School Board Meeting - 12/10/2024

001OH GOOD EVENING EVERYONE. I'M KIM KIM MELNIK CHAIR THE OH GOOD EVENING EVERYONE. I'M KIM KIM MELNIK CHAIR THE OH GOOD EVENING EVERYONE. I'M KIM KIM MELNIK CHAIR THE SCHOOL BOARD AND I HEREBY CALL I'M KIM KIM MELNIK CHAIR THE SCHOOL BOARD AND I HEREBY CALL I'M KIM KIM MELNIK CHAIR THE SCHOOL BOARD AND I HEREBY CALL THIS MEETING TO ORDER THANK YOU SCHOOL BOARD AND I HEREBY CALL THIS MEETING TO ORDER THANK YOU SCHOOL BOARD AND I HEREBY CALL THIS MEETING TO ORDER THANK YOU TO EVERYONE WHO HAS JOINED US THIS MEETING TO ORDER THANK YOU TO EVERYONE WHO HAS JOINED US THIS MEETING TO ORDER THANK YOU TO EVERYONE WHO HAS JOINED US IN PERSON IT'S. TO EVERYONE WHO HAS JOINED US IN PERSON IT'S. TO EVERYONE WHO HAS JOINED US IN PERSON

002IT'S. IT'S NICE TO SEE SO MANY PEOPLE IN PERSON IT'S. IT'S NICE TO SEE SO MANY PEOPLE IN PERSON IT'S. IT'S NICE TO SEE SO MANY PEOPLE HERE THIS MORNING AT THIS TIME IT'S NICE TO SEE SO MANY PEOPLE HERE THIS MORNING AT THIS TIME IT'S NICE TO SEE SO MANY PEOPLE HERE THIS MORNING AT THIS TIME I WILL I YESTERDAY OH MY GOSH HERE THIS MORNING AT THIS TIME I WILL I YESTERDAY OH MY GOSH HERE THIS MORNING AT THIS TIME I WILL I YESTERDAY OH MY GOSH OH MY GOSH DID I SAY MORNING ON I WILL I YESTERDAY OH MY GOSH OH MY GOSH DID I SAY MORNING ON I WILL I YESTERDAY OH MY GOSH OH MY GOSH DID I SAY MORNING ON MONDAY FOR THE RECORD I'VE BEEN OH MY GOSH

003DID I SAY MORNING ON MONDAY FOR THE RECORD I'VE BEEN OH MY GOSH DID I SAY MORNING ON MONDAY FOR THE RECORD I'VE BEEN I'VE BEEN HERE SINCE ONE MONDAY FOR THE RECORD I'VE BEEN I'VE BEEN HERE SINCE ONE MONDAY FOR THE RECORD I'VE BEEN I'VE BEEN HERE SINCE ONE O'CLOCK SO AND WE'RE JUST I'VE BEEN HERE SINCE ONE O'CLOCK SO AND WE'RE JUST I'VE BEEN HERE SINCE ONE O'CLOCK SO AND WE'RE JUST BEGINNING SO I'M SO SORRY. O'CLOCK SO AND WE'RE JUST BEGINNING SO I'M SO SORRY. O'CLOCK SO AND WE'RE JUST BEGINNING SO I'M SO SORRY. LET ME START OVER. BEGINNING SO I'M SO SORRY. LET ME START OVER. BEGINNING SO I'M SO SORRY. LET ME START OVER. IT'S NICE TO SEE EVERYONE HERE LET ME START OVER. IT'S NICE TO SEE EVERYONE HERE

004LET ME START OVER. IT'S NICE TO SEE EVERYONE HERE THIS THIS EVENING I AM A IT'S NICE TO SEE EVERYONE HERE THIS THIS EVENING I AM A IT'S NICE TO SEE EVERYONE HERE THIS THIS EVENING I AM A WELCOME MADAM KIRK WOULD YOU THIS THIS EVENING I AM A WELCOME MADAM KIRK WOULD YOU THIS THIS EVENING I AM A WELCOME MADAM KIRK WOULD YOU PLEASE DO THE ROLL CALL THANK WELCOME MADAM KIRK WOULD YOU PLEASE DO THE ROLL CALL THANK WELCOME MADAM KIRK WOULD YOU PLEASE DO THE ROLL CALL THANK YOU MADAM CHAIR PRESENT IN THE PLEASE DO THE ROLL CALL THANK YOU MADAM CHAIR PRESENT IN THE PLEASE DO THE ROLL CALL THANK YOU MADAM CHAIR PRESENT IN THE SCHOOL BOARD CHAMBER OUR CHAIR YOU MADAM CHAIR PRESENT IN THE SCHOOL BOARD CHAMBER OUR

005CHAIR YOU MADAM CHAIR PRESENT IN THE SCHOOL BOARD CHAMBER OUR CHAIR MELNIK MISS ANDERSON MISS BROWN SCHOOL BOARD CHAMBER OUR CHAIR MELNIK MISS ANDERSON MISS BROWN SCHOOL BOARD CHAMBER OUR CHAIR MELNIK MISS ANDERSON MISS BROWN ,MR. CALLEN, MR. COLPEPER DR. MELNIK MISS ANDERSON MISS BROWN ,MR. CALLEN, MR. COLPEPER DR. MELNIK MISS ANDERSON MISS BROWN ,MR. CALLEN, MR. COLPEPER DR. GREENE, MISS MANNING, MISS ,MR. CALLEN, MR. COLPEPER DR. GREENE, MISS MANNING, MISS ,MR. CALLEN, MR. COLPEPER DR. GREENE, MISS MANNING, MISS OWENS, MISS RIGGS YOU ZOOM IS GREENE, MISS MANNING, MISS OWENS, MISS RIGGS YOU ZOOM IS GREENE, MISS MANNING, MISS OWENS, MISS RIGGS YOU ZOOM IS MISS FRANKLIN AND MR. FOR THE OWENS, MISS RIGGS YOU ZOOM IS MISS FRANKLIN AND MR. FOR THE OWENS, MISS RIGGS YOU ZOOM IS MISS FRANKLIN AND MR. FOR THE

006RECORD. MISS FRANKLIN AND MR. FOR THE RECORD. MISS FRANKLIN AND MR. FOR THE RECORD. CAN YOU POLICE STATE. RECORD. CAN YOU POLICE STATE. RECORD. CAN YOU POLICE STATE. THE REASON WHY YOUR AND YOUR CAN YOU POLICE STATE. THE REASON WHY YOUR AND YOUR CAN YOU POLICE STATE. THE REASON WHY YOUR AND YOUR LOCATION >> UNEXAMINED BECAUSE THE REASON WHY YOUR AND YOUR LOCATION >> UNEXAMINED BECAUSE THE REASON WHY YOUR AND YOUR LOCATION >> UNEXAMINED BECAUSE I'M NOT FEELING WELL AND I'M LOCATION >> UNEXAMINED BECAUSE I'M NOT FEELING WELL AND I'M LOCATION >> UNEXAMINED BECAUSE I'M NOT FEELING WELL AND I'M AND I'M IN THE CONFERENCE 113 I'M NOT FEELING WELL AND I'M AND I'M IN THE CONFERENCE 113 I'M NOT FEELING WELL AND I'M AND I'M IN THE CONFERENCE 113 >> THANK YOU. AND I'M

007IN THE CONFERENCE 113 >> THANK YOU. AND I'M IN THE CONFERENCE 113 >> THANK YOU. SHE IS IN. >> THANK YOU. SHE IS IN. >> THANK YOU. SHE IS IN THIS BUILDING RIGHT SHE IS IN THIS BUILDING RIGHT SHE IS IN THIS BUILDING RIGHT DOWN THE HALL AT THIS TIME SHE IS IN THIS BUILDING RIGHT DOWN THE HALL AT THIS TIME SHE IS IN THIS BUILDING RIGHT DOWN THE HALL AT THIS TIME WOULD YOU PLEASE JOIN ME IN DOWN THE HALL AT THIS TIME WOULD YOU PLEASE JOIN ME IN DOWN THE HALL AT THIS TIME WOULD YOU PLEASE JOIN ME IN OBSERVING A MOMENT OF SILENCE WOULD YOU PLEASE JOIN ME IN OBSERVING A MOMENT OF SILENCE WOULD YOU PLEASE JOIN ME IN OBSERVING A MOMENT OF SILENCE TONIGHT I WOULD LIKE TO WELCOME OBSERVING

008A MOMENT OF SILENCE TONIGHT I WOULD LIKE TO WELCOME OBSERVING A MOMENT OF SILENCE TONIGHT I WOULD LIKE TO WELCOME THE BRAND IN MIDDLE CHORUS AND TONIGHT I WOULD LIKE TO WELCOME THE BRAND IN MIDDLE CHORUS AND TONIGHT I WOULD LIKE TO WELCOME THE BRAND IN MIDDLE CHORUS AND MISS SHELBY WORST CHORUS THE BRAND IN MIDDLE CHORUS AND MISS SHELBY WORST CHORUS THE BRAND IN MIDDLE CHORUS AND MISS SHELBY WORST CHORUS DIRECTOR AFTER THE PLEDGE MISS SHELBY WORST CHORUS DIRECTOR AFTER THE PLEDGE MISS SHELBY WORST CHORUS DIRECTOR AFTER THE PLEDGE OF ALLEGIANCE. DIRECTOR AFTER THE PLEDGE OF ALLEGIANCE. DIRECTOR AFTER THE PLEDGE OF ALLEGIANCE. THEY WILL SINGING THE NATIONAL OF ALLEGIANCE. THEY WILL SINGING THE NATIONAL OF ALLEGIANCE. THEY WILL SINGING THE NATIONAL ANTHEM WELCOME CHARGER'S AND AT THEY WILL SINGING THE NATIONAL ANTHEM WELCOME

009CHARGER'S AND AT THEY WILL SINGING THE NATIONAL ANTHEM WELCOME CHARGER'S AND AT THIS TIME PLEASE STAND AS YOU ANTHEM WELCOME CHARGER'S AND AT THIS TIME PLEASE STAND AS YOU ANTHEM WELCOME CHARGER'S AND AT THIS TIME PLEASE STAND AS YOU ARE ABLE FOR THE PLEDGE THIS TIME PLEASE STAND AS YOU ARE ABLE FOR THE PLEDGE THIS TIME PLEASE STAND AS YOU ARE ABLE FOR THE PLEDGE OF ALLEGIANCE. ARE ABLE FOR THE PLEDGE OF ALLEGIANCE. ARE ABLE FOR THE PLEDGE OF ALLEGIANCE. THE UNITED STATES OF AMERICA OF ALLEGIANCE. THE UNITED STATES OF AMERICA OF ALLEGIANCE. THE UNITED STATES OF AMERICA FOR WHICH IT STANDS ONE NATION THE UNITED STATES OF AMERICA FOR WHICH IT STANDS ONE NATION THE UNITED STATES OF AMERICA FOR WHICH IT STANDS ONE NATION UNDER INDIVISIBLE WITH LIBERTY FOR WHICH IT STANDS ONE

010NATION UNDER INDIVISIBLE WITH LIBERTY FOR WHICH IT STANDS ONE NATION UNDER INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL PLEASE UNDER INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL PLEASE UNDER INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL PLEASE REMAIN STANDING FOR THE AND JUSTICE FOR ALL PLEASE REMAIN STANDING FOR THE AND JUSTICE FOR ALL PLEASE REMAIN STANDING FOR THE NATIONAL ANTHEM. REMAIN STANDING FOR THE NATIONAL ANTHEM. REMAIN STANDING FOR THE NATIONAL ANTHEM. OH SAY CAN YOU SAY DAWN'S EARLY NATIONAL ANTHEM. OH SAY CAN YOU SAY DAWN'S EARLY NATIONAL ANTHEM. OH SAY CAN YOU SAY DAWN'S EARLY LIGHT WHAT SO PROUDLY WE AT THE OH SAY CAN YOU SAY DAWN'S EARLY LIGHT WHAT SO PROUDLY WE AT THE OH SAY CAN YOU SAY DAWN'S EARLY LIGHT WHAT SO PROUDLY WE AT THE TWILIGHT'S LAST ME WHOSE EYES LIGHT

011WHAT SO PROUDLY WE AT THE TWILIGHT'S LAST ME WHOSE EYES LIGHT WHAT SO PROUDLY WE AT THE TWILIGHT'S LAST ME WHOSE EYES BRIGHT STAR WE ME THROUGH SO TWILIGHT'S LAST ME WHOSE EYES BRIGHT STAR WE ME THROUGH SO TWILIGHT'S LAST ME WHOSE EYES BRIGHT STAR WE ME THROUGH SO PLEASE CAN BE THE ONE THAT IS BRIGHT STAR WE ME THROUGH SO PLEASE CAN BE THE ONE THAT IS BRIGHT STAR WE ME THROUGH SO PLEASE CAN BE THE ONE THAT IS STILL THE MOST STAR SPANGLED OH PLEASE CAN BE THE ONE THAT IS STILL THE MOST STAR SPANGLED OH PLEASE CAN BE THE ONE THAT IS STILL THE MOST STAR SPANGLED OH THAT WAS WONDERFUL. STILL THE MOST STAR SPANGLED OH THAT WAS WONDERFUL. STILL THE MOST STAR SPANGLED OH THAT WAS WONDERFUL. THANK YOU. THAT

012WAS WONDERFUL. THANK YOU. THAT WAS WONDERFUL. THANK YOU BRANDON. THANK YOU BRANDON. THANK YOU BRANDON. OH THIS I'M JUST CHECKING WITH THANK YOU BRANDON. OH THIS I'M JUST CHECKING WITH THANK YOU BRANDON. OH THIS I'M JUST CHECKING WITH MISS FRANKLIN TO MAKE SURE SHE OH THIS I'M JUST CHECKING WITH MISS FRANKLIN TO MAKE SURE SHE OH THIS I'M JUST CHECKING WITH MISS FRANKLIN TO MAKE SURE SHE HAS THE SHEET FOR STUDENT MISS FRANKLIN TO MAKE SURE SHE HAS THE SHEET FOR STUDENT MISS FRANKLIN TO MAKE SURE SHE HAS THE SHEET FOR STUDENT AWARDS AND RECOGNITIONS. HAS THE SHEET FOR STUDENT AWARDS AND RECOGNITIONS. HAS THE SHEET FOR STUDENT AWARDS AND RECOGNITIONS. YOU ALL PREPARED FOR YOUR OK AWARDS AND RECOGNITIONS. YOU ALL PREPARED FOR YOUR OK AWARDS AND RECOGNITIONS. YOU ALL PREPARED FOR YOUR OK

013AND WE CAN SKIP OUR OK EXCITED YOU ALL PREPARED FOR YOUR OK AND WE CAN SKIP OUR OK EXCITED YOU ALL PREPARED FOR YOUR OK AND WE CAN SKIP OUR OK EXCITED TO DO OUR FIRST RECOGNITION AND WE CAN SKIP OUR OK EXCITED TO DO OUR FIRST RECOGNITION AND WE CAN SKIP OUR OK EXCITED TO DO OUR FIRST RECOGNITION THIS EVENING AND THAT IS FOR TO DO OUR FIRST RECOGNITION THIS EVENING AND THAT IS FOR TO DO OUR FIRST RECOGNITION THIS EVENING AND THAT IS FOR THE BBC'S LIBRARIAN OF THE YEAR THIS EVENING AND THAT IS FOR THE BBC'S LIBRARIAN OF THE YEAR THIS EVENING AND THAT IS FOR THE BBC'S LIBRARIAN OF THE YEAR AND THE VIRGINIA ASSOCIATION THE BBC'S LIBRARIAN OF THE YEAR AND THE VIRGINIA ASSOCIATION THE BBC'S LIBRARIAN OF THE YEAR

014AND THE VIRGINIA ASSOCIATION OF SCHOOL LIBRARIANS LIBRARY AND THE VIRGINIA ASSOCIATION OF SCHOOL LIBRARIANS LIBRARY AND THE VIRGINIA ASSOCIATION OF SCHOOL LIBRARIANS LIBRARY LIBRARIAN OF THE YEAR. OF SCHOOL LIBRARIANS LIBRARY LIBRARIAN OF THE YEAR. OF SCHOOL LIBRARIANS LIBRARY LIBRARIAN OF THE YEAR. PLEASE WELCOME STEPHANIE BAKER LIBRARIAN OF THE YEAR. PLEASE WELCOME STEPHANIE BAKER LIBRARIAN OF THE YEAR. PLEASE WELCOME STEPHANIE BAKER MRS. STEPHANIE BAKER WAS NAMED PLEASE WELCOME STEPHANIE BAKER MRS. STEPHANIE BAKER WAS NAMED PLEASE WELCOME STEPHANIE BAKER MRS. STEPHANIE BAKER WAS NAMED THE 2010 FOR SCHOOL LIBRARIAN MRS. STEPHANIE BAKER WAS NAMED THE 2010 FOR SCHOOL LIBRARIAN MRS. STEPHANIE BAKER WAS NAMED THE 2010 FOR SCHOOL LIBRARIAN OF THE YEAR BY THE VIRGINIA THE 2010 FOR SCHOOL LIBRARIAN OF THE YEAR BY THE VIRGINIA THE 2010 FOR SCHOOL LIBRARIAN OF THE YEAR BY THE VIRGINIA

015ASSOCIATION OF SCHOOL OF THE YEAR BY THE VIRGINIA ASSOCIATION OF SCHOOL OF THE YEAR BY THE VIRGINIA ASSOCIATION OF SCHOOL LIBRARIANS BECAUSE OF THE ASSOCIATION OF SCHOOL LIBRARIANS BECAUSE OF THE ASSOCIATION OF SCHOOL LIBRARIANS BECAUSE OF THE OUTSTANDING WAYS SHE LIBRARIANS BECAUSE OF THE OUTSTANDING WAYS SHE LIBRARIANS BECAUSE OF THE OUTSTANDING WAYS SHE DEMONSTRATES THE FIVE ROLES OUTSTANDING WAYS SHE DEMONSTRATES THE FIVE ROLES OUTSTANDING WAYS SHE DEMONSTRATES THE FIVE ROLES OF A LIBRARY MEDIA SPECIALIST, DEMONSTRATES THE FIVE ROLES OF A LIBRARY MEDIA SPECIALIST, DEMONSTRATES THE FIVE ROLES OF A LIBRARY MEDIA SPECIALIST, A TEACHER, INSTRUCTIONAL OF A LIBRARY MEDIA SPECIALIST, A TEACHER, INSTRUCTIONAL OF A LIBRARY MEDIA SPECIALIST, A TEACHER, INSTRUCTIONAL PARTNER LEADER INFORMATION A TEACHER, INSTRUCTIONAL PARTNER LEADER INFORMATION A TEACHER, INSTRUCTIONAL PARTNER LEADER INFORMATION SPECIALIST AND PROGRAM PARTNER LEADER INFORMATION SPECIALIST AND PROGRAM

016PARTNER LEADER INFORMATION SPECIALIST AND PROGRAM ADMINISTRATOR IN THESE ROLES SPECIALIST AND PROGRAM ADMINISTRATOR IN THESE ROLES SPECIALIST AND PROGRAM ADMINISTRATOR IN THESE ROLES SHE EMPOWERS LEARNERS TO BECOME ADMINISTRATOR IN THESE ROLES SHE EMPOWERS LEARNERS TO BECOME ADMINISTRATOR IN THESE ROLES SHE EMPOWERS LEARNERS TO BECOME CRITICAL THINKERS, ENTHUSIASTIC SHE EMPOWERS LEARNERS TO BECOME CRITICAL THINKERS, ENTHUSIASTIC SHE EMPOWERS LEARNERS TO BECOME CRITICAL THINKERS, ENTHUSIASTIC READERS AN ETHICAL USERS CRITICAL THINKERS, ENTHUSIASTIC READERS AN ETHICAL USERS CRITICAL THINKERS, ENTHUSIASTIC READERS AN ETHICAL USERS OF INFORMATION THROUGH THROUGH READERS AN ETHICAL USERS OF INFORMATION THROUGH THROUGH READERS AN ETHICAL USERS OF INFORMATION THROUGH THROUGH ENGAGING AND RIGOROUS LESSONS OF INFORMATION THROUGH THROUGH ENGAGING AND RIGOROUS LESSONS OF INFORMATION THROUGH THROUGH ENGAGING AND RIGOROUS LESSONS AND ACTIVITIES. ENGAGING AND RIGOROUS LESSONS AND ACTIVITIES. ENGAGING AND RIGOROUS LESSONS AND ACTIVITIES. SHE BUILDS

017RELATIONSHIPS AND ACTIVITIES. SHE BUILDS RELATIONSHIPS AND ACTIVITIES. SHE BUILDS RELATIONSHIPS STUDENTS OUTSIDE OF THE GREAT SHE BUILDS RELATIONSHIPS STUDENTS OUTSIDE OF THE GREAT SHE BUILDS RELATIONSHIPS STUDENTS OUTSIDE OF THE GREAT NECK MIDDLE SCHOOL LIBRARY BY STUDENTS OUTSIDE OF THE GREAT NECK MIDDLE SCHOOL LIBRARY BY STUDENTS OUTSIDE OF THE GREAT NECK MIDDLE SCHOOL LIBRARY BY SPONSORING CLUBS SUCH AS THE NECK MIDDLE SCHOOL LIBRARY BY SPONSORING CLUBS SUCH AS THE NECK MIDDLE SCHOOL LIBRARY BY SPONSORING CLUBS SUCH AS THE NEWSPAPER CLUB READERS ADVISORY SPONSORING CLUBS SUCH AS THE NEWSPAPER CLUB READERS ADVISORY SPONSORING CLUBS SUCH AS THE NEWSPAPER CLUB READERS ADVISORY STUDENT BOOK CLUBS AND THE NEWSPAPER CLUB READERS ADVISORY STUDENT BOOK CLUBS AND THE NEWSPAPER CLUB READERS ADVISORY STUDENT BOOK CLUBS AND THE PUBLIC LIBRARIES BATTLE THE STUDENT BOOK CLUBS AND THE PUBLIC LIBRARIES BATTLE THE

018STUDENT BOOK CLUBS AND THE PUBLIC LIBRARIES BATTLE THE BOOKS TEAM AS A NATIONALLY PUBLIC LIBRARIES BATTLE THE BOOKS TEAM AS A NATIONALLY PUBLIC LIBRARIES BATTLE THE BOOKS TEAM AS A NATIONALLY BOARD CERTIFIED MRS. BAKER MRS BOOKS TEAM AS A NATIONALLY BOARD CERTIFIED MRS. BAKER MRS BOOKS TEAM AS A NATIONALLY BOARD CERTIFIED MRS. BAKER MRS BAKER SERVES AS A CANDIDATE A BOARD CERTIFIED MRS. BAKER MRS BAKER SERVES AS A CANDIDATE A BOARD CERTIFIED MRS. BAKER MRS BAKER SERVES AS A CANDIDATE A CANDIDATE SUPPORT PROVIDER FOR BAKER SERVES AS A CANDIDATE A CANDIDATE SUPPORT PROVIDER FOR BAKER SERVES AS A CANDIDATE A CANDIDATE SUPPORT PROVIDER FOR HER PEERS SEEKING NATIONAL CANDIDATE SUPPORT PROVIDER FOR HER PEERS SEEKING NATIONAL CANDIDATE SUPPORT PROVIDER FOR HER PEERS SEEKING NATIONAL BOARD CERTIFICATION SHE HAS HER PEERS SEEKING NATIONAL BOARD CERTIFICATION SHE

019HAS HER PEERS SEEKING NATIONAL BOARD CERTIFICATION SHE HAS PRESENTED AT MULTIPLE STATE BOARD CERTIFICATION SHE HAS PRESENTED AT MULTIPLE STATE BOARD CERTIFICATION SHE HAS PRESENTED AT MULTIPLE STATE CONFERENCES AND HAS PRESENTED PRESENTED AT MULTIPLE STATE CONFERENCES AND HAS PRESENTED PRESENTED AT MULTIPLE STATE CONFERENCES AND HAS PRESENTED AT THE WHOLE PROFESSIONAL CONFERENCES AND HAS PRESENTED AT THE WHOLE PROFESSIONAL CONFERENCES AND HAS PRESENTED AT THE WHOLE PROFESSIONAL DEVELOPMENT SERIES SHE CONDUCTS AT THE WHOLE PROFESSIONAL DEVELOPMENT SERIES SHE CONDUCTS AT THE WHOLE PROFESSIONAL DEVELOPMENT SERIES SHE CONDUCTS PROFESSIONAL DEVELOPMENT AT HER DEVELOPMENT SERIES SHE CONDUCTS PROFESSIONAL DEVELOPMENT AT HER DEVELOPMENT SERIES SHE CONDUCTS PROFESSIONAL DEVELOPMENT AT HER SCHOOL AND WITH HER PEERS SHE PROFESSIONAL DEVELOPMENT AT HER SCHOOL AND WITH HER PEERS SHE PROFESSIONAL DEVELOPMENT AT HER SCHOOL AND WITH HER PEERS SHE IS A LEADER IN HER

020SCHOOL BY SCHOOL AND WITH HER PEERS SHE IS A LEADER IN HER SCHOOL BY SCHOOL AND WITH HER PEERS SHE IS A LEADER IN HER SCHOOL BY SERVING ON THE INSTRUCTIONAL IS A LEADER IN HER SCHOOL BY SERVING ON THE INSTRUCTIONAL IS A LEADER IN HER SCHOOL BY SERVING ON THE INSTRUCTIONAL LEADERSHIP TEAM AND THE AVID SERVING ON THE INSTRUCTIONAL LEADERSHIP TEAM AND THE AVID SERVING ON THE INSTRUCTIONAL LEADERSHIP TEAM AND THE AVID LITERACY COMMITTEE AND SHE'S A LEADERSHIP TEAM AND THE AVID LITERACY COMMITTEE AND SHE'S A LEADERSHIP TEAM AND THE AVID LITERACY COMMITTEE AND SHE'S A LEADER AMONG HER LIBRARY PIERS LITERACY COMMITTEE AND SHE'S A LEADER AMONG HER LIBRARY PIERS LITERACY COMMITTEE AND SHE'S A LEADER AMONG HER LIBRARY PIERS BY SERVING AS THE VICE LEADER AMONG HER LIBRARY PIERS BY SERVING AS

021THE VICE LEADER AMONG HER LIBRARY PIERS BY SERVING AS THE VICE PRESIDENT OF THE VIRGINIA BEACH BY SERVING AS THE VICE PRESIDENT OF THE VIRGINIA BEACH BY SERVING AS THE VICE PRESIDENT OF THE VIRGINIA BEACH LIBRARY ASSOCIATION AS AN PRESIDENT OF THE VIRGINIA BEACH LIBRARY ASSOCIATION AS AN PRESIDENT OF THE VIRGINIA BEACH LIBRARY ASSOCIATION AS AN INFORMATION SPECIALIST, MRS LIBRARY ASSOCIATION AS AN INFORMATION SPECIALIST, MRS LIBRARY ASSOCIATION AS AN INFORMATION SPECIALIST, MRS BAKER EMBRACES AND MODELS INFORMATION SPECIALIST, MRS BAKER EMBRACES AND MODELS INFORMATION SPECIALIST, MRS BAKER EMBRACES AND MODELS EMERGING TECHNOLOGIES SHE WAS BAKER EMBRACES AND MODELS EMERGING TECHNOLOGIES SHE WAS BAKER EMBRACES AND MODELS EMERGING TECHNOLOGIES SHE WAS AN ACTIVE MEMBER OF THE EMERGING TECHNOLOGIES SHE WAS AN ACTIVE MEMBER OF THE EMERGING TECHNOLOGIES SHE WAS AN ACTIVE MEMBER OF THE DIVISIONS ARTIFICIAL AN

022ACTIVE MEMBER OF THE DIVISIONS ARTIFICIAL AN ACTIVE MEMBER OF THE DIVISIONS ARTIFICIAL INTELLIGENCE IMPACT TEAM MRS. DIVISIONS ARTIFICIAL INTELLIGENCE IMPACT TEAM MRS. DIVISIONS ARTIFICIAL INTELLIGENCE IMPACT TEAM MRS. BAKER'S LEADERSHIP AND INTELLIGENCE IMPACT TEAM MRS. BAKER'S LEADERSHIP AND INTELLIGENCE IMPACT TEAM MRS. BAKER'S LEADERSHIP AND DEDICATION TO THE INTELLECTUAL BAKER'S LEADERSHIP AND DEDICATION TO THE INTELLECTUAL BAKER'S LEADERSHIP AND DEDICATION TO THE INTELLECTUAL AND PERSONAL DEVELOPMENT DEDICATION TO THE INTELLECTUAL AND PERSONAL DEVELOPMENT DEDICATION TO THE INTELLECTUAL AND PERSONAL DEVELOPMENT OF STUDENTS MAKE HER THE IDEAL AND PERSONAL DEVELOPMENT OF STUDENTS MAKE HER THE IDEAL AND PERSONAL DEVELOPMENT OF STUDENTS MAKE HER THE IDEAL CANDIDATE FOR THE STATEWIDE OF STUDENTS MAKE HER THE IDEAL CANDIDATE FOR THE STATEWIDE OF STUDENTS MAKE HER THE IDEAL CANDIDATE FOR THE STATEWIDE LIBRARIAN OF THE YEAR. CANDIDATE FOR THE STATEWIDE LIBRARIAN OF THE

023YEAR. CANDIDATE FOR THE STATEWIDE LIBRARIAN OF THE YEAR. CONGRATULATIONS A SPEAKER WE LIBRARIAN OF THE YEAR. CONGRATULATIONS A SPEAKER WE LIBRARIAN OF THE YEAR. CONGRATULATIONS A SPEAKER WE ARE PROUD OF YOU. CONGRATULATIONS A SPEAKER WE ARE PROUD OF YOU. CONGRATULATIONS A SPEAKER WE ARE PROUD OF YOU. OUR NEXT RECOGNITION IS FOR THE ARE PROUD OF YOU. OUR NEXT RECOGNITION IS FOR THE ARE PROUD OF YOU. OUR NEXT RECOGNITION IS FOR THE STATEWIDE ART TEACHER OF THE OUR NEXT RECOGNITION IS FOR THE STATEWIDE ART TEACHER OF THE OUR NEXT RECOGNITION IS FOR THE STATEWIDE ART TEACHER OF THE YEAR. STATEWIDE ART TEACHER OF THE YEAR. STATEWIDE ART TEACHER OF THE YEAR. PLEASE WELCOME MEREDITH SNYDER YEAR. PLEASE WELCOME MEREDITH SNYDER YEAR. PLEASE WELCOME MEREDITH SNYDER OF PRINCETON ELEMENTARY SCHOOL PLEASE WELCOME MEREDITH SNYDER OF PRINCETON ELEMENTARY

024SCHOOL PLEASE WELCOME MEREDITH SNYDER OF PRINCETON ELEMENTARY SCHOOL >> MR. SNYDER DEDICATION TO ART OF PRINCETON ELEMENTARY SCHOOL >> MR. SNYDER DEDICATION TO ART OF PRINCETON ELEMENTARY SCHOOL >> MR. SNYDER DEDICATION TO ART ,EDUCATION, LEADERSHIP AND >> MR. SNYDER DEDICATION TO ART ,EDUCATION, LEADERSHIP AND >> MR. SNYDER DEDICATION TO ART ,EDUCATION, LEADERSHIP AND ARTISTIC CONTRIBUTIONS ,EDUCATION, LEADERSHIP AND ARTISTIC CONTRIBUTIONS ,EDUCATION, LEADERSHIP AND ARTISTIC CONTRIBUTIONS SIGNIFICANTLY IMPACTED STUDENTS ARTISTIC CONTRIBUTIONS SIGNIFICANTLY IMPACTED STUDENTS ARTISTIC CONTRIBUTIONS SIGNIFICANTLY IMPACTED STUDENTS EDUCATORS, EDUCATORS AND THE SIGNIFICANTLY IMPACTED STUDENTS EDUCATORS, EDUCATORS AND THE SIGNIFICANTLY IMPACTED STUDENTS EDUCATORS, EDUCATORS AND THE BROADER COMMUNITY OR TEACHING EDUCATORS, EDUCATORS AND THE BROADER COMMUNITY OR TEACHING EDUCATORS, EDUCATORS AND THE BROADER COMMUNITY OR TEACHING CAREER SPANNED KINDERGARTEN BROADER COMMUNITY OR TEACHING CAREER SPANNED KINDERGARTEN BROADER COMMUNITY OR TEACHING CAREER SPANNED KINDERGARTEN THROUGH 12TH GRADE, INCLUDING

025CAREER SPANNED KINDERGARTEN THROUGH 12TH GRADE, INCLUDING CAREER SPANNED KINDERGARTEN THROUGH 12TH GRADE, INCLUDING APART CONSTRUCTION AND THROUGH 12TH GRADE, INCLUDING APART CONSTRUCTION AND THROUGH 12TH GRADE, INCLUDING APART CONSTRUCTION AND DEPARTMENT LEADERSHIP. APART CONSTRUCTION AND DEPARTMENT LEADERSHIP. APART CONSTRUCTION AND DEPARTMENT LEADERSHIP. SHE IS ALSO A NATIONAL BOARD DEPARTMENT LEADERSHIP. SHE IS ALSO A NATIONAL BOARD DEPARTMENT LEADERSHIP. SHE IS ALSO A NATIONAL BOARD CERTIFIED TEACHER SHOWCASING SHE IS ALSO A NATIONAL BOARD CERTIFIED TEACHER SHOWCASING SHE IS ALSO A NATIONAL BOARD CERTIFIED TEACHER SHOWCASING HER COMMITMENT TO EXCELLENCE. CERTIFIED TEACHER SHOWCASING HER COMMITMENT TO EXCELLENCE. CERTIFIED TEACHER SHOWCASING HER COMMITMENT TO EXCELLENCE. SHE HAS DEVELOPED CURRICULUM HER COMMITMENT TO EXCELLENCE. SHE HAS DEVELOPED CURRICULUM HER COMMITMENT TO EXCELLENCE. SHE HAS DEVELOPED CURRICULUM SERVED AS A NATIONAL HONOR SHE HAS DEVELOPED CURRICULUM SERVED AS A NATIONAL HONOR SHE HAS

026DEVELOPED CURRICULUM SERVED AS A NATIONAL HONOR SOCIETY, SPONSORED AND LED WORK SERVED AS A NATIONAL HONOR SOCIETY, SPONSORED AND LED WORK SERVED AS A NATIONAL HONOR SOCIETY, SPONSORED AND LED WORK WORKSHOPS RENEW TEACHERS DURING SOCIETY, SPONSORED AND LED WORK WORKSHOPS RENEW TEACHERS DURING SOCIETY, SPONSORED AND LED WORK WORKSHOPS RENEW TEACHERS DURING THE PANDEMIC SHE ASSEMBLYMAN WORKSHOPS RENEW TEACHERS DURING THE PANDEMIC SHE ASSEMBLYMAN WORKSHOPS RENEW TEACHERS DURING THE PANDEMIC SHE ASSEMBLYMAN SHE ASSEMBLED AND DELIVERED ART THE PANDEMIC SHE ASSEMBLYMAN SHE ASSEMBLED AND DELIVERED ART THE PANDEMIC SHE ASSEMBLYMAN SHE ASSEMBLED AND DELIVERED ART SUPPLIES TO STUDENTS INCLUDING SHE ASSEMBLED AND DELIVERED ART SUPPLIES TO STUDENTS INCLUDING SHE ASSEMBLED AND DELIVERED ART SUPPLIES TO STUDENTS INCLUDING THOSE IN TAIWAN SCHOOLS SUPPLIES TO STUDENTS INCLUDING THOSE IN TAIWAN SCHOOLS SUPPLIES TO STUDENTS INCLUDING THOSE IN TAIWAN SCHOOLS ENSURING

027CONTINUED ACCESS TO THOSE IN TAIWAN SCHOOLS ENSURING CONTINUED ACCESS TO THOSE IN TAIWAN SCHOOLS ENSURING CONTINUED ACCESS TO EDUCATION AND AN ACCOMPLISHED ENSURING CONTINUED ACCESS TO EDUCATION AND AN ACCOMPLISHED ENSURING CONTINUED ACCESS TO EDUCATION AND AN ACCOMPLISHED ARTIST, MR. SNYDER HAS EDUCATION AND AN ACCOMPLISHED ARTIST, MR. SNYDER HAS EDUCATION AND AN ACCOMPLISHED ARTIST, MR. SNYDER HAS COMPLETED OVER TWO HUNDRED ARTIST, MR. SNYDER HAS COMPLETED OVER TWO HUNDRED ARTIST, MR. SNYDER HAS COMPLETED OVER TWO HUNDRED COMMISSION WORKS AND COMPLETED OVER TWO HUNDRED COMMISSION WORKS AND COMPLETED OVER TWO HUNDRED COMMISSION WORKS AND CREATED MURALS FOR SCHOOLS COMMISSION WORKS AND CREATED MURALS FOR SCHOOLS COMMISSION WORKS AND CREATED MURALS FOR SCHOOLS COMMUNITIES HER HER ART HAS CREATED MURALS FOR SCHOOLS COMMUNITIES HER HER ART HAS CREATED MURALS FOR SCHOOLS COMMUNITIES HER HER ART HAS BEEN FEATURED IN

028EXHIBITIONS COMMUNITIES HER HER ART HAS BEEN FEATURED IN EXHIBITIONS COMMUNITIES HER HER ART HAS BEEN FEATURED IN EXHIBITIONS INCLUDING VIRGINIA MUSEUM BEEN FEATURED IN EXHIBITIONS INCLUDING VIRGINIA MUSEUM BEEN FEATURED IN EXHIBITIONS INCLUDING VIRGINIA MUSEUM OF CONTEMPORARY ART AND OTHER INCLUDING VIRGINIA MUSEUM OF CONTEMPORARY ART AND OTHER INCLUDING VIRGINIA MUSEUM OF CONTEMPORARY ART AND OTHER GALLERIES MR. SNYDER HAS SERVED OF CONTEMPORARY ART AND OTHER GALLERIES MR. SNYDER HAS SERVED OF CONTEMPORARY ART AND OTHER GALLERIES MR. SNYDER HAS SERVED AS A MENTOR AND FOR OUR GALLERIES MR. SNYDER HAS SERVED AS A MENTOR AND FOR OUR GALLERIES MR. SNYDER HAS SERVED AS A MENTOR AND FOR OUR EDUCATORS LOCALLY STATEWIDE AND AS A MENTOR AND FOR OUR EDUCATORS LOCALLY STATEWIDE AND AS A MENTOR AND FOR OUR EDUCATORS LOCALLY STATEWIDE AND STATEWIDE AND NATIONALLY. EDUCATORS LOCALLY STATEWIDE

029AND STATEWIDE AND NATIONALLY. EDUCATORS LOCALLY STATEWIDE AND STATEWIDE AND NATIONALLY. SHE HAS PRESENTED AT STATEWIDE AND NATIONALLY. SHE HAS PRESENTED AT STATEWIDE AND NATIONALLY. SHE HAS PRESENTED AT CONFERENCES ORGANIZATIONS SUCH SHE HAS PRESENTED AT CONFERENCES ORGANIZATIONS SUCH SHE HAS PRESENTED AT CONFERENCES ORGANIZATIONS SUCH AS THE NATIONAL EDUCATION CONFERENCES ORGANIZATIONS SUCH AS THE NATIONAL EDUCATION CONFERENCES ORGANIZATIONS SUCH AS THE NATIONAL EDUCATION ASSOCIATION AND THE NATIONAL AS THE NATIONAL EDUCATION ASSOCIATION AND THE NATIONAL AS THE NATIONAL EDUCATION ASSOCIATION AND THE NATIONAL ASSOCIATION GIFTED CHILDREN MR. ASSOCIATION AND THE NATIONAL ASSOCIATION GIFTED CHILDREN MR. ASSOCIATION AND THE NATIONAL ASSOCIATION GIFTED CHILDREN MR. SNYDER DEDICATION SNYDER ASSOCIATION GIFTED CHILDREN MR. SNYDER DEDICATION SNYDER ASSOCIATION GIFTED CHILDREN MR. SNYDER DEDICATION SNYDER DEDICATION TO TEACHING ARTISTIC SNYDER DEDICATION SNYDER DEDICATION TO TEACHING ARTISTIC SNYDER DEDICATION SNYDER DEDICATION TO TEACHING ARTISTIC EXCELLENCE

030LEADERSHIP HER A DEDICATION TO TEACHING ARTISTIC EXCELLENCE LEADERSHIP HER A DEDICATION TO TEACHING ARTISTIC EXCELLENCE LEADERSHIP HER A HIGHLY DESERVING CANDIDATE FOR EXCELLENCE LEADERSHIP HER A HIGHLY DESERVING CANDIDATE FOR EXCELLENCE LEADERSHIP HER A HIGHLY DESERVING CANDIDATE FOR THE VIRGINIA ELEMENTARY ART HIGHLY DESERVING CANDIDATE FOR THE VIRGINIA ELEMENTARY ART HIGHLY DESERVING CANDIDATE FOR THE VIRGINIA ELEMENTARY ART EDUCATOR AWARD. THE VIRGINIA ELEMENTARY ART EDUCATOR AWARD. THE VIRGINIA ELEMENTARY ART EDUCATOR AWARD. HER CONTRIBUTIONS INSPIRE EDUCATOR AWARD. HER CONTRIBUTIONS INSPIRE EDUCATOR AWARD. HER CONTRIBUTIONS INSPIRE STUDENTS, COLLEAGUES AND THE HER CONTRIBUTIONS INSPIRE STUDENTS, COLLEAGUES AND THE HER CONTRIBUTIONS INSPIRE STUDENTS, COLLEAGUES AND THE BROADER COMMUNITY STUDENTS, COLLEAGUES AND THE BROADER COMMUNITY STUDENTS, COLLEAGUES AND THE BROADER COMMUNITY CONGRATULATIONS MR. SNYDER. BROADER COMMUNITY CONGRATULATIONS MR. SNYDER. BROADER COMMUNITY CONGRATULATIONS MR. SNYDER. WE'RE VERY PROUD OF YOU OUR CONGRATULATIONS MR. SNYDER.

031WE'RE VERY PROUD OF YOU OUR CONGRATULATIONS MR. SNYDER. WE'RE VERY PROUD OF YOU OUR NEXT THREE RECOGNITIONS ARE FOR WE'RE VERY PROUD OF YOU OUR NEXT THREE RECOGNITIONS ARE FOR WE'RE VERY PROUD OF YOU OUR NEXT THREE RECOGNITIONS ARE FOR EXCELLENCE IN HEALTH AND NEXT THREE RECOGNITIONS ARE FOR EXCELLENCE IN HEALTH AND NEXT THREE RECOGNITIONS ARE FOR EXCELLENCE IN HEALTH AND PHYSICAL EDUCATION. EXCELLENCE IN HEALTH AND PHYSICAL EDUCATION. EXCELLENCE IN HEALTH AND PHYSICAL EDUCATION. THESE AWARDS ARE GIVEN ABOUT PHYSICAL EDUCATION. THESE AWARDS ARE GIVEN ABOUT PHYSICAL EDUCATION. THESE AWARDS ARE GIVEN ABOUT THE VIRGINIA ASSOCIATION FOR THESE AWARDS ARE GIVEN ABOUT THE VIRGINIA ASSOCIATION FOR THESE AWARDS ARE GIVEN ABOUT THE VIRGINIA ASSOCIATION FOR HEALTH AND PHYSICAL EDUCATION THE VIRGINIA ASSOCIATION FOR HEALTH AND PHYSICAL EDUCATION THE VIRGINIA ASSOCIATION FOR HEALTH AND PHYSICAL EDUCATION RECREATION

032AND DANCE ALSO KNOWN HEALTH AND PHYSICAL EDUCATION RECREATION AND DANCE ALSO KNOWN HEALTH AND PHYSICAL EDUCATION RECREATION AND DANCE ALSO KNOWN AS EFFORT PLEASE WELCOME RECREATION AND DANCE ALSO KNOWN AS EFFORT PLEASE WELCOME RECREATION AND DANCE ALSO KNOWN AS EFFORT PLEASE WELCOME MICHELLE STARZL, LORI MORRIS AS EFFORT PLEASE WELCOME MICHELLE STARZL, LORI MORRIS AS EFFORT PLEASE WELCOME MICHELLE STARZL, LORI MORRIS PLATT AND LEIGHTON MRS. SHELF MICHELLE STARZL, LORI MORRIS PLATT AND LEIGHTON MRS. SHELF MICHELLE STARZL, LORI MORRIS PLATT AND LEIGHTON MRS. SHELF STAFF OF PRINCES AND MIDDLE PLATT AND LEIGHTON MRS. SHELF STAFF OF PRINCES AND MIDDLE PLATT AND LEIGHTON MRS. SHELF STAFF OF PRINCES AND MIDDLE SCHOOL WAS AWARDED MIDDLE STAFF OF PRINCES AND MIDDLE SCHOOL WAS AWARDED MIDDLE STAFF OF PRINCES AND MIDDLE SCHOOL WAS AWARDED MIDDLE SCHOOL TEACHER OF THE YEAR FROM

033SCHOOL WAS AWARDED MIDDLE SCHOOL TEACHER OF THE YEAR FROM SCHOOL WAS AWARDED MIDDLE SCHOOL TEACHER OF THE YEAR FROM THE ASSOCIATION SHE IS AN SCHOOL TEACHER OF THE YEAR FROM THE ASSOCIATION SHE IS AN SCHOOL TEACHER OF THE YEAR FROM THE ASSOCIATION SHE IS AN INCREDIBLE TEACHER WHO THE ASSOCIATION SHE IS AN INCREDIBLE TEACHER WHO THE ASSOCIATION SHE IS AN INCREDIBLE TEACHER WHO PRIORITIZES STUDENT ENGAGEMENT INCREDIBLE TEACHER WHO PRIORITIZES STUDENT ENGAGEMENT INCREDIBLE TEACHER WHO PRIORITIZES STUDENT ENGAGEMENT AND VOTE AND MOTIVATES HER PRIORITIZES STUDENT ENGAGEMENT AND VOTE AND MOTIVATES HER PRIORITIZES STUDENT ENGAGEMENT AND VOTE AND MOTIVATES HER MIDDLE SCHOOL STUDENTS TO SET AND VOTE AND MOTIVATES HER MIDDLE SCHOOL STUDENTS TO SET AND VOTE AND MOTIVATES HER MIDDLE SCHOOL STUDENTS TO SET AND SURPASS PERSONAL GOALS BOTH MIDDLE SCHOOL STUDENTS TO SET AND SURPASS PERSONAL

034GOALS BOTH MIDDLE SCHOOL STUDENTS TO SET AND SURPASS PERSONAL GOALS BOTH INSIDE AND OUTSIDE OF THE AND SURPASS PERSONAL GOALS BOTH INSIDE AND OUTSIDE OF THE AND SURPASS PERSONAL GOALS BOTH INSIDE AND OUTSIDE OF THE CLASSROOM SHE IS A GREAT INSIDE AND OUTSIDE OF THE CLASSROOM SHE IS A GREAT INSIDE AND OUTSIDE OF THE CLASSROOM SHE IS A GREAT EXAMPLE OF THE IMPORTANCE CLASSROOM SHE IS A GREAT EXAMPLE OF THE IMPORTANCE CLASSROOM SHE IS A GREAT EXAMPLE OF THE IMPORTANCE OF PHYSICAL PERSONAL PHYSICAL EXAMPLE OF THE IMPORTANCE OF PHYSICAL PERSONAL PHYSICAL EXAMPLE OF THE IMPORTANCE OF PHYSICAL PERSONAL PHYSICAL FITNESS AND HAVING A GROWTH OF PHYSICAL PERSONAL PHYSICAL FITNESS AND HAVING A GROWTH OF PHYSICAL PERSONAL PHYSICAL FITNESS AND HAVING A GROWTH MINDSET ALWAYS LOOKING FOR NEW FITNESS AND HAVING A GROWTH MINDSET ALWAYS LOOKING

035FOR NEW FITNESS AND HAVING A GROWTH MINDSET ALWAYS LOOKING FOR NEW AND INNOVATIVE IDEAS. MINDSET ALWAYS LOOKING FOR NEW AND INNOVATIVE IDEAS. MINDSET ALWAYS LOOKING FOR NEW AND INNOVATIVE IDEAS. MICHELLE HAS BECOME A TEACHER AND INNOVATIVE IDEAS. MICHELLE HAS BECOME A TEACHER AND INNOVATIVE IDEAS. MICHELLE HAS BECOME A TEACHER LEADER AND ONE WHOM HER MICHELLE HAS BECOME A TEACHER LEADER AND ONE WHOM HER MICHELLE HAS BECOME A TEACHER LEADER AND ONE WHOM HER COLLEAGUES LOOK UP TO MRS. MORE LEADER AND ONE WHOM HER COLLEAGUES LOOK UP TO MRS. MORE LEADER AND ONE WHOM HER COLLEAGUES LOOK UP TO MRS. MORE AS PART OF TOWARD TORCHWOOD COLLEAGUES LOOK UP TO MRS. MORE AS PART OF TOWARD TORCHWOOD COLLEAGUES LOOK UP TO MRS. MORE AS PART OF TOWARD TORCHWOOD HIGH SCHOOL WAS AWARDED AS PART OF TOWARD

036TORCHWOOD HIGH SCHOOL WAS AWARDED AS PART OF TOWARD TORCHWOOD HIGH SCHOOL WAS AWARDED SECONDARY TEACHER OF THE YEAR HIGH SCHOOL WAS AWARDED SECONDARY TEACHER OF THE YEAR HIGH SCHOOL WAS AWARDED SECONDARY TEACHER OF THE YEAR FROM THE ASSOCIATION SHE SECONDARY TEACHER OF THE YEAR FROM THE ASSOCIATION SHE SECONDARY TEACHER OF THE YEAR FROM THE ASSOCIATION SHE VETERAN HEALTH AND PHYSICAL FROM THE ASSOCIATION SHE VETERAN HEALTH AND PHYSICAL FROM THE ASSOCIATION SHE VETERAN HEALTH AND PHYSICAL EDUCATION PHYSICAL EDUCATION VETERAN HEALTH AND PHYSICAL EDUCATION PHYSICAL EDUCATION VETERAN HEALTH AND PHYSICAL EDUCATION PHYSICAL EDUCATION TEACHER WHO HAS MENTORED EDUCATION PHYSICAL EDUCATION TEACHER WHO HAS MENTORED EDUCATION PHYSICAL EDUCATION TEACHER WHO HAS MENTORED COUNTLESS STUDENTS AND STAFF TEACHER WHO HAS MENTORED COUNTLESS STUDENTS AND STAFF TEACHER WHO HAS MENTORED COUNTLESS STUDENTS AND STAFF THROUGHOUT HER CAREER FROM THE COUNTLESS

037STUDENTS AND STAFF THROUGHOUT HER CAREER FROM THE COUNTLESS STUDENTS AND STAFF THROUGHOUT HER CAREER FROM THE CLASSROOM TO THE ATHLETIC THROUGHOUT HER CAREER FROM THE CLASSROOM TO THE ATHLETIC THROUGHOUT HER CAREER FROM THE CLASSROOM TO THE ATHLETIC TRAINING FIELDS THE CLASSROOM TO THE ATHLETIC TRAINING FIELDS THE CLASSROOM TO THE ATHLETIC TRAINING FIELDS THE RELATIONSHIPS THAT SHE HAS TRAINING FIELDS THE RELATIONSHIPS THAT SHE HAS TRAINING FIELDS THE RELATIONSHIPS THAT SHE HAS CULTIVATED STUDENTS IS RELATIONSHIPS THAT SHE HAS CULTIVATED STUDENTS IS RELATIONSHIPS THAT SHE HAS CULTIVATED STUDENTS IS UNPARALLELED. CULTIVATED STUDENTS IS UNPARALLELED. CULTIVATED STUDENTS IS UNPARALLELED. HER INVESTMENT IN THE SUCCESS UNPARALLELED. HER INVESTMENT IN THE SUCCESS UNPARALLELED. HER INVESTMENT IN THE SUCCESS OUR HEALTH AND PHYSICAL HER INVESTMENT IN THE SUCCESS OUR HEALTH AND PHYSICAL HER INVESTMENT IN THE SUCCESS OUR HEALTH AND PHYSICAL EDUCATION

038PROGRAM IN VCP IS OUR HEALTH AND PHYSICAL EDUCATION PROGRAM IN VCP IS OUR HEALTH AND PHYSICAL EDUCATION PROGRAM IN VCP IS GREATLY APPRECIATED MRS. DUNN, EDUCATION PROGRAM IN VCP IS GREATLY APPRECIATED MRS. DUNN, EDUCATION PROGRAM IN VCP IS GREATLY APPRECIATED MRS. DUNN, WHO IS INSTRUCTIONAL GREATLY APPRECIATED MRS. DUNN, WHO IS INSTRUCTIONAL GREATLY APPRECIATED MRS. DUNN, WHO IS INSTRUCTIONAL SPECIALISTS IN THE DEPARTMENT WHO IS INSTRUCTIONAL SPECIALISTS IN THE DEPARTMENT WHO IS INSTRUCTIONAL SPECIALISTS IN THE DEPARTMENT OF TEACHING AND LEARNING, WAS SPECIALISTS IN THE DEPARTMENT OF TEACHING AND LEARNING, WAS SPECIALISTS IN THE DEPARTMENT OF TEACHING AND LEARNING, WAS AWARDED SUPERVISOR THE YEAR OF TEACHING AND LEARNING, WAS AWARDED SUPERVISOR THE YEAR OF TEACHING AND LEARNING, WAS AWARDED SUPERVISOR THE YEAR FROM THE ASSOCIATION SHE HAS AWARDED SUPERVISOR THE YEAR FROM THE ASSOCIATION SHE HAS AWARDED SUPERVISOR

039THE YEAR FROM THE ASSOCIATION SHE HAS SHE HAS WORKED HARD TO CREATE FROM THE ASSOCIATION SHE HAS SHE HAS WORKED HARD TO CREATE FROM THE ASSOCIATION SHE HAS SHE HAS WORKED HARD TO CREATE CURRICULUM PROGRAMS FOR HEALTH SHE HAS WORKED HARD TO CREATE CURRICULUM PROGRAMS FOR HEALTH SHE HAS WORKED HARD TO CREATE CURRICULUM PROGRAMS FOR HEALTH AND PHYSICAL EDUCATION THAT CURRICULUM PROGRAMS FOR HEALTH AND PHYSICAL EDUCATION THAT CURRICULUM PROGRAMS FOR HEALTH AND PHYSICAL EDUCATION THAT HAVE BEEN RECOGNIZED ACROSS THE AND PHYSICAL EDUCATION THAT HAVE BEEN RECOGNIZED ACROSS THE AND PHYSICAL EDUCATION THAT HAVE BEEN RECOGNIZED ACROSS THE STATE AS THE GOLD STANDARD HAVE BEEN RECOGNIZED ACROSS THE STATE AS THE GOLD STANDARD HAVE BEEN RECOGNIZED ACROSS THE STATE AS THE GOLD STANDARD ALWAYS PREPARED TO SUPPORT STATE AS THE GOLD STANDARD ALWAYS PREPARED TO SUPPORT

040STATE AS THE GOLD STANDARD ALWAYS PREPARED TO SUPPORT TEACHERS AND STUDENTS SHE IS ALWAYS PREPARED TO SUPPORT TEACHERS AND STUDENTS SHE IS ALWAYS PREPARED TO SUPPORT TEACHERS AND STUDENTS SHE IS TIRELESS IN HER EFFORTS TO TEACHERS AND STUDENTS SHE IS TIRELESS IN HER EFFORTS TO TEACHERS AND STUDENTS SHE IS TIRELESS IN HER EFFORTS TO ADVOCATE TO ENSURE HEALTH AND TIRELESS IN HER EFFORTS TO ADVOCATE TO ENSURE HEALTH AND TIRELESS IN HER EFFORTS TO ADVOCATE TO ENSURE HEALTH AND PHYSICAL EDUCATION REMAIN A ADVOCATE TO ENSURE HEALTH AND PHYSICAL EDUCATION REMAIN A ADVOCATE TO ENSURE HEALTH AND PHYSICAL EDUCATION REMAIN A PRIORITY IN KEEPS THE WORD PHYSICAL EDUCATION REMAIN A PRIORITY IN KEEPS THE WORD PHYSICAL EDUCATION REMAIN A PRIORITY IN KEEPS THE WORD CAN'T DOES NOT EXIST MRS. DUNS PRIORITY IN KEEPS THE WORD CAN'T DOES

041NOT EXIST MRS. DUNS PRIORITY IN KEEPS THE WORD CAN'T DOES NOT EXIST MRS. DUNS VOCABULARY SHE COMES SHE COMES CAN'T DOES NOT EXIST MRS. DUNS VOCABULARY SHE COMES SHE COMES CAN'T DOES NOT EXIST MRS. DUNS VOCABULARY SHE COMES SHE COMES TO WORK EACH AND EVERY PREPARED VOCABULARY SHE COMES SHE COMES TO WORK EACH AND EVERY PREPARED VOCABULARY SHE COMES SHE COMES TO WORK EACH AND EVERY PREPARED TO MAKE A DIFFERENCE FOR ALL TO WORK EACH AND EVERY PREPARED TO MAKE A DIFFERENCE FOR ALL TO WORK EACH AND EVERY PREPARED TO MAKE A DIFFERENCE FOR ALL STUDENTS AND STAFF TO MAKE A DIFFERENCE FOR ALL STUDENTS AND STAFF TO MAKE A DIFFERENCE FOR ALL STUDENTS AND STAFF CONGRATULATIONS. STUDENTS AND STAFF CONGRATULATIONS. STUDENTS AND STAFF CONGRATULATIONS EDUCATORS. CONGRATULATIONS EDUCATORS. CONGRATULATIONS EDUCATORS. WE ARE SO PROUD OF

042YOU. CONGRATULATIONS EDUCATORS. WE ARE SO PROUD OF YOU. CONGRATULATIONS EDUCATORS. WE ARE SO PROUD OF YOU. THERE'S TWO MORE ONE MORE HOUR WE ARE SO PROUD OF YOU. THERE'S TWO MORE ONE MORE HOUR WE ARE SO PROUD OF YOU. THERE'S TWO MORE ONE MORE HOUR NEXT RECOGNITION IS FOR THERE'S TWO MORE ONE MORE HOUR NEXT RECOGNITION IS FOR THERE'S TWO MORE ONE MORE HOUR NEXT RECOGNITION IS FOR VIRGINIA DEPARTMENT NEXT RECOGNITION IS FOR VIRGINIA DEPARTMENT NEXT RECOGNITION IS FOR VIRGINIA DEPARTMENT OF EDUCATION PURPLE STAR VIRGINIA DEPARTMENT OF EDUCATION PURPLE STAR VIRGINIA DEPARTMENT OF EDUCATION PURPLE STAR SCHOOLS THE VIRGINIA THE VIDEO OF EDUCATION PURPLE STAR SCHOOLS THE VIRGINIA THE VIDEO OF EDUCATION PURPLE STAR SCHOOLS THE VIRGINIA THE VIDEO E AND THE VIRGINIA COUNCIL ON SCHOOLS THE VIRGINIA THE VIDEO E AND THE VIRGINIA COUNCIL

043ON SCHOOLS THE VIRGINIA THE VIDEO E AND THE VIRGINIA COUNCIL ON THE INTERSTATE COMPACT ON THE E AND THE VIRGINIA COUNCIL ON THE INTERSTATE COMPACT ON THE E AND THE VIRGINIA COUNCIL ON THE INTERSTATE COMPACT ON THE EDUCATIONAL OPPORTUNITY FOR THE INTERSTATE COMPACT ON THE EDUCATIONAL OPPORTUNITY FOR THE INTERSTATE COMPACT ON THE EDUCATIONAL OPPORTUNITY FOR MILITARY CHILDREN ARE EDUCATIONAL OPPORTUNITY FOR MILITARY CHILDREN ARE EDUCATIONAL OPPORTUNITY FOR MILITARY CHILDREN ARE RECOGNIZING TWENTY FOUR VP CPS MILITARY CHILDREN ARE RECOGNIZING TWENTY FOUR VP CPS MILITARY CHILDREN ARE RECOGNIZING TWENTY FOUR VP CPS PURPLE STAR SCHOOLS FOR RECOGNIZING TWENTY FOUR VP CPS PURPLE STAR SCHOOLS FOR RECOGNIZING TWENTY FOUR VP CPS PURPLE STAR SCHOOLS FOR DEMONSTRATE THEIR COMMITMENT TO PURPLE STAR SCHOOLS FOR DEMONSTRATE THEIR COMMITMENT TO PURPLE STAR SCHOOLS FOR DEMONSTRATE THEIR COMMITMENT TO MEETING THE NEEDS OF

044MILITARY DEMONSTRATE THEIR COMMITMENT TO MEETING THE NEEDS OF MILITARY DEMONSTRATE THEIR COMMITMENT TO MEETING THE NEEDS OF MILITARY CONNECTED STUDENTS IN THEIR MEETING THE NEEDS OF MILITARY CONNECTED STUDENTS IN THEIR MEETING THE NEEDS OF MILITARY CONNECTED STUDENTS IN THEIR FAMILIES OF THESE TWENTY FOUR CONNECTED STUDENTS IN THEIR FAMILIES OF THESE TWENTY FOUR CONNECTED STUDENTS IN THEIR FAMILIES OF THESE TWENTY FOUR SCHOOLS EIGHTEEN WERE SECOND FAMILIES OF THESE TWENTY FOUR SCHOOLS EIGHTEEN WERE SECOND FAMILIES OF THESE TWENTY FOUR SCHOOLS EIGHTEEN WERE SECOND RECIPIENTS AND ELEVEN EARNED SCHOOLS EIGHTEEN WERE SECOND RECIPIENTS AND ELEVEN EARNED SCHOOLS EIGHTEEN WERE SECOND RECIPIENTS AND ELEVEN EARNED THE DISTINCTION FOR THE THIRD RECIPIENTS AND ELEVEN EARNED THE DISTINCTION FOR THE THIRD RECIPIENTS AND ELEVEN EARNED THE DISTINCTION FOR THE THIRD TIME OUR FIRST GROUP OF PURPOSE THE DISTINCTION FOR THE THIRD

045TIME OUR FIRST GROUP OF PURPOSE THE DISTINCTION FOR THE THIRD TIME OUR FIRST GROUP OF PURPOSE STAR SCHOOLS ARE BASED ON HIGH TIME OUR FIRST GROUP OF PURPOSE STAR SCHOOLS ARE BASED ON HIGH TIME OUR FIRST GROUP OF PURPOSE STAR SCHOOLS ARE BASED ON HIGH SCHOOL MIDDLE SCHOOL COLLEGE STAR SCHOOLS ARE BASED ON HIGH SCHOOL MIDDLE SCHOOL COLLEGE STAR SCHOOLS ARE BASED ON HIGH SCHOOL MIDDLE SCHOOL COLLEGE ELEMENTARY SCHOOL, CORPORATE SCHOOL MIDDLE SCHOOL COLLEGE ELEMENTARY SCHOOL, CORPORATE SCHOOL MIDDLE SCHOOL COLLEGE ELEMENTARY SCHOOL, CORPORATE LANDING ELEMENTARY SCHOOL ELEMENTARY SCHOOL, CORPORATE LANDING ELEMENTARY SCHOOL ELEMENTARY SCHOOL, CORPORATE LANDING ELEMENTARY SCHOOL CORPORATE LANDING MIDDLE SCHOOL LANDING ELEMENTARY SCHOOL CORPORATE LANDING MIDDLE SCHOOL LANDING ELEMENTARY SCHOOL CORPORATE LANDING MIDDLE SCHOOL FIRST COLONIAL HIGH SCHOOL. CORPORATE LANDING MIDDLE SCHOOL FIRST COLONIAL HIGH SCHOOL. CORPORATE LANDING MIDDLE SCHOOL FIRST COLONIAL HIGH

046SCHOOL. FLOYD KM HIGH SCHOOL, GREAT FIRST COLONIAL HIGH SCHOOL. FLOYD KM HIGH SCHOOL, GREAT FIRST COLONIAL HIGH SCHOOL. FLOYD KM HIGH SCHOOL, GREAT NECK MIDDLE SCHOOL AND GRADUATE FLOYD KM HIGH SCHOOL, GREAT NECK MIDDLE SCHOOL AND GRADUATE FLOYD KM HIGH SCHOOL, GREAT NECK MIDDLE SCHOOL AND GRADUATE SCHOOLS WE ARE PROUD OF YOU. NECK MIDDLE SCHOOL AND GRADUATE SCHOOLS WE ARE PROUD OF YOU. NECK MIDDLE SCHOOL AND GRADUATE SCHOOLS WE ARE PROUD OF YOU. THERE'S MORE. SCHOOLS WE ARE PROUD OF YOU. THERE'S MORE. SCHOOLS WE ARE PROUD OF YOU. THERE'S MORE. OUR SECOND GROUP STAR SCHOOLS THERE'S MORE. OUR SECOND GROUP STAR SCHOOLS THERE'S MORE. OUR SECOND GROUP STAR SCHOOLS ARE COMMITTED HERMITAGE OUR SECOND GROUP STAR SCHOOLS ARE COMMITTED HERMITAGE OUR SECOND GROUP STAR SCHOOLS ARE COMMITTED HERMITAGE ELEMENTARY GOAL CAMPS FOR HIGH ARE COMMITTED

047HERMITAGE ELEMENTARY GOAL CAMPS FOR HIGH ARE COMMITTED HERMITAGE ELEMENTARY GOAL CAMPS FOR HIGH SCHOOL KINGSTON ELEMENTARY GOAL ELEMENTARY GOAL CAMPS FOR HIGH SCHOOL KINGSTON ELEMENTARY GOAL ELEMENTARY GOAL CAMPS FOR HIGH SCHOOL KINGSTON ELEMENTARY GOAL ,LANDSDOWNE MIDDLE SCHOOL, SCHOOL KINGSTON ELEMENTARY GOAL ,LANDSDOWNE MIDDLE SCHOOL, SCHOOL KINGSTON ELEMENTARY GOAL ,LANDSDOWNE MIDDLE SCHOOL, LINCOLN PARK ELEMENTARY SCHOOL ,LANDSDOWNE MIDDLE SCHOOL, LINCOLN PARK ELEMENTARY SCHOOL ,LANDSDOWNE MIDDLE SCHOOL, LINCOLN PARK ELEMENTARY SCHOOL . LINCOLN PARK ELEMENTARY SCHOOL . LINCOLN PARK ELEMENTARY SCHOOL . MALIBU ELEMENTARY SCHOOL. . MALIBU ELEMENTARY SCHOOL. . MALIBU ELEMENTARY SCHOOL. NEWCASTLE ELEMENTARY SCHOOL. MALIBU ELEMENTARY SCHOOL. NEWCASTLE ELEMENTARY SCHOOL. MALIBU ELEMENTARY SCHOOL. NEWCASTLE ELEMENTARY SCHOOL. NORTH LANDING ELEMENTARY SCHOOL NEWCASTLE ELEMENTARY SCHOOL. NORTH LANDING ELEMENTARY SCHOOL NEWCASTLE ELEMENTARY SCHOOL. NORTH LANDING ELEMENTARY SCHOOL CONGRATULATION SCHOOLS WE. NORTH LANDING ELEMENTARY SCHOOL CONGRATULATION SCHOOLS WE. NORTH LANDING ELEMENTARY SCHOOL

048CONGRATULATION SCHOOLS WE. WE ARE PROUD OF YOU AND OUR CONGRATULATION SCHOOLS WE. WE ARE PROUD OF YOU AND OUR CONGRATULATION SCHOOLS WE. WE ARE PROUD OF YOU AND OUR THIRD GROUP OF PEOPLE STAR WE ARE PROUD OF YOU AND OUR THIRD GROUP OF PEOPLE STAR WE ARE PROUD OF YOU AND OUR THIRD GROUP OF PEOPLE STAR SCHOOLS ARE PRINCESS ANNE THIRD GROUP OF PEOPLE STAR SCHOOLS ARE PRINCESS ANNE THIRD GROUP OF PEOPLE STAR SCHOOLS ARE PRINCESS ANNE ELEMENTARY SCHOOL FOR ANNE HIGH SCHOOLS ARE PRINCESS ANNE ELEMENTARY SCHOOL FOR ANNE HIGH SCHOOLS ARE PRINCESS ANNE ELEMENTARY SCHOOL FOR ANNE HIGH SCHOOL SALEM ELEMENTARY SCHOOL ELEMENTARY SCHOOL FOR ANNE HIGH SCHOOL SALEM ELEMENTARY SCHOOL ELEMENTARY SCHOOL FOR ANNE HIGH SCHOOL SALEM ELEMENTARY SCHOOL ,SHELTON PARK ELEMENTARY SCHOOL SALEM ELEMENTARY SCHOOL ,SHELTON PARK ELEMENTARY SCHOOL SALEM ELEMENTARY SCHOOL

049,SHELTON PARK ELEMENTARY SCHOOL VIRGINIA BEACH MIDDLE ,SHELTON PARK ELEMENTARY SCHOOL VIRGINIA BEACH MIDDLE ,SHELTON PARK ELEMENTARY SCHOOL VIRGINIA BEACH MIDDLE SCHOOL DEPUTY COOK ELEMENTARY SCHOOL VIRGINIA BEACH MIDDLE SCHOOL DEPUTY COOK ELEMENTARY SCHOOL VIRGINIA BEACH MIDDLE SCHOOL DEPUTY COOK ELEMENTARY SCHOOL WINDSOR WOODS ELEMENTARY SCHOOL DEPUTY COOK ELEMENTARY SCHOOL WINDSOR WOODS ELEMENTARY SCHOOL DEPUTY COOK ELEMENTARY SCHOOL WINDSOR WOODS ELEMENTARY SCHOOL. SCHOOL WINDSOR WOODS ELEMENTARY SCHOOL. SCHOOL WINDSOR WOODS ELEMENTARY SCHOOL. WOODSTOCK ELEMENTARY SCHOOL. SCHOOL. WOODSTOCK ELEMENTARY SCHOOL. SCHOOL. WOODSTOCK ELEMENTARY SCHOOL. CONGRATULATIONS SCHOOLS WE ARE WOODSTOCK ELEMENTARY SCHOOL. CONGRATULATIONS SCHOOLS WE ARE WOODSTOCK ELEMENTARY SCHOOL. CONGRATULATIONS SCHOOLS WE ARE PROUD OF YOU THIS CONCLUDES THE CONGRATULATIONS SCHOOLS WE ARE PROUD OF YOU THIS CONCLUDES THE CONGRATULATIONS SCHOOLS WE ARE PROUD OF YOU THIS CONCLUDES THE SCHOOL BOARD RECOGNITIONS FOR PROUD OF YOU THIS CONCLUDES THE SCHOOL BOARD RECOGNITIONS

050FOR PROUD OF YOU THIS CONCLUDES THE SCHOOL BOARD RECOGNITIONS FOR THIS EVENING. SCHOOL BOARD RECOGNITIONS FOR THIS EVENING. SCHOOL BOARD RECOGNITIONS FOR THIS EVENING. OK ADOPTION OF THE AGENDA. THIS EVENING. OK ADOPTION OF THE AGENDA. THIS EVENING. OK ADOPTION OF THE AGENDA. ARE THERE ANY MODIFICATIONS OK ADOPTION OF THE AGENDA. ARE THERE ANY MODIFICATIONS OK ADOPTION OF THE AGENDA. ARE THERE ANY MODIFICATIONS OF THE AGENDA AS PRESENTED DR. ARE THERE ANY MODIFICATIONS OF THE AGENDA AS PRESENTED DR. ARE THERE ANY MODIFICATIONS OF THE AGENDA AS PRESENTED DR. GREEN CHAIR WOMAN MELNIK SENT OF THE AGENDA AS PRESENTED DR. GREEN CHAIR WOMAN MELNIK SENT OF THE AGENDA AS PRESENTED DR. GREEN CHAIR WOMAN MELNIK SENT AN EMAIL TO EMAIL TO MY GREEN CHAIR WOMAN MELNIK SENT AN EMAIL TO EMAIL TO MY GREEN CHAIR WOMAN MELNIK

051SENT AN EMAIL TO EMAIL TO MY COLLEAGUES REQUESTING THAT WE AN EMAIL TO EMAIL TO MY COLLEAGUES REQUESTING THAT WE AN EMAIL TO EMAIL TO MY COLLEAGUES REQUESTING THAT WE JUST ORDERED THE ITEMS IN COLLEAGUES REQUESTING THAT WE JUST ORDERED THE ITEMS IN COLLEAGUES REQUESTING THAT WE JUST ORDERED THE ITEMS IN ACTION IN SUCH AN MOVING THE JUST ORDERED THE ITEMS IN ACTION IN SUCH AN MOVING THE JUST ORDERED THE ITEMS IN ACTION IN SUCH AN MOVING THE LEGISLATIVE AGENDA BEFORE WE ACTION IN SUCH AN MOVING THE LEGISLATIVE AGENDA BEFORE WE ACTION IN SUCH AN MOVING THE LEGISLATIVE AGENDA BEFORE WE MOVE INTO THE POLICY OK, SO LEGISLATIVE AGENDA BEFORE WE MOVE INTO THE POLICY OK, SO LEGISLATIVE AGENDA BEFORE WE MOVE INTO THE POLICY OK, SO HERE YOUR EMAIL SAID YOU WANTED MOVE INTO

052THE POLICY OK, SO HERE YOUR EMAIL SAID YOU WANTED MOVE INTO THE POLICY OK, SO HERE YOUR EMAIL SAID YOU WANTED TO SWITCH IN ACTION SEE? HERE YOUR EMAIL SAID YOU WANTED TO SWITCH IN ACTION SEE? HERE YOUR EMAIL SAID YOU WANTED TO SWITCH IN ACTION SEE? YES. TO SWITCH IN ACTION SEE? YES. TO SWITCH IN ACTION SEE? YES. AND BE YES. YES. AND BE YES. YES. AND BE YES. OK, OR ANY. AND BE YES. OK, OR ANY. AND BE YES. OK, OR ANY. ANY DISCUSSION? OK, OR ANY. ANY DISCUSSION? OK, OR ANY. ANY DISCUSSION? ALL RIGHT. ANY DISCUSSION? ALL RIGHT. ANY DISCUSSION? ALL RIGHT. MR. CALLEN IF YOU'RE A FAN ALL RIGHT. MR. CALLEN IF YOU'RE A FAN ALL RIGHT. MR. CALLEN IF YOU'RE A FAN OF STAR TREK THERE'S AN OLD MR. CALLEN

053IF YOU'RE A FAN OF STAR TREK THERE'S AN OLD MR. CALLEN IF YOU'RE A FAN OF STAR TREK THERE'S AN OLD EXPRESSION THAT ACCOMPANIES THE OF STAR TREK THERE'S AN OLD EXPRESSION THAT ACCOMPANIES THE OF STAR TREK THERE'S AN OLD EXPRESSION THAT ACCOMPANIES THE STORY AND IT HAS TO DO WITH EXPRESSION THAT ACCOMPANIES THE STORY AND IT HAS TO DO WITH EXPRESSION THAT ACCOMPANIES THE STORY AND IT HAS TO DO WITH GOING WHERE NO MAN HAS EVER STORY AND IT HAS TO DO WITH GOING WHERE NO MAN HAS EVER STORY AND IT HAS TO DO WITH GOING WHERE NO MAN HAS EVER GONE BEFORE. GOING WHERE NO MAN HAS EVER GONE BEFORE. GOING WHERE NO MAN HAS EVER GONE BEFORE. OH, WELL THAT'S WHERE I'M GOING GONE BEFORE. OH, WELL THAT'S WHERE I'M GOING GONE

054BEFORE. OH, WELL THAT'S WHERE I'M GOING TONIGHT. OH, WELL THAT'S WHERE I'M GOING TONIGHT. OH, WELL THAT'S WHERE I'M GOING TONIGHT. I'VE NEVER DONE THIS BEFORE I TONIGHT. I'VE NEVER DONE THIS BEFORE I TONIGHT. I'VE NEVER DONE THIS BEFORE I MAY VIOLATE ALL SORTS OF ROBERT I'VE NEVER DONE THIS BEFORE I MAY VIOLATE ALL SORTS OF ROBERT I'VE NEVER DONE THIS BEFORE I MAY VIOLATE ALL SORTS OF ROBERT RULES OF ORDERS IN MY HEAD I MAY VIOLATE ALL SORTS OF ROBERT RULES OF ORDERS IN MY HEAD I MAY VIOLATE ALL SORTS OF ROBERT RULES OF ORDERS IN MY HEAD I SEE MRS. MANNING HAS THE BOOK RULES OF ORDERS IN MY HEAD I SEE MRS. MANNING HAS THE BOOK RULES OF ORDERS IN MY HEAD I SEE MRS. MANNING HAS THE BOOK HERE SO KEEP

055YOUR SEATBELTS SEE MRS. MANNING HAS THE BOOK HERE SO KEEP YOUR SEATBELTS SEE MRS. MANNING HAS THE BOOK HERE SO KEEP YOUR SEATBELTS FASTENED LADY GENTLEMAN WHO HERE SO KEEP YOUR SEATBELTS FASTENED LADY GENTLEMAN WHO HERE SO KEEP YOUR SEATBELTS FASTENED LADY GENTLEMAN WHO KNOWS WHERE KNOWS WHERE THIS FASTENED LADY GENTLEMAN WHO KNOWS WHERE KNOWS WHERE THIS FASTENED LADY GENTLEMAN WHO KNOWS WHERE KNOWS WHERE THIS MAY LEAD? KNOWS WHERE KNOWS WHERE THIS MAY LEAD? KNOWS WHERE KNOWS WHERE THIS MAY LEAD? OK, MY SUGGESTION MAYBE IT'S A MAY LEAD? OK, MY SUGGESTION MAYBE IT'S A MAY LEAD? OK, MY SUGGESTION MAYBE IT'S A MOTION OK IS TO MOVE WHEN OK, MY SUGGESTION MAYBE IT'S A MOTION OK IS TO MOVE WHEN OK, MY SUGGESTION MAYBE IT'S A MOTION OK IS TO MOVE WHEN ALVEDA WAS JUST

056TALKING ABOUT MOTION OK IS TO MOVE WHEN ALVEDA WAS JUST TALKING ABOUT MOTION OK IS TO MOVE WHEN ALVEDA WAS JUST TALKING ABOUT LEGISLATIVE AGENDA NOT HIGHER ALVEDA WAS JUST TALKING ABOUT LEGISLATIVE AGENDA NOT HIGHER ALVEDA WAS JUST TALKING ABOUT LEGISLATIVE AGENDA NOT HIGHER UP IN THE ACTION AGENDA BUT LEGISLATIVE AGENDA NOT HIGHER UP IN THE ACTION AGENDA BUT LEGISLATIVE AGENDA NOT HIGHER UP IN THE ACTION AGENDA BUT BACK TO INFORMATION AND MY UP IN THE ACTION AGENDA BUT BACK TO INFORMATION AND MY UP IN THE ACTION AGENDA BUT BACK TO INFORMATION AND MY REASONING BEHIND THAT IS THERE BACK TO INFORMATION AND MY REASONING BEHIND THAT IS THERE BACK TO INFORMATION AND MY REASONING BEHIND THAT IS THERE ARE SO MANY ISSUES ASSOCIATED REASONING BEHIND THAT IS THERE ARE SO MANY ISSUES ASSOCIATED REASONING

057BEHIND THAT IS THERE ARE SO MANY ISSUES ASSOCIATED WITH THE LEGISLATIVE AGENDA ARE SO MANY ISSUES ASSOCIATED WITH THE LEGISLATIVE AGENDA ARE SO MANY ISSUES ASSOCIATED WITH THE LEGISLATIVE AGENDA THAT I FEEL WE HAVEN'T FULLY WITH THE LEGISLATIVE AGENDA THAT I FEEL WE HAVEN'T FULLY WITH THE LEGISLATIVE AGENDA THAT I FEEL WE HAVEN'T FULLY VETTED AND TALKED ABOUT AND THAT I FEEL WE HAVEN'T FULLY VETTED AND TALKED ABOUT AND THAT I FEEL WE HAVEN'T FULLY VETTED AND TALKED ABOUT AND UNDERSTOOD WHETHER IT'S THE VETTED AND TALKED ABOUT AND UNDERSTOOD WHETHER IT'S THE VETTED AND TALKED ABOUT AND UNDERSTOOD WHETHER IT'S THE ASSESSMENT ISSUES OR OTHERS UNDERSTOOD WHETHER IT'S THE ASSESSMENT ISSUES OR OTHERS UNDERSTOOD WHETHER IT'S THE ASSESSMENT ISSUES OR OTHERS THAT ARE LISTED AND I JUST ASSESSMENT ISSUES OR OTHERS THAT ARE LISTED AND

058I JUST ASSESSMENT ISSUES OR OTHERS THAT ARE LISTED AND I JUST THINK IN ORDER TO DO JUSTICE TO THAT ARE LISTED AND I JUST THINK IN ORDER TO DO JUSTICE TO THAT ARE LISTED AND I JUST THINK IN ORDER TO DO JUSTICE TO THIS PARTICULAR TOPIC AND THE THINK IN ORDER TO DO JUSTICE TO THIS PARTICULAR TOPIC AND THE THINK IN ORDER TO DO JUSTICE TO THIS PARTICULAR TOPIC AND THE SIGNIFICANCE THAT IT REPRESENTS THIS PARTICULAR TOPIC AND THE SIGNIFICANCE THAT IT REPRESENTS THIS PARTICULAR TOPIC AND THE SIGNIFICANCE THAT IT REPRESENTS THAT WE BACK TO TRAIN UP AND SIGNIFICANCE THAT IT REPRESENTS THAT WE BACK TO TRAIN UP AND SIGNIFICANCE THAT IT REPRESENTS THAT WE BACK TO TRAIN UP AND GET BACK INTO INFORMATION AND THAT WE BACK TO TRAIN UP AND GET BACK INTO

059INFORMATION AND THAT WE BACK TO TRAIN UP AND GET BACK INTO INFORMATION AND MORE DEEPLY EXPLORE THIS MATTER GET BACK INTO INFORMATION AND MORE DEEPLY EXPLORE THIS MATTER GET BACK INTO INFORMATION AND MORE DEEPLY EXPLORE THIS MATTER . MORE DEEPLY EXPLORE THIS MATTER . MORE DEEPLY EXPLORE THIS MATTER . OK, SO HERE'S OK SO THERE WERE . OK, SO HERE'S OK SO THERE WERE . OK, SO HERE'S OK SO THERE WERE SOME GLITCHES WITH THE OK, SO HERE'S OK SO THERE WERE SOME GLITCHES WITH THE OK, SO HERE'S OK SO THERE WERE SOME GLITCHES WITH THE LEGISLATIVE COMMITTEE THIS YEAR SOME GLITCHES WITH THE LEGISLATIVE COMMITTEE THIS YEAR SOME GLITCHES WITH THE LEGISLATIVE COMMITTEE THIS YEAR IN FAIRNESS WE WERE NOT GIVEN LEGISLATIVE COMMITTEE THIS YEAR IN FAIRNESS WE WERE NOT GIVEN LEGISLATIVE COMMITTEE THIS

060YEAR IN FAIRNESS WE WERE NOT GIVEN THE INFORMATION IN A TIMELY IN FAIRNESS WE WERE NOT GIVEN THE INFORMATION IN A TIMELY IN FAIRNESS WE WERE NOT GIVEN THE INFORMATION IN A TIMELY FASHION I UNDERSTAND WHAT THE INFORMATION IN A TIMELY FASHION I UNDERSTAND WHAT THE INFORMATION IN A TIMELY FASHION I UNDERSTAND WHAT YOU'RE SAYING. FASHION I UNDERSTAND WHAT YOU'RE SAYING. FASHION I UNDERSTAND WHAT YOU'RE SAYING. WE HAVE LEGISLATIVE BREAKFAST YOU'RE SAYING. WE HAVE LEGISLATIVE BREAKFAST YOU'RE SAYING. WE HAVE LEGISLATIVE BREAKFAST ON FRIDAY AND OUR LEGISLATORS WE HAVE LEGISLATIVE BREAKFAST ON FRIDAY AND OUR LEGISLATORS WE HAVE LEGISLATIVE BREAKFAST ON FRIDAY AND OUR LEGISLATORS ARE LEAVING AT THE BEGINNING ON FRIDAY AND OUR LEGISLATORS ARE LEAVING AT THE BEGINNING ON FRIDAY AND OUR LEGISLATORS ARE LEAVING AT THE BEGINNING OF JANUARY WE HAVE A LOBBYIST

061ARE LEAVING AT THE BEGINNING OF JANUARY WE HAVE A LOBBYIST ARE LEAVING AT THE BEGINNING OF JANUARY WE HAVE A LOBBYIST WHOSE WILL WHO'S READY TO SHARE OF JANUARY WE HAVE A LOBBYIST WHOSE WILL WHO'S READY TO SHARE OF JANUARY WE HAVE A LOBBYIST WHOSE WILL WHO'S READY TO SHARE OUR LEGISLATIVE AGENDA AND WHOSE WILL WHO'S READY TO SHARE OUR LEGISLATIVE AGENDA AND WHOSE WILL WHO'S READY TO SHARE OUR LEGISLATIVE AGENDA AND WE'RE GOING TO BE SENDING HIM OUR LEGISLATIVE AGENDA AND WE'RE GOING TO BE SENDING HIM OUR LEGISLATIVE AGENDA AND WE'RE GOING TO BE SENDING HIM TO RICHMOND WITHOUT IT AND WE WE'RE GOING TO BE SENDING HIM TO RICHMOND WITHOUT IT AND WE WE'RE GOING TO BE SENDING HIM TO RICHMOND WITHOUT IT AND WE BASICALLY WILL HAVE NOTHING TO TO RICHMOND WITHOUT

062IT AND WE BASICALLY WILL HAVE NOTHING TO TO RICHMOND WITHOUT IT AND WE BASICALLY WILL HAVE NOTHING TO SHARE WITH OUR LEGISLATORS ON BASICALLY WILL HAVE NOTHING TO SHARE WITH OUR LEGISLATORS ON BASICALLY WILL HAVE NOTHING TO SHARE WITH OUR LEGISLATORS ON FRIDAY AT THE BREAKFAST BUT SHARE WITH OUR LEGISLATORS ON FRIDAY AT THE BREAKFAST BUT SHARE WITH OUR LEGISLATORS ON FRIDAY AT THE BREAKFAST BUT WOULD YOU LIKE TO MAKE THAT FRIDAY AT THE BREAKFAST BUT WOULD YOU LIKE TO MAKE THAT FRIDAY AT THE BREAKFAST BUT WOULD YOU LIKE TO MAKE THAT MOTION I WOULD LIKE TO MAKE WOULD YOU LIKE TO MAKE THAT MOTION I WOULD LIKE TO MAKE WOULD YOU LIKE TO MAKE THAT MOTION I WOULD LIKE TO MAKE THAT SECOND SICKENED BY MOTION I WOULD LIKE TO MAKE THAT SECOND SICKENED

063BY MOTION I WOULD LIKE TO MAKE THAT SECOND SICKENED BY MISMANAGING OUR DISCUSSION. THAT SECOND SICKENED BY MISMANAGING OUR DISCUSSION. THAT SECOND SICKENED BY MISMANAGING OUR DISCUSSION. OK, NO DISCUSSION THEN JUST MISMANAGING OUR DISCUSSION. OK, NO DISCUSSION THEN JUST MISMANAGING OUR DISCUSSION. OK, NO DISCUSSION THEN JUST GOING TO MAKE SURE THE CLERK OK, NO DISCUSSION THEN JUST GOING TO MAKE SURE THE CLERK OK, NO DISCUSSION THEN JUST GOING TO MAKE SURE THE CLERK HAS YOUR MOTION POINT GOING TO MAKE SURE THE CLERK HAS YOUR MOTION POINT GOING TO MAKE SURE THE CLERK HAS YOUR MOTION POINT OF CLARIFICATION MANAGER WE ARE HAS YOUR MOTION POINT OF CLARIFICATION MANAGER WE ARE HAS YOUR MOTION POINT OF CLARIFICATION MANAGER WE ARE ONLY VOTING ON MOVING THIS TO OF CLARIFICATION MANAGER WE ARE ONLY VOTING ON MOVING THIS

064TO OF CLARIFICATION MANAGER WE ARE ONLY VOTING ON MOVING THIS TO INFORMATION. ONLY VOTING ON MOVING THIS TO INFORMATION. ONLY VOTING ON MOVING THIS TO INFORMATION. CORRECT. INFORMATION. CORRECT. INFORMATION. CORRECT. OK, THANK YOU MR. ANDERSON. CORRECT. OK, THANK YOU MR. ANDERSON. CORRECT. OK, THANK YOU MR. ANDERSON. SO IS IT POSSIBLE THAT WE COULD OK, THANK YOU MR. ANDERSON. SO IS IT POSSIBLE THAT WE COULD OK, THANK YOU MR. ANDERSON. SO IS IT POSSIBLE THAT WE COULD MOVE INFORMATION AND THEN VOTE SO IS IT POSSIBLE THAT WE COULD MOVE INFORMATION AND THEN VOTE SO IS IT POSSIBLE THAT WE COULD MOVE INFORMATION AND THEN VOTE ON IT LATER LATER TONIGHT ARE MOVE INFORMATION AND THEN VOTE ON IT LATER LATER TONIGHT ARE MOVE INFORMATION AND THEN VOTE ON IT LATER LATER TONIGHT ARE YOU MAKING A

065SUBSTITUTE MOTION ON IT LATER LATER TONIGHT ARE YOU MAKING A SUBSTITUTE MOTION ON IT LATER LATER TONIGHT ARE YOU MAKING A SUBSTITUTE MOTION THAT'S WHAT I'D LIKE TO DO YOU MAKING A SUBSTITUTE MOTION THAT'S WHAT I'D LIKE TO DO YOU MAKING A SUBSTITUTE MOTION THAT'S WHAT I'D LIKE TO DO BECAUSE I DO FEEL THAT WE WOULD THAT'S WHAT I'D LIKE TO DO BECAUSE I DO FEEL THAT WE WOULD THAT'S WHAT I'D LIKE TO DO BECAUSE I DO FEEL THAT WE WOULD IT WOULD BE INCUMBENT UPON US BECAUSE I DO FEEL THAT WE WOULD IT WOULD BE INCUMBENT UPON US BECAUSE I DO FEEL THAT WE WOULD IT WOULD BE INCUMBENT UPON US TO HAVE OUR LEGISLATIVE GENDER IT WOULD BE INCUMBENT UPON US TO HAVE OUR LEGISLATIVE GENDER IT WOULD BE INCUMBENT UPON US TO

066HAVE OUR LEGISLATIVE GENDER READY TO GO AT LEAST BY FRIDAY TO HAVE OUR LEGISLATIVE GENDER READY TO GO AT LEAST BY FRIDAY TO HAVE OUR LEGISLATIVE GENDER READY TO GO AT LEAST BY FRIDAY WHEN WE HAVE OUR LEGISLATIVE READY TO GO AT LEAST BY FRIDAY WHEN WE HAVE OUR LEGISLATIVE READY TO GO AT LEAST BY FRIDAY WHEN WE HAVE OUR LEGISLATIVE BREAKFAST SO WE CAN TALK TO THE WHEN WE HAVE OUR LEGISLATIVE BREAKFAST SO WE CAN TALK TO THE WHEN WE HAVE OUR LEGISLATIVE BREAKFAST SO WE CAN TALK TO THE LEGISLATORS AT THAT TIME. BREAKFAST SO WE CAN TALK TO THE LEGISLATORS AT THAT TIME. BREAKFAST SO WE CAN TALK TO THE LEGISLATORS AT THAT TIME. SO I DON'T HAVE A PROBLEM WITH LEGISLATORS AT THAT TIME. SO I DON'T HAVE A PROBLEM WITH LEGISLATORS

067AT THAT TIME. SO I DON'T HAVE A PROBLEM WITH MOVING THE LEGISLATIVE AGENDA SO I DON'T HAVE A PROBLEM WITH MOVING THE LEGISLATIVE AGENDA SO I DON'T HAVE A PROBLEM WITH MOVING THE LEGISLATIVE AGENDA LEGISLATIVE AGENDA TO MOVING THE LEGISLATIVE AGENDA LEGISLATIVE AGENDA TO MOVING THE LEGISLATIVE AGENDA LEGISLATIVE AGENDA TO INFORMATION SO WE CAN ASK A LOT LEGISLATIVE AGENDA TO INFORMATION SO WE CAN ASK A LOT LEGISLATIVE AGENDA TO INFORMATION SO WE CAN ASK A LOT OF QUESTIONS ABOUT IT ALTHOUGH INFORMATION SO WE CAN ASK A LOT OF QUESTIONS ABOUT IT ALTHOUGH INFORMATION SO WE CAN ASK A LOT OF QUESTIONS ABOUT IT ALTHOUGH WE CAN STILL ASK QUESTIONS OF QUESTIONS ABOUT IT ALTHOUGH WE CAN STILL ASK QUESTIONS OF QUESTIONS ABOUT IT ALTHOUGH WE CAN STILL ASK QUESTIONS ABOUT OF EVEN IF IT'S STILL

068WE CAN STILL ASK QUESTIONS ABOUT OF EVEN IF IT'S STILL WE CAN STILL ASK QUESTIONS ABOUT OF EVEN IF IT'S STILL UNDER ACTION BUT I JUST FEEL ABOUT OF EVEN IF IT'S STILL UNDER ACTION BUT I JUST FEEL ABOUT OF EVEN IF IT'S STILL UNDER ACTION BUT I JUST FEEL LIKE WELL I'M NOT GOING TO MAKE UNDER ACTION BUT I JUST FEEL LIKE WELL I'M NOT GOING TO MAKE UNDER ACTION BUT I JUST FEEL LIKE WELL I'M NOT GOING TO MAKE AN OCEAN MOTION I JUST FEEL LIKE WELL I'M NOT GOING TO MAKE AN OCEAN MOTION I JUST FEEL LIKE WELL I'M NOT GOING TO MAKE AN OCEAN MOTION I JUST FEEL LIKE WE SHOULD VOTE AGAINST CAN AN OCEAN MOTION I JUST FEEL LIKE WE SHOULD VOTE AGAINST CAN AN OCEAN MOTION I JUST

069FEEL LIKE WE SHOULD VOTE AGAINST CAN ASK ME QUESTIONS WE ANY LIKE WE SHOULD VOTE AGAINST CAN ASK ME QUESTIONS WE ANY LIKE WE SHOULD VOTE AGAINST CAN ASK ME QUESTIONS WE ANY QUESTIONS WE WANT DURING THE ASK ME QUESTIONS WE ANY QUESTIONS WE WANT DURING THE ASK ME QUESTIONS WE ANY QUESTIONS WE WANT DURING THE ACTION. QUESTIONS WE WANT DURING THE ACTION. QUESTIONS WE WANT DURING THE ACTION. OK, SO YOU HAVE THE SUBSTITUTE ACTION. OK, SO YOU HAVE THE SUBSTITUTE ACTION. OK, SO YOU HAVE THE SUBSTITUTE I MEAN YOU HAVE THE MOTION ON OK, SO YOU HAVE THE SUBSTITUTE I MEAN YOU HAVE THE MOTION ON OK, SO YOU HAVE THE SUBSTITUTE I MEAN YOU HAVE THE MOTION ON THE FLOOR. I MEAN YOU HAVE THE MOTION ON THE FLOOR. I MEAN YOU HAVE

070THE MOTION ON THE FLOOR. OK, ALL RIGHT SO THIS IS THE THE FLOOR. OK, ALL RIGHT SO THIS IS THE THE FLOOR. OK, ALL RIGHT SO THIS IS THE MOTION TO MOVE LEGISLATIVE OK, ALL RIGHT SO THIS IS THE MOTION TO MOVE LEGISLATIVE OK, ALL RIGHT SO THIS IS THE MOTION TO MOVE LEGISLATIVE AGENDA FROM ACTION TO MOTION TO MOVE LEGISLATIVE AGENDA FROM ACTION TO MOTION TO MOVE LEGISLATIVE AGENDA FROM ACTION TO INFORMATION. AGENDA FROM ACTION TO INFORMATION. AGENDA FROM ACTION TO INFORMATION. NO FURTHER DISCUSSION. INFORMATION. NO FURTHER DISCUSSION. INFORMATION. NO FURTHER DISCUSSION. OK, VOTING BORDERS OPEN MISS NO FURTHER DISCUSSION. OK, VOTING BORDERS OPEN MISS NO FURTHER DISCUSSION. OK, VOTING BORDERS OPEN MISS FRANKLIN, HOW DO YOU VOTE YOU OK, VOTING BORDERS OPEN MISS FRANKLIN, HOW DO YOU VOTE YOU OK, VOTING BORDERS OPEN

071MISS FRANKLIN, HOW DO YOU VOTE YOU >>? FRANKLIN, HOW DO YOU VOTE YOU >>? FRANKLIN, HOW DO YOU VOTE YOU >>? YES, SO MADAM CHAIR, WE HAVE >>? YES, SO MADAM CHAIR, WE HAVE >>? YES, SO MADAM CHAIR, WE HAVE SIX EYES IN FIVE DAYS SO THAT YES, SO MADAM CHAIR, WE HAVE SIX EYES IN FIVE DAYS SO THAT YES, SO MADAM CHAIR, WE HAVE SIX EYES IN FIVE DAYS SO THAT MOTION DID PASS SO THAT WOULD SIX EYES IN FIVE DAYS SO THAT MOTION DID PASS SO THAT WOULD SIX EYES IN FIVE DAYS SO THAT MOTION DID PASS SO THAT WOULD BE INFORMATION ITEM NUMBER IS MOTION DID PASS SO THAT WOULD BE INFORMATION ITEM NUMBER IS MOTION DID PASS SO THAT WOULD BE INFORMATION ITEM NUMBER IS OK SO NOW THAT'S INFORMATION SO

072BE INFORMATION ITEM NUMBER IS OK SO NOW THAT'S INFORMATION SO BE INFORMATION ITEM NUMBER IS OK SO NOW THAT'S INFORMATION SO DR. ROBERTS AND WHAT DO WE DO OK SO NOW THAT'S INFORMATION SO DR. ROBERTS AND WHAT DO WE DO OK SO NOW THAT'S INFORMATION SO DR. ROBERTS AND WHAT DO WE DO WE DO NOW? DR. ROBERTS AND WHAT DO WE DO WE DO NOW? DR. ROBERTS AND WHAT DO WE DO WE DO NOW? WE HAVE NOTHING FOR OUR WE DO NOW? WE HAVE NOTHING FOR OUR WE DO NOW? WE HAVE NOTHING FOR OUR BREAKFAST AND WE HAVE NOTHING WE HAVE NOTHING FOR OUR BREAKFAST AND WE HAVE NOTHING WE HAVE NOTHING FOR OUR BREAKFAST AND WE HAVE NOTHING TO SEND TO RICHMOND. BREAKFAST AND WE HAVE NOTHING TO SEND TO RICHMOND. BREAKFAST AND WE

073HAVE NOTHING TO SEND TO RICHMOND. THAT'S CORRECT. TO SEND TO RICHMOND. THAT'S CORRECT. TO SEND TO RICHMOND. THAT'S CORRECT. YOU COULD AT THE KIND THAT'S CORRECT. YOU COULD AT THE KIND THAT'S CORRECT. YOU COULD AT THE KIND OF INFORMATION DECIDE THAT YOU YOU COULD AT THE KIND OF INFORMATION DECIDE THAT YOU YOU COULD AT THE KIND OF INFORMATION DECIDE THAT YOU WANT TO ADD AN ACTION IF YOU OF INFORMATION DECIDE THAT YOU WANT TO ADD AN ACTION IF YOU OF INFORMATION DECIDE THAT YOU WANT TO ADD AN ACTION IF YOU THINK YOU'VE RESOLVED THE WANT TO ADD AN ACTION IF YOU THINK YOU'VE RESOLVED THE WANT TO ADD AN ACTION IF YOU THINK YOU'VE RESOLVED THE ISSUES AND TAKE IT UP THEN IF THINK YOU'VE RESOLVED THE ISSUES AND TAKE IT UP THEN IF THINK

074YOU'VE RESOLVED THE ISSUES AND TAKE IT UP THEN IF YOU THINK IF YOU THINK YOU CAN ISSUES AND TAKE IT UP THEN IF YOU THINK IF YOU THINK YOU CAN ISSUES AND TAKE IT UP THEN IF YOU THINK IF YOU THINK YOU CAN IF YOU'RE READY TO DO THAT. YOU THINK IF YOU THINK YOU CAN IF YOU'RE READY TO DO THAT. YOU THINK IF YOU THINK YOU CAN IF YOU'RE READY TO DO THAT. OK? IF YOU'RE READY TO DO THAT. OK? IF YOU'RE READY TO DO THAT. OK? ALL RIGHT. OK? ALL RIGHT. OK? ALL RIGHT. THANK YOU SO BACK TO DR. ALL RIGHT. THANK YOU SO BACK TO DR. ALL RIGHT. THANK YOU SO BACK TO DR. GREENE'S AND MOTION. THANK YOU SO BACK TO DR. GREENE'S AND MOTION. THANK YOU SO BACK TO DR.

075GREENE'S AND MOTION. YOU MAKE A MOTION OK, GREENE'S AND MOTION. YOU MAKE A MOTION OK, GREENE'S AND MOTION. YOU MAKE A MOTION OK, EVERYBODY'S OK WITH WE STILL YOU MAKE A MOTION OK, EVERYBODY'S OK WITH WE STILL YOU MAKE A MOTION OK, EVERYBODY'S OK WITH WE STILL MOVED IT I STILL NEED APPROVAL EVERYBODY'S OK WITH WE STILL MOVED IT I STILL NEED APPROVAL EVERYBODY'S OK WITH WE STILL MOVED IT I STILL NEED APPROVAL TO MOVE IT RIGHT MOVE IT. MOVED IT I STILL NEED APPROVAL TO MOVE IT RIGHT MOVE IT. MOVED IT I STILL NEED APPROVAL TO MOVE IT RIGHT MOVE IT. RIGHT. TO MOVE IT RIGHT MOVE IT. RIGHT. TO MOVE IT RIGHT MOVE IT. RIGHT. WELL, I WILL WITHDRAW IT. RIGHT. WELL, I WILL WITHDRAW IT. RIGHT. WELL, I WILL WITHDRAW IT. OH

076NOW YOU DON'T HAVE TO AT ALL WELL, I WILL WITHDRAW IT. OH NOW YOU DON'T HAVE TO AT ALL WELL, I WILL WITHDRAW IT. OH NOW YOU DON'T HAVE TO AT ALL BECAUSE WE'VE MOVED IT PERIOD OH NOW YOU DON'T HAVE TO AT ALL BECAUSE WE'VE MOVED IT PERIOD OH NOW YOU DON'T HAVE TO AT ALL BECAUSE WE'VE MOVED IT PERIOD IT'S ON. BECAUSE WE'VE MOVED IT PERIOD IT'S ON. BECAUSE WE'VE MOVED IT PERIOD IT'S ON. IT'S ON INFORMATION. IT'S ON. IT'S ON INFORMATION. IT'S ON. IT'S ON INFORMATION. OK, SO WE'LL WITHDRAW ALL THAT. IT'S ON INFORMATION. OK, SO WE'LL WITHDRAW ALL THAT. IT'S ON INFORMATION. OK, SO WE'LL WITHDRAW ALL THAT. ALL RIGHT. OK, SO WE'LL WITHDRAW ALL THAT. ALL RIGHT. OK, SO WE'LL WITHDRAW ALL THAT. ALL RIGHT. OK I HAVE A QUESTION.

077ALL RIGHT. OK I HAVE A QUESTION. ALL RIGHT. OK I HAVE A QUESTION. YES SIR. OK I HAVE A QUESTION. YES SIR. OK I HAVE A QUESTION. YES SIR. IN ACTUALLY EIGHTEEN D FINDING YES SIR. IN ACTUALLY EIGHTEEN D FINDING YES SIR. IN ACTUALLY EIGHTEEN D FINDING BUT THE WAY THAT'S LISTED IS IN ACTUALLY EIGHTEEN D FINDING BUT THE WAY THAT'S LISTED IS IN ACTUALLY EIGHTEEN D FINDING BUT THE WAY THAT'S LISTED IS THAT IT SOUNDS LIKE THAT THAT BUT THE WAY THAT'S LISTED IS THAT IT SOUNDS LIKE THAT THAT BUT THE WAY THAT'S LISTED IS THAT IT SOUNDS LIKE THAT THAT IS A TWO PART DISCUSSION FIRST THAT IT SOUNDS LIKE THAT THAT IS A TWO PART DISCUSSION FIRST THAT IT SOUNDS LIKE THAT THAT IS A TWO PART DISCUSSION FIRST TO WAIVE THE

078THE BYLAWS THEN IS A TWO PART DISCUSSION FIRST TO WAIVE THE THE BYLAWS THEN IS A TWO PART DISCUSSION FIRST TO WAIVE THE THE BYLAWS THEN DISCUSS THE ISSUE OF CONTACT TO WAIVE THE THE BYLAWS THEN DISCUSS THE ISSUE OF CONTACT TO WAIVE THE THE BYLAWS THEN DISCUSS THE ISSUE OF CONTACT COMMITTEE SO WE WOULD GET TO DISCUSS THE ISSUE OF CONTACT COMMITTEE SO WE WOULD GET TO DISCUSS THE ISSUE OF CONTACT COMMITTEE SO WE WOULD GET TO THAT ITEM. COMMITTEE SO WE WOULD GET TO THAT ITEM. COMMITTEE SO WE WOULD GET TO THAT ITEM. SO I WAS I DON'T KNOW WHY THAT ITEM. SO I WAS I DON'T KNOW WHY THAT ITEM. SO I WAS I DON'T KNOW WHY SOLICITORS BUT AS BOOK CONTENT SO I WAS I DON'T KNOW WHY SOLICITORS BUT AS

079BOOK CONTENT SO I WAS I DON'T KNOW WHY SOLICITORS BUT AS BOOK CONTENT COMMITTEE. SOLICITORS BUT AS BOOK CONTENT COMMITTEE. SOLICITORS BUT AS BOOK CONTENT COMMITTEE. I THOUGHT THE ONLY THE ONLY COMMITTEE. I THOUGHT THE ONLY THE ONLY COMMITTEE. I THOUGHT THE ONLY THE ONLY VOTE I KNEW WE WERE TALKING I THOUGHT THE ONLY THE ONLY VOTE I KNEW WE WERE TALKING I THOUGHT THE ONLY THE ONLY VOTE I KNEW WE WERE TALKING ABOUT WAS THE TIMELINE THAT WAS VOTE I KNEW WE WERE TALKING ABOUT WAS THE TIMELINE THAT WAS VOTE I KNEW WE WERE TALKING ABOUT WAS THE TIMELINE THAT WAS IT. ABOUT WAS THE TIMELINE THAT WAS IT. ABOUT WAS THE TIMELINE THAT WAS IT. SO IT WAS ORIGINALLY ON THE IT. SO IT WAS ORIGINALLY ON THE IT. SO IT WAS ORIGINALLY

080ON THE AGENDA IS BOOK CONTENT AND THE SO IT WAS ORIGINALLY ON THE AGENDA IS BOOK CONTENT AND THE SO IT WAS ORIGINALLY ON THE AGENDA IS BOOK CONTENT AND THE REQUEST TO AT THE ITEM THAT AGENDA IS BOOK CONTENT AND THE REQUEST TO AT THE ITEM THAT AGENDA IS BOOK CONTENT AND THE REQUEST TO AT THE ITEM THAT WOULD AMEND POLICY WAS AFTER REQUEST TO AT THE ITEM THAT WOULD AMEND POLICY WAS AFTER REQUEST TO AT THE ITEM THAT WOULD AMEND POLICY WAS AFTER THE AGENDA WAS PUBLISHED. WOULD AMEND POLICY WAS AFTER THE AGENDA WAS PUBLISHED. WOULD AMEND POLICY WAS AFTER THE AGENDA WAS PUBLISHED. SO WE LEFT THE TITLE AND THE AGENDA WAS PUBLISHED. SO WE LEFT THE TITLE AND THE AGENDA WAS PUBLISHED. SO WE LEFT THE TITLE AND EXPANDED ON TO

081THEIR. SO WE LEFT THE TITLE AND EXPANDED ON TO THEIR. SO WE LEFT THE TITLE AND EXPANDED ON TO THEIR. SO IT'S A PROPOSED AMENDMENT TO EXPANDED ON TO THEIR. SO IT'S A PROPOSED AMENDMENT TO EXPANDED ON TO THEIR. SO IT'S A PROPOSED AMENDMENT TO POLICY FIVE SIX SIXTY FIVE SO IT'S A PROPOSED AMENDMENT TO POLICY FIVE SIX SIXTY FIVE SO IT'S A PROPOSED AMENDMENT TO POLICY FIVE SIX SIXTY FIVE SECTION BUT BECAUSE THIS IS THE POLICY FIVE SIX SIXTY FIVE SECTION BUT BECAUSE THIS IS THE POLICY FIVE SIX SIXTY FIVE SECTION BUT BECAUSE THIS IS THE FIRST TIME YOU'RE SEEING IT SECTION BUT BECAUSE THIS IS THE FIRST TIME YOU'RE SEEING IT SECTION BUT BECAUSE THIS IS THE FIRST TIME YOU'RE SEEING IT PURSUANT TO YOUR BYLAW ONE FIRST TIME YOU'RE SEEING IT PURSUANT

082TO YOUR BYLAW ONE FIRST TIME YOU'RE SEEING IT PURSUANT TO YOUR BYLAW ONE THIRTY TWO NORMALLY YOU WOULD PURSUANT TO YOUR BYLAW ONE THIRTY TWO NORMALLY YOU WOULD PURSUANT TO YOUR BYLAW ONE THIRTY TWO NORMALLY YOU WOULD PRESENT MY MEETING AND VOTE THIRTY TWO NORMALLY YOU WOULD PRESENT MY MEETING AND VOTE THIRTY TWO NORMALLY YOU WOULD PRESENT MY MEETING AND VOTE SUBSEQUENT MAYBE THERE IS A PRESENT MY MEETING AND VOTE SUBSEQUENT MAYBE THERE IS A PRESENT MY MEETING AND VOTE SUBSEQUENT MAYBE THERE IS A PROCEDURE BY A PROCEDURE BY SUBSEQUENT MAYBE THERE IS A PROCEDURE BY A PROCEDURE BY SUBSEQUENT MAYBE THERE IS A PROCEDURE BY A PROCEDURE BY WHICH YOU CAN GET UP OR THE PROCEDURE BY A PROCEDURE BY WHICH YOU CAN GET UP OR THE PROCEDURE BY A PROCEDURE BY WHICH YOU

083CAN GET UP OR THE SAME MEETING AND VOTE THE FIRST WHICH YOU CAN GET UP OR THE SAME MEETING AND VOTE THE FIRST WHICH YOU CAN GET UP OR THE SAME MEETING AND VOTE THE FIRST TIME SO THAT'S WHY IT'S A TWO SAME MEETING AND VOTE THE FIRST TIME SO THAT'S WHY IT'S A TWO SAME MEETING AND VOTE THE FIRST TIME SO THAT'S WHY IT'S A TWO PART MOTION BUT WE LEFT BECAUSE TIME SO THAT'S WHY IT'S A TWO PART MOTION BUT WE LEFT BECAUSE TIME SO THAT'S WHY IT'S A TWO PART MOTION BUT WE LEFT BECAUSE TITLED ALREADY BEEN PUBLISHED PART MOTION BUT WE LEFT BECAUSE TITLED ALREADY BEEN PUBLISHED PART MOTION BUT WE LEFT BECAUSE TITLED ALREADY BEEN PUBLISHED IN THE AGENDA. TITLED ALREADY BEEN PUBLISHED IN THE AGENDA. TITLED ALREADY BEEN PUBLISHED

084IN THE AGENDA. WE THOUGHT TO IT'D BE MORE IN THE AGENDA. WE THOUGHT TO IT'D BE MORE IN THE AGENDA. WE THOUGHT TO IT'D BE MORE CONFUSING TO CHANGE A TITLE ON WE THOUGHT TO IT'D BE MORE CONFUSING TO CHANGE A TITLE ON WE THOUGHT TO IT'D BE MORE CONFUSING TO CHANGE A TITLE ON THEIR BUT IT'S AN AMENDMENT TO CONFUSING TO CHANGE A TITLE ON THEIR BUT IT'S AN AMENDMENT TO CONFUSING TO CHANGE A TITLE ON THEIR BUT IT'S AN AMENDMENT TO POLICY SIXTY FIVE D WHICH IS THEIR BUT IT'S AN AMENDMENT TO POLICY SIXTY FIVE D WHICH IS THEIR BUT IT'S AN AMENDMENT TO POLICY SIXTY FIVE D WHICH IS THE BOOK CONTENT COMMITTEE SO POLICY SIXTY FIVE D WHICH IS THE BOOK CONTENT COMMITTEE SO POLICY SIXTY FIVE D WHICH IS THE

085BOOK CONTENT COMMITTEE SO IT'S HARD TO UNDERSTAND THE THE BOOK CONTENT COMMITTEE SO IT'S HARD TO UNDERSTAND THE THE BOOK CONTENT COMMITTEE SO IT'S HARD TO UNDERSTAND THE PROCEDURE USERS WHEN WE GET THE IT'S HARD TO UNDERSTAND THE PROCEDURE USERS WHEN WE GET THE IT'S HARD TO UNDERSTAND THE PROCEDURE USERS WHEN WE GET THE IDEA OF MAKING THESE GOING TO PROCEDURE USERS WHEN WE GET THE IDEA OF MAKING THESE GOING TO PROCEDURE USERS WHEN WE GET THE IDEA OF MAKING THESE GOING TO DO THE FIRST EMOTION AND THEN IDEA OF MAKING THESE GOING TO DO THE FIRST EMOTION AND THEN IDEA OF MAKING THESE GOING TO DO THE FIRST EMOTION AND THEN MOVE ON THE SECOND I WAS DO THE FIRST EMOTION AND THEN MOVE ON THE SECOND I WAS DO THE FIRST EMOTION AND

086THEN MOVE ON THE SECOND I WAS UNAWARE OF IT OF IT BEING A TWO MOVE ON THE SECOND I WAS UNAWARE OF IT OF IT BEING A TWO MOVE ON THE SECOND I WAS UNAWARE OF IT OF IT BEING A TWO PART TWO PART QUESTION WHEN WE UNAWARE OF IT OF IT BEING A TWO PART TWO PART QUESTION WHEN WE UNAWARE OF IT OF IT BEING A TWO PART TWO PART QUESTION WHEN WE LEFT AT THE LAST MEETING IT WAS PART TWO PART QUESTION WHEN WE LEFT AT THE LAST MEETING IT WAS PART TWO PART QUESTION WHEN WE LEFT AT THE LAST MEETING IT WAS IT THE ONLY QUESTION WAS THE LEFT AT THE LAST MEETING IT WAS IT THE ONLY QUESTION WAS THE LEFT AT THE LAST MEETING IT WAS IT THE ONLY QUESTION

087WAS THE TIMELINE FOR WAS ONLY A IT THE ONLY QUESTION WAS THE TIMELINE FOR WAS ONLY A IT THE ONLY QUESTION WAS THE TIMELINE FOR WAS ONLY A TIMELINE QUESTION IN AND AND TIMELINE FOR WAS ONLY A TIMELINE QUESTION IN AND AND TIMELINE FOR WAS ONLY A TIMELINE QUESTION IN AND AND DR. ROBERTSON SAID THAT THE TIMELINE QUESTION IN AND AND DR. ROBERTSON SAID THAT THE TIMELINE QUESTION IN AND AND DR. ROBERTSON SAID THAT THE THAT DR. SHOOBRIDGE WOULD BE DR. ROBERTSON SAID THAT THE THAT DR. SHOOBRIDGE WOULD BE DR. ROBERTSON SAID THAT THE THAT DR. SHOOBRIDGE WOULD BE MEETING WITH MRS. AND THAT THEY THAT DR. SHOOBRIDGE WOULD BE MEETING WITH MRS. AND THAT THEY THAT DR. SHOOBRIDGE WOULD BE MEETING WITH MRS. AND THAT THEY WOULD GET BACK TO US AND THAT MEETING

088WITH MRS. AND THAT THEY WOULD GET BACK TO US AND THAT MEETING WITH MRS. AND THAT THEY WOULD GET BACK TO US AND THAT WAS THAT WAS HOW WE LEFT THAT WOULD GET BACK TO US AND THAT WAS THAT WAS HOW WE LEFT THAT WOULD GET BACK TO US AND THAT WAS THAT WAS HOW WE LEFT THAT TWO WEEKS AGO MISS FRANKLIN WAS THAT WAS HOW WE LEFT THAT TWO WEEKS AGO MISS FRANKLIN WAS THAT WAS HOW WE LEFT THAT TWO WEEKS AGO MISS FRANKLIN MISS FRANKLIN HAD PROPOSED AN TWO WEEKS AGO MISS FRANKLIN MISS FRANKLIN HAD PROPOSED AN TWO WEEKS AGO MISS FRANKLIN MISS FRANKLIN HAD PROPOSED AN AMENDMENT TO POLICY 65 D AND MISS FRANKLIN HAD PROPOSED AN AMENDMENT TO POLICY 65 D AND MISS FRANKLIN HAD PROPOSED AN AMENDMENT TO POLICY 65

089D AND SHE WANTED TO CHANGE THE AMENDMENT TO POLICY 65 D AND SHE WANTED TO CHANGE THE AMENDMENT TO POLICY 65 D AND SHE WANTED TO CHANGE THE LANGUAGE ON IT DOESN'T IT IS SHE WANTED TO CHANGE THE LANGUAGE ON IT DOESN'T IT IS SHE WANTED TO CHANGE THE LANGUAGE ON IT DOESN'T IT IS NOT NECESSARILY DEALING WITH LANGUAGE ON IT DOESN'T IT IS NOT NECESSARILY DEALING WITH LANGUAGE ON IT DOESN'T IT IS NOT NECESSARILY DEALING WITH THE TIMELINE IT IS AMENDING THE NOT NECESSARILY DEALING WITH THE TIMELINE IT IS AMENDING THE NOT NECESSARILY DEALING WITH THE TIMELINE IT IS AMENDING THE PROCESS OF THE REQUIREMENTS FOR THE TIMELINE IT IS AMENDING THE PROCESS OF THE REQUIREMENTS FOR THE TIMELINE IT IS AMENDING THE PROCESS OF THE REQUIREMENTS FOR THIS SO IT DOES END UP

090BECOMING PROCESS OF THE REQUIREMENTS FOR THIS SO IT DOES END UP BECOMING PROCESS OF THE REQUIREMENTS FOR THIS SO IT DOES END UP BECOMING TOO PART BECAUSE TO YOU HAVE TO THIS SO IT DOES END UP BECOMING TOO PART BECAUSE TO YOU HAVE TO THIS SO IT DOES END UP BECOMING TOO PART BECAUSE TO YOU HAVE TO SHE'S NOTICE AHEAD OF TIME SO TOO PART BECAUSE TO YOU HAVE TO SHE'S NOTICE AHEAD OF TIME SO TOO PART BECAUSE TO YOU HAVE TO SHE'S NOTICE AHEAD OF TIME SO YOU DID SEE THE POLICY SEE THE SHE'S NOTICE AHEAD OF TIME SO YOU DID SEE THE POLICY SEE THE SHE'S NOTICE AHEAD OF TIME SO YOU DID SEE THE POLICY SEE THE POLICY AHEAD OF TIME BUT TO BE YOU DID SEE THE POLICY SEE THE POLICY

091AHEAD OF TIME BUT TO BE YOU DID SEE THE POLICY SEE THE POLICY AHEAD OF TIME BUT TO BE ABLE TO TO AFFIRMATIVELY PASS POLICY AHEAD OF TIME BUT TO BE ABLE TO TO AFFIRMATIVELY PASS POLICY AHEAD OF TIME BUT TO BE ABLE TO TO AFFIRMATIVELY PASS IT UNDER BYLAW ONE THIRTY TWO ABLE TO TO AFFIRMATIVELY PASS IT UNDER BYLAW ONE THIRTY TWO ABLE TO TO AFFIRMATIVELY PASS IT UNDER BYLAW ONE THIRTY TWO YOU HAVE TO HAVE SEVEN MEMBERS IT UNDER BYLAW ONE THIRTY TWO YOU HAVE TO HAVE SEVEN MEMBERS IT UNDER BYLAW ONE THIRTY TWO YOU HAVE TO HAVE SEVEN MEMBERS HER PROPOSAL IS THAT YOU VOTE YOU HAVE TO HAVE SEVEN MEMBERS HER PROPOSAL IS THAT YOU VOTE YOU HAVE TO HAVE SEVEN MEMBERS HER PROPOSAL IS THAT YOU VOTE TO SUSPEND SEVEN

092MEMBER HER PROPOSAL IS THAT YOU VOTE TO SUSPEND SEVEN MEMBER HER PROPOSAL IS THAT YOU VOTE TO SUSPEND SEVEN MEMBER REQUIREMENT ONLY MAKE IT A TO SUSPEND SEVEN MEMBER REQUIREMENT ONLY MAKE IT A TO SUSPEND SEVEN MEMBER REQUIREMENT ONLY MAKE IT A MAJORITY REQUIREMENT TO PASS REQUIREMENT ONLY MAKE IT A MAJORITY REQUIREMENT TO PASS REQUIREMENT ONLY MAKE IT A MAJORITY REQUIREMENT TO PASS TONIGHT SO THAT'S THE FIRST MAJORITY REQUIREMENT TO PASS TONIGHT SO THAT'S THE FIRST MAJORITY REQUIREMENT TO PASS TONIGHT SO THAT'S THE FIRST THING YOU'RE VOTING ON IF THAT TONIGHT SO THAT'S THE FIRST THING YOU'RE VOTING ON IF THAT TONIGHT SO THAT'S THE FIRST THING YOU'RE VOTING ON IF THAT DOESN'T PASS IT DOES MEET THE THING YOU'RE VOTING ON IF THAT DOESN'T PASS IT DOES MEET THE THING YOU'RE VOTING ON IF

093THAT DOESN'T PASS IT DOES MEET THE REQUIREMENTS FOR YOU TO VOTE ON DOESN'T PASS IT DOES MEET THE REQUIREMENTS FOR YOU TO VOTE ON DOESN'T PASS IT DOES MEET THE REQUIREMENTS FOR YOU TO VOTE ON IT. REQUIREMENTS FOR YOU TO VOTE ON IT. REQUIREMENTS FOR YOU TO VOTE ON IT. BUT BECAUSE IS THE FIRST TIME IT. BUT BECAUSE IS THE FIRST TIME IT. BUT BECAUSE IS THE FIRST TIME I'VE AND SING AND YOU'RE VOTING BUT BECAUSE IS THE FIRST TIME I'VE AND SING AND YOU'RE VOTING BUT BECAUSE IS THE FIRST TIME I'VE AND SING AND YOU'RE VOTING ON IT YOU WILL REQUIRE AT LEAST I'VE AND SING AND YOU'RE VOTING ON IT YOU WILL REQUIRE AT LEAST I'VE AND SING AND YOU'RE VOTING ON IT YOU WILL REQUIRE AT LEAST SEVEN MEMBERS TO PASS TONIGHT

094ON IT YOU WILL REQUIRE AT LEAST SEVEN MEMBERS TO PASS TONIGHT ON IT YOU WILL REQUIRE AT LEAST SEVEN MEMBERS TO PASS TONIGHT IS A LITTLE CONFUSING. SEVEN MEMBERS TO PASS TONIGHT IS A LITTLE CONFUSING. SEVEN MEMBERS TO PASS TONIGHT IS A LITTLE CONFUSING. YES, IT'S VERY CONFUSING. IS A LITTLE CONFUSING. YES, IT'S VERY CONFUSING. IS A LITTLE CONFUSING. YES, IT'S VERY CONFUSING. SO THAT POINT I'LL TURN TO YOU YES, IT'S VERY CONFUSING. SO THAT POINT I'LL TURN TO YOU YES, IT'S VERY CONFUSING. SO THAT POINT I'LL TURN TO YOU FOR THAT BECAUSE THAT I WAS SO THAT POINT I'LL TURN TO YOU FOR THAT BECAUSE THAT I WAS SO THAT POINT I'LL TURN TO YOU FOR THAT BECAUSE THAT I WAS UNAWARE OF OF THAT PIECE SO. FOR THAT BECAUSE THAT I WAS UNAWARE

095OF OF THAT PIECE SO. FOR THAT BECAUSE THAT I WAS UNAWARE OF OF THAT PIECE SO. ALL RIGHT, MISS WEEMES SOME WE UNAWARE OF OF THAT PIECE SO. ALL RIGHT, MISS WEEMES SOME WE UNAWARE OF OF THAT PIECE SO. ALL RIGHT, MISS WEEMES SOME WE DID TALK ABOUT THE TIMELINE BUT ALL RIGHT, MISS WEEMES SOME WE DID TALK ABOUT THE TIMELINE BUT ALL RIGHT, MISS WEEMES SOME WE DID TALK ABOUT THE TIMELINE BUT UNFORTUNATELY BUT UNFORTUNATELY DID TALK ABOUT THE TIMELINE BUT UNFORTUNATELY BUT UNFORTUNATELY DID TALK ABOUT THE TIMELINE BUT UNFORTUNATELY BUT UNFORTUNATELY THAT WAS NOT MENTIONED AND UNFORTUNATELY BUT UNFORTUNATELY THAT WAS NOT MENTIONED AND UNFORTUNATELY BUT UNFORTUNATELY THAT WAS NOT MENTIONED AND ANYTHING THAT WAS IN OUR PACKET THAT WAS NOT MENTIONED AND ANYTHING THAT WAS IN OUR PACKET THAT WAS NOT MENTIONED

096AND ANYTHING THAT WAS IN OUR PACKET . ANYTHING THAT WAS IN OUR PACKET . ANYTHING THAT WAS IN OUR PACKET . WHAT OUR COLLEAGUE IS FRANKLY . WHAT OUR COLLEAGUE IS FRANKLY . WHAT OUR COLLEAGUE IS FRANKLY WANTED TO DO WAS ACTUALLY WHAT OUR COLLEAGUE IS FRANKLY WANTED TO DO WAS ACTUALLY WHAT OUR COLLEAGUE IS FRANKLY WANTED TO DO WAS ACTUALLY CHANGE AND AMEND THE POLICY WANTED TO DO WAS ACTUALLY CHANGE AND AMEND THE POLICY WANTED TO DO WAS ACTUALLY CHANGE AND AMEND THE POLICY WHICH REQUIRES US TO PUT ASIDE CHANGE AND AMEND THE POLICY WHICH REQUIRES US TO PUT ASIDE CHANGE AND AMEND THE POLICY WHICH REQUIRES US TO PUT ASIDE OUR OUR BYLAWS AND SO THAT DOES WHICH REQUIRES US TO PUT ASIDE OUR OUR BYLAWS AND SO THAT DOES WHICH REQUIRES US

097TO PUT ASIDE OUR OUR BYLAWS AND SO THAT DOES NEED ANY WAY YOU LOOK AT, IT'S OUR OUR BYLAWS AND SO THAT DOES NEED ANY WAY YOU LOOK AT, IT'S OUR OUR BYLAWS AND SO THAT DOES NEED ANY WAY YOU LOOK AT, IT'S GOT TO HAVE SEVEN SO MY NEED ANY WAY YOU LOOK AT, IT'S GOT TO HAVE SEVEN SO MY NEED ANY WAY YOU LOOK AT, IT'S GOT TO HAVE SEVEN SO MY QUESTION IS WHERE SHOULD THAT GOT TO HAVE SEVEN SO MY QUESTION IS WHERE SHOULD THAT GOT TO HAVE SEVEN SO MY QUESTION IS WHERE SHOULD THAT SHOULD THAT GO IN OUR AGENDA QUESTION IS WHERE SHOULD THAT SHOULD THAT GO IN OUR AGENDA QUESTION IS WHERE SHOULD THAT SHOULD THAT GO IN OUR AGENDA MALNATI YOU CAN EITHER NOW OR SHOULD THAT

098GO IN OUR AGENDA MALNATI YOU CAN EITHER NOW OR SHOULD THAT GO IN OUR AGENDA MALNATI YOU CAN EITHER NOW OR YOU COULD DO COULD DO IT LATER MALNATI YOU CAN EITHER NOW OR YOU COULD DO COULD DO IT LATER MALNATI YOU CAN EITHER NOW OR YOU COULD DO COULD DO IT LATER ON ACTABLE. YOU COULD DO COULD DO IT LATER ON ACTABLE. YOU COULD DO COULD DO IT LATER ON ACTABLE. HERE'S HAPPENS BECAUSE SHE GAVE ON ACTABLE. HERE'S HAPPENS BECAUSE SHE GAVE ON ACTABLE. HERE'S HAPPENS BECAUSE SHE GAVE THOSE HAD A OF TIME IT STILL HERE'S HAPPENS BECAUSE SHE GAVE THOSE HAD A OF TIME IT STILL HERE'S HAPPENS BECAUSE SHE GAVE THOSE HAD A OF TIME IT STILL CAN GO ON TONIGHT AND VOTE. THOSE HAD A OF TIME IT STILL CAN GO

099ON TONIGHT AND VOTE. THOSE HAD A OF TIME IT STILL CAN GO ON TONIGHT AND VOTE. THE QUESTION IS HER REQUEST TO CAN GO ON TONIGHT AND VOTE. THE QUESTION IS HER REQUEST TO CAN GO ON TONIGHT AND VOTE. THE QUESTION IS HER REQUEST TO SUSPEND THE BY WILL AFFECT THE THE QUESTION IS HER REQUEST TO SUSPEND THE BY WILL AFFECT THE THE QUESTION IS HER REQUEST TO SUSPEND THE BY WILL AFFECT THE AMOUNT VOTE YOU NEED TO VOTE SUSPEND THE BY WILL AFFECT THE AMOUNT VOTE YOU NEED TO VOTE SUSPEND THE BY WILL AFFECT THE AMOUNT VOTE YOU NEED TO VOTE THIS ONE SO. AMOUNT VOTE YOU NEED TO VOTE THIS ONE SO. AMOUNT VOTE YOU NEED TO VOTE THIS ONE SO. SO IF IF YOU WERE TO SUSPEND THIS ONE SO. SO IF

100IF YOU WERE TO SUSPEND THIS ONE SO. SO IF IF YOU WERE TO SUSPEND THE BY LAW WHICH IS SHE'S SO IF IF YOU WERE TO SUSPEND THE BY LAW WHICH IS SHE'S SO IF IF YOU WERE TO SUSPEND THE BY LAW WHICH IS SHE'S ASKING SUSPEND BY LAW AND IT'S THE BY LAW WHICH IS SHE'S ASKING SUSPEND BY LAW AND IT'S THE BY LAW WHICH IS SHE'S ASKING SUSPEND BY LAW AND IT'S ACTUALLY AND IT'S WRITTEN WRONG ASKING SUSPEND BY LAW AND IT'S ACTUALLY AND IT'S WRITTEN WRONG ASKING SUSPEND BY LAW AND IT'S ACTUALLY AND IT'S WRITTEN WRONG IN THE AGENDA COVERAGE YOU ACTUALLY AND IT'S WRITTEN WRONG IN THE AGENDA COVERAGE YOU ACTUALLY AND IT'S WRITTEN WRONG IN THE AGENDA COVERAGE YOU CAN'T DO IS UNDER BYLAW 130 ONE IN THE AGENDA COVERAGE

101YOU CAN'T DO IS UNDER BYLAW 130 ONE IN THE AGENDA COVERAGE YOU CAN'T DO IS UNDER BYLAW 130 ONE THIRTY B SHE'S ASKED TO SUSPEND CAN'T DO IS UNDER BYLAW 130 ONE THIRTY B SHE'S ASKED TO SUSPEND CAN'T DO IS UNDER BYLAW 130 ONE THIRTY B SHE'S ASKED TO SUSPEND A PORTION OF BYLAW ONE THIRTY THIRTY B SHE'S ASKED TO SUSPEND A PORTION OF BYLAW ONE THIRTY THIRTY B SHE'S ASKED TO SUSPEND A PORTION OF BYLAW ONE THIRTY TWO THREE WHICH REQUIRES SEVEN A PORTION OF BYLAW ONE THIRTY TWO THREE WHICH REQUIRES SEVEN A PORTION OF BYLAW ONE THIRTY TWO THREE WHICH REQUIRES SEVEN PEOPLE. TWO THREE WHICH REQUIRES SEVEN PEOPLE. TWO THREE WHICH REQUIRES SEVEN PEOPLE. SHE'S ASKING FOR THE SIMPLY TO PEOPLE. SHE'S ASKING FOR THE SIMPLY TO PEOPLE. SHE'S ASKING FOR THE

102SIMPLY TO BE A MAJORITY VOTE IF YOU DON'T SHE'S ASKING FOR THE SIMPLY TO BE A MAJORITY VOTE IF YOU DON'T SHE'S ASKING FOR THE SIMPLY TO BE A MAJORITY VOTE IF YOU DON'T PASS THAT PART IS STILL ON THE BE A MAJORITY VOTE IF YOU DON'T PASS THAT PART IS STILL ON THE BE A MAJORITY VOTE IF YOU DON'T PASS THAT PART IS STILL ON THE AGENDA FOR ACTION BUT IT WILL PASS THAT PART IS STILL ON THE AGENDA FOR ACTION BUT IT WILL PASS THAT PART IS STILL ON THE AGENDA FOR ACTION BUT IT WILL REQUIRE IF YOU VOTE ON IT AGENDA FOR ACTION BUT IT WILL REQUIRE IF YOU VOTE ON IT AGENDA FOR ACTION BUT IT WILL REQUIRE IF YOU VOTE ON IT REQUIRES SEVEN PEOPLE TO PASS REQUIRE IF YOU

103VOTE ON IT REQUIRES SEVEN PEOPLE TO PASS REQUIRE IF YOU VOTE ON IT REQUIRES SEVEN PEOPLE TO PASS TONIGHT BECAUSE YOU HAVE ELEVEN REQUIRES SEVEN PEOPLE TO PASS TONIGHT BECAUSE YOU HAVE ELEVEN REQUIRES SEVEN PEOPLE TO PASS TONIGHT BECAUSE YOU HAVE ELEVEN MEMBERS PRESENT SO EITHER WAY TONIGHT BECAUSE YOU HAVE ELEVEN MEMBERS PRESENT SO EITHER WAY TONIGHT BECAUSE YOU HAVE ELEVEN MEMBERS PRESENT SO EITHER WAY IT WILL SHOW UP ON ACTION. MEMBERS PRESENT SO EITHER WAY IT WILL SHOW UP ON ACTION. MEMBERS PRESENT SO EITHER WAY IT WILL SHOW UP ON ACTION. THE QUESTION IS HOW MANY VOTES IT WILL SHOW UP ON ACTION. THE QUESTION IS HOW MANY VOTES IT WILL SHOW UP ON ACTION. THE QUESTION IS HOW MANY VOTES DO YOU NEED TO GET IT TO PASS THE QUESTION IS HOW MANY

104VOTES DO YOU NEED TO GET IT TO PASS THE QUESTION IS HOW MANY VOTES DO YOU NEED TO GET IT TO PASS IT NORMALLY WOULD BE SEVEN DO YOU NEED TO GET IT TO PASS IT NORMALLY WOULD BE SEVEN DO YOU NEED TO GET IT TO PASS IT NORMALLY WOULD BE SEVEN SHE'S ASKING YOU TO SPEND A IT NORMALLY WOULD BE SEVEN SHE'S ASKING YOU TO SPEND A IT NORMALLY WOULD BE SEVEN SHE'S ASKING YOU TO SPEND A PORTION SEVEN LET IT SIMPLY BE SHE'S ASKING YOU TO SPEND A PORTION SEVEN LET IT SIMPLY BE SHE'S ASKING YOU TO SPEND A PORTION SEVEN LET IT SIMPLY BE A MAJORITY TONIGHT BUT THIS HAS PORTION SEVEN LET IT SIMPLY BE A MAJORITY TONIGHT BUT THIS HAS PORTION SEVEN LET IT SIMPLY BE A MAJORITY TONIGHT BUT

105THIS HAS BEEN THE BYLAWS YOU HAVE TO A MAJORITY TONIGHT BUT THIS HAS BEEN THE BYLAWS YOU HAVE TO A MAJORITY TONIGHT BUT THIS HAS BEEN THE BYLAWS YOU HAVE TO HAVE SEVEN VOTES SO WHETHER SHE BEEN THE BYLAWS YOU HAVE TO HAVE SEVEN VOTES SO WHETHER SHE BEEN THE BYLAWS YOU HAVE TO HAVE SEVEN VOTES SO WHETHER SHE SUSPENDING THE SEVEN THE SEVEN HAVE SEVEN VOTES SO WHETHER SHE SUSPENDING THE SEVEN THE SEVEN HAVE SEVEN VOTES SO WHETHER SHE SUSPENDING THE SEVEN THE SEVEN TO THE SIX OR THE JUST SUSPENDING THE SEVEN THE SEVEN TO THE SIX OR THE JUST SUSPENDING THE SEVEN THE SEVEN TO THE SIX OR THE JUST SUSPENDING THE SEVEN WHATEVER TO THE SIX OR THE JUST SUSPENDING THE SEVEN WHATEVER TO THE SIX OR THE JUST SUSPENDING THE SEVEN

106WHATEVER SHE'S ASKING TO DO SOMETHING SUSPENDING THE SEVEN WHATEVER SHE'S ASKING TO DO SOMETHING SUSPENDING THE SEVEN WHATEVER SHE'S ASKING TO DO SOMETHING THAT REQUIRES SEVEN PEOPLE TO SHE'S ASKING TO DO SOMETHING THAT REQUIRES SEVEN PEOPLE TO SHE'S ASKING TO DO SOMETHING THAT REQUIRES SEVEN PEOPLE TO VOTE IN THE AFFIRMATIVE AND THAT REQUIRES SEVEN PEOPLE TO VOTE IN THE AFFIRMATIVE AND THAT REQUIRES SEVEN PEOPLE TO VOTE IN THE AFFIRMATIVE AND THAT WAS HOW IT WAS DRAFTED IN VOTE IN THE AFFIRMATIVE AND THAT WAS HOW IT WAS DRAFTED IN VOTE IN THE AFFIRMATIVE AND THAT WAS HOW IT WAS DRAFTED IN THE AGENDA IS PULLING THAT BACK THAT WAS HOW IT WAS DRAFTED IN THE AGENDA IS PULLING THAT BACK THAT WAS HOW IT WAS DRAFTED IN THE AGENDA IS PULLING THAT BACK JUST ASK ME

107I DON'T KNOW HOW THE AGENDA IS PULLING THAT BACK JUST ASK ME I DON'T KNOW HOW THE AGENDA IS PULLING THAT BACK JUST ASK ME I DON'T KNOW HOW THE PUBLIC FOLLOWS THIS. JUST ASK ME I DON'T KNOW HOW THE PUBLIC FOLLOWS THIS. JUST ASK ME I DON'T KNOW HOW THE PUBLIC FOLLOWS THIS. I'M ACTUALLY IT IS A LITTLE THE PUBLIC FOLLOWS THIS. I'M ACTUALLY IT IS A LITTLE THE PUBLIC FOLLOWS THIS. I'M ACTUALLY IT IS A LITTLE EMBARRASSED. I'M ACTUALLY IT IS A LITTLE EMBARRASSED. I'M ACTUALLY IT IS A LITTLE EMBARRASSED. IT IS IS CRAZY POLITICS WHAT IT EMBARRASSED. IT IS IS CRAZY POLITICS WHAT IT EMBARRASSED. IT IS IS CRAZY POLITICS WHAT IT IS THE LAST MEETING BECAUSE THE IT IS IS CRAZY POLITICS WHAT IT IS THE LAST MEETING BECAUSE THE IT

108IS IS CRAZY POLITICS WHAT IT IS THE LAST MEETING BECAUSE THE BOARD IS CHANGING. IS THE LAST MEETING BECAUSE THE BOARD IS CHANGING. IS THE LAST MEETING BECAUSE THE BOARD IS CHANGING. IT'S CRAZY UNFORTUNATE BOARD IS CHANGING. IT'S CRAZY UNFORTUNATE BOARD IS CHANGING. IT'S CRAZY UNFORTUNATE POLITIQUE SO MISMANAGES THAT IT'S CRAZY UNFORTUNATE POLITIQUE SO MISMANAGES THAT IT'S CRAZY UNFORTUNATE POLITIQUE SO MISMANAGES THAT YOU THAT KEEPS YOU HERE OK. POLITIQUE SO MISMANAGES THAT YOU THAT KEEPS YOU HERE OK. POLITIQUE SO MISMANAGES THAT YOU THAT KEEPS YOU HERE OK. YES GO AHEAD SO I JUST WANT TO YOU THAT KEEPS YOU HERE OK. YES GO AHEAD SO I JUST WANT TO YOU THAT KEEPS YOU HERE OK. YES GO AHEAD SO I JUST WANT TO CLARIFY SOMETHING OR BYLAW ONE YES GO AHEAD SO I JUST WANT

109TO CLARIFY SOMETHING OR BYLAW ONE YES GO AHEAD SO I JUST WANT TO CLARIFY SOMETHING OR BYLAW ONE DASH 30 TO SEE THREE AND I KNOW CLARIFY SOMETHING OR BYLAW ONE DASH 30 TO SEE THREE AND I KNOW CLARIFY SOMETHING OR BYLAW ONE DASH 30 TO SEE THREE AND I KNOW IS QUITE WELL BECAUSE WE HAD DASH 30 TO SEE THREE AND I KNOW IS QUITE WELL BECAUSE WE HAD DASH 30 TO SEE THREE AND I KNOW IS QUITE WELL BECAUSE WE HAD MANY CONVERSATIONS ON IT WHEN IS QUITE WELL BECAUSE WE HAD MANY CONVERSATIONS ON IT WHEN IS QUITE WELL BECAUSE WE HAD MANY CONVERSATIONS ON IT WHEN IT WAS AMENDED IT PERMITS THE MANY CONVERSATIONS ON IT WHEN IT WAS AMENDED IT PERMITS THE MANY CONVERSATIONS ON IT WHEN IT WAS AMENDED IT

110PERMITS THE SCHOOL BOARD TO TOPPED AMEND OR IT WAS AMENDED IT PERMITS THE SCHOOL BOARD TO TOPPED AMEND OR IT WAS AMENDED IT PERMITS THE SCHOOL BOARD TO TOPPED AMEND OR REPEAL A POLICY AT SAME MEETING SCHOOL BOARD TO TOPPED AMEND OR REPEAL A POLICY AT SAME MEETING SCHOOL BOARD TO TOPPED AMEND OR REPEAL A POLICY AT SAME MEETING WHEN FIRST PRESENTED IF THERE REPEAL A POLICY AT SAME MEETING WHEN FIRST PRESENTED IF THERE REPEAL A POLICY AT SAME MEETING WHEN FIRST PRESENTED IF THERE IS AN AFFIRMATIVE VOTE OF SEVEN WHEN FIRST PRESENTED IF THERE IS AN AFFIRMATIVE VOTE OF SEVEN WHEN FIRST PRESENTED IF THERE IS AN AFFIRMATIVE VOTE OF SEVEN OF THE SCHOOL BOARD MEMBERS IF IS AN AFFIRMATIVE VOTE OF SEVEN OF THE SCHOOL BOARD MEMBERS IF IS AN AFFIRMATIVE VOTE OF

111SEVEN OF THE SCHOOL BOARD MEMBERS IF THERE ARE 11 MEMBERS PRESENT. OF THE SCHOOL BOARD MEMBERS IF THERE ARE 11 MEMBERS PRESENT. OF THE SCHOOL BOARD MEMBERS IF THERE ARE 11 MEMBERS PRESENT. SO THAT IS THE BY LAW THAT THERE ARE 11 MEMBERS PRESENT. SO THAT IS THE BY LAW THAT THERE ARE 11 MEMBERS PRESENT. SO THAT IS THE BY LAW THAT ADDRESSES THIS ISSUE THREE ONE SO THAT IS THE BY LAW THAT ADDRESSES THIS ISSUE THREE ONE SO THAT IS THE BY LAW THAT ADDRESSES THIS ISSUE THREE ONE DASH 30 TO SEE THREE. ADDRESSES THIS ISSUE THREE ONE DASH 30 TO SEE THREE. ADDRESSES THIS ISSUE THREE ONE DASH 30 TO SEE THREE. SO I'M CONFUSED WHY WE'RE EVEN DASH 30 TO SEE THREE. SO I'M CONFUSED WHY WE'RE EVEN DASH 30 TO SEE

112THREE. SO I'M CONFUSED WHY WE'RE EVEN DRESSING ONE DASH 30 AT ALL SO I'M CONFUSED WHY WE'RE EVEN DRESSING ONE DASH 30 AT ALL SO I'M CONFUSED WHY WE'RE EVEN DRESSING ONE DASH 30 AT ALL BECAUSE BY LAW ONE DASH THIRTY DRESSING ONE DASH 30 AT ALL BECAUSE BY LAW ONE DASH THIRTY DRESSING ONE DASH 30 AT ALL BECAUSE BY LAW ONE DASH THIRTY TWO IS WHAT GOVERNS VOTING ON A BECAUSE BY LAW ONE DASH THIRTY TWO IS WHAT GOVERNS VOTING ON A BECAUSE BY LAW ONE DASH THIRTY TWO IS WHAT GOVERNS VOTING ON A POLICY WHEN IT'S PRESENTED AT TWO IS WHAT GOVERNS VOTING ON A POLICY WHEN IT'S PRESENTED AT TWO IS WHAT GOVERNS VOTING ON A POLICY WHEN IT'S PRESENTED AT THAT MEETING AND IN THAT WHAT POLICY WHEN IT'S PRESENTED AT

113THAT MEETING AND IN THAT WHAT POLICY WHEN IT'S PRESENTED AT THAT MEETING AND IN THAT WHAT MISS FRANKLIN WAS ASKING IS THE THAT MEETING AND IN THAT WHAT MISS FRANKLIN WAS ASKING IS THE THAT MEETING AND IN THAT WHAT MISS FRANKLIN WAS ASKING IS THE REQUIREMENT UNDER ONE TO BE MISS FRANKLIN WAS ASKING IS THE REQUIREMENT UNDER ONE TO BE MISS FRANKLIN WAS ASKING IS THE REQUIREMENT UNDER ONE TO BE THREE WHEN YOU LOOKING AT IT IS REQUIREMENT UNDER ONE TO BE THREE WHEN YOU LOOKING AT IT IS REQUIREMENT UNDER ONE TO BE THREE WHEN YOU LOOKING AT IT IS TO HAVE THE SEVEN MEMBERS ONE THREE WHEN YOU LOOKING AT IT IS TO HAVE THE SEVEN MEMBERS ONE THREE WHEN YOU LOOKING AT IT IS TO HAVE THE SEVEN MEMBERS ONE THIRTY TWO B

114DOESN'T HAVE A TO HAVE THE SEVEN MEMBERS ONE THIRTY TWO B DOESN'T HAVE A TO HAVE THE SEVEN MEMBERS ONE THIRTY TWO B DOESN'T HAVE A THREE OH I'M SORRY ONE THIRTY THIRTY TWO B DOESN'T HAVE A THREE OH I'M SORRY ONE THIRTY THIRTY TWO B DOESN'T HAVE A THREE OH I'M SORRY ONE THIRTY TO SEE THREE HAS THE THREE OH I'M SORRY ONE THIRTY TO SEE THREE HAS THE THREE OH I'M SORRY ONE THIRTY TO SEE THREE HAS THE REQUIREMENT THAT SEVEN MEMBERS TO SEE THREE HAS THE REQUIREMENT THAT SEVEN MEMBERS TO SEE THREE HAS THE REQUIREMENT THAT SEVEN MEMBERS VOTE ON IT BECAUSE IT'S UNUSUAL REQUIREMENT THAT SEVEN MEMBERS VOTE ON IT BECAUSE IT'S UNUSUAL REQUIREMENT THAT SEVEN MEMBERS VOTE ON IT BECAUSE IT'S UNUSUAL THE FACT THAT YOU BRING IT IN VOTE

115ON IT BECAUSE IT'S UNUSUAL THE FACT THAT YOU BRING IT IN VOTE ON IT BECAUSE IT'S UNUSUAL THE FACT THAT YOU BRING IT IN FOR THE FIRST TIME. THE FACT THAT YOU BRING IT IN FOR THE FIRST TIME. THE FACT THAT YOU BRING IT IN FOR THE FIRST TIME. YES BUT FOR IT WOULD NORMALLY FOR THE FIRST TIME. YES BUT FOR IT WOULD NORMALLY FOR THE FIRST TIME. YES BUT FOR IT WOULD NORMALLY REQUIRE SEVEN MEMBER VOTE SHE'S YES BUT FOR IT WOULD NORMALLY REQUIRE SEVEN MEMBER VOTE SHE'S YES BUT FOR IT WOULD NORMALLY REQUIRE SEVEN MEMBER VOTE SHE'S ASKING YOU TO SUSPEND THAT SO REQUIRE SEVEN MEMBER VOTE SHE'S ASKING YOU TO SUSPEND THAT SO REQUIRE SEVEN MEMBER VOTE SHE'S ASKING YOU TO SUSPEND THAT SO THAT'S WHAT THE ONE THIRTY ASKING YOU TO

116SUSPEND THAT SO THAT'S WHAT THE ONE THIRTY ASKING YOU TO SUSPEND THAT SO THAT'S WHAT THE ONE THIRTY BELOW I WANT YOU TO PROCESS TO THAT'S WHAT THE ONE THIRTY BELOW I WANT YOU TO PROCESS TO THAT'S WHAT THE ONE THIRTY BELOW I WANT YOU TO PROCESS TO REQUIREMENT FOR SEVEN VOTES BELOW I WANT YOU TO PROCESS TO REQUIREMENT FOR SEVEN VOTES BELOW I WANT YOU TO PROCESS TO REQUIREMENT FOR SEVEN VOTES INSTEAD MAKE IT SIMPLY A REQUIREMENT FOR SEVEN VOTES INSTEAD MAKE IT SIMPLY A REQUIREMENT FOR SEVEN VOTES INSTEAD MAKE IT SIMPLY A MAJORITY VOTE THAT OUR BYLAWS INSTEAD MAKE IT SIMPLY A MAJORITY VOTE THAT OUR BYLAWS INSTEAD MAKE IT SIMPLY A MAJORITY VOTE THAT OUR BYLAWS PERMIT THAT WHERE DOES THAT MAJORITY VOTE THAT OUR BYLAWS PERMIT THAT WHERE DOES THAT MAJORITY

117VOTE THAT OUR BYLAWS PERMIT THAT WHERE DOES THAT WHERE OUR WHERE DO OUR BYLAWS PERMIT THAT WHERE DOES THAT WHERE OUR WHERE DO OUR BYLAWS PERMIT THAT WHERE DOES THAT WHERE OUR WHERE DO OUR BYLAWS PERMIT THAT ONE THIRTY WOULD WHERE OUR WHERE DO OUR BYLAWS PERMIT THAT ONE THIRTY WOULD WHERE OUR WHERE DO OUR BYLAWS PERMIT THAT ONE THIRTY WOULD ALLOW YOU TO SUSPEND A PORTION PERMIT THAT ONE THIRTY WOULD ALLOW YOU TO SUSPEND A PORTION PERMIT THAT ONE THIRTY WOULD ALLOW YOU TO SUSPEND A PORTION THE BYLAW WHERE WHERE DOES IT ALLOW YOU TO SUSPEND A PORTION THE BYLAW WHERE WHERE DOES IT ALLOW YOU TO SUSPEND A PORTION THE BYLAW WHERE WHERE DOES IT SAY THAT SHOULD IT BE IN THE BYLAW WHERE WHERE DOES IT SAY THAT SHOULD IT BE IN

118THE BYLAW WHERE WHERE DOES IT SAY THAT SHOULD IT BE IN SECTION SORRY? SAY THAT SHOULD IT BE IN SECTION SORRY? SAY THAT SHOULD IT BE IN SECTION SORRY? THAT'S WHAT MY PAPERS HERE SO SECTION SORRY? THAT'S WHAT MY PAPERS HERE SO SECTION SORRY? THAT'S WHAT MY PAPERS HERE SO YOU CAN SUSPENDED BY LAW SO THAT'S WHAT MY PAPERS HERE SO YOU CAN SUSPENDED BY LAW SO THAT'S WHAT MY PAPERS HERE SO YOU CAN SUSPENDED BY LAW SO WHAT BYLAW ARE WE SUSPENDING? YOU CAN SUSPENDED BY LAW SO WHAT BYLAW ARE WE SUSPENDING? YOU CAN SUSPENDED BY LAW SO WHAT BYLAW ARE WE SUSPENDING? ONE THIRTY TO SEE THREE THE WHAT BYLAW ARE WE SUSPENDING? ONE THIRTY TO SEE THREE THE WHAT BYLAW ARE WE SUSPENDING? ONE THIRTY TO SEE THREE THE REQUIREMENT FOR SEVEN

119VOTES SO ONE THIRTY TO SEE THREE THE REQUIREMENT FOR SEVEN VOTES SO ONE THIRTY TO SEE THREE THE REQUIREMENT FOR SEVEN VOTES SO YOU NEED SEVEN VOTES TO DO SO REQUIREMENT FOR SEVEN VOTES SO YOU NEED SEVEN VOTES TO DO SO REQUIREMENT FOR SEVEN VOTES SO YOU NEED SEVEN VOTES TO DO SO EITHER I MEAN WHY I MEAN IF WE YOU NEED SEVEN VOTES TO DO SO EITHER I MEAN WHY I MEAN IF WE YOU NEED SEVEN VOTES TO DO SO EITHER I MEAN WHY I MEAN IF WE DON'T WANT TO MAKE IT MORE EITHER I MEAN WHY I MEAN IF WE DON'T WANT TO MAKE IT MORE EITHER I MEAN WHY I MEAN IF WE DON'T WANT TO MAKE IT MORE COMPLICATED THAN IT REALLY DON'T WANT TO MAKE IT MORE COMPLICATED THAN IT

120REALLY DON'T WANT TO MAKE IT MORE COMPLICATED THAN IT REALLY SHOULD BE BUT EITHER WAY NEED COMPLICATED THAN IT REALLY SHOULD BE BUT EITHER WAY NEED COMPLICATED THAN IT REALLY SHOULD BE BUT EITHER WAY NEED SOME VOTES SO OK THANK YOU MR. SHOULD BE BUT EITHER WAY NEED SOME VOTES SO OK THANK YOU MR. SHOULD BE BUT EITHER WAY NEED SOME VOTES SO OK THANK YOU MR. AND I'M SORRY I TRIED NOT TO SOME VOTES SO OK THANK YOU MR. AND I'M SORRY I TRIED NOT TO SOME VOTES SO OK THANK YOU MR. AND I'M SORRY I TRIED NOT TO COME ON THE DAIS BECAUSE I'M AND I'M SORRY I TRIED NOT TO COME ON THE DAIS BECAUSE I'M AND I'M SORRY I TRIED NOT TO COME ON THE DAIS BECAUSE I'M NOT FEELING BUT

121I CAN'T HARDLY COME ON THE DAIS BECAUSE I'M NOT FEELING BUT I CAN'T HARDLY COME ON THE DAIS BECAUSE I'M NOT FEELING BUT I CAN'T HARDLY HERE BECAUSE OF THE MUSIC IN NOT FEELING BUT I CAN'T HARDLY HERE BECAUSE OF THE MUSIC IN NOT FEELING BUT I CAN'T HARDLY HERE BECAUSE OF THE MUSIC IN THE IN 113 SO I WANTED TO MAKE HERE BECAUSE OF THE MUSIC IN THE IN 113 SO I WANTED TO MAKE HERE BECAUSE OF THE MUSIC IN THE IN 113 SO I WANTED TO MAKE SURE THAT IT WAS HERE FOR HERE THE IN 113 SO I WANTED TO MAKE SURE THAT IT WAS HERE FOR HERE THE IN 113 SO I WANTED TO MAKE SURE THAT IT WAS HERE FOR HERE FOR THIS SINCE THIS DISCUSSION SURE THAT IT WAS HERE

122FOR HERE FOR THIS SINCE THIS DISCUSSION SURE THAT IT WAS HERE FOR HERE FOR THIS SINCE THIS DISCUSSION IS COMING UP NOW AND FIRST FOR THIS SINCE THIS DISCUSSION IS COMING UP NOW AND FIRST FOR THIS SINCE THIS DISCUSSION IS COMING UP NOW AND FIRST OF ALL THIS WAS NOT A POLITICAL IS COMING UP NOW AND FIRST OF ALL THIS WAS NOT A POLITICAL IS COMING UP NOW AND FIRST OF ALL THIS WAS NOT A POLITICAL MOVE. OF ALL THIS WAS NOT A POLITICAL MOVE. OF ALL THIS WAS NOT A POLITICAL MOVE. THIS WAS A SITUATION OR I WAS I MOVE. THIS WAS A SITUATION OR I WAS I MOVE. THIS WAS A SITUATION OR I WAS I HAD THE ABILITY TO MAKE SOME THIS WAS A SITUATION OR I WAS I HAD THE ABILITY

123TO MAKE SOME THIS WAS A SITUATION OR I WAS I HAD THE ABILITY TO MAKE SOME ADJUSTMENTS FOR THE LIBRARY HAD THE ABILITY TO MAKE SOME ADJUSTMENTS FOR THE LIBRARY HAD THE ABILITY TO MAKE SOME ADJUSTMENTS FOR THE LIBRARY MEDIA SPECIALIST SO THAT THEY ADJUSTMENTS FOR THE LIBRARY MEDIA SPECIALIST SO THAT THEY ADJUSTMENTS FOR THE LIBRARY MEDIA SPECIALIST SO THAT THEY COULD NOT BE IN A POSITION MEDIA SPECIALIST SO THAT THEY COULD NOT BE IN A POSITION MEDIA SPECIALIST SO THAT THEY COULD NOT BE IN A POSITION WHERE THEY FELT LIKE THEY WERE COULD NOT BE IN A POSITION WHERE THEY FELT LIKE THEY WERE COULD NOT BE IN A POSITION WHERE THEY FELT LIKE THEY WERE UNABLE TO IN A BORDER MADAM WHERE THEY FELT LIKE THEY WERE UNABLE TO IN A BORDER MADAM

124WHERE THEY FELT LIKE THEY WERE UNABLE TO IN A BORDER MADAM CHAIR, WE'RE NOT TALKING ABOUT UNABLE TO IN A BORDER MADAM CHAIR, WE'RE NOT TALKING ABOUT UNABLE TO IN A BORDER MADAM CHAIR, WE'RE NOT TALKING ABOUT THE TOPIC RIGHT NOW WE'RE CHAIR, WE'RE NOT TALKING ABOUT THE TOPIC RIGHT NOW WE'RE CHAIR, WE'RE NOT TALKING ABOUT THE TOPIC RIGHT NOW WE'RE TALKING ABOUT THE ADOPTION THE TOPIC RIGHT NOW WE'RE TALKING ABOUT THE ADOPTION THE TOPIC RIGHT NOW WE'RE TALKING ABOUT THE ADOPTION OF THE AGENDA. TALKING ABOUT THE ADOPTION OF THE AGENDA. TALKING ABOUT THE ADOPTION OF THE AGENDA. SO NOW I'M SORRY LIKE SAID I OF THE AGENDA. SO NOW I'M SORRY LIKE SAID I OF THE AGENDA. SO NOW I'M SORRY LIKE SAID I COULD HARDLY HERE SO I SO I SO NOW I'M

125SORRY LIKE SAID I COULD HARDLY HERE SO I SO I SO NOW I'M SORRY LIKE SAID I COULD HARDLY HERE SO I SO I THAT I DIDN'T UNDERSTAND WHAT COULD HARDLY HERE SO I SO I THAT I DIDN'T UNDERSTAND WHAT COULD HARDLY HERE SO I SO I THAT I DIDN'T UNDERSTAND WHAT WAS OK SO SO WHAT WAS WHAT WAS THAT I DIDN'T UNDERSTAND WHAT WAS OK SO SO WHAT WAS WHAT WAS THAT I DIDN'T UNDERSTAND WHAT WAS OK SO SO WHAT WAS WHAT WAS THE QUESTION ABOUT THE AGENDA WAS OK SO SO WHAT WAS WHAT WAS THE QUESTION ABOUT THE AGENDA WAS OK SO SO WHAT WAS WHAT WAS THE QUESTION ABOUT THE AGENDA AND I'M SO SORRY. THE QUESTION ABOUT THE AGENDA AND I'M SO SORRY. THE QUESTION ABOUT THE AGENDA AND I'M SO

126SORRY. I CAN HEAR WHAT WAS HEAR WHAT AND I'M SO SORRY. I CAN HEAR WHAT WAS HEAR WHAT AND I'M SO SORRY. I CAN HEAR WHAT WAS HEAR WHAT WAS BEING SAID AT THE TIME WHAT I CAN HEAR WHAT WAS HEAR WHAT WAS BEING SAID AT THE TIME WHAT I CAN HEAR WHAT WAS HEAR WHAT WAS BEING SAID AT THE TIME WHAT WAS THE QUESTIONS WE QUESTIONS WAS BEING SAID AT THE TIME WHAT WAS THE QUESTIONS WE QUESTIONS WAS BEING SAID AT THE TIME WHAT WAS THE QUESTIONS WE QUESTIONS WE RESOLVED IT THANK YOU. WAS THE QUESTIONS WE QUESTIONS WE RESOLVED IT THANK YOU. WAS THE QUESTIONS WE QUESTIONS WE RESOLVED IT THANK YOU. OK THANK YOU SO I'M NOT SURE WE RESOLVED IT THANK YOU. OK THANK YOU SO I'M NOT SURE WE RESOLVED

127IT THANK YOU. OK THANK YOU SO I'M NOT SURE THAT WE DID BUT YOUR QUESTION OK THANK YOU SO I'M NOT SURE THAT WE DID BUT YOUR QUESTION OK THANK YOU SO I'M NOT SURE THAT WE DID BUT YOUR QUESTION WAS ANSWERED OK AND SO YES GO THAT WE DID BUT YOUR QUESTION WAS ANSWERED OK AND SO YES GO THAT WE DID BUT YOUR QUESTION WAS ANSWERED OK AND SO YES GO AHEAD PLEASE. WAS ANSWERED OK AND SO YES GO AHEAD PLEASE. WAS ANSWERED OK AND SO YES GO AHEAD PLEASE. DR. GREEN COULD YOU CLARIFY AHEAD PLEASE. DR. GREEN COULD YOU CLARIFY AHEAD PLEASE. DR. GREEN COULD YOU CLARIFY WHAT WE ARE GOING TO BE DR. GREEN COULD YOU CLARIFY WHAT WE ARE GOING TO BE DR. GREEN COULD YOU CLARIFY WHAT WE ARE GOING

128TO BE CHANGING ON THE AGENDA. WHAT WE ARE GOING TO BE CHANGING ON THE AGENDA. WHAT WE ARE GOING TO BE CHANGING ON THE AGENDA. ? CHANGING ON THE AGENDA. ? CHANGING ON THE AGENDA. ? I AM NOT CLEAR AND THAT ? I AM NOT CLEAR AND THAT ? I AM NOT CLEAR AND THAT COMFORTABLE VOTING UNTIL I KNOW I AM NOT CLEAR AND THAT COMFORTABLE VOTING UNTIL I KNOW I AM NOT CLEAR AND THAT COMFORTABLE VOTING UNTIL I KNOW WHAT I AM VOTING ON. COMFORTABLE VOTING UNTIL I KNOW WHAT I AM VOTING ON. COMFORTABLE VOTING UNTIL I KNOW WHAT I AM VOTING ON. I'M YIELDING TO THE ATTORNEY WHAT I AM VOTING ON. I'M YIELDING TO THE ATTORNEY WHAT I AM VOTING ON. I'M YIELDING TO THE ATTORNEY BECAUSE I THINK THE QUESTION I'M

129YIELDING TO THE ATTORNEY BECAUSE I THINK THE QUESTION I'M YIELDING TO THE ATTORNEY BECAUSE I THINK THE QUESTION WAS WOULD IT BE MORE BECAUSE I THINK THE QUESTION WAS WOULD IT BE MORE BECAUSE I THINK THE QUESTION WAS WOULD IT BE MORE APPROPRIATE THIS IS MY WAS WOULD IT BE MORE APPROPRIATE THIS IS MY WAS WOULD IT BE MORE APPROPRIATE THIS IS MY SUMMARIZATION WAS COPPER WAS APPROPRIATE THIS IS MY SUMMARIZATION WAS COPPER WAS APPROPRIATE THIS IS MY SUMMARIZATION WAS COPPER WAS QUESTIONED AS QUESTION IS THAT SUMMARIZATION WAS COPPER WAS QUESTIONED AS QUESTION IS THAT SUMMARIZATION WAS COPPER WAS QUESTIONED AS QUESTION IS THAT WOULD YOU TAKE THE END OF THE QUESTIONED AS QUESTION IS THAT WOULD YOU TAKE THE END OF THE QUESTIONED AS QUESTION IS THAT WOULD YOU TAKE THE END OF THE

130TWO PART MOTION WOULD YOU TAKE WOULD YOU TAKE THE END OF THE TWO PART MOTION WOULD YOU TAKE WOULD YOU TAKE THE END OF THE TWO PART MOTION WOULD YOU TAKE UP THE PEACE AS TO WHETHER YOU TWO PART MOTION WOULD YOU TAKE UP THE PEACE AS TO WHETHER YOU TWO PART MOTION WOULD YOU TAKE UP THE PEACE AS TO WHETHER YOU WILL BE SUSPENDING THAT PORTION UP THE PEACE AS TO WHETHER YOU WILL BE SUSPENDING THAT PORTION UP THE PEACE AS TO WHETHER YOU WILL BE SUSPENDING THAT PORTION OF THE BYLAW NOW OR YOU TAKE IT WILL BE SUSPENDING THAT PORTION OF THE BYLAW NOW OR YOU TAKE IT WILL BE SUSPENDING THAT PORTION OF THE BYLAW NOW OR YOU TAKE IT UP DURING ACTION WHEN DRAFT OF THE BYLAW NOW OR YOU TAKE

131IT UP DURING ACTION WHEN DRAFT OF THE BYLAW NOW OR YOU TAKE IT UP DURING ACTION WHEN DRAFT RIVERSIDE MAKES MORE SENSE TO UP DURING ACTION WHEN DRAFT RIVERSIDE MAKES MORE SENSE TO UP DURING ACTION WHEN DRAFT RIVERSIDE MAKES MORE SENSE TO PUT TO PUT IT TOGETHER AND RIVERSIDE MAKES MORE SENSE TO PUT TO PUT IT TOGETHER AND RIVERSIDE MAKES MORE SENSE TO PUT TO PUT IT TOGETHER AND ACTION IT WILL STILL IT WON'T PUT TO PUT IT TOGETHER AND ACTION IT WILL STILL IT WON'T PUT TO PUT IT TOGETHER AND ACTION IT WILL STILL IT WON'T CHANGE WHETHER YOU TAKE UP THE ACTION IT WILL STILL IT WON'T CHANGE WHETHER YOU TAKE UP THE ACTION IT WILL STILL IT WON'T CHANGE WHETHER YOU TAKE UP THE ACTUAL POLICY AMENDMENT THAT CHANGE WHETHER YOU TAKE

132UP THE ACTUAL POLICY AMENDMENT THAT CHANGE WHETHER YOU TAKE UP THE ACTUAL POLICY AMENDMENT THAT STILL WILL STAY ON ACTION. ACTUAL POLICY AMENDMENT THAT STILL WILL STAY ON ACTION. ACTUAL POLICY AMENDMENT THAT STILL WILL STAY ON ACTION. THE QUESTION IS HOW MANY VOTES STILL WILL STAY ON ACTION. THE QUESTION IS HOW MANY VOTES STILL WILL STAY ON ACTION. THE QUESTION IS HOW MANY VOTES ON DOING THAT SO YOU COULD AT THE QUESTION IS HOW MANY VOTES ON DOING THAT SO YOU COULD AT THE QUESTION IS HOW MANY VOTES ON DOING THAT SO YOU COULD AT THIS POINT MOVE THE ADOPTION ON DOING THAT SO YOU COULD AT THIS POINT MOVE THE ADOPTION ON DOING THAT SO YOU COULD AT THIS POINT MOVE THE ADOPTION THE TO TRY TO SOLVE TO KNOW THIS POINT MOVE THE

133ADOPTION THE TO TRY TO SOLVE TO KNOW THIS POINT MOVE THE ADOPTION THE TO TRY TO SOLVE TO KNOW WHAT IT'S GOING TO BE LATER ON THE TO TRY TO SOLVE TO KNOW WHAT IT'S GOING TO BE LATER ON THE TO TRY TO SOLVE TO KNOW WHAT IT'S GOING TO BE LATER ON BUT IT'S NOT COULD CHANGE THE WHAT IT'S GOING TO BE LATER ON BUT IT'S NOT COULD CHANGE THE WHAT IT'S GOING TO BE LATER ON BUT IT'S NOT COULD CHANGE THE FACT THAT THE AMENDMENT FOR BUT IT'S NOT COULD CHANGE THE FACT THAT THE AMENDMENT FOR BUT IT'S NOT COULD CHANGE THE FACT THAT THE AMENDMENT FOR POLICY SIX IS DIVIDED WILL FACT THAT THE AMENDMENT FOR POLICY SIX IS DIVIDED WILL FACT THAT THE AMENDMENT FOR POLICY SIX IS DIVIDED WILL PLAYED

134ON AN ACTION. POLICY SIX IS DIVIDED WILL PLAYED ON AN ACTION. POLICY SIX IS DIVIDED WILL PLAYED ON AN ACTION. GLAD YOU GUYS UNDERSTAND THAT PLAYED ON AN ACTION. GLAD YOU GUYS UNDERSTAND THAT PLAYED ON AN ACTION. GLAD YOU GUYS UNDERSTAND THAT I'M STILL CONFUSED AND SO DO GLAD YOU GUYS UNDERSTAND THAT I'M STILL CONFUSED AND SO DO GLAD YOU GUYS UNDERSTAND THAT I'M STILL CONFUSED AND SO DO WANT YOU WANT DO IT NOW OR I'M STILL CONFUSED AND SO DO WANT YOU WANT DO IT NOW OR I'M STILL CONFUSED AND SO DO WANT YOU WANT DO IT NOW OR LATER OK WE'LL DO IT DO IT WANT YOU WANT DO IT NOW OR LATER OK WE'LL DO IT DO IT WANT YOU WANT DO IT NOW OR LATER OK WE'LL DO IT DO IT

135LATER. LATER OK WE'LL DO IT DO IT LATER. LATER OK WE'LL DO IT DO IT LATER. THANK YOU. LATER. THANK YOU. LATER. THANK YOU. I'M SORRY I'M I STILL SO NOW I THANK YOU. I'M SORRY I'M I STILL SO NOW I THANK YOU. I'M SORRY I'M I STILL SO NOW I GUESS WE'RE BACK TO THE I'M SORRY I'M I STILL SO NOW I GUESS WE'RE BACK TO THE I'M SORRY I'M I STILL SO NOW I GUESS WE'RE BACK TO THE ADOPTION OF THE AGENDA. GUESS WE'RE BACK TO THE ADOPTION OF THE AGENDA. GUESS WE'RE BACK TO THE ADOPTION OF THE AGENDA. DR. GREEN I AM STILL NOT CLEAR ADOPTION OF THE AGENDA. DR. GREEN I AM STILL NOT CLEAR ADOPTION OF THE AGENDA. DR. GREEN I AM STILL NOT CLEAR MLADEN ON WHAT WE WILL

136BE DR. GREEN I AM STILL NOT CLEAR MLADEN ON WHAT WE WILL BE DR. GREEN I AM STILL NOT CLEAR MLADEN ON WHAT WE WILL BE VOTING ON TO AMEND IN THE MLADEN ON WHAT WE WILL BE VOTING ON TO AMEND IN THE MLADEN ON WHAT WE WILL BE VOTING ON TO AMEND IN THE AGENDA RIGHT NOW YOU'RE STILL VOTING ON TO AMEND IN THE AGENDA RIGHT NOW YOU'RE STILL VOTING ON TO AMEND IN THE AGENDA RIGHT NOW YOU'RE STILL ON YOUR DE SO THESE ISSUES HERE AGENDA RIGHT NOW YOU'RE STILL ON YOUR DE SO THESE ISSUES HERE AGENDA RIGHT NOW YOU'RE STILL ON YOUR DE SO THESE ISSUES HERE WILL COME UP ACTION AND I CAN ON YOUR DE SO THESE ISSUES HERE WILL COME UP ACTION AND I CAN ON YOUR DE SO

137THESE ISSUES HERE WILL COME UP ACTION AND I CAN HELP YOU WHEN YOU GET TO THAT WILL COME UP ACTION AND I CAN HELP YOU WHEN YOU GET TO THAT WILL COME UP ACTION AND I CAN HELP YOU WHEN YOU GET TO THAT SECTION MIGHT I SUGGEST IT HELP YOU WHEN YOU GET TO THAT SECTION MIGHT I SUGGEST IT HELP YOU WHEN YOU GET TO THAT SECTION MIGHT I SUGGEST IT WOULD BE FINISHED YOUR ADOPTION SECTION MIGHT I SUGGEST IT WOULD BE FINISHED YOUR ADOPTION SECTION MIGHT I SUGGEST IT WOULD BE FINISHED YOUR ADOPTION THE BECAUSE YOU DON'T NEED TO WOULD BE FINISHED YOUR ADOPTION THE BECAUSE YOU DON'T NEED TO WOULD BE FINISHED YOUR ADOPTION THE BECAUSE YOU DON'T NEED TO DEAL WITH THAT RIGHT NOW. THE BECAUSE YOU DON'T NEED TO DEAL WITH

138THAT RIGHT NOW. THE BECAUSE YOU DON'T NEED TO DEAL WITH THAT RIGHT NOW. ALL RIGHT ALL RIGHT. DEAL WITH THAT RIGHT NOW. ALL RIGHT ALL RIGHT. DEAL WITH THAT RIGHT NOW. ALL RIGHT ALL RIGHT. SO WHAT ARE WE ASKING TO ADOPT ALL RIGHT ALL RIGHT. SO WHAT ARE WE ASKING TO ADOPT ALL RIGHT ALL RIGHT. SO WHAT ARE WE ASKING TO ADOPT WHICH IS WHAT YOU AND MR. SO WHAT ARE WE ASKING TO ADOPT WHICH IS WHAT YOU AND MR. SO WHAT ARE WE ASKING TO ADOPT WHICH IS WHAT YOU AND MR. KAPLAN HAD CHANGED, WHICH IS WHICH IS WHAT YOU AND MR. KAPLAN HAD CHANGED, WHICH IS WHICH IS WHAT YOU AND MR. KAPLAN HAD CHANGED, WHICH IS THE LEGISLATIVE CHANGE WHICH KAPLAN HAD CHANGED, WHICH IS THE LEGISLATIVE CHANGE WHICH KAPLAN HAD CHANGED,

139WHICH IS THE LEGISLATIVE CHANGE WHICH DR. GREEN IS VOID NOW SO IT'S THE LEGISLATIVE CHANGE WHICH DR. GREEN IS VOID NOW SO IT'S THE LEGISLATIVE CHANGE WHICH DR. GREEN IS VOID NOW SO IT'S JUST MR. CALLAN'S INFORMATION DR. GREEN IS VOID NOW SO IT'S JUST MR. CALLAN'S INFORMATION DR. GREEN IS VOID NOW SO IT'S JUST MR. CALLAN'S INFORMATION SO THE, SO THE LEGISLATIVE JUST MR. CALLAN'S INFORMATION SO THE, SO THE LEGISLATIVE JUST MR. CALLAN'S INFORMATION SO THE, SO THE LEGISLATIVE AGENDA IS UNDER INFORMATION TO SO THE, SO THE LEGISLATIVE AGENDA IS UNDER INFORMATION TO SO THE, SO THE LEGISLATIVE AGENDA IS UNDER INFORMATION TO ME SO YOU WILL BE ADOPTING THE AGENDA IS UNDER INFORMATION TO ME SO YOU WILL BE ADOPTING THE AGENDA IS UNDER INFORMATION TO ME SO YOU WILL BE ADOPTING THE

140AGENDA AS PRESENTED AND AMENDED ME SO YOU WILL BE ADOPTING THE AGENDA AS PRESENTED AND AMENDED ME SO YOU WILL BE ADOPTING THE AGENDA AS PRESENTED AND AMENDED WITH THE ADDITION OF THE AGENDA AS PRESENTED AND AMENDED WITH THE ADDITION OF THE AGENDA AS PRESENTED AND AMENDED WITH THE ADDITION OF THE LEGISLATIVE AGENDA INFORMATION WITH THE ADDITION OF THE LEGISLATIVE AGENDA INFORMATION WITH THE ADDITION OF THE LEGISLATIVE AGENDA INFORMATION ITEM IX. LEGISLATIVE AGENDA INFORMATION ITEM IX. LEGISLATIVE AGENDA INFORMATION ITEM IX. OK, I GET THAT ALL ANY FURTHER ITEM IX. OK, I GET THAT ALL ANY FURTHER ITEM IX. OK, I GET THAT ALL ANY FURTHER DISCUSSION GOING FORWARD IS OK, I GET THAT ALL ANY FURTHER DISCUSSION GOING FORWARD IS OK, I GET THAT ALL ANY FURTHER DISCUSSION GOING FORWARD IS OPEN. DISCUSSION GOING FORWARD

141IS OPEN. DISCUSSION GOING FORWARD IS OPEN. SO MADAM HERE WE HAVE EIGHT OPEN. SO MADAM HERE WE HAVE EIGHT OPEN. SO MADAM HERE WE HAVE EIGHT EYES AND THREE DAYS SO THE SO MADAM HERE WE HAVE EIGHT EYES AND THREE DAYS SO THE SO MADAM HERE WE HAVE EIGHT EYES AND THREE DAYS SO THE MOTION TO PASS FOR THE ADOPTION EYES AND THREE DAYS SO THE MOTION TO PASS FOR THE ADOPTION EYES AND THREE DAYS SO THE MOTION TO PASS FOR THE ADOPTION THE AGENDA AS AMENDED. MOTION TO PASS FOR THE ADOPTION THE AGENDA AS AMENDED. MOTION TO PASS FOR THE ADOPTION THE AGENDA AS AMENDED. THANK YOU DR. ROBERTSON. THE AGENDA AS AMENDED. THANK YOU DR. ROBERTSON. THE AGENDA AS AMENDED. THANK YOU DR. ROBERTSON. YES, THINK YOU'VE GOT ONE THANK YOU DR. ROBERTSON.

142YES, THINK YOU'VE GOT ONE THANK YOU DR. ROBERTSON. YES, THINK YOU'VE GOT ONE RECOGNITION TONIGHT RECOGNITION YES, THINK YOU'VE GOT ONE RECOGNITION TONIGHT RECOGNITION YES, THINK YOU'VE GOT ONE RECOGNITION TONIGHT RECOGNITION TONIGHT AND WE ARE PLEASED TO RECOGNITION TONIGHT RECOGNITION TONIGHT AND WE ARE PLEASED TO RECOGNITION TONIGHT RECOGNITION TONIGHT AND WE ARE PLEASED TO INTRODUCE YOU MAY MANY OF YOU TONIGHT AND WE ARE PLEASED TO INTRODUCE YOU MAY MANY OF YOU TONIGHT AND WE ARE PLEASED TO INTRODUCE YOU MAY MANY OF YOU KNOW TIFFANY JACOBS FORMERLY A INTRODUCE YOU MAY MANY OF YOU KNOW TIFFANY JACOBS FORMERLY A INTRODUCE YOU MAY MANY OF YOU KNOW TIFFANY JACOBS FORMERLY A BRANCH MANAGER DEPARTMENT KNOW TIFFANY JACOBS FORMERLY A BRANCH MANAGER DEPARTMENT KNOW TIFFANY JACOBS FORMERLY A BRANCH MANAGER DEPARTMENT OF FINANCE TO BUDGET FINANCE TO BRANCH

143MANAGER DEPARTMENT OF FINANCE TO BUDGET FINANCE TO BRANCH MANAGER DEPARTMENT OF FINANCE TO BUDGET FINANCE TO NOW BE THE DIRECTOR OF BUDGET OF FINANCE TO BUDGET FINANCE TO NOW BE THE DIRECTOR OF BUDGET OF FINANCE TO BUDGET FINANCE TO NOW BE THE DIRECTOR OF BUDGET AND FINANCE AND CONGRATULATIONS NOW BE THE DIRECTOR OF BUDGET AND FINANCE AND CONGRATULATIONS NOW BE THE DIRECTOR OF BUDGET AND FINANCE AND CONGRATULATIONS I BELIEVE YOU BROUGHT A GUEST AND FINANCE AND CONGRATULATIONS I BELIEVE YOU BROUGHT A GUEST AND FINANCE AND CONGRATULATIONS I BELIEVE YOU BROUGHT A GUEST OR GUESTS. I BELIEVE YOU BROUGHT A GUEST OR GUESTS. I BELIEVE YOU BROUGHT A GUEST OR GUESTS. YES, CONGRATULATIONS. OR GUESTS. YES, CONGRATULATIONS. OR GUESTS. YES, CONGRATULATIONS. CONGRATULATIONS IS THAT IT FOR YES, CONGRATULATIONS. CONGRATULATIONS IS THAT IT FOR YES, CONGRATULATIONS. CONGRATULATIONS

144IS THAT IT FOR THIS EVENING. CONGRATULATIONS IS THAT IT FOR THIS EVENING. CONGRATULATIONS IS THAT IT FOR THIS EVENING. ? THIS EVENING. ? THIS EVENING. ? YES, MA'AM. ? YES, MA'AM. ? YES, MA'AM. THANK YOU. YES, MA'AM. THANK YOU. YES, MA'AM. THANK YOU. OK, NOW MOVING ON TO THE THANK YOU. OK, NOW MOVING ON TO THE THANK YOU. OK, NOW MOVING ON TO THE APPROVAL OF THE MINUTES I CALL OK, NOW MOVING ON TO THE APPROVAL OF THE MINUTES I CALL OK, NOW MOVING ON TO THE APPROVAL OF THE MINUTES I CALL FOR MOTION TO APPROVE THE APPROVAL OF THE MINUTES I CALL FOR MOTION TO APPROVE THE APPROVAL OF THE MINUTES I CALL FOR MOTION TO APPROVE THE NOVEMBER TWENTY SIX TWENTY FOR MOTION TO APPROVE THE NOVEMBER TWENTY SIX TWENTY FOR MOTION TO

145APPROVE THE NOVEMBER TWENTY SIX TWENTY TWENTY TWENTY FOUR MINUTES AS NOVEMBER TWENTY SIX TWENTY TWENTY TWENTY FOUR MINUTES AS NOVEMBER TWENTY SIX TWENTY TWENTY TWENTY FOUR MINUTES AS PRESENTED MOTION MADE BY TWENTY TWENTY FOUR MINUTES AS PRESENTED MOTION MADE BY TWENTY TWENTY FOUR MINUTES AS PRESENTED MOTION MADE BY MISTAKE SECONDED BY MR. CALLEN PRESENTED MOTION MADE BY MISTAKE SECONDED BY MR. CALLEN PRESENTED MOTION MADE BY MISTAKE SECONDED BY MR. CALLEN ANY DISCUSSION DURING BOARD IS MISTAKE SECONDED BY MR. CALLEN ANY DISCUSSION DURING BOARD IS MISTAKE SECONDED BY MR. CALLEN ANY DISCUSSION DURING BOARD IS OPEN SIR MADAM CHAIR YOU HAVE A ANY DISCUSSION DURING BOARD IS OPEN SIR MADAM CHAIR YOU HAVE A ANY DISCUSSION DURING BOARD IS OPEN SIR MADAM CHAIR YOU HAVE A LEBANESE THE MOTION DID PASS OPEN SIR MADAM CHAIR YOU

146HAVE A LEBANESE THE MOTION DID PASS OPEN SIR MADAM CHAIR YOU HAVE A LEBANESE THE MOTION DID PASS FOR THE POOL OF PULL OF THE LEBANESE THE MOTION DID PASS FOR THE POOL OF PULL OF THE LEBANESE THE MOTION DID PASS FOR THE POOL OF PULL OF THE MINUTES FROM NOVEMBER TWENTY FOR THE POOL OF PULL OF THE MINUTES FROM NOVEMBER TWENTY FOR THE POOL OF PULL OF THE MINUTES FROM NOVEMBER TWENTY THANK YOU. MINUTES FROM NOVEMBER TWENTY THANK YOU. MINUTES FROM NOVEMBER TWENTY THANK YOU. THE SCHOOL BOARD WILL BOARD THANK YOU. THE SCHOOL BOARD WILL BOARD THANK YOU. THE SCHOOL BOARD WILL BOARD WILL NOW HEAR PUBLIC COMMENTS THE SCHOOL BOARD WILL BOARD WILL NOW HEAR PUBLIC COMMENTS THE SCHOOL BOARD WILL BOARD WILL NOW HEAR PUBLIC COMMENTS BEGINNING WITH THE PUBLIC WILL NOW

147HEAR PUBLIC COMMENTS BEGINNING WITH THE PUBLIC WILL NOW HEAR PUBLIC COMMENTS BEGINNING WITH THE PUBLIC HEARING OF THE FISCAL YEAR BEGINNING WITH THE PUBLIC HEARING OF THE FISCAL YEAR BEGINNING WITH THE PUBLIC HEARING OF THE FISCAL YEAR TWENTY FIVE TWENTY SIX SCHOOL HEARING OF THE FISCAL YEAR TWENTY FIVE TWENTY SIX SCHOOL HEARING OF THE FISCAL YEAR TWENTY FIVE TWENTY SIX SCHOOL OPERATING BUDGET AND FISCAL TWENTY FIVE TWENTY SIX SCHOOL OPERATING BUDGET AND FISCAL TWENTY FIVE TWENTY SIX SCHOOL OPERATING BUDGET AND FISCAL YEAR TWENTY FIVE TWENTY SIX OPERATING BUDGET AND FISCAL YEAR TWENTY FIVE TWENTY SIX OPERATING BUDGET AND FISCAL YEAR TWENTY FIVE TWENTY SIX THROUGH THIRTY THIRTY ONE YEAR TWENTY FIVE TWENTY SIX THROUGH THIRTY THIRTY ONE YEAR TWENTY FIVE TWENTY SIX THROUGH THIRTY THIRTY ONE CAPITAL IMPROVEMENT PROGRAM AND THROUGH THIRTY THIRTY ONE CAPITAL

148IMPROVEMENT PROGRAM AND THROUGH THIRTY THIRTY ONE CAPITAL IMPROVEMENT PROGRAM AND THEN COMMENTS ON MATTERS CAPITAL IMPROVEMENT PROGRAM AND THEN COMMENTS ON MATTERS CAPITAL IMPROVEMENT PROGRAM AND THEN COMMENTS ON MATTERS RELEVANT TO PRE-K THROUGH 12 THEN COMMENTS ON MATTERS RELEVANT TO PRE-K THROUGH 12 THEN COMMENTS ON MATTERS RELEVANT TO PRE-K THROUGH 12 PUBLIC EDUCATION IN VIRGINIA RELEVANT TO PRE-K THROUGH 12 PUBLIC EDUCATION IN VIRGINIA RELEVANT TO PRE-K THROUGH 12 PUBLIC EDUCATION IN VIRGINIA BEACH IN THE BUSINESS OF THE PUBLIC EDUCATION IN VIRGINIA BEACH IN THE BUSINESS OF THE PUBLIC EDUCATION IN VIRGINIA BEACH IN THE BUSINESS OF THE SCHOOL BOARD AND THE SCHOOL BEACH IN THE BUSINESS OF THE SCHOOL BOARD AND THE SCHOOL BEACH IN THE BUSINESS OF THE SCHOOL BOARD AND THE SCHOOL DIVISION FROM CITIZEN AND SCHOOL BOARD AND THE SCHOOL DIVISION FROM

149CITIZEN AND SCHOOL BOARD AND THE SCHOOL DIVISION FROM CITIZEN AND DELEGATIONS WHO SIGNED UP WITH DIVISION FROM CITIZEN AND DELEGATIONS WHO SIGNED UP WITH DIVISION FROM CITIZEN AND DELEGATIONS WHO SIGNED UP WITH THE SCHOOL BOARD CLARK PRIOR TO DELEGATIONS WHO SIGNED UP WITH THE SCHOOL BOARD CLARK PRIOR TO DELEGATIONS WHO SIGNED UP WITH THE SCHOOL BOARD CLARK PRIOR TO NOON TODAY AS ALWAYS RESPECTING THE SCHOOL BOARD CLARK PRIOR TO NOON TODAY AS ALWAYS RESPECTING THE SCHOOL BOARD CLARK PRIOR TO NOON TODAY AS ALWAYS RESPECTING KINDNESS I APPRECIATE IT SO NOON TODAY AS ALWAYS RESPECTING KINDNESS I APPRECIATE IT SO NOON TODAY AS ALWAYS RESPECTING KINDNESS I APPRECIATE IT SO MUCH AND MADAM AND MADAM CLERK, KINDNESS I APPRECIATE IT SO MUCH AND MADAM AND MADAM CLERK, KINDNESS I APPRECIATE IT SO MUCH AND MADAM AND

150MADAM CLERK, WOULD YOU PLEASE ANNOUNCE OUR MUCH AND MADAM AND MADAM CLERK, WOULD YOU PLEASE ANNOUNCE OUR MUCH AND MADAM AND MADAM CLERK, WOULD YOU PLEASE ANNOUNCE OUR FIRST PUBLIC COMMENT SPEAKER WOULD YOU PLEASE ANNOUNCE OUR FIRST PUBLIC COMMENT SPEAKER WOULD YOU PLEASE ANNOUNCE OUR FIRST PUBLIC COMMENT SPEAKER AFTER SPEAKER FOR THE PUBLIC FIRST PUBLIC COMMENT SPEAKER AFTER SPEAKER FOR THE PUBLIC FIRST PUBLIC COMMENT SPEAKER AFTER SPEAKER FOR THE PUBLIC HEARING ON THE BUDGET IS AFTER SPEAKER FOR THE PUBLIC HEARING ON THE BUDGET IS AFTER SPEAKER FOR THE PUBLIC HEARING ON THE BUDGET IS STANCHING WELCOME MR. CHENEY HEARING ON THE BUDGET IS STANCHING WELCOME MR. CHENEY HEARING ON THE BUDGET IS STANCHING WELCOME MR. CHENEY AND SO ON OH YEAH WELL MISS STANCHING WELCOME MR. CHENEY AND SO ON OH YEAH WELL MISS STANCHING

151WELCOME MR. CHENEY AND SO ON OH YEAH WELL MISS MELNYK MELNIK WITH RESPECT AND AND SO ON OH YEAH WELL MISS MELNYK MELNIK WITH RESPECT AND AND SO ON OH YEAH WELL MISS MELNYK MELNIK WITH RESPECT AND KINDNESS I CANNOT OVEREMPHASIZE MELNYK MELNIK WITH RESPECT AND KINDNESS I CANNOT OVEREMPHASIZE MELNYK MELNIK WITH RESPECT AND KINDNESS I CANNOT OVEREMPHASIZE THAT THE FUNDING FOR CPS IS KINDNESS I CANNOT OVEREMPHASIZE THAT THE FUNDING FOR CPS IS KINDNESS I CANNOT OVEREMPHASIZE THAT THE FUNDING FOR CPS IS TAXPAYER PROVIDED FUNDS BOTH THAT THE FUNDING FOR CPS IS TAXPAYER PROVIDED FUNDS BOTH THAT THE FUNDING FOR CPS IS TAXPAYER PROVIDED FUNDS BOTH THE OPERATING BUDGET AND THE TAXPAYER PROVIDED FUNDS BOTH THE OPERATING BUDGET AND THE TAXPAYER PROVIDED FUNDS BOTH THE OPERATING BUDGET AND THE SIPI SCHOOL BOARD HAS A THE

152OPERATING BUDGET AND THE SIPI SCHOOL BOARD HAS A THE OPERATING BUDGET AND THE SIPI SCHOOL BOARD HAS A RESPONSIBILITY TO THE TAXPAYERS SIPI SCHOOL BOARD HAS A RESPONSIBILITY TO THE TAXPAYERS SIPI SCHOOL BOARD HAS A RESPONSIBILITY TO THE TAXPAYERS TO PROVIDE AND EDUCATION TO THE RESPONSIBILITY TO THE TAXPAYERS TO PROVIDE AND EDUCATION TO THE RESPONSIBILITY TO THE TAXPAYERS TO PROVIDE AND EDUCATION TO THE CHILDREN OF VIRGINIA BEACH THIS TO PROVIDE AND EDUCATION TO THE CHILDREN OF VIRGINIA BEACH THIS TO PROVIDE AND EDUCATION TO THE CHILDREN OF VIRGINIA BEACH THIS GOES WITH A REQUIREMENT TO CHILDREN OF VIRGINIA BEACH THIS GOES WITH A REQUIREMENT TO CHILDREN OF VIRGINIA BEACH THIS GOES WITH A REQUIREMENT TO ACCOMPLISH THIS WITH FISCAL GOES WITH A REQUIREMENT TO ACCOMPLISH THIS WITH FISCAL GOES WITH A REQUIREMENT TO ACCOMPLISH THIS WITH

153FISCAL RESPONSIBILITY. ACCOMPLISH THIS WITH FISCAL RESPONSIBILITY. ACCOMPLISH THIS WITH FISCAL RESPONSIBILITY. THIS SCHOOL BOARD AND VEHBI CPS RESPONSIBILITY. THIS SCHOOL BOARD AND VEHBI CPS RESPONSIBILITY. THIS SCHOOL BOARD AND VEHBI CPS LEADERSHIP HAVE NOT THIS SCHOOL BOARD AND VEHBI CPS LEADERSHIP HAVE NOT THIS SCHOOL BOARD AND VEHBI CPS LEADERSHIP HAVE NOT DEMONSTRATED FISCAL LEADERSHIP HAVE NOT DEMONSTRATED FISCAL LEADERSHIP HAVE NOT DEMONSTRATED FISCAL RESPONSIBILITY. DEMONSTRATED FISCAL RESPONSIBILITY. DEMONSTRATED FISCAL RESPONSIBILITY. BOTH BUDGETS SHOULD REMAIN RESPONSIBILITY. BOTH BUDGETS SHOULD REMAIN RESPONSIBILITY. BOTH BUDGETS SHOULD REMAIN WITHIN ESTIMATED FUNDING BOTH BUDGETS SHOULD REMAIN WITHIN ESTIMATED FUNDING BOTH BUDGETS SHOULD REMAIN WITHIN ESTIMATED FUNDING SOURCES THEY SHOULD NOT RELY ON WITHIN ESTIMATED FUNDING SOURCES THEY SHOULD NOT RELY ON WITHIN ESTIMATED FUNDING SOURCES THEY SHOULD NOT RELY ON TAX INCREASES BOTH BUDGETS SOURCES THEY SHOULD NOT RELY ON TAX INCREASES BOTH

154BUDGETS SOURCES THEY SHOULD NOT RELY ON TAX INCREASES BOTH BUDGETS SHOULD BE REQUIREMENTS BASED TAX INCREASES BOTH BUDGETS SHOULD BE REQUIREMENTS BASED TAX INCREASES BOTH BUDGETS SHOULD BE REQUIREMENTS BASED EDUCATIONAL REQUIRE IT'S NOT, SHOULD BE REQUIREMENTS BASED EDUCATIONAL REQUIRE IT'S NOT, SHOULD BE REQUIREMENTS BASED EDUCATIONAL REQUIRE IT'S NOT, EQUITY AND INCLUSION SOCIAL EDUCATIONAL REQUIRE IT'S NOT, EQUITY AND INCLUSION SOCIAL EDUCATIONAL REQUIRE IT'S NOT, EQUITY AND INCLUSION SOCIAL EMOTIONAL LEARNING AND SOCIAL EQUITY AND INCLUSION SOCIAL EMOTIONAL LEARNING AND SOCIAL EQUITY AND INCLUSION SOCIAL EMOTIONAL LEARNING AND SOCIAL ENGINEERING REQUIREMENTS AN EMOTIONAL LEARNING AND SOCIAL ENGINEERING REQUIREMENTS AN EMOTIONAL LEARNING AND SOCIAL ENGINEERING REQUIREMENTS AN EXAMPLE OF THIS IS A SOLE ENGINEERING REQUIREMENTS AN EXAMPLE OF THIS IS A SOLE ENGINEERING REQUIREMENTS AN EXAMPLE OF THIS IS A SOLE SOURCE CONTRACT THAT I BELIEVE EXAMPLE OF THIS

155IS A SOLE SOURCE CONTRACT THAT I BELIEVE EXAMPLE OF THIS IS A SOLE SOURCE CONTRACT THAT I BELIEVE HAS BEEN EXPIRED TO PANORAMA SOURCE CONTRACT THAT I BELIEVE HAS BEEN EXPIRED TO PANORAMA SOURCE CONTRACT THAT I BELIEVE HAS BEEN EXPIRED TO PANORAMA EDUCATION CEO THE DEVELOPMENT HAS BEEN EXPIRED TO PANORAMA EDUCATION CEO THE DEVELOPMENT HAS BEEN EXPIRED TO PANORAMA EDUCATION CEO THE DEVELOPMENT THE DEVELOPMENT OF THE EDUCATION CEO THE DEVELOPMENT THE DEVELOPMENT OF THE EDUCATION CEO THE DEVELOPMENT THE DEVELOPMENT OF THE OPERATING BUDGET SHOULD TAKE THE DEVELOPMENT OF THE OPERATING BUDGET SHOULD TAKE THE DEVELOPMENT OF THE OPERATING BUDGET SHOULD TAKE INTO ACCOUNT THE DEPARTMENT'S OPERATING BUDGET SHOULD TAKE INTO ACCOUNT THE DEPARTMENT'S OPERATING BUDGET SHOULD TAKE INTO ACCOUNT THE DEPARTMENT'S IN LINE ITEM EXPENDITURE RATES INTO ACCOUNT THE DEPARTMENT'S IN LINE ITEM EXPENDITURE RATES

156INTO ACCOUNT THE DEPARTMENT'S IN LINE ITEM EXPENDITURE RATES AND REVIEW VARIANCES FOR BUDGET IN LINE ITEM EXPENDITURE RATES AND REVIEW VARIANCES FOR BUDGET IN LINE ITEM EXPENDITURE RATES AND REVIEW VARIANCES FOR BUDGET ADJUSTMENTS THIS IS A COMMON AND REVIEW VARIANCES FOR BUDGET ADJUSTMENTS THIS IS A COMMON AND REVIEW VARIANCES FOR BUDGET ADJUSTMENTS THIS IS A COMMON PRACTICE THE CIBC IP BUDGET ADJUSTMENTS THIS IS A COMMON PRACTICE THE CIBC IP BUDGET ADJUSTMENTS THIS IS A COMMON PRACTICE THE CIBC IP BUDGET SHOULD BE BASED ON ACTUAL PRACTICE THE CIBC IP BUDGET SHOULD BE BASED ON ACTUAL PRACTICE THE CIBC IP BUDGET SHOULD BE BASED ON ACTUAL ASSESSMENTS AND NOT FISCAL SHOULD BE BASED ON ACTUAL ASSESSMENTS AND NOT FISCAL SHOULD BE BASED ON ACTUAL ASSESSMENTS AND NOT FISCAL ESTIMATES WHICH ARE BASED ON ASSESSMENTS AND NOT FISCAL

157ESTIMATES WHICH ARE BASED ON ASSESSMENTS AND NOT FISCAL ESTIMATES WHICH ARE BASED ON REALITY WITH THE NEW ESTIMATES WHICH ARE BASED ON REALITY WITH THE NEW ESTIMATES WHICH ARE BASED ON REALITY WITH THE NEW ADMINISTRATION COMING INTO REALITY WITH THE NEW ADMINISTRATION COMING INTO REALITY WITH THE NEW ADMINISTRATION COMING INTO OFFICE 20 JANUARY TWENTY TWENTY ADMINISTRATION COMING INTO OFFICE 20 JANUARY TWENTY TWENTY ADMINISTRATION COMING INTO OFFICE 20 JANUARY TWENTY TWENTY FIVE AND CHANGES IN THE OFFICE 20 JANUARY TWENTY TWENTY FIVE AND CHANGES IN THE OFFICE 20 JANUARY TWENTY TWENTY FIVE AND CHANGES IN THE DEPARTMENT OF EDUCATION FIVE AND CHANGES IN THE DEPARTMENT OF EDUCATION FIVE AND CHANGES IN THE DEPARTMENT OF EDUCATION REGARDING FEDERAL FUNDING THERE DEPARTMENT OF EDUCATION REGARDING FEDERAL FUNDING THERE DEPARTMENT OF EDUCATION REGARDING FEDERAL FUNDING THERE SHOULD BE A REVIEW

158OF PROGRAM REGARDING FEDERAL FUNDING THERE SHOULD BE A REVIEW OF PROGRAM REGARDING FEDERAL FUNDING THERE SHOULD BE A REVIEW OF PROGRAM CURRENT PROGRAMS FOR COMPLIANCE SHOULD BE A REVIEW OF PROGRAM CURRENT PROGRAMS FOR COMPLIANCE SHOULD BE A REVIEW OF PROGRAM CURRENT PROGRAMS FOR COMPLIANCE WITH THE US CONSTITUTION. CURRENT PROGRAMS FOR COMPLIANCE WITH THE US CONSTITUTION. CURRENT PROGRAMS FOR COMPLIANCE WITH THE US CONSTITUTION. NONCOMPLIANCE COULD RESULT IN WITH THE US CONSTITUTION. NONCOMPLIANCE COULD RESULT IN WITH THE US CONSTITUTION. NONCOMPLIANCE COULD RESULT IN LOSING FEDERAL FUNDING LASTLY, NONCOMPLIANCE COULD RESULT IN LOSING FEDERAL FUNDING LASTLY, NONCOMPLIANCE COULD RESULT IN LOSING FEDERAL FUNDING LASTLY, THE PAST AND CURRENT OPERATING LOSING FEDERAL FUNDING LASTLY, THE PAST AND CURRENT OPERATING LOSING FEDERAL FUNDING LASTLY, THE PAST AND CURRENT OPERATING BUDGET CENSORSHIP SKYPE DO NOT THE PAST AND CURRENT OPERATING BUDGET

159CENSORSHIP SKYPE DO NOT THE PAST AND CURRENT OPERATING BUDGET CENSORSHIP SKYPE DO NOT FOLLOW THAT ULTIMATE BUDGET CENSORSHIP SKYPE DO NOT FOLLOW THAT ULTIMATE BUDGET CENSORSHIP SKYPE DO NOT FOLLOW THAT ULTIMATE RESPONSIBILITY OF THE SCHOOL FOLLOW THAT ULTIMATE RESPONSIBILITY OF THE SCHOOL FOLLOW THAT ULTIMATE RESPONSIBILITY OF THE SCHOOL BOARD AND VBC CPS LEADERSHIP RESPONSIBILITY OF THE SCHOOL BOARD AND VBC CPS LEADERSHIP RESPONSIBILITY OF THE SCHOOL BOARD AND VBC CPS LEADERSHIP STUDENTS TO CITIZENS AND BOARD AND VBC CPS LEADERSHIP STUDENTS TO CITIZENS AND BOARD AND VBC CPS LEADERSHIP STUDENTS TO CITIZENS AND TAXPAYERS. STUDENTS TO CITIZENS AND TAXPAYERS. STUDENTS TO CITIZENS AND TAXPAYERS. YOUR PRIORITIES OFF WHEN THE TAXPAYERS. YOUR PRIORITIES OFF WHEN THE TAXPAYERS. YOUR PRIORITIES OFF WHEN THE TWENTY TWENTY FIVE TWENTY YOUR PRIORITIES OFF WHEN THE TWENTY TWENTY FIVE TWENTY YOUR PRIORITIES OFF

160WHEN THE TWENTY TWENTY FIVE TWENTY TWENTY SIX OPERATING BUDGET ON TWENTY TWENTY FIVE TWENTY TWENTY SIX OPERATING BUDGET ON TWENTY TWENTY FIVE TWENTY TWENTY SIX OPERATING BUDGET ON SKYPE ARE AVAILABLE FOR TWENTY SIX OPERATING BUDGET ON SKYPE ARE AVAILABLE FOR TWENTY SIX OPERATING BUDGET ON SKYPE ARE AVAILABLE FOR TAXPAYER REVIEW I LOOK FORWARD SKYPE ARE AVAILABLE FOR TAXPAYER REVIEW I LOOK FORWARD SKYPE ARE AVAILABLE FOR TAXPAYER REVIEW I LOOK FORWARD TO SEEING A REPRIVATIZATION TAXPAYER REVIEW I LOOK FORWARD TO SEEING A REPRIVATIZATION TAXPAYER REVIEW I LOOK FORWARD TO SEEING A REPRIVATIZATION BACK TO EDUCATION ON ANOTHER TO SEEING A REPRIVATIZATION BACK TO EDUCATION ON ANOTHER TO SEEING A REPRIVATIZATION BACK TO EDUCATION ON ANOTHER NOTE I KNOW THAT THERE IS AN BACK TO EDUCATION ON ANOTHER EFFORT AFOOT ON SALARIES I HOPE THAT WHEN YOU

161TAKE A LOOK AT EFFORT AFOOT ON SALARIES I HOPE THAT WHEN YOU TAKE A LOOK AT EFFORT AFOOT ON SALARIES I HOPE THAT WHEN YOU TAKE A LOOK AT THE TWENTY TWENTY FIVE TWENTY THAT WHEN YOU TAKE A LOOK AT THE TWENTY TWENTY FIVE TWENTY THAT WHEN YOU TAKE A LOOK AT THE TWENTY TWENTY FIVE TWENTY TWENTY SIX OPERATING BUDGET YOU THE TWENTY TWENTY FIVE TWENTY TWENTY SIX OPERATING BUDGET YOU THE TWENTY TWENTY FIVE TWENTY TWENTY SIX OPERATING BUDGET YOU TAKE IN CONSIDERATION >> THE TWENTY SIX OPERATING BUDGET YOU TAKE IN CONSIDERATION >> THE TWENTY SIX OPERATING BUDGET YOU TAKE IN CONSIDERATION >> THE SCHOOL BUS DRIVERS THE FOOD TAKE IN CONSIDERATION >> THE SCHOOL BUS DRIVERS THE FOOD TAKE IN CONSIDERATION >> THE SCHOOL BUS DRIVERS THE FOOD SERVICE PROVIDERS, THE SCHOOL BUS DRIVERS

162THE FOOD SERVICE PROVIDERS, THE SCHOOL BUS DRIVERS THE FOOD SERVICE PROVIDERS, THE CUSTODIANS TO GET INADEQUATE SERVICE PROVIDERS, THE CUSTODIANS TO GET INADEQUATE SERVICE PROVIDERS, THE CUSTODIANS TO GET INADEQUATE ADEQUATE ADJUSTMENT TO THEIR CUSTODIANS TO GET INADEQUATE ADEQUATE ADJUSTMENT TO THEIR CUSTODIANS TO GET INADEQUATE ADEQUATE ADJUSTMENT TO THEIR SALARIES THANK YOU AND HAVE A ADEQUATE ADJUSTMENT TO THEIR SALARIES THANK YOU AND HAVE A ADEQUATE ADJUSTMENT TO THEIR SALARIES THANK YOU AND HAVE A NICE CHRISTMAS I GUESS I COULD SALARIES THANK YOU AND HAVE A NICE CHRISTMAS I GUESS I COULD SALARIES THANK YOU AND HAVE A NICE CHRISTMAS I GUESS I COULD SAY MERRY CHRISTMAS. NICE CHRISTMAS I GUESS I COULD SAY MERRY CHRISTMAS. NICE CHRISTMAS I GUESS I COULD SAY MERRY CHRISTMAS. THANK THAT WAS OUR ONLY SPEAKER SAY MERRY CHRISTMAS. THANK THAT WAS

163OUR ONLY SPEAKER SAY MERRY CHRISTMAS. THANK THAT WAS OUR ONLY SPEAKER FOR THE FOR THE PUBLIC HEARING THANK THAT WAS OUR ONLY SPEAKER FOR THE FOR THE PUBLIC HEARING THANK THAT WAS OUR ONLY SPEAKER FOR THE FOR THE PUBLIC HEARING ON THE BUDGET. FOR THE FOR THE PUBLIC HEARING ON THE BUDGET. FOR THE FOR THE PUBLIC HEARING ON THE BUDGET. OUR NEXT GROUP SPEAKERS WILL BE ON THE BUDGET. OUR NEXT GROUP SPEAKERS WILL BE ON THE BUDGET. OUR NEXT GROUP SPEAKERS WILL BE MELINDA ROGERS ANGIE WOINARSKI OUR NEXT GROUP SPEAKERS WILL BE MELINDA ROGERS ANGIE WOINARSKI OUR NEXT GROUP SPEAKERS WILL BE MELINDA ROGERS ANGIE WOINARSKI AND SUSAN SALTY'S. MELINDA ROGERS ANGIE WOINARSKI AND SUSAN SALTY'S. MELINDA ROGERS ANGIE WOINARSKI AND SUSAN SALTY'S. JACK GOOD EVENING THIS EVENING AND SUSAN SALTY'S. JACK GOOD EVENING THIS

164EVENING AND SUSAN SALTY'S. JACK GOOD EVENING THIS EVENING HAVE CHOSEN SPEAK ON THE CELL JACK GOOD EVENING THIS EVENING HAVE CHOSEN SPEAK ON THE CELL JACK GOOD EVENING THIS EVENING HAVE CHOSEN SPEAK ON THE CELL PHONE POLICY FROM THE HAVE CHOSEN SPEAK ON THE CELL PHONE POLICY FROM THE HAVE CHOSEN SPEAK ON THE CELL PHONE POLICY FROM THE PERSPECTIVE OF A PARENT I PHONE POLICY FROM THE PERSPECTIVE OF A PARENT I PHONE POLICY FROM THE PERSPECTIVE OF A PARENT I REVIEWED THE GOVERNORS PERSPECTIVE OF A PARENT I REVIEWED THE GOVERNORS PERSPECTIVE OF A PARENT I REVIEWED THE GOVERNORS EXECUTIVE ORDER REGARDING CELL REVIEWED THE GOVERNORS EXECUTIVE ORDER REGARDING CELL REVIEWED THE GOVERNORS EXECUTIVE ORDER REGARDING CELL PHONE FREE LEARNING EXECUTIVE ORDER REGARDING CELL PHONE FREE LEARNING EXECUTIVE ORDER REGARDING CELL PHONE FREE LEARNING ENVIRONMENTS IN

165VIRGINIA PHONE FREE LEARNING ENVIRONMENTS IN VIRGINIA PHONE FREE LEARNING ENVIRONMENTS IN VIRGINIA SCHOOLS I UNDERSTAND THE ENVIRONMENTS IN VIRGINIA SCHOOLS I UNDERSTAND THE ENVIRONMENTS IN VIRGINIA SCHOOLS I UNDERSTAND THE GOVERNOR'S INTENTION TO REDUCE SCHOOLS I UNDERSTAND THE GOVERNOR'S INTENTION TO REDUCE SCHOOLS I UNDERSTAND THE GOVERNOR'S INTENTION TO REDUCE DISTRACTION STUDENTS LEARNING GOVERNOR'S INTENTION TO REDUCE DISTRACTION STUDENTS LEARNING GOVERNOR'S INTENTION TO REDUCE DISTRACTION STUDENTS LEARNING ENVIRONMENTS AND AGREE THAT DISTRACTION STUDENTS LEARNING ENVIRONMENTS AND AGREE THAT DISTRACTION STUDENTS LEARNING ENVIRONMENTS AND AGREE THAT CELL PHONE USAGE IS DISTRACTION ENVIRONMENTS AND AGREE THAT CELL PHONE USAGE IS DISTRACTION ENVIRONMENTS AND AGREE THAT CELL PHONE USAGE IS DISTRACTION PARTICULARLY FOR OUR SECONDARY CELL PHONE USAGE IS DISTRACTION PARTICULARLY FOR OUR SECONDARY CELL PHONE USAGE IS DISTRACTION PARTICULARLY FOR OUR SECONDARY STUDENTS DURING INSTRUCTIONAL PARTICULARLY FOR OUR SECONDARY STUDENTS DURING

166INSTRUCTIONAL PARTICULARLY FOR OUR SECONDARY STUDENTS DURING INSTRUCTIONAL TIME HOWEVER I DID NOT FIND STUDENTS DURING INSTRUCTIONAL TIME HOWEVER I DID NOT FIND STUDENTS DURING INSTRUCTIONAL TIME HOWEVER I DID NOT FIND SPECIFIC LANGUAGE SPECIFIC TIME HOWEVER I DID NOT FIND SPECIFIC LANGUAGE SPECIFIC TIME HOWEVER I DID NOT FIND SPECIFIC LANGUAGE SPECIFIC LANGUAGE IN THE EXECUTIVE ORDER SPECIFIC LANGUAGE SPECIFIC LANGUAGE IN THE EXECUTIVE ORDER SPECIFIC LANGUAGE SPECIFIC LANGUAGE IN THE EXECUTIVE ORDER ADDRESSING HOW SCHOOL BOARDS LANGUAGE IN THE EXECUTIVE ORDER ADDRESSING HOW SCHOOL BOARDS LANGUAGE IN THE EXECUTIVE ORDER ADDRESSING HOW SCHOOL BOARDS ARE EXPECTED TO ENFORCE THIS ADDRESSING HOW SCHOOL BOARDS ARE EXPECTED TO ENFORCE THIS ADDRESSING HOW SCHOOL BOARDS ARE EXPECTED TO ENFORCE THIS POLICY I BELIEVE THIS IS LIKELY ARE EXPECTED TO ENFORCE THIS POLICY I BELIEVE THIS IS LIKELY ARE EXPECTED TO ENFORCE

167THIS POLICY I BELIEVE THIS IS LIKELY BECAUSE THE GOVERNOR HAS LEFT POLICY I BELIEVE THIS IS LIKELY BECAUSE THE GOVERNOR HAS LEFT POLICY I BELIEVE THIS IS LIKELY BECAUSE THE GOVERNOR HAS LEFT THE IMPLEMENTATION OF THIS BECAUSE THE GOVERNOR HAS LEFT THE IMPLEMENTATION OF THIS BECAUSE THE GOVERNOR HAS LEFT THE IMPLEMENTATION OF THIS POLICY THE DISCRETION OF EACH THE IMPLEMENTATION OF THIS POLICY THE DISCRETION OF EACH THE IMPLEMENTATION OF THIS POLICY THE DISCRETION OF EACH SCHOOL DIVISION ALLOWING FOR POLICY THE DISCRETION OF EACH SCHOOL DIVISION ALLOWING FOR POLICY THE DISCRETION OF EACH SCHOOL DIVISION ALLOWING FOR FLEXIBILITY TAYLOR THE APPROACH SCHOOL DIVISION ALLOWING FOR FLEXIBILITY TAYLOR THE APPROACH SCHOOL DIVISION ALLOWING FOR FLEXIBILITY TAYLOR THE APPROACH TO THE UNIQUENESS OF EACH FLEXIBILITY TAYLOR THE APPROACH TO THE UNIQUENESS OF EACH FLEXIBILITY TAYLOR THE APPROACH TO

168THE UNIQUENESS OF EACH OF EACH COMMUNITY AND DISTRICT TO THE UNIQUENESS OF EACH OF EACH COMMUNITY AND DISTRICT TO THE UNIQUENESS OF EACH OF EACH COMMUNITY AND DISTRICT IN VIRGINIA VIRGINIA BEACH CITY OF EACH COMMUNITY AND DISTRICT IN VIRGINIA VIRGINIA BEACH CITY OF EACH COMMUNITY AND DISTRICT IN VIRGINIA VIRGINIA BEACH CITY PUBLIC SCHOOLS HAS IN VIRGINIA VIRGINIA BEACH CITY PUBLIC SCHOOLS HAS IN VIRGINIA VIRGINIA BEACH CITY PUBLIC SCHOOLS HAS DISTINGUISHED ITSELF BY PUBLIC SCHOOLS HAS DISTINGUISHED ITSELF BY PUBLIC SCHOOLS HAS DISTINGUISHED ITSELF BY OFFERING INNOVATIVE LEARNING DISTINGUISHED ITSELF BY OFFERING INNOVATIVE LEARNING DISTINGUISHED ITSELF BY OFFERING INNOVATIVE LEARNING OPPORTUNITIES THAT ARE UNIQUE OFFERING INNOVATIVE LEARNING OPPORTUNITIES THAT ARE UNIQUE OFFERING INNOVATIVE LEARNING OPPORTUNITIES THAT ARE UNIQUE TO VIRGINIA AND NOT AVAILABLE OPPORTUNITIES THAT ARE UNIQUE TO VIRGINIA AND NOT AVAILABLE OPPORTUNITIES THAT ARE UNIQUE TO

169VIRGINIA AND NOT AVAILABLE AND OTHER DISTRICTS ACROSS THE TO VIRGINIA AND NOT AVAILABLE AND OTHER DISTRICTS ACROSS THE TO VIRGINIA AND NOT AVAILABLE AND OTHER DISTRICTS ACROSS THE COMMONWEALTH. AND OTHER DISTRICTS ACROSS THE COMMONWEALTH. AND OTHER DISTRICTS ACROSS THE COMMONWEALTH. ONE SUCH PROGRAM IS THE CONCEPT COMMONWEALTH. ONE SUCH PROGRAM IS THE CONCEPT COMMONWEALTH. ONE SUCH PROGRAM IS THE CONCEPT OF ONE LUNCH THIS INNOVATIVE ONE SUCH PROGRAM IS THE CONCEPT OF ONE LUNCH THIS INNOVATIVE ONE SUCH PROGRAM IS THE CONCEPT OF ONE LUNCH THIS INNOVATIVE PROGRAM STUDENTS TO AVOID OF ONE LUNCH THIS INNOVATIVE PROGRAM STUDENTS TO AVOID OF ONE LUNCH THIS INNOVATIVE PROGRAM STUDENTS TO AVOID OVERCROWDED CAFETERIAS DURING PROGRAM STUDENTS TO AVOID OVERCROWDED CAFETERIAS DURING PROGRAM STUDENTS TO AVOID OVERCROWDED CAFETERIAS DURING LUNCH AND INSTEAD CHOOSE FROM A OVERCROWDED CAFETERIAS DURING LUNCH AND INSTEAD

170CHOOSE FROM A OVERCROWDED CAFETERIAS DURING LUNCH AND INSTEAD CHOOSE FROM A WIDE RANGE OF SPACES THROUGHOUT LUNCH AND INSTEAD CHOOSE FROM A WIDE RANGE OF SPACES THROUGHOUT LUNCH AND INSTEAD CHOOSE FROM A WIDE RANGE OF SPACES THROUGHOUT THE SCHOOL BUILDING ONE LUNCH WIDE RANGE OF SPACES THROUGHOUT THE SCHOOL BUILDING ONE LUNCH WIDE RANGE OF SPACES THROUGHOUT THE SCHOOL BUILDING ONE LUNCH HAS BECOME HIGHLY POPULAR AND THE SCHOOL BUILDING ONE LUNCH HAS BECOME HIGHLY POPULAR AND THE SCHOOL BUILDING ONE LUNCH HAS BECOME HIGHLY POPULAR AND SUCCESSFUL ADDITION TO OUR HAS BECOME HIGHLY POPULAR AND SUCCESSFUL ADDITION TO OUR HAS BECOME HIGHLY POPULAR AND SUCCESSFUL ADDITION TO OUR SCHOOLS, OFFERING STUDENTS THE SUCCESSFUL ADDITION TO OUR SCHOOLS, OFFERING STUDENTS THE SUCCESSFUL ADDITION TO OUR SCHOOLS, OFFERING STUDENTS THE CHANCE TO READ STUDY, SCHOOLS, OFFERING STUDENTS THE CHANCE

171TO READ STUDY, SCHOOLS, OFFERING STUDENTS THE CHANCE TO READ STUDY, SOCIALIZE, SEE TUTORING OR CHANCE TO READ STUDY, SOCIALIZE, SEE TUTORING OR CHANCE TO READ STUDY, SOCIALIZE, SEE TUTORING OR PARTICIPATE IN CLUBS DURING SOCIALIZE, SEE TUTORING OR PARTICIPATE IN CLUBS DURING SOCIALIZE, SEE TUTORING OR PARTICIPATE IN CLUBS DURING THIS TIME MANY STUDENTS USE PARTICIPATE IN CLUBS DURING THIS TIME MANY STUDENTS USE PARTICIPATE IN CLUBS DURING THIS TIME MANY STUDENTS USE THEIR CELL PHONES TO ORGANIZE THIS TIME MANY STUDENTS USE THEIR CELL PHONES TO ORGANIZE THIS TIME MANY STUDENTS USE THEIR CELL PHONES TO ORGANIZE PLANS STUDY READ OR CONNECT THEIR CELL PHONES TO ORGANIZE PLANS STUDY READ OR CONNECT THEIR CELL PHONES TO ORGANIZE PLANS STUDY READ OR CONNECT WITH PEERS IN OTHER IN OTHER PLANS STUDY READ OR CONNECT WITH PEERS IN OTHER IN

172OTHER PLANS STUDY READ OR CONNECT WITH PEERS IN OTHER IN OTHER AREAS OF THE SCHOOL AS A PARENT WITH PEERS IN OTHER IN OTHER AREAS OF THE SCHOOL AS A PARENT WITH PEERS IN OTHER IN OTHER AREAS OF THE SCHOOL AS A PARENT I ACKNOWLEDGE THAT CELL PHONES AREAS OF THE SCHOOL AS A PARENT I ACKNOWLEDGE THAT CELL PHONES AREAS OF THE SCHOOL AS A PARENT I ACKNOWLEDGE THAT CELL PHONES AND TECHNOLOGY WILL PLAY AN I ACKNOWLEDGE THAT CELL PHONES AND TECHNOLOGY WILL PLAY AN I ACKNOWLEDGE THAT CELL PHONES AND TECHNOLOGY WILL PLAY AN INCREASING INTEGRAL ROLE IN MY AND TECHNOLOGY WILL PLAY AN INCREASING INTEGRAL ROLE IN MY AND TECHNOLOGY WILL PLAY AN INCREASING INTEGRAL ROLE IN MY CHILDREN'S FUTURE IN WAYS THAT INCREASING INTEGRAL ROLE IN MY CHILDREN'S FUTURE IN WAYS THAT INCREASING

173INTEGRAL ROLE IN MY CHILDREN'S FUTURE IN WAYS THAT WERE UNMANAGEABLE WHEN I WAS CHILDREN'S FUTURE IN WAYS THAT WERE UNMANAGEABLE WHEN I WAS CHILDREN'S FUTURE IN WAYS THAT WERE UNMANAGEABLE WHEN I WAS THEIR AGE I GREW UP IN AN ERA WERE UNMANAGEABLE WHEN I WAS THEIR AGE I GREW UP IN AN ERA WERE UNMANAGEABLE WHEN I WAS THEIR AGE I GREW UP IN AN ERA OF LIMITED TECHNOLOGY OUR HIGH THEIR AGE I GREW UP IN AN ERA OF LIMITED TECHNOLOGY OUR HIGH THEIR AGE I GREW UP IN AN ERA OF LIMITED TECHNOLOGY OUR HIGH SCHOOL COMPUTER ROOM CONSISTED OF LIMITED TECHNOLOGY OUR HIGH SCHOOL COMPUTER ROOM CONSISTED OF LIMITED TECHNOLOGY OUR HIGH SCHOOL COMPUTER ROOM CONSISTED OF A FEW DESKTOP COMPUTERS WERE SCHOOL COMPUTER ROOM CONSISTED OF A FEW DESKTOP COMPUTERS WERE SCHOOL COMPUTER ROOM

174CONSISTED OF A FEW DESKTOP COMPUTERS WERE STUDENTS TOOK TURNS PRACTICING OF A FEW DESKTOP COMPUTERS WERE STUDENTS TOOK TURNS PRACTICING OF A FEW DESKTOP COMPUTERS WERE STUDENTS TOOK TURNS PRACTICING DOS COMMANDS AND THE IDEA OF A STUDENTS TOOK TURNS PRACTICING DOS COMMANDS AND THE IDEA OF A STUDENTS TOOK TURNS PRACTICING DOS COMMANDS AND THE IDEA OF A MOBILE PHONE WAS ACCORDED DOS COMMANDS AND THE IDEA OF A MOBILE PHONE WAS ACCORDED DOS COMMANDS AND THE IDEA OF A MOBILE PHONE WAS ACCORDED CARPHONE THAT WAS ONLY USED FOR MOBILE PHONE WAS ACCORDED CARPHONE THAT WAS ONLY USED FOR MOBILE PHONE WAS ACCORDED CARPHONE THAT WAS ONLY USED FOR EMERGENCIES SINCE THEN CARPHONE THAT WAS ONLY USED FOR EMERGENCIES SINCE THEN CARPHONE THAT WAS ONLY USED FOR EMERGENCIES SINCE THEN TECHNOLOGY HAS EVOLVED EMERGENCIES SINCE THEN TECHNOLOGY

175HAS EVOLVED EMERGENCIES SINCE THEN TECHNOLOGY HAS EVOLVED EXPONENTIALLY AND BECOME TECHNOLOGY HAS EVOLVED EXPONENTIALLY AND BECOME TECHNOLOGY HAS EVOLVED EXPONENTIALLY AND BECOME EMBEDDED IN EVERY ASPECT OF OUR EXPONENTIALLY AND BECOME EMBEDDED IN EVERY ASPECT OF OUR EXPONENTIALLY AND BECOME EMBEDDED IN EVERY ASPECT OF OUR LIVES AS A PARENT IT IS MY EMBEDDED IN EVERY ASPECT OF OUR LIVES AS A PARENT IT IS MY EMBEDDED IN EVERY ASPECT OF OUR LIVES AS A PARENT IT IS MY RESPONSIBILITY TO HELP MY LIVES AS A PARENT IT IS MY RESPONSIBILITY TO HELP MY LIVES AS A PARENT IT IS MY RESPONSIBILITY TO HELP MY CHILDREN LEARN TO NAVIGATE THIS RESPONSIBILITY TO HELP MY CHILDREN LEARN TO NAVIGATE THIS RESPONSIBILITY TO HELP MY CHILDREN LEARN TO NAVIGATE THIS TECHNICAL TECHNOLOGICAL CHILDREN LEARN TO NAVIGATE THIS TECHNICAL TECHNOLOGICAL CHILDREN LEARN

176TO NAVIGATE THIS TECHNICAL TECHNOLOGICAL LANDSCAPE RESPONSIBLY AND TECHNICAL TECHNOLOGICAL LANDSCAPE RESPONSIBLY AND TECHNICAL TECHNOLOGICAL LANDSCAPE RESPONSIBLY AND EFFECTIVELY THIS IS WHY I LANDSCAPE RESPONSIBLY AND EFFECTIVELY THIS IS WHY I LANDSCAPE RESPONSIBLY AND EFFECTIVELY THIS IS WHY I SUPPORT THE USE OF CELL PHONES EFFECTIVELY THIS IS WHY I SUPPORT THE USE OF CELL PHONES EFFECTIVELY THIS IS WHY I SUPPORT THE USE OF CELL PHONES DURING LUNCH WHEN MANAGED SUPPORT THE USE OF CELL PHONES DURING LUNCH WHEN MANAGED SUPPORT THE USE OF CELL PHONES DURING LUNCH WHEN MANAGED APPROPRIATELY STUDENTS DURING LUNCH WHEN MANAGED APPROPRIATELY STUDENTS DURING LUNCH WHEN MANAGED APPROPRIATELY STUDENTS APPROPRIATELY, STUDENTS CAN APPROPRIATELY STUDENTS APPROPRIATELY, STUDENTS CAN APPROPRIATELY STUDENTS APPROPRIATELY, STUDENTS CAN LEARN TO USE THEIR PHONES APPROPRIATELY, STUDENTS CAN LEARN TO USE THEIR PHONES APPROPRIATELY, STUDENTS CAN LEARN TO USE THEIR PHONES RESPONSIBLY

177DURING THEIR FREE LEARN TO USE THEIR PHONES RESPONSIBLY DURING THEIR FREE LEARN TO USE THEIR PHONES RESPONSIBLY DURING THEIR FREE TIME I BELIEVE IT IS IT IS I RESPONSIBLY DURING THEIR FREE TIME I BELIEVE IT IS IT IS I RESPONSIBLY DURING THEIR FREE TIME I BELIEVE IT IS IT IS I BELIEVE THAT ALL OF US IN THIS TIME I BELIEVE IT IS IT IS I BELIEVE THAT ALL OF US IN THIS TIME I BELIEVE IT IS IT IS I BELIEVE THAT ALL OF US IN THIS ROOM UNDERSTAND THE ROLE BELIEVE THAT ALL OF US IN THIS ROOM UNDERSTAND THE ROLE BELIEVE THAT ALL OF US IN THIS ROOM UNDERSTAND THE ROLE OF CELL IN OUR DAILY LIVES AND ROOM UNDERSTAND THE ROLE OF CELL IN OUR DAILY LIVES AND ROOM UNDERSTAND THE ROLE OF CELL

178IN OUR DAILY LIVES AND MANY OF US LIKELY HAVE OUR OF CELL IN OUR DAILY LIVES AND MANY OF US LIKELY HAVE OUR OF CELL IN OUR DAILY LIVES AND MANY OF US LIKELY HAVE OUR PHONES WITH US RIGHT NOW AND MANY OF US LIKELY HAVE OUR PHONES WITH US RIGHT NOW AND MANY OF US LIKELY HAVE OUR PHONES WITH US RIGHT NOW AND SOME OF US EVEN TEXTING DURING PHONES WITH US RIGHT NOW AND SOME OF US EVEN TEXTING DURING PHONES WITH US RIGHT NOW AND SOME OF US EVEN TEXTING DURING PUBLIC COMMENT. SOME OF US EVEN TEXTING DURING PUBLIC COMMENT. SOME OF US EVEN TEXTING DURING PUBLIC COMMENT. THE QUESTION IS NOT WHETHER OR PUBLIC COMMENT. THE QUESTION IS NOT WHETHER OR PUBLIC COMMENT. THE QUESTION IS NOT WHETHER OR NOT WE CAN

179HAVE OUR PHONES AND THE QUESTION IS NOT WHETHER OR NOT WE CAN HAVE OUR PHONES AND THE QUESTION IS NOT WHETHER OR NOT WE CAN HAVE OUR PHONES AND STUDENTS CANNOT BUT WHETHER WE NOT WE CAN HAVE OUR PHONES AND STUDENTS CANNOT BUT WHETHER WE NOT WE CAN HAVE OUR PHONES AND STUDENTS CANNOT BUT WHETHER WE ARE SETTING RIGHT EXAMPLE AND STUDENTS CANNOT BUT WHETHER WE ARE SETTING RIGHT EXAMPLE AND STUDENTS CANNOT BUT WHETHER WE ARE SETTING RIGHT EXAMPLE AND TEACHING OUR CHILDREN THAT ARE SETTING RIGHT EXAMPLE AND TEACHING OUR CHILDREN THAT ARE SETTING RIGHT EXAMPLE AND TEACHING OUR CHILDREN THAT THERE IS AN APPROPRIATE TIME TEACHING OUR CHILDREN THAT THERE IS AN APPROPRIATE TIME TEACHING OUR CHILDREN THAT THERE IS AN APPROPRIATE TIME AND PLACE FOR OUR CELL PHONE THERE IS AN APPROPRIATE TIME

180AND PLACE FOR OUR CELL PHONE THERE IS AN APPROPRIATE TIME AND PLACE FOR OUR CELL PHONE USAGE THE GOAL OF EDUCATION AND PLACE FOR OUR CELL PHONE USAGE THE GOAL OF EDUCATION AND PLACE FOR OUR CELL PHONE USAGE THE GOAL OF EDUCATION SHOULD NOT SIMPLY BE TO HELP USAGE THE GOAL OF EDUCATION SHOULD NOT SIMPLY BE TO HELP USAGE THE GOAL OF EDUCATION SHOULD NOT SIMPLY BE TO HELP STUDENTS REACH GRADUATION BUT SHOULD NOT SIMPLY BE TO HELP STUDENTS REACH GRADUATION BUT SHOULD NOT SIMPLY BE TO HELP STUDENTS REACH GRADUATION BUT TO EQUIP THEM WITH THE TOOLS STUDENTS REACH GRADUATION BUT TO EQUIP THEM WITH THE TOOLS STUDENTS REACH GRADUATION BUT TO EQUIP THEM WITH THE TOOLS THEY NEED SUCCEED IN THE WORLD TO EQUIP THEM WITH THE TOOLS THEY NEED SUCCEED IN THE WORLD

181TO EQUIP THEM WITH THE TOOLS THEY NEED SUCCEED IN THE WORLD BEYOND SCHOOL BY TEACHING THEY NEED SUCCEED IN THE WORLD BEYOND SCHOOL BY TEACHING THEY NEED SUCCEED IN THE WORLD BEYOND SCHOOL BY TEACHING STUDENTS WHEN IT IS ACCEPTABLE BEYOND SCHOOL BY TEACHING STUDENTS WHEN IT IS ACCEPTABLE BEYOND SCHOOL BY TEACHING STUDENTS WHEN IT IS ACCEPTABLE TO USE THEIR PHONES SUCH AS STUDENTS WHEN IT IS ACCEPTABLE TO USE THEIR PHONES SUCH AS STUDENTS WHEN IT IS ACCEPTABLE TO USE THEIR PHONES SUCH AS DURING A LUNCH BREAK WE ARE TO USE THEIR PHONES SUCH AS DURING A LUNCH BREAK WE ARE TO USE THEIR PHONES SUCH AS DURING A LUNCH BREAK WE ARE PREPARING THEM TO NAVIGATE LIFE DURING A LUNCH BREAK WE ARE PREPARING THEM TO NAVIGATE LIFE DURING A LUNCH BREAK WE ARE PREPARING

182THEM TO NAVIGATE LIFE AFTER SCHOOL AND INTO PREPARING THEM TO NAVIGATE LIFE AFTER SCHOOL AND INTO PREPARING THEM TO NAVIGATE LIFE AFTER SCHOOL AND INTO ADULTHOOD. AFTER SCHOOL AND INTO ADULTHOOD. AFTER SCHOOL AND INTO ADULTHOOD. IF WE TALK ABOUT PREPARING ADULTHOOD. IF WE TALK ABOUT PREPARING ADULTHOOD. IF WE TALK ABOUT PREPARING STUDENTS FOR COLLEGE AND CAREER IF WE TALK ABOUT PREPARING STUDENTS FOR COLLEGE AND CAREER IF WE TALK ABOUT PREPARING STUDENTS FOR COLLEGE AND CAREER READINESS WE SHOULD ALSO TEACH STUDENTS FOR COLLEGE AND CAREER READINESS WE SHOULD ALSO TEACH STUDENTS FOR COLLEGE AND CAREER READINESS WE SHOULD ALSO TEACH THEM RESPONSIBILITY OF MANAGING READINESS WE SHOULD ALSO TEACH THEM RESPONSIBILITY OF MANAGING READINESS WE SHOULD ALSO TEACH THEM RESPONSIBILITY OF MANAGING TECHNOLOGY IN CONCLUSION THEM RESPONSIBILITY OF MANAGING TECHNOLOGY IN CONCLUSION THEM RESPONSIBILITY OF MANAGING

183TECHNOLOGY IN CONCLUSION SUPPORTING RESPONSIBLE USE CELL TECHNOLOGY IN CONCLUSION SUPPORTING RESPONSIBLE USE CELL TECHNOLOGY IN CONCLUSION SUPPORTING RESPONSIBLE USE CELL PHONES DURING ONE LUNCH NOT SUPPORTING RESPONSIBLE USE CELL PHONES DURING ONE LUNCH NOT SUPPORTING RESPONSIBLE USE CELL PHONES DURING ONE LUNCH NOT ONLY ALIGNS WITH THE GOALS PHONES DURING ONE LUNCH NOT ONLY ALIGNS WITH THE GOALS PHONES DURING ONE LUNCH NOT ONLY ALIGNS WITH THE GOALS OF PREPARING STUDENTS FOR THEIR ONLY ALIGNS WITH THE GOALS OF PREPARING STUDENTS FOR THEIR ONLY ALIGNS WITH THE GOALS OF PREPARING STUDENTS FOR THEIR FUTURE BUT IT ALSO HELPS THEM OF PREPARING STUDENTS FOR THEIR FUTURE BUT IT ALSO HELPS THEM OF PREPARING STUDENTS FOR THEIR FUTURE BUT IT ALSO HELPS THEM DEVELOP SKILLS TO BALANCE FUTURE BUT IT ALSO HELPS THEM DEVELOP SKILLS TO BALANCE FUTURE BUT IT ALSO

184HELPS THEM DEVELOP SKILLS TO BALANCE TECHNOLOGY USE AND PERSONAL DEVELOP SKILLS TO BALANCE TECHNOLOGY USE AND PERSONAL DEVELOP SKILLS TO BALANCE TECHNOLOGY USE AND PERSONAL RESPONSIBILITY IN CLOSING I'D TECHNOLOGY USE AND PERSONAL RESPONSIBILITY IN CLOSING I'D TECHNOLOGY USE AND PERSONAL RESPONSIBILITY IN CLOSING I'D ALSO I'D ALSO LIKE TO SAY FOR RESPONSIBILITY IN CLOSING I'D ALSO I'D ALSO LIKE TO SAY FOR RESPONSIBILITY IN CLOSING I'D ALSO I'D ALSO LIKE TO SAY FOR POLICY SIX FIVE PLEASE SEE MY ALSO I'D ALSO LIKE TO SAY FOR POLICY SIX FIVE PLEASE SEE MY ALSO I'D ALSO LIKE TO SAY FOR POLICY SIX FIVE PLEASE SEE MY EMAIL. POLICY SIX FIVE PLEASE SEE MY EMAIL. POLICY SIX FIVE PLEASE SEE MY EMAIL. THANK YOU. EMAIL. THANK YOU. EMAIL. THANK YOU. OUR NEXT SPEAKER IS ANGIE THANK YOU. OUR NEXT SPEAKER

185IS ANGIE THANK YOU. OUR NEXT SPEAKER IS ANGIE LEWINSKY THEN SUSAN SALTY OUR NEXT SPEAKER IS ANGIE LEWINSKY THEN SUSAN SALTY OUR NEXT SPEAKER IS ANGIE LEWINSKY THEN SUSAN SALTY SALTY'S AND DIANE MUSCOVY. LEWINSKY THEN SUSAN SALTY SALTY'S AND DIANE MUSCOVY. LEWINSKY THEN SUSAN SALTY SALTY'S AND DIANE MUSCOVY. ANGIE LINSKY SUZANNE SOLTI'S SALTY'S AND DIANE MUSCOVY. ANGIE LINSKY SUZANNE SOLTI'S SALTY'S AND DIANE MUSCOVY. ANGIE LINSKY SUZANNE SOLTI'S JACK GOOD EVENING I WANTED I ANGIE LINSKY SUZANNE SOLTI'S JACK GOOD EVENING I WANTED I ANGIE LINSKY SUZANNE SOLTI'S JACK GOOD EVENING I WANTED I WANTED TO COME TONIGHT THANK JACK GOOD EVENING I WANTED I WANTED TO COME TONIGHT THANK JACK GOOD EVENING I WANTED I WANTED TO COME TONIGHT THANK THOSE OF YOU ON THE BOARD HE WANTED TO COME TONIGHT THANK THOSE OF YOU ON

186THE BOARD HE WANTED TO COME TONIGHT THANK THOSE OF YOU ON THE BOARD HE WILL BE STEPPING DOWN TONIGHT THOSE OF YOU ON THE BOARD HE WILL BE STEPPING DOWN TONIGHT THOSE OF YOU ON THE BOARD HE WILL BE STEPPING DOWN TONIGHT BEGIN COMING THE BOARD SIX OR WILL BE STEPPING DOWN TONIGHT BEGIN COMING THE BOARD SIX OR WILL BE STEPPING DOWN TONIGHT BEGIN COMING THE BOARD SIX OR SEVEN YEARS AGO TO ADVOCATE FOR BEGIN COMING THE BOARD SIX OR SEVEN YEARS AGO TO ADVOCATE FOR BEGIN COMING THE BOARD SIX OR SEVEN YEARS AGO TO ADVOCATE FOR RECESS FOR MY SON DURING THAT SEVEN YEARS AGO TO ADVOCATE FOR RECESS FOR MY SON DURING THAT SEVEN YEARS AGO TO ADVOCATE FOR RECESS FOR MY SON DURING THAT TIME I HAVE HAD CONVERSATIONS RECESS FOR MY

187SON DURING THAT TIME I HAVE HAD CONVERSATIONS RECESS FOR MY SON DURING THAT TIME I HAVE HAD CONVERSATIONS WITH MANY AND GOTTEN TO KNOW SO TIME I HAVE HAD CONVERSATIONS WITH MANY AND GOTTEN TO KNOW SO TIME I HAVE HAD CONVERSATIONS WITH MANY AND GOTTEN TO KNOW SO MANY OF YOU I'M REALLY GRATEFUL WITH MANY AND GOTTEN TO KNOW SO MANY OF YOU I'M REALLY GRATEFUL WITH MANY AND GOTTEN TO KNOW SO MANY OF YOU I'M REALLY GRATEFUL FOR ALL OVER YOUR SERVICE AND MANY OF YOU I'M REALLY GRATEFUL FOR ALL OVER YOUR SERVICE AND MANY OF YOU I'M REALLY GRATEFUL FOR ALL OVER YOUR SERVICE AND TIME. FOR ALL OVER YOUR SERVICE AND TIME. FOR ALL OVER YOUR SERVICE AND TIME. IT'S BEEN A DRAMATIC COUPLE TIME. IT'S BEEN A DRAMATIC COUPLE TIME. IT'S

188BEEN A DRAMATIC COUPLE OF YEARS HERE ON THE BOARD MISS IT'S BEEN A DRAMATIC COUPLE OF YEARS HERE ON THE BOARD MISS IT'S BEEN A DRAMATIC COUPLE OF YEARS HERE ON THE BOARD MISS ANDERSON THANK, THANK YOU FOR OF YEARS HERE ON THE BOARD MISS ANDERSON THANK, THANK YOU FOR OF YEARS HERE ON THE BOARD MISS ANDERSON THANK, THANK YOU FOR YOUR DEDICATION WHERE LITTLEST ANDERSON THANK, THANK YOU FOR YOUR DEDICATION WHERE LITTLEST ANDERSON THANK, THANK YOU FOR YOUR DEDICATION WHERE LITTLEST LEARNERS AND ENSURING THAT ALL YOUR DEDICATION WHERE LITTLEST LEARNERS AND ENSURING THAT ALL YOUR DEDICATION WHERE LITTLEST LEARNERS AND ENSURING THAT ALL OF OUR KINDERGARTNERS HAVE LEARNERS AND ENSURING THAT ALL OF OUR KINDERGARTNERS HAVE LEARNERS AND ENSURING THAT ALL OF OUR KINDERGARTNERS HAVE ACCESS TO FULL DAY KINDERGARTEN OF OUR KINDERGARTNERS HAVE

189ACCESS TO FULL DAY KINDERGARTEN OF OUR KINDERGARTNERS HAVE ACCESS TO FULL DAY KINDERGARTEN THANK YOU FOR LISTENING TO ACCESS TO FULL DAY KINDERGARTEN THANK YOU FOR LISTENING TO ACCESS TO FULL DAY KINDERGARTEN THANK YOU FOR LISTENING TO CONCERNS AND YOUR ENERGETIC THANK YOU FOR LISTENING TO CONCERNS AND YOUR ENERGETIC THANK YOU FOR LISTENING TO CONCERNS AND YOUR ENERGETIC DEDICATION THROUGHOUT ALL THE CONCERNS AND YOUR ENERGETIC DEDICATION THROUGHOUT ALL THE CONCERNS AND YOUR ENERGETIC DEDICATION THROUGHOUT ALL THE YEARS MISTAKES THANK YOU FOR DEDICATION THROUGHOUT ALL THE YEARS MISTAKES THANK YOU FOR DEDICATION THROUGHOUT ALL THE YEARS MISTAKES THANK YOU FOR BEING SOMEONE FOR BEING SOMEONE YEARS MISTAKES THANK YOU FOR BEING SOMEONE FOR BEING SOMEONE YEARS MISTAKES THANK YOU FOR BEING SOMEONE FOR BEING SOMEONE THAT I COULD CALL WHEN BEING SOMEONE FOR BEING SOMEONE THAT

190I COULD CALL WHEN BEING SOMEONE FOR BEING SOMEONE THAT I COULD CALL WHEN EDUCATORS HAD A CONCERN AND THAT I COULD CALL WHEN EDUCATORS HAD A CONCERN AND THAT I COULD CALL WHEN EDUCATORS HAD A CONCERN AND WERE CONCERNED ABOUT COMING EDUCATORS HAD A CONCERN AND WERE CONCERNED ABOUT COMING EDUCATORS HAD A CONCERN AND WERE CONCERNED ABOUT COMING FORWARD I REMEMBER HOW YOU WERE CONCERNED ABOUT COMING FORWARD I REMEMBER HOW YOU WERE CONCERNED ABOUT COMING FORWARD I REMEMBER HOW YOU ACTED IMMEDIATELY TO ADDRESS FORWARD I REMEMBER HOW YOU ACTED IMMEDIATELY TO ADDRESS FORWARD I REMEMBER HOW YOU ACTED IMMEDIATELY TO ADDRESS THESE SITUATIONS WHILE ACTED IMMEDIATELY TO ADDRESS THESE SITUATIONS WHILE ACTED IMMEDIATELY TO ADDRESS THESE SITUATIONS WHILE PRESERVING THE PRIVACY THESE SITUATIONS WHILE PRESERVING THE PRIVACY THESE SITUATIONS WHILE PRESERVING THE PRIVACY OF EDUCATORS

191COMING FORWARD AND PRESERVING THE PRIVACY OF EDUCATORS COMING FORWARD AND PRESERVING THE PRIVACY OF EDUCATORS COMING FORWARD AND UNDERSTANDING THOSE DYNAMICS OF EDUCATORS COMING FORWARD AND UNDERSTANDING THOSE DYNAMICS OF EDUCATORS COMING FORWARD AND UNDERSTANDING THOSE DYNAMICS MISSY FRANKLIN WE HAVEN'T UNDERSTANDING THOSE DYNAMICS MISSY FRANKLIN WE HAVEN'T UNDERSTANDING THOSE DYNAMICS MISSY FRANKLIN WE HAVEN'T ALWAYS AGREED ON WHAT IS THE MISSY FRANKLIN WE HAVEN'T ALWAYS AGREED ON WHAT IS THE MISSY FRANKLIN WE HAVEN'T ALWAYS AGREED ON WHAT IS THE RIGHT THE RIGHT WAY TO DO ALWAYS AGREED ON WHAT IS THE RIGHT THE RIGHT WAY TO DO ALWAYS AGREED ON WHAT IS THE RIGHT THE RIGHT WAY TO DO THINGS BUT YOU HAVE ALWAYS RIGHT THE RIGHT WAY TO DO THINGS BUT YOU HAVE ALWAYS RIGHT THE RIGHT WAY TO DO THINGS BUT YOU HAVE ALWAYS WANTED

192TO FIND THE RIGHT AND THINGS BUT YOU HAVE ALWAYS WANTED TO FIND THE RIGHT AND THINGS BUT YOU HAVE ALWAYS WANTED TO FIND THE RIGHT AND BEST WAY TO VOTE AND THE WANTED TO FIND THE RIGHT AND BEST WAY TO VOTE AND THE WANTED TO FIND THE RIGHT AND BEST WAY TO VOTE AND THE BRAVERY TAKES TO NOT FOLLOW BEST WAY TO VOTE AND THE BRAVERY TAKES TO NOT FOLLOW BEST WAY TO VOTE AND THE BRAVERY TAKES TO NOT FOLLOW PARTY LINES AND TO VOTE WITH BRAVERY TAKES TO NOT FOLLOW PARTY LINES AND TO VOTE WITH BRAVERY TAKES TO NOT FOLLOW PARTY LINES AND TO VOTE WITH WHAT YOU BELIEVE IS RIGHT DOES PARTY LINES AND TO VOTE WITH WHAT YOU BELIEVE IS RIGHT DOES PARTY LINES AND TO VOTE WITH WHAT YOU BELIEVE IS

193RIGHT DOES NOT GO UNNOTICED AND MISS OWNS WHAT YOU BELIEVE IS RIGHT DOES NOT GO UNNOTICED AND MISS OWNS WHAT YOU BELIEVE IS RIGHT DOES NOT GO UNNOTICED AND MISS OWNS WHO'S BECOME ONE OF ONE OF MY NOT GO UNNOTICED AND MISS OWNS WHO'S BECOME ONE OF ONE OF MY NOT GO UNNOTICED AND MISS OWNS WHO'S BECOME ONE OF ONE OF MY FRIENDS DEAR FRIENDS I WHO'S BECOME ONE OF ONE OF MY FRIENDS DEAR FRIENDS I WHO'S BECOME ONE OF ONE OF MY FRIENDS DEAR FRIENDS I APPRECIATE YOUR SERVICE HERE SO FRIENDS DEAR FRIENDS I APPRECIATE YOUR SERVICE HERE SO FRIENDS DEAR FRIENDS I APPRECIATE YOUR SERVICE HERE SO VERY MUCH IT. APPRECIATE YOUR SERVICE HERE SO VERY MUCH IT. APPRECIATE YOUR SERVICE HERE SO VERY MUCH IT. IT HASN'T BEEN EASY EVER AND I

194VERY MUCH IT. IT HASN'T BEEN EASY EVER AND I VERY MUCH IT. IT HASN'T BEEN EASY EVER AND I KNOW HOW MUCH YOU STRUGGLE IT HASN'T BEEN EASY EVER AND I KNOW HOW MUCH YOU STRUGGLE IT HASN'T BEEN EASY EVER AND I KNOW HOW MUCH YOU STRUGGLE SOMETIMES WE'RE THINKING KNOW HOW MUCH YOU STRUGGLE SOMETIMES WE'RE THINKING KNOW HOW MUCH YOU STRUGGLE SOMETIMES WE'RE THINKING THROUGH THE UNINTENDED SOMETIMES WE'RE THINKING THROUGH THE UNINTENDED SOMETIMES WE'RE THINKING THROUGH THE UNINTENDED CONSEQUENCES TRYING TO FIND THROUGH THE UNINTENDED CONSEQUENCES TRYING TO FIND THROUGH THE UNINTENDED CONSEQUENCES TRYING TO FIND THEM IN EVERY VOTE YOU HAVE A CONSEQUENCES TRYING TO FIND THEM IN EVERY VOTE YOU HAVE A CONSEQUENCES TRYING TO FIND THEM IN EVERY VOTE YOU HAVE A LOT TO BE PROUD OF DURING YOUR THEM IN EVERY

195VOTE YOU HAVE A LOT TO BE PROUD OF DURING YOUR THEM IN EVERY VOTE YOU HAVE A LOT TO BE PROUD OF DURING YOUR TENURE ON THIS BOARD I'M SO LOT TO BE PROUD OF DURING YOUR TENURE ON THIS BOARD I'M SO LOT TO BE PROUD OF DURING YOUR TENURE ON THIS BOARD I'M SO GLAD WE HAD THAT CONVERSATION TENURE ON THIS BOARD I'M SO GLAD WE HAD THAT CONVERSATION TENURE ON THIS BOARD I'M SO GLAD WE HAD THAT CONVERSATION SO MANY SUMMERS AGO ABOUT YOU GLAD WE HAD THAT CONVERSATION SO MANY SUMMERS AGO ABOUT YOU GLAD WE HAD THAT CONVERSATION SO MANY SUMMERS AGO ABOUT YOU RUNNING AND SO GRATEFUL AND SO MANY SUMMERS AGO ABOUT YOU RUNNING AND SO GRATEFUL AND SO MANY SUMMERS AGO ABOUT YOU RUNNING AND SO GRATEFUL AND PROUD

196TO HAVE SUPPORTED THEN RUNNING AND SO GRATEFUL AND PROUD TO HAVE SUPPORTED THEN RUNNING AND SO GRATEFUL AND PROUD TO HAVE SUPPORTED THEN AND WHILE THERE ARE PROBABLY PROUD TO HAVE SUPPORTED THEN AND WHILE THERE ARE PROBABLY PROUD TO HAVE SUPPORTED THEN AND WHILE THERE ARE PROBABLY MANY TIMES YOU REGRETTED THAT AND WHILE THERE ARE PROBABLY MANY TIMES YOU REGRETTED THAT AND WHILE THERE ARE PROBABLY MANY TIMES YOU REGRETTED THAT DECISION, I NEVER HAVE AND MANY TIMES YOU REGRETTED THAT DECISION, I NEVER HAVE AND MANY TIMES YOU REGRETTED THAT DECISION, I NEVER HAVE AND OF COURSE I COULDN'T LEAVE IT DECISION, I NEVER HAVE AND OF COURSE I COULDN'T LEAVE IT DECISION, I NEVER HAVE AND OF COURSE I COULDN'T LEAVE IT AT THAT WITH SO MUCH ON THE OF COURSE I COULDN'T LEAVE IT

197AT THAT WITH SO MUCH ON THE OF COURSE I COULDN'T LEAVE IT AT THAT WITH SO MUCH ON THE AGENDA FIRST I ASK YOU TO AT THAT WITH SO MUCH ON THE AGENDA FIRST I ASK YOU TO AT THAT WITH SO MUCH ON THE AGENDA FIRST I ASK YOU TO RECONSIDER ANY PLANS TO REMOVE AGENDA FIRST I ASK YOU TO RECONSIDER ANY PLANS TO REMOVE AGENDA FIRST I ASK YOU TO RECONSIDER ANY PLANS TO REMOVE THE CURRENT ALLOWANCE FOR HIGH RECONSIDER ANY PLANS TO REMOVE THE CURRENT ALLOWANCE FOR HIGH RECONSIDER ANY PLANS TO REMOVE THE CURRENT ALLOWANCE FOR HIGH SCHOOL STUDENTS TO USE THEIR THE CURRENT ALLOWANCE FOR HIGH SCHOOL STUDENTS TO USE THEIR THE CURRENT ALLOWANCE FOR HIGH SCHOOL STUDENTS TO USE THEIR CELL PHONES DURING LUNCH IT IS SCHOOL STUDENTS TO USE THEIR

198CELL PHONES DURING LUNCH IT IS SCHOOL STUDENTS TO USE THEIR CELL PHONES DURING LUNCH IT IS IMPORTANT TO RECOGNIZE CELL CELL PHONES DURING LUNCH IT IS IMPORTANT TO RECOGNIZE CELL CELL PHONES DURING LUNCH IT IS IMPORTANT TO RECOGNIZE CELL PHONES ARE A VITAL TOOL FOR IMPORTANT TO RECOGNIZE CELL PHONES ARE A VITAL TOOL FOR IMPORTANT TO RECOGNIZE CELL PHONES ARE A VITAL TOOL FOR COMMUNICATION PARTICULARLY IN PHONES ARE A VITAL TOOL FOR COMMUNICATION PARTICULARLY IN PHONES ARE A VITAL TOOL FOR COMMUNICATION PARTICULARLY IN TODAY'S FAST PACED WORLD MANY. COMMUNICATION PARTICULARLY IN TODAY'S FAST PACED WORLD MANY. COMMUNICATION PARTICULARLY IN TODAY'S FAST PACED WORLD MANY. MANY PARENTS RELY ON THEIR TODAY'S FAST PACED WORLD MANY. MANY PARENTS RELY ON THEIR TODAY'S FAST PACED WORLD MANY. MANY PARENTS RELY ON THEIR CHILDREN BEING ABLE TO ACCESS MANY

199PARENTS RELY ON THEIR CHILDREN BEING ABLE TO ACCESS MANY PARENTS RELY ON THEIR CHILDREN BEING ABLE TO ACCESS THEIR PHONES DURING THE SCHOOL CHILDREN BEING ABLE TO ACCESS THEIR PHONES DURING THE SCHOOL CHILDREN BEING ABLE TO ACCESS THEIR PHONES DURING THE SCHOOL DAY TO CHECK IN COORDINATE THEIR PHONES DURING THE SCHOOL DAY TO CHECK IN COORDINATE THEIR PHONES DURING THE SCHOOL DAY TO CHECK IN COORDINATE AFTER SCHOOL PLANS OR DRESS DAY TO CHECK IN COORDINATE AFTER SCHOOL PLANS OR DRESS DAY TO CHECK IN COORDINATE AFTER SCHOOL PLANS OR DRESS URGENT MATTERS REMOVING THIS AFTER SCHOOL PLANS OR DRESS URGENT MATTERS REMOVING THIS AFTER SCHOOL PLANS OR DRESS URGENT MATTERS REMOVING THIS ALLOWANCE WOULD DISRUPT THE URGENT MATTERS REMOVING THIS ALLOWANCE WOULD DISRUPT THE URGENT MATTERS REMOVING THIS ALLOWANCE WOULD DISRUPT THE CENTRAL LINE OF COMMUNICATION

200ALLOWANCE WOULD DISRUPT THE CENTRAL LINE OF COMMUNICATION ALLOWANCE WOULD DISRUPT THE CENTRAL LINE OF COMMUNICATION LEAVING PARENTS UNABLE TO REACH CENTRAL LINE OF COMMUNICATION LEAVING PARENTS UNABLE TO REACH CENTRAL LINE OF COMMUNICATION LEAVING PARENTS UNABLE TO REACH THEIR CHILDREN WHEN NEEDED JUST LEAVING PARENTS UNABLE TO REACH THEIR CHILDREN WHEN NEEDED JUST LEAVING PARENTS UNABLE TO REACH THEIR CHILDREN WHEN NEEDED JUST TODAY I RECEIVED A TEXT FROM MY THEIR CHILDREN WHEN NEEDED JUST TODAY I RECEIVED A TEXT FROM MY THEIR CHILDREN WHEN NEEDED JUST TODAY I RECEIVED A TEXT FROM MY SON AT LUNCH LETTING ME KNOW TODAY I RECEIVED A TEXT FROM MY SON AT LUNCH LETTING ME KNOW TODAY I RECEIVED A TEXT FROM MY SON AT LUNCH LETTING ME KNOW BASEBALL PRACTICE WAS CANCELED SON AT LUNCH LETTING ME KNOW BASEBALL PRACTICE WAS

201CANCELED SON AT LUNCH LETTING ME KNOW BASEBALL PRACTICE WAS CANCELED TONIGHT WHICH ACTUALLY ALLOWED BASEBALL PRACTICE WAS CANCELED TONIGHT WHICH ACTUALLY ALLOWED BASEBALL PRACTICE WAS CANCELED TONIGHT WHICH ACTUALLY ALLOWED ME TO HAVE LUNCH TODAY SO THAT TONIGHT WHICH ACTUALLY ALLOWED ME TO HAVE LUNCH TODAY SO THAT TONIGHT WHICH ACTUALLY ALLOWED ME TO HAVE LUNCH TODAY SO THAT I COULD GET HERE FOR THIS IT'S ME TO HAVE LUNCH TODAY SO THAT I COULD GET HERE FOR THIS IT'S ME TO HAVE LUNCH TODAY SO THAT I COULD GET HERE FOR THIS IT'S ALSO IMPORTANT TO NOTE KNOW I COULD GET HERE FOR THIS IT'S ALSO IMPORTANT TO NOTE KNOW I COULD GET HERE FOR THIS IT'S ALSO IMPORTANT TO NOTE KNOW THAT LUNCH TIME FOR THEM AS A ALSO IMPORTANT TO NOTE KNOW THAT LUNCH TIME FOR

202THEM AS A ALSO IMPORTANT TO NOTE KNOW THAT LUNCH TIME FOR THEM AS A BREAK FROM ACADEMIC ATTEMPT, THAT LUNCH TIME FOR THEM AS A BREAK FROM ACADEMIC ATTEMPT, THAT LUNCH TIME FOR THEM AS A BREAK FROM ACADEMIC ATTEMPT, NOT INSTRUCTIONAL TIME. BREAK FROM ACADEMIC ATTEMPT, NOT INSTRUCTIONAL TIME. BREAK FROM ACADEMIC ATTEMPT, NOT INSTRUCTIONAL TIME. THE CURRENT POLICY DOES NOT NOT INSTRUCTIONAL TIME. THE CURRENT POLICY DOES NOT NOT INSTRUCTIONAL TIME. THE CURRENT POLICY DOES NOT INTERFERE WITH LEARNING ARE THE CURRENT POLICY DOES NOT INTERFERE WITH LEARNING ARE THE CURRENT POLICY DOES NOT INTERFERE WITH LEARNING ARE FOCUSED. INTERFERE WITH LEARNING ARE FOCUSED. INTERFERE WITH LEARNING ARE FOCUSED. STUDENTS ARE ALREADY EXPECTED FOCUSED. STUDENTS ARE ALREADY EXPECTED FOCUSED. STUDENTS ARE ALREADY EXPECTED TO FOLLOW GUIDELINES FOR AN STUDENTS ARE ALREADY EXPECTED TO FOLLOW GUIDELINES FOR AN

203STUDENTS ARE ALREADY EXPECTED TO FOLLOW GUIDELINES FOR AN APPROPRIATE PHONE USED DURING TO FOLLOW GUIDELINES FOR AN APPROPRIATE PHONE USED DURING TO FOLLOW GUIDELINES FOR AN APPROPRIATE PHONE USED DURING THIS TIME MANY ARE USING PHONES APPROPRIATE PHONE USED DURING THIS TIME MANY ARE USING PHONES APPROPRIATE PHONE USED DURING THIS TIME MANY ARE USING PHONES DURING LUNCH RESPONSIBLY TO THIS TIME MANY ARE USING PHONES DURING LUNCH RESPONSIBLY TO THIS TIME MANY ARE USING PHONES DURING LUNCH RESPONSIBLY TO CATCH UP ON PERSONAL MATTERS, DURING LUNCH RESPONSIBLY TO CATCH UP ON PERSONAL MATTERS, DURING LUNCH RESPONSIBLY TO CATCH UP ON PERSONAL MATTERS, CONTACT PARENTS OR SIMPLY RELAX CATCH UP ON PERSONAL MATTERS, CONTACT PARENTS OR SIMPLY RELAX CATCH UP ON PERSONAL MATTERS, CONTACT PARENTS OR SIMPLY RELAX BEFORE RETURNING TO CLASS. CONTACT PARENTS OR SIMPLY RELAX BEFORE RETURNING

204TO CLASS. CONTACT PARENTS OR SIMPLY RELAX BEFORE RETURNING TO CLASS. FURTHERMORE, RESPECTING BEFORE RETURNING TO CLASS. FURTHERMORE, RESPECTING BEFORE RETURNING TO CLASS. FURTHERMORE, RESPECTING MAINTAINING THE SOLOMONS FURTHERMORE, RESPECTING MAINTAINING THE SOLOMONS FURTHERMORE, RESPECTING MAINTAINING THE SOLOMONS REFLEXIVE THE RESPECT FOR MAINTAINING THE SOLOMONS REFLEXIVE THE RESPECT FOR MAINTAINING THE SOLOMONS REFLEXIVE THE RESPECT FOR PARENTAL RIGHTS PARENTS HAVE REFLEXIVE THE RESPECT FOR PARENTAL RIGHTS PARENTS HAVE REFLEXIVE THE RESPECT FOR PARENTAL RIGHTS PARENTS HAVE HAD THE ABILITY TO DECIDE IF PARENTAL RIGHTS PARENTS HAVE HAD THE ABILITY TO DECIDE IF PARENTAL RIGHTS PARENTS HAVE HAD THE ABILITY TO DECIDE IF THEIR STUDENT HAS ACCESS TO A HAD THE ABILITY TO DECIDE IF THEIR STUDENT HAS ACCESS TO A HAD THE ABILITY TO DECIDE IF THEIR STUDENT HAS ACCESS TO A PHONE WITHOUT VALUE JUDGMENTS THEIR STUDENT HAS ACCESS

205TO A PHONE WITHOUT VALUE JUDGMENTS THEIR STUDENT HAS ACCESS TO A PHONE WITHOUT VALUE JUDGMENTS BY THE SCHOOL BOARD PHONE WITHOUT VALUE JUDGMENTS BY THE SCHOOL BOARD PHONE WITHOUT VALUE JUDGMENTS BY THE SCHOOL BOARD ADMINISTRATION BY ALLOWING BY THE SCHOOL BOARD ADMINISTRATION BY ALLOWING BY THE SCHOOL BOARD ADMINISTRATION BY ALLOWING PHONES TO KEEP OUR STUDENTS ADMINISTRATION BY ALLOWING PHONES TO KEEP OUR STUDENTS ADMINISTRATION BY ALLOWING PHONES TO KEEP OUR STUDENTS KEEP THEIR PHONES DURING LUNCH PHONES TO KEEP OUR STUDENTS KEEP THEIR PHONES DURING LUNCH PHONES TO KEEP OUR STUDENTS KEEP THEIR PHONES DURING LUNCH WERE EMPOWERING FAMILIES TO KEEP THEIR PHONES DURING LUNCH WERE EMPOWERING FAMILIES TO KEEP THEIR PHONES DURING LUNCH WERE EMPOWERING FAMILIES TO STAY CONNECTED AND INFORMED AND WERE EMPOWERING FAMILIES TO STAY CONNECTED AND INFORMED AND WERE EMPOWERING FAMILIES TO STAY

206CONNECTED AND INFORMED AND REMOVING THIS RIGHT DURING A STAY CONNECTED AND INFORMED AND REMOVING THIS RIGHT DURING A STAY CONNECTED AND INFORMED AND REMOVING THIS RIGHT DURING A TIME IN OR IN A WAY THAT REMOVING THIS RIGHT DURING A TIME IN OR IN A WAY THAT REMOVING THIS RIGHT DURING A TIME IN OR IN A WAY THAT IMPACTS LEARNING AND FINALLY I TIME IN OR IN A WAY THAT IMPACTS LEARNING AND FINALLY I TIME IN OR IN A WAY THAT IMPACTS LEARNING AND FINALLY I WANTED TO ADDRESS THE CURRENT IMPACTS LEARNING AND FINALLY I WANTED TO ADDRESS THE CURRENT IMPACTS LEARNING AND FINALLY I WANTED TO ADDRESS THE CURRENT POLICY THAT REQUIRES ELEMENTARY WANTED TO ADDRESS THE CURRENT POLICY THAT REQUIRES ELEMENTARY WANTED TO ADDRESS THE CURRENT POLICY THAT REQUIRES ELEMENTARY LIBRARIANS LIBRARIANS TO READ

207POLICY THAT REQUIRES ELEMENTARY LIBRARIANS LIBRARIANS TO READ POLICY THAT REQUIRES ELEMENTARY LIBRARIANS LIBRARIANS TO READ EVERY BOOK IN THE LIBRARY TO LIBRARIANS LIBRARIANS TO READ EVERY BOOK IN THE LIBRARY TO LIBRARIANS LIBRARIANS TO READ EVERY BOOK IN THE LIBRARY TO DATE THIS POLICY HAS ALREADY EVERY BOOK IN THE LIBRARY TO DATE THIS POLICY HAS ALREADY EVERY BOOK IN THE LIBRARY TO DATE THIS POLICY HAS ALREADY CONSUMED OVER FORTY THOUSAND DATE THIS POLICY HAS ALREADY CONSUMED OVER FORTY THOUSAND DATE THIS POLICY HAS ALREADY CONSUMED OVER FORTY THOUSAND DOLLARS IN SCHOOL FUNDING CONSUMED OVER FORTY THOUSAND DOLLARS IN SCHOOL FUNDING CONSUMED OVER FORTY THOUSAND DOLLARS IN SCHOOL FUNDING RESULTING REMOVING JUST ONE DOLLARS IN SCHOOL FUNDING RESULTING REMOVING JUST ONE DOLLARS IN SCHOOL FUNDING RESULTING REMOVING JUST ONE BOOK GIVEN. RESULTING REMOVING JUST ONE BOOK GIVEN. RESULTING

208REMOVING JUST ONE BOOK GIVEN. GIVEN THAT THIS POLICY WOULD BOOK GIVEN. GIVEN THAT THIS POLICY WOULD BOOK GIVEN. GIVEN THAT THIS POLICY WOULD EXTEND FIFTY FIVE SCHOOLS GIVEN THAT THIS POLICY WOULD EXTEND FIFTY FIVE SCHOOLS GIVEN THAT THIS POLICY WOULD EXTEND FIFTY FIVE SCHOOLS CONSIDERING THE LIBRARIANS EXTEND FIFTY FIVE SCHOOLS CONSIDERING THE LIBRARIANS EXTEND FIFTY FIVE SCHOOLS CONSIDERING THE LIBRARIANS HOURLY RATE OF APPROXIMATELY 30 CONSIDERING THE LIBRARIANS HOURLY RATE OF APPROXIMATELY 30 CONSIDERING THE LIBRARIANS HOURLY RATE OF APPROXIMATELY 30 THE ESTIMATED COST REVIEW ALL HOURLY RATE OF APPROXIMATELY 30 THE ESTIMATED COST REVIEW ALL HOURLY RATE OF APPROXIMATELY 30 THE ESTIMATED COST REVIEW ALL THE BOOKS IN EVERY ELEMENTARY THE ESTIMATED COST REVIEW ALL THE BOOKS IN EVERY ELEMENTARY THE ESTIMATED COST REVIEW ALL THE BOOKS IN EVERY ELEMENTARY LIBRARY COULD EXCEED ONE THE BOOKS

209IN EVERY ELEMENTARY LIBRARY COULD EXCEED ONE THE BOOKS IN EVERY ELEMENTARY LIBRARY COULD EXCEED ONE HUNDRED THOUSAND AN ENORMOUS LIBRARY COULD EXCEED ONE HUNDRED THOUSAND AN ENORMOUS LIBRARY COULD EXCEED ONE HUNDRED THOUSAND AN ENORMOUS FINANCIAL BURDEN HE TIME >> OUR HUNDRED THOUSAND AN ENORMOUS FINANCIAL BURDEN HE TIME >> OUR HUNDRED THOUSAND AN ENORMOUS FINANCIAL BURDEN HE TIME >> OUR NEXT SPEAKER IS DIANE FINANCIAL BURDEN HE TIME >> OUR NEXT SPEAKER IS DIANE FINANCIAL BURDEN HE TIME >> OUR NEXT SPEAKER IS DIANE MUSCATATUCK ALL THE THEN DAN NEXT SPEAKER IS DIANE MUSCATATUCK ALL THE THEN DAN NEXT SPEAKER IS DIANE MUSCATATUCK ALL THE THEN DAN CHANG STILL LAST MONTH I MUSCATATUCK ALL THE THEN DAN CHANG STILL LAST MONTH I MUSCATATUCK ALL THE THEN DAN CHANG STILL LAST MONTH I HIGHLIGHTED FOR SCHOOLS IN CHANG STILL

210LAST MONTH I HIGHLIGHTED FOR SCHOOLS IN CHANG STILL LAST MONTH I HIGHLIGHTED FOR SCHOOLS IN VIRGINIA BEACH GREEN RUN HIGH HIGHLIGHTED FOR SCHOOLS IN VIRGINIA BEACH GREEN RUN HIGH HIGHLIGHTED FOR SCHOOLS IN VIRGINIA BEACH GREEN RUN HIGH SCHOOL PARK WHITE ELEMENTARY VIRGINIA BEACH GREEN RUN HIGH SCHOOL PARK WHITE ELEMENTARY VIRGINIA BEACH GREEN RUN HIGH SCHOOL PARK WHITE ELEMENTARY WORKS FOR A MIDDLE SCHOOL AND SCHOOL PARK WHITE ELEMENTARY WORKS FOR A MIDDLE SCHOOL AND SCHOOL PARK WHITE ELEMENTARY WORKS FOR A MIDDLE SCHOOL AND HIGH SCHOOL WHERE STUDENTS ARE WORKS FOR A MIDDLE SCHOOL AND HIGH SCHOOL WHERE STUDENTS ARE WORKS FOR A MIDDLE SCHOOL AND HIGH SCHOOL WHERE STUDENTS ARE NOT DISCIPLINE FOR CURSING AT HIGH SCHOOL WHERE STUDENTS ARE NOT DISCIPLINE FOR CURSING AT HIGH SCHOOL WHERE STUDENTS ARE NOT DISCIPLINE FOR CURSING AT TEACHERS.

211NOT DISCIPLINE FOR CURSING AT TEACHERS. NOT DISCIPLINE FOR CURSING AT TEACHERS. THIS RAISES CRITICAL QUESTIONS TEACHERS. THIS RAISES CRITICAL QUESTIONS TEACHERS. THIS RAISES CRITICAL QUESTIONS WHAT LESSONS ARE WE TEACHING THIS RAISES CRITICAL QUESTIONS WHAT LESSONS ARE WE TEACHING THIS RAISES CRITICAL QUESTIONS WHAT LESSONS ARE WE TEACHING YOUNG STUDENTS DURING THEIR WHAT LESSONS ARE WE TEACHING YOUNG STUDENTS DURING THEIR WHAT LESSONS ARE WE TEACHING YOUNG STUDENTS DURING THEIR FORMATIVE YEARS AS THEY YOUNG STUDENTS DURING THEIR FORMATIVE YEARS AS THEY YOUNG STUDENTS DURING THEIR FORMATIVE YEARS AS THEY PREPARED TO NAVIGATE ADULTHOOD? FORMATIVE YEARS AS THEY PREPARED TO NAVIGATE ADULTHOOD? FORMATIVE YEARS AS THEY PREPARED TO NAVIGATE ADULTHOOD? AND HOW DOES THIS LACK PREPARED TO NAVIGATE ADULTHOOD? AND HOW DOES THIS LACK PREPARED TO NAVIGATE ADULTHOOD? AND HOW DOES THIS LACK OF ACCOUNTABILITY IMPACT AND HOW DOES

212THIS LACK OF ACCOUNTABILITY IMPACT AND HOW DOES THIS LACK OF ACCOUNTABILITY IMPACT TEACHERS MOTIVATION TO REMAIN OF ACCOUNTABILITY IMPACT TEACHERS MOTIVATION TO REMAIN OF ACCOUNTABILITY IMPACT TEACHERS MOTIVATION TO REMAIN IN THE PROFESSION IT DOESN'T TEACHERS MOTIVATION TO REMAIN IN THE PROFESSION IT DOESN'T TEACHERS MOTIVATION TO REMAIN IN THE PROFESSION IT DOESN'T HAVE TO BE THIS WAY. IN THE PROFESSION IT DOESN'T HAVE TO BE THIS WAY. IN THE PROFESSION IT DOESN'T HAVE TO BE THIS WAY. THERE IS ANOTHER WAY WE MUST HAVE TO BE THIS WAY. THERE IS ANOTHER WAY WE MUST HAVE TO BE THIS WAY. THERE IS ANOTHER WAY WE MUST NOT ACCEPT UNACCEPTABLE THERE IS ANOTHER WAY WE MUST NOT ACCEPT UNACCEPTABLE THERE IS ANOTHER WAY WE MUST NOT ACCEPT UNACCEPTABLE BEHAVIOR AS IT CAN TO HARMFUL NOT ACCEPT UNACCEPTABLE BEHAVIOR AS IT

213CAN TO HARMFUL NOT ACCEPT UNACCEPTABLE BEHAVIOR AS IT CAN TO HARMFUL PATTERNS IN ADULTHOOD. BEHAVIOR AS IT CAN TO HARMFUL PATTERNS IN ADULTHOOD. BEHAVIOR AS IT CAN TO HARMFUL PATTERNS IN ADULTHOOD. CHILDREN KRAVE STRUCTURE AND PATTERNS IN ADULTHOOD. CHILDREN KRAVE STRUCTURE AND PATTERNS IN ADULTHOOD. CHILDREN KRAVE STRUCTURE AND CLEAR BOUNDARIES AND ENFORCING CHILDREN KRAVE STRUCTURE AND CLEAR BOUNDARIES AND ENFORCING CHILDREN KRAVE STRUCTURE AND CLEAR BOUNDARIES AND ENFORCING THOSE BOUNDARIES SHOWS THEM CLEAR BOUNDARIES AND ENFORCING THOSE BOUNDARIES SHOWS THEM CLEAR BOUNDARIES AND ENFORCING THOSE BOUNDARIES SHOWS THEM THAT SOMEONE CARES ABOUT THEIR THOSE BOUNDARIES SHOWS THEM THAT SOMEONE CARES ABOUT THEIR THOSE BOUNDARIES SHOWS THEM THAT SOMEONE CARES ABOUT THEIR FUTURE WHEN STUDENTS FEEL A THAT SOMEONE CARES ABOUT THEIR FUTURE WHEN STUDENTS FEEL A THAT SOMEONE CARES ABOUT THEIR FUTURE WHEN STUDENTS FEEL A SENSE

214OF BELONGING AND BEGIN TO FUTURE WHEN STUDENTS FEEL A SENSE OF BELONGING AND BEGIN TO FUTURE WHEN STUDENTS FEEL A SENSE OF BELONGING AND BEGIN TO DEVELOP A MORAL COMPASS THEIR SENSE OF BELONGING AND BEGIN TO DEVELOP A MORAL COMPASS THEIR SENSE OF BELONGING AND BEGIN TO DEVELOP A MORAL COMPASS THEIR POTENTIAL BECOMES LIMITLESS. DEVELOP A MORAL COMPASS THEIR POTENTIAL BECOMES LIMITLESS. DEVELOP A MORAL COMPASS THEIR POTENTIAL BECOMES LIMITLESS. THE NATIONAL SCHOOL CHAPLIN'S POTENTIAL BECOMES LIMITLESS. THE NATIONAL SCHOOL CHAPLIN'S POTENTIAL BECOMES LIMITLESS. THE NATIONAL SCHOOL CHAPLIN'S ASSOCIATION REPORTS THAT TWENTY THE NATIONAL SCHOOL CHAPLIN'S ASSOCIATION REPORTS THAT TWENTY THE NATIONAL SCHOOL CHAPLIN'S ASSOCIATION REPORTS THAT TWENTY THREE STATES HAVE EITHER PAST ASSOCIATION REPORTS THAT TWENTY THREE STATES HAVE EITHER PAST ASSOCIATION REPORTS THAT TWENTY THREE STATES HAVE EITHER PAST OR ARE IN THE PROCESS OF

215FILING THREE STATES HAVE EITHER PAST OR ARE IN THE PROCESS OF FILING THREE STATES HAVE EITHER PAST OR ARE IN THE PROCESS OF FILING CHAPLAINCY BILLS WITH OTHERS OR ARE IN THE PROCESS OF FILING CHAPLAINCY BILLS WITH OTHERS OR ARE IN THE PROCESS OF FILING CHAPLAINCY BILLS WITH OTHERS COMMITTED TO DOING SO. CHAPLAINCY BILLS WITH OTHERS COMMITTED TO DOING SO. CHAPLAINCY BILLS WITH OTHERS COMMITTED TO DOING SO. VIRGINIA IS AMONG THE STATES COMMITTED TO DOING SO. VIRGINIA IS AMONG THE STATES COMMITTED TO DOING SO. VIRGINIA IS AMONG THE STATES SHOWING INTEREST IN INTRODUCING VIRGINIA IS AMONG THE STATES SHOWING INTEREST IN INTRODUCING VIRGINIA IS AMONG THE STATES SHOWING INTEREST IN INTRODUCING CHAPLAINS PUBLIC SCHOOLS SHOWING INTEREST IN INTRODUCING CHAPLAINS PUBLIC SCHOOLS SHOWING INTEREST IN INTRODUCING CHAPLAINS PUBLIC SCHOOLS CHAPLIN'S. CHAPLAINS PUBLIC SCHOOLS CHAPLIN'S. CHAPLAINS PUBLIC

216SCHOOLS CHAPLIN'S. CHAPLAINS PLAY A PIVOTAL ROLE CHAPLIN'S. CHAPLAINS PLAY A PIVOTAL ROLE CHAPLIN'S. CHAPLAINS PLAY A PIVOTAL ROLE ENFORCED IN FOSTERING A SENSE CHAPLAINS PLAY A PIVOTAL ROLE ENFORCED IN FOSTERING A SENSE CHAPLAINS PLAY A PIVOTAL ROLE ENFORCED IN FOSTERING A SENSE OF BELONGING AND COMMUNITY IN ENFORCED IN FOSTERING A SENSE OF BELONGING AND COMMUNITY IN ENFORCED IN FOSTERING A SENSE OF BELONGING AND COMMUNITY IN SCHOOLS THEY SERVE AS MEDIATORS OF BELONGING AND COMMUNITY IN SCHOOLS THEY SERVE AS MEDIATORS OF BELONGING AND COMMUNITY IN SCHOOLS THEY SERVE AS MEDIATORS DURING CONFLICTS HELPING SCHOOLS THEY SERVE AS MEDIATORS DURING CONFLICTS HELPING SCHOOLS THEY SERVE AS MEDIATORS DURING CONFLICTS HELPING STUDENTS MOVE TOWARD DURING CONFLICTS HELPING STUDENTS MOVE TOWARD DURING CONFLICTS HELPING STUDENTS MOVE TOWARD RECONCILIATION AND STUDENTS MOVE TOWARD RECONCILIATION AND STUDENTS MOVE TOWARD RECONCILIATION AND

217UNDERSTANDING THROUGH RECONCILIATION AND UNDERSTANDING THROUGH RECONCILIATION AND UNDERSTANDING THROUGH COUNSELING, GROUP DISCUSSIONS UNDERSTANDING THROUGH COUNSELING, GROUP DISCUSSIONS UNDERSTANDING THROUGH COUNSELING, GROUP DISCUSSIONS AND MORAL GUIDANCE. COUNSELING, GROUP DISCUSSIONS AND MORAL GUIDANCE. COUNSELING, GROUP DISCUSSIONS AND MORAL GUIDANCE. CHAPLAINS CREATE AN ATMOSPHERE AND MORAL GUIDANCE. CHAPLAINS CREATE AN ATMOSPHERE AND MORAL GUIDANCE. CHAPLAINS CREATE AN ATMOSPHERE OF RESPECT, COMPASSION AND CHAPLAINS CREATE AN ATMOSPHERE OF RESPECT, COMPASSION AND CHAPLAINS CREATE AN ATMOSPHERE OF RESPECT, COMPASSION AND EMPATHY QUALITIES THAT REDUCED OF RESPECT, COMPASSION AND EMPATHY QUALITIES THAT REDUCED OF RESPECT, COMPASSION AND EMPATHY QUALITIES THAT REDUCED CONFLICT AND PROMOTE A PEACEFUL EMPATHY QUALITIES THAT REDUCED CONFLICT AND PROMOTE A PEACEFUL EMPATHY QUALITIES THAT REDUCED CONFLICT AND PROMOTE A PEACEFUL SCHOOL ENVIRONMENT IN TODAY'S CONFLICT AND PROMOTE A PEACEFUL SCHOOL ENVIRONMENT IN TODAY'S CONFLICT AND PROMOTE A PEACEFUL SCHOOL ENVIRONMENT IN

218TODAY'S CLIMATE OF HEIGHTENED EMOTIONAL SCHOOL ENVIRONMENT IN TODAY'S CLIMATE OF HEIGHTENED EMOTIONAL SCHOOL ENVIRONMENT IN TODAY'S CLIMATE OF HEIGHTENED EMOTIONAL DRAIN CHAPLIN'S PROVIDE MUCH CLIMATE OF HEIGHTENED EMOTIONAL DRAIN CHAPLIN'S PROVIDE MUCH CLIMATE OF HEIGHTENED EMOTIONAL DRAIN CHAPLIN'S PROVIDE MUCH NEEDED SUPPORT FOR SCHOOLS DRAIN CHAPLIN'S PROVIDE MUCH NEEDED SUPPORT FOR SCHOOLS DRAIN CHAPLIN'S PROVIDE MUCH NEEDED SUPPORT FOR SCHOOLS NURTURING NOT JUST ACADEMIC NEEDED SUPPORT FOR SCHOOLS NURTURING NOT JUST ACADEMIC NEEDED SUPPORT FOR SCHOOLS NURTURING NOT JUST ACADEMIC SUCCESS BUT EMOTIONAL NURTURING NOT JUST ACADEMIC SUCCESS BUT EMOTIONAL NURTURING NOT JUST ACADEMIC SUCCESS BUT EMOTIONAL WELL-BEING THEIR ABILITY TO SUCCESS BUT EMOTIONAL WELL-BEING THEIR ABILITY TO SUCCESS BUT EMOTIONAL WELL-BEING THEIR ABILITY TO PROMOTE PEACE INSTABILITY CAN WELL-BEING THEIR ABILITY TO PROMOTE PEACE INSTABILITY CAN WELL-BEING THEIR ABILITY TO PROMOTE PEACE INSTABILITY CAN HAVE A PROFOUND LASTING

219IMPACT PROMOTE PEACE INSTABILITY CAN HAVE A PROFOUND LASTING IMPACT PROMOTE PEACE INSTABILITY CAN HAVE A PROFOUND LASTING IMPACT HELPING STUDENTS AND EDUCATORS HAVE A PROFOUND LASTING IMPACT HELPING STUDENTS AND EDUCATORS HAVE A PROFOUND LASTING IMPACT HELPING STUDENTS AND EDUCATORS FLOURISH IN A HEALTHIER HELPING STUDENTS AND EDUCATORS FLOURISH IN A HEALTHIER HELPING STUDENTS AND EDUCATORS FLOURISH IN A HEALTHIER SUPPORTIVE ENVIRONMENT NO FLOURISH IN A HEALTHIER SUPPORTIVE ENVIRONMENT NO FLOURISH IN A HEALTHIER SUPPORTIVE ENVIRONMENT NO ENVIRONMENT NO MATTER WHAT THE SUPPORTIVE ENVIRONMENT NO ENVIRONMENT NO MATTER WHAT THE SUPPORTIVE ENVIRONMENT NO ENVIRONMENT NO MATTER WHAT THE AGE WE ALL ARE CHILDREN OF THE ENVIRONMENT NO MATTER WHAT THE AGE WE ALL ARE CHILDREN OF THE ENVIRONMENT NO MATTER WHAT THE AGE WE ALL ARE CHILDREN OF THE MOST HIGH GOD CHILDREN NEED TO AGE WE ALL ARE

220CHILDREN OF THE MOST HIGH GOD CHILDREN NEED TO AGE WE ALL ARE CHILDREN OF THE MOST HIGH GOD CHILDREN NEED TO KNOW THIS THERE ARE MANY VERSUS MOST HIGH GOD CHILDREN NEED TO KNOW THIS THERE ARE MANY VERSUS MOST HIGH GOD CHILDREN NEED TO KNOW THIS THERE ARE MANY VERSUS VERSES IN GOD'S WORD THAT TEACH KNOW THIS THERE ARE MANY VERSUS VERSES IN GOD'S WORD THAT TEACH KNOW THIS THERE ARE MANY VERSUS VERSES IN GOD'S WORD THAT TEACH US HOW TO RAISE CHILDREN. VERSES IN GOD'S WORD THAT TEACH US HOW TO RAISE CHILDREN. VERSES IN GOD'S WORD THAT TEACH US HOW TO RAISE CHILDREN. HERE ARE A FEW CHILDREN ARE A US HOW TO RAISE CHILDREN. HERE ARE A FEW CHILDREN ARE A US HOW TO RAISE CHILDREN. HERE ARE A FEW CHILDREN ARE A

221GIFT FROM GOD THEY ARE PRECIOUS HERE ARE A FEW CHILDREN ARE A GIFT FROM GOD THEY ARE PRECIOUS HERE ARE A FEW CHILDREN ARE A GIFT FROM GOD THEY ARE PRECIOUS AND SHOULD BE TAUGHT ABOUT HIS GIFT FROM GOD THEY ARE PRECIOUS AND SHOULD BE TAUGHT ABOUT HIS GIFT FROM GOD THEY ARE PRECIOUS AND SHOULD BE TAUGHT ABOUT HIS KINGDOM. AND SHOULD BE TAUGHT ABOUT HIS KINGDOM. AND SHOULD BE TAUGHT ABOUT HIS KINGDOM. CHILDREN SHOULD BE DISCIPLINED KINGDOM. CHILDREN SHOULD BE DISCIPLINED KINGDOM. CHILDREN SHOULD BE DISCIPLINED MAN MEANING A PROPER DISCIPLINE CHILDREN SHOULD BE DISCIPLINED MAN MEANING A PROPER DISCIPLINE CHILDREN SHOULD BE DISCIPLINED MAN MEANING A PROPER DISCIPLINE BRINGS A HARVEST MAN MEANING A PROPER DISCIPLINE BRINGS A HARVEST MAN MEANING A PROPER DISCIPLINE BRINGS A HARVEST OF RIGHTEOUSNESS. BRINGS A HARVEST OF RIGHTEOUSNESS.

222BRINGS A HARVEST OF RIGHTEOUSNESS. SO THIS CHRISTMAS SEASON AS OF RIGHTEOUSNESS. SO THIS CHRISTMAS SEASON AS OF RIGHTEOUSNESS. SO THIS CHRISTMAS SEASON AS YOU'RE CELEBRATING JESUS CHRIST SO THIS CHRISTMAS SEASON AS YOU'RE CELEBRATING JESUS CHRIST SO THIS CHRISTMAS SEASON AS YOU'RE CELEBRATING JESUS CHRIST BIRTHDAY STOP AND ASK HIM HOW YOU'RE CELEBRATING JESUS CHRIST BIRTHDAY STOP AND ASK HIM HOW YOU'RE CELEBRATING JESUS CHRIST BIRTHDAY STOP AND ASK HIM HOW CAN YOU MAKE A DIFFERENCE IN A BIRTHDAY STOP AND ASK HIM HOW CAN YOU MAKE A DIFFERENCE IN A BIRTHDAY STOP AND ASK HIM HOW CAN YOU MAKE A DIFFERENCE IN A CHILD'S LIFE >> NOT JUST YOUR CAN YOU MAKE A DIFFERENCE IN A CHILD'S LIFE >> NOT JUST YOUR CAN YOU MAKE A DIFFERENCE IN A CHILD'S LIFE >> NOT JUST YOUR OWN CHILD BUT

223ALSO THE MANY CHILD'S LIFE >> NOT JUST YOUR OWN CHILD BUT ALSO THE MANY CHILD'S LIFE >> NOT JUST YOUR OWN CHILD BUT ALSO THE MANY CHILDREN WHO NEED HELP WITH A OWN CHILD BUT ALSO THE MANY CHILDREN WHO NEED HELP WITH A OWN CHILD BUT ALSO THE MANY CHILDREN WHO NEED HELP WITH A MORAL COMPASS. CHILDREN WHO NEED HELP WITH A MORAL COMPASS. CHILDREN WHO NEED HELP WITH A MORAL COMPASS. MERRY CHRISTMAS TO EVERYONE. MORAL COMPASS. MERRY CHRISTMAS TO EVERYONE. MORAL COMPASS. MERRY CHRISTMAS TO EVERYONE. OUR NEXT SPEAKER IS PAULA MERRY CHRISTMAS TO EVERYONE. OUR NEXT SPEAKER IS PAULA MERRY CHRISTMAS TO EVERYONE. OUR NEXT SPEAKER IS PAULA DANCING AND THEN MINDY FRIEDMAN OUR NEXT SPEAKER IS PAULA DANCING AND THEN MINDY FRIEDMAN OUR NEXT SPEAKER IS PAULA DANCING AND THEN MINDY FRIEDMAN JUST

224QUICKLY SAY IS THAT THAT DANCING AND THEN MINDY FRIEDMAN JUST QUICKLY SAY IS THAT THAT DANCING AND THEN MINDY FRIEDMAN JUST QUICKLY SAY IS THAT THAT DISCUSSION ON THE AGENDA WOW JUST QUICKLY SAY IS THAT THAT DISCUSSION ON THE AGENDA WOW JUST QUICKLY SAY IS THAT THAT DISCUSSION ON THE AGENDA WOW BUT. DISCUSSION ON THE AGENDA WOW BUT. DISCUSSION ON THE AGENDA WOW BUT. BUT BESIDES THAT VOTERS CHOSE BUT. BUT BESIDES THAT VOTERS CHOSE BUT. BUT BESIDES THAT VOTERS CHOSE REPRESENTATIVES FOR THE NEXT BUT BESIDES THAT VOTERS CHOSE REPRESENTATIVES FOR THE NEXT BUT BESIDES THAT VOTERS CHOSE REPRESENTATIVES FOR THE NEXT TWO YEARS AND TODAY THE REPRESENTATIVES FOR THE NEXT TWO YEARS AND TODAY THE REPRESENTATIVES FOR THE NEXT TWO YEARS AND TODAY THE VIRGINIA BEACH CITY PUBLIC TWO YEARS AND TODAY THE VIRGINIA BEACH

225CITY PUBLIC TWO YEARS AND TODAY THE VIRGINIA BEACH CITY PUBLIC GOALS WAR IN THE NEW SCHOOL VIRGINIA BEACH CITY PUBLIC GOALS WAR IN THE NEW SCHOOL VIRGINIA BEACH CITY PUBLIC GOALS WAR IN THE NEW SCHOOL BOARD AND I SAY CONGRATULATIONS GOALS WAR IN THE NEW SCHOOL BOARD AND I SAY CONGRATULATIONS GOALS WAR IN THE NEW SCHOOL BOARD AND I SAY CONGRATULATIONS TO ALL THOSE WHO ARE RECENTLY BOARD AND I SAY CONGRATULATIONS TO ALL THOSE WHO ARE RECENTLY BOARD AND I SAY CONGRATULATIONS TO ALL THOSE WHO ARE RECENTLY ELECTED AND THANK YOU TO EVERY TO ALL THOSE WHO ARE RECENTLY ELECTED AND THANK YOU TO EVERY TO ALL THOSE WHO ARE RECENTLY ELECTED AND THANK YOU TO EVERY SINGLE ONE OF YOU WHO HAVE ELECTED AND THANK YOU TO EVERY SINGLE ONE OF YOU WHO HAVE

226ELECTED AND THANK YOU TO EVERY SINGLE ONE OF YOU WHO HAVE SERVED IN NOVEMBER ALL LEVELS SINGLE ONE OF YOU WHO HAVE SERVED IN NOVEMBER ALL LEVELS SINGLE ONE OF YOU WHO HAVE SERVED IN NOVEMBER ALL LEVELS OF OUR REPUBLIC AT REPUBLIC SERVED IN NOVEMBER ALL LEVELS OF OUR REPUBLIC AT REPUBLIC SERVED IN NOVEMBER ALL LEVELS OF OUR REPUBLIC AT REPUBLIC MADE CLEAR THAT THERE'S BEEN A OF OUR REPUBLIC AT REPUBLIC MADE CLEAR THAT THERE'S BEEN A OF OUR REPUBLIC AT REPUBLIC MADE CLEAR THAT THERE'S BEEN A SHIFT IN OUR CULTURE BACK TO MADE CLEAR THAT THERE'S BEEN A SHIFT IN OUR CULTURE BACK TO MADE CLEAR THAT THERE'S BEEN A SHIFT IN OUR CULTURE BACK TO MORE CONSTITUTIONAL TRADITIONAL SHIFT IN OUR CULTURE BACK TO MORE CONSTITUTIONAL TRADITIONAL SHIFT IN OUR CULTURE BACK TO

227MORE CONSTITUTIONAL TRADITIONAL VALUES THOSE ON THE BOARD IN MORE CONSTITUTIONAL TRADITIONAL VALUES THOSE ON THE BOARD IN MORE CONSTITUTIONAL TRADITIONAL VALUES THOSE ON THE BOARD IN UPCOMING WOULD BE WISE TO PAY VALUES THOSE ON THE BOARD IN UPCOMING WOULD BE WISE TO PAY VALUES THOSE ON THE BOARD IN UPCOMING WOULD BE WISE TO PAY ATTENTION TO WHAT WE SAID VIA UPCOMING WOULD BE WISE TO PAY ATTENTION TO WHAT WE SAID VIA UPCOMING WOULD BE WISE TO PAY ATTENTION TO WHAT WE SAID VIA THE BALLOT BOX BECAUSE THIS ATTENTION TO WHAT WE SAID VIA THE BALLOT BOX BECAUSE THIS ATTENTION TO WHAT WE SAID VIA THE BALLOT BOX BECAUSE THIS COUNTRY IS IN A PROCESS OF TO THE BALLOT BOX BECAUSE THIS COUNTRY IS IN A PROCESS OF TO THE BALLOT BOX BECAUSE THIS COUNTRY IS

228IN A PROCESS OF TO COIN A COIN A PHRASE THAT'S COUNTRY IS IN A PROCESS OF TO COIN A COIN A PHRASE THAT'S COUNTRY IS IN A PROCESS OF TO COIN A COIN A PHRASE THAT'S BEEN AROUND LATELY WE ARE IN COIN A COIN A PHRASE THAT'S BEEN AROUND LATELY WE ARE IN COIN A COIN A PHRASE THAT'S BEEN AROUND LATELY WE ARE IN THE PROCESS OF UNBURDENING BEEN AROUND LATELY WE ARE IN THE PROCESS OF UNBURDENING BEEN AROUND LATELY WE ARE IN THE PROCESS OF UNBURDENING OURSELVES WITH WHAT HAS BEEN SO THE PROCESS OF UNBURDENING OURSELVES WITH WHAT HAS BEEN SO THE PROCESS OF UNBURDENING OURSELVES WITH WHAT HAS BEEN SO WE NEED TO BUCKLE UP THOSE WHO OURSELVES WITH WHAT HAS BEEN SO WE NEED TO BUCKLE UP THOSE WHO OURSELVES WITH WHAT

229HAS BEEN SO WE NEED TO BUCKLE UP THOSE WHO HAVE BEEN IN POWER WILL FIGHT WE NEED TO BUCKLE UP THOSE WHO HAVE BEEN IN POWER WILL FIGHT WE NEED TO BUCKLE UP THOSE WHO HAVE BEEN IN POWER WILL FIGHT TO CLING TO THE TRIED WAYS HAVE BEEN IN POWER WILL FIGHT TO CLING TO THE TRIED WAYS HAVE BEEN IN POWER WILL FIGHT TO CLING TO THE TRIED WAYS OF CONTROL NAMELY RACIAL, TO CLING TO THE TRIED WAYS OF CONTROL NAMELY RACIAL, TO CLING TO THE TRIED WAYS OF CONTROL NAMELY RACIAL, ECONOMIC, GENDER AND RELIGIOUS OF CONTROL NAMELY RACIAL, ECONOMIC, GENDER AND RELIGIOUS OF CONTROL NAMELY RACIAL, ECONOMIC, GENDER AND RELIGIOUS DIVISION BUT THE CITIZENS ECONOMIC, GENDER AND RELIGIOUS DIVISION BUT THE CITIZENS ECONOMIC, GENDER AND RELIGIOUS DIVISION BUT THE CITIZENS OF THIS GREAT REPUBLIC

230REJECTED DIVISION BUT THE CITIZENS OF THIS GREAT REPUBLIC REJECTED DIVISION BUT THE CITIZENS OF THIS GREAT REPUBLIC REJECTED THIS COURSE BEEN MANIPULATED OF THIS GREAT REPUBLIC REJECTED THIS COURSE BEEN MANIPULATED OF THIS GREAT REPUBLIC REJECTED THIS COURSE BEEN MANIPULATED PROPAGANDA AND EVERY SINGLE THIS COURSE BEEN MANIPULATED PROPAGANDA AND EVERY SINGLE THIS COURSE BEEN MANIPULATED PROPAGANDA AND EVERY SINGLE GENERATION EVERY RACE EVERY PROPAGANDA AND EVERY SINGLE GENERATION EVERY RACE EVERY PROPAGANDA AND EVERY SINGLE GENERATION EVERY RACE EVERY CREED EVERY CREED, EVERY GENDER GENERATION EVERY RACE EVERY CREED EVERY CREED, EVERY GENDER GENERATION EVERY RACE EVERY CREED EVERY CREED, EVERY GENDER AND EVERY ECONOMIC CLASS CREED EVERY CREED, EVERY GENDER AND EVERY ECONOMIC CLASS CREED EVERY CREED, EVERY GENDER AND EVERY ECONOMIC CLASS REJECTED IT IF YOU LOOK AT THE AND EVERY ECONOMIC CLASS REJECTED IT IF

231YOU LOOK AT THE AND EVERY ECONOMIC CLASS REJECTED IT IF YOU LOOK AT THE NUMBERS INSTEAD HE CHOSE FAMILY REJECTED IT IF YOU LOOK AT THE NUMBERS INSTEAD HE CHOSE FAMILY REJECTED IT IF YOU LOOK AT THE NUMBERS INSTEAD HE CHOSE FAMILY FAITH FREEDOM IN THE THOUGHTS NUMBERS INSTEAD HE CHOSE FAMILY FAITH FREEDOM IN THE THOUGHTS NUMBERS INSTEAD HE CHOSE FAMILY FAITH FREEDOM IN THE THOUGHTS OF THOUGHTS OF INDEPENDENCE AND FAITH FREEDOM IN THE THOUGHTS OF THOUGHTS OF INDEPENDENCE AND FAITH FREEDOM IN THE THOUGHTS OF THOUGHTS OF INDEPENDENCE AND THE VALUES OF US CONSTITUTION OF THOUGHTS OF INDEPENDENCE AND THE VALUES OF US CONSTITUTION OF THOUGHTS OF INDEPENDENCE AND THE VALUES OF US CONSTITUTION WE REJECTED WE REJECTED THE THE VALUES OF US CONSTITUTION WE REJECTED WE REJECTED THE THE VALUES OF US CONSTITUTION WE

232REJECTED WE REJECTED THE GODLESS SOCIALISTS TOP WE REJECTED WE REJECTED THE GODLESS SOCIALISTS TOP WE REJECTED WE REJECTED THE GODLESS SOCIALISTS TOP GOVERNMENT OPPRESSION AND THE GODLESS SOCIALISTS TOP GOVERNMENT OPPRESSION AND THE GODLESS SOCIALISTS TOP GOVERNMENT OPPRESSION AND THE LIE HONESTLY OFTEN ARE REPEATED GOVERNMENT OPPRESSION AND THE LIE HONESTLY OFTEN ARE REPEATED GOVERNMENT OPPRESSION AND THE LIE HONESTLY OFTEN ARE REPEATED HERE THAT WE ARE HOMOPHOBIC LIE HONESTLY OFTEN ARE REPEATED HERE THAT WE ARE HOMOPHOBIC LIE HONESTLY OFTEN ARE REPEATED HERE THAT WE ARE HOMOPHOBIC BRACELETS WHEN WE STAND FOR HERE THAT WE ARE HOMOPHOBIC BRACELETS WHEN WE STAND FOR HERE THAT WE ARE HOMOPHOBIC BRACELETS WHEN WE STAND FOR WHAT WE BELIEVE WE REJECTED THE BRACELETS WHEN WE STAND FOR WHAT WE BELIEVE WE REJECTED THE BRACELETS WHEN WE STAND FOR WHAT WE BELIEVE WE

233REJECTED THE CONCEPT THAT SCHOOLS ARE SOCIAL WHAT WE BELIEVE WE REJECTED THE CONCEPT THAT SCHOOLS ARE SOCIAL WHAT WE BELIEVE WE REJECTED THE CONCEPT THAT SCHOOLS ARE SOCIAL SCIENCE EXPERIMENTS SEXUALLY CONCEPT THAT SCHOOLS ARE SOCIAL SCIENCE EXPERIMENTS SEXUALLY CONCEPT THAT SCHOOLS ARE SOCIAL SCIENCE EXPERIMENTS SEXUALLY AND INDOCTRINATING LABORATORIES SCIENCE EXPERIMENTS SEXUALLY AND INDOCTRINATING LABORATORIES SCIENCE EXPERIMENTS SEXUALLY AND INDOCTRINATING LABORATORIES WHERE CHILDREN ARE RAISED WITH AND INDOCTRINATING LABORATORIES WHERE CHILDREN ARE RAISED WITH AND INDOCTRINATING LABORATORIES WHERE CHILDREN ARE RAISED WITH THEIR PARENTS WE REJECTED THE WHERE CHILDREN ARE RAISED WITH THEIR PARENTS WE REJECTED THE WHERE CHILDREN ARE RAISED WITH THEIR PARENTS WE REJECTED THE IDEA THAT A TITLE BEFORE YOUR THEIR PARENTS WE REJECTED THE IDEA THAT A TITLE BEFORE YOUR THEIR PARENTS WE REJECTED THE IDEA THAT A TITLE BEFORE YOUR NAME AND LETTERS

234AFTER SHOULD IDEA THAT A TITLE BEFORE YOUR NAME AND LETTERS AFTER SHOULD IDEA THAT A TITLE BEFORE YOUR NAME AND LETTERS AFTER SHOULD INTIMIDATE PARENTS INTO NAME AND LETTERS AFTER SHOULD INTIMIDATE PARENTS INTO NAME AND LETTERS AFTER SHOULD INTIMIDATE PARENTS INTO SUBMISSIVELY BELIEVING THAT YOU INTIMIDATE PARENTS INTO SUBMISSIVELY BELIEVING THAT YOU INTIMIDATE PARENTS INTO SUBMISSIVELY BELIEVING THAT YOU KNOW MORE ABOUT THEIR CHILD SUBMISSIVELY BELIEVING THAT YOU KNOW MORE ABOUT THEIR CHILD SUBMISSIVELY BELIEVING THAT YOU KNOW MORE ABOUT THEIR CHILD THAN THEY DO THEMSELVES AND KNOW MORE ABOUT THEIR CHILD THAN THEY DO THEMSELVES AND KNOW MORE ABOUT THEIR CHILD THAN THEY DO THEMSELVES AND KNOW THE PREVALENT LETTERS IN THAN THEY DO THEMSELVES AND KNOW THE PREVALENT LETTERS IN THAN THEY DO THEMSELVES AND KNOW THE PREVALENT LETTERS IN THE VIRGINIA BEACH CITY PUBLIC KNOW

235THE PREVALENT LETTERS IN THE VIRGINIA BEACH CITY PUBLIC KNOW THE PREVALENT LETTERS IN THE VIRGINIA BEACH CITY PUBLIC SCHOOLS SHOULD BE IMODIUM THE VIRGINIA BEACH CITY PUBLIC SCHOOLS SHOULD BE IMODIUM THE VIRGINIA BEACH CITY PUBLIC SCHOOLS SHOULD BE IMODIUM INDEED WE REJECTED THE CONCEPT SCHOOLS SHOULD BE IMODIUM INDEED WE REJECTED THE CONCEPT SCHOOLS SHOULD BE IMODIUM INDEED WE REJECTED THE CONCEPT THAT OUR MONEY BELONGS TO THE INDEED WE REJECTED THE CONCEPT THAT OUR MONEY BELONGS TO THE INDEED WE REJECTED THE CONCEPT THAT OUR MONEY BELONGS TO THE GOVERNMENT FOR EXCESSIVE THAT OUR MONEY BELONGS TO THE GOVERNMENT FOR EXCESSIVE THAT OUR MONEY BELONGS TO THE GOVERNMENT FOR EXCESSIVE SPENDING ON AN OVERSIZE AND GOVERNMENT FOR EXCESSIVE SPENDING ON AN OVERSIZE AND GOVERNMENT FOR EXCESSIVE SPENDING ON AN OVERSIZE AND UNNEEDED SCHOOLS WITH CITIZENS SPENDING ON

236AN OVERSIZE AND UNNEEDED SCHOOLS WITH CITIZENS SPENDING ON AN OVERSIZE AND UNNEEDED SCHOOLS WITH CITIZENS AND SLAVES WHO TAXATION AND UNNEEDED SCHOOLS WITH CITIZENS AND SLAVES WHO TAXATION AND UNNEEDED SCHOOLS WITH CITIZENS AND SLAVES WHO TAXATION AND GOVERNMENT SPENDING ENRICHING AND SLAVES WHO TAXATION AND GOVERNMENT SPENDING ENRICHING AND SLAVES WHO TAXATION AND GOVERNMENT SPENDING ENRICHING HANDPICKED COMPANIES WE GOVERNMENT SPENDING ENRICHING HANDPICKED COMPANIES WE GOVERNMENT SPENDING ENRICHING HANDPICKED COMPANIES WE REJECTED POLITICIANS ROLLING HANDPICKED COMPANIES WE REJECTED POLITICIANS ROLLING HANDPICKED COMPANIES WE REJECTED POLITICIANS ROLLING BACK FROM ELECTED POSITIONS REJECTED POLITICIANS ROLLING BACK FROM ELECTED POSITIONS REJECTED POLITICIANS ROLLING BACK FROM ELECTED POSITIONS STRAIGHT TO A GOVERNMENT JOB IN BACK FROM ELECTED POSITIONS STRAIGHT TO A GOVERNMENT JOB IN BACK FROM ELECTED POSITIONS STRAIGHT TO A GOVERNMENT JOB IN A PAYCHECK WITH THAT SAME STRAIGHT TO A

237GOVERNMENT JOB IN A PAYCHECK WITH THAT SAME STRAIGHT TO A GOVERNMENT JOB IN A PAYCHECK WITH THAT SAME INSTITUTION AND I HOPE THAT A PAYCHECK WITH THAT SAME INSTITUTION AND I HOPE THAT A PAYCHECK WITH THAT SAME INSTITUTION AND I HOPE THAT NEVER HAPPENS IN THE VIRGINIA INSTITUTION AND I HOPE THAT NEVER HAPPENS IN THE VIRGINIA INSTITUTION AND I HOPE THAT NEVER HAPPENS IN THE VIRGINIA BEACH CITY PUBLIC SCHOOLS MOST NEVER HAPPENS IN THE VIRGINIA BEACH CITY PUBLIC SCHOOLS MOST NEVER HAPPENS IN THE VIRGINIA BEACH CITY PUBLIC SCHOOLS MOST IMPORTANTLY TO THE BOARD BEACH CITY PUBLIC SCHOOLS MOST IMPORTANTLY TO THE BOARD BEACH CITY PUBLIC SCHOOLS MOST IMPORTANTLY TO THE BOARD CITIZENS TOLD YOU IN OUR VOTING IMPORTANTLY TO THE BOARD CITIZENS TOLD YOU IN OUR VOTING IMPORTANTLY TO THE BOARD CITIZENS TOLD YOU IN

238OUR VOTING THAT WE WANT CHILDREN EDUCATED CITIZENS TOLD YOU IN OUR VOTING THAT WE WANT CHILDREN EDUCATED CITIZENS TOLD YOU IN OUR VOTING THAT WE WANT CHILDREN EDUCATED TO CRITICALLY THINK AND PREPARE THAT WE WANT CHILDREN EDUCATED TO CRITICALLY THINK AND PREPARE THAT WE WANT CHILDREN EDUCATED TO CRITICALLY THINK AND PREPARE FOR THE FUTURE WE WANT THEM TO CRITICALLY THINK AND PREPARE FOR THE FUTURE WE WANT THEM TO CRITICALLY THINK AND PREPARE FOR THE FUTURE WE WANT THEM SAFE WE WANT WE WANT PARENTS, FOR THE FUTURE WE WANT THEM SAFE WE WANT WE WANT PARENTS, FOR THE FUTURE WE WANT THEM SAFE WE WANT WE WANT PARENTS, FAMILIES AND STUDENTS RESPECTED SAFE WE WANT WE WANT PARENTS, FAMILIES AND STUDENTS RESPECTED SAFE WE WANT WE WANT PARENTS, FAMILIES AND STUDENTS RESPECTED AND WE ELECTED YOU

239FOR THIS AND FAMILIES AND STUDENTS RESPECTED AND WE ELECTED YOU FOR THIS AND FAMILIES AND STUDENTS RESPECTED AND WE ELECTED YOU FOR THIS AND WE WILL BE WATCHING FINALLY AND WE ELECTED YOU FOR THIS AND WE WILL BE WATCHING FINALLY AND WE ELECTED YOU FOR THIS AND WE WILL BE WATCHING FINALLY TONIGHT AND AGAIN APPRECIATE WE WILL BE WATCHING FINALLY TONIGHT AND AGAIN APPRECIATE WE WILL BE WATCHING FINALLY TONIGHT AND AGAIN APPRECIATE ALL OF YOU THAT HAVE BEEN THAT TONIGHT AND AGAIN APPRECIATE ALL OF YOU THAT HAVE BEEN THAT TONIGHT AND AGAIN APPRECIATE ALL OF YOU THAT HAVE BEEN THAT HAVE BEEN HERE BUT WE SAY THE ALL OF YOU THAT HAVE BEEN THAT HAVE BEEN HERE BUT WE SAY THE ALL OF YOU THAT HAVE BEEN THAT HAVE BEEN HERE BUT WE SAY THE

240SPORT SAYS GOODBYE TO SEVERAL HAVE BEEN HERE BUT WE SAY THE SPORT SAYS GOODBYE TO SEVERAL HAVE BEEN HERE BUT WE SAY THE SPORT SAYS GOODBYE TO SEVERAL MEMBERS AND ONE IN PARTICULAR SPORT SAYS GOODBYE TO SEVERAL MEMBERS AND ONE IN PARTICULAR SPORT SAYS GOODBYE TO SEVERAL MEMBERS AND ONE IN PARTICULAR THAT HAS BEEN ON THE FRONT LINE MEMBERS AND ONE IN PARTICULAR THAT HAS BEEN ON THE FRONT LINE MEMBERS AND ONE IN PARTICULAR THAT HAS BEEN ON THE FRONT LINE OF EVERYTHING I BELIEVE THIS THAT HAS BEEN ON THE FRONT LINE OF EVERYTHING I BELIEVE THIS THAT HAS BEEN ON THE FRONT LINE OF EVERYTHING I BELIEVE THIS COUNTRY STANDS FOR NOT SPEAKING OF EVERYTHING I BELIEVE THIS COUNTRY STANDS FOR NOT SPEAKING OF EVERYTHING I BELIEVE THIS COUNTRY STANDS FOR NOT SPEAKING MANNING

241VICKI IT'S BEEN AN IT'S COUNTRY STANDS FOR NOT SPEAKING MANNING VICKI IT'S BEEN AN IT'S COUNTRY STANDS FOR NOT SPEAKING MANNING VICKI IT'S BEEN AN IT'S BEEN AN HONOR FIGHTING WITH YOU MANNING VICKI IT'S BEEN AN IT'S BEEN AN HONOR FIGHTING WITH YOU MANNING VICKI IT'S BEEN AN IT'S BEEN AN HONOR FIGHTING WITH YOU AND HEARTWARMING TO KNOW THAT BEEN AN HONOR FIGHTING WITH YOU AND HEARTWARMING TO KNOW THAT BEEN AN HONOR FIGHTING WITH YOU AND HEARTWARMING TO KNOW THAT YOU GO TO A DIFFERENT ASPECT AND HEARTWARMING TO KNOW THAT YOU GO TO A DIFFERENT ASPECT AND HEARTWARMING TO KNOW THAT YOU GO TO A DIFFERENT ASPECT OF THE FIGHT FOR WHICH YOU'RE YOU GO TO A DIFFERENT ASPECT OF THE FIGHT FOR WHICH YOU'RE YOU GO TO A DIFFERENT ASPECT OF THE FIGHT FOR

242WHICH YOU'RE VERY WELL SUITED AND THAT OF THE FIGHT FOR WHICH YOU'RE VERY WELL SUITED AND THAT OF THE FIGHT FOR WHICH YOU'RE VERY WELL SUITED AND THAT YOU'RE LEAVING WAS SUCH A VERY WELL SUITED AND THAT YOU'RE LEAVING WAS SUCH A VERY WELL SUITED AND THAT YOU'RE LEAVING WAS SUCH A STRONG BOARD TO CONTINUE ON YOU'RE LEAVING WAS SUCH A STRONG BOARD TO CONTINUE ON YOU'RE LEAVING WAS SUCH A STRONG BOARD TO CONTINUE ON HERE. STRONG BOARD TO CONTINUE ON HERE. STRONG BOARD TO CONTINUE ON HERE. THANK YOU VERY MUCH AND MERRY HERE. THANK YOU VERY MUCH AND MERRY HERE. THANK YOU VERY MUCH AND MERRY CHRISTMAS TO YOU ALL. THANK YOU VERY MUCH AND MERRY CHRISTMAS TO YOU ALL. THANK YOU VERY MUCH AND MERRY CHRISTMAS TO YOU ALL. OUR NEXT SPEAKER IS

243DAN CHRISTMAS TO YOU ALL. OUR NEXT SPEAKER IS DAN CHRISTMAS TO YOU ALL. OUR NEXT SPEAKER IS DAN DINWIDDIE FREEMAN, THEN LINDSEY OUR NEXT SPEAKER IS DAN DINWIDDIE FREEMAN, THEN LINDSEY OUR NEXT SPEAKER IS DAN DINWIDDIE FREEMAN, THEN LINDSEY VONN STILL HERE WITH RESPECT DINWIDDIE FREEMAN, THEN LINDSEY VONN STILL HERE WITH RESPECT DINWIDDIE FREEMAN, THEN LINDSEY VONN STILL HERE WITH RESPECT AND KINDNESS BUT I LIKE THAT VONN STILL HERE WITH RESPECT AND KINDNESS BUT I LIKE THAT VONN STILL HERE WITH RESPECT AND KINDNESS BUT I LIKE THAT MISS MELNIK AT ALTERNATIVE AND KINDNESS BUT I LIKE THAT MISS MELNIK AT ALTERNATIVE AND KINDNESS BUT I LIKE THAT MISS MELNIK AT ALTERNATIVE POINTS OF VIEW IS NOT MISS MELNIK AT ALTERNATIVE POINTS OF VIEW IS NOT MISS MELNIK AT ALTERNATIVE POINTS OF VIEW IS NOT DISRESPECT.

244POINTS OF VIEW IS NOT DISRESPECT. POINTS OF VIEW IS NOT DISRESPECT. IT'S I WANT TO THANK THE DISRESPECT. IT'S I WANT TO THANK THE DISRESPECT. IT'S I WANT TO THANK THE DEPARTING SCHOOL BOARD MEMBERS IT'S I WANT TO THANK THE DEPARTING SCHOOL BOARD MEMBERS IT'S I WANT TO THANK THE DEPARTING SCHOOL BOARD MEMBERS MISS ANDERSON SPRAGUE'S MISS DEPARTING SCHOOL BOARD MEMBERS MISS ANDERSON SPRAGUE'S MISS DEPARTING SCHOOL BOARD MEMBERS MISS ANDERSON SPRAGUE'S MISS OWENS AND FRANKLIN FOR THEIR MISS ANDERSON SPRAGUE'S MISS OWENS AND FRANKLIN FOR THEIR MISS ANDERSON SPRAGUE'S MISS OWENS AND FRANKLIN FOR THEIR SERVICE I WISH YOU ALL THE BEST OWENS AND FRANKLIN FOR THEIR SERVICE I WISH YOU ALL THE BEST OWENS AND FRANKLIN FOR THEIR SERVICE I WISH YOU ALL THE BEST IN YOUR FUTURE ENDEAVORS I KNOW SERVICE I WISH YOU

245ALL THE BEST IN YOUR FUTURE ENDEAVORS I KNOW SERVICE I WISH YOU ALL THE BEST IN YOUR FUTURE ENDEAVORS I KNOW SHANNON KENDRICK IS NOT HERE IN YOUR FUTURE ENDEAVORS I KNOW SHANNON KENDRICK IS NOT HERE IN YOUR FUTURE ENDEAVORS I KNOW SHANNON KENDRICK IS NOT HERE BUT I ALSO LIKE TO PUBLICLY SHANNON KENDRICK IS NOT HERE BUT I ALSO LIKE TO PUBLICLY SHANNON KENDRICK IS NOT HERE BUT I ALSO LIKE TO PUBLICLY THANK HER FOR THE SERVICE ON BUT I ALSO LIKE TO PUBLICLY THANK HER FOR THE SERVICE ON BUT I ALSO LIKE TO PUBLICLY THANK HER FOR THE SERVICE ON HER SERVICE SCHOOL BOARD TO THE THANK HER FOR THE SERVICE ON HER SERVICE SCHOOL BOARD TO THE THANK HER FOR THE SERVICE ON HER SERVICE SCHOOL BOARD TO THE CITIZENS AND CITIZENS

246AND HER SERVICE SCHOOL BOARD TO THE CITIZENS AND CITIZENS AND HER SERVICE SCHOOL BOARD TO THE CITIZENS AND CITIZENS AND CHILDREN OF VIRGINIA BEACH SHE CITIZENS AND CITIZENS AND CHILDREN OF VIRGINIA BEACH SHE CITIZENS AND CITIZENS AND CHILDREN OF VIRGINIA BEACH SHE DEMONSTRATED THAT SHE HAS BEEN CHILDREN OF VIRGINIA BEACH SHE DEMONSTRATED THAT SHE HAS BEEN CHILDREN OF VIRGINIA BEACH SHE DEMONSTRATED THAT SHE HAS BEEN ABLE TO ACCEPT THE DECISION DEMONSTRATED THAT SHE HAS BEEN ABLE TO ACCEPT THE DECISION DEMONSTRATED THAT SHE HAS BEEN ABLE TO ACCEPT THE DECISION OF THE VOTERS NOT TO BE ELECTED ABLE TO ACCEPT THE DECISION OF THE VOTERS NOT TO BE ELECTED ABLE TO ACCEPT THE DECISION OF THE VOTERS NOT TO BE ELECTED IN A GRACIOUS AND DIGNIFIED OF THE VOTERS NOT TO BE ELECTED IN A GRACIOUS

247AND DIGNIFIED OF THE VOTERS NOT TO BE ELECTED IN A GRACIOUS AND DIGNIFIED MANNER. IN A GRACIOUS AND DIGNIFIED MANNER. IN A GRACIOUS AND DIGNIFIED MANNER. HER DEDICATION AND SACRIFICE MANNER. HER DEDICATION AND SACRIFICE MANNER. HER DEDICATION AND SACRIFICE ARE VERY APPRECIATED I WISH YOU HER DEDICATION AND SACRIFICE ARE VERY APPRECIATED I WISH YOU HER DEDICATION AND SACRIFICE ARE VERY APPRECIATED I WISH YOU ALL THE BEST ALSO I LIKE TO ARE VERY APPRECIATED I WISH YOU ALL THE BEST ALSO I LIKE TO ARE VERY APPRECIATED I WISH YOU ALL THE BEST ALSO I LIKE TO ECHO WHAT MY WIFE SAID. ALL THE BEST ALSO I LIKE TO ECHO WHAT MY WIFE SAID. ALL THE BEST ALSO I LIKE TO ECHO WHAT MY WIFE SAID. I WANT THANK VICKI FOR YOUR ECHO WHAT MY WIFE SAID.

248I WANT THANK VICKI FOR YOUR ECHO WHAT MY WIFE SAID. I WANT THANK VICKI FOR YOUR DEDICATION. I WANT THANK VICKI FOR YOUR DEDICATION. I WANT THANK VICKI FOR YOUR DEDICATION. SORRY SHE GOT ME ON THIS ONE DEDICATION. SORRY SHE GOT ME ON THIS ONE DEDICATION. SORRY SHE GOT ME ON THIS ONE AND SERVICES CITIZENS SORRY SHE GOT ME ON THIS ONE AND SERVICES CITIZENS SORRY SHE GOT ME ON THIS ONE AND SERVICES CITIZENS OF STUDENTS OF VIRGINIA BEACH I AND SERVICES CITIZENS OF STUDENTS OF VIRGINIA BEACH I AND SERVICES CITIZENS OF STUDENTS OF VIRGINIA BEACH I REMEMBER THE DAY I MET YOU GOT OF STUDENTS OF VIRGINIA BEACH I REMEMBER THE DAY I MET YOU GOT OF STUDENTS OF VIRGINIA BEACH I REMEMBER THE DAY I MET YOU GOT ME TO REALLY SEE WHAT

249WAS GOING REMEMBER THE DAY I MET YOU GOT ME TO REALLY SEE WHAT WAS GOING REMEMBER THE DAY I MET YOU GOT ME TO REALLY SEE WHAT WAS GOING ON. ME TO REALLY SEE WHAT WAS GOING ON. ME TO REALLY SEE WHAT WAS GOING ON. YOU HAD THE STRENGTH FORTITUDE ON. YOU HAD THE STRENGTH FORTITUDE ON. YOU HAD THE STRENGTH FORTITUDE TO SHINE THE LIGHT OF TRUTH ON YOU HAD THE STRENGTH FORTITUDE TO SHINE THE LIGHT OF TRUTH ON YOU HAD THE STRENGTH FORTITUDE TO SHINE THE LIGHT OF TRUTH ON THE DARKNESS IT WAS CURRENT IN TO SHINE THE LIGHT OF TRUTH ON THE DARKNESS IT WAS CURRENT IN TO SHINE THE LIGHT OF TRUTH ON THE DARKNESS IT WAS CURRENT IN THE VIRGINIA BEACH SCHOOL THE DARKNESS IT WAS CURRENT IN THE VIRGINIA BEACH

250SCHOOL THE DARKNESS IT WAS CURRENT IN THE VIRGINIA BEACH SCHOOL DIVISION AND THE SCHOOL THANK THE VIRGINIA BEACH SCHOOL DIVISION AND THE SCHOOL THANK THE VIRGINIA BEACH SCHOOL DIVISION AND THE SCHOOL THANK YOU AND WE WISH YOU ALL YOU ALL DIVISION AND THE SCHOOL THANK YOU AND WE WISH YOU ALL YOU ALL DIVISION AND THE SCHOOL THANK YOU AND WE WISH YOU ALL YOU ALL THE BEST IN YOUR ENDEAVORS I YOU AND WE WISH YOU ALL YOU ALL THE BEST IN YOUR ENDEAVORS I YOU AND WE WISH YOU ALL YOU ALL THE BEST IN YOUR ENDEAVORS I KNOW WE WILL STAY IN CONTACT. THE BEST IN YOUR ENDEAVORS I KNOW WE WILL STAY IN CONTACT. THE BEST IN YOUR ENDEAVORS I KNOW WE WILL STAY IN CONTACT. MERRY CHRISTMAS NEXT SPEAKER IS KNOW WE WILL

251STAY IN CONTACT. MERRY CHRISTMAS NEXT SPEAKER IS KNOW WE WILL STAY IN CONTACT. MERRY CHRISTMAS NEXT SPEAKER IS MEDIA FRIEDMAN MINDY FRIEDMAN, MERRY CHRISTMAS NEXT SPEAKER IS MEDIA FRIEDMAN MINDY FRIEDMAN, MERRY CHRISTMAS NEXT SPEAKER IS MEDIA FRIEDMAN MINDY FRIEDMAN, THEN LINDSAY LOHAN THEN RICHARD MEDIA FRIEDMAN MINDY FRIEDMAN, THEN LINDSAY LOHAN THEN RICHARD MEDIA FRIEDMAN MINDY FRIEDMAN, THEN LINDSAY LOHAN THEN RICHARD PICKENS GOOD EVENING. THEN LINDSAY LOHAN THEN RICHARD PICKENS GOOD EVENING. THEN LINDSAY LOHAN THEN RICHARD PICKENS GOOD EVENING. THANK YOU FOR THE OPPORTUNITY PICKENS GOOD EVENING. THANK YOU FOR THE OPPORTUNITY PICKENS GOOD EVENING. THANK YOU FOR THE OPPORTUNITY TO SPEAK BEFORE YOU. THANK YOU FOR THE OPPORTUNITY TO SPEAK BEFORE YOU. THANK YOU FOR THE OPPORTUNITY TO SPEAK BEFORE YOU. THERE'S A LOT TO COMMENT ON TO SPEAK BEFORE YOU. THERE'S A LOT TO

252COMMENT ON TO SPEAK BEFORE YOU. THERE'S A LOT TO COMMENT ON TONIGHT'S WE'LL START WITH CELL THERE'S A LOT TO COMMENT ON TONIGHT'S WE'LL START WITH CELL THERE'S A LOT TO COMMENT ON TONIGHT'S WE'LL START WITH CELL PHONES HIGH SCHOOL HIGH SCHOOL TONIGHT'S WE'LL START WITH CELL PHONES HIGH SCHOOL HIGH SCHOOL TONIGHT'S WE'LL START WITH CELL PHONES HIGH SCHOOL HIGH SCHOOL STUDENTS SHOULD BE ALLOWED USE PHONES HIGH SCHOOL HIGH SCHOOL STUDENTS SHOULD BE ALLOWED USE PHONES HIGH SCHOOL HIGH SCHOOL STUDENTS SHOULD BE ALLOWED USE CELL PHONES DURING LUNCH AS STUDENTS SHOULD BE ALLOWED USE CELL PHONES DURING LUNCH AS STUDENTS SHOULD BE ALLOWED USE CELL PHONES DURING LUNCH AS PROVIDES AN OPPORTUNITY AN CELL PHONES DURING LUNCH AS PROVIDES AN OPPORTUNITY AN CELL PHONES DURING LUNCH AS PROVIDES AN OPPORTUNITY AN OPPORTUNITY TO RELAX AND

253PROVIDES AN OPPORTUNITY AN OPPORTUNITY TO RELAX AND PROVIDES AN OPPORTUNITY AN OPPORTUNITY TO RELAX AND CONNECT WITH FRIENDS AND THEIR OPPORTUNITY TO RELAX AND CONNECT WITH FRIENDS AND THEIR OPPORTUNITY TO RELAX AND CONNECT WITH FRIENDS AND THEIR FREE TIME LUNCH BREAKS ARE CONNECT WITH FRIENDS AND THEIR FREE TIME LUNCH BREAKS ARE CONNECT WITH FRIENDS AND THEIR FREE TIME LUNCH BREAKS ARE MEANT FOR RECHARGING AND FREE TIME LUNCH BREAKS ARE MEANT FOR RECHARGING AND FREE TIME LUNCH BREAKS ARE MEANT FOR RECHARGING AND ALLOWING CELL PHONE USE LET'S MEANT FOR RECHARGING AND ALLOWING CELL PHONE USE LET'S MEANT FOR RECHARGING AND ALLOWING CELL PHONE USE LET'S STUDENTS ENGAGE IN ACTIVITIES ALLOWING CELL PHONE USE LET'S STUDENTS ENGAGE IN ACTIVITIES ALLOWING CELL PHONE USE LET'S STUDENTS ENGAGE IN ACTIVITIES THEY ENJOY. STUDENTS ENGAGE IN ACTIVITIES THEY ENJOY. STUDENTS

254ENGAGE IN ACTIVITIES THEY ENJOY. IT ALSO GIVES THEM THE THEY ENJOY. IT ALSO GIVES THEM THE THEY ENJOY. IT ALSO GIVES THEM THE OPPORTUNITY TO CHECK IN WITH IT ALSO GIVES THEM THE OPPORTUNITY TO CHECK IN WITH IT ALSO GIVES THEM THE OPPORTUNITY TO CHECK IN WITH PARENTS WORK AFTER SCHOOL OPPORTUNITY TO CHECK IN WITH PARENTS WORK AFTER SCHOOL OPPORTUNITY TO CHECK IN WITH PARENTS WORK AFTER SCHOOL ACTIVITIES IT CAN ALSO BE USED PARENTS WORK AFTER SCHOOL ACTIVITIES IT CAN ALSO BE USED PARENTS WORK AFTER SCHOOL ACTIVITIES IT CAN ALSO BE USED FOR ORGANIZING THEIR SCHEDULES, ACTIVITIES IT CAN ALSO BE USED FOR ORGANIZING THEIR SCHEDULES, ACTIVITIES IT CAN ALSO BE USED FOR ORGANIZING THEIR SCHEDULES, QUICK TASKS AND ACCESSING FOR ORGANIZING THEIR SCHEDULES, QUICK TASKS AND ACCESSING FOR ORGANIZING THEIR SCHEDULES, QUICK TASKS AND

255ACCESSING HELPFUL RESOURCES LIKE STUDY QUICK TASKS AND ACCESSING HELPFUL RESOURCES LIKE STUDY QUICK TASKS AND ACCESSING HELPFUL RESOURCES LIKE STUDY APPS ENCOURAGING RESPONSIBLE HELPFUL RESOURCES LIKE STUDY APPS ENCOURAGING RESPONSIBLE HELPFUL RESOURCES LIKE STUDY APPS ENCOURAGING RESPONSIBLE PHONE USE DURING LUNCH FOSTERS APPS ENCOURAGING RESPONSIBLE PHONE USE DURING LUNCH FOSTERS APPS ENCOURAGING RESPONSIBLE PHONE USE DURING LUNCH FOSTERS A SENSE OF TRUST AND AUTONOMY PHONE USE DURING LUNCH FOSTERS A SENSE OF TRUST AND AUTONOMY PHONE USE DURING LUNCH FOSTERS A SENSE OF TRUST AND AUTONOMY OF BALANCING THEIR ACADEMIC A SENSE OF TRUST AND AUTONOMY OF BALANCING THEIR ACADEMIC A SENSE OF TRUST AND AUTONOMY OF BALANCING THEIR ACADEMIC RESPONSIBILITIES AND PREPARES OF BALANCING THEIR ACADEMIC RESPONSIBILITIES AND PREPARES OF BALANCING THEIR ACADEMIC RESPONSIBILITIES AND PREPARES THEM FOR THE FUTURE ON A RESPONSIBILITIES AND PREPARES THEM FOR THE

256FUTURE ON A RESPONSIBILITIES AND PREPARES THEM FOR THE FUTURE ON A PERSONAL NOTE I APPRECIATE THEM FOR THE FUTURE ON A PERSONAL NOTE I APPRECIATE THEM FOR THE FUTURE ON A PERSONAL NOTE I APPRECIATE BEING ABLE TO ABLE TO RECEIVE PERSONAL NOTE I APPRECIATE BEING ABLE TO ABLE TO RECEIVE PERSONAL NOTE I APPRECIATE BEING ABLE TO ABLE TO RECEIVE TEXT MESSAGES FROM MY SCHOOL BEING ABLE TO ABLE TO RECEIVE TEXT MESSAGES FROM MY SCHOOL BEING ABLE TO ABLE TO RECEIVE TEXT MESSAGES FROM MY SCHOOL STUDENT WHEN HER AFTER SCHOOL TEXT MESSAGES FROM MY SCHOOL STUDENT WHEN HER AFTER SCHOOL TEXT MESSAGES FROM MY SCHOOL STUDENT WHEN HER AFTER SCHOOL ACTIVITIES CHANGE LAST YEAR STUDENT WHEN HER AFTER SCHOOL ACTIVITIES CHANGE LAST YEAR STUDENT WHEN HER AFTER SCHOOL ACTIVITIES CHANGE LAST YEAR THERE MULTIPLE INSTANCES WHEN

257ACTIVITIES CHANGE LAST YEAR THERE MULTIPLE INSTANCES WHEN ACTIVITIES CHANGE LAST YEAR THERE MULTIPLE INSTANCES WHEN JAYVEE SOCCER PRACTICES OR THERE MULTIPLE INSTANCES WHEN JAYVEE SOCCER PRACTICES OR THERE MULTIPLE INSTANCES WHEN JAYVEE SOCCER PRACTICES OR GAMES WERE CANCELED YET JAYVEE SOCCER PRACTICES OR GAMES WERE CANCELED YET JAYVEE SOCCER PRACTICES OR GAMES WERE CANCELED YET NOTIFICATIONS PERCENT FROM GAMES WERE CANCELED YET NOTIFICATIONS PERCENT FROM GAMES WERE CANCELED YET NOTIFICATIONS PERCENT FROM SCHOOL FROM SCHOOL. NOTIFICATIONS PERCENT FROM SCHOOL FROM SCHOOL. NOTIFICATIONS PERCENT FROM SCHOOL FROM SCHOOL. THANKFULLY MY DAUGHTER MESSAGED SCHOOL FROM SCHOOL. THANKFULLY MY DAUGHTER MESSAGED SCHOOL FROM SCHOOL. THANKFULLY MY DAUGHTER MESSAGED ME SO COULD PICK HER UP FROM THANKFULLY MY DAUGHTER MESSAGED ME SO COULD PICK HER UP FROM THANKFULLY MY DAUGHTER MESSAGED ME SO COULD PICK HER UP FROM THE BUS STOP GIVEN THAT

258OUR ME SO COULD PICK HER UP FROM THE BUS STOP GIVEN THAT OUR ME SO COULD PICK HER UP FROM THE BUS STOP GIVEN THAT OUR STOP IS NOT CLOSE NOT CLOSE TO THE BUS STOP GIVEN THAT OUR STOP IS NOT CLOSE NOT CLOSE TO THE BUS STOP GIVEN THAT OUR STOP IS NOT CLOSE NOT CLOSE TO OUR HOME, I REFRESHING NOT WALK STOP IS NOT CLOSE NOT CLOSE TO OUR HOME, I REFRESHING NOT WALK STOP IS NOT CLOSE NOT CLOSE TO OUR HOME, I REFRESHING NOT WALK ALONE ESPECIALLY AS WE STRIVE OUR HOME, I REFRESHING NOT WALK ALONE ESPECIALLY AS WE STRIVE OUR HOME, I REFRESHING NOT WALK ALONE ESPECIALLY AS WE STRIVE TO PRIORITIZE OUR YOUNG GIRL ALONE ESPECIALLY AS WE STRIVE TO PRIORITIZE OUR YOUNG GIRL ALONE ESPECIALLY AS WE STRIVE TO

259PRIORITIZE OUR YOUNG GIRL SAFETY WHEN YOU AGREE MR. TO PRIORITIZE OUR YOUNG GIRL SAFETY WHEN YOU AGREE MR. TO PRIORITIZE OUR YOUNG GIRL SAFETY WHEN YOU AGREE MR. KAPLAN NEXT TIME YOU NEXT TIME SAFETY WHEN YOU AGREE MR. KAPLAN NEXT TIME YOU NEXT TIME SAFETY WHEN YOU AGREE MR. KAPLAN NEXT TIME YOU NEXT TIME YOU SEE US WAITING THE BUST UP KAPLAN NEXT TIME YOU NEXT TIME YOU SEE US WAITING THE BUST UP KAPLAN NEXT TIME YOU NEXT TIME YOU SEE US WAITING THE BUST UP ON TOP OF YOUR STREET I YOU SEE US WAITING THE BUST UP ON TOP OF YOUR STREET I YOU SEE US WAITING THE BUST UP ON TOP OF YOUR STREET I ENCOURAGE YOU TO STOP AND ON TOP OF YOUR STREET I ENCOURAGE YOU TO STOP AND ON TOP

260OF YOUR STREET I ENCOURAGE YOU TO STOP AND ENGAGE WITH PARENTS AND ENCOURAGE YOU TO STOP AND ENGAGE WITH PARENTS AND ENCOURAGE YOU TO STOP AND ENGAGE WITH PARENTS AND STUDENTS DISTRICT SIX AND ENGAGE WITH PARENTS AND STUDENTS DISTRICT SIX AND ENGAGE WITH PARENTS AND STUDENTS DISTRICT SIX AND LEARNED FIRSTHAND WHAT ISSUES STUDENTS DISTRICT SIX AND LEARNED FIRSTHAND WHAT ISSUES STUDENTS DISTRICT SIX AND LEARNED FIRSTHAND WHAT ISSUES MATTER MOST TO US I BELIEVE LEARNED FIRSTHAND WHAT ISSUES MATTER MOST TO US I BELIEVE LEARNED FIRSTHAND WHAT ISSUES MATTER MOST TO US I BELIEVE YOU'LL FIND STUDENTS CONSIDER MATTER MOST TO US I BELIEVE YOU'LL FIND STUDENTS CONSIDER MATTER MOST TO US I BELIEVE YOU'LL FIND STUDENTS CONSIDER BABY IN THE BATHROOMS OF FAR YOU'LL FIND STUDENTS CONSIDER BABY IN THE BATHROOMS OF FAR YOU'LL FIND STUDENTS

261CONSIDER BABY IN THE BATHROOMS OF FAR GREATER CONCERN AND CELL PHONE BABY IN THE BATHROOMS OF FAR GREATER CONCERN AND CELL PHONE BABY IN THE BATHROOMS OF FAR GREATER CONCERN AND CELL PHONE USE AT LUNCH DURING THE LAST GREATER CONCERN AND CELL PHONE USE AT LUNCH DURING THE LAST GREATER CONCERN AND CELL PHONE USE AT LUNCH DURING THE LAST MEETING THE PUBLIC GAINED USE AT LUNCH DURING THE LAST MEETING THE PUBLIC GAINED USE AT LUNCH DURING THE LAST MEETING THE PUBLIC GAINED INSIGHTFUL INFORMATION INTO THE MEETING THE PUBLIC GAINED INSIGHTFUL INFORMATION INTO THE MEETING THE PUBLIC GAINED INSIGHTFUL INFORMATION INTO THE OVERWHELMING TIME CONSUMING INSIGHTFUL INFORMATION INTO THE OVERWHELMING TIME CONSUMING INSIGHTFUL INFORMATION INTO THE OVERWHELMING TIME CONSUMING PROCESS OUR LIBRARY CAREER OVERWHELMING TIME CONSUMING PROCESS OUR LIBRARY CAREER OVERWHELMING TIME CONSUMING PROCESS OUR LIBRARY

262CAREER SPECIALISTS HAVE FACED WHILE PROCESS OUR LIBRARY CAREER SPECIALISTS HAVE FACED WHILE PROCESS OUR LIBRARY CAREER SPECIALISTS HAVE FACED WHILE REVIEWING LIBRARY MATERIALS FOR SPECIALISTS HAVE FACED WHILE REVIEWING LIBRARY MATERIALS FOR SPECIALISTS HAVE FACED WHILE REVIEWING LIBRARY MATERIALS FOR SEXUALLY EXPLICIT CONTENT AND REVIEWING LIBRARY MATERIALS FOR SEXUALLY EXPLICIT CONTENT AND REVIEWING LIBRARY MATERIALS FOR SEXUALLY EXPLICIT CONTENT AND EFFORT THAT HAS YIELDED SEXUALLY EXPLICIT CONTENT AND EFFORT THAT HAS YIELDED SEXUALLY EXPLICIT CONTENT AND EFFORT THAT HAS YIELDED FINDINGS WAS EVIDENT THAT SOME EFFORT THAT HAS YIELDED FINDINGS WAS EVIDENT THAT SOME EFFORT THAT HAS YIELDED FINDINGS WAS EVIDENT THAT SOME BOARD THAT SOME BOARD MEMBERS FINDINGS WAS EVIDENT THAT SOME BOARD THAT SOME BOARD MEMBERS FINDINGS WAS EVIDENT THAT SOME BOARD THAT SOME BOARD MEMBERS WERE ALSO SURPRISED BY BOARD THAT SOME BOARD MEMBERS WERE ALSO

263SURPRISED BY BOARD THAT SOME BOARD MEMBERS WERE ALSO SURPRISED BY EXTENSIVE WORKLOAD PLACED ON WERE ALSO SURPRISED BY EXTENSIVE WORKLOAD PLACED ON WERE ALSO SURPRISED BY EXTENSIVE WORKLOAD PLACED ON OUR ELEMENTS IT. EXTENSIVE WORKLOAD PLACED ON OUR ELEMENTS IT. EXTENSIVE WORKLOAD PLACED ON OUR ELEMENTS IT. IT IS DISAPPOINTING THAT OUR ELEMENTS IT. IT IS DISAPPOINTING THAT OUR ELEMENTS IT. IT IS DISAPPOINTING THAT DECISIONS MADE WITHOUT A IT IS DISAPPOINTING THAT DECISIONS MADE WITHOUT A IT IS DISAPPOINTING THAT DECISIONS MADE WITHOUT A THOROUGH UNDERSTANDING OF HOW DECISIONS MADE WITHOUT A THOROUGH UNDERSTANDING OF HOW DECISIONS MADE WITHOUT A THOROUGH UNDERSTANDING OF HOW SUCH POLICIES REGULATIONS WILL THOROUGH UNDERSTANDING OF HOW SUCH POLICIES REGULATIONS WILL THOROUGH UNDERSTANDING OF HOW SUCH POLICIES REGULATIONS WILL BE IMPLEMENTED IN PRACTICE. SUCH POLICIES REGULATIONS WILL BE IMPLEMENTED IN PRACTICE. SUCH POLICIES

264REGULATIONS WILL BE IMPLEMENTED IN PRACTICE. I URGE FUTURE BOARDS TO BE IMPLEMENTED IN PRACTICE. I URGE FUTURE BOARDS TO BE IMPLEMENTED IN PRACTICE. I URGE FUTURE BOARDS TO EXERCISE DUE DILIGENCE, RETAIN I URGE FUTURE BOARDS TO EXERCISE DUE DILIGENCE, RETAIN I URGE FUTURE BOARDS TO EXERCISE DUE DILIGENCE, RETAIN THEIR DECISION MAKING AUTHORITY EXERCISE DUE DILIGENCE, RETAIN THEIR DECISION MAKING AUTHORITY EXERCISE DUE DILIGENCE, RETAIN THEIR DECISION MAKING AUTHORITY AND CAREFULLY CONSIDER THE THEIR DECISION MAKING AUTHORITY AND CAREFULLY CONSIDER THE THEIR DECISION MAKING AUTHORITY AND CAREFULLY CONSIDER THE FACTS AND IMPLEMENTATION AND CAREFULLY CONSIDER THE FACTS AND IMPLEMENTATION AND CAREFULLY CONSIDER THE FACTS AND IMPLEMENTATION OF POLICIES THAT SIGNIFICANTLY FACTS AND IMPLEMENTATION OF POLICIES THAT SIGNIFICANTLY FACTS AND IMPLEMENTATION OF POLICIES THAT SIGNIFICANTLY IMPACT OUR STUDENTS AND STAFF OF POLICIES THAT SIGNIFICANTLY IMPACT OUR STUDENTS AND STAFF

265OF POLICIES THAT SIGNIFICANTLY IMPACT OUR STUDENTS AND STAFF AND FINALLY I WANT TO SAY THANK IMPACT OUR STUDENTS AND STAFF AND FINALLY I WANT TO SAY THANK IMPACT OUR STUDENTS AND STAFF AND FINALLY I WANT TO SAY THANK YOU TO THE BOARD NUMBERS WILL AND FINALLY I WANT TO SAY THANK YOU TO THE BOARD NUMBERS WILL AND FINALLY I WANT TO SAY THANK YOU TO THE BOARD NUMBERS WILL NOT BE RETURNING IN JANUARY I YOU TO THE BOARD NUMBERS WILL NOT BE RETURNING IN JANUARY I YOU TO THE BOARD NUMBERS WILL NOT BE RETURNING IN JANUARY I ESPECIALLY WANT TO THANK MISS NOT BE RETURNING IN JANUARY I ESPECIALLY WANT TO THANK MISS NOT BE RETURNING IN JANUARY I ESPECIALLY WANT TO THANK MISS OWENS, MR. MISS ANDERSON FOR ESPECIALLY WANT TO THANK MISS OWENS,

266MR. MISS ANDERSON FOR ESPECIALLY WANT TO THANK MISS OWENS, MR. MISS ANDERSON FOR YOUR TIRES ADVOCACY FOR THE OWENS, MR. MISS ANDERSON FOR YOUR TIRES ADVOCACY FOR THE OWENS, MR. MISS ANDERSON FOR YOUR TIRES ADVOCACY FOR THE STUDENTS, EDUCATORS AND YOUR TIRES ADVOCACY FOR THE STUDENTS, EDUCATORS AND YOUR TIRES ADVOCACY FOR THE STUDENTS, EDUCATORS AND FAMILIES IN OUR COMMUNITY YOU STUDENTS, EDUCATORS AND FAMILIES IN OUR COMMUNITY YOU STUDENTS, EDUCATORS AND FAMILIES IN OUR COMMUNITY YOU ALL HAVE CONSISTENTLY SUPPORTED FAMILIES IN OUR COMMUNITY YOU ALL HAVE CONSISTENTLY SUPPORTED FAMILIES IN OUR COMMUNITY YOU ALL HAVE CONSISTENTLY SUPPORTED POLICIES THAT PRIORITIZE ALL HAVE CONSISTENTLY SUPPORTED POLICIES THAT PRIORITIZE ALL HAVE CONSISTENTLY SUPPORTED POLICIES THAT PRIORITIZE ACADEMIC EXCELLENCE, POLICIES THAT PRIORITIZE ACADEMIC EXCELLENCE, POLICIES THAT PRIORITIZE ACADEMIC EXCELLENCE, INNOVATION, EQUITY AND EQUALITY ACADEMIC EXCELLENCE, INNOVATION, EQUITY AND EQUALITY

267ACADEMIC EXCELLENCE, INNOVATION, EQUITY AND EQUALITY AND TO MR. FRANKLIN I INNOVATION, EQUITY AND EQUALITY AND TO MR. FRANKLIN I INNOVATION, EQUITY AND EQUALITY AND TO MR. FRANKLIN I APPRECIATE YOUR THOUGHTFUL AND TO MR. FRANKLIN I APPRECIATE YOUR THOUGHTFUL AND TO MR. FRANKLIN I APPRECIATE YOUR THOUGHTFUL DECISION THOUGHTFUL DECISION APPRECIATE YOUR THOUGHTFUL DECISION THOUGHTFUL DECISION APPRECIATE YOUR THOUGHTFUL DECISION THOUGHTFUL DECISION MAKING IN YOUR COLLABORATIVE DECISION THOUGHTFUL DECISION MAKING IN YOUR COLLABORATIVE DECISION THOUGHTFUL DECISION MAKING IN YOUR COLLABORATIVE SPIRIT HAS EARNED THE RESPECT MAKING IN YOUR COLLABORATIVE SPIRIT HAS EARNED THE RESPECT MAKING IN YOUR COLLABORATIVE SPIRIT HAS EARNED THE RESPECT OF MANY IN OUR COMMUNITY. SPIRIT HAS EARNED THE RESPECT OF MANY IN OUR COMMUNITY. SPIRIT HAS EARNED THE RESPECT OF MANY IN OUR COMMUNITY. THANK YOU FOR YOUR UNWAVERING OF MANY IN OUR COMMUNITY. THANK

268YOU FOR YOUR UNWAVERING OF MANY IN OUR COMMUNITY. THANK YOU FOR YOUR UNWAVERING COMMITMENT YOUR VISION IN YOUR THANK YOU FOR YOUR UNWAVERING COMMITMENT YOUR VISION IN YOUR THANK YOU FOR YOUR UNWAVERING COMMITMENT YOUR VISION IN YOUR PASSION. COMMITMENT YOUR VISION IN YOUR PASSION. COMMITMENT YOUR VISION IN YOUR PASSION. VIRGINIA BEACH IS STRONGER PASSION. VIRGINIA BEACH IS STRONGER PASSION. VIRGINIA BEACH IS STRONGER BECAUSE OF THE WORK AND WE ARE VIRGINIA BEACH IS STRONGER BECAUSE OF THE WORK AND WE ARE VIRGINIA BEACH IS STRONGER BECAUSE OF THE WORK AND WE ARE FOREVER GRATEFUL AND HAPPY BECAUSE OF THE WORK AND WE ARE FOREVER GRATEFUL AND HAPPY BECAUSE OF THE WORK AND WE ARE FOREVER GRATEFUL AND HAPPY HANUKKAH. FOREVER GRATEFUL AND HAPPY HANUKKAH. FOREVER GRATEFUL AND HAPPY HANUKKAH. OUR NEXT SPEAKER IS LINDSAY HANUKKAH. OUR NEXT

269SPEAKER IS LINDSAY HANUKKAH. OUR NEXT SPEAKER IS LINDSAY LOHAN THEN RICHARD PICKENS THAT OUR NEXT SPEAKER IS LINDSAY LOHAN THEN RICHARD PICKENS THAT OUR NEXT SPEAKER IS LINDSAY LOHAN THEN RICHARD PICKENS THAT DR. WILLIAM DUKE. LOHAN THEN RICHARD PICKENS THAT DR. WILLIAM DUKE. LOHAN THEN RICHARD PICKENS THAT DR. WILLIAM DUKE. AND GOOD EVENING ON FEB. 27 THE DR. WILLIAM DUKE. AND GOOD EVENING ON FEB. 27 THE DR. WILLIAM DUKE. AND GOOD EVENING ON FEB. 27 THE CONCEPT OF CONTENT COMMITTEE A AND GOOD EVENING ON FEB. 27 THE CONCEPT OF CONTENT COMMITTEE A AND GOOD EVENING ON FEB. 27 THE CONCEPT OF CONTENT COMMITTEE A CONTENT COMMITTEE WAS BROUGHT CONCEPT OF CONTENT COMMITTEE A CONTENT COMMITTEE WAS BROUGHT CONCEPT OF CONTENT COMMITTEE A CONTENT COMMITTEE WAS BROUGHT FORTH DISCUSSED AND VOTED ON IN CONTENT COMMITTEE WAS

270BROUGHT FORTH DISCUSSED AND VOTED ON IN CONTENT COMMITTEE WAS BROUGHT FORTH DISCUSSED AND VOTED ON IN PAST THE. FORTH DISCUSSED AND VOTED ON IN PAST THE. FORTH DISCUSSED AND VOTED ON IN PAST THE. THE REASON THIS WAS EVEN AN PAST THE. THE REASON THIS WAS EVEN AN PAST THE. THE REASON THIS WAS EVEN AN ISSUE AS BECAUSE WE HAVE THE REASON THIS WAS EVEN AN ISSUE AS BECAUSE WE HAVE THE REASON THIS WAS EVEN AN ISSUE AS BECAUSE WE HAVE WITNESSED ACTIVIST NATIONWIDE ISSUE AS BECAUSE WE HAVE WITNESSED ACTIVIST NATIONWIDE ISSUE AS BECAUSE WE HAVE WITNESSED ACTIVIST NATIONWIDE ABUSING THEIR AUTHORITY AND WITNESSED ACTIVIST NATIONWIDE ABUSING THEIR AUTHORITY AND WITNESSED ACTIVIST NATIONWIDE ABUSING THEIR AUTHORITY AND PUSHING IN THE SCHOOLS WHICH ABUSING THEIR AUTHORITY AND PUSHING IN THE SCHOOLS WHICH ABUSING THEIR AUTHORITY AND PUSHING

271IN THE SCHOOLS WHICH CONTAIN SEXUALLY OR GRAPHIC PUSHING IN THE SCHOOLS WHICH CONTAIN SEXUALLY OR GRAPHIC PUSHING IN THE SCHOOLS WHICH CONTAIN SEXUALLY OR GRAPHIC CONTENT YOU'RE WRONG IF YOU CONTAIN SEXUALLY OR GRAPHIC CONTENT YOU'RE WRONG IF YOU CONTAIN SEXUALLY OR GRAPHIC CONTENT YOU'RE WRONG IF YOU THINK THIS IS HAPPENING HERE CONTENT YOU'RE WRONG IF YOU THINK THIS IS HAPPENING HERE CONTENT YOU'RE WRONG IF YOU THINK THIS IS HAPPENING HERE LAST OCTOBER AT HIGH SCHOOLS THINK THIS IS HAPPENING HERE LAST OCTOBER AT HIGH SCHOOLS THINK THIS IS HAPPENING HERE LAST OCTOBER AT HIGH SCHOOLS ACADEMY OPEN HOUSE THE BOOKS LAST OCTOBER AT HIGH SCHOOLS ACADEMY OPEN HOUSE THE BOOKS LAST OCTOBER AT HIGH SCHOOLS ACADEMY OPEN HOUSE THE BOOKS HEART STOPPER AND JAZZ WHERE ACADEMY OPEN HOUSE THE BOOKS HEART STOPPER AND JAZZ WHERE ACADEMY

272OPEN HOUSE THE BOOKS HEART STOPPER AND JAZZ WHERE I'M PROUD DISPLAY AS PROUD HEART STOPPER AND JAZZ WHERE I'M PROUD DISPLAY AS PROUD HEART STOPPER AND JAZZ WHERE I'M PROUD DISPLAY AS PROUD DISPLAY AS I WALKED INTO THE I'M PROUD DISPLAY AS PROUD DISPLAY AS I WALKED INTO THE I'M PROUD DISPLAY AS PROUD DISPLAY AS I WALKED INTO THE LIBRARY LAST OCTOBER AND LIMBS DISPLAY AS I WALKED INTO THE LIBRARY LAST OCTOBER AND LIMBS DISPLAY AS I WALKED INTO THE LIBRARY LAST OCTOBER AND LIMBS AT ONE OF OUR HIGH SCHOOLS LIBRARY LAST OCTOBER AND LIMBS AT ONE OF OUR HIGH SCHOOLS LIBRARY LAST OCTOBER AND LIMBS AT ONE OF OUR HIGH SCHOOLS PROMOTED BANNED BOOKS WE CAN AT ONE OF OUR HIGH SCHOOLS PROMOTED BANNED BOOKS WE CAN AT ONE OF OUR HIGH SCHOOLS PROMOTED

273BANNED BOOKS WE CAN ENCOURAGE STUDENTS TO NOT ONLY PROMOTED BANNED BOOKS WE CAN ENCOURAGE STUDENTS TO NOT ONLY PROMOTED BANNED BOOKS WE CAN ENCOURAGE STUDENTS TO NOT ONLY READ THE BANNED BOOKS FOR ENCOURAGE STUDENTS TO NOT ONLY READ THE BANNED BOOKS FOR ENCOURAGE STUDENTS TO NOT ONLY READ THE BANNED BOOKS FOR PRIZES BUT TO ALSO BECOME READ THE BANNED BOOKS FOR PRIZES BUT TO ALSO BECOME READ THE BANNED BOOKS FOR PRIZES BUT TO ALSO BECOME ACTIVISTS BY FOLLOWING THE PRIZES BUT TO ALSO BECOME ACTIVISTS BY FOLLOWING THE PRIZES BUT TO ALSO BECOME ACTIVISTS BY FOLLOWING THE STEPS SHE PROVIDED AND THE ACTIVISTS BY FOLLOWING THE STEPS SHE PROVIDED AND THE ACTIVISTS BY FOLLOWING THE STEPS SHE PROVIDED AND THE LOCAL MIDDLE SCHOOL DURING STEPS SHE PROVIDED AND THE LOCAL MIDDLE SCHOOL DURING STEPS SHE PROVIDED

274AND THE LOCAL MIDDLE SCHOOL DURING ILLITERACY NIGHT COPIES OF A LOCAL MIDDLE SCHOOL DURING ILLITERACY NIGHT COPIES OF A LOCAL MIDDLE SCHOOL DURING ILLITERACY NIGHT COPIES OF A BOOK ABOUT EVERY LESBIAN ILLITERACY NIGHT COPIES OF A BOOK ABOUT EVERY LESBIAN ILLITERACY NIGHT COPIES OF A BOOK ABOUT EVERY LESBIAN SUPERHERO WHERE DONATED WHICH BOOK ABOUT EVERY LESBIAN SUPERHERO WHERE DONATED WHICH BOOK ABOUT EVERY LESBIAN SUPERHERO WHERE DONATED WHICH WERE DONATED BY LOCAL SUPERHERO WHERE DONATED WHICH WERE DONATED BY LOCAL SUPERHERO WHERE DONATED WHICH WERE DONATED BY LOCAL ORGANIZATION GIVEN TO ALL THE WERE DONATED BY LOCAL ORGANIZATION GIVEN TO ALL THE WERE DONATED BY LOCAL ORGANIZATION GIVEN TO ALL THE KIDS IN ATTENDANCE. ORGANIZATION GIVEN TO ALL THE KIDS IN ATTENDANCE. ORGANIZATION GIVEN TO ALL THE KIDS IN ATTENDANCE. FRANKLY, THE PROPOSED AMENDMENT KIDS IN ATTENDANCE.

275FRANKLY, THE PROPOSED AMENDMENT KIDS IN ATTENDANCE. FRANKLY, THE PROPOSED AMENDMENT THE CURRENT POLICIES DON'T GO FRANKLY, THE PROPOSED AMENDMENT THE CURRENT POLICIES DON'T GO FRANKLY, THE PROPOSED AMENDMENT THE CURRENT POLICIES DON'T GO FAR ENOUGH WITH THE SECONDARY THE CURRENT POLICIES DON'T GO FAR ENOUGH WITH THE SECONDARY THE CURRENT POLICIES DON'T GO FAR ENOUGH WITH THE SECONDARY SCHOOLS AS FAR AS I'M CONCERNED FAR ENOUGH WITH THE SECONDARY SCHOOLS AS FAR AS I'M CONCERNED FAR ENOUGH WITH THE SECONDARY SCHOOLS AS FAR AS I'M CONCERNED I DON'T EXPECT ANYTHING TO SCHOOLS AS FAR AS I'M CONCERNED I DON'T EXPECT ANYTHING TO SCHOOLS AS FAR AS I'M CONCERNED I DON'T EXPECT ANYTHING TO CHANGE. I DON'T EXPECT ANYTHING TO CHANGE. I DON'T EXPECT ANYTHING TO CHANGE. THAT'S FINE. CHANGE. THAT'S FINE. CHANGE. THAT'S FINE. WE SHOULD UNITED PARTNERSHIP THAT'S

276FINE. WE SHOULD UNITED PARTNERSHIP THAT'S FINE. WE SHOULD UNITED PARTNERSHIP AND PROTECTING CHILDREN AND WE SHOULD UNITED PARTNERSHIP AND PROTECTING CHILDREN AND WE SHOULD UNITED PARTNERSHIP AND PROTECTING CHILDREN AND TEENAGERS AGAINST GRAPHIC AND AND PROTECTING CHILDREN AND TEENAGERS AGAINST GRAPHIC AND AND PROTECTING CHILDREN AND TEENAGERS AGAINST GRAPHIC AND SEXUALLY EXPLICIT CONTENT BUT TEENAGERS AGAINST GRAPHIC AND SEXUALLY EXPLICIT CONTENT BUT TEENAGERS AGAINST GRAPHIC AND SEXUALLY EXPLICIT CONTENT BUT INSTEAD SOME OF YOU PREFER TO SEXUALLY EXPLICIT CONTENT BUT INSTEAD SOME OF YOU PREFER TO SEXUALLY EXPLICIT CONTENT BUT INSTEAD SOME OF YOU PREFER TO CALL US NAZIFE ANYWAY I INSTEAD SOME OF YOU PREFER TO CALL US NAZIFE ANYWAY I INSTEAD SOME OF YOU PREFER TO CALL US NAZIFE ANYWAY I RECENTLY SUBMITTED A FOIA CALL US NAZIFE ANYWAY I RECENTLY SUBMITTED A FOIA CALL US NAZIFE

277ANYWAY I RECENTLY SUBMITTED A FOIA REQUEST FOR EMAILS TO LIBRARY RECENTLY SUBMITTED A FOIA REQUEST FOR EMAILS TO LIBRARY RECENTLY SUBMITTED A FOIA REQUEST FOR EMAILS TO LIBRARY MEDIA SPECIALIST REGARDING THE REQUEST FOR EMAILS TO LIBRARY MEDIA SPECIALIST REGARDING THE REQUEST FOR EMAILS TO LIBRARY MEDIA SPECIALIST REGARDING THE FORMATION AND THE OUTCOMES MEDIA SPECIALIST REGARDING THE FORMATION AND THE OUTCOMES MEDIA SPECIALIST REGARDING THE FORMATION AND THE OUTCOMES OF THE CONTENT COMMITTEE. FORMATION AND THE OUTCOMES OF THE CONTENT COMMITTEE. FORMATION AND THE OUTCOMES OF THE CONTENT COMMITTEE. I ALSO REQUESTED SLIDES OR OF THE CONTENT COMMITTEE. I ALSO REQUESTED SLIDES OR OF THE CONTENT COMMITTEE. I ALSO REQUESTED SLIDES OR HANDOUTS PROVIDED TO THE I ALSO REQUESTED SLIDES OR HANDOUTS PROVIDED TO THE I ALSO REQUESTED SLIDES OR HANDOUTS PROVIDED TO THE MESSAGE DURING THEIR TRAINING.

278HANDOUTS PROVIDED TO THE MESSAGE DURING THEIR TRAINING. HANDOUTS PROVIDED TO THE MESSAGE DURING THEIR TRAINING. THIS CAME AFTER SEEING THE MESSAGE DURING THEIR TRAINING. THIS CAME AFTER SEEING THE MESSAGE DURING THEIR TRAINING. THIS CAME AFTER SEEING THE DRESS MY KIDS ELEMENTARY ALUMS THIS CAME AFTER SEEING THE DRESS MY KIDS ELEMENTARY ALUMS THIS CAME AFTER SEEING THE DRESS MY KIDS ELEMENTARY ALUMS WAS GOING THROUGH TRYING TO DRESS MY KIDS ELEMENTARY ALUMS WAS GOING THROUGH TRYING TO DRESS MY KIDS ELEMENTARY ALUMS WAS GOING THROUGH TRYING TO REVIEW EVERY BOOK IN HER HUGE WAS GOING THROUGH TRYING TO REVIEW EVERY BOOK IN HER HUGE WAS GOING THROUGH TRYING TO REVIEW EVERY BOOK IN HER HUGE ELECTION THIS DIDN'T SEEM RIGHT REVIEW EVERY BOOK IN HER HUGE ELECTION THIS DIDN'T SEEM RIGHT REVIEW EVERY BOOK IN HER HUGE ELECTION

279THIS DIDN'T SEEM RIGHT AND I WAS GENUINELY CURIOUS ELECTION THIS DIDN'T SEEM RIGHT AND I WAS GENUINELY CURIOUS ELECTION THIS DIDN'T SEEM RIGHT AND I WAS GENUINELY CURIOUS ABOUT HOW WHY THE CONTENT AND I WAS GENUINELY CURIOUS ABOUT HOW WHY THE CONTENT AND I WAS GENUINELY CURIOUS ABOUT HOW WHY THE CONTENT COMMITTEE DECIDED TO PLACE THAT ABOUT HOW WHY THE CONTENT COMMITTEE DECIDED TO PLACE THAT ABOUT HOW WHY THE CONTENT COMMITTEE DECIDED TO PLACE THAT UNFAIR AND COMPLETELY COMMITTEE DECIDED TO PLACE THAT UNFAIR AND COMPLETELY COMMITTEE DECIDED TO PLACE THAT UNFAIR AND COMPLETELY UNNECESSARY BURDEN ON UNFAIR AND COMPLETELY UNNECESSARY BURDEN ON UNFAIR AND COMPLETELY UNNECESSARY BURDEN ON ELEMENTARY SCHOOL LIBRARIANS UNNECESSARY BURDEN ON ELEMENTARY SCHOOL LIBRARIANS UNNECESSARY BURDEN ON ELEMENTARY SCHOOL LIBRARIANS ASSUMING THEY WERE PRACTICING ELEMENTARY SCHOOL LIBRARIANS ASSUMING THEY WERE PRACTICING ELEMENTARY

280SCHOOL LIBRARIANS ASSUMING THEY WERE PRACTICING EXISTING POLICIES MY FOR YOUR ASSUMING THEY WERE PRACTICING EXISTING POLICIES MY FOR YOUR ASSUMING THEY WERE PRACTICING EXISTING POLICIES MY FOR YOUR REQUEST CAME BACK WITH ONE EXISTING POLICIES MY FOR YOUR REQUEST CAME BACK WITH ONE EXISTING POLICIES MY FOR YOUR REQUEST CAME BACK WITH ONE SINGULAR EMAIL WRITTEN BY DR. REQUEST CAME BACK WITH ONE SINGULAR EMAIL WRITTEN BY DR. REQUEST CAME BACK WITH ONE SINGULAR EMAIL WRITTEN BY DR. ROBERT BUT SENT BY DR. SINGULAR EMAIL WRITTEN BY DR. ROBERT BUT SENT BY DR. SINGULAR EMAIL WRITTEN BY DR. ROBERT BUT SENT BY DR. SHOEBRIDGE ON FEBRUARY 29TH I ROBERT BUT SENT BY DR. SHOEBRIDGE ON FEBRUARY 29TH I ROBERT BUT SENT BY DR. SHOEBRIDGE ON FEBRUARY 29TH I DOUBT THIS WAS THE ONLY SHOEBRIDGE ON FEBRUARY 29TH I DOUBT

281THIS WAS THE ONLY SHOEBRIDGE ON FEBRUARY 29TH I DOUBT THIS WAS THE ONLY COMMUNICATION AS FAR AS I CAN DOUBT THIS WAS THE ONLY COMMUNICATION AS FAR AS I CAN DOUBT THIS WAS THE ONLY COMMUNICATION AS FAR AS I CAN TELL IT WAS ALREADY AN EXISTING COMMUNICATION AS FAR AS I CAN TELL IT WAS ALREADY AN EXISTING COMMUNICATION AS FAR AS I CAN TELL IT WAS ALREADY AN EXISTING POLICY AND EXPECTATION THAT TELL IT WAS ALREADY AN EXISTING POLICY AND EXPECTATION THAT TELL IT WAS ALREADY AN EXISTING POLICY AND EXPECTATION THAT ELEMENTARY SCHOOLS SHOULD OR POLICY AND EXPECTATION THAT ELEMENTARY SCHOOLS SHOULD OR POLICY AND EXPECTATION THAT ELEMENTARY SCHOOLS SHOULD OR SHOULD NOT HAVE SEXUALLY ELEMENTARY SCHOOLS SHOULD OR SHOULD NOT HAVE SEXUALLY ELEMENTARY SCHOOLS SHOULD OR SHOULD NOT HAVE SEXUALLY EXPLICIT BOOKS IN THEIR

282SHOULD NOT HAVE SEXUALLY EXPLICIT BOOKS IN THEIR SHOULD NOT HAVE SEXUALLY EXPLICIT BOOKS IN THEIR LIBRARIES THIS WAS CONFIRMED BY EXPLICIT BOOKS IN THEIR LIBRARIES THIS WAS CONFIRMED BY EXPLICIT BOOKS IN THEIR LIBRARIES THIS WAS CONFIRMED BY DR. ROBERTSON AND OTHERS AT LIBRARIES THIS WAS CONFIRMED BY DR. ROBERTSON AND OTHERS AT LIBRARIES THIS WAS CONFIRMED BY DR. ROBERTSON AND OTHERS AT THAT FEBRUARY MEETING AND IN DR. ROBERTSON AND OTHERS AT THAT FEBRUARY MEETING AND IN DR. ROBERTSON AND OTHERS AT THAT FEBRUARY MEETING AND IN HIS STATEMENT TO THE LOCAL THE THAT FEBRUARY MEETING AND IN HIS STATEMENT TO THE LOCAL THE THAT FEBRUARY MEETING AND IN HIS STATEMENT TO THE LOCAL THE LOCAL NEWS, THE ELEMENTARY HIS STATEMENT TO THE LOCAL THE LOCAL NEWS, THE ELEMENTARY HIS STATEMENT TO THE LOCAL THE LOCAL NEWS, THE

283ELEMENTARY ELEMENTS WOULDN'T HAVE TO LOCAL NEWS, THE ELEMENTARY ELEMENTS WOULDN'T HAVE TO LOCAL NEWS, THE ELEMENTARY ELEMENTS WOULDN'T HAVE TO SHOULDER A HEAVY BURDEN SO I ELEMENTS WOULDN'T HAVE TO SHOULDER A HEAVY BURDEN SO I ELEMENTS WOULDN'T HAVE TO SHOULDER A HEAVY BURDEN SO I AGREE WITH THE WORDING OF JUNE SHOULDER A HEAVY BURDEN SO I AGREE WITH THE WORDING OF JUNE SHOULDER A HEAVY BURDEN SO I AGREE WITH THE WORDING OF JUNE ENGLANDS PROPOSED AMENDMENT IN AGREE WITH THE WORDING OF JUNE ENGLANDS PROPOSED AMENDMENT IN AGREE WITH THE WORDING OF JUNE ENGLANDS PROPOSED AMENDMENT IN THEORY TO LIGHTEN THE LOAD PUT ENGLANDS PROPOSED AMENDMENT IN THEORY TO LIGHTEN THE LOAD PUT ENGLANDS PROPOSED AMENDMENT IN THEORY TO LIGHTEN THE LOAD PUT ON ELEMENTARY ASSUMING THE THEORY TO LIGHTEN THE LOAD PUT ON ELEMENTARY ASSUMING

284THE THEORY TO LIGHTEN THE LOAD PUT ON ELEMENTARY ASSUMING THE ISLAMISTS HAVE COMPLIED WITH ON ELEMENTARY ASSUMING THE ISLAMISTS HAVE COMPLIED WITH ON ELEMENTARY ASSUMING THE ISLAMISTS HAVE COMPLIED WITH THE CURRENT POLICIES HOW DO WE ISLAMISTS HAVE COMPLIED WITH THE CURRENT POLICIES HOW DO WE ISLAMISTS HAVE COMPLIED WITH THE CURRENT POLICIES HOW DO WE REALLY KNOW FINALLY THANK THE CURRENT POLICIES HOW DO WE REALLY KNOW FINALLY THANK THE CURRENT POLICIES HOW DO WE REALLY KNOW FINALLY THANK FINALLY, THANK YOU FOR YOUR REALLY KNOW FINALLY THANK FINALLY, THANK YOU FOR YOUR REALLY KNOW FINALLY THANK FINALLY, THANK YOU FOR YOUR YEARS OF SERVICE VICKI MANNING FINALLY, THANK YOU FOR YOUR YEARS OF SERVICE VICKI MANNING FINALLY, THANK YOU FOR YOUR YEARS OF SERVICE VICKI MANNING . YEARS OF SERVICE VICKI MANNING . YEARS OF SERVICE VICKI

285MANNING . WE APPRECIATE YOUR COURAGE AND . WE APPRECIATE YOUR COURAGE AND . WE APPRECIATE YOUR COURAGE AND TENACITY AND BEST OF LUCK TO WE APPRECIATE YOUR COURAGE AND TENACITY AND BEST OF LUCK TO WE APPRECIATE YOUR COURAGE AND TENACITY AND BEST OF LUCK TO THE NEW SCHOOL BOARD MEMBERS TENACITY AND BEST OF LUCK TO THE NEW SCHOOL BOARD MEMBERS TENACITY AND BEST OF LUCK TO THE NEW SCHOOL BOARD MEMBERS AND I GUESS JUST WITH MY FEW THE NEW SCHOOL BOARD MEMBERS AND I GUESS JUST WITH MY FEW THE NEW SCHOOL BOARD MEMBERS AND I GUESS JUST WITH MY FEW SECONDS LEFT I APPRECIATE ALL AND I GUESS JUST WITH MY FEW SECONDS LEFT I APPRECIATE ALL AND I GUESS JUST WITH MY FEW SECONDS LEFT I APPRECIATE ALL THE COMMENTS HAVE BEEN MADE SECONDS

286LEFT I APPRECIATE ALL THE COMMENTS HAVE BEEN MADE SECONDS LEFT I APPRECIATE ALL THE COMMENTS HAVE BEEN MADE ABOUT THE CELL PHONE POLICY. THE COMMENTS HAVE BEEN MADE ABOUT THE CELL PHONE POLICY. THE COMMENTS HAVE BEEN MADE ABOUT THE CELL PHONE POLICY. I AGREE THAT DURING ABOUT THE CELL PHONE POLICY. I AGREE THAT DURING ABOUT THE CELL PHONE POLICY. I AGREE THAT DURING NONINSTITUTIONAL TIME KIDS I AGREE THAT DURING NONINSTITUTIONAL TIME KIDS I AGREE THAT DURING NONINSTITUTIONAL TIME KIDS SHOULD HAVE THEIR PHONES FOR NONINSTITUTIONAL TIME KIDS SHOULD HAVE THEIR PHONES FOR NONINSTITUTIONAL TIME KIDS SHOULD HAVE THEIR PHONES FOR THE EXAMPLES THAT WERE GIVEN SHOULD HAVE THEIR PHONES FOR THE EXAMPLES THAT WERE GIVEN SHOULD HAVE THEIR PHONES FOR THE EXAMPLES THAT WERE GIVEN EARLIER WITH WORK SCHOOL THE EXAMPLES THAT WERE GIVEN EARLIER WITH

287WORK SCHOOL THE EXAMPLES THAT WERE GIVEN EARLIER WITH WORK SCHOOL SCHEDULE CHANGES ETC. IT'S JUST EARLIER WITH WORK SCHOOL SCHEDULE CHANGES ETC. IT'S JUST EARLIER WITH WORK SCHOOL SCHEDULE CHANGES ETC. IT'S JUST REALLY NICE FOR THEM TO HAVE AT SCHEDULE CHANGES ETC. IT'S JUST REALLY NICE FOR THEM TO HAVE AT SCHEDULE CHANGES ETC. IT'S JUST REALLY NICE FOR THEM TO HAVE AT LEAST DURING THAT PERIOD SO I REALLY NICE FOR THEM TO HAVE AT LEAST DURING THAT PERIOD SO I REALLY NICE FOR THEM TO HAVE AT LEAST DURING THAT PERIOD SO I LOOK I LOOK FORWARD TO THAT LEAST DURING THAT PERIOD SO I LOOK I LOOK FORWARD TO THAT LEAST DURING THAT PERIOD SO I LOOK I LOOK FORWARD TO THAT DISCUSSION AND MERRY CHRISTMAS LOOK I LOOK FORWARD TO THAT DISCUSSION AND MERRY

288CHRISTMAS LOOK I LOOK FORWARD TO THAT DISCUSSION AND MERRY CHRISTMAS . DISCUSSION AND MERRY CHRISTMAS . DISCUSSION AND MERRY CHRISTMAS . HAPPY NEW YEAR. . HAPPY NEW YEAR. . HAPPY NEW YEAR. THANK YOU OR NEXT SPEAKER IS HAPPY NEW YEAR. THANK YOU OR NEXT SPEAKER IS HAPPY NEW YEAR. THANK YOU OR NEXT SPEAKER IS RICHARD PICKENS THAT DR. THANK YOU OR NEXT SPEAKER IS RICHARD PICKENS THAT DR. THANK YOU OR NEXT SPEAKER IS RICHARD PICKENS THAT DR. WILLIAM DUKE, THE MELISSA THE RICHARD PICKENS THAT DR. WILLIAM DUKE, THE MELISSA THE RICHARD PICKENS THAT DR. WILLIAM DUKE, THE MELISSA THE SCRIPTURE SAYS BLESSED AS THE WILLIAM DUKE, THE MELISSA THE SCRIPTURE SAYS BLESSED AS THE WILLIAM DUKE, THE MELISSA THE SCRIPTURE SAYS BLESSED AS THE NATION WHO'S GOT IS THE LORD SCRIPTURE SAYS BLESSED AS THE

289NATION WHO'S GOT IS THE LORD SCRIPTURE SAYS BLESSED AS THE NATION WHO'S GOT IS THE LORD AND THIS NATION HAS CERTAINLY NATION WHO'S GOT IS THE LORD AND THIS NATION HAS CERTAINLY NATION WHO'S GOT IS THE LORD AND THIS NATION HAS CERTAINLY GOT A UNIQUE POSITION IN THAT AND THIS NATION HAS CERTAINLY GOT A UNIQUE POSITION IN THAT AND THIS NATION HAS CERTAINLY GOT A UNIQUE POSITION IN THAT REGARD BECAUSE WE WERE FOUNDED GOT A UNIQUE POSITION IN THAT REGARD BECAUSE WE WERE FOUNDED GOT A UNIQUE POSITION IN THAT REGARD BECAUSE WE WERE FOUNDED ON CHRISTIAN PRINCIPLES AND REGARD BECAUSE WE WERE FOUNDED ON CHRISTIAN PRINCIPLES AND REGARD BECAUSE WE WERE FOUNDED ON CHRISTIAN PRINCIPLES AND ANYONE WHO STUDIES HISTORY ON CHRISTIAN PRINCIPLES AND ANYONE WHO STUDIES HISTORY ON CHRISTIAN PRINCIPLES AND ANYONE WHO STUDIES

290HISTORY CAN'T DENY THAT VERY LITERAL ANYONE WHO STUDIES HISTORY CAN'T DENY THAT VERY LITERAL ANYONE WHO STUDIES HISTORY CAN'T DENY THAT VERY LITERAL FACT THAT FACT EVERYBODY CAME CAN'T DENY THAT VERY LITERAL FACT THAT FACT EVERYBODY CAME CAN'T DENY THAT VERY LITERAL FACT THAT FACT EVERYBODY CAME TO THESE SHORES DIDN'T EVEN FACT THAT FACT EVERYBODY CAME TO THESE SHORES DIDN'T EVEN FACT THAT FACT EVERYBODY CAME TO THESE SHORES DIDN'T EVEN STEP ON OUR SHORES WITHOUT A TO THESE SHORES DIDN'T EVEN STEP ON OUR SHORES WITHOUT A TO THESE SHORES DIDN'T EVEN STEP ON OUR SHORES WITHOUT A BIBLICAL MANDATE, WITHOUT STEP ON OUR SHORES WITHOUT A BIBLICAL MANDATE, WITHOUT STEP ON OUR SHORES WITHOUT A BIBLICAL MANDATE, WITHOUT PRAYER WITHOUT ACROSS WITHOUT BIBLICAL MANDATE, WITHOUT PRAYER WITHOUT ACROSS WITHOUT BIBLICAL MANDATE, WITHOUT PRAYER WITHOUT ACROSS

291WITHOUT COMMUNION WITHOUT COMMUNION, PRAYER WITHOUT ACROSS WITHOUT COMMUNION WITHOUT COMMUNION, PRAYER WITHOUT ACROSS WITHOUT COMMUNION WITHOUT COMMUNION, WITHOUT MAKING SOME KIND COMMUNION WITHOUT COMMUNION, WITHOUT MAKING SOME KIND COMMUNION WITHOUT COMMUNION, WITHOUT MAKING SOME KIND OF COVENANT WHERE THEY WITHOUT MAKING SOME KIND OF COVENANT WHERE THEY WITHOUT MAKING SOME KIND OF COVENANT WHERE THEY ACKNOWLEDGE THAT THIS LAND OF COVENANT WHERE THEY ACKNOWLEDGE THAT THIS LAND OF COVENANT WHERE THEY ACKNOWLEDGE THAT THIS LAND BELONG TO GOD. ACKNOWLEDGE THAT THIS LAND BELONG TO GOD. ACKNOWLEDGE THAT THIS LAND BELONG TO GOD. NOW WHETHER THERE ARE PEOPLE BELONG TO GOD. NOW WHETHER THERE ARE PEOPLE BELONG TO GOD. NOW WHETHER THERE ARE PEOPLE THAT DON'T BELIEVE IN THAT NOW WHETHER THERE ARE PEOPLE THAT DON'T BELIEVE IN THAT NOW WHETHER THERE ARE PEOPLE THAT DON'T BELIEVE IN THAT THAT'S

292THEIR RIGHT TO NOT THAT DON'T BELIEVE IN THAT THAT'S THEIR RIGHT TO NOT THAT DON'T BELIEVE IN THAT THAT'S THEIR RIGHT TO NOT BELIEVE THAT. THAT'S THEIR RIGHT TO NOT BELIEVE THAT. THAT'S THEIR RIGHT TO NOT BELIEVE THAT. BUT IT'S STILL FACT NONETHELESS BELIEVE THAT. BUT IT'S STILL FACT NONETHELESS BELIEVE THAT. BUT IT'S STILL FACT NONETHELESS AND I DO BELIEVE THAT I'M BUT IT'S STILL FACT NONETHELESS AND I DO BELIEVE THAT I'M BUT IT'S STILL FACT NONETHELESS AND I DO BELIEVE THAT I'M EXCITED ABOUT THE FUTURE FOR AND I DO BELIEVE THAT I'M EXCITED ABOUT THE FUTURE FOR AND I DO BELIEVE THAT I'M EXCITED ABOUT THE FUTURE FOR OUR NATION AS WE RETURN TO GOD EXCITED ABOUT THE FUTURE FOR OUR NATION AS WE RETURN TO GOD EXCITED ABOUT THE FUTURE FOR OUR NATION

293AS WE RETURN TO GOD I JUST RETURNED FROM A NORTHERN OUR NATION AS WE RETURN TO GOD I JUST RETURNED FROM A NORTHERN OUR NATION AS WE RETURN TO GOD I JUST RETURNED FROM A NORTHERN VIRGINIA MEETING AT SEVERAL I JUST RETURNED FROM A NORTHERN VIRGINIA MEETING AT SEVERAL I JUST RETURNED FROM A NORTHERN VIRGINIA MEETING AT SEVERAL HUNDRED COMMITTED MEN AND WOMEN VIRGINIA MEETING AT SEVERAL HUNDRED COMMITTED MEN AND WOMEN VIRGINIA MEETING AT SEVERAL HUNDRED COMMITTED MEN AND WOMEN WHO ARE COMMITTED TO BRINGING HUNDRED COMMITTED MEN AND WOMEN WHO ARE COMMITTED TO BRINGING HUNDRED COMMITTED MEN AND WOMEN WHO ARE COMMITTED TO BRINGING THAT KIND OF CHANGE TO THE WHO ARE COMMITTED TO BRINGING THAT KIND OF CHANGE TO THE WHO ARE COMMITTED TO BRINGING THAT KIND OF CHANGE TO THE STATE AND TO

294OUR NATION AND I THAT KIND OF CHANGE TO THE STATE AND TO OUR NATION AND I THAT KIND OF CHANGE TO THE STATE AND TO OUR NATION AND I BELIEVE IT'S ONLY A MATTER STATE AND TO OUR NATION AND I BELIEVE IT'S ONLY A MATTER STATE AND TO OUR NATION AND I BELIEVE IT'S ONLY A MATTER OF TIME UNTIL THIS PRINCIPLES BELIEVE IT'S ONLY A MATTER OF TIME UNTIL THIS PRINCIPLES BELIEVE IT'S ONLY A MATTER OF TIME UNTIL THIS PRINCIPLES OF AND POLICIES WILL BE A OF TIME UNTIL THIS PRINCIPLES OF AND POLICIES WILL BE A OF TIME UNTIL THIS PRINCIPLES OF AND POLICIES WILL BE A BLESSING TO EVERYONE I CAME OF AND POLICIES WILL BE A BLESSING TO EVERYONE I CAME OF AND POLICIES WILL BE A BLESSING TO EVERYONE I CAME HERE

295TONIGHT TO SPEAK BECAUSE I BLESSING TO EVERYONE I CAME HERE TONIGHT TO SPEAK BECAUSE I BLESSING TO EVERYONE I CAME HERE TONIGHT TO SPEAK BECAUSE I RECEIVED A NOTICE THAT JENNIFER HERE TONIGHT TO SPEAK BECAUSE I RECEIVED A NOTICE THAT JENNIFER HERE TONIGHT TO SPEAK BECAUSE I RECEIVED A NOTICE THAT JENNIFER FRANKLIN WAS GOING TO BE RECEIVED A NOTICE THAT JENNIFER FRANKLIN WAS GOING TO BE RECEIVED A NOTICE THAT JENNIFER FRANKLIN WAS GOING TO BE PROPOSING SOME KIND FRANKLIN WAS GOING TO BE PROPOSING SOME KIND FRANKLIN WAS GOING TO BE PROPOSING SOME KIND OF SOMETHING ABOUT BOOK SABAN PROPOSING SOME KIND OF SOMETHING ABOUT BOOK SABAN PROPOSING SOME KIND OF SOMETHING ABOUT BOOK SABAN CENTER E-MAIL PLEASE EXPLAIN OF SOMETHING ABOUT BOOK SABAN CENTER E-MAIL PLEASE EXPLAIN OF SOMETHING ABOUT BOOK SABAN CENTER E-MAIL PLEASE

296EXPLAIN SOMEWHAT CONVENIENTLY BUT I CENTER E-MAIL PLEASE EXPLAIN SOMEWHAT CONVENIENTLY BUT I CENTER E-MAIL PLEASE EXPLAIN SOMEWHAT CONVENIENTLY BUT I HEARD NOTHING BACK SO I STILL SOMEWHAT CONVENIENTLY BUT I HEARD NOTHING BACK SO I STILL SOMEWHAT CONVENIENTLY BUT I HEARD NOTHING BACK SO I STILL DON'T REALLY FEELING KIND HEARD NOTHING BACK SO I STILL DON'T REALLY FEELING KIND HEARD NOTHING BACK SO I STILL DON'T REALLY FEELING KIND OF LIKE MISS OF LIKE MISS DON'T REALLY FEELING KIND OF LIKE MISS OF LIKE MISS DON'T REALLY FEELING KIND OF LIKE MISS OF LIKE MISS MELNIK OVER THAT LAST POLICY OF LIKE MISS OF LIKE MISS MELNIK OVER THAT LAST POLICY OF LIKE MISS OF LIKE MISS MELNIK OVER THAT LAST POLICY THING GOT LOST IN THAT LIKE MELNIK OVER THAT LAST POLICY THING GOT LOST IN THAT

297LIKE MELNIK OVER THAT LAST POLICY THING GOT LOST IN THAT LIKE WHAT IS THAT ALL GOING ON BUT THING GOT LOST IN THAT LIKE WHAT IS THAT ALL GOING ON BUT THING GOT LOST IN THAT LIKE WHAT IS THAT ALL GOING ON BUT GOING ON? WHAT IS THAT ALL GOING ON BUT GOING ON? WHAT IS THAT ALL GOING ON BUT GOING ON? BUT HERE'S WHAT I THINK EVERY GOING ON? BUT HERE'S WHAT I THINK EVERY GOING ON? BUT HERE'S WHAT I THINK EVERY TIME I HEAR LIBRARIANS OR BUT HERE'S WHAT I THINK EVERY TIME I HEAR LIBRARIANS OR BUT HERE'S WHAT I THINK EVERY TIME I HEAR LIBRARIANS OR SOMEONE TALK ABOUT THIS KIND TIME I HEAR LIBRARIANS OR SOMEONE TALK ABOUT THIS KIND TIME I HEAR LIBRARIANS OR SOMEONE TALK ABOUT THIS KIND OF

298ACT LIKE THIS IS SO HUGE AND SOMEONE TALK ABOUT THIS KIND OF ACT LIKE THIS IS SO HUGE AND SOMEONE TALK ABOUT THIS KIND OF ACT LIKE THIS IS SO HUGE AND SO MONUMENTAL AND SO EXPENSIVE OF ACT LIKE THIS IS SO HUGE AND SO MONUMENTAL AND SO EXPENSIVE OF ACT LIKE THIS IS SO HUGE AND SO MONUMENTAL AND SO EXPENSIVE HEARD SOMEONE SAY HOW MANY SO MONUMENTAL AND SO EXPENSIVE HEARD SOMEONE SAY HOW MANY SO MONUMENTAL AND SO EXPENSIVE HEARD SOMEONE SAY HOW MANY HUNDREDS OF THOUSANDS HEARD SOMEONE SAY HOW MANY HUNDREDS OF THOUSANDS HEARD SOMEONE SAY HOW MANY HUNDREDS OF THOUSANDS OF DOLLARS BECAUSE CAN I MAKE HUNDREDS OF THOUSANDS OF DOLLARS BECAUSE CAN I MAKE HUNDREDS OF THOUSANDS OF DOLLARS BECAUSE CAN I MAKE RECOMMENDATION GO TO THE OF DOLLARS BECAUSE CAN

299I MAKE RECOMMENDATION GO TO THE OF DOLLARS BECAUSE CAN I MAKE RECOMMENDATION GO TO THE AMERICAN LIBRARY ASSOCIATION OR RECOMMENDATION GO TO THE AMERICAN LIBRARY ASSOCIATION OR RECOMMENDATION GO TO THE AMERICAN LIBRARY ASSOCIATION OR READ FOR THE LAST 10 YEARS ALL AMERICAN LIBRARY ASSOCIATION OR READ FOR THE LAST 10 YEARS ALL AMERICAN LIBRARY ASSOCIATION OR READ FOR THE LAST 10 YEARS ALL THE RECOMMENDATIONS THAT READ FOR THE LAST 10 YEARS ALL THE RECOMMENDATIONS THAT READ FOR THE LAST 10 YEARS ALL THE RECOMMENDATIONS THAT THEY'RE DOWNLOADING THE KIDS THE RECOMMENDATIONS THAT THEY'RE DOWNLOADING THE KIDS THE RECOMMENDATIONS THAT THEY'RE DOWNLOADING THE KIDS TAKE EVERY ONE THIS BOOKS OUT THEY'RE DOWNLOADING THE KIDS TAKE EVERY ONE THIS BOOKS OUT THEY'RE DOWNLOADING THE KIDS TAKE EVERY ONE THIS BOOKS OUT OF THE LIBRARIES AND START TAKE EVERY ONE

300THIS BOOKS OUT OF THE LIBRARIES AND START TAKE EVERY ONE THIS BOOKS OUT OF THE LIBRARIES AND START THERE. OF THE LIBRARIES AND START THERE. OF THE LIBRARIES AND START THERE. DON'T YOU HAVE TO LOOK AT ALL THERE. DON'T YOU HAVE TO LOOK AT ALL THERE. DON'T YOU HAVE TO LOOK AT ALL THE OTHER ONE JUST START THERE DON'T YOU HAVE TO LOOK AT ALL THE OTHER ONE JUST START THERE DON'T YOU HAVE TO LOOK AT ALL THE OTHER ONE JUST START THERE AND WE'LL ALL BE EXCITED. THE OTHER ONE JUST START THERE AND WE'LL ALL BE EXCITED. THE OTHER ONE JUST START THERE AND WE'LL ALL BE EXCITED. WE'LL BE HAPPY BECAUSE THEY AND WE'LL ALL BE EXCITED. WE'LL BE HAPPY BECAUSE THEY AND WE'LL ALL BE EXCITED. WE'LL BE HAPPY BECAUSE THEY ALSO

301NASTY I'VE READ A LOT WE'LL BE HAPPY BECAUSE THEY ALSO NASTY I'VE READ A LOT WE'LL BE HAPPY BECAUSE THEY ALSO NASTY I'VE READ A LOT OF TEN AND THEY WERE ALL AS ALSO NASTY I'VE READ A LOT OF TEN AND THEY WERE ALL AS ALSO NASTY I'VE READ A LOT OF TEN AND THEY WERE ALL AS NASTY AS YOU CAN GET AND OUT OF TEN AND THEY WERE ALL AS NASTY AS YOU CAN GET AND OUT OF TEN AND THEY WERE ALL AS NASTY AS YOU CAN GET AND OUT OF ALL TEN I TO VIDEOS BECAUSE NASTY AS YOU CAN GET AND OUT OF ALL TEN I TO VIDEOS BECAUSE NASTY AS YOU CAN GET AND OUT OF ALL TEN I TO VIDEOS BECAUSE THEY DIDN'T HAVE THE BOOKS OF ALL TEN I TO

302VIDEOS BECAUSE THEY DIDN'T HAVE THE BOOKS OF ALL TEN I TO VIDEOS BECAUSE THEY DIDN'T HAVE THE BOOKS THERE WAS ONLY ONE THAT I THEY DIDN'T HAVE THE BOOKS THERE WAS ONLY ONE THAT I THEY DIDN'T HAVE THE BOOKS THERE WAS ONLY ONE THAT I REALLY WHEN I WATCH THE DVD IT THERE WAS ONLY ONE THAT I REALLY WHEN I WATCH THE DVD IT THERE WAS ONLY ONE THAT I REALLY WHEN I WATCH THE DVD IT REALLY MOVED ME STRONGLY THAT REALLY WHEN I WATCH THE DVD IT REALLY MOVED ME STRONGLY THAT REALLY WHEN I WATCH THE DVD IT REALLY MOVED ME STRONGLY THAT WAS ABOUT THE LITTLE GIRL WHO REALLY MOVED ME STRONGLY THAT WAS ABOUT THE LITTLE GIRL WHO REALLY MOVED ME STRONGLY THAT WAS ABOUT THE LITTLE GIRL WHO WAS SOLD INTO

303SEX SLAVERY IN WAS ABOUT THE LITTLE GIRL WHO WAS SOLD INTO SEX SLAVERY IN WAS ABOUT THE LITTLE GIRL WHO WAS SOLD INTO SEX SLAVERY IN INDIA AND THAT WAS A VERY WAS SOLD INTO SEX SLAVERY IN INDIA AND THAT WAS A VERY WAS SOLD INTO SEX SLAVERY IN INDIA AND THAT WAS A VERY MOVING IT WOULDN'T BE A LITTLE INDIA AND THAT WAS A VERY MOVING IT WOULDN'T BE A LITTLE INDIA AND THAT WAS A VERY MOVING IT WOULDN'T BE A LITTLE KIDS WAS IT'S VERY GRIPPING AND MOVING IT WOULDN'T BE A LITTLE KIDS WAS IT'S VERY GRIPPING AND MOVING IT WOULDN'T BE A LITTLE KIDS WAS IT'S VERY GRIPPING AND TOUCHING MY HEART BUT THIS IS KIDS WAS IT'S VERY GRIPPING AND TOUCHING MY HEART BUT THIS IS KIDS WAS IT'S VERY GRIPPING

304AND TOUCHING MY HEART BUT THIS IS WHAT I FEEL LIKE IT'S HAPPENING TOUCHING MY HEART BUT THIS IS WHAT I FEEL LIKE IT'S HAPPENING TOUCHING MY HEART BUT THIS IS WHAT I FEEL LIKE IT'S HAPPENING IN OUR NATION NOT JUST HERE BUT WHAT I FEEL LIKE IT'S HAPPENING IN OUR NATION NOT JUST HERE BUT WHAT I FEEL LIKE IT'S HAPPENING IN OUR NATION NOT JUST HERE BUT NATIONALLY THERE'S A SEXUAL IN OUR NATION NOT JUST HERE BUT NATIONALLY THERE'S A SEXUAL IN OUR NATION NOT JUST HERE BUT NATIONALLY THERE'S A SEXUAL CULT. NATIONALLY THERE'S A SEXUAL CULT. NATIONALLY THERE'S A SEXUAL CULT. THAT'S WHAT I'M GOING TO CALL CULT. THAT'S WHAT I'M GOING TO CALL CULT. THAT'S WHAT I'M GOING TO CALL BECAUSE I DON'T KNOW WHAT ELSE THAT'S WHAT I'M GOING TO CALL BECAUSE

305I DON'T KNOW WHAT ELSE THAT'S WHAT I'M GOING TO CALL BECAUSE I DON'T KNOW WHAT ELSE TO CALL IT A CULT DRIVING, BECAUSE I DON'T KNOW WHAT ELSE TO CALL IT A CULT DRIVING, BECAUSE I DON'T KNOW WHAT ELSE TO CALL IT A CULT DRIVING, PUSHING, STRIVING KIDS TO CALL IT A CULT DRIVING, PUSHING, STRIVING KIDS TO CALL IT A CULT DRIVING, PUSHING, STRIVING KIDS MUTILATED, DRUGGED. PUSHING, STRIVING KIDS MUTILATED, DRUGGED. PUSHING, STRIVING KIDS MUTILATED, DRUGGED. IT'S MUTILATED OUR MINDS AND MUTILATED, DRUGGED. IT'S MUTILATED OUR MINDS AND MUTILATED, DRUGGED. IT'S MUTILATED OUR MINDS AND IT'S A. GOD WE GOT HAS BEEN IT'S MUTILATED OUR MINDS AND IT'S A. GOD WE GOT HAS BEEN IT'S MUTILATED OUR MINDS AND IT'S A. GOD WE GOT HAS BEEN VERY CLEAR IF YOU WANT HIS IT'S A. GOD WE

306GOT HAS BEEN VERY CLEAR IF YOU WANT HIS IT'S A. GOD WE GOT HAS BEEN VERY CLEAR IF YOU WANT HIS BLESSING WHAT THE BLESSING YOUR VERY CLEAR IF YOU WANT HIS BLESSING WHAT THE BLESSING YOUR VERY CLEAR IF YOU WANT HIS BLESSING WHAT THE BLESSING YOUR LIFE THERE'S A YOUR LIFE. BLESSING WHAT THE BLESSING YOUR LIFE THERE'S A YOUR LIFE. BLESSING WHAT THE BLESSING YOUR LIFE THERE'S A YOUR LIFE. THERE'S A WAY TO DO AND WHAT'S LIFE THERE'S A YOUR LIFE. THERE'S A WAY TO DO AND WHAT'S LIFE THERE'S A YOUR LIFE. THERE'S A WAY TO DO AND WHAT'S HAPPENING IN RICHMOND IN THERE'S A WAY TO DO AND WHAT'S HAPPENING IN RICHMOND IN THERE'S A WAY TO DO AND WHAT'S HAPPENING IN RICHMOND IN RICHMOND I'M FIGHTING AGAINST HAPPENING IN RICHMOND IN RICHMOND

307I'M FIGHTING AGAINST HAPPENING IN RICHMOND IN RICHMOND I'M FIGHTING AGAINST THOSE AMENDMENTS ARE KIND RICHMOND I'M FIGHTING AGAINST THOSE AMENDMENTS ARE KIND RICHMOND I'M FIGHTING AGAINST THOSE AMENDMENTS ARE KIND OF BEEN OUR CONSTITUTION THOSE AMENDMENTS ARE KIND OF BEEN OUR CONSTITUTION THOSE AMENDMENTS ARE KIND OF BEEN OUR CONSTITUTION THEY'RE TRYING TO CHANGE OF BEEN OUR CONSTITUTION THEY'RE TRYING TO CHANGE OF BEEN OUR CONSTITUTION THEY'RE TRYING TO CHANGE LANGUAGE AND MAKE WHAT IT IS THEY'RE TRYING TO CHANGE LANGUAGE AND MAKE WHAT IT IS THEY'RE TRYING TO CHANGE LANGUAGE AND MAKE WHAT IT IS NOT AND SO I'VE BEEN THERE TO LANGUAGE AND MAKE WHAT IT IS NOT AND SO I'VE BEEN THERE TO LANGUAGE AND MAKE WHAT IT IS NOT AND SO I'VE BEEN THERE TO SPEAK. NOT AND SO I'VE BEEN THERE TO SPEAK. NOT

308AND SO I'VE BEEN THERE TO SPEAK. I'LL BE THERE SPEAKING AGAIN I SPEAK. I'LL BE THERE SPEAKING AGAIN I SPEAK. I'LL BE THERE SPEAKING AGAIN I MIGHT APPEAL TO YOU IS I'VE I'LL BE THERE SPEAKING AGAIN I MIGHT APPEAL TO YOU IS I'VE I'LL BE THERE SPEAKING AGAIN I MIGHT APPEAL TO YOU IS I'VE BEEN APPEALING THIS FOR SEVERAL MIGHT APPEAL TO YOU IS I'VE BEEN APPEALING THIS FOR SEVERAL MIGHT APPEAL TO YOU IS I'VE BEEN APPEALING THIS FOR SEVERAL YEARS NOW IS THAT WE NEED TO BEEN APPEALING THIS FOR SEVERAL YEARS NOW IS THAT WE NEED TO BEEN APPEALING THIS FOR SEVERAL YEARS NOW IS THAT WE NEED TO SEE SOME MOMENTUM, SOME CHANGE YEARS NOW IS THAT WE NEED TO SEE SOME MOMENTUM, SOME CHANGE YEARS NOW IS THAT WE NEED TO SEE

309SOME MOMENTUM, SOME CHANGE THIS DIRECTION I CANNOT BELIEVE SEE SOME MOMENTUM, SOME CHANGE THIS DIRECTION I CANNOT BELIEVE SEE SOME MOMENTUM, SOME CHANGE THIS DIRECTION I CANNOT BELIEVE AS A PASTOR A PASTOR, AS A THIS DIRECTION I CANNOT BELIEVE AS A PASTOR A PASTOR, AS A THIS DIRECTION I CANNOT BELIEVE AS A PASTOR A PASTOR, AS A FATHER, AS A CHRISTIANS A MAN AS A PASTOR A PASTOR, AS A FATHER, AS A CHRISTIANS A MAN AS A PASTOR A PASTOR, AS A FATHER, AS A CHRISTIANS A MAN THAT YOU COULD READ THE SAME FATHER, AS A CHRISTIANS A MAN THAT YOU COULD READ THE SAME FATHER, AS A CHRISTIANS A MAN THAT YOU COULD READ THE SAME BOOKS THAT BOOKS THAT I'VE READ THAT YOU COULD READ THE SAME BOOKS THAT BOOKS THAT I'VE READ

310THAT YOU COULD READ THE SAME BOOKS THAT BOOKS THAT I'VE READ AND COME UNCHANGED AND UNMOVED BOOKS THAT BOOKS THAT I'VE READ AND COME UNCHANGED AND UNMOVED BOOKS THAT BOOKS THAT I'VE READ AND COME UNCHANGED AND UNMOVED TO DO SOMETHING ABOUT IT. AND COME UNCHANGED AND UNMOVED TO DO SOMETHING ABOUT IT. AND COME UNCHANGED AND UNMOVED TO DO SOMETHING ABOUT IT. IF YOU DO NOT THEY SAY TO SEE TO DO SOMETHING ABOUT IT. IF YOU DO NOT THEY SAY TO SEE TO DO SOMETHING ABOUT IT. IF YOU DO NOT THEY SAY TO SEE EVIL AND DO NOTHING IS EVIL. IF YOU DO NOT THEY SAY TO SEE EVIL AND DO NOTHING IS EVIL. IF YOU DO NOT THEY SAY TO SEE EVIL AND DO NOTHING IS EVIL. AND SO I TO SAY TO THAT YOU

311EVIL AND DO NOTHING IS EVIL. AND SO I TO SAY TO THAT YOU EVIL AND DO NOTHING IS EVIL. AND SO I TO SAY TO THAT YOU HAVE NO REASON FOR IT OR AND SO I TO SAY TO THAT YOU HAVE NO REASON FOR IT OR AND SO I TO SAY TO THAT YOU HAVE NO REASON FOR IT OR ANYMORE WE READ IT TO YOU IT'S HAVE NO REASON FOR IT OR ANYMORE WE READ IT TO YOU IT'S HAVE NO REASON FOR IT OR ANYMORE WE READ IT TO YOU IT'S AVAILABLE TO GET TO GET TO THE ANYMORE WE READ IT TO YOU IT'S AVAILABLE TO GET TO GET TO THE ANYMORE WE READ IT TO YOU IT'S AVAILABLE TO GET TO GET TO THE AMERICAN LIBRARY ASSOCIATION, AVAILABLE TO GET TO GET TO THE

312AMERICAN LIBRARY ASSOCIATION, AVAILABLE TO GET TO GET TO THE AMERICAN LIBRARY ASSOCIATION, DOWNLOAD LET YOUR KIDS DOWNLOAD AMERICAN LIBRARY ASSOCIATION, DOWNLOAD LET YOUR KIDS DOWNLOAD AMERICAN LIBRARY ASSOCIATION, DOWNLOAD LET YOUR KIDS DOWNLOAD IT FOR FREE >>. DOWNLOAD LET YOUR KIDS DOWNLOAD IT FOR FREE >>. DOWNLOAD LET YOUR KIDS DOWNLOAD IT FOR FREE >>. MERRY CHRISTMAS AND HAPPY IT FOR FREE >>. MERRY CHRISTMAS AND HAPPY IT FOR FREE >>. MERRY CHRISTMAS AND HAPPY HANUKKAH AND HAPPY NEW YEAR. MERRY CHRISTMAS AND HAPPY HANUKKAH AND HAPPY NEW YEAR. MERRY CHRISTMAS AND HAPPY HANUKKAH AND HAPPY NEW YEAR. OUR NEXT SPEAKER IS DR. WILLIAM HANUKKAH AND HAPPY NEW YEAR. OUR NEXT SPEAKER IS DR. WILLIAM HANUKKAH AND HAPPY NEW YEAR. OUR NEXT SPEAKER IS DR. WILLIAM DUKE AND THEN MELISSA LUKE AND OUR NEXT SPEAKER IS DR. WILLIAM DUKE

313AND THEN MELISSA LUKE AND OUR NEXT SPEAKER IS DR. WILLIAM DUKE AND THEN MELISSA LUKE AND WELL HELLO EVERYBODY. DUKE AND THEN MELISSA LUKE AND WELL HELLO EVERYBODY. DUKE AND THEN MELISSA LUKE AND WELL HELLO EVERYBODY. THANK YOU FOR LISTENING I COME WELL HELLO EVERYBODY. THANK YOU FOR LISTENING I COME WELL HELLO EVERYBODY. THANK YOU FOR LISTENING I COME TO YOU TONIGHT ALSO TO DISCUSS THANK YOU FOR LISTENING I COME TO YOU TONIGHT ALSO TO DISCUSS THANK YOU FOR LISTENING I COME TO YOU TONIGHT ALSO TO DISCUSS THE BOOKS IN SCHOOLS IN TO YOU TONIGHT ALSO TO DISCUSS THE BOOKS IN SCHOOLS IN TO YOU TONIGHT ALSO TO DISCUSS THE BOOKS IN SCHOOLS IN PARTICULAR ELEMENTARY SCHOOLS THE BOOKS IN SCHOOLS IN PARTICULAR ELEMENTARY SCHOOLS THE BOOKS IN SCHOOLS IN PARTICULAR ELEMENTARY SCHOOLS AND LET

314YOU KNOW SOMETHING PARTICULAR ELEMENTARY SCHOOLS AND LET YOU KNOW SOMETHING PARTICULAR ELEMENTARY SCHOOLS AND LET YOU KNOW SOMETHING ABOUT ME. AND LET YOU KNOW SOMETHING ABOUT ME. AND LET YOU KNOW SOMETHING ABOUT ME. SOME OF YOU KNOW ME. ABOUT ME. SOME OF YOU KNOW ME. ABOUT ME. SOME OF YOU KNOW ME. I HAVE BEEN INVOLVED THE SOME OF YOU KNOW ME. I HAVE BEEN INVOLVED THE SOME OF YOU KNOW ME. I HAVE BEEN INVOLVED THE EDUCATION MY ENTIRE LIFE. I HAVE BEEN INVOLVED THE EDUCATION MY ENTIRE LIFE. I HAVE BEEN INVOLVED THE EDUCATION MY ENTIRE LIFE. I GOT A BACHELOR'S DEGREE FROM EDUCATION MY ENTIRE LIFE. I GOT A BACHELOR'S DEGREE FROM EDUCATION MY ENTIRE LIFE. I GOT A BACHELOR'S DEGREE FROM THERE MIGHT BE AN PLANETARY I GOT A BACHELOR'S DEGREE FROM THERE MIGHT

315BE AN PLANETARY I GOT A BACHELOR'S DEGREE FROM THERE MIGHT BE AN PLANETARY SCIENCES FOOD FROM MCMASTER THERE MIGHT BE AN PLANETARY SCIENCES FOOD FROM MCMASTER THERE MIGHT BE AN PLANETARY SCIENCES FOOD FROM MCMASTER FROM MCMASTER UNIVERSITY IN SCIENCES FOOD FROM MCMASTER FROM MCMASTER UNIVERSITY IN SCIENCES FOOD FROM MCMASTER FROM MCMASTER UNIVERSITY IN HAMILTON, ONTARIO WHICH AT THE FROM MCMASTER UNIVERSITY IN HAMILTON, ONTARIO WHICH AT THE FROM MCMASTER UNIVERSITY IN HAMILTON, ONTARIO WHICH AT THE TIME WAS THE NUMBER ONE HAMILTON, ONTARIO WHICH AT THE TIME WAS THE NUMBER ONE HAMILTON, ONTARIO WHICH AT THE TIME WAS THE NUMBER ONE ENGINEERING SCHOOL IN CANADA. TIME WAS THE NUMBER ONE ENGINEERING SCHOOL IN CANADA. TIME WAS THE NUMBER ONE ENGINEERING SCHOOL IN CANADA. I TAUGHT UNIVERS AT THE ENGINEERING SCHOOL IN CANADA. I TAUGHT UNIVERS AT THE

316ENGINEERING SCHOOL IN CANADA. I TAUGHT UNIVERS AT THE PENNSYLVANIA STATE UNIVERSITY I TAUGHT UNIVERS AT THE PENNSYLVANIA STATE UNIVERSITY I TAUGHT UNIVERS AT THE PENNSYLVANIA STATE UNIVERSITY FOR SEVEN YEARS FIVE YEARS AT PENNSYLVANIA STATE UNIVERSITY FOR SEVEN YEARS FIVE YEARS AT PENNSYLVANIA STATE UNIVERSITY FOR SEVEN YEARS FIVE YEARS AT THE UNIVERSITY OF KUWAIT I'VE FOR SEVEN YEARS FIVE YEARS AT THE UNIVERSITY OF KUWAIT I'VE FOR SEVEN YEARS FIVE YEARS AT THE UNIVERSITY OF KUWAIT I'VE BEEN INVOLVED BEEN INVOLVED THE UNIVERSITY OF KUWAIT I'VE BEEN INVOLVED BEEN INVOLVED THE UNIVERSITY OF KUWAIT I'VE BEEN INVOLVED BEEN INVOLVED WITH MAINLY OF COURSE BEEN INVOLVED BEEN INVOLVED WITH MAINLY OF COURSE BEEN INVOLVED BEEN INVOLVED WITH MAINLY OF COURSE UNDERGRADUATE AND GRADUATE WITH MAINLY OF COURSE UNDERGRADUATE AND GRADUATE WITH MAINLY OF COURSE UNDERGRADUATE AND GRADUATE STUDENTS BUT

317ALSO I'VE BEEN UNDERGRADUATE AND GRADUATE STUDENTS BUT ALSO I'VE BEEN UNDERGRADUATE AND GRADUATE STUDENTS BUT ALSO I'VE BEEN INVOLVED WITH HIGH SCHOOL STUDENTS BUT ALSO I'VE BEEN INVOLVED WITH HIGH SCHOOL STUDENTS BUT ALSO I'VE BEEN INVOLVED WITH HIGH SCHOOL SUPPLEMENTAL PROGRAMS AND INVOLVED WITH HIGH SCHOOL SUPPLEMENTAL PROGRAMS AND INVOLVED WITH HIGH SCHOOL SUPPLEMENTAL PROGRAMS AND THINGS OF THAT NATURE AND IT SUPPLEMENTAL PROGRAMS AND THINGS OF THAT NATURE AND IT SUPPLEMENTAL PROGRAMS AND THINGS OF THAT NATURE AND IT WAS GREAT FUN. THINGS OF THAT NATURE AND IT WAS GREAT FUN. THINGS OF THAT NATURE AND IT WAS GREAT FUN. I LOVE DOING IT. WAS GREAT FUN. I LOVE DOING IT. WAS GREAT FUN. I LOVE DOING IT. HOWEVER WE ALTHOUGH SEX I LOVE DOING IT. HOWEVER WE ALTHOUGH SEX I LOVE DOING IT. HOWEVER WE ALTHOUGH

318SEX EDUCATION AND THE HOWEVER WE ALTHOUGH SEX EDUCATION AND THE HOWEVER WE ALTHOUGH SEX EDUCATION AND THE REPRESENTATION OF SEXUAL EDUCATION AND THE REPRESENTATION OF SEXUAL EDUCATION AND THE REPRESENTATION OF SEXUAL ACTIVITIES IN BOOKS IN THE REPRESENTATION OF SEXUAL ACTIVITIES IN BOOKS IN THE REPRESENTATION OF SEXUAL ACTIVITIES IN BOOKS IN THE SCHOOL LIBRARY IS GOOD AT HIGH ACTIVITIES IN BOOKS IN THE SCHOOL LIBRARY IS GOOD AT HIGH ACTIVITIES IN BOOKS IN THE SCHOOL LIBRARY IS GOOD AT HIGH SCHOOL LEVEL AND THE CHILDREN SCHOOL LIBRARY IS GOOD AT HIGH SCHOOL LEVEL AND THE CHILDREN SCHOOL LIBRARY IS GOOD AT HIGH SCHOOL LEVEL AND THE CHILDREN NEED SOME COUNSELING AS WELL. SCHOOL LEVEL AND THE CHILDREN NEED SOME COUNSELING AS WELL. SCHOOL LEVEL AND THE CHILDREN NEED SOME COUNSELING AS WELL. BUT AT ELEMENTARY SCHOOL LEVEL NEED

319SOME COUNSELING AS WELL. BUT AT ELEMENTARY SCHOOL LEVEL NEED SOME COUNSELING AS WELL. BUT AT ELEMENTARY SCHOOL LEVEL A DEPICTION OF OF A BOYFRIEND BUT AT ELEMENTARY SCHOOL LEVEL A DEPICTION OF OF A BOYFRIEND BUT AT ELEMENTARY SCHOOL LEVEL A DEPICTION OF OF A BOYFRIEND WHO ABUSES HIS GIRLFRIEND OR A DEPICTION OF OF A BOYFRIEND WHO ABUSES HIS GIRLFRIEND OR A DEPICTION OF OF A BOYFRIEND WHO ABUSES HIS GIRLFRIEND OR UNUSUAL OR SOME MIGHT A NATURAL WHO ABUSES HIS GIRLFRIEND OR UNUSUAL OR SOME MIGHT A NATURAL WHO ABUSES HIS GIRLFRIEND OR UNUSUAL OR SOME MIGHT A NATURAL SEXUAL ACTIVITY IS NOT A UNUSUAL OR SOME MIGHT A NATURAL SEXUAL ACTIVITY IS NOT A UNUSUAL OR SOME MIGHT A NATURAL SEXUAL ACTIVITY IS NOT A APPROPRIATE I THINK SOME OF YOU SEXUAL ACTIVITY IS NOT A

320APPROPRIATE I THINK SOME OF YOU SEXUAL ACTIVITY IS NOT A APPROPRIATE I THINK SOME OF YOU MAY AGREE WITH ME THAT'S ALL I APPROPRIATE I THINK SOME OF YOU MAY AGREE WITH ME THAT'S ALL I APPROPRIATE I THINK SOME OF YOU MAY AGREE WITH ME THAT'S ALL I HAVE TO SAY I. MAY AGREE WITH ME THAT'S ALL I HAVE TO SAY I. MAY AGREE WITH ME THAT'S ALL I HAVE TO SAY I. I DON'T WANT TO ANY GRAPHIC HAVE TO SAY I. I DON'T WANT TO ANY GRAPHIC HAVE TO SAY I. I DON'T WANT TO ANY GRAPHIC REPRESENTATIONS IN ELEMENTARY I DON'T WANT TO ANY GRAPHIC REPRESENTATIONS IN ELEMENTARY I DON'T WANT TO ANY GRAPHIC REPRESENTATIONS IN ELEMENTARY SCHOOLBOOKS EITHER AND FINALLY REPRESENTATIONS IN ELEMENTARY SCHOOLBOOKS EITHER AND FINALLY REPRESENTATIONS IN ELEMENTARY SCHOOLBOOKS EITHER AND

321FINALLY AND FINALLY I'LL SAY TO ALL SCHOOLBOOKS EITHER AND FINALLY AND FINALLY I'LL SAY TO ALL SCHOOLBOOKS EITHER AND FINALLY AND FINALLY I'LL SAY TO ALL OF YOU MERRY CHRISTMAS. AND FINALLY I'LL SAY TO ALL OF YOU MERRY CHRISTMAS. AND FINALLY I'LL SAY TO ALL OF YOU MERRY CHRISTMAS. HAPPY NEW YEAR AND THOSE OF YOU OF YOU MERRY CHRISTMAS. HAPPY NEW YEAR AND THOSE OF YOU OF YOU MERRY CHRISTMAS. HAPPY NEW YEAR AND THOSE OF YOU WHO ARE DEPARTING THIS AUGUST HAPPY NEW YEAR AND THOSE OF YOU WHO ARE DEPARTING THIS AUGUST HAPPY NEW YEAR AND THOSE OF YOU WHO ARE DEPARTING THIS AUGUST BODY GOOD LUCK IN THE FUTURE WHO ARE DEPARTING THIS AUGUST BODY GOOD LUCK IN THE FUTURE WHO ARE DEPARTING THIS AUGUST BODY GOOD LUCK IN THE FUTURE AND ESPECIALLY TO

322VICKI MANNING BODY GOOD LUCK IN THE FUTURE AND ESPECIALLY TO VICKI MANNING BODY GOOD LUCK IN THE FUTURE AND ESPECIALLY TO VICKI MANNING WHO I'VE KNOWN THE LONGEST ALL AND ESPECIALLY TO VICKI MANNING WHO I'VE KNOWN THE LONGEST ALL AND ESPECIALLY TO VICKI MANNING WHO I'VE KNOWN THE LONGEST ALL THESE MANY YEARS SHE'S BEEN SO WHO I'VE KNOWN THE LONGEST ALL THESE MANY YEARS SHE'S BEEN SO WHO I'VE KNOWN THE LONGEST ALL THESE MANY YEARS SHE'S BEEN SO WONDERFUL HERE AND CAROLYN THESE MANY YEARS SHE'S BEEN SO WONDERFUL HERE AND CAROLYN THESE MANY YEARS SHE'S BEEN SO WONDERFUL HERE AND CAROLYN CAROL AND YOU'RE STAYING RIGHT? WONDERFUL HERE AND CAROLYN CAROL AND YOU'RE STAYING RIGHT? WONDERFUL HERE AND CAROLYN CAROL AND YOU'RE STAYING RIGHT? YEAH. CAROL AND YOU'RE STAYING RIGHT? YEAH. CAROL AND YOU'RE STAYING

323RIGHT? YEAH. OK, VICKI IS LEAVING US AND I YEAH. OK, VICKI IS LEAVING US AND I YEAH. OK, VICKI IS LEAVING US AND I WANT TO SAY ON BEHALF OF I'M OK, VICKI IS LEAVING US AND I WANT TO SAY ON BEHALF OF I'M OK, VICKI IS LEAVING US AND I WANT TO SAY ON BEHALF OF I'M ALSO PART OF THE TIDEWATER WANT TO SAY ON BEHALF OF I'M ALSO PART OF THE TIDEWATER WANT TO SAY ON BEHALF OF I'M ALSO PART OF THE TIDEWATER LIBERTY PARTNERS THE FORMER ALSO PART OF THE TIDEWATER LIBERTY PARTNERS THE FORMER ALSO PART OF THE TIDEWATER LIBERTY PARTNERS THE FORMER TIDEWATER LIBERTARIAN PARTY LIBERTY PARTNERS THE FORMER TIDEWATER LIBERTARIAN PARTY LIBERTY PARTNERS THE FORMER TIDEWATER LIBERTARIAN PARTY THAT'S ABERDEEN'S ORGANIZATION TIDEWATER LIBERTARIAN PARTY THAT'S ABERDEEN'S ORGANIZATION TIDEWATER LIBERTARIAN PARTY

324THAT'S ABERDEEN'S ORGANIZATION AND ON BEHALF OF EVERYONE IN THAT'S ABERDEEN'S ORGANIZATION AND ON BEHALF OF EVERYONE IN THAT'S ABERDEEN'S ORGANIZATION AND ON BEHALF OF EVERYONE IN THAT ORGANIZATION WE WISH YOU AND ON BEHALF OF EVERYONE IN THAT ORGANIZATION WE WISH YOU AND ON BEHALF OF EVERYONE IN THAT ORGANIZATION WE WISH YOU GODSPEED AND GOOD LUCK, MRS THAT ORGANIZATION WE WISH YOU GODSPEED AND GOOD LUCK, MRS THAT ORGANIZATION WE WISH YOU GODSPEED AND GOOD LUCK, MRS MANNING. GODSPEED AND GOOD LUCK, MRS MANNING. GODSPEED AND GOOD LUCK, MRS MANNING. THANK YOU ALL OUR NEXT SPEAKER MANNING. THANK YOU ALL OUR NEXT SPEAKER MANNING. THANK YOU ALL OUR NEXT SPEAKER IS MELISSA LUCASTA. THANK YOU ALL OUR NEXT SPEAKER IS MELISSA LUCASTA. THANK YOU ALL OUR NEXT SPEAKER IS MELISSA LUCASTA. GOOD EVENING. IS MELISSA LUCASTA. GOOD EVENING.

325IS MELISSA LUCASTA. GOOD EVENING. WE GATHERED HERE THIS EVENING GOOD EVENING. WE GATHERED HERE THIS EVENING GOOD EVENING. WE GATHERED HERE THIS EVENING TO SAY GOODBYE TO VICKI WHOSE WE GATHERED HERE THIS EVENING TO SAY GOODBYE TO VICKI WHOSE WE GATHERED HERE THIS EVENING TO SAY GOODBYE TO VICKI WHOSE TIME ON THE SCHOOL BOARD IS TO SAY GOODBYE TO VICKI WHOSE TIME ON THE SCHOOL BOARD IS TO SAY GOODBYE TO VICKI WHOSE TIME ON THE SCHOOL BOARD IS FINALLY MERCIFULLY COMING TO AN TIME ON THE SCHOOL BOARD IS FINALLY MERCIFULLY COMING TO AN TIME ON THE SCHOOL BOARD IS FINALLY MERCIFULLY COMING TO AN END. FINALLY MERCIFULLY COMING TO AN END. FINALLY MERCIFULLY COMING TO AN END. WELL THIS IS NOT TECHNICALLY A END. WELL THIS IS NOT TECHNICALLY A END. WELL THIS IS NOT

326TECHNICALLY A EULOGY I THINK WE CAN ALL AGREE WELL THIS IS NOT TECHNICALLY A EULOGY I THINK WE CAN ALL AGREE WELL THIS IS NOT TECHNICALLY A EULOGY I THINK WE CAN ALL AGREE IT'S WORTH CELEBRATING THE EULOGY I THINK WE CAN ALL AGREE IT'S WORTH CELEBRATING THE EULOGY I THINK WE CAN ALL AGREE IT'S WORTH CELEBRATING THE DEATH OF VICTORIA MANNING'S IT'S WORTH CELEBRATING THE DEATH OF VICTORIA MANNING'S IT'S WORTH CELEBRATING THE DEATH OF VICTORIA MANNING'S REIGN OVER OUR LIBRARIES, DEATH OF VICTORIA MANNING'S REIGN OVER OUR LIBRARIES, DEATH OF VICTORIA MANNING'S REIGN OVER OUR LIBRARIES, CLASSROOMS AND COLLECTIVE REIGN OVER OUR LIBRARIES, CLASSROOMS AND COLLECTIVE REIGN OVER OUR LIBRARIES, CLASSROOMS AND COLLECTIVE SANITY VICKI WHAT A LEGACY YOU CLASSROOMS AND COLLECTIVE SANITY VICKI WHAT A LEGACY YOU CLASSROOMS AND COLLECTIVE SANITY VICKI WHAT A

327LEGACY YOU LEAVE BEHIND YOU CAME IN YOU SANITY VICKI WHAT A LEGACY YOU LEAVE BEHIND YOU CAME IN YOU SANITY VICKI WHAT A LEGACY YOU LEAVE BEHIND YOU CAME IN YOU CAME IN WITH A VISION, A VISION LEAVE BEHIND YOU CAME IN YOU CAME IN WITH A VISION, A VISION LEAVE BEHIND YOU CAME IN YOU CAME IN WITH A VISION, A VISION BOOKS WERE TERRIFYING STUDENTS CAME IN WITH A VISION, A VISION BOOKS WERE TERRIFYING STUDENTS CAME IN WITH A VISION, A VISION BOOKS WERE TERRIFYING STUDENTS WERE DIVIDED WERE DIVIDED IN BOOKS WERE TERRIFYING STUDENTS WERE DIVIDED WERE DIVIDED IN BOOKS WERE TERRIFYING STUDENTS WERE DIVIDED WERE DIVIDED IN MERE MENTION OF LGBTQ PLUS WERE DIVIDED WERE DIVIDED IN MERE MENTION OF LGBTQ PLUS WERE DIVIDED WERE DIVIDED IN MERE MENTION OF LGBTQ PLUS TOPICS

328WAS SOMEHOW MORE MERE MENTION OF LGBTQ PLUS TOPICS WAS SOMEHOW MORE MERE MENTION OF LGBTQ PLUS TOPICS WAS SOMEHOW MORE OFFENSIVE THAN SAY ACTUAL TOPICS WAS SOMEHOW MORE OFFENSIVE THAN SAY ACTUAL TOPICS WAS SOMEHOW MORE OFFENSIVE THAN SAY ACTUAL BULLYING OR HATE SPEECH TAKES A OFFENSIVE THAN SAY ACTUAL BULLYING OR HATE SPEECH TAKES A OFFENSIVE THAN SAY ACTUAL BULLYING OR HATE SPEECH TAKES A TRULY SPECIAL PERSON TO BE MORE BULLYING OR HATE SPEECH TAKES A TRULY SPECIAL PERSON TO BE MORE BULLYING OR HATE SPEECH TAKES A TRULY SPECIAL PERSON TO BE MORE UPSET WITH THE HANDMAID'S TALE TRULY SPECIAL PERSON TO BE MORE UPSET WITH THE HANDMAID'S TALE TRULY SPECIAL PERSON TO BE MORE UPSET WITH THE HANDMAID'S TALE THEN BY THE STRUGGLES OF REAL UPSET WITH THE HANDMAID'S TALE THEN BY THE STRUGGLES OF

329REAL UPSET WITH THE HANDMAID'S TALE THEN BY THE STRUGGLES OF REAL KIDS IN YOUR COMMUNITY BRAVO THEN BY THE STRUGGLES OF REAL KIDS IN YOUR COMMUNITY BRAVO THEN BY THE STRUGGLES OF REAL KIDS IN YOUR COMMUNITY BRAVO FEW COULD MATCH YOUR PASSION KIDS IN YOUR COMMUNITY BRAVO FEW COULD MATCH YOUR PASSION KIDS IN YOUR COMMUNITY BRAVO FEW COULD MATCH YOUR PASSION RETURNING SCHOOL LIBRARIES INTO FEW COULD MATCH YOUR PASSION RETURNING SCHOOL LIBRARIES INTO FEW COULD MATCH YOUR PASSION RETURNING SCHOOL LIBRARIES INTO BATTLEGROUNDS IN THE FIGHT RETURNING SCHOOL LIBRARIES INTO BATTLEGROUNDS IN THE FIGHT RETURNING SCHOOL LIBRARIES INTO BATTLEGROUNDS IN THE FIGHT AGAINST KNOWLEDGE YOUR CRUSADE BATTLEGROUNDS IN THE FIGHT AGAINST KNOWLEDGE YOUR CRUSADE BATTLEGROUNDS IN THE FIGHT AGAINST KNOWLEDGE YOUR CRUSADE AGAINST THE SO-CALLED AGAINST KNOWLEDGE YOUR CRUSADE AGAINST THE SO-CALLED AGAINST KNOWLEDGE YOUR CRUSADE

330AGAINST THE SO-CALLED PORNOGRAPHY LURKING IN OUR AGAINST THE SO-CALLED PORNOGRAPHY LURKING IN OUR AGAINST THE SO-CALLED PORNOGRAPHY LURKING IN OUR LIBRARIES IS NOTHING SHORT PORNOGRAPHY LURKING IN OUR LIBRARIES IS NOTHING SHORT PORNOGRAPHY LURKING IN OUR LIBRARIES IS NOTHING SHORT OF INSPIRING YOU SEARCHED HIGH LIBRARIES IS NOTHING SHORT OF INSPIRING YOU SEARCHED HIGH LIBRARIES IS NOTHING SHORT OF INSPIRING YOU SEARCHED HIGH AND LOW FOR SCANDALOUS MATERIAL OF INSPIRING YOU SEARCHED HIGH AND LOW FOR SCANDALOUS MATERIAL OF INSPIRING YOU SEARCHED HIGH AND LOW FOR SCANDALOUS MATERIAL BUT SADLY THE CRAZIEST THING AND LOW FOR SCANDALOUS MATERIAL BUT SADLY THE CRAZIEST THING AND LOW FOR SCANDALOUS MATERIAL BUT SADLY THE CRAZIEST THING YOU UNCOVERED WAS THE BIBLE I'M BUT SADLY THE CRAZIEST THING YOU UNCOVERED WAS THE BIBLE I'M BUT SADLY THE CRAZIEST THING YOU UNCOVERED WAS THE

331BIBLE I'M STILL LAUGHING AT THE IRONY YOU UNCOVERED WAS THE BIBLE I'M STILL LAUGHING AT THE IRONY YOU UNCOVERED WAS THE BIBLE I'M STILL LAUGHING AT THE IRONY WE'LL NEVER FORGET HOW YOU STILL LAUGHING AT THE IRONY WE'LL NEVER FORGET HOW YOU STILL LAUGHING AT THE IRONY WE'LL NEVER FORGET HOW YOU BRAVELY STOOD UP AGAINST WE'LL NEVER FORGET HOW YOU BRAVELY STOOD UP AGAINST WE'LL NEVER FORGET HOW YOU BRAVELY STOOD UP AGAINST CLASSICS AWARD WINNING NOVELS BRAVELY STOOD UP AGAINST CLASSICS AWARD WINNING NOVELS BRAVELY STOOD UP AGAINST CLASSICS AWARD WINNING NOVELS AND ANYTHING THAT VAGUELY CLASSICS AWARD WINNING NOVELS AND ANYTHING THAT VAGUELY CLASSICS AWARD WINNING NOVELS AND ANYTHING THAT VAGUELY RESEMBLED EMPATHY TRULY YOU'VE AND ANYTHING THAT VAGUELY RESEMBLED EMPATHY TRULY YOU'VE AND ANYTHING THAT VAGUELY RESEMBLED EMPATHY TRULY YOU'VE LEFT US WONDERING HAVE

332YOU RESEMBLED EMPATHY TRULY YOU'VE LEFT US WONDERING HAVE YOU RESEMBLED EMPATHY TRULY YOU'VE LEFT US WONDERING HAVE YOU ACTUALLY EVER READ A BOOK AND LEFT US WONDERING HAVE YOU ACTUALLY EVER READ A BOOK AND LEFT US WONDERING HAVE YOU ACTUALLY EVER READ A BOOK AND WHO COULD FORGET YOUR TIRELESS ACTUALLY EVER READ A BOOK AND WHO COULD FORGET YOUR TIRELESS ACTUALLY EVER READ A BOOK AND WHO COULD FORGET YOUR TIRELESS DEDICATION TO ENSURING LGBTQ WHO COULD FORGET YOUR TIRELESS DEDICATION TO ENSURING LGBTQ WHO COULD FORGET YOUR TIRELESS DEDICATION TO ENSURING LGBTQ STUDENTS KNEW EXACTLY WHERE DEDICATION TO ENSURING LGBTQ STUDENTS KNEW EXACTLY WHERE DEDICATION TO ENSURING LGBTQ STUDENTS KNEW EXACTLY WHERE THEY DIDN'T BELONG? STUDENTS KNEW EXACTLY WHERE THEY DIDN'T BELONG? STUDENTS KNEW EXACTLY WHERE THEY DIDN'T BELONG? YOU TAUGHT US ALL A VALUABLE THEY

333DIDN'T BELONG? YOU TAUGHT US ALL A VALUABLE THEY DIDN'T BELONG? YOU TAUGHT US ALL A VALUABLE LESSON THAT THE LOUDEST VOICES YOU TAUGHT US ALL A VALUABLE LESSON THAT THE LOUDEST VOICES YOU TAUGHT US ALL A VALUABLE LESSON THAT THE LOUDEST VOICES IN THE ROOM ARE SOMETIMES THE LESSON THAT THE LOUDEST VOICES IN THE ROOM ARE SOMETIMES THE LESSON THAT THE LOUDEST VOICES IN THE ROOM ARE SOMETIMES THE ONES MOST IN NEED OF SOME DEEP IN THE ROOM ARE SOMETIMES THE ONES MOST IN NEED OF SOME DEEP IN THE ROOM ARE SOMETIMES THE ONES MOST IN NEED OF SOME DEEP INTROSPECTION AND INTROSPECTION ONES MOST IN NEED OF SOME DEEP INTROSPECTION AND INTROSPECTION ONES MOST IN NEED OF SOME DEEP INTROSPECTION AND INTROSPECTION AND A LOT OF THERAPY BUT LET'S INTROSPECTION AND INTROSPECTION AND A

334LOT OF THERAPY BUT LET'S INTROSPECTION AND INTROSPECTION AND A LOT OF THERAPY BUT LET'S NOT DWELL ON THE PAST JOEY AND A LOT OF THERAPY BUT LET'S NOT DWELL ON THE PAST JOEY AND A LOT OF THERAPY BUT LET'S NOT DWELL ON THE PAST JOEY AFTER ALL YOU'RE? NOT DWELL ON THE PAST JOEY AFTER ALL YOU'RE? NOT DWELL ON THE PAST JOEY AFTER ALL YOU'RE? AFTER ALL, YOU'RE LEAVING US AFTER ALL YOU'RE? AFTER ALL, YOU'RE LEAVING US AFTER ALL YOU'RE? AFTER ALL, YOU'RE LEAVING US NOW AND ISN'T THAT THE REAL AFTER ALL, YOU'RE LEAVING US NOW AND ISN'T THAT THE REAL AFTER ALL, YOU'RE LEAVING US NOW AND ISN'T THAT THE REAL GIFT YOUR DEPARTURE GIVES US A NOW AND ISN'T THAT THE REAL GIFT YOUR DEPARTURE GIVES US A NOW AND ISN'T THAT THE

335REAL GIFT YOUR DEPARTURE GIVES US A CHANCE TO REBUILD OUR LIBRARY GIFT YOUR DEPARTURE GIVES US A CHANCE TO REBUILD OUR LIBRARY GIFT YOUR DEPARTURE GIVES US A CHANCE TO REBUILD OUR LIBRARY IN OUR POLICIES AND MOST CHANCE TO REBUILD OUR LIBRARY IN OUR POLICIES AND MOST CHANCE TO REBUILD OUR LIBRARY IN OUR POLICIES AND MOST IMPORTANTLY OUR FAITH IN IN OUR POLICIES AND MOST IMPORTANTLY OUR FAITH IN IN OUR POLICIES AND MOST IMPORTANTLY OUR FAITH IN LEADERSHIP WE OWE YOU THANKS IMPORTANTLY OUR FAITH IN LEADERSHIP WE OWE YOU THANKS IMPORTANTLY OUR FAITH IN LEADERSHIP WE OWE YOU THANKS FOR UNITING THE COMMUNITY LEADERSHIP WE OWE YOU THANKS FOR UNITING THE COMMUNITY LEADERSHIP WE OWE YOU THANKS FOR UNITING THE COMMUNITY AGAINST YOU YOUR PRESENCE MADE FOR UNITING THE COMMUNITY AGAINST YOU YOUR PRESENCE MADE

336FOR UNITING THE COMMUNITY AGAINST YOU YOUR PRESENCE MADE US STRONGER AND FOR THAT WE ARE AGAINST YOU YOUR PRESENCE MADE US STRONGER AND FOR THAT WE ARE AGAINST YOU YOUR PRESENCE MADE US STRONGER AND FOR THAT WE ARE ODDLY GRATEFUL SO FAREWELL US STRONGER AND FOR THAT WE ARE ODDLY GRATEFUL SO FAREWELL US STRONGER AND FOR THAT WE ARE ODDLY GRATEFUL SO FAREWELL VICKI MADE YOUR FUTURE ODDLY GRATEFUL SO FAREWELL VICKI MADE YOUR FUTURE ODDLY GRATEFUL SO FAREWELL VICKI MADE YOUR FUTURE ENDEAVORS BE AS WILDLY VICKI MADE YOUR FUTURE ENDEAVORS BE AS WILDLY VICKI MADE YOUR FUTURE ENDEAVORS BE AS WILDLY UNSUCCESSFUL IS THE BOOK YOU ENDEAVORS BE AS WILDLY UNSUCCESSFUL IS THE BOOK YOU ENDEAVORS BE AS WILDLY UNSUCCESSFUL IS THE BOOK YOU PUBLISHED AND IF YOU'RE EVER UNSUCCESSFUL IS THE BOOK YOU PUBLISHED

337AND IF YOU'RE EVER UNSUCCESSFUL IS THE BOOK YOU PUBLISHED AND IF YOU'RE EVER TEMPTED TO RUN FOR OFFICE AGAIN PUBLISHED AND IF YOU'RE EVER TEMPTED TO RUN FOR OFFICE AGAIN PUBLISHED AND IF YOU'RE EVER TEMPTED TO RUN FOR OFFICE AGAIN MIGHT I SUGGEST YOU TRY TEMPTED TO RUN FOR OFFICE AGAIN MIGHT I SUGGEST YOU TRY TEMPTED TO RUN FOR OFFICE AGAIN MIGHT I SUGGEST YOU TRY SOMEWHERE WITH FEWER BOOKS LIKE MIGHT I SUGGEST YOU TRY SOMEWHERE WITH FEWER BOOKS LIKE MIGHT I SUGGEST YOU TRY SOMEWHERE WITH FEWER BOOKS LIKE MAYBE A NICE QUIET DESERT I SOMEWHERE WITH FEWER BOOKS LIKE MAYBE A NICE QUIET DESERT I SOMEWHERE WITH FEWER BOOKS LIKE MAYBE A NICE QUIET DESERT I HEARD RUSSIA IS NICE IN THE MAYBE A NICE QUIET DESERT I HEARD RUSSIA IS NICE IN THE

338MAYBE A NICE QUIET DESERT I HEARD RUSSIA IS NICE IN THE WINTER ZONES WMS ANDERSON WMDS HEARD RUSSIA IS NICE IN THE WINTER ZONES WMS ANDERSON WMDS HEARD RUSSIA IS NICE IN THE WINTER ZONES WMS ANDERSON WMDS RIGS YOUR, YOUR PRESENCE ON THE WINTER ZONES WMS ANDERSON WMDS RIGS YOUR, YOUR PRESENCE ON THE WINTER ZONES WMS ANDERSON WMDS RIGS YOUR, YOUR PRESENCE ON THE BOARD SORELY MISSED THANK YOU RIGS YOUR, YOUR PRESENCE ON THE BOARD SORELY MISSED THANK YOU RIGS YOUR, YOUR PRESENCE ON THE BOARD SORELY MISSED THANK YOU FOR YOUR YEARS OF DEDICATED BOARD SORELY MISSED THANK YOU FOR YOUR YEARS OF DEDICATED BOARD SORELY MISSED THANK YOU FOR YOUR YEARS OF DEDICATED SERVICE IN CHILDREN'S EDUCATION FOR YOUR YEARS OF DEDICATED SERVICE IN CHILDREN'S EDUCATION FOR YOUR YEARS OF DEDICATED SERVICE IN CHILDREN'S

339EDUCATION IN VIRGINIA BEACH. SERVICE IN CHILDREN'S EDUCATION IN VIRGINIA BEACH. SERVICE IN CHILDREN'S EDUCATION IN VIRGINIA BEACH. MR. KOTLIN, MISS WEEMS, MISS IN VIRGINIA BEACH. MR. KOTLIN, MISS WEEMS, MISS IN VIRGINIA BEACH. MR. KOTLIN, MISS WEEMS, MISS BROWN, MR. COLPEPER, ENJOY YOUR MR. KOTLIN, MISS WEEMS, MISS BROWN, MR. COLPEPER, ENJOY YOUR MR. KOTLIN, MISS WEEMS, MISS BROWN, MR. COLPEPER, ENJOY YOUR REMAINING TWO YEARS ON THE BROWN, MR. COLPEPER, ENJOY YOUR REMAINING TWO YEARS ON THE BROWN, MR. COLPEPER, ENJOY YOUR REMAINING TWO YEARS ON THE BOARD TRYING TO DISMANTLE REMAINING TWO YEARS ON THE BOARD TRYING TO DISMANTLE REMAINING TWO YEARS ON THE BOARD TRYING TO DISMANTLE PUBLIC EDUCATION. BOARD TRYING TO DISMANTLE PUBLIC EDUCATION. BOARD TRYING TO DISMANTLE PUBLIC EDUCATION. IT WILL BE YOUR LAST YEAR PUBLIC EDUCATION. IT WILL BE YOUR LAST YEAR PUBLIC

340EDUCATION. IT WILL BE YOUR LAST YEAR RECORDED ACTIONS THE LAST TWO IT WILL BE YOUR LAST YEAR RECORDED ACTIONS THE LAST TWO IT WILL BE YOUR LAST YEAR RECORDED ACTIONS THE LAST TWO YEARS HAS MADE RECRUITING RECORDED ACTIONS THE LAST TWO YEARS HAS MADE RECRUITING RECORDED ACTIONS THE LAST TWO YEARS HAS MADE RECRUITING CANDIDATES GREAT CANDIDATES YEARS HAS MADE RECRUITING CANDIDATES GREAT CANDIDATES YEARS HAS MADE RECRUITING CANDIDATES GREAT CANDIDATES VERY EASY AS YOU CAN SEE BASED CANDIDATES GREAT CANDIDATES VERY EASY AS YOU CAN SEE BASED CANDIDATES GREAT CANDIDATES VERY EASY AS YOU CAN SEE BASED ON THE RESULTS OF THE TWENTY VERY EASY AS YOU CAN SEE BASED ON THE RESULTS OF THE TWENTY VERY EASY AS YOU CAN SEE BASED ON THE RESULTS OF THE TWENTY TWENTY FOUR ELECTION. ON THE RESULTS OF THE

341TWENTY TWENTY FOUR ELECTION. ON THE RESULTS OF THE TWENTY TWENTY FOUR ELECTION. SO REPLACEMENTS HAVE ALREADY TWENTY FOUR ELECTION. SO REPLACEMENTS HAVE ALREADY TWENTY FOUR ELECTION. SO REPLACEMENTS HAVE ALREADY BEEN IDENTIFIED AND ARE ALREADY SO REPLACEMENTS HAVE ALREADY BEEN IDENTIFIED AND ARE ALREADY SO REPLACEMENTS HAVE ALREADY BEEN IDENTIFIED AND ARE ALREADY GETTING TO WORK YOUR DISTRICTS BEEN IDENTIFIED AND ARE ALREADY GETTING TO WORK YOUR DISTRICTS BEEN IDENTIFIED AND ARE ALREADY GETTING TO WORK YOUR DISTRICTS MEETING WITH CONSTITUENTS. GETTING TO WORK YOUR DISTRICTS MEETING WITH CONSTITUENTS. GETTING TO WORK YOUR DISTRICTS MEETING WITH CONSTITUENTS. YOU'LL HAVE A GREAT DAY. MEETING WITH CONSTITUENTS. YOU'LL HAVE A GREAT DAY. MEETING WITH CONSTITUENTS. YOU'LL HAVE A GREAT DAY. THANK YOU SO MUCH I'M SURE YOU'LL HAVE A GREAT DAY. THANK YOU SO MUCH I'M SURE YOU'LL HAVE A GREAT

342DAY. THANK YOU SO MUCH I'M SURE THERE WAS A LAST SPEAKER FOR THANK YOU SO MUCH I'M SURE THERE WAS A LAST SPEAKER FOR THANK YOU SO MUCH I'M SURE THERE WAS A LAST SPEAKER FOR THIS EVENING OK MOVING ON NOW THERE WAS A LAST SPEAKER FOR THIS EVENING OK MOVING ON NOW THERE WAS A LAST SPEAKER FOR THIS EVENING OK MOVING ON NOW TO INFORMATION WE'RE THIS EVENING OK MOVING ON NOW TO INFORMATION WE'RE THIS EVENING OK MOVING ON NOW TO INFORMATION WE'RE INFORMATION. TO INFORMATION WE'RE INFORMATION. TO INFORMATION WE'RE INFORMATION. WE'RE GOING TO BEGIN TONIGHT INFORMATION. WE'RE GOING TO BEGIN TONIGHT INFORMATION. WE'RE GOING TO BEGIN TONIGHT THE POLICY REVIEW COMMITTEE'S WE'RE GOING TO BEGIN TONIGHT THE POLICY REVIEW COMMITTEE'S WE'RE GOING TO BEGIN TONIGHT THE POLICY REVIEW COMMITTEE'S RECOMMENDATIONS AND WE WELCOME

343THE POLICY REVIEW COMMITTEE'S RECOMMENDATIONS AND WE WELCOME THE POLICY REVIEW COMMITTEE'S RECOMMENDATIONS AND WE WELCOME COMMUNITY SCHOOL BOARD SCHOOL RECOMMENDATIONS AND WE WELCOME COMMUNITY SCHOOL BOARD SCHOOL RECOMMENDATIONS AND WE WELCOME COMMUNITY SCHOOL BOARD SCHOOL BOARD ATTORNEY, MADAM CHAIR COMMUNITY SCHOOL BOARD SCHOOL BOARD ATTORNEY, MADAM CHAIR COMMUNITY SCHOOL BOARD SCHOOL BOARD ATTORNEY, MADAM CHAIR YOUR SCHOOL BOARD MEMBERS AND BOARD ATTORNEY, MADAM CHAIR YOUR SCHOOL BOARD MEMBERS AND BOARD ATTORNEY, MADAM CHAIR YOUR SCHOOL BOARD MEMBERS AND DR. ROBINSON COMMUNITY DR. YOUR SCHOOL BOARD MEMBERS AND DR. ROBINSON COMMUNITY DR. YOUR SCHOOL BOARD MEMBERS AND DR. ROBINSON COMMUNITY DR. ROBINSON. DR. ROBINSON COMMUNITY DR. ROBINSON. DR. ROBINSON COMMUNITY DR. ROBINSON. I'M CAMI LEONETTI ON BEHALF ROBINSON. I'M CAMI LEONETTI ON BEHALF ROBINSON. I'M CAMI LEONETTI ON BEHALF OF THE POLICY REVIEW COMMITTEE I'M CAMI LEONETTI ON BEHALF OF

344THE POLICY REVIEW COMMITTEE I'M CAMI LEONETTI ON BEHALF OF THE POLICY REVIEW COMMITTEE I'LL BEFORE BEING FILLING IN OF THE POLICY REVIEW COMMITTEE I'LL BEFORE BEING FILLING IN OF THE POLICY REVIEW COMMITTEE I'LL BEFORE BEING FILLING IN FOR THREE RECOMMENDATIONS FROM I'LL BEFORE BEING FILLING IN FOR THREE RECOMMENDATIONS FROM I'LL BEFORE BEING FILLING IN FOR THREE RECOMMENDATIONS FROM THE NOVEMBER TWENTY FIRST FOR THREE RECOMMENDATIONS FROM THE NOVEMBER TWENTY FIRST FOR THREE RECOMMENDATIONS FROM THE NOVEMBER TWENTY FIRST MEETING. THE NOVEMBER TWENTY FIRST MEETING. THE NOVEMBER TWENTY FIRST MEETING. THE FIRST ONE HAS TO WITH MEETING. THE FIRST ONE HAS TO WITH MEETING. THE FIRST ONE HAS TO WITH POLICY SIX THIRTY THREE WHICH THE FIRST ONE HAS TO WITH POLICY SIX THIRTY THREE WHICH THE FIRST ONE HAS TO WITH POLICY SIX THIRTY THREE WHICH GENDER

345INSTRUCTION SECTION HAS POLICY SIX THIRTY THREE WHICH GENDER INSTRUCTION SECTION HAS POLICY SIX THIRTY THREE WHICH GENDER INSTRUCTION SECTION HAS TO DO WITH SPECIAL EDUCATION. GENDER INSTRUCTION SECTION HAS TO DO WITH SPECIAL EDUCATION. GENDER INSTRUCTION SECTION HAS TO DO WITH SPECIAL EDUCATION. THE CHANGES ARE SOMEWHAT MINOR TO DO WITH SPECIAL EDUCATION. THE CHANGES ARE SOMEWHAT MINOR TO DO WITH SPECIAL EDUCATION. THE CHANGES ARE SOMEWHAT MINOR IN SUCH A UNDER A ONE WE'RE THE CHANGES ARE SOMEWHAT MINOR IN SUCH A UNDER A ONE WE'RE THE CHANGES ARE SOMEWHAT MINOR IN SUCH A UNDER A ONE WE'RE CORRECTING SOME IN SUCH A UNDER A ONE WE'RE CORRECTING SOME IN SUCH A UNDER A ONE WE'RE CORRECTING SOME MISCHARACTERIZED OF THE CORRECTING SOME MISCHARACTERIZED OF THE CORRECTING SOME MISCHARACTERIZED OF THE REQUIREMENTS FOR STUDENTS MISCHARACTERIZED OF THE REQUIREMENTS

346FOR STUDENTS MISCHARACTERIZED OF THE REQUIREMENTS FOR STUDENTS INVOLVED IN PRIVATE SCHOOL SAME REQUIREMENTS FOR STUDENTS INVOLVED IN PRIVATE SCHOOL SAME REQUIREMENTS FOR STUDENTS INVOLVED IN PRIVATE SCHOOL SAME THING WE'RE LOOKING AT AND SAY INVOLVED IN PRIVATE SCHOOL SAME THING WE'RE LOOKING AT AND SAY INVOLVED IN PRIVATE SCHOOL SAME THING WE'RE LOOKING AT AND SAY SECTION EIGHT TO ALSO THING WE'RE LOOKING AT AND SAY SECTION EIGHT TO ALSO THING WE'RE LOOKING AT AND SAY SECTION EIGHT TO ALSO INAPPROPRIATE EXPLANATION SECTION EIGHT TO ALSO INAPPROPRIATE EXPLANATION SECTION EIGHT TO ALSO INAPPROPRIATE EXPLANATION APPROPRIATE EXPLANATION OF THE INAPPROPRIATE EXPLANATION APPROPRIATE EXPLANATION OF THE INAPPROPRIATE EXPLANATION APPROPRIATE EXPLANATION OF THE CHILD FIND RECOMMENDATIONS APPROPRIATE EXPLANATION OF THE CHILD FIND RECOMMENDATIONS APPROPRIATE EXPLANATION OF THE CHILD FIND RECOMMENDATIONS OTHER THAN THAT AND THE REST CHILD FIND RECOMMENDATIONS OTHER THAN THAT

347AND THE REST CHILD FIND RECOMMENDATIONS OTHER THAN THAT AND THE REST OF THE POLISH THEY'RE JUST SOME OTHER THAN THAT AND THE REST OF THE POLISH THEY'RE JUST SOME OTHER THAN THAT AND THE REST OF THE POLISH THEY'RE JUST SOME MINOR SCRIVNER CHANGES AND SOME OF THE POLISH THEY'RE JUST SOME MINOR SCRIVNER CHANGES AND SOME OF THE POLISH THEY'RE JUST SOME MINOR SCRIVNER CHANGES AND SOME ARE MOVING OP EDS NOTES ON MINOR SCRIVNER CHANGES AND SOME ARE MOVING OP EDS NOTES ON MINOR SCRIVNER CHANGES AND SOME ARE MOVING OP EDS NOTES ON THEIR. ARE MOVING OP EDS NOTES ON THEIR. ARE MOVING OP EDS NOTES ON THEIR. THERE ARE NO FURTHER THEIR. THERE ARE NO FURTHER THEIR. THERE ARE NO FURTHER RECOMMENDATIONS FOR THE CHANGES THERE ARE NO FURTHER RECOMMENDATIONS FOR THE CHANGES THERE ARE

348NO FURTHER RECOMMENDATIONS FOR THE CHANGES IN POLICY. RECOMMENDATIONS FOR THE CHANGES IN POLICY. RECOMMENDATIONS FOR THE CHANGES IN POLICY. SIX THIRTY THREE SPECIAL IN POLICY. SIX THIRTY THREE SPECIAL IN POLICY. SIX THIRTY THREE SPECIAL EDUCATION ANY QUESTIONS ABOUT SIX THIRTY THREE SPECIAL EDUCATION ANY QUESTIONS ABOUT SIX THIRTY THREE SPECIAL EDUCATION ANY QUESTIONS ABOUT SIX THIRTY THREE NO QUESTIONS EDUCATION ANY QUESTIONS ABOUT SIX THIRTY THREE NO QUESTIONS EDUCATION ANY QUESTIONS ABOUT SIX THIRTY THREE NO QUESTIONS ABOUT SIX THIRTY THREE WE WILL SIX THIRTY THREE NO QUESTIONS ABOUT SIX THIRTY THREE WE WILL SIX THIRTY THREE NO QUESTIONS ABOUT SIX THIRTY THREE WE WILL MOVE ON TO SIX SIXTY THREE ABOUT SIX THIRTY THREE WE WILL MOVE ON TO SIX SIXTY THREE ABOUT SIX THIRTY THREE WE WILL MOVE ON TO SIX SIXTY THREE WHICH IS COPYRIGHTED

349MATERIAL. MOVE ON TO SIX SIXTY THREE WHICH IS COPYRIGHTED MATERIAL. MOVE ON TO SIX SIXTY THREE WHICH IS COPYRIGHTED MATERIAL. THE ONLY THING WE'RE WHICH IS COPYRIGHTED MATERIAL. THE ONLY THING WE'RE WHICH IS COPYRIGHTED MATERIAL. THE ONLY THING WE'RE RECOMMENDING HERE ARE SOME THE ONLY THING WE'RE RECOMMENDING HERE ARE SOME THE ONLY THING WE'RE RECOMMENDING HERE ARE SOME FORMATTING CHANGE AND IT'S A RECOMMENDING HERE ARE SOME FORMATTING CHANGE AND IT'S A RECOMMENDING HERE ARE SOME FORMATTING CHANGE AND IT'S A MINOR SCRIVNER CHANGES WE ARE FORMATTING CHANGE AND IT'S A MINOR SCRIVNER CHANGES WE ARE FORMATTING CHANGE AND IT'S A MINOR SCRIVNER CHANGES WE ARE NOT RECOMMENDING FOR THE MINOR SCRIVNER CHANGES WE ARE NOT RECOMMENDING FOR THE MINOR SCRIVNER CHANGES WE ARE NOT RECOMMENDING FOR THE RECOMMENDATIONS FOR POLICY 662 NOT RECOMMENDING FOR THE RECOMMENDATIONS

350FOR POLICY 662 NOT RECOMMENDING FOR THE RECOMMENDATIONS FOR POLICY 662 WHICH IS COPYRIGHTED MATERIALS RECOMMENDATIONS FOR POLICY 662 WHICH IS COPYRIGHTED MATERIALS RECOMMENDATIONS FOR POLICY 662 WHICH IS COPYRIGHTED MATERIALS ARE THE QUESTIONS ABOUT 663 WHICH IS COPYRIGHTED MATERIALS ARE THE QUESTIONS ABOUT 663 WHICH IS COPYRIGHTED MATERIALS ARE THE QUESTIONS ABOUT 663 THREE QUESTIONS SIXTY THREE ARE THE QUESTIONS ABOUT 663 THREE QUESTIONS SIXTY THREE ARE THE QUESTIONS ABOUT 663 THREE QUESTIONS SIXTY THREE WILL MOVE ON TO THE SIX SEVENTY THREE QUESTIONS SIXTY THREE WILL MOVE ON TO THE SIX SEVENTY THREE QUESTIONS SIXTY THREE WILL MOVE ON TO THE SIX SEVENTY TWO WHICH IS ALSO UNDERSTOCKED WILL MOVE ON TO THE SIX SEVENTY TWO WHICH IS ALSO UNDERSTOCKED WILL MOVE ON TO THE SIX SEVENTY TWO WHICH IS ALSO UNDERSTOCKED AGAIN THE ONLY RECOMMEND TWO WHICH

351IS ALSO UNDERSTOCKED AGAIN THE ONLY RECOMMEND TWO WHICH IS ALSO UNDERSTOCKED AGAIN THE ONLY RECOMMEND CHANGES ARE FORMATTING CHANGES AGAIN THE ONLY RECOMMEND CHANGES ARE FORMATTING CHANGES AGAIN THE ONLY RECOMMEND CHANGES ARE FORMATTING CHANGES AND TO REMOVE SOME OUT DATED CHANGES ARE FORMATTING CHANGES AND TO REMOVE SOME OUT DATED CHANGES ARE FORMATTING CHANGES AND TO REMOVE SOME OUT DATED LANGUAGE AND WHAT WILL NOW BE AND TO REMOVE SOME OUT DATED LANGUAGE AND WHAT WILL NOW BE AND TO REMOVE SOME OUT DATED LANGUAGE AND WHAT WILL NOW BE SECTION EIGHT TO REFERENCING LANGUAGE AND WHAT WILL NOW BE SECTION EIGHT TO REFERENCING LANGUAGE AND WHAT WILL NOW BE SECTION EIGHT TO REFERENCING PROCEDURES THAT NO LONGER PLACE SECTION EIGHT TO REFERENCING PROCEDURES THAT NO LONGER PLACE SECTION EIGHT TO REFERENCING PROCEDURES THAT NO LONGER PLACE AFTER

352TWENTY SEVENTEEN 18000 PROCEDURES THAT NO LONGER PLACE AFTER TWENTY SEVENTEEN 18000 PROCEDURES THAT NO LONGER PLACE AFTER TWENTY SEVENTEEN 18000 THAT WE ARE NOT ARE NOT AFTER TWENTY SEVENTEEN 18000 THAT WE ARE NOT ARE NOT AFTER TWENTY SEVENTEEN 18000 THAT WE ARE NOT ARE NOT RECOMMENDING ANY CHANGES. THAT WE ARE NOT ARE NOT RECOMMENDING ANY CHANGES. THAT WE ARE NOT ARE NOT RECOMMENDING ANY CHANGES. ARE THERE ANY QUESTIONS ABOUT RECOMMENDING ANY CHANGES. ARE THERE ANY QUESTIONS ABOUT RECOMMENDING ANY CHANGES. ARE THERE ANY QUESTIONS ABOUT POLICY SIX SEVENTY TWO ARE THERE ANY QUESTIONS ABOUT POLICY SIX SEVENTY TWO ARE THERE ANY QUESTIONS ABOUT POLICY SIX SEVENTY TWO QUESTIONS AT SIX SEVENTY TWO POLICY SIX SEVENTY TWO QUESTIONS AT SIX SEVENTY TWO POLICY SIX SEVENTY TWO QUESTIONS AT SIX SEVENTY TWO THOSE ARE THE ONLY RECOMMENDED QUESTIONS

353AT SIX SEVENTY TWO THOSE ARE THE ONLY RECOMMENDED QUESTIONS AT SIX SEVENTY TWO THOSE ARE THE ONLY RECOMMENDED CHANGE AT THIS TIME FOR THE THOSE ARE THE ONLY RECOMMENDED CHANGE AT THIS TIME FOR THE THOSE ARE THE ONLY RECOMMENDED CHANGE AT THIS TIME FOR THE INFORMATION AGENDA I'M JUST CHANGE AT THIS TIME FOR THE INFORMATION AGENDA I'M JUST CHANGE AT THIS TIME FOR THE INFORMATION AGENDA I'M JUST WAITING TO MAKE SURE YOU GUYS INFORMATION AGENDA I'M JUST WAITING TO MAKE SURE YOU GUYS INFORMATION AGENDA I'M JUST WAITING TO MAKE SURE YOU GUYS YOU GUYS HAVE ANY QUESTIONS ALL WAITING TO MAKE SURE YOU GUYS YOU GUYS HAVE ANY QUESTIONS ALL WAITING TO MAKE SURE YOU GUYS YOU GUYS HAVE ANY QUESTIONS ALL RIGHT THEN WE'LL MOVE ON TO YOU GUYS HAVE ANY QUESTIONS ALL RIGHT

354THEN WE'LL MOVE ON TO YOU GUYS HAVE ANY QUESTIONS ALL RIGHT THEN WE'LL MOVE ON TO COLLEGE COURSEWORK IN READINESS RIGHT THEN WE'LL MOVE ON TO COLLEGE COURSEWORK IN READINESS RIGHT THEN WE'LL MOVE ON TO COLLEGE COURSEWORK IN READINESS ASSESSMENTS AND WE WELCOME COLLEGE COURSEWORK IN READINESS ASSESSMENTS AND WE WELCOME COLLEGE COURSEWORK IN READINESS ASSESSMENTS AND WE WELCOME ROBERT BEIGEL, RESEARCH ASSESSMENTS AND WE WELCOME ROBERT BEIGEL, RESEARCH ASSESSMENTS AND WE WELCOME ROBERT BEIGEL, RESEARCH SPECIALIST IN THE OFFICE ROBERT BEIGEL, RESEARCH SPECIALIST IN THE OFFICE ROBERT BEIGEL, RESEARCH SPECIALIST IN THE OFFICE OF PLANNING INNOVATION AND SPECIALIST IN THE OFFICE OF PLANNING INNOVATION AND SPECIALIST IN THE OFFICE OF PLANNING INNOVATION AND ACCOUNTABILITY. OF PLANNING INNOVATION AND ACCOUNTABILITY. OF PLANNING INNOVATION AND ACCOUNTABILITY. WELCOME SIR GOOD EVENING ACCOUNTABILITY. WELCOME SIR GOOD EVENING ACCOUNTABILITY. WELCOME SIR GOOD

355EVENING CHAIRWOMAN MELNYK BY SHEER WELCOME SIR GOOD EVENING CHAIRWOMAN MELNYK BY SHEER WELCOME SIR GOOD EVENING CHAIRWOMAN MELNYK BY SHEER FRANKLIN, MEMBERS OF THE BOARD CHAIRWOMAN MELNYK BY SHEER FRANKLIN, MEMBERS OF THE BOARD CHAIRWOMAN MELNYK BY SHEER FRANKLIN, MEMBERS OF THE BOARD ROBERTSON THIS EVENING I WILL FRANKLIN, MEMBERS OF THE BOARD ROBERTSON THIS EVENING I WILL FRANKLIN, MEMBERS OF THE BOARD ROBERTSON THIS EVENING I WILL EVENING I WILL BE SHARING DATA ROBERTSON THIS EVENING I WILL EVENING I WILL BE SHARING DATA ROBERTSON THIS EVENING I WILL EVENING I WILL BE SHARING DATA ON ADVANCED PLACEMENT EVENING I WILL BE SHARING DATA ON ADVANCED PLACEMENT EVENING I WILL BE SHARING DATA ON ADVANCED PLACEMENT PARTICIPATION AND PERFORMANCE ON ADVANCED PLACEMENT PARTICIPATION AND PERFORMANCE ON ADVANCED PLACEMENT PARTICIPATION AND PERFORMANCE AS WELL AS PARTICIPATION PARTICIPATION AND PERFORMANCE

356AS WELL AS PARTICIPATION PARTICIPATION AND PERFORMANCE AS WELL AS PARTICIPATION PERFORMANCE ON COLLEGE AS WELL AS PARTICIPATION PERFORMANCE ON COLLEGE AS WELL AS PARTICIPATION PERFORMANCE ON COLLEGE ASSESSMENTS TO INCLUDE THE PSAT PERFORMANCE ON COLLEGE ASSESSMENTS TO INCLUDE THE PSAT PERFORMANCE ON COLLEGE ASSESSMENTS TO INCLUDE THE PSAT AND SAT AS A PREVIEW OF THE ASSESSMENTS TO INCLUDE THE PSAT AND SAT AS A PREVIEW OF THE ASSESSMENTS TO INCLUDE THE PSAT AND SAT AS A PREVIEW OF THE RESULTS COMPARED TO THE PRIOR AND SAT AS A PREVIEW OF THE RESULTS COMPARED TO THE PRIOR AND SAT AS A PREVIEW OF THE RESULTS COMPARED TO THE PRIOR YEAR AP ENROLLMENT EXAM RESULTS COMPARED TO THE PRIOR YEAR AP ENROLLMENT EXAM RESULTS COMPARED TO THE PRIOR YEAR AP ENROLLMENT EXAM PARTICIPATION AND PERFORMANCE YEAR AP ENROLLMENT EXAM PARTICIPATION AND

357PERFORMANCE YEAR AP ENROLLMENT EXAM PARTICIPATION AND PERFORMANCE ON AP EXAMS INCREASED OVERALL PARTICIPATION AND PERFORMANCE ON AP EXAMS INCREASED OVERALL PARTICIPATION AND PERFORMANCE ON AP EXAMS INCREASED OVERALL PERFORMANCE ON THE PSAT MATH ON AP EXAMS INCREASED OVERALL PERFORMANCE ON THE PSAT MATH ON AP EXAMS INCREASED OVERALL PERFORMANCE ON THE PSAT MATH SECTION INCREASED WELL PERFORMANCE ON THE PSAT MATH SECTION INCREASED WELL PERFORMANCE ON THE PSAT MATH SECTION INCREASED WELL PERFORMANCE ON THE EVIDENCE SECTION INCREASED WELL PERFORMANCE ON THE EVIDENCE SECTION INCREASED WELL PERFORMANCE ON THE EVIDENCE BASED READING AND WRITING PERFORMANCE ON THE EVIDENCE BASED READING AND WRITING PERFORMANCE ON THE EVIDENCE BASED READING AND WRITING SECTION DECREASED AND BASED READING AND WRITING SECTION DECREASED AND BASED READING AND WRITING SECTION DECREASED AND PERFORMANCE ON THE SAT SECTION DECREASED AND PERFORMANCE ON THE SAT SECTION

358DECREASED AND PERFORMANCE ON THE SAT INCREASED ON BOTH THE EVIDENCE PERFORMANCE ON THE SAT INCREASED ON BOTH THE EVIDENCE PERFORMANCE ON THE SAT INCREASED ON BOTH THE EVIDENCE BASED READING AND WRITING INCREASED ON BOTH THE EVIDENCE BASED READING AND WRITING INCREASED ON BOTH THE EVIDENCE BASED READING AND WRITING SECTION IN THE MATH SECTION BASED READING AND WRITING SECTION IN THE MATH SECTION BASED READING AND WRITING SECTION IN THE MATH SECTION WE'LL >> BEGIN OUR REVIEW WITH SECTION IN THE MATH SECTION WE'LL >> BEGIN OUR REVIEW WITH SECTION IN THE MATH SECTION WE'LL >> BEGIN OUR REVIEW WITH THE ADVANCED PLACEMENT OR AP WE'LL >> BEGIN OUR REVIEW WITH THE ADVANCED PLACEMENT OR AP WE'LL >> BEGIN OUR REVIEW WITH THE ADVANCED PLACEMENT OR AP INFORMATION THE AP PROGRAM THE ADVANCED PLACEMENT OR AP INFORMATION THE

359AP PROGRAM THE ADVANCED PLACEMENT OR AP INFORMATION THE AP PROGRAM PROVIDES HIGH SCHOOL STUDENTS INFORMATION THE AP PROGRAM PROVIDES HIGH SCHOOL STUDENTS INFORMATION THE AP PROGRAM PROVIDES HIGH SCHOOL STUDENTS OPPORTUNITIES TO TAKE RIGOROUS PROVIDES HIGH SCHOOL STUDENTS OPPORTUNITIES TO TAKE RIGOROUS PROVIDES HIGH SCHOOL STUDENTS OPPORTUNITIES TO TAKE RIGOROUS COURSES. OPPORTUNITIES TO TAKE RIGOROUS COURSES. OPPORTUNITIES TO TAKE RIGOROUS COURSES. STUDENTS TO TAKE THE COURSES. STUDENTS TO TAKE THE COURSES. STUDENTS TO TAKE THE CORRESPONDING AP EXAM FOR THE STUDENTS TO TAKE THE CORRESPONDING AP EXAM FOR THE STUDENTS TO TAKE THE CORRESPONDING AP EXAM FOR THE COURSE AND EARN QUALIFYING CORRESPONDING AP EXAM FOR THE COURSE AND EARN QUALIFYING CORRESPONDING AP EXAM FOR THE COURSE AND EARN QUALIFYING SCORE OF THREE OR HIGHER MAY COURSE AND EARN QUALIFYING SCORE OF THREE OR HIGHER MAY COURSE AND EARN

360QUALIFYING SCORE OF THREE OR HIGHER MAY RECEIVE COLLEGE CREDIT SCORE OF THREE OR HIGHER MAY RECEIVE COLLEGE CREDIT SCORE OF THREE OR HIGHER MAY RECEIVE COLLEGE CREDIT DEPENDING ON THE POLICIES RECEIVE COLLEGE CREDIT DEPENDING ON THE POLICIES RECEIVE COLLEGE CREDIT DEPENDING ON THE POLICIES OF THE INSTITUTION FOR THE DEPENDING ON THE POLICIES OF THE INSTITUTION FOR THE DEPENDING ON THE POLICIES OF THE INSTITUTION FOR THE STUDENT EVENTUALLY ENROLLS IF OF THE INSTITUTION FOR THE STUDENT EVENTUALLY ENROLLS IF OF THE INSTITUTION FOR THE STUDENT EVENTUALLY ENROLLS IF FOR ANY REASON THERE IS NOT A STUDENT EVENTUALLY ENROLLS IF FOR ANY REASON THERE IS NOT A STUDENT EVENTUALLY ENROLLS IF FOR ANY REASON THERE IS NOT A VIRGINIA STAFF MEMBER AVAILABLE FOR ANY REASON THERE IS NOT A VIRGINIA STAFF MEMBER AVAILABLE FOR ANY REASON THERE IS

361NOT A VIRGINIA STAFF MEMBER AVAILABLE TO PROVIDE INSTRUCTION FOR AN VIRGINIA STAFF MEMBER AVAILABLE TO PROVIDE INSTRUCTION FOR AN VIRGINIA STAFF MEMBER AVAILABLE TO PROVIDE INSTRUCTION FOR AN AP COURSE OR NOT ENOUGH TO PROVIDE INSTRUCTION FOR AN AP COURSE OR NOT ENOUGH TO PROVIDE INSTRUCTION FOR AN AP COURSE OR NOT ENOUGH STUDENTS TO FILL A PARTICULAR AP COURSE OR NOT ENOUGH STUDENTS TO FILL A PARTICULAR AP COURSE OR NOT ENOUGH STUDENTS TO FILL A PARTICULAR COURSE, STUDENTS MAY TAKE STUDENTS TO FILL A PARTICULAR COURSE, STUDENTS MAY TAKE STUDENTS TO FILL A PARTICULAR COURSE, STUDENTS MAY TAKE ADVANTAGE OF THE AP COURSE COURSE, STUDENTS MAY TAKE ADVANTAGE OF THE AP COURSE COURSE, STUDENTS MAY TAKE ADVANTAGE OF THE AP COURSE OFFERINGS THROUGH VIRTUAL ADVANTAGE OF THE AP COURSE OFFERINGS THROUGH VIRTUAL ADVANTAGE OF THE AP COURSE

362OFFERINGS THROUGH VIRTUAL VIRGINIA DURING TWENTY THREE OFFERINGS THROUGH VIRTUAL VIRGINIA DURING TWENTY THREE OFFERINGS THROUGH VIRTUAL VIRGINIA DURING TWENTY THREE TWENTY FOUR SCHOOL YOUR VIRGINIA DURING TWENTY THREE TWENTY FOUR SCHOOL YOUR VIRGINIA DURING TWENTY THREE TWENTY FOUR SCHOOL YOUR STUDENTS IN VCS WERE ENROLLED TWENTY FOUR SCHOOL YOUR STUDENTS IN VCS WERE ENROLLED TWENTY FOUR SCHOOL YOUR STUDENTS IN VCS WERE ENROLLED IN THIRTY EIGHT OF COLLEGE STUDENTS IN VCS WERE ENROLLED IN THIRTY EIGHT OF COLLEGE STUDENTS IN VCS WERE ENROLLED IN THIRTY EIGHT OF COLLEGE BOARDS AP COURSES. IN THIRTY EIGHT OF COLLEGE BOARDS AP COURSES. IN THIRTY EIGHT OF COLLEGE BOARDS AP COURSES. ALL STUDENTS INTERESTED BOARDS AP COURSES. ALL STUDENTS INTERESTED BOARDS AP COURSES. ALL STUDENTS INTERESTED ENROLLING IN AN AP COURSE ARE ALL STUDENTS INTERESTED ENROLLING IN AN AP COURSE ARE ALL STUDENTS

363INTERESTED ENROLLING IN AN AP COURSE ARE ENCOURAGED TO DO SO. ENROLLING IN AN AP COURSE ARE ENCOURAGED TO DO SO. ENROLLING IN AN AP COURSE ARE ENCOURAGED TO DO SO. STUDENTS WHO STRUGGLE DUE TO ENCOURAGED TO DO SO. STUDENTS WHO STRUGGLE DUE TO ENCOURAGED TO DO SO. STUDENTS WHO STRUGGLE DUE TO INCREASED DEMANDS CAN MEET WITH STUDENTS WHO STRUGGLE DUE TO INCREASED DEMANDS CAN MEET WITH STUDENTS WHO STRUGGLE DUE TO INCREASED DEMANDS CAN MEET WITH THEIR AP TEACHER AND RANGE INCREASED DEMANDS CAN MEET WITH THEIR AP TEACHER AND RANGE INCREASED DEMANDS CAN MEET WITH THEIR AP TEACHER AND RANGE SUPPORTS FOR THE COURSE SUCH AS THEIR AP TEACHER AND RANGE SUPPORTS FOR THE COURSE SUCH AS THEIR AP TEACHER AND RANGE SUPPORTS FOR THE COURSE SUCH AS TUTORING THE AP EXAMS ARE SUPPORTS FOR THE

364COURSE SUCH AS TUTORING THE AP EXAMS ARE SUPPORTS FOR THE COURSE SUCH AS TUTORING THE AP EXAMS ARE OPTIONAL AND DO HAVE A FEE TUTORING THE AP EXAMS ARE OPTIONAL AND DO HAVE A FEE TUTORING THE AP EXAMS ARE OPTIONAL AND DO HAVE A FEE ASSOCIATED WITH THEM TO OPTIONAL AND DO HAVE A FEE ASSOCIATED WITH THEM TO OPTIONAL AND DO HAVE A FEE ASSOCIATED WITH THEM TO INCREASE STUDENT ACCESS ASSOCIATED WITH THEM TO INCREASE STUDENT ACCESS ASSOCIATED WITH THEM TO INCREASE STUDENT ACCESS ESPECIALLY FOR STUDENT GROUPS INCREASE STUDENT ACCESS ESPECIALLY FOR STUDENT GROUPS INCREASE STUDENT ACCESS ESPECIALLY FOR STUDENT GROUPS WHO UNDERREPRESENTED IN ESPECIALLY FOR STUDENT GROUPS WHO UNDERREPRESENTED IN ESPECIALLY FOR STUDENT GROUPS WHO UNDERREPRESENTED IN ADVANCED COURSEWORK VBC CPS WHO UNDERREPRESENTED IN ADVANCED COURSEWORK VBC CPS WHO UNDERREPRESENTED IN ADVANCED COURSEWORK VBC

365CPS PAYS THE EXAM FOR STUDENTS WHO ADVANCED COURSEWORK VBC CPS PAYS THE EXAM FOR STUDENTS WHO ADVANCED COURSEWORK VBC CPS PAYS THE EXAM FOR STUDENTS WHO ARE ELIGIBLE FOR FREE AND PAYS THE EXAM FOR STUDENTS WHO ARE ELIGIBLE FOR FREE AND PAYS THE EXAM FOR STUDENTS WHO ARE ELIGIBLE FOR FREE AND REDUCED LUNCH THE DIVISION HAS ARE ELIGIBLE FOR FREE AND REDUCED LUNCH THE DIVISION HAS ARE ELIGIBLE FOR FREE AND REDUCED LUNCH THE DIVISION HAS ALSO PARTNERED WITH TWO REDUCED LUNCH THE DIVISION HAS ALSO PARTNERED WITH TWO REDUCED LUNCH THE DIVISION HAS ALSO PARTNERED WITH TWO ORGANIZATIONS THE NATIONAL MATH ALSO PARTNERED WITH TWO ORGANIZATIONS THE NATIONAL MATH ALSO PARTNERED WITH TWO ORGANIZATIONS THE NATIONAL MATH AND SCIENCE INITIATIVE AND THE ORGANIZATIONS THE NATIONAL MATH AND SCIENCE INITIATIVE AND THE ORGANIZATIONS THE NATIONAL MATH AND

366SCIENCE INITIATIVE AND THE EQUAL OPPORTUNITY SCHOOLS BOTH AND SCIENCE INITIATIVE AND THE EQUAL OPPORTUNITY SCHOOLS BOTH AND SCIENCE INITIATIVE AND THE EQUAL OPPORTUNITY SCHOOLS BOTH ORGANIZATIONS ARE FOCUSED ON EQUAL OPPORTUNITY SCHOOLS BOTH ORGANIZATIONS ARE FOCUSED ON EQUAL OPPORTUNITY SCHOOLS BOTH ORGANIZATIONS ARE FOCUSED ON PROVIDING STUDENTS EQUITABLE ORGANIZATIONS ARE FOCUSED ON PROVIDING STUDENTS EQUITABLE ORGANIZATIONS ARE FOCUSED ON PROVIDING STUDENTS EQUITABLE LEARNING OPPORTUNITIES BY PROVIDING STUDENTS EQUITABLE LEARNING OPPORTUNITIES BY PROVIDING STUDENTS EQUITABLE LEARNING OPPORTUNITIES BY PROVIDING FUNDING FOR AP EXAMS LEARNING OPPORTUNITIES BY PROVIDING FUNDING FOR AP EXAMS LEARNING OPPORTUNITIES BY PROVIDING FUNDING FOR AP EXAMS AND INCREASING STUDENT PROVIDING FUNDING FOR AP EXAMS AND INCREASING STUDENT PROVIDING FUNDING FOR AP EXAMS AND INCREASING STUDENT REPRESENTATION IN ADVANCED AND INCREASING STUDENT REPRESENTATION IN ADVANCED AND INCREASING STUDENT REPRESENTATION IN ADVANCED COURSEWORK EACH YEAR THE REPRESENTATION IN ADVANCED

367COURSEWORK EACH YEAR THE REPRESENTATION IN ADVANCED COURSEWORK EACH YEAR THE COLLEGE TOWARDS HONORABLE COURSEWORK EACH YEAR THE COLLEGE TOWARDS HONORABLE COURSEWORK EACH YEAR THE COLLEGE TOWARDS HONORABLE DISTINCTIONS TO THE STUDENTS COLLEGE TOWARDS HONORABLE DISTINCTIONS TO THE STUDENTS COLLEGE TOWARDS HONORABLE DISTINCTIONS TO THE STUDENTS WHO MEET THEIR ESTABLISHED DISTINCTIONS TO THE STUDENTS WHO MEET THEIR ESTABLISHED DISTINCTIONS TO THE STUDENTS WHO MEET THEIR ESTABLISHED CRITERIA RELATED PARTICIPATION WHO MEET THEIR ESTABLISHED CRITERIA RELATED PARTICIPATION WHO MEET THEIR ESTABLISHED CRITERIA RELATED PARTICIPATION AND PERFORMANCE IN TWENTY THREE CRITERIA RELATED PARTICIPATION AND PERFORMANCE IN TWENTY THREE CRITERIA RELATED PARTICIPATION AND PERFORMANCE IN TWENTY THREE TWENTY FOUR SIX SCHOOLS WERE AND PERFORMANCE IN TWENTY THREE TWENTY FOUR SIX SCHOOLS WERE AND PERFORMANCE IN TWENTY THREE TWENTY FOUR SIX SCHOOLS WERE AWARDED AN HONORABLE STATUS. TWENTY FOUR SIX SCHOOLS WERE AWARDED AN

368HONORABLE STATUS. TWENTY FOUR SIX SCHOOLS WERE AWARDED AN HONORABLE STATUS. FIVE SCHOOLS REWARDED BRAWNE AWARDED AN HONORABLE STATUS. FIVE SCHOOLS REWARDED BRAWNE AWARDED AN HONORABLE STATUS. FIVE SCHOOLS REWARDED BRAWNE STATUS AND ONE SCHOOL WAS FIVE SCHOOLS REWARDED BRAWNE STATUS AND ONE SCHOOL WAS FIVE SCHOOLS REWARDED BRAWNE STATUS AND ONE SCHOOL WAS AWARDED SILVER STATUS AS A NOTE STATUS AND ONE SCHOOL WAS AWARDED SILVER STATUS AS A NOTE STATUS AND ONE SCHOOL WAS AWARDED SILVER STATUS AS A NOTE DUAL ENROLLMENT COURSES ARE AWARDED SILVER STATUS AS A NOTE DUAL ENROLLMENT COURSES ARE AWARDED SILVER STATUS AS A NOTE DUAL ENROLLMENT COURSES ARE ANOTHER OPTION FOR VIRGINIA DUAL ENROLLMENT COURSES ARE ANOTHER OPTION FOR VIRGINIA DUAL ENROLLMENT COURSES ARE ANOTHER OPTION FOR VIRGINIA BEACH STUDENTS IN 11TH AND 12TH ANOTHER OPTION FOR VIRGINIA BEACH STUDENTS IN 11TH

369AND 12TH ANOTHER OPTION FOR VIRGINIA BEACH STUDENTS IN 11TH AND 12TH GRADES TO EARN COLLEGE CREDIT BEACH STUDENTS IN 11TH AND 12TH GRADES TO EARN COLLEGE CREDIT BEACH STUDENTS IN 11TH AND 12TH GRADES TO EARN COLLEGE CREDIT DUAL ENROLLMENT COURSE OPTIONS GRADES TO EARN COLLEGE CREDIT DUAL ENROLLMENT COURSE OPTIONS GRADES TO EARN COLLEGE CREDIT DUAL ENROLLMENT COURSE OPTIONS ARE OFTEN PREFERRED STUDENTS DUAL ENROLLMENT COURSE OPTIONS ARE OFTEN PREFERRED STUDENTS DUAL ENROLLMENT COURSE OPTIONS ARE OFTEN PREFERRED STUDENTS BECAUSE THE ATTAINMENT ARE OFTEN PREFERRED STUDENTS BECAUSE THE ATTAINMENT ARE OFTEN PREFERRED STUDENTS BECAUSE THE ATTAINMENT OF COLLEGE CREDIT IS NOT BECAUSE THE ATTAINMENT OF COLLEGE CREDIT IS NOT BECAUSE THE ATTAINMENT OF COLLEGE CREDIT IS NOT DEPENDENT ON A QUALIFYING AP OF COLLEGE CREDIT IS NOT DEPENDENT ON A QUALIFYING AP OF COLLEGE CREDIT IS NOT DEPENDENT

370ON A QUALIFYING AP EXAM SCORE SO OVERALL THIRTY DEPENDENT ON A QUALIFYING AP EXAM SCORE SO OVERALL THIRTY DEPENDENT ON A QUALIFYING AP EXAM SCORE SO OVERALL THIRTY THREE PERCENT OF VIRGINIA BEACH EXAM SCORE SO OVERALL THIRTY THREE PERCENT OF VIRGINIA BEACH EXAM SCORE SO OVERALL THIRTY THREE PERCENT OF VIRGINIA BEACH HIGH SCHOOL STUDENTS ENROLLED THREE PERCENT OF VIRGINIA BEACH HIGH SCHOOL STUDENTS ENROLLED THREE PERCENT OF VIRGINIA BEACH HIGH SCHOOL STUDENTS ENROLLED IN AT LEAST ONE AP COURSE HIGH SCHOOL STUDENTS ENROLLED IN AT LEAST ONE AP COURSE HIGH SCHOOL STUDENTS ENROLLED IN AT LEAST ONE AP COURSE DURING TWENTY THREE TWENTY FOUR IN AT LEAST ONE AP COURSE DURING TWENTY THREE TWENTY FOUR IN AT LEAST ONE AP COURSE DURING TWENTY THREE TWENTY FOUR SCHOOL YEAR AFTER DECREASES IN DURING TWENTY THREE TWENTY FOUR SCHOOL

371YEAR AFTER DECREASES IN DURING TWENTY THREE TWENTY FOUR SCHOOL YEAR AFTER DECREASES IN OVERALL AP COURSE PARTICIPATION SCHOOL YEAR AFTER DECREASES IN OVERALL AP COURSE PARTICIPATION SCHOOL YEAR AFTER DECREASES IN OVERALL AP COURSE PARTICIPATION DURING TWENTY TWENTY TWENTY OVERALL AP COURSE PARTICIPATION DURING TWENTY TWENTY TWENTY OVERALL AP COURSE PARTICIPATION DURING TWENTY TWENTY TWENTY TWENTY ONE IN TWENTY TWENTY ONE DURING TWENTY TWENTY TWENTY TWENTY ONE IN TWENTY TWENTY ONE DURING TWENTY TWENTY TWENTY TWENTY ONE IN TWENTY TWENTY ONE TWENTY TWENTY TWO THERE HAVE TWENTY ONE IN TWENTY TWENTY ONE TWENTY TWENTY TWO THERE HAVE TWENTY ONE IN TWENTY TWENTY ONE TWENTY TWENTY TWO THERE HAVE BEEN INCREASES AND AP COURSES TWENTY TWENTY TWO THERE HAVE BEEN INCREASES AND AP COURSES TWENTY TWENTY TWO THERE HAVE BEEN INCREASES AND AP COURSES PARTICIPATION IS NEARLY BACK TO BEEN

372INCREASES AND AP COURSES PARTICIPATION IS NEARLY BACK TO BEEN INCREASES AND AP COURSES PARTICIPATION IS NEARLY BACK TO PANDEMIC LEVELS WITH THE PARTICIPATION IS NEARLY BACK TO PANDEMIC LEVELS WITH THE PARTICIPATION IS NEARLY BACK TO PANDEMIC LEVELS WITH THE PERCENTAGE OF STUDENTS ENROLLED PANDEMIC LEVELS WITH THE PERCENTAGE OF STUDENTS ENROLLED PANDEMIC LEVELS WITH THE PERCENTAGE OF STUDENTS ENROLLED IN AP COURSES LAST YEAR WAS PERCENTAGE OF STUDENTS ENROLLED IN AP COURSES LAST YEAR WAS PERCENTAGE OF STUDENTS ENROLLED IN AP COURSES LAST YEAR WAS EXAMINED BY STUDENT GROUP ASIAN IN AP COURSES LAST YEAR WAS EXAMINED BY STUDENT GROUP ASIAN IN AP COURSES LAST YEAR WAS EXAMINED BY STUDENT GROUP ASIAN STUDENTS HAVE THE HIGHEST EXAMINED BY STUDENT GROUP ASIAN STUDENTS HAVE THE HIGHEST EXAMINED BY STUDENT GROUP ASIAN STUDENTS HAVE THE HIGHEST PERCENTAGE OF STUDENTS ENROLLED

373STUDENTS HAVE THE HIGHEST PERCENTAGE OF STUDENTS ENROLLED STUDENTS HAVE THE HIGHEST PERCENTAGE OF STUDENTS ENROLLED AT FIFTY EIGHT PERCENT FOLLOWED PERCENTAGE OF STUDENTS ENROLLED AT FIFTY EIGHT PERCENT FOLLOWED PERCENTAGE OF STUDENTS ENROLLED AT FIFTY EIGHT PERCENT FOLLOWED BY WHITE STUDENTS AT THIRTY AT FIFTY EIGHT PERCENT FOLLOWED BY WHITE STUDENTS AT THIRTY AT FIFTY EIGHT PERCENT FOLLOWED BY WHITE STUDENTS AT THIRTY NINE PERCENT WHEN COMPARED THE BY WHITE STUDENTS AT THIRTY NINE PERCENT WHEN COMPARED THE BY WHITE STUDENTS AT THIRTY NINE PERCENT WHEN COMPARED THE PRIOR YEAR PARTICIPATION FOR NINE PERCENT WHEN COMPARED THE PRIOR YEAR PARTICIPATION FOR NINE PERCENT WHEN COMPARED THE PRIOR YEAR PARTICIPATION FOR ALL STUDENT GROUPS INCREASED PRIOR YEAR PARTICIPATION FOR ALL STUDENT GROUPS INCREASED PRIOR YEAR PARTICIPATION FOR ALL STUDENT GROUPS INCREASED BETWEEN TWO AND FIVE PERCENTAGE ALL STUDENT GROUPS INCREASED

374BETWEEN TWO AND FIVE PERCENTAGE ALL STUDENT GROUPS INCREASED BETWEEN TWO AND FIVE PERCENTAGE POINTS AS NOTED ON THE PREVIOUS BETWEEN TWO AND FIVE PERCENTAGE POINTS AS NOTED ON THE PREVIOUS BETWEEN TWO AND FIVE PERCENTAGE POINTS AS NOTED ON THE PREVIOUS SLIDE EIGHT COURSE POINTS AS NOTED ON THE PREVIOUS SLIDE EIGHT COURSE POINTS AS NOTED ON THE PREVIOUS SLIDE EIGHT COURSE PARTICIPATION IS NOT ONLY SLIDE EIGHT COURSE PARTICIPATION IS NOT ONLY SLIDE EIGHT COURSE PARTICIPATION IS NOT ONLY OPPORTUNITY STUDENTS HAVE TO PARTICIPATION IS NOT ONLY OPPORTUNITY STUDENTS HAVE TO PARTICIPATION IS NOT ONLY OPPORTUNITY STUDENTS HAVE TO POTENTIALLY EARN COLLEGE CREDIT OPPORTUNITY STUDENTS HAVE TO POTENTIALLY EARN COLLEGE CREDIT OPPORTUNITY STUDENTS HAVE TO POTENTIALLY EARN COLLEGE CREDIT STUDENTS MAY ALSO PARTICIPATE POTENTIALLY EARN COLLEGE CREDIT STUDENTS MAY ALSO PARTICIPATE POTENTIALLY EARN COLLEGE CREDIT STUDENTS MAY ALSO

375PARTICIPATE AND DO ENROLLMENT COURSES AND STUDENTS MAY ALSO PARTICIPATE AND DO ENROLLMENT COURSES AND STUDENTS MAY ALSO PARTICIPATE AND DO ENROLLMENT COURSES AND RECEIVE CREDIT BASED ON COURSE AND DO ENROLLMENT COURSES AND RECEIVE CREDIT BASED ON COURSE AND DO ENROLLMENT COURSES AND RECEIVE CREDIT BASED ON COURSE PERFORMANCE THERE. RECEIVE CREDIT BASED ON COURSE PERFORMANCE THERE. RECEIVE CREDIT BASED ON COURSE PERFORMANCE THERE. THERE HAS BEEN AN INCREASE PERFORMANCE THERE. THERE HAS BEEN AN INCREASE PERFORMANCE THERE. THERE HAS BEEN AN INCREASE OF FIVE PERCENTAGE POINTS IN THERE HAS BEEN AN INCREASE OF FIVE PERCENTAGE POINTS IN THERE HAS BEEN AN INCREASE OF FIVE PERCENTAGE POINTS IN THE PERCENTAGE OF JUNIORS AND OF FIVE PERCENTAGE POINTS IN THE PERCENTAGE OF JUNIORS AND OF FIVE PERCENTAGE POINTS IN THE PERCENTAGE OF JUNIORS AND SENIORS TAKING DUAL ENROLLMENT THE PERCENTAGE

376OF JUNIORS AND SENIORS TAKING DUAL ENROLLMENT THE PERCENTAGE OF JUNIORS AND SENIORS TAKING DUAL ENROLLMENT COURSES FROM 12 PERCENT IN SENIORS TAKING DUAL ENROLLMENT COURSES FROM 12 PERCENT IN SENIORS TAKING DUAL ENROLLMENT COURSES FROM 12 PERCENT IN NINETEEN TWENTY TO SEVENTEEN COURSES FROM 12 PERCENT IN NINETEEN TWENTY TO SEVENTEEN COURSES FROM 12 PERCENT IN NINETEEN TWENTY TO SEVENTEEN PERCENT IN TWENTY THREE TWENTY NINETEEN TWENTY TO SEVENTEEN PERCENT IN TWENTY THREE TWENTY NINETEEN TWENTY TO SEVENTEEN PERCENT IN TWENTY THREE TWENTY FOUR THERE'LL BE MORE PERCENT IN TWENTY THREE TWENTY FOUR THERE'LL BE MORE PERCENT IN TWENTY THREE TWENTY FOUR THERE'LL BE MORE INFORMATION ABOUT DUAL FOUR THERE'LL BE MORE INFORMATION ABOUT DUAL FOUR THERE'LL BE MORE INFORMATION ABOUT DUAL ENROLLMENT ACADEMIC CAREER INFORMATION ABOUT DUAL ENROLLMENT ACADEMIC CAREER INFORMATION ABOUT DUAL ENROLLMENT ACADEMIC CAREER PLANNING AND

377CAREER PLANNING ENROLLMENT ACADEMIC CAREER PLANNING AND CAREER PLANNING ENROLLMENT ACADEMIC CAREER PLANNING AND CAREER PLANNING PRESENTATION LATER THIS EVENING PLANNING AND CAREER PLANNING PRESENTATION LATER THIS EVENING PLANNING AND CAREER PLANNING PRESENTATION LATER THIS EVENING SO THIS CHART DISPLAYS THE PRESENTATION LATER THIS EVENING SO THIS CHART DISPLAYS THE PRESENTATION LATER THIS EVENING SO THIS CHART DISPLAYS THE PERCENTAGE AP CAUTION RALLIES SO THIS CHART DISPLAYS THE PERCENTAGE AP CAUTION RALLIES SO THIS CHART DISPLAYS THE PERCENTAGE AP CAUTION RALLIES WHO TOOK AT LEAST ONE AP EXAM PERCENTAGE AP CAUTION RALLIES WHO TOOK AT LEAST ONE AP EXAM PERCENTAGE AP CAUTION RALLIES WHO TOOK AT LEAST ONE AP EXAM OVER THE LAST FIVE YEARS THE WHO TOOK AT LEAST ONE AP EXAM OVER THE LAST FIVE YEARS THE WHO TOOK AT LEAST ONE AP EXAM OVER THE LAST FIVE

378YEARS THE PERCENTAGE OF STUDENTS TAKING OVER THE LAST FIVE YEARS THE PERCENTAGE OF STUDENTS TAKING OVER THE LAST FIVE YEARS THE PERCENTAGE OF STUDENTS TAKING AT LEAST ONE AP EXAM WAS LOWEST PERCENTAGE OF STUDENTS TAKING AT LEAST ONE AP EXAM WAS LOWEST PERCENTAGE OF STUDENTS TAKING AT LEAST ONE AP EXAM WAS LOWEST IN TWENTY TWENTY TWENTY TWENTY AT LEAST ONE AP EXAM WAS LOWEST IN TWENTY TWENTY TWENTY TWENTY AT LEAST ONE AP EXAM WAS LOWEST IN TWENTY TWENTY TWENTY TWENTY ONE AND WAS IMPACTED BY THE IN TWENTY TWENTY TWENTY TWENTY ONE AND WAS IMPACTED BY THE IN TWENTY TWENTY TWENTY TWENTY ONE AND WAS IMPACTED BY THE PANDEMIC BUT HAS INCREASED 14 ONE AND WAS IMPACTED BY THE PANDEMIC BUT HAS INCREASED 14 ONE AND WAS IMPACTED BY THE PANDEMIC BUT HAS INCREASED 14 PERCENTAGE

379POINTS SINCE THEN TO PANDEMIC BUT HAS INCREASED 14 PERCENTAGE POINTS SINCE THEN TO PANDEMIC BUT HAS INCREASED 14 PERCENTAGE POINTS SINCE THEN TO SEVENTY PERCENT FOR TWENTY PERCENTAGE POINTS SINCE THEN TO SEVENTY PERCENT FOR TWENTY PERCENTAGE POINTS SINCE THEN TO SEVENTY PERCENT FOR TWENTY THREE TWENTY FOUR. SEVENTY PERCENT FOR TWENTY THREE TWENTY FOUR. SEVENTY PERCENT FOR TWENTY THREE TWENTY FOUR. THE CHART AT THE BOTTOM OF THE THREE TWENTY FOUR. THE CHART AT THE BOTTOM OF THE THREE TWENTY FOUR. THE CHART AT THE BOTTOM OF THE SLIDE DISPLAYS THE PERCENTAGE THE CHART AT THE BOTTOM OF THE SLIDE DISPLAYS THE PERCENTAGE THE CHART AT THE BOTTOM OF THE SLIDE DISPLAYS THE PERCENTAGE OF COURSE ENROLLEES BY STUDENT SLIDE DISPLAYS THE PERCENTAGE OF COURSE ENROLLEES BY STUDENT SLIDE DISPLAYS THE PERCENTAGE OF COURSE ENROLLEES BY STUDENT GROUP

380WHO LOOK AT LEAST ONE AP OF COURSE ENROLLEES BY STUDENT GROUP WHO LOOK AT LEAST ONE AP OF COURSE ENROLLEES BY STUDENT GROUP WHO LOOK AT LEAST ONE AP EXAM OVER THE LAST THREE YEARS GROUP WHO LOOK AT LEAST ONE AP EXAM OVER THE LAST THREE YEARS GROUP WHO LOOK AT LEAST ONE AP EXAM OVER THE LAST THREE YEARS FOR TWENTY THREE TWENTY FOUR EXAM OVER THE LAST THREE YEARS FOR TWENTY THREE TWENTY FOUR EXAM OVER THE LAST THREE YEARS FOR TWENTY THREE TWENTY FOUR ASIAN STUDENTS HAVE THE HIGHEST FOR TWENTY THREE TWENTY FOUR ASIAN STUDENTS HAVE THE HIGHEST FOR TWENTY THREE TWENTY FOUR ASIAN STUDENTS HAVE THE HIGHEST PERCENTAGE OF STUDENTS TAKING ASIAN STUDENTS HAVE THE HIGHEST PERCENTAGE OF STUDENTS TAKING ASIAN STUDENTS HAVE THE HIGHEST PERCENTAGE OF STUDENTS TAKING AN AP EXAM AT

38180 PERCENT PERCENTAGE OF STUDENTS TAKING AN AP EXAM AT 80 PERCENT PERCENTAGE OF STUDENTS TAKING AN AP EXAM AT 80 PERCENT FOLLOWED WHITE STUDENTS AT AN AP EXAM AT 80 PERCENT FOLLOWED WHITE STUDENTS AT AN AP EXAM AT 80 PERCENT FOLLOWED WHITE STUDENTS AT SEVENTY FOUR PERCENT. FOLLOWED WHITE STUDENTS AT SEVENTY FOUR PERCENT. FOLLOWED WHITE STUDENTS AT SEVENTY FOUR PERCENT. BLACK STUDENTS HAD THE LOWEST SEVENTY FOUR PERCENT. BLACK STUDENTS HAD THE LOWEST SEVENTY FOUR PERCENT. BLACK STUDENTS HAD THE LOWEST PERCENTAGE OF COURSE ENROLLEES BLACK STUDENTS HAD THE LOWEST PERCENTAGE OF COURSE ENROLLEES BLACK STUDENTS HAD THE LOWEST PERCENTAGE OF COURSE ENROLLEES TAKING AN AP EXAM AT FIFTY ONE PERCENTAGE OF COURSE ENROLLEES TAKING AN AP EXAM AT FIFTY ONE PERCENTAGE OF COURSE ENROLLEES TAKING AN AP EXAM AT FIFTY ONE PERCENT THE PERCENTAGE TAKING AN

382AP EXAM AT FIFTY ONE PERCENT THE PERCENTAGE TAKING AN AP EXAM AT FIFTY ONE PERCENT THE PERCENTAGE OF STUDENTS TAKING AT LEAST ONE PERCENT THE PERCENTAGE OF STUDENTS TAKING AT LEAST ONE PERCENT THE PERCENTAGE OF STUDENTS TAKING AT LEAST ONE AP EXAM HAVE INCREASED FOR ALL OF STUDENTS TAKING AT LEAST ONE AP EXAM HAVE INCREASED FOR ALL OF STUDENTS TAKING AT LEAST ONE AP EXAM HAVE INCREASED FOR ALL CITIGROUP SINCE TWENTY ONE AP EXAM HAVE INCREASED FOR ALL CITIGROUP SINCE TWENTY ONE AP EXAM HAVE INCREASED FOR ALL CITIGROUP SINCE TWENTY ONE TWENTY TWO BLACK AND ASIAN CITIGROUP SINCE TWENTY ONE TWENTY TWO BLACK AND ASIAN CITIGROUP SINCE TWENTY ONE TWENTY TWO BLACK AND ASIAN STUDENTS HAVE THE LARGEST TWENTY TWO BLACK AND ASIAN STUDENTS HAVE THE LARGEST TWENTY TWO BLACK AND ASIAN STUDENTS HAVE THE

383LARGEST INCREASES IN STUDENTS TAKING AN STUDENTS HAVE THE LARGEST INCREASES IN STUDENTS TAKING AN STUDENTS HAVE THE LARGEST INCREASES IN STUDENTS TAKING AN AP EXAM AT FIVE PERCENTAGE INCREASES IN STUDENTS TAKING AN AP EXAM AT FIVE PERCENTAGE INCREASES IN STUDENTS TAKING AN AP EXAM AT FIVE PERCENTAGE POINTS. AP EXAM AT FIVE PERCENTAGE POINTS. AP EXAM AT FIVE PERCENTAGE POINTS. THE CHART THIS SLIDE DISPLAYS POINTS. THE CHART THIS SLIDE DISPLAYS POINTS. THE CHART THIS SLIDE DISPLAYS THE PERCENTAGE OF STUDENTS THE CHART THIS SLIDE DISPLAYS THE PERCENTAGE OF STUDENTS THE CHART THIS SLIDE DISPLAYS THE PERCENTAGE OF STUDENTS SCORING THREE OR HIGHER BY THE PERCENTAGE OF STUDENTS SCORING THREE OR HIGHER BY THE PERCENTAGE OF STUDENTS SCORING THREE OR HIGHER BY STUDENT GROUP FOR LAST FIVE SCORING THREE OR HIGHER BY STUDENT GROUP FOR LAST FIVE SCORING

384THREE OR HIGHER BY STUDENT GROUP FOR LAST FIVE YEARS IN TWENTY THREE TWENTY STUDENT GROUP FOR LAST FIVE YEARS IN TWENTY THREE TWENTY STUDENT GROUP FOR LAST FIVE YEARS IN TWENTY THREE TWENTY FOUR THE OVERALL PERCENTAGE YEARS IN TWENTY THREE TWENTY FOUR THE OVERALL PERCENTAGE YEARS IN TWENTY THREE TWENTY FOUR THE OVERALL PERCENTAGE OF STUDENTS GOING THROUGH YOUR FOUR THE OVERALL PERCENTAGE OF STUDENTS GOING THROUGH YOUR FOUR THE OVERALL PERCENTAGE OF STUDENTS GOING THROUGH YOUR HIGHER WAS SIXTY SIX PERCENT OF STUDENTS GOING THROUGH YOUR HIGHER WAS SIXTY SIX PERCENT OF STUDENTS GOING THROUGH YOUR HIGHER WAS SIXTY SIX PERCENT AND INCREASE SEVEN PERCENTAGE HIGHER WAS SIXTY SIX PERCENT AND INCREASE SEVEN PERCENTAGE HIGHER WAS SIXTY SIX PERCENT AND INCREASE SEVEN PERCENTAGE POINTS FROM LAST YEAR. AND INCREASE SEVEN PERCENTAGE POINTS FROM LAST YEAR. AND INCREASE

385SEVEN PERCENTAGE POINTS FROM LAST YEAR. ADDITIONALLY THE STUDENTS POINTS FROM LAST YEAR. ADDITIONALLY THE STUDENTS POINTS FROM LAST YEAR. ADDITIONALLY THE STUDENTS EARNING A THREE OR HIGHER HAS ADDITIONALLY THE STUDENTS EARNING A THREE OR HIGHER HAS ADDITIONALLY THE STUDENTS EARNING A THREE OR HIGHER HAS INCREASED FOR EACH STUDENT EARNING A THREE OR HIGHER HAS INCREASED FOR EACH STUDENT EARNING A THREE OR HIGHER HAS INCREASED FOR EACH STUDENT GROUP BLACK HISPANIC AND INCREASED FOR EACH STUDENT GROUP BLACK HISPANIC AND INCREASED FOR EACH STUDENT GROUP BLACK HISPANIC AND MULTIRACIAL STUDENTS INCREASED GROUP BLACK HISPANIC AND MULTIRACIAL STUDENTS INCREASED GROUP BLACK HISPANIC AND MULTIRACIAL STUDENTS INCREASED OVER 10 PERCENTAGE POINTS WITH MULTIRACIAL STUDENTS INCREASED OVER 10 PERCENTAGE POINTS WITH MULTIRACIAL STUDENTS INCREASED OVER 10 PERCENTAGE POINTS WITH BLACK STUDENTS HAVING THE OVER 10 PERCENTAGE POINTS WITH BLACK STUDENTS

386HAVING THE OVER 10 PERCENTAGE POINTS WITH BLACK STUDENTS HAVING THE LARGEST INCREASE AT THIRTEEN BLACK STUDENTS HAVING THE LARGEST INCREASE AT THIRTEEN BLACK STUDENTS HAVING THE LARGEST INCREASE AT THIRTEEN PERCENTAGE WHEN EXAMINED BY LARGEST INCREASE AT THIRTEEN PERCENTAGE WHEN EXAMINED BY LARGEST INCREASE AT THIRTEEN PERCENTAGE WHEN EXAMINED BY STUDENT GROUP BLACK STUDENTS PERCENTAGE WHEN EXAMINED BY STUDENT GROUP BLACK STUDENTS PERCENTAGE WHEN EXAMINED BY STUDENT GROUP BLACK STUDENTS HAD THE LOWEST PERCENTAGE STUDENT GROUP BLACK STUDENTS HAD THE LOWEST PERCENTAGE STUDENT GROUP BLACK STUDENTS HAD THE LOWEST PERCENTAGE OF STUDENTS SCORING A THREE OR HAD THE LOWEST PERCENTAGE OF STUDENTS SCORING A THREE OR HAD THE LOWEST PERCENTAGE OF STUDENTS SCORING A THREE OR HIGHER EACH YEAR AND ASIAN OF STUDENTS SCORING A THREE OR HIGHER EACH YEAR AND ASIAN OF STUDENTS SCORING A THREE OR HIGHER

387EACH YEAR AND ASIAN STUDENTS HAVE THE HIGHEST HIGHER EACH YEAR AND ASIAN STUDENTS HAVE THE HIGHEST HIGHER EACH YEAR AND ASIAN STUDENTS HAVE THE HIGHEST PERCENTAGE GOING THROUGH YOUR STUDENTS HAVE THE HIGHEST PERCENTAGE GOING THROUGH YOUR STUDENTS HAVE THE HIGHEST PERCENTAGE GOING THROUGH YOUR HIGHER FOLLOWED BY WHITE AND PERCENTAGE GOING THROUGH YOUR HIGHER FOLLOWED BY WHITE AND PERCENTAGE GOING THROUGH YOUR HIGHER FOLLOWED BY WHITE AND MULTIRACIAL STUDENTS THIS HIGHER FOLLOWED BY WHITE AND MULTIRACIAL STUDENTS THIS HIGHER FOLLOWED BY WHITE AND MULTIRACIAL STUDENTS THIS PATTERN HAS BEEN FAIRLY MULTIRACIAL STUDENTS THIS PATTERN HAS BEEN FAIRLY MULTIRACIAL STUDENTS THIS PATTERN HAS BEEN FAIRLY CONSISTENT EACH YEAR AND THIS PATTERN HAS BEEN FAIRLY CONSISTENT EACH YEAR AND THIS PATTERN HAS BEEN FAIRLY CONSISTENT EACH YEAR AND THIS SLIDE SHOWS THE PERCENT AP CONSISTENT EACH YEAR AND THIS SLIDE

388SHOWS THE PERCENT AP CONSISTENT EACH YEAR AND THIS SLIDE SHOWS THE PERCENT AP EXAMS WITH THE SCORE OF THROUGH SLIDE SHOWS THE PERCENT AP EXAMS WITH THE SCORE OF THROUGH SLIDE SHOWS THE PERCENT AP EXAMS WITH THE SCORE OF THROUGH YOUR HIGHER FOR THE STATE EXAMS WITH THE SCORE OF THROUGH YOUR HIGHER FOR THE STATE EXAMS WITH THE SCORE OF THROUGH YOUR HIGHER FOR THE STATE ACROSS THE NATION VCS. YOUR HIGHER FOR THE STATE ACROSS THE NATION VCS. YOUR HIGHER FOR THE STATE ACROSS THE NATION VCS. CPS HAS HAD SOMEWHAT LOWER ACROSS THE NATION VCS. CPS HAS HAD SOMEWHAT LOWER ACROSS THE NATION VCS. CPS HAS HAD SOMEWHAT LOWER PERCENTAGE AP EXAMS WITH SCORES CPS HAS HAD SOMEWHAT LOWER PERCENTAGE AP EXAMS WITH SCORES CPS HAS HAD SOMEWHAT LOWER PERCENTAGE AP EXAMS WITH SCORES OF

389THREE OR HIGHER COMPARED TO PERCENTAGE AP EXAMS WITH SCORES OF THREE OR HIGHER COMPARED TO PERCENTAGE AP EXAMS WITH SCORES OF THREE OR HIGHER COMPARED TO THE STATE AND NATION HOWEVER AS OF THREE OR HIGHER COMPARED TO THE STATE AND NATION HOWEVER AS OF THREE OR HIGHER COMPARED TO THE STATE AND NATION HOWEVER AS AN IMPORTANT NOTE IT IS IT IS THE STATE AND NATION HOWEVER AS AN IMPORTANT NOTE IT IS IT IS THE STATE AND NATION HOWEVER AS AN IMPORTANT NOTE IT IS IT IS IMPORTANT TO NOTE HISTORICALLY AN IMPORTANT NOTE IT IS IT IS IMPORTANT TO NOTE HISTORICALLY AN IMPORTANT NOTE IT IS IT IS IMPORTANT TO NOTE HISTORICALLY HAS HAD SOMEWHAT HIGHER IMPORTANT TO NOTE HISTORICALLY HAS HAD SOMEWHAT HIGHER IMPORTANT TO NOTE HISTORICALLY HAS HAD SOMEWHAT HIGHER PERCENTAGES OF HIGH SCHOOL

390HAS HAD SOMEWHAT HIGHER PERCENTAGES OF HIGH SCHOOL HAS HAD SOMEWHAT HIGHER PERCENTAGES OF HIGH SCHOOL STUDENTS TAKING AP EXAMS THEN PERCENTAGES OF HIGH SCHOOL STUDENTS TAKING AP EXAMS THEN PERCENTAGES OF HIGH SCHOOL STUDENTS TAKING AP EXAMS THEN ACROSS VIRGINIA OR THE NATION STUDENTS TAKING AP EXAMS THEN ACROSS VIRGINIA OR THE NATION STUDENTS TAKING AP EXAMS THEN ACROSS VIRGINIA OR THE NATION AND IT SHOULD ALSO BE NOTED ACROSS VIRGINIA OR THE NATION AND IT SHOULD ALSO BE NOTED ACROSS VIRGINIA OR THE NATION AND IT SHOULD ALSO BE NOTED THAT THE COLLEGE BOARD HAS AND IT SHOULD ALSO BE NOTED THAT THE COLLEGE BOARD HAS AND IT SHOULD ALSO BE NOTED THAT THE COLLEGE BOARD HAS RECALIBRATED THE SCORES FOR THAT THE COLLEGE BOARD HAS RECALIBRATED THE SCORES FOR THAT THE COLLEGE BOARD HAS RECALIBRATED THE SCORES

391FOR NINE AP EXAMS SINCE TWENTY RECALIBRATED THE SCORES FOR NINE AP EXAMS SINCE TWENTY RECALIBRATED THE SCORES FOR NINE AP EXAMS SINCE TWENTY TWENTY THESE RECALIBRATIONS OR NINE AP EXAMS SINCE TWENTY TWENTY THESE RECALIBRATIONS OR NINE AP EXAMS SINCE TWENTY TWENTY THESE RECALIBRATIONS OR STANDARD PRACTICE BY THE TWENTY THESE RECALIBRATIONS OR STANDARD PRACTICE BY THE TWENTY THESE RECALIBRATIONS OR STANDARD PRACTICE BY THE COLLEGE BOARD AND REFLECT THE STANDARD PRACTICE BY THE COLLEGE BOARD AND REFLECT THE STANDARD PRACTICE BY THE COLLEGE BOARD AND REFLECT THE ALIGNMENT BETWEEN THE RIGOROUS COLLEGE BOARD AND REFLECT THE ALIGNMENT BETWEEN THE RIGOROUS COLLEGE BOARD AND REFLECT THE ALIGNMENT BETWEEN THE RIGOROUS SCORING THE AP EXAMS AND THE ALIGNMENT BETWEEN THE RIGOROUS SCORING THE AP EXAMS AND THE ALIGNMENT BETWEEN THE RIGOROUS SCORING THE AP EXAMS AND THE CURRENT GRADING PRACTICES

392SCORING THE AP EXAMS AND THE CURRENT GRADING PRACTICES SCORING THE AP EXAMS AND THE CURRENT GRADING PRACTICES OF THE EQUIVALENT COLLEGE CURRENT GRADING PRACTICES OF THE EQUIVALENT COLLEGE CURRENT GRADING PRACTICES OF THE EQUIVALENT COLLEGE COURSEWORK SO THE NEXT PORTION OF THE EQUIVALENT COLLEGE COURSEWORK SO THE NEXT PORTION OF THE EQUIVALENT COLLEGE COURSEWORK SO THE NEXT PORTION OF THE PRESENTATION A FOCUS ON COURSEWORK SO THE NEXT PORTION OF THE PRESENTATION A FOCUS ON COURSEWORK SO THE NEXT PORTION OF THE PRESENTATION A FOCUS ON PARTICIPATION OF PERFORMANCE ON OF THE PRESENTATION A FOCUS ON PARTICIPATION OF PERFORMANCE ON OF THE PRESENTATION A FOCUS ON PARTICIPATION OF PERFORMANCE ON COLLEGE READINESS ASSESSMENTS PARTICIPATION OF PERFORMANCE ON COLLEGE READINESS ASSESSMENTS PARTICIPATION OF PERFORMANCE ON COLLEGE READINESS ASSESSMENTS WHICH WILL INCLUDE THE PSAT AND COLLEGE READINESS ASSESSMENTS WHICH WILL INCLUDE

393THE PSAT AND COLLEGE READINESS ASSESSMENTS WHICH WILL INCLUDE THE PSAT AND THE SAT BEFORE WE EXAMINE THESE WHICH WILL INCLUDE THE PSAT AND THE SAT BEFORE WE EXAMINE THESE WHICH WILL INCLUDE THE PSAT AND THE SAT BEFORE WE EXAMINE THESE DATA IT IS IMPORTANT TO THE SAT BEFORE WE EXAMINE THESE DATA IT IS IMPORTANT TO THE SAT BEFORE WE EXAMINE THESE DATA IT IS IMPORTANT TO HIGHLIGHT CURRENT TRENDS WITH DATA IT IS IMPORTANT TO HIGHLIGHT CURRENT TRENDS WITH DATA IT IS IMPORTANT TO HIGHLIGHT CURRENT TRENDS WITH THE ASSESSMENTS AS A REMINDER HIGHLIGHT CURRENT TRENDS WITH THE ASSESSMENTS AS A REMINDER HIGHLIGHT CURRENT TRENDS WITH THE ASSESSMENTS AS A REMINDER PRIOR TO THE PANDEMIC SOME THE ASSESSMENTS AS A REMINDER PRIOR TO THE PANDEMIC SOME THE ASSESSMENTS AS A REMINDER PRIOR TO THE PANDEMIC SOME COLLEGES

394AND UNIVERSITIES PRIOR TO THE PANDEMIC SOME COLLEGES AND UNIVERSITIES PRIOR TO THE PANDEMIC SOME COLLEGES AND UNIVERSITIES DISCONTINUE THE USE OF COLLEGE COLLEGES AND UNIVERSITIES DISCONTINUE THE USE OF COLLEGE COLLEGES AND UNIVERSITIES DISCONTINUE THE USE OF COLLEGE ENTRANCE EXAMS AS REQUIREMENT DISCONTINUE THE USE OF COLLEGE ENTRANCE EXAMS AS REQUIREMENT DISCONTINUE THE USE OF COLLEGE ENTRANCE EXAMS AS REQUIREMENT THE PANDEMIC INCREASE THE ENTRANCE EXAMS AS REQUIREMENT THE PANDEMIC INCREASE THE ENTRANCE EXAMS AS REQUIREMENT THE PANDEMIC INCREASE THE NUMBER THE NUMBER OF SCHOOLS THE PANDEMIC INCREASE THE NUMBER THE NUMBER OF SCHOOLS THE PANDEMIC INCREASE THE NUMBER THE NUMBER OF SCHOOLS NOT REQUIRING A SUBMISSION NUMBER THE NUMBER OF SCHOOLS NOT REQUIRING A SUBMISSION NUMBER THE NUMBER OF SCHOOLS NOT REQUIRING A SUBMISSION OF ASSESSMENT SCORES FOR NOT REQUIRING A SUBMISSION OF ASSESSMENT SCORES FOR NOT REQUIRING

395A SUBMISSION OF ASSESSMENT SCORES FOR ADMISSIONS AS OF NOVEMBER OF ASSESSMENT SCORES FOR ADMISSIONS AS OF NOVEMBER OF ASSESSMENT SCORES FOR ADMISSIONS AS OF NOVEMBER TWENTY TWENTY FOR 86 PERCENT ADMISSIONS AS OF NOVEMBER TWENTY TWENTY FOR 86 PERCENT ADMISSIONS AS OF NOVEMBER TWENTY TWENTY FOR 86 PERCENT OF THE ACCREDITED INSTITUTIONS TWENTY TWENTY FOR 86 PERCENT OF THE ACCREDITED INSTITUTIONS TWENTY TWENTY FOR 86 PERCENT OF THE ACCREDITED INSTITUTIONS ARE TESTS OPTIONAL AND FOUR OF THE ACCREDITED INSTITUTIONS ARE TESTS OPTIONAL AND FOUR OF THE ACCREDITED INSTITUTIONS ARE TESTS OPTIONAL AND FOUR PERCENT ARE TEST FREE ALTHOUGH ARE TESTS OPTIONAL AND FOUR PERCENT ARE TEST FREE ALTHOUGH ARE TESTS OPTIONAL AND FOUR PERCENT ARE TEST FREE ALTHOUGH MANY UNIVERSITIES LIKE GEORGE PERCENT ARE TEST FREE ALTHOUGH MANY UNIVERSITIES LIKE GEORGE PERCENT ARE TEST FREE ALTHOUGH MANY UNIVERSITIES LIKE

396GEORGE MASON, JAMES MADISON IN MANY UNIVERSITIES LIKE GEORGE MASON, JAMES MADISON IN MANY UNIVERSITIES LIKE GEORGE MASON, JAMES MADISON IN VIRGINIA COMMONWEALTH NO LONGER MASON, JAMES MADISON IN VIRGINIA COMMONWEALTH NO LONGER MASON, JAMES MADISON IN VIRGINIA COMMONWEALTH NO LONGER REQUIRE TESTS LIKE THE SAT VIRGINIA COMMONWEALTH NO LONGER REQUIRE TESTS LIKE THE SAT VIRGINIA COMMONWEALTH NO LONGER REQUIRE TESTS LIKE THE SAT ADMISSIONS PURPOSES MANY REQUIRE TESTS LIKE THE SAT ADMISSIONS PURPOSES MANY REQUIRE TESTS LIKE THE SAT ADMISSIONS PURPOSES MANY SCHOOLS USE THE USE THE TEST ADMISSIONS PURPOSES MANY SCHOOLS USE THE USE THE TEST ADMISSIONS PURPOSES MANY SCHOOLS USE THE USE THE TEST SCORES FOR SCHOLARSHIPS HONORS SCHOOLS USE THE USE THE TEST SCORES FOR SCHOLARSHIPS HONORS SCHOOLS USE THE USE THE TEST SCORES FOR SCHOLARSHIPS HONORS COLLEGES AND SPECIFIC ACADEMIC SCORES FOR SCHOLARSHIPS HONORS COLLEGES

397AND SPECIFIC ACADEMIC SCORES FOR SCHOLARSHIPS HONORS COLLEGES AND SPECIFIC ACADEMIC PROGRAMS AS A RESULT VIRGINIA COLLEGES AND SPECIFIC ACADEMIC PROGRAMS AS A RESULT VIRGINIA COLLEGES AND SPECIFIC ACADEMIC PROGRAMS AS A RESULT VIRGINIA BEACH STAFF RECOMMENDS THAT PROGRAMS AS A RESULT VIRGINIA BEACH STAFF RECOMMENDS THAT PROGRAMS AS A RESULT VIRGINIA BEACH STAFF RECOMMENDS THAT STUDENTS TAKE THESE ASSESSMENTS BEACH STAFF RECOMMENDS THAT STUDENTS TAKE THESE ASSESSMENTS BEACH STAFF RECOMMENDS THAT STUDENTS TAKE THESE ASSESSMENTS AND SUPPORT INTO THE PROCESS TO STUDENTS TAKE THESE ASSESSMENTS AND SUPPORT INTO THE PROCESS TO STUDENTS TAKE THESE ASSESSMENTS AND SUPPORT INTO THE PROCESS TO MAXIMIZE THEIR POSTSECONDARY AND SUPPORT INTO THE PROCESS TO MAXIMIZE THEIR POSTSECONDARY AND SUPPORT INTO THE PROCESS TO MAXIMIZE THEIR POSTSECONDARY OPPORTUNITIES SO THE FIRST MAXIMIZE THEIR POSTSECONDARY OPPORTUNITIES SO THE FIRST MAXIMIZE THEIR POSTSECONDARY OPPORTUNITIES SO THE

398FIRST COLLEGE READINESS ASSESSMENT WE OPPORTUNITIES SO THE FIRST COLLEGE READINESS ASSESSMENT WE OPPORTUNITIES SO THE FIRST COLLEGE READINESS ASSESSMENT WE WILL EXAMINE IS THE ENEMY CUT COLLEGE READINESS ASSESSMENT WE WILL EXAMINE IS THE ENEMY CUT COLLEGE READINESS ASSESSMENT WE WILL EXAMINE IS THE ENEMY CUT MS CUT OR THE NATIONAL MERIT WILL EXAMINE IS THE ENEMY CUT MS CUT OR THE NATIONAL MERIT WILL EXAMINE IS THE ENEMY CUT MS CUT OR THE NATIONAL MERIT SCHOLARSHIP QUALIFYING TEST IS MS CUT OR THE NATIONAL MERIT SCHOLARSHIP QUALIFYING TEST IS MS CUT OR THE NATIONAL MERIT SCHOLARSHIP QUALIFYING TEST IS CREATED AND ADMINISTERED SCHOLARSHIP QUALIFYING TEST IS CREATED AND ADMINISTERED SCHOLARSHIP QUALIFYING TEST IS CREATED AND ADMINISTERED BY THE CREATED AND ADMINISTERED BY THE CREATED AND ADMINISTERED BY THE COLLEGE BOARD IT IS OFFERED TO CREATED AND ADMINISTERED BY

399THE COLLEGE BOARD IT IS OFFERED TO CREATED AND ADMINISTERED BY THE COLLEGE BOARD IT IS OFFERED TO ALL 11TH GRADE 11 STUDENTS EACH COLLEGE BOARD IT IS OFFERED TO ALL 11TH GRADE 11 STUDENTS EACH COLLEGE BOARD IT IS OFFERED TO ALL 11TH GRADE 11 STUDENTS EACH FALL AND PAID WORK BY THE ALL 11TH GRADE 11 STUDENTS EACH FALL AND PAID WORK BY THE ALL 11TH GRADE 11 STUDENTS EACH FALL AND PAID WORK BY THE DIVISION THERE ARE THREE TESTS FALL AND PAID WORK BY THE DIVISION THERE ARE THREE TESTS FALL AND PAID WORK BY THE DIVISION THERE ARE THREE TESTS READING WRITING AND MATH, GRADE DIVISION THERE ARE THREE TESTS READING WRITING AND MATH, GRADE DIVISION THERE ARE THREE TESTS READING WRITING AND MATH, GRADE LEVEL COLLEGE AND CAREER READING WRITING AND MATH, GRADE LEVEL

400COLLEGE AND CAREER READING WRITING AND MATH, GRADE LEVEL COLLEGE AND CAREER READINESS BENCHMARKS ARE LEVEL COLLEGE AND CAREER READINESS BENCHMARKS ARE LEVEL COLLEGE AND CAREER READINESS BENCHMARKS ARE PROVIDED FOR TWO SECTIONS READINESS BENCHMARKS ARE PROVIDED FOR TWO SECTIONS READINESS BENCHMARKS ARE PROVIDED FOR TWO SECTIONS EVIDENCE BASED READING AND PROVIDED FOR TWO SECTIONS EVIDENCE BASED READING AND PROVIDED FOR TWO SECTIONS EVIDENCE BASED READING AND WRITING WHICH IS A COMBINATION EVIDENCE BASED READING AND WRITING WHICH IS A COMBINATION EVIDENCE BASED READING AND WRITING WHICH IS A COMBINATION OF THE READING AND WRITING WRITING WHICH IS A COMBINATION OF THE READING AND WRITING WRITING WHICH IS A COMBINATION OF THE READING AND WRITING SECTIONS AND MATHEMATICS OF THE READING AND WRITING SECTIONS AND MATHEMATICS OF THE READING AND WRITING SECTIONS AND MATHEMATICS STUDENTS MAY OPT IN TO HAVING

401SECTIONS AND MATHEMATICS STUDENTS MAY OPT IN TO HAVING SECTIONS AND MATHEMATICS STUDENTS MAY OPT IN TO HAVING THEIR INFORMATION SCORE SHARED STUDENTS MAY OPT IN TO HAVING THEIR INFORMATION SCORE SHARED STUDENTS MAY OPT IN TO HAVING THEIR INFORMATION SCORE SHARED WITH COLLEGES AND SCHOLARSHIP THEIR INFORMATION SCORE SHARED WITH COLLEGES AND SCHOLARSHIP THEIR INFORMATION SCORE SHARED WITH COLLEGES AND SCHOLARSHIP ORGANIZATIONS THE TURN ON THIS WITH COLLEGES AND SCHOLARSHIP ORGANIZATIONS THE TURN ON THIS WITH COLLEGES AND SCHOLARSHIP ORGANIZATIONS THE TURN ON THIS SLIDE DISPLAYS THE PERCENTAGE ORGANIZATIONS THE TURN ON THIS SLIDE DISPLAYS THE PERCENTAGE ORGANIZATIONS THE TURN ON THIS SLIDE DISPLAYS THE PERCENTAGE OF VIRGINIA BEACH STUDENTS SLIDE DISPLAYS THE PERCENTAGE OF VIRGINIA BEACH STUDENTS SLIDE DISPLAYS THE PERCENTAGE OF VIRGINIA BEACH STUDENTS PARTICIPATE IN THE OVER THE OF VIRGINIA BEACH STUDENTS PARTICIPATE IN THE OVER

402THE OF VIRGINIA BEACH STUDENTS PARTICIPATE IN THE OVER THE LAST FIVE YEARS AS A REMINDER PARTICIPATE IN THE OVER THE LAST FIVE YEARS AS A REMINDER PARTICIPATE IN THE OVER THE LAST FIVE YEARS AS A REMINDER PARTICIPATION THE TWENTY TWENTY LAST FIVE YEARS AS A REMINDER PARTICIPATION THE TWENTY TWENTY LAST FIVE YEARS AS A REMINDER PARTICIPATION THE TWENTY TWENTY TWENTY TWENTY ONE DECREASE PARTICIPATION THE TWENTY TWENTY TWENTY TWENTY ONE DECREASE PARTICIPATION THE TWENTY TWENTY TWENTY TWENTY ONE DECREASE SIGNIFICANTLY DUE TO THE TWENTY TWENTY ONE DECREASE SIGNIFICANTLY DUE TO THE TWENTY TWENTY ONE DECREASE SIGNIFICANTLY DUE TO THE PANDEMIC IN TWENTY THREE TWENTY SIGNIFICANTLY DUE TO THE PANDEMIC IN TWENTY THREE TWENTY SIGNIFICANTLY DUE TO THE PANDEMIC IN TWENTY THREE TWENTY FOUR PARTICIPATION DECREASED BY PANDEMIC IN TWENTY THREE TWENTY FOUR PARTICIPATION DECREASED BY PANDEMIC IN

403TWENTY THREE TWENTY FOUR PARTICIPATION DECREASED BY SIX PERCENTAGE POINTS FROM FOUR PARTICIPATION DECREASED BY SIX PERCENTAGE POINTS FROM FOUR PARTICIPATION DECREASED BY SIX PERCENTAGE POINTS FROM TWENTY TO TWENTY THREE HOWEVER SIX PERCENTAGE POINTS FROM TWENTY TO TWENTY THREE HOWEVER SIX PERCENTAGE POINTS FROM TWENTY TO TWENTY THREE HOWEVER WHEN WE EXAMINE THE MOST TWENTY TO TWENTY THREE HOWEVER WHEN WE EXAMINE THE MOST TWENTY TO TWENTY THREE HOWEVER WHEN WE EXAMINE THE MOST RECENTLY AVAILABLE RECENTLY WHEN WE EXAMINE THE MOST RECENTLY AVAILABLE RECENTLY WHEN WE EXAMINE THE MOST RECENTLY AVAILABLE RECENTLY AVAILABLE PARTICIPATION DATA RECENTLY AVAILABLE RECENTLY AVAILABLE PARTICIPATION DATA RECENTLY AVAILABLE RECENTLY AVAILABLE PARTICIPATION DATA FOR THE STATE NATION IN TWENTY AVAILABLE PARTICIPATION DATA FOR THE STATE NATION IN TWENTY AVAILABLE PARTICIPATION DATA FOR THE STATE NATION IN TWENTY THREE TWENTY FOUR HIGHER FOR THE STATE

404NATION IN TWENTY THREE TWENTY FOUR HIGHER FOR THE STATE NATION IN TWENTY THREE TWENTY FOUR HIGHER PERCENTAGES OF VBC GREAT 11 THREE TWENTY FOUR HIGHER PERCENTAGES OF VBC GREAT 11 THREE TWENTY FOUR HIGHER PERCENTAGES OF VBC GREAT 11 STUDENTS CONTINUED TO PERCENTAGES OF VBC GREAT 11 STUDENTS CONTINUED TO PERCENTAGES OF VBC GREAT 11 STUDENTS CONTINUED TO PARTICIPATE IN THE PSAT THAT STUDENTS CONTINUED TO PARTICIPATE IN THE PSAT THAT STUDENTS CONTINUED TO PARTICIPATE IN THE PSAT THAT STUDENTS ACROSS THE STATE AND PARTICIPATE IN THE PSAT THAT STUDENTS ACROSS THE STATE AND PARTICIPATE IN THE PSAT THAT STUDENTS ACROSS THE STATE AND NATION WHICH WERE AROUND THE STUDENTS ACROSS THE STATE AND NATION WHICH WERE AROUND THE STUDENTS ACROSS THE STATE AND NATION WHICH WERE AROUND THE FIFTY PERCENT RANGE. NATION WHICH WERE AROUND THE FIFTY PERCENT

405RANGE. NATION WHICH WERE AROUND THE FIFTY PERCENT RANGE. THE PSAT DATA ON THIS SLIDE IS FIFTY PERCENT RANGE. THE PSAT DATA ON THIS SLIDE IS FIFTY PERCENT RANGE. THE PSAT DATA ON THIS SLIDE IS FROM FALL TWENTY TWENTY THREE A THE PSAT DATA ON THIS SLIDE IS FROM FALL TWENTY TWENTY THREE A THE PSAT DATA ON THIS SLIDE IS FROM FALL TWENTY TWENTY THREE A LOWER PERCENTAGE OF VIRGINIA FROM FALL TWENTY TWENTY THREE A LOWER PERCENTAGE OF VIRGINIA FROM FALL TWENTY TWENTY THREE A LOWER PERCENTAGE OF VIRGINIA BEACH BEAT STUDENTS MET THE LOWER PERCENTAGE OF VIRGINIA BEACH BEAT STUDENTS MET THE LOWER PERCENTAGE OF VIRGINIA BEACH BEAT STUDENTS MET THE BENCHMARK WHEN COMPARED TO THE BEACH BEAT STUDENTS MET THE BENCHMARK WHEN COMPARED TO THE BEACH BEAT STUDENTS MET THE BENCHMARK WHEN COMPARED TO THE

406STATE. BENCHMARK WHEN COMPARED TO THE STATE. BENCHMARK WHEN COMPARED TO THE STATE. THE PATTERN OF RESULTS LIKELY STATE. THE PATTERN OF RESULTS LIKELY STATE. THE PATTERN OF RESULTS LIKELY RELATED TO VCS HAVING A HIGHER THE PATTERN OF RESULTS LIKELY RELATED TO VCS HAVING A HIGHER THE PATTERN OF RESULTS LIKELY RELATED TO VCS HAVING A HIGHER PERCENTAGE OF STUDENTS TAKING RELATED TO VCS HAVING A HIGHER PERCENTAGE OF STUDENTS TAKING RELATED TO VCS HAVING A HIGHER PERCENTAGE OF STUDENTS TAKING THE PSAT THAN THE STATE OR PERCENTAGE OF STUDENTS TAKING THE PSAT THAN THE STATE OR PERCENTAGE OF STUDENTS TAKING THE PSAT THAN THE STATE OR NATION. THE PSAT THAN THE STATE OR NATION. THE PSAT THAN THE STATE OR NATION. THIS SLIDE DISPLAYS PERCENTAGE NATION. THIS SLIDE DISPLAYS PERCENTAGE NATION. THIS SLIDE DISPLAYS PERCENTAGE OF 11TH GRADE

407STUDENTS MEETING THIS SLIDE DISPLAYS PERCENTAGE OF 11TH GRADE STUDENTS MEETING THIS SLIDE DISPLAYS PERCENTAGE OF 11TH GRADE STUDENTS MEETING OR EXCEEDING THE BENCHMARKS ON OF 11TH GRADE STUDENTS MEETING OR EXCEEDING THE BENCHMARKS ON OF 11TH GRADE STUDENTS MEETING OR EXCEEDING THE BENCHMARKS ON THE PSAT STUDENT GROUP FOR THE OR EXCEEDING THE BENCHMARKS ON THE PSAT STUDENT GROUP FOR THE OR EXCEEDING THE BENCHMARKS ON THE PSAT STUDENT GROUP FOR THE EVIDENCE BASED READING AND THE PSAT STUDENT GROUP FOR THE EVIDENCE BASED READING AND THE PSAT STUDENT GROUP FOR THE EVIDENCE BASED READING AND WRITING BENCHMARK ASIAN AND EVIDENCE BASED READING AND WRITING BENCHMARK ASIAN AND EVIDENCE BASED READING AND WRITING BENCHMARK ASIAN AND WHITE STUDENT GROUPS HAVE THE WRITING BENCHMARK ASIAN AND WHITE STUDENT GROUPS HAVE THE WRITING BENCHMARK ASIAN AND WHITE STUDENT GROUPS HAVE THE

408HIGHEST PERCENTAGE OF STUDENTS WHITE STUDENT GROUPS HAVE THE HIGHEST PERCENTAGE OF STUDENTS WHITE STUDENT GROUPS HAVE THE HIGHEST PERCENTAGE OF STUDENTS MEETING THE BENCHMARK AT HIGHEST PERCENTAGE OF STUDENTS MEETING THE BENCHMARK AT HIGHEST PERCENTAGE OF STUDENTS MEETING THE BENCHMARK AT SEVENTY FOUR POINT SIXTY NINE MEETING THE BENCHMARK AT SEVENTY FOUR POINT SIXTY NINE MEETING THE BENCHMARK AT SEVENTY FOUR POINT SIXTY NINE PERCENT RESPECTIVELY WHILE SEVENTY FOUR POINT SIXTY NINE PERCENT RESPECTIVELY WHILE SEVENTY FOUR POINT SIXTY NINE PERCENT RESPECTIVELY WHILE BLACK STUDENTS HAD THE LOWEST PERCENT RESPECTIVELY WHILE BLACK STUDENTS HAD THE LOWEST PERCENT RESPECTIVELY WHILE BLACK STUDENTS HAD THE LOWEST PERCENTAGE AT THIRTY THREE BLACK STUDENTS HAD THE LOWEST PERCENTAGE AT THIRTY THREE BLACK STUDENTS HAD THE LOWEST PERCENTAGE AT THIRTY THREE PERCENT AND ELEVENTH GRADE LESS PERCENTAGE AT THIRTY THREE PERCENT AND ELEVENTH GRADE

409LESS PERCENTAGE AT THIRTY THREE PERCENT AND ELEVENTH GRADE LESS AND HALF OF THE STUDENT GROUPS PERCENT AND ELEVENTH GRADE LESS AND HALF OF THE STUDENT GROUPS PERCENT AND ELEVENTH GRADE LESS AND HALF OF THE STUDENT GROUPS BUT THE MATH BENCHMARK EXCEPT AND HALF OF THE STUDENT GROUPS BUT THE MATH BENCHMARK EXCEPT AND HALF OF THE STUDENT GROUPS BUT THE MATH BENCHMARK EXCEPT FOR ASIAN STUDENTS WITH FIFTY BUT THE MATH BENCHMARK EXCEPT FOR ASIAN STUDENTS WITH FIFTY BUT THE MATH BENCHMARK EXCEPT FOR ASIAN STUDENTS WITH FIFTY SIX PERCENT MEETING THE MATH FOR ASIAN STUDENTS WITH FIFTY SIX PERCENT MEETING THE MATH FOR ASIAN STUDENTS WITH FIFTY SIX PERCENT MEETING THE MATH BENCHMARK PRIOR DATA PRIOR DATA SIX PERCENT MEETING THE MATH BENCHMARK PRIOR DATA PRIOR DATA SIX PERCENT MEETING THE MATH BENCHMARK PRIOR DATA PRIOR DATA

410ANALYSIS AND AND AND VIX HAVE BENCHMARK PRIOR DATA PRIOR DATA ANALYSIS AND AND AND VIX HAVE BENCHMARK PRIOR DATA PRIOR DATA ANALYSIS AND AND AND VIX HAVE SHOWN THAT HIGHER PERCENTAGES ANALYSIS AND AND AND VIX HAVE SHOWN THAT HIGHER PERCENTAGES ANALYSIS AND AND AND VIX HAVE SHOWN THAT HIGHER PERCENTAGES STUDENTS WHO TOOK ALGEBRA TO SHOWN THAT HIGHER PERCENTAGES STUDENTS WHO TOOK ALGEBRA TO SHOWN THAT HIGHER PERCENTAGES STUDENTS WHO TOOK ALGEBRA TO TWO AND ADVANCED COURSES MET STUDENTS WHO TOOK ALGEBRA TO TWO AND ADVANCED COURSES MET STUDENTS WHO TOOK ALGEBRA TO TWO AND ADVANCED COURSES MET THE BENCHMARKS THAN THOSE WHO TWO AND ADVANCED COURSES MET THE BENCHMARKS THAN THOSE WHO TWO AND ADVANCED COURSES MET THE BENCHMARKS THAN THOSE WHO DID NOT SO THIS SLIDE DISPLAYS THE BENCHMARKS THAN THOSE WHO DID NOT SO THIS

411SLIDE DISPLAYS THE BENCHMARKS THAN THOSE WHO DID NOT SO THIS SLIDE DISPLAYS THE PERCENTAGE STUDENTS MEETING DID NOT SO THIS SLIDE DISPLAYS THE PERCENTAGE STUDENTS MEETING DID NOT SO THIS SLIDE DISPLAYS THE PERCENTAGE STUDENTS MEETING THE BENCHMARK BY STUDENT GROUP THE PERCENTAGE STUDENTS MEETING THE BENCHMARK BY STUDENT GROUP THE PERCENTAGE STUDENTS MEETING THE BENCHMARK BY STUDENT GROUP FOR VBC STUDENTS OVER THE LAST THE BENCHMARK BY STUDENT GROUP FOR VBC STUDENTS OVER THE LAST THE BENCHMARK BY STUDENT GROUP FOR VBC STUDENTS OVER THE LAST THREE YEARS OVERALL THERE WAS A FOR VBC STUDENTS OVER THE LAST THREE YEARS OVERALL THERE WAS A FOR VBC STUDENTS OVER THE LAST THREE YEARS OVERALL THERE WAS A DECREASE IN PERCENTAGE THREE YEARS OVERALL THERE WAS A DECREASE IN PERCENTAGE THREE YEARS OVERALL THERE WAS A DECREASE IN PERCENTAGE OF

412STUDENTS MAYBE THE BENCHMARK DECREASE IN PERCENTAGE OF STUDENTS MAYBE THE BENCHMARK DECREASE IN PERCENTAGE OF STUDENTS MAYBE THE BENCHMARK BUT COMPARED TO LAST YEAR ASIAN OF STUDENTS MAYBE THE BENCHMARK BUT COMPARED TO LAST YEAR ASIAN OF STUDENTS MAYBE THE BENCHMARK BUT COMPARED TO LAST YEAR ASIAN WHITE STUDENTS INCREASED BY ONE BUT COMPARED TO LAST YEAR ASIAN WHITE STUDENTS INCREASED BY ONE BUT COMPARED TO LAST YEAR ASIAN WHITE STUDENTS INCREASED BY ONE PERCENTAGE POINT BLACK STUDENTS WHITE STUDENTS INCREASED BY ONE PERCENTAGE POINT BLACK STUDENTS WHITE STUDENTS INCREASED BY ONE PERCENTAGE POINT BLACK STUDENTS MAINTAIN AND BLACK SINCE PERCENTAGE POINT BLACK STUDENTS MAINTAIN AND BLACK SINCE PERCENTAGE POINT BLACK STUDENTS MAINTAIN AND BLACK SINCE MAINTAIN THEIR PERCENTAGE AT MAINTAIN AND BLACK SINCE MAINTAIN THEIR PERCENTAGE AT MAINTAIN AND BLACK SINCE MAINTAIN THEIR PERCENTAGE AT THIRTY THREE PERCENT.

413MAINTAIN THEIR PERCENTAGE AT THIRTY THREE PERCENT. MAINTAIN THEIR PERCENTAGE AT THIRTY THREE PERCENT. THIS SLIDE DISPLAYS THE THIRTY THREE PERCENT. THIS SLIDE DISPLAYS THE THIRTY THREE PERCENT. THIS SLIDE DISPLAYS THE PERCENTAGE OF STUDENTS MEANING THIS SLIDE DISPLAYS THE PERCENTAGE OF STUDENTS MEANING THIS SLIDE DISPLAYS THE PERCENTAGE OF STUDENTS MEANING THE MATH BENCHMARK BY STUDENT PERCENTAGE OF STUDENTS MEANING THE MATH BENCHMARK BY STUDENT PERCENTAGE OF STUDENTS MEANING THE MATH BENCHMARK BY STUDENT GROUP FOR VCS OVER THE LAST THE MATH BENCHMARK BY STUDENT GROUP FOR VCS OVER THE LAST THE MATH BENCHMARK BY STUDENT GROUP FOR VCS OVER THE LAST THREE YEARS OVERALL THERE WAS GROUP FOR VCS OVER THE LAST THREE YEARS OVERALL THERE WAS GROUP FOR VCS OVER THE LAST THREE YEARS OVERALL THERE WAS AN INCREASE IN THE PERCENTAGE THREE YEARS OVERALL THERE WAS

414AN INCREASE IN THE PERCENTAGE THREE YEARS OVERALL THERE WAS AN INCREASE IN THE PERCENTAGE OF STUDENTS MEETING THE MATH AN INCREASE IN THE PERCENTAGE OF STUDENTS MEETING THE MATH AN INCREASE IN THE PERCENTAGE OF STUDENTS MEETING THE MATH BENCHMARK COMPARED TO THE PRIOR OF STUDENTS MEETING THE MATH BENCHMARK COMPARED TO THE PRIOR OF STUDENTS MEETING THE MATH BENCHMARK COMPARED TO THE PRIOR ALL STUDENT GROUPS HAD AN BENCHMARK COMPARED TO THE PRIOR ALL STUDENT GROUPS HAD AN BENCHMARK COMPARED TO THE PRIOR ALL STUDENT GROUPS HAD AN INCREASE IN THE PERCENTAGE ALL STUDENT GROUPS HAD AN INCREASE IN THE PERCENTAGE ALL STUDENT GROUPS HAD AN INCREASE IN THE PERCENTAGE OF STUDENTS MEETING THE MATH INCREASE IN THE PERCENTAGE OF STUDENTS MEETING THE MATH INCREASE IN THE PERCENTAGE OF STUDENTS MEETING THE MATH BENCHMARK WITH THE EXCEPTION OF

415STUDENTS MEETING THE MATH BENCHMARK WITH THE EXCEPTION OF STUDENTS MEETING THE MATH BENCHMARK WITH THE EXCEPTION OF MULTIRACIAL STUDENTS, BENCHMARK WITH THE EXCEPTION OF MULTIRACIAL STUDENTS, BENCHMARK WITH THE EXCEPTION OF MULTIRACIAL STUDENTS, INCREASES RANGE FROM SIX TO 11 OF MULTIRACIAL STUDENTS, INCREASES RANGE FROM SIX TO 11 OF MULTIRACIAL STUDENTS, INCREASES RANGE FROM SIX TO 11 PERCENTAGE POINTS COMPARED TO INCREASES RANGE FROM SIX TO 11 PERCENTAGE POINTS COMPARED TO INCREASES RANGE FROM SIX TO 11 PERCENTAGE POINTS COMPARED TO LAST YEAR WITH ASIAN STUDENTS PERCENTAGE POINTS COMPARED TO LAST YEAR WITH ASIAN STUDENTS PERCENTAGE POINTS COMPARED TO LAST YEAR WITH ASIAN STUDENTS HAVING THE LARGEST INCREASE AT LAST YEAR WITH ASIAN STUDENTS HAVING THE LARGEST INCREASE AT LAST YEAR WITH ASIAN STUDENTS HAVING THE LARGEST INCREASE AT ELEVEN PERCENTAGE POINTS. HAVING THE LARGEST INCREASE AT ELEVEN PERCENTAGE

416POINTS. HAVING THE LARGEST INCREASE AT ELEVEN PERCENTAGE POINTS. SO IT'S A QUICK OVERVIEW OF THE ELEVEN PERCENTAGE POINTS. SO IT'S A QUICK OVERVIEW OF THE ELEVEN PERCENTAGE POINTS. SO IT'S A QUICK OVERVIEW OF THE NEXT COLLEGE READINESS SO IT'S A QUICK OVERVIEW OF THE NEXT COLLEGE READINESS SO IT'S A QUICK OVERVIEW OF THE NEXT COLLEGE READINESS ASSESSMENT. NEXT COLLEGE READINESS ASSESSMENT. NEXT COLLEGE READINESS ASSESSMENT. THE SAT IS A TEST CREATED AND ASSESSMENT. THE SAT IS A TEST CREATED AND ASSESSMENT. THE SAT IS A TEST CREATED AND ADMINISTERED BY THE COLLEGE THE SAT IS A TEST CREATED AND ADMINISTERED BY THE COLLEGE THE SAT IS A TEST CREATED AND ADMINISTERED BY THE COLLEGE BOARD IT IS TYPICALLY TAKEN IN ADMINISTERED BY THE COLLEGE BOARD IT IS TYPICALLY TAKEN IN ADMINISTERED BY THE COLLEGE BOARD IT IS

417TYPICALLY TAKEN IN THE SPRING STUDENTS 11TH GRADE BOARD IT IS TYPICALLY TAKEN IN THE SPRING STUDENTS 11TH GRADE BOARD IT IS TYPICALLY TAKEN IN THE SPRING STUDENTS 11TH GRADE YEAR OR THE FALL OF THE SENIOR THE SPRING STUDENTS 11TH GRADE YEAR OR THE FALL OF THE SENIOR THE SPRING STUDENTS 11TH GRADE YEAR OR THE FALL OF THE SENIOR YEAR. YEAR OR THE FALL OF THE SENIOR YEAR. YEAR OR THE FALL OF THE SENIOR YEAR. THE SAT ADMINISTERED ON YEAR. THE SAT ADMINISTERED ON YEAR. THE SAT ADMINISTERED ON SATURDAYS AT VARIOUS VIRGINIA THE SAT ADMINISTERED ON SATURDAYS AT VARIOUS VIRGINIA THE SAT ADMINISTERED ON SATURDAYS AT VARIOUS VIRGINIA BEACH HIGH SCHOOLS. SATURDAYS AT VARIOUS VIRGINIA BEACH HIGH SCHOOLS. SATURDAYS AT VARIOUS VIRGINIA BEACH HIGH SCHOOLS. STUDENTS ARE RESPONSIBLE FOR BEACH HIGH SCHOOLS. STUDENTS ARE RESPONSIBLE FOR

418BEACH HIGH SCHOOLS. STUDENTS ARE RESPONSIBLE FOR PAYING ALL FEES FOR THE TESTS STUDENTS ARE RESPONSIBLE FOR PAYING ALL FEES FOR THE TESTS STUDENTS ARE RESPONSIBLE FOR PAYING ALL FEES FOR THE TESTS AND PROVIDING THEIR OWN PAYING ALL FEES FOR THE TESTS AND PROVIDING THEIR OWN PAYING ALL FEES FOR THE TESTS AND PROVIDING THEIR OWN TRANSPORTATION TO AND FROM THE AND PROVIDING THEIR OWN TRANSPORTATION TO AND FROM THE AND PROVIDING THEIR OWN TRANSPORTATION TO AND FROM THE TESTING LOCATION. TRANSPORTATION TO AND FROM THE TESTING LOCATION. TRANSPORTATION TO AND FROM THE TESTING LOCATION. FINANCIAL ASSISTANCE FOR THE TESTING LOCATION. FINANCIAL ASSISTANCE FOR THE TESTING LOCATION. FINANCIAL ASSISTANCE FOR THE SAT IS AVAILABLE THROUGH FEE FINANCIAL ASSISTANCE FOR THE SAT IS AVAILABLE THROUGH FEE FINANCIAL ASSISTANCE FOR THE SAT IS AVAILABLE THROUGH FEE WAIVERS TO WRITE ABOUT COLLEGE

419SAT IS AVAILABLE THROUGH FEE WAIVERS TO WRITE ABOUT COLLEGE SAT IS AVAILABLE THROUGH FEE WAIVERS TO WRITE ABOUT COLLEGE BOARD AND INDIVIDUAL SCHOOLS WAIVERS TO WRITE ABOUT COLLEGE BOARD AND INDIVIDUAL SCHOOLS WAIVERS TO WRITE ABOUT COLLEGE BOARD AND INDIVIDUAL SCHOOLS AND STUDENTS CAN ALSO REQUEST BOARD AND INDIVIDUAL SCHOOLS AND STUDENTS CAN ALSO REQUEST BOARD AND INDIVIDUAL SCHOOLS AND STUDENTS CAN ALSO REQUEST ADDITIONAL FINANCIAL AND STUDENTS CAN ALSO REQUEST ADDITIONAL FINANCIAL AND STUDENTS CAN ALSO REQUEST ADDITIONAL FINANCIAL ASSISTANCE. ADDITIONAL FINANCIAL ASSISTANCE. ADDITIONAL FINANCIAL ASSISTANCE. THE ACCESS FOUNDATION THE SAT ASSISTANCE. THE ACCESS FOUNDATION THE SAT ASSISTANCE. THE ACCESS FOUNDATION THE SAT CONTAINS THREE TESTS READING THE ACCESS FOUNDATION THE SAT CONTAINS THREE TESTS READING THE ACCESS FOUNDATION THE SAT CONTAINS THREE TESTS READING WRITING AND MATH WITH AN CONTAINS THREE TESTS READING WRITING AND MATH WITH

420AN CONTAINS THREE TESTS READING WRITING AND MATH WITH AN OPTIONAL FOURTH ESSAY SECTION WRITING AND MATH WITH AN OPTIONAL FOURTH ESSAY SECTION WRITING AND MATH WITH AN OPTIONAL FOURTH ESSAY SECTION THE >> CHART ON THIS SLIDE OPTIONAL FOURTH ESSAY SECTION THE >> CHART ON THIS SLIDE OPTIONAL FOURTH ESSAY SECTION THE >> CHART ON THIS SLIDE PLAYS THE ESTIMATED SAT THE >> CHART ON THIS SLIDE PLAYS THE ESTIMATED SAT THE >> CHART ON THIS SLIDE PLAYS THE ESTIMATED SAT PARTICIPATION RATE BASED ON THE PLAYS THE ESTIMATED SAT PARTICIPATION RATE BASED ON THE PLAYS THE ESTIMATED SAT PARTICIPATION RATE BASED ON THE SAT COLLEGE BOARD REPORTS AND PARTICIPATION RATE BASED ON THE SAT COLLEGE BOARD REPORTS AND PARTICIPATION RATE BASED ON THE SAT COLLEGE BOARD REPORTS AND THE PVCS REPORT OF GRADUATES SAT COLLEGE BOARD REPORTS AND

421THE PVCS REPORT OF GRADUATES SAT COLLEGE BOARD REPORTS AND THE PVCS REPORT OF GRADUATES SINCE TWENTY NINETEEN TWENTY THE PVCS REPORT OF GRADUATES SINCE TWENTY NINETEEN TWENTY THE PVCS REPORT OF GRADUATES SINCE TWENTY NINETEEN TWENTY TWENTY THE PERCENTAGE SINCE TWENTY NINETEEN TWENTY TWENTY THE PERCENTAGE SINCE TWENTY NINETEEN TWENTY TWENTY THE PERCENTAGE OF STUDENTS TAKING THE SAT HAS TWENTY THE PERCENTAGE OF STUDENTS TAKING THE SAT HAS TWENTY THE PERCENTAGE OF STUDENTS TAKING THE SAT HAS DECREASED FROM FIFTY SIX OF STUDENTS TAKING THE SAT HAS DECREASED FROM FIFTY SIX OF STUDENTS TAKING THE SAT HAS DECREASED FROM FIFTY SIX PERCENT TO THIRTY SIX PERCENT DECREASED FROM FIFTY SIX PERCENT TO THIRTY SIX PERCENT DECREASED FROM FIFTY SIX PERCENT TO THIRTY SIX PERCENT FOR THE CLASS TWENTY TWENTY PERCENT TO THIRTY SIX PERCENT FOR THE CLASS TWENTY TWENTY

422PERCENT TO THIRTY SIX PERCENT FOR THE CLASS TWENTY TWENTY FOUR AS A REMINDER THIS MAY BE FOR THE CLASS TWENTY TWENTY FOUR AS A REMINDER THIS MAY BE FOR THE CLASS TWENTY TWENTY FOUR AS A REMINDER THIS MAY BE DUE TO THE FACT THAT MANY FOUR AS A REMINDER THIS MAY BE DUE TO THE FACT THAT MANY FOUR AS A REMINDER THIS MAY BE DUE TO THE FACT THAT MANY COLLEGES AND UNIVERSITIES HAVE DUE TO THE FACT THAT MANY COLLEGES AND UNIVERSITIES HAVE DUE TO THE FACT THAT MANY COLLEGES AND UNIVERSITIES HAVE DISCONTINUED THE USE OF THE SAT COLLEGES AND UNIVERSITIES HAVE DISCONTINUED THE USE OF THE SAT COLLEGES AND UNIVERSITIES HAVE DISCONTINUED THE USE OF THE SAT AS AN ENTRANCE REQUIREMENT DISCONTINUED THE USE OF THE SAT AS AN ENTRANCE REQUIREMENT DISCONTINUED THE USE

423OF THE SAT AS AN ENTRANCE REQUIREMENT HISTORICALLY WE COMPARED TO THE AS AN ENTRANCE REQUIREMENT HISTORICALLY WE COMPARED TO THE AS AN ENTRANCE REQUIREMENT HISTORICALLY WE COMPARED TO THE STATE OF THE NATION HAS HAD A HISTORICALLY WE COMPARED TO THE STATE OF THE NATION HAS HAD A HISTORICALLY WE COMPARED TO THE STATE OF THE NATION HAS HAD A LOWER PERCENTAGE OF STUDENTS STATE OF THE NATION HAS HAD A LOWER PERCENTAGE OF STUDENTS STATE OF THE NATION HAS HAD A LOWER PERCENTAGE OF STUDENTS OF STUDENTS PARTICIPATING IN LOWER PERCENTAGE OF STUDENTS OF STUDENTS PARTICIPATING IN LOWER PERCENTAGE OF STUDENTS OF STUDENTS PARTICIPATING IN THE SAT THE TABLE AT THE BOTTOM OF STUDENTS PARTICIPATING IN THE SAT THE TABLE AT THE BOTTOM OF STUDENTS PARTICIPATING IN THE SAT THE TABLE AT THE BOTTOM OF THE SLIDE DISPLAYS

424THE SAT THE TABLE AT THE BOTTOM OF THE SLIDE DISPLAYS THE SAT THE TABLE AT THE BOTTOM OF THE SLIDE DISPLAYS CHARACTERISTICS SAT TEST TAKERS OF THE SLIDE DISPLAYS CHARACTERISTICS SAT TEST TAKERS OF THE SLIDE DISPLAYS CHARACTERISTICS SAT TEST TAKERS FOR THE CLASS OF TWENTY TWENTY CHARACTERISTICS SAT TEST TAKERS FOR THE CLASS OF TWENTY TWENTY CHARACTERISTICS SAT TEST TAKERS FOR THE CLASS OF TWENTY TWENTY FOUR FOR VIRGINIA BEACH SCHOOLS FOR THE CLASS OF TWENTY TWENTY FOUR FOR VIRGINIA BEACH SCHOOLS FOR THE CLASS OF TWENTY TWENTY FOUR FOR VIRGINIA BEACH SCHOOLS PUBLIC SCHOOLS IN VIRGINIA AND FOUR FOR VIRGINIA BEACH SCHOOLS PUBLIC SCHOOLS IN VIRGINIA AND FOUR FOR VIRGINIA BEACH SCHOOLS PUBLIC SCHOOLS IN VIRGINIA AND THE NATIONAL GROUP OF SAT TEST PUBLIC SCHOOLS IN VIRGINIA AND THE NATIONAL GROUP OF SAT TEST PUBLIC SCHOOLS IN

425VIRGINIA AND THE NATIONAL GROUP OF SAT TEST THE NUMBERS IN NUMBERS IN THE THE NATIONAL GROUP OF SAT TEST THE NUMBERS IN NUMBERS IN THE THE NATIONAL GROUP OF SAT TEST THE NUMBERS IN NUMBERS IN THE TABLE REPRESENT THE DEMOGRAPHIC THE NUMBERS IN NUMBERS IN THE TABLE REPRESENT THE DEMOGRAPHIC THE NUMBERS IN NUMBERS IN THE TABLE REPRESENT THE DEMOGRAPHIC CHARACTERIS FOR ONLY THOSE TABLE REPRESENT THE DEMOGRAPHIC CHARACTERIS FOR ONLY THOSE TABLE REPRESENT THE DEMOGRAPHIC CHARACTERIS FOR ONLY THOSE STUDENTS WHO TOOK THE SAT FOR CHARACTERIS FOR ONLY THOSE STUDENTS WHO TOOK THE SAT FOR CHARACTERIS FOR ONLY THOSE STUDENTS WHO TOOK THE SAT FOR EXAMPLE ONE THOUSAND SEVEN STUDENTS WHO TOOK THE SAT FOR EXAMPLE ONE THOUSAND SEVEN STUDENTS WHO TOOK THE SAT FOR EXAMPLE ONE THOUSAND SEVEN HUNDRED AND SEVENTY VIRGINIA EXAMPLE ONE THOUSAND SEVEN

426HUNDRED AND SEVENTY VIRGINIA EXAMPLE ONE THOUSAND SEVEN HUNDRED AND SEVENTY VIRGINIA BEACH STUDENTS IN THE CLASS HUNDRED AND SEVENTY VIRGINIA BEACH STUDENTS IN THE CLASS HUNDRED AND SEVENTY VIRGINIA BEACH STUDENTS IN THE CLASS OF TWENTY TWENTY FOUR TOOK BEACH STUDENTS IN THE CLASS OF TWENTY TWENTY FOUR TOOK BEACH STUDENTS IN THE CLASS OF TWENTY TWENTY FOUR TOOK OF THESE STUDENTS TWO HUNDRED OF TWENTY TWENTY FOUR TOOK OF THESE STUDENTS TWO HUNDRED OF TWENTY TWENTY FOUR TOOK OF THESE STUDENTS TWO HUNDRED TWO HUNDRED AND ONE OR ELEVEN OF THESE STUDENTS TWO HUNDRED TWO HUNDRED AND ONE OR ELEVEN OF THESE STUDENTS TWO HUNDRED TWO HUNDRED AND ONE OR ELEVEN PERCENT ASIAN COMPARED TO THE TWO HUNDRED AND ONE OR ELEVEN PERCENT ASIAN COMPARED TO THE TWO HUNDRED AND ONE OR ELEVEN PERCENT ASIAN COMPARED TO THE

427TOTAL GROUP ACROSS IN VIRGINIA PERCENT ASIAN COMPARED TO THE TOTAL GROUP ACROSS IN VIRGINIA PERCENT ASIAN COMPARED TO THE TOTAL GROUP ACROSS IN VIRGINIA BEACH HAD A HIGHER A HIGHER TOTAL GROUP ACROSS IN VIRGINIA BEACH HAD A HIGHER A HIGHER TOTAL GROUP ACROSS IN VIRGINIA BEACH HAD A HIGHER A HIGHER PERCENTAGE OF ASIAN BLACK BEACH HAD A HIGHER A HIGHER PERCENTAGE OF ASIAN BLACK BEACH HAD A HIGHER A HIGHER PERCENTAGE OF ASIAN BLACK MULTIRACIAL WHITE STUDENTS WHO PERCENTAGE OF ASIAN BLACK MULTIRACIAL WHITE STUDENTS WHO PERCENTAGE OF ASIAN BLACK MULTIRACIAL WHITE STUDENTS WHO TOOK THE SAT OVERALL DATA FOR MULTIRACIAL WHITE STUDENTS WHO TOOK THE SAT OVERALL DATA FOR MULTIRACIAL WHITE STUDENTS WHO TOOK THE SAT OVERALL DATA FOR VIRGINIA TEST TAKERS WERE MORE TOOK THE SAT OVERALL DATA FOR VIRGINIA TEST TAKERS WERE MORE TOOK

428THE SAT OVERALL DATA FOR VIRGINIA TEST TAKERS WERE MORE SIMILAR TO PUBLIC SCHOOL TEST VIRGINIA TEST TAKERS WERE MORE SIMILAR TO PUBLIC SCHOOL TEST VIRGINIA TEST TAKERS WERE MORE SIMILAR TO PUBLIC SCHOOL TEST TAKERS BECAUSE THIS COMPARISONS SIMILAR TO PUBLIC SCHOOL TEST TAKERS BECAUSE THIS COMPARISONS SIMILAR TO PUBLIC SCHOOL TEST TAKERS BECAUSE THIS COMPARISONS ON THE NEXT FEW SLIDES WILL TAKERS BECAUSE THIS COMPARISONS ON THE NEXT FEW SLIDES WILL TAKERS BECAUSE THIS COMPARISONS ON THE NEXT FEW SLIDES WILL FOCUS ON VIRGINIA AND VIRGINIA ON THE NEXT FEW SLIDES WILL FOCUS ON VIRGINIA AND VIRGINIA ON THE NEXT FEW SLIDES WILL FOCUS ON VIRGINIA AND VIRGINIA PUBLIC SCHOOL DATA HOWEVER DATA FOCUS ON VIRGINIA AND VIRGINIA PUBLIC SCHOOL DATA HOWEVER DATA FOCUS ON VIRGINIA AND VIRGINIA PUBLIC SCHOOL DATA HOWEVER DATA FOR THE TOTAL THE TOTAL

429GROUP PUBLIC SCHOOL DATA HOWEVER DATA FOR THE TOTAL THE TOTAL GROUP PUBLIC SCHOOL DATA HOWEVER DATA FOR THE TOTAL THE TOTAL GROUP IS INCLUDED FOR YOUR REFERENCE FOR THE TOTAL THE TOTAL GROUP IS INCLUDED FOR YOUR REFERENCE FOR THE TOTAL THE TOTAL GROUP IS INCLUDED FOR YOUR REFERENCE TO TURN ON THIS SLIDE DISPLAYS IS INCLUDED FOR YOUR REFERENCE TO TURN ON THIS SLIDE DISPLAYS IS INCLUDED FOR YOUR REFERENCE TO TURN ON THIS SLIDE DISPLAYS THE PERCENTAGE STUDENTS BY TO TURN ON THIS SLIDE DISPLAYS THE PERCENTAGE STUDENTS BY TO TURN ON THIS SLIDE DISPLAYS THE PERCENTAGE STUDENTS BY STUDENT GROUP MEETING THE THE PERCENTAGE STUDENTS BY STUDENT GROUP MEETING THE THE PERCENTAGE STUDENTS BY STUDENT GROUP MEETING THE EVIDENCE BASED READING AND STUDENT GROUP MEETING THE EVIDENCE BASED READING AND STUDENT GROUP MEETING THE EVIDENCE BASED

430READING AND WRITING BENCHMARK ON SET FOR EVIDENCE BASED READING AND WRITING BENCHMARK ON SET FOR EVIDENCE BASED READING AND WRITING BENCHMARK ON SET FOR VIRGINIA BEACH PUBLIC SCHOOLS WRITING BENCHMARK ON SET FOR VIRGINIA BEACH PUBLIC SCHOOLS WRITING BENCHMARK ON SET FOR VIRGINIA BEACH PUBLIC SCHOOLS IN VIRGINIA AND ALL SAT TEST VIRGINIA BEACH PUBLIC SCHOOLS IN VIRGINIA AND ALL SAT TEST VIRGINIA BEACH PUBLIC SCHOOLS IN VIRGINIA AND ALL SAT TEST BECAUSE WE COMPARED TO THE IN VIRGINIA AND ALL SAT TEST BECAUSE WE COMPARED TO THE IN VIRGINIA AND ALL SAT TEST BECAUSE WE COMPARED TO THE STATE VIRGINIA BEACH HAD A BECAUSE WE COMPARED TO THE STATE VIRGINIA BEACH HAD A BECAUSE WE COMPARED TO THE STATE VIRGINIA BEACH HAD A HIGHER PERCENTAGE OF STUDENTS STATE VIRGINIA BEACH HAD A HIGHER PERCENTAGE OF STUDENTS STATE VIRGINIA

431BEACH HAD A HIGHER PERCENTAGE OF STUDENTS ACROSS ALL STUDENT GROUPS HIGHER PERCENTAGE OF STUDENTS ACROSS ALL STUDENT GROUPS HIGHER PERCENTAGE OF STUDENTS ACROSS ALL STUDENT GROUPS MEETING THE BENCHMARK. ACROSS ALL STUDENT GROUPS MEETING THE BENCHMARK. ACROSS ALL STUDENT GROUPS MEETING THE BENCHMARK. THIS SLIDE DISPLAYS THE MEETING THE BENCHMARK. THIS SLIDE DISPLAYS THE MEETING THE BENCHMARK. THIS SLIDE DISPLAYS THE PERCENTAGE OF STUDENTS MEETING THIS SLIDE DISPLAYS THE PERCENTAGE OF STUDENTS MEETING THIS SLIDE DISPLAYS THE PERCENTAGE OF STUDENTS MEETING THE BENCHMARK BY STUDENT FOR PERCENTAGE OF STUDENTS MEETING THE BENCHMARK BY STUDENT FOR PERCENTAGE OF STUDENTS MEETING THE BENCHMARK BY STUDENT FOR STUDENTS OVER STUDENTS OVER THE THE BENCHMARK BY STUDENT FOR STUDENTS OVER STUDENTS OVER THE THE BENCHMARK BY STUDENT FOR STUDENTS OVER STUDENTS OVER THE LAST THREE YEARS OVERALL THERE STUDENTS OVER STUDENTS OVER THE

432LAST THREE YEARS OVERALL THERE STUDENTS OVER STUDENTS OVER THE LAST THREE YEARS OVERALL THERE HAS BEEN AN INCREASE IN THE LAST THREE YEARS OVERALL THERE HAS BEEN AN INCREASE IN THE LAST THREE YEARS OVERALL THERE HAS BEEN AN INCREASE IN THE PERCENTAGE OF STUDENTS MEETING HAS BEEN AN INCREASE IN THE PERCENTAGE OF STUDENTS MEETING HAS BEEN AN INCREASE IN THE PERCENTAGE OF STUDENTS MEETING THE BENCHMARK COMPARED TO THE PERCENTAGE OF STUDENTS MEETING THE BENCHMARK COMPARED TO THE PERCENTAGE OF STUDENTS MEETING THE BENCHMARK COMPARED TO THE PRIOR YEAR ASIAN STUDENTS THE BENCHMARK COMPARED TO THE PRIOR YEAR ASIAN STUDENTS THE BENCHMARK COMPARED TO THE PRIOR YEAR ASIAN STUDENTS MAINTAIN THEIR PERCENTAGE IN PRIOR YEAR ASIAN STUDENTS MAINTAIN THEIR PERCENTAGE IN PRIOR YEAR ASIAN STUDENTS MAINTAIN THEIR PERCENTAGE IN NINETY ONE PERCENT BLACK AND MAINTAIN THEIR PERCENTAGE

433IN NINETY ONE PERCENT BLACK AND MAINTAIN THEIR PERCENTAGE IN NINETY ONE PERCENT BLACK AND HISPANIC STUDENT GROUPS BOTH NINETY ONE PERCENT BLACK AND HISPANIC STUDENT GROUPS BOTH NINETY ONE PERCENT BLACK AND HISPANIC STUDENT GROUPS BOTH HAD INCREASES THE PERCENTAGE HISPANIC STUDENT GROUPS BOTH HAD INCREASES THE PERCENTAGE HISPANIC STUDENT GROUPS BOTH HAD INCREASES THE PERCENTAGE MEANING THE BENCHMARK AND THE HAD INCREASES THE PERCENTAGE MEANING THE BENCHMARK AND THE HAD INCREASES THE PERCENTAGE MEANING THE BENCHMARK AND THE MULTIRACIAL AND WHITE STUDENT MEANING THE BENCHMARK AND THE MULTIRACIAL AND WHITE STUDENT MEANING THE BENCHMARK AND THE MULTIRACIAL AND WHITE STUDENT GROUPS HAD DECREASES THIS CHART MULTIRACIAL AND WHITE STUDENT GROUPS HAD DECREASES THIS CHART MULTIRACIAL AND WHITE STUDENT GROUPS HAD DECREASES THIS CHART DISPLACE THE PERCENTAGE GROUPS HAD DECREASES THIS CHART DISPLACE THE PERCENTAGE GROUPS HAD DECREASES THIS

434CHART DISPLACE THE PERCENTAGE OF STUDENTS BY STUDENT GROUP DISPLACE THE PERCENTAGE OF STUDENTS BY STUDENT GROUP DISPLACE THE PERCENTAGE OF STUDENTS BY STUDENT GROUP MEETING THE MATH BENCHMARK ON OF STUDENTS BY STUDENT GROUP MEETING THE MATH BENCHMARK ON OF STUDENTS BY STUDENT GROUP MEETING THE MATH BENCHMARK ON THE SAT OVERALL A HIGHER MEETING THE MATH BENCHMARK ON THE SAT OVERALL A HIGHER MEETING THE MATH BENCHMARK ON THE SAT OVERALL A HIGHER PERCENTAGE STUDENTS MET THE THE SAT OVERALL A HIGHER PERCENTAGE STUDENTS MET THE THE SAT OVERALL A HIGHER PERCENTAGE STUDENTS MET THE MATH BENCHMARK COMPARED TO PERCENTAGE STUDENTS MET THE MATH BENCHMARK COMPARED TO PERCENTAGE STUDENTS MET THE MATH BENCHMARK COMPARED TO PUBLIC SCHOOLS IN VIRGINIA MATH BENCHMARK COMPARED TO PUBLIC SCHOOLS IN VIRGINIA MATH BENCHMARK COMPARED TO PUBLIC SCHOOLS IN VIRGINIA COMPARED TO THE

435STATE VIRGINIA PUBLIC SCHOOLS IN VIRGINIA COMPARED TO THE STATE VIRGINIA PUBLIC SCHOOLS IN VIRGINIA COMPARED TO THE STATE VIRGINIA BEACH HAD HIGHER PERCENTAGES COMPARED TO THE STATE VIRGINIA BEACH HAD HIGHER PERCENTAGES COMPARED TO THE STATE VIRGINIA BEACH HAD HIGHER PERCENTAGES BLACK HISPANIC AND WHITE BEACH HAD HIGHER PERCENTAGES BLACK HISPANIC AND WHITE BEACH HAD HIGHER PERCENTAGES BLACK HISPANIC AND WHITE STUDENTS WHITE STUDENTS MEANING BLACK HISPANIC AND WHITE STUDENTS WHITE STUDENTS MEANING BLACK HISPANIC AND WHITE STUDENTS WHITE STUDENTS MEANING THE MATH BENCHMARK THIS SLIDE STUDENTS WHITE STUDENTS MEANING THE MATH BENCHMARK THIS SLIDE STUDENTS WHITE STUDENTS MEANING THE MATH BENCHMARK THIS SLIDE DISPLAYS THE PERCENTAGE THE MATH BENCHMARK THIS SLIDE DISPLAYS THE PERCENTAGE THE MATH BENCHMARK THIS SLIDE DISPLAYS THE PERCENTAGE OF STUDENTS MEETING THE SAT DISPLAYS THE PERCENTAGE OF STUDENTS MEETING THE SAT DISPLAYS THE PERCENTAGE

436OF STUDENTS MEETING THE SAT BENCH SAT MATH BENCHMARK BY OF STUDENTS MEETING THE SAT BENCH SAT MATH BENCHMARK BY OF STUDENTS MEETING THE SAT BENCH SAT MATH BENCHMARK BY STUDENT GROUP FOR VCS OVER THE BENCH SAT MATH BENCHMARK BY STUDENT GROUP FOR VCS OVER THE BENCH SAT MATH BENCHMARK BY STUDENT GROUP FOR VCS OVER THE LAST THREE YEARS OVERALL THE STUDENT GROUP FOR VCS OVER THE LAST THREE YEARS OVERALL THE STUDENT GROUP FOR VCS OVER THE LAST THREE YEARS OVERALL THE PERCENTAGE OF STUDENTS MEETING LAST THREE YEARS OVERALL THE PERCENTAGE OF STUDENTS MEETING LAST THREE YEARS OVERALL THE PERCENTAGE OF STUDENTS MEETING THE MATH BENCHMARK IN TWENTY PERCENTAGE OF STUDENTS MEETING THE MATH BENCHMARK IN TWENTY PERCENTAGE OF STUDENTS MEETING THE MATH BENCHMARK IN TWENTY TWENTY THREE TWENTY TWENTY FOUR THE MATH BENCHMARK IN TWENTY

437TWENTY THREE TWENTY TWENTY FOUR THE MATH BENCHMARK IN TWENTY TWENTY THREE TWENTY TWENTY FOUR INCREASED THREE PERCENTAGE TWENTY THREE TWENTY TWENTY FOUR INCREASED THREE PERCENTAGE TWENTY THREE TWENTY TWENTY FOUR INCREASED THREE PERCENTAGE POINTS COMPARED TO THE PRIOR INCREASED THREE PERCENTAGE POINTS COMPARED TO THE PRIOR INCREASED THREE PERCENTAGE POINTS COMPARED TO THE PRIOR YEAR OLD STUDENT GROUPS HAD AN POINTS COMPARED TO THE PRIOR YEAR OLD STUDENT GROUPS HAD AN POINTS COMPARED TO THE PRIOR YEAR OLD STUDENT GROUPS HAD AN INCREASE IN THE PERCENTAGES THE YEAR OLD STUDENT GROUPS HAD AN INCREASE IN THE PERCENTAGES THE YEAR OLD STUDENT GROUPS HAD AN INCREASE IN THE PERCENTAGES THE MATH BENCHMARK WITH THE INCREASE IN THE PERCENTAGES THE MATH BENCHMARK WITH THE INCREASE IN THE PERCENTAGES THE MATH BENCHMARK WITH THE EXCEPTION OF THE MULTIRACIAL MATH BENCHMARK WITH THE

438EXCEPTION OF THE MULTIRACIAL MATH BENCHMARK WITH THE EXCEPTION OF THE MULTIRACIAL STUDENT GROUP AS A BRIEF EXCEPTION OF THE MULTIRACIAL STUDENT GROUP AS A BRIEF EXCEPTION OF THE MULTIRACIAL STUDENT GROUP AS A BRIEF SUMMARY PARTICIPATION IN AP STUDENT GROUP AS A BRIEF SUMMARY PARTICIPATION IN AP STUDENT GROUP AS A BRIEF SUMMARY PARTICIPATION IN AP EXAMS INCREASED IN SUMMARY PARTICIPATION IN AP EXAMS INCREASED IN SUMMARY PARTICIPATION IN AP EXAMS INCREASED IN PARTICIPATION DECREASED THE EXAMS INCREASED IN PARTICIPATION DECREASED THE EXAMS INCREASED IN PARTICIPATION DECREASED THE PERCENTAGES OF STUDENTS PARTICIPATION DECREASED THE PERCENTAGES OF STUDENTS PARTICIPATION DECREASED THE PERCENTAGES OF STUDENTS PARTICIPATING IN AP EXAMS AND PERCENTAGES OF STUDENTS PARTICIPATING IN AP EXAMS AND PERCENTAGES OF STUDENTS PARTICIPATING IN AP EXAMS AND HAVE BEEN HIGHER THAN THE STATE PARTICIPATING IN AP EXAMS AND HAVE BEEN HIGHER THAN

439THE STATE PARTICIPATING IN AP EXAMS AND HAVE BEEN HIGHER THAN THE STATE AND NATION AND PARTICIPATION HAVE BEEN HIGHER THAN THE STATE AND NATION AND PARTICIPATION HAVE BEEN HIGHER THAN THE STATE AND NATION AND PARTICIPATION CONTINUE TO DECREASE ON THE SAT AND NATION AND PARTICIPATION CONTINUE TO DECREASE ON THE SAT AND NATION AND PARTICIPATION CONTINUE TO DECREASE ON THE SAT WOULD OVERALL PERFORMANCE WAS CONTINUE TO DECREASE ON THE SAT WOULD OVERALL PERFORMANCE WAS CONTINUE TO DECREASE ON THE SAT WOULD OVERALL PERFORMANCE WAS ANALYZED FOR STUDENTS SIXTY SIX WOULD OVERALL PERFORMANCE WAS ANALYZED FOR STUDENTS SIXTY SIX WOULD OVERALL PERFORMANCE WAS ANALYZED FOR STUDENTS SIXTY SIX PERCENT OF AP EXAMS ATTEMPTED ANALYZED FOR STUDENTS SIXTY SIX PERCENT OF AP EXAMS ATTEMPTED ANALYZED FOR STUDENTS SIXTY SIX PERCENT OF AP EXAMS ATTEMPTED RECEIVED A SCORE OF THREE

440OR PERCENT OF AP EXAMS ATTEMPTED RECEIVED A SCORE OF THREE OR PERCENT OF AP EXAMS ATTEMPTED RECEIVED A SCORE OF THREE OR HIGHER FIFTY SEVEN PERCENT RECEIVED A SCORE OF THREE OR HIGHER FIFTY SEVEN PERCENT RECEIVED A SCORE OF THREE OR HIGHER FIFTY SEVEN PERCENT OF THE 11TH GRADE PSAT TEST HIGHER FIFTY SEVEN PERCENT OF THE 11TH GRADE PSAT TEST HIGHER FIFTY SEVEN PERCENT OF THE 11TH GRADE PSAT TEST TAKERS OF THE YEAR BENCHMARK OF THE 11TH GRADE PSAT TEST TAKERS OF THE YEAR BENCHMARK OF THE 11TH GRADE PSAT TEST TAKERS OF THE YEAR BENCHMARK AND THIRTY ONE PERCENT MET THE TAKERS OF THE YEAR BENCHMARK AND THIRTY ONE PERCENT MET THE TAKERS OF THE YEAR BENCHMARK AND THIRTY ONE PERCENT MET THE MATH BENCHMARK 86 PERCENT AND THIRTY ONE PERCENT MET THE MATH BENCHMARK

44186 PERCENT AND THIRTY ONE PERCENT MET THE MATH BENCHMARK 86 PERCENT OF STUDENTS IN THE CLASS THE MATH BENCHMARK 86 PERCENT OF STUDENTS IN THE CLASS THE MATH BENCHMARK 86 PERCENT OF STUDENTS IN THE CLASS THE CLASS OF TWENTY TWENTY FOUR WHO OF STUDENTS IN THE CLASS THE CLASS OF TWENTY TWENTY FOUR WHO OF STUDENTS IN THE CLASS THE CLASS OF TWENTY TWENTY FOUR WHO TOOK THE SAT AT THE EAW CLASS OF TWENTY TWENTY FOUR WHO TOOK THE SAT AT THE EAW CLASS OF TWENTY TWENTY FOUR WHO TOOK THE SAT AT THE EAW BENCHMARK AND FIFTY SIX MET THE TOOK THE SAT AT THE EAW BENCHMARK AND FIFTY SIX MET THE TOOK THE SAT AT THE EAW BENCHMARK AND FIFTY SIX MET THE MATH BENCHMARK A HIGHER BENCHMARK AND FIFTY SIX MET THE MATH BENCHMARK

442A HIGHER BENCHMARK AND FIFTY SIX MET THE MATH BENCHMARK A HIGHER PERCENTAGE OF VBC TEST TAKERS MATH BENCHMARK A HIGHER PERCENTAGE OF VBC TEST TAKERS MATH BENCHMARK A HIGHER PERCENTAGE OF VBC TEST TAKERS ABOUT THE CITY BENCHMARKS FOR PERCENTAGE OF VBC TEST TAKERS ABOUT THE CITY BENCHMARKS FOR PERCENTAGE OF VBC TEST TAKERS ABOUT THE CITY BENCHMARKS FOR BOTH SECTIONS. ABOUT THE CITY BENCHMARKS FOR BOTH SECTIONS. ABOUT THE CITY BENCHMARKS FOR BOTH SECTIONS. THE VIRGINIA TEST TAKERS BUT BOTH SECTIONS. THE VIRGINIA TEST TAKERS BUT BOTH SECTIONS. THE VIRGINIA TEST TAKERS BUT VCS PERFORMANCE WAS LOWER ON THE VIRGINIA TEST TAKERS BUT VCS PERFORMANCE WAS LOWER ON THE VIRGINIA TEST TAKERS BUT VCS PERFORMANCE WAS LOWER ON THE AP ASSESSMENTS COMPARED TO VCS PERFORMANCE WAS LOWER ON THE AP ASSESSMENTS COMPARED TO VCS PERFORMANCE WAS LOWER ON

443THE AP ASSESSMENTS COMPARED TO THE PRIOR YEAR THE PERCENTAGE THE AP ASSESSMENTS COMPARED TO THE PRIOR YEAR THE PERCENTAGE THE AP ASSESSMENTS COMPARED TO THE PRIOR YEAR THE PERCENTAGE STUDENT SCORING THREE OR HIGHER THE PRIOR YEAR THE PERCENTAGE STUDENT SCORING THREE OR HIGHER THE PRIOR YEAR THE PERCENTAGE STUDENT SCORING THREE OR HIGHER ON AN AP EXAM THE BENCHMARKS ON STUDENT SCORING THREE OR HIGHER ON AN AP EXAM THE BENCHMARKS ON STUDENT SCORING THREE OR HIGHER ON AN AP EXAM THE BENCHMARKS ON THE MATH AND IN THE RW SECTIONS ON AN AP EXAM THE BENCHMARKS ON THE MATH AND IN THE RW SECTIONS ON AN AP EXAM THE BENCHMARKS ON THE MATH AND IN THE RW SECTIONS OF THE SAT MEETING THE MATH THE MATH AND IN THE RW SECTIONS OF THE SAT MEETING THE MATH

444THE MATH AND IN THE RW SECTIONS OF THE SAT MEETING THE MATH BENCHMARK ON THE SAT HAVE ALL OF THE SAT MEETING THE MATH BENCHMARK ON THE SAT HAVE ALL OF THE SAT MEETING THE MATH BENCHMARK ON THE SAT HAVE ALL INCREASED THE PERCENTAGE BENCHMARK ON THE SAT HAVE ALL INCREASED THE PERCENTAGE BENCHMARK ON THE SAT HAVE ALL INCREASED THE PERCENTAGE OF STUDENTS MAYBE THE MATH INCREASED THE PERCENTAGE OF STUDENTS MAYBE THE MATH INCREASED THE PERCENTAGE OF STUDENTS MAYBE THE MATH BENCHMARK ON THE PSAT W.S. OF STUDENTS MAYBE THE MATH BENCHMARK ON THE PSAT W.S. OF STUDENTS MAYBE THE MATH BENCHMARK ON THE PSAT W.S. DECREASED AND FINALLY BENCHMARK ON THE PSAT W.S. DECREASED AND FINALLY BENCHMARK ON THE PSAT W.S. DECREASED AND FINALLY PERFORMANCE WAS ANALYZED BY DECREASED AND FINALLY PERFORMANCE WAS ANALYZED BY

445DECREASED AND FINALLY PERFORMANCE WAS ANALYZED BY STUDENT GROUP AP EXAM PERFORMANCE WAS ANALYZED BY STUDENT GROUP AP EXAM PERFORMANCE WAS ANALYZED BY STUDENT GROUP AP EXAM PARTICIPATION PERFORMANCE STUDENT GROUP AP EXAM PARTICIPATION PERFORMANCE STUDENT GROUP AP EXAM PARTICIPATION PERFORMANCE INCREASE FOR ALL STUDENT GROUPS PARTICIPATION PERFORMANCE INCREASE FOR ALL STUDENT GROUPS PARTICIPATION PERFORMANCE INCREASE FOR ALL STUDENT GROUPS THE PERCENTAGE OF BLACK AND INCREASE FOR ALL STUDENT GROUPS THE PERCENTAGE OF BLACK AND INCREASE FOR ALL STUDENT GROUPS THE PERCENTAGE OF BLACK AND HISPANIC STUDENTS WHO MET THE THE PERCENTAGE OF BLACK AND HISPANIC STUDENTS WHO MET THE THE PERCENTAGE OF BLACK AND HISPANIC STUDENTS WHO MET THE UAW AND MATH SET BENCHMARKS HISPANIC STUDENTS WHO MET THE UAW AND MATH SET BENCHMARKS HISPANIC STUDENTS WHO MET THE UAW AND MATH SET BENCHMARKS INCREASED AND PERCENTAGES UAW AND

446MATH SET BENCHMARKS INCREASED AND PERCENTAGES UAW AND MATH SET BENCHMARKS INCREASED AND PERCENTAGES MEETING THE BENCHMARKS WERE INCREASED AND PERCENTAGES MEETING THE BENCHMARKS WERE INCREASED AND PERCENTAGES MEETING THE BENCHMARKS WERE HIGHER THAN VIRGINIA. MEETING THE BENCHMARKS WERE HIGHER THAN VIRGINIA. MEETING THE BENCHMARKS WERE HIGHER THAN VIRGINIA. THIS CONCLUDES THE PRESENTATION HIGHER THAN VIRGINIA. THIS CONCLUDES THE PRESENTATION HIGHER THAN VIRGINIA. THIS CONCLUDES THE PRESENTATION AVAILABLE FOR QUESTIONS AT THIS THIS CONCLUDES THE PRESENTATION AVAILABLE FOR QUESTIONS AT THIS THIS CONCLUDES THE PRESENTATION AVAILABLE FOR QUESTIONS AT THIS TIME. AVAILABLE FOR QUESTIONS AT THIS TIME. AVAILABLE FOR QUESTIONS AT THIS TIME. OK, MR. KAPLAN, THANK YOU FOR TIME. OK, MR. KAPLAN, THANK YOU FOR TIME. OK, MR. KAPLAN, THANK YOU FOR THIS DETAILED REPORT QUESTION OK, MR. KAPLAN, THANK YOU FOR THIS DETAILED REPORT QUESTION OK, MR. KAPLAN,

447THANK YOU FOR THIS DETAILED REPORT QUESTION THERE IS A REFERENCE TO THE THIS DETAILED REPORT QUESTION THERE IS A REFERENCE TO THE THIS DETAILED REPORT QUESTION THERE IS A REFERENCE TO THE FACT THAT THERE WERE SCORES THERE IS A REFERENCE TO THE FACT THAT THERE WERE SCORES THERE IS A REFERENCE TO THE FACT THAT THERE WERE SCORES THREE OR HIGHER WHAT IS THE FACT THAT THERE WERE SCORES THREE OR HIGHER WHAT IS THE FACT THAT THERE WERE SCORES THREE OR HIGHER WHAT IS THE HIGHEST SCORE POSSIBLE IS IT THREE OR HIGHER WHAT IS THE HIGHEST SCORE POSSIBLE IS IT THREE OR HIGHER WHAT IS THE HIGHEST SCORE POSSIBLE IS IT FIVE OF NINETY THREE? HIGHEST SCORE POSSIBLE IS IT FIVE OF NINETY THREE? HIGHEST SCORE POSSIBLE IS IT FIVE OF NINETY THREE? THANK YOU SECONDLY

448YOU MAKE FIVE OF NINETY THREE? THANK YOU SECONDLY YOU MAKE FIVE OF NINETY THREE? THANK YOU SECONDLY YOU MAKE REFERENCE TIME AND AGAIN THANK YOU SECONDLY YOU MAKE REFERENCE TIME AND AGAIN THANK YOU SECONDLY YOU MAKE REFERENCE TIME AND AGAIN OF MEETING BENCHMARK BUT I REFERENCE TIME AND AGAIN OF MEETING BENCHMARK BUT I REFERENCE TIME AND AGAIN OF MEETING BENCHMARK BUT I DON'T KNOW WHAT THAT MEANS OF MEETING BENCHMARK BUT I DON'T KNOW WHAT THAT MEANS OF MEETING BENCHMARK BUT I DON'T KNOW WHAT THAT MEANS RELATIVE TO A SCORE CAN YOU DON'T KNOW WHAT THAT MEANS RELATIVE TO A SCORE CAN YOU DON'T KNOW WHAT THAT MEANS RELATIVE TO A SCORE CAN YOU HELP ME UNDERSTAND THE RELATIVE TO A SCORE CAN YOU HELP ME UNDERSTAND THE RELATIVE TO A SCORE CAN YOU HELP ME

449UNDERSTAND THE PLACEMENT OF THE BENCHMARK IN HELP ME UNDERSTAND THE PLACEMENT OF THE BENCHMARK IN HELP ME UNDERSTAND THE PLACEMENT OF THE BENCHMARK IN THE OVERALL SCORING SYSTEM SO PLACEMENT OF THE BENCHMARK IN THE OVERALL SCORING SYSTEM SO PLACEMENT OF THE BENCHMARK IN THE OVERALL SCORING SYSTEM SO THE BENCHMARK IS SET TO SHOW AT THE OVERALL SCORING SYSTEM SO THE BENCHMARK IS SET TO SHOW AT THE OVERALL SCORING SYSTEM SO THE BENCHMARK IS SET TO SHOW AT THE STUDENT SHOULD HAVE SUCCESS THE BENCHMARK IS SET TO SHOW AT THE STUDENT SHOULD HAVE SUCCESS THE BENCHMARK IS SET TO SHOW AT THE STUDENT SHOULD HAVE SUCCESS IN COLLEGE BASICALLY AND SO THE STUDENT SHOULD HAVE SUCCESS IN COLLEGE BASICALLY AND SO THE STUDENT SHOULD HAVE SUCCESS IN COLLEGE BASICALLY AND SO SAID AT A CERTAIN QUARTILE

450SO IN COLLEGE BASICALLY AND SO SAID AT A CERTAIN QUARTILE SO IN COLLEGE BASICALLY AND SO SAID AT A CERTAIN QUARTILE SO THAT IF MEET THAT THAN THEY SAID AT A CERTAIN QUARTILE SO THAT IF MEET THAT THAN THEY SAID AT A CERTAIN QUARTILE SO THAT IF MEET THAT THAN THEY THEY'VE GOT THE BENCHMARK I THAT IF MEET THAT THAN THEY THEY'VE GOT THE BENCHMARK I THAT IF MEET THAT THAN THEY THEY'VE GOT THE BENCHMARK I DON'T KNOW IF KNOW IF I'M THEY'VE GOT THE BENCHMARK I DON'T KNOW IF KNOW IF I'M THEY'VE GOT THE BENCHMARK I DON'T KNOW IF KNOW IF I'M ANSWERING THE QUESTION DON'T KNOW IF KNOW IF I'M ANSWERING THE QUESTION DON'T KNOW IF KNOW IF I'M ANSWERING THE QUESTION CORRECTLY WELL IT'S HARD TO GET ANSWERING THE QUESTION CORRECTLY WELL

451IT'S HARD TO GET ANSWERING THE QUESTION CORRECTLY WELL IT'S HARD TO GET MY HANDS WRAPPED AROUND IT CORRECTLY WELL IT'S HARD TO GET MY HANDS WRAPPED AROUND IT CORRECTLY WELL IT'S HARD TO GET MY HANDS WRAPPED AROUND IT AROUND IT RELATIVE TO AN MY HANDS WRAPPED AROUND IT AROUND IT RELATIVE TO AN MY HANDS WRAPPED AROUND IT AROUND IT RELATIVE TO AN OVERALL SCORE GUESS WHAT I'M AROUND IT RELATIVE TO AN OVERALL SCORE GUESS WHAT I'M AROUND IT RELATIVE TO AN OVERALL SCORE GUESS WHAT I'M TRYING TO UNDERSTAND. OVERALL SCORE GUESS WHAT I'M TRYING TO UNDERSTAND. OVERALL SCORE GUESS WHAT I'M TRYING TO UNDERSTAND. YES, I'M GOING TO GIVE YOU AN TRYING TO UNDERSTAND. YES, I'M GOING TO GIVE YOU AN TRYING TO UNDERSTAND. YES, I'M GOING TO GIVE YOU AN ANALOGY SO WE KNOW

452YES, I'M GOING TO GIVE YOU AN ANALOGY SO WE KNOW YES, I'M GOING TO GIVE YOU AN ANALOGY SO WE KNOW TRADITIONALLY IN A GRADING ANALOGY SO WE KNOW TRADITIONALLY IN A GRADING ANALOGY SO WE KNOW TRADITIONALLY IN A GRADING SYSTEM 70 WOULD INDICATE TRADITIONALLY IN A GRADING SYSTEM 70 WOULD INDICATE TRADITIONALLY IN A GRADING SYSTEM 70 WOULD INDICATE PASSING ON THE SAT ON THE PSAT SYSTEM 70 WOULD INDICATE PASSING ON THE SAT ON THE PSAT SYSTEM 70 WOULD INDICATE PASSING ON THE SAT ON THE PSAT . PASSING ON THE SAT ON THE PSAT . PASSING ON THE SAT ON THE PSAT . THEY USE A MATHEMATICAL . THEY USE A MATHEMATICAL . THEY USE A MATHEMATICAL METHODOLOGY AND FORMULA TO THEY USE A MATHEMATICAL METHODOLOGY AND FORMULA TO THEY USE A MATHEMATICAL METHODOLOGY AND

453FORMULA TO DETERMINE WHAT IS THE SCORE METHODOLOGY AND FORMULA TO DETERMINE WHAT IS THE SCORE METHODOLOGY AND FORMULA TO DETERMINE WHAT IS THE SCORE GIVES THE GREATEST INDICATION DETERMINE WHAT IS THE SCORE GIVES THE GREATEST INDICATION DETERMINE WHAT IS THE SCORE GIVES THE GREATEST INDICATION THAT THE STUDENT WOULD BE GIVES THE GREATEST INDICATION THAT THE STUDENT WOULD BE GIVES THE GREATEST INDICATION THAT THE STUDENT WOULD BE SUCCESSFUL IN THAT CAUTIONED THAT THE STUDENT WOULD BE SUCCESSFUL IN THAT CAUTIONED THAT THE STUDENT WOULD BE SUCCESSFUL IN THAT CAUTIONED THAT BECOMES THE BECOMES THE SUCCESSFUL IN THAT CAUTIONED THAT BECOMES THE BECOMES THE SUCCESSFUL IN THAT CAUTIONED THAT BECOMES THE BECOMES THE BENCHMARK IN EVERY FEW YEARS THAT BECOMES THE BECOMES THE BENCHMARK IN EVERY FEW YEARS THAT BECOMES THE BECOMES THE BENCHMARK IN EVERY FEW YEARS

454JUST LIKE THEY DEAL WITH ANY BENCHMARK IN EVERY FEW YEARS JUST LIKE THEY DEAL WITH ANY BENCHMARK IN EVERY FEW YEARS JUST LIKE THEY DEAL WITH ANY NATIONALLY KNOWN TEST THEY GO JUST LIKE THEY DEAL WITH ANY NATIONALLY KNOWN TEST THEY GO JUST LIKE THEY DEAL WITH ANY NATIONALLY KNOWN TEST THEY GO BACK AND READ THEY TAKE ANOTHER NATIONALLY KNOWN TEST THEY GO BACK AND READ THEY TAKE ANOTHER NATIONALLY KNOWN TEST THEY GO BACK AND READ THEY TAKE ANOTHER LOOK AT THAT BENCHMARK TO SEE BACK AND READ THEY TAKE ANOTHER LOOK AT THAT BENCHMARK TO SEE BACK AND READ THEY TAKE ANOTHER LOOK AT THAT BENCHMARK TO SEE IF IT'S GONE UP OR GONE DOWN LOOK AT THAT BENCHMARK TO SEE IF IT'S GONE UP OR GONE DOWN LOOK AT THAT BENCHMARK TO SEE IF

455IT'S GONE UP OR GONE DOWN THAT'S A NORMED SCORE THAT YOU IF IT'S GONE UP OR GONE DOWN THAT'S A NORMED SCORE THAT YOU IF IT'S GONE UP OR GONE DOWN THAT'S A NORMED SCORE THAT YOU USE AND DETERMINE WHETHER OR THAT'S A NORMED SCORE THAT YOU USE AND DETERMINE WHETHER OR THAT'S A NORMED SCORE THAT YOU USE AND DETERMINE WHETHER OR NOT A STUDENT IS ON TRACK IN USE AND DETERMINE WHETHER OR NOT A STUDENT IS ON TRACK IN USE AND DETERMINE WHETHER OR NOT A STUDENT IS ON TRACK IN AREA TO SUCCEED IN COLLEGE OR NOT A STUDENT IS ON TRACK IN AREA TO SUCCEED IN COLLEGE OR NOT A STUDENT IS ON TRACK IN AREA TO SUCCEED IN COLLEGE OR OFF TRACK. AREA TO SUCCEED IN COLLEGE OR OFF TRACK. AREA TO

456SUCCEED IN COLLEGE OR OFF TRACK. SO A FUTURE PREDICTOR SO TO OFF TRACK. SO A FUTURE PREDICTOR SO TO OFF TRACK. SO A FUTURE PREDICTOR SO TO SPEAK. SO A FUTURE PREDICTOR SO TO SPEAK. SO A FUTURE PREDICTOR SO TO SPEAK. YES. SPEAK. YES. SPEAK. YES. OK, THANK YOU MR. THANK YOU YES. OK, THANK YOU MR. THANK YOU YES. OK, THANK YOU MR. THANK YOU VERY MUCH. OK, THANK YOU MR. THANK YOU VERY MUCH. OK, THANK YOU MR. THANK YOU VERY MUCH. OK, SO ON I IS WHICH SLIDE IT VERY MUCH. OK, SO ON I IS WHICH SLIDE IT VERY MUCH. OK, SO ON I IS WHICH SLIDE IT DOESN'T REALLY MATTER BUT IT OK, SO ON I IS WHICH SLIDE IT DOESN'T REALLY MATTER BUT IT OK, SO ON I IS WHICH SLIDE IT

457DOESN'T REALLY MATTER BUT IT SAYS PSAT PARTICIPATION HAS DOESN'T REALLY MATTER BUT IT SAYS PSAT PARTICIPATION HAS DOESN'T REALLY MATTER BUT IT SAYS PSAT PARTICIPATION HAS BEEN HIGHER THAN THE STATE AND SAYS PSAT PARTICIPATION HAS BEEN HIGHER THAN THE STATE AND SAYS PSAT PARTICIPATION HAS BEEN HIGHER THAN THE STATE AND NATION COULD THAT BE ATTRIBUTED BEEN HIGHER THAN THE STATE AND NATION COULD THAT BE ATTRIBUTED BEEN HIGHER THAN THE STATE AND NATION COULD THAT BE ATTRIBUTED TO THE FACT THAT WE OFFER THAT NATION COULD THAT BE ATTRIBUTED TO THE FACT THAT WE OFFER THAT NATION COULD THAT BE ATTRIBUTED TO THE FACT THAT WE OFFER THAT TO OUR STUDENTS ARE OTHER TO THE FACT THAT WE OFFER THAT TO OUR STUDENTS ARE OTHER TO THE FACT THAT WE OFFER THAT TO OUR STUDENTS ARE OTHER

458DIVISIONS DOING THAT OR IS THAT TO OUR STUDENTS ARE OTHER DIVISIONS DOING THAT OR IS THAT TO OUR STUDENTS ARE OTHER DIVISIONS DOING THAT OR IS THAT JUST VIRGINIA BEACH SO I THINK DIVISIONS DOING THAT OR IS THAT JUST VIRGINIA BEACH SO I THINK DIVISIONS DOING THAT OR IS THAT JUST VIRGINIA BEACH SO I THINK MR. JAMISON CAN PROVIDE JUST VIRGINIA BEACH SO I THINK MR. JAMISON CAN PROVIDE JUST VIRGINIA BEACH SO I THINK MR. JAMISON CAN PROVIDE SPECIFICS BUT WE DO PROVIDE IT MR. JAMISON CAN PROVIDE SPECIFICS BUT WE DO PROVIDE IT MR. JAMISON CAN PROVIDE SPECIFICS BUT WE DO PROVIDE IT TO ALL 10TH AND 11TH GRADERS. SPECIFICS BUT WE DO PROVIDE IT TO ALL 10TH AND 11TH GRADERS. SPECIFICS BUT WE DO PROVIDE IT TO ALL 10TH AND 11TH GRADERS. CORRECT. TO

459ALL 10TH AND 11TH GRADERS. CORRECT. TO ALL 10TH AND 11TH GRADERS. CORRECT. HE'LL COME CLARIFY I'M UP NEXT. CORRECT. HE'LL COME CLARIFY I'M UP NEXT. CORRECT. HE'LL COME CLARIFY I'M UP NEXT. JUST OK FOR PSAT FOR TED HE'LL COME CLARIFY I'M UP NEXT. JUST OK FOR PSAT FOR TED HE'LL COME CLARIFY I'M UP NEXT. JUST OK FOR PSAT FOR TED GRADERS WE MEASURE PSAT TEN FOR JUST OK FOR PSAT FOR TED GRADERS WE MEASURE PSAT TEN FOR JUST OK FOR PSAT FOR TED GRADERS WE MEASURE PSAT TEN FOR 11TH GRADERS PSAT AND RESCUE GRADERS WE MEASURE PSAT TEN FOR 11TH GRADERS PSAT AND RESCUE GRADERS WE MEASURE PSAT TEN FOR 11TH GRADERS PSAT AND RESCUE TEAM THAT'S THE ONE TIME THEY 11TH GRADERS PSAT AND RESCUE TEAM THAT'S THE ONE TIME THEY 11TH GRADERS PSAT

460AND RESCUE TEAM THAT'S THE ONE TIME THEY QUALIFIED FOR THE NATIONAL TEAM THAT'S THE ONE TIME THEY QUALIFIED FOR THE NATIONAL TEAM THAT'S THE ONE TIME THEY QUALIFIED FOR THE NATIONAL MARRIED SCHOLARSHIP TEST. QUALIFIED FOR THE NATIONAL MARRIED SCHOLARSHIP TEST. QUALIFIED FOR THE NATIONAL MARRIED SCHOLARSHIP TEST. FOR YOUR QUESTION REGARDS TO MARRIED SCHOLARSHIP TEST. FOR YOUR QUESTION REGARDS TO MARRIED SCHOLARSHIP TEST. FOR YOUR QUESTION REGARDS TO WHAT OTHER SCHOOL DIVISIONS FOR YOUR QUESTION REGARDS TO WHAT OTHER SCHOOL DIVISIONS FOR YOUR QUESTION REGARDS TO WHAT OTHER SCHOOL DIVISIONS ELECT TO DO IT REALLY IT REALLY WHAT OTHER SCHOOL DIVISIONS ELECT TO DO IT REALLY IT REALLY WHAT OTHER SCHOOL DIVISIONS ELECT TO DO IT REALLY IT REALLY IS UP TO THE LOCAL SCHOOL NOT ELECT TO DO IT REALLY IT REALLY IS UP TO THE LOCAL

461SCHOOL NOT ELECT TO DO IT REALLY IT REALLY IS UP TO THE LOCAL SCHOOL NOT ALL SCHOOL DIVISIONS CHOOSE TO IS UP TO THE LOCAL SCHOOL NOT ALL SCHOOL DIVISIONS CHOOSE TO IS UP TO THE LOCAL SCHOOL NOT ALL SCHOOL DIVISIONS CHOOSE TO PAY FOR ALL THE ALL THE 11TH ALL SCHOOL DIVISIONS CHOOSE TO PAY FOR ALL THE ALL THE 11TH ALL SCHOOL DIVISIONS CHOOSE TO PAY FOR ALL THE ALL THE 11TH GRADERS TO TAKE THAT WE DO IN PAY FOR ALL THE ALL THE 11TH GRADERS TO TAKE THAT WE DO IN PAY FOR ALL THE ALL THE 11TH GRADERS TO TAKE THAT WE DO IN VIRGINIA BEACH WHICH IS WHY WE GRADERS TO TAKE THAT WE DO IN VIRGINIA BEACH WHICH IS WHY WE GRADERS TO TAKE THAT WE DO IN VIRGINIA BEACH WHICH

462IS WHY WE DO HAVE THAT SIGNIFICANT HIGHER VIRGINIA BEACH WHICH IS WHY WE DO HAVE THAT SIGNIFICANT HIGHER VIRGINIA BEACH WHICH IS WHY WE DO HAVE THAT SIGNIFICANT HIGHER PARTICIPATION RATE THAN WHAT DO HAVE THAT SIGNIFICANT HIGHER PARTICIPATION RATE THAN WHAT DO HAVE THAT SIGNIFICANT HIGHER PARTICIPATION RATE THAN WHAT YOU SEE ACROSS ON AVERAGE PARTICIPATION RATE THAN WHAT YOU SEE ACROSS ON AVERAGE PARTICIPATION RATE THAN WHAT YOU SEE ACROSS ON AVERAGE ACROSS THE STATE AND ACROSS THE YOU SEE ACROSS ON AVERAGE ACROSS THE STATE AND ACROSS THE YOU SEE ACROSS ON AVERAGE ACROSS THE STATE AND ACROSS THE NATION. ACROSS THE STATE AND ACROSS THE NATION. ACROSS THE STATE AND ACROSS THE NATION. AND SO I GUESS WHAT I'M REALLY NATION. AND SO I GUESS WHAT I'M REALLY NATION. AND SO I GUESS WHAT I'M

463REALLY LOOKING AT HERE TO ME IS IS AND SO I GUESS WHAT I'M REALLY LOOKING AT HERE TO ME IS IS AND SO I GUESS WHAT I'M REALLY LOOKING AT HERE TO ME IS IS IT'S POSSIBLE IN SOME OF THESE LOOKING AT HERE TO ME IS IS IT'S POSSIBLE IN SOME OF THESE LOOKING AT HERE TO ME IS IS IT'S POSSIBLE IN SOME OF THESE METRICS THAT ARE SCORES ARE A IT'S POSSIBLE IN SOME OF THESE METRICS THAT ARE SCORES ARE A IT'S POSSIBLE IN SOME OF THESE METRICS THAT ARE SCORES ARE A LITTLE BIT LOWER BECAUSE WE MAY METRICS THAT ARE SCORES ARE A LITTLE BIT LOWER BECAUSE WE MAY METRICS THAT ARE SCORES ARE A LITTLE BIT LOWER BECAUSE WE MAY HAVE A STUDENT THAT REALLY LITTLE BIT LOWER BECAUSE WE MAY HAVE

464A STUDENT THAT REALLY LITTLE BIT LOWER BECAUSE WE MAY HAVE A STUDENT THAT REALLY ISN'T INTERESTED INVESTED IN HAVE A STUDENT THAT REALLY ISN'T INTERESTED INVESTED IN HAVE A STUDENT THAT REALLY ISN'T INTERESTED INVESTED IN THAT THAT COLLEGE TRACK TAKING ISN'T INTERESTED INVESTED IN THAT THAT COLLEGE TRACK TAKING ISN'T INTERESTED INVESTED IN THAT THAT COLLEGE TRACK TAKING IT JUST TO SEE HOW THEY SEE HOW THAT THAT COLLEGE TRACK TAKING IT JUST TO SEE HOW THEY SEE HOW THAT THAT COLLEGE TRACK TAKING IT JUST TO SEE HOW THEY SEE HOW THEY DO AND THAT COULD IMPACT IT JUST TO SEE HOW THEY SEE HOW THEY DO AND THAT COULD IMPACT IT JUST TO SEE HOW THEY SEE HOW THEY DO AND THAT COULD IMPACT THIS COURSE I THINK MOTIVATION THEY DO AND THAT COULD IMPACT THIS

465COURSE I THINK MOTIVATION THEY DO AND THAT COULD IMPACT THIS COURSE I THINK MOTIVATION IS ALWAYS IMPACT ON DATA I THIS COURSE I THINK MOTIVATION IS ALWAYS IMPACT ON DATA I THIS COURSE I THINK MOTIVATION IS ALWAYS IMPACT ON DATA I THINK ALSO WE NEED TO KEEP IN IS ALWAYS IMPACT ON DATA I THINK ALSO WE NEED TO KEEP IN IS ALWAYS IMPACT ON DATA I THINK ALSO WE NEED TO KEEP IN MIND THE ASSESSMENTS ARE THINK ALSO WE NEED TO KEEP IN MIND THE ASSESSMENTS ARE THINK ALSO WE NEED TO KEEP IN MIND THE ASSESSMENTS ARE DESIGNED TO COVER COURSE MIND THE ASSESSMENTS ARE DESIGNED TO COVER COURSE MIND THE ASSESSMENTS ARE DESIGNED TO COVER COURSE SUBJECT CONTENT. DESIGNED TO COVER COURSE SUBJECT CONTENT. DESIGNED TO COVER COURSE SUBJECT CONTENT. OK, SHOULD WE HAVE

466STUDENTS WHO SUBJECT CONTENT. OK, SHOULD WE HAVE STUDENTS WHO SUBJECT CONTENT. OK, SHOULD WE HAVE STUDENTS WHO ARE TAKING THIS ASSESSMENT OR OK, SHOULD WE HAVE STUDENTS WHO ARE TAKING THIS ASSESSMENT OR OK, SHOULD WE HAVE STUDENTS WHO ARE TAKING THIS ASSESSMENT OR THESE ASSESSMENTS WHO HAVE NOT ARE TAKING THIS ASSESSMENT OR THESE ASSESSMENTS WHO HAVE NOT ARE TAKING THIS ASSESSMENT OR THESE ASSESSMENTS WHO HAVE NOT YET TAKEN SOME OF THE MATH THESE ASSESSMENTS WHO HAVE NOT YET TAKEN SOME OF THE MATH THESE ASSESSMENTS WHO HAVE NOT YET TAKEN SOME OF THE MATH COURSES THAT ARE COVERED ON THE YET TAKEN SOME OF THE MATH COURSES THAT ARE COVERED ON THE YET TAKEN SOME OF THE MATH COURSES THAT ARE COVERED ON THE ASSESSMENT WHO WILL EVENTUALLY COURSES THAT ARE COVERED ON THE ASSESSMENT WHO

467WILL EVENTUALLY COURSES THAT ARE COVERED ON THE ASSESSMENT WHO WILL EVENTUALLY WHICH IS WHY WE SEE THE ASSESSMENT WHO WILL EVENTUALLY WHICH IS WHY WE SEE THE ASSESSMENT WHO WILL EVENTUALLY WHICH IS WHY WE SEE THE INCREASE IN SCORES WHEN WE GET WHICH IS WHY WE SEE THE INCREASE IN SCORES WHEN WE GET WHICH IS WHY WE SEE THE INCREASE IN SCORES WHEN WE GET TO SAT AND THEN TO YOUR POINT INCREASE IN SCORES WHEN WE GET TO SAT AND THEN TO YOUR POINT INCREASE IN SCORES WHEN WE GET TO SAT AND THEN TO YOUR POINT THOSE WE'RE TAKING THE ARE THE TO SAT AND THEN TO YOUR POINT THOSE WE'RE TAKING THE ARE THE TO SAT AND THEN TO YOUR POINT THOSE WE'RE TAKING THE ARE THE SAT ARE THOSE WHO ARE CHOOSING THOSE

468WE'RE TAKING THE ARE THE SAT ARE THOSE WHO ARE CHOOSING THOSE WE'RE TAKING THE ARE THE SAT ARE THOSE WHO ARE CHOOSING THAT PATHWAY INDICATING AS SUCH SAT ARE THOSE WHO ARE CHOOSING THAT PATHWAY INDICATING AS SUCH SAT ARE THOSE WHO ARE CHOOSING THAT PATHWAY INDICATING AS SUCH BY TAKING THE TEST SO YES THAT PATHWAY INDICATING AS SUCH BY TAKING THE TEST SO YES THAT PATHWAY INDICATING AS SUCH BY TAKING THE TEST SO YES MOTIVATION AS WELL AS ACCESS TO BY TAKING THE TEST SO YES MOTIVATION AS WELL AS ACCESS TO BY TAKING THE TEST SO YES MOTIVATION AS WELL AS ACCESS TO COURSE CONTENT FROM A MOTIVATION AS WELL AS ACCESS TO COURSE CONTENT FROM A MOTIVATION AS WELL AS ACCESS TO COURSE CONTENT FROM A COMPLETION STANDPOINT OR THEY COURSE CONTENT FROM A

469COMPLETION STANDPOINT OR THEY COURSE CONTENT FROM A COMPLETION STANDPOINT OR THEY COULD BE IN THE COURSE AND COMPLETION STANDPOINT OR THEY COULD BE IN THE COURSE AND COMPLETION STANDPOINT OR THEY COULD BE IN THE COURSE AND HAVEN'T QUITE REACHED OR COULD BE IN THE COURSE AND HAVEN'T QUITE REACHED OR COULD BE IN THE COURSE AND HAVEN'T QUITE REACHED OR THEY'RE ABOUT TO TAKE THE HAVEN'T QUITE REACHED OR THEY'RE ABOUT TO TAKE THE HAVEN'T QUITE REACHED OR THEY'RE ABOUT TO TAKE THE COURSE IN THE UPCOMING THEY'RE ABOUT TO TAKE THE COURSE IN THE UPCOMING THEY'RE ABOUT TO TAKE THE COURSE IN THE UPCOMING SEMESTER. COURSE IN THE UPCOMING SEMESTER. COURSE IN THE UPCOMING SEMESTER. OK, SO I BELIEVE LAST YEAR WE SEMESTER. OK, SO I BELIEVE LAST YEAR WE SEMESTER. OK, SO I BELIEVE LAST YEAR

470WE HAD A SIMILAR PRESENTATION AND OK, SO I BELIEVE LAST YEAR WE HAD A SIMILAR PRESENTATION AND OK, SO I BELIEVE LAST YEAR WE HAD A SIMILAR PRESENTATION AND I HAD MENTIONED HOW IT WOULD BE HAD A SIMILAR PRESENTATION AND I HAD MENTIONED HOW IT WOULD BE HAD A SIMILAR PRESENTATION AND I HAD MENTIONED HOW IT WOULD BE NICE TO HAVE THE DATA TO SHOW I HAD MENTIONED HOW IT WOULD BE NICE TO HAVE THE DATA TO SHOW I HAD MENTIONED HOW IT WOULD BE NICE TO HAVE THE DATA TO SHOW HOW OUR STUDENTS IN OUR AP NICE TO HAVE THE DATA TO SHOW HOW OUR STUDENTS IN OUR AP NICE TO HAVE THE DATA TO SHOW HOW OUR STUDENTS IN OUR AP CLASSES PERFORMED FROM A GRADE HOW OUR STUDENTS IN OUR AP CLASSES

471PERFORMED FROM A GRADE HOW OUR STUDENTS IN OUR AP CLASSES PERFORMED FROM A GRADE PERSPECTIVE AS COMPARED TO CLASSES PERFORMED FROM A GRADE PERSPECTIVE AS COMPARED TO CLASSES PERFORMED FROM A GRADE PERSPECTIVE AS COMPARED TO THOSE THAT GOT A THREE HOUR PERSPECTIVE AS COMPARED TO THOSE THAT GOT A THREE HOUR PERSPECTIVE AS COMPARED TO THOSE THAT GOT A THREE HOUR HIGHER ON THAT AP EXAM. THOSE THAT GOT A THREE HOUR HIGHER ON THAT AP EXAM. THOSE THAT GOT A THREE HOUR HIGHER ON THAT AP EXAM. SO FOR EXAMPLE HOW MANY OF OUR HIGHER ON THAT AP EXAM. SO FOR EXAMPLE HOW MANY OF OUR HIGHER ON THAT AP EXAM. SO FOR EXAMPLE HOW MANY OF OUR STUDENTS GOT A'S IN THE COURSE SO FOR EXAMPLE HOW MANY OF OUR STUDENTS GOT A'S IN THE COURSE

472SO FOR EXAMPLE HOW MANY OF OUR STUDENTS GOT A'S IN THE COURSE THEN WENT ON TO PASS THAT AP STUDENTS GOT A'S IN THE COURSE THEN WENT ON TO PASS THAT AP STUDENTS GOT A'S IN THE COURSE THEN WENT ON TO PASS THAT AP COURSE AND I STILL WOULD BE THEN WENT ON TO PASS THAT AP COURSE AND I STILL WOULD BE THEN WENT ON TO PASS THAT AP COURSE AND I STILL WOULD BE VERY INTERESTED IN HAVING THAT COURSE AND I STILL WOULD BE VERY INTERESTED IN HAVING THAT COURSE AND I STILL WOULD BE VERY INTERESTED IN HAVING THAT INFORMATION TO ENSURE THAT OUR VERY INTERESTED IN HAVING THAT INFORMATION TO ENSURE THAT OUR VERY INTERESTED IN HAVING THAT INFORMATION TO ENSURE THAT OUR STUDENTS ARE REALLY TRULY INFORMATION TO ENSURE THAT OUR STUDENTS

473ARE REALLY TRULY INFORMATION TO ENSURE THAT OUR STUDENTS ARE REALLY TRULY PREPARED IF THEY'RE GETTING AN STUDENTS ARE REALLY TRULY PREPARED IF THEY'RE GETTING AN STUDENTS ARE REALLY TRULY PREPARED IF THEY'RE GETTING AN A IN THE CLASS THEY SHOULD PREPARED IF THEY'RE GETTING AN A IN THE CLASS THEY SHOULD PREPARED IF THEY'RE GETTING AN A IN THE CLASS THEY SHOULD DEFINITELY TO BE ABLE TO DO A IN THE CLASS THEY SHOULD DEFINITELY TO BE ABLE TO DO A IN THE CLASS THEY SHOULD DEFINITELY TO BE ABLE TO DO PRETTY WELL ON AP EXAM BARRING DEFINITELY TO BE ABLE TO DO PRETTY WELL ON AP EXAM BARRING DEFINITELY TO BE ABLE TO DO PRETTY WELL ON AP EXAM BARRING UNUSUAL CIRCUMSTANCES ARE A PRETTY WELL ON AP EXAM BARRING UNUSUAL CIRCUMSTANCES ARE A PRETTY WELL ON

474AP EXAM BARRING UNUSUAL CIRCUMSTANCES ARE A DIFFICULT DAY. UNUSUAL CIRCUMSTANCES ARE A DIFFICULT DAY. UNUSUAL CIRCUMSTANCES ARE A DIFFICULT DAY. SO I WOULD LIKE TO PERHAPS NEXT DIFFICULT DAY. SO I WOULD LIKE TO PERHAPS NEXT DIFFICULT DAY. SO I WOULD LIKE TO PERHAPS NEXT TIME HAVE THAT INFORMATION AND SO I WOULD LIKE TO PERHAPS NEXT TIME HAVE THAT INFORMATION AND SO I WOULD LIKE TO PERHAPS NEXT TIME HAVE THAT INFORMATION AND AS AS I MENTIONED LAST YEAR AND TIME HAVE THAT INFORMATION AND AS AS I MENTIONED LAST YEAR AND TIME HAVE THAT INFORMATION AND AS AS I MENTIONED LAST YEAR AND THEN THE OTHER THING IS IS AND AS AS I MENTIONED LAST YEAR AND THEN THE OTHER THING IS IS AND AS AS I MENTIONED LAST YEAR AND THEN THE OTHER THING IS IS

475AND I DON'T KNOW IF MAYBE IT COULD THEN THE OTHER THING IS IS AND I DON'T KNOW IF MAYBE IT COULD THEN THE OTHER THING IS IS AND I DON'T KNOW IF MAYBE IT COULD BE COVERED SOMEWHERE BUT I I DON'T KNOW IF MAYBE IT COULD BE COVERED SOMEWHERE BUT I I DON'T KNOW IF MAYBE IT COULD BE COVERED SOMEWHERE BUT I THINK IT WOULD BE SUITABLE HERE BE COVERED SOMEWHERE BUT I THINK IT WOULD BE SUITABLE HERE BE COVERED SOMEWHERE BUT I THINK IT WOULD BE SUITABLE HERE AS AS YOU'RE WELL AWARE I'M THINK IT WOULD BE SUITABLE HERE AS AS YOU'RE WELL AWARE I'M THINK IT WOULD BE SUITABLE HERE AS AS YOU'RE WELL AWARE I'M VERY PASSIONATE ABOUT THE DUAL AS AS YOU'RE WELL AWARE I'M VERY PASSIONATE ABOUT THE DUAL AS

476AS YOU'RE WELL AWARE I'M VERY PASSIONATE ABOUT THE DUAL ENROLLMENT PIECE IN THE FACT VERY PASSIONATE ABOUT THE DUAL ENROLLMENT PIECE IN THE FACT VERY PASSIONATE ABOUT THE DUAL ENROLLMENT PIECE IN THE FACT THAT THERE'S AN OPPORTUNITY FOR ENROLLMENT PIECE IN THE FACT THAT THERE'S AN OPPORTUNITY FOR ENROLLMENT PIECE IN THE FACT THAT THERE'S AN OPPORTUNITY FOR OUR STUDENTS. THAT THERE'S AN OPPORTUNITY FOR OUR STUDENTS. THAT THERE'S AN OPPORTUNITY FOR OUR STUDENTS. SO I I WOULD LOVE TO SEE WHAT OUR STUDENTS. SO I I WOULD LOVE TO SEE WHAT OUR STUDENTS. SO I I WOULD LOVE TO SEE WHAT OUR DUAL ENROLLMENT STUDENTS SO I I WOULD LOVE TO SEE WHAT OUR DUAL ENROLLMENT STUDENTS SO I I WOULD LOVE TO SEE WHAT OUR DUAL ENROLLMENT STUDENTS ARE DOING AND HOW MANY OF THEM OUR

477DUAL ENROLLMENT STUDENTS ARE DOING AND HOW MANY OF THEM OUR DUAL ENROLLMENT STUDENTS ARE DOING AND HOW MANY OF THEM HAVE SO WE HAVE A PERCENTAGE ARE DOING AND HOW MANY OF THEM HAVE SO WE HAVE A PERCENTAGE ARE DOING AND HOW MANY OF THEM HAVE SO WE HAVE A PERCENTAGE HERE AND I GET THAT WE'RE JUST HAVE SO WE HAVE A PERCENTAGE HERE AND I GET THAT WE'RE JUST HAVE SO WE HAVE A PERCENTAGE HERE AND I GET THAT WE'RE JUST DOING A PERCENTAGE NOT A NUMBER HERE AND I GET THAT WE'RE JUST DOING A PERCENTAGE NOT A NUMBER HERE AND I GET THAT WE'RE JUST DOING A PERCENTAGE NOT A NUMBER BUT IT WOULD BE GREAT TO KNOW DOING A PERCENTAGE NOT A NUMBER BUT IT WOULD BE GREAT TO KNOW DOING A

478PERCENTAGE NOT A NUMBER BUT IT WOULD BE GREAT TO KNOW HOW MANY STUDENTS CHOSE THAT BUT IT WOULD BE GREAT TO KNOW HOW MANY STUDENTS CHOSE THAT BUT IT WOULD BE GREAT TO KNOW HOW MANY STUDENTS CHOSE THAT DUAL ENROLLMENT ROOM SO RIGHT HOW MANY STUDENTS CHOSE THAT DUAL ENROLLMENT ROOM SO RIGHT HOW MANY STUDENTS CHOSE THAT DUAL ENROLLMENT ROOM SO RIGHT NOW WE HAVE ONE THOUSAND 110 DUAL ENROLLMENT ROOM SO RIGHT NOW WE HAVE ONE THOUSAND 110 DUAL ENROLLMENT ROOM SO RIGHT NOW WE HAVE ONE THOUSAND 110 STUDENTS TAKING STUDENTS TAKING NOW WE HAVE ONE THOUSAND 110 STUDENTS TAKING STUDENTS TAKING NOW WE HAVE ONE THOUSAND 110 STUDENTS TAKING STUDENTS TAKING COURSES >> THAT WAS REALLY STUDENTS TAKING STUDENTS TAKING COURSES >> THAT WAS REALLY STUDENTS TAKING STUDENTS TAKING COURSES >> THAT WAS REALLY

479QUICK THINKING OFF THE TOP COURSES >> THAT WAS REALLY QUICK THINKING OFF THE TOP COURSES >> THAT WAS REALLY QUICK THINKING OFF THE TOP OF YOUR HEAD THERE IT'S ALMOST QUICK THINKING OFF THE TOP OF YOUR HEAD THERE IT'S ALMOST QUICK THINKING OFF THE TOP OF YOUR HEAD THERE IT'S ALMOST LIKE YOU KNOW, I WAS AND ASK IF OF YOUR HEAD THERE IT'S ALMOST LIKE YOU KNOW, I WAS AND ASK IF OF YOUR HEAD THERE IT'S ALMOST LIKE YOU KNOW, I WAS AND ASK IF YOU. LIKE YOU KNOW, I WAS AND ASK IF YOU. LIKE YOU KNOW, I WAS AND ASK IF YOU. I GUESS YOU YOU IT SEND ON THAT YOU. I GUESS YOU YOU IT SEND ON THAT YOU. I GUESS YOU YOU IT SEND ON THAT EMAIL GOOD JOB. I GUESS YOU

480YOU IT SEND ON THAT EMAIL GOOD JOB. I GUESS YOU YOU IT SEND ON THAT EMAIL GOOD JOB. THIS IS WILLIAMS. EMAIL GOOD JOB. THIS IS WILLIAMS. EMAIL GOOD JOB. THIS IS WILLIAMS. YES, WELL I CAN COMPLETELY THIS IS WILLIAMS. YES, WELL I CAN COMPLETELY THIS IS WILLIAMS. YES, WELL I CAN COMPLETELY UNDERSTAND THE DILEMMA SORT YES, WELL I CAN COMPLETELY UNDERSTAND THE DILEMMA SORT YES, WELL I CAN COMPLETELY UNDERSTAND THE DILEMMA SORT OF WITH THE SAFETY AND SAFETY UNDERSTAND THE DILEMMA SORT OF WITH THE SAFETY AND SAFETY UNDERSTAND THE DILEMMA SORT OF WITH THE SAFETY AND SAFETY OF WILEY BECAUSE EVERYBODY OF WITH THE SAFETY AND SAFETY OF WILEY BECAUSE EVERYBODY OF WITH THE SAFETY AND SAFETY OF WILEY BECAUSE EVERYBODY TAKES IT AND THEY'RE NOT OF WILEY BECAUSE EVERYBODY TAKES IT AND THEY'RE

481NOT OF WILEY BECAUSE EVERYBODY TAKES IT AND THEY'RE NOT MOTIVATED SOME BUT FLIPPING THE TAKES IT AND THEY'RE NOT MOTIVATED SOME BUT FLIPPING THE TAKES IT AND THEY'RE NOT MOTIVATED SOME BUT FLIPPING THE AP IS OUR GOAL TO GET AS MANY MOTIVATED SOME BUT FLIPPING THE AP IS OUR GOAL TO GET AS MANY MOTIVATED SOME BUT FLIPPING THE AP IS OUR GOAL TO GET AS MANY STUDENTS AS POSSIBLE TO TAKE AN AP IS OUR GOAL TO GET AS MANY STUDENTS AS POSSIBLE TO TAKE AN AP IS OUR GOAL TO GET AS MANY STUDENTS AS POSSIBLE TO TAKE AN AP CLASS OR IS OUR GOAL TO GET STUDENTS AS POSSIBLE TO TAKE AN AP CLASS OR IS OUR GOAL TO GET STUDENTS AS POSSIBLE TO TAKE AN AP CLASS OR IS OUR GOAL TO GET AS

482MANY AS POSSIBLE TO TAKE THE AP CLASS OR IS OUR GOAL TO GET AS MANY AS POSSIBLE TO TAKE THE AP CLASS OR IS OUR GOAL TO GET AS MANY AS POSSIBLE TO TAKE THE AP AND SCORE THREE OR ABOVE SO AS MANY AS POSSIBLE TO TAKE THE AP AND SCORE THREE OR ABOVE SO AS MANY AS POSSIBLE TO TAKE THE AP AND SCORE THREE OR ABOVE SO IS THERE A CONCERN ON YOUR PART AP AND SCORE THREE OR ABOVE SO IS THERE A CONCERN ON YOUR PART AP AND SCORE THREE OR ABOVE SO IS THERE A CONCERN ON YOUR PART BECAUSE WE'RE SO HIGH ACCORDING IS THERE A CONCERN ON YOUR PART BECAUSE WE'RE SO HIGH ACCORDING IS THERE A CONCERN ON YOUR PART BECAUSE WE'RE SO HIGH ACCORDING TO THE STATE AND NATIONAL

483BECAUSE WE'RE SO HIGH ACCORDING TO THE STATE AND NATIONAL BECAUSE WE'RE SO HIGH ACCORDING TO THE STATE AND NATIONAL PARTICIPATION BUT WE'RE A TO THE STATE AND NATIONAL PARTICIPATION BUT WE'RE A TO THE STATE AND NATIONAL PARTICIPATION BUT WE'RE A LITTLE UNDER WITH SCORING THREE PARTICIPATION BUT WE'RE A LITTLE UNDER WITH SCORING THREE PARTICIPATION BUT WE'RE A LITTLE UNDER WITH SCORING THREE AND A AND A AND I'M HOPING IT'S LITTLE UNDER WITH SCORING THREE AND A AND A AND I'M HOPING IT'S LITTLE UNDER WITH SCORING THREE AND A AND A AND I'M HOPING IT'S BOTH SO THAT'S MY FIRST KIND AND A AND A AND I'M HOPING IT'S BOTH SO THAT'S MY FIRST KIND AND A AND A AND I'M HOPING IT'S BOTH SO THAT'S MY FIRST KIND OF OBSERVATION AND MY SECOND BOTH SO

484THAT'S MY FIRST KIND OF OBSERVATION AND MY SECOND BOTH SO THAT'S MY FIRST KIND OF OBSERVATION AND MY SECOND QUESTION IS DO YOU KNOW WHY IT OF OBSERVATION AND MY SECOND QUESTION IS DO YOU KNOW WHY IT OF OBSERVATION AND MY SECOND QUESTION IS DO YOU KNOW WHY IT IS LOW OR IS IT THAT A LOT OUR QUESTION IS DO YOU KNOW WHY IT IS LOW OR IS IT THAT A LOT OUR QUESTION IS DO YOU KNOW WHY IT IS LOW OR IS IT THAT A LOT OUR KIDS AREN'T TAKING THE EXAM AND IS LOW OR IS IT THAT A LOT OUR KIDS AREN'T TAKING THE EXAM AND IS LOW OR IS IT THAT A LOT OUR KIDS AREN'T TAKING THE EXAM AND AND SO I KIND OF LIKE TO HAVE KIDS AREN'T TAKING THE

485EXAM AND AND SO I KIND OF LIKE TO HAVE KIDS AREN'T TAKING THE EXAM AND AND SO I KIND OF LIKE TO HAVE SOME MORE DATA WITH MISS AND SO I KIND OF LIKE TO HAVE SOME MORE DATA WITH MISS AND SO I KIND OF LIKE TO HAVE SOME MORE DATA WITH MISS BROWN'S DATA ALSO WHO IS TAKEN SOME MORE DATA WITH MISS BROWN'S DATA ALSO WHO IS TAKEN SOME MORE DATA WITH MISS BROWN'S DATA ALSO WHO IS TAKEN THE COURSE BUT NOT THE EXAM SO BROWN'S DATA ALSO WHO IS TAKEN THE COURSE BUT NOT THE EXAM SO BROWN'S DATA ALSO WHO IS TAKEN THE COURSE BUT NOT THE EXAM SO TO ANSWER YOUR QUESTION THE THE COURSE BUT NOT THE EXAM SO TO ANSWER YOUR QUESTION THE THE COURSE BUT NOT THE EXAM SO

486TO ANSWER YOUR QUESTION THE FIRST PART OF HER OF HER WAS TO ANSWER YOUR QUESTION THE FIRST PART OF HER OF HER WAS TO ANSWER YOUR QUESTION THE FIRST PART OF HER OF HER WAS ARE WE PUSHING AP I THINK WHEN FIRST PART OF HER OF HER WAS ARE WE PUSHING AP I THINK WHEN FIRST PART OF HER OF HER WAS ARE WE PUSHING AP I THINK WHEN YOU LOOK AT YOU LOOK AT WHAT ARE WE PUSHING AP I THINK WHEN YOU LOOK AT YOU LOOK AT WHAT ARE WE PUSHING AP I THINK WHEN YOU LOOK AT YOU LOOK AT WHAT WE'VE TALKED ABOUT ACROSS YOU LOOK AT YOU LOOK AT WHAT WE'VE TALKED ABOUT ACROSS YOU LOOK AT YOU LOOK AT WHAT WE'VE TALKED ABOUT ACROSS STRATEGIC PLAN IS INCREASING WE'VE TALKED ABOUT ACROSS

487STRATEGIC PLAN IS INCREASING WE'VE TALKED ABOUT ACROSS STRATEGIC PLAN IS INCREASING ADVANCED COURSE OPPORTUNITIES STRATEGIC PLAN IS INCREASING ADVANCED COURSE OPPORTUNITIES STRATEGIC PLAN IS INCREASING ADVANCED COURSE OPPORTUNITIES TO BE THERE. ADVANCED COURSE OPPORTUNITIES TO BE THERE. ADVANCED COURSE OPPORTUNITIES TO BE THERE. AP DOLE ENROLLMENT EVEN IN THE TO BE THERE. AP DOLE ENROLLMENT EVEN IN THE TO BE THERE. AP DOLE ENROLLMENT EVEN IN THE FIELD AS WELL IN TERMS WHAT AP DOLE ENROLLMENT EVEN IN THE FIELD AS WELL IN TERMS WHAT AP DOLE ENROLLMENT EVEN IN THE FIELD AS WELL IN TERMS WHAT THEY'RE GETTING ACCESS TO THEIR FIELD AS WELL IN TERMS WHAT THEY'RE GETTING ACCESS TO THEIR FIELD AS WELL IN TERMS WHAT THEY'RE GETTING ACCESS TO THEIR ADVANTAGE LEVEL THAT HAVE A THEY'RE GETTING ACCESS TO THEIR ADVANTAGE LEVEL THAT HAVE A

488THEY'RE GETTING ACCESS TO THEIR ADVANTAGE LEVEL THAT HAVE A RIGOR THAT BELIEVE ALLOWS THEM ADVANTAGE LEVEL THAT HAVE A RIGOR THAT BELIEVE ALLOWS THEM ADVANTAGE LEVEL THAT HAVE A RIGOR THAT BELIEVE ALLOWS THEM TO FIT THOSE THREE YEARS RIGOR THAT BELIEVE ALLOWS THEM TO FIT THOSE THREE YEARS RIGOR THAT BELIEVE ALLOWS THEM TO FIT THOSE THREE YEARS OF ENLISTED, EMPLOYED AND TO FIT THOSE THREE YEARS OF ENLISTED, EMPLOYED AND TO FIT THOSE THREE YEARS OF ENLISTED, EMPLOYED AND ENROLLED WHEN YOU START LOOKING OF ENLISTED, EMPLOYED AND ENROLLED WHEN YOU START LOOKING OF ENLISTED, EMPLOYED AND ENROLLED WHEN YOU START LOOKING AT STUDENTS DECISION MAKING ENROLLED WHEN YOU START LOOKING AT STUDENTS DECISION MAKING ENROLLED WHEN YOU START LOOKING AT STUDENTS DECISION MAKING WHEN THEY MEET WITH THEIR AT STUDENTS DECISION MAKING WHEN THEY MEET WITH

489THEIR AT STUDENTS DECISION MAKING WHEN THEY MEET WITH THEIR SCHOOL COUNSELORS THEY ASKED WHEN THEY MEET WITH THEIR SCHOOL COUNSELORS THEY ASKED WHEN THEY MEET WITH THEIR SCHOOL COUNSELORS THEY ASKED VERY HARD QUESTIONS VERY SCHOOL COUNSELORS THEY ASKED VERY HARD QUESTIONS VERY SCHOOL COUNSELORS THEY ASKED VERY HARD QUESTIONS VERY SIMILAR TO WHAT HERE MRS. BROWN VERY HARD QUESTIONS VERY SIMILAR TO WHAT HERE MRS. BROWN VERY HARD QUESTIONS VERY SIMILAR TO WHAT HERE MRS. BROWN ASKING YOU JUST YOU JUST ASK SIMILAR TO WHAT HERE MRS. BROWN ASKING YOU JUST YOU JUST ASK SIMILAR TO WHAT HERE MRS. BROWN ASKING YOU JUST YOU JUST ASK WHAT IS THE AP IS GOING TO DO ASKING YOU JUST YOU JUST ASK WHAT IS THE AP IS GOING TO DO ASKING YOU JUST YOU JUST ASK WHAT IS THE AP

490IS GOING TO DO FOR ME GOING INTO COLLEGE WHAT IS THE AP IS GOING TO DO FOR ME GOING INTO COLLEGE WHAT IS THE AP IS GOING TO DO FOR ME GOING INTO COLLEGE VERSUS THE DUAL ENROLLMENT FOR ME GOING INTO COLLEGE VERSUS THE DUAL ENROLLMENT FOR ME GOING INTO COLLEGE VERSUS THE DUAL ENROLLMENT COURSE SO YOU SEE THAT 12 WOULD VERSUS THE DUAL ENROLLMENT COURSE SO YOU SEE THAT 12 WOULD VERSUS THE DUAL ENROLLMENT COURSE SO YOU SEE THAT 12 WOULD YOU SAY THAT NUMBER WAS BOBBY COURSE SO YOU SEE THAT 12 WOULD YOU SAY THAT NUMBER WAS BOBBY COURSE SO YOU SEE THAT 12 WOULD YOU SAY THAT NUMBER WAS BOBBY PROBABLY ONE THOUSAND NINE SOME YOU SAY THAT NUMBER WAS BOBBY PROBABLY ONE THOUSAND NINE SOME YOU SAY THAT NUMBER WAS BOBBY

491PROBABLY ONE THOUSAND NINE SOME ODD STUDENTS THAT WERE TAKING PROBABLY ONE THOUSAND NINE SOME ODD STUDENTS THAT WERE TAKING PROBABLY ONE THOUSAND NINE SOME ODD STUDENTS THAT WERE TAKING DUAL ENROLLMENT THAT INCREASES ODD STUDENTS THAT WERE TAKING DUAL ENROLLMENT THAT INCREASES ODD STUDENTS THAT WERE TAKING DUAL ENROLLMENT THAT INCREASES COME BECAUSE STUDENTS ARE DUAL ENROLLMENT THAT INCREASES COME BECAUSE STUDENTS ARE DUAL ENROLLMENT THAT INCREASES COME BECAUSE STUDENTS ARE STUDENTS ARE NOW SEEING THE COME BECAUSE STUDENTS ARE STUDENTS ARE NOW SEEING THE COME BECAUSE STUDENTS ARE STUDENTS ARE NOW SEEING THE VALUE IN THAT VERSUS THEY'RE STUDENTS ARE NOW SEEING THE VALUE IN THAT VERSUS THEY'RE STUDENTS ARE NOW SEEING THE VALUE IN THAT VERSUS THEY'RE NOT GOING TO GIVE ME AN AP VALUE IN THAT VERSUS THEY'RE NOT GOING TO GIVE ME AN AP VALUE

492IN THAT VERSUS THEY'RE NOT GOING TO GIVE ME AN AP CREDIT IN COLLEGE SO WE DON'T NOT GOING TO GIVE ME AN AP CREDIT IN COLLEGE SO WE DON'T NOT GOING TO GIVE ME AN AP CREDIT IN COLLEGE SO WE DON'T NECESSARILY PUSH ONE OVER THE CREDIT IN COLLEGE SO WE DON'T NECESSARILY PUSH ONE OVER THE CREDIT IN COLLEGE SO WE DON'T NECESSARILY PUSH ONE OVER THE OTHER IT COMES THROUGH THE NECESSARILY PUSH ONE OVER THE OTHER IT COMES THROUGH THE NECESSARILY PUSH ONE OVER THE OTHER IT COMES THROUGH THE COURSE REQUEST PROCESS THE OTHER IT COMES THROUGH THE COURSE REQUEST PROCESS THE OTHER IT COMES THROUGH THE COURSE REQUEST PROCESS THE PATHWAYS THAT STUDENTS LOOKING COURSE REQUEST PROCESS THE PATHWAYS THAT STUDENTS LOOKING COURSE REQUEST PROCESS THE PATHWAYS THAT STUDENTS LOOKING TO DETERMINE TO

493TAKE TO SAY PATHWAYS THAT STUDENTS LOOKING TO DETERMINE TO TAKE TO SAY PATHWAYS THAT STUDENTS LOOKING TO DETERMINE TO TAKE TO SAY HERE'S THE BEST COURSE TO DETERMINE TO TAKE TO SAY HERE'S THE BEST COURSE TO DETERMINE TO TAKE TO SAY HERE'S THE BEST COURSE OFFERINGS YOU THROUGH OUR HERE'S THE BEST COURSE OFFERINGS YOU THROUGH OUR HERE'S THE BEST COURSE OFFERINGS YOU THROUGH OUR ACADEMIC CAREER PLAN AND I OFFERINGS YOU THROUGH OUR ACADEMIC CAREER PLAN AND I OFFERINGS YOU THROUGH OUR ACADEMIC CAREER PLAN AND I THINK THAT'S WHERE WE CONTINUE ACADEMIC CAREER PLAN AND I THINK THAT'S WHERE WE CONTINUE ACADEMIC CAREER PLAN AND I THINK THAT'S WHERE WE CONTINUE TO LOOK BACK AROUND THOSE THINK THAT'S WHERE WE CONTINUE TO LOOK BACK AROUND THOSE THINK THAT'S WHERE WE CONTINUE TO LOOK BACK AROUND THOSE

494ADVANCED COURSE OPPORTUNITIES TO LOOK BACK AROUND THOSE ADVANCED COURSE OPPORTUNITIES TO LOOK BACK AROUND THOSE ADVANCED COURSE OPPORTUNITIES AND BOBBY MAKES A GOOD POINT ADVANCED COURSE OPPORTUNITIES AND BOBBY MAKES A GOOD POINT ADVANCED COURSE OPPORTUNITIES AND BOBBY MAKES A GOOD POINT ABOUT THAT MATH AND ROBERTS AND BOBBY MAKES A GOOD POINT ABOUT THAT MATH AND ROBERTS AND BOBBY MAKES A GOOD POINT ABOUT THAT MATH AND ROBERTS SAID IN HIS PRESENTATION WE ABOUT THAT MATH AND ROBERTS SAID IN HIS PRESENTATION WE ABOUT THAT MATH AND ROBERTS SAID IN HIS PRESENTATION WE REALLY ARE TAKING A HARD LOOK SAID IN HIS PRESENTATION WE REALLY ARE TAKING A HARD LOOK SAID IN HIS PRESENTATION WE REALLY ARE TAKING A HARD LOOK WHEN YOU TALK ADVANCED COURSES REALLY ARE TAKING A HARD LOOK WHEN YOU TALK ADVANCED COURSES REALLY

495ARE TAKING A HARD LOOK WHEN YOU TALK ADVANCED COURSES IS WHERE WHEN ARE WE GETTING WHEN YOU TALK ADVANCED COURSES IS WHERE WHEN ARE WE GETTING WHEN YOU TALK ADVANCED COURSES IS WHERE WHEN ARE WE GETTING KIDS TO ALGEBRA TO AND WHO'S IS WHERE WHEN ARE WE GETTING KIDS TO ALGEBRA TO AND WHO'S IS WHERE WHEN ARE WE GETTING KIDS TO ALGEBRA TO AND WHO'S GETTING ACCESS TO ALGEBRA TO KIDS TO ALGEBRA TO AND WHO'S GETTING ACCESS TO ALGEBRA TO KIDS TO ALGEBRA TO AND WHO'S GETTING ACCESS TO ALGEBRA TO AND WHEN AND HOW WE ENSURING GETTING ACCESS TO ALGEBRA TO AND WHEN AND HOW WE ENSURING GETTING ACCESS TO ALGEBRA TO AND WHEN AND HOW WE ENSURING THAT THEIR FUTURE READY TO HAVE AND WHEN AND HOW WE ENSURING THAT THEIR FUTURE READY TO

496HAVE AND WHEN AND HOW WE ENSURING THAT THEIR FUTURE READY TO HAVE THOSE COURSES SO CANDIDLY WE'RE THAT THEIR FUTURE READY TO HAVE THOSE COURSES SO CANDIDLY WE'RE THAT THEIR FUTURE READY TO HAVE THOSE COURSES SO CANDIDLY WE'RE HAVING A LOT OF DISCUSSIONS THOSE COURSES SO CANDIDLY WE'RE HAVING A LOT OF DISCUSSIONS THOSE COURSES SO CANDIDLY WE'RE HAVING A LOT OF DISCUSSIONS AROUND WHAT IS TO GRADUATE AND HAVING A LOT OF DISCUSSIONS AROUND WHAT IS TO GRADUATE AND HAVING A LOT OF DISCUSSIONS AROUND WHAT IS TO GRADUATE AND THEN WHAT DOES IT MEAN TO BE AROUND WHAT IS TO GRADUATE AND THEN WHAT DOES IT MEAN TO BE AROUND WHAT IS TO GRADUATE AND THEN WHAT DOES IT MEAN TO BE FUTURE READY? THEN WHAT DOES IT MEAN TO BE FUTURE READY? THEN WHAT DOES

497IT MEAN TO BE FUTURE READY? THOSE TWO THINGS DO NOT FUTURE READY? THOSE TWO THINGS DO NOT FUTURE READY? THOSE TWO THINGS DO NOT NECESSARILY MADE THE SAME THOSE TWO THINGS DO NOT NECESSARILY MADE THE SAME THOSE TWO THINGS DO NOT NECESSARILY MADE THE SAME THINGS IF WE'RE SAYING THEY'RE NECESSARILY MADE THE SAME THINGS IF WE'RE SAYING THEY'RE NECESSARILY MADE THE SAME THINGS IF WE'RE SAYING THEY'RE NOT GETTING THAT ADVANCED THINGS IF WE'RE SAYING THEY'RE NOT GETTING THAT ADVANCED THINGS IF WE'RE SAYING THEY'RE NOT GETTING THAT ADVANCED COURSEWORK OPPORTUNITIES SO NOT GETTING THAT ADVANCED COURSEWORK OPPORTUNITIES SO NOT GETTING THAT ADVANCED COURSEWORK OPPORTUNITIES SO THAT'S THE LONG ANSWER TO YOUR COURSEWORK OPPORTUNITIES SO THAT'S THE LONG ANSWER TO YOUR COURSEWORK OPPORTUNITIES SO THAT'S THE LONG ANSWER TO YOUR QUESTION. THAT'S THE LONG ANSWER TO YOUR

498QUESTION. THAT'S THE LONG ANSWER TO YOUR QUESTION. BUT THAT'S REALLY THE TAKE WE QUESTION. BUT THAT'S REALLY THE TAKE WE QUESTION. BUT THAT'S REALLY THE TAKE WE WE'VE HAD THERE AND THEN YOUR BUT THAT'S REALLY THE TAKE WE WE'VE HAD THERE AND THEN YOUR BUT THAT'S REALLY THE TAKE WE WE'VE HAD THERE AND THEN YOUR SECOND QUESTION IS AROUND FORM WE'VE HAD THERE AND THEN YOUR SECOND QUESTION IS AROUND FORM WE'VE HAD THERE AND THEN YOUR SECOND QUESTION IS AROUND FORM YOU KNOW WHAT PERCENTAGE OF THE SECOND QUESTION IS AROUND FORM YOU KNOW WHAT PERCENTAGE OF THE SECOND QUESTION IS AROUND FORM YOU KNOW WHAT PERCENTAGE OF THE STUDENTS ARE TAKEN EXAMINED IS YOU KNOW WHAT PERCENTAGE OF THE STUDENTS ARE TAKEN EXAMINED IS YOU KNOW WHAT PERCENTAGE OF THE STUDENTS ARE TAKEN EXAMINED IS

499EXAM IS THAT DOES THAT IS OUR STUDENTS ARE TAKEN EXAMINED IS EXAM IS THAT DOES THAT IS OUR STUDENTS ARE TAKEN EXAMINED IS EXAM IS THAT DOES THAT IS OUR NUMBERS ARE A LITTLE BIT LOWER EXAM IS THAT DOES THAT IS OUR NUMBERS ARE A LITTLE BIT LOWER EXAM IS THAT DOES THAT IS OUR NUMBERS ARE A LITTLE BIT LOWER THAN WE WOULD EXPECT THEM TO BE NUMBERS ARE A LITTLE BIT LOWER THAN WE WOULD EXPECT THEM TO BE NUMBERS ARE A LITTLE BIT LOWER THAN WE WOULD EXPECT THEM TO BE OR IS THERE ANOTHER FROM THAN WE WOULD EXPECT THEM TO BE OR IS THERE ANOTHER FROM THAN WE WOULD EXPECT THEM TO BE OR IS THERE ANOTHER FROM PARTICIPATION STANDPOINT THE 70 OR IS THERE ANOTHER FROM PARTICIPATION STANDPOINT THE 70 OR IS

500THERE ANOTHER FROM PARTICIPATION STANDPOINT THE 70 PERCENT OF THOSE ENROLLED AND PARTICIPATION STANDPOINT THE 70 PERCENT OF THOSE ENROLLED AND PARTICIPATION STANDPOINT THE 70 PERCENT OF THOSE ENROLLED AND THEN WE'RE WAY AHEAD. PERCENT OF THOSE ENROLLED AND THEN WE'RE WAY AHEAD. PERCENT OF THOSE ENROLLED AND THEN WE'RE WAY AHEAD. WE'RE WAY ABOVE THE STATE IN THEN WE'RE WAY AHEAD. WE'RE WAY ABOVE THE STATE IN THEN WE'RE WAY AHEAD. WE'RE WAY ABOVE THE STATE IN THE NATION AS FAR AS WE'RE WAY ABOVE THE STATE IN THE NATION AS FAR AS WE'RE WAY ABOVE THE STATE IN THE NATION AS FAR AS PARTICIPATION OF AP, WE'RE THE NATION AS FAR AS PARTICIPATION OF AP, WE'RE THE NATION AS FAR AS PARTICIPATION OF AP, WE'RE UNDER THEM AS FAR AS THOSE WHO PARTICIPATION OF AP, WE'RE UNDER THEM

501AS FAR AS THOSE WHO PARTICIPATION OF AP, WE'RE UNDER THEM AS FAR AS THOSE WHO PARTICIPATE ARE SCORING BELOW UNDER THEM AS FAR AS THOSE WHO PARTICIPATE ARE SCORING BELOW UNDER THEM AS FAR AS THOSE WHO PARTICIPATE ARE SCORING BELOW WITH RAY CORRECT. PARTICIPATE ARE SCORING BELOW WITH RAY CORRECT. PARTICIPATE ARE SCORING BELOW WITH RAY CORRECT. YEAH SO AND SO AND THAT'S THAT WITH RAY CORRECT. YEAH SO AND SO AND THAT'S THAT WITH RAY CORRECT. YEAH SO AND SO AND THAT'S THAT IT'S GOING TO BE A COMBINATION YEAH SO AND SO AND THAT'S THAT IT'S GOING TO BE A COMBINATION YEAH SO AND SO AND THAT'S THAT IT'S GOING TO BE A COMBINATION OF A FEW THINGS ONE WE, WE HAVE IT'S GOING TO BE A COMBINATION OF A FEW THINGS ONE WE, WE HAVE

502IT'S GOING TO BE A COMBINATION OF A FEW THINGS ONE WE, WE HAVE STUDENTS WHO ARE TAKING MORE OF A FEW THINGS ONE WE, WE HAVE STUDENTS WHO ARE TAKING MORE OF A FEW THINGS ONE WE, WE HAVE STUDENTS WHO ARE TAKING MORE RIGOROUS COURSE FOR THE STUDENTS WHO ARE TAKING MORE RIGOROUS COURSE FOR THE STUDENTS WHO ARE TAKING MORE RIGOROUS COURSE FOR THE CHALLENGE OF THE COURSE ITSELF, RIGOROUS COURSE FOR THE CHALLENGE OF THE COURSE ITSELF, RIGOROUS COURSE FOR THE CHALLENGE OF THE COURSE ITSELF, NOT THE EXAM AND THEY'RE JUST CHALLENGE OF THE COURSE ITSELF, NOT THE EXAM AND THEY'RE JUST CHALLENGE OF THE COURSE ITSELF, NOT THE EXAM AND THEY'RE JUST NOT THE SAME CORRECT YOU THEN NOT THE EXAM AND THEY'RE JUST NOT THE SAME CORRECT YOU THEN NOT THE EXAM AND

503THEY'RE JUST NOT THE SAME CORRECT YOU THEN HAVE EDUCATORS WHO WERE WHO ARE NOT THE SAME CORRECT YOU THEN HAVE EDUCATORS WHO WERE WHO ARE NOT THE SAME CORRECT YOU THEN HAVE EDUCATORS WHO WERE WHO ARE DOING A GREAT JOB ACROSS SCHOOL HAVE EDUCATORS WHO WERE WHO ARE DOING A GREAT JOB ACROSS SCHOOL HAVE EDUCATORS WHO WERE WHO ARE DOING A GREAT JOB ACROSS SCHOOL DIVISION ENCOURAGING STUDENTS DOING A GREAT JOB ACROSS SCHOOL DIVISION ENCOURAGING STUDENTS DOING A GREAT JOB ACROSS SCHOOL DIVISION ENCOURAGING STUDENTS TO TAKE THE ASSESSMENT AND SOME DIVISION ENCOURAGING STUDENTS TO TAKE THE ASSESSMENT AND SOME DIVISION ENCOURAGING STUDENTS TO TAKE THE ASSESSMENT AND SOME THEIR FIRST AP COURSES IN A LOT TO TAKE THE ASSESSMENT AND SOME THEIR FIRST AP COURSES IN A LOT TO TAKE THE ASSESSMENT AND SOME THEIR

504FIRST AP COURSES IN A LOT OF OUR STUDENTS ARE TAKING THEIR FIRST AP COURSES IN A LOT OF OUR STUDENTS ARE TAKING THEIR FIRST AP COURSES IN A LOT OF OUR STUDENTS ARE TAKING THEIR FIRST AP COURSE WE'VE OF OUR STUDENTS ARE TAKING THEIR FIRST AP COURSE WE'VE OF OUR STUDENTS ARE TAKING THEIR FIRST AP COURSE WE'VE SEEN INCREASES IN AP HUMAN THEIR FIRST AP COURSE WE'VE SEEN INCREASES IN AP HUMAN THEIR FIRST AP COURSE WE'VE SEEN INCREASES IN AP HUMAN GEOGRAPHY WE HAVE INCREASES IN SEEN INCREASES IN AP HUMAN GEOGRAPHY WE HAVE INCREASES IN SEEN INCREASES IN AP HUMAN GEOGRAPHY WE HAVE INCREASES IN AP SEMINAR. GEOGRAPHY WE HAVE INCREASES IN AP SEMINAR. GEOGRAPHY WE HAVE INCREASES IN AP SEMINAR. WE HAVE INCREASES MULTIPLE AP AP SEMINAR. WE HAVE INCREASES MULTIPLE AP AP SEMINAR.

505WE HAVE INCREASES MULTIPLE AP COURSES. WE HAVE INCREASES MULTIPLE AP COURSES. WE HAVE INCREASES MULTIPLE AP COURSES. SO AS THEY'RE BEING INTRODUCED COURSES. SO AS THEY'RE BEING INTRODUCED COURSES. SO AS THEY'RE BEING INTRODUCED TO THAT LEVEL OF RIGOR ON AN SO AS THEY'RE BEING INTRODUCED TO THAT LEVEL OF RIGOR ON AN SO AS THEY'RE BEING INTRODUCED TO THAT LEVEL OF RIGOR ON AN ASSESSMENT THEIR FIRST GO ROUND TO THAT LEVEL OF RIGOR ON AN ASSESSMENT THEIR FIRST GO ROUND TO THAT LEVEL OF RIGOR ON AN ASSESSMENT THEIR FIRST GO ROUND HAS BEEN BUT OUR PARTICIPATION ASSESSMENT THEIR FIRST GO ROUND HAS BEEN BUT OUR PARTICIPATION ASSESSMENT THEIR FIRST GO ROUND HAS BEEN BUT OUR PARTICIPATION IS UP TO EXPLAIN THAT HAS BEEN BUT OUR PARTICIPATION IS UP TO EXPLAIN THAT HAS BEEN BUT OUR PARTICIPATION

506IS UP TO EXPLAIN THAT CONNECTION AS STUDENTS PERSIST IS UP TO EXPLAIN THAT CONNECTION AS STUDENTS PERSIST IS UP TO EXPLAIN THAT CONNECTION AS STUDENTS PERSIST THOUGH AND I'LL SHARE SOME DATA CONNECTION AS STUDENTS PERSIST THOUGH AND I'LL SHARE SOME DATA CONNECTION AS STUDENTS PERSIST THOUGH AND I'LL SHARE SOME DATA IN A SECOND WE DO HAVE RECORD THOUGH AND I'LL SHARE SOME DATA IN A SECOND WE DO HAVE RECORD THOUGH AND I'LL SHARE SOME DATA IN A SECOND WE DO HAVE RECORD NUMBERS OF STUDENTS EARNING A IN A SECOND WE DO HAVE RECORD NUMBERS OF STUDENTS EARNING A IN A SECOND WE DO HAVE RECORD NUMBERS OF STUDENTS EARNING A THREE YEAR HIGHER ON FIVE OR NUMBERS OF STUDENTS EARNING A THREE YEAR HIGHER ON FIVE OR NUMBERS OF STUDENTS EARNING A THREE YEAR HIGHER

507ON FIVE OR MORE EXAMS WE'VE JUST NEVER HAD THREE YEAR HIGHER ON FIVE OR MORE EXAMS WE'VE JUST NEVER HAD THREE YEAR HIGHER ON FIVE OR MORE EXAMS WE'VE JUST NEVER HAD IT NOT TRYING TO TAKE AWAY FROM MORE EXAMS WE'VE JUST NEVER HAD IT NOT TRYING TO TAKE AWAY FROM MORE EXAMS WE'VE JUST NEVER HAD IT NOT TRYING TO TAKE AWAY FROM MY PRESENTATION 2001 SO THAT'S IT NOT TRYING TO TAKE AWAY FROM MY PRESENTATION 2001 SO THAT'S IT NOT TRYING TO TAKE AWAY FROM MY PRESENTATION 2001 SO THAT'S . MY PRESENTATION 2001 SO THAT'S . MY PRESENTATION 2001 SO THAT'S . SO ACTUALLY THAT'S EARLY . SO ACTUALLY THAT'S EARLY . SO ACTUALLY THAT'S EARLY COLLEGE SCHOLARS BUT WE'LL GET SO ACTUALLY THAT'S EARLY COLLEGE SCHOLARS BUT WE'LL GET SO ACTUALLY THAT'S EARLY

508COLLEGE SCHOLARS BUT WE'LL GET TO THOSE IN THE SECOND BUT NOW COLLEGE SCHOLARS BUT WE'LL GET TO THOSE IN THE SECOND BUT NOW COLLEGE SCHOLARS BUT WE'LL GET TO THOSE IN THE SECOND BUT NOW WE'RE SEEING PROGRESS SEEING TO THOSE IN THE SECOND BUT NOW WE'RE SEEING PROGRESS SEEING TO THOSE IN THE SECOND BUT NOW WE'RE SEEING PROGRESS SEEING PROGRESS WITH THAT AND BUT I WE'RE SEEING PROGRESS SEEING PROGRESS WITH THAT AND BUT I WE'RE SEEING PROGRESS SEEING PROGRESS WITH THAT AND BUT I WANT ALSO ADD A PIECE BECAUSE PROGRESS WITH THAT AND BUT I WANT ALSO ADD A PIECE BECAUSE PROGRESS WITH THAT AND BUT I WANT ALSO ADD A PIECE BECAUSE IT COMES FROM YOUR SUPPORT WHEN WANT ALSO ADD A PIECE BECAUSE IT COMES FROM YOUR SUPPORT WHEN WANT ALSO ADD A

509PIECE BECAUSE IT COMES FROM YOUR SUPPORT WHEN IT COMES ACCESS TO RIGOROUS IT COMES FROM YOUR SUPPORT WHEN IT COMES ACCESS TO RIGOROUS IT COMES FROM YOUR SUPPORT WHEN IT COMES ACCESS TO RIGOROUS COURSEWORK DUAL, DUAL IT COMES ACCESS TO RIGOROUS COURSEWORK DUAL, DUAL IT COMES ACCESS TO RIGOROUS COURSEWORK DUAL, DUAL ENROLLMENT FOR EXAMPLE, COURSEWORK DUAL, DUAL ENROLLMENT FOR EXAMPLE, COURSEWORK DUAL, DUAL ENROLLMENT FOR EXAMPLE, LEGISLATION CHANGES WE NOW CAN ENROLLMENT FOR EXAMPLE, LEGISLATION CHANGES WE NOW CAN ENROLLMENT FOR EXAMPLE, LEGISLATION CHANGES WE NOW CAN OFFER DOING ROMA COURSES FOR LEGISLATION CHANGES WE NOW CAN OFFER DOING ROMA COURSES FOR LEGISLATION CHANGES WE NOW CAN OFFER DOING ROMA COURSES FOR FREE IF IT'S TAUGHT IN OUR OFFER DOING ROMA COURSES FOR FREE IF IT'S TAUGHT IN OUR OFFER DOING ROMA COURSES FOR FREE IF IT'S

510TAUGHT IN OUR BUILDING WE HAVE STRONGLY FREE IF IT'S TAUGHT IN OUR BUILDING WE HAVE STRONGLY FREE IF IT'S TAUGHT IN OUR BUILDING WE HAVE STRONGLY PROMOTED THAT. BUILDING WE HAVE STRONGLY PROMOTED THAT. BUILDING WE HAVE STRONGLY PROMOTED THAT. BUT WITH YOUR SUPPORT DR. PROMOTED THAT. BUT WITH YOUR SUPPORT DR. PROMOTED THAT. BUT WITH YOUR SUPPORT DR. ROBERTS IN PARTICULAR WE HAVE BUT WITH YOUR SUPPORT DR. ROBERTS IN PARTICULAR WE HAVE BUT WITH YOUR SUPPORT DR. ROBERTS IN PARTICULAR WE HAVE BEEN ABLE BEEN ABLE TO EXPAND ROBERTS IN PARTICULAR WE HAVE BEEN ABLE BEEN ABLE TO EXPAND ROBERTS IN PARTICULAR WE HAVE BEEN ABLE BEEN ABLE TO EXPAND THAT TO ALL DOING SO ORIGINALLY BEEN ABLE BEEN ABLE TO EXPAND THAT TO ALL DOING SO ORIGINALLY BEEN ABLE BEEN ABLE TO EXPAND THAT TO ALL

511DOING SO ORIGINALLY . THAT TO ALL DOING SO ORIGINALLY . THAT TO ALL DOING SO ORIGINALLY . SO ORIGINALLY IF YOU WERE . SO ORIGINALLY IF YOU WERE . SO ORIGINALLY IF YOU WERE TAKING THE COURSE ATCC YOU SO ORIGINALLY IF YOU WERE TAKING THE COURSE ATCC YOU SO ORIGINALLY IF YOU WERE TAKING THE COURSE ATCC YOU STILL HAD AN ASSOCIATED COST. TAKING THE COURSE ATCC YOU STILL HAD AN ASSOCIATED COST. TAKING THE COURSE ATCC YOU STILL HAD AN ASSOCIATED COST. WE HAVE ELIMINATED THAT COST STILL HAD AN ASSOCIATED COST. WE HAVE ELIMINATED THAT COST STILL HAD AN ASSOCIATED COST. WE HAVE ELIMINATED THAT COST AVERAGING BEACH SO IF YOU GO TO WE HAVE ELIMINATED THAT COST AVERAGING BEACH SO IF YOU GO TO WE HAVE ELIMINATED THAT COST AVERAGING BEACH SO IF YOU GO

512TO TO TAKE THE COURSE BECAUSE YOUR AVERAGING BEACH SO IF YOU GO TO TO TAKE THE COURSE BECAUSE YOUR AVERAGING BEACH SO IF YOU GO TO TO TAKE THE COURSE BECAUSE YOUR TEACHER THE TEACHER AND YOU'RE TO TAKE THE COURSE BECAUSE YOUR TEACHER THE TEACHER AND YOU'RE TO TAKE THE COURSE BECAUSE YOUR TEACHER THE TEACHER AND YOU'RE BUILDING DOES NOT EXIST TO TEACHER THE TEACHER AND YOU'RE BUILDING DOES NOT EXIST TO TEACHER THE TEACHER AND YOU'RE BUILDING DOES NOT EXIST TO TEACH THAT CLASS YOU CAN STILL BUILDING DOES NOT EXIST TO TEACH THAT CLASS YOU CAN STILL BUILDING DOES NOT EXIST TO TEACH THAT CLASS YOU CAN STILL TAKE THAT FOR FREE IF YOU TAKE TEACH THAT CLASS YOU CAN STILL TAKE THAT FOR FREE IF YOU TAKE TEACH THAT CLASS YOU CAN STILL TAKE

513THAT FOR FREE IF YOU TAKE THAT COURSE ONLINE THROUGH THE TAKE THAT FOR FREE IF YOU TAKE THAT COURSE ONLINE THROUGH THE TAKE THAT FOR FREE IF YOU TAKE THAT COURSE ONLINE THROUGH THE VIRGINIA BEACH WE HAVE MADE THAT COURSE ONLINE THROUGH THE VIRGINIA BEACH WE HAVE MADE THAT COURSE ONLINE THROUGH THE VIRGINIA BEACH WE HAVE MADE THAT COURSE AVAILABLE FOR FREE. VIRGINIA BEACH WE HAVE MADE THAT COURSE AVAILABLE FOR FREE. VIRGINIA BEACH WE HAVE MADE THAT COURSE AVAILABLE FOR FREE. SO THAT'S WHERE SOME OF OUR THAT COURSE AVAILABLE FOR FREE. SO THAT'S WHERE SOME OF OUR THAT COURSE AVAILABLE FOR FREE. SO THAT'S WHERE SOME OF OUR INCREASES WOULD SEE TO E E AS SO THAT'S WHERE SOME OF OUR INCREASES WOULD SEE TO E E AS SO THAT'S WHERE SOME OF OUR INCREASES

514WOULD SEE TO E E AS WELL AS GOVERNOR ROMNEY INCREASES WOULD SEE TO E E AS WELL AS GOVERNOR ROMNEY INCREASES WOULD SEE TO E E AS WELL AS GOVERNOR ROMNEY COURSEWORK AND THE ABILITY TO WELL AS GOVERNOR ROMNEY COURSEWORK AND THE ABILITY TO WELL AS GOVERNOR ROMNEY COURSEWORK AND THE ABILITY TO BE TAUGHT FOR FREE ACCESSIBLE COURSEWORK AND THE ABILITY TO BE TAUGHT FOR FREE ACCESSIBLE COURSEWORK AND THE ABILITY TO BE TAUGHT FOR FREE ACCESSIBLE TO OUR STUDENTS FOR FREE HAS BE TAUGHT FOR FREE ACCESSIBLE TO OUR STUDENTS FOR FREE HAS BE TAUGHT FOR FREE ACCESSIBLE TO OUR STUDENTS FOR FREE HAS REALLY GROWN OUR NUMBERS THAT TO OUR STUDENTS FOR FREE HAS REALLY GROWN OUR NUMBERS THAT TO OUR STUDENTS FOR FREE HAS REALLY GROWN OUR NUMBERS THAT IS ALL PART OF THE

515THREE REALLY GROWN OUR NUMBERS THAT IS ALL PART OF THE THREE REALLY GROWN OUR NUMBERS THAT IS ALL PART OF THE THREE INITIATIVE ESPECIALLY WHEN IT IS ALL PART OF THE THREE INITIATIVE ESPECIALLY WHEN IT IS ALL PART OF THE THREE INITIATIVE ESPECIALLY WHEN IT COMES TO ENROLLMENT AND I'D SAY INITIATIVE ESPECIALLY WHEN IT COMES TO ENROLLMENT AND I'D SAY INITIATIVE ESPECIALLY WHEN IT COMES TO ENROLLMENT AND I'D SAY ENLISTMENT OBVIOUSLY EMPLOYMENT COMES TO ENROLLMENT AND I'D SAY ENLISTMENT OBVIOUSLY EMPLOYMENT COMES TO ENROLLMENT AND I'D SAY ENLISTMENT OBVIOUSLY EMPLOYMENT BUT THE DIFFERENT OPTIONS THAT ENLISTMENT OBVIOUSLY EMPLOYMENT BUT THE DIFFERENT OPTIONS THAT ENLISTMENT OBVIOUSLY EMPLOYMENT BUT THE DIFFERENT OPTIONS THAT THEY HAVE STUDENTS HAVE BUT THE DIFFERENT OPTIONS THAT THEY HAVE STUDENTS HAVE BUT THE DIFFERENT OPTIONS THAT THEY HAVE STUDENTS HAVE AVAILABLE TO MOVE

516FORWARD AND THEY HAVE STUDENTS HAVE AVAILABLE TO MOVE FORWARD AND THEY HAVE STUDENTS HAVE AVAILABLE TO MOVE FORWARD AND IF YOU DON'T MIND ME SAYING I AVAILABLE TO MOVE FORWARD AND IF YOU DON'T MIND ME SAYING I AVAILABLE TO MOVE FORWARD AND IF YOU DON'T MIND ME SAYING I THINK THE NUMBER THAT IS IN THE IF YOU DON'T MIND ME SAYING I THINK THE NUMBER THAT IS IN THE IF YOU DON'T MIND ME SAYING I THINK THE NUMBER THAT IS IN THE PRESENTATION THAT GETS LOST IS THINK THE NUMBER THAT IS IN THE PRESENTATION THAT GETS LOST IS THINK THE NUMBER THAT IS IN THE PRESENTATION THAT GETS LOST IS WE OFFER THIRTY EIGHT AP PRESENTATION THAT GETS LOST IS WE OFFER THIRTY EIGHT AP PRESENTATION THAT GETS LOST IS WE OFFER THIRTY EIGHT AP

517COURSES I DON'T THINK THERE'S WE OFFER THIRTY EIGHT AP COURSES I DON'T THINK THERE'S WE OFFER THIRTY EIGHT AP COURSES I DON'T THINK THERE'S MANY DIVISIONS AROUND THAT GIVE COURSES I DON'T THINK THERE'S MANY DIVISIONS AROUND THAT GIVE COURSES I DON'T THINK THERE'S MANY DIVISIONS AROUND THAT GIVE THAT LEVEL OF COURSE OFFERINGS MANY DIVISIONS AROUND THAT GIVE THAT LEVEL OF COURSE OFFERINGS MANY DIVISIONS AROUND THAT GIVE THAT LEVEL OF COURSE OFFERINGS THAT I THINK IS GOING TO THAT LEVEL OF COURSE OFFERINGS THAT I THINK IS GOING TO THAT LEVEL OF COURSE OFFERINGS THAT I THINK IS GOING TO NATURALLY SOMETIMES DRAW DOWN THAT I THINK IS GOING TO NATURALLY SOMETIMES DRAW DOWN THAT I THINK IS GOING TO NATURALLY SOMETIMES DRAW DOWN TO TO SPACE ON THE EXAM BECAUSE NATURALLY SOMETIMES DRAW DOWN TO TO

518SPACE ON THE EXAM BECAUSE NATURALLY SOMETIMES DRAW DOWN TO TO SPACE ON THE EXAM BECAUSE STUDENTS ARE BECOMING VERY. TO TO SPACE ON THE EXAM BECAUSE STUDENTS ARE BECOMING VERY. TO TO SPACE ON THE EXAM BECAUSE STUDENTS ARE BECOMING VERY. WHAT IS THE EXAM I NEED AT UVA STUDENTS ARE BECOMING VERY. WHAT IS THE EXAM I NEED AT UVA STUDENTS ARE BECOMING VERY. WHAT IS THE EXAM I NEED AT UVA ? WHAT IS THE EXAM I NEED AT UVA ? WHAT IS THE EXAM I NEED AT UVA ? WHAT IS THE EXAM I NEED WILL ? WHAT IS THE EXAM I NEED WILL ? WHAT IS THE EXAM I NEED WILL MARY I STILL WANT TO TAKE WHAT IS THE EXAM I NEED WILL MARY I STILL WANT TO TAKE WHAT IS THE EXAM I

519NEED WILL MARY I STILL WANT TO TAKE ELEVATED COURSEWORK DO I WANT MARY I STILL WANT TO TAKE ELEVATED COURSEWORK DO I WANT MARY I STILL WANT TO TAKE ELEVATED COURSEWORK DO I WANT TO PAY TWO HUNDRED AND EIGHTY ELEVATED COURSEWORK DO I WANT TO PAY TWO HUNDRED AND EIGHTY ELEVATED COURSEWORK DO I WANT TO PAY TWO HUNDRED AND EIGHTY DOLLARS FOR FOR AP EXAMS IF TO PAY TWO HUNDRED AND EIGHTY DOLLARS FOR FOR AP EXAMS IF TO PAY TWO HUNDRED AND EIGHTY DOLLARS FOR FOR AP EXAMS IF THEY'RE NOT GOING TO TAKE SO DOLLARS FOR FOR AP EXAMS IF THEY'RE NOT GOING TO TAKE SO DOLLARS FOR FOR AP EXAMS IF THEY'RE NOT GOING TO TAKE SO THEY'RE BECOMING VERY STRATEGIC THEY'RE NOT GOING TO TAKE SO THEY'RE BECOMING VERY STRATEGIC THEY'RE NOT GOING

520TO TAKE SO THEY'RE BECOMING VERY STRATEGIC BUT TO SUPPORT BOBBY'S COMMENT THEY'RE BECOMING VERY STRATEGIC BUT TO SUPPORT BOBBY'S COMMENT THEY'RE BECOMING VERY STRATEGIC BUT TO SUPPORT BOBBY'S COMMENT THEY'RE WE HAVE TO BE VERY BUT TO SUPPORT BOBBY'S COMMENT THEY'RE WE HAVE TO BE VERY BUT TO SUPPORT BOBBY'S COMMENT THEY'RE WE HAVE TO BE VERY PROUD OF THE OPPORTUNITY WE'VE THEY'RE WE HAVE TO BE VERY PROUD OF THE OPPORTUNITY WE'VE THEY'RE WE HAVE TO BE VERY PROUD OF THE OPPORTUNITY WE'VE GOT OUR KIDS A VERY HIGH LEVEL PROUD OF THE OPPORTUNITY WE'VE GOT OUR KIDS A VERY HIGH LEVEL PROUD OF THE OPPORTUNITY WE'VE GOT OUR KIDS A VERY HIGH LEVEL OF COURSE WORK YOU SEE IT ALL GOT OUR KIDS A VERY HIGH LEVEL OF COURSE WORK YOU SEE IT ALL GOT OUR KIDS

521A VERY HIGH LEVEL OF COURSE WORK YOU SEE IT ALL THE TIME AND THE PRESENTATIONS OF COURSE WORK YOU SEE IT ALL THE TIME AND THE PRESENTATIONS OF COURSE WORK YOU SEE IT ALL THE TIME AND THE PRESENTATIONS GETS LOST IN THE NUMBERS THE TIME AND THE PRESENTATIONS GETS LOST IN THE NUMBERS THE TIME AND THE PRESENTATIONS GETS LOST IN THE NUMBERS SOMETIMES OR THIRTY EIGHT IS A GETS LOST IN THE NUMBERS SOMETIMES OR THIRTY EIGHT IS A GETS LOST IN THE NUMBERS SOMETIMES OR THIRTY EIGHT IS A PRETTY SIGNIFICANT AMOUNT AND SOMETIMES OR THIRTY EIGHT IS A PRETTY SIGNIFICANT AMOUNT AND SOMETIMES OR THIRTY EIGHT IS A PRETTY SIGNIFICANT AMOUNT AND IT SPEAKS TO THE LEVEL PRETTY SIGNIFICANT AMOUNT AND IT SPEAKS TO THE LEVEL PRETTY SIGNIFICANT AMOUNT AND IT SPEAKS TO THE LEVEL

522OF QUALITY OF OUR STAFF AS WELL IT SPEAKS TO THE LEVEL OF QUALITY OF OUR STAFF AS WELL IT SPEAKS TO THE LEVEL OF QUALITY OF OUR STAFF AS WELL THAT ARE CAPABLE OF TEACHING OF QUALITY OF OUR STAFF AS WELL THAT ARE CAPABLE OF TEACHING OF QUALITY OF OUR STAFF AS WELL THAT ARE CAPABLE OF TEACHING COURSES ON A VARIETY OF LEVEL THAT ARE CAPABLE OF TEACHING COURSES ON A VARIETY OF LEVEL THAT ARE CAPABLE OF TEACHING COURSES ON A VARIETY OF LEVEL SO I THINK THAT'S ANOTHER KIND COURSES ON A VARIETY OF LEVEL SO I THINK THAT'S ANOTHER KIND COURSES ON A VARIETY OF LEVEL SO I THINK THAT'S ANOTHER KIND REASON WHERE PEOPLE ARE SO I THINK THAT'S ANOTHER KIND REASON WHERE PEOPLE ARE SO I THINK THAT'S ANOTHER KIND REASON WHERE

523PEOPLE ARE BALANCING THAT ACT. REASON WHERE PEOPLE ARE BALANCING THAT ACT. REASON WHERE PEOPLE ARE BALANCING THAT ACT. IF I'M TAKING TO AP CLASSES BALANCING THAT ACT. IF I'M TAKING TO AP CLASSES BALANCING THAT ACT. IF I'M TAKING TO AP CLASSES I'LL PROBABLY TAKE THOSE TWO IF I'M TAKING TO AP CLASSES I'LL PROBABLY TAKE THOSE TWO IF I'M TAKING TO AP CLASSES I'LL PROBABLY TAKE THOSE TWO EXAMS. I'LL PROBABLY TAKE THOSE TWO EXAMS. I'LL PROBABLY TAKE THOSE TWO EXAMS. I'M TAKING FIVE TO NEGOTIATE EXAMS. I'M TAKING FIVE TO NEGOTIATE EXAMS. I'M TAKING FIVE TO NEGOTIATE WITH THAT LOOKS LIKE BASED ON I'M TAKING FIVE TO NEGOTIATE WITH THAT LOOKS LIKE BASED ON I'M TAKING FIVE TO NEGOTIATE WITH THAT LOOKS LIKE BASED ON WHERE I'M GOING. WITH THAT LOOKS LIKE BASED ON WHERE I'M GOING.

524WITH THAT LOOKS LIKE BASED ON WHERE I'M GOING. I DEFINITELY SO JUST WANTED TO WHERE I'M GOING. I DEFINITELY SO JUST WANTED TO WHERE I'M GOING. I DEFINITELY SO JUST WANTED TO ADD THAT NUMERICAL CONTEXT AS I DEFINITELY SO JUST WANTED TO ADD THAT NUMERICAL CONTEXT AS I DEFINITELY SO JUST WANTED TO ADD THAT NUMERICAL CONTEXT AS WELL AND IF I CAN THE COLLEGE ADD THAT NUMERICAL CONTEXT AS WELL AND IF I CAN THE COLLEGE ADD THAT NUMERICAL CONTEXT AS WELL AND IF I CAN THE COLLEGE LIKE THE DUAL ENROLLMENT CLASS WELL AND IF I CAN THE COLLEGE LIKE THE DUAL ENROLLMENT CLASS WELL AND IF I CAN THE COLLEGE LIKE THE DUAL ENROLLMENT CLASS WHEN YOU FINISH THAT CLASS LIKE THE DUAL ENROLLMENT CLASS WHEN YOU FINISH THAT CLASS LIKE THE DUAL ENROLLMENT CLASS

525WHEN YOU FINISH THAT CLASS YOU'RE WALKING AWAY WITH A WHEN YOU FINISH THAT CLASS YOU'RE WALKING AWAY WITH A WHEN YOU FINISH THAT CLASS YOU'RE WALKING AWAY WITH A GRADE AND COLLEGE ACCEPTS THAT YOU'RE WALKING AWAY WITH A GRADE AND COLLEGE ACCEPTS THAT YOU'RE WALKING AWAY WITH A GRADE AND COLLEGE ACCEPTS THAT GRADE AND BUT AN AP COURSE A GRADE AND COLLEGE ACCEPTS THAT GRADE AND BUT AN AP COURSE A GRADE AND COLLEGE ACCEPTS THAT GRADE AND BUT AN AP COURSE A COLLEGE WERE ONLY ACCEPT THAT GRADE AND BUT AN AP COURSE A COLLEGE WERE ONLY ACCEPT THAT GRADE AND BUT AN AP COURSE A COLLEGE WERE ONLY ACCEPT THAT IF YOU SCORE A CERTAIN A COLLEGE WERE ONLY ACCEPT THAT IF YOU SCORE A CERTAIN A COLLEGE WERE ONLY ACCEPT THAT IF YOU SCORE

526A CERTAIN A CERTAIN NUMBER ON THE AP EXAM IF YOU SCORE A CERTAIN A CERTAIN NUMBER ON THE AP EXAM IF YOU SCORE A CERTAIN A CERTAIN NUMBER ON THE AP EXAM AND SO I CAN TELL EVEN YOU KNOW CERTAIN NUMBER ON THE AP EXAM AND SO I CAN TELL EVEN YOU KNOW CERTAIN NUMBER ON THE AP EXAM AND SO I CAN TELL EVEN YOU KNOW MY DAUGHTER'S 30 THIRTY NOW BUT AND SO I CAN TELL EVEN YOU KNOW MY DAUGHTER'S 30 THIRTY NOW BUT AND SO I CAN TELL EVEN YOU KNOW MY DAUGHTER'S 30 THIRTY NOW BUT SHE TOOK AP COURSES IN COLLEGE. MY DAUGHTER'S 30 THIRTY NOW BUT SHE TOOK AP COURSES IN COLLEGE. MY DAUGHTER'S 30 THIRTY NOW BUT SHE TOOK AP COURSES IN COLLEGE. SHE HAD A BEAUTIFUL RESUMé SHE TOOK

527AP COURSES IN COLLEGE. SHE HAD A BEAUTIFUL RESUMé SHE TOOK AP COURSES IN COLLEGE. SHE HAD A BEAUTIFUL RESUMé RIGHT IT. SHE HAD A BEAUTIFUL RESUMé RIGHT IT. SHE HAD A BEAUTIFUL RESUMé RIGHT IT. IT WAS BEAUTIFUL BUT SHE RIGHT IT. IT WAS BEAUTIFUL BUT SHE RIGHT IT. IT WAS BEAUTIFUL BUT SHE ELECTED NOT TO TAKE ANY OF THE IT WAS BEAUTIFUL BUT SHE ELECTED NOT TO TAKE ANY OF THE IT WAS BEAUTIFUL BUT SHE ELECTED NOT TO TAKE ANY OF THE AP EXAMS BECAUSE IT DIDN'T ELECTED NOT TO TAKE ANY OF THE AP EXAMS BECAUSE IT DIDN'T ELECTED NOT TO TAKE ANY OF THE AP EXAMS BECAUSE IT DIDN'T MATTER TO SHE JUST SHE WAS AP EXAMS BECAUSE IT DIDN'T MATTER TO SHE JUST SHE WAS AP EXAMS BECAUSE IT DIDN'T MATTER TO SHE

528JUST SHE WAS GOING TO SPEND FOUR SPEND FOUR MATTER TO SHE JUST SHE WAS GOING TO SPEND FOUR SPEND FOUR MATTER TO SHE JUST SHE WAS GOING TO SPEND FOUR SPEND FOUR YEARS IN SCHOOL AND SHE DIDN'T GOING TO SPEND FOUR SPEND FOUR YEARS IN SCHOOL AND SHE DIDN'T GOING TO SPEND FOUR SPEND FOUR YEARS IN SCHOOL AND SHE DIDN'T MIND NOT SHAVING OFF A COUPLE YEARS IN SCHOOL AND SHE DIDN'T MIND NOT SHAVING OFF A COUPLE YEARS IN SCHOOL AND SHE DIDN'T MIND NOT SHAVING OFF A COUPLE OF GLASSES. MIND NOT SHAVING OFF A COUPLE OF GLASSES. MIND NOT SHAVING OFF A COUPLE OF GLASSES. SHE JUST DIDN'T HERE BUT IT WAS OF GLASSES. SHE JUST DIDN'T HERE BUT IT WAS OF GLASSES. SHE JUST DIDN'T HERE BUT IT WAS ALL ABOUT GETTING IN

529AND SHE SHE JUST DIDN'T HERE BUT IT WAS ALL ABOUT GETTING IN AND SHE SHE JUST DIDN'T HERE BUT IT WAS ALL ABOUT GETTING IN AND SHE GOT INTO SIX UNIVERSITIES AND ALL ABOUT GETTING IN AND SHE GOT INTO SIX UNIVERSITIES AND ALL ABOUT GETTING IN AND SHE GOT INTO SIX UNIVERSITIES AND SHE WAS PROUD OF YOURSELF SO I GOT INTO SIX UNIVERSITIES AND SHE WAS PROUD OF YOURSELF SO I GOT INTO SIX UNIVERSITIES AND SHE WAS PROUD OF YOURSELF SO I THINK THAT'S ACTUALLY SOME SHE WAS PROUD OF YOURSELF SO I THINK THAT'S ACTUALLY SOME SHE WAS PROUD OF YOURSELF SO I THINK THAT'S ACTUALLY SOME LOGICAL THINKING I WAS MORE THINK THAT'S ACTUALLY SOME LOGICAL THINKING I WAS MORE THINK THAT'S ACTUALLY SOME LOGICAL THINKING I WAS MORE IMPRESSED ACTUALLY WITH THE LOGICAL

530THINKING I WAS MORE IMPRESSED ACTUALLY WITH THE LOGICAL THINKING I WAS MORE IMPRESSED ACTUALLY WITH THE GROWTH YOU KNOW THE NUMBER IMPRESSED ACTUALLY WITH THE GROWTH YOU KNOW THE NUMBER IMPRESSED ACTUALLY WITH THE GROWTH YOU KNOW THE NUMBER OF STUDENTS IT WAS IT WAS GROWTH YOU KNOW THE NUMBER OF STUDENTS IT WAS IT WAS GROWTH YOU KNOW THE NUMBER OF STUDENTS IT WAS IT WAS SIGNIFICANT AND OF COURSE OF STUDENTS IT WAS IT WAS SIGNIFICANT AND OF COURSE OF STUDENTS IT WAS IT WAS SIGNIFICANT AND OF COURSE ALWAYS WERE SO AHEAD AND WE FOR SIGNIFICANT AND OF COURSE ALWAYS WERE SO AHEAD AND WE FOR SIGNIFICANT AND OF COURSE ALWAYS WERE SO AHEAD AND WE FOR SO MUCH FOR ALL OF OUR STUDENTS ALWAYS WERE SO AHEAD AND WE FOR SO MUCH FOR ALL OF

531OUR STUDENTS ALWAYS WERE SO AHEAD AND WE FOR SO MUCH FOR ALL OF OUR STUDENTS THAT DATA IS ALWAYS SKEWED WHEN SO MUCH FOR ALL OF OUR STUDENTS THAT DATA IS ALWAYS SKEWED WHEN SO MUCH FOR ALL OF OUR STUDENTS THAT DATA IS ALWAYS SKEWED WHEN IT'S PRESENTED WITH OUR NUMBERS THAT DATA IS ALWAYS SKEWED WHEN IT'S PRESENTED WITH OUR NUMBERS THAT DATA IS ALWAYS SKEWED WHEN IT'S PRESENTED WITH OUR NUMBERS COMPARED TO THE STATE AS FAR AS IT'S PRESENTED WITH OUR NUMBERS COMPARED TO THE STATE AS FAR AS IT'S PRESENTED WITH OUR NUMBERS COMPARED TO THE STATE AS FAR AS THE ACTUAL SCORES JUST BECAUSE COMPARED TO THE STATE AS FAR AS THE ACTUAL SCORES JUST BECAUSE COMPARED TO THE STATE AS FAR AS THE ACTUAL SCORES JUST BECAUSE WE OFFER THE TEST TO

532SO MANY THE ACTUAL SCORES JUST BECAUSE WE OFFER THE TEST TO SO MANY THE ACTUAL SCORES JUST BECAUSE WE OFFER THE TEST TO SO MANY AND WE SEE THAT ALSO WITH WHICH WE OFFER THE TEST TO SO MANY AND WE SEE THAT ALSO WITH WHICH WE OFFER THE TEST TO SO MANY AND WE SEE THAT ALSO WITH WHICH THE OTHER TESTS THAT WE GIVE IT AND WE SEE THAT ALSO WITH WHICH THE OTHER TESTS THAT WE GIVE IT AND WE SEE THAT ALSO WITH WHICH THE OTHER TESTS THAT WE GIVE IT TO SO MANY AND NOBODY ELSE DOES THE OTHER TESTS THAT WE GIVE IT TO SO MANY AND NOBODY ELSE DOES THE OTHER TESTS THAT WE GIVE IT TO SO MANY AND NOBODY ELSE DOES THE KNOW THAT AN ABOUT LOOKING TO SO MANY

533AND NOBODY ELSE DOES THE KNOW THAT AN ABOUT LOOKING TO SO MANY AND NOBODY ELSE DOES THE KNOW THAT AN ABOUT LOOKING AT MR. DELANEY I'LL HAVE TO THE KNOW THAT AN ABOUT LOOKING AT MR. DELANEY I'LL HAVE TO THE KNOW THAT AN ABOUT LOOKING AT MR. DELANEY I'LL HAVE TO LOOK AT MR. JAMISON WHO HAS ALL AT MR. DELANEY I'LL HAVE TO LOOK AT MR. JAMISON WHO HAS ALL AT MR. DELANEY I'LL HAVE TO LOOK AT MR. JAMISON WHO HAS ALL THE NUMBERS THAT MATCH TESTS LOOK AT MR. JAMISON WHO HAS ALL THE NUMBERS THAT MATCH TESTS LOOK AT MR. JAMISON WHO HAS ALL THE NUMBERS THAT MATCH TESTS THAT THAT WE HAVE. THE NUMBERS THAT MATCH TESTS THAT THAT WE HAVE. THE NUMBERS THAT MATCH TESTS THAT THAT WE HAVE. OK WELL ANYHOW

534I THINK THAT'S A THAT THAT WE HAVE. OK WELL ANYHOW I THINK THAT'S A THAT THAT WE HAVE. OK WELL ANYHOW I THINK THAT'S A LEGITIMATE NO BUT I THINK IT'S OK WELL ANYHOW I THINK THAT'S A LEGITIMATE NO BUT I THINK IT'S OK WELL ANYHOW I THINK THAT'S A LEGITIMATE NO BUT I THINK IT'S A LEGITIMATE COMPARISON THAT AT LEGITIMATE NO BUT I THINK IT'S A LEGITIMATE COMPARISON THAT AT LEGITIMATE NO BUT I THINK IT'S A LEGITIMATE COMPARISON THAT AT THE MOMENT IF WE COULD JUST GET A LEGITIMATE COMPARISON THAT AT THE MOMENT IF WE COULD JUST GET A LEGITIMATE COMPARISON THAT AT THE MOMENT IF WE COULD JUST GET MORE BROWNES DATA AND THE DATA THE MOMENT IF WE COULD JUST GET MORE BROWNES DATA AND THE DATA THE MOMENT IF WE COULD

535JUST GET MORE BROWNES DATA AND THE DATA OF WHO'S NOT TAKING THE TEST MORE BROWNES DATA AND THE DATA OF WHO'S NOT TAKING THE TEST MORE BROWNES DATA AND THE DATA OF WHO'S NOT TAKING THE TEST JUST BECAUSE THE REASONS THAT OF WHO'S NOT TAKING THE TEST JUST BECAUSE THE REASONS THAT OF WHO'S NOT TAKING THE TEST JUST BECAUSE THE REASONS THAT WE DECIDED THAT WE GREAT THANK JUST BECAUSE THE REASONS THAT WE DECIDED THAT WE GREAT THANK JUST BECAUSE THE REASONS THAT WE DECIDED THAT WE GREAT THANK GREAT. WE DECIDED THAT WE GREAT THANK GREAT. WE DECIDED THAT WE GREAT THANK GREAT. THANK YOU SO MUCH SO LET ME GREAT. THANK YOU SO MUCH SO LET ME GREAT. THANK YOU SO MUCH SO LET ME OFFER TO TO COMMENTS. THANK YOU SO MUCH SO

536LET ME OFFER TO TO COMMENTS. THANK YOU SO MUCH SO LET ME OFFER TO TO COMMENTS. ONE WOULD BE WITH THE NEW OFFER TO TO COMMENTS. ONE WOULD BE WITH THE NEW OFFER TO TO COMMENTS. ONE WOULD BE WITH THE NEW SCHOOL SUPPORT FRAMEWORK THAT ONE WOULD BE WITH THE NEW SCHOOL SUPPORT FRAMEWORK THAT ONE WOULD BE WITH THE NEW SCHOOL SUPPORT FRAMEWORK THAT ACCOUNTS ACCOUNTABILITY AT SCHOOL SUPPORT FRAMEWORK THAT ACCOUNTS ACCOUNTABILITY AT SCHOOL SUPPORT FRAMEWORK THAT ACCOUNTS ACCOUNTABILITY AT STATE LEVEL PERFORMANCE JUDGED ACCOUNTS ACCOUNTABILITY AT STATE LEVEL PERFORMANCE JUDGED ACCOUNTS ACCOUNTABILITY AT STATE LEVEL PERFORMANCE JUDGED BY A SCORE OF THREE OR HIGHER STATE LEVEL PERFORMANCE JUDGED BY A SCORE OF THREE OR HIGHER STATE LEVEL PERFORMANCE JUDGED BY A SCORE OF THREE OR HIGHER EARNS POINTS IN THAT MATRIX AND BY A SCORE

537OF THREE OR HIGHER EARNS POINTS IN THAT MATRIX AND BY A SCORE OF THREE OR HIGHER EARNS POINTS IN THAT MATRIX AND SO IT IS A GOAL FOR US TO NOT EARNS POINTS IN THAT MATRIX AND SO IT IS A GOAL FOR US TO NOT EARNS POINTS IN THAT MATRIX AND SO IT IS A GOAL FOR US TO NOT ONLY INCREASE ENROLLMENT IN SO IT IS A GOAL FOR US TO NOT ONLY INCREASE ENROLLMENT IN SO IT IS A GOAL FOR US TO NOT ONLY INCREASE ENROLLMENT IN THOSE APPEARING ON THE COURSES ONLY INCREASE ENROLLMENT IN THOSE APPEARING ON THE COURSES ONLY INCREASE ENROLLMENT IN THOSE APPEARING ON THE COURSES BUT ALSO TO ATTAIN A PASSING THOSE APPEARING ON THE COURSES BUT ALSO TO ATTAIN A PASSING THOSE APPEARING ON THE COURSES BUT ALSO TO

538ATTAIN A PASSING SCORE BECAUSE THAT GETS US BUT ALSO TO ATTAIN A PASSING SCORE BECAUSE THAT GETS US BUT ALSO TO ATTAIN A PASSING SCORE BECAUSE THAT GETS US BONUS POINTS AND I CAN I WILL SCORE BECAUSE THAT GETS US BONUS POINTS AND I CAN I WILL SCORE BECAUSE THAT GETS US BONUS POINTS AND I CAN I WILL GET THE DATA FOR YOU BUT I'LL BONUS POINTS AND I CAN I WILL GET THE DATA FOR YOU BUT I'LL BONUS POINTS AND I CAN I WILL GET THE DATA FOR YOU BUT I'LL TELL YOU MY HYPOTHESIS IS WE GET THE DATA FOR YOU BUT I'LL TELL YOU MY HYPOTHESIS IS WE GET THE DATA FOR YOU BUT I'LL TELL YOU MY HYPOTHESIS IS WE USED TO RUN I RUN I USED TO RUN TELL YOU MY

539HYPOTHESIS IS WE USED TO RUN I RUN I USED TO RUN TELL YOU MY HYPOTHESIS IS WE USED TO RUN I RUN I USED TO RUN THE CORRELATIONS SALEM BETWEEN USED TO RUN I RUN I USED TO RUN THE CORRELATIONS SALEM BETWEEN USED TO RUN I RUN I USED TO RUN THE CORRELATIONS SALEM BETWEEN COURSE GRADES AND PERFORMANCE THE CORRELATIONS SALEM BETWEEN COURSE GRADES AND PERFORMANCE THE CORRELATIONS SALEM BETWEEN COURSE GRADES AND PERFORMANCE ON THIS ON TESTS THERE IS THERE COURSE GRADES AND PERFORMANCE ON THIS ON TESTS THERE IS THERE COURSE GRADES AND PERFORMANCE ON THIS ON TESTS THERE IS THERE IS A CORRELATION BETWEEN THE ON THIS ON TESTS THERE IS THERE IS A CORRELATION BETWEEN THE ON THIS ON TESTS THERE IS THERE IS A CORRELATION BETWEEN THE KIDS MAKE AN ARAB AND

540THE IS A CORRELATION BETWEEN THE KIDS MAKE AN ARAB AND THE IS A CORRELATION BETWEEN THE KIDS MAKE AN ARAB AND THE NUMBER OF KIDS WHO MAKE WHO KIDS MAKE AN ARAB AND THE NUMBER OF KIDS WHO MAKE WHO KIDS MAKE AN ARAB AND THE NUMBER OF KIDS WHO MAKE WHO MAKE A THREE OR HIGHER SO IT'LL NUMBER OF KIDS WHO MAKE WHO MAKE A THREE OR HIGHER SO IT'LL NUMBER OF KIDS WHO MAKE WHO MAKE A THREE OR HIGHER SO IT'LL BE INTERESTING TO SEE WHEN WE MAKE A THREE OR HIGHER SO IT'LL BE INTERESTING TO SEE WHEN WE MAKE A THREE OR HIGHER SO IT'LL BE INTERESTING TO SEE WHEN WE RUN THAT DATA SO LET US NOT BE INTERESTING TO SEE WHEN WE RUN THAT DATA SO LET US NOT BE INTERESTING

541TO SEE WHEN WE RUN THAT DATA SO LET US NOT FORGET SOMEBODY WRITE IT DOWN RUN THAT DATA SO LET US NOT FORGET SOMEBODY WRITE IT DOWN RUN THAT DATA SO LET US NOT FORGET SOMEBODY WRITE IT DOWN BECAUSE CLEARLY WE FORGOT IT FORGET SOMEBODY WRITE IT DOWN BECAUSE CLEARLY WE FORGOT IT FORGET SOMEBODY WRITE IT DOWN BECAUSE CLEARLY WE FORGOT IT LAST TO TO LOOK AT THAT DATA BECAUSE CLEARLY WE FORGOT IT LAST TO TO LOOK AT THAT DATA BECAUSE CLEARLY WE FORGOT IT LAST TO TO LOOK AT THAT DATA OVERALL BUT THEN ALSO LIKE LAST TO TO LOOK AT THAT DATA OVERALL BUT THEN ALSO LIKE LAST TO TO LOOK AT THAT DATA OVERALL BUT THEN ALSO LIKE WHO'S GETTING THOSE SCORES AND OVERALL BUT THEN ALSO LIKE WHO'S GETTING THOSE SCORES AND

542OVERALL BUT THEN ALSO LIKE WHO'S GETTING THOSE SCORES AND WHO'S NOT? WHO'S GETTING THOSE SCORES AND WHO'S NOT? WHO'S GETTING THOSE SCORES AND WHO'S NOT? THANK YOU. WHO'S NOT? THANK YOU. WHO'S NOT? THANK YOU. OK, YOU SAY I'LL DULY NOTED FOR THANK YOU. OK, YOU SAY I'LL DULY NOTED FOR THANK YOU. OK, YOU SAY I'LL DULY NOTED FOR THE RECORD ON CAMERA THANK YOU OK, YOU SAY I'LL DULY NOTED FOR THE RECORD ON CAMERA THANK YOU OK, YOU SAY I'LL DULY NOTED FOR THE RECORD ON CAMERA THANK YOU THANK YOU VERY MUCH I MUCH. THE RECORD ON CAMERA THANK YOU THANK YOU VERY MUCH I MUCH. THE RECORD ON CAMERA THANK YOU THANK YOU VERY MUCH I MUCH. I SEE NO OTHER QUESTIONS AND SO THANK YOU VERY MUCH I MUCH. I SEE NO OTHER

543QUESTIONS AND SO THANK YOU VERY MUCH I MUCH. I SEE NO OTHER QUESTIONS AND SO WITH THAT WE WILL MOVE TO THE I SEE NO OTHER QUESTIONS AND SO WITH THAT WE WILL MOVE TO THE I SEE NO OTHER QUESTIONS AND SO WITH THAT WE WILL MOVE TO THE MAN VALOR MR. JAMISON EXECUTIVE WITH THAT WE WILL MOVE TO THE MAN VALOR MR. JAMISON EXECUTIVE WITH THAT WE WILL MOVE TO THE MAN VALOR MR. JAMISON EXECUTIVE DIRECTOR JAMISON, EXECUTIVE MAN VALOR MR. JAMISON EXECUTIVE DIRECTOR JAMISON, EXECUTIVE MAN VALOR MR. JAMISON EXECUTIVE DIRECTOR JAMISON, EXECUTIVE DIRECTOR OF STUDENT SUPPORT DIRECTOR JAMISON, EXECUTIVE DIRECTOR OF STUDENT SUPPORT DIRECTOR JAMISON, EXECUTIVE DIRECTOR OF STUDENT SUPPORT SERVICES AND CHAPLIN'S WELCOME DIRECTOR OF STUDENT SUPPORT SERVICES AND CHAPLIN'S WELCOME DIRECTOR OF STUDENT SUPPORT SERVICES AND CHAPLIN'S WELCOME NICE TO SEE

544YOU AGAIN. SERVICES AND CHAPLIN'S WELCOME NICE TO SEE YOU AGAIN. SERVICES AND CHAPLIN'S WELCOME NICE TO SEE YOU AGAIN. COORDINATOR OF SCHOOL NICE TO SEE YOU AGAIN. COORDINATOR OF SCHOOL NICE TO SEE YOU AGAIN. COORDINATOR OF SCHOOL COUNSELING SERVICES. COORDINATOR OF SCHOOL COUNSELING SERVICES. COORDINATOR OF SCHOOL COUNSELING SERVICES. SO GOOD EVENING. COUNSELING SERVICES. SO GOOD EVENING. COUNSELING SERVICES. SO GOOD EVENING. THIS IS GOING TO BE SOME SO GOOD EVENING. THIS IS GOING TO BE SOME SO GOOD EVENING. THIS IS GOING TO BE SOME INFORMATION THAT I PREVIOUSLY THIS IS GOING TO BE SOME INFORMATION THAT I PREVIOUSLY THIS IS GOING TO BE SOME INFORMATION THAT I PREVIOUSLY SHARED THAT WE WILL TOUCH ON AT INFORMATION THAT I PREVIOUSLY SHARED THAT WE WILL TOUCH ON AT INFORMATION THAT I PREVIOUSLY SHARED THAT WE WILL TOUCH ON

545AT THIS PRESENTATION MY NAME IS SHARED THAT WE WILL TOUCH ON AT THIS PRESENTATION MY NAME IS SHARED THAT WE WILL TOUCH ON AT THIS PRESENTATION MY NAME IS ROBERT JAMESON EXECUTIVE THIS PRESENTATION MY NAME IS ROBERT JAMESON EXECUTIVE THIS PRESENTATION MY NAME IS ROBERT JAMESON EXECUTIVE DIRECTOR FOR ALL STUDENTS ROBERT JAMESON EXECUTIVE DIRECTOR FOR ALL STUDENTS ROBERT JAMESON EXECUTIVE DIRECTOR FOR ALL STUDENTS SUPPORT STUDENT SUPPORT DIRECTOR FOR ALL STUDENTS SUPPORT STUDENT SUPPORT DIRECTOR FOR ALL STUDENTS SUPPORT STUDENT SUPPORT SERVICES AND I'M JOINED THIS SUPPORT STUDENT SUPPORT SERVICES AND I'M JOINED THIS SUPPORT STUDENT SUPPORT SERVICES AND I'M JOINED THIS EVENING BY ANY CHANCE SERVICES AND I'M JOINED THIS EVENING BY ANY CHANCE SERVICES AND I'M JOINED THIS EVENING BY ANY CHANCE COORDINATOR, COORDINATOR FOR EVENING BY ANY CHANCE COORDINATOR, COORDINATOR FOR EVENING BY ANY

546CHANCE COORDINATOR, COORDINATOR FOR SCHOOL COUNSELING SERVICES TO COORDINATOR, COORDINATOR FOR SCHOOL COUNSELING SERVICES TO COORDINATOR, COORDINATOR FOR SCHOOL COUNSELING SERVICES TO SHARE INFORMATION ACADEMIC SCHOOL COUNSELING SERVICES TO SHARE INFORMATION ACADEMIC SCHOOL COUNSELING SERVICES TO SHARE INFORMATION ACADEMIC CAREER PLANNING IN VIRGINIA IN SHARE INFORMATION ACADEMIC CAREER PLANNING IN VIRGINIA IN SHARE INFORMATION ACADEMIC CAREER PLANNING IN VIRGINIA IN VIRGINIA BEACH CITY PUBLIC CAREER PLANNING IN VIRGINIA IN VIRGINIA BEACH CITY PUBLIC CAREER PLANNING IN VIRGINIA IN VIRGINIA BEACH CITY PUBLIC SCHOOLS THIS EVENING WILL VIRGINIA BEACH CITY PUBLIC SCHOOLS THIS EVENING WILL VIRGINIA BEACH CITY PUBLIC SCHOOLS THIS EVENING WILL REVIEW THE TOPICS DISPLAYED SCHOOLS THIS EVENING WILL REVIEW THE TOPICS DISPLAYED SCHOOLS THIS EVENING WILL REVIEW THE TOPICS DISPLAYED HERE AND EL PASO YOU CAN REVIEW THE TOPICS DISPLAYED HERE AND EL PASO YOU CAN REVIEW THE

547TOPICS DISPLAYED HERE AND EL PASO YOU CAN PREVIEW THOSE BEFORE WE BEGIN. HERE AND EL PASO YOU CAN PREVIEW THOSE BEFORE WE BEGIN. HERE AND EL PASO YOU CAN PREVIEW THOSE BEFORE WE BEGIN. SO >> TO BEGIN I TO SHARE THE PREVIEW THOSE BEFORE WE BEGIN. SO >> TO BEGIN I TO SHARE THE PREVIEW THOSE BEFORE WE BEGIN. SO >> TO BEGIN I TO SHARE THE LOCAL DEFINITION OF ACADEMIC SO >> TO BEGIN I TO SHARE THE LOCAL DEFINITION OF ACADEMIC SO >> TO BEGIN I TO SHARE THE LOCAL DEFINITION OF ACADEMIC CAREER PLANNING IN VIRGINIA IN LOCAL DEFINITION OF ACADEMIC CAREER PLANNING IN VIRGINIA IN LOCAL DEFINITION OF ACADEMIC CAREER PLANNING IN VIRGINIA IN VIRGINIA BEACH CITY PUBLIC CAREER PLANNING IN VIRGINIA IN VIRGINIA BEACH CITY PUBLIC CAREER PLANNING IN VIRGINIA IN VIRGINIA BEACH

548CITY PUBLIC SCHOOLS IT IS A STUDENT DRIVEN VIRGINIA BEACH CITY PUBLIC SCHOOLS IT IS A STUDENT DRIVEN VIRGINIA BEACH CITY PUBLIC SCHOOLS IT IS A STUDENT DRIVEN ADULTS IMPORTED ADULT SUPPORTED SCHOOLS IT IS A STUDENT DRIVEN ADULTS IMPORTED ADULT SUPPORTED SCHOOLS IT IS A STUDENT DRIVEN ADULTS IMPORTED ADULT SUPPORTED PROCESS IN WHICH STUDENTS ADULTS IMPORTED ADULT SUPPORTED PROCESS IN WHICH STUDENTS ADULTS IMPORTED ADULT SUPPORTED PROCESS IN WHICH STUDENTS CREATE CULTIVATE THEIR OWN PROCESS IN WHICH STUDENTS CREATE CULTIVATE THEIR OWN PROCESS IN WHICH STUDENTS CREATE CULTIVATE THEIR OWN UNIQUE INFORMATION BASED CREATE CULTIVATE THEIR OWN UNIQUE INFORMATION BASED CREATE CULTIVATE THEIR OWN UNIQUE INFORMATION BASED VISIONS FOR POST-SECONDARY UNIQUE INFORMATION BASED VISIONS FOR POST-SECONDARY UNIQUE INFORMATION BASED VISIONS FOR POST-SECONDARY ACCESS TO SELF EXPLORATION, VISIONS FOR POST-SECONDARY ACCESS TO SELF EXPLORATION, VISIONS FOR POST-SECONDARY ACCESS TO

549SELF EXPLORATION, CAREER EXPLORATION, SKILL ACCESS TO SELF EXPLORATION, CAREER EXPLORATION, SKILL ACCESS TO SELF EXPLORATION, CAREER EXPLORATION, SKILL DEVELOPMENT STUDENTS WILL BE CAREER EXPLORATION, SKILL DEVELOPMENT STUDENTS WILL BE CAREER EXPLORATION, SKILL DEVELOPMENT STUDENTS WILL BE EQUIPPED TO ACCOMPLISH THE DEVELOPMENT STUDENTS WILL BE EQUIPPED TO ACCOMPLISH THE DEVELOPMENT STUDENTS WILL BE EQUIPPED TO ACCOMPLISH THE PERSONALIZED GOALS WITH THE EQUIPPED TO ACCOMPLISH THE PERSONALIZED GOALS WITH THE EQUIPPED TO ACCOMPLISH THE PERSONALIZED GOALS WITH THE DEFINITION IN ON ACADEMIC PERSONALIZED GOALS WITH THE DEFINITION IN ON ACADEMIC PERSONALIZED GOALS WITH THE DEFINITION IN ON ACADEMIC CAREER PLANNING IS DIRECTLY DEFINITION IN ON ACADEMIC CAREER PLANNING IS DIRECTLY DEFINITION IN ON ACADEMIC CAREER PLANNING IS DIRECTLY ALIGNED WITH MANY WITH MANY CAREER PLANNING IS DIRECTLY ALIGNED WITH MANY WITH MANY CAREER PLANNING IS DIRECTLY ALIGNED WITH MANY WITH MANY

550ASPECTS OF OUR STRATEGIC ALIGNED WITH MANY WITH MANY ASPECTS OF OUR STRATEGIC ALIGNED WITH MANY WITH MANY ASPECTS OF OUR STRATEGIC FRAMEWORK SPECIFICALLY GOLD ASPECTS OF OUR STRATEGIC FRAMEWORK SPECIFICALLY GOLD ASPECTS OF OUR STRATEGIC FRAMEWORK SPECIFICALLY GOLD THREE STRATEGY SIX OUTLINES OUR FRAMEWORK SPECIFICALLY GOLD THREE STRATEGY SIX OUTLINES OUR FRAMEWORK SPECIFICALLY GOLD THREE STRATEGY SIX OUTLINES OUR COMMITMENT EMPOWERING STUDENTS THREE STRATEGY SIX OUTLINES OUR COMMITMENT EMPOWERING STUDENTS THREE STRATEGY SIX OUTLINES OUR COMMITMENT EMPOWERING STUDENTS WE WORK WE WORK TO ENGAGE IN COMMITMENT EMPOWERING STUDENTS WE WORK WE WORK TO ENGAGE IN COMMITMENT EMPOWERING STUDENTS WE WORK WE WORK TO ENGAGE IN RIGOROUS, AUTHENTIC AND WE WORK WE WORK TO ENGAGE IN RIGOROUS, AUTHENTIC AND WE WORK WE WORK TO ENGAGE IN RIGOROUS, AUTHENTIC AND STUDENTS LEARNING TO HELP TO RIGOROUS, AUTHENTIC AND STUDENTS LEARNING TO

551HELP TO RIGOROUS, AUTHENTIC AND STUDENTS LEARNING TO HELP TO IDENTIFY THEIR PASSIONS, TAKE STUDENTS LEARNING TO HELP TO IDENTIFY THEIR PASSIONS, TAKE STUDENTS LEARNING TO HELP TO IDENTIFY THEIR PASSIONS, TAKE OWNERSHIP OF ARE LEARNING AND IDENTIFY THEIR PASSIONS, TAKE OWNERSHIP OF ARE LEARNING AND IDENTIFY THEIR PASSIONS, TAKE OWNERSHIP OF ARE LEARNING AND CREATE A PLAN FOR PURSUING OWNERSHIP OF ARE LEARNING AND CREATE A PLAN FOR PURSUING OWNERSHIP OF ARE LEARNING AND CREATE A PLAN FOR PURSUING THEIR POSTSECONDARY GOALS ALL CREATE A PLAN FOR PURSUING THEIR POSTSECONDARY GOALS ALL CREATE A PLAN FOR PURSUING THEIR POSTSECONDARY GOALS ALL SCHOOLS AND ALL GRADE LEVELS THEIR POSTSECONDARY GOALS ALL SCHOOLS AND ALL GRADE LEVELS THEIR POSTSECONDARY GOALS ALL SCHOOLS AND ALL GRADE LEVELS PARTICIPATE IN THIS WORK TO SCHOOLS AND ALL GRADE LEVELS PARTICIPATE IN THIS WORK TO

552SCHOOLS AND ALL GRADE LEVELS PARTICIPATE IN THIS WORK TO ENSURE STUDENTS HAVE REQUISITE PARTICIPATE IN THIS WORK TO ENSURE STUDENTS HAVE REQUISITE PARTICIPATE IN THIS WORK TO ENSURE STUDENTS HAVE REQUISITE SKILLS FOR SCHOLASTIC AND ENSURE STUDENTS HAVE REQUISITE SKILLS FOR SCHOLASTIC AND ENSURE STUDENTS HAVE REQUISITE SKILLS FOR SCHOLASTIC AND POST-SECONDARY SUCCESS. SKILLS FOR SCHOLASTIC AND POST-SECONDARY SUCCESS. SKILLS FOR SCHOLASTIC AND POST-SECONDARY SUCCESS. ADDITIONALLY, AS NOTED IN THE POST-SECONDARY SUCCESS. ADDITIONALLY, AS NOTED IN THE POST-SECONDARY SUCCESS. ADDITIONALLY, AS NOTED IN THE TWENTY FOUR TWENTY FIVE ADDITIONALLY, AS NOTED IN THE TWENTY FOUR TWENTY FIVE ADDITIONALLY, AS NOTED IN THE TWENTY FOUR TWENTY FIVE STRATEGIC ACTION AGENDA DBCP TWENTY FOUR TWENTY FIVE STRATEGIC ACTION AGENDA DBCP TWENTY FOUR TWENTY FIVE STRATEGIC ACTION AGENDA DBCP STAFF CONTINUE TO PROVIDE STRATEGIC ACTION AGENDA DBCP STAFF CONTINUE TO PROVIDE STRATEGIC

553ACTION AGENDA DBCP STAFF CONTINUE TO PROVIDE STUDENTS ARE LEARNING STAFF CONTINUE TO PROVIDE STUDENTS ARE LEARNING STAFF CONTINUE TO PROVIDE STUDENTS ARE LEARNING EXPERIENCES THAT PROMOTE STUDENTS ARE LEARNING EXPERIENCES THAT PROMOTE STUDENTS ARE LEARNING EXPERIENCES THAT PROMOTE STUDENT REFLECTION INCREASED EXPERIENCES THAT PROMOTE STUDENT REFLECTION INCREASED EXPERIENCES THAT PROMOTE STUDENT REFLECTION INCREASED OWNERSHIP OF LEARNING INFORMED STUDENT REFLECTION INCREASED OWNERSHIP OF LEARNING INFORMED STUDENT REFLECTION INCREASED OWNERSHIP OF LEARNING INFORMED THE ACADEMIC AND CAREER PLAN AS OWNERSHIP OF LEARNING INFORMED THE ACADEMIC AND CAREER PLAN AS OWNERSHIP OF LEARNING INFORMED THE ACADEMIC AND CAREER PLAN AS WELL FOSTER THE ACQUISITION THE ACADEMIC AND CAREER PLAN AS WELL FOSTER THE ACQUISITION THE ACADEMIC AND CAREER PLAN AS WELL FOSTER THE ACQUISITION OF THE ATTRIBUTES AND THE WELL FOSTER THE ACQUISITION OF THE ATTRIBUTES AND THE WELL FOSTER THE ACQUISITION

554OF THE ATTRIBUTES AND THE DIVISION'S GRADUATE PROFILE OF THE ATTRIBUTES AND THE DIVISION'S GRADUATE PROFILE OF THE ATTRIBUTES AND THE DIVISION'S GRADUATE PROFILE BUILDING FUTURE READY STUDENTS DIVISION'S GRADUATE PROFILE BUILDING FUTURE READY STUDENTS DIVISION'S GRADUATE PROFILE BUILDING FUTURE READY STUDENTS IS ONE OF THE GUIDING BUILDING FUTURE READY STUDENTS IS ONE OF THE GUIDING BUILDING FUTURE READY STUDENTS IS ONE OF THE GUIDING PRINCIPLES FOR ACADEMIC AND IS ONE OF THE GUIDING PRINCIPLES FOR ACADEMIC AND IS ONE OF THE GUIDING PRINCIPLES FOR ACADEMIC AND CAREER AIMED AT ENSURING PRINCIPLES FOR ACADEMIC AND CAREER AIMED AT ENSURING PRINCIPLES FOR ACADEMIC AND CAREER AIMED AT ENSURING STUDENTS HAVE THE NECESSARY CAREER AIMED AT ENSURING STUDENTS HAVE THE NECESSARY CAREER AIMED AT ENSURING STUDENTS HAVE THE NECESSARY SKILLS TO BE EMPLOYED ENLISTED STUDENTS HAVE THE NECESSARY SKILLS TO BE EMPLOYED

555ENLISTED STUDENTS HAVE THE NECESSARY SKILLS TO BE EMPLOYED ENLISTED ENROLLED, ENROLLED OR SKILLS TO BE EMPLOYED ENLISTED ENROLLED, ENROLLED OR SKILLS TO BE EMPLOYED ENLISTED ENROLLED, ENROLLED OR ENTREPRENEURS UPON GRADUATION. ENROLLED, ENROLLED OR ENTREPRENEURS UPON GRADUATION. ENROLLED, ENROLLED OR ENTREPRENEURS UPON GRADUATION. ANOTHER GUIDING PRINCIPAL FOR ENTREPRENEURS UPON GRADUATION. ANOTHER GUIDING PRINCIPAL FOR ENTREPRENEURS UPON GRADUATION. ANOTHER GUIDING PRINCIPAL FOR ACADEMIC CAREER PLANNING IS THE ANOTHER GUIDING PRINCIPAL FOR ACADEMIC CAREER PLANNING IS THE ANOTHER GUIDING PRINCIPAL FOR ACADEMIC CAREER PLANNING IS THE ON TIME GRADUATION RATE. ACADEMIC CAREER PLANNING IS THE ON TIME GRADUATION RATE. ACADEMIC CAREER PLANNING IS THE ON TIME GRADUATION RATE. ALTHOUGH AS WE CALL IT IS BASED ON TIME GRADUATION RATE. ALTHOUGH AS WE CALL IT IS BASED ON TIME GRADUATION RATE. ALTHOUGH AS WE CALL IT IS BASED ON THE PERCENTAGE OF

556STUDENTS ALTHOUGH AS WE CALL IT IS BASED ON THE PERCENTAGE OF STUDENTS ALTHOUGH AS WE CALL IT IS BASED ON THE PERCENTAGE OF STUDENTS THE GRADUATION COHORT EARNED A ON THE PERCENTAGE OF STUDENTS THE GRADUATION COHORT EARNED A ON THE PERCENTAGE OF STUDENTS THE GRADUATION COHORT EARNED A BOARD APPROVED OR BOARD THE GRADUATION COHORT EARNED A BOARD APPROVED OR BOARD THE GRADUATION COHORT EARNED A BOARD APPROVED OR BOARD OF EDUCATION APPROVED DIPLOMA BOARD APPROVED OR BOARD OF EDUCATION APPROVED DIPLOMA BOARD APPROVED OR BOARD OF EDUCATION APPROVED DIPLOMA WITHIN FOUR YEARS OF ENTERING OF EDUCATION APPROVED DIPLOMA WITHIN FOUR YEARS OF ENTERING OF EDUCATION APPROVED DIPLOMA WITHIN FOUR YEARS OF ENTERING HIGH SCHOOL THE IMPORTANCE ON WITHIN FOUR YEARS OF ENTERING HIGH SCHOOL THE IMPORTANCE ON WITHIN FOUR YEARS OF ENTERING HIGH SCHOOL THE IMPORTANCE ON

557STUDENT'S READINESS FOR HIGH HIGH SCHOOL THE IMPORTANCE ON STUDENT'S READINESS FOR HIGH HIGH SCHOOL THE IMPORTANCE ON STUDENT'S READINESS FOR HIGH CANNOT BE OVERSTATED THIS MEANS STUDENT'S READINESS FOR HIGH CANNOT BE OVERSTATED THIS MEANS STUDENT'S READINESS FOR HIGH CANNOT BE OVERSTATED THIS MEANS THIS MEANS ACADEMIC AND CAREER CANNOT BE OVERSTATED THIS MEANS THIS MEANS ACADEMIC AND CAREER CANNOT BE OVERSTATED THIS MEANS THIS MEANS ACADEMIC AND CAREER PLANNING TRULY K-12 INITIATIVE THIS MEANS ACADEMIC AND CAREER PLANNING TRULY K-12 INITIATIVE THIS MEANS ACADEMIC AND CAREER PLANNING TRULY K-12 INITIATIVE WITH STAFF FROM STAFF FROM ALL PLANNING TRULY K-12 INITIATIVE WITH STAFF FROM STAFF FROM ALL PLANNING TRULY K-12 INITIATIVE WITH STAFF FROM STAFF FROM ALL GRADE LEVELS CONTRIBUTING THE WITH STAFF FROM STAFF FROM ALL GRADE LEVELS CONTRIBUTING THE WITH STAFF FROM STAFF FROM ALL GRADE LEVELS

558CONTRIBUTING THE COLLEGE CAREER AND CIVIC GRADE LEVELS CONTRIBUTING THE COLLEGE CAREER AND CIVIC GRADE LEVELS CONTRIBUTING THE COLLEGE CAREER AND CIVIC READINESS INDEX IS ONE MEASURE COLLEGE CAREER AND CIVIC READINESS INDEX IS ONE MEASURE COLLEGE CAREER AND CIVIC READINESS INDEX IS ONE MEASURE OF THIS AND THIS WILL BE READINESS INDEX IS ONE MEASURE OF THIS AND THIS WILL BE READINESS INDEX IS ONE MEASURE OF THIS AND THIS WILL BE REPLACED BY THE THREE FRAMEWORK OF THIS AND THIS WILL BE REPLACED BY THE THREE FRAMEWORK OF THIS AND THIS WILL BE REPLACED BY THE THREE FRAMEWORK AND THE NEW VIDEO WILL BE REPLACED BY THE THREE FRAMEWORK AND THE NEW VIDEO WILL BE REPLACED BY THE THREE FRAMEWORK AND THE NEW VIDEO WILL BE ACCOUNTABLE SYSTEM WHICH YOU AND THE NEW VIDEO WILL BE ACCOUNTABLE SYSTEM

559WHICH YOU AND THE NEW VIDEO WILL BE ACCOUNTABLE SYSTEM WHICH YOU JUST HEARD FROM DR. ROBERTSON ACCOUNTABLE SYSTEM WHICH YOU JUST HEARD FROM DR. ROBERTSON ACCOUNTABLE SYSTEM WHICH YOU JUST HEARD FROM DR. ROBERTSON OVER THE PAST SEVERAL YEARS THE JUST HEARD FROM DR. ROBERTSON OVER THE PAST SEVERAL YEARS THE JUST HEARD FROM DR. ROBERTSON OVER THE PAST SEVERAL YEARS THE INDEX MEASURED STUDENT OVER THE PAST SEVERAL YEARS THE INDEX MEASURED STUDENT OVER THE PAST SEVERAL YEARS THE INDEX MEASURED STUDENT PARTICIPATION OF PREPARATION INDEX MEASURED STUDENT PARTICIPATION OF PREPARATION INDEX MEASURED STUDENT PARTICIPATION OF PREPARATION EXCUSE ME FOR COLLEGE CAREERS PARTICIPATION OF PREPARATION EXCUSE ME FOR COLLEGE CAREERS PARTICIPATION OF PREPARATION EXCUSE ME FOR COLLEGE CAREERS WHILE IN HIGH SCHOOL STUDENT EXCUSE ME FOR COLLEGE CAREERS WHILE IN HIGH SCHOOL STUDENT EXCUSE ME FOR COLLEGE CAREERS

560WHILE IN HIGH SCHOOL STUDENT COMPLETION OF ADVANCED LEVEL WHILE IN HIGH SCHOOL STUDENT COMPLETION OF ADVANCED LEVEL WHILE IN HIGH SCHOOL STUDENT COMPLETION OF ADVANCED LEVEL COURSEWORK LIKE ADVANCED COMPLETION OF ADVANCED LEVEL COURSEWORK LIKE ADVANCED COMPLETION OF ADVANCED LEVEL COURSEWORK LIKE ADVANCED PLACEMENT DO DUAL ENROLLMENT COURSEWORK LIKE ADVANCED PLACEMENT DO DUAL ENROLLMENT COURSEWORK LIKE ADVANCED PLACEMENT DO DUAL ENROLLMENT AND INTERNATIONAL BACCALAUREATE PLACEMENT DO DUAL ENROLLMENT AND INTERNATIONAL BACCALAUREATE PLACEMENT DO DUAL ENROLLMENT AND INTERNATIONAL BACCALAUREATE COURSES CTE COURSES AND AND INTERNATIONAL BACCALAUREATE COURSES CTE COURSES AND AND INTERNATIONAL BACCALAUREATE COURSES CTE COURSES AND CREDENTIALS AND JROTC COURSES CTE COURSES AND CREDENTIALS AND JROTC COURSES CTE COURSES AND CREDENTIALS AND JROTC COURSEWORK CREDENTIALS AND CREDENTIALS AND JROTC COURSEWORK CREDENTIALS AND CREDENTIALS AND JROTC COURSEWORK CREDENTIALS AND WORKPLACE LEARNING AS WELL AS COURSEWORK CREDENTIALS AND WORKPLACE LEARNING AS

561WELL AS COURSEWORK CREDENTIALS AND WORKPLACE LEARNING AS WELL AS SERVICE LEARNING WITH THE WORKPLACE LEARNING AS WELL AS SERVICE LEARNING WITH THE WORKPLACE LEARNING AS WELL AS SERVICE LEARNING WITH THE COLLEGE AND CAREER READINESS SERVICE LEARNING WITH THE COLLEGE AND CAREER READINESS SERVICE LEARNING WITH THE COLLEGE AND CAREER READINESS INDEX IN MIND THE FOLLOWING ARE COLLEGE AND CAREER READINESS INDEX IN MIND THE FOLLOWING ARE COLLEGE AND CAREER READINESS INDEX IN MIND THE FOLLOWING ARE SOME UQP CELEBRATIONS FROM THE INDEX IN MIND THE FOLLOWING ARE SOME UQP CELEBRATIONS FROM THE INDEX IN MIND THE FOLLOWING ARE SOME UQP CELEBRATIONS FROM THE LAST YEAR SPEAKING OF THE ON SOME UQP CELEBRATIONS FROM THE LAST YEAR SPEAKING OF THE ON SOME UQP CELEBRATIONS FROM THE LAST YEAR SPEAKING OF THE ON TIME GRADUATION RATE, VIRGINIA LAST YEAR SPEAKING

562OF THE ON TIME GRADUATION RATE, VIRGINIA LAST YEAR SPEAKING OF THE ON TIME GRADUATION RATE, VIRGINIA BEACH CITY PUBLIC SCHOOLS TIME GRADUATION RATE, VIRGINIA BEACH CITY PUBLIC SCHOOLS TIME GRADUATION RATE, VIRGINIA BEACH CITY PUBLIC SCHOOLS CONTINUE TO MAINTAIN RECORD BEACH CITY PUBLIC SCHOOLS CONTINUE TO MAINTAIN RECORD BEACH CITY PUBLIC SCHOOLS CONTINUE TO MAINTAIN RECORD LEVELS WHICH STANDS AT NINETY CONTINUE TO MAINTAIN RECORD LEVELS WHICH STANDS AT NINETY CONTINUE TO MAINTAIN RECORD LEVELS WHICH STANDS AT NINETY SIX POINT ONE PERCENT FOR THE LEVELS WHICH STANDS AT NINETY SIX POINT ONE PERCENT FOR THE LEVELS WHICH STANDS AT NINETY SIX POINT ONE PERCENT FOR THE TWENTY TWENTY FOUR COHORT YEAR SIX POINT ONE PERCENT FOR THE TWENTY TWENTY FOUR COHORT YEAR SIX POINT ONE PERCENT FOR THE TWENTY TWENTY FOUR COHORT YEAR AND A DROPOUT RATE OF

563TWO POINT TWENTY TWENTY FOUR COHORT YEAR AND A DROPOUT RATE OF TWO POINT TWENTY TWENTY FOUR COHORT YEAR AND A DROPOUT RATE OF TWO POINT ONE PERCENT. AND A DROPOUT RATE OF TWO POINT ONE PERCENT. AND A DROPOUT RATE OF TWO POINT ONE PERCENT. SOME SPECIFIC DATA POINTS WE ONE PERCENT. SOME SPECIFIC DATA POINTS WE ONE PERCENT. SOME SPECIFIC DATA POINTS WE CAN SHUT DOWN THE ROAD BUT SOME SPECIFIC DATA POINTS WE CAN SHUT DOWN THE ROAD BUT SOME SPECIFIC DATA POINTS WE CAN SHUT DOWN THE ROAD BUT SIXTY ONE PERCENT OF OUR CAN SHUT DOWN THE ROAD BUT SIXTY ONE PERCENT OF OUR CAN SHUT DOWN THE ROAD BUT SIXTY ONE PERCENT OF OUR GRADUATING CLASS EARN AN SIXTY ONE PERCENT OF OUR GRADUATING CLASS EARN AN SIXTY ONE PERCENT OF OUR GRADUATING CLASS

564EARN AN ADVANCED STUDIES DIPLOMA AND GRADUATING CLASS EARN AN ADVANCED STUDIES DIPLOMA AND GRADUATING CLASS EARN AN ADVANCED STUDIES DIPLOMA AND DBCP OUTPERFORMED VIRGINIA'S ADVANCED STUDIES DIPLOMA AND DBCP OUTPERFORMED VIRGINIA'S ADVANCED STUDIES DIPLOMA AND DBCP OUTPERFORMED VIRGINIA'S AND AND DROPOUT RATES THE DBCP OUTPERFORMED VIRGINIA'S AND AND DROPOUT RATES THE DBCP OUTPERFORMED VIRGINIA'S AND AND DROPOUT RATES THE COLLAPSE THE CLASS OF TWENTY AND AND DROPOUT RATES THE COLLAPSE THE CLASS OF TWENTY AND AND DROPOUT RATES THE COLLAPSE THE CLASS OF TWENTY TWENTY FOUR WAS OFFERED 100 18 COLLAPSE THE CLASS OF TWENTY TWENTY FOUR WAS OFFERED 100 18 COLLAPSE THE CLASS OF TWENTY TWENTY FOUR WAS OFFERED 100 18 MILLION SEVEN HUNDRED THIRTY TWENTY FOUR WAS OFFERED 100 18 MILLION SEVEN HUNDRED THIRTY TWENTY FOUR WAS OFFERED 100 18 MILLION SEVEN HUNDRED THIRTY FIVE THOUSAND HUNDRED

565NINE MILLION SEVEN HUNDRED THIRTY FIVE THOUSAND HUNDRED NINE MILLION SEVEN HUNDRED THIRTY FIVE THOUSAND HUNDRED NINE DOLLARS AND ACCEPTED FIFTY FIVE THOUSAND HUNDRED NINE DOLLARS AND ACCEPTED FIFTY FIVE THOUSAND HUNDRED NINE DOLLARS AND ACCEPTED FIFTY SEVEN MILLION FIVE HUNDRED DOLLARS AND ACCEPTED FIFTY SEVEN MILLION FIVE HUNDRED DOLLARS AND ACCEPTED FIFTY SEVEN MILLION FIVE HUNDRED SIXTY SIX THOUSAND NINE TO SEVEN MILLION FIVE HUNDRED SIXTY SIX THOUSAND NINE TO SEVEN MILLION FIVE HUNDRED SIXTY SIX THOUSAND NINE TO TWELVE DOLLARS IN SCHOLARSHIP SIXTY SIX THOUSAND NINE TO TWELVE DOLLARS IN SCHOLARSHIP SIXTY SIX THOUSAND NINE TO TWELVE DOLLARS IN SCHOLARSHIP MONEY AS YOU JUST HEARD FROM US TWELVE DOLLARS IN SCHOLARSHIP MONEY AS YOU JUST HEARD FROM US TWELVE DOLLARS IN SCHOLARSHIP MONEY AS YOU JUST HEARD FROM US A FEW MOMENTS AGO THE NUMBER MONEY AS YOU

566JUST HEARD FROM US A FEW MOMENTS AGO THE NUMBER MONEY AS YOU JUST HEARD FROM US A FEW MOMENTS AGO THE NUMBER OF STUDENTS TAKING AP COURSES A FEW MOMENTS AGO THE NUMBER OF STUDENTS TAKING AP COURSES A FEW MOMENTS AGO THE NUMBER OF STUDENTS TAKING AP COURSES IN AP EXAMS CONTINUES TO RISE OF STUDENTS TAKING AP COURSES IN AP EXAMS CONTINUES TO RISE OF STUDENTS TAKING AP COURSES IN AP EXAMS CONTINUES TO RISE AND LAST SCHOOL YEAR WE IN AP EXAMS CONTINUES TO RISE AND LAST SCHOOL YEAR WE IN AP EXAMS CONTINUES TO RISE AND LAST SCHOOL YEAR WE ADMINISTERED OVER EIGHT OR AND LAST SCHOOL YEAR WE ADMINISTERED OVER EIGHT OR AND LAST SCHOOL YEAR WE ADMINISTERED OVER EIGHT OR EIGHT THOUSAND SIX HUNDRED ADMINISTERED OVER EIGHT OR EIGHT THOUSAND SIX HUNDRED ADMINISTERED

567OVER EIGHT OR EIGHT THOUSAND SIX HUNDRED ADVANCED PLACEMENT EXAMS WITH EIGHT THOUSAND SIX HUNDRED ADVANCED PLACEMENT EXAMS WITH EIGHT THOUSAND SIX HUNDRED ADVANCED PLACEMENT EXAMS WITH MORE BLACK AND LATINO STUDENTS ADVANCED PLACEMENT EXAMS WITH MORE BLACK AND LATINO STUDENTS ADVANCED PLACEMENT EXAMS WITH MORE BLACK AND LATINO STUDENTS PARTICIPATING THAN EVER BEFORE MORE BLACK AND LATINO STUDENTS PARTICIPATING THAN EVER BEFORE MORE BLACK AND LATINO STUDENTS PARTICIPATING THAN EVER BEFORE . PARTICIPATING THAN EVER BEFORE . PARTICIPATING THAN EVER BEFORE . MORE IMPORTANTLY WITH THE . MORE IMPORTANTLY WITH THE . MORE IMPORTANTLY WITH THE INCREASED NUMBER OF STUDENTS MORE IMPORTANTLY WITH THE INCREASED NUMBER OF STUDENTS MORE IMPORTANTLY WITH THE INCREASED NUMBER OF STUDENTS TAKING THESE COURSES AND EXAMS INCREASED NUMBER OF STUDENTS TAKING THESE COURSES AND EXAMS INCREASED NUMBER OF STUDENTS TAKING THESE COURSES AND EXAMS

568AS YOU HEARD FROM MR. VOGEL WE TAKING THESE COURSES AND EXAMS AS YOU HEARD FROM MR. VOGEL WE TAKING THESE COURSES AND EXAMS AS YOU HEARD FROM MR. VOGEL WE CONTINUE TO EXCEL WITH 66 AS YOU HEARD FROM MR. VOGEL WE CONTINUE TO EXCEL WITH 66 AS YOU HEARD FROM MR. VOGEL WE CONTINUE TO EXCEL WITH 66 PERCENT OF PERCENT OF STUDENTS CONTINUE TO EXCEL WITH 66 PERCENT OF PERCENT OF STUDENTS CONTINUE TO EXCEL WITH 66 PERCENT OF PERCENT OF STUDENTS WHO TOOK AN EXAM GOING TO THREE PERCENT OF PERCENT OF STUDENTS WHO TOOK AN EXAM GOING TO THREE PERCENT OF PERCENT OF STUDENTS WHO TOOK AN EXAM GOING TO THREE OR HIGHER AS MR. COUNT AS THE WHO TOOK AN EXAM GOING TO THREE OR HIGHER AS MR. COUNT AS THE WHO TOOK AN

569EXAM GOING TO THREE OR HIGHER AS MR. COUNT AS THE FIVE BEING THE HIGHEST SCORE OR HIGHER AS MR. COUNT AS THE FIVE BEING THE HIGHEST SCORE OR HIGHER AS MR. COUNT AS THE FIVE BEING THE HIGHEST SCORE AND WE HAD ONE THOUSAND THREE FIVE BEING THE HIGHEST SCORE AND WE HAD ONE THOUSAND THREE FIVE BEING THE HIGHEST SCORE AND WE HAD ONE THOUSAND THREE HUNDRED TWENTY FOUR AP SCHOLARS AND WE HAD ONE THOUSAND THREE HUNDRED TWENTY FOUR AP SCHOLARS AND WE HAD ONE THOUSAND THREE HUNDRED TWENTY FOUR AP SCHOLARS WHICH MEANS HE HAD THIRTEEN HUNDRED TWENTY FOUR AP SCHOLARS WHICH MEANS HE HAD THIRTEEN HUNDRED TWENTY FOUR AP SCHOLARS WHICH MEANS HE HAD THIRTEEN HUNDRED STUDENTS MORE THAN WHICH MEANS HE HAD THIRTEEN HUNDRED STUDENTS MORE THAN WHICH MEANS HE HAD THIRTEEN HUNDRED STUDENTS

570MORE THAN THIRTEEN HUNDRED STUDENTS SCORE HUNDRED STUDENTS MORE THAN THIRTEEN HUNDRED STUDENTS SCORE HUNDRED STUDENTS MORE THAN THIRTEEN HUNDRED STUDENTS SCORE THREE OR HIGHER ON AT LEAST THIRTEEN HUNDRED STUDENTS SCORE THREE OR HIGHER ON AT LEAST THIRTEEN HUNDRED STUDENTS SCORE THREE OR HIGHER ON AT LEAST THREE DIFFERENT EXAMS BBC'S IS THREE OR HIGHER ON AT LEAST THREE DIFFERENT EXAMS BBC'S IS THREE OR HIGHER ON AT LEAST THREE DIFFERENT EXAMS BBC'S IS COMMITTED TO EXPANDING DUAL THREE DIFFERENT EXAMS BBC'S IS COMMITTED TO EXPANDING DUAL THREE DIFFERENT EXAMS BBC'S IS COMMITTED TO EXPANDING DUAL ENROLLMENT AS I JUST MENTIONED COMMITTED TO EXPANDING DUAL ENROLLMENT AS I JUST MENTIONED COMMITTED TO EXPANDING DUAL ENROLLMENT AS I JUST MENTIONED WE HAD ONE THOUSAND NINE ENROLLMENT AS I JUST MENTIONED WE HAD ONE THOUSAND NINE ENROLLMENT AS I JUST MENTIONED

571WE HAD ONE THOUSAND NINE HUNDRED TEN STUDENTS CURRENTLY WE HAD ONE THOUSAND NINE HUNDRED TEN STUDENTS CURRENTLY WE HAD ONE THOUSAND NINE HUNDRED TEN STUDENTS CURRENTLY ACCESSING COURSES AND IT JUST HUNDRED TEN STUDENTS CURRENTLY ACCESSING COURSES AND IT JUST HUNDRED TEN STUDENTS CURRENTLY ACCESSING COURSES AND IT JUST WANT JUST WANT TO POINT OUT ACCESSING COURSES AND IT JUST WANT JUST WANT TO POINT OUT ACCESSING COURSES AND IT JUST WANT JUST WANT TO POINT OUT THAT OVER 120 COURSES THAT WE WANT JUST WANT TO POINT OUT THAT OVER 120 COURSES THAT WE WANT JUST WANT TO POINT OUT THAT OVER 120 COURSES THAT WE NOW OFFER IN TWENTY SIXTEEN THAT OVER 120 COURSES THAT WE NOW OFFER IN TWENTY SIXTEEN THAT OVER 120 COURSES THAT WE NOW OFFER IN TWENTY SIXTEEN COMING IN AS COORDINATOR NOW

572OFFER IN TWENTY SIXTEEN COMING IN AS COORDINATOR NOW OFFER IN TWENTY SIXTEEN COMING IN AS COORDINATOR OF SCHOOL COUNSELING WE WERE COMING IN AS COORDINATOR OF SCHOOL COUNSELING WE WERE COMING IN AS COORDINATOR OF SCHOOL COUNSELING WE WERE EXPANDING TO JUST 16 COURSES AT OF SCHOOL COUNSELING WE WERE EXPANDING TO JUST 16 COURSES AT OF SCHOOL COUNSELING WE WERE EXPANDING TO JUST 16 COURSES AT THAT TIME AND BY TWENTY TWENTY EXPANDING TO JUST 16 COURSES AT THAT TIME AND BY TWENTY TWENTY EXPANDING TO JUST 16 COURSES AT THAT TIME AND BY TWENTY TWENTY FOUR WE ARE LOOKING AT OVER ONE THAT TIME AND BY TWENTY TWENTY FOUR WE ARE LOOKING AT OVER ONE THAT TIME AND BY TWENTY TWENTY FOUR WE ARE LOOKING AT OVER ONE HUNDRED TWENTY COURSES BEING FOUR WE ARE LOOKING AT

573OVER ONE HUNDRED TWENTY COURSES BEING FOUR WE ARE LOOKING AT OVER ONE HUNDRED TWENTY COURSES BEING AVAILABLE TO OUR STUDENTS FOR HUNDRED TWENTY COURSES BEING AVAILABLE TO OUR STUDENTS FOR HUNDRED TWENTY COURSES BEING AVAILABLE TO OUR STUDENTS FOR DUAL ENROLLMENT IN JUNE 20 20 AVAILABLE TO OUR STUDENTS FOR DUAL ENROLLMENT IN JUNE 20 20 AVAILABLE TO OUR STUDENTS FOR DUAL ENROLLMENT IN JUNE 20 20 FOR ONE HUNDRED PERCENT OF IB DUAL ENROLLMENT IN JUNE 20 20 FOR ONE HUNDRED PERCENT OF IB DUAL ENROLLMENT IN JUNE 20 20 FOR ONE HUNDRED PERCENT OF IB STUDENTS OBTAIN THEIR STUDIES FOR ONE HUNDRED PERCENT OF IB STUDENTS OBTAIN THEIR STUDIES FOR ONE HUNDRED PERCENT OF IB STUDENTS OBTAIN THEIR STUDIES DEPARTMENT IN 96 PERCENT STUDENTS OBTAIN THEIR STUDIES DEPARTMENT IN 96 PERCENT STUDENTS OBTAIN THEIR STUDIES DEPARTMENT IN

57496 PERCENT OF PERCENT OF THEM EARNED THEIR DEPARTMENT IN 96 PERCENT OF PERCENT OF THEM EARNED THEIR DEPARTMENT IN 96 PERCENT OF PERCENT OF THEM EARNED THEIR IB DIPLOMA WITH THESE APD AND OF PERCENT OF THEM EARNED THEIR IB DIPLOMA WITH THESE APD AND OF PERCENT OF THEM EARNED THEIR IB DIPLOMA WITH THESE APD AND IB ACCOMPLISHMENTS ONE THOUSAND IB DIPLOMA WITH THESE APD AND IB ACCOMPLISHMENTS ONE THOUSAND IB DIPLOMA WITH THESE APD AND IB ACCOMPLISHMENTS ONE THOUSAND ONE STUDENTS WHO GRADUATED IN IB ACCOMPLISHMENTS ONE THOUSAND ONE STUDENTS WHO GRADUATED IN IB ACCOMPLISHMENTS ONE THOUSAND ONE STUDENTS WHO GRADUATED IN THE TWENTY TWENTY FOUR ONE STUDENTS WHO GRADUATED IN THE TWENTY TWENTY FOUR ONE STUDENTS WHO GRADUATED IN THE TWENTY TWENTY FOUR COHORT EARNED THE EARLY COLLEGE THE TWENTY TWENTY FOUR COHORT EARNED THE EARLY

575COLLEGE THE TWENTY TWENTY FOUR COHORT EARNED THE EARLY COLLEGE SCHOLARS CERTIFICATE MEANING COHORT EARNED THE EARLY COLLEGE SCHOLARS CERTIFICATE MEANING COHORT EARNED THE EARLY COLLEGE SCHOLARS CERTIFICATE MEANING THEY GRADUATED WITH AT LEAST 15 SCHOLARS CERTIFICATE MEANING THEY GRADUATED WITH AT LEAST 15 SCHOLARS CERTIFICATE MEANING THEY GRADUATED WITH AT LEAST 15 TRANSFERABLE COLLEGE GRADS THEY GRADUATED WITH AT LEAST 15 TRANSFERABLE COLLEGE GRADS THEY GRADUATED WITH AT LEAST 15 TRANSFERABLE COLLEGE GRADS DURING THE TWENTY THREE TWENTY TRANSFERABLE COLLEGE GRADS DURING THE TWENTY THREE TWENTY TRANSFERABLE COLLEGE GRADS DURING THE TWENTY THREE TWENTY FOR SCHOOL YEARBOOK EARNED DURING THE TWENTY THREE TWENTY FOR SCHOOL YEARBOOK EARNED DURING THE TWENTY THREE TWENTY FOR SCHOOL YEARBOOK EARNED FOURTEEN THOUSAND THREE HUNDRED FOR SCHOOL YEARBOOK EARNED FOURTEEN THOUSAND THREE HUNDRED FOR SCHOOL YEARBOOK EARNED FOURTEEN THOUSAND THREE HUNDRED THIRTY INDUSTRY CREDENTIALS

576FOURTEEN THOUSAND THREE HUNDRED THIRTY INDUSTRY CREDENTIALS FOURTEEN THOUSAND THREE HUNDRED THIRTY INDUSTRY CREDENTIALS WHICH WAS EIGHT HUNDRED TEN THIRTY INDUSTRY CREDENTIALS WHICH WAS EIGHT HUNDRED TEN THIRTY INDUSTRY CREDENTIALS WHICH WAS EIGHT HUNDRED TEN MORE THAN THE PREVIOUS YEAR AND WHICH WAS EIGHT HUNDRED TEN MORE THAN THE PREVIOUS YEAR AND WHICH WAS EIGHT HUNDRED TEN MORE THAN THE PREVIOUS YEAR AND BASED ON RESPONSES FROM THE MORE THAN THE PREVIOUS YEAR AND BASED ON RESPONSES FROM THE MORE THAN THE PREVIOUS YEAR AND BASED ON RESPONSES FROM THE SENIOR EXIT SURVEY WE HAD ONE BASED ON RESPONSES FROM THE SENIOR EXIT SURVEY WE HAD ONE BASED ON RESPONSES FROM THE SENIOR EXIT SURVEY WE HAD ONE HUNDRED TWENTY FOUR STUDENTS SENIOR EXIT SURVEY WE HAD ONE HUNDRED TWENTY FOUR STUDENTS SENIOR EXIT SURVEY WE HAD ONE HUNDRED TWENTY

577FOUR STUDENTS INDICATE THEY PLAN TO ENLIST IN HUNDRED TWENTY FOUR STUDENTS INDICATE THEY PLAN TO ENLIST IN HUNDRED TWENTY FOUR STUDENTS INDICATE THEY PLAN TO ENLIST IN THE MILITARY UPON GRADUATION INDICATE THEY PLAN TO ENLIST IN THE MILITARY UPON GRADUATION INDICATE THEY PLAN TO ENLIST IN THE MILITARY UPON GRADUATION THE BBC SCOPE AND SEQUENCE THE MILITARY UPON GRADUATION THE BBC SCOPE AND SEQUENCE THE MILITARY UPON GRADUATION THE BBC SCOPE AND SEQUENCE DOCUMENT FOR ACADEMIC CAREER THE BBC SCOPE AND SEQUENCE DOCUMENT FOR ACADEMIC CAREER THE BBC SCOPE AND SEQUENCE DOCUMENT FOR ACADEMIC CAREER PLANNING ORGANIZES THE KINDS DOCUMENT FOR ACADEMIC CAREER PLANNING ORGANIZES THE KINDS DOCUMENT FOR ACADEMIC CAREER PLANNING ORGANIZES THE KINDS OF STUDENT EXPERIENCES WE OFFER PLANNING ORGANIZES THE KINDS OF STUDENT EXPERIENCES WE OFFER PLANNING ORGANIZES THE KINDS OF STUDENT EXPERIENCES WE OFFER

578IN EACH GRADE LEVEL FOR OF STUDENT EXPERIENCES WE OFFER IN EACH GRADE LEVEL FOR OF STUDENT EXPERIENCES WE OFFER IN EACH GRADE LEVEL FOR ELEMENTARY SCHOOL WE FOCUS ON IN EACH GRADE LEVEL FOR ELEMENTARY SCHOOL WE FOCUS ON IN EACH GRADE LEVEL FOR ELEMENTARY SCHOOL WE FOCUS ON AWARENESS THE MIDDLE SCHOOL WE ELEMENTARY SCHOOL WE FOCUS ON AWARENESS THE MIDDLE SCHOOL WE ELEMENTARY SCHOOL WE FOCUS ON AWARENESS THE MIDDLE SCHOOL WE FOCUS ON EXPLORATION AND AT THE AWARENESS THE MIDDLE SCHOOL WE FOCUS ON EXPLORATION AND AT THE AWARENESS THE MIDDLE SCHOOL WE FOCUS ON EXPLORATION AND AT THE HIGH SCHOOL LEVEL WE FOCUS ON EXPLORATION AND AT THE HIGH SCHOOL LEVEL WE FOCUS ON EXPLORATION AND AT THE HIGH SCHOOL LEVEL WE CONCENTRATE ON READINESS MRS. HIGH SCHOOL LEVEL WE CONCENTRATE ON READINESS MRS. HIGH

579SCHOOL LEVEL WE CONCENTRATE ON READINESS MRS. ANY CHALLENGE JONES, CONCENTRATE ON READINESS MRS. ANY CHALLENGE JONES, CONCENTRATE ON READINESS MRS. ANY CHALLENGE JONES, COORDINATOR FOR SCHOOL ANY CHALLENGE JONES, COORDINATOR FOR SCHOOL ANY CHALLENGE JONES, COORDINATOR FOR SCHOOL COUNSELING WILL NOW SHARE SOME COORDINATOR FOR SCHOOL COUNSELING WILL NOW SHARE SOME COORDINATOR FOR SCHOOL COUNSELING WILL NOW SHARE SOME EXAMPLES OF THE WORK FOR EACH COUNSELING WILL NOW SHARE SOME EXAMPLES OF THE WORK FOR EACH COUNSELING WILL NOW SHARE SOME EXAMPLES OF THE WORK FOR EACH LEVEL AS WELL AS PROVIDING EXAMPLES OF THE WORK FOR EACH LEVEL AS WELL AS PROVIDING EXAMPLES OF THE WORK FOR EACH LEVEL AS WELL AS PROVIDING OVERVIEW OF EVENTS AND NEXT LEVEL AS WELL AS PROVIDING OVERVIEW OF EVENTS AND NEXT LEVEL AS WELL AS PROVIDING OVERVIEW OF EVENTS AND NEXT

580STEPS. OVERVIEW OF EVENTS AND NEXT STEPS. OVERVIEW OF EVENTS AND NEXT STEPS. GOOD EVENING AT THE ELEMENTARY STEPS. GOOD EVENING AT THE ELEMENTARY STEPS. GOOD EVENING AT THE ELEMENTARY LEVEL STUDENTS PARTICIPATE IN GOOD EVENING AT THE ELEMENTARY LEVEL STUDENTS PARTICIPATE IN GOOD EVENING AT THE ELEMENTARY LEVEL STUDENTS PARTICIPATE IN ACTIVITIES THAT CONNECT THEIR LEVEL STUDENTS PARTICIPATE IN ACTIVITIES THAT CONNECT THEIR LEVEL STUDENTS PARTICIPATE IN ACTIVITIES THAT CONNECT THEIR INTEREST TO JOBS AND CAREERS IN ACTIVITIES THAT CONNECT THEIR INTEREST TO JOBS AND CAREERS IN ACTIVITIES THAT CONNECT THEIR INTEREST TO JOBS AND CAREERS IN THE LATE ELEMENTARY GRADES, INTEREST TO JOBS AND CAREERS IN THE LATE ELEMENTARY GRADES, INTEREST TO JOBS AND CAREERS IN THE LATE ELEMENTARY GRADES, STUDENTS INTRODUCED TO THE 16 THE LATE ELEMENTARY GRADES, STUDENTS INTRODUCED TO THE 16 THE LATE ELEMENTARY GRADES,

581STUDENTS INTRODUCED TO THE 16 SIXTEEN. STUDENTS INTRODUCED TO THE 16 SIXTEEN. STUDENTS INTRODUCED TO THE 16 SIXTEEN. I SHOULD PROBABLY CLICK 16 SIXTEEN. I SHOULD PROBABLY CLICK 16 SIXTEEN. I SHOULD PROBABLY CLICK 16 CAREER CLUSTERS AND SELECT I SHOULD PROBABLY CLICK 16 CAREER CLUSTERS AND SELECT I SHOULD PROBABLY CLICK 16 CAREER CLUSTERS AND SELECT COURSES FOR MIDDLE SCHOOL BASED CAREER CLUSTERS AND SELECT COURSES FOR MIDDLE SCHOOL BASED CAREER CLUSTERS AND SELECT COURSES FOR MIDDLE SCHOOL BASED ON THEIR CAREER INTERESTS COURSES FOR MIDDLE SCHOOL BASED ON THEIR CAREER INTERESTS COURSES FOR MIDDLE SCHOOL BASED ON THEIR CAREER INTERESTS SCHOOL COUNSELORS AND TEACHERS ON THEIR CAREER INTERESTS SCHOOL COUNSELORS AND TEACHERS ON THEIR CAREER INTERESTS SCHOOL COUNSELORS AND TEACHERS LEAVE LESSONS AND ASSIGNED SCHOOL COUNSELORS AND TEACHERS LEAVE LESSONS AND ASSIGNED SCHOOL COUNSELORS AND TEACHERS LEAVE LESSONS

582AND ASSIGNED PROJECTS TO BUILD EXCITEMENT LEAVE LESSONS AND ASSIGNED PROJECTS TO BUILD EXCITEMENT LEAVE LESSONS AND ASSIGNED PROJECTS TO BUILD EXCITEMENT FOR THE VARIOUS CAREER PATHWAYS PROJECTS TO BUILD EXCITEMENT FOR THE VARIOUS CAREER PATHWAYS PROJECTS TO BUILD EXCITEMENT FOR THE VARIOUS CAREER PATHWAYS AVAILABLE TO THEM AND STUDENTS FOR THE VARIOUS CAREER PATHWAYS AVAILABLE TO THEM AND STUDENTS FOR THE VARIOUS CAREER PATHWAYS AVAILABLE TO THEM AND STUDENTS GET TO USE NONFICTION TEXTS, AVAILABLE TO THEM AND STUDENTS GET TO USE NONFICTION TEXTS, AVAILABLE TO THEM AND STUDENTS GET TO USE NONFICTION TEXTS, PRACTICE WRITING AND GET TO USE NONFICTION TEXTS, PRACTICE WRITING AND GET TO USE NONFICTION TEXTS, PRACTICE WRITING AND PRESENTATION SKILLS AND LEARN PRACTICE WRITING AND PRESENTATION SKILLS AND LEARN PRACTICE WRITING AND PRESENTATION SKILLS AND LEARN MORE ABOUT THE VARIOUS PATHWAYS PRESENTATION SKILLS AND

583LEARN MORE ABOUT THE VARIOUS PATHWAYS PRESENTATION SKILLS AND LEARN MORE ABOUT THE VARIOUS PATHWAYS IN VIRGINIA BEACH AND BEYOND AT MORE ABOUT THE VARIOUS PATHWAYS IN VIRGINIA BEACH AND BEYOND AT MORE ABOUT THE VARIOUS PATHWAYS IN VIRGINIA BEACH AND BEYOND AT THE MIDDLE SCHOOL LEVEL STUDENT IN VIRGINIA BEACH AND BEYOND AT THE MIDDLE SCHOOL LEVEL STUDENT IN VIRGINIA BEACH AND BEYOND AT THE MIDDLE SCHOOL LEVEL STUDENT THE STUDENT ACADEMIC AND CAREER THE MIDDLE SCHOOL LEVEL STUDENT THE STUDENT ACADEMIC AND CAREER THE MIDDLE SCHOOL LEVEL STUDENT THE STUDENT ACADEMIC AND CAREER PLANNING EXPERIENCE FOCUS ON THE STUDENT ACADEMIC AND CAREER PLANNING EXPERIENCE FOCUS ON THE STUDENT ACADEMIC AND CAREER PLANNING EXPERIENCE FOCUS ON EXPLORATION STUDENTS PLANNING EXPERIENCE FOCUS ON EXPLORATION STUDENTS PLANNING EXPERIENCE FOCUS ON EXPLORATION STUDENTS PARTICIPATE ACTIVITIES ALLOWING EXPLORATION STUDENTS PARTICIPATE ACTIVITIES ALLOWING EXPLORATION

584STUDENTS PARTICIPATE ACTIVITIES ALLOWING THEM TO EXPLORE JOBS AND PARTICIPATE ACTIVITIES ALLOWING THEM TO EXPLORE JOBS AND PARTICIPATE ACTIVITIES ALLOWING THEM TO EXPLORE JOBS AND CAREERS BASED ON THEIR INTEREST THEM TO EXPLORE JOBS AND CAREERS BASED ON THEIR INTEREST THEM TO EXPLORE JOBS AND CAREERS BASED ON THEIR INTEREST THEY ALSO EXPLORE SPECIFIC CAREERS BASED ON THEIR INTEREST THEY ALSO EXPLORE SPECIFIC CAREERS BASED ON THEIR INTEREST THEY ALSO EXPLORE SPECIFIC FUTURE CAREER SKILLS NEEDED TO THEY ALSO EXPLORE SPECIFIC FUTURE CAREER SKILLS NEEDED TO THEY ALSO EXPLORE SPECIFIC FUTURE CAREER SKILLS NEEDED TO SUCCEED AND CAREERS FOR EXAMPLE FUTURE CAREER SKILLS NEEDED TO SUCCEED AND CAREERS FOR EXAMPLE FUTURE CAREER SKILLS NEEDED TO SUCCEED AND CAREERS FOR EXAMPLE THE, THE PICTURES ON THE SCREEN SUCCEED AND CAREERS FOR EXAMPLE THE, THE PICTURES ON THE SCREEN SUCCEED AND CAREERS

585FOR EXAMPLE THE, THE PICTURES ON THE SCREEN ARE ACADEMY NIGHT AND FIELD THE, THE PICTURES ON THE SCREEN ARE ACADEMY NIGHT AND FIELD THE, THE PICTURES ON THE SCREEN ARE ACADEMY NIGHT AND FIELD TRIPS FIELD TRIPS TO THE PUBLIC ARE ACADEMY NIGHT AND FIELD TRIPS FIELD TRIPS TO THE PUBLIC ARE ACADEMY NIGHT AND FIELD TRIPS FIELD TRIPS TO THE PUBLIC LIBRARY IN STUDENTS WERE ABLE TRIPS FIELD TRIPS TO THE PUBLIC LIBRARY IN STUDENTS WERE ABLE TRIPS FIELD TRIPS TO THE PUBLIC LIBRARY IN STUDENTS WERE ABLE TO LISTEN TO EXPERTS IN LIBRARY IN STUDENTS WERE ABLE TO LISTEN TO EXPERTS IN LIBRARY IN STUDENTS WERE ABLE TO LISTEN TO EXPERTS IN DIFFERENT FIELDS. TO LISTEN TO EXPERTS IN DIFFERENT FIELDS. TO LISTEN TO EXPERTS IN DIFFERENT FIELDS. ALL STUDENTS IN GREAT SIX TO DIFFERENT FIELDS. ALL

586STUDENTS IN GREAT SIX TO DIFFERENT FIELDS. ALL STUDENTS IN GREAT SIX TO EIGHT PARTICIPATE IN FIVE ALL STUDENTS IN GREAT SIX TO EIGHT PARTICIPATE IN FIVE ALL STUDENTS IN GREAT SIX TO EIGHT PARTICIPATE IN FIVE ACADEMIC AND CAREER PLANNING EIGHT PARTICIPATE IN FIVE ACADEMIC AND CAREER PLANNING EIGHT PARTICIPATE IN FIVE ACADEMIC AND CAREER PLANNING ADVISORY LESSONS PER YEAR THESE ACADEMIC AND CAREER PLANNING ADVISORY LESSONS PER YEAR THESE ACADEMIC AND CAREER PLANNING ADVISORY LESSONS PER YEAR THESE LESSONS ALIGN WITH COMPETENCIES ADVISORY LESSONS PER YEAR THESE LESSONS ALIGN WITH COMPETENCIES ADVISORY LESSONS PER YEAR THESE LESSONS ALIGN WITH COMPETENCIES AND TASKS FORTH BY THE LESSONS ALIGN WITH COMPETENCIES AND TASKS FORTH BY THE LESSONS ALIGN WITH COMPETENCIES AND TASKS FORTH BY THE STANDARDS VIDEO STANDARDS AND TASKS FORTH BY THE STANDARDS VIDEO STANDARDS AND TASKS FORTH BY

587THE STANDARDS VIDEO STANDARDS OF ACCREDITATION FOR CAREER STANDARDS VIDEO STANDARDS OF ACCREDITATION FOR CAREER STANDARDS VIDEO STANDARDS OF ACCREDITATION FOR CAREER EXPLORATIONS AS PART OF THE OF ACCREDITATION FOR CAREER EXPLORATIONS AS PART OF THE OF ACCREDITATION FOR CAREER EXPLORATIONS AS PART OF THE ADVISORY LESSONS STUDENTS BEGIN EXPLORATIONS AS PART OF THE ADVISORY LESSONS STUDENTS BEGIN EXPLORATIONS AS PART OF THE ADVISORY LESSONS STUDENTS BEGIN IN ACADEMIC AND CAREER PLAN AT ADVISORY LESSONS STUDENTS BEGIN IN ACADEMIC AND CAREER PLAN AT ADVISORY LESSONS STUDENTS BEGIN IN ACADEMIC AND CAREER PLAN AT THE HIGH SCHOOL LEVEL STUDENTS IN ACADEMIC AND CAREER PLAN AT THE HIGH SCHOOL LEVEL STUDENTS IN ACADEMIC AND CAREER PLAN AT THE HIGH SCHOOL LEVEL STUDENTS ARE IN THE FINAL STAGES THE HIGH SCHOOL LEVEL STUDENTS ARE IN THE FINAL STAGES THE HIGH SCHOOL LEVEL STUDENTS

588ARE IN THE FINAL STAGES OF PREPARATION TO JOIN THE ARE IN THE FINAL STAGES OF PREPARATION TO JOIN THE ARE IN THE FINAL STAGES OF PREPARATION TO JOIN THE WORKFORCE, ENLIST IN THE OF PREPARATION TO JOIN THE WORKFORCE, ENLIST IN THE OF PREPARATION TO JOIN THE WORKFORCE, ENLIST IN THE MILITARY OR ENROLLED IN COLLEGE WORKFORCE, ENLIST IN THE MILITARY OR ENROLLED IN COLLEGE WORKFORCE, ENLIST IN THE MILITARY OR ENROLLED IN COLLEGE AFTER GRADUATING STUDENTS ARE MILITARY OR ENROLLED IN COLLEGE AFTER GRADUATING STUDENTS ARE MILITARY OR ENROLLED IN COLLEGE AFTER GRADUATING STUDENTS ARE PROVIDED THE OPPORTUNITY TO AFTER GRADUATING STUDENTS ARE PROVIDED THE OPPORTUNITY TO AFTER GRADUATING STUDENTS ARE PROVIDED THE OPPORTUNITY TO ENGAGE IN COURSEWORK ALIGNED TO PROVIDED THE OPPORTUNITY TO ENGAGE IN COURSEWORK ALIGNED TO PROVIDED THE OPPORTUNITY TO ENGAGE IN COURSEWORK ALIGNED TO

589THEIR POSTSECONDARY GOALS. ENGAGE IN COURSEWORK ALIGNED TO THEIR POSTSECONDARY GOALS. ENGAGE IN COURSEWORK ALIGNED TO THEIR POSTSECONDARY GOALS. TAKE CAREER ASSESSMENT SUCH AS THEIR POSTSECONDARY GOALS. TAKE CAREER ASSESSMENT SUCH AS THEIR POSTSECONDARY GOALS. TAKE CAREER ASSESSMENT SUCH AS THE ASVAB PARTICIPATE IN TAKE CAREER ASSESSMENT SUCH AS THE ASVAB PARTICIPATE IN TAKE CAREER ASSESSMENT SUCH AS THE ASVAB PARTICIPATE IN SERVICE AND WORK BASED LEARNING THE ASVAB PARTICIPATE IN SERVICE AND WORK BASED LEARNING THE ASVAB PARTICIPATE IN SERVICE AND WORK BASED LEARNING THE OFFICE OF STUDENT SUPPORT SERVICE AND WORK BASED LEARNING THE OFFICE OF STUDENT SUPPORT SERVICE AND WORK BASED LEARNING THE OFFICE OF STUDENT SUPPORT SERVICES AND MEMBERS OF THE THE OFFICE OF STUDENT SUPPORT SERVICES AND MEMBERS OF THE THE OFFICE OF STUDENT SUPPORT SERVICES AND MEMBERS OF THE SECONDARY DETAIL IN K-12 TEAMS

590SERVICES AND MEMBERS OF THE SECONDARY DETAIL IN K-12 TEAMS SERVICES AND MEMBERS OF THE SECONDARY DETAIL IN K-12 TEAMS ALSO RECENTLY CAME TOGETHER TO SECONDARY DETAIL IN K-12 TEAMS ALSO RECENTLY CAME TOGETHER TO SECONDARY DETAIL IN K-12 TEAMS ALSO RECENTLY CAME TOGETHER TO CREATE THREE ACADEMIC AND ALSO RECENTLY CAME TOGETHER TO CREATE THREE ACADEMIC AND ALSO RECENTLY CAME TOGETHER TO CREATE THREE ACADEMIC AND CAREER PLANNING LESSONS CREATE THREE ACADEMIC AND CAREER PLANNING LESSONS CREATE THREE ACADEMIC AND CAREER PLANNING LESSONS DELIVERED HIGH SCHOOL TEACHERS CAREER PLANNING LESSONS DELIVERED HIGH SCHOOL TEACHERS CAREER PLANNING LESSONS DELIVERED HIGH SCHOOL TEACHERS TO LEARN MORE ABOUT AVAILABLE DELIVERED HIGH SCHOOL TEACHERS TO LEARN MORE ABOUT AVAILABLE DELIVERED HIGH SCHOOL TEACHERS TO LEARN MORE ABOUT AVAILABLE CAREER AND COURSE PATHWAYS VCS TO LEARN MORE ABOUT AVAILABLE CAREER AND COURSE PATHWAYS VCS

591TO LEARN MORE ABOUT AVAILABLE CAREER AND COURSE PATHWAYS VCS UTILIZES THE EQUAL OPPORTUNITY CAREER AND COURSE PATHWAYS VCS UTILIZES THE EQUAL OPPORTUNITY CAREER AND COURSE PATHWAYS VCS UTILIZES THE EQUAL OPPORTUNITY SCHOOLS PROGRAM TO LEARN ABOUT UTILIZES THE EQUAL OPPORTUNITY SCHOOLS PROGRAM TO LEARN ABOUT UTILIZES THE EQUAL OPPORTUNITY SCHOOLS PROGRAM TO LEARN ABOUT STUDENT ASPIRATIONS REGARDING SCHOOLS PROGRAM TO LEARN ABOUT STUDENT ASPIRATIONS REGARDING SCHOOLS PROGRAM TO LEARN ABOUT STUDENT ASPIRATIONS REGARDING CAREERS, POSTSECONDARY PLANS STUDENT ASPIRATIONS REGARDING CAREERS, POSTSECONDARY PLANS STUDENT ASPIRATIONS REGARDING CAREERS, POSTSECONDARY PLANS AND STUDENT PERCEPTIONS OF OF CAREERS, POSTSECONDARY PLANS AND STUDENT PERCEPTIONS OF OF CAREERS, POSTSECONDARY PLANS AND STUDENT PERCEPTIONS OF OF OR BARRIERS ACCESSING AP AND AND STUDENT PERCEPTIONS OF OF OR BARRIERS ACCESSING AP AND AND STUDENT PERCEPTIONS OF OF OR BARRIERS ACCESSING AP AND OTHER RIGOROUS COURSES I SHARED

592OR BARRIERS ACCESSING AP AND OTHER RIGOROUS COURSES I SHARED OR BARRIERS ACCESSING AP AND OTHER RIGOROUS COURSES I SHARED IN PREVIOUS SCHOOL BOARD OTHER RIGOROUS COURSES I SHARED IN PREVIOUS SCHOOL BOARD OTHER RIGOROUS COURSES I SHARED IN PREVIOUS SCHOOL BOARD MEETINGS. IN PREVIOUS SCHOOL BOARD MEETINGS. IN PREVIOUS SCHOOL BOARD MEETINGS. IOS PROVIDES THE SCHOOL STUFF MEETINGS. IOS PROVIDES THE SCHOOL STUFF MEETINGS. IOS PROVIDES THE SCHOOL STUFF WITH STUDENT INSIGHT CARDS TO IOS PROVIDES THE SCHOOL STUFF WITH STUDENT INSIGHT CARDS TO IOS PROVIDES THE SCHOOL STUFF WITH STUDENT INSIGHT CARDS TO ALLOW STAFF TO LEARN ABOUT WITH STUDENT INSIGHT CARDS TO ALLOW STAFF TO LEARN ABOUT WITH STUDENT INSIGHT CARDS TO ALLOW STAFF TO LEARN ABOUT STUDENT EDUCATION CAREER ALLOW STAFF TO LEARN ABOUT STUDENT EDUCATION CAREER ALLOW STAFF TO LEARN ABOUT STUDENT EDUCATION CAREER INTERESTS

593AND WHAT WOULD WHAT STUDENT EDUCATION CAREER INTERESTS AND WHAT WOULD WHAT STUDENT EDUCATION CAREER INTERESTS AND WHAT WOULD WHAT WOULD ENCOURAGE THEM TO TAKE AP INTERESTS AND WHAT WOULD WHAT WOULD ENCOURAGE THEM TO TAKE AP INTERESTS AND WHAT WOULD WHAT WOULD ENCOURAGE THEM TO TAKE AP AND RIGOROUS COURSES. WOULD ENCOURAGE THEM TO TAKE AP AND RIGOROUS COURSES. WOULD ENCOURAGE THEM TO TAKE AP AND RIGOROUS COURSES. THIS INFORMATION PROVIDES AND RIGOROUS COURSES. THIS INFORMATION PROVIDES AND RIGOROUS COURSES. THIS INFORMATION PROVIDES SCHOOL STAFF WITH THE THIS INFORMATION PROVIDES SCHOOL STAFF WITH THE THIS INFORMATION PROVIDES SCHOOL STAFF WITH THE OPPORTUNITY TO IMPLEMENT SCHOOL STAFF WITH THE OPPORTUNITY TO IMPLEMENT SCHOOL STAFF WITH THE OPPORTUNITY TO IMPLEMENT TARGETED INTERVENTIONS WITH OPPORTUNITY TO IMPLEMENT TARGETED INTERVENTIONS WITH OPPORTUNITY TO IMPLEMENT TARGETED INTERVENTIONS WITH STUDENTS TO ENCOURAGE TARGETED INTERVENTIONS WITH

594STUDENTS TO ENCOURAGE TARGETED INTERVENTIONS WITH STUDENTS TO ENCOURAGE ENROLLMENT AND ADVANCE LEVEL STUDENTS TO ENCOURAGE ENROLLMENT AND ADVANCE LEVEL STUDENTS TO ENCOURAGE ENROLLMENT AND ADVANCE LEVEL COURSEWORK THROUGHOUT THE FIRST ENROLLMENT AND ADVANCE LEVEL COURSEWORK THROUGHOUT THE FIRST ENROLLMENT AND ADVANCE LEVEL COURSEWORK THROUGHOUT THE FIRST QUARTER SCHOOLS HAVE ENGAGED COURSEWORK THROUGHOUT THE FIRST QUARTER SCHOOLS HAVE ENGAGED COURSEWORK THROUGHOUT THE FIRST QUARTER SCHOOLS HAVE ENGAGED ACTIVELY ENGAGED IN THE QUARTER SCHOOLS HAVE ENGAGED ACTIVELY ENGAGED IN THE QUARTER SCHOOLS HAVE ENGAGED ACTIVELY ENGAGED IN THE ACADEMIC CAREER PLANNING ACTIVELY ENGAGED IN THE ACADEMIC CAREER PLANNING ACTIVELY ENGAGED IN THE ACADEMIC CAREER PLANNING PROCESS TO START THE SCHOOL ACADEMIC CAREER PLANNING PROCESS TO START THE SCHOOL ACADEMIC CAREER PLANNING PROCESS TO START THE SCHOOL YEAR HIGH SCHOOL COUNSELORS PROCESS TO START THE SCHOOL YEAR HIGH SCHOOL COUNSELORS PROCESS TO

595START THE SCHOOL YEAR HIGH SCHOOL COUNSELORS SUPPORTED SENIORS AND THE YEAR HIGH SCHOOL COUNSELORS SUPPORTED SENIORS AND THE YEAR HIGH SCHOOL COUNSELORS SUPPORTED SENIORS AND THE POST-SECONDARY PLANNING PROCESS SUPPORTED SENIORS AND THE POST-SECONDARY PLANNING PROCESS SUPPORTED SENIORS AND THE POST-SECONDARY PLANNING PROCESS THROUGH MULTIPLE EVENTS SUCH AS POST-SECONDARY PLANNING PROCESS THROUGH MULTIPLE EVENTS SUCH AS POST-SECONDARY PLANNING PROCESS THROUGH MULTIPLE EVENTS SUCH AS FAMILY INFORMATION NIGHTS THROUGH MULTIPLE EVENTS SUCH AS FAMILY INFORMATION NIGHTS THROUGH MULTIPLE EVENTS SUCH AS FAMILY INFORMATION NIGHTS COLLEGE REPRESENTATIVE AND FAMILY INFORMATION NIGHTS COLLEGE REPRESENTATIVE AND FAMILY INFORMATION NIGHTS COLLEGE REPRESENTATIVE AND MILITARY RECRUITER VISITS COLLEGE REPRESENTATIVE AND MILITARY RECRUITER VISITS COLLEGE REPRESENTATIVE AND MILITARY RECRUITER VISITS FAMILIES ALSO HAVE THE OPTION MILITARY RECRUITER VISITS FAMILIES ALSO HAVE THE OPTION MILITARY RECRUITER VISITS FAMILIES ALSO HAVE THE OPTION TO ATTEND INDIVIDUAL FAMILIES ALSO

596HAVE THE OPTION TO ATTEND INDIVIDUAL FAMILIES ALSO HAVE THE OPTION TO ATTEND INDIVIDUAL INFORMATION FOR AN IN-DEPTH TO ATTEND INDIVIDUAL INFORMATION FOR AN IN-DEPTH TO ATTEND INDIVIDUAL INFORMATION FOR AN IN-DEPTH VIEW OF THAT PROGRAM COLLEGE INFORMATION FOR AN IN-DEPTH VIEW OF THAT PROGRAM COLLEGE INFORMATION FOR AN IN-DEPTH VIEW OF THAT PROGRAM COLLEGE PROVIDED STUDENTS AND FAMILIES VIEW OF THAT PROGRAM COLLEGE PROVIDED STUDENTS AND FAMILIES VIEW OF THAT PROGRAM COLLEGE PROVIDED STUDENTS AND FAMILIES THE OPPORTUNITY TO MEET WITH PROVIDED STUDENTS AND FAMILIES THE OPPORTUNITY TO MEET WITH PROVIDED STUDENTS AND FAMILIES THE OPPORTUNITY TO MEET WITH ONE HUNDRED AND TWELVE COLLEGES THE OPPORTUNITY TO MEET WITH ONE HUNDRED AND TWELVE COLLEGES THE OPPORTUNITY TO MEET WITH ONE HUNDRED AND TWELVE COLLEGES AND UNIVERSITIES SPEAK WITH ONE HUNDRED AND TWELVE COLLEGES AND UNIVERSITIES SPEAK WITH ONE HUNDRED

597AND TWELVE COLLEGES AND UNIVERSITIES SPEAK WITH ACCESS COLLEGE FOUNDATION AND UNIVERSITIES SPEAK WITH ACCESS COLLEGE FOUNDATION AND UNIVERSITIES SPEAK WITH ACCESS COLLEGE FOUNDATION ADVISERS, MILITARY VEHICLES, ACCESS COLLEGE FOUNDATION ADVISERS, MILITARY VEHICLES, ACCESS COLLEGE FOUNDATION ADVISERS, MILITARY VEHICLES, MILITARY CONNECTED SCHOOL ADVISERS, MILITARY VEHICLES, MILITARY CONNECTED SCHOOL ADVISERS, MILITARY VEHICLES, MILITARY CONNECTED SCHOOL COUNCILORS CENTRAL OFFICE TEAM MILITARY CONNECTED SCHOOL COUNCILORS CENTRAL OFFICE TEAM MILITARY CONNECTED SCHOOL COUNCILORS CENTRAL OFFICE TEAM MEMBERS FROM OPEC MILITARY COUNCILORS CENTRAL OFFICE TEAM MEMBERS FROM OPEC MILITARY COUNCILORS CENTRAL OFFICE TEAM MEMBERS FROM OPEC MILITARY RECRUITERS, AND FIVE MENTAL MEMBERS FROM OPEC MILITARY RECRUITERS, AND FIVE MENTAL MEMBERS FROM OPEC MILITARY RECRUITERS, AND FIVE MENTAL HEALTH GROUPS IN THE AREA. RECRUITERS, AND FIVE MENTAL HEALTH GROUPS IN THE AREA. RECRUITERS, AND FIVE MENTAL HEALTH GROUPS IN THE AREA. THE MILITARY CONNECTED SCHOOL HEALTH

598GROUPS IN THE AREA. THE MILITARY CONNECTED SCHOOL HEALTH GROUPS IN THE AREA. THE MILITARY CONNECTED SCHOOL COUNSELORS HOSTED THE MILITARY CONNECTED SCHOOL COUNSELORS HOSTED THE MILITARY CONNECTED SCHOOL COUNSELORS HOSTED POST-SECONDARY OPTIONS FOR COUNSELORS HOSTED POST-SECONDARY OPTIONS FOR COUNSELORS HOSTED POST-SECONDARY OPTIONS FOR MILITARY DEPENDENTS TO DISCUSS POST-SECONDARY OPTIONS FOR MILITARY DEPENDENTS TO DISCUSS POST-SECONDARY OPTIONS FOR MILITARY DEPENDENTS TO DISCUSS POST-SECONDARY PLANNING AND THE MILITARY DEPENDENTS TO DISCUSS POST-SECONDARY PLANNING AND THE MILITARY DEPENDENTS TO DISCUSS POST-SECONDARY PLANNING AND THE EDUCATIONAL BENEFITS AVAILABLE POST-SECONDARY PLANNING AND THE EDUCATIONAL BENEFITS AVAILABLE POST-SECONDARY PLANNING AND THE EDUCATIONAL BENEFITS AVAILABLE TO MILITARY DEPENDENTS EDUCATIONAL BENEFITS AVAILABLE TO MILITARY DEPENDENTS EDUCATIONAL BENEFITS AVAILABLE TO MILITARY DEPENDENTS OF COURSE THE SELECTION IS AN TO MILITARY DEPENDENTS OF COURSE THE SELECTION IS AN TO MILITARY DEPENDENTS OF COURSE THE SELECTION IS AN IMPORTANT PART

599THE ACADEMIC OF COURSE THE SELECTION IS AN IMPORTANT PART THE ACADEMIC OF COURSE THE SELECTION IS AN IMPORTANT PART THE ACADEMIC CAREER PLANNING CAREER PLANNING IMPORTANT PART THE ACADEMIC CAREER PLANNING CAREER PLANNING IMPORTANT PART THE ACADEMIC CAREER PLANNING CAREER PLANNING PROCESS. CAREER PLANNING CAREER PLANNING PROCESS. CAREER PLANNING CAREER PLANNING PROCESS. STUDENTS CURRENTLY ENROLLED IN PROCESS. STUDENTS CURRENTLY ENROLLED IN PROCESS. STUDENTS CURRENTLY ENROLLED IN GRADES THROUGH 11 ARE ACTIVELY STUDENTS CURRENTLY ENROLLED IN GRADES THROUGH 11 ARE ACTIVELY STUDENTS CURRENTLY ENROLLED IN GRADES THROUGH 11 ARE ACTIVELY ENGAGED IN THE COURSE SELECTION GRADES THROUGH 11 ARE ACTIVELY ENGAGED IN THE COURSE SELECTION GRADES THROUGH 11 ARE ACTIVELY ENGAGED IN THE COURSE SELECTION PROCESS THROUGH DIFFERENT ENGAGED IN THE COURSE SELECTION PROCESS THROUGH DIFFERENT ENGAGED IN THE COURSE SELECTION PROCESS THROUGH DIFFERENT ACTIVITIES ALL YEAR I A PAUSE

600PROCESS THROUGH DIFFERENT ACTIVITIES ALL YEAR I A PAUSE PROCESS THROUGH DIFFERENT ACTIVITIES ALL YEAR I A PAUSE FOR A MOMENT SO THAT YOU CAN ACTIVITIES ALL YEAR I A PAUSE FOR A MOMENT SO THAT YOU CAN ACTIVITIES ALL YEAR I A PAUSE FOR A MOMENT SO THAT YOU CAN REVIEW THE SUPPORT PROVIDED FOR A MOMENT SO THAT YOU CAN REVIEW THE SUPPORT PROVIDED FOR A MOMENT SO THAT YOU CAN REVIEW THE SUPPORT PROVIDED KNOW COUNCILOR SUPPORT AND REVIEW THE SUPPORT PROVIDED KNOW COUNCILOR SUPPORT AND REVIEW THE SUPPORT PROVIDED KNOW COUNCILOR SUPPORT AND CUSTOMIZED CUSTOMIZE PATHWAYS KNOW COUNCILOR SUPPORT AND CUSTOMIZED CUSTOMIZE PATHWAYS KNOW COUNCILOR SUPPORT AND CUSTOMIZED CUSTOMIZE PATHWAYS AND CORE SELECTION TO HELP CUSTOMIZED CUSTOMIZE PATHWAYS AND CORE SELECTION TO HELP CUSTOMIZED CUSTOMIZE PATHWAYS AND CORE SELECTION TO HELP STUDENTS REACH THEIR GOAL ALONG

601AND CORE SELECTION TO HELP STUDENTS REACH THEIR GOAL ALONG AND CORE SELECTION TO HELP STUDENTS REACH THEIR GOAL ALONG THE WAY AS AS REMINDER FAMILIES STUDENTS REACH THEIR GOAL ALONG THE WAY AS AS REMINDER FAMILIES STUDENTS REACH THEIR GOAL ALONG THE WAY AS AS REMINDER FAMILIES ARE ABLE TO REVIEW OF COURSE THE WAY AS AS REMINDER FAMILIES ARE ABLE TO REVIEW OF COURSE THE WAY AS AS REMINDER FAMILIES ARE ABLE TO REVIEW OF COURSE ELECTIONS AND PAIR OF YOU AND ARE ABLE TO REVIEW OF COURSE ELECTIONS AND PAIR OF YOU AND ARE ABLE TO REVIEW OF COURSE ELECTIONS AND PAIR OF YOU AND MAKE CHANGES TO COURSE ELECTIONS AND PAIR OF YOU AND MAKE CHANGES TO COURSE ELECTIONS AND PAIR OF YOU AND MAKE CHANGES TO COURSE SELECTIONS IN THE SPRING MAKE CHANGES TO COURSE

602SELECTIONS IN THE SPRING MAKE CHANGES TO COURSE SELECTIONS IN THE SPRING THROUGHOUT THE REMAINDER OF THE SELECTIONS IN THE SPRING THROUGHOUT THE REMAINDER OF THE SELECTIONS IN THE SPRING THROUGHOUT THE REMAINDER OF THE SCHOOL THERE WILL BE DIVISION THROUGHOUT THE REMAINDER OF THE SCHOOL THERE WILL BE DIVISION THROUGHOUT THE REMAINDER OF THE SCHOOL THERE WILL BE DIVISION WIDE IN SCHOOL TO SCHOOL BASED SCHOOL THERE WILL BE DIVISION WIDE IN SCHOOL TO SCHOOL BASED SCHOOL THERE WILL BE DIVISION WIDE IN SCHOOL TO SCHOOL BASED ACADEMIC AND CAREER PLANNING WIDE IN SCHOOL TO SCHOOL BASED ACADEMIC AND CAREER PLANNING WIDE IN SCHOOL TO SCHOOL BASED ACADEMIC AND CAREER PLANNING EVENTS THE EVENTS LISTED ON THE ACADEMIC AND CAREER PLANNING EVENTS THE EVENTS LISTED ON THE ACADEMIC AND CAREER PLANNING EVENTS THE EVENTS LISTED ON THE SCREEN PROVIDE

603STUDENTS THE EVENTS THE EVENTS LISTED ON THE SCREEN PROVIDE STUDENTS THE EVENTS THE EVENTS LISTED ON THE SCREEN PROVIDE STUDENTS THE HANDS ON OPPORTUNITIES TO LEARN SCREEN PROVIDE STUDENTS THE HANDS ON OPPORTUNITIES TO LEARN SCREEN PROVIDE STUDENTS THE HANDS ON OPPORTUNITIES TO LEARN ABOUT DIFFERENT CAREERS AND HANDS ON OPPORTUNITIES TO LEARN ABOUT DIFFERENT CAREERS AND HANDS ON OPPORTUNITIES TO LEARN ABOUT DIFFERENT CAREERS AND CELEBRATE THEIR ACCOMPLISHMENTS ABOUT DIFFERENT CAREERS AND CELEBRATE THEIR ACCOMPLISHMENTS ABOUT DIFFERENT CAREERS AND CELEBRATE THEIR ACCOMPLISHMENTS FOR THE FIRST TIME THE OFFICE CELEBRATE THEIR ACCOMPLISHMENTS FOR THE FIRST TIME THE OFFICE CELEBRATE THEIR ACCOMPLISHMENTS FOR THE FIRST TIME THE OFFICE OF STUDENT SUPPORT SERVICES AND FOR THE FIRST TIME THE OFFICE OF STUDENT SUPPORT SERVICES AND FOR THE FIRST TIME THE OFFICE OF STUDENT SUPPORT SERVICES AND THE OFFICE OF CAREER AND

604OF STUDENT SUPPORT SERVICES AND THE OFFICE OF CAREER AND OF STUDENT SUPPORT SERVICES AND THE OFFICE OF CAREER AND TECHNICAL EDUCATION INTEND TO THE OFFICE OF CAREER AND TECHNICAL EDUCATION INTEND TO THE OFFICE OF CAREER AND TECHNICAL EDUCATION INTEND TO COLLABORATE TO HOST A DIVISION TECHNICAL EDUCATION INTEND TO COLLABORATE TO HOST A DIVISION TECHNICAL EDUCATION INTEND TO COLLABORATE TO HOST A DIVISION WIDE EMPLOYMENT EVENT AND COLLABORATE TO HOST A DIVISION WIDE EMPLOYMENT EVENT AND COLLABORATE TO HOST A DIVISION WIDE EMPLOYMENT EVENT AND CELEBRATE STUDENTS THAT HAVE WIDE EMPLOYMENT EVENT AND CELEBRATE STUDENTS THAT HAVE WIDE EMPLOYMENT EVENT AND CELEBRATE STUDENTS THAT HAVE CHOSEN TO ENLIST IN THE CELEBRATE STUDENTS THAT HAVE CHOSEN TO ENLIST IN THE CELEBRATE STUDENTS THAT HAVE CHOSEN TO ENLIST IN THE MILITARY IN SUMMARY, ACADEMIC CHOSEN TO ENLIST IN THE MILITARY

605IN SUMMARY, ACADEMIC CHOSEN TO ENLIST IN THE MILITARY IN SUMMARY, ACADEMIC AND CAREER PLANNING IS A MILITARY IN SUMMARY, ACADEMIC AND CAREER PLANNING IS A MILITARY IN SUMMARY, ACADEMIC AND CAREER PLANNING IS A JOURNEY IMPLEMENTED ON THE K-12 AND CAREER PLANNING IS A JOURNEY IMPLEMENTED ON THE K-12 AND CAREER PLANNING IS A JOURNEY IMPLEMENTED ON THE K-12 CONTINUUM IN BCBS AT EACH LEVEL JOURNEY IMPLEMENTED ON THE K-12 CONTINUUM IN BCBS AT EACH LEVEL JOURNEY IMPLEMENTED ON THE K-12 CONTINUUM IN BCBS AT EACH LEVEL STUDENTS ARE PROVIDED CONTINUUM IN BCBS AT EACH LEVEL STUDENTS ARE PROVIDED CONTINUUM IN BCBS AT EACH LEVEL STUDENTS ARE PROVIDED OPPORTUNITIES TO DEEPEN THEIR STUDENTS ARE PROVIDED OPPORTUNITIES TO DEEPEN THEIR STUDENTS ARE PROVIDED OPPORTUNITIES TO DEEPEN THEIR AWARENESS OF THE CONNECTIONS OPPORTUNITIES TO DEEPEN THEIR AWARENESS OF THE CONNECTIONS OPPORTUNITIES

606TO DEEPEN THEIR AWARENESS OF THE CONNECTIONS BETWEEN THEIR INTERESTS AND AWARENESS OF THE CONNECTIONS BETWEEN THEIR INTERESTS AND AWARENESS OF THE CONNECTIONS BETWEEN THEIR INTERESTS AND CAREERS, EXPLORE THEIR BETWEEN THEIR INTERESTS AND CAREERS, EXPLORE THEIR BETWEEN THEIR INTERESTS AND CAREERS, EXPLORE THEIR INTERESTS STRENGTH TO LEARN CAREERS, EXPLORE THEIR INTERESTS STRENGTH TO LEARN CAREERS, EXPLORE THEIR INTERESTS STRENGTH TO LEARN ABOUT CAREERS THAT MAY BE INTERESTS STRENGTH TO LEARN ABOUT CAREERS THAT MAY BE INTERESTS STRENGTH TO LEARN ABOUT CAREERS THAT MAY BE OF INTEREST TO THEM AND ABOUT CAREERS THAT MAY BE OF INTEREST TO THEM AND ABOUT CAREERS THAT MAY BE OF INTEREST TO THEM AND PARTICIPATE ACTIVITIES TO OF INTEREST TO THEM AND PARTICIPATE ACTIVITIES TO OF INTEREST TO THEM AND PARTICIPATE ACTIVITIES TO ENSURE THAT THEY ARE READY TO PARTICIPATE ACTIVITIES TO ENSURE THAT

607THEY ARE READY TO PARTICIPATE ACTIVITIES TO ENSURE THAT THEY ARE READY TO PURSUE THEIR POSTSECONDARY ENSURE THAT THEY ARE READY TO PURSUE THEIR POSTSECONDARY ENSURE THAT THEY ARE READY TO PURSUE THEIR POSTSECONDARY GOALS THE CORE SELECTION PURSUE THEIR POSTSECONDARY GOALS THE CORE SELECTION PURSUE THEIR POSTSECONDARY GOALS THE CORE SELECTION PROCESS IS AN IMPORTANT PART GOALS THE CORE SELECTION PROCESS IS AN IMPORTANT PART GOALS THE CORE SELECTION PROCESS IS AN IMPORTANT PART OF ACADEMIC CAREER PLANNING AS PROCESS IS AN IMPORTANT PART OF ACADEMIC CAREER PLANNING AS PROCESS IS AN IMPORTANT PART OF ACADEMIC CAREER PLANNING AS IT ALLOWS FOR STUDENTS TO OF ACADEMIC CAREER PLANNING AS IT ALLOWS FOR STUDENTS TO OF ACADEMIC CAREER PLANNING AS IT ALLOWS FOR STUDENTS TO CONNECT THEIR INTERESTS AND IT ALLOWS FOR STUDENTS TO CONNECT THEIR INTERESTS AND IT ALLOWS

608FOR STUDENTS TO CONNECT THEIR INTERESTS AND POST-SECONDARY GOALS WITH CONNECT THEIR INTERESTS AND POST-SECONDARY GOALS WITH CONNECT THEIR INTERESTS AND POST-SECONDARY GOALS WITH COURSES OFFERED IN VIVAX THE POST-SECONDARY GOALS WITH COURSES OFFERED IN VIVAX THE POST-SECONDARY GOALS WITH COURSES OFFERED IN VIVAX THE SCHOOL SCHOOL BASE AND SCHOOL COURSES OFFERED IN VIVAX THE SCHOOL SCHOOL BASE AND SCHOOL COURSES OFFERED IN VIVAX THE SCHOOL SCHOOL BASE AND SCHOOL BASED AND DIVISION WIDE EVENTS SCHOOL SCHOOL BASE AND SCHOOL BASED AND DIVISION WIDE EVENTS SCHOOL SCHOOL BASE AND SCHOOL BASED AND DIVISION WIDE EVENTS ARE HOSTED THROUGHOUT THE YEAR BASED AND DIVISION WIDE EVENTS ARE HOSTED THROUGHOUT THE YEAR BASED AND DIVISION WIDE EVENTS ARE HOSTED THROUGHOUT THE YEAR GIVING STUDENTS EXPOSURE TO ARE HOSTED THROUGHOUT THE YEAR GIVING STUDENTS EXPOSURE TO ARE HOSTED THROUGHOUT THE YEAR GIVING STUDENTS

609EXPOSURE TO OPPORTUNITIES AVAILABLE TO THEM GIVING STUDENTS EXPOSURE TO OPPORTUNITIES AVAILABLE TO THEM GIVING STUDENTS EXPOSURE TO OPPORTUNITIES AVAILABLE TO THEM IN MIDDLE AND HIGH SCHOOL AND OPPORTUNITIES AVAILABLE TO THEM IN MIDDLE AND HIGH SCHOOL AND OPPORTUNITIES AVAILABLE TO THEM IN MIDDLE AND HIGH SCHOOL AND AFTER GRADUATION THE ACADEMIC IN MIDDLE AND HIGH SCHOOL AND AFTER GRADUATION THE ACADEMIC IN MIDDLE AND HIGH SCHOOL AND AFTER GRADUATION THE ACADEMIC CAREER PLANNING WORK CURRENTLY AFTER GRADUATION THE ACADEMIC CAREER PLANNING WORK CURRENTLY AFTER GRADUATION THE ACADEMIC CAREER PLANNING WORK CURRENTLY BEING DONE AND IMPLEMENTED IN CAREER PLANNING WORK CURRENTLY BEING DONE AND IMPLEMENTED IN CAREER PLANNING WORK CURRENTLY BEING DONE AND IMPLEMENTED IN BCS IS YIELDING FAVORABLE BEING DONE AND IMPLEMENTED IN BCS IS YIELDING FAVORABLE BEING DONE AND IMPLEMENTED IN BCS IS YIELDING FAVORABLE RESULTS TO POST-SECONDARY

610BCS IS YIELDING FAVORABLE RESULTS TO POST-SECONDARY BCS IS YIELDING FAVORABLE RESULTS TO POST-SECONDARY STUDENTS SUCCESS AND LINES WITH RESULTS TO POST-SECONDARY STUDENTS SUCCESS AND LINES WITH RESULTS TO POST-SECONDARY STUDENTS SUCCESS AND LINES WITH THE VIDEO THAT BRINGS US TO THE STUDENTS SUCCESS AND LINES WITH THE VIDEO THAT BRINGS US TO THE STUDENTS SUCCESS AND LINES WITH THE VIDEO THAT BRINGS US TO THE CONCLUSION REPRESENTATION TODAY THE VIDEO THAT BRINGS US TO THE CONCLUSION REPRESENTATION TODAY THE VIDEO THAT BRINGS US TO THE CONCLUSION REPRESENTATION TODAY OUR TEAM STANDS READY IF YOU CONCLUSION REPRESENTATION TODAY OUR TEAM STANDS READY IF YOU CONCLUSION REPRESENTATION TODAY OUR TEAM STANDS READY IF YOU HAVE ANY QUESTIONS. OUR TEAM STANDS READY IF YOU HAVE ANY QUESTIONS. OUR TEAM STANDS READY IF YOU HAVE ANY QUESTIONS. OK I DO BUT I'LL WAIT

611TO SEE HAVE ANY QUESTIONS. OK I DO BUT I'LL WAIT TO SEE HAVE ANY QUESTIONS. OK I DO BUT I'LL WAIT TO SEE HAVE A COMMENT. OK I DO BUT I'LL WAIT TO SEE HAVE A COMMENT. OK I DO BUT I'LL WAIT TO SEE HAVE A COMMENT. ALL RIGHT. HAVE A COMMENT. ALL RIGHT. HAVE A COMMENT. ALL RIGHT. MISS BROWN MAINZER REALLY QUICK ALL RIGHT. MISS BROWN MAINZER REALLY QUICK ALL RIGHT. MISS BROWN MAINZER REALLY QUICK QUESTION. MISS BROWN MAINZER REALLY QUICK QUESTION. MISS BROWN MAINZER REALLY QUICK QUESTION. SO ON SLIDE TWELVE YOU QUESTION. SO ON SLIDE TWELVE YOU QUESTION. SO ON SLIDE TWELVE YOU REFERENCED HE ASKS IS THAT AN SO ON SLIDE TWELVE YOU REFERENCED HE ASKS IS THAT AN SO ON SLIDE TWELVE YOU REFERENCED HE ASKS IS THAT AN ABBREVIATION THE

612EQUAL REFERENCED HE ASKS IS THAT AN ABBREVIATION THE EQUAL REFERENCED HE ASKS IS THAT AN ABBREVIATION THE EQUAL OPPORTUNITY SURVEY. ABBREVIATION THE EQUAL OPPORTUNITY SURVEY. ABBREVIATION THE EQUAL OPPORTUNITY SURVEY. OK, THANK YOU. OPPORTUNITY SURVEY. OK, THANK YOU. OPPORTUNITY SURVEY. OK, THANK YOU. YES MA'AM. OK, THANK YOU. YES MA'AM. OK, THANK YOU. YES MA'AM. I REALLY WANTED TO THANK YOU YES MA'AM. I REALLY WANTED TO THANK YOU YES MA'AM. I REALLY WANTED TO THANK YOU MISCHANCE SPECIFICALLY I WAS I REALLY WANTED TO THANK YOU MISCHANCE SPECIFICALLY I WAS I REALLY WANTED TO THANK YOU MISCHANCE SPECIFICALLY I WAS WITH YOU AT THE MISCHANCE SPECIFICALLY I WAS WITH YOU AT THE MISCHANCE SPECIFICALLY I WAS WITH YOU AT THE SUPERINTENDENT'S ROUND TABLE WITH YOU AT THE SUPERINTENDENT'S ROUND TABLE WITH YOU AT THE SUPERINTENDENT'S ROUND TABLE AND

613I JUST WANT TO SAY GUYS ARE SUPERINTENDENT'S ROUND TABLE AND I JUST WANT TO SAY GUYS ARE SUPERINTENDENT'S ROUND TABLE AND I JUST WANT TO SAY GUYS ARE IMPRESSIVE IN THE AMOUNT AND I JUST WANT TO SAY GUYS ARE IMPRESSIVE IN THE AMOUNT AND I JUST WANT TO SAY GUYS ARE IMPRESSIVE IN THE AMOUNT OF OPPORTUNITIES THAT YOU OFFER IMPRESSIVE IN THE AMOUNT OF OPPORTUNITIES THAT YOU OFFER IMPRESSIVE IN THE AMOUNT OF OPPORTUNITIES THAT YOU OFFER OUR STUDENTS IS REALLY, REALLY OF OPPORTUNITIES THAT YOU OFFER OUR STUDENTS IS REALLY, REALLY OF OPPORTUNITIES THAT YOU OFFER OUR STUDENTS IS REALLY, REALLY IMPRESSIVE AND DEEPLY OUR STUDENTS IS REALLY, REALLY IMPRESSIVE AND DEEPLY OUR STUDENTS IS REALLY, REALLY IMPRESSIVE AND DEEPLY APPRECIATED. IMPRESSIVE AND DEEPLY APPRECIATED. IMPRESSIVE AND DEEPLY APPRECIATED. I'M HOPING THAT AT SOME POINT APPRECIATED.

614I'M HOPING THAT AT SOME POINT APPRECIATED. I'M HOPING THAT AT SOME POINT THE STATE RECOGNIZES THE REAL I'M HOPING THAT AT SOME POINT THE STATE RECOGNIZES THE REAL I'M HOPING THAT AT SOME POINT THE STATE RECOGNIZES THE REAL WORK THAT SCHOOL COUNSELORS DO THE STATE RECOGNIZES THE REAL WORK THAT SCHOOL COUNSELORS DO THE STATE RECOGNIZES THE REAL WORK THAT SCHOOL COUNSELORS DO AND THEY LOWER THAT RATIO WORK THAT SCHOOL COUNSELORS DO AND THEY LOWER THAT RATIO WORK THAT SCHOOL COUNSELORS DO AND THEY LOWER THAT RATIO BECAUSE IT IS INCREDIBLY AND THEY LOWER THAT RATIO BECAUSE IT IS INCREDIBLY AND THEY LOWER THAT RATIO BECAUSE IT IS INCREDIBLY DIFFICULT TO MEET THE NEEDS BECAUSE IT IS INCREDIBLY DIFFICULT TO MEET THE NEEDS BECAUSE IT IS INCREDIBLY DIFFICULT TO MEET THE NEEDS OF ALL OF THE STUDENTS

615IN OUR DIFFICULT TO MEET THE NEEDS OF ALL OF THE STUDENTS IN OUR DIFFICULT TO MEET THE NEEDS OF ALL OF THE STUDENTS IN OUR BUILDINGS BUT YOU GUYS DO AN OF ALL OF THE STUDENTS IN OUR BUILDINGS BUT YOU GUYS DO AN OF ALL OF THE STUDENTS IN OUR BUILDINGS BUT YOU GUYS DO AN EXCEPTIONAL JOB AND I'M REALLY BUILDINGS BUT YOU GUYS DO AN EXCEPTIONAL JOB AND I'M REALLY BUILDINGS BUT YOU GUYS DO AN EXCEPTIONAL JOB AND I'M REALLY GRATEFUL SO SO YEAH. EXCEPTIONAL JOB AND I'M REALLY GRATEFUL SO SO YEAH. EXCEPTIONAL JOB AND I'M REALLY GRATEFUL SO SO YEAH. THANK YOU. GRATEFUL SO SO YEAH. THANK YOU. GRATEFUL SO SO YEAH. THANK YOU. SO FOR REFERENCE WE HAD DR. THANK YOU. SO FOR REFERENCE WE HAD DR. THANK YOU. SO FOR REFERENCE

616WE HAD DR. ROBERTSON, SUPERINTENDENT SO FOR REFERENCE WE HAD DR. ROBERTSON, SUPERINTENDENT SO FOR REFERENCE WE HAD DR. ROBERTSON, SUPERINTENDENT STUDENT GROUP AND ONE OF THE ROBERTSON, SUPERINTENDENT STUDENT GROUP AND ONE OF THE ROBERTSON, SUPERINTENDENT STUDENT GROUP AND ONE OF THE ONE OF THE TABLES WAS THE STUDENT GROUP AND ONE OF THE ONE OF THE TABLES WAS THE STUDENT GROUP AND ONE OF THE ONE OF THE TABLES WAS THE CAREER READINESS AND WE WE ONE OF THE TABLES WAS THE CAREER READINESS AND WE WE ONE OF THE TABLES WAS THE CAREER READINESS AND WE WE LEARNED A LOT AND WE SHOULD CAREER READINESS AND WE WE LEARNED A LOT AND WE SHOULD CAREER READINESS AND WE WE LEARNED A LOT AND WE SHOULD REALLY ALL BE VERY PROUD OF THE LEARNED A LOT AND WE

617SHOULD REALLY ALL BE VERY PROUD OF THE LEARNED A LOT AND WE SHOULD REALLY ALL BE VERY PROUD OF THE WORK THAT THE DIVISION IS DOING REALLY ALL BE VERY PROUD OF THE WORK THAT THE DIVISION IS DOING REALLY ALL BE VERY PROUD OF THE WORK THAT THE DIVISION IS DOING SO MOVING ON NOW TO A TWO YEAR WORK THAT THE DIVISION IS DOING SO MOVING ON NOW TO A TWO YEAR WORK THAT THE DIVISION IS DOING SO MOVING ON NOW TO A TWO YEAR ABOUT A COMPREHENSIVE SO MOVING ON NOW TO A TWO YEAR ABOUT A COMPREHENSIVE SO MOVING ON NOW TO A TWO YEAR ABOUT A COMPREHENSIVE EVALUATION CANVAS AND WE ABOUT A COMPREHENSIVE EVALUATION CANVAS AND WE ABOUT A COMPREHENSIVE EVALUATION CANVAS AND WE WELCOME DR. ALISON BACK, EVALUATION CANVAS AND WE

618WELCOME DR. ALISON BACK, EVALUATION CANVAS AND WE WELCOME DR. ALISON BACK, PROGRAM EVALUATION SPECIALIST WELCOME DR. ALISON BACK, PROGRAM EVALUATION SPECIALIST WELCOME DR. ALISON BACK, PROGRAM EVALUATION SPECIALIST IN OFFICE OF PLANNING PROGRAM EVALUATION SPECIALIST IN OFFICE OF PLANNING PROGRAM EVALUATION SPECIALIST IN OFFICE OF PLANNING INNOVATION AND ACCOUNTABILITY. IN OFFICE OF PLANNING INNOVATION AND ACCOUNTABILITY. IN OFFICE OF PLANNING INNOVATION AND ACCOUNTABILITY. THANK YOU GOOD EVENING INNOVATION AND ACCOUNTABILITY. THANK YOU GOOD EVENING INNOVATION AND ACCOUNTABILITY. THANK YOU GOOD EVENING CHAIRWOMAN MELNYK CHAIRWOMAN THANK YOU GOOD EVENING CHAIRWOMAN MELNYK CHAIRWOMAN THANK YOU GOOD EVENING CHAIRWOMAN MELNYK CHAIRWOMAN MALNIK, VICE CHAIR FRANKLIN CHAIRWOMAN MELNYK CHAIRWOMAN MALNIK, VICE CHAIR FRANKLIN CHAIRWOMAN MELNYK CHAIRWOMAN MALNIK, VICE CHAIR FRANKLIN MEMBERS THE SCHOOL BOARD AND MALNIK, VICE CHAIR FRANKLIN MEMBERS THE SCHOOL BOARD AND MALNIK, VICE CHAIR FRANKLIN MEMBERS THE SCHOOL BOARD AND

619DR. ROBERTSON TONIGHT I TONIGHT MEMBERS THE SCHOOL BOARD AND DR. ROBERTSON TONIGHT I TONIGHT MEMBERS THE SCHOOL BOARD AND DR. ROBERTSON TONIGHT I TONIGHT I WILL PROVIDE AN OVERVIEW THE DR. ROBERTSON TONIGHT I TONIGHT I WILL PROVIDE AN OVERVIEW THE DR. ROBERTSON TONIGHT I TONIGHT I WILL PROVIDE AN OVERVIEW THE KEY FINDINGS AND I WILL PROVIDE AN OVERVIEW THE KEY FINDINGS AND I WILL PROVIDE AN OVERVIEW THE KEY FINDINGS AND RECOMMENDATIONS FROM THE YEAR KEY FINDINGS AND RECOMMENDATIONS FROM THE YEAR KEY FINDINGS AND RECOMMENDATIONS FROM THE YEAR TO EVALUATION OF CAMPUS THE RECOMMENDATIONS FROM THE YEAR TO EVALUATION OF CAMPUS THE RECOMMENDATIONS FROM THE YEAR TO EVALUATION OF CAMPUS THE EVALUATION REPORT YOU RECEIVED TO EVALUATION OF CAMPUS THE EVALUATION REPORT YOU RECEIVED TO EVALUATION OF CAMPUS THE EVALUATION REPORT YOU RECEIVED IN YOUR AGENDA

620MATERIALS EVALUATION REPORT YOU RECEIVED IN YOUR AGENDA MATERIALS EVALUATION REPORT YOU RECEIVED IN YOUR AGENDA MATERIALS PROVIDES ADDITIONAL DETAILS THE IN YOUR AGENDA MATERIALS PROVIDES ADDITIONAL DETAILS THE IN YOUR AGENDA MATERIALS PROVIDES ADDITIONAL DETAILS THE MAIN PURPOSE OF A LEARNING PROVIDES ADDITIONAL DETAILS THE MAIN PURPOSE OF A LEARNING PROVIDES ADDITIONAL DETAILS THE MAIN PURPOSE OF A LEARNING MANAGEMENT SYSTEM INCLUDES MAIN PURPOSE OF A LEARNING MANAGEMENT SYSTEM INCLUDES MAIN PURPOSE OF A LEARNING MANAGEMENT SYSTEM INCLUDES PROVIDING APPLICATION FOR MANAGEMENT SYSTEM INCLUDES PROVIDING APPLICATION FOR MANAGEMENT SYSTEM INCLUDES PROVIDING APPLICATION FOR ACCESSING EDUCATIONAL CONTENT, PROVIDING APPLICATION FOR ACCESSING EDUCATIONAL CONTENT, PROVIDING APPLICATION FOR ACCESSING EDUCATIONAL CONTENT, DELIVERING HORSE CONTENT TO ACCESSING EDUCATIONAL CONTENT, DELIVERING HORSE CONTENT TO ACCESSING EDUCATIONAL CONTENT, DELIVERING HORSE CONTENT TO STUDENTS AND ASSESSING STUDENTS DELIVERING HORSE CONTENT TO STUDENTS AND ASSESSING STUDENTS DELIVERING

621HORSE CONTENT TO STUDENTS AND ASSESSING STUDENTS LEARNING THE VIRGINIA STUDENTS AND ASSESSING STUDENTS LEARNING THE VIRGINIA STUDENTS AND ASSESSING STUDENTS LEARNING THE VIRGINIA DEPARTMENT OF EDUCATION ADOPTED LEARNING THE VIRGINIA DEPARTMENT OF EDUCATION ADOPTED LEARNING THE VIRGINIA DEPARTMENT OF EDUCATION ADOPTED CANVAS AS A STATEWIDE LIMBS AND DEPARTMENT OF EDUCATION ADOPTED CANVAS AS A STATEWIDE LIMBS AND DEPARTMENT OF EDUCATION ADOPTED CANVAS AS A STATEWIDE LIMBS AND 20 21 THEY ARE PROVIDING CAMPUS CANVAS AS A STATEWIDE LIMBS AND 20 21 THEY ARE PROVIDING CAMPUS CANVAS AS A STATEWIDE LIMBS AND 20 21 THEY ARE PROVIDING CAMPUS FREE FOR ALL SCHOOL DIVISIONS 20 21 THEY ARE PROVIDING CAMPUS FREE FOR ALL SCHOOL DIVISIONS 20 21 THEY ARE PROVIDING CAMPUS FREE FOR ALL SCHOOL DIVISIONS THROUGH TWENTY FIVE TWENTY SIX FREE FOR ALL SCHOOL DIVISIONS THROUGH TWENTY FIVE TWENTY SIX

622FREE FOR ALL SCHOOL DIVISIONS THROUGH TWENTY FIVE TWENTY SIX VIRGINIA BEACH BEGAN PILOTING THROUGH TWENTY FIVE TWENTY SIX VIRGINIA BEACH BEGAN PILOTING THROUGH TWENTY FIVE TWENTY SIX VIRGINIA BEACH BEGAN PILOTING CAMPUS WITH SEVEN SCHOOLS IN VIRGINIA BEACH BEGAN PILOTING CAMPUS WITH SEVEN SCHOOLS IN VIRGINIA BEACH BEGAN PILOTING CAMPUS WITH SEVEN SCHOOLS IN TWENTY ONE TWENTY TO BEGINNING CAMPUS WITH SEVEN SCHOOLS IN TWENTY ONE TWENTY TO BEGINNING CAMPUS WITH SEVEN SCHOOLS IN TWENTY ONE TWENTY TO BEGINNING IN TWENTY TO TWENTY THREE. TWENTY ONE TWENTY TO BEGINNING IN TWENTY TO TWENTY THREE. TWENTY ONE TWENTY TO BEGINNING IN TWENTY TO TWENTY THREE. ALL SCHOOLS WERE EXPECTED TO IN TWENTY TO TWENTY THREE. ALL SCHOOLS WERE EXPECTED TO IN TWENTY TO TWENTY THREE. ALL SCHOOLS WERE EXPECTED TO USE CANVAS FOR GRADES THREE ALL SCHOOLS WERE EXPECTED TO

623USE CANVAS FOR GRADES THREE ALL SCHOOLS WERE EXPECTED TO USE CANVAS FOR GRADES THREE THROUGH TWELVE AT THE USE CANVAS FOR GRADES THREE THROUGH TWELVE AT THE USE CANVAS FOR GRADES THREE THROUGH TWELVE AT THE ELEMENTARY SCHOOL LEVEL THE THROUGH TWELVE AT THE ELEMENTARY SCHOOL LEVEL THE THROUGH TWELVE AT THE ELEMENTARY SCHOOL LEVEL THE EXPECTATIONS FOR USING CAMPUS ELEMENTARY SCHOOL LEVEL THE EXPECTATIONS FOR USING CAMPUS ELEMENTARY SCHOOL LEVEL THE EXPECTATIONS FOR USING CAMPUS WERE MORE FLEXIBLE AND THESE EXPECTATIONS FOR USING CAMPUS WERE MORE FLEXIBLE AND THESE EXPECTATIONS FOR USING CAMPUS WERE MORE FLEXIBLE AND THESE TEACHERS ALSO HAD ACCESS TO WERE MORE FLEXIBLE AND THESE TEACHERS ALSO HAD ACCESS TO WERE MORE FLEXIBLE AND THESE TEACHERS ALSO HAD ACCESS TO ANOTHER PLATFORM CALLED SEE-SAW TEACHERS ALSO HAD ACCESS TO ANOTHER PLATFORM CALLED SEE-SAW TEACHERS ALSO

624HAD ACCESS TO ANOTHER PLATFORM CALLED SEE-SAW IN ADDITION MASTERY CONNECT ANOTHER PLATFORM CALLED SEE-SAW IN ADDITION MASTERY CONNECT ANOTHER PLATFORM CALLED SEE-SAW IN ADDITION MASTERY CONNECT MASTERY CONNECT WAS PURCHASED IN ADDITION MASTERY CONNECT MASTERY CONNECT WAS PURCHASED IN ADDITION MASTERY CONNECT MASTERY CONNECT WAS PURCHASED BY THE DIVISION AND TWENTY TO MASTERY CONNECT WAS PURCHASED BY THE DIVISION AND TWENTY TO MASTERY CONNECT WAS PURCHASED BY THE DIVISION AND TWENTY TO TWENTY THREE AS THE PLATFORM TO BY THE DIVISION AND TWENTY TO TWENTY THREE AS THE PLATFORM TO BY THE DIVISION AND TWENTY TO TWENTY THREE AS THE PLATFORM TO ADMINISTER A DIVISION TWENTY THREE AS THE PLATFORM TO ADMINISTER A DIVISION TWENTY THREE AS THE PLATFORM TO ADMINISTER A DIVISION ASSESSMENTS IN AND IS ADMINISTER A DIVISION ASSESSMENTS IN AND IS ADMINISTER A DIVISION ASSESSMENTS IN

625AND IS INTEGRATED WITHIN CANVAS CANVAS ASSESSMENTS IN AND IS INTEGRATED WITHIN CANVAS CANVAS ASSESSMENTS IN AND IS INTEGRATED WITHIN CANVAS CANVAS MASTERY CONNECTOR BOTH IN INTEGRATED WITHIN CANVAS CANVAS MASTERY CONNECTOR BOTH IN INTEGRATED WITHIN CANVAS CANVAS MASTERY CONNECTOR BOTH IN STRUCTURE APPLICATIONS IN THE MASTERY CONNECTOR BOTH IN STRUCTURE APPLICATIONS IN THE MASTERY CONNECTOR BOTH IN STRUCTURE APPLICATIONS IN THE EVALUATION FOCUSED ON STRUCTURE APPLICATIONS IN THE EVALUATION FOCUSED ON STRUCTURE APPLICATIONS IN THE EVALUATION FOCUSED ON INSTRUCTIONAL AN ASSESSMENT EVALUATION FOCUSED ON INSTRUCTIONAL AN ASSESSMENT EVALUATION FOCUSED ON INSTRUCTIONAL AN ASSESSMENT COMPONENTS OF CANVAS DATA INSTRUCTIONAL AN ASSESSMENT COMPONENTS OF CANVAS DATA INSTRUCTIONAL AN ASSESSMENT COMPONENTS OF CANVAS DATA MANAGEMENT AND INTEGRATION COMPONENTS OF CANVAS DATA MANAGEMENT AND INTEGRATION COMPONENTS OF CANVAS DATA MANAGEMENT AND INTEGRATION PROCESSES PROFESSIONAL LEARNING MANAGEMENT AND INTEGRATION PROCESSES PROFESSIONAL LEARNING MANAGEMENT AND

626INTEGRATION PROCESSES PROFESSIONAL LEARNING PARENT ACCESS PROGRESS TOWARD PROCESSES PROFESSIONAL LEARNING PARENT ACCESS PROGRESS TOWARD PROCESSES PROFESSIONAL LEARNING PARENT ACCESS PROGRESS TOWARD MEETING OUTCOME GOALS PARENT ACCESS PROGRESS TOWARD MEETING OUTCOME GOALS PARENT ACCESS PROGRESS TOWARD MEETING OUTCOME GOALS STAKEHOLDER STAKEHOLDER MEETING OUTCOME GOALS STAKEHOLDER STAKEHOLDER MEETING OUTCOME GOALS STAKEHOLDER STAKEHOLDER SATISFACTION AND COST TO THE STAKEHOLDER STAKEHOLDER SATISFACTION AND COST TO THE STAKEHOLDER STAKEHOLDER SATISFACTION AND COST TO THE DIVISION THE EVALUATION ALSO SATISFACTION AND COST TO THE DIVISION THE EVALUATION ALSO SATISFACTION AND COST TO THE DIVISION THE EVALUATION ALSO ADDRESS ADDRESSED PROGRESS DIVISION THE EVALUATION ALSO ADDRESS ADDRESSED PROGRESS DIVISION THE EVALUATION ALSO ADDRESS ADDRESSED PROGRESS RECOMMENDATION AREAS FROM YEAR ADDRESS ADDRESSED PROGRESS RECOMMENDATION AREAS FROM YEAR ADDRESS ADDRESSED PROGRESS RECOMMENDATION AREAS FROM YEAR ONE IMPLEMENTATION EVALUATION RECOMMENDATION AREAS FROM YEAR ONE IMPLEMENTATION EVALUATION RECOMMENDATION AREAS FROM

627YEAR ONE IMPLEMENTATION EVALUATION STAFF STUDENTS IN GRADES FOR 12 ONE IMPLEMENTATION EVALUATION STAFF STUDENTS IN GRADES FOR 12 ONE IMPLEMENTATION EVALUATION STAFF STUDENTS IN GRADES FOR 12 AND PARENTS WERE SURVEYED IN STAFF STUDENTS IN GRADES FOR 12 AND PARENTS WERE SURVEYED IN STAFF STUDENTS IN GRADES FOR 12 AND PARENTS WERE SURVEYED IN APRIL TWENTY FOR OVERALL AND PARENTS WERE SURVEYED IN APRIL TWENTY FOR OVERALL AND PARENTS WERE SURVEYED IN APRIL TWENTY FOR OVERALL RESPONSE RATES IN AND TOTAL APRIL TWENTY FOR OVERALL RESPONSE RATES IN AND TOTAL APRIL TWENTY FOR OVERALL RESPONSE RATES IN AND TOTAL NUMBER OF RESPONDENTS ARE SHOWN RESPONSE RATES IN AND TOTAL NUMBER OF RESPONDENTS ARE SHOWN RESPONSE RATES IN AND TOTAL NUMBER OF RESPONDENTS ARE SHOWN ON THE SLIDE RESPONDENTS WERE NUMBER OF RESPONDENTS ARE SHOWN ON THE SLIDE RESPONDENTS WERE

628NUMBER OF RESPONDENTS ARE SHOWN ON THE SLIDE RESPONDENTS WERE PROVIDED AN INITIAL ON THE SLIDE RESPONDENTS WERE PROVIDED AN INITIAL ON THE SLIDE RESPONDENTS WERE PROVIDED AN INITIAL QUESTIONNAIRE WHETHER THEY USE PROVIDED AN INITIAL QUESTIONNAIRE WHETHER THEY USE PROVIDED AN INITIAL QUESTIONNAIRE WHETHER THEY USE CANVAS DURING THE SCHOOL YEAR. QUESTIONNAIRE WHETHER THEY USE CANVAS DURING THE SCHOOL YEAR. QUESTIONNAIRE WHETHER THEY USE CANVAS DURING THE SCHOOL YEAR. SURVEY DATA WILL BE PROVIDED CANVAS DURING THE SCHOOL YEAR. SURVEY DATA WILL BE PROVIDED CANVAS DURING THE SCHOOL YEAR. SURVEY DATA WILL BE PROVIDED FOR THOSE WHO INDICATED THEY SURVEY DATA WILL BE PROVIDED FOR THOSE WHO INDICATED THEY SURVEY DATA WILL BE PROVIDED FOR THOSE WHO INDICATED THEY USE CANVAS. FOR THOSE WHO INDICATED THEY USE CANVAS. FOR THOSE WHO INDICATED THEY USE CANVAS. IN ADDITION STUDENT DATA

629WERE USE CANVAS. IN ADDITION STUDENT DATA WERE USE CANVAS. IN ADDITION STUDENT DATA WERE GATHERED FROM CAMPUS AND COST IN ADDITION STUDENT DATA WERE GATHERED FROM CAMPUS AND COST IN ADDITION STUDENT DATA WERE GATHERED FROM CAMPUS AND COST DATA WERE COLLECTED BY THE GATHERED FROM CAMPUS AND COST DATA WERE COLLECTED BY THE GATHERED FROM CAMPUS AND COST DATA WERE COLLECTED BY THE FIRST VALUATION QUESTION DATA WERE COLLECTED BY THE FIRST VALUATION QUESTION DATA WERE COLLECTED BY THE FIRST VALUATION QUESTION FOCUSED ON THE INSTRUCTIONAL FIRST VALUATION QUESTION FOCUSED ON THE INSTRUCTIONAL FIRST VALUATION QUESTION FOCUSED ON THE INSTRUCTIONAL AND ASSESSMENT COMPONENTS FOCUSED ON THE INSTRUCTIONAL AND ASSESSMENT COMPONENTS FOCUSED ON THE INSTRUCTIONAL AND ASSESSMENT COMPONENTS CANVAS CANVAS OFFERS TEACHERS AND ASSESSMENT COMPONENTS CANVAS CANVAS OFFERS TEACHERS AND ASSESSMENT COMPONENTS CANVAS CANVAS OFFERS TEACHERS THE ABILITY TO

630DESIGN AND CANVAS CANVAS OFFERS TEACHERS THE ABILITY TO DESIGN AND CANVAS CANVAS OFFERS TEACHERS THE ABILITY TO DESIGN AND DELIVER HIGH QUALITY THE ABILITY TO DESIGN AND DELIVER HIGH QUALITY THE ABILITY TO DESIGN AND DELIVER HIGH QUALITY INSTRUCTIONAL MATERIALS FOR DELIVER HIGH QUALITY INSTRUCTIONAL MATERIALS FOR DELIVER HIGH QUALITY INSTRUCTIONAL MATERIALS FOR THEIR STUDENTS TO ENSURE ACCESS INSTRUCTIONAL MATERIALS FOR THEIR STUDENTS TO ENSURE ACCESS INSTRUCTIONAL MATERIALS FOR THEIR STUDENTS TO ENSURE ACCESS TO HIGH QUALITY MATERIALS. THEIR STUDENTS TO ENSURE ACCESS TO HIGH QUALITY MATERIALS. THEIR STUDENTS TO ENSURE ACCESS TO HIGH QUALITY MATERIALS. THE DEPARTMENT OF TEACHING TO HIGH QUALITY MATERIALS. THE DEPARTMENT OF TEACHING TO HIGH QUALITY MATERIALS. THE DEPARTMENT OF TEACHING LEARNING PROVIDED STAFF THE DEPARTMENT OF TEACHING LEARNING PROVIDED STAFF THE DEPARTMENT OF TEACHING LEARNING PROVIDED STAFF CURRICULUM RESOURCES WHEN LEARNING PROVIDED STAFF

631CURRICULUM RESOURCES WHEN LEARNING PROVIDED STAFF CURRICULUM RESOURCES WHEN TEACHERS SURVEYED ABOUT USING CURRICULUM RESOURCES WHEN TEACHERS SURVEYED ABOUT USING CURRICULUM RESOURCES WHEN TEACHERS SURVEYED ABOUT USING THESE RESOURCES FOR THEIR TEACHERS SURVEYED ABOUT USING THESE RESOURCES FOR THEIR TEACHERS SURVEYED ABOUT USING THESE RESOURCES FOR THEIR CANVAS COURSES AS SHOWN WHETHER THESE RESOURCES FOR THEIR CANVAS COURSES AS SHOWN WHETHER THESE RESOURCES FOR THEIR CANVAS COURSES AS SHOWN WHETHER FIRST SET OF OURS BARS, HIGHER CANVAS COURSES AS SHOWN WHETHER FIRST SET OF OURS BARS, HIGHER CANVAS COURSES AS SHOWN WHETHER FIRST SET OF OURS BARS, HIGHER PERCENTAGES OF ELEMENTARY FIRST SET OF OURS BARS, HIGHER PERCENTAGES OF ELEMENTARY FIRST SET OF OURS BARS, HIGHER PERCENTAGES OF ELEMENTARY SCHOOL MIDDLE SCHOOL TEACHERS PERCENTAGES OF ELEMENTARY SCHOOL MIDDLE SCHOOL TEACHERS PERCENTAGES OF ELEMENTARY SCHOOL MIDDLE SCHOOL TEACHERS INDICATED THEY USE

632THESE SCHOOL MIDDLE SCHOOL TEACHERS INDICATED THEY USE THESE SCHOOL MIDDLE SCHOOL TEACHERS INDICATED THEY USE THESE RESOURCES THAN HIGH SCHOOL INDICATED THEY USE THESE RESOURCES THAN HIGH SCHOOL INDICATED THEY USE THESE RESOURCES THAN HIGH SCHOOL TEACHERS AS SHOWN BY THE ARROW RESOURCES THAN HIGH SCHOOL TEACHERS AS SHOWN BY THE ARROW RESOURCES THAN HIGH SCHOOL TEACHERS AS SHOWN BY THE ARROW THERE WAS A NOTABLE INCREASE AT TEACHERS AS SHOWN BY THE ARROW THERE WAS A NOTABLE INCREASE AT TEACHERS AS SHOWN BY THE ARROW THERE WAS A NOTABLE INCREASE AT THE HIGH SCHOOL LEVEL WHEN THERE WAS A NOTABLE INCREASE AT THE HIGH SCHOOL LEVEL WHEN THERE WAS A NOTABLE INCREASE AT THE HIGH SCHOOL LEVEL WHEN SURVEYED ABOUT USING CANVAS THE HIGH SCHOOL LEVEL WHEN SURVEYED ABOUT USING CANVAS THE HIGH SCHOOL LEVEL WHEN SURVEYED ABOUT

633USING CANVAS WITH STUDENTS HIGHER SURVEYED ABOUT USING CANVAS WITH STUDENTS HIGHER SURVEYED ABOUT USING CANVAS WITH STUDENTS HIGHER PERCENTAGES OF SECONDARY WITH STUDENTS HIGHER PERCENTAGES OF SECONDARY WITH STUDENTS HIGHER PERCENTAGES OF SECONDARY TEACHERS THAN GRADES THREE PERCENTAGES OF SECONDARY TEACHERS THAN GRADES THREE PERCENTAGES OF SECONDARY TEACHERS THAN GRADES THREE THROUGH FIVE TEACHERS INDICATED TEACHERS THAN GRADES THREE THROUGH FIVE TEACHERS INDICATED TEACHERS THAN GRADES THREE THROUGH FIVE TEACHERS INDICATED THEY DESIGNED AND STORED THROUGH FIVE TEACHERS INDICATED THEY DESIGNED AND STORED THROUGH FIVE TEACHERS INDICATED THEY DESIGNED AND STORED CONTENT FOR STUDENTS IN THEIR THEY DESIGNED AND STORED CONTENT FOR STUDENTS IN THEIR THEY DESIGNED AND STORED CONTENT FOR STUDENTS IN THEIR COURSES AND AGREE THEY PROVIDED CONTENT FOR STUDENTS IN THEIR COURSES AND AGREE THEY PROVIDED CONTENT FOR STUDENTS IN THEIR COURSES AND AGREE THEY PROVIDED

634A VARIETY OF LEARNING COURSES AND AGREE THEY PROVIDED A VARIETY OF LEARNING COURSES AND AGREE THEY PROVIDED A VARIETY OF LEARNING ACTIVITIES FOR STUDENTS WHICH A VARIETY OF LEARNING ACTIVITIES FOR STUDENTS WHICH A VARIETY OF LEARNING ACTIVITIES FOR STUDENTS WHICH IS ASSIGNMENTS AND DISCUSSION ACTIVITIES FOR STUDENTS WHICH IS ASSIGNMENTS AND DISCUSSION ACTIVITIES FOR STUDENTS WHICH IS ASSIGNMENTS AND DISCUSSION BOARDS IN COMPARISON TO TWENTY IS ASSIGNMENTS AND DISCUSSION BOARDS IN COMPARISON TO TWENTY IS ASSIGNMENTS AND DISCUSSION BOARDS IN COMPARISON TO TWENTY WHO TWENTY THREE THERE BOARDS IN COMPARISON TO TWENTY WHO TWENTY THREE THERE BOARDS IN COMPARISON TO TWENTY WHO TWENTY THREE THERE PERCENTAGE OF GRADES THREE WHO TWENTY THREE THERE PERCENTAGE OF GRADES THREE WHO TWENTY THREE THERE PERCENTAGE OF GRADES THREE THROUGH FIVE TEACHERS WHO PERCENTAGE OF GRADES THREE THROUGH FIVE TEACHERS WHO PERCENTAGE

635OF GRADES THREE THROUGH FIVE TEACHERS WHO PROVIDED VARIETY OF LEARNING THROUGH FIVE TEACHERS WHO PROVIDED VARIETY OF LEARNING THROUGH FIVE TEACHERS WHO PROVIDED VARIETY OF LEARNING ACTIVITIES THROUGH CANVAS PROVIDED VARIETY OF LEARNING ACTIVITIES THROUGH CANVAS PROVIDED VARIETY OF LEARNING ACTIVITIES THROUGH CANVAS INCREASED REGARDING THE EASE ACTIVITIES THROUGH CANVAS INCREASED REGARDING THE EASE ACTIVITIES THROUGH CANVAS INCREASED REGARDING THE EASE OF USING CANVAS FOR STUDENTS AT INCREASED REGARDING THE EASE OF USING CANVAS FOR STUDENTS AT INCREASED REGARDING THE EASE OF USING CANVAS FOR STUDENTS AT LEAST 90 PERCENT OF STUDENTS AT OF USING CANVAS FOR STUDENTS AT LEAST 90 PERCENT OF STUDENTS AT OF USING CANVAS FOR STUDENTS AT LEAST 90 PERCENT OF STUDENTS AT ALL LEVELS AGREED THEY COULD LEAST 90 PERCENT OF STUDENTS AT ALL LEVELS AGREED THEY COULD LEAST 90 PERCENT OF STUDENTS AT

636ALL LEVELS AGREED THEY COULD EASILY FIND THINGS THEY NEEDED ALL LEVELS AGREED THEY COULD EASILY FIND THINGS THEY NEEDED ALL LEVELS AGREED THEY COULD EASILY FIND THINGS THEY NEEDED FOR THEIR CLASSES AND CANVAS EASILY FIND THINGS THEY NEEDED FOR THEIR CLASSES AND CANVAS EASILY FIND THINGS THEY NEEDED FOR THEIR CLASSES AND CANVAS CANVAS ALSO ALLOWS TEACHERS TO FOR THEIR CLASSES AND CANVAS CANVAS ALSO ALLOWS TEACHERS TO FOR THEIR CLASSES AND CANVAS CANVAS ALSO ALLOWS TEACHERS TO ASSESS STUDENT LEARNING THROUGH CANVAS ALSO ALLOWS TEACHERS TO ASSESS STUDENT LEARNING THROUGH CANVAS ALSO ALLOWS TEACHERS TO ASSESS STUDENT LEARNING THROUGH A VARIETY OF METHODS INCLUDING ASSESS STUDENT LEARNING THROUGH A VARIETY OF METHODS INCLUDING ASSESS STUDENT LEARNING THROUGH A VARIETY OF METHODS INCLUDING DISCUSSION BOARDS, ASSIGNMENTS A VARIETY OF METHODS INCLUDING DISCUSSION BOARDS, ASSIGNMENTS A VARIETY OF METHODS

637INCLUDING DISCUSSION BOARDS, ASSIGNMENTS QUIZZES IN ADDITION MASTERY DISCUSSION BOARDS, ASSIGNMENTS QUIZZES IN ADDITION MASTERY DISCUSSION BOARDS, ASSIGNMENTS QUIZZES IN ADDITION MASTERY CONNECT, MASTERY KINECT HAS QUIZZES IN ADDITION MASTERY CONNECT, MASTERY KINECT HAS QUIZZES IN ADDITION MASTERY CONNECT, MASTERY KINECT HAS BEEN USED AS THE PLATFORM TO CONNECT, MASTERY KINECT HAS BEEN USED AS THE PLATFORM TO CONNECT, MASTERY KINECT HAS BEEN USED AS THE PLATFORM TO ADMINISTER DIVISION WIDE BEEN USED AS THE PLATFORM TO ADMINISTER DIVISION WIDE BEEN USED AS THE PLATFORM TO ADMINISTER DIVISION WIDE ASSESSMENTS MASTERY CONNECTORS ADMINISTER DIVISION WIDE ASSESSMENTS MASTERY CONNECTORS ADMINISTER DIVISION WIDE ASSESSMENTS MASTERY CONNECTORS INTEGRATED WITHIN CANVAS AND ASSESSMENTS MASTERY CONNECTORS INTEGRATED WITHIN CANVAS AND ASSESSMENTS MASTERY CONNECTORS INTEGRATED WITHIN CANVAS AND ALLOWS FOR ASSESSMENTS TO BE INTEGRATED WITHIN CANVAS AND ALLOWS FOR ASSESSMENTS TO BE INTEGRATED WITHIN CANVAS AND

638ALLOWS FOR ASSESSMENTS TO BE ALIGNED STANDARDS OVERALL AT ALLOWS FOR ASSESSMENTS TO BE ALIGNED STANDARDS OVERALL AT ALLOWS FOR ASSESSMENTS TO BE ALIGNED STANDARDS OVERALL AT LEAST SEVENTY SIX PERCENT ALIGNED STANDARDS OVERALL AT LEAST SEVENTY SIX PERCENT ALIGNED STANDARDS OVERALL AT LEAST SEVENTY SIX PERCENT SECONDARY TEACHERS AGREED THEY LEAST SEVENTY SIX PERCENT SECONDARY TEACHERS AGREED THEY LEAST SEVENTY SIX PERCENT SECONDARY TEACHERS AGREED THEY USED A VARIETY OF ASSESSMENT SECONDARY TEACHERS AGREED THEY USED A VARIETY OF ASSESSMENT SECONDARY TEACHERS AGREED THEY USED A VARIETY OF ASSESSMENT METHODS AND CANVAS TO CHECK FOR USED A VARIETY OF ASSESSMENT METHODS AND CANVAS TO CHECK FOR USED A VARIETY OF ASSESSMENT METHODS AND CANVAS TO CHECK FOR LEARNING THEY USE CANVAS TO METHODS AND CANVAS TO CHECK FOR LEARNING THEY USE CANVAS TO METHODS AND CANVAS TO CHECK FOR

639LEARNING THEY USE CANVAS TO PROVIDE FORMATIVE FEEDBACK AND LEARNING THEY USE CANVAS TO PROVIDE FORMATIVE FEEDBACK AND LEARNING THEY USE CANVAS TO PROVIDE FORMATIVE FEEDBACK AND CANVAS ALLOW THEM TO PROVIDE FORMATIVE FEEDBACK AND CANVAS ALLOW THEM TO PROVIDE FORMATIVE FEEDBACK AND CANVAS ALLOW THEM TO EFFECTIVELY MONITOR STUDENT CANVAS ALLOW THEM TO EFFECTIVELY MONITOR STUDENT CANVAS ALLOW THEM TO EFFECTIVELY MONITOR STUDENT LEARNING LOWER PERCENTAGES EFFECTIVELY MONITOR STUDENT LEARNING LOWER PERCENTAGES EFFECTIVELY MONITOR STUDENT LEARNING LOWER PERCENTAGES OF ELEMENTARY SCHOOL TEACHERS LEARNING LOWER PERCENTAGES OF ELEMENTARY SCHOOL TEACHERS LEARNING LOWER PERCENTAGES OF ELEMENTARY SCHOOL TEACHERS AGREE WHEN SURVEYED OF ELEMENTARY SCHOOL TEACHERS AGREE WHEN SURVEYED OF ELEMENTARY SCHOOL TEACHERS AGREE WHEN SURVEYED SPECIFICALLY ABOUT MASTERY AGREE WHEN SURVEYED SPECIFICALLY ABOUT MASTERY AGREE WHEN SURVEYED SPECIFICALLY ABOUT MASTERY KINECT AS SHOWN BY THE LAST AT SPECIFICALLY ABOUT MASTERY KINECT

640AS SHOWN BY THE LAST AT SPECIFICALLY ABOUT MASTERY KINECT AS SHOWN BY THE LAST AT A BAR 74 SEVENTY FOUR PERCENT KINECT AS SHOWN BY THE LAST AT A BAR 74 SEVENTY FOUR PERCENT KINECT AS SHOWN BY THE LAST AT A BAR 74 SEVENTY FOUR PERCENT OF MIDDLE SCHOOL TEACHERS A BAR 74 SEVENTY FOUR PERCENT OF MIDDLE SCHOOL TEACHERS A BAR 74 SEVENTY FOUR PERCENT OF MIDDLE SCHOOL TEACHERS AGREED MASTERY CONNECT ALLOWED OF MIDDLE SCHOOL TEACHERS AGREED MASTERY CONNECT ALLOWED OF MIDDLE SCHOOL TEACHERS AGREED MASTERY CONNECT ALLOWED THEM TO EFFECTIVELY MONITOR AGREED MASTERY CONNECT ALLOWED THEM TO EFFECTIVELY MONITOR AGREED MASTERY CONNECT ALLOWED THEM TO EFFECTIVELY MONITOR STUDENT LEARNING OR SIXTY ONE THEM TO EFFECTIVELY MONITOR STUDENT LEARNING OR SIXTY ONE THEM TO EFFECTIVELY MONITOR STUDENT LEARNING OR SIXTY ONE PERCENT OF HIGH SCHOOL TEACHERS

641STUDENT LEARNING OR SIXTY ONE PERCENT OF HIGH SCHOOL TEACHERS STUDENT LEARNING OR SIXTY ONE PERCENT OF HIGH SCHOOL TEACHERS AND FIFTY SIX PERCENT PERCENT OF HIGH SCHOOL TEACHERS AND FIFTY SIX PERCENT PERCENT OF HIGH SCHOOL TEACHERS AND FIFTY SIX PERCENT ELEMENTARY SCHOOL TEACHERS AND FIFTY SIX PERCENT ELEMENTARY SCHOOL TEACHERS AND FIFTY SIX PERCENT ELEMENTARY SCHOOL TEACHERS AGREED AS SHOWN ON THE FIGURE ELEMENTARY SCHOOL TEACHERS AGREED AS SHOWN ON THE FIGURE ELEMENTARY SCHOOL TEACHERS AGREED AS SHOWN ON THE FIGURE THERE OR NOTABLE INCREASES IN AGREED AS SHOWN ON THE FIGURE THERE OR NOTABLE INCREASES IN AGREED AS SHOWN ON THE FIGURE THERE OR NOTABLE INCREASES IN AGREEMENT AT THE SECONDARY THERE OR NOTABLE INCREASES IN AGREEMENT AT THE SECONDARY THERE OR NOTABLE INCREASES IN AGREEMENT AT THE SECONDARY LEVELS FOR NEARLY ALL ITEMS AGREEMENT AT THE

642SECONDARY LEVELS FOR NEARLY ALL ITEMS AGREEMENT AT THE SECONDARY LEVELS FOR NEARLY ALL ITEMS RELATED TO ASSESSING AND LEVELS FOR NEARLY ALL ITEMS RELATED TO ASSESSING AND LEVELS FOR NEARLY ALL ITEMS RELATED TO ASSESSING AND MONITORING STUDENT LEARNING IN RELATED TO ASSESSING AND MONITORING STUDENT LEARNING IN RELATED TO ASSESSING AND MONITORING STUDENT LEARNING IN ADDITION WHEN STUDENTS WHEN MONITORING STUDENT LEARNING IN ADDITION WHEN STUDENTS WHEN MONITORING STUDENT LEARNING IN ADDITION WHEN STUDENTS WHEN STUDENTS WERE SURVEYED ABOUT ADDITION WHEN STUDENTS WHEN STUDENTS WERE SURVEYED ABOUT ADDITION WHEN STUDENTS WHEN STUDENTS WERE SURVEYED ABOUT ASSESSMENT AND CANVAS AT LEAST STUDENTS WERE SURVEYED ABOUT ASSESSMENT AND CANVAS AT LEAST STUDENTS WERE SURVEYED ABOUT ASSESSMENT AND CANVAS AT LEAST 80 PERCENT OF STUDENTS AT ALL ASSESSMENT AND CANVAS AT LEAST 80 PERCENT OF STUDENTS AT ALL ASSESSMENT AND CANVAS

643AT LEAST 80 PERCENT OF STUDENTS AT ALL LEVELS AGREED THEY COULD SHOW 80 PERCENT OF STUDENTS AT ALL LEVELS AGREED THEY COULD SHOW 80 PERCENT OF STUDENTS AT ALL LEVELS AGREED THEY COULD SHOW WHAT THEY KNEW IN A VARIETY LEVELS AGREED THEY COULD SHOW WHAT THEY KNEW IN A VARIETY LEVELS AGREED THEY COULD SHOW WHAT THEY KNEW IN A VARIETY OF WAYS IN CANVAS. WHAT THEY KNEW IN A VARIETY OF WAYS IN CANVAS. WHAT THEY KNEW IN A VARIETY OF WAYS IN CANVAS. THE SECOND EVALUATION QUESTION OF WAYS IN CANVAS. THE SECOND EVALUATION QUESTION OF WAYS IN CANVAS. THE SECOND EVALUATION QUESTION FOCUSED ON DATA MANAGEMENT IN THE SECOND EVALUATION QUESTION FOCUSED ON DATA MANAGEMENT IN THE SECOND EVALUATION QUESTION FOCUSED ON DATA MANAGEMENT IN INTEGRATION PROCESSES WITH FOCUSED ON DATA MANAGEMENT IN INTEGRATION PROCESSES

644WITH FOCUSED ON DATA MANAGEMENT IN INTEGRATION PROCESSES WITH OTHER PLATFORMS WHEN INTEGRATION PROCESSES WITH OTHER PLATFORMS WHEN INTEGRATION PROCESSES WITH OTHER PLATFORMS WHEN INSTRUCTIONAL TECHNOLOGY OTHER PLATFORMS WHEN INSTRUCTIONAL TECHNOLOGY OTHER PLATFORMS WHEN INSTRUCTIONAL TECHNOLOGY SPECIALISTS WERE SURVEYED ABOUT INSTRUCTIONAL TECHNOLOGY SPECIALISTS WERE SURVEYED ABOUT INSTRUCTIONAL TECHNOLOGY SPECIALISTS WERE SURVEYED ABOUT TRANSITIONING DATA BETWEEN SPECIALISTS WERE SURVEYED ABOUT TRANSITIONING DATA BETWEEN SPECIALISTS WERE SURVEYED ABOUT TRANSITIONING DATA BETWEEN CANVAS AND OTHER SYSTEMS, ITS TRANSITIONING DATA BETWEEN CANVAS AND OTHER SYSTEMS, ITS TRANSITIONING DATA BETWEEN CANVAS AND OTHER SYSTEMS, ITS AGREEMENT WAS HIGHER FOR ITEMS CANVAS AND OTHER SYSTEMS, ITS AGREEMENT WAS HIGHER FOR ITEMS CANVAS AND OTHER SYSTEMS, ITS AGREEMENT WAS HIGHER FOR ITEMS ABOUT THE PROCESSES BEING AGREEMENT WAS HIGHER FOR ITEMS ABOUT THE PROCESSES BEING AGREEMENT WAS HIGHER FOR ITEMS ABOUT THE PROCESSES BEING ACCURATE COMPARED TO

645ITEMS ABOUT THE PROCESSES BEING ACCURATE COMPARED TO ITEMS ABOUT THE PROCESSES BEING ACCURATE COMPARED TO ITEMS ABOUT THE PROCESS BEING ACCURATE COMPARED TO ITEMS ABOUT THE PROCESS BEING ACCURATE COMPARED TO ITEMS ABOUT THE PROCESS BEING EFFICIENT REGARDING ACCESSING ABOUT THE PROCESS BEING EFFICIENT REGARDING ACCESSING ABOUT THE PROCESS BEING EFFICIENT REGARDING ACCESSING THIRD PARTY APPLICATIONS FROM EFFICIENT REGARDING ACCESSING THIRD PARTY APPLICATIONS FROM EFFICIENT REGARDING ACCESSING THIRD PARTY APPLICATIONS FROM SIXTY SEVEN TO 82 PERCENT THIRD PARTY APPLICATIONS FROM SIXTY SEVEN TO 82 PERCENT THIRD PARTY APPLICATIONS FROM SIXTY SEVEN TO 82 PERCENT OF TEACHERS AGREED ACCESSING SIXTY SEVEN TO 82 PERCENT OF TEACHERS AGREED ACCESSING SIXTY SEVEN TO 82 PERCENT OF TEACHERS AGREED ACCESSING THIRD PARTY APPLICATIONS AS OF TEACHERS AGREED ACCESSING THIRD PARTY APPLICATIONS AS OF TEACHERS AGREED ACCESSING THIRD PARTY APPLICATIONS AS EFFICIENT AS SHOWN

646ON THE SLIDE THIRD PARTY APPLICATIONS AS EFFICIENT AS SHOWN ON THE SLIDE THIRD PARTY APPLICATIONS AS EFFICIENT AS SHOWN ON THE SLIDE GROUP AGREEMENT INCREASED EFFICIENT AS SHOWN ON THE SLIDE GROUP AGREEMENT INCREASED EFFICIENT AS SHOWN ON THE SLIDE GROUP AGREEMENT INCREASED NOTABLY AT ALL LEVELS A GROUP AGREEMENT INCREASED NOTABLY AT ALL LEVELS A GROUP AGREEMENT INCREASED NOTABLY AT ALL LEVELS A RECOMMENDATION AREA FROM THE NOTABLY AT ALL LEVELS A RECOMMENDATION AREA FROM THE NOTABLY AT ALL LEVELS A RECOMMENDATION AREA FROM THE YEAR ONE IMPLEMENTATION RECOMMENDATION AREA FROM THE YEAR ONE IMPLEMENTATION RECOMMENDATION AREA FROM THE YEAR ONE IMPLEMENTATION VALUATION FOCUSED ON SECONDARY YEAR ONE IMPLEMENTATION VALUATION FOCUSED ON SECONDARY YEAR ONE IMPLEMENTATION VALUATION FOCUSED ON SECONDARY GRADES SINKING FROM CANVAS VALUATION FOCUSED ON SECONDARY GRADES SINKING FROM CANVAS VALUATION FOCUSED ON SECONDARY GRADES SINKING

647FROM CANVAS SYNERGY WHICH IS THE OFFICIAL GRADES SINKING FROM CANVAS SYNERGY WHICH IS THE OFFICIAL GRADES SINKING FROM CANVAS SYNERGY WHICH IS THE OFFICIAL GRADE BOOK OF RECORD THE SYNERGY WHICH IS THE OFFICIAL GRADE BOOK OF RECORD THE SYNERGY WHICH IS THE OFFICIAL GRADE BOOK OF RECORD THE RECOMMENDATION WAS TO DEVELOP A GRADE BOOK OF RECORD THE RECOMMENDATION WAS TO DEVELOP A GRADE BOOK OF RECORD THE RECOMMENDATION WAS TO DEVELOP A COMMUNICATION PLAN FOR RECOMMENDATION WAS TO DEVELOP A COMMUNICATION PLAN FOR RECOMMENDATION WAS TO DEVELOP A COMMUNICATION PLAN FOR DISSEMINATING RESOLUTIONS FOR COMMUNICATION PLAN FOR DISSEMINATING RESOLUTIONS FOR COMMUNICATION PLAN FOR DISSEMINATING RESOLUTIONS FOR COMMONLY EXPERIENCED ISSUES AS DISSEMINATING RESOLUTIONS FOR COMMONLY EXPERIENCED ISSUES AS DISSEMINATING RESOLUTIONS FOR COMMONLY EXPERIENCED ISSUES AS SHOWN BY A FIGURE ON THE SLIDE COMMONLY EXPERIENCED ISSUES AS SHOWN BY

648A FIGURE ON THE SLIDE COMMONLY EXPERIENCED ISSUES AS SHOWN BY A FIGURE ON THE SLIDE FORTY SIX PERCENT OF SECONDARY SHOWN BY A FIGURE ON THE SLIDE FORTY SIX PERCENT OF SECONDARY SHOWN BY A FIGURE ON THE SLIDE FORTY SIX PERCENT OF SECONDARY TEACHERS AND FIFTY SEVEN FORTY SIX PERCENT OF SECONDARY TEACHERS AND FIFTY SEVEN FORTY SIX PERCENT OF SECONDARY TEACHERS AND FIFTY SEVEN PERCENT OF ITS IS AGREED THE TEACHERS AND FIFTY SEVEN PERCENT OF ITS IS AGREED THE TEACHERS AND FIFTY SEVEN PERCENT OF ITS IS AGREED THE GRADE PASS BACK PROCESS WAS PERCENT OF ITS IS AGREED THE GRADE PASS BACK PROCESS WAS PERCENT OF ITS IS AGREED THE GRADE PASS BACK PROCESS WAS EFFICIENT AND ACCURATE IN GRADE PASS BACK PROCESS WAS EFFICIENT AND ACCURATE IN GRADE PASS BACK PROCESS WAS EFFICIENT AND

649ACCURATE IN TWENTY THREE TWENTY FOUR EFFICIENT AND ACCURATE IN TWENTY THREE TWENTY FOUR EFFICIENT AND ACCURATE IN TWENTY THREE TWENTY FOUR AGREEMENT REMAINED RELATIVELY TWENTY THREE TWENTY FOUR AGREEMENT REMAINED RELATIVELY TWENTY THREE TWENTY FOUR AGREEMENT REMAINED RELATIVELY LOW ALTHOUGH THERE WAS SOME AGREEMENT REMAINED RELATIVELY LOW ALTHOUGH THERE WAS SOME AGREEMENT REMAINED RELATIVELY LOW ALTHOUGH THERE WAS SOME INCREASE IN AGREEMENT FROM THE LOW ALTHOUGH THERE WAS SOME INCREASE IN AGREEMENT FROM THE LOW ALTHOUGH THERE WAS SOME INCREASE IN AGREEMENT FROM THE PRIOR YEAR BASED ON A NEW INCREASE IN AGREEMENT FROM THE PRIOR YEAR BASED ON A NEW INCREASE IN AGREEMENT FROM THE PRIOR YEAR BASED ON A NEW SURVEY QUESTION WHEN SECONDARY PRIOR YEAR BASED ON A NEW SURVEY QUESTION WHEN SECONDARY PRIOR YEAR BASED ON A NEW SURVEY QUESTION WHEN SECONDARY STAFF WERE ASKED

650ABOUT THE SURVEY QUESTION WHEN SECONDARY STAFF WERE ASKED ABOUT THE SURVEY QUESTION WHEN SECONDARY STAFF WERE ASKED ABOUT THE SUPPORT THEY RECEIVED RELATED STAFF WERE ASKED ABOUT THE SUPPORT THEY RECEIVED RELATED STAFF WERE ASKED ABOUT THE SUPPORT THEY RECEIVED RELATED TO THE GREAT PASS THAT PROCESS SUPPORT THEY RECEIVED RELATED TO THE GREAT PASS THAT PROCESS SUPPORT THEY RECEIVED RELATED TO THE GREAT PASS THAT PROCESS DURING TWENTY THREE TWENTY FOUR TO THE GREAT PASS THAT PROCESS DURING TWENTY THREE TWENTY FOUR TO THE GREAT PASS THAT PROCESS DURING TWENTY THREE TWENTY FOUR AT LEAST 80 PERCENT DURING TWENTY THREE TWENTY FOUR AT LEAST 80 PERCENT DURING TWENTY THREE TWENTY FOUR AT LEAST 80 PERCENT OF SECONDARY IT IS AGREED AT LEAST 80 PERCENT OF SECONDARY IT IS AGREED AT LEAST 80 PERCENT OF SECONDARY IT IS AGREED

651HELPFUL RESOURCES STRATEGIES OF SECONDARY IT IS AGREED HELPFUL RESOURCES STRATEGIES OF SECONDARY IT IS AGREED HELPFUL RESOURCES STRATEGIES WERE PROVIDED SOMEWHAT LOWER HELPFUL RESOURCES STRATEGIES WERE PROVIDED SOMEWHAT LOWER HELPFUL RESOURCES STRATEGIES WERE PROVIDED SOMEWHAT LOWER PERCENTAGES OF SECONDARY WERE PROVIDED SOMEWHAT LOWER PERCENTAGES OF SECONDARY WERE PROVIDED SOMEWHAT LOWER PERCENTAGES OF SECONDARY TEACHERS AGREED ESPECIALLY AT PERCENTAGES OF SECONDARY TEACHERS AGREED ESPECIALLY AT PERCENTAGES OF SECONDARY TEACHERS AGREED ESPECIALLY AT THE MIDDLE SCHOOL LEVEL THE TEACHERS AGREED ESPECIALLY AT THE MIDDLE SCHOOL LEVEL THE TEACHERS AGREED ESPECIALLY AT THE MIDDLE SCHOOL LEVEL THE NEXT EVALUATION QUESTION THE MIDDLE SCHOOL LEVEL THE NEXT EVALUATION QUESTION THE MIDDLE SCHOOL LEVEL THE NEXT EVALUATION QUESTION FOCUSED ON PROFESSIONAL NEXT EVALUATION QUESTION FOCUSED ON PROFESSIONAL NEXT EVALUATION QUESTION FOCUSED ON PROFESSIONAL TRAINING AND SUPPORT FOR USING FOCUSED ON PROFESSIONAL TRAINING AND SUPPORT

652FOR USING FOCUSED ON PROFESSIONAL TRAINING AND SUPPORT FOR USING CANVAS AND MASTER CONNECT TRAINING AND SUPPORT FOR USING CANVAS AND MASTER CONNECT TRAINING AND SUPPORT FOR USING CANVAS AND MASTER CONNECT DURING TWENTY THREE TWENTY FOUR CANVAS AND MASTER CONNECT DURING TWENTY THREE TWENTY FOUR CANVAS AND MASTER CONNECT DURING TWENTY THREE TWENTY FOUR PROFESSIONAL LEARNING AND DURING TWENTY THREE TWENTY FOUR PROFESSIONAL LEARNING AND DURING TWENTY THREE TWENTY FOUR PROFESSIONAL LEARNING AND SUPPORT FOR CAMPUS WAS PROFESSIONAL LEARNING AND SUPPORT FOR CAMPUS WAS PROFESSIONAL LEARNING AND SUPPORT FOR CAMPUS WAS PRIMARILY OFFER TO TEACHERS SUPPORT FOR CAMPUS WAS PRIMARILY OFFER TO TEACHERS SUPPORT FOR CAMPUS WAS PRIMARILY OFFER TO TEACHERS THROUGH SELF-PACED RESOURCES PRIMARILY OFFER TO TEACHERS THROUGH SELF-PACED RESOURCES PRIMARILY OFFER TO TEACHERS THROUGH SELF-PACED RESOURCES AND ASSISTANCE FROM SCHOOL IS THROUGH SELF-PACED RESOURCES AND ASSISTANCE FROM

653SCHOOL IS THROUGH SELF-PACED RESOURCES AND ASSISTANCE FROM SCHOOL IS ON THE SURVEY AT LEAST 90 AND ASSISTANCE FROM SCHOOL IS ON THE SURVEY AT LEAST 90 AND ASSISTANCE FROM SCHOOL IS ON THE SURVEY AT LEAST 90 PERCENT OF TEACHERS OF TEACHERS ON THE SURVEY AT LEAST 90 PERCENT OF TEACHERS OF TEACHERS ON THE SURVEY AT LEAST 90 PERCENT OF TEACHERS OF TEACHERS INDICATED THEY PARTICIPATED IN PERCENT OF TEACHERS OF TEACHERS INDICATED THEY PARTICIPATED IN PERCENT OF TEACHERS OF TEACHERS INDICATED THEY PARTICIPATED IN PROFESSIONAL LEARNING ON CANVAS INDICATED THEY PARTICIPATED IN PROFESSIONAL LEARNING ON CANVAS INDICATED THEY PARTICIPATED IN PROFESSIONAL LEARNING ON CANVAS WHEN SURVEYED ABOUT THE PROFESSIONAL LEARNING ON CANVAS WHEN SURVEYED ABOUT THE PROFESSIONAL LEARNING ON CANVAS WHEN SURVEYED ABOUT THE EFFECTIVENESS AT 86 PERCENT WHEN SURVEYED ABOUT THE EFFECTIVENESS AT 86 PERCENT WHEN

654SURVEYED ABOUT THE EFFECTIVENESS AT 86 PERCENT OF SECONDARY OF SECONDARY EFFECTIVENESS AT 86 PERCENT OF SECONDARY OF SECONDARY EFFECTIVENESS AT 86 PERCENT OF SECONDARY OF SECONDARY TEACHERS AGREED THE OF SECONDARY OF SECONDARY TEACHERS AGREED THE OF SECONDARY OF SECONDARY TEACHERS AGREED THE PROFESSIONAL LEARNING PROVIDED TEACHERS AGREED THE PROFESSIONAL LEARNING PROVIDED TEACHERS AGREED THE PROFESSIONAL LEARNING PROVIDED THEM THE NECESSARY KNOWLEDGE TO PROFESSIONAL LEARNING PROVIDED THEM THE NECESSARY KNOWLEDGE TO PROFESSIONAL LEARNING PROVIDED THEM THE NECESSARY KNOWLEDGE TO USE CANVAS IN THEIR CLASSROOM THEM THE NECESSARY KNOWLEDGE TO USE CANVAS IN THEIR CLASSROOM THEM THE NECESSARY KNOWLEDGE TO USE CANVAS IN THEIR CLASSROOM 66 PERCENT OF PERCENT USE CANVAS IN THEIR CLASSROOM 66 PERCENT OF PERCENT USE CANVAS IN THEIR CLASSROOM 66 PERCENT OF PERCENT OF ELEMENTARY SCHOOL TEACHERS 66 PERCENT OF PERCENT OF ELEMENTARY SCHOOL TEACHERS 66

655PERCENT OF PERCENT OF ELEMENTARY SCHOOL TEACHERS AGREED THERE WERE INCREASES IN OF ELEMENTARY SCHOOL TEACHERS AGREED THERE WERE INCREASES IN OF ELEMENTARY SCHOOL TEACHERS AGREED THERE WERE INCREASES IN AGREEMENT AT ALL LEVELS MOST AGREED THERE WERE INCREASES IN AGREEMENT AT ALL LEVELS MOST AGREED THERE WERE INCREASES IN AGREEMENT AT ALL LEVELS MOST NOTABLY AT THE SECONDARY LEVELS AGREEMENT AT ALL LEVELS MOST NOTABLY AT THE SECONDARY LEVELS AGREEMENT AT ALL LEVELS MOST NOTABLY AT THE SECONDARY LEVELS IN ADDITION AT, AT LEAST NOTABLY AT THE SECONDARY LEVELS IN ADDITION AT, AT LEAST NOTABLY AT THE SECONDARY LEVELS IN ADDITION AT, AT LEAST SEVENTY ONE PERCENT OF TEACHERS IN ADDITION AT, AT LEAST SEVENTY ONE PERCENT OF TEACHERS IN ADDITION AT, AT LEAST SEVENTY ONE PERCENT OF TEACHERS AGREE THAT WHEN THERE WAS AN SEVENTY ONE PERCENT OF

656TEACHERS AGREE THAT WHEN THERE WAS AN SEVENTY ONE PERCENT OF TEACHERS AGREE THAT WHEN THERE WAS AN ISSUE RELATED TO CANVAS HELP AGREE THAT WHEN THERE WAS AN ISSUE RELATED TO CANVAS HELP AGREE THAT WHEN THERE WAS AN ISSUE RELATED TO CANVAS HELP WAS AVAILABLE RESOURCES WERE ISSUE RELATED TO CANVAS HELP WAS AVAILABLE RESOURCES WERE ISSUE RELATED TO CANVAS HELP WAS AVAILABLE RESOURCES WERE PROVIDED AND THERE WAS A TIMELY WAS AVAILABLE RESOURCES WERE PROVIDED AND THERE WAS A TIMELY WAS AVAILABLE RESOURCES WERE PROVIDED AND THERE WAS A TIMELY RESOLUTION. PROVIDED AND THERE WAS A TIMELY RESOLUTION. PROVIDED AND THERE WAS A TIMELY RESOLUTION. STAFF WERE ALSO SURVEYED ABOUT RESOLUTION. STAFF WERE ALSO SURVEYED ABOUT RESOLUTION. STAFF WERE ALSO SURVEYED ABOUT THEIR PROFESSIONAL LEARNING AND STAFF WERE ALSO SURVEYED ABOUT THEIR PROFESSIONAL LEARNING AND STAFF WERE

657ALSO SURVEYED ABOUT THEIR PROFESSIONAL LEARNING AND SUPPORT RECEIVED RELATED THEIR PROFESSIONAL LEARNING AND SUPPORT RECEIVED RELATED THEIR PROFESSIONAL LEARNING AND SUPPORT RECEIVED RELATED MASTERY CONNECT THE DIVISION SUPPORT RECEIVED RELATED MASTERY CONNECT THE DIVISION SUPPORT RECEIVED RELATED MASTERY CONNECT THE DIVISION ASSESSMENT PLATFORM THIS WAS MASTERY CONNECT THE DIVISION ASSESSMENT PLATFORM THIS WAS MASTERY CONNECT THE DIVISION ASSESSMENT PLATFORM THIS WAS ANOTHER AREA RECOMMENDATION ASSESSMENT PLATFORM THIS WAS ANOTHER AREA RECOMMENDATION ASSESSMENT PLATFORM THIS WAS ANOTHER AREA RECOMMENDATION FROM THE YEAR ONE ANOTHER AREA RECOMMENDATION FROM THE YEAR ONE ANOTHER AREA RECOMMENDATION FROM THE YEAR ONE IMPLEMENTATION EVALUATION THE FROM THE YEAR ONE IMPLEMENTATION EVALUATION THE FROM THE YEAR ONE IMPLEMENTATION EVALUATION THE RECOMMENDATION WAS TO ENSURE A IMPLEMENTATION EVALUATION THE RECOMMENDATION WAS TO ENSURE A IMPLEMENTATION EVALUATION THE RECOMMENDATION WAS TO ENSURE A PROFESSIONAL LEARNING RECOMMENDATION WAS TO

658ENSURE A PROFESSIONAL LEARNING RECOMMENDATION WAS TO ENSURE A PROFESSIONAL LEARNING OPPORTUNITIES AND SUPPORT EN PROFESSIONAL LEARNING OPPORTUNITIES AND SUPPORT EN PROFESSIONAL LEARNING OPPORTUNITIES AND SUPPORT EN MASSE RECONNECT WERE PROVIDED OPPORTUNITIES AND SUPPORT EN MASSE RECONNECT WERE PROVIDED OPPORTUNITIES AND SUPPORT EN MASSE RECONNECT WERE PROVIDED FOR TEACHERS TO HAVE NECESSARY MASSE RECONNECT WERE PROVIDED FOR TEACHERS TO HAVE NECESSARY MASSE RECONNECT WERE PROVIDED FOR TEACHERS TO HAVE NECESSARY KNOWLEDGE DURING TWENTY THREE FOR TEACHERS TO HAVE NECESSARY KNOWLEDGE DURING TWENTY THREE FOR TEACHERS TO HAVE NECESSARY KNOWLEDGE DURING TWENTY THREE TWENTY FOUR PROFESSIONAL KNOWLEDGE DURING TWENTY THREE TWENTY FOUR PROFESSIONAL KNOWLEDGE DURING TWENTY THREE TWENTY FOUR PROFESSIONAL LEARNING FOR TEACHERS WAS TWENTY FOUR PROFESSIONAL LEARNING FOR TEACHERS WAS TWENTY FOUR PROFESSIONAL LEARNING FOR TEACHERS WAS PRIMARILY OFFERED THROUGH LEARNING FOR TEACHERS WAS PRIMARILY OFFERED THROUGH LEARNING FOR TEACHERS

659WAS PRIMARILY OFFERED THROUGH TRAINING DOCUMENTS SELF-PACED PRIMARILY OFFERED THROUGH TRAINING DOCUMENTS SELF-PACED PRIMARILY OFFERED THROUGH TRAINING DOCUMENTS SELF-PACED RESOURCES AND ASSISTANCE FROM TRAINING DOCUMENTS SELF-PACED RESOURCES AND ASSISTANCE FROM TRAINING DOCUMENTS SELF-PACED RESOURCES AND ASSISTANCE FROM SCHOOL AIATSIS THE ITEMS WERE RESOURCES AND ASSISTANCE FROM SCHOOL AIATSIS THE ITEMS WERE RESOURCES AND ASSISTANCE FROM SCHOOL AIATSIS THE ITEMS WERE ENCOURAGED TO PROVIDE COACHING SCHOOL AIATSIS THE ITEMS WERE ENCOURAGED TO PROVIDE COACHING SCHOOL AIATSIS THE ITEMS WERE ENCOURAGED TO PROVIDE COACHING WORK WITH TEACHERS ONE ON ONE ENCOURAGED TO PROVIDE COACHING WORK WITH TEACHERS ONE ON ONE ENCOURAGED TO PROVIDE COACHING WORK WITH TEACHERS ONE ON ONE AND WALK THROUGH THE PROCESSES WORK WITH TEACHERS ONE ON ONE AND WALK THROUGH THE PROCESSES WORK WITH TEACHERS ONE ON ONE AND WALK THROUGH THE PROCESSES OVERALL 68 PERCENT OF TEACHERS

660AND WALK THROUGH THE PROCESSES OVERALL 68 PERCENT OF TEACHERS AND WALK THROUGH THE PROCESSES OVERALL 68 PERCENT OF TEACHERS AT OF TEACHERS AT ALL LEVELS OVERALL 68 PERCENT OF TEACHERS AT OF TEACHERS AT ALL LEVELS OVERALL 68 PERCENT OF TEACHERS AT OF TEACHERS AT ALL LEVELS INDICATED THEY PARTICIPATED AT OF TEACHERS AT ALL LEVELS INDICATED THEY PARTICIPATED AT OF TEACHERS AT ALL LEVELS INDICATED THEY PARTICIPATED PROFESSIONAL LEARNING RELATED INDICATED THEY PARTICIPATED PROFESSIONAL LEARNING RELATED INDICATED THEY PARTICIPATED PROFESSIONAL LEARNING RELATED TO MASTERY CONNECT REGARDING PROFESSIONAL LEARNING RELATED TO MASTERY CONNECT REGARDING PROFESSIONAL LEARNING RELATED TO MASTERY CONNECT REGARDING EFFECTIVENESS AT LEAST SIXTY TO MASTERY CONNECT REGARDING EFFECTIVENESS AT LEAST SIXTY TO MASTERY CONNECT REGARDING EFFECTIVENESS AT LEAST SIXTY NINE SIXTY NINE PERCENT EFFECTIVENESS AT LEAST SIXTY NINE SIXTY NINE PERCENT EFFECTIVENESS AT LEAST SIXTY NINE SIXTY

661NINE PERCENT OF SECONDARY TEACHERS AGREED A NINE SIXTY NINE PERCENT OF SECONDARY TEACHERS AGREED A NINE SIXTY NINE PERCENT OF SECONDARY TEACHERS AGREED A PROFESSIONAL LEARNING THEY OF SECONDARY TEACHERS AGREED A PROFESSIONAL LEARNING THEY OF SECONDARY TEACHERS AGREED A PROFESSIONAL LEARNING THEY RECEIVED ON MASTERY CONNECT PROFESSIONAL LEARNING THEY RECEIVED ON MASTERY CONNECT PROFESSIONAL LEARNING THEY RECEIVED ON MASTERY CONNECT PROVIDED HIM THE NECESSARY RECEIVED ON MASTERY CONNECT PROVIDED HIM THE NECESSARY RECEIVED ON MASTERY CONNECT PROVIDED HIM THE NECESSARY KNOWLEDGE NEEDED FOR PROVIDED HIM THE NECESSARY KNOWLEDGE NEEDED FOR PROVIDED HIM THE NECESSARY KNOWLEDGE NEEDED FOR IMPLEMENTATION WHILE FIFTY ONE KNOWLEDGE NEEDED FOR IMPLEMENTATION WHILE FIFTY ONE KNOWLEDGE NEEDED FOR IMPLEMENTATION WHILE FIFTY ONE PERCENT OF ELEMENTARY SCHOOL IMPLEMENTATION WHILE FIFTY ONE PERCENT OF ELEMENTARY SCHOOL IMPLEMENTATION WHILE FIFTY ONE PERCENT OF ELEMENTARY SCHOOL TEACHERS AGREED THERE

662WERE PERCENT OF ELEMENTARY SCHOOL TEACHERS AGREED THERE WERE PERCENT OF ELEMENTARY SCHOOL TEACHERS AGREED THERE WERE INCREASES AGREEMENT AT ALL TEACHERS AGREED THERE WERE INCREASES AGREEMENT AT ALL TEACHERS AGREED THERE WERE INCREASES AGREEMENT AT ALL LEVELS MOST NOTABLY AT THE INCREASES AGREEMENT AT ALL LEVELS MOST NOTABLY AT THE INCREASES AGREEMENT AT ALL LEVELS MOST NOTABLY AT THE SECONDARY LEVELS AT LEAST 64 LEVELS MOST NOTABLY AT THE SECONDARY LEVELS AT LEAST 64 LEVELS MOST NOTABLY AT THE SECONDARY LEVELS AT LEAST 64 PERCENT OF PERCENT OF TEACHERS SECONDARY LEVELS AT LEAST 64 PERCENT OF PERCENT OF TEACHERS SECONDARY LEVELS AT LEAST 64 PERCENT OF PERCENT OF TEACHERS AGREED THAT WHEN THERE WAS AN PERCENT OF PERCENT OF TEACHERS AGREED THAT WHEN THERE WAS AN PERCENT OF PERCENT OF TEACHERS AGREED THAT WHEN THERE WAS AN ISSUE RELATED

663TO RECONNECT AGREED THAT WHEN THERE WAS AN ISSUE RELATED TO RECONNECT AGREED THAT WHEN THERE WAS AN ISSUE RELATED TO RECONNECT CONNECT HELP WAS AVAILABLE ISSUE RELATED TO RECONNECT CONNECT HELP WAS AVAILABLE ISSUE RELATED TO RECONNECT CONNECT HELP WAS AVAILABLE RESOURCE WERE PROVIDED AND CONNECT HELP WAS AVAILABLE RESOURCE WERE PROVIDED AND CONNECT HELP WAS AVAILABLE RESOURCE WERE PROVIDED AND THERE WAS A TIMELY RESOLUTION RESOURCE WERE PROVIDED AND THERE WAS A TIMELY RESOLUTION RESOURCE WERE PROVIDED AND THERE WAS A TIMELY RESOLUTION IN ADDITION SEVENTY TWO TO 87 THERE WAS A TIMELY RESOLUTION IN ADDITION SEVENTY TWO TO 87 THERE WAS A TIMELY RESOLUTION IN ADDITION SEVENTY TWO TO 87 PERCENT OF TEACHERS AT ALL IN ADDITION SEVENTY TWO TO 87 PERCENT OF TEACHERS AT ALL IN ADDITION SEVENTY TWO TO 87 PERCENT OF TEACHERS AT ALL

664LEVELS HE USED MASTERY CONNECT PERCENT OF TEACHERS AT ALL LEVELS HE USED MASTERY CONNECT PERCENT OF TEACHERS AT ALL LEVELS HE USED MASTERY CONNECT INDICATED IT WAS VERY OR LEVELS HE USED MASTERY CONNECT INDICATED IT WAS VERY OR LEVELS HE USED MASTERY CONNECT INDICATED IT WAS VERY OR SOMEWHAT USEFUL IN ASSESSING INDICATED IT WAS VERY OR SOMEWHAT USEFUL IN ASSESSING INDICATED IT WAS VERY OR SOMEWHAT USEFUL IN ASSESSING STUDENT LEARNING THE NEXT FOCUS SOMEWHAT USEFUL IN ASSESSING STUDENT LEARNING THE NEXT FOCUS SOMEWHAT USEFUL IN ASSESSING STUDENT LEARNING THE NEXT FOCUS OF THE EVALUATION WAS PARENTS STUDENT LEARNING THE NEXT FOCUS OF THE EVALUATION WAS PARENTS STUDENT LEARNING THE NEXT FOCUS OF THE EVALUATION WAS PARENTS ACCESS TO CANVAS SINCE TWENTY OF THE EVALUATION WAS PARENTS ACCESS TO CANVAS SINCE TWENTY OF THE EVALUATION WAS PARENTS

665ACCESS TO CANVAS SINCE TWENTY TO TWENTY THREE PARENTS COULD ACCESS TO CANVAS SINCE TWENTY TO TWENTY THREE PARENTS COULD ACCESS TO CANVAS SINCE TWENTY TO TWENTY THREE PARENTS COULD ACCESS THEIR CHILD'S COURSE TO TWENTY THREE PARENTS COULD ACCESS THEIR CHILD'S COURSE TO TWENTY THREE PARENTS COULD ACCESS THEIR CHILD'S COURSE INFORMATION AND CANVAS THROUGH ACCESS THEIR CHILD'S COURSE INFORMATION AND CANVAS THROUGH ACCESS THEIR CHILD'S COURSE INFORMATION AND CANVAS THROUGH THEIR PARENT YOU ACCOUNT WHEN INFORMATION AND CANVAS THROUGH THEIR PARENT YOU ACCOUNT WHEN INFORMATION AND CANVAS THROUGH THEIR PARENT YOU ACCOUNT WHEN SURVEYED FROM SIXTY FIVE 71 THEIR PARENT YOU ACCOUNT WHEN SURVEYED FROM SIXTY FIVE 71 THEIR PARENT YOU ACCOUNT WHEN SURVEYED FROM SIXTY FIVE 71 PERCENT OF SECONDARY PARENTS SURVEYED FROM SIXTY FIVE 71 PERCENT OF SECONDARY PARENTS SURVEYED FROM SIXTY FIVE 71 PERCENT OF

666SECONDARY PARENTS INDICATED PARENTS INDICATED PERCENT OF SECONDARY PARENTS INDICATED PARENTS INDICATED PERCENT OF SECONDARY PARENTS INDICATED PARENTS INDICATED THEY ACCESS THEIR CHILD'S INDICATED PARENTS INDICATED THEY ACCESS THEIR CHILD'S INDICATED PARENTS INDICATED THEY ACCESS THEIR CHILD'S COURSE INFORMATION IN CANVAS THEY ACCESS THEIR CHILD'S COURSE INFORMATION IN CANVAS THEY ACCESS THEIR CHILD'S COURSE INFORMATION IN CANVAS WHILE HALF OF ELEMENTARY SCHOOL COURSE INFORMATION IN CANVAS WHILE HALF OF ELEMENTARY SCHOOL COURSE INFORMATION IN CANVAS WHILE HALF OF ELEMENTARY SCHOOL PARENTS INDICATED THEY DID WHILE HALF OF ELEMENTARY SCHOOL PARENTS INDICATED THEY DID WHILE HALF OF ELEMENTARY SCHOOL PARENTS INDICATED THEY DID OF THOSE WHO ACCESS THE CHILD'S PARENTS INDICATED THEY DID OF THOSE WHO ACCESS THE CHILD'S PARENTS INDICATED THEY DID OF THOSE WHO ACCESS THE CHILD'S ACCOUNT AT 87 PERCENT OF THOSE WHO ACCESS THE CHILD'S ACCOUNT AT

66787 PERCENT OF THOSE WHO ACCESS THE CHILD'S ACCOUNT AT 87 PERCENT OF PARENTS OF PARENTS INDICATED ACCOUNT AT 87 PERCENT OF PARENTS OF PARENTS INDICATED ACCOUNT AT 87 PERCENT OF PARENTS OF PARENTS INDICATED ACCESSING THE INFORMATION WAS OF PARENTS OF PARENTS INDICATED ACCESSING THE INFORMATION WAS OF PARENTS OF PARENTS INDICATED ACCESSING THE INFORMATION WAS VERY OR SOMEWHAT USEFUL AND AT ACCESSING THE INFORMATION WAS VERY OR SOMEWHAT USEFUL AND AT ACCESSING THE INFORMATION WAS VERY OR SOMEWHAT USEFUL AND AT LEAST SEVENTY SEVEN PERCENT VERY OR SOMEWHAT USEFUL AND AT LEAST SEVENTY SEVEN PERCENT VERY OR SOMEWHAT USEFUL AND AT LEAST SEVENTY SEVEN PERCENT OF PARENTS GREED ACCESSING LEAST SEVENTY SEVEN PERCENT OF PARENTS GREED ACCESSING LEAST SEVENTY SEVEN PERCENT OF PARENTS GREED ACCESSING CANVAS HELP THEM UNDERSTAND OF PARENTS GREED ACCESSING CANVAS HELP THEM UNDERSTAND OF

668PARENTS GREED ACCESSING CANVAS HELP THEM UNDERSTAND WHAT THEIR CHILD WAS WORKING ON CANVAS HELP THEM UNDERSTAND WHAT THEIR CHILD WAS WORKING ON CANVAS HELP THEM UNDERSTAND WHAT THEIR CHILD WAS WORKING ON IN SCHOOL PARENT AGREEMENT WHAT THEIR CHILD WAS WORKING ON IN SCHOOL PARENT AGREEMENT WHAT THEIR CHILD WAS WORKING ON IN SCHOOL PARENT AGREEMENT REGARDING THESE ITEMS REMAINED IN SCHOOL PARENT AGREEMENT REGARDING THESE ITEMS REMAINED IN SCHOOL PARENT AGREEMENT REGARDING THESE ITEMS REMAINED RELATIVELY CONSISTENT WITH THE REGARDING THESE ITEMS REMAINED RELATIVELY CONSISTENT WITH THE REGARDING THESE ITEMS REMAINED RELATIVELY CONSISTENT WITH THE PREVIOUS YEAR THE FIRST OUTCOME RELATIVELY CONSISTENT WITH THE PREVIOUS YEAR THE FIRST OUTCOME RELATIVELY CONSISTENT WITH THE PREVIOUS YEAR THE FIRST OUTCOME GOAL IS CANVASED WILL PROMOTE PREVIOUS YEAR THE FIRST OUTCOME GOAL IS CANVASED WILL PROMOTE PREVIOUS YEAR THE FIRST OUTCOME

669GOAL IS CANVASED WILL PROMOTE COMMUNICATION AND COLLABORATION GOAL IS CANVASED WILL PROMOTE COMMUNICATION AND COLLABORATION GOAL IS CANVASED WILL PROMOTE COMMUNICATION AND COLLABORATION AMONG TEACHERS AND BETWEEN COMMUNICATION AND COLLABORATION AMONG TEACHERS AND BETWEEN COMMUNICATION AND COLLABORATION AMONG TEACHERS AND BETWEEN TEACHERS AND STUDENTS RELATED AMONG TEACHERS AND BETWEEN TEACHERS AND STUDENTS RELATED AMONG TEACHERS AND BETWEEN TEACHERS AND STUDENTS RELATED TEACHER AND STUDENT SURVEY DATA TEACHERS AND STUDENTS RELATED TEACHER AND STUDENT SURVEY DATA TEACHERS AND STUDENTS RELATED TEACHER AND STUDENT SURVEY DATA SHOWED FROM 82 TO EIGHTY SIX TEACHER AND STUDENT SURVEY DATA SHOWED FROM 82 TO EIGHTY SIX TEACHER AND STUDENT SURVEY DATA SHOWED FROM 82 TO EIGHTY SIX PERCENT OF TEACHERS AND SHOWED FROM 82 TO EIGHTY SIX PERCENT OF TEACHERS AND SHOWED FROM 82 TO EIGHTY SIX PERCENT OF TEACHERS AND STUDENTS AT THE

670SECONDARY PERCENT OF TEACHERS AND STUDENTS AT THE SECONDARY PERCENT OF TEACHERS AND STUDENTS AT THE SECONDARY LEVELS AGREED CANVAS HELP STUDENTS AT THE SECONDARY LEVELS AGREED CANVAS HELP STUDENTS AT THE SECONDARY LEVELS AGREED CANVAS HELP COMMUNICATION WITH ONE ANOTHER LEVELS AGREED CANVAS HELP COMMUNICATION WITH ONE ANOTHER LEVELS AGREED CANVAS HELP COMMUNICATION WITH ONE ANOTHER THROUGH MESSAGING AN ASSIGNMENT COMMUNICATION WITH ONE ANOTHER THROUGH MESSAGING AN ASSIGNMENT COMMUNICATION WITH ONE ANOTHER THROUGH MESSAGING AN ASSIGNMENT FEEDBACK WHILE APPROXIMATELY THROUGH MESSAGING AN ASSIGNMENT FEEDBACK WHILE APPROXIMATELY THROUGH MESSAGING AN ASSIGNMENT FEEDBACK WHILE APPROXIMATELY HALF AGREE THAT THE ELEMENTARY FEEDBACK WHILE APPROXIMATELY HALF AGREE THAT THE ELEMENTARY FEEDBACK WHILE APPROXIMATELY HALF AGREE THAT THE ELEMENTARY SCHOOL LEVEL REGARDING HALF AGREE THAT THE ELEMENTARY SCHOOL LEVEL REGARDING HALF AGREE THAT THE ELEMENTARY SCHOOL LEVEL REGARDING COLLABORATION FROM SIXTY THREE SCHOOL LEVEL

671REGARDING COLLABORATION FROM SIXTY THREE SCHOOL LEVEL REGARDING COLLABORATION FROM SIXTY THREE A 60 PERCENT OF SECONDARY COLLABORATION FROM SIXTY THREE A 60 PERCENT OF SECONDARY COLLABORATION FROM SIXTY THREE A 60 PERCENT OF SECONDARY TEACHERS AGREED CANVAS HELPED A 60 PERCENT OF SECONDARY TEACHERS AGREED CANVAS HELPED A 60 PERCENT OF SECONDARY TEACHERS AGREED CANVAS HELPED FACILITATE COLLABORATION WITH TEACHERS AGREED CANVAS HELPED FACILITATE COLLABORATION WITH TEACHERS AGREED CANVAS HELPED FACILITATE COLLABORATION WITH OTHER TEACHERS OR WHILE FORTY FACILITATE COLLABORATION WITH OTHER TEACHERS OR WHILE FORTY FACILITATE COLLABORATION WITH OTHER TEACHERS OR WHILE FORTY THREE PERCENT OF ELEMENTARY OTHER TEACHERS OR WHILE FORTY THREE PERCENT OF ELEMENTARY OTHER TEACHERS OR WHILE FORTY THREE PERCENT OF ELEMENTARY SCHOOL TEACHERS AGREED IN THE THREE PERCENT OF ELEMENTARY SCHOOL TEACHERS AGREED IN THE THREE PERCENT OF ELEMENTARY SCHOOL TEACHERS AGREED IN THE

672SECOND OUTCOME GOAL IS CANVASS SCHOOL TEACHERS AGREED IN THE SECOND OUTCOME GOAL IS CANVASS SCHOOL TEACHERS AGREED IN THE SECOND OUTCOME GOAL IS CANVASS SUPPORT STUDENT CENTER SECOND OUTCOME GOAL IS CANVASS SUPPORT STUDENT CENTER SECOND OUTCOME GOAL IS CANVASS SUPPORT STUDENT CENTER PRACTICES THAT FOSTER STUDENT SUPPORT STUDENT CENTER PRACTICES THAT FOSTER STUDENT SUPPORT STUDENT CENTER PRACTICES THAT FOSTER STUDENT AGENCY AND STUDENT ENGAGEMENT PRACTICES THAT FOSTER STUDENT AGENCY AND STUDENT ENGAGEMENT PRACTICES THAT FOSTER STUDENT AGENCY AND STUDENT ENGAGEMENT RELATED DATA SHOWED AT LEAST AGENCY AND STUDENT ENGAGEMENT RELATED DATA SHOWED AT LEAST AGENCY AND STUDENT ENGAGEMENT RELATED DATA SHOWED AT LEAST SEVENTY FIVE PERCENT RELATED DATA SHOWED AT LEAST SEVENTY FIVE PERCENT RELATED DATA SHOWED AT LEAST SEVENTY FIVE PERCENT OF STUDENTS AT ALL LEVELS SEVENTY FIVE PERCENT OF STUDENTS AT ALL LEVELS SEVENTY FIVE PERCENT

673OF STUDENTS AT ALL LEVELS AGREED CANVAS ALLOWED THEM TO OF STUDENTS AT ALL LEVELS AGREED CANVAS ALLOWED THEM TO OF STUDENTS AT ALL LEVELS AGREED CANVAS ALLOWED THEM TO MAKE CHOICES ABOUT THEIR AGREED CANVAS ALLOWED THEM TO MAKE CHOICES ABOUT THEIR AGREED CANVAS ALLOWED THEM TO MAKE CHOICES ABOUT THEIR LEARNING AND HELP A MONITOR MAKE CHOICES ABOUT THEIR LEARNING AND HELP A MONITOR MAKE CHOICES ABOUT THEIR LEARNING AND HELP A MONITOR THEIR LEARNING SLIGHTLY LOWER LEARNING AND HELP A MONITOR THEIR LEARNING SLIGHTLY LOWER LEARNING AND HELP A MONITOR THEIR LEARNING SLIGHTLY LOWER PERCENTAGES OF STUDENTS GREED THEIR LEARNING SLIGHTLY LOWER PERCENTAGES OF STUDENTS GREED THEIR LEARNING SLIGHTLY LOWER PERCENTAGES OF STUDENTS GREED CANVAS HELPED ENCOURAGE THEM TO PERCENTAGES OF STUDENTS GREED CANVAS HELPED ENCOURAGE THEM TO PERCENTAGES OF STUDENTS GREED CANVAS HELPED ENCOURAGE THEM TO

674THINK CREATIVELY IN RADIATION CANVAS HELPED ENCOURAGE THEM TO THINK CREATIVELY IN RADIATION CANVAS HELPED ENCOURAGE THEM TO THINK CREATIVELY IN RADIATION FROM 82 TO 84 TO EIGHTY FOUR THINK CREATIVELY IN RADIATION FROM 82 TO 84 TO EIGHTY FOUR THINK CREATIVELY IN RADIATION FROM 82 TO 84 TO EIGHTY FOUR PERCENT OF SECONDARY TEACHERS FROM 82 TO 84 TO EIGHTY FOUR PERCENT OF SECONDARY TEACHERS FROM 82 TO 84 TO EIGHTY FOUR PERCENT OF SECONDARY TEACHERS AGREED CANVAS HELP THEM PROVIDE PERCENT OF SECONDARY TEACHERS AGREED CANVAS HELP THEM PROVIDE PERCENT OF SECONDARY TEACHERS AGREED CANVAS HELP THEM PROVIDE INSTRUCTION USING STUDENT AGREED CANVAS HELP THEM PROVIDE INSTRUCTION USING STUDENT AGREED CANVAS HELP THEM PROVIDE INSTRUCTION USING STUDENT CENTERED PRACTICES 65 PERCENT INSTRUCTION USING STUDENT CENTERED PRACTICES 65 PERCENT INSTRUCTION USING STUDENT CENTERED PRACTICES 65 PERCENT OF FIVE PERCENT

675OF ELEMENTARY CENTERED PRACTICES 65 PERCENT OF FIVE PERCENT OF ELEMENTARY CENTERED PRACTICES 65 PERCENT OF FIVE PERCENT OF ELEMENTARY SCHOOL TEACHERS AGREED WHEN OF FIVE PERCENT OF ELEMENTARY SCHOOL TEACHERS AGREED WHEN OF FIVE PERCENT OF ELEMENTARY SCHOOL TEACHERS AGREED WHEN ASKED ABOUT THEIR OVERALL SCHOOL TEACHERS AGREED WHEN ASKED ABOUT THEIR OVERALL SCHOOL TEACHERS AGREED WHEN ASKED ABOUT THEIR OVERALL SATISFACTION WITH CANVAS AT ASKED ABOUT THEIR OVERALL SATISFACTION WITH CANVAS AT ASKED ABOUT THEIR OVERALL SATISFACTION WITH CANVAS AT LEAST 80 PERCENT SATISFACTION WITH CANVAS AT LEAST 80 PERCENT SATISFACTION WITH CANVAS AT LEAST 80 PERCENT OF ADMINISTRATORS ITZIN LEAST 80 PERCENT OF ADMINISTRATORS ITZIN LEAST 80 PERCENT OF ADMINISTRATORS ITZIN STUDENTS AND PARENTS AT ALL OF ADMINISTRATORS ITZIN STUDENTS AND PARENTS AT ALL OF ADMINISTRATORS ITZIN STUDENTS AND PARENTS AT ALL LEVELS INDICATED THEY WERE STUDENTS

676AND PARENTS AT ALL LEVELS INDICATED THEY WERE STUDENTS AND PARENTS AT ALL LEVELS INDICATED THEY WERE SATISFIED AS WRITTEN ON THE LEVELS INDICATED THEY WERE SATISFIED AS WRITTEN ON THE LEVELS INDICATED THEY WERE SATISFIED AS WRITTEN ON THE SLIDE THERE SLIDE THERE WERE SATISFIED AS WRITTEN ON THE SLIDE THERE SLIDE THERE WERE SATISFIED AS WRITTEN ON THE SLIDE THERE SLIDE THERE WERE NOTABLE INCREASES IN SLIDE THERE SLIDE THERE WERE NOTABLE INCREASES IN SLIDE THERE SLIDE THERE WERE NOTABLE INCREASES IN SATISFACTION ELEMENTARY SCHOOL NOTABLE INCREASES IN SATISFACTION ELEMENTARY SCHOOL NOTABLE INCREASES IN SATISFACTION ELEMENTARY SCHOOL IT WAS IN HIGH STUDENTS. SATISFACTION ELEMENTARY SCHOOL IT WAS IN HIGH STUDENTS. SATISFACTION ELEMENTARY SCHOOL IT WAS IN HIGH STUDENTS. WELL, THERE WAS DECREASE IN IT WAS IN HIGH STUDENTS. WELL, THERE WAS DECREASE IN IT WAS IN HIGH STUDENTS.

677WELL, THERE WAS DECREASE IN SATISFACTION FOR ELEMENTARY WELL, THERE WAS DECREASE IN SATISFACTION FOR ELEMENTARY WELL, THERE WAS DECREASE IN SATISFACTION FOR ELEMENTARY SCHOOL ADMINISTRATORS THE FINAL SATISFACTION FOR ELEMENTARY SCHOOL ADMINISTRATORS THE FINAL SATISFACTION FOR ELEMENTARY SCHOOL ADMINISTRATORS THE FINAL RECOMMENDATION FROM THE YEAR SCHOOL ADMINISTRATORS THE FINAL RECOMMENDATION FROM THE YEAR SCHOOL ADMINISTRATORS THE FINAL RECOMMENDATION FROM THE YEAR ONE EVALUATION FOCUSED ON RECOMMENDATION FROM THE YEAR ONE EVALUATION FOCUSED ON RECOMMENDATION FROM THE YEAR ONE EVALUATION FOCUSED ON EXPLORING REASONS FOR LOWER ONE EVALUATION FOCUSED ON EXPLORING REASONS FOR LOWER ONE EVALUATION FOCUSED ON EXPLORING REASONS FOR LOWER STATUS ACTION RATES WITH CANVAS EXPLORING REASONS FOR LOWER STATUS ACTION RATES WITH CANVAS EXPLORING REASONS FOR LOWER STATUS ACTION RATES WITH CANVAS AMONG TEACHERS DURING TWENTY TO STATUS ACTION RATES WITH CANVAS AMONG TEACHERS DURING TWENTY TO

678STATUS ACTION RATES WITH CANVAS AMONG TEACHERS DURING TWENTY TO TWENTY THREE AS SHOWN BY THE AMONG TEACHERS DURING TWENTY TO TWENTY THREE AS SHOWN BY THE AMONG TEACHERS DURING TWENTY TO TWENTY THREE AS SHOWN BY THE FIGURE ON THE SLIDE THERE WERE TWENTY THREE AS SHOWN BY THE FIGURE ON THE SLIDE THERE WERE TWENTY THREE AS SHOWN BY THE FIGURE ON THE SLIDE THERE WERE INCREASES SATISFACTION FOR FIGURE ON THE SLIDE THERE WERE INCREASES SATISFACTION FOR FIGURE ON THE SLIDE THERE WERE INCREASES SATISFACTION FOR TEACHERS AT ALL LEVELS IN INCREASES SATISFACTION FOR TEACHERS AT ALL LEVELS IN INCREASES SATISFACTION FOR TEACHERS AT ALL LEVELS IN TWENTY TWO TWENTY THREE TEACHERS AT ALL LEVELS IN TWENTY TWO TWENTY THREE TEACHERS AT ALL LEVELS IN TWENTY TWO TWENTY THREE ALTHOUGH SATISFACTION REMAIN TWENTY TWO TWENTY THREE ALTHOUGH

679SATISFACTION REMAIN TWENTY TWO TWENTY THREE ALTHOUGH SATISFACTION REMAIN SOMEWHAT LOWER AT THE ALTHOUGH SATISFACTION REMAIN SOMEWHAT LOWER AT THE ALTHOUGH SATISFACTION REMAIN SOMEWHAT LOWER AT THE ELEMENTARY SCHOOL LEVEL SOMEWHAT LOWER AT THE ELEMENTARY SCHOOL LEVEL SOMEWHAT LOWER AT THE ELEMENTARY SCHOOL LEVEL TEACHERS WHO INDICATED THEY ELEMENTARY SCHOOL LEVEL TEACHERS WHO INDICATED THEY ELEMENTARY SCHOOL LEVEL TEACHERS WHO INDICATED THEY WERE DISSATISFIED WITH CANVAS TEACHERS WHO INDICATED THEY WERE DISSATISFIED WITH CANVAS TEACHERS WHO INDICATED THEY WERE DISSATISFIED WITH CANVAS WERE ASKED TO SELECT THE WERE DISSATISFIED WITH CANVAS WERE ASKED TO SELECT THE WERE DISSATISFIED WITH CANVAS WERE ASKED TO SELECT THE REASONS FOR THEIR WERE ASKED TO SELECT THE REASONS FOR THEIR WERE ASKED TO SELECT THE REASONS FOR THEIR DISSATISFACTION ACROSS ALL REASONS FOR THEIR DISSATISFACTION ACROSS ALL REASONS FOR THEIR DISSATISFACTION ACROSS ALL LEVELS

680TOP REASONS FOR DISSATISFACTION ACROSS ALL LEVELS TOP REASONS FOR DISSATISFACTION ACROSS ALL LEVELS TOP REASONS FOR DISSATISFACTION RELATED RELATED LEVELS TOP REASONS FOR DISSATISFACTION RELATED RELATED LEVELS TOP REASONS FOR DISSATISFACTION RELATED RELATED TO NAVIGATING THE SYSTEM MOVING DISSATISFACTION RELATED RELATED TO NAVIGATING THE SYSTEM MOVING DISSATISFACTION RELATED RELATED TO NAVIGATING THE SYSTEM MOVING COPYING ORGANIZING CONTENT AND TO NAVIGATING THE SYSTEM MOVING COPYING ORGANIZING CONTENT AND TO NAVIGATING THE SYSTEM MOVING COPYING ORGANIZING CONTENT AND MASTERY CONNECT ISSUES COPYING ORGANIZING CONTENT AND MASTERY CONNECT ISSUES COPYING ORGANIZING CONTENT AND MASTERY CONNECT ISSUES ELEMENTARY SCHOOL TEACHER IS MASTERY CONNECT ISSUES ELEMENTARY SCHOOL TEACHER IS MASTERY CONNECT ISSUES ELEMENTARY SCHOOL TEACHER IS IDENTIFIED ADDITIONAL REASONS ELEMENTARY SCHOOL TEACHER IS IDENTIFIED ADDITIONAL REASONS ELEMENTARY SCHOOL TEACHER IS IDENTIFIED ADDITIONAL REASONS INCLUDING EATING ADDITIONAL IDENTIFIED ADDITIONAL REASONS INCLUDING EATING ADDITIONAL IDENTIFIED ADDITIONAL

681REASONS INCLUDING EATING ADDITIONAL TIME TO LEARN IN THE PLATFORM INCLUDING EATING ADDITIONAL TIME TO LEARN IN THE PLATFORM INCLUDING EATING ADDITIONAL TIME TO LEARN IN THE PLATFORM BEING DEVELOPMENTAL TIME TO LEARN IN THE PLATFORM BEING DEVELOPMENTAL TIME TO LEARN IN THE PLATFORM BEING DEVELOPMENTAL INAPPROPRIATE FOR ELEMENTARY BEING DEVELOPMENTAL INAPPROPRIATE FOR ELEMENTARY BEING DEVELOPMENTAL INAPPROPRIATE FOR ELEMENTARY STUDENTS. INAPPROPRIATE FOR ELEMENTARY STUDENTS. INAPPROPRIATE FOR ELEMENTARY STUDENTS. TEACHERS WERE ALSO ASKED THE STUDENTS. TEACHERS WERE ALSO ASKED THE STUDENTS. TEACHERS WERE ALSO ASKED THE EXTENT TO WHICH CANVAS MEET TEACHERS WERE ALSO ASKED THE EXTENT TO WHICH CANVAS MEET TEACHERS WERE ALSO ASKED THE EXTENT TO WHICH CANVAS MEET THEIR NEEDS FROM SIXTY SEVEN TO EXTENT TO WHICH CANVAS MEET THEIR NEEDS FROM SIXTY SEVEN TO EXTENT TO WHICH CANVAS MEET THEIR NEEDS FROM SIXTY SEVEN TO 90 PERCENT

682OF TEACHERS THEIR NEEDS FROM SIXTY SEVEN TO 90 PERCENT OF TEACHERS THEIR NEEDS FROM SIXTY SEVEN TO 90 PERCENT OF TEACHERS INDICATED CANVAS MET ALL OR 90 PERCENT OF TEACHERS INDICATED CANVAS MET ALL OR 90 PERCENT OF TEACHERS INDICATED CANVAS MET ALL OR SOME OF THEIR NEEDS VIDEO INDICATED CANVAS MET ALL OR SOME OF THEIR NEEDS VIDEO INDICATED CANVAS MET ALL OR SOME OF THEIR NEEDS VIDEO VIDEOIQ HAS OFFERED TO PROVIDE SOME OF THEIR NEEDS VIDEO VIDEOIQ HAS OFFERED TO PROVIDE SOME OF THEIR NEEDS VIDEO VIDEOIQ HAS OFFERED TO PROVIDE CANVAS FREE FOR ALL SCHOOL VIDEOIQ HAS OFFERED TO PROVIDE CANVAS FREE FOR ALL SCHOOL VIDEOIQ HAS OFFERED TO PROVIDE CANVAS FREE FOR ALL SCHOOL DIVISIONS. CANVAS FREE FOR ALL SCHOOL DIVISIONS. CANVAS FREE FOR ALL SCHOOL DIVISIONS. THEREFORE THERE WAS NO DIVISIONS. THEREFORE THERE

683WAS NO DIVISIONS. THEREFORE THERE WAS NO SUBSCRIPTION FEE FOR CANVAS IN THEREFORE THERE WAS NO SUBSCRIPTION FEE FOR CANVAS IN THEREFORE THERE WAS NO SUBSCRIPTION FEE FOR CANVAS IN TWENTY THREE TWENTY FOUR OTHER SUBSCRIPTION FEE FOR CANVAS IN TWENTY THREE TWENTY FOUR OTHER SUBSCRIPTION FEE FOR CANVAS IN TWENTY THREE TWENTY FOUR OTHER COSTS RELATED TO CANVASS TWENTY THREE TWENTY FOUR OTHER COSTS RELATED TO CANVASS TWENTY THREE TWENTY FOUR OTHER COSTS RELATED TO CANVASS INCLUDED THE SUBSCRIPTION FEE COSTS RELATED TO CANVASS INCLUDED THE SUBSCRIPTION FEE COSTS RELATED TO CANVASS INCLUDED THE SUBSCRIPTION FEE FOR MASTERY CONNECT AND INCLUDED THE SUBSCRIPTION FEE FOR MASTERY CONNECT AND INCLUDED THE SUBSCRIPTION FEE FOR MASTERY CONNECT AND PAYMENTS TO OTHER VENDORS TO FOR MASTERY CONNECT AND PAYMENTS TO OTHER VENDORS TO FOR MASTERY CONNECT AND PAYMENTS TO OTHER VENDORS TO

684ENSURE OPTIMAL FUNCTIONING PAYMENTS TO OTHER VENDORS TO ENSURE OPTIMAL FUNCTIONING PAYMENTS TO OTHER VENDORS TO ENSURE OPTIMAL FUNCTIONING EXPENSES NOT INCURRED BY THE ENSURE OPTIMAL FUNCTIONING EXPENSES NOT INCURRED BY THE ENSURE OPTIMAL FUNCTIONING EXPENSES NOT INCURRED BY THE DIVISION OR IN OTHER WORDS EXPENSES NOT INCURRED BY THE DIVISION OR IN OTHER WORDS EXPENSES NOT INCURRED BY THE DIVISION OR IN OTHER WORDS SAVINGS DUE TO ADOPTING CANVAS DIVISION OR IN OTHER WORDS SAVINGS DUE TO ADOPTING CANVAS DIVISION OR IN OTHER WORDS SAVINGS DUE TO ADOPTING CANVAS TOTALED SIX HUNDRED THOUSAND SAVINGS DUE TO ADOPTING CANVAS TOTALED SIX HUNDRED THOUSAND SAVINGS DUE TO ADOPTING CANVAS TOTALED SIX HUNDRED THOUSAND THIS INCLUDED THE PREVIOUS TOTALED SIX HUNDRED THOUSAND THIS INCLUDED THE PREVIOUS TOTALED SIX HUNDRED THOUSAND THIS INCLUDED THE PREVIOUS SUBSCRIPTION A SCHOOL E.G. FOR THIS INCLUDED THE

685PREVIOUS SUBSCRIPTION A SCHOOL E.G. FOR THIS INCLUDED THE PREVIOUS SUBSCRIPTION A SCHOOL E.G. FOR STUDENTS AND AN ITEM BANK WHICH SUBSCRIPTION A SCHOOL E.G. FOR STUDENTS AND AN ITEM BANK WHICH SUBSCRIPTION A SCHOOL E.G. FOR STUDENTS AND AN ITEM BANK WHICH IS NOW INCLUDED IN THE COSTS STUDENTS AND AN ITEM BANK WHICH IS NOW INCLUDED IN THE COSTS STUDENTS AND AN ITEM BANK WHICH IS NOW INCLUDED IN THE COSTS FOR MASTER ICONNECT THEREFORE IS NOW INCLUDED IN THE COSTS FOR MASTER ICONNECT THEREFORE IS NOW INCLUDED IN THE COSTS FOR MASTER ICONNECT THEREFORE THE DIVISION SAVED AN ESTIMATED FOR MASTER ICONNECT THEREFORE THE DIVISION SAVED AN ESTIMATED FOR MASTER ICONNECT THEREFORE THE DIVISION SAVED AN ESTIMATED TWO HUNDRED AND FIFTY FOUR THE DIVISION SAVED AN ESTIMATED TWO HUNDRED AND FIFTY FOUR THE DIVISION SAVED AN ESTIMATED

686TWO HUNDRED AND FIFTY FOUR THOUSAND BY ADOPTING CAMPUS TWO HUNDRED AND FIFTY FOUR THOUSAND BY ADOPTING CAMPUS TWO HUNDRED AND FIFTY FOUR THOUSAND BY ADOPTING CAMPUS LAST YEAR BASED ON THE RESULTS THOUSAND BY ADOPTING CAMPUS LAST YEAR BASED ON THE RESULTS THOUSAND BY ADOPTING CAMPUS LAST YEAR BASED ON THE RESULTS OF THE EVALUATION THE FIRST LAST YEAR BASED ON THE RESULTS OF THE EVALUATION THE FIRST LAST YEAR BASED ON THE RESULTS OF THE EVALUATION THE FIRST RECOMMENDATION IS TO CONTINUE OF THE EVALUATION THE FIRST RECOMMENDATION IS TO CONTINUE OF THE EVALUATION THE FIRST RECOMMENDATION IS TO CONTINUE CANVASS WITH MODIFICATIONS THIS RECOMMENDATION IS TO CONTINUE CANVASS WITH MODIFICATIONS THIS RECOMMENDATION IS TO CONTINUE CANVASS WITH MODIFICATIONS THIS RECOMMENDATION WAS MADE WITHIN CANVASS WITH MODIFICATIONS THIS RECOMMENDATION WAS MADE WITHIN CANVASS WITH MODIFICATIONS THIS RECOMMENDATION WAS

687MADE WITHIN THE CONTEXT OF VIDEOIQ RECOMMENDATION WAS MADE WITHIN THE CONTEXT OF VIDEOIQ RECOMMENDATION WAS MADE WITHIN THE CONTEXT OF VIDEOIQ CONTINUING TO FUND THE CAMPUS. THE CONTEXT OF VIDEOIQ CONTINUING TO FUND THE CAMPUS. THE CONTEXT OF VIDEOIQ CONTINUING TO FUND THE CAMPUS. THE SECOND RECOMMENDATION TO CONTINUING TO FUND THE CAMPUS. THE SECOND RECOMMENDATION TO CONTINUING TO FUND THE CAMPUS. THE SECOND RECOMMENDATION TO CONTINUE TO ENCOURAGE THE SECOND RECOMMENDATION TO CONTINUE TO ENCOURAGE THE SECOND RECOMMENDATION TO CONTINUE TO ENCOURAGE ELEMENTARY SCHOOL TEACHERS IN CONTINUE TO ENCOURAGE ELEMENTARY SCHOOL TEACHERS IN CONTINUE TO ENCOURAGE ELEMENTARY SCHOOL TEACHERS IN THE UPPER GRADES TO EXPOSE ELEMENTARY SCHOOL TEACHERS IN THE UPPER GRADES TO EXPOSE ELEMENTARY SCHOOL TEACHERS IN THE UPPER GRADES TO EXPOSE STUDENTS TO CANVASS TO PREPARE THE UPPER GRADES TO EXPOSE STUDENTS TO CANVASS TO PREPARE

688THE UPPER GRADES TO EXPOSE STUDENTS TO CANVASS TO PREPARE FOR MORE REGULAR USE AS THEY STUDENTS TO CANVASS TO PREPARE FOR MORE REGULAR USE AS THEY STUDENTS TO CANVASS TO PREPARE FOR MORE REGULAR USE AS THEY PROGRESS TO HIGHER GRADE FOR MORE REGULAR USE AS THEY PROGRESS TO HIGHER GRADE FOR MORE REGULAR USE AS THEY PROGRESS TO HIGHER GRADE LEVELS. PROGRESS TO HIGHER GRADE LEVELS. PROGRESS TO HIGHER GRADE LEVELS. THE THIRD RECOMMENDATION IS TO LEVELS. THE THIRD RECOMMENDATION IS TO LEVELS. THE THIRD RECOMMENDATION IS TO CONTINUE TO ENCOURAGE TEACHERS THE THIRD RECOMMENDATION IS TO CONTINUE TO ENCOURAGE TEACHERS THE THIRD RECOMMENDATION IS TO CONTINUE TO ENCOURAGE TEACHERS TO USE CANVAS OR COLLABORATION CONTINUE TO ENCOURAGE TEACHERS TO USE CANVAS OR COLLABORATION CONTINUE TO ENCOURAGE TEACHERS TO USE CANVAS OR COLLABORATION BY PROVIDING EXAMPLES OF HOW

689TO USE CANVAS OR COLLABORATION BY PROVIDING EXAMPLES OF HOW TO USE CANVAS OR COLLABORATION BY PROVIDING EXAMPLES OF HOW OTHER TEACHERS ACROSS THE BY PROVIDING EXAMPLES OF HOW OTHER TEACHERS ACROSS THE BY PROVIDING EXAMPLES OF HOW OTHER TEACHERS ACROSS THE DIVISION ARE SUCCESSFULLY OTHER TEACHERS ACROSS THE DIVISION ARE SUCCESSFULLY OTHER TEACHERS ACROSS THE DIVISION ARE SUCCESSFULLY COLLABORATING USING CANVAS THE DIVISION ARE SUCCESSFULLY COLLABORATING USING CANVAS THE DIVISION ARE SUCCESSFULLY COLLABORATING USING CANVAS THE FOURTH RECOMMENDATION IS TO COLLABORATING USING CANVAS THE FOURTH RECOMMENDATION IS TO COLLABORATING USING CANVAS THE FOURTH RECOMMENDATION IS TO CONTINUE TO PROVIDE SUPPORT FOURTH RECOMMENDATION IS TO CONTINUE TO PROVIDE SUPPORT FOURTH RECOMMENDATION IS TO CONTINUE TO PROVIDE SUPPORT SECONDARY CLASSROOM TEACHERS CONTINUE TO PROVIDE SUPPORT SECONDARY CLASSROOM TEACHERS CONTINUE TO PROVIDE SUPPORT SECONDARY CLASSROOM TEACHERS AND IDIOCIES FOR ISSUES RELATED SECONDARY

690CLASSROOM TEACHERS AND IDIOCIES FOR ISSUES RELATED SECONDARY CLASSROOM TEACHERS AND IDIOCIES FOR ISSUES RELATED THE GREAT PASS THAT PROCESS AND IDIOCIES FOR ISSUES RELATED THE GREAT PASS THAT PROCESS AND IDIOCIES FOR ISSUES RELATED THE GREAT PASS THAT PROCESS BETWEEN CANVAS AND SYNERGY TO THE GREAT PASS THAT PROCESS BETWEEN CANVAS AND SYNERGY TO THE GREAT PASS THAT PROCESS BETWEEN CANVAS AND SYNERGY TO ENSURE THE PROCESS AS EFFICIENT BETWEEN CANVAS AND SYNERGY TO ENSURE THE PROCESS AS EFFICIENT BETWEEN CANVAS AND SYNERGY TO ENSURE THE PROCESS AS EFFICIENT AND ACCURATE FOR TEACHERS AT ENSURE THE PROCESS AS EFFICIENT AND ACCURATE FOR TEACHERS AT ENSURE THE PROCESS AS EFFICIENT AND ACCURATE FOR TEACHERS AT THIS TIME DR. SHARON SHOOBRIDGE AND ACCURATE FOR TEACHERS AT THIS TIME DR. SHARON SHOOBRIDGE AND ACCURATE FOR TEACHERS AT THIS TIME DR. SHARON SHOOBRIDGE

691,DIRECTOR OF INSTRUCTIONAL THIS TIME DR. SHARON SHOOBRIDGE ,DIRECTOR OF INSTRUCTIONAL THIS TIME DR. SHARON SHOOBRIDGE ,DIRECTOR OF INSTRUCTIONAL TECHNOLOGY WILL SHARE THE ,DIRECTOR OF INSTRUCTIONAL TECHNOLOGY WILL SHARE THE ,DIRECTOR OF INSTRUCTIONAL TECHNOLOGY WILL SHARE THE ADMINISTRATION'S RESPONSE. TECHNOLOGY WILL SHARE THE ADMINISTRATION'S RESPONSE. TECHNOLOGY WILL SHARE THE ADMINISTRATION'S RESPONSE. GOOD EVENING ON BEHALF OF THE ADMINISTRATION'S RESPONSE. GOOD EVENING ON BEHALF OF THE ADMINISTRATION'S RESPONSE. GOOD EVENING ON BEHALF OF THE ADMINISTRATION WE CONCUR WITH GOOD EVENING ON BEHALF OF THE ADMINISTRATION WE CONCUR WITH GOOD EVENING ON BEHALF OF THE ADMINISTRATION WE CONCUR WITH THE RECOMMENDATION HAS MADE ADMINISTRATION WE CONCUR WITH THE RECOMMENDATION HAS MADE ADMINISTRATION WE CONCUR WITH THE RECOMMENDATION HAS MADE HERE WE ACKNOWLEDGE THERE IS THE RECOMMENDATION HAS MADE HERE WE ACKNOWLEDGE THERE IS THE RECOMMENDATION HAS MADE HERE WE ACKNOWLEDGE THERE IS

692GOING TO A DIFFERENCE BETWEEN HERE WE ACKNOWLEDGE THERE IS GOING TO A DIFFERENCE BETWEEN HERE WE ACKNOWLEDGE THERE IS GOING TO A DIFFERENCE BETWEEN USAGE OF SECONDARY VERSUS GOING TO A DIFFERENCE BETWEEN USAGE OF SECONDARY VERSUS GOING TO A DIFFERENCE BETWEEN USAGE OF SECONDARY VERSUS ELEMENTARY BECAUSE OF THE USAGE OF SECONDARY VERSUS ELEMENTARY BECAUSE OF THE USAGE OF SECONDARY VERSUS ELEMENTARY BECAUSE OF THE AVAILABILITY OF SEESAW FOR ELEMENTARY BECAUSE OF THE AVAILABILITY OF SEESAW FOR ELEMENTARY BECAUSE OF THE AVAILABILITY OF SEESAW FOR ELEMENTARY STUDENTS. AVAILABILITY OF SEESAW FOR ELEMENTARY STUDENTS. AVAILABILITY OF SEESAW FOR ELEMENTARY STUDENTS. WE CONTINUE TO ENCOURAGE OUR ELEMENTARY STUDENTS. WE CONTINUE TO ENCOURAGE OUR ELEMENTARY STUDENTS. WE CONTINUE TO ENCOURAGE OUR TEACHERS AND FOURTH AND FIFTH WE CONTINUE TO ENCOURAGE OUR TEACHERS AND FOURTH AND FIFTH WE CONTINUE TO ENCOURAGE OUR

693TEACHERS AND FOURTH AND FIFTH GRADE TO LEVERAGE CANVAS WHEN TEACHERS AND FOURTH AND FIFTH GRADE TO LEVERAGE CANVAS WHEN TEACHERS AND FOURTH AND FIFTH GRADE TO LEVERAGE CANVAS WHEN APPROPRIATE TO HELP STUDENTS GRADE TO LEVERAGE CANVAS WHEN APPROPRIATE TO HELP STUDENTS GRADE TO LEVERAGE CANVAS WHEN APPROPRIATE TO HELP STUDENTS UNDERSTAND THE TOOL BEFORE APPROPRIATE TO HELP STUDENTS UNDERSTAND THE TOOL BEFORE APPROPRIATE TO HELP STUDENTS UNDERSTAND THE TOOL BEFORE MIDDLE SCHOOL IN ADDITION WE UNDERSTAND THE TOOL BEFORE MIDDLE SCHOOL IN ADDITION WE UNDERSTAND THE TOOL BEFORE MIDDLE SCHOOL IN ADDITION WE ARE ENCOURAGING WE ARE CONTINUE MIDDLE SCHOOL IN ADDITION WE ARE ENCOURAGING WE ARE CONTINUE MIDDLE SCHOOL IN ADDITION WE ARE ENCOURAGING WE ARE CONTINUE RENEWING TO ENCOURAGE TEACHERS ARE ENCOURAGING WE ARE CONTINUE RENEWING TO ENCOURAGE TEACHERS ARE ENCOURAGING WE ARE CONTINUE RENEWING TO

694ENCOURAGE TEACHERS ALL LEVELS TO CLOSE THE BOOK RENEWING TO ENCOURAGE TEACHERS ALL LEVELS TO CLOSE THE BOOK RENEWING TO ENCOURAGE TEACHERS ALL LEVELS TO CLOSE THE BOOK AND PROVIDE MORE FACE TO FACE ALL LEVELS TO CLOSE THE BOOK AND PROVIDE MORE FACE TO FACE ALL LEVELS TO CLOSE THE BOOK AND PROVIDE MORE FACE TO FACE INSTRUCTION AS PART OF OUR AND PROVIDE MORE FACE TO FACE INSTRUCTION AS PART OF OUR AND PROVIDE MORE FACE TO FACE INSTRUCTION AS PART OF OUR CONTINUED PROFESSIONAL INSTRUCTION AS PART OF OUR CONTINUED PROFESSIONAL INSTRUCTION AS PART OF OUR CONTINUED PROFESSIONAL DEVELOPMENT WITH INSTRUCTIONAL CONTINUED PROFESSIONAL DEVELOPMENT WITH INSTRUCTIONAL CONTINUED PROFESSIONAL DEVELOPMENT WITH INSTRUCTIONAL TECHNOLOGY SPECIALIST WE WILL DEVELOPMENT WITH INSTRUCTIONAL TECHNOLOGY SPECIALIST WE WILL DEVELOPMENT WITH INSTRUCTIONAL TECHNOLOGY SPECIALIST WE WILL PROVIDE UPDATES ON THE TECHNOLOGY SPECIALIST WE WILL

695PROVIDE UPDATES ON THE TECHNOLOGY SPECIALIST WE WILL PROVIDE UPDATES ON THE AVAILABLE RESOURCES IN KANSAS PROVIDE UPDATES ON THE AVAILABLE RESOURCES IN KANSAS PROVIDE UPDATES ON THE AVAILABLE RESOURCES IN KANSAS AND IN COURSE COMMINS WHICH IS AVAILABLE RESOURCES IN KANSAS AND IN COURSE COMMINS WHICH IS AVAILABLE RESOURCES IN KANSAS AND IN COURSE COMMINS WHICH IS A PLACE WHERE TEACHERS CAN AND IN COURSE COMMINS WHICH IS A PLACE WHERE TEACHERS CAN AND IN COURSE COMMINS WHICH IS A PLACE WHERE TEACHERS CAN SHARE MATERIALS EASILY AND A PLACE WHERE TEACHERS CAN SHARE MATERIALS EASILY AND A PLACE WHERE TEACHERS CAN SHARE MATERIALS EASILY AND FINALLY AS WE SHARED LAST YEAR SHARE MATERIALS EASILY AND FINALLY AS WE SHARED LAST YEAR SHARE MATERIALS EASILY AND FINALLY AS WE SHARED LAST YEAR LAST YEAR, THE DEPARTMENT FINALLY AS WE

696SHARED LAST YEAR LAST YEAR, THE DEPARTMENT FINALLY AS WE SHARED LAST YEAR LAST YEAR, THE DEPARTMENT OF TECHNOLOGY LAST YEAR, THE DEPARTMENT OF TECHNOLOGY LAST YEAR, THE DEPARTMENT OF TECHNOLOGY CREATED DIRECTIONS FOR TEACHERS OF TECHNOLOGY CREATED DIRECTIONS FOR TEACHERS OF TECHNOLOGY CREATED DIRECTIONS FOR TEACHERS ON BEST PRACTICES FOR GRADE CREATED DIRECTIONS FOR TEACHERS ON BEST PRACTICES FOR GRADE CREATED DIRECTIONS FOR TEACHERS ON BEST PRACTICES FOR GRADE PASS BACK WE CONTINUE TO TRACK ON BEST PRACTICES FOR GRADE PASS BACK WE CONTINUE TO TRACK ON BEST PRACTICES FOR GRADE PASS BACK WE CONTINUE TO TRACK ERRORS AND QUESTIONS FROM PASS BACK WE CONTINUE TO TRACK ERRORS AND QUESTIONS FROM PASS BACK WE CONTINUE TO TRACK ERRORS AND QUESTIONS FROM SCHOOL SCHOOLS WE'VE HAD AN ERRORS AND QUESTIONS FROM SCHOOL SCHOOLS WE'VE HAD AN ERRORS AND QUESTIONS FROM

697SCHOOL SCHOOLS WE'VE HAD AN AVERAGE OF FOURTEEN THOUSAND SCHOOL SCHOOLS WE'VE HAD AN AVERAGE OF FOURTEEN THOUSAND SCHOOL SCHOOLS WE'VE HAD AN AVERAGE OF FOURTEEN THOUSAND GRADES PER MONTH SINCE THE AVERAGE OF FOURTEEN THOUSAND GRADES PER MONTH SINCE THE AVERAGE OF FOURTEEN THOUSAND GRADES PER MONTH SINCE THE START OF SCHOOL AND AT THIS GRADES PER MONTH SINCE THE START OF SCHOOL AND AT THIS GRADES PER MONTH SINCE THE START OF SCHOOL AND AT THIS TIME WE ARE AVAILABLE FOR START OF SCHOOL AND AT THIS TIME WE ARE AVAILABLE FOR START OF SCHOOL AND AT THIS TIME WE ARE AVAILABLE FOR QUESTIONS I HOPE THERE'S ONE TIME WE ARE AVAILABLE FOR QUESTIONS I HOPE THERE'S ONE TIME WE ARE AVAILABLE FOR QUESTIONS I HOPE THERE'S ONE MR. TO FIND IT FIND IT ON MY QUESTIONS I

698HOPE THERE'S ONE MR. TO FIND IT FIND IT ON MY QUESTIONS I HOPE THERE'S ONE MR. TO FIND IT FIND IT ON MY OWN HERE SO THIS FOR FIVE YEARS MR. TO FIND IT FIND IT ON MY OWN HERE SO THIS FOR FIVE YEARS MR. TO FIND IT FIND IT ON MY OWN HERE SO THIS FOR FIVE YEARS THAT'S GREAT. OWN HERE SO THIS FOR FIVE YEARS THAT'S GREAT. OWN HERE SO THIS FOR FIVE YEARS THAT'S GREAT. WHAT'S WHAT'S ACOSTA FOR TWENTY THAT'S GREAT. WHAT'S WHAT'S ACOSTA FOR TWENTY THAT'S GREAT. WHAT'S WHAT'S ACOSTA FOR TWENTY SIX WEEKS OF I DON'T KNOW THAT WHAT'S WHAT'S ACOSTA FOR TWENTY SIX WEEKS OF I DON'T KNOW THAT WHAT'S WHAT'S ACOSTA FOR TWENTY SIX WEEKS OF I DON'T KNOW THAT YET IN STRUCTURE THE PARENT SIX WEEKS OF I

699DON'T KNOW THAT YET IN STRUCTURE THE PARENT SIX WEEKS OF I DON'T KNOW THAT YET IN STRUCTURE THE PARENT COMPANY OF CANVAS IS CURRENTLY YET IN STRUCTURE THE PARENT COMPANY OF CANVAS IS CURRENTLY YET IN STRUCTURE THE PARENT COMPANY OF CANVAS IS CURRENTLY IN NEGOTIATIONS WITH VIRTUAL COMPANY OF CANVAS IS CURRENTLY IN NEGOTIATIONS WITH VIRTUAL COMPANY OF CANVAS IS CURRENTLY IN NEGOTIATIONS WITH VIRTUAL VIRGINIA IN THE VIRGINIA IN NEGOTIATIONS WITH VIRTUAL VIRGINIA IN THE VIRGINIA IN NEGOTIATIONS WITH VIRTUAL VIRGINIA IN THE VIRGINIA DEPARTMENT OF EDUCATION FOR VIRGINIA IN THE VIRGINIA DEPARTMENT OF EDUCATION FOR VIRGINIA IN THE VIRGINIA DEPARTMENT OF EDUCATION FOR WHAT HAPPENS AFTER THE TWENTY DEPARTMENT OF EDUCATION FOR WHAT HAPPENS AFTER THE TWENTY DEPARTMENT OF EDUCATION FOR WHAT HAPPENS AFTER THE TWENTY FIVE TWENTY SIX SCHOOL YEAR SO WHAT HAPPENS AFTER THE

700TWENTY FIVE TWENTY SIX SCHOOL YEAR SO WHAT HAPPENS AFTER THE TWENTY FIVE TWENTY SIX SCHOOL YEAR SO HOPEFULLY PRIOR TO BUDGET FIVE TWENTY SIX SCHOOL YEAR SO HOPEFULLY PRIOR TO BUDGET FIVE TWENTY SIX SCHOOL YEAR SO HOPEFULLY PRIOR TO BUDGET SEASON NEXT YEAR WILL KNOW WHAT HOPEFULLY PRIOR TO BUDGET SEASON NEXT YEAR WILL KNOW WHAT HOPEFULLY PRIOR TO BUDGET SEASON NEXT YEAR WILL KNOW WHAT THEY WERE ABLE TO NEGOTIATE SO SEASON NEXT YEAR WILL KNOW WHAT THEY WERE ABLE TO NEGOTIATE SO SEASON NEXT YEAR WILL KNOW WHAT THEY WERE ABLE TO NEGOTIATE SO WE'LL KNOW AT THAT POINT WHAT THEY WERE ABLE TO NEGOTIATE SO WE'LL KNOW AT THAT POINT WHAT THEY WERE ABLE TO NEGOTIATE SO WE'LL KNOW AT THAT POINT WHAT OUR COST MIGHT BE. WE'LL KNOW AT THAT POINT WHAT OUR COST

701MIGHT BE. WE'LL KNOW AT THAT POINT WHAT OUR COST MIGHT BE. MR. KAPLAN, A LEARNING OUR COST MIGHT BE. MR. KAPLAN, A LEARNING OUR COST MIGHT BE. MR. KAPLAN, A LEARNING MANAGEMENT SYSTEM IS WHAT MR. KAPLAN, A LEARNING MANAGEMENT SYSTEM IS WHAT MR. KAPLAN, A LEARNING MANAGEMENT SYSTEM IS WHAT TAKING AWAY FROM THIS CAMPUS MANAGEMENT SYSTEM IS WHAT TAKING AWAY FROM THIS CAMPUS MANAGEMENT SYSTEM IS WHAT TAKING AWAY FROM THIS CAMPUS TOOLS THAT ARE IS THAT A TAKING AWAY FROM THIS CAMPUS TOOLS THAT ARE IS THAT A TAKING AWAY FROM THIS CAMPUS TOOLS THAT ARE IS THAT A CORRECT WAY OF DEFINING OR TOOLS THAT ARE IS THAT A CORRECT WAY OF DEFINING OR TOOLS THAT ARE IS THAT A CORRECT WAY OF DEFINING OR DESCRIBING IT IT'S NOT SO MUCH CORRECT WAY OF DEFINING

702OR DESCRIBING IT IT'S NOT SO MUCH CORRECT WAY OF DEFINING OR DESCRIBING IT IT'S NOT SO MUCH A TEACHING CAREER AS MUCH DESCRIBING IT IT'S NOT SO MUCH A TEACHING CAREER AS MUCH DESCRIBING IT IT'S NOT SO MUCH A TEACHING CAREER AS MUCH MANAGING WHAT'S BEING TAUGHT A TEACHING CAREER AS MUCH MANAGING WHAT'S BEING TAUGHT A TEACHING CAREER AS MUCH MANAGING WHAT'S BEING TAUGHT TONIGHT ARE ABLE TO DETECT THAT MANAGING WHAT'S BEING TAUGHT TONIGHT ARE ABLE TO DETECT THAT MANAGING WHAT'S BEING TAUGHT TONIGHT ARE ABLE TO DETECT THAT AS A RESULT OF THE USE OF THIS TONIGHT ARE ABLE TO DETECT THAT AS A RESULT OF THE USE OF THIS TONIGHT ARE ABLE TO DETECT THAT AS A RESULT OF THE USE OF THIS TOOL THE STUDENT OUTCOMES ARE AS A RESULT OF THE USE

703OF THIS TOOL THE STUDENT OUTCOMES ARE AS A RESULT OF THE USE OF THIS TOOL THE STUDENT OUTCOMES ARE ACTUALLY IMPROVING AS RESULT TOOL THE STUDENT OUTCOMES ARE ACTUALLY IMPROVING AS RESULT TOOL THE STUDENT OUTCOMES ARE ACTUALLY IMPROVING AS RESULT OF THEIR INTERACTION OR ACTUALLY IMPROVING AS RESULT OF THEIR INTERACTION OR ACTUALLY IMPROVING AS RESULT OF THEIR INTERACTION OR UTILIZATION OF THIS TOOL THINGS OF THEIR INTERACTION OR UTILIZATION OF THIS TOOL THINGS OF THEIR INTERACTION OR UTILIZATION OF THIS TOOL THINGS THAT ARE IMPROVED ARE PARENT UTILIZATION OF THIS TOOL THINGS THAT ARE IMPROVED ARE PARENT UTILIZATION OF THIS TOOL THINGS THAT ARE IMPROVED ARE PARENT AWARENESS OF ASSIGNMENTS THAT ARE IMPROVED ARE PARENT AWARENESS OF ASSIGNMENTS THAT ARE IMPROVED ARE PARENT AWARENESS OF ASSIGNMENTS ABILITIES FOR STUDENTS QUICKLY AWARENESS OF ASSIGNMENTS ABILITIES FOR STUDENTS QUICKLY

704AWARENESS OF ASSIGNMENTS ABILITIES FOR STUDENTS QUICKLY SEE IF A TEACHER HAS GIVEN THEM ABILITIES FOR STUDENTS QUICKLY SEE IF A TEACHER HAS GIVEN THEM ABILITIES FOR STUDENTS QUICKLY SEE IF A TEACHER HAS GIVEN THEM FEEDBACK ON AN ASSIGNMENT SEE IF A TEACHER HAS GIVEN THEM FEEDBACK ON AN ASSIGNMENT SEE IF A TEACHER HAS GIVEN THEM FEEDBACK ON AN ASSIGNMENT QUICKLY KNOWING WHAT THEY GOT FEEDBACK ON AN ASSIGNMENT QUICKLY KNOWING WHAT THEY GOT FEEDBACK ON AN ASSIGNMENT QUICKLY KNOWING WHAT THEY GOT TO SCORE IF A STUDENT WHEN A QUICKLY KNOWING WHAT THEY GOT TO SCORE IF A STUDENT WHEN A QUICKLY KNOWING WHAT THEY GOT TO SCORE IF A STUDENT WHEN A STUDENT OPENS UP THERE CANVAS TO SCORE IF A STUDENT WHEN A STUDENT OPENS UP THERE CANVAS TO SCORE IF A STUDENT WHEN A

705STUDENT OPENS UP THERE CANVAS OVER ON THE SIDE IT'LL TELL STUDENT OPENS UP THERE CANVAS OVER ON THE SIDE IT'LL TELL STUDENT OPENS UP THERE CANVAS OVER ON THE SIDE IT'LL TELL THEM YOU HAVE THESE ASSIGNMENTS OVER ON THE SIDE IT'LL TELL THEM YOU HAVE THESE ASSIGNMENTS OVER ON THE SIDE IT'LL TELL THEM YOU HAVE THESE ASSIGNMENTS DO THESE HAVE BEEN GRADED THEM YOU HAVE THESE ASSIGNMENTS DO THESE HAVE BEEN GRADED THEM YOU HAVE THESE ASSIGNMENTS DO THESE HAVE BEEN GRADED YOU'VE GOTTEN FEEDBACK FROM DO THESE HAVE BEEN GRADED YOU'VE GOTTEN FEEDBACK FROM DO THESE HAVE BEEN GRADED YOU'VE GOTTEN FEEDBACK FROM YOUR TEACHER IT'S A VERY QUICK YOU'VE GOTTEN FEEDBACK FROM YOUR TEACHER IT'S A VERY QUICK YOU'VE GOTTEN FEEDBACK FROM YOUR TEACHER IT'S A VERY QUICK WAY FOR STUDENTS TO BE MANAGING YOUR

706TEACHER IT'S A VERY QUICK WAY FOR STUDENTS TO BE MANAGING YOUR TEACHER IT'S A VERY QUICK WAY FOR STUDENTS TO BE MANAGING AND TRACKING ALL OF THEIR WORK WAY FOR STUDENTS TO BE MANAGING AND TRACKING ALL OF THEIR WORK WAY FOR STUDENTS TO BE MANAGING AND TRACKING ALL OF THEIR WORK ACROSS CLASSES VERSUS I GO INTO AND TRACKING ALL OF THEIR WORK ACROSS CLASSES VERSUS I GO INTO AND TRACKING ALL OF THEIR WORK ACROSS CLASSES VERSUS I GO INTO THIS ROOM AND GET INFORMATION ACROSS CLASSES VERSUS I GO INTO THIS ROOM AND GET INFORMATION ACROSS CLASSES VERSUS I GO INTO THIS ROOM AND GET INFORMATION FROM THIS TEACHER HOW DOES THAT THIS ROOM AND GET INFORMATION FROM THIS TEACHER HOW DOES THAT THIS ROOM AND GET INFORMATION FROM THIS TEACHER HOW DOES THAT GET ORGANIZED?

707FROM THIS TEACHER HOW DOES THAT GET ORGANIZED? FROM THIS TEACHER HOW DOES THAT GET ORGANIZED? SO FOR STUDENTS AND FOR PARENTS GET ORGANIZED? SO FOR STUDENTS AND FOR PARENTS GET ORGANIZED? SO FOR STUDENTS AND FOR PARENTS WHO ARE WANTING TO FOLLOW LONG SO FOR STUDENTS AND FOR PARENTS WHO ARE WANTING TO FOLLOW LONG SO FOR STUDENTS AND FOR PARENTS WHO ARE WANTING TO FOLLOW LONG THEY CAN EASILY SEE IN THE WHO ARE WANTING TO FOLLOW LONG THEY CAN EASILY SEE IN THE WHO ARE WANTING TO FOLLOW LONG THEY CAN EASILY SEE IN THE LEARNING MANAGEMENT SYSTEM HOW THEY CAN EASILY SEE IN THE LEARNING MANAGEMENT SYSTEM HOW THEY CAN EASILY SEE IN THE LEARNING MANAGEMENT SYSTEM HOW THEIR STUDENT IS DOING AS FAR LEARNING MANAGEMENT SYSTEM HOW THEIR STUDENT IS DOING AS FAR LEARNING MANAGEMENT

708SYSTEM HOW THEIR STUDENT IS DOING AS FAR AS THE QUESTION OF CAN I THEIR STUDENT IS DOING AS FAR AS THE QUESTION OF CAN I THEIR STUDENT IS DOING AS FAR AS THE QUESTION OF CAN I CORRELATE THE USE OF A LEARNING AS THE QUESTION OF CAN I CORRELATE THE USE OF A LEARNING AS THE QUESTION OF CAN I CORRELATE THE USE OF A LEARNING MANAGEMENT SYSTEM WITH IMPROVED CORRELATE THE USE OF A LEARNING MANAGEMENT SYSTEM WITH IMPROVED CORRELATE THE USE OF A LEARNING MANAGEMENT SYSTEM WITH IMPROVED GRADES, I DON'T KNOW THAT I'VE MANAGEMENT SYSTEM WITH IMPROVED GRADES, I DON'T KNOW THAT I'VE MANAGEMENT SYSTEM WITH IMPROVED GRADES, I DON'T KNOW THAT I'VE EVER LOOKED AT IT THAT WAY GRADES, I DON'T KNOW THAT I'VE EVER LOOKED AT IT THAT WAY GRADES, I DON'T KNOW

709THAT I'VE EVER LOOKED AT IT THAT WAY BECAUSE I DON'T SEE IT AS A EVER LOOKED AT IT THAT WAY BECAUSE I DON'T SEE IT AS A EVER LOOKED AT IT THAT WAY BECAUSE I DON'T SEE IT AS A TOOL FOR THAT I SEE IT AS A BECAUSE I DON'T SEE IT AS A TOOL FOR THAT I SEE IT AS A BECAUSE I DON'T SEE IT AS A TOOL FOR THAT I SEE IT AS A TOOL FOR MANAGING AND TOOL FOR THAT I SEE IT AS A TOOL FOR MANAGING AND TOOL FOR THAT I SEE IT AS A TOOL FOR MANAGING AND ORGANIZING AND COMMUNICATING MY TOOL FOR MANAGING AND ORGANIZING AND COMMUNICATING MY TOOL FOR MANAGING AND ORGANIZING AND COMMUNICATING MY LEARNING VERSUS THE TEACHER ORGANIZING AND COMMUNICATING MY LEARNING VERSUS THE TEACHER ORGANIZING

710AND COMMUNICATING MY LEARNING VERSUS THE TEACHER GIVING A GRADE AN ASSESSMENT ON LEARNING VERSUS THE TEACHER GIVING A GRADE AN ASSESSMENT ON LEARNING VERSUS THE TEACHER GIVING A GRADE AN ASSESSMENT ON MY UNDERSTANDING ANOTHER GIVING A GRADE AN ASSESSMENT ON MY UNDERSTANDING ANOTHER GIVING A GRADE AN ASSESSMENT ON MY UNDERSTANDING ANOTHER QUESTION TO YOUR POINT IT'S NOT MY UNDERSTANDING ANOTHER QUESTION TO YOUR POINT IT'S NOT MY UNDERSTANDING ANOTHER QUESTION TO YOUR POINT IT'S NOT A TEACHER IT'S THE MANAGEMENT QUESTION TO YOUR POINT IT'S NOT A TEACHER IT'S THE MANAGEMENT QUESTION TO YOUR POINT IT'S NOT A TEACHER IT'S THE MANAGEMENT OF MY MATERIALS RIGHT ON SLIDE A TEACHER IT'S THE MANAGEMENT OF MY MATERIALS RIGHT ON SLIDE A TEACHER IT'S THE MANAGEMENT OF MY MATERIALS RIGHT ON SLIDE 14 YOU MADE REFERENCE TO THE OF

711MY MATERIALS RIGHT ON SLIDE 14 YOU MADE REFERENCE TO THE OF MY MATERIALS RIGHT ON SLIDE 14 YOU MADE REFERENCE TO THE ELEMENTARY SPECIFIC 14 YOU MADE REFERENCE TO THE ELEMENTARY SPECIFIC 14 YOU MADE REFERENCE TO THE ELEMENTARY SPECIFIC DISSATISFACTION REASONS AND ONE ELEMENTARY SPECIFIC DISSATISFACTION REASONS AND ONE ELEMENTARY SPECIFIC DISSATISFACTION REASONS AND ONE OF THOSE WAS THAT IT WAS DISSATISFACTION REASONS AND ONE OF THOSE WAS THAT IT WAS DISSATISFACTION REASONS AND ONE OF THOSE WAS THAT IT WAS DEVELOPMENTALLY INAPPROPRIATE OF THOSE WAS THAT IT WAS DEVELOPMENTALLY INAPPROPRIATE OF THOSE WAS THAT IT WAS DEVELOPMENTALLY INAPPROPRIATE STUDENTS CAN YOU HELP YOU HELP DEVELOPMENTALLY INAPPROPRIATE STUDENTS CAN YOU HELP YOU HELP DEVELOPMENTALLY INAPPROPRIATE STUDENTS CAN YOU HELP YOU HELP ME UNDERSTAND WHAT THAT'S STUDENTS CAN YOU HELP YOU HELP ME UNDERSTAND WHAT THAT'S STUDENTS CAN YOU

712HELP YOU HELP ME UNDERSTAND WHAT THAT'S COMMUNICATED I CAN TAKE THAT ME UNDERSTAND WHAT THAT'S COMMUNICATED I CAN TAKE THAT ME UNDERSTAND WHAT THAT'S COMMUNICATED I CAN TAKE THAT ONE. COMMUNICATED I CAN TAKE THAT ONE. COMMUNICATED I CAN TAKE THAT ONE. OK, SO AT THE ELEMENTARY LEVEL ONE. OK, SO AT THE ELEMENTARY LEVEL ONE. OK, SO AT THE ELEMENTARY LEVEL OR DOING A LOT IN SMALL GROUP OK, SO AT THE ELEMENTARY LEVEL OR DOING A LOT IN SMALL GROUP OK, SO AT THE ELEMENTARY LEVEL OR DOING A LOT IN SMALL GROUP WE'RE DOING A LOT OR DOING A LOT IN SMALL GROUP WE'RE DOING A LOT OR DOING A LOT IN SMALL GROUP WE'RE DOING A LOT OF OBSERVATION OF STUDENTS. WE'RE DOING A LOT OF OBSERVATION OF STUDENTS. WE'RE DOING A LOT OF OBSERVATION

713OF STUDENTS. THEY'RE READING TO US IN REAL OF OBSERVATION OF STUDENTS. THEY'RE READING TO US IN REAL OF OBSERVATION OF STUDENTS. THEY'RE READING TO US IN REAL TIME OR MONITORING THEIR THEY'RE READING TO US IN REAL TIME OR MONITORING THEIR THEY'RE READING TO US IN REAL TIME OR MONITORING THEIR MISCUES. TIME OR MONITORING THEIR MISCUES. TIME OR MONITORING THEIR MISCUES. THAT'S NOT SOMETHING BUT WE CAN MISCUES. THAT'S NOT SOMETHING BUT WE CAN MISCUES. THAT'S NOT SOMETHING BUT WE CAN ASSESS THEM THAT WAY. THAT'S NOT SOMETHING BUT WE CAN ASSESS THEM THAT WAY. THAT'S NOT SOMETHING BUT WE CAN ASSESS THEM THAT WAY. THAT'S NOT SOMETHING THAT YOU ASSESS THEM THAT WAY. THAT'S NOT SOMETHING THAT YOU ASSESS THEM THAT WAY. THAT'S NOT SOMETHING THAT YOU WOULD THEN ASK A TEACHER TO PUT THAT'S NOT SOMETHING

714THAT YOU WOULD THEN ASK A TEACHER TO PUT THAT'S NOT SOMETHING THAT YOU WOULD THEN ASK A TEACHER TO PUT IT IN CANVAS JUST WOULDN'T BE WOULD THEN ASK A TEACHER TO PUT IT IN CANVAS JUST WOULDN'T BE WOULD THEN ASK A TEACHER TO PUT IT IN CANVAS JUST WOULDN'T BE APPROPRIATE FOR THOSE IT IN CANVAS JUST WOULDN'T BE APPROPRIATE FOR THOSE IT IN CANVAS JUST WOULDN'T BE APPROPRIATE FOR THOSE FOUNDATIONAL SKILLS. APPROPRIATE FOR THOSE FOUNDATIONAL SKILLS. APPROPRIATE FOR THOSE FOUNDATIONAL SKILLS. THEY'RE NOT AS INDEPENDENT BUT FOUNDATIONAL SKILLS. THEY'RE NOT AS INDEPENDENT BUT FOUNDATIONAL SKILLS. THEY'RE NOT AS INDEPENDENT BUT WE'RE STILL ASSESSING RESOURCES THEY'RE NOT AS INDEPENDENT BUT WE'RE STILL ASSESSING RESOURCES THEY'RE NOT AS INDEPENDENT BUT WE'RE STILL ASSESSING RESOURCES SO TO SPEAK. WE'RE STILL ASSESSING RESOURCES SO TO SPEAK. WE'RE STILL ASSESSING

715RESOURCES SO TO SPEAK. YES, OK, LAST QUESTION THAT. SO TO SPEAK. YES, OK, LAST QUESTION THAT. SO TO SPEAK. YES, OK, LAST QUESTION THAT. I MAY HAVE HAD WAS IN REFERENCE YES, OK, LAST QUESTION THAT. I MAY HAVE HAD WAS IN REFERENCE YES, OK, LAST QUESTION THAT. I MAY HAVE HAD WAS IN REFERENCE TO THE COST AND THE SAVING I MAY HAVE HAD WAS IN REFERENCE TO THE COST AND THE SAVING I MAY HAVE HAD WAS IN REFERENCE TO THE COST AND THE SAVING SCREEN. TO THE COST AND THE SAVING SCREEN. TO THE COST AND THE SAVING SCREEN. I THINK NUMBER 15. SCREEN. I THINK NUMBER 15. SCREEN. I THINK NUMBER 15. YOU INDICATED THAT THE EXPENSES I THINK NUMBER 15. YOU INDICATED THAT THE EXPENSES I THINK NUMBER 15. YOU INDICATED THAT THE EXPENSES

716THAT WE'RE NOT INCURRED I.E. YOU INDICATED THAT THE EXPENSES THAT WE'RE NOT INCURRED I.E. YOU INDICATED THAT THE EXPENSES THAT WE'RE NOT INCURRED I.E. THE SAVINGS THAT TOOK PLACE THAT WE'RE NOT INCURRED I.E. THE SAVINGS THAT TOOK PLACE THAT WE'RE NOT INCURRED I.E. THE SAVINGS THAT TOOK PLACE WERE OVER SIX HUNDRED THOUSAND THE SAVINGS THAT TOOK PLACE WERE OVER SIX HUNDRED THOUSAND THE SAVINGS THAT TOOK PLACE WERE OVER SIX HUNDRED THOUSAND DOLLARS IS AT SOMETHING THAT WERE OVER SIX HUNDRED THOUSAND DOLLARS IS AT SOMETHING THAT WERE OVER SIX HUNDRED THOUSAND DOLLARS IS AT SOMETHING THAT YOU CAN QUANTIFY OR GIVE AN DOLLARS IS AT SOMETHING THAT YOU CAN QUANTIFY OR GIVE AN DOLLARS IS AT SOMETHING THAT YOU CAN QUANTIFY OR GIVE AN EXAMPLE OF BECAUSE WE USE THIS YOU CAN QUANTIFY OR GIVE AN

717EXAMPLE OF BECAUSE WE USE THIS YOU CAN QUANTIFY OR GIVE AN EXAMPLE OF BECAUSE WE USE THIS HERE'S WHERE WE SAVE MONEY BY EXAMPLE OF BECAUSE WE USE THIS HERE'S WHERE WE SAVE MONEY BY EXAMPLE OF BECAUSE WE USE THIS HERE'S WHERE WE SAVE MONEY BY DOING OR NOT DOING THE HERE'S WHERE WE SAVE MONEY BY DOING OR NOT DOING THE HERE'S WHERE WE SAVE MONEY BY DOING OR NOT DOING THE FOLLOWING YES SO THAT INCLUDES DOING OR NOT DOING THE FOLLOWING YES SO THAT INCLUDES DOING OR NOT DOING THE FOLLOWING YES SO THAT INCLUDES THE INCLUDES THE COST OF THE FOLLOWING YES SO THAT INCLUDES THE INCLUDES THE COST OF THE FOLLOWING YES SO THAT INCLUDES THE INCLUDES THE COST OF THE PREVIOUS LEARNING MANAGEMENT THE INCLUDES THE COST OF THE PREVIOUS LEARNING MANAGEMENT

718THE INCLUDES THE COST OF THE PREVIOUS LEARNING MANAGEMENT SYSTEM SKELLIG AND IN ITEM BANK PREVIOUS LEARNING MANAGEMENT SYSTEM SKELLIG AND IN ITEM BANK PREVIOUS LEARNING MANAGEMENT SYSTEM SKELLIG AND IN ITEM BANK THAT WE WERE PAYING FOR SYSTEM SKELLIG AND IN ITEM BANK THAT WE WERE PAYING FOR SYSTEM SKELLIG AND IN ITEM BANK THAT WE WERE PAYING FOR SEPARATELY SO AT SIX HUNDRED THAT WE WERE PAYING FOR SEPARATELY SO AT SIX HUNDRED THAT WE WERE PAYING FOR SEPARATELY SO AT SIX HUNDRED INCLUDES THOSE TWO COS. SEPARATELY SO AT SIX HUNDRED INCLUDES THOSE TWO COS. SEPARATELY SO AT SIX HUNDRED INCLUDES THOSE TWO COS. THAT'S ALL I HAVE THANK YOU INCLUDES THOSE TWO COS. THAT'S ALL I HAVE THANK YOU INCLUDES THOSE TWO COS. THAT'S ALL I HAVE THANK YOU MISS MAYBE YEAH. THAT'S ALL I HAVE

719THANK YOU MISS MAYBE YEAH. THAT'S ALL I HAVE THANK YOU MISS MAYBE YEAH. JUST REAL QUICK I'M REALLY GLAD MISS MAYBE YEAH. JUST REAL QUICK I'M REALLY GLAD MISS MAYBE YEAH. JUST REAL QUICK I'M REALLY GLAD THAT ONE OF YOUR JUST REAL QUICK I'M REALLY GLAD THAT ONE OF YOUR JUST REAL QUICK I'M REALLY GLAD THAT ONE OF YOUR RECOMMENDATIONS WAS SWITCHED THAT ONE OF YOUR RECOMMENDATIONS WAS SWITCHED THAT ONE OF YOUR RECOMMENDATIONS WAS SWITCHED SWITCH TO A NEW SYSTEM. RECOMMENDATIONS WAS SWITCHED SWITCH TO A NEW SYSTEM. RECOMMENDATIONS WAS SWITCHED SWITCH TO A NEW SYSTEM. YES. SWITCH TO A NEW SYSTEM. YES. SWITCH TO A NEW SYSTEM. YES. YES AND JUST I WANT TO YES. YES AND JUST I WANT TO YES. YES AND JUST I WANT TO ENCOURAGE MY COLLEAGUES THAT YES AND JUST

720I WANT TO ENCOURAGE MY COLLEAGUES THAT YES AND JUST I WANT TO ENCOURAGE MY COLLEAGUES THAT ARE GOING TO REMAIN ON THE ENCOURAGE MY COLLEAGUES THAT ARE GOING TO REMAIN ON THE ENCOURAGE MY COLLEAGUES THAT ARE GOING TO REMAIN ON THE BOARD BUT YOU WEREN'T HERE WHEN ARE GOING TO REMAIN ON THE BOARD BUT YOU WEREN'T HERE WHEN ARE GOING TO REMAIN ON THE BOARD BUT YOU WEREN'T HERE WHEN WE SWITCHED WE WE SWITCHED I BOARD BUT YOU WEREN'T HERE WHEN WE SWITCHED WE WE SWITCHED I BOARD BUT YOU WEREN'T HERE WHEN WE SWITCHED WE WE SWITCHED I THINK THREE TIMES WITHIN A VERY WE SWITCHED WE WE SWITCHED I THINK THREE TIMES WITHIN A VERY WE SWITCHED WE WE SWITCHED I THINK THREE TIMES WITHIN A VERY SHORT PERIOD OF TIME I DON'T THINK

721THREE TIMES WITHIN A VERY SHORT PERIOD OF TIME I DON'T THINK THREE TIMES WITHIN A VERY SHORT PERIOD OF TIME I DON'T REMEMBER WHAT WE HAD BEFORE SHORT PERIOD OF TIME I DON'T REMEMBER WHAT WE HAD BEFORE SHORT PERIOD OF TIME I DON'T REMEMBER WHAT WE HAD BEFORE SCHOOL BUT WE HAD SOMETHING REMEMBER WHAT WE HAD BEFORE SCHOOL BUT WE HAD SOMETHING REMEMBER WHAT WE HAD BEFORE SCHOOL BUT WE HAD SOMETHING BEFORE SCHOOL THEN THEY SCHOOL BUT WE HAD SOMETHING BEFORE SCHOOL THEN THEY SCHOOL BUT WE HAD SOMETHING BEFORE SCHOOL THEN THEY SWITCHED TO SCHOOL AND THEN BEFORE SCHOOL THEN THEY SWITCHED TO SCHOOL AND THEN BEFORE SCHOOL THEN THEY SWITCHED TO SCHOOL AND THEN THEY SWITCHED TO CANVAS ALL IN SWITCHED TO SCHOOL AND THEN THEY SWITCHED TO CANVAS ALL IN SWITCHED TO SCHOOL

722AND THEN THEY SWITCHED TO CANVAS ALL IN A VERY SHORT PERIOD OF TIME AND THEY SWITCHED TO CANVAS ALL IN A VERY SHORT PERIOD OF TIME AND THEY SWITCHED TO CANVAS ALL IN A VERY SHORT PERIOD OF TIME AND IT WAS REALLY DIFFICULT FOR OUR A VERY SHORT PERIOD OF TIME AND IT WAS REALLY DIFFICULT FOR OUR A VERY SHORT PERIOD OF TIME AND IT WAS REALLY DIFFICULT FOR OUR EMPLOYEES ESPECIALLY I THINK IT WAS REALLY DIFFICULT FOR OUR EMPLOYEES ESPECIALLY I THINK IT WAS REALLY DIFFICULT FOR OUR EMPLOYEES ESPECIALLY I THINK THE STUDENTS PICKED UP ON IT EMPLOYEES ESPECIALLY I THINK THE STUDENTS PICKED UP ON IT EMPLOYEES ESPECIALLY I THINK THE STUDENTS PICKED UP ON IT MORE QUICKLY BUT I JUST WANT TO THE STUDENTS PICKED UP ON IT MORE QUICKLY BUT I

723JUST WANT TO THE STUDENTS PICKED UP ON IT MORE QUICKLY BUT I JUST WANT TO ENCOURAGE YOU KEEP CANVAS AS MORE QUICKLY BUT I JUST WANT TO ENCOURAGE YOU KEEP CANVAS AS MORE QUICKLY BUT I JUST WANT TO ENCOURAGE YOU KEEP CANVAS AS LONG AS YOU CAN JUST SO THAT WE ENCOURAGE YOU KEEP CANVAS AS LONG AS YOU CAN JUST SO THAT WE ENCOURAGE YOU KEEP CANVAS AS LONG AS YOU CAN JUST SO THAT WE DON'T HAVE TO CONTINUE LONG AS YOU CAN JUST SO THAT WE DON'T HAVE TO CONTINUE LONG AS YOU CAN JUST SO THAT WE DON'T HAVE TO CONTINUE SWITCHING BACK AND FORTH. DON'T HAVE TO CONTINUE SWITCHING BACK AND FORTH. DON'T HAVE TO CONTINUE SWITCHING BACK AND FORTH. THANK YOU. SWITCHING BACK AND FORTH. THANK YOU. SWITCHING BACK AND FORTH. THANK

724YOU. AND SO I DID ASK HIM IS MANNING THANK YOU. AND SO I DID ASK HIM IS MANNING THANK YOU. AND SO I DID ASK HIM IS MANNING DURING PRESENTATION SHE JUST AND SO I DID ASK HIM IS MANNING DURING PRESENTATION SHE JUST AND SO I DID ASK HIM IS MANNING DURING PRESENTATION SHE JUST GOT MASTER'S DEGREE DID YOU DID DURING PRESENTATION SHE JUST GOT MASTER'S DEGREE DID YOU DID DURING PRESENTATION SHE JUST GOT MASTER'S DEGREE DID YOU DID YOU USE CANVAS AND SHE SAID YES GOT MASTER'S DEGREE DID YOU DID YOU USE CANVAS AND SHE SAID YES GOT MASTER'S DEGREE DID YOU DID YOU USE CANVAS AND SHE SAID YES AND SO IT IS A NATURAL YOU USE CANVAS AND SHE SAID YES AND SO IT IS A NATURAL YOU USE CANVAS AND SHE

725SAID YES AND SO IT IS A NATURAL PROGRESSION TO THE COLLEGIATE AND SO IT IS A NATURAL PROGRESSION TO THE COLLEGIATE AND SO IT IS A NATURAL PROGRESSION TO THE COLLEGIATE LEVEL. PROGRESSION TO THE COLLEGIATE LEVEL. PROGRESSION TO THE COLLEGIATE LEVEL. IT'S IT ALL THE STUDENTS USE IT LEVEL. IT'S IT ALL THE STUDENTS USE IT LEVEL. IT'S IT ALL THE STUDENTS USE IT AT ALL THE UNIVERSITIES ARE IT'S IT ALL THE STUDENTS USE IT AT ALL THE UNIVERSITIES ARE IT'S IT ALL THE STUDENTS USE IT AT ALL THE UNIVERSITIES ARE USING CAMPUS SO THEY GO WELL AT ALL THE UNIVERSITIES ARE USING CAMPUS SO THEY GO WELL AT ALL THE UNIVERSITIES ARE USING CAMPUS SO THEY GO WELL PREPARED FOR THAT BEFORE I USING CAMPUS SO THEY GO WELL PREPARED FOR THAT BEFORE I USING

726CAMPUS SO THEY GO WELL PREPARED FOR THAT BEFORE I ASKED ME A QUESTION, DOES PREPARED FOR THAT BEFORE I ASKED ME A QUESTION, DOES PREPARED FOR THAT BEFORE I ASKED ME A QUESTION, DOES ANYBODY HAVE ANYTHING ELSE I ASKED ME A QUESTION, DOES ANYBODY HAVE ANYTHING ELSE I ASKED ME A QUESTION, DOES ANYBODY HAVE ANYTHING ELSE I SAW THAT THE ADMINISTRATORS ANYBODY HAVE ANYTHING ELSE I SAW THAT THE ADMINISTRATORS ANYBODY HAVE ANYTHING ELSE I SAW THAT THE ADMINISTRATORS OVERALL SATISFACTION DROPPED SAW THAT THE ADMINISTRATORS OVERALL SATISFACTION DROPPED SAW THAT THE ADMINISTRATORS OVERALL SATISFACTION DROPPED FIVE PERCENTAGE POINTS. OVERALL SATISFACTION DROPPED FIVE PERCENTAGE POINTS. OVERALL SATISFACTION DROPPED FIVE PERCENTAGE POINTS. DO WE KNOW WHY THAT ONE HUNDRED FIVE PERCENTAGE POINTS. DO WE KNOW WHY THAT ONE HUNDRED FIVE PERCENTAGE POINTS. DO WE KNOW WHY THAT ONE

727HUNDRED AND FORTY EIGHT ADMINISTRATORS DO WE KNOW WHY THAT ONE HUNDRED AND FORTY EIGHT ADMINISTRATORS DO WE KNOW WHY THAT ONE HUNDRED AND FORTY EIGHT ADMINISTRATORS THAT RESPONDED YOU KNOW WHY AND FORTY EIGHT ADMINISTRATORS THAT RESPONDED YOU KNOW WHY AND FORTY EIGHT ADMINISTRATORS THAT RESPONDED YOU KNOW WHY MIGHT IT WAS ONLY AT THE THAT RESPONDED YOU KNOW WHY MIGHT IT WAS ONLY AT THE THAT RESPONDED YOU KNOW WHY MIGHT IT WAS ONLY AT THE ELEMENTARY LEVEL IS OH WAS AND MIGHT IT WAS ONLY AT THE ELEMENTARY LEVEL IS OH WAS AND MIGHT IT WAS ONLY AT THE ELEMENTARY LEVEL IS OH WAS AND IT WAS IT WAS IT WAS STILL AT ELEMENTARY LEVEL IS OH WAS AND IT WAS IT WAS IT WAS STILL AT ELEMENTARY LEVEL IS OH WAS AND IT WAS IT WAS

728IT WAS STILL AT EIGHTY THREE PERCENT BUT BUT IT WAS IT WAS IT WAS STILL AT EIGHTY THREE PERCENT BUT BUT IT WAS IT WAS IT WAS STILL AT EIGHTY THREE PERCENT BUT BUT THEY DIDN'T PROVIDE ANYTHING EIGHTY THREE PERCENT BUT BUT THEY DIDN'T PROVIDE ANYTHING EIGHTY THREE PERCENT BUT BUT THEY DIDN'T PROVIDE ANYTHING COMMENTS. THEY DIDN'T PROVIDE ANYTHING COMMENTS. THEY DIDN'T PROVIDE ANYTHING COMMENTS. ALL RIGHT WELL IF IT'S COMMENTS. ALL RIGHT WELL IF IT'S COMMENTS. ALL RIGHT WELL IF IT'S ELEMENTARY IF IT'S ELEMENTARY ALL RIGHT WELL IF IT'S ELEMENTARY IF IT'S ELEMENTARY ALL RIGHT WELL IF IT'S ELEMENTARY IF IT'S ELEMENTARY THEN THAT IT WAS ELEMENTARY OK ELEMENTARY IF IT'S ELEMENTARY THEN THAT IT WAS ELEMENTARY OK ELEMENTARY IF IT'S ELEMENTARY THEN THAT IT WAS ELEMENTARY OK ALL RIGHT FAIR ENOUGH. THEN THAT IT

729WAS ELEMENTARY OK ALL RIGHT FAIR ENOUGH. THEN THAT IT WAS ELEMENTARY OK ALL RIGHT FAIR ENOUGH. WE'RE PRETTY STABLE OK THANK ALL RIGHT FAIR ENOUGH. WE'RE PRETTY STABLE OK THANK ALL RIGHT FAIR ENOUGH. WE'RE PRETTY STABLE OK THANK YOU THANK YOU VERY MUCH AND SO WE'RE PRETTY STABLE OK THANK YOU THANK YOU VERY MUCH AND SO WE'RE PRETTY STABLE OK THANK YOU THANK YOU VERY MUCH AND SO OUT WE WELCOME JOEL ANDRUS TO YOU THANK YOU VERY MUCH AND SO OUT WE WELCOME JOEL ANDRUS TO YOU THANK YOU VERY MUCH AND SO OUT WE WELCOME JOEL ANDRUS TO THE PODIUM FOR OUR LEGISLATIVE OUT WE WELCOME JOEL ANDRUS TO THE PODIUM FOR OUR LEGISLATIVE OUT WE WELCOME JOEL ANDRUS TO THE PODIUM FOR OUR LEGISLATIVE REVIEW OR THE LEGISLATIVE THE PODIUM FOR OUR LEGISLATIVE REVIEW

730OR THE LEGISLATIVE THE PODIUM FOR OUR LEGISLATIVE REVIEW OR THE LEGISLATIVE PRIORITIES FOR VBC CPS REVIEW REVIEW OR THE LEGISLATIVE PRIORITIES FOR VBC CPS REVIEW REVIEW OR THE LEGISLATIVE PRIORITIES FOR VBC CPS REVIEW AND I GUESS I WILL TURN TO MR. PRIORITIES FOR VBC CPS REVIEW AND I GUESS I WILL TURN TO MR. PRIORITIES FOR VBC CPS REVIEW AND I GUESS I WILL TURN TO MR. CALLEN SO WE CAN ADDRESS HIS AND I GUESS I WILL TURN TO MR. CALLEN SO WE CAN ADDRESS HIS AND I GUESS I WILL TURN TO MR. CALLEN SO WE CAN ADDRESS HIS CONCERNS FIRST THERE WAS NO CALLEN SO WE CAN ADDRESS HIS CONCERNS FIRST THERE WAS NO CALLEN SO WE CAN ADDRESS HIS CONCERNS FIRST THERE WAS NO PLAN PLANNED PRESENTATION THIS CONCERNS FIRST THERE WAS NO PLAN

731PLANNED PRESENTATION THIS CONCERNS FIRST THERE WAS NO PLAN PLANNED PRESENTATION THIS EVENING SO WE MOVE THIS ON THE PLAN PLANNED PRESENTATION THIS EVENING SO WE MOVE THIS ON THE PLAN PLANNED PRESENTATION THIS EVENING SO WE MOVE THIS ON THE AGENDA FOR MR. KAPLAN SO I TURN EVENING SO WE MOVE THIS ON THE AGENDA FOR MR. KAPLAN SO I TURN EVENING SO WE MOVE THIS ON THE AGENDA FOR MR. KAPLAN SO I TURN TO YOU, SIR. AGENDA FOR MR. KAPLAN SO I TURN TO YOU, SIR. AGENDA FOR MR. KAPLAN SO I TURN TO YOU, SIR. THANK YOU ITEMS ON THE REPORT TO YOU, SIR. THANK YOU ITEMS ON THE REPORT TO YOU, SIR. THANK YOU ITEMS ON THE REPORT ARE NINE IN NO AS FAR AS MY THANK YOU ITEMS ON THE REPORT ARE NINE IN

732NO AS FAR AS MY THANK YOU ITEMS ON THE REPORT ARE NINE IN NO AS FAR AS MY FOLLOWING OF THE DATA IS ARE NINE IN NO AS FAR AS MY FOLLOWING OF THE DATA IS ARE NINE IN NO AS FAR AS MY FOLLOWING OF THE DATA IS CONCERNED ONE OF THOSE NUMBER FOLLOWING OF THE DATA IS CONCERNED ONE OF THOSE NUMBER FOLLOWING OF THE DATA IS CONCERNED ONE OF THOSE NUMBER NINE NOT NECESSARILY IN ORDER CONCERNED ONE OF THOSE NUMBER NINE NOT NECESSARILY IN ORDER CONCERNED ONE OF THOSE NUMBER NINE NOT NECESSARILY IN ORDER OF IMPORTANCE BUT THE ONE THAT NINE NOT NECESSARILY IN ORDER OF IMPORTANCE BUT THE ONE THAT NINE NOT NECESSARILY IN ORDER OF IMPORTANCE BUT THE ONE THAT JUST JUMPED OF AT ME INITIALLY OF IMPORTANCE BUT THE ONE THAT

733JUST JUMPED OF AT ME INITIALLY OF IMPORTANCE BUT THE ONE THAT JUST JUMPED OF AT ME INITIALLY IS NUMBER NINE ENTITLED THE JUST JUMPED OF AT ME INITIALLY IS NUMBER NINE ENTITLED THE JUST JUMPED OF AT ME INITIALLY IS NUMBER NINE ENTITLED THE ASSESSMENT REFORM AND IT TALKS IS NUMBER NINE ENTITLED THE ASSESSMENT REFORM AND IT TALKS IS NUMBER NINE ENTITLED THE ASSESSMENT REFORM AND IT TALKS ABOUT REDUCTION AND SO WELL ASSESSMENT REFORM AND IT TALKS ABOUT REDUCTION AND SO WELL ASSESSMENT REFORM AND IT TALKS ABOUT REDUCTION AND SO WELL TESTS THAT ARE BEING MANDATED ABOUT REDUCTION AND SO WELL TESTS THAT ARE BEING MANDATED ABOUT REDUCTION AND SO WELL TESTS THAT ARE BEING MANDATED AND MY JOURNEY WHICH IS AT THE TESTS THAT ARE BEING MANDATED AND MY JOURNEY WHICH IS AT THE TESTS

734THAT ARE BEING MANDATED AND MY JOURNEY WHICH IS AT THE TWO YEAR MARK HAS INCLUDED LOTS AND MY JOURNEY WHICH IS AT THE TWO YEAR MARK HAS INCLUDED LOTS AND MY JOURNEY WHICH IS AT THE TWO YEAR MARK HAS INCLUDED LOTS OF MEETINGS NOT ONLY THAT ARE TWO YEAR MARK HAS INCLUDED LOTS OF MEETINGS NOT ONLY THAT ARE TWO YEAR MARK HAS INCLUDED LOTS OF MEETINGS NOT ONLY THAT ARE DONE INTERNALLY WITHIN THE OF MEETINGS NOT ONLY THAT ARE DONE INTERNALLY WITHIN THE OF MEETINGS NOT ONLY THAT ARE DONE INTERNALLY WITHIN THE SCHOOL SYSTEM BUT THOSE THAT DONE INTERNALLY WITHIN THE SCHOOL SYSTEM BUT THOSE THAT DONE INTERNALLY WITHIN THE SCHOOL SYSTEM BUT THOSE THAT ARE DONE AND MADE AVAILABLE BY SCHOOL SYSTEM BUT THOSE THAT ARE DONE AND MADE AVAILABLE BY SCHOOL SYSTEM BUT

735THOSE THAT ARE DONE AND MADE AVAILABLE BY THE VIRGINIA DEPARTMENT ARE DONE AND MADE AVAILABLE BY THE VIRGINIA DEPARTMENT ARE DONE AND MADE AVAILABLE BY THE VIRGINIA DEPARTMENT OF EDUCATION AND A YEAR OR SO THE VIRGINIA DEPARTMENT OF EDUCATION AND A YEAR OR SO THE VIRGINIA DEPARTMENT OF EDUCATION AND A YEAR OR SO AGO IN MY FIRST YEAR THERE WAS OF EDUCATION AND A YEAR OR SO AGO IN MY FIRST YEAR THERE WAS OF EDUCATION AND A YEAR OR SO AGO IN MY FIRST YEAR THERE WAS A LISTENING TOUR THAT WAS AGO IN MY FIRST YEAR THERE WAS A LISTENING TOUR THAT WAS AGO IN MY FIRST YEAR THERE WAS A LISTENING TOUR THAT WAS CONDUCTED BY DR. LISA KUNZ AND A LISTENING TOUR THAT WAS CONDUCTED BY DR. LISA KUNZ AND A LISTENING TOUR

736THAT WAS CONDUCTED BY DR. LISA KUNZ AND IF I REMEMBER CORRECTLY THIS CONDUCTED BY DR. LISA KUNZ AND IF I REMEMBER CORRECTLY THIS CONDUCTED BY DR. LISA KUNZ AND IF I REMEMBER CORRECTLY THIS ONE IN PARTICULAR WAS HELD AT IF I REMEMBER CORRECTLY THIS ONE IN PARTICULAR WAS HELD AT IF I REMEMBER CORRECTLY THIS ONE IN PARTICULAR WAS HELD AT INDIAN RIVER HIGH SCHOOL AND ONE IN PARTICULAR WAS HELD AT INDIAN RIVER HIGH SCHOOL AND ONE IN PARTICULAR WAS HELD AT INDIAN RIVER HIGH SCHOOL AND AFTER THE PRESENTATION TOOK INDIAN RIVER HIGH SCHOOL AND AFTER THE PRESENTATION TOOK INDIAN RIVER HIGH SCHOOL AND AFTER THE PRESENTATION TOOK PLACE THERE WAS AN OPPORTUNITY AFTER THE PRESENTATION TOOK PLACE THERE WAS AN OPPORTUNITY AFTER THE PRESENTATION TOOK PLACE THERE WAS AN OPPORTUNITY FOR Q&A AND I RAISED

737MY HAND PLACE THERE WAS AN OPPORTUNITY FOR Q&A AND I RAISED MY HAND PLACE THERE WAS AN OPPORTUNITY FOR Q&A AND I RAISED MY HAND AND STOOD UP AND MENTIONED THAT FOR Q&A AND I RAISED MY HAND AND STOOD UP AND MENTIONED THAT FOR Q&A AND I RAISED MY HAND AND STOOD UP AND MENTIONED THAT I WAS NEW AND DRINKING OUT AND STOOD UP AND MENTIONED THAT I WAS NEW AND DRINKING OUT AND STOOD UP AND MENTIONED THAT I WAS NEW AND DRINKING OUT OF SEVENTEEN FIRE HOSES TRYING I WAS NEW AND DRINKING OUT OF SEVENTEEN FIRE HOSES TRYING I WAS NEW AND DRINKING OUT OF SEVENTEEN FIRE HOSES TRYING TO MAKE SENSE OF ALL THAT STUFF OF SEVENTEEN FIRE HOSES TRYING TO MAKE SENSE OF ALL THAT STUFF OF SEVENTEEN FIRE HOSES TRYING TO

738MAKE SENSE OF ALL THAT STUFF BUT I WAS I WAS TRYING TO GET TO MAKE SENSE OF ALL THAT STUFF BUT I WAS I WAS TRYING TO GET TO MAKE SENSE OF ALL THAT STUFF BUT I WAS I WAS TRYING TO GET OUR NORTH STAR REFERENCE POINT BUT I WAS I WAS TRYING TO GET OUR NORTH STAR REFERENCE POINT BUT I WAS I WAS TRYING TO GET OUR NORTH STAR REFERENCE POINT IF YOU WILL, IN ORDER TO OUR NORTH STAR REFERENCE POINT IF YOU WILL, IN ORDER TO OUR NORTH STAR REFERENCE POINT IF YOU WILL, IN ORDER TO DETERMINE WHAT SHOULD I BE IF YOU WILL, IN ORDER TO DETERMINE WHAT SHOULD I BE IF YOU WILL, IN ORDER TO DETERMINE WHAT SHOULD I BE FOCUSING ON. DETERMINE WHAT SHOULD I BE FOCUSING ON. DETERMINE

739WHAT SHOULD I BE FOCUSING ON. I HEAR ABOUT SL WELLS. FOCUSING ON. I HEAR ABOUT SL WELLS. FOCUSING ON. I HEAR ABOUT SL WELLS. I HEAR ABOUT ACCREDITATION I I HEAR ABOUT SL WELLS. I HEAR ABOUT ACCREDITATION I I HEAR ABOUT SL WELLS. I HEAR ABOUT ACCREDITATION I HEAR ABOUT A NUMBER I HEAR ABOUT ACCREDITATION I HEAR ABOUT A NUMBER I HEAR ABOUT ACCREDITATION I HEAR ABOUT A NUMBER OF DIFFERENT THINGS AND THE HEAR ABOUT A NUMBER OF DIFFERENT THINGS AND THE HEAR ABOUT A NUMBER OF DIFFERENT THINGS AND THE SCORE WAS ANOTHER EXAMPLE OF DIFFERENT THINGS AND THE SCORE WAS ANOTHER EXAMPLE OF DIFFERENT THINGS AND THE SCORE WAS ANOTHER EXAMPLE OF SOMETHING TO THE TENSION SCORE WAS ANOTHER EXAMPLE OF SOMETHING TO THE TENSION SCORE WAS ANOTHER EXAMPLE OF SOMETHING TO THE TENSION

740THAT YOU CAN BE DISTRACTED BY OF SOMETHING TO THE TENSION THAT YOU CAN BE DISTRACTED BY OF SOMETHING TO THE TENSION THAT YOU CAN BE DISTRACTED BY IN THE MARKETPLACE IS UNLIMITED THAT YOU CAN BE DISTRACTED BY IN THE MARKETPLACE IS UNLIMITED THAT YOU CAN BE DISTRACTED BY IN THE MARKETPLACE IS UNLIMITED . IN THE MARKETPLACE IS UNLIMITED . IN THE MARKETPLACE IS UNLIMITED . BUT MY QUESTION TO HER WAS ALL . BUT MY QUESTION TO HER WAS ALL . BUT MY QUESTION TO HER WAS ALL THESE VARIOUS REFERENCE POINTS BUT MY QUESTION TO HER WAS ALL THESE VARIOUS REFERENCE POINTS BUT MY QUESTION TO HER WAS ALL THESE VARIOUS REFERENCE POINTS THAT CLAMOR FOR YOUR ATTENTION THESE VARIOUS REFERENCE POINTS THAT CLAMOR FOR YOUR ATTENTION THESE VARIOUS REFERENCE POINTS THAT CLAMOR FOR YOUR ATTENTION

741IN THE MARKETPLACE WHAT SHOULD THAT CLAMOR FOR YOUR ATTENTION IN THE MARKETPLACE WHAT SHOULD THAT CLAMOR FOR YOUR ATTENTION IN THE MARKETPLACE WHAT SHOULD I AS A SCHOOL BOARD MEMBER IN THE MARKETPLACE WHAT SHOULD I AS A SCHOOL BOARD MEMBER IN THE MARKETPLACE WHAT SHOULD I AS A SCHOOL BOARD MEMBER OF BE FOCUSING ON AND HER I AS A SCHOOL BOARD MEMBER OF BE FOCUSING ON AND HER I AS A SCHOOL BOARD MEMBER OF BE FOCUSING ON AND HER RESPONSE AFTER PAUSING FOR A OF BE FOCUSING ON AND HER RESPONSE AFTER PAUSING FOR A OF BE FOCUSING ON AND HER RESPONSE AFTER PAUSING FOR A REFLECTION OF FOR A OR TWO WAS RESPONSE AFTER PAUSING FOR A REFLECTION OF FOR A OR TWO WAS RESPONSE AFTER PAUSING FOR A REFLECTION OF FOR A OR TWO

742WAS VESSELS THAT'S WHAT WE NEED TO REFLECTION OF FOR A OR TWO WAS VESSELS THAT'S WHAT WE NEED TO REFLECTION OF FOR A OR TWO WAS VESSELS THAT'S WHAT WE NEED TO FOCUS ON SWELLS FOR THAT MOMENT VESSELS THAT'S WHAT WE NEED TO FOCUS ON SWELLS FOR THAT MOMENT VESSELS THAT'S WHAT WE NEED TO FOCUS ON SWELLS FOR THAT MOMENT IN TIME NOW I KNOW A LOT HAS FOCUS ON SWELLS FOR THAT MOMENT IN TIME NOW I KNOW A LOT HAS FOCUS ON SWELLS FOR THAT MOMENT IN TIME NOW I KNOW A LOT HAS CHANGED SINCE THEN AS WELL BUT IN TIME NOW I KNOW A LOT HAS CHANGED SINCE THEN AS WELL BUT IN TIME NOW I KNOW A LOT HAS CHANGED SINCE THEN AS WELL BUT WHEN I SEE AS AN EXAMPLE CHANGED

743SINCE THEN AS WELL BUT WHEN I SEE AS AN EXAMPLE CHANGED SINCE THEN AS WELL BUT WHEN I SEE AS AN EXAMPLE OF THAT ONE OF THE THINGS THAT WHEN I SEE AS AN EXAMPLE OF THAT ONE OF THE THINGS THAT WHEN I SEE AS AN EXAMPLE OF THAT ONE OF THE THINGS THAT SUGGESTED HERE IS REDUCE THE OF THAT ONE OF THE THINGS THAT SUGGESTED HERE IS REDUCE THE OF THAT ONE OF THE THINGS THAT SUGGESTED HERE IS REDUCE THE NUMBER VESSELS WELL THAT CAUSES SUGGESTED HERE IS REDUCE THE NUMBER VESSELS WELL THAT CAUSES SUGGESTED HERE IS REDUCE THE NUMBER VESSELS WELL THAT CAUSES THE ALARMS TO GO OFF IN MY HEAD NUMBER VESSELS WELL THAT CAUSES THE ALARMS TO GO OFF IN MY HEAD NUMBER VESSELS WELL THAT CAUSES THE ALARMS TO GO

744OFF IN MY HEAD IN REFERENCE TO THAT MEETING THE ALARMS TO GO OFF IN MY HEAD IN REFERENCE TO THAT MEETING THE ALARMS TO GO OFF IN MY HEAD IN REFERENCE TO THAT MEETING WITH DR. KOONCE AND JUST THEY IN REFERENCE TO THAT MEETING WITH DR. KOONCE AND JUST THEY IN REFERENCE TO THAT MEETING WITH DR. KOONCE AND JUST THEY HELP, HELP ME UNDERSTAND THAT'S WITH DR. KOONCE AND JUST THEY HELP, HELP ME UNDERSTAND THAT'S WITH DR. KOONCE AND JUST THEY HELP, HELP ME UNDERSTAND THAT'S ONE EXAMPLE AND BEFORE I FINISH HELP, HELP ME UNDERSTAND THAT'S ONE EXAMPLE AND BEFORE I FINISH HELP, HELP ME UNDERSTAND THAT'S ONE EXAMPLE AND BEFORE I FINISH ANOTHER EXAMPLE THAT COMES TO ONE EXAMPLE AND BEFORE I FINISH ANOTHER EXAMPLE THAT COMES TO ONE EXAMPLE AND BEFORE I FINISH

745ANOTHER EXAMPLE THAT COMES TO MIND IS ALSO IN REFERENCE TO ANOTHER EXAMPLE THAT COMES TO MIND IS ALSO IN REFERENCE TO ANOTHER EXAMPLE THAT COMES TO MIND IS ALSO IN REFERENCE TO THE NEW ASSESSMENT SYSTEM MIND IS ALSO IN REFERENCE TO THE NEW ASSESSMENT SYSTEM MIND IS ALSO IN REFERENCE TO THE NEW ASSESSMENT SYSTEM THAT'S BEING INTRODUCED BY THE THE NEW ASSESSMENT SYSTEM THAT'S BEING INTRODUCED BY THE THE NEW ASSESSMENT SYSTEM THAT'S BEING INTRODUCED BY THE DEPARTMENT OF EDUCATION IN THE THAT'S BEING INTRODUCED BY THE DEPARTMENT OF EDUCATION IN THE THAT'S BEING INTRODUCED BY THE DEPARTMENT OF EDUCATION IN THE STATE OF VIRGINIA AND IT SEEMS DEPARTMENT OF EDUCATION IN THE STATE OF VIRGINIA AND IT SEEMS DEPARTMENT OF EDUCATION IN THE STATE OF VIRGINIA AND IT SEEMS TO BE SAYING THAT MAY NOT BE

746STATE OF VIRGINIA AND IT SEEMS TO BE SAYING THAT MAY NOT BE STATE OF VIRGINIA AND IT SEEMS TO BE SAYING THAT MAY NOT BE THE WAY WE WANT TO GO RIGHT NOW TO BE SAYING THAT MAY NOT BE THE WAY WE WANT TO GO RIGHT NOW TO BE SAYING THAT MAY NOT BE THE WAY WE WANT TO GO RIGHT NOW SO THESE REPRESENTED EXAMPLES THE WAY WE WANT TO GO RIGHT NOW SO THESE REPRESENTED EXAMPLES THE WAY WE WANT TO GO RIGHT NOW SO THESE REPRESENTED EXAMPLES OF THESE ARE SIGNIFICANT SO THESE REPRESENTED EXAMPLES OF THESE ARE SIGNIFICANT SO THESE REPRESENTED EXAMPLES OF THESE ARE SIGNIFICANT SIGNIFICANT TOPICS AND ONE OF THESE ARE SIGNIFICANT SIGNIFICANT TOPICS AND ONE OF THESE ARE SIGNIFICANT SIGNIFICANT TOPICS AND ONE OF THE THINGS THAT I LOVE TO SIGNIFICANT

747TOPICS AND ONE OF THE THINGS THAT I LOVE TO SIGNIFICANT TOPICS AND ONE OF THE THINGS THAT I LOVE TO EXPERIENCE IN ORDER TO GAIN A OF THE THINGS THAT I LOVE TO EXPERIENCE IN ORDER TO GAIN A OF THE THINGS THAT I LOVE TO EXPERIENCE IN ORDER TO GAIN A DEEPER UNDERSTANDING IS TO HEAR EXPERIENCE IN ORDER TO GAIN A DEEPER UNDERSTANDING IS TO HEAR EXPERIENCE IN ORDER TO GAIN A DEEPER UNDERSTANDING IS TO HEAR FROM PARTYA RELATIVE TO THE DEEPER UNDERSTANDING IS TO HEAR FROM PARTYA RELATIVE TO THE DEEPER UNDERSTANDING IS TO HEAR FROM PARTYA RELATIVE TO THE PROS AND CONS OF A PARTICULAR FROM PARTYA RELATIVE TO THE PROS AND CONS OF A PARTICULAR FROM PARTYA RELATIVE TO THE PROS AND CONS OF A PARTICULAR ISSUE BUT THEN WISH THAT I PROS

748AND CONS OF A PARTICULAR ISSUE BUT THEN WISH THAT I PROS AND CONS OF A PARTICULAR ISSUE BUT THEN WISH THAT I COULD HEAR FROM PARTY WHO SAYS ISSUE BUT THEN WISH THAT I COULD HEAR FROM PARTY WHO SAYS ISSUE BUT THEN WISH THAT I COULD HEAR FROM PARTY WHO SAYS NO I DON'T I DON'T SEE IT THAT COULD HEAR FROM PARTY WHO SAYS NO I DON'T I DON'T SEE IT THAT COULD HEAR FROM PARTY WHO SAYS NO I DON'T I DON'T SEE IT THAT WAY AT ALL AND HERE ARE SOME NO I DON'T I DON'T SEE IT THAT WAY AT ALL AND HERE ARE SOME NO I DON'T I DON'T SEE IT THAT WAY AT ALL AND HERE ARE SOME THINGS TO TAKE INTO WAY AT ALL AND HERE ARE SOME THINGS TO TAKE

749INTO WAY AT ALL AND HERE ARE SOME THINGS TO TAKE INTO CONSIDERATION IN ORDER TO FRAME THINGS TO TAKE INTO CONSIDERATION IN ORDER TO FRAME THINGS TO TAKE INTO CONSIDERATION IN ORDER TO FRAME YOUR TOTAL PICTURE CONSIDERATION IN ORDER TO FRAME YOUR TOTAL PICTURE CONSIDERATION IN ORDER TO FRAME YOUR TOTAL PICTURE OF UNDERSTANDING FROM WHICH YOU YOUR TOTAL PICTURE OF UNDERSTANDING FROM WHICH YOU YOUR TOTAL PICTURE OF UNDERSTANDING FROM WHICH YOU CAN THEN MAKE AN INTELLIGENT OF UNDERSTANDING FROM WHICH YOU CAN THEN MAKE AN INTELLIGENT OF UNDERSTANDING FROM WHICH YOU CAN THEN MAKE AN INTELLIGENT DECISION. CAN THEN MAKE AN INTELLIGENT DECISION. CAN THEN MAKE AN INTELLIGENT DECISION. THAT'S WHY I RAISED MY HAND IT DECISION. THAT'S WHY I RAISED MY HAND IT DECISION. THAT'S WHY I RAISED MY HAND IT DID SOMETHING I'VE NEVER

750DONE THAT'S WHY I RAISED MY HAND IT DID SOMETHING I'VE NEVER DONE THAT'S WHY I RAISED MY HAND IT DID SOMETHING I'VE NEVER DONE BEFORE. DID SOMETHING I'VE NEVER DONE BEFORE. DID SOMETHING I'VE NEVER DONE BEFORE. AS I SAID GOING OR NO MAN HAS BEFORE. AS I SAID GOING OR NO MAN HAS BEFORE. AS I SAID GOING OR NO MAN HAS GONE BEFORE THAT WAS THE REASON AS I SAID GOING OR NO MAN HAS GONE BEFORE THAT WAS THE REASON AS I SAID GOING OR NO MAN HAS GONE BEFORE THAT WAS THE REASON BEHIND THE REQUEST I JUST FELT GONE BEFORE THAT WAS THE REASON BEHIND THE REQUEST I JUST FELT GONE BEFORE THAT WAS THE REASON BEHIND THE REQUEST I JUST FELT LIKE FOR SUCH SIGNIFICANT BEHIND THE REQUEST I JUST FELT LIKE FOR

751SUCH SIGNIFICANT BEHIND THE REQUEST I JUST FELT LIKE FOR SUCH SIGNIFICANT ISSUES I WAS NOT READY TO MAKE LIKE FOR SUCH SIGNIFICANT ISSUES I WAS NOT READY TO MAKE LIKE FOR SUCH SIGNIFICANT ISSUES I WAS NOT READY TO MAKE DECISIONS ON IT I NEEDED GATHER ISSUES I WAS NOT READY TO MAKE DECISIONS ON IT I NEEDED GATHER ISSUES I WAS NOT READY TO MAKE DECISIONS ON IT I NEEDED GATHER A DEEPER A DEEPER UNDERSTANDING DECISIONS ON IT I NEEDED GATHER A DEEPER A DEEPER UNDERSTANDING DECISIONS ON IT I NEEDED GATHER A DEEPER A DEEPER UNDERSTANDING AND IF YOU REPRESENT ONE SIDE A DEEPER A DEEPER UNDERSTANDING AND IF YOU REPRESENT ONE SIDE A DEEPER A DEEPER UNDERSTANDING AND IF YOU REPRESENT ONE SIDE OF THE COIN IS THERE ANYBODY AND IF YOU REPRESENT ONE SIDE

752OF THE COIN IS THERE ANYBODY AND IF YOU REPRESENT ONE SIDE OF THE COIN IS THERE ANYBODY ELSE WE CAN HEAR FROM THAT OF THE COIN IS THERE ANYBODY ELSE WE CAN HEAR FROM THAT OF THE COIN IS THERE ANYBODY ELSE WE CAN HEAR FROM THAT REPRESENTS AND OTHER SIDE ELSE WE CAN HEAR FROM THAT REPRESENTS AND OTHER SIDE ELSE WE CAN HEAR FROM THAT REPRESENTS AND OTHER SIDE OF THE COIN IN ORDER GET A REPRESENTS AND OTHER SIDE OF THE COIN IN ORDER GET A REPRESENTS AND OTHER SIDE OF THE COIN IN ORDER GET A BALANCED PERSPECTIVE BEFORE A OF THE COIN IN ORDER GET A BALANCED PERSPECTIVE BEFORE A OF THE COIN IN ORDER GET A BALANCED PERSPECTIVE BEFORE A FINAL DECISION CAN BE MADE. BALANCED PERSPECTIVE BEFORE A FINAL DECISION CAN BE

753MADE. BALANCED PERSPECTIVE BEFORE A FINAL DECISION CAN BE MADE. OTHER THAN THAT, I HAVE NOTHING FINAL DECISION CAN BE MADE. OTHER THAN THAT, I HAVE NOTHING FINAL DECISION CAN BE MADE. OTHER THAN THAT, I HAVE NOTHING TO TALK ABOUT MR. CALLEN AND OTHER THAN THAT, I HAVE NOTHING TO TALK ABOUT MR. CALLEN AND OTHER THAN THAT, I HAVE NOTHING TO TALK ABOUT MR. CALLEN AND THERE ARE EXPERTS IN THIS ROOM TO TALK ABOUT MR. CALLEN AND THERE ARE EXPERTS IN THIS ROOM TO TALK ABOUT MR. CALLEN AND THERE ARE EXPERTS IN THIS ROOM WHO HAVE WORKED VERY THERE ARE EXPERTS IN THIS ROOM WHO HAVE WORKED VERY THERE ARE EXPERTS IN THIS ROOM WHO HAVE WORKED VERY INTERMITTENTLY AND DEEPLY WITH WHO HAVE WORKED VERY INTERMITTENTLY AND DEEPLY WITH WHO HAVE WORKED VERY INTERMITTENTLY AND

754DEEPLY WITH THE WELLS AND SO I DON'T WANT INTERMITTENTLY AND DEEPLY WITH THE WELLS AND SO I DON'T WANT INTERMITTENTLY AND DEEPLY WITH THE WELLS AND SO I DON'T WANT TO STEAL THEIR THUNDER THEY CAN THE WELLS AND SO I DON'T WANT TO STEAL THEIR THUNDER THEY CAN THE WELLS AND SO I DON'T WANT TO STEAL THEIR THUNDER THEY CAN ADDRESS A LOT OF YOUR CONCERNS TO STEAL THEIR THUNDER THEY CAN ADDRESS A LOT OF YOUR CONCERNS TO STEAL THEIR THUNDER THEY CAN ADDRESS A LOT OF YOUR CONCERNS AND QUESTIONS I WOULD TALK ADDRESS A LOT OF YOUR CONCERNS AND QUESTIONS I WOULD TALK ADDRESS A LOT OF YOUR CONCERNS AND QUESTIONS I WOULD TALK REALLY JUST AT A VERY HIGH AND QUESTIONS I WOULD TALK REALLY JUST AT A VERY HIGH AND QUESTIONS I

755WOULD TALK REALLY JUST AT A VERY HIGH LEVEL REFER TO DEFER TO THEM IF REALLY JUST AT A VERY HIGH LEVEL REFER TO DEFER TO THEM IF REALLY JUST AT A VERY HIGH LEVEL REFER TO DEFER TO THEM IF THAT'S OK THE SS WELLS AND THIS LEVEL REFER TO DEFER TO THEM IF THAT'S OK THE SS WELLS AND THIS LEVEL REFER TO DEFER TO THEM IF THAT'S OK THE SS WELLS AND THIS IS LANGUAGE AND OUR LEGISLATIVE THAT'S OK THE SS WELLS AND THIS IS LANGUAGE AND OUR LEGISLATIVE THAT'S OK THE SS WELLS AND THIS IS LANGUAGE AND OUR LEGISLATIVE THAT WE'VE BEEN TALKING ABOUT IS LANGUAGE AND OUR LEGISLATIVE THAT WE'VE BEEN TALKING ABOUT IS LANGUAGE AND OUR LEGISLATIVE THAT WE'VE BEEN TALKING ABOUT FOR FOR A LONG TIME NOW IN THAT WE'VE BEEN

756TALKING ABOUT FOR FOR A LONG TIME NOW IN THAT WE'VE BEEN TALKING ABOUT FOR FOR A LONG TIME NOW IN TERMS OF ASSESSMENT REFORM AND FOR FOR A LONG TIME NOW IN TERMS OF ASSESSMENT REFORM AND FOR FOR A LONG TIME NOW IN TERMS OF ASSESSMENT REFORM AND I THINK ONE OF THE CHALLENGES TERMS OF ASSESSMENT REFORM AND I THINK ONE OF THE CHALLENGES TERMS OF ASSESSMENT REFORM AND I THINK ONE OF THE CHALLENGES THAT WE HAVE SEEN OVER THE I THINK ONE OF THE CHALLENGES THAT WE HAVE SEEN OVER THE I THINK ONE OF THE CHALLENGES THAT WE HAVE SEEN OVER THE YEARS WITH ASSESSMENT REFORMS THAT WE HAVE SEEN OVER THE YEARS WITH ASSESSMENT REFORMS THAT WE HAVE SEEN OVER THE YEARS WITH ASSESSMENT REFORMS IS THAT THE WELLS THAT WERE YEARS WITH

757ASSESSMENT REFORMS IS THAT THE WELLS THAT WERE YEARS WITH ASSESSMENT REFORMS IS THAT THE WELLS THAT WERE DEVELOPED A VERY LONG TIME AGO IS THAT THE WELLS THAT WERE DEVELOPED A VERY LONG TIME AGO IS THAT THE WELLS THAT WERE DEVELOPED A VERY LONG TIME AGO WERE DESIGNED TO DO ONE THING DEVELOPED A VERY LONG TIME AGO WERE DESIGNED TO DO ONE THING DEVELOPED A VERY LONG TIME AGO WERE DESIGNED TO DO ONE THING WHICH IS WHICH IS SORT WERE DESIGNED TO DO ONE THING WHICH IS WHICH IS SORT WERE DESIGNED TO DO ONE THING WHICH IS WHICH IS SORT OF BENCHMARK FOR WHERE THE WHICH IS WHICH IS SORT OF BENCHMARK FOR WHERE THE WHICH IS WHICH IS SORT OF BENCHMARK FOR WHERE THE STUDENTS ARE AND OVER THE YEARS OF BENCHMARK FOR WHERE

758THE STUDENTS ARE AND OVER THE YEARS OF BENCHMARK FOR WHERE THE STUDENTS ARE AND OVER THE YEARS THE USES OF THOSE NUMBERS HAVE STUDENTS ARE AND OVER THE YEARS THE USES OF THOSE NUMBERS HAVE STUDENTS ARE AND OVER THE YEARS THE USES OF THOSE NUMBERS HAVE EXPANDED WELL BEYOND WHAT THE THE USES OF THOSE NUMBERS HAVE EXPANDED WELL BEYOND WHAT THE THE USES OF THOSE NUMBERS HAVE EXPANDED WELL BEYOND WHAT THE SCOPE OF THOSE ASSESSMENTS WERE EXPANDED WELL BEYOND WHAT THE SCOPE OF THOSE ASSESSMENTS WERE EXPANDED WELL BEYOND WHAT THE SCOPE OF THOSE ASSESSMENTS WERE REALLY EVER INTENDED TO SCOPE OF THOSE ASSESSMENTS WERE REALLY EVER INTENDED TO SCOPE OF THOSE ASSESSMENTS WERE REALLY EVER INTENDED TO DEMONSTRATE AND SO WHAT WE WANT REALLY EVER INTENDED TO DEMONSTRATE AND SO WHAT WE WANT REALLY EVER

759INTENDED TO DEMONSTRATE AND SO WHAT WE WANT TO MAKE SURE IS THAT THE DEMONSTRATE AND SO WHAT WE WANT TO MAKE SURE IS THAT THE DEMONSTRATE AND SO WHAT WE WANT TO MAKE SURE IS THAT THE ASSESSMENTS THAT WE ARE GIVING TO MAKE SURE IS THAT THE ASSESSMENTS THAT WE ARE GIVING TO MAKE SURE IS THAT THE ASSESSMENTS THAT WE ARE GIVING OUR STUDENTS GIVES THE DATA ASSESSMENTS THAT WE ARE GIVING OUR STUDENTS GIVES THE DATA ASSESSMENTS THAT WE ARE GIVING OUR STUDENTS GIVES THE DATA THAT WE NEED AND IS BEING USED OUR STUDENTS GIVES THE DATA THAT WE NEED AND IS BEING USED OUR STUDENTS GIVES THE DATA THAT WE NEED AND IS BEING USED IN A WAY THAT IS MOST THAT WE NEED AND IS BEING USED IN A WAY THAT IS MOST

760THAT WE NEED AND IS BEING USED IN A WAY THAT IS MOST MEANINGFUL TO OUR TEACHERS IN A WAY THAT IS MOST MEANINGFUL TO OUR TEACHERS IN A WAY THAT IS MOST MEANINGFUL TO OUR TEACHERS ADMINISTRATORS TO OUR MEANINGFUL TO OUR TEACHERS ADMINISTRATORS TO OUR MEANINGFUL TO OUR TEACHERS ADMINISTRATORS TO OUR ADMINISTRATORS, TO YOU ALL, TO ADMINISTRATORS TO OUR ADMINISTRATORS, TO YOU ALL, TO ADMINISTRATORS TO OUR ADMINISTRATORS, TO YOU ALL, TO THE COMMUNITY PARENTS AND I ADMINISTRATORS, TO YOU ALL, TO THE COMMUNITY PARENTS AND I ADMINISTRATORS, TO YOU ALL, TO THE COMMUNITY PARENTS AND I THINK THAT'S WHAT WE'RE REALLY THE COMMUNITY PARENTS AND I THINK THAT'S WHAT WE'RE REALLY THE COMMUNITY PARENTS AND I THINK THAT'S WHAT WE'RE REALLY WHAT WE'RE REALLY TRYING TO THINK THAT'S WHAT WE'RE REALLY WHAT WE'RE REALLY TRYING TO

761THINK THAT'S WHAT WE'RE REALLY WHAT WE'RE REALLY TRYING TO ACCOMPLISH AND WHAT OUR WHAT WE'RE REALLY TRYING TO ACCOMPLISH AND WHAT OUR WHAT WE'RE REALLY TRYING TO ACCOMPLISH AND WHAT OUR LANGUAGES AND WHEN WE TALK ACCOMPLISH AND WHAT OUR LANGUAGES AND WHEN WE TALK ACCOMPLISH AND WHAT OUR LANGUAGES AND WHEN WE TALK ABOUT THE REDUCTION IN THE LANGUAGES AND WHEN WE TALK ABOUT THE REDUCTION IN THE LANGUAGES AND WHEN WE TALK ABOUT THE REDUCTION IN THE WELLS THERE A LOT OF VESSELS ABOUT THE REDUCTION IN THE WELLS THERE A LOT OF VESSELS ABOUT THE REDUCTION IN THE WELLS THERE A LOT OF VESSELS THAT OUR STUDENTS ARE REQUIRED WELLS THERE A LOT OF VESSELS THAT OUR STUDENTS ARE REQUIRED WELLS THERE A LOT OF VESSELS THAT OUR STUDENTS ARE REQUIRED ARE REQUIRED TO TAKE. THAT

762OUR STUDENTS ARE REQUIRED ARE REQUIRED TO TAKE. THAT OUR STUDENTS ARE REQUIRED ARE REQUIRED TO TAKE. THERE'S ALSO LOTS OF OTHER END ARE REQUIRED TO TAKE. THERE'S ALSO LOTS OF OTHER END ARE REQUIRED TO TAKE. THERE'S ALSO LOTS OF OTHER END OF THE YEAR ASSESSMENTS THAT THERE'S ALSO LOTS OF OTHER END OF THE YEAR ASSESSMENTS THAT THERE'S ALSO LOTS OF OTHER END OF THE YEAR ASSESSMENTS THAT ARE REQUIRED TO TAKE AND I OF THE YEAR ASSESSMENTS THAT ARE REQUIRED TO TAKE AND I OF THE YEAR ASSESSMENTS THAT ARE REQUIRED TO TAKE AND I THINK THERE'S BEEN A A GENERAL ARE REQUIRED TO TAKE AND I THINK THERE'S BEEN A A GENERAL ARE REQUIRED TO TAKE AND I THINK THERE'S BEEN A A GENERAL CONSENSUS THERE'S THERE'S THERE THINK THERE'S BEEN A A GENERAL CONSENSUS THERE'S

763THERE'S THERE THINK THERE'S BEEN A A GENERAL CONSENSUS THERE'S THERE'S THERE IS A LOT ON THEM AT THE END CONSENSUS THERE'S THERE'S THERE IS A LOT ON THEM AT THE END CONSENSUS THERE'S THERE'S THERE IS A LOT ON THEM AT THE END OF THE YEAR AND REDUCING SOME IS A LOT ON THEM AT THE END OF THE YEAR AND REDUCING SOME IS A LOT ON THEM AT THE END OF THE YEAR AND REDUCING SOME OF BURDENS NO MIGHT BE IN THEIR OF THE YEAR AND REDUCING SOME OF BURDENS NO MIGHT BE IN THEIR OF THE YEAR AND REDUCING SOME OF BURDENS NO MIGHT BE IN THEIR BEST INTEREST AND I'LL SO OF BURDENS NO MIGHT BE IN THEIR BEST INTEREST AND I'LL SO OF BURDENS NO MIGHT BE IN THEIR BEST INTEREST AND I'LL SO

764THAT'S THAT'S WHERE THAT CAME BEST INTEREST AND I'LL SO THAT'S THAT'S WHERE THAT CAME BEST INTEREST AND I'LL SO THAT'S THAT'S WHERE THAT CAME FROM IN TERMS OF LIKE THE THAT'S THAT'S WHERE THAT CAME FROM IN TERMS OF LIKE THE THAT'S THAT'S WHERE THAT CAME FROM IN TERMS OF LIKE THE GROWTH ASSESSMENTS YOU KNOW, FROM IN TERMS OF LIKE THE GROWTH ASSESSMENTS YOU KNOW, FROM IN TERMS OF LIKE THE GROWTH ASSESSMENTS YOU KNOW, THERE WAS LEGISLATION PUT IN A GROWTH ASSESSMENTS YOU KNOW, THERE WAS LEGISLATION PUT IN A GROWTH ASSESSMENTS YOU KNOW, THERE WAS LEGISLATION PUT IN A COUPLE OF YEARS AGO THAT THERE WAS LEGISLATION PUT IN A COUPLE OF YEARS AGO THAT THERE WAS LEGISLATION PUT IN A COUPLE OF YEARS AGO THAT REQUIRED THREE YEAR GROWTH COUPLE OF YEARS AGO THAT REQUIRED

765THREE YEAR GROWTH COUPLE OF YEARS AGO THAT REQUIRED THREE YEAR GROWTH ASSESSMENTS STUDENTS HAVE TO REQUIRED THREE YEAR GROWTH ASSESSMENTS STUDENTS HAVE TO REQUIRED THREE YEAR GROWTH ASSESSMENTS STUDENTS HAVE TO TAKE A MIDDLE YEAR AND THIS IS ASSESSMENTS STUDENTS HAVE TO TAKE A MIDDLE YEAR AND THIS IS ASSESSMENTS STUDENTS HAVE TO TAKE A MIDDLE YEAR AND THIS IS FURTHER YEAR. TAKE A MIDDLE YEAR AND THIS IS FURTHER YEAR. TAKE A MIDDLE YEAR AND THIS IS FURTHER YEAR. I'M BEGINNING OF THE ER MILIA FURTHER YEAR. I'M BEGINNING OF THE ER MILIA FURTHER YEAR. I'M BEGINNING OF THE ER MILIA THE END OF THE YEAR AND THIS IS I'M BEGINNING OF THE ER MILIA THE END OF THE YEAR AND THIS IS I'M BEGINNING OF THE ER MILIA THE END OF THE YEAR AND THIS IS SOMETHING

766THAT WE SUPPORTED THE END OF THE YEAR AND THIS IS SOMETHING THAT WE SUPPORTED THE END OF THE YEAR AND THIS IS SOMETHING THAT WE SUPPORTED BECAUSE WE REALLY ONE OF THAT SOMETHING THAT WE SUPPORTED BECAUSE WE REALLY ONE OF THAT SOMETHING THAT WE SUPPORTED BECAUSE WE REALLY ONE OF THAT DATA FOR HOW OUR WERE TRACKING BECAUSE WE REALLY ONE OF THAT DATA FOR HOW OUR WERE TRACKING BECAUSE WE REALLY ONE OF THAT DATA FOR HOW OUR WERE TRACKING OVER THE COURSE OF THE YEAR. DATA FOR HOW OUR WERE TRACKING OVER THE COURSE OF THE YEAR. DATA FOR HOW OUR WERE TRACKING OVER THE COURSE OF THE YEAR. WELL AND AND UNFORTUNATELY OVER THE COURSE OF THE YEAR. WELL AND AND UNFORTUNATELY OVER THE COURSE OF THE YEAR. WELL AND AND UNFORTUNATELY SOMETIMES DIFFICULT RICHMOND

767WELL AND AND UNFORTUNATELY SOMETIMES DIFFICULT RICHMOND WELL AND AND UNFORTUNATELY SOMETIMES DIFFICULT RICHMOND FASHION WHAT WAS THEN CAME DOWN SOMETIMES DIFFICULT RICHMOND FASHION WHAT WAS THEN CAME DOWN SOMETIMES DIFFICULT RICHMOND FASHION WHAT WAS THEN CAME DOWN FROM THE DEPARTMENT FASHION WHAT WAS THEN CAME DOWN FROM THE DEPARTMENT FASHION WHAT WAS THEN CAME DOWN FROM THE DEPARTMENT OF EDUCATION WAS A VERY ONEROUS FROM THE DEPARTMENT OF EDUCATION WAS A VERY ONEROUS FROM THE DEPARTMENT OF EDUCATION WAS A VERY ONEROUS SYSTEM THAT THAT PUT MORE OF EDUCATION WAS A VERY ONEROUS SYSTEM THAT THAT PUT MORE OF EDUCATION WAS A VERY ONEROUS SYSTEM THAT THAT PUT MORE ASSESSMENTS ON OUR STUDENTS AND SYSTEM THAT THAT PUT MORE ASSESSMENTS ON OUR STUDENTS AND SYSTEM THAT THAT PUT MORE ASSESSMENTS ON OUR STUDENTS AND THEN DID NOT GIVE THE

768DATA THAT ASSESSMENTS ON OUR STUDENTS AND THEN DID NOT GIVE THE DATA THAT ASSESSMENTS ON OUR STUDENTS AND THEN DID NOT GIVE THE DATA THAT WE ARE ACTUALLY LOOKING TO THEN DID NOT GIVE THE DATA THAT WE ARE ACTUALLY LOOKING TO THEN DID NOT GIVE THE DATA THAT WE ARE ACTUALLY LOOKING TO ACCOMPLISH AND SO THOSE ARE THE WE ARE ACTUALLY LOOKING TO ACCOMPLISH AND SO THOSE ARE THE WE ARE ACTUALLY LOOKING TO ACCOMPLISH AND SO THOSE ARE THE TYPES OF THINGS THAT I THINK ACCOMPLISH AND SO THOSE ARE THE TYPES OF THINGS THAT I THINK ACCOMPLISH AND SO THOSE ARE THE TYPES OF THINGS THAT I THINK THAT WE WANT TO GET OUT OF THE TYPES OF THINGS THAT I THINK THAT WE WANT TO GET OUT OF THE TYPES OF THINGS THAT I

769THINK THAT WE WANT TO GET OUT OF THE HOWELLS ASSESSMENTS AND WE I DO THAT WE WANT TO GET OUT OF THE HOWELLS ASSESSMENTS AND WE I DO THAT WE WANT TO GET OUT OF THE HOWELLS ASSESSMENTS AND WE I DO KNOW FOR A FACT THAT THERE WILL HOWELLS ASSESSMENTS AND WE I DO KNOW FOR A FACT THAT THERE WILL HOWELLS ASSESSMENTS AND WE I DO KNOW FOR A FACT THAT THERE WILL BE LEGISLATION THIS INTRODUCE KNOW FOR A FACT THAT THERE WILL BE LEGISLATION THIS INTRODUCE KNOW FOR A FACT THAT THERE WILL BE LEGISLATION THIS INTRODUCE THE SESSION. BE LEGISLATION THIS INTRODUCE THE SESSION. BE LEGISLATION THIS INTRODUCE THE SESSION. I'M NOT SEEING VINYL VERSIONS THE SESSION. I'M NOT SEEING VINYL VERSIONS THE SESSION. I'M NOT SEEING VINYL VERSIONS I'VE BEEN INVOLVED WITH SOME

770I'M NOT SEEING VINYL VERSIONS I'VE BEEN INVOLVED WITH SOME I'M NOT SEEING VINYL VERSIONS I'VE BEEN INVOLVED WITH SOME PRELIMINARY DISCUSSIONS ABOUT I'VE BEEN INVOLVED WITH SOME PRELIMINARY DISCUSSIONS ABOUT I'VE BEEN INVOLVED WITH SOME PRELIMINARY DISCUSSIONS ABOUT WHAT DOES AS WELL REFORM LOOK PRELIMINARY DISCUSSIONS ABOUT WHAT DOES AS WELL REFORM LOOK PRELIMINARY DISCUSSIONS ABOUT WHAT DOES AS WELL REFORM LOOK LIKE AND IS PRIMARILY DRIVEN A WHAT DOES AS WELL REFORM LOOK LIKE AND IS PRIMARILY DRIVEN A WHAT DOES AS WELL REFORM LOOK LIKE AND IS PRIMARILY DRIVEN A LOT OF PROCESS REFORM I THINK LIKE AND IS PRIMARILY DRIVEN A LOT OF PROCESS REFORM I THINK LIKE AND IS PRIMARILY DRIVEN A LOT OF PROCESS REFORM I THINK THERE'S GOING TO BE ANOTHER LOT OF PROCESS REFORM I THINK THERE'S GOING TO BE ANOTHER LOT

771OF PROCESS REFORM I THINK THERE'S GOING TO BE ANOTHER EFFORT THAT IS GOING TO BE THERE'S GOING TO BE ANOTHER EFFORT THAT IS GOING TO BE THERE'S GOING TO BE ANOTHER EFFORT THAT IS GOING TO BE SEPARATE ABOUT HOW MANY SCHOOLS EFFORT THAT IS GOING TO BE SEPARATE ABOUT HOW MANY SCHOOLS EFFORT THAT IS GOING TO BE SEPARATE ABOUT HOW MANY SCHOOLS DO WE REALLY NEED AND FOR SEPARATE ABOUT HOW MANY SCHOOLS DO WE REALLY NEED AND FOR SEPARATE ABOUT HOW MANY SCHOOLS DO WE REALLY NEED AND FOR EXAMPLE THERE'S TWO WELLS AND DO WE REALLY NEED AND FOR EXAMPLE THERE'S TWO WELLS AND DO WE REALLY NEED AND FOR EXAMPLE THERE'S TWO WELLS AND AGAIN I'M GOING TO GET IN OVER EXAMPLE THERE'S TWO WELLS AND AGAIN I'M GOING TO GET IN OVER EXAMPLE

772THERE'S TWO WELLS AND AGAIN I'M GOING TO GET IN OVER MY HEAD HERE VERY QUICKLY. AGAIN I'M GOING TO GET IN OVER MY HEAD HERE VERY QUICKLY. AGAIN I'M GOING TO GET IN OVER MY HEAD HERE VERY QUICKLY. SO MY FRIEND A FRIEND THERE TO MY HEAD HERE VERY QUICKLY. SO MY FRIEND A FRIEND THERE TO MY HEAD HERE VERY QUICKLY. SO MY FRIEND A FRIEND THERE TO US SOUTH WALES IN PARTICULAR SO MY FRIEND A FRIEND THERE TO US SOUTH WALES IN PARTICULAR SO MY FRIEND A FRIEND THERE TO US SOUTH WALES IN PARTICULAR THAT ARE REQUIRED AND I BELIEVE US SOUTH WALES IN PARTICULAR THAT ARE REQUIRED AND I BELIEVE US SOUTH WALES IN PARTICULAR THAT ARE REQUIRED AND I BELIEVE IT IS CHEMISTRY AND WORLD THAT ARE REQUIRED AND I BELIEVE IT

773IS CHEMISTRY AND WORLD THAT ARE REQUIRED AND I BELIEVE IT IS CHEMISTRY AND WORLD HISTORY BUT ARE NOT USED FOR IT IS CHEMISTRY AND WORLD HISTORY BUT ARE NOT USED FOR IT IS CHEMISTRY AND WORLD HISTORY BUT ARE NOT USED FOR VERIFIED CREDITS SO THE HISTORY BUT ARE NOT USED FOR VERIFIED CREDITS SO THE HISTORY BUT ARE NOT USED FOR VERIFIED CREDITS SO THE QUESTION IS WHY ARE YOU DOING VERIFIED CREDITS SO THE QUESTION IS WHY ARE YOU DOING VERIFIED CREDITS SO THE QUESTION IS WHY ARE YOU DOING YOU DOING THESE TWO ASSESSMENTS QUESTION IS WHY ARE YOU DOING YOU DOING THESE TWO ASSESSMENTS QUESTION IS WHY ARE YOU DOING YOU DOING THESE TWO ASSESSMENTS AS WELLS IF THEY'RE NOT ALSO YOU DOING THESE TWO ASSESSMENTS AS WELLS IF THEY'RE NOT ALSO YOU DOING THESE

774TWO ASSESSMENTS AS WELLS IF THEY'RE NOT ALSO USE FOR VERIFIED CREDIT SO I AS WELLS IF THEY'RE NOT ALSO USE FOR VERIFIED CREDIT SO I AS WELLS IF THEY'RE NOT ALSO USE FOR VERIFIED CREDIT SO I THINK THE POINT IS WE NEED TO USE FOR VERIFIED CREDIT SO I THINK THE POINT IS WE NEED TO USE FOR VERIFIED CREDIT SO I THINK THE POINT IS WE NEED TO LOOK AT THIS SYSTEM FROM A THINK THE POINT IS WE NEED TO LOOK AT THIS SYSTEM FROM A THINK THE POINT IS WE NEED TO LOOK AT THIS SYSTEM FROM A COMPREHENSIVE STANDPOINT MAKING LOOK AT THIS SYSTEM FROM A COMPREHENSIVE STANDPOINT MAKING LOOK AT THIS SYSTEM FROM A COMPREHENSIVE STANDPOINT MAKING SURE THAT OUR SOULS ARE COMPREHENSIVE STANDPOINT MAKING SURE THAT OUR SOULS ARE COMPREHENSIVE STANDPOINT MAKING

775SURE THAT OUR SOULS ARE ACCOMPLISHING WHAT WE NEED TO SURE THAT OUR SOULS ARE ACCOMPLISHING WHAT WE NEED TO SURE THAT OUR SOULS ARE ACCOMPLISHING WHAT WE NEED TO ACCOMPLISH WE'RE GETTING THE ACCOMPLISHING WHAT WE NEED TO ACCOMPLISH WE'RE GETTING THE ACCOMPLISHING WHAT WE NEED TO ACCOMPLISH WE'RE GETTING THE DATA THAT WE NEED FROM OUR ACCOMPLISH WE'RE GETTING THE DATA THAT WE NEED FROM OUR ACCOMPLISH WE'RE GETTING THE DATA THAT WE NEED FROM OUR STUDENTS WERE MAKING WE'RE DATA THAT WE NEED FROM OUR STUDENTS WERE MAKING WE'RE DATA THAT WE NEED FROM OUR STUDENTS WERE MAKING WE'RE MAKING SURE THAT THEIR STUDENTS WERE MAKING WE'RE MAKING SURE THAT THEIR STUDENTS WERE MAKING WE'RE MAKING SURE THAT THEIR PROGRESSING LEARNING THINGS MAKING SURE THAT THEIR PROGRESSING LEARNING THINGS MAKING SURE THAT THEIR PROGRESSING LEARNING THINGS THAT

776THAT WE NEED TO LEARN BUT PROGRESSING LEARNING THINGS THAT THAT WE NEED TO LEARN BUT PROGRESSING LEARNING THINGS THAT THAT WE NEED TO LEARN BUT IN ANY WAY THAT MAKES SENSE FOR THAT THAT WE NEED TO LEARN BUT IN ANY WAY THAT MAKES SENSE FOR THAT THAT WE NEED TO LEARN BUT IN ANY WAY THAT MAKES SENSE FOR EVERYONE. IN ANY WAY THAT MAKES SENSE FOR EVERYONE. IN ANY WAY THAT MAKES SENSE FOR EVERYONE. SO THAT'S KIND OF A LONG EVERYONE. SO THAT'S KIND OF A LONG EVERYONE. SO THAT'S KIND OF A LONG ANSWERING I'M SURE THERE'S SO THAT'S KIND OF A LONG ANSWERING I'M SURE THERE'S SO THAT'S KIND OF A LONG ANSWERING I'M SURE THERE'S OTHERS HERE WE CAN ANSWER ANSWERING I'M SURE THERE'S OTHERS HERE WE CAN ANSWER ANSWERING I'M SURE THERE'S

777OTHERS HERE WE CAN ANSWER PROBABLY ANSWER SOME OF THE OTHERS HERE WE CAN ANSWER PROBABLY ANSWER SOME OF THE OTHERS HERE WE CAN ANSWER PROBABLY ANSWER SOME OF THE SPECIFICS. PROBABLY ANSWER SOME OF THE SPECIFICS. PROBABLY ANSWER SOME OF THE SPECIFICS. I CAN STUFF I THINK THE BOTTOM SPECIFICS. I CAN STUFF I THINK THE BOTTOM SPECIFICS. I CAN STUFF I THINK THE BOTTOM LINE IS TALENT ASSESSMENT I CAN STUFF I THINK THE BOTTOM LINE IS TALENT ASSESSMENT I CAN STUFF I THINK THE BOTTOM LINE IS TALENT ASSESSMENT REFORM AT THE STATE LEVEL IS LINE IS TALENT ASSESSMENT REFORM AT THE STATE LEVEL IS LINE IS TALENT ASSESSMENT REFORM AT THE STATE LEVEL IS SOMETHING THAT CONTINUES TO REFORM AT THE STATE LEVEL IS SOMETHING THAT CONTINUES TO REFORM AT THE STATE LEVEL IS SOMETHING THAT

778CONTINUES TO COME UP YEAR OVER YEAR OVER SOMETHING THAT CONTINUES TO COME UP YEAR OVER YEAR OVER SOMETHING THAT CONTINUES TO COME UP YEAR OVER YEAR OVER YEAR WE'VE GOT A NUMBER OF YOUR COME UP YEAR OVER YEAR OVER YEAR WE'VE GOT A NUMBER OF YOUR COME UP YEAR OVER YEAR OVER YEAR WE'VE GOT A NUMBER OF YOUR COLLEAGUES BEEN IN THIS ON THIS YEAR WE'VE GOT A NUMBER OF YOUR COLLEAGUES BEEN IN THIS ON THIS YEAR WE'VE GOT A NUMBER OF YOUR COLLEAGUES BEEN IN THIS ON THIS BOARD FOR A LONG TIME AND COLLEAGUES BEEN IN THIS ON THIS BOARD FOR A LONG TIME AND COLLEAGUES BEEN IN THIS ON THIS BOARD FOR A LONG TIME AND ASSESSMENT REFORM IS NOT THE BOARD FOR A LONG TIME AND ASSESSMENT REFORM IS NOT THE BOARD

779FOR A LONG TIME AND ASSESSMENT REFORM IS NOT THE FIRST TIME ASSESSMENT REFORM ASSESSMENT REFORM IS NOT THE FIRST TIME ASSESSMENT REFORM ASSESSMENT REFORM IS NOT THE FIRST TIME ASSESSMENT REFORM CAME AROUND. FIRST TIME ASSESSMENT REFORM CAME AROUND. FIRST TIME ASSESSMENT REFORM CAME AROUND. IT WAS IS NO LONGER WHAT YOU CAME AROUND. IT WAS IS NO LONGER WHAT YOU CAME AROUND. IT WAS IS NO LONGER WHAT YOU KNOW IT'S WHAT YOU CAN DO WITH IT WAS IS NO LONGER WHAT YOU KNOW IT'S WHAT YOU CAN DO WITH IT WAS IS NO LONGER WHAT YOU KNOW IT'S WHAT YOU CAN DO WITH WHAT YOU KNOW SO IS THE IS THE KNOW IT'S WHAT YOU CAN DO WITH WHAT YOU KNOW SO IS THE IS THE KNOW IT'S WHAT YOU CAN DO WITH WHAT YOU KNOW SO

780IS THE IS THE TYPICAL MULTIPLE CHOICE WHAT YOU KNOW SO IS THE IS THE TYPICAL MULTIPLE CHOICE WHAT YOU KNOW SO IS THE IS THE TYPICAL MULTIPLE CHOICE ASSESSMENT STILL APPROPRIATE TYPICAL MULTIPLE CHOICE ASSESSMENT STILL APPROPRIATE TYPICAL MULTIPLE CHOICE ASSESSMENT STILL APPROPRIATE SHOULD WE GO TO A PERFORMANCE ASSESSMENT STILL APPROPRIATE SHOULD WE GO TO A PERFORMANCE ASSESSMENT STILL APPROPRIATE SHOULD WE GO TO A PERFORMANCE ASSESSMENT WHERE YOU SHOULD WE GO TO A PERFORMANCE ASSESSMENT WHERE YOU SHOULD WE GO TO A PERFORMANCE ASSESSMENT WHERE YOU DEMONSTRATE HOW YOU CAN APPLY ASSESSMENT WHERE YOU DEMONSTRATE HOW YOU CAN APPLY ASSESSMENT WHERE YOU DEMONSTRATE HOW YOU CAN APPLY THE LEARNING THAT YOU HAVE? DEMONSTRATE HOW YOU CAN APPLY THE LEARNING THAT YOU HAVE? DEMONSTRATE HOW YOU CAN APPLY THE LEARNING THAT YOU HAVE? WELL, MULTIPLE CHOICE THE LEARNING

781THAT YOU HAVE? WELL, MULTIPLE CHOICE THE LEARNING THAT YOU HAVE? WELL, MULTIPLE CHOICE ASSESSMENT LENDS ITSELF EASILY WELL, MULTIPLE CHOICE ASSESSMENT LENDS ITSELF EASILY WELL, MULTIPLE CHOICE ASSESSMENT LENDS ITSELF EASILY TO SCORING A PERFORMANCE ASSESSMENT LENDS ITSELF EASILY TO SCORING A PERFORMANCE ASSESSMENT LENDS ITSELF EASILY TO SCORING A PERFORMANCE ASSESSMENT IS DIFFICULT TO TO SCORING A PERFORMANCE ASSESSMENT IS DIFFICULT TO TO SCORING A PERFORMANCE ASSESSMENT IS DIFFICULT TO SCORE IT REQUIRES ADDITIONAL ASSESSMENT IS DIFFICULT TO SCORE IT REQUIRES ADDITIONAL ASSESSMENT IS DIFFICULT TO SCORE IT REQUIRES ADDITIONAL TIME AND TRAINING SO WE'VE BEEN SCORE IT REQUIRES ADDITIONAL TIME AND TRAINING SO WE'VE BEEN SCORE IT REQUIRES ADDITIONAL TIME AND TRAINING SO WE'VE BEEN SLOW TO INTRODUCE PERFORMANCE TIME AND TRAINING SO WE'VE BEEN SLOW TO INTRODUCE PERFORMANCE TIME AND TRAINING SO WE'VE BEEN SLOW TO

782INTRODUCE PERFORMANCE ASSESSMENT AT TIMES OVER THE SLOW TO INTRODUCE PERFORMANCE ASSESSMENT AT TIMES OVER THE SLOW TO INTRODUCE PERFORMANCE ASSESSMENT AT TIMES OVER THE PAST 10 YEARS. ASSESSMENT AT TIMES OVER THE PAST 10 YEARS. ASSESSMENT AT TIMES OVER THE PAST 10 YEARS. WE'VE ADDED ASSESSMENTS. PAST 10 YEARS. WE'VE ADDED ASSESSMENTS. PAST 10 YEARS. WE'VE ADDED ASSESSMENTS. WE'VE ATTRACTED ASSESSORS WE WE'VE ADDED ASSESSMENTS. WE'VE ATTRACTED ASSESSORS WE WE'VE ADDED ASSESSMENTS. WE'VE ATTRACTED ASSESSORS WE TRIED TO GET A ALIGNED TO THE WE'VE ATTRACTED ASSESSORS WE TRIED TO GET A ALIGNED TO THE WE'VE ATTRACTED ASSESSORS WE TRIED TO GET A ALIGNED TO THE US DEPARTMENT OF EDUCATION TRIED TO GET A ALIGNED TO THE US DEPARTMENT OF EDUCATION TRIED TO GET A ALIGNED TO THE US DEPARTMENT OF EDUCATION WE'VE TRIED TO NOT BE ALIGNED US DEPARTMENT

783OF EDUCATION WE'VE TRIED TO NOT BE ALIGNED US DEPARTMENT OF EDUCATION WE'VE TRIED TO NOT BE ALIGNED WITH THE US DEPARTMENT WE'VE TRIED TO NOT BE ALIGNED WITH THE US DEPARTMENT WE'VE TRIED TO NOT BE ALIGNED WITH THE US DEPARTMENT OF EDUCATION SO I THINK THIS IS WITH THE US DEPARTMENT OF EDUCATION SO I THINK THIS IS WITH THE US DEPARTMENT OF EDUCATION SO I THINK THIS IS JUST A NOD TO WE STILL HAVEN'T OF EDUCATION SO I THINK THIS IS JUST A NOD TO WE STILL HAVEN'T OF EDUCATION SO I THINK THIS IS JUST A NOD TO WE STILL HAVEN'T FOUND SWEET SPOT AND IT WILL BE JUST A NOD TO WE STILL HAVEN'T FOUND SWEET SPOT AND IT WILL BE JUST A NOD TO WE STILL HAVEN'T FOUND SWEET SPOT AND IT WILL

784BE DRIVEN BY THE DEPARTMENT FOUND SWEET SPOT AND IT WILL BE DRIVEN BY THE DEPARTMENT FOUND SWEET SPOT AND IT WILL BE DRIVEN BY THE DEPARTMENT OF EDUCATION AND THE GROUPS DRIVEN BY THE DEPARTMENT OF EDUCATION AND THE GROUPS DRIVEN BY THE DEPARTMENT OF EDUCATION AND THE GROUPS THAT THEY PUT TOGETHER TO STUDY OF EDUCATION AND THE GROUPS THAT THEY PUT TOGETHER TO STUDY OF EDUCATION AND THE GROUPS THAT THEY PUT TOGETHER TO STUDY THIS AND I THINK THAT'S IS THAT THEY PUT TOGETHER TO STUDY THIS AND I THINK THAT'S IS THAT THEY PUT TOGETHER TO STUDY THIS AND I THINK THAT'S IS REALLY TRYING TO BE CAPTURED IN THIS AND I THINK THAT'S IS REALLY TRYING TO BE CAPTURED IN THIS AND I THINK THAT'S IS REALLY TRYING TO BE CAPTURED IN THIS LEGISLATIVE

785AGENDA IS WE REALLY TRYING TO BE CAPTURED IN THIS LEGISLATIVE AGENDA IS WE REALLY TRYING TO BE CAPTURED IN THIS LEGISLATIVE AGENDA IS WE STILL DON'T THINK WE'VE FOUND THIS LEGISLATIVE AGENDA IS WE STILL DON'T THINK WE'VE FOUND THIS LEGISLATIVE AGENDA IS WE STILL DON'T THINK WE'VE FOUND THE SWEET SPOT. STILL DON'T THINK WE'VE FOUND THE SWEET SPOT. STILL DON'T THINK WE'VE FOUND THE SWEET SPOT. WE'RE NOT SURE WHAT IT IS BUT THE SWEET SPOT. WE'RE NOT SURE WHAT IT IS BUT THE SWEET SPOT. WE'RE NOT SURE WHAT IT IS BUT IT'S STILL A KIND OF REQUIRES WE'RE NOT SURE WHAT IT IS BUT IT'S STILL A KIND OF REQUIRES WE'RE NOT SURE WHAT IT IS BUT IT'S STILL A KIND OF REQUIRES MORE A CLOSER LOOK YOU CAN SEE IT'S STILL A KIND OF

786REQUIRES MORE A CLOSER LOOK YOU CAN SEE IT'S STILL A KIND OF REQUIRES MORE A CLOSER LOOK YOU CAN SEE THE SCHOOL PERFORMANCE MORE A CLOSER LOOK YOU CAN SEE THE SCHOOL PERFORMANCE MORE A CLOSER LOOK YOU CAN SEE THE SCHOOL PERFORMANCE FRAMEWORK THEY'RE TRYING TO THE SCHOOL PERFORMANCE FRAMEWORK THEY'RE TRYING TO THE SCHOOL PERFORMANCE FRAMEWORK THEY'RE TRYING TO THEY BEING THE DEPARTMENT FRAMEWORK THEY'RE TRYING TO THEY BEING THE DEPARTMENT FRAMEWORK THEY'RE TRYING TO THEY BEING THE DEPARTMENT OF EDUCATION THEY'RE TRYING TO THEY BEING THE DEPARTMENT OF EDUCATION THEY'RE TRYING TO THEY BEING THE DEPARTMENT OF EDUCATION THEY'RE TRYING TO MAKE SURE THAT THE OF EDUCATION THEY'RE TRYING TO MAKE SURE THAT THE OF EDUCATION THEY'RE TRYING TO MAKE SURE THAT THE ACCOUNTABILITY ACCREDITATION MAKE SURE THAT THE ACCOUNTABILITY ACCREDITATION MAKE SURE THAT THE ACCOUNTABILITY

787ACCREDITATION SYSTEM USED BY THE UNITED ACCOUNTABILITY ACCREDITATION SYSTEM USED BY THE UNITED ACCOUNTABILITY ACCREDITATION SYSTEM USED BY THE UNITED STATES PART OF EDUCATION RIGHT SYSTEM USED BY THE UNITED STATES PART OF EDUCATION RIGHT SYSTEM USED BY THE UNITED STATES PART OF EDUCATION RIGHT NOW IS LINE WITH WHAT WE DO SO STATES PART OF EDUCATION RIGHT NOW IS LINE WITH WHAT WE DO SO STATES PART OF EDUCATION RIGHT NOW IS LINE WITH WHAT WE DO SO IT'S NOT AND AGAIN BOARD NOW IS LINE WITH WHAT WE DO SO IT'S NOT AND AGAIN BOARD NOW IS LINE WITH WHAT WE DO SO IT'S NOT AND AGAIN BOARD MEMBERS BOARD MEMBERS YOU IT'S NOT AND AGAIN BOARD MEMBERS BOARD MEMBERS YOU IT'S NOT AND AGAIN BOARD MEMBERS BOARD MEMBERS YOU REMEMBER OF TWO PLAYING FIELDS MEMBERS BOARD MEMBERS

788YOU REMEMBER OF TWO PLAYING FIELDS MEMBERS BOARD MEMBERS YOU REMEMBER OF TWO PLAYING FIELDS WE GOT TO MAKE ACCREDITATION REMEMBER OF TWO PLAYING FIELDS WE GOT TO MAKE ACCREDITATION REMEMBER OF TWO PLAYING FIELDS WE GOT TO MAKE ACCREDITATION OVER HERE STATE THEN WE'VE WE GOT TO MAKE ACCREDITATION OVER HERE STATE THEN WE'VE WE GOT TO MAKE ACCREDITATION OVER HERE STATE THEN WE'VE ACCOUNTABILITY EVERY YEAR WITH OVER HERE STATE THEN WE'VE ACCOUNTABILITY EVERY YEAR WITH OVER HERE STATE THEN WE'VE ACCOUNTABILITY EVERY YEAR WITH THE WITH THE FEDERAL ACCOUNTABILITY EVERY YEAR WITH THE WITH THE FEDERAL ACCOUNTABILITY EVERY YEAR WITH THE WITH THE FEDERAL GOVERNMENT. THE WITH THE FEDERAL GOVERNMENT. THE WITH THE FEDERAL GOVERNMENT. THEY'RE TRYING TO GET THOSE GOVERNMENT. THEY'RE TRYING TO GET THOSE GOVERNMENT. THEY'RE TRYING TO GET THOSE THINGS IN LINE WHICH IS

789A GREAT THEY'RE TRYING TO GET THOSE THINGS IN LINE WHICH IS A GREAT THEY'RE TRYING TO GET THOSE THINGS IN LINE WHICH IS A GREAT IDEA BY THE WAY, AND I THINK THINGS IN LINE WHICH IS A GREAT IDEA BY THE WAY, AND I THINK THINGS IN LINE WHICH IS A GREAT IDEA BY THE WAY, AND I THINK THAT THAT KIND OF PLAYS INTO IDEA BY THE WAY, AND I THINK THAT THAT KIND OF PLAYS INTO IDEA BY THE WAY, AND I THINK THAT THAT KIND OF PLAYS INTO THIS ASSESSMENT REFORM IDEA AND THAT THAT KIND OF PLAYS INTO THIS ASSESSMENT REFORM IDEA AND THAT THAT KIND OF PLAYS INTO THIS ASSESSMENT REFORM IDEA AND MY FINAL COMMENT WOULD BE I WAS THIS ASSESSMENT REFORM IDEA AND MY FINAL COMMENT WOULD BE I WAS THIS

790ASSESSMENT REFORM IDEA AND MY FINAL COMMENT WOULD BE I WAS ENGAGED IN A CONVERSATION THE MY FINAL COMMENT WOULD BE I WAS ENGAGED IN A CONVERSATION THE MY FINAL COMMENT WOULD BE I WAS ENGAGED IN A CONVERSATION THE BEGINNING OF THE YEAR WITH THE ENGAGED IN A CONVERSATION THE BEGINNING OF THE YEAR WITH THE ENGAGED IN A CONVERSATION THE BEGINNING OF THE YEAR WITH THE BOARD PRESIDENT GRACE KRISSY BEGINNING OF THE YEAR WITH THE BOARD PRESIDENT GRACE KRISSY BEGINNING OF THE YEAR WITH THE BOARD PRESIDENT GRACE KRISSY THE DEPUTY SECRETARY BOARD PRESIDENT GRACE KRISSY THE DEPUTY SECRETARY BOARD PRESIDENT GRACE KRISSY THE DEPUTY SECRETARY OF EDUCATION AROUND FLEXIBLE THE DEPUTY SECRETARY OF EDUCATION AROUND FLEXIBLE THE DEPUTY SECRETARY OF EDUCATION AROUND FLEXIBLE TIME RECOGNIZING THAT FOR OF EDUCATION AROUND FLEXIBLE TIME RECOGNIZING THAT FOR OF

791EDUCATION AROUND FLEXIBLE TIME RECOGNIZING THAT FOR CAREER READINESS WE NEED OUR TIME RECOGNIZING THAT FOR CAREER READINESS WE NEED OUR TIME RECOGNIZING THAT FOR CAREER READINESS WE NEED OUR KIDS TO HAVE THE ABILITY TO CAREER READINESS WE NEED OUR KIDS TO HAVE THE ABILITY TO CAREER READINESS WE NEED OUR KIDS TO HAVE THE ABILITY TO PARTICIPATE AND MEANINGFUL KIDS TO HAVE THE ABILITY TO PARTICIPATE AND MEANINGFUL KIDS TO HAVE THE ABILITY TO PARTICIPATE AND MEANINGFUL INTERNSHIPS AND APPRENTICESHIPS PARTICIPATE AND MEANINGFUL INTERNSHIPS AND APPRENTICESHIPS PARTICIPATE AND MEANINGFUL INTERNSHIPS AND APPRENTICESHIPS WHICH LIKELY MAY OCCUR DURING INTERNSHIPS AND APPRENTICESHIPS WHICH LIKELY MAY OCCUR DURING INTERNSHIPS AND APPRENTICESHIPS WHICH LIKELY MAY OCCUR DURING THE SCHOOL DAY. WHICH LIKELY MAY OCCUR DURING THE SCHOOL DAY. WHICH LIKELY MAY OCCUR DURING THE SCHOOL DAY. HOW CAN WE THOSE OPPORTUNITIES THE

792SCHOOL DAY. HOW CAN WE THOSE OPPORTUNITIES THE SCHOOL DAY. HOW CAN WE THOSE OPPORTUNITIES THROUGH A FLEXIBLE TIME HOW CAN WE THOSE OPPORTUNITIES THROUGH A FLEXIBLE TIME HOW CAN WE THOSE OPPORTUNITIES THROUGH A FLEXIBLE TIME AGREEMENT WHERE THOSE STUDENTS THROUGH A FLEXIBLE TIME AGREEMENT WHERE THOSE STUDENTS THROUGH A FLEXIBLE TIME AGREEMENT WHERE THOSE STUDENTS CAN GET CREDIT FOR THOSE TYPE AGREEMENT WHERE THOSE STUDENTS CAN GET CREDIT FOR THOSE TYPE AGREEMENT WHERE THOSE STUDENTS CAN GET CREDIT FOR THOSE TYPE COURSES AND THERE IS A BILL CAN GET CREDIT FOR THOSE TYPE COURSES AND THERE IS A BILL CAN GET CREDIT FOR THOSE TYPE COURSES AND THERE IS A BILL BEING PUSHED THROUGH ON THAT COURSES AND THERE IS A BILL BEING PUSHED THROUGH ON THAT COURSES AND THERE IS A BILL BEING PUSHED THROUGH ON THAT

793RIGHT NOW THAT WE HOPE WAS BEING PUSHED THROUGH ON THAT RIGHT NOW THAT WE HOPE WAS BEING PUSHED THROUGH ON THAT RIGHT NOW THAT WE HOPE WAS GOING TO PASS WHICH REALLY RIGHT NOW THAT WE HOPE WAS GOING TO PASS WHICH REALLY RIGHT NOW THAT WE HOPE WAS GOING TO PASS WHICH REALLY ACCELERATE OUR ALREADY GOING TO PASS WHICH REALLY ACCELERATE OUR ALREADY GOING TO PASS WHICH REALLY ACCELERATE OUR ALREADY ACCELERATED PROCESS FOR CAREER ACCELERATE OUR ALREADY ACCELERATED PROCESS FOR CAREER ACCELERATE OUR ALREADY ACCELERATED PROCESS FOR CAREER EXPOSURE. ACCELERATED PROCESS FOR CAREER EXPOSURE. ACCELERATED PROCESS FOR CAREER EXPOSURE. SO THAT'S A LONG AND MR. GOTTEN EXPOSURE. SO THAT'S A LONG AND MR. GOTTEN EXPOSURE. SO THAT'S A LONG AND MR. GOTTEN I CAN MAKE ONE MORE QUICK SO THAT'S A LONG AND MR. GOTTEN I

794CAN MAKE ONE MORE QUICK SO THAT'S A LONG AND MR. GOTTEN I CAN MAKE ONE MORE QUICK COMMENT TO JUST CURRENTLY THERE I CAN MAKE ONE MORE QUICK COMMENT TO JUST CURRENTLY THERE I CAN MAKE ONE MORE QUICK COMMENT TO JUST CURRENTLY THERE IS A CONTRACT IN THE STATE HAS COMMENT TO JUST CURRENTLY THERE IS A CONTRACT IN THE STATE HAS COMMENT TO JUST CURRENTLY THERE IS A CONTRACT IN THE STATE HAS WITH PEARSON WHO DOES AS WELL IS A CONTRACT IN THE STATE HAS WITH PEARSON WHO DOES AS WELL IS A CONTRACT IN THE STATE HAS WITH PEARSON WHO DOES AS WELL TESTING THAT CONTRACT HAS TO WITH PEARSON WHO DOES AS WELL TESTING THAT CONTRACT HAS TO WITH PEARSON WHO DOES AS WELL TESTING THAT CONTRACT HAS TO GET RENEWED THE DEPARTMENT TESTING

795THAT CONTRACT HAS TO GET RENEWED THE DEPARTMENT TESTING THAT CONTRACT HAS TO GET RENEWED THE DEPARTMENT OF EDUCATION'S REQUESTING MONEY GET RENEWED THE DEPARTMENT OF EDUCATION'S REQUESTING MONEY GET RENEWED THE DEPARTMENT OF EDUCATION'S REQUESTING MONEY RIGHT NOW FROM THE GOVERNOR'S OF EDUCATION'S REQUESTING MONEY RIGHT NOW FROM THE GOVERNOR'S OF EDUCATION'S REQUESTING MONEY RIGHT NOW FROM THE GOVERNOR'S OFFICE ULTIMATELY FROM THE RIGHT NOW FROM THE GOVERNOR'S OFFICE ULTIMATELY FROM THE RIGHT NOW FROM THE GOVERNOR'S OFFICE ULTIMATELY FROM THE GENERAL ASSEMBLY TO HAVE THAT OFFICE ULTIMATELY FROM THE GENERAL ASSEMBLY TO HAVE THAT OFFICE ULTIMATELY FROM THE GENERAL ASSEMBLY TO HAVE THAT HAVE ADDITIONAL MONEY TO GENERAL ASSEMBLY TO HAVE THAT HAVE ADDITIONAL MONEY TO GENERAL ASSEMBLY TO HAVE THAT HAVE ADDITIONAL MONEY TO RETHINK THE ESSO WELLS HAVE ADDITIONAL MONEY TO RETHINK THE ESSO WELLS HAVE

796ADDITIONAL MONEY TO RETHINK THE ESSO WELLS REGARDLESS THAT'S ALREADY KIND RETHINK THE ESSO WELLS REGARDLESS THAT'S ALREADY KIND RETHINK THE ESSO WELLS REGARDLESS THAT'S ALREADY KIND OF ON THE TABLE QUESTIONS THE REGARDLESS THAT'S ALREADY KIND OF ON THE TABLE QUESTIONS THE REGARDLESS THAT'S ALREADY KIND OF ON THE TABLE QUESTIONS THE QUESTION IS WHAT DOES IT BECOME OF ON THE TABLE QUESTIONS THE QUESTION IS WHAT DOES IT BECOME OF ON THE TABLE QUESTIONS THE QUESTION IS WHAT DOES IT BECOME THE GENERAL HAS NOT YET SIGNED QUESTION IS WHAT DOES IT BECOME THE GENERAL HAS NOT YET SIGNED QUESTION IS WHAT DOES IT BECOME THE GENERAL HAS NOT YET SIGNED OFF ON THOSE DOLLARS. THE GENERAL HAS NOT YET SIGNED OFF ON THOSE DOLLARS. THE GENERAL HAS NOT YET SIGNED OFF ON THOSE DOLLARS. IT IS A

797FAIRLY SIGNIFICANT OUT OFF ON THOSE DOLLARS. IT IS A FAIRLY SIGNIFICANT OUT OFF ON THOSE DOLLARS. IT IS A FAIRLY SIGNIFICANT OUT OF MONEY BUT THIS IS SOMETHING IT IS A FAIRLY SIGNIFICANT OUT OF MONEY BUT THIS IS SOMETHING IT IS A FAIRLY SIGNIFICANT OUT OF MONEY BUT THIS IS SOMETHING THAT WILL DEFINITELY BE MOVING OF MONEY BUT THIS IS SOMETHING THAT WILL DEFINITELY BE MOVING OF MONEY BUT THIS IS SOMETHING THAT WILL DEFINITELY BE MOVING FORWARD AND WITHIN NOT THIS THAT WILL DEFINITELY BE MOVING FORWARD AND WITHIN NOT THIS THAT WILL DEFINITELY BE MOVING FORWARD AND WITHIN NOT THIS SECTION CERTAINLY THE SESSION FORWARD AND WITHIN NOT THIS SECTION CERTAINLY THE SESSION FORWARD AND WITHIN NOT THIS SECTION CERTAINLY THE SESSION AFTER BECAUSE THEY HAVE TO DEAL SECTION CERTAINLY THE SESSION AFTER BECAUSE THEY

798HAVE TO DEAL SECTION CERTAINLY THE SESSION AFTER BECAUSE THEY HAVE TO DEAL WITH THIS SORT OF CONTRACT AFTER BECAUSE THEY HAVE TO DEAL WITH THIS SORT OF CONTRACT AFTER BECAUSE THEY HAVE TO DEAL WITH THIS SORT OF CONTRACT ISSUE THAT IS OUTSTANDING WITH THIS SORT OF CONTRACT ISSUE THAT IS OUTSTANDING WITH THIS SORT OF CONTRACT ISSUE THAT IS OUTSTANDING CURRENTLY ANOTHER QUESTION AND ISSUE THAT IS OUTSTANDING CURRENTLY ANOTHER QUESTION AND ISSUE THAT IS OUTSTANDING CURRENTLY ANOTHER QUESTION AND I DON'T KNOW WHO THEY SHOULD BE CURRENTLY ANOTHER QUESTION AND I DON'T KNOW WHO THEY SHOULD BE CURRENTLY ANOTHER QUESTION AND I DON'T KNOW WHO THEY SHOULD BE DIRECTED TO SO DIRECTED DID TO I DON'T KNOW WHO THEY SHOULD BE DIRECTED TO SO DIRECTED DID TO I DON'T KNOW WHO THEY SHOULD BE DIRECTED TO SO

799DIRECTED DID TO EVERYONE IN THE ROOM THIS MAY DIRECTED TO SO DIRECTED DID TO EVERYONE IN THE ROOM THIS MAY DIRECTED TO SO DIRECTED DID TO EVERYONE IN THE ROOM THIS MAY BE TOTALLY OUT OF THE BOX AND EVERYONE IN THE ROOM THIS MAY BE TOTALLY OUT OF THE BOX AND EVERYONE IN THE ROOM THIS MAY BE TOTALLY OUT OF THE BOX AND INAPPROPRIATE TO EVEN ASK BUT BE TOTALLY OUT OF THE BOX AND INAPPROPRIATE TO EVEN ASK BUT BE TOTALLY OUT OF THE BOX AND INAPPROPRIATE TO EVEN ASK BUT I'LL ASK IT NONETHELESS WOULD INAPPROPRIATE TO EVEN ASK BUT I'LL ASK IT NONETHELESS WOULD INAPPROPRIATE TO EVEN ASK BUT I'LL ASK IT NONETHELESS WOULD IT BE POSSIBLE TO HAVE A I'LL ASK IT NONETHELESS WOULD IT BE POSSIBLE TO HAVE A I'LL ASK IT

800NONETHELESS WOULD IT BE POSSIBLE TO HAVE A REPRESENTATIVE FROM THE IT BE POSSIBLE TO HAVE A REPRESENTATIVE FROM THE IT BE POSSIBLE TO HAVE A REPRESENTATIVE FROM THE VIRGINIA DEPARTMENT REPRESENTATIVE FROM THE VIRGINIA DEPARTMENT REPRESENTATIVE FROM THE VIRGINIA DEPARTMENT OF EDUCATION COME AND SPEAK TO VIRGINIA DEPARTMENT OF EDUCATION COME AND SPEAK TO VIRGINIA DEPARTMENT OF EDUCATION COME AND SPEAK TO US ABOUT VARIOUS THINGS SUCH AS OF EDUCATION COME AND SPEAK TO US ABOUT VARIOUS THINGS SUCH AS OF EDUCATION COME AND SPEAK TO US ABOUT VARIOUS THINGS SUCH AS THESE NEW ASSESSMENTS THAT ARE US ABOUT VARIOUS THINGS SUCH AS THESE NEW ASSESSMENTS THAT ARE US ABOUT VARIOUS THINGS SUCH AS THESE NEW ASSESSMENTS THAT ARE BEING RELEASED SO THAT IF WE'RE THESE NEW ASSESSMENTS THAT ARE BEING RELEASED SO THAT IF WE'RE THESE NEW ASSESSMENTS

801THAT ARE BEING RELEASED SO THAT IF WE'RE GOING TO GET TO A PLACE WHERE BEING RELEASED SO THAT IF WE'RE GOING TO GET TO A PLACE WHERE BEING RELEASED SO THAT IF WE'RE GOING TO GET TO A PLACE WHERE WE HAVE TO MAKE A DECISION AND GOING TO GET TO A PLACE WHERE WE HAVE TO MAKE A DECISION AND GOING TO GET TO A PLACE WHERE WE HAVE TO MAKE A DECISION AND VOTE ON IT WHICH I ASSUME WOULD WE HAVE TO MAKE A DECISION AND VOTE ON IT WHICH I ASSUME WOULD WE HAVE TO MAKE A DECISION AND VOTE ON IT WHICH I ASSUME WOULD BE SOMETHING WE MIGHT HAVE TO VOTE ON IT WHICH I ASSUME WOULD BE SOMETHING WE MIGHT HAVE TO VOTE ON IT WHICH I ASSUME WOULD BE SOMETHING WE

802MIGHT HAVE TO DO WE WOULD BE HEARING SO TO BE SOMETHING WE MIGHT HAVE TO DO WE WOULD BE HEARING SO TO BE SOMETHING WE MIGHT HAVE TO DO WE WOULD BE HEARING SO TO SPEAK TO SPEAK, FROM THE PEOPLE DO WE WOULD BE HEARING SO TO SPEAK TO SPEAK, FROM THE PEOPLE DO WE WOULD BE HEARING SO TO SPEAK TO SPEAK, FROM THE PEOPLE WHO ARE INVOLVED IN ACTUALLY SPEAK TO SPEAK, FROM THE PEOPLE WHO ARE INVOLVED IN ACTUALLY SPEAK TO SPEAK, FROM THE PEOPLE WHO ARE INVOLVED IN ACTUALLY CONSTRUCTING AND BUILDING THIS WHO ARE INVOLVED IN ACTUALLY CONSTRUCTING AND BUILDING THIS WHO ARE INVOLVED IN ACTUALLY CONSTRUCTING AND BUILDING THIS MOUSETRAP SO TO SPEAK OUT. CONSTRUCTING AND BUILDING THIS MOUSETRAP SO TO SPEAK OUT. CONSTRUCTING AND BUILDING THIS MOUSETRAP SO TO SPEAK OUT.

803SO I OFFER FOR THAT JUST AS I MOUSETRAP SO TO SPEAK OUT. SO I OFFER FOR THAT JUST AS I MOUSETRAP SO TO SPEAK OUT. SO I OFFER FOR THAT JUST AS I THOUGHT AND IT MAY SO I OFFER FOR THAT JUST AS I THOUGHT AND IT MAY SO I OFFER FOR THAT JUST AS I THOUGHT AND IT MAY INAPPROPRIATE BUT WHAT COMES TO THOUGHT AND IT MAY INAPPROPRIATE BUT WHAT COMES TO THOUGHT AND IT MAY INAPPROPRIATE BUT WHAT COMES TO MIND. INAPPROPRIATE BUT WHAT COMES TO MIND. INAPPROPRIATE BUT WHAT COMES TO MIND. NO, I DON'T THINK INAPPROPRIATE MIND. NO, I DON'T THINK INAPPROPRIATE MIND. NO, I DON'T THINK INAPPROPRIATE AND I THINK THAT'S SOMETHING NO, I DON'T THINK INAPPROPRIATE AND I THINK THAT'S SOMETHING NO, I DON'T THINK INAPPROPRIATE AND I THINK THAT'S SOMETHING

804THAT WE CAN CERTAINLY RANGE AND I THINK THAT'S SOMETHING THAT WE CAN CERTAINLY RANGE AND I THINK THAT'S SOMETHING THAT WE CAN CERTAINLY RANGE THERE'S BEEN THERE'S BEEN A THAT WE CAN CERTAINLY RANGE THERE'S BEEN THERE'S BEEN A THAT WE CAN CERTAINLY RANGE THERE'S BEEN THERE'S BEEN A NUMBER OF WORK GROUPS ONE MOST THERE'S BEEN THERE'S BEEN A NUMBER OF WORK GROUPS ONE MOST THERE'S BEEN THERE'S BEEN A NUMBER OF WORK GROUPS ONE MOST RECENTLY CALLED THE FIVE EIGHTY NUMBER OF WORK GROUPS ONE MOST RECENTLY CALLED THE FIVE EIGHTY NUMBER OF WORK GROUPS ONE MOST RECENTLY CALLED THE FIVE EIGHTY FIVE WORK GROUP IS NAMED FOR RECENTLY CALLED THE FIVE EIGHTY FIVE WORK GROUP IS NAMED FOR RECENTLY CALLED THE FIVE EIGHTY FIVE WORK GROUP IS NAMED FOR THE HOUSE BILL FIVE EIGHTY FIVE FIVE

805WORK GROUP IS NAMED FOR THE HOUSE BILL FIVE EIGHTY FIVE FIVE WORK GROUP IS NAMED FOR THE HOUSE BILL FIVE EIGHTY FIVE VERY INGENIOUS NAME AND THEY THE HOUSE BILL FIVE EIGHTY FIVE VERY INGENIOUS NAME AND THEY THE HOUSE BILL FIVE EIGHTY FIVE VERY INGENIOUS NAME AND THEY DID A VERY COMPREHENSIVE STUDY VERY INGENIOUS NAME AND THEY DID A VERY COMPREHENSIVE STUDY VERY INGENIOUS NAME AND THEY DID A VERY COMPREHENSIVE STUDY WHAT DOES AS WELL AS WHAT DID A VERY COMPREHENSIVE STUDY WHAT DOES AS WELL AS WHAT DID A VERY COMPREHENSIVE STUDY WHAT DOES AS WELL AS WHAT SHOULD THEY LOOK LIKE AND SO WHAT DOES AS WELL AS WHAT SHOULD THEY LOOK LIKE AND SO WHAT DOES AS WELL AS WHAT SHOULD THEY LOOK LIKE AND SO AND SO I THINK WE CAN CERTAINLY

806SHOULD THEY LOOK LIKE AND SO AND SO I THINK WE CAN CERTAINLY SHOULD THEY LOOK LIKE AND SO AND SO I THINK WE CAN CERTAINLY HAVE SOMEONE PEOPLE WHO ARE AND SO I THINK WE CAN CERTAINLY HAVE SOMEONE PEOPLE WHO ARE AND SO I THINK WE CAN CERTAINLY HAVE SOMEONE PEOPLE WHO ARE INVOLVED WITH THAT WORK MAYBE HAVE SOMEONE PEOPLE WHO ARE INVOLVED WITH THAT WORK MAYBE HAVE SOMEONE PEOPLE WHO ARE INVOLVED WITH THAT WORK MAYBE YOU COME DOWN AND MAYBE IT INVOLVED WITH THAT WORK MAYBE YOU COME DOWN AND MAYBE IT INVOLVED WITH THAT WORK MAYBE YOU COME DOWN AND MAYBE IT INFORMATION OR WHEREVER YOU IT YOU COME DOWN AND MAYBE IT INFORMATION OR WHEREVER YOU IT YOU COME DOWN AND MAYBE IT INFORMATION OR WHEREVER YOU IT WOULD BE APPROPRIATE TALK ABOUT

807INFORMATION OR WHEREVER YOU IT WOULD BE APPROPRIATE TALK ABOUT INFORMATION OR WHEREVER YOU IT WOULD BE APPROPRIATE TALK ABOUT SOME OF THAT WORK THAT'S BEEN WOULD BE APPROPRIATE TALK ABOUT SOME OF THAT WORK THAT'S BEEN WOULD BE APPROPRIATE TALK ABOUT SOME OF THAT WORK THAT'S BEEN DONE. SOME OF THAT WORK THAT'S BEEN DONE. SOME OF THAT WORK THAT'S BEEN DONE. ALL RIGHT, DR ROBERTSON WE'LL DONE. ALL RIGHT, DR ROBERTSON WE'LL DONE. ALL RIGHT, DR ROBERTSON WE'LL CHAT LATER ABOUT THAT. ALL RIGHT, DR ROBERTSON WE'LL CHAT LATER ABOUT THAT. ALL RIGHT, DR ROBERTSON WE'LL CHAT LATER ABOUT THAT. OK, MISS MANNING VERY GOOD CHAT LATER ABOUT THAT. OK, MISS MANNING VERY GOOD CHAT LATER ABOUT THAT. OK, MISS MANNING VERY GOOD SUMMARY OF ALL OF THAT BY THE OK, MISS MANNING VERY GOOD SUMMARY OF ALL

808OF THAT BY THE OK, MISS MANNING VERY GOOD SUMMARY OF ALL OF THAT BY THE WAY THE WAY, DID HARRY AND I DO SUMMARY OF ALL OF THAT BY THE WAY THE WAY, DID HARRY AND I DO SUMMARY OF ALL OF THAT BY THE WAY THE WAY, DID HARRY AND I DO SUPPORT ASSESSMENT REFORM? WAY THE WAY, DID HARRY AND I DO SUPPORT ASSESSMENT REFORM? WAY THE WAY, DID HARRY AND I DO SUPPORT ASSESSMENT REFORM? I THINK IT'S IMPORTANT BUT I SUPPORT ASSESSMENT REFORM? I THINK IT'S IMPORTANT BUT I SUPPORT ASSESSMENT REFORM? I THINK IT'S IMPORTANT BUT I ALSO VERY MUCH THINK THAT WE I THINK IT'S IMPORTANT BUT I ALSO VERY MUCH THINK THAT WE I THINK IT'S IMPORTANT BUT I ALSO VERY MUCH THINK THAT WE HAVE TO HAVE ACCOUNTABILITY AND ALSO VERY

809MUCH THINK THAT WE HAVE TO HAVE ACCOUNTABILITY AND ALSO VERY MUCH THINK THAT WE HAVE TO HAVE ACCOUNTABILITY AND STATE HAS TO HAVE HAVE TO HAVE ACCOUNTABILITY AND STATE HAS TO HAVE HAVE TO HAVE ACCOUNTABILITY AND STATE HAS TO HAVE ACCOUNTABILITY TO MAKE SURE STATE HAS TO HAVE ACCOUNTABILITY TO MAKE SURE STATE HAS TO HAVE ACCOUNTABILITY TO MAKE SURE THAT SCHOOL DISTRICTS ARE DOING ACCOUNTABILITY TO MAKE SURE THAT SCHOOL DISTRICTS ARE DOING ACCOUNTABILITY TO MAKE SURE THAT SCHOOL DISTRICTS ARE DOING WHAT THEY'RE SUPPOSED BE DOING THAT SCHOOL DISTRICTS ARE DOING WHAT THEY'RE SUPPOSED BE DOING THAT SCHOOL DISTRICTS ARE DOING WHAT THEY'RE SUPPOSED BE DOING IN EDUCATING STUDENTS AT A WHAT THEY'RE SUPPOSED BE DOING IN EDUCATING STUDENTS AT A WHAT THEY'RE SUPPOSED BE DOING IN EDUCATING STUDENTS AT A RIGOROUS LEVEL AND WE WERE

810AT A IN EDUCATING STUDENTS AT A RIGOROUS LEVEL AND WE WERE AT A IN EDUCATING STUDENTS AT A RIGOROUS LEVEL AND WE WERE AT A CONFERENCE A SCHOOL BOARD RIGOROUS LEVEL AND WE WERE AT A CONFERENCE A SCHOOL BOARD RIGOROUS LEVEL AND WE WERE AT A CONFERENCE A SCHOOL BOARD MEMBER ALLIANCE CONFERENCE AND CONFERENCE A SCHOOL BOARD MEMBER ALLIANCE CONFERENCE AND CONFERENCE A SCHOOL BOARD MEMBER ALLIANCE CONFERENCE AND SECRETARIAT ER WAS THERE AND MEMBER ALLIANCE CONFERENCE AND SECRETARIAT ER WAS THERE AND MEMBER ALLIANCE CONFERENCE AND SECRETARIAT ER WAS THERE AND SHE REALLY WANTED TO GET SECRETARIAT ER WAS THERE AND SHE REALLY WANTED TO GET SECRETARIAT ER WAS THERE AND SHE REALLY WANTED TO GET FEEDBACK ON THIS TOPIC FROM THE SHE REALLY WANTED TO GET FEEDBACK ON THIS TOPIC FROM THE SHE REALLY WANTED

811TO GET FEEDBACK ON THIS TOPIC FROM THE BOARD MEMBERS AND ONE BOARD FEEDBACK ON THIS TOPIC FROM THE BOARD MEMBERS AND ONE BOARD FEEDBACK ON THIS TOPIC FROM THE BOARD MEMBERS AND ONE BOARD MEMBER WHO IS A FORMER TEACHER BOARD MEMBERS AND ONE BOARD MEMBER WHO IS A FORMER TEACHER BOARD MEMBERS AND ONE BOARD MEMBER WHO IS A FORMER TEACHER STOOD UP AND SAID WE NEED TO DO MEMBER WHO IS A FORMER TEACHER STOOD UP AND SAID WE NEED TO DO MEMBER WHO IS A FORMER TEACHER STOOD UP AND SAID WE NEED TO DO SOMETHING ABOUT AS WELL AS IT'S STOOD UP AND SAID WE NEED TO DO SOMETHING ABOUT AS WELL AS IT'S STOOD UP AND SAID WE NEED TO DO SOMETHING ABOUT AS WELL AS IT'S NOT GREAT MEASURE OF STUDENTS SOMETHING ABOUT

812AS WELL AS IT'S NOT GREAT MEASURE OF STUDENTS SOMETHING ABOUT AS WELL AS IT'S NOT GREAT MEASURE OF STUDENTS ACROSS ABOARD AND HE HE NOT GREAT MEASURE OF STUDENTS ACROSS ABOARD AND HE HE NOT GREAT MEASURE OF STUDENTS ACROSS ABOARD AND HE HE SUGGESTED GOING BACK TO EXAMS ACROSS ABOARD AND HE HE SUGGESTED GOING BACK TO EXAMS ACROSS ABOARD AND HE HE SUGGESTED GOING BACK TO EXAMS HE GOT A ROUND A ROUND SUGGESTED GOING BACK TO EXAMS HE GOT A ROUND A ROUND SUGGESTED GOING BACK TO EXAMS HE GOT A ROUND A ROUND OF APPLAUSE FOR THAT CLASSROOM HE GOT A ROUND A ROUND OF APPLAUSE FOR THAT CLASSROOM HE GOT A ROUND A ROUND OF APPLAUSE FOR THAT CLASSROOM EXAMS. OF APPLAUSE FOR THAT CLASSROOM EXAMS. OF APPLAUSE FOR THAT CLASSROOM EXAMS. BUT I

813KNOW THE SECRETARY IS EXAMS. BUT I KNOW THE SECRETARY IS EXAMS. BUT I KNOW THE SECRETARY IS VERY INTERESTED IN GETTING OUR BUT I KNOW THE SECRETARY IS VERY INTERESTED IN GETTING OUR BUT I KNOW THE SECRETARY IS VERY INTERESTED IN GETTING OUR FEEDBACK ABOUT WHAT WE SEE IN VERY INTERESTED IN GETTING OUR FEEDBACK ABOUT WHAT WE SEE IN VERY INTERESTED IN GETTING OUR FEEDBACK ABOUT WHAT WE SEE IN WHAT WE WE THINK IS NEEDED. FEEDBACK ABOUT WHAT WE SEE IN WHAT WE WE THINK IS NEEDED. FEEDBACK ABOUT WHAT WE SEE IN WHAT WE WE THINK IS NEEDED. MY CONCERN HERE WITH THIS LAST WHAT WE WE THINK IS NEEDED. MY CONCERN HERE WITH THIS LAST WHAT WE WE THINK IS NEEDED. MY CONCERN HERE WITH THIS LAST ONE IS REGARDING GROWTH MY CONCERN HERE

814WITH THIS LAST ONE IS REGARDING GROWTH MY CONCERN HERE WITH THIS LAST ONE IS REGARDING GROWTH MEASURES BECAUSE I KNOW CORRECT ONE IS REGARDING GROWTH MEASURES BECAUSE I KNOW CORRECT ONE IS REGARDING GROWTH MEASURES BECAUSE I KNOW CORRECT ME IF I'M WRONG BUT I BELIEVE MEASURES BECAUSE I KNOW CORRECT ME IF I'M WRONG BUT I BELIEVE MEASURES BECAUSE I KNOW CORRECT ME IF I'M WRONG BUT I BELIEVE THAT GROWTH GROWTH MEASURES ME IF I'M WRONG BUT I BELIEVE THAT GROWTH GROWTH MEASURES ME IF I'M WRONG BUT I BELIEVE THAT GROWTH GROWTH MEASURES WERE TAKEN OUT OF THE THAT GROWTH GROWTH MEASURES WERE TAKEN OUT OF THE THAT GROWTH GROWTH MEASURES WERE TAKEN OUT OF THE ACCREDITATION MEASUREMENT WERE TAKEN OUT OF THE ACCREDITATION MEASUREMENT WERE TAKEN OUT OF THE ACCREDITATION MEASUREMENT BECAUSE THEY FELT THAT

815MAYBE IT ACCREDITATION MEASUREMENT BECAUSE THEY FELT THAT MAYBE IT ACCREDITATION MEASUREMENT BECAUSE THEY FELT THAT MAYBE IT WASN'T MAYBE IT WAS LOWERING BECAUSE THEY FELT THAT MAYBE IT WASN'T MAYBE IT WAS LOWERING BECAUSE THEY FELT THAT MAYBE IT WASN'T MAYBE IT WAS LOWERING STANDARDS A LITTLE BIT AND NOT WASN'T MAYBE IT WAS LOWERING STANDARDS A LITTLE BIT AND NOT WASN'T MAYBE IT WAS LOWERING STANDARDS A LITTLE BIT AND NOT REALLY TRULY MEASURING STUDENT STANDARDS A LITTLE BIT AND NOT REALLY TRULY MEASURING STUDENT STANDARDS A LITTLE BIT AND NOT REALLY TRULY MEASURING STUDENT ACADEMIC ACHIEVEMENT IS THAT REALLY TRULY MEASURING STUDENT ACADEMIC ACHIEVEMENT IS THAT REALLY TRULY MEASURING STUDENT ACADEMIC ACHIEVEMENT IS THAT TRUE OR NOT YOU STILL HAVE ACADEMIC ACHIEVEMENT IS THAT TRUE OR NOT YOU STILL HAVE ACADEMIC ACHIEVEMENT IS THAT TRUE OR NOT

816YOU STILL HAVE GROWTH YET MASTERY WHICH WHICH TRUE OR NOT YOU STILL HAVE GROWTH YET MASTERY WHICH WHICH TRUE OR NOT YOU STILL HAVE GROWTH YET MASTERY WHICH WHICH ACCOUNTS FOR A HIGHER GROWTH YET MASTERY WHICH WHICH ACCOUNTS FOR A HIGHER GROWTH YET MASTERY WHICH WHICH ACCOUNTS FOR A HIGHER PERCENTAGE THAN GROWTH BUT ACCOUNTS FOR A HIGHER PERCENTAGE THAN GROWTH BUT ACCOUNTS FOR A HIGHER PERCENTAGE THAN GROWTH BUT GROWTH IS STILL FACTORY. PERCENTAGE THAN GROWTH BUT GROWTH IS STILL FACTORY. PERCENTAGE THAN GROWTH BUT GROWTH IS STILL FACTORY. OK, OK SO THIS MENTIONING IN GROWTH IS STILL FACTORY. OK, OK SO THIS MENTIONING IN GROWTH IS STILL FACTORY. OK, OK SO THIS MENTIONING IN AUDITIONED A STUDENT GROWTH OK, OK SO THIS MENTIONING IN AUDITIONED A STUDENT GROWTH OK, OK SO THIS MENTIONING IN AUDITIONED A

817STUDENT GROWTH MEASURES OF ABC CBS THESE OTHER AUDITIONED A STUDENT GROWTH MEASURES OF ABC CBS THESE OTHER AUDITIONED A STUDENT GROWTH MEASURES OF ABC CBS THESE OTHER MEASURES THE GROWTH IS ALREADY MEASURES OF ABC CBS THESE OTHER MEASURES THE GROWTH IS ALREADY MEASURES OF ABC CBS THESE OTHER MEASURES THE GROWTH IS ALREADY SOMETHING THAT'S IN THERE AND MEASURES THE GROWTH IS ALREADY SOMETHING THAT'S IN THERE AND MEASURES THE GROWTH IS ALREADY SOMETHING THAT'S IN THERE AND THEIR CREDIT RATING IF I MIGHT SOMETHING THAT'S IN THERE AND THEIR CREDIT RATING IF I MIGHT SOMETHING THAT'S IN THERE AND THEIR CREDIT RATING IF I MIGHT OFFER ONE OTHER THING ON THAT THEIR CREDIT RATING IF I MIGHT OFFER ONE OTHER THING ON THAT THEIR CREDIT RATING IF I MIGHT OFFER ONE OTHER THING ON THAT THAT LANGUAGE

818AS I MENTIONED OFFER ONE OTHER THING ON THAT THAT LANGUAGE AS I MENTIONED OFFER ONE OTHER THING ON THAT THAT LANGUAGE AS I MENTIONED SPECIFIC THOSE THREE YEAR THAT LANGUAGE AS I MENTIONED SPECIFIC THOSE THREE YEAR THAT LANGUAGE AS I MENTIONED SPECIFIC THOSE THREE YEAR GROWTH ASSESSMENTS THIS PAST SPECIFIC THOSE THREE YEAR GROWTH ASSESSMENTS THIS PAST SPECIFIC THOSE THREE YEAR GROWTH ASSESSMENTS THIS PAST YEAR AND SIMILARLY THEY PASSED GROWTH ASSESSMENTS THIS PAST YEAR AND SIMILARLY THEY PASSED GROWTH ASSESSMENTS THIS PAST YEAR AND SIMILARLY THEY PASSED LEGISLATION THAT DELAYED THE YEAR AND SIMILARLY THEY PASSED LEGISLATION THAT DELAYED THE YEAR AND SIMILARLY THEY PASSED LEGISLATION THAT DELAYED THE IMPLEMENTATION OF THE DOJ LEGISLATION THAT DELAYED THE IMPLEMENTATION OF THE DOJ LEGISLATION THAT DELAYED THE IMPLEMENTATION OF THE DOJ GROWTH ASSESSMENT BUT THEY WILL IMPLEMENTATION OF THE

819DOJ GROWTH ASSESSMENT BUT THEY WILL IMPLEMENTATION OF THE DOJ GROWTH ASSESSMENT BUT THEY WILL STILL COMING ONLINE WILL STILL GROWTH ASSESSMENT BUT THEY WILL STILL COMING ONLINE WILL STILL GROWTH ASSESSMENT BUT THEY WILL STILL COMING ONLINE WILL STILL HAVE TO DO THEM SO I THINK WHAT STILL COMING ONLINE WILL STILL HAVE TO DO THEM SO I THINK WHAT STILL COMING ONLINE WILL STILL HAVE TO DO THEM SO I THINK WHAT WE ALSO WHAT WE ALSO WANT TO HAVE TO DO THEM SO I THINK WHAT WE ALSO WHAT WE ALSO WANT TO HAVE TO DO THEM SO I THINK WHAT WE ALSO WHAT WE ALSO WANT TO MAKE SURE IS WHEN THOSE GROWTH WE ALSO WHAT WE ALSO WANT TO MAKE SURE IS WHEN THOSE GROWTH WE ALSO WHAT WE ALSO WANT TO MAKE SURE IS

820WHEN THOSE GROWTH ASSESSMENTS COME BACK ONLINE MAKE SURE IS WHEN THOSE GROWTH ASSESSMENTS COME BACK ONLINE MAKE SURE IS WHEN THOSE GROWTH ASSESSMENTS COME BACK ONLINE THAT THEY ARE USEFUL TOOLS FOR ASSESSMENTS COME BACK ONLINE THAT THEY ARE USEFUL TOOLS FOR ASSESSMENTS COME BACK ONLINE THAT THEY ARE USEFUL TOOLS FOR US AND NOT JUST A BURDEN FOR THAT THEY ARE USEFUL TOOLS FOR US AND NOT JUST A BURDEN FOR THAT THEY ARE USEFUL TOOLS FOR US AND NOT JUST A BURDEN FOR OUR TEACHERS AND STUDENTS OK US AND NOT JUST A BURDEN FOR OUR TEACHERS AND STUDENTS OK US AND NOT JUST A BURDEN FOR OUR TEACHERS AND STUDENTS OK ALL RIGHT GREAT THANK YOU OUR TEACHERS AND STUDENTS OK ALL RIGHT GREAT THANK YOU OUR TEACHERS AND STUDENTS OK ALL RIGHT GREAT THANK YOU

821RIGHT. ALL RIGHT GREAT THANK YOU RIGHT. ALL RIGHT GREAT THANK YOU RIGHT. GREAT. RIGHT. GREAT. RIGHT. GREAT. THANK YOU SO MUCH, MR COLPEPER. GREAT. THANK YOU SO MUCH, MR COLPEPER. GREAT. THANK YOU SO MUCH, MR COLPEPER. I THINK THAT ENTERED THE THANK YOU SO MUCH, MR COLPEPER. I THINK THAT ENTERED THE THANK YOU SO MUCH, MR COLPEPER. I THINK THAT ENTERED THE ANJALI'S PART OF MY QUESTION I THINK THAT ENTERED THE ANJALI'S PART OF MY QUESTION I THINK THAT ENTERED THE ANJALI'S PART OF MY QUESTION WHICH WAS WHICH IS THE MASTER ANJALI'S PART OF MY QUESTION WHICH WAS WHICH IS THE MASTER ANJALI'S PART OF MY QUESTION WHICH WAS WHICH IS THE MASTER YOU STILL THINK WE'RE TRYING TO WHICH WAS WHICH IS THE MASTER YOU STILL THINK WE'RE TRYING TO WHICH WAS WHICH IS

822THE MASTER YOU STILL THINK WE'RE TRYING TO GET A GOOD MEASURE I'M TRYING YOU STILL THINK WE'RE TRYING TO GET A GOOD MEASURE I'M TRYING YOU STILL THINK WE'RE TRYING TO GET A GOOD MEASURE I'M TRYING TO SUMMARIZE HAVE THIS KIND GET A GOOD MEASURE I'M TRYING TO SUMMARIZE HAVE THIS KIND GET A GOOD MEASURE I'M TRYING TO SUMMARIZE HAVE THIS KIND OF KIND OF HOW I TOOK THIS IN TO SUMMARIZE HAVE THIS KIND OF KIND OF HOW I TOOK THIS IN TO SUMMARIZE HAVE THIS KIND OF KIND OF HOW I TOOK THIS IN THE FIRST I READ IT WHICH I OF KIND OF HOW I TOOK THIS IN THE FIRST I READ IT WHICH I OF KIND OF HOW I TOOK THIS IN THE FIRST I READ IT WHICH I THINK IS MORE ALONG

823THE LINES THE FIRST I READ IT WHICH I THINK IS MORE ALONG THE LINES THE FIRST I READ IT WHICH I THINK IS MORE ALONG THE LINES OF A LOT OF FOLKS HAVE THINK IS MORE ALONG THE LINES OF A LOT OF FOLKS HAVE THINK IS MORE ALONG THE LINES OF A LOT OF FOLKS HAVE COMPLAINTS WITH THE AS WELL AS OF A LOT OF FOLKS HAVE COMPLAINTS WITH THE AS WELL AS OF A LOT OF FOLKS HAVE COMPLAINTS WITH THE AS WELL AS OTHER VERGING ON THE STUDENTS COMPLAINTS WITH THE AS WELL AS OTHER VERGING ON THE STUDENTS COMPLAINTS WITH THE AS WELL AS OTHER VERGING ON THE STUDENTS AND OR THEY ACTUALLY DON'T OTHER VERGING ON THE STUDENTS AND OR THEY ACTUALLY DON'T OTHER VERGING ON THE STUDENTS AND OR THEY ACTUALLY DON'T

824ACTUALLY GIVE US WHAT WE IN AND OR THEY ACTUALLY DON'T ACTUALLY GIVE US WHAT WE IN AND OR THEY ACTUALLY DON'T ACTUALLY GIVE US WHAT WE IN TERMS OF DATA THAT REALLY ACTUALLY GIVE US WHAT WE IN TERMS OF DATA THAT REALLY ACTUALLY GIVE US WHAT WE IN TERMS OF DATA THAT REALLY MATTERS BUT I THINK WE ALL TERMS OF DATA THAT REALLY MATTERS BUT I THINK WE ALL TERMS OF DATA THAT REALLY MATTERS BUT I THINK WE ALL REALIZE ALL REALIZE THAT LIKE MATTERS BUT I THINK WE ALL REALIZE ALL REALIZE THAT LIKE MATTERS BUT I THINK WE ALL REALIZE ALL REALIZE THAT LIKE YOU THAT BEFORE RIGHT IT'S REALIZE ALL REALIZE THAT LIKE YOU THAT BEFORE RIGHT IT'S REALIZE ALL REALIZE THAT LIKE YOU THAT BEFORE RIGHT IT'S STILL A COMMON BENCHMARK ACROSS

825YOU THAT BEFORE RIGHT IT'S STILL A COMMON BENCHMARK ACROSS YOU THAT BEFORE RIGHT IT'S STILL A COMMON BENCHMARK ACROSS THE STATE AT STATE AT LEAST SO STILL A COMMON BENCHMARK ACROSS THE STATE AT STATE AT LEAST SO STILL A COMMON BENCHMARK ACROSS THE STATE AT STATE AT LEAST SO THE STATE CAN LOOK THAT AND GO THE STATE AT STATE AT LEAST SO THE STATE CAN LOOK THAT AND GO THE STATE AT STATE AT LEAST SO THE STATE CAN LOOK THAT AND GO WELL MAYBE YOU COULD BE BETTER THE STATE CAN LOOK THAT AND GO WELL MAYBE YOU COULD BE BETTER THE STATE CAN LOOK THAT AND GO WELL MAYBE YOU COULD BE BETTER AT, MAYBE BAD TEST BUT IT GIVES WELL MAYBE YOU COULD BE BETTER AT, MAYBE BAD TEST BUT IT GIVES WELL MAYBE

826YOU COULD BE BETTER AT, MAYBE BAD TEST BUT IT GIVES US A BASED ON INFORMATION ABOUT AT, MAYBE BAD TEST BUT IT GIVES US A BASED ON INFORMATION ABOUT AT, MAYBE BAD TEST BUT IT GIVES US A BASED ON INFORMATION ABOUT WHAT'S GOING ON ACROSS THE US A BASED ON INFORMATION ABOUT WHAT'S GOING ON ACROSS THE US A BASED ON INFORMATION ABOUT WHAT'S GOING ON ACROSS THE STATE OUR CONCERN IS DOES IT WHAT'S GOING ON ACROSS THE STATE OUR CONCERN IS DOES IT WHAT'S GOING ON ACROSS THE STATE OUR CONCERN IS DOES IT TELL US YOU THINK ABOUT WHAT'S STATE OUR CONCERN IS DOES IT TELL US YOU THINK ABOUT WHAT'S STATE OUR CONCERN IS DOES IT TELL US YOU THINK ABOUT WHAT'S GOING ON OUR SCHOOLS? TELL US YOU THINK ABOUT WHAT'S GOING ON

827OUR SCHOOLS? TELL US YOU THINK ABOUT WHAT'S GOING ON OUR SCHOOLS? SO MY I IS MY TAKE ON THE WAY GOING ON OUR SCHOOLS? SO MY I IS MY TAKE ON THE WAY GOING ON OUR SCHOOLS? SO MY I IS MY TAKE ON THE WAY THIS IS WRITTEN IS WHAT WE'RE SO MY I IS MY TAKE ON THE WAY THIS IS WRITTEN IS WHAT WE'RE SO MY I IS MY TAKE ON THE WAY THIS IS WRITTEN IS WHAT WE'RE ASKING IS THE STATE GIVE US THIS IS WRITTEN IS WHAT WE'RE ASKING IS THE STATE GIVE US THIS IS WRITTEN IS WHAT WE'RE ASKING IS THE STATE GIVE US SOME LEEWAY AND HOW WE LOOK HOW ASKING IS THE STATE GIVE US SOME LEEWAY AND HOW WE LOOK HOW ASKING IS THE STATE GIVE US SOME

828LEEWAY AND HOW WE LOOK HOW WE TEST AND THEREFORE COLLECT SOME LEEWAY AND HOW WE LOOK HOW WE TEST AND THEREFORE COLLECT SOME LEEWAY AND HOW WE LOOK HOW WE TEST AND THEREFORE COLLECT THE INFORMATION THAT WE WANT WE TEST AND THEREFORE COLLECT THE INFORMATION THAT WE WANT WE TEST AND THEREFORE COLLECT THE INFORMATION THAT WE WANT WHILE THE STATE STILL HAS AN THE INFORMATION THAT WE WANT WHILE THE STATE STILL HAS AN THE INFORMATION THAT WE WANT WHILE THE STATE STILL HAS AN OPPORTUNITY TO GET WHAT HE WHILE THE STATE STILL HAS AN OPPORTUNITY TO GET WHAT HE WHILE THE STATE STILL HAS AN OPPORTUNITY TO GET WHAT HE WANTS OUT OF IT IS THAT A FAIR OPPORTUNITY TO GET WHAT HE WANTS OUT OF IT IS THAT A FAIR OPPORTUNITY TO GET WHAT

829HE WANTS OUT OF IT IS THAT A FAIR ASSESSMENT OF WHAT WE'RE TRYING WANTS OUT OF IT IS THAT A FAIR ASSESSMENT OF WHAT WE'RE TRYING WANTS OUT OF IT IS THAT A FAIR ASSESSMENT OF WHAT WE'RE TRYING GET OUT OF THIS. ASSESSMENT OF WHAT WE'RE TRYING GET OUT OF THIS. ASSESSMENT OF WHAT WE'RE TRYING GET OUT OF THIS. I THINK THAT'S THINK THAT'S A GET OUT OF THIS. I THINK THAT'S THINK THAT'S A GET OUT OF THIS. I THINK THAT'S THINK THAT'S A GREAT SUMMARY OF 10 YEARS I THINK THAT'S THINK THAT'S A GREAT SUMMARY OF 10 YEARS I THINK THAT'S THINK THAT'S A GREAT SUMMARY OF 10 YEARS OF DISCUSSION OF THIS OK SO MY GREAT SUMMARY OF 10 YEARS OF DISCUSSION OF THIS OK SO MY GREAT SUMMARY OF 10 YEARS OF

830DISCUSSION OF THIS OK SO MY SO MY QUESTION THEN FOR MR OF DISCUSSION OF THIS OK SO MY SO MY QUESTION THEN FOR MR OF DISCUSSION OF THIS OK SO MY SO MY QUESTION THEN FOR MR CALLAGHAN IS ARE YOU SATISFIED SO MY QUESTION THEN FOR MR CALLAGHAN IS ARE YOU SATISFIED SO MY QUESTION THEN FOR MR CALLAGHAN IS ARE YOU SATISFIED ENOUGH THAT I COULD ENTERTAIN A CALLAGHAN IS ARE YOU SATISFIED ENOUGH THAT I COULD ENTERTAIN A CALLAGHAN IS ARE YOU SATISFIED ENOUGH THAT I COULD ENTERTAIN A MOTION TO MOVE THE LEGISLATE ENOUGH THAT I COULD ENTERTAIN A MOTION TO MOVE THE LEGISLATE ENOUGH THAT I COULD ENTERTAIN A MOTION TO MOVE THE LEGISLATE AGENDA FROM INFORMATION TO MOTION TO MOVE THE LEGISLATE AGENDA FROM INFORMATION TO MOTION TO MOVE THE LEGISLATE AGENDA FROM

831INFORMATION TO ACTION? AGENDA FROM INFORMATION TO ACTION? AGENDA FROM INFORMATION TO ACTION? SO I JUST NEED DIRECTION AND ACTION? SO I JUST NEED DIRECTION AND ACTION? SO I JUST NEED DIRECTION AND HOW TO PROCEED BECAUSE WE HAVE SO I JUST NEED DIRECTION AND HOW TO PROCEED BECAUSE WE HAVE SO I JUST NEED DIRECTION AND HOW TO PROCEED BECAUSE WE HAVE A LEGISLATIVE BREAKFAST WITH HOW TO PROCEED BECAUSE WE HAVE A LEGISLATIVE BREAKFAST WITH HOW TO PROCEED BECAUSE WE HAVE A LEGISLATIVE BREAKFAST WITH OUR LEGISLATORS ON FRIDAY AND A LEGISLATIVE BREAKFAST WITH OUR LEGISLATORS ON FRIDAY AND A LEGISLATIVE BREAKFAST WITH OUR LEGISLATORS ON FRIDAY AND WE HAVE TO AT LEAST SIGNAL TO OUR LEGISLATORS ON FRIDAY AND WE HAVE TO AT LEAST SIGNAL TO OUR LEGISLATORS ON FRIDAY AND WE HAVE TO AT LEAST SIGNAL

832TO OUR LEGISLATORS THROUGH OUR WE HAVE TO AT LEAST SIGNAL TO OUR LEGISLATORS THROUGH OUR WE HAVE TO AT LEAST SIGNAL TO OUR LEGISLATORS THROUGH OUR LOBBYIST HERE WHAT OUR OUR LEGISLATORS THROUGH OUR LOBBYIST HERE WHAT OUR OUR LEGISLATORS THROUGH OUR LOBBYIST HERE WHAT OUR PRIORITIES ARE SO HE CAN LOBBY LOBBYIST HERE WHAT OUR PRIORITIES ARE SO HE CAN LOBBY LOBBYIST HERE WHAT OUR PRIORITIES ARE SO HE CAN LOBBY ON BEHALF VIRGINIA BEACH IN PRIORITIES ARE SO HE CAN LOBBY ON BEHALF VIRGINIA BEACH IN PRIORITIES ARE SO HE CAN LOBBY ON BEHALF VIRGINIA BEACH IN CITY PUBLIC SCHOOLS. ON BEHALF VIRGINIA BEACH IN CITY PUBLIC SCHOOLS. ON BEHALF VIRGINIA BEACH IN CITY PUBLIC SCHOOLS. MRS FRANKLIN I WOULD LIKE TO GO CITY PUBLIC SCHOOLS. MRS FRANKLIN I WOULD LIKE TO GO CITY PUBLIC SCHOOLS. MRS

833FRANKLIN I WOULD LIKE TO GO AHEAD AND PASS THAT MOTION TO MRS FRANKLIN I WOULD LIKE TO GO AHEAD AND PASS THAT MOTION TO MRS FRANKLIN I WOULD LIKE TO GO AHEAD AND PASS THAT MOTION TO MOVE THIS INFORMATION TO ACTION AHEAD AND PASS THAT MOTION TO MOVE THIS INFORMATION TO ACTION AHEAD AND PASS THAT MOTION TO MOVE THIS INFORMATION TO ACTION SO THAT WE CAN BE PREPARED FOR MOVE THIS INFORMATION TO ACTION SO THAT WE CAN BE PREPARED FOR MOVE THIS INFORMATION TO ACTION SO THAT WE CAN BE PREPARED FOR FRIDAY AND BE ABLE TO SET WORTH SO THAT WE CAN BE PREPARED FOR FRIDAY AND BE ABLE TO SET WORTH SO THAT WE CAN BE PREPARED FOR FRIDAY AND BE ABLE TO SET WORTH A DIRECTION FOR OUR LEGISLATIVE FRIDAY AND BE ABLE

834TO SET WORTH A DIRECTION FOR OUR LEGISLATIVE FRIDAY AND BE ABLE TO SET WORTH A DIRECTION FOR OUR LEGISLATIVE AGENDA. A DIRECTION FOR OUR LEGISLATIVE AGENDA. A DIRECTION FOR OUR LEGISLATIVE AGENDA. ALL RIGHT. AGENDA. ALL RIGHT. AGENDA. ALL RIGHT. I MISS FRANKLIN SECOND BY MISS ALL RIGHT. I MISS FRANKLIN SECOND BY MISS ALL RIGHT. I MISS FRANKLIN SECOND BY MISS RIGGS. I MISS FRANKLIN SECOND BY MISS RIGGS. I MISS FRANKLIN SECOND BY MISS RIGGS. ALL RIGHT. RIGGS. ALL RIGHT. RIGGS. ALL RIGHT. I STILL SEE SOME DISCUSSION IN ALL RIGHT. I STILL SEE SOME DISCUSSION IN ALL RIGHT. I STILL SEE SOME DISCUSSION IN THE QUEUE. I STILL SEE SOME DISCUSSION IN THE QUEUE. I STILL SEE SOME DISCUSSION IN THE QUEUE. SO MR THANK YOU AND THANK YOU, THE QUEUE. SO MR THANK YOU AND

835THANK YOU, THE QUEUE. SO MR THANK YOU AND THANK YOU, MR FRANKLIN FOR MAKING THE SO MR THANK YOU AND THANK YOU, MR FRANKLIN FOR MAKING THE SO MR THANK YOU AND THANK YOU, MR FRANKLIN FOR MAKING THE MOTION I WOULD LIKE FOR US TO MR FRANKLIN FOR MAKING THE MOTION I WOULD LIKE FOR US TO MR FRANKLIN FOR MAKING THE MOTION I WOULD LIKE FOR US TO STAY AND TALK ABOUT IT AS LONG MOTION I WOULD LIKE FOR US TO STAY AND TALK ABOUT IT AS LONG MOTION I WOULD LIKE FOR US TO STAY AND TALK ABOUT IT AS LONG AS IT NEEDS TO BE TALKED ABOUT STAY AND TALK ABOUT IT AS LONG AS IT NEEDS TO BE TALKED ABOUT STAY AND TALK ABOUT IT AS LONG AS IT NEEDS TO BE TALKED

836ABOUT SO THAT A VOTE CAN OCCUR AND AS IT NEEDS TO BE TALKED ABOUT SO THAT A VOTE CAN OCCUR AND AS IT NEEDS TO BE TALKED ABOUT SO THAT A VOTE CAN OCCUR AND THAT OUR DISTRICT CAN HAVE A SO THAT A VOTE CAN OCCUR AND THAT OUR DISTRICT CAN HAVE A SO THAT A VOTE CAN OCCUR AND THAT OUR DISTRICT CAN HAVE A LEGISLATIVE PLAN TO GO FORWARD THAT OUR DISTRICT CAN HAVE A LEGISLATIVE PLAN TO GO FORWARD THAT OUR DISTRICT CAN HAVE A LEGISLATIVE PLAN TO GO FORWARD A UNDERSTAND THAT SOME OF THE LEGISLATIVE PLAN TO GO FORWARD A UNDERSTAND THAT SOME OF THE LEGISLATIVE PLAN TO GO FORWARD A UNDERSTAND THAT SOME OF THE INFORMATION IS COMPLEX THE A UNDERSTAND THAT SOME OF THE INFORMATION IS COMPLEX THE A UNDERSTAND THAT

837SOME OF THE INFORMATION IS COMPLEX THE ESSENTIAL QUESTION THAT YOU HAD INFORMATION IS COMPLEX THE ESSENTIAL QUESTION THAT YOU HAD INFORMATION IS COMPLEX THE ESSENTIAL QUESTION THAT YOU HAD CERTAINLY IS ONE THAT HAS BEEN ESSENTIAL QUESTION THAT YOU HAD CERTAINLY IS ONE THAT HAS BEEN ESSENTIAL QUESTION THAT YOU HAD CERTAINLY IS ONE THAT HAS BEEN A DISCUSSION LEGISLATIVELY AND CERTAINLY IS ONE THAT HAS BEEN A DISCUSSION LEGISLATIVELY AND CERTAINLY IS ONE THAT HAS BEEN A DISCUSSION LEGISLATIVELY AND AMONG THIS BOARD AND ACROSS THE A DISCUSSION LEGISLATIVELY AND AMONG THIS BOARD AND ACROSS THE A DISCUSSION LEGISLATIVELY AND AMONG THIS BOARD AND ACROSS THE STATE AS JOHN WAS MENTIONING AMONG THIS BOARD AND ACROSS THE STATE AS JOHN WAS MENTIONING AMONG THIS BOARD AND ACROSS THE STATE AS JOHN WAS MENTIONING FOR PROBABLY A DECADE NOW

838AND I STATE AS JOHN WAS MENTIONING FOR PROBABLY A DECADE NOW AND I STATE AS JOHN WAS MENTIONING FOR PROBABLY A DECADE NOW AND I I WOULD BE REALLY DISAPPOINTED FOR PROBABLY A DECADE NOW AND I I WOULD BE REALLY DISAPPOINTED FOR PROBABLY A DECADE NOW AND I I WOULD BE REALLY DISAPPOINTED IF OUR DISTRICT HAS TO MISS OUT I WOULD BE REALLY DISAPPOINTED IF OUR DISTRICT HAS TO MISS OUT I WOULD BE REALLY DISAPPOINTED IF OUR DISTRICT HAS TO MISS OUT ON HAVING IT ADVOCACY BECAUSE IF OUR DISTRICT HAS TO MISS OUT ON HAVING IT ADVOCACY BECAUSE IF OUR DISTRICT HAS TO MISS OUT ON HAVING IT ADVOCACY BECAUSE THOSE QUESTIONS WEREN'T BROUGHT ON HAVING IT ADVOCACY BECAUSE THOSE QUESTIONS WEREN'T BROUGHT ON HAVING IT ADVOCACY BECAUSE THOSE QUESTIONS WEREN'T BROUGHT FORWARD BEFORE. THOSE

839QUESTIONS WEREN'T BROUGHT FORWARD BEFORE. THOSE QUESTIONS WEREN'T BROUGHT FORWARD BEFORE. RIGHT NOW DR. ROBERTS HAD GREAT FORWARD BEFORE. RIGHT NOW DR. ROBERTS HAD GREAT FORWARD BEFORE. RIGHT NOW DR. ROBERTS HAD GREAT INPUT IT COULD HAVE BEEN RIGHT NOW DR. ROBERTS HAD GREAT INPUT IT COULD HAVE BEEN RIGHT NOW DR. ROBERTS HAD GREAT INPUT IT COULD HAVE BEEN RECEIVED PRIOR TO RIGHT NOW SO INPUT IT COULD HAVE BEEN RECEIVED PRIOR TO RIGHT NOW SO INPUT IT COULD HAVE BEEN RECEIVED PRIOR TO RIGHT NOW SO THAT WE WOULD BE READY TO VOTE RECEIVED PRIOR TO RIGHT NOW SO THAT WE WOULD BE READY TO VOTE RECEIVED PRIOR TO RIGHT NOW SO THAT WE WOULD BE READY TO VOTE AND I JUST THINK IT'S THAT WE WOULD BE READY TO VOTE AND I JUST THINK IT'S THAT WE

840WOULD BE READY TO VOTE AND I JUST THINK IT'S COMPLETELY UNFAIR TO OUR AND I JUST THINK IT'S COMPLETELY UNFAIR TO OUR AND I JUST THINK IT'S COMPLETELY UNFAIR TO OUR ADMINISTRATORS TO OUR STAFF, TO COMPLETELY UNFAIR TO OUR ADMINISTRATORS TO OUR STAFF, TO COMPLETELY UNFAIR TO OUR ADMINISTRATORS TO OUR STAFF, TO OUR STUDENTS TO MISS THAT ADMINISTRATORS TO OUR STAFF, TO OUR STUDENTS TO MISS THAT ADMINISTRATORS TO OUR STAFF, TO OUR STUDENTS TO MISS THAT OPPORTUNITY THIS YEAR. OUR STUDENTS TO MISS THAT OPPORTUNITY THIS YEAR. OUR STUDENTS TO MISS THAT OPPORTUNITY THIS YEAR. BUT WE'VE BEEN HERE UNTIL 2:00 OPPORTUNITY THIS YEAR. BUT WE'VE BEEN HERE UNTIL 2:00 OPPORTUNITY THIS YEAR. BUT WE'VE BEEN HERE UNTIL 2:00 IN THE MORNING BEFORE LET'S GET BUT WE'VE BEEN HERE UNTIL 2:00 IN THE MORNING BEFORE LET'S

841GET BUT WE'VE BEEN HERE UNTIL 2:00 IN THE MORNING BEFORE LET'S GET THE ANSWERS THAT WE NEED TO BE IN THE MORNING BEFORE LET'S GET THE ANSWERS THAT WE NEED TO BE IN THE MORNING BEFORE LET'S GET THE ANSWERS THAT WE NEED TO BE ABLE TO MAKE AN INFORMED VOTE THE ANSWERS THAT WE NEED TO BE ABLE TO MAKE AN INFORMED VOTE THE ANSWERS THAT WE NEED TO BE ABLE TO MAKE AN INFORMED VOTE AND SO I APPRECIATE THE MOTION ABLE TO MAKE AN INFORMED VOTE AND SO I APPRECIATE THE MOTION ABLE TO MAKE AN INFORMED VOTE AND SO I APPRECIATE THE MOTION AND I THINK THAT'S OUR AND SO I APPRECIATE THE MOTION AND I THINK THAT'S OUR AND SO I APPRECIATE THE MOTION AND I THINK THAT'S OUR RESPONSIBILITY AS ELECTED AND I

842THINK THAT'S OUR RESPONSIBILITY AS ELECTED AND I THINK THAT'S OUR RESPONSIBILITY AS ELECTED OFFICIALS. RESPONSIBILITY AS ELECTED OFFICIALS. RESPONSIBILITY AS ELECTED OFFICIALS. SO THANK YOU, MISS BROWN. OFFICIALS. SO THANK YOU, MISS BROWN. OFFICIALS. SO THANK YOU, MISS BROWN. OK, SO I DO THINK IT IS SO THANK YOU, MISS BROWN. OK, SO I DO THINK IT IS SO THANK YOU, MISS BROWN. OK, SO I DO THINK IT IS POSSIBLE FOR US TO STILL HAVE A OK, SO I DO THINK IT IS POSSIBLE FOR US TO STILL HAVE A OK, SO I DO THINK IT IS POSSIBLE FOR US TO STILL HAVE A LEGISLATIVE AGENDA AND POSSIBLE FOR US TO STILL HAVE A LEGISLATIVE AGENDA AND POSSIBLE FOR US TO STILL HAVE A LEGISLATIVE AGENDA AND POTENTIALLY REMOVE THE PART LEGISLATIVE AGENDA AND POTENTIALLY REMOVE THE PART

843LEGISLATIVE AGENDA AND POTENTIALLY REMOVE THE PART THAT HAS SOME QUESTIONS BUT I POTENTIALLY REMOVE THE PART THAT HAS SOME QUESTIONS BUT I POTENTIALLY REMOVE THE PART THAT HAS SOME QUESTIONS BUT I DO HAVE A QUESTION FOR MISS MR THAT HAS SOME QUESTIONS BUT I DO HAVE A QUESTION FOR MISS MR THAT HAS SOME QUESTIONS BUT I DO HAVE A QUESTION FOR MISS MR LEONETTI BECAUSE WE ADOPTED THE DO HAVE A QUESTION FOR MISS MR LEONETTI BECAUSE WE ADOPTED THE DO HAVE A QUESTION FOR MISS MR LEONETTI BECAUSE WE ADOPTED THE AGENDA WITH THIS NOW ON LEONETTI BECAUSE WE ADOPTED THE AGENDA WITH THIS NOW ON LEONETTI BECAUSE WE ADOPTED THE AGENDA WITH THIS NOW ON INFORMATION HOW MANY VOTES DOES AGENDA WITH THIS NOW ON INFORMATION HOW MANY VOTES DOES AGENDA WITH THIS NOW ON

844INFORMATION HOW MANY VOTES DOES THIS NOW REQUIRE IN ORDER TO INFORMATION HOW MANY VOTES DOES THIS NOW REQUIRE IN ORDER TO INFORMATION HOW MANY VOTES DOES THIS NOW REQUIRE IN ORDER TO PASS AN ACTION? THIS NOW REQUIRE IN ORDER TO PASS AN ACTION? THIS NOW REQUIRE IN ORDER TO PASS AN ACTION? IT SHOULD BE JUST A MAJORITY PASS AN ACTION? IT SHOULD BE JUST A MAJORITY PASS AN ACTION? IT SHOULD BE JUST A MAJORITY FOR AN AGENDA CHANGE. IT SHOULD BE JUST A MAJORITY FOR AN AGENDA CHANGE. IT SHOULD BE JUST A MAJORITY FOR AN AGENDA CHANGE. YOU'VE MOVED IT SO IT'S STILL FOR AN AGENDA CHANGE. YOU'VE MOVED IT SO IT'S STILL FOR AN AGENDA CHANGE. YOU'VE MOVED IT SO IT'S STILL CHANGING AGENDA. YOU'VE MOVED IT SO IT'S STILL CHANGING AGENDA. YOU'VE MOVED

845IT SO IT'S STILL CHANGING AGENDA. OK, ALL RIGHT. CHANGING AGENDA. OK, ALL RIGHT. CHANGING AGENDA. OK, ALL RIGHT. YEAH I MEAN THE GENERAL OK, ALL RIGHT. YEAH I MEAN THE GENERAL OK, ALL RIGHT. YEAH I MEAN THE GENERAL ASSEMBLY DOES GO INTO SESSION YEAH I MEAN THE GENERAL ASSEMBLY DOES GO INTO SESSION YEAH I MEAN THE GENERAL ASSEMBLY DOES GO INTO SESSION JANUARY EIGHT AND SO I DO I ASSEMBLY DOES GO INTO SESSION JANUARY EIGHT AND SO I DO I ASSEMBLY DOES GO INTO SESSION JANUARY EIGHT AND SO I DO I AGREE WITH MR. CARLIN AND I JANUARY EIGHT AND SO I DO I AGREE WITH MR. CARLIN AND I JANUARY EIGHT AND SO I DO I AGREE WITH MR. CARLIN AND I ALSO I THINK THAT MY SUPPORT IS AGREE WITH MR. CARLIN AND

846I ALSO I THINK THAT MY SUPPORT IS AGREE WITH MR. CARLIN AND I ALSO I THINK THAT MY SUPPORT IS GOING TO BE FOR REMOVING THAT ALSO I THINK THAT MY SUPPORT IS GOING TO BE FOR REMOVING THAT ALSO I THINK THAT MY SUPPORT IS GOING TO BE FOR REMOVING THAT ONE ITEM AND AND HAVING THE GOING TO BE FOR REMOVING THAT ONE ITEM AND AND HAVING THE GOING TO BE FOR REMOVING THAT ONE ITEM AND AND HAVING THE OTHER EIGHT TO STILL HAVE YOU ONE ITEM AND AND HAVING THE OTHER EIGHT TO STILL HAVE YOU ONE ITEM AND AND HAVING THE OTHER EIGHT TO STILL HAVE YOU ADVOCATE FOR IN THE GENERAL OTHER EIGHT TO STILL HAVE YOU ADVOCATE FOR IN THE GENERAL OTHER EIGHT TO STILL HAVE YOU ADVOCATE FOR IN THE GENERAL

847ASSEMBLY SO I JUST WANTED TO SO ADVOCATE FOR IN THE GENERAL ASSEMBLY SO I JUST WANTED TO SO ADVOCATE FOR IN THE GENERAL ASSEMBLY SO I JUST WANTED TO SO YOU MENTIONED SOMETHING THAT ASSEMBLY SO I JUST WANTED TO SO YOU MENTIONED SOMETHING THAT ASSEMBLY SO I JUST WANTED TO SO YOU MENTIONED SOMETHING THAT NOW SOUNDS LIKE A SUBSTITUTE YOU MENTIONED SOMETHING THAT NOW SOUNDS LIKE A SUBSTITUTE YOU MENTIONED SOMETHING THAT NOW SOUNDS LIKE A SUBSTITUTE AND SO I NEED CLARIFICATION ON NOW SOUNDS LIKE A SUBSTITUTE AND SO I NEED CLARIFICATION ON NOW SOUNDS LIKE A SUBSTITUTE AND SO I NEED CLARIFICATION ON THAT BECAUSE THERE IS A MOTION AND SO I NEED CLARIFICATION ON THAT BECAUSE THERE IS A MOTION AND SO I NEED CLARIFICATION ON THAT BECAUSE THERE IS A MOTION ON THE

848FLOOR TO TO VOTE ON THIS THAT BECAUSE THERE IS A MOTION ON THE FLOOR TO TO VOTE ON THIS THAT BECAUSE THERE IS A MOTION ON THE FLOOR TO TO VOTE ON THIS AGENDA I MEAN TO MOVE IT FROM ON THE FLOOR TO TO VOTE ON THIS AGENDA I MEAN TO MOVE IT FROM ON THE FLOOR TO TO VOTE ON THIS AGENDA I MEAN TO MOVE IT FROM FROM FROM INFORMATION TO AGENDA I MEAN TO MOVE IT FROM FROM FROM INFORMATION TO AGENDA I MEAN TO MOVE IT FROM FROM FROM INFORMATION TO ACTION. FROM FROM INFORMATION TO ACTION. FROM FROM INFORMATION TO ACTION. BUT YOU'VE JUST MENTIONED ACTION. BUT YOU'VE JUST MENTIONED ACTION. BUT YOU'VE JUST MENTIONED REMOVING SOMETHING FROM THE BUT YOU'VE JUST MENTIONED REMOVING SOMETHING FROM THE BUT YOU'VE JUST MENTIONED REMOVING SOMETHING

849FROM THE LEGISLATIVE AGENDA. REMOVING SOMETHING FROM THE LEGISLATIVE AGENDA. REMOVING SOMETHING FROM THE LEGISLATIVE AGENDA. DO YOU WANT WILL MAKE THAT LEGISLATIVE AGENDA. DO YOU WANT WILL MAKE THAT LEGISLATIVE AGENDA. DO YOU WANT WILL MAKE THAT MOTION WHEN THIS IS UP FOR DO YOU WANT WILL MAKE THAT MOTION WHEN THIS IS UP FOR DO YOU WANT WILL MAKE THAT MOTION WHEN THIS IS UP FOR ACTION? MOTION WHEN THIS IS UP FOR ACTION? MOTION WHEN THIS IS UP FOR ACTION? OK, JUST WANTED TO CLARIFY MR ACTION? OK, JUST WANTED TO CLARIFY MR ACTION? OK, JUST WANTED TO CLARIFY MR COLPEPER WELL I WAS BASICALLY OK, JUST WANTED TO CLARIFY MR COLPEPER WELL I WAS BASICALLY OK, JUST WANTED TO CLARIFY MR COLPEPER WELL I WAS BASICALLY GOING TO KIND OF SEE THAT TO COLPEPER WELL I

850WAS BASICALLY GOING TO KIND OF SEE THAT TO COLPEPER WELL I WAS BASICALLY GOING TO KIND OF SEE THAT TO WHICH IS WE HAVE A HAVE A GOING TO KIND OF SEE THAT TO WHICH IS WE HAVE A HAVE A GOING TO KIND OF SEE THAT TO WHICH IS WE HAVE A HAVE A COUPLE OF CHOICES YOUR ONE WHICH IS WE HAVE A HAVE A COUPLE OF CHOICES YOUR ONE WHICH IS WE HAVE A HAVE A COUPLE OF CHOICES YOUR ONE WHICH IS TO REMOVE THIS ITEM COUPLE OF CHOICES YOUR ONE WHICH IS TO REMOVE THIS ITEM COUPLE OF CHOICES YOUR ONE WHICH IS TO REMOVE THIS ITEM AND REMOVE THE REST OF IT WHICH IS TO REMOVE THIS ITEM AND REMOVE THE REST OF IT WHICH IS TO REMOVE THIS ITEM AND REMOVE THE

851REST OF IT FORWARD BECAUSE THE ONLY ONE AND REMOVE THE REST OF IT FORWARD BECAUSE THE ONLY ONE AND REMOVE THE REST OF IT FORWARD BECAUSE THE ONLY ONE THAT CAME UP BUT I ALSO WANT TO FORWARD BECAUSE THE ONLY ONE THAT CAME UP BUT I ALSO WANT TO FORWARD BECAUSE THE ONLY ONE THAT CAME UP BUT I ALSO WANT TO SAY THAT I CAN I TALK ABOUT THAT CAME UP BUT I ALSO WANT TO SAY THAT I CAN I TALK ABOUT THAT CAME UP BUT I ALSO WANT TO SAY THAT I CAN I TALK ABOUT THIS BEFOREHAND AND APPRECIATE SAY THAT I CAN I TALK ABOUT THIS BEFOREHAND AND APPRECIATE SAY THAT I CAN I TALK ABOUT THIS BEFOREHAND AND APPRECIATE YOUR CONCERN SOUND TO SOUND TO THIS BEFOREHAND AND APPRECIATE YOUR CONCERN SOUND

852TO SOUND TO THIS BEFOREHAND AND APPRECIATE YOUR CONCERN SOUND TO SOUND TO ME LIKE NOT PUT WORDS IN YOUR YOUR CONCERN SOUND TO SOUND TO ME LIKE NOT PUT WORDS IN YOUR YOUR CONCERN SOUND TO SOUND TO ME LIKE NOT PUT WORDS IN YOUR MOUTH, MIKE. ME LIKE NOT PUT WORDS IN YOUR MOUTH, MIKE. ME LIKE NOT PUT WORDS IN YOUR MOUTH, MIKE. SO SAY WRONG PLEASE CORRECT ME MOUTH, MIKE. SO SAY WRONG PLEASE CORRECT ME MOUTH, MIKE. SO SAY WRONG PLEASE CORRECT ME BUT I THINK HIS PRIMARY CONCERN SO SAY WRONG PLEASE CORRECT ME BUT I THINK HIS PRIMARY CONCERN SO SAY WRONG PLEASE CORRECT ME BUT I THINK HIS PRIMARY CONCERN WAS WE'RE COMING OFF THE MARK BUT I THINK HIS PRIMARY CONCERN WAS WE'RE COMING OFF THE MARK BUT I THINK HIS

853PRIMARY CONCERN WAS WE'RE COMING OFF THE MARK IN TERMS OF ENSURING WE'RE WAS WE'RE COMING OFF THE MARK IN TERMS OF ENSURING WE'RE WAS WE'RE COMING OFF THE MARK IN TERMS OF ENSURING WE'RE TESTING TO A HIGH LEVEL IN TERMS OF ENSURING WE'RE TESTING TO A HIGH LEVEL IN TERMS OF ENSURING WE'RE TESTING TO A HIGH LEVEL PERFORMANCE TO A MASTER LEVEL TESTING TO A HIGH LEVEL PERFORMANCE TO A MASTER LEVEL TESTING TO A HIGH LEVEL PERFORMANCE TO A MASTER LEVEL PERFORMANCE I THINK IN OUR PERFORMANCE TO A MASTER LEVEL PERFORMANCE I THINK IN OUR PERFORMANCE TO A MASTER LEVEL PERFORMANCE I THINK IN OUR DISCUSSION HERE TWO THINGS ONE PERFORMANCE I THINK IN OUR DISCUSSION HERE TWO THINGS ONE PERFORMANCE I THINK IN OUR DISCUSSION HERE TWO THINGS ONE I DON'T THINK THAT'S THE

854CASE DISCUSSION HERE TWO THINGS ONE I DON'T THINK THAT'S THE CASE DISCUSSION HERE TWO THINGS ONE I DON'T THINK THAT'S THE CASE THE CASE. I DON'T THINK THAT'S THE CASE THE CASE. I DON'T THINK THAT'S THE CASE THE CASE. I'VE GOTTEN A WARM FUZZY THAT'S THE CASE. I'VE GOTTEN A WARM FUZZY THAT'S THE CASE. I'VE GOTTEN A WARM FUZZY THAT'S NOT THE CASE FROM BOTH THE I'VE GOTTEN A WARM FUZZY THAT'S NOT THE CASE FROM BOTH THE I'VE GOTTEN A WARM FUZZY THAT'S NOT THE CASE FROM BOTH THE HEADS ARE NOT NAIMI INTO THE NOT THE CASE FROM BOTH THE HEADS ARE NOT NAIMI INTO THE NOT THE CASE FROM BOTH THE HEADS ARE NOT NAIMI INTO THE WAY THIS IS WRITTEN IS REALLY HEADS ARE NOT NAIMI INTO THE WAY THIS IS WRITTEN IS

855REALLY HEADS ARE NOT NAIMI INTO THE WAY THIS IS WRITTEN IS REALLY JUST THE BEGINNING WAY THIS IS WRITTEN IS REALLY JUST THE BEGINNING WAY THIS IS WRITTEN IS REALLY JUST THE BEGINNING OF DISCUSSION WITH THE JUST THE BEGINNING OF DISCUSSION WITH THE JUST THE BEGINNING OF DISCUSSION WITH THE LEGISLATURES THIS IS NOT AN OF DISCUSSION WITH THE LEGISLATURES THIS IS NOT AN OF DISCUSSION WITH THE LEGISLATURES THIS IS NOT AN ANSWER TO ANYTHING. LEGISLATURES THIS IS NOT AN ANSWER TO ANYTHING. LEGISLATURES THIS IS NOT AN ANSWER TO ANYTHING. THIS ANYTHING. ANSWER TO ANYTHING. THIS ANYTHING. ANSWER TO ANYTHING. THIS ANYTHING. THIS IS NOT WHAT A LAW WOULD THIS ANYTHING. THIS IS NOT WHAT A LAW WOULD THIS ANYTHING. THIS IS NOT WHAT A LAW WOULD LOOK LIKE THIS IS NOT HOW WE THIS IS

856NOT WHAT A LAW WOULD LOOK LIKE THIS IS NOT HOW WE THIS IS NOT WHAT A LAW WOULD LOOK LIKE THIS IS NOT HOW WE WOULD IMPLEMENT ANYTHING THIS LOOK LIKE THIS IS NOT HOW WE WOULD IMPLEMENT ANYTHING THIS LOOK LIKE THIS IS NOT HOW WE WOULD IMPLEMENT ANYTHING THIS MERELY DISCUSSION THAT SAYS WOULD IMPLEMENT ANYTHING THIS MERELY DISCUSSION THAT SAYS WOULD IMPLEMENT ANYTHING THIS MERELY DISCUSSION THAT SAYS WHAT WE HAVE RIGHT NOW RIGHT MERELY DISCUSSION THAT SAYS WHAT WE HAVE RIGHT NOW RIGHT MERELY DISCUSSION THAT SAYS WHAT WE HAVE RIGHT NOW RIGHT NOW ISN'T QUITE RIGHT IS NOT WHAT WE HAVE RIGHT NOW RIGHT NOW ISN'T QUITE RIGHT IS NOT WHAT WE HAVE RIGHT NOW RIGHT NOW ISN'T QUITE RIGHT IS NOT DOING YOU WANT IT'S NOT WHAT WE NOW ISN'T QUITE RIGHT IS

857NOT DOING YOU WANT IT'S NOT WHAT WE NOW ISN'T QUITE RIGHT IS NOT DOING YOU WANT IT'S NOT WHAT WE WANT AND WE NEED TO TALK ABOUT DOING YOU WANT IT'S NOT WHAT WE WANT AND WE NEED TO TALK ABOUT DOING YOU WANT IT'S NOT WHAT WE WANT AND WE NEED TO TALK ABOUT IT SO WE CAN CHANGE IT THAT'S WANT AND WE NEED TO TALK ABOUT IT SO WE CAN CHANGE IT THAT'S WANT AND WE NEED TO TALK ABOUT IT SO WE CAN CHANGE IT THAT'S REALLY THINK THAT'S ALL THIS IS IT SO WE CAN CHANGE IT THAT'S REALLY THINK THAT'S ALL THIS IS IT SO WE CAN CHANGE IT THAT'S REALLY THINK THAT'S ALL THIS IS SAYING I DON'T THINK IT'S I REALLY THINK THAT'S ALL THIS IS SAYING I DON'T THINK IT'S

858I REALLY THINK THAT'S ALL THIS IS SAYING I DON'T THINK IT'S I DON'T THINK IT'S WORTH DROPPING SAYING I DON'T THINK IT'S I DON'T THINK IT'S WORTH DROPPING SAYING I DON'T THINK IT'S I DON'T THINK IT'S WORTH DROPPING US WHAT WE JUST GOT WHAT WE DON'T THINK IT'S WORTH DROPPING US WHAT WE JUST GOT WHAT WE DON'T THINK IT'S WORTH DROPPING US WHAT WE JUST GOT WHAT WE DISCUSS WITH OUR LEGISLATURE. US WHAT WE JUST GOT WHAT WE DISCUSS WITH OUR LEGISLATURE. US WHAT WE JUST GOT WHAT WE DISCUSS WITH OUR LEGISLATURE. MR ANDERSON I'M IN FAVOR DISCUSS WITH OUR LEGISLATURE. MR ANDERSON I'M IN FAVOR DISCUSS WITH OUR LEGISLATURE. MR ANDERSON I'M IN FAVOR OF BRINGING THIS BACK FRACTION MR ANDERSON I'M IN FAVOR OF BRINGING THIS BACK FRACTION MR ANDERSON I'M IN FAVOR

859OF BRINGING THIS BACK FRACTION BECAUSE AS YOU SAID WE SAID, WE OF BRINGING THIS BACK FRACTION BECAUSE AS YOU SAID WE SAID, WE OF BRINGING THIS BACK FRACTION BECAUSE AS YOU SAID WE SAID, WE WE ARE HAVING LEGISLATIVE BECAUSE AS YOU SAID WE SAID, WE WE ARE HAVING LEGISLATIVE BECAUSE AS YOU SAID WE SAID, WE WE ARE HAVING LEGISLATIVE BREAKFAST AND WE'RE GOING TO BE WE ARE HAVING LEGISLATIVE BREAKFAST AND WE'RE GOING TO BE WE ARE HAVING LEGISLATIVE BREAKFAST AND WE'RE GOING TO BE TALKING TO LEGISLATORS TO BREAKFAST AND WE'RE GOING TO BE TALKING TO LEGISLATORS TO BREAKFAST AND WE'RE GOING TO BE TALKING TO LEGISLATORS TO LEGISLATORS THIS FRIDAY. TALKING TO LEGISLATORS TO LEGISLATORS THIS FRIDAY. TALKING TO LEGISLATORS TO LEGISLATORS THIS FRIDAY. WE NEED TO WE NEED TO HAVE A LEGISLATORS THIS FRIDAY.

860WE NEED TO WE NEED TO HAVE A LEGISLATORS THIS FRIDAY. WE NEED TO WE NEED TO HAVE A VOTE ON THIS BEFORE THAT. WE NEED TO WE NEED TO HAVE A VOTE ON THIS BEFORE THAT. WE NEED TO WE NEED TO HAVE A VOTE ON THIS BEFORE THAT. BUT I WANT TO SUGGEST FOR THE VOTE ON THIS BEFORE THAT. BUT I WANT TO SUGGEST FOR THE VOTE ON THIS BEFORE THAT. BUT I WANT TO SUGGEST FOR THE IN THE FUTURE FOR THE BUT I WANT TO SUGGEST FOR THE IN THE FUTURE FOR THE BUT I WANT TO SUGGEST FOR THE IN THE FUTURE FOR THE LEGISLATIVE COMMITTEE THAT FROM IN THE FUTURE FOR THE LEGISLATIVE COMMITTEE THAT FROM IN THE FUTURE FOR THE LEGISLATIVE COMMITTEE THAT FROM NOW ON TAKE THIS IS A LESSON LEGISLATIVE

861COMMITTEE THAT FROM NOW ON TAKE THIS IS A LESSON LEGISLATIVE COMMITTEE THAT FROM NOW ON TAKE THIS IS A LESSON THAT THE LEGISLATIVE COMMITTEE NOW ON TAKE THIS IS A LESSON THAT THE LEGISLATIVE COMMITTEE NOW ON TAKE THIS IS A LESSON THAT THE LEGISLATIVE COMMITTEE NEEDS TO MEET SOON AND DON'T THAT THE LEGISLATIVE COMMITTEE NEEDS TO MEET SOON AND DON'T THAT THE LEGISLATIVE COMMITTEE NEEDS TO MEET SOON AND DON'T PUT IT OFF UNTIL LATE FALL TO NEEDS TO MEET SOON AND DON'T PUT IT OFF UNTIL LATE FALL TO NEEDS TO MEET SOON AND DON'T PUT IT OFF UNTIL LATE FALL TO START MEETING AND I KNOW THAT PUT IT OFF UNTIL LATE FALL TO START MEETING AND I KNOW THAT PUT IT OFF UNTIL LATE FALL TO START MEETING AND I KNOW THAT THERE WERE

862SOME THERE WERE SOME START MEETING AND I KNOW THAT THERE WERE SOME THERE WERE SOME START MEETING AND I KNOW THAT THERE WERE SOME THERE WERE SOME PROBLEMS WITH PEOPLE BEING ABLE THERE WERE SOME THERE WERE SOME PROBLEMS WITH PEOPLE BEING ABLE THERE WERE SOME THERE WERE SOME PROBLEMS WITH PEOPLE BEING ABLE TO GET TOGETHER AND OF COURSE PROBLEMS WITH PEOPLE BEING ABLE TO GET TOGETHER AND OF COURSE PROBLEMS WITH PEOPLE BEING ABLE TO GET TOGETHER AND OF COURSE WE LOST OUR PERSON WHO WAS PART TO GET TOGETHER AND OF COURSE WE LOST OUR PERSON WHO WAS PART TO GET TOGETHER AND OF COURSE WE LOST OUR PERSON WHO WAS PART OF THE LEGISLATIVE COMMITTEE WE LOST OUR PERSON WHO WAS PART OF THE LEGISLATIVE COMMITTEE WE LOST OUR PERSON WHO WAS PART OF THE

863LEGISLATIVE COMMITTEE AND SO THAT THAT HAPPENED I OF THE LEGISLATIVE COMMITTEE AND SO THAT THAT HAPPENED I OF THE LEGISLATIVE COMMITTEE AND SO THAT THAT HAPPENED I MEAN A LOT OF THINGS HAPPENED AND SO THAT THAT HAPPENED I MEAN A LOT OF THINGS HAPPENED AND SO THAT THAT HAPPENED I MEAN A LOT OF THINGS HAPPENED BUT BUT IF YOU START MEETING MEAN A LOT OF THINGS HAPPENED BUT BUT IF YOU START MEETING MEAN A LOT OF THINGS HAPPENED BUT BUT IF YOU START MEETING EARLIER LIKE IN JULY AND AUGUST BUT BUT IF YOU START MEETING EARLIER LIKE IN JULY AND AUGUST BUT BUT IF YOU START MEETING EARLIER LIKE IN JULY AND AUGUST IN YOU KNOW THAT COMMITTEE CAN EARLIER LIKE IN JULY AND AUGUST IN YOU KNOW THAT COMMITTEE CAN EARLIER LIKE IN JULY

864AND AUGUST IN YOU KNOW THAT COMMITTEE CAN GIVE AN UPDATE TO THE BOARD IN YOU KNOW THAT COMMITTEE CAN GIVE AN UPDATE TO THE BOARD IN YOU KNOW THAT COMMITTEE CAN GIVE AN UPDATE TO THE BOARD REGULARLY BECAUSE THESE KIND GIVE AN UPDATE TO THE BOARD REGULARLY BECAUSE THESE KIND GIVE AN UPDATE TO THE BOARD REGULARLY BECAUSE THESE KIND OF QUESTIONS ABOUT SOMETHING REGULARLY BECAUSE THESE KIND OF QUESTIONS ABOUT SOMETHING REGULARLY BECAUSE THESE KIND OF QUESTIONS ABOUT SOMETHING LIKE THIS THAT'S SO IMPORTANT OF QUESTIONS ABOUT SOMETHING LIKE THIS THAT'S SO IMPORTANT OF QUESTIONS ABOUT SOMETHING LIKE THIS THAT'S SO IMPORTANT AND AND ASKING FOR IT TO COME LIKE THIS THAT'S SO IMPORTANT AND AND ASKING FOR IT TO COME LIKE THIS THAT'S SO IMPORTANT AND AND ASKING FOR IT TO COME OFF OF OUR LEGISLATIVE

865AGENDA AND AND ASKING FOR IT TO COME OFF OF OUR LEGISLATIVE AGENDA AND AND ASKING FOR IT TO COME OFF OF OUR LEGISLATIVE AGENDA BECAUSE YOU'RE UNSURE ABOUT IT OFF OF OUR LEGISLATIVE AGENDA BECAUSE YOU'RE UNSURE ABOUT IT OFF OF OUR LEGISLATIVE AGENDA BECAUSE YOU'RE UNSURE ABOUT IT YOU KNOW THIS IS NOT BECAUSE YOU'RE UNSURE ABOUT IT YOU KNOW THIS IS NOT BECAUSE YOU'RE UNSURE ABOUT IT YOU KNOW THIS IS NOT CRITICIZING MR CALLAGHAN BUT YOU KNOW THIS IS NOT CRITICIZING MR CALLAGHAN BUT YOU KNOW THIS IS NOT CRITICIZING MR CALLAGHAN BUT YOU KNOW, BASICALLY THESE TYPES CRITICIZING MR CALLAGHAN BUT YOU KNOW, BASICALLY THESE TYPES CRITICIZING MR CALLAGHAN BUT YOU KNOW, BASICALLY THESE TYPES OF QUESTIONS HAVE BEEN ASKED YOU KNOW, BASICALLY THESE TYPES OF QUESTIONS HAVE BEEN ASKED YOU KNOW, BASICALLY THESE TYPES

866OF QUESTIONS HAVE BEEN ASKED MUCH SOONER AND AND AND WAITING OF QUESTIONS HAVE BEEN ASKED MUCH SOONER AND AND AND WAITING OF QUESTIONS HAVE BEEN ASKED MUCH SOONER AND AND AND WAITING TONIGHT IT'S JUST THE WRONG MUCH SOONER AND AND AND WAITING TONIGHT IT'S JUST THE WRONG MUCH SOONER AND AND AND WAITING TONIGHT IT'S JUST THE WRONG TIME TO ASK IT WE'RE READY TO TONIGHT IT'S JUST THE WRONG TIME TO ASK IT WE'RE READY TO TONIGHT IT'S JUST THE WRONG TIME TO ASK IT WE'RE READY TO VOTE ON THIS TONIGHT BUT PLEASE TIME TO ASK IT WE'RE READY TO VOTE ON THIS TONIGHT BUT PLEASE TIME TO ASK IT WE'RE READY TO VOTE ON THIS TONIGHT BUT PLEASE . VOTE ON THIS TONIGHT BUT PLEASE . VOTE ON THIS TONIGHT BUT PLEASE . FROM NOW

867ON THE LEGISLATIVE . FROM NOW ON THE LEGISLATIVE . FROM NOW ON THE LEGISLATIVE COMMITTEE NEEDS TO START SOONER FROM NOW ON THE LEGISLATIVE COMMITTEE NEEDS TO START SOONER FROM NOW ON THE LEGISLATIVE COMMITTEE NEEDS TO START SOONER AND THEN GIVEN UPDATES TO THE COMMITTEE NEEDS TO START SOONER AND THEN GIVEN UPDATES TO THE COMMITTEE NEEDS TO START SOONER AND THEN GIVEN UPDATES TO THE BOARD REGULARLY WHAT'S AND THEN GIVEN UPDATES TO THE BOARD REGULARLY WHAT'S AND THEN GIVEN UPDATES TO THE BOARD REGULARLY WHAT'S HAPPENING SO THAT PEOPLE CAN BOARD REGULARLY WHAT'S HAPPENING SO THAT PEOPLE CAN BOARD REGULARLY WHAT'S HAPPENING SO THAT PEOPLE CAN HAVE THEIR QUESTIONS ANSWERED. HAPPENING SO THAT PEOPLE CAN HAVE THEIR QUESTIONS ANSWERED. HAPPENING SO THAT PEOPLE CAN HAVE THEIR QUESTIONS ANSWERED. THANK SO I AM I RIGHT IN HAVE

868THEIR QUESTIONS ANSWERED. THANK SO I AM I RIGHT IN HAVE THEIR QUESTIONS ANSWERED. THANK SO I AM I RIGHT IN ASSUMING THAT ALL OF THE SCHOOL THANK SO I AM I RIGHT IN ASSUMING THAT ALL OF THE SCHOOL THANK SO I AM I RIGHT IN ASSUMING THAT ALL OF THE SCHOOL DIVISIONS ACROSS THE ASSUMING THAT ALL OF THE SCHOOL DIVISIONS ACROSS THE ASSUMING THAT ALL OF THE SCHOOL DIVISIONS ACROSS THE COMMONWEALTH PROBABLY SOCIAL DIVISIONS ACROSS THE COMMONWEALTH PROBABLY SOCIAL DIVISIONS ACROSS THE COMMONWEALTH PROBABLY SOCIAL REFORM ON THEIR LEGISLATIVE COMMONWEALTH PROBABLY SOCIAL REFORM ON THEIR LEGISLATIVE COMMONWEALTH PROBABLY SOCIAL REFORM ON THEIR LEGISLATIVE AGENDA I WOULD SAY A LOT REFORM ON THEIR LEGISLATIVE AGENDA I WOULD SAY A LOT REFORM ON THEIR LEGISLATIVE AGENDA I WOULD SAY A LOT OF SCHOOL DIVISIONS HAVE BEEN AGENDA I

869WOULD SAY A LOT OF SCHOOL DIVISIONS HAVE BEEN AGENDA I WOULD SAY A LOT OF SCHOOL DIVISIONS HAVE BEEN VERY FOCUSED ON SOCIAL REFORM OF SCHOOL DIVISIONS HAVE BEEN VERY FOCUSED ON SOCIAL REFORM OF SCHOOL DIVISIONS HAVE BEEN VERY FOCUSED ON SOCIAL REFORM AND AS CONTINUE TO GROW AS AN VERY FOCUSED ON SOCIAL REFORM AND AS CONTINUE TO GROW AS AN VERY FOCUSED ON SOCIAL REFORM AND AS CONTINUE TO GROW AS AN ISSUE OVER THE LAST YEAR, 18 AND AS CONTINUE TO GROW AS AN ISSUE OVER THE LAST YEAR, 18 AND AS CONTINUE TO GROW AS AN ISSUE OVER THE LAST YEAR, 18 MONTHS AND CERTAINLY STARTING ISSUE OVER THE LAST YEAR, 18 MONTHS AND CERTAINLY STARTING ISSUE OVER THE LAST YEAR, 18 MONTHS AND CERTAINLY STARTING EARLIER THIS SPRING IT IS IT IS MONTHS

870AND CERTAINLY STARTING EARLIER THIS SPRING IT IS IT IS MONTHS AND CERTAINLY STARTING EARLIER THIS SPRING IT IS IT IS RISEN AND KIND OF PRIORITY SO EARLIER THIS SPRING IT IS IT IS RISEN AND KIND OF PRIORITY SO EARLIER THIS SPRING IT IS IT IS RISEN AND KIND OF PRIORITY SO NOT AN ANOMALY THAT ITS OWNERS RISEN AND KIND OF PRIORITY SO NOT AN ANOMALY THAT ITS OWNERS RISEN AND KIND OF PRIORITY SO NOT AN ANOMALY THAT ITS OWNERS AND ALWAYS HAS BEEN IT ALWAYS NOT AN ANOMALY THAT ITS OWNERS AND ALWAYS HAS BEEN IT ALWAYS NOT AN ANOMALY THAT ITS OWNERS AND ALWAYS HAS BEEN IT ALWAYS HAS BEEN AS LONG AS OK SO I SEE AND ALWAYS HAS BEEN IT ALWAYS HAS BEEN AS LONG AS OK SO I SEE AND ALWAYS HAS

871BEEN IT ALWAYS HAS BEEN AS LONG AS OK SO I SEE NO FURTHER DISCUSSION SO THE HAS BEEN AS LONG AS OK SO I SEE NO FURTHER DISCUSSION SO THE HAS BEEN AS LONG AS OK SO I SEE NO FURTHER DISCUSSION SO THE MOTION AGAIN IS TO MOVE THE NO FURTHER DISCUSSION SO THE MOTION AGAIN IS TO MOVE THE NO FURTHER DISCUSSION SO THE MOTION AGAIN IS TO MOVE THE LEGISLATIVE AGENDA FROM MOTION AGAIN IS TO MOVE THE LEGISLATIVE AGENDA FROM MOTION AGAIN IS TO MOVE THE LEGISLATIVE AGENDA FROM INFORMATION ACTION. LEGISLATIVE AGENDA FROM INFORMATION ACTION. LEGISLATIVE AGENDA FROM INFORMATION ACTION. THE VOTING BOARD IS OPEN. INFORMATION ACTION. THE VOTING BOARD IS OPEN. INFORMATION ACTION. THE VOTING BOARD IS OPEN. SO MADAM CHAIR, WE HAVE THE VOTING BOARD IS OPEN. SO MADAM CHAIR, WE HAVE

872THE VOTING BOARD IS OPEN. SO MADAM CHAIR, WE HAVE LEBANESE SO THAT MOTION DID SO MADAM CHAIR, WE HAVE LEBANESE SO THAT MOTION DID SO MADAM CHAIR, WE HAVE LEBANESE SO THAT MOTION DID PASS OK AND NOW WE MOVE ON TO LEBANESE SO THAT MOTION DID PASS OK AND NOW WE MOVE ON TO LEBANESE SO THAT MOTION DID PASS OK AND NOW WE MOVE ON TO SAID AGENDA AND TONIGHT WE HAVE PASS OK AND NOW WE MOVE ON TO SAID AGENDA AND TONIGHT WE HAVE PASS OK AND NOW WE MOVE ON TO SAID AGENDA AND TONIGHT WE HAVE SIX RESOLUTIONS NATIONAL SAID AGENDA AND TONIGHT WE HAVE SIX RESOLUTIONS NATIONAL SAID AGENDA AND TONIGHT WE HAVE SIX RESOLUTIONS NATIONAL MENTORING MONTH. SIX RESOLUTIONS NATIONAL MENTORING MONTH. SIX RESOLUTIONS NATIONAL MENTORING MONTH. OUR RESOLUTIONS BOARD MEMBERS

873MENTORING MONTH. OUR RESOLUTIONS BOARD MEMBERS MENTORING MONTH. OUR RESOLUTIONS BOARD MEMBERS MRS. MRS ANDERSON, MISS OUR RESOLUTIONS BOARD MEMBERS MRS. MRS ANDERSON, MISS OUR RESOLUTIONS BOARD MEMBERS MRS. MRS ANDERSON, MISS FRANKLIN, MISS MANNING, MISS MRS. MRS ANDERSON, MISS FRANKLIN, MISS MANNING, MISS MRS. MRS ANDERSON, MISS FRANKLIN, MISS MANNING, MISS OWENS MISS RIGS ANY OBJECTIONS FRANKLIN, MISS MANNING, MISS OWENS MISS RIGS ANY OBJECTIONS FRANKLIN, MISS MANNING, MISS OWENS MISS RIGS ANY OBJECTIONS TO OBJECTIONS TO MOVING FORWARD OWENS MISS RIGS ANY OBJECTIONS TO OBJECTIONS TO MOVING FORWARD OWENS MISS RIGS ANY OBJECTIONS TO OBJECTIONS TO MOVING FORWARD WITH THESE ALL RIGHT THAT THEN TO OBJECTIONS TO MOVING FORWARD WITH THESE ALL RIGHT THAT THEN TO OBJECTIONS TO MOVING FORWARD WITH THESE ALL RIGHT THAT THEN I'LL ENTERTAIN A MOTION TO WITH THESE ALL RIGHT THAT THEN I'LL

874ENTERTAIN A MOTION TO WITH THESE ALL RIGHT THAT THEN I'LL ENTERTAIN A MOTION TO APPROVE A CONSENT AGENDA AS I'LL ENTERTAIN A MOTION TO APPROVE A CONSENT AGENDA AS I'LL ENTERTAIN A MOTION TO APPROVE A CONSENT AGENDA AS PRESENTED MOTION BY THIS MISS APPROVE A CONSENT AGENDA AS PRESENTED MOTION BY THIS MISS APPROVE A CONSENT AGENDA AS PRESENTED MOTION BY THIS MISS RIGGS AND SECONDED BY MR. PRESENTED MOTION BY THIS MISS RIGGS AND SECONDED BY MR. PRESENTED MOTION BY THIS MISS RIGGS AND SECONDED BY MR. KAPLAN AND WE'LL START THIS RIGGS AND SECONDED BY MR. KAPLAN AND WE'LL START THIS RIGGS AND SECONDED BY MR. KAPLAN AND WE'LL START THIS EVENING WITH NATIONAL MENTORING KAPLAN AND WE'LL START THIS EVENING WITH NATIONAL MENTORING KAPLAN AND WE'LL START THIS EVENING WITH NATIONAL MENTORING MONTH MISS FRANKLIN

875O DR. GUPTA EVENING WITH NATIONAL MENTORING MONTH MISS FRANKLIN O DR. GUPTA EVENING WITH NATIONAL MENTORING MONTH MISS FRANKLIN O DR. GUPTA . MONTH MISS FRANKLIN O DR. GUPTA . MONTH MISS FRANKLIN O DR. GUPTA . THANK YOU. . THANK YOU. . THANK YOU. WHEREAS JAN TWENTY TWENTY FIVE THANK YOU. WHEREAS JAN TWENTY TWENTY FIVE THANK YOU. WHEREAS JAN TWENTY TWENTY FIVE WILL MARK THE TWENTY THIRD WHEREAS JAN TWENTY TWENTY FIVE WILL MARK THE TWENTY THIRD WHEREAS JAN TWENTY TWENTY FIVE WILL MARK THE TWENTY THIRD ANNIVERSARY NATIONAL MENTORING WILL MARK THE TWENTY THIRD ANNIVERSARY NATIONAL MENTORING WILL MARK THE TWENTY THIRD ANNIVERSARY NATIONAL MENTORING MONTH AN OPPORTUNITY TO THE ANNIVERSARY NATIONAL MENTORING MONTH AN OPPORTUNITY TO THE ANNIVERSARY NATIONAL MENTORING MONTH AN OPPORTUNITY TO THE FOCUS ATTENTION ON THE NEED FOR MONTH AN OPPORTUNITY TO

876THE FOCUS ATTENTION ON THE NEED FOR MONTH AN OPPORTUNITY TO THE FOCUS ATTENTION ON THE NEED FOR MENTORS AS WELL IS HOW EACH FOCUS ATTENTION ON THE NEED FOR MENTORS AS WELL IS HOW EACH FOCUS ATTENTION ON THE NEED FOR MENTORS AS WELL IS HOW EACH OF US CAN WORK TOGETHER TO MENTORS AS WELL IS HOW EACH OF US CAN WORK TOGETHER TO MENTORS AS WELL IS HOW EACH OF US CAN WORK TOGETHER TO INCREASE THE NUMBER OF MENTORS OF US CAN WORK TOGETHER TO INCREASE THE NUMBER OF MENTORS OF US CAN WORK TOGETHER TO INCREASE THE NUMBER OF MENTORS TO HELP ENSURE POSITIVE INCREASE THE NUMBER OF MENTORS TO HELP ENSURE POSITIVE INCREASE THE NUMBER OF MENTORS TO HELP ENSURE POSITIVE OUTCOMES FOR OUR YOUNG PEOPLE. TO HELP ENSURE POSITIVE OUTCOMES FOR OUR YOUNG

877PEOPLE. TO HELP ENSURE POSITIVE OUTCOMES FOR OUR YOUNG PEOPLE. AND WHEREAS VIRGINIA BEACH CITY OUTCOMES FOR OUR YOUNG PEOPLE. AND WHEREAS VIRGINIA BEACH CITY OUTCOMES FOR OUR YOUNG PEOPLE. AND WHEREAS VIRGINIA BEACH CITY PUBLIC SCHOOLS HONORS VOLUNTEER AND WHEREAS VIRGINIA BEACH CITY PUBLIC SCHOOLS HONORS VOLUNTEER AND WHEREAS VIRGINIA BEACH CITY PUBLIC SCHOOLS HONORS VOLUNTEER MENTORS WHO SUPPORT YOUNG PUBLIC SCHOOLS HONORS VOLUNTEER MENTORS WHO SUPPORT YOUNG PUBLIC SCHOOLS HONORS VOLUNTEER MENTORS WHO SUPPORT YOUNG PEOPLE BY SHOWING UP FOR THEM MENTORS WHO SUPPORT YOUNG PEOPLE BY SHOWING UP FOR THEM MENTORS WHO SUPPORT YOUNG PEOPLE BY SHOWING UP FOR THEM EVERY DAY AND DEMONSTRATING PEOPLE BY SHOWING UP FOR THEM EVERY DAY AND DEMONSTRATING PEOPLE BY SHOWING UP FOR THEM EVERY DAY AND DEMONSTRATING THEIR COMMITMENT TO HELP THEM EVERY DAY AND DEMONSTRATING THEIR COMMITMENT TO HELP

878THEM EVERY DAY AND DEMONSTRATING THEIR COMMITMENT TO HELP THEM THRIVE AND WHEREAS MENTORING THEIR COMMITMENT TO HELP THEM THRIVE AND WHEREAS MENTORING THEIR COMMITMENT TO HELP THEM THRIVE AND WHEREAS MENTORING PROGRAMS MAKE OUR COMMUNITIES THRIVE AND WHEREAS MENTORING PROGRAMS MAKE OUR COMMUNITIES THRIVE AND WHEREAS MENTORING PROGRAMS MAKE OUR COMMUNITIES IN OUR SCHOOL DIVISION STRONGER PROGRAMS MAKE OUR COMMUNITIES IN OUR SCHOOL DIVISION STRONGER PROGRAMS MAKE OUR COMMUNITIES IN OUR SCHOOL DIVISION STRONGER BY DRIVING IMPACTFUL IN OUR SCHOOL DIVISION STRONGER BY DRIVING IMPACTFUL IN OUR SCHOOL DIVISION STRONGER BY DRIVING IMPACTFUL RELATIONSHIPS THAT INCREASE BY DRIVING IMPACTFUL RELATIONSHIPS THAT INCREASE BY DRIVING IMPACTFUL RELATIONSHIPS THAT INCREASE SOCIAL CAPITAL FOR YOUNG PEOPLE RELATIONSHIPS THAT INCREASE SOCIAL CAPITAL FOR YOUNG PEOPLE RELATIONSHIPS THAT INCREASE SOCIAL CAPITAL FOR YOUNG PEOPLE AND PROVIDE INVALUABLE SUPPORT SOCIAL CAPITAL FOR YOUNG PEOPLE AND

879PROVIDE INVALUABLE SUPPORT SOCIAL CAPITAL FOR YOUNG PEOPLE AND PROVIDE INVALUABLE SUPPORT NETWORKS FOR ADULTS AND WHEREAS AND PROVIDE INVALUABLE SUPPORT NETWORKS FOR ADULTS AND WHEREAS AND PROVIDE INVALUABLE SUPPORT NETWORKS FOR ADULTS AND WHEREAS MENTORING PLAYS A PIVOTAL ROLE NETWORKS FOR ADULTS AND WHEREAS MENTORING PLAYS A PIVOTAL ROLE NETWORKS FOR ADULTS AND WHEREAS MENTORING PLAYS A PIVOTAL ROLE CAREER EXPLORATION AND SUPPORTS MENTORING PLAYS A PIVOTAL ROLE CAREER EXPLORATION AND SUPPORTS MENTORING PLAYS A PIVOTAL ROLE CAREER EXPLORATION AND SUPPORTS WORKPLACE SKILLS BY HELPING CAREER EXPLORATION AND SUPPORTS WORKPLACE SKILLS BY HELPING CAREER EXPLORATION AND SUPPORTS WORKPLACE SKILLS BY HELPING YOUNG PEOPLE SET CAREER GOALS WORKPLACE SKILLS BY HELPING YOUNG PEOPLE SET CAREER GOALS WORKPLACE SKILLS BY HELPING YOUNG PEOPLE SET CAREER GOALS EQUIPPING MENTORS AND THE YOUNG PEOPLE SET CAREER GOALS EQUIPPING MENTORS AND THE YOUNG PEOPLE

880SET CAREER GOALS EQUIPPING MENTORS AND THE SKILLS NEEDED TO SUPPORT THE EQUIPPING MENTORS AND THE SKILLS NEEDED TO SUPPORT THE EQUIPPING MENTORS AND THE SKILLS NEEDED TO SUPPORT THE PROFESSIONAL GROWTH OF YOUNG SKILLS NEEDED TO SUPPORT THE PROFESSIONAL GROWTH OF YOUNG SKILLS NEEDED TO SUPPORT THE PROFESSIONAL GROWTH OF YOUNG PEOPLE AND DRIVING POSITIVE PROFESSIONAL GROWTH OF YOUNG PEOPLE AND DRIVING POSITIVE PROFESSIONAL GROWTH OF YOUNG PEOPLE AND DRIVING POSITIVE OUTCOMES FOR YOUNG PEOPLE AND PEOPLE AND DRIVING POSITIVE OUTCOMES FOR YOUNG PEOPLE AND PEOPLE AND DRIVING POSITIVE OUTCOMES FOR YOUNG PEOPLE AND BUSINESSES AND WHEREAS THE OUTCOMES FOR YOUNG PEOPLE AND BUSINESSES AND WHEREAS THE OUTCOMES FOR YOUNG PEOPLE AND BUSINESSES AND WHEREAS THE ANNUAL AFRICAN-AMERICAN MALES BUSINESSES AND WHEREAS THE ANNUAL AFRICAN-AMERICAN MALES BUSINESSES AND WHEREAS THE ANNUAL AFRICAN-AMERICAN MALES SUMMIT ON JANUARY 20 TWENTY ANNUAL

881AFRICAN-AMERICAN MALES SUMMIT ON JANUARY 20 TWENTY ANNUAL AFRICAN-AMERICAN MALES SUMMIT ON JANUARY 20 TWENTY TWENTY FIVE HOSTED BY GREEN RUN SUMMIT ON JANUARY 20 TWENTY TWENTY FIVE HOSTED BY GREEN RUN SUMMIT ON JANUARY 20 TWENTY TWENTY FIVE HOSTED BY GREEN RUN HIGH SCHOOL IS AN EXAMPLE TWENTY FIVE HOSTED BY GREEN RUN HIGH SCHOOL IS AN EXAMPLE TWENTY FIVE HOSTED BY GREEN RUN HIGH SCHOOL IS AN EXAMPLE OF MENTORSHIP THAT PROMOTES HIGH SCHOOL IS AN EXAMPLE OF MENTORSHIP THAT PROMOTES HIGH SCHOOL IS AN EXAMPLE OF MENTORSHIP THAT PROMOTES HEALTHY RELATIONSHIPS AND OF MENTORSHIP THAT PROMOTES HEALTHY RELATIONSHIPS AND OF MENTORSHIP THAT PROMOTES HEALTHY RELATIONSHIPS AND COMMUNICATION POSITIVE HEALTHY RELATIONSHIPS AND COMMUNICATION POSITIVE HEALTHY RELATIONSHIPS AND COMMUNICATION POSITIVE SELF-ESTEEM, EMOTIONAL COMMUNICATION POSITIVE SELF-ESTEEM, EMOTIONAL COMMUNICATION POSITIVE SELF-ESTEEM, EMOTIONAL WELLBEING AND GROWTH OF OUR SELF-ESTEEM, EMOTIONAL WELLBEING AND

882GROWTH OF OUR SELF-ESTEEM, EMOTIONAL WELLBEING AND GROWTH OF OUR YOUNG MEN AND THEIR WELLBEING AND GROWTH OF OUR YOUNG MEN AND THEIR WELLBEING AND GROWTH OF OUR YOUNG MEN AND THEIR RELATIONSHIPS WITH ADULTS BOTH YOUNG MEN AND THEIR RELATIONSHIPS WITH ADULTS BOTH YOUNG MEN AND THEIR RELATIONSHIPS WITH ADULTS BOTH IN DIVISION AND THROUGHOUT THE RELATIONSHIPS WITH ADULTS BOTH IN DIVISION AND THROUGHOUT THE RELATIONSHIPS WITH ADULTS BOTH IN DIVISION AND THROUGHOUT THE COMMUNITY AND NOW THEREFORE OR IN DIVISION AND THROUGHOUT THE COMMUNITY AND NOW THEREFORE OR IN DIVISION AND THROUGHOUT THE COMMUNITY AND NOW THEREFORE OR BE IT RESOLVE THAT THE SCHOOL COMMUNITY AND NOW THEREFORE OR BE IT RESOLVE THAT THE SCHOOL COMMUNITY AND NOW THEREFORE OR BE IT RESOLVE THAT THE SCHOOL BOARD OF THE CITY VIRGINIA BE IT RESOLVE THAT THE SCHOOL BOARD

883OF THE CITY VIRGINIA BE IT RESOLVE THAT THE SCHOOL BOARD OF THE CITY VIRGINIA BEACH OFFICIALLY RECOGNIZES THE BOARD OF THE CITY VIRGINIA BEACH OFFICIALLY RECOGNIZES THE BOARD OF THE CITY VIRGINIA BEACH OFFICIALLY RECOGNIZES THE MONTH OF JANUARY TWENTY TWENTY BEACH OFFICIALLY RECOGNIZES THE MONTH OF JANUARY TWENTY TWENTY BEACH OFFICIALLY RECOGNIZES THE MONTH OF JANUARY TWENTY TWENTY FIVE AS NATIONAL MENTORING MONTH OF JANUARY TWENTY TWENTY FIVE AS NATIONAL MENTORING MONTH OF JANUARY TWENTY TWENTY FIVE AS NATIONAL MENTORING MONTH AND BE IT FURTHER RESOLVE FIVE AS NATIONAL MENTORING MONTH AND BE IT FURTHER RESOLVE FIVE AS NATIONAL MENTORING MONTH AND BE IT FURTHER RESOLVE THAT THE NET THAT THE SCHOOL MONTH AND BE IT FURTHER RESOLVE THAT THE NET THAT THE SCHOOL MONTH AND BE IT FURTHER RESOLVE THAT THE NET THAT THE SCHOOL BOARD OF

884THE CITY OF VIRGINIA THAT THE NET THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA THAT THE NET THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH ENCOURAGED CITIZENS TO BOARD OF THE CITY OF VIRGINIA BEACH ENCOURAGED CITIZENS TO BOARD OF THE CITY OF VIRGINIA BEACH ENCOURAGED CITIZENS TO CELEBRATE, ELEVATE AND BEACH ENCOURAGED CITIZENS TO CELEBRATE, ELEVATE AND BEACH ENCOURAGED CITIZENS TO CELEBRATE, ELEVATE AND ENCOURAGE MENTORING ACROSS CELEBRATE, ELEVATE AND ENCOURAGE MENTORING ACROSS CELEBRATE, ELEVATE AND ENCOURAGE MENTORING ACROSS VIRGINIA BEACH CITY PUBLIC ENCOURAGE MENTORING ACROSS VIRGINIA BEACH CITY PUBLIC ENCOURAGE MENTORING ACROSS VIRGINIA BEACH CITY PUBLIC SCHOOLS AND BE IT FURTHER VIRGINIA BEACH CITY PUBLIC SCHOOLS AND BE IT FURTHER VIRGINIA BEACH CITY PUBLIC SCHOOLS AND BE IT FURTHER RESOLVED THAT A COPY OF THIS SCHOOLS AND BE IT FURTHER RESOLVED THAT A COPY

885OF THIS SCHOOLS AND BE IT FURTHER RESOLVED THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE RESOLVED THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE RESOLVED THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THE BOARD RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THE BOARD RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THE BOARD ADOPTED BY THE SCHOOL BOARD OFFICIAL MINUTES OF THE BOARD ADOPTED BY THE SCHOOL BOARD OFFICIAL MINUTES OF THE BOARD ADOPTED BY THE SCHOOL BOARD OF THE CITY VIRGINIA BEACH THIS ADOPTED BY THE SCHOOL BOARD OF THE CITY VIRGINIA BEACH THIS ADOPTED BY THE SCHOOL BOARD OF THE CITY VIRGINIA BEACH THIS TENTH DAY OF DECEMBER TWENTY OF THE CITY VIRGINIA BEACH THIS TENTH DAY OF DECEMBER TWENTY OF THE CITY VIRGINIA BEACH THIS

886TENTH DAY OF DECEMBER TWENTY TWENTY FIVE THANK YOU DR. TENTH DAY OF DECEMBER TWENTY TWENTY FIVE THANK YOU DR. TENTH DAY OF DECEMBER TWENTY TWENTY FIVE THANK YOU DR. GREENE AND I WILL PROCEED WITH TWENTY FIVE THANK YOU DR. GREENE AND I WILL PROCEED WITH TWENTY FIVE THANK YOU DR. GREENE AND I WILL PROCEED WITH RESOLUTIONS FOR OUTGOING SCHOOL GREENE AND I WILL PROCEED WITH RESOLUTIONS FOR OUTGOING SCHOOL GREENE AND I WILL PROCEED WITH RESOLUTIONS FOR OUTGOING SCHOOL BOARD MEMBERS SO WHEN SO WHEN RESOLUTIONS FOR OUTGOING SCHOOL BOARD MEMBERS SO WHEN SO WHEN RESOLUTIONS FOR OUTGOING SCHOOL BOARD MEMBERS SO WHEN SO WHEN IT IS YOUR TURN IF YOU WOULD BOARD MEMBERS SO WHEN SO WHEN IT IS YOUR TURN IF YOU WOULD BOARD MEMBERS SO WHEN SO WHEN IT IS YOUR TURN IF YOU

887WOULD PLEASE GET UP FROM YOUR SPEED IT IS YOUR TURN IF YOU WOULD PLEASE GET UP FROM YOUR SPEED IT IS YOUR TURN IF YOU WOULD PLEASE GET UP FROM YOUR SPEED SEAT AND GO DOWN IN FRONT THE PLEASE GET UP FROM YOUR SPEED SEAT AND GO DOWN IN FRONT THE PLEASE GET UP FROM YOUR SPEED SEAT AND GO DOWN IN FRONT THE DIOCESE PLEASE. SEAT AND GO DOWN IN FRONT THE DIOCESE PLEASE. SEAT AND GO DOWN IN FRONT THE DIOCESE PLEASE. PLEASE. DIOCESE PLEASE. PLEASE. DIOCESE PLEASE. PLEASE. WE HAVE A RESOLUTION FOR EACH PLEASE. WE HAVE A RESOLUTION FOR EACH PLEASE. WE HAVE A RESOLUTION FOR EACH OF YOU A GIFT AND SO AND SO WE HAVE A RESOLUTION FOR EACH OF YOU A GIFT AND SO AND SO WE HAVE A RESOLUTION FOR

888EACH OF YOU A GIFT AND SO AND SO MISS ANDERSON, YOUR FIRST DR. OF YOU A GIFT AND SO AND SO MISS ANDERSON, YOUR FIRST DR. OF YOU A GIFT AND SO AND SO MISS ANDERSON, YOUR FIRST DR. ROBERTSON DO LIKE TO JOIN THEM MISS ANDERSON, YOUR FIRST DR. ROBERTSON DO LIKE TO JOIN THEM MISS ANDERSON, YOUR FIRST DR. ROBERTSON DO LIKE TO JOIN THEM DOWN THERE. ROBERTSON DO LIKE TO JOIN THEM DOWN THERE. ROBERTSON DO LIKE TO JOIN THEM DOWN THERE. OK, RESOLUTION >> BEVERLY DOWN THERE. OK, RESOLUTION >> BEVERLY DOWN THERE. OK, RESOLUTION >> BEVERLY ANDERSON SCHOOL BOARD SCHOOL OK, RESOLUTION >> BEVERLY ANDERSON SCHOOL BOARD SCHOOL OK, RESOLUTION >> BEVERLY ANDERSON SCHOOL BOARD SCHOOL BOARD MEMBER AT LARGE WHEREAS ANDERSON SCHOOL BOARD SCHOOL BOARD MEMBER AT LARGE WHEREAS ANDERSON SCHOOL BOARD SCHOOL

889BOARD MEMBER AT LARGE WHEREAS VIRGINIA CITY PUBLIC SCHOOLS IN BOARD MEMBER AT LARGE WHEREAS VIRGINIA CITY PUBLIC SCHOOLS IN BOARD MEMBER AT LARGE WHEREAS VIRGINIA CITY PUBLIC SCHOOLS IN PARTNERSHIP WITH THE ENTIRE VIRGINIA CITY PUBLIC SCHOOLS IN PARTNERSHIP WITH THE ENTIRE VIRGINIA CITY PUBLIC SCHOOLS IN PARTNERSHIP WITH THE ENTIRE COMMUNITY WILL EMPOWER EVERY PARTNERSHIP WITH THE ENTIRE COMMUNITY WILL EMPOWER EVERY PARTNERSHIP WITH THE ENTIRE COMMUNITY WILL EMPOWER EVERY STUDENT TO BECOME A LIFELONG COMMUNITY WILL EMPOWER EVERY STUDENT TO BECOME A LIFELONG COMMUNITY WILL EMPOWER EVERY STUDENT TO BECOME A LIFELONG LERNER WHO IS A RESPONSIBLE, STUDENT TO BECOME A LIFELONG LERNER WHO IS A RESPONSIBLE, STUDENT TO BECOME A LIFELONG LERNER WHO IS A RESPONSIBLE, PRODUCTIVE AND ENGAGED EDISON LERNER WHO IS A RESPONSIBLE, PRODUCTIVE AND ENGAGED EDISON LERNER WHO IS A RESPONSIBLE, PRODUCTIVE AND

890ENGAGED EDISON WITHIN THE GLOBAL COMMUNITY AND PRODUCTIVE AND ENGAGED EDISON WITHIN THE GLOBAL COMMUNITY AND PRODUCTIVE AND ENGAGED EDISON WITHIN THE GLOBAL COMMUNITY AND WHEREAS THROUGH THE GOVERNANCE WITHIN THE GLOBAL COMMUNITY AND WHEREAS THROUGH THE GOVERNANCE WITHIN THE GLOBAL COMMUNITY AND WHEREAS THROUGH THE GOVERNANCE OVERSIGHT OF THE SCHOOL BOARD WHEREAS THROUGH THE GOVERNANCE OVERSIGHT OF THE SCHOOL BOARD WHEREAS THROUGH THE GOVERNANCE OVERSIGHT OF THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH OVERSIGHT OF THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH OVERSIGHT OF THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH AND THE LEADERSHIP THE OF THE CITY OF VIRGINIA BEACH AND THE LEADERSHIP THE OF THE CITY OF VIRGINIA BEACH AND THE LEADERSHIP THE SUPERINTENDENT AND STAFF AND THE LEADERSHIP THE SUPERINTENDENT AND STAFF AND THE LEADERSHIP THE SUPERINTENDENT AND STAFF VIRGINIA

891BEACH CITY PUBLIC SUPERINTENDENT AND STAFF VIRGINIA BEACH CITY PUBLIC SUPERINTENDENT AND STAFF VIRGINIA BEACH CITY PUBLIC SCHOOLS THE WORLD CLASS SCHOOL VIRGINIA BEACH CITY PUBLIC SCHOOLS THE WORLD CLASS SCHOOL VIRGINIA BEACH CITY PUBLIC SCHOOLS THE WORLD CLASS SCHOOL DIVISION THAT CONTINUALLY SCHOOLS THE WORLD CLASS SCHOOL DIVISION THAT CONTINUALLY SCHOOLS THE WORLD CLASS SCHOOL DIVISION THAT CONTINUALLY STRIVES TO CHART THE COURSE FOR DIVISION THAT CONTINUALLY STRIVES TO CHART THE COURSE FOR DIVISION THAT CONTINUALLY STRIVES TO CHART THE COURSE FOR OUR STUDENTS SCHOOL BOARD STRIVES TO CHART THE COURSE FOR OUR STUDENTS SCHOOL BOARD STRIVES TO CHART THE COURSE FOR OUR STUDENTS SCHOOL BOARD MEMBERS HAVE VITAL ROLES IN OUR STUDENTS SCHOOL BOARD MEMBERS HAVE VITAL ROLES IN OUR STUDENTS SCHOOL BOARD MEMBERS HAVE VITAL ROLES IN PREPARING VIRGINIA BEACH CITY MEMBERS HAVE VITAL ROLES IN PREPARING

892VIRGINIA BEACH CITY MEMBERS HAVE VITAL ROLES IN PREPARING VIRGINIA BEACH CITY PUBLIC SCHOOL STUDENTS TO BE PREPARING VIRGINIA BEACH CITY PUBLIC SCHOOL STUDENTS TO BE PREPARING VIRGINIA BEACH CITY PUBLIC SCHOOL STUDENTS TO BE FUTURE LEADERS IN OUR COMMUNITY PUBLIC SCHOOL STUDENTS TO BE FUTURE LEADERS IN OUR COMMUNITY PUBLIC SCHOOL STUDENTS TO BE FUTURE LEADERS IN OUR COMMUNITY AND THE WORLD AND WORK FUTURE LEADERS IN OUR COMMUNITY AND THE WORLD AND WORK FUTURE LEADERS IN OUR COMMUNITY AND THE WORLD AND WORK TIRELESSLY TO ADDRESS THOSE AND THE WORLD AND WORK TIRELESSLY TO ADDRESS THOSE AND THE WORLD AND WORK TIRELESSLY TO ADDRESS THOSE NEEDS. TIRELESSLY TO ADDRESS THOSE NEEDS. TIRELESSLY TO ADDRESS THOSE NEEDS. AND WHEREAS BEVERLY ANDERSON NEEDS. AND WHEREAS BEVERLY ANDERSON NEEDS. AND WHEREAS BEVERLY ANDERSON HAS SERVED WITH DISTINCTION AN AND WHEREAS BEVERLY

893ANDERSON HAS SERVED WITH DISTINCTION AN AND WHEREAS BEVERLY ANDERSON HAS SERVED WITH DISTINCTION AN AND OUTSTANDING DEDICATION ON HAS SERVED WITH DISTINCTION AN AND OUTSTANDING DEDICATION ON HAS SERVED WITH DISTINCTION AN AND OUTSTANDING DEDICATION ON THE SCHOOL BOARD OF THE CITY AND OUTSTANDING DEDICATION ON THE SCHOOL BOARD OF THE CITY AND OUTSTANDING DEDICATION ON THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH VIRGINIA AS A THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH VIRGINIA AS A THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH VIRGINIA AS A SCHOOL BOARD MEMBER FROM OF VIRGINIA BEACH VIRGINIA AS A SCHOOL BOARD MEMBER FROM OF VIRGINIA BEACH VIRGINIA AS A SCHOOL BOARD MEMBER FROM JANUARY 1ST 2013 THROUGH SCHOOL BOARD MEMBER FROM JANUARY 1ST 2013 THROUGH SCHOOL BOARD MEMBER FROM JANUARY 1ST 2013 THROUGH DECEMBER 31ST. JANUARY

8941ST 2013 THROUGH DECEMBER 31ST. JANUARY 1ST 2013 THROUGH DECEMBER 31ST. TWENTY FOR THIS ANDERSON SERVED DECEMBER 31ST. TWENTY FOR THIS ANDERSON SERVED DECEMBER 31ST. TWENTY FOR THIS ANDERSON SERVED AT SCHOOL BOARD CHAIR FROM TWENTY FOR THIS ANDERSON SERVED AT SCHOOL BOARD CHAIR FROM TWENTY FOR THIS ANDERSON SERVED AT SCHOOL BOARD CHAIR FROM JANUARY TWENTY SEVENTEEN AT SCHOOL BOARD CHAIR FROM JANUARY TWENTY SEVENTEEN AT SCHOOL BOARD CHAIR FROM JANUARY TWENTY SEVENTEEN THROUGH DECEMBER TWENTY JANUARY TWENTY SEVENTEEN THROUGH DECEMBER TWENTY JANUARY TWENTY SEVENTEEN THROUGH DECEMBER TWENTY NINETEEN AND YEARS PRIOR TO HER THROUGH DECEMBER TWENTY NINETEEN AND YEARS PRIOR TO HER THROUGH DECEMBER TWENTY NINETEEN AND YEARS PRIOR TO HER CAREER TENURE AS A SCHOOL BOARD NINETEEN AND YEARS PRIOR TO HER CAREER TENURE AS A SCHOOL BOARD NINETEEN AND YEARS PRIOR TO HER CAREER TENURE AS

895A SCHOOL BOARD MEMBER, MISS ANDERSON SERVED A CAREER TENURE AS A SCHOOL BOARD MEMBER, MISS ANDERSON SERVED A CAREER TENURE AS A SCHOOL BOARD MEMBER, MISS ANDERSON SERVED A 30 YEAR CAREER AS A PUBLIC MEMBER, MISS ANDERSON SERVED A 30 YEAR CAREER AS A PUBLIC MEMBER, MISS ANDERSON SERVED A 30 YEAR CAREER AS A PUBLIC SCHOOL TEACHER WHICH ALLOWED 30 YEAR CAREER AS A PUBLIC SCHOOL TEACHER WHICH ALLOWED 30 YEAR CAREER AS A PUBLIC SCHOOL TEACHER WHICH ALLOWED HER TO BRING UNIQUE SCHOOL TEACHER WHICH ALLOWED HER TO BRING UNIQUE SCHOOL TEACHER WHICH ALLOWED HER TO BRING UNIQUE PERSPECTIVES TO HER WORK OF THE HER TO BRING UNIQUE PERSPECTIVES TO HER WORK OF THE HER TO BRING UNIQUE PERSPECTIVES TO HER WORK OF THE SCHOOL BOARD AND HER ADVOCACY PERSPECTIVES TO HER WORK OF THE SCHOOL

896BOARD AND HER ADVOCACY PERSPECTIVES TO HER WORK OF THE SCHOOL BOARD AND HER ADVOCACY FOR EDUCATORS AND MILITARY SCHOOL BOARD AND HER ADVOCACY FOR EDUCATORS AND MILITARY SCHOOL BOARD AND HER ADVOCACY FOR EDUCATORS AND MILITARY CONNECTED FAMILIES AND WHEREAS FOR EDUCATORS AND MILITARY CONNECTED FAMILIES AND WHEREAS FOR EDUCATORS AND MILITARY CONNECTED FAMILIES AND WHEREAS MISS ANDERSON REPRESENTED CONNECTED FAMILIES AND WHEREAS MISS ANDERSON REPRESENTED CONNECTED FAMILIES AND WHEREAS MISS ANDERSON REPRESENTED SCHOOL BOARD ON NUMEROUS MISS ANDERSON REPRESENTED SCHOOL BOARD ON NUMEROUS MISS ANDERSON REPRESENTED SCHOOL BOARD ON NUMEROUS COMMITTEES AND BOARDS INCLUDING SCHOOL BOARD ON NUMEROUS COMMITTEES AND BOARDS INCLUDING SCHOOL BOARD ON NUMEROUS COMMITTEES AND BOARDS INCLUDING GOVERNANCE POLICY REVIEW COMMITTEES AND BOARDS INCLUDING GOVERNANCE POLICY REVIEW COMMITTEES AND BOARDS INCLUDING GOVERNANCE POLICY REVIEW PLANNING AND PERFORMANCE GOVERNANCE POLICY REVIEW PLANNING AND PERFORMANCE GOVERNANCE POLICY

897REVIEW PLANNING AND PERFORMANCE MONITORING, BUILDING PLANNING AND PERFORMANCE MONITORING, BUILDING PLANNING AND PERFORMANCE MONITORING, BUILDING UTILIZATION, STUDENT DISCIPLINE MONITORING, BUILDING UTILIZATION, STUDENT DISCIPLINE MONITORING, BUILDING UTILIZATION, STUDENT DISCIPLINE AND VIRGINIA BEACH SISTER UTILIZATION, STUDENT DISCIPLINE AND VIRGINIA BEACH SISTER UTILIZATION, STUDENT DISCIPLINE AND VIRGINIA BEACH SISTER CITIES AND NOW THEREFORE BE IT AND VIRGINIA BEACH SISTER CITIES AND NOW THEREFORE BE IT AND VIRGINIA BEACH SISTER CITIES AND NOW THEREFORE BE IT RESOLVE THAT THE SCHOOL BOARD CITIES AND NOW THEREFORE BE IT RESOLVE THAT THE SCHOOL BOARD CITIES AND NOW THEREFORE BE IT RESOLVE THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH RESOLVE THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH RESOLVE THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH COMMENDS AND EXTENDS GRATEFUL OF THE CITY OF VIRGINIA BEACH COMMENDS AND

898EXTENDS GRATEFUL OF THE CITY OF VIRGINIA BEACH COMMENDS AND EXTENDS GRATEFUL APPRECIATION TO BEVERLY PAM COMMENDS AND EXTENDS GRATEFUL APPRECIATION TO BEVERLY PAM COMMENDS AND EXTENDS GRATEFUL APPRECIATION TO BEVERLY PAM ANDERSON SCHOOL BOARD MEMBER AT APPRECIATION TO BEVERLY PAM ANDERSON SCHOOL BOARD MEMBER AT APPRECIATION TO BEVERLY PAM ANDERSON SCHOOL BOARD MEMBER AT LARGE FOR A JOB WELL DONE AND ANDERSON SCHOOL BOARD MEMBER AT LARGE FOR A JOB WELL DONE AND ANDERSON SCHOOL BOARD MEMBER AT LARGE FOR A JOB WELL DONE AND BE IT FURTHER RESOLVED THAT A LARGE FOR A JOB WELL DONE AND BE IT FURTHER RESOLVED THAT A LARGE FOR A JOB WELL DONE AND BE IT FURTHER RESOLVED THAT A COPY THIS RESOLUTION BE SPREAD BE IT FURTHER RESOLVED THAT A COPY THIS RESOLUTION BE SPREAD BE IT FURTHER RESOLVED THAT A

899COPY THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES COPY THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES COPY THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS SCHOOL BOARD AND ACROSS THE OFFICIAL MINUTES OF THIS SCHOOL BOARD AND ACROSS THE OFFICIAL MINUTES OF THIS SCHOOL BOARD AND FINALLY RESOLVE THAT RESOLVED OF THIS SCHOOL BOARD AND FINALLY RESOLVE THAT RESOLVED OF THIS SCHOOL BOARD AND FINALLY RESOLVE THAT RESOLVED THAT THIS ORIGINAL RESOLUTION FINALLY RESOLVE THAT RESOLVED THAT THIS ORIGINAL RESOLUTION FINALLY RESOLVE THAT RESOLVED THAT THIS ORIGINAL RESOLUTION BE PRESENTED BEVERLY ANDERSON THAT THIS ORIGINAL RESOLUTION BE PRESENTED BEVERLY ANDERSON THAT THIS ORIGINAL RESOLUTION BE PRESENTED BEVERLY ANDERSON SCHOOL BOARD MEMBER AT BOARD BE PRESENTED BEVERLY ANDERSON SCHOOL BOARD MEMBER AT BOARD BE PRESENTED BEVERLY ANDERSON SCHOOL BOARD MEMBER AT BOARD MEMBER AT LARGE IN RECOGNITION

900SCHOOL BOARD MEMBER AT BOARD MEMBER AT LARGE IN RECOGNITION SCHOOL BOARD MEMBER AT BOARD MEMBER AT LARGE IN RECOGNITION OF HER SERVICE THIS RESOLUTION MEMBER AT LARGE IN RECOGNITION OF HER SERVICE THIS RESOLUTION MEMBER AT LARGE IN RECOGNITION OF HER SERVICE THIS RESOLUTION IS TO BE ADOPTED BY THE SCHOOL OF HER SERVICE THIS RESOLUTION IS TO BE ADOPTED BY THE SCHOOL OF HER SERVICE THIS RESOLUTION IS TO BE ADOPTED BY THE SCHOOL BOARD OF THE CITY OF VIRGINIA IS TO BE ADOPTED BY THE SCHOOL BOARD OF THE CITY OF VIRGINIA IS TO BE ADOPTED BY THE SCHOOL BOARD OF THE CITY OF VIRGINIA THIS TENT THEY HAVE OF DECEMBER BOARD OF THE CITY OF VIRGINIA THIS TENT THEY HAVE OF DECEMBER BOARD OF THE CITY OF VIRGINIA THIS TENT THEY HAVE OF DECEMBER TWENTY TWENTY

901FOUR DO YOU WANT THIS TENT THEY HAVE OF DECEMBER TWENTY TWENTY FOUR DO YOU WANT THIS TENT THEY HAVE OF DECEMBER TWENTY TWENTY FOUR DO YOU WANT YOU CAN SAY SOMETHING NOW? TWENTY TWENTY FOUR DO YOU WANT YOU CAN SAY SOMETHING NOW? TWENTY TWENTY FOUR DO YOU WANT YOU CAN SAY SOMETHING NOW? YEAH, I'D LIKE TO THANK THE YOU CAN SAY SOMETHING NOW? YEAH, I'D LIKE TO THANK THE YOU CAN SAY SOMETHING NOW? YEAH, I'D LIKE TO THANK THE COMMUNITY OF VIRGINIA BEACH FOR YEAH, I'D LIKE TO THANK THE COMMUNITY OF VIRGINIA BEACH FOR YEAH, I'D LIKE TO THANK THE COMMUNITY OF VIRGINIA BEACH FOR ELECTING ME THREE TIMES TO THIS COMMUNITY OF VIRGINIA BEACH FOR ELECTING ME THREE TIMES TO THIS COMMUNITY OF VIRGINIA BEACH FOR ELECTING ME THREE TIMES TO THIS BOARD MY

902TIME ON THE BOARD HAS ELECTING ME THREE TIMES TO THIS BOARD MY TIME ON THE BOARD HAS ELECTING ME THREE TIMES TO THIS BOARD MY TIME ON THE BOARD HAS BEEN BOTH REWARDING AND BOARD MY TIME ON THE BOARD HAS BEEN BOTH REWARDING AND BOARD MY TIME ON THE BOARD HAS BEEN BOTH REWARDING AND CHALLENGING BUT MOST IT WAS IT BEEN BOTH REWARDING AND CHALLENGING BUT MOST IT WAS IT BEEN BOTH REWARDING AND CHALLENGING BUT MOST IT WAS IT WAS AN HONOR TO SERVE I WANT TO CHALLENGING BUT MOST IT WAS IT WAS AN HONOR TO SERVE I WANT TO CHALLENGING BUT MOST IT WAS IT WAS AN HONOR TO SERVE I WANT TO GO BACK TO MY MAIN REASON FOR WAS AN HONOR TO SERVE I WANT TO GO BACK TO MY MAIN REASON

903FOR WAS AN HONOR TO SERVE I WANT TO GO BACK TO MY MAIN REASON FOR RUNNING TO BEGIN WITH BRINGING GO BACK TO MY MAIN REASON FOR RUNNING TO BEGIN WITH BRINGING GO BACK TO MY MAIN REASON FOR RUNNING TO BEGIN WITH BRINGING A CLASSROOM TEACHERS RUNNING TO BEGIN WITH BRINGING A CLASSROOM TEACHERS RUNNING TO BEGIN WITH BRINGING A CLASSROOM TEACHERS PERSPECTIVE TO THE BOARD I FELT A CLASSROOM TEACHERS PERSPECTIVE TO THE BOARD I FELT A CLASSROOM TEACHERS PERSPECTIVE TO THE BOARD I FELT THAT WAS IMPORTANT SHOWING PERSPECTIVE TO THE BOARD I FELT THAT WAS IMPORTANT SHOWING PERSPECTIVE TO THE BOARD I FELT THAT WAS IMPORTANT SHOWING RESPECT FOR TEACHERS INPUT TO THAT WAS IMPORTANT SHOWING RESPECT FOR TEACHERS INPUT TO THAT WAS IMPORTANT SHOWING RESPECT FOR TEACHERS INPUT TO THE BOARD TEACHER PAY WHICH

904RESPECT FOR TEACHERS INPUT TO THE BOARD TEACHER PAY WHICH RESPECT FOR TEACHERS INPUT TO THE BOARD TEACHER PAY WHICH WE'VE MADE SOME STRIDES FORWARD THE BOARD TEACHER PAY WHICH WE'VE MADE SOME STRIDES FORWARD THE BOARD TEACHER PAY WHICH WE'VE MADE SOME STRIDES FORWARD ON THAT BUT WE STILL HAVE A WE'VE MADE SOME STRIDES FORWARD ON THAT BUT WE STILL HAVE A WE'VE MADE SOME STRIDES FORWARD ON THAT BUT WE STILL HAVE A LONG WAY TO GO AND MY BIG BIG ON THAT BUT WE STILL HAVE A LONG WAY TO GO AND MY BIG BIG ON THAT BUT WE STILL HAVE A LONG WAY TO GO AND MY BIG BIG THING THAT I REALLY STARTED LONG WAY TO GO AND MY BIG BIG THING THAT I REALLY STARTED LONG WAY TO GO AND MY BIG BIG

905THING THAT I REALLY STARTED WORKING ON WAS FULL DAY THING THAT I REALLY STARTED WORKING ON WAS FULL DAY THING THAT I REALLY STARTED WORKING ON WAS FULL DAY KINDERGARTEN AS A KINDERGARTEN WORKING ON WAS FULL DAY KINDERGARTEN AS A KINDERGARTEN WORKING ON WAS FULL DAY KINDERGARTEN AS A KINDERGARTEN TEACHER FOR 10 MY THIRTY SIX KINDERGARTEN AS A KINDERGARTEN TEACHER FOR 10 MY THIRTY SIX KINDERGARTEN AS A KINDERGARTEN TEACHER FOR 10 MY THIRTY SIX YEARS I KNEW THAT WE NEEDED TEACHER FOR 10 MY THIRTY SIX YEARS I KNEW THAT WE NEEDED TEACHER FOR 10 MY THIRTY SIX YEARS I KNEW THAT WE NEEDED FULL A KINDERGARTEN BECAUSE YEARS I KNEW THAT WE NEEDED FULL A KINDERGARTEN BECAUSE YEARS I KNEW THAT WE NEEDED FULL A KINDERGARTEN BECAUSE WHEN I STARTED ON BOARD THERE FULL A

906KINDERGARTEN BECAUSE WHEN I STARTED ON BOARD THERE FULL A KINDERGARTEN BECAUSE WHEN I STARTED ON BOARD THERE WERE ONLY 11 SCHOOL'S OUT WHEN I STARTED ON BOARD THERE WERE ONLY 11 SCHOOL'S OUT WHEN I STARTED ON BOARD THERE WERE ONLY 11 SCHOOL'S OUT OF FIFTY SIX THAT HAD FULL WERE ONLY 11 SCHOOL'S OUT OF FIFTY SIX THAT HAD FULL WERE ONLY 11 SCHOOL'S OUT OF FIFTY SIX THAT HAD FULL KINDERGARTEN AND I KNEW THAT OF FIFTY SIX THAT HAD FULL KINDERGARTEN AND I KNEW THAT OF FIFTY SIX THAT HAD FULL KINDERGARTEN AND I KNEW THAT WASN'T RIGHT IT WASN'T RIGHT KINDERGARTEN AND I KNEW THAT WASN'T RIGHT IT WASN'T RIGHT KINDERGARTEN AND I KNEW THAT WASN'T RIGHT IT WASN'T RIGHT FOR THE CHILDREN. WASN'T RIGHT IT WASN'T RIGHT FOR THE CHILDREN. WASN'T RIGHT IT WASN'T

907RIGHT FOR THE CHILDREN. IT WASN'T RIGHT FOR COMMUNITY FOR THE CHILDREN. IT WASN'T RIGHT FOR COMMUNITY FOR THE CHILDREN. IT WASN'T RIGHT FOR COMMUNITY AND I KNEW THAT WE NEEDED TO DO IT WASN'T RIGHT FOR COMMUNITY AND I KNEW THAT WE NEEDED TO DO IT WASN'T RIGHT FOR COMMUNITY AND I KNEW THAT WE NEEDED TO DO SOMETHING SO I STARTED WORKING AND I KNEW THAT WE NEEDED TO DO SOMETHING SO I STARTED WORKING AND I KNEW THAT WE NEEDED TO DO SOMETHING SO I STARTED WORKING ON IT AND IT TOOK SOME TIME I SOMETHING SO I STARTED WORKING ON IT AND IT TOOK SOME TIME I SOMETHING SO I STARTED WORKING ON IT AND IT TOOK SOME TIME I HAD TO CONVINCE SOME OF MY ON IT AND IT TOOK SOME TIME I HAD TO

908CONVINCE SOME OF MY ON IT AND IT TOOK SOME TIME I HAD TO CONVINCE SOME OF MY COLLEAGUES WHO DID NOT BELIEVE HAD TO CONVINCE SOME OF MY COLLEAGUES WHO DID NOT BELIEVE HAD TO CONVINCE SOME OF MY COLLEAGUES WHO DID NOT BELIEVE IT WAS NECESSARY AND FINALLY COLLEAGUES WHO DID NOT BELIEVE IT WAS NECESSARY AND FINALLY COLLEAGUES WHO DID NOT BELIEVE IT WAS NECESSARY AND FINALLY AFTER CONVINCING MY COLLEAGUES IT WAS NECESSARY AND FINALLY AFTER CONVINCING MY COLLEAGUES IT WAS NECESSARY AND FINALLY AFTER CONVINCING MY COLLEAGUES AND WE FINALLY GOT THE MAJORITY AFTER CONVINCING MY COLLEAGUES AND WE FINALLY GOT THE MAJORITY AFTER CONVINCING MY COLLEAGUES AND WE FINALLY GOT THE MAJORITY THAT WE VOTED IN FAVOR OF DOING AND WE FINALLY GOT THE MAJORITY THAT WE VOTED IN FAVOR OF DOING AND WE

909FINALLY GOT THE MAJORITY THAT WE VOTED IN FAVOR OF DOING THAT THEN WE HAD TO CONVINCE THAT WE VOTED IN FAVOR OF DOING THAT THEN WE HAD TO CONVINCE THAT WE VOTED IN FAVOR OF DOING THAT THEN WE HAD TO CONVINCE CITY COUNCIL AND THAT WASN'T THAT THEN WE HAD TO CONVINCE CITY COUNCIL AND THAT WASN'T THAT THEN WE HAD TO CONVINCE CITY COUNCIL AND THAT WASN'T EASY EITHER BECAUSE IT TOOK CITY COUNCIL AND THAT WASN'T EASY EITHER BECAUSE IT TOOK CITY COUNCIL AND THAT WASN'T EASY EITHER BECAUSE IT TOOK MONEY AND AS YOU KNOW CITY EASY EITHER BECAUSE IT TOOK MONEY AND AS YOU KNOW CITY EASY EITHER BECAUSE IT TOOK MONEY AND AS YOU KNOW CITY COUNCIL'S WHERE WE GET OUR MONEY AND AS YOU KNOW CITY COUNCIL'S WHERE WE GET OUR MONEY

910AND AS YOU KNOW CITY COUNCIL'S WHERE WE GET OUR MONEY WELL THEY CONTROL HOW COUNCIL'S WHERE WE GET OUR MONEY WELL THEY CONTROL HOW COUNCIL'S WHERE WE GET OUR MONEY WELL THEY CONTROL HOW MUCH MONEY WE GET MOST OF THE MONEY WELL THEY CONTROL HOW MUCH MONEY WE GET MOST OF THE MONEY WELL THEY CONTROL HOW MUCH MONEY WE GET MOST OF THE TIME. MUCH MONEY WE GET MOST OF THE TIME. MUCH MONEY WE GET MOST OF THE TIME. FINALLY WE ACHIEVED ACHIEVED IT TIME. FINALLY WE ACHIEVED ACHIEVED IT TIME. FINALLY WE ACHIEVED ACHIEVED IT THOUGH GRADUALLY WE IMPLEMENTED FINALLY WE ACHIEVED ACHIEVED IT THOUGH GRADUALLY WE IMPLEMENTED FINALLY WE ACHIEVED ACHIEVED IT THOUGH GRADUALLY WE IMPLEMENTED IT. THOUGH GRADUALLY WE IMPLEMENTED IT. THOUGH GRADUALLY WE IMPLEMENTED IT. IT TOOK A FEW YEARS BUT AFTER

911IT. IT TOOK A FEW YEARS BUT AFTER IT. IT TOOK A FEW YEARS BUT AFTER FOUR YEARS OF IMPLEMENTATION WE IT TOOK A FEW YEARS BUT AFTER FOUR YEARS OF IMPLEMENTATION WE IT TOOK A FEW YEARS BUT AFTER FOUR YEARS OF IMPLEMENTATION WE FINALLY FINALLY REACHED FULL FOUR YEARS OF IMPLEMENTATION WE FINALLY FINALLY REACHED FULL FOUR YEARS OF IMPLEMENTATION WE FINALLY FINALLY REACHED FULL DAY KINDERGARTEN FOR ALL FINALLY FINALLY REACHED FULL DAY KINDERGARTEN FOR ALL FINALLY FINALLY REACHED FULL DAY KINDERGARTEN FOR ALL ELEMENTARY SCHOOLS IN VIRGINIA DAY KINDERGARTEN FOR ALL ELEMENTARY SCHOOLS IN VIRGINIA DAY KINDERGARTEN FOR ALL ELEMENTARY SCHOOLS IN VIRGINIA BEACH AND I DO FEEL LIKE THAT'S ELEMENTARY SCHOOLS IN VIRGINIA BEACH AND I DO FEEL LIKE THAT'S ELEMENTARY SCHOOLS IN VIRGINIA BEACH AND I DO FEEL LIKE THAT'S AN ACCOMPLISHMENT THAT WE'VE

912BEACH AND I DO FEEL LIKE THAT'S AN ACCOMPLISHMENT THAT WE'VE BEACH AND I DO FEEL LIKE THAT'S AN ACCOMPLISHMENT THAT WE'VE HAD WE'VE MADE I HAVE SOME AN ACCOMPLISHMENT THAT WE'VE HAD WE'VE MADE I HAVE SOME AN ACCOMPLISHMENT THAT WE'VE HAD WE'VE MADE I HAVE SOME ADVICE FOR THE INCOMING BOARD HAD WE'VE MADE I HAVE SOME ADVICE FOR THE INCOMING BOARD HAD WE'VE MADE I HAVE SOME ADVICE FOR THE INCOMING BOARD MEMBERS VISIT SCHOOLS, VISIT ADVICE FOR THE INCOMING BOARD MEMBERS VISIT SCHOOLS, VISIT ADVICE FOR THE INCOMING BOARD MEMBERS VISIT SCHOOLS, VISIT THEM OFTEN AND INTERACT WITH MEMBERS VISIT SCHOOLS, VISIT THEM OFTEN AND INTERACT WITH MEMBERS VISIT SCHOOLS, VISIT THEM OFTEN AND INTERACT WITH STAFF. THEM OFTEN AND INTERACT WITH STAFF. THEM OFTEN AND INTERACT WITH STAFF. ONE OF THE MOST VALUABLE STAFF. ONE

913OF THE MOST VALUABLE STAFF. ONE OF THE MOST VALUABLE EXPERIENCES I'VE HAD WAS JUST ONE OF THE MOST VALUABLE EXPERIENCES I'VE HAD WAS JUST ONE OF THE MOST VALUABLE EXPERIENCES I'VE HAD WAS JUST RECENTLY WHEN I SAT EXPERIENCES I'VE HAD WAS JUST RECENTLY WHEN I SAT EXPERIENCES I'VE HAD WAS JUST RECENTLY WHEN I SAT NONPROFESSIONAL LEARNING RECENTLY WHEN I SAT NONPROFESSIONAL LEARNING RECENTLY WHEN I SAT NONPROFESSIONAL LEARNING COMMUNITY AT COMMUNITY AT A NONPROFESSIONAL LEARNING COMMUNITY AT COMMUNITY AT A NONPROFESSIONAL LEARNING COMMUNITY AT COMMUNITY AT A COUPLE OF THE OTHER SCHOOLS COMMUNITY AT COMMUNITY AT A COUPLE OF THE OTHER SCHOOLS COMMUNITY AT COMMUNITY AT A COUPLE OF THE OTHER SCHOOLS THAT I VISITED AND PREFERRED COUPLE OF THE OTHER SCHOOLS THAT I VISITED AND PREFERRED COUPLE OF THE OTHER SCHOOLS THAT I VISITED AND PREFERRED

914PLACES WHAT THEY'RE CALLED THAT I VISITED AND PREFERRED PLACES WHAT THEY'RE CALLED THAT I VISITED AND PREFERRED PLACES WHAT THEY'RE CALLED THEIR DIFFERENT NOW THAN WHEN I PLACES WHAT THEY'RE CALLED THEIR DIFFERENT NOW THAN WHEN I PLACES WHAT THEY'RE CALLED THEIR DIFFERENT NOW THAN WHEN I WAS TEACHING THEY'VE ACTUALLY THEIR DIFFERENT NOW THAN WHEN I WAS TEACHING THEY'VE ACTUALLY THEIR DIFFERENT NOW THAN WHEN I WAS TEACHING THEY'VE ACTUALLY IMPROVED QUITE A BIT BUT WHEN WAS TEACHING THEY'VE ACTUALLY IMPROVED QUITE A BIT BUT WHEN WAS TEACHING THEY'VE ACTUALLY IMPROVED QUITE A BIT BUT WHEN YOU SIT ON A BEACH P.L.C. IMPROVED QUITE A BIT BUT WHEN YOU SIT ON A BEACH P.L.C. IMPROVED QUITE A BIT BUT WHEN YOU SIT ON A BEACH P.L.C. MEETING YOU AT A DEEPER YOU SIT ON A BEACH P.L.C. MEETING

915YOU AT A DEEPER YOU SIT ON A BEACH P.L.C. MEETING YOU AT A DEEPER UNDERSTANDING OF THE MEETING YOU AT A DEEPER UNDERSTANDING OF THE MEETING YOU AT A DEEPER UNDERSTANDING OF THE COLLABORATION TAKING PLACE WITH UNDERSTANDING OF THE COLLABORATION TAKING PLACE WITH UNDERSTANDING OF THE COLLABORATION TAKING PLACE WITH THE TEACHERS LISTENING TO THEIR COLLABORATION TAKING PLACE WITH THE TEACHERS LISTENING TO THEIR COLLABORATION TAKING PLACE WITH THE TEACHERS LISTENING TO THEIR IDEAS IS VERY IMPORTANT AND THE TEACHERS LISTENING TO THEIR IDEAS IS VERY IMPORTANT AND THE TEACHERS LISTENING TO THEIR IDEAS IS VERY IMPORTANT AND UNDERSTANDING THAT THEY NEED IDEAS IS VERY IMPORTANT AND UNDERSTANDING THAT THEY NEED IDEAS IS VERY IMPORTANT AND UNDERSTANDING THAT THEY NEED TIME TO PLAN BUT THEY ALSO NEED UNDERSTANDING THAT THEY NEED TIME TO PLAN BUT THEY ALSO NEED

916UNDERSTANDING THAT THEY NEED TIME TO PLAN BUT THEY ALSO NEED TIME TO DO SO COLLABORATIVELY TIME TO PLAN BUT THEY ALSO NEED TIME TO DO SO COLLABORATIVELY TIME TO PLAN BUT THEY ALSO NEED TIME TO DO SO COLLABORATIVELY WITH THEIR PEERS. TIME TO DO SO COLLABORATIVELY WITH THEIR PEERS. TIME TO DO SO COLLABORATIVELY WITH THEIR PEERS. IT WAS A VERY VALUABLE WITH THEIR PEERS. IT WAS A VERY VALUABLE WITH THEIR PEERS. IT WAS A VERY VALUABLE EXPERIENCE AND I ENCOURAGE ALL IT WAS A VERY VALUABLE EXPERIENCE AND I ENCOURAGE ALL IT WAS A VERY VALUABLE EXPERIENCE AND I ENCOURAGE ALL NEW BOARD MEMBERS IN FACT ALL EXPERIENCE AND I ENCOURAGE ALL NEW BOARD MEMBERS IN FACT ALL EXPERIENCE AND I ENCOURAGE ALL NEW BOARD MEMBERS IN FACT ALL BOARD MEMBERS TO GO SIT ON SOME

917NEW BOARD MEMBERS IN FACT ALL BOARD MEMBERS TO GO SIT ON SOME NEW BOARD MEMBERS IN FACT ALL BOARD MEMBERS TO GO SIT ON SOME OF THOSE P.L.C. MEETINGS AND BOARD MEMBERS TO GO SIT ON SOME OF THOSE P.L.C. MEETINGS AND BOARD MEMBERS TO GO SIT ON SOME OF THOSE P.L.C. MEETINGS AND WHEN YOU SET UP YOUR TIMES TO OF THOSE P.L.C. MEETINGS AND WHEN YOU SET UP YOUR TIMES TO OF THOSE P.L.C. MEETINGS AND WHEN YOU SET UP YOUR TIMES TO GO VISIT YOU NEED TO LET THE WHEN YOU SET UP YOUR TIMES TO GO VISIT YOU NEED TO LET THE WHEN YOU SET UP YOUR TIMES TO GO VISIT YOU NEED TO LET THE PRINCIPAL KNOW THAT YOU'D TO GO VISIT YOU NEED TO LET THE PRINCIPAL KNOW THAT YOU'D TO GO VISIT

918YOU NEED TO LET THE PRINCIPAL KNOW THAT YOU'D TO SIT IN ON A MEETING AND MONITOR PRINCIPAL KNOW THAT YOU'D TO SIT IN ON A MEETING AND MONITOR PRINCIPAL KNOW THAT YOU'D TO SIT IN ON A MEETING AND MONITOR IT OR LISTEN IT TO MY SIT IN ON A MEETING AND MONITOR IT OR LISTEN IT TO MY SIT IN ON A MEETING AND MONITOR IT OR LISTEN IT TO MY COLLEAGUES AND BOARD MEMBERS IT OR LISTEN IT TO MY COLLEAGUES AND BOARD MEMBERS IT OR LISTEN IT TO MY COLLEAGUES AND BOARD MEMBERS YOU HAVE SOME VERY CHALLENGING COLLEAGUES AND BOARD MEMBERS YOU HAVE SOME VERY CHALLENGING COLLEAGUES AND BOARD MEMBERS YOU HAVE SOME VERY CHALLENGING TIMES AHEAD. YOU HAVE SOME VERY CHALLENGING TIMES AHEAD. YOU HAVE SOME VERY CHALLENGING TIMES AHEAD. THEIR ALL TO RESPECT

919FOR TIMES AHEAD. THEIR ALL TO RESPECT FOR TIMES AHEAD. THEIR ALL TO RESPECT FOR EMPLOYEES AND MONEY MONEY, THEIR ALL TO RESPECT FOR EMPLOYEES AND MONEY MONEY, THEIR ALL TO RESPECT FOR EMPLOYEES AND MONEY MONEY, TEACHER RETENTION. EMPLOYEES AND MONEY MONEY, TEACHER RETENTION. EMPLOYEES AND MONEY MONEY, TEACHER RETENTION. I KNOW TEACHERS NEED TO KNOW TEACHER RETENTION. I KNOW TEACHERS NEED TO KNOW TEACHER RETENTION. I KNOW TEACHERS NEED TO KNOW THAT THAT YOU THAT YOU RESPECT I KNOW TEACHERS NEED TO KNOW THAT THAT YOU THAT YOU RESPECT I KNOW TEACHERS NEED TO KNOW THAT THAT YOU THAT YOU RESPECT THEM AND UNDERSTAND THAT THEY THAT THAT YOU THAT YOU RESPECT THEM AND UNDERSTAND THAT THEY THAT THAT YOU THAT YOU RESPECT THEM AND UNDERSTAND THAT THEY NEED TIME. THEM AND UNDERSTAND THAT THEY NEED TIME. THEM

920AND UNDERSTAND THAT THEY NEED TIME. IT'S PARAMOUNT PARAMOUNT NEED TIME. IT'S PARAMOUNT PARAMOUNT NEED TIME. IT'S PARAMOUNT PARAMOUNT KEEPING TEACHERS IN OUR SYSTEM IT'S PARAMOUNT PARAMOUNT KEEPING TEACHERS IN OUR SYSTEM IT'S PARAMOUNT PARAMOUNT KEEPING TEACHERS IN OUR SYSTEM TEACHER PAY OBVIOUSLY THAT'S KEEPING TEACHERS IN OUR SYSTEM TEACHER PAY OBVIOUSLY THAT'S KEEPING TEACHERS IN OUR SYSTEM TEACHER PAY OBVIOUSLY THAT'S THAT'S A CHALLENGE WE NEED TEACHER PAY OBVIOUSLY THAT'S THAT'S A CHALLENGE WE NEED TEACHER PAY OBVIOUSLY THAT'S THAT'S A CHALLENGE WE NEED COMPETITIVE PAY. THAT'S A CHALLENGE WE NEED COMPETITIVE PAY. THAT'S A CHALLENGE WE NEED COMPETITIVE PAY. WE TRIED TO DO SOMETHING LAST COMPETITIVE PAY. WE TRIED TO DO SOMETHING LAST COMPETITIVE PAY. WE TRIED TO DO SOMETHING LAST YEAR AND WE DIDN'T ACHIEVE WHAT WE TRIED TO DO SOMETHING LAST YEAR AND WE DIDN'T ACHIEVE

921WHAT WE TRIED TO DO SOMETHING LAST YEAR AND WE DIDN'T ACHIEVE WHAT WE WANT AND WE WANTED TO BECOME YEAR AND WE DIDN'T ACHIEVE WHAT WE WANT AND WE WANTED TO BECOME YEAR AND WE DIDN'T ACHIEVE WHAT WE WANT AND WE WANTED TO BECOME NUMBER ONE IN THE REGION NOW WE WANT AND WE WANTED TO BECOME NUMBER ONE IN THE REGION NOW WE WANT AND WE WANTED TO BECOME NUMBER ONE IN THE REGION NOW WE'RE STILL WE'RE ONE OF THE NUMBER ONE IN THE REGION NOW WE'RE STILL WE'RE ONE OF THE NUMBER ONE IN THE REGION NOW WE'RE STILL WE'RE ONE OF THE LOWEST IN THE REGION BECAUSE WE'RE STILL WE'RE ONE OF THE LOWEST IN THE REGION BECAUSE WE'RE STILL WE'RE ONE OF THE LOWEST IN THE REGION BECAUSE EVERYBODY ELSE ALSO GAVE LARGE

922LOWEST IN THE REGION BECAUSE EVERYBODY ELSE ALSO GAVE LARGE LOWEST IN THE REGION BECAUSE EVERYBODY ELSE ALSO GAVE LARGE RAISES AND BUILDING NEW SCHOOLS EVERYBODY ELSE ALSO GAVE LARGE RAISES AND BUILDING NEW SCHOOLS EVERYBODY ELSE ALSO GAVE LARGE RAISES AND BUILDING NEW SCHOOLS SO WHAT I SAY TO YOU IS DON'T RAISES AND BUILDING NEW SCHOOLS SO WHAT I SAY TO YOU IS DON'T RAISES AND BUILDING NEW SCHOOLS SO WHAT I SAY TO YOU IS DON'T BE AFRAID TO ASK THE PUBLIC TO SO WHAT I SAY TO YOU IS DON'T BE AFRAID TO ASK THE PUBLIC TO SO WHAT I SAY TO YOU IS DON'T BE AFRAID TO ASK THE PUBLIC TO FUND NEW SCHOOLS AND PAY YOUR BE AFRAID TO ASK THE PUBLIC TO FUND NEW SCHOOLS AND PAY YOUR BE AFRAID TO ASK THE

923PUBLIC TO FUND NEW SCHOOLS AND PAY YOUR TEACHERS WITH COMPETITIVE PAY FUND NEW SCHOOLS AND PAY YOUR TEACHERS WITH COMPETITIVE PAY FUND NEW SCHOOLS AND PAY YOUR TEACHERS WITH COMPETITIVE PAY DON'T BE AFRAID OF THAT BECAUSE TEACHERS WITH COMPETITIVE PAY DON'T BE AFRAID OF THAT BECAUSE TEACHERS WITH COMPETITIVE PAY DON'T BE AFRAID OF THAT BECAUSE THE COMMUNITY IN VIRGINIA BEACH DON'T BE AFRAID OF THAT BECAUSE THE COMMUNITY IN VIRGINIA BEACH DON'T BE AFRAID OF THAT BECAUSE THE COMMUNITY IN VIRGINIA BEACH EXPECTS WORLD CLASS EDUCATION THE COMMUNITY IN VIRGINIA BEACH EXPECTS WORLD CLASS EDUCATION THE COMMUNITY IN VIRGINIA BEACH EXPECTS WORLD CLASS EDUCATION FOR THEIR STUDENTS AND THEY EXPECTS WORLD CLASS EDUCATION FOR THEIR STUDENTS AND THEY EXPECTS WORLD CLASS EDUCATION FOR THEIR STUDENTS AND THEY WILL SUPPORT BUILDING SCHOOLS. FOR THEIR STUDENTS AND THEY WILL

924SUPPORT BUILDING SCHOOLS. FOR THEIR STUDENTS AND THEY WILL SUPPORT BUILDING SCHOOLS. THEY WILL SUPPORT PAYING OUR WILL SUPPORT BUILDING SCHOOLS. THEY WILL SUPPORT PAYING OUR WILL SUPPORT BUILDING SCHOOLS. THEY WILL SUPPORT PAYING OUR TEACHERS THE RIGHT WAY THEY'LL THEY WILL SUPPORT PAYING OUR TEACHERS THE RIGHT WAY THEY'LL THEY WILL SUPPORT PAYING OUR TEACHERS THE RIGHT WAY THEY'LL SUPPORT THAT IF YOU ASK. TEACHERS THE RIGHT WAY THEY'LL SUPPORT THAT IF YOU ASK. TEACHERS THE RIGHT WAY THEY'LL SUPPORT THAT IF YOU ASK. BUT WE LEARNED OUR LESSON A FEW SUPPORT THAT IF YOU ASK. BUT WE LEARNED OUR LESSON A FEW SUPPORT THAT IF YOU ASK. BUT WE LEARNED OUR LESSON A FEW YEARS AGO WHEN WE FOUND OUT BUT WE LEARNED OUR LESSON A FEW YEARS AGO WHEN WE FOUND OUT BUT WE LEARNED OUR LESSON

925A FEW YEARS AGO WHEN WE FOUND OUT CITY CAN'T WE SAID THE CITY YEARS AGO WHEN WE FOUND OUT CITY CAN'T WE SAID THE CITY YEARS AGO WHEN WE FOUND OUT CITY CAN'T WE SAID THE CITY COUNCIL YOU GAVE EMPLOYED YOUR CITY CAN'T WE SAID THE CITY COUNCIL YOU GAVE EMPLOYED YOUR CITY CAN'T WE SAID THE CITY COUNCIL YOU GAVE EMPLOYED YOUR EMPLOYEES LARGER RAISE THAN HE COUNCIL YOU GAVE EMPLOYED YOUR EMPLOYEES LARGER RAISE THAN HE COUNCIL YOU GAVE EMPLOYED YOUR EMPLOYEES LARGER RAISE THAN HE GAVE OUR TEACHERS WAS THAT AND EMPLOYEES LARGER RAISE THAN HE GAVE OUR TEACHERS WAS THAT AND EMPLOYEES LARGER RAISE THAN HE GAVE OUR TEACHERS WAS THAT AND WHAT WE WERE TOLD WE WERE TOLD GAVE OUR TEACHERS WAS THAT AND WHAT WE WERE TOLD WE WERE TOLD GAVE OUR

926TEACHERS WAS THAT AND WHAT WE WERE TOLD WE WERE TOLD WAS WE YOU DIDN'T ASK DON'T BE WHAT WE WERE TOLD WE WERE TOLD WAS WE YOU DIDN'T ASK DON'T BE WHAT WE WERE TOLD WE WERE TOLD WAS WE YOU DIDN'T ASK DON'T BE CAUGHT IN THAT DON'T BE CAUGHT WAS WE YOU DIDN'T ASK DON'T BE CAUGHT IN THAT DON'T BE CAUGHT WAS WE YOU DIDN'T ASK DON'T BE CAUGHT IN THAT DON'T BE CAUGHT IN THAT. CAUGHT IN THAT DON'T BE CAUGHT IN THAT. CAUGHT IN THAT DON'T BE CAUGHT IN THAT. DON'T BE AFRAID TO ASK YES I IN THAT. DON'T BE AFRAID TO ASK YES I IN THAT. DON'T BE AFRAID TO ASK YES I KNOW THAT IF WE ASK WE ASK FOR DON'T BE AFRAID TO ASK YES I KNOW THAT IF WE

927ASK WE ASK FOR DON'T BE AFRAID TO ASK YES I KNOW THAT IF WE ASK WE ASK FOR MORE MONEY THAN WHAT REVENUE KNOW THAT IF WE ASK WE ASK FOR MORE MONEY THAN WHAT REVENUE KNOW THAT IF WE ASK WE ASK FOR MORE MONEY THAN WHAT REVENUE SHARING FORMULA SAYS WE'RE MORE MONEY THAN WHAT REVENUE SHARING FORMULA SAYS WE'RE MORE MONEY THAN WHAT REVENUE SHARING FORMULA SAYS WE'RE FORGETTING I KNOW THAT WE'RE SHARING FORMULA SAYS WE'RE FORGETTING I KNOW THAT WE'RE SHARING FORMULA SAYS WE'RE FORGETTING I KNOW THAT WE'RE SUPPOSED TO ALSO ASK FOR CITY FORGETTING I KNOW THAT WE'RE SUPPOSED TO ALSO ASK FOR CITY FORGETTING I KNOW THAT WE'RE SUPPOSED TO ALSO ASK FOR CITY COUNCIL TO DO A RAISING TAXES SUPPOSED TO ALSO ASK FOR CITY COUNCIL TO DO A RAISING

928TAXES SUPPOSED TO ALSO ASK FOR CITY COUNCIL TO DO A RAISING TAXES BUT YOU BUT YOU KNOW, IF YOU COUNCIL TO DO A RAISING TAXES BUT YOU BUT YOU KNOW, IF YOU COUNCIL TO DO A RAISING TAXES BUT YOU BUT YOU KNOW, IF YOU DON'T ASK YOU WON'T KNOW AND BUT YOU BUT YOU KNOW, IF YOU DON'T ASK YOU WON'T KNOW AND BUT YOU BUT YOU KNOW, IF YOU DON'T ASK YOU WON'T KNOW AND NEED TO ASK THAT WE ALSO NEED DON'T ASK YOU WON'T KNOW AND NEED TO ASK THAT WE ALSO NEED DON'T ASK YOU WON'T KNOW AND NEED TO ASK THAT WE ALSO NEED YOU TO I'M TO I'M GOING TO DO NEED TO ASK THAT WE ALSO NEED YOU TO I'M TO I'M GOING TO DO NEED TO ASK THAT WE ALSO

929NEED YOU TO I'M TO I'M GOING TO DO THIS I'M WANT TO BE LOBBYING YOU TO I'M TO I'M GOING TO DO THIS I'M WANT TO BE LOBBYING YOU TO I'M TO I'M GOING TO DO THIS I'M WANT TO BE LOBBYING RICHMOND TO GET RICHMOND TO PAY THIS I'M WANT TO BE LOBBYING RICHMOND TO GET RICHMOND TO PAY THIS I'M WANT TO BE LOBBYING RICHMOND TO GET RICHMOND TO PAY MORE FOR BUILDING SQUINTED COME RICHMOND TO GET RICHMOND TO PAY MORE FOR BUILDING SQUINTED COME RICHMOND TO GET RICHMOND TO PAY MORE FOR BUILDING SQUINTED COME UP WITH A WITH A SOLUTION TO MORE FOR BUILDING SQUINTED COME UP WITH A WITH A SOLUTION TO MORE FOR BUILDING SQUINTED COME UP WITH A WITH A SOLUTION TO BUILD SCHOOLS THAT'S VERY UP WITH A WITH A

930SOLUTION TO BUILD SCHOOLS THAT'S VERY UP WITH A WITH A SOLUTION TO BUILD SCHOOLS THAT'S VERY IMPORTANT BECAUSE IF WE AND WE BUILD SCHOOLS THAT'S VERY IMPORTANT BECAUSE IF WE AND WE BUILD SCHOOLS THAT'S VERY IMPORTANT BECAUSE IF WE AND WE NEED TO ASK THERE AS WELL IF WE IMPORTANT BECAUSE IF WE AND WE NEED TO ASK THERE AS WELL IF WE IMPORTANT BECAUSE IF WE AND WE NEED TO ASK THERE AS WELL IF WE DON'T ASK WE DON'T KNOW. NEED TO ASK THERE AS WELL IF WE DON'T ASK WE DON'T KNOW. NEED TO ASK THERE AS WELL IF WE DON'T ASK WE DON'T KNOW. BUT ANYWAY I WANT TO SAY GOOD DON'T ASK WE DON'T KNOW. BUT ANYWAY I WANT TO SAY GOOD DON'T ASK WE DON'T KNOW. BUT ANYWAY I WANT TO SAY

931GOOD LUCK TO ALL OF YOU AND REMEMBER BUT ANYWAY I WANT TO SAY GOOD LUCK TO ALL OF YOU AND REMEMBER BUT ANYWAY I WANT TO SAY GOOD LUCK TO ALL OF YOU AND REMEMBER LISTENING AND RESPECTING IDEAS LUCK TO ALL OF YOU AND REMEMBER LISTENING AND RESPECTING IDEAS LUCK TO ALL OF YOU AND REMEMBER LISTENING AND RESPECTING IDEAS OF YOUR COLLEAGUES ARE LISTENING AND RESPECTING IDEAS OF YOUR COLLEAGUES ARE LISTENING AND RESPECTING IDEAS OF YOUR COLLEAGUES ARE IMPORTANT BECAUSE COLLABORATION OF YOUR COLLEAGUES ARE IMPORTANT BECAUSE COLLABORATION OF YOUR COLLEAGUES ARE IMPORTANT BECAUSE COLLABORATION AND DISCUSSIONS ARE NEEDED TO IMPORTANT BECAUSE COLLABORATION AND DISCUSSIONS ARE NEEDED TO IMPORTANT BECAUSE COLLABORATION AND DISCUSSIONS ARE NEEDED TO BE EFFECTIVE AS A FUNCTIONING AND DISCUSSIONS ARE NEEDED TO BE EFFECTIVE AS A FUNCTIONING AND DISCUSSIONS ARE NEEDED TO

932BE EFFECTIVE AS A FUNCTIONING BOARD. BE EFFECTIVE AS A FUNCTIONING BOARD. BE EFFECTIVE AS A FUNCTIONING BOARD. AFTER ALL WITHOUT THAT WE WOULD BOARD. AFTER ALL WITHOUT THAT WE WOULD BOARD. AFTER ALL WITHOUT THAT WE WOULD NEVER HAVE ACHIEVED FULL DAY AFTER ALL WITHOUT THAT WE WOULD NEVER HAVE ACHIEVED FULL DAY AFTER ALL WITHOUT THAT WE WOULD NEVER HAVE ACHIEVED FULL DAY KINDERGARTEN FOR ALL CHILDREN NEVER HAVE ACHIEVED FULL DAY KINDERGARTEN FOR ALL CHILDREN NEVER HAVE ACHIEVED FULL DAY KINDERGARTEN FOR ALL CHILDREN OF VIRGINIA BEACH. KINDERGARTEN FOR ALL CHILDREN OF VIRGINIA BEACH. KINDERGARTEN FOR ALL CHILDREN OF VIRGINIA BEACH. THANK YOU. OF VIRGINIA BEACH. THANK YOU. OF VIRGINIA BEACH. THANK YOU. OK, MISS FRANKLIN WHEREAS THANK YOU. OK, MISS FRANKLIN WHEREAS THANK YOU. OK, MISS FRANKLIN WHEREAS VIRGINIA BEACH CITY PUBLIC OK, MISS FRANKLIN WHEREAS

933VIRGINIA BEACH CITY PUBLIC OK, MISS FRANKLIN WHEREAS VIRGINIA BEACH CITY PUBLIC SCHOOLS IN PARTNERSHIP WITH THE VIRGINIA BEACH CITY PUBLIC SCHOOLS IN PARTNERSHIP WITH THE VIRGINIA BEACH CITY PUBLIC SCHOOLS IN PARTNERSHIP WITH THE ENTIRE COMMUNITY WILL EMPOWER SCHOOLS IN PARTNERSHIP WITH THE ENTIRE COMMUNITY WILL EMPOWER SCHOOLS IN PARTNERSHIP WITH THE ENTIRE COMMUNITY WILL EMPOWER EVERY STUDENT TO BECOME ENTIRE COMMUNITY WILL EMPOWER EVERY STUDENT TO BECOME ENTIRE COMMUNITY WILL EMPOWER EVERY STUDENT TO BECOME LIFELONG LEARNING WHO IS A EVERY STUDENT TO BECOME LIFELONG LEARNING WHO IS A EVERY STUDENT TO BECOME LIFELONG LEARNING WHO IS A RESPONSIBLE, PRODUCTIVE AND LIFELONG LEARNING WHO IS A RESPONSIBLE, PRODUCTIVE AND LIFELONG LEARNING WHO IS A RESPONSIBLE, PRODUCTIVE AND ENGAGED CITIZEN WITHIN GLOBAL RESPONSIBLE, PRODUCTIVE AND ENGAGED CITIZEN WITHIN GLOBAL RESPONSIBLE, PRODUCTIVE AND ENGAGED CITIZEN WITHIN GLOBAL COMMUNITY AND WHEREAS

934THROUGH ENGAGED CITIZEN WITHIN GLOBAL COMMUNITY AND WHEREAS THROUGH ENGAGED CITIZEN WITHIN GLOBAL COMMUNITY AND WHEREAS THROUGH THE GOVERNANCE AND OVERSIGHT COMMUNITY AND WHEREAS THROUGH THE GOVERNANCE AND OVERSIGHT COMMUNITY AND WHEREAS THROUGH THE GOVERNANCE AND OVERSIGHT THE SCHOOL BOARD OF THE CITY THE GOVERNANCE AND OVERSIGHT THE SCHOOL BOARD OF THE CITY THE GOVERNANCE AND OVERSIGHT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH AND THE THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH AND THE THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH AND THE LEADERSHIP OF THE OF VIRGINIA BEACH AND THE LEADERSHIP OF THE OF VIRGINIA BEACH AND THE LEADERSHIP OF THE SUPERINTENDENT AND STAFF LEADERSHIP OF THE SUPERINTENDENT AND STAFF LEADERSHIP OF THE SUPERINTENDENT AND STAFF VIRGINIA BEACH CITY PUBLIC SUPERINTENDENT AND STAFF VIRGINIA BEACH CITY PUBLIC SUPERINTENDENT AND STAFF VIRGINIA BEACH

935CITY PUBLIC SCHOOLS IS A WORLD CLASS SCHOOL VIRGINIA BEACH CITY PUBLIC SCHOOLS IS A WORLD CLASS SCHOOL VIRGINIA BEACH CITY PUBLIC SCHOOLS IS A WORLD CLASS SCHOOL DIVISION THAT CONTINUALLY SCHOOLS IS A WORLD CLASS SCHOOL DIVISION THAT CONTINUALLY SCHOOLS IS A WORLD CLASS SCHOOL DIVISION THAT CONTINUALLY CONTINUALLY STRIVES TO CHART A DIVISION THAT CONTINUALLY CONTINUALLY STRIVES TO CHART A DIVISION THAT CONTINUALLY CONTINUALLY STRIVES TO CHART A COURSE FOR OUR STUDENTS SCHOOL CONTINUALLY STRIVES TO CHART A COURSE FOR OUR STUDENTS SCHOOL CONTINUALLY STRIVES TO CHART A COURSE FOR OUR STUDENTS SCHOOL BOARD MEMBERS HAVE A VITAL ROLE COURSE FOR OUR STUDENTS SCHOOL BOARD MEMBERS HAVE A VITAL ROLE COURSE FOR OUR STUDENTS SCHOOL BOARD MEMBERS HAVE A VITAL ROLE IN PREPARING VIRGINIA BEACH BOARD MEMBERS HAVE A VITAL ROLE IN PREPARING VIRGINIA BEACH BOARD MEMBERS HAVE

936A VITAL ROLE IN PREPARING VIRGINIA BEACH CITY PUBLIC SCHOOL STUDENTS TO IN PREPARING VIRGINIA BEACH CITY PUBLIC SCHOOL STUDENTS TO IN PREPARING VIRGINIA BEACH CITY PUBLIC SCHOOL STUDENTS TO BE FUTURE LEADERS IN OUR CITY PUBLIC SCHOOL STUDENTS TO BE FUTURE LEADERS IN OUR CITY PUBLIC SCHOOL STUDENTS TO BE FUTURE LEADERS IN OUR COMMUNITY AND THE WORLD AND BE FUTURE LEADERS IN OUR COMMUNITY AND THE WORLD AND BE FUTURE LEADERS IN OUR COMMUNITY AND THE WORLD AND WORK TIRELESSLY TO ADDRESS COMMUNITY AND THE WORLD AND WORK TIRELESSLY TO ADDRESS COMMUNITY AND THE WORLD AND WORK TIRELESSLY TO ADDRESS THOSE MEETINGS. WORK TIRELESSLY TO ADDRESS THOSE MEETINGS. WORK TIRELESSLY TO ADDRESS THOSE MEETINGS. AND WHEREAS JENNIFER S. THOSE MEETINGS. AND WHEREAS JENNIFER S. THOSE MEETINGS. AND WHEREAS JENNIFER S. FRANKLIN HAS SERVED WITH AND WHEREAS JENNIFER S.

937FRANKLIN HAS SERVED WITH AND WHEREAS JENNIFER S. FRANKLIN HAS SERVED WITH DISTINCTION AN OUTSTANDING FRANKLIN HAS SERVED WITH DISTINCTION AN OUTSTANDING FRANKLIN HAS SERVED WITH DISTINCTION AN OUTSTANDING DEDICATION ON THE SCHOOL BOARD DISTINCTION AN OUTSTANDING DEDICATION ON THE SCHOOL BOARD DISTINCTION AN OUTSTANDING DEDICATION ON THE SCHOOL BOARD OF THE CITY OF VIRGINIA DEDICATION ON THE SCHOOL BOARD OF THE CITY OF VIRGINIA DEDICATION ON THE SCHOOL BOARD OF THE CITY OF VIRGINIA VIRGINIA AT SCHOOL AS SCHOOL OF THE CITY OF VIRGINIA VIRGINIA AT SCHOOL AS SCHOOL OF THE CITY OF VIRGINIA VIRGINIA AT SCHOOL AS SCHOOL BOARD MEMBER DISTRICT TO VIRGINIA AT SCHOOL AS SCHOOL BOARD MEMBER DISTRICT TO VIRGINIA AT SCHOOL AS SCHOOL BOARD MEMBER DISTRICT TO KANSFIELD FROM JANUARY 1ST BOARD MEMBER DISTRICT TO KANSFIELD FROM JANUARY 1ST BOARD MEMBER DISTRICT TO KANSFIELD FROM

938JANUARY 1ST TWENTY TWENTY ONE THROUGH KANSFIELD FROM JANUARY 1ST TWENTY TWENTY ONE THROUGH KANSFIELD FROM JANUARY 1ST TWENTY TWENTY ONE THROUGH DECEMBER 31ST TWENTY FOR MR. TWENTY TWENTY ONE THROUGH DECEMBER 31ST TWENTY FOR MR. TWENTY TWENTY ONE THROUGH DECEMBER 31ST TWENTY FOR MR. FRANKLIN SERVED AS THE VICE DECEMBER 31ST TWENTY FOR MR. FRANKLIN SERVED AS THE VICE DECEMBER 31ST TWENTY FOR MR. FRANKLIN SERVED AS THE VICE CHAIR OF CHAIR OF THE SCHOOL FRANKLIN SERVED AS THE VICE CHAIR OF CHAIR OF THE SCHOOL FRANKLIN SERVED AS THE VICE CHAIR OF CHAIR OF THE SCHOOL BOARD FROM JANUARY IN DECEMBER CHAIR OF CHAIR OF THE SCHOOL BOARD FROM JANUARY IN DECEMBER CHAIR OF CHAIR OF THE SCHOOL BOARD FROM JANUARY IN DECEMBER OF THIS YEAR AND WHEREAS A BOARD FROM JANUARY IN DECEMBER OF THIS YEAR AND

939WHEREAS A BOARD FROM JANUARY IN DECEMBER OF THIS YEAR AND WHEREAS A SCHOOL BOARD MEMBER IS FRANKLIN OF THIS YEAR AND WHEREAS A SCHOOL BOARD MEMBER IS FRANKLIN OF THIS YEAR AND WHEREAS A SCHOOL BOARD MEMBER IS FRANKLIN BROUGHT HER UNIQUE PERSPECTIVE SCHOOL BOARD MEMBER IS FRANKLIN BROUGHT HER UNIQUE PERSPECTIVE SCHOOL BOARD MEMBER IS FRANKLIN BROUGHT HER UNIQUE PERSPECTIVE AS A FORMER MILITARY MEMBER AND BROUGHT HER UNIQUE PERSPECTIVE AS A FORMER MILITARY MEMBER AND BROUGHT HER UNIQUE PERSPECTIVE AS A FORMER MILITARY MEMBER AND PRIVATE BUSINESS PROFESSIONAL AS A FORMER MILITARY MEMBER AND PRIVATE BUSINESS PROFESSIONAL AS A FORMER MILITARY MEMBER AND PRIVATE BUSINESS PROFESSIONAL TO HER SERVICE ON THE SCHOOL PRIVATE BUSINESS PROFESSIONAL TO HER SERVICE ON THE SCHOOL PRIVATE BUSINESS PROFESSIONAL TO HER SERVICE ON THE SCHOOL BOARD, MISS FRANKLIN HAS TO HER SERVICE

940ON THE SCHOOL BOARD, MISS FRANKLIN HAS TO HER SERVICE ON THE SCHOOL BOARD, MISS FRANKLIN HAS CONSISTENTLY CHAMPION FOR THE BOARD, MISS FRANKLIN HAS CONSISTENTLY CHAMPION FOR THE BOARD, MISS FRANKLIN HAS CONSISTENTLY CHAMPION FOR THE RIGHTS OF STUDENTS THE CONSISTENTLY CHAMPION FOR THE RIGHTS OF STUDENTS THE CONSISTENTLY CHAMPION FOR THE RIGHTS OF STUDENTS THE IMPORTANCE OF TRADE AND RIGHTS OF STUDENTS THE IMPORTANCE OF TRADE AND RIGHTS OF STUDENTS THE IMPORTANCE OF TRADE AND ALTERNATIVE EDUCATION PROGRAMS IMPORTANCE OF TRADE AND ALTERNATIVE EDUCATION PROGRAMS IMPORTANCE OF TRADE AND ALTERNATIVE EDUCATION PROGRAMS AS WELL AS MILITARY SERVICE AND ALTERNATIVE EDUCATION PROGRAMS AS WELL AS MILITARY SERVICE AND ALTERNATIVE EDUCATION PROGRAMS AS WELL AS MILITARY SERVICE AND RASMUS FRANKLIN REPRESENTED THE AS WELL AS MILITARY SERVICE AND RASMUS FRANKLIN REPRESENTED THE AS WELL AS MILITARY SERVICE AND RASMUS FRANKLIN

941REPRESENTED THE SCHOOL BOARD SCHOOL BOARD ON RASMUS FRANKLIN REPRESENTED THE SCHOOL BOARD SCHOOL BOARD ON RASMUS FRANKLIN REPRESENTED THE SCHOOL BOARD SCHOOL BOARD ON NUMEROUS COMMITTEES AND BOARDS SCHOOL BOARD SCHOOL BOARD ON NUMEROUS COMMITTEES AND BOARDS SCHOOL BOARD SCHOOL BOARD ON NUMEROUS COMMITTEES AND BOARDS INCLUDING AUDIT GIFTED ADVISORY NUMEROUS COMMITTEES AND BOARDS INCLUDING AUDIT GIFTED ADVISORY NUMEROUS COMMITTEES AND BOARDS INCLUDING AUDIT GIFTED ADVISORY THE GREEN RUN COLLEGIATE BOARD INCLUDING AUDIT GIFTED ADVISORY THE GREEN RUN COLLEGIATE BOARD INCLUDING AUDIT GIFTED ADVISORY THE GREEN RUN COLLEGIATE BOARD AND STUDENT NOW THEREFORE BE THE GREEN RUN COLLEGIATE BOARD AND STUDENT NOW THEREFORE BE THE GREEN RUN COLLEGIATE BOARD AND STUDENT NOW THEREFORE BE RESOLVED AT THE SCHOOL BOARD AND STUDENT NOW THEREFORE BE RESOLVED AT THE SCHOOL BOARD AND STUDENT NOW THEREFORE BE RESOLVED AT THE SCHOOL BOARD

942OF THE CITY OF VIRGINIA RESOLVED AT THE SCHOOL BOARD OF THE CITY OF VIRGINIA RESOLVED AT THE SCHOOL BOARD OF THE CITY OF VIRGINIA CAMENZIND EXTENDS IS GRATEFUL OF THE CITY OF VIRGINIA CAMENZIND EXTENDS IS GRATEFUL OF THE CITY OF VIRGINIA CAMENZIND EXTENDS IS GRATEFUL APPRECIATION TO JENNIFER AS CAMENZIND EXTENDS IS GRATEFUL APPRECIATION TO JENNIFER AS CAMENZIND EXTENDS IS GRATEFUL APPRECIATION TO JENNIFER AS FRANKLIN SCHOOL BOARD MEMBER APPRECIATION TO JENNIFER AS FRANKLIN SCHOOL BOARD MEMBER APPRECIATION TO JENNIFER AS FRANKLIN SCHOOL BOARD MEMBER DISTRICT TWO CAMPS FOR A JOB FRANKLIN SCHOOL BOARD MEMBER DISTRICT TWO CAMPS FOR A JOB FRANKLIN SCHOOL BOARD MEMBER DISTRICT TWO CAMPS FOR A JOB WELL DONE AND BE IT FURTHER DISTRICT TWO CAMPS FOR A JOB WELL DONE AND BE IT FURTHER DISTRICT TWO CAMPS FOR A JOB WELL DONE AND

943BE IT FURTHER RESULTS THAT A COPY OF THIS WELL DONE AND BE IT FURTHER RESULTS THAT A COPY OF THIS WELL DONE AND BE IT FURTHER RESULTS THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE RESULTS THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE RESULTS THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS SCHOOL RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS SCHOOL RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS SCHOOL BOARD AND BE IT FINALLY OFFICIAL MINUTES OF THIS SCHOOL BOARD AND BE IT FINALLY OFFICIAL MINUTES OF THIS SCHOOL BOARD AND BE IT FINALLY RESOLVED THAT THIS ORIGINAL BOARD AND BE IT FINALLY RESOLVED THAT THIS ORIGINAL BOARD AND BE IT FINALLY RESOLVED THAT THIS ORIGINAL RESOLUTION BE PRESENTED TO RESOLVED THAT THIS ORIGINAL

944RESOLUTION BE PRESENTED TO RESOLVED THAT THIS ORIGINAL RESOLUTION BE PRESENTED TO JENNIFER AS FRANKLIN SCHOOL RESOLUTION BE PRESENTED TO JENNIFER AS FRANKLIN SCHOOL RESOLUTION BE PRESENTED TO JENNIFER AS FRANKLIN SCHOOL BOARD MEMBER DISTRICT TO JENNIFER AS FRANKLIN SCHOOL BOARD MEMBER DISTRICT TO JENNIFER AS FRANKLIN SCHOOL BOARD MEMBER DISTRICT TO KANSFIELD IN RECOGNITION OF HER BOARD MEMBER DISTRICT TO KANSFIELD IN RECOGNITION OF HER BOARD MEMBER DISTRICT TO KANSFIELD IN RECOGNITION OF HER SERVICE THIS RESOLUTION IS TO KANSFIELD IN RECOGNITION OF HER SERVICE THIS RESOLUTION IS TO KANSFIELD IN RECOGNITION OF HER SERVICE THIS RESOLUTION IS TO BE ADOPTED BY THE SCHOOL BOARD SERVICE THIS RESOLUTION IS TO BE ADOPTED BY THE SCHOOL BOARD SERVICE THIS RESOLUTION IS TO BE ADOPTED BY THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH BE ADOPTED BY THE SCHOOL BOARD

945OF THE CITY OF VIRGINIA BEACH BE ADOPTED BY THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH THIS 10TH DAY OF DECEMBER OF THE CITY OF VIRGINIA BEACH THIS 10TH DAY OF DECEMBER OF THE CITY OF VIRGINIA BEACH THIS 10TH DAY OF DECEMBER TWENTY TWENTY FOUR NEXT WOULD THIS 10TH DAY OF DECEMBER TWENTY TWENTY FOUR NEXT WOULD THIS 10TH DAY OF DECEMBER TWENTY TWENTY FOUR NEXT WOULD YOU LIKE TO SAY SOMETHING WELL TWENTY TWENTY FOUR NEXT WOULD YOU LIKE TO SAY SOMETHING WELL TWENTY TWENTY FOUR NEXT WOULD YOU LIKE TO SAY SOMETHING WELL FIRST OF ALL I JUST WANT TO SAY YOU LIKE TO SAY SOMETHING WELL FIRST OF ALL I JUST WANT TO SAY YOU LIKE TO SAY SOMETHING WELL FIRST OF ALL I JUST WANT TO SAY WHAT A GREAT HONOR AND HAS

946BEEN FIRST OF ALL I JUST WANT TO SAY WHAT A GREAT HONOR AND HAS BEEN FIRST OF ALL I JUST WANT TO SAY WHAT A GREAT HONOR AND HAS BEEN TO SERVE THIS AMAZING DIVISION WHAT A GREAT HONOR AND HAS BEEN TO SERVE THIS AMAZING DIVISION WHAT A GREAT HONOR AND HAS BEEN TO SERVE THIS AMAZING DIVISION YOU KNOW I, I STARTED WITH MY TO SERVE THIS AMAZING DIVISION YOU KNOW I, I STARTED WITH MY TO SERVE THIS AMAZING DIVISION YOU KNOW I, I STARTED WITH MY LOVE OF HIS DIVISION THROUGH MY YOU KNOW I, I STARTED WITH MY LOVE OF HIS DIVISION THROUGH MY YOU KNOW I, I STARTED WITH MY LOVE OF HIS DIVISION THROUGH MY PTSA WORK STARTING IN MY LOVE OF HIS DIVISION THROUGH MY PTSA WORK STARTING IN MY LOVE

947OF HIS DIVISION THROUGH MY PTSA WORK STARTING IN MY DAUGHTER WAS IN KINDERGARTEN PTSA WORK STARTING IN MY DAUGHTER WAS IN KINDERGARTEN PTSA WORK STARTING IN MY DAUGHTER WAS IN KINDERGARTEN AND I WOULD JUST LIKE TO SAY DAUGHTER WAS IN KINDERGARTEN AND I WOULD JUST LIKE TO SAY DAUGHTER WAS IN KINDERGARTEN AND I WOULD JUST LIKE TO SAY THAT I STILL AM SO IN AWE AND I WOULD JUST LIKE TO SAY THAT I STILL AM SO IN AWE AND I WOULD JUST LIKE TO SAY THAT I STILL AM SO IN AWE OF HOW AND GREAT THIS THIS THAT I STILL AM SO IN AWE OF HOW AND GREAT THIS THIS THAT I STILL AM SO IN AWE OF HOW AND GREAT THIS THIS DIVISION IS EVEN JUST AS PARENT OF HOW AND GREAT THIS THIS

948DIVISION IS EVEN JUST AS PARENT OF HOW AND GREAT THIS THIS DIVISION IS EVEN JUST AS PARENT AS A MEMBER YOU MEMBER YOU JUST DIVISION IS EVEN JUST AS PARENT AS A MEMBER YOU MEMBER YOU JUST DIVISION IS EVEN JUST AS PARENT AS A MEMBER YOU MEMBER YOU JUST HAVE NO IDEA HOW DEDICATED AND AS A MEMBER YOU MEMBER YOU JUST HAVE NO IDEA HOW DEDICATED AND AS A MEMBER YOU MEMBER YOU JUST HAVE NO IDEA HOW DEDICATED AND COMMITTED OUR EMPLOYEES ARE HAVE NO IDEA HOW DEDICATED AND COMMITTED OUR EMPLOYEES ARE HAVE NO IDEA HOW DEDICATED AND COMMITTED OUR EMPLOYEES ARE DOING GREAT WORK IN THIS COMMITTED OUR EMPLOYEES ARE DOING GREAT WORK IN THIS COMMITTED OUR EMPLOYEES ARE DOING GREAT WORK IN THIS DIVISION AND I STILL HOPE THAT DOING GREAT WORK IN

949THIS DIVISION AND I STILL HOPE THAT DOING GREAT WORK IN THIS DIVISION AND I STILL HOPE THAT THE COMMUNITY RECOGNIZES AND DIVISION AND I STILL HOPE THAT THE COMMUNITY RECOGNIZES AND DIVISION AND I STILL HOPE THAT THE COMMUNITY RECOGNIZES AND CONTINUES TO SUPPORT THIS THE COMMUNITY RECOGNIZES AND CONTINUES TO SUPPORT THIS THE COMMUNITY RECOGNIZES AND CONTINUES TO SUPPORT THIS DIVISION THE WAY IT NEEDS TO IN CONTINUES TO SUPPORT THIS DIVISION THE WAY IT NEEDS TO IN CONTINUES TO SUPPORT THIS DIVISION THE WAY IT NEEDS TO IN ORDER TO LIKE LIKE MR. ANDERSON DIVISION THE WAY IT NEEDS TO IN ORDER TO LIKE LIKE MR. ANDERSON DIVISION THE WAY IT NEEDS TO IN ORDER TO LIKE LIKE MR. ANDERSON SAID WE ARE TOP NOTCH WORLD ORDER TO LIKE LIKE MR. ANDERSON SAID WE ARE TOP NOTCH

950WORLD ORDER TO LIKE LIKE MR. ANDERSON SAID WE ARE TOP NOTCH WORLD CLASS WE ARE PREPARING. SAID WE ARE TOP NOTCH WORLD CLASS WE ARE PREPARING. SAID WE ARE TOP NOTCH WORLD CLASS WE ARE PREPARING. WE ARE PREPARING OUR KIDS TO CLASS WE ARE PREPARING. WE ARE PREPARING OUR KIDS TO CLASS WE ARE PREPARING. WE ARE PREPARING OUR KIDS TO ENLIST AND ROLAND EMPLOYEE AND WE ARE PREPARING OUR KIDS TO ENLIST AND ROLAND EMPLOYEE AND WE ARE PREPARING OUR KIDS TO ENLIST AND ROLAND EMPLOYEE AND WE ARE DOING GREAT. ENLIST AND ROLAND EMPLOYEE AND WE ARE DOING GREAT. ENLIST AND ROLAND EMPLOYEE AND WE ARE DOING GREAT. SO PLEASE JUST I WOULD JUST BEG WE ARE DOING GREAT. SO PLEASE JUST I WOULD JUST BEG WE ARE DOING GREAT. SO PLEASE JUST I WOULD JUST

951BEG THE NEW BOARD THE THE COMMUNITY SO PLEASE JUST I WOULD JUST BEG THE NEW BOARD THE THE COMMUNITY SO PLEASE JUST I WOULD JUST BEG THE NEW BOARD THE THE COMMUNITY LET'S REMAIN AND WORK TOGETHER THE NEW BOARD THE THE COMMUNITY LET'S REMAIN AND WORK TOGETHER THE NEW BOARD THE THE COMMUNITY LET'S REMAIN AND WORK TOGETHER COLLABORATE SO THAT WE CAN LET'S REMAIN AND WORK TOGETHER COLLABORATE SO THAT WE CAN LET'S REMAIN AND WORK TOGETHER COLLABORATE SO THAT WE CAN CONTINUE DOING GREAT WORK FOR COLLABORATE SO THAT WE CAN CONTINUE DOING GREAT WORK FOR COLLABORATE SO THAT WE CAN CONTINUE DOING GREAT WORK FOR THESE STUDENTS AND THIS CONTINUE DOING GREAT WORK FOR THESE STUDENTS AND THIS CONTINUE DOING GREAT WORK FOR THESE STUDENTS AND THIS COMMUNITY. THESE STUDENTS AND THIS COMMUNITY. THESE STUDENTS

952AND THIS COMMUNITY. SO AGAIN I JUST THANK YOU ALL. COMMUNITY. SO AGAIN I JUST THANK YOU ALL. COMMUNITY. SO AGAIN I JUST THANK YOU ALL. I THINK YOU THE STAFF SO MUCH SO AGAIN I JUST THANK YOU ALL. I THINK YOU THE STAFF SO MUCH SO AGAIN I JUST THANK YOU ALL. I THINK YOU THE STAFF SO MUCH FOR ALL OF YOUR WORK I KNOW I THINK YOU THE STAFF SO MUCH FOR ALL OF YOUR WORK I KNOW I THINK YOU THE STAFF SO MUCH FOR ALL OF YOUR WORK I KNOW WE'RE PROBABLY DRIVE YOU INSANE FOR ALL OF YOUR WORK I KNOW WE'RE PROBABLY DRIVE YOU INSANE FOR ALL OF YOUR WORK I KNOW WE'RE PROBABLY DRIVE YOU INSANE BUT BUT WE JUST VERY VERY MUCH WE'RE PROBABLY DRIVE YOU INSANE BUT BUT WE

953JUST VERY VERY MUCH WE'RE PROBABLY DRIVE YOU INSANE BUT BUT WE JUST VERY VERY MUCH APPRECIATE YOU AND I JUST WANT BUT BUT WE JUST VERY VERY MUCH APPRECIATE YOU AND I JUST WANT BUT BUT WE JUST VERY VERY MUCH APPRECIATE YOU AND I JUST WANT TO JUST THANK YOU AGAIN FOR ALL APPRECIATE YOU AND I JUST WANT TO JUST THANK YOU AGAIN FOR ALL APPRECIATE YOU AND I JUST WANT TO JUST THANK YOU AGAIN FOR ALL OF YOUR HARD WORK IT IS NOW MY TO JUST THANK YOU AGAIN FOR ALL OF YOUR HARD WORK IT IS NOW MY TO JUST THANK YOU AGAIN FOR ALL OF YOUR HARD WORK IT IS NOW MY HONOR AND PLEASURE TO READ THIS OF YOUR HARD WORK IT IS NOW MY HONOR AND PLEASURE TO READ THIS OF

954YOUR HARD WORK IT IS NOW MY HONOR AND PLEASURE TO READ THIS RESOLUTION FOR MY GOOD FRIEND HONOR AND PLEASURE TO READ THIS RESOLUTION FOR MY GOOD FRIEND HONOR AND PLEASURE TO READ THIS RESOLUTION FOR MY GOOD FRIEND VICKY MANNING I'VE SEEN A LOT RESOLUTION FOR MY GOOD FRIEND VICKY MANNING I'VE SEEN A LOT RESOLUTION FOR MY GOOD FRIEND VICKY MANNING I'VE SEEN A LOT OF BOARD MEMBERS COME AND GO VICKY MANNING I'VE SEEN A LOT OF BOARD MEMBERS COME AND GO VICKY MANNING I'VE SEEN A LOT OF BOARD MEMBERS COME AND GO AND I'VE NEVER SERVED ALONG OF BOARD MEMBERS COME AND GO AND I'VE NEVER SERVED ALONG OF BOARD MEMBERS COME AND GO AND I'VE NEVER SERVED ALONG SOMEONE SO DEDICATED SO WELL AND I'VE NEVER SERVED ALONG SOMEONE SO DEDICATED SO WELL

955AND I'VE NEVER SERVED ALONG SOMEONE SO DEDICATED SO WELL PREPARED SO WILLING TO ASK SOMEONE SO DEDICATED SO WELL PREPARED SO WILLING TO ASK SOMEONE SO DEDICATED SO WELL PREPARED SO WILLING TO ASK TOUGH, TOUGH, TOUGH QUESTIONS PREPARED SO WILLING TO ASK TOUGH, TOUGH, TOUGH QUESTIONS PREPARED SO WILLING TO ASK TOUGH, TOUGH, TOUGH QUESTIONS AND SO FOCUSED ON STUDENT TOUGH, TOUGH, TOUGH QUESTIONS AND SO FOCUSED ON STUDENT TOUGH, TOUGH, TOUGH QUESTIONS AND SO FOCUSED ON STUDENT LEADERSHIP. AND SO FOCUSED ON STUDENT LEADERSHIP. AND SO FOCUSED ON STUDENT LEADERSHIP. AND FOR THAT, VICKY, I THANK LEADERSHIP. AND FOR THAT, VICKY, I THANK LEADERSHIP. AND FOR THAT, VICKY, I THANK TREMENDOUSLY WHEREAS VIRGINIA AND FOR THAT, VICKY, I THANK TREMENDOUSLY WHEREAS VIRGINIA AND FOR THAT, VICKY, I THANK TREMENDOUSLY WHEREAS VIRGINIA BEACH CITY PUBLIC SCHOOLS IN TREMENDOUSLY

956WHEREAS VIRGINIA BEACH CITY PUBLIC SCHOOLS IN TREMENDOUSLY WHEREAS VIRGINIA BEACH CITY PUBLIC SCHOOLS IN PARTNERSHIP WITH THE ENTIRE BEACH CITY PUBLIC SCHOOLS IN PARTNERSHIP WITH THE ENTIRE BEACH CITY PUBLIC SCHOOLS IN PARTNERSHIP WITH THE ENTIRE COMMUNITY WILL EMPOWER EVERY PARTNERSHIP WITH THE ENTIRE COMMUNITY WILL EMPOWER EVERY PARTNERSHIP WITH THE ENTIRE COMMUNITY WILL EMPOWER EVERY STUDENT BECOMING A LIFELONG COMMUNITY WILL EMPOWER EVERY STUDENT BECOMING A LIFELONG COMMUNITY WILL EMPOWER EVERY STUDENT BECOMING A LIFELONG LEARNING OR WHO IS RESPONSIBLE STUDENT BECOMING A LIFELONG LEARNING OR WHO IS RESPONSIBLE STUDENT BECOMING A LIFELONG LEARNING OR WHO IS RESPONSIBLE ,PRODUCTIVE AND ENGAGED LEARNING OR WHO IS RESPONSIBLE ,PRODUCTIVE AND ENGAGED LEARNING OR WHO IS RESPONSIBLE ,PRODUCTIVE AND ENGAGED CITIZEN WITHIN THE GLOBAL ,PRODUCTIVE AND ENGAGED CITIZEN WITHIN THE GLOBAL ,PRODUCTIVE AND ENGAGED CITIZEN WITHIN THE GLOBAL COMMUNITY AND WHEREAS

957THROUGH CITIZEN WITHIN THE GLOBAL COMMUNITY AND WHEREAS THROUGH CITIZEN WITHIN THE GLOBAL COMMUNITY AND WHEREAS THROUGH THE GOVERNANCE OVERSIGHT OF THE COMMUNITY AND WHEREAS THROUGH THE GOVERNANCE OVERSIGHT OF THE COMMUNITY AND WHEREAS THROUGH THE GOVERNANCE OVERSIGHT OF THE SCHOOL BOARD IN THE CITY THE GOVERNANCE OVERSIGHT OF THE SCHOOL BOARD IN THE CITY THE GOVERNANCE OVERSIGHT OF THE SCHOOL BOARD IN THE CITY OF VIRGINIA BEACH AND THE SCHOOL BOARD IN THE CITY OF VIRGINIA BEACH AND THE SCHOOL BOARD IN THE CITY OF VIRGINIA BEACH AND THE LEADERSHIP THE SUPERINTENDENT OF VIRGINIA BEACH AND THE LEADERSHIP THE SUPERINTENDENT OF VIRGINIA BEACH AND THE LEADERSHIP THE SUPERINTENDENT AND STAFF VIRGINIA BEACH CITY LEADERSHIP THE SUPERINTENDENT AND STAFF VIRGINIA BEACH CITY LEADERSHIP THE SUPERINTENDENT AND STAFF VIRGINIA BEACH CITY PUBLIC SCHOOLS IS A WORLD AND STAFF VIRGINIA BEACH CITY

958PUBLIC SCHOOLS IS A WORLD AND STAFF VIRGINIA BEACH CITY PUBLIC SCHOOLS IS A WORLD SCHOOL DIVISION THAT PUBLIC SCHOOLS IS A WORLD SCHOOL DIVISION THAT PUBLIC SCHOOLS IS A WORLD SCHOOL DIVISION THAT CONTINUALLY STRIVES TO CHART A SCHOOL DIVISION THAT CONTINUALLY STRIVES TO CHART A SCHOOL DIVISION THAT CONTINUALLY STRIVES TO CHART A COURSE FOR OUR STUDENTS SCHOOL CONTINUALLY STRIVES TO CHART A COURSE FOR OUR STUDENTS SCHOOL CONTINUALLY STRIVES TO CHART A COURSE FOR OUR STUDENTS SCHOOL BOARD MEMBERS HAVE IDLE VITAL COURSE FOR OUR STUDENTS SCHOOL BOARD MEMBERS HAVE IDLE VITAL COURSE FOR OUR STUDENTS SCHOOL BOARD MEMBERS HAVE IDLE VITAL ROLES AND PREPARE IN VIRGINIA BOARD MEMBERS HAVE IDLE VITAL ROLES AND PREPARE IN VIRGINIA BOARD MEMBERS HAVE IDLE VITAL ROLES AND PREPARE IN VIRGINIA CITY PUBLIC SCHOOL STUDENTS TO ROLES AND PREPARE IN VIRGINIA

959CITY PUBLIC SCHOOL STUDENTS TO ROLES AND PREPARE IN VIRGINIA CITY PUBLIC SCHOOL STUDENTS TO BE FUTURE LEADERS IN OUR CITY PUBLIC SCHOOL STUDENTS TO BE FUTURE LEADERS IN OUR CITY PUBLIC SCHOOL STUDENTS TO BE FUTURE LEADERS IN OUR COMMUNITY AND THE WORLD AND BE FUTURE LEADERS IN OUR COMMUNITY AND THE WORLD AND BE FUTURE LEADERS IN OUR COMMUNITY AND THE WORLD AND WORKED TIRELESSLY TO ADDRESS COMMUNITY AND THE WORLD AND WORKED TIRELESSLY TO ADDRESS COMMUNITY AND THE WORLD AND WORKED TIRELESSLY TO ADDRESS THESE NEEDS AND WHEREAS WORKED TIRELESSLY TO ADDRESS THESE NEEDS AND WHEREAS WORKED TIRELESSLY TO ADDRESS THESE NEEDS AND WHEREAS VICTORIOUSLY MANNING S. MANNING THESE NEEDS AND WHEREAS VICTORIOUSLY MANNING S. MANNING THESE NEEDS AND WHEREAS VICTORIOUSLY MANNING S. MANNING HAS SERVED WITH HIGH VICTORIOUSLY MANNING S. MANNING HAS SERVED WITH HIGH VICTORIOUSLY

960MANNING S. MANNING HAS SERVED WITH HIGH DISTINCTION AN OUTSTANDING HAS SERVED WITH HIGH DISTINCTION AN OUTSTANDING HAS SERVED WITH HIGH DISTINCTION AN OUTSTANDING DEDICATION ON THE SCHOOL BOARD DISTINCTION AN OUTSTANDING DEDICATION ON THE SCHOOL BOARD DISTINCTION AN OUTSTANDING DEDICATION ON THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH, DEDICATION ON THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH, DEDICATION ON THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH, VIRGINIA SCHOOL BOARD MEMBER OF THE CITY OF VIRGINIA BEACH, VIRGINIA SCHOOL BOARD MEMBER OF THE CITY OF VIRGINIA BEACH, VIRGINIA SCHOOL BOARD MEMBER BOARD MEMBER FROM JANUARY 1ST, VIRGINIA SCHOOL BOARD MEMBER BOARD MEMBER FROM JANUARY 1ST, VIRGINIA SCHOOL BOARD MEMBER BOARD MEMBER FROM JANUARY 1ST, 2017 DECEMBER 31ST TWO THOUSAND BOARD MEMBER FROM JANUARY 1ST, 2017 DECEMBER 31ST TWO THOUSAND BOARD MEMBER FROM JANUARY 1ST,

9612017 DECEMBER 31ST TWO THOUSAND TWENTY FOUR AND WHEREAS 2017 DECEMBER 31ST TWO THOUSAND TWENTY FOUR AND WHEREAS 2017 DECEMBER 31ST TWO THOUSAND TWENTY FOUR AND WHEREAS THROUGHOUT HER TENURE ON THE TWENTY FOUR AND WHEREAS THROUGHOUT HER TENURE ON THE TWENTY FOUR AND WHEREAS THROUGHOUT HER TENURE ON THE SCHOOL BOARD, MRS. MANNING HAS THROUGHOUT HER TENURE ON THE SCHOOL BOARD, MRS. MANNING HAS THROUGHOUT HER TENURE ON THE SCHOOL BOARD, MRS. MANNING HAS BEEN A TIRELESS ADVOCATE FOR SCHOOL BOARD, MRS. MANNING HAS BEEN A TIRELESS ADVOCATE FOR SCHOOL BOARD, MRS. MANNING HAS BEEN A TIRELESS ADVOCATE FOR STUDENT EXCELLENCE RESPEC FOR BEEN A TIRELESS ADVOCATE FOR STUDENT EXCELLENCE RESPEC FOR BEEN A TIRELESS ADVOCATE FOR STUDENT EXCELLENCE RESPEC FOR PARENTAL RIGHTS, RESPONSIBLE STUDENT EXCELLENCE RESPEC FOR PARENTAL RIGHTS, RESPONSIBLE STUDENT EXCELLENCE RESPEC FOR PARENTAL RIGHTS, RESPONSIBLE BUSINESS

962PRACTICES AND PARENTAL RIGHTS, RESPONSIBLE BUSINESS PRACTICES AND PARENTAL RIGHTS, RESPONSIBLE BUSINESS PRACTICES AND COMPLIANCE WITH LAW AND BUSINESS PRACTICES AND COMPLIANCE WITH LAW AND BUSINESS PRACTICES AND COMPLIANCE WITH LAW AND REGULATION AND WHEREAS COMPLIANCE WITH LAW AND REGULATION AND WHEREAS COMPLIANCE WITH LAW AND REGULATION AND WHEREAS MISMANAGED HAS SERVED ON MANY REGULATION AND WHEREAS MISMANAGED HAS SERVED ON MANY REGULATION AND WHEREAS MISMANAGED HAS SERVED ON MANY SCHOOL BOARD COMMITTEE MISMANAGED HAS SERVED ON MANY SCHOOL BOARD COMMITTEE MISMANAGED HAS SERVED ON MANY SCHOOL BOARD COMMITTEE COMMITTEES SUCH AS STUDENT SCHOOL BOARD COMMITTEE COMMITTEES SUCH AS STUDENT SCHOOL BOARD COMMITTEE COMMITTEES SUCH AS STUDENT DISCIPLINE POLICY REVIEW, COMMITTEES SUCH AS STUDENT DISCIPLINE POLICY REVIEW, COMMITTEES SUCH AS STUDENT DISCIPLINE POLICY REVIEW, LEGISLATIVE SCHOOL HEALTH DISCIPLINE POLICY REVIEW, LEGISLATIVE SCHOOL HEALTH DISCIPLINE POLICY REVIEW, LEGISLATIVE SCHOOL HEALTH ADVISORY

963OR AND LONG RANGE LEGISLATIVE SCHOOL HEALTH ADVISORY OR AND LONG RANGE LEGISLATIVE SCHOOL HEALTH ADVISORY OR AND LONG RANGE FACILITIES PLANNING AND THEY'LL ADVISORY OR AND LONG RANGE FACILITIES PLANNING AND THEY'LL ADVISORY OR AND LONG RANGE FACILITIES PLANNING AND THEY'LL THEREFORE BE RESOLVED TO THE FACILITIES PLANNING AND THEY'LL THEREFORE BE RESOLVED TO THE FACILITIES PLANNING AND THEY'LL THEREFORE BE RESOLVED TO THE SCHOOL BOARD OF THE CITY THEREFORE BE RESOLVED TO THE SCHOOL BOARD OF THE CITY THEREFORE BE RESOLVED TO THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH. SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH. SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH. KAMINS AND EXTEND ITS GRATEFUL OF VIRGINIA BEACH. KAMINS AND EXTEND ITS GRATEFUL OF VIRGINIA BEACH. KAMINS AND EXTEND ITS GRATEFUL APPRECIATION TO VICTORIA S. KAMINS AND EXTEND ITS GRATEFUL APPRECIATION

964TO VICTORIA S. KAMINS AND EXTEND ITS GRATEFUL APPRECIATION TO VICTORIA S. MANNING SCHOOL BOARD MEMBER AT APPRECIATION TO VICTORIA S. MANNING SCHOOL BOARD MEMBER AT APPRECIATION TO VICTORIA S. MANNING SCHOOL BOARD MEMBER AT LARGE FOR A JOB WELL DONE AND MANNING SCHOOL BOARD MEMBER AT LARGE FOR A JOB WELL DONE AND MANNING SCHOOL BOARD MEMBER AT LARGE FOR A JOB WELL DONE AND BE A FURTHER RESOLVED THAT A LARGE FOR A JOB WELL DONE AND BE A FURTHER RESOLVED THAT A LARGE FOR A JOB WELL DONE AND BE A FURTHER RESOLVED THAT A COPY OF THIS RESOLUTION SPREAD BE A FURTHER RESOLVED THAT A COPY OF THIS RESOLUTION SPREAD BE A FURTHER RESOLVED THAT A COPY OF THIS RESOLUTION SPREAD ACROSS THE OFFICIAL MINUTES COPY OF THIS RESOLUTION SPREAD ACROSS THE OFFICIAL MINUTES COPY OF

965THIS RESOLUTION SPREAD ACROSS THE OFFICIAL MINUTES OF THIS SCHOOL BOARD AND BE ACROSS THE OFFICIAL MINUTES OF THIS SCHOOL BOARD AND BE ACROSS THE OFFICIAL MINUTES OF THIS SCHOOL BOARD AND BE FINALLY RESOLVED THAT THIS OF THIS SCHOOL BOARD AND BE FINALLY RESOLVED THAT THIS OF THIS SCHOOL BOARD AND BE FINALLY RESOLVED THAT THIS ORIGINAL RESOLUTION WILL BE FINALLY RESOLVED THAT THIS ORIGINAL RESOLUTION WILL BE FINALLY RESOLVED THAT THIS ORIGINAL RESOLUTION WILL BE PRESENTED TO VICTORIOUSLY ORIGINAL RESOLUTION WILL BE PRESENTED TO VICTORIOUSLY ORIGINAL RESOLUTION WILL BE PRESENTED TO VICTORIOUSLY MANNING SCHOOL BOARD MEMBER AT PRESENTED TO VICTORIOUSLY MANNING SCHOOL BOARD MEMBER AT PRESENTED TO VICTORIOUSLY MANNING SCHOOL BOARD MEMBER AT LARGE AND RECOGNITION OF HER MANNING SCHOOL BOARD MEMBER AT LARGE AND RECOGNITION OF HER MANNING SCHOOL BOARD MEMBER AT LARGE AND RECOGNITION OF HER

966SERVICE THIS RESOLUTION IS TO LARGE AND RECOGNITION OF HER SERVICE THIS RESOLUTION IS TO LARGE AND RECOGNITION OF HER SERVICE THIS RESOLUTION IS TO BE ADOPTED ON THE SCHOOL BOARD SERVICE THIS RESOLUTION IS TO BE ADOPTED ON THE SCHOOL BOARD SERVICE THIS RESOLUTION IS TO BE ADOPTED ON THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH THIS BE ADOPTED ON THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH THIS BE ADOPTED ON THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH THIS 10TH DAY OF DECEMBER TWO THE CITY OF VIRGINIA BEACH THIS 10TH DAY OF DECEMBER TWO THE CITY OF VIRGINIA BEACH THIS 10TH DAY OF DECEMBER TWO THOUSAND TWENTY FOUR. 10TH DAY OF DECEMBER TWO THOUSAND TWENTY FOUR. 10TH DAY OF DECEMBER TWO THOUSAND TWENTY FOUR. OK, MISS OWENS OH I'M SO I'M SO THOUSAND TWENTY FOUR.

967OK, MISS OWENS OH I'M SO I'M SO THOUSAND TWENTY FOUR. OK, MISS OWENS OH I'M SO I'M SO SORRY, MISS. OK, MISS OWENS OH I'M SO I'M SO SORRY, MISS. OK, MISS OWENS OH I'M SO I'M SO SORRY, MISS. I'M SORRY WELL I DON'T HAVE ANY SORRY, MISS. I'M SORRY WELL I DON'T HAVE ANY SORRY, MISS. I'M SORRY WELL I DON'T HAVE ANY PREPARED REMARKS BUT I JUST I'M SORRY WELL I DON'T HAVE ANY PREPARED REMARKS BUT I JUST I'M SORRY WELL I DON'T HAVE ANY PREPARED REMARKS BUT I JUST WANT JUST WANT TO THANK MY PREPARED REMARKS BUT I JUST WANT JUST WANT TO THANK MY PREPARED REMARKS BUT I JUST WANT JUST WANT TO THANK MY SCHOOL COLLEAGUES ESPECIALLY MY WANT JUST WANT TO THANK MY SCHOOL COLLEAGUES ESPECIALLY MY WANT JUST WANT

968TO THANK MY SCHOOL COLLEAGUES ESPECIALLY MY FRIEND CAROLYN WILLIAMS WHO GOT SCHOOL COLLEAGUES ESPECIALLY MY FRIEND CAROLYN WILLIAMS WHO GOT SCHOOL COLLEAGUES ESPECIALLY MY FRIEND CAROLYN WILLIAMS WHO GOT ME INTO THIS ABOUT TEN YEARS FRIEND CAROLYN WILLIAMS WHO GOT ME INTO THIS ABOUT TEN YEARS FRIEND CAROLYN WILLIAMS WHO GOT ME INTO THIS ABOUT TEN YEARS AGO I DIDN'T KNOW WHAT I WAS ME INTO THIS ABOUT TEN YEARS AGO I DIDN'T KNOW WHAT I WAS ME INTO THIS ABOUT TEN YEARS AGO I DIDN'T KNOW WHAT I WAS GETTING INTO THEN BUT I GOT AGO I DIDN'T KNOW WHAT I WAS GETTING INTO THEN BUT I GOT AGO I DIDN'T KNOW WHAT I WAS GETTING INTO THEN BUT I GOT INVOLVED BECAUSE I WAS A GETTING INTO THEN BUT I GOT INVOLVED BECAUSE I WAS A GETTING

969INTO THEN BUT I GOT INVOLVED BECAUSE I WAS A CONCERNED PARENT AND I ALWAYS INVOLVED BECAUSE I WAS A CONCERNED PARENT AND I ALWAYS INVOLVED BECAUSE I WAS A CONCERNED PARENT AND I ALWAYS HAVE THE MANTRA IF YOU'RE GOING CONCERNED PARENT AND I ALWAYS HAVE THE MANTRA IF YOU'RE GOING CONCERNED PARENT AND I ALWAYS HAVE THE MANTRA IF YOU'RE GOING TO COMPLAIN ABOUT SOMETHING DO HAVE THE MANTRA IF YOU'RE GOING TO COMPLAIN ABOUT SOMETHING DO HAVE THE MANTRA IF YOU'RE GOING TO COMPLAIN ABOUT SOMETHING DO SOMETHING ABOUT IT AND SO THAT TO COMPLAIN ABOUT SOMETHING DO SOMETHING ABOUT IT AND SO THAT TO COMPLAIN ABOUT SOMETHING DO SOMETHING ABOUT IT AND SO THAT PUT ME HERE ME HERE ON THE SOMETHING ABOUT IT AND SO THAT PUT ME HERE ME HERE ON THE SOMETHING ABOUT

970IT AND SO THAT PUT ME HERE ME HERE ON THE BOARD AND I'M THANKFUL TO THE PUT ME HERE ME HERE ON THE BOARD AND I'M THANKFUL TO THE PUT ME HERE ME HERE ON THE BOARD AND I'M THANKFUL TO THE FRIENDS THAT I'VE MADE ON THE BOARD AND I'M THANKFUL TO THE FRIENDS THAT I'VE MADE ON THE BOARD AND I'M THANKFUL TO THE FRIENDS THAT I'VE MADE ON THE BOARD UP HERE LIFELONG FRIENDS THAT I'VE MADE ON THE BOARD UP HERE LIFELONG FRIENDS THAT I'VE MADE ON THE BOARD UP HERE LIFELONG FRIENDSHIPS FOR SURE AND I WANT BOARD UP HERE LIFELONG FRIENDSHIPS FOR SURE AND I WANT BOARD UP HERE LIFELONG FRIENDSHIPS FOR SURE AND I WANT TO THANK DR. ROBERTSON VERY FRIENDSHIPS FOR SURE AND I WANT TO THANK DR. ROBERTSON VERY FRIENDSHIPS

971FOR SURE AND I WANT TO THANK DR. ROBERTSON VERY HAPPY TO HAVE YOU IN THE TO THANK DR. ROBERTSON VERY HAPPY TO HAVE YOU IN THE TO THANK DR. ROBERTSON VERY HAPPY TO HAVE YOU IN THE POSITION OF SUPERINTENDENT HAPPY TO HAVE YOU IN THE POSITION OF SUPERINTENDENT HAPPY TO HAVE YOU IN THE POSITION OF SUPERINTENDENT PLEASE CONTINUE TO RAISE THE POSITION OF SUPERINTENDENT PLEASE CONTINUE TO RAISE THE POSITION OF SUPERINTENDENT PLEASE CONTINUE TO RAISE THE BAR FOR OUR STUDENTS. PLEASE CONTINUE TO RAISE THE BAR FOR OUR STUDENTS. PLEASE CONTINUE TO RAISE THE BAR FOR OUR STUDENTS. I APPRECIATE THAT SALINITY BAR FOR OUR STUDENTS. I APPRECIATE THAT SALINITY BAR FOR OUR STUDENTS. I APPRECIATE THAT SALINITY YOU'VE BEEN AN AMAZING ATTORNEY I APPRECIATE THAT SALINITY YOU'VE BEEN AN AMAZING ATTORNEY I APPRECIATE THAT SALINITY

972YOU'VE BEEN AN AMAZING ATTORNEY AN AMAZING ATTORNEY AND YOU YOU'VE BEEN AN AMAZING ATTORNEY AN AMAZING ATTORNEY AND YOU YOU'VE BEEN AN AMAZING ATTORNEY AN AMAZING ATTORNEY AND YOU MIGHT ONE OF THE HARDEST AN AMAZING ATTORNEY AND YOU MIGHT ONE OF THE HARDEST AN AMAZING ATTORNEY AND YOU MIGHT ONE OF THE HARDEST WORKING PEOPLE I KNOW THANK YOU MIGHT ONE OF THE HARDEST WORKING PEOPLE I KNOW THANK YOU MIGHT ONE OF THE HARDEST WORKING PEOPLE I KNOW THANK YOU FOR YOU FOR ALL THAT YOU'VE WORKING PEOPLE I KNOW THANK YOU FOR YOU FOR ALL THAT YOU'VE WORKING PEOPLE I KNOW THANK YOU FOR YOU FOR ALL THAT YOU'VE DONE AND IS TONY AUTO YOU FOR YOU FOR ALL THAT YOU'VE DONE AND IS TONY AUTO YOU FOR YOU FOR ALL THAT YOU'VE DONE AND IS

973TONY AUTO YOU JUMPED IN AND A IN A TOUGH TIME DONE AND IS TONY AUTO YOU JUMPED IN AND A IN A TOUGH TIME DONE AND IS TONY AUTO YOU JUMPED IN AND A IN A TOUGH TIME ON THE BOARD AND YOU YOU'VE JUMPED IN AND A IN A TOUGH TIME ON THE BOARD AND YOU YOU'VE JUMPED IN AND A IN A TOUGH TIME ON THE BOARD AND YOU YOU'VE DONE A LOT AND I REALLY ON THE BOARD AND YOU YOU'VE DONE A LOT AND I REALLY ON THE BOARD AND YOU YOU'VE DONE A LOT AND I REALLY APPRECIATE ALL THAT YOU'VE DONE DONE A LOT AND I REALLY APPRECIATE ALL THAT YOU'VE DONE DONE A LOT AND I REALLY APPRECIATE ALL THAT YOU'VE DONE THE BOARD. APPRECIATE ALL THAT YOU'VE DONE THE BOARD. APPRECIATE

974ALL THAT YOU'VE DONE THE BOARD. SO THANK OK NOW MISS OWENS, THE BOARD. SO THANK OK NOW MISS OWENS, THE BOARD. SO THANK OK NOW MISS OWENS, HARD TO BELIEVE I'VE OWN SINCE SO THANK OK NOW MISS OWENS, HARD TO BELIEVE I'VE OWN SINCE SO THANK OK NOW MISS OWENS, HARD TO BELIEVE I'VE OWN SINCE SHE WAS 16 YEARS OLD TO HEAR HARD TO BELIEVE I'VE OWN SINCE SHE WAS 16 YEARS OLD TO HEAR HARD TO BELIEVE I'VE OWN SINCE SHE WAS 16 YEARS OLD TO HEAR HIM. SHE WAS 16 YEARS OLD TO HEAR HIM. SHE WAS 16 YEARS OLD TO HEAR HIM. YEAH, WHEREAS VIRGINIA BEACH HIM. YEAH, WHEREAS VIRGINIA BEACH HIM. YEAH, WHEREAS VIRGINIA BEACH CITY PUBLIC SCHOOLS IN YEAH, WHEREAS VIRGINIA BEACH CITY PUBLIC SCHOOLS IN YEAH, WHEREAS VIRGINIA BEACH CITY PUBLIC

975SCHOOLS IN PARTNERSHIP WITH THE ENTIRE CITY PUBLIC SCHOOLS IN PARTNERSHIP WITH THE ENTIRE CITY PUBLIC SCHOOLS IN PARTNERSHIP WITH THE ENTIRE COMMUNITY WILL EMPOWER EVERY PARTNERSHIP WITH THE ENTIRE COMMUNITY WILL EMPOWER EVERY PARTNERSHIP WITH THE ENTIRE COMMUNITY WILL EMPOWER EVERY STUDENT TO BECOME A LIFELONG COMMUNITY WILL EMPOWER EVERY STUDENT TO BECOME A LIFELONG COMMUNITY WILL EMPOWER EVERY STUDENT TO BECOME A LIFELONG LERNER WHO WAS A RESPONSIBLE STUDENT TO BECOME A LIFELONG LERNER WHO WAS A RESPONSIBLE STUDENT TO BECOME A LIFELONG LERNER WHO WAS A RESPONSIBLE PRODUCTIVE AND ENGAGE ENGAGED LERNER WHO WAS A RESPONSIBLE PRODUCTIVE AND ENGAGE ENGAGED LERNER WHO WAS A RESPONSIBLE PRODUCTIVE AND ENGAGE ENGAGED CITIZEN WITHIN THE GLOBAL PRODUCTIVE AND ENGAGE ENGAGED CITIZEN WITHIN THE GLOBAL PRODUCTIVE AND ENGAGE ENGAGED CITIZEN WITHIN THE GLOBAL COMMUNITY AND WHEREAS THROUGH CITIZEN WITHIN THE GLOBAL

976COMMUNITY AND WHEREAS THROUGH CITIZEN WITHIN THE GLOBAL COMMUNITY AND WHEREAS THROUGH THE GOVERNANCE AND OVERSIGHT COMMUNITY AND WHEREAS THROUGH THE GOVERNANCE AND OVERSIGHT COMMUNITY AND WHEREAS THROUGH THE GOVERNANCE AND OVERSIGHT OF THE SCHOOL BOARD OF THE CITY THE GOVERNANCE AND OVERSIGHT OF THE SCHOOL BOARD OF THE CITY THE GOVERNANCE AND OVERSIGHT OF THE SCHOOL BOARD OF THE CITY OF VIRGINIA EACH AND THE OF THE SCHOOL BOARD OF THE CITY OF VIRGINIA EACH AND THE OF THE SCHOOL BOARD OF THE CITY OF VIRGINIA EACH AND THE LEADERSHIP OF THE OF VIRGINIA EACH AND THE LEADERSHIP OF THE OF VIRGINIA EACH AND THE LEADERSHIP OF THE SUPERINTENDENT AND STAFF LEADERSHIP OF THE SUPERINTENDENT AND STAFF LEADERSHIP OF THE SUPERINTENDENT AND STAFF VIRGINIA BEACH CITY PUBLIC SUPERINTENDENT AND STAFF VIRGINIA BEACH CITY PUBLIC SUPERINTENDENT AND STAFF VIRGINIA BEACH

977CITY PUBLIC CAUSES A WORLD CLASS SCHOOL VIRGINIA BEACH CITY PUBLIC CAUSES A WORLD CLASS SCHOOL VIRGINIA BEACH CITY PUBLIC CAUSES A WORLD CLASS SCHOOL DIVISION THAT CONTINUALLY CAUSES A WORLD CLASS SCHOOL DIVISION THAT CONTINUALLY CAUSES A WORLD CLASS SCHOOL DIVISION THAT CONTINUALLY STRIVES TO CHART THE COURSE FOR DIVISION THAT CONTINUALLY STRIVES TO CHART THE COURSE FOR DIVISION THAT CONTINUALLY STRIVES TO CHART THE COURSE FOR OUR STUDENTS SCHOOL BOARD STRIVES TO CHART THE COURSE FOR OUR STUDENTS SCHOOL BOARD STRIVES TO CHART THE COURSE FOR OUR STUDENTS SCHOOL BOARD MEMBERS HAVE VITAL ROLES IN OUR STUDENTS SCHOOL BOARD MEMBERS HAVE VITAL ROLES IN OUR STUDENTS SCHOOL BOARD MEMBERS HAVE VITAL ROLES IN PREPARING VIRGINIA CITY PUBLIC MEMBERS HAVE VITAL ROLES IN PREPARING VIRGINIA CITY PUBLIC MEMBERS HAVE VITAL ROLES IN PREPARING VIRGINIA CITY PUBLIC SCHOOL STUDENTS TO

978BE FUTURE PREPARING VIRGINIA CITY PUBLIC SCHOOL STUDENTS TO BE FUTURE PREPARING VIRGINIA CITY PUBLIC SCHOOL STUDENTS TO BE FUTURE LEADERS IN OUR COMMUNITY AND A SCHOOL STUDENTS TO BE FUTURE LEADERS IN OUR COMMUNITY AND A SCHOOL STUDENTS TO BE FUTURE LEADERS IN OUR COMMUNITY AND A WORLD AND WORK TIRELESSLY TO LEADERS IN OUR COMMUNITY AND A WORLD AND WORK TIRELESSLY TO LEADERS IN OUR COMMUNITY AND A WORLD AND WORK TIRELESSLY TO ADDRESS THOSE NEEDS AND WHEREAS WORLD AND WORK TIRELESSLY TO ADDRESS THOSE NEEDS AND WHEREAS WORLD AND WORK TIRELESSLY TO ADDRESS THOSE NEEDS AND WHEREAS JESSICA ELECTIONS HAVE SERVED ADDRESS THOSE NEEDS AND WHEREAS JESSICA ELECTIONS HAVE SERVED ADDRESS THOSE NEEDS AND WHEREAS JESSICA ELECTIONS HAVE SERVED WITH HIGH DISTINCTION AND JESSICA ELECTIONS HAVE SERVED WITH HIGH DISTINCTION AND JESSICA ELECTIONS HAVE SERVED WITH HIGH

979DISTINCTION AND OUTSTANDING DEDICATION ON WITH HIGH DISTINCTION AND OUTSTANDING DEDICATION ON WITH HIGH DISTINCTION AND OUTSTANDING DEDICATION ON SCHOOL BOARD OF THE CITY OUTSTANDING DEDICATION ON SCHOOL BOARD OF THE CITY OUTSTANDING DEDICATION ON SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH, VIRGINIA, A SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH, VIRGINIA, A SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH, VIRGINIA, A SCHOOL BOARD MEMBER DISTRICT OF VIRGINIA BEACH, VIRGINIA, A SCHOOL BOARD MEMBER DISTRICT OF VIRGINIA BEACH, VIRGINIA, A SCHOOL BOARD MEMBER DISTRICT THREE ROWS HOME FROM MAY TWENTY SCHOOL BOARD MEMBER DISTRICT THREE ROWS HOME FROM MAY TWENTY SCHOOL BOARD MEMBER DISTRICT THREE ROWS HOME FROM MAY TWENTY NINETEEN THROUGH DECEMBER 30 THREE ROWS HOME FROM MAY TWENTY NINETEEN THROUGH DECEMBER 30 THREE ROWS HOME FROM MAY TWENTY NINETEEN THROUGH DECEMBER 30 FIRST TWENTY TWENTY

980FOUR AND NINETEEN THROUGH DECEMBER 30 FIRST TWENTY TWENTY FOUR AND NINETEEN THROUGH DECEMBER 30 FIRST TWENTY TWENTY FOUR AND WHEREAS AS SCHOOL BOARD MEMBER FIRST TWENTY TWENTY FOUR AND WHEREAS AS SCHOOL BOARD MEMBER FIRST TWENTY TWENTY FOUR AND WHEREAS AS SCHOOL BOARD MEMBER MUSLIMS BROUGHT HER UNIQUE WHEREAS AS SCHOOL BOARD MEMBER MUSLIMS BROUGHT HER UNIQUE WHEREAS AS SCHOOL BOARD MEMBER MUSLIMS BROUGHT HER UNIQUE PERSPECTIVE AS PERSPECTIVE AS A MUSLIMS BROUGHT HER UNIQUE PERSPECTIVE AS PERSPECTIVE AS A MUSLIMS BROUGHT HER UNIQUE PERSPECTIVE AS PERSPECTIVE AS A SOCIAL WORK CHILD PROTECTIVE PERSPECTIVE AS PERSPECTIVE AS A SOCIAL WORK CHILD PROTECTIVE PERSPECTIVE AS PERSPECTIVE AS A SOCIAL WORK CHILD PROTECTIVE SERVICES PROFESSIONALS OR HER SOCIAL WORK CHILD PROTECTIVE SERVICES PROFESSIONALS OR HER SOCIAL WORK CHILD PROTECTIVE SERVICES PROFESSIONALS OR HER SERVICE ON THE SCHOOL BOARD SERVICES PROFESSIONALS OR

981HER SERVICE ON THE SCHOOL BOARD SERVICES PROFESSIONALS OR HER SERVICE ON THE SCHOOL BOARD MISSOURIANS HAS CONSISTENTLY SERVICE ON THE SCHOOL BOARD MISSOURIANS HAS CONSISTENTLY SERVICE ON THE SCHOOL BOARD MISSOURIANS HAS CONSISTENTLY CHAMPION TO CHAMPIONED THE MISSOURIANS HAS CONSISTENTLY CHAMPION TO CHAMPIONED THE MISSOURIANS HAS CONSISTENTLY CHAMPION TO CHAMPIONED THE MENTAL HEALTH PARENTING AND CHAMPION TO CHAMPIONED THE MENTAL HEALTH PARENTING AND CHAMPION TO CHAMPIONED THE MENTAL HEALTH PARENTING AND SOCIAL NEEDS FOR STUDENTS AND MENTAL HEALTH PARENTING AND SOCIAL NEEDS FOR STUDENTS AND MENTAL HEALTH PARENTING AND SOCIAL NEEDS FOR STUDENTS AND THEIR FAMILIES AND WHEREAS MR SOCIAL NEEDS FOR STUDENTS AND THEIR FAMILIES AND WHEREAS MR SOCIAL NEEDS FOR STUDENTS AND THEIR FAMILIES AND WHEREAS MR REPRESENTED THE SCHOOL BOARD ON THEIR FAMILIES AND WHEREAS MR REPRESENTED THE SCHOOL BOARD ON THEIR FAMILIES AND WHEREAS MR

982REPRESENTED THE SCHOOL BOARD ON NUMEROUS COMMITTEES AND BOARDS REPRESENTED THE SCHOOL BOARD ON NUMEROUS COMMITTEES AND BOARDS REPRESENTED THE SCHOOL BOARD ON NUMEROUS COMMITTEES AND BOARDS INCLUDING AUDIT GOVERNANCE NUMEROUS COMMITTEES AND BOARDS INCLUDING AUDIT GOVERNANCE NUMEROUS COMMITTEES AND BOARDS INCLUDING AUDIT GOVERNANCE POLICY REVIEW SUPERINTENDENTS, INCLUDING AUDIT GOVERNANCE POLICY REVIEW SUPERINTENDENTS, INCLUDING AUDIT GOVERNANCE POLICY REVIEW SUPERINTENDENTS, MENTAL HEALTH EQUITY COUNCIL POLICY REVIEW SUPERINTENDENTS, MENTAL HEALTH EQUITY COUNCIL POLICY REVIEW SUPERINTENDENTS, MENTAL HEALTH EQUITY COUNCIL AND STUDENT DISCIPLINE AND NOW MENTAL HEALTH EQUITY COUNCIL AND STUDENT DISCIPLINE AND NOW MENTAL HEALTH EQUITY COUNCIL AND STUDENT DISCIPLINE AND NOW THEREFORE BE RESOLVED THAT THE AND STUDENT DISCIPLINE AND NOW THEREFORE BE RESOLVED THAT THE AND STUDENT DISCIPLINE AND NOW THEREFORE BE RESOLVED THAT THE SCHOOL BOARD THE CITY THEREFORE BE RESOLVED THAT THE SCHOOL BOARD THE CITY THEREFORE BE

983RESOLVED THAT THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH CAMENZIND SCHOOL BOARD THE CITY OF VIRGINIA BEACH CAMENZIND SCHOOL BOARD THE CITY OF VIRGINIA BEACH CAMENZIND EXTENDS ITS GRATEFUL OF VIRGINIA BEACH CAMENZIND EXTENDS ITS GRATEFUL OF VIRGINIA BEACH CAMENZIND EXTENDS ITS GRATEFUL APPRECIATION TO JESSICA OLD EXTENDS ITS GRATEFUL APPRECIATION TO JESSICA OLD EXTENDS ITS GRATEFUL APPRECIATION TO JESSICA OLD SCHOOL BOARD MEMBER DISTRICT APPRECIATION TO JESSICA OLD SCHOOL BOARD MEMBER DISTRICT APPRECIATION TO JESSICA OLD SCHOOL BOARD MEMBER DISTRICT THREE ROSE HALL FOR A JOB WELL SCHOOL BOARD MEMBER DISTRICT THREE ROSE HALL FOR A JOB WELL SCHOOL BOARD MEMBER DISTRICT THREE ROSE HALL FOR A JOB WELL DONE AND BE IT FOR THE RESOLVE THREE ROSE HALL FOR A JOB WELL DONE AND BE IT FOR THE RESOLVE THREE ROSE HALL FOR A JOB WELL DONE

984AND BE IT FOR THE RESOLVE THAT A COPY THIS RESOLUTION BE DONE AND BE IT FOR THE RESOLVE THAT A COPY THIS RESOLUTION BE DONE AND BE IT FOR THE RESOLVE THAT A COPY THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL THAT A COPY THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL THAT A COPY THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THE SCHOOL BOARD AND SPREAD ACROSS THE OFFICIAL MINUTES OF THE SCHOOL BOARD AND SPREAD ACROSS THE OFFICIAL MINUTES OF THE SCHOOL BOARD AND BE IT FINALLY RESOLVED THAT MINUTES OF THE SCHOOL BOARD AND BE IT FINALLY RESOLVED THAT MINUTES OF THE SCHOOL BOARD AND BE IT FINALLY RESOLVED THAT THIS ORIGINAL RESOLUTION BE BE IT FINALLY RESOLVED THAT THIS ORIGINAL RESOLUTION BE BE IT FINALLY RESOLVED THAT THIS ORIGINAL RESOLUTION BE PRESENTED TO JUST

985JESSICA THIS ORIGINAL RESOLUTION BE PRESENTED TO JUST JESSICA THIS ORIGINAL RESOLUTION BE PRESENTED TO JUST JESSICA OWENS, SCHOOL BOARD MEMBER PRESENTED TO JUST JESSICA OWENS, SCHOOL BOARD MEMBER PRESENTED TO JUST JESSICA OWENS, SCHOOL BOARD MEMBER DISTRICT THREE ROWS HALL IN OWENS, SCHOOL BOARD MEMBER DISTRICT THREE ROWS HALL IN OWENS, SCHOOL BOARD MEMBER DISTRICT THREE ROWS HALL IN RECOGNITION OF HER SERVICE THIS DISTRICT THREE ROWS HALL IN RECOGNITION OF HER SERVICE THIS DISTRICT THREE ROWS HALL IN RECOGNITION OF HER SERVICE THIS RESOLUTION TO BE ADOPTED BY THE RECOGNITION OF HER SERVICE THIS RESOLUTION TO BE ADOPTED BY THE RECOGNITION OF HER SERVICE THIS RESOLUTION TO BE ADOPTED BY THE SCHOOL BOARD OF THE CITY RESOLUTION TO BE ADOPTED BY THE SCHOOL BOARD OF THE CITY RESOLUTION TO BE ADOPTED BY THE SCHOOL BOARD OF THE CITY

986OF VIRGINIA BEACH THE SEVENTH SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH THE SEVENTH SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH THE SEVENTH DAY OF DECEMBER TWENTY TWENTY OF VIRGINIA BEACH THE SEVENTH DAY OF DECEMBER TWENTY TWENTY OF VIRGINIA BEACH THE SEVENTH DAY OF DECEMBER TWENTY TWENTY FOUR I WILL KEEP IT BRIEF. DAY OF DECEMBER TWENTY TWENTY FOUR I WILL KEEP IT BRIEF. DAY OF DECEMBER TWENTY TWENTY FOUR I WILL KEEP IT BRIEF. THANK YOU. FOUR I WILL KEEP IT BRIEF. THANK YOU. FOUR I WILL KEEP IT BRIEF. THANK YOU. I JUST I WANT TO SAY THANK YOU THANK YOU. I JUST I WANT TO SAY THANK YOU THANK YOU. I JUST I WANT TO SAY THANK YOU THE STAFF THE COMMUNITY AT THE I JUST I WANT TO SAY THANK YOU THE STAFF

987THE COMMUNITY AT THE I JUST I WANT TO SAY THANK YOU THE STAFF THE COMMUNITY AT THE AMAZING PEOPLE THAT I HAVE MET THE STAFF THE COMMUNITY AT THE AMAZING PEOPLE THAT I HAVE MET THE STAFF THE COMMUNITY AT THE AMAZING PEOPLE THAT I HAVE MET ALONG THE WAY ON THIS JOURNEY AMAZING PEOPLE THAT I HAVE MET ALONG THE WAY ON THIS JOURNEY AMAZING PEOPLE THAT I HAVE MET ALONG THE WAY ON THIS JOURNEY THAT I WAS RELUCTANT TO KIND ALONG THE WAY ON THIS JOURNEY THAT I WAS RELUCTANT TO KIND ALONG THE WAY ON THIS JOURNEY THAT I WAS RELUCTANT TO KIND OF STUMBLE INTO BUT NO REGRETS THAT I WAS RELUCTANT TO KIND OF STUMBLE INTO BUT NO REGRETS THAT I WAS RELUCTANT TO KIND OF STUMBLE INTO BUT NO REGRETS IT'S BEEN

988AN AMAZING EXPERIENCE OF STUMBLE INTO BUT NO REGRETS IT'S BEEN AN AMAZING EXPERIENCE OF STUMBLE INTO BUT NO REGRETS IT'S BEEN AN AMAZING EXPERIENCE AND I'VE BEEN SO PROUD OF OUR IT'S BEEN AN AMAZING EXPERIENCE AND I'VE BEEN SO PROUD OF OUR IT'S BEEN AN AMAZING EXPERIENCE AND I'VE BEEN SO PROUD OF OUR DISTRICT AND THE PROGRESS THAT AND I'VE BEEN SO PROUD OF OUR DISTRICT AND THE PROGRESS THAT AND I'VE BEEN SO PROUD OF OUR DISTRICT AND THE PROGRESS THAT WE'VE MADE EVEN ON THE SHORT DISTRICT AND THE PROGRESS THAT WE'VE MADE EVEN ON THE SHORT DISTRICT AND THE PROGRESS THAT WE'VE MADE EVEN ON THE SHORT TIME THAT I'VE BEEN ON ABOARD WE'VE MADE EVEN ON THE SHORT TIME THAT I'VE BEEN ON ABOARD WE'VE MADE EVEN ON THE SHORT TIME THAT I'VE

989BEEN ON ABOARD AT ONE OF MY VERY FIRST ASKS TIME THAT I'VE BEEN ON ABOARD AT ONE OF MY VERY FIRST ASKS TIME THAT I'VE BEEN ON ABOARD AT ONE OF MY VERY FIRST ASKS OF DR. SPENCER WHEN HE WAS HERE AT ONE OF MY VERY FIRST ASKS OF DR. SPENCER WHEN HE WAS HERE AT ONE OF MY VERY FIRST ASKS OF DR. SPENCER WHEN HE WAS HERE WAS CAN WITH YOUR MENTAL HEALTH OF DR. SPENCER WHEN HE WAS HERE WAS CAN WITH YOUR MENTAL HEALTH OF DR. SPENCER WHEN HE WAS HERE WAS CAN WITH YOUR MENTAL HEALTH TASK FORCE AND PUTTING BOBBY WAS CAN WITH YOUR MENTAL HEALTH TASK FORCE AND PUTTING BOBBY WAS CAN WITH YOUR MENTAL HEALTH TASK FORCE AND PUTTING BOBBY JAMISON IN A ROLE WHERE HE TASK FORCE AND PUTTING

990BOBBY JAMISON IN A ROLE WHERE HE TASK FORCE AND PUTTING BOBBY JAMISON IN A ROLE WHERE HE COULD COLLABORATE HAS BEEN JAMISON IN A ROLE WHERE HE COULD COLLABORATE HAS BEEN JAMISON IN A ROLE WHERE HE COULD COLLABORATE HAS BEEN AMAZING TO SEE THAT GROWTH IN COULD COLLABORATE HAS BEEN AMAZING TO SEE THAT GROWTH IN COULD COLLABORATE HAS BEEN AMAZING TO SEE THAT GROWTH IN WHAT IT'S OFFERED FOR OUR AMAZING TO SEE THAT GROWTH IN WHAT IT'S OFFERED FOR OUR AMAZING TO SEE THAT GROWTH IN WHAT IT'S OFFERED FOR OUR STUDENTS DIVISION I HOPE THAT WHAT IT'S OFFERED FOR OUR STUDENTS DIVISION I HOPE THAT WHAT IT'S OFFERED FOR OUR STUDENTS DIVISION I HOPE THAT OUR OUR NEW BOARD MEMBERS WILL STUDENTS DIVISION I HOPE THAT OUR OUR NEW BOARD MEMBERS WILL STUDENTS DIVISION I

991HOPE THAT OUR OUR NEW BOARD MEMBERS WILL STRIVE TO AMPLIFY VOICES OF OUR OUR OUR NEW BOARD MEMBERS WILL STRIVE TO AMPLIFY VOICES OF OUR OUR OUR NEW BOARD MEMBERS WILL STRIVE TO AMPLIFY VOICES OF OUR COMMUNITY WHETHER IT'S STUDENT STRIVE TO AMPLIFY VOICES OF OUR COMMUNITY WHETHER IT'S STUDENT STRIVE TO AMPLIFY VOICES OF OUR COMMUNITY WHETHER IT'S STUDENT VOICES WHICH I DIDN'T MIND THE COMMUNITY WHETHER IT'S STUDENT VOICES WHICH I DIDN'T MIND THE COMMUNITY WHETHER IT'S STUDENT VOICES WHICH I DIDN'T MIND THE PUSH BACK OF HAVING STUDENTS VOICES WHICH I DIDN'T MIND THE PUSH BACK OF HAVING STUDENTS VOICES WHICH I DIDN'T MIND THE PUSH BACK OF HAVING STUDENTS SPEAKERS BE ABLE TO KIND PUSH BACK OF HAVING STUDENTS SPEAKERS BE ABLE TO KIND PUSH BACK OF HAVING STUDENTS SPEAKERS BE ABLE TO KIND

992OF MOVE FORWARD TO AMPLIFY SPEAKERS BE ABLE TO KIND OF MOVE FORWARD TO AMPLIFY SPEAKERS BE ABLE TO KIND OF MOVE FORWARD TO AMPLIFY THEIR VOICES WHETHER IT'S OF MOVE FORWARD TO AMPLIFY THEIR VOICES WHETHER IT'S OF MOVE FORWARD TO AMPLIFY THEIR VOICES WHETHER IT'S COMMUNITY VOICES ALSO GOT SOME THEIR VOICES WHETHER IT'S COMMUNITY VOICES ALSO GOT SOME THEIR VOICES WHETHER IT'S COMMUNITY VOICES ALSO GOT SOME PUSHBACK AND SOME FROM AGREEING COMMUNITY VOICES ALSO GOT SOME PUSHBACK AND SOME FROM AGREEING COMMUNITY VOICES ALSO GOT SOME PUSHBACK AND SOME FROM AGREEING TO CONTINUE TO HAVE OUR PUSHBACK AND SOME FROM AGREEING TO CONTINUE TO HAVE OUR PUSHBACK AND SOME FROM AGREEING TO CONTINUE TO HAVE OUR SPEAKERS LIVE STREAMED ALL TO CONTINUE TO HAVE OUR SPEAKERS LIVE STREAMED ALL TO CONTINUE TO HAVE OUR SPEAKERS LIVE

993STREAMED ALL OF THEM AND NOT TO CUT BACK SPEAKERS LIVE STREAMED ALL OF THEM AND NOT TO CUT BACK SPEAKERS LIVE STREAMED ALL OF THEM AND NOT TO CUT BACK THEIR TIME MORE THAN IT NEEDED OF THEM AND NOT TO CUT BACK THEIR TIME MORE THAN IT NEEDED OF THEM AND NOT TO CUT BACK THEIR TIME MORE THAN IT NEEDED TO BE ONLY TO ALLOW OR SPEAKERS THEIR TIME MORE THAN IT NEEDED TO BE ONLY TO ALLOW OR SPEAKERS THEIR TIME MORE THAN IT NEEDED TO BE ONLY TO ALLOW OR SPEAKERS TO BE ABLE TO SPEAK AND TO TO BE ONLY TO ALLOW OR SPEAKERS TO BE ABLE TO SPEAK AND TO TO BE ONLY TO ALLOW OR SPEAKERS TO BE ABLE TO SPEAK AND TO AMPLIFY THE VOICES OF PARENTS TO BE ABLE TO

994SPEAK AND TO AMPLIFY THE VOICES OF PARENTS TO BE ABLE TO SPEAK AND TO AMPLIFY THE VOICES OF PARENTS AND STAFF MEMBERS WHO PRIOR TO AMPLIFY THE VOICES OF PARENTS AND STAFF MEMBERS WHO PRIOR TO AMPLIFY THE VOICES OF PARENTS AND STAFF MEMBERS WHO PRIOR TO TWENTY NINETEEN I DON'T THINK AND STAFF MEMBERS WHO PRIOR TO TWENTY NINETEEN I DON'T THINK AND STAFF MEMBERS WHO PRIOR TO TWENTY NINETEEN I DON'T THINK HAD NEARLY THE AMOUNT TWENTY NINETEEN I DON'T THINK HAD NEARLY THE AMOUNT TWENTY NINETEEN I DON'T THINK HAD NEARLY THE AMOUNT OF CONTACT THAT THE NOW DO HAD NEARLY THE AMOUNT OF CONTACT THAT THE NOW DO HAD NEARLY THE AMOUNT OF CONTACT THAT THE NOW DO DIRECTLY WITH THE SCOREBOARD OF CONTACT THAT THE NOW DO DIRECTLY WITH THE SCOREBOARD OF CONTACT THAT

995THE NOW DO DIRECTLY WITH THE SCOREBOARD THEY FEEL EMPOWERED TO REACH TO DIRECTLY WITH THE SCOREBOARD THEY FEEL EMPOWERED TO REACH TO DIRECTLY WITH THE SCOREBOARD THEY FEEL EMPOWERED TO REACH TO REACH OUT AND SPEAK AND TO THEY FEEL EMPOWERED TO REACH TO REACH OUT AND SPEAK AND TO THEY FEEL EMPOWERED TO REACH TO REACH OUT AND SPEAK AND TO COMMUNICATE AS THEY SHOULD. REACH OUT AND SPEAK AND TO COMMUNICATE AS THEY SHOULD. REACH OUT AND SPEAK AND TO COMMUNICATE AS THEY SHOULD. AND SO I THAT THEY'LL CONTINUE COMMUNICATE AS THEY SHOULD. AND SO I THAT THEY'LL CONTINUE COMMUNICATE AS THEY SHOULD. AND SO I THAT THEY'LL CONTINUE FEEL THAT WAY AND I ALSO HOPE AND SO I THAT THEY'LL CONTINUE FEEL THAT WAY AND I ALSO HOPE AND SO I THAT THEY'LL CONTINUE FEEL

996THAT WAY AND I ALSO HOPE THAT OUR NEW BOARD MEMBERS IN FEEL THAT WAY AND I ALSO HOPE THAT OUR NEW BOARD MEMBERS IN FEEL THAT WAY AND I ALSO HOPE THAT OUR NEW BOARD MEMBERS IN OUR CONTINUING ONCE WILL THAT OUR NEW BOARD MEMBERS IN OUR CONTINUING ONCE WILL THAT OUR NEW BOARD MEMBERS IN OUR CONTINUING ONCE WILL CONTINUE TO SEEK OUT THE OUR CONTINUING ONCE WILL CONTINUE TO SEEK OUT THE OUR CONTINUING ONCE WILL CONTINUE TO SEEK OUT THE UNINTENDED CONSEQUENCES BEFORE CONTINUE TO SEEK OUT THE UNINTENDED CONSEQUENCES BEFORE CONTINUE TO SEEK OUT THE UNINTENDED CONSEQUENCES BEFORE WE MAKE A VOTE I APPRECIATE MR UNINTENDED CONSEQUENCES BEFORE WE MAKE A VOTE I APPRECIATE MR UNINTENDED CONSEQUENCES BEFORE WE MAKE A VOTE I APPRECIATE MR CAMERON SAYING I WANT TO HEAR WE MAKE A

997VOTE I APPRECIATE MR CAMERON SAYING I WANT TO HEAR WE MAKE A VOTE I APPRECIATE MR CAMERON SAYING I WANT TO HEAR THE OTHER VIEWPOINTS SEEK IT CAMERON SAYING I WANT TO HEAR THE OTHER VIEWPOINTS SEEK IT CAMERON SAYING I WANT TO HEAR THE OTHER VIEWPOINTS SEEK IT OUT AND SEEK OUT FROM OUR THE OTHER VIEWPOINTS SEEK IT OUT AND SEEK OUT FROM OUR THE OTHER VIEWPOINTS SEEK IT OUT AND SEEK OUT FROM OUR ADMINISTRATORS IN OUR PARENTS OUT AND SEEK OUT FROM OUR ADMINISTRATORS IN OUR PARENTS OUT AND SEEK OUT FROM OUR ADMINISTRATORS IN OUR PARENTS WHAT THINGS WE MAY NOT HAVE ADMINISTRATORS IN OUR PARENTS WHAT THINGS WE MAY NOT HAVE ADMINISTRATORS IN OUR PARENTS WHAT THINGS WE MAY NOT HAVE THOUGHT OF THAT MAY RESULT FROM WHAT THINGS WE MAY NOT HAVE

998THOUGHT OF THAT MAY RESULT FROM WHAT THINGS WE MAY NOT HAVE THOUGHT OF THAT MAY RESULT FROM SOME OF THE DECISIONS THAT THOUGHT OF THAT MAY RESULT FROM SOME OF THE DECISIONS THAT THOUGHT OF THAT MAY RESULT FROM SOME OF THE DECISIONS THAT WE'RE MAKING THAT'S ALL I HAVE SOME OF THE DECISIONS THAT WE'RE MAKING THAT'S ALL I HAVE SOME OF THE DECISIONS THAT WE'RE MAKING THAT'S ALL I HAVE . WE'RE MAKING THAT'S ALL I HAVE . WE'RE MAKING THAT'S ALL I HAVE . BUT THANK YOU ALL OK IN LAS . BUT THANK YOU ALL OK IN LAS . BUT THANK YOU ALL OK IN LAS VEGAS RIGS MISS RIGGS AND MY BUT THANK YOU ALL OK IN LAS VEGAS RIGS MISS RIGGS AND MY BUT THANK YOU ALL OK IN LAS VEGAS RIGS MISS

999RIGGS AND MY SORORITY SISTER YEAH, I SEE. VEGAS RIGS MISS RIGGS AND MY SORORITY SISTER YEAH, I SEE. VEGAS RIGS MISS RIGGS AND MY SORORITY SISTER YEAH, I SEE. YES. SORORITY SISTER YEAH, I SEE. YES. SORORITY SISTER YEAH, I SEE. YES. WHEREAS VIRGINIA BEACH CITY YES. WHEREAS VIRGINIA BEACH CITY YES. WHEREAS VIRGINIA BEACH CITY PUBLIC SCHOOLS PARTNERSHIP WITH WHEREAS VIRGINIA BEACH CITY PUBLIC SCHOOLS PARTNERSHIP WITH WHEREAS VIRGINIA BEACH CITY PUBLIC SCHOOLS PARTNERSHIP WITH THE ENTIRE COMMUNITY WILL PUBLIC SCHOOLS PARTNERSHIP WITH THE ENTIRE COMMUNITY WILL PUBLIC SCHOOLS PARTNERSHIP WITH THE ENTIRE COMMUNITY WILL EMPOWER EVERY STUDENT TO BECOME THE ENTIRE COMMUNITY WILL EMPOWER EVERY STUDENT TO BECOME THE ENTIRE COMMUNITY WILL EMPOWER EVERY STUDENT TO BECOME A LIFELONG WHO WAS A EMPOWER EVERY STUDENT TO BECOME A LIFELONG WHO WAS A EMPOWER EVERY STUDENT TO BECOME

1000A LIFELONG WHO WAS A RESPONSIBLE PRODUCTIVE AND A LIFELONG WHO WAS A RESPONSIBLE PRODUCTIVE AND A LIFELONG WHO WAS A RESPONSIBLE PRODUCTIVE AND ENGAGE AND ENGAGED CITIZEN RESPONSIBLE PRODUCTIVE AND ENGAGE AND ENGAGED CITIZEN RESPONSIBLE PRODUCTIVE AND ENGAGE AND ENGAGED CITIZEN WITHIN THE GLOBAL COMMUNITY AND ENGAGE AND ENGAGED CITIZEN WITHIN THE GLOBAL COMMUNITY AND ENGAGE AND ENGAGED CITIZEN WITHIN THE GLOBAL COMMUNITY AND WHEREAS THROUGH THE GOVERNANCE WITHIN THE GLOBAL COMMUNITY AND WHEREAS THROUGH THE GOVERNANCE WITHIN THE GLOBAL COMMUNITY AND WHEREAS THROUGH THE GOVERNANCE AND OVERSIGHT OF THE SCHOOL WHEREAS THROUGH THE GOVERNANCE AND OVERSIGHT OF THE SCHOOL WHEREAS THROUGH THE GOVERNANCE AND OVERSIGHT OF THE SCHOOL BOARD OF THE CITY OF VIRGINIA AND OVERSIGHT OF THE SCHOOL BOARD OF THE CITY OF VIRGINIA AND OVERSIGHT OF THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH VIRGINIA

1001AND THE BOARD OF THE CITY OF VIRGINIA BEACH VIRGINIA AND THE BOARD OF THE CITY OF VIRGINIA BEACH VIRGINIA AND THE LEADERSHIP OF THE BEACH VIRGINIA AND THE LEADERSHIP OF THE BEACH VIRGINIA AND THE LEADERSHIP OF THE SUPERINTENDENT AND STAFF LEADERSHIP OF THE SUPERINTENDENT AND STAFF LEADERSHIP OF THE SUPERINTENDENT AND STAFF VIRGINIA BEACH CITY PUBLIC SUPERINTENDENT AND STAFF VIRGINIA BEACH CITY PUBLIC SUPERINTENDENT AND STAFF VIRGINIA BEACH CITY PUBLIC SCHOOLS IS A WORLD CLASS SCHOOL VIRGINIA BEACH CITY PUBLIC SCHOOLS IS A WORLD CLASS SCHOOL VIRGINIA BEACH CITY PUBLIC SCHOOLS IS A WORLD CLASS SCHOOL DIVISION THAT CONTINUALLY SCHOOLS IS A WORLD CLASS SCHOOL DIVISION THAT CONTINUALLY SCHOOLS IS A WORLD CLASS SCHOOL DIVISION THAT CONTINUALLY DRIVES TO CHART A COURSE FOR DIVISION THAT CONTINUALLY DRIVES TO CHART A COURSE FOR DIVISION THAT CONTINUALLY DRIVES TO CHART

1002A COURSE FOR OUR STUDENTS. DRIVES TO CHART A COURSE FOR OUR STUDENTS. DRIVES TO CHART A COURSE FOR OUR STUDENTS. SCHOOL BOARD MEMBERS HAVE VITAL OUR STUDENTS. SCHOOL BOARD MEMBERS HAVE VITAL OUR STUDENTS. SCHOOL BOARD MEMBERS HAVE VITAL ROLES IN PREPARING VIRGINIA SCHOOL BOARD MEMBERS HAVE VITAL ROLES IN PREPARING VIRGINIA SCHOOL BOARD MEMBERS HAVE VITAL ROLES IN PREPARING VIRGINIA BEACH CITY PUBLIC SCHOOL ROLES IN PREPARING VIRGINIA BEACH CITY PUBLIC SCHOOL ROLES IN PREPARING VIRGINIA BEACH CITY PUBLIC SCHOOL STUDENTS TO BE FUTURE LEADERS BEACH CITY PUBLIC SCHOOL STUDENTS TO BE FUTURE LEADERS BEACH CITY PUBLIC SCHOOL STUDENTS TO BE FUTURE LEADERS IN OUR COMMUNITY IN THE WORLD STUDENTS TO BE FUTURE LEADERS IN OUR COMMUNITY IN THE WORLD STUDENTS TO BE FUTURE LEADERS IN OUR COMMUNITY IN THE WORLD AND WORK TIRELESSLY TO ADDRESS IN OUR

1003COMMUNITY IN THE WORLD AND WORK TIRELESSLY TO ADDRESS IN OUR COMMUNITY IN THE WORLD AND WORK TIRELESSLY TO ADDRESS THOSE NEEDS AND WHEREAS TODAY'S AND WORK TIRELESSLY TO ADDRESS THOSE NEEDS AND WHEREAS TODAY'S AND WORK TIRELESSLY TO ADDRESS THOSE NEEDS AND WHEREAS TODAY'S BIG RIGS HAVE SERVED WITH HIGH THOSE NEEDS AND WHEREAS TODAY'S BIG RIGS HAVE SERVED WITH HIGH THOSE NEEDS AND WHEREAS TODAY'S BIG RIGS HAVE SERVED WITH HIGH DISTINCTION OUTSTANDING BIG RIGS HAVE SERVED WITH HIGH DISTINCTION OUTSTANDING BIG RIGS HAVE SERVED WITH HIGH DISTINCTION OUTSTANDING DEDICATION ON THE SCHOOL BOARD DISTINCTION OUTSTANDING DEDICATION ON THE SCHOOL BOARD DISTINCTION OUTSTANDING DEDICATION ON THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH, DEDICATION ON THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH, DEDICATION ON THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH, VIRGINIA AT

1004SCHOOL BOARD MEMBER OF THE CITY OF VIRGINIA BEACH, VIRGINIA AT SCHOOL BOARD MEMBER OF THE CITY OF VIRGINIA BEACH, VIRGINIA AT SCHOOL BOARD MEMBER DISTRICT ONE CENTREVILLE FROM VIRGINIA AT SCHOOL BOARD MEMBER DISTRICT ONE CENTREVILLE FROM VIRGINIA AT SCHOOL BOARD MEMBER DISTRICT ONE CENTREVILLE FROM JANUARY FIRST TWENTY SEVENTEEN DISTRICT ONE CENTREVILLE FROM JANUARY FIRST TWENTY SEVENTEEN DISTRICT ONE CENTREVILLE FROM JANUARY FIRST TWENTY SEVENTEEN THROUGH DECEMBER 31ST TWENTY JANUARY FIRST TWENTY SEVENTEEN THROUGH DECEMBER 31ST TWENTY JANUARY FIRST TWENTY SEVENTEEN THROUGH DECEMBER 31ST TWENTY TWENTY FOUR MISREAD SERVED AS THROUGH DECEMBER 31ST TWENTY TWENTY FOUR MISREAD SERVED AS THROUGH DECEMBER 31ST TWENTY TWENTY FOUR MISREAD SERVED AS SCHOOL BOARD CHAIR FROM JANUARY TWENTY FOUR MISREAD SERVED AS SCHOOL BOARD CHAIR FROM JANUARY TWENTY FOUR MISREAD SERVED AS SCHOOL BOARD CHAIR FROM JANUARY 1ST. SCHOOL BOARD CHAIR FROM

1005JANUARY 1ST. SCHOOL BOARD CHAIR FROM JANUARY 1ST. TWENTY TWENTY THREE THROUGH 1ST. TWENTY TWENTY THREE THROUGH 1ST. TWENTY TWENTY THREE THROUGH DECEMBER TWENTY TWENTY THREE TWENTY TWENTY THREE THROUGH DECEMBER TWENTY TWENTY THREE TWENTY TWENTY THREE THROUGH DECEMBER TWENTY TWENTY THREE WHERE AND WHEREAS PRIOR TO HER DECEMBER TWENTY TWENTY THREE WHERE AND WHEREAS PRIOR TO HER DECEMBER TWENTY TWENTY THREE WHERE AND WHEREAS PRIOR TO HER TENURE AS A SCHOOL BOARD MEMBER WHERE AND WHEREAS PRIOR TO HER TENURE AS A SCHOOL BOARD MEMBER WHERE AND WHEREAS PRIOR TO HER TENURE AS A SCHOOL BOARD MEMBER MISREAD SERVED A 30 YEAR CAREER TENURE AS A SCHOOL BOARD MEMBER MISREAD SERVED A 30 YEAR CAREER TENURE AS A SCHOOL BOARD MEMBER MISREAD SERVED A 30 YEAR CAREER PUBLIC SCHOOL TEACHER AND THEN MISREAD SERVED A 30 YEAR CAREER PUBLIC

1006SCHOOL TEACHER AND THEN MISREAD SERVED A 30 YEAR CAREER PUBLIC SCHOOL TEACHER AND THEN SERVED AS THE PRESIDENT THE PUBLIC SCHOOL TEACHER AND THEN SERVED AS THE PRESIDENT THE PUBLIC SCHOOL TEACHER AND THEN SERVED AS THE PRESIDENT THE PRESIDENT OF THE VIRGINIA BEACH SERVED AS THE PRESIDENT THE PRESIDENT OF THE VIRGINIA BEACH SERVED AS THE PRESIDENT THE PRESIDENT OF THE VIRGINIA BEACH EDUCATION ASSOCIATION MISS RIGS PRESIDENT OF THE VIRGINIA BEACH EDUCATION ASSOCIATION MISS RIGS PRESIDENT OF THE VIRGINIA BEACH EDUCATION ASSOCIATION MISS RIGS USE USED HER PROFESSIONAL EDUCATION ASSOCIATION MISS RIGS USE USED HER PROFESSIONAL EDUCATION ASSOCIATION MISS RIGS USE USED HER PROFESSIONAL TEACHING EXPERIENCE ADVOCATE USE USED HER PROFESSIONAL TEACHING EXPERIENCE ADVOCATE USE USED HER PROFESSIONAL TEACHING EXPERIENCE ADVOCATE FOR THE RIGHTS OF SCHOOL TEACHING EXPERIENCE ADVOCATE FOR THE RIGHTS OF SCHOOL TEACHING EXPERIENCE ADVOCATE

1007FOR THE RIGHTS OF SCHOOL EMPLOYEES AND TO ENSURE THAT FOR THE RIGHTS OF SCHOOL EMPLOYEES AND TO ENSURE THAT FOR THE RIGHTS OF SCHOOL EMPLOYEES AND TO ENSURE THAT STUDENTS RECEIVED EXCELLENT EMPLOYEES AND TO ENSURE THAT STUDENTS RECEIVED EXCELLENT EMPLOYEES AND TO ENSURE THAT STUDENTS RECEIVED EXCELLENT EDUCATIONAL EXPERIENCES AND STUDENTS RECEIVED EXCELLENT EDUCATIONAL EXPERIENCES AND STUDENTS RECEIVED EXCELLENT EDUCATIONAL EXPERIENCES AND WHEREAS MISS RIGGS REPRESENTED EDUCATIONAL EXPERIENCES AND WHEREAS MISS RIGGS REPRESENTED EDUCATIONAL EXPERIENCES AND WHEREAS MISS RIGGS REPRESENTED THE SCHOOL BOARD ON NUMEROUS WHEREAS MISS RIGGS REPRESENTED THE SCHOOL BOARD ON NUMEROUS WHEREAS MISS RIGGS REPRESENTED THE SCHOOL BOARD ON NUMEROUS COMMITTEES AND BOARDS INCLUDING THE SCHOOL BOARD ON NUMEROUS COMMITTEES AND BOARDS INCLUDING THE SCHOOL BOARD ON NUMEROUS COMMITTEES AND BOARDS INCLUDING AUDIT GOVERNANCE POLICY REVIEW COMMITTEES AND BOARDS INCLUDING AUDIT GOVERNANCE POLICY REVIEW COMMITTEES

1008AND BOARDS INCLUDING AUDIT GOVERNANCE POLICY REVIEW LEGISLATIVE STUDENT DISCIPLINE AUDIT GOVERNANCE POLICY REVIEW LEGISLATIVE STUDENT DISCIPLINE AUDIT GOVERNANCE POLICY REVIEW LEGISLATIVE STUDENT DISCIPLINE ,VIRGINIA SCHOOL BOARD LEGISLATIVE STUDENT DISCIPLINE ,VIRGINIA SCHOOL BOARD LEGISLATIVE STUDENT DISCIPLINE ,VIRGINIA SCHOOL BOARD ASSOCIATION ELEGANT AND ,VIRGINIA SCHOOL BOARD ASSOCIATION ELEGANT AND ,VIRGINIA SCHOOL BOARD ASSOCIATION ELEGANT AND VIRGINIA BEACH SISTER CITIES ASSOCIATION ELEGANT AND VIRGINIA BEACH SISTER CITIES ASSOCIATION ELEGANT AND VIRGINIA BEACH SISTER CITIES ASSOCIATION AND NOW THEREFORE VIRGINIA BEACH SISTER CITIES ASSOCIATION AND NOW THEREFORE VIRGINIA BEACH SISTER CITIES ASSOCIATION AND NOW THEREFORE LET IT BE RESOLVED AT THE ASSOCIATION AND NOW THEREFORE LET IT BE RESOLVED AT THE ASSOCIATION AND NOW THEREFORE LET IT BE RESOLVED AT THE SCHOOL BOARD OF THE OF VIRGINIA LET IT BE RESOLVED AT THE SCHOOL BOARD OF THE OF VIRGINIA LET IT BE RESOLVED

1009AT THE SCHOOL BOARD OF THE OF VIRGINIA BEACH CAMENZIND SENDS ITS SCHOOL BOARD OF THE OF VIRGINIA BEACH CAMENZIND SENDS ITS SCHOOL BOARD OF THE OF VIRGINIA BEACH CAMENZIND SENDS ITS GRATEFUL APPRECIATION TO BEACH CAMENZIND SENDS ITS GRATEFUL APPRECIATION TO BEACH CAMENZIND SENDS ITS GRATEFUL APPRECIATION TO TONIGHT'S BIG RIGS. GRATEFUL APPRECIATION TO TONIGHT'S BIG RIGS. GRATEFUL APPRECIATION TO TONIGHT'S BIG RIGS. SCHOOL BOARD MEMBER DISTRICT TONIGHT'S BIG RIGS. SCHOOL BOARD MEMBER DISTRICT TONIGHT'S BIG RIGS. SCHOOL BOARD MEMBER DISTRICT ONE CENTERVILLE FOR A JOB WELL SCHOOL BOARD MEMBER DISTRICT ONE CENTERVILLE FOR A JOB WELL SCHOOL BOARD MEMBER DISTRICT ONE CENTERVILLE FOR A JOB WELL DONE AND BE IT FURTHER RESOLVED ONE CENTERVILLE FOR A JOB WELL DONE AND BE IT FURTHER RESOLVED ONE CENTERVILLE FOR A JOB WELL DONE AND BE IT FURTHER RESOLVED A COPY

1010OF THIS RESOLUTION BE DONE AND BE IT FURTHER RESOLVED A COPY OF THIS RESOLUTION BE DONE AND BE IT FURTHER RESOLVED A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS SCHOOL BOARD SPREAD ACROSS THE OFFICIAL MINUTES OF THIS SCHOOL BOARD SPREAD ACROSS THE OFFICIAL MINUTES OF THIS SCHOOL BOARD AND BE IT FINALLY RESOLVE THAT MINUTES OF THIS SCHOOL BOARD AND BE IT FINALLY RESOLVE THAT MINUTES OF THIS SCHOOL BOARD AND BE IT FINALLY RESOLVE THAT THIS ORIGINAL RESOLUTION BE AND BE IT FINALLY RESOLVE THAT THIS ORIGINAL RESOLUTION BE AND BE IT FINALLY RESOLVE THAT THIS ORIGINAL RESOLUTION BE PRESENTED TO TONIGHT'S BIG RIGS THIS ORIGINAL RESOLUTION BE PRESENTED TO TONIGHT'S BIG

1011RIGS THIS ORIGINAL RESOLUTION BE PRESENTED TO TONIGHT'S BIG RIGS SCHOOL BOARD MEMBER DISTRICT PRESENTED TO TONIGHT'S BIG RIGS SCHOOL BOARD MEMBER DISTRICT PRESENTED TO TONIGHT'S BIG RIGS SCHOOL BOARD MEMBER DISTRICT ONE CENTERVILLE AND RECOGNITION SCHOOL BOARD MEMBER DISTRICT ONE CENTERVILLE AND RECOGNITION SCHOOL BOARD MEMBER DISTRICT ONE CENTERVILLE AND RECOGNITION OF OUR SERVICE THIS RESOLUTION ONE CENTERVILLE AND RECOGNITION OF OUR SERVICE THIS RESOLUTION ONE CENTERVILLE AND RECOGNITION OF OUR SERVICE THIS RESOLUTION IS TO BE ADOPTED BY THE SCHOOL OF OUR SERVICE THIS RESOLUTION IS TO BE ADOPTED BY THE SCHOOL OF OUR SERVICE THIS RESOLUTION IS TO BE ADOPTED BY THE SCHOOL BOARD OF THE CITY OF VIRGINIA IS TO BE ADOPTED BY THE SCHOOL BOARD OF THE CITY OF VIRGINIA IS TO BE ADOPTED BY THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH THE

101210TH DAY OF DECEMBER BOARD OF THE CITY OF VIRGINIA BEACH THE 10TH DAY OF DECEMBER BOARD OF THE CITY OF VIRGINIA BEACH THE 10TH DAY OF DECEMBER TWENTY TWENTY FOUR THAT'S OK. BEACH THE 10TH DAY OF DECEMBER TWENTY TWENTY FOUR THAT'S OK. BEACH THE 10TH DAY OF DECEMBER TWENTY TWENTY FOUR THAT'S OK. WELL WELL IS THAT IN THE FRAME TWENTY TWENTY FOUR THAT'S OK. WELL WELL IS THAT IN THE FRAME TWENTY TWENTY FOUR THAT'S OK. WELL WELL IS THAT IN THE FRAME TO >> OK WE'LL GET THAT YOU'RE WELL WELL IS THAT IN THE FRAME TO >> OK WE'LL GET THAT YOU'RE WELL WELL IS THAT IN THE FRAME TO >> OK WE'LL GET THAT YOU'RE NOT GOING TO MAKE I'M GOING TO TO >> OK WE'LL GET THAT YOU'RE NOT GOING TO MAKE I'M

1013GOING TO TO >> OK WE'LL GET THAT YOU'RE NOT GOING TO MAKE I'M GOING TO MAKE THIS SHORT AND SWEET NOT GOING TO MAKE I'M GOING TO MAKE THIS SHORT AND SWEET NOT GOING TO MAKE I'M GOING TO MAKE THIS SHORT AND SWEET BECAUSE I DIDN'T PREPARE MAKE THIS SHORT AND SWEET BECAUSE I DIDN'T PREPARE MAKE THIS SHORT AND SWEET BECAUSE I DIDN'T PREPARE ANYTHING AND I DON'T WANT TO BECAUSE I DIDN'T PREPARE ANYTHING AND I DON'T WANT TO BECAUSE I DIDN'T PREPARE ANYTHING AND I DON'T WANT TO KEEP GETTING BETTER HERE ANY ANYTHING AND I DON'T WANT TO KEEP GETTING BETTER HERE ANY ANYTHING AND I DON'T WANT TO KEEP GETTING BETTER HERE ANY LONGER THAN HAVE TO BE I JUST KEEP GETTING BETTER HERE ANY LONGER THAN HAVE TO BE I JUST KEEP

1014GETTING BETTER HERE ANY LONGER THAN HAVE TO BE I JUST WANT TO THANK EVERYBODY FOR LONGER THAN HAVE TO BE I JUST WANT TO THANK EVERYBODY FOR LONGER THAN HAVE TO BE I JUST WANT TO THANK EVERYBODY FOR HAVING THE APPRECIATION TO HAVE WANT TO THANK EVERYBODY FOR HAVING THE APPRECIATION TO HAVE WANT TO THANK EVERYBODY FOR HAVING THE APPRECIATION TO HAVE ME UP HERE AND SERVE OUR HAVING THE APPRECIATION TO HAVE ME UP HERE AND SERVE OUR HAVING THE APPRECIATION TO HAVE ME UP HERE AND SERVE OUR STUDENTS SERVING THEM FOR ME UP HERE AND SERVE OUR STUDENTS SERVING THEM FOR ME UP HERE AND SERVE OUR STUDENTS SERVING THEM FOR THIRTY SEVEN YEARS IN THE STUDENTS SERVING THEM FOR THIRTY SEVEN YEARS IN THE STUDENTS SERVING THEM FOR THIRTY SEVEN YEARS IN THE

1015SCHOOLS I FEEL LIKE I WAS WELL THIRTY SEVEN YEARS IN THE SCHOOLS I FEEL LIKE I WAS WELL THIRTY SEVEN YEARS IN THE SCHOOLS I FEEL LIKE I WAS WELL I WAS BORN AND RAISED HERE AND SCHOOLS I FEEL LIKE I WAS WELL I WAS BORN AND RAISED HERE AND SCHOOLS I FEEL LIKE I WAS WELL I WAS BORN AND RAISED HERE AND HAVE LIVED IN THE SCHOOL SYSTEM I WAS BORN AND RAISED HERE AND HAVE LIVED IN THE SCHOOL SYSTEM I WAS BORN AND RAISED HERE AND HAVE LIVED IN THE SCHOOL SYSTEM FOR ALL MY LIFE CLOSE TO ALMOST HAVE LIVED IN THE SCHOOL SYSTEM FOR ALL MY LIFE CLOSE TO ALMOST HAVE LIVED IN THE SCHOOL SYSTEM FOR ALL MY LIFE CLOSE TO ALMOST FIFTY YEARS IN PUBLIC EDUCATION FOR ALL MY LIFE

1016CLOSE TO ALMOST FIFTY YEARS IN PUBLIC EDUCATION FOR ALL MY LIFE CLOSE TO ALMOST FIFTY YEARS IN PUBLIC EDUCATION AND IT IS SO REWARDING TO BE FIFTY YEARS IN PUBLIC EDUCATION AND IT IS SO REWARDING TO BE FIFTY YEARS IN PUBLIC EDUCATION AND IT IS SO REWARDING TO BE PART OF THE GOVERNING BODY AND AND IT IS SO REWARDING TO BE PART OF THE GOVERNING BODY AND AND IT IS SO REWARDING TO BE PART OF THE GOVERNING BODY AND TO MAKE SURE OUR EMPLOYEES AND PART OF THE GOVERNING BODY AND TO MAKE SURE OUR EMPLOYEES AND PART OF THE GOVERNING BODY AND TO MAKE SURE OUR EMPLOYEES AND OUR STUDENTS IN OUR COMMUNITY TO MAKE SURE OUR EMPLOYEES AND OUR STUDENTS IN OUR COMMUNITY TO MAKE SURE OUR EMPLOYEES AND OUR STUDENTS IN OUR COMMUNITY

1017GETS THE THINGS THAT THEY NEED OUR STUDENTS IN OUR COMMUNITY GETS THE THINGS THAT THEY NEED OUR STUDENTS IN OUR COMMUNITY GETS THE THINGS THAT THEY NEED TO HAVE TO BE THE WORLD CLASS GETS THE THINGS THAT THEY NEED TO HAVE TO BE THE WORLD CLASS GETS THE THINGS THAT THEY NEED TO HAVE TO BE THE WORLD CLASS SCHOOL DIVISION IN THE WORLD TO HAVE TO BE THE WORLD CLASS SCHOOL DIVISION IN THE WORLD TO HAVE TO BE THE WORLD CLASS SCHOOL DIVISION IN THE WORLD CLASS CITY TO LIVE IN AND I SCHOOL DIVISION IN THE WORLD CLASS CITY TO LIVE IN AND I SCHOOL DIVISION IN THE WORLD CLASS CITY TO LIVE IN AND I THANK YOU FOR LETTING ME BE CLASS CITY TO LIVE IN AND I THANK YOU FOR LETTING ME BE

1018CLASS CITY TO LIVE IN AND I THANK YOU FOR LETTING ME BE ABLE TO SERVE HERE IT'S BEEN AN THANK YOU FOR LETTING ME BE ABLE TO SERVE HERE IT'S BEEN AN THANK YOU FOR LETTING ME BE ABLE TO SERVE HERE IT'S BEEN AN HONOR IT ALWAYS WILL BE AND I ABLE TO SERVE HERE IT'S BEEN AN HONOR IT ALWAYS WILL BE AND I ABLE TO SERVE HERE IT'S BEEN AN HONOR IT ALWAYS WILL BE AND I HOPE THAT EVERYBODY DOES AS HONOR IT ALWAYS WILL BE AND I HOPE THAT EVERYBODY DOES AS HONOR IT ALWAYS WILL BE AND I HOPE THAT EVERYBODY DOES AS WELL AND CONTINUE TO DO ALL THE HOPE THAT EVERYBODY DOES AS WELL AND CONTINUE TO DO ALL THE HOPE THAT EVERYBODY DOES AS WELL AND CONTINUE TO DO ALL

1019THE GREAT THINGS THAT THE SCHOOL WELL AND CONTINUE TO DO ALL THE GREAT THINGS THAT THE SCHOOL WELL AND CONTINUE TO DO ALL THE GREAT THINGS THAT THE SCHOOL BOARD HAS DONE BECAUSE YOU HAVE GREAT THINGS THAT THE SCHOOL BOARD HAS DONE BECAUSE YOU HAVE GREAT THINGS THAT THE SCHOOL BOARD HAS DONE BECAUSE YOU HAVE DONE SOME GREAT THINGS AND OUR BOARD HAS DONE BECAUSE YOU HAVE DONE SOME GREAT THINGS AND OUR BOARD HAS DONE BECAUSE YOU HAVE DONE SOME GREAT THINGS AND OUR ADMINISTRATORS IT'S I KNEW WE DONE SOME GREAT THINGS AND OUR ADMINISTRATORS IT'S I KNEW WE DONE SOME GREAT THINGS AND OUR ADMINISTRATORS IT'S I KNEW WE WERE A GOOD SCHOOL SYSTEM BUT ADMINISTRATORS IT'S I KNEW WE WERE A GOOD SCHOOL SYSTEM BUT ADMINISTRATORS IT'S I KNEW WE WERE A GOOD

1020SCHOOL SYSTEM BUT BEING ABLE TO COME AND SEE ALL WERE A GOOD SCHOOL SYSTEM BUT BEING ABLE TO COME AND SEE ALL WERE A GOOD SCHOOL SYSTEM BUT BEING ABLE TO COME AND SEE ALL THE THINGS AND SEE WHAT YOU BEING ABLE TO COME AND SEE ALL THE THINGS AND SEE WHAT YOU BEING ABLE TO COME AND SEE ALL THE THINGS AND SEE WHAT YOU GUYS DO YOU ARE THE HARDEST THE THINGS AND SEE WHAT YOU GUYS DO YOU ARE THE HARDEST THE THINGS AND SEE WHAT YOU GUYS DO YOU ARE THE HARDEST WORKING GROUP OF PEOPLE THAT I GUYS DO YOU ARE THE HARDEST WORKING GROUP OF PEOPLE THAT I GUYS DO YOU ARE THE HARDEST WORKING GROUP OF PEOPLE THAT I COULD EVER WANT TO KNOW AND I WORKING GROUP OF PEOPLE THAT

1021I COULD EVER WANT TO KNOW AND I WORKING GROUP OF PEOPLE THAT I COULD EVER WANT TO KNOW AND I AS A TEACHER YOU HEAR ALL KINDS COULD EVER WANT TO KNOW AND I AS A TEACHER YOU HEAR ALL KINDS COULD EVER WANT TO KNOW AND I AS A TEACHER YOU HEAR ALL KINDS OF MUMBLES ABOUT ADMINISTRATORS AS A TEACHER YOU HEAR ALL KINDS OF MUMBLES ABOUT ADMINISTRATORS AS A TEACHER YOU HEAR ALL KINDS OF MUMBLES ABOUT ADMINISTRATORS AND WHAT DO THEY DO IT A REALLY OF MUMBLES ABOUT ADMINISTRATORS AND WHAT DO THEY DO IT A REALLY OF MUMBLES ABOUT ADMINISTRATORS AND WHAT DO THEY DO IT A REALLY SHOWS A DIFFERENT APPRECIATION AND WHAT DO THEY DO IT A REALLY SHOWS A DIFFERENT APPRECIATION AND WHAT DO THEY DO IT A REALLY SHOWS A

1022DIFFERENT APPRECIATION TO COME IN AND SEE WHAT YOU SHOWS A DIFFERENT APPRECIATION TO COME IN AND SEE WHAT YOU SHOWS A DIFFERENT APPRECIATION TO COME IN AND SEE WHAT YOU GUYS DO AND I SO APPRECIATE ALL TO COME IN AND SEE WHAT YOU GUYS DO AND I SO APPRECIATE ALL TO COME IN AND SEE WHAT YOU GUYS DO AND I SO APPRECIATE ALL ALL OF WHAT YOU DO YOU ARE WHAT GUYS DO AND I SO APPRECIATE ALL ALL OF WHAT YOU DO YOU ARE WHAT GUYS DO AND I SO APPRECIATE ALL ALL OF WHAT YOU DO YOU ARE WHAT HELPS TO MAKE THE SCHOOL SYSTEM ALL OF WHAT YOU DO YOU ARE WHAT HELPS TO MAKE THE SCHOOL SYSTEM ALL OF WHAT YOU DO YOU ARE WHAT HELPS TO MAKE THE SCHOOL SYSTEM THE WORLD

1023CLASS SCHOOL SYSTEM HELPS TO MAKE THE SCHOOL SYSTEM THE WORLD CLASS SCHOOL SYSTEM HELPS TO MAKE THE SCHOOL SYSTEM THE WORLD CLASS SCHOOL SYSTEM AND THANK YOU. THE WORLD CLASS SCHOOL SYSTEM AND THANK YOU. THE WORLD CLASS SCHOOL SYSTEM AND THANK YOU. THANK FOR LETTING ME BE UP HERE AND THANK YOU. THANK FOR LETTING ME BE UP HERE AND THANK YOU. THANK FOR LETTING ME BE UP HERE TO SERVE ALL OF YOU. THANK FOR LETTING ME BE UP HERE TO SERVE ALL OF YOU. THANK FOR LETTING ME BE UP HERE TO SERVE ALL OF YOU. IT'S BEEN AN HONOR. TO SERVE ALL OF YOU. IT'S BEEN AN HONOR. TO SERVE ALL OF YOU. IT'S BEEN AN HONOR. OK, SO THE MOTION ORIGINALLY IT'S BEEN AN HONOR. OK, SO THE MOTION ORIGINALLY IT'S BEEN AN HONOR.

1024OK, SO THE MOTION ORIGINALLY WAS MADE BY MISS RIGGS AND OK, SO THE MOTION ORIGINALLY WAS MADE BY MISS RIGGS AND OK, SO THE MOTION ORIGINALLY WAS MADE BY MISS RIGGS AND SECONDED BY MR. KAPLAN AND THE WAS MADE BY MISS RIGGS AND SECONDED BY MR. KAPLAN AND THE WAS MADE BY MISS RIGGS AND SECONDED BY MR. KAPLAN AND THE VOTING BOARD. SECONDED BY MR. KAPLAN AND THE VOTING BOARD. SECONDED BY MR. KAPLAN AND THE VOTING BOARD. IS IT FROM THE RESOLUTIONS THE VOTING BOARD. IS IT FROM THE RESOLUTIONS THE VOTING BOARD. IS IT FROM THE RESOLUTIONS THE CONSENT AGENDA SO >> MADAM IS IT FROM THE RESOLUTIONS THE CONSENT AGENDA SO >> MADAM IS IT FROM THE RESOLUTIONS THE CONSENT AGENDA SO >> MADAM CHAIR, WE HAVE A LEBANESE THE CONSENT AGENDA SO >>

1025MADAM CHAIR, WE HAVE A LEBANESE THE CONSENT AGENDA SO >> MADAM CHAIR, WE HAVE A LEBANESE THE MOTION DID PASS BUT THE CONSENT CHAIR, WE HAVE A LEBANESE THE MOTION DID PASS BUT THE CONSENT CHAIR, WE HAVE A LEBANESE THE MOTION DID PASS BUT THE CONSENT AGENDA. MOTION DID PASS BUT THE CONSENT AGENDA. MOTION DID PASS BUT THE CONSENT AGENDA. THANK YOU MADAM CLERK MOVING ON AGENDA. THANK YOU MADAM CLERK MOVING ON AGENDA. THANK YOU MADAM CLERK MOVING ON TO ACTION WE TO ACTION. THANK YOU MADAM CLERK MOVING ON TO ACTION WE TO ACTION. THANK YOU MADAM CLERK MOVING ON TO ACTION WE TO ACTION. WE WILL BEGIN WITH OUR PERSONAL TO ACTION WE TO ACTION. WE WILL BEGIN WITH OUR PERSONAL TO ACTION WE TO ACTION. WE WILL BEGIN WITH OUR PERSONAL REPORT AND

1026ADMINISTRATIVE WE WILL BEGIN WITH OUR PERSONAL REPORT AND ADMINISTRATIVE WE WILL BEGIN WITH OUR PERSONAL REPORT AND ADMINISTRATIVE APPOINTMENTS. REPORT AND ADMINISTRATIVE APPOINTMENTS. REPORT AND ADMINISTRATIVE APPOINTMENTS. DR. ROBERTSON MADAM CHAIR WE APPOINTMENTS. DR. ROBERTSON MADAM CHAIR WE APPOINTMENTS. DR. ROBERTSON MADAM CHAIR WE NEED TO GET A MOTION AND A DR. ROBERTSON MADAM CHAIR WE NEED TO GET A MOTION AND A DR. ROBERTSON MADAM CHAIR WE NEED TO GET A MOTION AND A SECOND FIRST A VOTE OH I'M NEED TO GET A MOTION AND A SECOND FIRST A VOTE OH I'M NEED TO GET A MOTION AND A SECOND FIRST A VOTE OH I'M SORRY I DIDN'T START THAT WAY. SECOND FIRST A VOTE OH I'M SORRY I DIDN'T START THAT WAY. SECOND FIRST A VOTE OH I'M SORRY I DIDN'T START THAT WAY. ALL RIGHT.

1027SORRY I DIDN'T START THAT WAY. ALL RIGHT. SORRY I DIDN'T START THAT WAY. ALL RIGHT. FIRST I'LL EMOTION TO APPROVE ALL RIGHT. FIRST I'LL EMOTION TO APPROVE ALL RIGHT. FIRST I'LL EMOTION TO APPROVE THE PERSONAL REPORT PERSONNEL FIRST I'LL EMOTION TO APPROVE THE PERSONAL REPORT PERSONNEL FIRST I'LL EMOTION TO APPROVE THE PERSONAL REPORT PERSONNEL REPORT ON ADMINISTRATIVE THE PERSONAL REPORT PERSONNEL REPORT ON ADMINISTRATIVE THE PERSONAL REPORT PERSONNEL REPORT ON ADMINISTRATIVE APPOINTMENTS MOTION MADE I MISS REPORT ON ADMINISTRATIVE APPOINTMENTS MOTION MADE I MISS REPORT ON ADMINISTRATIVE APPOINTMENTS MOTION MADE I MISS BROWN SECONDED BY NO EMOTION APPOINTMENTS MOTION MADE I MISS BROWN SECONDED BY NO EMOTION APPOINTMENTS MOTION MADE I MISS BROWN SECONDED BY NO EMOTION MADE BY MYSELF SECONDED BY MISS BROWN SECONDED BY NO EMOTION MADE BY MYSELF SECONDED BY MISS BROWN SECONDED BY

1028NO EMOTION MADE BY MYSELF SECONDED BY MISS BROWN. MADE BY MYSELF SECONDED BY MISS BROWN. MADE BY MYSELF SECONDED BY MISS BROWN. DR. ROBERTSON ANY DISCUSSION BROWN. DR. ROBERTSON ANY DISCUSSION BROWN. DR. ROBERTSON ANY DISCUSSION AND THEN WE HAVE TO VOTE I DR. ROBERTSON ANY DISCUSSION AND THEN WE HAVE TO VOTE I DR. ROBERTSON ANY DISCUSSION AND THEN WE HAVE TO VOTE I DIDN'T KNOW IF HE HAD OK, I'M AND THEN WE HAVE TO VOTE I DIDN'T KNOW IF HE HAD OK, I'M AND THEN WE HAVE TO VOTE I DIDN'T KNOW IF HE HAD OK, I'M SORRY WHITE GOOD MORNING. DIDN'T KNOW IF HE HAD OK, I'M SORRY WHITE GOOD MORNING. DIDN'T KNOW IF HE HAD OK, I'M SORRY WHITE GOOD MORNING. ANY DISCUSSION VOTING BOARD SORRY WHITE GOOD MORNING. ANY DISCUSSION VOTING BOARD SORRY

1029WHITE GOOD MORNING. ANY DISCUSSION VOTING BOARD OPEN? ANY DISCUSSION VOTING BOARD OPEN? ANY DISCUSSION VOTING BOARD OPEN? OK, MADAM CHAIR WE HAVE 11 EYES OPEN? OK, MADAM CHAIR WE HAVE 11 EYES OPEN? OK, MADAM CHAIR WE HAVE 11 EYES THE MASK FOR THE PERSONNEL OK, MADAM CHAIR WE HAVE 11 EYES THE MASK FOR THE PERSONNEL OK, MADAM CHAIR WE HAVE 11 EYES THE MASK FOR THE PERSONNEL REPORTED ADMINISTRATIVE THE MASK FOR THE PERSONNEL REPORTED ADMINISTRATIVE THE MASK FOR THE PERSONNEL REPORTED ADMINISTRATIVE APPOINTMENTS I'M GOING TO DO REPORTED ADMINISTRATIVE APPOINTMENTS I'M GOING TO DO REPORTED ADMINISTRATIVE APPOINTMENTS I'M GOING TO DO REALLY WELL AT NUMBER TWO DR. APPOINTMENTS I'M GOING TO DO REALLY WELL AT NUMBER TWO DR. APPOINTMENTS I'M GOING TO DO REALLY WELL AT NUMBER TWO DR. ROBERSON OK SO WE DO REALLY WELL

1030AT NUMBER TWO DR. ROBERSON OK SO WE DO REALLY WELL AT NUMBER TWO DR. ROBERSON OK SO WE DO UNEMPLOYMENT TONIGHT THIS ROBERSON OK SO WE DO UNEMPLOYMENT TONIGHT THIS ROBERSON OK SO WE DO UNEMPLOYMENT TONIGHT THIS PERSON'S. UNEMPLOYMENT TONIGHT THIS PERSON'S. UNEMPLOYMENT TONIGHT THIS PERSON'S. THIS PERSON IS VERY FAMILIAR TO PERSON'S. THIS PERSON IS VERY FAMILIAR TO PERSON'S. THIS PERSON IS VERY FAMILIAR TO YOU CASEY CONGER WHO FORMERLY THIS PERSON IS VERY FAMILIAR TO YOU CASEY CONGER WHO FORMERLY THIS PERSON IS VERY FAMILIAR TO YOU CASEY CONGER WHO FORMERLY WAS A PRINCIPAL FOR US AT COOK YOU CASEY CONGER WHO FORMERLY WAS A PRINCIPAL FOR US AT COOK YOU CASEY CONGER WHO FORMERLY WAS A PRINCIPAL FOR US AT COOK ELEMENTARY AND ALSO CREED'S WAS A PRINCIPAL FOR US AT COOK ELEMENTARY AND ALSO

1031CREED'S WAS A PRINCIPAL FOR US AT COOK ELEMENTARY AND ALSO CREED'S ELEMENTARY FOUND THAT SHE JUST ELEMENTARY AND ALSO CREED'S ELEMENTARY FOUND THAT SHE JUST ELEMENTARY AND ALSO CREED'S ELEMENTARY FOUND THAT SHE JUST COULD NOT STAY AWAY FROM THE ELEMENTARY FOUND THAT SHE JUST COULD NOT STAY AWAY FROM THE ELEMENTARY FOUND THAT SHE JUST COULD NOT STAY AWAY FROM THE PRINCIPALSHIP SHE JUST MISSED COULD NOT STAY AWAY FROM THE PRINCIPALSHIP SHE JUST MISSED COULD NOT STAY AWAY FROM THE PRINCIPALSHIP SHE JUST MISSED IT SO MUCH AND WE'RE PLEASED PRINCIPALSHIP SHE JUST MISSED IT SO MUCH AND WE'RE PLEASED PRINCIPALSHIP SHE JUST MISSED IT SO MUCH AND WE'RE PLEASED THAT YOU'VE APPROVED OUR IT SO MUCH AND WE'RE PLEASED THAT YOU'VE APPROVED OUR IT SO MUCH AND WE'RE PLEASED THAT YOU'VE APPROVED OUR RECOMMENDATION FOR TO

1032GO BACK THAT YOU'VE APPROVED OUR RECOMMENDATION FOR TO GO BACK THAT YOU'VE APPROVED OUR RECOMMENDATION FOR TO GO BACK TO CREATE ELEMENTARY SCHOOL IS RECOMMENDATION FOR TO GO BACK TO CREATE ELEMENTARY SCHOOL IS RECOMMENDATION FOR TO GO BACK TO CREATE ELEMENTARY SCHOOL IS THE PRINCIPAL AT THE YEAH. TO CREATE ELEMENTARY SCHOOL IS THE PRINCIPAL AT THE YEAH. TO CREATE ELEMENTARY SCHOOL IS THE PRINCIPAL AT THE YEAH. THANK YOU, DR. ROBERTSON. THE PRINCIPAL AT THE YEAH. THANK YOU, DR. ROBERTSON. THE PRINCIPAL AT THE YEAH. THANK YOU, DR. ROBERTSON. WHEN WHEN I SAW THAT COME THANK YOU, DR. ROBERTSON. WHEN WHEN I SAW THAT COME THANK YOU, DR. ROBERTSON. WHEN WHEN I SAW THAT COME THROUGH I CALLED CASEY RIGHT WHEN WHEN I SAW THAT COME THROUGH I CALLED CASEY RIGHT WHEN WHEN I SAW THAT COME

1033THROUGH I CALLED CASEY RIGHT AWAY AND I SAID WHAT? THROUGH I CALLED CASEY RIGHT AWAY AND I SAID WHAT? THROUGH I CALLED CASEY RIGHT AWAY AND I SAID WHAT? AND SHE SAID IT IS TRULY MY AWAY AND I SAID WHAT? AND SHE SAID IT IS TRULY MY AWAY AND I SAID WHAT? AND SHE SAID IT IS TRULY MY HEART IS TRULY IN THE SCHOOL AND SHE SAID IT IS TRULY MY HEART IS TRULY IN THE SCHOOL AND SHE SAID IT IS TRULY MY HEART IS TRULY IN THE SCHOOL BUILDING AND I BELIEVE THAT HEART IS TRULY IN THE SCHOOL BUILDING AND I BELIEVE THAT HEART IS TRULY IN THE SCHOOL BUILDING AND I BELIEVE THAT SHE'S A ROCK STAR AND MAKE SURE BUILDING AND I BELIEVE THAT SHE'S A ROCK STAR AND MAKE SURE BUILDING

1034AND I BELIEVE THAT SHE'S A ROCK STAR AND MAKE SURE IMPORTANT BOARD MEMBERS GIVE SHE'S A ROCK STAR AND MAKE SURE IMPORTANT BOARD MEMBERS GIVE SHE'S A ROCK STAR AND MAKE SURE IMPORTANT BOARD MEMBERS GIVE HER ABOUT TWO WEEKS. IMPORTANT BOARD MEMBERS GIVE HER ABOUT TWO WEEKS. IMPORTANT BOARD MEMBERS GIVE HER ABOUT TWO WEEKS. SHE'LL KNOW EVERY NAME OF EVERY HER ABOUT TWO WEEKS. SHE'LL KNOW EVERY NAME OF EVERY HER ABOUT TWO WEEKS. SHE'LL KNOW EVERY NAME OF EVERY STUDENT AT CREEDS ELEMENTARY I SHE'LL KNOW EVERY NAME OF EVERY STUDENT AT CREEDS ELEMENTARY I SHE'LL KNOW EVERY NAME OF EVERY STUDENT AT CREEDS ELEMENTARY I PROMISE YOU AND IN TO JUST A STUDENT AT CREEDS ELEMENTARY I PROMISE YOU AND IN TO JUST A STUDENT AT CREEDS ELEMENTARY I PROMISE YOU AND IN TO JUST

1035A FEW WEEKS AGO VISITOR OUT THERE PROMISE YOU AND IN TO JUST A FEW WEEKS AGO VISITOR OUT THERE PROMISE YOU AND IN TO JUST A FEW WEEKS AGO VISITOR OUT THERE SHE'S A SHE'S A ROCK STAR. FEW WEEKS AGO VISITOR OUT THERE SHE'S A SHE'S A ROCK STAR. FEW WEEKS AGO VISITOR OUT THERE SHE'S A SHE'S A ROCK STAR. ALL RIGHT. SHE'S A SHE'S A ROCK STAR. ALL RIGHT. SHE'S A SHE'S A ROCK STAR. ALL RIGHT. ITEM TO I'LL ENTERTAIN A MOTION ALL RIGHT. ITEM TO I'LL ENTERTAIN A MOTION ALL RIGHT. ITEM TO I'LL ENTERTAIN A MOTION TO IS THE PART. ITEM TO I'LL ENTERTAIN A MOTION TO IS THE PART. ITEM TO I'LL ENTERTAIN A MOTION TO IS THE PART. I'LL ENTERTAIN A MOTION TO TO TO IS THE PART. I'LL ENTERTAIN A

1036MOTION TO TO TO IS THE PART. I'LL ENTERTAIN A MOTION TO TO APPROVE POLICY FIVE TESTIFIED I'LL ENTERTAIN A MOTION TO TO APPROVE POLICY FIVE TESTIFIED I'LL ENTERTAIN A MOTION TO TO APPROVE POLICY FIVE TESTIFIED TO TWO CELL PHONE FREE APPROVE POLICY FIVE TESTIFIED TO TWO CELL PHONE FREE APPROVE POLICY FIVE TESTIFIED TO TWO CELL PHONE FREE EDUCATION CELLULAR PHONES AND TO TWO CELL PHONE FREE EDUCATION CELLULAR PHONES AND TO TWO CELL PHONE FREE EDUCATION CELLULAR PHONES AND PERSONAL ELECTRONIC EDUCATION CELLULAR PHONES AND PERSONAL ELECTRONIC EDUCATION CELLULAR PHONES AND PERSONAL ELECTRONIC COMMUNICATION DEVICE STUDENT PERSONAL ELECTRONIC COMMUNICATION DEVICE STUDENT PERSONAL ELECTRONIC COMMUNICATION DEVICE STUDENT USE MOTION MADE BY MISS COMMUNICATION DEVICE STUDENT USE MOTION MADE BY MISS COMMUNICATION DEVICE STUDENT USE MOTION MADE BY MISS FRANKLIN SECONDED I MISS USE MOTION MADE BY MISS FRANKLIN

1037SECONDED I MISS USE MOTION MADE BY MISS FRANKLIN SECONDED I MISS ANDERSON MISS GOODY GOOD FRANKLIN SECONDED I MISS ANDERSON MISS GOODY GOOD FRANKLIN SECONDED I MISS ANDERSON MISS GOODY GOOD EVENING CHAIR VICE CHAIR, ANDERSON MISS GOODY GOOD EVENING CHAIR VICE CHAIR, ANDERSON MISS GOODY GOOD EVENING CHAIR VICE CHAIR, SCHOOL BOARD MEMBERS AND DR. EVENING CHAIR VICE CHAIR, SCHOOL BOARD MEMBERS AND DR. EVENING CHAIR VICE CHAIR, SCHOOL BOARD MEMBERS AND DR. ROBINSON CUMULATIVE IMPACT ON SCHOOL BOARD MEMBERS AND DR. ROBINSON CUMULATIVE IMPACT ON SCHOOL BOARD MEMBERS AND DR. ROBINSON CUMULATIVE IMPACT ON FOR THE POLICY REVIEW COMMITTEE ROBINSON CUMULATIVE IMPACT ON FOR THE POLICY REVIEW COMMITTEE ROBINSON CUMULATIVE IMPACT ON FOR THE POLICY REVIEW COMMITTEE FOR ACTION TONIGHT WE HAVE TWO FOR THE POLICY REVIEW COMMITTEE FOR ACTION TONIGHT WE HAVE TWO FOR THE POLICY

1038REVIEW COMMITTEE FOR ACTION TONIGHT WE HAVE TWO ONE POLICY THE SUPPORTING FOR ACTION TONIGHT WE HAVE TWO ONE POLICY THE SUPPORTING FOR ACTION TONIGHT WE HAVE TWO ONE POLICY THE SUPPORTING REGULATION AND THE FINAL POLICY ONE POLICY THE SUPPORTING REGULATION AND THE FINAL POLICY ONE POLICY THE SUPPORTING REGULATION AND THE FINAL POLICY THREE SIXTY FIVE WOULD TO BE REGULATION AND THE FINAL POLICY THREE SIXTY FIVE WOULD TO BE REGULATION AND THE FINAL POLICY THREE SIXTY FIVE WOULD TO BE REPEALED IF YOU APPROVE FIVE THREE SIXTY FIVE WOULD TO BE REPEALED IF YOU APPROVE FIVE THREE SIXTY FIVE WOULD TO BE REPEALED IF YOU APPROVE FIVE FIFTY TWO BECAUSE WE DON'T WANT REPEALED IF YOU APPROVE FIVE FIFTY TWO BECAUSE WE DON'T WANT REPEALED IF YOU APPROVE FIVE FIFTY TWO BECAUSE WE DON'T WANT TO COMPETING

1039POLICIES FOR THE FIFTY TWO BECAUSE WE DON'T WANT TO COMPETING POLICIES FOR THE FIFTY TWO BECAUSE WE DON'T WANT TO COMPETING POLICIES FOR THE FIRST ONE 552 WHICH IS A CELL TO COMPETING POLICIES FOR THE FIRST ONE 552 WHICH IS A CELL TO COMPETING POLICIES FOR THE FIRST ONE 552 WHICH IS A CELL PHONE POLICY PHONE POLICY YOU FIRST ONE 552 WHICH IS A CELL PHONE POLICY PHONE POLICY YOU FIRST ONE 552 WHICH IS A CELL PHONE POLICY PHONE POLICY YOU LOOKED AT LAST MEETING AND I'M PHONE POLICY PHONE POLICY YOU LOOKED AT LAST MEETING AND I'M PHONE POLICY PHONE POLICY YOU LOOKED AT LAST MEETING AND I'M TRYING TO THINK I DON'T THINK LOOKED AT LAST MEETING AND I'M TRYING TO THINK I DON'T THINK LOOKED AT LAST MEETING AND I'M TRYING TO THINK

1040I DON'T THINK WE MADE ANY SIGNIFICANT CHANGES TRYING TO THINK I DON'T THINK WE MADE ANY SIGNIFICANT CHANGES TRYING TO THINK I DON'T THINK WE MADE ANY SIGNIFICANT CHANGES HERE BUT THIS WOULD COME BACK WE MADE ANY SIGNIFICANT CHANGES HERE BUT THIS WOULD COME BACK WE MADE ANY SIGNIFICANT CHANGES HERE BUT THIS WOULD COME BACK UP AS THE OVERRIDING POLICY HERE BUT THIS WOULD COME BACK UP AS THE OVERRIDING POLICY HERE BUT THIS WOULD COME BACK UP AS THE OVERRIDING POLICY UNDER SECTION FIVE WHICH IS THE UP AS THE OVERRIDING POLICY UNDER SECTION FIVE WHICH IS THE UP AS THE OVERRIDING POLICY UNDER SECTION FIVE WHICH IS THE STUDENT OUTAGE SO THAT RIGHT UNDER SECTION FIVE WHICH IS THE STUDENT OUTAGE SO THAT RIGHT UNDER SECTION FIVE WHICH IS THE STUDENT OUTAGE SO THAT RIGHT

1041NOW BE UP FOR YOUR STUDENT OUTAGE SO THAT RIGHT NOW BE UP FOR YOUR STUDENT OUTAGE SO THAT RIGHT NOW BE UP FOR YOUR CONSIDERATION. NOW BE UP FOR YOUR CONSIDERATION. NOW BE UP FOR YOUR CONSIDERATION. OK, SO DECLARE WE ARE VOTING ON CONSIDERATION. OK, SO DECLARE WE ARE VOTING ON CONSIDERATION. OK, SO DECLARE WE ARE VOTING ON WHAT RIGHT NOW YOU'RE GOING TO OK, SO DECLARE WE ARE VOTING ON WHAT RIGHT NOW YOU'RE GOING TO OK, SO DECLARE WE ARE VOTING ON WHAT RIGHT NOW YOU'RE GOING TO VOTE ON CELL PHONE FORTY FIVE WHAT RIGHT NOW YOU'RE GOING TO VOTE ON CELL PHONE FORTY FIVE WHAT RIGHT NOW YOU'RE GOING TO VOTE ON CELL PHONE FORTY FIVE FIFTY TWO WHICH IS THE POLICY VOTE ON CELL PHONE FORTY FIVE FIFTY TWO WHICH IS THE

1042POLICY VOTE ON CELL PHONE FORTY FIVE FIFTY TWO WHICH IS THE POLICY YOU ASKED LAST TIME TO BE ABLE FIFTY TWO WHICH IS THE POLICY YOU ASKED LAST TIME TO BE ABLE FIFTY TWO WHICH IS THE POLICY YOU ASKED LAST TIME TO BE ABLE TO VOTE ON THE RESOLUTION AGAIN YOU ASKED LAST TIME TO BE ABLE TO VOTE ON THE RESOLUTION AGAIN YOU ASKED LAST TIME TO BE ABLE TO VOTE ON THE RESOLUTION AGAIN ALLOWABLE UNDER YOUR BYLAWS SO TO VOTE ON THE RESOLUTION AGAIN ALLOWABLE UNDER YOUR BYLAWS SO TO VOTE ON THE RESOLUTION AGAIN ALLOWABLE UNDER YOUR BYLAWS SO YEAH I'M SORRY REGULATION. ALLOWABLE UNDER YOUR BYLAWS SO YEAH I'M SORRY REGULATION. ALLOWABLE UNDER YOUR BYLAWS SO YEAH I'M SORRY REGULATION. SO YOU'RE GOING TO DO FIVE YEAH I'M SORRY REGULATION. SO YOU'RE GOING

1043TO DO FIVE YEAH I'M SORRY REGULATION. SO YOU'RE GOING TO DO FIVE FIFTY TWO FIRST WHICH IS SO YOU'RE GOING TO DO FIVE FIFTY TWO FIRST WHICH IS SO YOU'RE GOING TO DO FIVE FIFTY TWO FIRST WHICH IS OVERRIDING POLICY AND THEN FIFTY TWO FIRST WHICH IS OVERRIDING POLICY AND THEN FIFTY TWO FIRST WHICH IS OVERRIDING POLICY AND THEN YOU'LL MOVE ON TO REGULATION OVERRIDING POLICY AND THEN YOU'LL MOVE ON TO REGULATION OVERRIDING POLICY AND THEN YOU'LL MOVE ON TO REGULATION FIVE FIFTY TWO POINT ONE WHICH YOU'LL MOVE ON TO REGULATION FIVE FIFTY TWO POINT ONE WHICH YOU'LL MOVE ON TO REGULATION FIVE FIFTY TWO POINT ONE WHICH IS THE SUPPORTING REGULATION. FIVE FIFTY TWO POINT ONE WHICH IS THE SUPPORTING REGULATION. FIVE FIFTY TWO POINT ONE WHICH IS THE SUPPORTING REGULATION. OK ALONGSIDE THE

1044WHITE HOUSE IS THE SUPPORTING REGULATION. OK ALONGSIDE THE WHITE HOUSE IS THE SUPPORTING REGULATION. OK ALONGSIDE THE WHITE HOUSE HAS PUT OUT WE TOOK OUT THE OK ALONGSIDE THE WHITE HOUSE HAS PUT OUT WE TOOK OUT THE OK ALONGSIDE THE WHITE HOUSE HAS PUT OUT WE TOOK OUT THE LAST LINE THAT WE DIDN'T WANT HAS PUT OUT WE TOOK OUT THE LAST LINE THAT WE DIDN'T WANT HAS PUT OUT WE TOOK OUT THE LAST LINE THAT WE DIDN'T WANT TO TAKE THAT FROM LAST TIME AND LAST LINE THAT WE DIDN'T WANT TO TAKE THAT FROM LAST TIME AND LAST LINE THAT WE DIDN'T WANT TO TAKE THAT FROM LAST TIME AND MUCH OF THE DRAFT WITH ME AT TO TAKE THAT FROM LAST TIME AND MUCH OF THE DRAFT WITH ME AT TO TAKE THAT

1045FROM LAST TIME AND MUCH OF THE DRAFT WITH ME AT THE MOMENT BUT AT THE MOMENT MUCH OF THE DRAFT WITH ME AT THE MOMENT BUT AT THE MOMENT MUCH OF THE DRAFT WITH ME AT THE MOMENT BUT AT THE MOMENT WHAT TO DO. THE MOMENT BUT AT THE MOMENT WHAT TO DO. THE MOMENT BUT AT THE MOMENT WHAT TO DO. I STILL CLARIFICATION AND I'M WHAT TO DO. I STILL CLARIFICATION AND I'M WHAT TO DO. I STILL CLARIFICATION AND I'M SURE OTHERS TO DO LIKE BEING I STILL CLARIFICATION AND I'M SURE OTHERS TO DO LIKE BEING I STILL CLARIFICATION AND I'M SURE OTHERS TO DO LIKE BEING ONE WE WANT TO USE THIS I IT'S SURE OTHERS TO DO LIKE BEING ONE WE WANT TO USE THIS I IT'S SURE OTHERS TO DO LIKE

1046BEING ONE WE WANT TO USE THIS I IT'S BE ONE IT'S JUST I JUST THAT'S ONE WE WANT TO USE THIS I IT'S BE ONE IT'S JUST I JUST THAT'S ONE WE WANT TO USE THIS I IT'S BE ONE IT'S JUST I JUST THAT'S WHAT THAT'S WHAT I WANT TO MAKE BE ONE IT'S JUST I JUST THAT'S WHAT THAT'S WHAT I WANT TO MAKE BE ONE IT'S JUST I JUST THAT'S WHAT THAT'S WHAT I WANT TO MAKE YOUR PEOPLE UNDERSTAND WHAT DID WHAT THAT'S WHAT I WANT TO MAKE YOUR PEOPLE UNDERSTAND WHAT DID WHAT THAT'S WHAT I WANT TO MAKE YOUR PEOPLE UNDERSTAND WHAT DID YEAH WE'RE NOT DOING THEM AS A YOUR PEOPLE UNDERSTAND WHAT DID YEAH WE'RE NOT DOING THEM AS A YOUR PEOPLE UNDERSTAND WHAT DID YEAH WE'RE NOT DOING THEM AS

1047A GROUP WE'RE GOING TO TAKE THEM YEAH WE'RE NOT DOING THEM AS A GROUP WE'RE GOING TO TAKE THEM YEAH WE'RE NOT DOING THEM AS A GROUP WE'RE GOING TO TAKE THEM OUT AN INDIVIDUAL THAT YOU'RE GROUP WE'RE GOING TO TAKE THEM OUT AN INDIVIDUAL THAT YOU'RE GROUP WE'RE GOING TO TAKE THEM OUT AN INDIVIDUAL THAT YOU'RE GOING TO DO YOU AT THE POLICY OUT AN INDIVIDUAL THAT YOU'RE GOING TO DO YOU AT THE POLICY OUT AN INDIVIDUAL THAT YOU'RE GOING TO DO YOU AT THE POLICY FIRST WHICH YOU'VE NEVER HAD GOING TO DO YOU AT THE POLICY FIRST WHICH YOU'VE NEVER HAD GOING TO DO YOU AT THE POLICY FIRST WHICH YOU'VE NEVER HAD THIS POLICY BEFORE POLICY FIRST WHICH YOU'VE NEVER HAD THIS POLICY BEFORE POLICY FIRST WHICH YOU'VE NEVER HAD THIS POLICY

1048BEFORE POLICY BEFORE. THIS POLICY BEFORE POLICY BEFORE. THIS POLICY BEFORE POLICY BEFORE. ESSENTIALLY IT BECOMES A BEFORE. ESSENTIALLY IT BECOMES A BEFORE. ESSENTIALLY IT BECOMES A REPLACEMENT POLICY FOR 365 IT ESSENTIALLY IT BECOMES A REPLACEMENT POLICY FOR 365 IT ESSENTIALLY IT BECOMES A REPLACEMENT POLICY FOR 365 IT IS. REPLACEMENT POLICY FOR 365 IT IS. REPLACEMENT POLICY FOR 365 IT IS. IT IS YOUR OVERRIDING POLICY, IS. IT IS YOUR OVERRIDING POLICY, IS. IT IS YOUR OVERRIDING POLICY, YOUR PHILOSOPHY ON CELL PHONES. IT IS YOUR OVERRIDING POLICY, YOUR PHILOSOPHY ON CELL PHONES. IT IS YOUR OVERRIDING POLICY, YOUR PHILOSOPHY ON CELL PHONES. OK, I'M GOING TO I'M GOING TO YOUR PHILOSOPHY ON CELL PHONES. OK, I'M GOING TO I'M GOING TO YOUR PHILOSOPHY ON CELL PHONES. OK, I'M GOING TO I'M GOING TO REFER TO THE CHAIR

1049OF THE OK, I'M GOING TO I'M GOING TO REFER TO THE CHAIR OF THE OK, I'M GOING TO I'M GOING TO REFER TO THE CHAIR OF THE POLICY REVIEW COMMITTEE TO TELL REFER TO THE CHAIR OF THE POLICY REVIEW COMMITTEE TO TELL REFER TO THE CHAIR OF THE POLICY REVIEW COMMITTEE TO TELL US EXACTLY WHAT WE'RE VOTING ON POLICY REVIEW COMMITTEE TO TELL US EXACTLY WHAT WE'RE VOTING ON POLICY REVIEW COMMITTEE TO TELL US EXACTLY WHAT WE'RE VOTING ON BECAUSE THERE'S TWO VOTES US EXACTLY WHAT WE'RE VOTING ON BECAUSE THERE'S TWO VOTES US EXACTLY WHAT WE'RE VOTING ON BECAUSE THERE'S TWO VOTES TONIGHT. BECAUSE THERE'S TWO VOTES TONIGHT. BECAUSE THERE'S TWO VOTES TONIGHT. IS THIS THE FIRST SO I BELIEVE TONIGHT. IS THIS THE FIRST SO I BELIEVE TONIGHT. IS THIS THE FIRST SO I

1050BELIEVE WE BELIEVE WE ACTUALLY HAVE IS THIS THE FIRST SO I BELIEVE WE BELIEVE WE ACTUALLY HAVE IS THIS THE FIRST SO I BELIEVE WE BELIEVE WE ACTUALLY HAVE THREE VOTES AS IT PERTAINS TO WE BELIEVE WE ACTUALLY HAVE THREE VOTES AS IT PERTAINS TO WE BELIEVE WE ACTUALLY HAVE THREE VOTES AS IT PERTAINS TO THE CELL PHONE. THREE VOTES AS IT PERTAINS TO THE CELL PHONE. THREE VOTES AS IT PERTAINS TO THE CELL PHONE. SO THE ONE IS THE POLICY FIVE THE CELL PHONE. SO THE ONE IS THE POLICY FIVE THE CELL PHONE. SO THE ONE IS THE POLICY FIVE DASH FIVE TO AND THAT IS WHAT SO THE ONE IS THE POLICY FIVE DASH FIVE TO AND THAT IS WHAT SO THE ONE IS THE POLICY FIVE DASH FIVE TO AND THAT IS

1051WHAT WE ARE VOTING ON RIGHT NOW THE DASH FIVE TO AND THAT IS WHAT WE ARE VOTING ON RIGHT NOW THE DASH FIVE TO AND THAT IS WHAT WE ARE VOTING ON RIGHT NOW THE NEXT VOTE IS THE REGULATION WE ARE VOTING ON RIGHT NOW THE NEXT VOTE IS THE REGULATION WE ARE VOTING ON RIGHT NOW THE NEXT VOTE IS THE REGULATION FIVE FIVE TWO POINT ONE AND NEXT VOTE IS THE REGULATION FIVE FIVE TWO POINT ONE AND NEXT VOTE IS THE REGULATION FIVE FIVE TWO POINT ONE AND THEN THE LAST ONE WILL BE FIVE FIVE TWO POINT ONE AND THEN THE LAST ONE WILL BE FIVE FIVE TWO POINT ONE AND THEN THE LAST ONE WILL BE POLICY THREE DASH SIX FIVE THEN THE LAST ONE WILL BE POLICY THREE DASH SIX FIVE THEN

1052THE LAST ONE WILL BE POLICY THREE DASH SIX FIVE WHICH IS A DELETION. POLICY THREE DASH SIX FIVE WHICH IS A DELETION. POLICY THREE DASH SIX FIVE WHICH IS A DELETION. SO RIGHT NOW WE ARE JUST VOTING WHICH IS A DELETION. SO RIGHT NOW WE ARE JUST VOTING WHICH IS A DELETION. SO RIGHT NOW WE ARE JUST VOTING ON THAT POLICY FIVE DASH FIVE SO RIGHT NOW WE ARE JUST VOTING ON THAT POLICY FIVE DASH FIVE SO RIGHT NOW WE ARE JUST VOTING ON THAT POLICY FIVE DASH FIVE TWO WOULD IT HELP IF I READ ON THAT POLICY FIVE DASH FIVE TWO WOULD IT HELP IF I READ ON THAT POLICY FIVE DASH FIVE TWO WOULD IT HELP IF I READ ABOUT HIM? TWO WOULD IT HELP IF I READ ABOUT HIM? TWO WOULD IT

1053HELP IF I READ ABOUT HIM? SURE. ABOUT HIM? SURE. ABOUT HIM? SURE. OK, ASSETS CURRENTLY PROPOSED SURE. OK, ASSETS CURRENTLY PROPOSED SURE. OK, ASSETS CURRENTLY PROPOSED TO READ THE TITLE WOULD BE CELL OK, ASSETS CURRENTLY PROPOSED TO READ THE TITLE WOULD BE CELL OK, ASSETS CURRENTLY PROPOSED TO READ THE TITLE WOULD BE CELL PHONE FREE EDUCATION CELLULAR TO READ THE TITLE WOULD BE CELL PHONE FREE EDUCATION CELLULAR TO READ THE TITLE WOULD BE CELL PHONE FREE EDUCATION CELLULAR PHONES AND PERSONAL ELECTRONIC PHONE FREE EDUCATION CELLULAR PHONES AND PERSONAL ELECTRONIC PHONE FREE EDUCATION CELLULAR PHONES AND PERSONAL ELECTRONIC COMMUNICATION DEVICES USE PHONES AND PERSONAL ELECTRONIC COMMUNICATION DEVICES USE PHONES AND PERSONAL ELECTRONIC COMMUNICATION DEVICES USE STUDENT USE OF CELLULAR PHONES COMMUNICATION DEVICES USE STUDENT USE OF CELLULAR PHONES COMMUNICATION DEVICES USE STUDENT USE OF CELLULAR PHONES

1054PARENTHESES CELL PHONES AND STUDENT USE OF CELLULAR PHONES PARENTHESES CELL PHONES AND STUDENT USE OF CELLULAR PHONES PARENTHESES CELL PHONES AND PARENTHESES AND PERSONAL PARENTHESES CELL PHONES AND PARENTHESES AND PERSONAL PARENTHESES CELL PHONES AND PARENTHESES AND PERSONAL ELECTRONIC COMMUNICATION PARENTHESES AND PERSONAL ELECTRONIC COMMUNICATION PARENTHESES AND PERSONAL ELECTRONIC COMMUNICATION DEVICES OR IN THE SCHOOL DAY IS ELECTRONIC COMMUNICATION DEVICES OR IN THE SCHOOL DAY IS ELECTRONIC COMMUNICATION DEVICES OR IN THE SCHOOL DAY IS DISRUPTIVE TO THE EDUCATIONAL DEVICES OR IN THE SCHOOL DAY IS DISRUPTIVE TO THE EDUCATIONAL DEVICES OR IN THE SCHOOL DAY IS DISRUPTIVE TO THE EDUCATIONAL ENVIRONMENT NOT CONDUCIVE TO DISRUPTIVE TO THE EDUCATIONAL ENVIRONMENT NOT CONDUCIVE TO DISRUPTIVE TO THE EDUCATIONAL ENVIRONMENT NOT CONDUCIVE TO PRODUCTIVE LEARNING EXPERIENCES ENVIRONMENT NOT CONDUCIVE TO PRODUCTIVE LEARNING EXPERIENCES ENVIRONMENT NOT CONDUCIVE TO PRODUCTIVE LEARNING EXPERIENCES AND

1055OFTEN THE SOURCE PRODUCTIVE LEARNING EXPERIENCES AND OFTEN THE SOURCE PRODUCTIVE LEARNING EXPERIENCES AND OFTEN THE SOURCE OF DISCIPLINARY EXTENSIVE AND OFTEN THE SOURCE OF DISCIPLINARY EXTENSIVE AND OFTEN THE SOURCE OF DISCIPLINARY EXTENSIVE SOCIAL MEDIA USAGE AND OF DISCIPLINARY EXTENSIVE SOCIAL MEDIA USAGE AND OF DISCIPLINARY EXTENSIVE SOCIAL MEDIA USAGE AND WIDESPREAD CELL PHONE POSITION SOCIAL MEDIA USAGE AND WIDESPREAD CELL PHONE POSITION SOCIAL MEDIA USAGE AND WIDESPREAD CELL PHONE POSITION BY CHILDREN IS CLOSELY RELATED WIDESPREAD CELL PHONE POSITION BY CHILDREN IS CLOSELY RELATED WIDESPREAD CELL PHONE POSITION BY CHILDREN IS CLOSELY RELATED TO MENTAL HEALTH AND CHRONIC BY CHILDREN IS CLOSELY RELATED TO MENTAL HEALTH AND CHRONIC BY CHILDREN IS CLOSELY RELATED TO MENTAL HEALTH AND CHRONIC HEALTH CONDITIONS THAT ARE TO MENTAL HEALTH AND CHRONIC HEALTH CONDITIONS THAT ARE TO MENTAL HEALTH AND CHRONIC HEALTH CONDITIONS

1056THAT ARE ADVERSELY AFFECTED STUDENTS. HEALTH CONDITIONS THAT ARE ADVERSELY AFFECTED STUDENTS. HEALTH CONDITIONS THAT ARE ADVERSELY AFFECTED STUDENTS. THE SCHOOL BOARD AUTHORIZES THE ADVERSELY AFFECTED STUDENTS. THE SCHOOL BOARD AUTHORIZES THE ADVERSELY AFFECTED STUDENTS. THE SCHOOL BOARD AUTHORIZES THE SUPERINTENDENT DESIGNEES TO THE SCHOOL BOARD AUTHORIZES THE SUPERINTENDENT DESIGNEES TO THE SCHOOL BOARD AUTHORIZES THE SUPERINTENDENT DESIGNEES TO DEVELOP REGULATIONS AND SUPERINTENDENT DESIGNEES TO DEVELOP REGULATIONS AND SUPERINTENDENT DESIGNEES TO DEVELOP REGULATIONS AND PROCEDURES CONCERNING DEVELOP REGULATIONS AND PROCEDURES CONCERNING DEVELOP REGULATIONS AND PROCEDURES CONCERNING POSSESSION AND USE CELL PHONES PROCEDURES CONCERNING POSSESSION AND USE CELL PHONES PROCEDURES CONCERNING POSSESSION AND USE CELL PHONES AND PERSONAL ELECTRONIC POSSESSION AND USE CELL PHONES AND PERSONAL ELECTRONIC POSSESSION AND USE CELL PHONES AND PERSONAL ELECTRONIC COMMUNICATION WESTERNERS DURING AND PERSONAL ELECTRONIC COMMUNICATION WESTERNERS DURING AND PERSONAL ELECTRONIC COMMUNICATION WESTERNERS DURING THE

1057SCHOOL DAY WHILE TRAVELING COMMUNICATION WESTERNERS DURING THE SCHOOL DAY WHILE TRAVELING COMMUNICATION WESTERNERS DURING THE SCHOOL DAY WHILE TRAVELING TO AND FROM SCHOOL MORE THE SCHOOL DAY WHILE TRAVELING TO AND FROM SCHOOL MORE THE SCHOOL DAY WHILE TRAVELING TO AND FROM SCHOOL MORE STUDENTS ARE PARTICIPATING IN TO AND FROM SCHOOL MORE STUDENTS ARE PARTICIPATING IN TO AND FROM SCHOOL MORE STUDENTS ARE PARTICIPATING IN SCHOOL SPONSORED ACTIVITIES. STUDENTS ARE PARTICIPATING IN SCHOOL SPONSORED ACTIVITIES. STUDENTS ARE PARTICIPATING IN SCHOOL SPONSORED ACTIVITIES. OK EVERYBODY GOOD. SCHOOL SPONSORED ACTIVITIES. OK EVERYBODY GOOD. SCHOOL SPONSORED ACTIVITIES. OK EVERYBODY GOOD. ANY DISCUSSION? OK EVERYBODY GOOD. ANY DISCUSSION? OK EVERYBODY GOOD. ANY DISCUSSION? OK, JUST WHAT YOU READ. ANY DISCUSSION? OK, JUST WHAT YOU READ. ANY DISCUSSION? OK, JUST WHAT YOU READ. DISCUSS YOUR THE MOTION WAS OK, JUST WHAT YOU READ.

1058DISCUSS YOUR THE MOTION WAS OK, JUST WHAT YOU READ. DISCUSS YOUR THE MOTION WAS MADE BY ME SO YEAH I JUST DISCUSS YOUR THE MOTION WAS MADE BY ME SO YEAH I JUST DISCUSS YOUR THE MOTION WAS MADE BY ME SO YEAH I JUST WANTED TO POINT OUT THIS IS HOW MADE BY ME SO YEAH I JUST WANTED TO POINT OUT THIS IS HOW MADE BY ME SO YEAH I JUST WANTED TO POINT OUT THIS IS HOW PRC APPROVED UNANIMOUSLY FOR WANTED TO POINT OUT THIS IS HOW PRC APPROVED UNANIMOUSLY FOR WANTED TO POINT OUT THIS IS HOW PRC APPROVED UNANIMOUSLY FOR THIS POLICY IT DOES SPEAK IN PRC APPROVED UNANIMOUSLY FOR THIS POLICY IT DOES SPEAK IN PRC APPROVED UNANIMOUSLY FOR THIS POLICY IT DOES SPEAK IN THE POLICY LIKE LIKE MOST THIS POLICY

1059IT DOES SPEAK IN THE POLICY LIKE LIKE MOST THIS POLICY IT DOES SPEAK IN THE POLICY LIKE LIKE MOST OF OUR POLICIES THAT WE THE POLICY LIKE LIKE MOST OF OUR POLICIES THAT WE THE POLICY LIKE LIKE MOST OF OUR POLICIES THAT WE AUTHORIZED THE SUPERINTENDENT OF OUR POLICIES THAT WE AUTHORIZED THE SUPERINTENDENT OF OUR POLICIES THAT WE AUTHORIZED THE SUPERINTENDENT TO DESIGN OR DESIGNEE TO AUTHORIZED THE SUPERINTENDENT TO DESIGN OR DESIGNEE TO AUTHORIZED THE SUPERINTENDENT TO DESIGN OR DESIGNEE TO DEVELOP REGULATIONS AND TO DESIGN OR DESIGNEE TO DEVELOP REGULATIONS AND TO DESIGN OR DESIGNEE TO DEVELOP REGULATIONS AND PROCEDURES BUT YET WE DO HAVE DEVELOP REGULATIONS AND PROCEDURES BUT YET WE DO HAVE DEVELOP REGULATIONS AND PROCEDURES BUT YET WE DO HAVE THE REGULATION FOR THE BOARD TO PROCEDURES BUT YET WE DO HAVE

1060THE REGULATION FOR THE BOARD TO PROCEDURES BUT YET WE DO HAVE THE REGULATION FOR THE BOARD TO VOTE ON AND SO I JUST WANT TO I THE REGULATION FOR THE BOARD TO VOTE ON AND SO I JUST WANT TO I THE REGULATION FOR THE BOARD TO VOTE ON AND SO I JUST WANT TO I GUESS POINT OUT THAT WHILE IT'S VOTE ON AND SO I JUST WANT TO I GUESS POINT OUT THAT WHILE IT'S VOTE ON AND SO I JUST WANT TO I GUESS POINT OUT THAT WHILE IT'S AUTHORIZING THE SUPERINTENDENT GUESS POINT OUT THAT WHILE IT'S AUTHORIZING THE SUPERINTENDENT GUESS POINT OUT THAT WHILE IT'S AUTHORIZING THE SUPERINTENDENT IT IS AT LEAST INFERRED THAT AUTHORIZING THE SUPERINTENDENT IT IS AT LEAST INFERRED THAT AUTHORIZING THE SUPERINTENDENT IT IS AT LEAST INFERRED THAT CHANGES TO

1061THIS REGULATION ARE IT IS AT LEAST INFERRED THAT CHANGES TO THIS REGULATION ARE IT IS AT LEAST INFERRED THAT CHANGES TO THIS REGULATION ARE GOING TO HAVE SOME DISCUSSION CHANGES TO THIS REGULATION ARE GOING TO HAVE SOME DISCUSSION CHANGES TO THIS REGULATION ARE GOING TO HAVE SOME DISCUSSION WITH THE BOARD WHICH IS WHY WE GOING TO HAVE SOME DISCUSSION WITH THE BOARD WHICH IS WHY WE GOING TO HAVE SOME DISCUSSION WITH THE BOARD WHICH IS WHY WE BROUGHT THE REGULATION TO BE WITH THE BOARD WHICH IS WHY WE BROUGHT THE REGULATION TO BE WITH THE BOARD WHICH IS WHY WE BROUGHT THE REGULATION TO BE VOTED ON ALL RIGHT THAT'S. BROUGHT THE REGULATION TO BE VOTED ON ALL RIGHT THAT'S. BROUGHT THE REGULATION TO BE VOTED ON ALL RIGHT THAT'S. THAT'S FAIR. VOTED ON ALL

1062RIGHT THAT'S. THAT'S FAIR. VOTED ON ALL RIGHT THAT'S. THAT'S FAIR. THAT'S GOOD. THAT'S FAIR. THAT'S GOOD. THAT'S FAIR. THAT'S GOOD. AND I AS A BOARD MEMBER I THAT'S GOOD. AND I AS A BOARD MEMBER I THAT'S GOOD. AND I AS A BOARD MEMBER I ALWAYS APPRECIATE THE AND I AS A BOARD MEMBER I ALWAYS APPRECIATE THE AND I AS A BOARD MEMBER I ALWAYS APPRECIATE THE INFORMATION FROM LET THE POLICY ALWAYS APPRECIATE THE INFORMATION FROM LET THE POLICY ALWAYS APPRECIATE THE INFORMATION FROM LET THE POLICY COMMITTEE AND HOW CAME OUT INFORMATION FROM LET THE POLICY COMMITTEE AND HOW CAME OUT INFORMATION FROM LET THE POLICY COMMITTEE AND HOW CAME OUT OF THAT COMMITTEE AND I ALWAYS COMMITTEE AND HOW CAME OUT OF THAT COMMITTEE AND I ALWAYS COMMITTEE AND HOW CAME OUT OF THAT COMMITTEE

1063AND I ALWAYS APPRECIATE HEARING HOW YOU WORK OF THAT COMMITTEE AND I ALWAYS APPRECIATE HEARING HOW YOU WORK OF THAT COMMITTEE AND I ALWAYS APPRECIATE HEARING HOW YOU WORK TOGETHER TO TO COME UP WITH APPRECIATE HEARING HOW YOU WORK TOGETHER TO TO COME UP WITH APPRECIATE HEARING HOW YOU WORK TOGETHER TO TO COME UP WITH THAT. TOGETHER TO TO COME UP WITH THAT. TOGETHER TO TO COME UP WITH THAT. AND SO ANY FURTHER DISCUSSION THAT. AND SO ANY FURTHER DISCUSSION THAT. AND SO ANY FURTHER DISCUSSION ARE AT THE VOTING FOR AND SO ANY FURTHER DISCUSSION ARE AT THE VOTING FOR AND SO ANY FURTHER DISCUSSION ARE AT THE VOTING FOR DISCIPLINE. ARE AT THE VOTING FOR DISCIPLINE. ARE AT THE VOTING FOR DISCIPLINE. SO >> MADAM CHAIR, WE HAVE DISCIPLINE. SO >> MADAM CHAIR, WE

1064HAVE DISCIPLINE. SO >> MADAM CHAIR, WE HAVE ELEVEN SO THE MOTION TO PASS SO >> MADAM CHAIR, WE HAVE ELEVEN SO THE MOTION TO PASS SO >> MADAM CHAIR, WE HAVE ELEVEN SO THE MOTION TO PASS FOR POLICY FIVE DASH FIVE OK ELEVEN SO THE MOTION TO PASS FOR POLICY FIVE DASH FIVE OK ELEVEN SO THE MOTION TO PASS FOR POLICY FIVE DASH FIVE OK MOVING ON TO ITEM TO IS FOR POLICY FIVE DASH FIVE OK MOVING ON TO ITEM TO IS FOR POLICY FIVE DASH FIVE OK MOVING ON TO ITEM TO IS REGULATION FIVE DASH FIVE TWO MOVING ON TO ITEM TO IS REGULATION FIVE DASH FIVE TWO MOVING ON TO ITEM TO IS REGULATION FIVE DASH FIVE TWO POINT ONE CELLULAR PHONES AND REGULATION FIVE DASH FIVE TWO POINT ONE CELLULAR PHONES AND

1065REGULATION FIVE DASH FIVE TWO POINT ONE CELLULAR PHONES AND PERSONAL ELECTRONIC POINT ONE CELLULAR PHONES AND PERSONAL ELECTRONIC POINT ONE CELLULAR PHONES AND PERSONAL ELECTRONIC COMMUNICATION DEVICES PERSONAL ELECTRONIC COMMUNICATION DEVICES PERSONAL ELECTRONIC COMMUNICATION DEVICES LIMITATION ON USE AGAIN COMMUNICATION DEVICES LIMITATION ON USE AGAIN COMMUNICATION DEVICES LIMITATION ON USE AGAIN NORMALLY YOU DON'T NEED A LIMITATION ON USE AGAIN NORMALLY YOU DON'T NEED A LIMITATION ON USE AGAIN NORMALLY YOU DON'T NEED A MOTION PLEASE MOTION I MISSED NORMALLY YOU DON'T NEED A MOTION PLEASE MOTION I MISSED NORMALLY YOU DON'T NEED A MOTION PLEASE MOTION I MISSED MY SECONDED BY MR. MISLABELING MOTION PLEASE MOTION I MISSED MY SECONDED BY MR. MISLABELING MOTION PLEASE MOTION I MISSED MY SECONDED BY MR. MISLABELING NORMALLY THE SCHOOL BOARD MY SECONDED BY MR. MISLABELING NORMALLY THE SCHOOL BOARD MY SECONDED

1066BY MR. MISLABELING NORMALLY THE SCHOOL BOARD DOESN'T GET INTO REGULATIONS NORMALLY THE SCHOOL BOARD DOESN'T GET INTO REGULATIONS NORMALLY THE SCHOOL BOARD DOESN'T GET INTO REGULATIONS BUT AGAIN YOUR BYLAWS AUTHORIZE DOESN'T GET INTO REGULATIONS BUT AGAIN YOUR BYLAWS AUTHORIZE DOESN'T GET INTO REGULATIONS BUT AGAIN YOUR BYLAWS AUTHORIZE YOU DO THAT YOU FELT IT WAS BUT AGAIN YOUR BYLAWS AUTHORIZE YOU DO THAT YOU FELT IT WAS BUT AGAIN YOUR BYLAWS AUTHORIZE YOU DO THAT YOU FELT IT WAS IMPORTANT BASED ON THE YOU DO THAT YOU FELT IT WAS IMPORTANT BASED ON THE YOU DO THAT YOU FELT IT WAS IMPORTANT BASED ON THE CONVERSATION OF THE LAST SCHOOL IMPORTANT BASED ON THE CONVERSATION OF THE LAST SCHOOL IMPORTANT BASED ON THE CONVERSATION OF THE LAST SCHOOL BOARD MEETING TO ACTUALLY LOOK CONVERSATION OF THE LAST SCHOOL

1067BOARD MEETING TO ACTUALLY LOOK CONVERSATION OF THE LAST SCHOOL BOARD MEETING TO ACTUALLY LOOK AT THIS PARTICULAR REGULATION BOARD MEETING TO ACTUALLY LOOK AT THIS PARTICULAR REGULATION BOARD MEETING TO ACTUALLY LOOK AT THIS PARTICULAR REGULATION SIGNIFICANT IN THIS REGULATION AT THIS PARTICULAR REGULATION SIGNIFICANT IN THIS REGULATION AT THIS PARTICULAR REGULATION SIGNIFICANT IN THIS REGULATION IS THE EXCEPTIONS UNDER THE SIGNIFICANT IN THIS REGULATION IS THE EXCEPTIONS UNDER THE SIGNIFICANT IN THIS REGULATION IS THE EXCEPTIONS UNDER THE DEFINITIONS WHICH IS A TWO IS THE EXCEPTIONS UNDER THE DEFINITIONS WHICH IS A TWO IS THE EXCEPTIONS UNDER THE DEFINITIONS WHICH IS A TWO UNDER INSTRUCTION WHICH WILL DEFINITIONS WHICH IS A TWO UNDER INSTRUCTION WHICH WILL DEFINITIONS WHICH IS A TWO UNDER INSTRUCTION WHICH WILL READ AS MEANS ANY STRUCTURED OR UNDER INSTRUCTION WHICH WILL READ AS MEANS

1068ANY STRUCTURED OR UNDER INSTRUCTION WHICH WILL READ AS MEANS ANY STRUCTURED OR STRUCTURE LEARNING EXPERIENCES READ AS MEANS ANY STRUCTURED OR STRUCTURE LEARNING EXPERIENCES READ AS MEANS ANY STRUCTURED OR STRUCTURE LEARNING EXPERIENCES THAT OCCUR FROM WHEN THE FIRST STRUCTURE LEARNING EXPERIENCES THAT OCCUR FROM WHEN THE FIRST STRUCTURE LEARNING EXPERIENCES THAT OCCUR FROM WHEN THE FIRST BELL RINGS AT THE THE SCHOOL THAT OCCUR FROM WHEN THE FIRST BELL RINGS AT THE THE SCHOOL THAT OCCUR FROM WHEN THE FIRST BELL RINGS AT THE THE SCHOOL DAY INTO THE VISIBLE AT THE END BELL RINGS AT THE THE SCHOOL DAY INTO THE VISIBLE AT THE END BELL RINGS AT THE THE SCHOOL DAY INTO THE VISIBLE AT THE END AT THE END OF THE SCHOOL DAY DAY INTO THE VISIBLE AT THE END AT THE END OF THE

1069SCHOOL DAY DAY INTO THE VISIBLE AT THE END AT THE END OF THE SCHOOL DAY LUNCHTIMES FOR ELEMENTARY AND AT THE END OF THE SCHOOL DAY LUNCHTIMES FOR ELEMENTARY AND AT THE END OF THE SCHOOL DAY LUNCHTIMES FOR ELEMENTARY AND MIDDLE SCHOOL STUDENTS, LUNCHTIMES FOR ELEMENTARY AND MIDDLE SCHOOL STUDENTS, LUNCHTIMES FOR ELEMENTARY AND MIDDLE SCHOOL STUDENTS, BATHROOM BREAKS, TRAVEL TIME MIDDLE SCHOOL STUDENTS, BATHROOM BREAKS, TRAVEL TIME MIDDLE SCHOOL STUDENTS, BATHROOM BREAKS, TRAVEL TIME BETWEEN LOCATIONS AND DURING BATHROOM BREAKS, TRAVEL TIME BETWEEN LOCATIONS AND DURING BATHROOM BREAKS, TRAVEL TIME BETWEEN LOCATIONS AND DURING CLASS PERIODS AND TIME BETWEEN BETWEEN LOCATIONS AND DURING CLASS PERIODS AND TIME BETWEEN BETWEEN LOCATIONS AND DURING CLASS PERIODS AND TIME BETWEEN CLASS PERIODS ARE INCLUDED IN CLASS PERIODS AND TIME BETWEEN CLASS PERIODS ARE INCLUDED IN CLASS PERIODS AND TIME BETWEEN

1070CLASS PERIODS ARE INCLUDED IN THE DEFINITION OF INSTRUCTIONAL CLASS PERIODS ARE INCLUDED IN THE DEFINITION OF INSTRUCTIONAL CLASS PERIODS ARE INCLUDED IN THE DEFINITION OF INSTRUCTIONAL TIME AND AGAIN THAT IS THE DEFINITION OF INSTRUCTIONAL TIME AND AGAIN THAT IS THE DEFINITION OF INSTRUCTIONAL TIME AND AGAIN THAT IS DIFFERENT FROM MODEL POLICIES TIME AND AGAIN THAT IS DIFFERENT FROM MODEL POLICIES TIME AND AGAIN THAT IS DIFFERENT FROM MODEL POLICIES PROPOSED BY THE VIRGINIA PART DIFFERENT FROM MODEL POLICIES PROPOSED BY THE VIRGINIA PART DIFFERENT FROM MODEL POLICIES PROPOSED BY THE VIRGINIA PART OF EDUCATION IF YOU FLIP OVER PROPOSED BY THE VIRGINIA PART OF EDUCATION IF YOU FLIP OVER PROPOSED BY THE VIRGINIA PART OF EDUCATION IF YOU FLIP OVER TO S.C. WHICH IS WHAT WE OF EDUCATION IF YOU FLIP OVER TO S.C. WHICH IS WHAT

1071WE OF EDUCATION IF YOU FLIP OVER TO S.C. WHICH IS WHAT WE AMENDED AFTER THE APEC MEETING TO S.C. WHICH IS WHAT WE AMENDED AFTER THE APEC MEETING TO S.C. WHICH IS WHAT WE AMENDED AFTER THE APEC MEETING IT WOULD BE C IS STUDENT YEARS AMENDED AFTER THE APEC MEETING IT WOULD BE C IS STUDENT YEARS AMENDED AFTER THE APEC MEETING IT WOULD BE C IS STUDENT YEARS OF PERSONAL ELECTRONIC IT WOULD BE C IS STUDENT YEARS OF PERSONAL ELECTRONIC IT WOULD BE C IS STUDENT YEARS OF PERSONAL ELECTRONIC COMMUNICATION DEVICES NON OF PERSONAL ELECTRONIC COMMUNICATION DEVICES NON OF PERSONAL ELECTRONIC COMMUNICATION DEVICES NON INSTRUCTIONAL TIME HIGH SCHOOL COMMUNICATION DEVICES NON INSTRUCTIONAL TIME HIGH SCHOOL COMMUNICATION DEVICES NON INSTRUCTIONAL TIME HIGH SCHOOL LUNCH TIME OR SPECIAL EVENTS. INSTRUCTIONAL TIME HIGH SCHOOL LUNCH TIME OR SPECIAL

1072EVENTS. INSTRUCTIONAL TIME HIGH SCHOOL LUNCH TIME OR SPECIAL EVENTS. ONE SWINES LITTLE HIGH SCHOOL LUNCH TIME OR SPECIAL EVENTS. ONE SWINES LITTLE HIGH SCHOOL LUNCH TIME OR SPECIAL EVENTS. ONE SWINES LITTLE HIGH SCHOOL STUDENTS MAY USE SUCH DEVICES ONE SWINES LITTLE HIGH SCHOOL STUDENTS MAY USE SUCH DEVICES ONE SWINES LITTLE HIGH SCHOOL STUDENTS MAY USE SUCH DEVICES BEFORE AFTER INSTRUCTIONAL TIME STUDENTS MAY USE SUCH DEVICES BEFORE AFTER INSTRUCTIONAL TIME STUDENTS MAY USE SUCH DEVICES BEFORE AFTER INSTRUCTIONAL TIME HIGH SCHOOL STUDENTS UNDER TWO BEFORE AFTER INSTRUCTIONAL TIME HIGH SCHOOL STUDENTS UNDER TWO BEFORE AFTER INSTRUCTIONAL TIME HIGH SCHOOL STUDENTS UNDER TWO MAY USE PERSONAL ELECTRONIC HIGH SCHOOL STUDENTS UNDER TWO MAY USE PERSONAL ELECTRONIC HIGH SCHOOL STUDENTS UNDER TWO MAY USE PERSONAL ELECTRONIC FACES DURING THEIR DESIGNATED MAY USE PERSONAL ELECTRONIC FACES DURING THEIR DESIGNATED MAY

1073USE PERSONAL ELECTRONIC FACES DURING THEIR DESIGNATED LUNCH PERIOD AND THE REST FACES DURING THEIR DESIGNATED LUNCH PERIOD AND THE REST FACES DURING THEIR DESIGNATED LUNCH PERIOD AND THE REST UNEXPLAINED BUSSES AND OFFSIDE LUNCH PERIOD AND THE REST UNEXPLAINED BUSSES AND OFFSIDE LUNCH PERIOD AND THE REST UNEXPLAINED BUSSES AND OFFSIDE BUSSES AND OFF SITE EVENTS. UNEXPLAINED BUSSES AND OFFSIDE BUSSES AND OFF SITE EVENTS. UNEXPLAINED BUSSES AND OFFSIDE BUSSES AND OFF SITE EVENTS. NUMBER TWO IS SIGNIFICANT BUSSES AND OFF SITE EVENTS. NUMBER TWO IS SIGNIFICANT BUSSES AND OFF SITE EVENTS. NUMBER TWO IS SIGNIFICANT CHANGE HERE SO THIS IS THE NUMBER TWO IS SIGNIFICANT CHANGE HERE SO THIS IS THE NUMBER TWO IS SIGNIFICANT CHANGE HERE SO THIS IS THE SECTION WHERE YOU'VE NOW ADDED CHANGE HERE SO THIS IS THE SECTION WHERE YOU'VE NOW ADDED CHANGE

1074HERE SO THIS IS THE SECTION WHERE YOU'VE NOW ADDED HIGH SCHOOL CAN USE IT DURING SECTION WHERE YOU'VE NOW ADDED HIGH SCHOOL CAN USE IT DURING SECTION WHERE YOU'VE NOW ADDED HIGH SCHOOL CAN USE IT DURING LUNCH TIME THE REST OF THE HIGH SCHOOL CAN USE IT DURING LUNCH TIME THE REST OF THE HIGH SCHOOL CAN USE IT DURING LUNCH TIME THE REST OF THE SECTIONS ARE THE STANDARD LUNCH TIME THE REST OF THE SECTIONS ARE THE STANDARD LUNCH TIME THE REST OF THE SECTIONS ARE THE STANDARD INFORMATION LOT OF IT OF IT SECTIONS ARE THE STANDARD INFORMATION LOT OF IT OF IT SECTIONS ARE THE STANDARD INFORMATION LOT OF IT OF IT COMING FROM THE MODEL POLICIES INFORMATION LOT OF IT OF IT COMING FROM THE MODEL POLICIES INFORMATION LOT OF IT OF IT

1075COMING FROM THE MODEL POLICIES DEPARTMENT OF EDUCATION AND IF COMING FROM THE MODEL POLICIES DEPARTMENT OF EDUCATION AND IF COMING FROM THE MODEL POLICIES DEPARTMENT OF EDUCATION AND IF YOU WANT ME TO GO TO GO THROUGH DEPARTMENT OF EDUCATION AND IF YOU WANT ME TO GO TO GO THROUGH DEPARTMENT OF EDUCATION AND IF YOU WANT ME TO GO TO GO THROUGH ANY OF THOSE BUT MUST ALL THOSE YOU WANT ME TO GO TO GO THROUGH ANY OF THOSE BUT MUST ALL THOSE YOU WANT ME TO GO TO GO THROUGH ANY OF THOSE BUT MUST ALL THOSE ARE DEVELOPED BASED ON WHAT THE ANY OF THOSE BUT MUST ALL THOSE ARE DEVELOPED BASED ON WHAT THE ANY OF THOSE BUT MUST ALL THOSE ARE DEVELOPED BASED ON WHAT THE HAD TO OR TWO SIGNIFICANT AREAS ARE

1076DEVELOPED BASED ON WHAT THE HAD TO OR TWO SIGNIFICANT AREAS ARE DEVELOPED BASED ON WHAT THE HAD TO OR TWO SIGNIFICANT AREAS THAT YOU HAVE DEVIATED FROM HAD TO OR TWO SIGNIFICANT AREAS THAT YOU HAVE DEVIATED FROM HAD TO OR TWO SIGNIFICANT AREAS THAT YOU HAVE DEVIATED FROM SUGGESTED POLICIES WOULD BE AN THAT YOU HAVE DEVIATED FROM SUGGESTED POLICIES WOULD BE AN THAT YOU HAVE DEVIATED FROM SUGGESTED POLICIES WOULD BE AN AIDE TO UNDER DEFINITION'S AND SUGGESTED POLICIES WOULD BE AN AIDE TO UNDER DEFINITION'S AND SUGGESTED POLICIES WOULD BE AN AIDE TO UNDER DEFINITION'S AND SEE TO FOR THE HIGH SCHOOL AIDE TO UNDER DEFINITION'S AND SEE TO FOR THE HIGH SCHOOL AIDE TO UNDER DEFINITION'S AND SEE TO FOR THE HIGH SCHOOL LUNCH PERIOD. SEE TO FOR THE HIGH SCHOOL LUNCH PERIOD. SEE TO

1077FOR THE HIGH SCHOOL LUNCH PERIOD. SO THOSE HOW IT CAME OUT LUNCH PERIOD. SO THOSE HOW IT CAME OUT LUNCH PERIOD. SO THOSE HOW IT CAME OUT OF POLICY AND THAT'S WHAT WE SO THOSE HOW IT CAME OUT OF POLICY AND THAT'S WHAT WE SO THOSE HOW IT CAME OUT OF POLICY AND THAT'S WHAT WE LAST TIME SWAIN'S I'D LIKE TO OF POLICY AND THAT'S WHAT WE LAST TIME SWAIN'S I'D LIKE TO OF POLICY AND THAT'S WHAT WE LAST TIME SWAIN'S I'D LIKE TO WOULD LIKE TO MAKE A SUBSTITUTE LAST TIME SWAIN'S I'D LIKE TO WOULD LIKE TO MAKE A SUBSTITUTE LAST TIME SWAIN'S I'D LIKE TO WOULD LIKE TO MAKE A SUBSTITUTE MOTION COLLEAGUES I HAVE GIVEN WOULD LIKE TO MAKE A SUBSTITUTE MOTION COLLEAGUES I HAVE GIVEN WOULD LIKE TO MAKE A SUBSTITUTE

1078MOTION COLLEAGUES I HAVE GIVEN YOU THAT THIS AFTERNOON AFTER A MOTION COLLEAGUES I HAVE GIVEN YOU THAT THIS AFTERNOON AFTER A MOTION COLLEAGUES I HAVE GIVEN YOU THAT THIS AFTERNOON AFTER A LOT OF DISCUSSION TWO WEEKS AGO YOU THAT THIS AFTERNOON AFTER A LOT OF DISCUSSION TWO WEEKS AGO YOU THAT THIS AFTERNOON AFTER A LOT OF DISCUSSION TWO WEEKS AGO THERE WERE SEVERAL OF US THAT LOT OF DISCUSSION TWO WEEKS AGO THERE WERE SEVERAL OF US THAT LOT OF DISCUSSION TWO WEEKS AGO THERE WERE SEVERAL OF US THAT HAD CONCERNS WITH THIS SO THE THERE WERE SEVERAL OF US THAT HAD CONCERNS WITH THIS SO THE THERE WERE SEVERAL OF US THAT HAD CONCERNS WITH THIS SO THE CHANGES ARE IN THE DEFINITIONS HAD CONCERNS WITH THIS SO THE CHANGES ARE IN THE DEFINITIONS HAD

1079CONCERNS WITH THIS SO THE CHANGES ARE IN THE DEFINITIONS A NO TO INSTRUCTIONAL TIME AS CHANGES ARE IN THE DEFINITIONS A NO TO INSTRUCTIONAL TIME AS CHANGES ARE IN THE DEFINITIONS A NO TO INSTRUCTIONAL TIME AS YOU SEE THE HIGHLIGHTED YELLOW A NO TO INSTRUCTIONAL TIME AS YOU SEE THE HIGHLIGHTED YELLOW A NO TO INSTRUCTIONAL TIME AS YOU SEE THE HIGHLIGHTED YELLOW THAT I GAVE YOU HAVE CHANGED YOU SEE THE HIGHLIGHTED YELLOW THAT I GAVE YOU HAVE CHANGED YOU SEE THE HIGHLIGHTED YELLOW THAT I GAVE YOU HAVE CHANGED HAVE CHANGED IT TO LUNCH TIMES THAT I GAVE YOU HAVE CHANGED HAVE CHANGED IT TO LUNCH TIMES THAT I GAVE YOU HAVE CHANGED HAVE CHANGED IT TO LUNCH TIMES FOR ELEMENT MIDDLE AND HIGH HAVE CHANGED IT TO LUNCH TIMES FOR ELEMENT MIDDLE AND HIGH HAVE

1080CHANGED IT TO LUNCH TIMES FOR ELEMENT MIDDLE AND HIGH SCHOOL STUDENTS SO WE'LL HAVE FOR ELEMENT MIDDLE AND HIGH SCHOOL STUDENTS SO WE'LL HAVE FOR ELEMENT MIDDLE AND HIGH SCHOOL STUDENTS SO WE'LL HAVE AN ADDED HIGH SCHOOL STUDENTS SCHOOL STUDENTS SO WE'LL HAVE AN ADDED HIGH SCHOOL STUDENTS SCHOOL STUDENTS SO WE'LL HAVE AN ADDED HIGH SCHOOL STUDENTS IN THAT SECTION. AN ADDED HIGH SCHOOL STUDENTS IN THAT SECTION. AN ADDED HIGH SCHOOL STUDENTS IN THAT SECTION. I'M ON THE NEXT PAGE WITH C I IN THAT SECTION. I'M ON THE NEXT PAGE WITH C I IN THAT SECTION. I'M ON THE NEXT PAGE WITH C I HAVE TAKEN OF HIGH SCHOOL LUNCH I'M ON THE NEXT PAGE WITH C I HAVE TAKEN OF HIGH SCHOOL LUNCH I'M ON THE NEXT PAGE WITH C I HAVE TAKEN OF

1081HIGH SCHOOL LUNCH TIME SO IF YOU SEE ON MY PAGE HAVE TAKEN OF HIGH SCHOOL LUNCH TIME SO IF YOU SEE ON MY PAGE HAVE TAKEN OF HIGH SCHOOL LUNCH TIME SO IF YOU SEE ON MY PAGE STUDENT USE OF PERSONAL TIME SO IF YOU SEE ON MY PAGE STUDENT USE OF PERSONAL TIME SO IF YOU SEE ON MY PAGE STUDENT USE OF PERSONAL ELECTRONIC COMMUNICATION STUDENT USE OF PERSONAL ELECTRONIC COMMUNICATION STUDENT USE OF PERSONAL ELECTRONIC COMMUNICATION DEVICES NON INSTRUCTIONS ON ELECTRONIC COMMUNICATION DEVICES NON INSTRUCTIONS ON ELECTRONIC COMMUNICATION DEVICES NON INSTRUCTIONS ON TIME OR SPECIAL EVENTS I HAVE DEVICES NON INSTRUCTIONS ON TIME OR SPECIAL EVENTS I HAVE DEVICES NON INSTRUCTIONS ON TIME OR SPECIAL EVENTS I HAVE TAKEN OUT IN LUNCHTIME AND TIME OR SPECIAL EVENTS I HAVE TAKEN OUT IN LUNCHTIME AND TIME

1082OR SPECIAL EVENTS I HAVE TAKEN OUT IN LUNCHTIME AND THEREFORE I HAVE A LIMITED TAKEN OUT IN LUNCHTIME AND THEREFORE I HAVE A LIMITED TAKEN OUT IN LUNCHTIME AND THEREFORE I HAVE A LIMITED NUMBER TOO BECAUSE THAT'S THE THEREFORE I HAVE A LIMITED NUMBER TOO BECAUSE THAT'S THE THEREFORE I HAVE A LIMITED NUMBER TOO BECAUSE THAT'S THE ONE THAT SAYS HIGH SCHOOL NUMBER TOO BECAUSE THAT'S THE ONE THAT SAYS HIGH SCHOOL NUMBER TOO BECAUSE THAT'S THE ONE THAT SAYS HIGH SCHOOL STUDENTS MAY USE PERSONAL ONE THAT SAYS HIGH SCHOOL STUDENTS MAY USE PERSONAL ONE THAT SAYS HIGH SCHOOL STUDENTS MAY USE PERSONAL ELECTRONIC COMMUNICATION STUDENTS MAY USE PERSONAL ELECTRONIC COMMUNICATION STUDENTS MAY USE PERSONAL ELECTRONIC COMMUNICATION DEVICES DURING THEIR LUNCH SO ELECTRONIC COMMUNICATION DEVICES DURING THEIR LUNCH SO ELECTRONIC COMMUNICATION DEVICES DURING THEIR LUNCH SO

1083BASICALLY THIS AMENDMENT WOULD DEVICES DURING THEIR LUNCH SO BASICALLY THIS AMENDMENT WOULD DEVICES DURING THEIR LUNCH SO BASICALLY THIS AMENDMENT WOULD MAKE CELL FREE A FREE BASICALLY THIS AMENDMENT WOULD MAKE CELL FREE A FREE BASICALLY THIS AMENDMENT WOULD MAKE CELL FREE A FREE ENVIRONMENT FROM BELL BEGINNING MAKE CELL FREE A FREE ENVIRONMENT FROM BELL BEGINNING MAKE CELL FREE A FREE ENVIRONMENT FROM BELL BEGINNING BILL TO ENDING BELL. ENVIRONMENT FROM BELL BEGINNING BILL TO ENDING BELL. ENVIRONMENT FROM BELL BEGINNING BILL TO ENDING BELL. SO I MY MOVE THAT WE ADOPT THE BILL TO ENDING BELL. SO I MY MOVE THAT WE ADOPT THE BILL TO ENDING BELL. SO I MY MOVE THAT WE ADOPT THE REGULATION FIVE FIVE TWO POINT SO I MY MOVE THAT WE ADOPT THE REGULATION FIVE FIVE TWO POINT SO I MY

1084MOVE THAT WE ADOPT THE REGULATION FIVE FIVE TWO POINT ONE AS AMENDED OK. REGULATION FIVE FIVE TWO POINT ONE AS AMENDED OK. REGULATION FIVE FIVE TWO POINT ONE AS AMENDED OK. DID YOU GET OK SO THE FIRST ONE AS AMENDED OK. DID YOU GET OK SO THE FIRST ONE AS AMENDED OK. DID YOU GET OK SO THE FIRST THING THAT SHE'S DOING AS SHE DID YOU GET OK SO THE FIRST THING THAT SHE'S DOING AS SHE DID YOU GET OK SO THE FIRST THING THAT SHE'S DOING AS SHE IS ADDING OH OK SHE'S GOING TO THING THAT SHE'S DOING AS SHE IS ADDING OH OK SHE'S GOING TO THING THAT SHE'S DOING AS SHE IS ADDING OH OK SHE'S GOING TO HAVE I'M SORRY SO FOR DIRECT IS ADDING OH OK SHE'S GOING TO HAVE

1085I'M SORRY SO FOR DIRECT IS ADDING OH OK SHE'S GOING TO HAVE I'M SORRY SO FOR DIRECT ESSENTIALLY TAKING ESSENTIALLY HAVE I'M SORRY SO FOR DIRECT ESSENTIALLY TAKING ESSENTIALLY HAVE I'M SORRY SO FOR DIRECT ESSENTIALLY TAKING ESSENTIALLY TAKING OUT THE HIGH SCHOOL ESSENTIALLY TAKING ESSENTIALLY TAKING OUT THE HIGH SCHOOL ESSENTIALLY TAKING ESSENTIALLY TAKING OUT THE HIGH SCHOOL TAKEN SO SHE'S TAKING OUT HIGH TAKING OUT THE HIGH SCHOOL TAKEN SO SHE'S TAKING OUT HIGH TAKING OUT THE HIGH SCHOOL TAKEN SO SHE'S TAKING OUT HIGH SCHOOL THERE WERE NO OTHER TAKEN SO SHE'S TAKING OUT HIGH SCHOOL THERE WERE NO OTHER TAKEN SO SHE'S TAKING OUT HIGH SCHOOL THERE WERE NO OTHER CHANGES TO WHAT IN THE PACKAGE. SCHOOL THERE WERE NO OTHER CHANGES TO WHAT IN THE PACKAGE. SCHOOL THERE WERE NO OTHER CHANGES TO WHAT

1086IN THE PACKAGE. YEAH, IT'S BASICALLY JUST TAKEN CHANGES TO WHAT IN THE PACKAGE. YEAH, IT'S BASICALLY JUST TAKEN CHANGES TO WHAT IN THE PACKAGE. YEAH, IT'S BASICALLY JUST TAKEN OUT OF HIGH SCHOOL LUNCH AND YEAH, IT'S BASICALLY JUST TAKEN OUT OF HIGH SCHOOL LUNCH AND YEAH, IT'S BASICALLY JUST TAKEN OUT OF HIGH SCHOOL LUNCH AND THAT'S THE DISCUSSION THAT WE OUT OF HIGH SCHOOL LUNCH AND THAT'S THE DISCUSSION THAT WE OUT OF HIGH SCHOOL LUNCH AND THAT'S THE DISCUSSION THAT WE TWO WEEKS AGO UNDERSTAND IT'S THAT'S THE DISCUSSION THAT WE TWO WEEKS AGO UNDERSTAND IT'S THAT'S THE DISCUSSION THAT WE TWO WEEKS AGO UNDERSTAND IT'S KIND OF A PHILOSOPHICAL TWO WEEKS AGO UNDERSTAND IT'S KIND OF A PHILOSOPHICAL TWO WEEKS AGO UNDERSTAND IT'S KIND OF A PHILOSOPHICAL DISAGREEMENT OR AGREEMENT BUT I KIND OF A

1087PHILOSOPHICAL DISAGREEMENT OR AGREEMENT BUT I KIND OF A PHILOSOPHICAL DISAGREEMENT OR AGREEMENT BUT I FELT PASSIONATE ABOUT WITH WITH DISAGREEMENT OR AGREEMENT BUT I FELT PASSIONATE ABOUT WITH WITH DISAGREEMENT OR AGREEMENT BUT I FELT PASSIONATE ABOUT WITH WITH THE DATA THAT WE HAVE ABOUT FELT PASSIONATE ABOUT WITH WITH THE DATA THAT WE HAVE ABOUT FELT PASSIONATE ABOUT WITH WITH THE DATA THAT WE HAVE ABOUT CELL PHONES AND ALL THAT I FELT THE DATA THAT WE HAVE ABOUT CELL PHONES AND ALL THAT I FELT THE DATA THAT WE HAVE ABOUT CELL PHONES AND ALL THAT I FELT LIKE THIS WAS WAS NECESSARY FOR CELL PHONES AND ALL THAT I FELT LIKE THIS WAS WAS NECESSARY FOR CELL PHONES AND ALL THAT I FELT LIKE THIS WAS WAS NECESSARY FOR ME TO BRING FORWARD AND OFFER LIKE

1088THIS WAS WAS NECESSARY FOR ME TO BRING FORWARD AND OFFER LIKE THIS WAS WAS NECESSARY FOR ME TO BRING FORWARD AND OFFER THIS AMENDMENT THANK VERY MUCH ME TO BRING FORWARD AND OFFER THIS AMENDMENT THANK VERY MUCH ME TO BRING FORWARD AND OFFER THIS AMENDMENT THANK VERY MUCH . THIS AMENDMENT THANK VERY MUCH . THIS AMENDMENT THANK VERY MUCH . IT'S ALREADY BEEN SECOND OH I'M . IT'S ALREADY BEEN SECOND OH I'M . IT'S ALREADY BEEN SECOND OH I'M SORRY YOU'RE RIGHT. IT'S ALREADY BEEN SECOND OH I'M SORRY YOU'RE RIGHT. IT'S ALREADY BEEN SECOND OH I'M SORRY YOU'RE RIGHT. WE ARE SUBSTITUTE WAS MADE BY SORRY YOU'RE RIGHT. WE ARE SUBSTITUTE WAS MADE BY SORRY YOU'RE RIGHT. WE ARE SUBSTITUTE WAS MADE BY MUSLIM MCSWEEN SECONDED BY MR. WE ARE SUBSTITUTE WAS MADE BY MUSLIM

1089MCSWEEN SECONDED BY MR. WE ARE SUBSTITUTE WAS MADE BY MUSLIM MCSWEEN SECONDED BY MR. CALLEN. MUSLIM MCSWEEN SECONDED BY MR. CALLEN. MUSLIM MCSWEEN SECONDED BY MR. CALLEN. ANY DISCUSSION THIS MORNING CALLEN. ANY DISCUSSION THIS MORNING CALLEN. ANY DISCUSSION THIS MORNING FAMOUS ANDERSON. ANY DISCUSSION THIS MORNING FAMOUS ANDERSON. ANY DISCUSSION THIS MORNING FAMOUS ANDERSON. SO WHEN WE WERE HAVING THE FAMOUS ANDERSON. SO WHEN WE WERE HAVING THE FAMOUS ANDERSON. SO WHEN WE WERE HAVING THE DISCUSSION HASH THIS OUT IN SO WHEN WE WERE HAVING THE DISCUSSION HASH THIS OUT IN SO WHEN WE WERE HAVING THE DISCUSSION HASH THIS OUT IN PASSING I I HAD SUGGESTED THAT DISCUSSION HASH THIS OUT IN PASSING I I HAD SUGGESTED THAT DISCUSSION HASH THIS OUT IN PASSING I I HAD SUGGESTED THAT WE DO BUILD A BELL INCLUDING PASSING

1090I I HAD SUGGESTED THAT WE DO BUILD A BELL INCLUDING PASSING I I HAD SUGGESTED THAT WE DO BUILD A BELL INCLUDING BUT THAT WE HAVE JUST A SHORT WE DO BUILD A BELL INCLUDING BUT THAT WE HAVE JUST A SHORT WE DO BUILD A BELL INCLUDING BUT THAT WE HAVE JUST A SHORT PERIOD OF TIME DURING THIS BUT THAT WE HAVE JUST A SHORT PERIOD OF TIME DURING THIS BUT THAT WE HAVE JUST A SHORT PERIOD OF TIME DURING THIS DURING THE SCHOOL DAY FOR PERIOD OF TIME DURING THIS DURING THE SCHOOL DAY FOR PERIOD OF TIME DURING THIS DURING THE SCHOOL DAY FOR STUDENTS IN THE HIGH SCHOOL TO DURING THE SCHOOL DAY FOR STUDENTS IN THE HIGH SCHOOL TO DURING THE SCHOOL DAY FOR STUDENTS IN THE HIGH SCHOOL TO BE ABLE

1091TO THEIR PARENTS TO USE STUDENTS IN THE HIGH SCHOOL TO BE ABLE TO THEIR PARENTS TO USE STUDENTS IN THE HIGH SCHOOL TO BE ABLE TO THEIR PARENTS TO USE THE PHONE FOR FIVE OR TEN BE ABLE TO THEIR PARENTS TO USE THE PHONE FOR FIVE OR TEN BE ABLE TO THEIR PARENTS TO USE THE PHONE FOR FIVE OR TEN MINUTES THAT DIDN'T SEEM TO BE THE PHONE FOR FIVE OR TEN MINUTES THAT DIDN'T SEEM TO BE THE PHONE FOR FIVE OR TEN MINUTES THAT DIDN'T SEEM TO BE SUPPORTED AMONG MY COLLEAGUES MINUTES THAT DIDN'T SEEM TO BE SUPPORTED AMONG MY COLLEAGUES MINUTES THAT DIDN'T SEEM TO BE SUPPORTED AMONG MY COLLEAGUES ON ON THE PRC AND SUPPORTED AMONG MY COLLEAGUES ON ON THE PRC AND SUPPORTED AMONG MY COLLEAGUES ON ON THE PRC AND

1092ADMINISTRATION HAD A LITTLE BIT ON ON THE PRC AND ADMINISTRATION HAD A LITTLE BIT ON ON THE PRC AND ADMINISTRATION HAD A LITTLE BIT OF HEARTBURN ON THAT. ADMINISTRATION HAD A LITTLE BIT OF HEARTBURN ON THAT. ADMINISTRATION HAD A LITTLE BIT OF HEARTBURN ON THAT. THEY FELT THAT IT WAS GOING TO OF HEARTBURN ON THAT. THEY FELT THAT IT WAS GOING TO OF HEARTBURN ON THAT. THEY FELT THAT IT WAS GOING TO BE A LITTLE BIT TOO HARD TO THEY FELT THAT IT WAS GOING TO BE A LITTLE BIT TOO HARD TO THEY FELT THAT IT WAS GOING TO BE A LITTLE BIT TOO HARD TO KIND OF MONITOR IT. BE A LITTLE BIT TOO HARD TO KIND OF MONITOR IT. BE A LITTLE BIT TOO HARD TO KIND OF MONITOR IT. IT WAS LIKE

1093DO ALL OF LUNCH OR KIND OF MONITOR IT. IT WAS LIKE DO ALL OF LUNCH OR KIND OF MONITOR IT. IT WAS LIKE DO ALL OF LUNCH OR NOT HAVE LUNCH. IT WAS LIKE DO ALL OF LUNCH OR NOT HAVE LUNCH. IT WAS LIKE DO ALL OF LUNCH OR NOT HAVE LUNCH. SO I SIDED WITH THE WITH THE NOT HAVE LUNCH. SO I SIDED WITH THE WITH THE NOT HAVE LUNCH. SO I SIDED WITH THE WITH THE FULL LUNCH TIME IN PRC AND SO I SIDED WITH THE WITH THE FULL LUNCH TIME IN PRC AND SO I SIDED WITH THE WITH THE FULL LUNCH TIME IN PRC AND SINCE WE SINCE WE MET IN PRC FULL LUNCH TIME IN PRC AND SINCE WE SINCE WE MET IN PRC FULL LUNCH TIME IN PRC AND SINCE

1094WE SINCE WE MET IN PRC HAVE DONE SOME RESEARCH AND SINCE WE SINCE WE MET IN PRC HAVE DONE SOME RESEARCH AND SINCE WE SINCE WE MET IN PRC HAVE DONE SOME RESEARCH AND TRIED TO REACH OUT TO SOME HAVE DONE SOME RESEARCH AND TRIED TO REACH OUT TO SOME HAVE DONE SOME RESEARCH AND TRIED TO REACH OUT TO SOME SCHOOL DIVISIONS YOU'VE DONE TRIED TO REACH OUT TO SOME SCHOOL DIVISIONS YOU'VE DONE TRIED TO REACH OUT TO SOME SCHOOL DIVISIONS YOU'VE DONE THIS FOR A LONG TIME AND I SCHOOL DIVISIONS YOU'VE DONE THIS FOR A LONG TIME AND I SCHOOL DIVISIONS YOU'VE DONE THIS FOR A LONG TIME AND I RECENTLY SPOKE WITH THIS FOR A LONG TIME AND I RECENTLY SPOKE WITH THIS FOR A LONG TIME AND I RECENTLY SPOKE WITH SUPERINTENDENT

1095OF LUISA LOUISA RECENTLY SPOKE WITH SUPERINTENDENT OF LUISA LOUISA RECENTLY SPOKE WITH SUPERINTENDENT OF LUISA LOUISA COUNTY AND THEY HAVE SUPERINTENDENT OF LUISA LOUISA COUNTY AND THEY HAVE SUPERINTENDENT OF LUISA LOUISA COUNTY AND THEY HAVE IMPLEMENTED A BELL DOUBLE CELL COUNTY AND THEY HAVE IMPLEMENTED A BELL DOUBLE CELL COUNTY AND THEY HAVE IMPLEMENTED A BELL DOUBLE CELL PHONE FREE SCHEDULE BACK IN IMPLEMENTED A BELL DOUBLE CELL PHONE FREE SCHEDULE BACK IN IMPLEMENTED A BELL DOUBLE CELL PHONE FREE SCHEDULE BACK IN 2008 THEY'VE BEEN DOING IT PHONE FREE SCHEDULE BACK IN 2008 THEY'VE BEEN DOING IT PHONE FREE SCHEDULE BACK IN 2008 THEY'VE BEEN DOING IT SINCE 2008 AND THEY DON'T ALLOW 2008 THEY'VE BEEN DOING IT SINCE 2008 AND THEY DON'T ALLOW 2008 THEY'VE BEEN DOING IT SINCE 2008 AND THEY DON'T ALLOW IT AT

1096LUNCH AND THEY SAID IT SINCE 2008 AND THEY DON'T ALLOW IT AT LUNCH AND THEY SAID IT SINCE 2008 AND THEY DON'T ALLOW IT AT LUNCH AND THEY SAID IT HAS BEEN A SMASHING SUCCESS. IT AT LUNCH AND THEY SAID IT HAS BEEN A SMASHING SUCCESS. IT AT LUNCH AND THEY SAID IT HAS BEEN A SMASHING SUCCESS. THE SUPERINTENDENT THAT I SPOKE HAS BEEN A SMASHING SUCCESS. THE SUPERINTENDENT THAT I SPOKE HAS BEEN A SMASHING SUCCESS. THE SUPERINTENDENT THAT I SPOKE TO WAS ACTUALLY A PRINCIPAL IN THE SUPERINTENDENT THAT I SPOKE TO WAS ACTUALLY A PRINCIPAL IN THE SUPERINTENDENT THAT I SPOKE TO WAS ACTUALLY A PRINCIPAL IN ONE OF THE HIGH SCHOOLS AND TO WAS ACTUALLY A PRINCIPAL IN ONE OF THE HIGH SCHOOLS AND TO WAS ACTUALLY A PRINCIPAL IN ONE OF THE

1097HIGH SCHOOLS AND THEY IMPLEMENTED IT AND SO HE ONE OF THE HIGH SCHOOLS AND THEY IMPLEMENTED IT AND SO HE ONE OF THE HIGH SCHOOLS AND THEY IMPLEMENTED IT AND SO HE WAS A PART OF THE PROCESS THEY IMPLEMENTED IT AND SO HE WAS A PART OF THE PROCESS THEY IMPLEMENTED IT AND SO HE WAS A PART OF THE PROCESS OF IMPLEMENTATION AND HE SAID WAS A PART OF THE PROCESS OF IMPLEMENTATION AND HE SAID WAS A PART OF THE PROCESS OF IMPLEMENTATION AND HE SAID THAT THEY WENT FROM WITHIN TWO OF IMPLEMENTATION AND HE SAID THAT THEY WENT FROM WITHIN TWO OF IMPLEMENTATION AND HE SAID THAT THEY WENT FROM WITHIN TWO YEARS THEY WENT FROM HAVING THAT THEY WENT FROM WITHIN TWO YEARS THEY WENT FROM HAVING THAT THEY WENT FROM WITHIN TWO

1098YEARS THEY WENT FROM HAVING NINETY SEVEN. YEARS THEY WENT FROM HAVING NINETY SEVEN. YEARS THEY WENT FROM HAVING NINETY SEVEN. FITES A YEAR TO HAVING TWO AND NINETY SEVEN. FITES A YEAR TO HAVING TWO AND NINETY SEVEN. FITES A YEAR TO HAVING TWO AND THAT JUST REALLY STOOD OUT TO FITES A YEAR TO HAVING TWO AND THAT JUST REALLY STOOD OUT TO FITES A YEAR TO HAVING TWO AND THAT JUST REALLY STOOD OUT TO ME BECAUSE WE SEE ON DISCIPLINE THAT JUST REALLY STOOD OUT TO ME BECAUSE WE SEE ON DISCIPLINE THAT JUST REALLY STOOD OUT TO ME BECAUSE WE SEE ON DISCIPLINE COMMITTEES UP HERE HOW STUDENTS ME BECAUSE WE SEE ON DISCIPLINE COMMITTEES UP HERE HOW STUDENTS ME BECAUSE WE SEE ON DISCIPLINE COMMITTEES UP HERE HOW STUDENTS GET THEIR PHONES AND THEY

1099GO COMMITTEES UP HERE HOW STUDENTS GET THEIR PHONES AND THEY GO COMMITTEES UP HERE HOW STUDENTS GET THEIR PHONES AND THEY GO AND PLAN THINGS DURING THE GET THEIR PHONES AND THEY GO AND PLAN THINGS DURING THE GET THEIR PHONES AND THEY GO AND PLAN THINGS DURING THE SCHOOL DAY AND THAT'S ALWAYS AND PLAN THINGS DURING THE SCHOOL DAY AND THAT'S ALWAYS AND PLAN THINGS DURING THE SCHOOL DAY AND THAT'S ALWAYS BEEN A CONCERN OF MINE SCHOOL DAY AND THAT'S ALWAYS BEEN A CONCERN OF MINE SCHOOL DAY AND THAT'S ALWAYS BEEN A CONCERN OF MINE REGARDING THE CELL PHONES AND BEEN A CONCERN OF MINE REGARDING THE CELL PHONES AND BEEN A CONCERN OF MINE REGARDING THE CELL PHONES AND AND SO I I WANTED TO SHARE THAT REGARDING THE CELL PHONES AND AND SO

1100I I WANTED TO SHARE THAT REGARDING THE CELL PHONES AND AND SO I I WANTED TO SHARE THAT BECAUSE HE ALSO EMPHASIZED THE AND SO I I WANTED TO SHARE THAT BECAUSE HE ALSO EMPHASIZED THE AND SO I I WANTED TO SHARE THAT BECAUSE HE ALSO EMPHASIZED THE SATISFACTION THAT HE GETS WHEN BECAUSE HE ALSO EMPHASIZED THE SATISFACTION THAT HE GETS WHEN BECAUSE HE ALSO EMPHASIZED THE SATISFACTION THAT HE GETS WHEN HE VISITS A SCHOOL AND STUDENTS SATISFACTION THAT HE GETS WHEN HE VISITS A SCHOOL AND STUDENTS SATISFACTION THAT HE GETS WHEN HE VISITS A SCHOOL AND STUDENTS TALKING TO ONE ANOTHER AT HE VISITS A SCHOOL AND STUDENTS TALKING TO ONE ANOTHER AT HE VISITS A SCHOOL AND STUDENTS TALKING TO ONE ANOTHER AT LUNCHTIME. TALKING TO ONE ANOTHER AT LUNCHTIME. TALKING TO ONE

1101ANOTHER AT LUNCHTIME. HE SAID IT'S AMAZING AND HE LUNCHTIME. HE SAID IT'S AMAZING AND HE LUNCHTIME. HE SAID IT'S AMAZING AND HE SAID THAT YEAH IT WAS IT WAS A HE SAID IT'S AMAZING AND HE SAID THAT YEAH IT WAS IT WAS A HE SAID IT'S AMAZING AND HE SAID THAT YEAH IT WAS IT WAS A LITTLE DIFFICULT IN THE FIRST SAID THAT YEAH IT WAS IT WAS A LITTLE DIFFICULT IN THE FIRST SAID THAT YEAH IT WAS IT WAS A LITTLE DIFFICULT IN THE FIRST YEAR OR SO TO IMPLEMENT IT. LITTLE DIFFICULT IN THE FIRST YEAR OR SO TO IMPLEMENT IT. LITTLE DIFFICULT IN THE FIRST YEAR OR SO TO IMPLEMENT IT. BUT HE SAID CONSISTENT SEE WAS YEAR OR SO TO IMPLEMENT IT. BUT HE SAID CONSISTENT SEE WAS YEAR OR SO TO

1102IMPLEMENT IT. BUT HE SAID CONSISTENT SEE WAS KEY EVERYBODY HAS TO BE ON BUT HE SAID CONSISTENT SEE WAS KEY EVERYBODY HAS TO BE ON BUT HE SAID CONSISTENT SEE WAS KEY EVERYBODY HAS TO BE ON BOARD AND YOU HAVE TO HAVE FIRM KEY EVERYBODY HAS TO BE ON BOARD AND YOU HAVE TO HAVE FIRM KEY EVERYBODY HAS TO BE ON BOARD AND YOU HAVE TO HAVE FIRM GUIDELINES AROUND IT AND HE BOARD AND YOU HAVE TO HAVE FIRM GUIDELINES AROUND IT AND HE BOARD AND YOU HAVE TO HAVE FIRM GUIDELINES AROUND IT AND HE SAID HE'D BE HAPPY TO TALK TO GUIDELINES AROUND IT AND HE SAID HE'D BE HAPPY TO TALK TO GUIDELINES AROUND IT AND HE SAID HE'D BE HAPPY TO TALK TO YOU, DR ROBERTSON, ABOUT HOW HE SAID HE'D BE

1103HAPPY TO TALK TO YOU, DR ROBERTSON, ABOUT HOW HE SAID HE'D BE HAPPY TO TALK TO YOU, DR ROBERTSON, ABOUT HOW HE HOW HE DID ALL OF THAT. YOU, DR ROBERTSON, ABOUT HOW HE HOW HE DID ALL OF THAT. YOU, DR ROBERTSON, ABOUT HOW HE HOW HE DID ALL OF THAT. SO I JUST WANTED TO SHARE THAT HOW HE DID ALL OF THAT. SO I JUST WANTED TO SHARE THAT HOW HE DID ALL OF THAT. SO I JUST WANTED TO SHARE THAT BECAUSE I HAVE KIND OF GONE SO I JUST WANTED TO SHARE THAT BECAUSE I HAVE KIND OF GONE SO I JUST WANTED TO SHARE THAT BECAUSE I HAVE KIND OF GONE BACK AND FORTH A LITTLE BIT ON BECAUSE I HAVE KIND OF GONE BACK AND FORTH A LITTLE BIT ON BECAUSE I

1104HAVE KIND OF GONE BACK AND FORTH A LITTLE BIT ON THE LUNCHTIME ISSUE JUST WANTED BACK AND FORTH A LITTLE BIT ON THE LUNCHTIME ISSUE JUST WANTED BACK AND FORTH A LITTLE BIT ON THE LUNCHTIME ISSUE JUST WANTED JUST WANTED TO SHARE THAT THE LUNCHTIME ISSUE JUST WANTED JUST WANTED TO SHARE THAT THE LUNCHTIME ISSUE JUST WANTED JUST WANTED TO SHARE THAT PERSPECTIVE. JUST WANTED TO SHARE THAT PERSPECTIVE. JUST WANTED TO SHARE THAT PERSPECTIVE. THANK MISS OWENS. PERSPECTIVE. THANK MISS OWENS. PERSPECTIVE. THANK MISS OWENS. OH, MISS ANDERSON. THANK MISS OWENS. OH, MISS ANDERSON. THANK MISS OWENS. OH, MISS ANDERSON. NO I'M SORRY I SAW ONE AND I OH, MISS ANDERSON. NO I'M SORRY I SAW ONE AND I OH, MISS ANDERSON. NO I'M SORRY I SAW ONE AND I SEE MISS ANDERSON THEN SO OK,

1105NO I'M SORRY I SAW ONE AND I SEE MISS ANDERSON THEN SO OK, NO I'M SORRY I SAW ONE AND I SEE MISS ANDERSON THEN SO OK, THANK YOU I DON'T KNOW HOW MANY SEE MISS ANDERSON THEN SO OK, THANK YOU I DON'T KNOW HOW MANY SEE MISS ANDERSON THEN SO OK, THANK YOU I DON'T KNOW HOW MANY HIGH SCHOOLS THEY HAVE IN LEWIS THANK YOU I DON'T KNOW HOW MANY HIGH SCHOOLS THEY HAVE IN LEWIS THANK YOU I DON'T KNOW HOW MANY HIGH SCHOOLS THEY HAVE IN LEWIS COUNTY BUT THEY DON'T HAVE HIGH SCHOOLS THEY HAVE IN LEWIS COUNTY BUT THEY DON'T HAVE HIGH SCHOOLS THEY HAVE IN LEWIS COUNTY BUT THEY DON'T HAVE DON'T HAVE 12 ELEVEN OR TWELVE COUNTY BUT THEY DON'T HAVE DON'T HAVE 12 ELEVEN OR TWELVE COUNTY BUT THEY

1106DON'T HAVE DON'T HAVE 12 ELEVEN OR TWELVE AND I WONDER IF THEY HAVE ONE DON'T HAVE 12 ELEVEN OR TWELVE AND I WONDER IF THEY HAVE ONE DON'T HAVE 12 ELEVEN OR TWELVE AND I WONDER IF THEY HAVE ONE LUNCH ALSO I VISITED NOW I HAVE AND I WONDER IF THEY HAVE ONE LUNCH ALSO I VISITED NOW I HAVE AND I WONDER IF THEY HAVE ONE LUNCH ALSO I VISITED NOW I HAVE VISITED FOUR HIGH SCHOOLS LAST LUNCH ALSO I VISITED NOW I HAVE VISITED FOUR HIGH SCHOOLS LAST LUNCH ALSO I VISITED NOW I HAVE VISITED FOUR HIGH SCHOOLS LAST LAST TIME WE TALKED I HAD VISITED FOUR HIGH SCHOOLS LAST LAST TIME WE TALKED I HAD VISITED FOUR HIGH SCHOOLS LAST LAST TIME WE TALKED I HAD VISITED ONLY THREE THE FOUR LAST TIME

1107WE TALKED I HAD VISITED ONLY THREE THE FOUR LAST TIME WE TALKED I HAD VISITED ONLY THREE THE FOUR HIGH SCHOOLS THE STUDENTS THAT VISITED ONLY THREE THE FOUR HIGH SCHOOLS THE STUDENTS THAT VISITED ONLY THREE THE FOUR HIGH SCHOOLS THE STUDENTS THAT I'VE TALKED TO, ALL OF THEM ALL HIGH SCHOOLS THE STUDENTS THAT I'VE TALKED TO, ALL OF THEM ALL HIGH SCHOOLS THE STUDENTS THAT I'VE TALKED TO, ALL OF THEM ALL STUDENTS EVERY ONE OF THEM SAID I'VE TALKED TO, ALL OF THEM ALL STUDENTS EVERY ONE OF THEM SAID I'VE TALKED TO, ALL OF THEM ALL STUDENTS EVERY ONE OF THEM SAID YES PHONES ARE A DISTRACTION STUDENTS EVERY ONE OF THEM SAID YES PHONES ARE A DISTRACTION STUDENTS EVERY ONE OF THEM SAID YES PHONES ARE A DISTRACTION DURING INSTRUCTION TIME BUT I

1108YES PHONES ARE A DISTRACTION DURING INSTRUCTION TIME BUT I YES PHONES ARE A DISTRACTION DURING INSTRUCTION TIME BUT I CAN LIVE WITHOUT IT AS LONG I DURING INSTRUCTION TIME BUT I CAN LIVE WITHOUT IT AS LONG I DURING INSTRUCTION TIME BUT I CAN LIVE WITHOUT IT AS LONG I KNOW I CAN CHECK MY TEXT IF I CAN LIVE WITHOUT IT AS LONG I KNOW I CAN CHECK MY TEXT IF I CAN LIVE WITHOUT IT AS LONG I KNOW I CAN CHECK MY TEXT IF I NEED I NEED TO KNOW SOMETHING KNOW I CAN CHECK MY TEXT IF I NEED I NEED TO KNOW SOMETHING KNOW I CAN CHECK MY TEXT IF I NEED I NEED TO KNOW SOMETHING AT LUNCHTIME THEY ALL SAID THEY NEED I NEED TO KNOW SOMETHING AT LUNCHTIME THEY ALL SAID

1109THEY NEED I NEED TO KNOW SOMETHING AT LUNCHTIME THEY ALL SAID THEY ALL THE STUDENTS THAT I TALKED AT LUNCHTIME THEY ALL SAID THEY ALL THE STUDENTS THAT I TALKED AT LUNCHTIME THEY ALL SAID THEY ALL THE STUDENTS THAT I TALKED TO I DIDN'T HAVE ONE STUDENT ALL THE STUDENTS THAT I TALKED TO I DIDN'T HAVE ONE STUDENT ALL THE STUDENTS THAT I TALKED TO I DIDN'T HAVE ONE STUDENT WHO WAS UPSET ABOUT IT. TO I DIDN'T HAVE ONE STUDENT WHO WAS UPSET ABOUT IT. TO I DIDN'T HAVE ONE STUDENT WHO WAS UPSET ABOUT IT. EVERYTHING EVERY STUDENT WAS WHO WAS UPSET ABOUT IT. EVERYTHING EVERY STUDENT WAS WHO WAS UPSET ABOUT IT. EVERYTHING EVERY STUDENT WAS LIKE THAT'S THAT'S NOT A EVERYTHING EVERY STUDENT WAS LIKE THAT'S THAT'S NOT A EVERYTHING EVERY STUDENT WAS

1110LIKE THAT'S THAT'S NOT A PROBLEM AS LONG AS WE CAN HAVE LIKE THAT'S THAT'S NOT A PROBLEM AS LONG AS WE CAN HAVE LIKE THAT'S THAT'S NOT A PROBLEM AS LONG AS WE CAN HAVE IT AT LUNCH ALSO I'VE SPOKEN TO PROBLEM AS LONG AS WE CAN HAVE IT AT LUNCH ALSO I'VE SPOKEN TO PROBLEM AS LONG AS WE CAN HAVE IT AT LUNCH ALSO I'VE SPOKEN TO SEVERAL PARENTS OF HIGH SCHOOL IT AT LUNCH ALSO I'VE SPOKEN TO SEVERAL PARENTS OF HIGH SCHOOL IT AT LUNCH ALSO I'VE SPOKEN TO SEVERAL PARENTS OF HIGH SCHOOL STUDENTS AND THEY ALL AGREE SEVERAL PARENTS OF HIGH SCHOOL STUDENTS AND THEY ALL AGREE SEVERAL PARENTS OF HIGH SCHOOL STUDENTS AND THEY ALL AGREE THAT HIGH SCHOOL TIME THESE STUDENTS AND THEY ALL AGREE THAT HIGH SCHOOL TIME THESE

1111STUDENTS AND THEY ALL AGREE THAT HIGH SCHOOL TIME THESE KIDS ARE GETTING READY TO THAT HIGH SCHOOL TIME THESE KIDS ARE GETTING READY TO THAT HIGH SCHOOL TIME THESE KIDS ARE GETTING READY TO BECOME ADULTS AND IT'S OUR DUTY KIDS ARE GETTING READY TO BECOME ADULTS AND IT'S OUR DUTY KIDS ARE GETTING READY TO BECOME ADULTS AND IT'S OUR DUTY TO GET THEM READY TO BE BECOME ADULTS AND IT'S OUR DUTY TO GET THEM READY TO BE BECOME ADULTS AND IT'S OUR DUTY TO GET THEM READY TO BE RESPONSIBLE WITH THEIR PHONES. TO GET THEM READY TO BE RESPONSIBLE WITH THEIR PHONES. TO GET THEM READY TO BE RESPONSIBLE WITH THEIR PHONES. WHEN IS IT ACCEPTABLE TO USE RESPONSIBLE WITH THEIR PHONES. WHEN IS IT ACCEPTABLE TO USE RESPONSIBLE WITH THEIR PHONES. WHEN IS IT

1112ACCEPTABLE TO USE YOUR PHONE WHEN IS IT NOT. WHEN IS IT ACCEPTABLE TO USE YOUR PHONE WHEN IS IT NOT. WHEN IS IT ACCEPTABLE TO USE YOUR PHONE WHEN IS IT NOT. HOW DO YOU HOW ARE YOU ARE YOU YOUR PHONE WHEN IS IT NOT. HOW DO YOU HOW ARE YOU ARE YOU YOUR PHONE WHEN IS IT NOT. HOW DO YOU HOW ARE YOU ARE YOU GOING BE RESPONSIBLE WHAT USING HOW DO YOU HOW ARE YOU ARE YOU GOING BE RESPONSIBLE WHAT USING HOW DO YOU HOW ARE YOU ARE YOU GOING BE RESPONSIBLE WHAT USING YOUR PHONE THEY HAVE TO KNOW GOING BE RESPONSIBLE WHAT USING YOUR PHONE THEY HAVE TO KNOW GOING BE RESPONSIBLE WHAT USING YOUR PHONE THEY HAVE TO KNOW THIS WHEN THEY GET OUT INTO YOUR PHONE THEY HAVE TO KNOW

1113THIS WHEN THEY GET OUT INTO YOUR PHONE THEY HAVE TO KNOW THIS WHEN THEY GET OUT INTO SOCIETY CELL PHONES ARE NOT THIS WHEN THEY GET OUT INTO SOCIETY CELL PHONES ARE NOT THIS WHEN THEY GET OUT INTO SOCIETY CELL PHONES ARE NOT GOING TO GO AWAY. SOCIETY CELL PHONES ARE NOT GOING TO GO AWAY. SOCIETY CELL PHONES ARE NOT GOING TO GO AWAY. SO I BELIEVE STRONGLY THAT THAT GOING TO GO AWAY. SO I BELIEVE STRONGLY THAT THAT GOING TO GO AWAY. SO I BELIEVE STRONGLY THAT THAT DURING LUNCH REALLY NECESSARY SO I BELIEVE STRONGLY THAT THAT DURING LUNCH REALLY NECESSARY SO I BELIEVE STRONGLY THAT THAT DURING LUNCH REALLY NECESSARY AND BY THE BY THE WAY, TONIGHT DURING LUNCH REALLY NECESSARY AND BY THE BY THE WAY, TONIGHT DURING LUNCH REALLY NECESSARY AND

1114BY THE BY THE WAY, TONIGHT THERE WERE FIVE HIGH SCHOOL AND BY THE BY THE WAY, TONIGHT THERE WERE FIVE HIGH SCHOOL AND BY THE BY THE WAY, TONIGHT THERE WERE FIVE HIGH SCHOOL PRINCIPALS HERE AND I SPOKE TO THERE WERE FIVE HIGH SCHOOL PRINCIPALS HERE AND I SPOKE TO THERE WERE FIVE HIGH SCHOOL PRINCIPALS HERE AND I SPOKE TO EACH ONE OF THEM AND I ASKED PRINCIPALS HERE AND I SPOKE TO EACH ONE OF THEM AND I ASKED PRINCIPALS HERE AND I SPOKE TO EACH ONE OF THEM AND I ASKED EACH ONE THEM THE SAME QUESTION EACH ONE OF THEM AND I ASKED EACH ONE THEM THE SAME QUESTION EACH ONE OF THEM AND I ASKED EACH ONE THEM THE SAME QUESTION CELL PHONES AT LUNCH. EACH ONE THEM THE SAME QUESTION CELL PHONES

1115AT LUNCH. EACH ONE THEM THE SAME QUESTION CELL PHONES AT LUNCH. YES. CELL PHONES AT LUNCH. YES. CELL PHONES AT LUNCH. YES. OR EVERY ONE OF THEM OF THEM YES. OR EVERY ONE OF THEM OF THEM YES. OR EVERY ONE OF THEM OF THEM OF ALL FIVE OF THE HIGH SCHOOL OR EVERY ONE OF THEM OF THEM OF ALL FIVE OF THE HIGH SCHOOL OR EVERY ONE OF THEM OF THEM OF ALL FIVE OF THE HIGH SCHOOL PRINCIPAL SAID YES. OF ALL FIVE OF THE HIGH SCHOOL PRINCIPAL SAID YES. OF ALL FIVE OF THE HIGH SCHOOL PRINCIPAL SAID YES. SO THE HIGH SCHOOL PRINCIPALS PRINCIPAL SAID YES. SO THE HIGH SCHOOL PRINCIPALS PRINCIPAL SAID YES. SO THE HIGH SCHOOL PRINCIPALS REALIZE THAT IT'S NOT GOING TO SO THE HIGH SCHOOL PRINCIPALS REALIZE THAT IT'S NOT

1116GOING TO SO THE HIGH SCHOOL PRINCIPALS REALIZE THAT IT'S NOT GOING TO BE IT'S NOT GOING TO BE EASY TO REALIZE THAT IT'S NOT GOING TO BE IT'S NOT GOING TO BE EASY TO REALIZE THAT IT'S NOT GOING TO BE IT'S NOT GOING TO BE EASY TO TO POLICE THIS THING AT LUNCH BE IT'S NOT GOING TO BE EASY TO TO POLICE THIS THING AT LUNCH BE IT'S NOT GOING TO BE EASY TO TO POLICE THIS THING AT LUNCH BECAUSE OF ONE LUNCH UNLESS WE TO POLICE THIS THING AT LUNCH BECAUSE OF ONE LUNCH UNLESS WE TO POLICE THIS THING AT LUNCH BECAUSE OF ONE LUNCH UNLESS WE GIVE UP ON LUNCH AND I DON'T BECAUSE OF ONE LUNCH UNLESS WE GIVE UP ON LUNCH AND I DON'T BECAUSE OF ONE LUNCH UNLESS WE GIVE

1117UP ON LUNCH AND I DON'T THINK THAT THEY'RE GOING TO GIVE UP ON LUNCH AND I DON'T THINK THAT THEY'RE GOING TO GIVE UP ON LUNCH AND I DON'T THINK THAT THEY'RE GOING TO THEY'RE GOING TO DO THAT EITHER THINK THAT THEY'RE GOING TO THEY'RE GOING TO DO THAT EITHER THINK THAT THEY'RE GOING TO THEY'RE GOING TO DO THAT EITHER SO I THINK I THINK WE NEED IT. THEY'RE GOING TO DO THAT EITHER SO I THINK I THINK WE NEED IT. THEY'RE GOING TO DO THAT EITHER SO I THINK I THINK WE NEED IT. WE NEED TO GO WITH HIGH SCHOOL SO I THINK I THINK WE NEED IT. WE NEED TO GO WITH HIGH SCHOOL SO I THINK I THINK WE NEED IT. WE NEED TO GO WITH HIGH SCHOOL PRINCIPALS WANTED US TO

1118DO AND WE NEED TO GO WITH HIGH SCHOOL PRINCIPALS WANTED US TO DO AND WE NEED TO GO WITH HIGH SCHOOL PRINCIPALS WANTED US TO DO AND TO DO AND I'VE BEEN TOLD THAT PRINCIPALS WANTED US TO DO AND TO DO AND I'VE BEEN TOLD THAT PRINCIPALS WANTED US TO DO AND TO DO AND I'VE BEEN TOLD THAT EVERY HIGH SCHOOL PRINCIPAL TO DO AND I'VE BEEN TOLD THAT EVERY HIGH SCHOOL PRINCIPAL TO DO AND I'VE BEEN TOLD THAT EVERY HIGH SCHOOL PRINCIPAL ACTUALLY HAS SAID THAT THEY EVERY HIGH SCHOOL PRINCIPAL ACTUALLY HAS SAID THAT THEY EVERY HIGH SCHOOL PRINCIPAL ACTUALLY HAS SAID THAT THEY WANTED AT LUNCH TIME BUT ONLY ACTUALLY HAS SAID THAT THEY WANTED AT LUNCH TIME BUT ONLY ACTUALLY HAS SAID THAT THEY WANTED AT LUNCH TIME BUT ONLY AT LUNCHTIME

1119AND SO YES I KNOW WANTED AT LUNCH TIME BUT ONLY AT LUNCHTIME AND SO YES I KNOW WANTED AT LUNCH TIME BUT ONLY AT LUNCHTIME AND SO YES I KNOW IT'S GOING IT'S GOING TO FALL AT LUNCHTIME AND SO YES I KNOW IT'S GOING IT'S GOING TO FALL AT LUNCHTIME AND SO YES I KNOW IT'S GOING IT'S GOING TO FALL ON THE ON THEM ON THE TEACHERS IT'S GOING IT'S GOING TO FALL ON THE ON THEM ON THE TEACHERS IT'S GOING IT'S GOING TO FALL ON THE ON THEM ON THE TEACHERS AND ADMINISTRATORS TO ENFORCE ON THE ON THEM ON THE TEACHERS AND ADMINISTRATORS TO ENFORCE ON THE ON THEM ON THE TEACHERS AND ADMINISTRATORS TO ENFORCE THIS BUT I THINK WE CAN DO IT AND ADMINISTRATORS TO ENFORCE THIS BUT I THINK WE CAN

1120DO IT AND ADMINISTRATORS TO ENFORCE THIS BUT I THINK WE CAN DO IT AND I DON'T THINK WE SHOULD THIS BUT I THINK WE CAN DO IT AND I DON'T THINK WE SHOULD THIS BUT I THINK WE CAN DO IT AND I DON'T THINK WE SHOULD TAKE THE PHONES WAY AT AND I DON'T THINK WE SHOULD TAKE THE PHONES WAY AT AND I DON'T THINK WE SHOULD TAKE THE PHONES WAY AT LUNCHTIME I THINK THAT'S TAKE THE PHONES WAY AT LUNCHTIME I THINK THAT'S TAKE THE PHONES WAY AT LUNCHTIME I THINK THAT'S NECESSARY AND OH BY OH BY THE LUNCHTIME I THINK THAT'S NECESSARY AND OH BY OH BY THE LUNCHTIME I THINK THAT'S NECESSARY AND OH BY OH BY THE WAY, THE BIGGEST GROUP THAT I NECESSARY AND OH BY OH BY THE WAY,

1121THE BIGGEST GROUP THAT I NECESSARY AND OH BY OH BY THE WAY, THE BIGGEST GROUP THAT I RAN INTO A ONE LUNCH WHEN I WAS WAY, THE BIGGEST GROUP THAT I RAN INTO A ONE LUNCH WHEN I WAS WAY, THE BIGGEST GROUP THAT I RAN INTO A ONE LUNCH WHEN I WAS AT KELAM HIGH SCHOOL WAS A RAN INTO A ONE LUNCH WHEN I WAS AT KELAM HIGH SCHOOL WAS A RAN INTO A ONE LUNCH WHEN I WAS AT KELAM HIGH SCHOOL WAS A GROUP ABOUT TWENTY FIVE KIDS AT KELAM HIGH SCHOOL WAS A GROUP ABOUT TWENTY FIVE KIDS AT KELAM HIGH SCHOOL WAS A GROUP ABOUT TWENTY FIVE KIDS WHO WERE SITTING ALL AROUND GROUP ABOUT TWENTY FIVE KIDS WHO WERE SITTING ALL AROUND GROUP ABOUT TWENTY FIVE KIDS WHO WERE SITTING ALL AROUND

1122HAVING THEIR LUNCH AND THEY ALL WHO WERE SITTING ALL AROUND HAVING THEIR LUNCH AND THEY ALL WHO WERE SITTING ALL AROUND HAVING THEIR LUNCH AND THEY ALL CHATTERING NONE OF THEM WERE ON HAVING THEIR LUNCH AND THEY ALL CHATTERING NONE OF THEM WERE ON HAVING THEIR LUNCH AND THEY ALL CHATTERING NONE OF THEM WERE ON THEIR PHONES THEIR PHONES. CHATTERING NONE OF THEM WERE ON THEIR PHONES THEIR PHONES. CHATTERING NONE OF THEM WERE ON THEIR PHONES THEIR PHONES. THEY WERE ALL TALKING AND THEIR PHONES THEIR PHONES. THEY WERE ALL TALKING AND THEIR PHONES THEIR PHONES. THEY WERE ALL TALKING AND COLLABORATING WITH EACH OTHER THEY WERE ALL TALKING AND COLLABORATING WITH EACH OTHER THEY WERE ALL TALKING AND COLLABORATING WITH EACH OTHER AND ONE DURING TOM I WAS COLLABORATING WITH EACH OTHER AND ONE DURING

1123TOM I WAS COLLABORATING WITH EACH OTHER AND ONE DURING TOM I WAS SPEAKING WITH THEM ONLY ONE AND ONE DURING TOM I WAS SPEAKING WITH THEM ONLY ONE AND ONE DURING TOM I WAS SPEAKING WITH THEM ONLY ONE PICK THEIR PHONE UP AND SHE SPEAKING WITH THEM ONLY ONE PICK THEIR PHONE UP AND SHE SPEAKING WITH THEM ONLY ONE PICK THEIR PHONE UP AND SHE DIDN'T USE IT. PICK THEIR PHONE UP AND SHE DIDN'T USE IT. PICK THEIR PHONE UP AND SHE DIDN'T USE IT. SHE JUST PICKED IT UP SORT DIDN'T USE IT. SHE JUST PICKED IT UP SORT DIDN'T USE IT. SHE JUST PICKED IT UP SORT OF LOOK TO SEE IF THERE WAS A SHE JUST PICKED IT UP SORT OF LOOK TO SEE IF THERE WAS A SHE JUST PICKED IT UP

1124SORT OF LOOK TO SEE IF THERE WAS A MESSAGE AND THEN SHE PUT IT OF LOOK TO SEE IF THERE WAS A MESSAGE AND THEN SHE PUT IT OF LOOK TO SEE IF THERE WAS A MESSAGE AND THEN SHE PUT IT BACK DOWN. MESSAGE AND THEN SHE PUT IT BACK DOWN. MESSAGE AND THEN SHE PUT IT BACK DOWN. THEY JUST TALKING AND IT WAS IT BACK DOWN. THEY JUST TALKING AND IT WAS IT BACK DOWN. THEY JUST TALKING AND IT WAS IT WAS AWESOME TO SEE. THEY JUST TALKING AND IT WAS IT WAS AWESOME TO SEE. THEY JUST TALKING AND IT WAS IT WAS AWESOME TO SEE. SO I THINK THAT THEY'RE GOING WAS AWESOME TO SEE. SO I THINK THAT THEY'RE GOING WAS AWESOME TO SEE. SO I THINK THAT THEY'RE GOING TO ABUSE

1125IT I DO THINK DO THINK SO I THINK THAT THEY'RE GOING TO ABUSE IT I DO THINK DO THINK SO I THINK THAT THEY'RE GOING TO ABUSE IT I DO THINK DO THINK THAT IT'S JUST SOMETHING THAT TO ABUSE IT I DO THINK DO THINK THAT IT'S JUST SOMETHING THAT TO ABUSE IT I DO THINK DO THINK THAT IT'S JUST SOMETHING THAT ARE GOING TO TEACH THEM AS THAT IT'S JUST SOMETHING THAT ARE GOING TO TEACH THEM AS THAT IT'S JUST SOMETHING THAT ARE GOING TO TEACH THEM AS BEING RESPONSIBLE AND THE ARE GOING TO TEACH THEM AS BEING RESPONSIBLE AND THE ARE GOING TO TEACH THEM AS BEING RESPONSIBLE AND THE ACCEPTABLE TIME USE THEIR PHONE BEING RESPONSIBLE AND THE ACCEPTABLE TIME USE THEIR PHONE BEING RESPONSIBLE AND THE ACCEPTABLE TIME USE THEIR PHONE

1126SO I THINK WE NEED TO NEED TO ACCEPTABLE TIME USE THEIR PHONE SO I THINK WE NEED TO NEED TO ACCEPTABLE TIME USE THEIR PHONE SO I THINK WE NEED TO NEED TO BE ABLE TO CONTINUE USING THE SO I THINK WE NEED TO NEED TO BE ABLE TO CONTINUE USING THE SO I THINK WE NEED TO NEED TO BE ABLE TO CONTINUE USING THE PHONES AT LUNCH TIME ZONES. BE ABLE TO CONTINUE USING THE PHONES AT LUNCH TIME ZONES. BE ABLE TO CONTINUE USING THE PHONES AT LUNCH TIME ZONES. THANK YOU. PHONES AT LUNCH TIME ZONES. THANK YOU. PHONES AT LUNCH TIME ZONES. THANK YOU. DURING THE PRC THERE CERTAINLY THANK YOU. DURING THE PRC THERE CERTAINLY THANK YOU. DURING THE PRC THERE CERTAINLY WERE DIFFERING THOUGHTS AROUND DURING THE PRC THERE CERTAINLY WERE

1127DIFFERING THOUGHTS AROUND DURING THE PRC THERE CERTAINLY WERE DIFFERING THOUGHTS AROUND HOW WE ENDED UP VOTING FOR THE WERE DIFFERING THOUGHTS AROUND HOW WE ENDED UP VOTING FOR THE WERE DIFFERING THOUGHTS AROUND HOW WE ENDED UP VOTING FOR THE THE POLICY WITH LUNCH AS THE HOW WE ENDED UP VOTING FOR THE THE POLICY WITH LUNCH AS THE HOW WE ENDED UP VOTING FOR THE THE POLICY WITH LUNCH AS THE EXCEPTION FOR OUR HIGH SCHOOL THE POLICY WITH LUNCH AS THE EXCEPTION FOR OUR HIGH SCHOOL THE POLICY WITH LUNCH AS THE EXCEPTION FOR OUR HIGH SCHOOL STUDENTS. EXCEPTION FOR OUR HIGH SCHOOL STUDENTS. EXCEPTION FOR OUR HIGH SCHOOL STUDENTS. MISS MANNING MENTIONED NOT STUDENTS. MISS MANNING MENTIONED NOT STUDENTS. MISS MANNING MENTIONED NOT REALLY HAVING THE FULL SUPPORT MISS MANNING MENTIONED NOT REALLY HAVING THE FULL

1128SUPPORT MISS MANNING MENTIONED NOT REALLY HAVING THE FULL SUPPORT FOR A SHORT TIME FRAME DURING REALLY HAVING THE FULL SUPPORT FOR A SHORT TIME FRAME DURING REALLY HAVING THE FULL SUPPORT FOR A SHORT TIME FRAME DURING THE LUNCH LOCK AND BASICALLY FOR A SHORT TIME FRAME DURING THE LUNCH LOCK AND BASICALLY FOR A SHORT TIME FRAME DURING THE LUNCH LOCK AND BASICALLY WHAT WAS MENTIONED IS THE LUNCH LOCK AND BASICALLY WHAT WAS MENTIONED IS THE LUNCH LOCK AND BASICALLY WHAT WAS MENTIONED IS ENFORCEMENT OF CELL PHONE USE WHAT WAS MENTIONED IS ENFORCEMENT OF CELL PHONE USE WHAT WAS MENTIONED IS ENFORCEMENT OF CELL PHONE USE DURING ONE LUNCH IS GOING TO BE ENFORCEMENT OF CELL PHONE USE DURING ONE LUNCH IS GOING TO BE ENFORCEMENT OF CELL PHONE USE DURING ONE LUNCH IS GOING TO

1129BE TOO MUCH TO MANAGE AND IT'S DURING ONE LUNCH IS GOING TO BE TOO MUCH TO MANAGE AND IT'S DURING ONE LUNCH IS GOING TO BE TOO MUCH TO MANAGE AND IT'S REALLY NOT FAIR TO HAVE THE TOO MUCH TO MANAGE AND IT'S REALLY NOT FAIR TO HAVE THE TOO MUCH TO MANAGE AND IT'S REALLY NOT FAIR TO HAVE THE STAFF MEMBERS GO INTO CELL REALLY NOT FAIR TO HAVE THE STAFF MEMBERS GO INTO CELL REALLY NOT FAIR TO HAVE THE STAFF MEMBERS GO INTO CELL PHONE POLICE MODE DURING THAT STAFF MEMBERS GO INTO CELL PHONE POLICE MODE DURING THAT STAFF MEMBERS GO INTO CELL PHONE POLICE MODE DURING THAT TIME WHEN THEY ARE SUPPOSED TO PHONE POLICE MODE DURING THAT TIME WHEN THEY ARE SUPPOSED TO PHONE POLICE MODE DURING THAT TIME WHEN THEY

1130ARE SUPPOSED TO BE FACILITATING TUTORING OR TIME WHEN THEY ARE SUPPOSED TO BE FACILITATING TUTORING OR TIME WHEN THEY ARE SUPPOSED TO BE FACILITATING TUTORING OR CLUBS WHEN STUDENTS ARE ABLE TO BE FACILITATING TUTORING OR CLUBS WHEN STUDENTS ARE ABLE TO BE FACILITATING TUTORING OR CLUBS WHEN STUDENTS ARE ABLE TO WALK FREELY TO DIFFERENT AREAS CLUBS WHEN STUDENTS ARE ABLE TO WALK FREELY TO DIFFERENT AREAS CLUBS WHEN STUDENTS ARE ABLE TO WALK FREELY TO DIFFERENT AREAS AND I REALLY DON'T I DON'T SEE WALK FREELY TO DIFFERENT AREAS AND I REALLY DON'T I DON'T SEE WALK FREELY TO DIFFERENT AREAS AND I REALLY DON'T I DON'T SEE IT AS A TO GET INTO THOSE POWER AND I REALLY DON'T I DON'T SEE IT AS A TO GET INTO THOSE POWER AND I REALLY DON'T I DON'T

1131SEE IT AS A TO GET INTO THOSE POWER STRUGGLES WITH STUDENTS. IT AS A TO GET INTO THOSE POWER STRUGGLES WITH STUDENTS. IT AS A TO GET INTO THOSE POWER STRUGGLES WITH STUDENTS. THAT'S NOT WHAT STAFF LOOKING STRUGGLES WITH STUDENTS. THAT'S NOT WHAT STAFF LOOKING STRUGGLES WITH STUDENTS. THAT'S NOT WHAT STAFF LOOKING FOR IT I DID DO NOT SPEAK WITH THAT'S NOT WHAT STAFF LOOKING FOR IT I DID DO NOT SPEAK WITH THAT'S NOT WHAT STAFF LOOKING FOR IT I DID DO NOT SPEAK WITH ALL OF THE PRINCIPLES THAT FOR IT I DID DO NOT SPEAK WITH ALL OF THE PRINCIPLES THAT FOR IT I DID DO NOT SPEAK WITH ALL OF THE PRINCIPLES THAT WE'RE HERE TODAY HAVE SPOKEN ALL OF THE PRINCIPLES THAT WE'RE HERE TODAY HAVE SPOKEN ALL OF THE PRINCIPLES THAT

1132WE'RE HERE TODAY HAVE SPOKEN WITH SOME BUT I CERTAINLY WE'RE HERE TODAY HAVE SPOKEN WITH SOME BUT I CERTAINLY WE'RE HERE TODAY HAVE SPOKEN WITH SOME BUT I CERTAINLY BELIEVE MISS ANDERSON IS SAYING WITH SOME BUT I CERTAINLY BELIEVE MISS ANDERSON IS SAYING WITH SOME BUT I CERTAINLY BELIEVE MISS ANDERSON IS SAYING ABOUT THE PRINCIPLES OPINIONS BELIEVE MISS ANDERSON IS SAYING ABOUT THE PRINCIPLES OPINIONS BELIEVE MISS ANDERSON IS SAYING ABOUT THE PRINCIPLES OPINIONS ONE OF THE THEMES THAT I HAVE ABOUT THE PRINCIPLES OPINIONS ONE OF THE THEMES THAT I HAVE ABOUT THE PRINCIPLES OPINIONS ONE OF THE THEMES THAT I HAVE HEARD REPEATEDLY SINCE MY TIME ONE OF THE THEMES THAT I HAVE HEARD REPEATEDLY SINCE MY TIME ONE OF THE THEMES THAT I HAVE HEARD REPEATEDLY SINCE MY TIME ON THE BOARD FROM SPEAKERS

1133HEARD REPEATEDLY SINCE MY TIME ON THE BOARD FROM SPEAKERS HEARD REPEATEDLY SINCE MY TIME ON THE BOARD FROM SPEAKERS COMING IN IS THAT PARENTS DON'T ON THE BOARD FROM SPEAKERS COMING IN IS THAT PARENTS DON'T ON THE BOARD FROM SPEAKERS COMING IN IS THAT PARENTS DON'T CO PARENTS WITH THE SCHOOL AND COMING IN IS THAT PARENTS DON'T CO PARENTS WITH THE SCHOOL AND COMING IN IS THAT PARENTS DON'T CO PARENTS WITH THE SCHOOL AND THAT PARENTS WORD PARENTS CO PARENTS WITH THE SCHOOL AND THAT PARENTS WORD PARENTS CO PARENTS WITH THE SCHOOL AND THAT PARENTS WORD PARENTS WISHES FOR THEIR CHILDREN THAT PARENTS WORD PARENTS WISHES FOR THEIR CHILDREN THAT PARENTS WORD PARENTS WISHES FOR THEIR CHILDREN SHOULD BE HEARD AND AMPLIFIED WISHES FOR THEIR CHILDREN SHOULD BE HEARD AND AMPLIFIED WISHES FOR THEIR CHILDREN

1134SHOULD BE HEARD AND AMPLIFIED AND PRIORITIZED EVERY PARENT SHOULD BE HEARD AND AMPLIFIED AND PRIORITIZED EVERY PARENT SHOULD BE HEARD AND AMPLIFIED AND PRIORITIZED EVERY PARENT WHO SPOKE TODAY THOUGH THEY HAD AND PRIORITIZED EVERY PARENT WHO SPOKE TODAY THOUGH THEY HAD AND PRIORITIZED EVERY PARENT WHO SPOKE TODAY THOUGH THEY HAD DIFFERING OPINIONS ON OTHER WHO SPOKE TODAY THOUGH THEY HAD DIFFERING OPINIONS ON OTHER WHO SPOKE TODAY THOUGH THEY HAD DIFFERING OPINIONS ON OTHER TOPICS THAT WE TO DISCUSS THEY DIFFERING OPINIONS ON OTHER TOPICS THAT WE TO DISCUSS THEY DIFFERING OPINIONS ON OTHER TOPICS THAT WE TO DISCUSS THEY WERE ALL THEY WERE ALL TOPICS THAT WE TO DISCUSS THEY WERE ALL THEY WERE ALL TOPICS THAT WE TO DISCUSS THEY WERE ALL THEY WERE ALL CONSISTENT THAT THEY FELT HIGH WERE ALL THEY WERE ALL

1135CONSISTENT THAT THEY FELT HIGH WERE ALL THEY WERE ALL CONSISTENT THAT THEY FELT HIGH SCHOOL STUDENTS SHOULD HAVE CONSISTENT THAT THEY FELT HIGH SCHOOL STUDENTS SHOULD HAVE CONSISTENT THAT THEY FELT HIGH SCHOOL STUDENTS SHOULD HAVE ACCESS TO THEIR PHONE I DO SCHOOL STUDENTS SHOULD HAVE ACCESS TO THEIR PHONE I DO SCHOOL STUDENTS SHOULD HAVE ACCESS TO THEIR PHONE I DO BELIEVE THAT TOTAL CELL PHONE ACCESS TO THEIR PHONE I DO BELIEVE THAT TOTAL CELL PHONE ACCESS TO THEIR PHONE I DO BELIEVE THAT TOTAL CELL PHONE ABSTINENCE IF YOU WILL DURING BELIEVE THAT TOTAL CELL PHONE ABSTINENCE IF YOU WILL DURING BELIEVE THAT TOTAL CELL PHONE ABSTINENCE IF YOU WILL DURING THE SCHOOL DAY SCHOOL DAY CAN ABSTINENCE IF YOU WILL DURING THE SCHOOL DAY SCHOOL DAY CAN ABSTINENCE IF YOU WILL DURING THE SCHOOL DAY

1136SCHOOL DAY CAN WORK IN SOME PLACES I'M SURE THE SCHOOL DAY SCHOOL DAY CAN WORK IN SOME PLACES I'M SURE THE SCHOOL DAY SCHOOL DAY CAN WORK IN SOME PLACES I'M SURE THAT MAYBE IT MAYBE DOES WORK WORK IN SOME PLACES I'M SURE THAT MAYBE IT MAYBE DOES WORK WORK IN SOME PLACES I'M SURE THAT MAYBE IT MAYBE DOES WORK IN LOUISA COUNTY THEY HAVE ONE THAT MAYBE IT MAYBE DOES WORK IN LOUISA COUNTY THEY HAVE ONE THAT MAYBE IT MAYBE DOES WORK IN LOUISA COUNTY THEY HAVE ONE HIGH SCHOOL AND LISA THEY HAVE IN LOUISA COUNTY THEY HAVE ONE HIGH SCHOOL AND LISA THEY HAVE IN LOUISA COUNTY THEY HAVE ONE HIGH SCHOOL AND LISA THEY HAVE ONE MIDDLE MELISSA AND THE LISA HIGH SCHOOL AND LISA THEY HAVE ONE MIDDLE MELISSA AND THE

1137LISA HIGH SCHOOL AND LISA THEY HAVE ONE MIDDLE MELISSA AND THE LISA AND THE POPULATION OF LOUISA IS ONE MIDDLE MELISSA AND THE LISA AND THE POPULATION OF LOUISA IS ONE MIDDLE MELISSA AND THE LISA AND THE POPULATION OF LOUISA IS LESS THAN THE POPULATION OF OUR AND THE POPULATION OF LOUISA IS LESS THAN THE POPULATION OF OUR AND THE POPULATION OF LOUISA IS LESS THAN THE POPULATION OF OUR STUDENTS IN THE DISTRICT. LESS THAN THE POPULATION OF OUR STUDENTS IN THE DISTRICT. LESS THAN THE POPULATION OF OUR STUDENTS IN THE DISTRICT. AND SO WE OFFER THINGS THAT ARE STUDENTS IN THE DISTRICT. AND SO WE OFFER THINGS THAT ARE STUDENTS IN THE DISTRICT. AND SO WE OFFER THINGS THAT ARE JUST NOT AVAILABLE FOR AND SO WE OFFER THINGS THAT ARE JUST NOT AVAILABLE

1138FOR AND SO WE OFFER THINGS THAT ARE JUST NOT AVAILABLE FOR COMPARISON WITH OTHER JUST NOT AVAILABLE FOR COMPARISON WITH OTHER JUST NOT AVAILABLE FOR COMPARISON WITH OTHER DISTRICTS. COMPARISON WITH OTHER DISTRICTS. COMPARISON WITH OTHER DISTRICTS. OUR ACADEMY PROGRAM MAKES IT SO DISTRICTS. OUR ACADEMY PROGRAM MAKES IT SO DISTRICTS. OUR ACADEMY PROGRAM MAKES IT SO THAT IF A TRANSPORTATION OUR ACADEMY PROGRAM MAKES IT SO THAT IF A TRANSPORTATION OUR ACADEMY PROGRAM MAKES IT SO THAT IF A TRANSPORTATION SITUATION CHANGES DURING THE THAT IF A TRANSPORTATION SITUATION CHANGES DURING THE THAT IF A TRANSPORTATION SITUATION CHANGES DURING THE DAY WE HAVE STUDENTS WHO CAN BE SITUATION CHANGES DURING THE DAY WE HAVE STUDENTS WHO CAN BE SITUATION CHANGES DURING THE DAY WE HAVE STUDENTS WHO CAN BE A 45 MINUTE DRIVE AWAY FROM DAY WE HAVE

1139STUDENTS WHO CAN BE A 45 MINUTE DRIVE AWAY FROM DAY WE HAVE STUDENTS WHO CAN BE A 45 MINUTE DRIVE AWAY FROM THEIR HOME BECAUSE WE HAVE A 45 MINUTE DRIVE AWAY FROM THEIR HOME BECAUSE WE HAVE A 45 MINUTE DRIVE AWAY FROM THEIR HOME BECAUSE WE HAVE EXPANSIVE LAND IN VIRGINIA THEIR HOME BECAUSE WE HAVE EXPANSIVE LAND IN VIRGINIA THEIR HOME BECAUSE WE HAVE EXPANSIVE LAND IN VIRGINIA BEACH AND WE ARE BUSSING EXPANSIVE LAND IN VIRGINIA BEACH AND WE ARE BUSSING EXPANSIVE LAND IN VIRGINIA BEACH AND WE ARE BUSSING STUDENTS ALL ACROSS THE CITY BEACH AND WE ARE BUSSING STUDENTS ALL ACROSS THE CITY BEACH AND WE ARE BUSSING STUDENTS ALL ACROSS THE CITY AND THAT'S THAT'S SOMETHING STUDENTS ALL ACROSS THE CITY AND THAT'S THAT'S SOMETHING STUDENTS ALL ACROSS THE CITY AND THAT'S

1140THAT'S SOMETHING THAT ANY OF OUR COUNTERPARTS AND THAT'S THAT'S SOMETHING THAT ANY OF OUR COUNTERPARTS AND THAT'S THAT'S SOMETHING THAT ANY OF OUR COUNTERPARTS WITHIN THE REGION I DON'T EVEN THAT ANY OF OUR COUNTERPARTS WITHIN THE REGION I DON'T EVEN THAT ANY OF OUR COUNTERPARTS WITHIN THE REGION I DON'T EVEN KNOW IF IT'S HAPPENING ANYWHERE WITHIN THE REGION I DON'T EVEN KNOW IF IT'S HAPPENING ANYWHERE WITHIN THE REGION I DON'T EVEN KNOW IF IT'S HAPPENING ANYWHERE IN THE STATE TO THE LEVEL THAT KNOW IF IT'S HAPPENING ANYWHERE IN THE STATE TO THE LEVEL THAT KNOW IF IT'S HAPPENING ANYWHERE IN THE STATE TO THE LEVEL THAT WE DO IT IN VIRGINIA BEACH AND IN THE STATE TO THE LEVEL THAT WE DO IT IN VIRGINIA BEACH AND IN THE STATE TO THE LEVEL THAT WE

1141DO IT IN VIRGINIA BEACH AND SO OUR ROLE AS I SEE IT IS TO WE DO IT IN VIRGINIA BEACH AND SO OUR ROLE AS I SEE IT IS TO WE DO IT IN VIRGINIA BEACH AND SO OUR ROLE AS I SEE IT IS TO ONE REPRESENT THEIR AND HEAR SO OUR ROLE AS I SEE IT IS TO ONE REPRESENT THEIR AND HEAR SO OUR ROLE AS I SEE IT IS TO ONE REPRESENT THEIR AND HEAR AMPLIFY THEIR VOICES AND TO TO ONE REPRESENT THEIR AND HEAR AMPLIFY THEIR VOICES AND TO TO ONE REPRESENT THEIR AND HEAR AMPLIFY THEIR VOICES AND TO TO MAKE SURE THAT WE TAILORING AMPLIFY THEIR VOICES AND TO TO MAKE SURE THAT WE TAILORING AMPLIFY THEIR VOICES AND TO TO MAKE SURE THAT WE TAILORING POLICIES SPECIFIC TO THE NEEDS

1142MAKE SURE THAT WE TAILORING POLICIES SPECIFIC TO THE NEEDS MAKE SURE THAT WE TAILORING POLICIES SPECIFIC TO THE NEEDS OF COMMUNITY. POLICIES SPECIFIC TO THE NEEDS OF COMMUNITY. POLICIES SPECIFIC TO THE NEEDS OF COMMUNITY. WE CERTAINLY HAVE A FAMILIES AS OF COMMUNITY. WE CERTAINLY HAVE A FAMILIES AS OF COMMUNITY. WE CERTAINLY HAVE A FAMILIES AS I'VE MENTIONED TO MENTIONING, WE CERTAINLY HAVE A FAMILIES AS I'VE MENTIONED TO MENTIONING, WE CERTAINLY HAVE A FAMILIES AS I'VE MENTIONED TO MENTIONING, TO SEEK OUT THOSE UNINTENDED I'VE MENTIONED TO MENTIONING, TO SEEK OUT THOSE UNINTENDED I'VE MENTIONED TO MENTIONING, TO SEEK OUT THOSE UNINTENDED CONSEQUENCES TO MAKE SURE THAT TO SEEK OUT THOSE UNINTENDED CONSEQUENCES TO MAKE SURE THAT TO SEEK OUT THOSE UNINTENDED CONSEQUENCES TO MAKE SURE THAT YOU'VE MADE THEM AND YOU FEEL CONSEQUENCES TO MAKE SURE

1143THAT YOU'VE MADE THEM AND YOU FEEL CONSEQUENCES TO MAKE SURE THAT YOU'VE MADE THEM AND YOU FEEL COMFORTABLE LIVING WITH THOSE YOU'VE MADE THEM AND YOU FEEL COMFORTABLE LIVING WITH THOSE YOU'VE MADE THEM AND YOU FEEL COMFORTABLE LIVING WITH THOSE UNINTENDED CONSEQUENCES MAYBE COMFORTABLE LIVING WITH THOSE UNINTENDED CONSEQUENCES MAYBE COMFORTABLE LIVING WITH THOSE UNINTENDED CONSEQUENCES MAYBE WHEN YOU MAKE A VOTE AND THERE UNINTENDED CONSEQUENCES MAYBE WHEN YOU MAKE A VOTE AND THERE UNINTENDED CONSEQUENCES MAYBE WHEN YOU MAKE A VOTE AND THERE ARE CERTAIN FAMILIES WITHIN OUR WHEN YOU MAKE A VOTE AND THERE ARE CERTAIN FAMILIES WITHIN OUR WHEN YOU MAKE A VOTE AND THERE ARE CERTAIN FAMILIES WITHIN OUR DISTRICT WHO ARE GOING TO BE ARE CERTAIN FAMILIES WITHIN OUR DISTRICT WHO ARE GOING TO BE ARE CERTAIN FAMILIES WITHIN OUR DISTRICT WHO ARE

1144GOING TO BE DISPROPORTIONATELY IMPACTED BY DISTRICT WHO ARE GOING TO BE DISPROPORTIONATELY IMPACTED BY DISTRICT WHO ARE GOING TO BE DISPROPORTIONATELY IMPACTED BY THE LACK OF BEING ABLE TO DISPROPORTIONATELY IMPACTED BY THE LACK OF BEING ABLE TO DISPROPORTIONATELY IMPACTED BY THE LACK OF BEING ABLE TO COMMUNICATE DURING THAT LUNCH THE LACK OF BEING ABLE TO COMMUNICATE DURING THAT LUNCH THE LACK OF BEING ABLE TO COMMUNICATE DURING THAT LUNCH BREAK OUR SOME FAMILIES HAVE A COMMUNICATE DURING THAT LUNCH BREAK OUR SOME FAMILIES HAVE A COMMUNICATE DURING THAT LUNCH BREAK OUR SOME FAMILIES HAVE A MOM IS GOING TO BE HOME WITH BREAK OUR SOME FAMILIES HAVE A MOM IS GOING TO BE HOME WITH BREAK OUR SOME FAMILIES HAVE A MOM IS GOING TO BE HOME WITH COOKIES WHEN THE CHILD GETS MOM IS GOING TO

1145BE HOME WITH COOKIES WHEN THE CHILD GETS MOM IS GOING TO BE HOME WITH COOKIES WHEN THE CHILD GETS HOME FROM SCHOOL AND THEY'RE COOKIES WHEN THE CHILD GETS HOME FROM SCHOOL AND THEY'RE COOKIES WHEN THE CHILD GETS HOME FROM SCHOOL AND THEY'RE WAITING FOR ANY PHONE CALL TO HOME FROM SCHOOL AND THEY'RE WAITING FOR ANY PHONE CALL TO HOME FROM SCHOOL AND THEY'RE WAITING FOR ANY PHONE CALL TO TO RUSH UP TO THE SCHOOL AND BE WAITING FOR ANY PHONE CALL TO TO RUSH UP TO THE SCHOOL AND BE WAITING FOR ANY PHONE CALL TO TO RUSH UP TO THE SCHOOL AND BE AVAILABLE SOME PARENTS ARE TO RUSH UP TO THE SCHOOL AND BE AVAILABLE SOME PARENTS ARE TO RUSH UP TO THE SCHOOL AND BE AVAILABLE SOME PARENTS ARE WORKING AND THAT

1146NECESSARY AVAILABLE SOME PARENTS ARE WORKING AND THAT NECESSARY AVAILABLE SOME PARENTS ARE WORKING AND THAT NECESSARY COMMUNICATION THAT MIGHT HAPPEN WORKING AND THAT NECESSARY COMMUNICATION THAT MIGHT HAPPEN WORKING AND THAT NECESSARY COMMUNICATION THAT MIGHT HAPPEN DURING LUNCH HOUR MIGHT BE THE COMMUNICATION THAT MIGHT HAPPEN DURING LUNCH HOUR MIGHT BE THE COMMUNICATION THAT MIGHT HAPPEN DURING LUNCH HOUR MIGHT BE THE ONLY TIME THAT THAT STUDENTS IS DURING LUNCH HOUR MIGHT BE THE ONLY TIME THAT THAT STUDENTS IS DURING LUNCH HOUR MIGHT BE THE ONLY TIME THAT THAT STUDENTS IS GOING TO HAVE BEFORE THEY GET ONLY TIME THAT THAT STUDENTS IS GOING TO HAVE BEFORE THEY GET ONLY TIME THAT THAT STUDENTS IS GOING TO HAVE BEFORE THEY GET HOME AND THAT PARENT IS AT WORK GOING TO HAVE BEFORE THEY GET HOME AND THAT PARENT

1147IS AT WORK GOING TO HAVE BEFORE THEY GET HOME AND THAT PARENT IS AT WORK AND NOT AVAILABLE TO THEM AND HOME AND THAT PARENT IS AT WORK AND NOT AVAILABLE TO THEM AND HOME AND THAT PARENT IS AT WORK AND NOT AVAILABLE TO THEM AND COMING HOME AFTER THEY GO TO AND NOT AVAILABLE TO THEM AND COMING HOME AFTER THEY GO TO AND NOT AVAILABLE TO THEM AND COMING HOME AFTER THEY GO TO SLEEP I HAD AT LEAST ONE COMING HOME AFTER THEY GO TO SLEEP I HAD AT LEAST ONE COMING HOME AFTER THEY GO TO SLEEP I HAD AT LEAST ONE STUDENT MENTIONED THAT THEY SLEEP I HAD AT LEAST ONE STUDENT MENTIONED THAT THEY SLEEP I HAD AT LEAST ONE STUDENT MENTIONED THAT THEY DON'T HAVE CELL PHONE SERVICE STUDENT MENTIONED THAT

1148THEY DON'T HAVE CELL PHONE SERVICE STUDENT MENTIONED THAT THEY DON'T HAVE CELL PHONE SERVICE AT THEIR HOME THERE'S NOT A DON'T HAVE CELL PHONE SERVICE AT THEIR HOME THERE'S NOT A DON'T HAVE CELL PHONE SERVICE AT THEIR HOME THERE'S NOT A HOME PHONE TO GO TO THE OFFICE AT THEIR HOME THERE'S NOT A HOME PHONE TO GO TO THE OFFICE AT THEIR HOME THERE'S NOT A HOME PHONE TO GO TO THE OFFICE AND CALL. HOME PHONE TO GO TO THE OFFICE AND CALL. HOME PHONE TO GO TO THE OFFICE AND CALL. HOWEVER, THE PARENTS PHONE HAS AND CALL. HOWEVER, THE PARENTS PHONE HAS AND CALL. HOWEVER, THE PARENTS PHONE HAS WI FI ACCESS AND SO THEY NEED HOWEVER, THE PARENTS PHONE HAS WI FI ACCESS AND SO THEY NEED HOWEVER, THE PARENTS PHONE HAS WI

1149FI ACCESS AND SO THEY NEED TO SHOOT A MESSAGE ABOUT A WI FI ACCESS AND SO THEY NEED TO SHOOT A MESSAGE ABOUT A WI FI ACCESS AND SO THEY NEED TO SHOOT A MESSAGE ABOUT A CHANGE IN AFTER SCHOOL ACTIVITY TO SHOOT A MESSAGE ABOUT A CHANGE IN AFTER SCHOOL ACTIVITY TO SHOOT A MESSAGE ABOUT A CHANGE IN AFTER SCHOOL ACTIVITY THEY CAN SEND THE MESSAGE CHANGE IN AFTER SCHOOL ACTIVITY THEY CAN SEND THE MESSAGE CHANGE IN AFTER SCHOOL ACTIVITY THEY CAN SEND THE MESSAGE BECAUSE THAT'S HOW CELL PHONES THEY CAN SEND THE MESSAGE BECAUSE THAT'S HOW CELL PHONES THEY CAN SEND THE MESSAGE BECAUSE THAT'S HOW CELL PHONES ARE ABLE TO WORK ON WI-FI BUT BECAUSE THAT'S HOW CELL PHONES ARE ABLE TO WORK ON WI-FI BUT BECAUSE THAT'S HOW CELL PHONES ARE

1150ABLE TO WORK ON WI-FI BUT IF THEY GO TO THE OFFICE AND ARE ABLE TO WORK ON WI-FI BUT IF THEY GO TO THE OFFICE AND ARE ABLE TO WORK ON WI-FI BUT IF THEY GO TO THE OFFICE AND TRY AND MAKE A PHONE NOTHING IS IF THEY GO TO THE OFFICE AND TRY AND MAKE A PHONE NOTHING IS IF THEY GO TO THE OFFICE AND TRY AND MAKE A PHONE NOTHING IS GOING TO GO THROUGH THERE'S. TRY AND MAKE A PHONE NOTHING IS GOING TO GO THROUGH THERE'S. TRY AND MAKE A PHONE NOTHING IS GOING TO GO THROUGH THERE'S. THERE'S NO SERVICE TO THAT GOING TO GO THROUGH THERE'S. THERE'S NO SERVICE TO THAT GOING TO GO THROUGH THERE'S. THERE'S NO SERVICE TO THAT PHONE WEIRDLY CUTTING OFF THERE'S NO SERVICE TO THAT PHONE

1151WEIRDLY CUTTING OFF THERE'S NO SERVICE TO THAT PHONE WEIRDLY CUTTING OFF ACCESS TO CERTAIN FAMILIES AT A PHONE WEIRDLY CUTTING OFF ACCESS TO CERTAIN FAMILIES AT A PHONE WEIRDLY CUTTING OFF ACCESS TO CERTAIN FAMILIES AT A DISPROPORTIONATE RATE. ACCESS TO CERTAIN FAMILIES AT A DISPROPORTIONATE RATE. ACCESS TO CERTAIN FAMILIES AT A DISPROPORTIONATE RATE. I THINK AT THE HIGH SCHOOLERS DISPROPORTIONATE RATE. I THINK AT THE HIGH SCHOOLERS DISPROPORTIONATE RATE. I THINK AT THE HIGH SCHOOLERS DURING THAT LUNCH BLOCK HELPS I THINK AT THE HIGH SCHOOLERS DURING THAT LUNCH BLOCK HELPS I THINK AT THE HIGH SCHOOLERS DURING THAT LUNCH BLOCK HELPS NOT PUT THE BURDEN BACK ON THE DURING THAT LUNCH BLOCK HELPS NOT PUT THE BURDEN BACK ON THE DURING THAT LUNCH BLOCK HELPS NOT PUT THE BURDEN BACK ON THE THE STAFF TO BE

1152CELL PHONE NOT PUT THE BURDEN BACK ON THE THE STAFF TO BE CELL PHONE NOT PUT THE BURDEN BACK ON THE THE STAFF TO BE CELL PHONE POLICE AND ULTIMATELY IF THE THE STAFF TO BE CELL PHONE POLICE AND ULTIMATELY IF THE THE STAFF TO BE CELL PHONE POLICE AND ULTIMATELY IF THE LAW CHANGES THROUGH GENERAL POLICE AND ULTIMATELY IF THE LAW CHANGES THROUGH GENERAL POLICE AND ULTIMATELY IF THE LAW CHANGES THROUGH GENERAL ASSEMBLY AND COMES OUT WITH A LAW CHANGES THROUGH GENERAL ASSEMBLY AND COMES OUT WITH A LAW CHANGES THROUGH GENERAL ASSEMBLY AND COMES OUT WITH A REQUIREMENT THAT LUNCH CAN'T BE ASSEMBLY AND COMES OUT WITH A REQUIREMENT THAT LUNCH CAN'T BE ASSEMBLY AND COMES OUT WITH A REQUIREMENT THAT LUNCH CAN'T BE USED FOR CELL PHONES THEN IT REQUIREMENT THAT LUNCH CAN'T

1153BE USED FOR CELL PHONES THEN IT REQUIREMENT THAT LUNCH CAN'T BE USED FOR CELL PHONES THEN IT WILL HAVE GONE THROUGH PROPER USED FOR CELL PHONES THEN IT WILL HAVE GONE THROUGH PROPER USED FOR CELL PHONES THEN IT WILL HAVE GONE THROUGH PROPER CHANNELS TO MAKE THAT WILL HAVE GONE THROUGH PROPER CHANNELS TO MAKE THAT WILL HAVE GONE THROUGH PROPER CHANNELS TO MAKE THAT DETERMINATION AND OBVIOUSLY THE CHANNELS TO MAKE THAT DETERMINATION AND OBVIOUSLY THE CHANNELS TO MAKE THAT DETERMINATION AND OBVIOUSLY THE BOARD WILL FOLLOW SUIT. DETERMINATION AND OBVIOUSLY THE BOARD WILL FOLLOW SUIT. DETERMINATION AND OBVIOUSLY THE BOARD WILL FOLLOW SUIT. BUT WHILE WE HAVE THE ABILITY BOARD WILL FOLLOW SUIT. BUT WHILE WE HAVE THE ABILITY BOARD WILL FOLLOW SUIT. BUT WHILE WE HAVE THE ABILITY TO TAILOR TO OUR COMMUNITY BUT WHILE

1154WE HAVE THE ABILITY TO TAILOR TO OUR COMMUNITY BUT WHILE WE HAVE THE ABILITY TO TAILOR TO OUR COMMUNITY THAT'S WHAT I THINK SHOULD TO TAILOR TO OUR COMMUNITY THAT'S WHAT I THINK SHOULD TO TAILOR TO OUR COMMUNITY THAT'S WHAT I THINK SHOULD HAPPEN AND THAT'S WHAT I'LL BE THAT'S WHAT I THINK SHOULD HAPPEN AND THAT'S WHAT I'LL BE THAT'S WHAT I THINK SHOULD HAPPEN AND THAT'S WHAT I'LL BE VOTING FOR THIS EVENING. HAPPEN AND THAT'S WHAT I'LL BE VOTING FOR THIS EVENING. HAPPEN AND THAT'S WHAT I'LL BE VOTING FOR THIS EVENING. THANK YOU I JUST WANT TO AGREE VOTING FOR THIS EVENING. THANK YOU I JUST WANT TO AGREE VOTING FOR THIS EVENING. THANK YOU I JUST WANT TO AGREE WITH WHAT SO INTERESTED IN WHAT THANK YOU I JUST WANT TO AGREE WITH

1155WHAT SO INTERESTED IN WHAT THANK YOU I JUST WANT TO AGREE WITH WHAT SO INTERESTED IN WHAT MRS. ANDERSON, I I'VE HAVE THE WITH WHAT SO INTERESTED IN WHAT MRS. ANDERSON, I I'VE HAVE THE WITH WHAT SO INTERESTED IN WHAT MRS. ANDERSON, I I'VE HAVE THE OPPORTUNITY TO GO VISIT SOME MRS. ANDERSON, I I'VE HAVE THE OPPORTUNITY TO GO VISIT SOME MRS. ANDERSON, I I'VE HAVE THE OPPORTUNITY TO GO VISIT SOME HIGH SCHOOLS AND TALK TO SOME OPPORTUNITY TO GO VISIT SOME HIGH SCHOOLS AND TALK TO SOME OPPORTUNITY TO GO VISIT SOME HIGH SCHOOLS AND TALK TO SOME PRINCIPALS AND ALSO MR CAMERON HIGH SCHOOLS AND TALK TO SOME PRINCIPALS AND ALSO MR CAMERON HIGH SCHOOLS AND TALK TO SOME PRINCIPALS AND ALSO MR CAMERON AND I HAD THE OPPORTUNITY TO PRINCIPALS AND ALSO MR

1156CAMERON AND I HAD THE OPPORTUNITY TO PRINCIPALS AND ALSO MR CAMERON AND I HAD THE OPPORTUNITY TO TALK TO STUDENTS ABOUT THIS AND I HAD THE OPPORTUNITY TO TALK TO STUDENTS ABOUT THIS AND I HAD THE OPPORTUNITY TO TALK TO STUDENTS ABOUT THIS POLICY AND THE REGULAR NOT THE TALK TO STUDENTS ABOUT THIS POLICY AND THE REGULAR NOT THE TALK TO STUDENTS ABOUT THIS POLICY AND THE REGULAR NOT THE REGULATION JUST HOW WE CARRIED POLICY AND THE REGULAR NOT THE REGULATION JUST HOW WE CARRIED POLICY AND THE REGULAR NOT THE REGULATION JUST HOW WE CARRIED OUT THE POLICY AT THE STUDENT REGULATION JUST HOW WE CARRIED OUT THE POLICY AT THE STUDENT REGULATION JUST HOW WE CARRIED OUT THE POLICY AT THE STUDENT ADVISORY COMMITTEE MEETING AND OUT THE POLICY AT THE STUDENT ADVISORY COMMITTEE

1157MEETING AND OUT THE POLICY AT THE STUDENT ADVISORY COMMITTEE MEETING AND THEY WERE VERY IN FAVOR OF LETS ADVISORY COMMITTEE MEETING AND THEY WERE VERY IN FAVOR OF LETS ADVISORY COMMITTEE MEETING AND THEY WERE VERY IN FAVOR OF LETS YOU KNOW THEY THEY KNEW IT WAS THEY WERE VERY IN FAVOR OF LETS YOU KNOW THEY THEY KNEW IT WAS THEY WERE VERY IN FAVOR OF LETS YOU KNOW THEY THEY KNEW IT WAS REALLY IMPACTING EDUCATION AND YOU KNOW THEY THEY KNEW IT WAS REALLY IMPACTING EDUCATION AND YOU KNOW THEY THEY KNEW IT WAS REALLY IMPACTING EDUCATION AND AND THAT THERE SHOULD BE SOME REALLY IMPACTING EDUCATION AND AND THAT THERE SHOULD BE SOME REALLY IMPACTING EDUCATION AND AND THAT THERE SHOULD BE SOME KIND OF LIMITS ON THE CELL AND THAT THERE SHOULD BE SOME

1158KIND OF LIMITS ON THE CELL AND THAT THERE SHOULD BE SOME KIND OF LIMITS ON THE CELL PHONES THEY WERE FINE WITH KIND OF LIMITS ON THE CELL PHONES THEY WERE FINE WITH KIND OF LIMITS ON THE CELL PHONES THEY WERE FINE WITH THAT. PHONES THEY WERE FINE WITH THAT. PHONES THEY WERE FINE WITH THAT. BUT IN TALKING TO THEM THEY THAT. BUT IN TALKING TO THEM THEY THAT. BUT IN TALKING TO THEM THEY MADE A LOT OF SENSE WITH THE BUT IN TALKING TO THEM THEY MADE A LOT OF SENSE WITH THE BUT IN TALKING TO THEM THEY MADE A LOT OF SENSE WITH THE HAVING A CELL PHONE FOR THE MADE A LOT OF SENSE WITH THE HAVING A CELL PHONE FOR THE MADE A LOT OF SENSE WITH THE HAVING A CELL

1159PHONE FOR THE HIGH SCHOOLS ARE SO MUCH THAT HAVING A CELL PHONE FOR THE HIGH SCHOOLS ARE SO MUCH THAT HAVING A CELL PHONE FOR THE HIGH SCHOOLS ARE SO MUCH THAT THESE HIGH SCHOOL STUDENTS HAVE HIGH SCHOOLS ARE SO MUCH THAT THESE HIGH SCHOOL STUDENTS HAVE HIGH SCHOOLS ARE SO MUCH THAT THESE HIGH SCHOOL STUDENTS HAVE TO USE THEIR PHONES FOR IN THE THESE HIGH SCHOOL STUDENTS HAVE TO USE THEIR PHONES FOR IN THE THESE HIGH SCHOOL STUDENTS HAVE TO USE THEIR PHONES FOR IN THE CURRICULUM THERE'S ONE GROUP TO USE THEIR PHONES FOR IN THE CURRICULUM THERE'S ONE GROUP TO USE THEIR PHONES FOR IN THE CURRICULUM THERE'S ONE GROUP AND I CAN'T REMEMBER WHO IT IS CURRICULUM THERE'S ONE GROUP AND I CAN'T REMEMBER WHO IT IS CURRICULUM THERE'S ONE GROUP AND

1160I CAN'T REMEMBER WHO IT IS BUT THEY THEIR CLASS IS AT THE AND I CAN'T REMEMBER WHO IT IS BUT THEY THEIR CLASS IS AT THE AND I CAN'T REMEMBER WHO IT IS BUT THEY THEIR CLASS IS AT THE MALL AND THEY HAVE TO HAVE BUT THEY THEIR CLASS IS AT THE MALL AND THEY HAVE TO HAVE BUT THEY THEIR CLASS IS AT THE MALL AND THEY HAVE TO HAVE THEIR PHONE THEY USE THEIR MALL AND THEY HAVE TO HAVE THEIR PHONE THEY USE THEIR MALL AND THEY HAVE TO HAVE THEIR PHONE THEY USE THEIR PHONE FOR THIS CLASS AND IT'S THEIR PHONE THEY USE THEIR PHONE FOR THIS CLASS AND IT'S THEIR PHONE THEY USE THEIR PHONE FOR THIS CLASS AND IT'S SO WHAT ARE THEY GOING TO DO PHONE FOR THIS CLASS AND

1161IT'S SO WHAT ARE THEY GOING TO DO PHONE FOR THIS CLASS AND IT'S SO WHAT ARE THEY GOING TO DO AND AND SO WHEN I AND I I SO WHAT ARE THEY GOING TO DO AND AND SO WHEN I AND I I SO WHAT ARE THEY GOING TO DO AND AND SO WHEN I AND I I VISITED KALAMAZOO AND I WAS YOU AND AND SO WHEN I AND I I VISITED KALAMAZOO AND I WAS YOU AND AND SO WHEN I AND I I VISITED KALAMAZOO AND I WAS YOU KNOW I'VE READ THAT THAT BOOK VISITED KALAMAZOO AND I WAS YOU KNOW I'VE READ THAT THAT BOOK VISITED KALAMAZOO AND I WAS YOU KNOW I'VE READ THAT THAT BOOK AND I'M LIKE IT'S TIME FOR US KNOW I'VE READ THAT THAT BOOK AND I'M LIKE IT'S

1162TIME FOR US KNOW I'VE READ THAT THAT BOOK AND I'M LIKE IT'S TIME FOR US TO DO SOMETHING. AND I'M LIKE IT'S TIME FOR US TO DO SOMETHING. AND I'M LIKE IT'S TIME FOR US TO DO SOMETHING. I AGREE. TO DO SOMETHING. I AGREE. TO DO SOMETHING. I AGREE. BUT I THINK THAT WE NEED TO I AGREE. BUT I THINK THAT WE NEED TO I AGREE. BUT I THINK THAT WE NEED TO LEAVE THIS OPPORTUNITY LIKE BUT I THINK THAT WE NEED TO LEAVE THIS OPPORTUNITY LIKE BUT I THINK THAT WE NEED TO LEAVE THIS OPPORTUNITY LIKE WHEN SAID WE'VE SAID WE'VE GOT LEAVE THIS OPPORTUNITY LIKE WHEN SAID WE'VE SAID WE'VE GOT LEAVE THIS OPPORTUNITY LIKE WHEN SAID WE'VE SAID WE'VE GOT THIS OPPORTUNITY, TAYLOR THIS WHEN SAID WE'VE SAID WE'VE GOT THIS OPPORTUNITY,

1163TAYLOR THIS WHEN SAID WE'VE SAID WE'VE GOT THIS OPPORTUNITY, TAYLOR THIS REGULATION TO LET THESE HIGH THIS OPPORTUNITY, TAYLOR THIS REGULATION TO LET THESE HIGH THIS OPPORTUNITY, TAYLOR THIS REGULATION TO LET THESE HIGH SCHOOL STUDENTS USE THIS PHONE REGULATION TO LET THESE HIGH SCHOOL STUDENTS USE THIS PHONE REGULATION TO LET THESE HIGH SCHOOL STUDENTS USE THIS PHONE DURING THEIR THEIR LUNCH TIME I SCHOOL STUDENTS USE THIS PHONE DURING THEIR THEIR LUNCH TIME I SCHOOL STUDENTS USE THIS PHONE DURING THEIR THEIR LUNCH TIME I THINK IT'S SO VERY IMPORTANT DURING THEIR THEIR LUNCH TIME I THINK IT'S SO VERY IMPORTANT DURING THEIR THEIR LUNCH TIME I THINK IT'S SO VERY IMPORTANT AND I DID GO OUT AND I HAPPENED THINK IT'S SO VERY IMPORTANT AND I DID GO OUT AND I HAPPENED THINK IT'S SO VERY

1164IMPORTANT AND I DID GO OUT AND I HAPPENED TO BE AT KELAM BEFORE STARTED AND I DID GO OUT AND I HAPPENED TO BE AT KELAM BEFORE STARTED AND I DID GO OUT AND I HAPPENED TO BE AT KELAM BEFORE STARTED IN WONDERLAND STARTED THAT TO BE AT KELAM BEFORE STARTED IN WONDERLAND STARTED THAT TO BE AT KELAM BEFORE STARTED IN WONDERLAND STARTED THAT LUNCH STARTED AND I WALKED IN WONDERLAND STARTED THAT LUNCH STARTED AND I WALKED IN WONDERLAND STARTED THAT LUNCH STARTED AND I WALKED THROUGH COMMENTS AREA WHERE LUNCH STARTED AND I WALKED THROUGH COMMENTS AREA WHERE LUNCH STARTED AND I WALKED THROUGH COMMENTS AREA WHERE THEY HAVE THEIR LUNCH AND WITH THROUGH COMMENTS AREA WHERE THEY HAVE THEIR LUNCH AND WITH THROUGH COMMENTS AREA WHERE THEY HAVE THEIR LUNCH AND WITH THE PRINCIPAL

1165AND THE KIDS HAVE THEY HAVE THEIR LUNCH AND WITH THE PRINCIPAL AND THE KIDS HAVE THEY HAVE THEIR LUNCH AND WITH THE PRINCIPAL AND THE KIDS HAVE THEIR PHONES BUT THEY WERE ALL THE PRINCIPAL AND THE KIDS HAVE THEIR PHONES BUT THEY WERE ALL THE PRINCIPAL AND THE KIDS HAVE THEIR PHONES BUT THEY WERE ALL TALKING TO EACH OTHER. THEIR PHONES BUT THEY WERE ALL TALKING TO EACH OTHER. THEIR PHONES BUT THEY WERE ALL TALKING TO EACH OTHER. THEY WERE ALL INTERACTING WITH TALKING TO EACH OTHER. THEY WERE ALL INTERACTING WITH TALKING TO EACH OTHER. THEY WERE ALL INTERACTING WITH EACH OTHER BECAUSE I THOUGHT THEY WERE ALL INTERACTING WITH EACH OTHER BECAUSE I THOUGHT THEY WERE ALL INTERACTING WITH EACH OTHER BECAUSE I THOUGHT I'D SEE THIS LIKE YOU SEE IT EACH OTHER BECAUSE

1166I THOUGHT I'D SEE THIS LIKE YOU SEE IT EACH OTHER BECAUSE I THOUGHT I'D SEE THIS LIKE YOU SEE IT WHEN YOU GO IN A RESTAURANT YOU I'D SEE THIS LIKE YOU SEE IT WHEN YOU GO IN A RESTAURANT YOU I'D SEE THIS LIKE YOU SEE IT WHEN YOU GO IN A RESTAURANT YOU SEE THE WHOLE FAMILY MOMS AND WHEN YOU GO IN A RESTAURANT YOU SEE THE WHOLE FAMILY MOMS AND WHEN YOU GO IN A RESTAURANT YOU SEE THE WHOLE FAMILY MOMS AND DADS AND EVERYBODY BUT I DIDN'T SEE THE WHOLE FAMILY MOMS AND DADS AND EVERYBODY BUT I DIDN'T SEE THE WHOLE FAMILY MOMS AND DADS AND EVERYBODY BUT I DIDN'T I SAW THE KIDS TALKING TO EACH DADS AND EVERYBODY BUT I DIDN'T I SAW THE KIDS TALKING TO EACH DADS AND

1167EVERYBODY BUT I DIDN'T I SAW THE KIDS TALKING TO EACH OTHER. I SAW THE KIDS TALKING TO EACH OTHER. I SAW THE KIDS TALKING TO EACH OTHER. INTERAC SO IT'S I DON'T THINK OTHER. INTERAC SO IT'S I DON'T THINK OTHER. INTERAC SO IT'S I DON'T THINK IT'S KEEPING OUR KIDS FROM INTERAC SO IT'S I DON'T THINK IT'S KEEPING OUR KIDS FROM INTERAC SO IT'S I DON'T THINK IT'S KEEPING OUR KIDS FROM HAVING THAT SOCIABILITY THAT IT'S KEEPING OUR KIDS FROM HAVING THAT SOCIABILITY THAT IT'S KEEPING OUR KIDS FROM HAVING THAT SOCIABILITY THAT THEY AND I THINK IT'S HELP THEM HAVING THAT SOCIABILITY THAT THEY AND I THINK IT'S HELP THEM HAVING THAT SOCIABILITY THAT THEY AND I THINK IT'S HELP THEM BUILD RESPONSIBILITY AS THEY AND I THINK IT'S HELP THEM BUILD RESPONSIBILITY AS THEY

1168AND I THINK IT'S HELP THEM BUILD RESPONSIBILITY AS ANDERSON SAID. BUILD RESPONSIBILITY AS ANDERSON SAID. BUILD RESPONSIBILITY AS ANDERSON SAID. SO I CAN'T VOTE ON THIS I CAN'T ANDERSON SAID. SO I CAN'T VOTE ON THIS I CAN'T ANDERSON SAID. SO I CAN'T VOTE ON THIS I CAN'T SUPPORT THIS AMENDMENT EITHER. SO I CAN'T VOTE ON THIS I CAN'T SUPPORT THIS AMENDMENT EITHER. SO I CAN'T VOTE ON THIS I CAN'T SUPPORT THIS AMENDMENT EITHER. GIVE MR. CALLEN THIS IS THE SUPPORT THIS AMENDMENT EITHER. GIVE MR. CALLEN THIS IS THE SUPPORT THIS AMENDMENT EITHER. GIVE MR. CALLEN THIS IS THE BOOK THAT IS THE CENTER OF SO GIVE MR. CALLEN THIS IS THE BOOK THAT IS THE CENTER OF SO GIVE MR. CALLEN THIS IS THE BOOK THAT IS THE CENTER OF SO MUCH OF THIS CONVERSATION

1169IF BOOK THAT IS THE CENTER OF SO MUCH OF THIS CONVERSATION IF BOOK THAT IS THE CENTER OF SO MUCH OF THIS CONVERSATION IF YOU'RE NOT AWARE OF IT, I MUCH OF THIS CONVERSATION IF YOU'RE NOT AWARE OF IT, I MUCH OF THIS CONVERSATION IF YOU'RE NOT AWARE OF IT, I HIGHLY RECOMMENDED IT JUST FOR YOU'RE NOT AWARE OF IT, I HIGHLY RECOMMENDED IT JUST FOR YOU'RE NOT AWARE OF IT, I HIGHLY RECOMMENDED IT JUST FOR EXPLORING THE TOPIC MADAM CHAIR HIGHLY RECOMMENDED IT JUST FOR EXPLORING THE TOPIC MADAM CHAIR HIGHLY RECOMMENDED IT JUST FOR EXPLORING THE TOPIC MADAM CHAIR IF YOU WILL YOU WILL INDULGE EXPLORING THE TOPIC MADAM CHAIR IF YOU WILL YOU WILL INDULGE EXPLORING THE TOPIC MADAM CHAIR IF YOU WILL YOU WILL INDULGE ME, MR. CALLEN DON'T GIVE ME IF

1170YOU WILL YOU WILL INDULGE ME, MR. CALLEN DON'T GIVE ME IF YOU WILL YOU WILL INDULGE ME, MR. CALLEN DON'T GIVE ME GIVE ME HEART FAILURE ABOUT AND ME, MR. CALLEN DON'T GIVE ME GIVE ME HEART FAILURE ABOUT AND ME, MR. CALLEN DON'T GIVE ME GIVE ME HEART FAILURE ABOUT AND MAYBE A LITTLE BIT CONCERNED GIVE ME HEART FAILURE ABOUT AND MAYBE A LITTLE BIT CONCERNED GIVE ME HEART FAILURE ABOUT AND MAYBE A LITTLE BIT CONCERNED ABOUT COPYRIGHT ABOUT MAYBE A LITTLE BIT CONCERNED ABOUT COPYRIGHT ABOUT MAYBE A LITTLE BIT CONCERNED ABOUT COPYRIGHT ABOUT COPYRIGHT. ABOUT COPYRIGHT ABOUT COPYRIGHT. ABOUT COPYRIGHT ABOUT COPYRIGHT. PLEASE STATE THE NAME AND COPYRIGHT. PLEASE STATE THE NAME AND COPYRIGHT. PLEASE STATE THE NAME AND AUTHOR AND ATTRIBUTE ANYTHING PLEASE STATE THE NAME AND AUTHOR AND ATTRIBUTE ANYTHING PLEASE STATE

1171THE NAME AND AUTHOR AND ATTRIBUTE ANYTHING YOU'RE EATING OUT OF THERE AUTHOR AND ATTRIBUTE ANYTHING YOU'RE EATING OUT OF THERE AUTHOR AND ATTRIBUTE ANYTHING YOU'RE EATING OUT OF THERE BECAUSE WE'RE BROADCASTING WE YOU'RE EATING OUT OF THERE BECAUSE WE'RE BROADCASTING WE YOU'RE EATING OUT OF THERE BECAUSE WE'RE BROADCASTING WE HAVE TO BE CAREFUL ABOUT BECAUSE WE'RE BROADCASTING WE HAVE TO BE CAREFUL ABOUT BECAUSE WE'RE BROADCASTING WE HAVE TO BE CAREFUL ABOUT COPYRIGHT ISSUES THE NAME HAVE TO BE CAREFUL ABOUT COPYRIGHT ISSUES THE NAME HAVE TO BE CAREFUL ABOUT COPYRIGHT ISSUES THE NAME OF THE NAME OF THE BOOK IS THE COPYRIGHT ISSUES THE NAME OF THE NAME OF THE BOOK IS THE COPYRIGHT ISSUES THE NAME OF THE NAME OF THE BOOK IS THE ANXIOUS GENERATION IN THE OF THE NAME OF THE BOOK IS

1172THE ANXIOUS GENERATION IN THE OF THE NAME OF THE BOOK IS THE ANXIOUS GENERATION IN THE AUTHOR IS DR JONATHAN HAIDT. ANXIOUS GENERATION IN THE AUTHOR IS DR JONATHAN HAIDT. ANXIOUS GENERATION IN THE AUTHOR IS DR JONATHAN HAIDT. SO ALL I'M GOING TO DO FOR AUTHOR IS DR JONATHAN HAIDT. SO ALL I'M GOING TO DO FOR AUTHOR IS DR JONATHAN HAIDT. SO ALL I'M GOING TO DO FOR THOSE WHO ARE STILL IN THE SO ALL I'M GOING TO DO FOR THOSE WHO ARE STILL IN THE SO ALL I'M GOING TO DO FOR THOSE WHO ARE STILL IN THE PROCESS OF JUST GATHERING IDEAS THOSE WHO ARE STILL IN THE PROCESS OF JUST GATHERING IDEAS THOSE WHO ARE STILL IN THE PROCESS OF JUST GATHERING IDEAS IF YOU'LL INDULGE ME LET ME PROCESS OF JUST GATHERING

1173IDEAS IF YOU'LL INDULGE ME LET ME PROCESS OF JUST GATHERING IDEAS IF YOU'LL INDULGE ME LET ME READ A LITTLE BIT LITTLE BIT IF YOU'LL INDULGE ME LET ME READ A LITTLE BIT LITTLE BIT IF YOU'LL INDULGE ME LET ME READ A LITTLE BIT LITTLE BIT FROM THIS BOOK TO GIVE A SENSE READ A LITTLE BIT LITTLE BIT FROM THIS BOOK TO GIVE A SENSE READ A LITTLE BIT LITTLE BIT FROM THIS BOOK TO GIVE A SENSE OF WHAT THIS RESEARCHER FROM THIS BOOK TO GIVE A SENSE OF WHAT THIS RESEARCHER FROM THIS BOOK TO GIVE A SENSE OF WHAT THIS RESEARCHER DISCOVERED AND THE INTERESTING OF WHAT THIS RESEARCHER DISCOVERED AND THE INTERESTING OF WHAT THIS RESEARCHER DISCOVERED AND THE INTERESTING THING IS THIS BOOK IS OVER DISCOVERED AND THE INTERESTING THING IS THIS

1174BOOK IS OVER DISCOVERED AND THE INTERESTING THING IS THIS BOOK IS OVER THREE HUNDRED AND SIXTY PAGES THING IS THIS BOOK IS OVER THREE HUNDRED AND SIXTY PAGES THING IS THIS BOOK IS OVER THREE HUNDRED AND SIXTY PAGES LONG IN 18 PERCENT OF THE THREE HUNDRED AND SIXTY PAGES LONG IN 18 PERCENT OF THE THREE HUNDRED AND SIXTY PAGES LONG IN 18 PERCENT OF THE CONTENTS OF THE BOOK HAS TO DO LONG IN 18 PERCENT OF THE CONTENTS OF THE BOOK HAS TO DO LONG IN 18 PERCENT OF THE CONTENTS OF THE BOOK HAS TO DO WITH THE RESEARCH THAT HE CONTENTS OF THE BOOK HAS TO DO WITH THE RESEARCH THAT HE CONTENTS OF THE BOOK HAS TO DO WITH THE RESEARCH THAT HE ENGAGED IN IN ORDER TO ARRIVE WITH THE RESEARCH THAT

1175HE ENGAGED IN IN ORDER TO ARRIVE WITH THE RESEARCH THAT HE ENGAGED IN IN ORDER TO ARRIVE HIS CONCLUSIONS. ENGAGED IN IN ORDER TO ARRIVE HIS CONCLUSIONS. ENGAGED IN IN ORDER TO ARRIVE HIS CONCLUSIONS. LET ME SHARE SOME I DO LOVE. HIS CONCLUSIONS. LET ME SHARE SOME I DO LOVE. HIS CONCLUSIONS. LET ME SHARE SOME I DO LOVE. I DON'T WANT YOU IF YOU CAN LET ME SHARE SOME I DO LOVE. I DON'T WANT YOU IF YOU CAN LET ME SHARE SOME I DO LOVE. I DON'T WANT YOU IF YOU CAN JUST KEEP IT TO ONE PAGE FOR I DON'T WANT YOU IF YOU CAN JUST KEEP IT TO ONE PAGE FOR I DON'T WANT YOU IF YOU CAN JUST KEEP IT TO ONE PAGE FOR COPYRIGHT PURPOSES WHEN MY MY JUST KEEP IT TO

1176ONE PAGE FOR COPYRIGHT PURPOSES WHEN MY MY JUST KEEP IT TO ONE PAGE FOR COPYRIGHT PURPOSES WHEN MY MY AGE I DON'T NEED MY HEART COPYRIGHT PURPOSES WHEN MY MY AGE I DON'T NEED MY HEART COPYRIGHT PURPOSES WHEN MY MY AGE I DON'T NEED MY HEART FAILURE AT THIS TIME OF NIGHT I AGE I DON'T NEED MY HEART FAILURE AT THIS TIME OF NIGHT I AGE I DON'T NEED MY HEART FAILURE AT THIS TIME OF NIGHT I WAS A LITTLE BIT WORRIED ABOUT FAILURE AT THIS TIME OF NIGHT I WAS A LITTLE BIT WORRIED ABOUT FAILURE AT THIS TIME OF NIGHT I WAS A LITTLE BIT WORRIED ABOUT COPYRIGHT RESTRICTIONS THAT'S WAS A LITTLE BIT WORRIED ABOUT COPYRIGHT RESTRICTIONS THAT'S WAS A LITTLE BIT WORRIED ABOUT COPYRIGHT RESTRICTIONS THAT'S ALL I'M WORRIED ABOUT RIGHT NOW

1177COPYRIGHT RESTRICTIONS THAT'S ALL I'M WORRIED ABOUT RIGHT NOW COPYRIGHT RESTRICTIONS THAT'S ALL I'M WORRIED ABOUT RIGHT NOW SO DR. HEIGHT AND I ARE CLOSE ALL I'M WORRIED ABOUT RIGHT NOW SO DR. HEIGHT AND I ARE CLOSE ALL I'M WORRIED ABOUT RIGHT NOW SO DR. HEIGHT AND I ARE CLOSE FRIENDS YOU JUST YOU JUST GAVE SO DR. HEIGHT AND I ARE CLOSE FRIENDS YOU JUST YOU JUST GAVE SO DR. HEIGHT AND I ARE CLOSE FRIENDS YOU JUST YOU JUST GAVE ME THE GREEN LIGHT LONG TIME FRIENDS YOU JUST YOU JUST GAVE ME THE GREEN LIGHT LONG TIME FRIENDS YOU JUST YOU JUST GAVE ME THE GREEN LIGHT LONG TIME AGO SAID GO FOR IT. ME THE GREEN LIGHT LONG TIME AGO SAID GO FOR IT. ME THE GREEN LIGHT LONG TIME AGO SAID GO FOR IT.

1178OK I'M GOING OK, I'M GOING TO AGO SAID GO FOR IT. OK I'M GOING OK, I'M GOING TO AGO SAID GO FOR IT. OK I'M GOING OK, I'M GOING TO SAY THAT WHEN OH TALKED TO HIS OK I'M GOING OK, I'M GOING TO SAY THAT WHEN OH TALKED TO HIS OK I'M GOING OK, I'M GOING TO SAY THAT WHEN OH TALKED TO HIS MANAGER OH HE WAS JUST KIDDING. SAY THAT WHEN OH TALKED TO HIS MANAGER OH HE WAS JUST KIDDING. SAY THAT WHEN OH TALKED TO HIS MANAGER OH HE WAS JUST KIDDING. I JUST TO MAKE SURE YOU KNOW HE MANAGER OH HE WAS JUST KIDDING. I JUST TO MAKE SURE YOU KNOW HE MANAGER OH HE WAS JUST KIDDING. I JUST TO MAKE SURE YOU KNOW HE WAS JUST KIDDING, OK? I JUST

1179TO MAKE SURE YOU KNOW HE WAS JUST KIDDING, OK? I JUST TO MAKE SURE YOU KNOW HE WAS JUST KIDDING, OK? I'M NOT I'M HERE TO PROTECT WAS JUST KIDDING, OK? I'M NOT I'M HERE TO PROTECT WAS JUST KIDDING, OK? I'M NOT I'M HERE TO PROTECT YOURSELF SO WE CAN KEEP IT TILL I'M NOT I'M HERE TO PROTECT YOURSELF SO WE CAN KEEP IT TILL I'M NOT I'M HERE TO PROTECT YOURSELF SO WE CAN KEEP IT TILL I'M NOT TRYING TO GET A JOB. YOURSELF SO WE CAN KEEP IT TILL I'M NOT TRYING TO GET A JOB. YOURSELF SO WE CAN KEEP IT TILL I'M NOT TRYING TO GET A JOB. I'M JUST WORRIED ABOUT BECAUSE I'M NOT TRYING TO GET A JOB. I'M JUST WORRIED ABOUT BECAUSE I'M NOT TRYING TO GET A JOB.

1180I'M JUST WORRIED ABOUT BECAUSE WORRIED ABOUT BECAUSE I'M JUST WORRIED ABOUT BECAUSE WORRIED ABOUT BECAUSE I'M JUST WORRIED ABOUT BECAUSE WORRIED ABOUT BECAUSE OF BROADCASTING PURPOSES WORRIED ABOUT BECAUSE OF BROADCASTING PURPOSES WORRIED ABOUT BECAUSE OF BROADCASTING PURPOSES COPYRIGHT ISSUES I WANT TO BE OF BROADCASTING PURPOSES COPYRIGHT ISSUES I WANT TO BE OF BROADCASTING PURPOSES COPYRIGHT ISSUES I WANT TO BE CAREFUL OK CAREFUL. COPYRIGHT ISSUES I WANT TO BE CAREFUL OK CAREFUL. COPYRIGHT ISSUES I WANT TO BE CAREFUL OK CAREFUL. OK, THIS IS JUST TO SET THE CAREFUL OK CAREFUL. OK, THIS IS JUST TO SET THE CAREFUL OK CAREFUL. OK, THIS IS JUST TO SET THE STAGE AND GET A DEEPER OK, THIS IS JUST TO SET THE STAGE AND GET A DEEPER OK, THIS IS JUST TO SET THE STAGE AND GET A DEEPER

1181UNDERSTANDING OF THE THINGS STAGE AND GET A DEEPER UNDERSTANDING OF THE THINGS STAGE AND GET A DEEPER UNDERSTANDING OF THE THINGS THAT WERE CONSIDERED IN THE UNDERSTANDING OF THE THINGS THAT WERE CONSIDERED IN THE UNDERSTANDING OF THE THINGS THAT WERE CONSIDERED IN THE PROCESS OF ARRIVING AT THE THAT WERE CONSIDERED IN THE PROCESS OF ARRIVING AT THE THAT WERE CONSIDERED IN THE PROCESS OF ARRIVING AT THE CONCLUSIONS THAT WERE ARRIVED PROCESS OF ARRIVING AT THE CONCLUSIONS THAT WERE ARRIVED PROCESS OF ARRIVING AT THE CONCLUSIONS THAT WERE ARRIVED AT SO IF I MAY BEGIN JUST GIVE CONCLUSIONS THAT WERE ARRIVED AT SO IF I MAY BEGIN JUST GIVE CONCLUSIONS THAT WERE ARRIVED AT SO IF I MAY BEGIN JUST GIVE ME THE HIGH SIGN WHEN I CALL AT SO IF I MAY BEGIN JUST GIVE ME

1182THE HIGH SIGN WHEN I CALL AT SO IF I MAY BEGIN JUST GIVE ME THE HIGH SIGN WHEN I CALL YOU NOW THE MAITRE OLD SCHOOL ME THE HIGH SIGN WHEN I CALL YOU NOW THE MAITRE OLD SCHOOL ME THE HIGH SIGN WHEN I CALL YOU NOW THE MAITRE OLD SCHOOL BOARD ATTORNEY DON'T GIVE ME YOU NOW THE MAITRE OLD SCHOOL BOARD ATTORNEY DON'T GIVE ME YOU NOW THE MAITRE OLD SCHOOL BOARD ATTORNEY DON'T GIVE ME HALF THAT'S MOUNTAIN MIDDLE BOARD ATTORNEY DON'T GIVE ME HALF THAT'S MOUNTAIN MIDDLE BOARD ATTORNEY DON'T GIVE ME HALF THAT'S MOUNTAIN MIDDLE SCHOOL AND DURANGO COLORADO HALF THAT'S MOUNTAIN MIDDLE SCHOOL AND DURANGO COLORADO HALF THAT'S MOUNTAIN MIDDLE SCHOOL AND DURANGO COLORADO WENT PHONE FREE BACK IN 2012 AT SCHOOL AND DURANGO COLORADO WENT PHONE FREE BACK IN 2012 AT

1183SCHOOL AND DURANGO COLORADO WENT PHONE FREE BACK IN 2012 AT THE START OF THE MENTAL HEALTH WENT PHONE FREE BACK IN 2012 AT THE START OF THE MENTAL HEALTH WENT PHONE FREE BACK IN 2012 AT THE START OF THE MENTAL HEALTH CRISIS. THE START OF THE MENTAL HEALTH CRISIS. THE START OF THE MENTAL HEALTH CRISIS. THE COUNTY AROUND THE SCHOOL CRISIS. THE COUNTY AROUND THE SCHOOL CRISIS. THE COUNTY AROUND THE SCHOOL HAD AMONG THE HIGHEST TEEN THE COUNTY AROUND THE SCHOOL HAD AMONG THE HIGHEST TEEN THE COUNTY AROUND THE SCHOOL HAD AMONG THE HIGHEST TEEN SUICIDE RATES IN COLORADO WHEN HAD AMONG THE HIGHEST TEEN SUICIDE RATES IN COLORADO WHEN HAD AMONG THE HIGHEST TEEN SUICIDE RATES IN COLORADO WHEN SHANE BOSS TOOK OVER HIS HEAD SUICIDE RATES IN COLORADO WHEN SHANE BOSS TOOK OVER

1184HIS HEAD SUICIDE RATES IN COLORADO WHEN SHANE BOSS TOOK OVER HIS HEAD OF SCHOOL, STUDENTS WERE SHANE BOSS TOOK OVER HIS HEAD OF SCHOOL, STUDENTS WERE SHANE BOSS TOOK OVER HIS HEAD OF SCHOOL, STUDENTS WERE SUFFERING FROM RAMPANT CYBER OF SCHOOL, STUDENTS WERE SUFFERING FROM RAMPANT CYBER OF SCHOOL, STUDENTS WERE SUFFERING FROM RAMPANT CYBER BULLYING, SLEEP DEPRIVATION AND SUFFERING FROM RAMPANT CYBER BULLYING, SLEEP DEPRIVATION AND SUFFERING FROM RAMPANT CYBER BULLYING, SLEEP DEPRIVATION AND CONSTANT SOCIAL COMPARISON WAS BULLYING, SLEEP DEPRIVATION AND CONSTANT SOCIAL COMPARISON WAS BULLYING, SLEEP DEPRIVATION AND CONSTANT SOCIAL COMPARISON WAS IMPLEMENTED CELL PHONE BANK FOR CONSTANT SOCIAL COMPARISON WAS IMPLEMENTED CELL PHONE BANK FOR CONSTANT SOCIAL COMPARISON WAS IMPLEMENTED CELL PHONE BANK FOR THE ENTIRE SCHOOL DAY PHONE HAD IMPLEMENTED CELL PHONE BANK FOR THE ENTIRE SCHOOL DAY PHONE HAD IMPLEMENTED CELL PHONE

1185BANK FOR THE ENTIRE SCHOOL DAY PHONE HAD TO STAY IN BACKPACKS NOT IN THE ENTIRE SCHOOL DAY PHONE HAD TO STAY IN BACKPACKS NOT IN THE ENTIRE SCHOOL DAY PHONE HAD TO STAY IN BACKPACKS NOT IN POCKETS OR HANDS. TO STAY IN BACKPACKS NOT IN POCKETS OR HANDS. TO STAY IN BACKPACKS NOT IN POCKETS OR HANDS. THERE WERE CLEAR POLICIES AND POCKETS OR HANDS. THERE WERE CLEAR POLICIES AND POCKETS OR HANDS. THERE WERE CLEAR POLICIES AND REAL CONSEQUENCES OF PHONES THERE WERE CLEAR POLICIES AND REAL CONSEQUENCES OF PHONES THERE WERE CLEAR POLICIES AND REAL CONSEQUENCES OF PHONES WERE FOUND OUT OF THE BACKPACK REAL CONSEQUENCES OF PHONES WERE FOUND OUT OF THE BACKPACK REAL CONSEQUENCES OF PHONES WERE FOUND OUT OF THE BACKPACK BACKPACK DURING SCHOOL HOURS. WERE FOUND OUT OF THE BACKPACK BACKPACK DURING

1186SCHOOL HOURS. WERE FOUND OUT OF THE BACKPACK BACKPACK DURING SCHOOL HOURS. THE EFFECTS WERE TRANSFORMATIVE BACKPACK DURING SCHOOL HOURS. THE EFFECTS WERE TRANSFORMATIVE BACKPACK DURING SCHOOL HOURS. THE EFFECTS WERE TRANSFORMATIVE . THE EFFECTS WERE TRANSFORMATIVE . THE EFFECTS WERE TRANSFORMATIVE . STUDENTS NO LONGER SAT SILENTLY . STUDENTS NO LONGER SAT SILENTLY . STUDENTS NO LONGER SAT SILENTLY NEXT TO EACH OTHER SCROLLING STUDENTS NO LONGER SAT SILENTLY NEXT TO EACH OTHER SCROLLING STUDENTS NO LONGER SAT SILENTLY NEXT TO EACH OTHER SCROLLING WHILE WAITING FOR HOMEROOM OR NEXT TO EACH OTHER SCROLLING WHILE WAITING FOR HOMEROOM OR NEXT TO EACH OTHER SCROLLING WHILE WAITING FOR HOMEROOM OR CLASS TO START IT STARTED TO WHILE WAITING FOR HOMEROOM OR CLASS TO START IT STARTED TO WHILE WAITING FOR HOMEROOM OR CLASS TO START IT STARTED TO TALK TO

1187EACH OTHER OR TO THE CLASS TO START IT STARTED TO TALK TO EACH OTHER OR TO THE CLASS TO START IT STARTED TO TALK TO EACH OTHER OR TO THE TEACHER BOSS SAYS THAT WHEN HE TALK TO EACH OTHER OR TO THE TEACHER BOSS SAYS THAT WHEN HE TALK TO EACH OTHER OR TO THE TEACHER BOSS SAYS THAT WHEN HE WALKS INTO A SCHOOL WITHOUT A TEACHER BOSS SAYS THAT WHEN HE WALKS INTO A SCHOOL WITHOUT A TEACHER BOSS SAYS THAT WHEN HE WALKS INTO A SCHOOL WITHOUT A PHONE BAN IT'S KIND OF LIKE THE WALKS INTO A SCHOOL WITHOUT A PHONE BAN IT'S KIND OF LIKE THE WALKS INTO A SCHOOL WITHOUT A PHONE BAN IT'S KIND OF LIKE THE ZOMBIE APOCALYPSE AND YOU HAVE PHONE BAN IT'S KIND OF LIKE THE ZOMBIE APOCALYPSE

1188AND YOU HAVE PHONE BAN IT'S KIND OF LIKE THE ZOMBIE APOCALYPSE AND YOU HAVE ALL THESE KIDS IN THE HALLWAYS ZOMBIE APOCALYPSE AND YOU HAVE ALL THESE KIDS IN THE HALLWAYS ZOMBIE APOCALYPSE AND YOU HAVE ALL THESE KIDS IN THE HALLWAYS NOT TALKING EACH OTHER IT'S ALL THESE KIDS IN THE HALLWAYS NOT TALKING EACH OTHER IT'S ALL THESE KIDS IN THE HALLWAYS NOT TALKING EACH OTHER IT'S JUST A VERY A VERY DIFFERENT NOT TALKING EACH OTHER IT'S JUST A VERY A VERY DIFFERENT NOT TALKING EACH OTHER IT'S JUST A VERY A VERY DIFFERENT VIBE. JUST A VERY A VERY DIFFERENT VIBE. JUST A VERY A VERY DIFFERENT VIBE. THE SCHOOL'S ACADEMIC VIBE. THE SCHOOL'S ACADEMIC VIBE. THE SCHOOL'S ACADEMIC PERFORMANCE IMPROVED IN AFTER A THE SCHOOL'S ACADEMIC PERFORMANCE IMPROVED IN AFTER A THE SCHOOL'S ACADEMIC

1189PERFORMANCE IMPROVED IN AFTER A FEW YEARS AT A TEAM, COLORADO'S PERFORMANCE IMPROVED IN AFTER A FEW YEARS AT A TEAM, COLORADO'S PERFORMANCE IMPROVED IN AFTER A FEW YEARS AT A TEAM, COLORADO'S HIGHEST PERFORMANCE RATING AN FEW YEARS AT A TEAM, COLORADO'S HIGHEST PERFORMANCE RATING AN FEW YEARS AT A TEAM, COLORADO'S HIGHEST PERFORMANCE RATING AN EIGHTH GRADER NAMED HENRY HIGHEST PERFORMANCE RATING AN EIGHTH GRADER NAMED HENRY HIGHEST PERFORMANCE RATING AN EIGHTH GRADER NAMED HENRY EXPLAIN THE EFFECT OF THE PHONE EIGHTH GRADER NAMED HENRY EXPLAIN THE EFFECT OF THE PHONE EIGHTH GRADER NAMED HENRY EXPLAIN THE EFFECT OF THE PHONE WHEN HE SAID THAT FOR THE FIRST EXPLAIN THE EFFECT OF THE PHONE WHEN HE SAID THAT FOR THE FIRST EXPLAIN THE EFFECT OF THE PHONE WHEN HE SAID THAT FOR THE FIRST HALF HOUR THE SCHOOL

1190DAY HIS WHEN HE SAID THAT FOR THE FIRST HALF HOUR THE SCHOOL DAY HIS WHEN HE SAID THAT FOR THE FIRST HALF HOUR THE SCHOOL DAY HIS PHONE IS STILL IN THE BACK HALF HOUR THE SCHOOL DAY HIS PHONE IS STILL IN THE BACK HALF HOUR THE SCHOOL DAY HIS PHONE IS STILL IN THE BACK OF HIS MIND BUT. PHONE IS STILL IN THE BACK OF HIS MIND BUT. PHONE IS STILL IN THE BACK OF HIS MIND BUT. BUT ONCE CLASS STARTS IT'S JUST OF HIS MIND BUT. BUT ONCE CLASS STARTS IT'S JUST OF HIS MIND BUT. BUT ONCE CLASS STARTS IT'S JUST KIND OF OUT THE WINDOW AND NOT BUT ONCE CLASS STARTS IT'S JUST KIND OF OUT THE WINDOW AND NOT BUT ONCE CLASS STARTS IT'S JUST KIND OF OUT THE WINDOW AND

1191NOT NOT REALLY THINKING ABOUT IT SO KIND OF OUT THE WINDOW AND NOT NOT REALLY THINKING ABOUT IT SO KIND OF OUT THE WINDOW AND NOT NOT REALLY THINKING ABOUT IT SO IT'S NOT A BIG DISTRACTION FOR NOT REALLY THINKING ABOUT IT SO IT'S NOT A BIG DISTRACTION FOR NOT REALLY THINKING ABOUT IT SO IT'S NOT A BIG DISTRACTION FOR ME DURING SCHOOL. IT'S NOT A BIG DISTRACTION FOR ME DURING SCHOOL. IT'S NOT A BIG DISTRACTION FOR ME DURING SCHOOL. IN OTHER WORDS, THE PHONE BAN ME DURING SCHOOL. IN OTHER WORDS, THE PHONE BAN ME DURING SCHOOL. IN OTHER WORDS, THE PHONE BAN AMELIORATES THREE OF THE FOUR IN OTHER WORDS, THE PHONE BAN AMELIORATES THREE OF THE FOUR IN OTHER WORDS, THE PHONE BAN AMELIORATES THREE OF THE FOUR FOUNDATIONAL HARMS OF THE PHONE

1192AMELIORATES THREE OF THE FOUR FOUNDATIONAL HARMS OF THE PHONE AMELIORATES THREE OF THE FOUR FOUNDATIONAL HARMS OF THE PHONE BASED CHILDHOOD ATTENTION FOUNDATIONAL HARMS OF THE PHONE BASED CHILDHOOD ATTENTION FOUNDATIONAL HARMS OF THE PHONE BASED CHILDHOOD ATTENTION FRAGMENTATION, SOCIAL BASED CHILDHOOD ATTENTION FRAGMENTATION, SOCIAL BASED CHILDHOOD ATTENTION FRAGMENTATION, SOCIAL DEPRIVATION AND ADDICTION IT FRAGMENTATION, SOCIAL DEPRIVATION AND ADDICTION IT FRAGMENTATION, SOCIAL DEPRIVATION AND ADDICTION IT REDUCES SOCIAL COMPARISON IN DEPRIVATION AND ADDICTION IT REDUCES SOCIAL COMPARISON IN DEPRIVATION AND ADDICTION IT REDUCES SOCIAL COMPARISON IN AND THE PULL INTO THE VIRTUAL REDUCES SOCIAL COMPARISON IN AND THE PULL INTO THE VIRTUAL REDUCES SOCIAL COMPARISON IN AND THE PULL INTO THE VIRTUAL WORLD IT GENERATES COMMUNITY AND THE PULL INTO THE VIRTUAL WORLD IT GENERATES COMMUNITY AND THE PULL INTO THE VIRTUAL WORLD IT GENERATES COMMUNITY AND COMMUNITY NATURALLY

1193WORLD IT GENERATES COMMUNITY AND COMMUNITY NATURALLY WORLD IT GENERATES COMMUNITY AND COMMUNITY NATURALLY SMARTPHONES IN THEIR APPS ARE AND COMMUNITY NATURALLY SMARTPHONES IN THEIR APPS ARE AND COMMUNITY NATURALLY SMARTPHONES IN THEIR APPS ARE SUCH POWERFUL ATTENTION MAGNETS SMARTPHONES IN THEIR APPS ARE SUCH POWERFUL ATTENTION MAGNETS SMARTPHONES IN THEIR APPS ARE SUCH POWERFUL ATTENTION MAGNETS THAT HALF OF ALL 18 SAY THEY SUCH POWERFUL ATTENTION MAGNETS THAT HALF OF ALL 18 SAY THEY SUCH POWERFUL ATTENTION MAGNETS THAT HALF OF ALL 18 SAY THEY ARE ONLINE ALMOST CONSTANTLY THAT HALF OF ALL 18 SAY THEY ARE ONLINE ALMOST CONSTANTLY THAT HALF OF ALL 18 SAY THEY ARE ONLINE ALMOST CONSTANTLY CAN ANYONE DOUBT THAT A SCHOOL ARE ONLINE ALMOST CONSTANTLY CAN ANYONE DOUBT THAT A SCHOOL ARE ONLINE ALMOST CONSTANTLY CAN ANYONE DOUBT THAT A SCHOOL FULL OF

1194STUDENTS USING OR CAN ANYONE DOUBT THAT A SCHOOL FULL OF STUDENTS USING OR CAN ANYONE DOUBT THAT A SCHOOL FULL OF STUDENTS USING OR THINKING ABOUT THEIR PHONES FULL OF STUDENTS USING OR THINKING ABOUT THEIR PHONES FULL OF STUDENTS USING OR THINKING ABOUT THEIR PHONES ALMOST ALL THE TIME TEXTING THINKING ABOUT THEIR PHONES ALMOST ALL THE TIME TEXTING THINKING ABOUT THEIR PHONES ALMOST ALL THE TIME TEXTING EACH OTHER, SCROLLING THROUGH ALMOST ALL THE TIME TEXTING EACH OTHER, SCROLLING THROUGH ALMOST ALL THE TIME TEXTING EACH OTHER, SCROLLING THROUGH SOCIAL MEDIA AND PLAYING MOBILE EACH OTHER, SCROLLING THROUGH SOCIAL MEDIA AND PLAYING MOBILE EACH OTHER, SCROLLING THROUGH SOCIAL MEDIA AND PLAYING MOBILE GAMES DURING CLASS AND SOCIAL MEDIA AND PLAYING MOBILE GAMES DURING CLASS AND SOCIAL MEDIA AND PLAYING MOBILE GAMES DURING CLASS AND LUNCHTIME IS GOING

1195TO BE A GAMES DURING CLASS AND LUNCHTIME IS GOING TO BE A GAMES DURING CLASS AND LUNCHTIME IS GOING TO BE A SCHOOL WITH LESS LEARNING MORE LUNCHTIME IS GOING TO BE A SCHOOL WITH LESS LEARNING MORE LUNCHTIME IS GOING TO BE A SCHOOL WITH LESS LEARNING MORE DRAMA AND A WEAKER SENSE SCHOOL WITH LESS LEARNING MORE DRAMA AND A WEAKER SENSE SCHOOL WITH LESS LEARNING MORE DRAMA AND A WEAKER SENSE OF COMMUNITY AND BELONGING MOST DRAMA AND A WEAKER SENSE OF COMMUNITY AND BELONGING MOST DRAMA AND A WEAKER SENSE OF COMMUNITY AND BELONGING MOST PUBLIC SCHOOLS IN THE UNITED OF COMMUNITY AND BELONGING MOST PUBLIC SCHOOLS IN THE UNITED OF COMMUNITY AND BELONGING MOST PUBLIC SCHOOLS IN THE UNITED STATES SAY THAT THEY BANNED PUBLIC SCHOOLS IN THE UNITED STATES SAY THAT THEY BANNED

1196PUBLIC SCHOOLS IN THE UNITED STATES SAY THAT THEY BANNED PHONES 77 PERCENT SAID SO TO STATES SAY THAT THEY BANNED PHONES 77 PERCENT SAID SO TO STATES SAY THAT THEY BANNED PHONES 77 PERCENT SAID SO TO 2020 SURVEY BUT THAT USUALLY PHONES 77 PERCENT SAID SO TO 2020 SURVEY BUT THAT USUALLY PHONES 77 PERCENT SAID SO TO 2020 SURVEY BUT THAT USUALLY JUST MEANS THAT THE SCHOOL 2020 SURVEY BUT THAT USUALLY JUST MEANS THAT THE SCHOOL 2020 SURVEY BUT THAT USUALLY JUST MEANS THAT THE SCHOOL FORBIDS PHONE USE DURING CLASS JUST MEANS THAT THE SCHOOL FORBIDS PHONE USE DURING CLASS JUST MEANS THAT THE SCHOOL FORBIDS PHONE USE DURING CLASS TIME SO STUDENTS MUST HIDE FORBIDS PHONE USE DURING CLASS TIME SO STUDENTS MUST HIDE FORBIDS PHONE USE DURING CLASS TIME SO STUDENTS MUST HIDE

1197THEIR PHONES IN THEIR LAPS OR TIME SO STUDENTS MUST HIDE THEIR PHONES IN THEIR LAPS OR TIME SO STUDENTS MUST HIDE THEIR PHONES IN THEIR LAPS OR BEHIND THE BOOK IN ORDER TO USE THEIR PHONES IN THEIR LAPS OR BEHIND THE BOOK IN ORDER TO USE THEIR PHONES IN THEIR LAPS OR BEHIND THE BOOK IN ORDER TO USE THEM EVEN IF SUCH A BAND WERE BEHIND THE BOOK IN ORDER TO USE THEM EVEN IF SUCH A BAND WERE BEHIND THE BOOK IN ORDER TO USE THEM EVEN IF SUCH A BAND WERE PERFECTLY ENFORCED BY HYPER THEM EVEN IF SUCH A BAND WERE PERFECTLY ENFORCED BY HYPER THEM EVEN IF SUCH A BAND WERE PERFECTLY ENFORCED BY HYPER VIGILANT TEACHERS PATROLLING PERFECTLY ENFORCED BY HYPER VIGILANT TEACHERS PATROLLING PERFECTLY ENFORCED BY HYPER VIGILANT TEACHERS PATROLLING EACH

1198ROLE OF THE CLASSROOM, IT VIGILANT TEACHERS PATROLLING EACH ROLE OF THE CLASSROOM, IT VIGILANT TEACHERS PATROLLING EACH ROLE OF THE CLASSROOM, IT WOULD MEAN THAT THE MOMENT EACH ROLE OF THE CLASSROOM, IT WOULD MEAN THAT THE MOMENT EACH ROLE OF THE CLASSROOM, IT WOULD MEAN THAT THE MOMENT CLASS ENDED MOST STUDENTS WOULD WOULD MEAN THAT THE MOMENT CLASS ENDED MOST STUDENTS WOULD WOULD MEAN THAT THE MOMENT CLASS ENDED MOST STUDENTS WOULD PULL OUT THEIR PHONES CHECK CLASS ENDED MOST STUDENTS WOULD PULL OUT THEIR PHONES CHECK CLASS ENDED MOST STUDENTS WOULD PULL OUT THEIR PHONES CHECK THEIR TEXANS FEEDS AND IGNORE PULL OUT THEIR PHONES CHECK THEIR TEXANS FEEDS AND IGNORE PULL OUT THEIR PHONES CHECK THEIR TEXANS FEEDS AND IGNORE THE STUDENTS NEXT TO THEM WHEN THEIR TEXANS FEEDS AND IGNORE THE STUDENTS NEXT TO

1199THEM WHEN THEIR TEXANS FEEDS AND IGNORE THE STUDENTS NEXT TO THEM WHEN STUDENTS ARE ALLOWED TO KEEP THE STUDENTS NEXT TO THEM WHEN STUDENTS ARE ALLOWED TO KEEP THE STUDENTS NEXT TO THEM WHEN STUDENTS ARE ALLOWED TO KEEP THEIR PHONES IN THEIR POCKETS, STUDENTS ARE ALLOWED TO KEEP THEIR PHONES IN THEIR POCKETS, STUDENTS ARE ALLOWED TO KEEP THEIR PHONES IN THEIR POCKETS, PHONE POLICING BECOMES A FULL THEIR PHONES IN THEIR POCKETS, PHONE POLICING BECOMES A FULL THEIR PHONES IN THEIR POCKETS, PHONE POLICING BECOMES A FULL TIME JOB AND IT IS THE LAST PHONE POLICING BECOMES A FULL TIME JOB AND IT IS THE LAST PHONE POLICING BECOMES A FULL TIME JOB AND IT IS THE LAST THING TEACHERS NEED ADDED TO TIME JOB AND IT IS THE LAST THING TEACHERS NEED ADDED TO TIME JOB

1200AND IT IS THE LAST THING TEACHERS NEED ADDED TO THEIR WORKLOAD. THING TEACHERS NEED ADDED TO THEIR WORKLOAD. THING TEACHERS NEED ADDED TO THEIR WORKLOAD. MANY OF THEM EVENTUALLY GIVE UP THEIR WORKLOAD. MANY OF THEM EVENTUALLY GIVE UP THEIR WORKLOAD. MANY OF THEM EVENTUALLY GIVE UP AND TOLERATE OPEN USE AS ONE MANY OF THEM EVENTUALLY GIVE UP AND TOLERATE OPEN USE AS ONE MANY OF THEM EVENTUALLY GIVE UP AND TOLERATE OPEN USE AS ONE MIDDLE SCHOOL TEACHER WROTE TO AND TOLERATE OPEN USE AS ONE MIDDLE SCHOOL TEACHER WROTE TO AND TOLERATE OPEN USE AS ONE MIDDLE SCHOOL TEACHER WROTE TO ME IF TEACHERS A CHANCE AND MIDDLE SCHOOL TEACHER WROTE TO ME IF TEACHERS A CHANCE AND MIDDLE SCHOOL TEACHER WROTE TO ME IF TEACHERS A CHANCE AND SMARTPHONES A PHONE BAND ME IF TEACHERS

1201A CHANCE AND SMARTPHONES A PHONE BAND ME IF TEACHERS A CHANCE AND SMARTPHONES A PHONE BAND LIMITED TO TIME IS NEARLY SMARTPHONES A PHONE BAND LIMITED TO TIME IS NEARLY SMARTPHONES A PHONE BAND LIMITED TO TIME IS NEARLY USELESS THIS IS WHY SCHOOLS LIMITED TO TIME IS NEARLY USELESS THIS IS WHY SCHOOLS LIMITED TO TIME IS NEARLY USELESS THIS IS WHY SCHOOLS SHOULD GO PHONE FREE FOR THE USELESS THIS IS WHY SCHOOLS SHOULD GO PHONE FREE FOR THE USELESS THIS IS WHY SCHOOLS SHOULD GO PHONE FREE FOR THE ENTIRETY OF THE SCHOOL DAY WHEN SHOULD GO PHONE FREE FOR THE ENTIRETY OF THE SCHOOL DAY WHEN SHOULD GO PHONE FREE FOR THE ENTIRETY OF THE SCHOOL DAY WHEN STUDENTS ARRIVED THEY PUT THEIR ENTIRETY OF THE SCHOOL DAY WHEN STUDENTS ARRIVED THEY PUT THEIR ENTIRETY

1202OF THE SCHOOL DAY WHEN STUDENTS ARRIVED THEY PUT THEIR PHONE INTO A DEDICATED PHONE STUDENTS ARRIVED THEY PUT THEIR PHONE INTO A DEDICATED PHONE STUDENTS ARRIVED THEY PUT THEIR PHONE INTO A DEDICATED PHONE LOCK OR INTO A LOT OF PHONE PHONE INTO A DEDICATED PHONE LOCK OR INTO A LOT OF PHONE PHONE INTO A DEDICATED PHONE LOCK OR INTO A LOT OF PHONE CALLS AT THE END OF THE DAY LOCK OR INTO A LOT OF PHONE CALLS AT THE END OF THE DAY LOCK OR INTO A LOT OF PHONE CALLS AT THE END OF THE DAY THEY RETRIEVE THEIR PHONES FROM CALLS AT THE END OF THE DAY THEY RETRIEVE THEIR PHONES FROM CALLS AT THE END OF THE DAY THEY RETRIEVE THEIR PHONES FROM A LOCKER OR THEY ACCESS A THEY RETRIEVE THEIR PHONES

1203FROM A LOCKER OR THEY ACCESS A THEY RETRIEVE THEIR PHONES FROM A LOCKER OR THEY ACCESS A DEVICE THAT UNLOCKS THE POUCH. A LOCKER OR THEY ACCESS A DEVICE THAT UNLOCKS THE POUCH. A LOCKER OR THEY ACCESS A DEVICE THAT UNLOCKS THE POUCH. SOME PARENTS OBJECT THAT THEY DEVICE THAT UNLOCKS THE POUCH. SOME PARENTS OBJECT THAT THEY DEVICE THAT UNLOCKS THE POUCH. SOME PARENTS OBJECT THAT THEY NEED TO BE ABLE TO REACH THEIR SOME PARENTS OBJECT THAT THEY NEED TO BE ABLE TO REACH THEIR SOME PARENTS OBJECT THAT THEY NEED TO BE ABLE TO REACH THEIR CHILDREN IMMEDIATELY IN CASE NEED TO BE ABLE TO REACH THEIR CHILDREN IMMEDIATELY IN CASE NEED TO BE ABLE TO REACH THEIR CHILDREN IMMEDIATELY IN CASE OF AN EMERGENCY SUCH AS A CHILDREN IMMEDIATELY IN CASE OF AN EMERGENCY

1204SUCH AS A CHILDREN IMMEDIATELY IN CASE OF AN EMERGENCY SUCH AS A SCHOOL SHOOTING AUTHOR GOES ON OF AN EMERGENCY SUCH AS A SCHOOL SHOOTING AUTHOR GOES ON OF AN EMERGENCY SUCH AS A SCHOOL SHOOTING AUTHOR GOES ON TO SAY AS A PARENT A PARENT I SCHOOL SHOOTING AUTHOR GOES ON TO SAY AS A PARENT A PARENT I SCHOOL SHOOTING AUTHOR GOES ON TO SAY AS A PARENT A PARENT I UNDERSTAND THIS DESIRE BUT A TO SAY AS A PARENT A PARENT I UNDERSTAND THIS DESIRE BUT A TO SAY AS A PARENT A PARENT I UNDERSTAND THIS DESIRE BUT A SCHOOL IN WHICH MOST STUDENTS UNDERSTAND THIS DESIRE BUT A SCHOOL IN WHICH MOST STUDENTS UNDERSTAND THIS DESIRE BUT A SCHOOL IN WHICH MOST STUDENTS ARE CALLING OR TEXTING THEIR SCHOOL IN WHICH MOST STUDENTS

1205ARE CALLING OR TEXTING THEIR SCHOOL IN WHICH MOST STUDENTS ARE CALLING OR TEXTING THEIR PARENTS DURING AN EMERGENCY IS ARE CALLING OR TEXTING THEIR PARENTS DURING AN EMERGENCY IS ARE CALLING OR TEXTING THEIR PARENTS DURING AN EMERGENCY IS LIKELY TO BE LESS SAFE THAN A PARENTS DURING AN EMERGENCY IS LIKELY TO BE LESS SAFE THAN A PARENTS DURING AN EMERGENCY IS LIKELY TO BE LESS SAFE THAN A SCHOOL IN WHICH ONLY THE ADULTS LIKELY TO BE LESS SAFE THAN A SCHOOL IN WHICH ONLY THE ADULTS LIKELY TO BE LESS SAFE THAN A SCHOOL IN WHICH ONLY THE ADULTS HAVE PHONES AND THE STUDENTS SCHOOL IN WHICH ONLY THE ADULTS HAVE PHONES AND THE STUDENTS SCHOOL IN WHICH ONLY THE ADULTS HAVE PHONES AND THE STUDENTS ARE LISTENING TO THE ADULTS AND HAVE PHONES AND THE

1206STUDENTS ARE LISTENING TO THE ADULTS AND HAVE PHONES AND THE STUDENTS ARE LISTENING TO THE ADULTS AND PAYING ATTENTION TO THEIR ARE LISTENING TO THE ADULTS AND PAYING ATTENTION TO THEIR ARE LISTENING TO THE ADULTS AND PAYING ATTENTION TO THEIR SURROUNDINGS THERE'S LITTLE PAYING ATTENTION TO THEIR SURROUNDINGS THERE'S LITTLE PAYING ATTENTION TO THEIR SURROUNDINGS THERE'S LITTLE SURPRISING EVIDENCE THAT SURROUNDINGS THERE'S LITTLE SURPRISING EVIDENCE THAT SURROUNDINGS THERE'S LITTLE SURPRISING EVIDENCE THAT DIGITAL TECHNOLOGIES ENHANCED SURPRISING EVIDENCE THAT DIGITAL TECHNOLOGIES ENHANCED SURPRISING EVIDENCE THAT DIGITAL TECHNOLOGIES ENHANCED LEARNING AND THE TYPICAL DIGITAL TECHNOLOGIES ENHANCED LEARNING AND THE TYPICAL DIGITAL TECHNOLOGIES ENHANCED LEARNING AND THE TYPICAL CLASSROOM. LEARNING AND THE TYPICAL CLASSROOM. LEARNING AND THE TYPICAL CLASSROOM. THE REPORT ALSO NOTED THAT CLASSROOM. THE REPORT ALSO NOTED THAT CLASSROOM. THE REPORT ALSO NOTED THAT MOBILE PHONE USE WAS ASSOCIATED

1207THE REPORT ALSO NOTED THAT MOBILE PHONE USE WAS ASSOCIATED THE REPORT ALSO NOTED THAT MOBILE PHONE USE WAS ASSOCIATED WITH REDUCED EDUCATIONAL MOBILE PHONE USE WAS ASSOCIATED WITH REDUCED EDUCATIONAL MOBILE PHONE USE WAS ASSOCIATED WITH REDUCED EDUCATIONAL PERFORMANCE AND INCREASED WITH REDUCED EDUCATIONAL PERFORMANCE AND INCREASED WITH REDUCED EDUCATIONAL PERFORMANCE AND INCREASED CLASSROOM DISRUPTION SO GOING PERFORMANCE AND INCREASED CLASSROOM DISRUPTION SO GOING PERFORMANCE AND INCREASED CLASSROOM DISRUPTION SO GOING PHONE FREE IS CRUCIAL FIRST CLASSROOM DISRUPTION SO GOING PHONE FREE IS CRUCIAL FIRST CLASSROOM DISRUPTION SO GOING PHONE FREE IS CRUCIAL FIRST STEP THE VALUE OF PHONE PHONE FREE IS CRUCIAL FIRST STEP THE VALUE OF PHONE PHONE FREE IS CRUCIAL FIRST STEP THE VALUE OF PHONE OF PHONE FREE AND THIS IS STEP THE VALUE OF PHONE OF PHONE FREE AND THIS IS STEP THE VALUE

1208OF PHONE OF PHONE FREE AND THIS IS FASCINATING PLEASE LISTEN IN ON OF PHONE FREE AND THIS IS FASCINATING PLEASE LISTEN IN ON OF PHONE FREE AND THIS IS FASCINATING PLEASE LISTEN IN ON THIS ONE. FASCINATING PLEASE LISTEN IN ON THIS ONE. FASCINATING PLEASE LISTEN IN ON THIS ONE. THE VALUE OF PHONE FREE AND THIS ONE. THE VALUE OF PHONE FREE AND THIS ONE. THE VALUE OF PHONE FREE AND EVEN GRAIN FREE EDUCATION CAN THE VALUE OF PHONE FREE AND EVEN GRAIN FREE EDUCATION CAN THE VALUE OF PHONE FREE AND EVEN GRAIN FREE EDUCATION CAN BE SEEN IN THE CHOICES THAT EVEN GRAIN FREE EDUCATION CAN BE SEEN IN THE CHOICES THAT EVEN GRAIN FREE EDUCATION CAN BE SEEN IN THE CHOICES THAT MANY TECH EXECUTIVES MAKE ABOUT BE SEEN IN THE CHOICES THAT MANY

1209TECH EXECUTIVES MAKE ABOUT BE SEEN IN THE CHOICES THAT MANY TECH EXECUTIVES MAKE ABOUT THE SCHOOLS TO WHICH THEY SEND MANY TECH EXECUTIVES MAKE ABOUT THE SCHOOLS TO WHICH THEY SEND MANY TECH EXECUTIVES MAKE ABOUT THE SCHOOLS TO WHICH THEY SEND THEIR OWN CHILDREN SUCH AS THE THE SCHOOLS TO WHICH THEY SEND THEIR OWN CHILDREN SUCH AS THE THE SCHOOLS TO WHICH THEY SEND THEIR OWN CHILDREN SUCH AS THE WALDORF SCHOOL OF THE PENINSULA THEIR OWN CHILDREN SUCH AS THE WALDORF SCHOOL OF THE PENINSULA THEIR OWN CHILDREN SUCH AS THE WALDORF SCHOOL OF THE PENINSULA I DIDN'T KNOW ANYTHING ABOUT IT WALDORF SCHOOL OF THE PENINSULA I DIDN'T KNOW ANYTHING ABOUT IT WALDORF SCHOOL OF THE PENINSULA I DIDN'T KNOW ANYTHING ABOUT IT CHECKED IT OUT IF OUT IF YOU I DIDN'T KNOW ANYTHING ABOUT

1210IT CHECKED IT OUT IF OUT IF YOU I DIDN'T KNOW ANYTHING ABOUT IT CHECKED IT OUT IF OUT IF YOU SEND YOUR KINDERGARTNER THERE CHECKED IT OUT IF OUT IF YOU SEND YOUR KINDERGARTNER THERE CHECKED IT OUT IF OUT IF YOU SEND YOUR KINDERGARTNER THERE IT'S THIRTY FIVE THOUSAND A SEND YOUR KINDERGARTNER THERE IT'S THIRTY FIVE THOUSAND A SEND YOUR KINDERGARTNER THERE IT'S THIRTY FIVE THOUSAND A YEAR IF YOU SEND YOUR HIGH IT'S THIRTY FIVE THOUSAND A YEAR IF YOU SEND YOUR HIGH IT'S THIRTY FIVE THOUSAND A YEAR IF YOU SEND YOUR HIGH SCHOOLER THERE IT'S FIFTY SEVEN YEAR IF YOU SEND YOUR HIGH SCHOOLER THERE IT'S FIFTY SEVEN YEAR IF YOU SEND YOUR HIGH SCHOOLER THERE IT'S FIFTY SEVEN THOUSAND SIX HUNDRED A YEAR. SCHOOLER THERE IT'S FIFTY SEVEN THOUSAND SIX HUNDRED A YEAR.

1211SCHOOLER THERE IT'S FIFTY SEVEN THOUSAND SIX HUNDRED A YEAR. BUT THESE EXECUTIVES SEND THEIR THOUSAND SIX HUNDRED A YEAR. BUT THESE EXECUTIVES SEND THEIR THOUSAND SIX HUNDRED A YEAR. BUT THESE EXECUTIVES SEND THEIR KIDS TO SCHOOL SUCH AS THIS ONE BUT THESE EXECUTIVES SEND THEIR KIDS TO SCHOOL SUCH AS THIS ONE BUT THESE EXECUTIVES SEND THEIR KIDS TO SCHOOL SUCH AS THIS ONE WHERE ALL DIGITAL DEVICES, KIDS TO SCHOOL SUCH AS THIS ONE WHERE ALL DIGITAL DEVICES, KIDS TO SCHOOL SUCH AS THIS ONE WHERE ALL DIGITAL DEVICES, PHONES, LAPTOPS TABLETS ARE WHERE ALL DIGITAL DEVICES, PHONES, LAPTOPS TABLETS ARE WHERE ALL DIGITAL DEVICES, PHONES, LAPTOPS TABLETS ARE PROHIBITED. PHONES, LAPTOPS TABLETS ARE PROHIBITED. PHONES, LAPTOPS TABLETS ARE PROHIBITED. THIS IS IN STARK CONTRAST WITH PROHIBITED. THIS IS IN STARK CONTRAST WITH PROHIBITED. THIS IS IN

1212STARK CONTRAST WITH MANY PUBLIC SCHOOLS THAT ARE THIS IS IN STARK CONTRAST WITH MANY PUBLIC SCHOOLS THAT ARE THIS IS IN STARK CONTRAST WITH MANY PUBLIC SCHOOLS THAT ARE ADVANCING ONE TO ONE TECHNOLOGY MANY PUBLIC SCHOOLS THAT ARE ADVANCING ONE TO ONE TECHNOLOGY MANY PUBLIC SCHOOLS THAT ARE ADVANCING ONE TO ONE TECHNOLOGY PROGRAMS TRYING TO GIVE EVERY ADVANCING ONE TO ONE TECHNOLOGY PROGRAMS TRYING TO GIVE EVERY ADVANCING ONE TO ONE TECHNOLOGY PROGRAMS TRYING TO GIVE EVERY CHILD THEIR OWN DEVICE WALDORF PROGRAMS TRYING TO GIVE EVERY CHILD THEIR OWN DEVICE WALDORF PROGRAMS TRYING TO GIVE EVERY CHILD THEIR OWN DEVICE WALDORF IS PROBABLY RIGHT ADDITIONAL CHILD THEIR OWN DEVICE WALDORF IS PROBABLY RIGHT ADDITIONAL CHILD THEIR OWN DEVICE WALDORF IS PROBABLY RIGHT ADDITIONAL EVIDENCE IT PHONES MAY BE IS PROBABLY RIGHT ADDITIONAL EVIDENCE IT PHONES MAY

1213BE IS PROBABLY RIGHT ADDITIONAL EVIDENCE IT PHONES MAY BE INTERFERING WITH EDUCATION IN EVIDENCE IT PHONES MAY BE INTERFERING WITH EDUCATION IN EVIDENCE IT PHONES MAY BE INTERFERING WITH EDUCATION IN THE UNITED STATES CAN BE FOUND INTERFERING WITH EDUCATION IN THE UNITED STATES CAN BE FOUND INTERFERING WITH EDUCATION IN THE UNITED STATES CAN BE FOUND IN THE TWENTY TWENTY THREE THE UNITED STATES CAN BE FOUND IN THE TWENTY TWENTY THREE THE UNITED STATES CAN BE FOUND IN THE TWENTY TWENTY THREE NATIONAL ASSESSMENT IN THE TWENTY TWENTY THREE NATIONAL ASSESSMENT IN THE TWENTY TWENTY THREE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS OTHERWISE KNOWN AS THE NATION'S OF EDUCATIONAL PROGRESS OTHERWISE KNOWN AS THE NATION'S OF EDUCATIONAL PROGRESS OTHERWISE KNOWN AS THE NATION'S REPORT CARD WHICH SHOWED OTHERWISE

1214KNOWN AS THE NATION'S REPORT CARD WHICH SHOWED OTHERWISE KNOWN AS THE NATION'S REPORT CARD WHICH SHOWED SUBSTANTIAL DROPS IN TEST REPORT CARD WHICH SHOWED SUBSTANTIAL DROPS IN TEST REPORT CARD WHICH SHOWED SUBSTANTIAL DROPS IN TEST SCORES DURING THE COVID AREA SUBSTANTIAL DROPS IN TEST SCORES DURING THE COVID AREA SUBSTANTIAL DROPS IN TEST SCORES DURING THE COVID AREA ERASING MANY YEARS OF GAMES SCORES DURING THE COVID AREA ERASING MANY YEARS OF GAMES SCORES DURING THE COVID AREA ERASING MANY YEARS OF GAMES HERE'S ANOTHER LEAN IN MOMENT ERASING MANY YEARS OF GAMES HERE'S ANOTHER LEAN IN MOMENT ERASING MANY YEARS OF GAMES HERE'S ANOTHER LEAN IN MOMENT HOWEVER. HERE'S ANOTHER LEAN IN MOMENT HOWEVER. HERE'S ANOTHER LEAN IN MOMENT HOWEVER. BEAR WITH ME LADIES. HOWEVER. BEAR WITH ME LADIES. HOWEVER. BEAR WITH ME LADIES. HOWEVER IF YOU

1215LOOK CLOSELY AT BEAR WITH ME LADIES. HOWEVER IF YOU LOOK CLOSELY AT BEAR WITH ME LADIES. HOWEVER IF YOU LOOK CLOSELY AT THE DATA IT BECOMES CLEAR THAT HOWEVER IF YOU LOOK CLOSELY AT THE DATA IT BECOMES CLEAR THAT HOWEVER IF YOU LOOK CLOSELY AT THE DATA IT BECOMES CLEAR THAT THE DECLINE IN TEST SCORES THE DATA IT BECOMES CLEAR THAT THE DECLINE IN TEST SCORES THE DATA IT BECOMES CLEAR THAT THE DECLINE IN TEST SCORES BEGAN EARLIER SCORES HAD BEEN THE DECLINE IN TEST SCORES BEGAN EARLIER SCORES HAD BEEN THE DECLINE IN TEST SCORES BEGAN EARLIER SCORES HAD BEEN RISING PRETTY CONSISTENTLY FROM BEGAN EARLIER SCORES HAD BEEN RISING PRETTY CONSISTENTLY FROM BEGAN EARLIER SCORES HAD BEEN RISING PRETTY CONSISTENTLY FROM THE NINETEEN SEVENTIES UNTIL RISING PRETTY CONSISTENTLY FROM THE NINETEEN SEVENTIES UNTIL RISING

1216PRETTY CONSISTENTLY FROM THE NINETEEN SEVENTIES UNTIL 2012 RISING AND THEN THEY THE NINETEEN SEVENTIES UNTIL 2012 RISING AND THEN THEY THE NINETEEN SEVENTIES UNTIL 2012 RISING AND THEN THEY REVERSED COVID RESTRICTIONS AND 2012 RISING AND THEN THEY REVERSED COVID RESTRICTIONS AND 2012 RISING AND THEN THEY REVERSED COVID RESTRICTIONS AND REMOTE SCHOOLING ADDED TO THE REVERSED COVID RESTRICTIONS AND REMOTE SCHOOLING ADDED TO THE REVERSED COVID RESTRICTIONS AND REMOTE SCHOOLING ADDED TO THE DECLINE ESPECIALLY IN MATH BUT REMOTE SCHOOLING ADDED TO THE DECLINE ESPECIALLY IN MATH BUT REMOTE SCHOOLING ADDED TO THE DECLINE ESPECIALLY IN MATH BUT THE DROP BETWEEN 2012 AND THE DECLINE ESPECIALLY IN MATH BUT THE DROP BETWEEN 2012 AND THE DECLINE ESPECIALLY IN MATH BUT THE DROP BETWEEN 2012 AND THE BEGINNING OF COVERED WAS THE DROP BETWEEN 2012 AND THE BEGINNING OF

1217COVERED WAS THE DROP BETWEEN 2012 AND THE BEGINNING OF COVERED WAS SUBSTANTIAL. BEGINNING OF COVERED WAS SUBSTANTIAL. BEGINNING OF COVERED WAS SUBSTANTIAL. THE REVERSAL COINCIDED AT THE SUBSTANTIAL. THE REVERSAL COINCIDED AT THE SUBSTANTIAL. THE REVERSAL COINCIDED AT THE MOMENT TEENS TRADED IN THEIR THE REVERSAL COINCIDED AT THE MOMENT TEENS TRADED IN THEIR THE REVERSAL COINCIDED AT THE MOMENT TEENS TRADED IN THEIR BASIC FLIP PHONES FOR MOMENT TEENS TRADED IN THEIR BASIC FLIP PHONES FOR MOMENT TEENS TRADED IN THEIR BASIC FLIP PHONES FOR SMARTPHONES LEADING TO A BIG BASIC FLIP PHONES FOR SMARTPHONES LEADING TO A BIG BASIC FLIP PHONES FOR SMARTPHONES LEADING TO A BIG INCREASE IN THE ATTENTION SMARTPHONES LEADING TO A BIG INCREASE IN THE ATTENTION SMARTPHONES LEADING TO A BIG INCREASE IN THE ATTENTION FRAGMENTATION THROUGHOUT THE INCREASE IN THE ATTENTION FRAGMENTATION

1218THROUGHOUT THE INCREASE IN THE ATTENTION FRAGMENTATION THROUGHOUT THE SCHOOL DAY. FRAGMENTATION THROUGHOUT THE SCHOOL DAY. FRAGMENTATION THROUGHOUT THE SCHOOL DAY. IT WASN'T STUDENTS THAT WE'RE SCHOOL DAY. IT WASN'T STUDENTS THAT WE'RE SCHOOL DAY. IT WASN'T STUDENTS THAT WE'RE IN THE HIGH COURT ORDER IT WAS IT WASN'T STUDENTS THAT WE'RE IN THE HIGH COURT ORDER IT WAS IT WASN'T STUDENTS THAT WE'RE IN THE HIGH COURT ORDER IT WAS THE LOWER QUARTER WHOSE SCORES IN THE HIGH COURT ORDER IT WAS THE LOWER QUARTER WHOSE SCORES IN THE HIGH COURT ORDER IT WAS THE LOWER QUARTER WHOSE SCORES DROPPED THE MOST BETWEEN 2012 THE LOWER QUARTER WHOSE SCORES DROPPED THE MOST BETWEEN 2012 THE LOWER QUARTER WHOSE SCORES DROPPED THE MOST BETWEEN 2012 AND 2020 AGAIN THE LEAD IN DROPPED THE MOST BETWEEN 2012 AND 2020 AGAIN THE

1219LEAD IN DROPPED THE MOST BETWEEN 2012 AND 2020 AGAIN THE LEAD IN MOMENT THESE STUDENTS ARE AND 2020 AGAIN THE LEAD IN MOMENT THESE STUDENTS ARE AND 2020 AGAIN THE LEAD IN MOMENT THESE STUDENTS ARE DISPROPORTIONATELY FROM LOWER MOMENT THESE STUDENTS ARE DISPROPORTIONATELY FROM LOWER MOMENT THESE STUDENTS ARE DISPROPORTIONATELY FROM LOWER INCOME HOUSEHOLDS WITH BLACK DISPROPORTIONATELY FROM LOWER INCOME HOUSEHOLDS WITH BLACK DISPROPORTIONATELY FROM LOWER INCOME HOUSEHOLDS WITH BLACK AND LATINO STUDENTS INCOME HOUSEHOLDS WITH BLACK AND LATINO STUDENTS INCOME HOUSEHOLDS WITH BLACK AND LATINO STUDENTS OVERREPRESENTED STUDIES SHOW AND LATINO STUDENTS OVERREPRESENTED STUDIES SHOW AND LATINO STUDENTS OVERREPRESENTED STUDIES SHOW THAT LOWER INCOME BLACK LATINO OVERREPRESENTED STUDIES SHOW THAT LOWER INCOME BLACK LATINO OVERREPRESENTED STUDIES SHOW THAT LOWER INCOME BLACK LATINO CHILDREN PUT IN MORE SCREEN THAT LOWER INCOME BLACK LATINO CHILDREN PUT IN MORE SCREEN

1220THAT LOWER INCOME BLACK LATINO CHILDREN PUT IN MORE SCREEN TIME AND HAVE LESS SUPERVISION CHILDREN PUT IN MORE SCREEN TIME AND HAVE LESS SUPERVISION CHILDREN PUT IN MORE SCREEN TIME AND HAVE LESS SUPERVISION OF THEIR ELECTRONIC LIVES ON TIME AND HAVE LESS SUPERVISION OF THEIR ELECTRONIC LIVES ON TIME AND HAVE LESS SUPERVISION OF THEIR ELECTRONIC LIVES ON AVERAGE AND CHILDREN FROM OF THEIR ELECTRONIC LIVES ON AVERAGE AND CHILDREN FROM OF THEIR ELECTRONIC LIVES ON AVERAGE AND CHILDREN FROM WEALTHY FAMILIES ACROSS THE AVERAGE AND CHILDREN FROM WEALTHY FAMILIES ACROSS THE AVERAGE AND CHILDREN FROM WEALTHY FAMILIES ACROSS THE BOARD CHILDREN AND SINGLE WEALTHY FAMILIES ACROSS THE BOARD CHILDREN AND SINGLE WEALTHY FAMILIES ACROSS THE BOARD CHILDREN AND SINGLE PARENT HOUSEHOLDS HAVE MORE BOARD CHILDREN AND SINGLE PARENT HOUSEHOLDS HAVE MORE BOARD CHILDREN AND SINGLE PARENT HOUSEHOLDS

1221HAVE MORE UNSUPERVISED SCREEN TIME THIS PARENT HOUSEHOLDS HAVE MORE UNSUPERVISED SCREEN TIME THIS PARENT HOUSEHOLDS HAVE MORE UNSUPERVISED SCREEN TIME THIS SUGGESTS THAT SMARTPHONES ARE UNSUPERVISED SCREEN TIME THIS SUGGESTS THAT SMARTPHONES ARE UNSUPERVISED SCREEN TIME THIS SUGGESTS THAT SMARTPHONES ARE EXACERBATING EDUCATIONAL SUGGESTS THAT SMARTPHONES ARE EXACERBATING EDUCATIONAL SUGGESTS THAT SMARTPHONES ARE EXACERBATING EDUCATIONAL INEQUALITY BY BOTH SOCIAL CLASS EXACERBATING EDUCATIONAL INEQUALITY BY BOTH SOCIAL CLASS EXACERBATING EDUCATIONAL INEQUALITY BY BOTH SOCIAL CLASS AND RACE THE DIGITAL DIVIDE IS INEQUALITY BY BOTH SOCIAL CLASS AND RACE THE DIGITAL DIVIDE IS INEQUALITY BY BOTH SOCIAL CLASS AND RACE THE DIGITAL DIVIDE IS NO LONGER THAT POOR KIDS AND AND RACE THE DIGITAL DIVIDE IS NO LONGER THAT POOR KIDS AND AND RACE THE DIGITAL DIVIDE IS NO LONGER THAT POOR KIDS AND RACIAL MINORITIES HAVE LESS NO LONGER THAT

1222POOR KIDS AND RACIAL MINORITIES HAVE LESS NO LONGER THAT POOR KIDS AND RACIAL MINORITIES HAVE LESS ACCESS THE INTERNET AS WHICH RACIAL MINORITIES HAVE LESS ACCESS THE INTERNET AS WHICH RACIAL MINORITIES HAVE LESS ACCESS THE INTERNET AS WHICH FEATURED FEARED IN THE EARLY ACCESS THE INTERNET AS WHICH FEATURED FEARED IN THE EARLY ACCESS THE INTERNET AS WHICH FEATURED FEARED IN THE EARLY 2000S IT IS NOW THAT THEY HAVE FEATURED FEARED IN THE EARLY 2000S IT IS NOW THAT THEY HAVE FEATURED FEARED IN THE EARLY 2000S IT IS NOW THAT THEY HAVE LESS PROTECTION FROM IT BUT AS 2000S IT IS NOW THAT THEY HAVE LESS PROTECTION FROM IT BUT AS 2000S IT IS NOW THAT THEY HAVE LESS PROTECTION FROM IT BUT AS FAR SMARTPHONES DON'T LESS PROTECTION FROM IT BUT AS FAR SMARTPHONES DON'T

1223LESS PROTECTION FROM IT BUT AS FAR SMARTPHONES DON'T SMARTPHONES DON'T JUST DAMAGE FAR SMARTPHONES DON'T SMARTPHONES DON'T JUST DAMAGE FAR SMARTPHONES DON'T SMARTPHONES DON'T JUST DAMAGE LEARNING THEY ALSO DAMAGE SMARTPHONES DON'T JUST DAMAGE LEARNING THEY ALSO DAMAGE SMARTPHONES DON'T JUST DAMAGE LEARNING THEY ALSO DAMAGE SOCIAL RELATIONSHIPS AND ON IT LEARNING THEY ALSO DAMAGE SOCIAL RELATIONSHIPS AND ON IT LEARNING THEY ALSO DAMAGE SOCIAL RELATIONSHIPS AND ON IT GOES POINT OF THE MATTER IS SOCIAL RELATIONSHIPS AND ON IT GOES POINT OF THE MATTER IS SOCIAL RELATIONSHIPS AND ON IT GOES POINT OF THE MATTER IS DEEPLY RESEARCHED, HIGHLY GOES POINT OF THE MATTER IS DEEPLY RESEARCHED, HIGHLY GOES POINT OF THE MATTER IS DEEPLY RESEARCHED, HIGHLY CONCERNED ABOUT THE MENTAL DEEPLY RESEARCHED, HIGHLY CONCERNED ABOUT THE MENTAL DEEPLY RESEARCHED, HIGHLY CONCERNED ABOUT THE MENTAL HEALTH OF KIDS

1224AND MAKING THE CONCERNED ABOUT THE MENTAL HEALTH OF KIDS AND MAKING THE CONCERNED ABOUT THE MENTAL HEALTH OF KIDS AND MAKING THE CONNECTION THAT DOING IT HEALTH OF KIDS AND MAKING THE CONNECTION THAT DOING IT HEALTH OF KIDS AND MAKING THE CONNECTION THAT DOING IT THROUGH THE ENTIRETY OF THE CONNECTION THAT DOING IT THROUGH THE ENTIRETY OF THE CONNECTION THAT DOING IT THROUGH THE ENTIRETY OF THE SCHOOL DAY IS SEEN FROM A DEEP THROUGH THE ENTIRETY OF THE SCHOOL DAY IS SEEN FROM A DEEP THROUGH THE ENTIRETY OF THE SCHOOL DAY IS SEEN FROM A DEEP ANALYTICAL PERSPECTIVE AS THE SCHOOL DAY IS SEEN FROM A DEEP ANALYTICAL PERSPECTIVE AS THE SCHOOL DAY IS SEEN FROM A DEEP ANALYTICAL PERSPECTIVE AS THE SINGLE MOST IMPORTANT WAY TO ANALYTICAL PERSPECTIVE AS THE SINGLE MOST IMPORTANT WAY

1225TO ANALYTICAL PERSPECTIVE AS THE SINGLE MOST IMPORTANT WAY TO ADDRESS THIS PROBLEM IF YOU DO SINGLE MOST IMPORTANT WAY TO ADDRESS THIS PROBLEM IF YOU DO SINGLE MOST IMPORTANT WAY TO ADDRESS THIS PROBLEM IF YOU DO IT DURING LUNCHTIME THEN YOU'VE ADDRESS THIS PROBLEM IF YOU DO IT DURING LUNCHTIME THEN YOU'VE ADDRESS THIS PROBLEM IF YOU DO IT DURING LUNCHTIME THEN YOU'VE GOT TO WRESTLE WITH THE IT DURING LUNCHTIME THEN YOU'VE GOT TO WRESTLE WITH THE IT DURING LUNCHTIME THEN YOU'VE GOT TO WRESTLE WITH THE CHALLENGES THAT SURROUND GOT TO WRESTLE WITH THE CHALLENGES THAT SURROUND GOT TO WRESTLE WITH THE CHALLENGES THAT SURROUND PUTTING EVERYTHING AWAY AFTER CHALLENGES THAT SURROUND PUTTING EVERYTHING AWAY AFTER CHALLENGES THAT SURROUND PUTTING EVERYTHING AWAY AFTER LUNCH. PUTTING EVERYTHING AWAY AFTER LUNCH. PUTTING EVERYTHING AWAY AFTER LUNCH. THIS JUST

1226SHOWS WITH RESEARCH LUNCH. THIS JUST SHOWS WITH RESEARCH LUNCH. THIS JUST SHOWS WITH RESEARCH EXAMPLES BASED ON HISTORICAL THIS JUST SHOWS WITH RESEARCH EXAMPLES BASED ON HISTORICAL THIS JUST SHOWS WITH RESEARCH EXAMPLES BASED ON HISTORICAL EXPERIENCES WHAT HAPPENS IF YOU EXAMPLES BASED ON HISTORICAL EXPERIENCES WHAT HAPPENS IF YOU EXAMPLES BASED ON HISTORICAL EXPERIENCES WHAT HAPPENS IF YOU DO IT ENTIRELY AND HOW EXPERIENCES WHAT HAPPENS IF YOU DO IT ENTIRELY AND HOW EXPERIENCES WHAT HAPPENS IF YOU DO IT ENTIRELY AND HOW BENEFICIAL IT CAN THANK YOU FOR DO IT ENTIRELY AND HOW BENEFICIAL IT CAN THANK YOU FOR DO IT ENTIRELY AND HOW BENEFICIAL IT CAN THANK YOU FOR JOINING ME. BENEFICIAL IT CAN THANK YOU FOR JOINING ME. BENEFICIAL IT CAN THANK YOU FOR JOINING ME. I APPRECIATE YOUR TIME MR. JOINING ME. I APPRECIATE

1227YOUR TIME MR. JOINING ME. I APPRECIATE YOUR TIME MR. FRANKLIN. I APPRECIATE YOUR TIME MR. FRANKLIN. I APPRECIATE YOUR TIME MR. FRANKLIN. DR. RIPERTON, THE ORIGINAL FRANKLIN. DR. RIPERTON, THE ORIGINAL FRANKLIN. DR. RIPERTON, THE ORIGINAL REGULATION THAT WE HAVE ON OUR DR. RIPERTON, THE ORIGINAL REGULATION THAT WE HAVE ON OUR DR. RIPERTON, THE ORIGINAL REGULATION THAT WE HAVE ON OUR PLATES HERE THAT IS THE REGULATION THAT WE HAVE ON OUR PLATES HERE THAT IS THE REGULATION THAT WE HAVE ON OUR PLATES HERE THAT IS THE ADMINISTRATION'S RECOMMENDATION PLATES HERE THAT IS THE ADMINISTRATION'S RECOMMENDATION PLATES HERE THAT IS THE ADMINISTRATION'S RECOMMENDATION THAT'S OK ALL OK, ALL RIGHT. ADMINISTRATION'S RECOMMENDATION THAT'S OK ALL OK, ALL RIGHT. ADMINISTRATION'S RECOMMENDATION THAT'S OK ALL OK, ALL RIGHT. SO TO ALLOW IT AT OK JUST TO THAT'S OK ALL OK,

1228ALL RIGHT. SO TO ALLOW IT AT OK JUST TO THAT'S OK ALL OK, ALL RIGHT. SO TO ALLOW IT AT OK JUST TO MR. COLLINS POINT HE REFERENCED SO TO ALLOW IT AT OK JUST TO MR. COLLINS POINT HE REFERENCED SO TO ALLOW IT AT OK JUST TO MR. COLLINS POINT HE REFERENCED IN MIDDLE SCHOOL HOW LONG HAVE MR. COLLINS POINT HE REFERENCED IN MIDDLE SCHOOL HOW LONG HAVE MR. COLLINS POINT HE REFERENCED IN MIDDLE SCHOOL HOW LONG HAVE WE BEEN COMPLETELY CELL PHONE IN MIDDLE SCHOOL HOW LONG HAVE WE BEEN COMPLETELY CELL PHONE IN MIDDLE SCHOOL HOW LONG HAVE WE BEEN COMPLETELY CELL PHONE AND MIDDLE SCHOOLS KIDS HAVE WE BEEN COMPLETELY CELL PHONE AND MIDDLE SCHOOLS KIDS HAVE WE BEEN COMPLETELY CELL PHONE AND MIDDLE SCHOOLS KIDS HAVE NEVER BEEN ALLOWED TO HAVE

1229AND MIDDLE SCHOOLS KIDS HAVE NEVER BEEN ALLOWED TO HAVE AND MIDDLE SCHOOLS KIDS HAVE NEVER BEEN ALLOWED TO HAVE THEIR CELL PHONES OUT. NEVER BEEN ALLOWED TO HAVE THEIR CELL PHONES OUT. NEVER BEEN ALLOWED TO HAVE THEIR CELL PHONES OUT. CORRECT. THEIR CELL PHONES OUT. CORRECT. THEIR CELL PHONES OUT. CORRECT. CURRENTLY OUR MIDDLE SCHOOL CORRECT. CURRENTLY OUR MIDDLE SCHOOL CORRECT. CURRENTLY OUR MIDDLE SCHOOL PROCESSES IT'S IN BACKPACKS IN CURRENTLY OUR MIDDLE SCHOOL PROCESSES IT'S IN BACKPACKS IN CURRENTLY OUR MIDDLE SCHOOL PROCESSES IT'S IN BACKPACKS IN THE LOCKER EXPECTATION THAT'S PROCESSES IT'S IN BACKPACKS IN THE LOCKER EXPECTATION THAT'S PROCESSES IT'S IN BACKPACKS IN THE LOCKER EXPECTATION THAT'S BEEN COMMUNICATED THERE. THE LOCKER EXPECTATION THAT'S BEEN COMMUNICATED THERE. THE LOCKER EXPECTATION THAT'S BEEN COMMUNICATED THERE. I SEE SOME PEOPLE SHAKING THEIR BEEN COMMUNICATED THERE. I SEE

1230SOME PEOPLE SHAKING THEIR BEEN COMMUNICATED THERE. I SEE SOME PEOPLE SHAKING THEIR HEADS OBVIOUSLY WE HAVE I SEE SOME PEOPLE SHAKING THEIR HEADS OBVIOUSLY WE HAVE I SEE SOME PEOPLE SHAKING THEIR HEADS OBVIOUSLY WE HAVE VIOLATIONS, CORRECT. HEADS OBVIOUSLY WE HAVE VIOLATIONS, CORRECT. HEADS OBVIOUSLY WE HAVE VIOLATIONS, CORRECT. YOU THAT'S THAT'S NOT GOING VIOLATIONS, CORRECT. YOU THAT'S THAT'S NOT GOING VIOLATIONS, CORRECT. YOU THAT'S THAT'S NOT GOING AWAY WITH ANY DECISION THAT'S YOU THAT'S THAT'S NOT GOING AWAY WITH ANY DECISION THAT'S YOU THAT'S THAT'S NOT GOING AWAY WITH ANY DECISION THAT'S MADE I MEAN LET'S BE CLEAR WE AWAY WITH ANY DECISION THAT'S MADE I MEAN LET'S BE CLEAR WE AWAY WITH ANY DECISION THAT'S MADE I MEAN LET'S BE CLEAR WE WILL WE WILL JUST ENSURE OUR MADE I MEAN LET'S BE CLEAR WE WILL

1231WE WILL JUST ENSURE OUR MADE I MEAN LET'S BE CLEAR WE WILL WE WILL JUST ENSURE OUR BEST THAT THERE CONSISTENT WILL WE WILL JUST ENSURE OUR BEST THAT THERE CONSISTENT WILL WE WILL JUST ENSURE OUR BEST THAT THERE CONSISTENT ENFORCEMENT WHATEVER IS DECIDED BEST THAT THERE CONSISTENT ENFORCEMENT WHATEVER IS DECIDED BEST THAT THERE CONSISTENT ENFORCEMENT WHATEVER IS DECIDED WE KNOW THERE'S GOING BE ENFORCEMENT WHATEVER IS DECIDED WE KNOW THERE'S GOING BE ENFORCEMENT WHATEVER IS DECIDED WE KNOW THERE'S GOING BE POTENTIAL FOR STUDENTS TO WE KNOW THERE'S GOING BE POTENTIAL FOR STUDENTS TO WE KNOW THERE'S GOING BE POTENTIAL FOR STUDENTS TO DECIDE TO TRY AND TEST THAT POTENTIAL FOR STUDENTS TO DECIDE TO TRY AND TEST THAT POTENTIAL FOR STUDENTS TO DECIDE TO TRY AND TEST THAT RULE I THINK TAYLOR'S ALL THIS DECIDE

1232TO TRY AND TEST THAT RULE I THINK TAYLOR'S ALL THIS DECIDE TO TRY AND TEST THAT RULE I THINK TAYLOR'S ALL THIS TIME YES. RULE I THINK TAYLOR'S ALL THIS TIME YES. RULE I THINK TAYLOR'S ALL THIS TIME YES. YES. TIME YES. YES. TIME YES. YES. AND I THINK THE OTHER IF I MAY YES. AND I THINK THE OTHER IF I MAY YES. AND I THINK THE OTHER IF I MAY THE ONE COMPONENT WHEN I HEAR AND I THINK THE OTHER IF I MAY THE ONE COMPONENT WHEN I HEAR AND I THINK THE OTHER IF I MAY THE ONE COMPONENT WHEN I HEAR THE EXAMPLES IN THAT I AGREE THE ONE COMPONENT WHEN I HEAR THE EXAMPLES IN THAT I AGREE THE ONE COMPONENT WHEN I HEAR THE EXAMPLES IN THAT I AGREE WITH EVERYTHING

1233THAT'S BEING THE EXAMPLES IN THAT I AGREE WITH EVERYTHING THAT'S BEING THE EXAMPLES IN THAT I AGREE WITH EVERYTHING THAT'S BEING SAID ABOUT THE LEVELS WITH EVERYTHING THAT'S BEING SAID ABOUT THE LEVELS WITH EVERYTHING THAT'S BEING SAID ABOUT THE LEVELS OF DISTRACTION ONE OF THE SAID ABOUT THE LEVELS OF DISTRACTION ONE OF THE SAID ABOUT THE LEVELS OF DISTRACTION ONE OF THE COMMENTS I MADE AT THE LAST OF DISTRACTION ONE OF THE COMMENTS I MADE AT THE LAST OF DISTRACTION ONE OF THE COMMENTS I MADE AT THE LAST MEETING IS THIS MID-YEAR COMMENTS I MADE AT THE LAST MEETING IS THIS MID-YEAR COMMENTS I MADE AT THE LAST MEETING IS THIS MID-YEAR ADJUSTMENT MIDYEAR ADJUSTMENT MEETING IS THIS MID-YEAR ADJUSTMENT MIDYEAR ADJUSTMENT MEETING IS THIS MID-YEAR ADJUSTMENT MIDYEAR ADJUSTMENT AND IT DOES CREATE SOME ADJUSTMENT

1234MIDYEAR ADJUSTMENT AND IT DOES CREATE SOME ADJUSTMENT MIDYEAR ADJUSTMENT AND IT DOES CREATE SOME CHALLENGES WHEN YOU DO IT AND IT DOES CREATE SOME CHALLENGES WHEN YOU DO IT AND IT DOES CREATE SOME CHALLENGES WHEN YOU DO IT MID-YEAR VERSUS WHEN YOU START CHALLENGES WHEN YOU DO IT MID-YEAR VERSUS WHEN YOU START CHALLENGES WHEN YOU DO IT MID-YEAR VERSUS WHEN YOU START THE YEAR WITH THAT AS I'M SURE MID-YEAR VERSUS WHEN YOU START THE YEAR WITH THAT AS I'M SURE MID-YEAR VERSUS WHEN YOU START THE YEAR WITH THAT AS I'M SURE THE OTHER EXAMPLES HAVE DONE SO THE YEAR WITH THAT AS I'M SURE THE OTHER EXAMPLES HAVE DONE SO THE YEAR WITH THAT AS I'M SURE THE OTHER EXAMPLES HAVE DONE SO FOR EXAMPLE CHESAPEAKE WHO IS THE OTHER EXAMPLES HAVE DONE SO FOR

1235EXAMPLE CHESAPEAKE WHO IS THE OTHER EXAMPLES HAVE DONE SO FOR EXAMPLE CHESAPEAKE WHO IS BELL THE BELL STARTED DAY ONE FOR EXAMPLE CHESAPEAKE WHO IS BELL THE BELL STARTED DAY ONE FOR EXAMPLE CHESAPEAKE WHO IS BELL THE BELL STARTED DAY ONE AND HAVE SHARED VERY SIMILAR BELL THE BELL STARTED DAY ONE AND HAVE SHARED VERY SIMILAR BELL THE BELL STARTED DAY ONE AND HAVE SHARED VERY SIMILAR COMMENTS HERE WHAT THEY HAVE AND HAVE SHARED VERY SIMILAR COMMENTS HERE WHAT THEY HAVE AND HAVE SHARED VERY SIMILAR COMMENTS HERE WHAT THEY HAVE SEEN IN TERMS OF THAT PRACTICE COMMENTS HERE WHAT THEY HAVE SEEN IN TERMS OF THAT PRACTICE COMMENTS HERE WHAT THEY HAVE SEEN IN TERMS OF THAT PRACTICE SO I JUST DON'T WANT TO LOSE SEEN IN TERMS OF THAT PRACTICE SO I JUST DON'T

1236WANT TO LOSE SEEN IN TERMS OF THAT PRACTICE SO I JUST DON'T WANT TO LOSE SIGHT THAT THE MIDYEAR DECISION SO I JUST DON'T WANT TO LOSE SIGHT THAT THE MIDYEAR DECISION SO I JUST DON'T WANT TO LOSE SIGHT THAT THE MIDYEAR DECISION DOES CREATE THE CHALLENGE SIGHT THAT THE MIDYEAR DECISION DOES CREATE THE CHALLENGE SIGHT THAT THE MIDYEAR DECISION DOES CREATE THE CHALLENGE AROUND THAT AROUND THAT SO LET DOES CREATE THE CHALLENGE AROUND THAT AROUND THAT SO LET DOES CREATE THE CHALLENGE AROUND THAT AROUND THAT SO LET ME ASK YOU THIS WE'VE WORKED AROUND THAT AROUND THAT SO LET ME ASK YOU THIS WE'VE WORKED AROUND THAT AROUND THAT SO LET ME ASK YOU THIS WE'VE WORKED REALLY HARD TO REDESIGN OUR ME ASK YOU THIS WE'VE WORKED REALLY HARD TO REDESIGN OUR ME

1237ASK YOU THIS WE'VE WORKED REALLY HARD TO REDESIGN OUR HIGH SCHOOL MODEL AND IN DOING REALLY HARD TO REDESIGN OUR HIGH SCHOOL MODEL AND IN DOING REALLY HARD TO REDESIGN OUR HIGH SCHOOL MODEL AND IN DOING SO IT CREATED I'M GOING TO CALL HIGH SCHOOL MODEL AND IN DOING SO IT CREATED I'M GOING TO CALL HIGH SCHOOL MODEL AND IN DOING SO IT CREATED I'M GOING TO CALL IT OPPORTUNITIES FOR CELL PHONE SO IT CREATED I'M GOING TO CALL IT OPPORTUNITIES FOR CELL PHONE SO IT CREATED I'M GOING TO CALL IT OPPORTUNITIES FOR CELL PHONE USE DURING THE LUNCH HOUR, THE IT OPPORTUNITIES FOR CELL PHONE USE DURING THE LUNCH HOUR, THE IT OPPORTUNITIES FOR CELL PHONE USE DURING THE LUNCH HOUR, THE LUNCH 40 MINUTES SO THERE ARE USE DURING THE LUNCH HOUR, THE

1238LUNCH 40 MINUTES SO THERE ARE USE DURING THE LUNCH HOUR, THE LUNCH 40 MINUTES SO THERE ARE APT TO GET HELP TUTORING HELP LUNCH 40 MINUTES SO THERE ARE APT TO GET HELP TUTORING HELP LUNCH 40 MINUTES SO THERE ARE APT TO GET HELP TUTORING HELP THERE ARE A NUMBER OF DIFFERENT APT TO GET HELP TUTORING HELP THERE ARE A NUMBER OF DIFFERENT APT TO GET HELP TUTORING HELP THERE ARE A NUMBER OF DIFFERENT THINGS THAT THE STUDENTS USE THERE ARE A NUMBER OF DIFFERENT THINGS THAT THE STUDENTS USE THERE ARE A NUMBER OF DIFFERENT THINGS THAT THE STUDENTS USE THEIR CELL PHONES FOR DURING THINGS THAT THE STUDENTS USE THEIR CELL PHONES FOR DURING THINGS THAT THE STUDENTS USE THEIR CELL PHONES FOR DURING THAT HIGH SCHOOL MODEL. THEIR CELL PHONES FOR DURING THAT

1239HIGH SCHOOL MODEL. THEIR CELL PHONES FOR DURING THAT HIGH SCHOOL MODEL. IF WE WENT TO NO NO CELL PHONES THAT HIGH SCHOOL MODEL. IF WE WENT TO NO NO CELL PHONES THAT HIGH SCHOOL MODEL. IF WE WENT TO NO NO CELL PHONES ALL CAN WE GO BACK TO A REGULAR IF WE WENT TO NO NO CELL PHONES ALL CAN WE GO BACK TO A REGULAR IF WE WENT TO NO NO CELL PHONES ALL CAN WE GO BACK TO A REGULAR LUNCH SCHEDULE WELL THE ALL CAN WE GO BACK TO A REGULAR LUNCH SCHEDULE WELL THE ALL CAN WE GO BACK TO A REGULAR LUNCH SCHEDULE WELL THE QUESTION I'D GIVE YOU WE CAN WE LUNCH SCHEDULE WELL THE QUESTION I'D GIVE YOU WE CAN WE LUNCH SCHEDULE WELL THE QUESTION I'D GIVE YOU WE CAN

1240WE CAN ALWAYS GO BACK A REGULARLY QUESTION I'D GIVE YOU WE CAN WE CAN ALWAYS GO BACK A REGULARLY QUESTION I'D GIVE YOU WE CAN WE CAN ALWAYS GO BACK A REGULARLY SCHEDULED REGARDLESS CAN ALWAYS GO BACK A REGULARLY SCHEDULED REGARDLESS CAN ALWAYS GO BACK A REGULARLY SCHEDULED REGARDLESS OF DECISIONS THAT ARE MADE. SCHEDULED REGARDLESS OF DECISIONS THAT ARE MADE. SCHEDULED REGARDLESS OF DECISIONS THAT ARE MADE. WE GIVE PRINCIPALS FREEDOM OF DECISIONS THAT ARE MADE. WE GIVE PRINCIPALS FREEDOM OF DECISIONS THAT ARE MADE. WE GIVE PRINCIPALS FREEDOM RIGHT NOW I DO BELIEVE SEVERAL WE GIVE PRINCIPALS FREEDOM RIGHT NOW I DO BELIEVE SEVERAL WE GIVE PRINCIPALS FREEDOM RIGHT NOW I DO BELIEVE SEVERAL OF OUR HIGH SCHOOLS WILL GO RIGHT NOW I DO BELIEVE SEVERAL OF OUR HIGH SCHOOLS WILL GO RIGHT NOW I DO

1241BELIEVE SEVERAL OF OUR HIGH SCHOOLS WILL GO BACK TO THAT FOR THE PURPOSES OF OUR HIGH SCHOOLS WILL GO BACK TO THAT FOR THE PURPOSES OF OUR HIGH SCHOOLS WILL GO BACK TO THAT FOR THE PURPOSES YOU EXPLAINED WE HAVE SOME HIGH BACK TO THAT FOR THE PURPOSES YOU EXPLAINED WE HAVE SOME HIGH BACK TO THAT FOR THE PURPOSES YOU EXPLAINED WE HAVE SOME HIGH SCHOOLS THAT ARE TWO THOUSAND YOU EXPLAINED WE HAVE SOME HIGH SCHOOLS THAT ARE TWO THOUSAND YOU EXPLAINED WE HAVE SOME HIGH SCHOOLS THAT ARE TWO THOUSAND AND SOME THAT ARE FOURTEEN SCHOOLS THAT ARE TWO THOUSAND AND SOME THAT ARE FOURTEEN SCHOOLS THAT ARE TWO THOUSAND AND SOME THAT ARE FOURTEEN HUNDRED SO IN OUR CONVERSATIONS AND SOME THAT ARE FOURTEEN HUNDRED SO IN OUR CONVERSATIONS AND SOME THAT ARE FOURTEEN

1242HUNDRED SO IN OUR CONVERSATIONS WITH HIGH SCHOOL PRINCIPAL WE HUNDRED SO IN OUR CONVERSATIONS WITH HIGH SCHOOL PRINCIPAL WE HUNDRED SO IN OUR CONVERSATIONS WITH HIGH SCHOOL PRINCIPAL WE ARE GIVING HIM THAT LEEWAY WITH HIGH SCHOOL PRINCIPAL WE ARE GIVING HIM THAT LEEWAY WITH HIGH SCHOOL PRINCIPAL WE ARE GIVING HIM THAT LEEWAY BASED ON WHATEVER DECISION IS ARE GIVING HIM THAT LEEWAY BASED ON WHATEVER DECISION IS ARE GIVING HIM THAT LEEWAY BASED ON WHATEVER DECISION IS MADE BY THE BOARD IF IT IS BASED ON WHATEVER DECISION IS MADE BY THE BOARD IF IT IS BASED ON WHATEVER DECISION IS MADE BY THE BOARD IF IT IS GOING TO BE COMPLETE BELL MADE BY THE BOARD IF IT IS GOING TO BE COMPLETE BELL MADE BY THE BOARD IF IT IS GOING TO BE COMPLETE BELL

1243DOUBLE BELL THAT THEY MAY NEED GOING TO BE COMPLETE BELL DOUBLE BELL THAT THEY MAY NEED GOING TO BE COMPLETE BELL DOUBLE BELL THAT THEY MAY NEED TO RETURN BACK TWO OR THREE OR DOUBLE BELL THAT THEY MAY NEED TO RETURN BACK TWO OR THREE OR DOUBLE BELL THAT THEY MAY NEED TO RETURN BACK TWO OR THREE OR FOUR BELL ON SCHEDULE THAT TO RETURN BACK TWO OR THREE OR FOUR BELL ON SCHEDULE THAT TO RETURN BACK TWO OR THREE OR FOUR BELL ON SCHEDULE THAT BREAKS UP INSTRUCTIONAL TIME FOUR BELL ON SCHEDULE THAT BREAKS UP INSTRUCTIONAL TIME FOUR BELL ON SCHEDULE THAT BREAKS UP INSTRUCTIONAL TIME DURING THE THIRD BLOCK OTHER BREAKS UP INSTRUCTIONAL TIME DURING THE THIRD BLOCK OTHER BREAKS UP INSTRUCTIONAL TIME DURING THE THIRD BLOCK OTHER PRINCIPLES OF SAID WE'RE GOING

1244DURING THE THIRD BLOCK OTHER PRINCIPLES OF SAID WE'RE GOING DURING THE THIRD BLOCK OTHER PRINCIPLES OF SAID WE'RE GOING TO DO OUR BEST TO MAINTAIN IT PRINCIPLES OF SAID WE'RE GOING TO DO OUR BEST TO MAINTAIN IT PRINCIPLES OF SAID WE'RE GOING TO DO OUR BEST TO MAINTAIN IT SO WE'RE GIVING THAT LEVEL TO DO OUR BEST TO MAINTAIN IT SO WE'RE GIVING THAT LEVEL TO DO OUR BEST TO MAINTAIN IT SO WE'RE GIVING THAT LEVEL OF FLEXIBILITY KNOWING ON A SO WE'RE GIVING THAT LEVEL OF FLEXIBILITY KNOWING ON A SO WE'RE GIVING THAT LEVEL OF FLEXIBILITY KNOWING ON A MIDYEAR CHANGE THAT MAKING THAT OF FLEXIBILITY KNOWING ON A MIDYEAR CHANGE THAT MAKING THAT OF FLEXIBILITY KNOWING ON A MIDYEAR CHANGE THAT MAKING THAT ADJUSTMENT THEY MAY NEED TO DO MIDYEAR CHANGE THAT MAKING

1245THAT ADJUSTMENT THEY MAY NEED TO DO MIDYEAR CHANGE THAT MAKING THAT ADJUSTMENT THEY MAY NEED TO DO THAT. ADJUSTMENT THEY MAY NEED TO DO THAT. ADJUSTMENT THEY MAY NEED TO DO THAT. ALL RIGHT. THAT. ALL RIGHT. THAT. ALL RIGHT. AND NO EXAGGERATION FOR MRS. ALL RIGHT. AND NO EXAGGERATION FOR MRS. ALL RIGHT. AND NO EXAGGERATION FOR MRS. ANDERSONS COMMENT THERE REALLY AND NO EXAGGERATION FOR MRS. ANDERSONS COMMENT THERE REALLY AND NO EXAGGERATION FOR MRS. ANDERSONS COMMENT THERE REALLY WERE PRINCIPALS HERE AND WE ANDERSONS COMMENT THERE REALLY WERE PRINCIPALS HERE AND WE ANDERSONS COMMENT THERE REALLY WERE PRINCIPALS HERE AND WE REALLY DID STOP INDIVIDUALLY WERE PRINCIPALS HERE AND WE REALLY DID STOP INDIVIDUALLY WERE PRINCIPALS HERE AND WE REALLY DID STOP INDIVIDUALLY AND SPEAK TO THEM AND THEY THEY REALLY DID STOP INDIVIDUALLY AND SPEAK

1246TO THEM AND THEY THEY REALLY DID STOP INDIVIDUALLY AND SPEAK TO THEM AND THEY THEY WERE THEY'RE OK WITH THE LUNCH AND SPEAK TO THEM AND THEY THEY WERE THEY'RE OK WITH THE LUNCH AND SPEAK TO THEM AND THEY THEY WERE THEY'RE OK WITH THE LUNCH PERIOD SO IT MUST SERVE A WERE THEY'RE OK WITH THE LUNCH PERIOD SO IT MUST SERVE A WERE THEY'RE OK WITH THE LUNCH PERIOD SO IT MUST SERVE A PURPOSE. PERIOD SO IT MUST SERVE A PURPOSE. PERIOD SO IT MUST SERVE A PURPOSE. DR. ROBINSON, SO I THINK WHAT PURPOSE. DR. ROBINSON, SO I THINK WHAT PURPOSE. DR. ROBINSON, SO I THINK WHAT I'LL SHARE IS A LITTLE MORE DR. ROBINSON, SO I THINK WHAT I'LL SHARE IS A LITTLE MORE DR. ROBINSON, SO I THINK WHAT I'LL SHARE IS

1247A LITTLE MORE DETAIL AND ADMINISTRATION'S I'LL SHARE IS A LITTLE MORE DETAIL AND ADMINISTRATION'S I'LL SHARE IS A LITTLE MORE DETAIL AND ADMINISTRATION'S RECOMMENDATION FIRST OF ALL WE DETAIL AND ADMINISTRATION'S RECOMMENDATION FIRST OF ALL WE DETAIL AND ADMINISTRATION'S RECOMMENDATION FIRST OF ALL WE ARE IN SUPPORT IN SUPPORT RECOMMENDATION FIRST OF ALL WE ARE IN SUPPORT IN SUPPORT RECOMMENDATION FIRST OF ALL WE ARE IN SUPPORT IN SUPPORT OF BELL THE BELL OK WE'RE NOT ARE IN SUPPORT IN SUPPORT OF BELL THE BELL OK WE'RE NOT ARE IN SUPPORT IN SUPPORT OF BELL THE BELL OK WE'RE NOT IN SUPPORT OF SUPPORT OF BELL OF BELL THE BELL OK WE'RE NOT IN SUPPORT OF SUPPORT OF BELL OF BELL THE BELL OK WE'RE NOT IN SUPPORT OF SUPPORT OF BELL ABOUT RIGHT NOW AND ANALOGY IN SUPPORT

1248OF SUPPORT OF BELL ABOUT RIGHT NOW AND ANALOGY IN SUPPORT OF SUPPORT OF BELL ABOUT RIGHT NOW AND ANALOGY WOULD BE WE ARE MOVING MID-YEAR ABOUT RIGHT NOW AND ANALOGY WOULD BE WE ARE MOVING MID-YEAR ABOUT RIGHT NOW AND ANALOGY WOULD BE WE ARE MOVING MID-YEAR WITH A SUBSTANTIAL CHANGE THE WOULD BE WE ARE MOVING MID-YEAR WITH A SUBSTANTIAL CHANGE THE WOULD BE WE ARE MOVING MID-YEAR WITH A SUBSTANTIAL CHANGE THE HIGH SCHOOL LEVEL ONE OF THE WITH A SUBSTANTIAL CHANGE THE HIGH SCHOOL LEVEL ONE OF THE WITH A SUBSTANTIAL CHANGE THE HIGH SCHOOL LEVEL ONE OF THE RESPONSIBILITIES WE HAVE AS HIGH SCHOOL LEVEL ONE OF THE RESPONSIBILITIES WE HAVE AS HIGH SCHOOL LEVEL ONE OF THE RESPONSIBILITIES WE HAVE AS LEADERS IS IN HIGH SCHOOL RESPONSIBILITIES WE HAVE AS LEADERS IS IN HIGH

1249SCHOOL RESPONSIBILITIES WE HAVE AS LEADERS IS IN HIGH SCHOOL PRINCIPALS AND THIS IS LEADERS IS IN HIGH SCHOOL PRINCIPALS AND THIS IS LEADERS IS IN HIGH SCHOOL PRINCIPALS AND THIS IS UNANIMOUS AMONG HIGH SCHOOL PRINCIPALS AND THIS IS UNANIMOUS AMONG HIGH SCHOOL PRINCIPALS AND THIS IS UNANIMOUS AMONG HIGH SCHOOL PRINCIPALS IS TO TEACH KIDS HOW UNANIMOUS AMONG HIGH SCHOOL PRINCIPALS IS TO TEACH KIDS HOW UNANIMOUS AMONG HIGH SCHOOL PRINCIPALS IS TO TEACH KIDS HOW TO ADAPT AND DEVELOP BEHAVIORS PRINCIPALS IS TO TEACH KIDS HOW TO ADAPT AND DEVELOP BEHAVIORS PRINCIPALS IS TO TEACH KIDS HOW TO ADAPT AND DEVELOP BEHAVIORS TO REGULATE THEMSELVES. TO ADAPT AND DEVELOP BEHAVIORS TO REGULATE THEMSELVES. TO ADAPT AND DEVELOP BEHAVIORS TO REGULATE THEMSELVES. THEY ARE I CAN'T FIND OR THE TO REGULATE THEMSELVES. THEY ARE I CAN'T FIND OR

1250THE TO REGULATE THEMSELVES. THEY ARE I CAN'T FIND OR THE ADJECTIVE THEY ARE INCREDIBLY THEY ARE I CAN'T FIND OR THE ADJECTIVE THEY ARE INCREDIBLY THEY ARE I CAN'T FIND OR THE ADJECTIVE THEY ARE INCREDIBLY CONCERNED ABOUT A NUMBER ADJECTIVE THEY ARE INCREDIBLY CONCERNED ABOUT A NUMBER ADJECTIVE THEY ARE INCREDIBLY CONCERNED ABOUT A NUMBER OF REFERRALS AND WHAT'S GOING CONCERNED ABOUT A NUMBER OF REFERRALS AND WHAT'S GOING CONCERNED ABOUT A NUMBER OF REFERRALS AND WHAT'S GOING TO OCCUR AS THESE KIDS MAKE OF REFERRALS AND WHAT'S GOING TO OCCUR AS THESE KIDS MAKE OF REFERRALS AND WHAT'S GOING TO OCCUR AS THESE KIDS MAKE THESE ADJUSTMENTS IN THE MIDDLE TO OCCUR AS THESE KIDS MAKE THESE ADJUSTMENTS IN THE MIDDLE TO OCCUR AS THESE KIDS MAKE THESE ADJUSTMENTS IN THE MIDDLE OF THE YEAR. THESE ADJUSTMENTS

1251IN THE MIDDLE OF THE YEAR. THESE ADJUSTMENTS IN THE MIDDLE OF THE YEAR. IN MY CONVERSATIONS WITH SOME OF THE YEAR. IN MY CONVERSATIONS WITH SOME OF THE YEAR. IN MY CONVERSATIONS WITH SOME OF THE SUPERINTENDENT TO HAVE IN MY CONVERSATIONS WITH SOME OF THE SUPERINTENDENT TO HAVE IN MY CONVERSATIONS WITH SOME OF THE SUPERINTENDENT TO HAVE IMPLEMENTED THE PROCESS AT THE OF THE SUPERINTENDENT TO HAVE IMPLEMENTED THE PROCESS AT THE OF THE SUPERINTENDENT TO HAVE IMPLEMENTED THE PROCESS AT THE BEGINNING OF THE YEAR THERE WAS IMPLEMENTED THE PROCESS AT THE BEGINNING OF THE YEAR THERE WAS IMPLEMENTED THE PROCESS AT THE BEGINNING OF THE YEAR THERE WAS A PROCESS OF COMMUNICATION LAST BEGINNING OF THE YEAR THERE WAS A PROCESS OF COMMUNICATION LAST BEGINNING OF THE YEAR THERE WAS A PROCESS OF COMMUNICATION LAST

1252YEAR THROUGH THE SUMMER AND A PROCESS OF COMMUNICATION LAST YEAR THROUGH THE SUMMER AND A PROCESS OF COMMUNICATION LAST YEAR THROUGH THE SUMMER AND THEN AT BEGINNING OF THE YEAR YEAR THROUGH THE SUMMER AND THEN AT BEGINNING OF THE YEAR YEAR THROUGH THE SUMMER AND THEN AT BEGINNING OF THE YEAR IT'S KIDS ARE ALWAYS READY TO THEN AT BEGINNING OF THE YEAR IT'S KIDS ARE ALWAYS READY TO THEN AT BEGINNING OF THE YEAR IT'S KIDS ARE ALWAYS READY TO GO COME IN AT THE BEGINNING IT'S KIDS ARE ALWAYS READY TO GO COME IN AT THE BEGINNING IT'S KIDS ARE ALWAYS READY TO GO COME IN AT THE BEGINNING YEAR AND AND HAVE NEW THINGS GO COME IN AT THE BEGINNING YEAR AND AND HAVE NEW THINGS GO COME IN AT THE BEGINNING YEAR AND AND

1253HAVE NEW THINGS IMPLEMENTED WHEN YOU INTRODUCE YEAR AND AND HAVE NEW THINGS IMPLEMENTED WHEN YOU INTRODUCE YEAR AND AND HAVE NEW THINGS IMPLEMENTED WHEN YOU INTRODUCE SOMETHING IN THE MIDDLE OF A IMPLEMENTED WHEN YOU INTRODUCE SOMETHING IN THE MIDDLE OF A IMPLEMENTED WHEN YOU INTRODUCE SOMETHING IN THE MIDDLE OF A YEAR IT GOING TO BE A CHALLENGE SOMETHING IN THE MIDDLE OF A YEAR IT GOING TO BE A CHALLENGE SOMETHING IN THE MIDDLE OF A YEAR IT GOING TO BE A CHALLENGE THAT MAKE LIKELY YEAR IT GOING TO BE A CHALLENGE THAT MAKE LIKELY YEAR IT GOING TO BE A CHALLENGE THAT MAKE LIKELY DISPROPORTIONATELY AFFECT A THAT MAKE LIKELY DISPROPORTIONATELY AFFECT A THAT MAKE LIKELY DISPROPORTIONATELY AFFECT A CERTAIN GROUP OF KIDS AT ONE DISPROPORTIONATELY AFFECT A CERTAIN GROUP OF KIDS AT ONE DISPROPORTIONATELY

1254AFFECT A CERTAIN GROUP OF KIDS AT ONE AND ONE THE THINGS THAT I FEEL CERTAIN GROUP OF KIDS AT ONE AND ONE THE THINGS THAT I FEEL CERTAIN GROUP OF KIDS AT ONE AND ONE THE THINGS THAT I FEEL LIKE MY RESPONSIBILITIES AND ONE THE THINGS THAT I FEEL LIKE MY RESPONSIBILITIES AND ONE THE THINGS THAT I FEEL LIKE MY RESPONSIBILITIES RESPONSIBILITY AS A LIKE MY RESPONSIBILITIES RESPONSIBILITY AS A LIKE MY RESPONSIBILITIES RESPONSIBILITY AS A SUPERINTENDENT IS WHEN THE RESPONSIBILITY AS A SUPERINTENDENT IS WHEN THE RESPONSIBILITY AS A SUPERINTENDENT IS WHEN THE BOARD MAKES POLICY IT'S MY JOB SUPERINTENDENT IS WHEN THE BOARD MAKES POLICY IT'S MY JOB SUPERINTENDENT IS WHEN THE BOARD MAKES POLICY IT'S MY JOB TO CREATE A REGULATION WITH MY BOARD MAKES POLICY IT'S MY JOB TO CREATE A REGULATION WITH

1255MY BOARD MAKES POLICY IT'S MY JOB TO CREATE A REGULATION WITH MY THAT I BELIEVE IS GOING TO LEAD TO CREATE A REGULATION WITH MY THAT I BELIEVE IS GOING TO LEAD TO CREATE A REGULATION WITH MY THAT I BELIEVE IS GOING TO LEAD TO A SUCCESSFUL RESOLUTION THAT I BELIEVE IS GOING TO LEAD TO A SUCCESSFUL RESOLUTION THAT I BELIEVE IS GOING TO LEAD TO A SUCCESSFUL RESOLUTION VERSION OF THE OF THAT POLICY TO A SUCCESSFUL RESOLUTION VERSION OF THE OF THAT POLICY TO A SUCCESSFUL RESOLUTION VERSION OF THE OF THAT POLICY AND I JUST WANT THE BOARD TO VERSION OF THE OF THAT POLICY AND I JUST WANT THE BOARD TO VERSION OF THE OF THAT POLICY AND I JUST WANT THE BOARD TO KNOW THAT WE PLAN ON GOING BELT AND I

1256JUST WANT THE BOARD TO KNOW THAT WE PLAN ON GOING BELT AND I JUST WANT THE BOARD TO KNOW THAT WE PLAN ON GOING BELT BELL TO START THE NEXT SCHOOL KNOW THAT WE PLAN ON GOING BELT BELL TO START THE NEXT SCHOOL KNOW THAT WE PLAN ON GOING BELT BELL TO START THE NEXT SCHOOL YEAR. BELL TO START THE NEXT SCHOOL YEAR. BELL TO START THE NEXT SCHOOL YEAR. THIS IS AN OPPORTUNITY FOR US YEAR. THIS IS AN OPPORTUNITY FOR US YEAR. THIS IS AN OPPORTUNITY FOR US TO WITHIN THE KIDS OFF A LITTLE THIS IS AN OPPORTUNITY FOR US TO WITHIN THE KIDS OFF A LITTLE THIS IS AN OPPORTUNITY FOR US TO WITHIN THE KIDS OFF A LITTLE BIT MORE BY ELIMINATING THEIR TO WITHIN THE KIDS OFF A LITTLE BIT MORE

1257BY ELIMINATING THEIR TO WITHIN THE KIDS OFF A LITTLE BIT MORE BY ELIMINATING THEIR USE DURING LAST TIME AND THEN BIT MORE BY ELIMINATING THEIR USE DURING LAST TIME AND THEN BIT MORE BY ELIMINATING THEIR USE DURING LAST TIME AND THEN CONTINUE TO HAVE CONVERSATIONS USE DURING LAST TIME AND THEN CONTINUE TO HAVE CONVERSATIONS USE DURING LAST TIME AND THEN CONTINUE TO HAVE CONVERSATIONS WITH STUDENTS TO SAY LOOK, NEXT CONTINUE TO HAVE CONVERSATIONS WITH STUDENTS TO SAY LOOK, NEXT CONTINUE TO HAVE CONVERSATIONS WITH STUDENTS TO SAY LOOK, NEXT YEAR YOU'RE IT'S GOING TO BE WITH STUDENTS TO SAY LOOK, NEXT YEAR YOU'RE IT'S GOING TO BE WITH STUDENTS TO SAY LOOK, NEXT YEAR YOU'RE IT'S GOING TO BE ONE OF THE EXAMPLES OF MISKELLY YEAR YOU'RE IT'S GOING TO BE ONE OF THE EXAMPLES OF

1258MISKELLY YEAR YOU'RE IT'S GOING TO BE ONE OF THE EXAMPLES OF MISKELLY USING THE BOOK WE DID NOT ONE OF THE EXAMPLES OF MISKELLY USING THE BOOK WE DID NOT ONE OF THE EXAMPLES OF MISKELLY USING THE BOOK WE DID NOT PURCHASE WE DO NOT HAVE THE USING THE BOOK WE DID NOT PURCHASE WE DO NOT HAVE THE USING THE BOOK WE DID NOT PURCHASE WE DO NOT HAVE THE FUNDS WE DID NOT PURCHASE ANY PURCHASE WE DO NOT HAVE THE FUNDS WE DID NOT PURCHASE ANY PURCHASE WE DO NOT HAVE THE FUNDS WE DID NOT PURCHASE ANY POUCHES FOR KIDS TO SECURE FUNDS WE DID NOT PURCHASE ANY POUCHES FOR KIDS TO SECURE FUNDS WE DID NOT PURCHASE ANY POUCHES FOR KIDS TO SECURE THEIR PHONES AT THE BEGINNING POUCHES FOR KIDS TO SECURE

1259THEIR PHONES AT THE BEGINNING POUCHES FOR KIDS TO SECURE THEIR PHONES AT THE BEGINNING OF THE DAY BECAUSE THINK THEIR PHONES AT THE BEGINNING OF THE DAY BECAUSE THINK THEIR PHONES AT THE BEGINNING OF THE DAY BECAUSE THINK OF THINK ABOUT WHAT WOULD BE OF THE DAY BECAUSE THINK OF THINK ABOUT WHAT WOULD BE OF THE DAY BECAUSE THINK OF THINK ABOUT WHAT WOULD BE REQUIRED DO THAT THERE WOULD BE OF THINK ABOUT WHAT WOULD BE REQUIRED DO THAT THERE WOULD BE OF THINK ABOUT WHAT WOULD BE REQUIRED DO THAT THERE WOULD BE REQUIRED TO HAVE AN AREA WHERE REQUIRED DO THAT THERE WOULD BE REQUIRED TO HAVE AN AREA WHERE REQUIRED DO THAT THERE WOULD BE REQUIRED TO HAVE AN AREA WHERE THEY WOULD ALL GO AND DUMP REQUIRED TO HAVE AN AREA WHERE

1260THEY WOULD ALL GO AND DUMP REQUIRED TO HAVE AN AREA WHERE THEY WOULD ALL GO AND DUMP THOSE POUCHES WHICH WOULD IS THEY WOULD ALL GO AND DUMP THOSE POUCHES WHICH WOULD IS THEY WOULD ALL GO AND DUMP THOSE POUCHES WHICH WOULD IS GOING CALLS AN ISSUE IN THE THOSE POUCHES WHICH WOULD IS GOING CALLS AN ISSUE IN THE THOSE POUCHES WHICH WOULD IS GOING CALLS AN ISSUE IN THE MORNING THEN THEY'D HAVE TO GOING CALLS AN ISSUE IN THE MORNING THEN THEY'D HAVE TO GOING CALLS AN ISSUE IN THE MORNING THEN THEY'D HAVE TO COME BACK TO THAT AREA IN MORNING THEN THEY'D HAVE TO COME BACK TO THAT AREA IN MORNING THEN THEY'D HAVE TO COME BACK TO THAT AREA IN AFTERNOON WHICH MEANS YOU WOULD COME BACK TO THAT AREA IN AFTERNOON

1261WHICH MEANS YOU WOULD COME BACK TO THAT AREA IN AFTERNOON WHICH MEANS YOU WOULD HAVE TO RELEASE THEM FROM CLASS AFTERNOON WHICH MEANS YOU WOULD HAVE TO RELEASE THEM FROM CLASS AFTERNOON WHICH MEANS YOU WOULD HAVE TO RELEASE THEM FROM CLASS EARLY TO GET THEIR YOU WOULDN'T HAVE TO RELEASE THEM FROM CLASS EARLY TO GET THEIR YOU WOULDN'T HAVE TO RELEASE THEM FROM CLASS EARLY TO GET THEIR YOU WOULDN'T WANT TO LEAVE RELEASED TWO EARLY TO GET THEIR YOU WOULDN'T WANT TO LEAVE RELEASED TWO EARLY TO GET THEIR YOU WOULDN'T WANT TO LEAVE RELEASED TWO THOUSAND KIDS TO GO THERE WHAT WANT TO LEAVE RELEASED TWO THOUSAND KIDS TO GO THERE WHAT WANT TO LEAVE RELEASED TWO THOUSAND KIDS TO GO THERE WHAT WE'RE TRYING TO DO IS CREATE AN THOUSAND KIDS TO GO THERE

1262WHAT WE'RE TRYING TO DO IS CREATE AN THOUSAND KIDS TO GO THERE WHAT WE'RE TRYING TO DO IS CREATE AN IMPLEMENTATION PLAN THAT WILL WE'RE TRYING TO DO IS CREATE AN IMPLEMENTATION PLAN THAT WILL WE'RE TRYING TO DO IS CREATE AN IMPLEMENTATION PLAN THAT WILL HELP THE KIDS REGULATE AND IMPLEMENTATION PLAN THAT WILL HELP THE KIDS REGULATE AND IMPLEMENTATION PLAN THAT WILL HELP THE KIDS REGULATE AND MANAGE THEMSELVES WE HEARD HELP THE KIDS REGULATE AND MANAGE THEMSELVES WE HEARD HELP THE KIDS REGULATE AND MANAGE THEMSELVES WE HEARD TONIGHT AND THIS IS ANOTHER MANAGE THEMSELVES WE HEARD TONIGHT AND THIS IS ANOTHER MANAGE THEMSELVES WE HEARD TONIGHT AND THIS IS ANOTHER IMPORTANT FACT WE ONLY HAVE THE TONIGHT AND THIS IS ANOTHER IMPORTANT FACT WE ONLY HAVE THE TONIGHT AND THIS IS ANOTHER IMPORTANT FACT WE

1263ONLY HAVE THE KIDS ABOUT SIX AND A HALF HOURS IMPORTANT FACT WE ONLY HAVE THE KIDS ABOUT SIX AND A HALF HOURS IMPORTANT FACT WE ONLY HAVE THE KIDS ABOUT SIX AND A HALF HOURS A DAY. KIDS ABOUT SIX AND A HALF HOURS A DAY. KIDS ABOUT SIX AND A HALF HOURS A DAY. THAT MEANS THE OTHER 17 1/2 A DAY. THAT MEANS THE OTHER 17 1/2 A DAY. THAT MEANS THE OTHER 17 1/2 HOURS THEY HOURS THEY'RE NOT THAT MEANS THE OTHER 17 1/2 HOURS THEY HOURS THEY'RE NOT THAT MEANS THE OTHER 17 1/2 HOURS THEY HOURS THEY'RE NOT WITH US AND WE HAVE PARENTS WHO HOURS THEY HOURS THEY'RE NOT WITH US AND WE HAVE PARENTS WHO HOURS THEY HOURS THEY'RE NOT WITH US AND WE HAVE PARENTS WHO HAVE SAID TONIGHT THEY'RE

1264NOT WITH US AND WE HAVE PARENTS WHO HAVE SAID TONIGHT THEY'RE NOT WITH US AND WE HAVE PARENTS WHO HAVE SAID TONIGHT THEY'RE NOT THE ONLY ONES AND THERE ARE HAVE SAID TONIGHT THEY'RE NOT THE ONLY ONES AND THERE ARE HAVE SAID TONIGHT THEY'RE NOT THE ONLY ONES AND THERE ARE OTHER PARENTS ARE GREAT HEY, THE ONLY ONES AND THERE ARE OTHER PARENTS ARE GREAT HEY, THE ONLY ONES AND THERE ARE OTHER PARENTS ARE GREAT HEY, JUST TAKE THEM AWAY SO WE'RE OTHER PARENTS ARE GREAT HEY, JUST TAKE THEM AWAY SO WE'RE OTHER PARENTS ARE GREAT HEY, JUST TAKE THEM AWAY SO WE'RE REALLY SPLIT BUT THEIR PARENTS JUST TAKE THEM AWAY SO WE'RE REALLY SPLIT BUT THEIR PARENTS JUST TAKE THEM AWAY SO WE'RE REALLY SPLIT BUT THEIR PARENTS AND I SAID THOSE KIDS

1265NEED TO REALLY SPLIT BUT THEIR PARENTS AND I SAID THOSE KIDS NEED TO REALLY SPLIT BUT THEIR PARENTS AND I SAID THOSE KIDS NEED TO HAVE THOSE PHONES WELL AS A AND I SAID THOSE KIDS NEED TO HAVE THOSE PHONES WELL AS A AND I SAID THOSE KIDS NEED TO HAVE THOSE PHONES WELL AS A CHILD A CHILD IF MY PARENT SAYS HAVE THOSE PHONES WELL AS A CHILD A CHILD IF MY PARENT SAYS HAVE THOSE PHONES WELL AS A CHILD A CHILD IF MY PARENT SAYS I WANT YOU TO HAVE YOUR PHONE. CHILD A CHILD IF MY PARENT SAYS I WANT YOU TO HAVE YOUR PHONE. CHILD A CHILD IF MY PARENT SAYS I WANT YOU TO HAVE YOUR PHONE. WE'RE GOING TO HOLD THAT KID I WANT YOU TO HAVE YOUR PHONE. WE'RE

1266GOING TO HOLD THAT KID I WANT YOU TO HAVE YOUR PHONE. WE'RE GOING TO HOLD THAT KID ACCOUNTABLE IF THE POLICIES WE'RE GOING TO HOLD THAT KID ACCOUNTABLE IF THE POLICIES WE'RE GOING TO HOLD THAT KID ACCOUNTABLE IF THE POLICIES JUST IT AND THEIR PARENT IS ACCOUNTABLE IF THE POLICIES JUST IT AND THEIR PARENT IS ACCOUNTABLE IF THE POLICIES JUST IT AND THEIR PARENT IS GOING TO ISSUE SO I JUST NEED JUST IT AND THEIR PARENT IS GOING TO ISSUE SO I JUST NEED JUST IT AND THEIR PARENT IS GOING TO ISSUE SO I JUST NEED THE BOARD TO BOARD TO GOING TO ISSUE SO I JUST NEED THE BOARD TO BOARD TO GOING TO ISSUE SO I JUST NEED THE BOARD TO BOARD TO UNDERSTAND IF THE DECISION TO THE BOARD TO BOARD TO

1267UNDERSTAND IF THE DECISION TO THE BOARD TO BOARD TO UNDERSTAND IF THE DECISION TO MOVE BELL TO BELL I AM GOING TO UNDERSTAND IF THE DECISION TO MOVE BELL TO BELL I AM GOING TO UNDERSTAND IF THE DECISION TO MOVE BELL TO BELL I AM GOING TO ASK THAT YOU GIVE US MOVE BELL TO BELL I AM GOING TO ASK THAT YOU GIVE US MOVE BELL TO BELL I AM GOING TO ASK THAT YOU GIVE US CONSIDERATION NOT TO START ASK THAT YOU GIVE US CONSIDERATION NOT TO START ASK THAT YOU GIVE US CONSIDERATION NOT TO START UNTIL THE SECOND ERM TO GIVE US CONSIDERATION NOT TO START UNTIL THE SECOND ERM TO GIVE US CONSIDERATION NOT TO START UNTIL THE SECOND ERM TO GIVE US JANUARY TO GET THE KIDS UNTIL THE SECOND ERM

1268TO GIVE US JANUARY TO GET THE KIDS UNTIL THE SECOND ERM TO GIVE US JANUARY TO GET THE KIDS PREPARED FOR MOVING INTO THE JANUARY TO GET THE KIDS PREPARED FOR MOVING INTO THE JANUARY TO GET THE KIDS PREPARED FOR MOVING INTO THE SECOND TERM AND EVEN WITH THAT PREPARED FOR MOVING INTO THE SECOND TERM AND EVEN WITH THAT PREPARED FOR MOVING INTO THE SECOND TERM AND EVEN WITH THAT I AM CONCERNED AND JUST SECOND TERM AND EVEN WITH THAT I AM CONCERNED AND JUST SECOND TERM AND EVEN WITH THAT I AM CONCERNED AND JUST BAWDINESS BE PREPARED TO SEE I AM CONCERNED AND JUST BAWDINESS BE PREPARED TO SEE I AM CONCERNED AND JUST BAWDINESS BE PREPARED TO SEE AND FROM AND HEAR FROM PARENTS BAWDINESS BE PREPARED TO SEE AND FROM AND HEAR

1269FROM PARENTS BAWDINESS BE PREPARED TO SEE AND FROM AND HEAR FROM PARENTS DECEASED SPIKES IN REFERRALS AND FROM AND HEAR FROM PARENTS DECEASED SPIKES IN REFERRALS AND FROM AND HEAR FROM PARENTS DECEASED SPIKES IN REFERRALS EVENTUALLY THE KIDS WILL COME DECEASED SPIKES IN REFERRALS EVENTUALLY THE KIDS WILL COME DECEASED SPIKES IN REFERRALS EVENTUALLY THE KIDS WILL COME AROUND. EVENTUALLY THE KIDS WILL COME AROUND. EVENTUALLY THE KIDS WILL COME AROUND. THEY ABSOLUTELY WILL NO DOUBT AROUND. THEY ABSOLUTELY WILL NO DOUBT AROUND. THEY ABSOLUTELY WILL NO DOUBT ABOUT IT. THEY ABSOLUTELY WILL NO DOUBT ABOUT IT. THEY ABSOLUTELY WILL NO DOUBT ABOUT IT. I JUST BELIEVE THAT THIS ABOUT IT. I JUST BELIEVE THAT THIS ABOUT IT. I JUST BELIEVE THAT THIS IMPORTATION OF A MAJOR MAJOR I JUST BELIEVE THAT THIS IMPORTATION OF A MAJOR MAJOR

1270I JUST BELIEVE THAT THIS IMPORTATION OF A MAJOR MAJOR CHANGE IT'S GOING BE HIGHLY IMPORTATION OF A MAJOR MAJOR CHANGE IT'S GOING BE HIGHLY IMPORTATION OF A MAJOR MAJOR CHANGE IT'S GOING BE HIGHLY DISRUPTIVE AT A TIME WHEN WHERE CHANGE IT'S GOING BE HIGHLY DISRUPTIVE AT A TIME WHEN WHERE CHANGE IT'S GOING BE HIGHLY DISRUPTIVE AT A TIME WHEN WHERE WE DON'T NEED THAT AND WITH THE DISRUPTIVE AT A TIME WHEN WHERE WE DON'T NEED THAT AND WITH THE DISRUPTIVE AT A TIME WHEN WHERE WE DON'T NEED THAT AND WITH THE UNDERSTANDING THAT WE SUPPORT WE DON'T NEED THAT AND WITH THE UNDERSTANDING THAT WE SUPPORT WE DON'T NEED THAT AND WITH THE UNDERSTANDING THAT WE SUPPORT THE FACT THAT CELL PHONES ARE A UNDERSTANDING THAT WE SUPPORT THE FACT THAT CELL PHONES ARE A

1271UNDERSTANDING THAT WE SUPPORT THE FACT THAT CELL PHONES ARE A DISTRACTION. THE FACT THAT CELL PHONES ARE A DISTRACTION. THE FACT THAT CELL PHONES ARE A DISTRACTION. WE SUPPORT THE FACT IT SHOULD DISTRACTION. WE SUPPORT THE FACT IT SHOULD DISTRACTION. WE SUPPORT THE FACT IT SHOULD BE BUILT ABOUT WE'RE JUST WE SUPPORT THE FACT IT SHOULD BE BUILT ABOUT WE'RE JUST WE SUPPORT THE FACT IT SHOULD BE BUILT ABOUT WE'RE JUST ASKING FOR CONSIDERATION FROM A BE BUILT ABOUT WE'RE JUST ASKING FOR CONSIDERATION FROM A BE BUILT ABOUT WE'RE JUST ASKING FOR CONSIDERATION FROM A TIMING STANDPOINT TO WIN THEM ASKING FOR CONSIDERATION FROM A TIMING STANDPOINT TO WIN THEM ASKING FOR CONSIDERATION FROM A TIMING STANDPOINT TO WIN THEM AS WE'VE NOTED IN REGULATION TIMING STANDPOINT TO WIN THEM AS WE'VE NOTED IN REGULATION

1272TIMING STANDPOINT TO WIN THEM AS WE'VE NOTED IN REGULATION AND TO NOTIFY THE NEXT YEAR. AS WE'VE NOTED IN REGULATION AND TO NOTIFY THE NEXT YEAR. AS WE'VE NOTED IN REGULATION AND TO NOTIFY THE NEXT YEAR. IT'S BETTER TO BUILD THE BOARD AND TO NOTIFY THE NEXT YEAR. IT'S BETTER TO BUILD THE BOARD AND TO NOTIFY THE NEXT YEAR. IT'S BETTER TO BUILD THE BOARD SAYS DIFFERENTLY. IT'S BETTER TO BUILD THE BOARD SAYS DIFFERENTLY. IT'S BETTER TO BUILD THE BOARD SAYS DIFFERENTLY. THE ONLY THING I WOULD ASK IS SAYS DIFFERENTLY. THE ONLY THING I WOULD ASK IS SAYS DIFFERENTLY. THE ONLY THING I WOULD ASK IS CONSIDERATION START TERMS IT OK THE ONLY THING I WOULD ASK IS CONSIDERATION START TERMS IT OK THE ONLY THING I WOULD ASK IS CONSIDERATION START TERMS IT OK

1273SO NOBODY I WAS GOING TO SAY CONSIDERATION START TERMS IT OK SO NOBODY I WAS GOING TO SAY CONSIDERATION START TERMS IT OK SO NOBODY I WAS GOING TO SAY WHAT IT'S THE COUNCIL SCHOOL SO NOBODY I WAS GOING TO SAY WHAT IT'S THE COUNCIL SCHOOL SO NOBODY I WAS GOING TO SAY WHAT IT'S THE COUNCIL SCHOOL ATTORNEYS WERE DISCUSSING THIS WHAT IT'S THE COUNCIL SCHOOL ATTORNEYS WERE DISCUSSING THIS WHAT IT'S THE COUNCIL SCHOOL ATTORNEYS WERE DISCUSSING THIS LAST WEEK ON I BELIEVE FEAR ATTORNEYS WERE DISCUSSING THIS LAST WEEK ON I BELIEVE FEAR ATTORNEYS WERE DISCUSSING THIS LAST WEEK ON I BELIEVE FEAR FALLS CHURCH IS THE ONLY SCHOOL LAST WEEK ON I BELIEVE FEAR FALLS CHURCH IS THE ONLY SCHOOL LAST WEEK ON I BELIEVE FEAR FALLS CHURCH IS THE ONLY SCHOOL DIVISION WAS

1274ALSO CONSIDERING FALLS CHURCH IS THE ONLY SCHOOL DIVISION WAS ALSO CONSIDERING FALLS CHURCH IS THE ONLY SCHOOL DIVISION WAS ALSO CONSIDERING LUNCH FOR THE SAME REASONS YOU DIVISION WAS ALSO CONSIDERING LUNCH FOR THE SAME REASONS YOU DIVISION WAS ALSO CONSIDERING LUNCH FOR THE SAME REASONS YOU ARE LOOKING AT LUNCH PRINCE LUNCH FOR THE SAME REASONS YOU ARE LOOKING AT LUNCH PRINCE LUNCH FOR THE SAME REASONS YOU ARE LOOKING AT LUNCH PRINCE WILLIAMS SAID FOR THE SAME ARE LOOKING AT LUNCH PRINCE WILLIAMS SAID FOR THE SAME ARE LOOKING AT LUNCH PRINCE WILLIAMS SAID FOR THE SAME REASON DR. ROBBINS ROBIN SAID WILLIAMS SAID FOR THE SAME REASON DR. ROBBINS ROBIN SAID WILLIAMS SAID FOR THE SAME REASON DR. ROBBINS ROBIN SAID THEY SAID IT'S TOO MUCH REASON DR. ROBBINS ROBIN SAID THEY SAID IT'S TOO MUCH

1275REASON DR. ROBBINS ROBIN SAID THEY SAID IT'S TOO MUCH MID-YEAR WE DIDN'T HAVE THE THEY SAID IT'S TOO MUCH MID-YEAR WE DIDN'T HAVE THE THEY SAID IT'S TOO MUCH MID-YEAR WE DIDN'T HAVE THE CODES OF CONDUCT OUT THERE. MID-YEAR WE DIDN'T HAVE THE CODES OF CONDUCT OUT THERE. MID-YEAR WE DIDN'T HAVE THE CODES OF CONDUCT OUT THERE. WE DIDN'T WE HAVEN'T HAD A CODES OF CONDUCT OUT THERE. WE DIDN'T WE HAVEN'T HAD A CODES OF CONDUCT OUT THERE. WE DIDN'T WE HAVEN'T HAD A CHANCE TO EXPLAIN THIS SO WE DIDN'T WE HAVEN'T HAD A CHANCE TO EXPLAIN THIS SO WE DIDN'T WE HAVEN'T HAD A CHANCE TO EXPLAIN THIS SO THEY'RE NOT GOING TO START CHANCE TO EXPLAIN THIS SO THEY'RE NOT GOING TO START CHANCE TO EXPLAIN THIS SO THEY'RE NOT GOING TO START

1276THERE IS UNTIL NEXT AUGUST AND THEY'RE NOT GOING TO START THERE IS UNTIL NEXT AUGUST AND THEY'RE NOT GOING TO START THERE IS UNTIL NEXT AUGUST AND I THINK ONE OR TWO ONE OR TWO THERE IS UNTIL NEXT AUGUST AND I THINK ONE OR TWO ONE OR TWO THERE IS UNTIL NEXT AUGUST AND I THINK ONE OR TWO ONE OR TWO OTHER SCHOOL DIVISIONS. I THINK ONE OR TWO ONE OR TWO OTHER SCHOOL DIVISIONS. I THINK ONE OR TWO ONE OR TWO OTHER SCHOOL DIVISIONS. SO IT'S NOT JUST HERE I'M OTHER SCHOOL DIVISIONS. SO IT'S NOT JUST HERE I'M OTHER SCHOOL DIVISIONS. SO IT'S NOT JUST HERE I'M HEARING OTHER SCHOOL DIVISIONS SO IT'S NOT JUST HERE I'M HEARING OTHER SCHOOL DIVISIONS SO IT'S NOT JUST HERE I'M HEARING OTHER SCHOOL DIVISIONS ARE WORRIED ABOUT

1277SOME OF THESE HEARING OTHER SCHOOL DIVISIONS ARE WORRIED ABOUT SOME OF THESE HEARING OTHER SCHOOL DIVISIONS ARE WORRIED ABOUT SOME OF THESE ISSUES SO THERE'S A VARIETY ARE WORRIED ABOUT SOME OF THESE ISSUES SO THERE'S A VARIETY ARE WORRIED ABOUT SOME OF THESE ISSUES SO THERE'S A VARIETY OF WAYS OF WAYS IT'S BEING ISSUES SO THERE'S A VARIETY OF WAYS OF WAYS IT'S BEING ISSUES SO THERE'S A VARIETY OF WAYS OF WAYS IT'S BEING HANDLED TO THE COMMONWEALTH OK OF WAYS OF WAYS IT'S BEING HANDLED TO THE COMMONWEALTH OK OF WAYS OF WAYS IT'S BEING HANDLED TO THE COMMONWEALTH OK SO WE HAVE A HAVE A SUBSTITUTE HANDLED TO THE COMMONWEALTH OK SO WE HAVE A HAVE A SUBSTITUTE HANDLED TO THE COMMONWEALTH OK SO WE HAVE A HAVE A SUBSTITUTE MOTION ON THE FLOOR.

1278SO WE HAVE A HAVE A SUBSTITUTE MOTION ON THE FLOOR. SO WE HAVE A HAVE A SUBSTITUTE MOTION ON THE FLOOR. DOES EVERYBODY UNDERSTAND MOTION ON THE FLOOR. DOES EVERYBODY UNDERSTAND MOTION ON THE FLOOR. DOES EVERYBODY UNDERSTAND MCSWEEN SUBSTITUTION OK BOARD DOES EVERYBODY UNDERSTAND MCSWEEN SUBSTITUTION OK BOARD DOES EVERYBODY UNDERSTAND MCSWEEN SUBSTITUTION OK BOARD IS OPEN SO MANAGER WE HAVE FOUR MCSWEEN SUBSTITUTION OK BOARD IS OPEN SO MANAGER WE HAVE FOUR MCSWEEN SUBSTITUTION OK BOARD IS OPEN SO MANAGER WE HAVE FOUR EYES AND 70 SO SINCE THE IS OPEN SO MANAGER WE HAVE FOUR EYES AND 70 SO SINCE THE IS OPEN SO MANAGER WE HAVE FOUR EYES AND 70 SO SINCE THE SUBSTITUTE MOTION FOR MISS EYES AND 70 SO SINCE THE SUBSTITUTE MOTION FOR MISS EYES AND 70 SO SINCE THE SUBSTITUTE MOTION

1279FOR MISS WEEMES DID NOT PASS. SUBSTITUTE MOTION FOR MISS WEEMES DID NOT PASS. SUBSTITUTE MOTION FOR MISS WEEMES DID NOT PASS. OK, SO NO I'LL I'LL I'LL ACCEPT WEEMES DID NOT PASS. OK, SO NO I'LL I'LL I'LL ACCEPT WEEMES DID NOT PASS. OK, SO NO I'LL I'LL I'LL ACCEPT NOMINATE A EMOTIONS TO YOU OK, SO NO I'LL I'LL I'LL ACCEPT NOMINATE A EMOTIONS TO YOU OK, SO NO I'LL I'LL I'LL ACCEPT NOMINATE A EMOTIONS TO YOU ALREADY HAVE YOU. NOMINATE A EMOTIONS TO YOU ALREADY HAVE YOU. NOMINATE A EMOTIONS TO YOU ALREADY HAVE YOU. OH WE DO OK FOR OK. ALREADY HAVE YOU. OH WE DO OK FOR OK. ALREADY HAVE YOU. OH WE DO OK FOR OK. ANY FURTHER DISCUSSION ABOUT OH WE DO OK FOR OK. ANY FURTHER DISCUSSION ABOUT OH WE DO

1280OK FOR OK. ANY FURTHER DISCUSSION ABOUT KEEPING IT WAS OR SO I JUST ANY FURTHER DISCUSSION ABOUT KEEPING IT WAS OR SO I JUST ANY FURTHER DISCUSSION ABOUT KEEPING IT WAS OR SO I JUST WANT SOME CLARIFICATION MADAM KEEPING IT WAS OR SO I JUST WANT SOME CLARIFICATION MADAM KEEPING IT WAS OR SO I JUST WANT SOME CLARIFICATION MADAM CHAIR FROM DR. ROBERTSON YOU WANT SOME CLARIFICATION MADAM CHAIR FROM DR. ROBERTSON YOU WANT SOME CLARIFICATION MADAM CHAIR FROM DR. ROBERTSON YOU MENTIONED THAT ONCE WE VOTE CHAIR FROM DR. ROBERTSON YOU MENTIONED THAT ONCE WE VOTE CHAIR FROM DR. ROBERTSON YOU MENTIONED THAT ONCE WE VOTE THAT NEXT YEAR THIS WOULD COME MENTIONED THAT ONCE WE VOTE THAT NEXT YEAR THIS WOULD COME MENTIONED THAT ONCE WE VOTE THAT NEXT YEAR THIS WOULD COME UP AGAIN

1281BUT YOU KNOW AND I I THAT NEXT YEAR THIS WOULD COME UP AGAIN BUT YOU KNOW AND I I THAT NEXT YEAR THIS WOULD COME UP AGAIN BUT YOU KNOW AND I I PERSONALLY DO SUPPORT BELL TO UP AGAIN BUT YOU KNOW AND I I PERSONALLY DO SUPPORT BELL TO UP AGAIN BUT YOU KNOW AND I I PERSONALLY DO SUPPORT BELL TO BELL BUT THEY >> CAN PROCESS PERSONALLY DO SUPPORT BELL TO BELL BUT THEY >> CAN PROCESS PERSONALLY DO SUPPORT BELL TO BELL BUT THEY >> CAN PROCESS AND YOU KNOW AS MUCH AS I WANT BELL BUT THEY >> CAN PROCESS AND YOU KNOW AS MUCH AS I WANT BELL BUT THEY >> CAN PROCESS AND YOU KNOW AS MUCH AS I WANT TO STAY QUIET ABOUT THAT AND YOU KNOW AS MUCH AS

1282I WANT TO STAY QUIET ABOUT THAT AND YOU KNOW AS MUCH AS I WANT TO STAY QUIET ABOUT THAT BECAUSE THAT'S WHAT I PREFER I TO STAY QUIET ABOUT THAT BECAUSE THAT'S WHAT I PREFER I TO STAY QUIET ABOUT THAT BECAUSE THAT'S WHAT I PREFER I DO BELIEVE THAT THE INTENTION BECAUSE THAT'S WHAT I PREFER I DO BELIEVE THAT THE INTENTION BECAUSE THAT'S WHAT I PREFER I DO BELIEVE THAT THE INTENTION BEHIND VOTING ON THE REGULATION DO BELIEVE THAT THE INTENTION BEHIND VOTING ON THE REGULATION DO BELIEVE THAT THE INTENTION BEHIND VOTING ON THE REGULATION WAS THAT THE CURRENT BOARD BEHIND VOTING ON THE REGULATION WAS THAT THE CURRENT BOARD BEHIND VOTING ON THE REGULATION WAS THAT THE CURRENT BOARD WANTS TO HAVE DISCUSSION IF WAS THAT THE CURRENT BOARD WANTS TO HAVE DISCUSSION IF

1283WAS THAT THE CURRENT BOARD WANTS TO HAVE DISCUSSION IF THAT WERE TO BE CHANGED NEXT WANTS TO HAVE DISCUSSION IF THAT WERE TO BE CHANGED NEXT WANTS TO HAVE DISCUSSION IF THAT WERE TO BE CHANGED NEXT YEAR OR SO I THINK IT WOULD BE THAT WERE TO BE CHANGED NEXT YEAR OR SO I THINK IT WOULD BE THAT WERE TO BE CHANGED NEXT YEAR OR SO I THINK IT WOULD BE MOST APPROPRIATE THAT LUNCHTIME YEAR OR SO I THINK IT WOULD BE MOST APPROPRIATE THAT LUNCHTIME YEAR OR SO I THINK IT WOULD BE MOST APPROPRIATE THAT LUNCHTIME BUILD A BILL WAS GOING TO COME MOST APPROPRIATE THAT LUNCHTIME BUILD A BILL WAS GOING TO COME MOST APPROPRIATE THAT LUNCHTIME BUILD A BILL WAS GOING TO COME UP AGAIN THAT THIS BOARD HAVE BUILD A BILL

1284WAS GOING TO COME UP AGAIN THAT THIS BOARD HAVE BUILD A BILL WAS GOING TO COME UP AGAIN THAT THIS BOARD HAVE ANOTHER DISCUSSION WITH THE UP AGAIN THAT THIS BOARD HAVE ANOTHER DISCUSSION WITH THE UP AGAIN THAT THIS BOARD HAVE ANOTHER DISCUSSION WITH THE MAJORITY AFFIRMING THAT BELL TO ANOTHER DISCUSSION WITH THE MAJORITY AFFIRMING THAT BELL TO ANOTHER DISCUSSION WITH THE MAJORITY AFFIRMING THAT BELL TO BELL. MAJORITY AFFIRMING THAT BELL TO BELL. MAJORITY AFFIRMING THAT BELL TO BELL. YES, ABSOLUTELY AND I BELIEVE BELL. YES, ABSOLUTELY AND I BELIEVE BELL. YES, ABSOLUTELY AND I BELIEVE THAT THE OR CHANGE THAT YOU YES, ABSOLUTELY AND I BELIEVE THAT THE OR CHANGE THAT YOU YES, ABSOLUTELY AND I BELIEVE THAT THE OR CHANGE THAT YOU GUYS HAD RECENTLY WOULD WARREN THAT THE OR CHANGE THAT YOU GUYS

1285HAD RECENTLY WOULD WARREN THAT THE OR CHANGE THAT YOU GUYS HAD RECENTLY WOULD WARREN YOUR ABILITY TO DO THAT IN AND GUYS HAD RECENTLY WOULD WARREN YOUR ABILITY TO DO THAT IN AND GUYS HAD RECENTLY WOULD WARREN YOUR ABILITY TO DO THAT IN AND AS LONG AS I'M HERE MY WORD IS YOUR ABILITY TO DO THAT IN AND AS LONG AS I'M HERE MY WORD IS YOUR ABILITY TO DO THAT IN AND AS LONG AS I'M HERE MY WORD IS OUR PLAN IS IN SIGNALING THE AS LONG AS I'M HERE MY WORD IS OUR PLAN IS IN SIGNALING THE AS LONG AS I'M HERE MY WORD IS OUR PLAN IS IN SIGNALING THE ENTIRE COMMUNITY RIGHT NOW THE OUR PLAN IS IN SIGNALING THE ENTIRE COMMUNITY RIGHT NOW THE OUR PLAN IS IN SIGNALING THE

1286ENTIRE COMMUNITY RIGHT NOW THE TWENTY FIVE TWENTY SIX IS BELL ENTIRE COMMUNITY RIGHT NOW THE TWENTY FIVE TWENTY SIX IS BELL ENTIRE COMMUNITY RIGHT NOW THE TWENTY FIVE TWENTY SIX IS BELL BILL I APPRECIATE THAT MISS TWENTY FIVE TWENTY SIX IS BELL BILL I APPRECIATE THAT MISS TWENTY FIVE TWENTY SIX IS BELL BILL I APPRECIATE THAT MISS BROWN. BILL I APPRECIATE THAT MISS BROWN. BILL I APPRECIATE THAT MISS BROWN. I JUST THAT'S WHAT'S RIGHT AND BROWN. I JUST THAT'S WHAT'S RIGHT AND BROWN. I JUST THAT'S WHAT'S RIGHT AND I WANT THE COMMUNITY TO KNOW I JUST THAT'S WHAT'S RIGHT AND I WANT THE COMMUNITY TO KNOW I JUST THAT'S WHAT'S RIGHT AND I WANT THE COMMUNITY TO KNOW THAT IT'S MY INTENTION THAT IF I WANT THE COMMUNITY TO KNOW THAT IT'S MY INTENTION THAT

1287IF I WANT THE COMMUNITY TO KNOW THAT IT'S MY INTENTION THAT IF THIS COMES UP AGAIN TO MAKE THAT IT'S MY INTENTION THAT IF THIS COMES UP AGAIN TO MAKE THAT IT'S MY INTENTION THAT IF THIS COMES UP AGAIN TO MAKE SURE THAT IT'S THE BOARD'S THIS COMES UP AGAIN TO MAKE SURE THAT IT'S THE BOARD'S THIS COMES UP AGAIN TO MAKE SURE THAT IT'S THE BOARD'S WISHES. SURE THAT IT'S THE BOARD'S WISHES. SURE THAT IT'S THE BOARD'S WISHES. SO THANK ALL RIGHT SO NOW WE'RE WISHES. SO THANK ALL RIGHT SO NOW WE'RE WISHES. SO THANK ALL RIGHT SO NOW WE'RE BACK TO THE ORIGINAL MOTION SO THANK ALL RIGHT SO NOW WE'RE BACK TO THE ORIGINAL MOTION SO THANK ALL RIGHT SO NOW WE'RE BACK TO THE ORIGINAL MOTION WHICH LEAVES CELL PHONE USE

1288BACK TO THE ORIGINAL MOTION WHICH LEAVES CELL PHONE USE BACK TO THE ORIGINAL MOTION WHICH LEAVES CELL PHONE USE ONLY FOR HIGH SCHOOLERS DURING WHICH LEAVES CELL PHONE USE ONLY FOR HIGH SCHOOLERS DURING WHICH LEAVES CELL PHONE USE ONLY FOR HIGH SCHOOLERS DURING THE LUNCH PERIOD. ONLY FOR HIGH SCHOOLERS DURING THE LUNCH PERIOD. ONLY FOR HIGH SCHOOLERS DURING THE LUNCH PERIOD. ALL RIGHT. THE LUNCH PERIOD. ALL RIGHT. THE LUNCH PERIOD. ALL RIGHT. ANY FURTHER DISCUSSION? ALL RIGHT. ANY FURTHER DISCUSSION? ALL RIGHT. ANY FURTHER DISCUSSION? ALL RIGHT. ANY FURTHER DISCUSSION? ALL RIGHT. ANY FURTHER DISCUSSION? ALL RIGHT. THE BOARD IS OPEN. ALL RIGHT. THE BOARD IS OPEN. ALL RIGHT. THE BOARD IS OPEN. OK, SO OUT HERE WE HAVE 11 EYES THE BOARD IS OPEN. OK, SO OUT HERE WE HAVE 11 EYES THE BOARD IS

1289OPEN. OK, SO OUT HERE WE HAVE 11 EYES THE MOST OF PASS REGULATION OK, SO OUT HERE WE HAVE 11 EYES THE MOST OF PASS REGULATION OK, SO OUT HERE WE HAVE 11 EYES THE MOST OF PASS REGULATION FIVE DASH TO POINT OUT THAT. THE MOST OF PASS REGULATION FIVE DASH TO POINT OUT THAT. THE MOST OF PASS REGULATION FIVE DASH TO POINT OUT THAT. SO THAT LEAVES US WITH THE FIVE DASH TO POINT OUT THAT. SO THAT LEAVES US WITH THE FIVE DASH TO POINT OUT THAT. SO THAT LEAVES US WITH THE REQUEST TO REPEAL POLICY 365 SO THAT LEAVES US WITH THE REQUEST TO REPEAL POLICY 365 SO THAT LEAVES US WITH THE REQUEST TO REPEAL POLICY 365 SINCE ITS SINCE IT'S OBSOLETE REQUEST TO REPEAL POLICY 365 SINCE ITS SINCE IT'S OBSOLETE

1290REQUEST TO REPEAL POLICY 365 SINCE ITS SINCE IT'S OBSOLETE AT THIS TIME IT'S NOW OBSOLETE SINCE ITS SINCE IT'S OBSOLETE AT THIS TIME IT'S NOW OBSOLETE SINCE ITS SINCE IT'S OBSOLETE AT THIS TIME IT'S NOW OBSOLETE . AT THIS TIME IT'S NOW OBSOLETE . AT THIS TIME IT'S NOW OBSOLETE . SO I'LL ENTERTAIN A MOTION TO . SO I'LL ENTERTAIN A MOTION TO . SO I'LL ENTERTAIN A MOTION TO OR WE DID OK SORRY I DID LOOK SO I'LL ENTERTAIN A MOTION TO OR WE DID OK SORRY I DID LOOK SO I'LL ENTERTAIN A MOTION TO OR WE DID OK SORRY I DID LOOK UP MOTION MADE BY HIS OWEN OR WE DID OK SORRY I DID LOOK UP MOTION MADE BY HIS OWEN OR WE DID OK SORRY I DID LOOK UP MOTION MADE

1291BY HIS OWEN SECONDED BY MISS MANNING ANY UP MOTION MADE BY HIS OWEN SECONDED BY MISS MANNING ANY UP MOTION MADE BY HIS OWEN SECONDED BY MISS MANNING ANY DISCUSSION BOARDS VERY SECONDED BY MISS MANNING ANY DISCUSSION BOARDS VERY SECONDED BY MISS MANNING ANY DISCUSSION BOARDS VERY IMPORTANT. DISCUSSION BOARDS VERY IMPORTANT. DISCUSSION BOARDS VERY IMPORTANT. OH DR. GREEN SORRY DR. GREEN IMPORTANT. OH DR. GREEN SORRY DR. GREEN IMPORTANT. OH DR. GREEN SORRY DR. GREEN WHAT IS WHAT IS IT THAT WE'RE OH DR. GREEN SORRY DR. GREEN WHAT IS WHAT IS IT THAT WE'RE OH DR. GREEN SORRY DR. GREEN WHAT IS WHAT IS IT THAT WE'RE GOING VOTE ON THIS TIME? WHAT IS WHAT IS IT THAT WE'RE GOING VOTE ON THIS TIME? WHAT IS WHAT IS IT THAT WE'RE GOING VOTE ON THIS TIME?

1292I MISS YOU. GOING VOTE ON THIS TIME? I MISS YOU. GOING VOTE ON THIS TIME? I MISS YOU. YOU'VE HAD AN EXISTING POLICY I MISS YOU. YOU'VE HAD AN EXISTING POLICY I MISS YOU. YOU'VE HAD AN EXISTING POLICY THREE SIXTY FIVE ON CELL PHONES YOU'VE HAD AN EXISTING POLICY THREE SIXTY FIVE ON CELL PHONES YOU'VE HAD AN EXISTING POLICY THREE SIXTY FIVE ON CELL PHONES AND THAT'S WHERE YOU'VE ALLOWED THREE SIXTY FIVE ON CELL PHONES AND THAT'S WHERE YOU'VE ALLOWED THREE SIXTY FIVE ON CELL PHONES AND THAT'S WHERE YOU'VE ALLOWED THEM TO USE THEM BETWEEN AND THAT'S WHERE YOU'VE ALLOWED THEM TO USE THEM BETWEEN AND THAT'S WHERE YOU'VE ALLOWED THEM TO USE THEM BETWEEN CLASSES AND LUNCH TIME. THEM TO USE THEM BETWEEN CLASSES AND LUNCH TIME. THEM TO USE THEM BETWEEN CLASSES AND

1293LUNCH TIME. THAT'S A WE DON'T NEED THAT CLASSES AND LUNCH TIME. THAT'S A WE DON'T NEED THAT CLASSES AND LUNCH TIME. THAT'S A WE DON'T NEED THAT WHEN WE DON'T NEED TO RIGHT NOW THAT'S A WE DON'T NEED THAT WHEN WE DON'T NEED TO RIGHT NOW THAT'S A WE DON'T NEED THAT WHEN WE DON'T NEED TO RIGHT NOW . WHEN WE DON'T NEED TO RIGHT NOW . WHEN WE DON'T NEED TO RIGHT NOW . SO WE NEED TO BALANCE WE JUST . SO WE NEED TO BALANCE WE JUST . SO WE NEED TO BALANCE WE JUST GET RID OF THIS ONE BECAUSE SO WE NEED TO BALANCE WE JUST GET RID OF THIS ONE BECAUSE SO WE NEED TO BALANCE WE JUST GET RID OF THIS ONE BECAUSE YOU'VE NOW ADOPTED A NEW ONE, GET

1294RID OF THIS ONE BECAUSE YOU'VE NOW ADOPTED A NEW ONE, GET RID OF THIS ONE BECAUSE YOU'VE NOW ADOPTED A NEW ONE, CORRECT? YOU'VE NOW ADOPTED A NEW ONE, CORRECT? YOU'VE NOW ADOPTED A NEW ONE, CORRECT? YOU FEELING IT OK, VOTING IS CORRECT? YOU FEELING IT OK, VOTING IS CORRECT? YOU FEELING IT OK, VOTING IS OPEN SO MANAGER WE HAVE YOU FEELING IT OK, VOTING IS OPEN SO MANAGER WE HAVE YOU FEELING IT OK, VOTING IS OPEN SO MANAGER WE HAVE WEAPONIZED A MOTION TO PASS TO OPEN SO MANAGER WE HAVE WEAPONIZED A MOTION TO PASS TO OPEN SO MANAGER WE HAVE WEAPONIZED A MOTION TO PASS TO REMOVE POLICY THREE DASH SIX OK WEAPONIZED A MOTION TO PASS TO REMOVE POLICY THREE DASH SIX OK WEAPONIZED A MOTION TO PASS TO REMOVE POLICY THREE

1295DASH SIX OK NOW MOVING ON TO ITEM D WHICH REMOVE POLICY THREE DASH SIX OK NOW MOVING ON TO ITEM D WHICH REMOVE POLICY THREE DASH SIX OK NOW MOVING ON TO ITEM D WHICH IS THE BOOK CONTENT COMMITTEE NOW MOVING ON TO ITEM D WHICH IS THE BOOK CONTENT COMMITTEE NOW MOVING ON TO ITEM D WHICH IS THE BOOK CONTENT COMMITTEE AND BEFORE WE START I'D LIKE TO IS THE BOOK CONTENT COMMITTEE AND BEFORE WE START I'D LIKE TO IS THE BOOK CONTENT COMMITTEE AND BEFORE WE START I'D LIKE TO TURN TO DR. ROBERTSON. AND BEFORE WE START I'D LIKE TO TURN TO DR. ROBERTSON. AND BEFORE WE START I'D LIKE TO TURN TO DR. ROBERTSON. OH WE DID BRING LEGISLATIVE TURN TO DR. ROBERTSON. OH WE DID BRING LEGISLATIVE TURN TO DR. ROBERTSON.

1296OH WE DID BRING LEGISLATIVE BACK THOUGH AT LAST SO I OH WE DID BRING LEGISLATIVE BACK THOUGH AT LAST SO I OH WE DID BRING LEGISLATIVE BACK THOUGH AT LAST SO I THOUGHT OF A WAY DR. GREENE TO BACK THOUGH AT LAST SO I THOUGHT OF A WAY DR. GREENE TO BACK THOUGH AT LAST SO I THOUGHT OF A WAY DR. GREENE TO SEE IF I IF I COULD EXPLAIN THOUGHT OF A WAY DR. GREENE TO SEE IF I IF I COULD EXPLAIN THOUGHT OF A WAY DR. GREENE TO SEE IF I IF I COULD EXPLAIN THIS BETTER FOR TRY TO DO IT SEE IF I IF I COULD EXPLAIN THIS BETTER FOR TRY TO DO IT SEE IF I IF I COULD EXPLAIN THIS BETTER FOR TRY TO DO IT BACKWARDS AND SEE IF

1297THAT THIS BETTER FOR TRY TO DO IT BACKWARDS AND SEE IF THAT THIS BETTER FOR TRY TO DO IT BACKWARDS AND SEE IF THAT EXPLAINS IT. BACKWARDS AND SEE IF THAT EXPLAINS IT. BACKWARDS AND SEE IF THAT EXPLAINS IT. WHAT I'M NOT COULD EXPLAIN IT EXPLAINS IT. WHAT I'M NOT COULD EXPLAIN IT EXPLAINS IT. WHAT I'M NOT COULD EXPLAIN IT FLOSSE BUT JUST PROCEDURALLY WHAT I'M NOT COULD EXPLAIN IT FLOSSE BUT JUST PROCEDURALLY WHAT I'M NOT COULD EXPLAIN IT FLOSSE BUT JUST PROCEDURALLY WHAT MISS FRANKLIN HAS ASKED FLOSSE BUT JUST PROCEDURALLY WHAT MISS FRANKLIN HAS ASKED FLOSSE BUT JUST PROCEDURALLY WHAT MISS FRANKLIN HAS ASKED THE BOARD TO CONSIDER IT'S LOOK WHAT MISS FRANKLIN HAS ASKED THE BOARD TO CONSIDER IT'S LOOK WHAT MISS FRANKLIN HAS ASKED THE BOARD TO CONSIDER IT'S LOOK AT POLICY

1298SORRY POLICY THE BOARD TO CONSIDER IT'S LOOK AT POLICY SORRY POLICY THE BOARD TO CONSIDER IT'S LOOK AT POLICY SORRY POLICY CERTIFIED D AND SHE WANTS YOU AT POLICY SORRY POLICY CERTIFIED D AND SHE WANTS YOU AT POLICY SORRY POLICY CERTIFIED D AND SHE WANTS YOU TO AMEND IT THERE'S ONE WORD CERTIFIED D AND SHE WANTS YOU TO AMEND IT THERE'S ONE WORD CERTIFIED D AND SHE WANTS YOU TO AMEND IT THERE'S ONE WORD SHE WANTS TO ADD FOR ELEMENTARY TO AMEND IT THERE'S ONE WORD SHE WANTS TO ADD FOR ELEMENTARY TO AMEND IT THERE'S ONE WORD SHE WANTS TO ADD FOR ELEMENTARY SCHOOLS THAT PUT ELEMENTARY SHE WANTS TO ADD FOR ELEMENTARY SCHOOLS THAT PUT ELEMENTARY SHE WANTS TO ADD FOR ELEMENTARY SCHOOLS THAT PUT ELEMENTARY SCHOOLS ALIGNED TO DO THE SAME SCHOOLS THAT

1299PUT ELEMENTARY SCHOOLS ALIGNED TO DO THE SAME SCHOOLS THAT PUT ELEMENTARY SCHOOLS ALIGNED TO DO THE SAME PROCEDURE THAT SECONDARY SCHOOLS ALIGNED TO DO THE SAME PROCEDURE THAT SECONDARY SCHOOLS ALIGNED TO DO THE SAME PROCEDURE THAT SECONDARY SCHOOLS ARE WHICH WOULD BE THEY PROCEDURE THAT SECONDARY SCHOOLS ARE WHICH WOULD BE THEY PROCEDURE THAT SECONDARY SCHOOLS ARE WHICH WOULD BE THEY WOULD ONLY BE LOOKING YOU CAN'T SCHOOLS ARE WHICH WOULD BE THEY WOULD ONLY BE LOOKING YOU CAN'T SCHOOLS ARE WHICH WOULD BE THEY WOULD ONLY BE LOOKING YOU CAN'T HAVE YOU'RE NOT TO HAVE SEX WOULD ONLY BE LOOKING YOU CAN'T HAVE YOU'RE NOT TO HAVE SEX WOULD ONLY BE LOOKING YOU CAN'T HAVE YOU'RE NOT TO HAVE SEX WITH THE BOOKS WHICH ONLY TO BE HAVE YOU'RE NOT TO HAVE SEX WITH THE BOOKS WHICH

1300ONLY TO BE HAVE YOU'RE NOT TO HAVE SEX WITH THE BOOKS WHICH ONLY TO BE INCOMING SO THAT YOU CAN ADD WITH THE BOOKS WHICH ONLY TO BE INCOMING SO THAT YOU CAN ADD WITH THE BOOKS WHICH ONLY TO BE INCOMING SO THAT YOU CAN ADD THE INCOMING TO BE ABLE TO DO INCOMING SO THAT YOU CAN ADD THE INCOMING TO BE ABLE TO DO INCOMING SO THAT YOU CAN ADD THE INCOMING TO BE ABLE TO DO THAT UNDER YOUR BYLAWS. THE INCOMING TO BE ABLE TO DO THAT UNDER YOUR BYLAWS. THE INCOMING TO BE ABLE TO DO THAT UNDER YOUR BYLAWS. THE ONE THIRTY TWO WHICH IS ONE THAT UNDER YOUR BYLAWS. THE ONE THIRTY TWO WHICH IS ONE THAT UNDER YOUR BYLAWS. THE ONE THIRTY TWO WHICH IS ONE THAT WE AMENDED NORMALLY

1301A THE ONE THIRTY TWO WHICH IS ONE THAT WE AMENDED NORMALLY A THE ONE THIRTY TWO WHICH IS ONE THAT WE AMENDED NORMALLY A PROCEDURE IS TO SEND IT TO PRC THAT WE AMENDED NORMALLY A PROCEDURE IS TO SEND IT TO PRC THAT WE AMENDED NORMALLY A PROCEDURE IS TO SEND IT TO PRC FIRST AND DID AN YOU HAD IN PROCEDURE IS TO SEND IT TO PRC FIRST AND DID AN YOU HAD IN PROCEDURE IS TO SEND IT TO PRC FIRST AND DID AN YOU HAD IN YOUR BYLAWS AND ONE THIRTY TWO FIRST AND DID AN YOU HAD IN YOUR BYLAWS AND ONE THIRTY TWO FIRST AND DID AN YOU HAD IN YOUR BYLAWS AND ONE THIRTY TWO YOU HAVE A PROCEDURE WHERE A YOUR BYLAWS AND ONE THIRTY TWO YOU HAVE A PROCEDURE WHERE

1302A YOUR BYLAWS AND ONE THIRTY TWO YOU HAVE A PROCEDURE WHERE A SCHOOL WOULD NEVER MEMBER COULD YOU HAVE A PROCEDURE WHERE A SCHOOL WOULD NEVER MEMBER COULD YOU HAVE A PROCEDURE WHERE A SCHOOL WOULD NEVER MEMBER COULD BYPASS PRC AND BRING DIRECTLY SCHOOL WOULD NEVER MEMBER COULD BYPASS PRC AND BRING DIRECTLY SCHOOL WOULD NEVER MEMBER COULD BYPASS PRC AND BRING DIRECTLY TO THE SCHOOL BOARD BUT TO THE BYPASS PRC AND BRING DIRECTLY TO THE SCHOOL BOARD BUT TO THE BYPASS PRC AND BRING DIRECTLY TO THE SCHOOL BOARD BUT TO THE SCHOOL BOARD GENERALLY ISN'T TO THE SCHOOL BOARD BUT TO THE SCHOOL BOARD GENERALLY ISN'T TO THE SCHOOL BOARD BUT TO THE SCHOOL BOARD GENERALLY ISN'T SURPRISED ABOUT THAT THE INTENT SCHOOL BOARD GENERALLY ISN'T SURPRISED ABOUT THAT THE INTENT SCHOOL BOARD GENERALLY ISN'T

1303SURPRISED ABOUT THAT THE INTENT IS IF YOU WANT TO BRING IT FOR SURPRISED ABOUT THAT THE INTENT IS IF YOU WANT TO BRING IT FOR SURPRISED ABOUT THAT THE INTENT IS IF YOU WANT TO BRING IT FOR THE SCHOOL BUT THE SAME DAY IS IF YOU WANT TO BRING IT FOR THE SCHOOL BUT THE SAME DAY IS IF YOU WANT TO BRING IT FOR THE SCHOOL BUT THE SAME DAY THAT THEY SEE IT FOR THE FIRST THE SCHOOL BUT THE SAME DAY THAT THEY SEE IT FOR THE FIRST THE SCHOOL BUT THE SAME DAY THAT THEY SEE IT FOR THE FIRST TIME THAT REQUIRES A LITTLE BIT THAT THEY SEE IT FOR THE FIRST TIME THAT REQUIRES A LITTLE BIT THAT THEY SEE IT FOR THE FIRST TIME THAT REQUIRES A LITTLE BIT MORE SO

1304YOU CAN'T IMAGERY YOU TIME THAT REQUIRES A LITTLE BIT MORE SO YOU CAN'T IMAGERY YOU TIME THAT REQUIRES A LITTLE BIT MORE SO YOU CAN'T IMAGERY YOU NEED SEVEN PEOPLE ON THE SCHOOL MORE SO YOU CAN'T IMAGERY YOU NEED SEVEN PEOPLE ON THE SCHOOL MORE SO YOU CAN'T IMAGERY YOU NEED SEVEN PEOPLE ON THE SCHOOL BOARD OR MAJORITY PLUS ONE NEED SEVEN PEOPLE ON THE SCHOOL BOARD OR MAJORITY PLUS ONE NEED SEVEN PEOPLE ON THE SCHOOL BOARD OR MAJORITY PLUS ONE OF YOUR BLESSING LOVING PEOPLE BOARD OR MAJORITY PLUS ONE OF YOUR BLESSING LOVING PEOPLE BOARD OR MAJORITY PLUS ONE OF YOUR BLESSING LOVING PEOPLE AT THE MEETING THE MEETING TO OF YOUR BLESSING LOVING PEOPLE AT THE MEETING THE MEETING TO OF YOUR BLESSING LOVING PEOPLE AT THE MEETING THE MEETING TO BE ABLE

1305TO DO THAT THE SAME DAY AT THE MEETING THE MEETING TO BE ABLE TO DO THAT THE SAME DAY AT THE MEETING THE MEETING TO BE ABLE TO DO THAT THE SAME DAY BECAUSE NORMALLY PROCEDURES ARE BE ABLE TO DO THAT THE SAME DAY BECAUSE NORMALLY PROCEDURES ARE BE ABLE TO DO THAT THE SAME DAY BECAUSE NORMALLY PROCEDURES ARE BEING AT ONE MEETING TALK ABOUT BECAUSE NORMALLY PROCEDURES ARE BEING AT ONE MEETING TALK ABOUT BECAUSE NORMALLY PROCEDURES ARE BEING AT ONE MEETING TALK ABOUT IT AND THEN COME BACK ANOTHER BEING AT ONE MEETING TALK ABOUT IT AND THEN COME BACK ANOTHER BEING AT ONE MEETING TALK ABOUT IT AND THEN COME BACK ANOTHER MEETING SINCE YOU WOULDN'T HAVE IT AND THEN COME BACK ANOTHER MEETING SINCE YOU WOULDN'T HAVE IT AND THEN COME BACK ANOTHER

1306MEETING SINCE YOU WOULDN'T HAVE THAT OPPORTUNITY BECAUSE IT MEETING SINCE YOU WOULDN'T HAVE THAT OPPORTUNITY BECAUSE IT MEETING SINCE YOU WOULDN'T HAVE THAT OPPORTUNITY BECAUSE IT SHOWED THE SAME DAY YOU'RE THAT OPPORTUNITY BECAUSE IT SHOWED THE SAME DAY YOU'RE THAT OPPORTUNITY BECAUSE IT SHOWED THE SAME DAY YOU'RE BEING ASKED TO VOTE ON IT YOU SHOWED THE SAME DAY YOU'RE BEING ASKED TO VOTE ON IT YOU SHOWED THE SAME DAY YOU'RE BEING ASKED TO VOTE ON IT YOU WOULD NEED SEVEN PEOPLE TO VOTE BEING ASKED TO VOTE ON IT YOU WOULD NEED SEVEN PEOPLE TO VOTE BEING ASKED TO VOTE ON IT YOU WOULD NEED SEVEN PEOPLE TO VOTE ON IT THE SAME DAY AT LEAST TO WOULD NEED SEVEN PEOPLE TO VOTE ON IT THE SAME DAY AT LEAST TO WOULD NEED SEVEN PEOPLE TO

1307VOTE ON IT THE SAME DAY AT LEAST TO PASS IT ONCE YOU BROUGHT OUT ON IT THE SAME DAY AT LEAST TO PASS IT ONCE YOU BROUGHT OUT ON IT THE SAME DAY AT LEAST TO PASS IT ONCE YOU BROUGHT OUT WHAT WE DO IS DO IS HOW DO WE PASS IT ONCE YOU BROUGHT OUT WHAT WE DO IS DO IS HOW DO WE PASS IT ONCE YOU BROUGHT OUT WHAT WE DO IS DO IS HOW DO WE GET HAS THESE SEVEN REQUIRED WHAT WE DO IS DO IS HOW DO WE GET HAS THESE SEVEN REQUIRED WHAT WE DO IS DO IS HOW DO WE GET HAS THESE SEVEN REQUIRED MEMBERS AND TO DO THAT WE HAVE GET HAS THESE SEVEN REQUIRED MEMBERS AND TO DO THAT WE HAVE GET HAS THESE SEVEN REQUIRED MEMBERS

1308AND TO DO THAT WE HAVE TO LOOK AT ANOTHER BYLAW ONE MEMBERS AND TO DO THAT WE HAVE TO LOOK AT ANOTHER BYLAW ONE MEMBERS AND TO DO THAT WE HAVE TO LOOK AT ANOTHER BYLAW ONE THIRTY WHICH WAS TO SAY SUSPEND TO LOOK AT ANOTHER BYLAW ONE THIRTY WHICH WAS TO SAY SUSPEND TO LOOK AT ANOTHER BYLAW ONE THIRTY WHICH WAS TO SAY SUSPEND THAT PORTION OF BYLAW ONE THIRTY WHICH WAS TO SAY SUSPEND THAT PORTION OF BYLAW ONE THIRTY WHICH WAS TO SAY SUSPEND THAT PORTION OF BYLAW ONE THIRTY TO SO 130 TO SEE THREE THAT PORTION OF BYLAW ONE THIRTY TO SO 130 TO SEE THREE THAT PORTION OF BYLAW ONE THIRTY TO SO 130 TO SEE THREE WHERE IT SAYS SEVEN MEMBERS THIRTY TO SO 130 TO SEE THREE WHERE IT

1309SAYS SEVEN MEMBERS THIRTY TO SO 130 TO SEE THREE WHERE IT SAYS SEVEN MEMBERS TEMPORARILY FOR THIS PARTICULAR WHERE IT SAYS SEVEN MEMBERS TEMPORARILY FOR THIS PARTICULAR WHERE IT SAYS SEVEN MEMBERS TEMPORARILY FOR THIS PARTICULAR VOTE TAKE OUT THAT REQUIREMENT TEMPORARILY FOR THIS PARTICULAR VOTE TAKE OUT THAT REQUIREMENT TEMPORARILY FOR THIS PARTICULAR VOTE TAKE OUT THAT REQUIREMENT AND MAKE IT ONLY A MAJORITY VOTE TAKE OUT THAT REQUIREMENT AND MAKE IT ONLY A MAJORITY VOTE TAKE OUT THAT REQUIREMENT AND MAKE IT ONLY A MAJORITY VOTES YOU WOULD ONLY NEED AND MAKE IT ONLY A MAJORITY VOTES YOU WOULD ONLY NEED AND MAKE IT ONLY A MAJORITY VOTES YOU WOULD ONLY NEED NEARLY SIX OF YOU TO PASS IT IF VOTES YOU WOULD ONLY NEED NEARLY SIX OF YOU TO PASS IT IF VOTES YOU WOULD ONLY

1310NEED NEARLY SIX OF YOU TO PASS IT IF IT GOES THROUGH THAT THAT'S A NEARLY SIX OF YOU TO PASS IT IF IT GOES THROUGH THAT THAT'S A NEARLY SIX OF YOU TO PASS IT IF IT GOES THROUGH THAT THAT'S A PROCEDURAL HOOP THAT YOU'RE IT GOES THROUGH THAT THAT'S A PROCEDURAL HOOP THAT YOU'RE IT GOES THROUGH THAT THAT'S A PROCEDURAL HOOP THAT YOU'RE RUNNING THROUGH WHICH ARE PROCEDURAL HOOP THAT YOU'RE RUNNING THROUGH WHICH ARE PROCEDURAL HOOP THAT YOU'RE RUNNING THROUGH WHICH ARE ACTUALLY BEING ASKED TO DO IS RUNNING THROUGH WHICH ARE ACTUALLY BEING ASKED TO DO IS RUNNING THROUGH WHICH ARE ACTUALLY BEING ASKED TO DO IS IN SIX FIFTY FIVE LOOK AT THAT. ACTUALLY BEING ASKED TO DO IS IN SIX FIFTY FIVE LOOK AT THAT. ACTUALLY BEING ASKED TO DO IS IN

1311SIX FIFTY FIVE LOOK AT THAT. SO PROCEDURE THAT'S WHY WE HAVE IN SIX FIFTY FIVE LOOK AT THAT. SO PROCEDURE THAT'S WHY WE HAVE IN SIX FIFTY FIVE LOOK AT THAT. SO PROCEDURE THAT'S WHY WE HAVE MULTIPLE STEPS HERE WHAT IT SO PROCEDURE THAT'S WHY WE HAVE MULTIPLE STEPS HERE WHAT IT SO PROCEDURE THAT'S WHY WE HAVE MULTIPLE STEPS HERE WHAT IT WILL COME DOWN TO IF YOU WERE MULTIPLE STEPS HERE WHAT IT WILL COME DOWN TO IF YOU WERE MULTIPLE STEPS HERE WHAT IT WILL COME DOWN TO IF YOU WERE TO APPROVE THE SUSPENSION WILL COME DOWN TO IF YOU WERE TO APPROVE THE SUSPENSION WILL COME DOWN TO IF YOU WERE TO APPROVE THE SUSPENSION OF BYLAW ONE THIRTY TO SEE TO APPROVE THE SUSPENSION OF BYLAW ONE THIRTY TO SEE TO APPROVE

1312THE SUSPENSION OF BYLAW ONE THIRTY TO SEE THREE THE SECTION ON SEVEN IF OF BYLAW ONE THIRTY TO SEE THREE THE SECTION ON SEVEN IF OF BYLAW ONE THIRTY TO SEE THREE THE SECTION ON SEVEN IF THAT PASSES THEN YOU TURN THREE THE SECTION ON SEVEN IF THAT PASSES THEN YOU TURN THREE THE SECTION ON SEVEN IF THAT PASSES THEN YOU TURN AROUND AND YOU TAKE UP THE VOTE THAT PASSES THEN YOU TURN AROUND AND YOU TAKE UP THE VOTE THAT PASSES THEN YOU TURN AROUND AND YOU TAKE UP THE VOTE OF SIXTY FIVE THE AMENDMENT AND AROUND AND YOU TAKE UP THE VOTE OF SIXTY FIVE THE AMENDMENT AND AROUND AND YOU TAKE UP THE VOTE OF SIXTY FIVE THE AMENDMENT AND THAT WOULD ONLY NEED A MAJORITY OF SIXTY FIVE THE AMENDMENT AND

1313THAT WOULD ONLY NEED A MAJORITY OF SIXTY FIVE THE AMENDMENT AND THAT WOULD ONLY NEED A MAJORITY VOTE PERSONS TO PASS IT IF IT THAT WOULD ONLY NEED A MAJORITY VOTE PERSONS TO PASS IT IF IT THAT WOULD ONLY NEED A MAJORITY VOTE PERSONS TO PASS IT IF IT DOESN'T PASS YOU STILL LOOK AT VOTE PERSONS TO PASS IT IF IT DOESN'T PASS YOU STILL LOOK AT VOTE PERSONS TO PASS IT IF IT DOESN'T PASS YOU STILL LOOK AT SIX SIXTY FIVE DAYS AMENDMENT DOESN'T PASS YOU STILL LOOK AT SIX SIXTY FIVE DAYS AMENDMENT DOESN'T PASS YOU STILL LOOK AT SIX SIXTY FIVE DAYS AMENDMENT WITH THIS CASE YOU NEED SEVEN SIX SIXTY FIVE DAYS AMENDMENT WITH THIS CASE YOU NEED SEVEN SIX SIXTY FIVE DAYS AMENDMENT WITH THIS CASE YOU NEED SEVEN TO PASS

1314A COUPLE HOOPS TO JUMP WITH THIS CASE YOU NEED SEVEN TO PASS A COUPLE HOOPS TO JUMP WITH THIS CASE YOU NEED SEVEN TO PASS A COUPLE HOOPS TO JUMP THROUGH SO THAT I'M NOT SURE TO PASS A COUPLE HOOPS TO JUMP THROUGH SO THAT I'M NOT SURE TO PASS A COUPLE HOOPS TO JUMP THROUGH SO THAT I'M NOT SURE THAT HELPED ANY THEN I CAN THROUGH SO THAT I'M NOT SURE THAT HELPED ANY THEN I CAN THROUGH SO THAT I'M NOT SURE THAT HELPED ANY THEN I CAN LEAVE IT TO AFTER I GUESS YOU THAT HELPED ANY THEN I CAN LEAVE IT TO AFTER I GUESS YOU THAT HELPED ANY THEN I CAN LEAVE IT TO AFTER I GUESS YOU DEVOTION TO TO CONSIDER AND LEAVE IT TO AFTER I GUESS YOU DEVOTION TO

1315TO CONSIDER AND LEAVE IT TO AFTER I GUESS YOU DEVOTION TO TO CONSIDER AND DISCUSS AND THEN DISCUSS AND DEVOTION TO TO CONSIDER AND DISCUSS AND THEN DISCUSS AND DEVOTION TO TO CONSIDER AND DISCUSS AND THEN DISCUSS AND THEN LEAVE IT TO THIS TO DISCUSS AND THEN DISCUSS AND THEN LEAVE IT TO THIS TO DISCUSS AND THEN DISCUSS AND THEN LEAVE IT TO THIS TO EXPLAIN OK I'LL ENTERTAIN THEN LEAVE IT TO THIS TO EXPLAIN OK I'LL ENTERTAIN THEN LEAVE IT TO THIS TO EXPLAIN OK I'LL ENTERTAIN MOTION TO OPEN UP THIS BOOK EXPLAIN OK I'LL ENTERTAIN MOTION TO OPEN UP THIS BOOK EXPLAIN OK I'LL ENTERTAIN MOTION TO OPEN UP THIS BOOK CONTENT COMMITTEE FOR MOTION MOTION TO OPEN UP THIS BOOK CONTENT COMMITTEE FOR MOTION MOTION TO OPEN UP THIS BOOK CONTENT COMMITTEE

1316FOR MOTION MADE BY THE SPRINKLING FRANKLIN CONTENT COMMITTEE FOR MOTION MADE BY THE SPRINKLING FRANKLIN CONTENT COMMITTEE FOR MOTION MADE BY THE SPRINKLING FRANKLIN SHE SAYS YES BUT OK I WROTE IN MADE BY THE SPRINKLING FRANKLIN SHE SAYS YES BUT OK I WROTE IN MADE BY THE SPRINKLING FRANKLIN SHE SAYS YES BUT OK I WROTE IN A MOTION APPROVE THE BOOK SHE SAYS YES BUT OK I WROTE IN A MOTION APPROVE THE BOOK SHE SAYS YES BUT OK I WROTE IN A MOTION APPROVE THE BOOK CONTACT SUSPENSION OF BILAL NOW A MOTION APPROVE THE BOOK CONTACT SUSPENSION OF BILAL NOW A MOTION APPROVE THE BOOK CONTACT SUSPENSION OF BILAL NOW WE SUBMITTED AN AMENDMENT CONTACT SUSPENSION OF BILAL NOW WE SUBMITTED AN AMENDMENT CONTACT SUSPENSION OF BILAL NOW WE SUBMITTED AN AMENDMENT DISCUSSED TODAY WE

1317HAVE THE WE SUBMITTED AN AMENDMENT DISCUSSED TODAY WE HAVE THE WE SUBMITTED AN AMENDMENT DISCUSSED TODAY WE HAVE THE WRONG PILE UP THERE WOULD BE DISCUSSED TODAY WE HAVE THE WRONG PILE UP THERE WOULD BE DISCUSSED TODAY WE HAVE THE WRONG PILE UP THERE WOULD BE BYLAW ONE THIRTY BE YOU WOULD WRONG PILE UP THERE WOULD BE BYLAW ONE THIRTY BE YOU WOULD WRONG PILE UP THERE WOULD BE BYLAW ONE THIRTY BE YOU WOULD BE MOVING TO SUSPEND IT SO IT'S BYLAW ONE THIRTY BE YOU WOULD BE MOVING TO SUSPEND IT SO IT'S BYLAW ONE THIRTY BE YOU WOULD BE MOVING TO SUSPEND IT SO IT'S UP THERE ONE 30 BE LOOKS LIKE BE MOVING TO SUSPEND IT SO IT'S UP THERE ONE 30 BE LOOKS LIKE BE MOVING TO SUSPEND IT SO IT'S UP

1318THERE ONE 30 BE LOOKS LIKE ONE THIRTY TO MY READING ROOM. UP THERE ONE 30 BE LOOKS LIKE ONE THIRTY TO MY READING ROOM. UP THERE ONE 30 BE LOOKS LIKE ONE THIRTY TO MY READING ROOM. IT COULD BE THIRTY TWO POINT ONE THIRTY TO MY READING ROOM. IT COULD BE THIRTY TWO POINT ONE THIRTY TO MY READING ROOM. IT COULD BE THIRTY TWO POINT ONE THIRTY TWO TO BILO ONE IT COULD BE THIRTY TWO POINT ONE THIRTY TWO TO BILO ONE IT COULD BE THIRTY TWO POINT ONE THIRTY TWO TO BILO ONE THIRTY IS YEAH I THINK IT'S ONE THIRTY TWO TO BILO ONE THIRTY IS YEAH I THINK IT'S ONE THIRTY TWO TO BILO ONE THIRTY IS YEAH I THINK IT'S WRITTEN ON THERE PURSUANCE THIRTY IS YEAH I THINK IT'S WRITTEN ON

1319THERE PURSUANCE THIRTY IS YEAH I THINK IT'S WRITTEN ON THERE PURSUANCE USING BYLAW ONE THIRTY B YOU'RE WRITTEN ON THERE PURSUANCE USING BYLAW ONE THIRTY B YOU'RE WRITTEN ON THERE PURSUANCE USING BYLAW ONE THIRTY B YOU'RE ASKING TO SUSPEND THE USING BYLAW ONE THIRTY B YOU'RE ASKING TO SUSPEND THE USING BYLAW ONE THIRTY B YOU'RE ASKING TO SUSPEND THE REQUIREMENT ON ONE THIRTY TWO ASKING TO SUSPEND THE REQUIREMENT ON ONE THIRTY TWO ASKING TO SUSPEND THE REQUIREMENT ON ONE THIRTY TWO SEE THREE FOUR TO THE SEVEN REQUIREMENT ON ONE THIRTY TWO SEE THREE FOUR TO THE SEVEN REQUIREMENT ON ONE THIRTY TWO SEE THREE FOUR TO THE SEVEN PERSON. SEE THREE FOUR TO THE SEVEN PERSON. SEE THREE FOUR TO THE SEVEN PERSON. THAT'S WHAT THE MOTION IS. PERSON. THAT'S WHAT THE MOTION IS. PERSON.

1320THAT'S WHAT THE MOTION IS. YEAH CORRECT YOU NEED SEVEN THAT'S WHAT THE MOTION IS. YEAH CORRECT YOU NEED SEVEN THAT'S WHAT THE MOTION IS. YEAH CORRECT YOU NEED SEVEN PEOPLE TO AGREE TO SUSPEND YEAH CORRECT YOU NEED SEVEN PEOPLE TO AGREE TO SUSPEND YEAH CORRECT YOU NEED SEVEN PEOPLE TO AGREE TO SUSPEND REQUIREMENT THAT WHEN YOU VOTE PEOPLE TO AGREE TO SUSPEND REQUIREMENT THAT WHEN YOU VOTE PEOPLE TO AGREE TO SUSPEND REQUIREMENT THAT WHEN YOU VOTE ON THIS IF YOU PASS THAT REQUIREMENT THAT WHEN YOU VOTE ON THIS IF YOU PASS THAT REQUIREMENT THAT WHEN YOU VOTE ON THIS IF YOU PASS THAT AMENDMENT YOU NEED SEVEN PEOPLE ON THIS IF YOU PASS THAT AMENDMENT YOU NEED SEVEN PEOPLE ON THIS IF YOU PASS THAT AMENDMENT YOU NEED SEVEN PEOPLE IT IF YOU DO THAT

1321THAT MEANS AMENDMENT YOU NEED SEVEN PEOPLE IT IF YOU DO THAT THAT MEANS AMENDMENT YOU NEED SEVEN PEOPLE IT IF YOU DO THAT THAT MEANS YOU JUST YOU JUST NEED A IT IF YOU DO THAT THAT MEANS YOU JUST YOU JUST NEED A IT IF YOU DO THAT THAT MEANS YOU JUST YOU JUST NEED A MAJORITY TO PASS OTHERWISE YOU YOU JUST YOU JUST NEED A MAJORITY TO PASS OTHERWISE YOU YOU JUST YOU JUST NEED A MAJORITY TO PASS OTHERWISE YOU NEED A SEVEN PERSON SEVEN MAJORITY TO PASS OTHERWISE YOU NEED A SEVEN PERSON SEVEN MAJORITY TO PASS OTHERWISE YOU NEED A SEVEN PERSON SEVEN MEMBERS TO TO PASS FRANKLIN SO NEED A SEVEN PERSON SEVEN MEMBERS TO TO PASS FRANKLIN SO NEED A SEVEN PERSON SEVEN MEMBERS TO TO PASS FRANKLIN SO WHEN I

1322WHEN WE WE'RE DISCUSSING MEMBERS TO TO PASS FRANKLIN SO WHEN I WHEN WE WE'RE DISCUSSING MEMBERS TO TO PASS FRANKLIN SO WHEN I WHEN WE WE'RE DISCUSSING THIS I THOUGHT THAT THERE WAS WHEN I WHEN WE WE'RE DISCUSSING THIS I THOUGHT THAT THERE WAS WHEN I WHEN WE WE'RE DISCUSSING THIS I THOUGHT THAT THERE WAS THE REQUIREMENT TO TWENTY FOUR THIS I THOUGHT THAT THERE WAS THE REQUIREMENT TO TWENTY FOUR THIS I THOUGHT THAT THERE WAS THE REQUIREMENT TO TWENTY FOUR HOURS OF NOTICE TO ENSURE THE REQUIREMENT TO TWENTY FOUR HOURS OF NOTICE TO ENSURE THE REQUIREMENT TO TWENTY FOUR HOURS OF NOTICE TO ENSURE BECAUSE WE'VE ALREADY DISCUSSED HOURS OF NOTICE TO ENSURE BECAUSE WE'VE ALREADY DISCUSSED HOURS OF NOTICE TO ENSURE BECAUSE WE'VE ALREADY DISCUSSED THIS AT THE LAST MEETING AND I BECAUSE

1323WE'VE ALREADY DISCUSSED THIS AT THE LAST MEETING AND I BECAUSE WE'VE ALREADY DISCUSSED THIS AT THE LAST MEETING AND I WAS TRYING TO MAKE SURE THAT WE THIS AT THE LAST MEETING AND I WAS TRYING TO MAKE SURE THAT WE THIS AT THE LAST MEETING AND I WAS TRYING TO MAKE SURE THAT WE WERE DOING THIS PROPERLY SO IF WAS TRYING TO MAKE SURE THAT WE WERE DOING THIS PROPERLY SO IF WAS TRYING TO MAKE SURE THAT WE WERE DOING THIS PROPERLY SO IF WE HAVE THIS SITUATION WHERE WE WERE DOING THIS PROPERLY SO IF WE HAVE THIS SITUATION WHERE WE WERE DOING THIS PROPERLY SO IF WE HAVE THIS SITUATION WHERE WE HAVE PROVIDED THE TWENTY FOUR WE HAVE THIS SITUATION WHERE WE HAVE PROVIDED THE TWENTY FOUR WE HAVE THIS SITUATION WHERE WE

1324HAVE PROVIDED THE TWENTY FOUR HOURS NOTICE YOU STILL THAT YOU HAVE PROVIDED THE TWENTY FOUR HOURS NOTICE YOU STILL THAT YOU HAVE PROVIDED THE TWENTY FOUR HOURS NOTICE YOU STILL THAT YOU STILL HAVE TO GIVE PRIOR NOTICE HOURS NOTICE YOU STILL THAT YOU STILL HAVE TO GIVE PRIOR NOTICE HOURS NOTICE YOU STILL THAT YOU STILL HAVE TO GIVE PRIOR NOTICE IF YOU DON'T GIVE THE PRIOR STILL HAVE TO GIVE PRIOR NOTICE IF YOU DON'T GIVE THE PRIOR STILL HAVE TO GIVE PRIOR NOTICE IF YOU DON'T GIVE THE PRIOR NOTICE IN A CERTAIN AMOUNT IF YOU DON'T GIVE THE PRIOR NOTICE IN A CERTAIN AMOUNT IF YOU DON'T GIVE THE PRIOR NOTICE IN A CERTAIN AMOUNT OF TIME PERIOD TO YOU YOU HAVE NOTICE IN A CERTAIN AMOUNT OF TIME PERIOD TO YOU YOU HAVE NOTICE

1325IN A CERTAIN AMOUNT OF TIME PERIOD TO YOU YOU HAVE YOU YOU HAVE TO HAVE A OF TIME PERIOD TO YOU YOU HAVE YOU YOU HAVE TO HAVE A OF TIME PERIOD TO YOU YOU HAVE YOU YOU HAVE TO HAVE A UNANIMOUS VOTE 11 MEMBERS YOU YOU HAVE TO HAVE A UNANIMOUS VOTE 11 MEMBERS YOU YOU HAVE TO HAVE A UNANIMOUS VOTE 11 MEMBERS BECAUSE IT'S IT'S TOO MUCH OF A UNANIMOUS VOTE 11 MEMBERS BECAUSE IT'S IT'S TOO MUCH OF A UNANIMOUS VOTE 11 MEMBERS BECAUSE IT'S IT'S TOO MUCH OF A SURPRISE TO AND WHEN WE BECAUSE IT'S IT'S TOO MUCH OF A SURPRISE TO AND WHEN WE BECAUSE IT'S IT'S TOO MUCH OF A SURPRISE TO AND WHEN WE DISCUSSED IT I GOT IT WRONG AND SURPRISE TO AND WHEN WE DISCUSSED IT I

1326GOT IT WRONG AND SURPRISE TO AND WHEN WE DISCUSSED IT I GOT IT WRONG AND I WROTE IT WRONG AND HAD DISCUSSED IT I GOT IT WRONG AND I WROTE IT WRONG AND HAD DISCUSSED IT I GOT IT WRONG AND I WROTE IT WRONG AND HAD QUESTIONS WILL REMEMBER STATE I WROTE IT WRONG AND HAD QUESTIONS WILL REMEMBER STATE I WROTE IT WRONG AND HAD QUESTIONS WILL REMEMBER STATE WENT BACK AND LOOK AT IT I WAS QUESTIONS WILL REMEMBER STATE WENT BACK AND LOOK AT IT I WAS QUESTIONS WILL REMEMBER STATE WENT BACK AND LOOK AT IT I WAS WRONG AND HOW WE DID YOU DO WENT BACK AND LOOK AT IT I WAS WRONG AND HOW WE DID YOU DO WENT BACK AND LOOK AT IT I WAS WRONG AND HOW WE DID YOU

1327DO NEED SEVEN BECAUSE THIS IS THE WRONG AND HOW WE DID YOU DO NEED SEVEN BECAUSE THIS IS THE WRONG AND HOW WE DID YOU DO NEED SEVEN BECAUSE THIS IS THE FIRST THEY'RE SEEING IT AND YOU NEED SEVEN BECAUSE THIS IS THE FIRST THEY'RE SEEING IT AND YOU NEED SEVEN BECAUSE THIS IS THE FIRST THEY'RE SEEING IT AND YOU ASK THE BOTTOM OF THE FIRST FIRST THEY'RE SEEING IT AND YOU ASK THE BOTTOM OF THE FIRST FIRST THEY'RE SEEING IT AND YOU ASK THE BOTTOM OF THE FIRST TIME YOU ARE GOING TO NEED ASK THE BOTTOM OF THE FIRST TIME YOU ARE GOING TO NEED ASK THE BOTTOM OF THE FIRST TIME YOU ARE GOING TO NEED SEVEN PEOPLE TO AGREE OTHER TO TIME YOU ARE GOING TO NEED SEVEN PEOPLE TO AGREE OTHER

1328TO TIME YOU ARE GOING TO NEED SEVEN PEOPLE TO AGREE OTHER TO TO PASS IT IF THE PASS OR TO SEVEN PEOPLE TO AGREE OTHER TO TO PASS IT IF THE PASS OR TO SEVEN PEOPLE TO AGREE OTHER TO TO PASS IT IF THE PASS OR TO SUSPEND THE OTHER BY WHICH TO PASS IT IF THE PASS OR TO SUSPEND THE OTHER BY WHICH TO PASS IT IF THE PASS OR TO SUSPEND THE OTHER BY WHICH REQUIRES A SEVEN EMBASSY EITHER SUSPEND THE OTHER BY WHICH REQUIRES A SEVEN EMBASSY EITHER SUSPEND THE OTHER BY WHICH REQUIRES A SEVEN EMBASSY EITHER WAY YOU DO THIS YOU'RE GOING TO REQUIRES A SEVEN EMBASSY EITHER WAY YOU DO THIS YOU'RE GOING TO REQUIRES A SEVEN EMBASSY EITHER WAY YOU DO THIS YOU'RE GOING TO NEED TO NEED SEVEN

1329PEOPLE WAY YOU DO THIS YOU'RE GOING TO NEED TO NEED SEVEN PEOPLE WAY YOU DO THIS YOU'RE GOING TO NEED TO NEED SEVEN PEOPLE AGREEING TO DO IT EVERY ASKING NEED TO NEED SEVEN PEOPLE AGREEING TO DO IT EVERY ASKING NEED TO NEED SEVEN PEOPLE AGREEING TO DO IT EVERY ASKING OK WELL BUT WELL SO BUT WE CAN AGREEING TO DO IT EVERY ASKING OK WELL BUT WELL SO BUT WE CAN AGREEING TO DO IT EVERY ASKING OK WELL BUT WELL SO BUT WE CAN STILL HAVE DISCUSSION ON THE OK WELL BUT WELL SO BUT WE CAN STILL HAVE DISCUSSION ON THE OK WELL BUT WELL SO BUT WE CAN STILL HAVE DISCUSSION ON THE CONTENT COMMITTEE EVEN IF THIS STILL HAVE DISCUSSION ON THE CONTENT COMMITTEE EVEN IF THIS STILL HAVE DISCUSSION ON THE

1330CONTENT COMMITTEE EVEN IF THIS DOES NOT PASS CORRECT IF YOU CONTENT COMMITTEE EVEN IF THIS DOES NOT PASS CORRECT IF YOU CONTENT COMMITTEE EVEN IF THIS DOES NOT PASS CORRECT IF YOU DIDN'T SPEND THAT YOU'RE THAT DOES NOT PASS CORRECT IF YOU DIDN'T SPEND THAT YOU'RE THAT DOES NOT PASS CORRECT IF YOU DIDN'T SPEND THAT YOU'RE THAT YOU'RE STILL GOING TO NEED DIDN'T SPEND THAT YOU'RE THAT YOU'RE STILL GOING TO NEED DIDN'T SPEND THAT YOU'RE THAT YOU'RE STILL GOING TO NEED SEVEN ON THERE. YOU'RE STILL GOING TO NEED SEVEN ON THERE. YOU'RE STILL GOING TO NEED SEVEN ON THERE. OK, THANK YOU. SEVEN ON THERE. OK, THANK YOU. SEVEN ON THERE. OK, THANK YOU. MESS THERE AND WE CAN GO ANY OK, THANK YOU. MESS THERE AND WE CAN GO ANY OK, THANK YOU. MESS

1331THERE AND WE CAN GO ANY FURTHER DISCUSSION MISS OWENS MESS THERE AND WE CAN GO ANY FURTHER DISCUSSION MISS OWENS MESS THERE AND WE CAN GO ANY FURTHER DISCUSSION MISS OWENS FORM. FURTHER DISCUSSION MISS OWENS FORM. FURTHER DISCUSSION MISS OWENS FORM. SO FOR THIS VOTE ON THE FORM. SO FOR THIS VOTE ON THE FORM. SO FOR THIS VOTE ON THE SUSPENSION OF THE BYLAW I JUST SO FOR THIS VOTE ON THE SUSPENSION OF THE BYLAW I JUST SO FOR THIS VOTE ON THE SUSPENSION OF THE BYLAW I JUST PUT OUT THERE THAT I'M GOING TO SUSPENSION OF THE BYLAW I JUST PUT OUT THERE THAT I'M GOING TO SUSPENSION OF THE BYLAW I JUST PUT OUT THERE THAT I'M GOING TO VOTE NO ON THIS I CERTAINLY PUT OUT THERE THAT I'M GOING TO VOTE

1332NO ON THIS I CERTAINLY PUT OUT THERE THAT I'M GOING TO VOTE NO ON THIS I CERTAINLY WILL BE VOTING YES ON A CHANGE VOTE NO ON THIS I CERTAINLY WILL BE VOTING YES ON A CHANGE VOTE NO ON THIS I CERTAINLY WILL BE VOTING YES ON A CHANGE I DON'T KNOW THAT IT MATTERS WILL BE VOTING YES ON A CHANGE I DON'T KNOW THAT IT MATTERS WILL BE VOTING YES ON A CHANGE I DON'T KNOW THAT IT MATTERS ONE WAY THE OTHER BECAUSE YOU I DON'T KNOW THAT IT MATTERS ONE WAY THE OTHER BECAUSE YOU I DON'T KNOW THAT IT MATTERS ONE WAY THE OTHER BECAUSE YOU NEED SEVEN VOTES AND I FORESEE ONE WAY THE OTHER BECAUSE YOU NEED SEVEN VOTES AND I FORESEE ONE WAY THE OTHER BECAUSE YOU NEED SEVEN VOTES

1333AND I FORESEE THAT BUT MAYBE MAYBE AFTER OUR NEED SEVEN VOTES AND I FORESEE THAT BUT MAYBE MAYBE AFTER OUR NEED SEVEN VOTES AND I FORESEE THAT BUT MAYBE MAYBE AFTER OUR DISCUSSION WILL BE THERE BUT THAT BUT MAYBE MAYBE AFTER OUR DISCUSSION WILL BE THERE BUT THAT BUT MAYBE MAYBE AFTER OUR DISCUSSION WILL BE THERE BUT SINCE IT IS SEVEN VOTES NEEDED DISCUSSION WILL BE THERE BUT SINCE IT IS SEVEN VOTES NEEDED DISCUSSION WILL BE THERE BUT SINCE IT IS SEVEN VOTES NEEDED EITHER WAY I I DON'T SEE FOR ME SINCE IT IS SEVEN VOTES NEEDED EITHER WAY I I DON'T SEE FOR ME SINCE IT IS SEVEN VOTES NEEDED EITHER WAY I I DON'T SEE FOR ME THE POINT OF CHANGING PRECEDENT EITHER WAY I I DON'T SEE FOR ME THE POINT OF

1334CHANGING PRECEDENT EITHER WAY I I DON'T SEE FOR ME THE POINT OF CHANGING PRECEDENT IN THIS SITUATION WHEN WE CAN THE POINT OF CHANGING PRECEDENT IN THIS SITUATION WHEN WE CAN THE POINT OF CHANGING PRECEDENT IN THIS SITUATION WHEN WE CAN HAVE CONSISTENCY IN PROCESS AND IN THIS SITUATION WHEN WE CAN HAVE CONSISTENCY IN PROCESS AND IN THIS SITUATION WHEN WE CAN HAVE CONSISTENCY IN PROCESS AND STILL HAVE THE SAME LIKELIHOOD HAVE CONSISTENCY IN PROCESS AND STILL HAVE THE SAME LIKELIHOOD HAVE CONSISTENCY IN PROCESS AND STILL HAVE THE SAME LIKELIHOOD OF LANDING WITH WHATEVER STILL HAVE THE SAME LIKELIHOOD OF LANDING WITH WHATEVER STILL HAVE THE SAME LIKELIHOOD OF LANDING WITH WHATEVER OUTCOME SO I JUST WANTED TO OF LANDING WITH WHATEVER OUTCOME SO I JUST WANTED TO OF LANDING WITH WHATEVER OUTCOME SO I

1335JUST WANTED TO EXPLAIN MY VOTE PRIOR TO MAKING OUTCOME SO I JUST WANTED TO EXPLAIN MY VOTE PRIOR TO MAKING OUTCOME SO I JUST WANTED TO EXPLAIN MY VOTE PRIOR TO MAKING MY VOTE ANYBODY ELSE, EVERYBODY EXPLAIN MY VOTE PRIOR TO MAKING MY VOTE ANYBODY ELSE, EVERYBODY EXPLAIN MY VOTE PRIOR TO MAKING MY VOTE ANYBODY ELSE, EVERYBODY ELSE VOTING BOARD IS OPEN. MY VOTE ANYBODY ELSE, EVERYBODY ELSE VOTING BOARD IS OPEN. MY VOTE ANYBODY ELSE, EVERYBODY ELSE VOTING BOARD IS OPEN. OK SO MADAM CHAIR WE HAVE TWO ELSE VOTING BOARD IS OPEN. OK SO MADAM CHAIR WE HAVE TWO ELSE VOTING BOARD IS OPEN. OK SO MADAM CHAIR WE HAVE TWO EYES AND NINE DAYS IT DID NOT OK SO MADAM CHAIR WE HAVE TWO EYES AND NINE DAYS IT DID NOT OK SO MADAM

1336CHAIR WE HAVE TWO EYES AND NINE DAYS IT DID NOT PASS. EYES AND NINE DAYS IT DID NOT PASS. EYES AND NINE DAYS IT DID NOT PASS. OK SO THAT RETURNED TO THE PASS. OK SO THAT RETURNED TO THE PASS. OK SO THAT RETURNED TO THE PROPOSED AMENDMENT UNDER SIX OK SO THAT RETURNED TO THE PROPOSED AMENDMENT UNDER SIX OK SO THAT RETURNED TO THE PROPOSED AMENDMENT UNDER SIX FIFTY FIVE D IT DOES REQUIRES PROPOSED AMENDMENT UNDER SIX FIFTY FIVE D IT DOES REQUIRES PROPOSED AMENDMENT UNDER SIX FIFTY FIVE D IT DOES REQUIRES SEVEN AFFIRMATIVE VOTES TO PASS FIFTY FIVE D IT DOES REQUIRES SEVEN AFFIRMATIVE VOTES TO PASS FIFTY FIVE D IT DOES REQUIRES SEVEN AFFIRMATIVE VOTES TO PASS AT THIS POINT I'LL TURN AS SEVEN AFFIRMATIVE VOTES TO PASS AT THIS POINT I'LL

1337TURN AS SEVEN AFFIRMATIVE VOTES TO PASS AT THIS POINT I'LL TURN AS FRANKLIN EXPLAIN HER REASONING AT THIS POINT I'LL TURN AS FRANKLIN EXPLAIN HER REASONING AT THIS POINT I'LL TURN AS FRANKLIN EXPLAIN HER REASONING BUT PROCEDURAL THAT'S WHERE YOU FRANKLIN EXPLAIN HER REASONING BUT PROCEDURAL THAT'S WHERE YOU FRANKLIN EXPLAIN HER REASONING BUT PROCEDURAL THAT'S WHERE YOU ARE WELL FIRST OF ALL I DO WANT BUT PROCEDURAL THAT'S WHERE YOU ARE WELL FIRST OF ALL I DO WANT BUT PROCEDURAL THAT'S WHERE YOU ARE WELL FIRST OF ALL I DO WANT TO MAKE A COMMENT BECAUSE THERE ARE WELL FIRST OF ALL I DO WANT TO MAKE A COMMENT BECAUSE THERE ARE WELL FIRST OF ALL I DO WANT TO MAKE A COMMENT BECAUSE THERE WAS AN IRRESPONSIBLE MESSAGE TO MAKE A COMMENT BECAUSE THERE WAS AN

1338IRRESPONSIBLE MESSAGE TO MAKE A COMMENT BECAUSE THERE WAS AN IRRESPONSIBLE MESSAGE THEN I FEEL LIKE WAS PUT OUT WAS AN IRRESPONSIBLE MESSAGE THEN I FEEL LIKE WAS PUT OUT WAS AN IRRESPONSIBLE MESSAGE THEN I FEEL LIKE WAS PUT OUT THERE THAT STATED THAT I WANT THEN I FEEL LIKE WAS PUT OUT THERE THAT STATED THAT I WANT THEN I FEEL LIKE WAS PUT OUT THERE THAT STATED THAT I WANT TO MAINTAIN SEXUALLY EXPLICIT THERE THAT STATED THAT I WANT TO MAINTAIN SEXUALLY EXPLICIT THERE THAT STATED THAT I WANT TO MAINTAIN SEXUALLY EXPLICIT MATERIALS IN OUR LIBRARIES AND TO MAINTAIN SEXUALLY EXPLICIT MATERIALS IN OUR LIBRARIES AND TO MAINTAIN SEXUALLY EXPLICIT MATERIALS IN OUR LIBRARIES AND I FEEL LIKE THAT THAT WAS IN MATERIALS IN OUR LIBRARIES AND I FEEL LIKE THAT THAT WAS IN MATERIALS

1339IN OUR LIBRARIES AND I FEEL LIKE THAT THAT WAS IN PROPER SO I WANT TO JUST HOLD I FEEL LIKE THAT THAT WAS IN PROPER SO I WANT TO JUST HOLD I FEEL LIKE THAT THAT WAS IN PROPER SO I WANT TO JUST HOLD ON. PROPER SO I WANT TO JUST HOLD ON. PROPER SO I WANT TO JUST HOLD ON. OK, ALL RIGHT NOW MISS FRANKLIN ON. OK, ALL RIGHT NOW MISS FRANKLIN ON. OK, ALL RIGHT NOW MISS FRANKLIN MADE EMOTION MS ANDERSON SECOND OK, ALL RIGHT NOW MISS FRANKLIN MADE EMOTION MS ANDERSON SECOND OK, ALL RIGHT NOW MISS FRANKLIN MADE EMOTION MS ANDERSON SECOND TO GO AHEAD AND SO I AND SO I MADE EMOTION MS ANDERSON SECOND TO GO AHEAD AND SO I AND SO I MADE EMOTION MS ANDERSON SECOND TO GO

1340AHEAD AND SO I AND SO I DO WANT TO JUST MAKE SURE THAT TO GO AHEAD AND SO I AND SO I DO WANT TO JUST MAKE SURE THAT TO GO AHEAD AND SO I AND SO I DO WANT TO JUST MAKE SURE THAT WE ARE PROPERLY DISCUSSING WHAT DO WANT TO JUST MAKE SURE THAT WE ARE PROPERLY DISCUSSING WHAT DO WANT TO JUST MAKE SURE THAT WE ARE PROPERLY DISCUSSING WHAT IS GOING ON HERE SO THAT THE WE ARE PROPERLY DISCUSSING WHAT IS GOING ON HERE SO THAT THE WE ARE PROPERLY DISCUSSING WHAT IS GOING ON HERE SO THAT THE PUBLIC CAN UNDERSTAND. IS GOING ON HERE SO THAT THE PUBLIC CAN UNDERSTAND. IS GOING ON HERE SO THAT THE PUBLIC CAN UNDERSTAND. I'VE HAD SEVERAL LIMBS REACH PUBLIC CAN UNDERSTAND. I'VE HAD SEVERAL

1341LIMBS REACH PUBLIC CAN UNDERSTAND. I'VE HAD SEVERAL LIMBS REACH OUT TO ME AND YOU EVEN HEARD A I'VE HAD SEVERAL LIMBS REACH OUT TO ME AND YOU EVEN HEARD A I'VE HAD SEVERAL LIMBS REACH OUT TO ME AND YOU EVEN HEARD A PARENTS COME IN TODAY AND SAY OUT TO ME AND YOU EVEN HEARD A PARENTS COME IN TODAY AND SAY OUT TO ME AND YOU EVEN HEARD A PARENTS COME IN TODAY AND SAY THAT SHE HAD A DISCUSSION WITH PARENTS COME IN TODAY AND SAY THAT SHE HAD A DISCUSSION WITH PARENTS COME IN TODAY AND SAY THAT SHE HAD A DISCUSSION WITH HER ELEMENTARY SCHOOL ALUMS AND THAT SHE HAD A DISCUSSION WITH HER ELEMENTARY SCHOOL ALUMS AND THAT SHE HAD A DISCUSSION WITH HER ELEMENTARY SCHOOL ALUMS AND WAS HEARING FROM THAT HER

1342ELEMENTARY SCHOOL ALUMS AND WAS HEARING FROM THAT HER ELEMENTARY SCHOOL ALUMS AND WAS HEARING FROM THAT PARTICULAR ILLNESS. WAS HEARING FROM THAT PARTICULAR ILLNESS. WAS HEARING FROM THAT PARTICULAR ILLNESS. HOW OVERWHELMED AND FRUSTRATED PARTICULAR ILLNESS. HOW OVERWHELMED AND FRUSTRATED PARTICULAR ILLNESS. HOW OVERWHELMED AND FRUSTRATED THAT THEY FELT AND THAT'S HOW OVERWHELMED AND FRUSTRATED THAT THEY FELT AND THAT'S HOW OVERWHELMED AND FRUSTRATED THAT THEY FELT AND THAT'S COMING FROM A PARENT JUST THAT THEY FELT AND THAT'S COMING FROM A PARENT JUST THAT THEY FELT AND THAT'S COMING FROM A PARENT JUST RANDOMLY WALKS INTO THE LIBRARY COMING FROM A PARENT JUST RANDOMLY WALKS INTO THE LIBRARY COMING FROM A PARENT JUST RANDOMLY WALKS INTO THE LIBRARY AND SO I DO FEEL LIKE WHILE I RANDOMLY WALKS INTO THE LIBRARY AND SO I DO FEEL LIKE WHILE

1343I RANDOMLY WALKS INTO THE LIBRARY AND SO I DO FEEL LIKE WHILE I DO SUPPORT ENSURING THAT WE ARE AND SO I DO FEEL LIKE WHILE I DO SUPPORT ENSURING THAT WE ARE AND SO I DO FEEL LIKE WHILE I DO SUPPORT ENSURING THAT WE ARE FOLLOWING THE VIRGINIA CODE AND DO SUPPORT ENSURING THAT WE ARE FOLLOWING THE VIRGINIA CODE AND DO SUPPORT ENSURING THAT WE ARE FOLLOWING THE VIRGINIA CODE AND THAT WE DON'T HAVE THAT KIND FOLLOWING THE VIRGINIA CODE AND THAT WE DON'T HAVE THAT KIND FOLLOWING THE VIRGINIA CODE AND THAT WE DON'T HAVE THAT KIND OF MATERIAL AT THE ELEMENTARY THAT WE DON'T HAVE THAT KIND OF MATERIAL AT THE ELEMENTARY THAT WE DON'T HAVE THAT KIND OF MATERIAL AT THE ELEMENTARY SCHOOL LEVEL AS LEADERS WE ALSO OF MATERIAL AT THE

1344ELEMENTARY SCHOOL LEVEL AS LEADERS WE ALSO OF MATERIAL AT THE ELEMENTARY SCHOOL LEVEL AS LEADERS WE ALSO SHOULD FEEL RESPONSIBLE FOR THE SCHOOL LEVEL AS LEADERS WE ALSO SHOULD FEEL RESPONSIBLE FOR THE SCHOOL LEVEL AS LEADERS WE ALSO SHOULD FEEL RESPONSIBLE FOR THE VOTES THAT WE MAKE AND THAT'S SHOULD FEEL RESPONSIBLE FOR THE VOTES THAT WE MAKE AND THAT'S SHOULD FEEL RESPONSIBLE FOR THE VOTES THAT WE MAKE AND THAT'S WHY I'M BRINGING THIS BACK VOTES THAT WE MAKE AND THAT'S WHY I'M BRINGING THIS BACK VOTES THAT WE MAKE AND THAT'S WHY I'M BRINGING THIS BACK BECAUSE MY PARTICULAR VOTE WHY I'M BRINGING THIS BACK BECAUSE MY PARTICULAR VOTE WHY I'M BRINGING THIS BACK BECAUSE MY PARTICULAR VOTE AGAIN MISS OWENS TALKING ABOUT BECAUSE MY PARTICULAR VOTE AGAIN MISS OWENS TALKING ABOUT BECAUSE MY PARTICULAR VOTE

1345AGAIN MISS OWENS TALKING ABOUT UNINTENDED CONSEQUENCES DID AGAIN MISS OWENS TALKING ABOUT UNINTENDED CONSEQUENCES DID AGAIN MISS OWENS TALKING ABOUT UNINTENDED CONSEQUENCES DID LEAD US DOWN TO THE SLIPPERY UNINTENDED CONSEQUENCES DID LEAD US DOWN TO THE SLIPPERY UNINTENDED CONSEQUENCES DID LEAD US DOWN TO THE SLIPPERY OF WHERE WE ARE TODAY AND THAT LEAD US DOWN TO THE SLIPPERY OF WHERE WE ARE TODAY AND THAT LEAD US DOWN TO THE SLIPPERY OF WHERE WE ARE TODAY AND THAT IS PUTTING OUR ENEMIES IN A OF WHERE WE ARE TODAY AND THAT IS PUTTING OUR ENEMIES IN A OF WHERE WE ARE TODAY AND THAT IS PUTTING OUR ENEMIES IN A POSITION WHERE SOME OF THEM NOW IS PUTTING OUR ENEMIES IN A POSITION WHERE SOME OF THEM NOW IS PUTTING OUR ENEMIES IN A POSITION WHERE SOME

1346OF THEM NOW KEEP IN MIND IN AN AUDIT IT'S A POSITION WHERE SOME OF THEM NOW KEEP IN MIND IN AN AUDIT IT'S A POSITION WHERE SOME OF THEM NOW KEEP IN MIND IN AN AUDIT IT'S A RANDOM SAMPLING I DON'T KNOW KEEP IN MIND IN AN AUDIT IT'S A RANDOM SAMPLING I DON'T KNOW KEEP IN MIND IN AN AUDIT IT'S A RANDOM SAMPLING I DON'T KNOW ANY AUDIT THAT YOU KNOW UNLESS RANDOM SAMPLING I DON'T KNOW ANY AUDIT THAT YOU KNOW UNLESS RANDOM SAMPLING I DON'T KNOW ANY AUDIT THAT YOU KNOW UNLESS THEY FIND SOMETHING WHERE YOU ANY AUDIT THAT YOU KNOW UNLESS THEY FIND SOMETHING WHERE YOU ANY AUDIT THAT YOU KNOW UNLESS THEY FIND SOMETHING WHERE YOU LOOK AT EVERY SINGLE PIECE THEY FIND SOMETHING WHERE YOU LOOK AT EVERY SINGLE PIECE

1347THEY FIND SOMETHING WHERE YOU LOOK AT EVERY SINGLE PIECE OF DOCUMENTATION THEY DO A LOOK AT EVERY SINGLE PIECE OF DOCUMENTATION THEY DO A LOOK AT EVERY SINGLE PIECE OF DOCUMENTATION THEY DO A RANDOM SAMPLING AND AT THIS OF DOCUMENTATION THEY DO A RANDOM SAMPLING AND AT THIS OF DOCUMENTATION THEY DO A RANDOM SAMPLING AND AT THIS POINT WE DO HAVE SOME RANDOM SAMPLING AND AT THIS POINT WE DO HAVE SOME RANDOM SAMPLING AND AT THIS POINT WE DO HAVE SOME ELEMENTARY SCHOOLS WITH SMALLER POINT WE DO HAVE SOME ELEMENTARY SCHOOLS WITH SMALLER POINT WE DO HAVE SOME ELEMENTARY SCHOOLS WITH SMALLER COLLECTIONS WHO HAVE COMPLETED ELEMENTARY SCHOOLS WITH SMALLER COLLECTIONS WHO HAVE COMPLETED ELEMENTARY SCHOOLS WITH SMALLER COLLECTIONS WHO HAVE COMPLETED THEIR REVIEW I WOULD SAY THAT COLLECTIONS WHO HAVE COMPLETED THEIR REVIEW I

1348WOULD SAY THAT COLLECTIONS WHO HAVE COMPLETED THEIR REVIEW I WOULD SAY THAT THAT IS A VERY GOOD RANDOM THEIR REVIEW I WOULD SAY THAT THAT IS A VERY GOOD RANDOM THEIR REVIEW I WOULD SAY THAT THAT IS A VERY GOOD RANDOM SAMPLING OF WHAT WE HAVE IN OUR THAT IS A VERY GOOD RANDOM SAMPLING OF WHAT WE HAVE IN OUR THAT IS A VERY GOOD RANDOM SAMPLING OF WHAT WE HAVE IN OUR LIBRARIES RIGHT NOW AND SO WITH SAMPLING OF WHAT WE HAVE IN OUR LIBRARIES RIGHT NOW AND SO WITH SAMPLING OF WHAT WE HAVE IN OUR LIBRARIES RIGHT NOW AND SO WITH THAT BEING SAID AT THIS POINT LIBRARIES RIGHT NOW AND SO WITH THAT BEING SAID AT THIS POINT LIBRARIES RIGHT NOW AND SO WITH THAT BEING SAID AT THIS POINT THE ONLY

1349WAY THAT I CAN SEE THAT BEING SAID AT THIS POINT THE ONLY WAY THAT I CAN SEE THAT BEING SAID AT THIS POINT THE ONLY WAY THAT I CAN SEE THAT WE CAN EVEN ACCOMPLISH THE ONLY WAY THAT I CAN SEE THAT WE CAN EVEN ACCOMPLISH THE ONLY WAY THAT I CAN SEE THAT WE CAN EVEN ACCOMPLISH JUNE 1ST DEADLINE IS FOR US TO THAT WE CAN EVEN ACCOMPLISH JUNE 1ST DEADLINE IS FOR US TO THAT WE CAN EVEN ACCOMPLISH JUNE 1ST DEADLINE IS FOR US TO EITHER GO AHEAD AND DO WHAT MY JUNE 1ST DEADLINE IS FOR US TO EITHER GO AHEAD AND DO WHAT MY JUNE 1ST DEADLINE IS FOR US TO EITHER GO AHEAD AND DO WHAT MY RECOMMENDATION TO AMEND POLICY EITHER GO AHEAD AND DO WHAT MY RECOMMENDATION TO AMEND

1350POLICY EITHER GO AHEAD AND DO WHAT MY RECOMMENDATION TO AMEND POLICY SIX SIX, SIX, FIVE DAYS TO ONLY RECOMMENDATION TO AMEND POLICY SIX SIX, SIX, FIVE DAYS TO ONLY RECOMMENDATION TO AMEND POLICY SIX SIX, SIX, FIVE DAYS TO ONLY HAVE THEM LOOK AT INCOMING SIX SIX, SIX, FIVE DAYS TO ONLY HAVE THEM LOOK AT INCOMING SIX SIX, SIX, FIVE DAYS TO ONLY HAVE THEM LOOK AT INCOMING BOOKS OR WE REMOVE THE DEADLINE HAVE THEM LOOK AT INCOMING BOOKS OR WE REMOVE THE DEADLINE HAVE THEM LOOK AT INCOMING BOOKS OR WE REMOVE THE DEADLINE OR WE HAVE REALLY THREE OPTIONS BOOKS OR WE REMOVE THE DEADLINE OR WE HAVE REALLY THREE OPTIONS BOOKS OR WE REMOVE THE DEADLINE OR WE HAVE REALLY THREE OPTIONS REMOVE THE DEADLINE OR WE OR WE HAVE REALLY THREE OPTIONS REMOVE

1351THE DEADLINE OR WE OR WE HAVE REALLY THREE OPTIONS REMOVE THE DEADLINE OR WE CHANGE THE DEADLINE AT THIS REMOVE THE DEADLINE OR WE CHANGE THE DEADLINE AT THIS REMOVE THE DEADLINE OR WE CHANGE THE DEADLINE AT THIS POINT AND SO I REALLY FEEL LIKE CHANGE THE DEADLINE AT THIS POINT AND SO I REALLY FEEL LIKE CHANGE THE DEADLINE AT THIS POINT AND SO I REALLY FEEL LIKE THAT IS WHERE I WANT TO START A POINT AND SO I REALLY FEEL LIKE THAT IS WHERE I WANT TO START A POINT AND SO I REALLY FEEL LIKE THAT IS WHERE I WANT TO START A DISCUSSION TONIGHT IS TO MAKE THAT IS WHERE I WANT TO START A DISCUSSION TONIGHT IS TO MAKE THAT IS WHERE I WANT TO START A DISCUSSION TONIGHT IS TO MAKE

1352SURE THAT WE AS LEADERS ARE DISCUSSION TONIGHT IS TO MAKE SURE THAT WE AS LEADERS ARE DISCUSSION TONIGHT IS TO MAKE SURE THAT WE AS LEADERS ARE PROVIDING OPPORTUNITIES FOR SURE THAT WE AS LEADERS ARE PROVIDING OPPORTUNITIES FOR SURE THAT WE AS LEADERS ARE PROVIDING OPPORTUNITIES FOR SUCCESS TO OUR LIBRARY MEDIA PROVIDING OPPORTUNITIES FOR SUCCESS TO OUR LIBRARY MEDIA PROVIDING OPPORTUNITIES FOR SUCCESS TO OUR LIBRARY MEDIA SPECIALIST AND AND I WOULD SAY SUCCESS TO OUR LIBRARY MEDIA SPECIALIST AND AND I WOULD SAY SUCCESS TO OUR LIBRARY MEDIA SPECIALIST AND AND I WOULD SAY ONE OF THE THE E-MAILS WE SPECIALIST AND AND I WOULD SAY ONE OF THE THE E-MAILS WE SPECIALIST AND AND I WOULD SAY ONE OF THE THE E-MAILS WE RECEIVED SAID YOU KNOW WE, WE ONE OF THE THE E-MAILS WE

1353RECEIVED SAID YOU KNOW WE, WE ONE OF THE THE E-MAILS WE RECEIVED SAID YOU KNOW WE, WE ULTIMATELY PULLED THE RECEIVED SAID YOU KNOW WE, WE ULTIMATELY PULLED THE RECEIVED SAID YOU KNOW WE, WE ULTIMATELY PULLED THE RESPONSIBILITY VOTES AND ULTIMATELY PULLED THE RESPONSIBILITY VOTES AND ULTIMATELY PULLED THE RESPONSIBILITY VOTES AND DECISIONS THEN DECISIONS. RESPONSIBILITY VOTES AND DECISIONS THEN DECISIONS. RESPONSIBILITY VOTES AND DECISIONS THEN DECISIONS. THEN I CHALLENGE ALL OF YOU DECISIONS THEN DECISIONS. THEN I CHALLENGE ALL OF YOU DECISIONS THEN DECISIONS. THEN I CHALLENGE ALL OF YOU TAKE ONE BOOKS YOU KNOW BOOKS, THEN I CHALLENGE ALL OF YOU TAKE ONE BOOKS YOU KNOW BOOKS, THEN I CHALLENGE ALL OF YOU TAKE ONE BOOKS YOU KNOW BOOKS, YOU SIGN OFF ON THEM DO WHAT TAKE ONE BOOKS YOU KNOW BOOKS, YOU SIGN OFF ON

1354THEM DO WHAT TAKE ONE BOOKS YOU KNOW BOOKS, YOU SIGN OFF ON THEM DO WHAT THEY HAVE TO DO GO THROUGH THE YOU SIGN OFF ON THEM DO WHAT THEY HAVE TO DO GO THROUGH THE YOU SIGN OFF ON THEM DO WHAT THEY HAVE TO DO GO THROUGH THE PROCESS THAT THESE LIBRARY THEY HAVE TO DO GO THROUGH THE PROCESS THAT THESE LIBRARY THEY HAVE TO DO GO THROUGH THE PROCESS THAT THESE LIBRARY MEDIA LIBRARY MEDIA SPECIALISTS PROCESS THAT THESE LIBRARY MEDIA LIBRARY MEDIA SPECIALISTS PROCESS THAT THESE LIBRARY MEDIA LIBRARY MEDIA SPECIALISTS HAVE TO GO THROUGH THE MEDIA LIBRARY MEDIA SPECIALISTS HAVE TO GO THROUGH THE MEDIA LIBRARY MEDIA SPECIALISTS HAVE TO GO THROUGH THE EXTENSIVE SPREADSHEETS THAT HAVE TO GO THROUGH THE EXTENSIVE SPREADSHEETS THAT HAVE TO GO THROUGH THE EXTENSIVE SPREADSHEETS THAT THEY'VE

1355GOT TO GO THROUGH. EXTENSIVE SPREADSHEETS THAT THEY'VE GOT TO GO THROUGH. EXTENSIVE SPREADSHEETS THAT THEY'VE GOT TO GO THROUGH. I'VE I'VE SAT DOWN WITH AN THEY'VE GOT TO GO THROUGH. I'VE I'VE SAT DOWN WITH AN THEY'VE GOT TO GO THROUGH. I'VE I'VE SAT DOWN WITH AN ILLNESS SEVERAL ACTUALLY BUT I'VE I'VE SAT DOWN WITH AN ILLNESS SEVERAL ACTUALLY BUT I'VE I'VE SAT DOWN WITH AN ILLNESS SEVERAL ACTUALLY BUT ONE IN PARTICULAR I MADE SURE ILLNESS SEVERAL ACTUALLY BUT ONE IN PARTICULAR I MADE SURE ILLNESS SEVERAL ACTUALLY BUT ONE IN PARTICULAR I MADE SURE THAT I HAD A COUPLE HOURS SET ONE IN PARTICULAR I MADE SURE THAT I HAD A COUPLE HOURS SET ONE IN PARTICULAR I MADE SURE THAT I HAD A COUPLE HOURS SET ASIDE TO THROUGH THIS PROCESS THAT I HAD A

1356COUPLE HOURS SET ASIDE TO THROUGH THIS PROCESS THAT I HAD A COUPLE HOURS SET ASIDE TO THROUGH THIS PROCESS WITH THEM AND I WOULD CHALLENGE ASIDE TO THROUGH THIS PROCESS WITH THEM AND I WOULD CHALLENGE ASIDE TO THROUGH THIS PROCESS WITH THEM AND I WOULD CHALLENGE YOU ALL TO DO THE SAME YES YES WITH THEM AND I WOULD CHALLENGE YOU ALL TO DO THE SAME YES YES WITH THEM AND I WOULD CHALLENGE YOU ALL TO DO THE SAME YES YES A YES. YOU ALL TO DO THE SAME YES YES A YES. YOU ALL TO DO THE SAME YES YES A YES. A LOT OF THEM ARE CHAPTER BOOKS A YES. A LOT OF THEM ARE CHAPTER BOOKS A YES. A LOT OF THEM ARE CHAPTER BOOKS AND NOT JUST PICTURE BOOKS AND A LOT OF

1357THEM ARE CHAPTER BOOKS AND NOT JUST PICTURE BOOKS AND A LOT OF THEM ARE CHAPTER BOOKS AND NOT JUST PICTURE BOOKS AND SO I GUESS THAT'S WHERE I WANT AND NOT JUST PICTURE BOOKS AND SO I GUESS THAT'S WHERE I WANT AND NOT JUST PICTURE BOOKS AND SO I GUESS THAT'S WHERE I WANT START THIS CONVERSATION IS SO I GUESS THAT'S WHERE I WANT START THIS CONVERSATION IS SO I GUESS THAT'S WHERE I WANT START THIS CONVERSATION IS MAKING SURE THAT WE ARE WE ARE START THIS CONVERSATION IS MAKING SURE THAT WE ARE WE ARE START THIS CONVERSATION IS MAKING SURE THAT WE ARE WE ARE LOOKING AT THIS RESPONSIBLY TO MAKING SURE THAT WE ARE WE ARE LOOKING AT THIS RESPONSIBLY TO MAKING SURE THAT WE ARE WE ARE LOOKING AT THIS RESPONSIBLY TO

1358PROVIDE A REALISTIC DEADLINE LOOKING AT THIS RESPONSIBLY TO PROVIDE A REALISTIC DEADLINE LOOKING AT THIS RESPONSIBLY TO PROVIDE A REALISTIC DEADLINE AND APPROACH TO TO THE VOTE PROVIDE A REALISTIC DEADLINE AND APPROACH TO TO THE VOTE PROVIDE A REALISTIC DEADLINE AND APPROACH TO TO THE VOTE THAT WAS MADE BACK IN FEBRUARY. AND APPROACH TO TO THE VOTE THAT WAS MADE BACK IN FEBRUARY. AND APPROACH TO TO THE VOTE THAT WAS MADE BACK IN FEBRUARY. SO JUST FOR CLARIFICATION, THIS THAT WAS MADE BACK IN FEBRUARY. SO JUST FOR CLARIFICATION, THIS THAT WAS MADE BACK IN FEBRUARY. SO JUST FOR CLARIFICATION, THIS POLICY DID NOT HAVE A TIMELINE SO JUST FOR CLARIFICATION, THIS POLICY DID NOT HAVE A TIMELINE SO JUST FOR CLARIFICATION, THIS POLICY DID NOT HAVE A TIMELINE THIS THIS THERE IS NO TIMELINE POLICY

1359DID NOT HAVE A TIMELINE THIS THIS THERE IS NO TIMELINE POLICY DID NOT HAVE A TIMELINE THIS THIS THERE IS NO TIMELINE IN THE POLICY THE POLICY CAME THIS THIS THERE IS NO TIMELINE IN THE POLICY THE POLICY CAME THIS THIS THERE IS NO TIMELINE IN THE POLICY THE POLICY CAME FROM A REGULATION IN WHICH IS IN THE POLICY THE POLICY CAME FROM A REGULATION IN WHICH IS IN THE POLICY THE POLICY CAME FROM A REGULATION IN WHICH IS WITH MY COLLEAGUES PERMISSION FROM A REGULATION IN WHICH IS WITH MY COLLEAGUES PERMISSION FROM A REGULATION IN WHICH IS WITH MY COLLEAGUES PERMISSION I'D LIKE TO ASK DR. ROBERTS WITH MY COLLEAGUES PERMISSION I'D LIKE TO ASK DR. ROBERTS WITH MY COLLEAGUES PERMISSION I'D LIKE TO ASK DR. ROBERTS INTO ADDRESS ONE OF THE ISSUES I'D

1360LIKE TO ASK DR. ROBERTS INTO ADDRESS ONE OF THE ISSUES I'D LIKE TO ASK DR. ROBERTS INTO ADDRESS ONE OF THE ISSUES THAT MISS FRANKLIN BROUGHT UP, INTO ADDRESS ONE OF THE ISSUES THAT MISS FRANKLIN BROUGHT UP, INTO ADDRESS ONE OF THE ISSUES THAT MISS FRANKLIN BROUGHT UP, WHICH IS THE TIMELINE AND HOW THAT MISS FRANKLIN BROUGHT UP, WHICH IS THE TIMELINE AND HOW THAT MISS FRANKLIN BROUGHT UP, WHICH IS THE TIMELINE AND HOW MUCH WIGGLE ROOM DO WE HAVE IN WHICH IS THE TIMELINE AND HOW MUCH WIGGLE ROOM DO WE HAVE IN WHICH IS THE TIMELINE AND HOW MUCH WIGGLE ROOM DO WE HAVE IN YOUR REGULATION TO HELP MAKE MUCH WIGGLE ROOM DO WE HAVE IN YOUR REGULATION TO HELP MAKE MUCH WIGGLE ROOM DO WE HAVE IN YOUR REGULATION TO HELP MAKE

1361SENSE OF THIS? YOUR REGULATION TO HELP MAKE SENSE OF THIS? YOUR REGULATION TO HELP MAKE SENSE OF THIS? YES, SO I APPRECIATE THE SENSE OF THIS? YES, SO I APPRECIATE THE SENSE OF THIS? YES, SO I APPRECIATE THE CONVERSATION AND TO GO BACK TO YES, SO I APPRECIATE THE CONVERSATION AND TO GO BACK TO YES, SO I APPRECIATE THE CONVERSATION AND TO GO BACK TO A MOMENT AGO WHERE I SHARED ONE CONVERSATION AND TO GO BACK TO A MOMENT AGO WHERE I SHARED ONE CONVERSATION AND TO GO BACK TO A MOMENT AGO WHERE I SHARED ONE OF THE RESPONSIBILITIES OF THE A MOMENT AGO WHERE I SHARED ONE OF THE RESPONSIBILITIES OF THE A MOMENT AGO WHERE I SHARED ONE OF THE RESPONSIBILITIES OF THE SUPERINTENDENT IS TO IMPLEMENT OF THE RESPONSIBILITIES OF THE SUPERINTENDENT

1362IS TO IMPLEMENT OF THE RESPONSIBILITIES OF THE SUPERINTENDENT IS TO IMPLEMENT POLICY AND WHEN THE POLICY PAST SUPERINTENDENT IS TO IMPLEMENT POLICY AND WHEN THE POLICY PAST SUPERINTENDENT IS TO IMPLEMENT POLICY AND WHEN THE POLICY PAST AT THE END OF FEBRUARY IT WAS POLICY AND WHEN THE POLICY PAST AT THE END OF FEBRUARY IT WAS POLICY AND WHEN THE POLICY PAST AT THE END OF FEBRUARY IT WAS ACKNOWLEDGED BY THIS BOARD THAT AT THE END OF FEBRUARY IT WAS ACKNOWLEDGED BY THIS BOARD THAT AT THE END OF FEBRUARY IT WAS ACKNOWLEDGED BY THIS BOARD THAT IT WAS UNREALISTIC THAT WE WILL ACKNOWLEDGED BY THIS BOARD THAT IT WAS UNREALISTIC THAT WE WILL ACKNOWLEDGED BY THIS BOARD THAT IT WAS UNREALISTIC THAT WE WILL BE ABLE TO GET RIGHT TO GETTING IT WAS UNREALISTIC THAT WE

1363WILL BE ABLE TO GET RIGHT TO GETTING IT WAS UNREALISTIC THAT WE WILL BE ABLE TO GET RIGHT TO GETTING THROUGH THESE BOOKS BECAUSE WE BE ABLE TO GET RIGHT TO GETTING THROUGH THESE BOOKS BECAUSE WE BE ABLE TO GET RIGHT TO GETTING THROUGH THESE BOOKS BECAUSE WE DIDN'T HAVE A PROCESS AND SO WE THROUGH THESE BOOKS BECAUSE WE DIDN'T HAVE A PROCESS AND SO WE THROUGH THESE BOOKS BECAUSE WE DIDN'T HAVE A PROCESS AND SO WE WE DID SOME RESEARCH DURING THE DIDN'T HAVE A PROCESS AND SO WE WE DID SOME RESEARCH DURING THE DIDN'T HAVE A PROCESS AND SO WE WE DID SOME RESEARCH DURING THE SPRING PERIOD WITH SALINITY DR. WE DID SOME RESEARCH DURING THE SPRING PERIOD WITH SALINITY DR. WE DID SOME RESEARCH DURING THE SPRING PERIOD WITH SALINITY DR.

1364SHOOBRIDGE AND OTHERS FROM SPRING PERIOD WITH SALINITY DR. SHOOBRIDGE AND OTHERS FROM SPRING PERIOD WITH SALINITY DR. SHOOBRIDGE AND OTHERS FROM TEACHING AND EARNING TO DEVELOP SHOOBRIDGE AND OTHERS FROM TEACHING AND EARNING TO DEVELOP SHOOBRIDGE AND OTHERS FROM TEACHING AND EARNING TO DEVELOP A PROCESS THAT WE THEN HAVE TO TEACHING AND EARNING TO DEVELOP A PROCESS THAT WE THEN HAVE TO TEACHING AND EARNING TO DEVELOP A PROCESS THAT WE THEN HAVE TO RECOGNIZE OR ELSE MESSES DON'T A PROCESS THAT WE THEN HAVE TO RECOGNIZE OR ELSE MESSES DON'T A PROCESS THAT WE THEN HAVE TO RECOGNIZE OR ELSE MESSES DON'T WORK OVER SUMMER SO WE WORK RECOGNIZE OR ELSE MESSES DON'T WORK OVER SUMMER SO WE WORK RECOGNIZE OR ELSE MESSES DON'T WORK OVER SUMMER SO WE WORK WE'RE NOT GOING TO BE ABLE TO

1365WORK OVER SUMMER SO WE WORK WE'RE NOT GOING TO BE ABLE TO WORK OVER SUMMER SO WE WORK WE'RE NOT GOING TO BE ABLE TO TRAIN THEM BY THE END OF THE WE'RE NOT GOING TO BE ABLE TO TRAIN THEM BY THE END OF THE WE'RE NOT GOING TO BE ABLE TO TRAIN THEM BY THE END OF THE SCHOOL YEAR SO WE DECIDED TO TRAIN THEM BY THE END OF THE SCHOOL YEAR SO WE DECIDED TO TRAIN THEM BY THE END OF THE SCHOOL YEAR SO WE DECIDED TO MAKE SURE THAT AS SOON AS THEY SCHOOL YEAR SO WE DECIDED TO MAKE SURE THAT AS SOON AS THEY SCHOOL YEAR SO WE DECIDED TO MAKE SURE THAT AS SOON AS THEY CAME BACK WE HAD MEANINGFUL MAKE SURE THAT AS SOON AS THEY CAME BACK

1366WE HAD MEANINGFUL MAKE SURE THAT AS SOON AS THEY CAME BACK WE HAD MEANINGFUL TRAINING PROVIDED TO THEM SO CAME BACK WE HAD MEANINGFUL TRAINING PROVIDED TO THEM SO CAME BACK WE HAD MEANINGFUL TRAINING PROVIDED TO THEM SO THAT THEY COULD COMPLETE THE TRAINING PROVIDED TO THEM SO THAT THEY COULD COMPLETE THE TRAINING PROVIDED TO THEM SO THAT THEY COULD COMPLETE THE TASK BY JUNE AT THAT PARTICULAR THAT THEY COULD COMPLETE THE TASK BY JUNE AT THAT PARTICULAR THAT THEY COULD COMPLETE THE TASK BY JUNE AT THAT PARTICULAR TIME WE FELT LIKE THAT WAS A TASK BY JUNE AT THAT PARTICULAR TIME WE FELT LIKE THAT WAS A TASK BY JUNE AT THAT PARTICULAR TIME WE FELT LIKE THAT WAS A REASONABLE TIME FRAME AFTER THE TIME WE FELT LIKE THAT WAS A REASONABLE TIME

1367FRAME AFTER THE TIME WE FELT LIKE THAT WAS A REASONABLE TIME FRAME AFTER THE CONVERSATION LAST WEEK DR. REASONABLE TIME FRAME AFTER THE CONVERSATION LAST WEEK DR. REASONABLE TIME FRAME AFTER THE CONVERSATION LAST WEEK DR. SHOOBRIDGE RECONVENED HER BOOK CONVERSATION LAST WEEK DR. SHOOBRIDGE RECONVENED HER BOOK CONVERSATION LAST WEEK DR. SHOOBRIDGE RECONVENED HER BOOK CONTENT COMMITTEE AT THE SHOOBRIDGE RECONVENED HER BOOK CONTENT COMMITTEE AT THE SHOOBRIDGE RECONVENED HER BOOK CONTENT COMMITTEE AT THE ELEMENTARY LEVEL ONLY AND HOLD CONTENT COMMITTEE AT THE ELEMENTARY LEVEL ONLY AND HOLD CONTENT COMMITTEE AT THE ELEMENTARY LEVEL ONLY AND HOLD THE FOUR ELEMENTS AND THE THREE ELEMENTARY LEVEL ONLY AND HOLD THE FOUR ELEMENTS AND THE THREE ELEMENTARY LEVEL ONLY AND HOLD THE FOUR ELEMENTS AND THE THREE PRINCIPLES TO DETERMINE WHETHER THE FOUR ELEMENTS AND THE THREE PRINCIPLES TO

1368DETERMINE WHETHER THE FOUR ELEMENTS AND THE THREE PRINCIPLES TO DETERMINE WHETHER OR NOT THEY FELT LIKE WE PRINCIPLES TO DETERMINE WHETHER OR NOT THEY FELT LIKE WE PRINCIPLES TO DETERMINE WHETHER OR NOT THEY FELT LIKE WE CREATED AN EXTENSION AND THESE OR NOT THEY FELT LIKE WE CREATED AN EXTENSION AND THESE OR NOT THEY FELT LIKE WE CREATED AN EXTENSION AND THESE INDIVIDUALS FELT LIKE THE CREATED AN EXTENSION AND THESE INDIVIDUALS FELT LIKE THE CREATED AN EXTENSION AND THESE INDIVIDUALS FELT LIKE THE PROCESS WAS BEGINNING TO CATCH INDIVIDUALS FELT LIKE THE PROCESS WAS BEGINNING TO CATCH INDIVIDUALS FELT LIKE THE PROCESS WAS BEGINNING TO CATCH HOLD WITH ACROSS THE FIFTY PROCESS WAS BEGINNING TO CATCH HOLD WITH ACROSS THE FIFTY PROCESS WAS BEGINNING TO CATCH HOLD WITH ACROSS THE FIFTY SCHOOLS SCHOOLS ARE NOW MAKING

1369HOLD WITH ACROSS THE FIFTY SCHOOLS SCHOOLS ARE NOW MAKING HOLD WITH ACROSS THE FIFTY SCHOOLS SCHOOLS ARE NOW MAKING PROGRESS. SCHOOLS SCHOOLS ARE NOW MAKING PROGRESS. SCHOOLS SCHOOLS ARE NOW MAKING PROGRESS. SOME OF THE SCHOOLS WERE PROGRESS. SOME OF THE SCHOOLS WERE PROGRESS. SOME OF THE SCHOOLS WERE ACTUALLY CLOSE TO WRAP IT. SOME OF THE SCHOOLS WERE ACTUALLY CLOSE TO WRAP IT. SOME OF THE SCHOOLS WERE ACTUALLY CLOSE TO WRAP IT. OTHER SCHOOLS WERE JUST GETTING ACTUALLY CLOSE TO WRAP IT. OTHER SCHOOLS WERE JUST GETTING ACTUALLY CLOSE TO WRAP IT. OTHER SCHOOLS WERE JUST GETTING STARTED. OTHER SCHOOLS WERE JUST GETTING STARTED. OTHER SCHOOLS WERE JUST GETTING STARTED. BUT THERE WAS A COMMITMENT STARTED. BUT THERE WAS A COMMITMENT STARTED. BUT THERE WAS A COMMITMENT OF THAT GROUP THAT WE AT A TIME BUT THERE

1370WAS A COMMITMENT OF THAT GROUP THAT WE AT A TIME BUT THERE WAS A COMMITMENT OF THAT GROUP THAT WE AT A TIME WHEN WE HAVE TO HAVE A DEADLINE OF THAT GROUP THAT WE AT A TIME WHEN WE HAVE TO HAVE A DEADLINE OF THAT GROUP THAT WE AT A TIME WHEN WE HAVE TO HAVE A DEADLINE OTHERWISE KIND HANGOVER FOREVER WHEN WE HAVE TO HAVE A DEADLINE OTHERWISE KIND HANGOVER FOREVER WHEN WE HAVE TO HAVE A DEADLINE OTHERWISE KIND HANGOVER FOREVER AND WE HAVE TO HAVE A TOM OTHERWISE KIND HANGOVER FOREVER AND WE HAVE TO HAVE A TOM OTHERWISE KIND HANGOVER FOREVER AND WE HAVE TO HAVE A TOM MONITORED DEADLINE NOW ALTHOUGH AND WE HAVE TO HAVE A TOM MONITORED DEADLINE NOW ALTHOUGH AND WE HAVE TO HAVE A TOM MONITORED DEADLINE

1371NOW ALTHOUGH THAT COMMITTEE DID NOT FEEL MONITORED DEADLINE NOW ALTHOUGH THAT COMMITTEE DID NOT FEEL MONITORED DEADLINE NOW ALTHOUGH THAT COMMITTEE DID NOT FEEL LIKE IT WAS NECESSARY, THEY THAT COMMITTEE DID NOT FEEL LIKE IT WAS NECESSARY, THEY THAT COMMITTEE DID NOT FEEL LIKE IT WAS NECESSARY, THEY FELT VERY CONFIDENT THEY GET LIKE IT WAS NECESSARY, THEY FELT VERY CONFIDENT THEY GET LIKE IT WAS NECESSARY, THEY FELT VERY CONFIDENT THEY GET THROUGH ALL FIFTY FIVE SCHOOLS FELT VERY CONFIDENT THEY GET THROUGH ALL FIFTY FIVE SCHOOLS FELT VERY CONFIDENT THEY GET THROUGH ALL FIFTY FIVE SCHOOLS BY THE SENATE BY JUNE FIRST THROUGH ALL FIFTY FIVE SCHOOLS BY THE SENATE BY JUNE FIRST THROUGH ALL FIFTY FIVE SCHOOLS BY THE SENATE BY JUNE FIRST THEY DIDN'T FEEL IT WAS BY THE SENATE BY JUNE FIRST THEY

1372DIDN'T FEEL IT WAS BY THE SENATE BY JUNE FIRST THEY DIDN'T FEEL IT WAS NECESSARY TO OFFER ANY THEY DIDN'T FEEL IT WAS NECESSARY TO OFFER ANY THEY DIDN'T FEEL IT WAS NECESSARY TO OFFER ANY POSSIBILITY AN EXTENSION I'LL NECESSARY TO OFFER ANY POSSIBILITY AN EXTENSION I'LL NECESSARY TO OFFER ANY POSSIBILITY AN EXTENSION I'LL GO BACK GO BACK TO WHAT MR. POSSIBILITY AN EXTENSION I'LL GO BACK GO BACK TO WHAT MR. POSSIBILITY AN EXTENSION I'LL GO BACK GO BACK TO WHAT MR. COLPEPER SAID THE OTHER DAY GO BACK GO BACK TO WHAT MR. COLPEPER SAID THE OTHER DAY GO BACK GO BACK TO WHAT MR. COLPEPER SAID THE OTHER DAY IT'S THE SUPERINTENDENT'S COLPEPER SAID THE OTHER DAY IT'S THE SUPERINTENDENT'S COLPEPER SAID THE OTHER DAY IT'S THE SUPERINTENDENT'S RESPONSIBILITY TO MAKE SURE IT'S THE

1373SUPERINTENDENT'S RESPONSIBILITY TO MAKE SURE IT'S THE SUPERINTENDENT'S RESPONSIBILITY TO MAKE SURE THAT THIS GETS IMPLEMENTED SO RESPONSIBILITY TO MAKE SURE THAT THIS GETS IMPLEMENTED SO RESPONSIBILITY TO MAKE SURE THAT THIS GETS IMPLEMENTED SO WHAT WE ARE PROPOSING IS DR. THAT THIS GETS IMPLEMENTED SO WHAT WE ARE PROPOSING IS DR. THAT THIS GETS IMPLEMENTED SO WHAT WE ARE PROPOSING IS DR. SHOOBRIDGE MEETS MONTHLY WITH WHAT WE ARE PROPOSING IS DR. SHOOBRIDGE MEETS MONTHLY WITH WHAT WE ARE PROPOSING IS DR. SHOOBRIDGE MEETS MONTHLY WITH OR LEADERSHIP TEAM AND A SHOOBRIDGE MEETS MONTHLY WITH OR LEADERSHIP TEAM AND A SHOOBRIDGE MEETS MONTHLY WITH OR LEADERSHIP TEAM AND A MESSAGE THAT OCCURS EVERY MONTH OR LEADERSHIP TEAM AND A MESSAGE THAT OCCURS EVERY MONTH OR LEADERSHIP TEAM AND A MESSAGE THAT OCCURS EVERY MONTH AND THEIR NEXT MEETING IS

1374A MESSAGE THAT OCCURS EVERY MONTH AND THEIR NEXT MEETING IS A MESSAGE THAT OCCURS EVERY MONTH AND THEIR NEXT MEETING IS A WEEK FROM WEDNESDAY AND DURING AND THEIR NEXT MEETING IS A WEEK FROM WEDNESDAY AND DURING AND THEIR NEXT MEETING IS A WEEK FROM WEDNESDAY AND DURING THAT MEETING THEY WILL ASSESS WEEK FROM WEDNESDAY AND DURING THAT MEETING THEY WILL ASSESS WEEK FROM WEDNESDAY AND DURING THAT MEETING THEY WILL ASSESS WHERE THE SCHOOL'S LIBRARIES THAT MEETING THEY WILL ASSESS WHERE THE SCHOOL'S LIBRARIES THAT MEETING THEY WILL ASSESS WHERE THE SCHOOL'S LIBRARIES THINK THAT THEY ARE AND THEY'LL WHERE THE SCHOOL'S LIBRARIES THINK THAT THEY ARE AND THEY'LL WHERE THE SCHOOL'S LIBRARIES THINK THAT THEY ARE AND THEY'LL THEN SHE'S GOING TO GO TO THINK THAT THEY ARE AND THEY'LL THEN SHE'S GOING TO GO

1375TO THINK THAT THEY ARE AND THEY'LL THEN SHE'S GOING TO GO TO ELEMENTARY SCHOOL PRINCIPAL THEN SHE'S GOING TO GO TO ELEMENTARY SCHOOL PRINCIPAL THEN SHE'S GOING TO GO TO ELEMENTARY SCHOOL PRINCIPAL LEAGUE IN JANUARY TO READ ELEMENTARY SCHOOL PRINCIPAL LEAGUE IN JANUARY TO READ ELEMENTARY SCHOOL PRINCIPAL LEAGUE IN JANUARY TO READ REITERATE THE IMPORTANCE LEAGUE IN JANUARY TO READ REITERATE THE IMPORTANCE LEAGUE IN JANUARY TO READ REITERATE THE IMPORTANCE OF GIVING ELEMENTS IS TIME TO REITERATE THE IMPORTANCE OF GIVING ELEMENTS IS TIME TO REITERATE THE IMPORTANCE OF GIVING ELEMENTS IS TIME TO GO THROUGH AND COMPLETE THE OF GIVING ELEMENTS IS TIME TO GO THROUGH AND COMPLETE THE OF GIVING ELEMENTS IS TIME TO GO THROUGH AND COMPLETE THE TASKS AND AS SCHOOLS ARE GO THROUGH AND COMPLETE THE TASKS AND AS SCHOOLS ARE

1376GO THROUGH AND COMPLETE THE TASKS AND AS SCHOOLS ARE FINISHING SHE'S GOING TO ASK TASKS AND AS SCHOOLS ARE FINISHING SHE'S GOING TO ASK TASKS AND AS SCHOOLS ARE FINISHING SHE'S GOING TO ASK ELEMENTARY SCHOOL PRINCIPALS FINISHING SHE'S GOING TO ASK ELEMENTARY SCHOOL PRINCIPALS FINISHING SHE'S GOING TO ASK ELEMENTARY SCHOOL PRINCIPALS AND I'M SURE MR. DELANEY AND DR ELEMENTARY SCHOOL PRINCIPALS AND I'M SURE MR. DELANEY AND DR ELEMENTARY SCHOOL PRINCIPALS AND I'M SURE MR. DELANEY AND DR HAMBLETON TO SUPPORT THAT TO AND I'M SURE MR. DELANEY AND DR HAMBLETON TO SUPPORT THAT TO AND I'M SURE MR. DELANEY AND DR HAMBLETON TO SUPPORT THAT TO ALLOW ILLNESSES TO GO OVER AND HAMBLETON TO SUPPORT THAT TO ALLOW ILLNESSES TO GO OVER AND HAMBLETON TO SUPPORT THAT TO ALLOW ILLNESSES TO GO OVER AND HELP OUT

1377OTHER SCHOOLS SO THAT ALLOW ILLNESSES TO GO OVER AND HELP OUT OTHER SCHOOLS SO THAT ALLOW ILLNESSES TO GO OVER AND HELP OUT OTHER SCHOOLS SO THAT THEY CAN GET THERE AND WE GET HELP OUT OTHER SCHOOLS SO THAT THEY CAN GET THERE AND WE GET HELP OUT OTHER SCHOOLS SO THAT THEY CAN GET THERE AND WE GET TO JUNE IF THERE ARE ANY THEY CAN GET THERE AND WE GET TO JUNE IF THERE ARE ANY THEY CAN GET THERE AND WE GET TO JUNE IF THERE ARE ANY SCHOOLS THAT ARE NOT FINISHED, TO JUNE IF THERE ARE ANY SCHOOLS THAT ARE NOT FINISHED, TO JUNE IF THERE ARE ANY SCHOOLS THAT ARE NOT FINISHED, WE'RE GOING TO HAVE A PLAN IN SCHOOLS THAT ARE NOT FINISHED, WE'RE GOING TO HAVE A PLAN IN SCHOOLS

1378THAT ARE NOT FINISHED, WE'RE GOING TO HAVE A PLAN IN PLACE FOR THEM TO COMPLETE WE'RE GOING TO HAVE A PLAN IN PLACE FOR THEM TO COMPLETE WE'RE GOING TO HAVE A PLAN IN PLACE FOR THEM TO COMPLETE THEIR TASK BY DECEMBER OF THE PLACE FOR THEM TO COMPLETE THEIR TASK BY DECEMBER OF THE PLACE FOR THEM TO COMPLETE THEIR TASK BY DECEMBER OF THE END OF THE YEAR AND THAT'S IT. THEIR TASK BY DECEMBER OF THE END OF THE YEAR AND THAT'S IT. THEIR TASK BY DECEMBER OF THE END OF THE YEAR AND THAT'S IT. THEY HAVE TO BE DONE BY END OF THE YEAR AND THAT'S IT. THEY HAVE TO BE DONE BY END OF THE YEAR AND THAT'S IT. THEY HAVE TO BE DONE BY DECEMBER. THEY HAVE TO BE DONE BY

1379DECEMBER. THEY HAVE TO BE DONE BY DECEMBER. I THINK IT'S ONE OF THOSE DECEMBER. I THINK IT'S ONE OF THOSE DECEMBER. I THINK IT'S ONE OF THOSE ADAPTING MOVES THAT YOU MAKE I THINK IT'S ONE OF THOSE ADAPTING MOVES THAT YOU MAKE I THINK IT'S ONE OF THOSE ADAPTING MOVES THAT YOU MAKE BASED UPON NEW EVIDENCE IS ADAPTING MOVES THAT YOU MAKE BASED UPON NEW EVIDENCE IS ADAPTING MOVES THAT YOU MAKE BASED UPON NEW EVIDENCE IS COMING INTO YOU AND SO THAT'S BASED UPON NEW EVIDENCE IS COMING INTO YOU AND SO THAT'S BASED UPON NEW EVIDENCE IS COMING INTO YOU AND SO THAT'S WHAT OUR PROPOSAL IS TO KIND COMING INTO YOU AND SO THAT'S WHAT OUR PROPOSAL IS TO KIND COMING INTO YOU AND SO THAT'S WHAT OUR PROPOSAL IS TO KIND OF HIT

1380A RELIEF FOR THE SMALL WHAT OUR PROPOSAL IS TO KIND OF HIT A RELIEF FOR THE SMALL WHAT OUR PROPOSAL IS TO KIND OF HIT A RELIEF FOR THE SMALL NUMBER OF SCHOOLS THAT MAKE IT OF HIT A RELIEF FOR THE SMALL NUMBER OF SCHOOLS THAT MAKE IT OF HIT A RELIEF FOR THE SMALL NUMBER OF SCHOOLS THAT MAKE IT TO JUNE AND JUST NOT HAVE IT NUMBER OF SCHOOLS THAT MAKE IT TO JUNE AND JUST NOT HAVE IT NUMBER OF SCHOOLS THAT MAKE IT TO JUNE AND JUST NOT HAVE IT FINISHED. TO JUNE AND JUST NOT HAVE IT FINISHED. TO JUNE AND JUST NOT HAVE IT FINISHED. WE BELIEVE IT NEEDS TO BE FINISHED. WE BELIEVE IT NEEDS TO BE FINISHED. WE BELIEVE IT NEEDS TO BE FINISHED THANK YOU I THINK DR. WE

1381BELIEVE IT NEEDS TO BE FINISHED THANK YOU I THINK DR. WE BELIEVE IT NEEDS TO BE FINISHED THANK YOU I THINK DR. ROBERTS AND ROBERTSON COVERED A FINISHED THANK YOU I THINK DR. ROBERTS AND ROBERTSON COVERED A FINISHED THANK YOU I THINK DR. ROBERTS AND ROBERTSON COVERED A LOT OF WHAT I WAS GOING TO ASK ROBERTS AND ROBERTSON COVERED A LOT OF WHAT I WAS GOING TO ASK ROBERTS AND ROBERTSON COVERED A LOT OF WHAT I WAS GOING TO ASK HIM AT THE LAST MEETING WE WE LOT OF WHAT I WAS GOING TO ASK HIM AT THE LAST MEETING WE WE LOT OF WHAT I WAS GOING TO ASK HIM AT THE LAST MEETING WE WE MADE IT CLEAR I THOUGHT THAT HIM AT THE LAST MEETING WE WE MADE IT CLEAR I THOUGHT THAT

1382HIM AT THE LAST MEETING WE WE MADE IT CLEAR I THOUGHT THAT DR. ROBERTSON WAS GOING TO BE MADE IT CLEAR I THOUGHT THAT DR. ROBERTSON WAS GOING TO BE MADE IT CLEAR I THOUGHT THAT DR. ROBERTSON WAS GOING TO BE BRINGING BACK AN UPDATE FROM DR. ROBERTSON WAS GOING TO BE BRINGING BACK AN UPDATE FROM DR. ROBERTSON WAS GOING TO BE BRINGING BACK AN UPDATE FROM THE CONTENT COMMITTEE AND I BRINGING BACK AN UPDATE FROM THE CONTENT COMMITTEE AND I BRINGING BACK AN UPDATE FROM THE CONTENT COMMITTEE AND I THOUGHT THAT'S WHAT WE WERE THE CONTENT COMMITTEE AND I THOUGHT THAT'S WHAT WE WERE THE CONTENT COMMITTEE AND I THOUGHT THAT'S WHAT WE WERE GOING TO BE TALKING ABOUT TODAY THOUGHT THAT'S WHAT WE WERE GOING TO BE TALKING ABOUT TODAY THOUGHT THAT'S WHAT

1383WE WERE GOING TO BE TALKING ABOUT TODAY AND I THINK YOU MISS MELNYK FOR GOING TO BE TALKING ABOUT TODAY AND I THINK YOU MISS MELNYK FOR GOING TO BE TALKING ABOUT TODAY AND I THINK YOU MISS MELNYK FOR POINTING OUT THAT OUT THAT WHEN AND I THINK YOU MISS MELNYK FOR POINTING OUT THAT OUT THAT WHEN AND I THINK YOU MISS MELNYK FOR POINTING OUT THAT OUT THAT WHEN THE SCHOOL BOARD VOTED ON THIS POINTING OUT THAT OUT THAT WHEN THE SCHOOL BOARD VOTED ON THIS POINTING OUT THAT OUT THAT WHEN THE SCHOOL BOARD VOTED ON THIS WE DID NOT SET A DEADLINE WE THE SCHOOL BOARD VOTED ON THIS WE DID NOT SET A DEADLINE WE THE SCHOOL BOARD VOTED ON THIS WE DID NOT SET A DEADLINE WE LEFT THAT UP TO

1384THE WE DID NOT SET A DEADLINE WE LEFT THAT UP TO THE WE DID NOT SET A DEADLINE WE LEFT THAT UP TO THE SUPERINTENDENT WITH STAFF TO LEFT THAT UP TO THE SUPERINTENDENT WITH STAFF TO LEFT THAT UP TO THE SUPERINTENDENT WITH STAFF TO DETERMINE THE BEST PATH SUPERINTENDENT WITH STAFF TO DETERMINE THE BEST PATH SUPERINTENDENT WITH STAFF TO DETERMINE THE BEST PATH FORWARD. DETERMINE THE BEST PATH FORWARD. DETERMINE THE BEST PATH FORWARD. AND I APPRECIATE YOU DR. FORWARD. AND I APPRECIATE YOU DR. FORWARD. AND I APPRECIATE YOU DR. ROBERTS AND WORKING WITH YOUR AND I APPRECIATE YOU DR. ROBERTS AND WORKING WITH YOUR AND I APPRECIATE YOU DR. ROBERTS AND WORKING WITH YOUR STAFF YOUR STAFF TO DO WHAT'S ROBERTS AND WORKING WITH YOUR STAFF YOUR STAFF TO DO WHAT'S ROBERTS AND WORKING

1385WITH YOUR STAFF YOUR STAFF TO DO WHAT'S RIGHT AND ALSO WHEN THE BOARD STAFF YOUR STAFF TO DO WHAT'S RIGHT AND ALSO WHEN THE BOARD STAFF YOUR STAFF TO DO WHAT'S RIGHT AND ALSO WHEN THE BOARD IMPLEMENTS POLICY THE RIGHT AND ALSO WHEN THE BOARD IMPLEMENTS POLICY THE RIGHT AND ALSO WHEN THE BOARD IMPLEMENTS POLICY THE SUPERINTENDENT CAN'T JUST SIT IMPLEMENTS POLICY THE SUPERINTENDENT CAN'T JUST SIT IMPLEMENTS POLICY THE SUPERINTENDENT CAN'T JUST SIT THERE AND IGNORE AND IGNORE IT. SUPERINTENDENT CAN'T JUST SIT THERE AND IGNORE AND IGNORE IT. SUPERINTENDENT CAN'T JUST SIT THERE AND IGNORE AND IGNORE IT. HE HAS TO TAKE ACTION AND THERE AND IGNORE AND IGNORE IT. HE HAS TO TAKE ACTION AND THERE AND IGNORE AND IGNORE IT. HE HAS TO TAKE ACTION AND THAT'S WHAT HE DID SO THANK HE

1386HAS TO TAKE ACTION AND THAT'S WHAT HE DID SO THANK HE HAS TO TAKE ACTION AND THAT'S WHAT HE DID SO THANK YOU, DR. ROBERTSON MR ANDERSON THAT'S WHAT HE DID SO THANK YOU, DR. ROBERTSON MR ANDERSON THAT'S WHAT HE DID SO THANK YOU, DR. ROBERTSON MR ANDERSON I, I WANT TO MAKE SOMETHING YOU, DR. ROBERTSON MR ANDERSON I, I WANT TO MAKE SOMETHING YOU, DR. ROBERTSON MR ANDERSON I, I WANT TO MAKE SOMETHING CLEAR TO THE PUBLIC. I, I WANT TO MAKE SOMETHING CLEAR TO THE PUBLIC. I, I WANT TO MAKE SOMETHING CLEAR TO THE PUBLIC. THERE WAS AN EMAIL PUT OUT TO CLEAR TO THE PUBLIC. THERE WAS AN EMAIL PUT OUT TO CLEAR TO THE PUBLIC. THERE WAS AN EMAIL PUT OUT TO THE PUBLIC AND POST PUT ON THERE WAS AN

1387EMAIL PUT OUT TO THE PUBLIC AND POST PUT ON THERE WAS AN EMAIL PUT OUT TO THE PUBLIC AND POST PUT ON SOCIAL MEDIA STATING THAT MISS THE PUBLIC AND POST PUT ON SOCIAL MEDIA STATING THAT MISS THE PUBLIC AND POST PUT ON SOCIAL MEDIA STATING THAT MISS FRANKLIN WANTED TO CHANGE THIS SOCIAL MEDIA STATING THAT MISS FRANKLIN WANTED TO CHANGE THIS SOCIAL MEDIA STATING THAT MISS FRANKLIN WANTED TO CHANGE THIS POLICY SO THAT SHE COULD ALLOW FRANKLIN WANTED TO CHANGE THIS POLICY SO THAT SHE COULD ALLOW FRANKLIN WANTED TO CHANGE THIS POLICY SO THAT SHE COULD ALLOW SEXUALLY EXPLICIT MATERIALS IN POLICY SO THAT SHE COULD ALLOW SEXUALLY EXPLICIT MATERIALS IN POLICY SO THAT SHE COULD ALLOW SEXUALLY EXPLICIT MATERIALS IN ELEMENTARY SCHOOL LIBRARIES TO SEXUALLY EXPLICIT MATERIALS IN ELEMENTARY SCHOOL LIBRARIES TO SEXUALLY

1388EXPLICIT MATERIALS IN ELEMENTARY SCHOOL LIBRARIES TO REMAIN THAT IS BLATANTLY FALSE ELEMENTARY SCHOOL LIBRARIES TO REMAIN THAT IS BLATANTLY FALSE ELEMENTARY SCHOOL LIBRARIES TO REMAIN THAT IS BLATANTLY FALSE AND I JUST WANT PUBLIC TO KNOW REMAIN THAT IS BLATANTLY FALSE AND I JUST WANT PUBLIC TO KNOW REMAIN THAT IS BLATANTLY FALSE AND I JUST WANT PUBLIC TO KNOW THAT THAT'S NOT WHAT THIS WAS AND I JUST WANT PUBLIC TO KNOW THAT THAT'S NOT WHAT THIS WAS AND I JUST WANT PUBLIC TO KNOW THAT THAT'S NOT WHAT THIS WAS ABOUT AND I I THINK IT'S WRONG THAT THAT'S NOT WHAT THIS WAS ABOUT AND I I THINK IT'S WRONG THAT THAT'S NOT WHAT THIS WAS ABOUT AND I I THINK IT'S WRONG TO PUT BLATANTLY FALSE MATERIAL ABOUT AND I I THINK IT'S WRONG TO PUT

1389BLATANTLY FALSE MATERIAL ABOUT AND I I THINK IT'S WRONG TO PUT BLATANTLY FALSE MATERIAL OUT THERE THAT WAY AND WHO TO PUT BLATANTLY FALSE MATERIAL OUT THERE THAT WAY AND WHO TO PUT BLATANTLY FALSE MATERIAL OUT THERE THAT WAY AND WHO ACCUSED SOMEBODY OF THAT BUT OUT THERE THAT WAY AND WHO ACCUSED SOMEBODY OF THAT BUT OUT THERE THAT WAY AND WHO ACCUSED SOMEBODY OF THAT BUT THAT'S WHAT CAUSED A LOT THE ACCUSED SOMEBODY OF THAT BUT THAT'S WHAT CAUSED A LOT THE ACCUSED SOMEBODY OF THAT BUT THAT'S WHAT CAUSED A LOT THE PARENTS IN THIS EMAILS BECAUSE THAT'S WHAT CAUSED A LOT THE PARENTS IN THIS EMAILS BECAUSE THAT'S WHAT CAUSED A LOT THE PARENTS IN THIS EMAILS BECAUSE EMAILS BECAUSE THEY READ THAT PARENTS IN THIS EMAILS BECAUSE EMAILS BECAUSE THEY READ THAT

1390PARENTS IN THIS EMAILS BECAUSE EMAILS BECAUSE THEY READ THAT POST AND THEY BELIEVE THAT EMAILS BECAUSE THEY READ THAT POST AND THEY BELIEVE THAT EMAILS BECAUSE THEY READ THAT POST AND THEY BELIEVE THAT BECAUSE IT WAS PUT OUT BY A POST AND THEY BELIEVE THAT BECAUSE IT WAS PUT OUT BY A POST AND THEY BELIEVE THAT BECAUSE IT WAS PUT OUT BY A SCHOOL BOARD MEMBER OF THEY BECAUSE IT WAS PUT OUT BY A SCHOOL BOARD MEMBER OF THEY BECAUSE IT WAS PUT OUT BY A SCHOOL BOARD MEMBER OF THEY BELIEVE OUR SCHOOL BOARD BUT SCHOOL BOARD MEMBER OF THEY BELIEVE OUR SCHOOL BOARD BUT SCHOOL BOARD MEMBER OF THEY BELIEVE OUR SCHOOL BOARD BUT BUT THAT WAS WRONG. BELIEVE OUR SCHOOL BOARD BUT BUT THAT WAS WRONG. BELIEVE OUR SCHOOL BOARD BUT BUT THAT

1391WAS WRONG. I'M SORRY THAT SHOULD NOT HAVE BUT THAT WAS WRONG. I'M SORRY THAT SHOULD NOT HAVE BUT THAT WAS WRONG. I'M SORRY THAT SHOULD NOT HAVE BEEN DONE THAT SHE DID NOT DO I'M SORRY THAT SHOULD NOT HAVE BEEN DONE THAT SHE DID NOT DO I'M SORRY THAT SHOULD NOT HAVE BEEN DONE THAT SHE DID NOT DO THIS SO THAT'S SO THAT SEXUALLY BEEN DONE THAT SHE DID NOT DO THIS SO THAT'S SO THAT SEXUALLY BEEN DONE THAT SHE DID NOT DO THIS SO THAT'S SO THAT SEXUALLY EXPLICIT MATERIALS REMAIN IN THIS SO THAT'S SO THAT SEXUALLY EXPLICIT MATERIALS REMAIN IN THIS SO THAT'S SO THAT SEXUALLY EXPLICIT MATERIALS REMAIN IN OUR ELEMENTARY SCHOOLS THAT IS EXPLICIT MATERIALS REMAIN IN OUR ELEMENTARY SCHOOLS THAT IS EXPLICIT MATERIALS REMAIN IN OUR ELEMENTARY SCHOOLS THAT IS

1392NOT IS NOT WHAT THIS IS ABOUT OUR ELEMENTARY SCHOOLS THAT IS NOT IS NOT WHAT THIS IS ABOUT OUR ELEMENTARY SCHOOLS THAT IS NOT IS NOT WHAT THIS IS ABOUT SO I JUST WANTED TO CLEAR THAT NOT IS NOT WHAT THIS IS ABOUT SO I JUST WANTED TO CLEAR THAT NOT IS NOT WHAT THIS IS ABOUT SO I JUST WANTED TO CLEAR THAT UP AND I AND I JUST FEEL LIKE SO I JUST WANTED TO CLEAR THAT UP AND I AND I JUST FEEL LIKE SO I JUST WANTED TO CLEAR THAT UP AND I AND I JUST FEEL LIKE THAT'S THAT HAD TO BE SAID AND UP AND I AND I JUST FEEL LIKE THAT'S THAT HAD TO BE SAID AND UP AND I AND I JUST FEEL LIKE THAT'S THAT HAD TO BE SAID

1393AND IF YOU WERE THE PERSON WHO DID THAT'S THAT HAD TO BE SAID AND IF YOU WERE THE PERSON WHO DID THAT'S THAT HAD TO BE SAID AND IF YOU WERE THE PERSON WHO DID THAT SHAME ON YOU. IF YOU WERE THE PERSON WHO DID THAT SHAME ON YOU. IF YOU WERE THE PERSON WHO DID THAT SHAME ON YOU. I'M SORRY BUT THAT WAS WRONG THAT SHAME ON YOU. I'M SORRY BUT THAT WAS WRONG THAT SHAME ON YOU. I'M SORRY BUT THAT WAS WRONG AND I WILL I WILL STAND UP FOR I'M SORRY BUT THAT WAS WRONG AND I WILL I WILL STAND UP FOR I'M SORRY BUT THAT WAS WRONG AND I WILL I WILL STAND UP FOR THAT ANY TIME. AND I WILL I WILL STAND UP FOR THAT ANY TIME. AND I

1394WILL I WILL STAND UP FOR THAT ANY TIME. BUT I JUST I JUST THINK AND I THAT ANY TIME. BUT I JUST I JUST THINK AND I THAT ANY TIME. BUT I JUST I JUST THINK AND I THINK IF WE COULD AT LEAST BUT I JUST I JUST THINK AND I THINK IF WE COULD AT LEAST BUT I JUST I JUST THINK AND I THINK IF WE COULD AT LEAST EXTEND THE DEADLINE TO DECEMBER THINK IF WE COULD AT LEAST EXTEND THE DEADLINE TO DECEMBER THINK IF WE COULD AT LEAST EXTEND THE DEADLINE TO DECEMBER 1ST DECEMBER 1ST OF NEXT YEAR EXTEND THE DEADLINE TO DECEMBER 1ST DECEMBER 1ST OF NEXT YEAR EXTEND THE DEADLINE TO DECEMBER 1ST DECEMBER 1ST OF NEXT YEAR THAT WOULD 30 DECEMBER 31ST 1ST DECEMBER 1ST OF NEXT YEAR THAT

1395WOULD 30 DECEMBER 31ST 1ST DECEMBER 1ST OF NEXT YEAR THAT WOULD 30 DECEMBER 31ST OF NEXT YEAR THAT WOULD GIVE THAT WOULD 30 DECEMBER 31ST OF NEXT YEAR THAT WOULD GIVE THAT WOULD 30 DECEMBER 31ST OF NEXT YEAR THAT WOULD GIVE THE ELEMENTARY TEACHERS WHO ARE OF NEXT YEAR THAT WOULD GIVE THE ELEMENTARY TEACHERS WHO ARE OF NEXT YEAR THAT WOULD GIVE THE ELEMENTARY TEACHERS WHO ARE HAVING A HARD TIME, AMPLE TIME THE ELEMENTARY TEACHERS WHO ARE HAVING A HARD TIME, AMPLE TIME THE ELEMENTARY TEACHERS WHO ARE HAVING A HARD TIME, AMPLE TIME GET FINISHED SO SO I JUST I HAVING A HARD TIME, AMPLE TIME GET FINISHED SO SO I JUST I HAVING A HARD TIME, AMPLE TIME GET FINISHED SO SO I JUST I JUST WANT TO BE CLEAR WE'RE NOT GET FINISHED

1396SO SO I JUST I JUST WANT TO BE CLEAR WE'RE NOT GET FINISHED SO SO I JUST I JUST WANT TO BE CLEAR WE'RE NOT ARBITRARILY EXTENDING THE JUST WANT TO BE CLEAR WE'RE NOT ARBITRARILY EXTENDING THE JUST WANT TO BE CLEAR WE'RE NOT ARBITRARILY EXTENDING THE DEADLINE TO DECEMBER FIRST. ARBITRARILY EXTENDING THE DEADLINE TO DECEMBER FIRST. ARBITRARILY EXTENDING THE DEADLINE TO DECEMBER FIRST. THERE'S AN EXPECTATION THAT DEADLINE TO DECEMBER FIRST. THERE'S AN EXPECTATION THAT DEADLINE TO DECEMBER FIRST. THERE'S AN EXPECTATION THAT ELEMENTS ARE MAKING PROGRESS THERE'S AN EXPECTATION THAT ELEMENTS ARE MAKING PROGRESS THERE'S AN EXPECTATION THAT ELEMENTS ARE MAKING PROGRESS AND THAT'S WHY THE MONTHLY ELEMENTS ARE MAKING PROGRESS AND THAT'S WHY THE MONTHLY ELEMENTS ARE MAKING PROGRESS AND THAT'S WHY THE MONTHLY MEETINGS THAT DR. SHOOBRIDGE AND THAT'S WHY THE MONTHLY MEETINGS

1397THAT DR. SHOOBRIDGE AND THAT'S WHY THE MONTHLY MEETINGS THAT DR. SHOOBRIDGE AND HER TEAM HAS ALLOWS THEM TO MEETINGS THAT DR. SHOOBRIDGE AND HER TEAM HAS ALLOWS THEM TO MEETINGS THAT DR. SHOOBRIDGE AND HER TEAM HAS ALLOWS THEM TO CLOSELY MONITOR THOSE SCHOOLS AND HER TEAM HAS ALLOWS THEM TO CLOSELY MONITOR THOSE SCHOOLS AND HER TEAM HAS ALLOWS THEM TO CLOSELY MONITOR THOSE SCHOOLS THAT NEED ASSISTANCE AND ALSO CLOSELY MONITOR THOSE SCHOOLS THAT NEED ASSISTANCE AND ALSO CLOSELY MONITOR THOSE SCHOOLS THAT NEED ASSISTANCE AND ALSO WE KNOWING THAT ILLNESSES DON'T THAT NEED ASSISTANCE AND ALSO WE KNOWING THAT ILLNESSES DON'T THAT NEED ASSISTANCE AND ALSO WE KNOWING THAT ILLNESSES DON'T WORK OVER THE BRAKES OR SO WE KNOWING THAT ILLNESSES DON'T WORK OVER THE BRAKES OR SO WE KNOWING THAT ILLNESSES DON'T WORK OVER THE

1398BRAKES OR SO WHATEVER THE LAST DAY IS THE WORK OVER THE BRAKES OR SO WHATEVER THE LAST DAY IS THE WORK OVER THE BRAKES OR SO WHATEVER THE LAST DAY IS THE CALENDAR THAT THE BOARD WHATEVER THE LAST DAY IS THE CALENDAR THAT THE BOARD WHATEVER THE LAST DAY IS THE CALENDAR THAT THE BOARD APPROVED THAT'S THE DATE WHEN CALENDAR THAT THE BOARD APPROVED THAT'S THE DATE WHEN CALENDAR THAT THE BOARD APPROVED THAT'S THE DATE WHEN IT'S GOING TO HAVE TO BE SO APPROVED THAT'S THE DATE WHEN IT'S GOING TO HAVE TO BE SO APPROVED THAT'S THE DATE WHEN IT'S GOING TO HAVE TO BE SO THAT MIGHT BE 20 FIRST TWENTY IT'S GOING TO HAVE TO BE SO THAT MIGHT BE 20 FIRST TWENTY IT'S GOING TO HAVE TO BE SO THAT MIGHT BE

139920 FIRST TWENTY FIRST NEXT YEAR DECEMBER 21ST. THAT MIGHT BE 20 FIRST TWENTY FIRST NEXT YEAR DECEMBER 21ST. THAT MIGHT BE 20 FIRST TWENTY FIRST NEXT YEAR DECEMBER 21ST. MISS WEEMES YEAH I MEAN I THINK FIRST NEXT YEAR DECEMBER 21ST. MISS WEEMES YEAH I MEAN I THINK FIRST NEXT YEAR DECEMBER 21ST. MISS WEEMES YEAH I MEAN I THINK THE CONFUSION IS THAT IS THAT MISS WEEMES YEAH I MEAN I THINK THE CONFUSION IS THAT IS THAT MISS WEEMES YEAH I MEAN I THINK THE CONFUSION IS THAT IS THAT WE WERE TALKING ABOUT TWO THE CONFUSION IS THAT IS THAT WE WERE TALKING ABOUT TWO THE CONFUSION IS THAT IS THAT WE WERE TALKING ABOUT TWO DIFFERENT THINGS LAST WEEK WE WE WERE TALKING ABOUT TWO DIFFERENT THINGS LAST WEEK WE WE WERE TALKING ABOUT TWO

1400DIFFERENT THINGS LAST WEEK WE DID TALK ABOUT THE JUNE THAT IT DIFFERENT THINGS LAST WEEK WE DID TALK ABOUT THE JUNE THAT IT DIFFERENT THINGS LAST WEEK WE DID TALK ABOUT THE JUNE THAT IT WAS A HEAVY LIFT FOR SOME DID TALK ABOUT THE JUNE THAT IT WAS A HEAVY LIFT FOR SOME DID TALK ABOUT THE JUNE THAT IT WAS A HEAVY LIFT FOR SOME OF OUR SCHOOLS WERE LARGER DR. WAS A HEAVY LIFT FOR SOME OF OUR SCHOOLS WERE LARGER DR. WAS A HEAVY LIFT FOR SOME OF OUR SCHOOLS WERE LARGER DR. SHOOBRIDGE STOOD UP HERE UP OF OUR SCHOOLS WERE LARGER DR. SHOOBRIDGE STOOD UP HERE UP OF OUR SCHOOLS WERE LARGER DR. SHOOBRIDGE STOOD UP HERE UP HERE AND ASSURED US THAT SHE'S SHOOBRIDGE STOOD UP HERE UP HERE AND ASSURED US

1401THAT SHE'S SHOOBRIDGE STOOD UP HERE UP HERE AND ASSURED US THAT SHE'S GOT OUR HANDS WRAPPED AROUND HERE AND ASSURED US THAT SHE'S GOT OUR HANDS WRAPPED AROUND HERE AND ASSURED US THAT SHE'S GOT OUR HANDS WRAPPED AROUND IT. GOT OUR HANDS WRAPPED AROUND IT. GOT OUR HANDS WRAPPED AROUND IT. SHE'S GOING TO GIVE HELP AND IT. SHE'S GOING TO GIVE HELP AND IT. SHE'S GOING TO GIVE HELP AND THEN WE GET THIS AMENDMENT THAT SHE'S GOING TO GIVE HELP AND THEN WE GET THIS AMENDMENT THAT SHE'S GOING TO GIVE HELP AND THEN WE GET THIS AMENDMENT THAT HAS NOTHING TO DO WITH THE THEN WE GET THIS AMENDMENT THAT HAS NOTHING TO DO WITH THE THEN WE GET THIS AMENDMENT THAT HAS NOTHING TO DO WITH THE TIMELINE AT ALL IT HAS TO DO

1402HAS NOTHING TO DO WITH THE TIMELINE AT ALL IT HAS TO DO HAS NOTHING TO DO WITH THE TIMELINE AT ALL IT HAS TO DO WITH ACTUALLY CHANGING THE TIMELINE AT ALL IT HAS TO DO WITH ACTUALLY CHANGING THE TIMELINE AT ALL IT HAS TO DO WITH ACTUALLY CHANGING THE POLICY TO THE WORD INCOMING WITH ACTUALLY CHANGING THE POLICY TO THE WORD INCOMING WITH ACTUALLY CHANGING THE POLICY TO THE WORD INCOMING MEANING THAT THEY WOULD NOT IN POLICY TO THE WORD INCOMING MEANING THAT THEY WOULD NOT IN POLICY TO THE WORD INCOMING MEANING THAT THEY WOULD NOT IN FACT HAVE TO PREVIEW ANY BOOK MEANING THAT THEY WOULD NOT IN FACT HAVE TO PREVIEW ANY BOOK MEANING THAT THEY WOULD NOT IN FACT HAVE TO PREVIEW ANY BOOK THAT'S ALREADY THERE THAT IT FACT HAVE

1403TO PREVIEW ANY BOOK THAT'S ALREADY THERE THAT IT FACT HAVE TO PREVIEW ANY BOOK THAT'S ALREADY THERE THAT IT WOULD BE CHANGED TO BE EXACTLY THAT'S ALREADY THERE THAT IT WOULD BE CHANGED TO BE EXACTLY THAT'S ALREADY THERE THAT IT WOULD BE CHANGED TO BE EXACTLY LIKE HIGH SCHOOL SO THAT WAS WOULD BE CHANGED TO BE EXACTLY LIKE HIGH SCHOOL SO THAT WAS WOULD BE CHANGED TO BE EXACTLY LIKE HIGH SCHOOL SO THAT WAS VERY CONFUSING AND CONCERNING LIKE HIGH SCHOOL SO THAT WAS VERY CONFUSING AND CONCERNING LIKE HIGH SCHOOL SO THAT WAS VERY CONFUSING AND CONCERNING TO THE PUBLIC AS WAS TO ME SO VERY CONFUSING AND CONCERNING TO THE PUBLIC AS WAS TO ME SO VERY CONFUSING AND CONCERNING TO THE PUBLIC AS WAS TO ME SO WE WERE TALKING ABOUT TWO ABOUT

1404TO THE PUBLIC AS WAS TO ME SO WE WERE TALKING ABOUT TWO ABOUT TO THE PUBLIC AS WAS TO ME SO WE WERE TALKING ABOUT TWO ABOUT TWO DIFFERENT THINGS BUT THIS WE WERE TALKING ABOUT TWO ABOUT TWO DIFFERENT THINGS BUT THIS WE WERE TALKING ABOUT TWO ABOUT TWO DIFFERENT THINGS BUT THIS AMENDMENT COMPLETELY CHANGES TWO DIFFERENT THINGS BUT THIS AMENDMENT COMPLETELY CHANGES TWO DIFFERENT THINGS BUT THIS AMENDMENT COMPLETELY CHANGES THINGS THAT DOESN'T AT ADD A AMENDMENT COMPLETELY CHANGES THINGS THAT DOESN'T AT ADD A AMENDMENT COMPLETELY CHANGES THINGS THAT DOESN'T AT ADD A TIMELINE. THINGS THAT DOESN'T AT ADD A TIMELINE. THINGS THAT DOESN'T AT ADD A TIMELINE. IT DOESN'T EXTEND A TIMELINE. TIMELINE. IT DOESN'T EXTEND A TIMELINE. TIMELINE. IT DOESN'T EXTEND A TIMELINE. IT CHANGES ELEMENTARY. IT DOESN'T EXTEND A TIMELINE. IT CHANGES

1405ELEMENTARY. IT DOESN'T EXTEND A TIMELINE. IT CHANGES ELEMENTARY. SO THAT WE CANNOT BE 100 IT CHANGES ELEMENTARY. SO THAT WE CANNOT BE 100 IT CHANGES ELEMENTARY. SO THAT WE CANNOT BE 100 PERCENT SURE IF IF THE MEDIA SO THAT WE CANNOT BE 100 PERCENT SURE IF IF THE MEDIA SO THAT WE CANNOT BE 100 PERCENT SURE IF IF THE MEDIA SPECIALISTS DO NOT PREVIEW AND PERCENT SURE IF IF THE MEDIA SPECIALISTS DO NOT PREVIEW AND PERCENT SURE IF IF THE MEDIA SPECIALISTS DO NOT PREVIEW AND DO THEIR DUE DILIGENCE LIKE DR. SPECIALISTS DO NOT PREVIEW AND DO THEIR DUE DILIGENCE LIKE DR. SPECIALISTS DO NOT PREVIEW AND DO THEIR DUE DILIGENCE LIKE DR. SHOOBRIDGE IS TAKING THEM DO THEIR DUE DILIGENCE LIKE DR. SHOOBRIDGE IS TAKING THEM DO THEIR DUE DILIGENCE LIKE DR. SHOOBRIDGE IS

1406TAKING THEM THROUGH THAT PROCESS SO THAT'S SHOOBRIDGE IS TAKING THEM THROUGH THAT PROCESS SO THAT'S SHOOBRIDGE IS TAKING THEM THROUGH THAT PROCESS SO THAT'S THE CONFUSION WE TALKED ABOUT THROUGH THAT PROCESS SO THAT'S THE CONFUSION WE TALKED ABOUT THROUGH THAT PROCESS SO THAT'S THE CONFUSION WE TALKED ABOUT ONE THING WE SOMEONE MISSY THE CONFUSION WE TALKED ABOUT ONE THING WE SOMEONE MISSY THE CONFUSION WE TALKED ABOUT ONE THING WE SOMEONE MISSY FRANKLIN PRESENTED THIS THAT ONE THING WE SOMEONE MISSY FRANKLIN PRESENTED THIS THAT ONE THING WE SOMEONE MISSY FRANKLIN PRESENTED THIS THAT HAD NOTHING DO WHAT WE TALKED FRANKLIN PRESENTED THIS THAT HAD NOTHING DO WHAT WE TALKED FRANKLIN PRESENTED THIS THAT HAD NOTHING DO WHAT WE TALKED ABOUT THAT WAS ACTUALLY WAS HAD NOTHING DO WHAT WE TALKED ABOUT THAT WAS ACTUALLY WAS HAD

1407NOTHING DO WHAT WE TALKED ABOUT THAT WAS ACTUALLY WAS ACTUALLY CHANGING OUR POLICY. ABOUT THAT WAS ACTUALLY WAS ACTUALLY CHANGING OUR POLICY. ABOUT THAT WAS ACTUALLY WAS ACTUALLY CHANGING OUR POLICY. SO MR. NOT THE SAME THING SAME ACTUALLY CHANGING OUR POLICY. SO MR. NOT THE SAME THING SAME ACTUALLY CHANGING OUR POLICY. SO MR. NOT THE SAME THING SAME THING PRETTY MUCH TO THE THE SO MR. NOT THE SAME THING SAME THING PRETTY MUCH TO THE THE SO MR. NOT THE SAME THING SAME THING PRETTY MUCH TO THE THE CHANGE DO THE POLICY THAT THIS THING PRETTY MUCH TO THE THE CHANGE DO THE POLICY THAT THIS THING PRETTY MUCH TO THE THE CHANGE DO THE POLICY THAT THIS PRESENTED TO US IS TO IS THE CHANGE DO THE POLICY THAT THIS PRESENTED TO US IS

1408TO IS THE CHANGE DO THE POLICY THAT THIS PRESENTED TO US IS TO IS THE ONLY CALL INCOMING ELEMENTARY PRESENTED TO US IS TO IS THE ONLY CALL INCOMING ELEMENTARY PRESENTED TO US IS TO IS THE ONLY CALL INCOMING ELEMENTARY SCHOOL LIBRARY MATERIALS SO ONLY CALL INCOMING ELEMENTARY SCHOOL LIBRARY MATERIALS SO ONLY CALL INCOMING ELEMENTARY SCHOOL LIBRARY MATERIALS SO INTENDED OR NOT, THE NET RESULT SCHOOL LIBRARY MATERIALS SO INTENDED OR NOT, THE NET RESULT SCHOOL LIBRARY MATERIALS SO INTENDED OR NOT, THE NET RESULT THAT WOULD BE THAT IF THERE ARE INTENDED OR NOT, THE NET RESULT THAT WOULD BE THAT IF THERE ARE INTENDED OR NOT, THE NET RESULT THAT WOULD BE THAT IF THERE ARE SEXUALLY EXPLICIT MATERIALS IN THAT WOULD BE THAT IF THERE ARE SEXUALLY EXPLICIT MATERIALS IN THAT WOULD BE THAT

1409IF THERE ARE SEXUALLY EXPLICIT MATERIALS IN A LIBRARY THEY WOULD MEAN THAT SEXUALLY EXPLICIT MATERIALS IN A LIBRARY THEY WOULD MEAN THAT SEXUALLY EXPLICIT MATERIALS IN A LIBRARY THEY WOULD MEAN THAT YOU CAN UNDERSTAND THE PUBLIC'S A LIBRARY THEY WOULD MEAN THAT YOU CAN UNDERSTAND THE PUBLIC'S A LIBRARY THEY WOULD MEAN THAT YOU CAN UNDERSTAND THE PUBLIC'S CONCERN MR. MISS FRANKLIN I'M YOU CAN UNDERSTAND THE PUBLIC'S CONCERN MR. MISS FRANKLIN I'M YOU CAN UNDERSTAND THE PUBLIC'S CONCERN MR. MISS FRANKLIN I'M SORRY FRANKLIN. CONCERN MR. MISS FRANKLIN I'M SORRY FRANKLIN. CONCERN MR. MISS FRANKLIN I'M SORRY FRANKLIN. WELL, DR. ROBERTS AND PRESENTED SORRY FRANKLIN. WELL, DR. ROBERTS AND PRESENTED SORRY FRANKLIN. WELL, DR. ROBERTS AND PRESENTED THAT OPTION TONIGHT SO AT THE WELL, DR. ROBERTS AND PRESENTED THAT OPTION TONIGHT SO AT THE WELL, DR. ROBERTS

1410AND PRESENTED THAT OPTION TONIGHT SO AT THE TIME I PROPOSED THIS AND WORK THAT OPTION TONIGHT SO AT THE TIME I PROPOSED THIS AND WORK THAT OPTION TONIGHT SO AT THE TIME I PROPOSED THIS AND WORK TO PUT THIS ON THE AGENDA IT TIME I PROPOSED THIS AND WORK TO PUT THIS ON THE AGENDA IT TIME I PROPOSED THIS AND WORK TO PUT THIS ON THE AGENDA IT WAS STILL RIGHT IN THAT WE TO PUT THIS ON THE AGENDA IT WAS STILL RIGHT IN THAT WE TO PUT THIS ON THE AGENDA IT WAS STILL RIGHT IN THAT WE WOULD HAVE TO THIS BY JUNE 1ST WAS STILL RIGHT IN THAT WE WOULD HAVE TO THIS BY JUNE 1ST WAS STILL RIGHT IN THAT WE WOULD HAVE TO THIS BY JUNE 1ST AND TO ME THE

1411ONLY WAY WE COULD WOULD HAVE TO THIS BY JUNE 1ST AND TO ME THE ONLY WAY WE COULD WOULD HAVE TO THIS BY JUNE 1ST AND TO ME THE ONLY WAY WE COULD ACCOMPLISH THIS BY JUNE 1ST IS AND TO ME THE ONLY WAY WE COULD ACCOMPLISH THIS BY JUNE 1ST IS AND TO ME THE ONLY WAY WE COULD ACCOMPLISH THIS BY JUNE 1ST IS BY NOT WRAPPING UP REVIEW ON ACCOMPLISH THIS BY JUNE 1ST IS BY NOT WRAPPING UP REVIEW ON ACCOMPLISH THIS BY JUNE 1ST IS BY NOT WRAPPING UP REVIEW ON EVERY SINGLE BOOK AND TO ONLY BY NOT WRAPPING UP REVIEW ON EVERY SINGLE BOOK AND TO ONLY BY NOT WRAPPING UP REVIEW ON EVERY SINGLE BOOK AND TO ONLY LOOK INCOMING BOOKS AND SO AND EVERY SINGLE BOOK AND TO ONLY

1412LOOK INCOMING BOOKS AND SO AND EVERY SINGLE BOOK AND TO ONLY LOOK INCOMING BOOKS AND SO AND SO WITH THIS NEW INFORMATION LOOK INCOMING BOOKS AND SO AND SO WITH THIS NEW INFORMATION LOOK INCOMING BOOKS AND SO AND SO WITH THIS NEW INFORMATION THEN WE CERTAINLY CAN LOOK AT SO WITH THIS NEW INFORMATION THEN WE CERTAINLY CAN LOOK AT SO WITH THIS NEW INFORMATION THEN WE CERTAINLY CAN LOOK AT THAT NOW BUT AT THE TIME WHICH THEN WE CERTAINLY CAN LOOK AT THAT NOW BUT AT THE TIME WHICH THEN WE CERTAINLY CAN LOOK AT THAT NOW BUT AT THE TIME WHICH WAS OVER A WEEK GO THAT I WAS THAT NOW BUT AT THE TIME WHICH WAS OVER A WEEK GO THAT I WAS THAT NOW BUT AT THE TIME WHICH WAS OVER A WEEK

1413GO THAT I WAS DRAFTING THIS THAT WAS A JUNE WAS OVER A WEEK GO THAT I WAS DRAFTING THIS THAT WAS A JUNE WAS OVER A WEEK GO THAT I WAS DRAFTING THIS THAT WAS A JUNE 1ST TIMELINE AND WE HAVE HEARD DRAFTING THIS THAT WAS A JUNE 1ST TIMELINE AND WE HAVE HEARD DRAFTING THIS THAT WAS A JUNE 1ST TIMELINE AND WE HAVE HEARD FROM LEADERSHIP WE HAVE HEARD 1ST TIMELINE AND WE HAVE HEARD FROM LEADERSHIP WE HAVE HEARD 1ST TIMELINE AND WE HAVE HEARD FROM LEADERSHIP WE HAVE HEARD THAT THERE ARE SOME LIBRARIES FROM LEADERSHIP WE HAVE HEARD THAT THERE ARE SOME LIBRARIES FROM LEADERSHIP WE HAVE HEARD THAT THERE ARE SOME LIBRARIES THAT WHOEVER HAVE OVER EIGHTEEN THAT THERE ARE SOME LIBRARIES THAT WHOEVER HAVE OVER EIGHTEEN THAT THERE ARE SOME LIBRARIES

1414THAT WHOEVER HAVE OVER EIGHTEEN THOUSAND BUCKS IN THEIR THAT WHOEVER HAVE OVER EIGHTEEN THOUSAND BUCKS IN THEIR THAT WHOEVER HAVE OVER EIGHTEEN THOUSAND BUCKS IN THEIR COLLECTION SO IT SEEMS LIKE A THOUSAND BUCKS IN THEIR COLLECTION SO IT SEEMS LIKE A THOUSAND BUCKS IN THEIR COLLECTION SO IT SEEMS LIKE A DAUNTING, UNREALISTIC TASK SO I COLLECTION SO IT SEEMS LIKE A DAUNTING, UNREALISTIC TASK SO I COLLECTION SO IT SEEMS LIKE A DAUNTING, UNREALISTIC TASK SO I THINK THAT AGAIN PUTTING DAUNTING, UNREALISTIC TASK SO I THINK THAT AGAIN PUTTING DAUNTING, UNREALISTIC TASK SO I THINK THAT AGAIN PUTTING SOMETHING OUT THERE THAT WOULD THINK THAT AGAIN PUTTING SOMETHING OUT THERE THAT WOULD THINK THAT AGAIN PUTTING SOMETHING OUT THERE THAT WOULD INFER THAT I WANTED TO MAINTAIN SOMETHING OUT THERE THAT WOULD INFER THAT I WANTED

1415TO MAINTAIN SOMETHING OUT THERE THAT WOULD INFER THAT I WANTED TO MAINTAIN OR KEEP BOOKS IN A LIBRARY IS INFER THAT I WANTED TO MAINTAIN OR KEEP BOOKS IN A LIBRARY IS INFER THAT I WANTED TO MAINTAIN OR KEEP BOOKS IN A LIBRARY IS IRRESPONSIBLE YOU DON'T DO THAT OR KEEP BOOKS IN A LIBRARY IS IRRESPONSIBLE YOU DON'T DO THAT OR KEEP BOOKS IN A LIBRARY IS IRRESPONSIBLE YOU DON'T DO THAT TO A FELLOW BOARD MEMBER YOU IRRESPONSIBLE YOU DON'T DO THAT TO A FELLOW BOARD MEMBER YOU IRRESPONSIBLE YOU DON'T DO THAT TO A FELLOW BOARD MEMBER YOU DON'T DO THAT FOR ANOTHER TO A FELLOW BOARD MEMBER YOU DON'T DO THAT FOR ANOTHER TO A FELLOW BOARD MEMBER YOU DON'T DO THAT FOR ANOTHER PERSON I AM I IN MY OPINION WE DON'T DO

1416THAT FOR ANOTHER PERSON I AM I IN MY OPINION WE DON'T DO THAT FOR ANOTHER PERSON I AM I IN MY OPINION WE WOULDN'T RECOMMEND DOING THAT PERSON I AM I IN MY OPINION WE WOULDN'T RECOMMEND DOING THAT PERSON I AM I IN MY OPINION WE WOULDN'T RECOMMEND DOING THAT TO FOR CHILDREN TO DO THAT TO WOULDN'T RECOMMEND DOING THAT TO FOR CHILDREN TO DO THAT TO WOULDN'T RECOMMEND DOING THAT TO FOR CHILDREN TO DO THAT TO EACH OTHER. TO FOR CHILDREN TO DO THAT TO EACH OTHER. TO FOR CHILDREN TO DO THAT TO EACH OTHER. THAT'S CALLED WORLI AND SO EACH OTHER. THAT'S CALLED WORLI AND SO EACH OTHER. THAT'S CALLED WORLI AND SO QUITE FRANKLY THAT IS WHY I'M THAT'S CALLED WORLI AND SO QUITE FRANKLY THAT IS WHY I'M THAT'S CALLED WORLI

1417AND SO QUITE FRANKLY THAT IS WHY I'M SO INCENSED ABOUT THAT QUITE FRANKLY THAT IS WHY I'M SO INCENSED ABOUT THAT QUITE FRANKLY THAT IS WHY I'M SO INCENSED ABOUT THAT PARTICULAR COMMENT BECAUSE IT SO INCENSED ABOUT THAT PARTICULAR COMMENT BECAUSE IT SO INCENSED ABOUT THAT PARTICULAR COMMENT BECAUSE IT IS DEMEANING AND DEGRADING AND PARTICULAR COMMENT BECAUSE IT IS DEMEANING AND DEGRADING AND PARTICULAR COMMENT BECAUSE IT IS DEMEANING AND DEGRADING AND UNNECESSARY NOW ON TOP OF THAT IS DEMEANING AND DEGRADING AND UNNECESSARY NOW ON TOP OF THAT IS DEMEANING AND DEGRADING AND UNNECESSARY NOW ON TOP OF THAT WE HAD SOMEBODY COME IN TONIGHT UNNECESSARY NOW ON TOP OF THAT WE HAD SOMEBODY COME IN TONIGHT UNNECESSARY NOW ON TOP OF THAT WE HAD SOMEBODY COME IN TONIGHT AND ALSO MAKE A COMMENT A WE

1418HAD SOMEBODY COME IN TONIGHT AND ALSO MAKE A COMMENT A WE HAD SOMEBODY COME IN TONIGHT AND ALSO MAKE A COMMENT A SPEAKER SAYING THAT HE REACHED AND ALSO MAKE A COMMENT A SPEAKER SAYING THAT HE REACHED AND ALSO MAKE A COMMENT A SPEAKER SAYING THAT HE REACHED OUT TO ME AND I NEVER RESPONDED SPEAKER SAYING THAT HE REACHED OUT TO ME AND I NEVER RESPONDED SPEAKER SAYING THAT HE REACHED OUT TO ME AND I NEVER RESPONDED WHICH AGAIN UNTRUE. OUT TO ME AND I NEVER RESPONDED WHICH AGAIN UNTRUE. OUT TO ME AND I NEVER RESPONDED WHICH AGAIN UNTRUE. SO WHAT I WOULD SAY TO THE WHICH AGAIN UNTRUE. SO WHAT I WOULD SAY TO THE WHICH AGAIN UNTRUE. SO WHAT I WOULD SAY TO THE BOARD AND I JUST WANT TO SO WHAT I

1419WOULD SAY TO THE BOARD AND I JUST WANT TO SO WHAT I WOULD SAY TO THE BOARD AND I JUST WANT TO COMMENT ON THIS THAT YOU KNOW BOARD AND I JUST WANT TO COMMENT ON THIS THAT YOU KNOW BOARD AND I JUST WANT TO COMMENT ON THIS THAT YOU KNOW AS WE TRANSITION TO A NEW BOARD COMMENT ON THIS THAT YOU KNOW AS WE TRANSITION TO A NEW BOARD COMMENT ON THIS THAT YOU KNOW AS WE TRANSITION TO A NEW BOARD THAT WHEN I FIRST CAME ON THIS AS WE TRANSITION TO A NEW BOARD THAT WHEN I FIRST CAME ON THIS AS WE TRANSITION TO A NEW BOARD THAT WHEN I FIRST CAME ON THIS BOARD WE HAD BOARD MEMBERS NOT THAT WHEN I FIRST CAME ON THIS BOARD WE HAD BOARD MEMBERS NOT

1420THAT WHEN I FIRST CAME ON THIS BOARD WE HAD BOARD MEMBERS NOT MANDATING TOGETHER WE'VE COME A BOARD WE HAD BOARD MEMBERS NOT MANDATING TOGETHER WE'VE COME A BOARD WE HAD BOARD MEMBERS NOT MANDATING TOGETHER WE'VE COME A LONG WAY AND WAY AND I WANTED MANDATING TOGETHER WE'VE COME A LONG WAY AND WAY AND I WANTED MANDATING TOGETHER WE'VE COME A LONG WAY AND WAY AND I WANTED TO SAY THANK YOU TO CHAIR LONG WAY AND WAY AND I WANTED TO SAY THANK YOU TO CHAIR LONG WAY AND WAY AND I WANTED TO SAY THANK YOU TO CHAIR MELNYK THIS YEAR FOR DOING SUCH TO SAY THANK YOU TO CHAIR MELNYK THIS YEAR FOR DOING SUCH TO SAY THANK YOU TO CHAIR MELNYK THIS YEAR FOR DOING SUCH A GREAT JOB OF MAINTAINING A MELNYK

1421THIS YEAR FOR DOING SUCH A GREAT JOB OF MAINTAINING A MELNYK THIS YEAR FOR DOING SUCH A GREAT JOB OF MAINTAINING A LOT OF UNITY AND NOT AS MUCH A GREAT JOB OF MAINTAINING A LOT OF UNITY AND NOT AS MUCH A GREAT JOB OF MAINTAINING A LOT OF UNITY AND NOT AS MUCH DIVISIVENESS AS WE'VE SEEN IN LOT OF UNITY AND NOT AS MUCH DIVISIVENESS AS WE'VE SEEN IN LOT OF UNITY AND NOT AS MUCH DIVISIVENESS AS WE'VE SEEN IN THE PAST SO I JUST WANT TO SAY DIVISIVENESS AS WE'VE SEEN IN THE PAST SO I JUST WANT TO SAY DIVISIVENESS AS WE'VE SEEN IN THE PAST SO I JUST WANT TO SAY THAT YOU, YOU KNOW, THIS IS A THE PAST SO I JUST WANT TO SAY THAT YOU, YOU KNOW, THIS IS

1422A THE PAST SO I JUST WANT TO SAY THAT YOU, YOU KNOW, THIS IS A TOUGH JOB SITTING IN THAT THAT YOU, YOU KNOW, THIS IS A TOUGH JOB SITTING IN THAT THAT YOU, YOU KNOW, THIS IS A TOUGH JOB SITTING IN THAT POSITION AND I JUST WANT TO SAY TOUGH JOB SITTING IN THAT POSITION AND I JUST WANT TO SAY TOUGH JOB SITTING IN THAT POSITION AND I JUST WANT TO SAY THANK YOU FOR BECAUSE POSITION AND I JUST WANT TO SAY THANK YOU FOR BECAUSE POSITION AND I JUST WANT TO SAY THANK YOU FOR BECAUSE UNFORTUNATELY IT DOES CREATE A THANK YOU FOR BECAUSE UNFORTUNATELY IT DOES CREATE A THANK YOU FOR BECAUSE UNFORTUNATELY IT DOES CREATE A SITUATION AND WHERE WHEN WE UNFORTUNATELY IT DOES CREATE A SITUATION AND WHERE WHEN WE

1423UNFORTUNATELY IT DOES CREATE A SITUATION AND WHERE WHEN WE DON'T AND DISCUSS THINGS AND SITUATION AND WHERE WHEN WE DON'T AND DISCUSS THINGS AND SITUATION AND WHERE WHEN WE DON'T AND DISCUSS THINGS AND AND TALK AND THROW ARROWS THEN DON'T AND DISCUSS THINGS AND AND TALK AND THROW ARROWS THEN DON'T AND DISCUSS THINGS AND AND TALK AND THROW ARROWS THEN I THINK THAT IT GETS VERY AND TALK AND THROW ARROWS THEN I THINK THAT IT GETS VERY AND TALK AND THROW ARROWS THEN I THINK THAT IT GETS VERY SIDEWAYS AND WE MISSED THE I THINK THAT IT GETS VERY SIDEWAYS AND WE MISSED THE I THINK THAT IT GETS VERY SIDEWAYS AND WE MISSED THE POINT. SIDEWAYS AND WE MISSED THE POINT. SIDEWAYS AND WE MISSED THE POINT. SO WITH THAT BEING SAID I WOULD

1424POINT. SO WITH THAT BEING SAID I WOULD POINT. SO WITH THAT BEING SAID I WOULD LIKE TO SAY THAT IF IF THAT IS SO WITH THAT BEING SAID I WOULD LIKE TO SAY THAT IF IF THAT IS SO WITH THAT BEING SAID I WOULD LIKE TO SAY THAT IF IF THAT IS THE RECOMMENDATION AT THIS LIKE TO SAY THAT IF IF THAT IS THE RECOMMENDATION AT THIS LIKE TO SAY THAT IF IF THAT IS THE RECOMMENDATION AT THIS POINT THEN I WOULD BE FINE THE RECOMMENDATION AT THIS POINT THEN I WOULD BE FINE THE RECOMMENDATION AT THIS POINT THEN I WOULD BE FINE AMENDING MY PROPOSAL AND AND POINT THEN I WOULD BE FINE AMENDING MY PROPOSAL AND AND POINT THEN I WOULD BE FINE AMENDING MY PROPOSAL AND AND JUST ALLOWING US TO ALLOW

1425THE AMENDING MY PROPOSAL AND AND JUST ALLOWING US TO ALLOW THE AMENDING MY PROPOSAL AND AND JUST ALLOWING US TO ALLOW THE SUPERINTENDENT TO ACCOMPLISH JUST ALLOWING US TO ALLOW THE SUPERINTENDENT TO ACCOMPLISH JUST ALLOWING US TO ALLOW THE SUPERINTENDENT TO ACCOMPLISH WITH THE EXTENSION BEING SUPERINTENDENT TO ACCOMPLISH WITH THE EXTENSION BEING SUPERINTENDENT TO ACCOMPLISH WITH THE EXTENSION BEING AVAILABLE FOR THOSE LIKE FOR WITH THE EXTENSION BEING AVAILABLE FOR THOSE LIKE FOR WITH THE EXTENSION BEING AVAILABLE FOR THOSE LIKE FOR THOSE ELEMENTS ARE YOU WOULD AVAILABLE FOR THOSE LIKE FOR THOSE ELEMENTS ARE YOU WOULD AVAILABLE FOR THOSE LIKE FOR THOSE ELEMENTS ARE YOU WOULD YOU LIKE TO WITHDRAW YOUR THOSE ELEMENTS ARE YOU WOULD YOU LIKE TO WITHDRAW YOUR THOSE ELEMENTS ARE YOU WOULD YOU LIKE TO WITHDRAW YOUR EMOTIONS IS ALREADY DONE. YOU

1426LIKE TO WITHDRAW YOUR EMOTIONS IS ALREADY DONE. YOU LIKE TO WITHDRAW YOUR EMOTIONS IS ALREADY DONE. HE SAYS YOU CAN DO THAT SO MANY EMOTIONS IS ALREADY DONE. HE SAYS YOU CAN DO THAT SO MANY EMOTIONS IS ALREADY DONE. HE SAYS YOU CAN DO THAT SO MANY PLACES JAMES, DO NOT GET UPSET HE SAYS YOU CAN DO THAT SO MANY PLACES JAMES, DO NOT GET UPSET HE SAYS YOU CAN DO THAT SO MANY PLACES JAMES, DO NOT GET UPSET BECAUSE JUST BECAUSE THIS WAS PLACES JAMES, DO NOT GET UPSET BECAUSE JUST BECAUSE THIS WAS PLACES JAMES, DO NOT GET UPSET BECAUSE JUST BECAUSE THIS WAS JUST A HEAT WAVE AWAY THE BECAUSE JUST BECAUSE THIS WAS JUST A HEAT WAVE AWAY THE BECAUSE JUST BECAUSE THIS WAS JUST A HEAT WAVE AWAY THE EVERYBODY STOP

1427FOR A SECOND. JUST A HEAT WAVE AWAY THE EVERYBODY STOP FOR A SECOND. JUST A HEAT WAVE AWAY THE EVERYBODY STOP FOR A SECOND. IT WAS IT WAS ONLY MENTIONED EVERYBODY STOP FOR A SECOND. IT WAS IT WAS ONLY MENTIONED EVERYBODY STOP FOR A SECOND. IT WAS IT WAS ONLY MENTIONED MOMENTS AGO BY DR. ROBERTSON IT WAS IT WAS ONLY MENTIONED MOMENTS AGO BY DR. ROBERTSON IT WAS IT WAS ONLY MENTIONED MOMENTS AGO BY DR. ROBERTSON THAT THERE'S AN EXTENSION MOMENTS AGO BY DR. ROBERTSON THAT THERE'S AN EXTENSION MOMENTS AGO BY DR. ROBERTSON THAT THERE'S AN EXTENSION AVAILABLE AND IF IF MRS. THAT THERE'S AN EXTENSION AVAILABLE AND IF IF MRS. THAT THERE'S AN EXTENSION AVAILABLE AND IF IF MRS. FRANKLIN MADE THE MOTION. AVAILABLE AND IF IF MRS. FRANKLIN MADE THE MOTION. AVAILABLE AND

1428IF IF MRS. FRANKLIN MADE THE MOTION. THIS IS HER ON THE FLOOR WOULD FRANKLIN MADE THE MOTION. THIS IS HER ON THE FLOOR WOULD FRANKLIN MADE THE MOTION. THIS IS HER ON THE FLOOR WOULD YOU LIKE TO WITHDRAW YOUR THIS IS HER ON THE FLOOR WOULD YOU LIKE TO WITHDRAW YOUR THIS IS HER ON THE FLOOR WOULD YOU LIKE TO WITHDRAW YOUR MOTION BASED ON THE INFORMATION YOU LIKE TO WITHDRAW YOUR MOTION BASED ON THE INFORMATION YOU LIKE TO WITHDRAW YOUR MOTION BASED ON THE INFORMATION THAT WE HEARD TONIGHT YES OK SO MOTION BASED ON THE INFORMATION THAT WE HEARD TONIGHT YES OK SO MOTION BASED ON THE INFORMATION THAT WE HEARD TONIGHT YES OK SO OK, SO BASED ON THAT THAT WE HEARD TONIGHT YES OK SO OK, SO BASED ON THAT THAT WE

1429HEARD TONIGHT YES OK SO OK, SO BASED ON THAT INFORMATION WITHDRAWING HER OK, SO BASED ON THAT INFORMATION WITHDRAWING HER OK, SO BASED ON THAT INFORMATION WITHDRAWING HER MOTION AND HONESTLY WE THERE'S INFORMATION WITHDRAWING HER MOTION AND HONESTLY WE THERE'S INFORMATION WITHDRAWING HER MOTION AND HONESTLY WE THERE'S NOTHING FOR US TO VOTE ON MOTION AND HONESTLY WE THERE'S NOTHING FOR US TO VOTE ON MOTION AND HONESTLY WE THERE'S NOTHING FOR US TO VOTE ON BECAUSE THAT THAT THAT IS UP TO NOTHING FOR US TO VOTE ON BECAUSE THAT THAT THAT IS UP TO NOTHING FOR US TO VOTE ON BECAUSE THAT THAT THAT IS UP TO THE SUPERINTENDENT AS PART BECAUSE THAT THAT THAT IS UP TO THE SUPERINTENDENT AS PART BECAUSE THAT THAT THAT IS UP TO THE SUPERINTENDENT AS PART OF HIS REGULATION.

1430THE SUPERINTENDENT AS PART OF HIS REGULATION. THE SUPERINTENDENT AS PART OF HIS REGULATION. SO THAT'S NOT MISSES THE POINT OF HIS REGULATION. SO THAT'S NOT MISSES THE POINT OF HIS REGULATION. SO THAT'S NOT MISSES THE POINT OF ORDER SINCE MISS FRANKLIN SO THAT'S NOT MISSES THE POINT OF ORDER SINCE MISS FRANKLIN SO THAT'S NOT MISSES THE POINT OF ORDER SINCE MISS FRANKLIN MADE THE MOTION SHE'S OF ORDER SINCE MISS FRANKLIN MADE THE MOTION SHE'S OF ORDER SINCE MISS FRANKLIN MADE THE MOTION SHE'S WITHDRAWING AND WE NEED AND OK MADE THE MOTION SHE'S WITHDRAWING AND WE NEED AND OK MADE THE MOTION SHE'S WITHDRAWING AND WE NEED AND OK BYE MISS ANDERSON. WITHDRAWING AND WE NEED AND OK BYE MISS ANDERSON. WITHDRAWING AND WE NEED AND OK BYE MISS ANDERSON. THANK YOU I DIDN'T GET THAT

1431FAR BYE MISS ANDERSON. THANK YOU I DIDN'T GET THAT FAR BYE MISS ANDERSON. THANK YOU I DIDN'T GET THAT FAR AND. THANK YOU I DIDN'T GET THAT FAR AND. THANK YOU I DIDN'T GET THAT FAR AND. OK AND THEN SO WE OF EMOTION AND. OK AND THEN SO WE OF EMOTION AND. OK AND THEN SO WE OF EMOTION MOTION WE HAVE A SECOND THAT OK AND THEN SO WE OF EMOTION MOTION WE HAVE A SECOND THAT OK AND THEN SO WE OF EMOTION MOTION WE HAVE A SECOND THAT IT'S WITHDRAWS YES RIGHT I MOTION WE HAVE A SECOND THAT IT'S WITHDRAWS YES RIGHT I MOTION WE HAVE A SECOND THAT IT'S WITHDRAWS YES RIGHT I DON'T. IT'S WITHDRAWS YES RIGHT I DON'T. IT'S WITHDRAWS YES RIGHT I DON'T. I DON'T DO ANYTHING. DON'T. I DON'T

1432DO ANYTHING. DON'T. I DON'T DO ANYTHING. THAT'S RIGHT. I DON'T DO ANYTHING. THAT'S RIGHT. I DON'T DO ANYTHING. THAT'S RIGHT. YES ALL RIGHT EVERYBODY, THAT'S RIGHT. YES ALL RIGHT EVERYBODY, THAT'S RIGHT. YES ALL RIGHT EVERYBODY, EVERYBODY. YES ALL RIGHT EVERYBODY, EVERYBODY. YES ALL RIGHT EVERYBODY, EVERYBODY. WE HAVE A LOT OF HYPNOTOAD EVERYBODY. WE HAVE A LOT OF HYPNOTOAD EVERYBODY. WE HAVE A LOT OF HYPNOTOAD THANK YOU FOR THAT. WE HAVE A LOT OF HYPNOTOAD THANK YOU FOR THAT. WE HAVE A LOT OF HYPNOTOAD THANK YOU FOR THAT. THANK YOU FOR THE DISCUSSION THANK YOU FOR THAT. THANK YOU FOR THE DISCUSSION THANK YOU FOR THAT. THANK YOU FOR THE DISCUSSION EVERYBODY. THANK YOU FOR THE DISCUSSION EVERYBODY. THANK YOU FOR THE DISCUSSION EVERYBODY. OK, LAST UP FOR A FRACTION IS EVERYBODY. OK, LAST UP FOR

1433A FRACTION IS EVERYBODY. OK, LAST UP FOR A FRACTION IS LEGISLATIVE AGENDA. OK, LAST UP FOR A FRACTION IS LEGISLATIVE AGENDA. OK, LAST UP FOR A FRACTION IS LEGISLATIVE AGENDA. I'LL ENTERTAIN A MOTION TO TO LEGISLATIVE AGENDA. I'LL ENTERTAIN A MOTION TO TO LEGISLATIVE AGENDA. I'LL ENTERTAIN A MOTION TO TO APPROVE THE LEGISLATIVE AGENDA I'LL ENTERTAIN A MOTION TO TO APPROVE THE LEGISLATIVE AGENDA I'LL ENTERTAIN A MOTION TO TO APPROVE THE LEGISLATIVE AGENDA AS PRESENTED A MOTION MADE BY APPROVE THE LEGISLATIVE AGENDA AS PRESENTED A MOTION MADE BY APPROVE THE LEGISLATIVE AGENDA AS PRESENTED A MOTION MADE BY SORRY MADAM CHAIR JUST NEED A AS PRESENTED A MOTION MADE BY SORRY MADAM CHAIR JUST NEED A AS PRESENTED A MOTION MADE BY SORRY MADAM CHAIR JUST NEED A MOMENT TO GET TO GET UP TO

1434THAT SORRY MADAM CHAIR JUST NEED A MOMENT TO GET TO GET UP TO THAT SORRY MADAM CHAIR JUST NEED A MOMENT TO GET TO GET UP TO THAT POINT. MOMENT TO GET TO GET UP TO THAT POINT. MOMENT TO GET TO GET UP TO THAT POINT. OK, ALL RIGHT. POINT. OK, ALL RIGHT. POINT. OK, ALL RIGHT. YEAH. OK, ALL RIGHT. YEAH. OK, ALL RIGHT. YEAH. IS THIS WHAT HAPPENED DID YOU YEAH. IS THIS WHAT HAPPENED DID YOU YEAH. IS THIS WHAT HAPPENED DID YOU SEE THAT HAPPENS MOTION MADE BY IS THIS WHAT HAPPENED DID YOU SEE THAT HAPPENS MOTION MADE BY IS THIS WHAT HAPPENED DID YOU SEE THAT HAPPENS MOTION MADE BY MR MISS ANDERSON SECONDED BY SEE THAT HAPPENS MOTION MADE BY MR MISS ANDERSON SECONDED BY SEE THAT HAPPENS MOTION MADE BY

1435MR MISS ANDERSON SECONDED BY MR. COLPEPER. MR MISS ANDERSON SECONDED BY MR. COLPEPER. MR MISS ANDERSON SECONDED BY MR. COLPEPER. OK, ALL RIGHT. MR. COLPEPER. OK, ALL RIGHT. MR. COLPEPER. OK, ALL RIGHT. ANY ANY DISCUSSION THE VOTING OK, ALL RIGHT. ANY ANY DISCUSSION THE VOTING OK, ALL RIGHT. ANY ANY DISCUSSION THE VOTING THE VOTING BOARD IS OPEN SO ANY ANY DISCUSSION THE VOTING THE VOTING BOARD IS OPEN SO ANY ANY DISCUSSION THE VOTING THE VOTING BOARD IS OPEN SO MADAM CHAIR, WE HAVE EYES AND THE VOTING BOARD IS OPEN SO MADAM CHAIR, WE HAVE EYES AND THE VOTING BOARD IS OPEN SO MADAM CHAIR, WE HAVE EYES AND ONE DAY SO THE MOTION TO PASS MADAM CHAIR, WE HAVE EYES AND ONE DAY SO THE MOTION TO PASS MADAM CHAIR, WE HAVE EYES AND ONE

1436DAY SO THE MOTION TO PASS FOR THE LEGISLATIVE AGENDA OK ONE DAY SO THE MOTION TO PASS FOR THE LEGISLATIVE AGENDA OK ONE DAY SO THE MOTION TO PASS FOR THE LEGISLATIVE AGENDA OK THANK YOU THANK YOU. FOR THE LEGISLATIVE AGENDA OK THANK YOU THANK YOU. FOR THE LEGISLATIVE AGENDA OK THANK YOU THANK YOU. ALL RIGHT. THANK YOU THANK YOU. ALL RIGHT. THANK YOU THANK YOU. ALL RIGHT. SO ANYTHING TO REPORT ON ALL RIGHT. SO ANYTHING TO REPORT ON ALL RIGHT. SO ANYTHING TO REPORT ON COMMITTEE ORGANIZATIONS OR SO ANYTHING TO REPORT ON COMMITTEE ORGANIZATIONS OR SO ANYTHING TO REPORT ON COMMITTEE ORGANIZATIONS OR BOARD REPORTS? COMMITTEE ORGANIZATIONS OR BOARD REPORTS? COMMITTEE ORGANIZATIONS OR BOARD REPORTS? YES, MISS ANDERSON. BOARD REPORTS? YES, MISS ANDERSON. BOARD REPORTS? YES, MISS ANDERSON. WELL, THIS IS MY LAST HURRAH.

1437YES, MISS ANDERSON. WELL, THIS IS MY LAST HURRAH. YES, MISS ANDERSON. WELL, THIS IS MY LAST HURRAH. SO I WANT REMIND EVERYBODY WELL, THIS IS MY LAST HURRAH. SO I WANT REMIND EVERYBODY WELL, THIS IS MY LAST HURRAH. SO I WANT REMIND EVERYBODY THERE'S IS STILL LISTENING OUT SO I WANT REMIND EVERYBODY THERE'S IS STILL LISTENING OUT SO I WANT REMIND EVERYBODY THERE'S IS STILL LISTENING OUT THERE THAT THE SISTER CITIES THERE'S IS STILL LISTENING OUT THERE THAT THE SISTER CITIES THERE'S IS STILL LISTENING OUT THERE THAT THE SISTER CITIES SCHOLARSHIP FOR THE STUDENT THERE THAT THE SISTER CITIES SCHOLARSHIP FOR THE STUDENT THERE THAT THE SISTER CITIES SCHOLARSHIP FOR THE STUDENT AMBASSADOR THE APPLICATIONS ARE SCHOLARSHIP FOR THE STUDENT AMBASSADOR THE APPLICATIONS ARE SCHOLARSHIP FOR THE STUDENT AMBASSADOR THE APPLICATIONS ARE DUE JANUARY 30

1438FIRST IF THERE'S AMBASSADOR THE APPLICATIONS ARE DUE JANUARY 30 FIRST IF THERE'S AMBASSADOR THE APPLICATIONS ARE DUE JANUARY 30 FIRST IF THERE'S ANY STUDENTS OUT THEY'RE DUE JANUARY 30 FIRST IF THERE'S ANY STUDENTS OUT THEY'RE DUE JANUARY 30 FIRST IF THERE'S ANY STUDENTS OUT THEY'RE INTERESTED IN PARTICIPATING IN ANY STUDENTS OUT THEY'RE INTERESTED IN PARTICIPATING IN ANY STUDENTS OUT THEY'RE INTERESTED IN PARTICIPATING IN THIS PLEASE PLEASE ASK YOUR INTERESTED IN PARTICIPATING IN THIS PLEASE PLEASE ASK YOUR INTERESTED IN PARTICIPATING IN THIS PLEASE PLEASE ASK YOUR COUNSELOR. THIS PLEASE PLEASE ASK YOUR COUNSELOR. THIS PLEASE PLEASE ASK YOUR COUNSELOR. IT'S ALSO I FOUND OUT ON THE COUNSELOR. IT'S ALSO I FOUND OUT ON THE COUNSELOR. IT'S ALSO I FOUND OUT ON THE CENTRAL SCHOLARSHIP THAT IT'S ALSO I FOUND OUT ON THE CENTRAL SCHOLARSHIP THAT IT'S

1439ALSO I FOUND OUT ON THE CENTRAL SCHOLARSHIP THAT SCHOLARSHIP CENTRAL SCHOLARSHIP CENTRAL SCHOLARSHIP THAT SCHOLARSHIP CENTRAL SCHOLARSHIP CENTRAL SCHOLARSHIP THAT SCHOLARSHIP CENTRAL SCHOLARSHIP IT'S ON SCHOLARSHIPS ALSO SO SCHOLARSHIP CENTRAL SCHOLARSHIP IT'S ON SCHOLARSHIPS ALSO SO SCHOLARSHIP CENTRAL SCHOLARSHIP IT'S ON SCHOLARSHIPS ALSO SO LOOK FOR THE SISTER CITIES IT'S ON SCHOLARSHIPS ALSO SO LOOK FOR THE SISTER CITIES IT'S ON SCHOLARSHIPS ALSO SO LOOK FOR THE SISTER CITIES AMBASSADOR SCHOLARSHIP PROGRAM LOOK FOR THE SISTER CITIES AMBASSADOR SCHOLARSHIP PROGRAM LOOK FOR THE SISTER CITIES AMBASSADOR SCHOLARSHIP PROGRAM . AMBASSADOR SCHOLARSHIP PROGRAM . AMBASSADOR SCHOLARSHIP PROGRAM . SO THAT'S MY PLUG AGAIN ONE . SO THAT'S MY PLUG AGAIN ONE . SO THAT'S MY PLUG AGAIN ONE MORE TIME AND NEXT MONTH I SO THAT'S MY PLUG AGAIN ONE MORE TIME AND NEXT MONTH I SO THAT'S MY PLUG

1440AGAIN ONE MORE TIME AND NEXT MONTH I GUESS THERE'LL BE SOMEBODY ELSE MORE TIME AND NEXT MONTH I GUESS THERE'LL BE SOMEBODY ELSE MORE TIME AND NEXT MONTH I GUESS THERE'LL BE SOMEBODY ELSE I'LL HAVE TO PAY SOMEBODY ELSE GUESS THERE'LL BE SOMEBODY ELSE I'LL HAVE TO PAY SOMEBODY ELSE GUESS THERE'LL BE SOMEBODY ELSE I'LL HAVE TO PAY SOMEBODY ELSE TO SAY THIS WILL MAKE SURE THAT I'LL HAVE TO PAY SOMEBODY ELSE TO SAY THIS WILL MAKE SURE THAT I'LL HAVE TO PAY SOMEBODY ELSE TO SAY THIS WILL MAKE SURE THAT WE ARE SAYING IT FOR YOU. TO SAY THIS WILL MAKE SURE THAT WE ARE SAYING IT FOR YOU. TO SAY THIS WILL MAKE SURE THAT WE ARE SAYING IT FOR YOU. THANK YOU. WE ARE SAYING IT FOR YOU. THANK YOU. WE ARE

1441SAYING IT FOR YOU. THANK YOU. OK, AND WITH THAT BEFORE THANK YOU. OK, AND WITH THAT BEFORE THANK YOU. OK, AND WITH THAT BEFORE BELIEVE LEAVE JUST WISHING OK, AND WITH THAT BEFORE BELIEVE LEAVE JUST WISHING OK, AND WITH THAT BEFORE BELIEVE LEAVE JUST WISHING EVERYBODY THE HAPPIEST HOLIDAYS BELIEVE LEAVE JUST WISHING EVERYBODY THE HAPPIEST HOLIDAYS BELIEVE LEAVE JUST WISHING EVERYBODY THE HAPPIEST HOLIDAYS MAJOR MAJOR BREAK MAY YOUR EVERYBODY THE HAPPIEST HOLIDAYS MAJOR MAJOR BREAK MAY YOUR EVERYBODY THE HAPPIEST HOLIDAYS MAJOR MAJOR BREAK MAY YOUR BREAK BE FILLED WITH LOVE AND MAJOR MAJOR BREAK MAY YOUR BREAK BE FILLED WITH LOVE AND MAJOR MAJOR BREAK MAY YOUR BREAK BE FILLED WITH LOVE AND KINDNESS AND FAMILY AND BREAK BE FILLED WITH LOVE AND KINDNESS AND FAMILY AND BREAK BE FILLED WITH LOVE AND KINDNESS AND

1442FAMILY AND LAUGHTER AND AND LIGHT AND KINDNESS AND FAMILY AND LAUGHTER AND AND LIGHT AND KINDNESS AND FAMILY AND LAUGHTER AND AND LIGHT AND LIGHT AND SO LOVE YOU ALL HAPPY LAUGHTER AND AND LIGHT AND LIGHT AND SO LOVE YOU ALL HAPPY LAUGHTER AND AND LIGHT AND LIGHT AND SO LOVE YOU ALL HAPPY HOLIDAYS TO YOU JAN TEN TWENTY LIGHT AND SO LOVE YOU ALL HAPPY HOLIDAYS TO YOU JAN TEN TWENTY LIGHT AND SO LOVE YOU ALL HAPPY HOLIDAYS TO YOU JAN TEN TWENTY SIX AND WE ARE ADJOURNED HOLIDAYS TO YOU JAN TEN TWENTY SIX AND WE ARE ADJOURNED