School Board Workshop - 02/25/2025

001I'M KATHLEEN BROWN SCHOOL BOARD CHAIR AND I CALL THE I'M KATHLEEN BROWN SCHOOL BOARD CHAIR AND I CALL THE I'M KATHLEEN BROWN SCHOOL BOARD CHAIR AND I CALL THE ADMINISTRATIVE INFORMAL AND CHAIR AND I CALL THE ADMINISTRATIVE INFORMAL AND CHAIR AND I CALL THE ADMINISTRATIVE INFORMAL AND WORKSHOP SESSION OF THISATIV ADMINISTRATIVE INFORMAL AND WORKSHOP SESSION OF THISATIV ADMINISTRATIVE INFORMAL AND WORKSHOP SESSION OF THISATIV MEETING ORDER AT FOUR ONE P.M. WORKSHOP SESSION OF THISATIV MEETING ORDER AT FOUR ONE P.M. WORKSHOP SESSION OF THISATIV MEETING ORDER AT FOUR ONE P.M. ON THIS TWENTY FIFTH DAY MEETING ORDER AT FOUR ONE P.M. ON THIS TWENTY FIFTH DAY MEETING ORDER AT FOUR ONE P.M. ON THIS TWENTY FIFTH DAY OF FEBRUARY TWENTY TWENTY FIVEYV ON THIS TWENTY FIFTH DAY OF FEBRUARY TWENTY TWENTY FIVEYV ON THIS TWENTY FIFTH DAY

002OF FEBRUARY TWENTY TWENTY FIVEYV MADAM CLARK WOULD YOU PLEASE OF FEBRUARY TWENTY TWENTY FIVEYV MADAM CLARK WOULD YOU PLEASE OF FEBRUARY TWENTY TWENTY FIVEYV MADAM CLARK WOULD YOU PLEASE ANNOUNCE THE ROLL THANK YOU MADAM CLARK WOULD YOU PLEASE ANNOUNCE THE ROLL THANK YOU MADAM CLARK WOULD YOU PLEASE ANNOUNCE THE ROLL THANK YOU MADAM CHAIR PRISON IN THEHE ANNOUNCE THE ROLL THANK YOU MADAM CHAIR PRISON IN THEHE ANNOUNCE THE ROLL THANK YOU MADAM CHAIR PRISON IN THEHE SCHOOL BOARD CHAMBER OR CHAIR MADAM CHAIR PRISON IN THEHE SCHOOL BOARD CHAMBER OR CHAIR MADAM CHAIR PRISON IN THEHE SCHOOL BOARD CHAMBER OR CHAIR BROWN VICE CHAIR WEEMS MR. BO SCHOOL BOARD CHAMBER OR CHAIR BROWN VICE CHAIR WEEMS MR. BO SCHOOL BOARD CHAMBER OR CHAIR BROWN VICE CHAIR WEEMS MR. BO BONESTEEL. BROWN VICE CHAIR WEEMS MR. BO

003BONESTEEL. BROWN VICE CHAIR WEEMS MR. BO BONESTEEL. MR. KALIN MR. CUMMINGS. BONESTEEL. MR. KALIN MR. CUMMINGS. BONESTEEL. MR. KALIN MR. CUMMINGS. MR. WYO. MR. KALIN MR. CUMMINGS. MR. WYO. MR. KALIN MR. CUMMINGS. MR. WYO. MISS FELTON. MR. WYO. MISS FELTON. MR. WYO. MISS FELTON. DR. GREENE MISS MELNYK MELNIK MISS FELTON. DR. GREENE MISS MELNYK MELNIK MISS FELTON. DR. GREENE MISS MELNYK MELNIK AND MISS ROGERS >> THANK WE ARE DR. GREENE MISS MELNYK MELNIK AND MISS ROGERS >> THANK WE ARE DR. GREENE MISS MELNYK MELNIK AND MISS ROGERS >> THANK WE ARE NOW ARE NOW ON SCHOOL BOARD AND MISS ROGERS >> THANK WE ARE NOW ARE NOW ON SCHOOL BOARD AND MISS ROGERS >> THANK WE ARE NOW ARE NOW ON SCHOOL BOARD ADMINISTRATIVE MATTERS AND AND NOW ARE NOW ON SCHOOL BOARD ADMINISTRATIVE MATTERS

004AND AND NOW ARE NOW ON SCHOOL BOARD ADMINISTRATIVE MATTERS AND AND REPORTS THEY DO HAVE A COUPLE ADMINISTRATIVE MATTERS AND AND REPORTS THEY DO HAVE A COUPLE ADMINISTRATIVE MATTERS AND AND REPORTS THEY DO HAVE A COUPLE OF THINGS. REPORTS THEY DO HAVE A COUPLE OF THINGS. REPORTS THEY DO HAVE A COUPLE OF THINGS. FIRST, THERE ARE TO SIGN SHEETS OF THINGS. FIRST, THERE ARE TO SIGN SHEETS OF THINGS. FIRST, THERE ARE TO SIGN SHEETS TO GO AROUND I'M. FIRST, THERE ARE TO SIGN SHEETS TO GO AROUND I'M. FIRST, THERE ARE TO SIGN SHEETS TO GO AROUND I'M. I'M GOING TO START HERE TO MY TO GO AROUND I'M. I'M GOING TO START HERE TO MY TO GO AROUND I'M. I'M GOING TO START HERE TO MY LEFT ONE IS FOR MEETINGS WITH I'M GOING TO

005START HERE TO MY LEFT ONE IS FOR MEETINGS WITH I'M GOING TO START HERE TO MY LEFT ONE IS FOR MEETINGS WITH THE SUPERINTENDENT IF YOU WOULDN LEFT ONE IS FOR MEETINGS WITH THE SUPERINTENDENT IF YOU WOULDN LEFT ONE IS FOR MEETINGS WITH THE SUPERINTENDENT IF YOU WOULDN PREFER AN INDIVIDUAL MEETING THE SUPERINTENDENT IF YOU WOULDN PREFER AN INDIVIDUAL MEETING THE SUPERINTENDENT IF YOU WOULDN PREFER AN INDIVIDUAL MEETING PLEASE JUST MARK OUT THATAT PREFER AN INDIVIDUAL MEETING PLEASE JUST MARK OUT THATAT PREFER AN INDIVIDUAL MEETING PLEASE JUST MARK OUT THATAT SECOND SLOT AND I'M GOING TO PLEASE JUST MARK OUT THATAT SECOND SLOT AND I'M GOING TO PLEASE JUST MARK OUT THATAT SECOND SLOT AND I'M GOING TO PASS THAT TO MY LEFT AND THEN ON SECOND SLOT AND I'M GOING TO PASS THAT TO

006MY LEFT AND THEN ON SECOND SLOT AND I'M GOING TO PASS THAT TO MY LEFT AND THEN ON THE OTHER ONE IS FOR SCHOOL D PASS THAT TO MY LEFT AND THEN ON THE OTHER ONE IS FOR SCHOOL D PASS THAT TO MY LEFT AND THEN ON THE OTHER ONE IS FOR SCHOOL D VISITS WITHR. DR. ROBERTSON ALSA THE OTHER ONE IS FOR SCHOOL D VISITS WITHR. DR. ROBERTSON ALSA THE OTHER ONE IS FOR SCHOOL D VISITS WITHR. DR. ROBERTSON ALSA THERE'S BEEN A REQUEST TO HAVE VISITS WITHR. DR. ROBERTSON ALSA THERE'S BEEN A REQUEST TO HAVE VISITS WITHR. DR. ROBERTSON ALSA THERE'S BEEN A REQUEST TO HAVE A Q&A WITH THE VIDEO FROM BOARD THERE'S BEEN A REQUEST TO HAVE A Q&A WITH THE VIDEO FROM BOARD THERE'S BEEN A REQUEST TO HAVE A

007Q&A WITH THE VIDEO FROM BOARD MEMBER I'M GOING TO TURN THISM A Q&A WITH THE VIDEO FROM BOARD MEMBER I'M GOING TO TURN THISM A Q&A WITH THE VIDEO FROM BOARD MEMBER I'M GOING TO TURN THISM OVER TO DON TO DON TO GIVE US MEMBER I'M GOING TO TURN THISM OVER TO DON TO DON TO GIVE US MEMBER I'M GOING TO TURN THISM OVER TO DON TO DON TO GIVE US SOME MORE DETAILS SURE MEDICARE OVER TO DON TO DON TO GIVE US SOME MORE DETAILS SURE MEDICARE OVER TO DON TO DON TO GIVE US SOME MORE DETAILS SURE MEDICARE I MADAM CHAIR, I HAD A SOME MORE DETAILS SURE MEDICARE I MADAM CHAIR, I HAD A SOME MORE DETAILS SURE MEDICARE I MADAM CHAIR, I HAD A CONVERSATION WITH THE BOARD I MADAM CHAIR,

008I HAD A CONVERSATION WITH THE BOARD I MADAM CHAIR, I HAD A CONVERSATION WITH THE BOARD MEMBER WHO WAS SEEKING TO GET A CONVERSATION WITH THE BOARD MEMBER WHO WAS SEEKING TO GET A CONVERSATION WITH THE BOARD MEMBER WHO WAS SEEKING TO GET A LITTLE MORE CLARIFICATION ON MEMBER WHO WAS SEEKING TO GET A LITTLE MORE CLARIFICATION ON MEMBER WHO WAS SEEKING TO GET A LITTLE MORE CLARIFICATION ON THE SCHOOL PERFORMANCE AND LITTLE MORE CLARIFICATION ON THE SCHOOL PERFORMANCE AND SUPPORT FRAMEWORK OUTE DEPARTMENT OF EDUCATION THISEW SUPPORT FRAMEWORK OUTE DEPARTMENT OF EDUCATION THISEW SUPPORT FRAMEWORK OUTE DEPARTMENT OF EDUCATION THISEW THE NEW FRAMEWORK THAT NEW DEPARTMENT OF EDUCATION THISEW THE NEW FRAMEWORK THAT NEW DEPARTMENT OF EDUCATION THISEW THE NEW FRAMEWORK THAT NEW FRAMEWORK THAT WILL REPLACE OURN THE NEW FRAMEWORK THAT NEW FRAMEWORK THAT

009WILL REPLACE OURN THE NEW FRAMEWORK THAT NEW FRAMEWORK THAT WILL REPLACE OURN OLD ACCREDITATION FRAMEWORK THAT WILL REPLACE OURN OLD ACCREDITATION FRAMEWORK THAT WILL REPLACE OURN OLD ACCREDITATION ACCOUNTABILITY SYSTEM SO I OLD ACCREDITATION ACCOUNTABILITY SYSTEM SO I OLD ACCREDITATION ACCOUNTABILITY SYSTEM SO I REACHED OUT TO THE STATE ACCOUNTABILITY SYSTEM SO I REACHED OUT TO THE STATE ACCOUNTABILITY SYSTEM SO I REACHED OUT TO THE STATE SUPERINTENDENT HAD A REACHED OUT TO THE STATE SUPERINTENDENT HAD A REACHED OUT TO THE STATE SUPERINTENDENT HAD A CONVERSATION AND SHE WAS SUPERINTENDENT HAD A CONVERSATION AND SHE WAS SUPERINTENDENT HAD A CONVERSATION AND SHE WAS AGREEABLE TO PUT TOGETHER A CONVERSATION AND SHE WAS AGREEABLE TO PUT TOGETHER A CONVERSATION AND SHE WAS AGREEABLE TO PUT TOGETHER A GROUP TO PROVIDE THEN AGREEABLE TO PUT TOGETHER A GROUP TO PROVIDE

010THEN AGREEABLE TO PUT TOGETHER A GROUP TO PROVIDE THEN ADMINISTRATION OUR TEAM AND ANY GROUP TO PROVIDE THEN ADMINISTRATION OUR TEAM AND ANY GROUP TO PROVIDE THEN ADMINISTRATION OUR TEAM AND ANY BOARD MEMBERS WHO CAN SHOW UP FR ADMINISTRATION OUR TEAM AND ANY BOARD MEMBERS WHO CAN SHOW UP FR ADMINISTRATION OUR TEAM AND ANY BOARD MEMBERS WHO CAN SHOW UP FR FOR FURTHER DISCUSSION AROUND BOARD MEMBERS WHO CAN SHOW UP FR FOR FURTHER DISCUSSION AROUND BOARD MEMBERS WHO CAN SHOW UP FR FOR FURTHER DISCUSSION AROUND THE COMPLEXITIES OF THE SCHOOL FOR FURTHER DISCUSSION AROUND THE COMPLEXITIES OF THE SCHOOL FOR FURTHER DISCUSSION AROUND THE COMPLEXITIES OF THE SCHOOL PERFORMANCE AND SUPPORTT THE COMPLEXITIES OF THE SCHOOL PERFORMANCE AND SUPPORTT THE COMPLEXITIES OF THE SCHOOL PERFORMANCE AND SUPPORTT FRAMEWORK AS AS THE RESOURCES PERFORMANCE AND SUPPORTT

011FRAMEWORK AS AS THE RESOURCES PERFORMANCE AND SUPPORTT FRAMEWORK AS AS THE RESOURCES SO I'LL SO I'LL BRING THAT TO FRAMEWORK AS AS THE RESOURCES SO I'LL SO I'LL BRING THAT TO FRAMEWORK AS AS THE RESOURCES SO I'LL SO I'LL BRING THAT TO THIS BODY AND IF WE HAVEINDI SO I'LL SO I'LL BRING THAT TO THIS BODY AND IF WE HAVEINDI SO I'LL SO I'LL BRING THAT TO THIS BODY AND IF WE HAVEINDI INDIVIDUALS WHO ARE INTERESTEDEN THIS BODY AND IF WE HAVEINDI INDIVIDUALS WHO ARE INTERESTEDEN THIS BODY AND IF WE HAVEINDI INDIVIDUALS WHO ARE INTERESTEDEN IN THAT THEN I'LL TRY TO SET INDIVIDUALS WHO ARE INTERESTEDEN IN THAT THEN I'LL TRY TO SET INDIVIDUALS WHO ARE INTERESTEDEN IN THAT THEN I'LL TRY TO SET SOMETHING UP IT'S VERY LIKELY IN THAT THEN I'LL TRY TO

012SET SOMETHING UP IT'S VERY LIKELY IN THAT THEN I'LL TRY TO SET SOMETHING UP IT'S VERY LIKELY IT'LL BE DURING SCHOOL DAY AND SOMETHING UP IT'S VERY LIKELY IT'LL BE DURING SCHOOL DAY AND SOMETHING UP IT'S VERY LIKELY IT'LL BE DURING SCHOOL DAY AND NOT DURING ANY FORMAL MEETING IT'LL BE DURING SCHOOL DAY AND NOT DURING ANY FORMAL MEETING SCHEDULE THAT WE HAVE NOW. SO WE'LL TAKE DIRECTION AT THIS SCHEDULE THAT WE HAVE NOW. SO WE'LL TAKE DIRECTION AT THIS SCHEDULE THAT WE HAVE NOW. SO WE'LL TAKE DIRECTION AT THIS POINT >> CAN I MAYBE GET AHEAD SO WE'LL TAKE DIRECTION AT THIS POINT >> CAN I MAYBE GET AHEAD SO WE'LL TAKE DIRECTION AT THIS POINT >> CAN I MAYBE GET AHEAD NOT IF THAT'S SOMETHING YOU POINT >> CAN I MAYBE GET AHEAD

013NOT IF THAT'S SOMETHING YOU POINT >> CAN I MAYBE GET AHEAD NOT IF THAT'S SOMETHING YOU THINK YOU WOULD LIKE TO DO ORND NOT IF THAT'S SOMETHING YOU THINK YOU WOULD LIKE TO DO ORND NOT IF THAT'S SOMETHING YOU THINK YOU WOULD LIKE TO DO ORND ATTEND IT WOULD BE PROBABLY THINK YOU WOULD LIKE TO DO ORND ATTEND IT WOULD BE PROBABLY THINK YOU WOULD LIKE TO DO ORND ATTEND IT WOULD BE PROBABLY DURING THE DAY ON VIDEO USE ATTEND IT WOULD BE PROBABLY DURING THE DAY ON VIDEO USE ATTEND IT WOULD BE PROBABLY DURING THE DAY ON VIDEO USE TIME ONE, TWO, THREE FOUR FIVEE DURING THE DAY ON VIDEO USE TIME ONE, TWO, THREE FOUR FIVEE DURING THE DAY ON VIDEO USE TIME ONE, TWO, THREE FOUR FIVEE SIX FIVE, SIX. TIME ONE,

014TWO, THREE FOUR FIVEE SIX FIVE, SIX. OK, SO IT LOOKS WE HAVE SIX OK I WILL WORK WITH THE STATE WHOND OK, SO IT LOOKS WE HAVE SIX OK I WILL WORK WITH THE STATE WHOND OK, SO IT LOOKS WE HAVE SIX OK I WILL WORK WITH THE STATE WHOND PRETEND HER TEAM AND TRY TO GET I WILL WORK WITH THE STATE WHOND PRETEND HER TEAM AND TRY TO GET I WILL WORK WITH THE STATE WHOND PRETEND HER TEAM AND TRY TO GET SOMETHING ON THE CALENDAR FOR A PRETEND HER TEAM AND TRY TO GET SOMETHING ON THE CALENDAR FOR A PRETEND HER TEAM AND TRY TO GET SOMETHING ON THE CALENDAR FOR A COUPLE OF WEEKS AND THIS GOES SOMETHING ON THE CALENDAR FOR A COUPLE OF WEEKS AND THIS GOES SOMETHING ON THE

015CALENDAR FOR A COUPLE OF WEEKS AND THIS GOES TO ALSO THE SHEET YOU HAVE COUPLE OF WEEKS AND THIS GOES TO ALSO THE SHEET YOU HAVE COUPLE OF WEEKS AND THIS GOES TO ALSO THE SHEET YOU HAVE GOING AROUND I HAVE THE STATE SA TO ALSO THE SHEET YOU HAVE GOING AROUND I HAVE THE STATE SA TO ALSO THE SHEET YOU HAVE GOING AROUND I HAVE THE STATE SA SUPERINTENDENT CONFERENCE OR CON GOING AROUND I HAVE THE STATE SA SUPERINTENDENT CONFERENCE OR CON GOING AROUND I HAVE THE STATE SA SUPERINTENDENT CONFERENCE OR CON I'MFE NATIONAL SUPERINTENDENTENT SUPERINTENDENT CONFERENCE OR CON I'MFE NATIONAL SUPERINTENDENTENT SUPERINTENDENT CONFERENCE OR CON I'MFE NATIONAL SUPERINTENDENTENT CONFERENCE NEXT WEEK WEDNESDAYDA I'MFE NATIONAL SUPERINTENDENTENT CONFERENCE NEXT WEEK WEDNESDAYDA I'MFE NATIONAL SUPERINTENDENTENT CONFERENCE NEXT WEEK WEDNESDAYDA THROUGH FRIDAY WHICH AGAIN CONFERENCE NEXT WEEK

016WEDNESDAYDA THROUGH FRIDAY WHICH AGAIN CONFERENCE NEXT WEEK WEDNESDAYDA THROUGH FRIDAY WHICH AGAIN ELIMINATE SOME DAYS AND THEN THROUGH FRIDAY WHICH AGAIN ELIMINATE SOME DAYS AND THEN THROUGH FRIDAY WHICH AGAIN ELIMINATE SOME DAYS AND THEN I'LL BE GONE ON ANNUALLY MARCH ELIMINATE SOME DAYS AND THEN I'LL BE GONE ON ANNUALLY MARCH ELIMINATE SOME DAYS AND THEN I'LL BE GONE ON ANNUALLY MARCH TWENTY FOUR THROUGH MARCHH I'LL BE GONE ON ANNUALLY MARCH TWENTY FOUR THROUGH MARCHH I'LL BE GONE ON ANNUALLY MARCH TWENTY FOUR THROUGH MARCHH TWENTY WHICH INCLUDES AFRI TWENTY FOUR THROUGH MARCHH TWENTY WHICH INCLUDES AFRI TWENTY FOUR THROUGH MARCHH TWENTY WHICH INCLUDES AFRI FRIGHTENING MONEY SO MONDAY. TWENTY WHICH INCLUDES AFRI FRIGHTENING MONEY SO MONDAY. TWENTY WHICH INCLUDES AFRI FRIGHTENING MONEY SO MONDAY. SO A LITTLE BIT OF LIMITEDEDOPP FRIGHTENING MONEY SO MONDAY. SO A

017LITTLE BIT OF LIMITEDEDOPP FRIGHTENING MONEY SO MONDAY. SO A LITTLE BIT OF LIMITEDEDOPP OPPORTUNITIES BUT THAT DOESN'TT SO A LITTLE BIT OF LIMITEDEDOPP OPPORTUNITIES BUT THAT DOESN'TT SO A LITTLE BIT OF LIMITEDEDOPP OPPORTUNITIES BUT THAT DOESN'TT MEAN IF A BOARD MEMBER WANTS TO OPPORTUNITIES BUT THAT DOESN'TT MEAN IF A BOARD MEMBER WANTS TO OPPORTUNITIES BUT THAT DOESN'TT MEAN IF A BOARD MEMBER WANTS TO GET IN TOUCH WITH WE CAN SET UP MEAN IF A BOARD MEMBER WANTS TO GET IN TOUCH WITH WE CAN SET UP MEAN IF A BOARD MEMBER WANTS TO GET IN TOUCH WITH WE CAN SET UP A CALL OR WHATEVER IS NECESSARY GET IN TOUCH WITH WE CAN SET UP A CALL OR WHATEVER IS NECESSARY GET IN TOUCH WITH WE CAN SET UP A CALL OR WHATEVER IS NECESSARY OK,

018THANK YOU.NK A CALL OR WHATEVER IS NECESSARY OK, THANK YOU.NK A CALL OR WHATEVER IS NECESSARY OK, THANK YOU.NK DO ANY OTHER BOARD MEMBERS HAVE OK, THANK YOU.NK DO ANY OTHER BOARD MEMBERS HAVE OK, THANK YOU.NK DO ANY OTHER BOARD MEMBERS HAVE ANYTHING TO REPORT HE'S HAVING DO ANY OTHER BOARD MEMBERS HAVE ANYTHING TO REPORT HE'S HAVING DO ANY OTHER BOARD MEMBERS HAVE ANYTHING TO REPORT HE'S HAVING SOME ISSUES WITH THIS ANYTHING TO REPORT HE'S HAVING SOME ISSUES WITH THIS TECHNOLOGY SO IF YOU WANT TO TAKE A LOOK THAT MR BOWEN STEELI TECHNOLOGY SO IF YOU WANT TO TAKE A LOOK THAT MR BOWEN STEELI TECHNOLOGY SO IF YOU WANT TO TAKE A LOOK THAT MR BOWEN STEELI ALL RIGHT MOVING ON. TAKE A LOOK THAT MR BOWEN STEELI ALL RIGHT MOVING ON. TAKE A

019LOOK THAT MR BOWEN STEELI ALL RIGHT MOVING ON. WE ARE NOW ON TO TRY CAMPUSURAT ALL RIGHT MOVING ON. WE ARE NOW ON TO TRY CAMPUSURAT ALL RIGHT MOVING ON. WE ARE NOW ON TO TRY CAMPUSURAT RECONFIGURATION OPTIONS I WE ARE NOW ON TO TRY CAMPUSURAT RECONFIGURATION OPTIONS I WE ARE NOW ON TO TRY CAMPUSURAT RECONFIGURATION OPTIONS I WELCOME MATTHEW DELANEY, CHIEF H RECONFIGURATION OPTIONS I WELCOME MATTHEW DELANEY, CHIEF H RECONFIGURATION OPTIONS I WELCOME MATTHEW DELANEY, CHIEF H SCHOOLS OFFICER AND DR. MELANIE WELCOME MATTHEW DELANEY, CHIEF H SCHOOLS OFFICER AND DR. MELANIE WELCOME MATTHEW DELANEY, CHIEF H SCHOOLS OFFICER AND DR. MELANIE HAMILTON ALL RIGHT SCHOOLS OFFICER AND DR. MELANIE HAMILTON ALL RIGHT SCHOOLS OFFICER AND DR. MELANIE HAMILTON ALL RIGHT . HAMILTON ALL RIGHT . HAMILTON ALL RIGHT . GOOD AFTERNOON, EVERYONE. . GOOD

020AFTERNOON, EVERYONE. . GOOD AFTERNOON, EVERYONE. GOV. JERRY CHAIRMAN BROWN, VICE GOOD AFTERNOON, EVERYONE. GOV. JERRY CHAIRMAN BROWN, VICE GOOD AFTERNOON, EVERYONE. GOV. JERRY CHAIRMAN BROWN, VICE CHAIR WING SCHOOL OR MEMBERS GOV. JERRY CHAIRMAN BROWN, VICE CHAIR WING SCHOOL OR MEMBERS GOV. JERRY CHAIRMAN BROWN, VICE CHAIR WING SCHOOL OR MEMBERS AND DR. ROBERTSON FOR THOSE CHAIR WING SCHOOL OR MEMBERS AND DR. ROBERTSON FOR THOSE CHAIR WING SCHOOL OR MEMBERS AND DR. ROBERTSON FOR THOSE OF YOU THAT YOU THAT ARE NEW TO AND DR. ROBERTSON FOR THOSE OF YOU THAT YOU THAT ARE NEW TO AND DR. ROBERTSON FOR THOSE OF YOU THAT YOU THAT ARE NEW TO ABOARD I AM DR. MELANIE HAMLYN OF YOU THAT YOU THAT ARE NEW TO ABOARD I AM DR. MELANIE HAMLYN OF YOU THAT YOU THAT ARE NEW TO ABOARD

021I AM DR. MELANIE HAMLYN AND HAMILTON. ABOARD I AM DR. MELANIE HAMLYN AND HAMILTON. ABOARD I AM DR. MELANIE HAMLYN AND HAMILTON. I'M THE SENIOR EXECUTIVE AND HAMILTON. I'M THE SENIOR EXECUTIVE AND HAMILTON. I'M THE SENIOR EXECUTIVE DIRECTOR OF ELEMENTARY SCHOOLS I'M THE SENIOR EXECUTIVE DIRECTOR OF ELEMENTARY SCHOOLS I'M THE SENIOR EXECUTIVE DIRECTOR OF ELEMENTARY SCHOOLS AND I WELCOME YOU TO THE BOARD DIRECTOR OF ELEMENTARY SCHOOLS AND I WELCOME YOU TO THE BOARD DIRECTOR OF ELEMENTARY SCHOOLS AND I WELCOME YOU TO THE BOARD AT THE JANUARY SCORED MEETING AND I WELCOME YOU TO THE BOARD AT THE JANUARY SCORED MEETING AND I WELCOME YOU TO THE BOARD AT THE JANUARY SCORED MEETING MR. FREEMAN MEETING MR. FREEMAN AT THE JANUARY SCORED MEETING MR. FREEMAN MEETING MR. FREEMAN AT THE JANUARY SCORED MEETING MR. FREEMAN MEETING

022MR. FREEMAN SHARED DURING THIS VIP MR. FREEMAN MEETING MR. FREEMAN SHARED DURING THIS VIP MR. FREEMAN MEETING MR. FREEMAN SHARED DURING THIS VIP PRESENTATION THAT WE WOULD BE SHARED DURING THIS VIP PRESENTATION THAT WE WOULD BE SHARED DURING THIS VIP PRESENTATION THAT WE WOULD BE PROVIDING A BRIEF REGARDING THE PRESENTATION THAT WE WOULD BE PROVIDING A BRIEF REGARDING THE PRESENTATION THAT WE WOULD BE PROVIDING A BRIEF REGARDING THE TRANSITION OF THE TRI CAMPUS TO PROVIDING A BRIEF REGARDING THE TRANSITION OF THE TRI CAMPUS TO PROVIDING A BRIEF REGARDING THE TRANSITION OF THE TRI CAMPUS TO A TO SCHOOL CAMPUS >>. TRANSITION OF THE TRI CAMPUS TO A TO SCHOOL CAMPUS >>. TRANSITION OF THE TRI CAMPUS TO A TO SCHOOL CAMPUS >>. THE PURPOSE OF THIS A TO SCHOOL CAMPUS >>. THE PURPOSE OF THIS

023A TO SCHOOL CAMPUS >>. THE PURPOSE OF THIS PRESENTATION IS TO SHARE THE THE PURPOSE OF THIS PRESENTATION IS TO SHARE THE THE PURPOSE OF THIS PRESENTATION IS TO SHARE THE STAFF'S RECOMMENDATION PRESENTATION IS TO SHARE THE STAFF'S RECOMMENDATION PRESENTATION IS TO SHARE THE STAFF'S RECOMMENDATION REGARDING THE RECONFIGURATION STAFF'S RECOMMENDATION REGARDING THE RECONFIGURATION STAFF'S RECOMMENDATION REGARDING THE RECONFIGURATION OF THE CAMPUS AS A REMINDER REGARDING THE RECONFIGURATION OF THE CAMPUS AS A REMINDER REGARDING THE RECONFIGURATION OF THE CAMPUS AS A REMINDER THERE IS CURRENTLY 25 MILLION OF THE CAMPUS AS A REMINDER THERE IS CURRENTLY 25 MILLION OF THE CAMPUS AS A REMINDER THERE IS CURRENTLY 25 MILLION DOLLARS SET ASIDE IN THE FOR THERE IS CURRENTLY 25 MILLION DOLLARS SET ASIDE IN THE FOR THERE IS CURRENTLY 25 MILLION DOLLARS SET ASIDE IN THE FOR

024THIS PROJECT WILL DO YOU MIND DOLLARS SET ASIDE IN THE FOR THIS PROJECT WILL DO YOU MIND DOLLARS SET ASIDE IN THE FOR THIS PROJECT WILL DO YOU MIND CLICKING THANK YOU THE PURPOSE THIS PROJECT WILL DO YOU MIND CLICKING THANK YOU THE PURPOSE THIS PROJECT WILL DO YOU MIND CLICKING THANK YOU THE PURPOSE OF THIS PRESENTATION HAS STATED CLICKING THANK YOU THE PURPOSE OF THIS PRESENTATION HAS STATED CLICKING THANK YOU THE PURPOSE OF THIS PRESENTATION HAS STATED ON THE SLIDE ARE TO BRIEFLY OF THIS PRESENTATION HAS STATED ON THE SLIDE ARE TO BRIEFLY OF THIS PRESENTATION HAS STATED ON THE SLIDE ARE TO BRIEFLY SHARE TWO OPTIONS REGARDING THE ON THE SLIDE ARE TO BRIEFLY SHARE TWO OPTIONS REGARDING THE ON THE SLIDE ARE TO BRIEFLY SHARE TWO OPTIONS REGARDING THE RECONFIGURATION OF THE

025TRI SHARE TWO OPTIONS REGARDING THE RECONFIGURATION OF THE TRI SHARE TWO OPTIONS REGARDING THE RECONFIGURATION OF THE TRI CAMPUS FROM THREE SCHOOLS TO RECONFIGURATION OF THE TRI CAMPUS FROM THREE SCHOOLS TO RECONFIGURATION OF THE TRI CAMPUS FROM THREE SCHOOLS TO SCHOOLS AND TO RECEIVE CAMPUS FROM THREE SCHOOLS TO SCHOOLS AND TO RECEIVE CAMPUS FROM THREE SCHOOLS TO SCHOOLS AND TO RECEIVE DIRECTION FROM YOU THE SCHOOL SCHOOLS AND TO RECEIVE DIRECTION FROM YOU THE SCHOOL SCHOOLS AND TO RECEIVE DIRECTION FROM YOU THE SCHOOL BOARD ON NEXT STEPS MOVING DIRECTION FROM YOU THE SCHOOL BOARD ON NEXT STEPS MOVING DIRECTION FROM YOU THE SCHOOL BOARD ON NEXT STEPS MOVING FORWARD IN ORDER TO SUPPORT THE BOARD ON NEXT STEPS MOVING FORWARD IN ORDER TO SUPPORT THE BOARD ON NEXT STEPS MOVING FORWARD IN ORDER TO SUPPORT THE

026TRANSITION OF STUDENTS, STAFF FORWARD IN ORDER TO SUPPORT THE TRANSITION OF STUDENTS, STAFF FORWARD IN ORDER TO SUPPORT THE TRANSITION OF STUDENTS, STAFF AND THE COMMUNITY TO TRY CAMPUS TRANSITION OF STUDENTS, STAFF AND THE COMMUNITY TO TRY CAMPUS TRANSITION OF STUDENTS, STAFF AND THE COMMUNITY TO TRY CAMPUS INTO TWO SCHOOLS WE BELIEVE AND THE COMMUNITY TO TRY CAMPUS INTO TWO SCHOOLS WE BELIEVE AND THE COMMUNITY TO TRY CAMPUS INTO TWO SCHOOLS WE BELIEVE THERE ARE TWO OPTIONS TO INTO TWO SCHOOLS WE BELIEVE THERE ARE TWO OPTIONS TO INTO TWO SCHOOLS WE BELIEVE THERE ARE TWO OPTIONS TO CONSIDER THAT WILL BEST SERVE THERE ARE TWO OPTIONS TO CONSIDER THAT WILL BEST SERVE THERE ARE TWO OPTIONS TO CONSIDER THAT WILL BEST SERVE THE EDUCATIONAL NEEDS OF OUR CONSIDER THAT WILL BEST SERVE THE EDUCATIONAL NEEDS

027OF OUR CONSIDER THAT WILL BEST SERVE THE EDUCATIONAL NEEDS OF OUR STUDENTS. THE EDUCATIONAL NEEDS OF OUR STUDENTS. THE EDUCATIONAL NEEDS OF OUR STUDENTS. THE OPTIONS WERE DEVELOPED BY A STUDENTS. THE OPTIONS WERE DEVELOPED BY A STUDENTS. THE OPTIONS WERE DEVELOPED BY A TEAM FROM THE DEPARTMENT THE OPTIONS WERE DEVELOPED BY A TEAM FROM THE DEPARTMENT THE OPTIONS WERE DEVELOPED BY A TEAM FROM THE DEPARTMENT OF SCHOOL LEADERSHIP AND THE TEAM FROM THE DEPARTMENT OF SCHOOL LEADERSHIP AND THE TEAM FROM THE DEPARTMENT OF SCHOOL LEADERSHIP AND THE DEPARTMENT OF TEACHING AND OF SCHOOL LEADERSHIP AND THE DEPARTMENT OF TEACHING AND OF SCHOOL LEADERSHIP AND THE DEPARTMENT OF TEACHING AND LEARNING TO INCLUDE DR. MYERS DEPARTMENT OF TEACHING AND LEARNING TO INCLUDE DR. MYERS DEPARTMENT OF TEACHING AND LEARNING TO INCLUDE DR. MYERS STAFF FROM OPEC

028AND MISS LAUREN LEARNING TO INCLUDE DR. MYERS STAFF FROM OPEC AND MISS LAUREN LEARNING TO INCLUDE DR. MYERS STAFF FROM OPEC AND MISS LAUREN SILVERMAN FROM TITLE WON. STAFF FROM OPEC AND MISS LAUREN SILVERMAN FROM TITLE WON. STAFF FROM OPEC AND MISS LAUREN SILVERMAN FROM TITLE WON. THE TWO OPTIONS ARE ON THE SILVERMAN FROM TITLE WON. THE TWO OPTIONS ARE ON THE SILVERMAN FROM TITLE WON. THE TWO OPTIONS ARE ON THE SCREEN. THE TWO OPTIONS ARE ON THE SCREEN. THE TWO OPTIONS ARE ON THE SCREEN. OVERWHELMINGLY, HOWEVER, THE SCREEN. OVERWHELMINGLY, HOWEVER, THE SCREEN. OVERWHELMINGLY, HOWEVER, THE INTER-DEPARTMENTAL RECOMMENDS OVERWHELMINGLY, HOWEVER, THE INTER-DEPARTMENTAL RECOMMENDS OVERWHELMINGLY, HOWEVER, THE INTER-DEPARTMENTAL RECOMMENDS THE CREATION OF TWO PRE-K INTER-DEPARTMENTAL RECOMMENDS THE CREATION OF TWO PRE-K INTER-DEPARTMENTAL RECOMMENDS THE CREATION OF TWO PRE-K THROUGH FIFTH GRADE CAMPUSES THE CREATION OF TWO

029PRE-K THROUGH FIFTH GRADE CAMPUSES THE CREATION OF TWO PRE-K THROUGH FIFTH GRADE CAMPUSES THE NEXT TO SLIDES WILL OUTLINE THROUGH FIFTH GRADE CAMPUSES THE NEXT TO SLIDES WILL OUTLINE THROUGH FIFTH GRADE CAMPUSES THE NEXT TO SLIDES WILL OUTLINE THE WHY BEHIND THAT THE NEXT TO SLIDES WILL OUTLINE THE WHY BEHIND THAT THE NEXT TO SLIDES WILL OUTLINE THE WHY BEHIND THAT RECOMMENDATION OVER THE NEXT THE WHY BEHIND THAT RECOMMENDATION OVER THE NEXT THE WHY BEHIND THAT RECOMMENDATION OVER THE NEXT SEVERAL DAYS WE WILL REVIEW THE RECOMMENDATION OVER THE NEXT SEVERAL DAYS WE WILL REVIEW THE RECOMMENDATION OVER THE NEXT SEVERAL DAYS WE WILL REVIEW THE RATIONALE FOR THE OPTIONS AND SEVERAL DAYS WE WILL REVIEW THE RATIONALE FOR THE OPTIONS AND SEVERAL DAYS WE WILL REVIEW THE RATIONALE FOR THE OPTIONS AND AREAS FOR THE

030SCHOOL BOARD TO RATIONALE FOR THE OPTIONS AND AREAS FOR THE SCHOOL BOARD TO RATIONALE FOR THE OPTIONS AND AREAS FOR THE SCHOOL BOARD TO CONSIDER WHEN PROVIDING AREAS FOR THE SCHOOL BOARD TO CONSIDER WHEN PROVIDING AREAS FOR THE SCHOOL BOARD TO CONSIDER WHEN PROVIDING DIRECTION TO US USING THE PRE-K CONSIDER WHEN PROVIDING DIRECTION TO US USING THE PRE-K CONSIDER WHEN PROVIDING DIRECTION TO US USING THE PRE-K FIVE MODEL OUR MOST PREFERRED DIRECTION TO US USING THE PRE-K FIVE MODEL OUR MOST PREFERRED DIRECTION TO US USING THE PRE-K FIVE MODEL OUR MOST PREFERRED RECOMMENDATION ALLOW STUDENTS FIVE MODEL OUR MOST PREFERRED RECOMMENDATION ALLOW STUDENTS FIVE MODEL OUR MOST PREFERRED RECOMMENDATION ALLOW STUDENTS TO STAY IN ONE SCHOOL PROVIDING RECOMMENDATION ALLOW STUDENTS TO STAY IN ONE SCHOOL PROVIDING RECOMMENDATION ALLOW STUDENTS TO STAY IN ONE SCHOOL PROVIDING

031STABILITY STABILITY THAT TO STAY IN ONE SCHOOL PROVIDING STABILITY STABILITY THAT TO STAY IN ONE SCHOOL PROVIDING STABILITY STABILITY THAT SUPPORT SOCIAL AND EMOTIONAL STABILITY STABILITY THAT SUPPORT SOCIAL AND EMOTIONAL STABILITY STABILITY THAT SUPPORT SOCIAL AND EMOTIONAL DEVELOPMENT. SUPPORT SOCIAL AND EMOTIONAL DEVELOPMENT. SUPPORT SOCIAL AND EMOTIONAL DEVELOPMENT. THE LONG TERM RELATIONSHIP DEVELOPMENT. THE LONG TERM RELATIONSHIP DEVELOPMENT. THE LONG TERM RELATIONSHIP STUDENTS DEVELOPED WITH THE LONG TERM RELATIONSHIP STUDENTS DEVELOPED WITH THE LONG TERM RELATIONSHIP STUDENTS DEVELOPED WITH TEACHERS ALLOWS FOR STUDENTS DEVELOPED WITH TEACHERS ALLOWS FOR STUDENTS DEVELOPED WITH TEACHERS ALLOWS FOR PERSONALIZED SUPPORT OVER TIME TEACHERS ALLOWS FOR PERSONALIZED SUPPORT OVER TIME TEACHERS ALLOWS FOR PERSONALIZED SUPPORT OVER TIME A COHESIVE CURRICULUM ACROSS PERSONALIZED SUPPORT OVER TIME A COHESIVE CURRICULUM ACROSS PERSONALIZED SUPPORT OVER TIME A COHESIVE CURRICULUM ACROSS GRADE LEVELS FOSTERS A COHESIVE CURRICULUM

032ACROSS GRADE LEVELS FOSTERS A COHESIVE CURRICULUM ACROSS GRADE LEVELS FOSTERS COLLABORATION AMONG TEACHERS GRADE LEVELS FOSTERS COLLABORATION AMONG TEACHERS GRADE LEVELS FOSTERS COLLABORATION AMONG TEACHERS AND ENSURING SMOOTH TRANSITIONS COLLABORATION AMONG TEACHERS AND ENSURING SMOOTH TRANSITIONS COLLABORATION AMONG TEACHERS AND ENSURING SMOOTH TRANSITIONS THE CONTINUITY AND ENSURING SMOOTH TRANSITIONS THE CONTINUITY AND ENSURING SMOOTH TRANSITIONS THE CONTINUITY OF DEVELOPMENTALLY APPROPRIATE THE CONTINUITY OF DEVELOPMENTALLY APPROPRIATE THE CONTINUITY OF DEVELOPMENTALLY APPROPRIATE PRACTICES HELPS STUDENTS OF DEVELOPMENTALLY APPROPRIATE PRACTICES HELPS STUDENTS OF DEVELOPMENTALLY APPROPRIATE PRACTICES HELPS STUDENTS PROGRESSED MORE EASILY FROM ONE PRACTICES HELPS STUDENTS PROGRESSED MORE EASILY FROM ONE PRACTICES HELPS STUDENTS PROGRESSED MORE EASILY FROM ONE GRADE LEVEL TO THE NEXT STUDENT PROGRESSED MORE EASILY FROM ONE GRADE LEVEL TO THE NEXT STUDENT PROGRESSED MORE EASILY FROM ONE GRADE LEVEL TO THE NEXT STUDENT DIFFERENT AGE LEVELS IN THE

033GRADE LEVEL TO THE NEXT STUDENT DIFFERENT AGE LEVELS IN THE GRADE LEVEL TO THE NEXT STUDENT DIFFERENT AGE LEVELS IN THE SAME SCHOOL CREATES DIFFERENT AGE LEVELS IN THE SAME SCHOOL CREATES DIFFERENT AGE LEVELS IN THE SAME SCHOOL CREATES OPPORTUNITIES FOR MENTORSHIPS SAME SCHOOL CREATES OPPORTUNITIES FOR MENTORSHIPS SAME SCHOOL CREATES OPPORTUNITIES FOR MENTORSHIPS STRONGER SOCIAL CONNECTIONS AND OPPORTUNITIES FOR MENTORSHIPS STRONGER SOCIAL CONNECTIONS AND OPPORTUNITIES FOR MENTORSHIPS STRONGER SOCIAL CONNECTIONS AND A SENSE OF PRIDE IN THE SCHOOL STRONGER SOCIAL CONNECTIONS AND A SENSE OF PRIDE IN THE SCHOOL STRONGER SOCIAL CONNECTIONS AND A SENSE OF PRIDE IN THE SCHOOL PURE RELATIONSHIPS ARE ENHANCED A SENSE OF PRIDE IN THE SCHOOL PURE RELATIONSHIPS ARE ENHANCED A SENSE OF PRIDE IN THE SCHOOL PURE RELATIONSHIPS ARE ENHANCED WHEN OLDER STUDENTS MENTORING PURE RELATIONSHIPS ARE ENHANCED WHEN OLDER STUDENTS

034MENTORING PURE RELATIONSHIPS ARE ENHANCED WHEN OLDER STUDENTS MENTORING YOUNGER ONES. WHEN OLDER STUDENTS MENTORING YOUNGER ONES. WHEN OLDER STUDENTS MENTORING YOUNGER ONES. PARENTS WITH MULTIPLE CHILDREN YOUNGER ONES. PARENTS WITH MULTIPLE CHILDREN YOUNGER ONES. PARENTS WITH MULTIPLE CHILDREN BENEFIT SIMPLIFIED PARENTS WITH MULTIPLE CHILDREN BENEFIT SIMPLIFIED PARENTS WITH MULTIPLE CHILDREN BENEFIT SIMPLIFIED COMMUNICATION AND EASE YOUR BENEFIT SIMPLIFIED COMMUNICATION AND EASE YOUR BENEFIT SIMPLIFIED COMMUNICATION AND EASE YOUR INVOLVEMENT IN SCHOOL COMMUNICATION AND EASE YOUR INVOLVEMENT IN SCHOOL COMMUNICATION AND EASE YOUR INVOLVEMENT IN SCHOOL ACTIVITIES FOSTERING STRONGER INVOLVEMENT IN SCHOOL ACTIVITIES FOSTERING STRONGER INVOLVEMENT IN SCHOOL ACTIVITIES FOSTERING STRONGER PARENT SCHOOL RELATIONSHIPS AND ACTIVITIES FOSTERING STRONGER PARENT SCHOOL RELATIONSHIPS AND ACTIVITIES FOSTERING STRONGER PARENT SCHOOL RELATIONSHIPS AND A SUPPORTIVE COMMUNITY TO PRE-K PARENT SCHOOL RELATIONSHIPS AND A SUPPORTIVE COMMUNITY TO PRE-K PARENT SCHOOL RELATIONSHIPS AND A SUPPORTIVE COMMUNITY

035TO PRE-K FIVE SCHOOLS CAN FOCUS MORE ON A SUPPORTIVE COMMUNITY TO PRE-K FIVE SCHOOLS CAN FOCUS MORE ON A SUPPORTIVE COMMUNITY TO PRE-K FIVE SCHOOLS CAN FOCUS MORE ON EMOTIONAL SOCIAL EMOTIONAL FIVE SCHOOLS CAN FOCUS MORE ON EMOTIONAL SOCIAL EMOTIONAL FIVE SCHOOLS CAN FOCUS MORE ON EMOTIONAL SOCIAL EMOTIONAL GROWTH FOSTERING A SUPPORTIVE EMOTIONAL SOCIAL EMOTIONAL GROWTH FOSTERING A SUPPORTIVE EMOTIONAL SOCIAL EMOTIONAL GROWTH FOSTERING A SUPPORTIVE ENVIRONMENT FOR EARLY GROWTH FOSTERING A SUPPORTIVE ENVIRONMENT FOR EARLY GROWTH FOSTERING A SUPPORTIVE ENVIRONMENT FOR EARLY DEVELOPMENT STUDENTS ALSO HAVE ENVIRONMENT FOR EARLY DEVELOPMENT STUDENTS ALSO HAVE ENVIRONMENT FOR EARLY DEVELOPMENT STUDENTS ALSO HAVE INCREASED ACCESS TO COORDINATED DEVELOPMENT STUDENTS ALSO HAVE INCREASED ACCESS TO COORDINATED DEVELOPMENT STUDENTS ALSO HAVE INCREASED ACCESS TO COORDINATED SUPPORT SERVICES COUNSELING INCREASED ACCESS TO COORDINATED SUPPORT SERVICES COUNSELING INCREASED ACCESS TO COORDINATED SUPPORT SERVICES

036COUNSELING SOCIAL WORK AND SPECIAL SUPPORT SERVICES COUNSELING SOCIAL WORK AND SPECIAL SUPPORT SERVICES COUNSELING SOCIAL WORK AND SPECIAL EDUCATION WITH CONSISTENT SOCIAL WORK AND SPECIAL EDUCATION WITH CONSISTENT SOCIAL WORK AND SPECIAL EDUCATION WITH CONSISTENT ADULTS EARLY CHALLENGES OR EDUCATION WITH CONSISTENT ADULTS EARLY CHALLENGES OR EDUCATION WITH CONSISTENT ADULTS EARLY CHALLENGES OR DELAYS CAN BE MORE QUICKLY ADULTS EARLY CHALLENGES OR DELAYS CAN BE MORE QUICKLY ADULTS EARLY CHALLENGES OR DELAYS CAN BE MORE QUICKLY IDENTIFIED IN ADDRESSED DELAYS CAN BE MORE QUICKLY IDENTIFIED IN ADDRESSED DELAYS CAN BE MORE QUICKLY IDENTIFIED IN ADDRESSED ALLOWING FOR TIMELY IDENTIFIED IN ADDRESSED ALLOWING FOR TIMELY IDENTIFIED IN ADDRESSED ALLOWING FOR TIMELY INTERVENTION THAT SET STUDENTS ALLOWING FOR TIMELY INTERVENTION THAT SET STUDENTS ALLOWING FOR TIMELY INTERVENTION THAT SET STUDENTS UP FOR LONG TERM SUCCESS INTERVENTION THAT SET STUDENTS UP FOR

037LONG TERM SUCCESS INTERVENTION THAT SET STUDENTS UP FOR LONG TERM SUCCESS TEACHERS THAT HAPPENED HAVE UP FOR LONG TERM SUCCESS TEACHERS THAT HAPPENED HAVE UP FOR LONG TERM SUCCESS TEACHERS THAT HAPPENED HAVE ENDURING A TRUSTING TEACHERS THAT HAPPENED HAVE ENDURING A TRUSTING TEACHERS THAT HAPPENED HAVE ENDURING A TRUSTING RELATIONSHIPS WITH STUDENTS AND ENDURING A TRUSTING RELATIONSHIPS WITH STUDENTS AND ENDURING A TRUSTING RELATIONSHIPS WITH STUDENTS AND FAMILIES CAN WORK TOGETHER TO RELATIONSHIPS WITH STUDENTS AND FAMILIES CAN WORK TOGETHER TO RELATIONSHIPS WITH STUDENTS AND FAMILIES CAN WORK TOGETHER TO CREATE INDIVIDUALIZED SUPPORT FAMILIES CAN WORK TOGETHER TO CREATE INDIVIDUALIZED SUPPORT FAMILIES CAN WORK TOGETHER TO CREATE INDIVIDUALIZED SUPPORT PLANS ENSURING COMPREHENSIVE CREATE INDIVIDUALIZED SUPPORT PLANS ENSURING COMPREHENSIVE CREATE INDIVIDUALIZED SUPPORT PLANS ENSURING COMPREHENSIVE CARE A STRONG ACADEMIC PLANS ENSURING COMPREHENSIVE CARE A STRONG ACADEMIC PLANS ENSURING COMPREHENSIVE

038CARE A STRONG ACADEMIC FOUNDATION FROM PRE-K SUPPORTS CARE A STRONG ACADEMIC FOUNDATION FROM PRE-K SUPPORTS CARE A STRONG ACADEMIC FOUNDATION FROM PRE-K SUPPORTS BETTER LONG TERM SUCCESS. FOUNDATION FROM PRE-K SUPPORTS BETTER LONG TERM SUCCESS. FOUNDATION FROM PRE-K SUPPORTS BETTER LONG TERM SUCCESS. FEWER DISRUPTIONS AND BETTER LONG TERM SUCCESS. FEWER DISRUPTIONS AND BETTER LONG TERM SUCCESS. FEWER DISRUPTIONS AND TRANSITIONS ALLOW FOR MORE FEWER DISRUPTIONS AND TRANSITIONS ALLOW FOR MORE FEWER DISRUPTIONS AND TRANSITIONS ALLOW FOR MORE CONSISTENT LEARNING AND GROWTH TRANSITIONS ALLOW FOR MORE CONSISTENT LEARNING AND GROWTH TRANSITIONS ALLOW FOR MORE CONSISTENT LEARNING AND GROWTH WHEN STUDENTS STAY AT THE SAME CONSISTENT LEARNING AND GROWTH WHEN STUDENTS STAY AT THE SAME CONSISTENT LEARNING AND GROWTH WHEN STUDENTS STAY AT THE SAME SCHOOL SENSE OF PRIDE AN PRIDE WHEN STUDENTS STAY AT THE SAME SCHOOL SENSE OF

039PRIDE AN PRIDE WHEN STUDENTS STAY AT THE SAME SCHOOL SENSE OF PRIDE AN PRIDE AND ATTACHMENT DEVELOPS SCHOOL SENSE OF PRIDE AN PRIDE AND ATTACHMENT DEVELOPS SCHOOL SENSE OF PRIDE AN PRIDE AND ATTACHMENT DEVELOPS POSITIVELY INFLUENCING BEHAVIOR AND ATTACHMENT DEVELOPS POSITIVELY INFLUENCING BEHAVIOR AND ATTACHMENT DEVELOPS POSITIVELY INFLUENCING BEHAVIOR SCHOOL SPIRIT AND COMMUNITY POSITIVELY INFLUENCING BEHAVIOR SCHOOL SPIRIT AND COMMUNITY POSITIVELY INFLUENCING BEHAVIOR SCHOOL SPIRIT AND COMMUNITY IDENTITY, SCHOOL TRADITIONS THE SCHOOL SPIRIT AND COMMUNITY IDENTITY, SCHOOL TRADITIONS THE SCHOOL SPIRIT AND COMMUNITY IDENTITY, SCHOOL TRADITIONS THE LEGACY OF CREATED FOR FUTURE IDENTITY, SCHOOL TRADITIONS THE LEGACY OF CREATED FOR FUTURE IDENTITY, SCHOOL TRADITIONS THE LEGACY OF CREATED FOR FUTURE GENERATIONS AND AS YOU KNOW THE LEGACY OF CREATED FOR FUTURE GENERATIONS AND AS YOU KNOW THE LEGACY OF CREATED FOR FUTURE GENERATIONS AND AS YOU KNOW THE

040BAYSIDE COMMUNITY HAS A STRONG GENERATIONS AND AS YOU KNOW THE BAYSIDE COMMUNITY HAS A STRONG GENERATIONS AND AS YOU KNOW THE BAYSIDE COMMUNITY HAS A STRONG SENSE OF TRADITION IN THIS BAYSIDE COMMUNITY HAS A STRONG SENSE OF TRADITION IN THIS BAYSIDE COMMUNITY HAS A STRONG SENSE OF TRADITION IN THIS MODEL TEACHERS WORKING ACROSS SENSE OF TRADITION IN THIS MODEL TEACHERS WORKING ACROSS SENSE OF TRADITION IN THIS MODEL TEACHERS WORKING ACROSS GRAVES CONSUMER SHARE MODEL TEACHERS WORKING ACROSS GRAVES CONSUMER SHARE MODEL TEACHERS WORKING ACROSS GRAVES CONSUMER SHARE STRATEGIES AND COLLABORATE MORE GRAVES CONSUMER SHARE STRATEGIES AND COLLABORATE MORE GRAVES CONSUMER SHARE STRATEGIES AND COLLABORATE MORE EFFECTIVELY ENTERING A LINE STRATEGIES AND COLLABORATE MORE EFFECTIVELY ENTERING A LINE STRATEGIES AND COLLABORATE MORE EFFECTIVELY ENTERING A LINE METHODS AND EXPECTATION THIS EFFECTIVELY ENTERING A LINE METHODS AND EXPECTATION

041THIS EFFECTIVELY ENTERING A LINE METHODS AND EXPECTATION THIS IMPROVES INSTRUCTIONAL QUALITY METHODS AND EXPECTATION THIS IMPROVES INSTRUCTIONAL QUALITY METHODS AND EXPECTATION THIS IMPROVES INSTRUCTIONAL QUALITY AND ASSURER SKILLS ARE IMPROVES INSTRUCTIONAL QUALITY AND ASSURER SKILLS ARE IMPROVES INSTRUCTIONAL QUALITY AND ASSURER SKILLS ARE PROGRESSIVELY BUILT IN AND ASSURER SKILLS ARE PROGRESSIVELY BUILT IN AND ASSURER SKILLS ARE PROGRESSIVELY BUILT IN CONCLUSION, THE PRE-K FIVE PROGRESSIVELY BUILT IN CONCLUSION, THE PRE-K FIVE PROGRESSIVELY BUILT IN CONCLUSION, THE PRE-K FIVE STRUCTURE WOULD PROMOTE CONCLUSION, THE PRE-K FIVE STRUCTURE WOULD PROMOTE CONCLUSION, THE PRE-K FIVE STRUCTURE WOULD PROMOTE STABILITY STRONGER COMMUNITY, STRUCTURE WOULD PROMOTE STABILITY STRONGER COMMUNITY, STRUCTURE WOULD PROMOTE STABILITY STRONGER COMMUNITY, EASIER PARENT ENGAGEMENT STABILITY STRONGER COMMUNITY, EASIER PARENT ENGAGEMENT STABILITY STRONGER COMMUNITY, EASIER PARENT ENGAGEMENT EMOTIONAL AND ACADEMIC AND EASIER PARENT ENGAGEMENT EMOTIONAL AND ACADEMIC AND EASIER PARENT ENGAGEMENT

042EMOTIONAL AND ACADEMIC AND SOCIAL GROWTH AND ENHANCE EMOTIONAL AND ACADEMIC AND SOCIAL GROWTH AND ENHANCE EMOTIONAL AND ACADEMIC AND SOCIAL GROWTH AND ENHANCE COLLABORATION FOR BETTER SOCIAL GROWTH AND ENHANCE COLLABORATION FOR BETTER SOCIAL GROWTH AND ENHANCE COLLABORATION FOR BETTER OUTCOMES THIS OPTION ALLOW US COLLABORATION FOR BETTER OUTCOMES THIS OPTION ALLOW US COLLABORATION FOR BETTER OUTCOMES THIS OPTION ALLOW US TO TRI CAMPUS STUDENTS TO OUTCOMES THIS OPTION ALLOW US TO TRI CAMPUS STUDENTS TO OUTCOMES THIS OPTION ALLOW US TO TRI CAMPUS STUDENTS TO FOLLOW TRADITIONAL MODEL WHICH TO TRI CAMPUS STUDENTS TO FOLLOW TRADITIONAL MODEL WHICH TO TRI CAMPUS STUDENTS TO FOLLOW TRADITIONAL MODEL WHICH INCLUDES TRANSITION ONLY FOLLOW TRADITIONAL MODEL WHICH INCLUDES TRANSITION ONLY FOLLOW TRADITIONAL MODEL WHICH INCLUDES TRANSITION ONLY BETWEEN LEVELS ELEMENTARY INCLUDES TRANSITION ONLY BETWEEN LEVELS ELEMENTARY INCLUDES TRANSITION ONLY BETWEEN LEVELS

043ELEMENTARY MIDDLE AND HIGH THIS. BETWEEN LEVELS ELEMENTARY MIDDLE AND HIGH THIS. BETWEEN LEVELS ELEMENTARY MIDDLE AND HIGH THIS. THIS IS A VITALLY IMPORTANT MIDDLE AND HIGH THIS. THIS IS A VITALLY IMPORTANT MIDDLE AND HIGH THIS. THIS IS A VITALLY IMPORTANT THIS IS VITALLY IMPORTANT THIS IS A VITALLY IMPORTANT THIS IS VITALLY IMPORTANT THIS IS A VITALLY IMPORTANT THIS IS VITALLY IMPORTANT ESPECIALLY FOR YOUNG CHILDREN A THIS IS VITALLY IMPORTANT ESPECIALLY FOR YOUNG CHILDREN A THIS IS VITALLY IMPORTANT ESPECIALLY FOR YOUNG CHILDREN A SECOND ALTERNATIVE OPTION WOULD ESPECIALLY FOR YOUNG CHILDREN A SECOND ALTERNATIVE OPTION WOULD ESPECIALLY FOR YOUNG CHILDREN A SECOND ALTERNATIVE OPTION WOULD BE TO CREATE A PRE-K FIRST SECOND ALTERNATIVE OPTION WOULD BE TO CREATE A PRE-K FIRST SECOND ALTERNATIVE OPTION WOULD BE TO CREATE A PRE-K FIRST GRADE SCHOOL AND A SECOND

044BE TO CREATE A PRE-K FIRST GRADE SCHOOL AND A SECOND BE TO CREATE A PRE-K FIRST GRADE SCHOOL AND A SECOND THROUGH FIFTH GRADE SCHOOL GRADE SCHOOL AND A SECOND THROUGH FIFTH GRADE SCHOOL GRADE SCHOOL AND A SECOND THROUGH FIFTH GRADE SCHOOL EARLY CHILDHOOD EDUCATION IS THROUGH FIFTH GRADE SCHOOL EARLY CHILDHOOD EDUCATION IS THROUGH FIFTH GRADE SCHOOL EARLY CHILDHOOD EDUCATION IS CRUCIAL FOR BUILDING EARLY CHILDHOOD EDUCATION IS CRUCIAL FOR BUILDING EARLY CHILDHOOD EDUCATION IS CRUCIAL FOR BUILDING FOUNDATIONAL SKILLS LIKE CRUCIAL FOR BUILDING FOUNDATIONAL SKILLS LIKE CRUCIAL FOR BUILDING FOUNDATIONAL SKILLS LIKE READING MATH AND SOCIAL FOUNDATIONAL SKILLS LIKE READING MATH AND SOCIAL FOUNDATIONAL SKILLS LIKE READING MATH AND SOCIAL UNDERSTANDING A PRE-K THROUGH READING MATH AND SOCIAL UNDERSTANDING A PRE-K THROUGH READING MATH AND SOCIAL UNDERSTANDING A PRE-K THROUGH FIRST GRADE SCHOOL CAN UNDERSTANDING A

045PRE-K THROUGH FIRST GRADE SCHOOL CAN UNDERSTANDING A PRE-K THROUGH FIRST GRADE SCHOOL CAN ALIGNMENTS CURRICULUM TO FIRST GRADE SCHOOL CAN ALIGNMENTS CURRICULUM TO FIRST GRADE SCHOOL CAN ALIGNMENTS CURRICULUM TO SUPPORT THE DEVELOPMENTAL THE ALIGNMENTS CURRICULUM TO SUPPORT THE DEVELOPMENTAL THE ALIGNMENTS CURRICULUM TO SUPPORT THE DEVELOPMENTAL THE DEVELOPMENT OF THESE BASIC SUPPORT THE DEVELOPMENTAL THE DEVELOPMENT OF THESE BASIC SUPPORT THE DEVELOPMENTAL THE DEVELOPMENT OF THESE BASIC SKILLS AND IN NURTURING AN DEVELOPMENT OF THESE BASIC SKILLS AND IN NURTURING AN DEVELOPMENT OF THESE BASIC SKILLS AND IN NURTURING AN INDIVIDUALIZED WAY THE SKILLS AND IN NURTURING AN INDIVIDUALIZED WAY THE SKILLS AND IN NURTURING AN INDIVIDUALIZED WAY THE CONTINUITY FROM PRE-K THROUGH INDIVIDUALIZED WAY THE CONTINUITY FROM PRE-K THROUGH INDIVIDUALIZED WAY THE CONTINUITY FROM PRE-K THROUGH FIRST GRADE HELPS CHILDREN IN A CONTINUITY FROM PRE-K THROUGH FIRST

046GRADE HELPS CHILDREN IN A CONTINUITY FROM PRE-K THROUGH FIRST GRADE HELPS CHILDREN IN A BALANCED WAY PREPARING THEM FOR FIRST GRADE HELPS CHILDREN IN A BALANCED WAY PREPARING THEM FOR FIRST GRADE HELPS CHILDREN IN A BALANCED WAY PREPARING THEM FOR FUTURE LEARNING ALSO FOR MANY BALANCED WAY PREPARING THEM FOR FUTURE LEARNING ALSO FOR MANY BALANCED WAY PREPARING THEM FOR FUTURE LEARNING ALSO FOR MANY CHILDREN THE START OF SCHOOL FUTURE LEARNING ALSO FOR MANY CHILDREN THE START OF SCHOOL FUTURE LEARNING ALSO FOR MANY CHILDREN THE START OF SCHOOL CAN BE OVERWHELMING A PRE-K CHILDREN THE START OF SCHOOL CAN BE OVERWHELMING A PRE-K CHILDREN THE START OF SCHOOL CAN BE OVERWHELMING A PRE-K THROUGH FIRST GRADE SETTING CAN BE OVERWHELMING A PRE-K THROUGH FIRST GRADE SETTING CAN BE OVERWHELMING A PRE-K THROUGH FIRST GRADE SETTING REDUCES

047THIS ANXIETY BY HAVING THROUGH FIRST GRADE SETTING REDUCES THIS ANXIETY BY HAVING THROUGH FIRST GRADE SETTING REDUCES THIS ANXIETY BY HAVING AN ENVIRONMENT EXCUSE ME BY REDUCES THIS ANXIETY BY HAVING AN ENVIRONMENT EXCUSE ME BY REDUCES THIS ANXIETY BY HAVING AN ENVIRONMENT EXCUSE ME BY HAVING THE ENVIRONMENT TAILORED AN ENVIRONMENT EXCUSE ME BY HAVING THE ENVIRONMENT TAILORED AN ENVIRONMENT EXCUSE ME BY HAVING THE ENVIRONMENT TAILORED TO OUR YOUNGEST LEARNERS HAVING THE ENVIRONMENT TAILORED TO OUR YOUNGEST LEARNERS HAVING THE ENVIRONMENT TAILORED TO OUR YOUNGEST LEARNERS COMBINING SECOND THROUGH FIFTH TO OUR YOUNGEST LEARNERS COMBINING SECOND THROUGH FIFTH TO OUR YOUNGEST LEARNERS COMBINING SECOND THROUGH FIFTH GRADE HELP HELPS BRIDGE THE COMBINING SECOND THROUGH FIFTH GRADE HELP HELPS BRIDGE THE COMBINING SECOND THROUGH FIFTH GRADE HELP HELPS BRIDGE THE TRANSITION EARLY ELEMENTARY GRADE HELP HELPS BRIDGE THE

048TRANSITION EARLY ELEMENTARY GRADE HELP HELPS BRIDGE THE TRANSITION EARLY ELEMENTARY SCHOOLS SECOND AND THIRD GRADE TRANSITION EARLY ELEMENTARY SCHOOLS SECOND AND THIRD GRADE TRANSITION EARLY ELEMENTARY SCHOOLS SECOND AND THIRD GRADE TO A MORE STRUCTURED ACADEMIC SCHOOLS SECOND AND THIRD GRADE TO A MORE STRUCTURED ACADEMIC SCHOOLS SECOND AND THIRD GRADE TO A MORE STRUCTURED ACADEMIC EXPECTATIONS SET BY FOURTH AND TO A MORE STRUCTURED ACADEMIC EXPECTATIONS SET BY FOURTH AND TO A MORE STRUCTURED ACADEMIC EXPECTATIONS SET BY FOURTH AND FIFTH GRADERS THE SAME STAFF EXPECTATIONS SET BY FOURTH AND FIFTH GRADERS THE SAME STAFF EXPECTATIONS SET BY FOURTH AND FIFTH GRADERS THE SAME STAFF CAN TRACK AND SUPPORT FIFTH GRADERS THE SAME STAFF CAN TRACK AND SUPPORT FIFTH GRADERS THE SAME STAFF CAN TRACK AND SUPPORT INDIVIDUAL STUDENTS GROWTH CAN TRACK AND SUPPORT INDIVIDUAL STUDENTS GROWTH CAN

049TRACK AND SUPPORT INDIVIDUAL STUDENTS GROWTH CHILDREN IN USE GRADES ARE IN INDIVIDUAL STUDENTS GROWTH CHILDREN IN USE GRADES ARE IN INDIVIDUAL STUDENTS GROWTH CHILDREN IN USE GRADES ARE IN SIMILAR STAGES OF COGNITIVE AND CHILDREN IN USE GRADES ARE IN SIMILAR STAGES OF COGNITIVE AND CHILDREN IN USE GRADES ARE IN SIMILAR STAGES OF COGNITIVE AND SOCIAL DEVELOPMENT THE SCHOOL SIMILAR STAGES OF COGNITIVE AND SOCIAL DEVELOPMENT THE SCHOOL SIMILAR STAGES OF COGNITIVE AND SOCIAL DEVELOPMENT THE SCHOOL CAN PROVIDE A MORE TAILORED SOCIAL DEVELOPMENT THE SCHOOL CAN PROVIDE A MORE TAILORED SOCIAL DEVELOPMENT THE SCHOOL CAN PROVIDE A MORE TAILORED SUPPORT FOR BOTH ACADEMIC AND CAN PROVIDE A MORE TAILORED SUPPORT FOR BOTH ACADEMIC AND CAN PROVIDE A MORE TAILORED SUPPORT FOR BOTH ACADEMIC AND SOCIAL GROWTH KNOWING THE AGE SUPPORT FOR BOTH ACADEMIC AND SOCIAL GROWTH KNOWING

050THE AGE SUPPORT FOR BOTH ACADEMIC AND SOCIAL GROWTH KNOWING THE AGE AND THE DEVELOPMENTAL NEEDS SOCIAL GROWTH KNOWING THE AGE AND THE DEVELOPMENTAL NEEDS SOCIAL GROWTH KNOWING THE AGE AND THE DEVELOPMENTAL NEEDS OF THIS GROUP AGAIN HAVING AND THE DEVELOPMENTAL NEEDS OF THIS GROUP AGAIN HAVING AND THE DEVELOPMENTAL NEEDS OF THIS GROUP AGAIN HAVING MULTIPLE RATES TOGETHER ALLOWS OF THIS GROUP AGAIN HAVING MULTIPLE RATES TOGETHER ALLOWS OF THIS GROUP AGAIN HAVING MULTIPLE RATES TOGETHER ALLOWS STUDENTS TO LOOK UP TO OLDER MULTIPLE RATES TOGETHER ALLOWS STUDENTS TO LOOK UP TO OLDER MULTIPLE RATES TOGETHER ALLOWS STUDENTS TO LOOK UP TO OLDER PIERCE FOR GUIDANCE, STUDENTS TO LOOK UP TO OLDER PIERCE FOR GUIDANCE, STUDENTS TO LOOK UP TO OLDER PIERCE FOR GUIDANCE, COLLABORATION AND INSPIRATION PIERCE FOR GUIDANCE, COLLABORATION AND INSPIRATION PIERCE FOR GUIDANCE, COLLABORATION AND

051INSPIRATION IT ALSO GIVES OLDER STUDENTS COLLABORATION AND INSPIRATION IT ALSO GIVES OLDER STUDENTS COLLABORATION AND INSPIRATION IT ALSO GIVES OLDER STUDENTS OPPORTUNITIES TO MENTOR AND IT ALSO GIVES OLDER STUDENTS OPPORTUNITIES TO MENTOR AND IT ALSO GIVES OLDER STUDENTS OPPORTUNITIES TO MENTOR AND TAKE ON LEADERSHIP ROLES BY OPPORTUNITIES TO MENTOR AND TAKE ON LEADERSHIP ROLES BY OPPORTUNITIES TO MENTOR AND TAKE ON LEADERSHIP ROLES BY HAVING SECOND GRADE WITH THE TAKE ON LEADERSHIP ROLES BY HAVING SECOND GRADE WITH THE TAKE ON LEADERSHIP ROLES BY HAVING SECOND GRADE WITH THE THIRD GRADE THROUGH FIFTH HAVING SECOND GRADE WITH THE THIRD GRADE THROUGH FIFTH HAVING SECOND GRADE WITH THE THIRD GRADE THROUGH FIFTH GRADERS, TEACHERS CAN BETTER THIRD GRADE THROUGH FIFTH GRADERS, TEACHERS CAN BETTER THIRD GRADE THROUGH FIFTH GRADERS, TEACHERS CAN BETTER BRIDGE THE GAP BETWEEN TESTED GRADERS,

052TEACHERS CAN BETTER BRIDGE THE GAP BETWEEN TESTED GRADERS, TEACHERS CAN BETTER BRIDGE THE GAP BETWEEN TESTED AND NON TESTED GRADE LEVELS AND BRIDGE THE GAP BETWEEN TESTED AND NON TESTED GRADE LEVELS AND BRIDGE THE GAP BETWEEN TESTED AND NON TESTED GRADE LEVELS AND ENSURE THE VERTICAL ALIGNMENT AND NON TESTED GRADE LEVELS AND ENSURE THE VERTICAL ALIGNMENT AND NON TESTED GRADE LEVELS AND ENSURE THE VERTICAL ALIGNMENT OF EXPECTATIONS. ENSURE THE VERTICAL ALIGNMENT OF EXPECTATIONS. ENSURE THE VERTICAL ALIGNMENT OF EXPECTATIONS. ALTHOUGH THIS OPTION IS THE OF EXPECTATIONS. ALTHOUGH THIS OPTION IS THE OF EXPECTATIONS. ALTHOUGH THIS OPTION IS THE SECOND CHOICE HAVING A PRE-K ALTHOUGH THIS OPTION IS THE SECOND CHOICE HAVING A PRE-K ALTHOUGH THIS OPTION IS THE SECOND CHOICE HAVING A PRE-K FIRST GRADE CAMPUS AND A SECOND SECOND CHOICE HAVING A PRE-K FIRST GRADE

053CAMPUS AND A SECOND SECOND CHOICE HAVING A PRE-K FIRST GRADE CAMPUS AND A SECOND THROUGH FIFTH GRADE CAMPUS FIRST GRADE CAMPUS AND A SECOND THROUGH FIFTH GRADE CAMPUS FIRST GRADE CAMPUS AND A SECOND THROUGH FIFTH GRADE CAMPUS WOULD ALLOW FOR A FOCUS ON THE THROUGH FIFTH GRADE CAMPUS WOULD ALLOW FOR A FOCUS ON THE THROUGH FIFTH GRADE CAMPUS WOULD ALLOW FOR A FOCUS ON THE DEVELOPMENT APPROPRIATE WOULD ALLOW FOR A FOCUS ON THE DEVELOPMENT APPROPRIATE WOULD ALLOW FOR A FOCUS ON THE DEVELOPMENT APPROPRIATE PRACTICE OF OUR YOUNGEST DEVELOPMENT APPROPRIATE PRACTICE OF OUR YOUNGEST DEVELOPMENT APPROPRIATE PRACTICE OF OUR YOUNGEST LEARNERS WHILE ALSO PROVIDING PRACTICE OF OUR YOUNGEST LEARNERS WHILE ALSO PROVIDING PRACTICE OF OUR YOUNGEST LEARNERS WHILE ALSO PROVIDING OUR OLDER ELEMENTARY STUDENTS LEARNERS WHILE ALSO PROVIDING OUR OLDER ELEMENTARY STUDENTS LEARNERS WHILE ALSO PROVIDING

054OUR OLDER ELEMENTARY STUDENTS WITH A STRONG ACADEMIC FOCUS OUR OLDER ELEMENTARY STUDENTS WITH A STRONG ACADEMIC FOCUS OUR OLDER ELEMENTARY STUDENTS WITH A STRONG ACADEMIC FOCUS AND ENSURING THE MODELING WITH A STRONG ACADEMIC FOCUS AND ENSURING THE MODELING WITH A STRONG ACADEMIC FOCUS AND ENSURING THE MODELING MENTORING OPPORTUNITIES FOR AND ENSURING THE MODELING MENTORING OPPORTUNITIES FOR AND ENSURING THE MODELING MENTORING OPPORTUNITIES FOR LEADERSHIP DEVELOPMENT WE LOOK MENTORING OPPORTUNITIES FOR LEADERSHIP DEVELOPMENT WE LOOK MENTORING OPPORTUNITIES FOR LEADERSHIP DEVELOPMENT WE LOOK FORWARD TO DIRECTIONS FROM THE LEADERSHIP DEVELOPMENT WE LOOK FORWARD TO DIRECTIONS FROM THE LEADERSHIP DEVELOPMENT WE LOOK FORWARD TO DIRECTIONS FROM THE SCHOOL BOARD PARTICULARLY FORWARD TO DIRECTIONS FROM THE SCHOOL BOARD PARTICULARLY FORWARD TO DIRECTIONS FROM THE SCHOOL BOARD PARTICULARLY PARTICULARLY SUPPORT TO MOVE SCHOOL BOARD PARTICULARLY PARTICULARLY SUPPORT TO MOVE SCHOOL BOARD PARTICULARLY

055PARTICULARLY SUPPORT TO MOVE FORWARD WITH THE STAFF PARTICULARLY SUPPORT TO MOVE FORWARD WITH THE STAFF PARTICULARLY SUPPORT TO MOVE FORWARD WITH THE STAFF RECOMMENDATION ON THE SLIDE YOU FORWARD WITH THE STAFF RECOMMENDATION ON THE SLIDE YOU FORWARD WITH THE STAFF RECOMMENDATION ON THE SLIDE YOU SEE THINGS TO BEGIN TO CONSIDER RECOMMENDATION ON THE SLIDE YOU SEE THINGS TO BEGIN TO CONSIDER RECOMMENDATION ON THE SLIDE YOU SEE THINGS TO BEGIN TO CONSIDER ONE DIRECTION IS ONCE WHAT SEE THINGS TO BEGIN TO CONSIDER ONE DIRECTION IS ONCE WHAT SEE THINGS TO BEGIN TO CONSIDER ONE DIRECTION IS ONCE WHAT DIRECTION IS PROVIDED WILL ONE DIRECTION IS ONCE WHAT DIRECTION IS PROVIDED WILL ONE DIRECTION IS ONCE WHAT DIRECTION IS PROVIDED WILL BEGIN MOVING FORWARD WITH THE DIRECTION IS PROVIDED WILL BEGIN MOVING FORWARD WITH THE DIRECTION IS

056PROVIDED WILL BEGIN MOVING FORWARD WITH THE RECONFIGURATION PROCESS. BEGIN MOVING FORWARD WITH THE RECONFIGURATION PROCESS. BEGIN MOVING FORWARD WITH THE RECONFIGURATION PROCESS. THERE ARE KEY ELEMENTS OF THE RECONFIGURATION PROCESS. THERE ARE KEY ELEMENTS OF THE RECONFIGURATION PROCESS. THERE ARE KEY ELEMENTS OF THE CAMPUS THAT WILL NEED TO BE THERE ARE KEY ELEMENTS OF THE CAMPUS THAT WILL NEED TO BE THERE ARE KEY ELEMENTS OF THE CAMPUS THAT WILL NEED TO BE TAKEN INTO CONSIDERATION MR. CAMPUS THAT WILL NEED TO BE TAKEN INTO CONSIDERATION MR. CAMPUS THAT WILL NEED TO BE TAKEN INTO CONSIDERATION MR. FREEMAN AND HIS TEAM WILL NEED TAKEN INTO CONSIDERATION MR. FREEMAN AND HIS TEAM WILL NEED TAKEN INTO CONSIDERATION MR. FREEMAN AND HIS TEAM WILL NEED TO DO TO DO AN ANALYSIS THE FREEMAN AND HIS TEAM WILL NEED TO DO

057TO DO AN ANALYSIS THE FREEMAN AND HIS TEAM WILL NEED TO DO TO DO AN ANALYSIS THE COST OF BUILDING EDITIONS AND TO DO TO DO AN ANALYSIS THE COST OF BUILDING EDITIONS AND TO DO TO DO AN ANALYSIS THE COST OF BUILDING EDITIONS AND ALTERATIONS TO BOTH DIAMOND COST OF BUILDING EDITIONS AND ALTERATIONS TO BOTH DIAMOND COST OF BUILDING EDITIONS AND ALTERATIONS TO BOTH DIAMOND SPRINGS AND NEWTOWN ELEMENTARY ALTERATIONS TO BOTH DIAMOND SPRINGS AND NEWTOWN ELEMENTARY ALTERATIONS TO BOTH DIAMOND SPRINGS AND NEWTOWN ELEMENTARY SCHOOL MR. FREEMAN'S TEAM WOULD SPRINGS AND NEWTOWN ELEMENTARY SCHOOL MR. FREEMAN'S TEAM WOULD SPRINGS AND NEWTOWN ELEMENTARY SCHOOL MR. FREEMAN'S TEAM WOULD ALSO NEED TO PROVIDE THE SCHOOL MR. FREEMAN'S TEAM WOULD ALSO NEED TO PROVIDE THE SCHOOL MR. FREEMAN'S TEAM WOULD ALSO NEED TO PROVIDE THE BUILDING UTILIZATION COMMITTEE

058ALSO NEED TO PROVIDE THE BUILDING UTILIZATION COMMITTEE ALSO NEED TO PROVIDE THE BUILDING UTILIZATION COMMITTEE WITH A RECOMMENDATION FOR THE BUILDING UTILIZATION COMMITTEE WITH A RECOMMENDATION FOR THE BUILDING UTILIZATION COMMITTEE WITH A RECOMMENDATION FOR THE ATTENDANCE OWNS FOR THOSE WITH A RECOMMENDATION FOR THE ATTENDANCE OWNS FOR THOSE WITH A RECOMMENDATION FOR THE ATTENDANCE OWNS FOR THOSE SCHOOLS AND FINALLY THERE IS ATTENDANCE OWNS FOR THOSE SCHOOLS AND FINALLY THERE IS ATTENDANCE OWNS FOR THOSE SCHOOLS AND FINALLY THERE IS THE DESIRE TO MAINTAIN THE SCHOOLS AND FINALLY THERE IS THE DESIRE TO MAINTAIN THE SCHOOLS AND FINALLY THERE IS THE DESIRE TO MAINTAIN THE LEGACY OF THE ATF WILLIAMS NAME THE DESIRE TO MAINTAIN THE LEGACY OF THE ATF WILLIAMS NAME THE DESIRE TO MAINTAIN THE LEGACY OF THE ATF WILLIAMS NAME AND DECISIONS WILL BE THEY

059NEED LEGACY OF THE ATF WILLIAMS NAME AND DECISIONS WILL BE THEY NEED LEGACY OF THE ATF WILLIAMS NAME AND DECISIONS WILL BE THEY NEED TO BE MADE REGARDING HOW WE AND DECISIONS WILL BE THEY NEED TO BE MADE REGARDING HOW WE AND DECISIONS WILL BE THEY NEED TO BE MADE REGARDING HOW WE WOULD CAPTURE THAT LEGACY AGAIN TO BE MADE REGARDING HOW WE WOULD CAPTURE THAT LEGACY AGAIN TO BE MADE REGARDING HOW WE WOULD CAPTURE THAT LEGACY AGAIN LOOKING AT THE PURPOSES OF THIS WOULD CAPTURE THAT LEGACY AGAIN LOOKING AT THE PURPOSES OF THIS WOULD CAPTURE THAT LEGACY AGAIN LOOKING AT THE PURPOSES OF THIS PRESENTATION IT WAS TO SHARE LOOKING AT THE PURPOSES OF THIS PRESENTATION IT WAS TO SHARE LOOKING AT THE PURPOSES OF THIS PRESENTATION IT WAS TO SHARE THE TWO OPTIONS

060AND TO RECEIVE PRESENTATION IT WAS TO SHARE THE TWO OPTIONS AND TO RECEIVE PRESENTATION IT WAS TO SHARE THE TWO OPTIONS AND TO RECEIVE DIRECTION FROM THE SCHOOL AWARD THE TWO OPTIONS AND TO RECEIVE DIRECTION FROM THE SCHOOL AWARD THE TWO OPTIONS AND TO RECEIVE DIRECTION FROM THE SCHOOL AWARD FROM AN EDUCATIONAL PERSPECTIVE DIRECTION FROM THE SCHOOL AWARD FROM AN EDUCATIONAL PERSPECTIVE DIRECTION FROM THE SCHOOL AWARD FROM AN EDUCATIONAL PERSPECTIVE WE FEEL LIKE TO PRE-K THROUGH FROM AN EDUCATIONAL PERSPECTIVE WE FEEL LIKE TO PRE-K THROUGH FROM AN EDUCATIONAL PERSPECTIVE WE FEEL LIKE TO PRE-K THROUGH FIFTH SCHOOLS WILL BEST SERVE WE FEEL LIKE TO PRE-K THROUGH FIFTH SCHOOLS WILL BEST SERVE WE FEEL LIKE TO PRE-K THROUGH FIFTH SCHOOLS WILL BEST SERVE OUR STUDENTS IN BOTH THE SHORT FIFTH SCHOOLS WILL BEST SERVE OUR STUDENTS

061IN BOTH THE SHORT FIFTH SCHOOLS WILL BEST SERVE OUR STUDENTS IN BOTH THE SHORT TERM AND SIGNIFICANTLY THE LONG OUR STUDENTS IN BOTH THE SHORT TERM AND SIGNIFICANTLY THE LONG OUR STUDENTS IN BOTH THE SHORT TERM AND SIGNIFICANTLY THE LONG TERM HOWEVER WE WANT TO SHARE TERM AND SIGNIFICANTLY THE LONG TERM HOWEVER WE WANT TO SHARE TERM AND SIGNIFICANTLY THE LONG TERM HOWEVER WE WANT TO SHARE TO SHARE ANOTHER. TERM HOWEVER WE WANT TO SHARE TO SHARE ANOTHER. TERM HOWEVER WE WANT TO SHARE TO SHARE ANOTHER. WE WANTED TO SHARE THE OTHER TO SHARE ANOTHER. WE WANTED TO SHARE THE OTHER TO SHARE ANOTHER. WE WANTED TO SHARE THE OTHER OPTION FOR CONSIDERATION AS WE WE WANTED TO SHARE THE OTHER OPTION FOR CONSIDERATION AS WE WE WANTED TO SHARE THE OTHER OPTION FOR CONSIDERATION

062AS WE ARE AWARE OF THE MANY OPTION FOR CONSIDERATION AS WE ARE AWARE OF THE MANY OPTION FOR CONSIDERATION AS WE ARE AWARE OF THE MANY CHALLENGES YOU FACE YOUR ARE AWARE OF THE MANY CHALLENGES YOU FACE YOUR ARE AWARE OF THE MANY CHALLENGES YOU FACE YOUR DECISION MAKING PROCESS ONCE WE CHALLENGES YOU FACE YOUR DECISION MAKING PROCESS ONCE WE CHALLENGES YOU FACE YOUR DECISION MAKING PROCESS ONCE WE RECEIVE THE DIRECTION MR. AND DECISION MAKING PROCESS ONCE WE RECEIVE THE DIRECTION MR. AND DECISION MAKING PROCESS ONCE WE RECEIVE THE DIRECTION MR. AND HIS TEAM WILL BEGIN THE PROCESS RECEIVE THE DIRECTION MR. AND HIS TEAM WILL BEGIN THE PROCESS RECEIVE THE DIRECTION MR. AND HIS TEAM WILL BEGIN THE PROCESS IN WORKING WITH OTHER CENTRAL HIS TEAM WILL BEGIN THE PROCESS IN WORKING WITH OTHER

063CENTRAL HIS TEAM WILL BEGIN THE PROCESS IN WORKING WITH OTHER CENTRAL OFFICE TEAM SCHOOL LEADERSHIP IN WORKING WITH OTHER CENTRAL OFFICE TEAM SCHOOL LEADERSHIP IN WORKING WITH OTHER CENTRAL OFFICE TEAM SCHOOL LEADERSHIP AND THE CAMPUS COMMUNITY AT OFFICE TEAM SCHOOL LEADERSHIP AND THE CAMPUS COMMUNITY AT OFFICE TEAM SCHOOL LEADERSHIP AND THE CAMPUS COMMUNITY AT THIS TIME WE WOULD BE HAPPY TO AND THE CAMPUS COMMUNITY AT THIS TIME WE WOULD BE HAPPY TO AND THE CAMPUS COMMUNITY AT THIS TIME WE WOULD BE HAPPY TO ANSWER ANY QUESTIONS THAT YOU THIS TIME WE WOULD BE HAPPY TO ANSWER ANY QUESTIONS THAT YOU THIS TIME WE WOULD BE HAPPY TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE MADAM LOOKING YOU'RE ANSWER ANY QUESTIONS THAT YOU MAY HAVE MADAM LOOKING YOU'RE ANSWER ANY QUESTIONS THAT YOU MAY HAVE MADAM

064LOOKING YOU'RE LOOKING AT SOMETHING SO CLEARLY MAY HAVE MADAM LOOKING YOU'RE LOOKING AT SOMETHING SO CLEARLY MAY HAVE MADAM LOOKING YOU'RE LOOKING AT SOMETHING SO CLEARLY THIS IS GOING TO BE WILL NEED LOOKING AT SOMETHING SO CLEARLY THIS IS GOING TO BE WILL NEED LOOKING AT SOMETHING SO CLEARLY THIS IS GOING TO BE WILL NEED TO BE COME BACK TO THE AS AN THIS IS GOING TO BE WILL NEED TO BE COME BACK TO THE AS AN THIS IS GOING TO BE WILL NEED TO BE COME BACK TO THE AS AN INFORMATION OR AN ITEM BECAUSE TO BE COME BACK TO THE AS AN INFORMATION OR AN ITEM BECAUSE TO BE COME BACK TO THE AS AN INFORMATION OR AN ITEM BECAUSE WE'RE ASKING YOU TO VOTE. INFORMATION OR AN ITEM BECAUSE WE'RE ASKING YOU

065TO VOTE. INFORMATION OR AN ITEM BECAUSE WE'RE ASKING YOU TO VOTE. BUT WE FELT LIKE WE KNOW THAT WE'RE ASKING YOU TO VOTE. BUT WE FELT LIKE WE KNOW THAT WE'RE ASKING YOU TO VOTE. BUT WE FELT LIKE WE KNOW THAT THIS IS A CRITICALLY IMPORTANT BUT WE FELT LIKE WE KNOW THAT THIS IS A CRITICALLY IMPORTANT BUT WE FELT LIKE WE KNOW THAT THIS IS A CRITICALLY IMPORTANT TOPIC TO THIS BOARD AND WE THIS IS A CRITICALLY IMPORTANT TOPIC TO THIS BOARD AND WE THIS IS A CRITICALLY IMPORTANT TOPIC TO THIS BOARD AND WE FIGURED THE ADDED WORKSHOP WILL TOPIC TO THIS BOARD AND WE FIGURED THE ADDED WORKSHOP WILL TOPIC TO THIS BOARD AND WE FIGURED THE ADDED WORKSHOP WILL GIVE YOU THE OPPORTUNITY TO FIGURED THE ADDED WORKSHOP WILL GIVE YOU THE

066OPPORTUNITY TO FIGURED THE ADDED WORKSHOP WILL GIVE YOU THE OPPORTUNITY TO GIVE US ANY FEEDBACK ON WHETHER GIVE YOU THE OPPORTUNITY TO GIVE US ANY FEEDBACK ON WHETHER GIVE YOU THE OPPORTUNITY TO GIVE US ANY FEEDBACK ON WHETHER OR NOT YOU SEE VIABILITY IN GIVE US ANY FEEDBACK ON WHETHER OR NOT YOU SEE VIABILITY IN GIVE US ANY FEEDBACK ON WHETHER OR NOT YOU SEE VIABILITY IN BOTH OPTIONS OR DOES THE THOSE OR NOT YOU SEE VIABILITY IN BOTH OPTIONS OR DOES THE THOSE OR NOT YOU SEE VIABILITY IN BOTH OPTIONS OR DOES THE THOSE ARE THE OF CONSENSUS OF THE BOTH OPTIONS OR DOES THE THOSE ARE THE OF CONSENSUS OF THE BOTH OPTIONS OR DOES THE THOSE ARE THE OF CONSENSUS OF THE BOARD INDICATE WE REALLY WANT ARE THE OF CONSENSUS OF

067THE BOARD INDICATE WE REALLY WANT ARE THE OF CONSENSUS OF THE BOARD INDICATE WE REALLY WANT TO GO WITH ONE OPTION WHICH BOARD INDICATE WE REALLY WANT TO GO WITH ONE OPTION WHICH BOARD INDICATE WE REALLY WANT TO GO WITH ONE OPTION WHICH WOULD THEN ALLOW US TO CREATE A TO GO WITH ONE OPTION WHICH WOULD THEN ALLOW US TO CREATE A MORE DETAILED INFORMATION SESSION OR WHAT THAT OPTION MORE DETAILED INFORMATION SESSION OR WHAT THAT OPTION MORE DETAILED INFORMATION SESSION OR WHAT THAT OPTION WOULD LOOK LIKE SPECIFICALLY IF SESSION OR WHAT THAT OPTION WOULD LOOK LIKE SPECIFICALLY IF SESSION OR WHAT THAT OPTION WOULD LOOK LIKE SPECIFICALLY IF WE DON'T GET THAT CONSENSUS WOULD LOOK LIKE SPECIFICALLY IF WE DON'T GET THAT CONSENSUS WOULD LOOK LIKE SPECIFICALLY IF WE DON'T GET THAT CONSENSUS WILL

068COME BACK WITH AN WE DON'T GET THAT CONSENSUS WILL COME BACK WITH AN WE DON'T GET THAT CONSENSUS WILL COME BACK WITH AN INFORMATION ITEM THAT MAY BASED WILL COME BACK WITH AN INFORMATION ITEM THAT MAY BASED WILL COME BACK WITH AN INFORMATION ITEM THAT MAY BASED UPON YOUR QUESTIONS BE BUILT INFORMATION ITEM THAT MAY BASED UPON YOUR QUESTIONS BE BUILT INFORMATION ITEM THAT MAY BASED UPON YOUR QUESTIONS BE BUILT OUT A BIT AND INFORMATION INTO UPON YOUR QUESTIONS BE BUILT OUT A BIT AND INFORMATION INTO UPON YOUR QUESTIONS BE BUILT OUT A BIT AND INFORMATION INTO ACTION. OUT A BIT AND INFORMATION INTO ACTION. OUT A BIT AND INFORMATION INTO ACTION. BUT THE GIST IS WE'RE PREPARED ACTION. BUT THE GIST IS WE'RE PREPARED ACTION. BUT THE GIST IS WE'RE PREPARED TO MOVE FORWARD

069IN ADDRESSING BUT THE GIST IS WE'RE PREPARED TO MOVE FORWARD IN ADDRESSING BUT THE GIST IS WE'RE PREPARED TO MOVE FORWARD IN ADDRESSING CAMPUS CONFIGURATION NEXT YEAR TO MOVE FORWARD IN ADDRESSING CAMPUS CONFIGURATION NEXT YEAR TO MOVE FORWARD IN ADDRESSING CAMPUS CONFIGURATION NEXT YEAR WHICH REQUIRE SOME DIRECTION. CAMPUS CONFIGURATION NEXT YEAR WHICH REQUIRE SOME DIRECTION. CAMPUS CONFIGURATION NEXT YEAR WHICH REQUIRE SOME DIRECTION. RIGHT. WHICH REQUIRE SOME DIRECTION. RIGHT. WHICH REQUIRE SOME DIRECTION. RIGHT. THANK YOU AND AT THIS TIME I RIGHT. THANK YOU AND AT THIS TIME I RIGHT. THANK YOU AND AT THIS TIME I WILL. THANK YOU AND AT THIS TIME I WILL. THANK YOU AND AT THIS TIME I WILL. DOES ANYONE HAVE ANY QUESTIONS WILL. DOES ANYONE HAVE ANY QUESTIONS WILL. DOES ANYONE HAVE ANY QUESTIONS OR COMMENTS ON MISS MELNYK SO

070DOES ANYONE HAVE ANY QUESTIONS OR COMMENTS ON MISS MELNYK SO DOES ANYONE HAVE ANY QUESTIONS OR COMMENTS ON MISS MELNYK SO I'LL SPEAK FOR MYSELF EVEN AS A OR COMMENTS ON MISS MELNYK SO I'LL SPEAK FOR MYSELF EVEN AS A OR COMMENTS ON MISS MELNYK SO I'LL SPEAK FOR MYSELF EVEN AS A SEVENTEEN OR VETERAN OF THE I'LL SPEAK FOR MYSELF EVEN AS A SEVENTEEN OR VETERAN OF THE I'LL SPEAK FOR MYSELF EVEN AS A SEVENTEEN OR VETERAN OF THE CLASSROOM I FEEL ILL EQUIPPED SEVENTEEN OR VETERAN OF THE CLASSROOM I FEEL ILL EQUIPPED SEVENTEEN OR VETERAN OF THE CLASSROOM I FEEL ILL EQUIPPED TO ANSWER THAT TO CHOOSE CLASSROOM I FEEL ILL EQUIPPED TO ANSWER THAT TO CHOOSE CLASSROOM I FEEL ILL EQUIPPED TO ANSWER THAT TO CHOOSE HONESTLY AND SO I REALLY NEED

071TO ANSWER THAT TO CHOOSE HONESTLY AND SO I REALLY NEED TO ANSWER THAT TO CHOOSE HONESTLY AND SO I REALLY NEED THE DIRECTION FROM STAFF I MEAN HONESTLY AND SO I REALLY NEED THE DIRECTION FROM STAFF I MEAN HONESTLY AND SO I REALLY NEED THE DIRECTION FROM STAFF I MEAN I DON'T KNOW I I PERSONALLY THE DIRECTION FROM STAFF I MEAN I DON'T KNOW I I PERSONALLY THE DIRECTION FROM STAFF I MEAN I DON'T KNOW I I PERSONALLY FEEL IT'S UNFAIR TO ASK ME I I DON'T KNOW I I PERSONALLY FEEL IT'S UNFAIR TO ASK ME I I DON'T KNOW I I PERSONALLY FEEL IT'S UNFAIR TO ASK ME I WANT THE PROFESSIONALS TO LET FEEL IT'S UNFAIR TO ASK ME I WANT THE PROFESSIONALS TO LET FEEL IT'S UNFAIR TO ASK ME I WANT

072THE PROFESSIONALS TO LET ME KNOW AND WHY I MEAN WHY I WANT THE PROFESSIONALS TO LET ME KNOW AND WHY I MEAN WHY I WANT THE PROFESSIONALS TO LET ME KNOW AND WHY I MEAN WHY I MEAN IF WE'RE GOING BACK TO A ME KNOW AND WHY I MEAN WHY I MEAN IF WE'RE GOING BACK TO A ME KNOW AND WHY I MEAN WHY I MEAN IF WE'RE GOING BACK TO A REGULAR PRE-K THROUGH FIVE IT'S MEAN IF WE'RE GOING BACK TO A REGULAR PRE-K THROUGH FIVE IT'S MEAN IF WE'RE GOING BACK TO A REGULAR PRE-K THROUGH FIVE IT'S TIME THEN THAT'S WHERE I STAND REGULAR PRE-K THROUGH FIVE IT'S TIME THEN THAT'S WHERE I STAND REGULAR PRE-K THROUGH FIVE IT'S TIME THEN THAT'S WHERE I STAND ON THAT. TIME THEN THAT'S WHERE I STAND

073ON THAT. TIME THEN THAT'S WHERE I STAND ON THAT. BUT YOU I JUST DON'T HAVE THE ON THAT. BUT YOU I JUST DON'T HAVE THE ON THAT. BUT YOU I JUST DON'T HAVE THE EDUCATIONAL BACKGROUND THAT YOU BUT YOU I JUST DON'T HAVE THE EDUCATIONAL BACKGROUND THAT YOU BUT YOU I JUST DON'T HAVE THE EDUCATIONAL BACKGROUND THAT YOU ALL DO AND SO I'M I WILL JUST EDUCATIONAL BACKGROUND THAT YOU ALL DO AND SO I'M I WILL JUST EDUCATIONAL BACKGROUND THAT YOU ALL DO AND SO I'M I WILL JUST ADD THAT IN THE TEAM THE ALL DO AND SO I'M I WILL JUST ADD THAT IN THE TEAM THE ALL DO AND SO I'M I WILL JUST ADD THAT IN THE TEAM THE CONVERSATION THAT WE HAVE THERE ADD THAT IN THE TEAM THE CONVERSATION THAT

074WE HAVE THERE ADD THAT IN THE TEAM THE CONVERSATION THAT WE HAVE THERE IS A LOT OF RESEARCH THAT CONVERSATION THAT WE HAVE THERE IS A LOT OF RESEARCH THAT CONVERSATION THAT WE HAVE THERE IS A LOT OF RESEARCH THAT PROMOTES THE PRE-K THROUGH FIVE IS A LOT OF RESEARCH THAT PROMOTES THE PRE-K THROUGH FIVE IS A LOT OF RESEARCH THAT PROMOTES THE PRE-K THROUGH FIVE MODEL AND IT BASICALLY IS AND PROMOTES THE PRE-K THROUGH FIVE MODEL AND IT BASICALLY IS AND PROMOTES THE PRE-K THROUGH FIVE MODEL AND IT BASICALLY IS AND THAT IS THE REDUCTION MODEL AND IT BASICALLY IS AND THAT IS THE REDUCTION MODEL AND IT BASICALLY IS AND THAT IS THE REDUCTION TRANSITIONS BETWEEN ONE SCHOOL THAT IS THE REDUCTION TRANSITIONS BETWEEN ONE SCHOOL THAT IS THE REDUCTION TRANSITIONS BETWEEN ONE

075SCHOOL THE AND THE NEXT. TRANSITIONS BETWEEN ONE SCHOOL THE AND THE NEXT. TRANSITIONS BETWEEN ONE SCHOOL THE AND THE NEXT. THERE IS A A LOT OF RESEARCH THE AND THE NEXT. THERE IS A A LOT OF RESEARCH THE AND THE NEXT. THERE IS A A LOT OF RESEARCH AROUND WHAT THAT DOES TO THERE IS A A LOT OF RESEARCH AROUND WHAT THAT DOES TO THERE IS A A LOT OF RESEARCH AROUND WHAT THAT DOES TO CHILDREN AND IT SEEMS IF WE'RE AROUND WHAT THAT DOES TO CHILDREN AND IT SEEMS IF WE'RE AROUND WHAT THAT DOES TO CHILDREN AND IT SEEMS IF WE'RE LOOKING AT EQUITABLE AND DOING CHILDREN AND IT SEEMS IF WE'RE LOOKING AT EQUITABLE AND DOING CHILDREN AND IT SEEMS IF WE'RE LOOKING AT EQUITABLE AND DOING THE RIGHT THINGS LONG TERM FOR

076LOOKING AT EQUITABLE AND DOING THE RIGHT THINGS LONG TERM FOR LOOKING AT EQUITABLE AND DOING THE RIGHT THINGS LONG TERM FOR CHILDREN IT SEEMS IMPERATIVE OR THE RIGHT THINGS LONG TERM FOR CHILDREN IT SEEMS IMPERATIVE OR THE RIGHT THINGS LONG TERM FOR CHILDREN IT SEEMS IMPERATIVE OR PREFERRED TO SET THE CAMPUS TO CHILDREN IT SEEMS IMPERATIVE OR PREFERRED TO SET THE CAMPUS TO CHILDREN IT SEEMS IMPERATIVE OR PREFERRED TO SET THE CAMPUS TO BE IN A TRADITIONAL MODEL WITH PREFERRED TO SET THE CAMPUS TO BE IN A TRADITIONAL MODEL WITH PREFERRED TO SET THE CAMPUS TO BE IN A TRADITIONAL MODEL WITH THE LEAST AMOUNT BE IN A TRADITIONAL MODEL WITH THE LEAST AMOUNT BE IN A TRADITIONAL MODEL WITH THE LEAST AMOUNT OF TRANSITIONS. THE LEAST AMOUNT OF TRANSITIONS. THE LEAST AMOUNT OF TRANSITIONS.

077YES, AND BECOME PART OF A OF TRANSITIONS. YES, AND BECOME PART OF A OF TRANSITIONS. YES, AND BECOME PART OF A COHESIVE RIGHT ACROSS THE CITY YES, AND BECOME PART OF A COHESIVE RIGHT ACROSS THE CITY YES, AND BECOME PART OF A COHESIVE RIGHT ACROSS THE CITY THAT WE'RE ALL THE SAME NOW. COHESIVE RIGHT ACROSS THE CITY THAT WE'RE ALL THE SAME NOW. COHESIVE RIGHT ACROSS THE CITY THAT WE'RE ALL THE SAME NOW. SO THAT'S MY OPINION. THAT WE'RE ALL THE SAME NOW. SO THAT'S MY OPINION. THAT WE'RE ALL THE SAME NOW. SO THAT'S MY OPINION. BUT THANK YOU, MR. CUMMINGS. SO THAT'S MY OPINION. BUT THANK YOU, MR. CUMMINGS. SO THAT'S MY OPINION. BUT THANK YOU, MR. CUMMINGS. THANKS SO MUCH FOR SHARING AND BUT THANK YOU, MR. CUMMINGS. THANKS SO MUCH FOR SHARING

078AND BUT THANK YOU, MR. CUMMINGS. THANKS SO MUCH FOR SHARING AND YOU KNOW I, I THINK MY GUT THANKS SO MUCH FOR SHARING AND YOU KNOW I, I THINK MY GUT THANKS SO MUCH FOR SHARING AND YOU KNOW I, I THINK MY GUT LEANS TOWARDS THE PREFERRED YOU KNOW I, I THINK MY GUT LEANS TOWARDS THE PREFERRED YOU KNOW I, I THINK MY GUT LEANS TOWARDS THE PREFERRED OPTION AS WELL AND I THINK SOME LEANS TOWARDS THE PREFERRED OPTION AS WELL AND I THINK SOME LEANS TOWARDS THE PREFERRED OPTION AS WELL AND I THINK SOME OF THE QUESTIONS MY MIND OR OPTION AS WELL AND I THINK SOME OF THE QUESTIONS MY MIND OR OPTION AS WELL AND I THINK SOME OF THE QUESTIONS MY MIND OR PROJECTED HEADCOUNT AND WHAT OF THE QUESTIONS MY

079MIND OR PROJECTED HEADCOUNT AND WHAT OF THE QUESTIONS MY MIND OR PROJECTED HEADCOUNT AND WHAT THAT ADDS SPECIFICALLY GIVEN PROJECTED HEADCOUNT AND WHAT THAT ADDS SPECIFICALLY GIVEN PROJECTED HEADCOUNT AND WHAT THAT ADDS SPECIFICALLY GIVEN AROUND YOU KNOW, ARE UNFILLED THAT ADDS SPECIFICALLY GIVEN AROUND YOU KNOW, ARE UNFILLED THAT ADDS SPECIFICALLY GIVEN AROUND YOU KNOW, ARE UNFILLED TEACHER TEACHER VACANCIES AND AROUND YOU KNOW, ARE UNFILLED TEACHER TEACHER VACANCIES AND AROUND YOU KNOW, ARE UNFILLED TEACHER TEACHER VACANCIES AND AND THINGS LIKE THAT. TEACHER TEACHER VACANCIES AND AND THINGS LIKE THAT. TEACHER TEACHER VACANCIES AND AND THINGS LIKE THAT. HOW WILL WE. AND THINGS LIKE THAT. HOW WILL WE. AND THINGS LIKE THAT. HOW WILL WE. WHAT'S PROJECTED HEADCOUNT AT HOW WILL WE. WHAT'S PROJECTED HEADCOUNT AT HOW WILL WE. WHAT'S PROJECTED HEADCOUNT AT ON FIRST STAFFING AND

080THEN I WHAT'S PROJECTED HEADCOUNT AT ON FIRST STAFFING AND THEN I WHAT'S PROJECTED HEADCOUNT AT ON FIRST STAFFING AND THEN I THINK ALSO I'M CURIOUS ABOUT ON FIRST STAFFING AND THEN I THINK ALSO I'M CURIOUS ABOUT ON FIRST STAFFING AND THEN I THINK ALSO I'M CURIOUS ABOUT WITH TO WITH THE TWO SCHOOLS IN THINK ALSO I'M CURIOUS ABOUT WITH TO WITH THE TWO SCHOOLS IN THINK ALSO I'M CURIOUS ABOUT WITH TO WITH THE TWO SCHOOLS IN THE TWO IN THE NEIGHBORHOOD WITH TO WITH THE TWO SCHOOLS IN THE TWO IN THE NEIGHBORHOOD WITH TO WITH THE TWO SCHOOLS IN THE TWO IN THE NEIGHBORHOOD THAT BOTH THE K THROUGH FIVE I THE TWO IN THE NEIGHBORHOOD THAT BOTH THE K THROUGH FIVE I THE TWO IN THE NEIGHBORHOOD THAT BOTH THE K THROUGH FIVE I

081THINK IT'S A GOOD IDEA BECAUSE THAT BOTH THE K THROUGH FIVE I THINK IT'S A GOOD IDEA BECAUSE THAT BOTH THE K THROUGH FIVE I THINK IT'S A GOOD IDEA BECAUSE I THINK ARE GROWING AND I THINK THINK IT'S A GOOD IDEA BECAUSE I THINK ARE GROWING AND I THINK THINK IT'S A GOOD IDEA BECAUSE I THINK ARE GROWING AND I THINK THAT WE PROBABLY IN ANOTHER I THINK ARE GROWING AND I THINK THAT WE PROBABLY IN ANOTHER I THINK ARE GROWING AND I THINK THAT WE PROBABLY IN ANOTHER FOUR OR FIVE YEARS BE LOOKING THAT WE PROBABLY IN ANOTHER FOUR OR FIVE YEARS BE LOOKING THAT WE PROBABLY IN ANOTHER FOUR OR FIVE YEARS BE LOOKING BACK AT THIS AND POTENTIALLY FOUR OR FIVE YEARS BE LOOKING BACK AT THIS AND POTENTIALLY FOUR OR

082FIVE YEARS BE LOOKING BACK AT THIS AND POTENTIALLY ASKING YOU KNOW CAN WE MAKE TWO BACK AT THIS AND POTENTIALLY ASKING YOU KNOW CAN WE MAKE TWO BACK AT THIS AND POTENTIALLY ASKING YOU KNOW CAN WE MAKE TWO SCHOOLS OF THE GROWTH THAT ASKING YOU KNOW CAN WE MAKE TWO SCHOOLS OF THE GROWTH THAT ASKING YOU KNOW CAN WE MAKE TWO SCHOOLS OF THE GROWTH THAT WE'RE EXPERIENCING WITH THE PRE SCHOOLS OF THE GROWTH THAT WE'RE EXPERIENCING WITH THE PRE SCHOOLS OF THE GROWTH THAT WE'RE EXPERIENCING WITH THE PRE THROUGH FIRST GREAT OR WE'RE EXPERIENCING WITH THE PRE THROUGH FIRST GREAT OR WE'RE EXPERIENCING WITH THE PRE THROUGH FIRST GREAT OR SOMETHING SO I THINK THAT'S A THROUGH FIRST GREAT OR SOMETHING SO I THINK THAT'S A THROUGH FIRST GREAT OR SOMETHING SO I THINK

083THAT'S A GOOD THOUGHT THAT I WAS JUST SOMETHING SO I THINK THAT'S A GOOD THOUGHT THAT I WAS JUST SOMETHING SO I THINK THAT'S A GOOD THOUGHT THAT I WAS JUST THINKING ABOUT AND THEN MY GOOD THOUGHT THAT I WAS JUST THINKING ABOUT AND THEN MY GOOD THOUGHT THAT I WAS JUST THINKING ABOUT AND THEN MY FINAL COMMENT OR QUESTION THINKING ABOUT AND THEN MY FINAL COMMENT OR QUESTION THINKING ABOUT AND THEN MY FINAL COMMENT OR QUESTION MENTIONED ON HERE OF CAPITAL FINAL COMMENT OR QUESTION MENTIONED ON HERE OF CAPITAL FINAL COMMENT OR QUESTION MENTIONED ON HERE OF CAPITAL BUILDING PROJECTS I THINK WHAT MENTIONED ON HERE OF CAPITAL BUILDING PROJECTS I THINK WHAT MENTIONED ON HERE OF CAPITAL BUILDING PROJECTS I THINK WHAT IS THE WHAT WERE THE TIMELINE BUILDING PROJECTS I THINK WHAT

084IS THE WHAT WERE THE TIMELINE BUILDING PROJECTS I THINK WHAT IS THE WHAT WERE THE TIMELINE BE AND LIKE WHAT'S A HUGE IT'S IS THE WHAT WERE THE TIMELINE BE AND LIKE WHAT'S A HUGE IT'S IS THE WHAT WERE THE TIMELINE BE AND LIKE WHAT'S A HUGE IT'S A BALLPARK, YOU KNOW, I GUESS BE AND LIKE WHAT'S A HUGE IT'S A BALLPARK, YOU KNOW, I GUESS BE AND LIKE WHAT'S A HUGE IT'S A BALLPARK, YOU KNOW, I GUESS IF WE VOTE ON THIS IN A COUPLE A BALLPARK, YOU KNOW, I GUESS IF WE VOTE ON THIS IN A COUPLE A BALLPARK, YOU KNOW, I GUESS IF WE VOTE ON THIS IN A COUPLE OF WEEKS, WHAT'S IMPLEMENTATION IF WE VOTE ON THIS IN A COUPLE OF WEEKS, WHAT'S IMPLEMENTATION IF WE VOTE ON THIS IN

085A COUPLE OF WEEKS, WHAT'S IMPLEMENTATION LOOK LIKE WHEN OUR KIDS IN OF WEEKS, WHAT'S IMPLEMENTATION LOOK LIKE WHEN OUR KIDS IN OF WEEKS, WHAT'S IMPLEMENTATION LOOK LIKE WHEN OUR KIDS IN SCHOOL WHEN WE GET IN SCHOOL LOOK LIKE WHEN OUR KIDS IN SCHOOL WHEN WE GET IN SCHOOL LOOK LIKE WHEN OUR KIDS IN SCHOOL WHEN WE GET IN SCHOOL NAME MATT CUMMINS ELEMENTARY SCHOOL WHEN WE GET IN SCHOOL NAME MATT CUMMINS ELEMENTARY SCHOOL WHEN WE GET IN SCHOOL NAME MATT CUMMINS ELEMENTARY SCHOOL. NAME MATT CUMMINS ELEMENTARY SCHOOL. NAME MATT CUMMINS ELEMENTARY SCHOOL. SO AT THE AT THE EARLIEST IF WE SCHOOL. SO AT THE AT THE EARLIEST IF WE SCHOOL. SO AT THE AT THE EARLIEST IF WE MOVED SO AND I I UNDERSTOOD THE SO AT THE AT THE EARLIEST IF WE MOVED SO

086AND I I UNDERSTOOD THE SO AT THE AT THE EARLIEST IF WE MOVED SO AND I I UNDERSTOOD THE QUESTIONS IF I DIDN'T GET IT MOVED SO AND I I UNDERSTOOD THE QUESTIONS IF I DIDN'T GET IT MOVED SO AND I I UNDERSTOOD THE QUESTIONS IF I DIDN'T GET IT EXACTLY WELL WE'LL JUST GO QUESTIONS IF I DIDN'T GET IT EXACTLY WELL WE'LL JUST GO QUESTIONS IF I DIDN'T GET IT EXACTLY WELL WE'LL JUST GO THROUGH THAT PROCESS BUT THE EXACTLY WELL WE'LL JUST GO THROUGH THAT PROCESS BUT THE EXACTLY WELL WE'LL JUST GO THROUGH THAT PROCESS BUT THE EARLIEST AND THIS WOULD BE FAST THROUGH THAT PROCESS BUT THE EARLIEST AND THIS WOULD BE FAST THROUGH THAT PROCESS BUT THE EARLIEST AND THIS WOULD BE FAST PACE THIS WOULD MEAN WE WOULD EARLIEST AND

087THIS WOULD BE FAST PACE THIS WOULD MEAN WE WOULD EARLIEST AND THIS WOULD BE FAST PACE THIS WOULD MEAN WE WOULD NEED TO GET DIRECTION FROM THE PACE THIS WOULD MEAN WE WOULD NEED TO GET DIRECTION FROM THE PACE THIS WOULD MEAN WE WOULD NEED TO GET DIRECTION FROM THE BOARD SO THAT WE COULD MOVE NEED TO GET DIRECTION FROM THE BOARD SO THAT WE COULD MOVE NEED TO GET DIRECTION FROM THE BOARD SO THAT WE COULD MOVE QUICKLY THE EARLIEST WOULD BE BOARD SO THAT WE COULD MOVE QUICKLY THE EARLIEST WOULD BE BOARD SO THAT WE COULD MOVE QUICKLY THE EARLIEST WOULD BE IN THE START OF THE TWENTY QUICKLY THE EARLIEST WOULD BE IN THE START OF THE TWENTY QUICKLY THE EARLIEST WOULD BE IN THE START OF THE TWENTY SEVEN SCHOOL YEAR

088THAT'S AN IN THE START OF THE TWENTY SEVEN SCHOOL YEAR THAT'S AN IN THE START OF THE TWENTY SEVEN SCHOOL YEAR THAT'S AN EXTREMELY CHALLENGING PACE TO SEVEN SCHOOL YEAR THAT'S AN EXTREMELY CHALLENGING PACE TO SEVEN SCHOOL YEAR THAT'S AN EXTREMELY CHALLENGING PACE TO BE ABLE TO DO BUT I WANTED TO EXTREMELY CHALLENGING PACE TO BE ABLE TO DO BUT I WANTED TO EXTREMELY CHALLENGING PACE TO BE ABLE TO DO BUT I WANTED TO SAY IT BECAUSE IT IS IN THE BE ABLE TO DO BUT I WANTED TO SAY IT BECAUSE IT IS IN THE BE ABLE TO DO BUT I WANTED TO SAY IT BECAUSE IT IS IN THE REALM OF POSSIBILITY BUT WE SAY IT BECAUSE IT IS IN THE REALM OF POSSIBILITY BUT WE SAY IT BECAUSE IT IS IN THE REALM

089OF POSSIBILITY BUT WE WOULD NEED TO HAVE TO GET TO REALM OF POSSIBILITY BUT WE WOULD NEED TO HAVE TO GET TO REALM OF POSSIBILITY BUT WE WOULD NEED TO HAVE TO GET TO DIRECTION QUICKLY IN ORDER TO WOULD NEED TO HAVE TO GET TO DIRECTION QUICKLY IN ORDER TO WOULD NEED TO HAVE TO GET TO DIRECTION QUICKLY IN ORDER TO BE ABLE TO DO THAT IF WE DIDN'T DIRECTION QUICKLY IN ORDER TO BE ABLE TO DO THAT IF WE DIDN'T DIRECTION QUICKLY IN ORDER TO BE ABLE TO DO THAT IF WE DIDN'T GET THAT DIRECTION QUICKLY BE ABLE TO DO THAT IF WE DIDN'T GET THAT DIRECTION QUICKLY BE ABLE TO DO THAT IF WE DIDN'T GET THAT DIRECTION QUICKLY WHICH IS FINE THEN WE JUST HAVE GET THAT DIRECTION QUICKLY WHICH IS FINE

090THEN WE JUST HAVE GET THAT DIRECTION QUICKLY WHICH IS FINE THEN WE JUST HAVE TO ACKNOWLEDGE THAT IT WILL WHICH IS FINE THEN WE JUST HAVE TO ACKNOWLEDGE THAT IT WILL WHICH IS FINE THEN WE JUST HAVE TO ACKNOWLEDGE THAT IT WILL TAKE A LITTLE BIT LONGER TO BE TO ACKNOWLEDGE THAT IT WILL TAKE A LITTLE BIT LONGER TO BE TO ACKNOWLEDGE THAT IT WILL TAKE A LITTLE BIT LONGER TO BE ABLE YOU DON'T GET JUST WANT TO TAKE A LITTLE BIT LONGER TO BE ABLE YOU DON'T GET JUST WANT TO TAKE A LITTLE BIT LONGER TO BE ABLE YOU DON'T GET JUST WANT TO MAKE SURE SORRY THAT CAME OFF ABLE YOU DON'T GET JUST WANT TO MAKE SURE SORRY THAT CAME OFF ABLE YOU DON'T GET JUST WANT TO MAKE SURE SORRY THAT

091CAME OFF ON DR. GREEN. MAKE SURE SORRY THAT CAME OFF ON DR. GREEN. MAKE SURE SORRY THAT CAME OFF ON DR. GREEN. THANK YOU THANK YOU FOR YOUR ON DR. GREEN. THANK YOU THANK YOU FOR YOUR ON DR. GREEN. THANK YOU THANK YOU FOR YOUR PRESENTATION DR., DR. HAM. THANK YOU THANK YOU FOR YOUR PRESENTATION DR., DR. HAM. THANK YOU THANK YOU FOR YOUR PRESENTATION DR., DR. HAM. I'M VERY EXCITED BUT I WON'T PRESENTATION DR., DR. HAM. I'M VERY EXCITED BUT I WON'T PRESENTATION DR., DR. HAM. I'M VERY EXCITED BUT I WON'T BIAS IT RIGHT NOW AS TO WHERE I I'M VERY EXCITED BUT I WON'T BIAS IT RIGHT NOW AS TO WHERE I I'M VERY EXCITED BUT I WON'T BIAS IT RIGHT NOW AS TO WHERE I AM LEANING AND I'M GLAD TO SEE

092BIAS IT RIGHT NOW AS TO WHERE I AM LEANING AND I'M GLAD TO SEE BIAS IT RIGHT NOW AS TO WHERE I AM LEANING AND I'M GLAD TO SEE THAT AS ONE THE OPTIONS AND AS AM LEANING AND I'M GLAD TO SEE THAT AS ONE THE OPTIONS AND AS AM LEANING AND I'M GLAD TO SEE THAT AS ONE THE OPTIONS AND AS A REPRESENTATIVE FROM DISTRICT THAT AS ONE THE OPTIONS AND AS A REPRESENTATIVE FROM DISTRICT THAT AS ONE THE OPTIONS AND AS A REPRESENTATIVE FROM DISTRICT FOR IN TALKING WITH A LOT OF MY A REPRESENTATIVE FROM DISTRICT FOR IN TALKING WITH A LOT OF MY A REPRESENTATIVE FROM DISTRICT FOR IN TALKING WITH A LOT OF MY COMMUNITY MEMBERS THE GOAL IS FOR IN TALKING WITH A LOT OF MY COMMUNITY MEMBERS THE GOAL

093IS FOR IN TALKING WITH A LOT OF MY COMMUNITY MEMBERS THE GOAL IS TO CUT DOWN FEWER TRANSITIONS COMMUNITY MEMBERS THE GOAL IS TO CUT DOWN FEWER TRANSITIONS COMMUNITY MEMBERS THE GOAL IS TO CUT DOWN FEWER TRANSITIONS BECAUSE IT'S JUST SO DISTRAUGHT TO CUT DOWN FEWER TRANSITIONS BECAUSE IT'S JUST SO DISTRAUGHT TO CUT DOWN FEWER TRANSITIONS BECAUSE IT'S JUST SO DISTRAUGHT FROM AN EDUCATIONAL BECAUSE IT'S JUST SO DISTRAUGHT FROM AN EDUCATIONAL BECAUSE IT'S JUST SO DISTRAUGHT FROM AN EDUCATIONAL PERSPECTIVE. FROM AN EDUCATIONAL PERSPECTIVE. FROM AN EDUCATIONAL PERSPECTIVE. YOU KNOW AS WELL SO SO I'M VERY PERSPECTIVE. YOU KNOW AS WELL SO SO I'M VERY PERSPECTIVE. YOU KNOW AS WELL SO SO I'M VERY EXCITED ABOUT THAT. YOU KNOW AS WELL SO SO I'M VERY EXCITED ABOUT THAT. YOU KNOW AS WELL SO SO I'M VERY

094EXCITED ABOUT THAT. I KNOW WE'LL HAVE A LITTLE BIT EXCITED ABOUT THAT. I KNOW WE'LL HAVE A LITTLE BIT EXCITED ABOUT THAT. I KNOW WE'LL HAVE A LITTLE BIT OF GROWING PAINS IF WE DO GO I KNOW WE'LL HAVE A LITTLE BIT OF GROWING PAINS IF WE DO GO I KNOW WE'LL HAVE A LITTLE BIT OF GROWING PAINS IF WE DO GO WITH THE FIRST OPTION DECIDING OF GROWING PAINS IF WE DO GO WITH THE FIRST OPTION DECIDING OF GROWING PAINS IF WE DO GO WITH THE FIRST OPTION DECIDING ATTENDANCE AREAS BECAUSE THAT WITH THE FIRST OPTION DECIDING ATTENDANCE AREAS BECAUSE THAT WITH THE FIRST OPTION DECIDING ATTENDANCE AREAS BECAUSE THAT COMES WITH BUT BUT I THINK ON A ATTENDANCE AREAS BECAUSE THAT COMES WITH BUT BUT I THINK ON A ATTENDANCE AREAS BECAUSE THAT

095COMES WITH BUT BUT I THINK ON A WHOLE THAT WHOLE THAT THE COMES WITH BUT BUT I THINK ON A WHOLE THAT WHOLE THAT THE COMES WITH BUT BUT I THINK ON A WHOLE THAT WHOLE THAT THE COMMUNITY WILL BE HAPPY TO SEE WHOLE THAT WHOLE THAT THE COMMUNITY WILL BE HAPPY TO SEE WHOLE THAT WHOLE THAT THE COMMUNITY WILL BE HAPPY TO SEE THAT HOPEFULLY THE FIRST MODEL COMMUNITY WILL BE HAPPY TO SEE THAT HOPEFULLY THE FIRST MODEL COMMUNITY WILL BE HAPPY TO SEE THAT HOPEFULLY THE FIRST MODEL IF THAT'S WHAT MY COLLEAGUES THAT HOPEFULLY THE FIRST MODEL IF THAT'S WHAT MY COLLEAGUES THAT HOPEFULLY THE FIRST MODEL IF THAT'S WHAT MY COLLEAGUES DECIDE ON THE OTHER QUESTION I IF THAT'S WHAT MY COLLEAGUES DECIDE ON THE OTHER QUESTION I IF THAT'S WHAT MY

096COLLEAGUES DECIDE ON THE OTHER QUESTION I HAVE AND I BELIEVE YOU DECIDE ON THE OTHER QUESTION I HAVE AND I BELIEVE YOU DECIDE ON THE OTHER QUESTION I HAVE AND I BELIEVE YOU MENTIONED THAN YOUR HAVE AND I BELIEVE YOU MENTIONED THAN YOUR HAVE AND I BELIEVE YOU MENTIONED THAN YOUR PRESENTATION BECAUSE THAT OUR MENTIONED THAN YOUR PRESENTATION BECAUSE THAT OUR MENTIONED THAN YOUR PRESENTATION BECAUSE THAT OUR COMMUNITY IS RICH IN HISTORY >> PRESENTATION BECAUSE THAT OUR COMMUNITY IS RICH IN HISTORY >> PRESENTATION BECAUSE THAT OUR COMMUNITY IS RICH IN HISTORY >> PRESERVING OR SOME KIND OF WAY COMMUNITY IS RICH IN HISTORY >> PRESERVING OR SOME KIND OF WAY COMMUNITY IS RICH IN HISTORY >> PRESERVING OR SOME KIND OF WAY INCORPORATING MRS. BETTY F. PRESERVING OR SOME KIND OF WAY INCORPORATING MRS. BETTY

097F. PRESERVING OR SOME KIND OF WAY INCORPORATING MRS. BETTY F. WILLIAMS. INCORPORATING MRS. BETTY F. WILLIAMS. INCORPORATING MRS. BETTY F. WILLIAMS. I DON'T KNOW WHETHER IT WOULD WILLIAMS. I DON'T KNOW WHETHER IT WOULD WILLIAMS. I DON'T KNOW WHETHER IT WOULD BE IN THE NAME OF SCHOOL OR I DON'T KNOW WHETHER IT WOULD BE IN THE NAME OF SCHOOL OR I DON'T KNOW WHETHER IT WOULD BE IN THE NAME OF SCHOOL OR SOME OTHER WAY. BE IN THE NAME OF SCHOOL OR SOME OTHER WAY. BE IN THE NAME OF SCHOOL OR SOME OTHER WAY. MY REQUEST WOULD BE ONCE WE SOME OTHER WAY. MY REQUEST WOULD BE ONCE WE SOME OTHER WAY. MY REQUEST WOULD BE ONCE WE KNOW WHAT DIRECTION IF WE CAN MY REQUEST WOULD BE ONCE WE KNOW WHAT DIRECTION IF WE CAN

098MY REQUEST WOULD BE ONCE WE KNOW WHAT DIRECTION IF WE CAN GET SOME TYPE OF COMMITTEE KNOW WHAT DIRECTION IF WE CAN GET SOME TYPE OF COMMITTEE KNOW WHAT DIRECTION IF WE CAN GET SOME TYPE OF COMMITTEE TOGETHER THAT WOULD INCLUDE GET SOME TYPE OF COMMITTEE TOGETHER THAT WOULD INCLUDE GET SOME TYPE OF COMMITTEE TOGETHER THAT WOULD INCLUDE COMMUNITY MEMBERS TO DECIDE HOW TOGETHER THAT WOULD INCLUDE COMMUNITY MEMBERS TO DECIDE HOW TOGETHER THAT WOULD INCLUDE COMMUNITY MEMBERS TO DECIDE HOW TO BEST HONOR AND PRESERVE MRS. COMMUNITY MEMBERS TO DECIDE HOW TO BEST HONOR AND PRESERVE MRS. COMMUNITY MEMBERS TO DECIDE HOW TO BEST HONOR AND PRESERVE MRS. WILLIAMS BECAUSE SHE WAS AN TO BEST HONOR AND PRESERVE MRS. WILLIAMS BECAUSE SHE WAS AN TO BEST HONOR AND PRESERVE MRS. WILLIAMS BECAUSE SHE WAS AN INTEGRAL

099PART OF THAT COMMUNITY WILLIAMS BECAUSE SHE WAS AN INTEGRAL PART OF THAT COMMUNITY WILLIAMS BECAUSE SHE WAS AN INTEGRAL PART OF THAT COMMUNITY FOR MANY REASONS AS WELL AS FOR INTEGRAL PART OF THAT COMMUNITY FOR MANY REASONS AS WELL AS FOR INTEGRAL PART OF THAT COMMUNITY FOR MANY REASONS AS WELL AS FOR THE SCHOOL DIVISION ESPECIALLY FOR MANY REASONS AS WELL AS FOR THE SCHOOL DIVISION ESPECIALLY FOR MANY REASONS AS WELL AS FOR THE SCHOOL DIVISION ESPECIALLY DURING A THE TIME THE SCHOOL DIVISION ESPECIALLY DURING A THE TIME THE SCHOOL DIVISION ESPECIALLY DURING A THE TIME OF SEGREGATION BEFORE WE DURING A THE TIME OF SEGREGATION BEFORE WE DURING A THE TIME OF SEGREGATION BEFORE WE INTEGRATED AND MOVE FROM OF SEGREGATION BEFORE WE INTEGRATED AND MOVE FROM OF SEGREGATION BEFORE WE INTEGRATED AND MOVE

100FROM PRINCES AND COUNTY TO TO INTEGRATED AND MOVE FROM PRINCES AND COUNTY TO TO INTEGRATED AND MOVE FROM PRINCES AND COUNTY TO TO VIRGINIA BEACH PUBLIC SCHOOLS PRINCES AND COUNTY TO TO VIRGINIA BEACH PUBLIC SCHOOLS PRINCES AND COUNTY TO TO VIRGINIA BEACH PUBLIC SCHOOLS SO THANK YOU. VIRGINIA BEACH PUBLIC SCHOOLS SO THANK YOU. VIRGINIA BEACH PUBLIC SCHOOLS SO THANK YOU. I CAN TELL YOU THAT EVERY GROUP SO THANK YOU. I CAN TELL YOU THAT EVERY GROUP SO THANK YOU. I CAN TELL YOU THAT EVERY GROUP THAT WE HAVE SPOKEN TO THAT HAS I CAN TELL YOU THAT EVERY GROUP THAT WE HAVE SPOKEN TO THAT HAS I CAN TELL YOU THAT EVERY GROUP THAT WE HAVE SPOKEN TO THAT HAS BEEN VITALLY IMPORTANT TO THAT WE HAVE SPOKEN TO THAT HAS BEEN VITALLY IMPORTANT TO

101THAT WE HAVE SPOKEN TO THAT HAS BEEN VITALLY IMPORTANT TO EVERYONE YOU KNOW THERE WAS BEEN VITALLY IMPORTANT TO EVERYONE YOU KNOW THERE WAS BEEN VITALLY IMPORTANT TO EVERYONE YOU KNOW THERE WAS WRITING THAT POLICY THAT GUIDES EVERYONE YOU KNOW THERE WAS WRITING THAT POLICY THAT GUIDES EVERYONE YOU KNOW THERE WAS WRITING THAT POLICY THAT GUIDES THAT WORK TO MISS ROGERS THANK WRITING THAT POLICY THAT GUIDES THAT WORK TO MISS ROGERS THANK WRITING THAT POLICY THAT GUIDES THAT WORK TO MISS ROGERS THANK YOU SO MUCH FOR THE THAT WORK TO MISS ROGERS THANK YOU SO MUCH FOR THE THAT WORK TO MISS ROGERS THANK YOU SO MUCH FOR THE PRESENTATION I. YOU SO MUCH FOR THE PRESENTATION I. YOU SO MUCH FOR THE PRESENTATION I. I WANTED TO ADD THAT I'M ALSO PRESENTATION I. I

102WANTED TO ADD THAT I'M ALSO PRESENTATION I. I WANTED TO ADD THAT I'M ALSO IN FAVOR OF YOUR FIRST OPTION. I WANTED TO ADD THAT I'M ALSO IN FAVOR OF YOUR FIRST OPTION. I WANTED TO ADD THAT I'M ALSO IN FAVOR OF YOUR FIRST OPTION. I THINK THAT WITH ALL OF THE IN FAVOR OF YOUR FIRST OPTION. I THINK THAT WITH ALL OF THE IN FAVOR OF YOUR FIRST OPTION. I THINK THAT WITH ALL OF THE DISCUSSIONS THAT WE'VE HAD I THINK THAT WITH ALL OF THE DISCUSSIONS THAT WE'VE HAD I THINK THAT WITH ALL OF THE DISCUSSIONS THAT WE'VE HAD AROUND BESIDES SIX AND MOVING DISCUSSIONS THAT WE'VE HAD AROUND BESIDES SIX AND MOVING DISCUSSIONS THAT WE'VE HAD AROUND BESIDES SIX AND MOVING IT TO THE MIDDLE SCHOOL BEING AROUND BESIDES SIX AND MOVING

103IT TO THE MIDDLE SCHOOL BEING AROUND BESIDES SIX AND MOVING IT TO THE MIDDLE SCHOOL BEING TOGETHER AND ESPECIALLY THE IT TO THE MIDDLE SCHOOL BEING TOGETHER AND ESPECIALLY THE IT TO THE MIDDLE SCHOOL BEING TOGETHER AND ESPECIALLY THE IMPACT THAT HAVING THE TWO TOGETHER AND ESPECIALLY THE IMPACT THAT HAVING THE TWO TOGETHER AND ESPECIALLY THE IMPACT THAT HAVING THE TWO CAMPUSES HAD ON STAFF WOULD IMPACT THAT HAVING THE TWO CAMPUSES HAD ON STAFF WOULD IMPACT THAT HAVING THE TWO CAMPUSES HAD ON STAFF WOULD LEAD ME TO WANT US TO HAVE TWO CAMPUSES HAD ON STAFF WOULD LEAD ME TO WANT US TO HAVE TWO CAMPUSES HAD ON STAFF WOULD LEAD ME TO WANT US TO HAVE TWO SEPARATE SCHOOLS SO THAT WE CAN LEAD ME TO WANT US TO HAVE TWO SEPARATE SCHOOLS SO

104THAT WE CAN LEAD ME TO WANT US TO HAVE TWO SEPARATE SCHOOLS SO THAT WE CAN HAVE OUR STAFF EACH AT THEIR SEPARATE SCHOOLS SO THAT WE CAN HAVE OUR STAFF EACH AT THEIR SEPARATE SCHOOLS SO THAT WE CAN HAVE OUR STAFF EACH AT THEIR LOCATION AND NOT HAVE TO GO HAVE OUR STAFF EACH AT THEIR LOCATION AND NOT HAVE TO GO HAVE OUR STAFF EACH AT THEIR LOCATION AND NOT HAVE TO GO BACK AND FORTH I THINK THAT'S LOCATION AND NOT HAVE TO GO BACK AND FORTH I THINK THAT'S LOCATION AND NOT HAVE TO GO BACK AND FORTH I THINK THAT'S REALLY IMPORTANT THAT WE ALSO BACK AND FORTH I THINK THAT'S REALLY IMPORTANT THAT WE ALSO BACK AND FORTH I THINK THAT'S REALLY IMPORTANT THAT WE ALSO UNDERSTAND THAT THAT WAS A HUGE

105REALLY IMPORTANT THAT WE ALSO UNDERSTAND THAT THAT WAS A HUGE REALLY IMPORTANT THAT WE ALSO UNDERSTAND THAT THAT WAS A HUGE BURDEN ON THEM AND HAVING THEM UNDERSTAND THAT THAT WAS A HUGE BURDEN ON THEM AND HAVING THEM UNDERSTAND THAT THAT WAS A HUGE BURDEN ON THEM AND HAVING THEM AT ONE SPOT IS GOING TO NOT BURDEN ON THEM AND HAVING THEM AT ONE SPOT IS GOING TO NOT BURDEN ON THEM AND HAVING THEM AT ONE SPOT IS GOING TO NOT ONLY BE GOOD FOR STAFF BUT FOR AT ONE SPOT IS GOING TO NOT ONLY BE GOOD FOR STAFF BUT FOR AT ONE SPOT IS GOING TO NOT ONLY BE GOOD FOR STAFF BUT FOR OUR STUDENTS AND TO BUILD THOSE ONLY BE GOOD FOR STAFF BUT FOR OUR STUDENTS AND TO BUILD THOSE ONLY

106BE GOOD FOR STAFF BUT FOR OUR STUDENTS AND TO BUILD THOSE RELATIONSHIPS WITH THEIR OUR STUDENTS AND TO BUILD THOSE RELATIONSHIPS WITH THEIR OUR STUDENTS AND TO BUILD THOSE RELATIONSHIPS WITH THEIR EDUCATORS WHICH IS HUGELY RELATIONSHIPS WITH THEIR EDUCATORS WHICH IS HUGELY RELATIONSHIPS WITH THEIR EDUCATORS WHICH IS HUGELY IMPORTANT DID YOU HAVE ANY EDUCATORS WHICH IS HUGELY IMPORTANT DID YOU HAVE ANY EDUCATORS WHICH IS HUGELY IMPORTANT DID YOU HAVE ANY QUESTIONS FOR I WAS GOING TO IMPORTANT DID YOU HAVE ANY QUESTIONS FOR I WAS GOING TO IMPORTANT DID YOU HAVE ANY QUESTIONS FOR I WAS GOING TO SAY IF WE DECIDED TO DO QUESTIONS FOR I WAS GOING TO SAY IF WE DECIDED TO DO QUESTIONS FOR I WAS GOING TO SAY IF WE DECIDED TO DO PRESENTATION ON THE OTHER MODEL SAY IF WE

107DECIDED TO DO PRESENTATION ON THE OTHER MODEL SAY IF WE DECIDED TO DO PRESENTATION ON THE OTHER MODEL I WOULD WANT TO KNOW HOW MANY PRESENTATION ON THE OTHER MODEL I WOULD WANT TO KNOW HOW MANY PRESENTATION ON THE OTHER MODEL I WOULD WANT TO KNOW HOW MANY STAFF WOULD HAVE TO GO BACK AND I WOULD WANT TO KNOW HOW MANY STAFF WOULD HAVE TO GO BACK AND I WOULD WANT TO KNOW HOW MANY STAFF WOULD HAVE TO GO BACK AND FORTH AND HAVE TO LIKE BE SPLIT STAFF WOULD HAVE TO GO BACK AND FORTH AND HAVE TO LIKE BE SPLIT STAFF WOULD HAVE TO GO BACK AND FORTH AND HAVE TO LIKE BE SPLIT BETWEEN TO IF WE HAD A PRE-K FORTH AND HAVE TO LIKE BE SPLIT BETWEEN TO IF WE HAD A

108PRE-K FORTH AND HAVE TO LIKE BE SPLIT BETWEEN TO IF WE HAD A PRE-K ONE AND TWO TO FIVE MR. MISS BETWEEN TO IF WE HAD A PRE-K ONE AND TWO TO FIVE MR. MISS BETWEEN TO IF WE HAD A PRE-K ONE AND TWO TO FIVE MR. MISS AMES. ONE AND TWO TO FIVE MR. MISS AMES. ONE AND TWO TO FIVE MR. MISS AMES. YES. AMES. YES. AMES. YES. THANK YOU UM I GUESS THIS IS A YES. THANK YOU UM I GUESS THIS IS A YES. THANK YOU UM I GUESS THIS IS A MR. FREEMAN QUESTION. THANK YOU UM I GUESS THIS IS A MR. FREEMAN QUESTION. THANK YOU UM I GUESS THIS IS A MR. FREEMAN QUESTION. NO ONE SAYS ONE OPTION IS A MR. FREEMAN QUESTION. NO ONE SAYS ONE OPTION IS A

109MR. FREEMAN QUESTION. NO ONE SAYS ONE OPTION IS A POTENTIAL FOR LOW OR COST. NO ONE SAYS ONE OPTION IS A POTENTIAL FOR LOW OR COST. NO ONE SAYS ONE OPTION IS A POTENTIAL FOR LOW OR COST. WHAT I MEAN ARE WE. POTENTIAL FOR LOW OR COST. WHAT I MEAN ARE WE. POTENTIAL FOR LOW OR COST. WHAT I MEAN ARE WE. AND I YOU DON'T KNOW BUT I MEAN WHAT I MEAN ARE WE. AND I YOU DON'T KNOW BUT I MEAN WHAT I MEAN ARE WE. AND I YOU DON'T KNOW BUT I MEAN ARE WE TALKING ABOUT A LITTLE AND I YOU DON'T KNOW BUT I MEAN ARE WE TALKING ABOUT A LITTLE AND I YOU DON'T KNOW BUT I MEAN ARE WE TALKING ABOUT A LITTLE OR ARE WE TALKING ABOUT DOUBLE ARE WE

110TALKING ABOUT A LITTLE OR ARE WE TALKING ABOUT DOUBLE ARE WE TALKING ABOUT A LITTLE OR ARE WE TALKING ABOUT DOUBLE HOW MUCH SPACE IS NEEDED FOR OR ARE WE TALKING ABOUT DOUBLE HOW MUCH SPACE IS NEEDED FOR OR ARE WE TALKING ABOUT DOUBLE HOW MUCH SPACE IS NEEDED FOR EACH ONE OPTION THE FIRST HOW MUCH SPACE IS NEEDED FOR EACH ONE OPTION THE FIRST HOW MUCH SPACE IS NEEDED FOR EACH ONE OPTION THE FIRST OPTION VERSUS THE SECOND OPTION EACH ONE OPTION THE FIRST OPTION VERSUS THE SECOND OPTION EACH ONE OPTION THE FIRST OPTION VERSUS THE SECOND OPTION AND YOU JUST KIND OF GIVE US A OPTION VERSUS THE SECOND OPTION AND YOU JUST KIND OF GIVE US A OPTION VERSUS THE SECOND OPTION AND YOU JUST KIND OF GIVE US A LITTLE BIT

111MORE FRAMEWORK ABOUT AND YOU JUST KIND OF GIVE US A LITTLE BIT MORE FRAMEWORK ABOUT AND YOU JUST KIND OF GIVE US A LITTLE BIT MORE FRAMEWORK ABOUT WHAT IS NEEDED YEAH SO IN SO LITTLE BIT MORE FRAMEWORK ABOUT WHAT IS NEEDED YEAH SO IN SO LITTLE BIT MORE FRAMEWORK ABOUT WHAT IS NEEDED YEAH SO IN SO AND THIS IS WE CONTINUE TO WHAT IS NEEDED YEAH SO IN SO AND THIS IS WE CONTINUE TO WHAT IS NEEDED YEAH SO IN SO AND THIS IS WE CONTINUE TO DEVELOP INFORMATION AS WE WORK AND THIS IS WE CONTINUE TO DEVELOP INFORMATION AS WE WORK AND THIS IS WE CONTINUE TO DEVELOP INFORMATION AS WE WORK IN PARALLEL WITH WHAT THE TASK DEVELOP INFORMATION AS WE WORK IN PARALLEL WITH WHAT THE TASK DEVELOP INFORMATION AS WE

112WORK IN PARALLEL WITH WHAT THE TASK TEAM IS SO REALLY THERE IS NO IN PARALLEL WITH WHAT THE TASK TEAM IS SO REALLY THERE IS NO IN PARALLEL WITH WHAT THE TASK TEAM IS SO REALLY THERE IS NO SO LET'S TAKE AWAY THE NEW TEAM IS SO REALLY THERE IS NO SO LET'S TAKE AWAY THE NEW TEAM IS SO REALLY THERE IS NO SO LET'S TAKE AWAY THE NEW CONSTRUCTION IF THERE'S A NEED SO LET'S TAKE AWAY THE NEW CONSTRUCTION IF THERE'S A NEED SO LET'S TAKE AWAY THE NEW CONSTRUCTION IF THERE'S A NEED TO ADD WINGS SO LET'S NOT TALK CONSTRUCTION IF THERE'S A NEED TO ADD WINGS SO LET'S NOT TALK CONSTRUCTION IF THERE'S A NEED TO ADD WINGS SO LET'S NOT TALK ABOUT THAT NOW BUT JUST IF YOU TO ADD WINGS

113SO LET'S NOT TALK ABOUT THAT NOW BUT JUST IF YOU TO ADD WINGS SO LET'S NOT TALK ABOUT THAT NOW BUT JUST IF YOU LOOK AT THE DIFFERENCE BETWEEN ABOUT THAT NOW BUT JUST IF YOU LOOK AT THE DIFFERENCE BETWEEN ABOUT THAT NOW BUT JUST IF YOU LOOK AT THE DIFFERENCE BETWEEN THE TWO MODELS AND WHAT'S LOOK AT THE DIFFERENCE BETWEEN THE TWO MODELS AND WHAT'S LOOK AT THE DIFFERENCE BETWEEN THE TWO MODELS AND WHAT'S AVAILABLE AT BECAUSE WE DON'T THE TWO MODELS AND WHAT'S AVAILABLE AT BECAUSE WE DON'T THE TWO MODELS AND WHAT'S AVAILABLE AT BECAUSE WE DON'T ANTICIPATE THERE'S GOING AVAILABLE AT BECAUSE WE DON'T ANTICIPATE THERE'S GOING AVAILABLE AT BECAUSE WE DON'T ANTICIPATE THERE'S GOING THERE'S GOING TO BE ANY COST ANTICIPATE THERE'S GOING THERE'S GOING TO BE ANY COST ANTICIPATE THERE'S

114GOING THERE'S GOING TO BE ANY COST DIFFERENCE AND REALLY WHAT THAT THERE'S GOING TO BE ANY COST DIFFERENCE AND REALLY WHAT THAT THERE'S GOING TO BE ANY COST DIFFERENCE AND REALLY WHAT THAT BREAKS DOWN TO IS TO HAVE YOU DIFFERENCE AND REALLY WHAT THAT BREAKS DOWN TO IS TO HAVE YOU DIFFERENCE AND REALLY WHAT THAT BREAKS DOWN TO IS TO HAVE YOU HAVE ENOUGH BATHROOMS AND THE BREAKS DOWN TO IS TO HAVE YOU HAVE ENOUGH BATHROOMS AND THE BREAKS DOWN TO IS TO HAVE YOU HAVE ENOUGH BATHROOMS AND THE RIGHT CLASSROOM TO BE ABLE TO HAVE ENOUGH BATHROOMS AND THE RIGHT CLASSROOM TO BE ABLE TO HAVE ENOUGH BATHROOMS AND THE RIGHT CLASSROOM TO BE ABLE TO SUPPORT AND THE WAY THAT THOSE RIGHT CLASSROOM TO BE ABLE TO SUPPORT AND THE WAY THAT THOSE

115RIGHT CLASSROOM TO BE ABLE TO SUPPORT AND THE WAY THAT THOSE TWO SCHOOLS ARE DESIGNED SUPPORT AND THE WAY THAT THOSE TWO SCHOOLS ARE DESIGNED SUPPORT AND THE WAY THAT THOSE TWO SCHOOLS ARE DESIGNED THERE'S ENOUGH BATHROOMS TO BE TWO SCHOOLS ARE DESIGNED THERE'S ENOUGH BATHROOMS TO BE TWO SCHOOLS ARE DESIGNED THERE'S ENOUGH BATHROOMS TO BE ABLE TO SUPPORT IT UNDER EITHER THERE'S ENOUGH BATHROOMS TO BE ABLE TO SUPPORT IT UNDER EITHER THERE'S ENOUGH BATHROOMS TO BE ABLE TO SUPPORT IT UNDER EITHER MODEL. ABLE TO SUPPORT IT UNDER EITHER MODEL. ABLE TO SUPPORT IT UNDER EITHER MODEL. ALL RIGHT. MODEL. ALL RIGHT. MODEL. ALL RIGHT. WELL, BOTH OF THEM OBVIOUSLY DO ALL RIGHT. WELL, BOTH OF THEM OBVIOUSLY DO ALL RIGHT. WELL, BOTH OF THEM OBVIOUSLY DO WHAT WE'VE HEARD IN THE WELL, BOTH OF

116THEM OBVIOUSLY DO WHAT WE'VE HEARD IN THE WELL, BOTH OF THEM OBVIOUSLY DO WHAT WE'VE HEARD IN THE COMMUNITY ABOUT REDUCING WHAT WE'VE HEARD IN THE COMMUNITY ABOUT REDUCING WHAT WE'VE HEARD IN THE COMMUNITY ABOUT REDUCING TRANSITION ONE REDUCES IT BY COMMUNITY ABOUT REDUCING TRANSITION ONE REDUCES IT BY COMMUNITY ABOUT REDUCING TRANSITION ONE REDUCES IT BY ONE MORE BUT YEAH I'M EXCITED TRANSITION ONE REDUCES IT BY ONE MORE BUT YEAH I'M EXCITED TRANSITION ONE REDUCES IT BY ONE MORE BUT YEAH I'M EXCITED ABOUT IT AND I'LL BE LIKE MISS ONE MORE BUT YEAH I'M EXCITED ABOUT IT AND I'LL BE LIKE MISS ONE MORE BUT YEAH I'M EXCITED ABOUT IT AND I'LL BE LIKE MISS GREEN, I WANT SHOW MY CARDS YET ABOUT IT AND I'LL BE LIKE MISS GREEN, I WANT SHOW MY CARDS

117YET ABOUT IT AND I'LL BE LIKE MISS GREEN, I WANT SHOW MY CARDS YET . GREEN, I WANT SHOW MY CARDS YET . GREEN, I WANT SHOW MY CARDS YET . MR. BROWN STILL I GOT MORE OF A . MR. BROWN STILL I GOT MORE OF A . MR. BROWN STILL I GOT MORE OF A COMMENT IT JUST SEEMS A LITTLE MR. BROWN STILL I GOT MORE OF A COMMENT IT JUST SEEMS A LITTLE MR. BROWN STILL I GOT MORE OF A COMMENT IT JUST SEEMS A LITTLE I THINK SOME OF THE BOARD COMMENT IT JUST SEEMS A LITTLE I THINK SOME OF THE BOARD COMMENT IT JUST SEEMS A LITTLE I THINK SOME OF THE BOARD MEMBERS TOUCHED ON THE I THINK SOME OF THE BOARD MEMBERS TOUCHED ON THE I THINK SOME OF

118THE BOARD MEMBERS TOUCHED ON THE TRANSITION BUT FOR FOUR MEMBERS TOUCHED ON THE TRANSITION BUT FOR FOUR MEMBERS TOUCHED ON THE TRANSITION BUT FOR FOUR CHILDREN YOU KNOW THAT THEY GO TRANSITION BUT FOR FOUR CHILDREN YOU KNOW THAT THEY GO TRANSITION BUT FOR FOUR CHILDREN YOU KNOW THAT THEY GO TO PRE-K AND IN FIRST RATE AND CHILDREN YOU KNOW THAT THEY GO TO PRE-K AND IN FIRST RATE AND CHILDREN YOU KNOW THAT THEY GO TO PRE-K AND IN FIRST RATE AND THEN HAVE TO CHANGE TO ANOTHER TO PRE-K AND IN FIRST RATE AND THEN HAVE TO CHANGE TO ANOTHER TO PRE-K AND IN FIRST RATE AND THEN HAVE TO CHANGE TO ANOTHER SCHOOL THAT SEEMED LIKE IT'D BE THEN HAVE TO CHANGE TO ANOTHER SCHOOL THAT SEEMED LIKE IT'D BE THEN HAVE TO CHANGE TO

119ANOTHER SCHOOL THAT SEEMED LIKE IT'D BE A LOT >> OF I MEAN AND PLUS IF SCHOOL THAT SEEMED LIKE IT'D BE A LOT >> OF I MEAN AND PLUS IF SCHOOL THAT SEEMED LIKE IT'D BE A LOT >> OF I MEAN AND PLUS IF YOU'RE GOING TO GOING TO BUILD A LOT >> OF I MEAN AND PLUS IF YOU'RE GOING TO GOING TO BUILD A LOT >> OF I MEAN AND PLUS IF YOU'RE GOING TO GOING TO BUILD THE TWO SCHOOLS ANYWAY YOU YOU'RE GOING TO GOING TO BUILD THE TWO SCHOOLS ANYWAY YOU YOU'RE GOING TO GOING TO BUILD THE TWO SCHOOLS ANYWAY YOU MIGHT AS WELL HAVE THEM SET UP THE TWO SCHOOLS ANYWAY YOU MIGHT AS WELL HAVE THEM SET UP THE TWO SCHOOLS ANYWAY YOU MIGHT AS WELL HAVE THEM SET UP

120SO THEY CAN BOTH OPERATE IN THE MIGHT AS WELL HAVE THEM SET UP SO THEY CAN BOTH OPERATE IN THE MIGHT AS WELL HAVE THEM SET UP SO THEY CAN BOTH OPERATE IN THE SAME WAY INSTEAD OF BUT I JUST SO THEY CAN BOTH OPERATE IN THE SAME WAY INSTEAD OF BUT I JUST SO THEY CAN BOTH OPERATE IN THE SAME WAY INSTEAD OF BUT I JUST THINK GOVERNOR KINDERGARTEN AND SAME WAY INSTEAD OF BUT I JUST THINK GOVERNOR KINDERGARTEN AND SAME WAY INSTEAD OF BUT I JUST THINK GOVERNOR KINDERGARTEN AND FIRST GRADE AND THEN YOU HAVE THINK GOVERNOR KINDERGARTEN AND FIRST GRADE AND THEN YOU HAVE THINK GOVERNOR KINDERGARTEN AND FIRST GRADE AND THEN YOU HAVE TO CHANGE GOES AFTER A FIRST FIRST GRADE AND THEN YOU HAVE TO CHANGE GOES AFTER A FIRST

121FIRST GRADE AND THEN YOU HAVE TO CHANGE GOES AFTER A FIRST GRADE WOULD BECOME I'M NOT TO CHANGE GOES AFTER A FIRST GRADE WOULD BECOME I'M NOT TO CHANGE GOES AFTER A FIRST GRADE WOULD BECOME I'M NOT GOING TO SAY THAT WERE GRADE WOULD BECOME I'M NOT GOING TO SAY THAT WERE GRADE WOULD BECOME I'M NOT GOING TO SAY THAT WERE RIDICULOUS ANYWAY THAT'S JUST GOING TO SAY THAT WERE RIDICULOUS ANYWAY THAT'S JUST GOING TO SAY THAT WERE RIDICULOUS ANYWAY THAT'S JUST WHAT I HAD SO MY MY COMMENTS RIDICULOUS ANYWAY THAT'S JUST WHAT I HAD SO MY MY COMMENTS RIDICULOUS ANYWAY THAT'S JUST WHAT I HAD SO MY MY COMMENTS ARE I THINK IT'S VERY IMPORTANT WHAT I HAD SO MY MY COMMENTS ARE I THINK IT'S VERY IMPORTANT WHAT I HAD SO MY MY

122COMMENTS ARE I THINK IT'S VERY IMPORTANT THAT WE RETAIN THE BETTY ARE I THINK IT'S VERY IMPORTANT THAT WE RETAIN THE BETTY ARE I THINK IT'S VERY IMPORTANT THAT WE RETAIN THE BETTY WILLIAMS NAME I KNOW THERE HAVE THAT WE RETAIN THE BETTY WILLIAMS NAME I KNOW THERE HAVE THAT WE RETAIN THE BETTY WILLIAMS NAME I KNOW THERE HAVE THERE HAVE BEEN DISCUSSION WILLIAMS NAME I KNOW THERE HAVE THERE HAVE BEEN DISCUSSION WILLIAMS NAME I KNOW THERE HAVE THERE HAVE BEEN DISCUSSION ABOUT MAYBE CALLING IT THE THERE HAVE BEEN DISCUSSION ABOUT MAYBE CALLING IT THE THERE HAVE BEEN DISCUSSION ABOUT MAYBE CALLING IT THE BETTER WILLIAMS LEARNING ABOUT MAYBE CALLING IT THE BETTER WILLIAMS LEARNING ABOUT MAYBE CALLING IT THE BETTER WILLIAMS LEARNING COMPLEX. BETTER WILLIAMS LEARNING COMPLEX. BETTER WILLIAMS LEARNING COMPLEX. I THINK THAT'S

123REALLY HIGHLY COMPLEX. I THINK THAT'S REALLY HIGHLY COMPLEX. I THINK THAT'S REALLY HIGHLY CRITICAL THAT WE DO THAT AS WE I THINK THAT'S REALLY HIGHLY CRITICAL THAT WE DO THAT AS WE I THINK THAT'S REALLY HIGHLY CRITICAL THAT WE DO THAT AS WE MOVE FORWARD WITH THIS I'M VERY CRITICAL THAT WE DO THAT AS WE MOVE FORWARD WITH THIS I'M VERY CRITICAL THAT WE DO THAT AS WE MOVE FORWARD WITH THIS I'M VERY EXCITED ABOUT IT BECAUSE IT MOVE FORWARD WITH THIS I'M VERY EXCITED ABOUT IT BECAUSE IT MOVE FORWARD WITH THIS I'M VERY EXCITED ABOUT IT BECAUSE IT LOOKED LIKE BETTY WILLIAMS WAS EXCITED ABOUT IT BECAUSE IT LOOKED LIKE BETTY WILLIAMS WAS EXCITED ABOUT IT BECAUSE IT LOOKED LIKE BETTY WILLIAMS WAS GOING TO BE OFF THE TABLE AND LOOKED LIKE BETTY WILLIAMS

124WAS GOING TO BE OFF THE TABLE AND LOOKED LIKE BETTY WILLIAMS WAS GOING TO BE OFF THE TABLE AND SO I'M HAPPY THAT WE'VE FOUND GOING TO BE OFF THE TABLE AND SO I'M HAPPY THAT WE'VE FOUND GOING TO BE OFF THE TABLE AND SO I'M HAPPY THAT WE'VE FOUND CREATIVE SOLUTION IS BOARDS A SO I'M HAPPY THAT WE'VE FOUND CREATIVE SOLUTION IS BOARDS A SO I'M HAPPY THAT WE'VE FOUND CREATIVE SOLUTION IS BOARDS A BOARD TO KIND OF MOVE FORWARD CREATIVE SOLUTION IS BOARDS A BOARD TO KIND OF MOVE FORWARD CREATIVE SOLUTION IS BOARDS A BOARD TO KIND OF MOVE FORWARD WITH GETTING THEM A NEW BOARD TO KIND OF MOVE FORWARD WITH GETTING THEM A NEW BOARD TO KIND OF MOVE FORWARD WITH GETTING THEM A NEW LEARNING ENVIRONMENT I LEAN WITH GETTING

125THEM A NEW LEARNING ENVIRONMENT I LEAN WITH GETTING THEM A NEW LEARNING ENVIRONMENT I LEAN TOWARDS PREFERRING TO PRE-K LEARNING ENVIRONMENT I LEAN TOWARDS PREFERRING TO PRE-K LEARNING ENVIRONMENT I LEAN TOWARDS PREFERRING TO PRE-K THROUGH FIVE SCHOOLS. TOWARDS PREFERRING TO PRE-K THROUGH FIVE SCHOOLS. TOWARDS PREFERRING TO PRE-K THROUGH FIVE SCHOOLS. BUT YOU KNOW AS MENTIONED THROUGH FIVE SCHOOLS. BUT YOU KNOW AS MENTIONED THROUGH FIVE SCHOOLS. BUT YOU KNOW AS MENTIONED FAMOUS WEEMS IT WEEMS, IT SAYS BUT YOU KNOW AS MENTIONED FAMOUS WEEMS IT WEEMS, IT SAYS BUT YOU KNOW AS MENTIONED FAMOUS WEEMS IT WEEMS, IT SAYS THINGS TO CONSIDER COSTING FAMOUS WEEMS IT WEEMS, IT SAYS THINGS TO CONSIDER COSTING FAMOUS WEEMS IT WEEMS, IT SAYS THINGS TO CONSIDER COSTING BUILDING EDITIONS AND THINGS TO CONSIDER COSTING BUILDING EDITIONS AND THINGS TO CONSIDER COSTING

126BUILDING EDITIONS AND ALTERATIONS AND YOU KNOW, IF BUILDING EDITIONS AND ALTERATIONS AND YOU KNOW, IF BUILDING EDITIONS AND ALTERATIONS AND YOU KNOW, IF THOSE ARE MINIMAL AND I DON'T ALTERATIONS AND YOU KNOW, IF THOSE ARE MINIMAL AND I DON'T ALTERATIONS AND YOU KNOW, IF THOSE ARE MINIMAL AND I DON'T REALLY KNOW THAT THAT'S MUCH THOSE ARE MINIMAL AND I DON'T REALLY KNOW THAT THAT'S MUCH THOSE ARE MINIMAL AND I DON'T REALLY KNOW THAT THAT'S MUCH OF A THING TO CONSIDER BUT IF REALLY KNOW THAT THAT'S MUCH OF A THING TO CONSIDER BUT IF REALLY KNOW THAT THAT'S MUCH OF A THING TO CONSIDER BUT IF IT IS DOUBLE LIKE MR. JAMES OF A THING TO CONSIDER BUT IF IT IS DOUBLE LIKE MR. JAMES OF A THING TO CONSIDER BUT IF IT IS DOUBLE LIKE

127MR. JAMES MENTIONED, I THINK THAT I WOULD IT IS DOUBLE LIKE MR. JAMES MENTIONED, I THINK THAT I WOULD IT IS DOUBLE LIKE MR. JAMES MENTIONED, I THINK THAT I WOULD WANT TO BE ABLE TO TAKE A LOOK MENTIONED, I THINK THAT I WOULD WANT TO BE ABLE TO TAKE A LOOK MENTIONED, I THINK THAT I WOULD WANT TO BE ABLE TO TAKE A LOOK AT BOTH OPTIONS AND WHAT THOSE WANT TO BE ABLE TO TAKE A LOOK AT BOTH OPTIONS AND WHAT THOSE WANT TO BE ABLE TO TAKE A LOOK AT BOTH OPTIONS AND WHAT THOSE ENTAIL I DON'T IMAGINE THAT AT BOTH OPTIONS AND WHAT THOSE ENTAIL I DON'T IMAGINE THAT AT BOTH OPTIONS AND WHAT THOSE ENTAIL I DON'T IMAGINE THAT THEY WOULD BE BASED ON THE FACT ENTAIL I DON'T IMAGINE

128THAT THEY WOULD BE BASED ON THE FACT ENTAIL I DON'T IMAGINE THAT THEY WOULD BE BASED ON THE FACT THAT YOU HAVE ALREADY THEY WOULD BE BASED ON THE FACT THAT YOU HAVE ALREADY THEY WOULD BE BASED ON THE FACT THAT YOU HAVE ALREADY ELEMENTARY STUDENTS ATTENDING THAT YOU HAVE ALREADY ELEMENTARY STUDENTS ATTENDING THAT YOU HAVE ALREADY ELEMENTARY STUDENTS ATTENDING BOTH OF THOSE SCHOOLS. ELEMENTARY STUDENTS ATTENDING BOTH OF THOSE SCHOOLS. ELEMENTARY STUDENTS ATTENDING BOTH OF THOSE SCHOOLS. BUT I DO THINK THAT I WOULD BOTH OF THOSE SCHOOLS. BUT I DO THINK THAT I WOULD BOTH OF THOSE SCHOOLS. BUT I DO THINK THAT I WOULD LIKE TO BE COGNIZANT OF THIS. BUT I DO THINK THAT I WOULD LIKE TO BE COGNIZANT OF THIS. BUT I DO THINK THAT I WOULD LIKE TO BE COGNIZANT

129OF THIS. BUT YOU KNOW ALL THINGS THE LIKE TO BE COGNIZANT OF THIS. BUT YOU KNOW ALL THINGS THE LIKE TO BE COGNIZANT OF THIS. BUT YOU KNOW ALL THINGS THE SAME I WOULD PREFER A PRE-K BUT YOU KNOW ALL THINGS THE SAME I WOULD PREFER A PRE-K BUT YOU KNOW ALL THINGS THE SAME I WOULD PREFER A PRE-K THROUGH FIVE ESPECIALLY SINCE SAME I WOULD PREFER A PRE-K THROUGH FIVE ESPECIALLY SINCE SAME I WOULD PREFER A PRE-K THROUGH FIVE ESPECIALLY SINCE DATA TO SUPPORT THAT THAT'S THROUGH FIVE ESPECIALLY SINCE DATA TO SUPPORT THAT THAT'S THROUGH FIVE ESPECIALLY SINCE DATA TO SUPPORT THAT THAT'S WHAT'S BEST FOR OUR STUDENTS. DATA TO SUPPORT THAT THAT'S WHAT'S BEST FOR OUR STUDENTS. DATA TO SUPPORT THAT THAT'S WHAT'S BEST FOR OUR STUDENTS. SO THANK YOU. WHAT'S BEST FOR

130OUR STUDENTS. SO THANK YOU. WHAT'S BEST FOR OUR STUDENTS. SO THANK YOU. APPRECIATE IT RIGHT WE ARE. SO THANK YOU. APPRECIATE IT RIGHT WE ARE. SO THANK YOU. APPRECIATE IT RIGHT WE ARE. WE ARE NOW ON TO BUDGET APPRECIATE IT RIGHT WE ARE. WE ARE NOW ON TO BUDGET APPRECIATE IT RIGHT WE ARE. WE ARE NOW ON TO BUDGET WORKSHOP PRESENTATION NUMBER WE ARE NOW ON TO BUDGET WORKSHOP PRESENTATION NUMBER WE ARE NOW ON TO BUDGET WORKSHOP PRESENTATION NUMBER TWO AND I WELCOME CRYSTAL PATE WORKSHOP PRESENTATION NUMBER TWO AND I WELCOME CRYSTAL PATE WORKSHOP PRESENTATION NUMBER TWO AND I WELCOME CRYSTAL PATE GOOD AFTERNOON GENTLEMEN BROWN TWO AND I WELCOME CRYSTAL PATE GOOD AFTERNOON GENTLEMEN BROWN TWO AND I WELCOME CRYSTAL PATE GOOD AFTERNOON GENTLEMEN BROWN CHAIRWOMAN BROWN, VICE GOOD AFTERNOON GENTLEMEN BROWN CHAIRWOMAN BROWN,

131VICE GOOD AFTERNOON GENTLEMEN BROWN CHAIRWOMAN BROWN, VICE CHAIRWOMAN AND SCHOOL REMEMBERS CHAIRWOMAN BROWN, VICE CHAIRWOMAN AND SCHOOL REMEMBERS CHAIRWOMAN BROWN, VICE CHAIRWOMAN AND SCHOOL REMEMBERS DR. ROBERTS AND SO IS YOUR CHAIRWOMAN AND SCHOOL REMEMBERS DR. ROBERTS AND SO IS YOUR CHAIRWOMAN AND SCHOOL REMEMBERS DR. ROBERTS AND SO IS YOUR WOMAN BROWN JUST SAID THIS IS DR. ROBERTS AND SO IS YOUR WOMAN BROWN JUST SAID THIS IS DR. ROBERTS AND SO IS YOUR WOMAN BROWN JUST SAID THIS IS OUR SECOND BUDGET WORKSHOP WOMAN BROWN JUST SAID THIS IS OUR SECOND BUDGET WORKSHOP WOMAN BROWN JUST SAID THIS IS OUR SECOND BUDGET WORKSHOP PRESENTATION. OUR SECOND BUDGET WORKSHOP PRESENTATION. OUR SECOND BUDGET WORKSHOP PRESENTATION. THE AGENDA BE THE AGENDA THIS PRESENTATION. THE AGENDA BE THE AGENDA THIS PRESENTATION. THE AGENDA BE THE AGENDA THIS PRESENTATION ON THIS

132SLIDE THE AGENDA BE THE AGENDA THIS PRESENTATION ON THIS SLIDE THE AGENDA BE THE AGENDA THIS PRESENTATION ON THIS SLIDE SIMILAR FORMAT AS THE LAST PRESENTATION ON THIS SLIDE SIMILAR FORMAT AS THE LAST PRESENTATION ON THIS SLIDE SIMILAR FORMAT AS THE LAST BUDGET WORKSHOP WE WILL SIMILAR FORMAT AS THE LAST BUDGET WORKSHOP WE WILL SIMILAR FORMAT AS THE LAST BUDGET WORKSHOP WE WILL COVER SCHOOL BOARD MEMBERS BUDGET WORKSHOP WE WILL COVER SCHOOL BOARD MEMBERS BUDGET WORKSHOP WE WILL COVER SCHOOL BOARD MEMBERS QUESTIONS AND RESPONSES AND COVER SCHOOL BOARD MEMBERS QUESTIONS AND RESPONSES AND COVER SCHOOL BOARD MEMBERS QUESTIONS AND RESPONSES AND THEN WE WILL PROVIDE YOU AN QUESTIONS AND RESPONSES AND THEN WE WILL PROVIDE YOU AN QUESTIONS AND RESPONSES AND THEN WE WILL PROVIDE YOU AN UPDATE ON THE STATE'S BUDGET THEN WE WILL

133PROVIDE YOU AN UPDATE ON THE STATE'S BUDGET THEN WE WILL PROVIDE YOU AN UPDATE ON THE STATE'S BUDGET SINCE THE GENERAL ASSEMBLY UPDATE ON THE STATE'S BUDGET SINCE THE GENERAL ASSEMBLY UPDATE ON THE STATE'S BUDGET SINCE THE GENERAL ASSEMBLY ADJOURNED ITS TWENTY TWENTY SINCE THE GENERAL ASSEMBLY ADJOURNED ITS TWENTY TWENTY SINCE THE GENERAL ASSEMBLY ADJOURNED ITS TWENTY TWENTY FIVE SESSION ON SATURDAY ADJOURNED ITS TWENTY TWENTY FIVE SESSION ON SATURDAY ADJOURNED ITS TWENTY TWENTY FIVE SESSION ON SATURDAY PROVIDE YOU WITH SOME FIVE SESSION ON SATURDAY PROVIDE YOU WITH SOME FIVE SESSION ON SATURDAY PROVIDE YOU WITH SOME CONSIDERATIONS FOR POTENTIAL PROVIDE YOU WITH SOME CONSIDERATIONS FOR POTENTIAL PROVIDE YOU WITH SOME CONSIDERATIONS FOR POTENTIAL ADDITIONAL STATE FUNDING AND CONSIDERATIONS FOR POTENTIAL ADDITIONAL STATE FUNDING AND CONSIDERATIONS FOR POTENTIAL ADDITIONAL STATE FUNDING AND THEN OPEN IT UP

134FOR QUESTIONS ADDITIONAL STATE FUNDING AND THEN OPEN IT UP FOR QUESTIONS ADDITIONAL STATE FUNDING AND THEN OPEN IT UP FOR QUESTIONS OR DISCUSSIONS. THEN OPEN IT UP FOR QUESTIONS OR DISCUSSIONS. THEN OPEN IT UP FOR QUESTIONS OR DISCUSSIONS. NO. OR DISCUSSIONS. NO. OR DISCUSSIONS. NO. ALL RIGHT. NO. ALL RIGHT. NO. ALL RIGHT. SO HOPEFULLY THIS FIRST ALL RIGHT. SO HOPEFULLY THIS FIRST ALL RIGHT. SO HOPEFULLY THIS FIRST QUESTION THAT WE HAVE WAS IS SO HOPEFULLY THIS FIRST QUESTION THAT WE HAVE WAS IS SO HOPEFULLY THIS FIRST QUESTION THAT WE HAVE WAS IS INCORRECT UNDERSTANDING THAT QUESTION THAT WE HAVE WAS IS INCORRECT UNDERSTANDING THAT QUESTION THAT WE HAVE WAS IS INCORRECT UNDERSTANDING THAT UNDERSTANDING THAT NONE OF THE INCORRECT UNDERSTANDING THAT UNDERSTANDING THAT NONE OF THE INCORRECT UNDERSTANDING THAT UNDERSTANDING THAT NONE OF THE REVENUE

135SOURCES LISTED ON PAGE UNDERSTANDING THAT NONE OF THE REVENUE SOURCES LISTED ON PAGE UNDERSTANDING THAT NONE OF THE REVENUE SOURCES LISTED ON PAGE 19 OF THIS YEAR SEE REPORT ARE REVENUE SOURCES LISTED ON PAGE 19 OF THIS YEAR SEE REPORT ARE REVENUE SOURCES LISTED ON PAGE 19 OF THIS YEAR SEE REPORT ARE ASSOCIATED WITH ANY OF THE 19 OF THIS YEAR SEE REPORT ARE ASSOCIATED WITH ANY OF THE 19 OF THIS YEAR SEE REPORT ARE ASSOCIATED WITH ANY OF THE RESOURCES REFUNDING THE SIPI ASSOCIATED WITH ANY OF THE RESOURCES REFUNDING THE SIPI ASSOCIATED WITH ANY OF THE RESOURCES REFUNDING THE SIPI RELATED PROJECTS AND SO THAT IS RESOURCES REFUNDING THE SIPI RELATED PROJECTS AND SO THAT IS RESOURCES REFUNDING THE SIPI RELATED PROJECTS AND SO THAT IS CORRECT THE LOCAL REVENUE FROM RELATED PROJECTS AND

136SO THAT IS CORRECT THE LOCAL REVENUE FROM RELATED PROJECTS AND SO THAT IS CORRECT THE LOCAL REVENUE FROM THE CITY'S REVENUE SHARING CORRECT THE LOCAL REVENUE FROM THE CITY'S REVENUE SHARING CORRECT THE LOCAL REVENUE FROM THE CITY'S REVENUE SHARING FORMULA OF FOUR HUNDRED AND THE CITY'S REVENUE SHARING FORMULA OF FOUR HUNDRED AND THE CITY'S REVENUE SHARING FORMULA OF FOUR HUNDRED AND NINETY THREE MILLION NINE FORMULA OF FOUR HUNDRED AND NINETY THREE MILLION NINE FORMULA OF FOUR HUNDRED AND NINETY THREE MILLION NINE THIRTY THREE THOUSAND THREE NINETY THREE MILLION NINE THIRTY THREE THOUSAND THREE NINETY THREE MILLION NINE THIRTY THREE THOUSAND THREE HUNDRED AND FORTY DOLLARS ON THIRTY THREE THOUSAND THREE HUNDRED AND FORTY DOLLARS ON THIRTY THREE THOUSAND THREE HUNDRED AND FORTY DOLLARS ON PAGE 19 HAS ALREADY BEEN HUNDRED AND FORTY DOLLARS ON PAGE

13719 HAS ALREADY BEEN HUNDRED AND FORTY DOLLARS ON PAGE 19 HAS ALREADY BEEN REDUCED BY THE DEBT SERVICE PAGE 19 HAS ALREADY BEEN REDUCED BY THE DEBT SERVICE PAGE 19 HAS ALREADY BEEN REDUCED BY THE DEBT SERVICE OF 50 MILLION SEVENTY ONE REDUCED BY THE DEBT SERVICE OF 50 MILLION SEVENTY ONE REDUCED BY THE DEBT SERVICE OF 50 MILLION SEVENTY ONE THOUSAND SIX HUNDRED ELEVEN OF 50 MILLION SEVENTY ONE THOUSAND SIX HUNDRED ELEVEN OF 50 MILLION SEVENTY ONE THOUSAND SIX HUNDRED ELEVEN DOLLARS AND PEGO OF FOUR THOUSAND SIX HUNDRED ELEVEN DOLLARS AND PEGO OF FOUR THOUSAND SIX HUNDRED ELEVEN DOLLARS AND PEGO OF FOUR MILLION DOLLARS AS SEEN AT THE DOLLARS AND PEGO OF FOUR MILLION DOLLARS AS SEEN AT THE DOLLARS AND PEGO OF FOUR MILLION DOLLARS AS SEEN AT THE BOTTOM PAGE TWENTY

138THE NEXT MILLION DOLLARS AS SEEN AT THE BOTTOM PAGE TWENTY THE NEXT MILLION DOLLARS AS SEEN AT THE BOTTOM PAGE TWENTY THE NEXT QUESTION WAS I REALIZED THAT BOTTOM PAGE TWENTY THE NEXT QUESTION WAS I REALIZED THAT BOTTOM PAGE TWENTY THE NEXT QUESTION WAS I REALIZED THAT NONE OF THE CIARA DATED QUESTION WAS I REALIZED THAT NONE OF THE CIARA DATED QUESTION WAS I REALIZED THAT NONE OF THE CIARA DATED RESOURCES SHOWN UP SHOW UP ON NONE OF THE CIARA DATED RESOURCES SHOWN UP SHOW UP ON NONE OF THE CIARA DATED RESOURCES SHOWN UP SHOW UP ON SLIDE TWO OF LAST NIGHT'S RESOURCES SHOWN UP SHOW UP ON SLIDE TWO OF LAST NIGHT'S RESOURCES SHOWN UP SHOW UP ON SLIDE TWO OF LAST NIGHT'S REPORT BUT I HAVE NEVER MADE SLIDE TWO OF LAST NIGHT'S

139REPORT BUT I HAVE NEVER MADE SLIDE TWO OF LAST NIGHT'S REPORT BUT I HAVE NEVER MADE THE DISTINCT THAT THEY ARE REPORT BUT I HAVE NEVER MADE THE DISTINCT THAT THEY ARE REPORT BUT I HAVE NEVER MADE THE DISTINCT THAT THEY ARE RESOURCES THAT ARE SEPARATE AND THE DISTINCT THAT THEY ARE RESOURCES THAT ARE SEPARATE AND THE DISTINCT THAT THEY ARE RESOURCES THAT ARE SEPARATE AND DISTINCT FROM ONE ANOTHER. RESOURCES THAT ARE SEPARATE AND DISTINCT FROM ONE ANOTHER. RESOURCES THAT ARE SEPARATE AND DISTINCT FROM ONE ANOTHER. PLEASE CONFIRM OR CLARIFY SO WE DISTINCT FROM ONE ANOTHER. PLEASE CONFIRM OR CLARIFY SO WE DISTINCT FROM ONE ANOTHER. PLEASE CONFIRM OR CLARIFY SO WE BELIEVE THAT YES LIED TO AND PLEASE CONFIRM OR CLARIFY SO WE BELIEVE THAT YES LIED TO AND PLEASE CONFIRM OR CLARIFY SO

140WE BELIEVE THAT YES LIED TO AND THIS IS OF THE DEBT SERVICE BELIEVE THAT YES LIED TO AND THIS IS OF THE DEBT SERVICE BELIEVE THAT YES LIED TO AND THIS IS OF THE DEBT SERVICE PRESENTATION IT SHOWS THE THIS IS OF THE DEBT SERVICE PRESENTATION IT SHOWS THE THIS IS OF THE DEBT SERVICE PRESENTATION IT SHOWS THE REVENUE SOURCES THAT FUND THE PRESENTATION IT SHOWS THE REVENUE SOURCES THAT FUND THE PRESENTATION IT SHOWS THE REVENUE SOURCES THAT FUND THE VIP CHARTER BONDS PRB BONDS REVENUE SOURCES THAT FUND THE VIP CHARTER BONDS PRB BONDS REVENUE SOURCES THAT FUND THE VIP CHARTER BONDS PRB BONDS PEGO INTERVIEW OF YEAR VIP CHARTER BONDS PRB BONDS PEGO INTERVIEW OF YEAR VIP CHARTER BONDS PRB BONDS PEGO INTERVIEW OF YEAR REVERSION FUNDS. PEGO INTERVIEW OF YEAR REVERSION FUNDS. PEGO

141INTERVIEW OF YEAR REVERSION FUNDS. THE SECOND REFLECTS THE REVERSION FUNDS. THE SECOND REFLECTS THE REVERSION FUNDS. THE SECOND REFLECTS THE EXPENSES INCURRED IN THE THE SECOND REFLECTS THE EXPENSES INCURRED IN THE THE SECOND REFLECTS THE EXPENSES INCURRED IN THE OPERATING BUDGET FOR THOSE EXPENSES INCURRED IN THE OPERATING BUDGET FOR THOSE EXPENSES INCURRED IN THE OPERATING BUDGET FOR THOSE CIPRIAN SOURCES THAT SERVICE ON OPERATING BUDGET FOR THOSE CIPRIAN SOURCES THAT SERVICE ON OPERATING BUDGET FOR THOSE CIPRIAN SOURCES THAT SERVICE ON THOSE BONDS CASH REPAY GO AND CIPRIAN SOURCES THAT SERVICE ON THOSE BONDS CASH REPAY GO AND CIPRIAN SOURCES THAT SERVICE ON THOSE BONDS CASH REPAY GO AND CASH FOR OF YEAR REVERSION THE THOSE BONDS CASH REPAY GO AND CASH FOR OF YEAR REVERSION THE THOSE BONDS CASH REPAY GO AND CASH FOR OF YEAR

142REVERSION THE NEXT QUESTION ON THIS SLIDE CASH FOR OF YEAR REVERSION THE NEXT QUESTION ON THIS SLIDE CASH FOR OF YEAR REVERSION THE NEXT QUESTION ON THIS SLIDE SAYS ON SLIDE THREE IN NEXT QUESTION ON THIS SLIDE SAYS ON SLIDE THREE IN NEXT QUESTION ON THIS SLIDE SAYS ON SLIDE THREE IN REFERENCE TO THE SECOND BULLET SAYS ON SLIDE THREE IN REFERENCE TO THE SECOND BULLET SAYS ON SLIDE THREE IN REFERENCE TO THE SECOND BULLET POINT UNDER THE SECTION DEALING REFERENCE TO THE SECOND BULLET POINT UNDER THE SECTION DEALING REFERENCE TO THE SECOND BULLET POINT UNDER THE SECTION DEALING PRB SHOULD THAT READ TYPICALLY POINT UNDER THE SECTION DEALING PRB SHOULD THAT READ TYPICALLY POINT UNDER THE SECTION DEALING PRB SHOULD THAT READ TYPICALLY USED FOR THE SHIP FUNDED PRB SHOULD THAT READ TYPICALLY USED

143FOR THE SHIP FUNDED PRB SHOULD THAT READ TYPICALLY USED FOR THE SHIP FUNDED PROJECTS? USED FOR THE SHIP FUNDED PROJECTS? USED FOR THE SHIP FUNDED PROJECTS? IF NOT, WHAT DOES IP STAND FOR PROJECTS? IF NOT, WHAT DOES IP STAND FOR PROJECTS? IF NOT, WHAT DOES IP STAND FOR ? IF NOT, WHAT DOES IP STAND FOR ? IF NOT, WHAT DOES IP STAND FOR ? SO NO IS NOT TYPICALLY USED FOR ? SO NO IS NOT TYPICALLY USED FOR ? SO NO IS NOT TYPICALLY USED FOR OUR SIPI FUNDED PROJECTS SO NO IS NOT TYPICALLY USED FOR OUR SIPI FUNDED PROJECTS SO NO IS NOT TYPICALLY USED FOR OUR SIPI FUNDED PROJECTS TYPICALLY TO TOURISM INVESTMENT OUR SIPI FUNDED PROJECTS TYPICALLY TO TOURISM INVESTMENT OUR SIPI FUNDED PROJECTS TYPICALLY TO TOURISM INVESTMENT PROGRAM FUNDS PROJECTS THAT

144TYPICALLY TO TOURISM INVESTMENT PROGRAM FUNDS PROJECTS THAT TYPICALLY TO TOURISM INVESTMENT PROGRAM FUNDS PROJECTS THAT SUPPORT ECONOMIC DEVELOPMENT PROGRAM FUNDS PROJECTS THAT SUPPORT ECONOMIC DEVELOPMENT PROGRAM FUNDS PROJECTS THAT SUPPORT ECONOMIC DEVELOPMENT AND TOURISM AND THAT RELATES TO SUPPORT ECONOMIC DEVELOPMENT AND TOURISM AND THAT RELATES TO SUPPORT ECONOMIC DEVELOPMENT AND TOURISM AND THAT RELATES TO THE CITY NOT THE SCHOOLS ON AND TOURISM AND THAT RELATES TO THE CITY NOT THE SCHOOLS ON AND TOURISM AND THAT RELATES TO THE CITY NOT THE SCHOOLS ON SLIDE FIVE IS THE INFORMATION THE CITY NOT THE SCHOOLS ON SLIDE FIVE IS THE INFORMATION THE CITY NOT THE SCHOOLS ON SLIDE FIVE IS THE INFORMATION SHOWN INTENDED TO REPRESENT THE SLIDE FIVE IS THE INFORMATION SHOWN INTENDED TO REPRESENT THE SLIDE FIVE IS THE INFORMATION SHOWN INTENDED TO REPRESENT THE TRANSFER

145OF MONEYS FROM AT THIS SHOWN INTENDED TO REPRESENT THE TRANSFER OF MONEYS FROM AT THIS SHOWN INTENDED TO REPRESENT THE TRANSFER OF MONEYS FROM AT THIS CITY REFERS TO AS THEIR GENERAL TRANSFER OF MONEYS FROM AT THIS CITY REFERS TO AS THEIR GENERAL TRANSFER OF MONEYS FROM AT THIS CITY REFERS TO AS THEIR GENERAL TO WHAT THE SCHOOL SYSTEM CITY REFERS TO AS THEIR GENERAL TO WHAT THE SCHOOL SYSTEM CITY REFERS TO AS THEIR GENERAL TO WHAT THE SCHOOL SYSTEM REFERS TO AS THEIR OPERATING TO WHAT THE SCHOOL SYSTEM REFERS TO AS THEIR OPERATING TO WHAT THE SCHOOL SYSTEM REFERS TO AS THEIR OPERATING FUND. REFERS TO AS THEIR OPERATING FUND. REFERS TO AS THEIR OPERATING FUND. IF SO WHY IS THE AMOUNT THAT FUND. IF SO WHY IS THE AMOUNT THAT FUND. IF SO

146WHY IS THE AMOUNT THAT THE SCHOOLS HAVE RECEIVED IN IF SO WHY IS THE AMOUNT THAT THE SCHOOLS HAVE RECEIVED IN IF SO WHY IS THE AMOUNT THAT THE SCHOOLS HAVE RECEIVED IN THE LINE FOR THE BUDGET GREATER THE SCHOOLS HAVE RECEIVED IN THE LINE FOR THE BUDGET GREATER THE SCHOOLS HAVE RECEIVED IN THE LINE FOR THE BUDGET GREATER THAN WHAT WAS AVAILABLE FROM THE LINE FOR THE BUDGET GREATER THAN WHAT WAS AVAILABLE FROM THE LINE FOR THE BUDGET GREATER THAN WHAT WAS AVAILABLE FROM THE CITY ALSO IF PEGO IS A CASH THAN WHAT WAS AVAILABLE FROM THE CITY ALSO IF PEGO IS A CASH THAN WHAT WAS AVAILABLE FROM THE CITY ALSO IF PEGO IS A CASH RESOURCE FOR FUNDING PURPOSES THE CITY ALSO IF PEGO IS A CASH RESOURCE FOR FUNDING PURPOSES THE

147CITY ALSO IF PEGO IS A CASH RESOURCE FOR FUNDING PURPOSES WHY IS IT SHOWN IS A NEGATIVE RESOURCE FOR FUNDING PURPOSES WHY IS IT SHOWN IS A NEGATIVE RESOURCE FOR FUNDING PURPOSES WHY IS IT SHOWN IS A NEGATIVE IN THE SPREADSHEET SO WE THINK WHY IS IT SHOWN IS A NEGATIVE IN THE SPREADSHEET SO WE THINK WHY IS IT SHOWN IS A NEGATIVE IN THE SPREADSHEET SO WE THINK ARE THE INITIAL QUESTION REFERS IN THE SPREADSHEET SO WE THINK ARE THE INITIAL QUESTION REFERS IN THE SPREADSHEET SO WE THINK ARE THE INITIAL QUESTION REFERS TO SLIDE FOUR AND THE SLIDE ARE THE INITIAL QUESTION REFERS TO SLIDE FOUR AND THE SLIDE ARE THE INITIAL QUESTION REFERS TO SLIDE FOUR AND THE SLIDE INCLUDES THE FISCAL YEAR TWENTY TO SLIDE FOUR AND THE SLIDE INCLUDES THE

148FISCAL YEAR TWENTY TO SLIDE FOUR AND THE SLIDE INCLUDES THE FISCAL YEAR TWENTY TWENTY FOUR BUDGET DATA FOR INCLUDES THE FISCAL YEAR TWENTY TWENTY FOUR BUDGET DATA FOR INCLUDES THE FISCAL YEAR TWENTY TWENTY FOUR BUDGET DATA FOR BOTH CITY IN SCHOOLS TO HELP TWENTY FOUR BUDGET DATA FOR BOTH CITY IN SCHOOLS TO HELP TWENTY FOUR BUDGET DATA FOR BOTH CITY IN SCHOOLS TO HELP ILLUSTRATE THE IMPACT THIS BOTH CITY IN SCHOOLS TO HELP ILLUSTRATE THE IMPACT THIS BOTH CITY IN SCHOOLS TO HELP ILLUSTRATE THE IMPACT THIS RELATIONSHIP ON THE OPERATING ILLUSTRATE THE IMPACT THIS RELATIONSHIP ON THE OPERATING ILLUSTRATE THE IMPACT THIS RELATIONSHIP ON THE OPERATING BUDGET. RELATIONSHIP ON THE OPERATING BUDGET. RELATIONSHIP ON THE OPERATING BUDGET. IT IS NOT REPRESENT THE BUDGET. IT IS NOT REPRESENT THE BUDGET. IT IS NOT REPRESENT THE TRANSFER

149OF MONEY FROM THE IT IS NOT REPRESENT THE TRANSFER OF MONEY FROM THE IT IS NOT REPRESENT THE TRANSFER OF MONEY FROM THE CITY'S GENERAL FUND TO SCHOOLS TRANSFER OF MONEY FROM THE CITY'S GENERAL FUND TO SCHOOLS TRANSFER OF MONEY FROM THE CITY'S GENERAL FUND TO SCHOOLS DIVISIONS OPERATING FUND. CITY'S GENERAL FUND TO SCHOOLS DIVISIONS OPERATING FUND. CITY'S GENERAL FUND TO SCHOOLS DIVISIONS OPERATING FUND. THE TWO COLUMNS ARE IN DIVISIONS OPERATING FUND. THE TWO COLUMNS ARE IN DIVISIONS OPERATING FUND. THE TWO COLUMNS ARE IN DEPENDENT THE INTENT OF THE THE TWO COLUMNS ARE IN DEPENDENT THE INTENT OF THE THE TWO COLUMNS ARE IN DEPENDENT THE INTENT OF THE SLIDE IS TO LOOK AT THE SCHOOLS DEPENDENT THE INTENT OF THE SLIDE IS TO LOOK AT THE SCHOOLS DEPENDENT THE INTENT OF THE SLIDE IS

150TO LOOK AT THE SCHOOLS PORTION SLIGHTLY OVER A BILLION SLIDE IS TO LOOK AT THE SCHOOLS PORTION SLIGHTLY OVER A BILLION SLIDE IS TO LOOK AT THE SCHOOLS PORTION SLIGHTLY OVER A BILLION DOLLARS IS BUDGETED AND PORTION SLIGHTLY OVER A BILLION DOLLARS IS BUDGETED AND PORTION SLIGHTLY OVER A BILLION DOLLARS IS BUDGETED AND ESTIMATED REVENUES THE CURRENT DOLLARS IS BUDGETED AND ESTIMATED REVENUES THE CURRENT DOLLARS IS BUDGETED AND ESTIMATED REVENUES THE CURRENT FISCAL YEAR TWENTY TWENTY FIVE ESTIMATED REVENUES THE CURRENT FISCAL YEAR TWENTY TWENTY FIVE ESTIMATED REVENUES THE CURRENT FISCAL YEAR TWENTY TWENTY FIVE IN TERMS OF THE IP THE SCHOOLS FISCAL YEAR TWENTY TWENTY FIVE IN TERMS OF THE IP THE SCHOOLS FISCAL YEAR TWENTY TWENTY FIVE IN TERMS OF THE IP THE SCHOOLS HAVE BUDGETED THREE MILLION TO IN TERMS OF THE IP

151THE SCHOOLS HAVE BUDGETED THREE MILLION TO IN TERMS OF THE IP THE SCHOOLS HAVE BUDGETED THREE MILLION TO BE APPROPRIATED VIP IN THE FORM HAVE BUDGETED THREE MILLION TO BE APPROPRIATED VIP IN THE FORM HAVE BUDGETED THREE MILLION TO BE APPROPRIATED VIP IN THE FORM OF PEGO FUNDS AND THAT BE APPROPRIATED VIP IN THE FORM OF PEGO FUNDS AND THAT BE APPROPRIATED VIP IN THE FORM OF PEGO FUNDS AND THAT REPRESENTS THE AMOUNT OF PEGO FUNDS AND THAT REPRESENTS THE AMOUNT OF PEGO FUNDS AND THAT REPRESENTS THE AMOUNT OF ESTIMATED REVENUES THE REPRESENTS THE AMOUNT OF ESTIMATED REVENUES THE REPRESENTS THE AMOUNT OF ESTIMATED REVENUES THE SCHOOL SENDS DIRECTLY TO THE C OF ESTIMATED REVENUES THE SCHOOL SENDS DIRECTLY TO THE C OF ESTIMATED REVENUES THE SCHOOL SENDS DIRECTLY TO THE C IP TO FIND

152APPROVE CAPITAL AND SCHOOL SENDS DIRECTLY TO THE C IP TO FIND APPROVE CAPITAL AND SCHOOL SENDS DIRECTLY TO THE C IP TO FIND APPROVE CAPITAL AND MAINTENANCE PROJECTS AND AND IP TO FIND APPROVE CAPITAL AND MAINTENANCE PROJECTS AND AND IP TO FIND APPROVE CAPITAL AND MAINTENANCE PROJECTS AND AND THERE'S THE 50 MILLION SEVENTY MAINTENANCE PROJECTS AND AND THERE'S THE 50 MILLION SEVENTY MAINTENANCE PROJECTS AND AND THERE'S THE 50 MILLION SEVENTY ONE THOUSAND SIX HUNDRED ELEVEN THERE'S THE 50 MILLION SEVENTY ONE THOUSAND SIX HUNDRED ELEVEN THERE'S THE 50 MILLION SEVENTY ONE THOUSAND SIX HUNDRED ELEVEN WHICH IS THE BUDGETED FOR THIS ONE THOUSAND SIX HUNDRED ELEVEN WHICH IS THE BUDGETED FOR THIS ONE THOUSAND SIX HUNDRED ELEVEN WHICH IS THE BUDGETED FOR THIS FISCAL YEAR FOR THE DEBT WHICH IS THE BUDGETED FOR THIS FISCAL YEAR

153FOR THE DEBT WHICH IS THE BUDGETED FOR THIS FISCAL YEAR FOR THE DEBT SERVICE OBLIGATION TO REPAY THE FISCAL YEAR FOR THE DEBT SERVICE OBLIGATION TO REPAY THE FISCAL YEAR FOR THE DEBT SERVICE OBLIGATION TO REPAY THE BONDS ISSUED FOR PROJECTED SERVICE OBLIGATION TO REPAY THE BONDS ISSUED FOR PROJECTED SERVICE OBLIGATION TO REPAY THE BONDS ISSUED FOR PROJECTED EXECUTION THROUGH THE SHIP THE BONDS ISSUED FOR PROJECTED EXECUTION THROUGH THE SHIP THE BONDS ISSUED FOR PROJECTED EXECUTION THROUGH THE SHIP THE REASON THAT THE PEGO IS AS A EXECUTION THROUGH THE SHIP THE REASON THAT THE PEGO IS AS A EXECUTION THROUGH THE SHIP THE REASON THAT THE PEGO IS AS A NEGATIVE IS DEAD SERVICE AND REASON THAT THE PEGO IS AS A NEGATIVE IS DEAD SERVICE AND REASON THAT THE PEGO IS AS A NEGATIVE

154IS DEAD SERVICE AND PEGO ARE TAKEN OFF A TOP OF OUR NEGATIVE IS DEAD SERVICE AND PEGO ARE TAKEN OFF A TOP OF OUR NEGATIVE IS DEAD SERVICE AND PEGO ARE TAKEN OFF A TOP OF OUR OPERATING BUDGET BEFORE WE DO PEGO ARE TAKEN OFF A TOP OF OUR OPERATING BUDGET BEFORE WE DO PEGO ARE TAKEN OFF A TOP OF OUR OPERATING BUDGET BEFORE WE DO ANYTHING ELSE THOSE ARE THE OPERATING BUDGET BEFORE WE DO ANYTHING ELSE THOSE ARE THE OPERATING BUDGET BEFORE WE DO ANYTHING ELSE THOSE ARE THE FIRST THINGS THAT WE HAVE TO TO ANYTHING ELSE THOSE ARE THE FIRST THINGS THAT WE HAVE TO TO ANYTHING ELSE THOSE ARE THE FIRST THINGS THAT WE HAVE TO TO ACCOUNT FOR THIS QUESTION FIRST THINGS THAT WE HAVE TO TO ACCOUNT FOR THIS QUESTION

155FIRST THINGS THAT WE HAVE TO TO ACCOUNT FOR THIS QUESTION RELATES TO A STUDENT ACTIVITIES ACCOUNT FOR THIS QUESTION RELATES TO A STUDENT ACTIVITIES ACCOUNT FOR THIS QUESTION RELATES TO A STUDENT ACTIVITIES SLIDE SIX ON THE BIGGEST RELATES TO A STUDENT ACTIVITIES SLIDE SIX ON THE BIGGEST RELATES TO A STUDENT ACTIVITIES SLIDE SIX ON THE BIGGEST CAUTIOUS FIVE EXAMPLES THAT I SLIDE SIX ON THE BIGGEST CAUTIOUS FIVE EXAMPLES THAT I SLIDE SIX ON THE BIGGEST CAUTIOUS FIVE EXAMPLES THAT I HAVE A TOTAL EXPENSE FIVE CAUTIOUS FIVE EXAMPLES THAT I HAVE A TOTAL EXPENSE FIVE CAUTIOUS FIVE EXAMPLES THAT I HAVE A TOTAL EXPENSE FIVE MILLION THIRTY FOUR THOUSAND HAVE A TOTAL EXPENSE FIVE MILLION THIRTY FOUR THOUSAND HAVE A TOTAL EXPENSE FIVE MILLION THIRTY FOUR THOUSAND FOUR HUNDRED AND SEVENTY SEVEN MILLION THIRTY FOUR THOUSAND

156FOUR HUNDRED AND SEVENTY SEVEN MILLION THIRTY FOUR THOUSAND FOUR HUNDRED AND SEVENTY SEVEN DOLLARS AND YET ON SLIDE 15 YOU FOUR HUNDRED AND SEVENTY SEVEN DOLLARS AND YET ON SLIDE 15 YOU FOUR HUNDRED AND SEVENTY SEVEN DOLLARS AND YET ON SLIDE 15 YOU STATE THAT THE TOTAL COST YOU DOLLARS AND YET ON SLIDE 15 YOU STATE THAT THE TOTAL COST YOU DOLLARS AND YET ON SLIDE 15 YOU STATE THAT THE TOTAL COST YOU RUN STUDENT ACTIVITY PROGRAMS STATE THAT THE TOTAL COST YOU RUN STUDENT ACTIVITY PROGRAMS STATE THAT THE TOTAL COST YOU RUN STUDENT ACTIVITY PROGRAMS IS SIX MILLION ONE HUNDRED RUN STUDENT ACTIVITY PROGRAMS IS SIX MILLION ONE HUNDRED RUN STUDENT ACTIVITY PROGRAMS IS SIX MILLION ONE HUNDRED SEVENTY THOUSAND FOUR HUNDRED IS SIX MILLION ONE HUNDRED SEVENTY THOUSAND FOUR HUNDRED IS SIX MILLION

157ONE HUNDRED SEVENTY THOUSAND FOUR HUNDRED AND THIRTY NINE DOLLARS WHICH SEVENTY THOUSAND FOUR HUNDRED AND THIRTY NINE DOLLARS WHICH SEVENTY THOUSAND FOUR HUNDRED AND THIRTY NINE DOLLARS WHICH IS A DIFFERENCE OF ONE MILLION AND THIRTY NINE DOLLARS WHICH IS A DIFFERENCE OF ONE MILLION AND THIRTY NINE DOLLARS WHICH IS A DIFFERENCE OF ONE MILLION ONE HUNDRED THIRTY FIVE IS A DIFFERENCE OF ONE MILLION ONE HUNDRED THIRTY FIVE IS A DIFFERENCE OF ONE MILLION ONE HUNDRED THIRTY FIVE THOUSAND NINE HUNDRED AND SIXTY ONE HUNDRED THIRTY FIVE THOUSAND NINE HUNDRED AND SIXTY ONE HUNDRED THIRTY FIVE THOUSAND NINE HUNDRED AND SIXTY TWO DOLLARS RESULTING IN A 23 THOUSAND NINE HUNDRED AND SIXTY TWO DOLLARS RESULTING IN A 23 THOUSAND NINE HUNDRED AND SIXTY TWO DOLLARS RESULTING IN A 23 PERCENT INCREASE AND MINUS TWO DOLLARS RESULTING IN

158A 23 PERCENT INCREASE AND MINUS TWO DOLLARS RESULTING IN A 23 PERCENT INCREASE AND MINUS UNDERSTANDING THE INFORMATION PERCENT INCREASE AND MINUS UNDERSTANDING THE INFORMATION PERCENT INCREASE AND MINUS UNDERSTANDING THE INFORMATION SHOWN. UNDERSTANDING THE INFORMATION SHOWN. UNDERSTANDING THE INFORMATION SHOWN. SO THE BIGGEST COST SLIDE SHOWS SHOWN. SO THE BIGGEST COST SLIDE SHOWS SHOWN. SO THE BIGGEST COST SLIDE SHOWS ONLY THE TOP FIVE EXPENSES IN SO THE BIGGEST COST SLIDE SHOWS ONLY THE TOP FIVE EXPENSES IN SO THE BIGGEST COST SLIDE SHOWS ONLY THE TOP FIVE EXPENSES IN THE STUDENT ACTIVITIES BUDGET ONLY THE TOP FIVE EXPENSES IN THE STUDENT ACTIVITIES BUDGET ONLY THE TOP FIVE EXPENSES IN THE STUDENT ACTIVITIES BUDGET THERE ARE SEVERAL OTHER COSTS THE STUDENT ACTIVITIES BUDGET THERE ARE SEVERAL OTHER COSTS THE STUDENT ACTIVITIES BUDGET THERE ARE SEVERAL OTHER COSTS THAT

159MAKE UP THE OVERALL THERE ARE SEVERAL OTHER COSTS THAT MAKE UP THE OVERALL THERE ARE SEVERAL OTHER COSTS THAT MAKE UP THE OVERALL STUDENT ACTIVITIES BUDGET THAT MAKE UP THE OVERALL STUDENT ACTIVITIES BUDGET THAT MAKE UP THE OVERALL STUDENT ACTIVITIES BUDGET OF SIX MILLION ONE HUNDRED AND STUDENT ACTIVITIES BUDGET OF SIX MILLION ONE HUNDRED AND STUDENT ACTIVITIES BUDGET OF SIX MILLION ONE HUNDRED AND SEVENTY THOUSAND FOUR 39 THE OF SIX MILLION ONE HUNDRED AND SEVENTY THOUSAND FOUR 39 THE OF SIX MILLION ONE HUNDRED AND SEVENTY THOUSAND FOUR 39 THE NINE. SEVENTY THOUSAND FOUR 39 THE NINE. SEVENTY THOUSAND FOUR 39 THE NINE. THE OTHER EXPENSE AREAS INCLUDE NINE. THE OTHER EXPENSE AREAS INCLUDE NINE. THE OTHER EXPENSE AREAS INCLUDE CUSTODIAL MEMBERSHIP DUES, THE OTHER EXPENSE AREAS INCLUDE CUSTODIAL MEMBERSHIP DUES, THE OTHER EXPENSE AREAS INCLUDE

160CUSTODIAL MEMBERSHIP DUES, INSURANCE TOURNAMENTS, CUSTODIAL MEMBERSHIP DUES, INSURANCE TOURNAMENTS, CUSTODIAL MEMBERSHIP DUES, INSURANCE TOURNAMENTS, INSTRUCTIONAL SUPPLIES COACHES INSURANCE TOURNAMENTS, INSTRUCTIONAL SUPPLIES COACHES INSURANCE TOURNAMENTS, INSTRUCTIONAL SUPPLIES COACHES CLINICS AND FACILITY AND INSTRUCTIONAL SUPPLIES COACHES CLINICS AND FACILITY AND INSTRUCTIONAL SUPPLIES COACHES CLINICS AND FACILITY AND FACILITY RENTALS SUCH AS THE CLINICS AND FACILITY AND FACILITY RENTALS SUCH AS THE CLINICS AND FACILITY AND FACILITY RENTALS SUCH AS THE SPORTS LEGS AND PORTABLE FACILITY RENTALS SUCH AS THE SPORTS LEGS AND PORTABLE FACILITY RENTALS SUCH AS THE SPORTS LEGS AND PORTABLE TOILETS IN SLIDES TEN THROUGH SPORTS LEGS AND PORTABLE TOILETS IN SLIDES TEN THROUGH SPORTS LEGS AND PORTABLE TOILETS IN SLIDES TEN THROUGH FIFTEEN IS AN ENTRY AT THE TOILETS IN SLIDES TEN THROUGH FIFTEEN IS AN ENTRY AT THE TOILETS IN SLIDES TEN THROUGH FIFTEEN IS AN ENTRY

161AT THE BOTTOM OF EACH SPREADSHEET THAT FIFTEEN IS AN ENTRY AT THE BOTTOM OF EACH SPREADSHEET THAT FIFTEEN IS AN ENTRY AT THE BOTTOM OF EACH SPREADSHEET THAT IS ENTITLED ALLOCATION VACANCY BOTTOM OF EACH SPREADSHEET THAT IS ENTITLED ALLOCATION VACANCY BOTTOM OF EACH SPREADSHEET THAT IS ENTITLED ALLOCATION VACANCY FUNDS DUE TO UNFILLED IS ENTITLED ALLOCATION VACANCY FUNDS DUE TO UNFILLED IS ENTITLED ALLOCATION VACANCY FUNDS DUE TO UNFILLED INSTRUCTIONAL AND UNIFIED STAFF FUNDS DUE TO UNFILLED INSTRUCTIONAL AND UNIFIED STAFF FUNDS DUE TO UNFILLED INSTRUCTIONAL AND UNIFIED STAFF POSITIONS PLEASE EXCUSE MY INSTRUCTIONAL AND UNIFIED STAFF POSITIONS PLEASE EXCUSE MY INSTRUCTIONAL AND UNIFIED STAFF POSITIONS PLEASE EXCUSE MY INFORMAL DESCRIPTION IT LEAVES POSITIONS PLEASE EXCUSE MY INFORMAL DESCRIPTION IT LEAVES POSITIONS PLEASE EXCUSE MY INFORMAL DESCRIPTION IT LEAVES THE IMPRESSION THAT THERE IS A INFORMAL DESCRIPTION IT

162LEAVES THE IMPRESSION THAT THERE IS A INFORMAL DESCRIPTION IT LEAVES THE IMPRESSION THAT THERE IS A BUCKET OF MONEY THAT IS THE IMPRESSION THAT THERE IS A BUCKET OF MONEY THAT IS THE IMPRESSION THAT THERE IS A BUCKET OF MONEY THAT IS AVAILABLE AS A RESOURCE DUE TO BUCKET OF MONEY THAT IS AVAILABLE AS A RESOURCE DUE TO BUCKET OF MONEY THAT IS AVAILABLE AS A RESOURCE DUE TO A HIRING THAT DID NOT TAKE AVAILABLE AS A RESOURCE DUE TO A HIRING THAT DID NOT TAKE AVAILABLE AS A RESOURCE DUE TO A HIRING THAT DID NOT TAKE PLACE AND THAT THESE DOLLARS A HIRING THAT DID NOT TAKE PLACE AND THAT THESE DOLLARS A HIRING THAT DID NOT TAKE PLACE AND THAT THESE DOLLARS CAN BE USED TO ADDRESS ANY PLACE AND THAT THESE DOLLARS

163CAN BE USED TO ADDRESS ANY PLACE AND THAT THESE DOLLARS CAN BE USED TO ADDRESS ANY NEEDS THAT EXIST IF THAT IS CAN BE USED TO ADDRESS ANY NEEDS THAT EXIST IF THAT IS CAN BE USED TO ADDRESS ANY NEEDS THAT EXIST IF THAT IS CORRECT WE ARE GROSSLY NEEDS THAT EXIST IF THAT IS CORRECT WE ARE GROSSLY NEEDS THAT EXIST IF THAT IS CORRECT WE ARE GROSSLY SIMPLISTIC EXPLANATION IS THAT CORRECT WE ARE GROSSLY SIMPLISTIC EXPLANATION IS THAT CORRECT WE ARE GROSSLY SIMPLISTIC EXPLANATION IS THAT THE SUM TOTAL OF ALL THOSE SIMPLISTIC EXPLANATION IS THAT THE SUM TOTAL OF ALL THOSE SIMPLISTIC EXPLANATION IS THAT THE SUM TOTAL OF ALL THOSE AVAILABLE DOLLARS OR IS THERE THE SUM TOTAL OF ALL THOSE AVAILABLE DOLLARS OR IS THERE THE SUM TOTAL OF ALL THOSE AVAILABLE

164DOLLARS OR IS THERE MORE DR. ROBERTSON SAID THE AVAILABLE DOLLARS OR IS THERE MORE DR. ROBERTSON SAID THE AVAILABLE DOLLARS OR IS THERE MORE DR. ROBERTSON SAID THE SCHOOL BOARD EMAIL ON SUNDAY MORE DR. ROBERTSON SAID THE SCHOOL BOARD EMAIL ON SUNDAY MORE DR. ROBERTSON SAID THE SCHOOL BOARD EMAIL ON SUNDAY FEBRUARY TWENTY THIRD AS SCHOOL BOARD EMAIL ON SUNDAY FEBRUARY TWENTY THIRD AS SCHOOL BOARD EMAIL ON SUNDAY FEBRUARY TWENTY THIRD AS RESPONSE TO THIS QUESTION THE FEBRUARY TWENTY THIRD AS RESPONSE TO THIS QUESTION THE FEBRUARY TWENTY THIRD AS RESPONSE TO THIS QUESTION THE ANSWER IS VERY LONG IT WILL BE RESPONSE TO THIS QUESTION THE ANSWER IS VERY LONG IT WILL BE RESPONSE TO THIS QUESTION THE ANSWER IS VERY LONG IT WILL BE INCLUDED ON THE BUDGET WEBSITE ANSWER IS VERY LONG IT

165WILL BE INCLUDED ON THE BUDGET WEBSITE ANSWER IS VERY LONG IT WILL BE INCLUDED ON THE BUDGET WEBSITE FOR ANYONE WHO WISHES TO REVIEW INCLUDED ON THE BUDGET WEBSITE FOR ANYONE WHO WISHES TO REVIEW INCLUDED ON THE BUDGET WEBSITE FOR ANYONE WHO WISHES TO REVIEW . FOR ANYONE WHO WISHES TO REVIEW . FOR ANYONE WHO WISHES TO REVIEW . THE NEXT QUESTION IS WILL YOU . THE NEXT QUESTION IS WILL YOU . THE NEXT QUESTION IS WILL YOU EXPLAIN THE RELATIONSHIP THE NEXT QUESTION IS WILL YOU EXPLAIN THE RELATIONSHIP THE NEXT QUESTION IS WILL YOU EXPLAIN THE RELATIONSHIP BETWEEN MTC AND PBS WHAT ARE EXPLAIN THE RELATIONSHIP BETWEEN MTC AND PBS WHAT ARE EXPLAIN THE RELATIONSHIP BETWEEN MTC AND PBS WHAT ARE THE REQUIREMENTS FROM DOWI AND BETWEEN MTC AND PBS WHAT ARE THE REQUIREMENTS

166FROM DOWI AND BETWEEN MTC AND PBS WHAT ARE THE REQUIREMENTS FROM DOWI AND HOW POSITIONS FALL UNDER NTSA THE REQUIREMENTS FROM DOWI AND HOW POSITIONS FALL UNDER NTSA THE REQUIREMENTS FROM DOWI AND HOW POSITIONS FALL UNDER NTSA AND THE SECOND THAT IS IN YOUR HOW POSITIONS FALL UNDER NTSA AND THE SECOND THAT IS IN YOUR HOW POSITIONS FALL UNDER NTSA AND THE SECOND THAT IS IN YOUR FEBRUARY YOUR FEBRUARY 17TH AND THE SECOND THAT IS IN YOUR FEBRUARY YOUR FEBRUARY 17TH AND THE SECOND THAT IS IN YOUR FEBRUARY YOUR FEBRUARY 17TH EMAIL YOU REFERENCED CENTRAL FEBRUARY YOUR FEBRUARY 17TH EMAIL YOU REFERENCED CENTRAL FEBRUARY YOUR FEBRUARY 17TH EMAIL YOU REFERENCED CENTRAL OFFICE STAFF SERVING INDIRECTLY EMAIL YOU REFERENCED CENTRAL OFFICE STAFF SERVING INDIRECTLY EMAIL YOU REFERENCED CENTRAL OFFICE STAFF SERVING INDIRECTLY IN SCHOOLS AS TEACHERS

167DISTANCE OFFICE STAFF SERVING INDIRECTLY IN SCHOOLS AS TEACHERS DISTANCE OFFICE STAFF SERVING INDIRECTLY IN SCHOOLS AS TEACHERS DISTANCE CUSTODIANS THE, FOOD SERVICES IN SCHOOLS AS TEACHERS DISTANCE CUSTODIANS THE, FOOD SERVICES IN SCHOOLS AS TEACHERS DISTANCE CUSTODIANS THE, FOOD SERVICES STAFF AND SECURITY ASSISTANCE CUSTODIANS THE, FOOD SERVICES STAFF AND SECURITY ASSISTANCE CUSTODIANS THE, FOOD SERVICES STAFF AND SECURITY ASSISTANCE WHEN TALKING OF CENTRAL OFFICE STAFF AND SECURITY ASSISTANCE WHEN TALKING OF CENTRAL OFFICE STAFF AND SECURITY ASSISTANCE WHEN TALKING OF CENTRAL OFFICE STAFF, I THE PUBLIC AND MOST WHEN TALKING OF CENTRAL OFFICE STAFF, I THE PUBLIC AND MOST WHEN TALKING OF CENTRAL OFFICE STAFF, I THE PUBLIC AND MOST SCHOOL BOARD MEMBERS ARE STAFF, I THE PUBLIC AND MOST SCHOOL BOARD MEMBERS ARE STAFF, I THE PUBLIC AND MOST SCHOOL BOARD MEMBERS ARE REFERRING TO DOWNTOWN SRB

168THERE SCHOOL BOARD MEMBERS ARE REFERRING TO DOWNTOWN SRB THERE SCHOOL BOARD MEMBERS ARE REFERRING TO DOWNTOWN SRB THERE IS A PERCEPTION OF BEING REFERRING TO DOWNTOWN SRB THERE IS A PERCEPTION OF BEING REFERRING TO DOWNTOWN SRB THERE IS A PERCEPTION OF BEING TOP-HEAVY IN THIS AREA PLEASE IS A PERCEPTION OF BEING TOP-HEAVY IN THIS AREA PLEASE IS A PERCEPTION OF BEING TOP-HEAVY IN THIS AREA PLEASE SHARE YOUR THOUGHTS AS IT TOP-HEAVY IN THIS AREA PLEASE SHARE YOUR THOUGHTS AS IT TOP-HEAVY IN THIS AREA PLEASE SHARE YOUR THOUGHTS AS IT RELATES TO OUR BUDGET AGAIN DR. SHARE YOUR THOUGHTS AS IT RELATES TO OUR BUDGET AGAIN DR. SHARE YOUR THOUGHTS AS IT RELATES TO OUR BUDGET AGAIN DR. ROBERT SINCE IN AN EMAIL TO THE RELATES TO OUR BUDGET AGAIN DR. ROBERT SINCE IN AN EMAIL

169TO THE RELATES TO OUR BUDGET AGAIN DR. ROBERT SINCE IN AN EMAIL TO THE SCHOOL BOARD ON SUNDAY FEBRUARY ROBERT SINCE IN AN EMAIL TO THE SCHOOL BOARD ON SUNDAY FEBRUARY ROBERT SINCE IN AN EMAIL TO THE SCHOOL BOARD ON SUNDAY FEBRUARY 20 THIRD AGAIN THE ANSWER IS SCHOOL BOARD ON SUNDAY FEBRUARY 20 THIRD AGAIN THE ANSWER IS SCHOOL BOARD ON SUNDAY FEBRUARY 20 THIRD AGAIN THE ANSWER IS VERY LONG AND IT WILL BE 20 THIRD AGAIN THE ANSWER IS VERY LONG AND IT WILL BE 20 THIRD AGAIN THE ANSWER IS VERY LONG AND IT WILL BE INCLUDED ON THE BUDGET WEBSITE VERY LONG AND IT WILL BE INCLUDED ON THE BUDGET WEBSITE VERY LONG AND IT WILL BE INCLUDED ON THE BUDGET WEBSITE FOR ANYONE ELSE THAT WISHES TO INCLUDED ON THE BUDGET WEBSITE

170FOR ANYONE ELSE THAT WISHES TO INCLUDED ON THE BUDGET WEBSITE FOR ANYONE ELSE THAT WISHES TO REVIEW THE NEXT QUESTION IS ARE FOR ANYONE ELSE THAT WISHES TO REVIEW THE NEXT QUESTION IS ARE FOR ANYONE ELSE THAT WISHES TO REVIEW THE NEXT QUESTION IS ARE THE PLANS AVAILABLE FOR STAFF REVIEW THE NEXT QUESTION IS ARE THE PLANS AVAILABLE FOR STAFF REVIEW THE NEXT QUESTION IS ARE THE PLANS AVAILABLE FOR STAFF OTHER THAN INSTRUCTORS AND A THE PLANS AVAILABLE FOR STAFF OTHER THAN INSTRUCTORS AND A THE PLANS AVAILABLE FOR STAFF OTHER THAN INSTRUCTORS AND A UNIFIED EMPLOYEES WHERE CAN WE OTHER THAN INSTRUCTORS AND A UNIFIED EMPLOYEES WHERE CAN WE OTHER THAN INSTRUCTORS AND A UNIFIED EMPLOYEES WHERE CAN WE FIND THE SALARY INFORMATION FOR UNIFIED EMPLOYEES WHERE CAN WE FIND THE SALARY INFORMATION FOR UNIFIED

171EMPLOYEES WHERE CAN WE FIND THE SALARY INFORMATION FOR PRINCIPALS ASSISTANT PRINCIPALS FIND THE SALARY INFORMATION FOR PRINCIPALS ASSISTANT PRINCIPALS FIND THE SALARY INFORMATION FOR PRINCIPALS ASSISTANT PRINCIPALS AND CENTRAL OFFICE STAFF? PRINCIPALS ASSISTANT PRINCIPALS AND CENTRAL OFFICE STAFF? PRINCIPALS ASSISTANT PRINCIPALS AND CENTRAL OFFICE STAFF? I'D TO SEE SOMETHING SIMILAR AND CENTRAL OFFICE STAFF? I'D TO SEE SOMETHING SIMILAR AND CENTRAL OFFICE STAFF? I'D TO SEE SOMETHING SIMILAR WITH THE NUMBER OF STAFF AND I'D TO SEE SOMETHING SIMILAR WITH THE NUMBER OF STAFF AND I'D TO SEE SOMETHING SIMILAR WITH THE NUMBER OF STAFF AND BRACKETS VIRGINIA BEACH CITY WITH THE NUMBER OF STAFF AND BRACKETS VIRGINIA BEACH CITY WITH THE NUMBER OF STAFF AND BRACKETS VIRGINIA BEACH CITY PUBLIC SCHOOLS UTILIZES TO BRACKETS VIRGINIA BEACH CITY PUBLIC SCHOOLS UTILIZES TO BRACKETS VIRGINIA BEACH CITY PUBLIC SCHOOLS UTILIZES

172TO EXPERIENCE STEP PAY SCALES THE PUBLIC SCHOOLS UTILIZES TO EXPERIENCE STEP PAY SCALES THE PUBLIC SCHOOLS UTILIZES TO EXPERIENCE STEP PAY SCALES THE INSTRUCTIONAL PAY SCALE FOR EXPERIENCE STEP PAY SCALES THE INSTRUCTIONAL PAY SCALE FOR EXPERIENCE STEP PAY SCALES THE INSTRUCTIONAL PAY SCALE FOR TEACHER RELATED POSITIONS AND INSTRUCTIONAL PAY SCALE FOR TEACHER RELATED POSITIONS AND INSTRUCTIONAL PAY SCALE FOR TEACHER RELATED POSITIONS AND THE UNIFIED PAY SCALE FOR ALL TEACHER RELATED POSITIONS AND THE UNIFIED PAY SCALE FOR ALL TEACHER RELATED POSITIONS AND THE UNIFIED PAY SCALE FOR ALL OTHER EMPLOYEES THE UNIFIED PAY THE UNIFIED PAY SCALE FOR ALL OTHER EMPLOYEES THE UNIFIED PAY THE UNIFIED PAY SCALE FOR ALL OTHER EMPLOYEES THE UNIFIED PAY SCALE INCLUDES BOTH SCHOOL OTHER EMPLOYEES THE UNIFIED PAY SCALE INCLUDES BOTH SCHOOL OTHER EMPLOYEES THE UNIFIED PAY SCALE INCLUDES BOTH

173SCHOOL BASED ROLES SUCH AS TEACHER SCALE INCLUDES BOTH SCHOOL BASED ROLES SUCH AS TEACHER SCALE INCLUDES BOTH SCHOOL BASED ROLES SUCH AS TEACHER ASSISTANTS, CUSTODIANS, BASED ROLES SUCH AS TEACHER ASSISTANTS, CUSTODIANS, BASED ROLES SUCH AS TEACHER ASSISTANTS, CUSTODIANS, CAFETERIA STAFF AND SECURITY ASSISTANTS, CUSTODIANS, CAFETERIA STAFF AND SECURITY ASSISTANTS, CUSTODIANS, CAFETERIA STAFF AND SECURITY ASSISTANCE AS WELL AS CENTRAL CAFETERIA STAFF AND SECURITY ASSISTANCE AS WELL AS CENTRAL CAFETERIA STAFF AND SECURITY ASSISTANCE AS WELL AS CENTRAL OFFICE AND SCHOOL BASED ASSISTANCE AS WELL AS CENTRAL OFFICE AND SCHOOL BASED ASSISTANCE AS WELL AS CENTRAL OFFICE AND SCHOOL BASED POSITIONS LIKE PSYCHOLOGIST, OFFICE AND SCHOOL BASED POSITIONS LIKE PSYCHOLOGIST, OFFICE AND SCHOOL BASED POSITIONS LIKE PSYCHOLOGIST, OCCUPATIONAL THERAPIST SCHOOL POSITIONS LIKE PSYCHOLOGIST, OCCUPATIONAL THERAPIST SCHOOL POSITIONS LIKE PSYCHOLOGIST, OCCUPATIONAL THERAPIST SCHOOL SOCIAL WORKERS AND ACADEMY OCCUPATIONAL THERAPIST SCHOOL

174SOCIAL WORKERS AND ACADEMY OCCUPATIONAL THERAPIST SCHOOL SOCIAL WORKERS AND ACADEMY COORDINATORS FOR PRINCIPLES AND SOCIAL WORKERS AND ACADEMY COORDINATORS FOR PRINCIPLES AND SOCIAL WORKERS AND ACADEMY COORDINATORS FOR PRINCIPLES AND ASSISTANT PRINCIPALS. COORDINATORS FOR PRINCIPLES AND ASSISTANT PRINCIPALS. COORDINATORS FOR PRINCIPLES AND ASSISTANT PRINCIPALS. PAY GRADES ARE TIERED HIGH ASSISTANT PRINCIPALS. PAY GRADES ARE TIERED HIGH ASSISTANT PRINCIPALS. PAY GRADES ARE TIERED HIGH SCHOOL LEVEL WITH PRINCIPALS PAY GRADES ARE TIERED HIGH SCHOOL LEVEL WITH PRINCIPALS PAY GRADES ARE TIERED HIGH SCHOOL LEVEL WITH PRINCIPALS STARTING AT UT TWENTY THREE SCHOOL LEVEL WITH PRINCIPALS STARTING AT UT TWENTY THREE SCHOOL LEVEL WITH PRINCIPALS STARTING AT UT TWENTY THREE ELEMENTARY SCHOOLS AND STARTING AT UT TWENTY THREE ELEMENTARY SCHOOLS AND STARTING AT UT TWENTY THREE ELEMENTARY SCHOOLS AND PROGRESSING TO YOU TWENTY FIVE ELEMENTARY SCHOOLS AND PROGRESSING TO YOU TWENTY

175FIVE ELEMENTARY SCHOOLS AND PROGRESSING TO YOU TWENTY FIVE FOR HIGH SCHOOLS WHILE PROGRESSING TO YOU TWENTY FIVE FOR HIGH SCHOOLS WHILE PROGRESSING TO YOU TWENTY FIVE FOR HIGH SCHOOLS WHILE ASSISTANT PRINCIPALS FALL FOR HIGH SCHOOLS WHILE ASSISTANT PRINCIPALS FALL FOR HIGH SCHOOLS WHILE ASSISTANT PRINCIPALS FALL BETWEEN YOU 20 AND YOU TWENTY ASSISTANT PRINCIPALS FALL BETWEEN YOU 20 AND YOU TWENTY ASSISTANT PRINCIPALS FALL BETWEEN YOU 20 AND YOU TWENTY TWO ADDITIONAL INFORMATION BETWEEN YOU 20 AND YOU TWENTY TWO ADDITIONAL INFORMATION BETWEEN YOU 20 AND YOU TWENTY TWO ADDITIONAL INFORMATION INCLUDING THE NUMBER TWO ADDITIONAL INFORMATION INCLUDING THE NUMBER TWO ADDITIONAL INFORMATION INCLUDING THE NUMBER OF EMPLOYEES PER BREAK PAY INCLUDING THE NUMBER OF EMPLOYEES PER BREAK PAY INCLUDING THE NUMBER OF EMPLOYEES PER BREAK PAY GRADE IS AVAILABLE WHEN OF EMPLOYEES PER BREAK PAY GRADE IS

176AVAILABLE WHEN OF EMPLOYEES PER BREAK PAY GRADE IS AVAILABLE WHEN THINKING OF EMPLOYEE ATTENTION. GRADE IS AVAILABLE WHEN THINKING OF EMPLOYEE ATTENTION. GRADE IS AVAILABLE WHEN THINKING OF EMPLOYEE ATTENTION. DO WE HAVE BONUSES? THINKING OF EMPLOYEE ATTENTION. DO WE HAVE BONUSES? THINKING OF EMPLOYEE ATTENTION. DO WE HAVE BONUSES? I WAS THINKING FIVE YEAR TENURE DO WE HAVE BONUSES? I WAS THINKING FIVE YEAR TENURE DO WE HAVE BONUSES? I WAS THINKING FIVE YEAR TENURE ETC. H.R. PROVIDED AN ARTICLE I WAS THINKING FIVE YEAR TENURE ETC. H.R. PROVIDED AN ARTICLE I WAS THINKING FIVE YEAR TENURE ETC. H.R. PROVIDED AN ARTICLE THAT SAID THE COST OF ACQUIRING ETC. H.R. PROVIDED AN ARTICLE THAT SAID THE COST OF ACQUIRING ETC. H.R. PROVIDED AN ARTICLE THAT SAID THE COST OF ACQUIRING NEW STAFF WAS AN AVERAGE THAT SAID THE

177COST OF ACQUIRING NEW STAFF WAS AN AVERAGE THAT SAID THE COST OF ACQUIRING NEW STAFF WAS AN AVERAGE OF ELEVEN THOUSAND DOLLARS NEW STAFF WAS AN AVERAGE OF ELEVEN THOUSAND DOLLARS NEW STAFF WAS AN AVERAGE OF ELEVEN THOUSAND DOLLARS GIVEN RETENTION MORE COST OF ELEVEN THOUSAND DOLLARS GIVEN RETENTION MORE COST OF ELEVEN THOUSAND DOLLARS GIVEN RETENTION MORE COST EFFECTIVE THEM RECRUITING I'D GIVEN RETENTION MORE COST EFFECTIVE THEM RECRUITING I'D GIVEN RETENTION MORE COST EFFECTIVE THEM RECRUITING I'D LOVE TO LEARN MORE ABOUT EFFECTIVE THEM RECRUITING I'D LOVE TO LEARN MORE ABOUT EFFECTIVE THEM RECRUITING I'D LOVE TO LEARN MORE ABOUT EFFECTIVE RETENTION STRATEGIES, LOVE TO LEARN MORE ABOUT EFFECTIVE RETENTION STRATEGIES, LOVE TO LEARN MORE ABOUT EFFECTIVE RETENTION STRATEGIES, PRIORITIZE WORK LIFE BALANCE A EFFECTIVE RETENTION STRATEGIES, PRIORITIZE WORK LIFE BALANCE A EFFECTIVE RETENTION STRATEGIES, PRIORITIZE

178WORK LIFE BALANCE A POSITIVE WORKPLACE CULTURE AND PRIORITIZE WORK LIFE BALANCE A POSITIVE WORKPLACE CULTURE AND PRIORITIZE WORK LIFE BALANCE A POSITIVE WORKPLACE CULTURE AND PROFESSIONAL GROWTH POSITIVE WORKPLACE CULTURE AND PROFESSIONAL GROWTH POSITIVE WORKPLACE CULTURE AND PROFESSIONAL GROWTH OPPORTUNITIES TO SUPPORT PROFESSIONAL GROWTH OPPORTUNITIES TO SUPPORT PROFESSIONAL GROWTH OPPORTUNITIES TO SUPPORT EMPLOYEES DBCP OFFERS VARIOUS OPPORTUNITIES TO SUPPORT EMPLOYEES DBCP OFFERS VARIOUS OPPORTUNITIES TO SUPPORT EMPLOYEES DBCP OFFERS VARIOUS LEAVE BENEFITS INCLUDING EMPLOYEES DBCP OFFERS VARIOUS LEAVE BENEFITS INCLUDING EMPLOYEES DBCP OFFERS VARIOUS LEAVE BENEFITS INCLUDING WELLNESS LEAVE HERSELF CARE LEAVE BENEFITS INCLUDING WELLNESS LEAVE HERSELF CARE LEAVE BENEFITS INCLUDING WELLNESS LEAVE HERSELF CARE SCHOOL VOLUNTEERING LEAVE FOR WELLNESS LEAVE HERSELF CARE SCHOOL VOLUNTEERING LEAVE FOR WELLNESS LEAVE HERSELF CARE SCHOOL VOLUNTEERING LEAVE FOR STUDENT STUDENT RELATED SCHOOL VOLUNTEERING LEAVE FOR STUDENT STUDENT RELATED SCHOOL VOLUNTEERING LEAVE FOR

179STUDENT STUDENT RELATED ACTIVITIES AND ADMINISTRATIVE STUDENT STUDENT RELATED ACTIVITIES AND ADMINISTRATIVE STUDENT STUDENT RELATED ACTIVITIES AND ADMINISTRATIVE LEAVE FOR EMERGENCIES AND ACTIVITIES AND ADMINISTRATIVE LEAVE FOR EMERGENCIES AND ACTIVITIES AND ADMINISTRATIVE LEAVE FOR EMERGENCIES AND DISASTERS. LEAVE FOR EMERGENCIES AND DISASTERS. LEAVE FOR EMERGENCIES AND DISASTERS. ADDITIONALLY, EMPLOYEES RECEIVE DISASTERS. ADDITIONALLY, EMPLOYEES RECEIVE DISASTERS. ADDITIONALLY, EMPLOYEES RECEIVE ADDITIONAL ANNUAL OR PERSONAL ADDITIONALLY, EMPLOYEES RECEIVE ADDITIONAL ANNUAL OR PERSONAL ADDITIONALLY, EMPLOYEES RECEIVE ADDITIONAL ANNUAL OR PERSONAL REASONS LEAVE TO RECOGNIZE ADDITIONAL ANNUAL OR PERSONAL REASONS LEAVE TO RECOGNIZE ADDITIONAL ANNUAL OR PERSONAL REASONS LEAVE TO RECOGNIZE MILESTONE YEARS OF SERVICE DBCP REASONS LEAVE TO RECOGNIZE MILESTONE YEARS OF SERVICE DBCP REASONS LEAVE TO RECOGNIZE MILESTONE YEARS OF SERVICE DBCP ALSO INVEST AND PROFESSIONAL MILESTONE YEARS OF SERVICE DBCP ALSO INVEST AND PROFESSIONAL MILESTONE YEARS OF SERVICE DBCP ALSO INVEST AND

180PROFESSIONAL DEVELOPMENT THROUGH MENTORING ALSO INVEST AND PROFESSIONAL DEVELOPMENT THROUGH MENTORING ALSO INVEST AND PROFESSIONAL DEVELOPMENT THROUGH MENTORING LEADERSHIP PATHWAYS AND DEVELOPMENT THROUGH MENTORING LEADERSHIP PATHWAYS AND DEVELOPMENT THROUGH MENTORING LEADERSHIP PATHWAYS AND STRUCTURED LEARNING PROGRAMS TO LEADERSHIP PATHWAYS AND STRUCTURED LEARNING PROGRAMS TO LEADERSHIP PATHWAYS AND STRUCTURED LEARNING PROGRAMS TO ENSURE EMPLOYEES WILL SUPPORTED STRUCTURED LEARNING PROGRAMS TO ENSURE EMPLOYEES WILL SUPPORTED STRUCTURED LEARNING PROGRAMS TO ENSURE EMPLOYEES WILL SUPPORTED AND VALUED ALL THEIR RETENTION ENSURE EMPLOYEES WILL SUPPORTED AND VALUED ALL THEIR RETENTION ENSURE EMPLOYEES WILL SUPPORTED AND VALUED ALL THEIR RETENTION BONUSES HAVE NOT BEEN PROVIDED AND VALUED ALL THEIR RETENTION BONUSES HAVE NOT BEEN PROVIDED AND VALUED ALL THEIR RETENTION BONUSES HAVE NOT BEEN PROVIDED FOR YEARS OF SERVICE RETENTION BONUSES HAVE NOT BEEN PROVIDED FOR YEARS OF SERVICE RETENTION BONUSES HAVE NOT BEEN PROVIDED FOR

181YEARS OF SERVICE RETENTION IS MOST SUCCESSFUL WHEN FOR YEARS OF SERVICE RETENTION IS MOST SUCCESSFUL WHEN FOR YEARS OF SERVICE RETENTION IS MOST SUCCESSFUL WHEN APPROACHED HOLISTICALLY IS MOST SUCCESSFUL WHEN APPROACHED HOLISTICALLY IS MOST SUCCESSFUL WHEN APPROACHED HOLISTICALLY FINANCIAL INCENTIVES COULD PLAY APPROACHED HOLISTICALLY FINANCIAL INCENTIVES COULD PLAY APPROACHED HOLISTICALLY FINANCIAL INCENTIVES COULD PLAY A ROLE FACTORS SUCH AS FINANCIAL INCENTIVES COULD PLAY A ROLE FACTORS SUCH AS FINANCIAL INCENTIVES COULD PLAY A ROLE FACTORS SUCH AS PROFESSIONAL DEVELOPMENT WORK A ROLE FACTORS SUCH AS PROFESSIONAL DEVELOPMENT WORK A ROLE FACTORS SUCH AS PROFESSIONAL DEVELOPMENT WORK LIFE BALANCE SUPPORTED POLICIES PROFESSIONAL DEVELOPMENT WORK LIFE BALANCE SUPPORTED POLICIES PROFESSIONAL DEVELOPMENT WORK LIFE BALANCE SUPPORTED POLICIES AND LEADERSHIP DRIVEN LIFE BALANCE SUPPORTED POLICIES AND LEADERSHIP DRIVEN LIFE BALANCE SUPPORTED POLICIES AND LEADERSHIP DRIVEN STRATEGIES ARE EQUALLY CRITICAL AND LEADERSHIP DRIVEN

182STRATEGIES ARE EQUALLY CRITICAL AND LEADERSHIP DRIVEN STRATEGIES ARE EQUALLY CRITICAL THE NEXT QUESTION IS I KNOW WE STRATEGIES ARE EQUALLY CRITICAL THE NEXT QUESTION IS I KNOW WE STRATEGIES ARE EQUALLY CRITICAL THE NEXT QUESTION IS I KNOW WE CHATTED ABOUT WE ARE MANDATE THE NEXT QUESTION IS I KNOW WE CHATTED ABOUT WE ARE MANDATE THE NEXT QUESTION IS I KNOW WE CHATTED ABOUT WE ARE MANDATE ARE MANDATE ARE WE MANDATED TO CHATTED ABOUT WE ARE MANDATE ARE MANDATE ARE WE MANDATED TO CHATTED ABOUT WE ARE MANDATE ARE MANDATE ARE WE MANDATED TO HOST SCHOOL BOARD MEETINGS ON ARE MANDATE ARE WE MANDATED TO HOST SCHOOL BOARD MEETINGS ON ARE MANDATE ARE WE MANDATED TO HOST SCHOOL BOARD MEETINGS ON PUBLIC ACCESS WITH STREAMING HOST SCHOOL BOARD MEETINGS ON PUBLIC ACCESS WITH STREAMING HOST SCHOOL BOARD

183MEETINGS ON PUBLIC ACCESS WITH STREAMING YOUTUBE FACEBOOK LIVE BE PUBLIC ACCESS WITH STREAMING YOUTUBE FACEBOOK LIVE BE PUBLIC ACCESS WITH STREAMING YOUTUBE FACEBOOK LIVE BE SUFFICIENT IN VIRGINIA THERE IS YOUTUBE FACEBOOK LIVE BE SUFFICIENT IN VIRGINIA THERE IS YOUTUBE FACEBOOK LIVE BE SUFFICIENT IN VIRGINIA THERE IS NO SPECIFIC LEGAL MANDATE SUFFICIENT IN VIRGINIA THERE IS NO SPECIFIC LEGAL MANDATE SUFFICIENT IN VIRGINIA THERE IS NO SPECIFIC LEGAL MANDATE REQUIRING SCHOOL BOARD MEETINGS NO SPECIFIC LEGAL MANDATE REQUIRING SCHOOL BOARD MEETINGS NO SPECIFIC LEGAL MANDATE REQUIRING SCHOOL BOARD MEETINGS TO BE BROADCAST ON TV HOWEVER REQUIRING SCHOOL BOARD MEETINGS TO BE BROADCAST ON TV HOWEVER REQUIRING SCHOOL BOARD MEETINGS TO BE BROADCAST ON TV HOWEVER THE VIRGINIA FREEDOM OF FREEDOM TO BE BROADCAST ON TV HOWEVER THE VIRGINIA FREEDOM OF FREEDOM TO BE BROADCAST ON TV HOWEVER THE

184VIRGINIA FREEDOM OF FREEDOM OF INFORMATION ACT MANDATES THE VIRGINIA FREEDOM OF FREEDOM OF INFORMATION ACT MANDATES THE VIRGINIA FREEDOM OF FREEDOM OF INFORMATION ACT MANDATES THAT ALL PUBLIC BODY MEETINGS OF INFORMATION ACT MANDATES THAT ALL PUBLIC BODY MEETINGS OF INFORMATION ACT MANDATES THAT ALL PUBLIC BODY MEETINGS INCLUDING SCHOOL BOARD MEETINGS THAT ALL PUBLIC BODY MEETINGS INCLUDING SCHOOL BOARD MEETINGS THAT ALL PUBLIC BODY MEETINGS INCLUDING SCHOOL BOARD MEETINGS MUST OPEN TO THE PUBLIC. INCLUDING SCHOOL BOARD MEETINGS MUST OPEN TO THE PUBLIC. INCLUDING SCHOOL BOARD MEETINGS MUST OPEN TO THE PUBLIC. THIS MEANS THAT WHILE MUST OPEN TO THE PUBLIC. THIS MEANS THAT WHILE MUST OPEN TO THE PUBLIC. THIS MEANS THAT WHILE BROADCASTING ON TV IS NOT THIS MEANS THAT WHILE BROADCASTING ON TV IS NOT THIS MEANS THAT WHILE BROADCASTING ON TV IS NOT REQUIRED

185THE MEETINGS MUST BE BROADCASTING ON TV IS NOT REQUIRED THE MEETINGS MUST BE BROADCASTING ON TV IS NOT REQUIRED THE MEETINGS MUST BE ACCESSIBLE TO THE PUBLIC AND REQUIRED THE MEETINGS MUST BE ACCESSIBLE TO THE PUBLIC AND REQUIRED THE MEETINGS MUST BE ACCESSIBLE TO THE PUBLIC AND MANY SCHOOL BOARDS CHOOSE TO ACCESSIBLE TO THE PUBLIC AND MANY SCHOOL BOARDS CHOOSE TO ACCESSIBLE TO THE PUBLIC AND MANY SCHOOL BOARDS CHOOSE TO BROADCAST THEIR MEETINGS VIA MANY SCHOOL BOARDS CHOOSE TO BROADCAST THEIR MEETINGS VIA MANY SCHOOL BOARDS CHOOSE TO BROADCAST THEIR MEETINGS VIA LOCAL TV CHANNELS OR A VARIETY BROADCAST THEIR MEETINGS VIA LOCAL TV CHANNELS OR A VARIETY BROADCAST THEIR MEETINGS VIA LOCAL TV CHANNELS OR A VARIETY OF ONLINE STREAMING TO ENSURE LOCAL TV CHANNELS OR A VARIETY OF ONLINE STREAMING TO ENSURE LOCAL TV

186CHANNELS OR A VARIETY OF ONLINE STREAMING TO ENSURE TRANSPARENCY AND ACCESSIBILITY OF ONLINE STREAMING TO ENSURE TRANSPARENCY AND ACCESSIBILITY OF ONLINE STREAMING TO ENSURE TRANSPARENCY AND ACCESSIBILITY THE NEXT QUESTION ALSO REFERS TRANSPARENCY AND ACCESSIBILITY THE NEXT QUESTION ALSO REFERS TRANSPARENCY AND ACCESSIBILITY THE NEXT QUESTION ALSO REFERS TO THE STUDENT ACTIVITIES THE NEXT QUESTION ALSO REFERS TO THE STUDENT ACTIVITIES THE NEXT QUESTION ALSO REFERS TO THE STUDENT ACTIVITIES PRESENTATION I THINK WE NEED TO TO THE STUDENT ACTIVITIES PRESENTATION I THINK WE NEED TO TO THE STUDENT ACTIVITIES PRESENTATION I THINK WE NEED TO A TICKET AND CHARGE ALL EVENTS PRESENTATION I THINK WE NEED TO A TICKET AND CHARGE ALL EVENTS PRESENTATION I THINK WE NEED TO A TICKET AND CHARGE ALL EVENTS I'M OPEN AM OPEN TO FAMILY A TICKET AND CHARGE ALL EVENTS I'M

187OPEN AM OPEN TO FAMILY A TICKET AND CHARGE ALL EVENTS I'M OPEN AM OPEN TO FAMILY NIGHT WHERE THERE IS ONE FREE I'M OPEN AM OPEN TO FAMILY NIGHT WHERE THERE IS ONE FREE I'M OPEN AM OPEN TO FAMILY NIGHT WHERE THERE IS ONE FREE EVENT FOR ALL SPORTS THE OFFICE NIGHT WHERE THERE IS ONE FREE EVENT FOR ALL SPORTS THE OFFICE NIGHT WHERE THERE IS ONE FREE EVENT FOR ALL SPORTS THE OFFICE OF STUDENT LEADERSHIP EVENT FOR ALL SPORTS THE OFFICE OF STUDENT LEADERSHIP EVENT FOR ALL SPORTS THE OFFICE OF STUDENT LEADERSHIP RECOMMENDS AGAINST OFFERING ONE OF STUDENT LEADERSHIP RECOMMENDS AGAINST OFFERING ONE OF STUDENT LEADERSHIP RECOMMENDS AGAINST OFFERING ONE EVENT FREE PER SEASON FOR THE RECOMMENDS AGAINST OFFERING ONE EVENT FREE PER SEASON FOR THE RECOMMENDS AGAINST OFFERING ONE EVENT FREE PER SEASON

188FOR THE FOLLOWING REASONS PLANNING FOR EVENT FREE PER SEASON FOR THE FOLLOWING REASONS PLANNING FOR EVENT FREE PER SEASON FOR THE FOLLOWING REASONS PLANNING FOR SAFETY AND SECURITY WITH FOLLOWING REASONS PLANNING FOR SAFETY AND SECURITY WITH FOLLOWING REASONS PLANNING FOR SAFETY AND SECURITY WITH UNKNOWN NUMBERS OF ADMISSIONS SAFETY AND SECURITY WITH UNKNOWN NUMBERS OF ADMISSIONS SAFETY AND SECURITY WITH UNKNOWN NUMBERS OF ADMISSIONS THERE CAN BE A SIGNIFICANT LOSS UNKNOWN NUMBERS OF ADMISSIONS THERE CAN BE A SIGNIFICANT LOSS UNKNOWN NUMBERS OF ADMISSIONS THERE CAN BE A SIGNIFICANT LOSS OF REVENUE TWENTY THOUSAND THERE CAN BE A SIGNIFICANT LOSS OF REVENUE TWENTY THOUSAND THERE CAN BE A SIGNIFICANT LOSS OF REVENUE TWENTY THOUSAND DOLLARS FOR VARSITY FOOTBALL OF REVENUE TWENTY THOUSAND DOLLARS FOR VARSITY FOOTBALL OF REVENUE TWENTY THOUSAND DOLLARS FOR VARSITY FOOTBALL NIGHT FIVE THOUSAND FOUR

189DOLLARS FOR VARSITY FOOTBALL NIGHT FIVE THOUSAND FOUR DOLLARS FOR VARSITY FOOTBALL NIGHT FIVE THOUSAND FOUR VARSITY BASKETBALL ANOMALIES A NIGHT FIVE THOUSAND FOUR VARSITY BASKETBALL ANOMALIES A NIGHT FIVE THOUSAND FOUR VARSITY BASKETBALL ANOMALIES A NORMAL ADMISSION CHARGE SERVES VARSITY BASKETBALL ANOMALIES A NORMAL ADMISSION CHARGE SERVES VARSITY BASKETBALL ANOMALIES A NORMAL ADMISSION CHARGE SERVES AS A DETERRENT TO DISCOURAGE NORMAL ADMISSION CHARGE SERVES AS A DETERRENT TO DISCOURAGE NORMAL ADMISSION CHARGE SERVES AS A DETERRENT TO DISCOURAGE THOSE WHO MAY ATTEND FOR AS A DETERRENT TO DISCOURAGE THOSE WHO MAY ATTEND FOR AS A DETERRENT TO DISCOURAGE THOSE WHO MAY ATTEND FOR NEFARIOUS REASONS AN ARDUOUS THOSE WHO MAY ATTEND FOR NEFARIOUS REASONS AN ARDUOUS THOSE WHO MAY ATTEND FOR NEFARIOUS REASONS AN ARDUOUS PROCESS WOULD NEED TO BE NEFARIOUS REASONS AN ARDUOUS PROCESS WOULD NEED TO BE

190NEFARIOUS REASONS AN ARDUOUS PROCESS WOULD NEED TO BE INSTITUTED TO KEEP STUDENTS PROCESS WOULD NEED TO BE INSTITUTED TO KEEP STUDENTS PROCESS WOULD NEED TO BE INSTITUTED TO KEEP STUDENTS FROM EXITING AND THEN RETURNING INSTITUTED TO KEEP STUDENTS FROM EXITING AND THEN RETURNING INSTITUTED TO KEEP STUDENTS FROM EXITING AND THEN RETURNING TO THE EVENT UNCHECKED FROM EXITING AND THEN RETURNING TO THE EVENT UNCHECKED FROM EXITING AND THEN RETURNING TO THE EVENT UNCHECKED CONSIDERATION TO BE GIVEN AN TO THE EVENT UNCHECKED CONSIDERATION TO BE GIVEN AN TO THE EVENT UNCHECKED CONSIDERATION TO BE GIVEN AN ALTERNATIVE IS WOULD BE TO CONSIDERATION TO BE GIVEN AN ALTERNATIVE IS WOULD BE TO CONSIDERATION TO BE GIVEN AN ALTERNATIVE IS WOULD BE TO IDENTIFY A SPONSOR WILLING TO ALTERNATIVE IS WOULD BE TO IDENTIFY A SPONSOR WILLING TO ALTERNATIVE

191IS WOULD BE TO IDENTIFY A SPONSOR WILLING TO UNDERWRITE THE TICKET CAUSE TO IDENTIFY A SPONSOR WILLING TO UNDERWRITE THE TICKET CAUSE TO IDENTIFY A SPONSOR WILLING TO UNDERWRITE THE TICKET CAUSE TO PROVIDE EACH PARENT WITH ONE UNDERWRITE THE TICKET CAUSE TO PROVIDE EACH PARENT WITH ONE UNDERWRITE THE TICKET CAUSE TO PROVIDE EACH PARENT WITH ONE TICKET SEASON TO ATTEND A GAME PROVIDE EACH PARENT WITH ONE TICKET SEASON TO ATTEND A GAME PROVIDE EACH PARENT WITH ONE TICKET SEASON TO ATTEND A GAME OF THEIR CHOICE OR TO ADD A TICKET SEASON TO ATTEND A GAME OF THEIR CHOICE OR TO ADD A TICKET SEASON TO ATTEND A GAME OF THEIR CHOICE OR TO ADD A REPAIRS TO EACH SEASON TICKET OF THEIR CHOICE OR TO ADD A REPAIRS TO EACH SEASON TICKET OF THEIR CHOICE

192OR TO ADD A REPAIRS TO EACH SEASON TICKET PASS PURCHASE THE NEXT QUESTION REPAIRS TO EACH SEASON TICKET PASS PURCHASE THE NEXT QUESTION REPAIRS TO EACH SEASON TICKET PASS PURCHASE THE NEXT QUESTION ALSO RELATES TO STUDENT PASS PURCHASE THE NEXT QUESTION ALSO RELATES TO STUDENT PASS PURCHASE THE NEXT QUESTION ALSO RELATES TO STUDENT ACTIVITIES THE NAME STUDENT ALSO RELATES TO STUDENT ACTIVITIES THE NAME STUDENT ALSO RELATES TO STUDENT ACTIVITIES THE NAME STUDENT ACTIVITY FEE IMPLIES ALL ACTIVITIES THE NAME STUDENT ACTIVITY FEE IMPLIES ALL ACTIVITIES THE NAME STUDENT ACTIVITY FEE IMPLIES ALL ACTIVITIES BUT SHOULD READ ACTIVITY FEE IMPLIES ALL ACTIVITIES BUT SHOULD READ ACTIVITY FEE IMPLIES ALL ACTIVITIES BUT SHOULD READ STUDENT THE HSA OR SOMETHING ACTIVITIES BUT SHOULD READ STUDENT THE HSA OR SOMETHING ACTIVITIES BUT SHOULD READ STUDENT THE HSA OR SOMETHING AND

193THAT NATURE IF IT IS THE STUDENT THE HSA OR SOMETHING AND THAT NATURE IF IT IS THE STUDENT THE HSA OR SOMETHING AND THAT NATURE IF IT IS THE FORMER THAN THE MONEY THAT AND THAT NATURE IF IT IS THE FORMER THAN THE MONEY THAT AND THAT NATURE IF IT IS THE FORMER THAN THE MONEY THAT COMES FROM THE FEE NEEDS TO BE FORMER THAN THE MONEY THAT COMES FROM THE FEE NEEDS TO BE FORMER THAN THE MONEY THAT COMES FROM THE FEE NEEDS TO BE USED FOR ACTIVITIES ALL COMES FROM THE FEE NEEDS TO BE USED FOR ACTIVITIES ALL COMES FROM THE FEE NEEDS TO BE USED FOR ACTIVITIES ALL STUDENTS HAVE THE OPPORTUNITY USED FOR ACTIVITIES ALL STUDENTS HAVE THE OPPORTUNITY USED FOR ACTIVITIES ALL STUDENTS HAVE THE OPPORTUNITY TO PARTICIPATE IN LIKE

194STUDENTS HAVE THE OPPORTUNITY TO PARTICIPATE IN LIKE STUDENTS HAVE THE OPPORTUNITY TO PARTICIPATE IN LIKE ORGANIZATIONS, CLUBS AFTER TO PARTICIPATE IN LIKE ORGANIZATIONS, CLUBS AFTER TO PARTICIPATE IN LIKE ORGANIZATIONS, CLUBS AFTER SCHOOL ETC. NOT JUST VSL ORGANIZATIONS, CLUBS AFTER SCHOOL ETC. NOT JUST VSL ORGANIZATIONS, CLUBS AFTER SCHOOL ETC. NOT JUST VSL ACTIVITIES I WOULD BE OPEN TO SCHOOL ETC. NOT JUST VSL ACTIVITIES I WOULD BE OPEN TO SCHOOL ETC. NOT JUST VSL ACTIVITIES I WOULD BE OPEN TO DISCUSSING A PROPOSAL ABOUT AN ACTIVITIES I WOULD BE OPEN TO DISCUSSING A PROPOSAL ABOUT AN ACTIVITIES I WOULD BE OPEN TO DISCUSSING A PROPOSAL ABOUT AN ACTIVITY THE THAT MEANS THAT DISCUSSING A PROPOSAL ABOUT AN ACTIVITY THE THAT MEANS THAT DISCUSSING A PROPOSAL ABOUT AN ACTIVITY THE THAT MEANS THAT CRITERIA BUT IT WOULD MEET NEED

195ACTIVITY THE THAT MEANS THAT CRITERIA BUT IT WOULD MEET NEED ACTIVITY THE THAT MEANS THAT CRITERIA BUT IT WOULD MEET NEED MORE I'D WANT TO KNOW THE CRITERIA BUT IT WOULD MEET NEED MORE I'D WANT TO KNOW THE CRITERIA BUT IT WOULD MEET NEED MORE I'D WANT TO KNOW THE NUMBER OF PARTICIPANTS IN CLUBS MORE I'D WANT TO KNOW THE NUMBER OF PARTICIPANTS IN CLUBS MORE I'D WANT TO KNOW THE NUMBER OF PARTICIPANTS IN CLUBS BY SCHOOL ESTIMATED COST WHAT NUMBER OF PARTICIPANTS IN CLUBS BY SCHOOL ESTIMATED COST WHAT NUMBER OF PARTICIPANTS IN CLUBS BY SCHOOL ESTIMATED COST WHAT PEOPLE WOULD DO WITH THE MONEY BY SCHOOL ESTIMATED COST WHAT PEOPLE WOULD DO WITH THE MONEY BY SCHOOL ESTIMATED COST WHAT PEOPLE WOULD DO WITH THE MONEY AND HOW THAT ACTIVITY FEE WOULD PEOPLE WOULD

196DO WITH THE MONEY AND HOW THAT ACTIVITY FEE WOULD PEOPLE WOULD DO WITH THE MONEY AND HOW THAT ACTIVITY FEE WOULD BE SPLIT EQUITABLY AMONG AND HOW THAT ACTIVITY FEE WOULD BE SPLIT EQUITABLY AMONG AND HOW THAT ACTIVITY FEE WOULD BE SPLIT EQUITABLY AMONG DISTRICT REALLY NOT SURE IF BE SPLIT EQUITABLY AMONG DISTRICT REALLY NOT SURE IF BE SPLIT EQUITABLY AMONG DISTRICT REALLY NOT SURE IF IT'S IF IT'S AN AVENUE WORTH DISTRICT REALLY NOT SURE IF IT'S IF IT'S AN AVENUE WORTH DISTRICT REALLY NOT SURE IF IT'S IF IT'S AN AVENUE WORTH GOING DOWN THOUGH SO THE IT'S IF IT'S AN AVENUE WORTH GOING DOWN THOUGH SO THE IT'S IF IT'S AN AVENUE WORTH GOING DOWN THOUGH SO THE RESPONSE IS TO RENAME EACH GOING DOWN THOUGH SO THE RESPONSE IS TO RENAME EACH GOING

197DOWN THOUGH SO THE RESPONSE IS TO RENAME EACH DISTRICT HIGH SCHOOL STUDENT RESPONSE IS TO RENAME EACH DISTRICT HIGH SCHOOL STUDENT RESPONSE IS TO RENAME EACH DISTRICT HIGH SCHOOL STUDENT PARTICIPATION FEE AND MIDDLE DISTRICT HIGH SCHOOL STUDENT PARTICIPATION FEE AND MIDDLE DISTRICT HIGH SCHOOL STUDENT PARTICIPATION FEE AND MIDDLE SCHOOL THE STUDENT PARTICIPATION FEE AND MIDDLE SCHOOL THE STUDENT PARTICIPATION FEE AND MIDDLE SCHOOL THE STUDENT PARTICIPATION FEE NAMING IT SCHOOL THE STUDENT PARTICIPATION FEE NAMING IT SCHOOL THE STUDENT PARTICIPATION FEE NAMING IT VOUCHERS ELFY GIVES THE PARTICIPATION FEE NAMING IT VOUCHERS ELFY GIVES THE PARTICIPATION FEE NAMING IT VOUCHERS ELFY GIVES THE IMPRESSION THE VESSEL IS VOUCHERS ELFY GIVES THE IMPRESSION THE VESSEL IS VOUCHERS ELFY GIVES THE IMPRESSION THE VESSEL IS CHARGING THE FEE WHICH IS NOT IMPRESSION THE VESSEL IS CHARGING THE FEE WHICH

198IS NOT IMPRESSION THE VESSEL IS CHARGING THE FEE WHICH IS NOT THE CASE. CHARGING THE FEE WHICH IS NOT THE CASE. CHARGING THE FEE WHICH IS NOT THE CASE. ULTIMATELY VSL ATHLETICS AND THE CASE. ULTIMATELY VSL ATHLETICS AND THE CASE. ULTIMATELY VSL ATHLETICS AND ACTIVITIES REQUIRE THE LARGEST ULTIMATELY VSL ATHLETICS AND ACTIVITIES REQUIRE THE LARGEST ULTIMATELY VSL ATHLETICS AND ACTIVITIES REQUIRE THE LARGEST COSTS AND HAVE THE BEST ABILITY ACTIVITIES REQUIRE THE LARGEST COSTS AND HAVE THE BEST ABILITY ACTIVITIES REQUIRE THE LARGEST COSTS AND HAVE THE BEST ABILITY TO BRING IN REVENUE SCHOOL COSTS AND HAVE THE BEST ABILITY TO BRING IN REVENUE SCHOOL COSTS AND HAVE THE BEST ABILITY TO BRING IN REVENUE SCHOOL STUDENT ACTIVITY DRAW ACCOUNTS TO BRING IN REVENUE SCHOOL STUDENT ACTIVITY DRAW ACCOUNTS TO BRING IN REVENUE SCHOOL STUDENT ACTIVITY DRAW

199ACCOUNTS CAN BE USED AT THE SCHOOL LEVEL STUDENT ACTIVITY DRAW ACCOUNTS CAN BE USED AT THE SCHOOL LEVEL STUDENT ACTIVITY DRAW ACCOUNTS CAN BE USED AT THE SCHOOL LEVEL TO SUPPORT CLUB AND CLASS CAN BE USED AT THE SCHOOL LEVEL TO SUPPORT CLUB AND CLASS CAN BE USED AT THE SCHOOL LEVEL TO SUPPORT CLUB AND CLASS ACTIVITIES AND FINALLY THE TO SUPPORT CLUB AND CLASS ACTIVITIES AND FINALLY THE TO SUPPORT CLUB AND CLASS ACTIVITIES AND FINALLY THE DIVISION STUDENT ACTIVITIES ACTIVITIES AND FINALLY THE DIVISION STUDENT ACTIVITIES ACTIVITIES AND FINALLY THE DIVISION STUDENT ACTIVITIES BUDGET DOES NOT PROVIDE OTHER DIVISION STUDENT ACTIVITIES BUDGET DOES NOT PROVIDE OTHER DIVISION STUDENT ACTIVITIES BUDGET DOES NOT PROVIDE OTHER SUPPORTS THE SCHOOLS LIKE THE BUDGET DOES NOT PROVIDE OTHER SUPPORTS THE SCHOOLS LIKE THE BUDGET DOES NOT PROVIDE OTHER SUPPORTS

200THE SCHOOLS LIKE THE LEADERSHIP WORKSHOPS AND SUPPORTS THE SCHOOLS LIKE THE LEADERSHIP WORKSHOPS AND SUPPORTS THE SCHOOLS LIKE THE LEADERSHIP WORKSHOPS AND HOMECOMING ACTIVITIES THE NEXT LEADERSHIP WORKSHOPS AND HOMECOMING ACTIVITIES THE NEXT LEADERSHIP WORKSHOPS AND HOMECOMING ACTIVITIES THE NEXT QUESTION ON STUDENT ACTIVITIES HOMECOMING ACTIVITIES THE NEXT QUESTION ON STUDENT ACTIVITIES HOMECOMING ACTIVITIES THE NEXT QUESTION ON STUDENT ACTIVITIES I BELIEVE THE PAY TO PLAY IS A QUESTION ON STUDENT ACTIVITIES I BELIEVE THE PAY TO PLAY IS A QUESTION ON STUDENT ACTIVITIES I BELIEVE THE PAY TO PLAY IS A BETTER PROPOSAL THOUGH I'M NOT I BELIEVE THE PAY TO PLAY IS A BETTER PROPOSAL THOUGH I'M NOT I BELIEVE THE PAY TO PLAY IS A BETTER PROPOSAL THOUGH I'M NOT SURE YET HOW I FEEL I WOULD BETTER PROPOSAL THOUGH I'M NOT SURE YET HOW I

201FEEL I WOULD BETTER PROPOSAL THOUGH I'M NOT SURE YET HOW I FEEL I WOULD VOTE MY CONCERNS ARE THAT OF IF SURE YET HOW I FEEL I WOULD VOTE MY CONCERNS ARE THAT OF IF SURE YET HOW I FEEL I WOULD VOTE MY CONCERNS ARE THAT OF IF A FAMILY HAS MULTIPLE KIDS VOTE MY CONCERNS ARE THAT OF IF A FAMILY HAS MULTIPLE KIDS VOTE MY CONCERNS ARE THAT OF IF A FAMILY HAS MULTIPLE KIDS SPORTS THESE COSTS ARE GOING TO A FAMILY HAS MULTIPLE KIDS SPORTS THESE COSTS ARE GOING TO A FAMILY HAS MULTIPLE KIDS SPORTS THESE COSTS ARE GOING TO COMPETE QUICKLY LET'S THINK SPORTS THESE COSTS ARE GOING TO COMPETE QUICKLY LET'S THINK SPORTS THESE COSTS ARE GOING TO COMPETE QUICKLY LET'S THINK ABOUT FAMILY CAPS SO RESPONSE COMPETE QUICKLY LET'S THINK

202ABOUT FAMILY CAPS SO RESPONSE COMPETE QUICKLY LET'S THINK ABOUT FAMILY CAPS SO RESPONSE WAS TO PREPARE PLAN TO OFFER ABOUT FAMILY CAPS SO RESPONSE WAS TO PREPARE PLAN TO OFFER ABOUT FAMILY CAPS SO RESPONSE WAS TO PREPARE PLAN TO OFFER DISCOUNTED FEE RATES AS NOTED WAS TO PREPARE PLAN TO OFFER DISCOUNTED FEE RATES AS NOTED WAS TO PREPARE PLAN TO OFFER DISCOUNTED FEE RATES AS NOTED BELOW TWO OR LESS STUDENTS DISCOUNTED FEE RATES AS NOTED BELOW TWO OR LESS STUDENTS DISCOUNTED FEE RATES AS NOTED BELOW TWO OR LESS STUDENTS SEVENTY DOLLARS SEVENTY FIVE BELOW TWO OR LESS STUDENTS SEVENTY DOLLARS SEVENTY FIVE BELOW TWO OR LESS STUDENTS SEVENTY DOLLARS SEVENTY FIVE DOLLARS PER STUDENT THREE SEVENTY DOLLARS SEVENTY FIVE DOLLARS PER STUDENT THREE SEVENTY DOLLARS SEVENTY FIVE DOLLARS PER STUDENT THREE STUDENTS PARTICIPATING SEASON DOLLARS

203PER STUDENT THREE STUDENTS PARTICIPATING SEASON DOLLARS PER STUDENT THREE STUDENTS PARTICIPATING SEASON FIFTY DOLLARS FIFTY DOLLARS PER STUDENTS PARTICIPATING SEASON FIFTY DOLLARS FIFTY DOLLARS PER STUDENTS PARTICIPATING SEASON FIFTY DOLLARS FIFTY DOLLARS PER STUDENT FOR PLUS ARE MORE FIFTY DOLLARS FIFTY DOLLARS PER STUDENT FOR PLUS ARE MORE FIFTY DOLLARS FIFTY DOLLARS PER STUDENT FOR PLUS ARE MORE STUDENTS IN A SEASON THIRTY STUDENT FOR PLUS ARE MORE STUDENTS IN A SEASON THIRTY STUDENT FOR PLUS ARE MORE STUDENTS IN A SEASON THIRTY FIVE DOLLARS PER STUDENT THE STUDENTS IN A SEASON THIRTY FIVE DOLLARS PER STUDENT THE STUDENTS IN A SEASON THIRTY FIVE DOLLARS PER STUDENT THE OTHER COMMENT WAS TO PREPARE A FIVE DOLLARS PER STUDENT THE OTHER COMMENT WAS TO PREPARE A FIVE DOLLARS PER STUDENT THE OTHER COMMENT WAS TO PREPARE A LIST OF OPPORTUNITIES

204PROGRAMS OTHER COMMENT WAS TO PREPARE A LIST OF OPPORTUNITIES PROGRAMS OTHER COMMENT WAS TO PREPARE A LIST OF OPPORTUNITIES PROGRAMS SUPPORTS AVAILABLE FOR THOSE LIST OF OPPORTUNITIES PROGRAMS SUPPORTS AVAILABLE FOR THOSE LIST OF OPPORTUNITIES PROGRAMS SUPPORTS AVAILABLE FOR THOSE WITH FINANCIAL HARDSHIPS WHO DO SUPPORTS AVAILABLE FOR THOSE WITH FINANCIAL HARDSHIPS WHO DO SUPPORTS AVAILABLE FOR THOSE WITH FINANCIAL HARDSHIPS WHO DO NOT MEET FREE AND REDUCED WITH FINANCIAL HARDSHIPS WHO DO NOT MEET FREE AND REDUCED WITH FINANCIAL HARDSHIPS WHO DO NOT MEET FREE AND REDUCED CRITERIA FOR PRESENTATION AND NOT MEET FREE AND REDUCED CRITERIA FOR PRESENTATION AND NOT MEET FREE AND REDUCED CRITERIA FOR PRESENTATION AND ENGAGE BE BEACH DISTRICT IN CRITERIA FOR PRESENTATION AND ENGAGE BE BEACH DISTRICT IN CRITERIA FOR PRESENTATION AND ENGAGE BE BEACH DISTRICT IN CONVERSATION AND ADD THEIR ENGAGE BE

205BEACH DISTRICT IN CONVERSATION AND ADD THEIR ENGAGE BE BEACH DISTRICT IN CONVERSATION AND ADD THEIR IDEAS TO THE LIST. CONVERSATION AND ADD THEIR IDEAS TO THE LIST. CONVERSATION AND ADD THEIR IDEAS TO THE LIST. THE NEXT QUESTION HAS TO DO IDEAS TO THE LIST. THE NEXT QUESTION HAS TO DO IDEAS TO THE LIST. THE NEXT QUESTION HAS TO DO WITH EA SPORTS THERE WAS A THE NEXT QUESTION HAS TO DO WITH EA SPORTS THERE WAS A THE NEXT QUESTION HAS TO DO WITH EA SPORTS THERE WAS A BRIEF MENTION OF EA SPORTS AND WITH EA SPORTS THERE WAS A BRIEF MENTION OF EA SPORTS AND WITH EA SPORTS THERE WAS A BRIEF MENTION OF EA SPORTS AND WE RECEIVE A MORE IN-DEPTH BRIEF MENTION OF EA SPORTS AND WE RECEIVE A MORE IN-DEPTH BRIEF MENTION

206OF EA SPORTS AND WE RECEIVE A MORE IN-DEPTH UPDATE ON THIS AND POTENTIAL WE RECEIVE A MORE IN-DEPTH UPDATE ON THIS AND POTENTIAL WE RECEIVE A MORE IN-DEPTH UPDATE ON THIS AND POTENTIAL COST SO RESPONSE WAS TO WAS TO UPDATE ON THIS AND POTENTIAL COST SO RESPONSE WAS TO WAS TO UPDATE ON THIS AND POTENTIAL COST SO RESPONSE WAS TO WAS TO SEE THE BEACH DISTRICT ACTIVITY COST SO RESPONSE WAS TO WAS TO SEE THE BEACH DISTRICT ACTIVITY COST SO RESPONSE WAS TO WAS TO SEE THE BEACH DISTRICT ACTIVITY APPROVAL PROCESS I BELIEVE YOU SEE THE BEACH DISTRICT ACTIVITY APPROVAL PROCESS I BELIEVE YOU SEE THE BEACH DISTRICT ACTIVITY APPROVAL PROCESS I BELIEVE YOU ALL RECEIVED A COPY IN YOUR APPROVAL PROCESS I BELIEVE YOU ALL RECEIVED A COPY IN YOUR APPROVAL PROCESS I BELIEVE

207YOU ALL RECEIVED A COPY IN YOUR POCKET APPROVAL OF A NEW ALL RECEIVED A COPY IN YOUR POCKET APPROVAL OF A NEW ALL RECEIVED A COPY IN YOUR POCKET APPROVAL OF A NEW ACTIVITY WILL REQUIRE SCHOOL POCKET APPROVAL OF A NEW ACTIVITY WILL REQUIRE SCHOOL POCKET APPROVAL OF A NEW ACTIVITY WILL REQUIRE SCHOOL BOARD APPROVAL THE CURRENT ACTIVITY WILL REQUIRE SCHOOL BOARD APPROVAL THE CURRENT ACTIVITY WILL REQUIRE SCHOOL BOARD APPROVAL THE CURRENT TIMELINE BASED ON THAT PROCESS BOARD APPROVAL THE CURRENT TIMELINE BASED ON THAT PROCESS BOARD APPROVAL THE CURRENT TIMELINE BASED ON THAT PROCESS IS IN FEBRUARY WE WOULD BE AT TIMELINE BASED ON THAT PROCESS IS IN FEBRUARY WE WOULD BE AT TIMELINE BASED ON THAT PROCESS IS IN FEBRUARY WE WOULD BE AT STEP THREE IN MARCH, STEP FOUR IS IN FEBRUARY WE

208WOULD BE AT STEP THREE IN MARCH, STEP FOUR IS IN FEBRUARY WE WOULD BE AT STEP THREE IN MARCH, STEP FOUR IN APRIL STEP FIVE APPROVALS STEP THREE IN MARCH, STEP FOUR IN APRIL STEP FIVE APPROVALS STEP THREE IN MARCH, STEP FOUR IN APRIL STEP FIVE APPROVALS FOR THE BEACH DISTRICT OFFICES IN APRIL STEP FIVE APPROVALS FOR THE BEACH DISTRICT OFFICES IN APRIL STEP FIVE APPROVALS FOR THE BEACH DISTRICT OFFICES STUDENT LEADERSHIP IN MAY FOR THE BEACH DISTRICT OFFICES STUDENT LEADERSHIP IN MAY FOR THE BEACH DISTRICT OFFICES STUDENT LEADERSHIP IN MAY DARCEL AND SCHOOL BOARD COSTS STUDENT LEADERSHIP IN MAY DARCEL AND SCHOOL BOARD COSTS STUDENT LEADERSHIP IN MAY DARCEL AND SCHOOL BOARD COSTS ARE APPROXIMATELY SIXTY FIVE DARCEL AND SCHOOL BOARD COSTS ARE APPROXIMATELY SIXTY FIVE DARCEL AND SCHOOL BOARD COSTS ARE APPROXIMATELY SIXTY

209FIVE THOUSAND PER YEAR COX INTERNET ARE APPROXIMATELY SIXTY FIVE THOUSAND PER YEAR COX INTERNET ARE APPROXIMATELY SIXTY FIVE THOUSAND PER YEAR COX INTERNET CONNECTION INTERNET CONNECTION THOUSAND PER YEAR COX INTERNET CONNECTION INTERNET CONNECTION THOUSAND PER YEAR COX INTERNET CONNECTION INTERNET CONNECTION IS THREE HUNDRED AND FIFTY A CONNECTION INTERNET CONNECTION IS THREE HUNDRED AND FIFTY A CONNECTION INTERNET CONNECTION IS THREE HUNDRED AND FIFTY A MONTH TWELVE MONTHS ELEVEN IS THREE HUNDRED AND FIFTY A MONTH TWELVE MONTHS ELEVEN IS THREE HUNDRED AND FIFTY A MONTH TWELVE MONTHS ELEVEN SCHOOLS TOTALING FORTY SIX MONTH TWELVE MONTHS ELEVEN SCHOOLS TOTALING FORTY SIX MONTH TWELVE MONTHS ELEVEN SCHOOLS TOTALING FORTY SIX THOUSAND TWO HUNDRED DOLLARS SCHOOLS TOTALING FORTY SIX THOUSAND TWO HUNDRED DOLLARS SCHOOLS TOTALING FORTY SIX THOUSAND TWO HUNDRED DOLLARS PER YEAR FOR INTERNET SERVICE THOUSAND TWO HUNDRED DOLLARS

210PER YEAR FOR INTERNET SERVICE THOUSAND TWO HUNDRED DOLLARS PER YEAR FOR INTERNET SERVICE PCS, GAMING SYSTEMS ACCESSORIES PER YEAR FOR INTERNET SERVICE PCS, GAMING SYSTEMS ACCESSORIES PER YEAR FOR INTERNET SERVICE PCS, GAMING SYSTEMS ACCESSORIES IF MORE THAN SIX PCS REQUIRE PCS, GAMING SYSTEMS ACCESSORIES IF MORE THAN SIX PCS REQUIRE PCS, GAMING SYSTEMS ACCESSORIES IF MORE THAN SIX PCS REQUIRE TWO HUNDRED FIFTY DOLLARS IF MORE THAN SIX PCS REQUIRE TWO HUNDRED FIFTY DOLLARS IF MORE THAN SIX PCS REQUIRE TWO HUNDRED FIFTY DOLLARS SWITCH ESTIMATE FIFTEEN HUNDRED TWO HUNDRED FIFTY DOLLARS SWITCH ESTIMATE FIFTEEN HUNDRED TWO HUNDRED FIFTY DOLLARS SWITCH ESTIMATE FIFTEEN HUNDRED DOLLARS PER SCHOOL TOTAL SWITCH ESTIMATE FIFTEEN HUNDRED DOLLARS PER SCHOOL TOTAL SWITCH ESTIMATE FIFTEEN HUNDRED DOLLARS PER SCHOOL TOTAL INVESTMENT INITIAL INVESTMENT DOLLARS PER SCHOOL TOTAL INVESTMENT INITIAL INVESTMENT DOLLARS PER SCHOOL TOTAL

211INVESTMENT INITIAL INVESTMENT OF SIXTEEN THOUSAND FIVE INVESTMENT INITIAL INVESTMENT OF SIXTEEN THOUSAND FIVE INVESTMENT INITIAL INVESTMENT OF SIXTEEN THOUSAND FIVE HUNDRED VARYING A YEAR FOR OF SIXTEEN THOUSAND FIVE HUNDRED VARYING A YEAR FOR OF SIXTEEN THOUSAND FIVE HUNDRED VARYING A YEAR FOR REPLACEMENT AND ADDITIONS HUNDRED VARYING A YEAR FOR REPLACEMENT AND ADDITIONS HUNDRED VARYING A YEAR FOR REPLACEMENT AND ADDITIONS ADDITIONAL INFORMATION REPLACEMENT AND ADDITIONS ADDITIONAL INFORMATION REPLACEMENT AND ADDITIONS ADDITIONAL INFORMATION REGARDING EA SPORTS SEVERAL ADDITIONAL INFORMATION REGARDING EA SPORTS SEVERAL ADDITIONAL INFORMATION REGARDING EA SPORTS SEVERAL OF OUR SCHOOLS DO HAVE REGARDING EA SPORTS SEVERAL OF OUR SCHOOLS DO HAVE REGARDING EA SPORTS SEVERAL OF OUR SCHOOLS DO HAVE DEDICATED PCS RECOMPETITION AS OF OUR SCHOOLS DO HAVE DEDICATED PCS RECOMPETITION AS OF OUR SCHOOLS DO HAVE DEDICATED PCS RECOMPETITION AS THE EA SPORTS SOFTWARE

212IS ABLE DEDICATED PCS RECOMPETITION AS THE EA SPORTS SOFTWARE IS ABLE DEDICATED PCS RECOMPETITION AS THE EA SPORTS SOFTWARE IS ABLE TO BE INSTALLED IN EXISTING THE EA SPORTS SOFTWARE IS ABLE TO BE INSTALLED IN EXISTING THE EA SPORTS SOFTWARE IS ABLE TO BE INSTALLED IN EXISTING COMPUTER LABS BUT PIECES PCS TO BE INSTALLED IN EXISTING COMPUTER LABS BUT PIECES PCS TO BE INSTALLED IN EXISTING COMPUTER LABS BUT PIECES PCS ACCOUNT FOR ONLY 40 OF 50 COMPUTER LABS BUT PIECES PCS ACCOUNT FOR ONLY 40 OF 50 COMPUTER LABS BUT PIECES PCS ACCOUNT FOR ONLY 40 OF 50 PERCENT OF THE EQUIPMENT NEEDED ACCOUNT FOR ONLY 40 OF 50 PERCENT OF THE EQUIPMENT NEEDED ACCOUNT FOR ONLY 40 OF 50 PERCENT OF THE EQUIPMENT NEEDED FOR COMPETITION AND THEIR PERCENT OF THE EQUIPMENT NEEDED FOR COMPETITION

213AND THEIR PERCENT OF THE EQUIPMENT NEEDED FOR COMPETITION AND THEIR ACCESS IS LIMITED BY THE FOR COMPETITION AND THEIR ACCESS IS LIMITED BY THE FOR COMPETITION AND THEIR ACCESS IS LIMITED BY THE JOURNAL SCHOOL NETWORK DUE TO ACCESS IS LIMITED BY THE JOURNAL SCHOOL NETWORK DUE TO ACCESS IS LIMITED BY THE JOURNAL SCHOOL NETWORK DUE TO NETWORK SPEED AND SOME SECURITY JOURNAL SCHOOL NETWORK DUE TO NETWORK SPEED AND SOME SECURITY JOURNAL SCHOOL NETWORK DUE TO NETWORK SPEED AND SOME SECURITY ISSUES. NETWORK SPEED AND SOME SECURITY ISSUES. NETWORK SPEED AND SOME SECURITY ISSUES. MANY GAMES ARE PLAYED ON ISSUES. MANY GAMES ARE PLAYED ON ISSUES. MANY GAMES ARE PLAYED ON NINTENDO SWITCH CONSOLE MANY GAMES ARE PLAYED ON NINTENDO SWITCH CONSOLE MANY GAMES ARE PLAYED ON NINTENDO SWITCH CONSOLE CONSOLES THAT STUDENTS BRING NINTENDO SWITCH CONSOLE

214CONSOLES THAT STUDENTS BRING NINTENDO SWITCH CONSOLE CONSOLES THAT STUDENTS BRING FROM HOME IF SCHOOLS DON'T HAVE CONSOLES THAT STUDENTS BRING FROM HOME IF SCHOOLS DON'T HAVE CONSOLES THAT STUDENTS BRING FROM HOME IF SCHOOLS DON'T HAVE THE REQUIRED AMOUNT AND THEY FROM HOME IF SCHOOLS DON'T HAVE THE REQUIRED AMOUNT AND THEY FROM HOME IF SCHOOLS DON'T HAVE THE REQUIRED AMOUNT AND THEY REQUIRE ACCESS TO THE WI-FI FI THE REQUIRED AMOUNT AND THEY REQUIRE ACCESS TO THE WI-FI FI THE REQUIRED AMOUNT AND THEY REQUIRE ACCESS TO THE WI-FI FI AND ETHERNET WITHOUT THE REQUIRE ACCESS TO THE WI-FI FI AND ETHERNET WITHOUT THE REQUIRE ACCESS TO THE WI-FI FI AND ETHERNET WITHOUT THE DEDICATED INTERNET ACCESS THOSE AND ETHERNET WITHOUT THE DEDICATED INTERNET ACCESS THOSE AND ETHERNET WITHOUT THE DEDICATED INTERNET ACCESS THOSE STUDENTS HAVE TO PLAY

215FROM HOME DEDICATED INTERNET ACCESS THOSE STUDENTS HAVE TO PLAY FROM HOME DEDICATED INTERNET ACCESS THOSE STUDENTS HAVE TO PLAY FROM HOME THIS SEVERELY HINDERS THE STUDENTS HAVE TO PLAY FROM HOME THIS SEVERELY HINDERS THE STUDENTS HAVE TO PLAY FROM HOME THIS SEVERELY HINDERS THE EXPERIENCE FOR STUDENTS THIS SEVERELY HINDERS THE EXPERIENCE FOR STUDENTS THIS SEVERELY HINDERS THE EXPERIENCE FOR STUDENTS PRESENTS BARRIERS FOR COACH EXPERIENCE FOR STUDENTS PRESENTS BARRIERS FOR COACH EXPERIENCE FOR STUDENTS PRESENTS BARRIERS FOR COACH PARTICIPATION AND SUPERVISION PRESENTS BARRIERS FOR COACH PARTICIPATION AND SUPERVISION PRESENTS BARRIERS FOR COACH PARTICIPATION AND SUPERVISION AND CREATES PROBLEMS WITH PARTICIPATION AND SUPERVISION AND CREATES PROBLEMS WITH PARTICIPATION AND SUPERVISION AND CREATES PROBLEMS WITH COMPETING WITH OTHER SCHOOLS AND CREATES PROBLEMS WITH COMPETING WITH OTHER SCHOOLS AND CREATES PROBLEMS WITH COMPETING WITH OTHER SCHOOLS FOR A NUMBER OF

216REASONS WE HAVE COMPETING WITH OTHER SCHOOLS FOR A NUMBER OF REASONS WE HAVE COMPETING WITH OTHER SCHOOLS FOR A NUMBER OF REASONS WE HAVE BEEN PARTICIPATING LIKE THIS FOR A NUMBER OF REASONS WE HAVE BEEN PARTICIPATING LIKE THIS FOR A NUMBER OF REASONS WE HAVE BEEN PARTICIPATING LIKE THIS ACROSS THE DIVISION FOR SEVERAL BEEN PARTICIPATING LIKE THIS ACROSS THE DIVISION FOR SEVERAL BEEN PARTICIPATING LIKE THIS ACROSS THE DIVISION FOR SEVERAL YEARS AT A LEVEL LOWER THAN WE ACROSS THE DIVISION FOR SEVERAL YEARS AT A LEVEL LOWER THAN WE ACROSS THE DIVISION FOR SEVERAL YEARS AT A LEVEL LOWER THAN WE SHOULD LOWER AND OTHERS IN THE YEARS AT A LEVEL LOWER THAN WE SHOULD LOWER AND OTHERS IN THE YEARS AT A LEVEL LOWER THAN WE SHOULD LOWER AND OTHERS IN THE STATE WHO HAVE

217THE NECESSARY SHOULD LOWER AND OTHERS IN THE STATE WHO HAVE THE NECESSARY SHOULD LOWER AND OTHERS IN THE STATE WHO HAVE THE NECESSARY INFRASTRUCTURE THOUGH EA SPORTS STATE WHO HAVE THE NECESSARY INFRASTRUCTURE THOUGH EA SPORTS STATE WHO HAVE THE NECESSARY INFRASTRUCTURE THOUGH EA SPORTS IS UNIQUE IN THAT THERE IS A INFRASTRUCTURE THOUGH EA SPORTS IS UNIQUE IN THAT THERE IS A INFRASTRUCTURE THOUGH EA SPORTS IS UNIQUE IN THAT THERE IS A POSSIBILITY TO PARTICIPATE FROM IS UNIQUE IN THAT THERE IS A POSSIBILITY TO PARTICIPATE FROM IS UNIQUE IN THAT THERE IS A POSSIBILITY TO PARTICIPATE FROM HOME IT IS STILL UNACCEPTABLE POSSIBILITY TO PARTICIPATE FROM HOME IT IS STILL UNACCEPTABLE POSSIBILITY TO PARTICIPATE FROM HOME IT IS STILL UNACCEPTABLE TO HAVE OUR STUDENTS COMPETING HOME IT IS STILL UNACCEPTABLE TO HAVE OUR STUDENTS COMPETING HOME

218IT IS STILL UNACCEPTABLE TO HAVE OUR STUDENTS COMPETING FOR OUR SCHOOLS AT THEIR HOMES TO HAVE OUR STUDENTS COMPETING FOR OUR SCHOOLS AT THEIR HOMES TO HAVE OUR STUDENTS COMPETING FOR OUR SCHOOLS AT THEIR HOMES SOME SCHOOLS HAVE THE NETWORK FOR OUR SCHOOLS AT THEIR HOMES SOME SCHOOLS HAVE THE NETWORK FOR OUR SCHOOLS AT THEIR HOMES SOME SCHOOLS HAVE THE NETWORK THOUGH IT'S NOT FUNCTIONAL SOME SCHOOLS HAVE THE NETWORK THOUGH IT'S NOT FUNCTIONAL SOME SCHOOLS HAVE THE NETWORK THOUGH IT'S NOT FUNCTIONAL BECAUSE THERE'S NOBODY TO PAY THOUGH IT'S NOT FUNCTIONAL BECAUSE THERE'S NOBODY TO PAY THOUGH IT'S NOT FUNCTIONAL BECAUSE THERE'S NOBODY TO PAY BOUGHT SOME SCHOOLS SOME BECAUSE THERE'S NOBODY TO PAY BOUGHT SOME SCHOOLS SOME BECAUSE THERE'S NOBODY TO PAY BOUGHT SOME SCHOOLS SOME SCHOOLS HAVE THE PIECES. BOUGHT SOME SCHOOLS SOME SCHOOLS

219HAVE THE PIECES. BOUGHT SOME SCHOOLS SOME SCHOOLS HAVE THE PIECES. SOME SCHOOLS THE NINTENDO SCHOOLS HAVE THE PIECES. SOME SCHOOLS THE NINTENDO SCHOOLS HAVE THE PIECES. SOME SCHOOLS THE NINTENDO SWITCHES WHEN NOBODY HAS IT ALL SOME SCHOOLS THE NINTENDO SWITCHES WHEN NOBODY HAS IT ALL SOME SCHOOLS THE NINTENDO SWITCHES WHEN NOBODY HAS IT ALL AND SOME CLOSER TO NONE OF IT SWITCHES WHEN NOBODY HAS IT ALL AND SOME CLOSER TO NONE OF IT SWITCHES WHEN NOBODY HAS IT ALL AND SOME CLOSER TO NONE OF IT THE NEXT QUESTION REFERS TO A AND SOME CLOSER TO NONE OF IT THE NEXT QUESTION REFERS TO A AND SOME CLOSER TO NONE OF IT THE NEXT QUESTION REFERS TO A PRESENTATION DONE BY DR. THE NEXT QUESTION REFERS TO A PRESENTATION DONE BY DR. THE NEXT QUESTION REFERS

220TO A PRESENTATION DONE BY DR. SHOOBRIDGE WHO PRESENTED DATA PRESENTATION DONE BY DR. SHOOBRIDGE WHO PRESENTED DATA PRESENTATION DONE BY DR. SHOOBRIDGE WHO PRESENTED DATA ON FEBRUARY 11TH THAT INDICATED SHOOBRIDGE WHO PRESENTED DATA ON FEBRUARY 11TH THAT INDICATED SHOOBRIDGE WHO PRESENTED DATA ON FEBRUARY 11TH THAT INDICATED EARLY CHILDHOOD EARLY CHILDHOOD ON FEBRUARY 11TH THAT INDICATED EARLY CHILDHOOD EARLY CHILDHOOD ON FEBRUARY 11TH THAT INDICATED EARLY CHILDHOOD EARLY CHILDHOOD LEARNERS GRADES PRE-K THROUGH EARLY CHILDHOOD EARLY CHILDHOOD LEARNERS GRADES PRE-K THROUGH EARLY CHILDHOOD EARLY CHILDHOOD LEARNERS GRADES PRE-K THROUGH ONE CHROME LOOKS VERY SHORT LEARNERS GRADES PRE-K THROUGH ONE CHROME LOOKS VERY SHORT LEARNERS GRADES PRE-K THROUGH ONE CHROME LOOKS VERY SHORT AMOUNT OF TIME OF TIME DURING ONE CHROME LOOKS VERY SHORT AMOUNT OF TIME OF TIME DURING ONE CHROME LOOKS VERY SHORT AMOUNT OF TIME OF

221TIME DURING THE SCHOOL DAY AND THAT THEY'RE AMOUNT OF TIME OF TIME DURING THE SCHOOL DAY AND THAT THEY'RE AMOUNT OF TIME OF TIME DURING THE SCHOOL DAY AND THAT THEY'RE USAGE POST PANDEMIC WAS THE THE SCHOOL DAY AND THAT THEY'RE USAGE POST PANDEMIC WAS THE THE SCHOOL DAY AND THAT THEY'RE USAGE POST PANDEMIC WAS THE SAME AS PREPEND IT WAS USAGE POST PANDEMIC WAS THE SAME AS PREPEND IT WAS USAGE POST PANDEMIC WAS THE SAME AS PREPEND IT WAS SUGGESTED THAT CHROME BOOKS ARE SAME AS PREPEND IT WAS SUGGESTED THAT CHROME BOOKS ARE SAME AS PREPEND IT WAS SUGGESTED THAT CHROME BOOKS ARE MOSTLY USED DURING SMALL GROUP SUGGESTED THAT CHROME BOOKS ARE MOSTLY USED DURING SMALL GROUP SUGGESTED THAT CHROME BOOKS ARE MOSTLY USED DURING SMALL GROUP TIME WHAT WOULD BE THE COST

222MOSTLY USED DURING SMALL GROUP TIME WHAT WOULD BE THE COST MOSTLY USED DURING SMALL GROUP TIME WHAT WOULD BE THE COST DIFFERENCE IF WE ELIMINATED ONE TIME WHAT WOULD BE THE COST DIFFERENCE IF WE ELIMINATED ONE TIME WHAT WOULD BE THE COST DIFFERENCE IF WE ELIMINATED ONE TO ONE TECHNOLOGY FOR STUDENTS DIFFERENCE IF WE ELIMINATED ONE TO ONE TECHNOLOGY FOR STUDENTS DIFFERENCE IF WE ELIMINATED ONE TO ONE TECHNOLOGY FOR STUDENTS IN GRADES PRE-K THROUGH ONE AND TO ONE TECHNOLOGY FOR STUDENTS IN GRADES PRE-K THROUGH ONE AND TO ONE TECHNOLOGY FOR STUDENTS IN GRADES PRE-K THROUGH ONE AND WENT BACK TO CLASSROOM SHARED IN GRADES PRE-K THROUGH ONE AND WENT BACK TO CLASSROOM SHARED IN GRADES PRE-K THROUGH ONE AND WENT BACK TO CLASSROOM SHARED TECHNOLOGY FOR OUR YOUNGEST WENT BACK TO CLASSROOM SHARED TECHNOLOGY FOR

223OUR YOUNGEST WENT BACK TO CLASSROOM SHARED TECHNOLOGY FOR OUR YOUNGEST LEARNERS? TECHNOLOGY FOR OUR YOUNGEST LEARNERS? TECHNOLOGY FOR OUR YOUNGEST LEARNERS? ABOUT FIFTY PERCENT OF THE LEARNERS? ABOUT FIFTY PERCENT OF THE LEARNERS? ABOUT FIFTY PERCENT OF THE FUNDING FOR YOU TO CHROME BOOKS ABOUT FIFTY PERCENT OF THE FUNDING FOR YOU TO CHROME BOOKS ABOUT FIFTY PERCENT OF THE FUNDING FOR YOU TO CHROME BOOKS IS GRANT FUNDS PRE-K STUDENTS FUNDING FOR YOU TO CHROME BOOKS IS GRANT FUNDS PRE-K STUDENTS FUNDING FOR YOU TO CHROME BOOKS IS GRANT FUNDS PRE-K STUDENTS UTILIZED TITLE ONE GRANT FUNDS IS GRANT FUNDS PRE-K STUDENTS UTILIZED TITLE ONE GRANT FUNDS IS GRANT FUNDS PRE-K STUDENTS UTILIZED TITLE ONE GRANT FUNDS FUNDED IPADS WHEN APPROPRIATE UTILIZED TITLE ONE GRANT FUNDS FUNDED IPADS WHEN APPROPRIATE UTILIZED TITLE ONE GRANT FUNDS FUNDED IPADS WHEN

224APPROPRIATE NOT CHROME BOOKS IF FIFTEEN FUNDED IPADS WHEN APPROPRIATE NOT CHROME BOOKS IF FIFTEEN FUNDED IPADS WHEN APPROPRIATE NOT CHROME BOOKS IF FIFTEEN SHARED CHROME BOOKS ARE NOT CHROME BOOKS IF FIFTEEN SHARED CHROME BOOKS ARE NOT CHROME BOOKS IF FIFTEEN SHARED CHROME BOOKS ARE PROVIDED TO EACH K THROUGH TO SHARED CHROME BOOKS ARE PROVIDED TO EACH K THROUGH TO SHARED CHROME BOOKS ARE PROVIDED TO EACH K THROUGH TO CLASSROOM RATHER THAN A ONE TO PROVIDED TO EACH K THROUGH TO CLASSROOM RATHER THAN A ONE TO PROVIDED TO EACH K THROUGH TO CLASSROOM RATHER THAN A ONE TO ONE ALLOCATION IT WOULD RESULT CLASSROOM RATHER THAN A ONE TO ONE ALLOCATION IT WOULD RESULT CLASSROOM RATHER THAN A ONE TO ONE ALLOCATION IT WOULD RESULT IN NET SAVINGS ABOUT TWO ONE ALLOCATION IT WOULD RESULT IN

225NET SAVINGS ABOUT TWO ONE ALLOCATION IT WOULD RESULT IN NET SAVINGS ABOUT TWO HUNDRED AND THIRTY FIVE IN NET SAVINGS ABOUT TWO HUNDRED AND THIRTY FIVE IN NET SAVINGS ABOUT TWO HUNDRED AND THIRTY FIVE THOUSAND THREE HUNDRED AND HUNDRED AND THIRTY FIVE THOUSAND THREE HUNDRED AND HUNDRED AND THIRTY FIVE THOUSAND THREE HUNDRED AND EIGHTY DOLLARS ANNUALLY 50 THOUSAND THREE HUNDRED AND EIGHTY DOLLARS ANNUALLY 50 THOUSAND THREE HUNDRED AND EIGHTY DOLLARS ANNUALLY 50 PERCENT OF THAT COMES FROM THE EIGHTY DOLLARS ANNUALLY 50 PERCENT OF THAT COMES FROM THE EIGHTY DOLLARS ANNUALLY 50 PERCENT OF THAT COMES FROM THE BBC'S OPERATING BUDGET ALTHOUGH PERCENT OF THAT COMES FROM THE BBC'S OPERATING BUDGET ALTHOUGH PERCENT OF THAT COMES FROM THE BBC'S OPERATING BUDGET ALTHOUGH SCREEN TIME IN ELEMENTARY BBC'S OPERATING BUDGET ALTHOUGH SCREEN TIME IN ELEMENTARY BBC'S OPERATING

226BUDGET ALTHOUGH SCREEN TIME IN ELEMENTARY SCHOOLS ESPECIALLY IN PRIMARY SCREEN TIME IN ELEMENTARY SCHOOLS ESPECIALLY IN PRIMARY SCREEN TIME IN ELEMENTARY SCHOOLS ESPECIALLY IN PRIMARY GRADES IS ALREADY VERY LIMITED. SCHOOLS ESPECIALLY IN PRIMARY GRADES IS ALREADY VERY LIMITED. SCHOOLS ESPECIALLY IN PRIMARY GRADES IS ALREADY VERY LIMITED. OTHER FUNDING IMPACTS SUCH AS GRADES IS ALREADY VERY LIMITED. OTHER FUNDING IMPACTS SUCH AS GRADES IS ALREADY VERY LIMITED. OTHER FUNDING IMPACTS SUCH AS ADDITIONAL MATERIALS, OTHER FUNDING IMPACTS SUCH AS ADDITIONAL MATERIALS, OTHER FUNDING IMPACTS SUCH AS ADDITIONAL MATERIALS, CURRICULUM RESOURCES PAPER AND ADDITIONAL MATERIALS, CURRICULUM RESOURCES PAPER AND ADDITIONAL MATERIALS, CURRICULUM RESOURCES PAPER AND COPYING AS WELL AS TEACHER CURRICULUM RESOURCES PAPER AND COPYING AS WELL AS TEACHER CURRICULUM RESOURCES PAPER AND COPYING AS WELL AS TEACHER PLANNING TIME ACCESS TO COPYING AS WELL AS TEACHER PLANNING TIME

227ACCESS TO COPYING AS WELL AS TEACHER PLANNING TIME ACCESS TO DIFFERENTIATED LEARNING PLANNING TIME ACCESS TO DIFFERENTIATED LEARNING PLANNING TIME ACCESS TO DIFFERENTIATED LEARNING PROGRAMS, SCHOOL CLOSURE PLANS DIFFERENTIATED LEARNING PROGRAMS, SCHOOL CLOSURE PLANS DIFFERENTIATED LEARNING PROGRAMS, SCHOOL CLOSURE PLANS AND SECURITY MANAGEMENT PROGRAMS, SCHOOL CLOSURE PLANS AND SECURITY MANAGEMENT PROGRAMS, SCHOOL CLOSURE PLANS AND SECURITY MANAGEMENT OF DEVICES SHOULD BE CONSIDERED AND SECURITY MANAGEMENT OF DEVICES SHOULD BE CONSIDERED AND SECURITY MANAGEMENT OF DEVICES SHOULD BE CONSIDERED THERE WAS A QUESTION WE BELIEVE OF DEVICES SHOULD BE CONSIDERED THERE WAS A QUESTION WE BELIEVE OF DEVICES SHOULD BE CONSIDERED THERE WAS A QUESTION WE BELIEVE THAT BELIEVE THAT CAME FROM THERE WAS A QUESTION WE BELIEVE THAT BELIEVE THAT CAME FROM THERE WAS A QUESTION WE BELIEVE THAT BELIEVE THAT CAME FROM WHAT ONE OF THE LINE ITEM

228THAT BELIEVE THAT CAME FROM WHAT ONE OF THE LINE ITEM THAT BELIEVE THAT CAME FROM WHAT ONE OF THE LINE ITEM DETAILS THAT WE SUBMITTED TO WHAT ONE OF THE LINE ITEM DETAILS THAT WE SUBMITTED TO WHAT ONE OF THE LINE ITEM DETAILS THAT WE SUBMITTED TO THE BOARD IT WAS THE WAY THE DETAILS THAT WE SUBMITTED TO THE BOARD IT WAS THE WAY THE DETAILS THAT WE SUBMITTED TO THE BOARD IT WAS THE WAY THE LINE WAS SOCIAL WORKERS THE BOARD IT WAS THE WAY THE LINE WAS SOCIAL WORKERS THE BOARD IT WAS THE WAY THE LINE WAS SOCIAL WORKERS TRANSPORTED AND THE DOLLAR LINE WAS SOCIAL WORKERS TRANSPORTED AND THE DOLLAR LINE WAS SOCIAL WORKERS TRANSPORTED AND THE DOLLAR AMOUNT ASSOCIATED WITH THAT TRANSPORTED AND THE DOLLAR AMOUNT ASSOCIATED WITH THAT TRANSPORTED AND

229THE DOLLAR AMOUNT ASSOCIATED WITH THAT LINE ITEM WAS ONE POINT SEVEN AMOUNT ASSOCIATED WITH THAT LINE ITEM WAS ONE POINT SEVEN AMOUNT ASSOCIATED WITH THAT LINE ITEM WAS ONE POINT SEVEN DOLLARS MILLION AND THE LINE ITEM WAS ONE POINT SEVEN DOLLARS MILLION AND THE LINE ITEM WAS ONE POINT SEVEN DOLLARS MILLION AND THE QUESTION WAS WHAT DOES THAT DOLLARS MILLION AND THE QUESTION WAS WHAT DOES THAT DOLLARS MILLION AND THE QUESTION WAS WHAT DOES THAT ENTAIL? QUESTION WAS WHAT DOES THAT ENTAIL? QUESTION WAS WHAT DOES THAT ENTAIL? YOU MAY RECALL I'VE MENTIONED ENTAIL? YOU MAY RECALL I'VE MENTIONED ENTAIL? YOU MAY RECALL I'VE MENTIONED THIS BEFORE WE ARE REQUIRED BY YOU MAY RECALL I'VE MENTIONED THIS BEFORE WE ARE REQUIRED BY YOU MAY RECALL I'VE MENTIONED THIS BEFORE WE ARE REQUIRED BY THE MCKINNEY INTO

230A FEDERAL THIS BEFORE WE ARE REQUIRED BY THE MCKINNEY INTO A FEDERAL THIS BEFORE WE ARE REQUIRED BY THE MCKINNEY INTO A FEDERAL LEGISLATION TO PROVIDE THE MCKINNEY INTO A FEDERAL LEGISLATION TO PROVIDE THE MCKINNEY INTO A FEDERAL LEGISLATION TO PROVIDE TRANSPORTATION FOR OUR HOMELESS LEGISLATION TO PROVIDE TRANSPORTATION FOR OUR HOMELESS LEGISLATION TO PROVIDE TRANSPORTATION FOR OUR HOMELESS CHILDREN AND SO THAT'S ONE TRANSPORTATION FOR OUR HOMELESS CHILDREN AND SO THAT'S ONE TRANSPORTATION FOR OUR HOMELESS CHILDREN AND SO THAT'S ONE POINT SEVEN IS TO DO WITH THE CHILDREN AND SO THAT'S ONE POINT SEVEN IS TO DO WITH THE CHILDREN AND SO THAT'S ONE POINT SEVEN IS TO DO WITH THE EXPENDITURES RELATED TO USING POINT SEVEN IS TO DO WITH THE EXPENDITURES RELATED TO USING POINT SEVEN IS TO DO WITH THE EXPENDITURES RELATED TO

231USING TAXES TO TRANSPORT THOSE EXPENDITURES RELATED TO USING TAXES TO TRANSPORT THOSE EXPENDITURES RELATED TO USING TAXES TO TRANSPORT THOSE STUDENTS TO THE SCHOOLS AS TAXES TO TRANSPORT THOSE STUDENTS TO THE SCHOOLS AS TAXES TO TRANSPORT THOSE STUDENTS TO THE SCHOOLS AS REQUIRED SO THE NEXT PART STUDENTS TO THE SCHOOLS AS REQUIRED SO THE NEXT PART STUDENTS TO THE SCHOOLS AS REQUIRED SO THE NEXT PART OF THE PRESENTATION IS GOING TO REQUIRED SO THE NEXT PART OF THE PRESENTATION IS GOING TO REQUIRED SO THE NEXT PART OF THE PRESENTATION IS GOING TO BE ON THE BUDGET STATE BUDGET OF THE PRESENTATION IS GOING TO BE ON THE BUDGET STATE BUDGET OF THE PRESENTATION IS GOING TO BE ON THE BUDGET STATE BUDGET UPDATE AS PREVIOUSLY MENTIONED BE ON THE BUDGET STATE BUDGET UPDATE AS PREVIOUSLY

232MENTIONED BE ON THE BUDGET STATE BUDGET UPDATE AS PREVIOUSLY MENTIONED THE GENERAL ASSEMBLY ADJOURNED UPDATE AS PREVIOUSLY MENTIONED THE GENERAL ASSEMBLY ADJOURNED UPDATE AS PREVIOUSLY MENTIONED THE GENERAL ASSEMBLY ADJOURNED IT'S TWENTY TWENTY FIVE SESSION THE GENERAL ASSEMBLY ADJOURNED IT'S TWENTY TWENTY FIVE SESSION THE GENERAL ASSEMBLY ADJOURNED IT'S TWENTY TWENTY FIVE SESSION ON SATURDAY THE BUDGET PACKAGE IT'S TWENTY TWENTY FIVE SESSION ON SATURDAY THE BUDGET PACKAGE IT'S TWENTY TWENTY FIVE SESSION ON SATURDAY THE BUDGET PACKAGE NOW AWAITING THE GOVERNOR'S ON SATURDAY THE BUDGET PACKAGE NOW AWAITING THE GOVERNOR'S ON SATURDAY THE BUDGET PACKAGE NOW AWAITING THE GOVERNOR'S APPROVAL INCLUDES INCREASED NOW AWAITING THE GOVERNOR'S APPROVAL INCLUDES INCREASED NOW AWAITING THE GOVERNOR'S APPROVAL INCLUDES INCREASED FUNDING FOR PUBLIC EDUCATION APPROVAL INCLUDES INCREASED FUNDING FOR PUBLIC EDUCATION APPROVAL INCLUDES INCREASED FUNDING FOR PUBLIC EDUCATION FOR VIRGINIA BEACH WE

233FUNDING FOR PUBLIC EDUCATION FOR VIRGINIA BEACH WE FUNDING FOR PUBLIC EDUCATION FOR VIRGINIA BEACH WE ANTICIPATE RECEIVING FOR VIRGINIA BEACH WE ANTICIPATE RECEIVING FOR VIRGINIA BEACH WE ANTICIPATE RECEIVING APPROXIMATELY SIXTEEN POINT ANTICIPATE RECEIVING APPROXIMATELY SIXTEEN POINT ANTICIPATE RECEIVING APPROXIMATELY SIXTEEN POINT THREE DOLLARS MILLION IN APPROXIMATELY SIXTEEN POINT THREE DOLLARS MILLION IN APPROXIMATELY SIXTEEN POINT THREE DOLLARS MILLION IN ADDITIONAL FUNDING TWO POINT THREE DOLLARS MILLION IN ADDITIONAL FUNDING TWO POINT THREE DOLLARS MILLION IN ADDITIONAL FUNDING TWO POINT SEVEN MILLION FOR TECHNICAL ADDITIONAL FUNDING TWO POINT SEVEN MILLION FOR TECHNICAL ADDITIONAL FUNDING TWO POINT SEVEN MILLION FOR TECHNICAL UPDATES INCLUDING BIANNUAL RE SEVEN MILLION FOR TECHNICAL UPDATES INCLUDING BIANNUAL RE SEVEN MILLION FOR TECHNICAL UPDATES INCLUDING BIANNUAL RE BENCHMARKING AND POLICY CHANGES UPDATES INCLUDING BIANNUAL RE BENCHMARKING AND POLICY CHANGES UPDATES INCLUDING BIANNUAL RE BENCHMARKING AND POLICY

234CHANGES EXAMPLES OF THESE TYPES BENCHMARKING AND POLICY CHANGES EXAMPLES OF THESE TYPES BENCHMARKING AND POLICY CHANGES EXAMPLES OF THESE TYPES OF UPDATES INCLUDE CHANGES EXAMPLES OF THESE TYPES OF UPDATES INCLUDE CHANGES EXAMPLES OF THESE TYPES OF UPDATES INCLUDE CHANGES ENROLLMENTS FUNDED SALARIES AND OF UPDATES INCLUDE CHANGES ENROLLMENTS FUNDED SALARIES AND OF UPDATES INCLUDE CHANGES ENROLLMENTS FUNDED SALARIES AND BENEFITS SUPPORT COST INFLATION ENROLLMENTS FUNDED SALARIES AND BENEFITS SUPPORT COST INFLATION ENROLLMENTS FUNDED SALARIES AND BENEFITS SUPPORT COST INFLATION AND OTHER COST FACTORS THAT BENEFITS SUPPORT COST INFLATION AND OTHER COST FACTORS THAT BENEFITS SUPPORT COST INFLATION AND OTHER COST FACTORS THAT CHANGE OVER TIME TEN POINT NINE AND OTHER COST FACTORS THAT CHANGE OVER TIME TEN POINT NINE AND OTHER COST FACTORS THAT CHANGE OVER TIME TEN POINT NINE MILLION TO MEN TO SUPPORT CHANGE OVER TIME

235TEN POINT NINE MILLION TO MEN TO SUPPORT CHANGE OVER TIME TEN POINT NINE MILLION TO MEN TO SUPPORT POSITION STAFFING STANDARD MILLION TO MEN TO SUPPORT POSITION STAFFING STANDARD MILLION TO MEN TO SUPPORT POSITION STAFFING STANDARD INCREASING THE RATIO FROM POSITION STAFFING STANDARD INCREASING THE RATIO FROM POSITION STAFFING STANDARD INCREASING THE RATIO FROM TWENTY FOUR POSITIONS PER ONE INCREASING THE RATIO FROM TWENTY FOUR POSITIONS PER ONE INCREASING THE RATIO FROM TWENTY FOUR POSITIONS PER ONE THOUSAND STUDENTS AND EIGHTY TO TWENTY FOUR POSITIONS PER ONE THOUSAND STUDENTS AND EIGHTY TO TWENTY FOUR POSITIONS PER ONE THOUSAND STUDENTS AND EIGHTY TO THE STATEWIDE PREVAILING THOUSAND STUDENTS AND EIGHTY TO THE STATEWIDE PREVAILING THOUSAND STUDENTS AND EIGHTY TO THE STATEWIDE PREVAILING AVERAGE OF SUPPORT POSITIONS AS THE STATEWIDE PREVAILING AVERAGE OF SUPPORT POSITIONS AS THE STATEWIDE PREVAILING AVERAGE

236OF SUPPORT POSITIONS AS REPORTED BY SCHOOL DIVISIONS ON AVERAGE OF SUPPORT POSITIONS AS REPORTED BY SCHOOL DIVISIONS ON AVERAGE OF SUPPORT POSITIONS AS REPORTED BY SCHOOL DIVISIONS ON THE FISCAL YEAR. REPORTED BY SCHOOL DIVISIONS ON THE FISCAL YEAR. REPORTED BY SCHOOL DIVISIONS ON THE FISCAL YEAR. TWENTY TWENTY ANNUAL SCHOOL THE FISCAL YEAR. TWENTY TWENTY ANNUAL SCHOOL THE FISCAL YEAR. TWENTY TWENTY ANNUAL SCHOOL REPORT. TWENTY TWENTY ANNUAL SCHOOL REPORT. TWENTY TWENTY ANNUAL SCHOOL REPORT. THIS EFFECTIVELY LISTS THE REPORT. THIS EFFECTIVELY LISTS THE REPORT. THIS EFFECTIVELY LISTS THE SUPPORT IT ENSURES THE STATE THIS EFFECTIVELY LISTS THE SUPPORT IT ENSURES THE STATE THIS EFFECTIVELY LISTS THE SUPPORT IT ENSURES THE STATE FUNDS ITS SHARE OF ADDITIONAL SUPPORT IT ENSURES THE STATE FUNDS ITS SHARE OF ADDITIONAL SUPPORT IT ENSURES THE STATE FUNDS ITS SHARE OF ADDITIONAL SUPPORT

237STAFF FOR TWENTY TWENTY FUNDS ITS SHARE OF ADDITIONAL SUPPORT STAFF FOR TWENTY TWENTY FUNDS ITS SHARE OF ADDITIONAL SUPPORT STAFF FOR TWENTY TWENTY FIVE TWENTY SIX POTENTIALLY SUPPORT STAFF FOR TWENTY TWENTY FIVE TWENTY SIX POTENTIALLY SUPPORT STAFF FOR TWENTY TWENTY FIVE TWENTY SIX POTENTIALLY COVERING TO TWO HUNDRED AND FIVE TWENTY SIX POTENTIALLY COVERING TO TWO HUNDRED AND FIVE TWENTY SIX POTENTIALLY COVERING TO TWO HUNDRED AND FORTY SUPPORT POSITIONS IN COVERING TO TWO HUNDRED AND FORTY SUPPORT POSITIONS IN COVERING TO TWO HUNDRED AND FORTY SUPPORT POSITIONS IN VIRGINIA BEACH ACCORDING TO AN FORTY SUPPORT POSITIONS IN VIRGINIA BEACH ACCORDING TO AN FORTY SUPPORT POSITIONS IN VIRGINIA BEACH ACCORDING TO AN ANALYSIS DONE BY THE VIRGINIA BEACH ACCORDING TO AN ANALYSIS DONE BY THE VIRGINIA BEACH ACCORDING TO AN ANALYSIS DONE BY THE COMMONWEALTH INSTITUTE EXAMPLES ANALYSIS

238DONE BY THE COMMONWEALTH INSTITUTE EXAMPLES ANALYSIS DONE BY THE COMMONWEALTH INSTITUTE EXAMPLES OF THESE POSITIONS WOULD COMMONWEALTH INSTITUTE EXAMPLES OF THESE POSITIONS WOULD COMMONWEALTH INSTITUTE EXAMPLES OF THESE POSITIONS WOULD INCLUDE SOCIAL WORKERS, OF THESE POSITIONS WOULD INCLUDE SOCIAL WORKERS, OF THESE POSITIONS WOULD INCLUDE SOCIAL WORKERS, COUNSELORS IS CUSTODIANS INCLUDE SOCIAL WORKERS, COUNSELORS IS CUSTODIANS INCLUDE SOCIAL WORKERS, COUNSELORS IS CUSTODIANS SECURITY AND OTHER GAP FILLING COUNSELORS IS CUSTODIANS SECURITY AND OTHER GAP FILLING COUNSELORS IS CUSTODIANS SECURITY AND OTHER GAP FILLING POSITIONS THERE'S TWO POINT SECURITY AND OTHER GAP FILLING POSITIONS THERE'S TWO POINT SECURITY AND OTHER GAP FILLING POSITIONS THERE'S TWO POINT SEVEN DOLLARS MILLION TO POSITIONS THERE'S TWO POINT SEVEN DOLLARS MILLION TO POSITIONS THERE'S TWO POINT SEVEN DOLLARS MILLION TO PROVIDE ADDITIONAL FUNDING FOR SEVEN DOLLARS MILLION TO PROVIDE ADDITIONAL FUNDING FOR SEVEN DOLLARS

239MILLION TO PROVIDE ADDITIONAL FUNDING FOR SPECIAL EDUCATION STUDENTS AS PROVIDE ADDITIONAL FUNDING FOR SPECIAL EDUCATION STUDENTS AS PROVIDE ADDITIONAL FUNDING FOR SPECIAL EDUCATION STUDENTS AS AN ADD ON TO THE BASIC PER SPECIAL EDUCATION STUDENTS AS AN ADD ON TO THE BASIC PER SPECIAL EDUCATION STUDENTS AS AN ADD ON TO THE BASIC PER PUPIL NOW AND THEN THERE'S A AN ADD ON TO THE BASIC PER PUPIL NOW AND THEN THERE'S A AN ADD ON TO THE BASIC PER PUPIL NOW AND THEN THERE'S A THOUSAND DOLLAR BONUS EFFECTIVE PUPIL NOW AND THEN THERE'S A THOUSAND DOLLAR BONUS EFFECTIVE PUPIL NOW AND THEN THERE'S A THOUSAND DOLLAR BONUS EFFECTIVE JUNE 1ST TWENTY TWENTY FIVE FOR THOUSAND DOLLAR BONUS EFFECTIVE JUNE 1ST TWENTY TWENTY FIVE FOR THOUSAND DOLLAR BONUS EFFECTIVE JUNE 1ST TWENTY TWENTY FIVE FOR S.L Q INSTRUCTIONAL

240AND SUPPORT JUNE 1ST TWENTY TWENTY FIVE FOR S.L Q INSTRUCTIONAL AND SUPPORT JUNE 1ST TWENTY TWENTY FIVE FOR S.L Q INSTRUCTIONAL AND SUPPORT POSITIONS PLEASE NOTE THE S.L Q INSTRUCTIONAL AND SUPPORT POSITIONS PLEASE NOTE THE S.L Q INSTRUCTIONAL AND SUPPORT POSITIONS PLEASE NOTE THE SCHOOL BOARD HAS THE OPTION TO POSITIONS PLEASE NOTE THE SCHOOL BOARD HAS THE OPTION TO POSITIONS PLEASE NOTE THE SCHOOL BOARD HAS THE OPTION TO EXCLUSIVELY ALLOCATE THE ONE AS SCHOOL BOARD HAS THE OPTION TO EXCLUSIVELY ALLOCATE THE ONE AS SCHOOL BOARD HAS THE OPTION TO EXCLUSIVELY ALLOCATE THE ONE AS NOTED AS NOTED WHICH LAYS OUT EXCLUSIVELY ALLOCATE THE ONE AS ROUGHLY TWENTY SEVEN HUNDRED OF NON SO CUTE FUNDED STAFF ROUGHLY TWENTY SEVEN HUNDRED OF NON SO CUTE FUNDED STAFF ROUGHLY TWENTY SEVEN HUNDRED OF NON SO CUTE FUNDED STAFF

241LIKE CUSTODIAN'S SOCIAL OF NON SO CUTE FUNDED STAFF LIKE CUSTODIAN'S SOCIAL OF NON SO CUTE FUNDED STAFF LIKE CUSTODIAN'S SOCIAL WORKERS, COUNSELORS, SOME LIKE CUSTODIAN'S SOCIAL WORKERS, COUNSELORS, SOME LIKE CUSTODIAN'S SOCIAL WORKERS, COUNSELORS, SOME INSTRUCTIONAL STAFF CRAFTSMEN WORKERS, COUNSELORS, SOME INSTRUCTIONAL STAFF CRAFTSMEN WORKERS, COUNSELORS, SOME INSTRUCTIONAL STAFF CRAFTSMEN OR THE SCHOOL BOARD CAN TAKE INSTRUCTIONAL STAFF CRAFTSMEN OR THE SCHOOL BOARD CAN TAKE INSTRUCTIONAL STAFF CRAFTSMEN OR THE SCHOOL BOARD CAN TAKE THE MONEY PROVIDED BY THE OR THE SCHOOL BOARD CAN TAKE THE MONEY PROVIDED BY THE OR THE SCHOOL BOARD CAN TAKE THE MONEY PROVIDED BY THE GENERAL ASSEMBLY AND DIVIDED THE MONEY PROVIDED BY THE GENERAL ASSEMBLY AND DIVIDED THE MONEY PROVIDED BY THE GENERAL ASSEMBLY AND DIVIDED EQUALLY AMONG ALL FTF POSITIONS GENERAL ASSEMBLY AND DIVIDED EQUALLY AMONG ALL FTF POSITIONS GENERAL ASSEMBLY

242AND DIVIDED EQUALLY AMONG ALL FTF POSITIONS UNFORTUNATELY DUE TO THE JUNE EQUALLY AMONG ALL FTF POSITIONS UNFORTUNATELY DUE TO THE JUNE EQUALLY AMONG ALL FTF POSITIONS UNFORTUNATELY DUE TO THE JUNE 1ST DATE IS NOT QUITE CERTAIN UNFORTUNATELY DUE TO THE JUNE 1ST DATE IS NOT QUITE CERTAIN UNFORTUNATELY DUE TO THE JUNE 1ST DATE IS NOT QUITE CERTAIN IF WE WILL HAVE THE AVAILABLE 1ST DATE IS NOT QUITE CERTAIN IF WE WILL HAVE THE AVAILABLE 1ST DATE IS NOT QUITE CERTAIN IF WE WILL HAVE THE AVAILABLE FUNDS TO PROVIDE A THOUSAND IF WE WILL HAVE THE AVAILABLE FUNDS TO PROVIDE A THOUSAND IF WE WILL HAVE THE AVAILABLE FUNDS TO PROVIDE A THOUSAND MATCH FOR THOSE TWENTY SEVEN FUNDS TO PROVIDE A THOUSAND MATCH FOR THOSE TWENTY SEVEN FUNDS TO PROVIDE A THOUSAND MATCH FOR THOSE

243TWENTY SEVEN HUNDRED NINE OCU FUNDED STAFF MATCH FOR THOSE TWENTY SEVEN HUNDRED NINE OCU FUNDED STAFF MATCH FOR THOSE TWENTY SEVEN HUNDRED NINE OCU FUNDED STAFF IT IS A MINISTRIES HUNDRED NINE OCU FUNDED STAFF IT IS A MINISTRIES HUNDRED NINE OCU FUNDED STAFF IT IS A MINISTRIES ADMINISTRATION'S OPINION, IT IS A MINISTRIES ADMINISTRATION'S OPINION, IT IS A MINISTRIES ADMINISTRATION'S OPINION, HOWEVER, THAT EXCLUDING ANY ADMINISTRATION'S OPINION, HOWEVER, THAT EXCLUDING ANY ADMINISTRATION'S OPINION, HOWEVER, THAT EXCLUDING ANY GROUP FROM SOME LEVEL OF A HOWEVER, THAT EXCLUDING ANY GROUP FROM SOME LEVEL OF A HOWEVER, THAT EXCLUDING ANY GROUP FROM SOME LEVEL OF A BONUS WILL HAVE NEGATIVE GROUP FROM SOME LEVEL OF A BONUS WILL HAVE NEGATIVE GROUP FROM SOME LEVEL OF A BONUS WILL HAVE NEGATIVE EFFECTS ON STAFF MORALE. BONUS WILL HAVE NEGATIVE EFFECTS ON STAFF

244MORALE. BONUS WILL HAVE NEGATIVE EFFECTS ON STAFF MORALE. FINALLY, IT IS IMPORTANT TO EFFECTS ON STAFF MORALE. FINALLY, IT IS IMPORTANT TO EFFECTS ON STAFF MORALE. FINALLY, IT IS IMPORTANT TO UNDERSTAND THAT THE ADDITIONAL FINALLY, IT IS IMPORTANT TO UNDERSTAND THAT THE ADDITIONAL FINALLY, IT IS IMPORTANT TO UNDERSTAND THAT THE ADDITIONAL SIXTEEN POINT THREE MILLION IS UNDERSTAND THAT THE ADDITIONAL SIXTEEN POINT THREE MILLION IS UNDERSTAND THAT THE ADDITIONAL SIXTEEN POINT THREE MILLION IS SUBJECT REVIEW AND APPROVAL BY SIXTEEN POINT THREE MILLION IS SUBJECT REVIEW AND APPROVAL BY SIXTEEN POINT THREE MILLION IS SUBJECT REVIEW AND APPROVAL BY THE GOVERNOR. SUBJECT REVIEW AND APPROVAL BY THE GOVERNOR. SUBJECT REVIEW AND APPROVAL BY THE GOVERNOR. GOVERNOR YOUNGIN HAS UNTIL THE GOVERNOR. GOVERNOR YOUNGIN HAS UNTIL THE GOVERNOR. GOVERNOR YOUNGIN HAS UNTIL MARCH FOR TO ACT ON THE

245GOVERNOR YOUNGIN HAS UNTIL MARCH FOR TO ACT ON THE GOVERNOR YOUNGIN HAS UNTIL MARCH FOR TO ACT ON THE RECOMMENDATIONS OF THE GENERAL MARCH FOR TO ACT ON THE RECOMMENDATIONS OF THE GENERAL MARCH FOR TO ACT ON THE RECOMMENDATIONS OF THE GENERAL ASSEMBLY THE STATE IS KEY AS RECOMMENDATIONS OF THE GENERAL ASSEMBLY THE STATE IS KEY AS RECOMMENDATIONS OF THE GENERAL ASSEMBLY THE STATE IS KEY AS THE SCHOOL BOARD WILL NEED TO ASSEMBLY THE STATE IS KEY AS THE SCHOOL BOARD WILL NEED TO ASSEMBLY THE STATE IS KEY AS THE SCHOOL BOARD WILL NEED TO VOTE ON THE TWENTY TWENTY FIVE THE SCHOOL BOARD WILL NEED TO VOTE ON THE TWENTY TWENTY FIVE THE SCHOOL BOARD WILL NEED TO VOTE ON THE TWENTY TWENTY FIVE TWENTY SIX OPERATING BUDGET AND VOTE ON THE TWENTY TWENTY

246FIVE TWENTY SIX OPERATING BUDGET AND VOTE ON THE TWENTY TWENTY FIVE TWENTY SIX OPERATING BUDGET AND SIPI ON MARCH 11TH WHICH WILL TWENTY SIX OPERATING BUDGET AND SIPI ON MARCH 11TH WHICH WILL TWENTY SIX OPERATING BUDGET AND SIPI ON MARCH 11TH WHICH WILL MOST LIKELY NOT INCLUDE ANY NEW SIPI ON MARCH 11TH WHICH WILL MOST LIKELY NOT INCLUDE ANY NEW SIPI ON MARCH 11TH WHICH WILL MOST LIKELY NOT INCLUDE ANY NEW REVENUE IF THIS IS THE CASE AND MOST LIKELY NOT INCLUDE ANY NEW REVENUE IF THIS IS THE CASE AND MOST LIKELY NOT INCLUDE ANY NEW REVENUE IF THIS IS THE CASE AND THE GOVERNOR APPROVES THE NEW REVENUE IF THIS IS THE CASE AND THE GOVERNOR APPROVES THE NEW REVENUE IF THIS IS THE CASE AND THE GOVERNOR APPROVES THE NEW STATE FUNDS FOR

247CPS AFTER MARCH THE GOVERNOR APPROVES THE NEW STATE FUNDS FOR CPS AFTER MARCH THE GOVERNOR APPROVES THE NEW STATE FUNDS FOR CPS AFTER MARCH 11 THE ADMINISTRATION IN THE STATE FUNDS FOR CPS AFTER MARCH 11 THE ADMINISTRATION IN THE STATE FUNDS FOR CPS AFTER MARCH 11 THE ADMINISTRATION IN THE SCHOOL BOARD WILL DEVELOP AN TO 11 THE ADMINISTRATION IN THE SCHOOL BOARD WILL DEVELOP AN TO 11 THE ADMINISTRATION IN THE SCHOOL BOARD WILL DEVELOP AN TO THE APPROVED BUDGET THAT SCHOOL BOARD WILL DEVELOP AN TO THE APPROVED BUDGET THAT SCHOOL BOARD WILL DEVELOP AN TO THE APPROVED BUDGET THAT FACTORS IN NEW REVENUES THIS THE APPROVED BUDGET THAT FACTORS IN NEW REVENUES THIS THE APPROVED BUDGET THAT FACTORS IN NEW REVENUES THIS THIS LIGHT FROM INSIDE IS FACTORS IN NEW REVENUES THIS THIS LIGHT FROM

248INSIDE IS FACTORS IN NEW REVENUES THIS THIS LIGHT FROM INSIDE IS PRESENTED TO INITIATE MORE THIS LIGHT FROM INSIDE IS PRESENTED TO INITIATE MORE THIS LIGHT FROM INSIDE IS PRESENTED TO INITIATE MORE DISCUSSIONS ON POTENTIAL PRESENTED TO INITIATE MORE DISCUSSIONS ON POTENTIAL PRESENTED TO INITIATE MORE DISCUSSIONS ON POTENTIAL PRIORITIES. DISCUSSIONS ON POTENTIAL PRIORITIES. DISCUSSIONS ON POTENTIAL PRIORITIES. SHOULD VIRGINIA BEACH RECEIVE PRIORITIES. SHOULD VIRGINIA BEACH RECEIVE PRIORITIES. SHOULD VIRGINIA BEACH RECEIVE ADDITIONAL FUNDING FROM THE SHOULD VIRGINIA BEACH RECEIVE ADDITIONAL FUNDING FROM THE SHOULD VIRGINIA BEACH RECEIVE ADDITIONAL FUNDING FROM THE GENERAL ASSEMBLY? ADDITIONAL FUNDING FROM THE GENERAL ASSEMBLY? ADDITIONAL FUNDING FROM THE GENERAL ASSEMBLY? OPTIONS FOR CONSIDERATION GENERAL ASSEMBLY? OPTIONS FOR CONSIDERATION GENERAL ASSEMBLY? OPTIONS FOR CONSIDERATION INCLUDE REDUCING THE STAFFING OPTIONS FOR CONSIDERATION INCLUDE REDUCING THE STAFFING OPTIONS FOR CONSIDERATION INCLUDE REDUCING THE STAFFING REDUCTION

249BY CLOSING THE INCLUDE REDUCING THE STAFFING REDUCTION BY CLOSING THE INCLUDE REDUCING THE STAFFING REDUCTION BY CLOSING THE VACANCY GAP BY ABOUT FIVE POINT REDUCTION BY CLOSING THE VACANCY GAP BY ABOUT FIVE POINT REDUCTION BY CLOSING THE VACANCY GAP BY ABOUT FIVE POINT FIVE MILLION WHICH WILL VACANCY GAP BY ABOUT FIVE POINT FIVE MILLION WHICH WILL VACANCY GAP BY ABOUT FIVE POINT FIVE MILLION WHICH WILL DECREASE THAT ELEVEN POINT FIVE MILLION WHICH WILL DECREASE THAT ELEVEN POINT FIVE MILLION WHICH WILL DECREASE THAT ELEVEN POINT SEVEN MILLION DOLLARS THAT WE DECREASE THAT ELEVEN POINT SEVEN MILLION DOLLARS THAT WE DECREASE THAT ELEVEN POINT SEVEN MILLION DOLLARS THAT WE HAVE ON THE SCENE TO ABOUT SIX SEVEN MILLION DOLLARS THAT WE HAVE ON THE SCENE TO ABOUT SIX SEVEN MILLION DOLLARS THAT WE HAVE ON THE SCENE

250TO ABOUT SIX POINT TWO MILLION AND MUCH MORE HAVE ON THE SCENE TO ABOUT SIX POINT TWO MILLION AND MUCH MORE HAVE ON THE SCENE TO ABOUT SIX POINT TWO MILLION AND MUCH MORE MANAGEABLE SOLUTION TO LIMIT POINT TWO MILLION AND MUCH MORE MANAGEABLE SOLUTION TO LIMIT POINT TWO MILLION AND MUCH MORE MANAGEABLE SOLUTION TO LIMIT IMPACT TEACHING LEARNING AND MANAGEABLE SOLUTION TO LIMIT IMPACT TEACHING LEARNING AND MANAGEABLE SOLUTION TO LIMIT IMPACT TEACHING LEARNING AND SERVICES PROVIDING THOUSAND IMPACT TEACHING LEARNING AND SERVICES PROVIDING THOUSAND IMPACT TEACHING LEARNING AND SERVICES PROVIDING THOUSAND DOLLAR BONUSES FOR THE AS A KEY SERVICES PROVIDING THOUSAND DOLLAR BONUSES FOR THE AS A KEY SERVICES PROVIDING THOUSAND DOLLAR BONUSES FOR THE AS A KEY POSITIONS I JUST ABOUT OR DOLLAR BONUSES FOR THE AS A KEY POSITIONS I JUST ABOUT OR

251DOLLAR BONUSES FOR THE AS A KEY POSITIONS I JUST ABOUT OR ALTERNATIVELY ALTERNATIVELY POSITIONS I JUST ABOUT OR ALTERNATIVELY ALTERNATIVELY POSITIONS I JUST ABOUT OR ALTERNATIVELY ALTERNATIVELY DISTRIBUTING THE SIX POINT FIVE ALTERNATIVELY ALTERNATIVELY DISTRIBUTING THE SIX POINT FIVE ALTERNATIVELY ALTERNATIVELY DISTRIBUTING THE SIX POINT FIVE MILLION AMONG ALL EMPLOYEES AS DISTRIBUTING THE SIX POINT FIVE MILLION AMONG ALL EMPLOYEES AS DISTRIBUTING THE SIX POINT FIVE MILLION AMONG ALL EMPLOYEES AS NOTED ABOVE RESULTING IN A MILLION AMONG ALL EMPLOYEES AS BONUS OF APPROXIMATELY SIX HUNDRED FIFTY DOLLARS PER FULL BONUS OF APPROXIMATELY SIX HUNDRED FIFTY DOLLARS PER FULL BONUS OF APPROXIMATELY SIX HUNDRED FIFTY DOLLARS PER FULL TIME STUDENT PER FULL TIME HUNDRED FIFTY DOLLARS PER FULL TIME STUDENT PER FULL TIME HUNDRED FIFTY DOLLARS PER FULL TIME STUDENT PER FULL TIME EMPLOYEE IF YOU ARE PARTITE FTE

252TIME STUDENT PER FULL TIME EMPLOYEE IF YOU ARE PARTITE FTE TIME STUDENT PER FULL TIME EMPLOYEE IF YOU ARE PARTITE FTE YOU ALSO RECEIVE A PRO-RATED EMPLOYEE IF YOU ARE PARTITE FTE YOU ALSO RECEIVE A PRO-RATED EMPLOYEE IF YOU ARE PARTITE FTE YOU ALSO RECEIVE A PRO-RATED AMOUNT ADDING ONE WELLNESS DAY YOU ALSO RECEIVE A PRO-RATED AMOUNT ADDING ONE WELLNESS DAY YOU ALSO RECEIVE A PRO-RATED AMOUNT ADDING ONE WELLNESS DAY FOR EMPLOYEES AT A COST OF SIX AMOUNT ADDING ONE WELLNESS DAY FOR EMPLOYEES AT A COST OF SIX AMOUNT ADDING ONE WELLNESS DAY FOR EMPLOYEES AT A COST OF SIX HUNDRED AND FIFTY THOUSAND FOR EMPLOYEES AT A COST OF SIX HUNDRED AND FIFTY THOUSAND FOR EMPLOYEES AT A COST OF SIX HUNDRED AND FIFTY THOUSAND ENHANCING COMPENSATION THROUGH HUNDRED AND FIFTY THOUSAND ENHANCING COMPENSATION

253THROUGH HUNDRED AND FIFTY THOUSAND ENHANCING COMPENSATION THROUGH OPTIONS SUCH AS INCREASING THE ENHANCING COMPENSATION THROUGH OPTIONS SUCH AS INCREASING THE ENHANCING COMPENSATION THROUGH OPTIONS SUCH AS INCREASING THE STEP ON THE UNIFIED SCALE FOR OPTIONS SUCH AS INCREASING THE STEP ON THE UNIFIED SCALE FOR OPTIONS SUCH AS INCREASING THE STEP ON THE UNIFIED SCALE FOR EMPLOYEES WITH ZERO TO 14 YEARS STEP ON THE UNIFIED SCALE FOR EMPLOYEES WITH ZERO TO 14 YEARS STEP ON THE UNIFIED SCALE FOR EMPLOYEES WITH ZERO TO 14 YEARS OF SERVICE FROM ONE PERCENT TO EMPLOYEES WITH ZERO TO 14 YEARS OF SERVICE FROM ONE PERCENT TO EMPLOYEES WITH ZERO TO 14 YEARS OF SERVICE FROM ONE PERCENT TO ONE POINT TWENTY FIVE PERCENT OF SERVICE FROM ONE PERCENT TO ONE POINT TWENTY FIVE PERCENT OF SERVICE FROM ONE PERCENT TO ONE

254POINT TWENTY FIVE PERCENT AT AN ESTIMATED COST ONE POINT TWENTY FIVE PERCENT AT AN ESTIMATED COST ONE POINT TWENTY FIVE PERCENT AT AN ESTIMATED COST OF APPROXIMATELY SEVEN AND A AT AN ESTIMATED COST OF APPROXIMATELY SEVEN AND A AT AN ESTIMATED COST OF APPROXIMATELY SEVEN AND A HALF MILLION DOLLARS OR OF APPROXIMATELY SEVEN AND A HALF MILLION DOLLARS OR OF APPROXIMATELY SEVEN AND A HALF MILLION DOLLARS OR IMPLEMENTING OPTION SEE FROM HALF MILLION DOLLARS OR IMPLEMENTING OPTION SEE FROM HALF MILLION DOLLARS OR IMPLEMENTING OPTION SEE FROM CIVIL WAR THE INSTRUCTIONAL PAY IMPLEMENTING OPTION SEE FROM CIVIL WAR THE INSTRUCTIONAL PAY IMPLEMENTING OPTION SEE FROM CIVIL WAR THE INSTRUCTIONAL PAY SCALE INCREASING STARTING CIVIL WAR THE INSTRUCTIONAL PAY SCALE INCREASING STARTING CIVIL WAR THE INSTRUCTIONAL PAY SCALE INCREASING STARTING SALARY ADJUSTMENT FROM TWO SCALE INCREASING STARTING

255SALARY ADJUSTMENT FROM TWO SCALE INCREASING STARTING SALARY ADJUSTMENT FROM TWO PERCENT TO THREE PERCENT AN SALARY ADJUSTMENT FROM TWO PERCENT TO THREE PERCENT AN SALARY ADJUSTMENT FROM TWO PERCENT TO THREE PERCENT AN ADDITIONAL COSTS OF THREE POINT PERCENT TO THREE PERCENT AN ADDITIONAL COSTS OF THREE POINT PERCENT TO THREE PERCENT AN ADDITIONAL COSTS OF THREE POINT TWO MILLION AND THEN ADDITIONAL COSTS OF THREE POINT TWO MILLION AND THEN ADDITIONAL COSTS OF THREE POINT TWO MILLION AND THEN IMPLEMENTING HALF OF THE TWO MILLION AND THEN IMPLEMENTING HALF OF THE TWO MILLION AND THEN IMPLEMENTING HALF OF THE RECOMMENDED EDUCATIONAL IMPLEMENTING HALF OF THE RECOMMENDED EDUCATIONAL IMPLEMENTING HALF OF THE RECOMMENDED EDUCATIONAL ALLOWANCES INCREASE IS AT A RECOMMENDED EDUCATIONAL ALLOWANCES INCREASE IS AT A RECOMMENDED EDUCATIONAL ALLOWANCES INCREASE IS AT A COST OF NINE HUNDRED THOUSAND ALLOWANCES

256INCREASE IS AT A COST OF NINE HUNDRED THOUSAND ALLOWANCES INCREASE IS AT A COST OF NINE HUNDRED THOUSAND DOLLARS AND ANY OTHER CONSIDER COST OF NINE HUNDRED THOUSAND DOLLARS AND ANY OTHER CONSIDER COST OF NINE HUNDRED THOUSAND DOLLARS AND ANY OTHER CONSIDER AS PROPOSED BY THE BOARD. DOLLARS AND ANY OTHER CONSIDER AS PROPOSED BY THE BOARD. DOLLARS AND ANY OTHER CONSIDER AS PROPOSED BY THE BOARD. SO THAT CONCLUDES PRESENTATION AS PROPOSED BY THE BOARD. SO THAT CONCLUDES PRESENTATION AS PROPOSED BY THE BOARD. SO THAT CONCLUDES PRESENTATION AND NOW WE WILL OPEN IT UP FOR SO THAT CONCLUDES PRESENTATION AND NOW WE WILL OPEN IT UP FOR SO THAT CONCLUDES PRESENTATION AND NOW WE WILL OPEN IT UP FOR QUESTIONS IN DISCUSSION. AND NOW WE WILL OPEN IT UP FOR QUESTIONS IN DISCUSSION. AND NOW WE

257WILL OPEN IT UP FOR QUESTIONS IN DISCUSSION. DR. GREEN. QUESTIONS IN DISCUSSION. DR. GREEN. QUESTIONS IN DISCUSSION. DR. GREEN. THANK YOU MISS PAY MINE IS MORE DR. GREEN. THANK YOU MISS PAY MINE IS MORE DR. GREEN. THANK YOU MISS PAY MINE IS MORE OF A COMMENT AND NOT A QUESTION THANK YOU MISS PAY MINE IS MORE OF A COMMENT AND NOT A QUESTION THANK YOU MISS PAY MINE IS MORE OF A COMMENT AND NOT A QUESTION I CERTAINLY APPRECIATE THE OF A COMMENT AND NOT A QUESTION I CERTAINLY APPRECIATE THE OF A COMMENT AND NOT A QUESTION I CERTAINLY APPRECIATE THE INFORMATION YOU PROVIDED WITH I CERTAINLY APPRECIATE THE INFORMATION YOU PROVIDED WITH I CERTAINLY APPRECIATE THE INFORMATION YOU PROVIDED WITH REGARDS TO THE BONUSES AND I INFORMATION YOU PROVIDED WITH REGARDS TO THE BONUSES

258AND I INFORMATION YOU PROVIDED WITH REGARDS TO THE BONUSES AND I HOPE WHEN THE TIME COMES FOR US REGARDS TO THE BONUSES AND I HOPE WHEN THE TIME COMES FOR US REGARDS TO THE BONUSES AND I HOPE WHEN THE TIME COMES FOR US TO MAKE THAT DECISION THAT IT HOPE WHEN THE TIME COMES FOR US TO MAKE THAT DECISION THAT IT HOPE WHEN THE TIME COMES FOR US TO MAKE THAT DECISION THAT IT WILL BE FOR ALL EMPLOYEES TO TO MAKE THAT DECISION THAT IT WILL BE FOR ALL EMPLOYEES TO TO MAKE THAT DECISION THAT IT WILL BE FOR ALL EMPLOYEES TO RECEIVE THAT BONUS BECAUSE EVEN WILL BE FOR ALL EMPLOYEES TO RECEIVE THAT BONUS BECAUSE EVEN WILL BE FOR ALL EMPLOYEES TO RECEIVE THAT BONUS BECAUSE EVEN >> OUR NON INSTRUCTIONAL RECEIVE THAT

259BONUS BECAUSE EVEN >> OUR NON INSTRUCTIONAL RECEIVE THAT BONUS BECAUSE EVEN >> OUR NON INSTRUCTIONAL PERSONNEL THEY SUPPORT >> OUR NON INSTRUCTIONAL PERSONNEL THEY SUPPORT >> OUR NON INSTRUCTIONAL PERSONNEL THEY SUPPORT INSTRUCTION THINK ABOUT THE PERSONNEL THEY SUPPORT INSTRUCTION THINK ABOUT THE PERSONNEL THEY SUPPORT INSTRUCTION THINK ABOUT THE WORK THAT OUR CUSTODIANS DO. INSTRUCTION THINK ABOUT THE WORK THAT OUR CUSTODIANS DO. INSTRUCTION THINK ABOUT THE WORK THAT OUR CUSTODIANS DO. CLASSROOMS WOULD NOT CLEAN FOR WORK THAT OUR CUSTODIANS DO. CLASSROOMS WOULD NOT CLEAN FOR WORK THAT OUR CUSTODIANS DO. CLASSROOMS WOULD NOT CLEAN FOR STUDENTS TO LEARN CAFETERIA CLASSROOMS WOULD NOT CLEAN FOR STUDENTS TO LEARN CAFETERIA CLASSROOMS WOULD NOT CLEAN FOR STUDENTS TO LEARN CAFETERIA WORKERS WE WOULD NOT HAVE AN STUDENTS TO LEARN CAFETERIA WORKERS WE WOULD NOT HAVE AN STUDENTS TO LEARN

260CAFETERIA WORKERS WE WOULD NOT HAVE AN OPPORTUNITY TO NOURISH THE WORKERS WE WOULD NOT HAVE AN OPPORTUNITY TO NOURISH THE WORKERS WE WOULD NOT HAVE AN OPPORTUNITY TO NOURISH THE BRAIN BUS DRIVERS WE WOULD NOT OPPORTUNITY TO NOURISH THE BRAIN BUS DRIVERS WE WOULD NOT OPPORTUNITY TO NOURISH THE BRAIN BUS DRIVERS WE WOULD NOT BE ABLE TO GET OUR CHILDREN TO BRAIN BUS DRIVERS WE WOULD NOT BE ABLE TO GET OUR CHILDREN TO BRAIN BUS DRIVERS WE WOULD NOT BE ABLE TO GET OUR CHILDREN TO SCHOOL I COULD GO ON AND ON BE ABLE TO GET OUR CHILDREN TO SCHOOL I COULD GO ON AND ON BE ABLE TO GET OUR CHILDREN TO SCHOOL I COULD GO ON AND ON WITH THE VALUE AND THE SCHOOL I COULD GO ON AND ON WITH THE VALUE

261AND THE SCHOOL I COULD GO ON AND ON WITH THE VALUE AND THE IMPORTANCE OF ALL OUR EMPLOYEES WITH THE VALUE AND THE IMPORTANCE OF ALL OUR EMPLOYEES WITH THE VALUE AND THE IMPORTANCE OF ALL OUR EMPLOYEES TO RECEIVING THE ADDITIONAL IMPORTANCE OF ALL OUR EMPLOYEES TO RECEIVING THE ADDITIONAL IMPORTANCE OF ALL OUR EMPLOYEES TO RECEIVING THE ADDITIONAL BONUS. TO RECEIVING THE ADDITIONAL BONUS. TO RECEIVING THE ADDITIONAL BONUS. THE MELNIK LAST YEAR WE WAITED BONUS. THE MELNIK LAST YEAR WE WAITED BONUS. THE MELNIK LAST YEAR WE WAITED A LONG TIME FOR THE CHARACTER THE MELNIK LAST YEAR WE WAITED A LONG TIME FOR THE CHARACTER THE MELNIK LAST YEAR WE WAITED A LONG TIME FOR THE CHARACTER WE ANTICIPATE THAT FOR THIS A LONG TIME FOR THE CHARACTER WE ANTICIPATE THAT FOR THIS A LONG

262TIME FOR THE CHARACTER WE ANTICIPATE THAT FOR THIS YEAR WE DO EXPECT IT TO BE OUT WE ANTICIPATE THAT FOR THIS YEAR WE DO EXPECT IT TO BE OUT WE ANTICIPATE THAT FOR THIS YEAR WE DO EXPECT IT TO BE OUT . YEAR WE DO EXPECT IT TO BE OUT . YEAR WE DO EXPECT IT TO BE OUT . WE RECEIVED DISTRIBUTIONS IS . WE RECEIVED DISTRIBUTIONS IS . WE RECEIVED DISTRIBUTIONS IS WHAT THEY CALL THEM THAT CAME WE RECEIVED DISTRIBUTIONS IS WHAT THEY CALL THEM THAT CAME WE RECEIVED DISTRIBUTIONS IS WHAT THEY CALL THEM THAT CAME OUT OF THE HOUSE AND THE SENATE WHAT THEY CALL THEM THAT CAME OUT OF THE HOUSE AND THE SENATE WHAT THEY CALL THEM THAT CAME OUT OF THE HOUSE AND THE SENATE . OUT OF THE HOUSE

263AND THE SENATE . OUT OF THE HOUSE AND THE SENATE . SO WE WERE ABLE TO WORK WITH . SO WE WERE ABLE TO WORK WITH . SO WE WERE ABLE TO WORK WITH THOSE AND THEN CONFIRMED SOME SO WE WERE ABLE TO WORK WITH THOSE AND THEN CONFIRMED SOME SO WE WERE ABLE TO WORK WITH THOSE AND THEN CONFIRMED SOME NUMBERS WITH JOEL ANDROES SO THOSE AND THEN CONFIRMED SOME NUMBERS WITH JOEL ANDROES SO THOSE AND THEN CONFIRMED SOME NUMBERS WITH JOEL ANDROES SO WE'RE CONFIDENT WITH THOSE NUMBERS WITH JOEL ANDROES SO WE'RE CONFIDENT WITH THOSE NUMBERS WITH JOEL ANDROES SO WE'RE CONFIDENT WITH THOSE NUMBERS SHOW IT'S JUST WHETHER WE'RE CONFIDENT WITH THOSE NUMBERS SHOW IT'S JUST WHETHER WE'RE CONFIDENT WITH THOSE NUMBERS SHOW IT'S JUST WHETHER THE GOVERNOR WILL ACTUALLY NUMBERS SHOW

264IT'S JUST WHETHER THE GOVERNOR WILL ACTUALLY NUMBERS SHOW IT'S JUST WHETHER THE GOVERNOR WILL ACTUALLY PROVE THAT OR SOMETHING ELSE THE GOVERNOR WILL ACTUALLY PROVE THAT OR SOMETHING ELSE THE GOVERNOR WILL ACTUALLY PROVE THAT OR SOMETHING ELSE WILL COME OUT THEY STILL WILL PROVE THAT OR SOMETHING ELSE WILL COME OUT THEY STILL WILL PROVE THAT OR SOMETHING ELSE WILL COME OUT THEY STILL WILL PROVIDE US WITH A CAPITAL WILL COME OUT THEY STILL WILL PROVIDE US WITH A CAPITAL WILL COME OUT THEY STILL WILL PROVIDE US WITH A CAPITAL THOUGH. PROVIDE US WITH A CAPITAL THOUGH. PROVIDE US WITH A CAPITAL THOUGH. OK, THANK YOU MISS DWYER. THOUGH. OK, THANK YOU MISS DWYER. THOUGH. OK, THANK YOU MISS DWYER. I I WAS JUST CURIOUS I SEE ALL OK, THANK YOU MISS DWYER. I I WAS

265JUST CURIOUS I SEE ALL OK, THANK YOU MISS DWYER. I I WAS JUST CURIOUS I SEE ALL THE TOPICS THAT WE ADDRESS IN I I WAS JUST CURIOUS I SEE ALL THE TOPICS THAT WE ADDRESS IN I I WAS JUST CURIOUS I SEE ALL THE TOPICS THAT WE ADDRESS IN OUR BUDGET BUT WE NEVER ADDRESS THE TOPICS THAT WE ADDRESS IN OUR BUDGET BUT WE NEVER ADDRESS THE TOPICS THAT WE ADDRESS IN OUR BUDGET BUT WE NEVER ADDRESS WORKFORCE DEVELOPMENT WELL THAT OUR BUDGET BUT WE NEVER ADDRESS WORKFORCE DEVELOPMENT WELL THAT OUR BUDGET BUT WE NEVER ADDRESS WORKFORCE DEVELOPMENT WELL THAT EVER BE INJECTED IN OUR BUDGET WORKFORCE DEVELOPMENT WELL THAT EVER BE INJECTED IN OUR BUDGET WORKFORCE DEVELOPMENT WELL THAT EVER BE INJECTED IN OUR BUDGET IN THE FUTURE THERE ARE CAREER EVER BE

266INJECTED IN OUR BUDGET IN THE FUTURE THERE ARE CAREER EVER BE INJECTED IN OUR BUDGET IN THE FUTURE THERE ARE CAREER AND TECHNICAL AND TECHNICAL IN THE FUTURE THERE ARE CAREER AND TECHNICAL AND TECHNICAL IN THE FUTURE THERE ARE CAREER AND TECHNICAL AND TECHNICAL EDUCATION IN OUR BUDGET AND AND TECHNICAL AND TECHNICAL EDUCATION IN OUR BUDGET AND AND TECHNICAL AND TECHNICAL EDUCATION IN OUR BUDGET AND THEN THERE'S ALSO THE PERKINS EDUCATION IN OUR BUDGET AND THEN THERE'S ALSO THE PERKINS EDUCATION IN OUR BUDGET AND THEN THERE'S ALSO THE PERKINS GRANDDADS IN OUR BUDGET AS THEN THERE'S ALSO THE PERKINS GRANDDADS IN OUR BUDGET AS THEN THERE'S ALSO THE PERKINS GRANDDADS IN OUR BUDGET AS WELL. GRANDDADS IN OUR BUDGET AS WELL. GRANDDADS IN OUR BUDGET AS WELL. IT'S IS NOT WE ARE COVERING WELL. IT'S

267IS NOT WE ARE COVERING WELL. IT'S IS NOT WE ARE COVERING QUESTIONS THAT HAVE COME UP AND IT'S IS NOT WE ARE COVERING QUESTIONS THAT HAVE COME UP AND IT'S IS NOT WE ARE COVERING QUESTIONS THAT HAVE COME UP AND SO THAT QUESTION HASN'T MEANT QUESTIONS THAT HAVE COME UP AND SO THAT QUESTION HASN'T MEANT QUESTIONS THAT HAVE COME UP AND SO THAT QUESTION HASN'T MEANT THAT BUT THAT'S IN OUR BUDGET SO THAT QUESTION HASN'T MEANT THAT BUT THAT'S IN OUR BUDGET SO THAT QUESTION HASN'T MEANT THAT BUT THAT'S IN OUR BUDGET FOR SURE YEAH. THAT BUT THAT'S IN OUR BUDGET FOR SURE YEAH. THAT BUT THAT'S IN OUR BUDGET FOR SURE YEAH. AND I'LL SAY THAT TO THE BOARD FOR SURE YEAH. AND I'LL SAY THAT TO THE BOARD FOR SURE YEAH. AND I'LL

268SAY THAT TO THE BOARD IF YOU GUYS WILL CALL APPROVE AND I'LL SAY THAT TO THE BOARD IF YOU GUYS WILL CALL APPROVE AND I'LL SAY THAT TO THE BOARD IF YOU GUYS WILL CALL APPROVE ADDITIONAL A NEW COURSES TO IF YOU GUYS WILL CALL APPROVE ADDITIONAL A NEW COURSES TO IF YOU GUYS WILL CALL APPROVE ADDITIONAL A NEW COURSES TO EXPAND OPPORTUNITIES INTO ADDITIONAL A NEW COURSES TO EXPAND OPPORTUNITIES INTO ADDITIONAL A NEW COURSES TO EXPAND OPPORTUNITIES INTO CENTER COLLEGE. EXPAND OPPORTUNITIES INTO CENTER COLLEGE. EXPAND OPPORTUNITIES INTO CENTER COLLEGE. THE AVIATION INSTITUTE CENTER COLLEGE. THE AVIATION INSTITUTE CENTER COLLEGE. THE AVIATION INSTITUTE OF MECHANICS AND MEDICAL SYSTEM THE AVIATION INSTITUTE OF MECHANICS AND MEDICAL SYSTEM THE AVIATION INSTITUTE OF MECHANICS AND MEDICAL SYSTEM AND THE MEDICAL ASSISTANCE. OF MECHANICS AND MEDICAL SYSTEM AND THE

269MEDICAL ASSISTANCE. OF MECHANICS AND MEDICAL SYSTEM AND THE MEDICAL ASSISTANCE. SO WE ARE INCREASING ALSO MR. AND THE MEDICAL ASSISTANCE. SO WE ARE INCREASING ALSO MR. AND THE MEDICAL ASSISTANCE. SO WE ARE INCREASING ALSO MR. DELANEY IS SPEAKING THE STATE SO WE ARE INCREASING ALSO MR. DELANEY IS SPEAKING THE STATE SO WE ARE INCREASING ALSO MR. DELANEY IS SPEAKING THE STATE BOARD OF EDUCATION ON THURSDAY DELANEY IS SPEAKING THE STATE BOARD OF EDUCATION ON THURSDAY DELANEY IS SPEAKING THE STATE BOARD OF EDUCATION ON THURSDAY ABOUT THE IMPORTANCE OF TIME BOARD OF EDUCATION ON THURSDAY ABOUT THE IMPORTANCE OF TIME BOARD OF EDUCATION ON THURSDAY ABOUT THE IMPORTANCE OF TIME FLEXIBILITY AT THE REQUEST ABOUT THE IMPORTANCE OF TIME FLEXIBILITY AT THE REQUEST ABOUT THE IMPORTANCE OF TIME FLEXIBILITY AT THE REQUEST OF DR. KING'S THE

270STATE FLEXIBILITY AT THE REQUEST OF DR. KING'S THE STATE FLEXIBILITY AT THE REQUEST OF DR. KING'S THE STATE SUPERINTENDENT WHICH IF THAT OF DR. KING'S THE STATE SUPERINTENDENT WHICH IF THAT OF DR. KING'S THE STATE SUPERINTENDENT WHICH IF THAT GOES THROUGH AND WE HOPE IT SUPERINTENDENT WHICH IF THAT GOES THROUGH AND WE HOPE IT SUPERINTENDENT WHICH IF THAT GOES THROUGH AND WE HOPE IT WILL THAT WILL PROVIDE US MORE GOES THROUGH AND WE HOPE IT WILL THAT WILL PROVIDE US MORE GOES THROUGH AND WE HOPE IT WILL THAT WILL PROVIDE US MORE OPPORTUNITIES TO EXPLORE HOW WE WILL THAT WILL PROVIDE US MORE OPPORTUNITIES TO EXPLORE HOW WE WILL THAT WILL PROVIDE US MORE OPPORTUNITIES TO EXPLORE HOW WE CAN EXPOSE MORE STUDENTS TO OPPORTUNITIES TO EXPLORE HOW WE CAN EXPOSE MORE STUDENTS TO OPPORTUNITIES

271TO EXPLORE HOW WE CAN EXPOSE MORE STUDENTS TO WORKPLACE READINESS SO IT IS CAN EXPOSE MORE STUDENTS TO WORKPLACE READINESS SO IT IS CAN EXPOSE MORE STUDENTS TO WORKPLACE READINESS SO IT IS CAPTURED IN THE BUDGET IT'S WORKPLACE READINESS SO IT IS CAPTURED IN THE BUDGET IT'S WORKPLACE READINESS SO IT IS CAPTURED IN THE BUDGET IT'S JUST NOT CAPTURED IN A SPECIFIC CAPTURED IN THE BUDGET IT'S JUST NOT CAPTURED IN A SPECIFIC CAPTURED IN THE BUDGET IT'S JUST NOT CAPTURED IN A SPECIFIC LINE ITEM BEYOND NEW COURSES, JUST NOT CAPTURED IN A SPECIFIC LINE ITEM BEYOND NEW COURSES, JUST NOT CAPTURED IN A SPECIFIC LINE ITEM BEYOND NEW COURSES, ADDITIONAL RESOURCES PROGRAMS I LINE ITEM BEYOND NEW COURSES, ADDITIONAL RESOURCES PROGRAMS I LINE ITEM BEYOND NEW COURSES, ADDITIONAL RESOURCES PROGRAMS I KNOW THAT WILL THAT

272WE'LL HAVE ADDITIONAL RESOURCES PROGRAMS I KNOW THAT WILL THAT WE'LL HAVE ADDITIONAL RESOURCES PROGRAMS I KNOW THAT WILL THAT WE'LL HAVE TO LOOK AT CONSUMABLE COSTS KNOW THAT WILL THAT WE'LL HAVE TO LOOK AT CONSUMABLE COSTS KNOW THAT WILL THAT WE'LL HAVE TO LOOK AT CONSUMABLE COSTS THAT HAVE GONE UP AT THE TO LOOK AT CONSUMABLE COSTS THAT HAVE GONE UP AT THE TO LOOK AT CONSUMABLE COSTS THAT HAVE GONE UP AT THE ADVANCED I'M SORRY AT THE THAT HAVE GONE UP AT THE ADVANCED I'M SORRY AT THE THAT HAVE GONE UP AT THE ADVANCED I'M SORRY AT THE TECHNICAL EDUCATION CENTER. ADVANCED I'M SORRY AT THE TECHNICAL EDUCATION CENTER. ADVANCED I'M SORRY AT THE TECHNICAL EDUCATION CENTER. SO THAT MAY NEED REQUIRE TECHNICAL EDUCATION CENTER. SO THAT MAY NEED REQUIRE TECHNICAL EDUCATION CENTER. SO

273THAT MAY NEED REQUIRE ADJUSTMENT TO MR. SWALLOWERS SO THAT MAY NEED REQUIRE ADJUSTMENT TO MR. SWALLOWERS SO THAT MAY NEED REQUIRE ADJUSTMENT TO MR. SWALLOWERS BUDGET AND ALL THAT WILL BE ADJUSTMENT TO MR. SWALLOWERS BUDGET AND ALL THAT WILL BE ADJUSTMENT TO MR. SWALLOWERS BUDGET AND ALL THAT WILL BE TAKEN INTO ACCOUNT BASED UPON BUDGET AND ALL THAT WILL BE TAKEN INTO ACCOUNT BASED UPON BUDGET AND ALL THAT WILL BE TAKEN INTO ACCOUNT BASED UPON THE FINAL NUMBERS FROM STATE. TAKEN INTO ACCOUNT BASED UPON THE FINAL NUMBERS FROM STATE. TAKEN INTO ACCOUNT BASED UPON THE FINAL NUMBERS FROM STATE. THANK YOU VICE CHAIR WEEMES. THE FINAL NUMBERS FROM STATE. THANK YOU VICE CHAIR WEEMES. THE FINAL NUMBERS FROM STATE. THANK YOU VICE CHAIR WEEMES. THANK YOU VICE CHAIR WEEMES. THANK YOU VICE CHAIR WEEMES. THANK

274YOU. YEAH. THANK YOU. YEAH. THANK YOU. YEAH. I MEAN WE HAVE ADDED WORKFORCE YEAH. I MEAN WE HAVE ADDED WORKFORCE YEAH. I MEAN WE HAVE ADDED WORKFORCE DEVELOPMENT BUT I KNOW WHEN I MEAN WE HAVE ADDED WORKFORCE DEVELOPMENT BUT I KNOW WHEN I MEAN WE HAVE ADDED WORKFORCE DEVELOPMENT BUT I KNOW WHEN WHEN THE CHAIR CALLED AROUND TO DEVELOPMENT BUT I KNOW WHEN WHEN THE CHAIR CALLED AROUND TO DEVELOPMENT BUT I KNOW WHEN WHEN THE CHAIR CALLED AROUND TO OUR COLLEAGUES WORKFORCE WHEN THE CHAIR CALLED AROUND TO OUR COLLEAGUES WORKFORCE WHEN THE CHAIR CALLED AROUND TO OUR COLLEAGUES WORKFORCE DEVELOPMENT WAS RIGHT UP THERE OUR COLLEAGUES WORKFORCE DEVELOPMENT WAS RIGHT UP THERE OUR COLLEAGUES WORKFORCE DEVELOPMENT WAS RIGHT UP THERE WITH MANY OF US IS THERE ANY DEVELOPMENT WAS RIGHT UP THERE WITH MANY OF

275US IS THERE ANY DEVELOPMENT WAS RIGHT UP THERE WITH MANY OF US IS THERE ANY WAY EASILY THAT YOU CAN COME OR WITH MANY OF US IS THERE ANY WAY EASILY THAT YOU CAN COME OR WITH MANY OF US IS THERE ANY WAY EASILY THAT YOU CAN COME OR GIVE AN ESTIMATE ABOUT EXACTLY WAY EASILY THAT YOU CAN COME OR GIVE AN ESTIMATE ABOUT EXACTLY WAY EASILY THAT YOU CAN COME OR GIVE AN ESTIMATE ABOUT EXACTLY HOW MUCH OF A BUDGET IS GOING GIVE AN ESTIMATE ABOUT EXACTLY HOW MUCH OF A BUDGET IS GOING GIVE AN ESTIMATE ABOUT EXACTLY HOW MUCH OF A BUDGET IS GOING TOWARD WORKFORCE DEVELOPMENT I HOW MUCH OF A BUDGET IS GOING TOWARD WORKFORCE DEVELOPMENT I HOW MUCH OF A BUDGET IS GOING TOWARD WORKFORCE DEVELOPMENT I MEAN WE CAN

276GO OVER THE YOU TOWARD WORKFORCE DEVELOPMENT I MEAN WE CAN GO OVER THE YOU TOWARD WORKFORCE DEVELOPMENT I MEAN WE CAN GO OVER THE YOU KNOW, THAT SHE'S GOT IT RIGHT MEAN WE CAN GO OVER THE YOU KNOW, THAT SHE'S GOT IT RIGHT MEAN WE CAN GO OVER THE YOU KNOW, THAT SHE'S GOT IT RIGHT HERE IS THICK OF LINE ITEM BUT KNOW, THAT SHE'S GOT IT RIGHT HERE IS THICK OF LINE ITEM BUT KNOW, THAT SHE'S GOT IT RIGHT HERE IS THICK OF LINE ITEM BUT IT MIGHT BE EASIER FOR YOU TO HERE IS THICK OF LINE ITEM BUT IT MIGHT BE EASIER FOR YOU TO HERE IS THICK OF LINE ITEM BUT IT MIGHT BE EASIER FOR YOU TO DO THAT BECAUSE YOU CAN JUST IT MIGHT BE EASIER FOR YOU TO DO

277THAT BECAUSE YOU CAN JUST IT MIGHT BE EASIER FOR YOU TO DO THAT BECAUSE YOU CAN JUST PUSH THE WE WILL WE CAN TAKE A DO THAT BECAUSE YOU CAN JUST PUSH THE WE WILL WE CAN TAKE A DO THAT BECAUSE YOU CAN JUST PUSH THE WE WILL WE CAN TAKE A LOOK. PUSH THE WE WILL WE CAN TAKE A LOOK. PUSH THE WE WILL WE CAN TAKE A LOOK. YEAH EXACTLY BECAUSE I WANT LOOK. YEAH EXACTLY BECAUSE I WANT LOOK. YEAH EXACTLY BECAUSE I WANT BECAUSE I WANT TO KNOW BECAUSE YEAH EXACTLY BECAUSE I WANT BECAUSE I WANT TO KNOW BECAUSE YEAH EXACTLY BECAUSE I WANT BECAUSE I WANT TO KNOW BECAUSE THAT'S IN SUCH A PRIORITY FOR BECAUSE I WANT TO KNOW BECAUSE THAT'S IN SUCH A PRIORITY FOR BECAUSE I WANT TO

278KNOW BECAUSE THAT'S IN SUCH A PRIORITY FOR THIS BOARD AND THE BOARD BEFORE THAT'S IN SUCH A PRIORITY FOR THIS BOARD AND THE BOARD BEFORE THAT'S IN SUCH A PRIORITY FOR THIS BOARD AND THE BOARD BEFORE US AND A WHOLE COMMUNITY ABOUT THIS BOARD AND THE BOARD BEFORE US AND A WHOLE COMMUNITY ABOUT THIS BOARD AND THE BOARD BEFORE US AND A WHOLE COMMUNITY ABOUT EXACTLY HOW MUCH ARE WE PUTTING US AND A WHOLE COMMUNITY ABOUT EXACTLY HOW MUCH ARE WE PUTTING US AND A WHOLE COMMUNITY ABOUT EXACTLY HOW MUCH ARE WE PUTTING INTO WORKFORCE DEVELOPMENT >> EXACTLY HOW MUCH ARE WE PUTTING INTO WORKFORCE DEVELOPMENT >> EXACTLY HOW MUCH ARE WE PUTTING INTO WORKFORCE DEVELOPMENT >> AND THEN MY SECOND WHILE MY INTO WORKFORCE DEVELOPMENT >> AND THEN MY SECOND WHILE MY INTO WORKFORCE

279DEVELOPMENT >> AND THEN MY SECOND WHILE MY QUESTION IS ON THE ALLOCATION AND THEN MY SECOND WHILE MY QUESTION IS ON THE ALLOCATION AND THEN MY SECOND WHILE MY QUESTION IS ON THE ALLOCATION OF VACANCY FUNDS WE HAD ELEVEN QUESTION IS ON THE ALLOCATION OF VACANCY FUNDS WE HAD ELEVEN QUESTION IS ON THE ALLOCATION OF VACANCY FUNDS WE HAD ELEVEN LITTLE OVER ELEVEN HALF MILLION OF VACANCY FUNDS WE HAD ELEVEN LITTLE OVER ELEVEN HALF MILLION OF VACANCY FUNDS WE HAD ELEVEN LITTLE OVER ELEVEN HALF MILLION AND MILLION AND THIS AND YOUR LITTLE OVER ELEVEN HALF MILLION AND MILLION AND THIS AND YOUR LITTLE OVER ELEVEN HALF MILLION AND MILLION AND THIS AND YOUR RECENT SLIDE YOU WOULD FILL AND MILLION AND THIS AND YOUR RECENT SLIDE YOU WOULD FILL AND MILLION AND THIS AND YOUR

280RECENT SLIDE YOU WOULD FILL THAT GAP TO FIVE POINT FIVE RECENT SLIDE YOU WOULD FILL THAT GAP TO FIVE POINT FIVE RECENT SLIDE YOU WOULD FILL THAT GAP TO FIVE POINT FIVE MILLION WHICH IS ABOUT HALF CAN THAT GAP TO FIVE POINT FIVE MILLION WHICH IS ABOUT HALF CAN THAT GAP TO FIVE POINT FIVE MILLION WHICH IS ABOUT HALF CAN YOU JUST EXPLAIN THAT BECAUSE MILLION WHICH IS ABOUT HALF CAN YOU JUST EXPLAIN THAT BECAUSE MILLION WHICH IS ABOUT HALF CAN YOU JUST EXPLAIN THAT BECAUSE WE'RE ALWAYS GETTING QUESTIONS YOU JUST EXPLAIN THAT BECAUSE WE'RE ALWAYS GETTING QUESTIONS YOU JUST EXPLAIN THAT BECAUSE WE'RE ALWAYS GETTING QUESTIONS ABOUT POSITIONS UNFILLED WE'RE ALWAYS GETTING QUESTIONS ABOUT POSITIONS UNFILLED WE'RE ALWAYS GETTING QUESTIONS ABOUT POSITIONS UNFILLED POSITIONS AND WHAT EXACTLY YOU ABOUT POSITIONS UNFILLED POSITIONS AND WHAT

281EXACTLY YOU ABOUT POSITIONS UNFILLED POSITIONS AND WHAT EXACTLY YOU BRING HIM BACK TO THAT OR WHAT POSITIONS AND WHAT EXACTLY YOU BRING HIM BACK TO THAT OR WHAT POSITIONS AND WHAT EXACTLY YOU BRING HIM BACK TO THAT OR WHAT IS YOUR RECOMMENDATION? BRING HIM BACK TO THAT OR WHAT IS YOUR RECOMMENDATION? BRING HIM BACK TO THAT OR WHAT IS YOUR RECOMMENDATION? WHAT KIND OF POSITION JUST KIND IS YOUR RECOMMENDATION? WHAT KIND OF POSITION JUST KIND IS YOUR RECOMMENDATION? WHAT KIND OF POSITION JUST KIND OF EXPLAIN HOW THAT WORKS AND WHAT KIND OF POSITION JUST KIND OF EXPLAIN HOW THAT WORKS AND WHAT KIND OF POSITION JUST KIND OF EXPLAIN HOW THAT WORKS AND WHAT YOUR REASONING BEHIND SO OF EXPLAIN HOW THAT WORKS AND WHAT YOUR REASONING BEHIND SO OF EXPLAIN HOW THAT WORKS AND

282WHAT YOUR REASONING BEHIND SO EVERY YEAR WHEN WE BUILD THE WHAT YOUR REASONING BEHIND SO EVERY YEAR WHEN WE BUILD THE WHAT YOUR REASONING BEHIND SO EVERY YEAR WHEN WE BUILD THE BUDGET WE BRING IN DATA EVERY YEAR WHEN WE BUILD THE BUDGET WE BRING IN DATA EVERY YEAR WHEN WE BUILD THE BUDGET WE BRING IN DATA POSITIONS AND SO THERE'S ALWAYS BUDGET WE BRING IN DATA POSITIONS AND SO THERE'S ALWAYS BUDGET WE BRING IN DATA POSITIONS AND SO THERE'S ALWAYS VACANCIES WE HAVE WE HAVE POSITIONS AND SO THERE'S ALWAYS VACANCIES WE HAVE WE HAVE POSITIONS AND SO THERE'S ALWAYS VACANCIES WE HAVE WE HAVE VACANCIES ALL YEAR LONG THAT VACANCIES WE HAVE WE HAVE VACANCIES ALL YEAR LONG THAT VACANCIES WE HAVE WE HAVE VACANCIES ALL YEAR LONG THAT EBB AND FLOW SO THERE

283ARE VACANCIES ALL YEAR LONG THAT EBB AND FLOW SO THERE ARE VACANCIES ALL YEAR LONG THAT EBB AND FLOW SO THERE ARE VACANCIES AT A POINT IN TIME EBB AND FLOW SO THERE ARE VACANCIES AT A POINT IN TIME EBB AND FLOW SO THERE ARE VACANCIES AT A POINT IN TIME BUILT INTO THE BUDGET AS SO VACANCIES AT A POINT IN TIME BUILT INTO THE BUDGET AS SO VACANCIES AT A POINT IN TIME BUILT INTO THE BUDGET AS SO NORMALLY THEY'RE NOT USED TO BUILT INTO THE BUDGET AS SO NORMALLY THEY'RE NOT USED TO BUILT INTO THE BUDGET AS SO NORMALLY THEY'RE NOT USED TO BALANCE BECAUSE WE HAVE NORMALLY THEY'RE NOT USED TO BALANCE BECAUSE WE HAVE NORMALLY THEY'RE NOT USED TO BALANCE BECAUSE WE HAVE SUFFICIENT RESOURCES IN ORDER BALANCE BECAUSE WE HAVE

284SUFFICIENT RESOURCES IN ORDER BALANCE BECAUSE WE HAVE SUFFICIENT RESOURCES IN ORDER TO DO THAT SO USUALLY WE HAVE SUFFICIENT RESOURCES IN ORDER TO DO THAT SO USUALLY WE HAVE SUFFICIENT RESOURCES IN ORDER TO DO THAT SO USUALLY WE HAVE ONE HUNDRED PERCENT OF OUR TO DO THAT SO USUALLY WE HAVE ONE HUNDRED PERCENT OF OUR TO DO THAT SO USUALLY WE HAVE ONE HUNDRED PERCENT OF OUR VACANCY IS IN OUR BUDGET IT IS ONE HUNDRED PERCENT OF OUR VACANCY IS IN OUR BUDGET IT IS ONE HUNDRED PERCENT OF OUR VACANCY IS IN OUR BUDGET IT IS IT IS USED FOR DIFFERENT THINGS VACANCY IS IN OUR BUDGET IT IS IT IS USED FOR DIFFERENT THINGS VACANCY IS IN OUR BUDGET IT IS IT IS USED FOR DIFFERENT THINGS AS OUTLINED IN DR. ROBERTS IT IS

285USED FOR DIFFERENT THINGS AS OUTLINED IN DR. ROBERTS IT IS USED FOR DIFFERENT THINGS AS OUTLINED IN DR. ROBERTS TEMPORARY EMPLOYMENT AGREEMENTS AS OUTLINED IN DR. ROBERTS TEMPORARY EMPLOYMENT AGREEMENTS AS OUTLINED IN DR. ROBERTS TEMPORARY EMPLOYMENT AGREEMENTS WE ALSO YOU STAFFING SERVICES. TEMPORARY EMPLOYMENT AGREEMENTS WE ALSO YOU STAFFING SERVICES. TEMPORARY EMPLOYMENT AGREEMENTS WE ALSO YOU STAFFING SERVICES. WE ALSO HAVE FOR TUTORING AND WE ALSO YOU STAFFING SERVICES. WE ALSO HAVE FOR TUTORING AND WE ALSO YOU STAFFING SERVICES. WE ALSO HAVE FOR TUTORING AND SIDE BY SIDE AND THEN WE HAVE WE ALSO HAVE FOR TUTORING AND SIDE BY SIDE AND THEN WE HAVE WE ALSO HAVE FOR TUTORING AND SIDE BY SIDE AND THEN WE HAVE WE LOOK INTO THE PHILIPPINES SIDE BY SIDE AND THEN WE HAVE WE LOOK INTO THE PHILIPPINES SIDE BY

286SIDE AND THEN WE HAVE WE LOOK INTO THE PHILIPPINES FOR COMING FROM THE PHILIPPINES WE LOOK INTO THE PHILIPPINES FOR COMING FROM THE PHILIPPINES WE LOOK INTO THE PHILIPPINES FOR COMING FROM THE PHILIPPINES SO THAT'S A COST US TO HELP FOR COMING FROM THE PHILIPPINES SO THAT'S A COST US TO HELP FOR COMING FROM THE PHILIPPINES SO THAT'S A COST US TO HELP FILL THOSE GAPS SO THAT SO THAT SO THAT'S A COST US TO HELP FILL THOSE GAPS SO THAT SO THAT SO THAT'S A COST US TO HELP FILL THOSE GAPS SO THAT SO THAT MONEY IS USED FOR THOSE KINDS FILL THOSE GAPS SO THAT SO THAT MONEY IS USED FOR THOSE KINDS FILL THOSE GAPS SO THAT SO THAT MONEY IS USED FOR THOSE KINDS OF THINGS FOR STIPENDS FOR MONEY IS

287USED FOR THOSE KINDS OF THINGS FOR STIPENDS FOR MONEY IS USED FOR THOSE KINDS OF THINGS FOR STIPENDS FOR PEOPLE TO TAKE ON EXTRA DUTIES OF THINGS FOR STIPENDS FOR PEOPLE TO TAKE ON EXTRA DUTIES OF THINGS FOR STIPENDS FOR PEOPLE TO TAKE ON EXTRA DUTIES SO PART OF THAT VACANCY MONEY PEOPLE TO TAKE ON EXTRA DUTIES SO PART OF THAT VACANCY MONEY PEOPLE TO TAKE ON EXTRA DUTIES SO PART OF THAT VACANCY MONEY IS ALWAYS UTILIZED FOR THOSE SO PART OF THAT VACANCY MONEY IS ALWAYS UTILIZED FOR THOSE SO PART OF THAT VACANCY MONEY IS ALWAYS UTILIZED FOR THOSE OTHER AREAS. IS ALWAYS UTILIZED FOR THOSE OTHER AREAS. IS ALWAYS UTILIZED FOR THOSE OTHER AREAS. IF WE HAVE THOSE VACANCY GAPS OTHER AREAS. IF WE HAVE THOSE VACANCY GAPS OTHER AREAS. IF WE HAVE

288THOSE VACANCY GAPS THAT WE AREN'T ABLE TO FILL IF WE HAVE THOSE VACANCY GAPS THAT WE AREN'T ABLE TO FILL IF WE HAVE THOSE VACANCY GAPS THAT WE AREN'T ABLE TO FILL WITH PERMANENT HIRES WHAT WHAT THAT WE AREN'T ABLE TO FILL WITH PERMANENT HIRES WHAT WHAT THAT WE AREN'T ABLE TO FILL WITH PERMANENT HIRES WHAT WHAT WE'RE SHOWING YOU IS THAT WE WITH PERMANENT HIRES WHAT WHAT WE'RE SHOWING YOU IS THAT WE WITH PERMANENT HIRES WHAT WHAT WE'RE SHOWING YOU IS THAT WE HAD TO BALANCE WITH THAT AND BY WE'RE SHOWING YOU IS THAT WE HAD TO BALANCE WITH THAT AND BY WE'RE SHOWING YOU IS THAT WE HAD TO BALANCE WITH THAT AND BY REDUCING THAT DOWN IT GIVES US HAD TO BALANCE WITH THAT AND BY REDUCING THAT DOWN IT GIVES US

289HAD TO BALANCE WITH THAT AND BY REDUCING THAT DOWN IT GIVES US ABOUT A SEVEN FIVE TO 80 REDUCING THAT DOWN IT GIVES US ABOUT A SEVEN FIVE TO 80 REDUCING THAT DOWN IT GIVES US ABOUT A SEVEN FIVE TO 80 PERCENT PHIL RATE WHICH IS ABOUT A SEVEN FIVE TO 80 PERCENT PHIL RATE WHICH IS ABOUT A SEVEN FIVE TO 80 PERCENT PHIL RATE WHICH IS PRETTY HIGH AND SO THAT ALLOWS PERCENT PHIL RATE WHICH IS PRETTY HIGH AND SO THAT ALLOWS PERCENT PHIL RATE WHICH IS PRETTY HIGH AND SO THAT ALLOWS US TO MANAGE EASILY AS MUCH PRETTY HIGH AND SO THAT ALLOWS US TO MANAGE EASILY AS MUCH PRETTY HIGH AND SO THAT ALLOWS US TO MANAGE EASILY AS MUCH MORE MANAGEABLE THAN SAY TO BE US TO MANAGE EASILY AS MUCH

290MORE MANAGEABLE THAN SAY TO BE US TO MANAGE EASILY AS MUCH MORE MANAGEABLE THAN SAY TO BE OUT OF 50 PERCENT FAILURE RATE MORE MANAGEABLE THAN SAY TO BE OUT OF 50 PERCENT FAILURE RATE MORE MANAGEABLE THAN SAY TO BE OUT OF 50 PERCENT FAILURE RATE BECAUSE WE WILL ALWAYS OUT OF 50 PERCENT FAILURE RATE BECAUSE WE WILL ALWAYS OUT OF 50 PERCENT FAILURE RATE BECAUSE WE WILL ALWAYS VACANCIES THROUGHOUT THE YEAR BECAUSE WE WILL ALWAYS VACANCIES THROUGHOUT THE YEAR BECAUSE WE WILL ALWAYS VACANCIES THROUGHOUT THE YEAR ACROSS THE DIVISION THAT WAS VACANCIES THROUGHOUT THE YEAR ACROSS THE DIVISION THAT WAS VACANCIES THROUGHOUT THE YEAR ACROSS THE DIVISION THAT WAS THAT WAS MY QUESTION OF IS THIS ACROSS THE DIVISION THAT WAS THAT WAS MY QUESTION OF IS THIS ACROSS THE DIVISION THAT WAS THAT

291WAS MY QUESTION OF IS THIS 5.5 MILLION WHAT PERCENTAGE AND THAT WAS MY QUESTION OF IS THIS 5.5 MILLION WHAT PERCENTAGE AND THAT WAS MY QUESTION OF IS THIS 5.5 MILLION WHAT PERCENTAGE AND IS THAT A SICK I MEAN YOU 5.5 MILLION WHAT PERCENTAGE AND IS THAT A SICK I MEAN YOU 5.5 MILLION WHAT PERCENTAGE AND IS THAT A SICK I MEAN YOU ANSWER THAT SO YOU FEEL THAT IS THAT A SICK I MEAN YOU ANSWER THAT SO YOU FEEL THAT IS THAT A SICK I MEAN YOU ANSWER THAT SO YOU FEEL THAT THAT'S WE LOOKED AT SEVERAL AT ANSWER THAT SO YOU FEEL THAT THAT'S WE LOOKED AT SEVERAL AT ANSWER THAT SO YOU FEEL THAT THAT'S WE LOOKED AT SEVERAL AT SEVERAL WHEN WE DID THIS YEAR THAT'S WE LOOKED AT SEVERAL AT

292SEVERAL WHEN WE DID THIS YEAR THAT'S WE LOOKED AT SEVERAL AT SEVERAL WHEN WE DID THIS YEAR WE LOOKED AT SEVERAL SCENARIOS SEVERAL WHEN WE DID THIS YEAR WE LOOKED AT SEVERAL SCENARIOS SEVERAL WHEN WE DID THIS YEAR WE LOOKED AT SEVERAL SCENARIOS ABOUT WHAT THOSE DIFFERENT WE LOOKED AT SEVERAL SCENARIOS ABOUT WHAT THOSE DIFFERENT WE LOOKED AT SEVERAL SCENARIOS ABOUT WHAT THOSE DIFFERENT PERCENTAGES LOOK LIKE AND WE ABOUT WHAT THOSE DIFFERENT PERCENTAGES LOOK LIKE AND WE ABOUT WHAT THOSE DIFFERENT PERCENTAGES LOOK LIKE AND WE WENT BACK AND LOOKED WHEN WE PERCENTAGES LOOK LIKE AND WE WENT BACK AND LOOKED WHEN WE PERCENTAGES LOOK LIKE AND WE WENT BACK AND LOOKED WHEN WE TALKED ABOUT BEING ABLE TO GET WENT BACK AND LOOKED WHEN WE TALKED ABOUT BEING ABLE TO GET WENT BACK AND LOOKED

293WHEN WE TALKED ABOUT BEING ABLE TO GET THAT EXTRA FUNDING AND WHAT TALKED ABOUT BEING ABLE TO GET THAT EXTRA FUNDING AND WHAT TALKED ABOUT BEING ABLE TO GET THAT EXTRA FUNDING AND WHAT THAT WOULD REALLY LOOK LIKE THAT EXTRA FUNDING AND WHAT THAT WOULD REALLY LOOK LIKE THAT EXTRA FUNDING AND WHAT THAT WOULD REALLY LOOK LIKE FROM OFFICIAL RATE AND IT'S THAT WOULD REALLY LOOK LIKE FROM OFFICIAL RATE AND IT'S THAT WOULD REALLY LOOK LIKE FROM OFFICIAL RATE AND IT'S ABOUT SEVENTY FIVE TO EIGHT FROM OFFICIAL RATE AND IT'S ABOUT SEVENTY FIVE TO EIGHT FROM OFFICIAL RATE AND IT'S ABOUT SEVENTY FIVE TO EIGHT PERCENT YEAH AND IF AND IF I ABOUT SEVENTY FIVE TO EIGHT PERCENT YEAH AND IF AND IF I ABOUT SEVENTY FIVE TO EIGHT PERCENT YEAH AND IF AND IF

294I COULD ADD WHEN WE ARE PERCENT YEAH AND IF AND IF I COULD ADD WHEN WE ARE PERCENT YEAH AND IF AND IF I COULD ADD WHEN WE ARE DEVELOPING THE CIA AND WE TOOK COULD ADD WHEN WE ARE DEVELOPING THE CIA AND WE TOOK COULD ADD WHEN WE ARE DEVELOPING THE CIA AND WE TOOK FOR THE BOARD PRIORITIES FOR DEVELOPING THE CIA AND WE TOOK FOR THE BOARD PRIORITIES FOR DEVELOPING THE CIA AND WE TOOK FOR THE BOARD PRIORITIES FOR THE BOARD WAS VERY CLEAR THAT FOR THE BOARD PRIORITIES FOR THE BOARD WAS VERY CLEAR THAT FOR THE BOARD PRIORITIES FOR THE BOARD WAS VERY CLEAR THAT IT WAS IMPORTANT TO THEM FOR TO THE BOARD WAS VERY CLEAR THAT IT WAS IMPORTANT TO THEM FOR TO THE BOARD WAS VERY CLEAR THAT IT

295WAS IMPORTANT TO THEM FOR TO AT AN AVERAGE COMPENSATION IT WAS IMPORTANT TO THEM FOR TO AT AN AVERAGE COMPENSATION IT WAS IMPORTANT TO THEM FOR TO AT AN AVERAGE COMPENSATION INCREASE OF THREE PERCENT SO AT AN AVERAGE COMPENSATION INCREASE OF THREE PERCENT SO AT AN AVERAGE COMPENSATION INCREASE OF THREE PERCENT SO THAT WAS A LOWER AMOUNT INCREASE OF THREE PERCENT SO THAT WAS A LOWER AMOUNT INCREASE OF THREE PERCENT SO THAT WAS A LOWER AMOUNT OF MONEY THAT WE NEED TO THAT WAS A LOWER AMOUNT OF MONEY THAT WE NEED TO THAT WAS A LOWER AMOUNT OF MONEY THAT WE NEED TO ACCOUNT FOR IN THE THIRTY POINT OF MONEY THAT WE NEED TO ACCOUNT FOR IN THE THIRTY POINT OF MONEY THAT WE NEED TO ACCOUNT FOR IN THE THIRTY POINT MILLION DOLLARS

296IF YOU RECALL ACCOUNT FOR IN THE THIRTY POINT MILLION DOLLARS IF YOU RECALL ACCOUNT FOR IN THE THIRTY POINT MILLION DOLLARS IF YOU RECALL YOU RECALL WE HAD EXTRA WE ALSO MILLION DOLLARS IF YOU RECALL YOU RECALL WE HAD EXTRA WE ALSO MILLION DOLLARS IF YOU RECALL YOU RECALL WE HAD EXTRA WE ALSO SHARED WITH THE BOARD SEVERAL YOU RECALL WE HAD EXTRA WE ALSO SHARED WITH THE BOARD SEVERAL YOU RECALL WE HAD EXTRA WE ALSO SHARED WITH THE BOARD SEVERAL MONTHS AGO WE WERE WE MADE A SHARED WITH THE BOARD SEVERAL MONTHS AGO WE WERE WE MADE A SHARED WITH THE BOARD SEVERAL MONTHS AGO WE WERE WE MADE A RECOMMENDATION IN THAT WE PUT MONTHS AGO WE WERE WE MADE A RECOMMENDATION IN THAT WE PUT MONTHS AGO WE WERE WE MADE A

297RECOMMENDATION IN THAT WE PUT 10 MILLION DOLLARS OUT OF THE RECOMMENDATION IN THAT WE PUT 10 MILLION DOLLARS OUT OF THE RECOMMENDATION IN THAT WE PUT 10 MILLION DOLLARS OUT OF THE REVERSION FUNDS INTO OR HEALTH 10 MILLION DOLLARS OUT OF THE REVERSION FUNDS INTO OR HEALTH 10 MILLION DOLLARS OUT OF THE REVERSION FUNDS INTO OR HEALTH CARE BALANCE BECAUSE OF CLAIMS REVERSION FUNDS INTO OR HEALTH CARE BALANCE BECAUSE OF CLAIMS REVERSION FUNDS INTO OR HEALTH CARE BALANCE BECAUSE OF CLAIMS AND THE CITY WASN'T IN FAVOR CARE BALANCE BECAUSE OF CLAIMS AND THE CITY WASN'T IN FAVOR CARE BALANCE BECAUSE OF CLAIMS AND THE CITY WASN'T IN FAVOR OF THAT SO WE TOOK THAT 10 AND THE CITY WASN'T IN FAVOR OF THAT SO WE TOOK THAT 10 AND THE CITY WASN'T IN FAVOR OF

298THAT SO WE TOOK THAT 10 MILLION DOLLARS AND PUT IT INTO OF THAT SO WE TOOK THAT 10 MILLION DOLLARS AND PUT IT INTO OF THAT SO WE TOOK THAT 10 MILLION DOLLARS AND PUT IT INTO THE CAMP WHICH IS WHAT THEY MILLION DOLLARS AND PUT IT INTO THE CAMP WHICH IS WHAT THEY MILLION DOLLARS AND PUT IT INTO THE CAMP WHICH IS WHAT THEY PREFER BUT WE DO HAVE TO THE CAMP WHICH IS WHAT THEY PREFER BUT WE DO HAVE TO THE CAMP WHICH IS WHAT THEY PREFER BUT WE DO HAVE TO ADDRESS OUR FUND BALANCE HEALTH PREFER BUT WE DO HAVE TO ADDRESS OUR FUND BALANCE HEALTH PREFER BUT WE DO HAVE TO ADDRESS OUR FUND BALANCE HEALTH CARE SO EIGHT MILLION DOLLARS ADDRESS OUR FUND BALANCE HEALTH CARE SO EIGHT MILLION DOLLARS

299ADDRESS OUR FUND BALANCE HEALTH CARE SO EIGHT MILLION DOLLARS OF THE OF THE THIRTY POINT ONE CARE SO EIGHT MILLION DOLLARS OF THE OF THE THIRTY POINT ONE CARE SO EIGHT MILLION DOLLARS OF THE OF THE THIRTY POINT ONE HAS TO BE TAKEN OUT ONCE YOU OF THE OF THE THIRTY POINT ONE HAS TO BE TAKEN OUT ONCE YOU OF THE OF THE THIRTY POINT ONE HAS TO BE TAKEN OUT ONCE YOU FACTOR IN THOSE TWO COSTS WE HAS TO BE TAKEN OUT ONCE YOU FACTOR IN THOSE TWO COSTS WE HAS TO BE TAKEN OUT ONCE YOU FACTOR IN THOSE TWO COSTS WE WERE ALREADY IN A NEGATIVE IN FACTOR IN THOSE TWO COSTS WE WERE ALREADY IN A NEGATIVE IN FACTOR IN THOSE TWO COSTS WE WERE ALREADY IN A NEGATIVE IN TERMS OF

300THE THIRTY POINT ONE WERE ALREADY IN A NEGATIVE IN TERMS OF THE THIRTY POINT ONE WERE ALREADY IN A NEGATIVE IN TERMS OF THE THIRTY POINT ONE DOLLARS SO THEN WE LOOKED AT TERMS OF THE THIRTY POINT ONE DOLLARS SO THEN WE LOOKED AT TERMS OF THE THIRTY POINT ONE DOLLARS SO THEN WE LOOKED AT LOOKED AT THE OTHER PRIORITIES DOLLARS SO THEN WE LOOKED AT LOOKED AT THE OTHER PRIORITIES DOLLARS SO THEN WE LOOKED AT LOOKED AT THE OTHER PRIORITIES AND THAT NET NEGATIVE BALANCE LOOKED AT THE OTHER PRIORITIES AND THAT NET NEGATIVE BALANCE LOOKED AT THE OTHER PRIORITIES AND THAT NET NEGATIVE BALANCE GAVE US ELEVEN POINT SEVEN AND THAT NET NEGATIVE BALANCE GAVE US ELEVEN POINT SEVEN AND THAT NET NEGATIVE BALANCE GAVE US ELEVEN POINT SEVEN DOLLARS MILLION SO BECAUSE I'M

301GAVE US ELEVEN POINT SEVEN DOLLARS MILLION SO BECAUSE I'M GAVE US ELEVEN POINT SEVEN DOLLARS MILLION SO BECAUSE I'M REQUIRED TO THE BOARD THE BOARD DOLLARS MILLION SO BECAUSE I'M REQUIRED TO THE BOARD THE BOARD DOLLARS MILLION SO BECAUSE I'M REQUIRED TO THE BOARD THE BOARD WITH A BALANCED BUDGET A REQUIRED TO THE BOARD THE BOARD WITH A BALANCED BUDGET A REQUIRED TO THE BOARD THE BOARD WITH A BALANCED BUDGET A STRATEGY IS GIVEN THAT EIGHTY WITH A BALANCED BUDGET A STRATEGY IS GIVEN THAT EIGHTY WITH A BALANCED BUDGET A STRATEGY IS GIVEN THAT EIGHTY FIVE PERCENT OF OUR BUDGET IS STRATEGY IS GIVEN THAT EIGHTY FIVE PERCENT OF OUR BUDGET IS STRATEGY IS GIVEN THAT EIGHTY FIVE PERCENT OF OUR BUDGET IS PERSONNEL IS TO LOOK AT A FIVE PERCENT OF OUR BUDGET IS

302PERSONNEL IS TO LOOK AT A FIVE PERCENT OF OUR BUDGET IS PERSONNEL IS TO LOOK AT A REDUCTION IN PERSONNEL AND SO PERSONNEL IS TO LOOK AT A REDUCTION IN PERSONNEL AND SO PERSONNEL IS TO LOOK AT A REDUCTION IN PERSONNEL AND SO WE DID ELEVEN POINT SEVEN REDUCTION IN PERSONNEL AND SO WE DID ELEVEN POINT SEVEN REDUCTION IN PERSONNEL AND SO WE DID ELEVEN POINT SEVEN DOLLARS MILLION IN OUR WE DID ELEVEN POINT SEVEN DOLLARS MILLION IN OUR WE DID ELEVEN POINT SEVEN DOLLARS MILLION IN OUR DISCUSSIONS AROUND THE IMPACT DOLLARS MILLION IN OUR DISCUSSIONS AROUND THE IMPACT DOLLARS MILLION IN OUR DISCUSSIONS AROUND THE IMPACT OF ELEVEN POINT SEVEN DOLLARS DISCUSSIONS AROUND THE IMPACT OF ELEVEN POINT SEVEN DOLLARS DISCUSSIONS AROUND THE IMPACT OF ELEVEN POINT SEVEN DOLLARS ELEVEN POINT SEVEN DOLLARS OF

303ELEVEN POINT SEVEN DOLLARS ELEVEN POINT SEVEN DOLLARS OF ELEVEN POINT SEVEN DOLLARS ELEVEN POINT SEVEN DOLLARS MILLION AND STAFFING LAWS IT ELEVEN POINT SEVEN DOLLARS MILLION AND STAFFING LAWS IT ELEVEN POINT SEVEN DOLLARS MILLION AND STAFFING LAWS IT WOULD BE IT WOULD BE MILLION AND STAFFING LAWS IT WOULD BE IT WOULD BE MILLION AND STAFFING LAWS IT WOULD BE IT WOULD BE SIGNIFICANT SO FOR EXAMPLE MY WOULD BE IT WOULD BE SIGNIFICANT SO FOR EXAMPLE MY WOULD BE IT WOULD BE SIGNIFICANT SO FOR EXAMPLE MY EXAMPLE I USED IN EMAIL WAS WE SIGNIFICANT SO FOR EXAMPLE MY EXAMPLE I USED IN EMAIL WAS WE SIGNIFICANT SO FOR EXAMPLE MY EXAMPLE I USED IN EMAIL WAS WE ARE AN ECOSYSTEM SO IF WE HAVE EXAMPLE I USED IN EMAIL WAS WE ARE AN ECOSYSTEM SO IF

304WE HAVE EXAMPLE I USED IN EMAIL WAS WE ARE AN ECOSYSTEM SO IF WE HAVE LET'S SAY FIVE SPECIALISTS WHO ARE AN ECOSYSTEM SO IF WE HAVE LET'S SAY FIVE SPECIALISTS WHO ARE AN ECOSYSTEM SO IF WE HAVE LET'S SAY FIVE SPECIALISTS WHO SERVE FACT UNITS AND WE CUT ONE LET'S SAY FIVE SPECIALISTS WHO SERVE FACT UNITS AND WE CUT ONE LET'S SAY FIVE SPECIALISTS WHO SERVE FACT UNITS AND WE CUT ONE OF THOSE SPECIAL AND NOW WE SERVE FACT UNITS AND WE CUT ONE OF THOSE SPECIAL AND NOW WE SERVE FACT UNITS AND WE CUT ONE OF THOSE SPECIAL AND NOW WE HAVE FOUR THERE WILL BE A LAG OF THOSE SPECIAL AND NOW WE HAVE FOUR THERE WILL BE A LAG OF THOSE SPECIAL AND NOW WE HAVE FOUR THERE WILL BE A

305LAG TIME IN GETTING THE SCHOOLS TO HAVE FOUR THERE WILL BE A LAG TIME IN GETTING THE SCHOOLS TO HAVE FOUR THERE WILL BE A LAG TIME IN GETTING THE SCHOOLS TO PROVIDE SERVICES IF WE HAVE 10 TIME IN GETTING THE SCHOOLS TO PROVIDE SERVICES IF WE HAVE 10 TIME IN GETTING THE SCHOOLS TO PROVIDE SERVICES IF WE HAVE 10 INSTRUCTIONAL SPECIALISTS IN PROVIDE SERVICES IF WE HAVE 10 INSTRUCTIONAL SPECIALISTS IN PROVIDE SERVICES IF WE HAVE 10 INSTRUCTIONAL SPECIALISTS IN THE AREA OF ENGLISH AND WE CUT INSTRUCTIONAL SPECIALISTS IN THE AREA OF ENGLISH AND WE CUT INSTRUCTIONAL SPECIALISTS IN THE AREA OF ENGLISH AND WE CUT THAT DOWN TO EIGHT THE AREA OF ENGLISH AND WE CUT THAT DOWN TO EIGHT THE AREA OF ENGLISH AND WE CUT THAT DOWN TO EIGHT INSTRUCTIONAL SPECIALISTS IN

306THAT DOWN TO EIGHT INSTRUCTIONAL SPECIALISTS IN THAT DOWN TO EIGHT INSTRUCTIONAL SPECIALISTS IN THE AREA OF ENGLISH THEN THE INSTRUCTIONAL SPECIALISTS IN THE AREA OF ENGLISH THEN THE INSTRUCTIONAL SPECIALISTS IN THE AREA OF ENGLISH THEN THE WORK THAT THEY DO WILL BE THE AREA OF ENGLISH THEN THE WORK THAT THEY DO WILL BE THE AREA OF ENGLISH THEN THE WORK THAT THEY DO WILL BE REDUCED OUT TO AGE THAT WORK THAT THEY DO WILL BE REDUCED OUT TO AGE THAT WORK THAT THEY DO WILL BE REDUCED OUT TO AGE THAT ATTENDED THE AMOUNT OF TIME REDUCED OUT TO AGE THAT ATTENDED THE AMOUNT OF TIME REDUCED OUT TO AGE THAT ATTENDED THE AMOUNT OF TIME THEY GO OUT TO OUT TO SCHOOLS ATTENDED THE AMOUNT OF TIME THEY GO OUT TO OUT TO SCHOOLS ATTENDED

307THE AMOUNT OF TIME THEY GO OUT TO OUT TO SCHOOLS TO PROVIDE SUPPORTS WILL GO THEY GO OUT TO OUT TO SCHOOLS TO PROVIDE SUPPORTS WILL GO THEY GO OUT TO OUT TO SCHOOLS TO PROVIDE SUPPORTS WILL GO DOWN BECAUSE THERE'S LESS TO PROVIDE SUPPORTS WILL GO DOWN BECAUSE THERE'S LESS TO PROVIDE SUPPORTS WILL GO DOWN BECAUSE THERE'S LESS PEOPLE. DOWN BECAUSE THERE'S LESS PEOPLE. DOWN BECAUSE THERE'S LESS PEOPLE. SO WHAT I AM RECOMMENDING IS IF PEOPLE. SO WHAT I AM RECOMMENDING IS IF PEOPLE. SO WHAT I AM RECOMMENDING IS IF WE CAN GET THAT ELEVEN POINT SO WHAT I AM RECOMMENDING IS IF WE CAN GET THAT ELEVEN POINT SO WHAT I AM RECOMMENDING IS IF WE CAN GET THAT ELEVEN POINT SEVEN DOLLARS MILLION DOWN TO A WE CAN GET THAT ELEVEN POINT

308SEVEN DOLLARS MILLION DOWN TO A WE CAN GET THAT ELEVEN POINT SEVEN DOLLARS MILLION DOWN TO A MORE MANAGEABLE MOUNT AROUND SEVEN DOLLARS MILLION DOWN TO A MORE MANAGEABLE MOUNT AROUND SEVEN DOLLARS MILLION DOWN TO A MORE MANAGEABLE MOUNT AROUND SIX MILLION DOLLARS AND I FEEL MORE MANAGEABLE MOUNT AROUND SIX MILLION DOLLARS AND I FEEL MORE MANAGEABLE MOUNT AROUND SIX MILLION DOLLARS AND I FEEL LIKE WE CAN MORE COMFORTABLY SIX MILLION DOLLARS AND I FEEL LIKE WE CAN MORE COMFORTABLY SIX MILLION DOLLARS AND I FEEL LIKE WE CAN MORE COMFORTABLY DETERMINE WHERE TO MAKE LIKE WE CAN MORE COMFORTABLY DETERMINE WHERE TO MAKE LIKE WE CAN MORE COMFORTABLY DETERMINE WHERE TO MAKE REDUCTIONS THAT WILL NOT IMPACT DETERMINE WHERE TO MAKE REDUCTIONS THAT WILL NOT IMPACT DETERMINE WHERE TO MAKE REDUCTIONS THAT WILL NOT IMPACT

309OUR PRIMARY MISSION WHICH IS REDUCTIONS THAT WILL NOT IMPACT OUR PRIMARY MISSION WHICH IS REDUCTIONS THAT WILL NOT IMPACT OUR PRIMARY MISSION WHICH IS TEACHING LEARNING SO FOR OUR PRIMARY MISSION WHICH IS TEACHING LEARNING SO FOR OUR PRIMARY MISSION WHICH IS TEACHING LEARNING SO FOR EXAMPLE WE, WE WOULD NEVER TEACHING LEARNING SO FOR EXAMPLE WE, WE WOULD NEVER TEACHING LEARNING SO FOR EXAMPLE WE, WE WOULD NEVER TOUCH THE FEES FOR STAFF THAT EXAMPLE WE, WE WOULD NEVER TOUCH THE FEES FOR STAFF THAT EXAMPLE WE, WE WOULD NEVER TOUCH THE FEES FOR STAFF THAT THAT IS A PROTECTED SECRET ROLE TOUCH THE FEES FOR STAFF THAT THAT IS A PROTECTED SECRET ROLE TOUCH THE FEES FOR STAFF THAT THAT IS A PROTECTED SECRET ROLE WILL NEVER ADDRESSED. THAT IS A PROTECTED SECRET ROLE WILL NEVER ADDRESSED.

310THAT IS A PROTECTED SECRET ROLE WILL NEVER ADDRESSED. SO WE'LL LOOK TO EVERY OTHER WILL NEVER ADDRESSED. SO WE'LL LOOK TO EVERY OTHER WILL NEVER ADDRESSED. SO WE'LL LOOK TO EVERY OTHER AREA TO ADDRESS IN DOING SO AND SO WE'LL LOOK TO EVERY OTHER AREA TO ADDRESS IN DOING SO AND SO WE'LL LOOK TO EVERY OTHER AREA TO ADDRESS IN DOING SO AND SO I HOPE THAT HELPS IN RELATED AREA TO ADDRESS IN DOING SO AND SO I HOPE THAT HELPS IN RELATED AREA TO ADDRESS IN DOING SO AND SO I HOPE THAT HELPS IN RELATED TO THAT QUESTION THE CHAIRWOMAN SO I HOPE THAT HELPS IN RELATED TO THAT QUESTION THE CHAIRWOMAN SO I HOPE THAT HELPS IN RELATED TO THAT QUESTION THE CHAIRWOMAN BROWN ASKED ME WHY I GAVE YOU TO THAT QUESTION

311THE CHAIRWOMAN BROWN ASKED ME WHY I GAVE YOU TO THAT QUESTION THE CHAIRWOMAN BROWN ASKED ME WHY I GAVE YOU GUYS A DOCUMENT AND YOUR FOLDER BROWN ASKED ME WHY I GAVE YOU GUYS A DOCUMENT AND YOUR FOLDER BROWN ASKED ME WHY I GAVE YOU GUYS A DOCUMENT AND YOUR FOLDER WHICH LISTED BY DEPARTMENT GUYS A DOCUMENT AND YOUR FOLDER WHICH LISTED BY DEPARTMENT GUYS A DOCUMENT AND YOUR FOLDER WHICH LISTED BY DEPARTMENT WHO'S IN THAT DEPARTMENT AND WHICH LISTED BY DEPARTMENT WHO'S IN THAT DEPARTMENT AND WHICH LISTED BY DEPARTMENT WHO'S IN THAT DEPARTMENT AND HOW MANY PEOPLE ARE IN THAT WHO'S IN THAT DEPARTMENT AND HOW MANY PEOPLE ARE IN THAT WHO'S IN THAT DEPARTMENT AND HOW MANY PEOPLE ARE IN THAT DEPARTMENT AND THE REASON I DID HOW MANY PEOPLE ARE IN THAT

312DEPARTMENT AND THE REASON I DID HOW MANY PEOPLE ARE IN THAT DEPARTMENT AND THE REASON I DID THAT IS BECAUSE AND WE HAVE DEPARTMENT AND THE REASON I DID THAT IS BECAUSE AND WE HAVE DEPARTMENT AND THE REASON I DID THAT IS BECAUSE AND WE HAVE HEARD YEAR OVER YEAR AND IS NOT THAT IS BECAUSE AND WE HAVE HEARD YEAR OVER YEAR AND IS NOT THAT IS BECAUSE AND WE HAVE HEARD YEAR OVER YEAR AND IS NOT UNIQUE TO VIRGINIA THAT THE THE HEARD YEAR OVER YEAR AND IS NOT UNIQUE TO VIRGINIA THAT THE THE HEARD YEAR OVER YEAR AND IS NOT UNIQUE TO VIRGINIA THAT THE THE NON SCHOOL BASED AREAS LIKE UNIQUE TO VIRGINIA THAT THE THE NON SCHOOL BASED AREAS LIKE UNIQUE TO VIRGINIA THAT THE THE NON SCHOOL BASED AREAS LIKE

313CENTRAL OFFICE HAVE WAY TOO NON SCHOOL BASED AREAS LIKE CENTRAL OFFICE HAVE WAY TOO NON SCHOOL BASED AREAS LIKE CENTRAL OFFICE HAVE WAY TOO MANY PEOPLE AND YOU YOU YOU CENTRAL OFFICE HAVE WAY TOO MANY PEOPLE AND YOU YOU YOU CENTRAL OFFICE HAVE WAY TOO MANY PEOPLE AND YOU YOU YOU JUST DON'T NEED THOSE AND I MANY PEOPLE AND YOU YOU YOU JUST DON'T NEED THOSE AND I MANY PEOPLE AND YOU YOU YOU JUST DON'T NEED THOSE AND I THOUGHT A WEE BIT BETTER IF THE JUST DON'T NEED THOSE AND I THOUGHT A WEE BIT BETTER IF THE JUST DON'T NEED THOSE AND I THOUGHT A WEE BIT BETTER IF THE BOARD GOT AN IDEA OF EXACTLY THOUGHT A WEE BIT BETTER IF THE BOARD GOT AN IDEA OF EXACTLY THOUGHT A WEE BIT BETTER

314IF THE BOARD GOT AN IDEA OF EXACTLY WHO IS ASSIGNED EACH OF THOSE BOARD GOT AN IDEA OF EXACTLY WHO IS ASSIGNED EACH OF THOSE BOARD GOT AN IDEA OF EXACTLY WHO IS ASSIGNED EACH OF THOSE DEPARTMENTS IN THE NUMBER WHO IS ASSIGNED EACH OF THOSE DEPARTMENTS IN THE NUMBER WHO IS ASSIGNED EACH OF THOSE DEPARTMENTS IN THE NUMBER OF PEOPLE ASSIGNED EACH DEPARTMENTS IN THE NUMBER OF PEOPLE ASSIGNED EACH DEPARTMENTS IN THE NUMBER OF PEOPLE ASSIGNED EACH OF THOSE DEPARTMENTS SO IF A OF PEOPLE ASSIGNED EACH OF THOSE DEPARTMENTS SO IF A OF PEOPLE ASSIGNED EACH OF THOSE DEPARTMENTS SO IF A BOARD MEMBER HAS A QUESTION AS OF THOSE DEPARTMENTS SO IF A BOARD MEMBER HAS A QUESTION AS OF THOSE DEPARTMENTS SO IF A BOARD MEMBER HAS A QUESTION AS TO WHETHER

315OR ABOUT A BOARD MEMBER HAS A QUESTION AS TO WHETHER OR ABOUT A BOARD MEMBER HAS A QUESTION AS TO WHETHER OR ABOUT A PARTICULAR POSITION THEY COULD TO WHETHER OR ABOUT A PARTICULAR POSITION THEY COULD TO WHETHER OR ABOUT A PARTICULAR POSITION THEY COULD CONTACT CHIEF OFFICER SAY CAN PARTICULAR POSITION THEY COULD CONTACT CHIEF OFFICER SAY CAN PARTICULAR POSITION THEY COULD CONTACT CHIEF OFFICER SAY CAN YOU TELL ME MORE ABOUT WHAT CONTACT CHIEF OFFICER SAY CAN YOU TELL ME MORE ABOUT WHAT CONTACT CHIEF OFFICER SAY CAN YOU TELL ME MORE ABOUT WHAT YOU'RE FOR CRAFTSMEN DO TO GET YOU TELL ME MORE ABOUT WHAT YOU'RE FOR CRAFTSMEN DO TO GET YOU TELL ME MORE ABOUT WHAT YOU'RE FOR CRAFTSMEN DO TO GET A BETTER UNDERSTANDING AND THEN YOU'RE FOR CRAFTSMEN DO TO GET A

316BETTER UNDERSTANDING AND THEN YOU'RE FOR CRAFTSMEN DO TO GET A BETTER UNDERSTANDING AND THEN I'LL ALSO BE PROVIDING TO THE A BETTER UNDERSTANDING AND THEN I'LL ALSO BE PROVIDING TO THE A BETTER UNDERSTANDING AND THEN I'LL ALSO BE PROVIDING TO THE BOARD A COMPARATIVE DOCUMENT I'LL ALSO BE PROVIDING TO THE BOARD A COMPARATIVE DOCUMENT I'LL ALSO BE PROVIDING TO THE BOARD A COMPARATIVE DOCUMENT WITH VIRGINIA BEACH AND FOUR BOARD A COMPARATIVE DOCUMENT WITH VIRGINIA BEACH AND FOUR BOARD A COMPARATIVE DOCUMENT WITH VIRGINIA BEACH AND FOUR OTHER SCHOOL DIVISIONS THAT WE WITH VIRGINIA BEACH AND FOUR OTHER SCHOOL DIVISIONS THAT WE WITH VIRGINIA BEACH AND FOUR OTHER SCHOOL DIVISIONS THAT WE ALL WERE ALWAYS COMPARE OTHER SCHOOL DIVISIONS THAT WE ALL WERE ALWAYS COMPARE OTHER SCHOOL DIVISIONS THAT WE ALL WERE ALWAYS COMPARE OURSELVES TO AN

317ACADEMIC ALL WERE ALWAYS COMPARE OURSELVES TO AN ACADEMIC ALL WERE ALWAYS COMPARE OURSELVES TO AN ACADEMIC STANDPOINT WHICH SHOWS THAT OURSELVES TO AN ACADEMIC STANDPOINT WHICH SHOWS THAT OURSELVES TO AN ACADEMIC STANDPOINT WHICH SHOWS THAT VIRGINIA BEACH IS CENTRAL STANDPOINT WHICH SHOWS THAT VIRGINIA BEACH IS CENTRAL STANDPOINT WHICH SHOWS THAT VIRGINIA BEACH IS CENTRAL OFFICE AND OUR COSTS FOR VIRGINIA BEACH IS CENTRAL OFFICE AND OUR COSTS FOR VIRGINIA BEACH IS CENTRAL OFFICE AND OUR COSTS FOR LEADERSHIP IS LESS THAN ALL OFFICE AND OUR COSTS FOR LEADERSHIP IS LESS THAN ALL OFFICE AND OUR COSTS FOR LEADERSHIP IS LESS THAN ALL OF THE OTHER FOUR SCHOOL LEADERSHIP IS LESS THAN ALL OF THE OTHER FOUR SCHOOL LEADERSHIP IS LESS THAN ALL OF THE OTHER FOUR SCHOOL VISIONS IN QUESTION AND WE ARE OF THE OTHER FOUR

318SCHOOL VISIONS IN QUESTION AND WE ARE OF THE OTHER FOUR SCHOOL VISIONS IN QUESTION AND WE ARE THE HIGHEST PERFORMING SCHOOL VISIONS IN QUESTION AND WE ARE THE HIGHEST PERFORMING SCHOOL VISIONS IN QUESTION AND WE ARE THE HIGHEST PERFORMING SCHOOL DIVISION OF THOSE OTHER FOR THE HIGHEST PERFORMING SCHOOL DIVISION OF THOSE OTHER FOR THE HIGHEST PERFORMING SCHOOL DIVISION OF THOSE OTHER FOR DIVISION SO I'LL GIVE YOU THAT DIVISION OF THOSE OTHER FOR DIVISION SO I'LL GIVE YOU THAT DIVISION OF THOSE OTHER FOR DIVISION SO I'LL GIVE YOU THAT INFORMATION TO ME THAT'S MORE DIVISION SO I'LL GIVE YOU THAT INFORMATION TO ME THAT'S MORE DIVISION SO I'LL GIVE YOU THAT INFORMATION TO ME THAT'S MORE OF A RETURN ON INVESTMENT THAT INFORMATION TO ME THAT'S MORE OF A RETURN ON INVESTMENT THAT INFORMATION TO ME

319THAT'S MORE OF A RETURN ON INVESTMENT THAT WE'VE GOT A SIMILAR SIMILARLY OF A RETURN ON INVESTMENT THAT WE'VE GOT A SIMILAR SIMILARLY OF A RETURN ON INVESTMENT THAT WE'VE GOT A SIMILAR SIMILARLY SIZED VISION BY ROUGHLY FIVE WE'VE GOT A SIMILAR SIMILARLY SIZED VISION BY ROUGHLY FIVE WE'VE GOT A SIMILAR SIMILARLY SIZED VISION BY ROUGHLY FIVE HUNDRED STUDENTS THAT HAVE ONE SIZED VISION BY ROUGHLY FIVE HUNDRED STUDENTS THAT HAVE ONE SIZED VISION BY ROUGHLY FIVE HUNDRED STUDENTS THAT HAVE ONE HUNDRED MORE ONE HUNDRED AND HUNDRED STUDENTS THAT HAVE ONE HUNDRED MORE ONE HUNDRED AND HUNDRED STUDENTS THAT HAVE ONE HUNDRED MORE ONE HUNDRED AND TWENTY MORE MEMBERS OF CENTRAL HUNDRED MORE ONE HUNDRED AND TWENTY MORE MEMBERS OF CENTRAL HUNDRED MORE ONE HUNDRED AND TWENTY MORE MEMBERS OF CENTRAL IN CENTRAL OFFICE THAN WE

320DO TWENTY MORE MEMBERS OF CENTRAL IN CENTRAL OFFICE THAN WE DO TWENTY MORE MEMBERS OF CENTRAL IN CENTRAL OFFICE THAN WE DO AND WE'RE OUTPERFORMING THEM SO IN CENTRAL OFFICE THAN WE DO AND WE'RE OUTPERFORMING THEM SO IN CENTRAL OFFICE THAN WE DO AND WE'RE OUTPERFORMING THEM SO I'LL BE PROVIDING THAT AND WE'RE OUTPERFORMING THEM SO I'LL BE PROVIDING THAT AND WE'RE OUTPERFORMING THEM SO I'LL BE PROVIDING THAT INFORMATION ALSO TO THE BOARD I'LL BE PROVIDING THAT INFORMATION ALSO TO THE BOARD I'LL BE PROVIDING THAT INFORMATION ALSO TO THE BOARD BUT THAT'S JUST A LITTLE MORE INFORMATION ALSO TO THE BOARD BUT THAT'S JUST A LITTLE MORE INFORMATION ALSO TO THE BOARD BUT THAT'S JUST A LITTLE MORE CLARITY TO THAT WAS VERY BUT THAT'S JUST A LITTLE MORE CLARITY TO THAT WAS VERY BUT

321THAT'S JUST A LITTLE MORE CLARITY TO THAT WAS VERY HELPFUL AND I'LL LOOK FORWARD CLARITY TO THAT WAS VERY HELPFUL AND I'LL LOOK FORWARD CLARITY TO THAT WAS VERY HELPFUL AND I'LL LOOK FORWARD TO THAT DOCUMENT THAT DOCUMENT. HELPFUL AND I'LL LOOK FORWARD TO THAT DOCUMENT THAT DOCUMENT. HELPFUL AND I'LL LOOK FORWARD TO THAT DOCUMENT THAT DOCUMENT. THANK YOU SO MUCH, MISS ROGERS. TO THAT DOCUMENT THAT DOCUMENT. THANK YOU SO MUCH, MISS ROGERS. TO THAT DOCUMENT THAT DOCUMENT. THANK YOU SO MUCH, MISS ROGERS. OK I GUESS I HAVE TWO QUESTIONS THANK YOU SO MUCH, MISS ROGERS. OK I GUESS I HAVE TWO QUESTIONS THANK YOU SO MUCH, MISS ROGERS. OK I GUESS I HAVE TWO QUESTIONS OR MAYBE A COMMENT QUESTION AND OK I GUESS I HAVE TWO QUESTIONS OR MAYBE A COMMENT QUESTION AND

322OK I GUESS I HAVE TWO QUESTIONS OR MAYBE A COMMENT QUESTION AND THE PLANNING FOR ADDITIONAL OR MAYBE A COMMENT QUESTION AND THE PLANNING FOR ADDITIONAL OR MAYBE A COMMENT QUESTION AND THE PLANNING FOR ADDITIONAL STATE FUNDING. THE PLANNING FOR ADDITIONAL STATE FUNDING. THE PLANNING FOR ADDITIONAL STATE FUNDING. THERE'S A WELLNESS IS THERE AND STATE FUNDING. THERE'S A WELLNESS IS THERE AND STATE FUNDING. THERE'S A WELLNESS IS THERE AND I GUESS THIS IS FOR YOU, DR. THERE'S A WELLNESS IS THERE AND I GUESS THIS IS FOR YOU, DR. THERE'S A WELLNESS IS THERE AND I GUESS THIS IS FOR YOU, DR. ROBERTSON STAFF HAVE REPEATEDLY I GUESS THIS IS FOR YOU, DR. ROBERTSON STAFF HAVE REPEATEDLY I GUESS THIS IS FOR YOU, DR. ROBERTSON STAFF HAVE REPEATEDLY STATED THAT WHILE THESE ARE ROBERTSON STAFF HAVE

323REPEATEDLY STATED THAT WHILE THESE ARE ROBERTSON STAFF HAVE REPEATEDLY STATED THAT WHILE THESE ARE WONDERFUL BUT THEY DON'T HAVE STATED THAT WHILE THESE ARE WONDERFUL BUT THEY DON'T HAVE STATED THAT WHILE THESE ARE WONDERFUL BUT THEY DON'T HAVE SUPPORT BECAUSE WHEN THEY'RE WONDERFUL BUT THEY DON'T HAVE SUPPORT BECAUSE WHEN THEY'RE WONDERFUL BUT THEY DON'T HAVE SUPPORT BECAUSE WHEN THEY'RE ESPECIALLY NEEDING TO BE IN THE SUPPORT BECAUSE WHEN THEY'RE ESPECIALLY NEEDING TO BE IN THE SUPPORT BECAUSE WHEN THEY'RE ESPECIALLY NEEDING TO BE IN THE CLASSROOM BIG DON'T HAVE ESPECIALLY NEEDING TO BE IN THE CLASSROOM BIG DON'T HAVE ESPECIALLY NEEDING TO BE IN THE CLASSROOM BIG DON'T HAVE SUPPORT FOR SOMEONE TO BE IN CLASSROOM BIG DON'T HAVE SUPPORT FOR SOMEONE TO BE IN CLASSROOM BIG DON'T HAVE SUPPORT FOR SOMEONE TO BE IN THE CLASSROOM

324FOR THEM TO TAKE SUPPORT FOR SOMEONE TO BE IN THE CLASSROOM FOR THEM TO TAKE SUPPORT FOR SOMEONE TO BE IN THE CLASSROOM FOR THEM TO TAKE WON THE STATE IS THERE MORE THE CLASSROOM FOR THEM TO TAKE WON THE STATE IS THERE MORE THE CLASSROOM FOR THEM TO TAKE WON THE STATE IS THERE MORE ABILITY TO SUPPORT OUR STAFF WON THE STATE IS THERE MORE ABILITY TO SUPPORT OUR STAFF WON THE STATE IS THERE MORE ABILITY TO SUPPORT OUR STAFF WERE THAT SOMEONE HAD ASKED MR. ABILITY TO SUPPORT OUR STAFF WERE THAT SOMEONE HAD ASKED MR. ABILITY TO SUPPORT OUR STAFF WERE THAT SOMEONE HAD ASKED MR. DELAYING TO WEIGH MR. DELANEY WERE THAT SOMEONE HAD ASKED MR. DELAYING TO WEIGH MR. DELANEY WERE THAT SOMEONE HAD ASKED MR. DELAYING TO WEIGH MR. DELANEY

325TO WEIGH IN ON THAT QUESTION DELAYING TO WEIGH MR. DELANEY TO WEIGH IN ON THAT QUESTION DELAYING TO WEIGH MR. DELANEY TO WEIGH IN ON THAT QUESTION BECAUSE I KNOW THAT IF THERE TO WEIGH IN ON THAT QUESTION BECAUSE I KNOW THAT IF THERE TO WEIGH IN ON THAT QUESTION BECAUSE I KNOW THAT IF THERE ARE CHALLENGES AND WE HAVE WE BECAUSE I KNOW THAT IF THERE ARE CHALLENGES AND WE HAVE WE BECAUSE I KNOW THAT IF THERE ARE CHALLENGES AND WE HAVE WE HAVE HAD CHALLENGES WE ARE CHALLENGES AND WE HAVE WE HAVE HAD CHALLENGES WE ARE CHALLENGES AND WE HAVE WE HAVE HAD CHALLENGES WE INTRODUCE WELL ON THE YEARS AGO HAVE HAD CHALLENGES WE INTRODUCE WELL ON THE YEARS AGO HAVE HAD CHALLENGES WE INTRODUCE WELL ON THE YEARS AGO BECAUSE WE

326DIDN'T WANT STAFF TO INTRODUCE WELL ON THE YEARS AGO BECAUSE WE DIDN'T WANT STAFF TO INTRODUCE WELL ON THE YEARS AGO BECAUSE WE DIDN'T WANT STAFF TO WAIT UNTIL MAY AND JUNE TO TAKE BECAUSE WE DIDN'T WANT STAFF TO WAIT UNTIL MAY AND JUNE TO TAKE BECAUSE WE DIDN'T WANT STAFF TO WAIT UNTIL MAY AND JUNE TO TAKE THEIR WILL NOT WHEN WEATHER WAS WAIT UNTIL MAY AND JUNE TO TAKE THEIR WILL NOT WHEN WEATHER WAS WAIT UNTIL MAY AND JUNE TO TAKE THEIR WILL NOT WHEN WEATHER WAS GREAT BECAUSE OBVIOUSLY WE THEIR WILL NOT WHEN WEATHER WAS GREAT BECAUSE OBVIOUSLY WE THEIR WILL NOT WHEN WEATHER WAS GREAT BECAUSE OBVIOUSLY WE UNDERSTAND WHY BUT THAT GREAT BECAUSE OBVIOUSLY WE UNDERSTAND WHY BUT THAT GREAT BECAUSE OBVIOUSLY WE UNDERSTAND WHY BUT THAT PRESENTS SIGNIFICANT ISSUE

327TO UNDERSTAND WHY BUT THAT PRESENTS SIGNIFICANT ISSUE TO UNDERSTAND WHY BUT THAT PRESENTS SIGNIFICANT ISSUE TO THE SCHOOL SO. PRESENTS SIGNIFICANT ISSUE TO THE SCHOOL SO. PRESENTS SIGNIFICANT ISSUE TO THE SCHOOL SO. SO WITH THE ONE WELLNESS WE'VE THE SCHOOL SO. SO WITH THE ONE WELLNESS WE'VE THE SCHOOL SO. SO WITH THE ONE WELLNESS WE'VE INCURSION YEARS EARLIER AND I SO WITH THE ONE WELLNESS WE'VE INCURSION YEARS EARLIER AND I SO WITH THE ONE WELLNESS WE'VE INCURSION YEARS EARLIER AND I DON'T KNOW DON'T KNOW MR. LANE INCURSION YEARS EARLIER AND I DON'T KNOW DON'T KNOW MR. LANE INCURSION YEARS EARLIER AND I DON'T KNOW DON'T KNOW MR. LANE WITH THE PRINCIPALS THERE HAD DON'T KNOW DON'T KNOW MR. LANE WITH THE PRINCIPALS THERE HAD DON'T KNOW DON'T KNOW MR. LANE WITH THE PRINCIPALS THERE HAD

328BEEN ANY OTHER NEW DISCUSSIONS WITH THE PRINCIPALS THERE HAD BEEN ANY OTHER NEW DISCUSSIONS WITH THE PRINCIPALS THERE HAD BEEN ANY OTHER NEW DISCUSSIONS ABOUT HOW TO HELP STAFF MAKE BEEN ANY OTHER NEW DISCUSSIONS ABOUT HOW TO HELP STAFF MAKE BEEN ANY OTHER NEW DISCUSSIONS ABOUT HOW TO HELP STAFF MAKE MAKE GOOD CHOICES THAT DON'T ABOUT HOW TO HELP STAFF MAKE MAKE GOOD CHOICES THAT DON'T ABOUT HOW TO HELP STAFF MAKE MAKE GOOD CHOICES THAT DON'T NEGATIVELY IMPACT THE SCHOOL. MAKE GOOD CHOICES THAT DON'T NEGATIVELY IMPACT THE SCHOOL. MAKE GOOD CHOICES THAT DON'T NEGATIVELY IMPACT THE SCHOOL. WE HAVE NOT HAD RECENT NEGATIVELY IMPACT THE SCHOOL. WE HAVE NOT HAD RECENT NEGATIVELY IMPACT THE SCHOOL. WE HAVE NOT HAD RECENT CONVERSATIONS MISS ROGERS I'LL WE HAVE NOT HAD RECENT CONVERSATIONS MISS ROGERS I'LL WE HAVE

329NOT HAD RECENT CONVERSATIONS MISS ROGERS I'LL BRING THAT UP WHEN THAT UP WHEN CONVERSATIONS MISS ROGERS I'LL BRING THAT UP WHEN THAT UP WHEN CONVERSATIONS MISS ROGERS I'LL BRING THAT UP WHEN THAT UP WHEN WE MEET WITH PRINCIPALS BRING THAT UP WHEN THAT UP WHEN WE MEET WITH PRINCIPALS BRING THAT UP WHEN THAT UP WHEN WE MEET WITH PRINCIPALS CERTAINLY THEY SHARE SIMILAR WE MEET WITH PRINCIPALS CERTAINLY THEY SHARE SIMILAR WE MEET WITH PRINCIPALS CERTAINLY THEY SHARE SIMILAR CONCERN AS YOU PROBABLY KNOW CERTAINLY THEY SHARE SIMILAR CONCERN AS YOU PROBABLY KNOW CERTAINLY THEY SHARE SIMILAR CONCERN AS YOU PROBABLY KNOW OF MONDAY TO FRIDAY IS CONCERN AS YOU PROBABLY KNOW OF MONDAY TO FRIDAY IS CONCERN AS YOU PROBABLY KNOW OF MONDAY TO FRIDAY IS SOMETIMES A GOOD DAY TO TAKE OF MONDAY TO FRIDAY

330IS SOMETIMES A GOOD DAY TO TAKE OF MONDAY TO FRIDAY IS SOMETIMES A GOOD DAY TO TAKE WELLNESS DAY AND THOSE ARE SOMETIMES A GOOD DAY TO TAKE WELLNESS DAY AND THOSE ARE SOMETIMES A GOOD DAY TO TAKE WELLNESS DAY AND THOSE ARE SOMETIMES OUR MOST CHALLENGING WELLNESS DAY AND THOSE ARE SOMETIMES OUR MOST CHALLENGING WELLNESS DAY AND THOSE ARE SOMETIMES OUR MOST CHALLENGING DAYS TO FIND SUBSTITUTE SOMETIMES OUR MOST CHALLENGING DAYS TO FIND SUBSTITUTE SOMETIMES OUR MOST CHALLENGING DAYS TO FIND SUBSTITUTE TEACHERS SO IT'S SOMETHING THAT DAYS TO FIND SUBSTITUTE TEACHERS SO IT'S SOMETHING THAT DAYS TO FIND SUBSTITUTE TEACHERS SO IT'S SOMETHING THAT I'VE NOT HEARD BROADLY THAT TEACHERS SO IT'S SOMETHING THAT I'VE NOT HEARD BROADLY THAT TEACHERS SO IT'S SOMETHING THAT I'VE NOT HEARD BROADLY THAT PEOPLE HAVE NOT BEEN ABLE

331TO I'VE NOT HEARD BROADLY THAT PEOPLE HAVE NOT BEEN ABLE TO I'VE NOT HEARD BROADLY THAT PEOPLE HAVE NOT BEEN ABLE TO TAKE BECAUSE THEY DON'T FEEL PEOPLE HAVE NOT BEEN ABLE TO TAKE BECAUSE THEY DON'T FEEL PEOPLE HAVE NOT BEEN ABLE TO TAKE BECAUSE THEY DON'T FEEL LIKE THEY HAVE SUPPORT IN THE TAKE BECAUSE THEY DON'T FEEL LIKE THEY HAVE SUPPORT IN THE TAKE BECAUSE THEY DON'T FEEL LIKE THEY HAVE SUPPORT IN THE CLASSROOM I WILL BRING THAT LIKE THEY HAVE SUPPORT IN THE CLASSROOM I WILL BRING THAT LIKE THEY HAVE SUPPORT IN THE CLASSROOM I WILL BRING THAT CONVERSATION BACK TO OUR CLASSROOM I WILL BRING THAT CONVERSATION BACK TO OUR CLASSROOM I WILL BRING THAT CONVERSATION BACK TO OUR PRINCIPALS. CONVERSATION BACK TO OUR PRINCIPALS. CONVERSATION BACK TO OUR PRINCIPALS. THANK YOU

332AND THEN I GUESS THE PRINCIPALS. THANK YOU AND THEN I GUESS THE PRINCIPALS. THANK YOU AND THEN I GUESS THE OTHER I GUESS QUESTION IS HAVE THANK YOU AND THEN I GUESS THE OTHER I GUESS QUESTION IS HAVE THANK YOU AND THEN I GUESS THE OTHER I GUESS QUESTION IS HAVE WE CONSIDERED WHEN IT COMES TO OTHER I GUESS QUESTION IS HAVE WE CONSIDERED WHEN IT COMES TO OTHER I GUESS QUESTION IS HAVE WE CONSIDERED WHEN IT COMES TO THE PERCEPTION IS THAT WE'RE WE CONSIDERED WHEN IT COMES TO THE PERCEPTION IS THAT WE'RE WE CONSIDERED WHEN IT COMES TO THE PERCEPTION IS THAT WE'RE VERY TOP HEAVY LIKE THE PERCEPTION IS THAT WE'RE VERY TOP HEAVY LIKE THE PERCEPTION IS THAT WE'RE VERY TOP HEAVY LIKE STREAMLINING SOME OF OUR VERY TOP HEAVY LIKE

333STREAMLINING SOME OF OUR VERY TOP HEAVY LIKE STREAMLINING SOME OF OUR EXECUTIVE LIKE HAVING A STREAMLINING SOME OF OUR EXECUTIVE LIKE HAVING A STREAMLINING SOME OF OUR EXECUTIVE LIKE HAVING A EXECUTIVE DIRECTOR AND THEN A EXECUTIVE LIKE HAVING A EXECUTIVE DIRECTOR AND THEN A EXECUTIVE LIKE HAVING A EXECUTIVE DIRECTOR AND THEN A REGULAR DIRECTOR AND THEN EXECUTIVE DIRECTOR AND THEN A REGULAR DIRECTOR AND THEN EXECUTIVE DIRECTOR AND THEN A REGULAR DIRECTOR AND THEN HAVING COORDINATORS AND LIKE REGULAR DIRECTOR AND THEN HAVING COORDINATORS AND LIKE REGULAR DIRECTOR AND THEN HAVING COORDINATORS AND LIKE THAT SORT OF EXECUTIVE HAVING COORDINATORS AND LIKE THAT SORT OF EXECUTIVE HAVING COORDINATORS AND LIKE THAT SORT OF EXECUTIVE LEADERSHIP STRUCTURE OF KIND THAT SORT OF EXECUTIVE LEADERSHIP STRUCTURE OF KIND THAT SORT OF EXECUTIVE LEADERSHIP STRUCTURE OF KIND OF STREAMLINING THAT

334A LITTLE LEADERSHIP STRUCTURE OF KIND OF STREAMLINING THAT A LITTLE LEADERSHIP STRUCTURE OF KIND OF STREAMLINING THAT A LITTLE BIT MORE. OF STREAMLINING THAT A LITTLE BIT MORE. OF STREAMLINING THAT A LITTLE BIT MORE. IS THAT SOMETHING THAT WE'VE BIT MORE. IS THAT SOMETHING THAT WE'VE BIT MORE. IS THAT SOMETHING THAT WE'VE CONSIDERED I'M NOT SURE IF I'M IS THAT SOMETHING THAT WE'VE CONSIDERED I'M NOT SURE IF I'M IS THAT SOMETHING THAT WE'VE CONSIDERED I'M NOT SURE IF I'M FOLLOWING QUESTION BECAUSE IN CONSIDERED I'M NOT SURE IF I'M FOLLOWING QUESTION BECAUSE IN CONSIDERED I'M NOT SURE IF I'M FOLLOWING QUESTION BECAUSE IN THAT STRUCTURE EACH DEPARTMENTS FOLLOWING QUESTION BECAUSE IN THAT STRUCTURE EACH DEPARTMENTS FOLLOWING QUESTION BECAUSE IN THAT STRUCTURE EACH DEPARTMENTS LED BY CHIEF OFFICER UNDER THE THAT STRUCTURE EACH DEPARTMENTS LED BY CHIEF

335OFFICER UNDER THE THAT STRUCTURE EACH DEPARTMENTS LED BY CHIEF OFFICER UNDER THE CHIEF OFFICER COULD BE A LED BY CHIEF OFFICER UNDER THE CHIEF OFFICER COULD BE A LED BY CHIEF OFFICER UNDER THE CHIEF OFFICER COULD BE A DIRECTOR OR COULD BE A SENIOR CHIEF OFFICER COULD BE A DIRECTOR OR COULD BE A SENIOR CHIEF OFFICER COULD BE A DIRECTOR OR COULD BE A SENIOR EXECUTIVE IT COULD BE AN DIRECTOR OR COULD BE A SENIOR EXECUTIVE IT COULD BE AN DIRECTOR OR COULD BE A SENIOR EXECUTIVE IT COULD BE AN EXECUTIVE DIRECTOR AND THAT'S EXECUTIVE IT COULD BE AN EXECUTIVE DIRECTOR AND THAT'S EXECUTIVE IT COULD BE AN EXECUTIVE DIRECTOR AND THAT'S ALL THAT'S ALL DEPENDING ON HOW EXECUTIVE DIRECTOR AND THAT'S ALL THAT'S ALL DEPENDING ON HOW EXECUTIVE DIRECTOR AND THAT'S ALL THAT'S ALL

336DEPENDING ON HOW MANY PEOPLE THOSE INDIVIDUALS ALL THAT'S ALL DEPENDING ON HOW MANY PEOPLE THOSE INDIVIDUALS ALL THAT'S ALL DEPENDING ON HOW MANY PEOPLE THOSE INDIVIDUALS SUPERVISE. MANY PEOPLE THOSE INDIVIDUALS SUPERVISE. MANY PEOPLE THOSE INDIVIDUALS SUPERVISE. SO OUR EXECUTIVE STAFF IS BASED SUPERVISE. SO OUR EXECUTIVE STAFF IS BASED SUPERVISE. SO OUR EXECUTIVE STAFF IS BASED ON HOW MANY THEY SUPERVISE AND SO OUR EXECUTIVE STAFF IS BASED ON HOW MANY THEY SUPERVISE AND SO OUR EXECUTIVE STAFF IS BASED ON HOW MANY THEY SUPERVISE AND NOT NECESSARILY ON LIKE FOUR. ON HOW MANY THEY SUPERVISE AND NOT NECESSARILY ON LIKE FOUR. ON HOW MANY THEY SUPERVISE AND NOT NECESSARILY ON LIKE FOUR. SO SO IF YOU HAVE FOR DIRECTORS NOT NECESSARILY ON LIKE FOUR. SO SO IF YOU HAVE FOR DIRECTORS NOT NECESSARILY ON LIKE FOUR. SO

337SO IF YOU HAVE FOR DIRECTORS AND YOU'RE GETTING A FIFTH SO SO IF YOU HAVE FOR DIRECTORS AND YOU'RE GETTING A FIFTH SO SO IF YOU HAVE FOR DIRECTORS AND YOU'RE GETTING A FIFTH DIRECTOR FOR WHATEVER REASON AND YOU'RE GETTING A FIFTH DIRECTOR FOR WHATEVER REASON AND YOU'RE GETTING A FIFTH DIRECTOR FOR WHATEVER REASON THAT YOU WOULD POSSIBLY NEED TO DIRECTOR FOR WHATEVER REASON THAT YOU WOULD POSSIBLY NEED TO DIRECTOR FOR WHATEVER REASON THAT YOU WOULD POSSIBLY NEED TO MANAGERS OF THOSE LIKE WE HAVE THAT YOU WOULD POSSIBLY NEED TO MANAGERS OF THOSE LIKE WE HAVE THAT YOU WOULD POSSIBLY NEED TO MANAGERS OF THOSE LIKE WE HAVE NOT TAKEN THAT WE HAVE NOT MANAGERS OF THOSE LIKE WE HAVE NOT TAKEN THAT WE HAVE NOT MANAGERS OF THOSE LIKE WE HAVE NOT TAKEN THAT

338WE HAVE NOT ADDED SENIOR LEADERSHIP BECAUSE NOT TAKEN THAT WE HAVE NOT ADDED SENIOR LEADERSHIP BECAUSE NOT TAKEN THAT WE HAVE NOT ADDED SENIOR LEADERSHIP BECAUSE OF AN EXPANSION OF DIRECTORS ADDED SENIOR LEADERSHIP BECAUSE OF AN EXPANSION OF DIRECTORS ADDED SENIOR LEADERSHIP BECAUSE OF AN EXPANSION OF DIRECTORS THAT IS BECAUSE THAT'S WHAT I OF AN EXPANSION OF DIRECTORS THAT IS BECAUSE THAT'S WHAT I OF AN EXPANSION OF DIRECTORS THAT IS BECAUSE THAT'S WHAT I THOUGHT I HEARD YOU SAY SO I THAT IS BECAUSE THAT'S WHAT I THOUGHT I HEARD YOU SAY SO I THAT IS BECAUSE THAT'S WHAT I THOUGHT I HEARD YOU SAY SO I GUESS I'M CONFUSED LIKE IF WE THOUGHT I HEARD YOU SAY SO I GUESS I'M CONFUSED LIKE IF WE THOUGHT I HEARD YOU SAY SO I GUESS I'M CONFUSED

339LIKE IF WE HAVE LIKE AN EXECUTIVE DIRECTOR GUESS I'M CONFUSED LIKE IF WE HAVE LIKE AN EXECUTIVE DIRECTOR GUESS I'M CONFUSED LIKE IF WE HAVE LIKE AN EXECUTIVE DIRECTOR AND THEN AND A DIRECTOR AND AND HAVE LIKE AN EXECUTIVE DIRECTOR AND THEN AND A DIRECTOR AND AND HAVE LIKE AN EXECUTIVE DIRECTOR AND THEN AND A DIRECTOR AND AND HAVE COORDINATORS LIKE I AND THEN AND A DIRECTOR AND AND HAVE COORDINATORS LIKE I AND THEN AND A DIRECTOR AND AND HAVE COORDINATORS LIKE I REALIZE THERE'S A FLOW BUT DO HAVE COORDINATORS LIKE I REALIZE THERE'S A FLOW BUT DO HAVE COORDINATORS LIKE I REALIZE THERE'S A FLOW BUT DO WE HAVE TOO MANY LAYERS I GUESS REALIZE THERE'S A FLOW BUT DO WE HAVE TOO MANY LAYERS I GUESS REALIZE THERE'S A FLOW BUT DO WE

340HAVE TOO MANY LAYERS I GUESS IS MY QUESTION? WE HAVE TOO MANY LAYERS I GUESS IS MY QUESTION? WE HAVE TOO MANY LAYERS I GUESS IS MY QUESTION? WELL THAT'S A GOOD QUESTION I IS MY QUESTION? WELL THAT'S A GOOD QUESTION I IS MY QUESTION? WELL THAT'S A GOOD QUESTION I WOULD TELL YOU THAT YOU THAT WELL THAT'S A GOOD QUESTION I WOULD TELL YOU THAT YOU THAT WELL THAT'S A GOOD QUESTION I WOULD TELL YOU THAT YOU THAT THAT I'LL HAVE TO DO RESEARCH WOULD TELL YOU THAT YOU THAT THAT I'LL HAVE TO DO RESEARCH WOULD TELL YOU THAT YOU THAT THAT I'LL HAVE TO DO RESEARCH ON THAT ONE THAT ONE. THAT I'LL HAVE TO DO RESEARCH ON THAT ONE THAT ONE. THAT I'LL HAVE TO DO RESEARCH ON THAT ONE THAT ONE.

341OK, THANK YOU THANK YOU. ON THAT ONE THAT ONE. OK, THANK YOU THANK YOU. ON THAT ONE THAT ONE. OK, THANK YOU THANK YOU. OK SINCE, SINCE I DON'T SEE ANY OK, THANK YOU THANK YOU. OK SINCE, SINCE I DON'T SEE ANY OK, THANK YOU THANK YOU. OK SINCE, SINCE I DON'T SEE ANY THEIR QUESTIONS I DO HAVE A FEW OK SINCE, SINCE I DON'T SEE ANY THEIR QUESTIONS I DO HAVE A FEW OK SINCE, SINCE I DON'T SEE ANY THEIR QUESTIONS I DO HAVE A FEW WHENEVER EVERY LINE OF THIS THEIR QUESTIONS I DO HAVE A FEW WHENEVER EVERY LINE OF THIS THEIR QUESTIONS I DO HAVE A FEW WHENEVER EVERY LINE OF THIS BUDGET AND SO I'M NOT ASK ALL WHENEVER EVERY LINE OF THIS BUDGET AND SO I'M NOT ASK ALL WHENEVER

342EVERY LINE OF THIS BUDGET AND SO I'M NOT ASK ALL OF THEM RIGHT NOW SO MY FIRST BUDGET AND SO I'M NOT ASK ALL OF THEM RIGHT NOW SO MY FIRST BUDGET AND SO I'M NOT ASK ALL OF THEM RIGHT NOW SO MY FIRST QUESTION IN THIS JUST BECAUSE I OF THEM RIGHT NOW SO MY FIRST QUESTION IN THIS JUST BECAUSE I OF THEM RIGHT NOW SO MY FIRST QUESTION IN THIS JUST BECAUSE I WANT THE PUBLIC TO BE WHERE QUESTION IN THIS JUST BECAUSE I WANT THE PUBLIC TO BE WHERE QUESTION IN THIS JUST BECAUSE I WANT THE PUBLIC TO BE WHERE DOES THIS BUDGET CURRENTLY WANT THE PUBLIC TO BE WHERE DOES THIS BUDGET CURRENTLY WANT THE PUBLIC TO BE WHERE DOES THIS BUDGET CURRENTLY CONTAIN ANY WELLNESS DAYS IN DOES THIS BUDGET

343CURRENTLY CONTAIN ANY WELLNESS DAYS IN DOES THIS BUDGET CURRENTLY CONTAIN ANY WELLNESS DAYS IN IT? CONTAIN ANY WELLNESS DAYS IN IT? CONTAIN ANY WELLNESS DAYS IN IT? CURRENTLY IT IS NOT OK, THANK IT? CURRENTLY IT IS NOT OK, THANK IT? CURRENTLY IT IS NOT OK, THANK YOU YOU KNOW AND I JUST WANT TO CURRENTLY IT IS NOT OK, THANK YOU YOU KNOW AND I JUST WANT TO CURRENTLY IT IS NOT OK, THANK YOU YOU KNOW AND I JUST WANT TO PIGGYBACK ON WHAT MISS WEEMES YOU YOU KNOW AND I JUST WANT TO PIGGYBACK ON WHAT MISS WEEMES YOU YOU KNOW AND I JUST WANT TO PIGGYBACK ON WHAT MISS WEEMES AND DWYRE MENTIONED ABOUT PIGGYBACK ON WHAT MISS WEEMES AND DWYRE MENTIONED ABOUT PIGGYBACK ON WHAT MISS WEEMES AND DWYRE MENTIONED ABOUT WORKFORCE DEVELOPMENT. AND

344DWYRE MENTIONED ABOUT WORKFORCE DEVELOPMENT. AND DWYRE MENTIONED ABOUT WORKFORCE DEVELOPMENT. I I SUPPORT WORKFORCE WORKFORCE DEVELOPMENT. I I SUPPORT WORKFORCE WORKFORCE DEVELOPMENT. I I SUPPORT WORKFORCE DEVELOPMENT I THINK THAT WE I I SUPPORT WORKFORCE DEVELOPMENT I THINK THAT WE I I SUPPORT WORKFORCE DEVELOPMENT I THINK THAT WE NEED TO PERHAPS BE A LITTLE BIT DEVELOPMENT I THINK THAT WE NEED TO PERHAPS BE A LITTLE BIT DEVELOPMENT I THINK THAT WE NEED TO PERHAPS BE A LITTLE BIT MORE AGGRESSIVE ABOUT WORKING NEED TO PERHAPS BE A LITTLE BIT MORE AGGRESSIVE ABOUT WORKING NEED TO PERHAPS BE A LITTLE BIT MORE AGGRESSIVE ABOUT WORKING TO FILL THE NEED WE GET A LOT MORE AGGRESSIVE ABOUT WORKING TO FILL THE NEED WE GET A LOT MORE AGGRESSIVE ABOUT WORKING TO FILL THE NEED WE GET A LOT OF

345APPLICANTS FOR OUR WORKFORCE TO FILL THE NEED WE GET A LOT OF APPLICANTS FOR OUR WORKFORCE TO FILL THE NEED WE GET A LOT OF APPLICANTS FOR OUR WORKFORCE DEVELOPMENT CAREER AND OF APPLICANTS FOR OUR WORKFORCE DEVELOPMENT CAREER AND OF APPLICANTS FOR OUR WORKFORCE DEVELOPMENT CAREER AND TECHNICAL CENTER AND WE TURN A DEVELOPMENT CAREER AND TECHNICAL CENTER AND WE TURN A DEVELOPMENT CAREER AND TECHNICAL CENTER AND WE TURN A LOT AWAY. TECHNICAL CENTER AND WE TURN A LOT AWAY. TECHNICAL CENTER AND WE TURN A LOT AWAY. AND SO I THINK WHEN OUR LOT AWAY. AND SO I THINK WHEN OUR LOT AWAY. AND SO I THINK WHEN OUR DIVISION AND OUR STUDENT AND SO I THINK WHEN OUR DIVISION AND OUR STUDENT AND SO I THINK WHEN OUR DIVISION AND OUR STUDENT POPULATION IS ASKING

346US TO FILL DIVISION AND OUR STUDENT POPULATION IS ASKING US TO FILL DIVISION AND OUR STUDENT POPULATION IS ASKING US TO FILL A NEED I THINK WE NEED TO FILL POPULATION IS ASKING US TO FILL A NEED I THINK WE NEED TO FILL POPULATION IS ASKING US TO FILL A NEED I THINK WE NEED TO FILL IT. A NEED I THINK WE NEED TO FILL IT. A NEED I THINK WE NEED TO FILL IT. IN FACT, IF I LOOK THE TEACHERS IT. IN FACT, IF I LOOK THE TEACHERS IT. IN FACT, IF I LOOK THE TEACHERS POSITIONS I BELIEVE WE'RE IN FACT, IF I LOOK THE TEACHERS POSITIONS I BELIEVE WE'RE IN FACT, IF I LOOK THE TEACHERS POSITIONS I BELIEVE WE'RE ACTUALLY DOWN ONE TEACHER AND POSITIONS I BELIEVE WE'RE ACTUALLY DOWN ONE TEACHER

347AND POSITIONS I BELIEVE WE'RE ACTUALLY DOWN ONE TEACHER AND WORKFORCE DEVELOPMENT THIS YEAR ACTUALLY DOWN ONE TEACHER AND WORKFORCE DEVELOPMENT THIS YEAR ACTUALLY DOWN ONE TEACHER AND WORKFORCE DEVELOPMENT THIS YEAR FROM LAST YEAR IF I RECALL WORKFORCE DEVELOPMENT THIS YEAR FROM LAST YEAR IF I RECALL WORKFORCE DEVELOPMENT THIS YEAR FROM LAST YEAR IF I RECALL CORRECTLY OR AT LEAST THE YEAR FROM LAST YEAR IF I RECALL CORRECTLY OR AT LEAST THE YEAR FROM LAST YEAR IF I RECALL CORRECTLY OR AT LEAST THE YEAR PREVIOUS. CORRECTLY OR AT LEAST THE YEAR PREVIOUS. CORRECTLY OR AT LEAST THE YEAR PREVIOUS. SO I THINK THAT SEEMS TO BE A PREVIOUS. SO I THINK THAT SEEMS TO BE A PREVIOUS. SO I THINK THAT SEEMS TO BE A LITTLE BIT MORE REFLECTIVE SO I THINK THAT SEEMS TO BE

348A LITTLE BIT MORE REFLECTIVE SO I THINK THAT SEEMS TO BE A LITTLE BIT MORE REFLECTIVE OF SHIFTING AROUND THAN LITTLE BIT MORE REFLECTIVE OF SHIFTING AROUND THAN LITTLE BIT MORE REFLECTIVE OF SHIFTING AROUND THAN EXPANDING. OF SHIFTING AROUND THAN EXPANDING. OF SHIFTING AROUND THAN EXPANDING. SO MY OTHER QUESTION IS ABOUT EXPANDING. SO MY OTHER QUESTION IS ABOUT EXPANDING. SO MY OTHER QUESTION IS ABOUT THE BUSSES I SAW THAT THERE WAS SO MY OTHER QUESTION IS ABOUT THE BUSSES I SAW THAT THERE WAS SO MY OTHER QUESTION IS ABOUT THE BUSSES I SAW THAT THERE WAS A LINE ITEM FOR BUSSES AND I THE BUSSES I SAW THAT THERE WAS A LINE ITEM FOR BUSSES AND I THE BUSSES I SAW THAT THERE WAS A LINE ITEM FOR BUSSES AND I WAS CURIOUS IF YOU

349WOULD BE A LINE ITEM FOR BUSSES AND I WAS CURIOUS IF YOU WOULD BE A LINE ITEM FOR BUSSES AND I WAS CURIOUS IF YOU WOULD BE ABLE TO TELL ME WHETHER OR NOT WAS CURIOUS IF YOU WOULD BE ABLE TO TELL ME WHETHER OR NOT WAS CURIOUS IF YOU WOULD BE ABLE TO TELL ME WHETHER OR NOT THOSE BUSSES ARE GAS OR ABLE TO TELL ME WHETHER OR NOT THOSE BUSSES ARE GAS OR ABLE TO TELL ME WHETHER OR NOT THOSE BUSSES ARE GAS OR ELECTRIC AND HOW MANY BUSSES WE THOSE BUSSES ARE GAS OR ELECTRIC AND HOW MANY BUSSES WE THOSE BUSSES ARE GAS OR ELECTRIC AND HOW MANY BUSSES WE ARE PURCHASING FOR THIS SEVEN ELECTRIC AND HOW MANY BUSSES WE ARE PURCHASING FOR THIS SEVEN ELECTRIC AND HOW MANY BUSSES WE

350ARE PURCHASING FOR THIS SEVEN HUNDRED FIFTY THOUSAND DOLLARS ARE PURCHASING FOR THIS SEVEN HUNDRED FIFTY THOUSAND DOLLARS ARE PURCHASING FOR THIS SEVEN HUNDRED FIFTY THOUSAND DOLLARS ROUGHLY SO I CAN TELL CAN TELL HUNDRED FIFTY THOUSAND DOLLARS ROUGHLY SO I CAN TELL CAN TELL HUNDRED FIFTY THOUSAND DOLLARS ROUGHLY SO I CAN TELL CAN TELL YOU IS THERE'S NO ELECTRIC ROUGHLY SO I CAN TELL CAN TELL YOU IS THERE'S NO ELECTRIC ROUGHLY SO I CAN TELL CAN TELL YOU IS THERE'S NO ELECTRIC BUSSES THAT ARE ON WHAT I'LL YOU IS THERE'S NO ELECTRIC BUSSES THAT ARE ON WHAT I'LL YOU IS THERE'S NO ELECTRIC BUSSES THAT ARE ON WHAT I'LL CALL A TRADITIONAL PROCUREMENT BUSSES THAT ARE ON WHAT I'LL CALL A TRADITIONAL PROCUREMENT BUSSES THAT ARE ON WHAT I'LL CALL A TRADITIONAL PROCUREMENT FOR US THE

351BUSSES THAT WE CALL A TRADITIONAL PROCUREMENT FOR US THE BUSSES THAT WE CALL A TRADITIONAL PROCUREMENT FOR US THE BUSSES THAT WE PURCHASE ARE EITHER SMALLER FOR US THE BUSSES THAT WE PURCHASE ARE EITHER SMALLER FOR US THE BUSSES THAT WE PURCHASE ARE EITHER SMALLER PROPANE AND WE HAVE A PURCHASE ARE EITHER SMALLER PROPANE AND WE HAVE A PURCHASE ARE EITHER SMALLER PROPANE AND WE HAVE A TRANSPORTATION REPLACEMENT PLAN PROPANE AND WE HAVE A TRANSPORTATION REPLACEMENT PLAN PROPANE AND WE HAVE A TRANSPORTATION REPLACEMENT PLAN THAT KIND OF MODEL THAT TRANSPORTATION REPLACEMENT PLAN THAT KIND OF MODEL THAT TRANSPORTATION REPLACEMENT PLAN THAT KIND OF MODEL THAT ADDRESSES THE NUMBER OF THOSE THAT KIND OF MODEL THAT ADDRESSES THE NUMBER OF THOSE THAT KIND OF MODEL THAT ADDRESSES THE NUMBER OF THOSE US DOWN JUST A LITTLE

352BIT MORE ADDRESSES THE NUMBER OF THOSE US DOWN JUST A LITTLE BIT MORE ADDRESSES THE NUMBER OF THOSE US DOWN JUST A LITTLE BIT MORE DETAIL RELATED TO UNLESS US DOWN JUST A LITTLE BIT MORE DETAIL RELATED TO UNLESS US DOWN JUST A LITTLE BIT MORE DETAIL RELATED TO UNLESS THERE'S AN INCENTIVE FOR SOME DETAIL RELATED TO UNLESS THERE'S AN INCENTIVE FOR SOME DETAIL RELATED TO UNLESS THERE'S AN INCENTIVE FOR SOME SORT GRANT RELATED TO ELECTRIC THERE'S AN INCENTIVE FOR SOME SORT GRANT RELATED TO ELECTRIC THERE'S AN INCENTIVE FOR SOME SORT GRANT RELATED TO ELECTRIC BUSSES, IT'S JUST NOT VIABLE SORT GRANT RELATED TO ELECTRIC BUSSES, IT'S JUST NOT VIABLE SORT GRANT RELATED TO ELECTRIC BUSSES, IT'S JUST NOT VIABLE OPTION BECAUSE YOU HAVE TO PUT BUSSES, IT'S JUST NOT VIABLE OPTION BECAUSE YOU HAVE

353TO PUT BUSSES, IT'S JUST NOT VIABLE OPTION BECAUSE YOU HAVE TO PUT IN THE REFUELING SOURCE THE OPTION BECAUSE YOU HAVE TO PUT IN THE REFUELING SOURCE THE OPTION BECAUSE YOU HAVE TO PUT IN THE REFUELING SOURCE THE POWER SOURCE IN ADDITION TO THE IN THE REFUELING SOURCE THE POWER SOURCE IN ADDITION TO THE IN THE REFUELING SOURCE THE POWER SOURCE IN ADDITION TO THE BUSSES WHICH ARE HIGH COST. POWER SOURCE IN ADDITION TO THE BUSSES WHICH ARE HIGH COST. POWER SOURCE IN ADDITION TO THE BUSSES WHICH ARE HIGH COST. WE DID GET A SMALL NUMBER BUSSES WHICH ARE HIGH COST. WE DID GET A SMALL NUMBER BUSSES WHICH ARE HIGH COST. WE DID GET A SMALL NUMBER OF BUSSES MANY YEARS BACK AND WE DID GET A SMALL NUMBER OF BUSSES MANY YEARS BACK

354AND WE DID GET A SMALL NUMBER OF BUSSES MANY YEARS BACK AND THAT WAS THROUGH A STATE FUNDED OF BUSSES MANY YEARS BACK AND THAT WAS THROUGH A STATE FUNDED OF BUSSES MANY YEARS BACK AND THAT WAS THROUGH A STATE FUNDED THING WITH DOMINION WHERE WE THAT WAS THROUGH A STATE FUNDED THING WITH DOMINION WHERE WE THAT WAS THROUGH A STATE FUNDED THING WITH DOMINION WHERE WE GOT THE BUSSES AN EQUIVALENT THING WITH DOMINION WHERE WE GOT THE BUSSES AN EQUIVALENT THING WITH DOMINION WHERE WE GOT THE BUSSES AN EQUIVALENT PRICE TO A GAS I'M SORRY DIESEL GOT THE BUSSES AN EQUIVALENT PRICE TO A GAS I'M SORRY DIESEL GOT THE BUSSES AN EQUIVALENT PRICE TO A GAS I'M SORRY DIESEL POWERED BUS AND WE GOT THE PRICE TO A GAS I'M SORRY DIESEL POWERED

355BUS AND WE GOT THE PRICE TO A GAS I'M SORRY DIESEL POWERED BUS AND WE GOT THE CHARGING INFRASTRUCTURE SO POWERED BUS AND WE GOT THE CHARGING INFRASTRUCTURE SO POWERED BUS AND WE GOT THE CHARGING INFRASTRUCTURE SO REALLY GOOD DEAL ACROSS THE CHARGING INFRASTRUCTURE SO REALLY GOOD DEAL ACROSS THE CHARGING INFRASTRUCTURE SO REALLY GOOD DEAL ACROSS THE BOARD WE HAVEN'T HAD A DEAL REALLY GOOD DEAL ACROSS THE BOARD WE HAVEN'T HAD A DEAL REALLY GOOD DEAL ACROSS THE BOARD WE HAVEN'T HAD A DEAL LIKE THAT'S COME ACROSS SINCE BOARD WE HAVEN'T HAD A DEAL LIKE THAT'S COME ACROSS SINCE BOARD WE HAVEN'T HAD A DEAL LIKE THAT'S COME ACROSS SINCE ACROSS SINCE THEN. LIKE THAT'S COME ACROSS SINCE ACROSS SINCE THEN. LIKE THAT'S COME ACROSS SINCE ACROSS SINCE THEN. WE'LL HAVE TO GET YOU THE

356ACROSS SINCE THEN. WE'LL HAVE TO GET YOU THE ACROSS SINCE THEN. WE'LL HAVE TO GET YOU THE NUMBER OF REPLACEMENT BUSSES WE'LL HAVE TO GET YOU THE NUMBER OF REPLACEMENT BUSSES WE'LL HAVE TO GET YOU THE NUMBER OF REPLACEMENT BUSSES THAT THE THAT THAT NUMBER NUMBER OF REPLACEMENT BUSSES THAT THE THAT THAT NUMBER NUMBER OF REPLACEMENT BUSSES THAT THE THAT THAT NUMBER OF PURCHASES ON THE ORDER THAT THE THAT THAT NUMBER OF PURCHASES ON THE ORDER THAT THE THAT THAT NUMBER OF PURCHASES ON THE ORDER OF ABOUT ONE HUNDRED TWENTY OF PURCHASES ON THE ORDER OF ABOUT ONE HUNDRED TWENTY OF PURCHASES ON THE ORDER OF ABOUT ONE HUNDRED TWENTY FIVE THOUSAND DOLLARS APIECE OF ABOUT ONE HUNDRED TWENTY FIVE THOUSAND DOLLARS APIECE OF ABOUT ONE HUNDRED TWENTY FIVE THOUSAND DOLLARS APIECE OFF THEY GO

357BACK AND GET YOU FIVE THOUSAND DOLLARS APIECE OFF THEY GO BACK AND GET YOU FIVE THOUSAND DOLLARS APIECE OFF THEY GO BACK AND GET YOU NO. OFF THEY GO BACK AND GET YOU NO. OFF THEY GO BACK AND GET YOU NO. OK, THANK YOU MR. DO YOU WANT NO. OK, THANK YOU MR. DO YOU WANT NO. OK, THANK YOU MR. DO YOU WANT TO GO NOW OR DO YOU WANT ME TO OK, THANK YOU MR. DO YOU WANT TO GO NOW OR DO YOU WANT ME TO OK, THANK YOU MR. DO YOU WANT TO GO NOW OR DO YOU WANT ME TO FINISH. TO GO NOW OR DO YOU WANT ME TO FINISH. TO GO NOW OR DO YOU WANT ME TO FINISH. OK UM ALL RIGHT ON ONE LINE IT FINISH. OK UM ALL

358RIGHT ON ONE LINE IT FINISH. OK UM ALL RIGHT ON ONE LINE IT WAS LABELED UNDER SCHOOL OK UM ALL RIGHT ON ONE LINE IT WAS LABELED UNDER SCHOOL OK UM ALL RIGHT ON ONE LINE IT WAS LABELED UNDER SCHOOL OPERATING IT STATES QUOTE WAS LABELED UNDER SCHOOL OPERATING IT STATES QUOTE WAS LABELED UNDER SCHOOL OPERATING IT STATES QUOTE TRANSFERRED TO OTHER SCHOOLS ON OPERATING IT STATES QUOTE TRANSFERRED TO OTHER SCHOOLS ON OPERATING IT STATES QUOTE TRANSFERRED TO OTHER SCHOOLS ON THE TOTAL THAT ONE IS ONE IS TRANSFERRED TO OTHER SCHOOLS ON THE TOTAL THAT ONE IS ONE IS TRANSFERRED TO OTHER SCHOOLS ON THE TOTAL THAT ONE IS ONE IS ONE POINT THREE MILLION DOLLARS THE TOTAL THAT ONE IS ONE IS ONE POINT THREE MILLION DOLLARS THE TOTAL THAT ONE IS ONE IS

359ONE POINT THREE MILLION DOLLARS COULD YOU TELL ME WHAT TYPES ONE POINT THREE MILLION DOLLARS COULD YOU TELL ME WHAT TYPES ONE POINT THREE MILLION DOLLARS COULD YOU TELL ME WHAT TYPES OF THINGS WOULD CAUSE ONE POINT COULD YOU TELL ME WHAT TYPES OF THINGS WOULD CAUSE ONE POINT COULD YOU TELL ME WHAT TYPES OF THINGS WOULD CAUSE ONE POINT THREE MILLION DOLLAR TRANSFER OF THINGS WOULD CAUSE ONE POINT THREE MILLION DOLLAR TRANSFER OF THINGS WOULD CAUSE ONE POINT THREE MILLION DOLLAR TRANSFER TO MOTHER I HAVE TO LOOK AT A THREE MILLION DOLLAR TRANSFER TO MOTHER I HAVE TO LOOK AT A THREE MILLION DOLLAR TRANSFER TO MOTHER I HAVE TO LOOK AT A COST CENTER BUT. TO MOTHER I HAVE TO LOOK AT A COST CENTER BUT. TO MOTHER I HAVE TO LOOK AT

360A COST CENTER BUT. BUT WHAT THAT THAT IS IS COST CENTER BUT. BUT WHAT THAT THAT IS IS COST CENTER BUT. BUT WHAT THAT THAT IS IS TRANSFER SO WE TRANSFER FUNDS BUT WHAT THAT THAT IS IS TRANSFER SO WE TRANSFER FUNDS BUT WHAT THAT THAT IS IS TRANSFER SO WE TRANSFER FUNDS FROM THE OPERATING BUDGET TO TRANSFER SO WE TRANSFER FUNDS FROM THE OPERATING BUDGET TO TRANSFER SO WE TRANSFER FUNDS FROM THE OPERATING BUDGET TO ATHLETIC FUND WE ALSO TRANSFER FROM THE OPERATING BUDGET TO ATHLETIC FUND WE ALSO TRANSFER FROM THE OPERATING BUDGET TO ATHLETIC FUND WE ALSO TRANSFER ALSO TRANSFER FUNDS FROM THE ATHLETIC FUND WE ALSO TRANSFER ALSO TRANSFER FUNDS FROM THE ATHLETIC FUND WE ALSO TRANSFER ALSO TRANSFER FUNDS FROM THE OPERATING AGREEMENT COLLEGIATE ALSO TRANSFER FUNDS FROM THE OPERATING AGREEMENT

361COLLEGIATE ALSO TRANSFER FUNDS FROM THE OPERATING AGREEMENT COLLEGIATE THEN. OPERATING AGREEMENT COLLEGIATE THEN. OPERATING AGREEMENT COLLEGIATE THEN. THEN WE HAVE A TRANSFER TO OUR THEN. THEN WE HAVE A TRANSFER TO OUR THEN. THEN WE HAVE A TRANSFER TO OUR RISK MANAGEMENT FUN AS WELL SO THEN WE HAVE A TRANSFER TO OUR RISK MANAGEMENT FUN AS WELL SO THEN WE HAVE A TRANSFER TO OUR RISK MANAGEMENT FUN AS WELL SO I CAN LOOK AND SEE EXACTLY ONE RISK MANAGEMENT FUN AS WELL SO I CAN LOOK AND SEE EXACTLY ONE RISK MANAGEMENT FUN AS WELL SO I CAN LOOK AND SEE EXACTLY ONE THAT IS BUT WE DO HAVE I CAN LOOK AND SEE EXACTLY ONE THAT IS BUT WE DO HAVE I CAN LOOK AND SEE EXACTLY ONE THAT IS BUT WE DO HAVE TRANSFERS FROM

362TRANSFERS FROM THAT IS BUT WE DO HAVE TRANSFERS FROM TRANSFERS FROM THAT IS BUT WE DO HAVE TRANSFERS FROM TRANSFERS FROM THE OPERATING BUDGET THAT FUND TRANSFERS FROM TRANSFERS FROM THE OPERATING BUDGET THAT FUND TRANSFERS FROM TRANSFERS FROM THE OPERATING BUDGET THAT FUND THOSE OTHER AREAS AND I WAS I THE OPERATING BUDGET THAT FUND THOSE OTHER AREAS AND I WAS I THE OPERATING BUDGET THAT FUND THOSE OTHER AREAS AND I WAS I GUESS MY QUESTION IS MORE LIKE THOSE OTHER AREAS AND I WAS I GUESS MY QUESTION IS MORE LIKE THOSE OTHER AREAS AND I WAS I GUESS MY QUESTION IS MORE LIKE BROAD STROKES NOT REALLY GUESS MY QUESTION IS MORE LIKE BROAD STROKES NOT REALLY GUESS MY QUESTION IS MORE LIKE BROAD STROKES NOT REALLY DRILLING DOWN INTO THE WEEDS BROAD STROKES NOT

363REALLY DRILLING DOWN INTO THE WEEDS BROAD STROKES NOT REALLY DRILLING DOWN INTO THE WEEDS OF THAT SPECIFIC DOLLAR. DRILLING DOWN INTO THE WEEDS OF THAT SPECIFIC DOLLAR. DRILLING DOWN INTO THE WEEDS OF THAT SPECIFIC DOLLAR. I JUST NOTICED THAT ONE WAS UP OF THAT SPECIFIC DOLLAR. I JUST NOTICED THAT ONE WAS UP OF THAT SPECIFIC DOLLAR. I JUST NOTICED THAT ONE WAS UP THERE AND SO I WAS JUST CURIOUS I JUST NOTICED THAT ONE WAS UP THERE AND SO I WAS JUST CURIOUS I JUST NOTICED THAT ONE WAS UP THERE AND SO I WAS JUST CURIOUS ARE EA SPORTS ACCOUNTED FOR IN THERE AND SO I WAS JUST CURIOUS ARE EA SPORTS ACCOUNTED FOR IN THERE AND SO I WAS JUST CURIOUS ARE EA SPORTS ACCOUNTED FOR IN THIS CURRENT PROPOSED ZEON? ARE EA SPORTS

364ACCOUNTED FOR IN THIS CURRENT PROPOSED ZEON? ARE EA SPORTS ACCOUNTED FOR IN THIS CURRENT PROPOSED ZEON? THEY OR NOT OK, THANK YOU AND THIS CURRENT PROPOSED ZEON? THEY OR NOT OK, THANK YOU AND THIS CURRENT PROPOSED ZEON? THEY OR NOT OK, THANK YOU AND THEN DIVISION WHITE IN WIDE AND THEY OR NOT OK, THANK YOU AND THEN DIVISION WHITE IN WIDE AND THEY OR NOT OK, THANK YOU AND THEN DIVISION WHITE IN WIDE AND THIS MAY BE A QUESTION FOR DR. THEN DIVISION WHITE IN WIDE AND THIS MAY BE A QUESTION FOR DR. THEN DIVISION WHITE IN WIDE AND THIS MAY BE A QUESTION FOR DR. ROBERTSON. THIS MAY BE A QUESTION FOR DR. ROBERTSON. THIS MAY BE A QUESTION FOR DR. ROBERTSON. DO >> WE HAVE ANY PARAMETERS ROBERTSON. DO >> WE HAVE ANY

365PARAMETERS ROBERTSON. DO >> WE HAVE ANY PARAMETERS DIVISION WIDE ON TRAVEL FOR DO >> WE HAVE ANY PARAMETERS DIVISION WIDE ON TRAVEL FOR DO >> WE HAVE ANY PARAMETERS DIVISION WIDE ON TRAVEL FOR PROFESSIONAL DEVELOPMENT DR. DIVISION WIDE ON TRAVEL FOR PROFESSIONAL DEVELOPMENT DR. DIVISION WIDE ON TRAVEL FOR PROFESSIONAL DEVELOPMENT DR. ALTMAN, DO WE HAVE TRYING TO PROFESSIONAL DEVELOPMENT DR. ALTMAN, DO WE HAVE TRYING TO PROFESSIONAL DEVELOPMENT DR. ALTMAN, DO WE HAVE TRYING TO THINK OF THE POLICY REGULATIONS ALTMAN, DO WE HAVE TRYING TO THINK OF THE POLICY REGULATIONS ALTMAN, DO WE HAVE TRYING TO THINK OF THE POLICY REGULATIONS AROUND TRAVEL FOR THE DIVISION THINK OF THE POLICY REGULATIONS AROUND TRAVEL FOR THE DIVISION THINK OF THE POLICY REGULATIONS AROUND TRAVEL FOR THE DIVISION STAFF? AROUND TRAVEL FOR THE DIVISION STAFF? AROUND TRAVEL FOR

366THE DIVISION STAFF? WE WE DO HAVE PROVISIONS AROUND STAFF? WE WE DO HAVE PROVISIONS AROUND STAFF? WE WE DO HAVE PROVISIONS AROUND THAT JUST QUOTE WHAT IT IS CAN WE WE DO HAVE PROVISIONS AROUND THAT JUST QUOTE WHAT IT IS CAN WE WE DO HAVE PROVISIONS AROUND THAT JUST QUOTE WHAT IT IS CAN WE IS. THAT JUST QUOTE WHAT IT IS CAN WE IS. THAT JUST QUOTE WHAT IT IS CAN WE IS. CAN WE GET THAT FOR THE FOR THE WE IS. CAN WE GET THAT FOR THE FOR THE WE IS. CAN WE GET THAT FOR THE FOR THE BOARD OR YES I CAN GET THAT FOR CAN WE GET THAT FOR THE FOR THE BOARD OR YES I CAN GET THAT FOR CAN WE GET THAT FOR THE FOR THE BOARD OR YES I

367CAN GET THAT FOR YOU BUT STAFF CAN BE REIMBURSED BOARD OR YES I CAN GET THAT FOR YOU BUT STAFF CAN BE REIMBURSED BOARD OR YES I CAN GET THAT FOR YOU BUT STAFF CAN BE REIMBURSED FOR TRAVEL BUT OK THAT YOU BUT STAFF CAN BE REIMBURSED FOR TRAVEL BUT OK THAT YOU BUT STAFF CAN BE REIMBURSED FOR TRAVEL BUT OK THAT INFORMATION FOR YOU SO >> THE FOR TRAVEL BUT OK THAT INFORMATION FOR YOU SO >> THE FOR TRAVEL BUT OK THAT INFORMATION FOR YOU SO >> THE REASON I'M ASKING IS IS THERE INFORMATION FOR YOU SO >> THE REASON I'M ASKING IS IS THERE INFORMATION FOR YOU SO >> THE REASON I'M ASKING IS IS THERE SEEMS TO BE SOME DISCREPANCIES REASON I'M ASKING IS IS THERE SEEMS TO BE SOME DISCREPANCIES REASON

368I'M ASKING IS IS THERE SEEMS TO BE SOME DISCREPANCIES FROM SOME DEPARTMENTS TO THE SEEMS TO BE SOME DISCREPANCIES FROM SOME DEPARTMENTS TO THE SEEMS TO BE SOME DISCREPANCIES FROM SOME DEPARTMENTS TO THE NEXT AND SOME LOCATIONS TO THE FROM SOME DEPARTMENTS TO THE NEXT AND SOME LOCATIONS TO THE FROM SOME DEPARTMENTS TO THE NEXT AND SOME LOCATIONS TO THE NEXT AND SO I WAS JUST CURIOUS NEXT AND SOME LOCATIONS TO THE NEXT AND SO I WAS JUST CURIOUS NEXT AND SOME LOCATIONS TO THE NEXT AND SO I WAS JUST CURIOUS HOW WE MAKE SURE THAT IT'S AS NEXT AND SO I WAS JUST CURIOUS HOW WE MAKE SURE THAT IT'S AS NEXT AND SO I WAS JUST CURIOUS HOW WE MAKE SURE THAT IT'S AS BALANCED AS POSSIBLE SO I THINK HOW WE MAKE

369SURE THAT IT'S AS BALANCED AS POSSIBLE SO I THINK HOW WE MAKE SURE THAT IT'S AS BALANCED AS POSSIBLE SO I THINK WE COULD FOLLOW UP MORE OFFLINE BALANCED AS POSSIBLE SO I THINK WE COULD FOLLOW UP MORE OFFLINE BALANCED AS POSSIBLE SO I THINK WE COULD FOLLOW UP MORE OFFLINE ABOUT THAT WITH THAT MISS WE COULD FOLLOW UP MORE OFFLINE ABOUT THAT WITH THAT MISS WE COULD FOLLOW UP MORE OFFLINE ABOUT THAT WITH THAT MISS MELNYK >> CAN YOU GIVE ME AN ABOUT THAT WITH THAT MISS MELNYK >> CAN YOU GIVE ME AN ABOUT THAT WITH THAT MISS MELNYK >> CAN YOU GIVE ME AN EXAMPLE WHY YOU NEED TO MELNYK >> CAN YOU GIVE ME AN EXAMPLE WHY YOU NEED TO MELNYK >> CAN YOU GIVE ME AN EXAMPLE WHY YOU NEED TO

370TRANSFER MONEY TO GREEN RUN EXAMPLE WHY YOU NEED TO TRANSFER MONEY TO GREEN RUN EXAMPLE WHY YOU NEED TO TRANSFER MONEY TO GREEN RUN COLLEGIATE BECAUSE WE ACTUALLY TRANSFER MONEY TO GREEN RUN COLLEGIATE BECAUSE WE ACTUALLY TRANSFER MONEY TO GREEN RUN COLLEGIATE BECAUSE WE ACTUALLY AGREEMENT COLLEGIATE I KNOW WE COLLEGIATE BECAUSE WE ACTUALLY AGREEMENT COLLEGIATE I KNOW WE COLLEGIATE BECAUSE WE ACTUALLY AGREEMENT COLLEGIATE I KNOW WE I KNOW WE DO BUT THAT'S ABOVE AGREEMENT COLLEGIATE I KNOW WE I KNOW WE DO BUT THAT'S ABOVE AGREEMENT COLLEGIATE I KNOW WE I KNOW WE DO BUT THAT'S ABOVE AND BEYOND WITH THEIR ALREADY I KNOW WE DO BUT THAT'S ABOVE AND BEYOND WITH THEIR ALREADY I KNOW WE DO BUT THAT'S ABOVE AND BEYOND WITH THEIR ALREADY GETTING WHICH WAS WE HAVE AND BEYOND WITH THEIR ALREADY

371GETTING WHICH WAS WE HAVE AND BEYOND WITH THEIR ALREADY GETTING WHICH WAS WE HAVE ALWAYS TRANSFERRED SINCE THE GETTING WHICH WAS WE HAVE ALWAYS TRANSFERRED SINCE THE GETTING WHICH WAS WE HAVE ALWAYS TRANSFERRED SINCE THE INCEPTION OF GRANDMA. ALWAYS TRANSFERRED SINCE THE INCEPTION OF GRANDMA. ALWAYS TRANSFERRED SINCE THE INCEPTION OF GRANDMA. SO YOU'RE JUST TALKING ABOUT INCEPTION OF GRANDMA. SO YOU'RE JUST TALKING ABOUT INCEPTION OF GRANDMA. SO YOU'RE JUST TALKING ABOUT THEIR TOTAL DOLLAR AMOUNT NOT SO YOU'RE JUST TALKING ABOUT THEIR TOTAL DOLLAR AMOUNT NOT SO YOU'RE JUST TALKING ABOUT THEIR TOTAL DOLLAR AMOUNT NOT HALFWAY THROUGH THE YEAR YOU'RE THEIR TOTAL DOLLAR AMOUNT NOT HALFWAY THROUGH THE YEAR YOU'RE THEIR TOTAL DOLLAR AMOUNT NOT HALFWAY THROUGH THE YEAR YOU'RE DOING SOMETHING WE TRANSFER AT HALFWAY THROUGH THE YEAR YOU'RE DOING SOMETHING WE TRANSFER AT

372HALFWAY THROUGH THE YEAR YOU'RE DOING SOMETHING WE TRANSFER AT TRANSFER AT THE BEGINNING DOING SOMETHING WE TRANSFER AT TRANSFER AT THE BEGINNING DOING SOMETHING WE TRANSFER AT TRANSFER AT THE BEGINNING OF EVERY FISCAL YEAR IT'S IN TRANSFER AT THE BEGINNING OF EVERY FISCAL YEAR IT'S IN TRANSFER AT THE BEGINNING OF EVERY FISCAL YEAR IT'S IN THE RESOLUTION THAT YOU WILL OF EVERY FISCAL YEAR IT'S IN THE RESOLUTION THAT YOU WILL OF EVERY FISCAL YEAR IT'S IN THE RESOLUTION THAT YOU WILL ALWAYS SEE WHEN WE APPROVE WE I THE RESOLUTION THAT YOU WILL ALWAYS SEE WHEN WE APPROVE WE I THE RESOLUTION THAT YOU WILL ALWAYS SEE WHEN WE APPROVE WE I MEAN WE INCORPORATE THE RACE ALWAYS SEE WHEN WE APPROVE WE I MEAN WE INCORPORATE THE RACE ALWAYS SEE WHEN WE APPROVE WE I

373MEAN WE INCORPORATE THE RACE FOR THE STAFF AND THE BENEFITS MEAN WE INCORPORATE THE RACE FOR THE STAFF AND THE BENEFITS MEAN WE INCORPORATE THE RACE FOR THE STAFF AND THE BENEFITS FOR THE STAFF AND ACTUALLY WORK FOR THE STAFF AND THE BENEFITS FOR THE STAFF AND ACTUALLY WORK FOR THE STAFF AND THE BENEFITS FOR THE STAFF AND ACTUALLY WORK WITH THEM AND THEN THE FOR THE STAFF AND ACTUALLY WORK WITH THEM AND THEN THE FOR THE STAFF AND ACTUALLY WORK WITH THEM AND THEN THE TRANSFERS MADE AT THE BEGINNING WITH THEM AND THEN THE TRANSFERS MADE AT THE BEGINNING WITH THEM AND THEN THE TRANSFERS MADE AT THE BEGINNING OF THE YEAR AGREEMENT COMING TRANSFERS MADE AT THE BEGINNING OF THE YEAR AGREEMENT COMING TRANSFERS MADE AT THE BEGINNING OF THE YEAR AGREEMENT COMING

374OFF THE TOP OF YOUR HEAD OF THE YEAR AGREEMENT COMING OFF THE TOP OF YOUR HEAD OF THE YEAR AGREEMENT COMING OFF THE TOP OF YOUR HEAD REMEMBER THE TOTAL AMOUNT I OFF THE TOP OF YOUR HEAD REMEMBER THE TOTAL AMOUNT I OFF THE TOP OF YOUR HEAD REMEMBER THE TOTAL AMOUNT I THOUGHT I DID BUT I DON'T I REMEMBER THE TOTAL AMOUNT I THOUGHT I DID BUT I DON'T I REMEMBER THE TOTAL AMOUNT I THOUGHT I DID BUT I DON'T I DON'T I DON'T HAVE IN FRONT THOUGHT I DID BUT I DON'T I DON'T I DON'T HAVE IN FRONT THOUGHT I DID BUT I DON'T I DON'T I DON'T HAVE IN FRONT OF ME WE CAN GET TO YOU BUT DON'T I DON'T HAVE IN FRONT OF ME WE CAN GET TO YOU BUT

375DON'T I DON'T HAVE IN FRONT OF ME WE CAN GET TO YOU BUT IT'S DONE AT THE BEGINNING OF ME WE CAN GET TO YOU BUT IT'S DONE AT THE BEGINNING OF ME WE CAN GET TO YOU BUT IT'S DONE AT THE BEGINNING ATHLETICS IS THE SAME WAY IT'S IT'S DONE AT THE BEGINNING ATHLETICS IS THE SAME WAY IT'S IT'S DONE AT THE BEGINNING ATHLETICS IS THE SAME WAY IT'S AT THE BEGINNING OF THE YEAR. ATHLETICS IS THE SAME WAY IT'S AT THE BEGINNING OF THE YEAR. ATHLETICS IS THE SAME WAY IT'S AT THE BEGINNING OF THE YEAR. YEAH. AT THE BEGINNING OF THE YEAR. YEAH. AT THE BEGINNING OF THE YEAR. YEAH. OK SO DR. ROBERTSON, I'M VERY YEAH. OK SO DR. ROBERTSON, I'M VERY YEAH. OK SO DR. ROBERTSON, I'M VERY INTERESTED IN

376THAT INFORMATION OK SO DR. ROBERTSON, I'M VERY INTERESTED IN THAT INFORMATION OK SO DR. ROBERTSON, I'M VERY INTERESTED IN THAT INFORMATION THAT DATA ABOUT SENIOR STAFF I INTERESTED IN THAT INFORMATION THAT DATA ABOUT SENIOR STAFF I INTERESTED IN THAT INFORMATION THAT DATA ABOUT SENIOR STAFF I LIKE TO BE VERY CAREFUL IN THAT THAT DATA ABOUT SENIOR STAFF I LIKE TO BE VERY CAREFUL IN THAT THAT DATA ABOUT SENIOR STAFF I LIKE TO BE VERY CAREFUL IN THAT AREA AND POSTURING SLIGHTLY LIKE TO BE VERY CAREFUL IN THAT AREA AND POSTURING SLIGHTLY LIKE TO BE VERY CAREFUL IN THAT AREA AND POSTURING SLIGHTLY BECAUSE IN ORDER TO KEEP DOING AREA AND POSTURING SLIGHTLY BECAUSE IN ORDER TO KEEP DOING AREA AND POSTURING SLIGHTLY BECAUSE IN ORDER TO KEEP DOING WHAT WHAT WE DO SO VERY WELL

377WE BECAUSE IN ORDER TO KEEP DOING WHAT WHAT WE DO SO VERY WELL WE BECAUSE IN ORDER TO KEEP DOING WHAT WHAT WE DO SO VERY WELL WE WE HAVE TO EMPLOY THE BEST AND WHAT WHAT WE DO SO VERY WELL WE WE HAVE TO EMPLOY THE BEST AND WHAT WHAT WE DO SO VERY WELL WE WE HAVE TO EMPLOY THE BEST AND THE BRIGHTEST FROM THE TOP TO WE HAVE TO EMPLOY THE BEST AND THE BRIGHTEST FROM THE TOP TO WE HAVE TO EMPLOY THE BEST AND THE BRIGHTEST FROM THE TOP TO ALL THE WAY DOWN EVERYBODY THAT THE BRIGHTEST FROM THE TOP TO ALL THE WAY DOWN EVERYBODY THAT THE BRIGHTEST FROM THE TOP TO ALL THE WAY DOWN EVERYBODY THAT WE HIRE IS THE BEST OF THE BEST ALL THE WAY DOWN

378EVERYBODY THAT WE HIRE IS THE BEST OF THE BEST ALL THE WAY DOWN EVERYBODY THAT WE HIRE IS THE BEST OF THE BEST AND AND WE EXPECT GREATNESS WE HIRE IS THE BEST OF THE BEST AND AND WE EXPECT GREATNESS WE HIRE IS THE BEST OF THE BEST AND AND WE EXPECT GREATNESS FROM OUR EMPLOYEES AND WE GET AND AND WE EXPECT GREATNESS FROM OUR EMPLOYEES AND WE GET AND AND WE EXPECT GREATNESS FROM OUR EMPLOYEES AND WE GET IT. FROM OUR EMPLOYEES AND WE GET IT. FROM OUR EMPLOYEES AND WE GET IT. AND SO I'M VERY INTERESTED IN IT. AND SO I'M VERY INTERESTED IN IT. AND SO I'M VERY INTERESTED IN WHAT WE'RE DOING SO AND SO I'M VERY INTERESTED IN WHAT WE'RE DOING SO AND SO I'M VERY INTERESTED IN WHAT WE'RE

379DOING SO SUCCESSFULLY COMPARED TO OTHER WHAT WE'RE DOING SO SUCCESSFULLY COMPARED TO OTHER WHAT WE'RE DOING SO SUCCESSFULLY COMPARED TO OTHER DIVISIONS WHO ARE CLEARLY FAR SUCCESSFULLY COMPARED TO OTHER DIVISIONS WHO ARE CLEARLY FAR SUCCESSFULLY COMPARED TO OTHER DIVISIONS WHO ARE CLEARLY FAR OR TOP HEAVY WITH IN MOST CASES DIVISIONS WHO ARE CLEARLY FAR OR TOP HEAVY WITH IN MOST CASES DIVISIONS WHO ARE CLEARLY FAR OR TOP HEAVY WITH IN MOST CASES HALF OF OUR STUDENT POPULATION OR TOP HEAVY WITH IN MOST CASES HALF OF OUR STUDENT POPULATION OR TOP HEAVY WITH IN MOST CASES HALF OF OUR STUDENT POPULATION MORE THAN HALF RIGHT. HALF OF OUR STUDENT POPULATION MORE THAN HALF RIGHT. HALF OF OUR STUDENT POPULATION MORE THAN HALF RIGHT. CHESAPEAKE IS A LITTLE LESS MORE THAN HALF RIGHT. CHESAPEAKE IS A LITTLE

380LESS MORE THAN HALF RIGHT. CHESAPEAKE IS A LITTLE LESS THAN HALF BUT THE OTHER CHESAPEAKE IS A LITTLE LESS THAN HALF BUT THE OTHER CHESAPEAKE IS A LITTLE LESS THAN HALF BUT THE OTHER SIGNIFICANTLY LESS SO I LOOK THAN HALF BUT THE OTHER SIGNIFICANTLY LESS SO I LOOK THAN HALF BUT THE OTHER SIGNIFICANTLY LESS SO I LOOK FORWARD TO THAT VERY MUCH NOW SIGNIFICANTLY LESS SO I LOOK FORWARD TO THAT VERY MUCH NOW SIGNIFICANTLY LESS SO I LOOK FORWARD TO THAT VERY MUCH NOW BE TALKING ABOUT THAT PUBLICLY FORWARD TO THAT VERY MUCH NOW BE TALKING ABOUT THAT PUBLICLY FORWARD TO THAT VERY MUCH NOW BE TALKING ABOUT THAT PUBLICLY . BE TALKING ABOUT THAT PUBLICLY . BE TALKING ABOUT THAT PUBLICLY . THANK YOU. . THANK YOU. . THANK YOU. AND MISS MELNIK JUST

381CONFIRM THANK YOU. AND MISS MELNIK JUST CONFIRM THANK YOU. AND MISS MELNIK JUST CONFIRM THE TRANSFER TO GREEN AND MISS MELNIK JUST CONFIRM THE TRANSFER TO GREEN AND MISS MELNIK JUST CONFIRM THE TRANSFER TO GREEN REVOLUTION IS RUN COLLEGIATE IS THE TRANSFER TO GREEN REVOLUTION IS RUN COLLEGIATE IS THE TRANSFER TO GREEN REVOLUTION IS RUN COLLEGIATE IS ABOUT FIVE MILLION DOLLARS REVOLUTION IS RUN COLLEGIATE IS ABOUT FIVE MILLION DOLLARS REVOLUTION IS RUN COLLEGIATE IS ABOUT FIVE MILLION DOLLARS THAT'S WHAT I THOUGHT. ABOUT FIVE MILLION DOLLARS THAT'S WHAT I THOUGHT. ABOUT FIVE MILLION DOLLARS THAT'S WHAT I THOUGHT. THANK YOU THAT WAS SOME FAST THAT'S WHAT I THOUGHT. THANK YOU THAT WAS SOME FAST THAT'S WHAT I THOUGHT. THANK YOU THAT WAS SOME FAST WORK I. THANK YOU THAT WAS SOME FAST WORK I. THANK YOU

382THAT WAS SOME FAST WORK I. I GOT A GREAT TEAM AND WE WORK I. I GOT A GREAT TEAM AND WE WORK I. I GOT A GREAT TEAM AND WE EXPECT NOTHING LESS. I GOT A GREAT TEAM AND WE EXPECT NOTHING LESS. I GOT A GREAT TEAM AND WE EXPECT NOTHING LESS. THAT'S WHAT I'M TALKING ABOUT. EXPECT NOTHING LESS. THAT'S WHAT I'M TALKING ABOUT. EXPECT NOTHING LESS. THAT'S WHAT I'M TALKING ABOUT. THANK YOU INSTANT ANSWERS IN THAT'S WHAT I'M TALKING ABOUT. THANK YOU INSTANT ANSWERS IN THAT'S WHAT I'M TALKING ABOUT. THANK YOU INSTANT ANSWERS IN THE MEETING. THANK YOU INSTANT ANSWERS IN THE MEETING. THANK YOU INSTANT ANSWERS IN THE MEETING. ALL RIGHT I. THE MEETING. ALL RIGHT I. THE MEETING. ALL RIGHT I. I THINK WE HAVE TIME TO DO SOME ALL RIGHT I.

383I THINK WE HAVE TIME TO DO SOME ALL RIGHT I. I THINK WE HAVE TIME TO DO SOME OF OUR CLOSED SESSION HERE SO I THINK WE HAVE TIME TO DO SOME OF OUR CLOSED SESSION HERE SO I THINK WE HAVE TIME TO DO SOME OF OUR CLOSED SESSION HERE SO ASSUMES IS GOING TO READ US OF OUR CLOSED SESSION HERE SO ASSUMES IS GOING TO READ US OF OUR CLOSED SESSION HERE SO ASSUMES IS GOING TO READ US INTO CLOSED. ASSUMES IS GOING TO READ US INTO CLOSED. ASSUMES IS GOING TO READ US INTO CLOSED. I MOVED THE SCHOOL BOARD RECESS INTO CLOSED. I MOVED THE SCHOOL BOARD RECESS INTO CLOSED. I MOVED THE SCHOOL BOARD RECESS AND A CLOSED SESSION IN I MOVED THE SCHOOL BOARD RECESS AND A CLOSED SESSION IN I

384MOVED THE SCHOOL BOARD RECESS AND A CLOSED SESSION IN ACCORDANCE EXCEPTIONS TO OPEN AND A CLOSED SESSION IN ACCORDANCE EXCEPTIONS TO OPEN AND A CLOSED SESSION IN ACCORDANCE EXCEPTIONS TO OPEN LAWS SET FORTH IN THE CODE OF ACCORDANCE EXCEPTIONS TO OPEN LAWS SET FORTH IN THE CODE OF ACCORDANCE EXCEPTIONS TO OPEN LAWS SET FORTH IN THE CODE OF VIRGINIA TO TALK TO DASH 370 IN LAWS SET FORTH IN THE CODE OF VIRGINIA TO TALK TO DASH 370 IN LAWS SET FORTH IN THE CODE OF VIRGINIA TO TALK TO DASH 370 IN PART A PARAGRAPHS TO SEVEN AND VIRGINIA TO TALK TO DASH 370 IN PART A PARAGRAPHS TO SEVEN AND VIRGINIA TO TALK TO DASH 370 IN PART A PARAGRAPHS TO SEVEN AND EIGHT AS AMENDED TO DELIBERATE PART A PARAGRAPHS TO SEVEN AND EIGHT

385AS AMENDED TO DELIBERATE PART A PARAGRAPHS TO SEVEN AND EIGHT AS AMENDED TO DELIBERATE ON THE FOLLOWING MATTERS TO EIGHT AS AMENDED TO DELIBERATE ON THE FOLLOWING MATTERS TO EIGHT AS AMENDED TO DELIBERATE ON THE FOLLOWING MATTERS TO DISCUSSION CONSIDERATION ON THE FOLLOWING MATTERS TO DISCUSSION CONSIDERATION ON THE FOLLOWING MATTERS TO DISCUSSION CONSIDERATION OF ADMISSION OR DISCIPLINARY DISCUSSION CONSIDERATION OF ADMISSION OR DISCIPLINARY DISCUSSION CONSIDERATION OF ADMISSION OR DISCIPLINARY MATTERS OR ANY OTHER MATTERS OF ADMISSION OR DISCIPLINARY MATTERS OR ANY OTHER MATTERS OF ADMISSION OR DISCIPLINARY MATTERS OR ANY OTHER MATTERS THAT WOULD INVOLVE DISCLOSURE MATTERS OR ANY OTHER MATTERS THAT WOULD INVOLVE DISCLOSURE MATTERS OR ANY OTHER MATTERS THAT WOULD INVOLVE DISCLOSURE OF INFORMATION CONTAINED IN A THAT WOULD INVOLVE DISCLOSURE OF INFORMATION CONTAINED IN A THAT WOULD INVOLVE DISCLOSURE OF INFORMATION CONTAINED IN A

386SCHOLASTIC RECORD CONCERNING OF INFORMATION CONTAINED IN A SCHOLASTIC RECORD CONCERNING OF INFORMATION CONTAINED IN A SCHOLASTIC RECORD CONCERNING ANY STUDENT ANY PUBLIC SCHOLASTIC RECORD CONCERNING ANY STUDENT ANY PUBLIC SCHOLASTIC RECORD CONCERNING ANY STUDENT ANY PUBLIC INSTITUTION OF HIGHER EDUCATION ANY STUDENT ANY PUBLIC INSTITUTION OF HIGHER EDUCATION ANY STUDENT ANY PUBLIC INSTITUTION OF HIGHER EDUCATION AND IN THE COMMONWEALTH OR ANY INSTITUTION OF HIGHER EDUCATION AND IN THE COMMONWEALTH OR ANY INSTITUTION OF HIGHER EDUCATION AND IN THE COMMONWEALTH OR ANY STATE SCHOOL SYSTEM HOWEVER ANY AND IN THE COMMONWEALTH OR ANY STATE SCHOOL SYSTEM HOWEVER ANY AND IN THE COMMONWEALTH OR ANY STATE SCHOOL SYSTEM HOWEVER ANY SUCH STUDENT LEGAL STUDENT STATE SCHOOL SYSTEM HOWEVER ANY SUCH STUDENT LEGAL STUDENT STATE SCHOOL SYSTEM HOWEVER ANY SUCH STUDENT LEGAL STUDENT LEGAL COUNSEL AND OF THE SUCH STUDENT LEGAL

387STUDENT LEGAL COUNSEL AND OF THE SUCH STUDENT LEGAL STUDENT LEGAL COUNSEL AND OF THE STUDENT ON OR THE STUDENTS LEGAL COUNSEL AND OF THE STUDENT ON OR THE STUDENTS LEGAL COUNSEL AND OF THE STUDENT ON OR THE STUDENTS PARENTS OR LEGAL GUARDIANS STUDENT ON OR THE STUDENTS PARENTS OR LEGAL GUARDIANS STUDENT ON OR THE STUDENTS PARENTS OR LEGAL GUARDIANS SHE'LL BE PERMITTED TO BE PARENTS OR LEGAL GUARDIANS SHE'LL BE PERMITTED TO BE PARENTS OR LEGAL GUARDIANS SHE'LL BE PERMITTED TO BE PRESENT DURING THE TAKING SHE'LL BE PERMITTED TO BE PRESENT DURING THE TAKING SHE'LL BE PERMITTED TO BE PRESENT DURING THE TAKING OF TESTIMONY OR PRESENTATION PRESENT DURING THE TAKING OF TESTIMONY OR PRESENTATION PRESENT DURING THE TAKING OF TESTIMONY OR PRESENTATION OF EVIDENCE OF A CLOSED MEETING OF TESTIMONY OR PRESENTATION OF EVIDENCE OF

388A CLOSED MEETING OF TESTIMONY OR PRESENTATION OF EVIDENCE OF A CLOSED MEETING IF SUCH STUDENT PARENTS OR OF EVIDENCE OF A CLOSED MEETING IF SUCH STUDENT PARENTS OR OF EVIDENCE OF A CLOSED MEETING IF SUCH STUDENT PARENTS OR GUARDIANS EVERY REQUEST IN IF SUCH STUDENT PARENTS OR GUARDIANS EVERY REQUEST IN IF SUCH STUDENT PARENTS OR GUARDIANS EVERY REQUEST IN WRITING AND SUCH REQUEST GUARDIANS EVERY REQUEST IN WRITING AND SUCH REQUEST GUARDIANS EVERY REQUEST IN WRITING AND SUCH REQUEST SUBMITTED TO THE PRESIDING WRITING AND SUCH REQUEST SUBMITTED TO THE PRESIDING WRITING AND SUCH REQUEST SUBMITTED TO THE PRESIDING OFFICER OR THE APPROPRIATE SUBMITTED TO THE PRESIDING OFFICER OR THE APPROPRIATE SUBMITTED TO THE PRESIDING OFFICER OR THE APPROPRIATE BOARD SEVEN CONSULTATION WITH OFFICER OR THE APPROPRIATE BOARD SEVEN CONSULTATION WITH OFFICER OR THE APPROPRIATE BOARD SEVEN

389CONSULTATION WITH LEGAL COUNSEL AND BRIEFINGS BY BOARD SEVEN CONSULTATION WITH LEGAL COUNSEL AND BRIEFINGS BY BOARD SEVEN CONSULTATION WITH LEGAL COUNSEL AND BRIEFINGS BY STAFF MEMBERS OR CONSULTANTS LEGAL COUNSEL AND BRIEFINGS BY STAFF MEMBERS OR CONSULTANTS LEGAL COUNSEL AND BRIEFINGS BY STAFF MEMBERS OR CONSULTANTS PERTAINING TO ACTUAL OR STAFF MEMBERS OR CONSULTANTS PERTAINING TO ACTUAL OR STAFF MEMBERS OR CONSULTANTS PERTAINING TO ACTUAL OR PROBABLE LITIGATION WHERE SUCH PERTAINING TO ACTUAL OR PROBABLE LITIGATION WHERE SUCH PERTAINING TO ACTUAL OR PROBABLE LITIGATION WHERE SUCH CONSULTATION OR BRIEFING AN PROBABLE LITIGATION WHERE SUCH CONSULTATION OR BRIEFING AN PROBABLE LITIGATION WHERE SUCH CONSULTATION OR BRIEFING AN OPEN MEETING WITH ADVERSELY CONSULTATION OR BRIEFING AN OPEN MEETING WITH ADVERSELY CONSULTATION OR BRIEFING AN OPEN MEETING WITH ADVERSELY AFFECT THE NEGOTIATING OR OPEN MEETING WITH ADVERSELY AFFECT THE NEGOTIATING OR OPEN

390MEETING WITH ADVERSELY AFFECT THE NEGOTIATING OR LITIGATING THE PUBLIC BODY FOR AFFECT THE NEGOTIATING OR LITIGATING THE PUBLIC BODY FOR AFFECT THE NEGOTIATING OR LITIGATING THE PUBLIC BODY FOR THE PURPOSE OF THIS LITIGATING THE PUBLIC BODY FOR THE PURPOSE OF THIS LITIGATING THE PUBLIC BODY FOR THE PURPOSE OF THIS SUBDIVISION. THE PURPOSE OF THIS SUBDIVISION. THE PURPOSE OF THIS SUBDIVISION. PROBABLE LITIGATION IS SUBDIVISION. PROBABLE LITIGATION IS SUBDIVISION. PROBABLE LITIGATION IS LITIGATION THAT HAS BEEN PROBABLE LITIGATION IS LITIGATION THAT HAS BEEN PROBABLE LITIGATION IS LITIGATION THAT HAS BEEN SPECIFICALLY THREATENED OR ON LITIGATION THAT HAS BEEN SPECIFICALLY THREATENED OR ON LITIGATION THAT HAS BEEN SPECIFICALLY THREATENED OR ON WHICH THE BODY OR ITS LEGAL SPECIFICALLY THREATENED OR ON WHICH THE BODY OR ITS LEGAL SPECIFICALLY THREATENED OR ON WHICH THE BODY OR ITS LEGAL COUNSEL HAS

391A REASONABLE BASIS WHICH THE BODY OR ITS LEGAL COUNSEL HAS A REASONABLE BASIS WHICH THE BODY OR ITS LEGAL COUNSEL HAS A REASONABLE BASIS TO BELIEVE WILL BE COMMENCED BY COUNSEL HAS A REASONABLE BASIS TO BELIEVE WILL BE COMMENCED BY COUNSEL HAS A REASONABLE BASIS TO BELIEVE WILL BE COMMENCED BY OR AGAINST ANYBODY NOTHING IN TO BELIEVE WILL BE COMMENCED BY OR AGAINST ANYBODY NOTHING IN TO BELIEVE WILL BE COMMENCED BY OR AGAINST ANYBODY NOTHING IN NOTHING IN THIS SUBDIVISION OR AGAINST ANYBODY NOTHING IN NOTHING IN THIS SUBDIVISION OR AGAINST ANYBODY NOTHING IN NOTHING IN THIS SUBDIVISION SHOULD BE CONSTRUED AMID THE NOTHING IN THIS SUBDIVISION SHOULD BE CONSTRUED AMID THE NOTHING IN THIS SUBDIVISION SHOULD BE CONSTRUED AMID THE CLOSURE OF THE MEETING MERELY SHOULD BE CONSTRUED AMID THE CLOSURE OF THE MEETING MERELY

392SHOULD BE CONSTRUED AMID THE CLOSURE OF THE MEETING MERELY BECAUSE AN ATTORNEY AN ATTORNEY CLOSURE OF THE MEETING MERELY BECAUSE AN ATTORNEY AN ATTORNEY CLOSURE OF THE MEETING MERELY BECAUSE AN ATTORNEY AN ATTORNEY REPRESENTING THE BODY IS IN BECAUSE AN ATTORNEY AN ATTORNEY REPRESENTING THE BODY IS IN BECAUSE AN ATTORNEY AN ATTORNEY REPRESENTING THE BODY IS IN ATTENDANCE OR IS CONSULTED ON A REPRESENTING THE BODY IS IN ATTENDANCE OR IS CONSULTED ON A REPRESENTING THE BODY IS IN ATTENDANCE OR IS CONSULTED ON A MATTER A CONSULTATION WITH ATTENDANCE OR IS CONSULTED ON A MATTER A CONSULTATION WITH ATTENDANCE OR IS CONSULTED ON A MATTER A CONSULTATION WITH LEGAL COUNSEL EMPLOYED OR MATTER A CONSULTATION WITH LEGAL COUNSEL EMPLOYED OR MATTER A CONSULTATION WITH LEGAL COUNSEL EMPLOYED OR RETAINED BY A PUBLIC BODY LEGAL COUNSEL EMPLOYED

393OR RETAINED BY A PUBLIC BODY LEGAL COUNSEL EMPLOYED OR RETAINED BY A PUBLIC BODY REGARDING SPECIFIC LEGAL RETAINED BY A PUBLIC BODY REGARDING SPECIFIC LEGAL RETAINED BY A PUBLIC BODY REGARDING SPECIFIC LEGAL MATTERS REQUIRING THE PROVISION REGARDING SPECIFIC LEGAL MATTERS REQUIRING THE PROVISION REGARDING SPECIFIC LEGAL MATTERS REQUIRING THE PROVISION OF LEGAL ADVICE BY SUCH COUNCIL MATTERS REQUIRING THE PROVISION OF LEGAL ADVICE BY SUCH COUNCIL MATTERS REQUIRING THE PROVISION OF LEGAL ADVICE BY SUCH COUNCIL NOTHING IN THIS SUBDIVISION OF LEGAL ADVICE BY SUCH COUNCIL NOTHING IN THIS SUBDIVISION OF LEGAL ADVICE BY SUCH COUNCIL NOTHING IN THIS SUBDIVISION SHALL BE CONSTRUED TO PERMIT NOTHING IN THIS SUBDIVISION SHALL BE CONSTRUED TO PERMIT NOTHING IN THIS SUBDIVISION SHALL BE CONSTRUED TO PERMIT THE CLERGYMAN MERELY BECAUSE AN SHALL BE CONSTRUED TO PERMIT THE CLERGYMAN MERELY BECAUSE AN

394SHALL BE CONSTRUED TO PERMIT THE CLERGYMAN MERELY BECAUSE AN ATTORNEY REPRESENTING THE THE CLERGYMAN MERELY BECAUSE AN ATTORNEY REPRESENTING THE THE CLERGYMAN MERELY BECAUSE AN ATTORNEY REPRESENTING THE PUBLIC BODY IS IN ATTENDANCE OR ATTORNEY REPRESENTING THE PUBLIC BODY IS IN ATTENDANCE OR ATTORNEY REPRESENTING THE PUBLIC BODY IS IN ATTENDANCE OR CONSULTANT ON THIS MATTER PUBLIC BODY IS IN ATTENDANCE OR CONSULTANT ON THIS MATTER PUBLIC BODY IS IN ATTENDANCE OR CONSULTANT ON THIS MATTER NAMELY TO DISCUSS A APPOINTMENT CONSULTANT ON THIS MATTER NAMELY TO DISCUSS A APPOINTMENT CONSULTANT ON THIS MATTER NAMELY TO DISCUSS A APPOINTMENT HEARING OFFICER EVERY STUDENT NAMELY TO DISCUSS A APPOINTMENT HEARING OFFICER EVERY STUDENT NAMELY TO DISCUSS A APPOINTMENT HEARING OFFICER EVERY STUDENT FOR A STUDENT DISCRIMINATION HEARING OFFICER EVERY STUDENT FOR A STUDENT DISCRIMINATION HEARING OFFICER EVERY STUDENT FOR A

395STUDENT DISCRIMINATION COMPLAINT APPEAL THE STATUS FOR A STUDENT DISCRIMINATION COMPLAINT APPEAL THE STATUS FOR A STUDENT DISCRIMINATION COMPLAINT APPEAL THE STATUS CERTAIN STUDENT RELATED COMPLAINT APPEAL THE STATUS CERTAIN STUDENT RELATED COMPLAINT APPEAL THE STATUS CERTAIN STUDENT RELATED COMPLAINTS AND INVESTIGATIONS CERTAIN STUDENT RELATED COMPLAINTS AND INVESTIGATIONS CERTAIN STUDENT RELATED COMPLAINTS AND INVESTIGATIONS SEEK STATUS THE VESTI COVID COMPLAINTS AND INVESTIGATIONS SEEK STATUS THE VESTI COVID COMPLAINTS AND INVESTIGATIONS SEEK STATUS THE VESTI COVID CLAIMS REVIEW DTT PENDING SEEK STATUS THE VESTI COVID CLAIMS REVIEW DTT PENDING SEEK STATUS THE VESTI COVID CLAIMS REVIEW DTT PENDING LITIGATION OR ADMINISTRATIVE CLAIMS REVIEW DTT PENDING LITIGATION OR ADMINISTRATIVE CLAIMS REVIEW DTT PENDING LITIGATION OR ADMINISTRATIVE CASES E CONSULTATION LEGAL LITIGATION OR ADMINISTRATIVE CASES E CONSULTATION LEGAL LITIGATION OR ADMINISTRATIVE CASES E CONSULTATION LEGAL COUNSEL REGARDING PROBABLE CASES E CONSULTATION LEGAL COUNSEL

396REGARDING PROBABLE CASES E CONSULTATION LEGAL COUNSEL REGARDING PROBABLE LITIGATION AND PENDING COUNSEL REGARDING PROBABLE LITIGATION AND PENDING COUNSEL REGARDING PROBABLE LITIGATION AND PENDING LITIGATION MATTERS FAMOUS NAMES LITIGATION AND PENDING LITIGATION MATTERS FAMOUS NAMES LITIGATION AND PENDING LITIGATION MATTERS FAMOUS NAMES DO I HAVE A SECOND SECONDED BY LITIGATION MATTERS FAMOUS NAMES DO I HAVE A SECOND SECONDED BY LITIGATION MATTERS FAMOUS NAMES DO I HAVE A SECOND SECONDED BY MR. CUMMINGS? DO I HAVE A SECOND SECONDED BY MR. CUMMINGS? DO I HAVE A SECOND SECONDED BY MR. CUMMINGS? I DISCUSSION HEARING THAT I MR. CUMMINGS? I DISCUSSION HEARING THAT I MR. CUMMINGS? I DISCUSSION HEARING THAT I CALL FOR A VOTE SO MANAGER WE I DISCUSSION HEARING THAT I CALL FOR A VOTE SO MANAGER WE I DISCUSSION HEARING THAT I CALL FOR A VOTE SO MANAGER

397WE HAVE TO ANALYZE THE MOTION DID CALL FOR A VOTE SO MANAGER WE HAVE TO ANALYZE THE MOTION DID CALL FOR A VOTE SO MANAGER WE HAVE TO ANALYZE THE MOTION DID PASS TO GO TO CLOSED SESSION. HAVE TO ANALYZE THE MOTION DID PASS TO GO TO CLOSED SESSION. HAVE TO ANALYZE THE MOTION DID PASS TO GO TO CLOSED SESSION. THANK YOU PASS TO GO TO CLOSED SESSION. THANK YOU PASS TO GO TO CLOSED SESSION. THANK YOU VIRGINIA BEACH HAS CONVENED A THANK YOU VIRGINIA BEACH HAS CONVENED A THANK YOU VIRGINIA BEACH HAS CONVENED A CLOSED MEETING ON MEETING ON VIRGINIA BEACH HAS CONVENED A CLOSED MEETING ON MEETING ON VIRGINIA BEACH HAS CONVENED A CLOSED MEETING ON MEETING ON THIS DATE PURSUANT AN CLOSED MEETING ON MEETING ON THIS DATE PURSUANT AN CLOSED MEETING

398ON MEETING ON THIS DATE PURSUANT AN AFFIRMATIVE RECORDED VOTE AND THIS DATE PURSUANT AN AFFIRMATIVE RECORDED VOTE AND THIS DATE PURSUANT AN AFFIRMATIVE RECORDED VOTE AND IN ACCORDANCE WITH THE AFFIRMATIVE RECORDED VOTE AND IN ACCORDANCE WITH THE AFFIRMATIVE RECORDED VOTE AND IN ACCORDANCE WITH THE PROVISIONS THE VIRGINIA FREEDOM IN ACCORDANCE WITH THE PROVISIONS THE VIRGINIA FREEDOM IN ACCORDANCE WITH THE PROVISIONS THE VIRGINIA FREEDOM OF INFORMATION ACT AND WE'RE PROVISIONS THE VIRGINIA FREEDOM OF INFORMATION ACT AND WE'RE PROVISIONS THE VIRGINIA FREEDOM OF INFORMATION ACT AND WE'RE SECTION TWO TO DASH THREE SEVEN OF INFORMATION ACT AND WE'RE SECTION TWO TO DASH THREE SEVEN OF INFORMATION ACT AND WE'RE SECTION TWO TO DASH THREE SEVEN TWELVE THE CODE OF VIRGINIA SECTION TWO TO DASH THREE SEVEN TWELVE THE CODE OF VIRGINIA SECTION TWO TO DASH THREE SEVEN

399TWELVE THE CODE OF VIRGINIA REQUIRES A CERTIFICATION BY THE TWELVE THE CODE OF VIRGINIA REQUIRES A CERTIFICATION BY THE TWELVE THE CODE OF VIRGINIA REQUIRES A CERTIFICATION BY THE SCHOOL BOARD THAT SUCH CLOSE REQUIRES A CERTIFICATION BY THE SCHOOL BOARD THAT SUCH CLOSE REQUIRES A CERTIFICATION BY THE SCHOOL BOARD THAT SUCH CLOSE MEETING WAS CONDUCTED SCHOOL BOARD THAT SUCH CLOSE MEETING WAS CONDUCTED SCHOOL BOARD THAT SUCH CLOSE MEETING WAS CONDUCTED CONFORMITY WITH THE VIRGINIA MEETING WAS CONDUCTED CONFORMITY WITH THE VIRGINIA MEETING WAS CONDUCTED CONFORMITY WITH THE VIRGINIA LAW NOW THEREFORE BE RESOLVED CONFORMITY WITH THE VIRGINIA LAW NOW THEREFORE BE RESOLVED CONFORMITY WITH THE VIRGINIA LAW NOW THEREFORE BE RESOLVED THAT THE SCHOOL BOARD THE CITY LAW NOW THEREFORE BE RESOLVED THAT THE SCHOOL BOARD THE CITY LAW NOW THEREFORE BE RESOLVED THAT THE SCHOOL

400BOARD THE CITY OF VIRGINIA BEACH HERE BY SORT THAT THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH HERE BY SORT THAT THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH HERE BY SORT OF ASSET TO THE BEST MEMBER'S OF VIRGINIA BEACH HERE BY SORT OF ASSET TO THE BEST MEMBER'S OF VIRGINIA BEACH HERE BY SORT OF ASSET TO THE BEST MEMBER'S KNOWLEDGE ONLY PUBLIC BUSINESS OF ASSET TO THE BEST MEMBER'S KNOWLEDGE ONLY PUBLIC BUSINESS OF ASSET TO THE BEST MEMBER'S KNOWLEDGE ONLY PUBLIC BUSINESS MATTERS LAWFULLY EXEMPTED FROM KNOWLEDGE ONLY PUBLIC BUSINESS MATTERS LAWFULLY EXEMPTED FROM KNOWLEDGE ONLY PUBLIC BUSINESS MATTERS LAWFULLY EXEMPTED FROM OPEN MEETING REQUIREMENTS MATTERS LAWFULLY EXEMPTED FROM OPEN MEETING REQUIREMENTS MATTERS LAWFULLY EXEMPTED FROM OPEN MEETING REQUIREMENTS VIRGINIA LAW WERE DISCUSSED IN OPEN MEETING REQUIREMENTS VIRGINIA LAW WERE DISCUSSED IN OPEN MEETING REQUIREMENTS

401VIRGINIA LAW WERE DISCUSSED IN THE CLOSED MEETING TO WHICH THE VIRGINIA LAW WERE DISCUSSED IN THE CLOSED MEETING TO WHICH THE VIRGINIA LAW WERE DISCUSSED IN THE CLOSED MEETING TO WHICH THE CERTIFICATION APPLIES AND ONLY THE CLOSED MEETING TO WHICH THE CERTIFICATION APPLIES AND ONLY THE CLOSED MEETING TO WHICH THE CERTIFICATION APPLIES AND ONLY SUCH PUBLIC BUSINESS MATTERS AS CERTIFICATION APPLIES AND ONLY SUCH PUBLIC BUSINESS MATTERS AS CERTIFICATION APPLIES AND ONLY SUCH PUBLIC BUSINESS MATTERS AS WE'RE DOING FINE THE MOTION BY SUCH PUBLIC BUSINESS MATTERS AS WE'RE DOING FINE THE MOTION BY SUCH PUBLIC BUSINESS MATTERS AS WE'RE DOING FINE THE MOTION BY WHICH THE CLOSED WAS CONVEYING WE'RE DOING FINE THE MOTION BY WHICH THE CLOSED WAS CONVEYING WE'RE DOING FINE THE MOTION BY WHICH THE CLOSED WAS CONVEYING WERE HEARD DISCUSSED OR WHICH

402THE CLOSED WAS CONVEYING WERE HEARD DISCUSSED OR WHICH THE CLOSED WAS CONVEYING WERE HEARD DISCUSSED OR CONSIDERED IS OUR MOTION MADE WERE HEARD DISCUSSED OR CONSIDERED IS OUR MOTION MADE WERE HEARD DISCUSSED OR CONSIDERED IS OUR MOTION MADE FAMOUS MALNIK OH SORRY BY MR. CONSIDERED IS OUR MOTION MADE FAMOUS MALNIK OH SORRY BY MR. CONSIDERED IS OUR MOTION MADE FAMOUS MALNIK OH SORRY BY MR. KAPLAN SECONDED MR. CUMMINGS. FAMOUS MALNIK OH SORRY BY MR. KAPLAN SECONDED MR. CUMMINGS. FAMOUS MALNIK OH SORRY BY MR. KAPLAN SECONDED MR. CUMMINGS. ANY DISCUSSION HERE IN THAT MAY KAPLAN SECONDED MR. CUMMINGS. ANY DISCUSSION HERE IN THAT MAY KAPLAN SECONDED MR. CUMMINGS. ANY DISCUSSION HERE IN THAT MAY CALL FOR A VOTES SO MADAM ANY DISCUSSION HERE IN THAT MAY CALL FOR A VOTES SO MADAM ANY DISCUSSION HERE IN

403THAT MAY CALL FOR A VOTES SO MADAM CHAIR, WE HAVE TO ANALYZE EMOJI CALL FOR A VOTES SO MADAM CHAIR, WE HAVE TO ANALYZE EMOJI CALL FOR A VOTES SO MADAM CHAIR, WE HAVE TO ANALYZE EMOJI TO PASS FOR CERTIFICATION CHAIR, WE HAVE TO ANALYZE EMOJI TO PASS FOR CERTIFICATION CHAIR, WE HAVE TO ANALYZE EMOJI TO PASS FOR CERTIFICATION OF CLOSED SESSION. TO PASS FOR CERTIFICATION OF CLOSED SESSION. TO PASS FOR CERTIFICATION OF CLOSED SESSION. ALL RIGHT. OF CLOSED SESSION. ALL RIGHT. OF CLOSED SESSION. ALL RIGHT. IT IS FIVE THIRTY TWO IN THIS ALL RIGHT. IT IS FIVE THIRTY TWO IN THIS ALL RIGHT. IT IS FIVE THIRTY TWO IN THIS INFORMAL SESSION IS CONVENED IT IS FIVE THIRTY TWO IN THIS INFORMAL SESSION IS CONVENED IT IS FIVE THIRTY TWO IN THIS INFORMAL SESSION

404IS CONVENED AND WE WILL RECESS AND RETURN INFORMAL SESSION IS CONVENED AND WE WILL RECESS AND RETURN INFORMAL SESSION IS CONVENED AND WE WILL RECESS AND RETURN AT SIX P.M.