School Board Meeting - 02/25/2025

001GOOD EVENING KATHLEEN BROWN CHAIR OF THE SCHOOL BOARD GOOD EVENING KATHLEEN BROWN CHAIR OF THE SCHOOL BOARD GOOD EVENING KATHLEEN BROWN CHAIR OF THE SCHOOL BOARD OF THE BOARD OF THE CITY FOR CHAIR OF THE SCHOOL BOARD OF THE BOARD OF THE CITY FOR CHAIR OF THE SCHOOL BOARD OF THE BOARD OF THE CITY FOR JENNY BEACH, VIRGINIA AND I OF THE BOARD OF THE CITY FOR JENNY BEACH, VIRGINIA AND I OF THE BOARD OF THE CITY FOR JENNY BEACH, VIRGINIA AND I CALL THIS MORNING TO ORDER AT JENNY BEACH, VIRGINIA AND I CALL THIS MORNING TO ORDER AT JENNY BEACH, VIRGINIA AND I CALL THIS MORNING TO ORDER AT 6:00 P.M. ON THE TWENTY FIFTH CALL THIS MORNING TO ORDER AT 6:00 P.M. ON THE TWENTY FIFTH CALL THIS MORNING TO ORDER AT 6:00

002P.M. ON THE TWENTY FIFTH DAY OF FEBRUARY TWENTY TWENTY 6:00 P.M. ON THE TWENTY FIFTH DAY OF FEBRUARY TWENTY TWENTY 6:00 P.M. ON THE TWENTY FIFTH DAY OF FEBRUARY TWENTY TWENTY FIVE THANK YOU TO THOSE WHO DAY OF FEBRUARY TWENTY TWENTY FIVE THANK YOU TO THOSE WHO DAY OF FEBRUARY TWENTY TWENTY FIVE THANK YOU TO THOSE WHO HAVE JOINED US IN PERSON AND FIVE THANK YOU TO THOSE WHO HAVE JOINED US IN PERSON AND FIVE THANK YOU TO THOSE WHO HAVE JOINED US IN PERSON AND ONLINE AT THIS TIME I WILL ASK HAVE JOINED US IN PERSON AND ONLINE AT THIS TIME I WILL ASK HAVE JOINED US IN PERSON AND ONLINE AT THIS TIME I WILL ASK MADAM CLERK TO ANNOUNCE FAROLE ONLINE AT THIS TIME I WILL ASK MADAM CLERK TO ANNOUNCE FAROLE

003ONLINE AT THIS TIME I WILL ASK MADAM CLERK TO ANNOUNCE FAROLE THANK YOU MADAM CHAIR PRESENT MADAM CLERK TO ANNOUNCE FAROLE THANK YOU MADAM CHAIR PRESENT MADAM CLERK TO ANNOUNCE FAROLE 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 WEEMS MR IN THE SCHOOL BOARD CHAMBER OR CHAIR BROWN VICE CHAIR WEEMS MR IN THE SCHOOL BOARD CHAMBER OR CHAIR BROWN VICE CHAIR WEEMS MR BONESTEEL. CHAIR BROWN VICE CHAIR WEEMS MR BONESTEEL. CHAIR BROWN VICE CHAIR WEEMS MR BONESTEEL. MR. KALIN MR. CUMMINGS. BONESTEEL. MR. KALIN MR. CUMMINGS. BONESTEEL. MR. KALIN MR. CUMMINGS. MR. DWYER. MR. KALIN MR. CUMMINGS. MR. DWYER. MR. KALIN MR. CUMMINGS. MR. DWYER. MISS BELTON.

004MR. DWYER. MISS BELTON. MR. DWYER. MISS BELTON. DR. GREEN MISS MELNYK AND MISS MISS BELTON. DR. GREEN MISS MELNYK AND MISS MISS BELTON. DR. GREEN MISS MELNYK AND MISS ROGERS THANK AT THIS TIME WE DR. GREEN MISS MELNYK AND MISS ROGERS THANK AT THIS TIME WE DR. GREEN MISS MELNYK AND MISS ROGERS THANK AT THIS TIME WE OBSERVE A MOMENT OF SILENCE ROGERS THANK AT THIS TIME WE OBSERVE A MOMENT OF SILENCE ROGERS THANK AT THIS TIME WE OBSERVE A MOMENT OF SILENCE TONIGHT I ASK THAT WE OBSERVE OBSERVE A MOMENT OF SILENCE TONIGHT I ASK THAT WE OBSERVE OBSERVE A MOMENT OF SILENCE TONIGHT I ASK THAT WE OBSERVE THIS MOMENT OF SILENCE IN HONOR TONIGHT I ASK THAT WE OBSERVE THIS MOMENT OF SILENCE IN HONOR TONIGHT I ASK THAT WE OBSERVE THIS

005MOMENT OF SILENCE IN HONOR OF OFFICERS GIRVIN AND RECE THIS MOMENT OF SILENCE IN HONOR OF OFFICERS GIRVIN AND RECE THIS MOMENT OF SILENCE IN HONOR OF OFFICERS GIRVIN AND RECE TONIGHT I WOULD LIKE TO WELCOME OF OFFICERS GIRVIN AND RECE TONIGHT I WOULD LIKE TO WELCOME OF OFFICERS GIRVIN AND RECE TONIGHT I WOULD LIKE TO WELCOME THE STUDENTS FROM OCEAN LAKES TONIGHT I WOULD LIKE TO WELCOME THE STUDENTS FROM OCEAN LAKES TONIGHT I WOULD LIKE TO WELCOME THE STUDENTS FROM OCEAN LAKES HIGH SCHOOL MADRIGALS AND THE STUDENTS FROM OCEAN LAKES HIGH SCHOOL MADRIGALS AND THE STUDENTS FROM OCEAN LAKES HIGH SCHOOL MADRIGALS AND CHORUS DIRECTOR MR. BILLBOARD HIGH SCHOOL MADRIGALS AND CHORUS DIRECTOR MR. BILLBOARD HIGH SCHOOL MADRIGALS AND CHORUS DIRECTOR MR. BILLBOARD AFTER THE PLEDGE OF ALLEGIANCE CHORUS DIRECTOR MR. BILLBOARD AFTER THE

006PLEDGE OF ALLEGIANCE CHORUS DIRECTOR MR. BILLBOARD AFTER THE PLEDGE OF ALLEGIANCE THEY WILL BE SINGING THE AFTER THE PLEDGE OF ALLEGIANCE THEY WILL BE SINGING THE AFTER THE PLEDGE OF ALLEGIANCE THEY WILL BE SINGING THE NATIONAL ANTHEM PLEASE JOIN ME THEY WILL BE SINGING THE NATIONAL ANTHEM PLEASE JOIN ME THEY WILL BE SINGING THE NATIONAL ANTHEM PLEASE JOIN ME AS YOUR TABLE FOR ABLE FOR THE NATIONAL ANTHEM PLEASE JOIN ME AS YOUR TABLE FOR ABLE FOR THE NATIONAL ANTHEM PLEASE JOIN ME AS YOUR TABLE FOR ABLE FOR THE PLEDGE OF ALLEGIANCE. AS YOUR TABLE FOR ABLE FOR THE PLEDGE OF ALLEGIANCE. AS YOUR TABLE FOR ABLE FOR THE PLEDGE OF ALLEGIANCE. AMERICA AND THE REPUBLIC FOR PLEDGE OF ALLEGIANCE. AMERICA AND THE REPUBLIC FOR PLEDGE OF ALLEGIANCE. AMERICA AND THE REPUBLIC FOR WHICH IT STANDS

007ONE NATION AMERICA AND THE REPUBLIC FOR WHICH IT STANDS ONE NATION AMERICA AND THE REPUBLIC FOR WHICH IT STANDS ONE NATION UNDER GOD ALL OVER THIS WORLD WHICH IT STANDS ONE NATION UNDER GOD ALL OVER THIS WORLD WHICH IT STANDS ONE NATION UNDER GOD ALL OVER THIS WORLD OH SAY CAN YOU SEE BY THE UNDER GOD ALL OVER THIS WORLD OH SAY CAN YOU SEE BY THE UNDER GOD ALL OVER THIS WORLD OH SAY CAN YOU SEE BY THE DAWN'S EARLY LIGHT WHAT SO OH SAY CAN YOU SEE BY THE DAWN'S EARLY LIGHT WHAT SO OH SAY CAN YOU SEE BY THE DAWN'S EARLY LIGHT WHAT SO PROUDLY WE HAILED AS TWILIGHT'S DAWN'S EARLY LIGHT WHAT SO PROUDLY WE HAILED AS TWILIGHT'S DAWN'S EARLY LIGHT WHAT SO PROUDLY WE HAILED AS TWILIGHT'S LAST GLEAMING WHOSE

008BROAD PROUDLY WE HAILED AS TWILIGHT'S LAST GLEAMING WHOSE BROAD PROUDLY WE HAILED AS TWILIGHT'S LAST GLEAMING WHOSE BROAD STRIPES AND BRIGHT STARS LAST GLEAMING WHOSE BROAD STRIPES AND BRIGHT STARS LAST GLEAMING WHOSE BROAD STRIPES AND BRIGHT STARS THROUGH THE SKIES OR THE MARKS STRIPES AND BRIGHT STARS THROUGH THE SKIES OR THE MARKS STRIPES AND BRIGHT STARS THROUGH THE SKIES OR THE MARKS WE SAW SO GALLANTLY STREAMING THROUGH THE SKIES OR THE MARKS WE SAW SO GALLANTLY STREAMING THROUGH THE SKIES OR THE MARKS WE SAW SO GALLANTLY STREAMING ROCKETS RED FOR THE BOMBS WE SAW SO GALLANTLY STREAMING ROCKETS RED FOR THE BOMBS WE SAW SO GALLANTLY STREAMING ROCKETS RED FOR THE BOMBS BURSTING OR NICE THAT OUR FLAG ROCKETS RED FOR THE BOMBS BURSTING OR NICE THAT OUR FLAG ROCKETS RED FOR THE BOMBS BURSTING

009OR NICE THAT OUR FLAG WAS STILL WHAT MADE US SO BURSTING OR NICE THAT OUR FLAG WAS STILL WHAT MADE US SO BURSTING OR NICE THAT OUR FLAG WAS STILL WHAT MADE US SO SPANGLED BANNER YET WAVE OF RED WAS STILL WHAT MADE US SO SPANGLED BANNER YET WAVE OF RED WAS STILL WHAT MADE US SO SPANGLED BANNER YET WAVE OF RED MY LOGO >> COLLEAGUES >> THAT SPANGLED BANNER YET WAVE OF RED MY LOGO >> COLLEAGUES >> THAT SPANGLED BANNER YET WAVE OF RED MY LOGO >> COLLEAGUES >> THAT BRINGS US TO THE ADOPTION MY LOGO >> COLLEAGUES >> THAT BRINGS US TO THE ADOPTION MY LOGO >> COLLEAGUES >> THAT BRINGS US TO THE ADOPTION OF OUR AGENDA. BRINGS US TO THE ADOPTION OF OUR AGENDA. BRINGS US TO THE ADOPTION OF OUR

010AGENDA. A COUPLE OF ADDITIONS ONE IS OF OUR AGENDA. A COUPLE OF ADDITIONS ONE IS OF OUR AGENDA. A COUPLE OF ADDITIONS ONE IS ACTION BEING RELATED TO A COUPLE OF ADDITIONS ONE IS ACTION BEING RELATED TO A COUPLE OF ADDITIONS ONE IS ACTION BEING RELATED TO APPOINTMENT OF A HEARING ACTION BEING RELATED TO APPOINTMENT OF A HEARING ACTION BEING RELATED TO APPOINTMENT OF A HEARING OFFICER THE OTHER IS THAT DR. APPOINTMENT OF A HEARING OFFICER THE OTHER IS THAT DR. APPOINTMENT OF A HEARING OFFICER THE OTHER IS THAT DR. ROBERTSON HAS REQUESTED THAT WE OFFICER THE OTHER IS THAT DR. ROBERTSON HAS REQUESTED THAT WE OFFICER THE OTHER IS THAT DR. ROBERTSON HAS REQUESTED THAT WE ADD INFORMATION SEA AND I ROBERTSON HAS REQUESTED THAT WE ADD INFORMATION SEA AND I ROBERTSON HAS REQUESTED

011THAT WE ADD INFORMATION SEA AND I ACCEPT THE ADDING THAT FOR ADD INFORMATION SEA AND I ACCEPT THE ADDING THAT FOR ADD INFORMATION SEA AND I ACCEPT THE ADDING THAT FOR RESPONSE TO SCHOOL CLOSURES AND ACCEPT THE ADDING THAT FOR RESPONSE TO SCHOOL CLOSURES AND ACCEPT THE ADDING THAT FOR RESPONSE TO SCHOOL CLOSURES AND THEN IF ANYBODY IS INTERESTED RESPONSE TO SCHOOL CLOSURES AND THEN IF ANYBODY IS INTERESTED RESPONSE TO SCHOOL CLOSURES AND THEN IF ANYBODY IS INTERESTED IN ADDING THAT AS WELL TO THEN IF ANYBODY IS INTERESTED IN ADDING THAT AS WELL TO THEN IF ANYBODY IS INTERESTED IN ADDING THAT AS WELL TO ACTION WILL ACCEPT EMOTION IN ADDING THAT AS WELL TO ACTION WILL ACCEPT EMOTION IN ADDING THAT AS WELL TO ACTION WILL ACCEPT EMOTION ACCEPT A MOTION FOR THAT AT

012ACTION WILL ACCEPT EMOTION ACCEPT A MOTION FOR THAT AT ACTION WILL ACCEPT EMOTION ACCEPT A MOTION FOR THAT AT THIS TIME SO THE REASON BEING ACCEPT A MOTION FOR THAT AT THIS TIME SO THE REASON BEING ACCEPT A MOTION FOR THAT AT THIS TIME SO THE REASON BEING THAT THE REQUEST IS TO CHANGE THIS TIME SO THE REASON BEING THAT THE REQUEST IS TO CHANGE THIS TIME SO THE REASON BEING THAT THE REQUEST IS TO CHANGE THE CALENDAR ON MARCH 13TH AND THAT THE REQUEST IS TO CHANGE THE CALENDAR ON MARCH 13TH AND THAT THE REQUEST IS TO CHANGE THE CALENDAR ON MARCH 13TH AND THAT WOULD PUT US AT OUR MARCH THE CALENDAR ON MARCH 13TH AND THAT WOULD PUT US AT OUR MARCH THE CALENDAR ON MARCH 13TH AND THAT WOULD PUT US

013AT OUR MARCH 11TH DATE BUT I'M ASKING MY THAT WOULD PUT US AT OUR MARCH 11TH DATE BUT I'M ASKING MY THAT WOULD PUT US AT OUR MARCH 11TH DATE BUT I'M ASKING MY COLLEAGUES MY COLLEAGUES IF YOU 11TH DATE BUT I'M ASKING MY COLLEAGUES MY COLLEAGUES IF YOU 11TH DATE BUT I'M ASKING MY COLLEAGUES MY COLLEAGUES IF YOU ANYBODY IS INTERESTED AND COLLEAGUES MY COLLEAGUES IF YOU ANYBODY IS INTERESTED AND COLLEAGUES MY COLLEAGUES IF YOU ANYBODY IS INTERESTED AND MAKING A MOTION TO PUT THAT ON ANYBODY IS INTERESTED AND MAKING A MOTION TO PUT THAT ON ANYBODY IS INTERESTED AND MAKING A MOTION TO PUT THAT ON ACTION AS WELL AS INFORMATION MAKING A MOTION TO PUT THAT ON ACTION AS WELL AS INFORMATION MAKING A MOTION TO PUT THAT ON ACTION AS WELL

014AS INFORMATION THIS TIME SEEING NONE IT WILL ACTION AS WELL AS INFORMATION THIS TIME SEEING NONE IT WILL ACTION AS WELL AS INFORMATION THIS TIME SEEING NONE IT WILL JUST BE ADDED TO INFORMATION. THIS TIME SEEING NONE IT WILL JUST BE ADDED TO INFORMATION. THIS TIME SEEING NONE IT WILL JUST BE ADDED TO INFORMATION. ARE THERE ANY THERE JUST BE ADDED TO INFORMATION. ARE THERE ANY THERE JUST BE ADDED TO INFORMATION. ARE THERE ANY THERE MODIFICATIONS TO THE AGENDA AS ARE THERE ANY THERE MODIFICATIONS TO THE AGENDA AS ARE THERE ANY THERE MODIFICATIONS TO THE AGENDA AS PRESENTED AND MODIFIED? MODIFICATIONS TO THE AGENDA AS PRESENTED AND MODIFIED? MODIFICATIONS TO THE AGENDA AS PRESENTED AND MODIFIED? OK, >> NONE CALL FOR A MOTION A PRESENTED AND MODIFIED? OK, >> NONE CALL FOR A MOTION A

015PRESENTED AND MODIFIED? OK, >> NONE CALL FOR A MOTION A MOTION TO APPROVE THE AGENDA AS OK, >> NONE CALL FOR A MOTION A MOTION TO APPROVE THE AGENDA AS OK, >> NONE CALL FOR A MOTION A MOTION TO APPROVE THE AGENDA AS MODIFIED MOVE BY DR. GREEN MOTION TO APPROVE THE AGENDA AS MODIFIED MOVE BY DR. GREEN MOTION TO APPROVE THE AGENDA AS MODIFIED MOVE BY DR. GREEN SECONDED BY MR. CUMMINGS ANY MODIFIED MOVE BY DR. GREEN SECONDED BY MR. CUMMINGS ANY MODIFIED MOVE BY DR. GREEN SECONDED BY MR. CUMMINGS ANY FURTHER DISCUSSION SAYING ON I SECONDED BY MR. CUMMINGS ANY FURTHER DISCUSSION SAYING ON I SECONDED BY MR. CUMMINGS ANY FURTHER DISCUSSION SAYING ON I CALL FOR A VOTE THANK YOU MADAM FURTHER DISCUSSION SAYING ON I CALL FOR A VOTE THANK YOU

016MADAM FURTHER DISCUSSION SAYING ON I CALL FOR A VOTE THANK YOU MADAM CHAIR WE HAVE. CALL FOR A VOTE THANK YOU MADAM CHAIR WE HAVE. CALL FOR A VOTE THANK YOU MADAM CHAIR WE HAVE. WE HAVE A TEN SO THE DID PASS CHAIR WE HAVE. WE HAVE A TEN SO THE DID PASS CHAIR WE HAVE. WE HAVE A TEN SO THE DID PASS FOR THE ADOPTION OF THE AGENDA WE HAVE A TEN SO THE DID PASS FOR THE ADOPTION OF THE AGENDA WE HAVE A TEN SO THE DID PASS FOR THE ADOPTION OF THE AGENDA AS MODIFIED. FOR THE ADOPTION OF THE AGENDA AS MODIFIED. FOR THE ADOPTION OF THE AGENDA AS MODIFIED. OK THANK YOU. AS MODIFIED. OK THANK YOU. AS MODIFIED. OK THANK YOU. AND THAT BRINGS US NOW TO OUR OK THANK

017YOU. AND THAT BRINGS US NOW TO OUR OK THANK YOU. AND THAT BRINGS US NOW TO OUR SUPERINTENDENTS REPORT. AND THAT BRINGS US NOW TO OUR SUPERINTENDENTS REPORT. AND THAT BRINGS US NOW TO OUR SUPERINTENDENTS REPORT. GOOD EVENING MADAM CHAIRWOMAN SUPERINTENDENTS REPORT. GOOD EVENING MADAM CHAIRWOMAN SUPERINTENDENTS REPORT. GOOD EVENING MADAM CHAIRWOMAN MEMBER OF THE BOARD HERE A FEW GOOD EVENING MADAM CHAIRWOMAN MEMBER OF THE BOARD HERE A FEW GOOD EVENING MADAM CHAIRWOMAN MEMBER OF THE BOARD HERE A FEW ITEMS OF ITEMS OF INTEREST FOR MEMBER OF THE BOARD HERE A FEW ITEMS OF ITEMS OF INTEREST FOR MEMBER OF THE BOARD HERE A FEW ITEMS OF ITEMS OF INTEREST FOR YOU AND OUR FAMILIES. ITEMS OF ITEMS OF INTEREST FOR YOU AND OUR FAMILIES. ITEMS OF ITEMS OF INTEREST FOR YOU AND OUR FAMILIES. IS

018AMERICA AMERICAN LAST MONTH YOU AND OUR FAMILIES. IS AMERICA AMERICAN LAST MONTH YOU AND OUR FAMILIES. IS AMERICA AMERICAN LAST MONTH AND I'M PROUD TO SAY TO ONE IS AMERICA AMERICAN LAST MONTH AND I'M PROUD TO SAY TO ONE IS AMERICA AMERICAN LAST MONTH AND I'M PROUD TO SAY TO ONE OF OUR STUDENTS WHO'S JOINING AND I'M PROUD TO SAY TO ONE OF OUR STUDENTS WHO'S JOINING AND I'M PROUD TO SAY TO ONE OF OUR STUDENTS WHO'S JOINING US TONIGHT IS THE YOUTH HEART OF OUR STUDENTS WHO'S JOINING US TONIGHT IS THE YOUTH HEART OF OUR STUDENTS WHO'S JOINING US TONIGHT IS THE YOUTH HEART AMBASSADOR FOR THE AMERICAN US TONIGHT IS THE YOUTH HEART AMBASSADOR FOR THE AMERICAN US TONIGHT IS THE YOUTH HEART AMBASSADOR FOR THE AMERICAN HEART ASSOCIATION HAMPTON ROADS AMBASSADOR FOR

019THE AMERICAN HEART ASSOCIATION HAMPTON ROADS AMBASSADOR FOR THE AMERICAN HEART ASSOCIATION HAMPTON ROADS >> ABBY LARSEN IS A FIFTH HEART ASSOCIATION HAMPTON ROADS >> ABBY LARSEN IS A FIFTH HEART ASSOCIATION HAMPTON ROADS >> ABBY LARSEN IS A FIFTH GRADER AT NEW CASTLE >> ABBY LARSEN IS A FIFTH GRADER AT NEW CASTLE >> ABBY LARSEN IS A FIFTH GRADER AT NEW CASTLE ELEMENTARY. GRADER AT NEW CASTLE ELEMENTARY. GRADER AT NEW CASTLE ELEMENTARY. ABBY IS STANDING RIGHT HERE TO ELEMENTARY. ABBY IS STANDING RIGHT HERE TO ELEMENTARY. ABBY IS STANDING RIGHT HERE TO BE RECOGNIZED HER THANK YOU FOR ABBY IS STANDING RIGHT HERE TO BE RECOGNIZED HER THANK YOU FOR ABBY IS STANDING RIGHT HERE TO BE RECOGNIZED HER THANK YOU FOR BEING HERE ABBY COURAGEOUSLY BE RECOGNIZED HER THANK YOU FOR BEING HERE ABBY COURAGEOUSLY BE

020RECOGNIZED HER THANK YOU FOR BEING HERE ABBY COURAGEOUSLY SHARES HER STORY WITH HER BEING HERE ABBY COURAGEOUSLY SHARES HER STORY WITH HER BEING HERE ABBY COURAGEOUSLY SHARES HER STORY WITH HER CLASSMATES ABOUT SHE HAD TO SHARES HER STORY WITH HER CLASSMATES ABOUT SHE HAD TO SHARES HER STORY WITH HER CLASSMATES ABOUT SHE HAD TO OPEN HEART SURGERIES AS A BABY CLASSMATES ABOUT SHE HAD TO OPEN HEART SURGERIES AS A BABY CLASSMATES ABOUT SHE HAD TO OPEN HEART SURGERIES AS A BABY AT NEWCASTLE ELEMENTARY AND OPEN HEART SURGERIES AS A BABY AT NEWCASTLE ELEMENTARY AND OPEN HEART SURGERIES AS A BABY AT NEWCASTLE ELEMENTARY AND MANY OF OUR SCHOOLS THIS MONTH AT NEWCASTLE ELEMENTARY AND MANY OF OUR SCHOOLS THIS MONTH AT NEWCASTLE ELEMENTARY AND MANY OF OUR SCHOOLS THIS MONTH THE KIDS HEART CHALLENGE RAISES

021MANY OF OUR SCHOOLS THIS MONTH THE KIDS HEART CHALLENGE RAISES MANY OF OUR SCHOOLS THIS MONTH THE KIDS HEART CHALLENGE RAISES AWARENESS ABOUT HEART DEFECTS THE KIDS HEART CHALLENGE RAISES AWARENESS ABOUT HEART DEFECTS THE KIDS HEART CHALLENGE RAISES AWARENESS ABOUT HEART DEFECTS CPR TRAINING AND HEALTHY AWARENESS ABOUT HEART DEFECTS CPR TRAINING AND HEALTHY AWARENESS ABOUT HEART DEFECTS CPR TRAINING AND HEALTHY LIVING. CPR TRAINING AND HEALTHY LIVING. CPR TRAINING AND HEALTHY LIVING. ABBY SPOKE AT SEVERAL LIVING. ABBY SPOKE AT SEVERAL LIVING. ABBY SPOKE AT SEVERAL ASSEMBLIES AT HER SCHOOL ABBY SPOKE AT SEVERAL ASSEMBLIES AT HER SCHOOL ABBY SPOKE AT SEVERAL ASSEMBLIES AT HER SCHOOL ENCOURAGING HER FELLOW STUDENTS ASSEMBLIES AT HER SCHOOL ENCOURAGING HER FELLOW STUDENTS ASSEMBLIES AT HER SCHOOL ENCOURAGING HER FELLOW STUDENTS TO PRACTICE HEALTHY HABITS SUCH ENCOURAGING HER FELLOW STUDENTS TO PRACTICE

022HEALTHY HABITS SUCH ENCOURAGING HER FELLOW STUDENTS TO PRACTICE HEALTHY HABITS SUCH AS DRINKING PLENTY OF WATER, TO PRACTICE HEALTHY HABITS SUCH AS DRINKING PLENTY OF WATER, TO PRACTICE HEALTHY HABITS SUCH AS DRINKING PLENTY OF WATER, GETTING PLENTY OF SLEEP AND AS DRINKING PLENTY OF WATER, GETTING PLENTY OF SLEEP AND AS DRINKING PLENTY OF WATER, GETTING PLENTY OF SLEEP AND AVOIDING TOBACCO. GETTING PLENTY OF SLEEP AND AVOIDING TOBACCO. GETTING PLENTY OF SLEEP AND AVOIDING TOBACCO. SHE WAS ALSO INTERVIEWED BY THE AVOIDING TOBACCO. SHE WAS ALSO INTERVIEWED BY THE AVOIDING TOBACCO. SHE WAS ALSO INTERVIEWED BY THE LOCAL NEWS MEDIA AND SPOKE SHE WAS ALSO INTERVIEWED BY THE LOCAL NEWS MEDIA AND SPOKE SHE WAS ALSO INTERVIEWED BY THE LOCAL NEWS MEDIA AND SPOKE ABOUT HOW SHE IS TRAINED ON HOW LOCAL NEWS MEDIA AND SPOKE ABOUT

023HOW SHE IS TRAINED ON HOW LOCAL NEWS MEDIA AND SPOKE ABOUT HOW SHE IS TRAINED ON HOW TO DO HANDS ONLY CPR OUR ABOUT HOW SHE IS TRAINED ON HOW TO DO HANDS ONLY CPR OUR ABOUT HOW SHE IS TRAINED ON HOW TO DO HANDS ONLY CPR OUR STUDENTS STAFF AND FAMILIES ARE TO DO HANDS ONLY CPR OUR STUDENTS STAFF AND FAMILIES ARE TO DO HANDS ONLY CPR OUR STUDENTS STAFF AND FAMILIES ARE STRONG SUPPORTERS OF THE STUDENTS STAFF AND FAMILIES ARE STRONG SUPPORTERS OF THE STUDENTS STAFF AND FAMILIES ARE STRONG SUPPORTERS OF THE AMERICAN HEART ASSOCIATION STRONG SUPPORTERS OF THE AMERICAN HEART ASSOCIATION STRONG SUPPORTERS OF THE AMERICAN HEART ASSOCIATION EFFORTS TO COMBAT HEART DISEASE AMERICAN HEART ASSOCIATION EFFORTS TO COMBAT HEART DISEASE AMERICAN HEART ASSOCIATION EFFORTS TO COMBAT HEART DISEASE . EFFORTS TO

024COMBAT HEART DISEASE . EFFORTS TO COMBAT HEART DISEASE . SO THANK YOU ABBY FOR MAKING US . SO THANK YOU ABBY FOR MAKING US . SO THANK YOU ABBY FOR MAKING US SO PROUD AS AN AMBASSADOR FOR SO THANK YOU ABBY FOR MAKING US SO PROUD AS AN AMBASSADOR FOR SO THANK YOU ABBY FOR MAKING US SO PROUD AS AN AMBASSADOR FOR THE AMERICAN HEART ASSOCIATION SO PROUD AS AN AMBASSADOR FOR THE AMERICAN HEART ASSOCIATION SO PROUD AS AN AMBASSADOR FOR THE AMERICAN HEART ASSOCIATION ,OUR STUDENTS AND STAFF WENT THE AMERICAN HEART ASSOCIATION ,OUR STUDENTS AND STAFF WENT THE AMERICAN HEART ASSOCIATION ,OUR STUDENTS AND STAFF WENT ALL OUT FOR VIRGINIA CALLING ,OUR STUDENTS AND STAFF WENT ALL OUT FOR VIRGINIA CALLING ,OUR STUDENTS AND STAFF WENT ALL OUT FOR VIRGINIA CALLING THIS EARLIER THIS

025MONTH ALL OUT FOR VIRGINIA CALLING THIS EARLIER THIS MONTH ALL OUT FOR VIRGINIA CALLING THIS EARLIER THIS MONTH RIGIDITY DEPARTMENT THIS EARLIER THIS MONTH RIGIDITY DEPARTMENT THIS EARLIER THIS MONTH RIGIDITY DEPARTMENT OF EDUCATION ENCOURAGE SCHOOLS RIGIDITY DEPARTMENT OF EDUCATION ENCOURAGE SCHOOLS RIGIDITY DEPARTMENT OF EDUCATION ENCOURAGE SCHOOLS TO MAKE SPECIAL NOTICES OF ACTS OF EDUCATION ENCOURAGE SCHOOLS TO MAKE SPECIAL NOTICES OF ACTS OF EDUCATION ENCOURAGE SCHOOLS TO MAKE SPECIAL NOTICES OF ACTS OF KINDNESS FROM FEBRUARY 9TH TO MAKE SPECIAL NOTICES OF ACTS OF KINDNESS FROM FEBRUARY 9TH TO MAKE SPECIAL NOTICES OF ACTS OF KINDNESS FROM FEBRUARY 9TH THROUGH FEBRUARY 15TH THIS OF KINDNESS FROM FEBRUARY 9TH THROUGH FEBRUARY 15TH THIS OF KINDNESS FROM FEBRUARY 9TH THROUGH FEBRUARY 15TH THIS INITIATIVE CELEBRATES THE FACT THROUGH FEBRUARY 15TH THIS INITIATIVE CELEBRATES THE FACT THROUGH FEBRUARY 15TH THIS

026INITIATIVE CELEBRATES THE FACT THAT KINDNESS MAKES OUR SCHOOLS INITIATIVE CELEBRATES THE FACT THAT KINDNESS MAKES OUR SCHOOLS INITIATIVE CELEBRATES THE FACT THAT KINDNESS MAKES OUR SCHOOLS SAFE HEALTHY AND WELCOMING THAT KINDNESS MAKES OUR SCHOOLS SAFE HEALTHY AND WELCOMING THAT KINDNESS MAKES OUR SCHOOLS SAFE HEALTHY AND WELCOMING ENVIRONMENTS FOR LEARNING AT SAFE HEALTHY AND WELCOMING ENVIRONMENTS FOR LEARNING AT SAFE HEALTHY AND WELCOMING ENVIRONMENTS FOR LEARNING AT LYNNHAVEN ELEMENTARY STAFF AND ENVIRONMENTS FOR LEARNING AT LYNNHAVEN ELEMENTARY STAFF AND ENVIRONMENTS FOR LEARNING AT LYNNHAVEN ELEMENTARY STAFF AND STUDENTS WROTE NOTES ABOUT ACTS LYNNHAVEN ELEMENTARY STAFF AND STUDENTS WROTE NOTES ABOUT ACTS LYNNHAVEN ELEMENTARY STAFF AND STUDENTS WROTE NOTES ABOUT ACTS OF KINDNESS THEY WITNESSED AT STUDENTS WROTE NOTES ABOUT ACTS OF KINDNESS THEY WITNESSED AT STUDENTS WROTE NOTES ABOUT ACTS OF KINDNESS THEY WITNESSED AT SCHOOL THEY THEN

027PUT THOSE OF KINDNESS THEY WITNESSED AT SCHOOL THEY THEN PUT THOSE OF KINDNESS THEY WITNESSED AT SCHOOL THEY THEN PUT THOSE NOTES ON AT OF KINDNESS TREE SCHOOL THEY THEN PUT THOSE BARK ELEMENTARY STUDENTS HOW TO FOOD DRIVE FOR A LOCAL FOOD BARK ELEMENTARY STUDENTS HOW TO FOOD DRIVE FOR A LOCAL FOOD BARK ELEMENTARY STUDENTS HOW TO FOOD DRIVE FOR A LOCAL FOOD PANTRY WHILE RESIDENTS OF A FOOD DRIVE FOR A LOCAL FOOD PANTRY WHILE RESIDENTS OF A FOOD DRIVE FOR A LOCAL FOOD PANTRY WHILE RESIDENTS OF A NEARBY SENIOR HOME SET THE PANTRY WHILE RESIDENTS OF A NEARBY SENIOR HOME SET THE PANTRY WHILE RESIDENTS OF A NEARBY SENIOR HOME SET THE SCHOOL NOTES WITH CON MESSAGES NEARBY SENIOR HOME SET THE SCHOOL NOTES WITH CON MESSAGES NEARBY SENIOR HOME SET THE SCHOOL NOTES

028WITH CON MESSAGES CITIZENS STAFF AND STAFF AT SCHOOL NOTES WITH CON MESSAGES CITIZENS STAFF AND STAFF AT SCHOOL NOTES WITH CON MESSAGES CITIZENS STAFF AND STAFF AT OTHER SCHOOLS VOLUNTEERED FOOD CITIZENS STAFF AND STAFF AT OTHER SCHOOLS VOLUNTEERED FOOD CITIZENS STAFF AND STAFF AT OTHER SCHOOLS VOLUNTEERED FOOD BANKS COLLECTING SOCKS FOR OTHER SCHOOLS VOLUNTEERED FOOD BANKS COLLECTING SOCKS FOR OTHER SCHOOLS VOLUNTEERED FOOD BANKS COLLECTING SOCKS FOR FAMILIES IN NEED WROTE NOTES TO BANKS COLLECTING SOCKS FOR FAMILIES IN NEED WROTE NOTES TO BANKS COLLECTING SOCKS FOR FAMILIES IN NEED WROTE NOTES TO SENIOR HOME RESIDENTS AND FAMILIES IN NEED WROTE NOTES TO SENIOR HOME RESIDENTS AND FAMILIES IN NEED WROTE NOTES TO SENIOR HOME RESIDENTS AND DECORATED CLASSROOM DOORS WITH SENIOR HOME RESIDENTS AND DECORATED CLASSROOM DOORS WITH SENIOR HOME RESIDENTS AND DECORATED CLASSROOM DOORS WITH

029INSPIRING MESSAGES THE VIRGINIA DECORATED CLASSROOM DOORS WITH INSPIRING MESSAGES THE VIRGINIA DECORATED CLASSROOM DOORS WITH INSPIRING MESSAGES THE VIRGINIA DEPARTMENT OF EDUCATION INSPIRING MESSAGES THE VIRGINIA DEPARTMENT OF EDUCATION INSPIRING MESSAGES THE VIRGINIA DEPARTMENT OF EDUCATION RECOGNIZED OUR EFFORTS IN A DEPARTMENT OF EDUCATION RECOGNIZED OUR EFFORTS IN A DEPARTMENT OF EDUCATION RECOGNIZED OUR EFFORTS IN A WEEKLY NEWSLETTER. RECOGNIZED OUR EFFORTS IN A WEEKLY NEWSLETTER. RECOGNIZED OUR EFFORTS IN A WEEKLY NEWSLETTER. IT'S NICE TO SEE STATEWIDE WEEKLY NEWSLETTER. IT'S NICE TO SEE STATEWIDE WEEKLY NEWSLETTER. IT'S NICE TO SEE STATEWIDE ATTENTION GIVEN TO THE POSITIVE IT'S NICE TO SEE STATEWIDE ATTENTION GIVEN TO THE POSITIVE IT'S NICE TO SEE STATEWIDE ATTENTION GIVEN TO THE POSITIVE IMPACT STUDENTS ARE HAVING IN ATTENTION GIVEN TO THE POSITIVE IMPACT STUDENTS ARE HAVING IN ATTENTION GIVEN TO THE POSITIVE IMPACT STUDENTS

030ARE HAVING IN OUR COMMUNITY THE PROGRAM COACH IMPACT STUDENTS ARE HAVING IN OUR COMMUNITY THE PROGRAM COACH IMPACT STUDENTS ARE HAVING IN OUR COMMUNITY THE PROGRAM COACH FOR KIDS AND BOOKS TO WAS A BIG OUR COMMUNITY THE PROGRAM COACH FOR KIDS AND BOOKS TO WAS A BIG OUR COMMUNITY THE PROGRAM COACH FOR KIDS AND BOOKS TO WAS A BIG SUCCESS FEBRUARY 5TH AT THE FOR KIDS AND BOOKS TO WAS A BIG SUCCESS FEBRUARY 5TH AT THE FOR KIDS AND BOOKS TO WAS A BIG SUCCESS FEBRUARY 5TH AT THE PLAZA ANNEX OUR FAMILIES SUCCESS FEBRUARY 5TH AT THE PLAZA ANNEX OUR FAMILIES SUCCESS FEBRUARY 5TH AT THE PLAZA ANNEX OUR FAMILIES RECEIVED MORE THAN TWO COATS AS PLAZA ANNEX OUR FAMILIES RECEIVED MORE THAN TWO COATS AS PLAZA ANNEX OUR FAMILIES RECEIVED MORE THAN TWO COATS

031AS WELL AS BOOKS JUST IN TIME TO RECEIVED MORE THAN TWO COATS AS WELL AS BOOKS JUST IN TIME TO RECEIVED MORE THAN TWO COATS AS WELL AS BOOKS JUST IN TIME TO PREPARE THEM FOR SNOWSTORM I'D WELL AS BOOKS JUST IN TIME TO PREPARE THEM FOR SNOWSTORM I'D WELL AS BOOKS JUST IN TIME TO PREPARE THEM FOR SNOWSTORM I'D LIKE TO THINK TO THANK THOSE PREPARE THEM FOR SNOWSTORM I'D LIKE TO THINK TO THANK THOSE PREPARE THEM FOR SNOWSTORM I'D LIKE TO THINK TO THANK THOSE THAT HELPED INCLUDING WAVY 10 LIKE TO THINK TO THANK THOSE THAT HELPED INCLUDING WAVY 10 LIKE TO THINK TO THANK THOSE THAT HELPED INCLUDING WAVY 10 PAPA JOHN'S OUR TITLE ONE THAT HELPED INCLUDING WAVY 10 PAPA JOHN'S OUR TITLE ONE THAT HELPED INCLUDING WAVY 10 PAPA JOHN'S

032OUR TITLE ONE PROGRAM THE OFFICE OF FAMILY PAPA JOHN'S OUR TITLE ONE PROGRAM THE OFFICE OF FAMILY PAPA JOHN'S OUR TITLE ONE PROGRAM THE OFFICE OF FAMILY COMMUNITY ENGAGEMENT AND UNITED PROGRAM THE OFFICE OF FAMILY COMMUNITY ENGAGEMENT AND UNITED PROGRAM THE OFFICE OF FAMILY COMMUNITY ENGAGEMENT AND UNITED WAY OF SOUTH HAMPTON ROOTS SOME COMMUNITY ENGAGEMENT AND UNITED WAY OF SOUTH HAMPTON ROOTS SOME COMMUNITY ENGAGEMENT AND UNITED WAY OF SOUTH HAMPTON ROOTS SOME OF YOU JOIN ME OUR STUDENTS AND WAY OF SOUTH HAMPTON ROOTS SOME OF YOU JOIN ME OUR STUDENTS AND WAY OF SOUTH HAMPTON ROOTS SOME OF YOU JOIN ME OUR STUDENTS AND AND STAFF AND WELCOMING OF YOU JOIN ME OUR STUDENTS AND AND STAFF AND WELCOMING OF YOU JOIN ME OUR STUDENTS AND AND STAFF AND WELCOMING VIRGINIA OF PUBLIC INSTRUCTION AND

033STAFF AND WELCOMING VIRGINIA OF PUBLIC INSTRUCTION AND STAFF AND WELCOMING VIRGINIA OF PUBLIC INSTRUCTION DR. LISA CODES AND OTHER VIRGINIA OF PUBLIC INSTRUCTION DR. LISA CODES AND OTHER VIRGINIA OF PUBLIC INSTRUCTION DR. LISA CODES AND OTHER LEADERS AS THEY OBSERVED OUR DR. LISA CODES AND OTHER LEADERS AS THEY OBSERVED OUR DR. LISA CODES AND OTHER LEADERS AS THEY OBSERVED OUR INNOVATIVE BAYOU THICK ON LEADERS AS THEY OBSERVED OUR INNOVATIVE BAYOU THICK ON LEADERS AS THEY OBSERVED OUR INNOVATIVE BAYOU THICK ON FEBRUARY 14TH THIS INNOVATIVE BAYOU THICK ON FEBRUARY 14TH THIS INNOVATIVE BAYOU THICK ON FEBRUARY 14TH THIS INTERDISCIPLINARY COURSE PLANS FEBRUARY 14TH THIS INTERDISCIPLINARY COURSE PLANS FEBRUARY 14TH THIS INTERDISCIPLINARY COURSE PLANS BLENDS BIOLOGY AND PHYSICAL INTERDISCIPLINARY COURSE PLANS BLENDS BIOLOGY AND PHYSICAL INTERDISCIPLINARY COURSE PLANS BLENDS BIOLOGY AND PHYSICAL EDUCATION HELPING STUDENTS BLENDS BIOLOGY

034AND PHYSICAL EDUCATION HELPING STUDENTS BLENDS BIOLOGY AND PHYSICAL EDUCATION HELPING STUDENTS EXPLORE REAL WORLD CONNECTIONS EDUCATION HELPING STUDENTS EXPLORE REAL WORLD CONNECTIONS EDUCATION HELPING STUDENTS EXPLORE REAL WORLD CONNECTIONS BETWEEN SCIENCE AND MOVEMENT EXPLORE REAL WORLD CONNECTIONS BETWEEN SCIENCE AND MOVEMENT EXPLORE REAL WORLD CONNECTIONS BETWEEN SCIENCE AND MOVEMENT WITH COACHING AND HANDS-ON BIO BETWEEN SCIENCE AND MOVEMENT WITH COACHING AND HANDS-ON BIO BETWEEN SCIENCE AND MOVEMENT WITH COACHING AND HANDS-ON BIO FIT IS AN ENGAGING AND ENGAGING WITH COACHING AND HANDS-ON BIO FIT IS AN ENGAGING AND ENGAGING WITH COACHING AND HANDS-ON BIO FIT IS AN ENGAGING AND ENGAGING AND FUN WAY TO LEARN DR. CREWS FIT IS AN ENGAGING AND ENGAGING AND FUN WAY TO LEARN DR. CREWS FIT IS AN ENGAGING AND ENGAGING AND FUN WAY TO LEARN DR. CREWS VISIT INCLUDED STOPS AT A AND

035FUN WAY TO LEARN DR. CREWS VISIT INCLUDED STOPS AT A AND FUN WAY TO LEARN DR. CREWS VISIT INCLUDED STOPS AT A BIOLOGY CLASSROOM LANSDOWNE VISIT INCLUDED STOPS AT A BIOLOGY CLASSROOM LANSDOWNE VISIT INCLUDED STOPS AT A BIOLOGY CLASSROOM LANSDOWNE HIGH SCHOOL >> IN A PE LESSON BIOLOGY CLASSROOM LANSDOWNE HIGH SCHOOL >> IN A PE LESSON BIOLOGY CLASSROOM LANSDOWNE HIGH SCHOOL >> IN A PE LESSON WITH BAYSIDE HIGH SCHOOL HIGH SCHOOL >> IN A PE LESSON WITH BAYSIDE HIGH SCHOOL HIGH SCHOOL >> IN A PE LESSON WITH BAYSIDE HIGH SCHOOL STUDENTS HELD AT WILLIAMS FOR WITH BAYSIDE HIGH SCHOOL STUDENTS HELD AT WILLIAMS FOR WITH BAYSIDE HIGH SCHOOL STUDENTS HELD AT WILLIAMS FOR RECREATION CENTER AND TOLD HIGH STUDENTS HELD AT WILLIAMS FOR RECREATION CENTER AND TOLD HIGH STUDENTS HELD AT WILLIAMS FOR RECREATION CENTER

036AND TOLD HIGH SCHOOL OUR STUDENTS AND STAFF RECREATION CENTER AND TOLD HIGH SCHOOL OUR STUDENTS AND STAFF RECREATION CENTER AND TOLD HIGH SCHOOL OUR STUDENTS AND STAFF DID A GREAT JOB SHOWING OR HOW SCHOOL OUR STUDENTS AND STAFF DID A GREAT JOB SHOWING OR HOW SCHOOL OUR STUDENTS AND STAFF DID A GREAT JOB SHOWING OR HOW OUR INNOVATIVE LEARNING METHODS DID A GREAT JOB SHOWING OR HOW OUR INNOVATIVE LEARNING METHODS DID A GREAT JOB SHOWING OR HOW OUR INNOVATIVE LEARNING METHODS ARE HELPING STUDENTS BE FUTURE OUR INNOVATIVE LEARNING METHODS ARE HELPING STUDENTS BE FUTURE OUR INNOVATIVE LEARNING METHODS ARE HELPING STUDENTS BE FUTURE READY. ARE HELPING STUDENTS BE FUTURE READY. ARE HELPING STUDENTS BE FUTURE READY. FINALLY I LIKE TO SHARE A LOCAL READY. FINALLY I LIKE TO SHARE A LOCAL READY. FINALLY I LIKE

037TO SHARE A LOCAL NEWS CLIP FROM TOKYO ARE HOW FINALLY I LIKE TO SHARE A LOCAL NEWS CLIP FROM TOKYO ARE HOW FINALLY I LIKE TO SHARE A LOCAL NEWS CLIP FROM TOKYO ARE HOW OUR TRANSPORTATION TEAM NEWS CLIP FROM TOKYO ARE HOW OUR TRANSPORTATION TEAM NEWS CLIP FROM TOKYO ARE HOW OUR TRANSPORTATION TEAM SUPPORTED THE SPECIAL OLYMPICS OUR TRANSPORTATION TEAM SUPPORTED THE SPECIAL OLYMPICS OUR TRANSPORTATION TEAM SUPPORTED THE SPECIAL OLYMPICS DURING THE POLAR PLUNGE EARLIER SUPPORTED THE SPECIAL OLYMPICS DURING THE POLAR PLUNGE EARLIER SUPPORTED THE SPECIAL OLYMPICS DURING THE POLAR PLUNGE EARLIER THIS MONTH AT THE FRONT LET'S DURING THE POLAR PLUNGE EARLIER THIS MONTH AT THE FRONT LET'S DURING THE POLAR PLUNGE EARLIER THIS MONTH AT THE FRONT LET'S TAKE A LOOK >> BY BEVERLY KIDD THIS MONTH AT THE FRONT LET'S TAKE

038A LOOK >> BY BEVERLY KIDD THIS MONTH AT THE FRONT LET'S TAKE A LOOK >> BY BEVERLY KIDD VIRGINIA BEACH OCEANFRONT WHERE TAKE A LOOK >> BY BEVERLY KIDD VIRGINIA BEACH OCEANFRONT WHERE TAKE A LOOK >> BY BEVERLY KIDD VIRGINIA BEACH OCEANFRONT WHERE THEY ARE FUND WHERE THEY ARE VIRGINIA BEACH OCEANFRONT WHERE THEY ARE FUND WHERE THEY ARE VIRGINIA BEACH OCEANFRONT WHERE THEY ARE FUND WHERE THEY ARE SETTING UP FOR THIS POLAR THEY ARE FUND WHERE THEY ARE SETTING UP FOR THIS POLAR THEY ARE FUND WHERE THEY ARE SETTING UP FOR THIS POLAR PLUNGED AND ONE OF THE NOTABLE SETTING UP FOR THIS POLAR PLUNGED AND ONE OF THE NOTABLE SETTING UP FOR THIS POLAR PLUNGED AND ONE OF THE NOTABLE TEAMS IS A GROUP OF A SPIRITED PLUNGED AND ONE OF THE NOTABLE TEAMS

039IS A GROUP OF A SPIRITED PLUNGED AND ONE OF THE NOTABLE TEAMS IS A GROUP OF A SPIRITED SCHOOL BUS DRIVERS WE >> PUT >> TEAMS IS A GROUP OF A SPIRITED SCHOOL BUS DRIVERS WE >> PUT >> TEAMS IS A GROUP OF A SPIRITED SCHOOL BUS DRIVERS WE >> PUT >> THE WORD OUT AND WE'VE GOT THIS SCHOOL BUS DRIVERS WE >> PUT >> THE WORD OUT AND WE'VE GOT THIS SCHOOL BUS DRIVERS WE >> PUT >> THE WORD OUT AND WE'VE GOT THIS GROUP OF PEOPLE TOGETHER AND THE WORD OUT AND WE'VE GOT THIS GROUP OF PEOPLE TOGETHER AND THE WORD OUT AND WE'VE GOT THIS GROUP OF PEOPLE TOGETHER AND WE'VE BEEN DOING IT NOW THIS ON GROUP OF PEOPLE TOGETHER AND WE'VE BEEN DOING IT NOW THIS ON GROUP OF PEOPLE

040TOGETHER AND WE'VE BEEN DOING IT NOW THIS ON OUR THIRD YEAR THIS GROUP HAS WE'VE BEEN DOING IT NOW THIS ON OUR THIRD YEAR THIS GROUP HAS WE'VE BEEN DOING IT NOW THIS ON OUR THIRD YEAR THIS GROUP HAS BEEN RAISING MONEY FOR THE PAST OUR THIRD YEAR THIS GROUP HAS BEEN RAISING MONEY FOR THE PAST OUR THIRD YEAR THIS GROUP HAS BEEN RAISING MONEY FOR THE PAST MONTH THE POLAR PLUNGED TO BEEN RAISING MONEY FOR THE PAST MONTH THE POLAR PLUNGED TO BEEN RAISING MONEY FOR THE PAST MONTH THE POLAR PLUNGED TO BENEFIT THE SPECIAL OLYMPICS MONTH THE POLAR PLUNGED TO BENEFIT THE SPECIAL OLYMPICS MONTH THE POLAR PLUNGED TO BENEFIT THE SPECIAL OLYMPICS LAST YEAR WE RAISED ABOUT FOUR BENEFIT THE SPECIAL OLYMPICS LAST YEAR WE RAISED ABOUT FOUR BENEFIT THE SPECIAL OLYMPICS

041LAST YEAR WE RAISED ABOUT FOUR THOUSAND AND WE'RE CLOSING IN LAST YEAR WE RAISED ABOUT FOUR THOUSAND AND WE'RE CLOSING IN LAST YEAR WE RAISED ABOUT FOUR THOUSAND AND WE'RE CLOSING IN ON THAT SAME MARK AGAIN THIS THOUSAND AND WE'RE CLOSING IN ON THAT SAME MARK AGAIN THIS THOUSAND AND WE'RE CLOSING IN ON THAT SAME MARK AGAIN THIS YEAR MOST OF THE DONATIONS CAME ON THAT SAME MARK AGAIN THIS YEAR MOST OF THE DONATIONS CAME ON THAT SAME MARK AGAIN THIS YEAR MOST OF THE DONATIONS CAME FROM THE 600 SIX HUNDRED BEACH YEAR MOST OF THE DONATIONS CAME FROM THE 600 SIX HUNDRED BEACH YEAR MOST OF THE DONATIONS CAME FROM THE 600 SIX HUNDRED BEACH BUS DRIVERS AND THEIR FAMILIES FROM THE 600 SIX HUNDRED BEACH BUS DRIVERS AND THEIR FAMILIES FROM THE 600

042SIX HUNDRED BEACH BUS DRIVERS AND THEIR FAMILIES ARE JUST VERY PROUD AND HONORED BUS DRIVERS AND THEIR FAMILIES ARE JUST VERY PROUD AND HONORED BUS DRIVERS AND THEIR FAMILIES ARE JUST VERY PROUD AND HONORED TO BE ABLE TO DO THIS ARE JUST VERY PROUD AND HONORED TO BE ABLE TO DO THIS ARE JUST VERY PROUD AND HONORED TO BE ABLE TO DO THIS REPRESENTING ALL THE BUS TO BE ABLE TO DO THIS REPRESENTING ALL THE BUS TO BE ABLE TO DO THIS REPRESENTING ALL THE BUS DRIVERS IN VIRGINIA BEACH, PAM REPRESENTING ALL THE BUS DRIVERS IN VIRGINIA BEACH, PAM REPRESENTING ALL THE BUS DRIVERS IN VIRGINIA BEACH, PAM KOELIE IS BUS DRIVER FOR DRIVERS IN VIRGINIA BEACH, PAM KOELIE IS BUS DRIVER FOR DRIVERS IN VIRGINIA BEACH, PAM KOELIE IS BUS DRIVER FOR SPECIAL NEEDS

043STUDENTS AND SHE KOELIE IS BUS DRIVER FOR SPECIAL NEEDS STUDENTS AND SHE KOELIE IS BUS DRIVER FOR SPECIAL NEEDS STUDENTS AND SHE KNOWS HOW IMPORTANT THIS EVENT SPECIAL NEEDS STUDENTS AND SHE KNOWS HOW IMPORTANT THIS EVENT SPECIAL NEEDS STUDENTS AND SHE KNOWS HOW IMPORTANT THIS EVENT IS TO LOCAL ATHLETES WHO KNOWS HOW IMPORTANT THIS EVENT IS TO LOCAL ATHLETES WHO KNOWS HOW IMPORTANT THIS EVENT IS TO LOCAL ATHLETES WHO PARTICIPATE A COUPLE OF YEARS IS TO LOCAL ATHLETES WHO PARTICIPATE A COUPLE OF YEARS IS TO LOCAL ATHLETES WHO PARTICIPATE A COUPLE OF YEARS GO I DID DRIVE A STUDENT WHO PARTICIPATE A COUPLE OF YEARS GO I DID DRIVE A STUDENT WHO PARTICIPATE A COUPLE OF YEARS GO I DID DRIVE A STUDENT WHO WAS IN THE RELAY ONE OF THE GO I DID DRIVE

044A STUDENT WHO WAS IN THE RELAY ONE OF THE GO I DID DRIVE A STUDENT WHO WAS IN THE RELAY ONE OF THE RELAY RACES. WAS IN THE RELAY ONE OF THE RELAY RACES. WAS IN THE RELAY ONE OF THE RELAY RACES. SHE WAS A RUNNER AND SHE RELAY RACES. SHE WAS A RUNNER AND SHE RELAY RACES. SHE WAS A RUNNER AND SHE BENEFITED FROM SOME OF THE SHE WAS A RUNNER AND SHE BENEFITED FROM SOME OF THE SHE WAS A RUNNER AND SHE BENEFITED FROM SOME OF THE RESOURCES THE POLAR PLUNGE IS BENEFITED FROM SOME OF THE RESOURCES THE POLAR PLUNGE IS BENEFITED FROM SOME OF THE RESOURCES THE POLAR PLUNGE IS THE BIGGEST FUNDRAISING EVENT RESOURCES THE POLAR PLUNGE IS THE BIGGEST FUNDRAISING EVENT RESOURCES THE POLAR PLUNGE IS THE BIGGEST FUNDRAISING EVENT

045FOR THE SPECIAL OLYMPICS THE BIGGEST FUNDRAISING EVENT FOR THE SPECIAL OLYMPICS THE BIGGEST FUNDRAISING EVENT FOR THE SPECIAL OLYMPICS BRINGING IN MORE THAN A MILLION FOR THE SPECIAL OLYMPICS BRINGING IN MORE THAN A MILLION FOR THE SPECIAL OLYMPICS BRINGING IN MORE THAN A MILLION DOLLARS EACH YEAR. BRINGING IN MORE THAN A MILLION DOLLARS EACH YEAR. BRINGING IN MORE THAN A MILLION DOLLARS EACH YEAR. IT'S HELD AT VIRGINIA BEACH DOLLARS EACH YEAR. IT'S HELD AT VIRGINIA BEACH DOLLARS EACH YEAR. IT'S HELD AT VIRGINIA BEACH OCEANFRONT EVERY YEAR IN THE IT'S HELD AT VIRGINIA BEACH OCEANFRONT EVERY YEAR IN THE IT'S HELD AT VIRGINIA BEACH OCEANFRONT EVERY YEAR IN THE FIRST WEEK OF FEBRUARY WITH OCEANFRONT EVERY YEAR IN THE FIRST WEEK OF FEBRUARY WITH OCEANFRONT EVERY YEAR IN THE FIRST WEEK OF FEBRUARY WITH HUNDREDS OF

046PEOPLE JUMPING INTO FIRST WEEK OF FEBRUARY WITH HUNDREDS OF PEOPLE JUMPING INTO FIRST WEEK OF FEBRUARY WITH HUNDREDS OF PEOPLE JUMPING INTO THE ICY ATLANTIC. HUNDREDS OF PEOPLE JUMPING INTO THE ICY ATLANTIC. HUNDREDS OF PEOPLE JUMPING INTO THE ICY ATLANTIC. I IN THE FIRST TIME GOT OUT AND THE ICY ATLANTIC. I IN THE FIRST TIME GOT OUT AND THE ICY ATLANTIC. I IN THE FIRST TIME GOT OUT AND OUT AND I LOOK BACK IN THE I IN THE FIRST TIME GOT OUT AND OUT AND I LOOK BACK IN THE I IN THE FIRST TIME GOT OUT AND OUT AND I LOOK BACK IN THE REALLY FUN AND A FUN TIME IT IS OUT AND I LOOK BACK IN THE REALLY FUN AND A FUN TIME IT IS OUT AND I LOOK BACK IN THE REALLY

047FUN AND A FUN TIME IT IS EVEN IF ARE NOT PLUNGING REALLY FUN AND A FUN TIME IT IS EVEN IF ARE NOT PLUNGING REALLY FUN AND A FUN TIME IT IS EVEN IF ARE NOT PLUNGING THERE'S FOOD, MUSIC AND ADULT EVEN IF ARE NOT PLUNGING THERE'S FOOD, MUSIC AND ADULT EVEN IF ARE NOT PLUNGING THERE'S FOOD, MUSIC AND ADULT BEVERAGES UNDER A HEATED TENT THERE'S FOOD, MUSIC AND ADULT BEVERAGES UNDER A HEATED TENT THERE'S FOOD, MUSIC AND ADULT BEVERAGES UNDER A HEATED TENT TAKING A DIP FOR A GOOD CAUSE BEVERAGES UNDER A HEATED TENT TAKING A DIP FOR A GOOD CAUSE BEVERAGES UNDER A HEATED TENT TAKING A DIP FOR A GOOD CAUSE IS WHAT MAKES THESE BEACH BUS TAKING A DIP FOR A GOOD CAUSE IS WHAT MAKES THESE BEACH BUS TAKING A

048DIP FOR A GOOD CAUSE IS WHAT MAKES THESE BEACH BUS DRIVERS POSITIVELY HAMPTON IS WHAT MAKES THESE BEACH BUS DRIVERS POSITIVELY HAMPTON IS WHAT MAKES THESE BEACH BUS DRIVERS POSITIVELY HAMPTON ROADS IN VIRGINIA BEACH DRIVERS POSITIVELY HAMPTON ROADS IN VIRGINIA BEACH DRIVERS POSITIVELY HAMPTON ROADS IN VIRGINIA BEACH BEVERLEY KID W.T. K.R. NEWS ROADS IN VIRGINIA BEACH BEVERLEY KID W.T. K.R. NEWS ROADS IN VIRGINIA BEACH BEVERLEY KID W.T. K.R. NEWS THREE I LIKE TO THINK THE BEVERLEY KID W.T. K.R. NEWS THREE I LIKE TO THINK THE BEVERLEY KID W.T. K.R. NEWS THREE I LIKE TO THINK THE HUNDREDS OF DRIVERS THREE I LIKE TO THINK THE HUNDREDS OF DRIVERS THREE I LIKE TO THINK THE HUNDREDS OF DRIVERS TRANSPORTATION STAFF WHO HUNDREDS OF DRIVERS TRANSPORTATION STAFF WHO HUNDREDS OF DRIVERS TRANSPORTATION STAFF WHO SUPPORTED THIS WORTHY

049CAUSE AND TRANSPORTATION STAFF WHO SUPPORTED THIS WORTHY CAUSE AND TRANSPORTATION STAFF WHO SUPPORTED THIS WORTHY CAUSE AND THEY ARE CERTAINLY COURAGEOUS SUPPORTED THIS WORTHY CAUSE AND THEY ARE CERTAINLY COURAGEOUS SUPPORTED THIS WORTHY CAUSE AND THEY ARE CERTAINLY COURAGEOUS SO THANK YOU MADAM CHAIR. THEY ARE CERTAINLY COURAGEOUS SO THANK YOU MADAM CHAIR. THEY ARE CERTAINLY COURAGEOUS SO THANK YOU MADAM CHAIR. THIS CONCLUDES MY REPORT AND I SO THANK YOU MADAM CHAIR. THIS CONCLUDES MY REPORT AND I SO THANK YOU MADAM CHAIR. THIS CONCLUDES MY REPORT AND I DO HAVE SOME RECOGNITION AS THIS CONCLUDES MY REPORT AND I DO HAVE SOME RECOGNITION AS THIS CONCLUDES MY REPORT AND I DO HAVE SOME RECOGNITION AS WELL SO WE DO HAVE SOME DO HAVE SOME RECOGNITION AS WELL SO WE DO HAVE SOME DO HAVE SOME RECOGNITION AS

050WELL SO WE DO HAVE SOME RECOGNITION TONIGHT AND WE FOR WELL SO WE DO HAVE SOME RECOGNITION TONIGHT AND WE FOR WELL SO WE DO HAVE SOME RECOGNITION TONIGHT AND WE FOR SOME REASON APPOINTMENTS AND RECOGNITION TONIGHT AND WE FOR SOME REASON APPOINTMENTS AND RECOGNITION TONIGHT AND WE FOR SOME REASON APPOINTMENTS AND WE'LL START WITH LATASHA BATES SOME REASON APPOINTMENTS AND WE'LL START WITH LATASHA BATES SOME REASON APPOINTMENTS AND WE'LL START WITH LATASHA BATES LATASHA WAS PREVIOUSLY AN WE'LL START WITH LATASHA BATES LATASHA WAS PREVIOUSLY AN WE'LL START WITH LATASHA BATES LATASHA WAS PREVIOUSLY AN ASSISTANT ADMINISTRATOR AND LATASHA WAS PREVIOUSLY AN ASSISTANT ADMINISTRATOR AND LATASHA WAS PREVIOUSLY AN ASSISTANT ADMINISTRATOR AND ACCOUNTS OR HIGH SCHOOL AND WE ASSISTANT ADMINISTRATOR AND ACCOUNTS OR HIGH SCHOOL AND WE ASSISTANT ADMINISTRATOR AND ACCOUNTS OR HIGH SCHOOL AND

051WE ARE PLEASED THAT YOU'VE ACCOUNTS OR HIGH SCHOOL AND WE ARE PLEASED THAT YOU'VE ACCOUNTS OR HIGH SCHOOL AND WE ARE PLEASED THAT YOU'VE ACCEPTED OUR RECOMMENDATION FOR ARE PLEASED THAT YOU'VE ACCEPTED OUR RECOMMENDATION FOR ARE PLEASED THAT YOU'VE ACCEPTED OUR RECOMMENDATION FOR HER TO BE NEXT ASSISTANT ACCEPTED OUR RECOMMENDATION FOR HER TO BE NEXT ASSISTANT ACCEPTED OUR RECOMMENDATION FOR HER TO BE NEXT ASSISTANT PRINCIPAL AT RENAISSANCE HER TO BE NEXT ASSISTANT PRINCIPAL AT RENAISSANCE HER TO BE NEXT ASSISTANT PRINCIPAL AT RENAISSANCE ACADEMY AND I SEE YOU HAVE SOME PRINCIPAL AT RENAISSANCE ACADEMY AND I SEE YOU HAVE SOME PRINCIPAL AT RENAISSANCE ACADEMY AND I SEE YOU HAVE SOME GUESTS. ACADEMY AND I SEE YOU HAVE SOME GUESTS. ACADEMY AND I SEE YOU HAVE SOME GUESTS. I KNOW MY DAUGHTER WELCOME. GUESTS. I KNOW MY

052DAUGHTER WELCOME. GUESTS. I KNOW MY DAUGHTER WELCOME. THANK YOU VERY MUCH. I KNOW MY DAUGHTER WELCOME. THANK YOU VERY MUCH. I KNOW MY DAUGHTER WELCOME. THANK YOU VERY MUCH. NEXT UP WE HAVE RICKY THANK YOU VERY MUCH. NEXT UP WE HAVE RICKY THANK YOU VERY MUCH. NEXT UP WE HAVE RICKY BETTENCOURT WE'RE PLEASED THAT NEXT UP WE HAVE RICKY BETTENCOURT WE'RE PLEASED THAT NEXT UP WE HAVE RICKY BETTENCOURT WE'RE PLEASED THAT YOU'VE ACCEPTED OUR BETTENCOURT WE'RE PLEASED THAT YOU'VE ACCEPTED OUR BETTENCOURT WE'RE PLEASED THAT YOU'VE ACCEPTED OUR RECOMMENDATION SHE WAS YOU'VE ACCEPTED OUR RECOMMENDATION SHE WAS YOU'VE ACCEPTED OUR RECOMMENDATION SHE WAS PREVIOUSLY AN AVID INSTRUCTOR RECOMMENDATION SHE WAS PREVIOUSLY AN AVID INSTRUCTOR RECOMMENDATION SHE WAS PREVIOUSLY AN AVID INSTRUCTOR AT PRINCETON AND HIGH SCHOOL TO PREVIOUSLY AN AVID INSTRUCTOR AT PRINCETON AND HIGH SCHOOL

053TO PREVIOUSLY AN AVID INSTRUCTOR AT PRINCETON AND HIGH SCHOOL TO NOW BE THIS COORDINATOR AT PRINCETON AND HIGH SCHOOL TO NOW BE THIS COORDINATOR AT PRINCETON AND HIGH SCHOOL TO NOW BE THIS COORDINATOR OF SECONDARY ENGLISH AND NOW BE THIS COORDINATOR OF SECONDARY ENGLISH AND NOW BE THIS COORDINATOR OF SECONDARY ENGLISH AND DEPARTMENT OF TEACHING AND OF SECONDARY ENGLISH AND DEPARTMENT OF TEACHING AND OF SECONDARY ENGLISH AND DEPARTMENT OF TEACHING AND LEARNING. DEPARTMENT OF TEACHING AND LEARNING. DEPARTMENT OF TEACHING AND LEARNING. CONGRATULATIONS AND WE SEE >> LEARNING. CONGRATULATIONS AND WE SEE >> LEARNING. CONGRATULATIONS AND WE SEE >> YOU HAVE SOME GUESTS IN NEXT UP CONGRATULATIONS AND WE SEE >> YOU HAVE SOME GUESTS IN NEXT UP CONGRATULATIONS AND WE SEE >> YOU HAVE SOME GUESTS IN NEXT UP WE HAVE CHRISTOPHER HARRYMAN, YOU HAVE

054SOME GUESTS IN NEXT UP WE HAVE CHRISTOPHER HARRYMAN, YOU HAVE SOME GUESTS IN NEXT UP WE HAVE CHRISTOPHER HARRYMAN, FORMERLY A COORDINATOR FOOD WE HAVE CHRISTOPHER HARRYMAN, FORMERLY A COORDINATOR FOOD WE HAVE CHRISTOPHER HARRYMAN, FORMERLY A COORDINATOR FOOD SERVICES AND ALL THIS FOOD FORMERLY A COORDINATOR FOOD SERVICES AND ALL THIS FOOD FORMERLY A COORDINATOR FOOD SERVICES AND ALL THIS FOOD SERVICES NOW AN ASSISTANT SERVICES AND ALL THIS FOOD SERVICES NOW AN ASSISTANT SERVICES AND ALL THIS FOOD SERVICES NOW AN ASSISTANT DIRECTOR FOOD SERVICES AND THE SERVICES NOW AN ASSISTANT DIRECTOR FOOD SERVICES AND THE SERVICES NOW AN ASSISTANT DIRECTOR FOOD SERVICES AND THE OFFICE OF FOOD SERVICES. DIRECTOR FOOD SERVICES AND THE OFFICE OF FOOD SERVICES. DIRECTOR FOOD SERVICES AND THE OFFICE OF FOOD SERVICES. CONGRATULATIONS, CHRIS. OFFICE OF FOOD SERVICES. CONGRATULATIONS, CHRIS. OFFICE OF

055FOOD SERVICES. CONGRATULATIONS, CHRIS. AND AND I'LL SEE YOU HAVE SOME CONGRATULATIONS, CHRIS. AND AND I'LL SEE YOU HAVE SOME CONGRATULATIONS, CHRIS. AND AND I'LL SEE YOU HAVE SOME GUESTS >> YOU KNOW CONGRATS AND AND I'LL SEE YOU HAVE SOME GUESTS >> YOU KNOW CONGRATS AND AND I'LL SEE YOU HAVE SOME GUESTS >> YOU KNOW CONGRATS RELATIONS >>. GUESTS >> YOU KNOW CONGRATS RELATIONS >>. GUESTS >> YOU KNOW CONGRATS RELATIONS >>. NEXT UP, WE HAVE RETAILER RELATIONS >>. NEXT UP, WE HAVE RETAILER RELATIONS >>. NEXT UP, WE HAVE RETAILER FORMERLY A COORDINATOR OF FOOD NEXT UP, WE HAVE RETAILER FORMERLY A COORDINATOR OF FOOD NEXT UP, WE HAVE RETAILER FORMERLY A COORDINATOR OF FOOD OF FOOD SERVICES AND THE OFFICE FORMERLY A COORDINATOR OF FOOD OF FOOD SERVICES AND THE OFFICE FORMERLY A COORDINATOR OF FOOD

056OF FOOD SERVICES AND THE OFFICE OF FOOD SERVICES NOW THE GRANT OF FOOD SERVICES AND THE OFFICE OF FOOD SERVICES NOW THE GRANT OF FOOD SERVICES AND THE OFFICE OF FOOD SERVICES NOW THE GRANT MANAGER AND THE OFFICE OF FOOD SERVICES NOW THE GRANT MANAGER AND THE OFFICE OF FOOD SERVICES NOW THE GRANT MANAGER AND THE OFFICE OF BUDGET DEVELOPMENT. MANAGER AND THE OFFICE OF BUDGET DEVELOPMENT. MANAGER AND THE OFFICE OF BUDGET DEVELOPMENT. CONGRATULATIONS, LAURIE AND SO OF BUDGET DEVELOPMENT. CONGRATULATIONS, LAURIE AND SO OF BUDGET DEVELOPMENT. CONGRATULATIONS, LAURIE AND SO YOU HAVE YOU HAVE SOME GUESTS CONGRATULATIONS, LAURIE AND SO YOU HAVE YOU HAVE SOME GUESTS CONGRATULATIONS, LAURIE AND SO YOU HAVE YOU HAVE SOME GUESTS >>. YOU HAVE YOU HAVE SOME GUESTS >>. YOU HAVE YOU HAVE SOME GUESTS >>. WELCOME. >>. WELCOME. >>.

057WELCOME. THANK YOU >>. WELCOME. THANK YOU >>. WELCOME. THANK YOU >>. AND THEN FINALLY WE GLORIA THANK YOU >>. AND THEN FINALLY WE GLORIA THANK YOU >>. AND THEN FINALLY WE GLORIA ASHLEY ASHLY WILLIAMS, FORMERLY AND THEN FINALLY WE GLORIA ASHLEY ASHLY WILLIAMS, FORMERLY AND THEN FINALLY WE GLORIA ASHLEY ASHLY WILLIAMS, FORMERLY AN INSTRUCTIONAL SPECIALIST ASHLEY ASHLY WILLIAMS, FORMERLY AN INSTRUCTIONAL SPECIALIST ASHLEY ASHLY WILLIAMS, FORMERLY AN INSTRUCTIONAL SPECIALIST DEPARTMENT OF TEACHING AND AN INSTRUCTIONAL SPECIALIST DEPARTMENT OF TEACHING AND AN INSTRUCTIONAL SPECIALIST DEPARTMENT OF TEACHING AND LEARNING WHO IS NOW THE DEPARTMENT OF TEACHING AND LEARNING WHO IS NOW THE DEPARTMENT OF TEACHING AND LEARNING WHO IS NOW THE COORDINATOR OF ACADEMIC SUPPORT LEARNING WHO IS NOW THE COORDINATOR OF ACADEMIC SUPPORT LEARNING WHO IS NOW THE COORDINATOR OF ACADEMIC SUPPORT PROGRAMS AND K-12 AND THE

058COORDINATOR OF ACADEMIC SUPPORT PROGRAMS AND K-12 AND THE COORDINATOR OF ACADEMIC SUPPORT PROGRAMS AND K-12 AND THE DEPARTMENT OF TEACHING AND PROGRAMS AND K-12 AND THE DEPARTMENT OF TEACHING AND PROGRAMS AND K-12 AND THE DEPARTMENT OF TEACHING AND LEARNING. DEPARTMENT OF TEACHING AND LEARNING. DEPARTMENT OF TEACHING AND LEARNING. CONGRATULATIONS AND I SEE YOU LEARNING. CONGRATULATIONS AND I SEE YOU LEARNING. CONGRATULATIONS AND I SEE YOU HAVE SOME GUESTS >> I'M JOINED CONGRATULATIONS AND I SEE YOU HAVE SOME GUESTS >> I'M JOINED CONGRATULATIONS AND I SEE YOU HAVE SOME GUESTS >> I'M JOINED BY OUTSTANDING >> YOU KNOW I'D HAVE SOME GUESTS >> I'M JOINED BY OUTSTANDING >> YOU KNOW I'D HAVE SOME GUESTS >> I'M JOINED BY OUTSTANDING >> YOU KNOW I'D LIKE I'D LIKE TO THANK ALL THE BY OUTSTANDING >> YOU KNOW I'D LIKE

059I'D LIKE TO THANK ALL THE BY OUTSTANDING >> YOU KNOW I'D LIKE I'D LIKE TO THANK ALL THE FAMILY GUESTS OF THE RECOGNIZED LIKE I'D LIKE TO THANK ALL THE FAMILY GUESTS OF THE RECOGNIZED LIKE I'D LIKE TO THANK ALL THE FAMILY GUESTS OF THE RECOGNIZED RECOGNITION'S RIGHT WE WE ASK A FAMILY GUESTS OF THE RECOGNIZED RECOGNITION'S RIGHT WE WE ASK A FAMILY GUESTS OF THE RECOGNIZED RECOGNITION'S RIGHT WE WE ASK A ASK A LOT OF THESE INDIVIDUALS RECOGNITION'S RIGHT WE WE ASK A ASK A LOT OF THESE INDIVIDUALS RECOGNITION'S RIGHT WE WE ASK A ASK A LOT OF THESE INDIVIDUALS THEY SPENT A LOT OF TIME DOING ASK A LOT OF THESE INDIVIDUALS THEY SPENT A LOT OF TIME DOING ASK A LOT OF THESE INDIVIDUALS THEY SPENT A LOT OF TIME DOING GREAT

060WORK FOR US AND YOUR THEY SPENT A LOT OF TIME DOING GREAT WORK FOR US AND YOUR THEY SPENT A LOT OF TIME DOING GREAT WORK FOR US AND YOUR SUPPORT IS CRITICALLY IMPORTANT GREAT WORK FOR US AND YOUR SUPPORT IS CRITICALLY IMPORTANT GREAT WORK FOR US AND YOUR SUPPORT IS CRITICALLY IMPORTANT SO CONGRATULATIONS TO YOU AS SUPPORT IS CRITICALLY IMPORTANT SO CONGRATULATIONS TO YOU AS SUPPORT IS CRITICALLY IMPORTANT SO CONGRATULATIONS TO YOU AS WELL AND ENJOY YOUR EVENING OK SO CONGRATULATIONS TO YOU AS WELL AND ENJOY YOUR EVENING OK SO CONGRATULATIONS TO YOU AS WELL AND ENJOY YOUR EVENING OK >> THAT BRINGS US BRINGS US TO WELL AND ENJOY YOUR EVENING OK >> THAT BRINGS US BRINGS US TO WELL AND ENJOY YOUR EVENING OK >> THAT BRINGS US BRINGS US TO THE

061APPROVAL THE MINUTES DO I >> THAT BRINGS US BRINGS US TO THE APPROVAL THE MINUTES DO I >> THAT BRINGS US BRINGS US TO THE APPROVAL THE MINUTES DO I HAVE I HAVE A IS THERE ANY THE APPROVAL THE MINUTES DO I HAVE I HAVE A IS THERE ANY THE APPROVAL THE MINUTES DO I HAVE I HAVE A IS THERE ANY MODIFIER PATIENTS TO THE HAVE I HAVE A IS THERE ANY MODIFIER PATIENTS TO THE HAVE I HAVE A IS THERE ANY MODIFIER PATIENTS TO THE FEBRUARY 11TH TWENTY FIVE MODIFIER PATIENTS TO THE FEBRUARY 11TH TWENTY FIVE MODIFIER PATIENTS TO THE FEBRUARY 11TH TWENTY FIVE REGULAR SCHOOL BOARD MEETING AS FEBRUARY 11TH TWENTY FIVE REGULAR SCHOOL BOARD MEETING AS FEBRUARY 11TH TWENTY FIVE REGULAR SCHOOL BOARD MEETING AS PRESENTED HEARING NINE I CALL REGULAR SCHOOL

062BOARD MEETING AS PRESENTED HEARING NINE I CALL REGULAR SCHOOL BOARD MEETING AS PRESENTED HEARING NINE I CALL FOR A MOTION TO APPROVE THE PRESENTED HEARING NINE I CALL FOR A MOTION TO APPROVE THE PRESENTED HEARING NINE I CALL FOR A MOTION TO APPROVE THE REGULAR FEBRUARY 11TH TWENTY FOR A MOTION TO APPROVE THE REGULAR FEBRUARY 11TH TWENTY FOR A MOTION TO APPROVE THE REGULAR FEBRUARY 11TH TWENTY TWENTY OUR BOARD MEETING REGULAR FEBRUARY 11TH TWENTY TWENTY OUR BOARD MEETING REGULAR FEBRUARY 11TH TWENTY TWENTY OUR BOARD MEETING MINUTES MOVE BY MR. KALLON TWENTY OUR BOARD MEETING MINUTES MOVE BY MR. KALLON TWENTY OUR BOARD MEETING MINUTES MOVE BY MR. KALLON SECONDED BY MR. ROGERS ANY MINUTES MOVE BY MR. KALLON SECONDED BY MR. ROGERS ANY MINUTES MOVE BY MR. KALLON SECONDED BY MR. ROGERS ANY DISCUSSION SEEING

063NONE I CALL SECONDED BY MR. ROGERS ANY DISCUSSION SEEING NONE I CALL SECONDED BY MR. ROGERS ANY DISCUSSION SEEING NONE I CALL FOR A VOTE. DISCUSSION SEEING NONE I CALL FOR A VOTE. DISCUSSION SEEING NONE I CALL FOR A VOTE. MISS FULTON HAVE YOU VOTE WITH FOR A VOTE. MISS FULTON HAVE YOU VOTE WITH FOR A VOTE. MISS FULTON HAVE YOU VOTE WITH THE MINUTES FROM FEBRUARY 11TH? MISS FULTON HAVE YOU VOTE WITH THE MINUTES FROM FEBRUARY 11TH? MISS FULTON HAVE YOU VOTE WITH THE MINUTES FROM FEBRUARY 11TH? THANK YOU MADAM CHAIR WE HAVE THE MINUTES FROM FEBRUARY 11TH? THANK YOU MADAM CHAIR WE HAVE THE MINUTES FROM FEBRUARY 11TH? THANK YOU MADAM CHAIR WE HAVE 10 I SAW THE MOTION TO PASS FOR THANK YOU MADAM CHAIR WE HAVE 10 I SAW THE MOTION

064TO PASS FOR THANK YOU MADAM CHAIR WE HAVE 10 I SAW THE MOTION TO PASS FOR THE APPROVAL OF THE MINUTES 10 I SAW THE MOTION TO PASS FOR THE APPROVAL OF THE MINUTES 10 I SAW THE MOTION TO PASS FOR THE APPROVAL OF THE MINUTES FROM FEBRUARY 11TH THANK YOU. THE APPROVAL OF THE MINUTES FROM FEBRUARY 11TH THANK YOU. THE APPROVAL OF THE MINUTES FROM FEBRUARY 11TH THANK YOU. AT THIS TIME THE SCHOOL BOARD FROM FEBRUARY 11TH THANK YOU. AT THIS TIME THE SCHOOL BOARD FROM FEBRUARY 11TH THANK YOU. AT THIS TIME THE SCHOOL BOARD WILL HEAR PUBLIC COMMENTS AT THIS TIME THE SCHOOL BOARD WILL HEAR PUBLIC COMMENTS AT THIS TIME THE SCHOOL BOARD WILL HEAR PUBLIC COMMENTS RELATED TO THE PROPOSED SCHOOL WILL HEAR PUBLIC COMMENTS RELATED TO THE PROPOSED SCHOOL WILL

065HEAR PUBLIC COMMENTS RELATED TO THE PROPOSED SCHOOL OPERATING FISCAL YEAR TWENTY RELATED TO THE PROPOSED SCHOOL OPERATING FISCAL YEAR TWENTY RELATED TO THE PROPOSED SCHOOL OPERATING FISCAL YEAR TWENTY FIVE TWENTY SIX TWENTY SIX IN OPERATING FISCAL YEAR TWENTY FIVE TWENTY SIX TWENTY SIX IN OPERATING FISCAL YEAR TWENTY FIVE TWENTY SIX TWENTY SIX IN CAPITAL IMPROVEMENT PROGRAM FOR FIVE TWENTY SIX TWENTY SIX IN CAPITAL IMPROVEMENT PROGRAM FOR FIVE TWENTY SIX TWENTY SIX IN CAPITAL IMPROVEMENT PROGRAM FOR FISCAL YEAR TWENTY FIVE TWENTY CAPITAL IMPROVEMENT PROGRAM FOR FISCAL YEAR TWENTY FIVE TWENTY CAPITAL IMPROVEMENT PROGRAM FOR FISCAL YEAR TWENTY FIVE TWENTY SIX THROUGH THIRTY THIRTY ONE FISCAL YEAR TWENTY FIVE TWENTY SIX THROUGH THIRTY THIRTY ONE FISCAL YEAR TWENTY FIVE TWENTY SIX THROUGH THIRTY THIRTY ONE BUDGET FOLLOWED BY PUBLIC SIX THROUGH THIRTY THIRTY ONE BUDGET FOLLOWED BY

066PUBLIC SIX THROUGH THIRTY THIRTY ONE BUDGET FOLLOWED BY PUBLIC COMMENTS MATTERS RELEVANT TO BUDGET FOLLOWED BY PUBLIC COMMENTS MATTERS RELEVANT TO BUDGET FOLLOWED BY PUBLIC COMMENTS MATTERS RELEVANT TO PRE-K THROUGH 12 PUBLIC COMMENTS MATTERS RELEVANT TO PRE-K THROUGH 12 PUBLIC COMMENTS MATTERS RELEVANT TO PRE-K THROUGH 12 PUBLIC EDUCATION IN VIRGINIA BEACH IN PRE-K THROUGH 12 PUBLIC EDUCATION IN VIRGINIA BEACH IN PRE-K THROUGH 12 PUBLIC EDUCATION IN VIRGINIA BEACH IN THE BUSINESS OF THE SCHOOL EDUCATION IN VIRGINIA BEACH IN THE BUSINESS OF THE SCHOOL EDUCATION IN VIRGINIA BEACH IN THE BUSINESS OF THE SCHOOL BOARD AND THE SCHOOL DIVISION THE BUSINESS OF THE SCHOOL BOARD AND THE SCHOOL DIVISION THE BUSINESS OF THE SCHOOL BOARD AND THE SCHOOL DIVISION FROM THOSE WHO SIGNED UP WITH BOARD AND THE SCHOOL DIVISION FROM THOSE WHO SIGNED UP WITH

067BOARD AND THE SCHOOL DIVISION FROM THOSE WHO SIGNED UP WITH THE SCHOOL BOARD CLARK PRIOR TO FROM THOSE WHO SIGNED UP WITH THE SCHOOL BOARD CLARK PRIOR TO FROM THOSE WHO SIGNED UP WITH THE SCHOOL BOARD CLARK PRIOR TO NOON TODAY THE PURPOSE FOR THE THE SCHOOL BOARD CLARK PRIOR TO NOON TODAY THE PURPOSE FOR THE THE SCHOOL BOARD CLARK PRIOR TO NOON TODAY THE PURPOSE FOR THE PUBLIC COMMENT SECTION OF THE NOON TODAY THE PURPOSE FOR THE PUBLIC COMMENT SECTION OF THE NOON TODAY THE PURPOSE FOR THE PUBLIC COMMENT SECTION OF THE SCHOOL BOARD AGENDA IS FOR THE PUBLIC COMMENT SECTION OF THE SCHOOL BOARD AGENDA IS FOR THE PUBLIC COMMENT SECTION OF THE SCHOOL BOARD AGENDA IS FOR THE SCHOOL BOARD TO OFFER AN SCHOOL BOARD AGENDA IS FOR THE SCHOOL BOARD TO

068OFFER AN SCHOOL BOARD AGENDA IS FOR THE SCHOOL BOARD TO OFFER AN ORDERLY FOR THEM TO RECEIVE SCHOOL BOARD TO OFFER AN ORDERLY FOR THEM TO RECEIVE SCHOOL BOARD TO OFFER AN ORDERLY FOR THEM TO RECEIVE PUBLIC COMMENTS THE SCHOOL ORDERLY FOR THEM TO RECEIVE PUBLIC COMMENTS THE SCHOOL ORDERLY FOR THEM TO RECEIVE PUBLIC COMMENTS THE SCHOOL BOARD MEETING PERSONS NOT PUBLIC COMMENTS THE SCHOOL BOARD MEETING PERSONS NOT PUBLIC COMMENTS THE SCHOOL BOARD MEETING PERSONS NOT CALLED TO THE PODIUM TO ADDRESS BOARD MEETING PERSONS NOT CALLED TO THE PODIUM TO ADDRESS BOARD MEETING PERSONS NOT CALLED TO THE PODIUM TO ADDRESS THE SCHOOL ORDER REQUESTED TO CALLED TO THE PODIUM TO ADDRESS THE SCHOOL ORDER REQUESTED TO CALLED TO THE PODIUM TO ADDRESS THE SCHOOL ORDER REQUESTED TO BE RESPECTFUL OF SPEAKERS SO THE SCHOOL

069ORDER REQUESTED TO BE RESPECTFUL OF SPEAKERS SO THE SCHOOL ORDER REQUESTED TO BE RESPECTFUL OF SPEAKERS SO THE SCHOOL BOARD AND PERSONS BE RESPECTFUL OF SPEAKERS SO THE SCHOOL BOARD AND PERSONS BE RESPECTFUL OF SPEAKERS SO THE SCHOOL BOARD AND PERSONS OBSERVING MEETING ARE ABLE TO THE SCHOOL BOARD AND PERSONS OBSERVING MEETING ARE ABLE TO THE SCHOOL BOARD AND PERSONS OBSERVING MEETING ARE ABLE TO HEAR AND OBSERVE EACH SPEAKER'S OBSERVING MEETING ARE ABLE TO HEAR AND OBSERVE EACH SPEAKER'S OBSERVING MEETING ARE ABLE TO HEAR AND OBSERVE EACH SPEAKER'S COMMENTS FINALLY I CALL UPON HEAR AND OBSERVE EACH SPEAKER'S COMMENTS FINALLY I CALL UPON HEAR AND OBSERVE EACH SPEAKER'S COMMENTS FINALLY I CALL UPON ALL SPEAKERS AND ALL PERSONS IN COMMENTS FINALLY I CALL UPON ALL SPEAKERS AND ALL PERSONS IN COMMENTS FINALLY I CALL UPON

070ALL SPEAKERS AND ALL PERSONS IN THE CHAMBERS TO BE CIVIL AND ALL SPEAKERS AND ALL PERSONS IN THE CHAMBERS TO BE CIVIL AND ALL SPEAKERS AND ALL PERSONS IN THE CHAMBERS TO BE CIVIL AND DISCUSSION AND DECORUM WHATEVER THE CHAMBERS TO BE CIVIL AND DISCUSSION AND DECORUM WHATEVER THE CHAMBERS TO BE CIVIL AND DISCUSSION AND DECORUM WHATEVER VIEWS YOU WISH TO EXPRESS THE DISCUSSION AND DECORUM WHATEVER VIEWS YOU WISH TO EXPRESS THE DISCUSSION AND DECORUM WHATEVER VIEWS YOU WISH TO EXPRESS THE SCHOOL BOARD WANTS TO HEAR FROM VIEWS YOU WISH TO EXPRESS THE SCHOOL BOARD WANTS TO HEAR FROM VIEWS YOU WISH TO EXPRESS THE SCHOOL BOARD WANTS TO HEAR FROM YOU AND TO ENSURE THAT ALL SCHOOL BOARD WANTS TO HEAR FROM YOU AND TO ENSURE THAT ALL SCHOOL BOARD WANTS TO HEAR FROM

071YOU AND TO ENSURE THAT ALL VIEWPOINTS AND PERSPECTIVES OR YOU AND TO ENSURE THAT ALL VIEWPOINTS AND PERSPECTIVES OR YOU AND TO ENSURE THAT ALL VIEWPOINTS AND PERSPECTIVES OR HEARD THE BEST WAY TO DO THIS VIEWPOINTS AND PERSPECTIVES OR HEARD THE BEST WAY TO DO THIS VIEWPOINTS AND PERSPECTIVES OR HEARD THE BEST WAY TO DO THIS IS FOR ALL OF US TO STRIVE HEARD THE BEST WAY TO DO THIS IS FOR ALL OF US TO STRIVE HEARD THE BEST WAY TO DO THIS IS FOR ALL OF US TO STRIVE CIVILITY AND RESPECT THE SCHOOL IS FOR ALL OF US TO STRIVE CIVILITY AND RESPECT THE SCHOOL IS FOR ALL OF US TO STRIVE CIVILITY AND RESPECT THE SCHOOL THE SCHOOL BOARD ALSO INVITES CIVILITY AND RESPECT THE SCHOOL THE SCHOOL BOARD ALSO INVITES CIVILITY AND

072RESPECT THE SCHOOL THE SCHOOL BOARD ALSO INVITES THE PUBLIC COMMENTS THEIR EMAIL THE SCHOOL BOARD ALSO INVITES THE PUBLIC COMMENTS THEIR EMAIL THE SCHOOL BOARD ALSO INVITES THE PUBLIC COMMENTS THEIR EMAIL WHICH CAN BE FOUND ON FOUND ON THE PUBLIC COMMENTS THEIR EMAIL WHICH CAN BE FOUND ON FOUND ON THE PUBLIC COMMENTS THEIR EMAIL WHICH CAN BE FOUND ON FOUND ON OUR WEBSITE. WHICH CAN BE FOUND ON FOUND ON OUR WEBSITE. WHICH CAN BE FOUND ON FOUND ON OUR WEBSITE. MADAM CLERK, PLEASE INTRODUCED OUR WEBSITE. MADAM CLERK, PLEASE INTRODUCED OUR WEBSITE. MADAM CLERK, PLEASE INTRODUCED THE FIRST SPEAKER THANK YOU. MADAM CLERK, PLEASE INTRODUCED THE FIRST SPEAKER THANK YOU. MADAM CLERK, PLEASE INTRODUCED THE FIRST SPEAKER THANK YOU. SPEAKING ON THE PUBLIC ON THE THE FIRST SPEAKER THANK YOU. SPEAKING ON THE PUBLIC ON THE

073THE FIRST SPEAKER THANK YOU. SPEAKING ON THE PUBLIC ON THE BUDGET WE HAVE HEATHER SCIP, SPEAKING ON THE PUBLIC ON THE BUDGET WE HAVE HEATHER SCIP, SPEAKING ON THE PUBLIC ON THE BUDGET WE HAVE HEATHER SCIP, NATALIE BRAY AND THEN ANDREA BUDGET WE HAVE HEATHER SCIP, NATALIE BRAY AND THEN ANDREA BUDGET WE HAVE HEATHER SCIP, NATALIE BRAY AND THEN ANDREA EISENBERGER >> GOOD EVENING NATALIE BRAY AND THEN ANDREA EISENBERGER >> GOOD EVENING NATALIE BRAY AND THEN ANDREA EISENBERGER >> GOOD EVENING CHAIRWOMAN BROWN VICE CHAIR EISENBERGER >> GOOD EVENING CHAIRWOMAN BROWN VICE CHAIR EISENBERGER >> GOOD EVENING CHAIRWOMAN BROWN VICE CHAIR WEEMS CHAIR WEEMES. CHAIRWOMAN BROWN VICE CHAIR WEEMS CHAIR WEEMES. CHAIRWOMAN BROWN VICE CHAIR WEEMS CHAIR WEEMES. MEMBERS OF THE SCHOOL AND DR. WEEMS CHAIR WEEMES. MEMBERS OF THE SCHOOL AND DR. WEEMS CHAIR WEEMES.

074MEMBERS OF THE SCHOOL AND DR. ROBERTSON MY NAME IS HEATHER MEMBERS OF THE SCHOOL AND DR. ROBERTSON MY NAME IS HEATHER MEMBERS OF THE SCHOOL AND DR. ROBERTSON MY NAME IS HEATHER SIPE AND I AM I AM PRESIDENT ROBERTSON MY NAME IS HEATHER SIPE AND I AM I AM PRESIDENT ROBERTSON MY NAME IS HEATHER SIPE AND I AM I AM PRESIDENT OF THE VIRGINIA BEACH EDUCATION SIPE AND I AM I AM PRESIDENT OF THE VIRGINIA BEACH EDUCATION SIPE AND I AM I AM PRESIDENT OF THE VIRGINIA BEACH EDUCATION ASSOCIATION FIRST I WANT TO OF THE VIRGINIA BEACH EDUCATION ASSOCIATION FIRST I WANT TO OF THE VIRGINIA BEACH EDUCATION ASSOCIATION FIRST I WANT TO TAKE A MOMENT TO ENSURE ASSOCIATION FIRST I WANT TO TAKE A MOMENT TO ENSURE ASSOCIATION FIRST I WANT TO TAKE A

075MOMENT TO ENSURE EVERYONE LISTENING IS AWARE TAKE A MOMENT TO ENSURE EVERYONE LISTENING IS AWARE TAKE A MOMENT TO ENSURE EVERYONE LISTENING IS AWARE OF THE RECENT HISTORIC EVERYONE LISTENING IS AWARE OF THE RECENT HISTORIC EVERYONE LISTENING IS AWARE OF THE RECENT HISTORIC INVESTMENT THE VIRGINIA OF THE RECENT HISTORIC INVESTMENT THE VIRGINIA OF THE RECENT HISTORIC INVESTMENT THE VIRGINIA LEGISLATURE HAS MADE AN INVESTMENT THE VIRGINIA LEGISLATURE HAS MADE AN INVESTMENT THE VIRGINIA LEGISLATURE HAS MADE AN EDUCATION I AM PROUD TO SAY LEGISLATURE HAS MADE AN EDUCATION I AM PROUD TO SAY LEGISLATURE HAS MADE AN EDUCATION I AM PROUD TO SAY THAT I HAVE BEEN ONE OF A EDUCATION I AM PROUD TO SAY THAT I HAVE BEEN ONE OF A EDUCATION I AM PROUD TO SAY THAT I HAVE BEEN ONE OF A MULTITUDE

076VIRGINIA EDUCATION THAT I HAVE BEEN ONE OF A MULTITUDE VIRGINIA EDUCATION THAT I HAVE BEEN ONE OF A MULTITUDE VIRGINIA EDUCATION ASSOCIATION MEMBER EDUCATORS MULTITUDE VIRGINIA EDUCATION ASSOCIATION MEMBER EDUCATORS MULTITUDE VIRGINIA EDUCATION ASSOCIATION MEMBER EDUCATORS WHO HAVE WORKED ALONGSIDE THE ASSOCIATION MEMBER EDUCATORS WHO HAVE WORKED ALONGSIDE THE ASSOCIATION MEMBER EDUCATORS WHO HAVE WORKED ALONGSIDE THE TIRELESS V.A. STAFF LOBBYING WHO HAVE WORKED ALONGSIDE THE TIRELESS V.A. STAFF LOBBYING WHO HAVE WORKED ALONGSIDE THE TIRELESS V.A. STAFF LOBBYING AND ADVOCATING FOR SUSTAINABLE TIRELESS V.A. STAFF LOBBYING AND ADVOCATING FOR SUSTAINABLE TIRELESS V.A. STAFF LOBBYING AND ADVOCATING FOR SUSTAINABLE CHANGE AND INCREASED FUNDING AT AND ADVOCATING FOR SUSTAINABLE CHANGE AND INCREASED FUNDING AT AND ADVOCATING FOR SUSTAINABLE CHANGE AND INCREASED FUNDING AT THE STATE LEVEL FOR PUBLIC CHANGE AND INCREASED FUNDING AT THE STATE LEVEL FOR PUBLIC CHANGE AND

077INCREASED FUNDING AT THE STATE LEVEL FOR PUBLIC EDUCATION WE HAVE A COUPLE THE STATE LEVEL FOR PUBLIC EDUCATION WE HAVE A COUPLE THE STATE LEVEL FOR PUBLIC EDUCATION WE HAVE A COUPLE OF HUGE WINS TO CELEBRATE THAT EDUCATION WE HAVE A COUPLE OF HUGE WINS TO CELEBRATE THAT EDUCATION WE HAVE A COUPLE OF HUGE WINS TO CELEBRATE THAT WILL BENEFIT PUBLIC SCHOOLS OF HUGE WINS TO CELEBRATE THAT WILL BENEFIT PUBLIC SCHOOLS OF HUGE WINS TO CELEBRATE THAT WILL BENEFIT PUBLIC SCHOOLS ACROSS VIRGINIA AND I AM WILL BENEFIT PUBLIC SCHOOLS ACROSS VIRGINIA AND I AM WILL BENEFIT PUBLIC SCHOOLS ACROSS VIRGINIA AND I AM PREPARED TO SHARE WHAT ACROSS VIRGINIA AND I AM PREPARED TO SHARE WHAT ACROSS VIRGINIA AND I AM PREPARED TO SHARE WHAT SPECIFICALLY MEANS FOR OUR PREPARED TO SHARE WHAT SPECIFICALLY MEANS

078FOR OUR PREPARED TO SHARE WHAT SPECIFICALLY MEANS FOR OUR STAFF AND STUDENTS HERE IN SPECIFICALLY MEANS FOR OUR STAFF AND STUDENTS HERE IN SPECIFICALLY MEANS FOR OUR STAFF AND STUDENTS HERE IN VIRGINIA BEACH WE HAVE ONE FULL STAFF AND STUDENTS HERE IN VIRGINIA BEACH WE HAVE ONE FULL STAFF AND STUDENTS HERE IN VIRGINIA BEACH WE HAVE ONE FULL ELIMINATION OF THE SUPPORT CAP VIRGINIA BEACH WE HAVE ONE FULL ELIMINATION OF THE SUPPORT CAP VIRGINIA BEACH WE HAVE ONE FULL ELIMINATION OF THE SUPPORT CAP FOR VCP THIS MEANS AN ELIMINATION OF THE SUPPORT CAP FOR VCP THIS MEANS AN ELIMINATION OF THE SUPPORT CAP FOR VCP THIS MEANS AN ADDITIONAL TEN POINT NINE FOR VCP THIS MEANS AN ADDITIONAL TEN POINT NINE FOR VCP THIS MEANS AN ADDITIONAL TEN POINT NINE MILLION IN FUNDING FOR OUR

079ADDITIONAL TEN POINT NINE MILLION IN FUNDING FOR OUR ADDITIONAL TEN POINT NINE MILLION IN FUNDING FOR OUR ESSENTIAL EDUCATION SUPPORT MILLION IN FUNDING FOR OUR ESSENTIAL EDUCATION SUPPORT MILLION IN FUNDING FOR OUR ESSENTIAL EDUCATION SUPPORT PROFESSIONALS LIKE BUS DRIVERS, ESSENTIAL EDUCATION SUPPORT PROFESSIONALS LIKE BUS DRIVERS, ESSENTIAL EDUCATION SUPPORT PROFESSIONALS LIKE BUS DRIVERS, CUSTODIANS AND STRUCTURAL PROFESSIONALS LIKE BUS DRIVERS, CUSTODIANS AND STRUCTURAL PROFESSIONALS LIKE BUS DRIVERS, CUSTODIANS AND STRUCTURAL ASSISTANCE AND MORE. CUSTODIANS AND STRUCTURAL ASSISTANCE AND MORE. CUSTODIANS AND STRUCTURAL ASSISTANCE AND MORE. VBC WILL ALSO RECEIVE TWO POINT ASSISTANCE AND MORE. VBC WILL ALSO RECEIVE TWO POINT ASSISTANCE AND MORE. VBC WILL ALSO RECEIVE TWO POINT SEVEN MILLION INFLEXIBLE AD ON VBC WILL ALSO RECEIVE TWO POINT SEVEN MILLION INFLEXIBLE AD ON VBC WILL ALSO RECEIVE TWO POINT SEVEN MILLION INFLEXIBLE AD ON FUNDING FOR

080SPECIAL EDUCATION SEVEN MILLION INFLEXIBLE AD ON FUNDING FOR SPECIAL EDUCATION SEVEN MILLION INFLEXIBLE AD ON FUNDING FOR SPECIAL EDUCATION AND AN ADDITIONAL ALMOST TWO FUNDING FOR SPECIAL EDUCATION AND AN ADDITIONAL ALMOST TWO FUNDING FOR SPECIAL EDUCATION AND AN ADDITIONAL ALMOST TWO POINT SEVEN MILLION TO SUPPORT AND AN ADDITIONAL ALMOST TWO POINT SEVEN MILLION TO SUPPORT AND AN ADDITIONAL ALMOST TWO POINT SEVEN MILLION TO SUPPORT ENGLISH LANGUAGE LEARNERS POINT SEVEN MILLION TO SUPPORT ENGLISH LANGUAGE LEARNERS POINT SEVEN MILLION TO SUPPORT ENGLISH LANGUAGE LEARNERS THERE'S A ONE TIME ONE THOUSAND ENGLISH LANGUAGE LEARNERS THERE'S A ONE TIME ONE THOUSAND ENGLISH LANGUAGE LEARNERS THERE'S A ONE TIME ONE THOUSAND DOLLAR BONUS FOR INSTRUCTIONAL THERE'S A ONE TIME ONE THOUSAND DOLLAR BONUS FOR INSTRUCTIONAL THERE'S A ONE TIME ONE THOUSAND DOLLAR BONUS FOR INSTRUCTIONAL AND SUPPORT STAFF WHICH WILL

081DOLLAR BONUS FOR INSTRUCTIONAL AND SUPPORT STAFF WHICH WILL DOLLAR BONUS FOR INSTRUCTIONAL AND SUPPORT STAFF WHICH WILL BRING VBC SIX POINT SIX MILLION AND SUPPORT STAFF WHICH WILL BRING VBC SIX POINT SIX MILLION AND SUPPORT STAFF WHICH WILL BRING VBC SIX POINT SIX MILLION ON TOP OF THE GOVERNOR'S THREE BRING VBC SIX POINT SIX MILLION ON TOP OF THE GOVERNOR'S THREE BRING VBC SIX POINT SIX MILLION ON TOP OF THE GOVERNOR'S THREE PERCENT RAISE THAT WAS ALREADY ON TOP OF THE GOVERNOR'S THREE PERCENT RAISE THAT WAS ALREADY ON TOP OF THE GOVERNOR'S THREE PERCENT RAISE THAT WAS ALREADY IN THE STATE BUDGET THE SCHOOL PERCENT RAISE THAT WAS ALREADY IN THE STATE BUDGET THE SCHOOL PERCENT RAISE THAT WAS ALREADY IN THE STATE BUDGET THE SCHOOL PRIVATIZATION AGENDA WAS IN THE STATE BUDGET THE SCHOOL

082PRIVATIZATION AGENDA WAS IN THE STATE BUDGET THE SCHOOL PRIVATIZATION AGENDA WAS REJECTED ENSURING PUBLIC PRIVATIZATION AGENDA WAS REJECTED ENSURING PUBLIC PRIVATIZATION AGENDA WAS REJECTED ENSURING PUBLIC DOLLARS STAY WITH PUBLIC REJECTED ENSURING PUBLIC DOLLARS STAY WITH PUBLIC REJECTED ENSURING PUBLIC DOLLARS STAY WITH PUBLIC SCHOOLS IN THIS AN ADDITIONAL DOLLARS STAY WITH PUBLIC SCHOOLS IN THIS AN ADDITIONAL DOLLARS STAY WITH PUBLIC SCHOOLS IN THIS AN ADDITIONAL 12 MILLION AND STATE WIDE SCHOOLS IN THIS AN ADDITIONAL 12 MILLION AND STATE WIDE SCHOOLS IN THIS AN ADDITIONAL 12 MILLION AND STATE WIDE FUNDING WILL BE PRIORITIZED FOR 12 MILLION AND STATE WIDE FUNDING WILL BE PRIORITIZED FOR 12 MILLION AND STATE WIDE FUNDING WILL BE PRIORITIZED FOR MATH SUPPORT EXCLUDING ONE TIME FUNDING WILL BE PRIORITIZED FOR MATH SUPPORT EXCLUDING ONE TIME FUNDING WILL BE PRIORITIZED FOR MATH SUPPORT

083EXCLUDING ONE TIME FUNDS FOR THE BONUS THAT LEAVES MATH SUPPORT EXCLUDING ONE TIME FUNDS FOR THE BONUS THAT LEAVES MATH SUPPORT EXCLUDING ONE TIME FUNDS FOR THE BONUS THAT LEAVES AN ADDITIONAL SIXTEEN POINT FUNDS FOR THE BONUS THAT LEAVES AN ADDITIONAL SIXTEEN POINT FUNDS FOR THE BONUS THAT LEAVES AN ADDITIONAL SIXTEEN POINT THREE MILLION IN STATE FUNDING AN ADDITIONAL SIXTEEN POINT THREE MILLION IN STATE FUNDING AN ADDITIONAL SIXTEEN POINT THREE MILLION IN STATE FUNDING THAT IS ON ITS WAY TO VBC CPS. THREE MILLION IN STATE FUNDING THAT IS ON ITS WAY TO VBC CPS. THREE MILLION IN STATE FUNDING THAT IS ON ITS WAY TO VBC CPS. YOU'RE WELCOME THIS IS THE THAT IS ON ITS WAY TO VBC CPS. YOU'RE WELCOME THIS IS THE THAT IS ON ITS WAY TO VBC CPS. YOU'RE WELCOME

084THIS IS THE RESULT OF THE HARD WORK YOU'RE WELCOME THIS IS THE RESULT OF THE HARD WORK YOU'RE WELCOME THIS IS THE RESULT OF THE HARD WORK OF THOSE OF US WITH VISA WHO RESULT OF THE HARD WORK OF THOSE OF US WITH VISA WHO RESULT OF THE HARD WORK OF THOSE OF US WITH VISA WHO HAVE NEVER GIVEN UP AND WILL OF THOSE OF US WITH VISA WHO HAVE NEVER GIVEN UP AND WILL OF THOSE OF US WITH VISA WHO HAVE NEVER GIVEN UP AND WILL CONTINUE TO FIGHT FOR THE HAVE NEVER GIVEN UP AND WILL CONTINUE TO FIGHT FOR THE HAVE NEVER GIVEN UP AND WILL CONTINUE TO FIGHT FOR THE CHANGES STILL NEEDED IN AN CONTINUE TO FIGHT FOR THE CHANGES STILL NEEDED IN AN CONTINUE TO FIGHT FOR THE CHANGES STILL

085NEEDED IN AN IDEAL WORLD WHEN SIEGEL CHANGES STILL NEEDED IN AN IDEAL WORLD WHEN SIEGEL CHANGES STILL NEEDED IN AN IDEAL WORLD WHEN SIEGEL PRESENTED THE RECOMMENDATION IDEAL WORLD WHEN SIEGEL PRESENTED THE RECOMMENDATION IDEAL WORLD WHEN SIEGEL PRESENTED THE RECOMMENDATION FOR THE INSTRUCTIONAL GAIL TO PRESENTED THE RECOMMENDATION FOR THE INSTRUCTIONAL GAIL TO PRESENTED THE RECOMMENDATION FOR THE INSTRUCTIONAL GAIL TO RECEIVE A FIVE PERCENT INCREASE FOR THE INSTRUCTIONAL GAIL TO RECEIVE A FIVE PERCENT INCREASE FOR THE INSTRUCTIONAL GAIL TO RECEIVE A FIVE PERCENT INCREASE PLUS THE STEP TO AND FIX THE RECEIVE A FIVE PERCENT INCREASE PLUS THE STEP TO AND FIX THE RECEIVE A FIVE PERCENT INCREASE PLUS THE STEP TO AND FIX THE IMPRESSION OF THE UNIFIED SCALE PLUS THE STEP TO AND FIX THE IMPRESSION OF THE UNIFIED SCALE PLUS THE STEP TO

086AND FIX THE IMPRESSION OF THE UNIFIED SCALE SO EVERY STEP IS ONE AND A HALF IMPRESSION OF THE UNIFIED SCALE SO EVERY STEP IS ONE AND A HALF IMPRESSION OF THE UNIFIED SCALE SO EVERY STEP IS ONE AND A HALF THEN YOU WOULD HAVE BEEN ABLE SO EVERY STEP IS ONE AND A HALF THEN YOU WOULD HAVE BEEN ABLE SO EVERY STEP IS ONE AND A HALF THEN YOU WOULD HAVE BEEN ABLE TO GIVE IT WITHOUT HESITATION. THEN YOU WOULD HAVE BEEN ABLE TO GIVE IT WITHOUT HESITATION. THEN YOU WOULD HAVE BEEN ABLE TO GIVE IT WITHOUT HESITATION. WE DON'T LIVE IN AN IDEAL WORLD TO GIVE IT WITHOUT HESITATION. WE DON'T LIVE IN AN IDEAL WORLD TO GIVE IT WITHOUT HESITATION. WE DON'T LIVE IN AN IDEAL WORLD BUT WITH VA'S RECENT WINS IN

087WE DON'T LIVE IN AN IDEAL WORLD BUT WITH VA'S RECENT WINS IN WE DON'T LIVE IN AN IDEAL WORLD BUT WITH VA'S RECENT WINS IN THE STATE LEGISLATURE THAT WILL BUT WITH VA'S RECENT WINS IN THE STATE LEGISLATURE THAT WILL BUT WITH VA'S RECENT WINS IN THE STATE LEGISLATURE THAT WILL BRING AN ADDITIONAL SIXTEEN THE STATE LEGISLATURE THAT WILL BRING AN ADDITIONAL SIXTEEN THE STATE LEGISLATURE THAT WILL BRING AN ADDITIONAL SIXTEEN POINT THREE MILLION AND STATE BRING AN ADDITIONAL SIXTEEN POINT THREE MILLION AND STATE BRING AN ADDITIONAL SIXTEEN POINT THREE MILLION AND STATE FUNDING TO VBC CPS. POINT THREE MILLION AND STATE FUNDING TO VBC CPS. POINT THREE MILLION AND STATE FUNDING TO VBC CPS. IT IS INDEED A REALISTIC ASK FUNDING TO VBC CPS. IT IS INDEED A REALISTIC ASK FUNDING TO VBC CPS.

088IT IS INDEED A REALISTIC ASK FOR YOU TO FIND A WAY TO GIVE IT IS INDEED A REALISTIC ASK FOR YOU TO FIND A WAY TO GIVE IT IS INDEED A REALISTIC ASK FOR YOU TO FIND A WAY TO GIVE THE INSTRUCTIONAL SCALE THE FOR YOU TO FIND A WAY TO GIVE THE INSTRUCTIONAL SCALE THE FOR YOU TO FIND A WAY TO GIVE THE INSTRUCTIONAL SCALE THE FOUR PERCENT INCREASE WITH THE THE INSTRUCTIONAL SCALE THE FOUR PERCENT INCREASE WITH THE THE INSTRUCTIONAL SCALE THE FOUR PERCENT INCREASE WITH THE STEP WHICH WAS OPTION AND TO FOUR PERCENT INCREASE WITH THE STEP WHICH WAS OPTION AND TO FOUR PERCENT INCREASE WITH THE STEP WHICH WAS OPTION AND TO GIVE THE UNIFIED SCALE THE STEP WHICH WAS OPTION AND TO GIVE THE UNIFIED SCALE THE STEP WHICH WAS

089OPTION AND TO GIVE THE UNIFIED SCALE THE OPTION A RECOMMENDATION SIXTEEN GIVE THE UNIFIED SCALE THE OPTION A RECOMMENDATION SIXTEEN GIVE THE UNIFIED SCALE THE OPTION A RECOMMENDATION SIXTEEN POINT THREE MILLION PLUS SIX OPTION A RECOMMENDATION SIXTEEN POINT THREE MILLION PLUS SIX OPTION A RECOMMENDATION SIXTEEN POINT THREE MILLION PLUS SIX POINT SIX MILLION AND ONE TIME POINT THREE MILLION PLUS SIX POINT SIX MILLION AND ONE TIME POINT THREE MILLION PLUS SIX POINT SIX MILLION AND ONE TIME FUNDS FOR A THOUSAND DOLLAR POINT SIX MILLION AND ONE TIME FUNDS FOR A THOUSAND DOLLAR POINT SIX MILLION AND ONE TIME FUNDS FOR A THOUSAND DOLLAR BONUS FOR ALL INSTRUCTIONAL AND FUNDS FOR A THOUSAND DOLLAR BONUS FOR ALL INSTRUCTIONAL AND FUNDS FOR A THOUSAND DOLLAR BONUS FOR ALL INSTRUCTIONAL AND SUPPORT STAFF. BONUS FOR ALL INSTRUCTIONAL AND

090SUPPORT STAFF. BONUS FOR ALL INSTRUCTIONAL AND SUPPORT STAFF. THAT'S TWENTY >> TWO POINT NINE SUPPORT STAFF. THAT'S TWENTY >> TWO POINT NINE SUPPORT STAFF. THAT'S TWENTY >> TWO POINT NINE MILLION ADDITIONAL DOLLARS FOR THAT'S TWENTY >> TWO POINT NINE MILLION ADDITIONAL DOLLARS FOR THAT'S TWENTY >> TWO POINT NINE MILLION ADDITIONAL DOLLARS FOR VBC YES THIS IS WHAT WE HAVE. MILLION ADDITIONAL DOLLARS FOR VBC YES THIS IS WHAT WE HAVE. MILLION ADDITIONAL DOLLARS FOR VBC YES THIS IS WHAT WE HAVE. VRBA AND VISA WORK AND FIGHT VBC YES THIS IS WHAT WE HAVE. VRBA AND VISA WORK AND FIGHT VBC YES THIS IS WHAT WE HAVE. VRBA AND VISA WORK AND FIGHT FOR PUBLIC EDUCATION FUNDING VRBA AND VISA WORK AND FIGHT FOR PUBLIC EDUCATION FUNDING VRBA AND VISA WORK AND FIGHT FOR PUBLIC EDUCATION FUNDING

091AND SUPPORT. FOR PUBLIC EDUCATION FUNDING AND SUPPORT. FOR PUBLIC EDUCATION FUNDING AND SUPPORT. YOU'RE WELCOME. AND SUPPORT. YOU'RE WELCOME. AND SUPPORT. YOU'RE WELCOME. NOW USE IT WISELY. YOU'RE WELCOME. NOW USE IT WISELY. YOU'RE WELCOME. NOW USE IT WISELY. OUR NEXT SPEAKER IS NATALIE NOW USE IT WISELY. OUR NEXT SPEAKER IS NATALIE NOW USE IT WISELY. OUR NEXT SPEAKER IS NATALIE BRAI AND THEN ANDREA OUR NEXT SPEAKER IS NATALIE BRAI AND THEN ANDREA OUR NEXT SPEAKER IS NATALIE BRAI AND THEN ANDREA EISENBERGER GOOD EVENING. BRAI AND THEN ANDREA EISENBERGER GOOD EVENING. BRAI AND THEN ANDREA EISENBERGER GOOD EVENING. SCHOOL BOARD MEMBERS AND DR. EISENBERGER GOOD EVENING. SCHOOL BOARD MEMBERS AND DR. EISENBERGER GOOD EVENING. SCHOOL BOARD MEMBERS AND DR. ROBERTSON. SCHOOL BOARD MEMBERS AND DR. ROBERTSON. SCHOOL BOARD MEMBERS AND DR. ROBERTSON. MY NAME IS NATALIE

092BRAI AND MY ROBERTSON. MY NAME IS NATALIE BRAI AND MY ROBERTSON. MY NAME IS NATALIE BRAI AND MY CHILDREN HAVE GONE TO KINGSTON MY NAME IS NATALIE BRAI AND MY CHILDREN HAVE GONE TO KINGSTON MY NAME IS NATALIE BRAI AND MY CHILDREN HAVE GONE TO KINGSTON ELEMENTARY SCHOOL ALTERNATIONS CHILDREN HAVE GONE TO KINGSTON ELEMENTARY SCHOOL ALTERNATIONS CHILDREN HAVE GONE TO KINGSTON ELEMENTARY SCHOOL ALTERNATIONS SCHOOL AND NEXT YEAR MY OLDEST ELEMENTARY SCHOOL ALTERNATIONS SCHOOL AND NEXT YEAR MY OLDEST ELEMENTARY SCHOOL ALTERNATIONS SCHOOL AND NEXT YEAR MY OLDEST WILL ATTEND OCEAN HIGH SCHOOL SCHOOL AND NEXT YEAR MY OLDEST WILL ATTEND OCEAN HIGH SCHOOL SCHOOL AND NEXT YEAR MY OLDEST WILL ATTEND OCEAN HIGH SCHOOL FOR THE MATH AND SCIENCE WILL ATTEND OCEAN HIGH SCHOOL FOR THE MATH AND SCIENCE WILL ATTEND OCEAN HIGH SCHOOL FOR THE

093MATH AND SCIENCE ACADEMY. FOR THE MATH AND SCIENCE ACADEMY. FOR THE MATH AND SCIENCE ACADEMY. MY HUSBAND BOTH ATTENDED ACADEMY. MY HUSBAND BOTH ATTENDED ACADEMY. MY HUSBAND BOTH ATTENDED BECAUSE WE GREW. MY HUSBAND BOTH ATTENDED BECAUSE WE GREW. MY HUSBAND BOTH ATTENDED BECAUSE WE GREW. WE GREW UP IN VIRGINIA AND OUR BECAUSE WE GREW. WE GREW UP IN VIRGINIA AND OUR BECAUSE WE GREW. WE GREW UP IN VIRGINIA AND OUR FAMILY BENEFITS GREATLY FROM WE GREW UP IN VIRGINIA AND OUR FAMILY BENEFITS GREATLY FROM WE GREW UP IN VIRGINIA AND OUR FAMILY BENEFITS GREATLY FROM THE REMARKABLE TEACHERS SCHOOLS FAMILY BENEFITS GREATLY FROM THE REMARKABLE TEACHERS SCHOOLS FAMILY BENEFITS GREATLY FROM THE REMARKABLE TEACHERS SCHOOLS AND PROGRAMS OFFERED IN THE REMARKABLE TEACHERS SCHOOLS AND PROGRAMS OFFERED IN THE REMARKABLE TEACHERS SCHOOLS AND PROGRAMS OFFERED IN

094VIRGINIA BEACH THERE'S SO MUCH AND PROGRAMS OFFERED IN VIRGINIA BEACH THERE'S SO MUCH AND PROGRAMS OFFERED IN VIRGINIA BEACH THERE'S SO MUCH FOR US TO BE PROUD OF . VIRGINIA BEACH THERE'S SO MUCH FOR US TO BE PROUD OF . VIRGINIA BEACH THERE'S SO MUCH FOR US TO BE PROUD OF . I CAME HERE TO TALK TONIGHT FOR US TO BE PROUD OF . I CAME HERE TO TALK TONIGHT FOR US TO BE PROUD OF . I CAME HERE TO TALK TONIGHT ABOUT AN ISSUE THAT SEEMS VERY I CAME HERE TO TALK TONIGHT ABOUT AN ISSUE THAT SEEMS VERY I CAME HERE TO TALK TONIGHT ABOUT AN ISSUE THAT SEEMS VERY CENTRAL AND OF UTMOST ABOUT AN ISSUE THAT SEEMS VERY CENTRAL AND OF UTMOST ABOUT AN ISSUE THAT SEEMS VERY CENTRAL AND OF UTMOST

095IMPORTANCE SUPPORTING OUR CENTRAL AND OF UTMOST IMPORTANCE SUPPORTING OUR CENTRAL AND OF UTMOST IMPORTANCE SUPPORTING OUR VIRGINIA BEACH EDUCATORS I'M A IMPORTANCE SUPPORTING OUR VIRGINIA BEACH EDUCATORS I'M A IMPORTANCE SUPPORTING OUR VIRGINIA BEACH EDUCATORS I'M A DEDICATED PTA MOM. VIRGINIA BEACH EDUCATORS I'M A DEDICATED PTA MOM. VIRGINIA BEACH EDUCATORS I'M A DEDICATED PTA MOM. I DON'T HAVE THE FACTS AND DEDICATED PTA MOM. I DON'T HAVE THE FACTS AND DEDICATED PTA MOM. I DON'T HAVE THE FACTS AND FIGURES THAT HEATHER JUST GAVE I DON'T HAVE THE FACTS AND FIGURES THAT HEATHER JUST GAVE I DON'T HAVE THE FACTS AND FIGURES THAT HEATHER JUST GAVE YOU BUT I AM IN THE SCHOOL FIGURES THAT HEATHER JUST GAVE YOU BUT I AM IN THE SCHOOL FIGURES THAT HEATHER JUST GAVE YOU BUT I AM IN THE SCHOOL COMMUNITY

096ON A REGULAR BASIS YOU BUT I AM IN THE SCHOOL COMMUNITY ON A REGULAR BASIS YOU BUT I AM IN THE SCHOOL COMMUNITY ON A REGULAR BASIS AND I HAVE BEEN FOR THE PAST COMMUNITY ON A REGULAR BASIS AND I HAVE BEEN FOR THE PAST COMMUNITY ON A REGULAR BASIS AND I HAVE BEEN FOR THE PAST EIGHT YEARS I'VE SEEN FIRSTHAND AND I HAVE BEEN FOR THE PAST EIGHT YEARS I'VE SEEN FIRSTHAND AND I HAVE BEEN FOR THE PAST EIGHT YEARS I'VE SEEN FIRSTHAND THE DEDICATION, PATIENCE EIGHT YEARS I'VE SEEN FIRSTHAND THE DEDICATION, PATIENCE EIGHT YEARS I'VE SEEN FIRSTHAND THE DEDICATION, PATIENCE PERSISTENCE AND INCREDIBLE THE DEDICATION, PATIENCE PERSISTENCE AND INCREDIBLE THE DEDICATION, PATIENCE PERSISTENCE AND INCREDIBLE KNOWLEDGE AND COMPASSION FOR PERSISTENCE AND INCREDIBLE KNOWLEDGE AND COMPASSION FOR PERSISTENCE AND INCREDIBLE KNOWLEDGE AND COMPASSION FOR

097THE TEACHERS IN OUR SCHOOL KNOWLEDGE AND COMPASSION FOR THE TEACHERS IN OUR SCHOOL KNOWLEDGE AND COMPASSION FOR THE TEACHERS IN OUR SCHOOL SYSTEM AS YOU KNOW, VIRGINIA THE TEACHERS IN OUR SCHOOL SYSTEM AS YOU KNOW, VIRGINIA THE TEACHERS IN OUR SCHOOL SYSTEM AS YOU KNOW, VIRGINIA BEACH PUBLIC SCHOOL TEACHERS SYSTEM AS YOU KNOW, VIRGINIA BEACH PUBLIC SCHOOL TEACHERS SYSTEM AS YOU KNOW, VIRGINIA BEACH PUBLIC SCHOOL TEACHERS ARE CONSISTENTLY PAID LESS THAN BEACH PUBLIC SCHOOL TEACHERS ARE CONSISTENTLY PAID LESS THAN BEACH PUBLIC SCHOOL TEACHERS ARE CONSISTENTLY PAID LESS THAN THE SURROUNDING AREAS SUCH AS ARE CONSISTENTLY PAID LESS THAN THE SURROUNDING AREAS SUCH AS ARE CONSISTENTLY PAID LESS THAN THE SURROUNDING AREAS SUCH AS CHESAPEAKE NORFOLK AND THE SURROUNDING AREAS SUCH AS CHESAPEAKE NORFOLK AND THE SURROUNDING AREAS SUCH AS CHESAPEAKE NORFOLK AND PORTSMOUTH. CHESAPEAKE NORFOLK

098AND PORTSMOUTH. CHESAPEAKE NORFOLK AND PORTSMOUTH. WE ARE PAYING TEACHERS AT THE PORTSMOUTH. WE ARE PAYING TEACHERS AT THE PORTSMOUTH. WE ARE PAYING TEACHERS AT THE LOWEST RATE OUT OF ALL WE ARE PAYING TEACHERS AT THE LOWEST RATE OUT OF ALL WE ARE PAYING TEACHERS AT THE LOWEST RATE OUT OF ALL OF HAMPTON ROADS. LOWEST RATE OUT OF ALL OF HAMPTON ROADS. LOWEST RATE OUT OF ALL OF HAMPTON ROADS. THIS IS UNACCEPTABLE TO ME AS A OF HAMPTON ROADS. THIS IS UNACCEPTABLE TO ME AS A OF HAMPTON ROADS. THIS IS UNACCEPTABLE TO ME AS A PARENT WHO VALUES EXCELLENT THIS IS UNACCEPTABLE TO ME AS A PARENT WHO VALUES EXCELLENT THIS IS UNACCEPTABLE TO ME AS A PARENT WHO VALUES EXCELLENT EDUCATORS NOT ONLY FOR MY KIDS PARENT WHO VALUES EXCELLENT EDUCATORS NOT ONLY FOR MY

099KIDS PARENT WHO VALUES EXCELLENT EDUCATORS NOT ONLY FOR MY KIDS BUT OUR COMMUNITY COMMUNITIES EDUCATORS NOT ONLY FOR MY KIDS BUT OUR COMMUNITY COMMUNITIES EDUCATORS NOT ONLY FOR MY KIDS BUT OUR COMMUNITY COMMUNITIES AND SOCIETY AS A WHOLE. BUT OUR COMMUNITY COMMUNITIES AND SOCIETY AS A WHOLE. BUT OUR COMMUNITY COMMUNITIES AND SOCIETY AS A WHOLE. WE'RE LOSING GREAT TEACHERS AND SOCIETY AS A WHOLE. WE'RE LOSING GREAT TEACHERS AND SOCIETY AS A WHOLE. WE'RE LOSING GREAT TEACHERS BECAUSE THEY'RE GOING TO OTHER WE'RE LOSING GREAT TEACHERS BECAUSE THEY'RE GOING TO OTHER WE'RE LOSING GREAT TEACHERS BECAUSE THEY'RE GOING TO OTHER SCHOOL SYSTEMS. BECAUSE THEY'RE GOING TO OTHER SCHOOL SYSTEMS. BECAUSE THEY'RE GOING TO OTHER SCHOOL SYSTEMS. WE'RE CHOOSING OTHER CAREERS. SCHOOL SYSTEMS. WE'RE CHOOSING OTHER CAREERS. SCHOOL SYSTEMS. WE'RE CHOOSING OTHER CAREERS. I ASK YOU TO CHANGE

100THIS. WE'RE CHOOSING OTHER CAREERS. I ASK YOU TO CHANGE THIS. WE'RE CHOOSING OTHER CAREERS. I ASK YOU TO CHANGE THIS. I REALIZE THAT EDUCATION I ASK YOU TO CHANGE THIS. I REALIZE THAT EDUCATION I ASK YOU TO CHANGE THIS. I REALIZE THAT EDUCATION BUDGETS ALWAYS TIGHT AND IT'S I REALIZE THAT EDUCATION BUDGETS ALWAYS TIGHT AND IT'S I REALIZE THAT EDUCATION BUDGETS ALWAYS TIGHT AND IT'S LIKELY THAT IT'S TOUGHER THAN BUDGETS ALWAYS TIGHT AND IT'S LIKELY THAT IT'S TOUGHER THAN BUDGETS ALWAYS TIGHT AND IT'S LIKELY THAT IT'S TOUGHER THAN EVER THANK YOU TO THOSE WHO ARE LIKELY THAT IT'S TOUGHER THAN EVER THANK YOU TO THOSE WHO ARE LIKELY THAT IT'S TOUGHER THAN EVER THANK YOU TO THOSE WHO ARE ON SCHOOL BOARD WHO ARE LOOKING EVER THANK YOU TO THOSE WHO ARE ON SCHOOL BOARD

101WHO ARE LOOKING EVER THANK YOU TO THOSE WHO ARE ON SCHOOL BOARD WHO ARE LOOKING AT ACCURATE DATA AND THINKING ON SCHOOL BOARD WHO ARE LOOKING AT ACCURATE DATA AND THINKING ON SCHOOL BOARD WHO ARE LOOKING AT ACCURATE DATA AND THINKING ABOUT HOW TO BEST PROTECT OUR AT ACCURATE DATA AND THINKING ABOUT HOW TO BEST PROTECT OUR AT ACCURATE DATA AND THINKING ABOUT HOW TO BEST PROTECT OUR SCHOOL SYSTEM AS A WHOLE BUT ABOUT HOW TO BEST PROTECT OUR SCHOOL SYSTEM AS A WHOLE BUT ABOUT HOW TO BEST PROTECT OUR SCHOOL SYSTEM AS A WHOLE BUT WITHOUT EXCELLENT TEACHERS WE SCHOOL SYSTEM AS A WHOLE BUT WITHOUT EXCELLENT TEACHERS WE SCHOOL SYSTEM AS A WHOLE BUT WITHOUT EXCELLENT TEACHERS WE DON'T HAVE ANYTHING TO STAND ON WITHOUT EXCELLENT TEACHERS WE DON'T HAVE ANYTHING TO STAND

102ON WITHOUT EXCELLENT TEACHERS WE DON'T HAVE ANYTHING TO STAND ON MY KIDS SCHOOLS AND MANY OTHERS DON'T HAVE ANYTHING TO STAND ON MY KIDS SCHOOLS AND MANY OTHERS DON'T HAVE ANYTHING TO STAND ON MY KIDS SCHOOLS AND MANY OTHERS IN VIRGINIA ARE CONSISTENTLY MY KIDS SCHOOLS AND MANY OTHERS IN VIRGINIA ARE CONSISTENTLY MY KIDS SCHOOLS AND MANY OTHERS IN VIRGINIA ARE CONSISTENTLY RECOGNIZED FOR EXCELLENCE IT'S IN VIRGINIA ARE CONSISTENTLY RECOGNIZED FOR EXCELLENCE IT'S IN VIRGINIA ARE CONSISTENTLY RECOGNIZED FOR EXCELLENCE IT'S THE TEACHERS THE TEACHERS ARE RECOGNIZED FOR EXCELLENCE IT'S THE TEACHERS THE TEACHERS ARE RECOGNIZED FOR EXCELLENCE IT'S THE TEACHERS THE TEACHERS ARE TEACHERS ARE THE MOST IMPORTANT THE TEACHERS THE TEACHERS ARE TEACHERS ARE THE MOST IMPORTANT THE TEACHERS THE TEACHERS ARE TEACHERS ARE THE MOST IMPORTANT PART OF OUR SCHOOL SYSTEM TEACHERS ARE

103THE MOST IMPORTANT PART OF OUR SCHOOL SYSTEM TEACHERS ARE THE MOST IMPORTANT PART OF OUR SCHOOL SYSTEM PLEASE WORK HARD AND USE PART OF OUR SCHOOL SYSTEM PLEASE WORK HARD AND USE PART OF OUR SCHOOL SYSTEM PLEASE WORK HARD AND USE DISCERNMENT TO HONOR THEIR PLEASE WORK HARD AND USE DISCERNMENT TO HONOR THEIR PLEASE WORK HARD AND USE DISCERNMENT TO HONOR THEIR REQUEST FOR PROPER PAY FIVE DISCERNMENT TO HONOR THEIR REQUEST FOR PROPER PAY FIVE DISCERNMENT TO HONOR THEIR REQUEST FOR PROPER PAY FIVE PERCENT AND PROBABLY A BETTER REQUEST FOR PROPER PAY FIVE PERCENT AND PROBABLY A BETTER REQUEST FOR PROPER PAY FIVE PERCENT AND PROBABLY A BETTER CALENDAR. PERCENT AND PROBABLY A BETTER CALENDAR. PERCENT AND PROBABLY A BETTER CALENDAR. MR. DAVID CULPEPER EVER ABSENT CALENDAR. MR. DAVID CULPEPER EVER ABSENT CALENDAR. MR. DAVID

104CULPEPER EVER ABSENT BUT I WILL STILL ADDRESS YOU MR. DAVID CULPEPER EVER ABSENT BUT I WILL STILL ADDRESS YOU MR. DAVID CULPEPER EVER ABSENT BUT I WILL STILL ADDRESS YOU YOU'RE MY REPRESENTATIVE. BUT I WILL STILL ADDRESS YOU YOU'RE MY REPRESENTATIVE. BUT I WILL STILL ADDRESS YOU YOU'RE MY REPRESENTATIVE. YOU DRIVE BY MY SCHOOL EVERY YOU'RE MY REPRESENTATIVE. YOU DRIVE BY MY SCHOOL EVERY YOU'RE MY REPRESENTATIVE. YOU DRIVE BY MY SCHOOL EVERY DAY AND. YOU DRIVE BY MY SCHOOL EVERY DAY AND. YOU DRIVE BY MY SCHOOL EVERY DAY AND. I'M WATCHING YOU TO SEE IF YOU DAY AND. I'M WATCHING YOU TO SEE IF YOU DAY AND. I'M WATCHING YOU TO SEE IF YOU MAKE GOOD CHOICES FOR THE I'M WATCHING YOU TO SEE IF YOU MAKE GOOD CHOICES FOR THE I'M WATCHING YOU TO

105SEE IF YOU MAKE GOOD CHOICES FOR THE TEACHERS WHO EDUCATE OUR MAKE GOOD CHOICES FOR THE TEACHERS WHO EDUCATE OUR MAKE GOOD CHOICES FOR THE TEACHERS WHO EDUCATE OUR CHILDREN. TEACHERS WHO EDUCATE OUR CHILDREN. TEACHERS WHO EDUCATE OUR CHILDREN. THANK YOU. CHILDREN. THANK YOU. CHILDREN. THANK YOU. OUR NEXT SPEAKER IS ANDREA THANK YOU. OUR NEXT SPEAKER IS ANDREA THANK YOU. OUR NEXT SPEAKER IS ANDREA EISENBERGER. OUR NEXT SPEAKER IS ANDREA EISENBERGER. OUR NEXT SPEAKER IS ANDREA EISENBERGER. GOOD EVENING, CHAIRWOMAN BROWN EISENBERGER. GOOD EVENING, CHAIRWOMAN BROWN EISENBERGER. GOOD EVENING, CHAIRWOMAN BROWN VICE CHAIR WEEMS SCHOOL BOARD GOOD EVENING, CHAIRWOMAN BROWN VICE CHAIR WEEMS SCHOOL BOARD GOOD EVENING, CHAIRWOMAN BROWN VICE CHAIR WEEMS SCHOOL BOARD MEMBERS AND DR. ROBERTSON MY VICE CHAIR WEEMS SCHOOL BOARD MEMBERS AND DR. ROBERTSON MY VICE CHAIR WEEMS SCHOOL BOARD MEMBERS AND

106DR. ROBERTSON MY NAME IS ANDREW EISENBERGER AND MEMBERS AND DR. ROBERTSON MY NAME IS ANDREW EISENBERGER AND MEMBERS AND DR. ROBERTSON MY NAME IS ANDREW EISENBERGER AND I AM AN ART SPECIALIST AT THREE NAME IS ANDREW EISENBERGER AND I AM AN ART SPECIALIST AT THREE NAME IS ANDREW EISENBERGER AND I AM AN ART SPECIALIST AT THREE OAKS ELEMENTARY SCHOOL I AM I AM AN ART SPECIALIST AT THREE OAKS ELEMENTARY SCHOOL I AM I AM AN ART SPECIALIST AT THREE OAKS ELEMENTARY SCHOOL I AM SPEAKING TONIGHT ABOUT MY OAKS ELEMENTARY SCHOOL I AM SPEAKING TONIGHT ABOUT MY OAKS ELEMENTARY SCHOOL I AM SPEAKING TONIGHT ABOUT MY CONCERNS REGARDING THE PROPOSED SPEAKING TONIGHT ABOUT MY CONCERNS REGARDING THE PROPOSED SPEAKING TONIGHT ABOUT MY CONCERNS REGARDING THE PROPOSED SCHOOL OPERATING BUDGET AND THE CONCERNS REGARDING THE PROPOSED SCHOOL

107OPERATING BUDGET AND THE CONCERNS REGARDING THE PROPOSED SCHOOL OPERATING BUDGET AND THE LACK OF ADEQUATE COMPENSATION SCHOOL OPERATING BUDGET AND THE LACK OF ADEQUATE COMPENSATION SCHOOL OPERATING BUDGET AND THE LACK OF ADEQUATE COMPENSATION IT INCLUDES IN ADDITION TO LACK OF ADEQUATE COMPENSATION IT INCLUDES IN ADDITION TO LACK OF ADEQUATE COMPENSATION IT INCLUDES IN ADDITION TO BEING IN MY EIGHTH YEAR IT INCLUDES IN ADDITION TO BEING IN MY EIGHTH YEAR IT INCLUDES IN ADDITION TO BEING IN MY EIGHTH YEAR OF EMPLOYMENT WITH VBC AND 14TH BEING IN MY EIGHTH YEAR OF EMPLOYMENT WITH VBC AND 14TH BEING IN MY EIGHTH YEAR OF EMPLOYMENT WITH VBC AND 14TH HERE AS AN EDUCATOR OVERALL I OF EMPLOYMENT WITH VBC AND 14TH HERE AS AN EDUCATOR OVERALL I OF EMPLOYMENT WITH VBC AND 14TH HERE AS AN EDUCATOR OVERALL

108I AM THE TWENTY TWENTY FIVE HERE AS AN EDUCATOR OVERALL I AM THE TWENTY TWENTY FIVE HERE AS AN EDUCATOR OVERALL I AM THE TWENTY TWENTY FIVE TEACHER OF THE YEAR FOR MY AM THE TWENTY TWENTY FIVE TEACHER OF THE YEAR FOR MY AM THE TWENTY TWENTY FIVE TEACHER OF THE YEAR FOR MY SCHOOL AND NATIONAL BOARD TEACHER OF THE YEAR FOR MY SCHOOL AND NATIONAL BOARD TEACHER OF THE YEAR FOR MY SCHOOL AND NATIONAL BOARD CERTIFIED TEACHER AND A SCHOOL AND NATIONAL BOARD CERTIFIED TEACHER AND A SCHOOL AND NATIONAL BOARD CERTIFIED TEACHER AND A RECIPIENT OF BOTH THE V.A. AND CERTIFIED TEACHER AND A RECIPIENT OF BOTH THE V.A. AND CERTIFIED TEACHER AND A RECIPIENT OF BOTH THE V.A. AND NEA FOUNDATION WORD FOR RECIPIENT OF BOTH THE V.A. AND NEA FOUNDATION WORD FOR

109RECIPIENT OF BOTH THE V.A. AND NEA FOUNDATION WORD FOR TEACHING EXCELLENCE. NEA FOUNDATION WORD FOR TEACHING EXCELLENCE. NEA FOUNDATION WORD FOR TEACHING EXCELLENCE. ADDITIONALLY, I AM THE CEO TEACHING EXCELLENCE. ADDITIONALLY, I AM THE CEO TEACHING EXCELLENCE. ADDITIONALLY, I AM THE CEO ADVISER AND SERVE ON THE PBS ADDITIONALLY, I AM THE CEO ADVISER AND SERVE ON THE PBS ADDITIONALLY, I AM THE CEO ADVISER AND SERVE ON THE PBS COMMITTEE FOR MY SCHOOL. ADVISER AND SERVE ON THE PBS COMMITTEE FOR MY SCHOOL. ADVISER AND SERVE ON THE PBS COMMITTEE FOR MY SCHOOL. I SAY ALL THIS NOT TO TOOT MY COMMITTEE FOR MY SCHOOL. I SAY ALL THIS NOT TO TOOT MY COMMITTEE FOR MY SCHOOL. I SAY ALL THIS NOT TO TOOT MY OWN HORN BUT TO SHARE THAT I AM I SAY ALL THIS NOT

110TO TOOT MY OWN HORN BUT TO SHARE THAT I AM I SAY ALL THIS NOT TO TOOT MY OWN HORN BUT TO SHARE THAT I AM AN EXAMPLE OF THE CALIBER OWN HORN BUT TO SHARE THAT I AM AN EXAMPLE OF THE CALIBER OWN HORN BUT TO SHARE THAT I AM AN EXAMPLE OF THE CALIBER OF TEACHER THAT BBC EMPLOYEES I AN EXAMPLE OF THE CALIBER OF TEACHER THAT BBC EMPLOYEES I AN EXAMPLE OF THE CALIBER OF TEACHER THAT BBC EMPLOYEES I I AM NOT AN ANOMALY AS EVERY OF TEACHER THAT BBC EMPLOYEES I I AM NOT AN ANOMALY AS EVERY OF TEACHER THAT BBC EMPLOYEES I I AM NOT AN ANOMALY AS EVERY PERSON I HAVE EVER HAD THE I AM NOT AN ANOMALY AS EVERY PERSON I HAVE EVER HAD THE I AM

111NOT AN ANOMALY AS EVERY PERSON I HAVE EVER HAD THE PLEASURE WORKING WITHIN THE PERSON I HAVE EVER HAD THE PLEASURE WORKING WITHIN THE PERSON I HAVE EVER HAD THE PLEASURE WORKING WITHIN THE DISTRICT PUTS IN PUTS IN PLEASURE WORKING WITHIN THE DISTRICT PUTS IN PUTS IN PLEASURE WORKING WITHIN THE DISTRICT PUTS IN PUTS IN COUNTLESS HOURS OF WORKING DISTRICT PUTS IN PUTS IN COUNTLESS HOURS OF WORKING DISTRICT PUTS IN PUTS IN COUNTLESS HOURS OF WORKING ABOVE BEYOND THEIR JOB COUNTLESS HOURS OF WORKING ABOVE BEYOND THEIR JOB COUNTLESS HOURS OF WORKING ABOVE BEYOND THEIR JOB DESCRIPTION REGARDLESS OF THEIR ABOVE BEYOND THEIR JOB DESCRIPTION REGARDLESS OF THEIR ABOVE BEYOND THEIR JOB DESCRIPTION REGARDLESS OF THEIR POSITION AS THE VICE PRESIDENT DESCRIPTION REGARDLESS OF THEIR POSITION AS THE VICE PRESIDENT DESCRIPTION REGARDLESS OF THEIR POSITION AS

112THE VICE PRESIDENT OF THE VP BBA I HAVE ALSO BEEN POSITION AS THE VICE PRESIDENT OF THE VP BBA I HAVE ALSO BEEN POSITION AS THE VICE PRESIDENT OF THE VP BBA I HAVE ALSO BEEN PRIVY TO STORY AFTER STORY OF THE VP BBA I HAVE ALSO BEEN PRIVY TO STORY AFTER STORY OF THE VP BBA I HAVE ALSO BEEN PRIVY TO STORY AFTER STORY OF INSTRUCTIONAL AND CLASSIFIED PRIVY TO STORY AFTER STORY OF INSTRUCTIONAL AND CLASSIFIED PRIVY TO STORY AFTER STORY OF INSTRUCTIONAL AND CLASSIFIED STAFF WHO LOVE WHAT THEY DO BUT OF INSTRUCTIONAL AND CLASSIFIED STAFF WHO LOVE WHAT THEY DO BUT OF INSTRUCTIONAL AND CLASSIFIED STAFF WHO LOVE WHAT THEY DO BUT STRUGGLE TO MAKE ENDS MEET. STAFF WHO LOVE WHAT THEY DO BUT STRUGGLE TO MAKE ENDS MEET. STAFF WHO LOVE WHAT

113THEY DO BUT STRUGGLE TO MAKE ENDS MEET. MANY WORK YOU ARE MORE JOBS OR STRUGGLE TO MAKE ENDS MEET. MANY WORK YOU ARE MORE JOBS OR STRUGGLE TO MAKE ENDS MEET. MANY WORK YOU ARE MORE JOBS OR LIVE OUTSIDE OF VIRGINIA BEACH MANY WORK YOU ARE MORE JOBS OR LIVE OUTSIDE OF VIRGINIA BEACH MANY WORK YOU ARE MORE JOBS OR LIVE OUTSIDE OF VIRGINIA BEACH WHERE HOUSING IS MORE LIVE OUTSIDE OF VIRGINIA BEACH WHERE HOUSING IS MORE LIVE OUTSIDE OF VIRGINIA BEACH WHERE HOUSING IS MORE AFFORDABLE AS A MARRIED WOMAN WHERE HOUSING IS MORE AFFORDABLE AS A MARRIED WOMAN WHERE HOUSING IS MORE AFFORDABLE AS A MARRIED WOMAN IN A TO TWO INCOME HOUSEHOLD, I AFFORDABLE AS A MARRIED WOMAN IN A TO TWO INCOME HOUSEHOLD, I AFFORDABLE AS A MARRIED WOMAN IN A TO

114TWO INCOME HOUSEHOLD, I COULD SYMPATHIZE THESE STORIES IN A TO TWO INCOME HOUSEHOLD, I COULD SYMPATHIZE THESE STORIES IN A TO TWO INCOME HOUSEHOLD, I COULD SYMPATHIZE THESE STORIES BUT THEY WERE NOT MY LIVED COULD SYMPATHIZE THESE STORIES BUT THEY WERE NOT MY LIVED COULD SYMPATHIZE THESE STORIES BUT THEY WERE NOT MY LIVED EXPERIENCE UNTIL THIS HOUSE BUT THEY WERE NOT MY LIVED EXPERIENCE UNTIL THIS HOUSE BUT THEY WERE NOT MY LIVED EXPERIENCE UNTIL THIS HOUSE FALL ON OCTOBER 5TH MY FAMILY EXPERIENCE UNTIL THIS HOUSE FALL ON OCTOBER 5TH MY FAMILY EXPERIENCE UNTIL THIS HOUSE FALL ON OCTOBER 5TH MY FAMILY SUFFERED AN UNTHINKABLE TRAGEDY FALL ON OCTOBER 5TH MY FAMILY SUFFERED AN UNTHINKABLE TRAGEDY FALL ON OCTOBER 5TH MY FAMILY SUFFERED AN UNTHINKABLE TRAGEDY WHEN MY HUSBAND PASSED AWAY SUFFERED AN UNTHINKABLE TRAGEDY WHEN

115MY HUSBAND PASSED AWAY SUFFERED AN UNTHINKABLE TRAGEDY WHEN MY HUSBAND PASSED AWAY UNEXPECTEDLY THE HARSH REALITY WHEN MY HUSBAND PASSED AWAY UNEXPECTEDLY THE HARSH REALITY WHEN MY HUSBAND PASSED AWAY UNEXPECTEDLY THE HARSH REALITY OF HIS DEATH IS THAT AS AN UNEXPECTEDLY THE HARSH REALITY OF HIS DEATH IS THAT AS AN UNEXPECTEDLY THE HARSH REALITY OF HIS DEATH IS THAT AS AN ENGINEER WITH A BACHELOR'S OF HIS DEATH IS THAT AS AN ENGINEER WITH A BACHELOR'S OF HIS DEATH IS THAT AS AN ENGINEER WITH A BACHELOR'S DEGREE HE MADE MORE THAN TWICE ENGINEER WITH A BACHELOR'S DEGREE HE MADE MORE THAN TWICE ENGINEER WITH A BACHELOR'S DEGREE HE MADE MORE THAN TWICE WHAT I MAKE EVEN WITH MY HARD DEGREE HE MADE MORE THAN TWICE WHAT I MAKE EVEN WITH MY HARD DEGREE HE MADE MORE

116THAN TWICE WHAT I MAKE EVEN WITH MY HARD EARNED STIPENDS INCLUDING MY WHAT I MAKE EVEN WITH MY HARD EARNED STIPENDS INCLUDING MY WHAT I MAKE EVEN WITH MY HARD EARNED STIPENDS INCLUDING MY MASTER'S DEGREE AND NATIONAL EARNED STIPENDS INCLUDING MY MASTER'S DEGREE AND NATIONAL EARNED STIPENDS INCLUDING MY MASTER'S DEGREE AND NATIONAL BOARD CERTIFICATION I HAVE HAD MASTER'S DEGREE AND NATIONAL BOARD CERTIFICATION I HAVE HAD MASTER'S DEGREE AND NATIONAL BOARD CERTIFICATION I HAVE HAD TO RETURN TO GRADUATE SCHOOL TO BOARD CERTIFICATION I HAVE HAD TO RETURN TO GRADUATE SCHOOL TO BOARD CERTIFICATION I HAVE HAD TO RETURN TO GRADUATE SCHOOL TO PURSUE MY EDUCATIONAL TO RETURN TO GRADUATE SCHOOL TO PURSUE MY EDUCATIONAL TO RETURN TO GRADUATE SCHOOL TO PURSUE MY EDUCATIONAL SPECIALIST DEGREE IN HOPES PURSUE MY EDUCATIONAL SPECIALIST DEGREE IN HOPES PURSUE MY

117EDUCATIONAL SPECIALIST DEGREE IN HOPES OF ADVANCING TO A HIGHER PAYING SPECIALIST DEGREE IN HOPES OF ADVANCING TO A HIGHER PAYING SPECIALIST DEGREE IN HOPES OF ADVANCING TO A HIGHER PAYING POSITION EVEN I TRULY ENJOY OF ADVANCING TO A HIGHER PAYING POSITION EVEN I TRULY ENJOY OF ADVANCING TO A HIGHER PAYING POSITION EVEN I TRULY ENJOY BEING IN THE CLASSROOM AND POSITION EVEN I TRULY ENJOY BEING IN THE CLASSROOM AND POSITION EVEN I TRULY ENJOY BEING IN THE CLASSROOM AND THAT'S WHERE I'D LIKE TO STAY I BEING IN THE CLASSROOM AND THAT'S WHERE I'D LIKE TO STAY I BEING IN THE CLASSROOM AND THAT'S WHERE I'D LIKE TO STAY I SHARE MY PERSONAL STORY NOT TO THAT'S WHERE I'D LIKE TO STAY I SHARE MY PERSONAL STORY NOT TO THAT'S WHERE I'D LIKE TO STAY I

118SHARE MY PERSONAL STORY NOT TO TUG AT YOUR HEARTSTRINGS BUT TO SHARE MY PERSONAL STORY NOT TO TUG AT YOUR HEARTSTRINGS BUT TO SHARE MY PERSONAL STORY NOT TO TUG AT YOUR HEARTSTRINGS BUT TO APPEAL TO YOUR HUMANITY A VAST TUG AT YOUR HEARTSTRINGS BUT TO APPEAL TO YOUR HUMANITY A VAST TUG AT YOUR HEARTSTRINGS BUT TO APPEAL TO YOUR HUMANITY A VAST MAJORITY OF YOUR STAFF IS APPEAL TO YOUR HUMANITY A VAST MAJORITY OF YOUR STAFF IS APPEAL TO YOUR HUMANITY A VAST MAJORITY OF YOUR STAFF IS HURTING FINANCIALLY RAISES HAVE MAJORITY OF YOUR STAFF IS HURTING FINANCIALLY RAISES HAVE MAJORITY OF YOUR STAFF IS HURTING FINANCIALLY RAISES HAVE NOT KEPT UP WITH INFLATION AND HURTING FINANCIALLY RAISES HAVE NOT KEPT UP WITH INFLATION AND HURTING FINANCIALLY RAISES HAVE NOT KEPT UP WITH INFLATION

119AND A THREE AND A HALF PERCENT WILL NOT KEPT UP WITH INFLATION AND A THREE AND A HALF PERCENT WILL NOT KEPT UP WITH INFLATION AND A THREE AND A HALF PERCENT WILL BARELY COVER THE RISE IN OUR A THREE AND A HALF PERCENT WILL BARELY COVER THE RISE IN OUR A THREE AND A HALF PERCENT WILL BARELY COVER THE RISE IN OUR COST OF LIVING. BARELY COVER THE RISE IN OUR COST OF LIVING. BARELY COVER THE RISE IN OUR COST OF LIVING. SEEING ALL OF THE INFORMATION COST OF LIVING. SEEING ALL OF THE INFORMATION COST OF LIVING. SEEING ALL OF THE INFORMATION THAT SIEGEL IN VBA COMPILED SEEING ALL OF THE INFORMATION THAT SIEGEL IN VBA COMPILED SEEING ALL OF THE INFORMATION THAT SIEGEL IN VBA COMPILED ABOUT OTHER DISTRICTS HAS BEEN THAT SIEGEL

120IN VBA COMPILED ABOUT OTHER DISTRICTS HAS BEEN THAT SIEGEL IN VBA COMPILED ABOUT OTHER DISTRICTS HAS BEEN EXTREMELY EYE-OPENING OPENING ABOUT OTHER DISTRICTS HAS BEEN EXTREMELY EYE-OPENING OPENING ABOUT OTHER DISTRICTS HAS BEEN EXTREMELY EYE-OPENING OPENING EVERY YEAR DURING THE ON OUR EXTREMELY EYE-OPENING OPENING EVERY YEAR DURING THE ON OUR EXTREMELY EYE-OPENING OPENING EVERY YEAR DURING THE ON OUR DISTRICTS ACCOLADES ARE EVERY YEAR DURING THE ON OUR DISTRICTS ACCOLADES ARE EVERY YEAR DURING THE ON OUR DISTRICTS ACCOLADES ARE PROBABLY SHARED AS THEY SHOULD DISTRICTS ACCOLADES ARE PROBABLY SHARED AS THEY SHOULD DISTRICTS ACCOLADES ARE PROBABLY SHARED AS THEY SHOULD BE BUT THOSE ACCOLADES OR EARN PROBABLY SHARED AS THEY SHOULD BE BUT THOSE ACCOLADES OR EARN PROBABLY SHARED AS THEY SHOULD BE BUT THOSE ACCOLADES OR EARN THROUGH THE BLOOD SWEAT AND BE BUT THOSE ACCOLADES

121OR EARN THROUGH THE BLOOD SWEAT AND BE BUT THOSE ACCOLADES OR EARN THROUGH THE BLOOD SWEAT AND TEARS OF THE OF THE STAFF WHO THROUGH THE BLOOD SWEAT AND TEARS OF THE OF THE STAFF WHO THROUGH THE BLOOD SWEAT AND TEARS OF THE OF THE STAFF WHO IN THE BUILDINGS DIRECTED TEARS OF THE OF THE STAFF WHO IN THE BUILDINGS DIRECTED TEARS OF THE OF THE STAFF WHO IN THE BUILDINGS DIRECTED DIRECTLY DIRECTLY INTERACTING IN THE BUILDINGS DIRECTED DIRECTLY DIRECTLY INTERACTING IN THE BUILDINGS DIRECTED DIRECTLY DIRECTLY INTERACTING WITH STUDENTS EVERY AND WE HAVE DIRECTLY DIRECTLY INTERACTING WITH STUDENTS EVERY AND WE HAVE DIRECTLY DIRECTLY INTERACTING WITH STUDENTS EVERY AND WE HAVE EARNED FAR MORE THAN THREE AND WITH STUDENTS EVERY AND WE HAVE EARNED FAR MORE THAN THREE AND WITH STUDENTS EVERY AND WE HAVE

122EARNED FAR MORE THAN THREE AND A HALF PERCENT YOU OWE IT TO EARNED FAR MORE THAN THREE AND A HALF PERCENT YOU OWE IT TO EARNED FAR MORE THAN THREE AND A HALF PERCENT YOU OWE IT TO YOUR STAFF ALL STAFF TO FIND A A HALF PERCENT YOU OWE IT TO YOUR STAFF ALL STAFF TO FIND A A HALF PERCENT YOU OWE IT TO YOUR STAFF ALL STAFF TO FIND A WAY TO LINE OR PAY WITH THE YOUR STAFF ALL STAFF TO FIND A WAY TO LINE OR PAY WITH THE YOUR STAFF ALL STAFF TO FIND A WAY TO LINE OR PAY WITH THE LEVEL OF WORK AND DEDICATION WE WAY TO LINE OR PAY WITH THE LEVEL OF WORK AND DEDICATION WE WAY TO LINE OR PAY WITH THE LEVEL OF WORK AND DEDICATION

123WE PROVIDE ESPECIALLY IF YOU WANT LEVEL OF WORK AND DEDICATION WE PROVIDE ESPECIALLY IF YOU WANT LEVEL OF WORK AND DEDICATION WE PROVIDE ESPECIALLY IF YOU WANT TO CONTINUE TO ATTRACT AND PROVIDE ESPECIALLY IF YOU WANT TO CONTINUE TO ATTRACT AND PROVIDE ESPECIALLY IF YOU WANT TO CONTINUE TO ATTRACT AND RETAIN THE BEST OF THE BEST. TO CONTINUE TO ATTRACT AND RETAIN THE BEST OF THE BEST. TO CONTINUE TO ATTRACT AND RETAIN THE BEST OF THE BEST. THANKS THE LOBBYING AND RETAIN THE BEST OF THE BEST. THANKS THE LOBBYING AND RETAIN THE BEST OF THE BEST. THANKS THE LOBBYING AND LEGISLATIVE EFFORTS OF THE THANKS THE LOBBYING AND LEGISLATIVE EFFORTS OF THE THANKS THE LOBBYING AND LEGISLATIVE EFFORTS OF THE VIRGINIA EDUCATION ASSOCIATION LEGISLATIVE EFFORTS OF THE VIRGINIA EDUCATION ASSOCIATION LEGISLATIVE EFFORTS OF THE VIRGINIA

124EDUCATION ASSOCIATION OUR DISTRICT WILL RECEIVE VIRGINIA EDUCATION ASSOCIATION OUR DISTRICT WILL RECEIVE VIRGINIA EDUCATION ASSOCIATION OUR DISTRICT WILL RECEIVE NEARLY TWENTY THREE MILLION IN OUR DISTRICT WILL RECEIVE NEARLY TWENTY THREE MILLION IN OUR DISTRICT WILL RECEIVE NEARLY TWENTY THREE MILLION IN ADDITIONAL FUNDS THIS EXCITING NEARLY TWENTY THREE MILLION IN ADDITIONAL FUNDS THIS EXCITING NEARLY TWENTY THREE MILLION IN ADDITIONAL FUNDS THIS EXCITING NEWS FOR OUR DISTRICT AND A ADDITIONAL FUNDS THIS EXCITING NEWS FOR OUR DISTRICT AND A ADDITIONAL FUNDS THIS EXCITING NEWS FOR OUR DISTRICT AND A GREAT ACCOMPLISHMENT. NEWS FOR OUR DISTRICT AND A GREAT ACCOMPLISHMENT. NEWS FOR OUR DISTRICT AND A GREAT ACCOMPLISHMENT. THIS IS EXCITING NEWS FOR OUR GREAT ACCOMPLISHMENT. THIS IS EXCITING NEWS FOR OUR GREAT ACCOMPLISHMENT. THIS IS EXCITING NEWS FOR OUR DISTRICT AND A GREAT THIS IS EXCITING NEWS FOR

125OUR DISTRICT AND A GREAT THIS IS EXCITING NEWS FOR OUR DISTRICT AND A GREAT ACCOMPLISHMENT FOR OUR UNION DISTRICT AND A GREAT ACCOMPLISHMENT FOR OUR UNION DISTRICT AND A GREAT ACCOMPLISHMENT FOR OUR UNION WHILE SOME OF THESE FUNDS ARE ACCOMPLISHMENT FOR OUR UNION WHILE SOME OF THESE FUNDS ARE ACCOMPLISHMENT FOR OUR UNION WHILE SOME OF THESE FUNDS ARE EARMARKED FOR SPECIFIC PROGRAMS WHILE SOME OF THESE FUNDS ARE EARMARKED FOR SPECIFIC PROGRAMS WHILE SOME OF THESE FUNDS ARE EARMARKED FOR SPECIFIC PROGRAMS THEY ARE FUNDS INCLUDED THAT EARMARKED FOR SPECIFIC PROGRAMS THEY ARE FUNDS INCLUDED THAT EARMARKED FOR SPECIFIC PROGRAMS THEY ARE FUNDS INCLUDED THAT COULD BE USED TO INCREASE STAFF THEY ARE FUNDS INCLUDED THAT COULD BE USED TO INCREASE STAFF THEY ARE FUNDS INCLUDED THAT COULD BE USED TO INCREASE STAFF PAY IT IS MY

126HOPE ALONG WITH COULD BE USED TO INCREASE STAFF PAY IT IS MY HOPE ALONG WITH COULD BE USED TO INCREASE STAFF PAY IT IS MY HOPE ALONG WITH THE RECOMMENDATION OF THE BBA PAY IT IS MY HOPE ALONG WITH THE RECOMMENDATION OF THE BBA PAY IT IS MY HOPE ALONG WITH THE RECOMMENDATION OF THE BBA THAT YOU WILL CONSIDER USING >> THE RECOMMENDATION OF THE BBA THAT YOU WILL CONSIDER USING >> THE RECOMMENDATION OF THE BBA THAT YOU WILL CONSIDER USING >> THESE ADDITIONAL FUNDS AND THAT THAT YOU WILL CONSIDER USING >> THESE ADDITIONAL FUNDS AND THAT THAT YOU WILL CONSIDER USING >> THESE ADDITIONAL FUNDS AND THAT IS TIME TO HONOR SEQUEL'S THESE ADDITIONAL FUNDS AND THAT IS TIME TO HONOR SEQUEL'S THESE ADDITIONAL FUNDS AND THAT IS TIME TO HONOR SEQUEL'S SUGGESTION'S. IS

127TIME TO HONOR SEQUEL'S SUGGESTION'S. IS TIME TO HONOR SEQUEL'S SUGGESTION'S. MADAM CHAIR, OUR PUBLIC HERE SUGGESTION'S. MADAM CHAIR, OUR PUBLIC HERE SUGGESTION'S. MADAM CHAIR, OUR PUBLIC HERE FOR ONLINE HAS CANCELED SO MADAM CHAIR, OUR PUBLIC HERE FOR ONLINE HAS CANCELED SO MADAM CHAIR, OUR PUBLIC HERE FOR ONLINE HAS CANCELED SO WE'RE GOING TO MOVE ON TO OUR FOR ONLINE HAS CANCELED SO WE'RE GOING TO MOVE ON TO OUR FOR ONLINE HAS CANCELED SO WE'RE GOING TO MOVE ON TO OUR PUBLIC COMMENTS OUR FIRST WE'RE GOING TO MOVE ON TO OUR PUBLIC COMMENTS OUR FIRST WE'RE GOING TO MOVE ON TO OUR PUBLIC COMMENTS OUR FIRST SPEAKER WILL BE OUT IN PUBLIC COMMENTS OUR FIRST SPEAKER WILL BE OUT IN PUBLIC COMMENTS OUR FIRST SPEAKER WILL BE OUT IN WAKEFIELD THEN CLAUDE MURPHY, SPEAKER WILL BE

128OUT IN WAKEFIELD THEN CLAUDE MURPHY, SPEAKER WILL BE OUT IN WAKEFIELD THEN CLAUDE MURPHY, THEN MELISSA LUXON GOOD EVENING WAKEFIELD THEN CLAUDE MURPHY, THEN MELISSA LUXON GOOD EVENING WAKEFIELD THEN CLAUDE MURPHY, THEN MELISSA LUXON GOOD EVENING EVERYONE >>. THEN MELISSA LUXON GOOD EVENING EVERYONE >>. THEN MELISSA LUXON GOOD EVENING EVERYONE >>. THIS IS A LOVELY DAY, WASN'T EVERYONE >>. THIS IS A LOVELY DAY, WASN'T EVERYONE >>. THIS IS A LOVELY DAY, WASN'T IT? THIS IS A LOVELY DAY, WASN'T IT? THIS IS A LOVELY DAY, WASN'T IT? >> I WAS GOING TO SAY I LOVE IT IT? >> I WAS GOING TO SAY I LOVE IT IT? >> I WAS GOING TO SAY I LOVE IT WHEN A PLAN COMES TOGETHER BUT >> I WAS GOING TO SAY I LOVE IT WHEN A PLAN COMES TOGETHER

129BUT >> I WAS GOING TO SAY I LOVE IT WHEN A PLAN COMES TOGETHER BUT >> SOME OF Y'ALL MIGHT NOT BE WHEN A PLAN COMES TOGETHER BUT >> SOME OF Y'ALL MIGHT NOT BE WHEN A PLAN COMES TOGETHER BUT >> SOME OF Y'ALL MIGHT NOT BE NO THAT REMEMBER THAT SO >> >> SOME OF Y'ALL MIGHT NOT BE NO THAT REMEMBER THAT SO >> >> SOME OF Y'ALL MIGHT NOT BE NO THAT REMEMBER THAT SO >> TONIGHT >> TONIGHT I WILL NO THAT REMEMBER THAT SO >> TONIGHT >> TONIGHT I WILL NO THAT REMEMBER THAT SO >> TONIGHT >> TONIGHT I WILL INVITE YOU TO EXPERIENCE ONE TONIGHT >> TONIGHT I WILL INVITE YOU TO EXPERIENCE ONE TONIGHT >> TONIGHT I WILL INVITE YOU TO EXPERIENCE ONE OF THE GREATEST STORY EVER TOLD INVITE

130YOU TO EXPERIENCE ONE OF THE GREATEST STORY EVER TOLD INVITE YOU TO EXPERIENCE ONE OF THE GREATEST STORY EVER TOLD ABOUT SOMETHING SO SMALL BUT SO OF THE GREATEST STORY EVER TOLD ABOUT SOMETHING SO SMALL BUT SO OF THE GREATEST STORY EVER TOLD ABOUT SOMETHING SO SMALL BUT SO IMPORTANT THIS LITTLE THING ABOUT SOMETHING SO SMALL BUT SO IMPORTANT THIS LITTLE THING ABOUT SOMETHING SO SMALL BUT SO IMPORTANT THIS LITTLE THING MAKES UP ALL THE MATTER IN THE IMPORTANT THIS LITTLE THING MAKES UP ALL THE MATTER IN THE IMPORTANT THIS LITTLE THING MAKES UP ALL THE MATTER IN THE WHOLE UNIVERSE IT CANNOT BE MAKES UP ALL THE MATTER IN THE WHOLE UNIVERSE IT CANNOT BE MAKES UP ALL THE MATTER IN THE WHOLE UNIVERSE IT CANNOT BE SEEN BY THE NAKED IT IS MOSTLY

131WHOLE UNIVERSE IT CANNOT BE SEEN BY THE NAKED IT IS MOSTLY WHOLE UNIVERSE IT CANNOT BE SEEN BY THE NAKED IT IS MOSTLY MADE OF SPACE AND ITS WEIGHT IS SEEN BY THE NAKED IT IS MOSTLY MADE OF SPACE AND ITS WEIGHT IS SEEN BY THE NAKED IT IS MOSTLY MADE OF SPACE AND ITS WEIGHT IS VERY SMALL THINK ABOUT ALL MADE OF SPACE AND ITS WEIGHT IS VERY SMALL THINK ABOUT ALL MADE OF SPACE AND ITS WEIGHT IS VERY SMALL THINK ABOUT ALL OF THE PEOPLE YOU SEE SPEEDING VERY SMALL THINK ABOUT ALL OF THE PEOPLE YOU SEE SPEEDING VERY SMALL THINK ABOUT ALL OF THE PEOPLE YOU SEE SPEEDING TO GET TO WORK NOT BECAUSE THEY OF THE PEOPLE YOU SEE SPEEDING TO GET TO WORK NOT BECAUSE THEY OF THE PEOPLE YOU

132SEE SPEEDING TO GET TO WORK NOT BECAUSE THEY LOVE THEIR WORK BUT BECAUSE TO GET TO WORK NOT BECAUSE THEY LOVE THEIR WORK BUT BECAUSE TO GET TO WORK NOT BECAUSE THEY LOVE THEIR WORK BUT BECAUSE THEY ARE LATE FOR WORK DID YOU LOVE THEIR WORK BUT BECAUSE THEY ARE LATE FOR WORK DID YOU LOVE THEIR WORK BUT BECAUSE THEY ARE LATE FOR WORK DID YOU HAVE ANY THOUGHTS ABOUT THIS THEY ARE LATE FOR WORK DID YOU HAVE ANY THOUGHTS ABOUT THIS THEY ARE LATE FOR WORK DID YOU HAVE ANY THOUGHTS ABOUT THIS SMALL THING TODAY >> HMM I CAN HAVE ANY THOUGHTS ABOUT THIS SMALL THING TODAY >> HMM I CAN HAVE ANY THOUGHTS ABOUT THIS SMALL THING TODAY >> HMM I CAN ANSWER CAN ANSWER FOR YOU RIGHT SMALL THING TODAY >> HMM

133I CAN ANSWER CAN ANSWER FOR YOU RIGHT SMALL THING TODAY >> HMM I CAN ANSWER CAN ANSWER FOR YOU RIGHT NOW KNOW HOW DID I KNOW THIS? ANSWER CAN ANSWER FOR YOU RIGHT NOW KNOW HOW DID I KNOW THIS? ANSWER CAN ANSWER FOR YOU RIGHT NOW KNOW HOW DID I KNOW THIS? BECAUSE YOU PROBABLY HAD MORE NOW KNOW HOW DID I KNOW THIS? BECAUSE YOU PROBABLY HAD MORE NOW KNOW HOW DID I KNOW THIS? BECAUSE YOU PROBABLY HAD MORE IMPORTANT THOUGHT TO THINK BECAUSE YOU PROBABLY HAD MORE IMPORTANT THOUGHT TO THINK BECAUSE YOU PROBABLY HAD MORE IMPORTANT THOUGHT TO THINK ABOUT TODAY. IMPORTANT THOUGHT TO THINK ABOUT TODAY. IMPORTANT THOUGHT TO THINK ABOUT TODAY. HOW MUCH GAS WAS IN YOUR CAR ABOUT TODAY. HOW MUCH GAS WAS IN YOUR CAR ABOUT TODAY. HOW MUCH GAS

134WAS IN YOUR CAR THE COFFEE THAT YOU HAD TODAY HOW MUCH GAS WAS IN YOUR CAR THE COFFEE THAT YOU HAD TODAY HOW MUCH GAS WAS IN YOUR CAR THE COFFEE THAT YOU HAD TODAY SOME OF THESE LITTLE THINGS THE COFFEE THAT YOU HAD TODAY SOME OF THESE LITTLE THINGS THE COFFEE THAT YOU HAD TODAY SOME OF THESE LITTLE THINGS ROLLED UP BESIDE ME IN A SOME OF THESE LITTLE THINGS ROLLED UP BESIDE ME IN A SOME OF THESE LITTLE THINGS ROLLED UP BESIDE ME IN A PREVIOUS STORY THE LITTLE ROLLED UP BESIDE ME IN A PREVIOUS STORY THE LITTLE ROLLED UP BESIDE ME IN A PREVIOUS STORY THE LITTLE THINGS WENT TO SCHOOL AND ALSO PREVIOUS STORY THE LITTLE THINGS WENT TO SCHOOL AND ALSO PREVIOUS STORY THE LITTLE THINGS WENT TO SCHOOL AND

135ALSO MCDONALD'S FORM FORMING THINGS WENT TO SCHOOL AND ALSO MCDONALD'S FORM FORMING THINGS WENT TO SCHOOL AND ALSO MCDONALD'S FORM FORMING COVALENT AND IONIC BONDS AND MCDONALD'S FORM FORMING COVALENT AND IONIC BONDS AND MCDONALD'S FORM FORMING COVALENT AND IONIC BONDS AND THEN ME YOU KNOW THE BOND THAT COVALENT AND IONIC BONDS AND THEN ME YOU KNOW THE BOND THAT COVALENT AND IONIC BONDS AND THEN ME YOU KNOW THE BOND THAT FORMED OVER FORTY YEARS AGO MY THEN ME YOU KNOW THE BOND THAT FORMED OVER FORTY YEARS AGO MY THEN ME YOU KNOW THE BOND THAT FORMED OVER FORTY YEARS AGO MY WIFE STILL PUTTING UP WITH ME. FORMED OVER FORTY YEARS AGO MY WIFE STILL PUTTING UP WITH ME. FORMED OVER FORTY YEARS AGO MY WIFE STILL PUTTING UP WITH ME. THAT'S AMAZING. WIFE STILL

136PUTTING UP WITH ME. THAT'S AMAZING. WIFE STILL PUTTING UP WITH ME. THAT'S AMAZING. MANDALORIAN CHARGED READY TO GO THAT'S AMAZING. MANDALORIAN CHARGED READY TO GO THAT'S AMAZING. MANDALORIAN CHARGED READY TO GO BACK TO ABOUT 400 B.C. WHEN THE MANDALORIAN CHARGED READY TO GO BACK TO ABOUT 400 B.C. WHEN THE MANDALORIAN CHARGED READY TO GO BACK TO ABOUT 400 B.C. WHEN THE LITTLE THING WAS IMAGINE BY A BACK TO ABOUT 400 B.C. WHEN THE LITTLE THING WAS IMAGINE BY A BACK TO ABOUT 400 B.C. WHEN THE LITTLE THING WAS IMAGINE BY A GREEK PHILOSOPHER NAMED IMAKURA LITTLE THING WAS IMAGINE BY A GREEK PHILOSOPHER NAMED IMAKURA LITTLE THING WAS IMAGINE BY A GREEK PHILOSOPHER NAMED IMAKURA US HE WAS THOUGHT TO BE CRAZY GREEK PHILOSOPHER NAMED IMAKURA US HE WAS THOUGHT TO BE CRAZY GREEK PHILOSOPHER

137NAMED IMAKURA US HE WAS THOUGHT TO BE CRAZY BECAUSE OF HIS EXPLANATIONS US HE WAS THOUGHT TO BE CRAZY BECAUSE OF HIS EXPLANATIONS US HE WAS THOUGHT TO BE CRAZY BECAUSE OF HIS EXPLANATIONS OF ATOMS THE THINGS WE COULD BECAUSE OF HIS EXPLANATIONS OF ATOMS THE THINGS WE COULD BECAUSE OF HIS EXPLANATIONS OF ATOMS THE THINGS WE COULD BREAK THINGS DOWN INTO SMALLER OF ATOMS THE THINGS WE COULD BREAK THINGS DOWN INTO SMALLER OF ATOMS THE THINGS WE COULD BREAK THINGS DOWN INTO SMALLER AND SMALLER AND SMALLER THINGS BREAK THINGS DOWN INTO SMALLER AND SMALLER AND SMALLER THINGS BREAK THINGS DOWN INTO SMALLER AND SMALLER AND SMALLER THINGS THEY THOUGHT HE WAS A LITTLE AND SMALLER AND SMALLER THINGS THEY THOUGHT HE WAS A LITTLE AND SMALLER AND SMALLER THINGS THEY THOUGHT HE WAS A

138LITTLE WHACKO SAD THE PYRAMIDS HAD THEY THOUGHT HE WAS A LITTLE WHACKO SAD THE PYRAMIDS HAD THEY THOUGHT HE WAS A LITTLE WHACKO SAD THE PYRAMIDS HAD BEEN HERE FOR ALMOST 2000 YEARS WHACKO SAD THE PYRAMIDS HAD BEEN HERE FOR ALMOST 2000 YEARS WHACKO SAD THE PYRAMIDS HAD BEEN HERE FOR ALMOST 2000 YEARS A COUPLE OF THOUSAND YEARS BEEN HERE FOR ALMOST 2000 YEARS A COUPLE OF THOUSAND YEARS BEEN HERE FOR ALMOST 2000 YEARS A COUPLE OF THOUSAND YEARS PASSED BEFORE WE SCIENTIFICALLY A COUPLE OF THOUSAND YEARS PASSED BEFORE WE SCIENTIFICALLY A COUPLE OF THOUSAND YEARS PASSED BEFORE WE SCIENTIFICALLY PROVED THAT THESE LITTLE THINGS PASSED BEFORE WE SCIENTIFICALLY PROVED THAT THESE LITTLE THINGS PASSED BEFORE WE SCIENTIFICALLY PROVED THAT THESE LITTLE THINGS OR ATOMS EXISTED A COUPLE PROVED THAT THESE LITTLE THINGS OR ATOMS

139EXISTED A COUPLE PROVED THAT THESE LITTLE THINGS OR ATOMS EXISTED A COUPLE THOUSAND YEARS AGO PAST WHAT. OR ATOMS EXISTED A COUPLE THOUSAND YEARS AGO PAST WHAT. OR ATOMS EXISTED A COUPLE THOUSAND YEARS AGO PAST WHAT. BUT WE SAID THAT ALREADY WE THOUSAND YEARS AGO PAST WHAT. BUT WE SAID THAT ALREADY WE THOUSAND YEARS AGO PAST WHAT. BUT WE SAID THAT ALREADY WE FINALLY ACHIEVED SPLITTING BUT WE SAID THAT ALREADY WE FINALLY ACHIEVED SPLITTING BUT WE SAID THAT ALREADY WE FINALLY ACHIEVED SPLITTING OF ATOMS I MEAN THE LITTLE FINALLY ACHIEVED SPLITTING OF ATOMS I MEAN THE LITTLE FINALLY ACHIEVED SPLITTING OF ATOMS I MEAN THE LITTLE THINGS AND RELEASING HUGE OF ATOMS I MEAN THE LITTLE THINGS AND RELEASING HUGE OF ATOMS I MEAN THE LITTLE THINGS AND RELEASING HUGE AMOUNTS OF ENERGY. THINGS AND

140RELEASING HUGE AMOUNTS OF ENERGY. THINGS AND RELEASING HUGE AMOUNTS OF ENERGY. MY NUCLEAR FUSION IN THE 20TH AMOUNTS OF ENERGY. MY NUCLEAR FUSION IN THE 20TH AMOUNTS OF ENERGY. MY NUCLEAR FUSION IN THE 20TH CENTURY TRILLIONS OF THESE MY NUCLEAR FUSION IN THE 20TH CENTURY TRILLIONS OF THESE MY NUCLEAR FUSION IN THE 20TH CENTURY TRILLIONS OF THESE SMALLER THINGS AROUND THIS CUP CENTURY TRILLIONS OF THESE SMALLER THINGS AROUND THIS CUP CENTURY TRILLIONS OF THESE SMALLER THINGS AROUND THIS CUP AND IF WE THROW TRILLIONS SMALLER THINGS AROUND THIS CUP AND IF WE THROW TRILLIONS SMALLER THINGS AROUND THIS CUP AND IF WE THROW TRILLIONS OF CUPS WITH OCEAN WATER WHICH AND IF WE THROW TRILLIONS OF CUPS WITH OCEAN WATER WHICH AND IF WE THROW TRILLIONS OF CUPS WITH OCEAN WATER WHICH I CAN'T BRING THIS

141MAP OUT ALL OF CUPS WITH OCEAN WATER WHICH I CAN'T BRING THIS MAP OUT ALL OF CUPS WITH OCEAN WATER WHICH I CAN'T BRING THIS MAP OUT ALL THE WAY RIGHT NOW BUT I HAVE I CAN'T BRING THIS MAP OUT ALL THE WAY RIGHT NOW BUT I HAVE I CAN'T BRING THIS MAP OUT ALL THE WAY RIGHT NOW BUT I HAVE THE GIRLS ALL THE WORLD'S THE WAY RIGHT NOW BUT I HAVE THE GIRLS ALL THE WORLD'S THE WAY RIGHT NOW BUT I HAVE THE GIRLS ALL THE WORLD'S OCEANS ON HERE ALL THE WATER TO THE GIRLS ALL THE WORLD'S OCEANS ON HERE ALL THE WATER TO THE GIRLS ALL THE WORLD'S OCEANS ON HERE ALL THE WATER TO RIGHT HERE THEY WOULD STILL BE OCEANS ON HERE ALL THE WATER TO RIGHT HERE THEY

142WOULD STILL BE OCEANS ON HERE ALL THE WATER TO RIGHT HERE THEY WOULD STILL BE ENOUGH WATER IN THE OCEANS RIGHT HERE THEY WOULD STILL BE ENOUGH WATER IN THE OCEANS RIGHT HERE THEY WOULD STILL BE ENOUGH WATER IN THE OCEANS LIQUID TRILLION CUPS QUINN ENOUGH WATER IN THE OCEANS LIQUID TRILLION CUPS QUINN ENOUGH WATER IN THE OCEANS LIQUID TRILLION CUPS QUINN TRILLION CUPS IF I FEEL JUST LIQUID TRILLION CUPS QUINN TRILLION CUPS IF I FEEL JUST LIQUID TRILLION CUPS QUINN TRILLION CUPS IF I FEEL JUST THIS ONE AND I HAD ALL THE TRILLION CUPS IF I FEEL JUST THIS ONE AND I HAD ALL THE TRILLION CUPS IF I FEEL JUST THIS ONE AND I HAD ALL THE OCEANS WATER IN CUPS LIKE THIS THIS ONE AND I HAD ALL THE OCEANS WATER IN

143CUPS LIKE THIS THIS ONE AND I HAD ALL THE OCEANS WATER IN CUPS LIKE THIS I WOULD STILL HAVE A QUYNH OCEANS WATER IN CUPS LIKE THIS I WOULD STILL HAVE A QUYNH OCEANS WATER IN CUPS LIKE THIS I WOULD STILL HAVE A QUYNH TRILLION. I WOULD STILL HAVE A QUYNH TRILLION. I WOULD STILL HAVE A QUYNH TRILLION. I MEAN EVEN MORE THAN YOU KNOW TRILLION. I MEAN EVEN MORE THAN YOU KNOW TRILLION. I MEAN EVEN MORE THAN YOU KNOW . I MEAN EVEN MORE THAN YOU KNOW . I MEAN EVEN MORE THAN YOU KNOW . WELL, SOMEBODY MAKES IN THE . WELL, SOMEBODY MAKES IN THE . WELL, SOMEBODY MAKES IN THE FEDERAL GOVERNMENT LARGER SMALL WELL, SOMEBODY MAKES IN THE FEDERAL GOVERNMENT LARGER SMALL WELL, SOMEBODY MAKES IN THE FEDERAL GOVERNMENT LARGER SMALL

144NUMBERS ARE DIFFICULT TO GRASP FEDERAL GOVERNMENT LARGER SMALL NUMBERS ARE DIFFICULT TO GRASP FEDERAL GOVERNMENT LARGER SMALL NUMBERS ARE DIFFICULT TO GRASP THE HUMAN BRAIN USES OUR SENSES NUMBERS ARE DIFFICULT TO GRASP THE HUMAN BRAIN USES OUR SENSES NUMBERS ARE DIFFICULT TO GRASP THE HUMAN BRAIN USES OUR SENSES TO DIFFERENTIATE BETWEEN THE HUMAN BRAIN USES OUR SENSES TO DIFFERENTIATE BETWEEN THE HUMAN BRAIN USES OUR SENSES TO DIFFERENTIATE BETWEEN OBJECTS IN OUR WORLD SENSES TO DIFFERENTIATE BETWEEN OBJECTS IN OUR WORLD SENSES TO DIFFERENTIATE BETWEEN OBJECTS IN OUR WORLD SENSES HAVE TIME DEALING WITH SMALL OBJECTS IN OUR WORLD SENSES HAVE TIME DEALING WITH SMALL OBJECTS IN OUR WORLD SENSES HAVE TIME DEALING WITH SMALL THINGS LIKE ADAMS. HAVE TIME DEALING WITH SMALL THINGS LIKE ADAMS. HAVE TIME DEALING WITH SMALL THINGS LIKE ADAMS. OH I MEAN

145LITTLE THINGS I THINGS LIKE ADAMS. OH I MEAN LITTLE THINGS I THINGS LIKE ADAMS. OH I MEAN LITTLE THINGS I FINISHED WITH QUIERES A QUIZ OH I MEAN LITTLE THINGS I FINISHED WITH QUIERES A QUIZ OH I MEAN LITTLE THINGS I FINISHED WITH QUIERES A QUIZ ABOUT THE LITTLE THINGS OH I FINISHED WITH QUIERES A QUIZ ABOUT THE LITTLE THINGS OH I FINISHED WITH QUIERES A QUIZ ABOUT THE LITTLE THINGS OH I MEAN ADAM WHAT WOULD BE THE ABOUT THE LITTLE THINGS OH I MEAN ADAM WHAT WOULD BE THE ABOUT THE LITTLE THINGS OH I MEAN ADAM WHAT WOULD BE THE ANSWER TO THE QUIZ ADAMS THANK MEAN ADAM WHAT WOULD BE THE ANSWER TO THE QUIZ ADAMS THANK MEAN ADAM WHAT WOULD BE THE ANSWER TO THE QUIZ ADAMS THANK YOU VERY YOU VERY

146MUCH. ANSWER TO THE QUIZ ADAMS THANK YOU VERY YOU VERY MUCH. ANSWER TO THE QUIZ ADAMS THANK YOU VERY YOU VERY MUCH. I KNEW ALL YOU KNOW AND I JUST YOU VERY YOU VERY MUCH. I KNEW ALL YOU KNOW AND I JUST YOU VERY YOU VERY MUCH. I KNEW ALL YOU KNOW AND I JUST DIDN'T WANT ME TO SAY IT AT ONE I KNEW ALL YOU KNOW AND I JUST DIDN'T WANT ME TO SAY IT AT ONE I KNEW ALL YOU KNOW AND I JUST DIDN'T WANT ME TO SAY IT AT ONE TIME THEN WE. DIDN'T WANT ME TO SAY IT AT ONE TIME THEN WE. DIDN'T WANT ME TO SAY IT AT ONE TIME THEN WE. THEN WE HAD A WHOLE BIG TIME THEN WE. THEN WE HAD A WHOLE BIG TIME THEN WE.

147THEN WE HAD A WHOLE BIG DISCUSSION THANK YOU VERY MUCH THEN WE HAD A WHOLE BIG DISCUSSION THANK YOU VERY MUCH THEN WE HAD A WHOLE BIG DISCUSSION THANK YOU VERY MUCH >>. DISCUSSION THANK YOU VERY MUCH >>. DISCUSSION THANK YOU VERY MUCH >>. OUR NEXT SPEAKER WILL BE CLARK >>. OUR NEXT SPEAKER WILL BE CLARK >>. OUR NEXT SPEAKER WILL BE CLARK MURPHY AND THE MELISSA LUCAS OUR NEXT SPEAKER WILL BE CLARK MURPHY AND THE MELISSA LUCAS OUR NEXT SPEAKER WILL BE CLARK MURPHY AND THE MELISSA LUCAS AND GOOD EVENING CHAIR ROBERTS, MURPHY AND THE MELISSA LUCAS AND GOOD EVENING CHAIR ROBERTS, MURPHY AND THE MELISSA LUCAS AND GOOD EVENING CHAIR ROBERTS, VICE CHAIR SUPERINTENDENT DR. AND GOOD EVENING CHAIR ROBERTS, VICE CHAIR SUPERINTENDENT DR. AND GOOD EVENING CHAIR ROBERTS, VICE CHAIR SUPERINTENDENT DR.

148ROBBINS AND ROBINSON AND VICE CHAIR SUPERINTENDENT DR. ROBBINS AND ROBINSON AND VICE CHAIR SUPERINTENDENT DR. ROBBINS AND ROBINSON AND MEMBERS OF THE SCHOOL MY NAME ROBBINS AND ROBINSON AND MEMBERS OF THE SCHOOL MY NAME ROBBINS AND ROBINSON AND MEMBERS OF THE SCHOOL MY NAME IS CLARK MURPHY AND I'M A MEMBERS OF THE SCHOOL MY NAME IS CLARK MURPHY AND I'M A MEMBERS OF THE SCHOOL MY NAME IS CLARK MURPHY AND I'M A FORMER A FORMER TEACHER IN THE IS CLARK MURPHY AND I'M A FORMER A FORMER TEACHER IN THE IS CLARK MURPHY AND I'M A FORMER A FORMER TEACHER IN THE DIVISION NOW AND ESL INSTRUCTOR FORMER A FORMER TEACHER IN THE DIVISION NOW AND ESL INSTRUCTOR FORMER A FORMER TEACHER IN THE DIVISION NOW AND ESL INSTRUCTOR AT TIDEWATER COMMUNITY COLLEGE DIVISION NOW AND

149ESL INSTRUCTOR AT TIDEWATER COMMUNITY COLLEGE DIVISION NOW AND ESL INSTRUCTOR AT TIDEWATER COMMUNITY COLLEGE I APPRECIATE THE OPPORTUNITY TO AT TIDEWATER COMMUNITY COLLEGE I APPRECIATE THE OPPORTUNITY TO AT TIDEWATER COMMUNITY COLLEGE I APPRECIATE THE OPPORTUNITY TO SPEAK WITH YOU AGAIN TONIGHT AS I APPRECIATE THE OPPORTUNITY TO SPEAK WITH YOU AGAIN TONIGHT AS I APPRECIATE THE OPPORTUNITY TO SPEAK WITH YOU AGAIN TONIGHT AS I'VE SAID IT BEFORE MANY SPEAK WITH YOU AGAIN TONIGHT AS I'VE SAID IT BEFORE MANY SPEAK WITH YOU AGAIN TONIGHT AS I'VE SAID IT BEFORE MANY FAMILIES PARTICULARLY THOSE I'VE SAID IT BEFORE MANY FAMILIES PARTICULARLY THOSE I'VE SAID IT BEFORE MANY FAMILIES PARTICULARLY THOSE FROM IMMIGRANT BACKGROUNDS AS FAMILIES PARTICULARLY THOSE FROM IMMIGRANT BACKGROUNDS AS FAMILIES PARTICULARLY THOSE FROM IMMIGRANT BACKGROUNDS AS WELL AS TEACHERS AND STAFF HAVE FROM IMMIGRANT BACKGROUNDS AS

150WELL AS TEACHERS AND STAFF HAVE FROM IMMIGRANT BACKGROUNDS AS WELL AS TEACHERS AND STAFF HAVE CONCERNS ABOUT HOW OUR SCHOOL WELL AS TEACHERS AND STAFF HAVE CONCERNS ABOUT HOW OUR SCHOOL WELL AS TEACHERS AND STAFF HAVE CONCERNS ABOUT HOW OUR SCHOOL DIVISION WOULD RESPOND TO AN CONCERNS ABOUT HOW OUR SCHOOL DIVISION WOULD RESPOND TO AN CONCERNS ABOUT HOW OUR SCHOOL DIVISION WOULD RESPOND TO AN IMMIGRATION AND CUSTOMS DIVISION WOULD RESPOND TO AN IMMIGRATION AND CUSTOMS DIVISION WOULD RESPOND TO AN IMMIGRATION AND CUSTOMS ENFORCEMENT OR ICE VISIT. IMMIGRATION AND CUSTOMS ENFORCEMENT OR ICE VISIT. IMMIGRATION AND CUSTOMS ENFORCEMENT OR ICE VISIT. FAMILIES AND STAFF DESERVE ENFORCEMENT OR ICE VISIT. FAMILIES AND STAFF DESERVE ENFORCEMENT OR ICE VISIT. FAMILIES AND STAFF DESERVE CLARITY ON EXISTING POLICIES FAMILIES AND STAFF DESERVE CLARITY ON EXISTING POLICIES FAMILIES AND STAFF

151DESERVE CLARITY ON EXISTING POLICIES AND ASSURANCES THAT STUDENT CLARITY ON EXISTING POLICIES AND ASSURANCES THAT STUDENT CLARITY ON EXISTING POLICIES AND ASSURANCES THAT STUDENT WELL-BEING AND LEGAL PROTECTION AND ASSURANCES THAT STUDENT WELL-BEING AND LEGAL PROTECTION AND ASSURANCES THAT STUDENT WELL-BEING AND LEGAL PROTECTION REMAIN A PRIORITY SOME MAY FEEL WELL-BEING AND LEGAL PROTECTION REMAIN A PRIORITY SOME MAY FEEL WELL-BEING AND LEGAL PROTECTION REMAIN A PRIORITY SOME MAY FEEL NOW IS JUST NOT THE TIME BUT REMAIN A PRIORITY SOME MAY FEEL NOW IS JUST NOT THE TIME BUT REMAIN A PRIORITY SOME MAY FEEL NOW IS JUST NOT THE TIME BUT LEADERSHIP MEANS BEING NOW IS JUST NOT THE TIME BUT LEADERSHIP MEANS BEING NOW IS JUST NOT THE TIME BUT LEADERSHIP MEANS BEING PROACTIVE, NOT REACTIVE. LEADERSHIP MEANS BEING PROACTIVE, NOT REACTIVE. LEADERSHIP MEANS BEING PROACTIVE,

152NOT REACTIVE. NOW IS THE TIME PREVIOUSLY I PROACTIVE, NOT REACTIVE. NOW IS THE TIME PREVIOUSLY I PROACTIVE, NOT REACTIVE. NOW IS THE TIME PREVIOUSLY I URGE THE BOARD TO SEND A LETTER NOW IS THE TIME PREVIOUSLY I URGE THE BOARD TO SEND A LETTER NOW IS THE TIME PREVIOUSLY I URGE THE BOARD TO SEND A LETTER EXPLAINING SCHOOL POLICIES URGE THE BOARD TO SEND A LETTER EXPLAINING SCHOOL POLICIES URGE THE BOARD TO SEND A LETTER EXPLAINING SCHOOL POLICIES SINCE THAT HASN'T HAPPENED I'M EXPLAINING SCHOOL POLICIES SINCE THAT HASN'T HAPPENED I'M EXPLAINING SCHOOL POLICIES SINCE THAT HASN'T HAPPENED I'M OFFERING THREE OTHER SINCE THAT HASN'T HAPPENED I'M OFFERING THREE OTHER SINCE THAT HASN'T HAPPENED I'M OFFERING THREE OTHER ALTERNATIVE WAYS TO COMMUNICATE OFFERING THREE OTHER ALTERNATIVE WAYS TO COMMUNICATE OFFERING THREE OTHER ALTERNATIVE WAYS TO COMMUNICATE

153INFORMATION. ALTERNATIVE WAYS TO COMMUNICATE INFORMATION. ALTERNATIVE WAYS TO COMMUNICATE INFORMATION. ONE ADD INFORMATION TO THE INFORMATION. ONE ADD INFORMATION TO THE INFORMATION. ONE ADD INFORMATION TO THE DIVISION WEBSITE LIKE A FAA CUE ONE ADD INFORMATION TO THE DIVISION WEBSITE LIKE A FAA CUE ONE ADD INFORMATION TO THE DIVISION WEBSITE LIKE A FAA CUE FORMAT CLARIFY A STUDENT DIVISION WEBSITE LIKE A FAA CUE FORMAT CLARIFY A STUDENT DIVISION WEBSITE LIKE A FAA CUE FORMAT CLARIFY A STUDENT RECORDS ARE PROTECTED UNDER FORMAT CLARIFY A STUDENT RECORDS ARE PROTECTED UNDER FORMAT CLARIFY A STUDENT RECORDS ARE PROTECTED UNDER PHURBA REFERENCE FILER INDO RECORDS ARE PROTECTED UNDER PHURBA REFERENCE FILER INDO RECORDS ARE PROTECTED UNDER PHURBA REFERENCE FILER INDO WHICH GUARANTEES EDUCATION FOR PHURBA REFERENCE FILER INDO WHICH GUARANTEES EDUCATION FOR PHURBA REFERENCE FILER INDO WHICH GUARANTEES EDUCATION FOR

154ALL CHILDREN REGARDLESS WHICH GUARANTEES EDUCATION FOR ALL CHILDREN REGARDLESS WHICH GUARANTEES EDUCATION FOR ALL CHILDREN REGARDLESS OF IMMIGRATION STATUS AND THREE ALL CHILDREN REGARDLESS OF IMMIGRATION STATUS AND THREE ALL CHILDREN REGARDLESS OF IMMIGRATION STATUS AND THREE SUMMARIZE THE SCHOOL BOARD OF IMMIGRATION STATUS AND THREE SUMMARIZE THE SCHOOL BOARD OF IMMIGRATION STATUS AND THREE SUMMARIZE THE SCHOOL BOARD REGULATION FIVE DASH SIXTY FOUR SUMMARIZE THE SCHOOL BOARD REGULATION FIVE DASH SIXTY FOUR SUMMARIZE THE SCHOOL BOARD REGULATION FIVE DASH SIXTY FOUR ONE ON HANDLING LAW ENFORCEMENT REGULATION FIVE DASH SIXTY FOUR ONE ON HANDLING LAW ENFORCEMENT REGULATION FIVE DASH SIXTY FOUR ONE ON HANDLING LAW ENFORCEMENT INTERACT SINCE MY SECOND MY ONE ON HANDLING LAW ENFORCEMENT INTERACT SINCE MY SECOND MY ONE ON HANDLING LAW ENFORCEMENT INTERACT SINCE MY SECOND MY SECOND IDEA IS TO HOST A INTERACT

155SINCE MY SECOND MY SECOND IDEA IS TO HOST A INTERACT SINCE MY SECOND MY SECOND IDEA IS TO HOST A COMMUNITY INFORMATION SESSION SECOND IDEA IS TO HOST A COMMUNITY INFORMATION SESSION SECOND IDEA IS TO HOST A COMMUNITY INFORMATION SESSION PROVIDE GUIDANCE FOR PARENTS COMMUNITY INFORMATION SESSION PROVIDE GUIDANCE FOR PARENTS COMMUNITY INFORMATION SESSION PROVIDE GUIDANCE FOR PARENTS AND EDUCATORS AND HOW SCHOOLS PROVIDE GUIDANCE FOR PARENTS AND EDUCATORS AND HOW SCHOOLS PROVIDE GUIDANCE FOR PARENTS AND EDUCATORS AND HOW SCHOOLS RESPOND TO LAW ENFORCEMENT AND EDUCATORS AND HOW SCHOOLS RESPOND TO LAW ENFORCEMENT AND EDUCATORS AND HOW SCHOOLS RESPOND TO LAW ENFORCEMENT REQUESTS, ENSURE STAFF RESPOND TO LAW ENFORCEMENT REQUESTS, ENSURE STAFF RESPOND TO LAW ENFORCEMENT REQUESTS, ENSURE STAFF UNDERSTANDS STUDENT PRIVACY REQUESTS, ENSURE STAFF UNDERSTANDS STUDENT PRIVACY REQUESTS, ENSURE STAFF UNDERSTANDS STUDENT PRIVACY LAWS SHARE AVAILABLE

156RESOURCES UNDERSTANDS STUDENT PRIVACY LAWS SHARE AVAILABLE RESOURCES UNDERSTANDS STUDENT PRIVACY LAWS SHARE AVAILABLE RESOURCES FOR CONCERNED FAMILIES AND THEN LAWS SHARE AVAILABLE RESOURCES FOR CONCERNED FAMILIES AND THEN LAWS SHARE AVAILABLE RESOURCES FOR CONCERNED FAMILIES AND THEN LASTLY ISSUE A GENERAL FOR CONCERNED FAMILIES AND THEN LASTLY ISSUE A GENERAL FOR CONCERNED FAMILIES AND THEN LASTLY ISSUE A GENERAL STATEMENT ON STUDENT SAFETY LASTLY ISSUE A GENERAL STATEMENT ON STUDENT SAFETY LASTLY ISSUE A GENERAL STATEMENT ON STUDENT SAFETY WITHOUT DIRECTLY MENTIONING ICE STATEMENT ON STUDENT SAFETY WITHOUT DIRECTLY MENTIONING ICE STATEMENT ON STUDENT SAFETY WITHOUT DIRECTLY MENTIONING ICE REAFFIRMED THE DIVISION'S WITHOUT DIRECTLY MENTIONING ICE REAFFIRMED THE DIVISION'S WITHOUT DIRECTLY MENTIONING ICE REAFFIRMED THE DIVISION'S COMMITMENT TO STUDENT PRIVACY REAFFIRMED THE DIVISION'S COMMITMENT TO STUDENT PRIVACY REAFFIRMED THE DIVISION'S COMMITMENT TO STUDENT PRIVACY AND SAFETY EMPHASIZED THAT ALL

157COMMITMENT TO STUDENT PRIVACY AND SAFETY EMPHASIZED THAT ALL COMMITMENT TO STUDENT PRIVACY AND SAFETY EMPHASIZED THAT ALL STUDENTS REGARDLESS AND SAFETY EMPHASIZED THAT ALL STUDENTS REGARDLESS AND SAFETY EMPHASIZED THAT ALL STUDENTS REGARDLESS OF BACKGROUND HAVE THE RIGHT TO STUDENTS REGARDLESS OF BACKGROUND HAVE THE RIGHT TO STUDENTS REGARDLESS OF BACKGROUND HAVE THE RIGHT TO AN EDUCATION WITHOUT FEAR THIS OF BACKGROUND HAVE THE RIGHT TO AN EDUCATION WITHOUT FEAR THIS OF BACKGROUND HAVE THE RIGHT TO AN EDUCATION WITHOUT FEAR THIS COULD BE FRAMED AS PART OF A AN EDUCATION WITHOUT FEAR THIS COULD BE FRAMED AS PART OF A AN EDUCATION WITHOUT FEAR THIS COULD BE FRAMED AS PART OF A BROADER EFFORT TO SUPPORT ALL COULD BE FRAMED AS PART OF A BROADER EFFORT TO SUPPORT ALL COULD BE FRAMED AS PART OF A BROADER EFFORT

158TO SUPPORT ALL FAMILIES RATHER THAN A RESPONSE BROADER EFFORT TO SUPPORT ALL FAMILIES RATHER THAN A RESPONSE BROADER EFFORT TO SUPPORT ALL FAMILIES RATHER THAN A RESPONSE TO IMMIGRATION ENFORCEMENT FAMILIES RATHER THAN A RESPONSE TO IMMIGRATION ENFORCEMENT FAMILIES RATHER THAN A RESPONSE TO IMMIGRATION ENFORCEMENT CONCERNS. TO IMMIGRATION ENFORCEMENT CONCERNS. TO IMMIGRATION ENFORCEMENT CONCERNS. I URGE THE SCHOOL BOARD AND CONCERNS. I URGE THE SCHOOL BOARD AND CONCERNS. I URGE THE SCHOOL BOARD AND SUPERINTENDENT TO CONSIDER I URGE THE SCHOOL BOARD AND SUPERINTENDENT TO CONSIDER I URGE THE SCHOOL BOARD AND SUPERINTENDENT TO CONSIDER THESE OPTIONS TO ENSURE SUPERINTENDENT TO CONSIDER THESE OPTIONS TO ENSURE SUPERINTENDENT TO CONSIDER THESE OPTIONS TO ENSURE TRANSPARENCY AND SUPPORT ALL THESE OPTIONS TO ENSURE TRANSPARENCY AND SUPPORT ALL THESE OPTIONS TO ENSURE TRANSPARENCY AND SUPPORT ALL FAMILIES. TRANSPARENCY AND SUPPORT ALL

159FAMILIES. TRANSPARENCY AND SUPPORT ALL FAMILIES. I'VE ALSO COMPILED A LIST OF 20 FAMILIES. I'VE ALSO COMPILED A LIST OF 20 FAMILIES. I'VE ALSO COMPILED A LIST OF 20 VIRGINIA SCHOOL DIVISIONS I'VE ALSO COMPILED A LIST OF 20 VIRGINIA SCHOOL DIVISIONS I'VE ALSO COMPILED A LIST OF 20 VIRGINIA SCHOOL DIVISIONS CITIES ORGANIZATIONS THAT HAVE VIRGINIA SCHOOL DIVISIONS CITIES ORGANIZATIONS THAT HAVE VIRGINIA SCHOOL DIVISIONS CITIES ORGANIZATIONS THAT HAVE IMMIGRATION RESOURCES ON THEIR CITIES ORGANIZATIONS THAT HAVE IMMIGRATION RESOURCES ON THEIR CITIES ORGANIZATIONS THAT HAVE IMMIGRATION RESOURCES ON THEIR WEBSITE YOU'LL GET THAT AFTER IMMIGRATION RESOURCES ON THEIR WEBSITE YOU'LL GET THAT AFTER IMMIGRATION RESOURCES ON THEIR WEBSITE YOU'LL GET THAT AFTER THE MEETING THANK. WEBSITE YOU'LL GET THAT AFTER THE MEETING THANK. WEBSITE YOU'LL GET THAT AFTER THE MEETING THANK. THANK YOU FOR YOUR TIME AND THE MEETING

160THANK. THANK YOU FOR YOUR TIME AND THE MEETING THANK. THANK YOU FOR YOUR TIME AND CONSIDERATION >>. THANK YOU FOR YOUR TIME AND CONSIDERATION >>. THANK YOU FOR YOUR TIME AND CONSIDERATION >>. OUR NEXT SPEAKER IS MELISSA TWO CONSIDERATION >>. OUR NEXT SPEAKER IS MELISSA TWO CONSIDERATION >>. OUR NEXT SPEAKER IS MELISSA TWO WEEKS AGO WEEKS AGO WE HAD A OUR NEXT SPEAKER IS MELISSA TWO WEEKS AGO WEEKS AGO WE HAD A OUR NEXT SPEAKER IS MELISSA TWO WEEKS AGO WEEKS AGO WE HAD A SPEAKER WHO SEEM DEEPLY WEEKS AGO WEEKS AGO WE HAD A SPEAKER WHO SEEM DEEPLY WEEKS AGO WEEKS AGO WE HAD A SPEAKER WHO SEEM DEEPLY TROUBLED BY THE MESSAGE OF THE SPEAKER WHO SEEM DEEPLY TROUBLED BY THE MESSAGE OF THE SPEAKER WHO SEEM DEEPLY TROUBLED BY THE MESSAGE OF

161THE SUPER BOWL HALFTIME SHOW SHE TROUBLED BY THE MESSAGE OF THE SUPER BOWL HALFTIME SHOW SHE TROUBLED BY THE MESSAGE OF THE SUPER BOWL HALFTIME SHOW SHE FELT COMPELLED TO LECTURE THIS SUPER BOWL HALFTIME SHOW SHE FELT COMPELLED TO LECTURE THIS SUPER BOWL HALFTIME SHOW SHE FELT COMPELLED TO LECTURE THIS SCHOOL BOARD ON A BLACK SCHOLAR FELT COMPELLED TO LECTURE THIS SCHOOL BOARD ON A BLACK SCHOLAR FELT COMPELLED TO LECTURE THIS SCHOOL BOARD ON A BLACK SCHOLAR HIS GROUNDBREAKING WORK AND SCHOOL BOARD ON A BLACK SCHOLAR HIS GROUNDBREAKING WORK AND SCHOOL BOARD ON A BLACK SCHOLAR HIS GROUNDBREAKING WORK AND ANTI-RACISM HAS CERTAIN PEOPLE HIS GROUNDBREAKING WORK AND ANTI-RACISM HAS CERTAIN PEOPLE HIS GROUNDBREAKING WORK AND ANTI-RACISM HAS CERTAIN PEOPLE CLUTCHING PEARLS IMAGINE THE ANTI-RACISM HAS CERTAIN PEOPLE CLUTCHING PEARLS IMAGINE THE ANTI-RACISM HAS CERTAIN

162PEOPLE CLUTCHING PEARLS IMAGINE THE IMAGINE THE CALL CASSITY CLUTCHING PEARLS IMAGINE THE IMAGINE THE CALL CASSITY CLUTCHING PEARLS IMAGINE THE IMAGINE THE CALL CASSITY STANDING HERE PREACHING ABOUT IMAGINE THE CALL CASSITY STANDING HERE PREACHING ABOUT IMAGINE THE CALL CASSITY STANDING HERE PREACHING ABOUT CRITICAL THINKING WHEN EVERY STANDING HERE PREACHING ABOUT CRITICAL THINKING WHEN EVERY STANDING HERE PREACHING ABOUT CRITICAL THINKING WHEN EVERY SINGLE ONE OF HER TALKING CRITICAL THINKING WHEN EVERY SINGLE ONE OF HER TALKING CRITICAL THINKING WHEN EVERY SINGLE ONE OF HER TALKING POINTS WAS LIFTED STRAIGHT FROM SINGLE ONE OF HER TALKING POINTS WAS LIFTED STRAIGHT FROM SINGLE ONE OF HER TALKING POINTS WAS LIFTED STRAIGHT FROM CHRIS RUFO OP ED WRITTEN FIVE POINTS WAS LIFTED STRAIGHT FROM CHRIS RUFO OP ED WRITTEN FIVE POINTS WAS LIFTED STRAIGHT FROM CHRIS RUFO OP ED WRITTEN

163FIVE DAYS EARLIER AS BLACK HISTORY CHRIS RUFO OP ED WRITTEN FIVE DAYS EARLIER AS BLACK HISTORY CHRIS RUFO OP ED WRITTEN FIVE DAYS EARLIER AS BLACK HISTORY MONTH COMES TO A CLOSE. DAYS EARLIER AS BLACK HISTORY MONTH COMES TO A CLOSE. DAYS EARLIER AS BLACK HISTORY MONTH COMES TO A CLOSE. LET'S BE CLEAR WE WILL NOT MONTH COMES TO A CLOSE. LET'S BE CLEAR WE WILL NOT MONTH COMES TO A CLOSE. LET'S BE CLEAR WE WILL NOT ALLOW THE DESCENDANTS LET'S BE CLEAR WE WILL NOT ALLOW THE DESCENDANTS LET'S BE CLEAR WE WILL NOT ALLOW THE DESCENDANTS OF UNSALTED BUTTER TO WHITEWASH ALLOW THE DESCENDANTS OF UNSALTED BUTTER TO WHITEWASH ALLOW THE DESCENDANTS OF UNSALTED BUTTER TO WHITEWASH OR DEFLECT FROM THE TRUTH FROM OF UNSALTED BUTTER TO WHITEWASH OR DEFLECT FROM THE TRUTH FROM

164OF UNSALTED BUTTER TO WHITEWASH OR DEFLECT FROM THE TRUTH FROM 16 19, 1865 THIS COUNTRY RIPPED OR DEFLECT FROM THE TRUTH FROM 16 19, 1865 THIS COUNTRY RIPPED OR DEFLECT FROM THE TRUTH FROM 16 19, 1865 THIS COUNTRY RIPPED CHILDREN FROM THEIR FAMILIES 16 19, 1865 THIS COUNTRY RIPPED CHILDREN FROM THEIR FAMILIES 16 19, 1865 THIS COUNTRY RIPPED CHILDREN FROM THEIR FAMILIES AND SOLD THEM LIKE COMMODITIES CHILDREN FROM THEIR FAMILIES AND SOLD THEM LIKE COMMODITIES CHILDREN FROM THEIR FAMILIES AND SOLD THEM LIKE COMMODITIES BLACK WOMEN AND GIRLS WERE AND SOLD THEM LIKE COMMODITIES BLACK WOMEN AND GIRLS WERE AND SOLD THEM LIKE COMMODITIES BLACK WOMEN AND GIRLS WERE RAPED SEXUALLY, SEXUALLY BLACK WOMEN AND GIRLS WERE RAPED SEXUALLY, SEXUALLY BLACK WOMEN AND GIRLS WERE RAPED SEXUALLY, SEXUALLY EXPLOITED AND FORCED TO BREED RAPED SEXUALLY, SEXUALLY

165EXPLOITED AND FORCED TO BREED RAPED SEXUALLY, SEXUALLY EXPLOITED AND FORCED TO BREED AND THEIR BODIES USED TO MAKE EXPLOITED AND FORCED TO BREED AND THEIR BODIES USED TO MAKE EXPLOITED AND FORCED TO BREED AND THEIR BODIES USED TO MAKE MORE PROPERTY FOR THEIR AND THEIR BODIES USED TO MAKE MORE PROPERTY FOR THEIR AND THEIR BODIES USED TO MAKE MORE PROPERTY FOR THEIR ENSLAVERS EVEN THEY'RE VERY MORE PROPERTY FOR THEIR ENSLAVERS EVEN THEY'RE VERY MORE PROPERTY FOR THEIR ENSLAVERS EVEN THEY'RE VERY HAIR WAS STOLEN AND STUFFED ENSLAVERS EVEN THEY'RE VERY HAIR WAS STOLEN AND STUFFED ENSLAVERS EVEN THEY'RE VERY HAIR WAS STOLEN AND STUFFED INTO FURNITURE CUSHIONS SO THAT HAIR WAS STOLEN AND STUFFED INTO FURNITURE CUSHIONS SO THAT HAIR WAS STOLEN AND STUFFED INTO FURNITURE CUSHIONS SO THAT THE WEALTHY WHITE FOLKS COULD INTO FURNITURE

166CUSHIONS SO THAT THE WEALTHY WHITE FOLKS COULD INTO FURNITURE CUSHIONS SO THAT THE WEALTHY WHITE FOLKS COULD REST THEIR BEHINDS IN LUXURY THE WEALTHY WHITE FOLKS COULD REST THEIR BEHINDS IN LUXURY THE WEALTHY WHITE FOLKS COULD REST THEIR BEHINDS IN LUXURY AND EVEN AFTER SLAVERY WAS REST THEIR BEHINDS IN LUXURY AND EVEN AFTER SLAVERY WAS REST THEIR BEHINDS IN LUXURY AND EVEN AFTER SLAVERY WAS ABOLISHED, WHITE SUPREMACY AND EVEN AFTER SLAVERY WAS ABOLISHED, WHITE SUPREMACY AND EVEN AFTER SLAVERY WAS ABOLISHED, WHITE SUPREMACY SIMPLY ADAPTED THE ABOLISHED, WHITE SUPREMACY SIMPLY ADAPTED THE ABOLISHED, WHITE SUPREMACY SIMPLY ADAPTED THE RECONSTRUCTION ERA UNLEASHED SIMPLY ADAPTED THE RECONSTRUCTION ERA UNLEASHED SIMPLY ADAPTED THE RECONSTRUCTION ERA UNLEASHED BLACK CODES COMPLETELY AND RECONSTRUCTION ERA UNLEASHED BLACK CODES COMPLETELY AND RECONSTRUCTION ERA UNLEASHED BLACK CODES COMPLETELY AND WAVES OF RACIAL TERRORISM WHITE

167BLACK CODES COMPLETELY AND WAVES OF RACIAL TERRORISM WHITE BLACK CODES COMPLETELY AND WAVES OF RACIAL TERRORISM WHITE MOBS DIDN'T JUST LYNCHED BLACK WAVES OF RACIAL TERRORISM WHITE MOBS DIDN'T JUST LYNCHED BLACK WAVES OF RACIAL TERRORISM WHITE MOBS DIDN'T JUST LYNCHED BLACK PEOPLE THEY DID SO WITH CROWD MOBS DIDN'T JUST LYNCHED BLACK PEOPLE THEY DID SO WITH CROWD MOBS DIDN'T JUST LYNCHED BLACK PEOPLE THEY DID SO WITH CROWD CHEERING, CHILDREN WATCHING AND PEOPLE THEY DID SO WITH CROWD CHEERING, CHILDREN WATCHING AND PEOPLE THEY DID SO WITH CROWD CHEERING, CHILDREN WATCHING AND CAMERAS DOCUMENTING A SPECTACLE CHEERING, CHILDREN WATCHING AND CAMERAS DOCUMENTING A SPECTACLE CHEERING, CHILDREN WATCHING AND CAMERAS DOCUMENTING A SPECTACLE THERE ARE PHOTOS HORRIFIC, CAMERAS DOCUMENTING A SPECTACLE THERE ARE PHOTOS HORRIFIC, CAMERAS DOCUMENTING A SPECTACLE THERE ARE PHOTOS HORRIFIC, UNDENIABLE OF GRINNING FACES THERE

168ARE PHOTOS HORRIFIC, UNDENIABLE OF GRINNING FACES THERE ARE PHOTOS HORRIFIC, UNDENIABLE OF GRINNING FACES GATHERED AROUND A PREGNANT UNDENIABLE OF GRINNING FACES GATHERED AROUND A PREGNANT UNDENIABLE OF GRINNING FACES GATHERED AROUND A PREGNANT BLACK WOMAN WHOM THEY LYNCHED GATHERED AROUND A PREGNANT BLACK WOMAN WHOM THEY LYNCHED GATHERED AROUND A PREGNANT BLACK WOMAN WHOM THEY LYNCHED SET ON FIRE AND MUTILATED BLACK WOMAN WHOM THEY LYNCHED SET ON FIRE AND MUTILATED BLACK WOMAN WHOM THEY LYNCHED SET ON FIRE AND MUTILATED RIPPING THE FETUS FROM HER BODY SET ON FIRE AND MUTILATED RIPPING THE FETUS FROM HER BODY SET ON FIRE AND MUTILATED RIPPING THE FETUS FROM HER BODY BEFORE MURDERING IT TO THEN RIPPING THE FETUS FROM HER BODY BEFORE MURDERING IT TO THEN RIPPING THE FETUS FROM HER BODY BEFORE MURDERING IT TO THEN CAME THE

169RED SUMMER OF 1919 BEFORE MURDERING IT TO THEN CAME THE RED SUMMER OF 1919 BEFORE MURDERING IT TO THEN CAME THE RED SUMMER OF 1919 WHEN EIGHT MONTHS BURNED BLACK CAME THE RED SUMMER OF 1919 WHEN EIGHT MONTHS BURNED BLACK CAME THE RED SUMMER OF 1919 WHEN EIGHT MONTHS BURNED BLACK COMMUNITIES FROM CHICAGO TO WHEN EIGHT MONTHS BURNED BLACK COMMUNITIES FROM CHICAGO TO WHEN EIGHT MONTHS BURNED BLACK COMMUNITIES FROM CHICAGO TO WASHINGTON DC THE NINETEEN COMMUNITIES FROM CHICAGO TO WASHINGTON DC THE NINETEEN COMMUNITIES FROM CHICAGO TO WASHINGTON DC THE NINETEEN TWENTY ONE TULSA RACE MASSACRE WASHINGTON DC THE NINETEEN TWENTY ONE TULSA RACE MASSACRE WASHINGTON DC THE NINETEEN TWENTY ONE TULSA RACE MASSACRE WHEN BOMBED AND BURNED THE TWENTY ONE TULSA RACE MASSACRE WHEN BOMBED AND BURNED THE TWENTY ONE TULSA RACE MASSACRE WHEN BOMBED

170AND BURNED THE GROUND LITERACY TESTS POLL, WHEN BOMBED AND BURNED THE GROUND LITERACY TESTS POLL, WHEN BOMBED AND BURNED THE GROUND LITERACY TESTS POLL, POLL TAXES AND SHEER TERROR GROUND LITERACY TESTS POLL, POLL TAXES AND SHEER TERROR GROUND LITERACY TESTS POLL, POLL TAXES AND SHEER TERROR KEPT PEOPLE FROM VOTING FOR POLL TAXES AND SHEER TERROR KEPT PEOPLE FROM VOTING FOR POLL TAXES AND SHEER TERROR KEPT PEOPLE FROM VOTING FOR NEARLY A CENTURY MEDICAL RACISM KEPT PEOPLE FROM VOTING FOR NEARLY A CENTURY MEDICAL RACISM KEPT PEOPLE FROM VOTING FOR NEARLY A CENTURY MEDICAL RACISM HOUSING DISCRIMINATION NEARLY A CENTURY MEDICAL RACISM HOUSING DISCRIMINATION NEARLY A CENTURY MEDICAL RACISM HOUSING DISCRIMINATION REDLINING, REDLINING THESE HOUSING DISCRIMINATION REDLINING, REDLINING THESE HOUSING DISCRIMINATION REDLINING, REDLINING THESE AREN'T DISTANT ATROCITIES. REDLINING, REDLINING THESE AREN'T DISTANT ATROCITIES. REDLINING, REDLINING THESE AREN'T

171DISTANT ATROCITIES. THEY'RE PART OF THE SYSTEM WE AREN'T DISTANT ATROCITIES. THEY'RE PART OF THE SYSTEM WE AREN'T DISTANT ATROCITIES. THEY'RE PART OF THE SYSTEM WE STILL LIVE IN TODAY. THEY'RE PART OF THE SYSTEM WE STILL LIVE IN TODAY. THEY'RE PART OF THE SYSTEM WE STILL LIVE IN TODAY. THE BATTLE BETWEEN WHITE RAGE STILL LIVE IN TODAY. THE BATTLE BETWEEN WHITE RAGE STILL LIVE IN TODAY. THE BATTLE BETWEEN WHITE RAGE AND BLACK EXCELLENCE IS NOT THE BATTLE BETWEEN WHITE RAGE AND BLACK EXCELLENCE IS NOT THE BATTLE BETWEEN WHITE RAGE AND BLACK EXCELLENCE IS NOT HISTORY. AND BLACK EXCELLENCE IS NOT HISTORY. AND BLACK EXCELLENCE IS NOT HISTORY. IT'S HAPPENING RIGHT NOW BUT HISTORY. IT'S HAPPENING RIGHT NOW BUT HISTORY. IT'S HAPPENING RIGHT NOW BUT HISTORY ALSO SHOWS US THAT IT'S HAPPENING RIGHT NOW BUT HISTORY ALSO

172SHOWS US THAT IT'S HAPPENING RIGHT NOW BUT HISTORY ALSO SHOWS US THAT BLACK RESILIENCE IS UNMATCHED HISTORY ALSO SHOWS US THAT BLACK RESILIENCE IS UNMATCHED HISTORY ALSO SHOWS US THAT BLACK RESILIENCE IS UNMATCHED I'D BE WELLS MADAM CJ MADAM BLACK RESILIENCE IS UNMATCHED I'D BE WELLS MADAM CJ MADAM BLACK RESILIENCE IS UNMATCHED I'D BE WELLS MADAM CJ MADAM C.J. WALKER, FANNIE LOU HAMER, I'D BE WELLS MADAM CJ MADAM C.J. WALKER, FANNIE LOU HAMER, I'D BE WELLS MADAM CJ MADAM C.J. WALKER, FANNIE LOU HAMER, MY ANGELO JAMES BALDWIN, DR. C.J. WALKER, FANNIE LOU HAMER, MY ANGELO JAMES BALDWIN, DR. C.J. WALKER, FANNIE LOU HAMER, MY ANGELO JAMES BALDWIN, DR. CHARLES DREW WHO REVOLUTIONIZED MY ANGELO JAMES BALDWIN, DR. CHARLES DREW WHO REVOLUTIONIZED MY ANGELO JAMES BALDWIN, DR. CHARLES DREW WHO REVOLUTIONIZED BLOOD THINKING AND PLASMA CHARLES

173DREW WHO REVOLUTIONIZED BLOOD THINKING AND PLASMA CHARLES DREW WHO REVOLUTIONIZED BLOOD THINKING AND PLASMA STORAGE CATHERINE JOHNSON, BLOOD THINKING AND PLASMA STORAGE CATHERINE JOHNSON, BLOOD THINKING AND PLASMA STORAGE CATHERINE JOHNSON, DOROTHY VAUGHN AND MARY JACKSON STORAGE CATHERINE JOHNSON, DOROTHY VAUGHN AND MARY JACKSON STORAGE CATHERINE JOHNSON, DOROTHY VAUGHN AND MARY JACKSON WHOSE MATHEMATICAL BRILLIANCE DOROTHY VAUGHN AND MARY JACKSON WHOSE MATHEMATICAL BRILLIANCE DOROTHY VAUGHN AND MARY JACKSON WHOSE MATHEMATICAL BRILLIANCE LAUNCHED THE U.S. INTO SPACE WHOSE MATHEMATICAL BRILLIANCE LAUNCHED THE U.S. INTO SPACE WHOSE MATHEMATICAL BRILLIANCE LAUNCHED THE U.S. INTO SPACE FOR 400 YEARS DESPITE SLAVERY, LAUNCHED THE U.S. INTO SPACE FOR 400 YEARS DESPITE SLAVERY, LAUNCHED THE U.S. INTO SPACE FOR 400 YEARS DESPITE SLAVERY, SEGREGATION AND SYSTEMIC RACISM FOR 400 YEARS DESPITE SLAVERY, SEGREGATION AND SYSTEMIC RACISM FOR 400 YEARS DESPITE SLAVERY, SEGREGATION AND SYSTEMIC RACISM

174BLACK PEOPLE HAVE THRIVED, SEGREGATION AND SYSTEMIC RACISM BLACK PEOPLE HAVE THRIVED, SEGREGATION AND SYSTEMIC RACISM BLACK PEOPLE HAVE THRIVED, INNOVATED, LED AND RESHAPED BLACK PEOPLE HAVE THRIVED, INNOVATED, LED AND RESHAPED BLACK PEOPLE HAVE THRIVED, INNOVATED, LED AND RESHAPED HISTORY THE LEGACY OF BLACK INNOVATED, LED AND RESHAPED HISTORY THE LEGACY OF BLACK INNOVATED, LED AND RESHAPED HISTORY THE LEGACY OF BLACK EXCELLENCE IS UNDENIABLE AND IT HISTORY THE LEGACY OF BLACK EXCELLENCE IS UNDENIABLE AND IT HISTORY THE LEGACY OF BLACK EXCELLENCE IS UNDENIABLE AND IT CONTINUES TO INSPIRE FUTURE EXCELLENCE IS UNDENIABLE AND IT CONTINUES TO INSPIRE FUTURE EXCELLENCE IS UNDENIABLE AND IT CONTINUES TO INSPIRE FUTURE GENERATIONS TO BREAK BARRIERS CONTINUES TO INSPIRE FUTURE GENERATIONS TO BREAK BARRIERS CONTINUES TO INSPIRE FUTURE GENERATIONS TO BREAK BARRIERS AND BUILD MORE JUST WORLD BUT. GENERATIONS TO BREAK BARRIERS

175AND BUILD MORE JUST WORLD BUT. GENERATIONS TO BREAK BARRIERS AND BUILD MORE JUST WORLD BUT. BUT LET'S BE CLEAR RACISM AND BUILD MORE JUST WORLD BUT. BUT LET'S BE CLEAR RACISM AND BUILD MORE JUST WORLD BUT. BUT LET'S BE CLEAR RACISM DIDN'T END WITH SLAVERY IT BUT LET'S BE CLEAR RACISM DIDN'T END WITH SLAVERY IT BUT LET'S BE CLEAR RACISM DIDN'T END WITH SLAVERY IT EVOLVED IT. DIDN'T END WITH SLAVERY IT EVOLVED IT. DIDN'T END WITH SLAVERY IT EVOLVED IT. IT EMBEDDED ITSELF INTO LAWS EVOLVED IT. IT EMBEDDED ITSELF INTO LAWS EVOLVED IT. IT EMBEDDED ITSELF INTO LAWS POLICIES AND INSTITUTIONS THAT IT EMBEDDED ITSELF INTO LAWS POLICIES AND INSTITUTIONS THAT IT EMBEDDED ITSELF INTO LAWS POLICIES AND INSTITUTIONS THAT STILL HARM BLACK COMMUNITIES. POLICIES AND INSTITUTIONS THAT STILL HARM BLACK COMMUNITIES. POLICIES AND INSTITUTIONS

176THAT STILL HARM BLACK COMMUNITIES. TODAY AND SAYING BUT I DIDN'T STILL HARM BLACK COMMUNITIES. TODAY AND SAYING BUT I DIDN'T STILL HARM BLACK COMMUNITIES. TODAY AND SAYING BUT I DIDN'T OWN SLAVES IT'S A COWARDS TODAY AND SAYING BUT I DIDN'T OWN SLAVES IT'S A COWARDS TODAY AND SAYING BUT I DIDN'T OWN SLAVES IT'S A COWARDS EXCUSE. OWN SLAVES IT'S A COWARDS EXCUSE. OWN SLAVES IT'S A COWARDS EXCUSE. NO ONE ALIVE TODAY ENSLAVED EXCUSE. NO ONE ALIVE TODAY ENSLAVED EXCUSE. NO ONE ALIVE TODAY ENSLAVED HUMAN BEINGS BUT PLENTY STILL NO ONE ALIVE TODAY ENSLAVED HUMAN BEINGS BUT PLENTY STILL NO ONE ALIVE TODAY ENSLAVED HUMAN BEINGS BUT PLENTY STILL BENEFIT FROM THE POWER WEALTH HUMAN BEINGS BUT PLENTY STILL BENEFIT FROM THE POWER WEALTH HUMAN BEINGS BUT PLENTY STILL BENEFIT FROM THE POWER WEALTH PRIVILEGES BUILT

177ON BLACK BENEFIT FROM THE POWER WEALTH PRIVILEGES BUILT ON BLACK BENEFIT FROM THE POWER WEALTH PRIVILEGES BUILT ON BLACK OPPRESSION AS WHITE PEOPLE IT'S PRIVILEGES BUILT ON BLACK OPPRESSION AS WHITE PEOPLE IT'S PRIVILEGES BUILT ON BLACK OPPRESSION AS WHITE PEOPLE IT'S NOT ENOUGH TO SIMPLY NOT BE OPPRESSION AS WHITE PEOPLE IT'S NOT ENOUGH TO SIMPLY NOT BE OPPRESSION AS WHITE PEOPLE IT'S NOT ENOUGH TO SIMPLY NOT BE RACIST WE MUST BE IN TEACH IN NOT ENOUGH TO SIMPLY NOT BE RACIST WE MUST BE IN TEACH IN NOT ENOUGH TO SIMPLY NOT BE RACIST WE MUST BE IN TEACH IN SCHOOLS OUR CHILDREN TO RACIST WE MUST BE IN TEACH IN SCHOOLS OUR CHILDREN TO RACIST WE MUST BE IN TEACH IN SCHOOLS OUR CHILDREN TO ACTIVELY BE ANTI-RACIST I ALSO SCHOOLS OUR CHILDREN TO ACTIVELY

178BE ANTI-RACIST I ALSO SCHOOLS OUR CHILDREN TO ACTIVELY BE ANTI-RACIST I ALSO SUPPORT THE FIVE PERCENT ACTIVELY BE ANTI-RACIST I ALSO SUPPORT THE FIVE PERCENT ACTIVELY BE ANTI-RACIST I ALSO SUPPORT THE FIVE PERCENT TEACHERS >> OF THIS TIME MADAM SUPPORT THE FIVE PERCENT TEACHERS >> OF THIS TIME MADAM SUPPORT THE FIVE PERCENT TEACHERS >> OF THIS TIME MADAM CHAIR OR ONLINE SPEAKER IS NOT TEACHERS >> OF THIS TIME MADAM CHAIR OR ONLINE SPEAKER IS NOT TEACHERS >> OF THIS TIME MADAM CHAIR OR ONLINE SPEAKER IS NOT THERE SO THAT CONCLUDES OUR CHAIR OR ONLINE SPEAKER IS NOT THERE SO THAT CONCLUDES OUR CHAIR OR ONLINE SPEAKER IS NOT THERE SO THAT CONCLUDES OUR SPEAKERS FOR THIS EVENING RIGHT THERE SO THAT CONCLUDES OUR SPEAKERS FOR THIS EVENING RIGHT THERE SO THAT CONCLUDES OUR SPEAKERS FOR

179THIS EVENING RIGHT THAT BRINGS US TO THE SPEAKERS FOR THIS EVENING RIGHT THAT BRINGS US TO THE SPEAKERS FOR THIS EVENING RIGHT THAT BRINGS US TO THE INFORMATION PORTION OF OUR THAT BRINGS US TO THE INFORMATION PORTION OF OUR THAT BRINGS US TO THE INFORMATION PORTION OF OUR AGENDA WILL WE WILL START WITH INFORMATION PORTION OF OUR AGENDA WILL WE WILL START WITH INFORMATION PORTION OF OUR AGENDA WILL WE WILL START WITH INTERIM FINANCIAL STATEMENTS AGENDA WILL WE WILL START WITH INTERIM FINANCIAL STATEMENTS AGENDA WILL WE WILL START WITH INTERIM FINANCIAL STATEMENTS JAN TWENTY TWENTY FIVE AND WE INTERIM FINANCIAL STATEMENTS JAN TWENTY TWENTY FIVE AND WE INTERIM FINANCIAL STATEMENTS JAN TWENTY TWENTY FIVE AND WE WELCOME MR. DANIEL HOPKINS, JAN TWENTY TWENTY FIVE AND WE WELCOME MR. DANIEL HOPKINS, JAN TWENTY TWENTY FIVE AND

180WE WELCOME MR. DANIEL HOPKINS, DIRECTOR BUSINESS SERVICES. WELCOME MR. DANIEL HOPKINS, DIRECTOR BUSINESS SERVICES. WELCOME MR. DANIEL HOPKINS, DIRECTOR BUSINESS SERVICES. >> GOOD EVENING JERRY ROUND DIRECTOR BUSINESS SERVICES. >> GOOD EVENING JERRY ROUND DIRECTOR BUSINESS SERVICES. >> GOOD EVENING JERRY ROUND VICE CHAIR WEEMS SCHOOL BOARD >> GOOD EVENING JERRY ROUND VICE CHAIR WEEMS SCHOOL BOARD >> GOOD EVENING JERRY ROUND VICE CHAIR WEEMS SCHOOL BOARD SCHOOL BOARD MEMBERS. VICE CHAIR WEEMS SCHOOL BOARD SCHOOL BOARD MEMBERS. VICE CHAIR WEEMS SCHOOL BOARD SCHOOL BOARD MEMBERS. DR. ROBERTSON AS OF JANUARY SCHOOL BOARD MEMBERS. DR. ROBERTSON AS OF JANUARY SCHOOL BOARD MEMBERS. DR. ROBERTSON AS OF JANUARY 31ST THE OVERALL REVENUE TREND DR. ROBERTSON AS OF JANUARY 31ST THE OVERALL REVENUE TREND DR. ROBERTSON AS OF JANUARY 31ST THE OVERALL REVENUE TREND REMAINS ACCEPTABLE AT THIS TIME 31ST THE

181OVERALL REVENUE TREND REMAINS ACCEPTABLE AT THIS TIME 31ST THE OVERALL REVENUE TREND REMAINS ACCEPTABLE AT THIS TIME IN THE FISCAL YEAR IF WE CALL REMAINS ACCEPTABLE AT THIS TIME IN THE FISCAL YEAR IF WE CALL REMAINS ACCEPTABLE AT THIS TIME IN THE FISCAL YEAR IF WE CALL LAST MONTH THE GOVERNOR'S IN THE FISCAL YEAR IF WE CALL LAST MONTH THE GOVERNOR'S IN THE FISCAL YEAR IF WE CALL LAST MONTH THE GOVERNOR'S PROPOSED BUDGET IS A NET LAST MONTH THE GOVERNOR'S PROPOSED BUDGET IS A NET LAST MONTH THE GOVERNOR'S PROPOSED BUDGET IS A NET INCREASE OF ONE POINT SEVEN PROPOSED BUDGET IS A NET INCREASE OF ONE POINT SEVEN PROPOSED BUDGET IS A NET INCREASE OF ONE POINT SEVEN MILLION FROM OUR CURRENT BUDGET INCREASE OF ONE POINT SEVEN MILLION FROM OUR CURRENT BUDGET INCREASE OF

182ONE POINT SEVEN MILLION FROM OUR CURRENT BUDGET THE HOUSE AND SENATE HAVE MADE MILLION FROM OUR CURRENT BUDGET THE HOUSE AND SENATE HAVE MADE MILLION FROM OUR CURRENT BUDGET THE HOUSE AND SENATE HAVE MADE THEIR PROPOSALS AND THE ONLY THE HOUSE AND SENATE HAVE MADE THEIR PROPOSALS AND THE ONLY THE HOUSE AND SENATE HAVE MADE THEIR PROPOSALS AND THE ONLY SIGNIFICANT CHANGE WOULD BE A THEIR PROPOSALS AND THE ONLY SIGNIFICANT CHANGE WOULD BE A THEIR PROPOSALS AND THE ONLY SIGNIFICANT CHANGE WOULD BE A BONUS TO SACU POSITIONS AS YOU SIGNIFICANT CHANGE WOULD BE A BONUS TO SACU POSITIONS AS YOU SIGNIFICANT CHANGE WOULD BE A BONUS TO SACU POSITIONS AS YOU HEARD FROM CRYSTAL PATES BONUS TO SACU POSITIONS AS YOU HEARD FROM CRYSTAL PATES BONUS TO SACU POSITIONS AS YOU HEARD FROM CRYSTAL PATES

183PRESENTATION EARLIER WE WILL HEARD FROM CRYSTAL PATES PRESENTATION EARLIER WE WILL HEARD FROM CRYSTAL PATES PRESENTATION EARLIER WE WILL UPDATE YOU WITH ANY OF THE PRESENTATION EARLIER WE WILL UPDATE YOU WITH ANY OF THE PRESENTATION EARLIER WE WILL UPDATE YOU WITH ANY OF THE GENERAL ASSEMBLY'S FINAL UPDATE YOU WITH ANY OF THE GENERAL ASSEMBLY'S FINAL UPDATE YOU WITH ANY OF THE GENERAL ASSEMBLY'S FINAL DECISIONS FEDERAL REVENUES ARE GENERAL ASSEMBLY'S FINAL DECISIONS FEDERAL REVENUES ARE GENERAL ASSEMBLY'S FINAL DECISIONS FEDERAL REVENUES ARE SHOWING AN ACCEPTABLE TREND AT DECISIONS FEDERAL REVENUES ARE SHOWING AN ACCEPTABLE TREND AT DECISIONS FEDERAL REVENUES ARE SHOWING AN ACCEPTABLE TREND AT THIS POINT IN THE FISCAL YEAR. SHOWING AN ACCEPTABLE TREND AT THIS POINT IN THE FISCAL YEAR. SHOWING AN ACCEPTABLE TREND AT THIS POINT IN THE FISCAL YEAR. WE HAVE RECEIVED FEDERAL

184IMPACT THIS POINT IN THE FISCAL YEAR. WE HAVE RECEIVED FEDERAL IMPACT THIS POINT IN THE FISCAL YEAR. WE HAVE RECEIVED FEDERAL IMPACT EIGHT PAYMENTS OF APPROXIMATELY WE HAVE RECEIVED FEDERAL IMPACT EIGHT PAYMENTS OF APPROXIMATELY WE HAVE RECEIVED FEDERAL IMPACT EIGHT PAYMENTS OF APPROXIMATELY NINE POINT EIGHT DOLLARS EIGHT PAYMENTS OF APPROXIMATELY NINE POINT EIGHT DOLLARS EIGHT PAYMENTS OF APPROXIMATELY NINE POINT EIGHT DOLLARS MILLION OTHER SOURCES NINE POINT EIGHT DOLLARS MILLION OTHER SOURCES NINE POINT EIGHT DOLLARS MILLION OTHER SOURCES OF REVENUE TO THE MONTH ARE MILLION OTHER SOURCES OF REVENUE TO THE MONTH ARE MILLION OTHER SOURCES OF REVENUE TO THE MONTH ARE ACCEPTABLE AT THIS POINT IN THE OF REVENUE TO THE MONTH ARE ACCEPTABLE AT THIS POINT IN THE OF REVENUE TO THE MONTH ARE ACCEPTABLE AT THIS POINT IN THE FISCAL YEAR. ACCEPTABLE AT

185THIS POINT IN THE FISCAL YEAR. ACCEPTABLE AT THIS POINT IN THE FISCAL YEAR. THEY ARE DOWN ABOUT TWO HUNDRED FISCAL YEAR. THEY ARE DOWN ABOUT TWO HUNDRED FISCAL YEAR. THEY ARE DOWN ABOUT TWO HUNDRED THOUSAND DOLLARS FROM LAST YEAR THEY ARE DOWN ABOUT TWO HUNDRED THOUSAND DOLLARS FROM LAST YEAR THEY ARE DOWN ABOUT TWO HUNDRED THOUSAND DOLLARS FROM LAST YEAR MAINLY DUE TO THE STOP ARM THOUSAND DOLLARS FROM LAST YEAR MAINLY DUE TO THE STOP ARM THOUSAND DOLLARS FROM LAST YEAR MAINLY DUE TO THE STOP ARM ENFORCEMENT WHICH IS DOWN ABOUT MAINLY DUE TO THE STOP ARM ENFORCEMENT WHICH IS DOWN ABOUT MAINLY DUE TO THE STOP ARM ENFORCEMENT WHICH IS DOWN ABOUT FOUR HUNDRED EIGHTY FIVE ENFORCEMENT WHICH IS DOWN ABOUT FOUR HUNDRED EIGHTY FIVE ENFORCEMENT WHICH IS DOWN ABOUT FOUR HUNDRED EIGHTY FIVE

186THOUSAND AND WE RECEIVED FOUR FOUR HUNDRED EIGHTY FIVE THOUSAND AND WE RECEIVED FOUR FOUR HUNDRED EIGHTY FIVE THOUSAND AND WE RECEIVED FOUR HUNDRED THOUSAND DOLLARS AND THOUSAND AND WE RECEIVED FOUR HUNDRED THOUSAND DOLLARS AND THOUSAND AND WE RECEIVED FOUR HUNDRED THOUSAND DOLLARS AND REBATE FOR THE PURCHASE HUNDRED THOUSAND DOLLARS AND REBATE FOR THE PURCHASE HUNDRED THOUSAND DOLLARS AND REBATE FOR THE PURCHASE OF PROPANE BUZZ'S THE NEXT REBATE FOR THE PURCHASE OF PROPANE BUZZ'S THE NEXT REBATE FOR THE PURCHASE OF PROPANE BUZZ'S THE NEXT GRAPH SHOWS THAT SALES TAX OF PROPANE BUZZ'S THE NEXT GRAPH SHOWS THAT SALES TAX OF PROPANE BUZZ'S THE NEXT GRAPH SHOWS THAT SALES TAX RECEIPTS AN ACCEPTABLE LEVEL GRAPH SHOWS THAT SALES TAX RECEIPTS AN ACCEPTABLE LEVEL GRAPH SHOWS THAT SALES TAX RECEIPTS AN ACCEPTABLE LEVEL YEAR TO DATE THROUGH JANUARY.

187RECEIPTS AN ACCEPTABLE LEVEL YEAR TO DATE THROUGH JANUARY. RECEIPTS AN ACCEPTABLE LEVEL YEAR TO DATE THROUGH JANUARY. WE ARE APPROXIMATELY SEVEN YEAR TO DATE THROUGH JANUARY. WE ARE APPROXIMATELY SEVEN YEAR TO DATE THROUGH JANUARY. WE ARE APPROXIMATELY SEVEN HUNDRED THOUSAND DOLLARS HIGHER WE ARE APPROXIMATELY SEVEN HUNDRED THOUSAND DOLLARS HIGHER WE ARE APPROXIMATELY SEVEN HUNDRED THOUSAND DOLLARS HIGHER THAN THE SAME TIME LAST YEAR HUNDRED THOUSAND DOLLARS HIGHER THAN THE SAME TIME LAST YEAR HUNDRED THOUSAND DOLLARS HIGHER THAN THE SAME TIME LAST YEAR AND THE LAST GRAPH SHOWS THAT THAN THE SAME TIME LAST YEAR AND THE LAST GRAPH SHOWS THAT THAN THE SAME TIME LAST YEAR AND THE LAST GRAPH SHOWS THAT THE EXPENDITURES AND COVERAGES AND THE LAST GRAPH SHOWS THAT THE EXPENDITURES AND COVERAGES AND THE LAST GRAPH SHOWS THAT THE EXPENDITURES AND COVERAGES

188TREND CONTINUES REMAIN THE EXPENDITURES AND COVERAGES TREND CONTINUES REMAIN THE EXPENDITURES AND COVERAGES 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. ANYBODY HAVE ANY QUESTIONS CNN TAKE ANY QUESTIONS. ANYBODY HAVE ANY QUESTIONS CNN TAKE ANY QUESTIONS. ANYBODY HAVE ANY QUESTIONS CNN THANK YOU SO MUCH. ANYBODY HAVE ANY QUESTIONS CNN THANK YOU SO MUCH. ANYBODY HAVE ANY QUESTIONS CNN THANK YOU SO MUCH. I APPRECIATE YOUR TIME AND

189LOOK THANK YOU SO MUCH. I APPRECIATE YOUR TIME AND LOOK THANK YOU SO MUCH. I APPRECIATE YOUR TIME AND LOOK FORWARD TO FUTURE UPDATES AND I APPRECIATE YOUR TIME AND LOOK FORWARD TO FUTURE UPDATES AND I APPRECIATE YOUR TIME AND LOOK FORWARD TO FUTURE UPDATES AND THAT BRINGS NOW TO BE FORWARD TO FUTURE UPDATES AND THAT BRINGS NOW TO BE FORWARD TO FUTURE UPDATES AND THAT BRINGS NOW TO BE ACHIEVABLE DREAM ATTENDANCE THAT BRINGS NOW TO BE ACHIEVABLE DREAM ATTENDANCE THAT BRINGS NOW TO BE ACHIEVABLE DREAM ATTENDANCE ZONE EXPANSION. ACHIEVABLE DREAM ATTENDANCE ZONE EXPANSION. ACHIEVABLE DREAM ATTENDANCE ZONE EXPANSION. I WELCOME DR. BROWER SENIOR ZONE EXPANSION. I WELCOME DR. BROWER SENIOR ZONE EXPANSION. I WELCOME DR. BROWER SENIOR EXECUTIVE DIRECTOR OF HIGH I WELCOME DR. BROWER SENIOR EXECUTIVE DIRECTOR OF HIGH I WELCOME DR. BROWER

190SENIOR EXECUTIVE DIRECTOR OF HIGH SCHOOLS AND RICHARD WHITE CHIEF EXECUTIVE DIRECTOR OF HIGH SCHOOLS AND RICHARD WHITE CHIEF EXECUTIVE DIRECTOR OF HIGH SCHOOLS AND RICHARD WHITE CHIEF PEOPLE OFFICER AN ACHIEVABLE SCHOOLS AND RICHARD WHITE CHIEF PEOPLE OFFICER AN ACHIEVABLE SCHOOLS AND RICHARD WHITE CHIEF PEOPLE OFFICER AN ACHIEVABLE DREAM. PEOPLE OFFICER AN ACHIEVABLE DREAM. PEOPLE OFFICER AN ACHIEVABLE DREAM. THANK YOU DR. MISS BROWN JUST A DREAM. THANK YOU DR. MISS BROWN JUST A DREAM. THANK YOU DR. MISS BROWN JUST A LITTLE BIT OF A CHANGE I'M THANK YOU DR. MISS BROWN JUST A LITTLE BIT OF A CHANGE I'M THANK YOU DR. MISS BROWN JUST A LITTLE BIT OF A CHANGE I'M GOING TO INTRODUCE IT MR. LITTLE BIT OF A CHANGE I'M GOING TO INTRODUCE IT MR. LITTLE BIT OF A CHANGE I'M GOING TO

191INTRODUCE IT MR. WRIGHT COULDN'T BE WRIGHT GOING TO INTRODUCE IT MR. WRIGHT COULDN'T BE WRIGHT GOING TO INTRODUCE IT MR. WRIGHT COULDN'T BE WRIGHT COULDN'T BE HERE SO I'LL SHARE WRIGHT COULDN'T BE WRIGHT COULDN'T BE HERE SO I'LL SHARE WRIGHT COULDN'T BE WRIGHT COULDN'T BE HERE SO I'LL SHARE WHO'S HERE FROM MY DREAMS SO I COULDN'T BE HERE SO I'LL SHARE WHO'S HERE FROM MY DREAMS SO I COULDN'T BE HERE SO I'LL SHARE WHO'S HERE FROM MY DREAMS SO I APOLOGIZE FOR THAT DIFFERENCE WHO'S HERE FROM MY DREAMS SO I APOLOGIZE FOR THAT DIFFERENCE WHO'S HERE FROM MY DREAMS SO I APOLOGIZE FOR THAT DIFFERENCE ON THE AGENDA. APOLOGIZE FOR THAT DIFFERENCE ON THE AGENDA. APOLOGIZE FOR THAT DIFFERENCE ON THE AGENDA. GOOD EVENING, CHAIRWOMAN BROWN ON THE AGENDA. GOOD EVENING, CHAIRWOMAN BROWN ON THE

192AGENDA. GOOD EVENING, CHAIRWOMAN BROWN VICE CHAIR WEEMS MEMBERS OF THE GOOD EVENING, CHAIRWOMAN BROWN VICE CHAIR WEEMS MEMBERS OF THE GOOD EVENING, CHAIRWOMAN BROWN VICE CHAIR WEEMS MEMBERS OF THE SCHOOL BOARD AND DR. AND DR. VICE CHAIR WEEMS MEMBERS OF THE SCHOOL BOARD AND DR. AND DR. VICE CHAIR WEEMS MEMBERS OF THE SCHOOL BOARD AND DR. AND DR. ROBERTSON MY NAME IS MATT SCHOOL BOARD AND DR. AND DR. ROBERTSON MY NAME IS MATT SCHOOL BOARD AND DR. AND DR. ROBERTSON MY NAME IS MATT DELANEY AND I'M THE CHIEF ROBERTSON MY NAME IS MATT DELANEY AND I'M THE CHIEF ROBERTSON MY NAME IS MATT DELANEY AND I'M THE CHIEF SCHOOLS OFFICER. DELANEY AND I'M THE CHIEF SCHOOLS OFFICER. DELANEY AND I'M THE CHIEF SCHOOLS OFFICER. I JUST WANT TO SET TABLE FOR SCHOOLS OFFICER. I JUST

193WANT TO SET TABLE FOR SCHOOLS OFFICER. I JUST WANT TO SET TABLE FOR WHAT YOU'RE GOING TO SEE IN THE I JUST WANT TO SET TABLE FOR WHAT YOU'RE GOING TO SEE IN THE I JUST WANT TO SET TABLE FOR WHAT YOU'RE GOING TO SEE IN THE PRESENTATION THIS EVENING. WHAT YOU'RE GOING TO SEE IN THE PRESENTATION THIS EVENING. WHAT YOU'RE GOING TO SEE IN THE PRESENTATION THIS EVENING. WE'RE GOING TO SUBMIT PRESENTATION THIS EVENING. WE'RE GOING TO SUBMIT PRESENTATION THIS EVENING. WE'RE GOING TO SUBMIT RECOMMENDATION TO EXPAND THE WE'RE GOING TO SUBMIT RECOMMENDATION TO EXPAND THE WE'RE GOING TO SUBMIT RECOMMENDATION TO EXPAND THE TRANSPORTATION ZONE FOR AN RECOMMENDATION TO EXPAND THE TRANSPORTATION ZONE FOR AN RECOMMENDATION TO EXPAND THE TRANSPORTATION ZONE FOR AN ACHIEVABLE DREAM ACADEMY AS TRANSPORTATION ZONE FOR AN ACHIEVABLE DREAM

194ACADEMY AS TRANSPORTATION ZONE FOR AN ACHIEVABLE DREAM ACADEMY AS THIS IS CURRENTLY AN ACHIEVABLE DREAM ACADEMY AS THIS IS CURRENTLY AN ACHIEVABLE DREAM ACADEMY AS THIS IS CURRENTLY AN INFORMATIONAL ITEM ON THE THIS IS CURRENTLY AN INFORMATIONAL ITEM ON THE THIS IS CURRENTLY AN INFORMATIONAL ITEM ON THE AGENDA OF THE TOPICS RETURN FOR INFORMATIONAL ITEM ON THE AGENDA OF THE TOPICS RETURN FOR INFORMATIONAL ITEM ON THE AGENDA OF THE TOPICS RETURN FOR ACTION AT THE MARCH 11TH SCHOOL AGENDA OF THE TOPICS RETURN FOR ACTION AT THE MARCH 11TH SCHOOL AGENDA OF THE TOPICS RETURN FOR ACTION AT THE MARCH 11TH SCHOOL BOARD MEETING THE PRESENTATION ACTION AT THE MARCH 11TH SCHOOL BOARD MEETING THE PRESENTATION ACTION AT THE MARCH 11TH SCHOOL BOARD MEETING THE PRESENTATION IS GOING TO BE TWOFOLD. BOARD MEETING THE PRESENTATION IS

195GOING TO BE TWOFOLD. BOARD MEETING THE PRESENTATION IS GOING TO BE TWOFOLD. IT'S START WITH MISS AMERICA IS GOING TO BE TWOFOLD. IT'S START WITH MISS AMERICA IS GOING TO BE TWOFOLD. IT'S START WITH MISS AMERICA AND AS THE CHIEF STRATEGY CHIEF IT'S START WITH MISS AMERICA AND AS THE CHIEF STRATEGY CHIEF IT'S START WITH MISS AMERICA AND AS THE CHIEF STRATEGY CHIEF STRATEGY OFFICER FOR YOUR CHIEF AND AS THE CHIEF STRATEGY CHIEF STRATEGY OFFICER FOR YOUR CHIEF AND AS THE CHIEF STRATEGY CHIEF STRATEGY OFFICER FOR YOUR CHIEF DREAM ACADEMY AND I'M SORRY FOR STRATEGY OFFICER FOR YOUR CHIEF DREAM ACADEMY AND I'M SORRY FOR STRATEGY OFFICER FOR YOUR CHIEF DREAM ACADEMY AND I'M SORRY FOR ACHIEVING A DREAM AND DR. DREAM ACADEMY AND I'M SORRY FOR ACHIEVING A DREAM AND DR. DREAM ACADEMY AND

196I'M SORRY FOR ACHIEVING A DREAM AND DR. WALTER SENIOR EXECUTIVE ACHIEVING A DREAM AND DR. WALTER SENIOR EXECUTIVE ACHIEVING A DREAM AND DR. WALTER SENIOR EXECUTIVE DIRECTOR EXECUTIVE DIRECTOR WALTER SENIOR EXECUTIVE DIRECTOR EXECUTIVE DIRECTOR WALTER SENIOR EXECUTIVE DIRECTOR EXECUTIVE DIRECTOR OF HIGH SCHOOLS WILL GIVE DIRECTOR EXECUTIVE DIRECTOR OF HIGH SCHOOLS WILL GIVE DIRECTOR EXECUTIVE DIRECTOR OF HIGH SCHOOLS WILL GIVE HISTORICAL OVERVIEW OF HIGH SCHOOLS WILL GIVE HISTORICAL OVERVIEW OF HIGH SCHOOLS WILL GIVE HISTORICAL OVERVIEW OF ACHIEVABLE DREAM KNOWING HISTORICAL OVERVIEW OF ACHIEVABLE DREAM KNOWING HISTORICAL OVERVIEW OF ACHIEVABLE DREAM KNOWING THAT MANY OF YOU ARE NEW TO THE OF ACHIEVABLE DREAM KNOWING THAT MANY OF YOU ARE NEW TO THE OF ACHIEVABLE DREAM KNOWING THAT MANY OF YOU ARE NEW TO THE BOARD AND NEED THAT CONTEXT THAT MANY OF YOU ARE NEW TO THE

197BOARD AND NEED THAT CONTEXT THAT MANY OF YOU ARE NEW TO THE BOARD AND NEED THAT CONTEXT SHE'S GOING TO REVIEW THE BOARD AND NEED THAT CONTEXT SHE'S GOING TO REVIEW THE BOARD AND NEED THAT CONTEXT SHE'S GOING TO REVIEW THE MISSION AND VISION AS SOME SHE'S GOING TO REVIEW THE MISSION AND VISION AS SOME SHE'S GOING TO REVIEW THE MISSION AND VISION AS SOME OTHER REALLY KEY COMPONENTS MISSION AND VISION AS SOME OTHER REALLY KEY COMPONENTS MISSION AND VISION AS SOME OTHER REALLY KEY COMPONENTS OF COMPONENTS OF WHAT AN OTHER REALLY KEY COMPONENTS OF COMPONENTS OF WHAT AN OTHER REALLY KEY COMPONENTS OF COMPONENTS OF WHAT AN ACHIEVABLE DREAM PROVIDES OF COMPONENTS OF WHAT AN ACHIEVABLE DREAM PROVIDES OF COMPONENTS OF WHAT AN ACHIEVABLE DREAM PROVIDES STUDENTS AND FAMILIES IN OUR ACHIEVABLE DREAM PROVIDES

198STUDENTS AND FAMILIES IN OUR ACHIEVABLE DREAM PROVIDES STUDENTS AND FAMILIES IN OUR SCHOOL DIVISION SHE. STUDENTS AND FAMILIES IN OUR SCHOOL DIVISION SHE. STUDENTS AND FAMILIES IN OUR SCHOOL DIVISION SHE. SHE WILL BE FOLLOWED DR. WALTER SCHOOL DIVISION SHE. SHE WILL BE FOLLOWED DR. WALTER SCHOOL DIVISION SHE. SHE WILL BE FOLLOWED DR. WALTER BROWER WHO'S BEEN HE'S REALLY SHE WILL BE FOLLOWED DR. WALTER BROWER WHO'S BEEN HE'S REALLY SHE WILL BE FOLLOWED DR. WALTER BROWER WHO'S BEEN HE'S REALLY BEEN INSTRUMENTAL IN THE BROWER WHO'S BEEN HE'S REALLY BEEN INSTRUMENTAL IN THE BROWER WHO'S BEEN HE'S REALLY BEEN INSTRUMENTAL IN THE EXPANSION OF ACHIEVABLE DREAM BEEN INSTRUMENTAL IN THE EXPANSION OF ACHIEVABLE DREAM BEEN INSTRUMENTAL IN THE EXPANSION OF ACHIEVABLE DREAM THE HIGH SCHOOL LEVEL HE'S EXPANSION OF ACHIEVABLE DREAM THE HIGH SCHOOL LEVEL HE'S EXPANSION

199OF ACHIEVABLE DREAM THE HIGH SCHOOL LEVEL HE'S GOING TO SHARE TO SHARE THE THE HIGH SCHOOL LEVEL HE'S GOING TO SHARE TO SHARE THE THE HIGH SCHOOL LEVEL HE'S GOING TO SHARE TO SHARE THE EFFORTS TO INCREASE ENROLLMENT GOING TO SHARE TO SHARE THE EFFORTS TO INCREASE ENROLLMENT GOING TO SHARE TO SHARE THE EFFORTS TO INCREASE ENROLLMENT AS WELL AS THE RATIONALE FOR EFFORTS TO INCREASE ENROLLMENT AS WELL AS THE RATIONALE FOR EFFORTS TO INCREASE ENROLLMENT AS WELL AS THE RATIONALE FOR THE RECOMMENDATION AND THEN AS WELL AS THE RATIONALE FOR THE RECOMMENDATION AND THEN AS WELL AS THE RATIONALE FOR THE RECOMMENDATION AND THEN THEY'LL BOTH BE AVAILABLE TO THE RECOMMENDATION AND THEN THEY'LL BOTH BE AVAILABLE TO THE RECOMMENDATION AND THEN THEY'LL BOTH BE AVAILABLE TO ANSWER QUESTIONS AT THE THEY'LL BOTH BE

200AVAILABLE TO ANSWER QUESTIONS AT THE THEY'LL BOTH BE AVAILABLE TO ANSWER QUESTIONS AT THE CONCLUSION OF THE PRESENTATION ANSWER QUESTIONS AT THE CONCLUSION OF THE PRESENTATION ANSWER QUESTIONS AT THE CONCLUSION OF THE PRESENTATION I'D ALSO LIKE TO ACKNOWLEDGE CONCLUSION OF THE PRESENTATION I'D ALSO LIKE TO ACKNOWLEDGE CONCLUSION OF THE PRESENTATION I'D ALSO LIKE TO ACKNOWLEDGE THAT MR. MATT MATTISKE, I'D ALSO LIKE TO ACKNOWLEDGE THAT MR. MATT MATTISKE, I'D ALSO LIKE TO ACKNOWLEDGE THAT MR. MATT MATTISKE, PRINCIPAL SEATAC ELEMENTARY THAT MR. MATT MATTISKE, PRINCIPAL SEATAC ELEMENTARY THAT MR. MATT MATTISKE, PRINCIPAL SEATAC ELEMENTARY SCHOOL IS HERE AS WELL AS DR. PRINCIPAL SEATAC ELEMENTARY SCHOOL IS HERE AS WELL AS DR. PRINCIPAL SEATAC ELEMENTARY SCHOOL IS HERE AS WELL AS DR. DON CRAMER WHO'S THE PRINCIPAL SCHOOL IS HERE AS WELL AS DR. DON CRAMER WHO'S THE

201PRINCIPAL SCHOOL IS HERE AS WELL AS DR. DON CRAMER WHO'S THE PRINCIPAL LYNNHAVEN ACHIEVABLE DREAM DON CRAMER WHO'S THE PRINCIPAL LYNNHAVEN ACHIEVABLE DREAM DON CRAMER WHO'S THE PRINCIPAL LYNNHAVEN ACHIEVABLE DREAM ACADEMY AND JOY BOONE WAS THE LYNNHAVEN ACHIEVABLE DREAM ACADEMY AND JOY BOONE WAS THE LYNNHAVEN ACHIEVABLE DREAM ACADEMY AND JOY BOONE WAS THE COORDINATOR OF OUR SECONDARY ACADEMY AND JOY BOONE WAS THE COORDINATOR OF OUR SECONDARY ACADEMY AND JOY BOONE WAS THE COORDINATOR OF OUR SECONDARY RETRIEVAL DREAM ACADEMY SO AT COORDINATOR OF OUR SECONDARY RETRIEVAL DREAM ACADEMY SO AT COORDINATOR OF OUR SECONDARY RETRIEVAL DREAM ACADEMY SO AT THIS TIME I'D LIKE TO TURN THE RETRIEVAL DREAM ACADEMY SO AT THIS TIME I'D LIKE TO TURN THE RETRIEVAL DREAM ACADEMY SO AT THIS TIME I'D LIKE TO TURN THE PRESENTATION OVER TO MISS THIS TIME

202I'D LIKE TO TURN THE PRESENTATION OVER TO MISS THIS TIME I'D LIKE TO TURN THE PRESENTATION OVER TO MISS HANDY'S CHIEF STRATEGY OFFICER PRESENTATION OVER TO MISS HANDY'S CHIEF STRATEGY OFFICER PRESENTATION OVER TO MISS HANDY'S CHIEF STRATEGY OFFICER FOR ACHIEVABLE DREAM ZANDER'S HANDY'S CHIEF STRATEGY OFFICER FOR ACHIEVABLE DREAM ZANDER'S HANDY'S CHIEF STRATEGY OFFICER FOR ACHIEVABLE DREAM ZANDER'S THANK YOU GOOD EVENING. FOR ACHIEVABLE DREAM ZANDER'S THANK YOU GOOD EVENING. FOR ACHIEVABLE DREAM ZANDER'S THANK YOU GOOD EVENING. THANK SO MUCH FOR GIVING ME THE THANK YOU GOOD EVENING. THANK SO MUCH FOR GIVING ME THE THANK YOU GOOD EVENING. THANK SO MUCH FOR GIVING ME THE OPPORTUNITY TO SHARE A LITTLE THANK SO MUCH FOR GIVING ME THE OPPORTUNITY TO SHARE A LITTLE THANK SO MUCH FOR GIVING ME THE OPPORTUNITY TO SHARE A LITTLE BIT ABOUT

203OUR PROGRAM OPPORTUNITY TO SHARE A LITTLE BIT ABOUT OUR PROGRAM OPPORTUNITY TO SHARE A LITTLE BIT ABOUT OUR PROGRAM ACHIEVABLE DREAM AND ACHIEVABLE BIT ABOUT OUR PROGRAM ACHIEVABLE DREAM AND ACHIEVABLE BIT ABOUT OUR PROGRAM ACHIEVABLE DREAM AND ACHIEVABLE DREAM AS A NONPROFIT ACHIEVABLE DREAM AND ACHIEVABLE DREAM AS A NONPROFIT ACHIEVABLE DREAM AND ACHIEVABLE DREAM AS A NONPROFIT ORGANIZATION WITH A UNIQUE DREAM AS A NONPROFIT ORGANIZATION WITH A UNIQUE DREAM AS A NONPROFIT ORGANIZATION WITH A UNIQUE STRUCTURE AND GOAL TO COOPERATE ORGANIZATION WITH A UNIQUE STRUCTURE AND GOAL TO COOPERATE ORGANIZATION WITH A UNIQUE STRUCTURE AND GOAL TO COOPERATE SCHOOLS IN PARTNERSHIP WITH OUR STRUCTURE AND GOAL TO COOPERATE SCHOOLS IN PARTNERSHIP WITH OUR STRUCTURE AND GOAL TO COOPERATE SCHOOLS IN PARTNERSHIP WITH OUR LOCAL SCHOOL DIVISION PRIMARILY SCHOOLS IN PARTNERSHIP WITH OUR LOCAL SCHOOL DIVISION

204PRIMARILY SCHOOLS IN PARTNERSHIP WITH OUR LOCAL SCHOOL DIVISION PRIMARILY UNDERSERVED COMMUNITIES LOCAL SCHOOL DIVISION PRIMARILY UNDERSERVED COMMUNITIES LOCAL SCHOOL DIVISION PRIMARILY UNDERSERVED COMMUNITIES PROVIDING ADDITIONAL RESOURCES UNDERSERVED COMMUNITIES PROVIDING ADDITIONAL RESOURCES UNDERSERVED COMMUNITIES PROVIDING ADDITIONAL RESOURCES TO LEVEL THE PLAYING FIELD FOR PROVIDING ADDITIONAL RESOURCES TO LEVEL THE PLAYING FIELD FOR PROVIDING ADDITIONAL RESOURCES TO LEVEL THE PLAYING FIELD FOR ALL STUDENTS AN ACHIEVABLE TO LEVEL THE PLAYING FIELD FOR ALL STUDENTS AN ACHIEVABLE TO LEVEL THE PLAYING FIELD FOR ALL STUDENTS AN ACHIEVABLE DREAM BEGAN IN PARTNERSHIP WITH ALL STUDENTS AN ACHIEVABLE DREAM BEGAN IN PARTNERSHIP WITH ALL STUDENTS AN ACHIEVABLE DREAM BEGAN IN PARTNERSHIP WITH UNACHIEVABLE DREAM BEGAN IN DREAM BEGAN IN PARTNERSHIP WITH UNACHIEVABLE DREAM BEGAN IN DREAM BEGAN IN PARTNERSHIP WITH UNACHIEVABLE DREAM BEGAN IN PARTNERSHIP WITH THE NEWPORT UNACHIEVABLE DREAM BEGAN IN PARTNERSHIP WITH

205THE NEWPORT UNACHIEVABLE DREAM BEGAN IN PARTNERSHIP WITH THE NEWPORT NEWS PUBLIC SCHOOL IN 1992 WITH PARTNERSHIP WITH THE NEWPORT NEWS PUBLIC SCHOOL IN 1992 WITH PARTNERSHIP WITH THE NEWPORT NEWS PUBLIC SCHOOL IN 1992 WITH OUR FIRST GRADUATING CLASS IN NEWS PUBLIC SCHOOL IN 1992 WITH OUR FIRST GRADUATING CLASS IN NEWS PUBLIC SCHOOL IN 1992 WITH OUR FIRST GRADUATING CLASS IN 2001 IN 2014 WE EXPANDED TO OUR FIRST GRADUATING CLASS IN 2001 IN 2014 WE EXPANDED TO OUR FIRST GRADUATING CLASS IN 2001 IN 2014 WE EXPANDED TO VIRGINIA BEACH WITH A KEY TO 2001 IN 2014 WE EXPANDED TO VIRGINIA BEACH WITH A KEY TO 2001 IN 2014 WE EXPANDED TO VIRGINIA BEACH WITH A KEY TO PROGRAM AT SEATAC ELEMENTARY VIRGINIA BEACH WITH A KEY TO PROGRAM AT SEATAC ELEMENTARY VIRGINIA BEACH WITH A KEY

206TO PROGRAM AT SEATAC ELEMENTARY SCHOOL SINCE THEN WE HAVE PROGRAM AT SEATAC ELEMENTARY SCHOOL SINCE THEN WE HAVE PROGRAM AT SEATAC ELEMENTARY SCHOOL SINCE THEN WE HAVE EXPANDED A GRADE LEVEL EACH SCHOOL SINCE THEN WE HAVE EXPANDED A GRADE LEVEL EACH SCHOOL SINCE THEN WE HAVE EXPANDED A GRADE LEVEL EACH YEAR AND ARE EXCITED TO HAVE A EXPANDED A GRADE LEVEL EACH YEAR AND ARE EXCITED TO HAVE A EXPANDED A GRADE LEVEL EACH YEAR AND ARE EXCITED TO HAVE A FULL K-12 PROGRAM AS OF THIS YEAR AND ARE EXCITED TO HAVE A FULL K-12 PROGRAM AS OF THIS YEAR AND ARE EXCITED TO HAVE A FULL K-12 PROGRAM AS OF THIS SCHOOL YEAR WE WILL HAVE OUR FULL K-12 PROGRAM AS OF THIS SCHOOL YEAR WE WILL HAVE OUR FULL K-12 PROGRAM AS OF THIS

207SCHOOL YEAR WE WILL HAVE OUR FIRST GRADUATING CLASS SCHOOL YEAR WE WILL HAVE OUR FIRST GRADUATING CLASS SCHOOL YEAR WE WILL HAVE OUR FIRST GRADUATING CLASS OF DREAMERS IN VIRGINIA BEACH FIRST GRADUATING CLASS OF DREAMERS IN VIRGINIA BEACH FIRST GRADUATING CLASS OF DREAMERS IN VIRGINIA BEACH THIS SPRING AND WE'RE ARE SO OF DREAMERS IN VIRGINIA BEACH THIS SPRING AND WE'RE ARE SO OF DREAMERS IN VIRGINIA BEACH THIS SPRING AND WE'RE ARE SO EXCITED TO SEE THEM WALK ACROSS THIS SPRING AND WE'RE ARE SO EXCITED TO SEE THEM WALK ACROSS THIS SPRING AND WE'RE ARE SO EXCITED TO SEE THEM WALK ACROSS THE STAGE I DO A LOT WITH A NEW EXCITED TO SEE THEM WALK ACROSS THE STAGE I DO A LOT WITH A NEW EXCITED TO SEE THEM WALK ACROSS THE STAGE I DO

208A LOT WITH A NEW BUILDING FOR GRADES NINE FOR 12 THE STAGE I DO A LOT WITH A NEW BUILDING FOR GRADES NINE FOR 12 THE STAGE I DO A LOT WITH A NEW BUILDING FOR GRADES NINE FOR 12 OPENED IN AUGUST OF TWENTY BUILDING FOR GRADES NINE FOR 12 OPENED IN AUGUST OF TWENTY BUILDING FOR GRADES NINE FOR 12 OPENED IN AUGUST OF TWENTY TWENTY THREE AT LYNNHAVEN OPENED IN AUGUST OF TWENTY TWENTY THREE AT LYNNHAVEN OPENED IN AUGUST OF TWENTY TWENTY THREE AT LYNNHAVEN MIDDLE AND HIGH SCHOOL WHICH TWENTY THREE AT LYNNHAVEN MIDDLE AND HIGH SCHOOL WHICH TWENTY THREE AT LYNNHAVEN MIDDLE AND HIGH SCHOOL WHICH HOUSES OUR K OUR EXCUSE ME OUR MIDDLE AND HIGH SCHOOL WHICH HOUSES OUR K OUR EXCUSE ME OUR MIDDLE AND HIGH SCHOOL WHICH HOUSES OUR K

209OUR EXCUSE ME OUR KEY THROUGH FIFTH GRADE PROGRAM HOUSES OUR K OUR EXCUSE ME OUR KEY THROUGH FIFTH GRADE PROGRAM HOUSES OUR K OUR EXCUSE ME OUR KEY THROUGH FIFTH GRADE PROGRAM IS HOUSED AT ELEMENTARY AND OUR KEY THROUGH FIFTH GRADE PROGRAM IS HOUSED AT ELEMENTARY AND OUR KEY THROUGH FIFTH GRADE PROGRAM IS HOUSED AT ELEMENTARY AND OUR SIXTH THROUGH TWELFTH GRADE IS HOUSED AT ELEMENTARY AND OUR SIXTH THROUGH TWELFTH GRADE IS HOUSED AT ELEMENTARY AND OUR SIXTH THROUGH TWELFTH GRADE PROGRAM IS HOUSED CHILDREN SIXTH THROUGH TWELFTH GRADE PROGRAM IS HOUSED CHILDREN SIXTH THROUGH TWELFTH GRADE PROGRAM IS HOUSED CHILDREN MIDDLE AND MIDDLE AND HIGH PROGRAM IS HOUSED CHILDREN MIDDLE AND MIDDLE AND HIGH PROGRAM IS HOUSED CHILDREN MIDDLE AND MIDDLE AND HIGH SCHOOL AT LYNNHAVEN A FEW MIDDLE AND MIDDLE AND HIGH SCHOOL AT

210LYNNHAVEN A FEW MIDDLE AND MIDDLE AND HIGH SCHOOL AT LYNNHAVEN A FEW ADDITIONAL FACTS ABOUT AN SCHOOL AT LYNNHAVEN A FEW ADDITIONAL FACTS ABOUT AN SCHOOL AT LYNNHAVEN A FEW ADDITIONAL FACTS ABOUT AN ACHIEVABLE DREAM OUR MISSION IS ADDITIONAL FACTS ABOUT AN ACHIEVABLE DREAM OUR MISSION IS ADDITIONAL FACTS ABOUT AN ACHIEVABLE DREAM OUR MISSION IS TO DEVELOP INDEPENDENT ACHIEVABLE DREAM OUR MISSION IS TO DEVELOP INDEPENDENT ACHIEVABLE DREAM OUR MISSION IS TO DEVELOP INDEPENDENT PRODUCTIVE CITIZENS THROUGH A TO DEVELOP INDEPENDENT PRODUCTIVE CITIZENS THROUGH A TO DEVELOP INDEPENDENT PRODUCTIVE CITIZENS THROUGH A SOCIAL, ACADEMIC AND MINDSET PRODUCTIVE CITIZENS THROUGH A SOCIAL, ACADEMIC AND MINDSET PRODUCTIVE CITIZENS THROUGH A SOCIAL, ACADEMIC AND MINDSET EDUCATION OUR VISION IS TO SOCIAL, ACADEMIC AND MINDSET EDUCATION OUR VISION IS TO SOCIAL, ACADEMIC AND MINDSET EDUCATION OUR VISION IS TO BRING EQUITY

211TO EDUCATION BY EDUCATION OUR VISION IS TO BRING EQUITY TO EDUCATION BY EDUCATION OUR VISION IS TO BRING EQUITY TO EDUCATION BY PROVIDING OPPORTUNITIES SUCCESS BRING EQUITY TO EDUCATION BY PROVIDING OPPORTUNITIES SUCCESS BRING EQUITY TO EDUCATION BY PROVIDING OPPORTUNITIES SUCCESS IN SCHOOL AND IN LIFE WE PROVIDING OPPORTUNITIES SUCCESS IN SCHOOL AND IN LIFE WE PROVIDING OPPORTUNITIES SUCCESS IN SCHOOL AND IN LIFE WE INTEGRATE AN ARRAY OF RESEARCH IN SCHOOL AND IN LIFE WE INTEGRATE AN ARRAY OF RESEARCH IN SCHOOL AND IN LIFE WE INTEGRATE AN ARRAY OF RESEARCH BASED STRATEGIES IN A INTEGRATE AN ARRAY OF RESEARCH BASED STRATEGIES IN A INTEGRATE AN ARRAY OF RESEARCH BASED STRATEGIES IN A COMPREHENSIVE PROGRAM THAT BASED STRATEGIES IN A COMPREHENSIVE PROGRAM THAT BASED STRATEGIES IN A COMPREHENSIVE PROGRAM THAT YIELD SIGNIFICANT RESULTS IN COMPREHENSIVE PROGRAM THAT YIELD

212SIGNIFICANT RESULTS IN COMPREHENSIVE PROGRAM THAT YIELD SIGNIFICANT RESULTS IN BOTH ACADEMIC ACHIEVEMENT YIELD SIGNIFICANT RESULTS IN BOTH ACADEMIC ACHIEVEMENT YIELD SIGNIFICANT RESULTS IN BOTH ACADEMIC ACHIEVEMENT POSITIVE BEHAVIOR AS WELL AS BOTH ACADEMIC ACHIEVEMENT POSITIVE BEHAVIOR AS WELL AS BOTH ACADEMIC ACHIEVEMENT POSITIVE BEHAVIOR AS WELL AS THE DEVELOPMENT OF CRITICAL POSITIVE BEHAVIOR AS WELL AS THE DEVELOPMENT OF CRITICAL POSITIVE BEHAVIOR AS WELL AS THE DEVELOPMENT OF CRITICAL SKILLS WE HAVE A 100 PERCENT ON THE DEVELOPMENT OF CRITICAL SKILLS WE HAVE A 100 PERCENT ON THE DEVELOPMENT OF CRITICAL SKILLS WE HAVE A 100 PERCENT ON TIME GRADUATION FROM OUR FIRST SKILLS WE HAVE A 100 PERCENT ON TIME GRADUATION FROM OUR FIRST SKILLS WE HAVE A 100 PERCENT ON TIME GRADUATION FROM OUR FIRST GRADUATING CLASS IN NEWPORT TIME GRADUATION FROM OUR FIRST GRADUATING CLASS IN

213NEWPORT TIME GRADUATION FROM OUR FIRST GRADUATING CLASS IN NEWPORT NEWS IN 2001 ALL OF OUR SCHOOLS GRADUATING CLASS IN NEWPORT NEWS IN 2001 ALL OF OUR SCHOOLS GRADUATING CLASS IN NEWPORT NEWS IN 2001 ALL OF OUR SCHOOLS ARE FULLY ACCREDITED AND NINETY NEWS IN 2001 ALL OF OUR SCHOOLS ARE FULLY ACCREDITED AND NINETY NEWS IN 2001 ALL OF OUR SCHOOLS ARE FULLY ACCREDITED AND NINETY NINE PERCENT OF OUR OVER 1000 ARE FULLY ACCREDITED AND NINETY NINE PERCENT OF OUR OVER 1000 ARE FULLY ACCREDITED AND NINETY NINE PERCENT OF OUR OVER 1000 ALUMNI ARE EITHER CURRENTLY NINE PERCENT OF OUR OVER 1000 ALUMNI ARE EITHER CURRENTLY NINE PERCENT OF OUR OVER 1000 ALUMNI ARE EITHER CURRENTLY ATTENDING OR HAVE GRADUATED ALUMNI ARE EITHER CURRENTLY ATTENDING OR HAVE GRADUATED ALUMNI ARE EITHER CURRENTLY ATTENDING OR HAVE GRADUATED

214FROM COLLEGE OR A TRADE SCHOOL ATTENDING OR HAVE GRADUATED FROM COLLEGE OR A TRADE SCHOOL ATTENDING OR HAVE GRADUATED FROM COLLEGE OR A TRADE SCHOOL OR CURRENTLY SERVING IN THE FROM COLLEGE OR A TRADE SCHOOL OR CURRENTLY SERVING IN THE FROM COLLEGE OR A TRADE SCHOOL OR CURRENTLY SERVING IN THE MILITARY OR IN THE WORKFORCE AN OR CURRENTLY SERVING IN THE MILITARY OR IN THE WORKFORCE AN OR CURRENTLY SERVING IN THE MILITARY OR IN THE WORKFORCE AN ACHIEVABLE DREAM HAS STRONG MILITARY OR IN THE WORKFORCE AN ACHIEVABLE DREAM HAS STRONG MILITARY OR IN THE WORKFORCE AN ACHIEVABLE DREAM HAS STRONG COMMUNITY PARTNERSHIPS FROM AND ACHIEVABLE DREAM HAS STRONG COMMUNITY PARTNERSHIPS FROM AND ACHIEVABLE DREAM HAS STRONG COMMUNITY PARTNERSHIPS FROM AND SUPPORT FROM INDIVIDUALS COMMUNITY PARTNERSHIPS FROM AND SUPPORT FROM INDIVIDUALS COMMUNITY PARTNERSHIPS FROM AND SUPPORT

215FROM INDIVIDUALS FOUNDATIONS AS WELL AS SUPPORT FROM INDIVIDUALS FOUNDATIONS AS WELL AS SUPPORT FROM INDIVIDUALS FOUNDATIONS AS WELL AS CORPORATE SPONSORS A FEW FOUNDATIONS AS WELL AS CORPORATE SPONSORS A FEW FOUNDATIONS AS WELL AS CORPORATE SPONSORS A FEW OF WHAT YOU SEE ON THE SCREEN CORPORATE SPONSORS A FEW OF WHAT YOU SEE ON THE SCREEN CORPORATE SPONSORS A FEW OF WHAT YOU SEE ON THE SCREEN ACHIEVABLE DREAM PROGRAM HERE OF WHAT YOU SEE ON THE SCREEN ACHIEVABLE DREAM PROGRAM HERE OF WHAT YOU SEE ON THE SCREEN ACHIEVABLE DREAM PROGRAM HERE IN VIRGINIA BEACH HAS BEACH HAS ACHIEVABLE DREAM PROGRAM HERE IN VIRGINIA BEACH HAS BEACH HAS ACHIEVABLE DREAM PROGRAM HERE IN VIRGINIA BEACH HAS BEACH HAS OVER ONE HUNDRED DONORS IN VIRGINIA BEACH HAS BEACH HAS OVER ONE HUNDRED DONORS IN VIRGINIA BEACH HAS BEACH

216HAS OVER ONE HUNDRED DONORS PARTNERS INCLUDING TOWN BANK OVER ONE HUNDRED DONORS PARTNERS INCLUDING TOWN BANK OVER ONE HUNDRED DONORS PARTNERS INCLUDING TOWN BANK CHECKERED FLAG FERGUSON THE PARTNERS INCLUDING TOWN BANK CHECKERED FLAG FERGUSON THE PARTNERS INCLUDING TOWN BANK CHECKERED FLAG FERGUSON THE HAMPTON ROADS COMMUNITY CHECKERED FLAG FERGUSON THE HAMPTON ROADS COMMUNITY CHECKERED FLAG FERGUSON THE HAMPTON ROADS COMMUNITY FOUNDATION SANTERO, THE UNITED HAMPTON ROADS COMMUNITY FOUNDATION SANTERO, THE UNITED HAMPTON ROADS COMMUNITY FOUNDATION SANTERO, THE UNITED OF SOUTH HAMPTON ROADS VIRGINIA FOUNDATION SANTERO, THE UNITED OF SOUTH HAMPTON ROADS VIRGINIA FOUNDATION SANTERO, THE UNITED OF SOUTH HAMPTON ROADS VIRGINIA NATURAL GAS NAVAL AIR STATION OF SOUTH HAMPTON ROADS VIRGINIA NATURAL GAS NAVAL AIR STATION OF SOUTH HAMPTON ROADS VIRGINIA NATURAL GAS NAVAL AIR STATION OCEANA THE VIRGINIA BEACH NATURAL GAS NAVAL AIR STATION OCEANA THE VIRGINIA

217BEACH NATURAL GAS NAVAL AIR STATION OCEANA THE VIRGINIA BEACH POLICE DEPARTMENT NORFOLK TUGG OCEANA THE VIRGINIA BEACH POLICE DEPARTMENT NORFOLK TUGG OCEANA THE VIRGINIA BEACH POLICE DEPARTMENT NORFOLK TUGG MSP AND THE LANDMARK FOUNDATION POLICE DEPARTMENT NORFOLK TUGG MSP AND THE LANDMARK FOUNDATION POLICE DEPARTMENT NORFOLK TUGG MSP AND THE LANDMARK FOUNDATION TO NAME A FEW. MSP AND THE LANDMARK FOUNDATION TO NAME A FEW. MSP AND THE LANDMARK FOUNDATION TO NAME A FEW. I'LL SAVE FROM THE FULL LIST TO NAME A FEW. I'LL SAVE FROM THE FULL LIST TO NAME A FEW. I'LL SAVE FROM THE FULL LIST OF ONE HUNDRED THERE SUPPORT I'LL SAVE FROM THE FULL LIST OF ONE HUNDRED THERE SUPPORT I'LL SAVE FROM THE FULL LIST OF ONE HUNDRED THERE SUPPORT COVERS A VARIETY OF PROGRAM OF ONE HUNDRED THERE SUPPORT COVERS A

218VARIETY OF PROGRAM OF ONE HUNDRED THERE SUPPORT COVERS A VARIETY OF PROGRAM COMPONENTS TO INCLUDE OUR COVERS A VARIETY OF PROGRAM COMPONENTS TO INCLUDE OUR COVERS A VARIETY OF PROGRAM COMPONENTS TO INCLUDE OUR SOCIAL, ACADEMIC AND MINDSET COMPONENTS TO INCLUDE OUR SOCIAL, ACADEMIC AND MINDSET COMPONENTS TO INCLUDE OUR SOCIAL, ACADEMIC AND MINDSET EDUCATION FRAMEWORK WHICH IS A SOCIAL, ACADEMIC AND MINDSET EDUCATION FRAMEWORK WHICH IS A SOCIAL, ACADEMIC AND MINDSET EDUCATION FRAMEWORK WHICH IS A COMPREHENSIVE APPROACH TO EDUCATION FRAMEWORK WHICH IS A COMPREHENSIVE APPROACH TO EDUCATION FRAMEWORK WHICH IS A COMPREHENSIVE APPROACH TO STRONG ACADEMICS AS WELL AS COMPREHENSIVE APPROACH TO STRONG ACADEMICS AS WELL AS COMPREHENSIVE APPROACH TO STRONG ACADEMICS AS WELL AS SUPPORTING STUDENTS SOCIAL AND STRONG ACADEMICS AS WELL AS SUPPORTING STUDENTS SOCIAL AND STRONG ACADEMICS AS WELL AS SUPPORTING STUDENTS SOCIAL AND

219EMOTIONAL WELL-BEING AND THEIR SUPPORTING STUDENTS SOCIAL AND EMOTIONAL WELL-BEING AND THEIR SUPPORTING STUDENTS SOCIAL AND EMOTIONAL WELL-BEING AND THEIR CHARACTER DEVELOPMENT WE HAVE A EMOTIONAL WELL-BEING AND THEIR CHARACTER DEVELOPMENT WE HAVE A EMOTIONAL WELL-BEING AND THEIR CHARACTER DEVELOPMENT WE HAVE A STRONG EMPHASIS ON BUILDING CHARACTER DEVELOPMENT WE HAVE A STRONG EMPHASIS ON BUILDING CHARACTER DEVELOPMENT WE HAVE A STRONG EMPHASIS ON BUILDING RELATIONSHIPS, DEVELOPING SOFT STRONG EMPHASIS ON BUILDING RELATIONSHIPS, DEVELOPING SOFT STRONG EMPHASIS ON BUILDING RELATIONSHIPS, DEVELOPING SOFT SKILLS AS WELL AS TRAUMA RELATIONSHIPS, DEVELOPING SOFT SKILLS AS WELL AS TRAUMA RELATIONSHIPS, DEVELOPING SOFT SKILLS AS WELL AS TRAUMA INFORMED CARE STUDENTS SKILLS AS WELL AS TRAUMA INFORMED CARE STUDENTS SKILLS AS WELL AS TRAUMA INFORMED CARE STUDENTS PARTICIPATE IN SOCIAL ROTATION INFORMED CARE STUDENTS PARTICIPATE IN SOCIAL ROTATION INFORMED CARE STUDENTS PARTICIPATE IN SOCIAL ROTATION

220CLASSES INCLUDING ADVOCATE PARTICIPATE IN SOCIAL ROTATION CLASSES INCLUDING ADVOCATE PARTICIPATE IN SOCIAL ROTATION CLASSES INCLUDING ADVOCATE SPEAKING GREEN CONFLICT CLASSES INCLUDING ADVOCATE SPEAKING GREEN CONFLICT CLASSES INCLUDING ADVOCATE SPEAKING GREEN CONFLICT RESOLUTION ETHICS AND SPEAKING GREEN CONFLICT RESOLUTION ETHICS AND SPEAKING GREEN CONFLICT RESOLUTION ETHICS AND MINDFULNESS AND REFLECTION OUR RESOLUTION ETHICS AND MINDFULNESS AND REFLECTION OUR RESOLUTION ETHICS AND MINDFULNESS AND REFLECTION OUR MIDDLE AND HIGH SCHOOL STUDENTS MINDFULNESS AND REFLECTION OUR MIDDLE AND HIGH SCHOOL STUDENTS MINDFULNESS AND REFLECTION OUR MIDDLE AND HIGH SCHOOL STUDENTS PARTICIPATE IN WHAT IT TAKES A MIDDLE AND HIGH SCHOOL STUDENTS PARTICIPATE IN WHAT IT TAKES A MIDDLE AND HIGH SCHOOL STUDENTS PARTICIPATE IN WHAT IT TAKES A WORKFORCE DEVELOPMENT PROGRAM PARTICIPATE IN WHAT IT TAKES A WORKFORCE DEVELOPMENT PROGRAM PARTICIPATE IN WHAT IT TAKES A WORKFORCE DEVELOPMENT PROGRAM THAT BRINGS IN

221OUR CORPORATE WORKFORCE DEVELOPMENT PROGRAM THAT BRINGS IN OUR CORPORATE WORKFORCE DEVELOPMENT PROGRAM THAT BRINGS IN OUR CORPORATE PARTNERS TO TEACH SOFT SKILLS THAT BRINGS IN OUR CORPORATE PARTNERS TO TEACH SOFT SKILLS THAT BRINGS IN OUR CORPORATE PARTNERS TO TEACH SOFT SKILLS THAT OUR STUDENTS NEED TO BE PARTNERS TO TEACH SOFT SKILLS THAT OUR STUDENTS NEED TO BE PARTNERS TO TEACH SOFT SKILLS THAT OUR STUDENTS NEED TO BE SUCCESSFUL IN TODAY'S THAT OUR STUDENTS NEED TO BE SUCCESSFUL IN TODAY'S THAT OUR STUDENTS NEED TO BE SUCCESSFUL IN TODAY'S WORKFORCE. SUCCESSFUL IN TODAY'S WORKFORCE. SUCCESSFUL IN TODAY'S WORKFORCE. THIS YEAR'S PARTNERS HAVE WORKFORCE. THIS YEAR'S PARTNERS HAVE WORKFORCE. THIS YEAR'S PARTNERS HAVE INCLUDED THE KALAYA LAW CENTERA THIS YEAR'S PARTNERS HAVE INCLUDED THE KALAYA LAW CENTERA THIS YEAR'S PARTNERS HAVE INCLUDED THE KALAYA LAW CENTERA ACCESS COLLEGE

222FOUNDATION AND INCLUDED THE KALAYA LAW CENTERA ACCESS COLLEGE FOUNDATION AND INCLUDED THE KALAYA LAW CENTERA ACCESS COLLEGE FOUNDATION AND CAPITAL GROUP. ACCESS COLLEGE FOUNDATION AND CAPITAL GROUP. ACCESS COLLEGE FOUNDATION AND CAPITAL GROUP. SO FAR THIS SCHOOL WE HAVE AN CAPITAL GROUP. SO FAR THIS SCHOOL WE HAVE AN CAPITAL GROUP. SO FAR THIS SCHOOL WE HAVE AN EXTENDED DAY AS WELL AS AN SO FAR THIS SCHOOL WE HAVE AN EXTENDED DAY AS WELL AS AN SO FAR THIS SCHOOL WE HAVE AN EXTENDED DAY AS WELL AS AN EXTENDED YEAR WITH SATURDAY'S EXTENDED DAY AS WELL AS AN EXTENDED YEAR WITH SATURDAY'S EXTENDED DAY AS WELL AS AN EXTENDED YEAR WITH SATURDAY'S SCHOOL AND SUMMER INTERSESSION EXTENDED YEAR WITH SATURDAY'S SCHOOL AND SUMMER INTERSESSION EXTENDED YEAR WITH SATURDAY'S SCHOOL AND SUMMER INTERSESSION WHICH PROVIDE ADDITIONAL SCHOOL AND

223SUMMER INTERSESSION WHICH PROVIDE ADDITIONAL SCHOOL AND SUMMER INTERSESSION WHICH PROVIDE ADDITIONAL ACADEMIC AND ENRICHMENT TIME WHICH PROVIDE ADDITIONAL ACADEMIC AND ENRICHMENT TIME WHICH PROVIDE ADDITIONAL ACADEMIC AND ENRICHMENT TIME ENHANCED LEARNING OPPORTUNITIES ACADEMIC AND ENRICHMENT TIME ENHANCED LEARNING OPPORTUNITIES ACADEMIC AND ENRICHMENT TIME ENHANCED LEARNING OPPORTUNITIES AS WELL AS ADDITIONAL ENHANCED LEARNING OPPORTUNITIES AS WELL AS ADDITIONAL ENHANCED LEARNING OPPORTUNITIES AS WELL AS ADDITIONAL EXPERIENCES BEYOND THE AS WELL AS ADDITIONAL EXPERIENCES BEYOND THE AS WELL AS ADDITIONAL EXPERIENCES BEYOND THE TRADITIONAL SCHOOL DAY. EXPERIENCES BEYOND THE TRADITIONAL SCHOOL DAY. EXPERIENCES BEYOND THE TRADITIONAL SCHOOL DAY. THE ACHIEVABLE DREAM PROGRAM IS TRADITIONAL SCHOOL DAY. THE ACHIEVABLE DREAM PROGRAM IS TRADITIONAL SCHOOL DAY. THE ACHIEVABLE DREAM PROGRAM IS UP TO EIGHT AND A HALF HOURS A THE ACHIEVABLE DREAM PROGRAM IS UP TO EIGHT AND A HALF HOURS A THE

224ACHIEVABLE DREAM PROGRAM IS UP TO EIGHT AND A HALF HOURS A DAY WITH AN ADDITIONAL 20 DAYS UP TO EIGHT AND A HALF HOURS A DAY WITH AN ADDITIONAL 20 DAYS UP TO EIGHT AND A HALF HOURS A DAY WITH AN ADDITIONAL 20 DAYS IN THE SUMMER AND APPROXIMATELY DAY WITH AN ADDITIONAL 20 DAYS IN THE SUMMER AND APPROXIMATELY DAY WITH AN ADDITIONAL 20 DAYS IN THE SUMMER AND APPROXIMATELY TWENTY FOUR DAYS OF SATURDAY IN THE SUMMER AND APPROXIMATELY TWENTY FOUR DAYS OF SATURDAY IN THE SUMMER AND APPROXIMATELY TWENTY FOUR DAYS OF SATURDAY SCHOOL SESSIONS THROUGHOUT THE TWENTY FOUR DAYS OF SATURDAY SCHOOL SESSIONS THROUGHOUT THE TWENTY FOUR DAYS OF SATURDAY SCHOOL SESSIONS THROUGHOUT THE YEAR THE ADDED EXPENSE OF THE SCHOOL SESSIONS THROUGHOUT THE YEAR THE ADDED EXPENSE OF THE SCHOOL SESSIONS THROUGHOUT THE

225YEAR THE ADDED EXPENSE OF THE EXTENDED PROGRAM IS BY AN YEAR THE ADDED EXPENSE OF THE EXTENDED PROGRAM IS BY AN YEAR THE ADDED EXPENSE OF THE EXTENDED PROGRAM IS BY AN ACHIEVABLE DREAM INCLUDING EXTENDED PROGRAM IS BY AN ACHIEVABLE DREAM INCLUDING EXTENDED PROGRAM IS BY AN ACHIEVABLE DREAM INCLUDING STIPENDS FOR THE FACULTY STAFF ACHIEVABLE DREAM INCLUDING STIPENDS FOR THE FACULTY STAFF ACHIEVABLE DREAM INCLUDING STIPENDS FOR THE FACULTY STAFF WHO WORK THOSE EXTENDED HOURS STIPENDS FOR THE FACULTY STAFF WHO WORK THOSE EXTENDED HOURS STIPENDS FOR THE FACULTY STAFF WHO WORK THOSE EXTENDED HOURS IN ADDITION AND ACHIEVE DREAM WHO WORK THOSE EXTENDED HOURS IN ADDITION AND ACHIEVE DREAM WHO WORK THOSE EXTENDED HOURS IN ADDITION AND ACHIEVE DREAM MAKES AN ANNUAL CONTRIBUTION TO IN ADDITION AND ACHIEVE DREAM MAKES AN ANNUAL CONTRIBUTION TO IN ADDITION

226AND ACHIEVE DREAM MAKES AN ANNUAL CONTRIBUTION TO KPS TO USE FOR THE USE OF THOSE MAKES AN ANNUAL CONTRIBUTION TO KPS TO USE FOR THE USE OF THOSE MAKES AN ANNUAL CONTRIBUTION TO KPS TO USE FOR THE USE OF THOSE FACILITIES AND ACHIEVE A DREAM KPS TO USE FOR THE USE OF THOSE FACILITIES AND ACHIEVE A DREAM KPS TO USE FOR THE USE OF THOSE FACILITIES AND ACHIEVE A DREAM PROVIDE ADDITIONAL EXPOSURE FACILITIES AND ACHIEVE A DREAM PROVIDE ADDITIONAL EXPOSURE FACILITIES AND ACHIEVE A DREAM PROVIDE ADDITIONAL EXPOSURE EXPERIENCES INCLUDING INCREASED PROVIDE ADDITIONAL EXPOSURE EXPERIENCES INCLUDING INCREASED PROVIDE ADDITIONAL EXPOSURE EXPERIENCES INCLUDING INCREASED FIELD TRIPS ON ONSITE EXPERIENCES INCLUDING INCREASED FIELD TRIPS ON ONSITE EXPERIENCES INCLUDING INCREASED FIELD TRIPS ON ONSITE ENGAGEMENT OPPORTUNITIES, FIELD TRIPS ON ONSITE ENGAGEMENT OPPORTUNITIES, FIELD TRIPS ON ONSITE ENGAGEMENT OPPORTUNITIES, CAREER

227PREP AND COLLEGE TOURS. ENGAGEMENT OPPORTUNITIES, CAREER PREP AND COLLEGE TOURS. ENGAGEMENT OPPORTUNITIES, CAREER PREP AND COLLEGE TOURS. WE PROVIDE CONSIDERABLE POST CAREER PREP AND COLLEGE TOURS. WE PROVIDE CONSIDERABLE POST CAREER PREP AND COLLEGE TOURS. WE PROVIDE CONSIDERABLE POST SECONDARY SUPPORT INCLUDING WE PROVIDE CONSIDERABLE POST SECONDARY SUPPORT INCLUDING WE PROVIDE CONSIDERABLE POST SECONDARY SUPPORT INCLUDING SCHOLARSHIPS, ASSISTANCE WITH SECONDARY SUPPORT INCLUDING SCHOLARSHIPS, ASSISTANCE WITH SECONDARY SUPPORT INCLUDING SCHOLARSHIPS, ASSISTANCE WITH APPLICATION AND FINANCIAL AID SCHOLARSHIPS, ASSISTANCE WITH APPLICATION AND FINANCIAL AID SCHOLARSHIPS, ASSISTANCE WITH APPLICATION AND FINANCIAL AID GUIDANCE THROUGH ACCEPTANCE AND APPLICATION AND FINANCIAL AID GUIDANCE THROUGH ACCEPTANCE AND APPLICATION AND FINANCIAL AID GUIDANCE THROUGH ACCEPTANCE AND MOVING PROCESS AS WELL AS GUIDANCE THROUGH ACCEPTANCE AND MOVING PROCESS AS WELL AS GUIDANCE THROUGH ACCEPTANCE AND MOVING PROCESS AS WELL AS SUPPORT AND WORKSHOPS FOR MOVING PROCESS AS

228WELL AS SUPPORT AND WORKSHOPS FOR MOVING PROCESS AS WELL AS SUPPORT AND WORKSHOPS FOR PARENTS AND GUARDIANS. SUPPORT AND WORKSHOPS FOR PARENTS AND GUARDIANS. SUPPORT AND WORKSHOPS FOR PARENTS AND GUARDIANS. THROUGHOUT THAT PROCESS WE PARENTS AND GUARDIANS. THROUGHOUT THAT PROCESS WE PARENTS AND GUARDIANS. THROUGHOUT THAT PROCESS WE STRIVE TO ENSURE THAT FINANCES THROUGHOUT THAT PROCESS WE STRIVE TO ENSURE THAT FINANCES THROUGHOUT THAT PROCESS WE STRIVE TO ENSURE THAT FINANCES ARE NEVER THE REASON THAT OUR STRIVE TO ENSURE THAT FINANCES ARE NEVER THE REASON THAT OUR STRIVE TO ENSURE THAT FINANCES ARE NEVER THE REASON THAT OUR GRADUATES ARE NOT ABLE TO ARE NEVER THE REASON THAT OUR GRADUATES ARE NOT ABLE TO ARE NEVER THE REASON THAT OUR GRADUATES ARE NOT ABLE TO ATTEND COLLEGE TRADE SCHOOL OR GRADUATES ARE NOT ABLE TO ATTEND COLLEGE

229TRADE SCHOOL OR GRADUATES ARE NOT ABLE TO ATTEND COLLEGE TRADE SCHOOL OR WHATEVER THAT NEXT STEP MIGHT ATTEND COLLEGE TRADE SCHOOL OR WHATEVER THAT NEXT STEP MIGHT ATTEND COLLEGE TRADE SCHOOL OR WHATEVER THAT NEXT STEP MIGHT BE AFTER GRADUATION FROM WHATEVER THAT NEXT STEP MIGHT BE AFTER GRADUATION FROM WHATEVER THAT NEXT STEP MIGHT BE AFTER GRADUATION FROM VIRGINIA BEACH PUBLIC SCHOOLS BE AFTER GRADUATION FROM VIRGINIA BEACH PUBLIC SCHOOLS BE AFTER GRADUATION FROM VIRGINIA BEACH PUBLIC SCHOOLS AN ACHIEVABLE DREAM STUDENTS VIRGINIA BEACH PUBLIC SCHOOLS AN ACHIEVABLE DREAM STUDENTS VIRGINIA BEACH PUBLIC SCHOOLS AN ACHIEVABLE DREAM STUDENTS RECEIVE A SCHOLARSHIP PROVIDED AN ACHIEVABLE DREAM STUDENTS RECEIVE A SCHOLARSHIP PROVIDED AN ACHIEVABLE DREAM STUDENTS RECEIVE A SCHOLARSHIP PROVIDED BY AN ORGANIZATION OR RECEIVE A SCHOLARSHIP PROVIDED BY AN ORGANIZATION OR RECEIVE A SCHOLARSHIP PROVIDED BY AN ORGANIZATION OR

230INDIVIDUAL WHO SERVES AS THAT BY AN ORGANIZATION OR INDIVIDUAL WHO SERVES AS THAT BY AN ORGANIZATION OR INDIVIDUAL WHO SERVES AS THAT YEAR'S CLASS SPONSOR AND WE ARE INDIVIDUAL WHO SERVES AS THAT YEAR'S CLASS SPONSOR AND WE ARE INDIVIDUAL WHO SERVES AS THAT YEAR'S CLASS SPONSOR AND WE ARE EXTREMELY GRATEFUL TO THE YEAR'S CLASS SPONSOR AND WE ARE EXTREMELY GRATEFUL TO THE YEAR'S CLASS SPONSOR AND WE ARE EXTREMELY GRATEFUL TO THE COPELAND AND CLUB FAMILIES WHO EXTREMELY GRATEFUL TO THE COPELAND AND CLUB FAMILIES WHO EXTREMELY GRATEFUL TO THE COPELAND AND CLUB FAMILIES WHO ARE SERVING AS OUR INAUGURAL COPELAND AND CLUB FAMILIES WHO ARE SERVING AS OUR INAUGURAL COPELAND AND CLUB FAMILIES WHO ARE SERVING AS OUR INAUGURAL VIRGINIA BEACH ACHIEVABLE DREAM ARE SERVING AS OUR INAUGURAL VIRGINIA BEACH ACHIEVABLE DREAM ARE SERVING AS OUR

231INAUGURAL VIRGINIA BEACH ACHIEVABLE DREAM CLASS SPONSOR OUR COLLEGE >> VIRGINIA BEACH ACHIEVABLE DREAM CLASS SPONSOR OUR COLLEGE >> VIRGINIA BEACH ACHIEVABLE DREAM CLASS SPONSOR OUR COLLEGE >> COLLEGE PARTNERSHIPS INCLUDE CLASS SPONSOR OUR COLLEGE >> COLLEGE PARTNERSHIPS INCLUDE CLASS SPONSOR OUR COLLEGE >> COLLEGE PARTNERSHIPS INCLUDE CLEMSON UNIVERSITY CHRISTOPHER COLLEGE PARTNERSHIPS INCLUDE CLEMSON UNIVERSITY CHRISTOPHER COLLEGE PARTNERSHIPS INCLUDE CLEMSON UNIVERSITY CHRISTOPHER NEWPORT UNIVERSITY, OLD CLEMSON UNIVERSITY CHRISTOPHER NEWPORT UNIVERSITY, OLD CLEMSON UNIVERSITY CHRISTOPHER NEWPORT UNIVERSITY, OLD DOMINION UNIVERSITY, NORFOLK NEWPORT UNIVERSITY, OLD DOMINION UNIVERSITY, NORFOLK NEWPORT UNIVERSITY, OLD DOMINION UNIVERSITY, NORFOLK STATE UVA PENINSULA COMMUNITY DOMINION UNIVERSITY, NORFOLK STATE UVA PENINSULA COMMUNITY DOMINION UNIVERSITY, NORFOLK STATE UVA PENINSULA COMMUNITY COLLEGE AND VIRGINIA THANK YOU STATE UVA PENINSULA COMMUNITY COLLEGE AND VIRGINIA THANK YOU STATE UVA PENINSULA COMMUNITY COLLEGE AND VIRGINIA THANK YOU SO MUCH FOR YOUR TIME. COLLEGE AND

232VIRGINIA THANK YOU SO MUCH FOR YOUR TIME. COLLEGE AND VIRGINIA THANK YOU SO MUCH FOR YOUR TIME. I WANT TO TURN OVER TO DR. SO MUCH FOR YOUR TIME. I WANT TO TURN OVER TO DR. SO MUCH FOR YOUR TIME. I WANT TO TURN OVER TO DR. BREWER FOR SOME ADDITIONAL I WANT TO TURN OVER TO DR. BREWER FOR SOME ADDITIONAL I WANT TO TURN OVER TO DR. BREWER FOR SOME ADDITIONAL UPDATE FROM BCBS GOOD EVENING BREWER FOR SOME ADDITIONAL UPDATE FROM BCBS GOOD EVENING BREWER FOR SOME ADDITIONAL UPDATE FROM BCBS GOOD EVENING VICE CHAIR VICE CHAIR OF THE UPDATE FROM BCBS GOOD EVENING VICE CHAIR VICE CHAIR OF THE UPDATE FROM BCBS GOOD EVENING VICE CHAIR VICE CHAIR OF THE BOARD ROBERTSON AND ALL VICE CHAIR VICE CHAIR OF THE BOARD ROBERTSON AND ALL

233VICE CHAIR VICE CHAIR OF THE BOARD ROBERTSON AND ALL MEMORANDUM OF UNDERSTANDING BOARD ROBERTSON AND ALL MEMORANDUM OF UNDERSTANDING BOARD ROBERTSON AND ALL MEMORANDUM OF UNDERSTANDING WITH AN ACHIEVABLE DRAIN THE MEMORANDUM OF UNDERSTANDING WITH AN ACHIEVABLE DRAIN THE MEMORANDUM OF UNDERSTANDING WITH AN ACHIEVABLE DRAIN THE ELEMENTARY MIDDLE AND HIGH WITH AN ACHIEVABLE DRAIN THE ELEMENTARY MIDDLE AND HIGH WITH AN ACHIEVABLE DRAIN THE ELEMENTARY MIDDLE AND HIGH SCHOOLS SHOULD HAVE A MINIMUM ELEMENTARY MIDDLE AND HIGH SCHOOLS SHOULD HAVE A MINIMUM ELEMENTARY MIDDLE AND HIGH SCHOOLS SHOULD HAVE A MINIMUM OF 75 STUDENTS PER GRADE LEVEL SCHOOLS SHOULD HAVE A MINIMUM OF 75 STUDENTS PER GRADE LEVEL SCHOOLS SHOULD HAVE A MINIMUM OF 75 STUDENTS PER GRADE LEVEL FROM KINDERGARTEN THROUGH 12TH OF 75 STUDENTS PER GRADE LEVEL FROM KINDERGARTEN THROUGH 12TH OF 75 STUDENTS PER GRADE

234LEVEL FROM KINDERGARTEN THROUGH 12TH GRADE PERSPECTIVE. FROM KINDERGARTEN THROUGH 12TH GRADE PERSPECTIVE. FROM KINDERGARTEN THROUGH 12TH GRADE PERSPECTIVE. SEVENTY FIVE STUDENTS GRADE GRADE PERSPECTIVE. SEVENTY FIVE STUDENTS GRADE GRADE PERSPECTIVE. SEVENTY FIVE STUDENTS GRADE LEVEL WITH WOULD EQUAL NINE SEVENTY FIVE STUDENTS GRADE LEVEL WITH WOULD EQUAL NINE SEVENTY FIVE STUDENTS GRADE LEVEL WITH WOULD EQUAL NINE HUNDRED AND SEVENTY FIVE TOTAL LEVEL WITH WOULD EQUAL NINE HUNDRED AND SEVENTY FIVE TOTAL LEVEL WITH WOULD EQUAL NINE HUNDRED AND SEVENTY FIVE TOTAL STUDENTS CURRENTLY THEY ARE SIX HUNDRED AND SEVENTY FIVE TOTAL STUDENTS CURRENTLY THEY ARE SIX HUNDRED AND SEVENTY FIVE TOTAL STUDENTS CURRENTLY THEY ARE SIX HUNDRED AND SEVENTY ONE STUDENTS CURRENTLY THEY ARE SIX HUNDRED AND SEVENTY ONE STUDENTS CURRENTLY THEY ARE SIX HUNDRED AND SEVENTY ONE STUDENTS ENROLLED IN ACHIEVABLE HUNDRED AND SEVENTY ONE STUDENTS ENROLLED

235IN ACHIEVABLE HUNDRED AND SEVENTY ONE STUDENTS ENROLLED IN ACHIEVABLE DREAM ACADEMIES WHICH PUTS STUDENTS ENROLLED IN ACHIEVABLE DREAM ACADEMIES WHICH PUTS STUDENTS ENROLLED IN ACHIEVABLE DREAM ACADEMIES WHICH PUTS ENROLLMENT AT SIXTY NINE DREAM ACADEMIES WHICH PUTS ENROLLMENT AT SIXTY NINE DREAM ACADEMIES WHICH PUTS ENROLLMENT AT SIXTY NINE PERCENT TO MEET THE 75 PERCENT ENROLLMENT AT SIXTY NINE PERCENT TO MEET THE 75 PERCENT ENROLLMENT AT SIXTY NINE PERCENT TO MEET THE 75 PERCENT THRESHOLD WE WOULD NEED TO HAVE PERCENT TO MEET THE 75 PERCENT THRESHOLD WE WOULD NEED TO HAVE PERCENT TO MEET THE 75 PERCENT THRESHOLD WE WOULD NEED TO HAVE SEVEN HUNDRED THIRTY ONE THRESHOLD WE WOULD NEED TO HAVE SEVEN HUNDRED THIRTY ONE THRESHOLD WE WOULD NEED TO HAVE SEVEN HUNDRED THIRTY ONE STUDENTS WHICH WOULD REQUIRE SEVEN HUNDRED THIRTY ONE STUDENTS WHICH

236WOULD REQUIRE SEVEN HUNDRED THIRTY ONE STUDENTS WHICH WOULD REQUIRE THE ADDITION OF SIXTY TOTAL STUDENTS WHICH WOULD REQUIRE THE ADDITION OF SIXTY TOTAL STUDENTS WHICH WOULD REQUIRE THE ADDITION OF SIXTY TOTAL STUDENTS ACROSS RAIDS K THROUGH THE ADDITION OF SIXTY TOTAL STUDENTS ACROSS RAIDS K THROUGH THE ADDITION OF SIXTY TOTAL STUDENTS ACROSS RAIDS K THROUGH 12. STUDENTS ACROSS RAIDS K THROUGH 12. STUDENTS ACROSS RAIDS K THROUGH 12. PLEASE KNOW THAT OUR DESIRE IS 12. PLEASE KNOW THAT OUR DESIRE IS 12. PLEASE KNOW THAT OUR DESIRE IS TO MOVE WELL BEYOND WELL BEYOND PLEASE KNOW THAT OUR DESIRE IS TO MOVE WELL BEYOND WELL BEYOND PLEASE KNOW THAT OUR DESIRE IS TO MOVE WELL BEYOND WELL BEYOND THE SEVENTY FIVE PERCENT TO MOVE WELL BEYOND WELL BEYOND THE SEVENTY FIVE PERCENT TO MOVE WELL BEYOND WELL

237BEYOND THE SEVENTY FIVE PERCENT THRESHOLD AND WE'VE ALREADY THE SEVENTY FIVE PERCENT THRESHOLD AND WE'VE ALREADY THE SEVENTY FIVE PERCENT THRESHOLD AND WE'VE ALREADY MADE EFFORTS TO INCREASE THRESHOLD AND WE'VE ALREADY MADE EFFORTS TO INCREASE THRESHOLD AND WE'VE ALREADY MADE EFFORTS TO INCREASE ENROLLMENT WHICH I WILL SHARE MADE EFFORTS TO INCREASE ENROLLMENT WHICH I WILL SHARE MADE EFFORTS TO INCREASE ENROLLMENT WHICH I WILL SHARE ON THE FOLLOWING SLIDE ENROLLMENT WHICH I WILL SHARE ON THE FOLLOWING SLIDE ENROLLMENT WHICH I WILL SHARE ON THE FOLLOWING SLIDE THROUGHOUT AND ACHIEVABLE ON THE FOLLOWING SLIDE THROUGHOUT AND ACHIEVABLE ON THE FOLLOWING SLIDE THROUGHOUT AND ACHIEVABLE DURING THIS PARTNERSHIP WITH THROUGHOUT AND ACHIEVABLE DURING THIS PARTNERSHIP WITH THROUGHOUT AND ACHIEVABLE DURING THIS PARTNERSHIP WITH VIRGINIA CITY PUBLIC SCHOOLS DURING THIS PARTNERSHIP WITH VIRGINIA CITY PUBLIC SCHOOLS DURING THIS PARTNERSHIP

238WITH VIRGINIA CITY PUBLIC SCHOOLS THE NUMBER ONE ISSUE IMPACT VIRGINIA CITY PUBLIC SCHOOLS THE NUMBER ONE ISSUE IMPACT VIRGINIA CITY PUBLIC SCHOOLS THE NUMBER ONE ISSUE IMPACT ENROLLMENT HAS BEEN THE THE NUMBER ONE ISSUE IMPACT ENROLLMENT HAS BEEN THE THE NUMBER ONE ISSUE IMPACT ENROLLMENT HAS BEEN THE TRANSPORTATION ZONES SINCE 2016 ENROLLMENT HAS BEEN THE TRANSPORTATION ZONES SINCE 2016 ENROLLMENT HAS BEEN THE TRANSPORTATION ZONES SINCE 2016 THROUGH THE 2017 WE HAVE MODIFY TRANSPORTATION ZONES SINCE 2016 THROUGH THE 2017 WE HAVE MODIFY TRANSPORTATION ZONES SINCE 2016 THROUGH THE 2017 WE HAVE MODIFY THE TRANSPORTATION ZONES TO THROUGH THE 2017 WE HAVE MODIFY THE TRANSPORTATION ZONES TO THROUGH THE 2017 WE HAVE MODIFY THE TRANSPORTATION ZONES TO BETTER ALIGN WITH NEEDS OF OUR THE TRANSPORTATION ZONES TO BETTER ALIGN WITH NEEDS OF OUR THE TRANSPORTATION ZONES TO

239BETTER ALIGN WITH NEEDS OF OUR STUDENT POPULATION BUT WE BETTER ALIGN WITH NEEDS OF OUR STUDENT POPULATION BUT WE BETTER ALIGN WITH NEEDS OF OUR STUDENT POPULATION BUT WE UNDERSTAND THAT FAMILIES MAY STUDENT POPULATION BUT WE UNDERSTAND THAT FAMILIES MAY STUDENT POPULATION BUT WE UNDERSTAND THAT FAMILIES MAY OUT ALWAYS HAVE OVER THEIR UNDERSTAND THAT FAMILIES MAY OUT ALWAYS HAVE OVER THEIR UNDERSTAND THAT FAMILIES MAY OUT ALWAYS HAVE OVER THEIR CIRCUMSTANCES WE RECOGNIZE HOW OUT ALWAYS HAVE OVER THEIR CIRCUMSTANCES WE RECOGNIZE HOW OUT ALWAYS HAVE OVER THEIR CIRCUMSTANCES WE RECOGNIZE HOW IMPORTANT IT IS TO MEET OUR CIRCUMSTANCES WE RECOGNIZE HOW IMPORTANT IT IS TO MEET OUR CIRCUMSTANCES WE RECOGNIZE HOW IMPORTANT IT IS TO MEET OUR FAMILIES WHERE THEY ARE IMPORTANT IT IS TO MEET OUR FAMILIES WHERE THEY ARE IMPORTANT IT IS TO MEET

240OUR FAMILIES WHERE THEY ARE ENSURING STUDENTS HAVE ACCESS FAMILIES WHERE THEY ARE ENSURING STUDENTS HAVE ACCESS FAMILIES WHERE THEY ARE ENSURING STUDENTS HAVE ACCESS TO THE EDUCATION OF THEY NEED. ENSURING STUDENTS HAVE ACCESS TO THE EDUCATION OF THEY NEED. ENSURING STUDENTS HAVE ACCESS TO THE EDUCATION OF THEY NEED. WE LEAVE THE ADDITION OF THE TO THE EDUCATION OF THEY NEED. WE LEAVE THE ADDITION OF THE TO THE EDUCATION OF THEY NEED. WE LEAVE THE ADDITION OF THE ADDITIONAL EXPANSION WILL WE LEAVE THE ADDITION OF THE ADDITIONAL EXPANSION WILL WE LEAVE THE ADDITION OF THE ADDITIONAL EXPANSION WILL GREATLY INCREASE ENROLLMENT AND ADDITIONAL EXPANSION WILL GREATLY INCREASE ENROLLMENT AND ADDITIONAL EXPANSION WILL GREATLY INCREASE ENROLLMENT AND STUDENT RETENTION AND ACHIEVE GREATLY INCREASE ENROLLMENT AND STUDENT RETENTION AND ACHIEVE GREATLY INCREASE ENROLLMENT AND STUDENT RETENTION AND ACHIEVE

241DREAM AND DBCP HAVE ALWAYS HAD STUDENT RETENTION AND ACHIEVE DREAM AND DBCP HAVE ALWAYS HAD STUDENT RETENTION AND ACHIEVE DREAM AND DBCP HAVE ALWAYS HAD A STRONG PARTNERSHIP AND THE DREAM AND DBCP HAVE ALWAYS HAD A STRONG PARTNERSHIP AND THE DREAM AND DBCP HAVE ALWAYS HAD A STRONG PARTNERSHIP AND THE COLLABORATION BETWEEN OUR TWO A STRONG PARTNERSHIP AND THE COLLABORATION BETWEEN OUR TWO A STRONG PARTNERSHIP AND THE COLLABORATION BETWEEN OUR TWO ORGANIZATIONS HAS ONLY GROWN IN COLLABORATION BETWEEN OUR TWO ORGANIZATIONS HAS ONLY GROWN IN COLLABORATION BETWEEN OUR TWO ORGANIZATIONS HAS ONLY GROWN IN RECENT YEARS THIS COLLABORATION ORGANIZATIONS HAS ONLY GROWN IN RECENT YEARS THIS COLLABORATION ORGANIZATIONS HAS ONLY GROWN IN RECENT YEARS THIS COLLABORATION EXTENDS BEYOND THE LEADERSHIP RECENT YEARS THIS COLLABORATION EXTENDS BEYOND THE LEADERSHIP RECENT YEARS THIS COLLABORATION EXTENDS BEYOND THE LEADERSHIP

242OF THE PROGRAM AND THE DIVISION EXTENDS BEYOND THE LEADERSHIP OF THE PROGRAM AND THE DIVISION EXTENDS BEYOND THE LEADERSHIP OF THE PROGRAM AND THE DIVISION TO INCLUDE AN ACHIEVABLE OF THE PROGRAM AND THE DIVISION TO INCLUDE AN ACHIEVABLE OF THE PROGRAM AND THE DIVISION TO INCLUDE AN ACHIEVABLE DREAMS. TO INCLUDE AN ACHIEVABLE DREAMS. TO INCLUDE AN ACHIEVABLE DREAMS. BOARD OF DIRECTORS SUPPORT DREAMS. BOARD OF DIRECTORS SUPPORT DREAMS. BOARD OF DIRECTORS SUPPORT OF VPE SPOUSES, EXECUTIVE BOARD OF DIRECTORS SUPPORT OF VPE SPOUSES, EXECUTIVE BOARD OF DIRECTORS SUPPORT OF VPE SPOUSES, EXECUTIVE LEADERSHIP IN AN EFFORT TO OF VPE SPOUSES, EXECUTIVE LEADERSHIP IN AN EFFORT TO OF VPE SPOUSES, EXECUTIVE LEADERSHIP IN AN EFFORT TO INCREASE ENROLLMENT WE LEADERSHIP IN AN EFFORT TO INCREASE ENROLLMENT WE LEADERSHIP IN AN EFFORT TO INCREASE ENROLLMENT WE REALLOCATED A POSITION

243FOR INCREASE ENROLLMENT WE REALLOCATED A POSITION FOR INCREASE ENROLLMENT WE REALLOCATED A POSITION FOR ACADEMY COORDINATOR WHOSE MAJOR REALLOCATED A POSITION FOR ACADEMY COORDINATOR WHOSE MAJOR REALLOCATED A POSITION FOR ACADEMY COORDINATOR WHOSE MAJOR FOCUS IS TO INCREASE ACADEMY COORDINATOR WHOSE MAJOR FOCUS IS TO INCREASE ACADEMY COORDINATOR WHOSE MAJOR FOCUS IS TO INCREASE ENROLLMENTS AND PROMOTE THE FOCUS IS TO INCREASE ENROLLMENTS AND PROMOTE THE FOCUS IS TO INCREASE ENROLLMENTS AND PROMOTE THE PROGRAM. ENROLLMENTS AND PROMOTE THE PROGRAM. ENROLLMENTS AND PROMOTE THE PROGRAM. MISS JOY BOONEN, ACADEMY PROGRAM. MISS JOY BOONEN, ACADEMY PROGRAM. MISS JOY BOONEN, ACADEMY COORDINATOR WORK WITH MISS JOY BOONEN, ACADEMY COORDINATOR WORK WITH MISS JOY BOONEN, ACADEMY COORDINATOR WORK WITH ACHIEVABLE DREAM CORPORATE COORDINATOR WORK WITH ACHIEVABLE DREAM CORPORATE COORDINATOR WORK WITH ACHIEVABLE DREAM CORPORATE OFFICE TO DEVELOP A ONE PAGER ACHIEVABLE DREAM

244CORPORATE OFFICE TO DEVELOP A ONE PAGER ACHIEVABLE DREAM CORPORATE OFFICE TO DEVELOP A ONE PAGER TO PROVIDE A SNAPSHOT OF WHAT OFFICE TO DEVELOP A ONE PAGER TO PROVIDE A SNAPSHOT OF WHAT OFFICE TO DEVELOP A ONE PAGER TO PROVIDE A SNAPSHOT OF WHAT AN ACHIEVABLE DREAM IS AND WHAT TO PROVIDE A SNAPSHOT OF WHAT AN ACHIEVABLE DREAM IS AND WHAT TO PROVIDE A SNAPSHOT OF WHAT AN ACHIEVABLE DREAM IS AND WHAT THE PROGRAM PROVIDES A TEAM AN ACHIEVABLE DREAM IS AND WHAT THE PROGRAM PROVIDES A TEAM AN ACHIEVABLE DREAM IS AND WHAT THE PROGRAM PROVIDES A TEAM OF STUDENT AMBASSADORS WAS THE PROGRAM PROVIDES A TEAM OF STUDENT AMBASSADORS WAS THE PROGRAM PROVIDES A TEAM OF STUDENT AMBASSADORS WAS ESTABLISHED TO PARTICIPATE IN OF STUDENT AMBASSADORS WAS ESTABLISHED TO PARTICIPATE IN OF STUDENT AMBASSADORS

245WAS ESTABLISHED TO PARTICIPATE IN RECRUITMENT EVENTS. ESTABLISHED TO PARTICIPATE IN RECRUITMENT EVENTS. ESTABLISHED TO PARTICIPATE IN RECRUITMENT EVENTS. FAMILIES WERE PROVIDED TO OPEN RECRUITMENT EVENTS. FAMILIES WERE PROVIDED TO OPEN RECRUITMENT EVENTS. FAMILIES WERE PROVIDED TO OPEN HOUSE EVENTS TO SEE THE NEW FAMILIES WERE PROVIDED TO OPEN HOUSE EVENTS TO SEE THE NEW FAMILIES WERE PROVIDED TO OPEN HOUSE EVENTS TO SEE THE NEW BUILDING AND BE FURTHER HOUSE EVENTS TO SEE THE NEW BUILDING AND BE FURTHER HOUSE EVENTS TO SEE THE NEW BUILDING AND BE FURTHER INFORMED ABOUT THE PROGRAM WITH BUILDING AND BE FURTHER INFORMED ABOUT THE PROGRAM WITH BUILDING AND BE FURTHER INFORMED ABOUT THE PROGRAM WITH THE SUPPORT OF COMMUNICATIONS INFORMED ABOUT THE PROGRAM WITH THE SUPPORT OF COMMUNICATIONS INFORMED ABOUT THE PROGRAM WITH THE SUPPORT OF COMMUNICATIONS AND ACHIEVE GREAT CORPORATE THE

246SUPPORT OF COMMUNICATIONS AND ACHIEVE GREAT CORPORATE THE SUPPORT OF COMMUNICATIONS AND ACHIEVE GREAT CORPORATE OFFICE. AND ACHIEVE GREAT CORPORATE OFFICE. AND ACHIEVE GREAT CORPORATE OFFICE. THE WEBSITE HAS BEEN UPDATED OFFICE. THE WEBSITE HAS BEEN UPDATED OFFICE. THE WEBSITE HAS BEEN UPDATED AND ACCESSIBLE AND THE WEBSITE HAS BEEN UPDATED AND ACCESSIBLE AND THE WEBSITE HAS BEEN UPDATED AND ACCESSIBLE AND ACCESSIBILITY EXCUSE ME HAS AND ACCESSIBLE AND ACCESSIBILITY EXCUSE ME HAS AND ACCESSIBLE AND ACCESSIBILITY EXCUSE ME HAS BEEN IMPROVED THE APPLICATION ACCESSIBILITY EXCUSE ME HAS BEEN IMPROVED THE APPLICATION ACCESSIBILITY EXCUSE ME HAS BEEN IMPROVED THE APPLICATION HAS BEEN MODIFIED. BEEN IMPROVED THE APPLICATION HAS BEEN MODIFIED. BEEN IMPROVED THE APPLICATION HAS BEEN MODIFIED. IT IS MORE USER REALLY AND HAS BEEN MODIFIED. IT IS MORE USER REALLY AND HAS BEEN MODIFIED. IT IS MORE USER REALLY

247AND TRULY IDENTIFIES THE IT IS MORE USER REALLY AND TRULY IDENTIFIES THE IT IS MORE USER REALLY AND TRULY IDENTIFIES THE CHARACTERISTICS OF A DREAMER TRULY IDENTIFIES THE CHARACTERISTICS OF A DREAMER TRULY IDENTIFIES THE CHARACTERISTICS OF A DREAMER TOURS AND SITE BASE BASED CHARACTERISTICS OF A DREAMER TOURS AND SITE BASE BASED CHARACTERISTICS OF A DREAMER TOURS AND SITE BASE BASED INFORMATION SITES WERE HELD ON TOURS AND SITE BASE BASED INFORMATION SITES WERE HELD ON TOURS AND SITE BASE BASED INFORMATION SITES WERE HELD ON DECEMBER 5TH IN JANUARY 14TH. INFORMATION SITES WERE HELD ON DECEMBER 5TH IN JANUARY 14TH. INFORMATION SITES WERE HELD ON DECEMBER 5TH IN JANUARY 14TH. STAFF AND STUDENT ADVISORS DECEMBER 5TH IN JANUARY 14TH. STAFF AND STUDENT ADVISORS DECEMBER 5TH IN JANUARY 14TH. STAFF AND STUDENT ADVISORS EXCUSE ME AMBASSADORS FROM STAFF

248AND STUDENT ADVISORS EXCUSE ME AMBASSADORS FROM STAFF AND STUDENT ADVISORS EXCUSE ME AMBASSADORS FROM CHILDREN DREAM VISITED SEVERAL EXCUSE ME AMBASSADORS FROM CHILDREN DREAM VISITED SEVERAL EXCUSE ME AMBASSADORS FROM CHILDREN DREAM VISITED SEVERAL ELEMENTARY MIDDLE SCHOOLS FOR CHILDREN DREAM VISITED SEVERAL ELEMENTARY MIDDLE SCHOOLS FOR CHILDREN DREAM VISITED SEVERAL ELEMENTARY MIDDLE SCHOOLS FOR THE PURPOSE OF INFORMATION AND ELEMENTARY MIDDLE SCHOOLS FOR THE PURPOSE OF INFORMATION AND ELEMENTARY MIDDLE SCHOOLS FOR THE PURPOSE OF INFORMATION AND RECRUITMENT LAST SCHOOL YEAR THE PURPOSE OF INFORMATION AND RECRUITMENT LAST SCHOOL YEAR THE PURPOSE OF INFORMATION AND RECRUITMENT LAST SCHOOL YEAR FIRST TIME A NINTH GRADERS RECRUITMENT LAST SCHOOL YEAR FIRST TIME A NINTH GRADERS RECRUITMENT LAST SCHOOL YEAR FIRST TIME A NINTH GRADERS GIVEN THE OPPORTUNITY TO APPLY FIRST TIME A NINTH GRADERS GIVEN THE OPPORTUNITY TO APPLY FIRST TIME

249A NINTH GRADERS GIVEN THE OPPORTUNITY TO APPLY AND INTO THE PROGRAM. GIVEN THE OPPORTUNITY TO APPLY AND INTO THE PROGRAM. GIVEN THE OPPORTUNITY TO APPLY AND INTO THE PROGRAM. AS OF TODAY WE HAVE 59 AND INTO THE PROGRAM. AS OF TODAY WE HAVE 59 AND INTO THE PROGRAM. AS OF TODAY WE HAVE 59 ELEMENTARY ONE HUNDRED TWENTY AS OF TODAY WE HAVE 59 ELEMENTARY ONE HUNDRED TWENTY AS OF TODAY WE HAVE 59 ELEMENTARY ONE HUNDRED TWENTY FOUR MIDDLE SCHOOL AND 21 NEW ELEMENTARY ONE HUNDRED TWENTY FOUR MIDDLE SCHOOL AND 21 NEW ELEMENTARY ONE HUNDRED TWENTY FOUR MIDDLE SCHOOL AND 21 NEW RISING NINTH GRADE STUDENT FOUR MIDDLE SCHOOL AND 21 NEW RISING NINTH GRADE STUDENT FOUR MIDDLE SCHOOL AND 21 NEW RISING NINTH GRADE STUDENT APPLICATIONS FOR THE 25 26 RISING NINTH GRADE STUDENT APPLICATIONS

250FOR THE 25 26 RISING NINTH GRADE STUDENT APPLICATIONS FOR THE 25 26 SCHOOL YEAR. APPLICATIONS FOR THE 25 26 SCHOOL YEAR. APPLICATIONS FOR THE 25 26 SCHOOL YEAR. ALTHOUGH WE'RE EXCITED ABOUT SCHOOL YEAR. ALTHOUGH WE'RE EXCITED ABOUT SCHOOL YEAR. ALTHOUGH WE'RE EXCITED ABOUT THE INCREASE IN APPLICATION ALTHOUGH WE'RE EXCITED ABOUT THE INCREASE IN APPLICATION ALTHOUGH WE'RE EXCITED ABOUT THE INCREASE IN APPLICATION NUMBERS, THERE IS A CONCERN THE INCREASE IN APPLICATION NUMBERS, THERE IS A CONCERN THE INCREASE IN APPLICATION NUMBERS, THERE IS A CONCERN THAT MANY OF THESE STUDENTS MAY NUMBERS, THERE IS A CONCERN THAT MANY OF THESE STUDENTS MAY NUMBERS, THERE IS A CONCERN THAT MANY OF THESE STUDENTS MAY NOT BE ABLE TO ATTEND DUE TO THAT MANY OF THESE STUDENTS MAY NOT BE ABLE TO ATTEND DUE TO THAT MANY OF THESE

251STUDENTS MAY NOT BE ABLE TO ATTEND DUE TO TRANSPORTATION. NOT BE ABLE TO ATTEND DUE TO TRANSPORTATION. NOT BE ABLE TO ATTEND DUE TO TRANSPORTATION. SO OUR RECOMMENDATION IS TO TRANSPORTATION. SO OUR RECOMMENDATION IS TO TRANSPORTATION. SO OUR RECOMMENDATION IS TO INCREASE ENROLLMENT BY SO OUR RECOMMENDATION IS TO INCREASE ENROLLMENT BY SO OUR RECOMMENDATION IS TO INCREASE ENROLLMENT BY EXPANDING THE TRANSPORTATION INCREASE ENROLLMENT BY EXPANDING THE TRANSPORTATION INCREASE ENROLLMENT BY EXPANDING THE TRANSPORTATION ZONES SPECIFICALLY FOCUSING ON EXPANDING THE TRANSPORTATION ZONES SPECIFICALLY FOCUSING ON EXPANDING THE TRANSPORTATION ZONES SPECIFICALLY FOCUSING ON GREEN RUN ELEMENTARY HOLLAND ZONES SPECIFICALLY FOCUSING ON GREEN RUN ELEMENTARY HOLLAND ZONES SPECIFICALLY FOCUSING ON GREEN RUN ELEMENTARY HOLLAND ELEMENTARY, PARKWAY ELEMENTARY, GREEN RUN ELEMENTARY HOLLAND ELEMENTARY, PARKWAY ELEMENTARY, GREEN RUN ELEMENTARY HOLLAND ELEMENTARY, PARKWAY ELEMENTARY, ROSEMONDE BAYSIDE MIDDLE SCHOOL ELEMENTARY, PARKWAY ELEMENTARY, ROSEMONDE

252BAYSIDE MIDDLE SCHOOL ELEMENTARY, PARKWAY ELEMENTARY, ROSEMONDE BAYSIDE MIDDLE SCHOOL MIDDLE SCHOOL AND LOCKS FOR ROSEMONDE BAYSIDE MIDDLE SCHOOL MIDDLE SCHOOL AND LOCKS FOR ROSEMONDE BAYSIDE MIDDLE SCHOOL MIDDLE SCHOOL AND LOCKS FOR MIDDLE SCHOOL AND PLEASE KNOW MIDDLE SCHOOL AND LOCKS FOR MIDDLE SCHOOL AND PLEASE KNOW MIDDLE SCHOOL AND LOCKS FOR MIDDLE SCHOOL AND PLEASE KNOW THAT FAMILIES OUTSIDE OF THESE MIDDLE SCHOOL AND PLEASE KNOW THAT FAMILIES OUTSIDE OF THESE MIDDLE SCHOOL AND PLEASE KNOW THAT FAMILIES OUTSIDE OF THESE ZONES CAN STILL APPLY AND THAT FAMILIES OUTSIDE OF THESE ZONES CAN STILL APPLY AND THAT FAMILIES OUTSIDE OF THESE ZONES CAN STILL APPLY AND ATTEND IF THEY PROVIDE ZONES CAN STILL APPLY AND ATTEND IF THEY PROVIDE ZONES CAN STILL APPLY AND ATTEND IF THEY PROVIDE TRANSPORTATION. ATTEND IF THEY PROVIDE TRANSPORTATION. ATTEND IF THEY PROVIDE

253TRANSPORTATION. THE CURRENT TOTAL TRANSPORTATION. THE CURRENT TOTAL TRANSPORTATION. THE CURRENT TOTAL TRANSPORTATION COST FOR THE CURRENT TOTAL TRANSPORTATION COST FOR THE CURRENT TOTAL TRANSPORTATION COST FOR ACHIEVING DREAMS GRADES TRANSPORTATION COST FOR ACHIEVING DREAMS GRADES TRANSPORTATION COST FOR ACHIEVING DREAMS GRADES KINDERGARTEN THROUGH 12TH GRADE ACHIEVING DREAMS GRADES KINDERGARTEN THROUGH 12TH GRADE ACHIEVING DREAMS GRADES KINDERGARTEN THROUGH 12TH GRADE IS APPROXIMATELY SIX HUNDRED KINDERGARTEN THROUGH 12TH GRADE IS APPROXIMATELY SIX HUNDRED KINDERGARTEN THROUGH 12TH GRADE IS APPROXIMATELY SIX HUNDRED AND TWENTY THOUSAND ON JANUARY IS APPROXIMATELY SIX HUNDRED AND TWENTY THOUSAND ON JANUARY IS APPROXIMATELY SIX HUNDRED AND TWENTY THOUSAND ON JANUARY THE EXPANSION WOULD INCREASE AND TWENTY THOUSAND ON JANUARY THE EXPANSION WOULD INCREASE AND TWENTY THOUSAND ON JANUARY THE EXPANSION WOULD INCREASE THIS COST TO APPROXIMATELY THE EXPANSION WOULD INCREASE THIS COST TO APPROXIMATELY THE EXPANSION WOULD

254INCREASE THIS COST TO APPROXIMATELY SEVEN HUNDRED AND FIFTY THIS COST TO APPROXIMATELY SEVEN HUNDRED AND FIFTY THIS COST TO APPROXIMATELY SEVEN HUNDRED AND FIFTY THOUSAND DOLLARS PRIOR TO THE SEVEN HUNDRED AND FIFTY THOUSAND DOLLARS PRIOR TO THE SEVEN HUNDRED AND FIFTY THOUSAND DOLLARS PRIOR TO THE 24 2005 SCHOOL YEAR PROJECTED THOUSAND DOLLARS PRIOR TO THE 24 2005 SCHOOL YEAR PROJECTED THOUSAND DOLLARS PRIOR TO THE 24 2005 SCHOOL YEAR PROJECTED TRANSPORTATION COSTS FOR THE 24 2005 SCHOOL YEAR PROJECTED TRANSPORTATION COSTS FOR THE 24 2005 SCHOOL YEAR PROJECTED TRANSPORTATION COSTS FOR THE HIGH SCHOOL PROGRAM ALONE WAS TRANSPORTATION COSTS FOR THE HIGH SCHOOL PROGRAM ALONE WAS TRANSPORTATION COSTS FOR THE HIGH SCHOOL PROGRAM ALONE WAS MORE THAN THREE HUNDRED HIGH SCHOOL PROGRAM ALONE WAS MORE THAN THREE HUNDRED HIGH SCHOOL PROGRAM ALONE WAS MORE THAN THREE HUNDRED

255THOUSAND DOLLARS BUT WE MOVED MORE THAN THREE HUNDRED THOUSAND DOLLARS BUT WE MOVED MORE THAN THREE HUNDRED THOUSAND DOLLARS BUT WE MOVED TO A ZERO THEY'LL SCHEDULE IN THOUSAND DOLLARS BUT WE MOVED TO A ZERO THEY'LL SCHEDULE IN THOUSAND DOLLARS BUT WE MOVED TO A ZERO THEY'LL SCHEDULE IN THE HIGH SCHOOL AND WE REDUCED TO A ZERO THEY'LL SCHEDULE IN THE HIGH SCHOOL AND WE REDUCED TO A ZERO THEY'LL SCHEDULE IN THE HIGH SCHOOL AND WE REDUCED THAT COST ABOUT ONE HUNDRED AND THE HIGH SCHOOL AND WE REDUCED THAT COST ABOUT ONE HUNDRED AND THE HIGH SCHOOL AND WE REDUCED THAT COST ABOUT ONE HUNDRED AND FIFTY THOUSAND DOLLARS BASED ON THAT COST ABOUT ONE HUNDRED AND FIFTY THOUSAND DOLLARS BASED ON THAT COST ABOUT ONE HUNDRED AND FIFTY THOUSAND DOLLARS BASED ON THE CURRENT

256YOU AND ACHIEVABLE FIFTY THOUSAND DOLLARS BASED ON THE CURRENT YOU AND ACHIEVABLE FIFTY THOUSAND DOLLARS BASED ON THE CURRENT YOU AND ACHIEVABLE DREAM CORPORATE OFFSETS THE CURRENT YOU AND ACHIEVABLE DREAM CORPORATE OFFSETS THE CURRENT YOU AND ACHIEVABLE DREAM CORPORATE OFFSETS TRANSPORTATION BY PROVIDING ONE DREAM CORPORATE OFFSETS TRANSPORTATION BY PROVIDING ONE DREAM CORPORATE OFFSETS TRANSPORTATION BY PROVIDING ONE HUNDRED DOLLARS PER STUDENT IF TRANSPORTATION BY PROVIDING ONE HUNDRED DOLLARS PER STUDENT IF TRANSPORTATION BY PROVIDING ONE HUNDRED DOLLARS PER STUDENT IF WE MEET THE MINIMUM OF NINE HUNDRED DOLLARS PER STUDENT IF WE MEET THE MINIMUM OF NINE HUNDRED DOLLARS PER STUDENT IF WE MEET THE MINIMUM OF NINE HUNDRED SEVENTY FIVE STUDENTS WE MEET THE MINIMUM OF NINE HUNDRED SEVENTY FIVE STUDENTS WE MEET THE MINIMUM OF NINE HUNDRED SEVENTY FIVE STUDENTS THE ACHIEVABLE DREAM HUNDRED SEVENTY

257FIVE STUDENTS THE ACHIEVABLE DREAM HUNDRED SEVENTY FIVE STUDENTS THE ACHIEVABLE DREAM CONTRIBUTION WOULD BE NINETY THE ACHIEVABLE DREAM CONTRIBUTION WOULD BE NINETY THE ACHIEVABLE DREAM CONTRIBUTION WOULD BE NINETY SEVEN THOUSAND FIVE HUNDRED CONTRIBUTION WOULD BE NINETY SEVEN THOUSAND FIVE HUNDRED CONTRIBUTION WOULD BE NINETY SEVEN THOUSAND FIVE HUNDRED DOLLARS IF WE MAXIMIZE THE SEVEN THOUSAND FIVE HUNDRED DOLLARS IF WE MAXIMIZE THE SEVEN THOUSAND FIVE HUNDRED DOLLARS IF WE MAXIMIZE THE ENROLLMENT WITH ONE THOUSAND DOLLARS IF WE MAXIMIZE THE ENROLLMENT WITH ONE THOUSAND DOLLARS IF WE MAXIMIZE THE ENROLLMENT WITH ONE THOUSAND ONE HUNDRED AND SEVENTY TOTAL ENROLLMENT WITH ONE THOUSAND ONE HUNDRED AND SEVENTY TOTAL ENROLLMENT WITH ONE THOUSAND ONE HUNDRED AND SEVENTY TOTAL STUDENTS IN GRADES K THROUGH 12 ONE HUNDRED AND SEVENTY TOTAL STUDENTS IN GRADES K THROUGH 12 ONE HUNDRED AND SEVENTY TOTAL

258STUDENTS IN GRADES K THROUGH 12 THE ACHIEVABLE DREAM STUDENTS IN GRADES K THROUGH 12 THE ACHIEVABLE DREAM STUDENTS IN GRADES K THROUGH 12 THE ACHIEVABLE DREAM CONTRIBUTION WOULD BE ONE THE ACHIEVABLE DREAM CONTRIBUTION WOULD BE ONE THE ACHIEVABLE DREAM CONTRIBUTION WOULD BE ONE HUNDRED AND SEVENTEEN THOUSAND CONTRIBUTION WOULD BE ONE HUNDRED AND SEVENTEEN THOUSAND CONTRIBUTION WOULD BE ONE HUNDRED AND SEVENTEEN THOUSAND DOLLARS AGAIN AND ACHIEVABLE HUNDRED AND SEVENTEEN THOUSAND DOLLARS AGAIN AND ACHIEVABLE HUNDRED AND SEVENTEEN THOUSAND DOLLARS AGAIN AND ACHIEVABLE DREAM IS A NONPROFIT DOLLARS AGAIN AND ACHIEVABLE DREAM IS A NONPROFIT DOLLARS AGAIN AND ACHIEVABLE DREAM IS A NONPROFIT ORGANIZATION WITH A UNIQUE DREAM IS A NONPROFIT ORGANIZATION WITH A UNIQUE DREAM IS A NONPROFIT ORGANIZATION WITH A UNIQUE STRUCTURE AND GOAL TO COOPERATE ORGANIZATION WITH A UNIQUE STRUCTURE AND GOAL TO COOPERATE ORGANIZATION

259WITH A UNIQUE STRUCTURE AND GOAL TO COOPERATE SCHOOLS IN PRIMARILY STRUCTURE AND GOAL TO COOPERATE SCHOOLS IN PRIMARILY STRUCTURE AND GOAL TO COOPERATE SCHOOLS IN PRIMARILY UNDERSERVED COMMUNITIES SCHOOLS IN PRIMARILY UNDERSERVED COMMUNITIES SCHOOLS IN PRIMARILY UNDERSERVED COMMUNITIES PROVIDING ADDITIONAL RESOURCES UNDERSERVED COMMUNITIES PROVIDING ADDITIONAL RESOURCES UNDERSERVED COMMUNITIES PROVIDING ADDITIONAL RESOURCES TO LEVEL THE PLAYING FIELD FOR PROVIDING ADDITIONAL RESOURCES TO LEVEL THE PLAYING FIELD FOR PROVIDING ADDITIONAL RESOURCES TO LEVEL THE PLAYING FIELD FOR STUDENTS RESEARCH SUPPORTS THE TO LEVEL THE PLAYING FIELD FOR STUDENTS RESEARCH SUPPORTS THE TO LEVEL THE PLAYING FIELD FOR STUDENTS RESEARCH SUPPORTS THE STUDENTS AND PROGRAMS LIKE AN STUDENTS RESEARCH SUPPORTS THE STUDENTS AND PROGRAMS LIKE AN STUDENTS RESEARCH SUPPORTS THE STUDENTS AND PROGRAMS LIKE AN ACHIEVABLE SHOWED SHOW WOULD STUDENTS AND PROGRAMS LIKE AN ACHIEVABLE SHOWED SHOW WOULD STUDENTS AND PROGRAMS LIKE

260AN ACHIEVABLE SHOWED SHOW WOULD IMPROVE ACADEMIC PERFORMANCE, ACHIEVABLE SHOWED SHOW WOULD IMPROVE ACADEMIC PERFORMANCE, ACHIEVABLE SHOWED SHOW WOULD IMPROVE ACADEMIC PERFORMANCE, SELF-ESTEEM LONG TERM SUCCESS IMPROVE ACADEMIC PERFORMANCE, SELF-ESTEEM LONG TERM SUCCESS IMPROVE ACADEMIC PERFORMANCE, SELF-ESTEEM LONG TERM SUCCESS WHICH BENEFITS THE BROADER SELF-ESTEEM LONG TERM SUCCESS WHICH BENEFITS THE BROADER SELF-ESTEEM LONG TERM SUCCESS WHICH BENEFITS THE BROADER COMMUNITY THE VIRGINIA OBESITY WHICH BENEFITS THE BROADER COMMUNITY THE VIRGINIA OBESITY WHICH BENEFITS THE BROADER COMMUNITY THE VIRGINIA OBESITY PUBLIC SCHOOLS ALSO OFFICE COMMUNITY THE VIRGINIA OBESITY PUBLIC SCHOOLS ALSO OFFICE COMMUNITY THE VIRGINIA OBESITY PUBLIC SCHOOLS ALSO OFFICE OF PLANNING, INNOVATION AND PUBLIC SCHOOLS ALSO OFFICE OF PLANNING, INNOVATION AND PUBLIC SCHOOLS ALSO OFFICE OF PLANNING, INNOVATION AND ACCOUNTABILITY IS CURRENTLY OF PLANNING, INNOVATION AND ACCOUNTABILITY IS CURRENTLY OF PLANNING, INNOVATION AND ACCOUNTABILITY IS CURRENTLY EVALUATING THE K-12

261AND ACCOUNTABILITY IS CURRENTLY EVALUATING THE K-12 AND ACCOUNTABILITY IS CURRENTLY EVALUATING THE K-12 AND ACHIEVABLE DREAM PROGRAM DATA EVALUATING THE K-12 AND ACHIEVABLE DREAM PROGRAM DATA EVALUATING THE K-12 AND ACHIEVABLE DREAM PROGRAM DATA ON OPERATIONAL ASPECTS OF THE ACHIEVABLE DREAM PROGRAM DATA ON OPERATIONAL ASPECTS OF THE ACHIEVABLE DREAM PROGRAM DATA ON OPERATIONAL ASPECTS OF THE PROGRAM AND STUDENT OUTCOMES ON OPERATIONAL ASPECTS OF THE PROGRAM AND STUDENT OUTCOMES ON OPERATIONAL ASPECTS OF THE PROGRAM AND STUDENT OUTCOMES WILL BE ANALYZED INCLUDING PROGRAM AND STUDENT OUTCOMES WILL BE ANALYZED INCLUDING PROGRAM AND STUDENT OUTCOMES WILL BE ANALYZED INCLUDING STUDENTS EDUCATIONAL PATHS ONCE WILL BE ANALYZED INCLUDING STUDENTS EDUCATIONAL PATHS ONCE WILL BE ANALYZED INCLUDING STUDENTS EDUCATIONAL PATHS ONCE THEY GRADUATE FROM VICTIMS THAT STUDENTS EDUCATIONAL PATHS ONCE THEY GRADUATE FROM VICTIMS THAT STUDENTS EDUCATIONAL PATHS ONCE THEY GRADUATE

262FROM VICTIMS THAT REPORT WILL CHAIR THE SCHOOL THEY GRADUATE FROM VICTIMS THAT REPORT WILL CHAIR THE SCHOOL THEY GRADUATE FROM VICTIMS THAT REPORT WILL CHAIR THE SCHOOL BOARD NEXT SCHOOL YEAR THIS REPORT WILL CHAIR THE SCHOOL BOARD NEXT SCHOOL YEAR THIS REPORT WILL CHAIR THE SCHOOL BOARD NEXT SCHOOL YEAR THIS CONCLUDES THE PRESENTATION I'M BOARD NEXT SCHOOL YEAR THIS CONCLUDES THE PRESENTATION I'M BOARD NEXT SCHOOL YEAR THIS CONCLUDES THE PRESENTATION I'M AVAILABLE FOR QUESTIONS MAY SEE CONCLUDES THE PRESENTATION I'M AVAILABLE FOR QUESTIONS MAY SEE CONCLUDES THE PRESENTATION I'M AVAILABLE FOR QUESTIONS MAY SEE IF YOU FOLKS HERE PUT THEIR AVAILABLE FOR QUESTIONS MAY SEE IF YOU FOLKS HERE PUT THEIR AVAILABLE FOR QUESTIONS MAY SEE IF YOU FOLKS HERE PUT THEIR NAME IN DR. GREEN, THANK DR. IF YOU FOLKS HERE PUT THEIR NAME IN

263DR. GREEN, THANK DR. IF YOU FOLKS HERE PUT THEIR NAME IN DR. GREEN, THANK DR. BROWER AND THE STAFF FROM NAME IN DR. GREEN, THANK DR. BROWER AND THE STAFF FROM NAME IN DR. GREEN, THANK DR. BROWER AND THE STAFF FROM ACHIEVABLE DURING SOMEONE MAY BROWER AND THE STAFF FROM ACHIEVABLE DURING SOMEONE MAY BROWER AND THE STAFF FROM ACHIEVABLE DURING SOMEONE MAY WANT TO JOIN YOU AT THE IS ACHIEVABLE DURING SOMEONE MAY WANT TO JOIN YOU AT THE IS ACHIEVABLE DURING SOMEONE MAY WANT TO JOIN YOU AT THE IS PODIUM BECAUSE MY FIRST WANT TO JOIN YOU AT THE IS PODIUM BECAUSE MY FIRST WANT TO JOIN YOU AT THE IS PODIUM BECAUSE MY FIRST QUESTION MY FIRST QUESTIONS IS PODIUM BECAUSE MY FIRST QUESTION MY FIRST QUESTIONS IS PODIUM BECAUSE MY FIRST QUESTION MY

264FIRST QUESTIONS IS REGARDING ONE THERE SLIDES JUST QUESTION MY FIRST QUESTIONS IS REGARDING ONE THERE SLIDES JUST QUESTION MY FIRST QUESTIONS IS REGARDING ONE THERE SLIDES JUST TO GIVE YOU FOR DISCLOSURE I REGARDING ONE THERE SLIDES JUST TO GIVE YOU FOR DISCLOSURE I REGARDING ONE THERE SLIDES JUST TO GIVE YOU FOR DISCLOSURE I WORK FOR THE SCHOOL DIVISION TO GIVE YOU FOR DISCLOSURE I WORK FOR THE SCHOOL DIVISION TO GIVE YOU FOR DISCLOSURE I WORK FOR THE SCHOOL DIVISION FOR 17 YEARS SO I REMEMBER WHEN WORK FOR THE SCHOOL DIVISION FOR 17 YEARS SO I REMEMBER WHEN WORK FOR THE SCHOOL DIVISION FOR 17 YEARS SO I REMEMBER WHEN WE STARTED ACHIEVABLE DREAM IN FOR 17 YEARS SO I REMEMBER WHEN WE STARTED ACHIEVABLE DREAM IN FOR 17 YEARS SO I REMEMBER WHEN WE STARTED

265ACHIEVABLE DREAM IN 2014 AND I SIT AS THE BACKDROP WE STARTED ACHIEVABLE DREAM IN 2014 AND I SIT AS THE BACKDROP WE STARTED ACHIEVABLE DREAM IN 2014 AND I SIT AS THE BACKDROP THAT TRANSPORTATION HAS ALWAYS 2014 AND I SIT AS THE BACKDROP THAT TRANSPORTATION HAS ALWAYS 2014 AND I SIT AS THE BACKDROP THAT TRANSPORTATION HAS ALWAYS BEEN AN ISSUE IN ROBERTSON YOU THAT TRANSPORTATION HAS ALWAYS BEEN AN ISSUE IN ROBERTSON YOU THAT TRANSPORTATION HAS ALWAYS BEEN AN ISSUE IN ROBERTSON YOU CAN CORRECT CAN CORRECT ME IF BEEN AN ISSUE IN ROBERTSON YOU CAN CORRECT CAN CORRECT ME IF BEEN AN ISSUE IN ROBERTSON YOU CAN CORRECT CAN CORRECT ME IF I'M WRONG WHEN WE STARTED IT AT CAN CORRECT CAN CORRECT ME IF I'M WRONG WHEN WE STARTED IT AT CAN CORRECT CAN CORRECT

266ME IF I'M WRONG WHEN WE STARTED IT AT SEATAC WE EXPANDED ZONE JUST AS I'M WRONG WHEN WE STARTED IT AT SEATAC WE EXPANDED ZONE JUST AS I'M WRONG WHEN WE STARTED IT AT SEATAC WE EXPANDED ZONE JUST AS WHAT IS BEING PROPOSED THIS SEATAC WE EXPANDED ZONE JUST AS WHAT IS BEING PROPOSED THIS SEATAC WE EXPANDED ZONE JUST AS WHAT IS BEING PROPOSED THIS EVENING TO CAPTURE MORE STUDENT WHAT IS BEING PROPOSED THIS EVENING TO CAPTURE MORE STUDENT WHAT IS BEING PROPOSED THIS EVENING TO CAPTURE MORE STUDENT AND HERE WE ARE IN A FEW YEARS EVENING TO CAPTURE MORE STUDENT AND HERE WE ARE IN A FEW YEARS EVENING TO CAPTURE MORE STUDENT AND HERE WE ARE IN A FEW YEARS LATER BACK AGAIN. AND HERE WE ARE IN A FEW YEARS LATER BACK

267AGAIN. AND HERE WE ARE IN A FEW YEARS LATER BACK AGAIN. SO IF YOU COULD GO TO SCIENCE LATER BACK AGAIN. SO IF YOU COULD GO TO SCIENCE LATER BACK AGAIN. SO IF YOU COULD GO TO SCIENCE THREE BECAUSE I THINK IT'S SO IF YOU COULD GO TO SCIENCE THREE BECAUSE I THINK IT'S SO IF YOU COULD GO TO SCIENCE THREE BECAUSE I THINK IT'S IMPORTANT THAT WE KNOW WE'RE THREE BECAUSE I THINK IT'S IMPORTANT THAT WE KNOW WE'RE THREE BECAUSE I THINK IT'S IMPORTANT THAT WE KNOW WE'RE NOT COMPARING APPLES TO APPLES IMPORTANT THAT WE KNOW WE'RE NOT COMPARING APPLES TO APPLES IMPORTANT THAT WE KNOW WE'RE NOT COMPARING APPLES TO APPLES THREE. NOT COMPARING APPLES TO APPLES THREE. NOT COMPARING APPLES TO APPLES THREE. YEAH, THAT ONE. THREE. YEAH, THAT ONE. THREE. YEAH,

268THAT ONE. OK, SO THE MODEL THAT YOU YEAH, THAT ONE. OK, SO THE MODEL THAT YOU YEAH, THAT ONE. OK, SO THE MODEL THAT YOU STARTED YOUR WONDERFUL PROGRAM OK, SO THE MODEL THAT YOU STARTED YOUR WONDERFUL PROGRAM OK, SO THE MODEL THAT YOU STARTED YOUR WONDERFUL PROGRAM ON IN NEWPORT NEWS IS BASED ON STARTED YOUR WONDERFUL PROGRAM ON IN NEWPORT NEWS IS BASED ON STARTED YOUR WONDERFUL PROGRAM ON IN NEWPORT NEWS IS BASED ON A SCHOOL STANDALONE SCHOOL, IS ON IN NEWPORT NEWS IS BASED ON A SCHOOL STANDALONE SCHOOL, IS ON IN NEWPORT NEWS IS BASED ON A SCHOOL STANDALONE SCHOOL, IS THAT CORRECT? A SCHOOL STANDALONE SCHOOL, IS THAT CORRECT? A SCHOOL STANDALONE SCHOOL, IS THAT CORRECT? YES OK. THAT CORRECT? YES OK. THAT CORRECT? YES OK. AND SO MY POINT IS THAT

269IN YES OK. AND SO MY POINT IS THAT IN YES OK. AND SO MY POINT IS THAT IN VIRGINIA BEACH WE ARE A SCHOOL AND SO MY POINT IS THAT IN VIRGINIA BEACH WE ARE A SCHOOL AND SO MY POINT IS THAT IN VIRGINIA BEACH WE ARE A SCHOOL WITHIN A SCHOOL SO SOME OF THE VIRGINIA BEACH WE ARE A SCHOOL WITHIN A SCHOOL SO SOME OF THE VIRGINIA BEACH WE ARE A SCHOOL WITHIN A SCHOOL SO SOME OF THE OPERATIONAL PIECES DEFINITELY WITHIN A SCHOOL SO SOME OF THE OPERATIONAL PIECES DEFINITELY WITHIN A SCHOOL SO SOME OF THE OPERATIONAL PIECES DEFINITELY WILL BE SIGNIFICANTLY DIFFERENT OPERATIONAL PIECES DEFINITELY WILL BE SIGNIFICANTLY DIFFERENT OPERATIONAL PIECES DEFINITELY WILL BE SIGNIFICANTLY DIFFERENT FROM FROM WHAT IS ESPOUSED ON WILL BE SIGNIFICANTLY DIFFERENT FROM FROM WHAT IS ESPOUSED

270ON WILL BE SIGNIFICANTLY DIFFERENT FROM FROM WHAT IS ESPOUSED ON SLY PRIMARILY BECAUSE ONE WE FROM FROM WHAT IS ESPOUSED ON SLY PRIMARILY BECAUSE ONE WE FROM FROM WHAT IS ESPOUSED ON SLY PRIMARILY BECAUSE ONE WE HAVE NOT HAD A GRADUATION YET SLY PRIMARILY BECAUSE ONE WE HAVE NOT HAD A GRADUATION YET SLY PRIMARILY BECAUSE ONE WE HAVE NOT HAD A GRADUATION YET AND. HAVE NOT HAD A GRADUATION YET AND. HAVE NOT HAD A GRADUATION YET AND. AND SO MY FIRST QUESTION IS HOW AND. AND SO MY FIRST QUESTION IS HOW AND. AND SO MY FIRST QUESTION IS HOW MANY STUDENTS ARE GRADUATING AND SO MY FIRST QUESTION IS HOW MANY STUDENTS ARE GRADUATING AND SO MY FIRST QUESTION IS HOW MANY STUDENTS ARE GRADUATING THIS YEAR HOW MANY ARE DOING MANY STUDENTS ARE GRADUATING

271THIS YEAR HOW MANY ARE DOING MANY STUDENTS ARE GRADUATING THIS YEAR HOW MANY ARE DOING ALL THE THINGS THAT ARE IN YOUR THIS YEAR HOW MANY ARE DOING ALL THE THINGS THAT ARE IN YOUR THIS YEAR HOW MANY ARE DOING ALL THE THINGS THAT ARE IN YOUR BULLET THERE ABOUT GOING TO ALL THE THINGS THAT ARE IN YOUR BULLET THERE ABOUT GOING TO ALL THE THINGS THAT ARE IN YOUR BULLET THERE ABOUT GOING TO COLLEGE OR PROPRIETARY SCHOOL BULLET THERE ABOUT GOING TO COLLEGE OR PROPRIETARY SCHOOL BULLET THERE ABOUT GOING TO COLLEGE OR PROPRIETARY SCHOOL ETC.? COLLEGE OR PROPRIETARY SCHOOL ETC.? COLLEGE OR PROPRIETARY SCHOOL ETC.? ABSOLUTELY. ETC.? ABSOLUTELY. ETC.? ABSOLUTELY. AND TO YOUR COMPLETELY RIGHT ABSOLUTELY. AND TO YOUR COMPLETELY RIGHT ABSOLUTELY. AND TO YOUR COMPLETELY RIGHT OUR PROGRAM IN NEWPORT NEWS IS AND

272TO YOUR COMPLETELY RIGHT OUR PROGRAM IN NEWPORT NEWS IS AND TO YOUR COMPLETELY RIGHT OUR PROGRAM IN NEWPORT NEWS IS A FOR SCHOOL MODEL HERE IN OUR PROGRAM IN NEWPORT NEWS IS A FOR SCHOOL MODEL HERE IN OUR PROGRAM IN NEWPORT NEWS IS A FOR SCHOOL MODEL HERE IN VIRGINIA BEACH IT AS IS A FULL A FOR SCHOOL MODEL HERE IN VIRGINIA BEACH IT AS IS A FULL A FOR SCHOOL MODEL HERE IN VIRGINIA BEACH IT AS IS A FULL SCALE MODEL AT SEATAC IN VIRGINIA BEACH IT AS IS A FULL SCALE MODEL AT SEATAC IN VIRGINIA BEACH IT AS IS A FULL SCALE MODEL AT SEATAC IN LYNNHAVEN WE DO SHARE SPACE IN SCALE MODEL AT SEATAC IN LYNNHAVEN WE DO SHARE SPACE IN SCALE MODEL AT SEATAC IN LYNNHAVEN WE DO SHARE SPACE

273IN THE MIDDLE SCHOOL AND THE NEW LYNNHAVEN WE DO SHARE SPACE IN THE MIDDLE SCHOOL AND THE NEW LYNNHAVEN WE DO SHARE SPACE IN THE MIDDLE SCHOOL AND THE NEW HIGH SCHOOL BUILDING FULLY THE MIDDLE SCHOOL AND THE NEW HIGH SCHOOL BUILDING FULLY THE MIDDLE SCHOOL AND THE NEW HIGH SCHOOL BUILDING FULLY HOUSES ACHIEVABLE DREAM HIGH HIGH SCHOOL BUILDING FULLY HOUSES ACHIEVABLE DREAM HIGH HIGH SCHOOL BUILDING FULLY HOUSES ACHIEVABLE DREAM HIGH SCHOOL STUDENTS SPECIFICALLY WE HOUSES ACHIEVABLE DREAM HIGH SCHOOL STUDENTS SPECIFICALLY WE HOUSES ACHIEVABLE DREAM HIGH SCHOOL STUDENTS SPECIFICALLY WE HAVE TWENTY EIGHT STUDENTS SCHOOL STUDENTS SPECIFICALLY WE HAVE TWENTY EIGHT STUDENTS SCHOOL STUDENTS SPECIFICALLY WE HAVE TWENTY EIGHT STUDENTS GRADUATE IN OUR FIRST HAVE TWENTY EIGHT STUDENTS GRADUATE IN OUR FIRST HAVE TWENTY EIGHT STUDENTS GRADUATE IN OUR FIRST GRADUATING CLASS THIS YEAR GRADUATE

274IN OUR FIRST GRADUATING CLASS THIS YEAR GRADUATE IN OUR FIRST GRADUATING CLASS THIS YEAR THEY'RE ALL ON TRACK TO TRACK GRADUATING CLASS THIS YEAR THEY'RE ALL ON TRACK TO TRACK GRADUATING CLASS THIS YEAR THEY'RE ALL ON TRACK TO TRACK TO GRADUATE AND SO WE EXPECT THEY'RE ALL ON TRACK TO TRACK TO GRADUATE AND SO WE EXPECT THEY'RE ALL ON TRACK TO TRACK TO GRADUATE AND SO WE EXPECT CONTINUE THAT ONE HUNDRED TO GRADUATE AND SO WE EXPECT CONTINUE THAT ONE HUNDRED TO GRADUATE AND SO WE EXPECT CONTINUE THAT ONE HUNDRED PERCENT ON TIME GRADUATION CONTINUE THAT ONE HUNDRED PERCENT ON TIME GRADUATION CONTINUE THAT ONE HUNDRED PERCENT ON TIME GRADUATION RATE. PERCENT ON TIME GRADUATION RATE. PERCENT ON TIME GRADUATION RATE. THEY ARE DOING WONDERFUL AND RATE. THEY ARE DOING WONDERFUL AND RATE. THEY ARE

275DOING WONDERFUL AND HAVE HAD WONDERFUL TEST RESULTS THEY ARE DOING WONDERFUL AND HAVE HAD WONDERFUL TEST RESULTS THEY ARE DOING WONDERFUL AND HAVE HAD WONDERFUL TEST RESULTS SO FAR THIS YEAR 82 PERCENT HAVE HAD WONDERFUL TEST RESULTS SO FAR THIS YEAR 82 PERCENT HAVE HAD WONDERFUL TEST RESULTS SO FAR THIS YEAR 82 PERCENT OF THEM OF THEM ARE ON TRACK TO SO FAR THIS YEAR 82 PERCENT OF THEM OF THEM ARE ON TRACK TO SO FAR THIS YEAR 82 PERCENT OF THEM OF THEM ARE ON TRACK TO GRADUATE WITH AN EVENT STUDIES OF THEM OF THEM ARE ON TRACK TO GRADUATE WITH AN EVENT STUDIES OF THEM OF THEM ARE ON TRACK TO GRADUATE WITH AN EVENT STUDIES DIPLOMA. GRADUATE WITH AN EVENT STUDIES DIPLOMA. GRADUATE WITH AN EVENT STUDIES DIPLOMA. WE HAVE ALREADY RECEIVED

276FIFTY DIPLOMA. WE HAVE ALREADY RECEIVED FIFTY DIPLOMA. WE HAVE ALREADY RECEIVED FIFTY FIVE COLLEGE ACCEPTANCES WE HAVE ALREADY RECEIVED FIFTY FIVE COLLEGE ACCEPTANCES WE HAVE ALREADY RECEIVED FIFTY FIVE COLLEGE ACCEPTANCES OBVIOUSLY WE ARE QUITE EARLY IN FIVE COLLEGE ACCEPTANCES OBVIOUSLY WE ARE QUITE EARLY IN FIVE COLLEGE ACCEPTANCES OBVIOUSLY WE ARE QUITE EARLY IN THAT PROCESS IS THEY WILL OBVIOUSLY WE ARE QUITE EARLY IN THAT PROCESS IS THEY WILL OBVIOUSLY WE ARE QUITE EARLY IN THAT PROCESS IS THEY WILL CONTINUE TO RECEIVE THOSE THAT PROCESS IS THEY WILL CONTINUE TO RECEIVE THOSE THAT PROCESS IS THEY WILL CONTINUE TO RECEIVE THOSE THROUGHOUT THE SPRING UP UNTIL CONTINUE TO RECEIVE THOSE THROUGHOUT THE SPRING UP UNTIL CONTINUE TO RECEIVE THOSE THROUGHOUT THE SPRING UP UNTIL MAY 1ST AND THEY APPLY TO OVER THROUGHOUT THE SPRING UP UNTIL

277MAY 1ST AND THEY APPLY TO OVER THROUGHOUT THE SPRING UP UNTIL MAY 1ST AND THEY APPLY TO OVER ONE HUNDRED AND TWENTY EIGHT MAY 1ST AND THEY APPLY TO OVER ONE HUNDRED AND TWENTY EIGHT MAY 1ST AND THEY APPLY TO OVER ONE HUNDRED AND TWENTY EIGHT COLLEGES SO THEY ARE DEFINITELY ONE HUNDRED AND TWENTY EIGHT COLLEGES SO THEY ARE DEFINITELY ONE HUNDRED AND TWENTY EIGHT COLLEGES SO THEY ARE DEFINITELY ON TRACK TO FOLLOW THEIR PEERS COLLEGES SO THEY ARE DEFINITELY ON TRACK TO FOLLOW THEIR PEERS COLLEGES SO THEY ARE DEFINITELY ON TRACK TO FOLLOW THEIR PEERS IN NEWPORT NEWS AS FAR AS THE ON TRACK TO FOLLOW THEIR PEERS IN NEWPORT NEWS AS FAR AS THE ON TRACK TO FOLLOW THEIR PEERS IN NEWPORT NEWS AS FAR AS THE THE STATISTICS YOU SEE ON THE

278IN NEWPORT NEWS AS FAR AS THE THE STATISTICS YOU SEE ON THE IN NEWPORT NEWS AS FAR AS THE THE STATISTICS YOU SEE ON THE SCREEN UP THERE ANYTHING ELSE THE STATISTICS YOU SEE ON THE SCREEN UP THERE ANYTHING ELSE THE STATISTICS YOU SEE ON THE SCREEN UP THERE ANYTHING ELSE THAT YOU WANT TO ADD REGARDING SCREEN UP THERE ANYTHING ELSE THAT YOU WANT TO ADD REGARDING SCREEN UP THERE ANYTHING ELSE THAT YOU WANT TO ADD REGARDING I KNOW WITH SOME YOUR OTHER THAT YOU WANT TO ADD REGARDING I KNOW WITH SOME YOUR OTHER THAT YOU WANT TO ADD REGARDING I KNOW WITH SOME YOUR OTHER PROGRAMS OUTSIDE OF VIRGINIA I KNOW WITH SOME YOUR OTHER PROGRAMS OUTSIDE OF VIRGINIA I KNOW WITH SOME YOUR OTHER PROGRAMS OUTSIDE OF VIRGINIA BEACH STUDENTS DO HAVE PROGRAMS

279OUTSIDE OF VIRGINIA BEACH STUDENTS DO HAVE PROGRAMS OUTSIDE OF VIRGINIA BEACH STUDENTS DO HAVE SCHOLARSHIP OPPORTUNITIES. BEACH STUDENTS DO HAVE SCHOLARSHIP OPPORTUNITIES. BEACH STUDENTS DO HAVE SCHOLARSHIP OPPORTUNITIES. I KNOW THROUGH THE ASSESSED SCHOLARSHIP OPPORTUNITIES. I KNOW THROUGH THE ASSESSED SCHOLARSHIP OPPORTUNITIES. I KNOW THROUGH THE ASSESSED FOUNDATION SOME OF THEM GET I KNOW THROUGH THE ASSESSED FOUNDATION SOME OF THEM GET I KNOW THROUGH THE ASSESSED FOUNDATION SOME OF THEM GET OTHER MERIT BASED SCHOLARSHIPS FOUNDATION SOME OF THEM GET OTHER MERIT BASED SCHOLARSHIPS FOUNDATION SOME OF THEM GET OTHER MERIT BASED SCHOLARSHIPS AND NO MERIT NOT BASED ON OTHER MERIT BASED SCHOLARSHIPS AND NO MERIT NOT BASED ON OTHER MERIT BASED SCHOLARSHIPS AND NO MERIT NOT BASED ON FINANCIAL AID. AND NO MERIT NOT BASED ON FINANCIAL AID. AND NO MERIT NOT BASED ON FINANCIAL AID. HOW

280THE HOW DO THOSE STATISTICS FINANCIAL AID. HOW THE HOW DO THOSE STATISTICS FINANCIAL AID. HOW THE HOW DO THOSE STATISTICS LOOK RIGHT NOW FOR YOUR HOW THE HOW DO THOSE STATISTICS LOOK RIGHT NOW FOR YOUR HOW THE HOW DO THOSE STATISTICS LOOK RIGHT NOW FOR YOUR UPCOMING CLASS GETTING FOR LOOK RIGHT NOW FOR YOUR UPCOMING CLASS GETTING FOR LOOK RIGHT NOW FOR YOUR UPCOMING CLASS GETTING FOR MERIT BASED SCHOLARSHIPS TO UPCOMING CLASS GETTING FOR MERIT BASED SCHOLARSHIPS TO UPCOMING CLASS GETTING FOR MERIT BASED SCHOLARSHIPS TO SOME OF OUR COLLEGES AND MERIT BASED SCHOLARSHIPS TO SOME OF OUR COLLEGES AND MERIT BASED SCHOLARSHIPS TO SOME OF OUR COLLEGES AND UNIVERSITIES SO FAR FROM WHAT SOME OF OUR COLLEGES AND UNIVERSITIES SO FAR FROM WHAT SOME OF OUR COLLEGES AND UNIVERSITIES SO FAR FROM WHAT WE HAVE

281RECEIVED BACK IT'S UNIVERSITIES SO FAR FROM WHAT WE HAVE RECEIVED BACK IT'S UNIVERSITIES SO FAR FROM WHAT WE HAVE RECEIVED BACK IT'S LOOKING VERY GOOD OF COURSE A WE HAVE RECEIVED BACK IT'S LOOKING VERY GOOD OF COURSE A WE HAVE RECEIVED BACK IT'S LOOKING VERY GOOD OF COURSE A LOT OF THAT FINANCIAL LOOKING VERY GOOD OF COURSE A LOT OF THAT FINANCIAL LOOKING VERY GOOD OF COURSE A LOT OF THAT FINANCIAL INFORMATION COMES AFTER THEY'VE LOT OF THAT FINANCIAL INFORMATION COMES AFTER THEY'VE LOT OF THAT FINANCIAL INFORMATION COMES AFTER THEY'VE RECEIVED THEIR ACCEPTANCES BUT INFORMATION COMES AFTER THEY'VE RECEIVED THEIR ACCEPTANCES BUT INFORMATION COMES AFTER THEY'VE RECEIVED THEIR ACCEPTANCES BUT THEY ARE WORKING VERY CLOSELY RECEIVED THEIR ACCEPTANCES BUT THEY ARE WORKING VERY CLOSELY RECEIVED THEIR ACCEPTANCES BUT THEY ARE WORKING VERY CLOSELY THE ENTIRE

282SENIOR CLASS WITH THEY ARE WORKING VERY CLOSELY THE ENTIRE SENIOR CLASS WITH THEY ARE WORKING VERY CLOSELY THE ENTIRE SENIOR CLASS WITH ACCESS FOUNDATION WHICH IS ONE THE ENTIRE SENIOR CLASS WITH ACCESS FOUNDATION WHICH IS ONE THE ENTIRE SENIOR CLASS WITH ACCESS FOUNDATION WHICH IS ONE OF OUR PARTNERS TO MAKE SURE ACCESS FOUNDATION WHICH IS ONE OF OUR PARTNERS TO MAKE SURE ACCESS FOUNDATION WHICH IS ONE OF OUR PARTNERS TO MAKE SURE THAT THEY ARE APPLYING THOSE OF OUR PARTNERS TO MAKE SURE THAT THEY ARE APPLYING THOSE OF OUR PARTNERS TO MAKE SURE THAT THEY ARE APPLYING THOSE OUTSIDE SCHOLARSHIPS AND THAT THEY ARE APPLYING THOSE OUTSIDE SCHOLARSHIPS AND THAT THEY ARE APPLYING THOSE OUTSIDE SCHOLARSHIPS AND GETTING ALL OF THOSE MATERIALS OUTSIDE SCHOLARSHIPS AND GETTING ALL OF THOSE MATERIALS OUTSIDE SCHOLARSHIPS AND GETTING ALL

283OF THOSE MATERIALS IN ON TIME WE HAVE A DEDICATED GETTING ALL OF THOSE MATERIALS IN ON TIME WE HAVE A DEDICATED GETTING ALL OF THOSE MATERIALS IN ON TIME WE HAVE A DEDICATED GRADUATION SUCCESS DIRECTOR WHO IN ON TIME WE HAVE A DEDICATED GRADUATION SUCCESS DIRECTOR WHO IN ON TIME WE HAVE A DEDICATED GRADUATION SUCCESS DIRECTOR WHO IS HOUSED AT THE MIDDLE AND GRADUATION SUCCESS DIRECTOR WHO IS HOUSED AT THE MIDDLE AND GRADUATION SUCCESS DIRECTOR WHO IS HOUSED AT THE MIDDLE AND HIGH SCHOOL AND REALLY IN IS HOUSED AT THE MIDDLE AND HIGH SCHOOL AND REALLY IN IS HOUSED AT THE MIDDLE AND HIGH SCHOOL AND REALLY IN ADDITION TO THE AMAZING HIGH SCHOOL AND REALLY IN ADDITION TO THE AMAZING HIGH SCHOOL AND REALLY IN ADDITION TO THE AMAZING VIRGINIA BEACH PUBLIC SCHOOL ADDITION

284TO THE AMAZING VIRGINIA BEACH PUBLIC SCHOOL ADDITION TO THE AMAZING VIRGINIA BEACH PUBLIC SCHOOL STAFF WORKS ONE ON ONE WITH ALL VIRGINIA BEACH PUBLIC SCHOOL STAFF WORKS ONE ON ONE WITH ALL VIRGINIA BEACH PUBLIC SCHOOL STAFF WORKS ONE ON ONE WITH ALL OF OUR STUDENTS TO MAKE SURE STAFF WORKS ONE ON ONE WITH ALL OF OUR STUDENTS TO MAKE SURE STAFF WORKS ONE ON ONE WITH ALL OF OUR STUDENTS TO MAKE SURE THAT THEY'RE HITTING THIS MARKS OF OUR STUDENTS TO MAKE SURE THAT THEY'RE HITTING THIS MARKS OF OUR STUDENTS TO MAKE SURE THAT THEY'RE HITTING THIS MARKS AND FROM WHAT WE HAVE RECEIVED THAT THEY'RE HITTING THIS MARKS AND FROM WHAT WE HAVE RECEIVED THAT THEY'RE HITTING THIS MARKS AND FROM WHAT WE HAVE RECEIVED SO FAR WITH SCHOLARSHIPS THEY AND FROM WHAT WE

285HAVE RECEIVED SO FAR WITH SCHOLARSHIPS THEY AND FROM WHAT WE HAVE RECEIVED SO FAR WITH SCHOLARSHIPS THEY ARE VERY MUCH IN LINE. SO FAR WITH SCHOLARSHIPS THEY ARE VERY MUCH IN LINE. SO FAR WITH SCHOLARSHIPS THEY ARE VERY MUCH IN LINE. I BELIEVE THEY'VE ALREADY ARE VERY MUCH IN LINE. I BELIEVE THEY'VE ALREADY ARE VERY MUCH IN LINE. I BELIEVE THEY'VE ALREADY RECEIVED FOR HALF A MILLION I BELIEVE THEY'VE ALREADY RECEIVED FOR HALF A MILLION I BELIEVE THEY'VE ALREADY RECEIVED FOR HALF A MILLION DOLLARS IN SCHOLARSHIP MONEY RECEIVED FOR HALF A MILLION DOLLARS IN SCHOLARSHIP MONEY RECEIVED FOR HALF A MILLION DOLLARS IN SCHOLARSHIP MONEY AWARDED THANK YOU MISS MELNYK DOLLARS IN SCHOLARSHIP MONEY AWARDED THANK YOU MISS MELNYK DOLLARS IN SCHOLARSHIP MONEY AWARDED THANK YOU MISS MELNYK >> SO >> SO I'M PLEASED TO

286HEAR AWARDED THANK YOU MISS MELNYK >> SO >> SO I'M PLEASED TO HEAR AWARDED THANK YOU MISS MELNYK >> SO >> SO I'M PLEASED TO HEAR THAT ACHIEVABLE DREAMS IS >> SO >> SO I'M PLEASED TO HEAR THAT ACHIEVABLE DREAMS IS >> SO >> SO I'M PLEASED TO HEAR THAT ACHIEVABLE DREAMS IS WILLING TO SUPPLEMENT THAT ACHIEVABLE DREAMS IS WILLING TO SUPPLEMENT THAT ACHIEVABLE DREAMS IS WILLING TO SUPPLEMENT TRANSPORTATION COSTS. WILLING TO SUPPLEMENT TRANSPORTATION COSTS. WILLING TO SUPPLEMENT TRANSPORTATION COSTS. CAN YOU GIVE THE STATISTICS TRANSPORTATION COSTS. CAN YOU GIVE THE STATISTICS TRANSPORTATION COSTS. CAN YOU GIVE THE STATISTICS AGAIN, DR. BREWER, FOR CAN YOU GIVE THE STATISTICS AGAIN, DR. BREWER, FOR CAN YOU GIVE THE STATISTICS AGAIN, DR. BREWER, FOR APPLICANTS RIGHT NOW WE NEED TO AGAIN, DR. BREWER, FOR APPLICANTS RIGHT NOW WE NEED

287TO AGAIN, DR. BREWER, FOR APPLICANTS RIGHT NOW WE NEED TO INCREASE. APPLICANTS RIGHT NOW WE NEED TO INCREASE. APPLICANTS RIGHT NOW WE NEED TO INCREASE. WE'RE AT SIXTY NINE PERCENT WE INCREASE. WE'RE AT SIXTY NINE PERCENT WE INCREASE. WE'RE AT SIXTY NINE PERCENT WE NEED TO HIT THE SEVENTY FIVE WE'RE AT SIXTY NINE PERCENT WE NEED TO HIT THE SEVENTY FIVE WE'RE AT SIXTY NINE PERCENT WE NEED TO HIT THE SEVENTY FIVE PERCENT THRESHOLD. NEED TO HIT THE SEVENTY FIVE PERCENT THRESHOLD. NEED TO HIT THE SEVENTY FIVE PERCENT THRESHOLD. SO YES, HOW MANY APPLICATIONS PERCENT THRESHOLD. SO YES, HOW MANY APPLICATIONS PERCENT THRESHOLD. SO YES, HOW MANY APPLICATIONS DO WE HAVE RIGHT NOW >> WE HAVE SO YES, HOW MANY APPLICATIONS DO WE HAVE RIGHT NOW >> WE HAVE SO YES, HOW MANY APPLICATIONS DO

288WE HAVE RIGHT NOW >> WE HAVE 59 ELEMENTARY ONE HUNDRED DO WE HAVE RIGHT NOW >> WE HAVE 59 ELEMENTARY ONE HUNDRED DO WE HAVE RIGHT NOW >> WE HAVE 59 ELEMENTARY ONE HUNDRED TWENTY FOUR MIDDLE SCHOOL AND 59 ELEMENTARY ONE HUNDRED TWENTY FOUR MIDDLE SCHOOL AND 59 ELEMENTARY ONE HUNDRED TWENTY FOUR MIDDLE SCHOOL AND TWENTY ONE APPLICATIONS FOR TWENTY FOUR MIDDLE SCHOOL AND TWENTY ONE APPLICATIONS FOR TWENTY FOUR MIDDLE SCHOOL AND TWENTY ONE APPLICATIONS FOR RISING NINTH GRADERS OK AND WE TWENTY ONE APPLICATIONS FOR RISING NINTH GRADERS OK AND WE TWENTY ONE APPLICATIONS FOR RISING NINTH GRADERS OK AND WE WOULD NEED TO ACCEPT A MINIMUM RISING NINTH GRADERS OK AND WE WOULD NEED TO ACCEPT A MINIMUM RISING NINTH GRADERS OK AND WE WOULD NEED TO ACCEPT A MINIMUM OF 60 STUDENTS TO

289HIT THAT WOULD NEED TO ACCEPT A MINIMUM OF 60 STUDENTS TO HIT THAT WOULD NEED TO ACCEPT A MINIMUM OF 60 STUDENTS TO HIT THAT SEVENTY FIVE AND THAT'S A CROSS OF 60 STUDENTS TO HIT THAT SEVENTY FIVE AND THAT'S A CROSS OF 60 STUDENTS TO HIT THAT SEVENTY FIVE AND THAT'S A CROSS K THROUGH 12 SO SO CAN YOU SEVENTY FIVE AND THAT'S A CROSS K THROUGH 12 SO SO CAN YOU SEVENTY FIVE AND THAT'S A CROSS K THROUGH 12 SO SO CAN YOU EXPLAIN HOW THE TRANSPORTATION K THROUGH 12 SO SO CAN YOU EXPLAIN HOW THE TRANSPORTATION K THROUGH 12 SO SO CAN YOU EXPLAIN HOW THE TRANSPORTATION WILL WORK AGAIN. EXPLAIN HOW THE TRANSPORTATION WILL WORK AGAIN. EXPLAIN HOW THE TRANSPORTATION WILL WORK AGAIN. SO IS THERE I'M SORRY IF YOU WILL

290WORK AGAIN. SO IS THERE I'M SORRY IF YOU WILL WORK AGAIN. SO IS THERE I'M SORRY IF YOU ALREADY SAID THIS I'M SORRY SO IS THERE I'M SORRY IF YOU ALREADY SAID THIS I'M SORRY SO IS THERE I'M SORRY IF YOU ALREADY SAID THIS I'M SORRY THAT I MISSED I LISTEN TO ALREADY SAID THIS I'M SORRY THAT I MISSED I LISTEN TO ALREADY SAID THIS I'M SORRY THAT I MISSED I LISTEN TO EVERYTHING BUT IS THERE A THERE THAT I MISSED I LISTEN TO EVERYTHING BUT IS THERE A THERE THAT I MISSED I LISTEN TO EVERYTHING BUT IS THERE A THERE A CENTRAL DROP OFF LOCATION SO EVERYTHING BUT IS THERE A THERE A CENTRAL DROP OFF LOCATION SO EVERYTHING BUT IS THERE A THERE A CENTRAL DROP OFF LOCATION SO AND LET ME SAY

291THIS A CENTRAL DROP OFF LOCATION SO AND LET ME SAY THIS A CENTRAL DROP OFF LOCATION SO AND LET ME SAY THIS TRANSPORTATION GIVES US AN AND LET ME SAY THIS TRANSPORTATION GIVES US AN AND LET ME SAY THIS TRANSPORTATION GIVES US AN ESTIMATE OF COST TO GO TO THOSE TRANSPORTATION GIVES US AN ESTIMATE OF COST TO GO TO THOSE TRANSPORTATION GIVES US AN ESTIMATE OF COST TO GO TO THOSE ADDITIONAL NEIGHBORHOODS, OK? ESTIMATE OF COST TO GO TO THOSE ADDITIONAL NEIGHBORHOODS, OK? ESTIMATE OF COST TO GO TO THOSE ADDITIONAL NEIGHBORHOODS, OK? THE EQUIVALENT THAT WAS GIVEN ADDITIONAL NEIGHBORHOODS, OK? THE EQUIVALENT THAT WAS GIVEN ADDITIONAL NEIGHBORHOODS, OK? THE EQUIVALENT THAT WAS GIVEN TO ME IS ONE BUS DRIVER AND ONE THE EQUIVALENT THAT WAS GIVEN TO ME IS ONE BUS DRIVER AND ONE THE

292EQUIVALENT THAT WAS GIVEN TO ME IS ONE BUS DRIVER AND ONE BUS. TO ME IS ONE BUS DRIVER AND ONE BUS. TO ME IS ONE BUS DRIVER AND ONE BUS. OK THIS BILL IF I CAN ADD WE BUS. OK THIS BILL IF I CAN ADD WE BUS. OK THIS BILL IF I CAN ADD WE LOOKED AT TRYING TO CLUSTER OK THIS BILL IF I CAN ADD WE LOOKED AT TRYING TO CLUSTER OK THIS BILL IF I CAN ADD WE LOOKED AT TRYING TO CLUSTER AREAS TO REDUCE TRANSPORTATION LOOKED AT TRYING TO CLUSTER AREAS TO REDUCE TRANSPORTATION LOOKED AT TRYING TO CLUSTER AREAS TO REDUCE TRANSPORTATION COSTS AND THAT'S WHY YOU HEARD AREAS TO REDUCE TRANSPORTATION COSTS AND THAT'S WHY YOU HEARD AREAS TO REDUCE TRANSPORTATION COSTS AND THAT'S WHY YOU HEARD PARKWAY HALL GREEN ART

293COSTS AND THAT'S WHY YOU HEARD PARKWAY HALL GREEN ART COSTS AND THAT'S WHY YOU HEARD PARKWAY HALL GREEN ART ELEMENTARY SCHOOL AND ONE OTHER PARKWAY HALL GREEN ART ELEMENTARY SCHOOL AND ONE OTHER PARKWAY HALL GREEN ART ELEMENTARY SCHOOL AND ONE OTHER ELEMENTARY THEY'RE ALL ELEMENTARY SCHOOL AND ONE OTHER ELEMENTARY THEY'RE ALL ELEMENTARY SCHOOL AND ONE OTHER ELEMENTARY THEY'RE ALL CLUSTERED TOGETHER SO MEAN ELEMENTARY THEY'RE ALL CLUSTERED TOGETHER SO MEAN ELEMENTARY THEY'RE ALL CLUSTERED TOGETHER SO MEAN LITERALLY IT'S THERE IT'S THERE CLUSTERED TOGETHER SO MEAN LITERALLY IT'S THERE IT'S THERE CLUSTERED TOGETHER SO MEAN LITERALLY IT'S THERE IT'S THERE WITHIN TWO THREE MILES OF EACH LITERALLY IT'S THERE IT'S THERE WITHIN TWO THREE MILES OF EACH LITERALLY IT'S THERE IT'S THERE WITHIN TWO THREE MILES OF EACH OTHER AND THEN A FOCUS ON BASED WITHIN TWO

294THREE MILES OF EACH OTHER AND THEN A FOCUS ON BASED WITHIN TWO THREE MILES OF EACH OTHER AND THEN A FOCUS ON BASED MIDDLE SCHOOL AND LARKSPUR OTHER AND THEN A FOCUS ON BASED MIDDLE SCHOOL AND LARKSPUR OTHER AND THEN A FOCUS ON BASED MIDDLE SCHOOL AND LARKSPUR MIDDLE SCHOOL AGAIN TO CLUSTER MIDDLE SCHOOL AND LARKSPUR MIDDLE SCHOOL AGAIN TO CLUSTER MIDDLE SCHOOL AND LARKSPUR MIDDLE SCHOOL AGAIN TO CLUSTER THOSE SCHOOLS IN PROXIMITY TO MIDDLE SCHOOL AGAIN TO CLUSTER THOSE SCHOOLS IN PROXIMITY TO MIDDLE SCHOOL AGAIN TO CLUSTER THOSE SCHOOLS IN PROXIMITY TO LYNNHAVEN FOR THE MIDDLE SCHOOL THOSE SCHOOLS IN PROXIMITY TO LYNNHAVEN FOR THE MIDDLE SCHOOL THOSE SCHOOLS IN PROXIMITY TO LYNNHAVEN FOR THE MIDDLE SCHOOL KIDS WELL I CERTAINLY I LYNNHAVEN FOR THE MIDDLE SCHOOL KIDS WELL I CERTAINLY I LYNNHAVEN FOR

295THE MIDDLE SCHOOL KIDS WELL I CERTAINLY I CERTAINLY AM ENCOURAGED BY THE KIDS WELL I CERTAINLY I CERTAINLY AM ENCOURAGED BY THE KIDS WELL I CERTAINLY I CERTAINLY AM ENCOURAGED BY THE NUMBER OF APPLICANTS ESPECIALLY CERTAINLY AM ENCOURAGED BY THE NUMBER OF APPLICANTS ESPECIALLY CERTAINLY AM ENCOURAGED BY THE NUMBER OF APPLICANTS ESPECIALLY AT THE MIDDLE SCHOOL LEVEL. NUMBER OF APPLICANTS ESPECIALLY AT THE MIDDLE SCHOOL LEVEL. NUMBER OF APPLICANTS ESPECIALLY AT THE MIDDLE SCHOOL LEVEL. OK, THANK YOU MISS ROGERS. AT THE MIDDLE SCHOOL LEVEL. OK, THANK YOU MISS ROGERS. AT THE MIDDLE SCHOOL LEVEL. OK, THANK YOU MISS ROGERS. GOOD EVENING THANK YOU SO MUCH OK, THANK YOU MISS ROGERS. GOOD EVENING THANK YOU SO MUCH OK, THANK YOU MISS ROGERS. GOOD EVENING THANK YOU SO MUCH FOR THE PRESENTATION OF . GOOD EVENING THANK YOU

296SO MUCH FOR THE PRESENTATION OF . GOOD EVENING THANK YOU SO MUCH FOR THE PRESENTATION OF . I HAVE A COUPLE OF QUESTIONS I FOR THE PRESENTATION OF . I HAVE A COUPLE OF QUESTIONS I FOR THE PRESENTATION OF . I HAVE A COUPLE OF QUESTIONS I HAD ASKED FOR. I HAVE A COUPLE OF QUESTIONS I HAD ASKED FOR. I HAVE A COUPLE OF QUESTIONS I HAD ASKED FOR. WE HAVE THIS NUMBER OF 69 HAD ASKED FOR. WE HAVE THIS NUMBER OF 69 HAD ASKED FOR. WE HAVE THIS NUMBER OF 69 PERCENT DO YOU HAVE YOU HAVE WE HAVE THIS NUMBER OF 69 PERCENT DO YOU HAVE YOU HAVE WE HAVE THIS NUMBER OF 69 PERCENT DO YOU HAVE YOU HAVE THE BREAKOUT OF THE SEATAC PERCENT DO YOU HAVE YOU HAVE THE BREAKOUT OF

297THE SEATAC PERCENT DO YOU HAVE YOU HAVE THE BREAKOUT OF THE SEATAC ENROLLMENT VERSUS THE MIDDLE THE BREAKOUT OF THE SEATAC ENROLLMENT VERSUS THE MIDDLE THE BREAKOUT OF THE SEATAC ENROLLMENT VERSUS THE MIDDLE HIGH SCHOOL SO ELEMENTS YOU DO ENROLLMENT VERSUS THE MIDDLE HIGH SCHOOL SO ELEMENTS YOU DO ENROLLMENT VERSUS THE MIDDLE HIGH SCHOOL SO ELEMENTS YOU DO FOR SECONDARY YEAH. HIGH SCHOOL SO ELEMENTS YOU DO FOR SECONDARY YEAH. HIGH SCHOOL SO ELEMENTS YOU DO FOR SECONDARY YEAH. SO AS OF TODAY THEY ARE 380 FOR SECONDARY YEAH. SO AS OF TODAY THEY ARE 380 FOR SECONDARY YEAH. SO AS OF TODAY THEY ARE 380 STUDENTS AND EIGHTY STUDENTS AT SO AS OF TODAY THEY ARE 380 STUDENTS AND EIGHTY STUDENTS AT SO AS OF TODAY THEY ARE 380 STUDENTS AND EIGHTY STUDENTS AT THE SEATAC

298BUILDING THERE ONE STUDENTS AND EIGHTY STUDENTS AT THE SEATAC BUILDING THERE ONE STUDENTS AND EIGHTY STUDENTS AT THE SEATAC BUILDING THERE ONE HUNDRED TWENTY HUNDRED TWENTY THE SEATAC BUILDING THERE ONE HUNDRED TWENTY HUNDRED TWENTY THE SEATAC BUILDING THERE ONE HUNDRED TWENTY HUNDRED TWENTY SIX STUDENTS IN THE GRADES SIX HUNDRED TWENTY HUNDRED TWENTY SIX STUDENTS IN THE GRADES SIX HUNDRED TWENTY HUNDRED TWENTY SIX STUDENTS IN THE GRADES SIX TO EIGHT AT LYNNHAVEN MIDDLE SIX STUDENTS IN THE GRADES SIX TO EIGHT AT LYNNHAVEN MIDDLE SIX STUDENTS IN THE GRADES SIX TO EIGHT AT LYNNHAVEN MIDDLE AND ONE HUNDRED NINETEEN TO EIGHT AT LYNNHAVEN MIDDLE AND ONE HUNDRED NINETEEN TO EIGHT AT LYNNHAVEN MIDDLE AND ONE HUNDRED NINETEEN STUDENTS IN THE HIGH SCHOOL AND ONE HUNDRED NINETEEN STUDENTS IN THE HIGH SCHOOL AND ONE HUNDRED NINETEEN STUDENTS IN

299THE HIGH SCHOOL BUILDING. STUDENTS IN THE HIGH SCHOOL BUILDING. STUDENTS IN THE HIGH SCHOOL BUILDING. OK AND SO DOES THE SCITECH SITE BUILDING. OK AND SO DOES THE SCITECH SITE BUILDING. OK AND SO DOES THE SCITECH SITE GIVE YOU IF YOU WERE TO JUST OK AND SO DOES THE SCITECH SITE GIVE YOU IF YOU WERE TO JUST OK AND SO DOES THE SCITECH SITE GIVE YOU IF YOU WERE TO JUST LOOK THAT DOES THAT GIVE YOU GIVE YOU IF YOU WERE TO JUST LOOK THAT DOES THAT GIVE YOU GIVE YOU IF YOU WERE TO JUST LOOK THAT DOES THAT GIVE YOU THE 75 PERCENT THAT YOU NEED 60 LOOK THAT DOES THAT GIVE YOU THE 75 PERCENT THAT YOU NEED 60 LOOK THAT DOES THAT GIVE YOU THE 75 PERCENT THAT YOU NEED 60 TOTAL

300SO IF IT WAS 60 SIXTY IN THE 75 PERCENT THAT YOU NEED 60 TOTAL SO IF IT WAS 60 SIXTY IN THE 75 PERCENT THAT YOU NEED 60 TOTAL SO IF IT WAS 60 SIXTY IN ELEMENTARY SCHOOL WE WOULD HIT TOTAL SO IF IT WAS 60 SIXTY IN ELEMENTARY SCHOOL WE WOULD HIT TOTAL SO IF IT WAS 60 SIXTY IN ELEMENTARY SCHOOL WE WOULD HIT SEVENTY FOR 60 IN MIDDLE SCHOOL ELEMENTARY SCHOOL WE WOULD HIT SEVENTY FOR 60 IN MIDDLE SCHOOL ELEMENTARY SCHOOL WE WOULD HIT SEVENTY FOR 60 IN MIDDLE SCHOOL MIDDLE SCHOOL WE WOULD HIT SEVENTY FOR 60 IN MIDDLE SCHOOL MIDDLE SCHOOL WE WOULD HIT SEVENTY FOR 60 IN MIDDLE SCHOOL MIDDLE SCHOOL WE WOULD HIT SEVENTY FIVE. MIDDLE SCHOOL WE WOULD HIT SEVENTY FIVE. MIDDLE SCHOOL WE WOULD HIT SEVENTY FIVE. WE

301HAVE 60 APPLICATION SO I SEVENTY FIVE. WE HAVE 60 APPLICATION SO I SEVENTY FIVE. WE HAVE 60 APPLICATION SO I CAN'T SAY SIXTY FOR HIGH SCHOOL WE HAVE 60 APPLICATION SO I CAN'T SAY SIXTY FOR HIGH SCHOOL WE HAVE 60 APPLICATION SO I CAN'T SAY SIXTY FOR HIGH SCHOOL BUT ACROSS GRADES K THROUGH 12 CAN'T SAY SIXTY FOR HIGH SCHOOL BUT ACROSS GRADES K THROUGH 12 CAN'T SAY SIXTY FOR HIGH SCHOOL BUT ACROSS GRADES K THROUGH 12 WE WOULD NEED SIXTY TOTAL BUT ACROSS GRADES K THROUGH 12 WE WOULD NEED SIXTY TOTAL BUT ACROSS GRADES K THROUGH 12 WE WOULD NEED SIXTY TOTAL STUDENTS TO HIT 75 BUT WE WOULD NEED SIXTY TOTAL STUDENTS TO HIT 75 BUT WE WOULD NEED SIXTY TOTAL STUDENTS TO HIT 75 BUT OF COURSE WE DON'T WANT TO JUST

302STUDENTS TO HIT 75 BUT OF COURSE WE DON'T WANT TO JUST STUDENTS TO HIT 75 BUT OF COURSE WE DON'T WANT TO JUST HAVE 75 FIVE PERCENT OF THE OF COURSE WE DON'T WANT TO JUST HAVE 75 FIVE PERCENT OF THE OF COURSE WE DON'T WANT TO JUST HAVE 75 FIVE PERCENT OF THE CAPACITY WE REALLY LIKE AT SOME HAVE 75 FIVE PERCENT OF THE CAPACITY WE REALLY LIKE AT SOME HAVE 75 FIVE PERCENT OF THE CAPACITY WE REALLY LIKE AT SOME POINT IN TIME IN TIME TO FIELD CAPACITY WE REALLY LIKE AT SOME POINT IN TIME IN TIME TO FIELD CAPACITY WE REALLY LIKE AT SOME POINT IN TIME IN TIME TO FIELD THE PROGRAM ESTIMATES ROGER POINT IN TIME IN TIME TO FIELD THE PROGRAM ESTIMATES ROGER POINT IN TIME IN TIME TO

303FIELD THE PROGRAM ESTIMATES ROGER THANK YOU QUESTION WAS QUESTION THE PROGRAM ESTIMATES ROGER THANK YOU QUESTION WAS QUESTION THE PROGRAM ESTIMATES ROGER THANK YOU QUESTION WAS QUESTION WAS ARE WE MEETING THE SEVENTY THANK YOU QUESTION WAS QUESTION WAS ARE WE MEETING THE SEVENTY THANK YOU QUESTION WAS QUESTION WAS ARE WE MEETING THE SEVENTY FIVE PERCENT THRESHOLD AT WAS ARE WE MEETING THE SEVENTY FIVE PERCENT THRESHOLD AT WAS ARE WE MEETING THE SEVENTY FIVE PERCENT THRESHOLD AT SEATAC YES AND THE ANSWER IS WE FIVE PERCENT THRESHOLD AT SEATAC YES AND THE ANSWER IS WE FIVE PERCENT THRESHOLD AT SEATAC YES AND THE ANSWER IS WE ARE BECAUSE FULL OF SEVENTY SEATAC YES AND THE ANSWER IS WE ARE BECAUSE FULL OF SEVENTY SEATAC YES AND THE ANSWER IS WE ARE BECAUSE FULL OF SEVENTY FIVE STUDENTS

304FOR EACH GRADE ARE BECAUSE FULL OF SEVENTY FIVE STUDENTS FOR EACH GRADE ARE BECAUSE FULL OF SEVENTY FIVE STUDENTS FOR EACH GRADE LEVEL WOULD BE FOUR FIFTY MR. FIVE STUDENTS FOR EACH GRADE LEVEL WOULD BE FOUR FIFTY MR. FIVE STUDENTS FOR EACH GRADE LEVEL WOULD BE FOUR FIFTY MR. FISK IS THAT RIGHT AND SO WE LEVEL WOULD BE FOUR FIFTY MR. FISK IS THAT RIGHT AND SO WE LEVEL WOULD BE FOUR FIFTY MR. FISK IS THAT RIGHT AND SO WE WILL WORD EIGHTY FOUR POINT FISK IS THAT RIGHT AND SO WE WILL WORD EIGHTY FOUR POINT FISK IS THAT RIGHT AND SO WE WILL WORD EIGHTY FOUR POINT FOUR PERCENT. WILL WORD EIGHTY FOUR POINT FOUR PERCENT. WILL WORD EIGHTY FOUR POINT FOUR PERCENT. THAT'S THAT'S WHAT I WAS FOUR PERCENT. THAT'S THAT'S WHAT I

305WAS FOUR PERCENT. THAT'S THAT'S WHAT I WAS LOOKING SO IF IT WAS WE WERE THAT'S THAT'S WHAT I WAS LOOKING SO IF IT WAS WE WERE THAT'S THAT'S WHAT I WAS LOOKING SO IF IT WAS WE WERE HAVING A TEXT BEEN AROUND A LOT LOOKING SO IF IT WAS WE WERE HAVING A TEXT BEEN AROUND A LOT LOOKING SO IF IT WAS WE WERE HAVING A TEXT BEEN AROUND A LOT LONGER SO THAT WAS WHY I'M HAVING A TEXT BEEN AROUND A LOT LONGER SO THAT WAS WHY I'M HAVING A TEXT BEEN AROUND A LOT LONGER SO THAT WAS WHY I'M ASKING AS FAR SUCCESS OF , LONGER SO THAT WAS WHY I'M ASKING AS FAR SUCCESS OF , LONGER SO THAT WAS WHY I'M ASKING AS FAR SUCCESS OF , SUCCESS OF THE PROGRAM,

306THE ONE ASKING AS FAR SUCCESS OF , SUCCESS OF THE PROGRAM, THE ONE ASKING AS FAR SUCCESS OF , SUCCESS OF THE PROGRAM, THE ONE THAT'S BEEN AROUND LONGER IS SUCCESS OF THE PROGRAM, THE ONE THAT'S BEEN AROUND LONGER IS SUCCESS OF THE PROGRAM, THE ONE THAT'S BEEN AROUND LONGER IS THAT HAVING MORE SUCCESS IS THAT'S BEEN AROUND LONGER IS THAT HAVING MORE SUCCESS IS THAT'S BEEN AROUND LONGER IS THAT HAVING MORE SUCCESS IS WHAT I GUESS I GETTING OUT BY THAT HAVING MORE SUCCESS IS WHAT I GUESS I GETTING OUT BY THAT HAVING MORE SUCCESS IS WHAT I GUESS I GETTING OUT BY ASKING THOSE NUMBERS ALSO HOW WHAT I GUESS I GETTING OUT BY ASKING THOSE NUMBERS ALSO HOW WHAT I GUESS I GETTING OUT BY ASKING THOSE NUMBERS ALSO HOW ARE YOU

307GUYS RECRUITING FOR ASKING THOSE NUMBERS ALSO HOW ARE YOU GUYS RECRUITING FOR ASKING THOSE NUMBERS ALSO HOW ARE YOU GUYS RECRUITING FOR MIDDLE AND HIGH SCHOOL RIGHT ARE YOU GUYS RECRUITING FOR MIDDLE AND HIGH SCHOOL RIGHT ARE YOU GUYS RECRUITING FOR MIDDLE AND HIGH SCHOOL RIGHT NOW BECAUSE OBVIOUSLY THAT'S MIDDLE AND HIGH SCHOOL RIGHT NOW BECAUSE OBVIOUSLY THAT'S MIDDLE AND HIGH SCHOOL RIGHT NOW BECAUSE OBVIOUSLY THAT'S WHERE OUR NUMBERS ARE LOWER AND NOW BECAUSE OBVIOUSLY THAT'S WHERE OUR NUMBERS ARE LOWER AND NOW BECAUSE OBVIOUSLY THAT'S WHERE OUR NUMBERS ARE LOWER AND IT'S INAPPROPRIATE AS I SAID WHERE OUR NUMBERS ARE LOWER AND IT'S INAPPROPRIATE AS I SAID WHERE OUR NUMBERS ARE LOWER AND IT'S INAPPROPRIATE AS I SAID BEFORE I SAID BEFORE, WE'VE IT'S INAPPROPRIATE AS I SAID BEFORE I SAID BEFORE, WE'VE IT'S INAPPROPRIATE

308AS I SAID BEFORE I SAID BEFORE, WE'VE BEEN OUT WITH STUDENT BEFORE I SAID BEFORE, WE'VE BEEN OUT WITH STUDENT BEFORE I SAID BEFORE, WE'VE BEEN OUT WITH STUDENT AMBASSADORS TO ELEMENTARY AND BEEN OUT WITH STUDENT AMBASSADORS TO ELEMENTARY AND BEEN OUT WITH STUDENT AMBASSADORS TO ELEMENTARY AND MIDDLE SCHOOLS TO RECRUIT WE'VE AMBASSADORS TO ELEMENTARY AND MIDDLE SCHOOLS TO RECRUIT WE'VE AMBASSADORS TO ELEMENTARY AND MIDDLE SCHOOLS TO RECRUIT WE'VE BEEN AT WE WERE AT ACADEMY MIDDLE SCHOOLS TO RECRUIT WE'VE BEEN AT WE WERE AT ACADEMY MIDDLE SCHOOLS TO RECRUIT WE'VE BEEN AT WE WERE AT ACADEMY NINTH. BEEN AT WE WERE AT ACADEMY NINTH. BEEN AT WE WERE AT ACADEMY NINTH. WE'VE INFORMATION SESSIONS IN NINTH. WE'VE INFORMATION SESSIONS IN NINTH. WE'VE INFORMATION SESSIONS IN THE BUILDING SO FAMILIES CAN WE'VE INFORMATION SESSIONS IN THE

309BUILDING SO FAMILIES CAN WE'VE INFORMATION SESSIONS IN THE BUILDING SO FAMILIES CAN COME ENSURE THE NEW BUILDING. THE BUILDING SO FAMILIES CAN COME ENSURE THE NEW BUILDING. THE BUILDING SO FAMILIES CAN COME ENSURE THE NEW BUILDING. SO I MEAN AN ACHIEVABLE DREAM COME ENSURE THE NEW BUILDING. SO I MEAN AN ACHIEVABLE DREAM COME ENSURE THE NEW BUILDING. SO I MEAN AN ACHIEVABLE DREAM IS PART OF THE ACADEMY PROCESS SO I MEAN AN ACHIEVABLE DREAM IS PART OF THE ACADEMY PROCESS SO I MEAN AN ACHIEVABLE DREAM IS PART OF THE ACADEMY PROCESS JUST LIKE FAMILIES EXPLORE FOR IS PART OF THE ACADEMY PROCESS JUST LIKE FAMILIES EXPLORE FOR IS PART OF THE ACADEMY PROCESS JUST LIKE FAMILIES EXPLORE FOR GOVERNOR STEM OR MATH AND JUST LIKE FAMILIES EXPLORE FOR GOVERNOR STEM OR MATH AND JUST LIKE

310FAMILIES EXPLORE FOR GOVERNOR STEM OR MATH AND SCIENCE SHE WOULD DREAM IS GOVERNOR STEM OR MATH AND SCIENCE SHE WOULD DREAM IS GOVERNOR STEM OR MATH AND SCIENCE SHE WOULD DREAM IS RIGHT OK AND THEN ANY QUESTION SCIENCE SHE WOULD DREAM IS RIGHT OK AND THEN ANY QUESTION SCIENCE SHE WOULD DREAM IS RIGHT OK AND THEN ANY QUESTION AND I JUST FORGOT IT AS YOU RIGHT OK AND THEN ANY QUESTION AND I JUST FORGOT IT AS YOU RIGHT OK AND THEN ANY QUESTION AND I JUST FORGOT IT AS YOU WERE TALKING I'LL GIVE YOU A AND I JUST FORGOT IT AS YOU WERE TALKING I'LL GIVE YOU A AND I JUST FORGOT IT AS YOU WERE TALKING I'LL GIVE YOU A SECOND TO THINK ABOUT IT WERE TALKING I'LL GIVE YOU A SECOND TO THINK

311ABOUT IT WERE TALKING I'LL GIVE YOU A SECOND TO THINK ABOUT IT BECAUSE OUR HELP ANSWER THAT OK SECOND TO THINK ABOUT IT BECAUSE OUR HELP ANSWER THAT OK SECOND TO THINK ABOUT IT BECAUSE OUR HELP ANSWER THAT OK FOR YOU GO AHEAD. BECAUSE OUR HELP ANSWER THAT OK FOR YOU GO AHEAD. BECAUSE OUR HELP ANSWER THAT OK FOR YOU GO AHEAD. SO THIS YEAR WITH A GRADUATING FOR YOU GO AHEAD. SO THIS YEAR WITH A GRADUATING FOR YOU GO AHEAD. SO THIS YEAR WITH A GRADUATING CLASS FOR THE FIRST TIME SO THIS YEAR WITH A GRADUATING CLASS FOR THE FIRST TIME SO THIS YEAR WITH A GRADUATING CLASS FOR THE FIRST TIME PARENTS WILL HAVE TANGIBLE CLASS FOR THE FIRST TIME PARENTS WILL HAVE TANGIBLE CLASS FOR THE FIRST TIME PARENTS WILL HAVE TANGIBLE

312EVIDENCE OF THE VALUE OF GOING PARENTS WILL HAVE TANGIBLE EVIDENCE OF THE VALUE OF GOING PARENTS WILL HAVE TANGIBLE EVIDENCE OF THE VALUE OF GOING THROUGH THE ACHIEVABLE DREAM EVIDENCE OF THE VALUE OF GOING THROUGH THE ACHIEVABLE DREAM EVIDENCE OF THE VALUE OF GOING THROUGH THE ACHIEVABLE DREAM IT'S LIKELY WILL HAVE TWENTY THROUGH THE ACHIEVABLE DREAM IT'S LIKELY WILL HAVE TWENTY THROUGH THE ACHIEVABLE DREAM IT'S LIKELY WILL HAVE TWENTY EIGHT GRADUATES GO THROUGH MANY IT'S LIKELY WILL HAVE TWENTY EIGHT GRADUATES GO THROUGH MANY IT'S LIKELY WILL HAVE TWENTY EIGHT GRADUATES GO THROUGH MANY OF WHOM WILL HAVE FOUR YEARS EIGHT GRADUATES GO THROUGH MANY OF WHOM WILL HAVE FOUR YEARS EIGHT GRADUATES GO THROUGH MANY OF WHOM WILL HAVE FOUR YEARS OF COLLEGE PAID FOR. OF WHOM WILL HAVE FOUR YEARS OF COLLEGE PAID FOR.

313OF WHOM WILL HAVE FOUR YEARS OF COLLEGE PAID FOR. SO IS COLLEGE PAID FOR VIA OF COLLEGE PAID FOR. SO IS COLLEGE PAID FOR VIA OF COLLEGE PAID FOR. SO IS COLLEGE PAID FOR VIA ACHIEVABLE DREAM OR THE SO IS COLLEGE PAID FOR VIA ACHIEVABLE DREAM OR THE SO IS COLLEGE PAID FOR VIA ACHIEVABLE DREAM OR THE SCHOLARSHIPS OR MIX OF BOTH A ACHIEVABLE DREAM OR THE SCHOLARSHIPS OR MIX OF BOTH A ACHIEVABLE DREAM OR THE SCHOLARSHIPS OR MIX OF BOTH A MIX OF BOTH OK BUT IT IS ARE SCHOLARSHIPS OR MIX OF BOTH A MIX OF BOTH OK BUT IT IS ARE SCHOLARSHIPS OR MIX OF BOTH A MIX OF BOTH OK BUT IT IS ARE ALL THE STUDENTS GUARANTEED MIX OF BOTH OK BUT IT IS ARE ALL THE STUDENTS GUARANTEED MIX OF

314BOTH OK BUT IT IS ARE ALL THE STUDENTS GUARANTEED THEIR COLLEGE FOR SO AS YES ALL THE STUDENTS GUARANTEED THEIR COLLEGE FOR SO AS YES ALL THE STUDENTS GUARANTEED THEIR COLLEGE FOR SO AS YES SORRY NO NO WORRIES. THEIR COLLEGE FOR SO AS YES SORRY NO NO WORRIES. THEIR COLLEGE FOR SO AS YES SORRY NO NO WORRIES. SO WE PROVIDE SCHOLARSHIP FOR SORRY NO NO WORRIES. SO WE PROVIDE SCHOLARSHIP FOR SORRY NO NO WORRIES. SO WE PROVIDE SCHOLARSHIP FOR ALL OF OUR STUDENTS THROUGH OUR SO WE PROVIDE SCHOLARSHIP FOR ALL OF OUR STUDENTS THROUGH OUR SO WE PROVIDE SCHOLARSHIP FOR ALL OF OUR STUDENTS THROUGH OUR CLASS SPONSORS AND THEN WE WORK ALL OF OUR STUDENTS THROUGH OUR CLASS SPONSORS AND THEN WE WORK ALL OF OUR STUDENTS THROUGH OUR CLASS SPONSORS AND THEN WE

315WORK VERY CLOSELY WITH THEM TO CLASS SPONSORS AND THEN WE WORK VERY CLOSELY WITH THEM TO CLASS SPONSORS AND THEN WE WORK VERY CLOSELY WITH THEM TO ENSURE THAT THEIR FAST ARE VERY CLOSELY WITH THEM TO ENSURE THAT THEIR FAST ARE VERY CLOSELY WITH THEM TO ENSURE THAT THEIR FAST ARE COMPLETED ON TIME THAT THEY'RE ENSURE THAT THEIR FAST ARE COMPLETED ON TIME THAT THEY'RE ENSURE THAT THEIR FAST ARE COMPLETED ON TIME THAT THEY'RE WORKING THROUGH FINANCIALLY COMPLETED ON TIME THAT THEY'RE WORKING THROUGH FINANCIALLY COMPLETED ON TIME THAT THEY'RE WORKING THROUGH FINANCIALLY WITH AID WITH EACH OF THOSE WORKING THROUGH FINANCIALLY WITH AID WITH EACH OF THOSE WORKING THROUGH FINANCIALLY WITH AID WITH EACH OF THOSE UNIVERSITIES AND THEN THEY ARE WITH AID WITH EACH OF THOSE UNIVERSITIES AND THEN THEY ARE WITH AID WITH

316EACH OF THOSE UNIVERSITIES AND THEN THEY ARE APPLYING FOR MANY OUTSIDE UNIVERSITIES AND THEN THEY ARE APPLYING FOR MANY OUTSIDE UNIVERSITIES AND THEN THEY ARE APPLYING FOR MANY OUTSIDE SCHOLARSHIPS THAT WE CAN REDUCE APPLYING FOR MANY OUTSIDE SCHOLARSHIPS THAT WE CAN REDUCE APPLYING FOR MANY OUTSIDE SCHOLARSHIPS THAT WE CAN REDUCE THAT BURDEN WE CANNOT GUARANTEE SCHOLARSHIPS THAT WE CAN REDUCE THAT BURDEN WE CANNOT GUARANTEE SCHOLARSHIPS THAT WE CAN REDUCE THAT BURDEN WE CANNOT GUARANTEE ONE HUNDRED PERCENT COLLEGE THAT BURDEN WE CANNOT GUARANTEE ONE HUNDRED PERCENT COLLEGE THAT BURDEN WE CANNOT GUARANTEE ONE HUNDRED PERCENT COLLEGE BEING PAID FOR HOWEVER WE WORK ONE HUNDRED PERCENT COLLEGE BEING PAID FOR HOWEVER WE WORK ONE HUNDRED PERCENT COLLEGE BEING PAID FOR HOWEVER WE WORK VERY CLOSELY VERY CLOSELY WITH BEING PAID FOR HOWEVER WE WORK VERY CLOSELY VERY

317CLOSELY WITH BEING PAID FOR HOWEVER WE WORK VERY CLOSELY VERY CLOSELY WITH THE STUDENTS TO ENSURE THAT IS VERY CLOSELY VERY CLOSELY WITH THE STUDENTS TO ENSURE THAT IS VERY CLOSELY VERY CLOSELY WITH THE STUDENTS TO ENSURE THAT IS NOT A BARRIER TO TAKING THAT THE STUDENTS TO ENSURE THAT IS NOT A BARRIER TO TAKING THAT THE STUDENTS TO ENSURE THAT IS NOT A BARRIER TO TAKING THAT STEP. NOT A BARRIER TO TAKING THAT STEP. NOT A BARRIER TO TAKING THAT STEP. IN ADDITION, THOSE COLLEGES STEP. IN ADDITION, THOSE COLLEGES STEP. IN ADDITION, THOSE COLLEGES THAT I MENTIONED AT THE END IN ADDITION, THOSE COLLEGES THAT I MENTIONED AT THE END IN ADDITION, THOSE COLLEGES THAT I MENTIONED AT THE END OF MY SLIDE THIS COLLEGE THAT I MENTIONED AT THE END OF MY SLIDE

318THIS COLLEGE THAT I MENTIONED AT THE END OF MY SLIDE THIS COLLEGE PARTNERSHIP WITH THOSE SCHOOLS OF MY SLIDE THIS COLLEGE PARTNERSHIP WITH THOSE SCHOOLS OF MY SLIDE THIS COLLEGE PARTNERSHIP WITH THOSE SCHOOLS WE DO HAVE AN AGREEMENT THAT PARTNERSHIP WITH THOSE SCHOOLS WE DO HAVE AN AGREEMENT THAT PARTNERSHIP WITH THOSE SCHOOLS WE DO HAVE AN AGREEMENT THAT THEY WILL HELP MEET US IN THE WE DO HAVE AN AGREEMENT THAT THEY WILL HELP MEET US IN THE WE DO HAVE AN AGREEMENT THAT THEY WILL HELP MEET US IN THE MIDDLE TO MEET THAT GAP. THEY WILL HELP MEET US IN THE MIDDLE TO MEET THAT GAP. THEY WILL HELP MEET US IN THE MIDDLE TO MEET THAT GAP. SO AT THE SCHOOL STUDENTS ARE MIDDLE TO MEET THAT GAP. SO AT THE SCHOOL STUDENTS ARE

319MIDDLE TO MEET THAT GAP. SO AT THE SCHOOL STUDENTS ARE ABLE TO GRADUATE WITH FOR THAT SO AT THE SCHOOL STUDENTS ARE ABLE TO GRADUATE WITH FOR THAT SO AT THE SCHOOL STUDENTS ARE ABLE TO GRADUATE WITH FOR THAT AND I WAS ALSO GOING TO ADD TO ABLE TO GRADUATE WITH FOR THAT AND I WAS ALSO GOING TO ADD TO ABLE TO GRADUATE WITH FOR THAT AND I WAS ALSO GOING TO ADD TO ADD TO WHAT DR. ROBINSON AND AND I WAS ALSO GOING TO ADD TO ADD TO WHAT DR. ROBINSON AND AND I WAS ALSO GOING TO ADD TO ADD TO WHAT DR. ROBINSON AND DR. BROWN SAID AS WELL AT ADD TO WHAT DR. ROBINSON AND DR. BROWN SAID AS WELL AT ADD TO WHAT DR. ROBINSON AND DR. BROWN SAID AS WELL

320AT SEATAC WE HAVE SEEN A HUGE DR. BROWN SAID AS WELL AT SEATAC WE HAVE SEEN A HUGE DR. BROWN SAID AS WELL AT SEATAC WE HAVE SEEN A HUGE GROWTH IN THE AWARENESS WITHIN SEATAC WE HAVE SEEN A HUGE GROWTH IN THE AWARENESS WITHIN SEATAC WE HAVE SEEN A HUGE GROWTH IN THE AWARENESS WITHIN THE COMMUNITY OF THIS GROWTH IN THE AWARENESS WITHIN THE COMMUNITY OF THIS GROWTH IN THE AWARENESS WITHIN THE COMMUNITY OF THIS OF ACHIEVABLE DREAM PROGRAM IN THE COMMUNITY OF THIS OF ACHIEVABLE DREAM PROGRAM IN THE COMMUNITY OF THIS OF ACHIEVABLE DREAM PROGRAM IN THE STRONG INTEREST THERE I OF ACHIEVABLE DREAM PROGRAM IN THE STRONG INTEREST THERE I OF ACHIEVABLE DREAM PROGRAM IN THE STRONG INTEREST THERE I BELIEVE I BELIEVE WE'RE THE STRONG INTEREST THERE I BELIEVE I BELIEVE

321WE'RE THE STRONG INTEREST THERE I BELIEVE I BELIEVE WE'RE STARTING TO SEE AT THE MIDDLE BELIEVE I BELIEVE WE'RE STARTING TO SEE AT THE MIDDLE BELIEVE I BELIEVE WE'RE STARTING TO SEE AT THE MIDDLE AND HIGH SCHOOL BUT WE STARTING TO SEE AT THE MIDDLE AND HIGH SCHOOL BUT WE STARTING TO SEE AT THE MIDDLE AND HIGH SCHOOL BUT WE CERTAINLY SAW THE SAME PATTERN AND HIGH SCHOOL BUT WE CERTAINLY SAW THE SAME PATTERN AND HIGH SCHOOL BUT WE CERTAINLY SAW THE SAME PATTERN IN NEWPORT NEWS AS WELL THAT AS CERTAINLY SAW THE SAME PATTERN IN NEWPORT NEWS AS WELL THAT AS CERTAINLY SAW THE SAME PATTERN IN NEWPORT NEWS AS WELL THAT AS THE PROGRAM BECAME MORE IN NEWPORT NEWS AS WELL THAT AS THE PROGRAM BECAME MORE IN NEWPORT NEWS AS WELL THAT

322AS THE PROGRAM BECAME MORE ESTABLISHED AND THE COMMUNITY THE PROGRAM BECAME MORE ESTABLISHED AND THE COMMUNITY THE PROGRAM BECAME MORE ESTABLISHED AND THE COMMUNITY WAS MORE FAMILIAR WITH IT AND ESTABLISHED AND THE COMMUNITY WAS MORE FAMILIAR WITH IT AND ESTABLISHED AND THE COMMUNITY WAS MORE FAMILIAR WITH IT AND THEY KNEW WHAT THE OPTION WAS MORE FAMILIAR WITH IT AND THEY KNEW WHAT THE OPTION WAS MORE FAMILIAR WITH IT AND THEY KNEW WHAT THE OPTION OPPORTUNITIES WERE THE PROGRAM THEY KNEW WHAT THE OPTION OPPORTUNITIES WERE THE PROGRAM THEY KNEW WHAT THE OPTION OPPORTUNITIES WERE THE PROGRAM THROUGH WITH IT AND SO WE'VE OPPORTUNITIES WERE THE PROGRAM THROUGH WITH IT AND SO WE'VE OPPORTUNITIES WERE THE PROGRAM THROUGH WITH IT AND SO WE'VE SEEN THAT NATURAL PROGRESSION THROUGH WITH IT AND SO WE'VE SEEN THAT NATURAL PROGRESSION

323THROUGH WITH IT AND SO WE'VE SEEN THAT NATURAL PROGRESSION HERE AND BEING ABLE TO ACCESS SEEN THAT NATURAL PROGRESSION HERE AND BEING ABLE TO ACCESS SEEN THAT NATURAL PROGRESSION HERE AND BEING ABLE TO ACCESS IS ADDITIONAL TRANSPORTATION HERE AND BEING ABLE TO ACCESS IS ADDITIONAL TRANSPORTATION HERE AND BEING ABLE TO ACCESS IS ADDITIONAL TRANSPORTATION WILL BE A HUGE IMPACT IN THAT IS ADDITIONAL TRANSPORTATION WILL BE A HUGE IMPACT IN THAT IS ADDITIONAL TRANSPORTATION WILL BE A HUGE IMPACT IN THAT ASTROLOGERS IF I CAN ADD TO WILL BE A HUGE IMPACT IN THAT ASTROLOGERS IF I CAN ADD TO WILL BE A HUGE IMPACT IN THAT ASTROLOGERS IF I CAN ADD TO YOUR QUESTION AS WELL AROUND ASTROLOGERS IF I CAN ADD TO YOUR QUESTION AS WELL AROUND ASTROLOGERS IF I CAN ADD TO YOUR QUESTION

324AS WELL AROUND RECRUITMENT BECAUSE I DON'T YOUR QUESTION AS WELL AROUND RECRUITMENT BECAUSE I DON'T YOUR QUESTION AS WELL AROUND RECRUITMENT BECAUSE I DON'T WANT THIS TO SLIP BY AND DR. RECRUITMENT BECAUSE I DON'T WANT THIS TO SLIP BY AND DR. RECRUITMENT BECAUSE I DON'T WANT THIS TO SLIP BY AND DR. BROWN SCRIPT THE REALLOCATION WANT THIS TO SLIP BY AND DR. BROWN SCRIPT THE REALLOCATION WANT THIS TO SLIP BY AND DR. BROWN SCRIPT THE REALLOCATION OF A POSITION TO COORDINATOR BROWN SCRIPT THE REALLOCATION OF A POSITION TO COORDINATOR BROWN SCRIPT THE REALLOCATION OF A POSITION TO COORDINATOR OF JOY BOONE WHO WAS PREVIOUSLY OF A POSITION TO COORDINATOR OF JOY BOONE WHO WAS PREVIOUSLY OF A POSITION TO COORDINATOR OF JOY BOONE WHO WAS PREVIOUSLY AN ASSISTANT PRINCIPAL IS OF JOY BOONE WHO WAS

325PREVIOUSLY AN ASSISTANT PRINCIPAL IS OF JOY BOONE WHO WAS PREVIOUSLY AN ASSISTANT PRINCIPAL IS PROBABLY OUR BIGGEST RECRUITING AN ASSISTANT PRINCIPAL IS PROBABLY OUR BIGGEST RECRUITING AN ASSISTANT PRINCIPAL IS PROBABLY OUR BIGGEST RECRUITING MOVE WE'VE DONE ON THE PROBABLY OUR BIGGEST RECRUITING MOVE WE'VE DONE ON THE PROBABLY OUR BIGGEST RECRUITING MOVE WE'VE DONE ON THE SECONDARY LEVEL TOTAL MOVE WE'VE DONE ON THE SECONDARY LEVEL TOTAL MOVE WE'VE DONE ON THE SECONDARY LEVEL TOTAL COMMITMENT TO THAT ROLE THAT SECONDARY LEVEL TOTAL COMMITMENT TO THAT ROLE THAT SECONDARY LEVEL TOTAL COMMITMENT TO THAT ROLE THAT ROLE IS SEEN. COMMITMENT TO THAT ROLE THAT ROLE IS SEEN. COMMITMENT TO THAT ROLE THAT ROLE IS SEEN. I THINK WHERE YOU'RE SEEING ROLE IS SEEN. I THINK WHERE YOU'RE SEEING ROLE IS SEEN. I THINK WHERE YOU'RE SEEING THOSE NUMBERS

326THAT HAVE I THINK WHERE YOU'RE SEEING THOSE NUMBERS THAT HAVE I THINK WHERE YOU'RE SEEING THOSE NUMBERS THAT HAVE ELEVATED PARTICULARLY ON THE THOSE NUMBERS THAT HAVE ELEVATED PARTICULARLY ON THE THOSE NUMBERS THAT HAVE ELEVATED PARTICULARLY ON THE MIDDLE SCHOOL AND EVEN TWENTY ELEVATED PARTICULARLY ON THE MIDDLE SCHOOL AND EVEN TWENTY ELEVATED PARTICULARLY ON THE MIDDLE SCHOOL AND EVEN TWENTY ONE NINTH GRADERS TO JOIN IN MIDDLE SCHOOL AND EVEN TWENTY ONE NINTH GRADERS TO JOIN IN MIDDLE SCHOOL AND EVEN TWENTY ONE NINTH GRADERS TO JOIN IN BECAUSE THE OTHER THING I THINK ONE NINTH GRADERS TO JOIN IN BECAUSE THE OTHER THING I THINK ONE NINTH GRADERS TO JOIN IN BECAUSE THE OTHER THING I THINK ABOARD IN DR. GREENE HIT ON BECAUSE THE OTHER THING I THINK ABOARD IN DR. GREENE HIT ON BECAUSE

327THE OTHER THING I THINK ABOARD IN DR. GREENE HIT ON THIS A LITTLE BIT THE HIGH THE ABOARD IN DR. GREENE HIT ON THIS A LITTLE BIT THE HIGH THE ABOARD IN DR. GREENE HIT ON THIS A LITTLE BIT THE HIGH THE HIGH SCHOOL IS A LITTLE MORE THIS A LITTLE BIT THE HIGH THE HIGH SCHOOL IS A LITTLE MORE THIS A LITTLE BIT THE HIGH THE HIGH SCHOOL IS A LITTLE MORE CHALLENGING WITH ALL THE HIGH SCHOOL IS A LITTLE MORE CHALLENGING WITH ALL THE HIGH SCHOOL IS A LITTLE MORE CHALLENGING WITH ALL THE OPTIONS OUR KIDS HAVE YET SO WE CHALLENGING WITH ALL THE OPTIONS OUR KIDS HAVE YET SO WE CHALLENGING WITH ALL THE OPTIONS OUR KIDS HAVE YET SO WE HAVE TO BE VERY STRATEGIC AND OPTIONS OUR KIDS HAVE YET

328SO WE HAVE TO BE VERY STRATEGIC AND OPTIONS OUR KIDS HAVE YET SO WE HAVE TO BE VERY STRATEGIC AND CREATING OPPORTUNITIES FOR AT HAVE TO BE VERY STRATEGIC AND CREATING OPPORTUNITIES FOR AT HAVE TO BE VERY STRATEGIC AND CREATING OPPORTUNITIES FOR AT RISK STUDENTS THAT MAYBE DON'T CREATING OPPORTUNITIES FOR AT RISK STUDENTS THAT MAYBE DON'T CREATING OPPORTUNITIES FOR AT RISK STUDENTS THAT MAYBE DON'T ALWAYS SEE COLLEGE AS FUTURE RISK STUDENTS THAT MAYBE DON'T ALWAYS SEE COLLEGE AS FUTURE RISK STUDENTS THAT MAYBE DON'T ALWAYS SEE COLLEGE AS FUTURE THE WORK THAT SHE WILL DREAMS ALWAYS SEE COLLEGE AS FUTURE THE WORK THAT SHE WILL DREAMS ALWAYS SEE COLLEGE AS FUTURE THE WORK THAT SHE WILL DREAMS HAS DONE HAS DONE IN MARKET THE WORK THAT SHE WILL DREAMS HAS DONE HAS DONE IN MARKET THE

329WORK THAT SHE WILL DREAMS HAS DONE HAS DONE IN MARKET THAT BUT I DON'T WANT TO HAS DONE HAS DONE IN MARKET THAT BUT I DON'T WANT TO HAS DONE HAS DONE IN MARKET THAT BUT I DON'T WANT TO DISMISS OR NOT GIVE THE THAT BUT I DON'T WANT TO DISMISS OR NOT GIVE THE THAT BUT I DON'T WANT TO DISMISS OR NOT GIVE THE SIGNIFICANCE OF HAVING A DISMISS OR NOT GIVE THE SIGNIFICANCE OF HAVING A DISMISS OR NOT GIVE THE SIGNIFICANCE OF HAVING A COORDINATOR SECONDARY TO SIGNIFICANCE OF HAVING A COORDINATOR SECONDARY TO SIGNIFICANCE OF HAVING A COORDINATOR SECONDARY TO COMPLETELY DRIVE THAT PROGRAM. COORDINATOR SECONDARY TO COMPLETELY DRIVE THAT PROGRAM. COORDINATOR SECONDARY TO COMPLETELY DRIVE THAT PROGRAM. WE'RE SEEING VERY STRONG COMPLETELY DRIVE THAT PROGRAM. WE'RE SEEING VERY STRONG COMPLETELY DRIVE THAT

330PROGRAM. WE'RE SEEING VERY STRONG INITIAL RESULTS ON THAT AND I WE'RE SEEING VERY STRONG INITIAL RESULTS ON THAT AND I WE'RE SEEING VERY STRONG INITIAL RESULTS ON THAT AND I JUST WANTED TO HIGHLIGHT THAT INITIAL RESULTS ON THAT AND I JUST WANTED TO HIGHLIGHT THAT INITIAL RESULTS ON THAT AND I JUST WANTED TO HIGHLIGHT THAT PART I REMEMBER MY LAST JUST WANTED TO HIGHLIGHT THAT PART I REMEMBER MY LAST JUST WANTED TO HIGHLIGHT THAT PART I REMEMBER MY LAST QUESTION UM, DO YOU HAVE ANY PART I REMEMBER MY LAST QUESTION UM, DO YOU HAVE ANY PART I REMEMBER MY LAST QUESTION UM, DO YOU HAVE ANY DATA ON THE NUMBER QUESTION UM, DO YOU HAVE ANY DATA ON THE NUMBER QUESTION UM, DO YOU HAVE ANY DATA ON THE NUMBER OF APPLICATIONS THAT YOU'RE DATA

331ON THE NUMBER OF APPLICATIONS THAT YOU'RE DATA ON THE NUMBER OF APPLICATIONS THAT YOU'RE RECEIVING THAT PERHAPS PARENTS OF APPLICATIONS THAT YOU'RE RECEIVING THAT PERHAPS PARENTS OF APPLICATIONS THAT YOU'RE RECEIVING THAT PERHAPS PARENTS ARE SAYING MY CHILD GOT IN BUT RECEIVING THAT PERHAPS PARENTS ARE SAYING MY CHILD GOT IN BUT RECEIVING THAT PERHAPS PARENTS ARE SAYING MY CHILD GOT IN BUT WE CAN'T WE DON'T HAVE THE ARE SAYING MY CHILD GOT IN BUT WE CAN'T WE DON'T HAVE THE ARE SAYING MY CHILD GOT IN BUT WE CAN'T WE DON'T HAVE THE ABILITY TO GET THEM THERE SO WE CAN'T WE DON'T HAVE THE ABILITY TO GET THEM THERE SO WE CAN'T WE DON'T HAVE THE ABILITY TO GET THEM THERE SO THEN WE HAVE TO PULL OUR ABILITY TO GET THEM THERE SO THEN WE

332HAVE TO PULL OUR ABILITY TO GET THEM THERE SO THEN WE HAVE TO PULL OUR APPLICATION BACK NOT THEN WE HAVE TO PULL OUR APPLICATION BACK NOT THEN WE HAVE TO PULL OUR APPLICATION BACK NOT APPLICATION BUT IF YOU IF YOU APPLICATION BACK NOT APPLICATION BUT IF YOU IF YOU APPLICATION BACK NOT APPLICATION BUT IF YOU IF YOU IF YOU LIKE I CAN SHARE LAST APPLICATION BUT IF YOU IF YOU IF YOU LIKE I CAN SHARE LAST APPLICATION BUT IF YOU IF YOU IF YOU LIKE I CAN SHARE LAST SCHOOL YEAR AT SEATAC THERE IF YOU LIKE I CAN SHARE LAST SCHOOL YEAR AT SEATAC THERE IF YOU LIKE I CAN SHARE LAST SCHOOL YEAR AT SEATAC THERE WERE 52 WITH WITHDRAWALS. SCHOOL YEAR AT SEATAC THERE WERE 52 WITH WITHDRAWALS. SCHOOL YEAR AT SEATAC

333THERE WERE 52 WITH WITHDRAWALS. SIX OF THOSE WERE WERE 52 WITH WITHDRAWALS. SIX OF THOSE WERE WERE 52 WITH WITHDRAWALS. SIX OF THOSE WERE TRANSPORTATION 33 MOVED. SIX OF THOSE WERE TRANSPORTATION 33 MOVED. SIX OF THOSE WERE TRANSPORTATION 33 MOVED. THIRTY THREE MOVED OUT TRANSPORTATION 33 MOVED. THIRTY THREE MOVED OUT TRANSPORTATION 33 MOVED. THIRTY THREE MOVED OUT OF VIRGINIA BEACH AND THEN WE THIRTY THREE MOVED OUT OF VIRGINIA BEACH AND THEN WE THIRTY THREE MOVED OUT OF VIRGINIA BEACH AND THEN WE HAD 13 THEIR WINDS ONLY CHOSE OF VIRGINIA BEACH AND THEN WE HAD 13 THEIR WINDS ONLY CHOSE OF VIRGINIA BEACH AND THEN WE HAD 13 THEIR WINDS ONLY CHOSE TO GO A DIFFERENT ROUTE FOR THE HAD 13 THEIR WINDS ONLY CHOSE TO GO A DIFFERENT ROUTE FOR THE HAD 13 THEIR WINDS

334ONLY CHOSE TO GO A DIFFERENT ROUTE FOR THE SECONDARY STUDENTS TWENTY EIGHT TO GO A DIFFERENT ROUTE FOR THE SECONDARY STUDENTS TWENTY EIGHT TO GO A DIFFERENT ROUTE FOR THE SECONDARY STUDENTS TWENTY EIGHT 10 MOVED EIGHT TEN MOVED OUT SECONDARY STUDENTS TWENTY EIGHT 10 MOVED EIGHT TEN MOVED OUT SECONDARY STUDENTS TWENTY EIGHT 10 MOVED EIGHT TEN MOVED OUT OF VIRGINIA BEACH 12 COULD NOT 10 MOVED EIGHT TEN MOVED OUT OF VIRGINIA BEACH 12 COULD NOT 10 MOVED EIGHT TEN MOVED OUT OF VIRGINIA BEACH 12 COULD NOT CONTINUE BECAUSE OF VIRGINIA BEACH 12 COULD NOT CONTINUE BECAUSE OF VIRGINIA BEACH 12 COULD NOT CONTINUE BECAUSE OF TRANSPORTATION AND WE HAD CONTINUE BECAUSE OF TRANSPORTATION AND WE HAD CONTINUE BECAUSE OF TRANSPORTATION AND WE HAD SIX WHO JUST CHOSE TO GO TO OF TRANSPORTATION AND WE HAD

335SIX WHO JUST CHOSE TO GO TO OF TRANSPORTATION AND WE HAD SIX WHO JUST CHOSE TO GO TO THEIR HOME SCHOOL SOMETIMES SIX WHO JUST CHOSE TO GO TO THEIR HOME SCHOOL SOMETIMES SIX WHO JUST CHOSE TO GO TO THEIR HOME SCHOOL SOMETIMES THEY DECIDE TO GO TO SCHOOL THEIR HOME SCHOOL SOMETIMES THEY DECIDE TO GO TO SCHOOL THEIR HOME SCHOOL SOMETIMES THEY DECIDE TO GO TO SCHOOL BECAUSE OF ATHLETICS. THEY DECIDE TO GO TO SCHOOL BECAUSE OF ATHLETICS. THEY DECIDE TO GO TO SCHOOL BECAUSE OF ATHLETICS. RIGHT AND SALARIES A GOOD FIT BECAUSE OF ATHLETICS. RIGHT AND SALARIES A GOOD FIT BECAUSE OF ATHLETICS. RIGHT AND SALARIES A GOOD FIT FOR EVERYBODY WHICH I RIGHT AND SALARIES A GOOD FIT FOR EVERYBODY WHICH I RIGHT AND SALARIES A GOOD FIT FOR EVERYBODY WHICH I

336UNDERSTAND I JUST WANTED JUST FOR EVERYBODY WHICH I UNDERSTAND I JUST WANTED JUST FOR EVERYBODY WHICH I UNDERSTAND I JUST WANTED JUST WANTED TO KNOW THE NUMBERS UNDERSTAND I JUST WANTED JUST WANTED TO KNOW THE NUMBERS UNDERSTAND I JUST WANTED JUST WANTED TO KNOW THE NUMBERS OF THE STUDENTS WHO WERE HAVING WANTED TO KNOW THE NUMBERS OF THE STUDENTS WHO WERE HAVING WANTED TO KNOW THE NUMBERS OF THE STUDENTS WHO WERE HAVING TRANSPORTATION ISSUES. OF THE STUDENTS WHO WERE HAVING TRANSPORTATION ISSUES. OF THE STUDENTS WHO WERE HAVING TRANSPORTATION ISSUES. SO THANK YOU FOR THAT TRANSPORTATION ISSUES. SO THANK YOU FOR THAT TRANSPORTATION ISSUES. SO THANK YOU FOR THAT TERRARIUMS. SO THANK YOU FOR THAT TERRARIUMS. SO THANK YOU FOR THAT TERRARIUMS. THANK YOU SO SO BASICALLY WE TERRARIUMS. THANK YOU SO SO BASICALLY WE TERRARIUMS.

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

338GRADUATING SAID SO THAT'S ABOUT 30 WE PROBABLY HAVE ABOUT OR 11TH GRADERS AND ABOUT 30 TENTH 30 WE PROBABLY HAVE ABOUT OR 11TH GRADERS AND ABOUT 30 TENTH 30 WE PROBABLY HAVE ABOUT OR 11TH GRADERS AND ABOUT 30 TENTH GRADERS AND ABOUT THIRTY NINE 11TH GRADERS AND ABOUT 30 TENTH GRADERS AND ABOUT THIRTY NINE 11TH GRADERS AND ABOUT 30 TENTH GRADERS AND ABOUT THIRTY NINE GROUPS YES IT'S NOT EXACTLY GRADERS AND ABOUT THIRTY NINE GROUPS YES IT'S NOT EXACTLY GRADERS AND ABOUT THIRTY NINE GROUPS YES IT'S NOT EXACTLY THAT BUT ABOUT ONE HUNDRED AND GROUPS YES IT'S NOT EXACTLY THAT BUT ABOUT ONE HUNDRED AND GROUPS YES IT'S NOT EXACTLY THAT BUT ABOUT ONE HUNDRED AND THEN THE MIDDLE SCHOOL WE HAVE THAT BUT ABOUT ONE HUNDRED AND THEN THE MIDDLE SCHOOL WE HAVE THAT

339BUT ABOUT ONE HUNDRED AND THEN THE MIDDLE SCHOOL WE HAVE ABOUT FORTY AVERAGE ON EACH THEN THE MIDDLE SCHOOL WE HAVE ABOUT FORTY AVERAGE ON EACH THEN THE MIDDLE SCHOOL WE HAVE ABOUT FORTY AVERAGE ON EACH GRADE LEVEL. ABOUT FORTY AVERAGE ON EACH GRADE LEVEL. ABOUT FORTY AVERAGE ON EACH GRADE LEVEL. OK OK UM SO I KNOW THAT WE GRADE LEVEL. OK OK UM SO I KNOW THAT WE GRADE LEVEL. OK OK UM SO I KNOW THAT WE EXPANDED THE ZONE I THINK IT IS OK OK UM SO I KNOW THAT WE EXPANDED THE ZONE I THINK IT IS OK OK UM SO I KNOW THAT WE EXPANDED THE ZONE I THINK IT IS IN TWENTY SEVENTEEN TWENTY EXPANDED THE ZONE I THINK IT IS IN TWENTY SEVENTEEN TWENTY EXPANDED THE ZONE I THINK IT

340IS IN TWENTY SEVENTEEN TWENTY EIGHTEEN SO I BELIEVE SOMEWHERE IN TWENTY SEVENTEEN TWENTY EIGHTEEN SO I BELIEVE SOMEWHERE IN TWENTY SEVENTEEN TWENTY EIGHTEEN SO I BELIEVE SOMEWHERE ON THAT. EIGHTEEN SO I BELIEVE SOMEWHERE ON THAT. EIGHTEEN SO I BELIEVE SOMEWHERE ON THAT. WHAT WERE THE RESULTS OF THAT ON THAT. WHAT WERE THE RESULTS OF THAT ON THAT. WHAT WERE THE RESULTS OF THAT FIRST TIME THAT WE EXPANDED. WHAT WERE THE RESULTS OF THAT FIRST TIME THAT WE EXPANDED. WHAT WERE THE RESULTS OF THAT FIRST TIME THAT WE EXPANDED. DID WE SEE HUGE POSITIVE FIRST TIME THAT WE EXPANDED. DID WE SEE HUGE POSITIVE FIRST TIME THAT WE EXPANDED. DID WE SEE HUGE POSITIVE RESULTS YOU KNOW I WAS NOT HERE DID WE SEE HUGE POSITIVE RESULTS YOU KNOW I WAS NOT HERE DID WE SEE

341HUGE POSITIVE RESULTS YOU KNOW I WAS NOT HERE DURING THAT I KNOW YOU ARE HERE RESULTS YOU KNOW I WAS NOT HERE DURING THAT I KNOW YOU ARE HERE RESULTS YOU KNOW I WAS NOT HERE DURING THAT I KNOW YOU ARE HERE SO I'D HATE TO GIVE YOU AN DURING THAT I KNOW YOU ARE HERE SO I'D HATE TO GIVE YOU AN DURING THAT I KNOW YOU ARE HERE SO I'D HATE TO GIVE YOU AN ANSWER THAT IS INCORRECT BUT SO I'D HATE TO GIVE YOU AN ANSWER THAT IS INCORRECT BUT SO I'D HATE TO GIVE YOU AN ANSWER THAT IS INCORRECT BUT FROM WHAT I'VE SEEN SINCE I ANSWER THAT IS INCORRECT BUT FROM WHAT I'VE SEEN SINCE I ANSWER THAT IS INCORRECT BUT FROM WHAT I'VE SEEN SINCE I HAVE BEEN IN VIRGINIA

342BEACH IS FROM WHAT I'VE SEEN SINCE I HAVE BEEN IN VIRGINIA BEACH IS FROM WHAT I'VE SEEN SINCE I HAVE BEEN IN VIRGINIA BEACH IS THAT WE ARE GETTING THE KIDS HAVE BEEN IN VIRGINIA BEACH IS THAT WE ARE GETTING THE KIDS HAVE BEEN IN VIRGINIA BEACH IS THAT WE ARE GETTING THE KIDS FROM SEATAC TO THE MIDDLE THAT WE ARE GETTING THE KIDS FROM SEATAC TO THE MIDDLE THAT WE ARE GETTING THE KIDS FROM SEATAC TO THE MIDDLE SCHOOL PROGRAM AND THEN WE HAVE FROM SEATAC TO THE MIDDLE SCHOOL PROGRAM AND THEN WE HAVE FROM SEATAC TO THE MIDDLE SCHOOL PROGRAM AND THEN WE HAVE TO FIND A WAY TO KEEP THEM SCHOOL PROGRAM AND THEN WE HAVE TO FIND A WAY TO KEEP THEM SCHOOL PROGRAM AND THEN WE HAVE TO FIND A

343WAY TO KEEP THEM THERE NOW SAY THIS PART OF IT TO FIND A WAY TO KEEP THEM THERE NOW SAY THIS PART OF IT TO FIND A WAY TO KEEP THEM THERE NOW SAY THIS PART OF IT WAS BECAUSE SOME BECAUSE SOME THERE NOW SAY THIS PART OF IT WAS BECAUSE SOME BECAUSE SOME THERE NOW SAY THIS PART OF IT WAS BECAUSE SOME BECAUSE SOME OF THOSE KIDS GO INTO SCHOOL WAS BECAUSE SOME BECAUSE SOME OF THOSE KIDS GO INTO SCHOOL WAS BECAUSE SOME BECAUSE SOME OF THOSE KIDS GO INTO SCHOOL AND HIGH SCHOOL WE'RE GOING TO OF THOSE KIDS GO INTO SCHOOL AND HIGH SCHOOL WE'RE GOING TO OF THOSE KIDS GO INTO SCHOOL AND HIGH SCHOOL WE'RE GOING TO THE PORTABLES BUT PORTABLES BUT AND HIGH SCHOOL WE'RE GOING TO THE PORTABLES BUT

344PORTABLES BUT AND HIGH SCHOOL WE'RE GOING TO THE PORTABLES BUT PORTABLES BUT NOW WE HAVE THIS BIG BEAUTIFUL THE PORTABLES BUT PORTABLES BUT NOW WE HAVE THIS BIG BEAUTIFUL THE PORTABLES BUT PORTABLES BUT NOW WE HAVE THIS BIG BEAUTIFUL BUILDING. NOW WE HAVE THIS BIG BEAUTIFUL BUILDING. NOW WE HAVE THIS BIG BEAUTIFUL BUILDING. WE HAVE OPPORTUNITIES THAT SOME BUILDING. WE HAVE OPPORTUNITIES THAT SOME BUILDING. WE HAVE OPPORTUNITIES THAT SOME DIDN'T REALIZE THEY HAD BEFORE WE HAVE OPPORTUNITIES THAT SOME DIDN'T REALIZE THEY HAD BEFORE WE HAVE OPPORTUNITIES THAT SOME DIDN'T REALIZE THEY HAD BEFORE THEY ACTUALLY GET TO THE NICE DIDN'T REALIZE THEY HAD BEFORE THEY ACTUALLY GET TO THE NICE DIDN'T REALIZE THEY HAD BEFORE THEY ACTUALLY GET TO THE NICE NEW BUILDING. THEY ACTUALLY GET TO THE NICE NEW BUILDING. THEY ACTUALLY GET TO

345THE NICE NEW BUILDING. SO I BELIEVE THAT WE WILL BE NEW BUILDING. SO I BELIEVE THAT WE WILL BE NEW BUILDING. SO I BELIEVE THAT WE WILL BE ABLE TO KEEP THE NUMBERS ONCE SO I BELIEVE THAT WE WILL BE ABLE TO KEEP THE NUMBERS ONCE SO I BELIEVE THAT WE WILL BE ABLE TO KEEP THE NUMBERS ONCE WE GET THEM THERE. ABLE TO KEEP THE NUMBERS ONCE WE GET THEM THERE. ABLE TO KEEP THE NUMBERS ONCE WE GET THEM THERE. WE JUST GOT TO GET THEY'RE WE GET THEM THERE. WE JUST GOT TO GET THEY'RE WE GET THEM THERE. WE JUST GOT TO GET THEY'RE GOING TO GET THEM TO THEM TO WE JUST GOT TO GET THEY'RE GOING TO GET THEM TO THEM TO WE JUST GOT TO GET THEY'RE GOING TO GET

346THEM TO THEM TO THE SCHOOL OK AND REFERRERS MY GOING TO GET THEM TO THEM TO THE SCHOOL OK AND REFERRERS MY GOING TO GET THEM TO THEM TO THE SCHOOL OK AND REFERRERS MY MEMORY ABOUT SPORTS IF THEY'RE THE SCHOOL OK AND REFERRERS MY MEMORY ABOUT SPORTS IF THEY'RE THE SCHOOL OK AND REFERRERS MY MEMORY ABOUT SPORTS IF THEY'RE AN ATHLETE DO THEY GO BACK TO MEMORY ABOUT SPORTS IF THEY'RE AN ATHLETE DO THEY GO BACK TO MEMORY ABOUT SPORTS IF THEY'RE AN ATHLETE DO THEY GO BACK TO THEIR HOME SCHOOL AND IN HIGH AN ATHLETE DO THEY GO BACK TO THEIR HOME SCHOOL AND IN HIGH AN ATHLETE DO THEY GO BACK TO THEIR HOME SCHOOL AND IN HIGH SCHOOL AND NO FORGOTTEN THOSE THEIR HOME SCHOOL AND IN HIGH SCHOOL AND NO

347FORGOTTEN THOSE THEIR HOME SCHOOL AND IN HIGH SCHOOL AND NO FORGOTTEN THOSE THEY FORGOTTEN THOSE STUDENTS SCHOOL AND NO FORGOTTEN THOSE THEY FORGOTTEN THOSE STUDENTS SCHOOL AND NO FORGOTTEN THOSE THEY FORGOTTEN THOSE STUDENTS WHO ARE ATHLETES PARTICIPATE AT THEY FORGOTTEN THOSE STUDENTS WHO ARE ATHLETES PARTICIPATE AT THEY FORGOTTEN THOSE STUDENTS WHO ARE ATHLETES PARTICIPATE AT FIRST THAT'S OK. WHO ARE ATHLETES PARTICIPATE AT FIRST THAT'S OK. WHO ARE ATHLETES PARTICIPATE AT FIRST THAT'S OK. I SAY OK, I'LL BE RIGHT BEING FIRST THAT'S OK. I SAY OK, I'LL BE RIGHT BEING FIRST THAT'S OK. I SAY OK, I'LL BE RIGHT BEING ABLE TO WORK WITH THE SCHEDULE I SAY OK, I'LL BE RIGHT BEING ABLE TO WORK WITH THE SCHEDULE I SAY OK, I'LL BE RIGHT BEING ABLE TO WORK WITH THE SCHEDULE IN THE SCHEDULE IN

348THE PAST ABLE TO WORK WITH THE SCHEDULE IN THE SCHEDULE IN THE PAST ABLE TO WORK WITH THE SCHEDULE IN THE SCHEDULE IN THE PAST COUPLE OF YEARS IS THAT HUGE IN THE SCHEDULE IN THE PAST COUPLE OF YEARS IS THAT HUGE IN THE SCHEDULE IN THE PAST COUPLE OF YEARS IS THAT HUGE THANK YOU TO BOTH DR. KRAMER COUPLE OF YEARS IS THAT HUGE THANK YOU TO BOTH DR. KRAMER COUPLE OF YEARS IS THAT HUGE THANK YOU TO BOTH DR. KRAMER AND JOY FOR MAKING IT SO THAT THANK YOU TO BOTH DR. KRAMER AND JOY FOR MAKING IT SO THAT THANK YOU TO BOTH DR. KRAMER AND JOY FOR MAKING IT SO THAT IT WAS MORE PLAUSIBLE FOR AND JOY FOR MAKING IT SO THAT IT WAS MORE PLAUSIBLE FOR AND JOY FOR MAKING

349IT SO THAT IT WAS MORE PLAUSIBLE FOR STUDENTS MAYBE WE'RE HAVING IT WAS MORE PLAUSIBLE FOR STUDENTS MAYBE WE'RE HAVING IT WAS MORE PLAUSIBLE FOR STUDENTS MAYBE WE'RE HAVING CONFLICTS WITH SPORTS TO WORK STUDENTS MAYBE WE'RE HAVING CONFLICTS WITH SPORTS TO WORK STUDENTS MAYBE WE'RE HAVING CONFLICTS WITH SPORTS TO WORK WITH THE SCHEDULE AND STILL BE CONFLICTS WITH SPORTS TO WORK WITH THE SCHEDULE AND STILL BE CONFLICTS WITH SPORTS TO WORK WITH THE SCHEDULE AND STILL BE ABLE TO PARTICIPATE IN THOSE WITH THE SCHEDULE AND STILL BE ABLE TO PARTICIPATE IN THOSE WITH THE SCHEDULE AND STILL BE ABLE TO PARTICIPATE IN THOSE AND SO THAT HAS MADE A BIG ABLE TO PARTICIPATE IN THOSE AND SO THAT HAS MADE A BIG ABLE TO PARTICIPATE IN THOSE AND SO THAT HAS MADE A BIG DIFFERENCE.

350AND SO THAT HAS MADE A BIG DIFFERENCE. AND SO THAT HAS MADE A BIG DIFFERENCE. I BELIEVE IN RETAINING STUDENTS DIFFERENCE. I BELIEVE IN RETAINING STUDENTS DIFFERENCE. I BELIEVE IN RETAINING STUDENTS THAT MAY HAVE OTHERWISE LEFT I BELIEVE IN RETAINING STUDENTS THAT MAY HAVE OTHERWISE LEFT I BELIEVE IN RETAINING STUDENTS THAT MAY HAVE OTHERWISE LEFT BECAUSE OF SPORTS I ALSO WAS THAT MAY HAVE OTHERWISE LEFT BECAUSE OF SPORTS I ALSO WAS THAT MAY HAVE OTHERWISE LEFT BECAUSE OF SPORTS I ALSO WAS NOT HERE WHEN THAT FIRST BECAUSE OF SPORTS I ALSO WAS NOT HERE WHEN THAT FIRST BECAUSE OF SPORTS I ALSO WAS NOT HERE WHEN THAT FIRST EXPANSION HAPPENED BUT I DID NOT HERE WHEN THAT FIRST EXPANSION HAPPENED BUT I DID NOT HERE WHEN THAT FIRST EXPANSION HAPPENED BUT I DID WANT TO

351NOTE THAT PREPEND WE EXPANSION HAPPENED BUT I DID WANT TO NOTE THAT PREPEND WE EXPANSION HAPPENED BUT I DID WANT TO NOTE THAT PREPEND WE WERE UP TO OVER FOUR HUNDRED WANT TO NOTE THAT PREPEND WE WERE UP TO OVER FOUR HUNDRED WANT TO NOTE THAT PREPEND WE WERE UP TO OVER FOUR HUNDRED AND FORTY KIDS IN SEATAC. WERE UP TO OVER FOUR HUNDRED AND FORTY KIDS IN SEATAC. WERE UP TO OVER FOUR HUNDRED AND FORTY KIDS IN SEATAC. WE LIKE MANY SCHOOLS WE SAW AND FORTY KIDS IN SEATAC. WE LIKE MANY SCHOOLS WE SAW AND FORTY KIDS IN SEATAC. WE LIKE MANY SCHOOLS WE SAW HUGE REDUCTION OF THAT OVER THE WE LIKE MANY SCHOOLS WE SAW HUGE REDUCTION OF THAT OVER THE WE LIKE MANY SCHOOLS WE SAW HUGE REDUCTION OF THAT OVER

352THE PANDEMIC WE HAD OVER 40 HUGE REDUCTION OF THAT OVER THE PANDEMIC WE HAD OVER 40 HUGE REDUCTION OF THAT OVER THE PANDEMIC WE HAD OVER 40 STUDENTS WHO JUST MOVED OUT PANDEMIC WE HAD OVER 40 STUDENTS WHO JUST MOVED OUT PANDEMIC WE HAD OVER 40 STUDENTS WHO JUST MOVED OUT OF THE VIRGINIA BEACH IN THE STUDENTS WHO JUST MOVED OUT OF THE VIRGINIA BEACH IN THE STUDENTS WHO JUST MOVED OUT OF THE VIRGINIA BEACH IN THE HAMPTON ROADS AREA SO THERE WAS OF THE VIRGINIA BEACH IN THE HAMPTON ROADS AREA SO THERE WAS OF THE VIRGINIA BEACH IN THE HAMPTON ROADS AREA SO THERE WAS A LARGE REDUCTION THERE BUT WE HAMPTON ROADS AREA SO THERE WAS A LARGE REDUCTION THERE BUT WE HAMPTON ROADS AREA SO THERE WAS A LARGE REDUCTION THERE BUT

353WE DID SEE AN INCREASE AFTER THOSE A LARGE REDUCTION THERE BUT WE DID SEE AN INCREASE AFTER THOSE A LARGE REDUCTION THERE BUT WE DID SEE AN INCREASE AFTER THOSE ADDITIONAL SCHOOL ZONE DID SEE AN INCREASE AFTER THOSE ADDITIONAL SCHOOL ZONE DID SEE AN INCREASE AFTER THOSE ADDITIONAL SCHOOL ZONE TRANSPORTATION EXPANSIONS THAT ADDITIONAL SCHOOL ZONE TRANSPORTATION EXPANSIONS THAT ADDITIONAL SCHOOL ZONE TRANSPORTATION EXPANSIONS THAT FIRST TIME >> AND I KNOW IN THE TRANSPORTATION EXPANSIONS THAT FIRST TIME >> AND I KNOW IN THE TRANSPORTATION EXPANSIONS THAT FIRST TIME >> AND I KNOW IN THE MIYU IT SAYS THE PARTIES WILL FIRST TIME >> AND I KNOW IN THE MIYU IT SAYS THE PARTIES WILL FIRST TIME >> AND I KNOW IN THE MIYU IT SAYS THE PARTIES WILL WORK COOPERATIVELY TO RECRUIT MIYU IT SAYS THE PARTIES

354WILL WORK COOPERATIVELY TO RECRUIT MIYU IT SAYS THE PARTIES WILL WORK COOPERATIVELY TO RECRUIT STUDENTS AND IT SOUNDS LIKE WORK COOPERATIVELY TO RECRUIT STUDENTS AND IT SOUNDS LIKE WORK COOPERATIVELY TO RECRUIT STUDENTS AND IT SOUNDS LIKE WE'VE DONE QUITE A LOT IS IS STUDENTS AND IT SOUNDS LIKE WE'VE DONE QUITE A LOT IS IS STUDENTS AND IT SOUNDS LIKE WE'VE DONE QUITE A LOT IS IS THAT ALSO WHAT THE ACHIEVABLE WE'VE DONE QUITE A LOT IS IS THAT ALSO WHAT THE ACHIEVABLE WE'VE DONE QUITE A LOT IS IS THAT ALSO WHAT THE ACHIEVABLE DREAM NOT JUST VOCABLES BUT HOW THAT ALSO WHAT THE ACHIEVABLE DREAM NOT JUST VOCABLES BUT HOW THAT ALSO WHAT THE ACHIEVABLE DREAM NOT JUST VOCABLES BUT HOW ARE WE WORK. DREAM NOT JUST VOCABLES BUT HOW ARE WE WORK. DREAM NOT

355JUST VOCABLES BUT HOW ARE WE WORK. WHAT ARE YOU ALL DOING? ARE WE WORK. WHAT ARE YOU ALL DOING? ARE WE WORK. WHAT ARE YOU ALL DOING? YES, I'M SO SORRY FOR YOU TELL WHAT ARE YOU ALL DOING? YES, I'M SO SORRY FOR YOU TELL WHAT ARE YOU ALL DOING? YES, I'M SO SORRY FOR YOU TELL ME WHAT YOU'RE DOING. YES, I'M SO SORRY FOR YOU TELL ME WHAT YOU'RE DOING. YES, I'M SO SORRY FOR YOU TELL ME WHAT YOU'RE DOING. NO ABSOLUTELY NO, ABSOLUTELY. ME WHAT YOU'RE DOING. NO ABSOLUTELY NO, ABSOLUTELY. ME WHAT YOU'RE DOING. NO ABSOLUTELY NO, ABSOLUTELY. WE WORKED VERY CLOSELY WITH NO ABSOLUTELY NO, ABSOLUTELY. WE WORKED VERY CLOSELY WITH NO ABSOLUTELY NO, ABSOLUTELY. WE WORKED VERY CLOSELY WITH MISFORTUNE AND HER TEAM OVER WE WORKED VERY CLOSELY WITH MISFORTUNE AND

356HER TEAM OVER WE WORKED VERY CLOSELY WITH MISFORTUNE AND HER TEAM OVER THERE TO MAKE SURE THAT WE ARE MISFORTUNE AND HER TEAM OVER THERE TO MAKE SURE THAT WE ARE MISFORTUNE AND HER TEAM OVER THERE TO MAKE SURE THAT WE ARE TALKING ABOUT THE PROGRAM. THERE TO MAKE SURE THAT WE ARE TALKING ABOUT THE PROGRAM. THERE TO MAKE SURE THAT WE ARE TALKING ABOUT THE PROGRAM. WE ARE SHOWCASING ALL OF THESE TALKING ABOUT THE PROGRAM. WE ARE SHOWCASING ALL OF THESE TALKING ABOUT THE PROGRAM. WE ARE SHOWCASING ALL OF THESE DIFFERENT OPPORTUNITIES AND WE ARE SHOWCASING ALL OF THESE DIFFERENT OPPORTUNITIES AND WE ARE SHOWCASING ALL OF THESE DIFFERENT OPPORTUNITIES AND ELEMENTS ESPECIALLY GOING INTO DIFFERENT OPPORTUNITIES AND ELEMENTS ESPECIALLY GOING INTO DIFFERENT OPPORTUNITIES AND ELEMENTS ESPECIALLY GOING INTO THAT MIDDLE AND HIGH SCHOOL

357ELEMENTS ESPECIALLY GOING INTO THAT MIDDLE AND HIGH SCHOOL ELEMENTS ESPECIALLY GOING INTO THAT MIDDLE AND HIGH SCHOOL REALM BUT WE'VE WORKED VERY THAT MIDDLE AND HIGH SCHOOL REALM BUT WE'VE WORKED VERY THAT MIDDLE AND HIGH SCHOOL REALM BUT WE'VE WORKED VERY CLOSELY WITH HER AND HAVING REALM BUT WE'VE WORKED VERY CLOSELY WITH HER AND HAVING REALM BUT WE'VE WORKED VERY CLOSELY WITH HER AND HAVING THAT EXPANDED TEAM OVER THERE CLOSELY WITH HER AND HAVING THAT EXPANDED TEAM OVER THERE CLOSELY WITH HER AND HAVING THAT EXPANDED TEAM OVER THERE HAS TRULY BEEN A GAME CHANGER. THAT EXPANDED TEAM OVER THERE HAS TRULY BEEN A GAME CHANGER. THAT EXPANDED TEAM OVER THERE HAS TRULY BEEN A GAME CHANGER. I CANNOT REITERATE THAT ENOUGH HAS TRULY BEEN A GAME CHANGER. I CANNOT REITERATE THAT ENOUGH HAS TRULY BEEN

358A GAME CHANGER. I CANNOT REITERATE THAT ENOUGH HAVING THAT DEDICATED POSITION I CANNOT REITERATE THAT ENOUGH HAVING THAT DEDICATED POSITION I CANNOT REITERATE THAT ENOUGH HAVING THAT DEDICATED POSITION AS WELL AS OFFICIALLY HAVING THAT DEDICATED POSITION AS WELL AS OFFICIALLY HAVING THAT DEDICATED POSITION AS WELL AS OFFICIALLY DESIGNATING AN ACHIEVABLE DREAM AS WELL AS OFFICIALLY DESIGNATING AN ACHIEVABLE DREAM AS WELL AS OFFICIALLY DESIGNATING AN ACHIEVABLE DREAM AS AN ACADEMY. DESIGNATING AN ACHIEVABLE DREAM AS AN ACADEMY. DESIGNATING AN ACHIEVABLE DREAM AS AN ACADEMY. SO THAT WAY WE ARE PART OF THAT AS AN ACADEMY. SO THAT WAY WE ARE PART OF THAT AS AN ACADEMY. SO THAT WAY WE ARE PART OF THAT CONVERSATION WHEN PARENTS ARE SO THAT WAY WE ARE PART OF THAT CONVERSATION WHEN PARENTS ARE SO THAT WAY WE ARE PART OF

359THAT CONVERSATION WHEN PARENTS ARE LOOKING AT ALL OF THE ACADEMY CONVERSATION WHEN PARENTS ARE LOOKING AT ALL OF THE ACADEMY CONVERSATION WHEN PARENTS ARE LOOKING AT ALL OF THE ACADEMY OPTIONS AT HIGH SCHOOL AT THE LOOKING AT ALL OF THE ACADEMY OPTIONS AT HIGH SCHOOL AT THE LOOKING AT ALL OF THE ACADEMY OPTIONS AT HIGH SCHOOL AT THE HIGH SCHOOL LEVEL I'M STILL NOT OPTIONS AT HIGH SCHOOL AT THE HIGH SCHOOL LEVEL I'M STILL NOT OPTIONS AT HIGH SCHOOL AT THE HIGH SCHOOL LEVEL I'M STILL NOT SURE ABOUT THE SCHOLARSHIP FOR HIGH SCHOOL LEVEL I'M STILL NOT SURE ABOUT THE SCHOLARSHIP FOR HIGH SCHOOL LEVEL I'M STILL NOT SURE ABOUT THE SCHOLARSHIP FOR COLLEGE. SURE ABOUT THE SCHOLARSHIP FOR COLLEGE. SURE ABOUT THE SCHOLARSHIP FOR COLLEGE. I DON'T UNDERSTAND BECAUSE IT COLLEGE. I DON'T UNDERSTAND

360BECAUSE IT COLLEGE. I DON'T UNDERSTAND BECAUSE IT SOUNDS LIKE YOU STRIVE TO MAKE I DON'T UNDERSTAND BECAUSE IT SOUNDS LIKE YOU STRIVE TO MAKE I DON'T UNDERSTAND BECAUSE IT SOUNDS LIKE YOU STRIVE TO MAKE SURE THAT NOBODY AS ANY COLLEGE SOUNDS LIKE YOU STRIVE TO MAKE SURE THAT NOBODY AS ANY COLLEGE SOUNDS LIKE YOU STRIVE TO MAKE SURE THAT NOBODY AS ANY COLLEGE DEBT. SURE THAT NOBODY AS ANY COLLEGE DEBT. SURE THAT NOBODY AS ANY COLLEGE DEBT. BUT THEN WHEN YOU'RE TALKING DEBT. BUT THEN WHEN YOU'RE TALKING DEBT. BUT THEN WHEN YOU'RE TALKING FAST AND ALL THAT THAT IS BUT THEN WHEN YOU'RE TALKING FAST AND ALL THAT THAT IS BUT THEN WHEN YOU'RE TALKING FAST AND ALL THAT THAT IS COVERED A LOT COLLEGE DEBT. FAST AND ALL THAT THAT IS COVERED A LOT

361COLLEGE DEBT. FAST AND ALL THAT THAT IS COVERED A LOT COLLEGE DEBT. A LOT OF IT IS. COVERED A LOT COLLEGE DEBT. A LOT OF IT IS. COVERED A LOT COLLEGE DEBT. A LOT OF IT IS. SO I'M JUST KIND OF UNCERTAINTY A LOT OF IT IS. SO I'M JUST KIND OF UNCERTAINTY A LOT OF IT IS. SO I'M JUST KIND OF UNCERTAINTY ABOUT THAT BUT VULTURE WEEMS IF SO I'M JUST KIND OF UNCERTAINTY ABOUT THAT BUT VULTURE WEEMS IF SO I'M JUST KIND OF UNCERTAINTY ABOUT THAT BUT VULTURE WEEMS IF YOU DON'T MIND, I'D LIKE TO ABOUT THAT BUT VULTURE WEEMS IF YOU DON'T MIND, I'D LIKE TO ABOUT THAT BUT VULTURE WEEMS IF YOU DON'T MIND, I'D LIKE TO GIVE AN EXAMPLE. YOU DON'T MIND, I'D LIKE TO GIVE AN EXAMPLE. YOU DON'T

362MIND, I'D LIKE TO GIVE AN EXAMPLE. OK I MET A YOUNG MAN LAST GIVE AN EXAMPLE. OK I MET A YOUNG MAN LAST GIVE AN EXAMPLE. OK I MET A YOUNG MAN LAST NOVEMBER HE WAS A GRADUATE OK I MET A YOUNG MAN LAST NOVEMBER HE WAS A GRADUATE OK I MET A YOUNG MAN LAST NOVEMBER HE WAS A GRADUATE OF THE NEWPORT NEWS CAMPUS NOVEMBER HE WAS A GRADUATE OF THE NEWPORT NEWS CAMPUS NOVEMBER HE WAS A GRADUATE OF THE NEWPORT NEWS CAMPUS CORPORATE SPONSORSHIP FILLED IN OF THE NEWPORT NEWS CAMPUS CORPORATE SPONSORSHIP FILLED IN OF THE NEWPORT NEWS CAMPUS CORPORATE SPONSORSHIP FILLED IN THE GAP WHERE FINANCIAL AID AND CORPORATE SPONSORSHIP FILLED IN THE GAP WHERE FINANCIAL AID AND CORPORATE SPONSORSHIP FILLED IN THE GAP WHERE FINANCIAL AID AND SCHOLARSHIPS DID NOT COVER

363THEY THE GAP WHERE FINANCIAL AID AND SCHOLARSHIPS DID NOT COVER THEY THE GAP WHERE FINANCIAL AID AND SCHOLARSHIPS DID NOT COVER THEY NOT ONLY SUPPORTED HIM THROUGH SCHOLARSHIPS DID NOT COVER THEY NOT ONLY SUPPORTED HIM THROUGH SCHOLARSHIPS DID NOT COVER THEY NOT ONLY SUPPORTED HIM THROUGH HIS UNDERGRADUATE DEGREE, HIS NOT ONLY SUPPORTED HIM THROUGH HIS UNDERGRADUATE DEGREE, HIS NOT ONLY SUPPORTED HIM THROUGH HIS UNDERGRADUATE DEGREE, HIS MASTER'S DEGREE BUT GOT TO A HIS UNDERGRADUATE DEGREE, HIS MASTER'S DEGREE BUT GOT TO A HIS UNDERGRADUATE DEGREE, HIS MASTER'S DEGREE BUT GOT TO A POINT IN A DOCTORAL PROGRAM AT MASTER'S DEGREE BUT GOT TO A POINT IN A DOCTORAL PROGRAM AT MASTER'S DEGREE BUT GOT TO A POINT IN A DOCTORAL PROGRAM AT GEORGE MASON UNIVERSITY WHERE POINT IN A DOCTORAL PROGRAM AT GEORGE MASON UNIVERSITY WHERE

364POINT IN A DOCTORAL PROGRAM AT GEORGE MASON UNIVERSITY WHERE HE DID NOT OR COULD NOT AFFORD GEORGE MASON UNIVERSITY WHERE HE DID NOT OR COULD NOT AFFORD GEORGE MASON UNIVERSITY WHERE HE DID NOT OR COULD NOT AFFORD IS RENT AND ITS CORPORATE HE DID NOT OR COULD NOT AFFORD IS RENT AND ITS CORPORATE HE DID NOT OR COULD NOT AFFORD IS RENT AND ITS CORPORATE SPONSOR HATED IT. IS RENT AND ITS CORPORATE SPONSOR HATED IT. IS RENT AND ITS CORPORATE SPONSOR HATED IT. HE IS NOW A PROFESSOR AT GEORGE SPONSOR HATED IT. HE IS NOW A PROFESSOR AT GEORGE SPONSOR HATED IT. HE IS NOW A PROFESSOR AT GEORGE WASHINGTON UNIVERSITY I HAVE HE IS NOW A PROFESSOR AT GEORGE WASHINGTON UNIVERSITY I HAVE HE IS NOW A PROFESSOR AT GEORGE WASHINGTON UNIVERSITY I HAVE

365SEEN SOME AMAZING THINGS THAT WASHINGTON UNIVERSITY I HAVE SEEN SOME AMAZING THINGS THAT WASHINGTON UNIVERSITY I HAVE SEEN SOME AMAZING THINGS THAT HAVE TRANSPIRED BECAUSE OF THE SEEN SOME AMAZING THINGS THAT HAVE TRANSPIRED BECAUSE OF THE SEEN SOME AMAZING THINGS THAT HAVE TRANSPIRED BECAUSE OF THE CORPORATE PARTNERSHIPS AND WE HAVE TRANSPIRED BECAUSE OF THE CORPORATE PARTNERSHIPS AND WE HAVE TRANSPIRED BECAUSE OF THE CORPORATE PARTNERSHIPS AND WE WE MAY SAY IT LOOSELY FILL IN CORPORATE PARTNERSHIPS AND WE WE MAY SAY IT LOOSELY FILL IN CORPORATE PARTNERSHIPS AND WE WE MAY SAY IT LOOSELY FILL IN THE GAPS BUT FOR SOME THE GAP WE MAY SAY IT LOOSELY FILL IN THE GAPS BUT FOR SOME THE GAP WE MAY SAY IT LOOSELY FILL IN THE GAPS BUT FOR SOME THE GAP IS WHAT KEEPS THEM FROM GOING

366THE GAPS BUT FOR SOME THE GAP IS WHAT KEEPS THEM FROM GOING THE GAPS BUT FOR SOME THE GAP IS WHAT KEEPS THEM FROM GOING TO COLLEGE. IS WHAT KEEPS THEM FROM GOING TO COLLEGE. IS WHAT KEEPS THEM FROM GOING TO COLLEGE. SO I HAVE I CAN PERSONALLY SAY TO COLLEGE. SO I HAVE I CAN PERSONALLY SAY TO COLLEGE. SO I HAVE I CAN PERSONALLY SAY THAT I'M VESTED ACHIEVABLE SO I HAVE I CAN PERSONALLY SAY THAT I'M VESTED ACHIEVABLE SO I HAVE I CAN PERSONALLY SAY THAT I'M VESTED ACHIEVABLE DREAM AND I KNOW YOU KNOW YOU THAT I'M VESTED ACHIEVABLE DREAM AND I KNOW YOU KNOW YOU THAT I'M VESTED ACHIEVABLE DREAM AND I KNOW YOU KNOW YOU ALL DON'T KNOW BUT MY WIFE IS DREAM AND I KNOW YOU KNOW YOU ALL DON'T

367KNOW BUT MY WIFE IS DREAM AND I KNOW YOU KNOW YOU ALL DON'T KNOW BUT MY WIFE IS THE FORMER PRINCIPAL AT THE ALL DON'T KNOW BUT MY WIFE IS THE FORMER PRINCIPAL AT THE ALL DON'T KNOW BUT MY WIFE IS THE FORMER PRINCIPAL AT THE NEWPORT NEWS MIDDLE HIGH SCHOOL THE FORMER PRINCIPAL AT THE NEWPORT NEWS MIDDLE HIGH SCHOOL THE FORMER PRINCIPAL AT THE NEWPORT NEWS MIDDLE HIGH SCHOOL CAMPUS SO EVEN BEFORE I CAME TO NEWPORT NEWS MIDDLE HIGH SCHOOL CAMPUS SO EVEN BEFORE I CAME TO NEWPORT NEWS MIDDLE HIGH SCHOOL CAMPUS SO EVEN BEFORE I CAME TO VIRGINIA BEACH I WAS I KNEW CAMPUS SO EVEN BEFORE I CAME TO VIRGINIA BEACH I WAS I KNEW CAMPUS SO EVEN BEFORE I CAME TO VIRGINIA BEACH I WAS I KNEW WHAT SHE WAS DOING

368WAS AND WHAT VIRGINIA BEACH I WAS I KNEW WHAT SHE WAS DOING WAS AND WHAT VIRGINIA BEACH I WAS I KNEW WHAT SHE WAS DOING WAS AND WHAT IT COULD DO AND I WAS JUST WHAT SHE WAS DOING WAS AND WHAT IT COULD DO AND I WAS JUST WHAT SHE WAS DOING WAS AND WHAT IT COULD DO AND I WAS JUST ELATED. IT COULD DO AND I WAS JUST ELATED. IT COULD DO AND I WAS JUST ELATED. WHEN WAS LIGHTNING WHEN MR. ELATED. WHEN WAS LIGHTNING WHEN MR. ELATED. WHEN WAS LIGHTNING WHEN MR. LADY SAID THAT'S YOURS SO JUST WHEN WAS LIGHTNING WHEN MR. LADY SAID THAT'S YOURS SO JUST WHEN WAS LIGHTNING WHEN MR. LADY SAID THAT'S YOURS SO JUST MARK THANK YOU THANK YOU. LADY SAID THAT'S YOURS SO JUST MARK THANK YOU

369THANK YOU. LADY SAID THAT'S YOURS SO JUST MARK THANK YOU THANK YOU. I'M GOING I'M GOING TO YIELD TO MARK THANK YOU THANK YOU. I'M GOING I'M GOING TO YIELD TO MARK THANK YOU THANK YOU. I'M GOING I'M GOING TO YIELD TO MY COLLEAGUES DO HAVE A COUPLE I'M GOING I'M GOING TO YIELD TO MY COLLEAGUES DO HAVE A COUPLE I'M GOING I'M GOING TO YIELD TO MY COLLEAGUES DO HAVE A COUPLE MORE QUESTIONS BUT I'LL WAIT MY COLLEAGUES DO HAVE A COUPLE MORE QUESTIONS BUT I'LL WAIT MY COLLEAGUES DO HAVE A COUPLE MORE QUESTIONS BUT I'LL WAIT TILL MY TURN COMES BACK AROUND MORE QUESTIONS BUT I'LL WAIT TILL MY TURN COMES BACK AROUND MORE QUESTIONS BUT I'LL WAIT TILL MY TURN COMES BACK AROUND AND DR. GREENE IF YOU DON'T TILL MY TURN

370COMES BACK AROUND AND DR. GREENE IF YOU DON'T TILL MY TURN COMES BACK AROUND AND DR. GREENE IF YOU DON'T MIND I'M COME BACK TO YOU ONCE AND DR. GREENE IF YOU DON'T MIND I'M COME BACK TO YOU ONCE AND DR. GREENE IF YOU DON'T MIND I'M COME BACK TO YOU ONCE EVERYONE ELSE HAS HAD HAS HAD A MIND I'M COME BACK TO YOU ONCE EVERYONE ELSE HAS HAD HAS HAD A MIND I'M COME BACK TO YOU ONCE EVERYONE ELSE HAS HAD HAS HAD A CHANCE TO SPEAK MR. CUMMINGS EVERYONE ELSE HAS HAD HAS HAD A CHANCE TO SPEAK MR. CUMMINGS EVERYONE ELSE HAS HAD HAS HAD A CHANCE TO SPEAK MR. CUMMINGS YEAH THANK YOU SO THANK YOU SO CHANCE TO SPEAK MR. CUMMINGS YEAH THANK YOU SO THANK YOU SO CHANCE TO SPEAK

371MR. CUMMINGS YEAH THANK YOU SO THANK YOU SO MUCH FOR SHARING. YEAH THANK YOU SO THANK YOU SO MUCH FOR SHARING. YEAH THANK YOU SO THANK YOU SO MUCH FOR SHARING. IS EXCITING TO READ ABOUT MUCH FOR SHARING. IS EXCITING TO READ ABOUT MUCH FOR SHARING. IS EXCITING TO READ ABOUT ACHIEVABLE DREAM AND ITS IS EXCITING TO READ ABOUT ACHIEVABLE DREAM AND ITS IS EXCITING TO READ ABOUT ACHIEVABLE DREAM AND ITS MISSION, ITS WORK AND LEARN ACHIEVABLE DREAM AND ITS MISSION, ITS WORK AND LEARN ACHIEVABLE DREAM AND ITS MISSION, ITS WORK AND LEARN ABOUT IT I'M A LITTLE CURIOUS MISSION, ITS WORK AND LEARN ABOUT IT I'M A LITTLE CURIOUS MISSION, ITS WORK AND LEARN ABOUT IT I'M A LITTLE CURIOUS LIKE WHAT IS THE APPLICATION ABOUT IT I'M A LITTLE CURIOUS LIKE WHAT IS

372THE APPLICATION ABOUT IT I'M A LITTLE CURIOUS LIKE WHAT IS THE APPLICATION AND ADMISSIONS PROCESS LOOK LIKE WHAT IS THE APPLICATION AND ADMISSIONS PROCESS LOOK LIKE WHAT IS THE APPLICATION AND ADMISSIONS PROCESS LOOK LIKE? AND ADMISSIONS PROCESS LOOK LIKE? AND ADMISSIONS PROCESS LOOK LIKE? WHAT'S THE ACCEPTANCE RATE WHAT LIKE? WHAT'S THE ACCEPTANCE RATE WHAT LIKE? WHAT'S THE ACCEPTANCE RATE WHAT ARE KIND OF THE CHARACTERISTICS WHAT'S THE ACCEPTANCE RATE WHAT ARE KIND OF THE CHARACTERISTICS WHAT'S THE ACCEPTANCE RATE WHAT ARE KIND OF THE CHARACTERISTICS THAT YOU'RE LOOKING FOR WHEN ARE KIND OF THE CHARACTERISTICS THAT YOU'RE LOOKING FOR WHEN ARE KIND OF THE CHARACTERISTICS THAT YOU'RE LOOKING FOR WHEN YOU'RE LIKE THIS PERSON'S A THAT YOU'RE LOOKING FOR WHEN YOU'RE LIKE THIS PERSON'S A THAT YOU'RE LOOKING FOR WHEN YOU'RE LIKE THIS PERSON'S A GOOD MATCH

373FOR OUR PROGRAM AND YOU'RE LIKE THIS PERSON'S A GOOD MATCH FOR OUR PROGRAM AND YOU'RE LIKE THIS PERSON'S A GOOD MATCH FOR OUR PROGRAM AND BECAUSE MY FIRST THOUGHT IS GOOD MATCH FOR OUR PROGRAM AND BECAUSE MY FIRST THOUGHT IS GOOD MATCH FOR OUR PROGRAM AND BECAUSE MY FIRST THOUGHT IS LIKE DO WE JUST NEED TO YOU BECAUSE MY FIRST THOUGHT IS LIKE DO WE JUST NEED TO YOU BECAUSE MY FIRST THOUGHT IS LIKE DO WE JUST NEED TO YOU KNOW, WHEN YOU THINK ABOUT LIKE DO WE JUST NEED TO YOU KNOW, WHEN YOU THINK ABOUT LIKE DO WE JUST NEED TO YOU KNOW, WHEN YOU THINK ABOUT SCALING GROWTH DOING THIS NEED KNOW, WHEN YOU THINK ABOUT SCALING GROWTH DOING THIS NEED KNOW, WHEN YOU THINK ABOUT SCALING GROWTH DOING THIS NEED TO NEED

374TO OPEN WIDE ADMISSION SCALING GROWTH DOING THIS NEED TO NEED TO OPEN WIDE ADMISSION SCALING GROWTH DOING THIS NEED TO NEED TO OPEN WIDE ADMISSION CRITERIA THAT'S KIND OF ONE TO NEED TO OPEN WIDE ADMISSION CRITERIA THAT'S KIND OF ONE TO NEED TO OPEN WIDE ADMISSION CRITERIA THAT'S KIND OF ONE OF THE THINGS I WAS THINKING CRITERIA THAT'S KIND OF ONE OF THE THINGS I WAS THINKING CRITERIA THAT'S KIND OF ONE OF THE THINGS I WAS THINKING THROUGH. OF THE THINGS I WAS THINKING THROUGH. OF THE THINGS I WAS THINKING THROUGH. I'D LOVE SOME INSIGHT INTO THAT THROUGH. I'D LOVE SOME INSIGHT INTO THAT THROUGH. I'D LOVE SOME INSIGHT INTO THAT SURE WELL. I'D LOVE SOME INSIGHT INTO THAT SURE WELL. I'D LOVE SOME INSIGHT INTO THAT SURE WELL. WELL, I CAN DEFINITELY SPEAK TO

375SURE WELL. WELL, I CAN DEFINITELY SPEAK TO SURE WELL. WELL, I CAN DEFINITELY SPEAK TO THE APPLICATION PROCESS AND WELL, I CAN DEFINITELY SPEAK TO THE APPLICATION PROCESS AND WELL, I CAN DEFINITELY SPEAK TO THE APPLICATION PROCESS AND WHAT THAT LOOKS LIKE WE USE THE THE APPLICATION PROCESS AND WHAT THAT LOOKS LIKE WE USE THE THE APPLICATION PROCESS AND WHAT THAT LOOKS LIKE WE USE THE SAME APPLICATION PROCESS ACROSS WHAT THAT LOOKS LIKE WE USE THE SAME APPLICATION PROCESS ACROSS WHAT THAT LOOKS LIKE WE USE THE SAME APPLICATION PROCESS ACROSS ALL OF OUR SCHOOLS BOTH HERE IN SAME APPLICATION PROCESS ACROSS ALL OF OUR SCHOOLS BOTH HERE IN SAME APPLICATION PROCESS ACROSS ALL OF OUR SCHOOLS BOTH HERE IN VIRGINIA AND IN NEWPORT NEWS ALL OF OUR SCHOOLS BOTH HERE IN VIRGINIA AND IN NEWPORT

376NEWS ALL OF OUR SCHOOLS BOTH HERE IN VIRGINIA AND IN NEWPORT NEWS AND WE REALLY LOOK FOR STUDENTS VIRGINIA AND IN NEWPORT NEWS AND WE REALLY LOOK FOR STUDENTS VIRGINIA AND IN NEWPORT NEWS AND WE REALLY LOOK FOR STUDENTS THAT CAN BENEFIT THE MOST FROM AND WE REALLY LOOK FOR STUDENTS THAT CAN BENEFIT THE MOST FROM AND WE REALLY LOOK FOR STUDENTS THAT CAN BENEFIT THE MOST FROM THOSE OPPORTUNITIES AND THAT CAN BENEFIT THE MOST FROM THOSE OPPORTUNITIES AND THAT CAN BENEFIT THE MOST FROM THOSE OPPORTUNITIES AND EXPERIENCES AND SO AND SO WE THOSE OPPORTUNITIES AND EXPERIENCES AND SO AND SO WE THOSE OPPORTUNITIES AND EXPERIENCES AND SO AND SO WE LOOK AT A VARIETY OF SOCIAL EXPERIENCES AND SO AND SO WE LOOK AT A VARIETY OF SOCIAL EXPERIENCES AND SO AND SO WE

377LOOK AT A VARIETY OF SOCIAL RISK FACTORS TO ESTABLISH THAT LOOK AT A VARIETY OF SOCIAL RISK FACTORS TO ESTABLISH THAT LOOK AT A VARIETY OF SOCIAL RISK FACTORS TO ESTABLISH THAT NEED AND SOME OF THOSE MAYBE RISK FACTORS TO ESTABLISH THAT NEED AND SOME OF THOSE MAYBE RISK FACTORS TO ESTABLISH THAT NEED AND SOME OF THOSE MAYBE UNDERLYING CHALLENGES THAT THEY NEED AND SOME OF THOSE MAYBE UNDERLYING CHALLENGES THAT THEY NEED AND SOME OF THOSE MAYBE UNDERLYING CHALLENGES THAT THEY MIGHT BE FACING AND SO THAT UNDERLYING CHALLENGES THAT THEY MIGHT BE FACING AND SO THAT UNDERLYING CHALLENGES THAT THEY MIGHT BE FACING AND SO THAT REALLY IS HOW WE DETERMINE OUR MIGHT BE FACING AND SO THAT REALLY IS HOW WE DETERMINE OUR MIGHT BE FACING AND SO THAT REALLY IS HOW WE DETERMINE

378OUR BENEATH THEIR AND THEN THOSE REALLY IS HOW WE DETERMINE OUR BENEATH THEIR AND THEN THOSE REALLY IS HOW WE DETERMINE OUR BENEATH THEIR AND THEN THOSE APPLICATIONS ARE SCORED SO BENEATH THEIR AND THEN THOSE APPLICATIONS ARE SCORED SO BENEATH THEIR AND THEN THOSE APPLICATIONS ARE SCORED SO THERE IS NOT THRESHOLD APPLICATIONS ARE SCORED SO THERE IS NOT THRESHOLD APPLICATIONS ARE SCORED SO THERE IS NOT THRESHOLD OF HAVING TO MEET A CERTAIN THERE IS NOT THRESHOLD OF HAVING TO MEET A CERTAIN THERE IS NOT THRESHOLD OF HAVING TO MEET A CERTAIN LEVEL OF NEED BUT REALLY OF HAVING TO MEET A CERTAIN LEVEL OF NEED BUT REALLY OF HAVING TO MEET A CERTAIN LEVEL OF NEED BUT REALLY LOOKING THE APPLICATION POOL LEVEL OF NEED BUT REALLY LOOKING THE APPLICATION POOL LEVEL OF NEED BUT

379REALLY LOOKING THE APPLICATION POOL AND IDENTIFYING THE STUDENTS LOOKING THE APPLICATION POOL AND IDENTIFYING THE STUDENTS LOOKING THE APPLICATION POOL AND IDENTIFYING THE STUDENTS THAT COULD BENEFIT THE MOST AND IDENTIFYING THE STUDENTS THAT COULD BENEFIT THE MOST AND IDENTIFYING THE STUDENTS THAT COULD BENEFIT THE MOST FROM THAT EXTRA SUPPORT DO YOU THAT COULD BENEFIT THE MOST FROM THAT EXTRA SUPPORT DO YOU THAT COULD BENEFIT THE MOST FROM THAT EXTRA SUPPORT DO YOU KNOW WHAT YOU JUST YOUR FROM THAT EXTRA SUPPORT DO YOU KNOW WHAT YOU JUST YOUR FROM THAT EXTRA SUPPORT DO YOU KNOW WHAT YOU JUST YOUR ACCEPTANCE RATE IS JUST OFF THE KNOW WHAT YOU JUST YOUR ACCEPTANCE RATE IS JUST OFF THE KNOW WHAT YOU JUST YOUR ACCEPTANCE RATE IS JUST OFF THE TOP OF YOUR HEAD. ACCEPTANCE RATE IS JUST OFF

380THE TOP OF YOUR HEAD. ACCEPTANCE RATE IS JUST OFF THE TOP OF YOUR HEAD. I NEED TO DEFER OF WHERE TOP OF YOUR HEAD. I NEED TO DEFER OF WHERE TOP OF YOUR HEAD. I NEED TO DEFER OF WHERE ACCEPTANCE RATE IS RIGHT NOW I I NEED TO DEFER OF WHERE ACCEPTANCE RATE IS RIGHT NOW I I NEED TO DEFER OF WHERE ACCEPTANCE RATE IS RIGHT NOW I BELIEVE WE HAVE BEEN ACCEPTING ACCEPTANCE RATE IS RIGHT NOW I BELIEVE WE HAVE BEEN ACCEPTING ACCEPTANCE RATE IS RIGHT NOW I BELIEVE WE HAVE BEEN ACCEPTING ALL STUDENTS THAT REALLY FIT BELIEVE WE HAVE BEEN ACCEPTING ALL STUDENTS THAT REALLY FIT BELIEVE WE HAVE BEEN ACCEPTING ALL STUDENTS THAT REALLY FIT FIT THOSE NEEDS AS THE PROGRAM ALL STUDENTS THAT REALLY FIT FIT THOSE NEEDS AS THE PROGRAM

381ALL STUDENTS THAT REALLY FIT FIT THOSE NEEDS AS THE PROGRAM HAS BEEN GROWING AND CERTAINLY FIT THOSE NEEDS AS THE PROGRAM HAS BEEN GROWING AND CERTAINLY FIT THOSE NEEDS AS THE PROGRAM HAS BEEN GROWING AND CERTAINLY I THINK THIS YEAR WILL HAVE A HAS BEEN GROWING AND CERTAINLY I THINK THIS YEAR WILL HAVE A HAS BEEN GROWING AND CERTAINLY I THINK THIS YEAR WILL HAVE A LITTLE BIT MORE OF A I THINK THIS YEAR WILL HAVE A LITTLE BIT MORE OF A I THINK THIS YEAR WILL HAVE A LITTLE BIT MORE OF A COMPETITIVE POOL WITH THE LARGE LITTLE BIT MORE OF A COMPETITIVE POOL WITH THE LARGE LITTLE BIT MORE OF A COMPETITIVE POOL WITH THE LARGE NUMBER OF APPLICATIONS WE'VE COMPETITIVE POOL WITH THE LARGE NUMBER OF APPLICATIONS WE'VE COMPETITIVE POOL WITH THE

382LARGE NUMBER OF APPLICATIONS WE'VE RECEIVED ALREADY BUT WE'VE NUMBER OF APPLICATIONS WE'VE RECEIVED ALREADY BUT WE'VE NUMBER OF APPLICATIONS WE'VE RECEIVED ALREADY BUT WE'VE REALLY IN ACCEPTING ALL RECEIVED ALREADY BUT WE'VE REALLY IN ACCEPTING ALL RECEIVED ALREADY BUT WE'VE REALLY IN ACCEPTING ALL STUDENTS THAT THAT WE CAN FIT REALLY IN ACCEPTING ALL STUDENTS THAT THAT WE CAN FIT REALLY IN ACCEPTING ALL STUDENTS THAT THAT WE CAN FIT INTO THE PROGRAM ANYBODY ELSE STUDENTS THAT THAT WE CAN FIT INTO THE PROGRAM ANYBODY ELSE STUDENTS THAT THAT WE CAN FIT INTO THE PROGRAM ANYBODY ELSE I'D APPRECIATE LEAST I'D INTO THE PROGRAM ANYBODY ELSE I'D APPRECIATE LEAST I'D INTO THE PROGRAM ANYBODY ELSE I'D APPRECIATE LEAST I'D APPRECIATE THE INFORMATION I I'D APPRECIATE LEAST I'D APPRECIATE THE INFORMATION I I'D APPRECIATE LEAST I'D APPRECIATE THE INFORMATION I

383GUESS BEFORE UZBEKS IF WE GET APPRECIATE THE INFORMATION I GUESS BEFORE UZBEKS IF WE GET APPRECIATE THE INFORMATION I GUESS BEFORE UZBEKS IF WE GET BACK WE CAN CERTAINLY PROVIDE GUESS BEFORE UZBEKS IF WE GET BACK WE CAN CERTAINLY PROVIDE GUESS BEFORE UZBEKS IF WE GET BACK WE CAN CERTAINLY PROVIDE THAT. BACK WE CAN CERTAINLY PROVIDE THAT. BACK WE CAN CERTAINLY PROVIDE THAT. MISS FELTON MR. I'M SORRY. THAT. MISS FELTON MR. I'M SORRY. THAT. MISS FELTON MR. I'M SORRY. SORRY. MISS FELTON MR. I'M SORRY. SORRY. MISS FELTON MR. I'M SORRY. SORRY. IT'S OK, MATT TOOK ONE OF MY SORRY. IT'S OK, MATT TOOK ONE OF MY SORRY. IT'S OK, MATT TOOK ONE OF MY QUESTIONS I WANTED WITH THE IT'S OK, MATT TOOK ONE OF MY QUESTIONS I WANTED WITH THE IT'S OK, MATT TOOK

384ONE OF MY QUESTIONS I WANTED WITH THE CRITERIA FOR ENROLLMENT LOOK QUESTIONS I WANTED WITH THE CRITERIA FOR ENROLLMENT LOOK QUESTIONS I WANTED WITH THE CRITERIA FOR ENROLLMENT LOOK LIKE LOOK LIKE AND WHAT THAT CRITERIA FOR ENROLLMENT LOOK LIKE LOOK LIKE AND WHAT THAT CRITERIA FOR ENROLLMENT LOOK LIKE LOOK LIKE AND WHAT THAT PROCESS LOOK LIKE ALSO WHAT IS LIKE LOOK LIKE AND WHAT THAT PROCESS LOOK LIKE ALSO WHAT IS LIKE LOOK LIKE AND WHAT THAT PROCESS LOOK LIKE ALSO WHAT IS THE CURRICULUM LOOK LIKE IT'S A PROCESS LOOK LIKE ALSO WHAT IS THE CURRICULUM LOOK LIKE IT'S A PROCESS LOOK LIKE ALSO WHAT IS THE CURRICULUM LOOK LIKE IT'S A TAILOR MADE FOR EACH STUDENT THE CURRICULUM LOOK LIKE IT'S A TAILOR MADE FOR EACH STUDENT THE CURRICULUM LOOK LIKE IT'S A TAILOR MADE

385FOR EACH STUDENT BECAUSE I'M SORRY I'M HEARING TAILOR MADE FOR EACH STUDENT BECAUSE I'M SORRY I'M HEARING TAILOR MADE FOR EACH STUDENT BECAUSE I'M SORRY I'M HEARING ALL THIS FOR THE FIRST TIME BECAUSE I'M SORRY I'M HEARING ALL THIS FOR THE FIRST TIME BECAUSE I'M SORRY I'M HEARING ALL THIS FOR THE FIRST TIME WELL WE LOVE WE LOVE YOU COME ALL THIS FOR THE FIRST TIME WELL WE LOVE WE LOVE YOU COME ALL THIS FOR THE FIRST TIME WELL WE LOVE WE LOVE YOU COME TO A TOUR IF WOULD LIKE AND YOU WELL WE LOVE WE LOVE YOU COME TO A TOUR IF WOULD LIKE AND YOU WELL WE LOVE WE LOVE YOU COME TO A TOUR IF WOULD LIKE AND YOU CAN REALLY HAVE A CHANCE TO SEE TO A TOUR IF WOULD LIKE

386AND YOU CAN REALLY HAVE A CHANCE TO SEE TO A TOUR IF WOULD LIKE AND YOU CAN REALLY HAVE A CHANCE TO SEE IT FIRSTHAND AS A ALL OF OUR CAN REALLY HAVE A CHANCE TO SEE IT FIRSTHAND AS A ALL OF OUR CAN REALLY HAVE A CHANCE TO SEE IT FIRSTHAND AS A ALL OF OUR SCHOOLS OF COURSE ARE FIRST AND IT FIRSTHAND AS A ALL OF OUR SCHOOLS OF COURSE ARE FIRST AND IT FIRSTHAND AS A ALL OF OUR SCHOOLS OF COURSE ARE FIRST AND FOREMOST VIRGINIA BEACH PUBLIC SCHOOLS OF COURSE ARE FIRST AND FOREMOST VIRGINIA BEACH PUBLIC SCHOOLS OF COURSE ARE FIRST AND FOREMOST VIRGINIA BEACH PUBLIC SCHOOLS AND SO OUR STUDENTS ARE FOREMOST VIRGINIA BEACH PUBLIC SCHOOLS AND SO OUR STUDENTS ARE FOREMOST VIRGINIA BEACH PUBLIC SCHOOLS AND SO OUR STUDENTS

387ARE RECEIVING THE SAME CURRICULUM SCHOOLS AND SO OUR STUDENTS ARE RECEIVING THE SAME CURRICULUM SCHOOLS AND SO OUR STUDENTS ARE RECEIVING THE SAME CURRICULUM THAT THAT EVERY OTHER STUDENT RECEIVING THE SAME CURRICULUM THAT THAT EVERY OTHER STUDENT RECEIVING THE SAME CURRICULUM THAT THAT EVERY OTHER STUDENT IN VIRGINIA BEACH IS RECEIVING THAT THAT EVERY OTHER STUDENT IN VIRGINIA BEACH IS RECEIVING THAT THAT EVERY OTHER STUDENT IN VIRGINIA BEACH IS RECEIVING WITH OUR EXTENDED DAY WE WERE IN VIRGINIA BEACH IS RECEIVING WITH OUR EXTENDED DAY WE WERE IN VIRGINIA BEACH IS RECEIVING WITH OUR EXTENDED DAY WE WERE ABLE TO ADD ADDITIONAL WITH OUR EXTENDED DAY WE WERE ABLE TO ADD ADDITIONAL WITH OUR EXTENDED DAY WE WERE ABLE TO ADD ADDITIONAL COMPONENTS ACHIEVABLE DREAM ABLE TO ADD ADDITIONAL COMPONENTS ACHIEVABLE DREAM ABLE TO ADD ADDITIONAL COMPONENTS

388ACHIEVABLE DREAM SAME DREAM SAME FRAMEWORK THAT COMPONENTS ACHIEVABLE DREAM SAME DREAM SAME FRAMEWORK THAT COMPONENTS ACHIEVABLE DREAM SAME DREAM SAME FRAMEWORK THAT SOCIAL ACADEMIC AND MINDSET SAME DREAM SAME FRAMEWORK THAT SOCIAL ACADEMIC AND MINDSET SAME DREAM SAME FRAMEWORK THAT SOCIAL ACADEMIC AND MINDSET EDUCATION FRAMEWORK WHICH SOCIAL ACADEMIC AND MINDSET EDUCATION FRAMEWORK WHICH SOCIAL ACADEMIC AND MINDSET EDUCATION FRAMEWORK WHICH INCLUDES THE SOCIAL ROTATION EDUCATION FRAMEWORK WHICH INCLUDES THE SOCIAL ROTATION EDUCATION FRAMEWORK WHICH INCLUDES THE SOCIAL ROTATION CLASSES THAT SOFT SKILL INCLUDES THE SOCIAL ROTATION CLASSES THAT SOFT SKILL INCLUDES THE SOCIAL ROTATION CLASSES THAT SOFT SKILL DEVELOPMENT, ADDITIONAL CLASSES THAT SOFT SKILL DEVELOPMENT, ADDITIONAL CLASSES THAT SOFT SKILL DEVELOPMENT, ADDITIONAL ACADEMIC REMEDIATION TIME WE DEVELOPMENT, ADDITIONAL ACADEMIC REMEDIATION TIME WE DEVELOPMENT, ADDITIONAL ACADEMIC REMEDIATION TIME WE HAVE A LARGE NUMBER OF CLUBS ACADEMIC REMEDIATION TIME WE

389HAVE A LARGE NUMBER OF CLUBS ACADEMIC REMEDIATION TIME WE HAVE A LARGE NUMBER OF CLUBS AND EXTRA CURRICULUMS HAVE A LARGE NUMBER OF CLUBS AND EXTRA CURRICULUMS HAVE A LARGE NUMBER OF CLUBS AND EXTRA CURRICULUMS OF STUDENTS ARE ABLE TO AND EXTRA CURRICULUMS OF STUDENTS ARE ABLE TO AND EXTRA CURRICULUMS OF STUDENTS ARE ABLE TO PARTICIPATE IN THOSE ON CAMPUS OF STUDENTS ARE ABLE TO PARTICIPATE IN THOSE ON CAMPUS OF STUDENTS ARE ABLE TO PARTICIPATE IN THOSE ON CAMPUS HOPEFULLY ALLEVIATING ANY PARTICIPATE IN THOSE ON CAMPUS HOPEFULLY ALLEVIATING ANY PARTICIPATE IN THOSE ON CAMPUS HOPEFULLY ALLEVIATING ANY TRANSPORTATION CHALLENGES FOR HOPEFULLY ALLEVIATING ANY TRANSPORTATION CHALLENGES FOR HOPEFULLY ALLEVIATING ANY TRANSPORTATION CHALLENGES FOR PARENTS MAYBE WITH AFTER SCHOOL TRANSPORTATION CHALLENGES FOR PARENTS MAYBE WITH AFTER SCHOOL TRANSPORTATION CHALLENGES FOR PARENTS MAYBE WITH AFTER SCHOOL ACTIVITIES AND

390SO THE THE CORE PARENTS MAYBE WITH AFTER SCHOOL ACTIVITIES AND SO THE THE CORE PARENTS MAYBE WITH AFTER SCHOOL ACTIVITIES AND SO THE THE CORE CURRICULUM REMAINS A VIRGINIA ACTIVITIES AND SO THE THE CORE CURRICULUM REMAINS A VIRGINIA ACTIVITIES AND SO THE THE CORE CURRICULUM REMAINS A VIRGINIA BEACH CURRICULUM AND THEN YOU CURRICULUM REMAINS A VIRGINIA BEACH CURRICULUM AND THEN YOU CURRICULUM REMAINS A VIRGINIA BEACH CURRICULUM AND THEN YOU WOULD DREAM IS REALLY ABLE TO BEACH CURRICULUM AND THEN YOU WOULD DREAM IS REALLY ABLE TO BEACH CURRICULUM AND THEN YOU WOULD DREAM IS REALLY ABLE TO COME ON OF THAT AND ADD THAT WOULD DREAM IS REALLY ABLE TO COME ON OF THAT AND ADD THAT WOULD DREAM IS REALLY ABLE TO COME ON OF THAT AND ADD THAT ADD THOSE ADDITIONAL SOCIAL COME ON

391OF THAT AND ADD THAT ADD THOSE ADDITIONAL SOCIAL COME ON OF THAT AND ADD THAT ADD THOSE ADDITIONAL SOCIAL EMOTIONAL SOFT SKILLS AND OTHER ADD THOSE ADDITIONAL SOCIAL EMOTIONAL SOFT SKILLS AND OTHER ADD THOSE ADDITIONAL SOCIAL EMOTIONAL SOFT SKILLS AND OTHER OPPORTUNITIES ON TOP OF THAT. EMOTIONAL SOFT SKILLS AND OTHER OPPORTUNITIES ON TOP OF THAT. EMOTIONAL SOFT SKILLS AND OTHER OPPORTUNITIES ON TOP OF THAT. SO IT SOUNDS LIKE PARENTS THIS OPPORTUNITIES ON TOP OF THAT. SO IT SOUNDS LIKE PARENTS THIS OPPORTUNITIES ON TOP OF THAT. SO IT SOUNDS LIKE PARENTS THIS IS THIS IS ADDED ATTENTION AND SO IT SOUNDS LIKE PARENTS THIS IS THIS IS ADDED ATTENTION AND SO IT SOUNDS LIKE PARENTS THIS IS THIS IS ADDED ATTENTION AND IT'S ADDED BENEFITS FOR THE IS THIS IS ADDED ATTENTION AND IT'S ADDED BENEFITS

392FOR THE IS THIS IS ADDED ATTENTION AND IT'S ADDED BENEFITS FOR THE STUDENTS THAT ARE ENROLLED. IT'S ADDED BENEFITS FOR THE STUDENTS THAT ARE ENROLLED. IT'S ADDED BENEFITS FOR THE STUDENTS THAT ARE ENROLLED. I'M JUST SITTING HERE WONDERING STUDENTS THAT ARE ENROLLED. I'M JUST SITTING HERE WONDERING STUDENTS THAT ARE ENROLLED. I'M JUST SITTING HERE WONDERING OF ALL THE PERKS THAT ARE IN I'M JUST SITTING HERE WONDERING OF ALL THE PERKS THAT ARE IN I'M JUST SITTING HERE WONDERING OF ALL THE PERKS THAT ARE IN THIS PROGRAM IF I WAS A PARENT OF ALL THE PERKS THAT ARE IN THIS PROGRAM IF I WAS A PARENT OF ALL THE PERKS THAT ARE IN THIS PROGRAM IF I WAS A PARENT OF ONE OF THESE STUDENTS I'D BE THIS PROGRAM IF I WAS A PARENT OF ONE

393OF THESE STUDENTS I'D BE THIS PROGRAM IF I WAS A PARENT OF ONE OF THESE STUDENTS I'D BE DRIVING MY KID TO THIS SCHOOL OF ONE OF THESE STUDENTS I'D BE DRIVING MY KID TO THIS SCHOOL OF ONE OF THESE STUDENTS I'D BE DRIVING MY KID TO THIS SCHOOL OR MY STUDENT TO THIS SCHOOL DRIVING MY KID TO THIS SCHOOL OR MY STUDENT TO THIS SCHOOL DRIVING MY KID TO THIS SCHOOL OR MY STUDENT TO THIS SCHOOL MYSELF JUST TO MAKE SURE THEY OR MY STUDENT TO THIS SCHOOL MYSELF JUST TO MAKE SURE THEY OR MY STUDENT TO THIS SCHOOL MYSELF JUST TO MAKE SURE THEY WOULD GET IN AND WE DO HAVE A MYSELF JUST TO MAKE SURE THEY WOULD GET IN AND WE DO HAVE A MYSELF JUST TO MAKE SURE THEY WOULD

394GET IN AND WE DO HAVE A LOT OF PARENTS WHO DO THAT AS WOULD GET IN AND WE DO HAVE A LOT OF PARENTS WHO DO THAT AS WOULD GET IN AND WE DO HAVE A LOT OF PARENTS WHO DO THAT AS WELL SEATAC I BELIEVE WE PULL LOT OF PARENTS WHO DO THAT AS WELL SEATAC I BELIEVE WE PULL LOT OF PARENTS WHO DO THAT AS WELL SEATAC I BELIEVE WE PULL FROM I BELIEVE WE PULL FROM WELL SEATAC I BELIEVE WE PULL FROM I BELIEVE WE PULL FROM WELL SEATAC I BELIEVE WE PULL FROM I BELIEVE WE PULL FROM NINETEEN DIFFERENT SCHOOL ZONES FROM I BELIEVE WE PULL FROM NINETEEN DIFFERENT SCHOOL ZONES FROM I BELIEVE WE PULL FROM NINETEEN DIFFERENT SCHOOL ZONES HOWEVER WE HAVE STUDENTS NINETEEN DIFFERENT SCHOOL ZONES HOWEVER WE

395HAVE STUDENTS NINETEEN DIFFERENT SCHOOL ZONES HOWEVER WE HAVE STUDENTS ENROLLED FROM OVER 30 SO THIRTY HOWEVER WE HAVE STUDENTS ENROLLED FROM OVER 30 SO THIRTY HOWEVER WE HAVE STUDENTS ENROLLED FROM OVER 30 SO THIRTY SO WE DO HAVE PARENTS WERE ENROLLED FROM OVER 30 SO THIRTY SO WE DO HAVE PARENTS WERE ENROLLED FROM OVER 30 SO THIRTY SO WE DO HAVE PARENTS WERE DRIVING THEIR KIDS EVERY DAY. SO WE DO HAVE PARENTS WERE DRIVING THEIR KIDS EVERY DAY. SO WE DO HAVE PARENTS WERE DRIVING THEIR KIDS EVERY DAY. YEAH I WAS GOING TO SAY OK DRIVING THEIR KIDS EVERY DAY. YEAH I WAS GOING TO SAY OK DRIVING THEIR KIDS EVERY DAY. YEAH I WAS GOING TO SAY OK THANK HEY THIS FELTON THANK YOU YEAH I WAS GOING TO SAY OK THANK HEY THIS

396FELTON THANK YOU YEAH I WAS GOING TO SAY OK THANK HEY THIS FELTON THANK YOU FOR COMING AND SHARING I THINK THANK HEY THIS FELTON THANK YOU FOR COMING AND SHARING I THINK THANK HEY THIS FELTON THANK YOU FOR COMING AND SHARING I THINK IT'S A LITTLE BIT MORE FOR COMING AND SHARING I THINK IT'S A LITTLE BIT MORE FOR COMING AND SHARING I THINK IT'S A LITTLE BIT MORE PASSIONATE FOR ME ABOUT IT'S A LITTLE BIT MORE PASSIONATE FOR ME ABOUT IT'S A LITTLE BIT MORE PASSIONATE FOR ME ABOUT ACHIEVING A DREAM TWENTY 2013 PASSIONATE FOR ME ABOUT ACHIEVING A DREAM TWENTY 2013 PASSIONATE FOR ME ABOUT ACHIEVING A DREAM TWENTY 2013 THIRTEEN I WAS IN THE TRENCHES ACHIEVING A DREAM TWENTY 2013 THIRTEEN I WAS IN THE TRENCHES ACHIEVING A DREAM TWENTY 2013

397THIRTEEN I WAS IN THE TRENCHES INTRODUCING IT. THIRTEEN I WAS IN THE TRENCHES INTRODUCING IT. THIRTEEN I WAS IN THE TRENCHES INTRODUCING IT. YOU WOULD DREAM TO SEATAC AND INTRODUCING IT. YOU WOULD DREAM TO SEATAC AND INTRODUCING IT. YOU WOULD DREAM TO SEATAC AND THAT WAS A BATTLE WITHIN ITSELF YOU WOULD DREAM TO SEATAC AND THAT WAS A BATTLE WITHIN ITSELF YOU WOULD DREAM TO SEATAC AND THAT WAS A BATTLE WITHIN ITSELF BUT RESTING TODAY I AM PROUD AM THAT WAS A BATTLE WITHIN ITSELF BUT RESTING TODAY I AM PROUD AM THAT WAS A BATTLE WITHIN ITSELF BUT RESTING TODAY I AM PROUD AM REALLY PROUD OF THE WORK THAT BUT RESTING TODAY I AM PROUD AM REALLY PROUD OF THE WORK THAT BUT RESTING TODAY I AM PROUD AM REALLY PROUD OF THE WORK

398THAT YOU'VE DONE AND BEING A POLICY REALLY PROUD OF THE WORK THAT YOU'VE DONE AND BEING A POLICY REALLY PROUD OF THE WORK THAT YOU'VE DONE AND BEING A POLICY AS WELL I JUST. YOU'VE DONE AND BEING A POLICY AS WELL I JUST. YOU'VE DONE AND BEING A POLICY AS WELL I JUST. I JUST HAD TO TAKE A MINUTE TO AS WELL I JUST. I JUST HAD TO TAKE A MINUTE TO AS WELL I JUST. I JUST HAD TO TAKE A MINUTE TO TO SAY I APPRECIATE PRINCIPAL I JUST HAD TO TAKE A MINUTE TO TO SAY I APPRECIATE PRINCIPAL I JUST HAD TO TAKE A MINUTE TO TO SAY I APPRECIATE PRINCIPAL DERBY WHO WAS AT SEATAC WHO WAS TO SAY I APPRECIATE PRINCIPAL DERBY WHO WAS AT SEATAC WHO WAS TO SAY I

399APPRECIATE PRINCIPAL DERBY WHO WAS AT SEATAC WHO WAS ONE OF THE CHAMPIONS OF THAT AS DERBY WHO WAS AT SEATAC WHO WAS ONE OF THE CHAMPIONS OF THAT AS DERBY WHO WAS AT SEATAC WHO WAS ONE OF THE CHAMPIONS OF THAT AS WELL AND PRINCIPAL BROWER WHO ONE OF THE CHAMPIONS OF THAT AS WELL AND PRINCIPAL BROWER WHO ONE OF THE CHAMPIONS OF THAT AS WELL AND PRINCIPAL BROWER WHO ALSO WAS THERE WHO THIS WELL AND PRINCIPAL BROWER WHO ALSO WAS THERE WHO THIS WELL AND PRINCIPAL BROWER WHO ALSO WAS THERE WHO THIS MITIGATE THROUGH THE FUNCTION ALSO WAS THERE WHO THIS MITIGATE THROUGH THE FUNCTION ALSO WAS THERE WHO THIS MITIGATE THROUGH THE FUNCTION GETTING A THE ON LINE. MITIGATE THROUGH THE FUNCTION GETTING A THE ON LINE. MITIGATE THROUGH THE FUNCTION GETTING A

400THE ON LINE. IT WAS FANTASTIC I WOULD SAY TO GETTING A THE ON LINE. IT WAS FANTASTIC I WOULD SAY TO GETTING A THE ON LINE. IT WAS FANTASTIC I WOULD SAY TO MY COLLEAGUES INTO THE PUBLIC IT WAS FANTASTIC I WOULD SAY TO MY COLLEAGUES INTO THE PUBLIC IT WAS FANTASTIC I WOULD SAY TO MY COLLEAGUES INTO THE PUBLIC THE PUBLIC ONE OF THE MOST MY COLLEAGUES INTO THE PUBLIC THE PUBLIC ONE OF THE MOST MY COLLEAGUES INTO THE PUBLIC THE PUBLIC ONE OF THE MOST EGREGIOUS THING FOR THE PARENTS THE PUBLIC ONE OF THE MOST EGREGIOUS THING FOR THE PARENTS THE PUBLIC ONE OF THE MOST EGREGIOUS THING FOR THE PARENTS WAS A TRIBUTARY WITH EGREGIOUS THING FOR THE PARENTS WAS A TRIBUTARY WITH EGREGIOUS THING FOR THE PARENTS WAS A TRIBUTARY WITH

401TRANSPORTATION GETTING STUDENTS WAS A TRIBUTARY WITH TRANSPORTATION GETTING STUDENTS WAS A TRIBUTARY WITH TRANSPORTATION GETTING STUDENTS THERE AND AS WE SPEND IT THAT TRANSPORTATION GETTING STUDENTS THERE AND AS WE SPEND IT THAT TRANSPORTATION GETTING STUDENTS THERE AND AS WE SPEND IT THAT NEXT YEAR OPENED IT TO ANY THERE AND AS WE SPEND IT THAT NEXT YEAR OPENED IT TO ANY THERE AND AS WE SPEND IT THAT NEXT YEAR OPENED IT TO ANY APPARENTLY LIVED IN THE CITY NEXT YEAR OPENED IT TO ANY APPARENTLY LIVED IN THE CITY NEXT YEAR OPENED IT TO ANY APPARENTLY LIVED IN THE CITY OF VIRGINIA BEACH. APPARENTLY LIVED IN THE CITY OF VIRGINIA BEACH. APPARENTLY LIVED IN THE CITY OF VIRGINIA BEACH. YOU KNOW YOUR CHILD CAN 10 BUT OF VIRGINIA BEACH. YOU KNOW YOUR CHILD CAN 10 BUT OF

402VIRGINIA BEACH. YOU KNOW YOUR CHILD CAN 10 BUT YOU HAD TO PROVIDE THE YOU KNOW YOUR CHILD CAN 10 BUT YOU HAD TO PROVIDE THE YOU KNOW YOUR CHILD CAN 10 BUT YOU HAD TO PROVIDE THE TRANSPORTATION FOR SOME PARENTS YOU HAD TO PROVIDE THE TRANSPORTATION FOR SOME PARENTS YOU HAD TO PROVIDE THE TRANSPORTATION FOR SOME PARENTS THAT WAS HARD TO DO THAT'S WHY TRANSPORTATION FOR SOME PARENTS THAT WAS HARD TO DO THAT'S WHY TRANSPORTATION FOR SOME PARENTS THAT WAS HARD TO DO THAT'S WHY WE LOST MY STUDENTS BECAUSE THAT WAS HARD TO DO THAT'S WHY WE LOST MY STUDENTS BECAUSE THAT WAS HARD TO DO THAT'S WHY WE LOST MY STUDENTS BECAUSE THEY STUDENTS BECAUSE THEY FELT WE LOST MY STUDENTS BECAUSE THEY STUDENTS BECAUSE THEY FELT WE LOST MY STUDENTS BECAUSE THEY STUDENTS

403BECAUSE THEY FELT THAT THEY COULDN'T KEEP UP THE THEY STUDENTS BECAUSE THEY FELT THAT THEY COULDN'T KEEP UP THE THEY STUDENTS BECAUSE THEY FELT THAT THEY COULDN'T KEEP UP THE LOGISTICS OF GETTING TO SCHOOL THAT THEY COULDN'T KEEP UP THE LOGISTICS OF GETTING TO SCHOOL THAT THEY COULDN'T KEEP UP THE LOGISTICS OF GETTING TO SCHOOL PICKING THEM UP AT THE SCHOOL LOGISTICS OF GETTING TO SCHOOL PICKING THEM UP AT THE SCHOOL LOGISTICS OF GETTING TO SCHOOL PICKING THEM UP AT THE SCHOOL SO IF YOU IF YOU EVER DRIVE BY PICKING THEM UP AT THE SCHOOL SO IF YOU IF YOU EVER DRIVE BY PICKING THEM UP AT THE SCHOOL SO IF YOU IF YOU EVER DRIVE BY SEATAC I'M JUST GOING TO SEE SO IF YOU IF YOU EVER DRIVE BY SEATAC I'M JUST GOING

404TO SEE SO IF YOU IF YOU EVER DRIVE BY SEATAC I'M JUST GOING TO SEE THE LINE WRAPPED AROUND THE SEATAC I'M JUST GOING TO SEE THE LINE WRAPPED AROUND THE SEATAC I'M JUST GOING TO SEE THE LINE WRAPPED AROUND THE BUILDING PICKING STUDENTS FROM THE LINE WRAPPED AROUND THE BUILDING PICKING STUDENTS FROM THE LINE WRAPPED AROUND THE BUILDING PICKING STUDENTS FROM THE CHAMBER DREAM. BUILDING PICKING STUDENTS FROM THE CHAMBER DREAM. BUILDING PICKING STUDENTS FROM THE CHAMBER DREAM. I DO APPRECIATE HAS GONE INTO THE CHAMBER DREAM. I DO APPRECIATE HAS GONE INTO THE CHAMBER DREAM. I DO APPRECIATE HAS GONE INTO IT. I DO APPRECIATE HAS GONE INTO IT. I DO APPRECIATE HAS GONE INTO IT. I DO I WOULD SAY TO THAT ONE IT. I DO I WOULD SAY TO THAT ONE IT. I

405DO I WOULD SAY TO THAT ONE OF THE THINGS THAT STUCK OUT TO I DO I WOULD SAY TO THAT ONE OF THE THINGS THAT STUCK OUT TO I DO I WOULD SAY TO THAT ONE OF THE THINGS THAT STUCK OUT TO ME ABOUT ACHIEVING A DREAM IT OF THE THINGS THAT STUCK OUT TO ME ABOUT ACHIEVING A DREAM IT OF THE THINGS THAT STUCK OUT TO ME ABOUT ACHIEVING A DREAM IT WAS HOW THEY WERE ADVOCATING ME ABOUT ACHIEVING A DREAM IT WAS HOW THEY WERE ADVOCATING ME ABOUT ACHIEVING A DREAM IT WAS HOW THEY WERE ADVOCATING FOR THEIR STUDENTS TO GO TO WAS HOW THEY WERE ADVOCATING FOR THEIR STUDENTS TO GO TO WAS HOW THEY WERE ADVOCATING FOR THEIR STUDENTS TO GO TO COLLEGE NOT ONLY GO TO COLLEGE FOR THEIR STUDENTS

406TO GO TO COLLEGE NOT ONLY GO TO COLLEGE FOR THEIR STUDENTS TO GO TO COLLEGE NOT ONLY GO TO COLLEGE BUT TO TRACK THEM AND KEEP IN COLLEGE NOT ONLY GO TO COLLEGE BUT TO TRACK THEM AND KEEP IN COLLEGE NOT ONLY GO TO COLLEGE BUT TO TRACK THEM AND KEEP IN TOUCH WITH THEM AS THEY WERE BUT TO TRACK THEM AND KEEP IN TOUCH WITH THEM AS THEY WERE BUT TO TRACK THEM AND KEEP IN TOUCH WITH THEM AS THEY WERE MANEUVERING THROUGH COLLEGE. TOUCH WITH THEM AS THEY WERE MANEUVERING THROUGH COLLEGE. TOUCH WITH THEM AS THEY WERE MANEUVERING THROUGH COLLEGE. AND I REMEMBER STUDENTS HAVE MANEUVERING THROUGH COLLEGE. AND I REMEMBER STUDENTS HAVE MANEUVERING THROUGH COLLEGE. AND I REMEMBER STUDENTS HAVE BEEN VETTED IS NOW WITH YOU AND I REMEMBER STUDENTS HAVE BEEN

407VETTED IS NOW WITH YOU AND I REMEMBER STUDENTS HAVE BEEN VETTED IS NOW WITH YOU THIS LONG ONE OF THE STUDENTS BEEN VETTED IS NOW WITH YOU THIS LONG ONE OF THE STUDENTS BEEN VETTED IS NOW WITH YOU THIS LONG ONE OF THE STUDENTS MRS. GET TO GO TO COLLEGE AND THIS LONG ONE OF THE STUDENTS MRS. GET TO GO TO COLLEGE AND THIS LONG ONE OF THE STUDENTS MRS. GET TO GO TO COLLEGE AND ACHIEVE SHE DREAM MRS. GET TO GO TO COLLEGE AND ACHIEVE SHE DREAM MRS. GET TO GO TO COLLEGE AND ACHIEVE SHE DREAM ADMINISTRATION ADMINISTRATOR ACHIEVE SHE DREAM ADMINISTRATION ADMINISTRATOR ACHIEVE SHE DREAM ADMINISTRATION ADMINISTRATOR WENT TO HIS HOUSE, KNOCKED TO ADMINISTRATION ADMINISTRATOR WENT TO HIS HOUSE, KNOCKED TO ADMINISTRATION ADMINISTRATOR WENT TO HIS HOUSE, KNOCKED TO GET HIM OUT OF

408THE BED AND THE WENT TO HIS HOUSE, KNOCKED TO GET HIM OUT OF THE BED AND THE WENT TO HIS HOUSE, KNOCKED TO GET HIM OUT OF THE BED AND THE BED AND TOOK TO COLLEGE SO HE GET HIM OUT OF THE BED AND THE BED AND TOOK TO COLLEGE SO HE GET HIM OUT OF THE BED AND THE BED AND TOOK TO COLLEGE SO HE COULD BE THERE ON A MISSION SO BED AND TOOK TO COLLEGE SO HE COULD BE THERE ON A MISSION SO BED AND TOOK TO COLLEGE SO HE COULD BE THERE ON A MISSION SO YOU'VE GONE FAR BEYOND I'VE COULD BE THERE ON A MISSION SO YOU'VE GONE FAR BEYOND I'VE COULD BE THERE ON A MISSION SO YOU'VE GONE FAR BEYOND I'VE ATTENDED MOST OF YOUR BANQUET'S YOU'VE GONE

409FAR BEYOND I'VE ATTENDED MOST OF YOUR BANQUET'S YOU'VE GONE FAR BEYOND I'VE ATTENDED MOST OF YOUR BANQUET'S THAT HAS SUPPORTED THIS AS WELL ATTENDED MOST OF YOUR BANQUET'S THAT HAS SUPPORTED THIS AS WELL ATTENDED MOST OF YOUR BANQUET'S THAT HAS SUPPORTED THIS AS WELL IS OPEN TO THE SCHOOL BOARD AND THAT HAS SUPPORTED THIS AS WELL IS OPEN TO THE SCHOOL BOARD AND THAT HAS SUPPORTED THIS AS WELL IS OPEN TO THE SCHOOL BOARD AND WANTED TO GO AND WE DONATED IS OPEN TO THE SCHOOL BOARD AND WANTED TO GO AND WE DONATED IS OPEN TO THE SCHOOL BOARD AND WANTED TO GO AND WE DONATED FUNDS GO TO THE AS WELL. WANTED TO GO AND WE DONATED FUNDS GO TO THE AS WELL. WANTED TO GO AND WE DONATED FUNDS GO TO THE AS

410WELL. I ALSO REALLY LIKE SUPPORT FUNDS GO TO THE AS WELL. I ALSO REALLY LIKE SUPPORT FUNDS GO TO THE AS WELL. I ALSO REALLY LIKE SUPPORT STUDENTS SUPPORT THAT THEY HAVE I ALSO REALLY LIKE SUPPORT STUDENTS SUPPORT THAT THEY HAVE I ALSO REALLY LIKE SUPPORT STUDENTS SUPPORT THAT THEY HAVE WITHIN THE SCHOOL WITHIN THAT STUDENTS SUPPORT THAT THEY HAVE WITHIN THE SCHOOL WITHIN THAT STUDENTS SUPPORT THAT THEY HAVE WITHIN THE SCHOOL WITHIN THAT YOU WOULD RING FOR THE STUDENTS WITHIN THE SCHOOL WITHIN THAT YOU WOULD RING FOR THE STUDENTS WITHIN THE SCHOOL WITHIN THAT YOU WOULD RING FOR THE STUDENTS MAKING SURE THAT THEY ARE YOU WOULD RING FOR THE STUDENTS MAKING SURE THAT THEY ARE YOU WOULD RING FOR THE STUDENTS MAKING SURE THAT THEY ARE GETTING WHAT THEY NEED WAS MAKING SURE

411THAT THEY ARE GETTING WHAT THEY NEED WAS MAKING SURE THAT THEY ARE GETTING WHAT THEY NEED WAS ASSESSMENT IN THEM AND THEN GETTING WHAT THEY NEED WAS ASSESSMENT IN THEM AND THEN GETTING WHAT THEY NEED WAS ASSESSMENT IN THEM AND THEN STAYING ON TRACK THERE ARE SO ASSESSMENT IN THEM AND THEN STAYING ON TRACK THERE ARE SO ASSESSMENT IN THEM AND THEN STAYING ON TRACK THERE ARE SO MANY PARENTS NOW THAT SAID I STAYING ON TRACK THERE ARE SO MANY PARENTS NOW THAT SAID I STAYING ON TRACK THERE ARE SO MANY PARENTS NOW THAT SAID I WISH THAT MY CHILD COULD GO TO MANY PARENTS NOW THAT SAID I WISH THAT MY CHILD COULD GO TO MANY PARENTS NOW THAT SAID I WISH THAT MY CHILD COULD GO TO A TRIBUTARY BUT I BUT I

412CANNOT WISH THAT MY CHILD COULD GO TO A TRIBUTARY BUT I BUT I CANNOT WISH THAT MY CHILD COULD GO TO A TRIBUTARY BUT I BUT I CANNOT GET THEM BECAUSE A TRIBUTARY BUT I BUT I CANNOT GET THEM BECAUSE A TRIBUTARY BUT I BUT I CANNOT GET THEM BECAUSE OF TRANSPORTATION JUST TODAY GET THEM BECAUSE OF TRANSPORTATION JUST TODAY GET THEM BECAUSE OF TRANSPORTATION JUST TODAY I'M HEARING THAT NOW I AM A OF TRANSPORTATION JUST TODAY I'M HEARING THAT NOW I AM A OF TRANSPORTATION JUST TODAY I'M HEARING THAT NOW I AM A PROUD OF IT AS WE I HAVE A I'M HEARING THAT NOW I AM A PROUD OF IT AS WE I HAVE A I'M HEARING THAT NOW I AM A PROUD OF IT AS WE I HAVE A GRANDSON WHO TRANSITION

413FROM PROUD OF IT AS WE I HAVE A GRANDSON WHO TRANSITION FROM PROUD OF IT AS WE I HAVE A GRANDSON WHO TRANSITION FROM CITY HALL WANT THE DAVID HE'S GRANDSON WHO TRANSITION FROM CITY HALL WANT THE DAVID HE'S GRANDSON WHO TRANSITION FROM CITY HALL WANT THE DAVID HE'S THERE NOW SO MANY THINGS THAT CITY HALL WANT THE DAVID HE'S THERE NOW SO MANY THINGS THAT CITY HALL WANT THE DAVID HE'S THERE NOW SO MANY THINGS THAT HE'S PICKED FROM THE CHIEF TREE THERE NOW SO MANY THINGS THAT HE'S PICKED FROM THE CHIEF TREE THERE NOW SO MANY THINGS THAT HE'S PICKED FROM THE CHIEF TREE THAT HAS GIVEN HIM HIS FIRST HE'S PICKED FROM THE CHIEF TREE THAT HAS GIVEN HIM HIS FIRST HE'S PICKED FROM THE CHIEF TREE THAT HAS GIVEN HIM HIS

414FIRST INTO GETTING FURTHER INTO HIS THAT HAS GIVEN HIM HIS FIRST INTO GETTING FURTHER INTO HIS THAT HAS GIVEN HIM HIS FIRST INTO GETTING FURTHER INTO HIS EDUCATION OH I SEE THAT WE MAY INTO GETTING FURTHER INTO HIS EDUCATION OH I SEE THAT WE MAY INTO GETTING FURTHER INTO HIS EDUCATION OH I SEE THAT WE MAY GOING TO HAVE A FIRST EDUCATION OH I SEE THAT WE MAY GOING TO HAVE A FIRST EDUCATION OH I SEE THAT WE MAY GOING TO HAVE A FIRST GRADUATION CLASS AND I CAN'T GOING TO HAVE A FIRST GRADUATION CLASS AND I CAN'T GOING TO HAVE A FIRST GRADUATION CLASS AND I CAN'T WAIT TO SEE THAT. GRADUATION CLASS AND I CAN'T WAIT TO SEE THAT. GRADUATION CLASS AND I CAN'T WAIT TO SEE THAT. SO HOW THEY YOU HAVE

415YOUR OWN WAIT TO SEE THAT. SO HOW THEY YOU HAVE YOUR OWN WAIT TO SEE THAT. SO HOW THEY YOU HAVE YOUR OWN GRADUATION OR WOULD THAT BE A SO HOW THEY YOU HAVE YOUR OWN GRADUATION OR WOULD THAT BE A SO HOW THEY YOU HAVE YOUR OWN GRADUATION OR WOULD THAT BE A PART OF HOW WOULD THAT BE WOULD GRADUATION OR WOULD THAT BE A PART OF HOW WOULD THAT BE WOULD GRADUATION OR WOULD THAT BE A PART OF HOW WOULD THAT BE WOULD THAT BE PUT TOGETHER THAT'S OUT PART OF HOW WOULD THAT BE WOULD THAT BE PUT TOGETHER THAT'S OUT PART OF HOW WOULD THAT BE WOULD THAT BE PUT TOGETHER THAT'S OUT THERE ON THE GRADUATION THAT BE PUT TOGETHER THAT'S OUT THERE ON THE GRADUATION THAT BE PUT TOGETHER THAT'S

416OUT THERE ON THE GRADUATION SCHEDULE FOR THE CONVENTION THERE ON THE GRADUATION SCHEDULE FOR THE CONVENTION THERE ON THE GRADUATION SCHEDULE FOR THE CONVENTION CENTER JUNE 11TH I THINK IT'S SCHEDULE FOR THE CONVENTION CENTER JUNE 11TH I THINK IT'S SCHEDULE FOR THE CONVENTION CENTER JUNE 11TH I THINK IT'S 10:00 A.M. THANK YOU. CENTER JUNE 11TH I THINK IT'S 10:00 A.M. THANK YOU. CENTER JUNE 11TH I THINK IT'S 10:00 A.M. THANK YOU. I JUST SAY THANK YOU AND I'M 10:00 A.M. THANK YOU. I JUST SAY THANK YOU AND I'M 10:00 A.M. THANK YOU. I JUST SAY THANK YOU AND I'M LOOKING FORWARD TO HEARING MORE I JUST SAY THANK YOU AND I'M LOOKING FORWARD TO HEARING MORE I JUST SAY THANK YOU AND I'M LOOKING FORWARD TO HEARING MORE ABOUT THE EXPANSION AND HOW LOOKING FORWARD

417TO HEARING MORE ABOUT THE EXPANSION AND HOW LOOKING FORWARD TO HEARING MORE ABOUT THE EXPANSION AND HOW WE'RE GOING TO GET THE STUDENTS ABOUT THE EXPANSION AND HOW WE'RE GOING TO GET THE STUDENTS ABOUT THE EXPANSION AND HOW WE'RE GOING TO GET THE STUDENTS THERE PARENTS ARE TALKING ABOUT WE'RE GOING TO GET THE STUDENTS THERE PARENTS ARE TALKING ABOUT WE'RE GOING TO GET THE STUDENTS THERE PARENTS ARE TALKING ABOUT IT ABOUT IT. THERE PARENTS ARE TALKING ABOUT IT ABOUT IT. THERE PARENTS ARE TALKING ABOUT IT ABOUT IT. THEY THEY WERE SORT OF KIND IT ABOUT IT. THEY THEY WERE SORT OF KIND IT ABOUT IT. THEY THEY WERE SORT OF KIND DISAPPOINTED BECAUSE IT THEY THEY WERE SORT OF KIND DISAPPOINTED BECAUSE IT THEY THEY WERE SORT OF KIND DISAPPOINTED BECAUSE IT COULDN'T GO BECAUSE

418DISAPPOINTED BECAUSE IT COULDN'T GO BECAUSE DISAPPOINTED BECAUSE IT COULDN'T GO BECAUSE OF TRANSPORTATION AND BECAUSE COULDN'T GO BECAUSE OF TRANSPORTATION AND BECAUSE COULDN'T GO BECAUSE OF TRANSPORTATION AND BECAUSE THEY FELT LIKE THEY DIDN'T HAVE OF TRANSPORTATION AND BECAUSE THEY FELT LIKE THEY DIDN'T HAVE OF TRANSPORTATION AND BECAUSE THEY FELT LIKE THEY DIDN'T HAVE THE ACCESS OF KNOWING WHEN AND THEY FELT LIKE THEY DIDN'T HAVE THE ACCESS OF KNOWING WHEN AND THEY FELT LIKE THEY DIDN'T HAVE THE ACCESS OF KNOWING WHEN AND WHERE THEY WOULD HAVE THAT THE ACCESS OF KNOWING WHEN AND WHERE THEY WOULD HAVE THAT THE ACCESS OF KNOWING WHEN AND WHERE THEY WOULD HAVE THAT OPPORTUNITY AGAIN SO I HOPE WHERE THEY WOULD HAVE THAT OPPORTUNITY AGAIN SO I HOPE WHERE THEY WOULD HAVE THAT OPPORTUNITY AGAIN SO I HOPE THAT YOU

419WILL GET THAT OPPORTUNITY AGAIN SO I HOPE THAT YOU WILL GET THAT OPPORTUNITY AGAIN SO I HOPE THAT YOU WILL GET THAT INFORMATION TO THEM AND LET THAT YOU WILL GET THAT INFORMATION TO THEM AND LET THAT YOU WILL GET THAT INFORMATION TO THEM AND LET THEM KNOW THAT IS OPEN AGAIN INFORMATION TO THEM AND LET THEM KNOW THAT IS OPEN AGAIN INFORMATION TO THEM AND LET THEM KNOW THAT IS OPEN AGAIN FOR THE STUDENT AND THAT SOME THEM KNOW THAT IS OPEN AGAIN FOR THE STUDENT AND THAT SOME THEM KNOW THAT IS OPEN AGAIN FOR THE STUDENT AND THAT SOME TRANSPORTATION WILL BE UP FOR THE STUDENT AND THAT SOME TRANSPORTATION WILL BE UP FOR THE STUDENT AND THAT SOME TRANSPORTATION WILL BE UP KNUCKLEBALL FOR THEM AS WELL SO TRANSPORTATION WILL BE UP

420KNUCKLEBALL FOR THEM AS WELL SO TRANSPORTATION WILL BE UP KNUCKLEBALL FOR THEM AS WELL SO I'M STILL WAITING TO SEE HOW KNUCKLEBALL FOR THEM AS WELL SO I'M STILL WAITING TO SEE HOW KNUCKLEBALL FOR THEM AS WELL SO I'M STILL WAITING TO SEE HOW FAR WE ARE GOING TO THIS. I'M STILL WAITING TO SEE HOW FAR WE ARE GOING TO THIS. I'M STILL WAITING TO SEE HOW FAR WE ARE GOING TO THIS. THANK YOU. FAR WE ARE GOING TO THIS. THANK YOU. FAR WE ARE GOING TO THIS. THANK YOU. WE'RE JUST GOING TO GO IN ORDER THANK YOU. WE'RE JUST GOING TO GO IN ORDER THANK YOU. WE'RE JUST GOING TO GO IN ORDER SINCE EVERYONE'S HAD A CHANCE WE'RE JUST GOING TO GO IN ORDER SINCE EVERYONE'S HAD A CHANCE WE'RE JUST GOING TO

421GO IN ORDER SINCE EVERYONE'S HAD A CHANCE TO SPEAK ONCE VICE CHAIR. SINCE EVERYONE'S HAD A CHANCE TO SPEAK ONCE VICE CHAIR. SINCE EVERYONE'S HAD A CHANCE TO SPEAK ONCE VICE CHAIR. YES. TO SPEAK ONCE VICE CHAIR. YES. TO SPEAK ONCE VICE CHAIR. YES. THANK YOU SO ORIGINALLY WE WENT YES. THANK YOU SO ORIGINALLY WE WENT YES. THANK YOU SO ORIGINALLY WE WENT TO NEWPORT NEWS AND I THINK I'M THANK YOU SO ORIGINALLY WE WENT TO NEWPORT NEWS AND I THINK I'M THANK YOU SO ORIGINALLY WE WENT TO NEWPORT NEWS AND I THINK I'M THE ONLY ONE ON THE BOARD. TO NEWPORT NEWS AND I THINK I'M THE ONLY ONE ON THE BOARD. TO NEWPORT NEWS AND I THINK I'M THE ONLY ONE ON THE BOARD. YEAH, I WAS DOWN I THOUGHT IT THE ONLY

422ONE ON THE BOARD. YEAH, I WAS DOWN I THOUGHT IT THE ONLY ONE ON THE BOARD. YEAH, I WAS DOWN I THOUGHT IT WAS OK. YEAH, I WAS DOWN I THOUGHT IT WAS OK. YEAH, I WAS DOWN I THOUGHT IT WAS OK. OK AND WE TOWARD WE TOURED AND WAS OK. OK AND WE TOWARD WE TOURED AND WAS OK. OK AND WE TOWARD WE TOURED AND WE WERE SO IMPRESSED AND OK AND WE TOWARD WE TOURED AND WE WERE SO IMPRESSED AND OK AND WE TOWARD WE TOURED AND WE WERE SO IMPRESSED AND OF COURSE THE BEGINNING OF A WE WERE SO IMPRESSED AND OF COURSE THE BEGINNING OF A WE WERE SO IMPRESSED AND OF COURSE THE BEGINNING OF A JUVENILE DREAM STARTED WITH AN OF COURSE THE BEGINNING OF A JUVENILE DREAM STARTED

423WITH AN OF COURSE THE BEGINNING OF A JUVENILE DREAM STARTED WITH AN AFTER SCHOOL ATTENDANCE PROGRAM JUVENILE DREAM STARTED WITH AN AFTER SCHOOL ATTENDANCE PROGRAM JUVENILE DREAM STARTED WITH AN AFTER SCHOOL ATTENDANCE PROGRAM AND OF COURSE THE TENNIS COACH AFTER SCHOOL ATTENDANCE PROGRAM AND OF COURSE THE TENNIS COACH AFTER SCHOOL ATTENDANCE PROGRAM AND OF COURSE THE TENNIS COACH ENEMY WAS VERY INTRIGUED WITH AND OF COURSE THE TENNIS COACH ENEMY WAS VERY INTRIGUED WITH AND OF COURSE THE TENNIS COACH ENEMY WAS VERY INTRIGUED WITH THAT AND I'VE OFTEN SAID I'VE ENEMY WAS VERY INTRIGUED WITH THAT AND I'VE OFTEN SAID I'VE ENEMY WAS VERY INTRIGUED WITH THAT AND I'VE OFTEN SAID I'VE LOVED THIS PROGRAM WHICH THE THAT AND I'VE OFTEN SAID I'VE LOVED THIS PROGRAM WHICH THE THAT AND I'VE OFTEN SAID I'VE LOVED THIS

424PROGRAM WHICH THE PARTS OF IT WERE IT WERE IN LOVED THIS PROGRAM WHICH THE PARTS OF IT WERE IT WERE IN LOVED THIS PROGRAM WHICH THE PARTS OF IT WERE IT WERE IN EVERY ELEMENTARY SCHOOL BECAUSE PARTS OF IT WERE IT WERE IN EVERY ELEMENTARY SCHOOL BECAUSE PARTS OF IT WERE IT WERE IN EVERY ELEMENTARY SCHOOL BECAUSE IF YOU'VE BEEN THERE AND YOU'VE EVERY ELEMENTARY SCHOOL BECAUSE IF YOU'VE BEEN THERE AND YOU'VE EVERY ELEMENTARY SCHOOL BECAUSE IF YOU'VE BEEN THERE AND YOU'VE GOTTEN TO SEE EXACTLY WHAT IF YOU'VE BEEN THERE AND YOU'VE GOTTEN TO SEE EXACTLY WHAT IF YOU'VE BEEN THERE AND YOU'VE GOTTEN TO SEE EXACTLY WHAT THESE KIDS DO IT'S PRETTY GOTTEN TO SEE EXACTLY WHAT THESE KIDS DO IT'S PRETTY GOTTEN TO SEE EXACTLY WHAT THESE KIDS DO IT'S PRETTY REMARKABLE AND

425IT NEEDS TO BE THESE KIDS DO IT'S PRETTY REMARKABLE AND IT NEEDS TO BE THESE KIDS DO IT'S PRETTY REMARKABLE AND IT NEEDS TO BE COPIED AND I THINK A LOT OF A REMARKABLE AND IT NEEDS TO BE COPIED AND I THINK A LOT OF A REMARKABLE AND IT NEEDS TO BE COPIED AND I THINK A LOT OF A LOT OF THE ASPECTS OF OUR IN COPIED AND I THINK A LOT OF A LOT OF THE ASPECTS OF OUR IN COPIED AND I THINK A LOT OF A LOT OF THE ASPECTS OF OUR IN SOME OF OUR SCHOOLS SO LIKE LOT OF THE ASPECTS OF OUR IN SOME OF OUR SCHOOLS SO LIKE LOT OF THE ASPECTS OF OUR IN SOME OF OUR SCHOOLS SO LIKE MISS DWYER, MY HUSBAND AND WE SOME OF OUR

426SCHOOLS SO LIKE MISS DWYER, MY HUSBAND AND WE SOME OF OUR SCHOOLS SO LIKE MISS DWYER, MY HUSBAND AND WE WERE JUST TALKING ABOUT THIS MISS DWYER, MY HUSBAND AND WE WERE JUST TALKING ABOUT THIS MISS DWYER, MY HUSBAND AND WE WERE JUST TALKING ABOUT THIS YESTERDAY WE WERE LIKE WHY WERE JUST TALKING ABOUT THIS YESTERDAY WE WERE LIKE WHY WERE JUST TALKING ABOUT THIS YESTERDAY WE WERE LIKE WHY AREN'T JUST WHY DON'T WE HAVE A YESTERDAY WE WERE LIKE WHY AREN'T JUST WHY DON'T WE HAVE A YESTERDAY WE WERE LIKE WHY AREN'T JUST WHY DON'T WE HAVE A HUGE WAITING LIST FOR THIS AREN'T JUST WHY DON'T WE HAVE A HUGE WAITING LIST FOR THIS AREN'T JUST WHY DON'T WE HAVE A HUGE WAITING LIST FOR THIS PROGRAM SO THAT'S JUST IT. HUGE WAITING

427LIST FOR THIS PROGRAM SO THAT'S JUST IT. HUGE WAITING LIST FOR THIS PROGRAM SO THAT'S JUST IT. IT'S KIND OF TROUBLESOME YOU PROGRAM SO THAT'S JUST IT. IT'S KIND OF TROUBLESOME YOU PROGRAM SO THAT'S JUST IT. IT'S KIND OF TROUBLESOME YOU KNOW I HEAR TRANSPORTATION BUT IT'S KIND OF TROUBLESOME YOU KNOW I HEAR TRANSPORTATION BUT IT'S KIND OF TROUBLESOME YOU KNOW I HEAR TRANSPORTATION BUT TRANSPORTATION BUT I'M NOT SURE KNOW I HEAR TRANSPORTATION BUT TRANSPORTATION BUT I'M NOT SURE KNOW I HEAR TRANSPORTATION BUT TRANSPORTATION BUT I'M NOT SURE IF THAT'S ALL OF IT SO MY TRANSPORTATION BUT I'M NOT SURE IF THAT'S ALL OF IT SO MY TRANSPORTATION BUT I'M NOT SURE IF THAT'S ALL OF IT SO MY QUESTION IS DO YOU THINK THAT IF THAT'S ALL OF IT SO MY QUESTION IS DO

428YOU THINK THAT IF THAT'S ALL OF IT SO MY QUESTION IS DO YOU THINK THAT WE'RE GOING TO BE HERE BACK QUESTION IS DO YOU THINK THAT WE'RE GOING TO BE HERE BACK QUESTION IS DO YOU THINK THAT WE'RE GOING TO BE HERE BACK HERE AND THREE OR FOUR YEARS WE'RE GOING TO BE HERE BACK HERE AND THREE OR FOUR YEARS WE'RE GOING TO BE HERE BACK HERE AND THREE OR FOUR YEARS EXPANDING THE ZONE AGAIN AND HERE AND THREE OR FOUR YEARS EXPANDING THE ZONE AGAIN AND HERE AND THREE OR FOUR YEARS EXPANDING THE ZONE AGAIN AND WHEN IS IT A POINT TO SAY OK EXPANDING THE ZONE AGAIN AND WHEN IS IT A POINT TO SAY OK EXPANDING THE ZONE AGAIN AND WHEN IS IT A POINT TO SAY OK WE'RE JUST GOING

429JUST GOING TO WHEN IS IT A POINT TO SAY OK WE'RE JUST GOING JUST GOING TO WHEN IS IT A POINT TO SAY OK WE'RE JUST GOING JUST GOING TO TREAT THIS LIKE AN ACHIEVABLE A WE'RE JUST GOING JUST GOING TO TREAT THIS LIKE AN ACHIEVABLE A WE'RE JUST GOING JUST GOING TO TREAT THIS LIKE AN ACHIEVABLE A DREAM ACADEMY AND OPEN IT TO TREAT THIS LIKE AN ACHIEVABLE A DREAM ACADEMY AND OPEN IT TO TREAT THIS LIKE AN ACHIEVABLE A DREAM ACADEMY AND OPEN IT TO THE WHOLE CITY WITH DREAM ACADEMY AND OPEN IT TO THE WHOLE CITY WITH DREAM ACADEMY AND OPEN IT TO THE WHOLE CITY WITH TRANSPORTATION BECAUSE THAT'S THE WHOLE CITY WITH TRANSPORTATION BECAUSE THAT'S THE WHOLE CITY WITH TRANSPORTATION BECAUSE THAT'S WHERE I'M THINKING THAT IT TRANSPORTATION BECAUSE THAT'S

430WHERE I'M THINKING THAT IT TRANSPORTATION BECAUSE THAT'S WHERE I'M THINKING THAT IT COULD GO BECAUSE WHEN WE COME WHERE I'M THINKING THAT IT COULD GO BECAUSE WHEN WE COME WHERE I'M THINKING THAT IT COULD GO BECAUSE WHEN WE COME BACK AND THREE OR FOUR YEARS AS COULD GO BECAUSE WHEN WE COME BACK AND THREE OR FOUR YEARS AS COULD GO BECAUSE WHEN WE COME BACK AND THREE OR FOUR YEARS AS WE HAVEN'T MET THE NUMBERS OR BACK AND THREE OR FOUR YEARS AS WE HAVEN'T MET THE NUMBERS OR BACK AND THREE OR FOUR YEARS AS WE HAVEN'T MET THE NUMBERS OR ONE GROUP AND THEN THREE OR WE HAVEN'T MET THE NUMBERS OR ONE GROUP AND THEN THREE OR WE HAVEN'T MET THE NUMBERS OR ONE GROUP AND THEN THREE OR FOUR AND THEN WE'RE

431LIKE WE'RE ONE GROUP AND THEN THREE OR FOUR AND THEN WE'RE LIKE WE'RE ONE GROUP AND THEN THREE OR FOUR AND THEN WE'RE LIKE WE'RE OPENING ACT NOW TO THE WHOLE FOUR AND THEN WE'RE LIKE WE'RE OPENING ACT NOW TO THE WHOLE FOUR AND THEN WE'RE LIKE WE'RE OPENING ACT NOW TO THE WHOLE CITY WHOLE CITY AND OF COURSE OPENING ACT NOW TO THE WHOLE CITY WHOLE CITY AND OF COURSE OPENING ACT NOW TO THE WHOLE CITY WHOLE CITY AND OF COURSE YOU'RE TALKING ABOUT A LOT MORE CITY WHOLE CITY AND OF COURSE YOU'RE TALKING ABOUT A LOT MORE CITY WHOLE CITY AND OF COURSE YOU'RE TALKING ABOUT A LOT MORE MONEY IN A LOT MORE YOU'RE TALKING ABOUT A LOT MORE MONEY IN A LOT MORE YOU'RE TALKING ABOUT A LOT MORE MONEY IN

432A LOT MORE TRANSPORTATION. MONEY IN A LOT MORE TRANSPORTATION. MONEY IN A LOT MORE TRANSPORTATION. BUT ARE WE HEADING THAT AND IS TRANSPORTATION. BUT ARE WE HEADING THAT AND IS TRANSPORTATION. BUT ARE WE HEADING THAT AND IS THAT THE WAY THAT WE NEED TO GO BUT ARE WE HEADING THAT AND IS THAT THE WAY THAT WE NEED TO GO BUT ARE WE HEADING THAT AND IS THAT THE WAY THAT WE NEED TO GO TO BE PERFECTLY HONEST IN TERMS THAT THE WAY THAT WE NEED TO GO TO BE PERFECTLY HONEST IN TERMS THAT THE WAY THAT WE NEED TO GO TO BE PERFECTLY HONEST IN TERMS OF THE HIGH SCHOOL BUILDERS, TO BE PERFECTLY HONEST IN TERMS OF THE HIGH SCHOOL BUILDERS, TO BE PERFECTLY HONEST IN TERMS OF THE HIGH SCHOOL BUILDERS, IT'S NOT

433THAT BIG. OF THE HIGH SCHOOL BUILDERS, IT'S NOT THAT BIG. OF THE HIGH SCHOOL BUILDERS, IT'S NOT THAT BIG. SO WE KNOW WHERE I'M SORRY I IT'S NOT THAT BIG. SO WE KNOW WHERE I'M SORRY I IT'S NOT THAT BIG. SO WE KNOW WHERE I'M SORRY I DIDN'T HEAR THE BUILDING IS NOT SO WE KNOW WHERE I'M SORRY I DIDN'T HEAR THE BUILDING IS NOT SO WE KNOW WHERE I'M SORRY I DIDN'T HEAR THE BUILDING IS NOT THAT BIG SO SURE IT WILL WORK DIDN'T HEAR THE BUILDING IS NOT THAT BIG SO SURE IT WILL WORK DIDN'T HEAR THE BUILDING IS NOT THAT BIG SO SURE IT WILL WORK VERY HARD TO FILL IT TO REACH THAT BIG SO SURE IT WILL WORK VERY HARD TO FILL IT TO REACH THAT BIG SO SURE IT

434WILL WORK VERY HARD TO FILL IT TO REACH CAPACITY. VERY HARD TO FILL IT TO REACH CAPACITY. VERY HARD TO FILL IT TO REACH CAPACITY. OF COURSE AEROSPACE LYNNHAVEN CAPACITY. OF COURSE AEROSPACE LYNNHAVEN CAPACITY. OF COURSE AEROSPACE LYNNHAVEN MIDDLE YOU ONLY LYNNHAVEN OF COURSE AEROSPACE LYNNHAVEN MIDDLE YOU ONLY LYNNHAVEN OF COURSE AEROSPACE LYNNHAVEN MIDDLE YOU ONLY LYNNHAVEN METAL. MIDDLE YOU ONLY LYNNHAVEN METAL. MIDDLE YOU ONLY LYNNHAVEN METAL. YOU ONLY HAVE SO MUCH ROOM BUT METAL. YOU ONLY HAVE SO MUCH ROOM BUT METAL. YOU ONLY HAVE SO MUCH ROOM BUT IF WE FEEL THE NEED I'M SURE YOU ONLY HAVE SO MUCH ROOM BUT IF WE FEEL THE NEED I'M SURE YOU ONLY HAVE SO MUCH ROOM BUT IF WE FEEL THE NEED I'M SURE WE'LL BE BACK AT THE TABLE. IF WE FEEL THE NEED

435I'M SURE WE'LL BE BACK AT THE TABLE. IF WE FEEL THE NEED I'M SURE WE'LL BE BACK AT THE TABLE. BUT RIGHT NOW WE'D LIKE TO HIT WE'LL BE BACK AT THE TABLE. BUT RIGHT NOW WE'D LIKE TO HIT WE'LL BE BACK AT THE TABLE. BUT RIGHT NOW WE'D LIKE TO HIT ONE THOUSAND ONE HUNDRED AND BUT RIGHT NOW WE'D LIKE TO HIT ONE THOUSAND ONE HUNDRED AND BUT RIGHT NOW WE'D LIKE TO HIT ONE THOUSAND ONE HUNDRED AND SEVENTY AS AS A MARK FOR THE ONE THOUSAND ONE HUNDRED AND SEVENTY AS AS A MARK FOR THE ONE THOUSAND ONE HUNDRED AND SEVENTY AS AS A MARK FOR THE ENTIRE PROGRAM SO THAT WE CAN SEVENTY AS AS A MARK FOR THE ENTIRE PROGRAM SO THAT WE CAN SEVENTY AS AS A MARK FOR THE

436ENTIRE PROGRAM SO THAT WE CAN SAY IF WE REACH THE CAPACITY ENTIRE PROGRAM SO THAT WE CAN SAY IF WE REACH THE CAPACITY ENTIRE PROGRAM SO THAT WE CAN SAY IF WE REACH THE CAPACITY THAT WAS PLANNED FOR ORIGINALLY SAY IF WE REACH THE CAPACITY THAT WAS PLANNED FOR ORIGINALLY SAY IF WE REACH THE CAPACITY THAT WAS PLANNED FOR ORIGINALLY YEAH AND MISS WAYS I THINK THAT THAT WAS PLANNED FOR ORIGINALLY YEAH AND MISS WAYS I THINK THAT THAT WAS PLANNED FOR ORIGINALLY YEAH AND MISS WAYS I THINK THAT THINK THAT WE HAVE TO RECOGNIZE YEAH AND MISS WAYS I THINK THAT THINK THAT WE HAVE TO RECOGNIZE YEAH AND MISS WAYS I THINK THAT THINK THAT WE HAVE TO RECOGNIZE DIFFERENCES BETWEEN THE THINK THAT WE HAVE TO RECOGNIZE DIFFERENCES BETWEEN THE THINK THAT

437WE HAVE TO RECOGNIZE DIFFERENCES BETWEEN THE PROGRAM'S OFFERED IN DIFFERENT DIFFERENCES BETWEEN THE PROGRAM'S OFFERED IN DIFFERENT DIFFERENCES BETWEEN THE PROGRAM'S OFFERED IN DIFFERENT NEW CITY PUBLIC GOALS AND THE PROGRAM'S OFFERED IN DIFFERENT NEW CITY PUBLIC GOALS AND THE PROGRAM'S OFFERED IN DIFFERENT NEW CITY PUBLIC GOALS AND THE PROGRAM'S OFFERED IN VIRGINIA NEW CITY PUBLIC GOALS AND THE PROGRAM'S OFFERED IN VIRGINIA NEW CITY PUBLIC GOALS AND THE PROGRAM'S OFFERED IN VIRGINIA BEACH MADE YOU MAY YOU MAY OR PROGRAM'S OFFERED IN VIRGINIA BEACH MADE YOU MAY YOU MAY OR PROGRAM'S OFFERED IN VIRGINIA BEACH MADE YOU MAY YOU MAY OR MAY NOT KNOW ACADEMY PROGRAMS BEACH MADE YOU MAY YOU MAY OR MAY NOT KNOW ACADEMY PROGRAMS BEACH MADE YOU MAY YOU MAY OR MAY NOT KNOW ACADEMY PROGRAMS IN NEWPORT NEWS PUBLIC SCHOOLS MAY NOT

438KNOW ACADEMY PROGRAMS IN NEWPORT NEWS PUBLIC SCHOOLS MAY NOT KNOW ACADEMY PROGRAMS IN NEWPORT NEWS PUBLIC SCHOOLS KNOW RIGHT SO OUR STUDENTS HAVE IN NEWPORT NEWS PUBLIC SCHOOLS KNOW RIGHT SO OUR STUDENTS HAVE IN NEWPORT NEWS PUBLIC SCHOOLS KNOW RIGHT SO OUR STUDENTS HAVE A PLETHORA OF OPTIONS AT EVERY KNOW RIGHT SO OUR STUDENTS HAVE A PLETHORA OF OPTIONS AT EVERY KNOW RIGHT SO OUR STUDENTS HAVE A PLETHORA OF OPTIONS AT EVERY LEVEL AND I HONESTLY BELIEVE A PLETHORA OF OPTIONS AT EVERY LEVEL AND I HONESTLY BELIEVE A PLETHORA OF OPTIONS AT EVERY LEVEL AND I HONESTLY BELIEVE THIS EXPANSION INTO THESE THIS LEVEL AND I HONESTLY BELIEVE THIS EXPANSION INTO THESE THIS LEVEL AND I HONESTLY BELIEVE THIS EXPANSION INTO THESE THIS THIS LITTLE QUADRANT THIS EXPANSION INTO THESE THIS THIS LITTLE QUADRANT THIS

439EXPANSION INTO THESE THIS THIS LITTLE QUADRANT OF ELEMENTARY SCHOOLS THESE TWO THIS LITTLE QUADRANT OF ELEMENTARY SCHOOLS THESE TWO THIS LITTLE QUADRANT OF ELEMENTARY SCHOOLS THESE TWO MIDDLE SCHOOLS WILL GET US TO A OF ELEMENTARY SCHOOLS THESE TWO MIDDLE SCHOOLS WILL GET US TO A OF ELEMENTARY SCHOOLS THESE TWO MIDDLE SCHOOLS WILL GET US TO A POSITION WHERE WE CAN GET TO MIDDLE SCHOOLS WILL GET US TO A POSITION WHERE WE CAN GET TO MIDDLE SCHOOLS WILL GET US TO A POSITION WHERE WE CAN GET TO CLOSE 100 PERCENT AND RUN THE POSITION WHERE WE CAN GET TO CLOSE 100 PERCENT AND RUN THE POSITION WHERE WE CAN GET TO CLOSE 100 PERCENT AND RUN THE PROGRAM THE WAY WE'RE RUNNING CLOSE 100 PERCENT AND RUN THE PROGRAM THE WAY WE'RE RUNNING CLOSE 100 PERCENT

440AND RUN THE PROGRAM THE WAY WE'RE RUNNING IT SOME OF THE EFFICIENCIES PROGRAM THE WAY WE'RE RUNNING IT SOME OF THE EFFICIENCIES PROGRAM THE WAY WE'RE RUNNING IT SOME OF THE EFFICIENCIES THAT WE'VE CREATED REALLY AS A IT SOME OF THE EFFICIENCIES THAT WE'VE CREATED REALLY AS A IT SOME OF THE EFFICIENCIES THAT WE'VE CREATED REALLY AS A RESULT OF DR. BREWERS' THAT WE'VE CREATED REALLY AS A RESULT OF DR. BREWERS' THAT WE'VE CREATED REALLY AS A RESULT OF DR. BREWERS' OWNERSHIP OF THE WORK I WANT TO RESULT OF DR. BREWERS' OWNERSHIP OF THE WORK I WANT TO RESULT OF DR. BREWERS' OWNERSHIP OF THE WORK I WANT TO SAY OWNERSHIP BECAUSE 11 OTHER OWNERSHIP OF THE WORK I WANT TO SAY OWNERSHIP BECAUSE 11 OTHER OWNERSHIP OF THE WORK I WANT TO SAY OWNERSHIP

441BECAUSE 11 OTHER HIGH SCHOOLS THAT HE'S WORKING SAY OWNERSHIP BECAUSE 11 OTHER HIGH SCHOOLS THAT HE'S WORKING SAY OWNERSHIP BECAUSE 11 OTHER HIGH SCHOOLS THAT HE'S WORKING WITH WORKING WITH. HIGH SCHOOLS THAT HE'S WORKING WITH WORKING WITH. HIGH SCHOOLS THAT HE'S WORKING WITH WORKING WITH. HE'S TAKING OWNERSHIP OVER THIS WITH WORKING WITH. HE'S TAKING OWNERSHIP OVER THIS WITH WORKING WITH. HE'S TAKING OWNERSHIP OVER THIS HE'S TAKING OWNERSHIP OVER SOME HE'S TAKING OWNERSHIP OVER THIS HE'S TAKING OWNERSHIP OVER SOME HE'S TAKING OWNERSHIP OVER THIS HE'S TAKING OWNERSHIP OVER SOME THINGS THAT RENAISSANCE HE'S TAKING OWNERSHIP OVER SOME THINGS THAT RENAISSANCE HE'S TAKING OWNERSHIP OVER SOME THINGS THAT RENAISSANCE ACADEMY. THINGS THAT RENAISSANCE ACADEMY. THINGS THAT RENAISSANCE ACADEMY. WE'RE BLESSED FOR THAT THE WORK ACADEMY. WE'RE BLESSED FOR THAT THE WORK ACADEMY. WE'RE BLESSED FOR THAT THE

442WORK OF JOY BOONE WHOSE OVER THERE WE'RE BLESSED FOR THAT THE WORK OF JOY BOONE WHOSE OVER THERE WE'RE BLESSED FOR THAT THE WORK OF JOY BOONE WHOSE OVER THERE SMILING RIGHT THERE SHE WAS OF JOY BOONE WHOSE OVER THERE SMILING RIGHT THERE SHE WAS OF JOY BOONE WHOSE OVER THERE SMILING RIGHT THERE SHE WAS PHENOMENA WIPE IT WAS A SMILING RIGHT THERE SHE WAS PHENOMENA WIPE IT WAS A SMILING RIGHT THERE SHE WAS PHENOMENA WIPE IT WAS A SACRIFICE TO LET HER OUT OF THE PHENOMENA WIPE IT WAS A SACRIFICE TO LET HER OUT OF THE PHENOMENA WIPE IT WAS A SACRIFICE TO LET HER OUT OF THE AP ROLE PUT ON THE COORDINATOR SACRIFICE TO LET HER OUT OF THE AP ROLE PUT ON THE COORDINATOR SACRIFICE TO LET HER OUT OF THE

443AP ROLE PUT ON THE COORDINATOR BUT WE BELIEVE THAT IT WAS THAT AP ROLE PUT ON THE COORDINATOR BUT WE BELIEVE THAT IT WAS THAT AP ROLE PUT ON THE COORDINATOR BUT WE BELIEVE THAT IT WAS THAT IT WAS NECESSARY. BUT WE BELIEVE THAT IT WAS THAT IT WAS NECESSARY. BUT WE BELIEVE THAT IT WAS THAT IT WAS NECESSARY. SO I THINK IT'S MORE LIKELY IT WAS NECESSARY. SO I THINK IT'S MORE LIKELY IT WAS NECESSARY. SO I THINK IT'S MORE LIKELY THAT WILL BE HERE IN A FEW SO I THINK IT'S MORE LIKELY THAT WILL BE HERE IN A FEW SO I THINK IT'S MORE LIKELY THAT WILL BE HERE IN A FEW YEARS CELEBRATING THE FACT THAT THAT WILL BE HERE IN A FEW YEARS CELEBRATING THE FACT THAT THAT WILL BE HERE

444IN A FEW YEARS CELEBRATING THE FACT THAT WE'RE NEAR ONE HUNDRED PERCENT YEARS CELEBRATING THE FACT THAT WE'RE NEAR ONE HUNDRED PERCENT YEARS CELEBRATING THE FACT THAT WE'RE NEAR ONE HUNDRED PERCENT EVERY YEAR AND LESS AND LESS WE'RE NEAR ONE HUNDRED PERCENT EVERY YEAR AND LESS AND LESS WE'RE NEAR ONE HUNDRED PERCENT EVERY YEAR AND LESS AND LESS LIKELY THAT WE WOULD NEED TO EVERY YEAR AND LESS AND LESS LIKELY THAT WE WOULD NEED TO EVERY YEAR AND LESS AND LESS LIKELY THAT WE WOULD NEED TO CREATE A STANDALONE HIGH SCHOOL LIKELY THAT WE WOULD NEED TO CREATE A STANDALONE HIGH SCHOOL LIKELY THAT WE WOULD NEED TO CREATE A STANDALONE HIGH SCHOOL RIGHT NOW I BELIEVE THE MODEL CREATE A STANDALONE HIGH SCHOOL RIGHT NOW I BELIEVE THE MODEL CREATE A STANDALONE HIGH SCHOOL

445RIGHT NOW I BELIEVE THE MODEL WORKS FIRST COLONIAL'S A RIGHT NOW I BELIEVE THE MODEL WORKS FIRST COLONIAL'S A RIGHT NOW I BELIEVE THE MODEL WORKS FIRST COLONIAL'S A WILLING PARTNER WITH ACHIEVABLE WORKS FIRST COLONIAL'S A WILLING PARTNER WITH ACHIEVABLE WORKS FIRST COLONIAL'S A WILLING PARTNER WITH ACHIEVABLE DREAM WITH THE ZERO BEL THE WILLING PARTNER WITH ACHIEVABLE DREAM WITH THE ZERO BEL THE WILLING PARTNER WITH ACHIEVABLE DREAM WITH THE ZERO BEL THE KIDS ARE GOING BACK AND FORTH DREAM WITH THE ZERO BEL THE KIDS ARE GOING BACK AND FORTH DREAM WITH THE ZERO BEL THE KIDS ARE GOING BACK AND FORTH AND I JUST THINK THAT IT WILL KIDS ARE GOING BACK AND FORTH AND I JUST THINK THAT IT WILL KIDS ARE GOING BACK AND FORTH AND I JUST THINK THAT IT WILL CONTINUE

446AROUND AND DESERVE A AND I JUST THINK THAT IT WILL CONTINUE AROUND AND DESERVE A AND I JUST THINK THAT IT WILL CONTINUE AROUND AND DESERVE A LITTLE BIT OF PERSPECTIVE FROM CONTINUE AROUND AND DESERVE A LITTLE BIT OF PERSPECTIVE FROM CONTINUE AROUND AND DESERVE A LITTLE BIT OF PERSPECTIVE FROM THIRTY THREE YEARS AGO AT LITTLE BIT OF PERSPECTIVE FROM THIRTY THREE YEARS AGO AT LITTLE BIT OF PERSPECTIVE FROM THIRTY THREE YEARS AGO AT NEWPORT NEWS OUR FIRST THIRTY THREE YEARS AGO AT NEWPORT NEWS OUR FIRST THIRTY THREE YEARS AGO AT NEWPORT NEWS OUR FIRST GRADUATING CLASS IN NEWPORT NEWPORT NEWS OUR FIRST GRADUATING CLASS IN NEWPORT NEWPORT NEWS OUR FIRST GRADUATING CLASS IN NEWPORT NEWS WAS SEVENTEEN STUDENTS AND GRADUATING CLASS IN NEWPORT NEWS WAS SEVENTEEN STUDENTS AND GRADUATING CLASS IN NEWPORT NEWS WAS

447SEVENTEEN STUDENTS AND QUICKLY GREW FROM THERE BUT NEWS WAS SEVENTEEN STUDENTS AND QUICKLY GREW FROM THERE BUT NEWS WAS SEVENTEEN STUDENTS AND QUICKLY GREW FROM THERE BUT THOSE FIRST FEW CLASSES WERE QUICKLY GREW FROM THERE BUT THOSE FIRST FEW CLASSES WERE QUICKLY GREW FROM THERE BUT THOSE FIRST FEW CLASSES WERE SMALLER AND NOW ARE THOSE FIRST FEW CLASSES WERE SMALLER AND NOW ARE THOSE FIRST FEW CLASSES WERE SMALLER AND NOW ARE CONSISTENTLY HITTING 50 SMALLER AND NOW ARE CONSISTENTLY HITTING 50 SMALLER AND NOW ARE CONSISTENTLY HITTING 50 STUDENTS. CONSISTENTLY HITTING 50 STUDENTS. CONSISTENTLY HITTING 50 STUDENTS. WE ACTUALLY HAVE SIXTY STUDENTS. WE ACTUALLY HAVE SIXTY STUDENTS. WE ACTUALLY HAVE SIXTY GRADUATING THIS YEAR IN NEWPORT WE ACTUALLY HAVE SIXTY GRADUATING THIS YEAR IN NEWPORT WE ACTUALLY HAVE SIXTY GRADUATING THIS YEAR IN NEWPORT NEWS SO

448WE EXPECTED YOU HAVE A GRADUATING THIS YEAR IN NEWPORT NEWS SO WE EXPECTED YOU HAVE A GRADUATING THIS YEAR IN NEWPORT NEWS SO WE EXPECTED YOU HAVE A FIRST THE FIRST FEW CLASSES NEWS SO WE EXPECTED YOU HAVE A FIRST THE FIRST FEW CLASSES NEWS SO WE EXPECTED YOU HAVE A FIRST THE FIRST FEW CLASSES WOULD BE SMALLER AND WE'VE SEEN FIRST THE FIRST FEW CLASSES WOULD BE SMALLER AND WE'VE SEEN FIRST THE FIRST FEW CLASSES WOULD BE SMALLER AND WE'VE SEEN THE NUMBERS AT SEATAC RISE WOULD BE SMALLER AND WE'VE SEEN THE NUMBERS AT SEATAC RISE WOULD BE SMALLER AND WE'VE SEEN THE NUMBERS AT SEATAC RISE ABOVE THAT THRESHOLD AND EXPECT THE NUMBERS AT SEATAC RISE ABOVE THAT THRESHOLD AND EXPECT THE NUMBERS AT SEATAC RISE ABOVE THAT THRESHOLD AND EXPECT TO SEE

449THAT CONTINUE TO MOVE UP ABOVE THAT THRESHOLD AND EXPECT TO SEE THAT CONTINUE TO MOVE UP ABOVE THAT THRESHOLD AND EXPECT TO SEE THAT CONTINUE TO MOVE UP THROUGH THAT. TO SEE THAT CONTINUE TO MOVE UP THROUGH THAT. TO SEE THAT CONTINUE TO MOVE UP THROUGH THAT. BUT THE TRANSPORTATION ZONES THROUGH THAT. BUT THE TRANSPORTATION ZONES THROUGH THAT. BUT THE TRANSPORTATION ZONES ARE CRITICAL YOU KNOW OUR OUR BUT THE TRANSPORTATION ZONES ARE CRITICAL YOU KNOW OUR OUR BUT THE TRANSPORTATION ZONES ARE CRITICAL YOU KNOW OUR OUR PARENTS OFTEN WE SEE THAT ARE CRITICAL YOU KNOW OUR OUR PARENTS OFTEN WE SEE THAT ARE CRITICAL YOU KNOW OUR OUR PARENTS OFTEN WE SEE THAT THEY'RE MOVING WHETHER IT'S OUT PARENTS OFTEN WE SEE THAT THEY'RE MOVING WHETHER IT'S OUT PARENTS OFTEN WE SEE THAT THEY'RE MOVING

450WHETHER IT'S OUT OF VIRGINIA BEACH WITH IN THEY'RE MOVING WHETHER IT'S OUT OF VIRGINIA BEACH WITH IN THEY'RE MOVING WHETHER IT'S OUT OF VIRGINIA BEACH WITH IN VIRGINIA BEACH BECAUSE OF VIRGINIA BEACH WITH IN VIRGINIA BEACH BECAUSE OF VIRGINIA BEACH WITH IN VIRGINIA BEACH BECAUSE OF HOUSING CHANGES OR CHILD VIRGINIA BEACH BECAUSE OF HOUSING CHANGES OR CHILD VIRGINIA BEACH BECAUSE OF HOUSING CHANGES OR CHILD CARE AND SO A LOT OF THOSE OF HOUSING CHANGES OR CHILD CARE AND SO A LOT OF THOSE OF HOUSING CHANGES OR CHILD CARE AND SO A LOT OF THOSE DECISIONS ARE NOT NECESSARILY CARE AND SO A LOT OF THOSE DECISIONS ARE NOT NECESSARILY CARE AND SO A LOT OF THOSE DECISIONS ARE NOT NECESSARILY UP TO THEM IN THAT THEY HAVE TO DECISIONS ARE NOT NECESSARILY UP TO THEM

451IN THAT THEY HAVE TO DECISIONS ARE NOT NECESSARILY UP TO THEM IN THAT THEY HAVE TO MAKE THAT DECISION TO MOVE UP TO THEM IN THAT THEY HAVE TO MAKE THAT DECISION TO MOVE UP TO THEM IN THAT THEY HAVE TO MAKE THAT DECISION TO MOVE THEIR CHILD OUT OF ZONE. MAKE THAT DECISION TO MOVE THEIR CHILD OUT OF ZONE. MAKE THAT DECISION TO MOVE THEIR CHILD OUT OF ZONE. DR. GREEN, THANK YOU OF THE 28 THEIR CHILD OUT OF ZONE. DR. GREEN, THANK YOU OF THE 28 THEIR CHILD OUT OF ZONE. DR. GREEN, THANK YOU OF THE 28 SENIORS THAT ARE GRADUATING AND DR. GREEN, THANK YOU OF THE 28 SENIORS THAT ARE GRADUATING AND DR. GREEN, THANK YOU OF THE 28 SENIORS THAT ARE GRADUATING AND I HEARD DR. BROWN WHEN YOU SAID

452SENIORS THAT ARE GRADUATING AND I HEARD DR. BROWN WHEN YOU SAID SENIORS THAT ARE GRADUATING AND I HEARD DR. BROWN WHEN YOU SAID THAT NEXT YEAR WE WILL GET TO I HEARD DR. BROWN WHEN YOU SAID THAT NEXT YEAR WE WILL GET TO I HEARD DR. BROWN WHEN YOU SAID THAT NEXT YEAR WE WILL GET TO SEE AND EVALUATE ASIAN REPORT THAT NEXT YEAR WE WILL GET TO SEE AND EVALUATE ASIAN REPORT THAT NEXT YEAR WE WILL GET TO SEE AND EVALUATE ASIAN REPORT >> HOW MANY OF THOSE STUDENTS SEE AND EVALUATE ASIAN REPORT >> HOW MANY OF THOSE STUDENTS SEE AND EVALUATE ASIAN REPORT >> HOW MANY OF THOSE STUDENTS STARTED AND YOU MAY NOT HAVE >> HOW MANY OF THOSE STUDENTS STARTED AND YOU MAY NOT HAVE >> HOW MANY OF THOSE STUDENTS

453STARTED AND YOU MAY NOT HAVE THIS DATA READILY. STARTED AND YOU MAY NOT HAVE THIS DATA READILY. STARTED AND YOU MAY NOT HAVE THIS DATA READILY. HOW MANY OF THOSE STUDENTS THIS DATA READILY. HOW MANY OF THOSE STUDENTS THIS DATA READILY. HOW MANY OF THOSE STUDENTS STARTED AT SEATAC OF THOSE HOW MANY OF THOSE STUDENTS STARTED AT SEATAC OF THOSE HOW MANY OF THOSE STUDENTS STARTED AT SEATAC OF THOSE TWENTY EIGHT ALL OF THEM ALL STARTED AT SEATAC OF THOSE TWENTY EIGHT ALL OF THEM ALL STARTED AT SEATAC OF THOSE TWENTY EIGHT ALL OF THEM ALL OF THEM ALL OF THEM. TWENTY EIGHT ALL OF THEM ALL OF THEM ALL OF THEM. TWENTY EIGHT ALL OF THEM ALL OF THEM ALL OF THEM. GOOD. OF THEM ALL OF THEM. GOOD. OF THEM ALL OF THEM.

454GOOD. THANK YOU EXCUSE ME ALL BUT ONE GOOD. THANK YOU EXCUSE ME ALL BUT ONE GOOD. THANK YOU EXCUSE ME ALL BUT ONE TWENTY SEVEN >> OK BUT THAT'S THANK YOU EXCUSE ME ALL BUT ONE TWENTY SEVEN >> OK BUT THAT'S THANK YOU EXCUSE ME ALL BUT ONE TWENTY SEVEN >> OK BUT THAT'S GOOD. TWENTY SEVEN >> OK BUT THAT'S GOOD. TWENTY SEVEN >> OK BUT THAT'S GOOD. THAT'S GOOD. GOOD. THAT'S GOOD. GOOD. THAT'S GOOD. THAT'S MELNIK OK I MIGHT SOUND THAT'S GOOD. THAT'S MELNIK OK I MIGHT SOUND THAT'S GOOD. THAT'S MELNIK OK I MIGHT SOUND A LITTLE NEGATIVES I'M GOING TO THAT'S MELNIK OK I MIGHT SOUND A LITTLE NEGATIVES I'M GOING TO THAT'S MELNIK OK I MIGHT SOUND A LITTLE NEGATIVES I'M GOING TO START BY SAYING I SUPPORT THIS A LITTLE NEGATIVES

455I'M GOING TO START BY SAYING I SUPPORT THIS A LITTLE NEGATIVES I'M GOING TO START BY SAYING I SUPPORT THIS EXPANSION BUT OK SO I'M AN START BY SAYING I SUPPORT THIS EXPANSION BUT OK SO I'M AN START BY SAYING I SUPPORT THIS EXPANSION BUT OK SO I'M AN EDUCATOR TRADE SO I'M NOT IN EXPANSION BUT OK SO I'M AN EDUCATOR TRADE SO I'M NOT IN EXPANSION BUT OK SO I'M AN EDUCATOR TRADE SO I'M NOT IN THE BUSINESS OF FAILING EDUCATOR TRADE SO I'M NOT IN THE BUSINESS OF FAILING EDUCATOR TRADE SO I'M NOT IN THE BUSINESS OF FAILING STUDENTS RIGHT WE MADE A THE BUSINESS OF FAILING STUDENTS RIGHT WE MADE A THE BUSINESS OF FAILING STUDENTS RIGHT WE MADE A COMMITMENT TO THE ACHIEVABLE STUDENTS RIGHT WE MADE A COMMITMENT TO THE

456ACHIEVABLE STUDENTS RIGHT WE MADE A COMMITMENT TO THE ACHIEVABLE DREAMS ACADEMY WE BUILT A COMMITMENT TO THE ACHIEVABLE DREAMS ACADEMY WE BUILT A COMMITMENT TO THE ACHIEVABLE DREAMS ACADEMY WE BUILT A MIDDLE AND HIGH SCHOOL THAT'S A DREAMS ACADEMY WE BUILT A MIDDLE AND HIGH SCHOOL THAT'S A DREAMS ACADEMY WE BUILT A MIDDLE AND HIGH SCHOOL THAT'S A HUGE COMMITMENT TO THIS PROGRAM MIDDLE AND HIGH SCHOOL THAT'S A HUGE COMMITMENT TO THIS PROGRAM MIDDLE AND HIGH SCHOOL THAT'S A HUGE COMMITMENT TO THIS PROGRAM WE CANNOT TURN OUR BACKS ON HUGE COMMITMENT TO THIS PROGRAM WE CANNOT TURN OUR BACKS ON HUGE COMMITMENT TO THIS PROGRAM WE CANNOT TURN OUR BACKS ON THIS NOW RIGHT BUT THIS IS MY WE CANNOT TURN OUR BACKS ON THIS NOW RIGHT BUT THIS IS MY WE CANNOT TURN OUR

457BACKS ON THIS NOW RIGHT BUT THIS IS MY POINT WITH CHARTER SCHOOLS AND THIS NOW RIGHT BUT THIS IS MY POINT WITH CHARTER SCHOOLS AND THIS NOW RIGHT BUT THIS IS MY POINT WITH CHARTER SCHOOLS AND WHY THEY FAIL BECAUSE IT'S POINT WITH CHARTER SCHOOLS AND WHY THEY FAIL BECAUSE IT'S POINT WITH CHARTER SCHOOLS AND WHY THEY FAIL BECAUSE IT'S MONEY AND YOU NEED MONEY TO WHY THEY FAIL BECAUSE IT'S MONEY AND YOU NEED MONEY TO WHY THEY FAIL BECAUSE IT'S MONEY AND YOU NEED MONEY TO CONTINUE FOR A SCHOOL TO MONEY AND YOU NEED MONEY TO CONTINUE FOR A SCHOOL TO MONEY AND YOU NEED MONEY TO CONTINUE FOR A SCHOOL TO CONTINUE. CONTINUE FOR A SCHOOL TO CONTINUE. CONTINUE FOR A SCHOOL TO CONTINUE. A PRIVATE ENTITY NEEDS MONEY CONTINUE. A PRIVATE ENTITY

458NEEDS MONEY CONTINUE. A PRIVATE ENTITY NEEDS MONEY AND IT'S CONSTANT FUNDRAISING A PRIVATE ENTITY NEEDS MONEY AND IT'S CONSTANT FUNDRAISING A PRIVATE ENTITY NEEDS MONEY AND IT'S CONSTANT FUNDRAISING IT'S A LOT OF WORK AND THAT'S AND IT'S CONSTANT FUNDRAISING IT'S A LOT OF WORK AND THAT'S AND IT'S CONSTANT FUNDRAISING IT'S A LOT OF WORK AND THAT'S WHY THESE PARTNERSHIPS ARE SO IT'S A LOT OF WORK AND THAT'S WHY THESE PARTNERSHIPS ARE SO IT'S A LOT OF WORK AND THAT'S WHY THESE PARTNERSHIPS ARE SO VERY IMPORTANT PUBLIC PRIVATE WHY THESE PARTNERSHIPS ARE SO VERY IMPORTANT PUBLIC PRIVATE WHY THESE PARTNERSHIPS ARE SO VERY IMPORTANT PUBLIC PRIVATE PARTNERSHIPS. VERY IMPORTANT PUBLIC PRIVATE PARTNERSHIPS. VERY IMPORTANT PUBLIC PRIVATE PARTNERSHIPS. IT'S HOW THESE PROGRAM SURVIVE PARTNERSHIPS. IT'S HOW THESE PROGRAM SURVIVE PARTNERSHIPS. IT'S HOW THESE PROGRAM SURVIVE IT'S HOW

459GREEN RUN COLLEGIATE IT'S HOW THESE PROGRAM SURVIVE IT'S HOW GREEN RUN COLLEGIATE IT'S HOW THESE PROGRAM SURVIVE IT'S HOW GREEN RUN COLLEGIATE IS SURVIVING BECAUSE OF CPS. IT'S HOW GREEN RUN COLLEGIATE IS SURVIVING BECAUSE OF CPS. IT'S HOW GREEN RUN COLLEGIATE IS SURVIVING BECAUSE OF CPS. BUT YOU CAN IMAGINE FOR OUR IS SURVIVING BECAUSE OF CPS. BUT YOU CAN IMAGINE FOR OUR IS SURVIVING BECAUSE OF CPS. BUT YOU CAN IMAGINE FOR OUR TEACHERS WHO WORK TIRELESSLY BUT YOU CAN IMAGINE FOR OUR TEACHERS WHO WORK TIRELESSLY BUT YOU CAN IMAGINE FOR OUR TEACHERS WHO WORK TIRELESSLY NOT IN THE CLASSROOM BUT TEACHERS WHO WORK TIRELESSLY NOT IN THE CLASSROOM BUT TEACHERS WHO WORK TIRELESSLY NOT IN THE CLASSROOM BUT ADVOCATING FOR FOR INCREASED NOT IN THE CLASSROOM BUT ADVOCATING FOR FOR INCREASED NOT IN THE CLASSROOM

460BUT ADVOCATING FOR FOR INCREASED THAT EVERY YEAR AT BUDGET TIME ADVOCATING FOR FOR INCREASED THAT EVERY YEAR AT BUDGET TIME ADVOCATING FOR FOR INCREASED THAT EVERY YEAR AT BUDGET TIME EVERYBODY'S ASKING RIGHT. THAT EVERY YEAR AT BUDGET TIME EVERYBODY'S ASKING RIGHT. THAT EVERY YEAR AT BUDGET TIME EVERYBODY'S ASKING RIGHT. AND WE ALWAYS HAVE TO SAY TO EVERYBODY'S ASKING RIGHT. AND WE ALWAYS HAVE TO SAY TO EVERYBODY'S ASKING RIGHT. AND WE ALWAYS HAVE TO SAY TO OUR PEOPLE WE WANT TO BUT WE AND WE ALWAYS HAVE TO SAY TO OUR PEOPLE WE WANT TO BUT WE AND WE ALWAYS HAVE TO SAY TO OUR PEOPLE WE WANT TO BUT WE WANT TO. OUR PEOPLE WE WANT TO BUT WE WANT TO. OUR PEOPLE WE WANT TO BUT WE WANT TO. BUT THIS IS ANOTHER THIS AMOUNT

461WANT TO. BUT THIS IS ANOTHER THIS AMOUNT WANT TO. BUT THIS IS ANOTHER THIS AMOUNT OF MONEY AND THIS IS ANOTHER BUT THIS IS ANOTHER THIS AMOUNT OF MONEY AND THIS IS ANOTHER BUT THIS IS ANOTHER THIS AMOUNT OF MONEY AND THIS IS ANOTHER THIS AMOUNT OF MONEY AND OF MONEY AND THIS IS ANOTHER THIS AMOUNT OF MONEY AND OF MONEY AND THIS IS ANOTHER THIS AMOUNT OF MONEY AND INFLATION AND AND ALL OF THE THIS AMOUNT OF MONEY AND INFLATION AND AND ALL OF THE THIS AMOUNT OF MONEY AND INFLATION AND AND ALL OF THE COMPONENTS THAT GO INTO ALL INFLATION AND AND ALL OF THE COMPONENTS THAT GO INTO ALL INFLATION AND AND ALL OF THE COMPONENTS THAT GO INTO ALL OF TO THIS BUDGET PROCESS AND COMPONENTS THAT GO INTO ALL OF

462TO THIS BUDGET PROCESS AND COMPONENTS THAT GO INTO ALL OF TO THIS BUDGET PROCESS AND HOW WE CONTINUALLY CONTINUE OF TO THIS BUDGET PROCESS AND HOW WE CONTINUALLY CONTINUE OF TO THIS BUDGET PROCESS AND HOW WE CONTINUALLY CONTINUE ASLEEP PUT OUR TEACHERS ON THE HOW WE CONTINUALLY CONTINUE ASLEEP PUT OUR TEACHERS ON THE HOW WE CONTINUALLY CONTINUE ASLEEP PUT OUR TEACHERS ON THE BACK BURNER. ASLEEP PUT OUR TEACHERS ON THE BACK BURNER. ASLEEP PUT OUR TEACHERS ON THE BACK BURNER. HOWEVER, THESE ARE OUR BACK BURNER. HOWEVER, THESE ARE OUR BACK BURNER. HOWEVER, THESE ARE OUR TEACHERS. HOWEVER, THESE ARE OUR TEACHERS. HOWEVER, THESE ARE OUR TEACHERS. I LIKE THE PROGRAM AND I CAN TEACHERS. I LIKE THE PROGRAM AND I CAN TEACHERS. I LIKE THE PROGRAM AND I CAN SEE THAT WE'RE NOT GOING TO

463BE I LIKE THE PROGRAM AND I CAN SEE THAT WE'RE NOT GOING TO BE I LIKE THE PROGRAM AND I CAN SEE THAT WE'RE NOT GOING TO BE ABLE TO MOVE FORWARD UNTIL WE SEE THAT WE'RE NOT GOING TO BE ABLE TO MOVE FORWARD UNTIL WE SEE THAT WE'RE NOT GOING TO BE ABLE TO MOVE FORWARD UNTIL WE CAN PROVIDE THE TRANSPORT WHICH ABLE TO MOVE FORWARD UNTIL WE CAN PROVIDE THE TRANSPORT WHICH ABLE TO MOVE FORWARD UNTIL WE CAN PROVIDE THE TRANSPORT WHICH IS WHY I STARTED MY LAST CAN PROVIDE THE TRANSPORT WHICH IS WHY I STARTED MY LAST CAN PROVIDE THE TRANSPORT WHICH IS WHY I STARTED MY LAST COMMENT WITH THANK YOU FOR YOUR IS WHY I STARTED MY LAST COMMENT WITH THANK YOU FOR YOUR IS WHY I STARTED MY LAST

464COMMENT WITH THANK YOU FOR YOUR WILLINGNESS TO HELP TO HELP IN COMMENT WITH THANK YOU FOR YOUR WILLINGNESS TO HELP TO HELP IN COMMENT WITH THANK YOU FOR YOUR WILLINGNESS TO HELP TO HELP IN THIS AREA BECAUSE IT IS REALLY WILLINGNESS TO HELP TO HELP IN THIS AREA BECAUSE IT IS REALLY WILLINGNESS TO HELP TO HELP IN THIS AREA BECAUSE IT IS REALLY HARD TO FIND ANOTHER X AMOUNT THIS AREA BECAUSE IT IS REALLY HARD TO FIND ANOTHER X AMOUNT THIS AREA BECAUSE IT IS REALLY HARD TO FIND ANOTHER X AMOUNT OF DOLLARS BUT WE MADE THE HARD TO FIND ANOTHER X AMOUNT OF DOLLARS BUT WE MADE THE HARD TO FIND ANOTHER X AMOUNT OF DOLLARS BUT WE MADE THE COMMITMENT AND SO WE HAVE TO OF DOLLARS BUT WE MADE THE COMMITMENT AND

465SO WE HAVE TO OF DOLLARS BUT WE MADE THE COMMITMENT AND SO WE HAVE TO STAND WITH YOU AND AND NEVER COMMITMENT AND SO WE HAVE TO STAND WITH YOU AND AND NEVER COMMITMENT AND SO WE HAVE TO STAND WITH YOU AND AND NEVER NEVER FAIL CHILDREN. STAND WITH YOU AND AND NEVER NEVER FAIL CHILDREN. STAND WITH YOU AND AND NEVER NEVER FAIL CHILDREN. OH, MISS ROGERS. NEVER FAIL CHILDREN. OH, MISS ROGERS. NEVER FAIL CHILDREN. OH, MISS ROGERS. OK, I'M GOING TO MAKE A QUICK I OH, MISS ROGERS. OK, I'M GOING TO MAKE A QUICK I OH, MISS ROGERS. OK, I'M GOING TO MAKE A QUICK I GUESS STATEMENT I THINK MY OK, I'M GOING TO MAKE A QUICK I GUESS STATEMENT I THINK MY OK, I'M GOING TO MAKE A QUICK I GUESS STATEMENT

466I THINK MY BIGGEST CONCERN RIGHT NOW IS GUESS STATEMENT I THINK MY BIGGEST CONCERN RIGHT NOW IS GUESS STATEMENT I THINK MY BIGGEST CONCERN RIGHT NOW IS THAT WE HAVE AND SORT BIGGEST CONCERN RIGHT NOW IS THAT WE HAVE AND SORT BIGGEST CONCERN RIGHT NOW IS THAT WE HAVE AND SORT OF SEPARATING THE TWO THAT WE HAVE AND SORT OF SEPARATING THE TWO THAT WE HAVE AND SORT OF SEPARATING THE TWO ELEMENTARY AND SECONDARY OUT OF SEPARATING THE TWO ELEMENTARY AND SECONDARY OUT OF SEPARATING THE TWO ELEMENTARY AND SECONDARY OUT BECAUSE WE HAVE BY THE NUMBERS ELEMENTARY AND SECONDARY OUT BECAUSE WE HAVE BY THE NUMBERS ELEMENTARY AND SECONDARY OUT BECAUSE WE HAVE BY THE NUMBERS A SUCCESSFUL ELEMENTARY AND A BECAUSE WE HAVE BY THE NUMBERS A SUCCESSFUL ELEMENTARY AND A BECAUSE WE HAVE

467BY THE NUMBERS A SUCCESSFUL ELEMENTARY AND A NOT YET SUCCESSFUL SECONDARY. A SUCCESSFUL ELEMENTARY AND A NOT YET SUCCESSFUL SECONDARY. A SUCCESSFUL ELEMENTARY AND A NOT YET SUCCESSFUL SECONDARY. WHAT MY CONCERN IS IS THAT WE NOT YET SUCCESSFUL SECONDARY. WHAT MY CONCERN IS IS THAT WE NOT YET SUCCESSFUL SECONDARY. WHAT MY CONCERN IS IS THAT WE COME BACK AND SAY WE'RE AT THE WHAT MY CONCERN IS IS THAT WE COME BACK AND SAY WE'RE AT THE WHAT MY CONCERN IS IS THAT WE COME BACK AND SAY WE'RE AT THE 75 PERCENT WE NEED BUT WE'RE AT COME BACK AND SAY WE'RE AT THE 75 PERCENT WE NEED BUT WE'RE AT COME BACK AND SAY WE'RE AT THE 75 PERCENT WE NEED BUT WE'RE AT 100 PERCENT ELEMENTARY AND 50 75 PERCENT WE NEED BUT WE'RE

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

469OUR EFFORTS ON AND SO I FEEL LIKE WE NEED TO CONCENTRATE OUR EFFORTS ON WHERE THE SUCCESS NEEDS TO BE CONCENTRATE OUR EFFORTS ON WHERE THE SUCCESS NEEDS TO BE CONCENTRATE OUR EFFORTS ON WHERE THE SUCCESS NEEDS TO BE AND NOT ASK NOT HAVE ARE WHERE THE SUCCESS NEEDS TO BE AND NOT ASK NOT HAVE ARE WHERE THE SUCCESS NEEDS TO BE AND NOT ASK NOT HAVE ARE ALREADY SUCCESSFUL PROGRAM AND NOT ASK NOT HAVE ARE ALREADY SUCCESSFUL PROGRAM AND NOT ASK NOT HAVE ARE ALREADY SUCCESSFUL PROGRAM INFLATING OR PROPPING UP A ALREADY SUCCESSFUL PROGRAM INFLATING OR PROPPING UP A ALREADY SUCCESSFUL PROGRAM INFLATING OR PROPPING UP A PROGRAM THAT'S NOT BEING AS INFLATING OR PROPPING UP A PROGRAM THAT'S NOT BEING AS INFLATING OR PROPPING UP A PROGRAM THAT'S NOT BEING AS SUCCESSFUL I

470WANT TO MAKE SURE PROGRAM THAT'S NOT BEING AS SUCCESSFUL I WANT TO MAKE SURE PROGRAM THAT'S NOT BEING AS SUCCESSFUL I WANT TO MAKE SURE IF WE'RE DOING US THAT WE HAVE SUCCESSFUL I WANT TO MAKE SURE IF WE'RE DOING US THAT WE HAVE SUCCESSFUL I WANT TO MAKE SURE IF WE'RE DOING US THAT WE HAVE SUCCESS BOTH SITES AND WE'RE IF WE'RE DOING US THAT WE HAVE SUCCESS BOTH SITES AND WE'RE IF WE'RE DOING US THAT WE HAVE SUCCESS BOTH SITES AND WE'RE NOT JUST USING THE ELEMENTARY SUCCESS BOTH SITES AND WE'RE NOT JUST USING THE ELEMENTARY SUCCESS BOTH SITES AND WE'RE NOT JUST USING THE ELEMENTARY SITE TO PROP UP THE SECONDARY NOT JUST USING THE ELEMENTARY SITE TO PROP UP THE SECONDARY NOT JUST USING THE ELEMENTARY SITE TO PROP UP THE

471SECONDARY SITE. SITE TO PROP UP THE SECONDARY SITE. SITE TO PROP UP THE SECONDARY SITE. THAT'S MY COMMENT. SITE. THAT'S MY COMMENT. SITE. THAT'S MY COMMENT. MR. CUMMINGS, AS I READ THROUGH THAT'S MY COMMENT. MR. CUMMINGS, AS I READ THROUGH THAT'S MY COMMENT. MR. CUMMINGS, AS I READ THROUGH IT I'M JUST THINKING WHAT YOU MR. CUMMINGS, AS I READ THROUGH IT I'M JUST THINKING WHAT YOU MR. CUMMINGS, AS I READ THROUGH IT I'M JUST THINKING WHAT YOU KNOW WHAT POWER THERE IS WHEN IT I'M JUST THINKING WHAT YOU KNOW WHAT POWER THERE IS WHEN IT I'M JUST THINKING WHAT YOU KNOW WHAT POWER THERE IS WHEN YOU INVEST IN THE YOUTH AND OUR KNOW WHAT POWER THERE IS WHEN YOU INVEST IN THE YOUTH AND OUR KNOW WHAT POWER THERE IS WHEN YOU INVEST IN

472THE YOUTH AND OUR KIDS EDUCATION AND AFTER SCHOOL YOU INVEST IN THE YOUTH AND OUR KIDS EDUCATION AND AFTER SCHOOL YOU INVEST IN THE YOUTH AND OUR KIDS EDUCATION AND AFTER SCHOOL ACTIVITIES AND THEIR SOCIAL KIDS EDUCATION AND AFTER SCHOOL ACTIVITIES AND THEIR SOCIAL KIDS EDUCATION AND AFTER SCHOOL ACTIVITIES AND THEIR SOCIAL EMOTIONAL WELL-BEING AND SO I ACTIVITIES AND THEIR SOCIAL EMOTIONAL WELL-BEING AND SO I ACTIVITIES AND THEIR SOCIAL EMOTIONAL WELL-BEING AND SO I GUESS US FOR OUR NEXT STEPS FOR EMOTIONAL WELL-BEING AND SO I GUESS US FOR OUR NEXT STEPS FOR EMOTIONAL WELL-BEING AND SO I GUESS US FOR OUR NEXT STEPS FOR DEEPER DOVE I WOULD JUST LOVE GUESS US FOR OUR NEXT STEPS FOR DEEPER DOVE I WOULD JUST LOVE GUESS US FOR OUR NEXT STEPS FOR DEEPER DOVE I WOULD JUST

473LOVE TO LOVE TO SEE SOME OF THE DEEPER DOVE I WOULD JUST LOVE TO LOVE TO SEE SOME OF THE DEEPER DOVE I WOULD JUST LOVE TO LOVE TO SEE SOME OF THE EXTRA COMPONENTS AT A HIGHER TO LOVE TO SEE SOME OF THE EXTRA COMPONENTS AT A HIGHER TO LOVE TO SEE SOME OF THE EXTRA COMPONENTS AT A HIGHER LEVEL DETAIL OF WHAT MAKES THIS EXTRA COMPONENTS AT A HIGHER LEVEL DETAIL OF WHAT MAKES THIS EXTRA COMPONENTS AT A HIGHER LEVEL DETAIL OF WHAT MAKES THIS PROGRAM REMARKABLE AN EXCELLENT LEVEL DETAIL OF WHAT MAKES THIS PROGRAM REMARKABLE AN EXCELLENT LEVEL DETAIL OF WHAT MAKES THIS PROGRAM REMARKABLE AN EXCELLENT AND JUST KIND OF JUST DOVE INTO PROGRAM REMARKABLE AN EXCELLENT AND JUST KIND OF JUST DOVE INTO PROGRAM REMARKABLE AN EXCELLENT AND JUST KIND

474OF JUST DOVE INTO SOME LIKE BITS AND PIECES. AND JUST KIND OF JUST DOVE INTO SOME LIKE BITS AND PIECES. AND JUST KIND OF JUST DOVE INTO SOME LIKE BITS AND PIECES. SO I THINK IT'S PHENOMENAL SOME LIKE BITS AND PIECES. SO I THINK IT'S PHENOMENAL SOME LIKE BITS AND PIECES. SO I THINK IT'S PHENOMENAL HAVING WORKED WITH FIRST SO I THINK IT'S PHENOMENAL HAVING WORKED WITH FIRST SO I THINK IT'S PHENOMENAL HAVING WORKED WITH FIRST GENERATION COLLEGE STUDENTS AND HAVING WORKED WITH FIRST GENERATION COLLEGE STUDENTS AND HAVING WORKED WITH FIRST GENERATION COLLEGE STUDENTS AND COLLEGE ACCESS PROGRAMS TO HEAR GENERATION COLLEGE STUDENTS AND COLLEGE ACCESS PROGRAMS TO HEAR GENERATION COLLEGE STUDENTS AND COLLEGE ACCESS PROGRAMS TO HEAR STORIES OF FOLKS GETTING, YOU COLLEGE ACCESS PROGRAMS TO HEAR STORIES OF FOLKS GETTING, YOU COLLEGE ACCESS

475PROGRAMS TO HEAR STORIES OF FOLKS GETTING, YOU KNOW, FULL RIDES THE COLLEGE STORIES OF FOLKS GETTING, YOU KNOW, FULL RIDES THE COLLEGE STORIES OF FOLKS GETTING, YOU KNOW, FULL RIDES THE COLLEGE AND HOW THAT CAN ACTUALLY KNOW, FULL RIDES THE COLLEGE AND HOW THAT CAN ACTUALLY KNOW, FULL RIDES THE COLLEGE AND HOW THAT CAN ACTUALLY IMPACT THE LONG TERM AND HOW THAT CAN ACTUALLY IMPACT THE LONG TERM AND HOW THAT CAN ACTUALLY IMPACT THE LONG TERM OF GENERATIONAL WEALTH AND IMPACT THE LONG TERM OF GENERATIONAL WEALTH AND IMPACT THE LONG TERM OF GENERATIONAL WEALTH AND ECONOMIC EMPOWERMENT AND SO OF GENERATIONAL WEALTH AND ECONOMIC EMPOWERMENT AND SO OF GENERATIONAL WEALTH AND ECONOMIC EMPOWERMENT AND SO IT'S EXCITING TO HEAR THAT AND ECONOMIC EMPOWERMENT AND SO IT'S EXCITING TO HEAR THAT AND ECONOMIC EMPOWERMENT AND SO

476IT'S EXCITING TO HEAR THAT AND IT'S EXCITING TO HEAR HOW I IT'S EXCITING TO HEAR THAT AND IT'S EXCITING TO HEAR HOW I IT'S EXCITING TO HEAR THAT AND IT'S EXCITING TO HEAR HOW I THINK STUDENTS HAVE A BRIGHT IT'S EXCITING TO HEAR HOW I THINK STUDENTS HAVE A BRIGHT IT'S EXCITING TO HEAR HOW I THINK STUDENTS HAVE A BRIGHT FUTURE AND LIKE I THINK OTHER THINK STUDENTS HAVE A BRIGHT FUTURE AND LIKE I THINK OTHER THINK STUDENTS HAVE A BRIGHT FUTURE AND LIKE I THINK OTHER FOLKS HERE YOU KNOW IF I WAS FUTURE AND LIKE I THINK OTHER FOLKS HERE YOU KNOW IF I WAS FUTURE AND LIKE I THINK OTHER FOLKS HERE YOU KNOW IF I WAS APPARENT I'D BE LIKE MY LIKE MY FOLKS HERE YOU KNOW IF I WAS APPARENT I'D

477BE LIKE MY LIKE MY FOLKS HERE YOU KNOW IF I WAS APPARENT I'D BE LIKE MY LIKE MY KID COULD GET A FULL RIDE APPARENT I'D BE LIKE MY LIKE MY KID COULD GET A FULL RIDE APPARENT I'D BE LIKE MY LIKE MY KID COULD GET A FULL RIDE COLLEGE. KID COULD GET A FULL RIDE COLLEGE. KID COULD GET A FULL RIDE COLLEGE. ALL RIGHT LET'S THINK THIS COLLEGE. ALL RIGHT LET'S THINK THIS COLLEGE. ALL RIGHT LET'S THINK THIS THROUGH A LITTLE MORE AND SEE ALL RIGHT LET'S THINK THIS THROUGH A LITTLE MORE AND SEE ALL RIGHT LET'S THINK THIS THROUGH A LITTLE MORE AND SEE IF WE CAN GET THEM THERE IN THROUGH A LITTLE MORE AND SEE IF WE CAN GET THEM THERE IN THROUGH A LITTLE MORE AND SEE IF WE CAN

478GET THEM THERE IN THAT SCHOOL SO THANK YOU SO IF WE CAN GET THEM THERE IN THAT SCHOOL SO THANK YOU SO IF WE CAN GET THEM THERE IN THAT SCHOOL SO THANK YOU SO MUCH FOR SHARING TODAY LOOK THAT SCHOOL SO THANK YOU SO MUCH FOR SHARING TODAY LOOK THAT SCHOOL SO THANK YOU SO MUCH FOR SHARING TODAY LOOK FORWARD TO JUST LEARNING SOME MUCH FOR SHARING TODAY LOOK FORWARD TO JUST LEARNING SOME MUCH FOR SHARING TODAY LOOK FORWARD TO JUST LEARNING SOME LEARNING SOME MORE ABOUT THE FORWARD TO JUST LEARNING SOME LEARNING SOME MORE ABOUT THE FORWARD TO JUST LEARNING SOME LEARNING SOME MORE ABOUT THE EXTRACURRICULAR MATERIALS AND LEARNING SOME MORE ABOUT THE EXTRACURRICULAR MATERIALS AND LEARNING SOME MORE ABOUT THE EXTRACURRICULAR MATERIALS AND JUST KIND OF THAT MISSION EXTRACURRICULAR MATERIALS AND

479JUST KIND OF THAT MISSION EXTRACURRICULAR MATERIALS AND JUST KIND OF THAT MISSION CRITERIA TOO AS SO THANK YOU JUST KIND OF THAT MISSION CRITERIA TOO AS SO THANK YOU JUST KIND OF THAT MISSION CRITERIA TOO AS SO THANK YOU ABSOLUTELY WILL BE ABSOLUTELY CRITERIA TOO AS SO THANK YOU ABSOLUTELY WILL BE ABSOLUTELY CRITERIA TOO AS SO THANK YOU ABSOLUTELY WILL BE ABSOLUTELY WILL BE SURE TO PROVIDE THIS. ABSOLUTELY WILL BE ABSOLUTELY WILL BE SURE TO PROVIDE THIS. ABSOLUTELY WILL BE ABSOLUTELY WILL BE SURE TO PROVIDE THIS. MR. BONESTEEL >> I JUST WANT TO WILL BE SURE TO PROVIDE THIS. MR. BONESTEEL >> I JUST WANT TO WILL BE SURE TO PROVIDE THIS. MR. BONESTEEL >> I JUST WANT TO SAY THAT THE LYNNHAVEN LITTLE MR. BONESTEEL >> I JUST WANT TO SAY THAT THE LYNNHAVEN

480LITTLE MR. BONESTEEL >> I JUST WANT TO SAY THAT THE LYNNHAVEN LITTLE SCHOOL CHEESE ACHIEVABLE DREAM SAY THAT THE LYNNHAVEN LITTLE SCHOOL CHEESE ACHIEVABLE DREAM SAY THAT THE LYNNHAVEN LITTLE SCHOOL CHEESE ACHIEVABLE DREAM ACADEMY IS MY ADOPTED SCHOOL SO SCHOOL CHEESE ACHIEVABLE DREAM ACADEMY IS MY ADOPTED SCHOOL SO SCHOOL CHEESE ACHIEVABLE DREAM ACADEMY IS MY ADOPTED SCHOOL SO I'M ZURICH'S EXCITED TO HEAR ACADEMY IS MY ADOPTED SCHOOL SO I'M ZURICH'S EXCITED TO HEAR ACADEMY IS MY ADOPTED SCHOOL SO I'M ZURICH'S EXCITED TO HEAR YOU ALL COME AND PRESENT THAT I'M ZURICH'S EXCITED TO HEAR YOU ALL COME AND PRESENT THAT I'M ZURICH'S EXCITED TO HEAR YOU ALL COME AND PRESENT THAT BUT YOU HAD MENTIONED SOMETHING YOU ALL COME AND PRESENT THAT BUT YOU HAD MENTIONED SOMETHING YOU ALL COME AND PRESENT THAT BUT YOU

481HAD MENTIONED SOMETHING ABOUT TOUR IN THE SCHOOL I WAS BUT YOU HAD MENTIONED SOMETHING ABOUT TOUR IN THE SCHOOL I WAS BUT YOU HAD MENTIONED SOMETHING ABOUT TOUR IN THE SCHOOL I WAS JUST WONDERING IF TOMORROW ABOUT TOUR IN THE SCHOOL I WAS JUST WONDERING IF TOMORROW ABOUT TOUR IN THE SCHOOL I WAS JUST WONDERING IF TOMORROW WOULD BE A GOOD DAY. JUST WONDERING IF TOMORROW WOULD BE A GOOD DAY. JUST WONDERING IF TOMORROW WOULD BE A GOOD DAY. YES. WOULD BE A GOOD DAY. YES. WOULD BE A GOOD DAY. YES. RIGHT. YES. RIGHT. YES. RIGHT. SOUNDS GREAT >>. RIGHT. SOUNDS GREAT >>. RIGHT. SOUNDS GREAT >>. THANK YOU WAS SETTING UP SCHOOL SOUNDS GREAT >>. THANK YOU WAS SETTING UP SCHOOL SOUNDS GREAT >>. THANK YOU WAS SETTING UP SCHOOL VISITS FROM THE DIASPORA

482>>. THANK YOU WAS SETTING UP SCHOOL VISITS FROM THE DIASPORA >>. THANK YOU WAS SETTING UP SCHOOL VISITS FROM THE DIASPORA >>. MR. ER I JUST BECAUSE I'M VISITS FROM THE DIASPORA >>. MR. ER I JUST BECAUSE I'M VISITS FROM THE DIASPORA >>. MR. ER I JUST BECAUSE I'M HEARING ALL THIS FOR THE FIRST MR. ER I JUST BECAUSE I'M HEARING ALL THIS FOR THE FIRST MR. ER I JUST BECAUSE I'M HEARING ALL THIS FOR THE FIRST TIME HOW MUCH MONEY DO WE NEED HEARING ALL THIS FOR THE FIRST TIME HOW MUCH MONEY DO WE NEED HEARING ALL THIS FOR THE FIRST TIME HOW MUCH MONEY DO WE NEED WHAT IS IS THAT ONE FIFTY TIME HOW MUCH MONEY DO WE NEED WHAT IS IS THAT ONE FIFTY TIME HOW MUCH MONEY DO WE NEED

483WHAT IS IS THAT ONE FIFTY THOUSAND WHAT YOU'RE LOOKING WHAT IS IS THAT ONE FIFTY THOUSAND WHAT YOU'RE LOOKING WHAT IS IS THAT ONE FIFTY THOUSAND WHAT YOU'RE LOOKING FOR RIGHT NOW TODAY THOUSAND WHAT YOU'RE LOOKING FOR RIGHT NOW TODAY THOUSAND WHAT YOU'RE LOOKING FOR RIGHT NOW TODAY APPROXIMATELY ONE HUNDRED AND FOR RIGHT NOW TODAY APPROXIMATELY ONE HUNDRED AND FOR RIGHT NOW TODAY APPROXIMATELY ONE HUNDRED AND FIFTY THOUSAND TO INCREASE APPROXIMATELY ONE HUNDRED AND FIFTY THOUSAND TO INCREASE APPROXIMATELY ONE HUNDRED AND FIFTY THOUSAND TO INCREASE WHICH AGAIN PAYS FOR ONE PERSON FIFTY THOUSAND TO INCREASE WHICH AGAIN PAYS FOR ONE PERSON FIFTY THOUSAND TO INCREASE WHICH AGAIN PAYS FOR ONE PERSON ONE BUS DRIVER IT COULD BE LESS WHICH AGAIN PAYS FOR ONE PERSON ONE BUS DRIVER IT COULD BE LESS WHICH AGAIN PAYS FOR

484ONE PERSON ONE BUS DRIVER IT COULD BE LESS DEPENDING ON EXACTLY WHERE ONE BUS DRIVER IT COULD BE LESS DEPENDING ON EXACTLY WHERE ONE BUS DRIVER IT COULD BE LESS DEPENDING ON EXACTLY WHERE THOSE BUSSES HAVE TO GO TO PICK DEPENDING ON EXACTLY WHERE THOSE BUSSES HAVE TO GO TO PICK DEPENDING ON EXACTLY WHERE THOSE BUSSES HAVE TO GO TO PICK UP THOSE KIDS. THOSE BUSSES HAVE TO GO TO PICK UP THOSE KIDS. THOSE BUSSES HAVE TO GO TO PICK UP THOSE KIDS. IS IT POSSIBLE WE COULD DO UP THOSE KIDS. IS IT POSSIBLE WE COULD DO UP THOSE KIDS. IS IT POSSIBLE WE COULD DO SOMETHING CREATIVE FOR THOSE IS IT POSSIBLE WE COULD DO SOMETHING CREATIVE FOR THOSE IS IT POSSIBLE WE COULD DO SOMETHING CREATIVE FOR THOSE MAYBE PARENTS THAT DON'T WORK

485SOMETHING CREATIVE FOR THOSE MAYBE PARENTS THAT DON'T WORK SOMETHING CREATIVE FOR THOSE MAYBE PARENTS THAT DON'T WORK TO OFFER TO DO SOME KIND MAYBE PARENTS THAT DON'T WORK TO OFFER TO DO SOME KIND MAYBE PARENTS THAT DON'T WORK TO OFFER TO DO SOME KIND OF CARPOOLING SHOULD YOU KNOW TO OFFER TO DO SOME KIND OF CARPOOLING SHOULD YOU KNOW TO OFFER TO DO SOME KIND OF CARPOOLING SHOULD YOU KNOW YOU KNOW, I LOVE THE IDEA. OF CARPOOLING SHOULD YOU KNOW YOU KNOW, I LOVE THE IDEA. OF CARPOOLING SHOULD YOU KNOW YOU KNOW, I LOVE THE IDEA. THE CHALLENGE IS LIABILITY. YOU KNOW, I LOVE THE IDEA. THE CHALLENGE IS LIABILITY. YOU KNOW, I LOVE THE IDEA. THE CHALLENGE IS LIABILITY. YES, OK, SO NOW THAT EVERYONE'S THE CHALLENGE IS LIABILITY. YES, OK, SO NOW THAT

486EVERYONE'S THE CHALLENGE IS LIABILITY. YES, OK, SO NOW THAT EVERYONE'S HAD THE CHANCE TO SPEAK I HAVE YES, OK, SO NOW THAT EVERYONE'S HAD THE CHANCE TO SPEAK I HAVE YES, OK, SO NOW THAT EVERYONE'S HAD THE CHANCE TO SPEAK I HAVE A FEW QUESTIONS AND SO I REALLY HAD THE CHANCE TO SPEAK I HAVE A FEW QUESTIONS AND SO I REALLY HAD THE CHANCE TO SPEAK I HAVE A FEW QUESTIONS AND SO I REALLY I'M CURIOUS ABOUT THE A FEW QUESTIONS AND SO I REALLY I'M CURIOUS ABOUT THE A FEW QUESTIONS AND SO I REALLY I'M CURIOUS ABOUT THE DIFFERENCE BETWEEN THE I'M CURIOUS ABOUT THE DIFFERENCE BETWEEN THE I'M CURIOUS ABOUT THE DIFFERENCE BETWEEN THE ELEMENTARY AND THE MIDDLE HIGH DIFFERENCE BETWEEN THE ELEMENTARY AND THE MIDDLE HIGH DIFFERENCE BETWEEN THE ELEMENTARY AND

487THE MIDDLE HIGH SCHOOL AND SO IT IS MY ELEMENTARY AND THE MIDDLE HIGH SCHOOL AND SO IT IS MY ELEMENTARY AND THE MIDDLE HIGH SCHOOL AND SO IT IS MY UNDERSTANDING THAT THE SEATAC SCHOOL AND SO IT IS MY UNDERSTANDING THAT THE SEATAC SCHOOL AND SO IT IS MY UNDERSTANDING THAT THE SEATAC ACHIEVABLE DREAM ACADEMY THE UNDERSTANDING THAT THE SEATAC ACHIEVABLE DREAM ACADEMY THE UNDERSTANDING THAT THE SEATAC ACHIEVABLE DREAM ACADEMY THE ELEMENTARY SCHOOL THOSE ARE ACHIEVABLE DREAM ACADEMY THE ELEMENTARY SCHOOL THOSE ARE ACHIEVABLE DREAM ACADEMY THE ELEMENTARY SCHOOL THOSE ARE STUDENTS THAT LIVE IN THE ZONE ELEMENTARY SCHOOL THOSE ARE STUDENTS THAT LIVE IN THE ZONE ELEMENTARY SCHOOL THOSE ARE STUDENTS THAT LIVE IN THE ZONE OR APPLIED CORRECT SO THE STUDENTS THAT LIVE IN THE ZONE OR APPLIED CORRECT SO THE STUDENTS THAT LIVE

488IN THE ZONE OR APPLIED CORRECT SO THE STUDENTS THAT ARE KIND LIVE OR APPLIED CORRECT SO THE STUDENTS THAT ARE KIND LIVE OR APPLIED CORRECT SO THE STUDENTS THAT ARE KIND LIVE GEOGRAPHICALLY NEAR SEATAC STUDENTS THAT ARE KIND LIVE GEOGRAPHICALLY NEAR SEATAC STUDENTS THAT ARE KIND LIVE GEOGRAPHICALLY NEAR SEATAC ELEMENTARY ARE RESPOND TO THAT GEOGRAPHICALLY NEAR SEATAC ELEMENTARY ARE RESPOND TO THAT GEOGRAPHICALLY NEAR SEATAC ELEMENTARY ARE RESPOND TO THAT SCHOOL AND IF THEY DON'T WANT ELEMENTARY ARE RESPOND TO THAT SCHOOL AND IF THEY DON'T WANT ELEMENTARY ARE RESPOND TO THAT SCHOOL AND IF THEY DON'T WANT GO TO THAT SCHOOL THEY GO TO SCHOOL AND IF THEY DON'T WANT GO TO THAT SCHOOL THEY GO TO SCHOOL AND IF THEY DON'T WANT GO TO THAT SCHOOL THEY GO TO BERNANKE. GO TO THAT SCHOOL THEY

489GO TO BERNANKE. GO TO THAT SCHOOL THEY GO TO BERNANKE. IS THAT ACCURATE SO WE KIND BERNANKE. IS THAT ACCURATE SO WE KIND BERNANKE. IS THAT ACCURATE SO WE KIND OF HAVE A LITTLE BIT OF A IS THAT ACCURATE SO WE KIND OF HAVE A LITTLE BIT OF A IS THAT ACCURATE SO WE KIND OF HAVE A LITTLE BIT OF A DIFFERENT DINHAM FOR HOW OF HAVE A LITTLE BIT OF A DIFFERENT DINHAM FOR HOW OF HAVE A LITTLE BIT OF A DIFFERENT DINHAM FOR HOW STUDENTS END UP IN THE SCHOOL DIFFERENT DINHAM FOR HOW STUDENTS END UP IN THE SCHOOL DIFFERENT DINHAM FOR HOW STUDENTS END UP IN THE SCHOOL ENVIRONMENT FOR ELEMENTARY THAT STUDENTS END UP IN THE SCHOOL ENVIRONMENT FOR ELEMENTARY THAT STUDENTS END UP IN THE SCHOOL ENVIRONMENT FOR ELEMENTARY THAT

490I THINK IS ALSO HELPING KIND ENVIRONMENT FOR ELEMENTARY THAT I THINK IS ALSO HELPING KIND ENVIRONMENT FOR ELEMENTARY THAT I THINK IS ALSO HELPING KIND OF LEAD TO PERHAPS A LITTLE BIT I THINK IS ALSO HELPING KIND OF LEAD TO PERHAPS A LITTLE BIT I THINK IS ALSO HELPING KIND OF LEAD TO PERHAPS A LITTLE BIT MORE ENROLLMENT THERE. OF LEAD TO PERHAPS A LITTLE BIT MORE ENROLLMENT THERE. OF LEAD TO PERHAPS A LITTLE BIT MORE ENROLLMENT THERE. BUT YOU KNOW, I JUST AND I ALSO MORE ENROLLMENT THERE. BUT YOU KNOW, I JUST AND I ALSO MORE ENROLLMENT THERE. BUT YOU KNOW, I JUST AND I ALSO WANTED TO GO BACK ALL A WAY TO BUT YOU KNOW, I JUST AND I ALSO WANTED TO GO BACK ALL A WAY TO BUT YOU KNOW, I

491JUST AND I ALSO WANTED TO GO BACK ALL A WAY TO OCTOBER TWENTY FOURTH TWENTY WANTED TO GO BACK ALL A WAY TO OCTOBER TWENTY FOURTH TWENTY WANTED TO GO BACK ALL A WAY TO OCTOBER TWENTY FOURTH TWENTY SEVENTEEN WHEN THE SCHOOL BOARD OCTOBER TWENTY FOURTH TWENTY SEVENTEEN WHEN THE SCHOOL BOARD OCTOBER TWENTY FOURTH TWENTY SEVENTEEN WHEN THE SCHOOL BOARD HAD A COMPREHENSIVE REPORT ON SEVENTEEN WHEN THE SCHOOL BOARD HAD A COMPREHENSIVE REPORT ON SEVENTEEN WHEN THE SCHOOL BOARD HAD A COMPREHENSIVE REPORT ON THE ACHIEVABLE DREAM ACADEMY HAD A COMPREHENSIVE REPORT ON THE ACHIEVABLE DREAM ACADEMY HAD A COMPREHENSIVE REPORT ON THE ACHIEVABLE DREAM ACADEMY AND IT SAID THAT EIGHTY EIGHT THE ACHIEVABLE DREAM ACADEMY AND IT SAID THAT EIGHTY EIGHT THE ACHIEVABLE DREAM ACADEMY AND IT SAID THAT EIGHTY EIGHT STUDENTS HAD OPTED OUT

492THAT AND IT SAID THAT EIGHTY EIGHT STUDENTS HAD OPTED OUT THAT AND IT SAID THAT EIGHTY EIGHT STUDENTS HAD OPTED OUT THAT WERE ZONED FOR SEATAC DO WE STUDENTS HAD OPTED OUT THAT WERE ZONED FOR SEATAC DO WE STUDENTS HAD OPTED OUT THAT WERE ZONED FOR SEATAC DO WE HAVE THE NUMBER OF STUDENTS WERE ZONED FOR SEATAC DO WE HAVE THE NUMBER OF STUDENTS WERE ZONED FOR SEATAC DO WE HAVE THE NUMBER OF STUDENTS THAT WERE ZONED THAT OPTED OUT HAVE THE NUMBER OF STUDENTS THAT WERE ZONED THAT OPTED OUT HAVE THE NUMBER OF STUDENTS THAT WERE ZONED THAT OPTED OUT AND THEN WENT TO BERNANKE THAT WERE ZONED THAT OPTED OUT AND THEN WENT TO BERNANKE THAT WERE ZONED THAT OPTED OUT AND THEN WENT TO BERNANKE ELEMENTARY INSTEAD AT THIS AND THEN WENT

493TO BERNANKE ELEMENTARY INSTEAD AT THIS AND THEN WENT TO BERNANKE ELEMENTARY INSTEAD AT THIS PARTICULAR TIME OR INFORMATION ELEMENTARY INSTEAD AT THIS PARTICULAR TIME OR INFORMATION ELEMENTARY INSTEAD AT THIS PARTICULAR TIME OR INFORMATION CAN WE CAN GET WE COULD GET PARTICULAR TIME OR INFORMATION CAN WE CAN GET WE COULD GET PARTICULAR TIME OR INFORMATION CAN WE CAN GET WE COULD GET THAT THAT THAT'S INFORMATION CAN WE CAN GET WE COULD GET THAT THAT THAT'S INFORMATION CAN WE CAN GET WE COULD GET THAT THAT THAT'S INFORMATION THAT I WOULD I WOULD LIKE TO THAT THAT THAT'S INFORMATION THAT I WOULD I WOULD LIKE TO THAT THAT THAT'S INFORMATION THAT I WOULD I WOULD LIKE TO HAVE AND YOU KNOW I DO THINK DO THAT I WOULD I WOULD LIKE TO HAVE AND YOU KNOW I DO

494THINK DO THAT I WOULD I WOULD LIKE TO HAVE AND YOU KNOW I DO THINK DO THINK THAT THE MERITS SOME HAVE AND YOU KNOW I DO THINK DO THINK THAT THE MERITS SOME HAVE AND YOU KNOW I DO THINK DO THINK THAT THE MERITS SOME OF WHAT HAS BEEN PRESENTED IS THINK THAT THE MERITS SOME OF WHAT HAS BEEN PRESENTED IS THINK THAT THE MERITS SOME OF WHAT HAS BEEN PRESENTED IS REALLY GREAT. OF WHAT HAS BEEN PRESENTED IS REALLY GREAT. OF WHAT HAS BEEN PRESENTED IS REALLY GREAT. I I AM GOING TO SAY I REALLY GREAT. I I AM GOING TO SAY I REALLY GREAT. I I AM GOING TO SAY I PERSONALLY I HAVE CONCERNS I I AM GOING TO SAY I PERSONALLY I HAVE CONCERNS I I AM GOING TO SAY

495I PERSONALLY I HAVE CONCERNS AFTER ALL OF THE RESEARCH THAT PERSONALLY I HAVE CONCERNS AFTER ALL OF THE RESEARCH THAT PERSONALLY I HAVE CONCERNS AFTER ALL OF THE RESEARCH THAT NOT THAT THERE'S A PROBLEM WITH AFTER ALL OF THE RESEARCH THAT NOT THAT THERE'S A PROBLEM WITH AFTER ALL OF THE RESEARCH THAT NOT THAT THERE'S A PROBLEM WITH THE PROGRAM BUT THAT I THINK NOT THAT THERE'S A PROBLEM WITH THE PROGRAM BUT THAT I THINK NOT THAT THERE'S A PROBLEM WITH THE PROGRAM BUT THAT I THINK THAT WE'RE PROBABLY GOING TO BE THE PROGRAM BUT THAT I THINK THAT WE'RE PROBABLY GOING TO BE THE PROGRAM BUT THAT I THINK THAT WE'RE PROBABLY GOING TO BE COMING BACK AND HAVING THIS THAT WE'RE PROBABLY GOING TO BE COMING BACK AND HAVING THIS THAT WE'RE PROBABLY

496GOING TO BE COMING BACK AND HAVING THIS CONVERSATION AGAIN AND COMING COMING BACK AND HAVING THIS CONVERSATION AGAIN AND COMING COMING BACK AND HAVING THIS CONVERSATION AGAIN AND COMING TO THE TABLE AND SO WELL IT'S CONVERSATION AGAIN AND COMING TO THE TABLE AND SO WELL IT'S CONVERSATION AGAIN AND COMING TO THE TABLE AND SO WELL IT'S ONE HUNDRED AND FIFTY THOUSAND TO THE TABLE AND SO WELL IT'S ONE HUNDRED AND FIFTY THOUSAND TO THE TABLE AND SO WELL IT'S ONE HUNDRED AND FIFTY THOUSAND ADDITIONAL DOLLARS ON TOP ONE HUNDRED AND FIFTY THOUSAND ADDITIONAL DOLLARS ON TOP ONE HUNDRED AND FIFTY THOUSAND ADDITIONAL DOLLARS ON TOP OF WHAT WE'RE SPENDING AND IF ADDITIONAL DOLLARS ON TOP OF WHAT WE'RE SPENDING AND IF ADDITIONAL DOLLARS ON TOP OF WHAT WE'RE SPENDING AND IF OUR STUDENTS ARE GETTING

497FULL OF WHAT WE'RE SPENDING AND IF OUR STUDENTS ARE GETTING FULL OF WHAT WE'RE SPENDING AND IF OUR STUDENTS ARE GETTING FULL RIDES AND THAT'S A GUARANTEE OUR STUDENTS ARE GETTING FULL RIDES AND THAT'S A GUARANTEE OUR STUDENTS ARE GETTING FULL RIDES AND THAT'S A GUARANTEE AND THAT'S THE QUESTION I DON'T RIDES AND THAT'S A GUARANTEE AND THAT'S THE QUESTION I DON'T RIDES AND THAT'S A GUARANTEE AND THAT'S THE QUESTION I DON'T I DON'T THINK IT'S A GUARANTEE. AND THAT'S THE QUESTION I DON'T I DON'T THINK IT'S A GUARANTEE. AND THAT'S THE QUESTION I DON'T I DON'T THINK IT'S A GUARANTEE. IS IT NO AND IT'S NOT A NOT A I DON'T THINK IT'S A GUARANTEE. IS IT NO AND IT'S NOT A NOT A I DON'T THINK IT'S A GUARANTEE. IS IT NO AND

498IT'S NOT A NOT A GUARANTEE FOR A FULL RIDE FROM IS IT NO AND IT'S NOT A NOT A GUARANTEE FOR A FULL RIDE FROM IS IT NO AND IT'S NOT A NOT A GUARANTEE FOR A FULL RIDE FROM ANY UNIVERSITY WE WORK WITH GUARANTEE FOR A FULL RIDE FROM ANY UNIVERSITY WE WORK WITH GUARANTEE FOR A FULL RIDE FROM ANY UNIVERSITY WE WORK WITH THEM AND I BELIEVE THE >> ANY UNIVERSITY WE WORK WITH THEM AND I BELIEVE THE >> ANY UNIVERSITY WE WORK WITH THEM AND I BELIEVE THE >> SPECIFICALLY WHAT I SHARED MY THEM AND I BELIEVE THE >> SPECIFICALLY WHAT I SHARED MY THEM AND I BELIEVE THE >> SPECIFICALLY WHAT I SHARED MY SLIDE WAS WE WORKED MAKES MAKE SPECIFICALLY WHAT I SHARED MY SLIDE WAS WE WORKED MAKES MAKE

499SPECIFICALLY WHAT I SHARED MY SLIDE WAS WE WORKED MAKES MAKE SURE FINANCES AREN'T A BARRIER SLIDE WAS WE WORKED MAKES MAKE SURE FINANCES AREN'T A BARRIER SLIDE WAS WE WORKED MAKES MAKE SURE FINANCES AREN'T A BARRIER TO THEM PROCEEDING WITH THAT SURE FINANCES AREN'T A BARRIER TO THEM PROCEEDING WITH THAT SURE FINANCES AREN'T A BARRIER TO THEM PROCEEDING WITH THAT NEXT STEP NOW AT THIS PARTNER TO THEM PROCEEDING WITH THAT NEXT STEP NOW AT THIS PARTNER TO THEM PROCEEDING WITH THAT NEXT STEP NOW AT THIS PARTNER UNIVERSITIES WERE REALLY ABLE NEXT STEP NOW AT THIS PARTNER UNIVERSITIES WERE REALLY ABLE NEXT STEP NOW AT THIS PARTNER UNIVERSITIES WERE REALLY ABLE TO WORK WITH THEM TO CLOSE THAT UNIVERSITIES WERE REALLY ABLE TO WORK WITH THEM TO CLOSE THAT UNIVERSITIES WERE REALLY ABLE TO WORK WITH

500THEM TO CLOSE THAT THAT GAP AND SO FROM THOSE TO WORK WITH THEM TO CLOSE THAT THAT GAP AND SO FROM THOSE TO WORK WITH THEM TO CLOSE THAT THAT GAP AND SO FROM THOSE UNIVERSITIES THEY THAT IS THE THAT GAP AND SO FROM THOSE UNIVERSITIES THEY THAT IS THE THAT GAP AND SO FROM THOSE UNIVERSITIES THEY THAT IS THE CASE SO REMOVAL OF THAT BARRIER UNIVERSITIES THEY THAT IS THE CASE SO REMOVAL OF THAT BARRIER UNIVERSITIES THEY THAT IS THE CASE SO REMOVAL OF THAT BARRIER COULD INCLUDE STUDENT LOANS AND CASE SO REMOVAL OF THAT BARRIER COULD INCLUDE STUDENT LOANS AND CASE SO REMOVAL OF THAT BARRIER COULD INCLUDE STUDENT LOANS AND OTHER STUFF THAT STUDENTS ARE COULD INCLUDE STUDENT LOANS AND OTHER STUFF THAT STUDENTS ARE COULD INCLUDE STUDENT LOANS AND OTHER STUFF

501THAT STUDENTS ARE TAKING ON. OTHER STUFF THAT STUDENTS ARE TAKING ON. OTHER STUFF THAT STUDENTS ARE TAKING ON. SO I DO YOU THINK THAT'S TAKING ON. SO I DO YOU THINK THAT'S TAKING ON. SO I DO YOU THINK THAT'S IMPORTANT FEATURE TO JUST NOTE SO I DO YOU THINK THAT'S IMPORTANT FEATURE TO JUST NOTE SO I DO YOU THINK THAT'S IMPORTANT FEATURE TO JUST NOTE FOR ME PERSONALLY AND THEN SO I IMPORTANT FEATURE TO JUST NOTE FOR ME PERSONALLY AND THEN SO I IMPORTANT FEATURE TO JUST NOTE FOR ME PERSONALLY AND THEN SO I ALSO WOULD BE VERY INTERESTED FOR ME PERSONALLY AND THEN SO I ALSO WOULD BE VERY INTERESTED FOR ME PERSONALLY AND THEN SO I ALSO WOULD BE VERY INTERESTED TO SEE WHAT OUR CURRENT ZONING ALSO WOULD BE VERY INTERESTED TO

502SEE WHAT OUR CURRENT ZONING ALSO WOULD BE VERY INTERESTED TO SEE WHAT OUR CURRENT ZONING LOOKS LIKE AND WHAT WE'RE TO SEE WHAT OUR CURRENT ZONING LOOKS LIKE AND WHAT WE'RE TO SEE WHAT OUR CURRENT ZONING LOOKS LIKE AND WHAT WE'RE ADDING SO. LOOKS LIKE AND WHAT WE'RE ADDING SO. LOOKS LIKE AND WHAT WE'RE ADDING SO. SO I'D LIKE TO SEE WHAT WE HAVE ADDING SO. SO I'D LIKE TO SEE WHAT WE HAVE ADDING SO. SO I'D LIKE TO SEE WHAT WE HAVE CURRENTLY AND WHAT WE'RE TRYING SO I'D LIKE TO SEE WHAT WE HAVE CURRENTLY AND WHAT WE'RE TRYING SO I'D LIKE TO SEE WHAT WE HAVE CURRENTLY AND WHAT WE'RE TRYING TO GO AND THEN MAYBE WHERE WE CURRENTLY AND WHAT WE'RE TRYING TO GO AND THEN MAYBE WHERE WE CURRENTLY AND WHAT

503WE'RE TRYING TO GO AND THEN MAYBE WHERE WE STARTED BEFORE WE ADDED LAST TO GO AND THEN MAYBE WHERE WE STARTED BEFORE WE ADDED LAST TO GO AND THEN MAYBE WHERE WE STARTED BEFORE WE ADDED LAST TIME JUST THAT I CAN KIND STARTED BEFORE WE ADDED LAST TIME JUST THAT I CAN KIND STARTED BEFORE WE ADDED LAST TIME JUST THAT I CAN KIND OF GET THE WHOLE PICTURE SINCE TIME JUST THAT I CAN KIND OF GET THE WHOLE PICTURE SINCE TIME JUST THAT I CAN KIND OF GET THE WHOLE PICTURE SINCE I WASN'T ON THE BOARD AT THE OF GET THE WHOLE PICTURE SINCE I WASN'T ON THE BOARD AT THE OF GET THE WHOLE PICTURE SINCE I WASN'T ON THE BOARD AT THE TIME THAT THIS STARTED JUST SO I WASN'T ON THE BOARD

504AT THE TIME THAT THIS STARTED JUST SO I WASN'T ON THE BOARD AT THE TIME THAT THIS STARTED JUST SO THAT CAN DO MY DUE DILIGENCE TIME THAT THIS STARTED JUST SO THAT CAN DO MY DUE DILIGENCE TIME THAT THIS STARTED JUST SO THAT CAN DO MY DUE DILIGENCE THERE SO THOSE SO THOSE WOULD THAT CAN DO MY DUE DILIGENCE THERE SO THOSE SO THOSE WOULD THAT CAN DO MY DUE DILIGENCE THERE SO THOSE SO THOSE WOULD BE MY COUPLE OF QUESTIONS AND THERE SO THOSE SO THOSE WOULD BE MY COUPLE OF QUESTIONS AND THERE SO THOSE SO THOSE WOULD BE MY COUPLE OF QUESTIONS AND SO DR. ROBERTSON, WE SO BE MY COUPLE OF QUESTIONS AND SO DR. ROBERTSON, WE SO BE MY COUPLE OF QUESTIONS AND SO DR. ROBERTSON, WE SO ACHIEVABLE DREAM

505IS ASKING FOR SO DR. ROBERTSON, WE SO ACHIEVABLE DREAM IS ASKING FOR SO DR. ROBERTSON, WE SO ACHIEVABLE DREAM IS ASKING FOR AN INCREASE TO EXPAND ITS ACHIEVABLE DREAM IS ASKING FOR AN INCREASE TO EXPAND ITS ACHIEVABLE DREAM IS ASKING FOR AN INCREASE TO EXPAND ITS PROGRAM IF THE BOARD DOES NOT AN INCREASE TO EXPAND ITS PROGRAM IF THE BOARD DOES NOT AN INCREASE TO EXPAND ITS PROGRAM IF THE BOARD DOES NOT AGREE TO EXPAND THAT PROGRAM OR PROGRAM IF THE BOARD DOES NOT AGREE TO EXPAND THAT PROGRAM OR PROGRAM IF THE BOARD DOES NOT AGREE TO EXPAND THAT PROGRAM OR ARE WE FACING THE DISSOLUTION AGREE TO EXPAND THAT PROGRAM OR ARE WE FACING THE DISSOLUTION AGREE TO EXPAND THAT PROGRAM OR ARE WE FACING THE DISSOLUTION OF THIS SCHOOL? ARE WE FACING THE

506DISSOLUTION OF THIS SCHOOL? ARE WE FACING THE DISSOLUTION OF THIS SCHOOL? WELL, SO WE'RE NOT RIGHT NOW OF THIS SCHOOL? WELL, SO WE'RE NOT RIGHT NOW OF THIS SCHOOL? WELL, SO WE'RE NOT RIGHT NOW WITHOUT AN EXPANSION WE DO HAVE WELL, SO WE'RE NOT RIGHT NOW WITHOUT AN EXPANSION WE DO HAVE WELL, SO WE'RE NOT RIGHT NOW WITHOUT AN EXPANSION WE DO HAVE ROUGHLY TWO HUNDRED APPLICANTS WITHOUT AN EXPANSION WE DO HAVE ROUGHLY TWO HUNDRED APPLICANTS WITHOUT AN EXPANSION WE DO HAVE ROUGHLY TWO HUNDRED APPLICANTS FOR NEXT HERE WE NEED TO GET AT ROUGHLY TWO HUNDRED APPLICANTS FOR NEXT HERE WE NEED TO GET AT ROUGHLY TWO HUNDRED APPLICANTS FOR NEXT HERE WE NEED TO GET AT LEAST 60 WE WERE WE'RE LOOKING FOR NEXT HERE WE NEED TO GET AT LEAST 60 WE WERE

507WE'RE LOOKING FOR NEXT HERE WE NEED TO GET AT LEAST 60 WE WERE WE'RE LOOKING FOR THIS EXPANSION THIS LEAST 60 WE WERE WE'RE LOOKING FOR THIS EXPANSION THIS LEAST 60 WE WERE WE'RE LOOKING FOR THIS EXPANSION THIS PARTICULAR BECAUSE AREA BECAUSE FOR THIS EXPANSION THIS PARTICULAR BECAUSE AREA BECAUSE FOR THIS EXPANSION THIS PARTICULAR BECAUSE AREA BECAUSE WE FEEL LIKE THE STUDENTS THAT PARTICULAR BECAUSE AREA BECAUSE WE FEEL LIKE THE STUDENTS THAT PARTICULAR BECAUSE AREA BECAUSE WE FEEL LIKE THE STUDENTS THAT ARE IN THIS AREA THERE ARE WE FEEL LIKE THE STUDENTS THAT ARE IN THIS AREA THERE ARE WE FEEL LIKE THE STUDENTS THAT ARE IN THIS AREA THERE ARE GOING TO BE A NUMBER OF VIABLE ARE IN THIS AREA THERE ARE GOING TO BE A NUMBER OF VIABLE ARE IN THIS AREA

508THERE ARE GOING TO BE A NUMBER OF VIABLE CANDIDATES AND BECAUSE THEY'RE GOING TO BE A NUMBER OF VIABLE CANDIDATES AND BECAUSE THEY'RE GOING TO BE A NUMBER OF VIABLE CANDIDATES AND BECAUSE THEY'RE CLOSER TOGETHER WE COULD DO IT CANDIDATES AND BECAUSE THEY'RE CLOSER TOGETHER WE COULD DO IT CANDIDATES AND BECAUSE THEY'RE CLOSER TOGETHER WE COULD DO IT AT A LIMITED EXPENSIVE ONE ONE CLOSER TOGETHER WE COULD DO IT AT A LIMITED EXPENSIVE ONE ONE CLOSER TOGETHER WE COULD DO IT AT A LIMITED EXPENSIVE ONE ONE DRIVER IN A BUS. AT A LIMITED EXPENSIVE ONE ONE DRIVER IN A BUS. AT A LIMITED EXPENSIVE ONE ONE DRIVER IN A BUS. SO LET ME I'M SORRY AND THEN GO DRIVER IN A BUS. SO LET ME I'M SORRY AND THEN GO DRIVER IN A BUS. SO

509LET ME I'M SORRY AND THEN GO AHEAD THE APPLICANTS THAT WE SO LET ME I'M SORRY AND THEN GO AHEAD THE APPLICANTS THAT WE SO LET ME I'M SORRY AND THEN GO AHEAD THE APPLICANTS THAT WE HAVE NOW, THE TWO HUNDRED AHEAD THE APPLICANTS THAT WE HAVE NOW, THE TWO HUNDRED AHEAD THE APPLICANTS THAT WE HAVE NOW, THE TWO HUNDRED APPLICANTS ARE FROM WHERE IN HAVE NOW, THE TWO HUNDRED APPLICANTS ARE FROM WHERE IN HAVE NOW, THE TWO HUNDRED APPLICANTS ARE FROM WHERE IN THE CURRENT ZONE NOT ALL FROM APPLICANTS ARE FROM WHERE IN THE CURRENT ZONE NOT ALL FROM APPLICANTS ARE FROM WHERE IN THE CURRENT ZONE NOT ALL FROM THE CURRENT ZONE FOR EXAMPLE. THE CURRENT ZONE NOT ALL FROM THE CURRENT ZONE FOR EXAMPLE. THE CURRENT ZONE NOT ALL FROM THE CURRENT

510ZONE FOR EXAMPLE. I THINK WE GOT YES WE WE HAVE THE CURRENT ZONE FOR EXAMPLE. I THINK WE GOT YES WE WE HAVE THE CURRENT ZONE FOR EXAMPLE. I THINK WE GOT YES WE WE HAVE 60 FROM LARKSPUR. I THINK WE GOT YES WE WE HAVE 60 FROM LARKSPUR. I THINK WE GOT YES WE WE HAVE 60 FROM LARKSPUR. WE HAVE AND I'M JUST GOING TO 60 FROM LARKSPUR. WE HAVE AND I'M JUST GOING TO 60 FROM LARKSPUR. WE HAVE AND I'M JUST GOING TO GET OFF SOME OF THESE I MEAN WE HAVE AND I'M JUST GOING TO GET OFF SOME OF THESE I MEAN WE HAVE AND I'M JUST GOING TO GET OFF SOME OF THESE I MEAN THEY'RE FROM ALL OK THAT'S WHAT GET OFF SOME OF THESE I MEAN THEY'RE FROM ALL

511OK THAT'S WHAT GET OFF SOME OF THESE I MEAN THEY'RE FROM ALL OK THAT'S WHAT I AM SORRY DR. ROBERTS DR. THEY'RE FROM ALL OK THAT'S WHAT I AM SORRY DR. ROBERTS DR. THEY'RE FROM ALL OK THAT'S WHAT I AM SORRY DR. ROBERTS DR. ROBERTSON. I AM SORRY DR. ROBERTS DR. ROBERTSON. I AM SORRY DR. ROBERTS DR. ROBERTSON. YEAH BUT THINK SECOND PART ROBERTSON. YEAH BUT THINK SECOND PART ROBERTSON. YEAH BUT THINK SECOND PART OF YOUR QUESTION WAS WHAT IT YEAH BUT THINK SECOND PART OF YOUR QUESTION WAS WHAT IT YEAH BUT THINK SECOND PART OF YOUR QUESTION WAS WHAT IT LEADS TO THE DISSOLUTION OF YOUR QUESTION WAS WHAT IT LEADS TO THE DISSOLUTION OF YOUR QUESTION WAS WHAT IT LEADS TO THE DISSOLUTION OF ACHIEVE DREAM IT WOULD NOT LEADS TO THE DISSOLUTION

512OF ACHIEVE DREAM IT WOULD NOT LEADS TO THE DISSOLUTION OF ACHIEVE DREAM IT WOULD NOT IN THE IMO A WITH THE BOARD AND OF ACHIEVE DREAM IT WOULD NOT IN THE IMO A WITH THE BOARD AND OF ACHIEVE DREAM IT WOULD NOT IN THE IMO A WITH THE BOARD AND BETWEEN THE BOARD AN ACHIEVABLE IN THE IMO A WITH THE BOARD AND BETWEEN THE BOARD AN ACHIEVABLE IN THE IMO A WITH THE BOARD AND BETWEEN THE BOARD AN ACHIEVABLE DREAM IF EITHER ENTITY WANTED BETWEEN THE BOARD AN ACHIEVABLE DREAM IF EITHER ENTITY WANTED BETWEEN THE BOARD AN ACHIEVABLE DREAM IF EITHER ENTITY WANTED TO DISSOLVE THE PARTNERSHIP DREAM IF EITHER ENTITY WANTED TO DISSOLVE THE PARTNERSHIP DREAM IF EITHER ENTITY WANTED TO DISSOLVE THE PARTNERSHIP THEN THEY HAVE TO MAKE THAT TO DISSOLVE THE PARTNERSHIP

513THEN THEY HAVE TO MAKE THAT TO DISSOLVE THE PARTNERSHIP THEN THEY HAVE TO MAKE THAT VOTE MAKE THAT DECISION AND THEN THEY HAVE TO MAKE THAT VOTE MAKE THAT DECISION AND THEN THEY HAVE TO MAKE THAT VOTE MAKE THAT DECISION AND GIVE THE OTHER ENTITY TWELVE VOTE MAKE THAT DECISION AND GIVE THE OTHER ENTITY TWELVE VOTE MAKE THAT DECISION AND GIVE THE OTHER ENTITY TWELVE MONTHS. GIVE THE OTHER ENTITY TWELVE MONTHS. GIVE THE OTHER ENTITY TWELVE MONTHS. OK, SO OK THANK YOU. MONTHS. OK, SO OK THANK YOU. MONTHS. OK, SO OK THANK YOU. OK I THINK THAT'S IT. OK, SO OK THANK YOU. OK I THINK THAT'S IT. OK, SO OK THANK YOU. OK I THINK THAT'S IT. SO THANK YOU VERY MUCH. OK I THINK THAT'S IT. SO THANK YOU VERY MUCH. OK I

514THINK THAT'S IT. SO THANK YOU VERY MUCH. WILL BE UP FOR ACTION AT OUR SO THANK YOU VERY MUCH. WILL BE UP FOR ACTION AT OUR SO THANK YOU VERY MUCH. WILL BE UP FOR ACTION AT OUR NEXT FORMAL MEETING AND THAT WILL BE UP FOR ACTION AT OUR NEXT FORMAL MEETING AND THAT WILL BE UP FOR ACTION AT OUR NEXT FORMAL MEETING AND THAT BRINGS TO OUR TRYING TO FIND NEXT FORMAL MEETING AND THAT BRINGS TO OUR TRYING TO FIND NEXT FORMAL MEETING AND THAT BRINGS TO OUR TRYING TO FIND THE TITLE OF IT HERE RESPONSE BRINGS TO OUR TRYING TO FIND THE TITLE OF IT HERE RESPONSE BRINGS TO OUR TRYING TO FIND THE TITLE OF IT HERE RESPONSE TO SCHOOL CLOSURES PRESENTATION THE TITLE OF IT HERE RESPONSE TO SCHOOL CLOSURES PRESENTATION

515THE TITLE OF IT HERE RESPONSE TO SCHOOL CLOSURES PRESENTATION BEGIN WITH DR. ROBERTSON. TO SCHOOL CLOSURES PRESENTATION BEGIN WITH DR. ROBERTSON. TO SCHOOL CLOSURES PRESENTATION BEGIN WITH DR. ROBERTSON. SO THANK YOU MADAM CHAIR CHAIR BEGIN WITH DR. ROBERTSON. SO THANK YOU MADAM CHAIR CHAIR BEGIN WITH DR. ROBERTSON. SO THANK YOU MADAM CHAIR CHAIR WEEMS, MEMBERS OF THE BOARD SO THANK YOU MADAM CHAIR CHAIR WEEMS, MEMBERS OF THE BOARD SO THANK YOU MADAM CHAIR CHAIR WEEMS, MEMBERS OF THE BOARD UNUSUAL FOR ME TO BE DOING AN WEEMS, MEMBERS OF THE BOARD UNUSUAL FOR ME TO BE DOING AN WEEMS, MEMBERS OF THE BOARD UNUSUAL FOR ME TO BE DOING AN INFORMATIONAL BUT OK, FOR THE UNUSUAL FOR ME TO BE DOING AN INFORMATIONAL BUT OK, FOR THE UNUSUAL FOR ME TO BE DOING AN INFORMATIONAL BUT

516OK, FOR THE FIRST TIME IN SEVERAL YEARS WE INFORMATIONAL BUT OK, FOR THE FIRST TIME IN SEVERAL YEARS WE INFORMATIONAL BUT OK, FOR THE FIRST TIME IN SEVERAL YEARS WE HAD NOT ONE SNOW EVENT BUT TWO FIRST TIME IN SEVERAL YEARS WE HAD NOT ONE SNOW EVENT BUT TWO FIRST TIME IN SEVERAL YEARS WE HAD NOT ONE SNOW EVENT BUT TWO SNOW EVENTS THAT THAT COST US HAD NOT ONE SNOW EVENT BUT TWO SNOW EVENTS THAT THAT COST US HAD NOT ONE SNOW EVENT BUT TWO SNOW EVENTS THAT THAT COST US FIVE INSTRUCTIONAL DAYS SNOW EVENTS THAT THAT COST US FIVE INSTRUCTIONAL DAYS SNOW EVENTS THAT THAT COST US FIVE INSTRUCTIONAL DAYS THANKFULLY WE WERE ABLE TO FIVE INSTRUCTIONAL DAYS THANKFULLY WE WERE ABLE TO FIVE INSTRUCTIONAL DAYS THANKFULLY WE WERE ABLE TO ASYNCHRONOUS LEARNING

517DAYS THANKFULLY WE WERE ABLE TO ASYNCHRONOUS LEARNING DAYS THANKFULLY WE WERE ABLE TO ASYNCHRONOUS LEARNING DAYS BASED UPON THE REQUIREMENTS ASYNCHRONOUS LEARNING DAYS BASED UPON THE REQUIREMENTS ASYNCHRONOUS LEARNING DAYS BASED UPON THE REQUIREMENTS OF THE VIRGINIA DEPARTMENT BASED UPON THE REQUIREMENTS OF THE VIRGINIA DEPARTMENT BASED UPON THE REQUIREMENTS OF THE VIRGINIA DEPARTMENT OF EDUCATION THAT WITH BOARD OF THE VIRGINIA DEPARTMENT OF EDUCATION THAT WITH BOARD OF THE VIRGINIA DEPARTMENT OF EDUCATION THAT WITH BOARD APPROVAL CAN BE COUNTED TOWARDS OF EDUCATION THAT WITH BOARD APPROVAL CAN BE COUNTED TOWARDS OF EDUCATION THAT WITH BOARD APPROVAL CAN BE COUNTED TOWARDS THE ONE HUNDRED A DAY APPROVAL CAN BE COUNTED TOWARDS THE ONE HUNDRED A DAY APPROVAL CAN BE COUNTED TOWARDS THE ONE HUNDRED A DAY REQUIREMENT AND SO THAT'S THE ONE HUNDRED A DAY REQUIREMENT AND SO

518THAT'S THE ONE HUNDRED A DAY REQUIREMENT AND SO THAT'S THAT'S THE FIRST THING I WANT REQUIREMENT AND SO THAT'S THAT'S THE FIRST THING I WANT REQUIREMENT AND SO THAT'S THAT'S THE FIRST THING I WANT TO TALK ABOUT THE SECOND THING THAT'S THE FIRST THING I WANT TO TALK ABOUT THE SECOND THING THAT'S THE FIRST THING I WANT TO TALK ABOUT THE SECOND THING WE'RE GOING TO TALK ABOUT IS TO TALK ABOUT THE SECOND THING WE'RE GOING TO TALK ABOUT IS TO TALK ABOUT THE SECOND THING WE'RE GOING TO TALK ABOUT IS AND IT'S GOING TO BE LESS WE'RE GOING TO TALK ABOUT IS AND IT'S GOING TO BE LESS WE'RE GOING TO TALK ABOUT IS AND IT'S GOING TO BE LESS POPULAR WITH WITH SOME AND IT'S GOING TO BE LESS POPULAR WITH WITH SOME

519AND IT'S GOING TO BE LESS POPULAR WITH WITH SOME INDIVIDUALS THERE THERE IS POPULAR WITH WITH SOME INDIVIDUALS THERE THERE IS POPULAR WITH WITH SOME INDIVIDUALS THERE THERE IS REALLY NO SUBSTITUTE FOR INDIVIDUALS THERE THERE IS REALLY NO SUBSTITUTE FOR INDIVIDUALS THERE THERE IS REALLY NO SUBSTITUTE FOR IN-PERSON LEARNING AND OUR REALLY NO SUBSTITUTE FOR IN-PERSON LEARNING AND OUR REALLY NO SUBSTITUTE FOR IN-PERSON LEARNING AND OUR STUDENTS FIVE DAYS OF IN-PERSON IN-PERSON LEARNING AND OUR STUDENTS FIVE DAYS OF IN-PERSON IN-PERSON LEARNING AND OUR STUDENTS FIVE DAYS OF IN-PERSON LEARNING WITH A PHENOMENAL STUDENTS FIVE DAYS OF IN-PERSON LEARNING WITH A PHENOMENAL STUDENTS FIVE DAYS OF IN-PERSON LEARNING WITH A PHENOMENAL TEACHING STAFF AND EVEN DESPITE LEARNING WITH A PHENOMENAL TEACHING STAFF AND EVEN DESPITE LEARNING WITH A PHENOMENAL TEACHING STAFF AND EVEN DESPITE OUR BEST

520EFFORTS TO PROVIDE TEACHING STAFF AND EVEN DESPITE OUR BEST EFFORTS TO PROVIDE TEACHING STAFF AND EVEN DESPITE OUR BEST EFFORTS TO PROVIDE MEANINGFUL LEARNING EXPERIENCE OUR BEST EFFORTS TO PROVIDE MEANINGFUL LEARNING EXPERIENCE OUR BEST EFFORTS TO PROVIDE MEANINGFUL LEARNING EXPERIENCE THROUGH ASYNCHRONOUS IT'S MEANINGFUL LEARNING EXPERIENCE THROUGH ASYNCHRONOUS IT'S MEANINGFUL LEARNING EXPERIENCE THROUGH ASYNCHRONOUS IT'S REALLY NOT A SUBSTITUTE SO THE THROUGH ASYNCHRONOUS IT'S REALLY NOT A SUBSTITUTE SO THE THROUGH ASYNCHRONOUS IT'S REALLY NOT A SUBSTITUTE SO THE SECOND PART OF MY PROPOSAL I'M REALLY NOT A SUBSTITUTE SO THE SECOND PART OF MY PROPOSAL I'M REALLY NOT A SUBSTITUTE SO THE SECOND PART OF MY PROPOSAL I'M GOING TO SHOW IN A MOMENT IS SECOND PART OF MY PROPOSAL I'M GOING TO SHOW IN A MOMENT IS SECOND PART OF MY PROPOSAL I'M GOING TO SHOW

521IN A MOMENT IS THERE ARE TWO EARLY RELEASE GOING TO SHOW IN A MOMENT IS THERE ARE TWO EARLY RELEASE GOING TO SHOW IN A MOMENT IS THERE ARE TWO EARLY RELEASE DAYS PLANNED THAT ARE COMING UP THERE ARE TWO EARLY RELEASE DAYS PLANNED THAT ARE COMING UP THERE ARE TWO EARLY RELEASE DAYS PLANNED THAT ARE COMING UP MARCH 13TH AND APRIL THOSE DAYS DAYS PLANNED THAT ARE COMING UP MARCH 13TH AND APRIL THOSE DAYS DAYS PLANNED THAT ARE COMING UP MARCH 13TH AND APRIL THOSE DAYS WERE APPROVED WERE APPROVED BY MARCH 13TH AND APRIL THOSE DAYS WERE APPROVED WERE APPROVED BY MARCH 13TH AND APRIL THOSE DAYS WERE APPROVED WERE APPROVED BY THE BOARD BECAUSE WE REALLY WERE APPROVED WERE APPROVED BY THE BOARD BECAUSE WE REALLY WERE APPROVED WERE APPROVED BY THE BOARD

522BECAUSE WE REALLY FELT LIKE TEACHERS NEEDED THE BOARD BECAUSE WE REALLY FELT LIKE TEACHERS NEEDED THE BOARD BECAUSE WE REALLY FELT LIKE TEACHERS NEEDED ADDITIONAL TIME TO PLAN AS A FELT LIKE TEACHERS NEEDED ADDITIONAL TIME TO PLAN AS A FELT LIKE TEACHERS NEEDED ADDITIONAL TIME TO PLAN AS A RESULT OF THE CHALLENGES WITH ADDITIONAL TIME TO PLAN AS A RESULT OF THE CHALLENGES WITH ADDITIONAL TIME TO PLAN AS A RESULT OF THE CHALLENGES WITH THE VIRGINIA OF EDUCATION'S NEW RESULT OF THE CHALLENGES WITH THE VIRGINIA OF EDUCATION'S NEW RESULT OF THE CHALLENGES WITH THE VIRGINIA OF EDUCATION'S NEW VIRGINIA LITERACY ACT REALLY THE VIRGINIA OF EDUCATION'S NEW VIRGINIA LITERACY ACT REALLY THE VIRGINIA OF EDUCATION'S NEW VIRGINIA LITERACY ACT REALLY PARTICULARLY TO ELEMENTARY AND VIRGINIA LITERACY ACT REALLY PARTICULARLY TO ELEMENTARY AND VIRGINIA LITERACY ACT

523REALLY PARTICULARLY TO ELEMENTARY AND MIDDLE AND SO THE BOARD WAS PARTICULARLY TO ELEMENTARY AND MIDDLE AND SO THE BOARD WAS PARTICULARLY TO ELEMENTARY AND MIDDLE AND SO THE BOARD WAS GRACIOUS ENOUGH TO GRANT FOR MIDDLE AND SO THE BOARD WAS GRACIOUS ENOUGH TO GRANT FOR MIDDLE AND SO THE BOARD WAS GRACIOUS ENOUGH TO GRANT FOR EARLY RELEASE DAYS WE'VE USED GRACIOUS ENOUGH TO GRANT FOR EARLY RELEASE DAYS WE'VE USED GRACIOUS ENOUGH TO GRANT FOR EARLY RELEASE DAYS WE'VE USED TO WE HAVE TWO LEFT IN GOOD EARLY RELEASE DAYS WE'VE USED TO WE HAVE TWO LEFT IN GOOD EARLY RELEASE DAYS WE'VE USED TO WE HAVE TWO LEFT IN GOOD CONSCIENCE SAYS THE INSTRUCTION TO WE HAVE TWO LEFT IN GOOD CONSCIENCE SAYS THE INSTRUCTION TO WE HAVE TWO LEFT IN GOOD CONSCIENCE SAYS THE INSTRUCTION

524LEADER OF THE SCHOOL DIVISION I CONSCIENCE SAYS THE INSTRUCTION LEADER OF THE SCHOOL DIVISION I CONSCIENCE SAYS THE INSTRUCTION LEADER OF THE SCHOOL DIVISION I REALLY THINK THE BOARD NEEDS TO LEADER OF THE SCHOOL DIVISION I REALLY THINK THE BOARD NEEDS TO LEADER OF THE SCHOOL DIVISION I REALLY THINK THE BOARD NEEDS TO CONSIDER WHETHER WE NEED TO REALLY THINK THE BOARD NEEDS TO CONSIDER WHETHER WE NEED TO REALLY THINK THE BOARD NEEDS TO CONSIDER WHETHER WE NEED TO KEEP THOSE AS EARLY RELEASE AND CONSIDER WHETHER WE NEED TO KEEP THOSE AS EARLY RELEASE AND CONSIDER WHETHER WE NEED TO KEEP THOSE AS EARLY RELEASE AND RETURN TO FULL STAFF FULL STAFF KEEP THOSE AS EARLY RELEASE AND RETURN TO FULL STAFF FULL STAFF KEEP THOSE AS EARLY RELEASE AND RETURN TO FULL STAFF FULL

525STAFF DAYS WHEN WE DO EARLY RELEASE RETURN TO FULL STAFF FULL STAFF DAYS WHEN WE DO EARLY RELEASE RETURN TO FULL STAFF FULL STAFF DAYS WHEN WE DO EARLY RELEASE DAYS AND I'M A FAN OF EARLY DAYS WHEN WE DO EARLY RELEASE DAYS AND I'M A FAN OF EARLY DAYS WHEN WE DO EARLY RELEASE DAYS AND I'M A FAN OF EARLY RELEASE DAYS WHEN THEY'RE WHEN DAYS AND I'M A FAN OF EARLY RELEASE DAYS WHEN THEY'RE WHEN DAYS AND I'M A FAN OF EARLY RELEASE DAYS WHEN THEY'RE WHEN THEY'RE DOWN APPROPRIATELY. RELEASE DAYS WHEN THEY'RE WHEN THEY'RE DOWN APPROPRIATELY. RELEASE DAYS WHEN THEY'RE WHEN THEY'RE DOWN APPROPRIATELY. WE DO HAVE STUDENTS THEY'RE DOWN APPROPRIATELY. WE DO HAVE STUDENTS THEY'RE DOWN APPROPRIATELY. WE DO HAVE STUDENTS PARTICULARLY IN A CAT ARE WE DO HAVE STUDENTS PARTICULARLY

526IN A CAT ARE WE DO HAVE STUDENTS PARTICULARLY IN A CAT ARE ADVANCED AND TECHNICAL PARTICULARLY IN A CAT ARE ADVANCED AND TECHNICAL PARTICULARLY IN A CAT ARE ADVANCED AND TECHNICAL EDUCATION CENTER AND ADVANCED AND TECHNICAL EDUCATION CENTER AND ADVANCED AND TECHNICAL EDUCATION CENTER AND ENVIRONMENTAL STUDIES PROGRAM EDUCATION CENTER AND ENVIRONMENTAL STUDIES PROGRAM EDUCATION CENTER AND ENVIRONMENTAL STUDIES PROGRAM WHO OR IF THEY'RE AFTERNOON ENVIRONMENTAL STUDIES PROGRAM WHO OR IF THEY'RE AFTERNOON ENVIRONMENTAL STUDIES PROGRAM WHO OR IF THEY'RE AFTERNOON STUDENTS THEY LOSE THAT DAY WE WHO OR IF THEY'RE AFTERNOON STUDENTS THEY LOSE THAT DAY WE WHO OR IF THEY'RE AFTERNOON STUDENTS THEY LOSE THAT DAY WE ON ADJUST THE SCHEDULE FOR STUDENTS THEY LOSE THAT DAY WE ON ADJUST THE SCHEDULE FOR STUDENTS THEY LOSE THAT DAY WE ON ADJUST THE SCHEDULE FOR THOSE PROGRAMS

527SO IF YOU'RE AN ON ADJUST THE SCHEDULE FOR THOSE PROGRAMS SO IF YOU'RE AN ON ADJUST THE SCHEDULE FOR THOSE PROGRAMS SO IF YOU'RE AN AFTERNOON STUDENT ATC OR THE THOSE PROGRAMS SO IF YOU'RE AN AFTERNOON STUDENT ATC OR THE THOSE PROGRAMS SO IF YOU'RE AN AFTERNOON STUDENT ATC OR THE TECH CENTER OR AT YOUR PROGRAMS AFTERNOON STUDENT ATC OR THE TECH CENTER OR AT YOUR PROGRAMS AFTERNOON STUDENT ATC OR THE TECH CENTER OR AT YOUR PROGRAMS BROCK CENTER YOU JUST DON'T GO TECH CENTER OR AT YOUR PROGRAMS BROCK CENTER YOU JUST DON'T GO TECH CENTER OR AT YOUR PROGRAMS BROCK CENTER YOU JUST DON'T GO ON THAT DAY SO THERE IS A GROUP BROCK CENTER YOU JUST DON'T GO ON THAT DAY SO THERE IS A GROUP BROCK CENTER YOU JUST DON'T GO ON

528THAT DAY SO THERE IS A GROUP OF KIDS THAT THAT ARE THAT ON THAT DAY SO THERE IS A GROUP OF KIDS THAT THAT ARE THAT ON THAT DAY SO THERE IS A GROUP OF KIDS THAT THAT ARE THAT SUFFER THAT SO IF YOU CAN GO TO OF KIDS THAT THAT ARE THAT SUFFER THAT SO IF YOU CAN GO TO OF KIDS THAT THAT ARE THAT SUFFER THAT SO IF YOU CAN GO TO THE NEXT LEVEL BECAUSE THEY DO SUFFER THAT SO IF YOU CAN GO TO THE NEXT LEVEL BECAUSE THEY DO SUFFER THAT SO IF YOU CAN GO TO THE NEXT LEVEL BECAUSE THEY DO NOT HAVE THE CLICKER I HAVE TWO THE NEXT LEVEL BECAUSE THEY DO NOT HAVE THE CLICKER I HAVE TWO THE NEXT LEVEL BECAUSE THEY DO NOT HAVE THE

529CLICKER I HAVE TWO PROPOSALS HERE FOR THIS BOARD NOT HAVE THE CLICKER I HAVE TWO PROPOSALS HERE FOR THIS BOARD NOT HAVE THE CLICKER I HAVE TWO PROPOSALS HERE FOR THIS BOARD TO CONSIDER AND I KNOW IT'S PROPOSALS HERE FOR THIS BOARD TO CONSIDER AND I KNOW IT'S PROPOSALS HERE FOR THIS BOARD TO CONSIDER AND I KNOW IT'S INFORMATION TONIGHT FRACTIONAL TO CONSIDER AND I KNOW IT'S INFORMATION TONIGHT FRACTIONAL TO CONSIDER AND I KNOW IT'S INFORMATION TONIGHT FRACTIONAL 11TH BUT THE ELEVENTH BUT THE INFORMATION TONIGHT FRACTIONAL 11TH BUT THE ELEVENTH BUT THE INFORMATION TONIGHT FRACTIONAL 11TH BUT THE ELEVENTH BUT THE FIRST ONE IS IS THAT 11TH BUT THE ELEVENTH BUT THE FIRST ONE IS IS THAT 11TH BUT THE ELEVENTH BUT THE FIRST ONE IS IS THAT ADMINISTRATION IS SEEKING FIRST ONE IS IS

530THAT ADMINISTRATION IS SEEKING FIRST ONE IS IS THAT ADMINISTRATION IS SEEKING SCHOOL BOARD APPROVAL TO COUNT ADMINISTRATION IS SEEKING SCHOOL BOARD APPROVAL TO COUNT ADMINISTRATION IS SEEKING SCHOOL BOARD APPROVAL TO COUNT THE FIVE ASINGER SLURRING DAYS SCHOOL BOARD APPROVAL TO COUNT THE FIVE ASINGER SLURRING DAYS SCHOOL BOARD APPROVAL TO COUNT THE FIVE ASINGER SLURRING DAYS ON JANUARY 20 THIRD TWENTY FOUR THE FIVE ASINGER SLURRING DAYS ON JANUARY 20 THIRD TWENTY FOUR THE FIVE ASINGER SLURRING DAYS ON JANUARY 20 THIRD TWENTY FOUR IN FEBRUARY 19 OR 20 ONE TOWARD ON JANUARY 20 THIRD TWENTY FOUR IN FEBRUARY 19 OR 20 ONE TOWARD ON JANUARY 20 THIRD TWENTY FOUR IN FEBRUARY 19 OR 20 ONE TOWARD THE VIRGINIA PART EDUCATION IN FEBRUARY 19 OR 20 ONE TOWARD THE VIRGINIA PART EDUCATION IN FEBRUARY 19 OR 20 ONE

531TOWARD THE VIRGINIA PART EDUCATION REMOTE LEARNING DATE PROVISION THE VIRGINIA PART EDUCATION REMOTE LEARNING DATE PROVISION THE VIRGINIA PART EDUCATION REMOTE LEARNING DATE PROVISION TO MEET THE 180 DAY REMOTE LEARNING DATE PROVISION TO MEET THE 180 DAY REMOTE LEARNING DATE PROVISION TO MEET THE 180 DAY REQUIREMENT. TO MEET THE 180 DAY REQUIREMENT. TO MEET THE 180 DAY REQUIREMENT. WHAT THAT MEANS WE WILL NOT REQUIREMENT. WHAT THAT MEANS WE WILL NOT REQUIREMENT. WHAT THAT MEANS WE WILL NOT HAVE TO UTILIZE AND HIS DAYS, WHAT THAT MEANS WE WILL NOT HAVE TO UTILIZE AND HIS DAYS, WHAT THAT MEANS WE WILL NOT HAVE TO UTILIZE AND HIS DAYS, ANY HOLIDAYS EXTENDED ANY HAVE TO UTILIZE AND HIS DAYS, ANY HOLIDAYS EXTENDED ANY HAVE TO UTILIZE AND HIS DAYS, ANY HOLIDAYS EXTENDED ANY EXTENDED DAYS TO MEET THAT

532ANY HOLIDAYS EXTENDED ANY EXTENDED DAYS TO MEET THAT ANY HOLIDAYS EXTENDED ANY EXTENDED DAYS TO MEET THAT REQUIREMENT AND THEN THE SECOND EXTENDED DAYS TO MEET THAT REQUIREMENT AND THEN THE SECOND EXTENDED DAYS TO MEET THAT REQUIREMENT AND THEN THE SECOND PART IS AGAIN THE REQUIREMENT AND THEN THE SECOND PART IS AGAIN THE REQUIREMENT AND THEN THE SECOND PART IS AGAIN THE ADMINISTRATION SEEKING SCHOOL PART IS AGAIN THE ADMINISTRATION SEEKING SCHOOL PART IS AGAIN THE ADMINISTRATION SEEKING SCHOOL BOARD APPROVAL TO CHANGE THE ADMINISTRATION SEEKING SCHOOL BOARD APPROVAL TO CHANGE THE ADMINISTRATION SEEKING SCHOOL BOARD APPROVAL TO CHANGE THE MARCH 13TH IN AND APRIL 3RD BOARD APPROVAL TO CHANGE THE MARCH 13TH IN AND APRIL 3RD BOARD APPROVAL TO CHANGE THE MARCH 13TH IN AND APRIL 3RD EARLY RELEASE SCHEDULE FOR MARCH 13TH IN AND APRIL

5333RD EARLY RELEASE SCHEDULE FOR MARCH 13TH IN AND APRIL 3RD EARLY RELEASE SCHEDULE FOR STUDENTS BACK TO A FULL DAY AND EARLY RELEASE SCHEDULE FOR STUDENTS BACK TO A FULL DAY AND EARLY RELEASE SCHEDULE FOR STUDENTS BACK TO A FULL DAY AND THIS REQUEST MADE BASED ON THE STUDENTS BACK TO A FULL DAY AND THIS REQUEST MADE BASED ON THE STUDENTS BACK TO A FULL DAY AND THIS REQUEST MADE BASED ON THE LOSS OF AN IN-PERSON STRUCTURAL THIS REQUEST MADE BASED ON THE LOSS OF AN IN-PERSON STRUCTURAL THIS REQUEST MADE BASED ON THE LOSS OF AN IN-PERSON STRUCTURAL TIME AS A RESULT OF SCHOOL LOSS OF AN IN-PERSON STRUCTURAL TIME AS A RESULT OF SCHOOL LOSS OF AN IN-PERSON STRUCTURAL TIME AS A RESULT OF SCHOOL CLOSURES NOTED ABOVE SO I'M TIME AS A RESULT

534OF SCHOOL CLOSURES NOTED ABOVE SO I'M TIME AS A RESULT OF SCHOOL CLOSURES NOTED ABOVE SO I'M PREPARED TO PREPARED TO ANSWER CLOSURES NOTED ABOVE SO I'M PREPARED TO PREPARED TO ANSWER CLOSURES NOTED ABOVE SO I'M PREPARED TO PREPARED TO ANSWER ANY QUESTIONS BUT THAT'S TWO PREPARED TO PREPARED TO ANSWER ANY QUESTIONS BUT THAT'S TWO PREPARED TO PREPARED TO ANSWER ANY QUESTIONS BUT THAT'S TWO RECOMMENDATIONS FROM ANY QUESTIONS BUT THAT'S TWO RECOMMENDATIONS FROM ANY QUESTIONS BUT THAT'S TWO RECOMMENDATIONS FROM ADMINISTRATION NO SO COLLEAGUE RECOMMENDATIONS FROM ADMINISTRATION NO SO COLLEAGUE RECOMMENDATIONS FROM ADMINISTRATION NO SO COLLEAGUE HERE TO MY LEFT JUST ASK FOR ADMINISTRATION NO SO COLLEAGUE HERE TO MY LEFT JUST ASK FOR ADMINISTRATION NO SO COLLEAGUE HERE TO MY LEFT JUST ASK FOR VOTING ON THIS TODAY THERE WAS HERE TO MY LEFT JUST

535ASK FOR VOTING ON THIS TODAY THERE WAS HERE TO MY LEFT JUST ASK FOR VOTING ON THIS TODAY THERE WAS NO MOTION OR SECOND TO MOVE VOTING ON THIS TODAY THERE WAS NO MOTION OR SECOND TO MOVE VOTING ON THIS TODAY THERE WAS NO MOTION OR SECOND TO MOVE THIS TO ACTION AND I BELIEVE IT NO MOTION OR SECOND TO MOVE THIS TO ACTION AND I BELIEVE IT NO MOTION OR SECOND TO MOVE THIS TO ACTION AND I BELIEVE IT WOULD TAKE SEVEN VOTES AT THIS THIS TO ACTION AND I BELIEVE IT WOULD TAKE SEVEN VOTES AT THIS THIS TO ACTION AND I BELIEVE IT WOULD TAKE SEVEN VOTES AT THIS POINT IF IT WERE TO MOVE ACTION WOULD TAKE SEVEN VOTES AT THIS POINT IF IT WERE TO MOVE ACTION WOULD TAKE SEVEN VOTES

536AT THIS POINT IF IT WERE TO MOVE ACTION TONIGHT BECAUSE THE AGENDA WAS POINT IF IT WERE TO MOVE ACTION TONIGHT BECAUSE THE AGENDA WAS POINT IF IT WERE TO MOVE ACTION TONIGHT BECAUSE THE AGENDA WAS ADOPTED. TONIGHT BECAUSE THE AGENDA WAS ADOPTED. TONIGHT BECAUSE THE AGENDA WAS ADOPTED. IS THAT CORRECT, MISS LEONETTI ADOPTED. IS THAT CORRECT, MISS LEONETTI ADOPTED. IS THAT CORRECT, MISS LEONETTI OK SO WE SO WE ARE VOTING ON IS THAT CORRECT, MISS LEONETTI OK SO WE SO WE ARE VOTING ON IS THAT CORRECT, MISS LEONETTI OK SO WE SO WE ARE VOTING ON THIS AT NEXT SCHOOL BOARD OK SO WE SO WE ARE VOTING ON THIS AT NEXT SCHOOL BOARD OK SO WE SO WE ARE VOTING ON THIS AT NEXT SCHOOL BOARD MEETING BASED ON THE FACT THAT THIS

537AT NEXT SCHOOL BOARD MEETING BASED ON THE FACT THAT THIS AT NEXT SCHOOL BOARD MEETING BASED ON THE FACT THAT NOBODY EVEN EMOTION I THINK MEETING BASED ON THE FACT THAT NOBODY EVEN EMOTION I THINK MEETING BASED ON THE FACT THAT NOBODY EVEN EMOTION I THINK THAT'S FAIR BUT THAT'S FAIR. NOBODY EVEN EMOTION I THINK THAT'S FAIR BUT THAT'S FAIR. NOBODY EVEN EMOTION I THINK THAT'S FAIR BUT THAT'S FAIR. BUT IS THERE ANY QUESTIONS MISS THAT'S FAIR BUT THAT'S FAIR. BUT IS THERE ANY QUESTIONS MISS THAT'S FAIR BUT THAT'S FAIR. BUT IS THERE ANY QUESTIONS MISS ROGERS SO FOR PART ONE I FEEL BUT IS THERE ANY QUESTIONS MISS ROGERS SO FOR PART ONE I FEEL BUT IS THERE ANY QUESTIONS MISS ROGERS SO FOR PART ONE I FEEL LIKE THESE ARE TWO SEPARATE ROGERS

538SO FOR PART ONE I FEEL LIKE THESE ARE TWO SEPARATE ROGERS SO FOR PART ONE I FEEL LIKE THESE ARE TWO SEPARATE THINGS. LIKE THESE ARE TWO SEPARATE THINGS. LIKE THESE ARE TWO SEPARATE THINGS. SO PART TWO I KNOW THAT OUR THINGS. SO PART TWO I KNOW THAT OUR THINGS. SO PART TWO I KNOW THAT OUR STAFF WERE REQUIRED TO HAVE SO PART TWO I KNOW THAT OUR STAFF WERE REQUIRED TO HAVE SO PART TWO I KNOW THAT OUR STAFF WERE REQUIRED TO HAVE OFFICE HOURS AND THAT'S THE STAFF WERE REQUIRED TO HAVE OFFICE HOURS AND THAT'S THE STAFF WERE REQUIRED TO HAVE OFFICE HOURS AND THAT'S THE PRINCIPLES DROPPED IN ON THOSE OFFICE HOURS AND THAT'S THE PRINCIPLES DROPPED IN ON THOSE OFFICE HOURS AND THAT'S THE PRINCIPLES DROPPED IN ON THOSE OFFICE HOURS

539THE STUDENTS PRINCIPLES DROPPED IN ON THOSE OFFICE HOURS THE STUDENTS PRINCIPLES DROPPED IN ON THOSE OFFICE HOURS THE STUDENTS ATTENDED THE OFFICE HOURS WHILE OFFICE HOURS THE STUDENTS ATTENDED THE OFFICE HOURS WHILE OFFICE HOURS THE STUDENTS ATTENDED THE OFFICE HOURS WHILE IT IS NOT IS NOT THE SAME AS ATTENDED THE OFFICE HOURS WHILE IT IS NOT IS NOT THE SAME AS ATTENDED THE OFFICE HOURS WHILE IT IS NOT IS NOT THE SAME AS IN-PERSON LEARNING IT IS STILL IT IS NOT IS NOT THE SAME AS IN-PERSON LEARNING IT IS STILL IT IS NOT IS NOT THE SAME AS IN-PERSON LEARNING IT IS STILL WORK FOR THE STAFF. IN-PERSON LEARNING IT IS STILL WORK FOR THE STAFF. IN-PERSON LEARNING IT IS STILL WORK FOR THE STAFF. IT IS STILL WORK FOR STUDENTS WORK FOR THE STAFF.

540IT IS STILL WORK FOR STUDENTS WORK FOR THE STAFF. IT IS STILL WORK FOR STUDENTS IN MY OWN CHILDREN WILL TELL IT IS STILL WORK FOR STUDENTS IN MY OWN CHILDREN WILL TELL IT IS STILL WORK FOR STUDENTS IN MY OWN CHILDREN WILL TELL YOU THEY DEFINITELY WORKED OVER IN MY OWN CHILDREN WILL TELL YOU THEY DEFINITELY WORKED OVER IN MY OWN CHILDREN WILL TELL YOU THEY DEFINITELY WORKED OVER THE SNOW DAYS AND NOT YOU THEY DEFINITELY WORKED OVER THE SNOW DAYS AND NOT YOU THEY DEFINITELY WORKED OVER THE SNOW DAYS AND NOT WILLINGLY. THE SNOW DAYS AND NOT WILLINGLY. THE SNOW DAYS AND NOT WILLINGLY. >> THE OTHER THING THOUGH THAT WILLINGLY. >> THE OTHER THING THOUGH THAT WILLINGLY. >> THE OTHER THING THOUGH THAT I THAT I DID WANT TO SAY IS >>

541THE OTHER THING THOUGH THAT I THAT I DID WANT TO SAY IS >> THE OTHER THING THOUGH THAT I THAT I DID WANT TO SAY IS THAT BECAUSE WE HAVE ONE I THAT I DID WANT TO SAY IS THAT BECAUSE WE HAVE ONE I THAT I DID WANT TO SAY IS THAT BECAUSE WE HAVE ONE HUNDRED AND EIGHTY ONE HOUR A THAT BECAUSE WE HAVE ONE HUNDRED AND EIGHTY ONE HOUR A THAT BECAUSE WE HAVE ONE HUNDRED AND EIGHTY ONE HOUR A DAY CALENDAR IT WAS BROUGHT UP HUNDRED AND EIGHTY ONE HOUR A DAY CALENDAR IT WAS BROUGHT UP HUNDRED AND EIGHTY ONE HOUR A DAY CALENDAR IT WAS BROUGHT UP THAT WE ARE IN OUR SEATS THEY DAY CALENDAR IT WAS BROUGHT UP THAT WE ARE IN OUR SEATS THEY DAY CALENDAR IT WAS

542BROUGHT UP THAT WE ARE IN OUR SEATS THEY HAVE OUR STUDENTS HAVE ALMOST A THAT WE ARE IN OUR SEATS THEY HAVE OUR STUDENTS HAVE ALMOST A THAT WE ARE IN OUR SEATS THEY HAVE OUR STUDENTS HAVE ALMOST A WEEK MORE TIME BASED ON THAT HAVE OUR STUDENTS HAVE ALMOST A WEEK MORE TIME BASED ON THAT HAVE OUR STUDENTS HAVE ALMOST A WEEK MORE TIME BASED ON THAT CALENDAR. WEEK MORE TIME BASED ON THAT CALENDAR. WEEK MORE TIME BASED ON THAT CALENDAR. SO I DON'T KNOW THAT I AM CALENDAR. SO I DON'T KNOW THAT I AM CALENDAR. SO I DON'T KNOW THAT I AM FEELING TAKING AWAY THE TWO SO I DON'T KNOW THAT I AM FEELING TAKING AWAY THE TWO SO I DON'T KNOW THAT I AM FEELING TAKING AWAY THE TWO STAFF HALF

543DAYS THAT WE AGREED FEELING TAKING AWAY THE TWO STAFF HALF DAYS THAT WE AGREED FEELING TAKING AWAY THE TWO STAFF HALF DAYS THAT WE AGREED THAT THEY NEEDED. STAFF HALF DAYS THAT WE AGREED THAT THEY NEEDED. STAFF HALF DAYS THAT WE AGREED THAT THEY NEEDED. DOES MAKES SENSE BECAUSE I FEEL THAT THEY NEEDED. DOES MAKES SENSE BECAUSE I FEEL THAT THEY NEEDED. DOES MAKES SENSE BECAUSE I FEEL LIKE THE KIDS WERE WORKING THE DOES MAKES SENSE BECAUSE I FEEL LIKE THE KIDS WERE WORKING THE DOES MAKES SENSE BECAUSE I FEEL LIKE THE KIDS WERE WORKING THE WE'RE WORKING ON DURING THE LIKE THE KIDS WERE WORKING THE WE'RE WORKING ON DURING THE LIKE THE KIDS WERE WORKING THE WE'RE WORKING ON DURING THE SNOW TIME. WE'RE WORKING ON DURING THE SNOW TIME. WE'RE WORKING ON

544DURING THE SNOW TIME. WHILE IT'S NOT THE SAME AS IN SNOW TIME. WHILE IT'S NOT THE SAME AS IN SNOW TIME. WHILE IT'S NOT THE SAME AS IN PERSON WAS STILL WORK. WHILE IT'S NOT THE SAME AS IN PERSON WAS STILL WORK. WHILE IT'S NOT THE SAME AS IN PERSON WAS STILL WORK. THEY WERE STILL DOING WORK THE PERSON WAS STILL WORK. THEY WERE STILL DOING WORK THE PERSON WAS STILL WORK. THEY WERE STILL DOING WORK THE STUDENTS WERE STUDENTS WERE THEY WERE STILL DOING WORK THE STUDENTS WERE STUDENTS WERE THEY WERE STILL DOING WORK THE STUDENTS WERE STUDENTS WERE DOING THE WORK AND THESE TWO STUDENTS WERE STUDENTS WERE DOING THE WORK AND THESE TWO STUDENTS WERE STUDENTS WERE DOING THE WORK AND THESE TWO 1/2 DAYS ARE STILL NEEDED. DOING THE WORK AND

545THESE TWO 1/2 DAYS ARE STILL NEEDED. DOING THE WORK AND THESE TWO 1/2 DAYS ARE STILL NEEDED. SO THAT'S KIND OF I GUESS THE 1/2 DAYS ARE STILL NEEDED. SO THAT'S KIND OF I GUESS THE 1/2 DAYS ARE STILL NEEDED. SO THAT'S KIND OF I GUESS THE COMMENTS I DON'T REALLY THINK SO THAT'S KIND OF I GUESS THE COMMENTS I DON'T REALLY THINK SO THAT'S KIND OF I GUESS THE COMMENTS I DON'T REALLY THINK ANY QUESTIONS. COMMENTS I DON'T REALLY THINK ANY QUESTIONS. COMMENTS I DON'T REALLY THINK ANY QUESTIONS. SORRY. ANY QUESTIONS. SORRY. ANY QUESTIONS. SORRY. OH MISS I WOULD I WOULD SORRY. OH MISS I WOULD I WOULD SORRY. OH MISS I WOULD I WOULD NORMALLY AGREE WITH YOU. OH MISS I WOULD I WOULD NORMALLY AGREE WITH YOU. OH MISS I WOULD I

546WOULD NORMALLY AGREE WITH YOU. HOWEVER IN THIS CASE THE POINT NORMALLY AGREE WITH YOU. HOWEVER IN THIS CASE THE POINT NORMALLY AGREE WITH YOU. HOWEVER IN THIS CASE THE POINT YOU MADE ABOUT THE STUDENTS AND HOWEVER IN THIS CASE THE POINT YOU MADE ABOUT THE STUDENTS AND HOWEVER IN THIS CASE THE POINT YOU MADE ABOUT THE STUDENTS AND I THINK ABOUT THE GOVERNOR YOU MADE ABOUT THE STUDENTS AND I THINK ABOUT THE GOVERNOR YOU MADE ABOUT THE STUDENTS AND I THINK ABOUT THE GOVERNOR SCHOOL KIDS AND THE FACT THAT I THINK ABOUT THE GOVERNOR SCHOOL KIDS AND THE FACT THAT I THINK ABOUT THE GOVERNOR SCHOOL KIDS AND THE FACT THAT THOSE STUDENTS MISS FIVE DAYS SCHOOL KIDS AND THE FACT THAT THOSE STUDENTS MISS FIVE DAYS SCHOOL KIDS AND THE FACT THAT THOSE STUDENTS

547MISS FIVE DAYS OF REHEARSALS FOR THEIR THOSE STUDENTS MISS FIVE DAYS OF REHEARSALS FOR THEIR THOSE STUDENTS MISS FIVE DAYS OF REHEARSALS FOR THEIR UPCOMING SHOW AND THOSE OF REHEARSALS FOR THEIR UPCOMING SHOW AND THOSE OF REHEARSALS FOR THEIR UPCOMING SHOW AND THOSE STUDENTS RELY ON TRANSPORTATION UPCOMING SHOW AND THOSE STUDENTS RELY ON TRANSPORTATION UPCOMING SHOW AND THOSE STUDENTS RELY ON TRANSPORTATION AND WITHOUT SCHOOL STUDENTS RELY ON TRANSPORTATION AND WITHOUT SCHOOL STUDENTS RELY ON TRANSPORTATION AND WITHOUT SCHOOL TRANSPORTATION TO THOSE AND WITHOUT SCHOOL TRANSPORTATION TO THOSE AND WITHOUT SCHOOL TRANSPORTATION TO THOSE PROGRAMS THEY JUST CAN'T SHOW TRANSPORTATION TO THOSE PROGRAMS THEY JUST CAN'T SHOW TRANSPORTATION TO THOSE PROGRAMS THEY JUST CAN'T SHOW UP SOME KIDS AT GOVERNOR ONCE PROGRAMS THEY JUST CAN'T SHOW UP SOME KIDS AT GOVERNOR ONCE PROGRAMS THEY JUST CAN'T SHOW

548UP SOME KIDS AT GOVERNOR ONCE THEY WILL JUST GET IN THE CAR UP SOME KIDS AT GOVERNOR ONCE THEY WILL JUST GET IN THE CAR UP SOME KIDS AT GOVERNOR ONCE THEY WILL JUST GET IN THE CAR AND GO JUST TO SHOW UP BUT THEY WILL JUST GET IN THE CAR AND GO JUST TO SHOW UP BUT THEY WILL JUST GET IN THE CAR AND GO JUST TO SHOW UP BUT THERE ARE A LOT OF KIDS THAT AND GO JUST TO SHOW UP BUT THERE ARE A LOT OF KIDS THAT AND GO JUST TO SHOW UP BUT THERE ARE A LOT OF KIDS THAT DON'T HAVE THE LUXURY OF THAT THERE ARE A LOT OF KIDS THAT DON'T HAVE THE LUXURY OF THAT THERE ARE A LOT OF KIDS THAT DON'T HAVE THE LUXURY OF

549THAT TRANSPORTATION TO THOSE DON'T HAVE THE LUXURY OF THAT TRANSPORTATION TO THOSE DON'T HAVE THE LUXURY OF THAT TRANSPORTATION TO THOSE PROGRAMS AND SO BECAUSE THEY'VE TRANSPORTATION TO THOSE PROGRAMS AND SO BECAUSE THEY'VE TRANSPORTATION TO THOSE PROGRAMS AND SO BECAUSE THEY'VE ALREADY MISSED FIVE DAYS THAT PROGRAMS AND SO BECAUSE THEY'VE ALREADY MISSED FIVE DAYS THAT PROGRAMS AND SO BECAUSE THEY'VE ALREADY MISSED FIVE DAYS THAT THAT'S WHAT'S BRINGING ME PAUSE ALREADY MISSED FIVE DAYS THAT THAT'S WHAT'S BRINGING ME PAUSE ALREADY MISSED FIVE DAYS THAT THAT'S WHAT'S BRINGING ME PAUSE THIS ONE AND AGREEMENT WITH THE THAT'S WHAT'S BRINGING ME PAUSE THIS ONE AND AGREEMENT WITH THE THAT'S WHAT'S BRINGING ME PAUSE THIS ONE AND AGREEMENT WITH THE SUPERINTENDENT THIS TIME. THIS ONE AND AGREEMENT WITH THE SUPERINTENDENT THIS TIME. THIS ONE AND AGREEMENT WITH THE SUPERINTENDENT

550THIS TIME. THANK YOU I JUST WANTED TO ASK SUPERINTENDENT THIS TIME. THANK YOU I JUST WANTED TO ASK SUPERINTENDENT THIS TIME. THANK YOU I JUST WANTED TO ASK WAS THE ASK WAS THE GOVERNOR THANK YOU I JUST WANTED TO ASK WAS THE ASK WAS THE GOVERNOR THANK YOU I JUST WANTED TO ASK WAS THE ASK WAS THE GOVERNOR SCHOOL OPEN DURING THE OK WAS THE ASK WAS THE GOVERNOR SCHOOL OPEN DURING THE OK WAS THE ASK WAS THE GOVERNOR SCHOOL OPEN DURING THE OK THAT'S JUST WITH MY QUESTION. SCHOOL OPEN DURING THE OK THAT'S JUST WITH MY QUESTION. SCHOOL OPEN DURING THE OK THAT'S JUST WITH MY QUESTION. I DO KNOW THAT MY OWN CHILD IS THAT'S JUST WITH MY QUESTION. I DO KNOW THAT MY OWN CHILD IS THAT'S JUST WITH MY QUESTION. I

551DO KNOW THAT MY OWN CHILD IS A MUSICIAN AND DURING INCLEMENT I DO KNOW THAT MY OWN CHILD IS A MUSICIAN AND DURING INCLEMENT I DO KNOW THAT MY OWN CHILD IS A MUSICIAN AND DURING INCLEMENT WHETHER HE WAS PRACTICING AT A MUSICIAN AND DURING INCLEMENT WHETHER HE WAS PRACTICING AT A MUSICIAN AND DURING INCLEMENT WHETHER HE WAS PRACTICING AT HOME HAD HIS MUSIC, HAD HIS WHETHER HE WAS PRACTICING AT HOME HAD HIS MUSIC, HAD HIS WHETHER HE WAS PRACTICING AT HOME HAD HIS MUSIC, HAD HIS INSTRUMENT I KNOW IT'S NOT THE HOME HAD HIS MUSIC, HAD HIS INSTRUMENT I KNOW IT'S NOT THE HOME HAD HIS MUSIC, HAD HIS INSTRUMENT I KNOW IT'S NOT THE SAME AS HAVING A FULL ORCHESTRA INSTRUMENT I KNOW IT'S NOT THE SAME AS HAVING A FULL ORCHESTRA INSTRUMENT

552I KNOW IT'S NOT THE SAME AS HAVING A FULL ORCHESTRA AGAIN IT WAS FIVE DAYS SO MY MY SAME AS HAVING A FULL ORCHESTRA AGAIN IT WAS FIVE DAYS SO MY MY SAME AS HAVING A FULL ORCHESTRA AGAIN IT WAS FIVE DAYS SO MY MY POINT DR. ROBERTSON WAS OH I'M AGAIN IT WAS FIVE DAYS SO MY MY POINT DR. ROBERTSON WAS OH I'M AGAIN IT WAS FIVE DAYS SO MY MY POINT DR. ROBERTSON WAS OH I'M SORRY MR. OK, MR. CUMMINGS, I POINT DR. ROBERTSON WAS OH I'M SORRY MR. OK, MR. CUMMINGS, I POINT DR. ROBERTSON WAS OH I'M SORRY MR. OK, MR. CUMMINGS, I THINK I'M TRYING TO UNDERSTAND SORRY MR. OK, MR. CUMMINGS, I THINK I'M TRYING TO UNDERSTAND SORRY MR. OK, MR. CUMMINGS, I THINK I'M TRYING TO UNDERSTAND WHAT THE

553WHAT CRITERIA WE WOULD THINK I'M TRYING TO UNDERSTAND WHAT THE WHAT CRITERIA WE WOULD THINK I'M TRYING TO UNDERSTAND WHAT THE WHAT CRITERIA WE WOULD BE LOOKING AT FROM AN OUTCOMES WHAT THE WHAT CRITERIA WE WOULD BE LOOKING AT FROM AN OUTCOMES WHAT THE WHAT CRITERIA WE WOULD BE LOOKING AT FROM AN OUTCOMES PERSPECTIVE TO WANT TO MAKE A BE LOOKING AT FROM AN OUTCOMES PERSPECTIVE TO WANT TO MAKE A BE LOOKING AT FROM AN OUTCOMES PERSPECTIVE TO WANT TO MAKE A CALENDAR CHANGE TO SAY THAT, PERSPECTIVE TO WANT TO MAKE A CALENDAR CHANGE TO SAY THAT, PERSPECTIVE TO WANT TO MAKE A CALENDAR CHANGE TO SAY THAT, YOU KNOW, IF WE DO X THIS WILL CALENDAR CHANGE TO SAY THAT, YOU KNOW, IF WE DO X THIS WILL CALENDAR CHANGE TO SAY THAT, YOU

554KNOW, IF WE DO X THIS WILL IMPROVE THE EXPERIENCE FOR THE YOU KNOW, IF WE DO X THIS WILL IMPROVE THE EXPERIENCE FOR THE YOU KNOW, IF WE DO X THIS WILL IMPROVE THE EXPERIENCE FOR THE FOR THE STUDENT FOR THE STUDENT IMPROVE THE EXPERIENCE FOR THE FOR THE STUDENT FOR THE STUDENT IMPROVE THE EXPERIENCE FOR THE FOR THE STUDENT FOR THE STUDENT LEARNING PERFORMANCE BASED ON FOR THE STUDENT FOR THE STUDENT LEARNING PERFORMANCE BASED ON FOR THE STUDENT FOR THE STUDENT LEARNING PERFORMANCE BASED ON MISSED SNOW BASED ON THE ON THE LEARNING PERFORMANCE BASED ON MISSED SNOW BASED ON THE ON THE LEARNING PERFORMANCE BASED ON MISSED SNOW BASED ON THE ON THE SNOW DAYS AND THE ASYNCHRONOUS MISSED SNOW BASED ON THE ON THE SNOW DAYS AND THE ASYNCHRONOUS MISSED SNOW BASED ON

555THE ON THE SNOW DAYS AND THE ASYNCHRONOUS OR DO THEY THINK LEARNING SO BE SNOW DAYS AND THE ASYNCHRONOUS OR DO THEY THINK LEARNING SO BE SNOW DAYS AND THE ASYNCHRONOUS OR DO THEY THINK LEARNING SO BE KIND OF CURIOUS YOU IS THERE OR DO THEY THINK LEARNING SO BE KIND OF CURIOUS YOU IS THERE OR DO THEY THINK LEARNING SO BE KIND OF CURIOUS YOU IS THERE GOBS OF MISSING ASSIGNMENTS DO KIND OF CURIOUS YOU IS THERE GOBS OF MISSING ASSIGNMENTS DO KIND OF CURIOUS YOU IS THERE GOBS OF MISSING ASSIGNMENTS DO WE SEE LACK OF , YOU KNOW, WORK GOBS OF MISSING ASSIGNMENTS DO WE SEE LACK OF , YOU KNOW, WORK GOBS OF MISSING ASSIGNMENTS DO WE SEE LACK OF , YOU KNOW, WORK BEING SUBMITTED DO WE SEE WE SEE LACK

556OF , YOU KNOW, WORK BEING SUBMITTED DO WE SEE WE SEE LACK OF , YOU KNOW, WORK BEING SUBMITTED DO WE SEE DETRIMENTAL LIKE GRADES AND BEING SUBMITTED DO WE SEE DETRIMENTAL LIKE GRADES AND BEING SUBMITTED DO WE SEE DETRIMENTAL LIKE GRADES AND THINGS LIKE THAT? DETRIMENTAL LIKE GRADES AND THINGS LIKE THAT? DETRIMENTAL LIKE GRADES AND THINGS LIKE THAT? MY MAJOR CONCERN IS THAT YOU THINGS LIKE THAT? MY MAJOR CONCERN IS THAT YOU THINGS LIKE THAT? MY MAJOR CONCERN IS THAT YOU KNOW AS A BOARD WE'VE RECEIVED MY MAJOR CONCERN IS THAT YOU KNOW AS A BOARD WE'VE RECEIVED MY MAJOR CONCERN IS THAT YOU KNOW AS A BOARD WE'VE RECEIVED WE'VE RECEIVE A LOT OF EMAILS KNOW AS A BOARD WE'VE RECEIVED WE'VE RECEIVE A LOT OF EMAILS KNOW AS A BOARD WE'VE RECEIVED

557WE'VE RECEIVE A LOT OF EMAILS IN THE PAST WEEK AND I WE'VE RECEIVE A LOT OF EMAILS IN THE PAST WEEK AND I WE'VE RECEIVE A LOT OF EMAILS IN THE PAST WEEK AND I ENCOURAGE FOLKS TO KEEP ON IN THE PAST WEEK AND I ENCOURAGE FOLKS TO KEEP ON IN THE PAST WEEK AND I ENCOURAGE FOLKS TO KEEP ON COMMUNICATING WHERE STAFFORD ENCOURAGE FOLKS TO KEEP ON COMMUNICATING WHERE STAFFORD ENCOURAGE FOLKS TO KEEP ON COMMUNICATING WHERE STAFFORD DEFINITELY COMMUNICATING THAT COMMUNICATING WHERE STAFFORD DEFINITELY COMMUNICATING THAT COMMUNICATING WHERE STAFFORD DEFINITELY COMMUNICATING THAT THEY'RE FEELING HEAT DEFINITELY COMMUNICATING THAT THEY'RE FEELING HEAT DEFINITELY COMMUNICATING THAT THEY'RE FEELING HEAT OF ADMINISTRATION WORK AND I THEY'RE FEELING HEAT OF ADMINISTRATION WORK AND I THEY'RE FEELING HEAT OF ADMINISTRATION WORK AND I KNOW I KNOW THAT WE EARMARK OF

558ADMINISTRATION WORK AND I KNOW I KNOW THAT WE EARMARK OF ADMINISTRATION WORK AND I KNOW I KNOW THAT WE EARMARK THESE THIS TIME ARE WELL I KNOW I KNOW THAT WE EARMARK THESE THIS TIME ARE WELL I KNOW I KNOW THAT WE EARMARK THESE THIS TIME ARE WELL I WASN'T BECAUSE I WASN'T HERE THESE THIS TIME ARE WELL I WASN'T BECAUSE I WASN'T HERE THESE THIS TIME ARE WELL I WASN'T BECAUSE I WASN'T HERE WHEN AND WHEN WE VOTE ON THE WASN'T BECAUSE I WASN'T HERE WHEN AND WHEN WE VOTE ON THE WASN'T BECAUSE I WASN'T HERE WHEN AND WHEN WE VOTE ON THE CALENDAR BUT THE TIME WAS WHEN AND WHEN WE VOTE ON THE CALENDAR BUT THE TIME WAS WHEN AND WHEN WE VOTE ON THE CALENDAR BUT THE TIME WAS MARKED SO

559THAT THEY CAN DO CALENDAR BUT THE TIME WAS MARKED SO THAT THEY CAN DO CALENDAR BUT THE TIME WAS MARKED SO THAT THEY CAN DO THEIR PROFESSIONAL LEARNING MARKED SO THAT THEY CAN DO THEIR PROFESSIONAL LEARNING MARKED SO THAT THEY CAN DO THEIR PROFESSIONAL LEARNING DEVELOPMENT I'M A LITTLE THEIR PROFESSIONAL LEARNING DEVELOPMENT I'M A LITTLE THEIR PROFESSIONAL LEARNING DEVELOPMENT I'M A LITTLE HESITANT TO WANT TO CHANGE TO DEVELOPMENT I'M A LITTLE HESITANT TO WANT TO CHANGE TO DEVELOPMENT I'M A LITTLE HESITANT TO WANT TO CHANGE TO VOTE TO CHANGE TAKE AWAY THAT HESITANT TO WANT TO CHANGE TO VOTE TO CHANGE TAKE AWAY THAT HESITANT TO WANT TO CHANGE TO VOTE TO CHANGE TAKE AWAY THAT TIME FROM THEM BECAUSE I THINK VOTE TO CHANGE TAKE AWAY THAT TIME FROM THEM BECAUSE I THINK VOTE

560TO CHANGE TAKE AWAY THAT TIME FROM THEM BECAUSE I THINK THERE'S YES WE YOU KNOW COULD TIME FROM THEM BECAUSE I THINK THERE'S YES WE YOU KNOW COULD TIME FROM THEM BECAUSE I THINK THERE'S YES WE YOU KNOW COULD POTENTIALLY TOUCH MORE STUDENTS THERE'S YES WE YOU KNOW COULD POTENTIALLY TOUCH MORE STUDENTS THERE'S YES WE YOU KNOW COULD POTENTIALLY TOUCH MORE STUDENTS WITHIN AN IN-PERSON LEARNING POTENTIALLY TOUCH MORE STUDENTS WITHIN AN IN-PERSON LEARNING POTENTIALLY TOUCH MORE STUDENTS WITHIN AN IN-PERSON LEARNING BUT YOU KNOW A TEACHER DOESN'T WITHIN AN IN-PERSON LEARNING BUT YOU KNOW A TEACHER DOESN'T WITHIN AN IN-PERSON LEARNING BUT YOU KNOW A TEACHER DOESN'T HAVE DOESN'T HAVE TIME TO BUT YOU KNOW A TEACHER DOESN'T HAVE DOESN'T HAVE TIME TO BUT YOU KNOW A TEACHER DOESN'T HAVE DOESN'T HAVE TIME TO ADEQUATELY PREPARE

561YOU KNOW HAVE DOESN'T HAVE TIME TO ADEQUATELY PREPARE YOU KNOW HAVE DOESN'T HAVE TIME TO ADEQUATELY PREPARE YOU KNOW THOSE ARE THINGS THAT I WOULD ADEQUATELY PREPARE YOU KNOW THOSE ARE THINGS THAT I WOULD ADEQUATELY PREPARE YOU KNOW THOSE ARE THINGS THAT I WOULD BE THINKING ABOUT HOW THEY HOW THOSE ARE THINGS THAT I WOULD BE THINKING ABOUT HOW THEY HOW THOSE ARE THINGS THAT I WOULD BE THINKING ABOUT HOW THEY HOW THEY WOULD POTENTIALLY BE BE THINKING ABOUT HOW THEY HOW THEY WOULD POTENTIALLY BE BE THINKING ABOUT HOW THEY HOW THEY WOULD POTENTIALLY BE FACING BURNOUT WHEN THEY HAVE THEY WOULD POTENTIALLY BE FACING BURNOUT WHEN THEY HAVE THEY WOULD POTENTIALLY BE FACING BURNOUT WHEN THEY HAVE THAT WHEN THEY HAVE THAT TIME FACING BURNOUT WHEN THEY HAVE THAT WHEN THEY HAVE THAT TIME

562FACING BURNOUT WHEN THEY HAVE THAT WHEN THEY HAVE THAT TIME EARMARKED FOR CATCHING UP THAT WHEN THEY HAVE THAT TIME EARMARKED FOR CATCHING UP THAT WHEN THEY HAVE THAT TIME EARMARKED FOR CATCHING UP GRADING OR YOU KNOW DOING THE EARMARKED FOR CATCHING UP GRADING OR YOU KNOW DOING THE EARMARKED FOR CATCHING UP GRADING OR YOU KNOW DOING THE THINGS THAT THINGS THAT THEY GRADING OR YOU KNOW DOING THE THINGS THAT THINGS THAT THEY GRADING OR YOU KNOW DOING THE THINGS THAT THINGS THAT THEY HAD PLANNED PREVIOUSLY SO THOSE THINGS THAT THINGS THAT THEY HAD PLANNED PREVIOUSLY SO THOSE THINGS THAT THINGS THAT THEY HAD PLANNED PREVIOUSLY SO THOSE ARE KIND OF MY THOUGHTS GOING HAD PLANNED PREVIOUSLY SO THOSE ARE KIND OF MY THOUGHTS GOING HAD PLANNED PREVIOUSLY SO THOSE ARE KIND OF MY THOUGHTS

563GOING INTO THIS AND PROBABLY A LITTLE ARE KIND OF MY THOUGHTS GOING INTO THIS AND PROBABLY A LITTLE ARE KIND OF MY THOUGHTS GOING INTO THIS AND PROBABLY A LITTLE BIT OF WHAT WE HEAR MORE ABOUT INTO THIS AND PROBABLY A LITTLE BIT OF WHAT WE HEAR MORE ABOUT INTO THIS AND PROBABLY A LITTLE BIT OF WHAT WE HEAR MORE ABOUT >> SO I WOULD I WOULD OFF TO BIT OF WHAT WE HEAR MORE ABOUT >> SO I WOULD I WOULD OFF TO BIT OF WHAT WE HEAR MORE ABOUT >> SO I WOULD I WOULD OFF TO MISS CUMMINGS. >> SO I WOULD I WOULD OFF TO MISS CUMMINGS. >> SO I WOULD I WOULD OFF TO MISS CUMMINGS. I CAN'T GIVE YOU A QUANTITATIVE MISS CUMMINGS. I CAN'T GIVE YOU A QUANTITATIVE MISS CUMMINGS.

564I CAN'T GIVE YOU A QUANTITATIVE DATA AS A RESPONSE IN TERMS I CAN'T GIVE YOU A QUANTITATIVE DATA AS A RESPONSE IN TERMS I CAN'T GIVE YOU A QUANTITATIVE DATA AS A RESPONSE IN TERMS OF WHAT'S THE IMPACT OF WHETHER DATA AS A RESPONSE IN TERMS OF WHAT'S THE IMPACT OF WHETHER DATA AS A RESPONSE IN TERMS OF WHAT'S THE IMPACT OF WHETHER OR NOT WE DO OR DON'T OWN EARLY OF WHAT'S THE IMPACT OF WHETHER OR NOT WE DO OR DON'T OWN EARLY OF WHAT'S THE IMPACT OF WHETHER OR NOT WE DO OR DON'T OWN EARLY RELEASE DAYS BUT I CAN'T GIVE OR NOT WE DO OR DON'T OWN EARLY RELEASE DAYS BUT I CAN'T GIVE OR NOT WE DO OR DON'T OWN EARLY RELEASE DAYS BUT I CAN'T GIVE YOU SOME SOME DATA

565RELATED TO RELEASE DAYS BUT I CAN'T GIVE YOU SOME SOME DATA RELATED TO RELEASE DAYS BUT I CAN'T GIVE YOU SOME SOME DATA RELATED TO PROGRAMING AND AS I NOTED THOSE YOU SOME SOME DATA RELATED TO PROGRAMING AND AS I NOTED THOSE YOU SOME SOME DATA RELATED TO PROGRAMING AND AS I NOTED THOSE STUDENTS THAT ARE 10 THOSE PROGRAMING AND AS I NOTED THOSE STUDENTS THAT ARE 10 THOSE PROGRAMING AND AS I NOTED THOSE STUDENTS THAT ARE 10 THOSE AFTERNOON PROGRAMS AND THOSE AT STUDENTS THAT ARE 10 THOSE AFTERNOON PROGRAMS AND THOSE AT STUDENTS THAT ARE 10 THOSE AFTERNOON PROGRAMS AND THOSE AT TECH CENTER ENVIRONMENTAL AFTERNOON PROGRAMS AND THOSE AT TECH CENTER ENVIRONMENTAL AFTERNOON PROGRAMS AND THOSE AT TECH CENTER ENVIRONMENTAL CENTER GOVERNOR SCHOOL FOR THE TECH CENTER ENVIRONMENTAL CENTER GOVERNOR SCHOOL FOR THE

566TECH CENTER ENVIRONMENTAL CENTER GOVERNOR SCHOOL FOR THE ARTS THEY WOULD HAVE TO PROVIDE CENTER GOVERNOR SCHOOL FOR THE ARTS THEY WOULD HAVE TO PROVIDE CENTER GOVERNOR SCHOOL FOR THE ARTS THEY WOULD HAVE TO PROVIDE TRANSPORTATION ALL THE OTHER ARTS THEY WOULD HAVE TO PROVIDE TRANSPORTATION ALL THE OTHER ARTS THEY WOULD HAVE TO PROVIDE TRANSPORTATION ALL THE OTHER PROGRAMS WOULD NOT MEET WOULD TRANSPORTATION ALL THE OTHER PROGRAMS WOULD NOT MEET WOULD TRANSPORTATION ALL THE OTHER PROGRAMS WOULD NOT MEET WOULD NOT MEET FOR THOSE TWO DAYS AND PROGRAMS WOULD NOT MEET WOULD NOT MEET FOR THOSE TWO DAYS AND PROGRAMS WOULD NOT MEET WOULD NOT MEET FOR THOSE TWO DAYS AND I DO NOT WANT ANY TEACHER I NOT MEET FOR THOSE TWO DAYS AND I DO NOT WANT ANY TEACHER I NOT MEET FOR THOSE TWO

567DAYS AND I DO NOT WANT ANY TEACHER I FEEL LIKE I'M SAYING WELL YOU I DO NOT WANT ANY TEACHER I FEEL LIKE I'M SAYING WELL YOU I DO NOT WANT ANY TEACHER I FEEL LIKE I'M SAYING WELL YOU DIDN'T WORK THOSE ASYNCHRONOUS FEEL LIKE I'M SAYING WELL YOU DIDN'T WORK THOSE ASYNCHRONOUS FEEL LIKE I'M SAYING WELL YOU DIDN'T WORK THOSE ASYNCHRONOUS DAYS I'M NOT SAYING THAT I'M DIDN'T WORK THOSE ASYNCHRONOUS DAYS I'M NOT SAYING THAT I'M DIDN'T WORK THOSE ASYNCHRONOUS DAYS I'M NOT SAYING THAT I'M THAT. DAYS I'M NOT SAYING THAT I'M THAT. DAYS I'M NOT SAYING THAT I'M THAT. I'M SAYING YOU WERE SO GOOD THAT. I'M SAYING YOU WERE SO GOOD THAT. I'M SAYING YOU WERE SO GOOD THAT THERE'S NO SUBSTITUTE FOR I'M SAYING YOU WERE SO GOOD THAT THERE'S NO

568SUBSTITUTE FOR I'M SAYING YOU WERE SO GOOD THAT THERE'S NO SUBSTITUTE FOR KIDS BEING IN YOUR CLASSROOM THAT THERE'S NO SUBSTITUTE FOR KIDS BEING IN YOUR CLASSROOM THAT THERE'S NO SUBSTITUTE FOR KIDS BEING IN YOUR CLASSROOM RECEIVING DIRECT INSTRUCTION KIDS BEING IN YOUR CLASSROOM RECEIVING DIRECT INSTRUCTION KIDS BEING IN YOUR CLASSROOM RECEIVING DIRECT INSTRUCTION FROM YOU AS MUCH AS HUMANLY RECEIVING DIRECT INSTRUCTION FROM YOU AS MUCH AS HUMANLY RECEIVING DIRECT INSTRUCTION FROM YOU AS MUCH AS HUMANLY POSSIBLE GIVEN OUR OUR FROM YOU AS MUCH AS HUMANLY POSSIBLE GIVEN OUR OUR FROM YOU AS MUCH AS HUMANLY POSSIBLE GIVEN OUR OUR EXPECTATIONS OF EXCELLENCE IN POSSIBLE GIVEN OUR OUR EXPECTATIONS OF EXCELLENCE IN POSSIBLE GIVEN OUR OUR EXPECTATIONS OF EXCELLENCE IN THE SCHOOL DIVISION THERE IS EXPECTATIONS OF EXCELLENCE IN THE SCHOOL DIVISION THERE IS EXPECTATIONS

569OF EXCELLENCE IN THE SCHOOL DIVISION THERE IS ONE CHALLENGE IF WE WAIT TILL THE SCHOOL DIVISION THERE IS ONE CHALLENGE IF WE WAIT TILL THE SCHOOL DIVISION THERE IS ONE CHALLENGE IF WE WAIT TILL MARCH 11TH IF WE WAIT UNTIL ONE CHALLENGE IF WE WAIT TILL MARCH 11TH IF WE WAIT UNTIL ONE CHALLENGE IF WE WAIT TILL MARCH 11TH IF WE WAIT UNTIL MARCH 11TH THE VOTE, THEN I'M MARCH 11TH IF WE WAIT UNTIL MARCH 11TH THE VOTE, THEN I'M MARCH 11TH IF WE WAIT UNTIL MARCH 11TH THE VOTE, THEN I'M GOING TO AMEND THIS TO MARCH 11TH THE VOTE, THEN I'M GOING TO AMEND THIS TO MARCH 11TH THE VOTE, THEN I'M GOING TO AMEND THIS TO ELIMINATE MARCH 13TH BECAUSE GOING TO AMEND THIS TO ELIMINATE MARCH 13TH BECAUSE GOING TO AMEND THIS

570TO ELIMINATE MARCH 13TH BECAUSE THEN I THINK IT'S IT'S A POOR ELIMINATE MARCH 13TH BECAUSE THEN I THINK IT'S IT'S A POOR ELIMINATE MARCH 13TH BECAUSE THEN I THINK IT'S IT'S A POOR DECISION TO MAKE A VOTE ON A THEN I THINK IT'S IT'S A POOR DECISION TO MAKE A VOTE ON A THEN I THINK IT'S IT'S A POOR DECISION TO MAKE A VOTE ON A TUESDAY TO CHANGE SCHEDULE ON DECISION TO MAKE A VOTE ON A TUESDAY TO CHANGE SCHEDULE ON DECISION TO MAKE A VOTE ON A TUESDAY TO CHANGE SCHEDULE ON THURSDAY SO IF. TUESDAY TO CHANGE SCHEDULE ON THURSDAY SO IF. TUESDAY TO CHANGE SCHEDULE ON THURSDAY SO IF. SO IF WE CAN'T GET THE VOTE THURSDAY SO IF. SO IF WE CAN'T GET THE VOTE THURSDAY SO IF. SO IF WE

571CAN'T GET THE VOTE TONIGHT UNDERSTAND WE CAN'T SO IF WE CAN'T GET THE VOTE TONIGHT UNDERSTAND WE CAN'T SO IF WE CAN'T GET THE VOTE TONIGHT UNDERSTAND WE CAN'T THEN THE RECOMMENDATION WILL TONIGHT UNDERSTAND WE CAN'T THEN THE RECOMMENDATION WILL TONIGHT UNDERSTAND WE CAN'T THEN THE RECOMMENDATION WILL RECOMMENDATION WILL COME ONLY THEN THE RECOMMENDATION WILL RECOMMENDATION WILL COME ONLY THEN THE RECOMMENDATION WILL RECOMMENDATION WILL COME ONLY TO ADDRESS APRIL THIRD AND NOT RECOMMENDATION WILL COME ONLY TO ADDRESS APRIL THIRD AND NOT RECOMMENDATION WILL COME ONLY TO ADDRESS APRIL THIRD AND NOT TO ADDRESS MARCH 13TH TO ADDRESS APRIL THIRD AND NOT TO ADDRESS MARCH 13TH TO ADDRESS APRIL THIRD AND NOT TO ADDRESS MARCH 13TH MISMANAGEMENT AND THAT THAT AND TO ADDRESS MARCH 13TH MISMANAGEMENT AND THAT THAT AND TO ADDRESS MARCH 13TH MISMANAGEMENT AND

572THAT THAT AND THAT THAT WAS MY POINT. MISMANAGEMENT AND THAT THAT AND THAT THAT WAS MY POINT. MISMANAGEMENT AND THAT THAT AND THAT THAT WAS MY POINT. SO I DON'T I DO NOT WANT TO THAT THAT WAS MY POINT. SO I DON'T I DO NOT WANT TO THAT THAT WAS MY POINT. SO I DON'T I DO NOT WANT TO RELIVE A LAST MINUTE CHANGE BUT SO I DON'T I DO NOT WANT TO RELIVE A LAST MINUTE CHANGE BUT SO I DON'T I DO NOT WANT TO RELIVE A LAST MINUTE CHANGE BUT IN I'M SORRY. RELIVE A LAST MINUTE CHANGE BUT IN I'M SORRY. RELIVE A LAST MINUTE CHANGE BUT IN I'M SORRY. I KNOW I'M YOU KNOW FALLING OUT IN I'M SORRY. I KNOW I'M YOU KNOW FALLING OUT IN I'M SORRY. I KNOW I'M

573YOU KNOW FALLING OUT OF FAVOR WITH WITH WITH SOME I KNOW I'M YOU KNOW FALLING OUT OF FAVOR WITH WITH WITH SOME I KNOW I'M YOU KNOW FALLING OUT OF FAVOR WITH WITH WITH SOME BUT WE'VE WE'VE FIVE DAYS OF FAVOR WITH WITH WITH SOME BUT WE'VE WE'VE FIVE DAYS OF FAVOR WITH WITH WITH SOME BUT WE'VE WE'VE FIVE DAYS OF IN-PERSON LEARNING AND I CAN BUT WE'VE WE'VE FIVE DAYS OF IN-PERSON LEARNING AND I CAN BUT WE'VE WE'VE FIVE DAYS OF IN-PERSON LEARNING AND I CAN TELL YOU AS A GSA MOM NONE OF IN-PERSON LEARNING AND I CAN TELL YOU AS A GSA MOM NONE OF IN-PERSON LEARNING AND I CAN TELL YOU AS A GSA MOM NONE OF THE OTHER PROGRAMS BUT AS A TELL YOU AS A GSA MOM NONE OF THE

574OTHER PROGRAMS BUT AS A TELL YOU AS A GSA MOM NONE OF THE OTHER PROGRAMS BUT AS A GSA MOM IT IT'S THAT SEVEN DAYS OF THE OTHER PROGRAMS BUT AS A GSA MOM IT IT'S THAT SEVEN DAYS OF THE OTHER PROGRAMS BUT AS A GSA MOM IT IT'S THAT SEVEN DAYS OF IN PERSON AND THAT TO BE IN GSA MOM IT IT'S THAT SEVEN DAYS OF IN PERSON AND THAT TO BE IN GSA MOM IT IT'S THAT SEVEN DAYS OF IN PERSON AND THAT TO BE IN PERSON INSTRUCTION I WORRY OF IN PERSON AND THAT TO BE IN PERSON INSTRUCTION I WORRY OF IN PERSON AND THAT TO BE IN PERSON INSTRUCTION I WORRY ABOUT OUR ENVIRONMENTAL SCIENCE PERSON INSTRUCTION I WORRY ABOUT OUR ENVIRONMENTAL SCIENCE PERSON INSTRUCTION I WORRY ABOUT OUR ENVIRONMENTAL SCIENCE

575STUDENTS I THINK I THINK I ABOUT OUR ENVIRONMENTAL SCIENCE STUDENTS I THINK I THINK I ABOUT OUR ENVIRONMENTAL SCIENCE STUDENTS I THINK I THINK I THINK SOMEBODY SHOULD MAKE A STUDENTS I THINK I THINK I THINK SOMEBODY SHOULD MAKE A STUDENTS I THINK I THINK I THINK SOMEBODY SHOULD MAKE A MOTION OR I IF IF I WOULD LIKE THINK SOMEBODY SHOULD MAKE A MOTION OR I IF IF I WOULD LIKE THINK SOMEBODY SHOULD MAKE A MOTION OR I IF IF I WOULD LIKE TO MAKE A MOTION TO HAVE IS MOTION OR I IF IF I WOULD LIKE TO MAKE A MOTION TO HAVE IS MOTION OR I IF IF I WOULD LIKE TO MAKE A MOTION TO HAVE IS ADDED TO THE ACTION ITEM OF THE TO MAKE A MOTION TO HAVE IS ADDED TO

576THE ACTION ITEM OF THE TO MAKE A MOTION TO HAVE IS ADDED TO THE ACTION ITEM OF THE AGENDA I KNOW IT'S GOING TO ADDED TO THE ACTION ITEM OF THE AGENDA I KNOW IT'S GOING TO ADDED TO THE ACTION ITEM OF THE AGENDA I KNOW IT'S GOING TO TAKE SEVEN VOTES. AGENDA I KNOW IT'S GOING TO TAKE SEVEN VOTES. AGENDA I KNOW IT'S GOING TO TAKE SEVEN VOTES. MISS MELNYK HAS MADE A MOTION TAKE SEVEN VOTES. MISS MELNYK HAS MADE A MOTION TAKE SEVEN VOTES. MISS MELNYK HAS MADE A MOTION TO MOVE THIS TO ACTION AS WELL MISS MELNYK HAS MADE A MOTION TO MOVE THIS TO ACTION AS WELL MISS MELNYK HAS MADE A MOTION TO MOVE THIS TO ACTION AS WELL SECONDED BY MR. CALLEN. TO MOVE THIS TO ACTION AS WELL

577SECONDED BY MR. CALLEN. TO MOVE THIS TO ACTION AS WELL SECONDED BY MR. CALLEN. AND WHILE WELL MADAM CLARK SECONDED BY MR. CALLEN. AND WHILE WELL MADAM CLARK SECONDED BY MR. CALLEN. AND WHILE WELL MADAM CLARK SORRY ENTERS THAT IN MISS AND WHILE WELL MADAM CLARK SORRY ENTERS THAT IN MISS AND WHILE WELL MADAM CLARK SORRY ENTERS THAT IN MISS LEONETTI DOES IT REQUIRE SEVEN SORRY ENTERS THAT IN MISS LEONETTI DOES IT REQUIRE SEVEN SORRY ENTERS THAT IN MISS LEONETTI DOES IT REQUIRE SEVEN VOTES NOW TO MOVE IT TO ACTION LEONETTI DOES IT REQUIRE SEVEN VOTES NOW TO MOVE IT TO ACTION LEONETTI DOES IT REQUIRE SEVEN VOTES NOW TO MOVE IT TO ACTION OR DOES IT JUST REQUIRE SEVEN VOTES NOW TO MOVE IT TO ACTION OR DOES IT JUST REQUIRE SEVEN VOTES NOW

578TO MOVE IT TO ACTION OR DOES IT JUST REQUIRE SEVEN VOTES AT THE POINT OF ACTION OR DOES IT JUST REQUIRE SEVEN VOTES AT THE POINT OF ACTION OR DOES IT JUST REQUIRE SEVEN VOTES AT THE POINT OF ACTION HOW MANY VOTES DOES THIS VOTES AT THE POINT OF ACTION HOW MANY VOTES DOES THIS VOTES AT THE POINT OF ACTION HOW MANY VOTES DOES THIS REQUIRE? HOW MANY VOTES DOES THIS REQUIRE? HOW MANY VOTES DOES THIS REQUIRE? IT'S THE CHANGING YOUR AGENDA REQUIRE? IT'S THE CHANGING YOUR AGENDA REQUIRE? IT'S THE CHANGING YOUR AGENDA THAT BECAUSE I SAID SO. IT'S THE CHANGING YOUR AGENDA THAT BECAUSE I SAID SO. IT'S THE CHANGING YOUR AGENDA THAT BECAUSE I SAID SO. SO THE NEXT ONE IF WROTE TO THAT BECAUSE I SAID SO. SO THE NEXT ONE IF

579WROTE TO THAT BECAUSE I SAID SO. SO THE NEXT ONE IF WROTE TO CHANGE ITS AGENDA YOUR AGENDA SO THE NEXT ONE IF WROTE TO CHANGE ITS AGENDA YOUR AGENDA SO THE NEXT ONE IF WROTE TO CHANGE ITS AGENDA YOUR AGENDA TO ADD IT ON THAT SOME OF IT CHANGE ITS AGENDA YOUR AGENDA TO ADD IT ON THAT SOME OF IT CHANGE ITS AGENDA YOUR AGENDA TO ADD IT ON THAT SOME OF IT AFTER THAT IS JUST A REGULAR TO ADD IT ON THAT SOME OF IT AFTER THAT IS JUST A REGULAR TO ADD IT ON THAT SOME OF IT AFTER THAT IS JUST A REGULAR MAJORITY VOTE THAT BECAUSE A AFTER THAT IS JUST A REGULAR MAJORITY VOTE THAT BECAUSE A AFTER THAT IS JUST A REGULAR MAJORITY VOTE THAT BECAUSE A SECOND IS

580TO GO AHEAD AND VOTE MAJORITY VOTE THAT BECAUSE A SECOND IS TO GO AHEAD AND VOTE MAJORITY VOTE THAT BECAUSE A SECOND IS TO GO AHEAD AND VOTE ON TONIGHT. SECOND IS TO GO AHEAD AND VOTE ON TONIGHT. SECOND IS TO GO AHEAD AND VOTE ON TONIGHT. OK, SO JUST FOR PURPOSES ON TONIGHT. OK, SO JUST FOR PURPOSES ON TONIGHT. OK, SO JUST FOR PURPOSES OF CLARIFICATION, THIS WILL OK, SO JUST FOR PURPOSES OF CLARIFICATION, THIS WILL OK, SO JUST FOR PURPOSES OF CLARIFICATION, THIS WILL REQUIRE SEVEN VOTES TO MOVE TO OF CLARIFICATION, THIS WILL REQUIRE SEVEN VOTES TO MOVE TO OF CLARIFICATION, THIS WILL REQUIRE SEVEN VOTES TO MOVE TO ACTION AT THIS TIME ONCE WE REQUIRE SEVEN VOTES TO MOVE TO ACTION AT THIS TIME ONCE WE REQUIRE SEVEN VOTES TO MOVE TO

581ACTION AT THIS TIME ONCE WE VOTE WITH IT PROPERLY MOTION ACTION AT THIS TIME ONCE WE VOTE WITH IT PROPERLY MOTION ACTION AT THIS TIME ONCE WE VOTE WITH IT PROPERLY MOTION SECONDED DWYRE DO YOU HAVE ANY VOTE WITH IT PROPERLY MOTION SECONDED DWYRE DO YOU HAVE ANY VOTE WITH IT PROPERLY MOTION SECONDED DWYRE DO YOU HAVE ANY DISCUSSION ABOUT THE MOTION? SECONDED DWYRE DO YOU HAVE ANY DISCUSSION ABOUT THE MOTION? SECONDED DWYRE DO YOU HAVE ANY DISCUSSION ABOUT THE MOTION? NO. DISCUSSION ABOUT THE MOTION? NO. DISCUSSION ABOUT THE MOTION? NO. OK, LET ME KNOW WHEN YOU'RE NO. OK, LET ME KNOW WHEN YOU'RE NO. OK, LET ME KNOW WHEN YOU'RE READY. OK, LET ME KNOW WHEN YOU'RE READY. OK, LET ME KNOW WHEN YOU'RE READY. RIGHT. READY. RIGHT. READY. RIGHT. ANY FURTHER DISCUSSION ON

582THAT RIGHT. ANY FURTHER DISCUSSION ON THAT RIGHT. ANY FURTHER DISCUSSION ON THAT MOTION SEEING NONE WHEN THE ANY FURTHER DISCUSSION ON THAT MOTION SEEING NONE WHEN THE ANY FURTHER DISCUSSION ON THAT MOTION SEEING NONE WHEN THE VOTING BOARDS READY. MOTION SEEING NONE WHEN THE VOTING BOARDS READY. MOTION SEEING NONE WHEN THE VOTING BOARDS READY. WE WILL THAT THIS IS JUST TO VOTING BOARDS READY. WE WILL THAT THIS IS JUST TO VOTING BOARDS READY. WE WILL THAT THIS IS JUST TO MOVE IT ACTION JUST MOVING IT'S WE WILL THAT THIS IS JUST TO MOVE IT ACTION JUST MOVING IT'S WE WILL THAT THIS IS JUST TO MOVE IT ACTION JUST MOVING IT'S TO ACTION CASE MANAGER WE HAVE MOVE IT ACTION JUST MOVING IT'S TO ACTION CASE MANAGER WE HAVE MOVE IT ACTION JUST MOVING IT'S

583TO ACTION CASE MANAGER WE HAVE CHAIR WE HAVE EIGHT EYES TWO SO TO ACTION CASE MANAGER WE HAVE CHAIR WE HAVE EIGHT EYES TWO SO TO ACTION CASE MANAGER WE HAVE CHAIR WE HAVE EIGHT EYES TWO SO EMOTION DID PASS TO MOVE THE CHAIR WE HAVE EIGHT EYES TWO SO EMOTION DID PASS TO MOVE THE CHAIR WE HAVE EIGHT EYES TWO SO EMOTION DID PASS TO MOVE THE RECOMMENDATIONS TO ACTION FOR EMOTION DID PASS TO MOVE THE RECOMMENDATIONS TO ACTION FOR EMOTION DID PASS TO MOVE THE RECOMMENDATIONS TO ACTION FOR FURTHER DISCUSSION AND VOTE. RECOMMENDATIONS TO ACTION FOR FURTHER DISCUSSION AND VOTE. RECOMMENDATIONS TO ACTION FOR FURTHER DISCUSSION AND VOTE. OK, THANK YOU SO WE WILL COME FURTHER DISCUSSION AND VOTE. OK, THANK YOU SO WE WILL COME FURTHER DISCUSSION AND VOTE. OK, THANK YOU

584SO WE WILL COME BACK TO THIS THAT ACTION IF OK, THANK YOU SO WE WILL COME BACK TO THIS THAT ACTION IF OK, THANK YOU SO WE WILL COME BACK TO THIS THAT ACTION IF ANYONE HAS ANY COMMENTS AT THAT BACK TO THIS THAT ACTION IF ANYONE HAS ANY COMMENTS AT THAT BACK TO THIS THAT ACTION IF ANYONE HAS ANY COMMENTS AT THAT TIME YOU CAN CERTAINLY MAKE ANYONE HAS ANY COMMENTS AT THAT TIME YOU CAN CERTAINLY MAKE ANYONE HAS ANY COMMENTS AT THAT TIME YOU CAN CERTAINLY MAKE THEM WE'RE GOING TO MOVE ON TO TIME YOU CAN CERTAINLY MAKE THEM WE'RE GOING TO MOVE ON TO TIME YOU CAN CERTAINLY MAKE THEM WE'RE GOING TO MOVE ON TO THE CONSENT AGENDA AND WHEN WE THEM WE'RE GOING TO MOVE ON TO THE CONSENT AGENDA

585AND WHEN WE THEM WE'RE GOING TO MOVE ON TO THE CONSENT AGENDA AND WHEN WE GET TO ACTION C WE WILL GET TO THE CONSENT AGENDA AND WHEN WE GET TO ACTION C WE WILL GET TO THE CONSENT AGENDA AND WHEN WE GET TO ACTION C WE WILL GET TO THAT QUESTION SO I'M GOING TO GET TO ACTION C WE WILL GET TO THAT QUESTION SO I'M GOING TO GET TO ACTION C WE WILL GET TO THAT QUESTION SO I'M GOING TO READ THE CONSENT AGENDA ITEMS THAT QUESTION SO I'M GOING TO READ THE CONSENT AGENDA ITEMS THAT QUESTION SO I'M GOING TO READ THE CONSENT AGENDA ITEMS FINE ARTS IN OUR SCHOOLS READ THE CONSENT AGENDA ITEMS FINE ARTS IN OUR SCHOOLS READ THE CONSENT AGENDA ITEMS FINE ARTS IN OUR SCHOOLS NATIONAL WOMEN'S

586HISTORY MONTH FINE ARTS IN OUR SCHOOLS NATIONAL WOMEN'S HISTORY MONTH FINE ARTS IN OUR SCHOOLS NATIONAL WOMEN'S HISTORY MONTH WE ASBA STUDENTS IN SCHOOLS NATIONAL WOMEN'S HISTORY MONTH WE ASBA STUDENTS IN SCHOOLS NATIONAL WOMEN'S HISTORY MONTH WE ASBA STUDENTS IN SCHOOLS CHALLENGING ENVIRONMENTS MONTH WE ASBA STUDENTS IN SCHOOLS CHALLENGING ENVIRONMENTS MONTH WE ASBA STUDENTS IN SCHOOLS CHALLENGING ENVIRONMENTS MONTH NATIONAL SCHOOL SOCIAL WORK CHALLENGING ENVIRONMENTS MONTH NATIONAL SCHOOL SOCIAL WORK CHALLENGING ENVIRONMENTS MONTH NATIONAL SCHOOL SOCIAL WORK WEEK RIGHT ACROSS AMERICA AND NATIONAL SCHOOL SOCIAL WORK WEEK RIGHT ACROSS AMERICA AND NATIONAL SCHOOL SOCIAL WORK WEEK RIGHT ACROSS AMERICA AND FIRST COLONIAL HIGH SCHOOL ROUF WEEK RIGHT ACROSS AMERICA AND FIRST COLONIAL HIGH SCHOOL ROUF WEEK RIGHT ACROSS AMERICA AND FIRST COLONIAL HIGH SCHOOL ROUF REPLACEMENT'S BECAUSE EVERYBODY FIRST COLONIAL HIGH SCHOOL ROUF REPLACEMENT'S BECAUSE EVERYBODY FIRST

587COLONIAL HIGH SCHOOL ROUF REPLACEMENT'S BECAUSE EVERYBODY OK WITH VOTING ON THE CONSENT REPLACEMENT'S BECAUSE EVERYBODY OK WITH VOTING ON THE CONSENT REPLACEMENT'S BECAUSE EVERYBODY OK WITH VOTING ON THE CONSENT AGENDA AS PRESENTED I CALL FOR OK WITH VOTING ON THE CONSENT AGENDA AS PRESENTED I CALL FOR OK WITH VOTING ON THE CONSENT AGENDA AS PRESENTED I CALL FOR A MOTION TO APPROVE THE CONSENT AGENDA AS PRESENTED I CALL FOR A MOTION TO APPROVE THE CONSENT AGENDA AS PRESENTED I CALL FOR A MOTION TO APPROVE THE CONSENT AGENDA AS PRESENTED BY MR BELL A MOTION TO APPROVE THE CONSENT AGENDA AS PRESENTED BY MR BELL A MOTION TO APPROVE THE CONSENT AGENDA AS PRESENTED BY MR BELL UNSEALS SECONDED BY MRS MELNIK AGENDA AS PRESENTED BY MR BELL UNSEALS SECONDED BY MRS MELNIK AGENDA AS PRESENTED

588BY MR BELL UNSEALS SECONDED BY MRS MELNIK NOW NEED TO READ THOSE WHO HAS UNSEALS SECONDED BY MRS MELNIK NOW NEED TO READ THOSE WHO HAS UNSEALS SECONDED BY MRS MELNIK NOW NEED TO READ THOSE WHO HAS FINE ARTS IN OUR SCHOOLS SORRY NOW NEED TO READ THOSE WHO HAS FINE ARTS IN OUR SCHOOLS SORRY NOW NEED TO READ THOSE WHO HAS FINE ARTS IN OUR SCHOOLS SORRY WHERE IS FINE ARTS PROGRAM IN FINE ARTS IN OUR SCHOOLS SORRY WHERE IS FINE ARTS PROGRAM IN FINE ARTS IN OUR SCHOOLS SORRY WHERE IS FINE ARTS PROGRAM IN VIRGINIA BEACH CITY PUBLIC WHERE IS FINE ARTS PROGRAM IN VIRGINIA BEACH CITY PUBLIC WHERE IS FINE ARTS PROGRAM IN VIRGINIA BEACH CITY PUBLIC SCHOOLS PROVIDE CURRICULA VIRGINIA BEACH CITY PUBLIC SCHOOLS PROVIDE CURRICULA VIRGINIA BEACH CITY PUBLIC SCHOOLS

589PROVIDE CURRICULA CURRICULA AND EXTRACURRICULAR SCHOOLS PROVIDE CURRICULA CURRICULA AND EXTRACURRICULAR SCHOOLS PROVIDE CURRICULA CURRICULA AND EXTRACURRICULAR EXPERIENCES IN ART DANCE MUSIC CURRICULA AND EXTRACURRICULAR EXPERIENCES IN ART DANCE MUSIC CURRICULA AND EXTRACURRICULAR EXPERIENCES IN ART DANCE MUSIC AND THEATER ARTS FOR ALL EXPERIENCES IN ART DANCE MUSIC AND THEATER ARTS FOR ALL EXPERIENCES IN ART DANCE MUSIC AND THEATER ARTS FOR ALL STUDENTS MEMBERS OF THE SCHOOL AND THEATER ARTS FOR ALL STUDENTS MEMBERS OF THE SCHOOL AND THEATER ARTS FOR ALL STUDENTS MEMBERS OF THE SCHOOL COMMUNITY AND FOR THE VIRGINIA STUDENTS MEMBERS OF THE SCHOOL COMMUNITY AND FOR THE VIRGINIA STUDENTS MEMBERS OF THE SCHOOL COMMUNITY AND FOR THE VIRGINIA BEACH COMMUNITY AT LARGE. COMMUNITY AND FOR THE VIRGINIA BEACH COMMUNITY AT LARGE. COMMUNITY AND FOR THE VIRGINIA BEACH COMMUNITY AT LARGE. AND WHEREAS THE SCHOOL OF

590THE BEACH COMMUNITY AT LARGE. AND WHEREAS THE SCHOOL OF THE BEACH COMMUNITY AT LARGE. AND WHEREAS THE SCHOOL OF THE CITY OF VIRGINIA BEACH AND WHEREAS THE SCHOOL OF THE CITY OF VIRGINIA BEACH AND WHEREAS THE SCHOOL OF THE CITY OF VIRGINIA BEACH RECOGNIZES THE IMPORTANCE CITY OF VIRGINIA BEACH RECOGNIZES THE IMPORTANCE CITY OF VIRGINIA BEACH RECOGNIZES THE IMPORTANCE OF FINE ARTS TO ALL OUR RECOGNIZES THE IMPORTANCE OF FINE ARTS TO ALL OUR RECOGNIZES THE IMPORTANCE OF FINE ARTS TO ALL OUR STUDENTS NOT ONLY WHILE THEY OF FINE ARTS TO ALL OUR STUDENTS NOT ONLY WHILE THEY OF FINE ARTS TO ALL OUR STUDENTS NOT ONLY WHILE THEY ARE IN SCHOOL BUT ALSO STUDENTS NOT ONLY WHILE THEY ARE IN SCHOOL BUT ALSO STUDENTS NOT ONLY WHILE THEY ARE IN SCHOOL BUT ALSO THROUGHOUT THEIR

591LIVES AND ARE IN SCHOOL BUT ALSO THROUGHOUT THEIR LIVES AND ARE IN SCHOOL BUT ALSO THROUGHOUT THEIR LIVES AND WHEREAS ART, DANCE MUSIC AND THROUGHOUT THEIR LIVES AND WHEREAS ART, DANCE MUSIC AND THROUGHOUT THEIR LIVES AND WHEREAS ART, DANCE MUSIC AND THEATER ARTS ARE NOW AND HAVE WHEREAS ART, DANCE MUSIC AND THEATER ARTS ARE NOW AND HAVE WHEREAS ART, DANCE MUSIC AND THEATER ARTS ARE NOW AND HAVE BEEN A VITAL PART OF THE THEATER ARTS ARE NOW AND HAVE BEEN A VITAL PART OF THE THEATER ARTS ARE NOW AND HAVE BEEN A VITAL PART OF THE CURRICULUM AND INSTRUCTION BEEN A VITAL PART OF THE CURRICULUM AND INSTRUCTION BEEN A VITAL PART OF THE CURRICULUM AND INSTRUCTION PUBLIC SCHOOLS OF VIRGINIA CURRICULUM AND INSTRUCTION PUBLIC SCHOOLS OF VIRGINIA CURRICULUM AND INSTRUCTION PUBLIC SCHOOLS OF VIRGINIA

592BEACH AND WHEREAS THE MONTH PUBLIC SCHOOLS OF VIRGINIA BEACH AND WHEREAS THE MONTH PUBLIC SCHOOLS OF VIRGINIA BEACH AND WHEREAS THE MONTH OF MARCH HAS BEEN DESIGNATED AS BEACH AND WHEREAS THE MONTH OF MARCH HAS BEEN DESIGNATED AS BEACH AND WHEREAS THE MONTH OF MARCH HAS BEEN DESIGNATED AS MUSIC IN OUR SCHOOLS MONTH OF MARCH HAS BEEN DESIGNATED AS MUSIC IN OUR SCHOOLS MONTH OF MARCH HAS BEEN DESIGNATED AS MUSIC IN OUR SCHOOLS MONTH YOUTH ART AND THEATER IN THE MUSIC IN OUR SCHOOLS MONTH YOUTH ART AND THEATER IN THE MUSIC IN OUR SCHOOLS MONTH YOUTH ART AND THEATER IN THE SCHOOLS MONTH BY THEIR NATIONAL YOUTH ART AND THEATER IN THE SCHOOLS MONTH BY THEIR NATIONAL YOUTH ART AND THEATER IN THE SCHOOLS MONTH BY THEIR NATIONAL ASSOCIATIONS NOW THEREFORE BE SCHOOLS MONTH BY

593THEIR NATIONAL ASSOCIATIONS NOW THEREFORE BE SCHOOLS MONTH BY THEIR NATIONAL ASSOCIATIONS NOW THEREFORE BE RESOLVED THAT THE SCHOOL BOARD ASSOCIATIONS NOW THEREFORE BE RESOLVED THAT THE SCHOOL BOARD ASSOCIATIONS NOW THEREFORE BE RESOLVED THAT THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH RESOLVED THAT THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH RESOLVED THAT THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH RECOGNIZES THE MONTH OF MARCH THE CITY OF VIRGINIA BEACH RECOGNIZES THE MONTH OF MARCH THE CITY OF VIRGINIA BEACH RECOGNIZES THE MONTH OF MARCH TWENTY TWENTY FIVE IS FINE ARTS RECOGNIZES THE MONTH OF MARCH TWENTY TWENTY FIVE IS FINE ARTS RECOGNIZES THE MONTH OF MARCH TWENTY TWENTY FIVE IS FINE ARTS IN OUR SCHOOLS MONTH IN TWENTY TWENTY FIVE IS FINE ARTS IN OUR SCHOOLS MONTH IN TWENTY TWENTY FIVE IS FINE ARTS IN OUR

594SCHOOLS MONTH IN VIRGINIA BEACH CITY PUBLIC IN OUR SCHOOLS MONTH IN VIRGINIA BEACH CITY PUBLIC IN OUR SCHOOLS MONTH IN VIRGINIA BEACH CITY PUBLIC SCHOOLS AND BE AT FURTHER VIRGINIA BEACH CITY PUBLIC SCHOOLS AND BE AT FURTHER VIRGINIA BEACH CITY PUBLIC SCHOOLS AND BE AT FURTHER RESOLVED THAT THE SCHOOL BOARD SCHOOLS AND BE AT FURTHER RESOLVED THAT THE SCHOOL BOARD SCHOOLS AND BE AT FURTHER RESOLVED THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH RESOLVED THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH RESOLVED THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH EXPRESSES IT'S APPRECIATION TO OF THE CITY OF VIRGINIA BEACH EXPRESSES IT'S APPRECIATION TO OF THE CITY OF VIRGINIA BEACH EXPRESSES IT'S APPRECIATION TO OUR FINE ARTS EDUCATORS FOR EXPRESSES IT'S APPRECIATION TO OUR FINE ARTS EDUCATORS FOR EXPRESSES

595IT'S APPRECIATION TO OUR FINE ARTS EDUCATORS FOR ENHANCING OUR LIVES AND THE OUR FINE ARTS EDUCATORS FOR ENHANCING OUR LIVES AND THE OUR FINE ARTS EDUCATORS FOR ENHANCING OUR LIVES AND THE LIVES OF OUR CHILDREN THROUGH ENHANCING OUR LIVES AND THE LIVES OF OUR CHILDREN THROUGH ENHANCING OUR LIVES AND THE LIVES OF OUR CHILDREN THROUGH ART DANCE MUSIC AND THEATER LIVES OF OUR CHILDREN THROUGH ART DANCE MUSIC AND THEATER LIVES OF OUR CHILDREN THROUGH ART DANCE MUSIC AND THEATER ARTS AND BE IT FURTHER RESULTS ART DANCE MUSIC AND THEATER ARTS AND BE IT FURTHER RESULTS ART DANCE MUSIC AND THEATER ARTS AND BE IT FURTHER RESULTS THAT A COPY OF THIS RESOLUTION ARTS AND BE IT FURTHER RESULTS THAT A COPY OF THIS RESOLUTION ARTS AND BE IT FURTHER RESULTS THAT A COPY OF THIS

596RESOLUTION BE SPREAD ACROSS THE OFFICIAL THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD ADOPTED BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD ADOPTED BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD ADOPTED BY THE SCHOOL BOARD CITY MINUTES OF THIS BOARD ADOPTED BY THE SCHOOL BOARD CITY MINUTES OF THIS BOARD ADOPTED BY THE SCHOOL BOARD CITY OF VIRGINIA BEACH, VIRGINIA BY THE SCHOOL BOARD CITY OF VIRGINIA BEACH, VIRGINIA BY THE SCHOOL BOARD CITY OF VIRGINIA BEACH, VIRGINIA THIS TWENTY FIFTH DAY FEBRUARY OF VIRGINIA BEACH, VIRGINIA THIS TWENTY FIFTH DAY FEBRUARY OF VIRGINIA BEACH, VIRGINIA THIS TWENTY FIFTH DAY FEBRUARY TWENTY TWENTY FIVE DISAPPEARED THIS TWENTY FIFTH DAY FEBRUARY TWENTY TWENTY FIVE DISAPPEARED THIS TWENTY FIFTH DAY

597FEBRUARY TWENTY TWENTY FIVE DISAPPEARED I'M SUPPOSED TO BE DOING HERE TWENTY TWENTY FIVE DISAPPEARED I'M SUPPOSED TO BE DOING HERE TWENTY TWENTY FIVE DISAPPEARED I'M SUPPOSED TO BE DOING HERE IT IS OK SO A RESOLUTION FOR I'M SUPPOSED TO BE DOING HERE IT IS OK SO A RESOLUTION FOR I'M SUPPOSED TO BE DOING HERE IT IS OK SO A RESOLUTION FOR NATIONAL WOMEN'S HISTORY MONTH IT IS OK SO A RESOLUTION FOR NATIONAL WOMEN'S HISTORY MONTH IT IS OK SO A RESOLUTION FOR NATIONAL WOMEN'S HISTORY MONTH MARCH TWENTY TWENTY FIVE NATIONAL WOMEN'S HISTORY MONTH MARCH TWENTY TWENTY FIVE NATIONAL WOMEN'S HISTORY MONTH MARCH TWENTY TWENTY FIVE WHEREAS AMERICAN WOMEN OF EVERY MARCH TWENTY TWENTY FIVE WHEREAS AMERICAN WOMEN OF EVERY MARCH TWENTY TWENTY FIVE WHEREAS AMERICAN WOMEN OF EVERY RACE, CLASS AND ETHNIC WHEREAS AMERICAN WOMEN

598OF EVERY RACE, CLASS AND ETHNIC WHEREAS AMERICAN WOMEN OF EVERY RACE, CLASS AND ETHNIC BACKGROUND HAVE MADE A STAR RACE, CLASS AND ETHNIC BACKGROUND HAVE MADE A STAR RACE, CLASS AND ETHNIC BACKGROUND HAVE MADE A STAR CONTRIBUTIONS THE GROWTH AND BACKGROUND HAVE MADE A STAR CONTRIBUTIONS THE GROWTH AND BACKGROUND HAVE MADE A STAR CONTRIBUTIONS THE GROWTH AND STRENGTH OF OUR SCHOOL DIVISION CONTRIBUTIONS THE GROWTH AND STRENGTH OF OUR SCHOOL DIVISION CONTRIBUTIONS THE GROWTH AND STRENGTH OF OUR SCHOOL DIVISION COMMUNITIES AND NATION AND STRENGTH OF OUR SCHOOL DIVISION COMMUNITIES AND NATION AND STRENGTH OF OUR SCHOOL DIVISION COMMUNITIES AND NATION AND COUNTLESS RECORDED IN RECORDED COMMUNITIES AND NATION AND COUNTLESS RECORDED IN RECORDED COMMUNITIES AND NATION AND COUNTLESS RECORDED IN RECORDED WAYS AND WHEREAS AMERICAN WOMEN COUNTLESS RECORDED IN RECORDED WAYS AND WHEREAS AMERICAN WOMEN COUNTLESS

599RECORDED IN RECORDED WAYS AND WHEREAS AMERICAN WOMEN HAVE PLAYED AND CONTINUE TO WAYS AND WHEREAS AMERICAN WOMEN HAVE PLAYED AND CONTINUE TO WAYS AND WHEREAS AMERICAN WOMEN HAVE PLAYED AND CONTINUE TO PLAY CRITICAL ECONOMIC CULTURAL HAVE PLAYED AND CONTINUE TO PLAY CRITICAL ECONOMIC CULTURAL HAVE PLAYED AND CONTINUE TO PLAY CRITICAL ECONOMIC CULTURAL AND SOCIAL ROLES IN EVERY PLAY CRITICAL ECONOMIC CULTURAL AND SOCIAL ROLES IN EVERY PLAY CRITICAL ECONOMIC CULTURAL AND SOCIAL ROLES IN EVERY SPHERE THE LIFE OF THE NATION AND SOCIAL ROLES IN EVERY SPHERE THE LIFE OF THE NATION AND SOCIAL ROLES IN EVERY SPHERE THE LIFE OF THE NATION BY CONSTITUTING A SIGNIFICANT SPHERE THE LIFE OF THE NATION BY CONSTITUTING A SIGNIFICANT SPHERE THE LIFE OF THE NATION BY CONSTITUTING A SIGNIFICANT PORTION OF THE LABOR FORCE BY CONSTITUTING A SIGNIFICANT PORTION

600OF THE LABOR FORCE BY CONSTITUTING A SIGNIFICANT PORTION OF THE LABOR FORCE WORKING INSIDE AND OUTSIDE THE PORTION OF THE LABOR FORCE WORKING INSIDE AND OUTSIDE THE PORTION OF THE LABOR FORCE WORKING INSIDE AND OUTSIDE THE HOME AND WHEREAS AMERICAN WOMEN WORKING INSIDE AND OUTSIDE THE HOME AND WHEREAS AMERICAN WOMEN WORKING INSIDE AND OUTSIDE THE HOME AND WHEREAS AMERICAN WOMEN WERE PARTICULARLY IMPORTANT IN HOME AND WHEREAS AMERICAN WOMEN WERE PARTICULARLY IMPORTANT IN HOME AND WHEREAS AMERICAN WOMEN WERE PARTICULARLY IMPORTANT IN THE ESTABLISHMENT OF EARLY WERE PARTICULARLY IMPORTANT IN THE ESTABLISHMENT OF EARLY WERE PARTICULARLY IMPORTANT IN THE ESTABLISHMENT OF EARLY CHARITABLE PHILANTHROPY AND THE ESTABLISHMENT OF EARLY CHARITABLE PHILANTHROPY AND THE ESTABLISHMENT OF EARLY CHARITABLE PHILANTHROPY AND CULTURAL INSTITUTIONS IN OUR CHARITABLE PHILANTHROPY AND CULTURAL INSTITUTIONS IN OUR CHARITABLE PHILANTHROPY AND CULTURAL INSTITUTIONS IN OUR

601NATION THAT ARE STILL EVIDENT CULTURAL INSTITUTIONS IN OUR NATION THAT ARE STILL EVIDENT CULTURAL INSTITUTIONS IN OUR NATION THAT ARE STILL EVIDENT TODAY AND WHEREAS AMERICAN NATION THAT ARE STILL EVIDENT TODAY AND WHEREAS AMERICAN NATION THAT ARE STILL EVIDENT TODAY AND WHEREAS AMERICAN WOMEN HAVE BEEN LEADERS NOT TODAY AND WHEREAS AMERICAN WOMEN HAVE BEEN LEADERS NOT TODAY AND WHEREAS AMERICAN WOMEN HAVE BEEN LEADERS NOT ONLY IN SECURING THEIR OWN WOMEN HAVE BEEN LEADERS NOT ONLY IN SECURING THEIR OWN WOMEN HAVE BEEN LEADERS NOT ONLY IN SECURING THEIR OWN RIGHTS OF SUFFRAGE AND EQUAL ONLY IN SECURING THEIR OWN RIGHTS OF SUFFRAGE AND EQUAL ONLY IN SECURING THEIR OWN RIGHTS OF SUFFRAGE AND EQUAL OPPORTUNITY BUT ALSO IN THE RIGHTS OF SUFFRAGE AND EQUAL OPPORTUNITY BUT ALSO IN THE RIGHTS OF SUFFRAGE AND EQUAL OPPORTUNITY BUT

602ALSO IN THE ABOLITIONIST MOVEMENT, THE OPPORTUNITY BUT ALSO IN THE ABOLITIONIST MOVEMENT, THE OPPORTUNITY BUT ALSO IN THE ABOLITIONIST MOVEMENT, THE EMANCIPATION MOVEMENT, THE ABOLITIONIST MOVEMENT, THE EMANCIPATION MOVEMENT, THE ABOLITIONIST MOVEMENT, THE EMANCIPATION MOVEMENT, THE INDUSTRIAL LABOR MOVEMENT THE EMANCIPATION MOVEMENT, THE INDUSTRIAL LABOR MOVEMENT THE EMANCIPATION MOVEMENT, THE INDUSTRIAL LABOR MOVEMENT THE CIVIL RIGHTS MOVEMENT AND OTHER INDUSTRIAL LABOR MOVEMENT THE CIVIL RIGHTS MOVEMENT AND OTHER INDUSTRIAL LABOR MOVEMENT THE CIVIL RIGHTS MOVEMENT AND OTHER MOVEMENTS ESPECIALLY THE PEACE CIVIL RIGHTS MOVEMENT AND OTHER MOVEMENTS ESPECIALLY THE PEACE CIVIL RIGHTS MOVEMENT AND OTHER MOVEMENTS ESPECIALLY THE PEACE MOVEMENT CREATING A MORE FAIR MOVEMENTS ESPECIALLY THE PEACE MOVEMENT CREATING A MORE FAIR MOVEMENTS ESPECIALLY THE PEACE MOVEMENT CREATING A MORE FAIR AND JUST SOCIETY FOR ALL AND MOVEMENT CREATING A MORE FAIR AND JUST SOCIETY FOR ALL AND

603MOVEMENT CREATING A MORE FAIR AND JUST SOCIETY FOR ALL AND WHEREAS DESPITE THE SIGNIFICANT AND JUST SOCIETY FOR ALL AND WHEREAS DESPITE THE SIGNIFICANT AND JUST SOCIETY FOR ALL AND WHEREAS DESPITE THE SIGNIFICANT CONTRIBUTIONS TO EDUCATION WHEREAS DESPITE THE SIGNIFICANT CONTRIBUTIONS TO EDUCATION WHEREAS DESPITE THE SIGNIFICANT CONTRIBUTIONS TO EDUCATION BUSINESS MILITARY AND HEALTH CONTRIBUTIONS TO EDUCATION BUSINESS MILITARY AND HEALTH CONTRIBUTIONS TO EDUCATION BUSINESS MILITARY AND HEALTH AND HEALTH CARE, THE ROLE BUSINESS MILITARY AND HEALTH AND HEALTH CARE, THE ROLE BUSINESS MILITARY AND HEALTH AND HEALTH CARE, THE ROLE OF AMERICAN WOMEN IN HISTORY AND HEALTH CARE, THE ROLE OF AMERICAN WOMEN IN HISTORY AND HEALTH CARE, THE ROLE OF AMERICAN WOMEN IN HISTORY HAS BEEN CONSISTENTLY OF AMERICAN WOMEN IN HISTORY HAS BEEN CONSISTENTLY OF AMERICAN WOMEN IN HISTORY HAS BEEN CONSISTENTLY OVERLOOKED AND UNDERVALUED

604IN HAS BEEN CONSISTENTLY OVERLOOKED AND UNDERVALUED IN HAS BEEN CONSISTENTLY OVERLOOKED AND UNDERVALUED IN THE LITERATURE TEACHING AND OVERLOOKED AND UNDERVALUED IN THE LITERATURE TEACHING AND OVERLOOKED AND UNDERVALUED IN THE LITERATURE TEACHING AND STUDY OF AMERICAN HISTORY. THE LITERATURE TEACHING AND STUDY OF AMERICAN HISTORY. THE LITERATURE TEACHING AND STUDY OF AMERICAN HISTORY. NOW THEREFORE BE IT RESOLVED STUDY OF AMERICAN HISTORY. NOW THEREFORE BE IT RESOLVED STUDY OF AMERICAN HISTORY. NOW THEREFORE BE IT RESOLVED THAT THE SCHOOL BOARD OF THE NOW THEREFORE BE IT RESOLVED THAT THE SCHOOL BOARD OF THE NOW THEREFORE BE IT RESOLVED THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH OFFICIALLY RECOGNIZES THE MONTH CITY OF VIRGINIA BEACH OFFICIALLY RECOGNIZES

605THE MONTH CITY OF VIRGINIA BEACH OFFICIALLY RECOGNIZES THE MONTH OF MARCH TWENTY TWENTY FIVE AS OFFICIALLY RECOGNIZES THE MONTH OF MARCH TWENTY TWENTY FIVE AS OFFICIALLY RECOGNIZES THE MONTH OF MARCH TWENTY TWENTY FIVE AS NATIONAL WOMEN'S HISTORY MONTH OF MARCH TWENTY TWENTY FIVE AS NATIONAL WOMEN'S HISTORY MONTH OF MARCH TWENTY TWENTY FIVE AS NATIONAL WOMEN'S HISTORY MONTH AND BE IT FURTHER THAT THE NATIONAL WOMEN'S HISTORY MONTH AND BE IT FURTHER THAT THE NATIONAL WOMEN'S HISTORY MONTH AND BE IT FURTHER THAT THE SCHOOL BOARD OF THE CITY AND BE IT FURTHER THAT THE SCHOOL BOARD OF THE CITY AND BE IT FURTHER THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH ENCOURAGED IS SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH ENCOURAGED IS SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH ENCOURAGED IS ALL CITIZENS

606TO SUPPORT AND OF VIRGINIA BEACH ENCOURAGED IS ALL CITIZENS TO SUPPORT AND OF VIRGINIA BEACH ENCOURAGED IS ALL CITIZENS TO SUPPORT AND RECOGNIZE WOMEN IN BOTH THE ALL CITIZENS TO SUPPORT AND RECOGNIZE WOMEN IN BOTH THE ALL CITIZENS TO SUPPORT AND RECOGNIZE WOMEN IN BOTH THE PUBLIC AND PRIVATE SECTORS WHO RECOGNIZE WOMEN IN BOTH THE PUBLIC AND PRIVATE SECTORS WHO RECOGNIZE WOMEN IN BOTH THE PUBLIC AND PRIVATE SECTORS WHO PROVIDING HEALING AND HOPE FOR PUBLIC AND PRIVATE SECTORS WHO PROVIDING HEALING AND HOPE FOR PUBLIC AND PRIVATE SECTORS WHO PROVIDING HEALING AND HOPE FOR THE BETTERMENT OF ALL PROVIDING HEALING AND HOPE FOR THE BETTERMENT OF ALL PROVIDING HEALING AND HOPE FOR THE BETTERMENT OF ALL THROUGHOUT THE COMMUNITY AND BE THE BETTERMENT OF ALL THROUGHOUT THE COMMUNITY AND BE THE BETTERMENT OF ALL THROUGHOUT THE

607COMMUNITY AND BE AT FURTHER RESOLVED THAT A COPY THROUGHOUT THE COMMUNITY AND BE AT FURTHER RESOLVED THAT A COPY THROUGHOUT THE COMMUNITY AND BE AT FURTHER RESOLVED THAT A COPY OF THIS RESOLUTION BE SPREAD AT FURTHER RESOLVED THAT A COPY OF THIS RESOLUTION BE SPREAD AT FURTHER RESOLVED THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD ADOPTED BY THE ACROSS THE OFFICIAL MINUTES OF THIS BOARD ADOPTED BY THE ACROSS THE OFFICIAL MINUTES OF THIS BOARD ADOPTED BY THE SCHOOL BOARD OF THE CITY OF THIS BOARD ADOPTED BY THE SCHOOL BOARD OF THE CITY OF THIS BOARD ADOPTED BY THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH THIS TWENTY SCHOOL BOARD

608OF THE CITY OF VIRGINIA BEACH THIS TWENTY SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH THIS TWENTY FIFTH DAY OF FEBRUARY TWENTY OF VIRGINIA BEACH THIS TWENTY FIFTH DAY OF FEBRUARY TWENTY OF VIRGINIA BEACH THIS TWENTY FIFTH DAY OF FEBRUARY TWENTY TWENTY FIVE RESOLUTION THE SBA FIFTH DAY OF FEBRUARY TWENTY TWENTY FIVE RESOLUTION THE SBA FIFTH DAY OF FEBRUARY TWENTY TWENTY FIVE RESOLUTION THE SBA STUDENTS IN SCHOOLS AND TWENTY FIVE RESOLUTION THE SBA STUDENTS IN SCHOOLS AND TWENTY FIVE RESOLUTION THE SBA STUDENTS IN SCHOOLS AND CHALLENGING ENVIRONMENT MONTH STUDENTS IN SCHOOLS AND CHALLENGING ENVIRONMENT MONTH STUDENTS IN SCHOOLS AND CHALLENGING ENVIRONMENT MONTH MARCH TWENTY TWENTY FIVE CHALLENGING ENVIRONMENT MONTH MARCH TWENTY TWENTY FIVE CHALLENGING ENVIRONMENT MONTH MARCH TWENTY TWENTY FIVE WHEREAS CHALLENGING MARCH TWENTY TWENTY FIVE WHEREAS CHALLENGING MARCH TWENTY TWENTY FIVE WHEREAS CHALLENGING ENVIRONMENTS

609IN SCHOOL HAVE WHEREAS CHALLENGING ENVIRONMENTS IN SCHOOL HAVE WHEREAS CHALLENGING ENVIRONMENTS IN SCHOOL HAVE BECOME AN INCREASINGLY ENVIRONMENTS IN SCHOOL HAVE BECOME AN INCREASINGLY ENVIRONMENTS IN SCHOOL HAVE BECOME AN INCREASINGLY SIGNIFICANT AREA OF CONCERN IN BECOME AN INCREASINGLY SIGNIFICANT AREA OF CONCERN IN BECOME AN INCREASINGLY SIGNIFICANT AREA OF CONCERN IN THE UNITED STATES AND VIRGINIA SIGNIFICANT AREA OF CONCERN IN THE UNITED STATES AND VIRGINIA SIGNIFICANT AREA OF CONCERN IN THE UNITED STATES AND VIRGINIA AND WHEREAS CODE OF THE THE UNITED STATES AND VIRGINIA AND WHEREAS CODE OF THE THE UNITED STATES AND VIRGINIA AND WHEREAS CODE OF THE COMMONWEALTH OF VIRGINIA AND WHEREAS CODE OF THE COMMONWEALTH OF VIRGINIA AND WHEREAS CODE OF THE COMMONWEALTH OF VIRGINIA THROUGH THE ACTS OF THE COMMONWEALTH OF VIRGINIA THROUGH THE ACTS OF THE COMMONWEALTH OF VIRGINIA THROUGH THE

610ACTS OF THE LEGISLATIVE EXECUTIVE JUDICIAL THROUGH THE ACTS OF THE LEGISLATIVE EXECUTIVE JUDICIAL THROUGH THE ACTS OF THE LEGISLATIVE EXECUTIVE JUDICIAL BRANCHES ACKNOWLEDGES LEGISLATIVE EXECUTIVE JUDICIAL BRANCHES ACKNOWLEDGES LEGISLATIVE EXECUTIVE JUDICIAL BRANCHES ACKNOWLEDGES GEOGRAPHICAL AND LOCAL BRANCHES ACKNOWLEDGES GEOGRAPHICAL AND LOCAL BRANCHES ACKNOWLEDGES GEOGRAPHICAL AND LOCAL CHALLENGES WITH FUNDING PUBLIC GEOGRAPHICAL AND LOCAL CHALLENGES WITH FUNDING PUBLIC GEOGRAPHICAL AND LOCAL CHALLENGES WITH FUNDING PUBLIC EDUCATION AND SEEKS TO REMEDY CHALLENGES WITH FUNDING PUBLIC EDUCATION AND SEEKS TO REMEDY CHALLENGES WITH FUNDING PUBLIC EDUCATION AND SEEKS TO REMEDY DISPARITIES ACROSS THE STATE EDUCATION AND SEEKS TO REMEDY DISPARITIES ACROSS THE STATE EDUCATION AND SEEKS TO REMEDY DISPARITIES ACROSS THE STATE AND WHEREAS WE RECOGNIZE THAT DISPARITIES ACROSS THE STATE AND WHEREAS WE RECOGNIZE THAT DISPARITIES ACROSS THE STATE AND WHEREAS WE RECOGNIZE THAT FACTORS INCLUDING BUT NOT AND WHEREAS WE

611RECOGNIZE THAT FACTORS INCLUDING BUT NOT AND WHEREAS WE RECOGNIZE THAT FACTORS INCLUDING BUT NOT LIMITED TO DISABILITY, RACE, FACTORS INCLUDING BUT NOT LIMITED TO DISABILITY, RACE, FACTORS INCLUDING BUT NOT LIMITED TO DISABILITY, RACE, ETHNICITY CITY AND LIMITED TO DISABILITY, RACE, ETHNICITY CITY AND LIMITED TO DISABILITY, RACE, ETHNICITY CITY AND SOCIOECONOMIC STATUS HAVE A ETHNICITY CITY AND SOCIOECONOMIC STATUS HAVE A ETHNICITY CITY AND SOCIOECONOMIC STATUS HAVE A DEMONSTRATED HISTORY OF IMPACT SOCIOECONOMIC STATUS HAVE A DEMONSTRATED HISTORY OF IMPACT SOCIOECONOMIC STATUS HAVE A DEMONSTRATED HISTORY OF IMPACT ON THE EDUCATION PROVIDED TO DEMONSTRATED HISTORY OF IMPACT ON THE EDUCATION PROVIDED TO DEMONSTRATED HISTORY OF IMPACT ON THE EDUCATION PROVIDED TO STUDENT AND WHEREAS THE PROMISE ON THE EDUCATION PROVIDED TO STUDENT AND WHEREAS THE PROMISE ON THE EDUCATION PROVIDED TO STUDENT AND WHEREAS THE PROMISE OF PUBLIC

612EDUCATION IS FOR STUDENT AND WHEREAS THE PROMISE OF PUBLIC EDUCATION IS FOR STUDENT AND WHEREAS THE PROMISE OF PUBLIC EDUCATION IS FOR EVERY CHILD TO BE SUCCESSFUL IN OF PUBLIC EDUCATION IS FOR EVERY CHILD TO BE SUCCESSFUL IN OF PUBLIC EDUCATION IS FOR EVERY CHILD TO BE SUCCESSFUL IN SCHOOL IN LIFE AND WHEREASES EVERY CHILD TO BE SUCCESSFUL IN SCHOOL IN LIFE AND WHEREASES EVERY CHILD TO BE SUCCESSFUL IN SCHOOL IN LIFE AND WHEREASES IMPORTANT FOR VIRGINIA BEACH SCHOOL IN LIFE AND WHEREASES IMPORTANT FOR VIRGINIA BEACH SCHOOL IN LIFE AND WHEREASES IMPORTANT FOR VIRGINIA BEACH FAMILIES, STUDENTS, TEACHERS IMPORTANT FOR VIRGINIA BEACH FAMILIES, STUDENTS, TEACHERS IMPORTANT FOR VIRGINIA BEACH FAMILIES, STUDENTS, TEACHERS AND SCHOOL ADMINISTRATORS TO BE FAMILIES, STUDENTS, TEACHERS AND SCHOOL ADMINISTRATORS TO BE FAMILIES, STUDENTS, TEACHERS AND SCHOOL ADMINISTRATORS TO BE AWARE OF

613THE DIVERSE NEEDS AND AND SCHOOL ADMINISTRATORS TO BE AWARE OF THE DIVERSE NEEDS AND AND SCHOOL ADMINISTRATORS TO BE AWARE OF THE DIVERSE NEEDS AND STRENGTH OF LEARNERS AND TO AWARE OF THE DIVERSE NEEDS AND STRENGTH OF LEARNERS AND TO AWARE OF THE DIVERSE NEEDS AND STRENGTH OF LEARNERS AND TO ENCOURAGE DISCUSSION OF THE STRENGTH OF LEARNERS AND TO ENCOURAGE DISCUSSION OF THE STRENGTH OF LEARNERS AND TO ENCOURAGE DISCUSSION OF THE CHALLENGES AND OPPORTUNITIES AS ENCOURAGE DISCUSSION OF THE CHALLENGES AND OPPORTUNITIES AS ENCOURAGE DISCUSSION OF THE CHALLENGES AND OPPORTUNITIES AS A SCHOOL COMMUNITY NOW CHALLENGES AND OPPORTUNITIES AS A SCHOOL COMMUNITY NOW CHALLENGES AND OPPORTUNITIES AS A SCHOOL COMMUNITY NOW THEREFORE BE IT RESOLVED THAT A SCHOOL COMMUNITY NOW THEREFORE BE IT RESOLVED THAT A SCHOOL COMMUNITY NOW THEREFORE BE IT RESOLVED THAT THE SCHOOL

614MORE OF THE CITY THEREFORE BE IT RESOLVED THAT THE SCHOOL MORE OF THE CITY THEREFORE BE IT RESOLVED THAT THE SCHOOL MORE OF THE CITY OF VIRGINIA BEACH OFFICIALLY THE SCHOOL MORE OF THE CITY OF VIRGINIA BEACH OFFICIALLY THE SCHOOL MORE OF THE CITY OF VIRGINIA BEACH OFFICIALLY RECOGNIZES THE MONTH OF MARCH OF VIRGINIA BEACH OFFICIALLY RECOGNIZES THE MONTH OF MARCH OF VIRGINIA BEACH OFFICIALLY RECOGNIZES THE MONTH OF MARCH 20 25 IS VEBA STUDENTS AND RECOGNIZES THE MONTH OF MARCH 20 25 IS VEBA STUDENTS AND RECOGNIZES THE MONTH OF MARCH 20 25 IS VEBA STUDENTS AND SCHOOLS AND CHALLENGE 20 25 IS VEBA STUDENTS AND SCHOOLS AND CHALLENGE 20 25 IS VEBA STUDENTS AND SCHOOLS AND CHALLENGE ENVIRONMENTS MONTH AND IT WILL SCHOOLS AND CHALLENGE ENVIRONMENTS MONTH AND IT WILL SCHOOLS AND CHALLENGE ENVIRONMENTS MONTH

615AND IT WILL BE FURTHER RESOLVED THAT THE ENVIRONMENTS MONTH AND IT WILL BE FURTHER RESOLVED THAT THE ENVIRONMENTS MONTH AND IT WILL BE FURTHER RESOLVED THAT THE SCHOOL BOARD OF THE CITY BE FURTHER RESOLVED THAT THE SCHOOL BOARD OF THE CITY BE FURTHER RESOLVED THAT THE SCHOOL BOARD OF THE CITY VIRGINIA BEACH ENCOURAGES ALL SCHOOL BOARD OF THE CITY VIRGINIA BEACH ENCOURAGES ALL SCHOOL BOARD OF THE CITY VIRGINIA BEACH ENCOURAGES ALL CITIZENS ADVOCATE AND INCREASE VIRGINIA BEACH ENCOURAGES ALL CITIZENS ADVOCATE AND INCREASE VIRGINIA BEACH ENCOURAGES ALL CITIZENS ADVOCATE AND INCREASE AWARENESS ABOUT THE SUPPORTS CITIZENS ADVOCATE AND INCREASE AWARENESS ABOUT THE SUPPORTS CITIZENS ADVOCATE AND INCREASE AWARENESS ABOUT THE SUPPORTS NECESSARY TO IMPROVE VIRGINIA AWARENESS ABOUT THE SUPPORTS NECESSARY TO IMPROVE VIRGINIA AWARENESS ABOUT THE SUPPORTS NECESSARY TO IMPROVE VIRGINIA BEACH CHALLENGED SCHOOL NECESSARY TO

616IMPROVE VIRGINIA BEACH CHALLENGED SCHOOL NECESSARY TO IMPROVE VIRGINIA BEACH CHALLENGED SCHOOL ENVIRONMENTS AND IT FURTHER BEACH CHALLENGED SCHOOL ENVIRONMENTS AND IT FURTHER BEACH CHALLENGED SCHOOL ENVIRONMENTS AND IT FURTHER RESOLVE THAT A COPY OF THIS ENVIRONMENTS AND IT FURTHER RESOLVE THAT A COPY OF THIS ENVIRONMENTS AND IT FURTHER RESOLVE THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE RESOLVE THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE RESOLVE THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THE BOARD RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THE BOARD RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THE BOARD ADOPTED BY THE SCHOOL BOARD OFFICIAL MINUTES OF THE BOARD ADOPTED BY THE SCHOOL BOARD OFFICIAL MINUTES OF THE BOARD ADOPTED BY THE SCHOOL BOARD OF THE CITY OF VIRGINIA THIS ADOPTED

617BY THE SCHOOL BOARD OF THE CITY OF VIRGINIA THIS ADOPTED BY THE SCHOOL BOARD OF THE CITY OF VIRGINIA THIS TWENTY FIVE TWENTY FIFTH DAY ON OF THE CITY OF VIRGINIA THIS TWENTY FIVE TWENTY FIFTH DAY ON OF THE CITY OF VIRGINIA THIS TWENTY FIVE TWENTY FIFTH DAY ON FEBRUARY TWENTY TWENTY FIVE TWENTY FIVE TWENTY FIFTH DAY ON FEBRUARY TWENTY TWENTY FIVE TWENTY FIVE TWENTY FIFTH DAY ON FEBRUARY TWENTY TWENTY FIVE RESOLUTION NATIONAL SCHOOL FEBRUARY TWENTY TWENTY FIVE RESOLUTION NATIONAL SCHOOL FEBRUARY TWENTY TWENTY FIVE RESOLUTION NATIONAL SCHOOL SOCIAL WEEK MARCH 2ND THROUGH RESOLUTION NATIONAL SCHOOL SOCIAL WEEK MARCH 2ND THROUGH RESOLUTION NATIONAL SCHOOL SOCIAL WEEK MARCH 2ND THROUGH EIGHT TWENTY TWENTY FIVE SOCIAL WEEK MARCH 2ND THROUGH EIGHT TWENTY TWENTY FIVE SOCIAL WEEK MARCH 2ND THROUGH EIGHT TWENTY TWENTY FIVE WHEREAS THE WEEK OF MARCH

6182ND EIGHT TWENTY TWENTY FIVE WHEREAS THE WEEK OF MARCH 2ND EIGHT TWENTY TWENTY FIVE WHEREAS THE WEEK OF MARCH 2ND THROUGH A TWENTY TWENTY FIVE IS WHEREAS THE WEEK OF MARCH 2ND THROUGH A TWENTY TWENTY FIVE IS WHEREAS THE WEEK OF MARCH 2ND THROUGH A TWENTY TWENTY FIVE IS SET ASIDE TO HONOR THE THROUGH A TWENTY TWENTY FIVE IS SET ASIDE TO HONOR THE THROUGH A TWENTY TWENTY FIVE IS SET ASIDE TO HONOR THE CONTRIBUTIONS SCHOOL SOCIAL SET ASIDE TO HONOR THE CONTRIBUTIONS SCHOOL SOCIAL SET ASIDE TO HONOR THE CONTRIBUTIONS SCHOOL SOCIAL WORKERS HAVE MADE TO HELP CONTRIBUTIONS SCHOOL SOCIAL WORKERS HAVE MADE TO HELP CONTRIBUTIONS SCHOOL SOCIAL WORKERS HAVE MADE TO HELP IDENTIFY AND REMOVE WORKERS HAVE MADE TO HELP IDENTIFY AND REMOVE WORKERS HAVE MADE TO HELP IDENTIFY AND REMOVE ENVIRONMENTAL BARRIERS TO

619IDENTIFY AND REMOVE ENVIRONMENTAL BARRIERS TO IDENTIFY AND REMOVE ENVIRONMENTAL BARRIERS TO LEARNING THUS ALLOWING STUDENTS ENVIRONMENTAL BARRIERS TO LEARNING THUS ALLOWING STUDENTS ENVIRONMENTAL BARRIERS TO LEARNING THUS ALLOWING STUDENTS TO REACH THEIR FULL POTENTIAL LEARNING THUS ALLOWING STUDENTS TO REACH THEIR FULL POTENTIAL LEARNING THUS ALLOWING STUDENTS TO REACH THEIR FULL POTENTIAL AND WHERE IS VIRGINIA BEACH TO REACH THEIR FULL POTENTIAL AND WHERE IS VIRGINIA BEACH TO REACH THEIR FULL POTENTIAL AND WHERE IS VIRGINIA BEACH CITY PUBLIC SCHOOL SOCIAL AND WHERE IS VIRGINIA BEACH CITY PUBLIC SCHOOL SOCIAL AND WHERE IS VIRGINIA BEACH CITY PUBLIC SCHOOL SOCIAL WORKERS ARE COMMITTED TO CITY PUBLIC SCHOOL SOCIAL WORKERS ARE COMMITTED TO CITY PUBLIC SCHOOL SOCIAL WORKERS ARE COMMITTED TO MOBILIZING FAMILY, SCHOOL AND WORKERS ARE COMMITTED TO MOBILIZING FAMILY, SCHOOL AND WORKERS ARE COMMITTED TO MOBILIZING FAMILY, SCHOOL AND

620COMMUNITY RESOURCES TO ENABLE MOBILIZING FAMILY, SCHOOL AND COMMUNITY RESOURCES TO ENABLE MOBILIZING FAMILY, SCHOOL AND COMMUNITY RESOURCES TO ENABLE STUDENTS TO LEARN AND FULLY COMMUNITY RESOURCES TO ENABLE STUDENTS TO LEARN AND FULLY COMMUNITY RESOURCES TO ENABLE STUDENTS TO LEARN AND FULLY BENEFIT FROM THEIR EDUCATIONAL STUDENTS TO LEARN AND FULLY BENEFIT FROM THEIR EDUCATIONAL STUDENTS TO LEARN AND FULLY BENEFIT FROM THEIR EDUCATIONAL PROGRAM AND WHEREAS SCHOOL BENEFIT FROM THEIR EDUCATIONAL PROGRAM AND WHEREAS SCHOOL BENEFIT FROM THEIR EDUCATIONAL PROGRAM AND WHEREAS SCHOOL SOCIAL WORKERS ARE VALUABLE PROGRAM AND WHEREAS SCHOOL SOCIAL WORKERS ARE VALUABLE PROGRAM AND WHEREAS SCHOOL SOCIAL WORKERS ARE VALUABLE MEMBERS OF THE SOCIAL WORKERS ARE VALUABLE MEMBERS OF THE SOCIAL WORKERS ARE VALUABLE MEMBERS OF THE MULTIDISCIPLINARY TEAM SERVING MEMBERS OF THE MULTIDISCIPLINARY TEAM SERVING MEMBERS OF THE MULTIDISCIPLINARY TEAM SERVING SCHOOLS PROVIDING A

621WIDE RANGE MULTIDISCIPLINARY TEAM SERVING SCHOOLS PROVIDING A WIDE RANGE MULTIDISCIPLINARY TEAM SERVING SCHOOLS PROVIDING A WIDE RANGE OF SERVICES STUDENTS PARENTS, SCHOOLS PROVIDING A WIDE RANGE OF SERVICES STUDENTS PARENTS, SCHOOLS PROVIDING A WIDE RANGE OF SERVICES STUDENTS PARENTS, PARENTS AND STAFF AND WHEREAS OF SERVICES STUDENTS PARENTS, PARENTS AND STAFF AND WHEREAS OF SERVICES STUDENTS PARENTS, PARENTS AND STAFF AND WHEREAS SOCIAL USE THEIR EXPERTIZE IN PARENTS AND STAFF AND WHEREAS SOCIAL USE THEIR EXPERTIZE IN PARENTS AND STAFF AND WHEREAS SOCIAL USE THEIR EXPERTIZE IN CHILD DEVELOPMENT COMMUNITY SOCIAL USE THEIR EXPERTIZE IN CHILD DEVELOPMENT COMMUNITY SOCIAL USE THEIR EXPERTIZE IN CHILD DEVELOPMENT COMMUNITY RESOURCES MENTAL, MENTAL HEALTH CHILD DEVELOPMENT COMMUNITY RESOURCES MENTAL, MENTAL HEALTH CHILD DEVELOPMENT COMMUNITY RESOURCES MENTAL, MENTAL HEALTH AND CRISIS INTERVENTION AND TO RESOURCES MENTAL, MENTAL HEALTH AND CRISIS INTERVENTION AND TO RESOURCES

622MENTAL, MENTAL HEALTH AND CRISIS INTERVENTION AND TO DEVELOP AND IMPLEMENT AND CRISIS INTERVENTION AND TO DEVELOP AND IMPLEMENT AND CRISIS INTERVENTION AND TO DEVELOP AND IMPLEMENT INTERVENTIONS TO SUPPORT DEVELOP AND IMPLEMENT INTERVENTIONS TO SUPPORT DEVELOP AND IMPLEMENT INTERVENTIONS TO SUPPORT EDUCATIONAL SUCCESS AND WHEREAS INTERVENTIONS TO SUPPORT EDUCATIONAL SUCCESS AND WHEREAS INTERVENTIONS TO SUPPORT EDUCATIONAL SUCCESS AND WHEREAS SOCIAL WORKERS ASSIST THE MOST EDUCATIONAL SUCCESS AND WHEREAS SOCIAL WORKERS ASSIST THE MOST EDUCATIONAL SUCCESS AND WHEREAS SOCIAL WORKERS ASSIST THE MOST VULNERABLE CHILDREN AND SOCIAL WORKERS ASSIST THE MOST VULNERABLE CHILDREN AND SOCIAL WORKERS ASSIST THE MOST VULNERABLE CHILDREN AND ADOLESCENTS INCLUDING CHILDREN VULNERABLE CHILDREN AND ADOLESCENTS INCLUDING CHILDREN VULNERABLE CHILDREN AND ADOLESCENTS INCLUDING CHILDREN DISABILITIES, CHILDREN LIVING ADOLESCENTS INCLUDING CHILDREN DISABILITIES, CHILDREN LIVING ADOLESCENTS INCLUDING CHILDREN DISABILITIES, CHILDREN LIVING IN HOMELESSNESS, CHILDREN DISABILITIES, CHILDREN LIVING IN HOMELESSNESS,

623CHILDREN DISABILITIES, CHILDREN LIVING IN HOMELESSNESS, CHILDREN LIVING IN POVERTY, PREGNANT IN HOMELESSNESS, CHILDREN LIVING IN POVERTY, PREGNANT IN HOMELESSNESS, CHILDREN LIVING IN POVERTY, PREGNANT TEENS, SUICIDAL TEENS TRUFANT LIVING IN POVERTY, PREGNANT TEENS, SUICIDAL TEENS TRUFANT LIVING IN POVERTY, PREGNANT TEENS, SUICIDAL TEENS TRUFANT AND OTHER AT RISK CHILDREN AND TEENS, SUICIDAL TEENS TRUFANT AND OTHER AT RISK CHILDREN AND TEENS, SUICIDAL TEENS TRUFANT AND OTHER AT RISK CHILDREN AND WHERE IS THIS SHARED APPROACH AND OTHER AT RISK CHILDREN AND WHERE IS THIS SHARED APPROACH AND OTHER AT RISK CHILDREN AND WHERE IS THIS SHARED APPROACH TO ASSISTING STUDENTS PROMOTES WHERE IS THIS SHARED APPROACH TO ASSISTING STUDENTS PROMOTES WHERE IS THIS SHARED APPROACH TO ASSISTING STUDENTS PROMOTES STUDENTS LEARNING AND HELPS TO ASSISTING STUDENTS PROMOTES STUDENTS LEARNING AND HELPS TO ASSISTING STUDENTS PROMOTES STUDENTS LEARNING AND HELPS

624GUIDE STUDENTS TO HIGH SCHOOL STUDENTS LEARNING AND HELPS GUIDE STUDENTS TO HIGH SCHOOL STUDENTS LEARNING AND HELPS GUIDE STUDENTS TO HIGH SCHOOL GRADUATION AND POST-SECONDARY GUIDE STUDENTS TO HIGH SCHOOL GRADUATION AND POST-SECONDARY GUIDE STUDENTS TO HIGH SCHOOL GRADUATION AND POST-SECONDARY EXPERIENCES WITH THE SKILLS GRADUATION AND POST-SECONDARY EXPERIENCES WITH THE SKILLS GRADUATION AND POST-SECONDARY EXPERIENCES WITH THE SKILLS NECESSARY TO BE PRODUCTIVE EXPERIENCES WITH THE SKILLS NECESSARY TO BE PRODUCTIVE EXPERIENCES WITH THE SKILLS NECESSARY TO BE PRODUCTIVE CITIZENS NOW THEREFORE BE IT NECESSARY TO BE PRODUCTIVE CITIZENS NOW THEREFORE BE IT NECESSARY TO BE PRODUCTIVE CITIZENS NOW THEREFORE BE IT RESOLVED THAT THESE SCHOOL CITIZENS NOW THEREFORE BE IT RESOLVED THAT THESE SCHOOL CITIZENS NOW THEREFORE BE IT RESOLVED THAT THESE SCHOOL BOARD OF THE CITY OF VIRGINIA RESOLVED THAT THESE SCHOOL BOARD OF THE CITY OF

625VIRGINIA RESOLVED THAT THESE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH RECOGNIZE THE SECOND FOUR BOARD OF THE CITY OF VIRGINIA BEACH RECOGNIZE THE SECOND FOUR BOARD OF THE CITY OF VIRGINIA BEACH RECOGNIZE THE SECOND FOUR WEEK OF MARCH 20 25 FIVE IS BEACH RECOGNIZE THE SECOND FOUR WEEK OF MARCH 20 25 FIVE IS BEACH RECOGNIZE THE SECOND FOUR WEEK OF MARCH 20 25 FIVE IS NATIONAL SCHOOL SOCIAL WORKER WEEK OF MARCH 20 25 FIVE IS NATIONAL SCHOOL SOCIAL WORKER WEEK OF MARCH 20 25 FIVE IS NATIONAL SCHOOL SOCIAL WORKER WEEK IN VIRGINIA BEACH CITY NATIONAL SCHOOL SOCIAL WORKER WEEK IN VIRGINIA BEACH CITY NATIONAL SCHOOL SOCIAL WORKER WEEK IN VIRGINIA BEACH CITY PUBLIC SCHOOLS AND BE FURTHER WEEK IN VIRGINIA BEACH CITY PUBLIC SCHOOLS AND BE FURTHER WEEK IN VIRGINIA BEACH CITY PUBLIC SCHOOLS

626AND BE FURTHER RESOLVE THAT A COPY OF THIS PUBLIC SCHOOLS AND BE FURTHER RESOLVE THAT A COPY OF THIS PUBLIC SCHOOLS AND BE FURTHER RESOLVE THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE RESOLVE THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE RESOLVE THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD ADOPTED BY THE SCHOOL BOARD IN OFFICIAL MINUTES OF THIS BOARD ADOPTED BY THE SCHOOL BOARD IN OFFICIAL MINUTES OF THIS BOARD ADOPTED BY THE SCHOOL BOARD IN THE CITY OF VIRGINIA BEACH THIS ADOPTED BY THE SCHOOL BOARD IN THE CITY OF VIRGINIA BEACH THIS ADOPTED BY THE SCHOOL BOARD IN THE CITY OF VIRGINIA BEACH

627THIS TWENTY FIFTH DAY OF FEBRUARY THE CITY OF VIRGINIA BEACH THIS TWENTY FIFTH DAY OF FEBRUARY THE CITY OF VIRGINIA BEACH THIS TWENTY FIFTH DAY OF FEBRUARY TWENTY TWENTY FIVE READ ACROSS TWENTY FIFTH DAY OF FEBRUARY TWENTY TWENTY FIVE READ ACROSS TWENTY FIFTH DAY OF FEBRUARY TWENTY TWENTY FIVE READ ACROSS AMERICA RESOLUTION MARCH 3RD TWENTY TWENTY FIVE READ ACROSS AMERICA RESOLUTION MARCH 3RD TWENTY TWENTY FIVE READ ACROSS AMERICA RESOLUTION MARCH 3RD TWENTY TWENTY FIVE WHEREAS THE AMERICA RESOLUTION MARCH 3RD TWENTY TWENTY FIVE WHEREAS THE AMERICA RESOLUTION MARCH 3RD TWENTY TWENTY FIVE WHEREAS THE CITIZENS OF VIRGINIA BEACH TWENTY TWENTY FIVE WHEREAS THE CITIZENS OF VIRGINIA BEACH TWENTY TWENTY FIVE WHEREAS THE CITIZENS OF VIRGINIA BEACH STAND FIRMLY COMMITTED TO CITIZENS OF VIRGINIA BEACH STAND FIRMLY COMMITTED TO CITIZENS OF VIRGINIA BEACH STAND FIRMLY COMMITTED TO

628PROMOTING READING AS THE STAND FIRMLY COMMITTED TO PROMOTING READING AS THE STAND FIRMLY COMMITTED TO PROMOTING READING AS THE CATALYST FOR OUR STUDENTS PROMOTING READING AS THE CATALYST FOR OUR STUDENTS PROMOTING READING AS THE CATALYST FOR OUR STUDENTS FUTURE ACADEMICS SUCCESS THERE CATALYST FOR OUR STUDENTS FUTURE ACADEMICS SUCCESS THERE CATALYST FOR OUR STUDENTS FUTURE ACADEMICS SUCCESS THERE PREPARATION FOR AMERICA'S JOBS FUTURE ACADEMICS SUCCESS THERE PREPARATION FOR AMERICA'S JOBS FUTURE ACADEMICS SUCCESS THERE PREPARATION FOR AMERICA'S JOBS OF THE FUTURE AND THEIR ABILITY PREPARATION FOR AMERICA'S JOBS OF THE FUTURE AND THEIR ABILITY PREPARATION FOR AMERICA'S JOBS OF THE FUTURE AND THEIR ABILITY TO COMPETE IN A GLOBAL ECONOMY OF THE FUTURE AND THEIR ABILITY TO COMPETE IN A GLOBAL ECONOMY OF THE FUTURE AND THEIR ABILITY TO COMPETE IN A GLOBAL ECONOMY AND WHEREAS VIRGINIA CITY

629TO COMPETE IN A GLOBAL ECONOMY AND WHEREAS VIRGINIA CITY TO COMPETE IN A GLOBAL ECONOMY AND WHEREAS VIRGINIA CITY PUBLIC SCHOOLS HAS PROVIDED AND WHEREAS VIRGINIA CITY PUBLIC SCHOOLS HAS PROVIDED AND WHEREAS VIRGINIA CITY PUBLIC SCHOOLS HAS PROVIDED SIGNIFICANT LEADERSHIP IN THE PUBLIC SCHOOLS HAS PROVIDED SIGNIFICANT LEADERSHIP IN THE PUBLIC SCHOOLS HAS PROVIDED SIGNIFICANT LEADERSHIP IN THE AREA OF COMMUNITY INVOLVEMENT SIGNIFICANT LEADERSHIP IN THE AREA OF COMMUNITY INVOLVEMENT SIGNIFICANT LEADERSHIP IN THE AREA OF COMMUNITY INVOLVEMENT IN THE EDUCATION OF OUR YOUTH AREA OF COMMUNITY INVOLVEMENT IN THE EDUCATION OF OUR YOUTH AREA OF COMMUNITY INVOLVEMENT IN THE EDUCATION OF OUR YOUTH GROUNDED IN A PRINCIPLE THAT IN THE EDUCATION OF OUR YOUTH GROUNDED IN A PRINCIPLE THAT IN THE EDUCATION OF OUR YOUTH GROUNDED IN A PRINCIPLE THAT EDUCATION INVESTMENT IS THE KEY GROUNDED IN

630A PRINCIPLE THAT EDUCATION INVESTMENT IS THE KEY GROUNDED IN A PRINCIPLE THAT EDUCATION INVESTMENT IS THE KEY TO THE COMMUNITY'S WELL-BEING EDUCATION INVESTMENT IS THE KEY TO THE COMMUNITY'S WELL-BEING EDUCATION INVESTMENT IS THE KEY TO THE COMMUNITY'S WELL-BEING AND LONG TERM QUALITY OF LIFE TO THE COMMUNITY'S WELL-BEING AND LONG TERM QUALITY OF LIFE TO THE COMMUNITY'S WELL-BEING AND LONG TERM QUALITY OF LIFE AND WHEREAS NATIONAL EDUCATION AND LONG TERM QUALITY OF LIFE AND WHEREAS NATIONAL EDUCATION AND LONG TERM QUALITY OF LIFE AND WHEREAS NATIONAL EDUCATION ASSOCIATIONS READ ACROSS AND WHEREAS NATIONAL EDUCATION ASSOCIATIONS READ ACROSS AND WHEREAS NATIONAL EDUCATION ASSOCIATIONS READ ACROSS AMERICA A NATIONAL CELEBRATION ASSOCIATIONS READ ACROSS AMERICA A NATIONAL CELEBRATION ASSOCIATIONS READ ACROSS AMERICA A NATIONAL CELEBRATION OF READING ON MARCH 3RD TWENTY AMERICA A NATIONAL CELEBRATION OF READING ON MARCH 3RD

631TWENTY AMERICA A NATIONAL CELEBRATION OF READING ON MARCH 3RD TWENTY TWENTY FIVE MOTIVATE STUDENTS OF READING ON MARCH 3RD TWENTY TWENTY FIVE MOTIVATE STUDENTS OF READING ON MARCH 3RD TWENTY TWENTY FIVE MOTIVATE STUDENTS READ A VARIETY OF LITERATURE TWENTY FIVE MOTIVATE STUDENTS READ A VARIETY OF LITERATURE TWENTY FIVE MOTIVATE STUDENTS READ A VARIETY OF LITERATURE THAT ARE ABOUT EVERYONE FOR READ A VARIETY OF LITERATURE THAT ARE ABOUT EVERYONE FOR READ A VARIETY OF LITERATURE THAT ARE ABOUT EVERYONE FOR EVERYONE NOW THEREFORE BE THAT ARE ABOUT EVERYONE FOR EVERYONE NOW THEREFORE BE THAT ARE ABOUT EVERYONE FOR EVERYONE NOW THEREFORE BE RESOLVED AT THE SCHOOL BOARD EVERYONE NOW THEREFORE BE RESOLVED AT THE SCHOOL BOARD EVERYONE NOW THEREFORE BE RESOLVED AT THE SCHOOL BOARD SCHOOL BOARD OF THE CITY RESOLVED AT THE SCHOOL BOARD SCHOOL BOARD

632OF THE CITY RESOLVED AT THE SCHOOL BOARD SCHOOL BOARD OF THE CITY OF VIRGINIA CALLS ON ALL SCHOOL BOARD OF THE CITY OF VIRGINIA CALLS ON ALL SCHOOL BOARD OF THE CITY OF VIRGINIA CALLS ON ALL CITIZENS OF VIRGINIA BEACH TO OF VIRGINIA CALLS ON ALL CITIZENS OF VIRGINIA BEACH TO OF VIRGINIA CALLS ON ALL CITIZENS OF VIRGINIA BEACH TO ASSURE THAT EVERY CHILD IS IN A CITIZENS OF VIRGINIA BEACH TO ASSURE THAT EVERY CHILD IS IN A CITIZENS OF VIRGINIA BEACH TO ASSURE THAT EVERY CHILD IS IN A SAFE PLACE READING TOGETHER ASSURE THAT EVERY CHILD IS IN A SAFE PLACE READING TOGETHER ASSURE THAT EVERY CHILD IS IN A SAFE PLACE READING TOGETHER WITH A CARING ADULT ON MARCH SAFE PLACE READING TOGETHER WITH A CARING ADULT ON MARCH SAFE PLACE READING TOGETHER

633WITH A CARING ADULT ON MARCH 3RD TWENTY TWENTY FIVE AND BE WITH A CARING ADULT ON MARCH 3RD TWENTY TWENTY FIVE AND BE WITH A CARING ADULT ON MARCH 3RD TWENTY TWENTY FIVE AND BE IT FURTHER RESOLVED THAT THIS 3RD TWENTY TWENTY FIVE AND BE IT FURTHER RESOLVED THAT THIS 3RD TWENTY TWENTY FIVE AND BE IT FURTHER RESOLVED THAT THIS BODY ENTHUSIASTICALLY ENDORSES IT FURTHER RESOLVED THAT THIS BODY ENTHUSIASTICALLY ENDORSES IT FURTHER RESOLVED THAT THIS BODY ENTHUSIASTICALLY ENDORSES ANY A'S READ ACROSS AMERICA AND BODY ENTHUSIASTICALLY ENDORSES ANY A'S READ ACROSS AMERICA AND BODY ENTHUSIASTICALLY ENDORSES ANY A'S READ ACROSS AMERICA AND RECOMMITS OUR COMMUNITY TO ANY A'S READ ACROSS AMERICA AND RECOMMITS OUR COMMUNITY TO ANY A'S READ ACROSS AMERICA AND RECOMMITS OUR COMMUNITY TO ENGAGE IN PROGRAMS AND RECOMMITS OUR COMMUNITY TO ENGAGE IN

634PROGRAMS AND RECOMMITS OUR COMMUNITY TO ENGAGE IN PROGRAMS AND ACTIVITIES THAT IMPROVE THE ENGAGE IN PROGRAMS AND ACTIVITIES THAT IMPROVE THE ENGAGE IN PROGRAMS AND ACTIVITIES THAT IMPROVE THE READING ABILITIES OF ALL ACTIVITIES THAT IMPROVE THE READING ABILITIES OF ALL ACTIVITIES THAT IMPROVE THE READING ABILITIES OF ALL CHILDREN AND BE IT FINALLY READING ABILITIES OF ALL CHILDREN AND BE IT FINALLY READING ABILITIES OF ALL CHILDREN AND BE IT FINALLY RESOLVE THAT A COPY OF THIS CHILDREN AND BE IT FINALLY RESOLVE THAT A COPY OF THIS CHILDREN AND BE IT FINALLY RESOLVE THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE RESOLVE THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE RESOLVE THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES

635OF THIS BOARD RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD ADOPTED BY THE SCHOOL BOARD OFFICIAL MINUTES OF THIS BOARD ADOPTED BY THE SCHOOL BOARD OFFICIAL MINUTES OF THIS BOARD ADOPTED BY THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH ADOPTED BY THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH ADOPTED BY THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH IS TWENTY FIFTH DAY OF FEBRUARY OF THE CITY OF VIRGINIA BEACH IS TWENTY FIFTH DAY OF FEBRUARY OF THE CITY OF VIRGINIA BEACH IS TWENTY FIFTH DAY OF FEBRUARY TWENTY TWENTY FIVE I CALLED FOR IS TWENTY FIFTH DAY OF FEBRUARY TWENTY TWENTY FIVE I CALLED FOR IS TWENTY FIFTH DAY OF FEBRUARY TWENTY TWENTY FIVE I CALLED FOR A VOTE TO APPROVE THE CONSENT TWENTY TWENTY FIVE I CALLED FOR A VOTE

636TO APPROVE THE CONSENT TWENTY TWENTY FIVE I CALLED FOR A VOTE TO APPROVE THE CONSENT AGENDA AS PRESENTED. A VOTE TO APPROVE THE CONSENT AGENDA AS PRESENTED. A VOTE TO APPROVE THE CONSENT AGENDA AS PRESENTED. SO MADAM CHAIR, WE HAVE EYES AGENDA AS PRESENTED. SO MADAM CHAIR, WE HAVE EYES AGENDA AS PRESENTED. SO MADAM CHAIR, WE HAVE EYES THE MOTION DID PASS FOR THE SO MADAM CHAIR, WE HAVE EYES THE MOTION DID PASS FOR THE SO MADAM CHAIR, WE HAVE EYES THE MOTION DID PASS FOR THE CONSENT AGENDA. THE MOTION DID PASS FOR THE CONSENT AGENDA. THE MOTION DID PASS FOR THE CONSENT AGENDA. IT WAS APPROVED THANK YOU I CONSENT AGENDA. IT WAS APPROVED THANK YOU I CONSENT AGENDA. IT WAS APPROVED THANK YOU I CALL FOR A FOR A MOTION TO IT WAS

637APPROVED THANK YOU I CALL FOR A FOR A MOTION TO IT WAS APPROVED THANK YOU I CALL FOR A FOR A MOTION TO APPROVE THE PERSONNEL REPORT CALL FOR A FOR A MOTION TO APPROVE THE PERSONNEL REPORT CALL FOR A FOR A MOTION TO APPROVE THE PERSONNEL REPORT AND ADMINISTRATIVE APPOINTMENTS APPROVE THE PERSONNEL REPORT AND ADMINISTRATIVE APPOINTMENTS APPROVE THE PERSONNEL REPORT AND ADMINISTRATIVE APPOINTMENTS FOR FEBRUARY 11TH. AND ADMINISTRATIVE APPOINTMENTS FOR FEBRUARY 11TH. AND ADMINISTRATIVE APPOINTMENTS FOR FEBRUARY 11TH. TWENTY TWENTY FIVE AS PRESENTED FOR FEBRUARY 11TH. TWENTY TWENTY FIVE AS PRESENTED FOR FEBRUARY 11TH. TWENTY TWENTY FIVE AS PRESENTED BY DR. GREEN SECONDED BY MISS TWENTY TWENTY FIVE AS PRESENTED BY DR. GREEN SECONDED BY MISS TWENTY TWENTY FIVE AS PRESENTED BY DR. GREEN SECONDED BY MISS ROGERS. BY DR. GREEN SECONDED BY MISS ROGERS. BY

638DR. GREEN SECONDED BY MISS ROGERS. ANY DISCUSSION SEEN I CALL FOR ROGERS. ANY DISCUSSION SEEN I CALL FOR ROGERS. ANY DISCUSSION SEEN I CALL FOR A VOTE TO APPROVE PERSONNEL ANY DISCUSSION SEEN I CALL FOR A VOTE TO APPROVE PERSONNEL ANY DISCUSSION SEEN I CALL FOR A VOTE TO APPROVE PERSONNEL REPORT AS PRESENTED SO EXCUSE A VOTE TO APPROVE PERSONNEL REPORT AS PRESENTED SO EXCUSE A VOTE TO APPROVE PERSONNEL REPORT AS PRESENTED SO EXCUSE ME WE HAVE 10 I SAW THE MOTION REPORT AS PRESENTED SO EXCUSE ME WE HAVE 10 I SAW THE MOTION REPORT AS PRESENTED SO EXCUSE ME WE HAVE 10 I SAW THE MOTION DID PASS FOR THE APPROVAL ME WE HAVE 10 I SAW THE MOTION DID PASS FOR THE APPROVAL ME WE HAVE 10 I SAW THE MOTION DID PASS

639FOR THE APPROVAL OF THE FEBRUARY TWENTY FIVE DID PASS FOR THE APPROVAL OF THE FEBRUARY TWENTY FIVE DID PASS FOR THE APPROVAL OF THE FEBRUARY TWENTY FIVE TWENTY TWENTY FIVE PERSONNEL OF THE FEBRUARY TWENTY FIVE TWENTY TWENTY FIVE PERSONNEL OF THE FEBRUARY TWENTY FIVE TWENTY TWENTY FIVE PERSONNEL REPORT ADMINISTRATIVE TWENTY TWENTY FIVE PERSONNEL REPORT ADMINISTRATIVE TWENTY TWENTY FIVE PERSONNEL REPORT ADMINISTRATIVE APPOINTMENT. REPORT ADMINISTRATIVE APPOINTMENT. REPORT ADMINISTRATIVE APPOINTMENT. OK SO WE ARE NOW INTO ACTION B APPOINTMENT. OK SO WE ARE NOW INTO ACTION B APPOINTMENT. OK SO WE ARE NOW INTO ACTION B WHICH ONE. OK SO WE ARE NOW INTO ACTION B WHICH ONE. OK SO WE ARE NOW INTO ACTION B WHICH ONE. WE HAVE AN ADMINISTRATIVE WHICH ONE. WE HAVE AN ADMINISTRATIVE WHICH ONE. WE HAVE AN ADMINISTRATIVE APPOINTMENT. WE HAVE AN ADMINISTRATIVE

640APPOINTMENT. WE HAVE AN ADMINISTRATIVE APPOINTMENT. YOU HAVE ONE OK YEAH SO PLEASED APPOINTMENT. YOU HAVE ONE OK YEAH SO PLEASED APPOINTMENT. YOU HAVE ONE OK YEAH SO PLEASED THAT YOU APPROVE A OUR YOU HAVE ONE OK YEAH SO PLEASED THAT YOU APPROVE A OUR YOU HAVE ONE OK YEAH SO PLEASED THAT YOU APPROVE A OUR RECOMMENDATION FOR BRITNEY THAT YOU APPROVE A OUR RECOMMENDATION FOR BRITNEY THAT YOU APPROVE A OUR RECOMMENDATION FOR BRITNEY GULIK CURRENTLY AN ADMIN RECOMMENDATION FOR BRITNEY GULIK CURRENTLY AN ADMIN RECOMMENDATION FOR BRITNEY GULIK CURRENTLY AN ADMIN ASSISTANT AT BAYSIDE AND GULIK CURRENTLY AN ADMIN ASSISTANT AT BAYSIDE AND GULIK CURRENTLY AN ADMIN ASSISTANT AT BAYSIDE AND LUXFORD ELEMENTARY SCHOOLS TO ASSISTANT AT BAYSIDE AND LUXFORD ELEMENTARY SCHOOLS TO ASSISTANT AT BAYSIDE AND LUXFORD ELEMENTARY SCHOOLS TO BE THE NEXT ASSISTANT PRINCIPAL

641LUXFORD ELEMENTARY SCHOOLS TO BE THE NEXT ASSISTANT PRINCIPAL LUXFORD ELEMENTARY SCHOOLS TO BE THE NEXT ASSISTANT PRINCIPAL AT GLENWOOD ELEMENTARY SCHOOL. BE THE NEXT ASSISTANT PRINCIPAL AT GLENWOOD ELEMENTARY SCHOOL. BE THE NEXT ASSISTANT PRINCIPAL AT GLENWOOD ELEMENTARY SCHOOL. THANK YOU. AT GLENWOOD ELEMENTARY SCHOOL. THANK YOU. AT GLENWOOD ELEMENTARY SCHOOL. THANK YOU. OK SO WE ARE NOW ON TO B AND THANK YOU. OK SO WE ARE NOW ON TO B AND THANK YOU. OK SO WE ARE NOW ON TO B AND MADAM CLARK I DON'T KNOW IF YOU OK SO WE ARE NOW ON TO B AND MADAM CLARK I DON'T KNOW IF YOU OK SO WE ARE NOW ON TO B AND MADAM CLARK I DON'T KNOW IF YOU NEED TIME TO ENTER THIS AND MADAM CLARK I DON'T KNOW IF YOU NEED TIME TO

642ENTER THIS AND MADAM CLARK I DON'T KNOW IF YOU NEED TIME TO ENTER THIS AND THIS IS THE MOTION FOR THE NEED TIME TO ENTER THIS AND THIS IS THE MOTION FOR THE NEED TIME TO ENTER THIS AND THIS IS THE MOTION FOR THE HEARING OFFICER THIS IS THE MOTION FOR THE HEARING OFFICER OK I >> CALL FOR A FOR A MOTION TO APPROVE ADJOURN TO SERVE AS OK I >> CALL FOR A FOR A MOTION TO APPROVE ADJOURN TO SERVE AS OK I >> CALL FOR A FOR A MOTION TO APPROVE ADJOURN TO SERVE AS THE HEARING OFFICER FOR THE TO APPROVE ADJOURN TO SERVE AS THE HEARING OFFICER FOR THE TO APPROVE ADJOURN TO SERVE AS THE HEARING OFFICER FOR THE STUDENT DISCRIMINATION THE HEARING OFFICER FOR THE STUDENT DISCRIMINATION THE HEARING OFFICER

643FOR THE STUDENT DISCRIMINATION COMPLAINT APPEAL FILED BY A STUDENT DISCRIMINATION COMPLAINT APPEAL FILED BY A STUDENT DISCRIMINATION COMPLAINT APPEAL FILED BY A PRINCE AND MIDDLE SCHOOL PARENT COMPLAINT APPEAL FILED BY A PRINCE AND MIDDLE SCHOOL PARENT COMPLAINT APPEAL FILED BY A PRINCE AND MIDDLE SCHOOL PARENT IN FEBRUARY. PRINCE AND MIDDLE SCHOOL PARENT IN FEBRUARY. PRINCE AND MIDDLE SCHOOL PARENT IN FEBRUARY. TWENTY TWENTY FIVE MOVE BY DR. IN FEBRUARY. TWENTY TWENTY FIVE MOVE BY DR. IN FEBRUARY. TWENTY TWENTY FIVE MOVE BY DR. GREENE SECONDED BY MISS DWYER TWENTY TWENTY FIVE MOVE BY DR. GREENE SECONDED BY MISS DWYER TWENTY TWENTY FIVE MOVE BY DR. GREENE SECONDED BY MISS DWYER ANY DISCUSSION SEEING NONE. GREENE SECONDED BY MISS DWYER ANY DISCUSSION SEEING NONE. GREENE SECONDED BY MISS DWYER ANY DISCUSSION SEEING NONE. YOU HAVE SOME DISCUSSION. ANY

644DISCUSSION SEEING NONE. YOU HAVE SOME DISCUSSION. ANY DISCUSSION SEEING NONE. YOU HAVE SOME DISCUSSION. THIS WAS FROM CLOSE. YOU HAVE SOME DISCUSSION. THIS WAS FROM CLOSE. YOU HAVE SOME DISCUSSION. THIS WAS FROM CLOSE. ALL RIGHT. THIS WAS FROM CLOSE. ALL RIGHT. THIS WAS FROM CLOSE. ALL RIGHT. SEE NUDNIK CALL FOR >> A VOTE ALL RIGHT. SEE NUDNIK CALL FOR >> A VOTE ALL RIGHT. SEE NUDNIK CALL FOR >> A VOTE SUBMITTED CHAIR WE HAVE TO SEE NUDNIK CALL FOR >> A VOTE SUBMITTED CHAIR WE HAVE TO SEE NUDNIK CALL FOR >> A VOTE SUBMITTED CHAIR WE HAVE TO ANALYZE THE MOTION DID PASS OK SUBMITTED CHAIR WE HAVE TO ANALYZE THE MOTION DID PASS OK SUBMITTED CHAIR WE HAVE TO ANALYZE THE MOTION DID PASS OK THANK YOU VERY MUCH VERY MUCH. ANALYZE THE MOTION

645DID PASS OK THANK YOU VERY MUCH VERY MUCH. ANALYZE THE MOTION DID PASS OK THANK YOU VERY MUCH VERY MUCH. SO NOW WE ARE ON THE MOTIONS THANK YOU VERY MUCH VERY MUCH. SO NOW WE ARE ON THE MOTIONS THANK YOU VERY MUCH VERY MUCH. SO NOW WE ARE ON THE MOTIONS FOR ACTION MAKE UP PLAN. SO NOW WE ARE ON THE MOTIONS FOR ACTION MAKE UP PLAN. SO NOW WE ARE ON THE MOTIONS FOR ACTION MAKE UP PLAN. THIS IS GOING TO BE A TWO PART FOR ACTION MAKE UP PLAN. THIS IS GOING TO BE A TWO PART FOR ACTION MAKE UP PLAN. THIS IS GOING TO BE A TWO PART MOTION ONE FOR THE ASYNCHRONOUS THIS IS GOING TO BE A TWO PART MOTION ONE FOR THE ASYNCHRONOUS THIS IS GOING TO BE

646A TWO PART MOTION ONE FOR THE ASYNCHRONOUS IS THE SECOND ONE IS GOING TO MOTION ONE FOR THE ASYNCHRONOUS IS THE SECOND ONE IS GOING TO MOTION ONE FOR THE ASYNCHRONOUS IS THE SECOND ONE IS GOING TO BE FOR THE FOUR FULL DAYS EARLY IS THE SECOND ONE IS GOING TO BE FOR THE FOUR FULL DAYS EARLY IS THE SECOND ONE IS GOING TO BE FOR THE FOUR FULL DAYS EARLY RELEASE CHANGE TO THE CALENDAR BE FOR THE FOUR FULL DAYS EARLY RELEASE CHANGE TO THE CALENDAR BE FOR THE FOUR FULL DAYS EARLY RELEASE CHANGE TO THE CALENDAR SO THE FIRST ONE IS DO I HAVE A RELEASE CHANGE TO THE CALENDAR SO THE FIRST ONE IS DO I HAVE A RELEASE CHANGE TO THE CALENDAR SO THE FIRST ONE IS DO I HAVE A

647MOTION TO COUNT OH TO, TO SO THE FIRST ONE IS DO I HAVE A MOTION TO COUNT OH TO, TO SO THE FIRST ONE IS DO I HAVE A MOTION TO COUNT OH TO, TO ACCEPT THE FIVE ASYNCHRONOUS MOTION TO COUNT OH TO, TO ACCEPT THE FIVE ASYNCHRONOUS MOTION TO COUNT OH TO, TO ACCEPT THE FIVE ASYNCHRONOUS LEARNING DAYS ON JANUARY TWENTY ACCEPT THE FIVE ASYNCHRONOUS LEARNING DAYS ON JANUARY TWENTY ACCEPT THE FIVE ASYNCHRONOUS LEARNING DAYS ON JANUARY TWENTY THIRD TWENTY FOURTH FEBRUARY 19 LEARNING DAYS ON JANUARY TWENTY THIRD TWENTY FOURTH FEBRUARY 19 LEARNING DAYS ON JANUARY TWENTY THIRD TWENTY FOURTH FEBRUARY 19 THROUGH 21ST TOWARDS THE VIDEO THIRD TWENTY FOURTH FEBRUARY 19 THROUGH 21ST TOWARDS THE VIDEO THIRD TWENTY FOURTH FEBRUARY 19 THROUGH 21ST TOWARDS THE VIDEO E REMOTE LEARNING DAY PROVISION THROUGH 21ST

648TOWARDS THE VIDEO E REMOTE LEARNING DAY PROVISION THROUGH 21ST TOWARDS THE VIDEO E REMOTE LEARNING DAY PROVISION TO MEET THE ONE HUNDRED AND E REMOTE LEARNING DAY PROVISION TO MEET THE ONE HUNDRED AND E REMOTE LEARNING DAY PROVISION TO MEET THE ONE HUNDRED AND EIGHTY DAY REQUIREMENT MOVE BY TO MEET THE ONE HUNDRED AND EIGHTY DAY REQUIREMENT MOVE BY TO MEET THE ONE HUNDRED AND EIGHTY DAY REQUIREMENT MOVE BY MR. ROGERS SECONDED BY MR. EIGHTY DAY REQUIREMENT MOVE BY MR. ROGERS SECONDED BY MR. EIGHTY DAY REQUIREMENT MOVE BY MR. ROGERS SECONDED BY MR. CUMMINGS ANY DISCUSSION ON THE MR. ROGERS SECONDED BY MR. CUMMINGS ANY DISCUSSION ON THE MR. ROGERS SECONDED BY MR. CUMMINGS ANY DISCUSSION ON THE REMOTE LEARNING SAYING I CALL CUMMINGS ANY DISCUSSION ON THE REMOTE LEARNING SAYING I CALL CUMMINGS ANY

649DISCUSSION ON THE REMOTE LEARNING SAYING I CALL FOR A VOTE TO APPROVE THE FIVE REMOTE LEARNING SAYING I CALL FOR A VOTE TO APPROVE THE FIVE REMOTE LEARNING SAYING I CALL FOR A VOTE TO APPROVE THE FIVE ASYNCHRONOUS LEARNING DAYS SO FOR A VOTE TO APPROVE THE FIVE ASYNCHRONOUS LEARNING DAYS SO FOR A VOTE TO APPROVE THE FIVE ASYNCHRONOUS LEARNING DAYS SO HERE WE HAVE NINE EYES AND ONE ASYNCHRONOUS LEARNING DAYS SO HERE WE HAVE NINE EYES AND ONE ASYNCHRONOUS LEARNING DAYS SO HERE WE HAVE NINE EYES AND ONE DAY SO THE SHE DID PASS TO HERE WE HAVE NINE EYES AND ONE DAY SO THE SHE DID PASS TO HERE WE HAVE NINE EYES AND ONE DAY SO THE SHE DID PASS TO COUNT THOSE FIVE ASYNCHRONOUS DAY SO THE SHE DID PASS TO

650COUNT THOSE FIVE ASYNCHRONOUS DAY SO THE SHE DID PASS TO COUNT THOSE FIVE ASYNCHRONOUS LEARNING DAYS ON JANUARY 20 COUNT THOSE FIVE ASYNCHRONOUS LEARNING DAYS ON JANUARY 20 COUNT THOSE FIVE ASYNCHRONOUS LEARNING DAYS ON JANUARY 20 THOUSAND TWENTY FOURTH AND LEARNING DAYS ON JANUARY 20 THOUSAND TWENTY FOURTH AND LEARNING DAYS ON JANUARY 20 THOUSAND TWENTY FOURTH AND FEBRUARY 19TH 20TH AND TWENTY THOUSAND TWENTY FOURTH AND FEBRUARY 19TH 20TH AND TWENTY THOUSAND TWENTY FOURTH AND FEBRUARY 19TH 20TH AND TWENTY FIRST POINT OF ORDER DID NOT FEBRUARY 19TH 20TH AND TWENTY FIRST POINT OF ORDER DID NOT FEBRUARY 19TH 20TH AND TWENTY FIRST POINT OF ORDER DID NOT MEAN TO HIT THAT DETONATE I WAS FIRST POINT OF ORDER DID NOT MEAN TO HIT THAT DETONATE I WAS FIRST POINT OF ORDER DID NOT MEAN TO HIT

651THAT DETONATE I WAS LOOKING AT TWO THREE ONE TIME MEAN TO HIT THAT DETONATE I WAS LOOKING AT TWO THREE ONE TIME MEAN TO HIT THAT DETONATE I WAS LOOKING AT TWO THREE ONE TIME MISSPELLED THINKING YOU APPROVE LOOKING AT TWO THREE ONE TIME MISSPELLED THINKING YOU APPROVE LOOKING AT TWO THREE ONE TIME MISSPELLED THINKING YOU APPROVE CAN YOU VERIFY THAT WANTED AND MISSPELLED THINKING YOU APPROVE CAN YOU VERIFY THAT WANTED AND MISSPELLED THINKING YOU APPROVE CAN YOU VERIFY THAT WANTED AND I AM I AND OK SO MADAM YEAR CAN YOU VERIFY THAT WANTED AND I AM I AND OK SO MADAM YEAR CAN YOU VERIFY THAT WANTED AND I AM I AND OK SO MADAM YEAR WE'RE GOING TO CORRECT THAT WE I AM I AND OK SO MADAM YEAR WE'RE GOING TO CORRECT

652THAT WE I AM I AND OK SO MADAM YEAR WE'RE GOING TO CORRECT THAT WE HAVE 10 EYES AND THE MOTION DID WE'RE GOING TO CORRECT THAT WE HAVE 10 EYES AND THE MOTION DID WE'RE GOING TO CORRECT THAT WE HAVE 10 EYES AND THE MOTION DID PASS ALL RIGHT I WILL NOW HAVE 10 EYES AND THE MOTION DID PASS ALL RIGHT I WILL NOW HAVE 10 EYES AND THE MOTION DID PASS ALL RIGHT I WILL NOW ACCEPT A MOTION TO APPROVE THE PASS ALL RIGHT I WILL NOW ACCEPT A MOTION TO APPROVE THE PASS ALL RIGHT I WILL NOW ACCEPT A MOTION TO APPROVE THE CHANGE FOR MARCH 13TH IN APRIL ACCEPT A MOTION TO APPROVE THE CHANGE FOR MARCH 13TH IN APRIL ACCEPT A MOTION TO APPROVE THE CHANGE FOR MARCH 13TH IN

653APRIL 3RD EARLY RELEASE DATE SCHEDULE CHANGE FOR MARCH 13TH IN APRIL 3RD EARLY RELEASE DATE SCHEDULE CHANGE FOR MARCH 13TH IN APRIL 3RD EARLY RELEASE DATE SCHEDULE FOR STUDENTS A FULL DAY THIS 3RD EARLY RELEASE DATE SCHEDULE FOR STUDENTS A FULL DAY THIS 3RD EARLY RELEASE DATE SCHEDULE FOR STUDENTS A FULL DAY THIS REQUEST IS MADE BASED LOSS FOR STUDENTS A FULL DAY THIS REQUEST IS MADE BASED LOSS FOR STUDENTS A FULL DAY THIS REQUEST IS MADE BASED LOSS OF IN-PERSON INSTRUCTIONAL TIME REQUEST IS MADE BASED LOSS OF IN-PERSON INSTRUCTIONAL TIME REQUEST IS MADE BASED LOSS OF IN-PERSON INSTRUCTIONAL TIME MOTION MADE BY MISS WEEMS OF IN-PERSON INSTRUCTIONAL TIME MOTION MADE BY MISS WEEMS OF IN-PERSON INSTRUCTIONAL TIME MOTION MADE BY MISS WEEMS SECONDED BY MR. BALANCE MOTION MADE BY MISS WEEMS SECONDED BY MR.

654BALANCE MOTION MADE BY MISS WEEMS SECONDED BY MR. BALANCE DISCUSSION MISS ROGERS OK FIRST SECONDED BY MR. BALANCE DISCUSSION MISS ROGERS OK FIRST SECONDED BY MR. BALANCE DISCUSSION MISS ROGERS OK FIRST I WANTED TO POINT OUT THAT THE DISCUSSION MISS ROGERS OK FIRST I WANTED TO POINT OUT THAT THE DISCUSSION MISS ROGERS OK FIRST I WANTED TO POINT OUT THAT THE APRIL 3RD IS THE DAY BEFORE I WANTED TO POINT OUT THAT THE APRIL 3RD IS THE DAY BEFORE I WANTED TO POINT OUT THAT THE APRIL 3RD IS THE DAY BEFORE REPORT CARDS ARE DO WHICH IS ON APRIL 3RD IS THE DAY BEFORE REPORT CARDS ARE DO WHICH IS ON APRIL 3RD IS THE DAY BEFORE REPORT CARDS ARE DO WHICH IS ON APRIL 4TH AT TWO O'CLOCK HOUR REPORT CARDS ARE DO WHICH

655IS ON APRIL 4TH AT TWO O'CLOCK HOUR REPORT CARDS ARE DO WHICH IS ON APRIL 4TH AT TWO O'CLOCK HOUR EDUCATORS HAVE ASKED FOR THAT APRIL 4TH AT TWO O'CLOCK HOUR EDUCATORS HAVE ASKED FOR THAT APRIL 4TH AT TWO O'CLOCK HOUR EDUCATORS HAVE ASKED FOR THAT HALF DAY IN ORDER TO GET THE EDUCATORS HAVE ASKED FOR THAT HALF DAY IN ORDER TO GET THE EDUCATORS HAVE ASKED FOR THAT HALF DAY IN ORDER TO GET THE REPORT CARDS PREPARED FOR OUR HALF DAY IN ORDER TO GET THE REPORT CARDS PREPARED FOR OUR HALF DAY IN ORDER TO GET THE REPORT CARDS PREPARED FOR OUR STUDENTS IN OUT IN TIME THAT IS REPORT CARDS PREPARED FOR OUR STUDENTS IN OUT IN TIME THAT IS REPORT CARDS PREPARED FOR OUR STUDENTS IN OUT IN TIME THAT IS THE

656REASON WHY WE HAD THAT STUDENTS IN OUT IN TIME THAT IS THE REASON WHY WE HAD THAT STUDENTS IN OUT IN TIME THAT IS THE REASON WHY WE HAD THAT CALENDARED SO THAT NUMBER ONE. THE REASON WHY WE HAD THAT CALENDARED SO THAT NUMBER ONE. THE REASON WHY WE HAD THAT CALENDARED SO THAT NUMBER ONE. AND NUMBER TWO, I WANTED TO CALENDARED SO THAT NUMBER ONE. AND NUMBER TWO, I WANTED TO CALENDARED SO THAT NUMBER ONE. AND NUMBER TWO, I WANTED TO JUST ADD THAT >> IT'S REALLY AND NUMBER TWO, I WANTED TO JUST ADD THAT >> IT'S REALLY AND NUMBER TWO, I WANTED TO JUST ADD THAT >> IT'S REALLY IMPORTANT THAT WE NOT ONLY SHOW JUST ADD THAT >> IT'S REALLY IMPORTANT THAT WE NOT ONLY SHOW JUST ADD THAT >> IT'S REALLY

657IMPORTANT THAT WE NOT ONLY SHOW OUR TEACHERS THAT WE APPRECIATE IMPORTANT THAT WE NOT ONLY SHOW OUR TEACHERS THAT WE APPRECIATE IMPORTANT THAT WE NOT ONLY SHOW OUR TEACHERS THAT WE APPRECIATE THEM WITH WORDS BUT WITH ACTION OUR TEACHERS THAT WE APPRECIATE THEM WITH WORDS BUT WITH ACTION OUR TEACHERS THAT WE APPRECIATE THEM WITH WORDS BUT WITH ACTION AND SO THIS IS WHY I WOULD THEM WITH WORDS BUT WITH ACTION AND SO THIS IS WHY I WOULD THEM WITH WORDS BUT WITH ACTION AND SO THIS IS WHY I WOULD REQUEST OR BE IN FAVOR AND SO THIS IS WHY I WOULD REQUEST OR BE IN FAVOR AND SO THIS IS WHY I WOULD REQUEST OR BE IN FAVOR OF KEEPING THOSE TWO 1/2 DAYS REQUEST OR BE IN FAVOR OF KEEPING THOSE TWO 1/2 DAYS

658REQUEST OR BE IN FAVOR OF KEEPING THOSE TWO 1/2 DAYS IN PLACE. OF KEEPING THOSE TWO 1/2 DAYS IN PLACE. OF KEEPING THOSE TWO 1/2 DAYS IN PLACE. THANK YOU. IN PLACE. THANK YOU. IN PLACE. THANK YOU. IF I CAN JUST TO MISS ROGERS THANK YOU. IF I CAN JUST TO MISS ROGERS THANK YOU. IF I CAN JUST TO MISS ROGERS WHICH MAKES A VERY GOOD POINT IF I CAN JUST TO MISS ROGERS WHICH MAKES A VERY GOOD POINT IF I CAN JUST TO MISS ROGERS WHICH MAKES A VERY GOOD POINT ABOUT APRIL 3RD OR 4TH IS A WHICH MAKES A VERY GOOD POINT ABOUT APRIL 3RD OR 4TH IS A WHICH MAKES A VERY GOOD POINT ABOUT APRIL 3RD OR 4TH IS A STAFF DAY SO TEACHERS DON'T ABOUT APRIL 3RD OR 4TH IS

659A STAFF DAY SO TEACHERS DON'T ABOUT APRIL 3RD OR 4TH IS A STAFF DAY SO TEACHERS DON'T KNOW STUDENTS AT IN SCHOOL ON STAFF DAY SO TEACHERS DON'T KNOW STUDENTS AT IN SCHOOL ON STAFF DAY SO TEACHERS DON'T KNOW STUDENTS AT IN SCHOOL ON APRIL 4TH THEY'RE JUST INSTEAD KNOW STUDENTS AT IN SCHOOL ON APRIL 4TH THEY'RE JUST INSTEAD KNOW STUDENTS AT IN SCHOOL ON APRIL 4TH THEY'RE JUST INSTEAD OF GETTING UP EARLY RELEASE DAY APRIL 4TH THEY'RE JUST INSTEAD OF GETTING UP EARLY RELEASE DAY APRIL 4TH THEY'RE JUST INSTEAD OF GETTING UP EARLY RELEASE DAY ON THE 3RD THERE WOULD BE A OF GETTING UP EARLY RELEASE DAY ON THE 3RD THERE WOULD BE A OF GETTING UP EARLY RELEASE DAY ON THE 3RD THERE WOULD BE A FULL DAY BUT THEY DO HAVE

660APRIL ON THE 3RD THERE WOULD BE A FULL DAY BUT THEY DO HAVE APRIL ON THE 3RD THERE WOULD BE A FULL DAY BUT THEY DO HAVE APRIL 4TH THE STAFF DATA THAT CREATES FULL DAY BUT THEY DO HAVE APRIL 4TH THE STAFF DATA THAT CREATES FULL DAY BUT THEY DO HAVE APRIL 4TH THE STAFF DATA THAT CREATES GRADES DONE. 4TH THE STAFF DATA THAT CREATES GRADES DONE. 4TH THE STAFF DATA THAT CREATES GRADES DONE. THAT IS GOOD. GRADES DONE. THAT IS GOOD. GRADES DONE. THAT IS GOOD. MISS WEEMES YES THANK YOU THANK THAT IS GOOD. MISS WEEMES YES THANK YOU THANK THAT IS GOOD. MISS WEEMES YES THANK YOU THANK YOU. MISS WEEMES YES THANK YOU THANK YOU. MISS WEEMES YES THANK YOU THANK YOU. I MEAN THIS IS OBVIOUSLY A YOU. I MEAN

661THIS IS OBVIOUSLY A YOU. I MEAN THIS IS OBVIOUSLY A TOUGH DECISION BUT I'VE SAID I MEAN THIS IS OBVIOUSLY A TOUGH DECISION BUT I'VE SAID I MEAN THIS IS OBVIOUSLY A TOUGH DECISION BUT I'VE SAID THIS FOR 22 YEARS AND I'VE BEEN TOUGH DECISION BUT I'VE SAID THIS FOR 22 YEARS AND I'VE BEEN TOUGH DECISION BUT I'VE SAID THIS FOR 22 YEARS AND I'VE BEEN BLASTED SOMETIMES FOR VOTING THIS FOR 22 YEARS AND I'VE BEEN BLASTED SOMETIMES FOR VOTING THIS FOR 22 YEARS AND I'VE BEEN BLASTED SOMETIMES FOR VOTING ARE SAYING THERE'S A CERTAIN BLASTED SOMETIMES FOR VOTING ARE SAYING THERE'S A CERTAIN BLASTED SOMETIMES FOR VOTING ARE SAYING THERE'S A CERTAIN WAY BUT SAY IT AGAIN IF WE HAVE ARE SAYING THERE'S A CERTAIN WAY BUT SAY IT AGAIN IF WE HAVE ARE

662SAYING THERE'S A CERTAIN WAY BUT SAY IT AGAIN IF WE HAVE TO MAKE A CHOICE I ALWAYS GO WAY BUT SAY IT AGAIN IF WE HAVE TO MAKE A CHOICE I ALWAYS GO WAY BUT SAY IT AGAIN IF WE HAVE TO MAKE A CHOICE I ALWAYS GO FOR THE STUDENT AND HIS HER TO MAKE A CHOICE I ALWAYS GO FOR THE STUDENT AND HIS HER TO MAKE A CHOICE I ALWAYS GO FOR THE STUDENT AND HIS HER ACADEMICS FIRST AND SOMETIMES FOR THE STUDENT AND HIS HER ACADEMICS FIRST AND SOMETIMES FOR THE STUDENT AND HIS HER ACADEMICS FIRST AND SOMETIMES IT'S SO CLOSE SOMETIMES THAT ACADEMICS FIRST AND SOMETIMES IT'S SO CLOSE SOMETIMES THAT ACADEMICS FIRST AND SOMETIMES IT'S SO CLOSE SOMETIMES THAT CHOICE INCONVENIENCES MANY. IT'S SO CLOSE SOMETIMES THAT CHOICE INCONVENIENCES MANY. IT'S

663SO CLOSE SOMETIMES THAT CHOICE INCONVENIENCES MANY. BUT I THINK THAT JUST CAN WE CHOICE INCONVENIENCES MANY. BUT I THINK THAT JUST CAN WE CHOICE INCONVENIENCES MANY. BUT I THINK THAT JUST CAN WE SAY GOING TO SCHOOL AN EXTRA BUT I THINK THAT JUST CAN WE SAY GOING TO SCHOOL AN EXTRA BUT I THINK THAT JUST CAN WE SAY GOING TO SCHOOL AN EXTRA HALF A DAY IS GOING TO MAKE THE SAY GOING TO SCHOOL AN EXTRA HALF A DAY IS GOING TO MAKE THE SAY GOING TO SCHOOL AN EXTRA HALF A DAY IS GOING TO MAKE THE WORLD OF DIFFERENCE I DON'T HALF A DAY IS GOING TO MAKE THE WORLD OF DIFFERENCE I DON'T HALF A DAY IS GOING TO MAKE THE WORLD OF DIFFERENCE I DON'T KNOW IF WE CAN SAY THAT BUT

664I WORLD OF DIFFERENCE I DON'T KNOW IF WE CAN SAY THAT BUT I WORLD OF DIFFERENCE I DON'T KNOW IF WE CAN SAY THAT BUT I THINK WE CAN SAY FORSHAW 100 KNOW IF WE CAN SAY THAT BUT I THINK WE CAN SAY FORSHAW 100 KNOW IF WE CAN SAY THAT BUT I THINK WE CAN SAY FORSHAW 100 ONE HUNDRED PERCENT FACE TO THINK WE CAN SAY FORSHAW 100 ONE HUNDRED PERCENT FACE TO THINK WE CAN SAY FORSHAW 100 ONE HUNDRED PERCENT FACE TO FACE IN PERSON LEARNING FOR OUR ONE HUNDRED PERCENT FACE TO FACE IN PERSON LEARNING FOR OUR ONE HUNDRED PERCENT FACE TO FACE IN PERSON LEARNING FOR OUR STUDENTS IS BY FAR THE BEST FACE IN PERSON LEARNING FOR OUR STUDENTS IS BY FAR THE BEST FACE IN PERSON LEARNING FOR OUR

665STUDENTS IS BY FAR THE BEST WE'VE LEARNED THAT A FEW YEARS STUDENTS IS BY FAR THE BEST WE'VE LEARNED THAT A FEW YEARS STUDENTS IS BY FAR THE BEST WE'VE LEARNED THAT A FEW YEARS AGO AND WE HAVE GONE FROM ONE WE'VE LEARNED THAT A FEW YEARS AGO AND WE HAVE GONE FROM ONE WE'VE LEARNED THAT A FEW YEARS AGO AND WE HAVE GONE FROM ONE EIGHTY THREE DAYS TO WANTED 181 AGO AND WE HAVE GONE FROM ONE EIGHTY THREE DAYS TO WANTED 181 AGO AND WE HAVE GONE FROM ONE EIGHTY THREE DAYS TO WANTED 181 180 TO 180 NOW WE'VE MISSED TWO EIGHTY THREE DAYS TO WANTED 181 180 TO 180 NOW WE'VE MISSED TWO EIGHTY THREE DAYS TO WANTED 181 180 TO 180 NOW WE'VE MISSED TWO OR THREE DAYS FOR SNOW NOW

666WENT 180 TO 180 NOW WE'VE MISSED TWO OR THREE DAYS FOR SNOW NOW WENT 180 TO 180 NOW WE'VE MISSED TWO OR THREE DAYS FOR SNOW NOW WENT UP TO FIVE NOW SOME OF OUR OR THREE DAYS FOR SNOW NOW WENT UP TO FIVE NOW SOME OF OUR OR THREE DAYS FOR SNOW NOW WENT UP TO FIVE NOW SOME OF OUR STUDENTS ARE MISSING SEVEN DAYS UP TO FIVE NOW SOME OF OUR STUDENTS ARE MISSING SEVEN DAYS UP TO FIVE NOW SOME OF OUR STUDENTS ARE MISSING SEVEN DAYS WITHIN WHAT A MONTH THAT IS STUDENTS ARE MISSING SEVEN DAYS WITHIN WHAT A MONTH THAT IS STUDENTS ARE MISSING SEVEN DAYS WITHIN WHAT A MONTH THAT IS HUGE AND I THINK THAT JUST I WITHIN WHAT A MONTH THAT IS HUGE AND I THINK THAT JUST

667I WITHIN WHAT A MONTH THAT IS HUGE AND I THINK THAT JUST I JUST DON'T WANT TO GET TO GET HUGE AND I THINK THAT JUST I JUST DON'T WANT TO GET TO GET HUGE AND I THINK THAT JUST I JUST DON'T WANT TO GET TO GET IN THE MINDSET THAT I JUST DON'T WANT TO GET TO GET IN THE MINDSET THAT I JUST DON'T WANT TO GET TO GET IN THE MINDSET THAT I SYNCHRONOUS WORK SO IF IT IN THE MINDSET THAT I SYNCHRONOUS WORK SO IF IT IN THE MINDSET THAT I SYNCHRONOUS WORK SO IF IT HAPPENS AGAIN, YOU KNOW, WE'LL SYNCHRONOUS WORK SO IF IT HAPPENS AGAIN, YOU KNOW, WE'LL SYNCHRONOUS WORK SO IF IT HAPPENS AGAIN, YOU KNOW, WE'LL DO TWO THREE MORE DAYS I'M IN HAPPENS AGAIN, YOU KNOW, WE'LL

668DO TWO THREE MORE DAYS I'M IN HAPPENS AGAIN, YOU KNOW, WE'LL DO TWO THREE MORE DAYS I'M IN TWO OR THREE MORE DAYS. DO TWO THREE MORE DAYS I'M IN TWO OR THREE MORE DAYS. DO TWO THREE MORE DAYS I'M IN TWO OR THREE MORE DAYS. SO I ASKED MY COLLEAGUES THE TO TWO OR THREE MORE DAYS. SO I ASKED MY COLLEAGUES THE TO TWO OR THREE MORE DAYS. SO I ASKED MY COLLEAGUES THE TO VOTE FOR THESE TWO DAYS FOR OUR SO I ASKED MY COLLEAGUES THE TO VOTE FOR THESE TWO DAYS FOR OUR SO I ASKED MY COLLEAGUES THE TO VOTE FOR THESE TWO DAYS FOR OUR STUDENTS TO BE IN FRONT OF HIS VOTE FOR THESE TWO DAYS FOR OUR STUDENTS TO BE IN FRONT OF HIS VOTE FOR THESE TWO DAYS

669FOR OUR STUDENTS TO BE IN FRONT OF HIS OR HER TEACHERS FACE TO FACE STUDENTS TO BE IN FRONT OF HIS OR HER TEACHERS FACE TO FACE STUDENTS TO BE IN FRONT OF HIS OR HER TEACHERS FACE TO FACE LEARNING. OR HER TEACHERS FACE TO FACE LEARNING. OR HER TEACHERS FACE TO FACE LEARNING. I AM SO SORRY TEACHERS THAT IS LEARNING. I AM SO SORRY TEACHERS THAT IS LEARNING. I AM SO SORRY TEACHERS THAT IS GOING TO INCONVENIENT FOR I AM SO SORRY TEACHERS THAT IS GOING TO INCONVENIENT FOR I AM SO SORRY TEACHERS THAT IS GOING TO INCONVENIENT FOR INCONVENIENT FOR THAT AND GOING TO INCONVENIENT FOR INCONVENIENT FOR THAT AND GOING TO INCONVENIENT FOR INCONVENIENT FOR THAT AND CONTINUE FOR THAT HALF DAY WE INCONVENIENT FOR THAT AND CONTINUE FOR THAT HALF DAY

670WE INCONVENIENT FOR THAT AND CONTINUE FOR THAT HALF DAY WE CANNOT HELP THAT WE GOT HIT CONTINUE FOR THAT HALF DAY WE CANNOT HELP THAT WE GOT HIT CONTINUE FOR THAT HALF DAY WE CANNOT HELP THAT WE GOT HIT WITH THAT SNOWSTORM BUT I THINK CANNOT HELP THAT WE GOT HIT WITH THAT SNOWSTORM BUT I THINK CANNOT HELP THAT WE GOT HIT WITH THAT SNOWSTORM BUT I THINK THAT FOR ME PERSONALLY I'M WITH THAT SNOWSTORM BUT I THINK THAT FOR ME PERSONALLY I'M WITH THAT SNOWSTORM BUT I THINK THAT FOR ME PERSONALLY I'M GOING TO ALWAYS GO ON THE SIDE THAT FOR ME PERSONALLY I'M GOING TO ALWAYS GO ON THE SIDE THAT FOR ME PERSONALLY I'M GOING TO ALWAYS GO ON THE SIDE OF WHAT GETS OUR STUDENTS IN GOING TO ALWAYS GO ON

671THE SIDE OF WHAT GETS OUR STUDENTS IN GOING TO ALWAYS GO ON THE SIDE OF WHAT GETS OUR STUDENTS IN THAT BUILDING IN FRONT OUR OF WHAT GETS OUR STUDENTS IN THAT BUILDING IN FRONT OUR OF WHAT GETS OUR STUDENTS IN THAT BUILDING IN FRONT OUR GREAT TEACHERS WHO MAKE A THAT BUILDING IN FRONT OUR GREAT TEACHERS WHO MAKE A THAT BUILDING IN FRONT OUR GREAT TEACHERS WHO MAKE A DIFFERENCE IN THAT STUDENTS GREAT TEACHERS WHO MAKE A DIFFERENCE IN THAT STUDENTS GREAT TEACHERS WHO MAKE A DIFFERENCE IN THAT STUDENTS LEARNING SO I WILL BE DIFFERENCE IN THAT STUDENTS LEARNING SO I WILL BE DIFFERENCE IN THAT STUDENTS LEARNING SO I WILL BE SUPPORTING THIS. LEARNING SO I WILL BE SUPPORTING THIS. LEARNING SO I WILL BE SUPPORTING THIS. MR. CUMMINGS I'LL BE WILL BE

672SUPPORTING THIS. MR. CUMMINGS I'LL BE WILL BE SUPPORTING THIS. MR. CUMMINGS I'LL BE WILL BE JOINING MRS. ROGERS AND KEEP MR. CUMMINGS I'LL BE WILL BE JOINING MRS. ROGERS AND KEEP MR. CUMMINGS I'LL BE WILL BE JOINING MRS. ROGERS AND KEEP WANTING TO VOTE FOR THE HALF JOINING MRS. ROGERS AND KEEP WANTING TO VOTE FOR THE HALF JOINING MRS. ROGERS AND KEEP WANTING TO VOTE FOR THE HALF DAYS I THINK FOR THEM WANTING TO VOTE FOR THE HALF DAYS I THINK FOR THEM WANTING TO VOTE FOR THE HALF DAYS I THINK FOR THEM DEFINITELY HEAR WHAT FOLKS ARE DAYS I THINK FOR THEM DEFINITELY HEAR WHAT FOLKS ARE DAYS I THINK FOR THEM DEFINITELY HEAR WHAT FOLKS ARE SAYING IN THE SENSE OF WITHIN DEFINITELY HEAR WHAT FOLKS ARE SAYING IN THE SENSE OF WITHIN

673DEFINITELY HEAR WHAT FOLKS ARE SAYING IN THE SENSE OF WITHIN OUR STUDENTS HAVE THE BEST SAYING IN THE SENSE OF WITHIN OUR STUDENTS HAVE THE BEST SAYING IN THE SENSE OF WITHIN OUR STUDENTS HAVE THE BEST POSSIBLE OUTCOMES AND I OUR STUDENTS HAVE THE BEST POSSIBLE OUTCOMES AND I OUR STUDENTS HAVE THE BEST POSSIBLE OUTCOMES AND I STRONGLY BELIEVE YOU KNOW OUR POSSIBLE OUTCOMES AND I STRONGLY BELIEVE YOU KNOW OUR POSSIBLE OUTCOMES AND I STRONGLY BELIEVE YOU KNOW OUR STUDENTS LEARN THE BEST WHEN STRONGLY BELIEVE YOU KNOW OUR STUDENTS LEARN THE BEST WHEN STRONGLY BELIEVE YOU KNOW OUR STUDENTS LEARN THE BEST WHEN OUR STAFF ARE STAFF ARE TREATED STUDENTS LEARN THE BEST WHEN OUR STAFF ARE STAFF ARE TREATED STUDENTS LEARN THE BEST WHEN OUR STAFF ARE STAFF ARE TREATED THE BEST AS WELL

674BUT I ALSO OUR STAFF ARE STAFF ARE TREATED THE BEST AS WELL BUT I ALSO OUR STAFF ARE STAFF ARE TREATED THE BEST AS WELL BUT I ALSO THINK IT'S HARD FOR ME TO SEE THE BEST AS WELL BUT I ALSO THINK IT'S HARD FOR ME TO SEE THE BEST AS WELL BUT I ALSO THINK IT'S HARD FOR ME TO SEE THIS DECISION OF CHANGING HALF THINK IT'S HARD FOR ME TO SEE THIS DECISION OF CHANGING HALF THINK IT'S HARD FOR ME TO SEE THIS DECISION OF CHANGING HALF TO A FULL BASED ON EVIDENCE THIS DECISION OF CHANGING HALF TO A FULL BASED ON EVIDENCE THIS DECISION OF CHANGING HALF TO A FULL BASED ON EVIDENCE THAT'S BEFORE ME AND SO FOR ME TO A FULL BASED ON EVIDENCE THAT'S BEFORE ME AND SO FOR

675ME TO A FULL BASED ON EVIDENCE THAT'S BEFORE ME AND SO FOR ME THAT'S REALLY I THINK THE THAT'S BEFORE ME AND SO FOR ME THAT'S REALLY I THINK THE THAT'S BEFORE ME AND SO FOR ME THAT'S REALLY I THINK THE DECISION IS WHAT I'D HEAVILY I THAT'S REALLY I THINK THE DECISION IS WHAT I'D HEAVILY I THAT'S REALLY I THINK THE DECISION IS WHAT I'D HEAVILY I HAVE LEEWAY ON IS I KNOW THAT DECISION IS WHAT I'D HEAVILY I HAVE LEEWAY ON IS I KNOW THAT DECISION IS WHAT I'D HEAVILY I HAVE LEEWAY ON IS I KNOW THAT FACE TO FACE IS THE PREFERRED HAVE LEEWAY ON IS I KNOW THAT FACE TO FACE IS THE PREFERRED HAVE LEEWAY ON IS I KNOW THAT FACE TO FACE IS THE PREFERRED METHOD AND I THOUGH

676THAT I >> FACE TO FACE IS THE PREFERRED METHOD AND I THOUGH THAT I >> FACE TO FACE IS THE PREFERRED METHOD AND I THOUGH THAT I >> MEAN SEE MY OWN SON MY KIDS METHOD AND I THOUGH THAT I >> MEAN SEE MY OWN SON MY KIDS METHOD AND I THOUGH THAT I >> MEAN SEE MY OWN SON MY KIDS STRUGGLE AND ASYNC ENVIRONMENT MEAN SEE MY OWN SON MY KIDS STRUGGLE AND ASYNC ENVIRONMENT MEAN SEE MY OWN SON MY KIDS STRUGGLE AND ASYNC ENVIRONMENT SNOW DAYS ALL, ALL THOSE THINGS STRUGGLE AND ASYNC ENVIRONMENT SNOW DAYS ALL, ALL THOSE THINGS STRUGGLE AND ASYNC ENVIRONMENT SNOW DAYS ALL, ALL THOSE THINGS I DEFINITELY HERE SOME CONCERNS SNOW DAYS ALL, ALL THOSE THINGS I DEFINITELY HERE SOME CONCERNS SNOW DAYS ALL, ALL THOSE THINGS I DEFINITELY

677HERE SOME CONCERNS AROUND THAT >>. I DEFINITELY HERE SOME CONCERNS AROUND THAT >>. I DEFINITELY HERE SOME CONCERNS AROUND THAT >>. I JUST DON'T KNOW IF CHANGING AROUND THAT >>. I JUST DON'T KNOW IF CHANGING AROUND THAT >>. I JUST DON'T KNOW IF CHANGING FROM A HALF TO FOR NECESSITATE I JUST DON'T KNOW IF CHANGING FROM A HALF TO FOR NECESSITATE I JUST DON'T KNOW IF CHANGING FROM A HALF TO FOR NECESSITATE WHAT THE ACTUAL ACADEMIC FROM A HALF TO FOR NECESSITATE WHAT THE ACTUAL ACADEMIC FROM A HALF TO FOR NECESSITATE WHAT THE ACTUAL ACADEMIC OUTPUTS WILL BE FOR THAT CHANGE WHAT THE ACTUAL ACADEMIC OUTPUTS WILL BE FOR THAT CHANGE WHAT THE ACTUAL ACADEMIC OUTPUTS WILL BE FOR THAT CHANGE TO JUSTIFY SUCH BUT I THINK OUTPUTS WILL BE FOR THAT CHANGE TO JUSTIFY

678SUCH BUT I THINK OUTPUTS WILL BE FOR THAT CHANGE TO JUSTIFY SUCH BUT I THINK WE'LL DEFINITELY IMPACT OUR TO JUSTIFY SUCH BUT I THINK WE'LL DEFINITELY IMPACT OUR TO JUSTIFY SUCH BUT I THINK WE'LL DEFINITELY IMPACT OUR STAFF IN A NEGATIVE WAY SIDE I WE'LL DEFINITELY IMPACT OUR STAFF IN A NEGATIVE WAY SIDE I WE'LL DEFINITELY IMPACT OUR STAFF IN A NEGATIVE WAY SIDE I THINK IN FUTURE I'D LOVE TO STAFF IN A NEGATIVE WAY SIDE I THINK IN FUTURE I'D LOVE TO STAFF IN A NEGATIVE WAY SIDE I THINK IN FUTURE I'D LOVE TO HAVE MORE DATA IN FRONT OF ME THINK IN FUTURE I'D LOVE TO HAVE MORE DATA IN FRONT OF ME THINK IN FUTURE I'D LOVE TO HAVE MORE DATA IN FRONT OF ME WHEN MAKING DECISIONS ABOUT YOU HAVE

679MORE DATA IN FRONT OF ME WHEN MAKING DECISIONS ABOUT YOU HAVE MORE DATA IN FRONT OF ME WHEN MAKING DECISIONS ABOUT YOU KNOW SPECIFICALLY AROUND WHEN MAKING DECISIONS ABOUT YOU KNOW SPECIFICALLY AROUND WHEN MAKING DECISIONS ABOUT YOU KNOW SPECIFICALLY AROUND SPECIFICALLY AROUND DECISIONS KNOW SPECIFICALLY AROUND SPECIFICALLY AROUND DECISIONS KNOW SPECIFICALLY AROUND SPECIFICALLY AROUND DECISIONS THAT IMPACT NOT JUST OUR SPECIFICALLY AROUND DECISIONS THAT IMPACT NOT JUST OUR SPECIFICALLY AROUND DECISIONS THAT IMPACT NOT JUST OUR STUDENTS BUT ALSO OUR PARENTS THAT IMPACT NOT JUST OUR STUDENTS BUT ALSO OUR PARENTS THAT IMPACT NOT JUST OUR STUDENTS BUT ALSO OUR PARENTS WHO MIGHT HAVE HAD THINGS STUDENTS BUT ALSO OUR PARENTS WHO MIGHT HAVE HAD THINGS STUDENTS BUT ALSO OUR PARENTS WHO MIGHT HAVE HAD THINGS PLANNED THAT DAY OUR STAFF WHO WHO MIGHT HAVE HAD THINGS PLANNED

680THAT DAY OUR STAFF WHO WHO MIGHT HAVE HAD THINGS PLANNED THAT DAY OUR STAFF WHO MIGHT HAVE HAD THINGS ALSO PLAN PLANNED THAT DAY OUR STAFF WHO MIGHT HAVE HAD THINGS ALSO PLAN PLANNED THAT DAY OUR STAFF WHO MIGHT HAVE HAD THINGS ALSO PLAN PLANNED THAT DAY AS WELL SO MIGHT HAVE HAD THINGS ALSO PLAN PLANNED THAT DAY AS WELL SO MIGHT HAVE HAD THINGS ALSO PLAN PLANNED THAT DAY AS WELL SO THOSE ARE JUST MY QUICK PLANNED THAT DAY AS WELL SO THOSE ARE JUST MY QUICK PLANNED THAT DAY AS WELL SO THOSE ARE JUST MY QUICK IMMEDIATE THOUGHTS ON THIS THOSE ARE JUST MY QUICK IMMEDIATE THOUGHTS ON THIS THOSE ARE JUST MY QUICK IMMEDIATE THOUGHTS ON THIS TOPIC THANK YOU. IMMEDIATE THOUGHTS ON THIS TOPIC THANK YOU. IMMEDIATE THOUGHTS ON THIS TOPIC

681THANK YOU. WE'RE GOING TO HAVE THIS MELNIK TOPIC THANK YOU. WE'RE GOING TO HAVE THIS MELNIK TOPIC THANK YOU. WE'RE GOING TO HAVE THIS MELNIK SPEAK SINCE MR. ROGERS HAS HAD WE'RE GOING TO HAVE THIS MELNIK SPEAK SINCE MR. ROGERS HAS HAD WE'RE GOING TO HAVE THIS MELNIK SPEAK SINCE MR. ROGERS HAS HAD THE OPPORTUNITY. SPEAK SINCE MR. ROGERS HAS HAD THE OPPORTUNITY. SPEAK SINCE MR. ROGERS HAS HAD THE OPPORTUNITY. MR. DELANEY DO YOU KNOW OFF THE THE OPPORTUNITY. MR. DELANEY DO YOU KNOW OFF THE THE OPPORTUNITY. MR. DELANEY DO YOU KNOW OFF THE TOP OF YOUR HEAD HOW MANY MR. DELANEY DO YOU KNOW OFF THE TOP OF YOUR HEAD HOW MANY MR. DELANEY DO YOU KNOW OFF THE TOP OF YOUR HEAD HOW MANY STUDENTS ARE IN AFTERNOON TOP OF YOUR HEAD HOW

682MANY STUDENTS ARE IN AFTERNOON TOP OF YOUR HEAD HOW MANY STUDENTS ARE IN AFTERNOON PROGRAMS THAT THAT WILL MISS STUDENTS ARE IN AFTERNOON PROGRAMS THAT THAT WILL MISS STUDENTS ARE IN AFTERNOON PROGRAMS THAT THAT WILL MISS OUT ATC ENVIRONMENTAL SCIENCE PROGRAMS THAT THAT WILL MISS OUT ATC ENVIRONMENTAL SCIENCE PROGRAMS THAT THAT WILL MISS OUT ATC ENVIRONMENTAL SCIENCE GOODNESS LOOK AT ENVIRONMENTAL OUT ATC ENVIRONMENTAL SCIENCE GOODNESS LOOK AT ENVIRONMENTAL OUT ATC ENVIRONMENTAL SCIENCE GOODNESS LOOK AT ENVIRONMENTAL STUDIES PROGRAM PROGRAMS. GOODNESS LOOK AT ENVIRONMENTAL STUDIES PROGRAM PROGRAMS. GOODNESS LOOK AT ENVIRONMENTAL STUDIES PROGRAM PROGRAMS. ONE HUNDRED KIDS COMING TO BE STUDIES PROGRAM PROGRAMS. ONE HUNDRED KIDS COMING TO BE STUDIES PROGRAM PROGRAMS. ONE HUNDRED KIDS COMING TO BE WAY OFF HERE BUT IT'S A ONE HUNDRED KIDS COMING TO BE WAY OFF HERE BUT IT'S A ONE

683HUNDRED KIDS COMING TO BE WAY OFF HERE BUT IT'S A SIGNIFICANT NUMBER OF THE ATC WAY OFF HERE BUT IT'S A SIGNIFICANT NUMBER OF THE ATC WAY OFF HERE BUT IT'S A SIGNIFICANT NUMBER OF THE ATC IN THE AFTERNOON PROGRAM YOU SIGNIFICANT NUMBER OF THE ATC IN THE AFTERNOON PROGRAM YOU SIGNIFICANT NUMBER OF THE ATC IN THE AFTERNOON PROGRAM YOU LOOK AT A COUPLE HUNDRED AND IN THE AFTERNOON PROGRAM YOU LOOK AT A COUPLE HUNDRED AND IN THE AFTERNOON PROGRAM YOU LOOK AT A COUPLE HUNDRED AND THEN AT CAREER TECH SIMILAR LOOK AT A COUPLE HUNDRED AND THEN AT CAREER TECH SIMILAR LOOK AT A COUPLE HUNDRED AND THEN AT CAREER TECH SIMILAR SIMILAR NUMBERS, YOU KNOW, TO THEN AT CAREER TECH SIMILAR SIMILAR NUMBERS, YOU KNOW, TO THEN AT CAREER TECH SIMILAR SIMILAR NUMBERS,

684YOU KNOW, TO MR. CUMMINGS POINT FOR EXAMPLE SIMILAR NUMBERS, YOU KNOW, TO MR. CUMMINGS POINT FOR EXAMPLE SIMILAR NUMBERS, YOU KNOW, TO MR. CUMMINGS POINT FOR EXAMPLE FOR THOSE STUDENTS IT IS A MR. CUMMINGS POINT FOR EXAMPLE FOR THOSE STUDENTS IT IS A MR. CUMMINGS POINT FOR EXAMPLE FOR THOSE STUDENTS IT IS A SIGNIFICANT FIVE DAYS A FOR THOSE STUDENTS IT IS A SIGNIFICANT FIVE DAYS A FOR THOSE STUDENTS IT IS A SIGNIFICANT FIVE DAYS A SIGNIFICANT AMOUNT SIGNIFICANT FIVE DAYS A SIGNIFICANT AMOUNT SIGNIFICANT FIVE DAYS A SIGNIFICANT AMOUNT OF INSTRUCTIONAL TIME REGARDING SIGNIFICANT AMOUNT OF INSTRUCTIONAL TIME REGARDING SIGNIFICANT AMOUNT OF INSTRUCTIONAL TIME REGARDING THE TRADES THAT THEY'RE WORKING OF INSTRUCTIONAL TIME REGARDING THE TRADES THAT THEY'RE WORKING OF INSTRUCTIONAL TIME REGARDING THE TRADES THAT THEY'RE WORKING THROUGH. THE TRADES THAT THEY'RE WORKING THROUGH.

685THE TRADES THAT THEY'RE WORKING THROUGH. IT'S UP IT'LL BE SEVEN. THROUGH. IT'S UP IT'LL BE SEVEN. THROUGH. IT'S UP IT'LL BE SEVEN. YEAH, SEVEN WHEN YOU SO THAT'S IT'S UP IT'LL BE SEVEN. YEAH, SEVEN WHEN YOU SO THAT'S IT'S UP IT'LL BE SEVEN. YEAH, SEVEN WHEN YOU SO THAT'S SO THAT'S WHAT I WORRY ABOUT YEAH, SEVEN WHEN YOU SO THAT'S SO THAT'S WHAT I WORRY ABOUT YEAH, SEVEN WHEN YOU SO THAT'S SO THAT'S WHAT I WORRY ABOUT OTHERWISE I'M ALL IN ON THE SO THAT'S WHAT I WORRY ABOUT OTHERWISE I'M ALL IN ON THE SO THAT'S WHAT I WORRY ABOUT OTHERWISE I'M ALL IN ON THE HALF DAYS BUT IT'S SEVEN DAYS OTHERWISE I'M ALL IN ON THE HALF DAYS BUT IT'S SEVEN DAYS OTHERWISE I'M ALL IN ON THE HALF DAYS BUT IT'S SEVEN

686DAYS FOR THEM OF MISCONSTRUCTION AND HALF DAYS BUT IT'S SEVEN DAYS FOR THEM OF MISCONSTRUCTION AND HALF DAYS BUT IT'S SEVEN DAYS FOR THEM OF MISCONSTRUCTION AND THE GOVERNOR SCHOOL THAT'S A FOR THEM OF MISCONSTRUCTION AND THE GOVERNOR SCHOOL THAT'S A FOR THEM OF MISCONSTRUCTION AND THE GOVERNOR SCHOOL THAT'S A COUPLE OF ALSO WE HAVE THE THE GOVERNOR SCHOOL THAT'S A COUPLE OF ALSO WE HAVE THE THE GOVERNOR SCHOOL THAT'S A COUPLE OF ALSO WE HAVE THE LARGEST NUMBER OF STUDENTS THAT COUPLE OF ALSO WE HAVE THE LARGEST NUMBER OF STUDENTS THAT COUPLE OF ALSO WE HAVE THE LARGEST NUMBER OF STUDENTS THAT ATTEND THE GOVERNOR SCHOOL SO LARGEST NUMBER OF STUDENTS THAT ATTEND THE GOVERNOR SCHOOL SO LARGEST NUMBER OF STUDENTS THAT ATTEND THE GOVERNOR SCHOOL SO THE IMPACT IS IS GREAT ACTUALLY ATTEND

687THE GOVERNOR SCHOOL SO THE IMPACT IS IS GREAT ACTUALLY ATTEND THE GOVERNOR SCHOOL SO THE IMPACT IS IS GREAT ACTUALLY AND REALLY VERY UNFAIR TO THE THE IMPACT IS IS GREAT ACTUALLY AND REALLY VERY UNFAIR TO THE THE IMPACT IS IS GREAT ACTUALLY AND REALLY VERY UNFAIR TO THE STUDENTS WHO ARE IN THOSE AND REALLY VERY UNFAIR TO THE STUDENTS WHO ARE IN THOSE AND REALLY VERY UNFAIR TO THE STUDENTS WHO ARE IN THOSE AFTERNOON PROGRAMS AS MUCH AS I STUDENTS WHO ARE IN THOSE AFTERNOON PROGRAMS AS MUCH AS I STUDENTS WHO ARE IN THOSE AFTERNOON PROGRAMS AS MUCH AS I WANT TO GIVE THEM THE HALF DAY AFTERNOON PROGRAMS AS MUCH AS I WANT TO GIVE THEM THE HALF DAY AFTERNOON PROGRAMS AS MUCH AS I WANT TO GIVE THEM THE HALF DAY I

688FEEL MUCH BETTER KNOWING THAT WANT TO GIVE THEM THE HALF DAY I FEEL MUCH BETTER KNOWING THAT WANT TO GIVE THEM THE HALF DAY I FEEL MUCH BETTER KNOWING THAT THERE'S A STAFF DAY ON THE I FEEL MUCH BETTER KNOWING THAT THERE'S A STAFF DAY ON THE I FEEL MUCH BETTER KNOWING THAT THERE'S A STAFF DAY ON THE APRIL 4TH I FEEL MUCH BETTER THERE'S A STAFF DAY ON THE APRIL 4TH I FEEL MUCH BETTER THERE'S A STAFF DAY ON THE APRIL 4TH I FEEL MUCH BETTER ABOUT THAT AND I DON'T APRIL 4TH I FEEL MUCH BETTER ABOUT THAT AND I DON'T APRIL 4TH I FEEL MUCH BETTER ABOUT THAT AND I DON'T TYPICALLY FIGHT THIS WAY. ABOUT THAT AND I DON'T TYPICALLY FIGHT THIS WAY. ABOUT THAT AND I DON'T TYPICALLY FIGHT THIS WAY.

689I'M ALWAYS TEACHER AND DOING TYPICALLY FIGHT THIS WAY. I'M ALWAYS TEACHER AND DOING TYPICALLY FIGHT THIS WAY. I'M ALWAYS TEACHER AND DOING EVERYTHING I CAN TO SUPPORT OUR I'M ALWAYS TEACHER AND DOING EVERYTHING I CAN TO SUPPORT OUR I'M ALWAYS TEACHER AND DOING EVERYTHING I CAN TO SUPPORT OUR TEACHERS BUT SEVEN DAYS IS A EVERYTHING I CAN TO SUPPORT OUR TEACHERS BUT SEVEN DAYS IS A EVERYTHING I CAN TO SUPPORT OUR TEACHERS BUT SEVEN DAYS IS A LOT AND A HALF A DAY IS BETTER TEACHERS BUT SEVEN DAYS IS A LOT AND A HALF A DAY IS BETTER TEACHERS BUT SEVEN DAYS IS A LOT AND A HALF A DAY IS BETTER THAN A FULL THEY MAKE UP LOT AND A HALF A DAY IS BETTER THAN A FULL THEY MAKE UP LOT AND A

690HALF A DAY IS BETTER THAN A FULL THEY MAKE UP SOMEWHERE ELSE AND SO I'M GLAD THAN A FULL THEY MAKE UP SOMEWHERE ELSE AND SO I'M GLAD THAN A FULL THEY MAKE UP SOMEWHERE ELSE AND SO I'M GLAD THAT THE FIRST ONE PAST THAT WE SOMEWHERE ELSE AND SO I'M GLAD THAT THE FIRST ONE PAST THAT WE SOMEWHERE ELSE AND SO I'M GLAD THAT THE FIRST ONE PAST THAT WE WERE ABLE TO USE A SYNCHRONOUS THAT THE FIRST ONE PAST THAT WE WERE ABLE TO USE A SYNCHRONOUS THAT THE FIRST ONE PAST THAT WE WERE ABLE TO USE A SYNCHRONOUS SPACE FOR THOSE FOR THOSE DAYS WERE ABLE TO USE A SYNCHRONOUS SPACE FOR THOSE FOR THOSE DAYS WERE ABLE TO USE A SYNCHRONOUS SPACE FOR THOSE FOR THOSE DAYS AND WITH THAT I

691YIELD MR. SPACE FOR THOSE FOR THOSE DAYS AND WITH THAT I YIELD MR. SPACE FOR THOSE FOR THOSE DAYS AND WITH THAT I YIELD MR. ROGERS OK, FIRST QUESTION WHAT AND WITH THAT I YIELD MR. ROGERS OK, FIRST QUESTION WHAT AND WITH THAT I YIELD MR. ROGERS OK, FIRST QUESTION WHAT TIME ARE REPORTED TO DO ON ROGERS OK, FIRST QUESTION WHAT TIME ARE REPORTED TO DO ON ROGERS OK, FIRST QUESTION WHAT TIME ARE REPORTED TO DO ON APRIL 4TH WE GIVE THEM WE SAY TIME ARE REPORTED TO DO ON APRIL 4TH WE GIVE THEM WE SAY TIME ARE REPORTED TO DO ON APRIL 4TH WE GIVE THEM WE SAY NO EARLIER THAN TWO O'CLOCK WE APRIL 4TH WE GIVE THEM WE SAY NO EARLIER THAN TWO O'CLOCK WE APRIL 4TH WE GIVE THEM WE SAY

692NO EARLIER THAN TWO O'CLOCK WE FLEXIBILITIES THE PRINCIPLES IF NO EARLIER THAN TWO O'CLOCK WE FLEXIBILITIES THE PRINCIPLES IF NO EARLIER THAN TWO O'CLOCK WE FLEXIBILITIES THE PRINCIPLES IF THEY'RE SAYING THEIR STAFF FLEXIBILITIES THE PRINCIPLES IF THEY'RE SAYING THEIR STAFF FLEXIBILITIES THE PRINCIPLES IF THEY'RE SAYING THEIR STAFF NEEDS A NEEDS A LITTLE MORE THEY'RE SAYING THEIR STAFF NEEDS A NEEDS A LITTLE MORE THEY'RE SAYING THEIR STAFF NEEDS A NEEDS A LITTLE MORE TIME FROM THAT FROM A DOT NEEDS A NEEDS A LITTLE MORE TIME FROM THAT FROM A DOT NEEDS A NEEDS A LITTLE MORE TIME FROM THAT FROM A DOT PERSPECTIVE IT'S FIVE O'CLOCK TIME FROM THAT FROM A DOT PERSPECTIVE IT'S FIVE O'CLOCK TIME FROM THAT FROM A DOT PERSPECTIVE IT'S FIVE O'CLOCK IS WHEN THOSE HAVE TO BE DONE PERSPECTIVE IT'S FIVE

693O'CLOCK IS WHEN THOSE HAVE TO BE DONE PERSPECTIVE IT'S FIVE O'CLOCK IS WHEN THOSE HAVE TO BE DONE YOU MAY BE REFERRING TO WE SENT IS WHEN THOSE HAVE TO BE DONE YOU MAY BE REFERRING TO WE SENT IS WHEN THOSE HAVE TO BE DONE YOU MAY BE REFERRING TO WE SENT INFORMATION OUT EARLIER THE YOU MAY BE REFERRING TO WE SENT INFORMATION OUT EARLIER THE YOU MAY BE REFERRING TO WE SENT INFORMATION OUT EARLIER THE YEAR THAT SAID GRADES NEED TO INFORMATION OUT EARLIER THE YEAR THAT SAID GRADES NEED TO INFORMATION OUT EARLIER THE YEAR THAT SAID GRADES NEED TO BE DONE BY TWO NO LATER THAN NO YEAR THAT SAID GRADES NEED TO BE DONE BY TWO NO LATER THAN NO YEAR THAT SAID GRADES NEED TO BE DONE BY TWO NO LATER

694THAN NO EARLIER THAN TWO WAS THE BE DONE BY TWO NO LATER THAN NO EARLIER THAN TWO WAS THE BE DONE BY TWO NO LATER THAN NO EARLIER THAN TWO WAS THE MESSAGE CONVEYED THAT IT HAD TO EARLIER THAN TWO WAS THE MESSAGE CONVEYED THAT IT HAD TO EARLIER THAN TWO WAS THE MESSAGE CONVEYED THAT IT HAD TO BE IT TOO SO WE WORKED WITH MESSAGE CONVEYED THAT IT HAD TO BE IT TOO SO WE WORKED WITH MESSAGE CONVEYED THAT IT HAD TO BE IT TOO SO WE WORKED WITH MANY OF MANY OF OUR PRINCIPLES BE IT TOO SO WE WORKED WITH MANY OF MANY OF OUR PRINCIPLES BE IT TOO SO WE WORKED WITH MANY OF MANY OF OUR PRINCIPLES TO SAY YOU CAN EXTEND THAT MANY OF MANY OF OUR PRINCIPLES TO SAY

695YOU CAN EXTEND THAT MANY OF MANY OF OUR PRINCIPLES TO SAY YOU CAN EXTEND THAT WINDOW THE INTENT OF OUR TIME TO SAY YOU CAN EXTEND THAT WINDOW THE INTENT OF OUR TIME TO SAY YOU CAN EXTEND THAT WINDOW THE INTENT OF OUR TIME ON THAT WITH THAT DISCUSSION IS WINDOW THE INTENT OF OUR TIME ON THAT WITH THAT DISCUSSION IS WINDOW THE INTENT OF OUR TIME ON THAT WITH THAT DISCUSSION IS WHAT DR. ROBERTS AND MEET WITH ON THAT WITH THAT DISCUSSION IS WHAT DR. ROBERTS AND MEET WITH ON THAT WITH THAT DISCUSSION IS WHAT DR. ROBERTS AND MEET WITH TEACHER GROUP SAYING DON'T WANT WHAT DR. ROBERTS AND MEET WITH TEACHER GROUP SAYING DON'T WANT WHAT DR. ROBERTS AND MEET WITH TEACHER GROUP SAYING DON'T WANT ANYBODY BEING TOLD THEY GOT TO TEACHER

696GROUP SAYING DON'T WANT ANYBODY BEING TOLD THEY GOT TO TEACHER GROUP SAYING DON'T WANT ANYBODY BEING TOLD THEY GOT TO SUBMIT GRADES AT TEN ELEVEN ANYBODY BEING TOLD THEY GOT TO SUBMIT GRADES AT TEN ELEVEN ANYBODY BEING TOLD THEY GOT TO SUBMIT GRADES AT TEN ELEVEN O'CLOCK SO WE'VE MADE THAT SUBMIT GRADES AT TEN ELEVEN O'CLOCK SO WE'VE MADE THAT SUBMIT GRADES AT TEN ELEVEN O'CLOCK SO WE'VE MADE THAT CORRECTION EVEN AT THE END O'CLOCK SO WE'VE MADE THAT CORRECTION EVEN AT THE END O'CLOCK SO WE'VE MADE THAT CORRECTION EVEN AT THE END OF TERM TWO THAT OPPORTUNITIES CORRECTION EVEN AT THE END OF TERM TWO THAT OPPORTUNITIES CORRECTION EVEN AT THE END OF TERM TWO THAT OPPORTUNITIES FOR TEACHERS IF THEY NEED THAT OF TERM TWO THAT OPPORTUNITIES FOR TEACHERS IF THEY NEED THAT

697OF TERM TWO THAT OPPORTUNITIES FOR TEACHERS IF THEY NEED THAT ADDITIONAL TIME. FOR TEACHERS IF THEY NEED THAT ADDITIONAL TIME. FOR TEACHERS IF THEY NEED THAT ADDITIONAL TIME. OK, AND AS A TEACHER THAT HAS ADDITIONAL TIME. OK, AND AS A TEACHER THAT HAS ADDITIONAL TIME. OK, AND AS A TEACHER THAT HAS THAT CONCERN WE CAN CERTAINLY OK, AND AS A TEACHER THAT HAS THAT CONCERN WE CAN CERTAINLY OK, AND AS A TEACHER THAT HAS THAT CONCERN WE CAN CERTAINLY WORK ON LENTE AND MY PHONE IS THAT CONCERN WE CAN CERTAINLY WORK ON LENTE AND MY PHONE IS THAT CONCERN WE CAN CERTAINLY WORK ON LENTE AND MY PHONE IS GOING CRAZY BUT THAT'S BESIDE WORK ON LENTE AND MY PHONE IS GOING CRAZY BUT THAT'S BESIDE WORK ON LENTE AND MY PHONE IS GOING CRAZY

698BUT THAT'S BESIDE THE POINT. GOING CRAZY BUT THAT'S BESIDE THE POINT. GOING CRAZY BUT THAT'S BESIDE THE POINT. THE OTHER QUESTION ARE I GUESS THE POINT. THE OTHER QUESTION ARE I GUESS THE POINT. THE OTHER QUESTION ARE I GUESS COMMENT I WAS GOING TO MAKE IS THE OTHER QUESTION ARE I GUESS COMMENT I WAS GOING TO MAKE IS THE OTHER QUESTION ARE I GUESS COMMENT I WAS GOING TO MAKE IS THAT WHEN I HAD ASKED WITH COMMENT I WAS GOING TO MAKE IS THAT WHEN I HAD ASKED WITH COMMENT I WAS GOING TO MAKE IS THAT WHEN I HAD ASKED WITH REGARD TO THE BUDGET ABOUT OUR THAT WHEN I HAD ASKED WITH REGARD TO THE BUDGET ABOUT OUR THAT WHEN I HAD ASKED WITH REGARD TO THE BUDGET ABOUT OUR YOUNGEST LEARNERS NOT HAVING

699REGARD TO THE BUDGET ABOUT OUR YOUNGEST LEARNERS NOT HAVING REGARD TO THE BUDGET ABOUT OUR YOUNGEST LEARNERS NOT HAVING ONE TO ONE ACCESS TO THEIR YOUNGEST LEARNERS NOT HAVING ONE TO ONE ACCESS TO THEIR YOUNGEST LEARNERS NOT HAVING ONE TO ONE ACCESS TO THEIR DEVICES AND CUTTING BACK ON ONE TO ONE ACCESS TO THEIR DEVICES AND CUTTING BACK ON ONE TO ONE ACCESS TO THEIR DEVICES AND CUTTING BACK ON THAT ONE OF THE REASONS GIVEN DEVICES AND CUTTING BACK ON THAT ONE OF THE REASONS GIVEN DEVICES AND CUTTING BACK ON THAT ONE OF THE REASONS GIVEN IN FAVOR OF IS FOR ASYNCHRONOUS THAT ONE OF THE REASONS GIVEN IN FAVOR OF IS FOR ASYNCHRONOUS THAT ONE OF THE REASONS GIVEN IN FAVOR OF IS FOR ASYNCHRONOUS LEARNING AND SO IT'S KIND OF A IN FAVOR

700OF IS FOR ASYNCHRONOUS LEARNING AND SO IT'S KIND OF A IN FAVOR OF IS FOR ASYNCHRONOUS LEARNING AND SO IT'S KIND OF A JUXTAPOSE I SUPPOSE THAT ONE LEARNING AND SO IT'S KIND OF A JUXTAPOSE I SUPPOSE THAT ONE LEARNING AND SO IT'S KIND OF A JUXTAPOSE I SUPPOSE THAT ONE HAND WE'RE SAYING ASYNCHRONOUS JUXTAPOSE I SUPPOSE THAT ONE HAND WE'RE SAYING ASYNCHRONOUS JUXTAPOSE I SUPPOSE THAT ONE HAND WE'RE SAYING ASYNCHRONOUS LEARNING THE DEVICES ARE NEEDED HAND WE'RE SAYING ASYNCHRONOUS LEARNING THE DEVICES ARE NEEDED HAND WE'RE SAYING ASYNCHRONOUS LEARNING THE DEVICES ARE NEEDED FOR THAT AND ON THE OTHER HAND LEARNING THE DEVICES ARE NEEDED FOR THAT AND ON THE OTHER HAND LEARNING THE DEVICES ARE NEEDED FOR THAT AND ON THE OTHER HAND BUT IT'S NOT THE SAME AS YOU FOR THAT AND ON

701THE OTHER HAND BUT IT'S NOT THE SAME AS YOU FOR THAT AND ON THE OTHER HAND BUT IT'S NOT THE SAME AS YOU KNOW IN PERSON LEARNING. BUT IT'S NOT THE SAME AS YOU KNOW IN PERSON LEARNING. BUT IT'S NOT THE SAME AS YOU KNOW IN PERSON LEARNING. SO WE HAVE TO TAKE AWAY ALREADY KNOW IN PERSON LEARNING. SO WE HAVE TO TAKE AWAY ALREADY KNOW IN PERSON LEARNING. SO WE HAVE TO TAKE AWAY ALREADY CALENDAR DAYS. SO WE HAVE TO TAKE AWAY ALREADY CALENDAR DAYS. SO WE HAVE TO TAKE AWAY ALREADY CALENDAR DAYS. DO YOU SEE LIKE IT CAN'T BE CALENDAR DAYS. DO YOU SEE LIKE IT CAN'T BE CALENDAR DAYS. DO YOU SEE LIKE IT CAN'T BE BOTH. DO YOU SEE LIKE IT CAN'T BE BOTH. DO YOU SEE LIKE IT CAN'T BE

702BOTH. SO I I'M REALLY STRUGGLING HERE BOTH. SO I I'M REALLY STRUGGLING HERE BOTH. SO I I'M REALLY STRUGGLING HERE WITH THAT THAT WE'RE USING SO I I'M REALLY STRUGGLING HERE WITH THAT THAT WE'RE USING SO I I'M REALLY STRUGGLING HERE WITH THAT THAT WE'RE USING PAYING FOR ONE TO ONE DEVICES WITH THAT THAT WE'RE USING PAYING FOR ONE TO ONE DEVICES WITH THAT THAT WE'RE USING PAYING FOR ONE TO ONE DEVICES BECAUSE WE NEED THEM FOR PAYING FOR ONE TO ONE DEVICES BECAUSE WE NEED THEM FOR PAYING FOR ONE TO ONE DEVICES BECAUSE WE NEED THEM FOR ASYNCHRONOUS DAYS BUT THEN WHEN BECAUSE WE NEED THEM FOR ASYNCHRONOUS DAYS BUT THEN WHEN BECAUSE WE NEED THEM FOR ASYNCHRONOUS DAYS BUT THEN WHEN USE OUR ASYNCHRONOUS DAYS AS ASYNCHRONOUS DAYS BUT THEN WHEN USE OUR

703ASYNCHRONOUS DAYS AS ASYNCHRONOUS DAYS BUT THEN WHEN USE OUR ASYNCHRONOUS DAYS AS ALLOTTED BY THE STATE THEN USE OUR ASYNCHRONOUS DAYS AS ALLOTTED BY THE STATE THEN USE OUR ASYNCHRONOUS DAYS AS ALLOTTED BY THE STATE THEN THAT'S NOT GOOD ENOUGH ALLOTTED BY THE STATE THEN THAT'S NOT GOOD ENOUGH ALLOTTED BY THE STATE THEN THAT'S NOT GOOD ENOUGH INSTRUCTION. THAT'S NOT GOOD ENOUGH INSTRUCTION. THAT'S NOT GOOD ENOUGH INSTRUCTION. SO LET'S TAKE AWAY SAFTA AND INSTRUCTION. SO LET'S TAKE AWAY SAFTA AND INSTRUCTION. SO LET'S TAKE AWAY SAFTA AND AND DAYS THAT THEY NEED AND SO SO LET'S TAKE AWAY SAFTA AND AND DAYS THAT THEY NEED AND SO SO LET'S TAKE AWAY SAFTA AND AND DAYS THAT THEY NEED AND SO THAT'S WHERE I'M REALLY AND DAYS THAT THEY NEED AND SO THAT'S WHERE I'M REALLY AND

704DAYS THAT THEY NEED AND SO THAT'S WHERE I'M REALLY STRUGGLING HERE BECAUSE AGAIN THAT'S WHERE I'M REALLY STRUGGLING HERE BECAUSE AGAIN THAT'S WHERE I'M REALLY STRUGGLING HERE BECAUSE AGAIN OUR STUDENTS DID WORK. STRUGGLING HERE BECAUSE AGAIN OUR STUDENTS DID WORK. STRUGGLING HERE BECAUSE AGAIN OUR STUDENTS DID WORK. SO DID OUR STAFF ON THOSE FIVE OUR STUDENTS DID WORK. SO DID OUR STAFF ON THOSE FIVE OUR STUDENTS DID WORK. SO DID OUR STAFF ON THOSE FIVE DAYS THOSE DAYS ARE NOT DAYS, SO DID OUR STAFF ON THOSE FIVE DAYS THOSE DAYS ARE NOT DAYS, SO DID OUR STAFF ON THOSE FIVE DAYS THOSE DAYS ARE NOT DAYS, NOT DONE ANY WORK THOSE ARE NOT DAYS THOSE DAYS ARE NOT DAYS, NOT DONE ANY WORK THOSE ARE NOT DAYS THOSE DAYS ARE NOT DAYS, NOT DONE ANY

705WORK THOSE ARE NOT DAYS THAT NOTHING WAS DONE. NOT DONE ANY WORK THOSE ARE NOT DAYS THAT NOTHING WAS DONE. NOT DONE ANY WORK THOSE ARE NOT DAYS THAT NOTHING WAS DONE. STUDENTS PRACTICED AT HOME DAYS THAT NOTHING WAS DONE. STUDENTS PRACTICED AT HOME DAYS THAT NOTHING WAS DONE. STUDENTS PRACTICED AT HOME THEIR MUSIC STUDENTS PRACTICE STUDENTS PRACTICED AT HOME THEIR MUSIC STUDENTS PRACTICE STUDENTS PRACTICED AT HOME THEIR MUSIC STUDENTS PRACTICE THEIR LINES IF THEY WERE IN AT THEIR MUSIC STUDENTS PRACTICE THEIR LINES IF THEY WERE IN AT THEIR MUSIC STUDENTS PRACTICE THEIR LINES IF THEY WERE IN AT ONE OF THE ACADEMIES FOR THE THEIR LINES IF THEY WERE IN AT ONE OF THE ACADEMIES FOR THE THEIR LINES IF THEY WERE IN AT ONE OF THE ACADEMIES FOR THE ARTS ALL OF THOSE

706THINGS STILL ONE OF THE ACADEMIES FOR THE ARTS ALL OF THOSE THINGS STILL ONE OF THE ACADEMIES FOR THE ARTS ALL OF THOSE THINGS STILL HAPPENED WHILE THEY WERE AT ARTS ALL OF THOSE THINGS STILL HAPPENED WHILE THEY WERE AT ARTS ALL OF THOSE THINGS STILL HAPPENED WHILE THEY WERE AT HOME THEY ALL HAD WORKED TO DO HAPPENED WHILE THEY WERE AT HOME THEY ALL HAD WORKED TO DO HAPPENED WHILE THEY WERE AT HOME THEY ALL HAD WORKED TO DO SO THIS IS WHERE I'M JUST KIND HOME THEY ALL HAD WORKED TO DO SO THIS IS WHERE I'M JUST KIND HOME THEY ALL HAD WORKED TO DO SO THIS IS WHERE I'M JUST KIND OF STRUGGLING WITH WHY ARE WE SO THIS IS WHERE I'M JUST KIND OF STRUGGLING WITH WHY ARE WE SO THIS

707IS WHERE I'M JUST KIND OF STRUGGLING WITH WHY ARE WE PAYING FOR ONE TO ONE IF EVERY OF STRUGGLING WITH WHY ARE WE PAYING FOR ONE TO ONE IF EVERY OF STRUGGLING WITH WHY ARE WE PAYING FOR ONE TO ONE IF EVERY SINGLE TIME WE HAVE AN PAYING FOR ONE TO ONE IF EVERY SINGLE TIME WE HAVE AN PAYING FOR ONE TO ONE IF EVERY SINGLE TIME WE HAVE AN ASYNCHRONOUS DAY THEN IT'S JUST SINGLE TIME WE HAVE AN ASYNCHRONOUS DAY THEN IT'S JUST SINGLE TIME WE HAVE AN ASYNCHRONOUS DAY THEN IT'S JUST NOT GOOD ENOUGH. ASYNCHRONOUS DAY THEN IT'S JUST NOT GOOD ENOUGH. ASYNCHRONOUS DAY THEN IT'S JUST NOT GOOD ENOUGH. THAT'S ALL. NOT GOOD ENOUGH. THAT'S ALL. NOT GOOD ENOUGH. THAT'S ALL. DR. GREEN THANK YOU I AM I AM THAT'S ALL. DR.

708GREEN THANK YOU I AM I AM THAT'S ALL. DR. GREEN THANK YOU I AM I AM GOING TO COME FROM THE DR. GREEN THANK YOU I AM I AM GOING TO COME FROM THE DR. GREEN THANK YOU I AM I AM GOING TO COME FROM THE PERSPECTIVE OF SOCIAL EMOTIONAL GOING TO COME FROM THE PERSPECTIVE OF SOCIAL EMOTIONAL GOING TO COME FROM THE PERSPECTIVE OF SOCIAL EMOTIONAL >> FIRST OF ALL I AM I AM PERSPECTIVE OF SOCIAL EMOTIONAL >> FIRST OF ALL I AM I AM PERSPECTIVE OF SOCIAL EMOTIONAL >> FIRST OF ALL I AM I AM APPRECIATIVE OF OUR WONDERFUL >> FIRST OF ALL I AM I AM APPRECIATIVE OF OUR WONDERFUL >> FIRST OF ALL I AM I AM APPRECIATIVE OF OUR WONDERFUL STAFF WOULD THEY DO BEYOND OUR APPRECIATIVE OF OUR WONDERFUL

709STAFF WOULD THEY DO BEYOND OUR APPRECIATIVE OF OUR WONDERFUL STAFF WOULD THEY DO BEYOND OUR DUTY DAYS. STAFF WOULD THEY DO BEYOND OUR DUTY DAYS. STAFF WOULD THEY DO BEYOND OUR DUTY DAYS. TWENTY FOR SEVEN WEEKENDS AND DUTY DAYS. TWENTY FOR SEVEN WEEKENDS AND DUTY DAYS. TWENTY FOR SEVEN WEEKENDS AND WOULD BE REMISS IF DID NOT TWENTY FOR SEVEN WEEKENDS AND WOULD BE REMISS IF DID NOT TWENTY FOR SEVEN WEEKENDS AND WOULD BE REMISS IF DID NOT ACKNOWLEDGE MY HEART HARD WOULD BE REMISS IF DID NOT ACKNOWLEDGE MY HEART HARD WOULD BE REMISS IF DID NOT ACKNOWLEDGE MY HEART HARD EVERYONE WORKED WHEN WE WERE ACKNOWLEDGE MY HEART HARD EVERYONE WORKED WHEN WE WERE ACKNOWLEDGE MY HEART HARD EVERYONE WORKED WHEN WE WERE WORKING REMOTELY DURING THE EVERYONE WORKED WHEN WE WERE WORKING REMOTELY DURING

710THE EVERYONE WORKED WHEN WE WERE WORKING REMOTELY DURING THE SNOW. WORKING REMOTELY DURING THE SNOW. WORKING REMOTELY DURING THE SNOW. HOWEVER, I JUST READ A SNOW. HOWEVER, I JUST READ A SNOW. HOWEVER, I JUST READ A RESOLUTION FOR SCHOOL SOCIAL HOWEVER, I JUST READ A RESOLUTION FOR SCHOOL SOCIAL HOWEVER, I JUST READ A RESOLUTION FOR SCHOOL SOCIAL WORKERS AND THAT RESOLUTION RESOLUTION FOR SCHOOL SOCIAL WORKERS AND THAT RESOLUTION RESOLUTION FOR SCHOOL SOCIAL WORKERS AND THAT RESOLUTION FOCUSES A A LOT ON A LOT OF OUR WORKERS AND THAT RESOLUTION FOCUSES A A LOT ON A LOT OF OUR WORKERS AND THAT RESOLUTION FOCUSES A A LOT ON A LOT OF OUR THAT MANY OF YOU MAY NOT HAVE FOCUSES A A LOT ON A LOT OF OUR THAT MANY OF YOU MAY NOT HAVE FOCUSES A

711A LOT ON A LOT OF OUR THAT MANY OF YOU MAY NOT HAVE HAD AN OPPORTUNITY TO MEET OR THAT MANY OF YOU MAY NOT HAVE HAD AN OPPORTUNITY TO MEET OR THAT MANY OF YOU MAY NOT HAVE HAD AN OPPORTUNITY TO MEET OR SEE OR VISIT THEM AT OCEANFRONT HAD AN OPPORTUNITY TO MEET OR SEE OR VISIT THEM AT OCEANFRONT HAD AN OPPORTUNITY TO MEET OR SEE OR VISIT THEM AT OCEANFRONT HOTEL LIKE I HAVE SOME OF MY SEE OR VISIT THEM AT OCEANFRONT HOTEL LIKE I HAVE SOME OF MY SEE OR VISIT THEM AT OCEANFRONT HOTEL LIKE I HAVE SOME OF MY FORMER COLLEAGUES SITTING OUT HOTEL LIKE I HAVE SOME OF MY FORMER COLLEAGUES SITTING OUT HOTEL LIKE I HAVE SOME OF MY FORMER COLLEAGUES SITTING OUT THERE SCHOOL IS THE BEST

712PART FORMER COLLEAGUES SITTING OUT THERE SCHOOL IS THE BEST PART FORMER COLLEAGUES SITTING OUT THERE SCHOOL IS THE BEST PART OF THEIR DAY THEY THEY LOOK THERE SCHOOL IS THE BEST PART OF THEIR DAY THEY THEY LOOK THERE SCHOOL IS THE BEST PART OF THEIR DAY THEY THEY LOOK FORWARD TO COMING TO SCHOOL I OF THEIR DAY THEY THEY LOOK FORWARD TO COMING TO SCHOOL I OF THEIR DAY THEY THEY LOOK FORWARD TO COMING TO SCHOOL I ALSO LOOK AT IT FROM EDUCATORS FORWARD TO COMING TO SCHOOL I ALSO LOOK AT IT FROM EDUCATORS FORWARD TO COMING TO SCHOOL I ALSO LOOK AT IT FROM EDUCATORS PERSPECTIVE WITH LEARNING AS ALSO LOOK AT IT FROM EDUCATORS PERSPECTIVE WITH LEARNING AS ALSO LOOK AT IT FROM EDUCATORS PERSPECTIVE WITH LEARNING AS WELL I WANT KIDS IN

713SCHOOL NOT PERSPECTIVE WITH LEARNING AS WELL I WANT KIDS IN SCHOOL NOT PERSPECTIVE WITH LEARNING AS WELL I WANT KIDS IN SCHOOL NOT ONLY TO MEET THEIR SOCIAL WELL I WANT KIDS IN SCHOOL NOT ONLY TO MEET THEIR SOCIAL WELL I WANT KIDS IN SCHOOL NOT ONLY TO MEET THEIR SOCIAL EMOTIONAL NEEDS BUT ALSO TO ONLY TO MEET THEIR SOCIAL EMOTIONAL NEEDS BUT ALSO TO ONLY TO MEET THEIR SOCIAL EMOTIONAL NEEDS BUT ALSO TO THEIR ACADEMIC ANY SUCH AS SOME EMOTIONAL NEEDS BUT ALSO TO THEIR ACADEMIC ANY SUCH AS SOME EMOTIONAL NEEDS BUT ALSO TO THEIR ACADEMIC ANY SUCH AS SOME OF THE PROGRAMING THAT WE HEARD THEIR ACADEMIC ANY SUCH AS SOME OF THE PROGRAMING THAT WE HEARD THEIR ACADEMIC ANY SUCH AS SOME OF THE PROGRAMING THAT WE HEARD ABOUT THIS EVENING. OF

714THE PROGRAMING THAT WE HEARD ABOUT THIS EVENING. OF THE PROGRAMING THAT WE HEARD ABOUT THIS EVENING. IT'S HARD HAVING TO PULL THOSE ABOUT THIS EVENING. IT'S HARD HAVING TO PULL THOSE ABOUT THIS EVENING. IT'S HARD HAVING TO PULL THOSE DAYS IF THAT IS WHAT THE BOARD IT'S HARD HAVING TO PULL THOSE DAYS IF THAT IS WHAT THE BOARD IT'S HARD HAVING TO PULL THOSE DAYS IF THAT IS WHAT THE BOARD DECIDES ON BUT BUT I WILL DAYS IF THAT IS WHAT THE BOARD DECIDES ON BUT BUT I WILL DAYS IF THAT IS WHAT THE BOARD DECIDES ON BUT BUT I WILL SUPPORT OUR OUR KIDS BEING IN DECIDES ON BUT BUT I WILL SUPPORT OUR OUR KIDS BEING IN DECIDES ON BUT BUT I WILL SUPPORT OUR OUR KIDS BEING IN SCHOOL TO HAVE DAYS

715BECAUSE SUPPORT OUR OUR KIDS BEING IN SCHOOL TO HAVE DAYS BECAUSE SUPPORT OUR OUR KIDS BEING IN SCHOOL TO HAVE DAYS BECAUSE IT'S NEEDED FOR MANY REASONS AS SCHOOL TO HAVE DAYS BECAUSE IT'S NEEDED FOR MANY REASONS AS SCHOOL TO HAVE DAYS BECAUSE IT'S NEEDED FOR MANY REASONS AS ALREADY STATED IN MANY THAT ARE IT'S NEEDED FOR MANY REASONS AS ALREADY STATED IN MANY THAT ARE IT'S NEEDED FOR MANY REASONS AS ALREADY STATED IN MANY THAT ARE NOT MR BONESTEEL, I I DIDN'T ALREADY STATED IN MANY THAT ARE NOT MR BONESTEEL, I I DIDN'T ALREADY STATED IN MANY THAT ARE NOT MR BONESTEEL, I I DIDN'T WANT TO TALK >> I JUST WANT TO NOT MR BONESTEEL, I I DIDN'T WANT TO TALK >> I JUST WANT TO NOT MR BONESTEEL, I I DIDN'T WANT

716TO TALK >> I JUST WANT TO SAY I APPRECIATE MISS WILLIAMS WANT TO TALK >> I JUST WANT TO SAY I APPRECIATE MISS WILLIAMS WANT TO TALK >> I JUST WANT TO SAY I APPRECIATE MISS WILLIAMS MISS MELNICK'S INPUT ON THIS SAY I APPRECIATE MISS WILLIAMS MISS MELNICK'S INPUT ON THIS SAY I APPRECIATE MISS WILLIAMS MISS MELNICK'S INPUT ON THIS AND THEN NOW DR. GREENE IS MISS MELNICK'S INPUT ON THIS AND THEN NOW DR. GREENE IS MISS MELNICK'S INPUT ON THIS AND THEN NOW DR. GREENE IS GREEN HAS SPOKEN SO APPRECIATE AND THEN NOW DR. GREENE IS GREEN HAS SPOKEN SO APPRECIATE AND THEN NOW DR. GREENE IS GREEN HAS SPOKEN SO APPRECIATE WHERE SHE LAID IT OUT AND I'M GREEN HAS SPOKEN SO APPRECIATE WHERE SHE LAID IT OUT AND I'M GREEN HAS SPOKEN

717SO APPRECIATE WHERE SHE LAID IT OUT AND I'M DEFINITELY IN AGREEMENT THAT WHERE SHE LAID IT OUT AND I'M DEFINITELY IN AGREEMENT THAT WHERE SHE LAID IT OUT AND I'M DEFINITELY IN AGREEMENT THAT THE CHILDREN TO BE IN SCHOOL ON DEFINITELY IN AGREEMENT THAT THE CHILDREN TO BE IN SCHOOL ON DEFINITELY IN AGREEMENT THAT THE CHILDREN TO BE IN SCHOOL ON THOSE TWO DAYS. THE CHILDREN TO BE IN SCHOOL ON THOSE TWO DAYS. THE CHILDREN TO BE IN SCHOOL ON THOSE TWO DAYS. THANK YOU. THOSE TWO DAYS. THANK YOU. THOSE TWO DAYS. THANK YOU. IT WAS EIGHT DAYS AND DURING THANK YOU. IT WAS EIGHT DAYS AND DURING THANK YOU. IT WAS EIGHT DAYS AND DURING THE TERM EXFOLIANT MEANT US TO IT WAS EIGHT DAYS AND DURING THE TERM EXFOLIANT MEANT US TO IT

718WAS EIGHT DAYS AND DURING THE TERM EXFOLIANT MEANT US TO SPEAK. THE TERM EXFOLIANT MEANT US TO SPEAK. THE TERM EXFOLIANT MEANT US TO SPEAK. MR. CUMMINGS WE HAVE A POINT SPEAK. MR. CUMMINGS WE HAVE A POINT SPEAK. MR. CUMMINGS WE HAVE A POINT INFORMATION ARE THOSE DAYS ADA MR. CUMMINGS WE HAVE A POINT INFORMATION ARE THOSE DAYS ADA MR. CUMMINGS WE HAVE A POINT INFORMATION ARE THOSE DAYS ADA IS DAYS FOR MIDDLE SCHOOL AND INFORMATION ARE THOSE DAYS ADA IS DAYS FOR MIDDLE SCHOOL AND INFORMATION ARE THOSE DAYS ADA IS DAYS FOR MIDDLE SCHOOL AND HIGH SCHOOL AND THEY BOTH THEY IS DAYS FOR MIDDLE SCHOOL AND HIGH SCHOOL AND THEY BOTH THEY IS DAYS FOR MIDDLE SCHOOL AND HIGH SCHOOL AND THEY BOTH THEY BOTH CAN BE A DAY THAT THEY HIGH SCHOOL

719AND THEY BOTH THEY BOTH CAN BE A DAY THAT THEY HIGH SCHOOL AND THEY BOTH THEY BOTH CAN BE A DAY THAT THEY BOTH CAN BE DAYS WE'RE LOOKING BOTH CAN BE A DAY THAT THEY BOTH CAN BE DAYS WE'RE LOOKING BOTH CAN BE A DAY THAT THEY BOTH CAN BE DAYS WE'RE LOOKING MISS FELTON THANK YOU. BOTH CAN BE DAYS WE'RE LOOKING MISS FELTON THANK YOU. BOTH CAN BE DAYS WE'RE LOOKING MISS FELTON THANK YOU. WHO WOULD HAVE THOUGHT 10 TEN MISS FELTON THANK YOU. WHO WOULD HAVE THOUGHT 10 TEN MISS FELTON THANK YOU. WHO WOULD HAVE THOUGHT 10 TEN TO TWELVE INCHES SNOW OTHER WAS WHO WOULD HAVE THOUGHT 10 TEN TO TWELVE INCHES SNOW OTHER WAS WHO WOULD HAVE THOUGHT 10 TEN TO TWELVE INCHES SNOW OTHER WAS ALL OVER WHEN WE

720HAD THE FIRST TO TWELVE INCHES SNOW OTHER WAS ALL OVER WHEN WE HAD THE FIRST TO TWELVE INCHES SNOW OTHER WAS ALL OVER WHEN WE HAD THE FIRST THREE DAYS I REALLY DID AND ALL OVER WHEN WE HAD THE FIRST THREE DAYS I REALLY DID AND ALL OVER WHEN WE HAD THE FIRST THREE DAYS I REALLY DID AND WHEN I SAW IT COMING DOWN I THREE DAYS I REALLY DID AND WHEN I SAW IT COMING DOWN I THREE DAYS I REALLY DID AND WHEN I SAW IT COMING DOWN I KNEW THAT WE AS A BOARD WOULD WHEN I SAW IT COMING DOWN I KNEW THAT WE AS A BOARD WOULD WHEN I SAW IT COMING DOWN I KNEW THAT WE AS A BOARD WOULD BE BETWEEN A ROCK AND A HARD KNEW THAT WE AS

721A BOARD WOULD BE BETWEEN A ROCK AND A HARD KNEW THAT WE AS A BOARD WOULD BE BETWEEN A ROCK AND A HARD PLACE BECAUSE WE DO THAT BE BETWEEN A ROCK AND A HARD PLACE BECAUSE WE DO THAT BE BETWEEN A ROCK AND A HARD PLACE BECAUSE WE DO THAT AGREEMENT SAID THE SOCIAL PLACE BECAUSE WE DO THAT AGREEMENT SAID THE SOCIAL PLACE BECAUSE WE DO THAT AGREEMENT SAID THE SOCIAL EMOTIONAL SOCIAL AND EMOTIONAL AGREEMENT SAID THE SOCIAL EMOTIONAL SOCIAL AND EMOTIONAL AGREEMENT SAID THE SOCIAL EMOTIONAL SOCIAL AND EMOTIONAL NEEDS OF OUR CHILDREN THERE EMOTIONAL SOCIAL AND EMOTIONAL NEEDS OF OUR CHILDREN THERE EMOTIONAL SOCIAL AND EMOTIONAL NEEDS OF OUR CHILDREN THERE WERE OTHERS CALL OUR KIDS NEED NEEDS OF OUR CHILDREN THERE WERE OTHERS CALL OUR KIDS NEED NEEDS OF OUR CHILDREN THERE

722WERE OTHERS CALL OUR KIDS NEED TO BE IN SCHOOL IS SOMETHING I WERE OTHERS CALL OUR KIDS NEED TO BE IN SCHOOL IS SOMETHING I WERE OTHERS CALL OUR KIDS NEED TO BE IN SCHOOL IS SOMETHING I WANT TO BE THERE AND IF YOU GO TO BE IN SCHOOL IS SOMETHING I WANT TO BE THERE AND IF YOU GO TO BE IN SCHOOL IS SOMETHING I WANT TO BE THERE AND IF YOU GO AROUND AND SEE THERE ARE SOME WANT TO BE THERE AND IF YOU GO AROUND AND SEE THERE ARE SOME WANT TO BE THERE AND IF YOU GO AROUND AND SEE THERE ARE SOME PRINCIPALS SAY THAT SOMETIMES AROUND AND SEE THERE ARE SOME PRINCIPALS SAY THAT SOMETIMES AROUND AND SEE THERE ARE SOME PRINCIPALS SAY THAT SOMETIMES THEY REGRET SEEING THE WEEKEND

723PRINCIPALS SAY THAT SOMETIMES THEY REGRET SEEING THE WEEKEND PRINCIPALS SAY THAT SOMETIMES THEY REGRET SEEING THE WEEKEND BECAUSE I DON'T KNOW HOW THEIR THEY REGRET SEEING THE WEEKEND BECAUSE I DON'T KNOW HOW THEIR THEY REGRET SEEING THE WEEKEND BECAUSE I DON'T KNOW HOW THEIR CHILDREN WERE COMING BACK FOR BECAUSE I DON'T KNOW HOW THEIR CHILDREN WERE COMING BACK FOR BECAUSE I DON'T KNOW HOW THEIR CHILDREN WERE COMING BACK FOR THAT WE WOULD ALL THAT THEY CHILDREN WERE COMING BACK FOR THAT WE WOULD ALL THAT THEY CHILDREN WERE COMING BACK FOR THAT WE WOULD ALL THAT THEY HAVE BEEN THROUGH THEIR THAT WE WOULD ALL THAT THEY HAVE BEEN THROUGH THEIR THAT WE WOULD ALL THAT THEY HAVE BEEN THROUGH THEIR PRINCIPAL SEEING THIS AS WELL I HAVE BEEN THROUGH THEIR PRINCIPAL SEEING THIS AS WELL

724I HAVE BEEN THROUGH THEIR PRINCIPAL SEEING THIS AS WELL I WANT MY TEACHERS AND MY PRINCIPAL SEEING THIS AS WELL I WANT MY TEACHERS AND MY PRINCIPAL SEEING THIS AS WELL I WANT MY TEACHERS AND MY INSTRUCTORS AND CUSTODIAL STAFF WANT MY TEACHERS AND MY INSTRUCTORS AND CUSTODIAL STAFF WANT MY TEACHERS AND MY INSTRUCTORS AND CUSTODIAL STAFF ALSO KNOW THAT I REALLY CARE INSTRUCTORS AND CUSTODIAL STAFF ALSO KNOW THAT I REALLY CARE INSTRUCTORS AND CUSTODIAL STAFF ALSO KNOW THAT I REALLY CARE ABOUT THEIR AS SIT EVERYTHING ALSO KNOW THAT I REALLY CARE ABOUT THEIR AS SIT EVERYTHING ALSO KNOW THAT I REALLY CARE ABOUT THEIR AS SIT EVERYTHING THE INDIVIDUAL DOES AND YOU DO ABOUT THEIR AS SIT EVERYTHING THE INDIVIDUAL DOES AND YOU DO ABOUT THEIR AS SIT EVERYTHING THE INDIVIDUAL DOES AND YOU

725DO IT WELL BUS DRIVERS YOU DO IT THE INDIVIDUAL DOES AND YOU DO IT WELL BUS DRIVERS YOU DO IT THE INDIVIDUAL DOES AND YOU DO IT WELL BUS DRIVERS YOU DO IT WELL BUT WHEN IT COMES TO THE IT WELL BUS DRIVERS YOU DO IT WELL BUT WHEN IT COMES TO THE IT WELL BUS DRIVERS YOU DO IT WELL BUT WHEN IT COMES TO THE EDUCATION OF OUR CHILDREN AND WELL BUT WHEN IT COMES TO THE EDUCATION OF OUR CHILDREN AND WELL BUT WHEN IT COMES TO THE EDUCATION OF OUR CHILDREN AND THEM GETTING WHAT THEY NEED WE EDUCATION OF OUR CHILDREN AND THEM GETTING WHAT THEY NEED WE EDUCATION OF OUR CHILDREN AND THEM GETTING WHAT THEY NEED WE IN BETWEEN A ROCK AND A HARD THEM GETTING WHAT THEY NEED WE IN

726BETWEEN A ROCK AND A HARD THEM GETTING WHAT THEY NEED WE IN BETWEEN A ROCK AND A HARD NOW LOOK AT THE GREATER GOOD IN BETWEEN A ROCK AND A HARD NOW LOOK AT THE GREATER GOOD IN BETWEEN A ROCK AND A HARD NOW LOOK AT THE GREATER GOOD AND GOOD AND THE GREATER GOOD NOW LOOK AT THE GREATER GOOD AND GOOD AND THE GREATER GOOD NOW LOOK AT THE GREATER GOOD AND GOOD AND THE GREATER GOOD IS WHERE ARE WE GOING TO VOTE AND GOOD AND THE GREATER GOOD IS WHERE ARE WE GOING TO VOTE AND GOOD AND THE GREATER GOOD IS WHERE ARE WE GOING TO VOTE TONIGHT FOR THE ADMINISTRATION IS WHERE ARE WE GOING TO VOTE TONIGHT FOR THE ADMINISTRATION IS WHERE ARE WE GOING TO VOTE TONIGHT FOR THE ADMINISTRATION

727THOSE MARCH 14TH MARCH 14, TONIGHT FOR THE ADMINISTRATION THOSE MARCH 14TH MARCH 14, TONIGHT FOR THE ADMINISTRATION THOSE MARCH 14TH MARCH 14, MARCH 13 AND APRIL I DO THOSE MARCH 14TH MARCH 14, MARCH 13 AND APRIL I DO THOSE MARCH 14TH MARCH 14, MARCH 13 AND APRIL I DO APPRECIATE MY TEACHERS AND ALL MARCH 13 AND APRIL I DO APPRECIATE MY TEACHERS AND ALL MARCH 13 AND APRIL I DO APPRECIATE MY TEACHERS AND ALL THAT THEY DO ESPECIALLY YOU APPRECIATE MY TEACHERS AND ALL THAT THEY DO ESPECIALLY YOU APPRECIATE MY TEACHERS AND ALL THAT THEY DO ESPECIALLY YOU SHOWED YOURSELF ABSOLUTELY THAT THEY DO ESPECIALLY YOU SHOWED YOURSELF ABSOLUTELY THAT THEY DO ESPECIALLY YOU SHOWED YOURSELF ABSOLUTELY PHENOMENAL DOING IT. SHOWED YOURSELF ABSOLUTELY PHENOMENAL DOING IT. SHOWED YOURSELF ABSOLUTELY PHENOMENAL DOING IT. YOU AWESOME. PHENOMENAL

728DOING IT. YOU AWESOME. PHENOMENAL DOING IT. YOU AWESOME. THERE WERE MANY CHALLENGING YOU AWESOME. THERE WERE MANY CHALLENGING YOU AWESOME. THERE WERE MANY CHALLENGING THERE BUT YOU DID AN AWESOME THERE WERE MANY CHALLENGING THERE BUT YOU DID AN AWESOME THERE WERE MANY CHALLENGING THERE BUT YOU DID AN AWESOME JOB AND I KNOW YOU DID WELL THERE BUT YOU DID AN AWESOME JOB AND I KNOW YOU DID WELL THERE BUT YOU DID AN AWESOME JOB AND I KNOW YOU DID WELL THIS PAST THAT THREE DAYS AGO JOB AND I KNOW YOU DID WELL THIS PAST THAT THREE DAYS AGO JOB AND I KNOW YOU DID WELL THIS PAST THAT THREE DAYS AGO SO PLEASE KNOW THAT I DO CARE THIS PAST THAT THREE DAYS AGO SO PLEASE KNOW THAT I DO CARE THIS PAST THAT THREE

729DAYS AGO SO PLEASE KNOW THAT I DO CARE ABOUT MY TEACHERS AND MY STAFF SO PLEASE KNOW THAT I DO CARE ABOUT MY TEACHERS AND MY STAFF SO PLEASE KNOW THAT I DO CARE ABOUT MY TEACHERS AND MY STAFF EMPLOYEES BUT IS A GREATER GOOD ABOUT MY TEACHERS AND MY STAFF EMPLOYEES BUT IS A GREATER GOOD ABOUT MY TEACHERS AND MY STAFF EMPLOYEES BUT IS A GREATER GOOD SITUATION FOR ME RIGHT NOW. EMPLOYEES BUT IS A GREATER GOOD SITUATION FOR ME RIGHT NOW. EMPLOYEES BUT IS A GREATER GOOD SITUATION FOR ME RIGHT NOW. MANSHARAMANI IT'S ONE I WANT TO SITUATION FOR ME RIGHT NOW. MANSHARAMANI IT'S ONE I WANT TO SITUATION FOR ME RIGHT NOW. MANSHARAMANI IT'S ONE I WANT TO BE THANK YOU. MANSHARAMANI IT'S ONE I WANT TO BE THANK YOU. MANSHARAMANI IT'S

730ONE I WANT TO BE THANK YOU. OK, SO I'VE KIND BEEN LISTENING BE THANK YOU. OK, SO I'VE KIND BEEN LISTENING BE THANK YOU. OK, SO I'VE KIND BEEN LISTENING YOU KNOW AS MY AS MY COLLEAGUES OK, SO I'VE KIND BEEN LISTENING YOU KNOW AS MY AS MY COLLEAGUES OK, SO I'VE KIND BEEN LISTENING YOU KNOW AS MY AS MY COLLEAGUES WEIGHED IN AND I WILL SAY THAT YOU KNOW AS MY AS MY COLLEAGUES WEIGHED IN AND I WILL SAY THAT YOU KNOW AS MY AS MY COLLEAGUES WEIGHED IN AND I WILL SAY THAT MY MY KNEE REACTION KIND WEIGHED IN AND I WILL SAY THAT MY MY KNEE REACTION KIND WEIGHED IN AND I WILL SAY THAT MY MY KNEE REACTION KIND OF WAS I REALLY WANT OUR STAFF MY MY KNEE REACTION KIND

731OF WAS I REALLY WANT OUR STAFF MY MY KNEE REACTION KIND OF WAS I REALLY WANT OUR STAFF WANT OUR STAFF TO KNOW THAT WE OF WAS I REALLY WANT OUR STAFF WANT OUR STAFF TO KNOW THAT WE OF WAS I REALLY WANT OUR STAFF WANT OUR STAFF TO KNOW THAT WE APPRECIATE AND. WANT OUR STAFF TO KNOW THAT WE APPRECIATE AND. WANT OUR STAFF TO KNOW THAT WE APPRECIATE AND. AND SO MY CONCERN IS IS THAT APPRECIATE AND. AND SO MY CONCERN IS IS THAT APPRECIATE AND. AND SO MY CONCERN IS IS THAT TOO BUT I ALSO AGREE WITH THE AND SO MY CONCERN IS IS THAT TOO BUT I ALSO AGREE WITH THE AND SO MY CONCERN IS IS THAT TOO BUT I ALSO AGREE WITH THE OTHER COMMENTS AND I START TO

732TOO BUT I ALSO AGREE WITH THE OTHER COMMENTS AND I START TO TOO BUT I ALSO AGREE WITH THE OTHER COMMENTS AND I START TO THINK BACK TO COVER LEARNING OTHER COMMENTS AND I START TO THINK BACK TO COVER LEARNING OTHER COMMENTS AND I START TO THINK BACK TO COVER LEARNING AND YOU KNOW, THERE REALLY IS THINK BACK TO COVER LEARNING AND YOU KNOW, THERE REALLY IS THINK BACK TO COVER LEARNING AND YOU KNOW, THERE REALLY IS EVEN THOUGH I'M APPRECIATIVE AND YOU KNOW, THERE REALLY IS EVEN THOUGH I'M APPRECIATIVE AND YOU KNOW, THERE REALLY IS EVEN THOUGH I'M APPRECIATIVE OF ALL THE WORK STAFF DID THERE EVEN THOUGH I'M APPRECIATIVE OF ALL THE WORK STAFF DID THERE EVEN THOUGH I'M APPRECIATIVE OF ALL THE WORK STAFF DID THERE IS NO SUBSTITUTE FOR SUBSTITUTE OF

733ALL THE WORK STAFF DID THERE IS NO SUBSTITUTE FOR SUBSTITUTE OF ALL THE WORK STAFF DID THERE IS NO SUBSTITUTE FOR SUBSTITUTE FOR FACE TO FACE LEARNING I IS NO SUBSTITUTE FOR SUBSTITUTE FOR FACE TO FACE LEARNING I IS NO SUBSTITUTE FOR SUBSTITUTE FOR FACE TO FACE LEARNING I THINK OF MY OWN KINDERGARTNER, FOR FACE TO FACE LEARNING I THINK OF MY OWN KINDERGARTNER, FOR FACE TO FACE LEARNING I THINK OF MY OWN KINDERGARTNER, ESPECIALLY WHEN WE GET INTO THINK OF MY OWN KINDERGARTNER, ESPECIALLY WHEN WE GET INTO THINK OF MY OWN KINDERGARTNER, ESPECIALLY WHEN WE GET INTO YOUNGER AGE STUDENTS IT'S BEEN ESPECIALLY WHEN WE GET INTO YOUNGER AGE STUDENTS IT'S BEEN ESPECIALLY WHEN WE GET INTO YOUNGER AGE STUDENTS IT'S BEEN VERY DIFFICULT FOR US TO GET YOUNGER AGE STUDENTS IT'S BEEN VERY

734DIFFICULT FOR US TO GET YOUNGER AGE STUDENTS IT'S BEEN VERY DIFFICULT FOR US TO GET BACK INTO CADENCE SINCE WE'VE VERY DIFFICULT FOR US TO GET BACK INTO CADENCE SINCE WE'VE VERY DIFFICULT FOR US TO GET BACK INTO CADENCE SINCE WE'VE GOTTEN BACK TO SCHOOL JANUARY BACK INTO CADENCE SINCE WE'VE GOTTEN BACK TO SCHOOL JANUARY BACK INTO CADENCE SINCE WE'VE GOTTEN BACK TO SCHOOL JANUARY 6TH AND WE'VE HAD TO SNOW GOTTEN BACK TO SCHOOL JANUARY 6TH AND WE'VE HAD TO SNOW GOTTEN BACK TO SCHOOL JANUARY 6TH AND WE'VE HAD TO SNOW EVENTS. 6TH AND WE'VE HAD TO SNOW EVENTS. 6TH AND WE'VE HAD TO SNOW EVENTS. WE'VE HAD I'M LOOKING HERE AT EVENTS. WE'VE HAD I'M LOOKING HERE AT EVENTS. WE'VE HAD I'M LOOKING HERE AT THE CALENDAR WE'VE HAD WE'VE HAD I'M LOOKING HERE

735AT THE CALENDAR WE'VE HAD WE'VE HAD I'M LOOKING HERE AT THE CALENDAR WE'VE HAD SCHEDULED TIME JANUARY 20TH. THE CALENDAR WE'VE HAD SCHEDULED TIME JANUARY 20TH. THE CALENDAR WE'VE HAD SCHEDULED TIME JANUARY 20TH. WE HAD STAFF DAYS THE TWENTY SCHEDULED TIME JANUARY 20TH. WE HAD STAFF DAYS THE TWENTY SCHEDULED TIME JANUARY 20TH. WE HAD STAFF DAYS THE TWENTY FOURTH IN THE TWENTY FIFTH WE HAD STAFF DAYS THE TWENTY FOURTH IN THE TWENTY FIFTH WE HAD STAFF DAYS THE TWENTY FOURTH IN THE TWENTY FIFTH OF JANUARY WE HAVE THAT STAFF FOURTH IN THE TWENTY FIFTH OF JANUARY WE HAVE THAT STAFF FOURTH IN THE TWENTY FIFTH OF JANUARY WE HAVE THAT STAFF DAY FEBRUARY 17TH AND THEN YOU OF JANUARY WE HAVE THAT STAFF DAY FEBRUARY 17TH AND THEN YOU OF JANUARY WE HAVE THAT STAFF

736DAY FEBRUARY 17TH AND THEN YOU HAVE ALL OF THE SNOW DAYS IN DAY FEBRUARY 17TH AND THEN YOU HAVE ALL OF THE SNOW DAYS IN DAY FEBRUARY 17TH AND THEN YOU HAVE ALL OF THE SNOW DAYS IN THE MIX AND SO HAD WE BEEN HAVE ALL OF THE SNOW DAYS IN THE MIX AND SO HAD WE BEEN HAVE ALL OF THE SNOW DAYS IN THE MIX AND SO HAD WE BEEN VOTING ON THIS TWO WEEKS FROM THE MIX AND SO HAD WE BEEN VOTING ON THIS TWO WEEKS FROM THE MIX AND SO HAD WE BEEN VOTING ON THIS TWO WEEKS FROM NOW I DON'T THINK IT WOULD HAVE VOTING ON THIS TWO WEEKS FROM NOW I DON'T THINK IT WOULD HAVE VOTING ON THIS TWO WEEKS FROM NOW I DON'T THINK IT WOULD HAVE BEEN

737ABLE TO SUPPORTED IT NOW I DON'T THINK IT WOULD HAVE BEEN ABLE TO SUPPORTED IT NOW I DON'T THINK IT WOULD HAVE BEEN ABLE TO SUPPORTED IT BECAUSE OF THE TWO DAYS LATER BEEN ABLE TO SUPPORTED IT BECAUSE OF THE TWO DAYS LATER BEEN ABLE TO SUPPORTED IT BECAUSE OF THE TWO DAYS LATER THING BUT I THINK THAT IT IS BECAUSE OF THE TWO DAYS LATER THING BUT I THINK THAT IT IS BECAUSE OF THE TWO DAYS LATER THING BUT I THINK THAT IT IS IMPORTANT THAT ARE STUDENTS ARE THING BUT I THINK THAT IT IS IMPORTANT THAT ARE STUDENTS ARE THING BUT I THINK THAT IT IS IMPORTANT THAT ARE STUDENTS ARE IN PERSON AND I JUST WANT TO IMPORTANT THAT ARE STUDENTS ARE IN PERSON AND I JUST WANT TO IMPORTANT THAT ARE

738STUDENTS ARE IN PERSON AND I JUST WANT TO THROW OUT THERE THAT MY IN PERSON AND I JUST WANT TO THROW OUT THERE THAT MY IN PERSON AND I JUST WANT TO THROW OUT THERE THAT MY DAUGHTER'S TEACHER DID A REALLY THROW OUT THERE THAT MY DAUGHTER'S TEACHER DID A REALLY THROW OUT THERE THAT MY DAUGHTER'S TEACHER DID A REALLY GREAT JOB DOING A POSITIVE DAUGHTER'S TEACHER DID A REALLY GREAT JOB DOING A POSITIVE DAUGHTER'S TEACHER DID A REALLY GREAT JOB DOING A POSITIVE UPLIFTING EDUCATIONAL GREAT JOB DOING A POSITIVE UPLIFTING EDUCATIONAL GREAT JOB DOING A POSITIVE UPLIFTING EDUCATIONAL EXPERIENCE IN AND OUT OF THE UPLIFTING EDUCATIONAL EXPERIENCE IN AND OUT OF THE UPLIFTING EDUCATIONAL EXPERIENCE IN AND OUT OF THE CLASSROOM ON ASYNCHRONOUS AND EXPERIENCE IN AND OUT OF THE CLASSROOM ON ASYNCHRONOUS AND

739EXPERIENCE IN AND OUT OF THE CLASSROOM ON ASYNCHRONOUS AND IN THE CLASSROOM EVERY SINGLE CLASSROOM ON ASYNCHRONOUS AND IN THE CLASSROOM EVERY SINGLE CLASSROOM ON ASYNCHRONOUS AND IN THE CLASSROOM EVERY SINGLE DAY SO SHOUT OUT TO HER. IN THE CLASSROOM EVERY SINGLE DAY SO SHOUT OUT TO HER. IN THE CLASSROOM EVERY SINGLE DAY SO SHOUT OUT TO HER. BUT DR. ROBERTSON DO YOU HAVE A DAY SO SHOUT OUT TO HER. BUT DR. ROBERTSON DO YOU HAVE A DAY SO SHOUT OUT TO HER. BUT DR. ROBERTSON DO YOU HAVE A QUESTION FOR YOU. BUT DR. ROBERTSON DO YOU HAVE A QUESTION FOR YOU. BUT DR. ROBERTSON DO YOU HAVE A QUESTION FOR YOU. WHEN ARE STUDENTS WERE ON THESE QUESTION FOR YOU. WHEN ARE STUDENTS WERE ON THESE QUESTION FOR YOU. WHEN ARE STUDENTS WERE ON

740THESE HALF DAYS WHICH THIS WAS AN WHEN ARE STUDENTS WERE ON THESE HALF DAYS WHICH THIS WAS AN WHEN ARE STUDENTS WERE ON THESE HALF DAYS WHICH THIS WAS AN ADDED HALF FOUR LETTERS HALF DAYS WHICH THIS WAS AN ADDED HALF FOUR LETTERS HALF DAYS WHICH THIS WAS AN ADDED HALF FOUR LETTERS TRAINING WERE THOSE IN PERSON ADDED HALF FOUR LETTERS TRAINING WERE THOSE IN PERSON ADDED HALF FOUR LETTERS TRAINING WERE THOSE IN PERSON HALF DAYS OR WERE ABLE TO LEAVE TRAINING WERE THOSE IN PERSON HALF DAYS OR WERE ABLE TO LEAVE TRAINING WERE THOSE IN PERSON HALF DAYS OR WERE ABLE TO LEAVE AND DO THAT WORK AT HOME NO THE HALF DAYS OR WERE ABLE TO LEAVE AND DO THAT WORK AT HOME NO THE HALF DAYS OR WERE ABLE TO LEAVE AND

741DO THAT WORK AT HOME NO THE STAFF THE STAFF SCHEDULE DID AND DO THAT WORK AT HOME NO THE STAFF THE STAFF SCHEDULE DID AND DO THAT WORK AT HOME NO THE STAFF THE STAFF SCHEDULE DID NOT CHANGE THE STUDENTS ONE STAFF THE STAFF SCHEDULE DID NOT CHANGE THE STUDENTS ONE STAFF THE STAFF SCHEDULE DID NOT CHANGE THE STUDENTS ONE HOME EARLY THE STAFF STATE IN NOT CHANGE THE STUDENTS ONE HOME EARLY THE STAFF STATE IN NOT CHANGE THE STUDENTS ONE HOME EARLY THE STAFF STATE IN THE IN THE SCHOOLS AND WORKED HOME EARLY THE STAFF STATE IN THE IN THE SCHOOLS AND WORKED HOME EARLY THE STAFF STATE IN THE IN THE SCHOOLS AND WORKED UNTIL THEIR CONTRACT WAS OVER. THE IN THE SCHOOLS AND WORKED UNTIL THEIR CONTRACT WAS OVER. THE IN THE

742SCHOOLS AND WORKED UNTIL THEIR CONTRACT WAS OVER. OK, SO THERE'S THEIR SCHEDULE UNTIL THEIR CONTRACT WAS OVER. OK, SO THERE'S THEIR SCHEDULE UNTIL THEIR CONTRACT WAS OVER. OK, SO THERE'S THEIR SCHEDULE IS NOT GOING TO CHANGE THEIR OK, SO THERE'S THEIR SCHEDULE IS NOT GOING TO CHANGE THEIR OK, SO THERE'S THEIR SCHEDULE IS NOT GOING TO CHANGE THEIR SCHEDULE WILL NOT BECAUSE THAT IS NOT GOING TO CHANGE THEIR SCHEDULE WILL NOT BECAUSE THAT IS NOT GOING TO CHANGE THEIR SCHEDULE WILL NOT BECAUSE THAT MAKES A BIG DIFFERENCE A BIG SCHEDULE WILL NOT BECAUSE THAT MAKES A BIG DIFFERENCE A BIG SCHEDULE WILL NOT BECAUSE THAT MAKES A BIG DIFFERENCE A BIG DIFFERENCE FOR ME. MAKES A BIG DIFFERENCE A BIG DIFFERENCE FOR ME. MAKES A BIG DIFFERENCE A BIG DIFFERENCE FOR ME. ALL RIGHT. DIFFERENCE

743FOR ME. ALL RIGHT. DIFFERENCE FOR ME. ALL RIGHT. WELL I SEE NO MORE DISCUSSION ALL RIGHT. WELL I SEE NO MORE DISCUSSION ALL RIGHT. WELL I SEE NO MORE DISCUSSION SO I CALL FOR A VOTE TO APPROVE WELL I SEE NO MORE DISCUSSION SO I CALL FOR A VOTE TO APPROVE WELL I SEE NO MORE DISCUSSION SO I CALL FOR A VOTE TO APPROVE THE CHANGE TO CHANGE MARCH 13TH SO I CALL FOR A VOTE TO APPROVE THE CHANGE TO CHANGE MARCH 13TH SO I CALL FOR A VOTE TO APPROVE THE CHANGE TO CHANGE MARCH 13TH AND APRIL 3RD EARLY RELEASE THE CHANGE TO CHANGE MARCH 13TH AND APRIL 3RD EARLY RELEASE THE CHANGE TO CHANGE MARCH 13TH AND APRIL 3RD EARLY RELEASE DAYS TO A FULL DAY IMPORTS AND APRIL 3RD EARLY RELEASE DAYS

744TO A FULL DAY IMPORTS AND APRIL 3RD EARLY RELEASE DAYS TO A FULL DAY IMPORTS OF SUBMITTED WHERE WE HAVE DAYS TO A FULL DAY IMPORTS OF SUBMITTED WHERE WE HAVE DAYS TO A FULL DAY IMPORTS OF SUBMITTED WHERE WE HAVE EIGHT EYES INTUNE SO EMOTION OF SUBMITTED WHERE WE HAVE EIGHT EYES INTUNE SO EMOTION OF SUBMITTED WHERE WE HAVE EIGHT EYES INTUNE SO EMOTION DID PASS TO CHANGE THE MARCH EIGHT EYES INTUNE SO EMOTION DID PASS TO CHANGE THE MARCH EIGHT EYES INTUNE SO EMOTION DID PASS TO CHANGE THE MARCH 13TH AND APRIL THIRD EARLY DID PASS TO CHANGE THE MARCH 13TH AND APRIL THIRD EARLY DID PASS TO CHANGE THE MARCH 13TH AND APRIL THIRD EARLY RELEASE DAYS SCHEDULED FOR 13TH AND APRIL THIRD EARLY RELEASE DAYS SCHEDULED FOR 13TH AND APRIL THIRD

745EARLY RELEASE DAYS SCHEDULED FOR STUDENTS TO A FOLDING >> THANK RELEASE DAYS SCHEDULED FOR STUDENTS TO A FOLDING >> THANK RELEASE DAYS SCHEDULED FOR STUDENTS TO A FOLDING >> THANK YOU >> YOU. STUDENTS TO A FOLDING >> THANK YOU >> YOU. STUDENTS TO A FOLDING >> THANK YOU >> YOU. THAT BRINGS US TO COMMITTEE YOU >> YOU. THAT BRINGS US TO COMMITTEE YOU >> YOU. THAT BRINGS US TO COMMITTEE ORGANIZATION OR BOARD REPORTS THAT BRINGS US TO COMMITTEE ORGANIZATION OR BOARD REPORTS THAT BRINGS US TO COMMITTEE ORGANIZATION OR BOARD REPORTS DOES ANYONE HAVE ANYTHING TO ORGANIZATION OR BOARD REPORTS DOES ANYONE HAVE ANYTHING TO ORGANIZATION OR BOARD REPORTS DOES ANYONE HAVE ANYTHING TO REPORT VICE CHAIR WEEMES YES DOES ANYONE HAVE ANYTHING TO REPORT VICE CHAIR WEEMES YES DOES ANYONE HAVE ANYTHING TO REPORT VICE

746CHAIR WEEMES YES THE NEW PASSEY WITH THREE NEW REPORT VICE CHAIR WEEMES YES THE NEW PASSEY WITH THREE NEW REPORT VICE CHAIR WEEMES YES THE NEW PASSEY WITH THREE NEW MEMBERS JUST NOT RIGHT BEFORE THE NEW PASSEY WITH THREE NEW MEMBERS JUST NOT RIGHT BEFORE THE NEW PASSEY WITH THREE NEW MEMBERS JUST NOT RIGHT BEFORE THIS MEETING AT TWO O'CLOCK MEMBERS JUST NOT RIGHT BEFORE THIS MEETING AT TWO O'CLOCK MEMBERS JUST NOT RIGHT BEFORE THIS MEETING AT TWO O'CLOCK TODAY MISS FELTON AND MR MR. THIS MEETING AT TWO O'CLOCK TODAY MISS FELTON AND MR MR. THIS MEETING AT TWO O'CLOCK TODAY MISS FELTON AND MR MR. BONESTEEL, GREAT JOB AND WE TODAY MISS FELTON AND MR MR. BONESTEEL, GREAT JOB AND WE TODAY MISS FELTON AND MR MR. BONESTEEL, GREAT JOB AND WE WILL MEET

747AGAIN MARCH MARCH BONESTEEL, GREAT JOB AND WE WILL MEET AGAIN MARCH MARCH BONESTEEL, GREAT JOB AND WE WILL MEET AGAIN MARCH MARCH 19TH OF COURSE MARCH 19TH AND WILL MEET AGAIN MARCH MARCH 19TH OF COURSE MARCH 19TH AND WILL MEET AGAIN MARCH MARCH 19TH OF COURSE MARCH 19TH AND WE AND THE NEXT SCHOOL OR MAYBE 19TH OF COURSE MARCH 19TH AND WE AND THE NEXT SCHOOL OR MAYBE 19TH OF COURSE MARCH 19TH AND WE AND THE NEXT SCHOOL OR MAYBE AND WE WILL BE BRINGING BACK WE AND THE NEXT SCHOOL OR MAYBE AND WE WILL BE BRINGING BACK WE AND THE NEXT SCHOOL OR MAYBE AND WE WILL BE BRINGING BACK SOME POLICIES FOR YOU GUYS. AND WE WILL BE BRINGING BACK SOME POLICIES FOR YOU GUYS. AND WE WILL BE BRINGING BACK SOME POLICIES

748FOR YOU GUYS. THANK YOU. SOME POLICIES FOR YOU GUYS. THANK YOU. SOME POLICIES FOR YOU GUYS. THANK YOU. REMINDER WE DO HAVE LEGISLATIVE THANK YOU. REMINDER WE DO HAVE LEGISLATIVE THANK YOU. REMINDER WE DO HAVE LEGISLATIVE TOMORROW AT ONE O'CLOCK. REMINDER WE DO HAVE LEGISLATIVE TOMORROW AT ONE O'CLOCK. REMINDER WE DO HAVE LEGISLATIVE TOMORROW AT ONE O'CLOCK. SO THERE IS A LEGISLATIVE TOMORROW AT ONE O'CLOCK. SO THERE IS A LEGISLATIVE TOMORROW AT ONE O'CLOCK. SO THERE IS A LEGISLATIVE COMMITTEE TOMORROW THEN THERE SO THERE IS A LEGISLATIVE COMMITTEE TOMORROW THEN THERE SO THERE IS A LEGISLATIVE COMMITTEE TOMORROW THEN THERE WILL BE A VOTE ON THE CHAIR AT COMMITTEE TOMORROW THEN THERE WILL BE A VOTE ON THE CHAIR AT COMMITTEE TOMORROW THEN THERE WILL BE A VOTE ON THE CHAIR AT THAT MEETING SO

749I'M JUST GOING WILL BE A VOTE ON THE CHAIR AT THAT MEETING SO I'M JUST GOING WILL BE A VOTE ON THE CHAIR AT THAT MEETING SO I'M JUST GOING TO GO AHEAD AND MENTION IT AT THAT MEETING SO I'M JUST GOING TO GO AHEAD AND MENTION IT AT THAT MEETING SO I'M JUST GOING TO GO AHEAD AND MENTION IT AT THIS TIME. TO GO AHEAD AND MENTION IT AT THIS TIME. TO GO AHEAD AND MENTION IT AT THIS TIME. WHAT TIME IS THAT AT AT 1:00 THIS TIME. WHAT TIME IS THAT AT AT 1:00 THIS TIME. WHAT TIME IS THAT AT AT 1:00 P.M. SO THAT'S TOMORROW AND I WHAT TIME IS THAT AT AT 1:00 P.M. SO THAT'S TOMORROW AND I WHAT TIME IS THAT AT AT 1:00 P.M. SO THAT'S TOMORROW AND

750I HAVE A COUPLE OF TICKETS HERE P.M. SO THAT'S TOMORROW AND I HAVE A COUPLE OF TICKETS HERE P.M. SO THAT'S TOMORROW AND I HAVE A COUPLE OF TICKETS HERE LEFT FOR THE OYSTER ROAST WITH HAVE A COUPLE OF TICKETS HERE LEFT FOR THE OYSTER ROAST WITH HAVE A COUPLE OF TICKETS HERE LEFT FOR THE OYSTER ROAST WITH THE VIRGINIA BEACH EDUCATION LEFT FOR THE OYSTER ROAST WITH THE VIRGINIA BEACH EDUCATION LEFT FOR THE OYSTER ROAST WITH THE VIRGINIA BEACH EDUCATION FOUNDATION THEY DO A LOT THE VIRGINIA BEACH EDUCATION FOUNDATION THEY DO A LOT THE VIRGINIA BEACH EDUCATION FOUNDATION THEY DO A LOT OF GREAT THINGS THE SUPPORTS FOUNDATION THEY DO A LOT OF GREAT THINGS THE SUPPORTS FOUNDATION THEY DO A LOT OF GREAT THINGS THE SUPPORTS THE GRANTS FOR TEACHERS. OF GREAT THINGS

751THE SUPPORTS THE GRANTS FOR TEACHERS. OF GREAT THINGS THE SUPPORTS THE GRANTS FOR TEACHERS. THEY ALSO HOST THE TEACHER THE GRANTS FOR TEACHERS. THEY ALSO HOST THE TEACHER THE GRANTS FOR TEACHERS. THEY ALSO HOST THE TEACHER OF THE YEAR BANQUET ALL RIGHT THEY ALSO HOST THE TEACHER OF THE YEAR BANQUET ALL RIGHT THEY ALSO HOST THE TEACHER OF THE YEAR BANQUET ALL RIGHT THERE YOU GO WE GO. OF THE YEAR BANQUET ALL RIGHT THERE YOU GO WE GO. OF THE YEAR BANQUET ALL RIGHT THERE YOU GO WE GO. READY TO GO. THERE YOU GO WE GO. READY TO GO. THERE YOU GO WE GO. READY TO GO. SO ALL RIGHT. READY TO GO. SO ALL RIGHT. READY TO GO. SO ALL RIGHT. AND WITH THAT IT IS EIGHT SO ALL RIGHT. AND WITH THAT IT

752IS EIGHT SO ALL RIGHT. AND WITH THAT IT IS EIGHT TWENTY NINE P.M. IN THIS AND WITH THAT IT IS EIGHT TWENTY NINE P.M. IN THIS AND WITH THAT IT IS EIGHT TWENTY NINE P.M. IN THIS MEETING IS NOW ADJOURNED >> TWENTY NINE P.M. IN THIS MEETING IS NOW ADJOURNED >>