECIAL EDUCATION ADVISORY COMMITTEE ALSO KNOWN AS CISAC AND SUBMIT IT TO THE ADVISORY COMMITTEE ALSO KNOWN AS CISAC AND SUBMIT IT TO THE ADVISORY COMMITTEE ALSO KNOWN AS CISAC AND SUBMIT IT TO THE LOCAL SCHOOL BOARD FOR AS CISAC AND SUBMIT IT TO THE LOCAL SCHOOL BOARD FOR AS CISAC AND SUBMIT IT TO THE LOCAL SCHOOL BOARD FOR APPROVAL. LOCAL SCHOOL BOARD FOR APPROVAL. LOCAL SCHOOL BOARD FOR APPROVAL. SIOC MEMBER MEGAN ASHBURN IS APPROVAL. SIOC MEMBER MEGAN ASHBURN IS APPROVAL. SIOC MEMBER MEGAN ASHBURN IS HERE WITH US THIS EVENING AND SIOC MEMBER MEGAN ASHBURN IS HERE WITH US THIS EVENING AND SIOC MEMBER MEGAN ASHBURN IS HERE WITH US THIS EVENING AND WILL PROVIDE THE BOARD WITH THE HERE WITH US THIS

394EVENING AND WILL PROVIDE THE BOARD WITH THE HERE WITH US THIS EVENING AND WILL PROVIDE THE BOARD WITH THE COMMITTEE'S RESPONSE TO THE WILL PROVIDE THE BOARD WITH THE COMMITTEE'S RESPONSE TO THE WILL PROVIDE THE BOARD WITH THE COMMITTEE'S RESPONSE TO THE DIVISION'S ANNUAL PLAN COMMITTEE'S RESPONSE TO THE DIVISION'S ANNUAL PLAN COMMITTEE'S RESPONSE TO THE DIVISION'S ANNUAL PLAN APPLICATION THIS ANNUAL REVIEW DIVISION'S ANNUAL PLAN APPLICATION THIS ANNUAL REVIEW DIVISION'S ANNUAL PLAN APPLICATION THIS ANNUAL REVIEW IS CRITICAL BECAUSE OF THE APPLICATION THIS ANNUAL REVIEW IS CRITICAL BECAUSE OF THE APPLICATION THIS ANNUAL REVIEW IS CRITICAL BECAUSE OF THE DISBURSEMENT OF FEDERAL FUNDS IS CRITICAL BECAUSE OF THE DISBURSEMENT OF FEDERAL FUNDS IS CRITICAL BECAUSE OF THE DISBURSEMENT OF FEDERAL FUNDS APPROPRIATED FOR THE EDUCATION DISBURSEMENT OF FEDERAL FUNDS APPROPRIATED FOR THE EDUCATION DISBURSEMENT OF FEDERAL FUNDS

395APPROPRIATED FOR THE EDUCATION OF CHILDREN WITH DISABILITIES APPROPRIATED FOR THE EDUCATION OF CHILDREN WITH DISABILITIES APPROPRIATED FOR THE EDUCATION OF CHILDREN WITH DISABILITIES IS CONTINGENT UPON THE APPROVAL OF CHILDREN WITH DISABILITIES IS CONTINGENT UPON THE APPROVAL OF CHILDREN WITH DISABILITIES IS CONTINGENT UPON THE APPROVAL OF THE PLAN AND ITS COMPONENTS IS CONTINGENT UPON THE APPROVAL OF THE PLAN AND ITS COMPONENTS IS CONTINGENT UPON THE APPROVAL OF THE PLAN AND ITS COMPONENTS A >> PORTION >> OF THIS OF THE PLAN AND ITS COMPONENTS A >> PORTION >> OF THIS OF THE PLAN AND ITS COMPONENTS A >> PORTION >> OF THIS APPLICATION INCLUDES A >> PORTION >> OF THIS APPLICATION INCLUDES A >> PORTION >> OF THIS APPLICATION INCLUDES CERTIFICATION OF ADHERENCE TO A APPLICATION INCLUDES CERTIFICATION OF ADHERENCE TO A APPLICATION INCLUDES CERTIFICATION OF ADHERENCE

396TO A LIST OF ASSURANCES DELINEATED CERTIFICATION OF ADHERENCE TO A LIST OF ASSURANCES DELINEATED CERTIFICATION OF ADHERENCE TO A LIST OF ASSURANCES DELINEATED OVER TO THE DEPARTMENT LIST OF ASSURANCES DELINEATED OVER TO THE DEPARTMENT LIST OF ASSURANCES DELINEATED OVER TO THE DEPARTMENT OF EDUCATION WHICH THE SCHOOL OVER TO THE DEPARTMENT OF EDUCATION WHICH THE SCHOOL OVER TO THE DEPARTMENT OF EDUCATION WHICH THE SCHOOL DIVISION HAS DEVELOPED POLICIES OF EDUCATION WHICH THE SCHOOL DIVISION HAS DEVELOPED POLICIES OF EDUCATION WHICH THE SCHOOL DIVISION HAS DEVELOPED POLICIES AND PROCEDURES FOR THE DIVISION HAS DEVELOPED POLICIES AND PROCEDURES FOR THE DIVISION HAS DEVELOPED POLICIES AND PROCEDURES FOR THE PROVISION OF SPECIAL EDUCATION AND PROCEDURES FOR THE PROVISION OF SPECIAL EDUCATION AND PROCEDURES FOR THE PROVISION OF SPECIAL EDUCATION AND RELATED SERVICES WHICH ARE PROVISION OF SPECIAL EDUCATION AND RELATED

397SERVICES WHICH ARE PROVISION OF SPECIAL EDUCATION AND RELATED SERVICES WHICH ARE CONSISTENT WITH THE POLICIES AND RELATED SERVICES WHICH ARE CONSISTENT WITH THE POLICIES AND RELATED SERVICES WHICH ARE CONSISTENT WITH THE POLICIES PROCEDURES THAT VIDEO WE HAS CONSISTENT WITH THE POLICIES PROCEDURES THAT VIDEO WE HAS CONSISTENT WITH THE POLICIES PROCEDURES THAT VIDEO WE HAS ESTABLISHED IN ACCORDANCE WITH PROCEDURES THAT VIDEO WE HAS ESTABLISHED IN ACCORDANCE WITH PROCEDURES THAT VIDEO WE HAS ESTABLISHED IN ACCORDANCE WITH IDEA AND ITS FEDERAL ESTABLISHED IN ACCORDANCE WITH IDEA AND ITS FEDERAL ESTABLISHED IN ACCORDANCE WITH IDEA AND ITS FEDERAL IMPLEMENTING REGULATIONS IDEA AND ITS FEDERAL IMPLEMENTING REGULATIONS IDEA AND ITS FEDERAL IMPLEMENTING REGULATIONS ASSURANCES SUCH AS THOSE LISTED IMPLEMENTING REGULATIONS ASSURANCES SUCH AS THOSE LISTED IMPLEMENTING REGULATIONS ASSURANCES SUCH AS THOSE LISTED ON THIS SLIDE ARE EXAMPLES ASSURANCES SUCH AS

398THOSE LISTED ON THIS SLIDE ARE EXAMPLES ASSURANCES SUCH AS THOSE LISTED ON THIS SLIDE ARE EXAMPLES OF ACTIONS REQUIRED TO MAINTAIN ON THIS SLIDE ARE EXAMPLES OF ACTIONS REQUIRED TO MAINTAIN ON THIS SLIDE ARE EXAMPLES OF ACTIONS REQUIRED TO MAINTAIN COMPLIANCE WITH FEDERAL STATE OF ACTIONS REQUIRED TO MAINTAIN COMPLIANCE WITH FEDERAL STATE OF ACTIONS REQUIRED TO MAINTAIN COMPLIANCE WITH FEDERAL STATE REGULATIONS THE TERMS FREE COMPLIANCE WITH FEDERAL STATE REGULATIONS THE TERMS FREE COMPLIANCE WITH FEDERAL STATE REGULATIONS THE TERMS FREE APPROPRIATE PUBLIC EDUCATION REGULATIONS THE TERMS FREE APPROPRIATE PUBLIC EDUCATION REGULATIONS THE TERMS FREE APPROPRIATE PUBLIC EDUCATION AND INDIVIDUALIZED EDUCATION APPROPRIATE PUBLIC EDUCATION AND INDIVIDUALIZED EDUCATION APPROPRIATE PUBLIC EDUCATION AND INDIVIDUALIZED EDUCATION PROGRAM ARE OFTEN HEARD IN THE AND INDIVIDUALIZED EDUCATION PROGRAM ARE OFTEN HEARD IN THE AND INDIVIDUALIZED EDUCATION PROGRAM ARE OFTEN HEARD IN THE

399FIELD OF SPECIAL EDUCATION. PROGRAM ARE OFTEN HEARD IN THE FIELD OF SPECIAL EDUCATION. PROGRAM ARE OFTEN HEARD IN THE FIELD OF SPECIAL EDUCATION. THESE TWO COMMON THESE TWO FIELD OF SPECIAL EDUCATION. THESE TWO COMMON THESE TWO FIELD OF SPECIAL EDUCATION. THESE TWO COMMON THESE TWO CONCEPTS ARE SPECIFIC TO EACH THESE TWO COMMON THESE TWO CONCEPTS ARE SPECIFIC TO EACH THESE TWO COMMON THESE TWO CONCEPTS ARE SPECIFIC TO EACH STUDENT QUALIFYING FOR SPECIAL CONCEPTS ARE SPECIFIC TO EACH STUDENT QUALIFYING FOR SPECIAL CONCEPTS ARE SPECIFIC TO EACH STUDENT QUALIFYING FOR SPECIAL EDUCATION SERVICES AS EACH STUDENT QUALIFYING FOR SPECIAL EDUCATION SERVICES AS EACH STUDENT QUALIFYING FOR SPECIAL EDUCATION SERVICES AS EACH STUDENTS IEP IS DEVELOPED AND EDUCATION SERVICES AS EACH STUDENTS IEP IS DEVELOPED AND EDUCATION SERVICES AS EACH STUDENTS IEP IS DEVELOPED AND REVIEWED BY THE

400IEP TEAM STUDENTS IEP IS DEVELOPED AND REVIEWED BY THE IEP TEAM STUDENTS IEP IS DEVELOPED AND REVIEWED BY THE IEP TEAM DETERMINATION IS MADE ABOUT REVIEWED BY THE IEP TEAM DETERMINATION IS MADE ABOUT REVIEWED BY THE IEP TEAM DETERMINATION IS MADE ABOUT SUPPORTS AND SERVICES NEEDED TO DETERMINATION IS MADE ABOUT SUPPORTS AND SERVICES NEEDED TO DETERMINATION IS MADE ABOUT SUPPORTS AND SERVICES NEEDED TO ENSURE ACCESS TO THE GENERAL SUPPORTS AND SERVICES NEEDED TO ENSURE ACCESS TO THE GENERAL SUPPORTS AND SERVICES NEEDED TO ENSURE ACCESS TO THE GENERAL CURRICULUM AND TO THE MAXIMUM ENSURE ACCESS TO THE GENERAL CURRICULUM AND TO THE MAXIMUM ENSURE ACCESS TO THE GENERAL CURRICULUM AND TO THE MAXIMUM EXTENT APPROPRIATE THE STUDENT CURRICULUM AND TO THE MAXIMUM EXTENT APPROPRIATE THE STUDENT CURRICULUM AND TO THE MAXIMUM EXTENT APPROPRIATE THE STUDENT BEING

401EDUCATED WITH PIERCE EXTENT APPROPRIATE THE STUDENT BEING EDUCATED WITH PIERCE EXTENT APPROPRIATE THE STUDENT BEING EDUCATED WITH PIERCE WITHOUT DISABILITIES AND THE BEING EDUCATED WITH PIERCE WITHOUT DISABILITIES AND THE BEING EDUCATED WITH PIERCE WITHOUT DISABILITIES AND THE LEAST RESTRICTIVE ENVIRONMENT. WITHOUT DISABILITIES AND THE LEAST RESTRICTIVE ENVIRONMENT. WITHOUT DISABILITIES AND THE LEAST RESTRICTIVE ENVIRONMENT. IN ADDITION, THE SCHOOL LEAST RESTRICTIVE ENVIRONMENT. IN ADDITION, THE SCHOOL LEAST RESTRICTIVE ENVIRONMENT. IN ADDITION, THE SCHOOL DIVISION HAS POLICIES IN ADDITION, THE SCHOOL DIVISION HAS POLICIES IN ADDITION, THE SCHOOL DIVISION HAS POLICIES PROCEDURES DESIGNED TO PREVENT DIVISION HAS POLICIES PROCEDURES DESIGNED TO PREVENT DIVISION HAS POLICIES PROCEDURES DESIGNED TO PREVENT OVERIDENTIFICATION OR PROCEDURES DESIGNED TO PREVENT OVERIDENTIFICATION OR PROCEDURES DESIGNED TO PREVENT OVERIDENTIFICATION OR DISPROPORTIONATE REPRESENTATION OVERIDENTIFICATION OR DISPROPORTIONATE REPRESENTATION OVERIDENTIFICATION OR DISPROPORTIONATE REPRESENTATION BY RACE AND ETHNICITY DISPROPORTIONATE REPRESENTATION BY

402RACE AND ETHNICITY DISPROPORTIONATE REPRESENTATION BY RACE AND ETHNICITY OF CHILDREN WITH DISABILITIES BY RACE AND ETHNICITY OF CHILDREN WITH DISABILITIES BY RACE AND ETHNICITY OF CHILDREN WITH DISABILITIES IN ADDITION TO THE STATEMENT OF CHILDREN WITH DISABILITIES IN ADDITION TO THE STATEMENT OF CHILDREN WITH DISABILITIES IN ADDITION TO THE STATEMENT OF ASSURANCES, THE ANNUAL PLAN IN ADDITION TO THE STATEMENT OF ASSURANCES, THE ANNUAL PLAN IN ADDITION TO THE STATEMENT OF ASSURANCES, THE ANNUAL PLAN APPLICATION REQUIRES SCHOOL OF ASSURANCES, THE ANNUAL PLAN APPLICATION REQUIRES SCHOOL OF ASSURANCES, THE ANNUAL PLAN APPLICATION REQUIRES SCHOOL DIVISIONS TO SUBMIT INFORMATION APPLICATION REQUIRES SCHOOL DIVISIONS TO SUBMIT INFORMATION APPLICATION REQUIRES SCHOOL DIVISIONS TO SUBMIT INFORMATION ABOUT SELECT SPECIAL EDUCATION DIVISIONS TO SUBMIT INFORMATION ABOUT SELECT SPECIAL EDUCATION DIVISIONS TO SUBMIT INFORMATION ABOUT SELECT SPECIAL EDUCATION PROGRAMS AND EXPENDITURES. ABOUT SELECT SPECIAL

403EDUCATION PROGRAMS AND EXPENDITURES. ABOUT SELECT SPECIAL EDUCATION PROGRAMS AND EXPENDITURES. ONE REQUIRED COMPONENT IS PROGRAMS AND EXPENDITURES. ONE REQUIRED COMPONENT IS PROGRAMS AND EXPENDITURES. ONE REQUIRED COMPONENT IS INFORMATION ABOUT THE DIVISIONS ONE REQUIRED COMPONENT IS INFORMATION ABOUT THE DIVISIONS ONE REQUIRED COMPONENT IS INFORMATION ABOUT THE DIVISIONS JAIL EDUCATION PROGRAM OR IEP INFORMATION ABOUT THE DIVISIONS JAIL EDUCATION PROGRAM OR IEP INFORMATION ABOUT THE DIVISIONS JAIL EDUCATION PROGRAM OR IEP STATE REGULATIONS MANDATE JAIL EDUCATION PROGRAM OR IEP STATE REGULATIONS MANDATE JAIL EDUCATION PROGRAM OR IEP STATE REGULATIONS MANDATE SPECIAL EDUCATION SERVICES STATE REGULATIONS MANDATE SPECIAL EDUCATION SERVICES STATE REGULATIONS MANDATE SPECIAL EDUCATION SERVICES PROVIDED TO INCARCERATED YOUTH SPECIAL EDUCATION SERVICES PROVIDED TO INCARCERATED YOUTH SPECIAL EDUCATION SERVICES PROVIDED TO INCARCERATED YOUTH WITH DISABILITIES WHO ARE IN PROVIDED TO INCARCERATED YOUTH WITH DISABILITIES WHO ARE IN PROVIDED TO

404INCARCERATED YOUTH WITH DISABILITIES WHO ARE IN JAIL THE VIRGINIA BEACH WITH DISABILITIES WHO ARE IN JAIL THE VIRGINIA BEACH WITH DISABILITIES WHO ARE IN JAIL THE VIRGINIA BEACH CORRECTIONAL CENTER. JAIL THE VIRGINIA BEACH CORRECTIONAL CENTER. JAIL THE VIRGINIA BEACH CORRECTIONAL CENTER. SUCH SERVICES ARE DELIVERED CORRECTIONAL CENTER. SUCH SERVICES ARE DELIVERED CORRECTIONAL CENTER. SUCH SERVICES ARE DELIVERED ACCORDING TO THE STUDENTS IEPS SUCH SERVICES ARE DELIVERED ACCORDING TO THE STUDENTS IEPS SUCH SERVICES ARE DELIVERED ACCORDING TO THE STUDENTS IEPS BY SPECIAL EDUCATION TEACHERS ACCORDING TO THE STUDENTS IEPS BY SPECIAL EDUCATION TEACHERS ACCORDING TO THE STUDENTS IEPS BY SPECIAL EDUCATION TEACHERS AND INTER-AGENCY AGREEMENT IS BY SPECIAL EDUCATION TEACHERS AND INTER-AGENCY AGREEMENT IS BY SPECIAL EDUCATION TEACHERS AND INTER-AGENCY AGREEMENT IS IN PLACE TO ADDRESS STAFFING AND INTER-AGENCY AGREEMENT IS IN PLACE TO ADDRESS STAFFING AND INTER-AGENCY

405AGREEMENT IS IN PLACE TO ADDRESS STAFFING AND SECURITY ISSUES MAINTENANCE IN PLACE TO ADDRESS STAFFING AND SECURITY ISSUES MAINTENANCE IN PLACE TO ADDRESS STAFFING AND SECURITY ISSUES MAINTENANCE OF EFFORT OR MAYBE IT'S THE AND SECURITY ISSUES MAINTENANCE OF EFFORT OR MAYBE IT'S THE AND SECURITY ISSUES MAINTENANCE OF EFFORT OR MAYBE IT'S THE REQUIREMENT OF EACH SCHOOL OF EFFORT OR MAYBE IT'S THE REQUIREMENT OF EACH SCHOOL OF EFFORT OR MAYBE IT'S THE REQUIREMENT OF EACH SCHOOL DIVISION TO SPEND AT LEAST THE REQUIREMENT OF EACH SCHOOL DIVISION TO SPEND AT LEAST THE REQUIREMENT OF EACH SCHOOL DIVISION TO SPEND AT LEAST THE SAME AMOUNT OF LOCAL OR LOCAL DIVISION TO SPEND AT LEAST THE SAME AMOUNT OF LOCAL OR LOCAL DIVISION TO SPEND AT LEAST THE SAME AMOUNT OF LOCAL OR LOCAL PLUS STATE FUNDS AND THE

406SAME AMOUNT OF LOCAL OR LOCAL PLUS STATE FUNDS AND THE SAME AMOUNT OF LOCAL OR LOCAL PLUS STATE FUNDS AND THE DELIVERY OF SPECIAL EDUCATION PLUS STATE FUNDS AND THE DELIVERY OF SPECIAL EDUCATION PLUS STATE FUNDS AND THE DELIVERY OF SPECIAL EDUCATION AND RELATED SERVICES I SPENT IN DELIVERY OF SPECIAL EDUCATION AND RELATED SERVICES I SPENT IN DELIVERY OF SPECIAL EDUCATION AND RELATED SERVICES I SPENT IN THE YEAR THE DIVISION MET THE AND RELATED SERVICES I SPENT IN THE YEAR THE DIVISION MET THE AND RELATED SERVICES I SPENT IN THE YEAR THE DIVISION MET THE MAINTENANCE OF EFFORT TWO THE YEAR THE DIVISION MET THE MAINTENANCE OF EFFORT TWO THE YEAR THE DIVISION MET THE MAINTENANCE OF EFFORT TWO ADDITIONAL COMPONENTS ARE MAINTENANCE OF EFFORT TWO ADDITIONAL COMPONENTS ARE MAINTENANCE OF EFFORT TWO ADDITIONAL COMPONENTS

407ARE LISTED ON THIS SLIDE ADDITIONAL COMPONENTS ARE LISTED ON THIS SLIDE ADDITIONAL COMPONENTS ARE LISTED ON THIS SLIDE PROPORTIONATE SET ASIDE OR PSA LISTED ON THIS SLIDE PROPORTIONATE SET ASIDE OR PSA LISTED ON THIS SLIDE PROPORTIONATE SET ASIDE OR PSA IS THE REQUIREMENT FOR EACH PROPORTIONATE SET ASIDE OR PSA IS THE REQUIREMENT FOR EACH PROPORTIONATE SET ASIDE OR PSA IS THE REQUIREMENT FOR EACH LOCAL SCHOOL THE TO SET ASIDE IS THE REQUIREMENT FOR EACH LOCAL SCHOOL THE TO SET ASIDE IS THE REQUIREMENT FOR EACH LOCAL SCHOOL THE TO SET ASIDE SPECIFIC FEDERAL DOLLAR AMOUNT LOCAL SCHOOL THE TO SET ASIDE SPECIFIC FEDERAL DOLLAR AMOUNT LOCAL SCHOOL THE TO SET ASIDE SPECIFIC FEDERAL DOLLAR AMOUNT TO BE USED FOR CHILDREN WITH SPECIFIC FEDERAL DOLLAR AMOUNT TO BE USED FOR CHILDREN WITH SPECIFIC FEDERAL DOLLAR AMOUNT TO

408BE USED FOR CHILDREN WITH DISABILITIES WHO ARE HOME TO BE USED FOR CHILDREN WITH DISABILITIES WHO ARE HOME TO BE USED FOR CHILDREN WITH DISABILITIES WHO ARE HOME SCHOOLED OR PARENTALLY PLACED DISABILITIES WHO ARE HOME SCHOOLED OR PARENTALLY PLACED DISABILITIES WHO ARE HOME SCHOOLED OR PARENTALLY PLACED IN PRIVATE SCHOOLS WITHIN OUR SCHOOLED OR PARENTALLY PLACED IN PRIVATE SCHOOLS WITHIN OUR SCHOOLED OR PARENTALLY PLACED IN PRIVATE SCHOOLS WITHIN OUR JURISDICTION EACH YEAR OUR IN PRIVATE SCHOOLS WITHIN OUR JURISDICTION EACH YEAR OUR IN PRIVATE SCHOOLS WITHIN OUR JURISDICTION EACH YEAR OUR DIVISION HOSTS THE REQUIRED JURISDICTION EACH YEAR OUR DIVISION HOSTS THE REQUIRED JURISDICTION EACH YEAR OUR DIVISION HOSTS THE REQUIRED COLLABORATIVE CONSULTATION DIVISION HOSTS THE REQUIRED COLLABORATIVE CONSULTATION DIVISION HOSTS THE REQUIRED COLLABORATIVE CONSULTATION SESSION WITH PARTICIPATING COLLABORATIVE CONSULTATION SESSION WITH PARTICIPATING COLLABORATIVE CONSULTATION SESSION WITH

409PARTICIPATING VIRGINIA BEACH PRIVATE SCHOOLS SESSION WITH PARTICIPATING VIRGINIA BEACH PRIVATE SCHOOLS SESSION WITH PARTICIPATING VIRGINIA BEACH PRIVATE SCHOOLS TO DETERMINE HOW BEST TO USE VIRGINIA BEACH PRIVATE SCHOOLS TO DETERMINE HOW BEST TO USE VIRGINIA BEACH PRIVATE SCHOOLS TO DETERMINE HOW BEST TO USE THE FEDERAL SET ASIDE FUNDS. TO DETERMINE HOW BEST TO USE THE FEDERAL SET ASIDE FUNDS. TO DETERMINE HOW BEST TO USE THE FEDERAL SET ASIDE FUNDS. FUNDS MAY BE USED FOR DIRECT THE FEDERAL SET ASIDE FUNDS. FUNDS MAY BE USED FOR DIRECT THE FEDERAL SET ASIDE FUNDS. FUNDS MAY BE USED FOR DIRECT SERVICES, CONSULTATIVE FUNDS MAY BE USED FOR DIRECT SERVICES, CONSULTATIVE FUNDS MAY BE USED FOR DIRECT SERVICES, CONSULTATIVE SERVICES, EQUIPMENT OR SERVICES, CONSULTATIVE SERVICES, EQUIPMENT OR SERVICES, CONSULTATIVE SERVICES, EQUIPMENT OR MATERIALS DIRECT SERVICES WILL SERVICES, EQUIPMENT OR MATERIALS DIRECT

410SERVICES WILL SERVICES, EQUIPMENT OR MATERIALS DIRECT SERVICES WILL BE USED FOR THE PROVISION MATERIALS DIRECT SERVICES WILL BE USED FOR THE PROVISION MATERIALS DIRECT SERVICES WILL BE USED FOR THE PROVISION SPEECH AND LANGUAGE SERVICES BE USED FOR THE PROVISION SPEECH AND LANGUAGE SERVICES BE USED FOR THE PROVISION SPEECH AND LANGUAGE SERVICES DUE TO THE STRONG LINKAGE SPEECH AND LANGUAGE SERVICES DUE TO THE STRONG LINKAGE SPEECH AND LANGUAGE SERVICES DUE TO THE STRONG LINKAGE BETWEEN SPEECH AND LANGUAGE DUE TO THE STRONG LINKAGE BETWEEN SPEECH AND LANGUAGE DUE TO THE STRONG LINKAGE BETWEEN SPEECH AND LANGUAGE SKILLS AND OVERALL LITERACY THE BETWEEN SPEECH AND LANGUAGE SKILLS AND OVERALL LITERACY THE BETWEEN SPEECH AND LANGUAGE SKILLS AND OVERALL LITERACY THE ANNUAL PLAN APPLICATION ALSO SKILLS AND OVERALL LITERACY THE ANNUAL PLAN APPLICATION ALSO SKILLS AND OVERALL LITERACY THE

411ANNUAL PLAN APPLICATION ALSO REQUIRES A RECAP OF THE ANNUAL PLAN APPLICATION ALSO REQUIRES A RECAP OF THE ANNUAL PLAN APPLICATION ALSO REQUIRES A RECAP OF THE DIVISION'S USE OF ITS FEDERAL REQUIRES A RECAP OF THE DIVISION'S USE OF ITS FEDERAL REQUIRES A RECAP OF THE DIVISION'S USE OF ITS FEDERAL FUNDS FOR THE PRIOR FISCAL YEAR DIVISION'S USE OF ITS FEDERAL FUNDS FOR THE PRIOR FISCAL YEAR DIVISION'S USE OF ITS FEDERAL FUNDS FOR THE PRIOR FISCAL YEAR AS WELL AS OUR ANTICIPATED FUNDS FOR THE PRIOR FISCAL YEAR AS WELL AS OUR ANTICIPATED FUNDS FOR THE PRIOR FISCAL YEAR AS WELL AS OUR ANTICIPATED EXPENDITURES FOR THE UPCOMING AS WELL AS OUR ANTICIPATED EXPENDITURES FOR THE UPCOMING AS WELL AS OUR ANTICIPATED EXPENDITURES FOR THE UPCOMING FISCAL YEAR THE DIVISION USES EXPENDITURES FOR THE UPCOMING FISCAL YEAR

412THE DIVISION USES EXPENDITURES FOR THE UPCOMING FISCAL YEAR THE DIVISION USES THE FEDERAL FUNDS FOR THE FISCAL YEAR THE DIVISION USES THE FEDERAL FUNDS FOR THE FISCAL YEAR THE DIVISION USES THE FEDERAL FUNDS FOR THE INTENDED PURPOSES THE GRANT, THE FEDERAL FUNDS FOR THE INTENDED PURPOSES THE GRANT, THE FEDERAL FUNDS FOR THE INTENDED PURPOSES THE GRANT, INCLUDING EXPENDITURES FOR INTENDED PURPOSES THE GRANT, INCLUDING EXPENDITURES FOR INTENDED PURPOSES THE GRANT, INCLUDING EXPENDITURES FOR PERSONNEL MATERIAL EQUIPMENT INCLUDING EXPENDITURES FOR PERSONNEL MATERIAL EQUIPMENT INCLUDING EXPENDITURES FOR PERSONNEL MATERIAL EQUIPMENT AND PROFESSIONAL DEVELOPMENT PERSONNEL MATERIAL EQUIPMENT AND PROFESSIONAL DEVELOPMENT PERSONNEL MATERIAL EQUIPMENT AND PROFESSIONAL DEVELOPMENT OPPORTUNITIES WITH MOST THE AND PROFESSIONAL DEVELOPMENT OPPORTUNITIES WITH MOST THE AND PROFESSIONAL DEVELOPMENT OPPORTUNITIES WITH MOST THE FUNDS USED FOR PERSONNEL >> SO OPPORTUNITIES WITH MOST THE FUNDS USED FOR PERSONNEL >> SO

413OPPORTUNITIES WITH MOST THE FUNDS USED FOR PERSONNEL >> SO THIS SLIDE BREAKS DOWN OUR FUNDS USED FOR PERSONNEL >> SO THIS SLIDE BREAKS DOWN OUR FUNDS USED FOR PERSONNEL >> SO THIS SLIDE BREAKS DOWN OUR ANNUAL PLANS PROJECTED BUDGETS THIS SLIDE BREAKS DOWN OUR ANNUAL PLANS PROJECTED BUDGETS THIS SLIDE BREAKS DOWN OUR ANNUAL PLANS PROJECTED BUDGETS FOR TWENTY TWENTY FIVE TWENTY ANNUAL PLANS PROJECTED BUDGETS FOR TWENTY TWENTY FIVE TWENTY ANNUAL PLANS PROJECTED BUDGETS FOR TWENTY TWENTY FIVE TWENTY SIX PART B SECTION 611 AND SIX FOR TWENTY TWENTY FIVE TWENTY SIX PART B SECTION 611 AND SIX FOR TWENTY TWENTY FIVE TWENTY SIX PART B SECTION 611 AND SIX NINETEEN GRANT FUNDS VIDEOIQ SIX PART B SECTION 611 AND SIX NINETEEN GRANT FUNDS VIDEOIQ SIX PART B SECTION 611 AND SIX NINETEEN GRANT FUNDS VIDEOIQ HAS

414NOT YET RELEASED OFFICIAL NINETEEN GRANT FUNDS VIDEOIQ HAS NOT YET RELEASED OFFICIAL NINETEEN GRANT FUNDS VIDEOIQ HAS NOT YET RELEASED OFFICIAL ALLOCATIONS BY LOCALITY FOR HAS NOT YET RELEASED OFFICIAL ALLOCATIONS BY LOCALITY FOR HAS NOT YET RELEASED OFFICIAL ALLOCATIONS BY LOCALITY FOR NEXT YEAR AND DIVISIONS ARE ALLOCATIONS BY LOCALITY FOR NEXT YEAR AND DIVISIONS ARE ALLOCATIONS BY LOCALITY FOR NEXT YEAR AND DIVISIONS ARE ASKED TO PREPARE A BUDGET BASED NEXT YEAR AND DIVISIONS ARE ASKED TO PREPARE A BUDGET BASED NEXT YEAR AND DIVISIONS ARE ASKED TO PREPARE A BUDGET BASED ON LEVEL OF FUNDING WITH THE ASKED TO PREPARE A BUDGET BASED ON LEVEL OF FUNDING WITH THE ASKED TO PREPARE A BUDGET BASED ON LEVEL OF FUNDING WITH THE CURRENT YEAR OUR RECOMMENDED ON LEVEL OF FUNDING WITH THE CURRENT YEAR OUR RECOMMENDED ON

415LEVEL OF FUNDING WITH THE CURRENT YEAR OUR RECOMMENDED BUDGET IS SUMMARIZED IN CHART CURRENT YEAR OUR RECOMMENDED BUDGET IS SUMMARIZED IN CHART CURRENT YEAR OUR RECOMMENDED BUDGET IS SUMMARIZED IN CHART AND THESE FUNDS REPRESENT LESS BUDGET IS SUMMARIZED IN CHART AND THESE FUNDS REPRESENT LESS BUDGET IS SUMMARIZED IN CHART AND THESE FUNDS REPRESENT LESS THAN 15 PERCENT OF THE DIVISION AND THESE FUNDS REPRESENT LESS THAN 15 PERCENT OF THE DIVISION AND THESE FUNDS REPRESENT LESS THAN 15 PERCENT OF THE DIVISION SPECIAL EDUCATION FUNDING PART THAN 15 PERCENT OF THE DIVISION SPECIAL EDUCATION FUNDING PART THAN 15 PERCENT OF THE DIVISION SPECIAL EDUCATION FUNDING PART B SECTION 611 FLOW ALSO KNOWN SPECIAL EDUCATION FUNDING PART B SECTION 611 FLOW ALSO KNOWN SPECIAL EDUCATION FUNDING PART B SECTION 611 FLOW ALSO KNOWN AS TITLE SIX GRANT WILL

416B SECTION 611 FLOW ALSO KNOWN AS TITLE SIX GRANT WILL B SECTION 611 FLOW ALSO KNOWN AS TITLE SIX GRANT WILL CONTINUE TO SUPPORT PERSONNEL AS TITLE SIX GRANT WILL CONTINUE TO SUPPORT PERSONNEL AS TITLE SIX GRANT WILL CONTINUE TO SUPPORT PERSONNEL AND BENEFITS AND PROFESSIONAL CONTINUE TO SUPPORT PERSONNEL AND BENEFITS AND PROFESSIONAL CONTINUE TO SUPPORT PERSONNEL AND BENEFITS AND PROFESSIONAL DEVELOPMENT. AND BENEFITS AND PROFESSIONAL DEVELOPMENT. AND BENEFITS AND PROFESSIONAL DEVELOPMENT. PART B SUCH SECTION SIX 19 DEVELOPMENT. PART B SUCH SECTION SIX 19 DEVELOPMENT. PART B SUCH SECTION SIX 19 EARLY CHILDHOOD SPECIAL PART B SUCH SECTION SIX 19 EARLY CHILDHOOD SPECIAL PART B SUCH SECTION SIX 19 EARLY CHILDHOOD SPECIAL EDUCATION ALSO KNOWN AS THE EARLY CHILDHOOD SPECIAL EDUCATION ALSO KNOWN AS THE EARLY CHILDHOOD SPECIAL EDUCATION ALSO KNOWN AS THE PRESCHOOL INCENTIVE GRANT

417WILL EDUCATION ALSO KNOWN AS THE PRESCHOOL INCENTIVE GRANT WILL EDUCATION ALSO KNOWN AS THE PRESCHOOL INCENTIVE GRANT WILL ALSO CONTINUE TO SUPPORT PRESCHOOL INCENTIVE GRANT WILL ALSO CONTINUE TO SUPPORT PRESCHOOL INCENTIVE GRANT WILL ALSO CONTINUE TO SUPPORT CURRENT PERSONNEL BENEFITS ALSO CONTINUE TO SUPPORT CURRENT PERSONNEL BENEFITS ALSO CONTINUE TO SUPPORT CURRENT PERSONNEL BENEFITS MATERIAL SUPPLIES AND CURRENT PERSONNEL BENEFITS MATERIAL SUPPLIES AND CURRENT PERSONNEL BENEFITS MATERIAL SUPPLIES AND PROFESSIONAL DEVELOPMENT FOR MATERIAL SUPPLIES AND PROFESSIONAL DEVELOPMENT FOR MATERIAL SUPPLIES AND PROFESSIONAL DEVELOPMENT FOR EARLY CHILDHOOD SPECIAL PROFESSIONAL DEVELOPMENT FOR EARLY CHILDHOOD SPECIAL PROFESSIONAL DEVELOPMENT FOR EARLY CHILDHOOD SPECIAL EDUCATION TEACHERS AND THEN EARLY CHILDHOOD SPECIAL EDUCATION TEACHERS AND THEN EARLY CHILDHOOD SPECIAL EDUCATION TEACHERS AND THEN INDIRECT COSTS BOTH RECALCULATE EDUCATION TEACHERS AND THEN INDIRECT COSTS BOTH RECALCULATE EDUCATION TEACHERS AND THEN INDIRECT COSTS BOTH RECALCULATE AT

418THE CURRENT RATE OF RATE INDIRECT COSTS BOTH RECALCULATE AT THE CURRENT RATE OF RATE INDIRECT COSTS BOTH RECALCULATE AT THE CURRENT RATE OF RATE OF TWO POINT TWO SEVEN PERCENT AT THE CURRENT RATE OF RATE OF TWO POINT TWO SEVEN PERCENT AT THE CURRENT RATE OF RATE OF TWO POINT TWO SEVEN PERCENT AND FULL DETAILS ARE LOCATED ON OF TWO POINT TWO SEVEN PERCENT AND FULL DETAILS ARE LOCATED ON OF TWO POINT TWO SEVEN PERCENT AND FULL DETAILS ARE LOCATED ON PAGES THREE A 13 THROUGH 16 AND FULL DETAILS ARE LOCATED ON PAGES THREE A 13 THROUGH 16 AND FULL DETAILS ARE LOCATED ON PAGES THREE A 13 THROUGH 16 OF >> THE ANNUAL PLANNED PAGES THREE A 13 THROUGH 16 OF >> THE ANNUAL PLANNED PAGES THREE A 13 THROUGH 16 OF >> THE

419ANNUAL PLANNED APPLICATION >> SO AS NOTED AS OF >> THE ANNUAL PLANNED APPLICATION >> SO AS NOTED AS OF >> THE ANNUAL PLANNED APPLICATION >> SO AS NOTED AS NOTED EARLIER, EACH SCHOOL APPLICATION >> SO AS NOTED AS DIVISION MUST REVIEW ITS SPECIAL EDUCATION ANNUAL PLAN DIVISION MUST REVIEW ITS SPECIAL EDUCATION ANNUAL PLAN DIVISION MUST REVIEW ITS SPECIAL EDUCATION ANNUAL PLAN PART B FLOW THROUGH APPLICATION SPECIAL EDUCATION ANNUAL PLAN PART B FLOW THROUGH APPLICATION SPECIAL EDUCATION ANNUAL PLAN PART B FLOW THROUGH APPLICATION WAS BIAK PRIOR TO SUBMISSION PART B FLOW THROUGH APPLICATION WAS BIAK PRIOR TO SUBMISSION PART B FLOW THROUGH APPLICATION WAS BIAK PRIOR TO SUBMISSION OF IT TO THE SCHOOL BOARD AND WAS BIAK PRIOR TO SUBMISSION OF IT TO THE SCHOOL BOARD AND WAS BIAK PRIOR TO SUBMISSION OF IT TO THE

420SCHOOL BOARD AND SUBSEQUENTLY ON FEBRUARY TWENTY OF IT TO THE SCHOOL BOARD AND SUBSEQUENTLY ON FEBRUARY TWENTY OF IT TO THE SCHOOL BOARD AND SUBSEQUENTLY ON FEBRUARY TWENTY EIGHT THE ANNUAL PLAN WAS SUBSEQUENTLY ON FEBRUARY TWENTY EIGHT THE ANNUAL PLAN WAS SUBSEQUENTLY ON FEBRUARY TWENTY EIGHT THE ANNUAL PLAN WAS SHARED WITH THE TAX POLICY EIGHT THE ANNUAL PLAN WAS SHARED WITH THE TAX POLICY EIGHT THE ANNUAL PLAN WAS SHARED WITH THE TAX POLICY REVIEW COMMITTEE AND AT THE SHARED WITH THE TAX POLICY REVIEW COMMITTEE AND AT THE SHARED WITH THE TAX POLICY REVIEW COMMITTEE AND AT THE MARCH 11TH MEETING THE POLICY REVIEW COMMITTEE AND AT THE MARCH 11TH MEETING THE POLICY REVIEW COMMITTEE AND AT THE MARCH 11TH MEETING THE POLICY SUBCOMMITTEE GARNERED SEEK MARCH 11TH MEETING THE POLICY SUBCOMMITTEE GARNERED SEEK MARCH 11TH

421MEETING THE POLICY SUBCOMMITTEE GARNERED SEEK SUPPORT TO MOVE THE ANNUAL PLAN SUBCOMMITTEE GARNERED SEEK SUPPORT TO MOVE THE ANNUAL PLAN SUBCOMMITTEE GARNERED SEEK SUPPORT TO MOVE THE ANNUAL PLAN APPLICATION FORWARD AFTER A SUPPORT TO MOVE THE ANNUAL PLAN APPLICATION FORWARD AFTER A SUPPORT TO MOVE THE ANNUAL PLAN APPLICATION FORWARD AFTER A BRIEF PRESENTATION ABOUT IT. APPLICATION FORWARD AFTER A BRIEF PRESENTATION ABOUT IT. APPLICATION FORWARD AFTER A BRIEF PRESENTATION ABOUT IT. SO NOW WOULD LIKE TO TAKE THIS BRIEF PRESENTATION ABOUT IT. SO NOW WOULD LIKE TO TAKE THIS BRIEF PRESENTATION ABOUT IT. SO NOW WOULD LIKE TO TAKE THIS OPPORTUNITY TO INVITE MRS. SO NOW WOULD LIKE TO TAKE THIS OPPORTUNITY TO INVITE MRS. SO NOW WOULD LIKE TO TAKE THIS OPPORTUNITY TO INVITE MRS. ASHBURN TO THE PODIUM TO OPPORTUNITY TO INVITE MRS. ASHBURN TO

422THE PODIUM TO OPPORTUNITY TO INVITE MRS. ASHBURN TO THE PODIUM TO PROVIDE BOARD MEMBERS WITH THE ASHBURN TO THE PODIUM TO PROVIDE BOARD MEMBERS WITH THE ASHBURN TO THE PODIUM TO PROVIDE BOARD MEMBERS WITH THE COMMITTEE'S RESPONSE TO THE PROVIDE BOARD MEMBERS WITH THE COMMITTEE'S RESPONSE TO THE PROVIDE BOARD MEMBERS WITH THE COMMITTEE'S RESPONSE TO THE PROPOSED ANNUAL PLAN COMMITTEE'S RESPONSE TO THE PROPOSED ANNUAL PLAN COMMITTEE'S RESPONSE TO THE PROPOSED ANNUAL PLAN APPLICATION MANY OF YOU ARE NO PROPOSED ANNUAL PLAN APPLICATION MANY OF YOU ARE NO PROPOSED ANNUAL PLAN APPLICATION MANY OF YOU ARE NO THIS ASHBURN AND I WOULD LIKE APPLICATION MANY OF YOU ARE NO THIS ASHBURN AND I WOULD LIKE APPLICATION MANY OF YOU ARE NO THIS ASHBURN AND I WOULD LIKE TO ALSO SHARE THAT DURING THE THIS ASHBURN AND I

423WOULD LIKE TO ALSO SHARE THAT DURING THE THIS ASHBURN AND I WOULD LIKE TO ALSO SHARE THAT DURING THE LAST LEGISLATIVE CYCLE ONE TO ALSO SHARE THAT DURING THE LAST LEGISLATIVE CYCLE ONE TO ALSO SHARE THAT DURING THE LAST LEGISLATIVE CYCLE ONE OF THE REQUIREMENTS WAS THAT WE LAST LEGISLATIVE CYCLE ONE OF THE REQUIREMENTS WAS THAT WE LAST LEGISLATIVE CYCLE ONE OF THE REQUIREMENTS WAS THAT WE ESTABLISH REGIONAL OF THE REQUIREMENTS WAS THAT WE ESTABLISH REGIONAL OF THE REQUIREMENTS WAS THAT WE ESTABLISH REGIONAL REPRESENTATIVES AND MISS ESTABLISH REGIONAL REPRESENTATIVES AND MISS ESTABLISH REGIONAL REPRESENTATIVES AND MISS ASHBURN IS ACTUALLY ALSO OUR REPRESENTATIVES AND MISS ASHBURN IS ACTUALLY ALSO OUR REPRESENTATIVES AND MISS ASHBURN IS ACTUALLY ALSO OUR REGION TO REPRESENTATIVE FOR ASHBURN IS ACTUALLY ALSO OUR REGION TO REPRESENTATIVE FOR ASHBURN IS ACTUALLY ALSO OUR

424REGION TO REPRESENTATIVE FOR PSC. REGION TO REPRESENTATIVE FOR PSC. REGION TO REPRESENTATIVE FOR PSC. SO SHE HAS A NEW ADDED ROLE PSC. SO SHE HAS A NEW ADDED ROLE PSC. SO SHE HAS A NEW ADDED ROLE THIS YEAR THIS IS THE THIRD SO SHE HAS A NEW ADDED ROLE THIS YEAR THIS IS THE THIRD SO SHE HAS A NEW ADDED ROLE THIS YEAR THIS IS THE THIRD TIME THAT I'VE HEARD THIS PLAN THIS YEAR THIS IS THE THIRD TIME THAT I'VE HEARD THIS PLAN THIS YEAR THIS IS THE THIRD TIME THAT I'VE HEARD THIS PLAN SO YES SO THANK YOU ALL FOR TIME THAT I'VE HEARD THIS PLAN SO YES SO THANK YOU ALL FOR TIME THAT I'VE HEARD THIS PLAN SO YES SO THANK YOU ALL FOR DOING THAT AND THANK YOU RONNIE SO

425YES SO THANK YOU ALL FOR DOING THAT AND THANK YOU RONNIE SO YES SO THANK YOU ALL FOR DOING THAT AND THANK YOU RONNIE FOR ALWAYS BEING SO DOING THAT AND THANK YOU RONNIE FOR ALWAYS BEING SO DOING THAT AND THANK YOU RONNIE FOR ALWAYS BEING SO COLLABORATIVE. FOR ALWAYS BEING SO COLLABORATIVE. FOR ALWAYS BEING SO COLLABORATIVE. I SEE YOU, MR. AGAINST YOU AND COLLABORATIVE. I SEE YOU, MR. AGAINST YOU AND COLLABORATIVE. I SEE YOU, MR. AGAINST YOU AND YES WE'D LIKE YOU TO MOVE FORTH I SEE YOU, MR. AGAINST YOU AND YES WE'D LIKE YOU TO MOVE FORTH I SEE YOU, MR. AGAINST YOU AND YES WE'D LIKE YOU TO MOVE FORTH WITH THE PLAN OFFICIALLY ALL YES WE'D LIKE YOU TO MOVE FORTH WITH THE PLAN OFFICIALLY ALL YES WE'D LIKE YOU TO

426MOVE FORTH WITH THE PLAN OFFICIALLY ALL RIGHT >>. WITH THE PLAN OFFICIALLY ALL RIGHT >>. WITH THE PLAN OFFICIALLY ALL RIGHT >>. SO THANK YOU, MRS. ASHBURN. RIGHT >>. SO THANK YOU, MRS. ASHBURN. RIGHT >>. SO THANK YOU, MRS. ASHBURN. IF THE BOARD MEMBERS HAVE ANY SO THANK YOU, MRS. ASHBURN. IF THE BOARD MEMBERS HAVE ANY SO THANK YOU, MRS. ASHBURN. IF THE BOARD MEMBERS HAVE ANY QUESTIONS AT THIS TIME ABOUT IF THE BOARD MEMBERS HAVE ANY QUESTIONS AT THIS TIME ABOUT IF THE BOARD MEMBERS HAVE ANY QUESTIONS AT THIS TIME ABOUT THE INFORMATION INCLUDED IN QUESTIONS AT THIS TIME ABOUT THE INFORMATION INCLUDED IN QUESTIONS AT THIS TIME ABOUT THE INFORMATION INCLUDED IN TONIGHT'S PRESENTATION I'LL BE THE INFORMATION INCLUDED IN TONIGHT'S PRESENTATION I'LL BE THE INFORMATION INCLUDED IN TONIGHT'S PRESENTATION I'LL BE HAPPY

427TO RESPOND TO THOSE MISS TONIGHT'S PRESENTATION I'LL BE HAPPY TO RESPOND TO THOSE MISS TONIGHT'S PRESENTATION I'LL BE HAPPY TO RESPOND TO THOSE MISS MALNIK. HAPPY TO RESPOND TO THOSE MISS MALNIK. HAPPY TO RESPOND TO THOSE MISS MALNIK. SO LET'S OK PSA TITLE 6B GRANTS MALNIK. SO LET'S OK PSA TITLE 6B GRANTS MALNIK. SO LET'S OK PSA TITLE 6B GRANTS PART B SECTION 611 619 GRANTS SO LET'S OK PSA TITLE 6B GRANTS PART B SECTION 611 619 GRANTS SO LET'S OK PSA TITLE 6B GRANTS PART B SECTION 611 619 GRANTS STATE OR FEDERAL FEDERAL SO PART B SECTION 611 619 GRANTS STATE OR FEDERAL FEDERAL SO PART B SECTION 611 619 GRANTS STATE OR FEDERAL FEDERAL SO LET'S TALK ABOUT THE STATE OR FEDERAL FEDERAL SO LET'S TALK ABOUT THE STATE OR FEDERAL FEDERAL SO

428LET'S TALK ABOUT THE DISSOLUTION THE DISSOLUTION LET'S TALK ABOUT THE DISSOLUTION THE DISSOLUTION LET'S TALK ABOUT THE DISSOLUTION THE DISSOLUTION OF THE DEPARTMENT OF EDUCATION DISSOLUTION THE DISSOLUTION OF THE DEPARTMENT OF EDUCATION DISSOLUTION THE DISSOLUTION OF THE DEPARTMENT OF EDUCATION YOU SPECIFICALLY TALKED ABOUT OF THE DEPARTMENT OF EDUCATION YOU SPECIFICALLY TALKED ABOUT OF THE DEPARTMENT OF EDUCATION YOU SPECIFICALLY TALKED ABOUT THE DISTRIBUTION OF FEDERAL YOU SPECIFICALLY TALKED ABOUT THE DISTRIBUTION OF FEDERAL YOU SPECIFICALLY TALKED ABOUT THE DISTRIBUTION OF FEDERAL FUNDS. THE DISTRIBUTION OF FEDERAL FUNDS. THE DISTRIBUTION OF FEDERAL FUNDS. WHAT ARE THE BUDGETARY IMPACTS FUNDS. WHAT ARE THE BUDGETARY IMPACTS FUNDS. WHAT ARE THE BUDGETARY IMPACTS IF THE DEPARTMENT OF EDUCATION WHAT ARE THE BUDGETARY IMPACTS IF THE DEPARTMENT OF EDUCATION WHAT ARE THE BUDGETARY IMPACTS IF THE DEPARTMENT OF EDUCATION IS NO LONGER.

429IF THE DEPARTMENT OF EDUCATION IS NO LONGER. IF THE DEPARTMENT OF EDUCATION IS NO LONGER. WELL I CAN WITH YOU THAT WE IS NO LONGER. WELL I CAN WITH YOU THAT WE IS NO LONGER. WELL I CAN WITH YOU THAT WE WE'RE IN A MEETING LAST WEEK WELL I CAN WITH YOU THAT WE WE'RE IN A MEETING LAST WEEK WELL I CAN WITH YOU THAT WE WE'RE IN A MEETING LAST WEEK WITH VIRGIN DEPARTMENT WE'RE IN A MEETING LAST WEEK WITH VIRGIN DEPARTMENT WE'RE IN A MEETING LAST WEEK WITH VIRGIN DEPARTMENT OF EDUCATION DR. HOLLINS IS THE WITH VIRGIN DEPARTMENT OF EDUCATION DR. HOLLINS IS THE WITH VIRGIN DEPARTMENT OF EDUCATION DR. HOLLINS IS THE ASSISTANT SUPERINTENDENT A OF EDUCATION DR. HOLLINS IS THE ASSISTANT SUPERINTENDENT A OF EDUCATION DR. HOLLINS IS THE ASSISTANT SUPERINTENDENT

430A SPECIAL EDUCATION AND SHE DID ASSISTANT SUPERINTENDENT A SPECIAL EDUCATION AND SHE DID ASSISTANT SUPERINTENDENT A SPECIAL EDUCATION AND SHE DID SHARE WITH US THAT THEY HAD SPECIAL EDUCATION AND SHE DID SHARE WITH US THAT THEY HAD SPECIAL EDUCATION AND SHE DID SHARE WITH US THAT THEY HAD JUST HAD A MEETING WITH THE SHARE WITH US THAT THEY HAD JUST HAD A MEETING WITH THE SHARE WITH US THAT THEY HAD JUST HAD A MEETING WITH THE OFFICE OF SPECIAL EDUCATION JUST HAD A MEETING WITH THE OFFICE OF SPECIAL EDUCATION JUST HAD A MEETING WITH THE OFFICE OF SPECIAL EDUCATION PROGRAMS WHICH IS OFFICE AT THE OFFICE OF SPECIAL EDUCATION PROGRAMS WHICH IS OFFICE AT THE OFFICE OF SPECIAL EDUCATION PROGRAMS WHICH IS OFFICE AT THE FEDERAL LEVEL AND THAT THEY PROGRAMS WHICH IS OFFICE AT

431THE FEDERAL LEVEL AND THAT THEY PROGRAMS WHICH IS OFFICE AT THE FEDERAL LEVEL AND THAT THEY WERE MOVING FORWARD AS THEY FEDERAL LEVEL AND THAT THEY WERE MOVING FORWARD AS THEY FEDERAL LEVEL AND THAT THEY WERE MOVING FORWARD AS THEY HAVE ALWAYS MOVE FORWARD. WERE MOVING FORWARD AS THEY HAVE ALWAYS MOVE FORWARD. WERE MOVING FORWARD AS THEY HAVE ALWAYS MOVE FORWARD. THEY WERE NOT NOTHING A SHARED HAVE ALWAYS MOVE FORWARD. THEY WERE NOT NOTHING A SHARED HAVE ALWAYS MOVE FORWARD. THEY WERE NOT NOTHING A SHARED THAT THERE WOULD BE ANY CHANGES THEY WERE NOT NOTHING A SHARED THAT THERE WOULD BE ANY CHANGES THEY WERE NOT NOTHING A SHARED THAT THERE WOULD BE ANY CHANGES THERE WAS ALSO A PRESS RELEASE THAT THERE WOULD BE ANY CHANGES THERE WAS ALSO A PRESS RELEASE THAT THERE

432WOULD BE ANY CHANGES THERE WAS ALSO A PRESS RELEASE ON MARCH 20TH THAT COMMENTED THERE WAS ALSO A PRESS RELEASE ON MARCH 20TH THAT COMMENTED THERE WAS ALSO A PRESS RELEASE ON MARCH 20TH THAT COMMENTED THAT CLOSING THE DEPARTMENT IS ON MARCH 20TH THAT COMMENTED THAT CLOSING THE DEPARTMENT IS ON MARCH 20TH THAT COMMENTED THAT CLOSING THE DEPARTMENT IS NOT GOING TO IMPACT FEDERAL THAT CLOSING THE DEPARTMENT IS NOT GOING TO IMPACT FEDERAL THAT CLOSING THE DEPARTMENT IS NOT GOING TO IMPACT FEDERAL FUNDING. NOT GOING TO IMPACT FEDERAL FUNDING. NOT GOING TO IMPACT FEDERAL FUNDING. SO AS FAR AS I KNOW WE ARE FUNDING. SO AS FAR AS I KNOW WE ARE FUNDING. SO AS FAR AS I KNOW WE ARE MOVING FORWARD AND THAT'S WHAT SO AS FAR AS I KNOW WE ARE MOVING

433FORWARD AND THAT'S WHAT SO AS FAR AS I KNOW WE ARE MOVING FORWARD AND THAT'S WHAT WE HAVE BEEN TOLD OVER LAST MOVING FORWARD AND THAT'S WHAT WE HAVE BEEN TOLD OVER LAST MOVING FORWARD AND THAT'S WHAT WE HAVE BEEN TOLD OVER LAST WEEK. WE HAVE BEEN TOLD OVER LAST WEEK. WE HAVE BEEN TOLD OVER LAST WEEK. OK, SO IF THAT'S CONFUSING TO WEEK. OK, SO IF THAT'S CONFUSING TO WEEK. OK, SO IF THAT'S CONFUSING TO ME YOU'RE TALKING ABOUT CLOSING OK, SO IF THAT'S CONFUSING TO ME YOU'RE TALKING ABOUT CLOSING OK, SO IF THAT'S CONFUSING TO ME YOU'RE TALKING ABOUT CLOSING SOMETHING BECAUSE I THINK WELL ME YOU'RE TALKING ABOUT CLOSING SOMETHING BECAUSE I THINK WELL ME YOU'RE TALKING ABOUT CLOSING SOMETHING BECAUSE I THINK WELL FIRST OF ALL SPECIAL EDUCATION SOMETHING BECAUSE I

434THINK WELL FIRST OF ALL SPECIAL EDUCATION SOMETHING BECAUSE I THINK WELL FIRST OF ALL SPECIAL EDUCATION IS OUR NUMBER ONE UNFUNDED FIRST OF ALL SPECIAL EDUCATION IS OUR NUMBER ONE UNFUNDED FIRST OF ALL SPECIAL EDUCATION IS OUR NUMBER ONE UNFUNDED MANDATE SO WE'RE IF IT WEREN'T IS OUR NUMBER ONE UNFUNDED MANDATE SO WE'RE IF IT WEREN'T IS OUR NUMBER ONE UNFUNDED MANDATE SO WE'RE IF IT WEREN'T FOR THIS THE STATE AND AND THE MANDATE SO WE'RE IF IT WEREN'T FOR THIS THE STATE AND AND THE MANDATE SO WE'RE IF IT WEREN'T FOR THIS THE STATE AND AND THE CITY AND WHAT THEY GIVE US I FOR THIS THE STATE AND AND THE CITY AND WHAT THEY GIVE US I FOR THIS THE STATE AND AND THE CITY AND WHAT THEY GIVE US I DON'T KNOW

435HOW WE WOULD FUND I CITY AND WHAT THEY GIVE US I DON'T KNOW HOW WE WOULD FUND I CITY AND WHAT THEY GIVE US I DON'T KNOW HOW WE WOULD FUND I THINK OUR FEDERAL FUNDS ABOUT DON'T KNOW HOW WE WOULD FUND I THINK OUR FEDERAL FUNDS ABOUT DON'T KNOW HOW WE WOULD FUND I THINK OUR FEDERAL FUNDS ABOUT SEVENTY FIVE MILLION DOLLARS THINK OUR FEDERAL FUNDS ABOUT SEVENTY FIVE MILLION DOLLARS THINK OUR FEDERAL FUNDS ABOUT SEVENTY FIVE MILLION DOLLARS AND THAT'S MY CONCERN IF SEVENTY FIVE MILLION DOLLARS AND THAT'S MY CONCERN IF SEVENTY FIVE MILLION DOLLARS AND THAT'S MY CONCERN IF SOMETHING DOES HAPPEN AND AND AND THAT'S MY CONCERN IF SOMETHING DOES HAPPEN AND AND AND THAT'S MY CONCERN IF SOMETHING DOES HAPPEN AND AND WE LOSE THAT FUNDING WE'RE SOMETHING DOES HAPPEN

436AND AND WE LOSE THAT FUNDING WE'RE SOMETHING DOES HAPPEN AND AND WE LOSE THAT FUNDING WE'RE LOOKING I THOUGHT ABOUT SEVENTY WE LOSE THAT FUNDING WE'RE LOOKING I THOUGHT ABOUT SEVENTY WE LOSE THAT FUNDING WE'RE LOOKING I THOUGHT ABOUT SEVENTY FIVE THAT THE IMPACT WAS ABOUT LOOKING I THOUGHT ABOUT SEVENTY FIVE THAT THE IMPACT WAS ABOUT LOOKING I THOUGHT ABOUT SEVENTY FIVE THAT THE IMPACT WAS ABOUT SEVENTY FIVE DOLLARS MILLION TO FIVE THAT THE IMPACT WAS ABOUT SEVENTY FIVE DOLLARS MILLION TO FIVE THAT THE IMPACT WAS ABOUT SEVENTY FIVE DOLLARS MILLION TO THE DIVISION. SEVENTY FIVE DOLLARS MILLION TO THE DIVISION. SEVENTY FIVE DOLLARS MILLION TO THE DIVISION. YES. THE DIVISION. YES. THE DIVISION. YES. SPECIFICALLY FOR SPECIAL YES. SPECIFICALLY FOR SPECIAL YES. SPECIFICALLY FOR SPECIAL EDUCATION IT'S ABOUT STATE SPECIFICALLY FOR SPECIAL EDUCATION IT'S

437ABOUT STATE SPECIFICALLY FOR SPECIAL EDUCATION IT'S ABOUT STATE CORRECT. EDUCATION IT'S ABOUT STATE CORRECT. EDUCATION IT'S ABOUT STATE CORRECT. OK ALL RIGHT AND WHAT ARE OUR CORRECT. OK ALL RIGHT AND WHAT ARE OUR CORRECT. OK ALL RIGHT AND WHAT ARE OUR SPECIAL AT NUMBERS THIS YEAR I OK ALL RIGHT AND WHAT ARE OUR SPECIAL AT NUMBERS THIS YEAR I OK ALL RIGHT AND WHAT ARE OUR SPECIAL AT NUMBERS THIS YEAR I SEE IN MR BURKE MOBILE'S SPECIAL AT NUMBERS THIS YEAR I SEE IN MR BURKE MOBILE'S SPECIAL AT NUMBERS THIS YEAR I SEE IN MR BURKE MOBILE'S PRESENTATION HE HAD IT LOOKED SEE IN MR BURKE MOBILE'S PRESENTATION HE HAD IT LOOKED SEE IN MR BURKE MOBILE'S PRESENTATION HE HAD IT LOOKED REMINISCENT OF A MR. FREEMAN PRESENTATION HE HAD IT LOOKED REMINISCENT OF A

438MR. FREEMAN PRESENTATION HE HAD IT LOOKED REMINISCENT OF A MR. FREEMAN LIKE MR. FREEMAN GRAPH BUT THE REMINISCENT OF A MR. FREEMAN LIKE MR. FREEMAN GRAPH BUT THE REMINISCENT OF A MR. FREEMAN LIKE MR. FREEMAN GRAPH BUT THE LITTLE ORANGE CAPS AT THE TOP LIKE MR. FREEMAN GRAPH BUT THE LITTLE ORANGE CAPS AT THE TOP LIKE MR. FREEMAN GRAPH BUT THE LITTLE ORANGE CAPS AT THE TOP OR I NOTICE ARE GETTING A LITTLE ORANGE CAPS AT THE TOP OR I NOTICE ARE GETTING A LITTLE ORANGE CAPS AT THE TOP OR I NOTICE ARE GETTING A LITTLE BIGGER YES OUR. OR I NOTICE ARE GETTING A LITTLE BIGGER YES OUR. OR I NOTICE ARE GETTING A LITTLE BIGGER YES OUR. OUR OFFICIAL DECEMBER ONE COUNT LITTLE BIGGER YES OUR. OUR OFFICIAL DECEMBER ONE COUNT LITTLE BIGGER

439YES OUR. OUR OFFICIAL DECEMBER ONE COUNT FOR TWENTY TWENTY FOUR WAS NINE OUR OFFICIAL DECEMBER ONE COUNT FOR TWENTY TWENTY FOUR WAS NINE OUR OFFICIAL DECEMBER ONE COUNT FOR TWENTY TWENTY FOUR WAS NINE THOUSAND AND TWENTY THIRTY NINE FOR TWENTY TWENTY FOUR WAS NINE THOUSAND AND TWENTY THIRTY NINE FOR TWENTY TWENTY FOUR WAS NINE THOUSAND AND TWENTY THIRTY NINE THOUSAND ONE TWO THREE. THOUSAND AND TWENTY THIRTY NINE THOUSAND ONE TWO THREE. THOUSAND AND TWENTY THIRTY NINE THOUSAND ONE TWO THREE. OK SO IT'S UP FROM LAST YEAR THOUSAND ONE TWO THREE. OK SO IT'S UP FROM LAST YEAR THOUSAND ONE TWO THREE. OK SO IT'S UP FROM LAST YEAR WHICH WAS EIGHT THOUSAND EIGHT OK SO IT'S UP FROM LAST YEAR WHICH WAS EIGHT THOUSAND EIGHT OK SO IT'S UP FROM LAST YEAR WHICH WAS EIGHT

440THOUSAND EIGHT HUNDRED EIGHTY SEVEN. WHICH WAS EIGHT THOUSAND EIGHT HUNDRED EIGHTY SEVEN. WHICH WAS EIGHT THOUSAND EIGHT HUNDRED EIGHTY SEVEN. OK ALL RIGHT AND SO WE'VE SEEN HUNDRED EIGHTY SEVEN. OK ALL RIGHT AND SO WE'VE SEEN HUNDRED EIGHTY SEVEN. OK ALL RIGHT AND SO WE'VE SEEN THAT SMALL INCREMENTAL INCREASE OK ALL RIGHT AND SO WE'VE SEEN THAT SMALL INCREMENTAL INCREASE OK ALL RIGHT AND SO WE'VE SEEN THAT SMALL INCREMENTAL INCREASE EVERY YEAR OK ALL RIGHT THANK THAT SMALL INCREMENTAL INCREASE EVERY YEAR OK ALL RIGHT THANK THAT SMALL INCREMENTAL INCREASE EVERY YEAR OK ALL RIGHT THANK YOU VICE CHAIR WEEMES THANK YOU EVERY YEAR OK ALL RIGHT THANK YOU VICE CHAIR WEEMES THANK YOU EVERY YEAR OK ALL RIGHT THANK YOU VICE CHAIR WEEMES THANK YOU I >> KIND OF >> KIND OF HAD YOU VICE

441CHAIR WEEMES THANK YOU I >> KIND OF >> KIND OF HAD YOU VICE CHAIR WEEMES THANK YOU I >> KIND OF >> KIND OF HAD SOME COMMENTS VERY SIMILAR I >> KIND OF >> KIND OF HAD SOME COMMENTS VERY SIMILAR I >> KIND OF >> KIND OF HAD SOME COMMENTS VERY SIMILAR WON'T REPEAT THOSE BUT WITH SOME COMMENTS VERY SIMILAR WON'T REPEAT THOSE BUT WITH SOME COMMENTS VERY SIMILAR WON'T REPEAT THOSE BUT WITH AMOUNT I KNOW BUT ONE TIME I WON'T REPEAT THOSE BUT WITH AMOUNT I KNOW BUT ONE TIME I WON'T REPEAT THOSE BUT WITH AMOUNT I KNOW BUT ONE TIME I THINK THE FEDERAL FUNDING WAS AMOUNT I KNOW BUT ONE TIME I THINK THE FEDERAL FUNDING WAS AMOUNT I KNOW BUT ONE TIME I THINK THE FEDERAL FUNDING WAS SUPPOSED TO BE

442WHAT PERCENTAGE THINK THE FEDERAL FUNDING WAS SUPPOSED TO BE WHAT PERCENTAGE THINK THE FEDERAL FUNDING WAS SUPPOSED TO BE WHAT PERCENTAGE WILL CONGRESS PROMISE TO FUND SUPPOSED TO BE WHAT PERCENTAGE WILL CONGRESS PROMISE TO FUND SUPPOSED TO BE WHAT PERCENTAGE WILL CONGRESS PROMISE TO FUND AT FORTY PERCENT I WAS GOING TO WILL CONGRESS PROMISE TO FUND AT FORTY PERCENT I WAS GOING TO WILL CONGRESS PROMISE TO FUND AT FORTY PERCENT I WAS GOING TO SAY FORTY ONE PERCENT FOR SOME AT FORTY PERCENT I WAS GOING TO SAY FORTY ONE PERCENT FOR SOME AT FORTY PERCENT I WAS GOING TO SAY FORTY ONE PERCENT FOR SOME REASON I REMEMBER IT AND IT'S SAY FORTY ONE PERCENT FOR SOME REASON I REMEMBER IT AND IT'S SAY FORTY ONE PERCENT FOR SOME REASON I REMEMBER IT AND IT'S

443ACTUALLY WHAT IS NEVER REASON I REMEMBER IT AND IT'S ACTUALLY WHAT IS NEVER REASON I REMEMBER IT AND IT'S ACTUALLY WHAT IS NEVER MATERIALIZED 16 OR SEVENTEEN I ACTUALLY WHAT IS NEVER MATERIALIZED 16 OR SEVENTEEN I ACTUALLY WHAT IS NEVER MATERIALIZED 16 OR SEVENTEEN I THINK IT AVERAGES ABOUT 14 MATERIALIZED 16 OR SEVENTEEN I THINK IT AVERAGES ABOUT 14 MATERIALIZED 16 OR SEVENTEEN I THINK IT AVERAGES ABOUT 14 PERCENT AND THEY SAID THE THINK IT AVERAGES ABOUT 14 PERCENT AND THEY SAID THE THINK IT AVERAGES ABOUT 14 PERCENT AND THEY SAID THE HIGHEST HAS BEEN IT'S LIKE 18 PERCENT AND THEY SAID THE HIGHEST HAS BEEN IT'S LIKE 18 PERCENT AND THEY SAID THE HIGHEST HAS BEEN IT'S LIKE 18 PERCENT AND WE HAVE STIMULUS HIGHEST HAS BEEN IT'S LIKE 18 PERCENT AND WE HAVE

444STIMULUS HIGHEST HAS BEEN IT'S LIKE 18 PERCENT AND WE HAVE STIMULUS FUNDS. PERCENT AND WE HAVE STIMULUS FUNDS. PERCENT AND WE HAVE STIMULUS FUNDS. YEAH SO MANY YEARS AGO. FUNDS. YEAH SO MANY YEARS AGO. FUNDS. YEAH SO MANY YEARS AGO. ALL RIGHT. YEAH SO MANY YEARS AGO. ALL RIGHT. YEAH SO MANY YEARS AGO. ALL RIGHT. WELL THAT'S INTERESTING BUT ALL RIGHT. WELL THAT'S INTERESTING BUT ALL RIGHT. WELL THAT'S INTERESTING BUT ANYWAY I JUST WANTED TO GIVE WELL THAT'S INTERESTING BUT ANYWAY I JUST WANTED TO GIVE WELL THAT'S INTERESTING BUT ANYWAY I JUST WANTED TO GIVE KUDOS TO YOU MAKE AND YOU'RE ANYWAY I JUST WANTED TO GIVE KUDOS TO YOU MAKE AND YOU'RE ANYWAY I JUST WANTED TO GIVE KUDOS TO YOU MAKE AND YOU'RE DOING GREAT JOB. KUDOS TO YOU MAKE AND YOU'RE DOING

445GREAT JOB. KUDOS TO YOU MAKE AND YOU'RE DOING GREAT JOB. I'M BUMMED OUT IN THE MR BOWEN DOING GREAT JOB. I'M BUMMED OUT IN THE MR BOWEN DOING GREAT JOB. I'M BUMMED OUT IN THE MR BOWEN STILL STOLE COMMITTEE FROM ME I'M BUMMED OUT IN THE MR BOWEN STILL STOLE COMMITTEE FROM ME I'M BUMMED OUT IN THE MR BOWEN STILL STOLE COMMITTEE FROM ME I'M JUST KIDDING I KNOW WORKING STILL STOLE COMMITTEE FROM ME I'M JUST KIDDING I KNOW WORKING STILL STOLE COMMITTEE FROM ME I'M JUST KIDDING I KNOW WORKING FULL TIME REALLY TIME REALLY I'M JUST KIDDING I KNOW WORKING FULL TIME REALLY TIME REALLY I'M JUST KIDDING I KNOW WORKING FULL TIME REALLY TIME REALLY GETS IN THE WAY MONTREAL'S FULL TIME REALLY TIME REALLY GETS IN THE WAY MONTREAL'S FULL TIME REALLY

446TIME REALLY GETS IN THE WAY MONTREAL'S COMMITTEE MEETINGS BUT I'M HERE GETS IN THE WAY MONTREAL'S COMMITTEE MEETINGS BUT I'M HERE GETS IN THE WAY MONTREAL'S COMMITTEE MEETINGS BUT I'M HERE HEARING GREAT THINGS ABOUT HOW COMMITTEE MEETINGS BUT I'M HERE HEARING GREAT THINGS ABOUT HOW COMMITTEE MEETINGS BUT I'M HERE HEARING GREAT THINGS ABOUT HOW GREAT IS RUNNING AND YOU DID A HEARING GREAT THINGS ABOUT HOW GREAT IS RUNNING AND YOU DID A HEARING GREAT THINGS ABOUT HOW GREAT IS RUNNING AND YOU DID A GREAT JOB IN THAT LEADERSHIP GREAT IS RUNNING AND YOU DID A GREAT JOB IN THAT LEADERSHIP GREAT IS RUNNING AND YOU DID A GREAT JOB IN THAT LEADERSHIP AND CONGRATULATE INTO YOUR NEW GREAT JOB IN THAT LEADERSHIP AND CONGRATULATE INTO YOUR NEW GREAT JOB IN THAT LEADERSHIP AND CONGRATULATE INTO

447YOUR NEW ROLE THANK YOU SO MUCH FOR ALL AND CONGRATULATE INTO YOUR NEW ROLE THANK YOU SO MUCH FOR ALL AND CONGRATULATE INTO YOUR NEW ROLE THANK YOU SO MUCH FOR ALL YOU DO THANK YOU. ROLE THANK YOU SO MUCH FOR ALL YOU DO THANK YOU. ROLE THANK YOU SO MUCH FOR ALL YOU DO THANK YOU. SEE NO MORE QUESTIONS WE WILL YOU DO THANK YOU. SEE NO MORE QUESTIONS WE WILL YOU DO THANK YOU. SEE NO MORE QUESTIONS WE WILL NOW MOVE ON TO THE RISING COST SEE NO MORE QUESTIONS WE WILL NOW MOVE ON TO THE RISING COST SEE NO MORE QUESTIONS WE WILL NOW MOVE ON TO THE RISING COST OF STUDENT ACTIVITIES AND WE NOW MOVE ON TO THE RISING COST OF STUDENT ACTIVITIES AND WE NOW MOVE ON TO THE

448RISING COST OF STUDENT ACTIVITIES AND WE WILL WELCOME LIANE TURNBULL, OF STUDENT ACTIVITIES AND WE WILL WELCOME LIANE TURNBULL, OF STUDENT ACTIVITIES AND WE WILL WELCOME LIANE TURNBULL, DIRECTOR OF STUDENT LEADERSHIP WILL WELCOME LIANE TURNBULL, DIRECTOR OF STUDENT LEADERSHIP WILL WELCOME LIANE TURNBULL, DIRECTOR OF STUDENT LEADERSHIP . DIRECTOR OF STUDENT LEADERSHIP . DIRECTOR OF STUDENT LEADERSHIP . THANK YOU GOOD EVENING. . THANK YOU GOOD EVENING. . THANK YOU GOOD EVENING. CHAIRWOMAN BROWN, VICE CHAIRMAN THANK YOU GOOD EVENING. CHAIRWOMAN BROWN, VICE CHAIRMAN THANK YOU GOOD EVENING. CHAIRWOMAN BROWN, VICE CHAIRMAN WEEMES MEMBERS OF THE SCHOOL CHAIRWOMAN BROWN, VICE CHAIRMAN WEEMES MEMBERS OF THE SCHOOL CHAIRWOMAN BROWN, VICE CHAIRMAN WEEMES MEMBERS OF THE SCHOOL BOARD AND DR. ROBERTSON IN. WEEMES MEMBERS OF THE SCHOOL BOARD AND DR. ROBERTSON IN. WEEMES MEMBERS OF THE SCHOOL BOARD AND DR.

449ROBERTSON IN. I'M THE INTERIM DIRECTOR OF THE BOARD AND DR. ROBERTSON IN. I'M THE INTERIM DIRECTOR OF THE BOARD AND DR. ROBERTSON IN. I'M THE INTERIM DIRECTOR OF THE OFFICE STUDENT LEADERSHIP I'M I'M THE INTERIM DIRECTOR OF THE OFFICE STUDENT LEADERSHIP I'M I'M THE INTERIM DIRECTOR OF THE OFFICE STUDENT LEADERSHIP I'M JOINED BY MEMBERS BY MEMBERS OFFICE STUDENT LEADERSHIP I'M JOINED BY MEMBERS BY MEMBERS OFFICE STUDENT LEADERSHIP I'M JOINED BY MEMBERS BY MEMBERS OF THE STUDENT ACTIVITIES JOINED BY MEMBERS BY MEMBERS OF THE STUDENT ACTIVITIES JOINED BY MEMBERS BY MEMBERS OF THE STUDENT ACTIVITIES OFFICE COORDINATORS JOHN OF THE STUDENT ACTIVITIES OFFICE COORDINATORS JOHN OF THE STUDENT ACTIVITIES OFFICE COORDINATORS JOHN QUASIMODO AND DAVID RHODES. OFFICE COORDINATORS JOHN QUASIMODO AND DAVID RHODES. OFFICE COORDINATORS JOHN QUASIMODO AND DAVID RHODES. WE UNDERSTAND THE SCHOOL BOARD QUASIMODO

450AND DAVID RHODES. WE UNDERSTAND THE SCHOOL BOARD QUASIMODO AND DAVID RHODES. WE UNDERSTAND THE SCHOOL BOARD IS NOT CURRENTLY IN SUPPORT WE UNDERSTAND THE SCHOOL BOARD IS NOT CURRENTLY IN SUPPORT WE UNDERSTAND THE SCHOOL BOARD IS NOT CURRENTLY IN SUPPORT OF IMPLEMENTING A STRUCTURED IS NOT CURRENTLY IN SUPPORT OF IMPLEMENTING A STRUCTURED IS NOT CURRENTLY IN SUPPORT OF IMPLEMENTING A STRUCTURED FEE OPTIONS AS A WAY TO OF IMPLEMENTING A STRUCTURED FEE OPTIONS AS A WAY TO OF IMPLEMENTING A STRUCTURED FEE OPTIONS AS A WAY TO INCREASE REVENUE THEREFORE WE FEE OPTIONS AS A WAY TO INCREASE REVENUE THEREFORE WE FEE OPTIONS AS A WAY TO INCREASE REVENUE THEREFORE WE HAVE REMOVED THIS FROM OUR INCREASE REVENUE THEREFORE WE HAVE REMOVED THIS FROM OUR INCREASE REVENUE THEREFORE WE HAVE REMOVED THIS FROM OUR PROPOSAL TODAY'S PRESENTATION

451HAVE REMOVED THIS FROM OUR PROPOSAL TODAY'S PRESENTATION HAVE REMOVED THIS FROM OUR PROPOSAL TODAY'S PRESENTATION WILL INCLUDE THREE PROPOSALS PROPOSAL TODAY'S PRESENTATION WILL INCLUDE THREE PROPOSALS PROPOSAL TODAY'S PRESENTATION WILL INCLUDE THREE PROPOSALS FOR THE SCHOOL BOARDS WILL INCLUDE THREE PROPOSALS FOR THE SCHOOL BOARDS WILL INCLUDE THREE PROPOSALS FOR THE SCHOOL BOARDS CONSIDERATION AND VOTE. FOR THE SCHOOL BOARDS CONSIDERATION AND VOTE. FOR THE SCHOOL BOARDS CONSIDERATION AND VOTE. WE ARE PROPOSING INCREASE TO CONSIDERATION AND VOTE. WE ARE PROPOSING INCREASE TO CONSIDERATION AND VOTE. WE ARE PROPOSING INCREASE TO OUR COACHES SALARIES TO INCLUDE WE ARE PROPOSING INCREASE TO OUR COACHES SALARIES TO INCLUDE WE ARE PROPOSING INCREASE TO OUR COACHES SALARIES TO INCLUDE PAY FOR POSTSEASON PLAY TO HELP OUR COACHES SALARIES TO INCLUDE PAY FOR POSTSEASON PLAY TO HELP OUR COACHES SALARIES TO INCLUDE PAY

452FOR POSTSEASON PLAY TO HELP OFFSET THE COST OF THE COACHING PAY FOR POSTSEASON PLAY TO HELP OFFSET THE COST OF THE COACHING PAY FOR POSTSEASON PLAY TO HELP OFFSET THE COST OF THE COACHING SALARY INCREASE WE ARE OFFSET THE COST OF THE COACHING SALARY INCREASE WE ARE OFFSET THE COST OF THE COACHING SALARY INCREASE WE ARE PROPOSING AN INCREASED TO OUR SALARY INCREASE WE ARE PROPOSING AN INCREASED TO OUR SALARY INCREASE WE ARE PROPOSING AN INCREASED TO OUR TICKET AND PASS PRICE LASTLY WE PROPOSING AN INCREASED TO OUR TICKET AND PASS PRICE LASTLY WE PROPOSING AN INCREASED TO OUR TICKET AND PASS PRICE LASTLY WE WOULD LIKE TO PROPOSE EXPANDING TICKET AND PASS PRICE LASTLY WE WOULD LIKE TO PROPOSE EXPANDING TICKET AND PASS PRICE LASTLY WE WOULD LIKE TO PROPOSE EXPANDING OUR TICKET SALES

453TO ATHLETICS WOULD LIKE TO PROPOSE EXPANDING OUR TICKET SALES TO ATHLETICS WOULD LIKE TO PROPOSE EXPANDING OUR TICKET SALES TO ATHLETICS AND ACTIVITIES WHERE WE OUR TICKET SALES TO ATHLETICS AND ACTIVITIES WHERE WE OUR TICKET SALES TO ATHLETICS AND ACTIVITIES WHERE WE PREVIOUSLY HAVE NOT CHARGED TO AND ACTIVITIES WHERE WE PREVIOUSLY HAVE NOT CHARGED TO AND ACTIVITIES WHERE WE PREVIOUSLY HAVE NOT CHARGED TO HELP >> OFFSET THE RISING COSTS PREVIOUSLY HAVE NOT CHARGED TO HELP >> OFFSET THE RISING COSTS PREVIOUSLY HAVE NOT CHARGED TO HELP >> OFFSET THE RISING COSTS OF OUR VIRGINIA HIGH SCHOOL IN HELP >> OFFSET THE RISING COSTS OF OUR VIRGINIA HIGH SCHOOL IN HELP >> OFFSET THE RISING COSTS OF OUR VIRGINIA HIGH SCHOOL IN VIRGINIA BEACH MIDDLE SCHOOL OF OUR VIRGINIA HIGH SCHOOL IN VIRGINIA BEACH MIDDLE SCHOOL OF

454OUR VIRGINIA HIGH SCHOOL IN VIRGINIA BEACH MIDDLE SCHOOL LEAGUE ATHLETIC PROGRAMS AND VIRGINIA BEACH MIDDLE SCHOOL LEAGUE ATHLETIC PROGRAMS AND VIRGINIA BEACH MIDDLE SCHOOL LEAGUE ATHLETIC PROGRAMS AND ACTIVITIES WE ARE LOOKING AT LEAGUE ATHLETIC PROGRAMS AND ACTIVITIES WE ARE LOOKING AT LEAGUE ATHLETIC PROGRAMS AND ACTIVITIES WE ARE LOOKING AT INCREASING TICKET PRICES AND ACTIVITIES WE ARE LOOKING AT INCREASING TICKET PRICES AND ACTIVITIES WE ARE LOOKING AT INCREASING TICKET PRICES AND EXPANDING TICKET SALES OVER THE INCREASING TICKET PRICES AND EXPANDING TICKET SALES OVER THE INCREASING TICKET PRICES AND EXPANDING TICKET SALES OVER THE NEXT TWO YEARS. EXPANDING TICKET SALES OVER THE NEXT TWO YEARS. EXPANDING TICKET SALES OVER THE NEXT TWO YEARS. ADDITIONALLY, WE ARE EXPLORING NEXT TWO YEARS. ADDITIONALLY, WE ARE EXPLORING NEXT TWO YEARS. ADDITIONALLY, WE ARE EXPLORING OTHER AVENUES FOR FUTURE ADDITIONALLY, WE

455ARE EXPLORING OTHER AVENUES FOR FUTURE ADDITIONALLY, WE ARE EXPLORING OTHER AVENUES FOR FUTURE REVENUE OPTIONS WE PREVIOUSLY OTHER AVENUES FOR FUTURE REVENUE OPTIONS WE PREVIOUSLY OTHER AVENUES FOR FUTURE REVENUE OPTIONS WE PREVIOUSLY PREVIOUSLY SHARED ONE OPTION TO REVENUE OPTIONS WE PREVIOUSLY PREVIOUSLY SHARED ONE OPTION TO REVENUE OPTIONS WE PREVIOUSLY PREVIOUSLY SHARED ONE OPTION TO HELP GENERATE ADDITIONAL PREVIOUSLY SHARED ONE OPTION TO HELP GENERATE ADDITIONAL PREVIOUSLY SHARED ONE OPTION TO HELP GENERATE ADDITIONAL REVENUE IS TO INCREASE TICKET HELP GENERATE ADDITIONAL REVENUE IS TO INCREASE TICKET HELP GENERATE ADDITIONAL REVENUE IS TO INCREASE TICKET PRICES FOR ATHLETIC EVENTS AND REVENUE IS TO INCREASE TICKET PRICES FOR ATHLETIC EVENTS AND REVENUE IS TO INCREASE TICKET PRICES FOR ATHLETIC EVENTS AND ACTIVITIES OF BOTH THE MIDDLE PRICES FOR ATHLETIC EVENTS AND ACTIVITIES OF BOTH THE MIDDLE PRICES FOR ATHLETIC

456EVENTS AND ACTIVITIES OF BOTH THE MIDDLE SCHOOL IN HIGH SCHOOL TICKET ACTIVITIES OF BOTH THE MIDDLE SCHOOL IN HIGH SCHOOL TICKET ACTIVITIES OF BOTH THE MIDDLE SCHOOL IN HIGH SCHOOL TICKET AND PASS PRICE ADJUSTMENTS CAN SCHOOL IN HIGH SCHOOL TICKET AND PASS PRICE ADJUSTMENTS CAN SCHOOL IN HIGH SCHOOL TICKET AND PASS PRICE ADJUSTMENTS CAN GENERATE APPROXIMATELY THREE AND PASS PRICE ADJUSTMENTS CAN GENERATE APPROXIMATELY THREE AND PASS PRICE ADJUSTMENTS CAN GENERATE APPROXIMATELY THREE HUNDRED AND SIXTY THREE HUNDRED GENERATE APPROXIMATELY THREE HUNDRED AND SIXTY THREE HUNDRED GENERATE APPROXIMATELY THREE HUNDRED AND SIXTY THREE HUNDRED AND SIXTY NINE THOUSAND HUNDRED AND SIXTY THREE HUNDRED AND SIXTY NINE THOUSAND HUNDRED AND SIXTY THREE HUNDRED AND SIXTY NINE THOUSAND OF ADDITIONAL REVENUE TO HELP AND SIXTY NINE THOUSAND OF ADDITIONAL REVENUE TO HELP AND SIXTY NINE THOUSAND OF ADDITIONAL REVENUE

457TO HELP OFFSET OPERATIONAL EXPENSES OF ADDITIONAL REVENUE TO HELP OFFSET OPERATIONAL EXPENSES OF ADDITIONAL REVENUE TO HELP OFFSET OPERATIONAL EXPENSES INCLUDING COACHING SALARIES, OFFSET OPERATIONAL EXPENSES INCLUDING COACHING SALARIES, OFFSET OPERATIONAL EXPENSES INCLUDING COACHING SALARIES, EQUIPMENT UPGRADES AND SECURITY INCLUDING COACHING SALARIES, EQUIPMENT UPGRADES AND SECURITY INCLUDING COACHING SALARIES, EQUIPMENT UPGRADES AND SECURITY COSTS. EQUIPMENT UPGRADES AND SECURITY COSTS. EQUIPMENT UPGRADES AND SECURITY COSTS. >> COACHES AND SPONSORS PLAY A COSTS. >> COACHES AND SPONSORS PLAY A COSTS. >> COACHES AND SPONSORS PLAY A VITAL ROLE IN DEVELOPING >> COACHES AND SPONSORS PLAY A VITAL ROLE IN DEVELOPING >> COACHES AND SPONSORS PLAY A VITAL ROLE IN DEVELOPING STUDENT ATHLETES BY FOSTERING VITAL ROLE IN DEVELOPING STUDENT ATHLETES BY FOSTERING VITAL ROLE IN DEVELOPING STUDENT ATHLETES BY FOSTERING LEADERSHIP TEAMWORK AND STUDENT ATHLETES BY FOSTERING LEADERSHIP TEAMWORK AND STUDENT

458ATHLETES BY FOSTERING LEADERSHIP TEAMWORK AND DISCIPLINE. LEADERSHIP TEAMWORK AND DISCIPLINE. LEADERSHIP TEAMWORK AND DISCIPLINE. THIS IS WHY WE ARE ASKING FOR DISCIPLINE. THIS IS WHY WE ARE ASKING FOR DISCIPLINE. THIS IS WHY WE ARE ASKING FOR YOUR CONSIDERATION AND APPROVAL THIS IS WHY WE ARE ASKING FOR YOUR CONSIDERATION AND APPROVAL THIS IS WHY WE ARE ASKING FOR YOUR CONSIDERATION AND APPROVAL TO INCREASE THE SUPPLEMENTAL YOUR CONSIDERATION AND APPROVAL TO INCREASE THE SUPPLEMENTAL YOUR CONSIDERATION AND APPROVAL TO INCREASE THE SUPPLEMENTAL SUPPLEMENT OF OUR VIRGINIA HIGH TO INCREASE THE SUPPLEMENTAL SUPPLEMENT OF OUR VIRGINIA HIGH TO INCREASE THE SUPPLEMENTAL SUPPLEMENT OF OUR VIRGINIA HIGH LEAGUE AND VIRGINIA BEACH SUPPLEMENT OF OUR VIRGINIA HIGH LEAGUE AND VIRGINIA BEACH SUPPLEMENT OF OUR VIRGINIA HIGH LEAGUE AND VIRGINIA BEACH MIDDLE SCHOOL COACHES LEAGUE LEAGUE AND VIRGINIA BEACH MIDDLE SCHOOL COACHES

459LEAGUE LEAGUE AND VIRGINIA BEACH MIDDLE SCHOOL COACHES LEAGUE COACHES AND SPONSORS BY 10 AND MIDDLE SCHOOL COACHES LEAGUE COACHES AND SPONSORS BY 10 AND MIDDLE SCHOOL COACHES LEAGUE COACHES AND SPONSORS BY 10 AND TO PAY AN ADDITIONAL STIPEND COACHES AND SPONSORS BY 10 AND TO PAY AN ADDITIONAL STIPEND COACHES AND SPONSORS BY 10 AND TO PAY AN ADDITIONAL STIPEND FOR POSTSEASON PLAY TO BEGIN TO PAY AN ADDITIONAL STIPEND FOR POSTSEASON PLAY TO BEGIN TO PAY AN ADDITIONAL STIPEND FOR POSTSEASON PLAY TO BEGIN THE TWENTY TWENTY FIVE TWENTY FOR POSTSEASON PLAY TO BEGIN THE TWENTY TWENTY FIVE TWENTY FOR POSTSEASON PLAY TO BEGIN THE TWENTY TWENTY FIVE TWENTY SIX SCHOOL YEAR. THE TWENTY TWENTY FIVE TWENTY SIX SCHOOL YEAR. THE TWENTY TWENTY FIVE TWENTY SIX SCHOOL YEAR. THE TOTAL AMOUNT NEEDED TO SIX SCHOOL YEAR. THE

460TOTAL AMOUNT NEEDED TO SIX SCHOOL YEAR. THE TOTAL AMOUNT NEEDED TO PROVIDE THIS INCREASE IS THE TOTAL AMOUNT NEEDED TO PROVIDE THIS INCREASE IS THE TOTAL AMOUNT NEEDED TO PROVIDE THIS INCREASE IS APPROXIMATELY THREE HUNDRED PROVIDE THIS INCREASE IS APPROXIMATELY THREE HUNDRED PROVIDE THIS INCREASE IS APPROXIMATELY THREE HUNDRED THOUSAND DOLLARS AN INVESTMENT APPROXIMATELY THREE HUNDRED THOUSAND DOLLARS AN INVESTMENT APPROXIMATELY THREE HUNDRED THOUSAND DOLLARS AN INVESTMENT IN OUR COACHES IS AN INVESTMENT THOUSAND DOLLARS AN INVESTMENT IN OUR COACHES IS AN INVESTMENT THOUSAND DOLLARS AN INVESTMENT IN OUR COACHES IS AN INVESTMENT IN OUR STUDENTS STRATEGIC >> IN OUR COACHES IS AN INVESTMENT IN OUR STUDENTS STRATEGIC >> IN OUR COACHES IS AN INVESTMENT IN OUR STUDENTS STRATEGIC >> TICKETING ADJUSTMENTS ALLOW US IN OUR STUDENTS STRATEGIC >> TICKETING ADJUSTMENTS ALLOW US IN OUR STUDENTS STRATEGIC >>

461TICKETING ADJUSTMENTS ALLOW US TO GENERATE ADDITIONAL REVENUE TICKETING ADJUSTMENTS ALLOW US TO GENERATE ADDITIONAL REVENUE TICKETING ADJUSTMENTS ALLOW US TO GENERATE ADDITIONAL REVENUE TO HELP BALANCE INCREASING TO GENERATE ADDITIONAL REVENUE TO HELP BALANCE INCREASING TO GENERATE ADDITIONAL REVENUE TO HELP BALANCE INCREASING COSTS FOR POLICE OFFICIALS AND TO HELP BALANCE INCREASING COSTS FOR POLICE OFFICIALS AND TO HELP BALANCE INCREASING COSTS FOR POLICE OFFICIALS AND SUPPORTS AN INCREASE FOR OUR COSTS FOR POLICE OFFICIALS AND SUPPORTS AN INCREASE FOR OUR COSTS FOR POLICE OFFICIALS AND SUPPORTS AN INCREASE FOR OUR COACHES THE ADMINISTRATION IS SUPPORTS AN INCREASE FOR OUR COACHES THE ADMINISTRATION IS SUPPORTS AN INCREASE FOR OUR COACHES THE ADMINISTRATION IS SEEKING YOUR APPROVAL TO COACHES THE ADMINISTRATION IS SEEKING YOUR APPROVAL TO COACHES THE ADMINISTRATION IS SEEKING YOUR APPROVAL TO INCREASE TICKET PRICES DOING SO SEEKING

462YOUR APPROVAL TO INCREASE TICKET PRICES DOING SO SEEKING YOUR APPROVAL TO INCREASE TICKET PRICES DOING SO WILL HELP BRING AN ADDITIONAL INCREASE TICKET PRICES DOING SO WILL HELP BRING AN ADDITIONAL INCREASE TICKET PRICES DOING SO WILL HELP BRING AN ADDITIONAL PROJECTED REVENUE OF OVER THREE WILL HELP BRING AN ADDITIONAL PROJECTED REVENUE OF OVER THREE WILL HELP BRING AN ADDITIONAL PROJECTED REVENUE OF OVER THREE AND SIXTY NINE THOUSAND DOLLARS PROJECTED REVENUE OF OVER THREE AND SIXTY NINE THOUSAND DOLLARS PROJECTED REVENUE OF OVER THREE AND SIXTY NINE THOUSAND DOLLARS AS PREVIOUSLY REVIEWED THIS AND SIXTY NINE THOUSAND DOLLARS AS PREVIOUSLY REVIEWED THIS AND SIXTY NINE THOUSAND DOLLARS AS PREVIOUSLY REVIEWED THIS SLIDE SHOWS THE PROPOSED AS PREVIOUSLY REVIEWED THIS SLIDE SHOWS THE PROPOSED AS PREVIOUSLY REVIEWED THIS SLIDE SHOWS THE PROPOSED INCREASES TO TICKET PRICES AT SLIDE

463SHOWS THE PROPOSED INCREASES TO TICKET PRICES AT SLIDE SHOWS THE PROPOSED INCREASES TO TICKET PRICES AT EACH LEVEL AND THE 10 PERCENT INCREASES TO TICKET PRICES AT EACH LEVEL AND THE 10 PERCENT INCREASES TO TICKET PRICES AT EACH LEVEL AND THE 10 PERCENT INCREASE TO PASS PRICES. EACH LEVEL AND THE 10 PERCENT INCREASE TO PASS PRICES. EACH LEVEL AND THE 10 PERCENT INCREASE TO PASS PRICES. WE ALSO REVIEWED FAMILY TO GET INCREASE TO PASS PRICES. WE ALSO REVIEWED FAMILY TO GET INCREASE TO PASS PRICES. WE ALSO REVIEWED FAMILY TO GET OPTIONS AS THE SCHOOL BOARD IN WE ALSO REVIEWED FAMILY TO GET OPTIONS AS THE SCHOOL BOARD IN WE ALSO REVIEWED FAMILY TO GET OPTIONS AS THE SCHOOL BOARD IN ORDER TO KEEP EVENTS AFFORDABLE OPTIONS AS THE SCHOOL BOARD IN ORDER TO KEEP EVENTS

464AFFORDABLE OPTIONS AS THE SCHOOL BOARD IN ORDER TO KEEP EVENTS AFFORDABLE AND ACCESSIBLE WITH THIS ORDER TO KEEP EVENTS AFFORDABLE AND ACCESSIBLE WITH THIS ORDER TO KEEP EVENTS AFFORDABLE AND ACCESSIBLE WITH THIS INCREASE OUR FAMILY PURCHASE AND ACCESSIBLE WITH THIS INCREASE OUR FAMILY PURCHASE AND ACCESSIBLE WITH THIS INCREASE OUR FAMILY PURCHASE OPTIONS ALLOW FAMILIES TO INCREASE OUR FAMILY PURCHASE OPTIONS ALLOW FAMILIES TO INCREASE OUR FAMILY PURCHASE OPTIONS ALLOW FAMILIES TO ACCESS REGULAR SEASON HIGH OPTIONS ALLOW FAMILIES TO ACCESS REGULAR SEASON HIGH OPTIONS ALLOW FAMILIES TO ACCESS REGULAR SEASON HIGH SCHOOL EVENTS HELD IN VIRGINIA ACCESS REGULAR SEASON HIGH SCHOOL EVENTS HELD IN VIRGINIA ACCESS REGULAR SEASON HIGH SCHOOL EVENTS HELD IN VIRGINIA BOTH HOME AND AWAY ALL YEAR SCHOOL EVENTS HELD IN VIRGINIA BOTH HOME AND AWAY ALL YEAR SCHOOL EVENTS HELD IN VIRGINIA BOTH

465HOME AND AWAY ALL YEAR LONG AND IS A GREAT VALUE FOR BOTH HOME AND AWAY ALL YEAR LONG AND IS A GREAT VALUE FOR BOTH HOME AND AWAY ALL YEAR LONG AND IS A GREAT VALUE FOR FAMILIES TO CONSIDER HERE'S AN LONG AND IS A GREAT VALUE FOR FAMILIES TO CONSIDER HERE'S AN LONG AND IS A GREAT VALUE FOR FAMILIES TO CONSIDER HERE'S AN EXAMPLE OF HOW THE FAMILY FAMILIES TO CONSIDER HERE'S AN EXAMPLE OF HOW THE FAMILY FAMILIES TO CONSIDER HERE'S AN EXAMPLE OF HOW THE FAMILY HOUSEWORK A FAMILY OF FIVE EXAMPLE OF HOW THE FAMILY HOUSEWORK A FAMILY OF FIVE EXAMPLE OF HOW THE FAMILY HOUSEWORK A FAMILY OF FIVE OF FIVE WANTS TO ATTEND ALL TEN HOUSEWORK A FAMILY OF FIVE OF FIVE WANTS TO ATTEND ALL TEN HOUSEWORK A FAMILY OF

466FIVE OF FIVE WANTS TO ATTEND ALL TEN GAMES DURING THE REGULAR HIGH OF FIVE WANTS TO ATTEND ALL TEN GAMES DURING THE REGULAR HIGH OF FIVE WANTS TO ATTEND ALL TEN GAMES DURING THE REGULAR HIGH SCHOOL FOOTBALL SEASON. GAMES DURING THE REGULAR HIGH SCHOOL FOOTBALL SEASON. GAMES DURING THE REGULAR HIGH SCHOOL FOOTBALL SEASON. THE FAMILY CONSISTS OF TWO SCHOOL FOOTBALL SEASON. THE FAMILY CONSISTS OF TWO SCHOOL FOOTBALL SEASON. THE FAMILY CONSISTS OF TWO ADULTS AND THREE SCHOOL AGE THE FAMILY CONSISTS OF TWO ADULTS AND THREE SCHOOL AGE THE FAMILY CONSISTS OF TWO ADULTS AND THREE SCHOOL AGE STUDENTS. ADULTS AND THREE SCHOOL AGE STUDENTS. ADULTS AND THREE SCHOOL AGE STUDENTS. IF THEY BOUGHT INDIVIDUAL STUDENTS. IF THEY BOUGHT INDIVIDUAL STUDENTS. IF THEY BOUGHT INDIVIDUAL TICKETS FOR ALL 10 GAMES THEY IF THEY BOUGHT INDIVIDUAL TICKETS

467FOR ALL 10 GAMES THEY IF THEY BOUGHT INDIVIDUAL TICKETS FOR ALL 10 GAMES THEY WOULD PAY THREE HUNDRED AND TICKETS FOR ALL 10 GAMES THEY WOULD PAY THREE HUNDRED AND TICKETS FOR ALL 10 GAMES THEY WOULD PAY THREE HUNDRED AND FIFTY DOLLARS AND THEY WOULD WOULD PAY THREE HUNDRED AND FIFTY DOLLARS AND THEY WOULD WOULD PAY THREE HUNDRED AND FIFTY DOLLARS AND THEY WOULD ONLY BE PERMITTED TO ATTEND FIFTY DOLLARS AND THEY WOULD ONLY BE PERMITTED TO ATTEND FIFTY DOLLARS AND THEY WOULD ONLY BE PERMITTED TO ATTEND THOSE TEN FOOTBALL GAMES IN THE ONLY BE PERMITTED TO ATTEND THOSE TEN FOOTBALL GAMES IN THE ONLY BE PERMITTED TO ATTEND THOSE TEN FOOTBALL GAMES IN THE FAMILY PASS IN THE FAMILY IF THOSE TEN FOOTBALL GAMES IN THE FAMILY PASS IN THE FAMILY IF THOSE TEN

468FOOTBALL GAMES IN THE FAMILY PASS IN THE FAMILY IF THEY PUT IF THEY IF THE FAMILY FAMILY PASS IN THE FAMILY IF THEY PUT IF THEY IF THE FAMILY FAMILY PASS IN THE FAMILY IF THEY PUT IF THEY IF THE FAMILY PURCHASE A FAMILY PASS FOUR THEY PUT IF THEY IF THE FAMILY PURCHASE A FAMILY PASS FOUR THEY PUT IF THEY IF THE FAMILY PURCHASE A FAMILY PASS FOUR FIVE THEY CAN SAVE UP TO 50 PURCHASE A FAMILY PASS FOUR FIVE THEY CAN SAVE UP TO 50 PURCHASE A FAMILY PASS FOUR FIVE THEY CAN SAVE UP TO 50 DOLLARS AND EACH FAMILY MEMBER FIVE THEY CAN SAVE UP TO 50 DOLLARS AND EACH FAMILY MEMBER FIVE THEY CAN SAVE UP TO 50 DOLLARS AND EACH FAMILY MEMBER WOULD HAVE PASS TO ACCESS ALL DOLLARS AND

469EACH FAMILY MEMBER WOULD HAVE PASS TO ACCESS ALL DOLLARS AND EACH FAMILY MEMBER WOULD HAVE PASS TO ACCESS ALL HOME AN AWAY GAME REGULAR WOULD HAVE PASS TO ACCESS ALL HOME AN AWAY GAME REGULAR WOULD HAVE PASS TO ACCESS ALL HOME AN AWAY GAME REGULAR SEASON GAMES VIRGINIA BEACH THE HOME AN AWAY GAME REGULAR SEASON GAMES VIRGINIA BEACH THE HOME AN AWAY GAME REGULAR SEASON GAMES VIRGINIA BEACH THE ENTIRE YEAR THESE PASSES AS YOU SEASON GAMES VIRGINIA BEACH THE ENTIRE YEAR THESE PASSES AS YOU SEASON GAMES VIRGINIA BEACH THE ENTIRE YEAR THESE PASSES AS YOU CAN SEE ARE TAILORED TO FIT ENTIRE YEAR THESE PASSES AS YOU CAN SEE ARE TAILORED TO FIT ENTIRE YEAR THESE PASSES AS YOU CAN SEE ARE TAILORED TO FIT FAMILIES OF ALL SIZES AND CAN SEE ARE TAILORED TO

470FIT FAMILIES OF ALL SIZES AND CAN SEE ARE TAILORED TO FIT FAMILIES OF ALL SIZES AND MAXIMIZES ACCESS TO EVENTS THE FAMILIES OF ALL SIZES AND MAXIMIZES ACCESS TO EVENTS THE FAMILIES OF ALL SIZES AND MAXIMIZES ACCESS TO EVENTS THE SCHOOL BOARD INQUIRED ABOUT THE MAXIMIZES ACCESS TO EVENTS THE SCHOOL BOARD INQUIRED ABOUT THE MAXIMIZES ACCESS TO EVENTS THE SCHOOL BOARD INQUIRED ABOUT THE ABOUT THE VIRGINIA HIGH SCHOOL SCHOOL BOARD INQUIRED ABOUT THE ABOUT THE VIRGINIA HIGH SCHOOL SCHOOL BOARD INQUIRED ABOUT THE ABOUT THE VIRGINIA HIGH SCHOOL AND VIRGINIA MIDDLE SCHOOL ABOUT THE VIRGINIA HIGH SCHOOL AND VIRGINIA MIDDLE SCHOOL ABOUT THE VIRGINIA HIGH SCHOOL AND VIRGINIA MIDDLE SCHOOL THESE EVENTS FOR WHICH WE DO AND VIRGINIA MIDDLE SCHOOL THESE EVENTS FOR WHICH WE DO AND VIRGINIA MIDDLE SCHOOL THESE EVENTS FOR WHICH WE DO

471NOT CHARGE AND REQUESTED WE THESE EVENTS FOR WHICH WE DO NOT CHARGE AND REQUESTED WE THESE EVENTS FOR WHICH WE DO NOT CHARGE AND REQUESTED WE EXPLORE AND CONSIDER EXPANDING NOT CHARGE AND REQUESTED WE EXPLORE AND CONSIDER EXPANDING NOT CHARGE AND REQUESTED WE EXPLORE AND CONSIDER EXPANDING SALES TO THESE ACTIVITIES WE EXPLORE AND CONSIDER EXPANDING SALES TO THESE ACTIVITIES WE EXPLORE AND CONSIDER EXPANDING SALES TO THESE ACTIVITIES WE HAVE ESTIMATED AN APPROXIMATE SALES TO THESE ACTIVITIES WE HAVE ESTIMATED AN APPROXIMATE SALES TO THESE ACTIVITIES WE HAVE ESTIMATED AN APPROXIMATE REVENUE CLOSE TO FIFTY THOUSAND HAVE ESTIMATED AN APPROXIMATE REVENUE CLOSE TO FIFTY THOUSAND HAVE ESTIMATED AN APPROXIMATE REVENUE CLOSE TO FIFTY THOUSAND ADMINISTRATION IS REVENUE CLOSE TO FIFTY THOUSAND ADMINISTRATION IS REVENUE CLOSE TO FIFTY THOUSAND ADMINISTRATION IS SEEKING YOUR ADMINISTRATION IS SEEKING YOUR ADMINISTRATION

472IS SEEKING YOUR APPROVAL TO EXPAND TICKET SALES ADMINISTRATION IS SEEKING YOUR APPROVAL TO EXPAND TICKET SALES ADMINISTRATION IS SEEKING YOUR APPROVAL TO EXPAND TICKET SALES AND JUST SUPPORT ADDITIONAL APPROVAL TO EXPAND TICKET SALES AND JUST SUPPORT ADDITIONAL APPROVAL TO EXPAND TICKET SALES AND JUST SUPPORT ADDITIONAL REVENUE TO EXPANSION OF TICKET AND JUST SUPPORT ADDITIONAL REVENUE TO EXPANSION OF TICKET AND JUST SUPPORT ADDITIONAL REVENUE TO EXPANSION OF TICKET SALES TO ATHLETICS AND REVENUE TO EXPANSION OF TICKET SALES TO ATHLETICS AND REVENUE TO EXPANSION OF TICKET SALES TO ATHLETICS AND ACTIVITIES NOT PREVIOUSLY SALES TO ATHLETICS AND ACTIVITIES NOT PREVIOUSLY SALES TO ATHLETICS AND ACTIVITIES NOT PREVIOUSLY CHARGED IS BELIEVED TO GENERATE ACTIVITIES NOT PREVIOUSLY CHARGED IS BELIEVED TO GENERATE ACTIVITIES NOT PREVIOUSLY CHARGED IS BELIEVED TO GENERATE AN ESTIMATED FIFTY THOUSAND CHARGED IS BELIEVED TO GENERATE

473AN ESTIMATED FIFTY THOUSAND CHARGED IS BELIEVED TO GENERATE AN ESTIMATED FIFTY THOUSAND DOLLARS BASED ON THE PROJECTED AN ESTIMATED FIFTY THOUSAND DOLLARS BASED ON THE PROJECTED AN ESTIMATED FIFTY THOUSAND DOLLARS BASED ON THE PROJECTED NUMBER OF PEOPLE ATTENDING EACH DOLLARS BASED ON THE PROJECTED NUMBER OF PEOPLE ATTENDING EACH DOLLARS BASED ON THE PROJECTED NUMBER OF PEOPLE ATTENDING EACH EVENT AT THE TEN DOLLAR RATE NUMBER OF PEOPLE ATTENDING EACH EVENT AT THE TEN DOLLAR RATE NUMBER OF PEOPLE ATTENDING EACH EVENT AT THE TEN DOLLAR RATE ONE FACTOR THAT MUST BE EVENT AT THE TEN DOLLAR RATE ONE FACTOR THAT MUST BE EVENT AT THE TEN DOLLAR RATE ONE FACTOR THAT MUST BE CONSIDERED WOULD CHARGING FOR ONE FACTOR THAT MUST BE CONSIDERED WOULD CHARGING FOR ONE FACTOR THAT MUST BE CONSIDERED WOULD CHARGING FOR ENTRANCE TO

474ATHLETIC EVENTS IS CONSIDERED WOULD CHARGING FOR ENTRANCE TO ATHLETIC EVENTS IS CONSIDERED WOULD CHARGING FOR ENTRANCE TO ATHLETIC EVENTS IS ACCESSIBILITY OF THE ENTRANCE ENTRANCE TO ATHLETIC EVENTS IS ACCESSIBILITY OF THE ENTRANCE ENTRANCE TO ATHLETIC EVENTS IS ACCESSIBILITY OF THE ENTRANCE AND PLAYING AREA AT EACH SOME ACCESSIBILITY OF THE ENTRANCE AND PLAYING AREA AT EACH SOME ACCESSIBILITY OF THE ENTRANCE AND PLAYING AREA AT EACH SOME OF OUR SCHOOLS OUR SCHOOLS AND AND PLAYING AREA AT EACH SOME OF OUR SCHOOLS OUR SCHOOLS AND AND PLAYING AREA AT EACH SOME OF OUR SCHOOLS OUR SCHOOLS AND FACILITIES HAVE PERIMETERS AND OF OUR SCHOOLS OUR SCHOOLS AND FACILITIES HAVE PERIMETERS AND OF OUR SCHOOLS OUR SCHOOLS AND FACILITIES HAVE PERIMETERS AND BOUNDARIES THAT ARE NOT FACILITIES HAVE PERIMETERS AND BOUNDARIES THAT ARE NOT FACILITIES HAVE PERIMETERS AND BOUNDARIES

475THAT ARE NOT CONDUCIVE TO CHARGING SUCH AS BOUNDARIES THAT ARE NOT CONDUCIVE TO CHARGING SUCH AS BOUNDARIES THAT ARE NOT CONDUCIVE TO CHARGING SUCH AS GOLF, TENNIS AND CROSS-COUNTRY CONDUCIVE TO CHARGING SUCH AS GOLF, TENNIS AND CROSS-COUNTRY CONDUCIVE TO CHARGING SUCH AS GOLF, TENNIS AND CROSS-COUNTRY IS IMPORTANT TO NOTE WITH THE GOLF, TENNIS AND CROSS-COUNTRY IS IMPORTANT TO NOTE WITH THE GOLF, TENNIS AND CROSS-COUNTRY IS IMPORTANT TO NOTE WITH THE EXPANSION OF TICKET SALES WE IS IMPORTANT TO NOTE WITH THE EXPANSION OF TICKET SALES WE IS IMPORTANT TO NOTE WITH THE EXPANSION OF TICKET SALES WE MUST ALSO INCREASED STAFFING EXPANSION OF TICKET SALES WE MUST ALSO INCREASED STAFFING EXPANSION OF TICKET SALES WE MUST ALSO INCREASED STAFFING NEEDED TO SUPPORT THE MUST ALSO INCREASED STAFFING NEEDED TO SUPPORT THE MUST ALSO INCREASED STAFFING NEEDED

476TO SUPPORT THE IMPLEMENTATION FINDING STAFF NEEDED TO SUPPORT THE IMPLEMENTATION FINDING STAFF NEEDED TO SUPPORT THE IMPLEMENTATION FINDING STAFF WILLING TO WORK EVENTS IS AN IMPLEMENTATION FINDING STAFF WILLING TO WORK EVENTS IS AN IMPLEMENTATION FINDING STAFF WILLING TO WORK EVENTS IS AN ONGOING CHALLENGE STUDENT WILLING TO WORK EVENTS IS AN ONGOING CHALLENGE STUDENT WILLING TO WORK EVENTS IS AN ONGOING CHALLENGE STUDENT ACTIVITIES COORDINATORS DOING A ONGOING CHALLENGE STUDENT ACTIVITIES COORDINATORS DOING A ONGOING CHALLENGE STUDENT ACTIVITIES COORDINATORS DOING A PHASE TICKET TICKET SALES ACTIVITIES COORDINATORS DOING A PHASE TICKET TICKET SALES ACTIVITIES COORDINATORS DOING A PHASE TICKET TICKET SALES EXPANSION ALLOWS US TIME TO PHASE TICKET TICKET SALES EXPANSION ALLOWS US TIME TO PHASE TICKET TICKET SALES EXPANSION ALLOWS US TIME TO MONITOR ANY ADDITIONAL EXPANSION ALLOWS US TIME TO MONITOR ANY ADDITIONAL EXPANSION ALLOWS US

477TIME TO MONITOR ANY ADDITIONAL IMPLICATION AND SUPPORT NEEDED MONITOR ANY ADDITIONAL IMPLICATION AND SUPPORT NEEDED MONITOR ANY ADDITIONAL IMPLICATION AND SUPPORT NEEDED IN REVIEW VERBAL JUNIOR HIGH IMPLICATION AND SUPPORT NEEDED IN REVIEW VERBAL JUNIOR HIGH IMPLICATION AND SUPPORT NEEDED IN REVIEW VERBAL JUNIOR HIGH SCHOOL AND VIRGINIA AND IN REVIEW VERBAL JUNIOR HIGH SCHOOL AND VIRGINIA AND IN REVIEW VERBAL JUNIOR HIGH SCHOOL AND VIRGINIA AND VIRGINIA BEACH MIDDLE SCHOOL SCHOOL AND VIRGINIA AND VIRGINIA BEACH MIDDLE SCHOOL SCHOOL AND VIRGINIA AND VIRGINIA BEACH MIDDLE SCHOOL LEAGUE ACTIVITIES WE PROPOSING VIRGINIA BEACH MIDDLE SCHOOL LEAGUE ACTIVITIES WE PROPOSING VIRGINIA BEACH MIDDLE SCHOOL LEAGUE ACTIVITIES WE PROPOSING THE FOLLOWING PHASED APPROACH LEAGUE ACTIVITIES WE PROPOSING THE FOLLOWING PHASED APPROACH LEAGUE ACTIVITIES WE PROPOSING THE FOLLOWING PHASED APPROACH TO TICKET SALE EXPANSION THE FOLLOWING PHASED APPROACH TO TICKET SALE EXPANSION

478THE FOLLOWING PHASED APPROACH TO TICKET SALE EXPANSION STARTING WITH THE TWENTY FIVE TO TICKET SALE EXPANSION STARTING WITH THE TWENTY FIVE TO TICKET SALE EXPANSION STARTING WITH THE TWENTY FIVE TWENTY SIX FULL YEAR WE WILL BE STARTING WITH THE TWENTY FIVE TWENTY SIX FULL YEAR WE WILL BE STARTING WITH THE TWENTY FIVE TWENTY SIX FULL YEAR WE WILL BE READY TO BEGIN CHARGING FOR THE TWENTY SIX FULL YEAR WE WILL BE READY TO BEGIN CHARGING FOR THE TWENTY SIX FULL YEAR WE WILL BE READY TO BEGIN CHARGING FOR THE FOLLOWING AT SCHOOL FIELD READY TO BEGIN CHARGING FOR THE FOLLOWING AT SCHOOL FIELD READY TO BEGIN CHARGING FOR THE FOLLOWING AT SCHOOL FIELD HOCKEY SWIM INDOOR AND OUTDOOR FOLLOWING AT SCHOOL FIELD HOCKEY SWIM INDOOR AND OUTDOOR FOLLOWING AT SCHOOL FIELD HOCKEY SWIM INDOOR AND

479OUTDOOR TRACK AND JV SOCCER FOR MIDDLE HOCKEY SWIM INDOOR AND OUTDOOR TRACK AND JV SOCCER FOR MIDDLE HOCKEY SWIM INDOOR AND OUTDOOR TRACK AND JV SOCCER FOR MIDDLE SCHOOL WE WILL BE READY TO TRACK AND JV SOCCER FOR MIDDLE SCHOOL WE WILL BE READY TO TRACK AND JV SOCCER FOR MIDDLE SCHOOL WE WILL BE READY TO BEGIN CHARGING FOR TRACK SOCCER SCHOOL WE WILL BE READY TO BEGIN CHARGING FOR TRACK SOCCER SCHOOL WE WILL BE READY TO BEGIN CHARGING FOR TRACK SOCCER SCHOLASTIC FULL PLAYOFFS ONE BEGIN CHARGING FOR TRACK SOCCER SCHOLASTIC FULL PLAYOFFS ONE BEGIN CHARGING FOR TRACK SOCCER SCHOLASTIC FULL PLAYOFFS ONE ACT PLAY FESTIVALS FESTIVALS SCHOLASTIC FULL PLAYOFFS ONE ACT PLAY FESTIVALS FESTIVALS SCHOLASTIC FULL PLAYOFFS ONE ACT PLAY FESTIVALS FESTIVALS AND DEBATE PLAYOFFS AGAIN WE ACT PLAY FESTIVALS FESTIVALS AND DEBATE PLAYOFFS

480AGAIN WE ACT PLAY FESTIVALS FESTIVALS AND DEBATE PLAYOFFS AGAIN WE ESTIMATE AN ADDITIONAL REVENUE AND DEBATE PLAYOFFS AGAIN WE ESTIMATE AN ADDITIONAL REVENUE AND DEBATE PLAYOFFS AGAIN WE ESTIMATE AN ADDITIONAL REVENUE OF FIFTY THOUSAND DOLLARS BASED ESTIMATE AN ADDITIONAL REVENUE OF FIFTY THOUSAND DOLLARS BASED ESTIMATE AN ADDITIONAL REVENUE OF FIFTY THOUSAND DOLLARS BASED ON EXPANDING TICKET SALES TO OF FIFTY THOUSAND DOLLARS BASED ON EXPANDING TICKET SALES TO OF FIFTY THOUSAND DOLLARS BASED ON EXPANDING TICKET SALES TO THESE EVENTS DUE TO ADDITIONAL ON EXPANDING TICKET SALES TO THESE EVENTS DUE TO ADDITIONAL ON EXPANDING TICKET SALES TO THESE EVENTS DUE TO ADDITIONAL CHALLENGES AND STRUCTURAL THESE EVENTS DUE TO ADDITIONAL CHALLENGES AND STRUCTURAL THESE EVENTS DUE TO ADDITIONAL CHALLENGES AND STRUCTURAL CHANGES NEEDED FOR BASEBALL AND CHALLENGES AND STRUCTURAL CHANGES NEEDED FOR BASEBALL AND CHALLENGES AND

481STRUCTURAL CHANGES NEEDED FOR BASEBALL AND SOFTBALL TICKET SALES WOULD NOT CHANGES NEEDED FOR BASEBALL AND SOFTBALL TICKET SALES WOULD NOT CHANGES NEEDED FOR BASEBALL AND SOFTBALL TICKET SALES WOULD NOT BEGIN UNTIL 26 27 SCHOOL SEVEN SOFTBALL TICKET SALES WOULD NOT BEGIN UNTIL 26 27 SCHOOL SEVEN SOFTBALL TICKET SALES WOULD NOT BEGIN UNTIL 26 27 SCHOOL SEVEN SCHOOL YEAR WE HAVE ASSESSED BEGIN UNTIL 26 27 SCHOOL SEVEN SCHOOL YEAR WE HAVE ASSESSED BEGIN UNTIL 26 27 SCHOOL SEVEN SCHOOL YEAR WE HAVE ASSESSED THE STRUCTURAL PERIMETER SCHOOL YEAR WE HAVE ASSESSED THE STRUCTURAL PERIMETER SCHOOL YEAR WE HAVE ASSESSED THE STRUCTURAL PERIMETER CHANGES NEEDED AROUND THE THE STRUCTURAL PERIMETER CHANGES NEEDED AROUND THE THE STRUCTURAL PERIMETER CHANGES NEEDED AROUND THE ENTRANCES AND PLAYING AREAS FOR CHANGES NEEDED AROUND THE ENTRANCES AND PLAYING AREAS FOR CHANGES NEEDED AROUND

482THE ENTRANCES AND PLAYING AREAS FOR BASEBALL SOFTBALL AT EACH HIGH ENTRANCES AND PLAYING AREAS FOR BASEBALL SOFTBALL AT EACH HIGH ENTRANCES AND PLAYING AREAS FOR BASEBALL SOFTBALL AT EACH HIGH SCHOOL THESE CHANGES THESE BASEBALL SOFTBALL AT EACH HIGH SCHOOL THESE CHANGES THESE BASEBALL SOFTBALL AT EACH HIGH SCHOOL THESE CHANGES THESE CHANGES WILL COME WITH SCHOOL THESE CHANGES THESE CHANGES WILL COME WITH SCHOOL THESE CHANGES THESE CHANGES WILL COME WITH ADDITIONAL COSTS AND SUPPORT CHANGES WILL COME WITH ADDITIONAL COSTS AND SUPPORT CHANGES WILL COME WITH ADDITIONAL COSTS AND SUPPORT FROM OTHER DEPARTMENTS IN THE ADDITIONAL COSTS AND SUPPORT FROM OTHER DEPARTMENTS IN THE ADDITIONAL COSTS AND SUPPORT FROM OTHER DEPARTMENTS IN THE DIVISION AND AS A RESULT WE FROM OTHER DEPARTMENTS IN THE DIVISION AND AS A RESULT WE FROM OTHER DEPARTMENTS IN THE DIVISION AND

483AS A RESULT WE WILL NEED MORE TIME BEFORE WE DIVISION AND AS A RESULT WE WILL NEED MORE TIME BEFORE WE DIVISION AND AS A RESULT WE WILL NEED MORE TIME BEFORE WE CAN IMPLEMENT THE COST WILL NEED MORE TIME BEFORE WE CAN IMPLEMENT THE COST WILL NEED MORE TIME BEFORE WE CAN IMPLEMENT THE COST OF STUDENT ACTIVITIES WILL CAN IMPLEMENT THE COST OF STUDENT ACTIVITIES WILL CAN IMPLEMENT THE COST OF STUDENT ACTIVITIES WILL CONTINUE TO RISE OVER THE YEARS OF STUDENT ACTIVITIES WILL CONTINUE TO RISE OVER THE YEARS OF STUDENT ACTIVITIES WILL CONTINUE TO RISE OVER THE YEARS AND WE MUST TAKE A PROACTIVE CONTINUE TO RISE OVER THE YEARS AND WE MUST TAKE A PROACTIVE CONTINUE TO RISE OVER THE YEARS AND WE MUST TAKE A PROACTIVE PROACTIVE APPROACH BY EXPLORING AND WE

484MUST TAKE A PROACTIVE PROACTIVE APPROACH BY EXPLORING AND WE MUST TAKE A PROACTIVE PROACTIVE APPROACH BY EXPLORING ADDITIONAL REVENUE OPTIONS TO PROACTIVE APPROACH BY EXPLORING ADDITIONAL REVENUE OPTIONS TO PROACTIVE APPROACH BY EXPLORING ADDITIONAL REVENUE OPTIONS TO HELP OFFSET THESE COSTS. ADDITIONAL REVENUE OPTIONS TO HELP OFFSET THESE COSTS. ADDITIONAL REVENUE OPTIONS TO HELP OFFSET THESE COSTS. SOME OF THESE CONSIDERATIONS HELP OFFSET THESE COSTS. SOME OF THESE CONSIDERATIONS HELP OFFSET THESE COSTS. SOME OF THESE CONSIDERATIONS INCLUDE REVIEWING FACILITY USE SOME OF THESE CONSIDERATIONS INCLUDE REVIEWING FACILITY USE SOME OF THESE CONSIDERATIONS INCLUDE REVIEWING FACILITY USE FREQUENCY AND APPLICATION INCLUDE REVIEWING FACILITY USE FREQUENCY AND APPLICATION INCLUDE REVIEWING FACILITY USE FREQUENCY AND APPLICATION EXPLORING TICKET SALES TICKET FREQUENCY AND APPLICATION EXPLORING TICKET SALES TICKET FREQUENCY AND APPLICATION EXPLORING TICKET SALES TICKET SALE PLATFORMS YOU MAY HAVE EXPLORING TICKET

485SALES TICKET SALE PLATFORMS YOU MAY HAVE EXPLORING TICKET SALES TICKET SALE PLATFORMS YOU MAY HAVE DISCOUNTED AND OFFER MORE SALE PLATFORMS YOU MAY HAVE DISCOUNTED AND OFFER MORE SALE PLATFORMS YOU MAY HAVE DISCOUNTED AND OFFER MORE OPTIONS AND FLEXIBILITY FOR DISCOUNTED AND OFFER MORE OPTIONS AND FLEXIBILITY FOR DISCOUNTED AND OFFER MORE OPTIONS AND FLEXIBILITY FOR SALES AND EXPLORING SECURITY OPTIONS AND FLEXIBILITY FOR SALES AND EXPLORING SECURITY OPTIONS AND FLEXIBILITY FOR SALES AND EXPLORING SECURITY OPTIONS AT EVENTS SUCH AS SALES AND EXPLORING SECURITY OPTIONS AT EVENTS SUCH AS SALES AND EXPLORING SECURITY OPTIONS AT EVENTS SUCH AS SECURITY COMPANIES WHO MAY OPTIONS AT EVENTS SUCH AS SECURITY COMPANIES WHO MAY OPTIONS AT EVENTS SUCH AS SECURITY COMPANIES WHO MAY OFFER MORE FLEXIBLE RATES AND SECURITY COMPANIES WHO MAY OFFER MORE FLEXIBLE RATES AND SECURITY COMPANIES WHO

486MAY OFFER MORE FLEXIBLE RATES AND OPTIONS FOR COVERAGE AT OFFER MORE FLEXIBLE RATES AND OPTIONS FOR COVERAGE AT OFFER MORE FLEXIBLE RATES AND OPTIONS FOR COVERAGE AT ACTIVITIES AND NON ATHLETIC OPTIONS FOR COVERAGE AT ACTIVITIES AND NON ATHLETIC OPTIONS FOR COVERAGE AT ACTIVITIES AND NON ATHLETIC EVENTS IN THIS PRESENTATION I ACTIVITIES AND NON ATHLETIC EVENTS IN THIS PRESENTATION I ACTIVITIES AND NON ATHLETIC EVENTS IN THIS PRESENTATION I HAVE SHARED THREE PROPOSALS FOR EVENTS IN THIS PRESENTATION I HAVE SHARED THREE PROPOSALS FOR EVENTS IN THIS PRESENTATION I HAVE SHARED THREE PROPOSALS FOR YOUR VOTE HOPE FOR APPROVAL ONE HAVE SHARED THREE PROPOSALS FOR YOUR VOTE HOPE FOR APPROVAL ONE HAVE SHARED THREE PROPOSALS FOR YOUR VOTE HOPE FOR APPROVAL ONE AND INCREASE TO OUR COACHES YOUR VOTE HOPE FOR APPROVAL ONE AND INCREASE TO OUR COACHES

487YOUR VOTE HOPE FOR APPROVAL ONE AND INCREASE TO OUR COACHES SALARY AND TO INCLUDE PAY FOR AND INCREASE TO OUR COACHES SALARY AND TO INCLUDE PAY FOR AND INCREASE TO OUR COACHES SALARY AND TO INCLUDE PAY FOR POSTSEASON PLAY WE'RE PROPOSING SALARY AND TO INCLUDE PAY FOR POSTSEASON PLAY WE'RE PROPOSING SALARY AND TO INCLUDE PAY FOR POSTSEASON PLAY WE'RE PROPOSING AN INCREASE OUR INCREASE TO OUR POSTSEASON PLAY WE'RE PROPOSING AN INCREASE OUR INCREASE TO OUR POSTSEASON PLAY WE'RE PROPOSING AN INCREASE OUR INCREASE TO OUR TICKET AND PASS PRICES AND AN INCREASE OUR INCREASE TO OUR TICKET AND PASS PRICES AND AN INCREASE OUR INCREASE TO OUR TICKET AND PASS PRICES AND LASTLY WE WOULD LIKE TO PROPOSE TICKET AND PASS PRICES AND LASTLY WE WOULD LIKE TO PROPOSE TICKET AND PASS PRICES AND LASTLY WE

488WOULD LIKE TO PROPOSE EXPANDING OUR TICKET SALES FOR LASTLY WE WOULD LIKE TO PROPOSE EXPANDING OUR TICKET SALES FOR LASTLY WE WOULD LIKE TO PROPOSE EXPANDING OUR TICKET SALES FOR VIRGINIA HIGH SCHOOL IN EXPANDING OUR TICKET SALES FOR VIRGINIA HIGH SCHOOL IN EXPANDING OUR TICKET SALES FOR VIRGINIA HIGH SCHOOL IN VIRGINIA BEACH MIDDLE SCHOOL VIRGINIA HIGH SCHOOL IN VIRGINIA BEACH MIDDLE SCHOOL VIRGINIA HIGH SCHOOL IN VIRGINIA BEACH MIDDLE SCHOOL LEAGUE ATHLETICS AND ACTIVITIES VIRGINIA BEACH MIDDLE SCHOOL LEAGUE ATHLETICS AND ACTIVITIES VIRGINIA BEACH MIDDLE SCHOOL LEAGUE ATHLETICS AND ACTIVITIES WHERE YOU HAVE PREVIOUSLY NOT LEAGUE ATHLETICS AND ACTIVITIES WHERE YOU HAVE PREVIOUSLY NOT LEAGUE ATHLETICS AND ACTIVITIES WHERE YOU HAVE PREVIOUSLY NOT CHARGED I AM JOINED TODAY BY WHERE YOU HAVE PREVIOUSLY NOT CHARGED I AM JOINED TODAY BY WHERE YOU HAVE PREVIOUSLY NOT CHARGED I

489AM JOINED TODAY BY MEMBERS OF STUDENT ACTIVITIES CHARGED I AM JOINED TODAY BY MEMBERS OF STUDENT ACTIVITIES CHARGED I AM JOINED TODAY BY MEMBERS OF STUDENT ACTIVITIES OFFICE AND WE WELCOME ANY MEMBERS OF STUDENT ACTIVITIES OFFICE AND WE WELCOME ANY MEMBERS OF STUDENT ACTIVITIES OFFICE AND WE WELCOME ANY QUESTIONS. OFFICE AND WE WELCOME ANY QUESTIONS. OFFICE AND WE WELCOME ANY QUESTIONS. THANK YOU MISS MELNIK SO NOT A QUESTIONS. THANK YOU MISS MELNIK SO NOT A QUESTIONS. THANK YOU MISS MELNIK SO NOT A QUESTION BUT I DO WANT TO SAY I THANK YOU MISS MELNIK SO NOT A QUESTION BUT I DO WANT TO SAY I THANK YOU MISS MELNIK SO NOT A QUESTION BUT I DO WANT TO SAY I SPENT TWENTY SIX STRAIGHT YEARS QUESTION BUT I DO WANT TO SAY I SPENT TWENTY

490SIX STRAIGHT YEARS QUESTION BUT I DO WANT TO SAY I SPENT TWENTY SIX STRAIGHT YEARS FOLLOWING MY KIDS TO ACTIVITIES SPENT TWENTY SIX STRAIGHT YEARS FOLLOWING MY KIDS TO ACTIVITIES SPENT TWENTY SIX STRAIGHT YEARS FOLLOWING MY KIDS TO ACTIVITIES PAYING FOR ACTIVITIES PAYING FOLLOWING MY KIDS TO ACTIVITIES PAYING FOR ACTIVITIES PAYING FOLLOWING MY KIDS TO ACTIVITIES PAYING FOR ACTIVITIES PAYING FOR THE EQUIPMENT, PAYING TO PAYING FOR ACTIVITIES PAYING FOR THE EQUIPMENT, PAYING TO PAYING FOR ACTIVITIES PAYING FOR THE EQUIPMENT, PAYING TO GET THEM THERE THEN WHEN YOU FOR THE EQUIPMENT, PAYING TO GET THEM THERE THEN WHEN YOU FOR THE EQUIPMENT, PAYING TO GET THEM THERE THEN WHEN YOU GET THERE YOU PAY TO GET IN GET THEM THERE THEN WHEN YOU GET THERE YOU PAY TO GET IN GET THEM THERE THEN WHEN YOU

491GET THERE YOU PAY TO GET IN EVEN THOUGH YOU PAID TO PLAY GET THERE YOU PAY TO GET IN EVEN THOUGH YOU PAID TO PLAY GET THERE YOU PAY TO GET IN EVEN THOUGH YOU PAID TO PLAY AND THEN YOU PAY TO GET INTO EVEN THOUGH YOU PAID TO PLAY AND THEN YOU PAY TO GET INTO EVEN THOUGH YOU PAID TO PLAY AND THEN YOU PAY TO GET INTO WHAT YOUR KID SO. AND THEN YOU PAY TO GET INTO WHAT YOUR KID SO. AND THEN YOU PAY TO GET INTO WHAT YOUR KID SO. SO YOU'RE BASICALLY PAYING FOR WHAT YOUR KID SO. SO YOU'RE BASICALLY PAYING FOR WHAT YOUR KID SO. SO YOU'RE BASICALLY PAYING FOR ALL MY POINT IN OF THAT IS I SO YOU'RE BASICALLY PAYING FOR ALL MY POINT IN OF THAT

492IS I SO YOU'RE BASICALLY PAYING FOR ALL MY POINT IN OF THAT IS I HOPE THE COMMUNITY UNDERSTANDS ALL MY POINT IN OF THAT IS I HOPE THE COMMUNITY UNDERSTANDS ALL MY POINT IN OF THAT IS I HOPE THE COMMUNITY UNDERSTANDS THAT SMALL INCREASE IN TICKET HOPE THE COMMUNITY UNDERSTANDS THAT SMALL INCREASE IN TICKET HOPE THE COMMUNITY UNDERSTANDS THAT SMALL INCREASE IN TICKET PRICES BECAUSE WHAT I DON'T THAT SMALL INCREASE IN TICKET PRICES BECAUSE WHAT I DON'T THAT SMALL INCREASE IN TICKET PRICES BECAUSE WHAT I DON'T WANT IS TO LOSE ANY OF THIS I PRICES BECAUSE WHAT I DON'T WANT IS TO LOSE ANY OF THIS I PRICES BECAUSE WHAT I DON'T WANT IS TO LOSE ANY OF THIS I WANT OUR STUDENTS TO HAVE THE WANT IS TO LOSE ANY OF THIS I WANT

493OUR STUDENTS TO HAVE THE WANT IS TO LOSE ANY OF THIS I WANT OUR STUDENTS TO HAVE THE BEST OPPORTUNITIES THAT THEY WANT OUR STUDENTS TO HAVE THE BEST OPPORTUNITIES THAT THEY WANT OUR STUDENTS TO HAVE THE BEST OPPORTUNITIES THAT THEY CAN WHETHER IT'S FINE ARTS TO BEST OPPORTUNITIES THAT THEY CAN WHETHER IT'S FINE ARTS TO BEST OPPORTUNITIES THAT THEY CAN WHETHER IT'S FINE ARTS TO SPORTS THAT WE STILL OFFER AS CAN WHETHER IT'S FINE ARTS TO SPORTS THAT WE STILL OFFER AS CAN WHETHER IT'S FINE ARTS TO SPORTS THAT WE STILL OFFER AS MUCH AS WE POSSIBLY CAN FOR SPORTS THAT WE STILL OFFER AS MUCH AS WE POSSIBLY CAN FOR SPORTS THAT WE STILL OFFER AS MUCH AS WE POSSIBLY CAN FOR STUDENTS AND SO I SO I DO MUCH AS WE POSSIBLY

494CAN FOR STUDENTS AND SO I SO I DO MUCH AS WE POSSIBLY CAN FOR STUDENTS AND SO I SO I DO SUPPORT THIS INCREASE. STUDENTS AND SO I SO I DO SUPPORT THIS INCREASE. STUDENTS AND SO I SO I DO SUPPORT THIS INCREASE. I LOVE THE FACT THAT YOUR ARE SUPPORT THIS INCREASE. I LOVE THE FACT THAT YOUR ARE SUPPORT THIS INCREASE. I LOVE THE FACT THAT YOUR ARE CREATIVE WITH FAMILY, WITH I LOVE THE FACT THAT YOUR ARE CREATIVE WITH FAMILY, WITH I LOVE THE FACT THAT YOUR ARE CREATIVE WITH FAMILY, WITH FAMILY TICKET BLOCKS I. CREATIVE WITH FAMILY, WITH FAMILY TICKET BLOCKS I. CREATIVE WITH FAMILY, WITH FAMILY TICKET BLOCKS I. I REALLY APPRECIATE THAT AND FAMILY TICKET BLOCKS I. I REALLY APPRECIATE THAT AND FAMILY TICKET BLOCKS I. I REALLY APPRECIATE THAT

495AND BUT THANK YOU FOR THE EFFORT I REALLY APPRECIATE THAT AND BUT THANK YOU FOR THE EFFORT I REALLY APPRECIATE THAT AND BUT THANK YOU FOR THE EFFORT THAT YOU PUT INTO THIS AND FOR BUT THANK YOU FOR THE EFFORT THAT YOU PUT INTO THIS AND FOR BUT THANK YOU FOR THE EFFORT THAT YOU PUT INTO THIS AND FOR THE COACHES STIPENDS. THAT YOU PUT INTO THIS AND FOR THE COACHES STIPENDS. THAT YOU PUT INTO THIS AND FOR THE COACHES STIPENDS. I APPRECIATE. THE COACHES STIPENDS. I APPRECIATE. THE COACHES STIPENDS. I APPRECIATE. THANK YOU MISS ROGERS. I APPRECIATE. THANK YOU MISS ROGERS. I APPRECIATE. THANK YOU MISS ROGERS. THANK >> YOU. THANK YOU MISS ROGERS. THANK >> YOU. THANK YOU MISS ROGERS. THANK >> YOU. UNLISTENABLE ON THE INCREASED THANK >> YOU. UNLISTENABLE ON THE

496INCREASED THANK >> YOU. UNLISTENABLE ON THE INCREASED TICKET PRICES ARE MORE IT SHOWS UNLISTENABLE ON THE INCREASED TICKET PRICES ARE MORE IT SHOWS UNLISTENABLE ON THE INCREASED TICKET PRICES ARE MORE IT SHOWS THE THE THE FAMILY PAST OPTIONS TICKET PRICES ARE MORE IT SHOWS THE THE THE FAMILY PAST OPTIONS TICKET PRICES ARE MORE IT SHOWS THE THE THE FAMILY PAST OPTIONS THE IS IT DIFFERENT PERCEPTIONS THE THE THE FAMILY PAST OPTIONS THE IS IT DIFFERENT PERCEPTIONS THE THE THE FAMILY PAST OPTIONS THE IS IT DIFFERENT PERCEPTIONS FOR THE MIDDLE SCHOOL BECAUSE THE IS IT DIFFERENT PERCEPTIONS FOR THE MIDDLE SCHOOL BECAUSE THE IS IT DIFFERENT PERCEPTIONS FOR THE MIDDLE SCHOOL BECAUSE THEY'RE TICKET PRICES ARE FOR THE MIDDLE SCHOOL BECAUSE THEY'RE TICKET PRICES ARE FOR THE MIDDLE SCHOOL BECAUSE THEY'RE TICKET PRICES ARE DIFFERENT I

497WASN'T SURE IF THIS THEY'RE TICKET PRICES ARE DIFFERENT I WASN'T SURE IF THIS THEY'RE TICKET PRICES ARE DIFFERENT I WASN'T SURE IF THIS IS ACROSS THE BOARD OR IF WE DIFFERENT I WASN'T SURE IF THIS IS ACROSS THE BOARD OR IF WE DIFFERENT I WASN'T SURE IF THIS IS ACROSS THE BOARD OR IF WE HAD DIFFERENT PRICES FOR IS ACROSS THE BOARD OR IF WE HAD DIFFERENT PRICES FOR IS ACROSS THE BOARD OR IF WE HAD DIFFERENT PRICES FOR QUESTION MR. ROGERS I'M GOING HAD DIFFERENT PRICES FOR QUESTION MR. ROGERS I'M GOING HAD DIFFERENT PRICES FOR QUESTION MR. ROGERS I'M GOING TO INVITE GOING TO INVITE MR. QUESTION MR. ROGERS I'M GOING TO INVITE GOING TO INVITE MR. QUESTION MR. ROGERS I'M GOING TO INVITE GOING TO INVITE MR. COSMO TO ADDRESS THAT QUESTION. TO

498INVITE GOING TO INVITE MR. COSMO TO ADDRESS THAT QUESTION. TO INVITE GOING TO INVITE MR. COSMO TO ADDRESS THAT QUESTION. CURRENTLY WE DON'T HAVE FAMILY COSMO TO ADDRESS THAT QUESTION. CURRENTLY WE DON'T HAVE FAMILY COSMO TO ADDRESS THAT QUESTION. CURRENTLY WE DON'T HAVE FAMILY PAST PACKAGES FOR THE MIDDLE CURRENTLY WE DON'T HAVE FAMILY PAST PACKAGES FOR THE MIDDLE CURRENTLY WE DON'T HAVE FAMILY PAST PACKAGES FOR THE MIDDLE SCHOOL BASED ON THEIR CURRENT PAST PACKAGES FOR THE MIDDLE SCHOOL BASED ON THEIR CURRENT PAST PACKAGES FOR THE MIDDLE SCHOOL BASED ON THEIR CURRENT TICKET PRICES AND WE HADN'T SCHOOL BASED ON THEIR CURRENT TICKET PRICES AND WE HADN'T SCHOOL BASED ON THEIR CURRENT TICKET PRICES AND WE HADN'T CREATED THOSE UP TO THIS POINT TICKET PRICES AND WE HADN'T CREATED THOSE UP TO THIS POINT TICKET PRICES

499AND WE HADN'T CREATED THOSE UP TO THIS POINT FOR MIDDLE SCHOOLS EVEN WITH CREATED THOSE UP TO THIS POINT FOR MIDDLE SCHOOLS EVEN WITH CREATED THOSE UP TO THIS POINT FOR MIDDLE SCHOOLS EVEN WITH THE NEW PRICE INCREASES FOR MIDDLE SCHOOLS EVEN WITH THE NEW PRICE INCREASES FOR MIDDLE SCHOOLS EVEN WITH THE NEW PRICE INCREASES ESPECIALLY TAKING INTO THE NEW PRICE INCREASES ESPECIALLY TAKING INTO THE NEW PRICE INCREASES ESPECIALLY TAKING INTO CONSIDERATION THE CONCERN MANY ESPECIALLY TAKING INTO CONSIDERATION THE CONCERN MANY ESPECIALLY TAKING INTO CONSIDERATION THE CONCERN MANY PEOPLE HAD AROUND THE NUMBER CONSIDERATION THE CONCERN MANY PEOPLE HAD AROUND THE NUMBER CONSIDERATION THE CONCERN MANY PEOPLE HAD AROUND THE NUMBER OF CHILDREN THAT PEOPLE WOULD PEOPLE HAD AROUND THE NUMBER OF CHILDREN THAT PEOPLE WOULD PEOPLE HAD AROUND THE NUMBER OF CHILDREN THAT PEOPLE

500WOULD BE BRINGING IN THE CHILD PRICE OF CHILDREN THAT PEOPLE WOULD BE BRINGING IN THE CHILD PRICE OF CHILDREN THAT PEOPLE WOULD BE BRINGING IN THE CHILD PRICE STILL BEING STUDENT CHILD ONLY BE BRINGING IN THE CHILD PRICE STILL BEING STUDENT CHILD ONLY BE BRINGING IN THE CHILD PRICE STILL BEING STUDENT CHILD ONLY INCREASING ONE TO THREE TOTAL STILL BEING STUDENT CHILD ONLY INCREASING ONE TO THREE TOTAL STILL BEING STUDENT CHILD ONLY INCREASING ONE TO THREE TOTAL DOLLARS SO IT'S SO IT'S INCREASING ONE TO THREE TOTAL DOLLARS SO IT'S SO IT'S INCREASING ONE TO THREE TOTAL DOLLARS SO IT'S SO IT'S SOMETHING WE COULD INVESTIGATE DOLLARS SO IT'S SO IT'S SOMETHING WE COULD INVESTIGATE DOLLARS SO IT'S SO IT'S SOMETHING WE COULD INVESTIGATE BUT UP TO THIS POINT THERE'S SOMETHING WE COULD INVESTIGATE BUT UP

501TO THIS POINT THERE'S SOMETHING WE COULD INVESTIGATE BUT UP TO THIS POINT THERE'S NOT BEEN PASSES AT THE MIDDLE BUT UP TO THIS POINT THERE'S NOT BEEN PASSES AT THE MIDDLE BUT UP TO THIS POINT THERE'S NOT BEEN PASSES AT THE MIDDLE SCHOOL LEVEL I GUESS THAT WAS NOT BEEN PASSES AT THE MIDDLE SCHOOL LEVEL I GUESS THAT WAS NOT BEEN PASSES AT THE MIDDLE SCHOOL LEVEL I GUESS THAT WAS MY QUESTION SIMPLY BECAUSE I SCHOOL LEVEL I GUESS THAT WAS MY QUESTION SIMPLY BECAUSE I SCHOOL LEVEL I GUESS THAT WAS MY QUESTION SIMPLY BECAUSE I ONLY SAW THE FAMILY PASS MY QUESTION SIMPLY BECAUSE I ONLY SAW THE FAMILY PASS MY QUESTION SIMPLY BECAUSE I ONLY SAW THE FAMILY PASS OPTIONS FOR ONE ENTITY AND AND ONLY SAW THE FAMILY PASS OPTIONS FOR ONE

502ENTITY AND AND ONLY SAW THE FAMILY PASS OPTIONS FOR ONE ENTITY AND AND I GUESS MY COMMENT THAT WOULD OPTIONS FOR ONE ENTITY AND AND I GUESS MY COMMENT THAT WOULD OPTIONS FOR ONE ENTITY AND AND I GUESS MY COMMENT THAT WOULD BE THAT WITH MIDDLE SCHOOLERS A I GUESS MY COMMENT THAT WOULD BE THAT WITH MIDDLE SCHOOLERS A I GUESS MY COMMENT THAT WOULD BE THAT WITH MIDDLE SCHOOLERS A LOT OF TIMES WHEN YOU HAVE BE THAT WITH MIDDLE SCHOOLERS A LOT OF TIMES WHEN YOU HAVE BE THAT WITH MIDDLE SCHOOLERS A LOT OF TIMES WHEN YOU HAVE MIDDLE HIGH SCHOOLERS THERE'S A LOT OF TIMES WHEN YOU HAVE MIDDLE HIGH SCHOOLERS THERE'S A LOT OF TIMES WHEN YOU HAVE MIDDLE HIGH SCHOOLERS THERE'S A LOT CHILDREN. MIDDLE HIGH SCHOOLERS THERE'S A LOT CHILDREN.

503MIDDLE HIGH SCHOOLERS THERE'S A LOT CHILDREN. I MEAN I HAVE A MIDDLE SCHOOLER LOT CHILDREN. I MEAN I HAVE A MIDDLE SCHOOLER LOT CHILDREN. I MEAN I HAVE A MIDDLE SCHOOLER BUT MY KIDS ARE OLDER BUT IN I MEAN I HAVE A MIDDLE SCHOOLER BUT MY KIDS ARE OLDER BUT IN I MEAN I HAVE A MIDDLE SCHOOLER BUT MY KIDS ARE OLDER BUT IN ANY EVENT I JUST WANT TO MAKE BUT MY KIDS ARE OLDER BUT IN ANY EVENT I JUST WANT TO MAKE BUT MY KIDS ARE OLDER BUT IN ANY EVENT I JUST WANT TO MAKE SURE YOU KNOW EVERYONE CAN SEE ANY EVENT I JUST WANT TO MAKE SURE YOU KNOW EVERYONE CAN SEE ANY EVENT I JUST WANT TO MAKE SURE YOU KNOW EVERYONE CAN SEE THEIR KIDS. SURE YOU KNOW EVERYONE

504CAN SEE THEIR KIDS. SURE YOU KNOW EVERYONE CAN SEE THEIR KIDS. SO THAT WAS IT THINGS. THEIR KIDS. SO THAT WAS IT THINGS. THEIR KIDS. SO THAT WAS IT THINGS. THANK YOU. SO THAT WAS IT THINGS. THANK YOU. SO THAT WAS IT THINGS. THANK YOU. MISS ROGERS. THANK YOU. MISS ROGERS. THANK YOU. MISS ROGERS. MR. THANK YOU THANK YOU SO MUCH MISS ROGERS. MR. THANK YOU THANK YOU SO MUCH MISS ROGERS. MR. THANK YOU THANK YOU SO MUCH FOR SHARING I THINK YOU TOUCHED MR. THANK YOU THANK YOU SO MUCH FOR SHARING I THINK YOU TOUCHED MR. THANK YOU THANK YOU SO MUCH FOR SHARING I THINK YOU TOUCHED ON SOMETHING I WAS VERY CURIOUS FOR SHARING I THINK YOU TOUCHED ON SOMETHING I WAS VERY CURIOUS FOR SHARING I THINK YOU TOUCHED ON SOMETHING

505I WAS VERY CURIOUS ABOUT WHICH IS STAFF IN ALL ON SOMETHING I WAS VERY CURIOUS ABOUT WHICH IS STAFF IN ALL ON SOMETHING I WAS VERY CURIOUS ABOUT WHICH IS STAFF IN ALL OF THESE NEW TICKETED EVENTS ABOUT WHICH IS STAFF IN ALL OF THESE NEW TICKETED EVENTS ABOUT WHICH IS STAFF IN ALL OF THESE NEW TICKETED EVENTS DOES THE REVENUE OF FIFTY OF THESE NEW TICKETED EVENTS DOES THE REVENUE OF FIFTY OF THESE NEW TICKETED EVENTS DOES THE REVENUE OF FIFTY THOUSAND DOLLARS THAT DOES THAT DOES THE REVENUE OF FIFTY THOUSAND DOLLARS THAT DOES THAT DOES THE REVENUE OF FIFTY THOUSAND DOLLARS THAT DOES THAT INCLUDE THE LABOR THAT WERE THOUSAND DOLLARS THAT DOES THAT INCLUDE THE LABOR THAT WERE THOUSAND DOLLARS THAT DOES THAT INCLUDE THE LABOR THAT WERE ANTICIPATING WITH STAFFING? INCLUDE

506THE LABOR THAT WERE ANTICIPATING WITH STAFFING? INCLUDE THE LABOR THAT WERE ANTICIPATING WITH STAFFING? IT DOES NOT IT ONLY INCLUDES ANTICIPATING WITH STAFFING? IT DOES NOT IT ONLY INCLUDES ANTICIPATING WITH STAFFING? IT DOES NOT IT ONLY INCLUDES APPROXIMATION OF TWENTY FIVE. IT DOES NOT IT ONLY INCLUDES APPROXIMATION OF TWENTY FIVE. IT DOES NOT IT ONLY INCLUDES APPROXIMATION OF TWENTY FIVE. YES. APPROXIMATION OF TWENTY FIVE. YES. APPROXIMATION OF TWENTY FIVE. YES. PARTICIPATING EACH OF THOSE YES. PARTICIPATING EACH OF THOSE YES. PARTICIPATING EACH OF THOSE EVENTS THAT'S WHAT WE USE AS PARTICIPATING EACH OF THOSE EVENTS THAT'S WHAT WE USE AS PARTICIPATING EACH OF THOSE EVENTS THAT'S WHAT WE USE AS OUR BASELINE TO COME TO COME UP EVENTS THAT'S WHAT WE USE AS OUR BASELINE TO COME TO COME UP EVENTS THAT'S WHAT WE USE AS

507OUR BASELINE TO COME TO COME UP WITH FIFTY THOUSAND. OUR BASELINE TO COME TO COME UP WITH FIFTY THOUSAND. OUR BASELINE TO COME TO COME UP WITH FIFTY THOUSAND. YEAH >> I'M KIND OF I MEAN I'M WITH FIFTY THOUSAND. YEAH >> I'M KIND OF I MEAN I'M WITH FIFTY THOUSAND. YEAH >> I'M KIND OF I MEAN I'M JUST KIND OF CURIOUS HOW THIS YEAH >> I'M KIND OF I MEAN I'M JUST KIND OF CURIOUS HOW THIS YEAH >> I'M KIND OF I MEAN I'M JUST KIND OF CURIOUS HOW THIS ENDS UP WITH LITTLE YOU KNOW JUST KIND OF CURIOUS HOW THIS ENDS UP WITH LITTLE YOU KNOW JUST KIND OF CURIOUS HOW THIS ENDS UP WITH LITTLE YOU KNOW YOU KNOW WHEN WE PUT LABOR ENDS UP WITH LITTLE YOU KNOW YOU KNOW WHEN WE

508PUT LABOR ENDS UP WITH LITTLE YOU KNOW YOU KNOW WHEN WE PUT LABOR INSIDE OF IT IF WHAT THAT YOU KNOW WHEN WE PUT LABOR INSIDE OF IT IF WHAT THAT YOU KNOW WHEN WE PUT LABOR INSIDE OF IT IF WHAT THAT REVENUES ACTUALLY GO LOOK LIKE INSIDE OF IT IF WHAT THAT REVENUES ACTUALLY GO LOOK LIKE INSIDE OF IT IF WHAT THAT REVENUES ACTUALLY GO LOOK LIKE AFTER LIKE AFTER WE PUT PEOPLE REVENUES ACTUALLY GO LOOK LIKE AFTER LIKE AFTER WE PUT PEOPLE REVENUES ACTUALLY GO LOOK LIKE AFTER LIKE AFTER WE PUT PEOPLE STAFFING THE COST OF SCHEDULING AFTER LIKE AFTER WE PUT PEOPLE STAFFING THE COST OF SCHEDULING AFTER LIKE AFTER WE PUT PEOPLE STAFFING THE COST OF SCHEDULING COST OF SCHEDULING ALL THOSE STAFFING THE COST OF SCHEDULING COST OF SCHEDULING ALL

509THOSE STAFFING THE COST OF SCHEDULING COST OF SCHEDULING ALL THOSE DIFFERENT PIECES I WAS JUST THE COST OF SCHEDULING ALL THOSE DIFFERENT PIECES I WAS JUST THE COST OF SCHEDULING ALL THOSE DIFFERENT PIECES I WAS JUST THE FIRST THING THAT CAME IN MY DIFFERENT PIECES I WAS JUST THE FIRST THING THAT CAME IN MY DIFFERENT PIECES I WAS JUST THE FIRST THING THAT CAME IN MY HEAD AND I THINK YOU TOUCHED FIRST THING THAT CAME IN MY HEAD AND I THINK YOU TOUCHED FIRST THING THAT CAME IN MY HEAD AND I THINK YOU TOUCHED UPON IT. HEAD AND I THINK YOU TOUCHED UPON IT. HEAD AND I THINK YOU TOUCHED UPON IT. SO I JUST KIND OF CURIOUS IT UPON IT. SO I JUST KIND OF CURIOUS IT UPON IT. SO I JUST KIND OF

510CURIOUS IT MAYBE >> UNPACK A LITTLE >> SO I JUST KIND OF CURIOUS IT MAYBE >> UNPACK A LITTLE >> SO I JUST KIND OF CURIOUS IT MAYBE >> UNPACK A LITTLE >> MORE WITH THAT WITH MAYBE LOOK MAYBE >> UNPACK A LITTLE >> MORE WITH THAT WITH MAYBE LOOK MAYBE >> UNPACK A LITTLE >> MORE WITH THAT WITH MAYBE LOOK LIKE AND THEN I SEE WITH FAMILY MORE WITH THAT WITH MAYBE LOOK LIKE AND THEN I SEE WITH FAMILY MORE WITH THAT WITH MAYBE LOOK LIKE AND THEN I SEE WITH FAMILY PASSES FOR FIVE SIX SEVEN LIKE AND THEN I SEE WITH FAMILY PASSES FOR FIVE SIX SEVEN LIKE AND THEN I SEE WITH FAMILY PASSES FOR FIVE SIX SEVEN PEOPLE SEVEN PEOPLE I THINK PASSES FOR FIVE SIX SEVEN PEOPLE SEVEN PEOPLE I

511THINK PASSES FOR FIVE SIX SEVEN PEOPLE SEVEN PEOPLE I THINK SOMETHING FOR OFFSETTING COST PEOPLE SEVEN PEOPLE I THINK SOMETHING FOR OFFSETTING COST PEOPLE SEVEN PEOPLE I THINK SOMETHING FOR OFFSETTING COST CONSIDERATIONS I WOULD LOVE FOR SOMETHING FOR OFFSETTING COST CONSIDERATIONS I WOULD LOVE FOR SOMETHING FOR OFFSETTING COST CONSIDERATIONS I WOULD LOVE FOR US TO LOOK AT SOMETHING LIKE A CONSIDERATIONS I WOULD LOVE FOR US TO LOOK AT SOMETHING LIKE A CONSIDERATIONS I WOULD LOVE FOR US TO LOOK AT SOMETHING LIKE A FIRM OR SOMETHING SIMILAR TO US TO LOOK AT SOMETHING LIKE A FIRM OR SOMETHING SIMILAR TO US TO LOOK AT SOMETHING LIKE A FIRM OR SOMETHING SIMILAR TO THAT WHERE WE CAN UTILIZE FIRM OR SOMETHING SIMILAR TO THAT WHERE WE CAN UTILIZE FIRM OR SOMETHING SIMILAR TO THAT WHERE WE CAN

512UTILIZE MONTHLY PAYMENTS FOLKS WHO THAT WHERE WE CAN UTILIZE MONTHLY PAYMENTS FOLKS WHO THAT WHERE WE CAN UTILIZE MONTHLY PAYMENTS FOLKS WHO MIGHT NOT NECESSARILY HAVE MONTHLY PAYMENTS FOLKS WHO MIGHT NOT NECESSARILY HAVE MONTHLY PAYMENTS FOLKS WHO MIGHT NOT NECESSARILY HAVE THREE HUNDRED SIXTY FOUR MIGHT NOT NECESSARILY HAVE THREE HUNDRED SIXTY FOUR MIGHT NOT NECESSARILY HAVE THREE HUNDRED SIXTY FOUR HUNDRED >> BUCKS JUST CHUCK THREE HUNDRED SIXTY FOUR HUNDRED >> BUCKS JUST CHUCK THREE HUNDRED SIXTY FOUR HUNDRED >> BUCKS JUST CHUCK DOWN AT CERTAIN TIMES THAT MUST HUNDRED >> BUCKS JUST CHUCK DOWN AT CERTAIN TIMES THAT MUST HUNDRED >> BUCKS JUST CHUCK DOWN AT CERTAIN TIMES THAT MUST BE SOME DIRECTION SOME DOWN AT CERTAIN TIMES THAT MUST BE SOME DIRECTION SOME DOWN AT CERTAIN TIMES THAT MUST BE SOME DIRECTION SOME DIRECTION I

513THINK I'D BE SOME DIRECTION SOME DIRECTION I THINK I'D BE SOME DIRECTION SOME DIRECTION I THINK I'D APPRECIATE I DON'T KNOW IF IT'S DIRECTION I THINK I'D APPRECIATE I DON'T KNOW IF IT'S DIRECTION I THINK I'D APPRECIATE I DON'T KNOW IF IT'S THE RIGHT ANSWER NOT BUT I APPRECIATE I DON'T KNOW IF IT'S THE RIGHT ANSWER NOT BUT I APPRECIATE I DON'T KNOW IF IT'S THE RIGHT ANSWER NOT BUT I WOULD LOVE SOME EXPLORATION ON THE RIGHT ANSWER NOT BUT I WOULD LOVE SOME EXPLORATION ON THE RIGHT ANSWER NOT BUT I WOULD LOVE SOME EXPLORATION ON THAT AVENUE. WOULD LOVE SOME EXPLORATION ON THAT AVENUE. WOULD LOVE SOME EXPLORATION ON THAT AVENUE. THANK YOU MR. DR. GREEN THANK THAT AVENUE. THANK YOU MR. DR. GREEN THANK THAT AVENUE. THANK YOU MR. DR. GREEN THANK YOU

514MR TURNBULL TRUMBULL. THANK YOU MR. DR. GREEN THANK YOU MR TURNBULL TRUMBULL. THANK YOU MR. DR. GREEN THANK YOU MR TURNBULL TRUMBULL. I HAD AN OPPORTUNITY TO LOOK AT YOU MR TURNBULL TRUMBULL. I HAD AN OPPORTUNITY TO LOOK AT YOU MR TURNBULL TRUMBULL. I HAD AN OPPORTUNITY TO LOOK AT OTHER SCHOOL DIVISIONS TYPE SO I HAD AN OPPORTUNITY TO LOOK AT OTHER SCHOOL DIVISIONS TYPE SO I HAD AN OPPORTUNITY TO LOOK AT OTHER SCHOOL DIVISIONS TYPE SO IT LOOKS LIKE WE'RE KIND OF IT OTHER SCHOOL DIVISIONS TYPE SO IT LOOKS LIKE WE'RE KIND OF IT OTHER SCHOOL DIVISIONS TYPE SO IT LOOKS LIKE WE'RE KIND OF IT THE LESNER IN IN A LOT IT LOOKS LIKE WE'RE KIND OF IT THE LESNER IN IN A LOT IT LOOKS LIKE WE'RE KIND OF IT THE LESNER

515IN IN A LOT OF INSTANCES WITH SOME OF OUR THE LESNER IN IN A LOT OF INSTANCES WITH SOME OF OUR THE LESNER IN IN A LOT OF INSTANCES WITH SOME OF OUR SPORTS AND SPONSORSHIPS IS THAT OF INSTANCES WITH SOME OF OUR SPORTS AND SPONSORSHIPS IS THAT OF INSTANCES WITH SOME OF OUR SPORTS AND SPONSORSHIPS IS THAT I THAT DID I READ THAT SPORTS AND SPONSORSHIPS IS THAT I THAT DID I READ THAT SPORTS AND SPONSORSHIPS IS THAT I THAT DID I READ THAT CORRECTLY OR MY RESEARCH NOT I THAT DID I READ THAT CORRECTLY OR MY RESEARCH NOT I THAT DID I READ THAT CORRECTLY OR MY RESEARCH NOT YOUR RESEARCH YOUR RESEARCH? CORRECTLY OR MY RESEARCH NOT YOUR RESEARCH YOUR RESEARCH? CORRECTLY OR MY RESEARCH NOT YOUR RESEARCH YOUR RESEARCH? THAT IS

516CORRECT >>. YOUR RESEARCH YOUR RESEARCH? THAT IS CORRECT >>. YOUR RESEARCH YOUR RESEARCH? THAT IS CORRECT >>. COULD SPEAK TO THAT IF YOU LIKE THAT IS CORRECT >>. COULD SPEAK TO THAT IF YOU LIKE THAT IS CORRECT >>. COULD SPEAK TO THAT IF YOU LIKE MORE NO. COULD SPEAK TO THAT IF YOU LIKE MORE NO. COULD SPEAK TO THAT IF YOU LIKE MORE NO. NO, NO I'M GOOD BUT MY POINT MORE NO. NO, NO I'M GOOD BUT MY POINT MORE NO. NO, NO I'M GOOD BUT MY POINT AND THIS IS MORE SO FOR THE NO, NO I'M GOOD BUT MY POINT AND THIS IS MORE SO FOR THE NO, NO I'M GOOD BUT MY POINT AND THIS IS MORE SO FOR THE VIEWING PUBLIC SO THAT THEY CAN AND THIS IS MORE SO FOR THE

517VIEWING PUBLIC SO THAT THEY CAN AND THIS IS MORE SO FOR THE VIEWING PUBLIC SO THAT THEY CAN UNDERSTAND WHY IT IS IMPORTANT VIEWING PUBLIC SO THAT THEY CAN UNDERSTAND WHY IT IS IMPORTANT VIEWING PUBLIC SO THAT THEY CAN UNDERSTAND WHY IT IS IMPORTANT THAT WE DO GIVE ANY INCREASE TO UNDERSTAND WHY IT IS IMPORTANT THAT WE DO GIVE ANY INCREASE TO UNDERSTAND WHY IT IS IMPORTANT THAT WE DO GIVE ANY INCREASE TO OUR CLUB SPONSORS AND COACHES THAT WE DO GIVE ANY INCREASE TO OUR CLUB SPONSORS AND COACHES THAT WE DO GIVE ANY INCREASE TO OUR CLUB SPONSORS AND COACHES AND SO PEOPLE AUTOMATICALLY OUR CLUB SPONSORS AND COACHES AND SO PEOPLE AUTOMATICALLY OUR CLUB SPONSORS AND COACHES AND SO PEOPLE AUTOMATICALLY JUST HERE COACHES BUT CLUB AND SO PEOPLE AUTOMATICALLY JUST HERE COACHES

518BUT CLUB AND SO PEOPLE AUTOMATICALLY JUST HERE COACHES BUT CLUB SPONSORS UNDER THE VIRGINIA JUST HERE COACHES BUT CLUB SPONSORS UNDER THE VIRGINIA JUST HERE COACHES BUT CLUB SPONSORS UNDER THE VIRGINIA HIGH SCHOOL LEAGUE AS WELL AND SPONSORS UNDER THE VIRGINIA HIGH SCHOOL LEAGUE AS WELL AND SPONSORS UNDER THE VIRGINIA HIGH SCHOOL LEAGUE AS WELL AND OTHER CLUBS SPONSORS YOUR HIGH SCHOOL LEAGUE AS WELL AND OTHER CLUBS SPONSORS YOUR HIGH SCHOOL LEAGUE AS WELL AND OTHER CLUBS SPONSORS YOUR NEWSPAPER WHERE WE DON'T DO WE OTHER CLUBS SPONSORS YOUR NEWSPAPER WHERE WE DON'T DO WE OTHER CLUBS SPONSORS YOUR NEWSPAPER WHERE WE DON'T DO WE STILL DO NEWSPAPER IN THIS NEWSPAPER WHERE WE DON'T DO WE STILL DO NEWSPAPER IN THIS NEWSPAPER WHERE WE DON'T DO WE STILL DO NEWSPAPER IN THIS ELECTRONIC I KNOW NO

519YEARBOOKS STILL DO NEWSPAPER IN THIS ELECTRONIC I KNOW NO YEARBOOKS STILL DO NEWSPAPER IN THIS ELECTRONIC I KNOW NO YEARBOOKS ? ELECTRONIC I KNOW NO YEARBOOKS ? ELECTRONIC I KNOW NO YEARBOOKS ? YES. ? YES. ? YES. FORENSIC DEBATE TEAMS THEATER YES. FORENSIC DEBATE TEAMS THEATER YES. FORENSIC DEBATE TEAMS THEATER ALL OF THOSE TYPE OF ACTIVITIES FORENSIC DEBATE TEAMS THEATER ALL OF THOSE TYPE OF ACTIVITIES FORENSIC DEBATE TEAMS THEATER ALL OF THOSE TYPE OF ACTIVITIES THAT ARE UNDER THE VIRGINIA ALL OF THOSE TYPE OF ACTIVITIES THAT ARE UNDER THE VIRGINIA ALL OF THOSE TYPE OF ACTIVITIES THAT ARE UNDER THE VIRGINIA HIGH SCHOOL LEAGUE ONCE MAYBE THAT ARE UNDER THE VIRGINIA HIGH SCHOOL LEAGUE ONCE MAYBE THAT ARE UNDER THE VIRGINIA HIGH SCHOOL LEAGUE ONCE MAYBE NOT THEATER BUT WE >> HAVE A HIGH SCHOOL

520LEAGUE ONCE MAYBE NOT THEATER BUT WE >> HAVE A HIGH SCHOOL LEAGUE ONCE MAYBE NOT THEATER BUT WE >> HAVE A HARD TIME GETTING WHICH IS ONE NOT THEATER BUT WE >> HAVE A HARD TIME GETTING WHICH IS ONE NOT THEATER BUT WE >> HAVE A HARD TIME GETTING WHICH IS ONE AND ALSO TWO WITH OUR COACHES HARD TIME GETTING WHICH IS ONE AND ALSO TWO WITH OUR COACHES HARD TIME GETTING WHICH IS ONE AND ALSO TWO WITH OUR COACHES AND CLUB SPONSORS THEY SPENT A AND ALSO TWO WITH OUR COACHES AND CLUB SPONSORS THEY SPENT A AND ALSO TWO WITH OUR COACHES AND CLUB SPONSORS THEY SPENT A LOT OF TIME PREPPING OUR KIDS AND CLUB SPONSORS THEY SPENT A LOT OF TIME PREPPING OUR KIDS AND CLUB SPONSORS THEY SPENT A LOT OF

521TIME PREPPING OUR KIDS LIKE THIS EVENING YOU SAW ALL LOT OF TIME PREPPING OUR KIDS LIKE THIS EVENING YOU SAW ALL LOT OF TIME PREPPING OUR KIDS LIKE THIS EVENING YOU SAW ALL THE GREAT ATHLETES AND HONORS LIKE THIS EVENING YOU SAW ALL THE GREAT ATHLETES AND HONORS LIKE THIS EVENING YOU SAW ALL THE GREAT ATHLETES AND HONORS OUR STUDENTS RECEIVE AND THAT'S THE GREAT ATHLETES AND HONORS OUR STUDENTS RECEIVE AND THAT'S THE GREAT ATHLETES AND HONORS OUR STUDENTS RECEIVE AND THAT'S BECAUSE OF GOOD COACHING AN OUR STUDENTS RECEIVE AND THAT'S BECAUSE OF GOOD COACHING AN OUR STUDENTS RECEIVE AND THAT'S BECAUSE OF GOOD COACHING AN OUTSTANDING CLUB SPONSORSHIPS. BECAUSE OF GOOD COACHING AN OUTSTANDING CLUB SPONSORSHIPS. BECAUSE OF GOOD COACHING AN OUTSTANDING CLUB SPONSORSHIPS. SO IT IS IMPORTANT THAT WE ARE OUTSTANDING CLUB SPONSORSHIPS.

522SO IT IS IMPORTANT THAT WE ARE OUTSTANDING CLUB SPONSORSHIPS. SO IT IS IMPORTANT THAT WE ARE ABLE TO CONTINUE TO KEEP A HIGH SO IT IS IMPORTANT THAT WE ARE ABLE TO CONTINUE TO KEEP A HIGH SO IT IS IMPORTANT THAT WE ARE ABLE TO CONTINUE TO KEEP A HIGH QUALITY STAB THAT WORK WITH OUR ABLE TO CONTINUE TO KEEP A HIGH QUALITY STAB THAT WORK WITH OUR ABLE TO CONTINUE TO KEEP A HIGH QUALITY STAB THAT WORK WITH OUR STUDENTS IN CURRICULAR QUALITY STAB THAT WORK WITH OUR STUDENTS IN CURRICULAR QUALITY STAB THAT WORK WITH OUR STUDENTS IN CURRICULAR ACTIVITIES SO. STUDENTS IN CURRICULAR ACTIVITIES SO. STUDENTS IN CURRICULAR ACTIVITIES SO. SO THANK YOU. ACTIVITIES SO. SO THANK YOU. ACTIVITIES SO. SO THANK YOU. THANK YOU, DR. MR. BONESTEEL. SO THANK YOU. THANK YOU,

523DR. MR. BONESTEEL. SO THANK YOU. THANK YOU, DR. MR. BONESTEEL. THANK YOU FOR THE PRESENTATION THANK YOU, DR. MR. BONESTEEL. THANK YOU FOR THE PRESENTATION THANK YOU, DR. MR. BONESTEEL. THANK YOU FOR THE PRESENTATION AND ALSO WANTED TO SAY THAT I THANK YOU FOR THE PRESENTATION AND ALSO WANTED TO SAY THAT I THANK YOU FOR THE PRESENTATION AND ALSO WANTED TO SAY THAT I AGREE WITH MR. COMMENTS I WAS AND ALSO WANTED TO SAY THAT I AGREE WITH MR. COMMENTS I WAS AND ALSO WANTED TO SAY THAT I AGREE WITH MR. COMMENTS I WAS GOING TO REACH ON THAT POINT AS AGREE WITH MR. COMMENTS I WAS GOING TO REACH ON THAT POINT AS AGREE WITH MR. COMMENTS I WAS GOING TO REACH ON THAT POINT AS FAR AS COMING UP WITH A WAY GOING

524TO REACH ON THAT POINT AS FAR AS COMING UP WITH A WAY GOING TO REACH ON THAT POINT AS FAR AS COMING UP WITH A WAY EVERYBODY COULD AFFORD TO GET FAR AS COMING UP WITH A WAY EVERYBODY COULD AFFORD TO GET FAR AS COMING UP WITH A WAY EVERYBODY COULD AFFORD TO GET THE GET THE FAMILY PASSED OR BE EVERYBODY COULD AFFORD TO GET THE GET THE FAMILY PASSED OR BE EVERYBODY COULD AFFORD TO GET THE GET THE FAMILY PASSED OR BE BUT THE CONCERN I HAVE IS THE THE GET THE FAMILY PASSED OR BE BUT THE CONCERN I HAVE IS THE THE GET THE FAMILY PASSED OR BE BUT THE CONCERN I HAVE IS THE MIDDLE SCHOOL RAISING RATES BUT THE CONCERN I HAVE IS THE MIDDLE SCHOOL RAISING RATES BUT THE CONCERN

525I HAVE IS THE MIDDLE SCHOOL RAISING RATES FROM THREE DOLLARS TO EIGHT MIDDLE SCHOOL RAISING RATES FROM THREE DOLLARS TO EIGHT MIDDLE SCHOOL RAISING RATES FROM THREE DOLLARS TO EIGHT DOLLARS I MEAN MORE THAN DOUBLE FROM THREE DOLLARS TO EIGHT DOLLARS I MEAN MORE THAN DOUBLE FROM THREE DOLLARS TO EIGHT DOLLARS I MEAN MORE THAN DOUBLE THE THAT SEEMS A LITTLE HIGH DOLLARS I MEAN MORE THAN DOUBLE THE THAT SEEMS A LITTLE HIGH DOLLARS I MEAN MORE THAN DOUBLE THE THAT SEEMS A LITTLE HIGH THAT WAS THE RECOMMENDED THAT THE THAT SEEMS A LITTLE HIGH THAT WAS THE RECOMMENDED THAT THE THAT SEEMS A LITTLE HIGH THAT WAS THE RECOMMENDED THAT WAS THE RECOMMENDED INCREASE NO THAT WAS THE RECOMMENDED THAT WAS THE RECOMMENDED INCREASE NO THAT WAS THE RECOMMENDED THAT WAS THE RECOMMENDED INCREASE

526NO I'M JUST MY CONCERN IS THAT IF WAS THE RECOMMENDED INCREASE NO I'M JUST MY CONCERN IS THAT IF WAS THE RECOMMENDED INCREASE NO I'M JUST MY CONCERN IS THAT IF WE IF WE MAKE IT TOO HIGH WE IS I'M JUST MY CONCERN IS THAT IF WE IF WE MAKE IT TOO HIGH WE IS I'M JUST MY CONCERN IS THAT IF WE IF WE MAKE IT TOO HIGH WE IS PUSH PEOPLE FROM SHOW UP WHICH WE IF WE MAKE IT TOO HIGH WE IS PUSH PEOPLE FROM SHOW UP WHICH WE IF WE MAKE IT TOO HIGH WE IS PUSH PEOPLE FROM SHOW UP WHICH IS NOT BUT I JUST SEEMS LIKE IT PUSH PEOPLE FROM SHOW UP WHICH IS NOT BUT I JUST SEEMS LIKE IT PUSH PEOPLE FROM SHOW UP WHICH IS NOT BUT

527I JUST SEEMS LIKE IT JUST SEEMS LIKE THAT'S A BIG IS NOT BUT I JUST SEEMS LIKE IT JUST SEEMS LIKE THAT'S A BIG IS NOT BUT I JUST SEEMS LIKE IT JUST SEEMS LIKE THAT'S A BIG JUMP FROM ESPECIALLY FOR MIDDLE JUST SEEMS LIKE THAT'S A BIG JUMP FROM ESPECIALLY FOR MIDDLE JUST SEEMS LIKE THAT'S A BIG JUMP FROM ESPECIALLY FOR MIDDLE SCHOOL FIVE DOLLARS BUT THAT'S JUMP FROM ESPECIALLY FOR MIDDLE SCHOOL FIVE DOLLARS BUT THAT'S JUMP FROM ESPECIALLY FOR MIDDLE SCHOOL FIVE DOLLARS BUT THAT'S JUST MY CONCERNS CONCERN. SCHOOL FIVE DOLLARS BUT THAT'S JUST MY CONCERNS CONCERN. SCHOOL FIVE DOLLARS BUT THAT'S JUST MY CONCERNS CONCERN. THANK YOU, MR. BONESTEEL. JUST MY CONCERNS CONCERN. THANK YOU, MR. BONESTEEL. JUST MY CONCERNS CONCERN. THANK YOU, MR. BONESTEEL. OK, THANK YOU. THANK YOU, MR. BONESTEEL.

528OK, THANK YOU. THANK YOU, MR. BONESTEEL. OK, THANK YOU. I UM OH DR. ROBERTSON HAS SO TO OK, THANK YOU. I UM OH DR. ROBERTSON HAS SO TO OK, THANK YOU. I UM OH DR. ROBERTSON HAS SO TO SAY. I UM OH DR. ROBERTSON HAS SO TO SAY. I UM OH DR. ROBERTSON HAS SO TO SAY. SO I APPRECIATE THE FEEDBACK SAY. SO I APPRECIATE THE FEEDBACK SAY. SO I APPRECIATE THE FEEDBACK FROM THE BOARD TONIGHT. SO I APPRECIATE THE FEEDBACK FROM THE BOARD TONIGHT. SO I APPRECIATE THE FEEDBACK FROM THE BOARD TONIGHT. JUST A LITTLE LITTLE LITTLE FROM THE BOARD TONIGHT. JUST A LITTLE LITTLE LITTLE FROM THE BOARD TONIGHT. JUST A LITTLE LITTLE LITTLE DIRECTION. JUST A LITTLE LITTLE LITTLE DIRECTION. JUST A LITTLE LITTLE LITTLE DIRECTION. SO WE'LL BE BACK TO THE

529BOARD DIRECTION. SO WE'LL BE BACK TO THE BOARD DIRECTION. SO WE'LL BE BACK TO THE BOARD ON A STUDENT FEE VOTE IN ABOUT SO WE'LL BE BACK TO THE BOARD ON A STUDENT FEE VOTE IN ABOUT SO WE'LL BE BACK TO THE BOARD ON A STUDENT FEE VOTE IN ABOUT FOUR WEEKS. ON A STUDENT FEE VOTE IN ABOUT FOUR WEEKS. ON A STUDENT FEE VOTE IN ABOUT FOUR WEEKS. SO RIGHT NOW THIS IS TO COME FOUR WEEKS. SO RIGHT NOW THIS IS TO COME FOUR WEEKS. SO RIGHT NOW THIS IS TO COME BACK IN TWO WEEKS FOR YOU TO SO RIGHT NOW THIS IS TO COME BACK IN TWO WEEKS FOR YOU TO SO RIGHT NOW THIS IS TO COME BACK IN TWO WEEKS FOR YOU TO VOTE ON THIS PROPOSAL WE'VE BACK IN TWO

530WEEKS FOR YOU TO VOTE ON THIS PROPOSAL WE'VE BACK IN TWO WEEKS FOR YOU TO VOTE ON THIS PROPOSAL WE'VE PROVIDED TO YOU TONIGHT. VOTE ON THIS PROPOSAL WE'VE PROVIDED TO YOU TONIGHT. VOTE ON THIS PROPOSAL WE'VE PROVIDED TO YOU TONIGHT. MY CONTENTION WOULD BE BROUGHT PROVIDED TO YOU TONIGHT. MY CONTENTION WOULD BE BROUGHT PROVIDED TO YOU TONIGHT. MY CONTENTION WOULD BE BROUGHT FORWARD SOME SOME GOOD THINGS MY CONTENTION WOULD BE BROUGHT FORWARD SOME SOME GOOD THINGS MY CONTENTION WOULD BE BROUGHT FORWARD SOME SOME GOOD THINGS THAT WE NEED TO TAKE A CLOSER FORWARD SOME SOME GOOD THINGS THAT WE NEED TO TAKE A CLOSER FORWARD SOME SOME GOOD THINGS THAT WE NEED TO TAKE A CLOSER LOOK AT LIKE THE FAMILY PASSED THAT WE NEED TO TAKE A CLOSER LOOK AT LIKE THE FAMILY

531PASSED THAT WE NEED TO TAKE A CLOSER LOOK AT LIKE THE FAMILY PASSED PIECE WHETHER NOT EIGHT DOLLARS LOOK AT LIKE THE FAMILY PASSED PIECE WHETHER NOT EIGHT DOLLARS LOOK AT LIKE THE FAMILY PASSED PIECE WHETHER NOT EIGHT DOLLARS IS THE APPROPRIATE AMOUNT IN PIECE WHETHER NOT EIGHT DOLLARS IS THE APPROPRIATE AMOUNT IN PIECE WHETHER NOT EIGHT DOLLARS IS THE APPROPRIATE AMOUNT IN FULL DISCLOSURE I STILL THAT IS THE APPROPRIATE AMOUNT IN FULL DISCLOSURE I STILL THAT IS THE APPROPRIATE AMOUNT IN FULL DISCLOSURE I STILL THAT WAS ME YOU SAID EIGHT DOLLARS FULL DISCLOSURE I STILL THAT WAS ME YOU SAID EIGHT DOLLARS FULL DISCLOSURE I STILL THAT WAS ME YOU SAID EIGHT DOLLARS SO THAT WAS NOT STUDENT WAS ME YOU SAID EIGHT DOLLARS SO THAT WAS NOT STUDENT WAS ME YOU SAID EIGHT

532DOLLARS SO THAT WAS NOT STUDENT ACTIVITIES OFTEN SO CERTAINLY SO THAT WAS NOT STUDENT ACTIVITIES OFTEN SO CERTAINLY SO THAT WAS NOT STUDENT ACTIVITIES OFTEN SO CERTAINLY IT IS A HUGE JUMPED FROM THREE ACTIVITIES OFTEN SO CERTAINLY IT IS A HUGE JUMPED FROM THREE ACTIVITIES OFTEN SO CERTAINLY IT IS A HUGE JUMPED FROM THREE TO EIGHT DOLLARS. IT IS A HUGE JUMPED FROM THREE TO EIGHT DOLLARS. IT IS A HUGE JUMPED FROM THREE TO EIGHT DOLLARS. WE COULD CERTAINLY ADJUST AT TO EIGHT DOLLARS. WE COULD CERTAINLY ADJUST AT TO EIGHT DOLLARS. WE COULD CERTAINLY ADJUST AT THE SIX DOLLARS BECAUSE WHERE WE COULD CERTAINLY ADJUST AT THE SIX DOLLARS BECAUSE WHERE WE COULD CERTAINLY ADJUST AT THE SIX DOLLARS BECAUSE WHERE WE ARE ARBITRARILY TRYING THE SIX DOLLARS BECAUSE WHERE WE ARE ARBITRARILY TRYING THE

533SIX DOLLARS BECAUSE WHERE WE ARE ARBITRARILY TRYING FIGURE OUT WHAT'S THE RIGHT WE ARE ARBITRARILY TRYING FIGURE OUT WHAT'S THE RIGHT WE ARE ARBITRARILY TRYING FIGURE OUT WHAT'S THE RIGHT NUMBER WITHOUT HAVING A FIGURE OUT WHAT'S THE RIGHT NUMBER WITHOUT HAVING A FIGURE OUT WHAT'S THE RIGHT NUMBER WITHOUT HAVING A NEGATIVE IMPACT. NUMBER WITHOUT HAVING A NEGATIVE IMPACT. NUMBER WITHOUT HAVING A NEGATIVE IMPACT. SO WE'LL JUST THAT DOWN TO SIX NEGATIVE IMPACT. SO WE'LL JUST THAT DOWN TO SIX NEGATIVE IMPACT. SO WE'LL JUST THAT DOWN TO SIX DOLLARS A LOT OF THE SO WE'LL JUST THAT DOWN TO SIX DOLLARS A LOT OF THE SO WE'LL JUST THAT DOWN TO SIX DOLLARS A LOT OF THE INFORMATION WE'RE TRYING TO DOLLARS A LOT OF THE INFORMATION WE'RE TRYING TO DOLLARS A LOT OF THE INFORMATION

534WE'RE TRYING TO PROVIDE YOU ARE PROJECTIONS FOR INFORMATION WE'RE TRYING TO PROVIDE YOU ARE PROJECTIONS FOR INFORMATION WE'RE TRYING TO PROVIDE YOU ARE PROJECTIONS FOR WHAT I WAS USING WAS PROVIDE YOU ARE PROJECTIONS FOR WHAT I WAS USING WAS PROVIDE YOU ARE PROJECTIONS FOR WHAT I WAS USING WAS CONVERSATIONS WITH OTHER REGION WHAT I WAS USING WAS CONVERSATIONS WITH OTHER REGION WHAT I WAS USING WAS CONVERSATIONS WITH OTHER REGION TO SUPERINTENDENTS. CONVERSATIONS WITH OTHER REGION TO SUPERINTENDENTS. CONVERSATIONS WITH OTHER REGION TO SUPERINTENDENTS. WE'RE ALSO GOING TO RAISE TO SUPERINTENDENTS. WE'RE ALSO GOING TO RAISE TO SUPERINTENDENTS. WE'RE ALSO GOING TO RAISE PRICES AND SOME OF THE WE'RE ALSO GOING TO RAISE PRICES AND SOME OF THE WE'RE ALSO GOING TO RAISE PRICES AND SOME OF THE CONVERSATIONS THEY'VE HAD SO I PRICES AND SOME OF

535THE CONVERSATIONS THEY'VE HAD SO I PRICES AND SOME OF THE CONVERSATIONS THEY'VE HAD SO I THINK WHAT I CAN PROMISE YOU IS CONVERSATIONS THEY'VE HAD SO I THINK WHAT I CAN PROMISE YOU IS CONVERSATIONS THEY'VE HAD SO I THINK WHAT I CAN PROMISE YOU IS WE'LL PROVIDE AN UPDATE TO THE THINK WHAT I CAN PROMISE YOU IS WE'LL PROVIDE AN UPDATE TO THE THINK WHAT I CAN PROMISE YOU IS WE'LL PROVIDE AN UPDATE TO THE BOARD AFTER THE FALL SEASON WE'LL PROVIDE AN UPDATE TO THE BOARD AFTER THE FALL SEASON WE'LL PROVIDE AN UPDATE TO THE BOARD AFTER THE FALL SEASON NEXT YEAR TO SHOW YOU A BOARD AFTER THE FALL SEASON NEXT YEAR TO SHOW YOU A BOARD AFTER THE FALL SEASON NEXT YEAR TO SHOW YOU A COMPARISON TO THE REVENUE THAT NEXT

536YEAR TO SHOW YOU A COMPARISON TO THE REVENUE THAT NEXT YEAR TO SHOW YOU A COMPARISON TO THE REVENUE THAT WE RECEIVED NEXT YEAR VERSUS COMPARISON TO THE REVENUE THAT WE RECEIVED NEXT YEAR VERSUS COMPARISON TO THE REVENUE THAT WE RECEIVED NEXT YEAR VERSUS THIS YEAR AS A PROJECTION SO IF WE RECEIVED NEXT YEAR VERSUS THIS YEAR AS A PROJECTION SO IF WE RECEIVED NEXT YEAR VERSUS THIS YEAR AS A PROJECTION SO IF THE BOARD IS OK STAYING WITH THIS YEAR AS A PROJECTION SO IF THE BOARD IS OK STAYING WITH THIS YEAR AS A PROJECTION SO IF THE BOARD IS OK STAYING WITH THE SCHEDULE WE HAVE WHICH IS A THE BOARD IS OK STAYING WITH THE SCHEDULE WE HAVE WHICH IS A THE BOARD IS OK STAYING WITH THE SCHEDULE WE HAVE WHICH

537IS A COMEBACK IN BACK IN TWO WEEKS THE SCHEDULE WE HAVE WHICH IS A COMEBACK IN BACK IN TWO WEEKS THE SCHEDULE WE HAVE WHICH IS A COMEBACK IN BACK IN TWO WEEKS AND VOTE WILL MAKE AN COMEBACK IN BACK IN TWO WEEKS AND VOTE WILL MAKE AN COMEBACK IN BACK IN TWO WEEKS AND VOTE WILL MAKE AN ADJUSTMENT ON THE MIDDLE SCHOOL AND VOTE WILL MAKE AN ADJUSTMENT ON THE MIDDLE SCHOOL AND VOTE WILL MAKE AN ADJUSTMENT ON THE MIDDLE SCHOOL DOWN TO SIX AND I DON'T KNOW IF ADJUSTMENT ON THE MIDDLE SCHOOL DOWN TO SIX AND I DON'T KNOW IF ADJUSTMENT ON THE MIDDLE SCHOOL DOWN TO SIX AND I DON'T KNOW IF TWO WEEKS CAN BE ENOUGH TIME DOWN TO SIX AND I DON'T KNOW IF TWO WEEKS CAN BE ENOUGH TIME

538DOWN TO SIX AND I DON'T KNOW IF TWO WEEKS CAN BE ENOUGH TIME LOOK AT WHETHER WE CAN IN TWO WEEKS CAN BE ENOUGH TIME LOOK AT WHETHER WE CAN IN TWO WEEKS CAN BE ENOUGH TIME LOOK AT WHETHER WE CAN IN MIDDLE SCHOOL FAMILY PASSES BUT LOOK AT WHETHER WE CAN IN MIDDLE SCHOOL FAMILY PASSES BUT LOOK AT WHETHER WE CAN IN MIDDLE SCHOOL FAMILY PASSES BUT WE WILL LOOK AT MIDDLE SCHOOL MIDDLE SCHOOL FAMILY PASSES BUT WE WILL LOOK AT MIDDLE SCHOOL MIDDLE SCHOOL FAMILY PASSES BUT WE WILL LOOK AT MIDDLE SCHOOL FAMILY WE HAVE TO MAKE THAT WE WILL LOOK AT MIDDLE SCHOOL FAMILY WE HAVE TO MAKE THAT WE WILL LOOK AT MIDDLE SCHOOL FAMILY WE HAVE TO MAKE THAT ADJUSTMENT WE CAN WE CAN DO FAMILY WE HAVE TO MAKE

539THAT ADJUSTMENT WE CAN WE CAN DO FAMILY WE HAVE TO MAKE THAT ADJUSTMENT WE CAN WE CAN DO THAT BEFORE THE FEE STRUCTURE ADJUSTMENT WE CAN WE CAN DO THAT BEFORE THE FEE STRUCTURE ADJUSTMENT WE CAN WE CAN DO THAT BEFORE THE FEE STRUCTURE COMES OUT IN ABOUT SIX WEEKS WE THAT BEFORE THE FEE STRUCTURE COMES OUT IN ABOUT SIX WEEKS WE THAT BEFORE THE FEE STRUCTURE COMES OUT IN ABOUT SIX WEEKS WE CAN HAVE THAT READY. COMES OUT IN ABOUT SIX WEEKS WE CAN HAVE THAT READY. COMES OUT IN ABOUT SIX WEEKS WE CAN HAVE THAT READY. THANK YOU, MR. CUMMINGS. CAN HAVE THAT READY. THANK YOU, MR. CUMMINGS. CAN HAVE THAT READY. THANK YOU, MR. CUMMINGS. I THINK MY QUICK FINAL THOUGHT THANK YOU, MR. CUMMINGS. I THINK MY QUICK FINAL THOUGHT THANK

540YOU, MR. CUMMINGS. I THINK MY QUICK FINAL THOUGHT IS I WOULD LIKE US TO CONSIDER I THINK MY QUICK FINAL THOUGHT IS I WOULD LIKE US TO CONSIDER I THINK MY QUICK FINAL THOUGHT IS I WOULD LIKE US TO CONSIDER SOME TYPE OF FAMILY FEE FOR IS I WOULD LIKE US TO CONSIDER SOME TYPE OF FAMILY FEE FOR IS I WOULD LIKE US TO CONSIDER SOME TYPE OF FAMILY FEE FOR FOLKS WHO QUALIFY FOR FREE SOME TYPE OF FAMILY FEE FOR FOLKS WHO QUALIFY FOR FREE SOME TYPE OF FAMILY FEE FOR FOLKS WHO QUALIFY FOR FREE REDUCED LUNCH FOR THOSE FOLKS WHO QUALIFY FOR FREE REDUCED LUNCH FOR THOSE FOLKS WHO QUALIFY FOR FREE REDUCED LUNCH FOR THOSE FAMILIES AND MAYBE JUST REDUCED LUNCH FOR THOSE FAMILIES AND MAYBE JUST REDUCED LUNCH FOR THOSE FAMILIES

541AND MAYBE JUST CONSIDER JUST A QUICK POINT FAMILIES AND MAYBE JUST CONSIDER JUST A QUICK POINT FAMILIES AND MAYBE JUST CONSIDER JUST A QUICK POINT OF INFORMATION THAT THESE WILL CONSIDER JUST A QUICK POINT OF INFORMATION THAT THESE WILL CONSIDER JUST A QUICK POINT OF INFORMATION THAT THESE WILL BE THREE SEPARATE THINGS THAT OF INFORMATION THAT THESE WILL BE THREE SEPARATE THINGS THAT OF INFORMATION THAT THESE WILL BE THREE SEPARATE THINGS THAT WE WERE VOTING ON AND NOT LIKE BE THREE SEPARATE THINGS THAT WE WERE VOTING ON AND NOT LIKE BE THREE SEPARATE THINGS THAT WE WERE VOTING ON AND NOT LIKE ONE PACKAGE. WE WERE VOTING ON AND NOT LIKE ONE PACKAGE. WE WERE VOTING ON AND NOT LIKE ONE PACKAGE. OK, THANK SO >> THAT ACTUALLY ONE PACKAGE. OK, THANK SO >> THAT

542ACTUALLY ONE PACKAGE. OK, THANK SO >> THAT ACTUALLY WAS WHAT I WAS ABOUT TO SAY IS OK, THANK SO >> THAT ACTUALLY WAS WHAT I WAS ABOUT TO SAY IS OK, THANK SO >> THAT ACTUALLY WAS WHAT I WAS ABOUT TO SAY IS I SEE ON THE FARM AGENDA WAS WHAT I WAS ABOUT TO SAY IS I SEE ON THE FARM AGENDA WAS WHAT I WAS ABOUT TO SAY IS I SEE ON THE FARM AGENDA PLANNING WAS LISTED AS ONE BUT I SEE ON THE FARM AGENDA PLANNING WAS LISTED AS ONE BUT I SEE ON THE FARM AGENDA PLANNING WAS LISTED AS ONE BUT I DO THINK THAT THESE ARE THREE PLANNING WAS LISTED AS ONE BUT I DO THINK THAT THESE ARE THREE PLANNING WAS LISTED AS ONE BUT I DO THINK THAT THESE

543ARE THREE VERY DISTINCT AND SEPARATE I DO THINK THAT THESE ARE THREE VERY DISTINCT AND SEPARATE I DO THINK THAT THESE ARE THREE VERY DISTINCT AND SEPARATE ISSUES SO I THINK THAT THIS IS VERY DISTINCT AND SEPARATE ISSUES SO I THINK THAT THIS IS VERY DISTINCT AND SEPARATE ISSUES SO I THINK THAT THIS IS A GOOD COMPROMISE FROM THE PAY ISSUES SO I THINK THAT THIS IS A GOOD COMPROMISE FROM THE PAY ISSUES SO I THINK THAT THIS IS A GOOD COMPROMISE FROM THE PAY TO PLAY OR STUDENT ACTIVITY FOR A GOOD COMPROMISE FROM THE PAY TO PLAY OR STUDENT ACTIVITY FOR A GOOD COMPROMISE FROM THE PAY TO PLAY OR STUDENT ACTIVITY FOR EVERY STUDENT. TO PLAY OR STUDENT ACTIVITY FOR EVERY STUDENT. TO PLAY OR STUDENT ACTIVITY FOR EVERY STUDENT. SO I APPRECIATE

544YOU GUYS COMING EVERY STUDENT. SO I APPRECIATE YOU GUYS COMING EVERY STUDENT. SO I APPRECIATE YOU GUYS COMING BACK WITH SOMETHING THAT THIS SO I APPRECIATE YOU GUYS COMING BACK WITH SOMETHING THAT THIS SO I APPRECIATE YOU GUYS COMING BACK WITH SOMETHING THAT THIS THIS SPORT COULD HOPEFULLY GET BACK WITH SOMETHING THAT THIS THIS SPORT COULD HOPEFULLY GET BACK WITH SOMETHING THAT THIS THIS SPORT COULD HOPEFULLY GET BEHIND AND YOU KNOW WHAT I WILL THIS SPORT COULD HOPEFULLY GET BEHIND AND YOU KNOW WHAT I WILL THIS SPORT COULD HOPEFULLY GET BEHIND AND YOU KNOW WHAT I WILL SAY ATHLETICS ARE GOING UP WHEN BEHIND AND YOU KNOW WHAT I WILL SAY ATHLETICS ARE GOING UP WHEN BEHIND AND YOU KNOW WHAT I WILL SAY ATHLETICS ARE GOING UP WHEN I WAS YOUNGER I USED TO

545SAY ATHLETICS ARE GOING UP WHEN I WAS YOUNGER I USED TO SAY ATHLETICS ARE GOING UP WHEN I WAS YOUNGER I USED TO COMPETE. I WAS YOUNGER I USED TO COMPETE. I WAS YOUNGER I USED TO COMPETE. MY FAMILY COULD AND WATCH THESE COMPETE. MY FAMILY COULD AND WATCH THESE COMPETE. MY FAMILY COULD AND WATCH THESE COMPETITIONS THAT I WOULD MY FAMILY COULD AND WATCH THESE COMPETITIONS THAT I WOULD MY FAMILY COULD AND WATCH THESE COMPETITIONS THAT I WOULD COMPETE OUT FOR FREE PREFIGURES COMPETITIONS THAT I WOULD COMPETE OUT FOR FREE PREFIGURES COMPETITIONS THAT I WOULD COMPETE OUT FOR FREE PREFIGURES GETTING AND NOW FAMILIES ARE COMPETE OUT FOR FREE PREFIGURES GETTING AND NOW FAMILIES ARE COMPETE OUT FOR FREE PREFIGURES GETTING AND NOW FAMILIES ARE PAYING TO GO WATCH THEIR KIDS GETTING AND NOW

546FAMILIES ARE PAYING TO GO WATCH THEIR KIDS GETTING AND NOW FAMILIES ARE PAYING TO GO WATCH THEIR KIDS COMPETE AT THE SAME EXACT PAYING TO GO WATCH THEIR KIDS COMPETE AT THE SAME EXACT PAYING TO GO WATCH THEIR KIDS COMPETE AT THE SAME EXACT COMPETITIONS. COMPETE AT THE SAME EXACT COMPETITIONS. COMPETE AT THE SAME EXACT COMPETITIONS. YOU KNOW, FIFTEEN YEARS LATER COMPETITIONS. YOU KNOW, FIFTEEN YEARS LATER COMPETITIONS. YOU KNOW, FIFTEEN YEARS LATER DIFFERENT RANKS SO WELL NOT YOU KNOW, FIFTEEN YEARS LATER DIFFERENT RANKS SO WELL NOT YOU KNOW, FIFTEEN YEARS LATER DIFFERENT RANKS SO WELL NOT FIFTEEN YEARS >> TRYING TO MAKE DIFFERENT RANKS SO WELL NOT FIFTEEN YEARS >> TRYING TO MAKE DIFFERENT RANKS SO WELL NOT FIFTEEN YEARS >> TRYING TO MAKE MYSELF JUST MYSELF JUST A FIFTEEN YEARS >> TRYING TO MAKE

547MYSELF JUST MYSELF JUST A FIFTEEN YEARS >> TRYING TO MAKE MYSELF JUST MYSELF JUST A LITTLE YOUNGER HERE SO. MYSELF JUST MYSELF JUST A LITTLE YOUNGER HERE SO. MYSELF JUST MYSELF JUST A LITTLE YOUNGER HERE SO. ALL RIGHT, THANK YOU. LITTLE YOUNGER HERE SO. ALL RIGHT, THANK YOU. LITTLE YOUNGER HERE SO. ALL RIGHT, THANK YOU. THANK YOU MISS. ALL RIGHT, THANK YOU. THANK YOU MISS. ALL RIGHT, THANK YOU. THANK YOU MISS. WE >> WILL NOW HAVE AN UPDATE THANK YOU MISS. WE >> WILL NOW HAVE AN UPDATE THANK YOU MISS. WE >> WILL NOW HAVE AN UPDATE ON THE CARL D. PERKINS GRANT WE >> WILL NOW HAVE AN UPDATE ON THE CARL D. PERKINS GRANT WE >> WILL NOW HAVE AN UPDATE ON THE CARL D. PERKINS GRANT AND WE WELCOME DR. SARAH ON

548THE CARL D. PERKINS GRANT AND WE WELCOME DR. SARAH ON THE CARL D. PERKINS GRANT AND WE WELCOME DR. SARAH LOCKETTE DECTER, DIRECTOR AND WE WELCOME DR. SARAH LOCKETTE DECTER, DIRECTOR AND WE WELCOME DR. SARAH LOCKETTE DECTER, DIRECTOR OF TECHNICAL AND CAREER LOCKETTE DECTER, DIRECTOR OF TECHNICAL AND CAREER LOCKETTE DECTER, DIRECTOR OF TECHNICAL AND CAREER EDUCATION >>. OF TECHNICAL AND CAREER EDUCATION >>. OF TECHNICAL AND CAREER EDUCATION >>. THANK YOU GOOD EVENING EDUCATION >>. THANK YOU GOOD EVENING EDUCATION >>. THANK YOU GOOD EVENING CHAIRWOMAN BROWN VICE THANK YOU GOOD EVENING CHAIRWOMAN BROWN VICE THANK YOU GOOD EVENING CHAIRWOMAN BROWN VICE CHAIRWOMAN WILLIAMS MEMBERS CHAIRWOMAN BROWN VICE CHAIRWOMAN WILLIAMS MEMBERS CHAIRWOMAN BROWN VICE CHAIRWOMAN WILLIAMS MEMBERS CHAIRWOMAN WEEMES, MEMBERS CHAIRWOMAN WILLIAMS MEMBERS CHAIRWOMAN WEEMES, MEMBERS CHAIRWOMAN WILLIAMS MEMBERS CHAIRWOMAN WEEMES, MEMBERS OF THE BOARD AND DR.

549ROBERTSON CHAIRWOMAN WEEMES, MEMBERS OF THE BOARD AND DR. ROBERTSON CHAIRWOMAN WEEMES, MEMBERS OF THE BOARD AND DR. ROBERTSON I AM DR. SARAH LOCKETTE, OF THE BOARD AND DR. ROBERTSON I AM DR. SARAH LOCKETTE, OF THE BOARD AND DR. ROBERTSON I AM DR. SARAH LOCKETTE, DIRECTOR OF TECHNICAL EDUCATION I AM DR. SARAH LOCKETTE, DIRECTOR OF TECHNICAL EDUCATION I AM DR. SARAH LOCKETTE, DIRECTOR OF TECHNICAL EDUCATION AND AS A REQUIREMENT OF THE DIRECTOR OF TECHNICAL EDUCATION AND AS A REQUIREMENT OF THE DIRECTOR OF TECHNICAL EDUCATION AND AS A REQUIREMENT OF THE FEDERAL KALDI PERKIN'S FIVE AND AS A REQUIREMENT OF THE FEDERAL KALDI PERKIN'S FIVE AND AS A REQUIREMENT OF THE FEDERAL KALDI PERKIN'S FIVE GRANT WE ARE HERE TONIGHT TO FEDERAL KALDI PERKIN'S FIVE GRANT WE ARE HERE TONIGHT TO FEDERAL KALDI PERKIN'S FIVE GRANT WE

550ARE HERE TONIGHT TO PRESENT FOR THE BOARD'S GRANT WE ARE HERE TONIGHT TO PRESENT FOR THE BOARD'S GRANT WE ARE HERE TONIGHT TO PRESENT FOR THE BOARD'S INFORMATION THE PROPOSED LOCAL PRESENT FOR THE BOARD'S INFORMATION THE PROPOSED LOCAL PRESENT FOR THE BOARD'S INFORMATION THE PROPOSED LOCAL PLANNED FOR BUDGETING GRANT INFORMATION THE PROPOSED LOCAL PLANNED FOR BUDGETING GRANT INFORMATION THE PROPOSED LOCAL PLANNED FOR BUDGETING GRANT EXPENDITURES FOR NEXT SCHOOL PLANNED FOR BUDGETING GRANT EXPENDITURES FOR NEXT SCHOOL PLANNED FOR BUDGETING GRANT EXPENDITURES FOR NEXT SCHOOL YEAR >>. EXPENDITURES FOR NEXT SCHOOL YEAR >>. EXPENDITURES FOR NEXT SCHOOL YEAR >>. THE FEDERAL >> STRENGTHENING YEAR >>. THE FEDERAL >> STRENGTHENING YEAR >>. THE FEDERAL >> STRENGTHENING CURRENT TECHNICAL EDUCATION FOR THE FEDERAL >> STRENGTHENING CURRENT TECHNICAL EDUCATION FOR THE FEDERAL >> STRENGTHENING CURRENT TECHNICAL EDUCATION FOR THE TWENTY

551FIRST CENTURY ACT CURRENT TECHNICAL EDUCATION FOR THE TWENTY FIRST CENTURY ACT CURRENT TECHNICAL EDUCATION FOR THE TWENTY FIRST CENTURY ACT AUTHORIZES FUNDING TO LOCAL THE TWENTY FIRST CENTURY ACT AUTHORIZES FUNDING TO LOCAL THE TWENTY FIRST CENTURY ACT AUTHORIZES FUNDING TO LOCAL SCHOOL DIVISIONS ASSOCIATED AUTHORIZES FUNDING TO LOCAL SCHOOL DIVISIONS ASSOCIATED AUTHORIZES FUNDING TO LOCAL SCHOOL DIVISIONS ASSOCIATED WITH WITH FIVE GRANT FUNDING SCHOOL DIVISIONS ASSOCIATED WITH WITH FIVE GRANT FUNDING SCHOOL DIVISIONS ASSOCIATED WITH WITH FIVE GRANT FUNDING AND REFLECTS OUR NATION'S MORE WITH WITH FIVE GRANT FUNDING AND REFLECTS OUR NATION'S MORE WITH WITH FIVE GRANT FUNDING AND REFLECTS OUR NATION'S MORE THAN ONE HUNDRED YEAR FEDERAL AND REFLECTS OUR NATION'S MORE THAN ONE HUNDRED YEAR FEDERAL AND REFLECTS OUR NATION'S MORE THAN ONE HUNDRED YEAR FEDERAL COMMITMENT TO CAREER AND THAN ONE HUNDRED YEAR FEDERAL

552COMMITMENT TO CAREER AND THAN ONE HUNDRED YEAR FEDERAL COMMITMENT TO CAREER AND TECHNICAL EDUCATION PROGRAMS COMMITMENT TO CAREER AND TECHNICAL EDUCATION PROGRAMS COMMITMENT TO CAREER AND TECHNICAL EDUCATION PROGRAMS THE FUNDED FUNDING ALLOCATED TO TECHNICAL EDUCATION PROGRAMS THE FUNDED FUNDING ALLOCATED TO TECHNICAL EDUCATION PROGRAMS THE FUNDED FUNDING ALLOCATED TO LOCALITIES IS CRITICAL TO THE FUNDED FUNDING ALLOCATED TO LOCALITIES IS CRITICAL TO THE FUNDED FUNDING ALLOCATED TO LOCALITIES IS CRITICAL TO ENSURING THAT OUR PROGRAMS ARE LOCALITIES IS CRITICAL TO ENSURING THAT OUR PROGRAMS ARE LOCALITIES IS CRITICAL TO ENSURING THAT OUR PROGRAMS ARE PREPARED TO MEET THE EVER ENSURING THAT OUR PROGRAMS ARE PREPARED TO MEET THE EVER ENSURING THAT OUR PROGRAMS ARE PREPARED TO MEET THE EVER CHANGING NEEDS OF LEARNERS AND PREPARED TO MEET THE EVER CHANGING NEEDS OF LEARNERS AND PREPARED TO MEET THE

553EVER CHANGING NEEDS OF LEARNERS AND EMPLOYERS IN OUR CITY AND CHANGING NEEDS OF LEARNERS AND EMPLOYERS IN OUR CITY AND CHANGING NEEDS OF LEARNERS AND EMPLOYERS IN OUR CITY AND ACROSS THE COMMONWEALTH TO EMPLOYERS IN OUR CITY AND ACROSS THE COMMONWEALTH TO EMPLOYERS IN OUR CITY AND ACROSS THE COMMONWEALTH TO REMAIN IN COMPLIANCE WITH THE ACROSS THE COMMONWEALTH TO REMAIN IN COMPLIANCE WITH THE ACROSS THE COMMONWEALTH TO REMAIN IN COMPLIANCE WITH THE ACT. REMAIN IN COMPLIANCE WITH THE ACT. REMAIN IN COMPLIANCE WITH THE ACT. VIRGINIA BEACH TO THE PUBLIC ACT. VIRGINIA BEACH TO THE PUBLIC ACT. VIRGINIA BEACH TO THE PUBLIC SCHOOLS MUST HAVE PROVEN A VIRGINIA BEACH TO THE PUBLIC SCHOOLS MUST HAVE PROVEN A VIRGINIA BEACH TO THE PUBLIC SCHOOLS MUST HAVE PROVEN A PERKIN'S FIVE LOCAL PLAN AND SCHOOLS MUST HAVE PROVEN

554A PERKIN'S FIVE LOCAL PLAN AND SCHOOLS MUST HAVE PROVEN A PERKIN'S FIVE LOCAL PLAN AND BUDGET FOR CAREER AND TECHNICAL PERKIN'S FIVE LOCAL PLAN AND BUDGET FOR CAREER AND TECHNICAL PERKIN'S FIVE LOCAL PLAN AND BUDGET FOR CAREER AND TECHNICAL EDUCATION ANNUALLY BASED ON BUDGET FOR CAREER AND TECHNICAL EDUCATION ANNUALLY BASED ON BUDGET FOR CAREER AND TECHNICAL EDUCATION ANNUALLY BASED ON REQUIREMENTS AUTHORIZED BY THE EDUCATION ANNUALLY BASED ON REQUIREMENTS AUTHORIZED BY THE EDUCATION ANNUALLY BASED ON REQUIREMENTS AUTHORIZED BY THE STANDARDS OF QUALITY AND REQUIREMENTS AUTHORIZED BY THE STANDARDS OF QUALITY AND REQUIREMENTS AUTHORIZED BY THE STANDARDS OF QUALITY AND PERKINS FIVE THE SCHOOL STANDARDS OF QUALITY AND PERKINS FIVE THE SCHOOL STANDARDS OF QUALITY AND PERKINS FIVE THE SCHOOL DIVISION MUST SUBMIT THIS PERKINS FIVE THE SCHOOL DIVISION MUST SUBMIT THIS PERKINS FIVE THE SCHOOL DIVISION

555MUST SUBMIT THIS YEAR'S APPLICATION NO LATER DIVISION MUST SUBMIT THIS YEAR'S APPLICATION NO LATER DIVISION MUST SUBMIT THIS YEAR'S APPLICATION NO LATER THAN APRIL 30TH. YEAR'S APPLICATION NO LATER THAN APRIL 30TH. YEAR'S APPLICATION NO LATER THAN APRIL 30TH. TWENTY TWENTY FIVE TONIGHT'S THAN APRIL 30TH. TWENTY TWENTY FIVE TONIGHT'S THAN APRIL 30TH. TWENTY TWENTY FIVE TONIGHT'S PRESENTATION SUPPORTS THE TWENTY TWENTY FIVE TONIGHT'S PRESENTATION SUPPORTS THE TWENTY TWENTY FIVE TONIGHT'S PRESENTATION SUPPORTS THE CONTINUING SUPPORTS CONTINUING PRESENTATION SUPPORTS THE CONTINUING SUPPORTS CONTINUING PRESENTATION SUPPORTS THE CONTINUING SUPPORTS CONTINUING PERKINS FIVE GRANT FUNDING FOR CONTINUING SUPPORTS CONTINUING PERKINS FIVE GRANT FUNDING FOR CONTINUING SUPPORTS CONTINUING PERKINS FIVE GRANT FUNDING FOR PROGRAMS PROVIDING OVER THIRTY PERKINS FIVE GRANT FUNDING FOR PROGRAMS PROVIDING OVER THIRTY PERKINS FIVE GRANT FUNDING FOR PROGRAMS PROVIDING OVER THIRTY THREE THOUSAND SEATS IN SIXTEEN PROGRAMS PROVIDING

556OVER THIRTY THREE THOUSAND SEATS IN SIXTEEN PROGRAMS PROVIDING OVER THIRTY THREE THOUSAND SEATS IN SIXTEEN HUNDRED AND SEVENTY ONE CAREER THREE THOUSAND SEATS IN SIXTEEN HUNDRED AND SEVENTY ONE CAREER THREE THOUSAND SEATS IN SIXTEEN HUNDRED AND SEVENTY ONE CAREER TECHNICAL COURSE SECTIONS FOR HUNDRED AND SEVENTY ONE CAREER TECHNICAL COURSE SECTIONS FOR HUNDRED AND SEVENTY ONE CAREER TECHNICAL COURSE SECTIONS FOR SECONDARY STUDENTS OFFERED TO TECHNICAL COURSE SECTIONS FOR SECONDARY STUDENTS OFFERED TO TECHNICAL COURSE SECTIONS FOR SECONDARY STUDENTS OFFERED TO STUDENTS FACE TO FACE ONLINE SECONDARY STUDENTS OFFERED TO STUDENTS FACE TO FACE ONLINE SECONDARY STUDENTS OFFERED TO STUDENTS FACE TO FACE ONLINE AND THROUGH DUAL ENROLLMENT STUDENTS FACE TO FACE ONLINE AND THROUGH DUAL ENROLLMENT STUDENTS FACE TO FACE ONLINE AND THROUGH DUAL ENROLLMENT CLICK JUST AHEAD JUST A LITTLE AND THROUGH DUAL ENROLLMENT CLICK JUST

557AHEAD JUST A LITTLE AND THROUGH DUAL ENROLLMENT CLICK JUST AHEAD JUST A LITTLE BIT GOING TO UP OUR STAFF CLICK JUST AHEAD JUST A LITTLE BIT GOING TO UP OUR STAFF CLICK JUST AHEAD JUST A LITTLE BIT GOING TO UP OUR STAFF CONTINUES TO WORK CLOSELY WITH BIT GOING TO UP OUR STAFF CONTINUES TO WORK CLOSELY WITH BIT GOING TO UP OUR STAFF CONTINUES TO WORK CLOSELY WITH TEACHERS, STUDENTS, PARENTS, CONTINUES TO WORK CLOSELY WITH TEACHERS, STUDENTS, PARENTS, CONTINUES TO WORK CLOSELY WITH TEACHERS, STUDENTS, PARENTS, INDUSTRY AND VIRGINIA BEACH TEACHERS, STUDENTS, PARENTS, INDUSTRY AND VIRGINIA BEACH TEACHERS, STUDENTS, PARENTS, INDUSTRY AND VIRGINIA BEACH ECONOMIC DEVELOPMENT. INDUSTRY AND VIRGINIA BEACH ECONOMIC DEVELOPMENT. INDUSTRY AND VIRGINIA BEACH ECONOMIC DEVELOPMENT. THE HAMPTON ROADS WORKFORCE ECONOMIC DEVELOPMENT. THE HAMPTON ROADS WORKFORCE ECONOMIC DEVELOPMENT. THE HAMPTON ROADS WORKFORCE COUNCIL LOCAL

558GOVERNMENT AND THE HAMPTON ROADS WORKFORCE COUNCIL LOCAL GOVERNMENT AND THE HAMPTON ROADS WORKFORCE COUNCIL LOCAL GOVERNMENT AND OUR GENERAL ADVISORY COUNCIL TO COUNCIL LOCAL GOVERNMENT AND OUR GENERAL ADVISORY COUNCIL TO COUNCIL LOCAL GOVERNMENT AND OUR GENERAL ADVISORY COUNCIL TO ENSURE THAT INPUT IS REFLECTED OUR GENERAL ADVISORY COUNCIL TO ENSURE THAT INPUT IS REFLECTED OUR GENERAL ADVISORY COUNCIL TO ENSURE THAT INPUT IS REFLECTED IN THE BUDGET AND PLAN ENSURE THAT INPUT IS REFLECTED IN THE BUDGET AND PLAN ENSURE THAT INPUT IS REFLECTED IN THE BUDGET AND PLAN REPRESENTED EVEN PRESENTED TO IN THE BUDGET AND PLAN REPRESENTED EVEN PRESENTED TO IN THE BUDGET AND PLAN REPRESENTED EVEN PRESENTED TO EVEN PRESENTED TO YOU THIS REPRESENTED EVEN PRESENTED TO EVEN PRESENTED TO YOU THIS REPRESENTED EVEN PRESENTED TO EVEN PRESENTED TO YOU THIS EVENING. EVEN PRESENTED TO

559YOU THIS EVENING. EVEN PRESENTED TO YOU THIS EVENING. IN ADDITION TO THE LOCAL PLAN EVENING. IN ADDITION TO THE LOCAL PLAN EVENING. IN ADDITION TO THE LOCAL PLAN PERKINS PERKIN'S FIVE REQUIRES IN ADDITION TO THE LOCAL PLAN PERKINS PERKIN'S FIVE REQUIRES IN ADDITION TO THE LOCAL PLAN PERKINS PERKIN'S FIVE REQUIRES LOCALITIES TO CONDUCT CONDUCT A PERKINS PERKIN'S FIVE REQUIRES LOCALITIES TO CONDUCT CONDUCT A PERKINS PERKIN'S FIVE REQUIRES LOCALITIES TO CONDUCT CONDUCT A LOCAL NEEDS ASSESSMENT TO LOCALITIES TO CONDUCT CONDUCT A LOCAL NEEDS ASSESSMENT TO LOCALITIES TO CONDUCT CONDUCT A LOCAL NEEDS ASSESSMENT TO EVALUATE PROGRAM STRUCTURE AND LOCAL NEEDS ASSESSMENT TO EVALUATE PROGRAM STRUCTURE AND LOCAL NEEDS ASSESSMENT TO EVALUATE PROGRAM STRUCTURE AND IMPLEMENTATION THAT SUPPORT EVALUATE PROGRAM STRUCTURE AND IMPLEMENTATION THAT SUPPORT EVALUATE PROGRAM STRUCTURE AND IMPLEMENTATION THAT SUPPORT STUDENT PERFORMANCE THE IMPACT IMPLEMENTATION

560THAT SUPPORT STUDENT PERFORMANCE THE IMPACT IMPLEMENTATION THAT SUPPORT STUDENT PERFORMANCE THE IMPACT OF THE SPENDING OUTLINED IN STUDENT PERFORMANCE THE IMPACT OF THE SPENDING OUTLINED IN STUDENT PERFORMANCE THE IMPACT OF THE SPENDING OUTLINED IN THIS YEAR'S PLAN WILL MEASURE OF THE SPENDING OUTLINED IN THIS YEAR'S PLAN WILL MEASURE OF THE SPENDING OUTLINED IN THIS YEAR'S PLAN WILL MEASURE WILL BE MEASURED BY FEDERALLY THIS YEAR'S PLAN WILL MEASURE WILL BE MEASURED BY FEDERALLY THIS YEAR'S PLAN WILL MEASURE WILL BE MEASURED BY FEDERALLY IDENTIFIED PERFORMANCE MEASURES WILL BE MEASURED BY FEDERALLY IDENTIFIED PERFORMANCE MEASURES WILL BE MEASURED BY FEDERALLY IDENTIFIED PERFORMANCE MEASURES THAT LOOK AT PROGRAM COMPLETERS IDENTIFIED PERFORMANCE MEASURES THAT LOOK AT PROGRAM COMPLETERS IDENTIFIED PERFORMANCE MEASURES THAT LOOK AT PROGRAM COMPLETERS AND THIS DATA IS COLLECTED FROM THAT LOOK AT PROGRAM COMPLETERS AND THIS DATA

561IS COLLECTED FROM THAT LOOK AT PROGRAM COMPLETERS AND THIS DATA IS COLLECTED FROM THE TWENTY THREE TWENTY FOUR AND THIS DATA IS COLLECTED FROM THE TWENTY THREE TWENTY FOUR AND THIS DATA IS COLLECTED FROM THE TWENTY THREE TWENTY FOUR SCHOOL YEAR THESE MEASURES THE TWENTY THREE TWENTY FOUR SCHOOL YEAR THESE MEASURES THE TWENTY THREE TWENTY FOUR SCHOOL YEAR THESE MEASURES INCLUDE OUR FOUR YEAR SCHOOL YEAR THESE MEASURES INCLUDE OUR FOUR YEAR SCHOOL YEAR THESE MEASURES INCLUDE OUR FOUR YEAR GRADUATION ACADEMIC PROFICIENCY INCLUDE OUR FOUR YEAR GRADUATION ACADEMIC PROFICIENCY INCLUDE OUR FOUR YEAR GRADUATION ACADEMIC PROFICIENCY IN ENGLISH READING MATHEMATICS GRADUATION ACADEMIC PROFICIENCY IN ENGLISH READING MATHEMATICS GRADUATION ACADEMIC PROFICIENCY IN ENGLISH READING MATHEMATICS AND SCIENCE POST >> PROGRAM IN ENGLISH READING MATHEMATICS AND SCIENCE POST >> PROGRAM IN ENGLISH READING MATHEMATICS AND SCIENCE POST >>

562PROGRAM PLACEMENT NONTRADITIONAL AND SCIENCE POST >> PROGRAM PLACEMENT NONTRADITIONAL AND SCIENCE POST >> PROGRAM PLACEMENT NONTRADITIONAL PROGRAM CONCENTRATE PROGRAM PLACEMENT NONTRADITIONAL PROGRAM CONCENTRATE PROGRAM PLACEMENT NONTRADITIONAL PROGRAM CONCENTRATE PROGRAM QUALITY MEASURED BY ATTAINING A PROGRAM CONCENTRATE PROGRAM QUALITY MEASURED BY ATTAINING A PROGRAM CONCENTRATE PROGRAM QUALITY MEASURED BY ATTAINING A RECOGNIZED PER SECONDARY QUALITY MEASURED BY ATTAINING A RECOGNIZED PER SECONDARY QUALITY MEASURED BY ATTAINING A RECOGNIZED PER SECONDARY INDUSTRY CREDENTIAL PROGRAM RECOGNIZED PER SECONDARY INDUSTRY CREDENTIAL PROGRAM RECOGNIZED PER SECONDARY INDUSTRY CREDENTIAL PROGRAM QUALITY MEASURED PARTICIPATION INDUSTRY CREDENTIAL PROGRAM QUALITY MEASURED PARTICIPATION INDUSTRY CREDENTIAL PROGRAM QUALITY MEASURED PARTICIPATION IN WORK BASED LEARNING AND QUALITY MEASURED PARTICIPATION IN WORK BASED LEARNING AND QUALITY MEASURED PARTICIPATION IN WORK BASED LEARNING AND PROGRAM QUALITY MEASURED BY IN WORK BASED LEARNING AND PROGRAM QUALITY MEASURED BY IN WORK BASED LEARNING AND PROGRAM

563QUALITY MEASURED BY TECHNICAL SKILL ATTAINMENT AND PROGRAM QUALITY MEASURED BY TECHNICAL SKILL ATTAINMENT AND PROGRAM QUALITY MEASURED BY TECHNICAL SKILL ATTAINMENT AND I THINK I'VE CAUGHT UP ON THE TECHNICAL SKILL ATTAINMENT AND I THINK I'VE CAUGHT UP ON THE TECHNICAL SKILL ATTAINMENT AND I THINK I'VE CAUGHT UP ON THE SLIDE NOW >> I'M PLEASED TO I THINK I'VE CAUGHT UP ON THE SLIDE NOW >> I'M PLEASED TO I THINK I'VE CAUGHT UP ON THE SLIDE NOW >> I'M PLEASED TO REPORT THAT STUDENTS COMPLETING SLIDE NOW >> I'M PLEASED TO REPORT THAT STUDENTS COMPLETING SLIDE NOW >> I'M PLEASED TO REPORT THAT STUDENTS COMPLETING A PROGRAM IN VIRGINIA BEACH REPORT THAT STUDENTS COMPLETING A PROGRAM IN VIRGINIA BEACH REPORT THAT STUDENTS COMPLETING A PROGRAM IN VIRGINIA BEACH BLUE MANY OF THESE MEASURES A PROGRAM IN VIRGINIA

564BEACH BLUE MANY OF THESE MEASURES A PROGRAM IN VIRGINIA BEACH BLUE MANY OF THESE MEASURES AWAY NOTABLY IN THE AREAS BLUE MANY OF THESE MEASURES AWAY NOTABLY IN THE AREAS BLUE MANY OF THESE MEASURES AWAY NOTABLY IN THE AREAS OF PROGRAM QUALITY WHERE DATA AWAY NOTABLY IN THE AREAS OF PROGRAM QUALITY WHERE DATA AWAY NOTABLY IN THE AREAS OF PROGRAM QUALITY WHERE DATA FROM ALL CT PROGRAM COMPLETERS OF PROGRAM QUALITY WHERE DATA FROM ALL CT PROGRAM COMPLETERS OF PROGRAM QUALITY WHERE DATA FROM ALL CT PROGRAM COMPLETERS VIRGINIA BEACH IN MORE THAN FROM ALL CT PROGRAM COMPLETERS VIRGINIA BEACH IN MORE THAN FROM ALL CT PROGRAM COMPLETERS VIRGINIA BEACH IN MORE THAN THREE PERCENTAGE POINTS ABOVE VIRGINIA BEACH IN MORE THAN THREE PERCENTAGE POINTS ABOVE VIRGINIA BEACH IN MORE THAN THREE PERCENTAGE POINTS ABOVE THE STATE

565BENCHMARK AND THAT THREE PERCENTAGE POINTS ABOVE THE STATE BENCHMARK AND THAT THREE PERCENTAGE POINTS ABOVE THE STATE BENCHMARK AND THAT CIRCLED IN RED UP ON SCREEN THE STATE BENCHMARK AND THAT CIRCLED IN RED UP ON SCREEN THE STATE BENCHMARK AND THAT CIRCLED IN RED UP ON SCREEN ANOTHER WIN IN IS IN IS IN THE CIRCLED IN RED UP ON SCREEN ANOTHER WIN IN IS IN IS IN THE CIRCLED IN RED UP ON SCREEN ANOTHER WIN IN IS IN IS IN THE AREA OF BASED LEARNING FOR ANOTHER WIN IN IS IN IS IN THE AREA OF BASED LEARNING FOR ANOTHER WIN IN IS IN IS IN THE AREA OF BASED LEARNING FOR COMPLETERS THE BENCHMARK FROM AREA OF BASED LEARNING FOR COMPLETERS THE BENCHMARK FROM AREA OF BASED LEARNING FOR COMPLETERS THE BENCHMARK FROM THE DEPARTMENT

566OF EDUCATION IS COMPLETERS THE BENCHMARK FROM THE DEPARTMENT OF EDUCATION IS COMPLETERS THE BENCHMARK FROM THE DEPARTMENT OF EDUCATION IS ELEVEN PERCENT AND SEVENTY TWO THE DEPARTMENT OF EDUCATION IS ELEVEN PERCENT AND SEVENTY TWO THE DEPARTMENT OF EDUCATION IS ELEVEN PERCENT AND SEVENTY TWO PERCENT VIRGINIA BEACH ELEVEN PERCENT AND SEVENTY TWO PERCENT VIRGINIA BEACH ELEVEN PERCENT AND SEVENTY TWO PERCENT VIRGINIA BEACH COMPLETERS HOW TO WORK BASED PERCENT VIRGINIA BEACH COMPLETERS HOW TO WORK BASED PERCENT VIRGINIA BEACH COMPLETERS HOW TO WORK BASED LEARNING EXPERIENCE THE TWENTY COMPLETERS HOW TO WORK BASED LEARNING EXPERIENCE THE TWENTY COMPLETERS HOW TO WORK BASED LEARNING EXPERIENCE THE TWENTY THREE TWENTY FOUR SCHOOL YEAR LEARNING EXPERIENCE THE TWENTY THREE TWENTY FOUR SCHOOL YEAR LEARNING EXPERIENCE THE TWENTY THREE TWENTY FOUR SCHOOL YEAR WELL YOU CAN SEE ON THE SLIDE THREE TWENTY

567FOUR SCHOOL YEAR WELL YOU CAN SEE ON THE SLIDE THREE TWENTY FOUR SCHOOL YEAR WELL YOU CAN SEE ON THE SLIDE THAT OUR STUDENTS OUTPERFORMED WELL YOU CAN SEE ON THE SLIDE THAT OUR STUDENTS OUTPERFORMED WELL YOU CAN SEE ON THE SLIDE THAT OUR STUDENTS OUTPERFORMED THE VALUE BENCHMARK IN ALMOST THAT OUR STUDENTS OUTPERFORMED THE VALUE BENCHMARK IN ALMOST THAT OUR STUDENTS OUTPERFORMED THE VALUE BENCHMARK IN ALMOST EVERY MEASURE THERE ARE TWO THE VALUE BENCHMARK IN ALMOST EVERY MEASURE THERE ARE TWO THE VALUE BENCHMARK IN ALMOST EVERY MEASURE THERE ARE TWO AREAS WHERE WE WILL FOCUS EVERY MEASURE THERE ARE TWO AREAS WHERE WE WILL FOCUS EVERY MEASURE THERE ARE TWO AREAS WHERE WE WILL FOCUS IMPROVEMENT EFFORTS THE FIRST AREAS WHERE WE WILL FOCUS IMPROVEMENT EFFORTS THE FIRST AREAS WHERE WE WILL FOCUS IMPROVEMENT

568EFFORTS THE FIRST IS TO S THREE ACADEMIC IMPROVEMENT EFFORTS THE FIRST IS TO S THREE ACADEMIC IMPROVEMENT EFFORTS THE FIRST IS TO S THREE ACADEMIC EFFICIENCY IN SCIENCE FOR IS TO S THREE ACADEMIC EFFICIENCY IN SCIENCE FOR IS TO S THREE ACADEMIC EFFICIENCY IN SCIENCE FOR SPECIAL POPULATIONS DISMISSED EFFICIENCY IN SCIENCE FOR SPECIAL POPULATIONS DISMISSED EFFICIENCY IN SCIENCE FOR SPECIAL POPULATIONS DISMISSED MEASURE LOOKED AT CTE SPECIAL POPULATIONS DISMISSED MEASURE LOOKED AT CTE SPECIAL POPULATIONS DISMISSED MEASURE LOOKED AT CTE COMPLETERS WHO WERE MEMBERS MEASURE LOOKED AT CTE COMPLETERS WHO WERE MEMBERS MEASURE LOOKED AT CTE COMPLETERS WHO WERE MEMBERS OF A SPECIAL POPULATION THAT COMPLETERS WHO WERE MEMBERS OF A SPECIAL POPULATION THAT COMPLETERS WHO WERE MEMBERS OF A SPECIAL POPULATION THAT TOOK ANY SCIENCE AS WELL IN THE OF A SPECIAL POPULATION THAT TOOK ANY

569SCIENCE AS WELL IN THE OF A SPECIAL POPULATION THAT TOOK ANY SCIENCE AS WELL IN THE TWENTY THREE TWENTY FOUR SCHOOL TOOK ANY SCIENCE AS WELL IN THE TWENTY THREE TWENTY FOUR SCHOOL TOOK ANY SCIENCE AS WELL IN THE TWENTY THREE TWENTY FOUR SCHOOL YEAR STUDENTS IN THIS MEASURE TWENTY THREE TWENTY FOUR SCHOOL YEAR STUDENTS IN THIS MEASURE TWENTY THREE TWENTY FOUR SCHOOL YEAR STUDENTS IN THIS MEASURE INCLUDED STUDENTS WITH YEAR STUDENTS IN THIS MEASURE INCLUDED STUDENTS WITH YEAR STUDENTS IN THIS MEASURE INCLUDED STUDENTS WITH DISABILITIES ENGLISH LANGUAGE INCLUDED STUDENTS WITH DISABILITIES ENGLISH LANGUAGE INCLUDED STUDENTS WITH DISABILITIES ENGLISH LANGUAGE LEARNERS STUDENTS LIVING IN DISABILITIES ENGLISH LANGUAGE LEARNERS STUDENTS LIVING IN DISABILITIES ENGLISH LANGUAGE LEARNERS STUDENTS LIVING IN POVERTY, HOMELESS STUDENTS LEARNERS STUDENTS LIVING IN POVERTY, HOMELESS STUDENTS LEARNERS STUDENTS LIVING IN POVERTY, HOMELESS STUDENTS

570THOSE LIVING IN FOSTER CARE AND POVERTY, HOMELESS STUDENTS THOSE LIVING IN FOSTER CARE AND POVERTY, HOMELESS STUDENTS THOSE LIVING IN FOSTER CARE AND STUDENTS WITH ACTIVE DUTY THOSE LIVING IN FOSTER CARE AND STUDENTS WITH ACTIVE DUTY THOSE LIVING IN FOSTER CARE AND STUDENTS WITH ACTIVE DUTY MILITARY PARENTS. STUDENTS WITH ACTIVE DUTY MILITARY PARENTS. STUDENTS WITH ACTIVE DUTY MILITARY PARENTS. QTY PROGRAM COMPLETERS FACING MILITARY PARENTS. QTY PROGRAM COMPLETERS FACING MILITARY PARENTS. QTY PROGRAM COMPLETERS FACING THESE BARRIERS PAST AND QTY PROGRAM COMPLETERS FACING THESE BARRIERS PAST AND QTY PROGRAM COMPLETERS FACING THESE BARRIERS PAST AND OF COURSE SCIENCE AS WELL TEST THESE BARRIERS PAST AND OF COURSE SCIENCE AS WELL TEST THESE BARRIERS PAST AND OF COURSE SCIENCE AS WELL TEST JUST OVER ONE PERCENTAGE POINT OF COURSE SCIENCE AS WELL TEST JUST OVER ONE PERCENTAGE POINT

571OF COURSE SCIENCE AS WELL TEST JUST OVER ONE PERCENTAGE POINT BELOW THE STATE BENCHMARK JUST OVER ONE PERCENTAGE POINT BELOW THE STATE BENCHMARK JUST OVER ONE PERCENTAGE POINT BELOW THE STATE BENCHMARK MEMBERS OF THE SECONDARY DETAIL BELOW THE STATE BENCHMARK MEMBERS OF THE SECONDARY DETAIL BELOW THE STATE BENCHMARK MEMBERS OF THE SECONDARY DETAIL TEAM ARE CAREFULLY WATCHING AND MEMBERS OF THE SECONDARY DETAIL TEAM ARE CAREFULLY WATCHING AND MEMBERS OF THE SECONDARY DETAIL TEAM ARE CAREFULLY WATCHING AND SUPPORTING SCIENCE INSTRUCTION TEAM ARE CAREFULLY WATCHING AND SUPPORTING SCIENCE INSTRUCTION TEAM ARE CAREFULLY WATCHING AND SUPPORTING SCIENCE INSTRUCTION AS PART OF OUR OVERALL SUPPORT SUPPORTING SCIENCE INSTRUCTION AS PART OF OUR OVERALL SUPPORT SUPPORTING SCIENCE INSTRUCTION AS PART OF OUR OVERALL SUPPORT AND ANTICIPATE THIS ANOMALY TO AS PART OF OUR OVERALL SUPPORT AND ANTICIPATE THIS ANOMALY TO

572AS PART OF OUR OVERALL SUPPORT AND ANTICIPATE THIS ANOMALY TO BE CORRECTED >>. AND ANTICIPATE THIS ANOMALY TO BE CORRECTED >>. AND ANTICIPATE THIS ANOMALY TO BE CORRECTED >>. THE SECOND MISSED BENCHMARK IS BE CORRECTED >>. THE SECOND MISSED BENCHMARK IS BE CORRECTED >>. THE SECOND MISSED BENCHMARK IS FOR STANDARD FOR ONE THE SECOND MISSED BENCHMARK IS FOR STANDARD FOR ONE THE SECOND MISSED BENCHMARK IS FOR STANDARD FOR ONE NONTRADITIONAL PROGRAM FOR STANDARD FOR ONE NONTRADITIONAL PROGRAM FOR STANDARD FOR ONE NONTRADITIONAL PROGRAM CONCENTRATION NONTRADITIONAL NONTRADITIONAL PROGRAM CONCENTRATION NONTRADITIONAL NONTRADITIONAL PROGRAM CONCENTRATION NONTRADITIONAL STATUS IS DEFINED AS ONE GENDER CONCENTRATION NONTRADITIONAL STATUS IS DEFINED AS ONE GENDER CONCENTRATION NONTRADITIONAL STATUS IS DEFINED AS ONE GENDER MAKING UP LESS THAN TWENTY FIVE STATUS IS DEFINED AS ONE GENDER MAKING UP LESS THAN TWENTY FIVE STATUS IS DEFINED

573AS ONE GENDER MAKING UP LESS THAN TWENTY FIVE PERCENT OF THE WORKFORCE IN THE MAKING UP LESS THAN TWENTY FIVE PERCENT OF THE WORKFORCE IN THE MAKING UP LESS THAN TWENTY FIVE PERCENT OF THE WORKFORCE IN THE CAREER AREA TIED TO A PERCENT OF THE WORKFORCE IN THE CAREER AREA TIED TO A PERCENT OF THE WORKFORCE IN THE CAREER AREA TIED TO A PARTICULAR COURSE. CAREER AREA TIED TO A PARTICULAR COURSE. CAREER AREA TIED TO A PARTICULAR COURSE. FOR EXAMPLE THIS MAY INCLUDE PARTICULAR COURSE. FOR EXAMPLE THIS MAY INCLUDE PARTICULAR COURSE. FOR EXAMPLE THIS MAY INCLUDE FEMALE STUDENTS ENROLLED IN FOR EXAMPLE THIS MAY INCLUDE FEMALE STUDENTS ENROLLED IN FOR EXAMPLE THIS MAY INCLUDE FEMALE STUDENTS ENROLLED IN WELDING OR ENGINEERING OR FEMALE STUDENTS ENROLLED IN WELDING OR ENGINEERING OR FEMALE STUDENTS ENROLLED IN WELDING

574OR ENGINEERING OR WELDING OR MALE STUDENTS WELDING OR ENGINEERING OR WELDING OR MALE STUDENTS WELDING OR ENGINEERING OR WELDING OR MALE STUDENTS ENROLLED IN DENTAL ASSISTING WELDING OR MALE STUDENTS ENROLLED IN DENTAL ASSISTING WELDING OR MALE STUDENTS ENROLLED IN DENTAL ASSISTING THE COURSES DESIGNATED AS PART ENROLLED IN DENTAL ASSISTING THE COURSES DESIGNATED AS PART ENROLLED IN DENTAL ASSISTING THE COURSES DESIGNATED AS PART OF NONTRADITIONAL PROGRAM THE COURSES DESIGNATED AS PART OF NONTRADITIONAL PROGRAM THE COURSES DESIGNATED AS PART OF NONTRADITIONAL PROGRAM CHANGE OVER TIME AS TREND SHIFT OF NONTRADITIONAL PROGRAM CHANGE OVER TIME AS TREND SHIFT OF NONTRADITIONAL PROGRAM CHANGE OVER TIME AS TREND SHIFT IN THE WORKFORCE WEST VIRGINIA CHANGE OVER TIME AS TREND SHIFT IN THE WORKFORCE WEST VIRGINIA CHANGE OVER TIME AS TREND SHIFT IN THE WORKFORCE WEST VIRGINIA BEACH MET THIS BENCHMARK

575LAST IN THE WORKFORCE WEST VIRGINIA BEACH MET THIS BENCHMARK LAST IN THE WORKFORCE WEST VIRGINIA BEACH MET THIS BENCHMARK LAST YEAR WE HAVE LISTED IN PAST THE BEACH MET THIS BENCHMARK LAST YEAR WE HAVE LISTED IN PAST THE BEACH MET THIS BENCHMARK LAST YEAR WE HAVE LISTED IN PAST THE TEAM AND SCHOOL COUNSELORS YEAR WE HAVE LISTED IN PAST THE TEAM AND SCHOOL COUNSELORS YEAR WE HAVE LISTED IN PAST THE TEAM AND SCHOOL COUNSELORS REMAIN VIGILANT IN RECRUITING TEAM AND SCHOOL COUNSELORS REMAIN VIGILANT IN RECRUITING TEAM AND SCHOOL COUNSELORS REMAIN VIGILANT IN RECRUITING AND WE WILL CONTINUE OUR REMAIN VIGILANT IN RECRUITING AND WE WILL CONTINUE OUR REMAIN VIGILANT IN RECRUITING AND WE WILL CONTINUE OUR EFFORTS TO ENCOURAGE NON AND WE WILL CONTINUE OUR EFFORTS TO ENCOURAGE NON AND WE WILL CONTINUE OUR EFFORTS

576TO ENCOURAGE NON TRADITIONAL PROGRAM ENROLLMENT EFFORTS TO ENCOURAGE NON TRADITIONAL PROGRAM ENROLLMENT EFFORTS TO ENCOURAGE NON TRADITIONAL PROGRAM ENROLLMENT . TRADITIONAL PROGRAM ENROLLMENT . TRADITIONAL PROGRAM ENROLLMENT . THESE EFFORTS INCLUDE THE ATC . THESE EFFORTS INCLUDE THE ATC . THESE EFFORTS INCLUDE THE ATC STEM SPA DAY FOR WOMEN WOMEN THESE EFFORTS INCLUDE THE ATC STEM SPA DAY FOR WOMEN WOMEN THESE EFFORTS INCLUDE THE ATC STEM SPA DAY FOR WOMEN WOMEN FOR THE WIND EVENT FOR HIGH STEM SPA DAY FOR WOMEN WOMEN FOR THE WIND EVENT FOR HIGH STEM SPA DAY FOR WOMEN WOMEN FOR THE WIND EVENT FOR HIGH SCHOOL AND MIDDLE SCHOOL BEACH FOR THE WIND EVENT FOR HIGH SCHOOL AND MIDDLE SCHOOL BEACH FOR THE WIND EVENT FOR HIGH SCHOOL AND MIDDLE SCHOOL BEACH GIRLS ROCK AND THE STEM SCHOOL AND MIDDLE SCHOOL

577BEACH GIRLS ROCK AND THE STEM SCHOOL AND MIDDLE SCHOOL BEACH GIRLS ROCK AND THE STEM TRIFECTA >> THIS SLIDE GIRLS ROCK AND THE STEM TRIFECTA >> THIS SLIDE GIRLS ROCK AND THE STEM TRIFECTA >> THIS SLIDE SUMMARIZES OUR LOCAL PLAN FOR TRIFECTA >> THIS SLIDE SUMMARIZES OUR LOCAL PLAN FOR TRIFECTA >> THIS SLIDE SUMMARIZES OUR LOCAL PLAN FOR SPENDING ESTIMATED GRANT FUNDS SUMMARIZES OUR LOCAL PLAN FOR SPENDING ESTIMATED GRANT FUNDS SUMMARIZES OUR LOCAL PLAN FOR SPENDING ESTIMATED GRANT FUNDS FOR THE TWENTY FIVE TWENTY SIX SPENDING ESTIMATED GRANT FUNDS FOR THE TWENTY FIVE TWENTY SIX SPENDING ESTIMATED GRANT FUNDS FOR THE TWENTY FIVE TWENTY SIX SCHOOL YEAR THE VIRGINIA FOR THE TWENTY FIVE TWENTY SIX SCHOOL YEAR THE VIRGINIA FOR THE TWENTY FIVE TWENTY SIX SCHOOL YEAR THE VIRGINIA DEPARTMENT OF EDUCATION HAS NOT SCHOOL YEAR

578THE VIRGINIA DEPARTMENT OF EDUCATION HAS NOT SCHOOL YEAR THE VIRGINIA DEPARTMENT OF EDUCATION HAS NOT YET RELEASED OFFICIAL FUNDING DEPARTMENT OF EDUCATION HAS NOT YET RELEASED OFFICIAL FUNDING DEPARTMENT OF EDUCATION HAS NOT YET RELEASED OFFICIAL FUNDING ALLOCATIONS BY LOCALITY FOR YET RELEASED OFFICIAL FUNDING ALLOCATIONS BY LOCALITY FOR YET RELEASED OFFICIAL FUNDING ALLOCATIONS BY LOCALITY FOR NEXT YEAR AND DIVISIONS ARE ALLOCATIONS BY LOCALITY FOR NEXT YEAR AND DIVISIONS ARE ALLOCATIONS BY LOCALITY FOR NEXT YEAR AND DIVISIONS ARE ASKED TO PREPARE BUDGET BASED NEXT YEAR AND DIVISIONS ARE ASKED TO PREPARE BUDGET BASED NEXT YEAR AND DIVISIONS ARE ASKED TO PREPARE BUDGET BASED ON LEVEL FUNDING WITH THE ASKED TO PREPARE BUDGET BASED ON LEVEL FUNDING WITH THE ASKED TO PREPARE BUDGET BASED ON LEVEL FUNDING WITH THE CURRENT YEAR OUR PLAN IS BASED ON LEVEL FUNDING

579WITH THE CURRENT YEAR OUR PLAN IS BASED ON LEVEL FUNDING WITH THE CURRENT YEAR OUR PLAN IS BASED ON AN ESTIMATED ONE MILLION ONE CURRENT YEAR OUR PLAN IS BASED ON AN ESTIMATED ONE MILLION ONE CURRENT YEAR OUR PLAN IS BASED ON AN ESTIMATED ONE MILLION ONE HUNDRED NINETY THOUSAND FIVE ON AN ESTIMATED ONE MILLION ONE HUNDRED NINETY THOUSAND FIVE ON AN ESTIMATED ONE MILLION ONE HUNDRED NINETY THOUSAND FIVE HUNDRED AND THIRTY DOLLARS AND HUNDRED NINETY THOUSAND FIVE HUNDRED AND THIRTY DOLLARS AND HUNDRED NINETY THOUSAND FIVE HUNDRED AND THIRTY DOLLARS AND FIFTY SEVEN CENTS ON THE NEXT HUNDRED AND THIRTY DOLLARS AND FIFTY SEVEN CENTS ON THE NEXT HUNDRED AND THIRTY DOLLARS AND FIFTY SEVEN CENTS ON THE NEXT FEW SLIDES WE'LL TAKE A CLOSER FIFTY SEVEN CENTS ON THE NEXT FEW SLIDES WE'LL TAKE

580A CLOSER FIFTY SEVEN CENTS ON THE NEXT FEW SLIDES WE'LL TAKE A CLOSER LOOK AT THE BUDGET BY CATEGORY FEW SLIDES WE'LL TAKE A CLOSER LOOK AT THE BUDGET BY CATEGORY FEW SLIDES WE'LL TAKE A CLOSER LOOK AT THE BUDGET BY CATEGORY AS >> STIPULATED IN THE PERKINS LOOK AT THE BUDGET BY CATEGORY AS >> STIPULATED IN THE PERKINS LOOK AT THE BUDGET BY CATEGORY AS >> STIPULATED IN THE PERKINS FIVE LEGISLATION UP TO FIVE AS >> STIPULATED IN THE PERKINS FIVE LEGISLATION UP TO FIVE AS >> STIPULATED IN THE PERKINS FIVE LEGISLATION UP TO FIVE PERCENT OF FUNDS MAY BE USED FIVE LEGISLATION UP TO FIVE PERCENT OF FUNDS MAY BE USED FIVE LEGISLATION UP TO FIVE PERCENT OF FUNDS MAY BE USED FORECAST TO ADMINISTER THE PERCENT OF FUNDS MAY BE USED FORECAST

581TO ADMINISTER THE PERCENT OF FUNDS MAY BE USED FORECAST TO ADMINISTER THE GRANT. FORECAST TO ADMINISTER THE GRANT. FORECAST TO ADMINISTER THE GRANT. THIS PORTION OF AVAILABLE GRANT. THIS PORTION OF AVAILABLE GRANT. THIS PORTION OF AVAILABLE FUNDING IS SPLIT BETWEEN THIS PORTION OF AVAILABLE FUNDING IS SPLIT BETWEEN THIS PORTION OF AVAILABLE FUNDING IS SPLIT BETWEEN INDIRECT COSTS AND TEST DOCTORS FUNDING IS SPLIT BETWEEN INDIRECT COSTS AND TEST DOCTORS FUNDING IS SPLIT BETWEEN INDIRECT COSTS AND TEST DOCTORS . INDIRECT COSTS AND TEST DOCTORS . INDIRECT COSTS AND TEST DOCTORS . THE INDIRECT COST RATE IS . THE INDIRECT COST RATE IS . THE INDIRECT COST RATE IS CALCULATED WITH A FORMULA THAT THE INDIRECT COST RATE IS CALCULATED WITH A FORMULA THAT THE INDIRECT COST RATE IS CALCULATED WITH A FORMULA THAT EQUATES TO JUST OVER

582TWO CALCULATED WITH A FORMULA THAT EQUATES TO JUST OVER TWO CALCULATED WITH A FORMULA THAT EQUATES TO JUST OVER TWO PERCENT OF THE ENTIRE GRANT AND EQUATES TO JUST OVER TWO PERCENT OF THE ENTIRE GRANT AND EQUATES TO JUST OVER TWO PERCENT OF THE ENTIRE GRANT AND THESE FUNDS GO TO THE OFFICE PERCENT OF THE ENTIRE GRANT AND THESE FUNDS GO TO THE OFFICE PERCENT OF THE ENTIRE GRANT AND THESE FUNDS GO TO THE OFFICE OF BUSINESS SERVICES THE BUDGET THESE FUNDS GO TO THE OFFICE OF BUSINESS SERVICES THE BUDGET THESE FUNDS GO TO THE OFFICE OF BUSINESS SERVICES THE BUDGET FOR THIS ITEM IS LOWER THAN OF BUSINESS SERVICES THE BUDGET FOR THIS ITEM IS LOWER THAN OF BUSINESS SERVICES THE BUDGET FOR THIS ITEM IS LOWER THAN ALLOWABLE PERCENTAGE AT JUST FOR THIS

583ITEM IS LOWER THAN ALLOWABLE PERCENTAGE AT JUST FOR THIS ITEM IS LOWER THAN ALLOWABLE PERCENTAGE AT JUST SEVENTEEN THOUSAND SEVEN ALLOWABLE PERCENTAGE AT JUST SEVENTEEN THOUSAND SEVEN ALLOWABLE PERCENTAGE AT JUST SEVENTEEN THOUSAND SEVEN HUNDRED SIXTY ONE DOLLARS TO SEVENTEEN THOUSAND SEVEN HUNDRED SIXTY ONE DOLLARS TO SEVENTEEN THOUSAND SEVEN HUNDRED SIXTY ONE DOLLARS TO ACCOUNT FOR SPENDING THAT IS HUNDRED SIXTY ONE DOLLARS TO ACCOUNT FOR SPENDING THAT IS HUNDRED SIXTY ONE DOLLARS TO ACCOUNT FOR SPENDING THAT IS CATEGORICALLY EXEMPT FROM THE ACCOUNT FOR SPENDING THAT IS CATEGORICALLY EXEMPT FROM THE ACCOUNT FOR SPENDING THAT IS CATEGORICALLY EXEMPT FROM THE INDIRECT COST CALCULATION THE CATEGORICALLY EXEMPT FROM THE INDIRECT COST CALCULATION THE CATEGORICALLY EXEMPT FROM THE INDIRECT COST CALCULATION THE EXEMPTED FUNDING HAS SHIFTED TO INDIRECT COST CALCULATION THE EXEMPTED FUNDING HAS SHIFTED TO INDIRECT COST CALCULATION

584THE EXEMPTED FUNDING HAS SHIFTED TO THE SECOND LINE ITEM TO FUND EXEMPTED FUNDING HAS SHIFTED TO THE SECOND LINE ITEM TO FUND EXEMPTED FUNDING HAS SHIFTED TO THE SECOND LINE ITEM TO FUND PART TIME TEST FOR DOCTORS WHO THE SECOND LINE ITEM TO FUND PART TIME TEST FOR DOCTORS WHO THE SECOND LINE ITEM TO FUND PART TIME TEST FOR DOCTORS WHO DELIVER EXAMS TO STUDENTS PART TIME TEST FOR DOCTORS WHO DELIVER EXAMS TO STUDENTS PART TIME TEST FOR DOCTORS WHO DELIVER EXAMS TO STUDENTS SEEKING DISTRICT CREDENTIALS DELIVER EXAMS TO STUDENTS SEEKING DISTRICT CREDENTIALS DELIVER EXAMS TO STUDENTS SEEKING DISTRICT CREDENTIALS EACH YEAR THE TOTAL ALLOCATED SEEKING DISTRICT CREDENTIALS EACH YEAR THE TOTAL ALLOCATED SEEKING DISTRICT CREDENTIALS EACH YEAR THE TOTAL ALLOCATED TO PAY FOR TEST ROCKERS IS EACH YEAR THE TOTAL ALLOCATED TO PAY FOR

585TEST ROCKERS IS EACH YEAR THE TOTAL ALLOCATED TO PAY FOR TEST ROCKERS IS FORTY ONE THOUSAND FOUR HUNDRED TO PAY FOR TEST ROCKERS IS FORTY ONE THOUSAND FOUR HUNDRED TO PAY FOR TEST ROCKERS IS FORTY ONE THOUSAND FOUR HUNDRED AND TWENTY TWENTY ONE DOLLARS FORTY ONE THOUSAND FOUR HUNDRED AND TWENTY TWENTY ONE DOLLARS FORTY ONE THOUSAND FOUR HUNDRED AND TWENTY TWENTY ONE DOLLARS PERKINS FIVE LEGISLATION ALSO AND TWENTY TWENTY ONE DOLLARS PERKINS FIVE LEGISLATION ALSO AND TWENTY TWENTY ONE DOLLARS PERKINS FIVE LEGISLATION ALSO REQUIRES THAT LOCALITIES USE PERKINS FIVE LEGISLATION ALSO REQUIRES THAT LOCALITIES USE PERKINS FIVE LEGISLATION ALSO REQUIRES THAT LOCALITIES USE FEDERAL FUNDS TO SUPPORT REQUIRES THAT LOCALITIES USE FEDERAL FUNDS TO SUPPORT REQUIRES THAT LOCALITIES USE FEDERAL FUNDS TO SUPPORT PROFESSIONAL DEVELOPMENT FOR FEDERAL FUNDS TO SUPPORT PROFESSIONAL DEVELOPMENT FOR FEDERAL FUNDS

586TO SUPPORT PROFESSIONAL DEVELOPMENT FOR TEACHERS THE PROPOSED BUDGET PROFESSIONAL DEVELOPMENT FOR TEACHERS THE PROPOSED BUDGET PROFESSIONAL DEVELOPMENT FOR TEACHERS THE PROPOSED BUDGET INCLUDES ONE HUNDRED AND SEVEN TEACHERS THE PROPOSED BUDGET INCLUDES ONE HUNDRED AND SEVEN TEACHERS THE PROPOSED BUDGET INCLUDES ONE HUNDRED AND SEVEN THOUSAND DOLLARS FOR INCLUDES ONE HUNDRED AND SEVEN THOUSAND DOLLARS FOR INCLUDES ONE HUNDRED AND SEVEN THOUSAND DOLLARS FOR PROFESSIONAL DEVELOPMENT THOUSAND DOLLARS FOR PROFESSIONAL DEVELOPMENT THOUSAND DOLLARS FOR PROFESSIONAL DEVELOPMENT ACTIVITIES FOR TEACHERS AND PROFESSIONAL DEVELOPMENT ACTIVITIES FOR TEACHERS AND PROFESSIONAL DEVELOPMENT ACTIVITIES FOR TEACHERS AND OTHERS INVOLVED WITH CAREER AND ACTIVITIES FOR TEACHERS AND OTHERS INVOLVED WITH CAREER AND ACTIVITIES FOR TEACHERS AND OTHERS INVOLVED WITH CAREER AND TECHNICAL EDUCATION PROGRAMING OTHERS INVOLVED WITH CAREER AND TECHNICAL EDUCATION PROGRAMING OTHERS INVOLVED WITH CAREER AND TECHNICAL EDUCATION PROGRAMING PROFESSIONAL DEVELOPMENT TECHNICAL EDUCATION PROGRAMING

587PROFESSIONAL DEVELOPMENT TECHNICAL EDUCATION PROGRAMING PROFESSIONAL DEVELOPMENT EFFORTS FOR THE TWENTY FIVE PROFESSIONAL DEVELOPMENT EFFORTS FOR THE TWENTY FIVE PROFESSIONAL DEVELOPMENT EFFORTS FOR THE TWENTY FIVE TWENTY SIX SCHOOL YEAR ONE EFFORTS FOR THE TWENTY FIVE TWENTY SIX SCHOOL YEAR ONE EFFORTS FOR THE TWENTY FIVE TWENTY SIX SCHOOL YEAR ONE INCLUDE THE OPPORTUNITY FOR TWENTY SIX SCHOOL YEAR ONE INCLUDE THE OPPORTUNITY FOR TWENTY SIX SCHOOL YEAR ONE INCLUDE THE OPPORTUNITY FOR EVERY TEACHER TO ATTEND THE INCLUDE THE OPPORTUNITY FOR EVERY TEACHER TO ATTEND THE INCLUDE THE OPPORTUNITY FOR EVERY TEACHER TO ATTEND THE VIRGINIA PROFESSIONAL EVERY TEACHER TO ATTEND THE VIRGINIA PROFESSIONAL EVERY TEACHER TO ATTEND THE VIRGINIA PROFESSIONAL CONFERENCE FOR THEIR SUBJECT VIRGINIA PROFESSIONAL CONFERENCE FOR THEIR SUBJECT VIRGINIA PROFESSIONAL CONFERENCE FOR THEIR SUBJECT AREA AS WELL AS CONTINUING TO CONFERENCE FOR THEIR SUBJECT AREA AS

588WELL AS CONTINUING TO CONFERENCE FOR THEIR SUBJECT AREA AS WELL AS CONTINUING TO FUND TEACHER TRAVEL TO AREA AS WELL AS CONTINUING TO FUND TEACHER TRAVEL TO AREA AS WELL AS CONTINUING TO FUND TEACHER TRAVEL TO PARTICIPATE IN NATIONAL FUND TEACHER TRAVEL TO PARTICIPATE IN NATIONAL FUND TEACHER TRAVEL TO PARTICIPATE IN NATIONAL CONFERENCES WHILE NOT REQUIRED PARTICIPATE IN NATIONAL CONFERENCES WHILE NOT REQUIRED PARTICIPATE IN NATIONAL CONFERENCES WHILE NOT REQUIRED PERKINS FIVE PERMITS THE USE CONFERENCES WHILE NOT REQUIRED PERKINS FIVE PERMITS THE USE CONFERENCES WHILE NOT REQUIRED PERKINS FIVE PERMITS THE USE OF GRANT FUNDS TO SUPPORT PERKINS FIVE PERMITS THE USE OF GRANT FUNDS TO SUPPORT PERKINS FIVE PERMITS THE USE OF GRANT FUNDS TO SUPPORT LEADERSHIP DEVELOPMENT FOR OF GRANT FUNDS TO SUPPORT LEADERSHIP DEVELOPMENT FOR OF GRANT FUNDS TO SUPPORT LEADERSHIP DEVELOPMENT FOR

589STUDENTS WHO FACE BARRIERS AS LEADERSHIP DEVELOPMENT FOR STUDENTS WHO FACE BARRIERS AS LEADERSHIP DEVELOPMENT FOR STUDENTS WHO FACE BARRIERS AS MEMBERS OF SPECIAL POPULATIONS STUDENTS WHO FACE BARRIERS AS MEMBERS OF SPECIAL POPULATIONS STUDENTS WHO FACE BARRIERS AS MEMBERS OF SPECIAL POPULATIONS THIS LINE REFERS TO OUR SUPPORT MEMBERS OF SPECIAL POPULATIONS THIS LINE REFERS TO OUR SUPPORT MEMBERS OF SPECIAL POPULATIONS THIS LINE REFERS TO OUR SUPPORT OF CURRICULAR STEPHEN THIS LINE REFERS TO OUR SUPPORT OF CURRICULAR STEPHEN THIS LINE REFERS TO OUR SUPPORT OF CURRICULAR STEPHEN ORGANIZATIONS SUCH AS DECHA OF CURRICULAR STEPHEN ORGANIZATIONS SUCH AS DECHA OF CURRICULAR STEPHEN ORGANIZATIONS SUCH AS DECHA EDUCATORS RISING FBAR SKILLS ORGANIZATIONS SUCH AS DECHA EDUCATORS RISING FBAR SKILLS ORGANIZATIONS SUCH AS DECHA EDUCATORS RISING FBAR SKILLS USA, NTSA, KOREAN TECHNICAL EDUCATORS RISING FBAR SKILLS USA, NTSA, KOREAN TECHNICAL

590EDUCATORS RISING FBAR SKILLS USA, NTSA, KOREAN TECHNICAL STUDENT ORGANIZATIONS ARE AN USA, NTSA, KOREAN TECHNICAL STUDENT ORGANIZATIONS ARE AN USA, NTSA, KOREAN TECHNICAL STUDENT ORGANIZATIONS ARE AN INTEGRAL PART OF EACH CAREER STUDENT ORGANIZATIONS ARE AN INTEGRAL PART OF EACH CAREER STUDENT ORGANIZATIONS ARE AN INTEGRAL PART OF EACH CAREER AND TECHNICAL EDUCATION PROGRAM INTEGRAL PART OF EACH CAREER AND TECHNICAL EDUCATION PROGRAM INTEGRAL PART OF EACH CAREER AND TECHNICAL EDUCATION PROGRAM WE CONTINUE TO EXPERIENCE A AND TECHNICAL EDUCATION PROGRAM WE CONTINUE TO EXPERIENCE A AND TECHNICAL EDUCATION PROGRAM WE CONTINUE TO EXPERIENCE A SURGE IN STUDENT PARTICIPATION WE CONTINUE TO EXPERIENCE A SURGE IN STUDENT PARTICIPATION WE CONTINUE TO EXPERIENCE A SURGE IN STUDENT PARTICIPATION IN LEADERSHIP CONTESTS SURGE IN STUDENT PARTICIPATION IN LEADERSHIP CONTESTS SURGE IN STUDENT PARTICIPATION IN LEADERSHIP CONTESTS SPONSORED OUR SEATS CLUBS. IN

591LEADERSHIP CONTESTS SPONSORED OUR SEATS CLUBS. IN LEADERSHIP CONTESTS SPONSORED OUR SEATS CLUBS. IN ADDITION TO ROBUST SPONSORED OUR SEATS CLUBS. IN ADDITION TO ROBUST SPONSORED OUR SEATS CLUBS. IN ADDITION TO ROBUST PARTICIPATION FOR HIGH SCHOOL IN ADDITION TO ROBUST PARTICIPATION FOR HIGH SCHOOL IN ADDITION TO ROBUST PARTICIPATION FOR HIGH SCHOOL STUDENTS, WE ARE MIDDLE SCHOOL PARTICIPATION FOR HIGH SCHOOL STUDENTS, WE ARE MIDDLE SCHOOL PARTICIPATION FOR HIGH SCHOOL STUDENTS, WE ARE MIDDLE SCHOOL STUDENTS COMPETING AT THE STATE STUDENTS, WE ARE MIDDLE SCHOOL STUDENTS COMPETING AT THE STATE STUDENTS, WE ARE MIDDLE SCHOOL STUDENTS COMPETING AT THE STATE AND NATIONAL LEVEL IN AND TSA STUDENTS COMPETING AT THE STATE AND NATIONAL LEVEL IN AND TSA STUDENTS COMPETING AT THE STATE AND NATIONAL LEVEL IN AND TSA THE PROPOSED BUDGET FOR SCHOOL AND NATIONAL LEVEL IN AND TSA

592THE PROPOSED BUDGET FOR SCHOOL AND NATIONAL LEVEL IN AND TSA THE PROPOSED BUDGET FOR SCHOOL YEAR TWENTY FIVE TWENTY SIX THE PROPOSED BUDGET FOR SCHOOL YEAR TWENTY FIVE TWENTY SIX THE PROPOSED BUDGET FOR SCHOOL YEAR TWENTY FIVE TWENTY SIX INCLUDES ONE HUNDRED AND FIVE YEAR TWENTY FIVE TWENTY SIX INCLUDES ONE HUNDRED AND FIVE YEAR TWENTY FIVE TWENTY SIX INCLUDES ONE HUNDRED AND FIVE THOUSAND TO SUPPORT TRAVEL FOR INCLUDES ONE HUNDRED AND FIVE THOUSAND TO SUPPORT TRAVEL FOR INCLUDES ONE HUNDRED AND FIVE THOUSAND TO SUPPORT TRAVEL FOR STUDENTS IDENTIFIED AS A MEMBER THOUSAND TO SUPPORT TRAVEL FOR STUDENTS IDENTIFIED AS A MEMBER THOUSAND TO SUPPORT TRAVEL FOR STUDENTS IDENTIFIED AS A MEMBER OF SPECIAL POPULATIONS TO STUDENTS IDENTIFIED AS A MEMBER OF SPECIAL POPULATIONS TO STUDENTS IDENTIFIED AS A MEMBER OF SPECIAL POPULATIONS TO COMPETE IN

593THESE EVENTS, OF SPECIAL POPULATIONS TO COMPETE IN THESE EVENTS, OF SPECIAL POPULATIONS TO COMPETE IN THESE EVENTS, VIRGINIA >> SCHOOLS ALLOCATES COMPETE IN THESE EVENTS, VIRGINIA >> SCHOOLS ALLOCATES COMPETE IN THESE EVENTS, VIRGINIA >> SCHOOLS ALLOCATES THE BULK OF OUR FEDERAL PERKINS VIRGINIA >> SCHOOLS ALLOCATES THE BULK OF OUR FEDERAL PERKINS VIRGINIA >> SCHOOLS ALLOCATES THE BULK OF OUR FEDERAL PERKINS FIVE GRANT FUNDING TO REQUIRED THE BULK OF OUR FEDERAL PERKINS FIVE GRANT FUNDING TO REQUIRED THE BULK OF OUR FEDERAL PERKINS FIVE GRANT FUNDING TO REQUIRED SPENDING FOR EQUIPMENT, FIVE GRANT FUNDING TO REQUIRED SPENDING FOR EQUIPMENT, FIVE GRANT FUNDING TO REQUIRED SPENDING FOR EQUIPMENT, SOFTWARE AND LAB RESOURCES SPENDING FOR EQUIPMENT, SOFTWARE AND LAB RESOURCES SPENDING FOR EQUIPMENT, SOFTWARE AND LAB RESOURCES ALLOW OUR STUDENTS TO PREPARE SOFTWARE AND LAB RESOURCES ALLOW OUR STUDENTS

594TO PREPARE SOFTWARE AND LAB RESOURCES ALLOW OUR STUDENTS TO PREPARE FOR DIVERSE CAREERS AND ALLOW OUR STUDENTS TO PREPARE FOR DIVERSE CAREERS AND ALLOW OUR STUDENTS TO PREPARE FOR DIVERSE CAREERS AND PATHWAYS JUST OVER SIX HUNDRED FOR DIVERSE CAREERS AND PATHWAYS JUST OVER SIX HUNDRED FOR DIVERSE CAREERS AND PATHWAYS JUST OVER SIX HUNDRED TWENTY FIVE THOUSAND DOLLARS IS PATHWAYS JUST OVER SIX HUNDRED TWENTY FIVE THOUSAND DOLLARS IS PATHWAYS JUST OVER SIX HUNDRED TWENTY FIVE THOUSAND DOLLARS IS BUDGETED FOR EQUIPMENT AND TWENTY FIVE THOUSAND DOLLARS IS BUDGETED FOR EQUIPMENT AND TWENTY FIVE THOUSAND DOLLARS IS BUDGETED FOR EQUIPMENT AND INSTRUCTIONAL MATERIALS AT OUR BUDGETED FOR EQUIPMENT AND INSTRUCTIONAL MATERIALS AT OUR BUDGETED FOR EQUIPMENT AND INSTRUCTIONAL MATERIALS AT OUR SECONDARY SCHOOLS AND SPECIALTY INSTRUCTIONAL MATERIALS AT OUR SECONDARY SCHOOLS AND SPECIALTY INSTRUCTIONAL MATERIALS AT OUR SECONDARY

595SCHOOLS AND SPECIALTY CENTERS THESE ITEMS INCLUDE SECONDARY SCHOOLS AND SPECIALTY CENTERS THESE ITEMS INCLUDE SECONDARY SCHOOLS AND SPECIALTY CENTERS THESE ITEMS INCLUDE TECHNOLOGY, SOFTWARE, MACHINERY CENTERS THESE ITEMS INCLUDE TECHNOLOGY, SOFTWARE, MACHINERY CENTERS THESE ITEMS INCLUDE TECHNOLOGY, SOFTWARE, MACHINERY AND INSTRUCTIONAL RESOURCES TECHNOLOGY, SOFTWARE, MACHINERY AND INSTRUCTIONAL RESOURCES TECHNOLOGY, SOFTWARE, MACHINERY AND INSTRUCTIONAL RESOURCES EQUIPMENT TO IMPROVE OUR CITY AND INSTRUCTIONAL RESOURCES EQUIPMENT TO IMPROVE OUR CITY AND INSTRUCTIONAL RESOURCES EQUIPMENT TO IMPROVE OUR CITY PROGRAMS ALSO SUPPORTED BY NON EQUIPMENT TO IMPROVE OUR CITY PROGRAMS ALSO SUPPORTED BY NON EQUIPMENT TO IMPROVE OUR CITY PROGRAMS ALSO SUPPORTED BY NON PERKINS' SOURCES LIKE FUNDING PROGRAMS ALSO SUPPORTED BY NON PERKINS' SOURCES LIKE FUNDING PROGRAMS ALSO SUPPORTED BY NON PERKINS' SOURCES LIKE FUNDING FROM VIRGINIA DEPARTMENT PERKINS' SOURCES LIKE FUNDING FROM VIRGINIA DEPARTMENT PERKINS' SOURCES LIKE FUNDING FROM VIRGINIA DEPARTMENT

596OF EDUCATION AND INDUSTRY FROM VIRGINIA DEPARTMENT OF EDUCATION AND INDUSTRY FROM VIRGINIA DEPARTMENT OF EDUCATION AND INDUSTRY CONTRIBUTIONS AS WELL AS LOCAL OF EDUCATION AND INDUSTRY CONTRIBUTIONS AS WELL AS LOCAL OF EDUCATION AND INDUSTRY CONTRIBUTIONS AS WELL AS LOCAL FUNDS. CONTRIBUTIONS AS WELL AS LOCAL FUNDS. CONTRIBUTIONS AS WELL AS LOCAL FUNDS. THE NEXT LINE REPRESENTS A FUNDS. THE NEXT LINE REPRESENTS A FUNDS. THE NEXT LINE REPRESENTS A PORTION OF THE INDUSTRY THE NEXT LINE REPRESENTS A PORTION OF THE INDUSTRY THE NEXT LINE REPRESENTS A PORTION OF THE INDUSTRY CERTIFICATION EXAMS GIVEN TO PORTION OF THE INDUSTRY CERTIFICATION EXAMS GIVEN TO PORTION OF THE INDUSTRY CERTIFICATION EXAMS GIVEN TO STUDENTS ENROLLED IN HIGH CERTIFICATION EXAMS GIVEN TO STUDENTS ENROLLED IN HIGH CERTIFICATION EXAMS GIVEN TO STUDENTS ENROLLED IN HIGH SCHOOL COURSES THE BUDGET STUDENTS ENROLLED IN

597HIGH SCHOOL COURSES THE BUDGET STUDENTS ENROLLED IN HIGH SCHOOL COURSES THE BUDGET INCLUDES ONE HUNDRED AND TWENTY SCHOOL COURSES THE BUDGET INCLUDES ONE HUNDRED AND TWENTY SCHOOL COURSES THE BUDGET INCLUDES ONE HUNDRED AND TWENTY THOUSAND FOR INDUSTRY INCLUDES ONE HUNDRED AND TWENTY THOUSAND FOR INDUSTRY INCLUDES ONE HUNDRED AND TWENTY THOUSAND FOR INDUSTRY CREDENTIAL TEST VOUCHERS THOUSAND FOR INDUSTRY CREDENTIAL TEST VOUCHERS THOUSAND FOR INDUSTRY CREDENTIAL TEST VOUCHERS OVERALL EXAM VOUCHERS ARE CREDENTIAL TEST VOUCHERS OVERALL EXAM VOUCHERS ARE CREDENTIAL TEST VOUCHERS OVERALL EXAM VOUCHERS ARE SUPPORTED WITH A MIX OF FEDERAL OVERALL EXAM VOUCHERS ARE SUPPORTED WITH A MIX OF FEDERAL OVERALL EXAM VOUCHERS ARE SUPPORTED WITH A MIX OF FEDERAL ,STATE AND LOCAL MONIES THE >> SUPPORTED WITH A MIX OF FEDERAL ,STATE AND LOCAL MONIES THE >> SUPPORTED WITH A MIX OF FEDERAL ,STATE AND

598LOCAL MONIES THE >> PROPOSED >> BUDGET ALSO ,STATE AND LOCAL MONIES THE >> PROPOSED >> BUDGET ALSO ,STATE AND LOCAL MONIES THE >> PROPOSED >> BUDGET ALSO CONTINUES TO SUPPORT STEM PROPOSED >> BUDGET ALSO CONTINUES TO SUPPORT STEM PROPOSED >> BUDGET ALSO CONTINUES TO SUPPORT STEM INITIATIVES AND EFFORTS TO CONTINUES TO SUPPORT STEM INITIATIVES AND EFFORTS TO CONTINUES TO SUPPORT STEM INITIATIVES AND EFFORTS TO RECRUIT GIRLS INTO STEM FIELDS INITIATIVES AND EFFORTS TO RECRUIT GIRLS INTO STEM FIELDS INITIATIVES AND EFFORTS TO RECRUIT GIRLS INTO STEM FIELDS TWELVE THOUSAND DOLLARS IS RECRUIT GIRLS INTO STEM FIELDS TWELVE THOUSAND DOLLARS IS RECRUIT GIRLS INTO STEM FIELDS TWELVE THOUSAND DOLLARS IS ALLOCATED FOR THESE EFFORTS AND TWELVE THOUSAND DOLLARS IS ALLOCATED FOR THESE EFFORTS AND TWELVE THOUSAND DOLLARS IS ALLOCATED FOR THESE EFFORTS AND WORLDS ARE DIRECTLY SUPPORT

599THE ALLOCATED FOR THESE EFFORTS AND WORLDS ARE DIRECTLY SUPPORT THE ALLOCATED FOR THESE EFFORTS AND WORLDS ARE DIRECTLY SUPPORT THE GENDER BENCHMARK WE NOTED WORLDS ARE DIRECTLY SUPPORT THE GENDER BENCHMARK WE NOTED WORLDS ARE DIRECTLY SUPPORT THE GENDER BENCHMARK WE NOTED EARLIER IN THIS PRESENTATION >> GENDER BENCHMARK WE NOTED EARLIER IN THIS PRESENTATION >> GENDER BENCHMARK WE NOTED EARLIER IN THIS PRESENTATION >> THE LAST TWO ITEMS ON THE EARLIER IN THIS PRESENTATION >> THE LAST TWO ITEMS ON THE EARLIER IN THIS PRESENTATION >> THE LAST TWO ITEMS ON THE PERKIN'S GRANT BUDGET ARE THE LAST TWO ITEMS ON THE PERKIN'S GRANT BUDGET ARE THE LAST TWO ITEMS ON THE PERKIN'S GRANT BUDGET ARE RELATED TO ADDRESSING OUR PERKIN'S GRANT BUDGET ARE RELATED TO ADDRESSING OUR PERKIN'S GRANT BUDGET ARE RELATED TO ADDRESSING OUR STAFFING CHALLENGES

600RELATED TO ADDRESSING OUR STAFFING CHALLENGES RELATED TO ADDRESSING OUR STAFFING CHALLENGES INSTRUCTIONAL POSITIONS IN STAFFING CHALLENGES INSTRUCTIONAL POSITIONS IN STAFFING CHALLENGES INSTRUCTIONAL POSITIONS IN CLASSROOMS REMAIN A CRITICAL INSTRUCTIONAL POSITIONS IN CLASSROOMS REMAIN A CRITICAL INSTRUCTIONAL POSITIONS IN CLASSROOMS REMAIN A CRITICAL SHORTAGE AREA ONE HUNDRED AND CLASSROOMS REMAIN A CRITICAL SHORTAGE AREA ONE HUNDRED AND CLASSROOMS REMAIN A CRITICAL SHORTAGE AREA ONE HUNDRED AND TWENTY THREE THOUSAND SEVEN SHORTAGE AREA ONE HUNDRED AND TWENTY THREE THOUSAND SEVEN SHORTAGE AREA ONE HUNDRED AND TWENTY THREE THOUSAND SEVEN HUNDRED NINETY SEVEN DOLLARS TWENTY THREE THOUSAND SEVEN HUNDRED NINETY SEVEN DOLLARS TWENTY THREE THOUSAND SEVEN HUNDRED NINETY SEVEN DOLLARS AND FIFTY CENTS BUDGETED FOR HUNDRED NINETY SEVEN DOLLARS AND FIFTY CENTS BUDGETED FOR HUNDRED NINETY SEVEN DOLLARS AND FIFTY CENTS BUDGETED FOR HIRING INCENTIVES FOR NEW AND FIFTY CENTS BUDGETED FOR

601HIRING INCENTIVES FOR NEW AND FIFTY CENTS BUDGETED FOR HIRING INCENTIVES FOR NEW TEACHERS AND THE ASSOCIATED HIRING INCENTIVES FOR NEW TEACHERS AND THE ASSOCIATED HIRING INCENTIVES FOR NEW TEACHERS AND THE ASSOCIATED LIKE A TAXES THE BUDGET TEACHERS AND THE ASSOCIATED LIKE A TAXES THE BUDGET TEACHERS AND THE ASSOCIATED LIKE A TAXES THE BUDGET ESTIMATE IS BASED ON THE ACTUAL LIKE A TAXES THE BUDGET ESTIMATE IS BASED ON THE ACTUAL LIKE A TAXES THE BUDGET ESTIMATE IS BASED ON THE ACTUAL MATICS ENDED IN THIS CURRENT ESTIMATE IS BASED ON THE ACTUAL MATICS ENDED IN THIS CURRENT ESTIMATE IS BASED ON THE ACTUAL MATICS ENDED IN THIS CURRENT SCHOOL YEAR AND ANTICIPATED MATICS ENDED IN THIS CURRENT SCHOOL YEAR AND ANTICIPATED MATICS ENDED IN THIS CURRENT SCHOOL YEAR AND ANTICIPATED HIRING FOR NEXT YEAR INCENTIVES SCHOOL YEAR

602AND ANTICIPATED HIRING FOR NEXT YEAR INCENTIVES SCHOOL YEAR AND ANTICIPATED HIRING FOR NEXT YEAR INCENTIVES HELP US RECRUIT AND RETAIN HIRING FOR NEXT YEAR INCENTIVES HELP US RECRUIT AND RETAIN HIRING FOR NEXT YEAR INCENTIVES HELP US RECRUIT AND RETAIN TALENTED TEACHERS INCENTIVES HELP US RECRUIT AND RETAIN TALENTED TEACHERS INCENTIVES HELP US RECRUIT AND RETAIN TALENTED TEACHERS INCENTIVES ARE PAID IN TWO INSTALLMENTS AT TALENTED TEACHERS INCENTIVES ARE PAID IN TWO INSTALLMENTS AT TALENTED TEACHERS INCENTIVES ARE PAID IN TWO INSTALLMENTS AT THE END OF EACH SEMESTER IN THE ARE PAID IN TWO INSTALLMENTS AT THE END OF EACH SEMESTER IN THE ARE PAID IN TWO INSTALLMENTS AT THE END OF EACH SEMESTER IN THE HERE THAT THE QUALIFIED THE END OF EACH SEMESTER IN THE HERE THAT THE QUALIFIED THE END OF EACH SEMESTER IN THE HERE

603THAT THE QUALIFIED TEACHERS HIRED >> THE FINAL HERE THAT THE QUALIFIED TEACHERS HIRED >> THE FINAL HERE THAT THE QUALIFIED TEACHERS HIRED >> THE FINAL LINE OF THE PROPOSED BUDGET TEACHERS HIRED >> THE FINAL LINE OF THE PROPOSED BUDGET TEACHERS HIRED >> THE FINAL LINE OF THE PROPOSED BUDGET REPRESENTS SUPPORT FOR HIGHLY LINE OF THE PROPOSED BUDGET REPRESENTS SUPPORT FOR HIGHLY LINE OF THE PROPOSED BUDGET REPRESENTS SUPPORT FOR HIGHLY QUALIFIED TECHNICAL SKILL REPRESENTS SUPPORT FOR HIGHLY QUALIFIED TECHNICAL SKILL REPRESENTS SUPPORT FOR HIGHLY QUALIFIED TECHNICAL SKILL ATTAINMENT APPROXIMATELY THIRTY QUALIFIED TECHNICAL SKILL ATTAINMENT APPROXIMATELY THIRTY QUALIFIED TECHNICAL SKILL ATTAINMENT APPROXIMATELY THIRTY EIGHT THOUSAND IS ALLOCATED TO ATTAINMENT APPROXIMATELY THIRTY EIGHT THOUSAND IS ALLOCATED TO ATTAINMENT APPROXIMATELY THIRTY EIGHT THOUSAND IS ALLOCATED TO EMPLOY A PART TIME STEM TUTOR EIGHT THOUSAND IS ALLOCATED TO EMPLOY A PART

604TIME STEM TUTOR EIGHT THOUSAND IS ALLOCATED TO EMPLOY A PART TIME STEM TUTOR TO SUPPORT STUDENTS FACULTY EMPLOY A PART TIME STEM TUTOR TO SUPPORT STUDENTS FACULTY EMPLOY A PART TIME STEM TUTOR TO SUPPORT STUDENTS FACULTY WITH SKILL DEVELOPMENT AND TO SUPPORT STUDENTS FACULTY WITH SKILL DEVELOPMENT AND TO SUPPORT STUDENTS FACULTY WITH SKILL DEVELOPMENT AND FOCUS AND FOCUSED ON MASTERING WITH SKILL DEVELOPMENT AND FOCUS AND FOCUSED ON MASTERING WITH SKILL DEVELOPMENT AND FOCUS AND FOCUSED ON MASTERING THE USE OF MODERN INDUSTRIAL FOCUS AND FOCUSED ON MASTERING THE USE OF MODERN INDUSTRIAL FOCUS AND FOCUSED ON MASTERING THE USE OF MODERN INDUSTRIAL TOOLS LIKE LASER ENGRAVERS 3D THE USE OF MODERN INDUSTRIAL TOOLS LIKE LASER ENGRAVERS 3D THE USE OF MODERN INDUSTRIAL TOOLS LIKE LASER ENGRAVERS 3D PRINTERS HYDRAULICS INSURGENCY TOOLS LIKE LASER ENGRAVERS 3D PRINTERS

605HYDRAULICS INSURGENCY TOOLS LIKE LASER ENGRAVERS 3D PRINTERS HYDRAULICS INSURGENCY ROUTERS AS CMC ROUTERS AS WELL PRINTERS HYDRAULICS INSURGENCY ROUTERS AS CMC ROUTERS AS WELL PRINTERS HYDRAULICS INSURGENCY ROUTERS AS CMC ROUTERS AS WELL AS THE SOFTWARE MATH SKILLS ROUTERS AS CMC ROUTERS AS WELL AS THE SOFTWARE MATH SKILLS ROUTERS AS CMC ROUTERS AS WELL AS THE SOFTWARE MATH SKILLS REQUIRED TO WORK THESE TOOLS AS THE SOFTWARE MATH SKILLS REQUIRED TO WORK THESE TOOLS AS THE SOFTWARE MATH SKILLS REQUIRED TO WORK THESE TOOLS POSITIONS FUNDED BY PERKINS REQUIRED TO WORK THESE TOOLS POSITIONS FUNDED BY PERKINS REQUIRED TO WORK THESE TOOLS POSITIONS FUNDED BY PERKINS FIVE OR ELIGIBLE FOR THE GRANT POSITIONS FUNDED BY PERKINS FIVE OR ELIGIBLE FOR THE GRANT POSITIONS FUNDED BY PERKINS FIVE OR ELIGIBLE FOR THE GRANT FOR JUST THREE YEARS AFTER FIVE

606OR ELIGIBLE FOR THE GRANT FOR JUST THREE YEARS AFTER FIVE OR ELIGIBLE FOR THE GRANT FOR JUST THREE YEARS AFTER WHICH THEY MUST BE RETIRED A FOR JUST THREE YEARS AFTER WHICH THEY MUST BE RETIRED A FOR JUST THREE YEARS AFTER WHICH THEY MUST BE RETIRED A TRANSITION TO LOCAL FUNDS THIS WHICH THEY MUST BE RETIRED A TRANSITION TO LOCAL FUNDS THIS WHICH THEY MUST BE RETIRED A TRANSITION TO LOCAL FUNDS THIS POSITION AS A PART TIME TRANSITION TO LOCAL FUNDS THIS POSITION AS A PART TIME TRANSITION TO LOCAL FUNDS THIS POSITION AS A PART TIME TEMPORARY POSITION AND WILL BE POSITION AS A PART TIME TEMPORARY POSITION AND WILL BE POSITION AS A PART TIME TEMPORARY POSITION AND WILL BE IN ITS SECOND YEAR IN THE FALL TEMPORARY POSITION AND WILL BE IN ITS

607SECOND YEAR IN THE FALL TEMPORARY POSITION AND WILL BE IN ITS SECOND YEAR IN THE FALL OF TWENTY TWENTY FIVE POSITION IN ITS SECOND YEAR IN THE FALL OF TWENTY TWENTY FIVE POSITION IN ITS SECOND YEAR IN THE FALL OF TWENTY TWENTY FIVE POSITION IS IMPORTANT TO OUR WORK TO OF TWENTY TWENTY FIVE POSITION IS IMPORTANT TO OUR WORK TO OF TWENTY TWENTY FIVE POSITION IS IMPORTANT TO OUR WORK TO SUPPORT ACCOUNTABILITY IS IMPORTANT TO OUR WORK TO SUPPORT ACCOUNTABILITY IS IMPORTANT TO OUR WORK TO SUPPORT ACCOUNTABILITY STANDARDS AND TO PREPARE SUPPORT ACCOUNTABILITY STANDARDS AND TO PREPARE SUPPORT ACCOUNTABILITY STANDARDS AND TO PREPARE STUDENTS FOR THE MODERN STANDARDS AND TO PREPARE STUDENTS FOR THE MODERN STANDARDS AND TO PREPARE STUDENTS FOR THE MODERN WORKFORCE MEMBERS OF THE STUDENTS FOR THE MODERN WORKFORCE MEMBERS OF THE

608STUDENTS FOR THE MODERN WORKFORCE MEMBERS OF THE GENERAL ADVISORY COUNCIL FOR WORKFORCE MEMBERS OF THE GENERAL ADVISORY COUNCIL FOR WORKFORCE MEMBERS OF THE GENERAL ADVISORY COUNCIL FOR CURRENT TECHNICAL EDUCATION GENERAL ADVISORY COUNCIL FOR CURRENT TECHNICAL EDUCATION GENERAL ADVISORY COUNCIL FOR CURRENT TECHNICAL EDUCATION WERE INVOLVED IN THE CREATION CURRENT TECHNICAL EDUCATION WERE INVOLVED IN THE CREATION CURRENT TECHNICAL EDUCATION WERE INVOLVED IN THE CREATION OF THIS PLAN AND THE BUDGET THE WERE INVOLVED IN THE CREATION OF THIS PLAN AND THE BUDGET THE WERE INVOLVED IN THE CREATION OF THIS PLAN AND THE BUDGET THE DID A FINAL REVIEW AND APPROVED OF THIS PLAN AND THE BUDGET THE DID A FINAL REVIEW AND APPROVED OF THIS PLAN AND THE BUDGET THE DID A FINAL REVIEW AND APPROVED THE LOCAL BUDGET APPLICATION AT DID A FINAL REVIEW AND APPROVED

609THE LOCAL BUDGET APPLICATION AT DID A FINAL REVIEW AND APPROVED THE LOCAL BUDGET APPLICATION AT THEIR MEETING EARLIER TODAY THE LOCAL BUDGET APPLICATION AT THEIR MEETING EARLIER TODAY THE LOCAL BUDGET APPLICATION AT THEIR MEETING EARLIER TODAY THANK YOU FOR YOUR THEIR MEETING EARLIER TODAY THANK YOU FOR YOUR THEIR MEETING EARLIER TODAY THANK YOU FOR YOUR CONSIDERATION YOUR THANK YOU FOR YOUR CONSIDERATION YOUR THANK YOU FOR YOUR CONSIDERATION YOUR CONSIDERATION AT THIS TIME I'M CONSIDERATION YOUR CONSIDERATION AT THIS TIME I'M CONSIDERATION YOUR CONSIDERATION AT THIS TIME I'M HAPPY TO ENTERTAIN ANY CONSIDERATION AT THIS TIME I'M HAPPY TO ENTERTAIN ANY CONSIDERATION AT THIS TIME I'M HAPPY TO ENTERTAIN ANY QUESTIONS YOU MAY HAVE OK I HAPPY TO ENTERTAIN ANY QUESTIONS YOU MAY HAVE OK I HAPPY TO ENTERTAIN ANY QUESTIONS YOU MAY HAVE OK I DON'T

610SEE ANY QUESTIONS ANY QUESTIONS YOU MAY HAVE OK I DON'T SEE ANY QUESTIONS ANY QUESTIONS YOU MAY HAVE OK I DON'T SEE ANY QUESTIONS ANY QUESTIONS BUT I APPRECIATE DON'T SEE ANY QUESTIONS ANY QUESTIONS BUT I APPRECIATE DON'T SEE ANY QUESTIONS ANY QUESTIONS BUT I APPRECIATE EVERYTHING YOU DO IT'S ALWAYS QUESTIONS BUT I APPRECIATE EVERYTHING YOU DO IT'S ALWAYS QUESTIONS BUT I APPRECIATE EVERYTHING YOU DO IT'S ALWAYS EXCELLENCE TO GET A WORKFORCE EVERYTHING YOU DO IT'S ALWAYS EXCELLENCE TO GET A WORKFORCE EVERYTHING YOU DO IT'S ALWAYS EXCELLENCE TO GET A WORKFORCE DEVELOPMENT PRESENTATION FROM EXCELLENCE TO GET A WORKFORCE DEVELOPMENT PRESENTATION FROM EXCELLENCE TO GET A WORKFORCE DEVELOPMENT PRESENTATION FROM YOU WERE DOING REALLY GREAT DEVELOPMENT PRESENTATION FROM YOU WERE DOING REALLY GREAT DEVELOPMENT PRESENTATION FROM YOU WERE DOING REALLY GREAT THINGS THAT ARE OUR

611DIVISION YOU WERE DOING REALLY GREAT THINGS THAT ARE OUR DIVISION YOU WERE DOING REALLY GREAT THINGS THAT ARE OUR DIVISION AND YOU ALWAYS CONTINUE TO FIND THINGS THAT ARE OUR DIVISION AND YOU ALWAYS CONTINUE TO FIND THINGS THAT ARE OUR DIVISION AND YOU ALWAYS CONTINUE TO FIND NEW WAYS TO MOVE FORWARD SO I AND YOU ALWAYS CONTINUE TO FIND NEW WAYS TO MOVE FORWARD SO I AND YOU ALWAYS CONTINUE TO FIND NEW WAYS TO MOVE FORWARD SO I APPRECIATE THAT. NEW WAYS TO MOVE FORWARD SO I APPRECIATE THAT. NEW WAYS TO MOVE FORWARD SO I APPRECIATE THAT. APPRECIATE IT. APPRECIATE THAT. APPRECIATE IT. APPRECIATE THAT. APPRECIATE IT. THANK HATE. APPRECIATE IT. THANK HATE. APPRECIATE IT. THANK HATE. WE ARE NOW ON TO THE CONSENT THANK HATE. WE ARE NOW ON TO THE CONSENT THANK HATE.

612WE ARE NOW ON TO THE CONSENT AGENDA INCLUDED ON THE CONSENT WE ARE NOW ON TO THE CONSENT AGENDA INCLUDED ON THE CONSENT WE ARE NOW ON TO THE CONSENT AGENDA INCLUDED ON THE CONSENT AGENDA OUR POLICY THREE THIRTY AGENDA INCLUDED ON THE CONSENT AGENDA OUR POLICY THREE THIRTY AGENDA INCLUDED ON THE CONSENT AGENDA OUR POLICY THREE THIRTY PURCHASING AND PROCUREMENT AGENDA OUR POLICY THREE THIRTY PURCHASING AND PROCUREMENT AGENDA OUR POLICY THREE THIRTY PURCHASING AND PROCUREMENT OF GOODS AND SERVICES POLICY PURCHASING AND PROCUREMENT OF GOODS AND SERVICES POLICY PURCHASING AND PROCUREMENT OF GOODS AND SERVICES POLICY THREE SEVENTY FOUR NEW OF GOODS AND SERVICES POLICY THREE SEVENTY FOUR NEW OF GOODS AND SERVICES POLICY THREE SEVENTY FOUR NEW CONSTRUCTION ADDITIONS THREE SEVENTY FOUR NEW CONSTRUCTION ADDITIONS THREE SEVENTY FOUR NEW CONSTRUCTION ADDITIONS ALTERATIONS NAMING A

613SCHOOLS OR CONSTRUCTION ADDITIONS ALTERATIONS NAMING A SCHOOLS OR CONSTRUCTION ADDITIONS ALTERATIONS NAMING A SCHOOLS OR PARTS THEREOF COMMEMORATIVE ALTERATIONS NAMING A SCHOOLS OR PARTS THEREOF COMMEMORATIVE ALTERATIONS NAMING A SCHOOLS OR PARTS THEREOF COMMEMORATIVE DISPLAYS ARE THERE ANY PARTS THEREOF COMMEMORATIVE DISPLAYS ARE THERE ANY PARTS THEREOF COMMEMORATIVE DISPLAYS ARE THERE ANY OBJECTIONS TO THE SCHOOL BOARD DISPLAYS ARE THERE ANY OBJECTIONS TO THE SCHOOL BOARD DISPLAYS ARE THERE ANY OBJECTIONS TO THE SCHOOL BOARD VOTING ON THE CONSENT AGENDA AS OBJECTIONS TO THE SCHOOL BOARD VOTING ON THE CONSENT AGENDA AS OBJECTIONS TO THE SCHOOL BOARD VOTING ON THE CONSENT AGENDA AS PRESENTED >> CNN I CALL FOR A VOTING ON THE CONSENT AGENDA AS PRESENTED >> CNN I CALL FOR A VOTING ON THE CONSENT AGENDA AS PRESENTED >> CNN I CALL FOR A MOTION TO APPROVE

614THE CONSENT PRESENTED >> CNN I CALL FOR A MOTION TO APPROVE THE CONSENT PRESENTED >> CNN I CALL FOR A MOTION TO APPROVE THE CONSENT AGENDA AS PRESENTED BY MR. MOTION TO APPROVE THE CONSENT AGENDA AS PRESENTED BY MR. MOTION TO APPROVE THE CONSENT AGENDA AS PRESENTED BY MR. CALLON SECONDED BY MR CULPEPER AGENDA AS PRESENTED BY MR. CALLON SECONDED BY MR CULPEPER AGENDA AS PRESENTED BY MR. CALLON SECONDED BY MR CULPEPER AND I NOW CALL FOR VOTE TO CALLON SECONDED BY MR CULPEPER AND I NOW CALL FOR VOTE TO CALLON SECONDED BY MR CULPEPER AND I NOW CALL FOR VOTE TO APPROVE THE CONSENT AGENDA >> AND I NOW CALL FOR VOTE TO APPROVE THE CONSENT AGENDA >> AND I NOW CALL FOR VOTE TO APPROVE THE CONSENT AGENDA >> SO WE HAVE TO,

615WE HAVE TO APPROVE THE CONSENT AGENDA >> SO WE HAVE TO, WE HAVE TO APPROVE THE CONSENT AGENDA >> SO WE HAVE TO, WE HAVE TO ANALYZE THE MOTION TO PASS THE SO WE HAVE TO, WE HAVE TO ANALYZE THE MOTION TO PASS THE SO WE HAVE TO, WE HAVE TO ANALYZE THE MOTION TO PASS THE APPROVAL OF THE CONSENT AGENDA. ANALYZE THE MOTION TO PASS THE APPROVAL OF THE CONSENT AGENDA. ANALYZE THE MOTION TO PASS THE APPROVAL OF THE CONSENT AGENDA. THANK YOU. APPROVAL OF THE CONSENT AGENDA. THANK YOU. APPROVAL OF THE CONSENT AGENDA. THANK YOU. WE ARE NOW ON TO PERSONNEL THANK YOU. WE ARE NOW ON TO PERSONNEL THANK YOU. WE ARE NOW ON TO PERSONNEL REPORT ADMINISTRATIVE WE ARE NOW ON TO PERSONNEL REPORT ADMINISTRATIVE WE ARE NOW ON TO PERSONNEL

616REPORT ADMINISTRATIVE APPOINTMENTS THEY CALL FOR A REPORT ADMINISTRATIVE APPOINTMENTS THEY CALL FOR A REPORT ADMINISTRATIVE APPOINTMENTS THEY CALL FOR A MOTION TO APPROVE THE PERSONNEL APPOINTMENTS THEY CALL FOR A MOTION TO APPROVE THE PERSONNEL APPOINTMENTS THEY CALL FOR A MOTION TO APPROVE THE PERSONNEL REPORT AND ADMINISTRATIVE MOTION TO APPROVE THE PERSONNEL REPORT AND ADMINISTRATIVE MOTION TO APPROVE THE PERSONNEL REPORT AND ADMINISTRATIVE APPOINTMENTS FROM MARCH 25TH REPORT AND ADMINISTRATIVE APPOINTMENTS FROM MARCH 25TH REPORT AND ADMINISTRATIVE APPOINTMENTS FROM MARCH 25TH FIFTH TWENTY TWENTY FIVE LIVE APPOINTMENTS FROM MARCH 25TH FIFTH TWENTY TWENTY FIVE LIVE APPOINTMENTS FROM MARCH 25TH FIFTH TWENTY TWENTY FIVE LIVE BY MISS ROGERS CAN IF I MISS FIFTH TWENTY TWENTY FIVE LIVE BY MISS ROGERS CAN IF I MISS FIFTH TWENTY TWENTY FIVE LIVE BY MISS ROGERS CAN IF I MISS DWYER ANY DISCUSSION

617SINAN CALL BY MISS ROGERS CAN IF I MISS DWYER ANY DISCUSSION SINAN CALL BY MISS ROGERS CAN IF I MISS DWYER ANY DISCUSSION SINAN CALL FOR A VOTE TO APPROVE THE MARCH DWYER ANY DISCUSSION SINAN CALL FOR A VOTE TO APPROVE THE MARCH DWYER ANY DISCUSSION SINAN CALL FOR A VOTE TO APPROVE THE MARCH TWENTY FIFTH PERSONNEL FOR FOR A VOTE TO APPROVE THE MARCH TWENTY FIFTH PERSONNEL FOR FOR A VOTE TO APPROVE THE MARCH TWENTY FIFTH PERSONNEL FOR ADMINISTRATIVE APPOINTMENTS. TWENTY FIFTH PERSONNEL FOR ADMINISTRATIVE APPOINTMENTS. TWENTY FIFTH PERSONNEL FOR ADMINISTRATIVE APPOINTMENTS. MR. >> HOW DO YOU VOTE THANK ADMINISTRATIVE APPOINTMENTS. MR. >> HOW DO YOU VOTE THANK ADMINISTRATIVE APPOINTMENTS. MR. >> HOW DO YOU VOTE THANK YOU MADAM CHAIR WE HAVE TWO MR. >> HOW DO YOU VOTE THANK YOU MADAM CHAIR WE HAVE

618TWO MR. >> HOW DO YOU VOTE THANK YOU MADAM CHAIR WE HAVE TWO EYES AND THE BUSH TO PASS TO YOU MADAM CHAIR WE HAVE TWO EYES AND THE BUSH TO PASS TO YOU MADAM CHAIR WE HAVE TWO EYES AND THE BUSH TO PASS TO PASS FOR THE APPROVAL OF THE EYES AND THE BUSH TO PASS TO PASS FOR THE APPROVAL OF THE EYES AND THE BUSH TO PASS TO PASS FOR THE APPROVAL OF THE MARCH 25TH PERSONNEL REPORT. PASS FOR THE APPROVAL OF THE MARCH 25TH PERSONNEL REPORT. PASS FOR THE APPROVAL OF THE MARCH 25TH PERSONNEL REPORT. THANK YOU. MARCH 25TH PERSONNEL REPORT. THANK YOU. MARCH 25TH PERSONNEL REPORT. THANK YOU. WE ARE NOW ON TO POLICY SIX THANK YOU. WE ARE NOW ON TO POLICY SIX THANK YOU. WE ARE NOW ON TO

619POLICY SIX DASH SIX TWO COMPUTER SYSTEMS I WE ARE NOW ON TO POLICY SIX DASH SIX TWO COMPUTER SYSTEMS I WE ARE NOW ON TO POLICY SIX DASH SIX TWO COMPUTER SYSTEMS I CALL FOR A MOTION TO APPROVE DASH SIX TWO COMPUTER SYSTEMS I CALL FOR A MOTION TO APPROVE DASH SIX TWO COMPUTER SYSTEMS I CALL FOR A MOTION TO APPROVE POLICY SIX DASH SIX COMPUTER CALL FOR A MOTION TO APPROVE POLICY SIX DASH SIX COMPUTER CALL FOR A MOTION TO APPROVE POLICY SIX DASH SIX COMPUTER SYSTEMS AS PRESENTED BY DWYRE POLICY SIX DASH SIX COMPUTER SYSTEMS AS PRESENTED BY DWYRE POLICY SIX DASH SIX COMPUTER SYSTEMS AS PRESENTED BY DWYRE SECONDED BY MR. CALLEN. SYSTEMS AS PRESENTED BY DWYRE SECONDED BY MR. CALLEN. SYSTEMS AS PRESENTED BY DWYRE SECONDED BY MR. CALLEN. ANY DISCUSSION

620SEEING WHEN I SECONDED BY MR. CALLEN. ANY DISCUSSION SEEING WHEN I SECONDED BY MR. CALLEN. ANY DISCUSSION SEEING WHEN I CALL FOR A VOTE ON POLICY SIX ANY DISCUSSION SEEING WHEN I CALL FOR A VOTE ON POLICY SIX ANY DISCUSSION SEEING WHEN I CALL FOR A VOTE ON POLICY SIX DASH SIX TO AS PRESENTED SO >> CALL FOR A VOTE ON POLICY SIX DASH SIX TO AS PRESENTED SO >> CALL FOR A VOTE ON POLICY SIX DASH SIX TO AS PRESENTED SO >> MADAM CHAIR, WE HAVE TO IS THE DASH SIX TO AS PRESENTED SO >> MADAM CHAIR, WE HAVE TO IS THE DASH SIX TO AS PRESENTED SO >> MADAM CHAIR, WE HAVE TO IS THE MOTION TO PASS FOR POLICY SIXTY MADAM CHAIR, WE HAVE TO IS THE MOTION TO PASS FOR POLICY

621SIXTY MADAM CHAIR, WE HAVE TO IS THE MOTION TO PASS FOR POLICY SIXTY SIX TWO COMPUTER SYSTEMS >> MOTION TO PASS FOR POLICY SIXTY SIX TWO COMPUTER SYSTEMS >> MOTION TO PASS FOR POLICY SIXTY SIX TWO COMPUTER SYSTEMS >> THANK YOU. SIX TWO COMPUTER SYSTEMS >> THANK YOU. SIX TWO COMPUTER SYSTEMS >> THANK YOU. WE ARE NOW ON BUDGET TRANSFERS. THANK YOU. WE ARE NOW ON BUDGET TRANSFERS. THANK YOU. WE ARE NOW ON BUDGET TRANSFERS. I CALL FOR A MOTION TO APPROVE WE ARE NOW ON BUDGET TRANSFERS. I CALL FOR A MOTION TO APPROVE WE ARE NOW ON BUDGET TRANSFERS. I CALL FOR A MOTION TO APPROVE BUDGET TRANSFERS AS PRESENTED I CALL FOR A MOTION TO APPROVE BUDGET TRANSFERS AS PRESENTED I CALL FOR A MOTION TO APPROVE BUDGET TRANSFERS AS PRESENTED MOVED BY

622MR. ROGERS SECONDED BUDGET TRANSFERS AS PRESENTED MOVED BY MR. ROGERS SECONDED BUDGET TRANSFERS AS PRESENTED MOVED BY MR. ROGERS SECONDED MRS DWYER. MOVED BY MR. ROGERS SECONDED MRS DWYER. MOVED BY MR. ROGERS SECONDED MRS DWYER. ANY DISCUSSION SEEING NONE I MRS DWYER. ANY DISCUSSION SEEING NONE I MRS DWYER. ANY DISCUSSION SEEING NONE I CALL FOR A VOTE ON THE BUDGET ANY DISCUSSION SEEING NONE I CALL FOR A VOTE ON THE BUDGET ANY DISCUSSION SEEING NONE I CALL FOR A VOTE ON THE BUDGET TRANSFERS AS PRESENTED MADAM CALL FOR A VOTE ON THE BUDGET TRANSFERS AS PRESENTED MADAM CALL FOR A VOTE ON THE BUDGET TRANSFERS AS PRESENTED MADAM CHAIRMAN OPTIMIZE HAVE TO TRANSFERS AS PRESENTED MADAM CHAIRMAN OPTIMIZE HAVE TO TRANSFERS AS PRESENTED MADAM CHAIRMAN OPTIMIZE HAVE TO REVISE THE MOTION TO PASS THE CHAIRMAN

623OPTIMIZE HAVE TO REVISE THE MOTION TO PASS THE CHAIRMAN OPTIMIZE HAVE TO REVISE THE MOTION TO PASS THE BUDGET TRANSFERS THANK YOU AND REVISE THE MOTION TO PASS THE BUDGET TRANSFERS THANK YOU AND REVISE THE MOTION TO PASS THE BUDGET TRANSFERS THANK YOU AND >> WE ARE NOW ON COMMITTEE BUDGET TRANSFERS THANK YOU AND >> WE ARE NOW ON COMMITTEE BUDGET TRANSFERS THANK YOU AND >> WE ARE NOW ON COMMITTEE ORGANIZATION AND BOARD REPORTS >> WE ARE NOW ON COMMITTEE ORGANIZATION AND BOARD REPORTS >> WE ARE NOW ON COMMITTEE ORGANIZATION AND BOARD REPORTS DO IT ANY MEMBERS HAVE ANYTHING ORGANIZATION AND BOARD REPORTS DO IT ANY MEMBERS HAVE ANYTHING ORGANIZATION AND BOARD REPORTS DO IT ANY MEMBERS HAVE ANYTHING TO PRESENT AND DR. GREEN, THANK DO IT ANY MEMBERS HAVE ANYTHING TO PRESENT AND DR.

624GREEN, THANK DO IT ANY MEMBERS HAVE ANYTHING TO PRESENT AND DR. GREEN, THANK >> YOU. TO PRESENT AND DR. GREEN, THANK >> YOU. TO PRESENT AND DR. GREEN, THANK >> YOU. QUICKLY THREE THINGS FIRST >> YOU. QUICKLY THREE THINGS FIRST >> YOU. QUICKLY THREE THINGS FIRST OF ALL I HAD AN OPPORTUNITY TO QUICKLY THREE THINGS FIRST OF ALL I HAD AN OPPORTUNITY TO QUICKLY THREE THINGS FIRST OF ALL I HAD AN OPPORTUNITY TO ATTEND THE SS FOUNDATION'S OF ALL I HAD AN OPPORTUNITY TO ATTEND THE SS FOUNDATION'S OF ALL I HAD AN OPPORTUNITY TO ATTEND THE SS FOUNDATION'S QUARTERLY MEETING THIS PAIR ATTEND THE SS FOUNDATION'S QUARTERLY MEETING THIS PAIR ATTEND THE SS FOUNDATION'S QUARTERLY MEETING THIS PAIR LAST TUESDAY AND I HAD AN QUARTERLY MEETING THIS PAIR LAST TUESDAY AND I HAD AN QUARTERLY

625MEETING THIS PAIR LAST TUESDAY AND I HAD AN OPPORTUNITY TO MEET THE NEW CEO LAST TUESDAY AND I HAD AN OPPORTUNITY TO MEET THE NEW CEO LAST TUESDAY AND I HAD AN OPPORTUNITY TO MEET THE NEW CEO WHO WILL BE TAKING OVER FROM OPPORTUNITY TO MEET THE NEW CEO WHO WILL BE TAKING OVER FROM OPPORTUNITY TO MEET THE NEW CEO WHO WILL BE TAKING OVER FROM BONNIE SUTTON WHO'S RETIRING ON WHO WILL BE TAKING OVER FROM BONNIE SUTTON WHO'S RETIRING ON WHO WILL BE TAKING OVER FROM BONNIE SUTTON WHO'S RETIRING ON JUNE 30TH. BONNIE SUTTON WHO'S RETIRING ON JUNE 30TH. BONNIE SUTTON WHO'S RETIRING ON JUNE 30TH. MR. DAMIEN JACKETS WHO WILL BE JUNE 30TH. MR. DAMIEN JACKETS WHO WILL BE JUNE 30TH. MR. DAMIEN JACKETS WHO WILL BE THE NEW CEO FOR THE ASSETS

626MR. DAMIEN JACKETS WHO WILL BE THE NEW CEO FOR THE ASSETS MR. DAMIEN JACKETS WHO WILL BE THE NEW CEO FOR THE ASSETS FOUNDATION >> ALSO COMING IN THE NEW CEO FOR THE ASSETS FOUNDATION >> ALSO COMING IN THE NEW CEO FOR THE ASSETS FOUNDATION >> ALSO COMING IN APRIL AND MORE INFORMATION WILL FOUNDATION >> ALSO COMING IN APRIL AND MORE INFORMATION WILL FOUNDATION >> ALSO COMING IN APRIL AND MORE INFORMATION WILL BE SHARED AND DR. ROBERTSON MAY APRIL AND MORE INFORMATION WILL BE SHARED AND DR. ROBERTSON MAY APRIL AND MORE INFORMATION WILL BE SHARED AND DR. ROBERTSON MAY ALREADY KNOW ABOUT KNOW ABOUT BE SHARED AND DR. ROBERTSON MAY ALREADY KNOW ABOUT KNOW ABOUT BE SHARED AND DR. ROBERTSON MAY ALREADY KNOW ABOUT KNOW ABOUT THE BIG SIGNING DAY EVENT ON IN ALREADY KNOW

627ABOUT KNOW ABOUT THE BIG SIGNING DAY EVENT ON IN ALREADY KNOW ABOUT KNOW ABOUT THE BIG SIGNING DAY EVENT ON IN APRIL AS WELL AND ADDITIONAL THE BIG SIGNING DAY EVENT ON IN APRIL AS WELL AND ADDITIONAL THE BIG SIGNING DAY EVENT ON IN APRIL AS WELL AND ADDITIONAL INFORMATION WILL BE SHARED APRIL AS WELL AND ADDITIONAL INFORMATION WILL BE SHARED APRIL AS WELL AND ADDITIONAL INFORMATION WILL BE SHARED ABOUT THAT LAST THURSDAY MR INFORMATION WILL BE SHARED ABOUT THAT LAST THURSDAY MR INFORMATION WILL BE SHARED ABOUT THAT LAST THURSDAY MR BOWEN STILL AND I HAD AN ABOUT THAT LAST THURSDAY MR BOWEN STILL AND I HAD AN ABOUT THAT LAST THURSDAY MR BOWEN STILL AND I HAD AN OPPORTUNITY TO PARTICIPATE IN BOWEN STILL AND I HAD AN OPPORTUNITY TO PARTICIPATE IN BOWEN STILL

628AND I HAD AN OPPORTUNITY TO PARTICIPATE IN THE STUDENT THE SUPERINTENDENT OPPORTUNITY TO PARTICIPATE IN THE STUDENT THE SUPERINTENDENT OPPORTUNITY TO PARTICIPATE IN THE STUDENT THE SUPERINTENDENT STUDENT ROUNDTABLE COUNCIL AND THE STUDENT THE SUPERINTENDENT STUDENT ROUNDTABLE COUNCIL AND THE STUDENT THE SUPERINTENDENT STUDENT ROUNDTABLE COUNCIL AND I WE LEARNED A LOT FROM THE STUDENT ROUNDTABLE COUNCIL AND I WE LEARNED A LOT FROM THE STUDENT ROUNDTABLE COUNCIL AND I WE LEARNED A LOT FROM THE STUDENTS >> WHICH WAS GREAT AND I WE LEARNED A LOT FROM THE STUDENTS >> WHICH WAS GREAT AND I WE LEARNED A LOT FROM THE STUDENTS >> WHICH WAS GREAT AND THEN THE LAST ANNOUNCEMENT, STUDENTS >> WHICH WAS GREAT AND THEN THE LAST ANNOUNCEMENT, STUDENTS >> WHICH WAS GREAT AND THEN THE LAST ANNOUNCEMENT, MADAM CHAIR, IS THAT THE THEN THE

629LAST ANNOUNCEMENT, MADAM CHAIR, IS THAT THE THEN THE LAST ANNOUNCEMENT, MADAM CHAIR, IS THAT THE LEGISLATIVE COMMITTEE MEETING MADAM CHAIR, IS THAT THE LEGISLATIVE COMMITTEE MEETING MADAM CHAIR, IS THAT THE LEGISLATIVE COMMITTEE MEETING THAT WAS SCHEDULE FOR APRIL 7TH LEGISLATIVE COMMITTEE MEETING THAT WAS SCHEDULE FOR APRIL 7TH LEGISLATIVE COMMITTEE MEETING THAT WAS SCHEDULE FOR APRIL 7TH HAS NOW BEEN CHANGED TO APRIL THAT WAS SCHEDULE FOR APRIL 7TH HAS NOW BEEN CHANGED TO APRIL THAT WAS SCHEDULE FOR APRIL 7TH HAS NOW BEEN CHANGED TO APRIL 11TH AT 11:00 A ERM SO WE'LL HAS NOW BEEN CHANGED TO APRIL 11TH AT 11:00 A ERM SO WE'LL HAS NOW BEEN CHANGED TO APRIL 11TH AT 11:00 A ERM SO WE'LL SURE WE CONTINUE TO PUBLISH 11TH AT 11:00 A ERM SO WE'LL SURE WE CONTINUE TO PUBLISH 11TH

630AT 11:00 A ERM SO WE'LL SURE WE CONTINUE TO PUBLISH THAT CHANGE. SURE WE CONTINUE TO PUBLISH THAT CHANGE. SURE WE CONTINUE TO PUBLISH THAT CHANGE. THANK YOU. THAT CHANGE. THANK YOU. THAT CHANGE. THANK YOU. THANK THIS MAP SO TOMORROW IS THANK YOU. THANK THIS MAP SO TOMORROW IS THANK YOU. THANK THIS MAP SO TOMORROW IS THE GOVERNOR SCHOOL AND CEO THANK THIS MAP SO TOMORROW IS THE GOVERNOR SCHOOL AND CEO THANK THIS MAP SO TOMORROW IS THE GOVERNOR SCHOOL AND CEO REGIONAL BOARD MEETING DR. THE GOVERNOR SCHOOL AND CEO REGIONAL BOARD MEETING DR. THE GOVERNOR SCHOOL AND CEO REGIONAL BOARD MEETING DR. ROBERTS AND I WILL BOTH BE REGIONAL BOARD MEETING DR. ROBERTS AND I WILL BOTH BE REGIONAL BOARD MEETING DR. ROBERTS AND I WILL BOTH BE THERE AND I SHOULD REPORT TO

631ROBERTS AND I WILL BOTH BE THERE AND I SHOULD REPORT TO ROBERTS AND I WILL BOTH BE THERE AND I SHOULD REPORT TO THE BOARD THAT AT THE LAST THERE AND I SHOULD REPORT TO THE BOARD THAT AT THE LAST THERE AND I SHOULD REPORT TO THE BOARD THAT AT THE LAST MEETING I WAS ELECTED AS VICE THE BOARD THAT AT THE LAST MEETING I WAS ELECTED AS VICE THE BOARD THAT AT THE LAST MEETING I WAS ELECTED AS VICE CHAIR OF BOTH ORGANIZATIONAL MEETING I WAS ELECTED AS VICE CHAIR OF BOTH ORGANIZATIONAL MEETING I WAS ELECTED AS VICE CHAIR OF BOTH ORGANIZATIONAL REGIONAL BOTH ORGANIZATIONS CHAIR OF BOTH ORGANIZATIONAL REGIONAL BOTH ORGANIZATIONS CHAIR OF BOTH ORGANIZATIONAL REGIONAL BOTH ORGANIZATIONS BOARD SO >> I LOVE I LOVE REGIONAL BOTH ORGANIZATIONS BOARD SO >> I LOVE

632I LOVE REGIONAL BOTH ORGANIZATIONS BOARD SO >> I LOVE I LOVE SERVING ON THOSE TWO COMMITTEES BOARD SO >> I LOVE I LOVE SERVING ON THOSE TWO COMMITTEES BOARD SO >> I LOVE I LOVE SERVING ON THOSE TWO COMMITTEES I ALSO WANTED TO GIVE A SHOUT SERVING ON THOSE TWO COMMITTEES I ALSO WANTED TO GIVE A SHOUT SERVING ON THOSE TWO COMMITTEES I ALSO WANTED TO GIVE A SHOUT OUT TO SALE IN SCHOOL, I ALSO WANTED TO GIVE A SHOUT OUT TO SALE IN SCHOOL, I ALSO WANTED TO GIVE A SHOUT OUT TO SALE IN SCHOOL, SPECIFICALLY MR. LOUIS JACKSON OUT TO SALE IN SCHOOL, SPECIFICALLY MR. LOUIS JACKSON OUT TO SALE IN SCHOOL, SPECIFICALLY MR. LOUIS JACKSON FOR A PROGRAM THAT HE HAS PUT SPECIFICALLY MR. LOUIS JACKSON FOR A PROGRAM THAT HE HAS

633PUT SPECIFICALLY MR. LOUIS JACKSON FOR A PROGRAM THAT HE HAS PUT TOGETHER OVER THERE AT FIRST I FOR A PROGRAM THAT HE HAS PUT TOGETHER OVER THERE AT FIRST I FOR A PROGRAM THAT HE HAS PUT TOGETHER OVER THERE AT FIRST I THOUGHT I WAS GOING TO COME AND TOGETHER OVER THERE AT FIRST I THOUGHT I WAS GOING TO COME AND TOGETHER OVER THERE AT FIRST I THOUGHT I WAS GOING TO COME AND SPEAK TO THE CIVICS CROSSES THOUGHT I WAS GOING TO COME AND SPEAK TO THE CIVICS CROSSES THOUGHT I WAS GOING TO COME AND SPEAK TO THE CIVICS CROSSES ABOUT I MEAN TO A CLASS BUT SPEAK TO THE CIVICS CROSSES ABOUT I MEAN TO A CLASS BUT SPEAK TO THE CIVICS CROSSES ABOUT I MEAN TO A CLASS BUT THIS YOUNG THIRD

634YEAR TEACHER ABOUT I MEAN TO A CLASS BUT THIS YOUNG THIRD YEAR TEACHER ABOUT I MEAN TO A CLASS BUT THIS YOUNG THIRD YEAR TEACHER PUT TOGETHER AN AFTER SCHOOL THIS YOUNG THIRD YEAR TEACHER PUT TOGETHER AN AFTER SCHOOL THIS YOUNG THIRD YEAR TEACHER PUT TOGETHER AN AFTER SCHOOL CIVICS ON THE MOVE PROGRAM AND PUT TOGETHER AN AFTER SCHOOL CIVICS ON THE MOVE PROGRAM AND PUT TOGETHER AN AFTER SCHOOL CIVICS ON THE MOVE PROGRAM AND THERE ABOUT TWENTY TWO KIDS CIVICS ON THE MOVE PROGRAM AND THERE ABOUT TWENTY TWO KIDS CIVICS ON THE MOVE PROGRAM AND THERE ABOUT TWENTY TWO KIDS THERE THAT STATE AFTER SCHOOL THERE ABOUT TWENTY TWO KIDS THERE THAT STATE AFTER SCHOOL THERE ABOUT TWENTY TWO KIDS THERE THAT STATE AFTER SCHOOL FROM THE TIME THE BELL RANG THERE THAT STATE

635AFTER SCHOOL FROM THE TIME THE BELL RANG THERE THAT STATE AFTER SCHOOL FROM THE TIME THE BELL RANG UNTIL FIVE FORTY FIVE AND WE FROM THE TIME THE BELL RANG UNTIL FIVE FORTY FIVE AND WE FROM THE TIME THE BELL RANG UNTIL FIVE FORTY FIVE AND WE PUT TOGETHER HE AND I WORK UNTIL FIVE FORTY FIVE AND WE PUT TOGETHER HE AND I WORK UNTIL FIVE FORTY FIVE AND WE PUT TOGETHER HE AND I WORK TOGETHER THE WEEK BEFORE TO PUT PUT TOGETHER HE AND I WORK TOGETHER THE WEEK BEFORE TO PUT PUT TOGETHER HE AND I WORK TOGETHER THE WEEK BEFORE TO PUT TOGETHER ACTIVITIES FOR THE TOGETHER THE WEEK BEFORE TO PUT TOGETHER ACTIVITIES FOR THE TOGETHER THE WEEK BEFORE TO PUT TOGETHER ACTIVITIES FOR THE KIDS. TOGETHER ACTIVITIES FOR THE KIDS. TOGETHER

636ACTIVITIES FOR THE KIDS. THEY HAD STUDIED LOCAL KIDS. THEY HAD STUDIED LOCAL KIDS. THEY HAD STUDIED LOCAL GOVERNMENT THEY ALSO STUDIED THEY HAD STUDIED LOCAL GOVERNMENT THEY ALSO STUDIED THEY HAD STUDIED LOCAL GOVERNMENT THEY ALSO STUDIED BUDGETS AND SO WE CAME UP WITH GOVERNMENT THEY ALSO STUDIED BUDGETS AND SO WE CAME UP WITH GOVERNMENT THEY ALSO STUDIED BUDGETS AND SO WE CAME UP WITH DIFFERENT QUESTIONS FOR THEM BUDGETS AND SO WE CAME UP WITH DIFFERENT QUESTIONS FOR THEM BUDGETS AND SO WE CAME UP WITH DIFFERENT QUESTIONS FOR THEM AND WE MADE IT A GAME ABOUT HOW DIFFERENT QUESTIONS FOR THEM AND WE MADE IT A GAME ABOUT HOW DIFFERENT QUESTIONS FOR THEM AND WE MADE IT A GAME ABOUT HOW MUCH THE SCHOOL BOARD SPENDS ON AND WE MADE IT A GAME ABOUT HOW MUCH

637THE SCHOOL BOARD SPENDS ON AND WE MADE IT A GAME ABOUT HOW MUCH THE SCHOOL BOARD SPENDS ON GIVEN ITEMS AND THEY WERE MUCH THE SCHOOL BOARD SPENDS ON GIVEN ITEMS AND THEY WERE MUCH THE SCHOOL BOARD SPENDS ON GIVEN ITEMS AND THEY WERE SHOCKED. GIVEN ITEMS AND THEY WERE SHOCKED. GIVEN ITEMS AND THEY WERE SHOCKED. OF COURSE BUT IT WAS A LOT SHOCKED. OF COURSE BUT IT WAS A LOT SHOCKED. OF COURSE BUT IT WAS A LOT OF FUN THIS IS GOING TO BE A OF COURSE BUT IT WAS A LOT OF FUN THIS IS GOING TO BE A OF COURSE BUT IT WAS A LOT OF FUN THIS IS GOING TO BE A MONTHLY ACTIVITY FOR MR. OF FUN THIS IS GOING TO BE A MONTHLY ACTIVITY FOR MR. OF FUN THIS IS

638GOING TO BE A MONTHLY ACTIVITY FOR MR. JACKSON AND THOSE EIGHTH GRADE MONTHLY ACTIVITY FOR MR. JACKSON AND THOSE EIGHTH GRADE MONTHLY ACTIVITY FOR MR. JACKSON AND THOSE EIGHTH GRADE STUDENTS AND I COULDN'T BE MORE JACKSON AND THOSE EIGHTH GRADE STUDENTS AND I COULDN'T BE MORE JACKSON AND THOSE EIGHTH GRADE STUDENTS AND I COULDN'T BE MORE PROUD. STUDENTS AND I COULDN'T BE MORE PROUD. STUDENTS AND I COULDN'T BE MORE PROUD. SO KUDOS TO SALEMAN ELEMENTARY PROUD. SO KUDOS TO SALEMAN ELEMENTARY PROUD. SO KUDOS TO SALEMAN ELEMENTARY THANKS TO MRS. FREDRIKSSON AND SO KUDOS TO SALEMAN ELEMENTARY THANKS TO MRS. FREDRIKSSON AND SO KUDOS TO SALEMAN ELEMENTARY THANKS TO MRS. FREDRIKSSON AND JUST A FINE EXAMPLE OF A REALLY THANKS TO MRS. FREDRIKSSON AND JUST A FINE EXAMPLE OF A REALLY THANKS TO MRS. FREDRIKSSON AND

639JUST A FINE EXAMPLE OF A REALLY GREAT TEACHER DOING GREAT JUST A FINE EXAMPLE OF A REALLY GREAT TEACHER DOING GREAT JUST A FINE EXAMPLE OF A REALLY GREAT TEACHER DOING GREAT THINGS AND I HOPE I HOPE HE GREAT TEACHER DOING GREAT THINGS AND I HOPE I HOPE HE GREAT TEACHER DOING GREAT THINGS AND I HOPE I HOPE HE STAYS IN THIS PROFESSION >> MR. THINGS AND I HOPE I HOPE HE STAYS IN THIS PROFESSION >> MR. THINGS AND I HOPE I HOPE HE STAYS IN THIS PROFESSION >> MR. KAPLAN I, I HAD >> TWO STAYS IN THIS PROFESSION >> MR. KAPLAN I, I HAD >> TWO STAYS IN THIS PROFESSION >> MR. KAPLAN I, I HAD >> TWO OPPORTUNITIES ONE WAS ON THE KAPLAN I, I HAD >> TWO OPPORTUNITIES ONE WAS ON THE

640KAPLAN I, I HAD >> TWO OPPORTUNITIES ONE WAS ON THE 19TH OF MARCH TO WORK WITH THE OPPORTUNITIES ONE WAS ON THE 19TH OF MARCH TO WORK WITH THE OPPORTUNITIES ONE WAS ON THE 19TH OF MARCH TO WORK WITH THE FAREEDA COMMITTEE AND THEY GAVE 19TH OF MARCH TO WORK WITH THE FAREEDA COMMITTEE AND THEY GAVE 19TH OF MARCH TO WORK WITH THE FAREEDA COMMITTEE AND THEY GAVE US A SPECIAL PRESENTATION ON FAREEDA COMMITTEE AND THEY GAVE US A SPECIAL PRESENTATION ON FAREEDA COMMITTEE AND THEY GAVE US A SPECIAL PRESENTATION ON THE DEGREE OF WORKFORCE US A SPECIAL PRESENTATION ON THE DEGREE OF WORKFORCE US A SPECIAL PRESENTATION ON THE DEGREE OF WORKFORCE DEVELOPMENT TAKING PLACE IN THE THE DEGREE OF WORKFORCE DEVELOPMENT TAKING PLACE IN THE THE DEGREE OF WORKFORCE DEVELOPMENT TAKING PLACE IN

641THE COMMUNITY AND IT IS STUNNINGLY DEVELOPMENT TAKING PLACE IN THE COMMUNITY AND IT IS STUNNINGLY DEVELOPMENT TAKING PLACE IN THE COMMUNITY AND IT IS STUNNINGLY ROBUST WITH LOTS AND LOTS COMMUNITY AND IT IS STUNNINGLY ROBUST WITH LOTS AND LOTS COMMUNITY AND IT IS STUNNINGLY ROBUST WITH LOTS AND LOTS OF OPPORTUNITIES AVAILABLE FOR ROBUST WITH LOTS AND LOTS OF OPPORTUNITIES AVAILABLE FOR ROBUST WITH LOTS AND LOTS OF OPPORTUNITIES AVAILABLE FOR OUR STUDENTS AND I'M SURE THAT OF OPPORTUNITIES AVAILABLE FOR OUR STUDENTS AND I'M SURE THAT OF OPPORTUNITIES AVAILABLE FOR OUR STUDENTS AND I'M SURE THAT THEY'RE INTERACTING WITH OUR OUR STUDENTS AND I'M SURE THAT THEY'RE INTERACTING WITH OUR OUR STUDENTS AND I'M SURE THAT THEY'RE INTERACTING WITH OUR ORGANIZATION AS WELL BUT IT WAS THEY'RE INTERACTING WITH OUR ORGANIZATION AS WELL BUT IT WAS THEY'RE

642INTERACTING WITH OUR ORGANIZATION AS WELL BUT IT WAS INSIGHTFUL. ORGANIZATION AS WELL BUT IT WAS INSIGHTFUL. ORGANIZATION AS WELL BUT IT WAS INSIGHTFUL. IT WAS INFORMATIVE WAS INSIGHTFUL. IT WAS INFORMATIVE WAS INSIGHTFUL. IT WAS INFORMATIVE WAS FASCINATING SECONDLY I. IT WAS INFORMATIVE WAS FASCINATING SECONDLY I. IT WAS INFORMATIVE WAS FASCINATING SECONDLY I. SECONDLY, I HAD AN OPPORTUNITY FASCINATING SECONDLY I. SECONDLY, I HAD AN OPPORTUNITY FASCINATING SECONDLY I. SECONDLY, I HAD AN OPPORTUNITY JUST YESTERDAY TO MEET WITH THE SECONDLY, I HAD AN OPPORTUNITY JUST YESTERDAY TO MEET WITH THE SECONDLY, I HAD AN OPPORTUNITY JUST YESTERDAY TO MEET WITH THE GIFTED COMMUNITY GROUP WE HAD A JUST YESTERDAY TO MEET WITH THE GIFTED COMMUNITY GROUP WE HAD A JUST YESTERDAY TO MEET WITH THE GIFTED COMMUNITY GROUP WE HAD A SCHOOL VISIT AT LANSDOWNE GIFTED COMMUNITY

643GROUP WE HAD A SCHOOL VISIT AT LANSDOWNE GIFTED COMMUNITY GROUP WE HAD A SCHOOL VISIT AT LANSDOWNE MIDDLE SCHOOL AND WE GOT A SCHOOL VISIT AT LANSDOWNE MIDDLE SCHOOL AND WE GOT A SCHOOL VISIT AT LANSDOWNE MIDDLE SCHOOL AND WE GOT A CHANCE TO INTERACT WITH SOME MIDDLE SCHOOL AND WE GOT A CHANCE TO INTERACT WITH SOME MIDDLE SCHOOL AND WE GOT A CHANCE TO INTERACT WITH SOME OF THE STUDENTS AS WELL AS THE CHANCE TO INTERACT WITH SOME OF THE STUDENTS AS WELL AS THE CHANCE TO INTERACT WITH SOME OF THE STUDENTS AS WELL AS THE REPRESENTATIVES ADMINISTRATION OF THE STUDENTS AS WELL AS THE REPRESENTATIVES ADMINISTRATION OF THE STUDENTS AS WELL AS THE REPRESENTATIVES ADMINISTRATION THAT WE'RE GIVING US AN IDEA REPRESENTATIVES ADMINISTRATION THAT WE'RE GIVING US AN IDEA REPRESENTATIVES ADMINISTRATION THAT WE'RE

644GIVING US AN IDEA OF WHAT'S GOING ON SO THOSE ARE THAT WE'RE GIVING US AN IDEA OF WHAT'S GOING ON SO THOSE ARE THAT WE'RE GIVING US AN IDEA OF WHAT'S GOING ON SO THOSE ARE TWO DOOR OPENERS AND THE EYE OF WHAT'S GOING ON SO THOSE ARE TWO DOOR OPENERS AND THE EYE OF WHAT'S GOING ON SO THOSE ARE TWO DOOR OPENERS AND THE EYE OPENERS ALL AT THE SAME TIME SO TWO DOOR OPENERS AND THE EYE OPENERS ALL AT THE SAME TIME SO TWO DOOR OPENERS AND THE EYE OPENERS ALL AT THE SAME TIME SO IT WAS AN OPPORTUNITY TO AGAIN OPENERS ALL AT THE SAME TIME SO IT WAS AN OPPORTUNITY TO AGAIN OPENERS ALL AT THE SAME TIME SO IT WAS AN OPPORTUNITY TO AGAIN CONTINUE TO SEE THE FOOTPRINT IT

645WAS AN OPPORTUNITY TO AGAIN CONTINUE TO SEE THE FOOTPRINT IT WAS AN OPPORTUNITY TO AGAIN CONTINUE TO SEE THE FOOTPRINT THAT'S BEING PLACED IN THE CONTINUE TO SEE THE FOOTPRINT THAT'S BEING PLACED IN THE CONTINUE TO SEE THE FOOTPRINT THAT'S BEING PLACED IN THE SCHOOL SYSTEM AS WELL AS WITHIN THAT'S BEING PLACED IN THE SCHOOL SYSTEM AS WELL AS WITHIN THAT'S BEING PLACED IN THE SCHOOL SYSTEM AS WELL AS WITHIN THE COMMUNITY. SCHOOL SYSTEM AS WELL AS WITHIN THE COMMUNITY. SCHOOL SYSTEM AS WELL AS WITHIN THE COMMUNITY. THANK YOU >>, VICE CHAIR WEEMS. THE COMMUNITY. THANK YOU >>, VICE CHAIR WEEMS. THE COMMUNITY. THANK YOU >>, VICE CHAIR WEEMS. YES, THANK YOU DR. GREENE AND I THANK YOU >>, VICE CHAIR WEEMS. YES, THANK YOU DR. GREENE AND I THANK YOU >>, VICE CHAIR WEEMS.

646YES, THANK YOU DR. GREENE AND I ATTENDED THE JERICHO ROAD YES, THANK YOU DR. GREENE AND I ATTENDED THE JERICHO ROAD YES, THANK YOU DR. GREENE AND I ATTENDED THE JERICHO ROAD COMMITTEE MEETING LAST WEEK AND ATTENDED THE JERICHO ROAD COMMITTEE MEETING LAST WEEK AND ATTENDED THE JERICHO ROAD COMMITTEE MEETING LAST WEEK AND WE UNANIMOUSLY VOTED ON A COMMITTEE MEETING LAST WEEK AND WE UNANIMOUSLY VOTED ON A COMMITTEE MEETING LAST WEEK AND WE UNANIMOUSLY VOTED ON A RECOMMENDATION THAT YOU'RE WE UNANIMOUSLY VOTED ON A RECOMMENDATION THAT YOU'RE WE UNANIMOUSLY VOTED ON A RECOMMENDATION THAT YOU'RE GOING TO HAVE TO WAIT TILL RECOMMENDATION THAT YOU'RE GOING TO HAVE TO WAIT TILL RECOMMENDATION THAT YOU'RE GOING TO HAVE TO WAIT TILL APRIL 8TH TO GET THAT BUT THAT GOING TO HAVE TO WAIT TILL APRIL 8TH TO

647GET THAT BUT THAT GOING TO HAVE TO WAIT TILL APRIL 8TH TO GET THAT BUT THAT COMMITTEE DID A LOT OF GOOD APRIL 8TH TO GET THAT BUT THAT COMMITTEE DID A LOT OF GOOD APRIL 8TH TO GET THAT BUT THAT COMMITTEE DID A LOT OF GOOD WORK AND I I THINK THAT WILL BE COMMITTEE DID A LOT OF GOOD WORK AND I I THINK THAT WILL BE COMMITTEE DID A LOT OF GOOD WORK AND I I THINK THAT WILL BE VERY PLEASED AND SO WE'RE GOING WORK AND I I THINK THAT WILL BE VERY PLEASED AND SO WE'RE GOING WORK AND I I THINK THAT WILL BE VERY PLEASED AND SO WE'RE GOING TO DO A KIND OF A BRIEF VERY PLEASED AND SO WE'RE GOING TO DO A KIND OF A BRIEF VERY

648PLEASED AND SO WE'RE GOING TO DO A KIND OF A BRIEF OVERVIEW ON THE EIGHT AND THEN TO DO A KIND OF A BRIEF OVERVIEW ON THE EIGHT AND THEN TO DO A KIND OF A BRIEF OVERVIEW ON THE EIGHT AND THEN WE'LL DIG DEEPER INTO THEM AND OVERVIEW ON THE EIGHT AND THEN WE'LL DIG DEEPER INTO THEM AND OVERVIEW ON THE EIGHT AND THEN WE'LL DIG DEEPER INTO THEM AND GIVE THEM MORE DETAILED WE'LL DIG DEEPER INTO THEM AND GIVE THEM MORE DETAILED WE'LL DIG DEEPER INTO THEM AND GIVE THEM MORE DETAILED PRESENTATION AT A LATER DATE. GIVE THEM MORE DETAILED PRESENTATION AT A LATER DATE. GIVE THEM MORE DETAILED PRESENTATION AT A LATER DATE. ALSO APRC MATT AND YOU'LL HAVE PRESENTATION AT A LATER DATE. ALSO APRC MATT AND YOU'LL HAVE PRESENTATION AT

649A LATER DATE. ALSO APRC MATT AND YOU'LL HAVE ABOUT 15 POLICY TO LOOK OVER ALSO APRC MATT AND YOU'LL HAVE ABOUT 15 POLICY TO LOOK OVER ALSO APRC MATT AND YOU'LL HAVE ABOUT 15 POLICY TO LOOK OVER THE NEXT ON APRIL 8TH AS WELL. ABOUT 15 POLICY TO LOOK OVER THE NEXT ON APRIL 8TH AS WELL. ABOUT 15 POLICY TO LOOK OVER THE NEXT ON APRIL 8TH AS WELL. AND LASTLY THE ATTORNEY GENERAL THE NEXT ON APRIL 8TH AS WELL. AND LASTLY THE ATTORNEY GENERAL THE NEXT ON APRIL 8TH AS WELL. AND LASTLY THE ATTORNEY GENERAL IS DOING A DOCUMENTARY ON AND LASTLY THE ATTORNEY GENERAL IS DOING A DOCUMENTARY ON AND LASTLY THE ATTORNEY GENERAL IS DOING A DOCUMENTARY ON OPIOIDS AND THEY WANT TO IS DOING A DOCUMENTARY ON OPIOIDS AND THEY WANT

650TO IS DOING A DOCUMENTARY ON OPIOIDS AND THEY WANT TO FEATURE HARBOR CENTER SO OPIOIDS AND THEY WANT TO FEATURE HARBOR CENTER SO OPIOIDS AND THEY WANT TO FEATURE HARBOR CENTER SO THEY'RE GOING TO BE COMING DOWN FEATURE HARBOR CENTER SO THEY'RE GOING TO BE COMING DOWN FEATURE HARBOR CENTER SO THEY'RE GOING TO BE COMING DOWN HERE IN THE NEXT COUPLE THEY'RE GOING TO BE COMING DOWN HERE IN THE NEXT COUPLE THEY'RE GOING TO BE COMING DOWN HERE IN THE NEXT COUPLE OF WEEKS AND LOOKING AT WHAT HERE IN THE NEXT COUPLE OF WEEKS AND LOOKING AT WHAT HERE IN THE NEXT COUPLE OF WEEKS AND LOOKING AT WHAT WE'VE DONE THERE. OF WEEKS AND LOOKING AT WHAT WE'VE DONE THERE. OF WEEKS AND LOOKING AT WHAT WE'VE DONE THERE. SO THANK YOU MISS ROGERS.

651WE'VE DONE THERE. SO THANK YOU MISS ROGERS. WE'VE DONE THERE. SO THANK YOU MISS ROGERS. I'M SO MET MR. CUMMINGS AND I SO THANK YOU MISS ROGERS. I'M SO MET MR. CUMMINGS AND I SO THANK YOU MISS ROGERS. I'M SO MET MR. CUMMINGS AND I HAD THE OPPORTUNITY SISTER I'M SO MET MR. CUMMINGS AND I HAD THE OPPORTUNITY SISTER I'M SO MET MR. CUMMINGS AND I HAD THE OPPORTUNITY SISTER CITIES TO SEE THE STUDENT HAD THE OPPORTUNITY SISTER CITIES TO SEE THE STUDENT HAD THE OPPORTUNITY SISTER CITIES TO SEE THE STUDENT PRESENTATIONS ABOUT EIGHT CITIES TO SEE THE STUDENT PRESENTATIONS ABOUT EIGHT CITIES TO SEE THE STUDENT PRESENTATIONS ABOUT EIGHT STUDENTS THAT DID PRESENTATIONS PRESENTATIONS ABOUT EIGHT STUDENTS THAT DID PRESENTATIONS PRESENTATIONS ABOUT EIGHT STUDENTS THAT DID PRESENTATIONS FROM DIFFERENT COUNTRIES AND STUDENTS THAT DID

652PRESENTATIONS FROM DIFFERENT COUNTRIES AND STUDENTS THAT DID PRESENTATIONS FROM DIFFERENT COUNTRIES AND THEY ORDERED SCHOLARSHIPS AND FROM DIFFERENT COUNTRIES AND THEY ORDERED SCHOLARSHIPS AND FROM DIFFERENT COUNTRIES AND THEY ORDERED SCHOLARSHIPS AND THEN LAST WEEK I WENT TO THE THEY ORDERED SCHOLARSHIPS AND THEN LAST WEEK I WENT TO THE THEY ORDERED SCHOLARSHIPS AND THEN LAST WEEK I WENT TO THE SCHOLARSHIP AWARD. THEN LAST WEEK I WENT TO THE SCHOLARSHIP AWARD. THEN LAST WEEK I WENT TO THE SCHOLARSHIP AWARD. THERE WERE SEVERAL ARTISTS LOTS SCHOLARSHIP AWARD. THERE WERE SEVERAL ARTISTS LOTS SCHOLARSHIP AWARD. THERE WERE SEVERAL ARTISTS LOTS OF CELEBRATION AND THERE WERE SEVERAL ARTISTS LOTS OF CELEBRATION AND THERE WERE SEVERAL ARTISTS LOTS OF CELEBRATION AND CONGRATULATIONS FOR OUR OF CELEBRATION AND CONGRATULATIONS FOR OUR OF CELEBRATION AND CONGRATULATIONS FOR OUR STUDENTS WE HAVE A NEW

653STUDENT CONGRATULATIONS FOR OUR STUDENTS WE HAVE A NEW STUDENT CONGRATULATIONS FOR OUR STUDENTS WE HAVE A NEW STUDENT AMBASSADOR FROM FIRST COLONIAL. STUDENTS WE HAVE A NEW STUDENT AMBASSADOR FROM FIRST COLONIAL. STUDENTS WE HAVE A NEW STUDENT AMBASSADOR FROM FIRST COLONIAL. I'M SURE YOU WILL SEE HIM AMBASSADOR FROM FIRST COLONIAL. I'M SURE YOU WILL SEE HIM AMBASSADOR FROM FIRST COLONIAL. I'M SURE YOU WILL SEE HIM AROUND AND THEN THE OTHER THING I'M SURE YOU WILL SEE HIM AROUND AND THEN THE OTHER THING I'M SURE YOU WILL SEE HIM AROUND AND THEN THE OTHER THING IS I KNOW THAT THE MUSICAL HIGH AROUND AND THEN THE OTHER THING IS I KNOW THAT THE MUSICAL HIGH AROUND AND THEN THE OTHER THING IS I KNOW THAT THE MUSICAL HIGH SCHOOL STARTS THIS WEEK IF IS I KNOW

654THAT THE MUSICAL HIGH SCHOOL STARTS THIS WEEK IF IS I KNOW THAT THE MUSICAL HIGH SCHOOL STARTS THIS WEEK IF ANYBODY WANTS TO GO SEE IT, IT SCHOOL STARTS THIS WEEK IF ANYBODY WANTS TO GO SEE IT, IT SCHOOL STARTS THIS WEEK IF ANYBODY WANTS TO GO SEE IT, IT SHOULD BE AMAZING. ANYBODY WANTS TO GO SEE IT, IT SHOULD BE AMAZING. ANYBODY WANTS TO GO SEE IT, IT SHOULD BE AMAZING. PLEASE TELL LET US KNOW WE CAN SHOULD BE AMAZING. PLEASE TELL LET US KNOW WE CAN SHOULD BE AMAZING. PLEASE TELL LET US KNOW WE CAN GET YOUR TICKET AND IT A SHREK. PLEASE TELL LET US KNOW WE CAN GET YOUR TICKET AND IT A SHREK. PLEASE TELL LET US KNOW WE CAN GET YOUR TICKET AND IT A SHREK. YES. GET YOUR

655TICKET AND IT A SHREK. YES. GET YOUR TICKET AND IT A SHREK. YES. THE MUSICAL IS SHREK. YES. THE MUSICAL IS SHREK. YES. THE MUSICAL IS SHREK. OK, MR. BROWN STILL YES. THE MUSICAL IS SHREK. OK, MR. BROWN STILL YES. THE MUSICAL IS SHREK. OK, MR. BROWN STILL YES. I JUST WANT TO THAT I HAD THE OK, MR. BROWN STILL YES. I JUST WANT TO THAT I HAD THE OK, MR. BROWN STILL YES. I JUST WANT TO THAT I HAD THE PRIVILEGE OF ATTENDING THE I JUST WANT TO THAT I HAD THE PRIVILEGE OF ATTENDING THE I JUST WANT TO THAT I HAD THE PRIVILEGE OF ATTENDING THE SUPERINTENDENT'S ROUNDTABLE PRIVILEGE OF ATTENDING THE SUPERINTENDENT'S ROUNDTABLE PRIVILEGE OF ATTENDING THE SUPERINTENDENT'S ROUNDTABLE WITH DR. GREENE LOT A LOT SUPERINTENDENT'S ROUNDTABLE WITH DR. GREENE LOT A

656LOT SUPERINTENDENT'S ROUNDTABLE WITH DR. GREENE LOT A LOT OF WHAT A GOOD DISCUSSION WE WITH DR. GREENE LOT A LOT OF WHAT A GOOD DISCUSSION WE WITH DR. GREENE LOT A LOT OF WHAT A GOOD DISCUSSION WE TALKED ABOUT SAFETY, THE OF WHAT A GOOD DISCUSSION WE TALKED ABOUT SAFETY, THE OF WHAT A GOOD DISCUSSION WE TALKED ABOUT SAFETY, THE POSSIBILITY OF TEACHERS HAVING TALKED ABOUT SAFETY, THE POSSIBILITY OF TEACHERS HAVING TALKED ABOUT SAFETY, THE POSSIBILITY OF TEACHERS HAVING GUNS IN SCHOOLS WE GOT A LOT POSSIBILITY OF TEACHERS HAVING GUNS IN SCHOOLS WE GOT A LOT POSSIBILITY OF TEACHERS HAVING GUNS IN SCHOOLS WE GOT A LOT OF PUSHBACK WE MENTIONED GUNS IN SCHOOLS WE GOT A LOT OF PUSHBACK WE MENTIONED GUNS IN SCHOOLS WE GOT A LOT OF PUSHBACK WE MENTIONED SOMETHING ABOUT

657PAY TO PLAY. OF PUSHBACK WE MENTIONED SOMETHING ABOUT PAY TO PLAY. OF PUSHBACK WE MENTIONED SOMETHING ABOUT PAY TO PLAY. I DIDN'T THINK I IS GOING TO SOMETHING ABOUT PAY TO PLAY. I DIDN'T THINK I IS GOING TO SOMETHING ABOUT PAY TO PLAY. I DIDN'T THINK I IS GOING TO GET OUT OF THERE ALIVE. I DIDN'T THINK I IS GOING TO GET OUT OF THERE ALIVE. I DIDN'T THINK I IS GOING TO GET OUT OF THERE ALIVE. THEY ALL CAME HARD LIKE NO WAY GET OUT OF THERE ALIVE. THEY ALL CAME HARD LIKE NO WAY GET OUT OF THERE ALIVE. THEY ALL CAME HARD LIKE NO WAY LIKE NO WAY, WE'RE NOT DOING THEY ALL CAME HARD LIKE NO WAY LIKE NO WAY, WE'RE NOT DOING THEY ALL CAME HARD LIKE NO WAY LIKE NO

658WAY, WE'RE NOT DOING THAT. LIKE NO WAY, WE'RE NOT DOING THAT. LIKE NO WAY, WE'RE NOT DOING THAT. AND DIDN'T EVEN PLAY SPORTS THAT. AND DIDN'T EVEN PLAY SPORTS THAT. AND DIDN'T EVEN PLAY SPORTS THEY WERE JUST. AND DIDN'T EVEN PLAY SPORTS THEY WERE JUST. AND DIDN'T EVEN PLAY SPORTS THEY WERE JUST LIKE NO, YOU THEY WERE JUST LIKE NO, YOU THEY WERE JUST LIKE NO, YOU CAN'T DO BUT ANYWAY IT WAS IT THEY WERE JUST LIKE NO, YOU CAN'T DO BUT ANYWAY IT WAS IT THEY WERE JUST LIKE NO, YOU CAN'T DO BUT ANYWAY IT WAS IT WAS A GREAT TIME. CAN'T DO BUT ANYWAY IT WAS IT WAS A GREAT TIME. CAN'T DO BUT ANYWAY IT WAS IT WAS A GREAT TIME. I ALSO GOT TO GO TO A PEP RALLY WAS A

659GREAT TIME. I ALSO GOT TO GO TO A PEP RALLY WAS A GREAT TIME. I ALSO GOT TO GO TO A PEP RALLY ,A COOK ON FRIDAY WHICH WAS I ALSO GOT TO GO TO A PEP RALLY ,A COOK ON FRIDAY WHICH WAS I ALSO GOT TO GO TO A PEP RALLY ,A COOK ON FRIDAY WHICH WAS REALLY COOL AND GOT SORTED, GOT ,A COOK ON FRIDAY WHICH WAS REALLY COOL AND GOT SORTED, GOT ,A COOK ON FRIDAY WHICH WAS REALLY COOL AND GOT SORTED, GOT THE OPPORTUNITY TO SEE SOME REALLY COOL AND GOT SORTED, GOT THE OPPORTUNITY TO SEE SOME REALLY COOL AND GOT SORTED, GOT THE OPPORTUNITY TO SEE SOME OF THE FIRST COLONIAL SOFTBALL THE OPPORTUNITY TO SEE SOME OF THE FIRST COLONIAL SOFTBALL THE OPPORTUNITY TO SEE SOME OF THE FIRST

660COLONIAL SOFTBALL GAME TODAY I WAS THAT OF THE FIRST COLONIAL SOFTBALL GAME TODAY I WAS THAT OF THE FIRST COLONIAL SOFTBALL GAME TODAY I WAS THAT PROVIDENCE AND THERE'S RUMOR GAME TODAY I WAS THAT PROVIDENCE AND THERE'S RUMOR GAME TODAY I WAS THAT PROVIDENCE AND THERE'S RUMOR GOING AROUND THAT AND MAY I'M PROVIDENCE AND THERE'S RUMOR GOING AROUND THAT AND MAY I'M PROVIDENCE AND THERE'S RUMOR GOING AROUND THAT AND MAY I'M PROBABLY GOING TO HAVE SUPPORT GOING AROUND THAT AND MAY I'M PROBABLY GOING TO HAVE SUPPORT GOING AROUND THAT AND MAY I'M PROBABLY GOING TO HAVE SUPPORT ALL OF MILLIONS AND SERIAL AND PROBABLY GOING TO HAVE SUPPORT ALL OF MILLIONS AND SERIAL AND PROBABLY GOING TO HAVE SUPPORT ALL OF MILLIONS AND SERIAL AND CEREAL THROW IT AT ME >> JUST A ALL OF

661MILLIONS AND SERIAL AND CEREAL THROW IT AT ME >> JUST A ALL OF MILLIONS AND SERIAL AND CEREAL THROW IT AT ME >> JUST A RUMOR I'LL KEEP I'LL KEEP YOU CEREAL THROW IT AT ME >> JUST A RUMOR I'LL KEEP I'LL KEEP YOU CEREAL THROW IT AT ME >> JUST A RUMOR I'LL KEEP I'LL KEEP YOU POSTED AND AND I HOPE I LOSE MY RUMOR I'LL KEEP I'LL KEEP YOU POSTED AND AND I HOPE I LOSE MY RUMOR I'LL KEEP I'LL KEEP YOU POSTED AND AND I HOPE I LOSE MY SCHOOL. POSTED AND AND I HOPE I LOSE MY SCHOOL. POSTED AND AND I HOPE I LOSE MY SCHOOL. THIS IS WHAT DR. IS I WOULD SCHOOL. THIS IS WHAT DR. IS I WOULD SCHOOL. THIS IS WHAT DR. IS I WOULD HAVE HELPED

662MY MOUTH SHUT IF I THIS IS WHAT DR. IS I WOULD HAVE HELPED MY MOUTH SHUT IF I THIS IS WHAT DR. IS I WOULD HAVE HELPED MY MOUTH SHUT IF I WAS THANK YOU >>. HAVE HELPED MY MOUTH SHUT IF I WAS THANK YOU >>. HAVE HELPED MY MOUTH SHUT IF I WAS THANK YOU >>. ALL RIGHT. WAS THANK YOU >>. ALL RIGHT. WAS THANK YOU >>. ALL RIGHT. WELL, IT SOUNDS LIKE ABOARD IS ALL RIGHT. WELL, IT SOUNDS LIKE ABOARD IS ALL RIGHT. WELL, IT SOUNDS LIKE ABOARD IS VERY MUCH SO UNDER WAY WITH WELL, IT SOUNDS LIKE ABOARD IS VERY MUCH SO UNDER WAY WITH WELL, IT SOUNDS LIKE ABOARD IS VERY MUCH SO UNDER WAY WITH VISITS TO SCHOOLS AND VERY MUCH SO UNDER WAY WITH VISITS TO SCHOOLS AND VERY

663MUCH SO UNDER WAY WITH VISITS TO SCHOOLS AND COMMITTEES AND SO I THINK YOU VISITS TO SCHOOLS AND COMMITTEES AND SO I THINK YOU VISITS TO SCHOOLS AND COMMITTEES AND SO I THINK YOU GUYS FOR ALL OF YOUR WORK AND COMMITTEES AND SO I THINK YOU GUYS FOR ALL OF YOUR WORK AND COMMITTEES AND SO I THINK YOU GUYS FOR ALL OF YOUR WORK AND WE ARE ADJOURN NOW AT EIGHT GUYS FOR ALL OF YOUR WORK AND WE ARE ADJOURN NOW AT EIGHT GUYS FOR ALL OF YOUR WORK AND WE ARE ADJOURN NOW AT EIGHT 12:00 P.M. WHAT IS WE ARE ADJOURN NOW AT EIGHT 12:00 P.M. WHAT IS