School Board Formal - 10/22/2024

001GOOD EVENING. I'M KIM MELNIK CHAIR OF THE GOOD EVENING. I'M KIM MELNIK CHAIR OF THE GOOD EVENING. I'M KIM MELNIK CHAIR OF THE SCHOOL BOARD OF THE CITY I'M KIM MELNIK CHAIR OF THE SCHOOL BOARD OF THE CITY I'M KIM MELNIK CHAIR OF THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH AND I HEREBY SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH AND I HEREBY SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH AND I HEREBY CALL THIS MEETING TO ORDER AT OF VIRGINIA BEACH AND I HEREBY CALL THIS MEETING TO ORDER AT OF VIRGINIA BEACH AND I HEREBY CALL THIS MEETING TO ORDER AT SIX CLOCK ON THIS TWENTY SECOND CALL THIS MEETING TO ORDER AT SIX CLOCK ON THIS TWENTY SECOND CALL THIS MEETING TO ORDER AT SIX CLOCK ON THIS TWENTY SECOND DAY

002OF OCTOBER TWENTY TWENTY SIX CLOCK ON THIS TWENTY SECOND DAY OF OCTOBER TWENTY TWENTY SIX CLOCK ON THIS TWENTY SECOND DAY OF OCTOBER TWENTY TWENTY FOUR THANK YOU EVERYONE FOR DAY OF OCTOBER TWENTY TWENTY FOUR THANK YOU EVERYONE FOR DAY OF OCTOBER TWENTY TWENTY FOUR THANK YOU EVERYONE FOR JOINING US THIS EVENING AND FOUR THANK YOU EVERYONE FOR JOINING US THIS EVENING AND FOUR THANK YOU EVERYONE FOR JOINING US THIS EVENING AND THOSE WHO ARE JOINING ONLINE AT JOINING US THIS EVENING AND THOSE WHO ARE JOINING ONLINE AT JOINING US THIS EVENING AND THOSE WHO ARE JOINING ONLINE AT THIS TIME I WILL ASK MADAM THOSE WHO ARE JOINING ONLINE AT THIS TIME I WILL ASK MADAM THOSE WHO ARE JOINING ONLINE AT THIS TIME I WILL ASK MADAM CLARK TO ANNOUNCE THE ROLL CALL

003THIS TIME I WILL ASK MADAM CLARK TO ANNOUNCE THE ROLL CALL THIS TIME I WILL ASK MADAM CLARK TO ANNOUNCE THE ROLL CALL THANK YOU MADAM CHAIR PRISON IN CLARK TO ANNOUNCE THE ROLL CALL THANK YOU MADAM CHAIR PRISON IN CLARK TO ANNOUNCE THE ROLL CALL THANK YOU MADAM CHAIR PRISON IN THE SCHOOLBOY CHAMBER OR CHAIR THANK YOU MADAM CHAIR PRISON IN THE SCHOOLBOY CHAMBER OR CHAIR THANK YOU MADAM CHAIR PRISON IN THE SCHOOLBOY CHAMBER OR CHAIR MELNYK VICE CHAIR FRANKLIN MISS THE SCHOOLBOY CHAMBER OR CHAIR MELNYK VICE CHAIR FRANKLIN MISS THE SCHOOLBOY CHAMBER OR CHAIR MELNYK VICE CHAIR FRANKLIN MISS ANDERSON MR. KALIN MR. COLPEPER MELNYK VICE CHAIR FRANKLIN MISS ANDERSON MR. KALIN MR. COLPEPER MELNYK VICE CHAIR FRANKLIN MISS ANDERSON MR. KALIN MR. COLPEPER ,MISS KENDRICK, MISS MANNING, ANDERSON MR. KALIN MR. COLPEPER

004,MISS KENDRICK, MISS MANNING, ANDERSON MR. KALIN MR. COLPEPER ,MISS KENDRICK, MISS MANNING, MISS OWENS MISS RIGS AND MR. ,MISS KENDRICK, MISS MANNING, MISS OWENS MISS RIGS AND MR. ,MISS KENDRICK, MISS MANNING, MISS OWENS MISS RIGS AND MR. JAMES WILLIAMS AND ATTENDING BY MISS OWENS MISS RIGS AND MR. JAMES WILLIAMS AND ATTENDING BY MISS OWENS MISS RIGS AND MR. JAMES WILLIAMS AND ATTENDING BY ZOOME IS IS MISS BROWN AND MR JAMES WILLIAMS AND ATTENDING BY ZOOME IS IS MISS BROWN AND MR JAMES WILLIAMS AND ATTENDING BY ZOOME IS IS MISS BROWN AND MR BROWN. ZOOME IS IS MISS BROWN AND MR BROWN. ZOOME IS IS MISS BROWN AND MR BROWN. FOR THE RECORD, CAN YOU STATE BROWN. FOR THE RECORD, CAN YOU STATE BROWN. FOR THE RECORD, CAN YOU STATE YOUR REASON AND LOCATION FOR FOR

005THE RECORD, CAN YOU STATE YOUR REASON AND LOCATION FOR FOR THE RECORD, CAN YOU STATE YOUR REASON AND LOCATION FOR ZOOMING IN? YOUR REASON AND LOCATION FOR ZOOMING IN? YOUR REASON AND LOCATION FOR ZOOMING IN? I'M >> AND FOR PERSONAL REASONS ZOOMING IN? I'M >> AND FOR PERSONAL REASONS ZOOMING IN? I'M >> AND FOR PERSONAL REASONS AND I'M IN VIRGINIA BEACH >> I'M >> AND FOR PERSONAL REASONS AND I'M IN VIRGINIA BEACH >> I'M >> AND FOR PERSONAL REASONS AND I'M IN VIRGINIA BEACH >> THANK YOU. AND I'M IN VIRGINIA BEACH >> THANK YOU. AND I'M IN VIRGINIA BEACH >> THANK YOU. ALL RIGHT THANK YOU MADAM YOU. THANK YOU. ALL RIGHT THANK YOU MADAM YOU. THANK YOU. ALL RIGHT THANK YOU MADAM YOU. MADAM CLERK, IF YOU WOULD ALL RIGHT THANK YOU MADAM YOU.

006MADAM CLERK, IF YOU WOULD ALL RIGHT THANK YOU MADAM YOU. MADAM CLERK, IF YOU WOULD EVERYONE PLEASE JOIN ME IN MADAM CLERK, IF YOU WOULD EVERYONE PLEASE JOIN ME IN MADAM CLERK, IF YOU WOULD EVERYONE PLEASE JOIN ME IN OBSERVING A MOMENT OF SILENCE EVERYONE PLEASE JOIN ME IN OBSERVING A MOMENT OF SILENCE EVERYONE PLEASE JOIN ME IN OBSERVING A MOMENT OF SILENCE TONIGHT. OBSERVING A MOMENT OF SILENCE TONIGHT. OBSERVING A MOMENT OF SILENCE TONIGHT. I WOULD LIKE WELCOME THE SALEM TONIGHT. I WOULD LIKE WELCOME THE SALEM TONIGHT. I WOULD LIKE WELCOME THE SALEM ELEMENTARY SALEM ELEMENTARY I WOULD LIKE WELCOME THE SALEM ELEMENTARY SALEM ELEMENTARY I WOULD LIKE WELCOME THE SALEM ELEMENTARY SALEM ELEMENTARY SCHOOL FIFTH GRADE CHORUS AND ELEMENTARY SALEM ELEMENTARY SCHOOL FIFTH GRADE CHORUS AND ELEMENTARY SALEM ELEMENTARY SCHOOL FIFTH GRADE CHORUS

007AND MRS. ALSO OF COURSE DIRECTOR SCHOOL FIFTH GRADE CHORUS AND MRS. ALSO OF COURSE DIRECTOR SCHOOL FIFTH GRADE CHORUS AND MRS. ALSO OF COURSE DIRECTOR AFTER PLEDGE OF ALLEGIANCE THEY MRS. ALSO OF COURSE DIRECTOR AFTER PLEDGE OF ALLEGIANCE THEY MRS. ALSO OF COURSE DIRECTOR AFTER PLEDGE OF ALLEGIANCE THEY WILL BE SINGING THE NATIONAL AFTER PLEDGE OF ALLEGIANCE THEY WILL BE SINGING THE NATIONAL AFTER PLEDGE OF ALLEGIANCE THEY WILL BE SINGING THE NATIONAL ANTHEM SO WE WILL WAIT FOR WILL BE SINGING THE NATIONAL ANTHEM SO WE WILL WAIT FOR WILL BE SINGING THE NATIONAL ANTHEM SO WE WILL WAIT FOR THESE FIFTH GRADERS TO COME IN ANTHEM SO WE WILL WAIT FOR THESE FIFTH GRADERS TO COME IN ANTHEM SO WE WILL WAIT FOR THESE FIFTH GRADERS TO COME IN OK AND IF YOU WOULD PLEASE

008THESE FIFTH GRADERS TO COME IN OK AND IF YOU WOULD PLEASE THESE FIFTH GRADERS TO COME IN OK AND IF YOU WOULD PLEASE STAND AS YOU'RE ABLE FOR THE OK AND IF YOU WOULD PLEASE STAND AS YOU'RE ABLE FOR THE OK AND IF YOU WOULD PLEASE STAND AS YOU'RE ABLE FOR THE PLEDGE OF ALLEGIANCE. STAND AS YOU'RE ABLE FOR THE PLEDGE OF ALLEGIANCE. STAND AS YOU'RE ABLE FOR THE PLEDGE OF ALLEGIANCE. I PLEDGE ALLEGIANCE THE FLAG PLEDGE OF ALLEGIANCE. I PLEDGE ALLEGIANCE THE FLAG PLEDGE OF ALLEGIANCE. I PLEDGE ALLEGIANCE THE FLAG OF THE UNITED STATES OF AMERICA I PLEDGE ALLEGIANCE THE FLAG OF THE UNITED STATES OF AMERICA I PLEDGE ALLEGIANCE THE FLAG OF THE UNITED STATES OF AMERICA AND REPUBLIC FOR WHICH FOR OF THE UNITED STATES OF AMERICA AND REPUBLIC FOR WHICH FOR

009OF THE UNITED STATES OF AMERICA AND REPUBLIC FOR WHICH FOR WHICH IT STANDS ONE NATION AND REPUBLIC FOR WHICH FOR WHICH IT STANDS ONE NATION AND REPUBLIC FOR WHICH FOR WHICH IT STANDS ONE NATION INDIVISIBLE WITH LIBERTY AND WHICH IT STANDS ONE NATION INDIVISIBLE WITH LIBERTY AND WHICH IT STANDS ONE NATION INDIVISIBLE WITH LIBERTY AND JUSTICE FOR PLEASE REMAIN INDIVISIBLE WITH LIBERTY AND JUSTICE FOR PLEASE REMAIN INDIVISIBLE WITH LIBERTY AND JUSTICE FOR PLEASE REMAIN STANDING O SAY AGAIN YOU SEE BY JUSTICE FOR PLEASE REMAIN STANDING O SAY AGAIN YOU SEE BY JUSTICE FOR PLEASE REMAIN STANDING O SAY AGAIN YOU SEE BY THE DAWN'S EARLY TO WHAT SO STANDING O SAY AGAIN YOU SEE BY THE DAWN'S EARLY TO WHAT SO STANDING O SAY AGAIN YOU SEE BY THE DAWN'S EARLY TO WHAT SO PROUDLY

010WE HAVE THAT ONE DAY THE DAWN'S EARLY TO WHAT SO PROUDLY WE HAVE THAT ONE DAY THE DAWN'S EARLY TO WHAT SO PROUDLY WE HAVE THAT ONE DAY LIFE AS WE STRIVE SAID PROUDLY WE HAVE THAT ONE DAY LIFE AS WE STRIVE SAID PROUDLY WE HAVE THAT ONE DAY LIFE AS WE STRIVE SAID BRIGHTSOURCE THIS IS WHY IT WAS LIFE AS WE STRIVE SAID BRIGHTSOURCE THIS IS WHY IT WAS LIFE AS WE STRIVE SAID BRIGHTSOURCE THIS IS WHY IT WAS SO BAD. BRIGHTSOURCE THIS IS WHY IT WAS SO BAD. BRIGHTSOURCE THIS IS WHY IT WAS SO BAD. WE WAS ALSO GET THIS HISTORY SO BAD. WE WAS ALSO GET THIS HISTORY SO BAD. WE WAS ALSO GET THIS HISTORY AND SEE THE NEWS THAT NIGHT THE WE WAS ALSO GET THIS HISTORY AND SEE THE

011NEWS THAT NIGHT THE WE WAS ALSO GET THIS HISTORY AND SEE THE NEWS THAT NIGHT THE FLAG WAS STILL THERE. AND SEE THE NEWS THAT NIGHT THE FLAG WAS STILL THERE. AND SEE THE NEWS THAT NIGHT THE FLAG WAS STILL THERE. OH SAY DOES I SAY GO YEAH AND FLAG WAS STILL THERE. OH SAY DOES I SAY GO YEAH AND FLAG WAS STILL THERE. OH SAY DOES I SAY GO YEAH AND THEY WILL AGREE AND >> THANK OH SAY DOES I SAY GO YEAH AND THEY WILL AGREE AND >> THANK OH SAY DOES I SAY GO YEAH AND THEY WILL AGREE AND >> THANK YOU SALEM ELEMENTARY THANK YOU THEY WILL AGREE AND >> THANK YOU SALEM ELEMENTARY THANK YOU THEY WILL AGREE AND >> THANK YOU SALEM ELEMENTARY THANK YOU VERY MUCH. YOU SALEM

012ELEMENTARY THANK YOU VERY MUCH. YOU SALEM ELEMENTARY THANK YOU VERY MUCH. I WAS AMAZING AND YEAH SO SO WE VERY MUCH. I WAS AMAZING AND YEAH SO SO WE VERY MUCH. I WAS AMAZING AND YEAH SO SO WE HAVE NO STUDENT EMPLOYEE OR I WAS AMAZING AND YEAH SO SO WE HAVE NO STUDENT EMPLOYEE OR I WAS AMAZING AND YEAH SO SO WE HAVE NO STUDENT EMPLOYEE OR PUBLIC AWARDS AND RECOGNITIONS HAVE NO STUDENT EMPLOYEE OR PUBLIC AWARDS AND RECOGNITIONS HAVE NO STUDENT EMPLOYEE OR PUBLIC AWARDS AND RECOGNITIONS THIS EVENING SO WE WILL MOVE ON PUBLIC AWARDS AND RECOGNITIONS THIS EVENING SO WE WILL MOVE ON PUBLIC AWARDS AND RECOGNITIONS THIS EVENING SO WE WILL MOVE ON TO THE ADOPTION OF THE AGENDA. THIS EVENING SO WE WILL MOVE ON TO THE ADOPTION OF THE

013AGENDA. THIS EVENING SO WE WILL MOVE ON TO THE ADOPTION OF THE AGENDA. ARE THERE ANY MODIFICATIONS THE TO THE ADOPTION OF THE AGENDA. ARE THERE ANY MODIFICATIONS THE TO THE ADOPTION OF THE AGENDA. ARE THERE ANY MODIFICATIONS THE AGENDA AS PRESENTED? ARE THERE ANY MODIFICATIONS THE AGENDA AS PRESENTED? ARE THERE ANY MODIFICATIONS THE AGENDA AS PRESENTED? ALL RIGHT. AGENDA AS PRESENTED? ALL RIGHT. AGENDA AS PRESENTED? ALL RIGHT. WE'RE HEARING I CALL FOR A ALL RIGHT. WE'RE HEARING I CALL FOR A ALL RIGHT. WE'RE HEARING I CALL FOR A MOTION TO APPROVE A MOTION MADE WE'RE HEARING I CALL FOR A MOTION TO APPROVE A MOTION MADE WE'RE HEARING I CALL FOR A MOTION TO APPROVE A MOTION MADE BY MISMANAGING OH OK. MOTION TO APPROVE A MOTION MADE BY MISMANAGING OH OK. MOTION TO

014APPROVE A MOTION MADE BY MISMANAGING OH OK. ALL RIGHT WELL I'LL ACCEPT A BY MISMANAGING OH OK. ALL RIGHT WELL I'LL ACCEPT A BY MISMANAGING OH OK. ALL RIGHT WELL I'LL ACCEPT A MOTION FROM MOTION FOR MISS ALL RIGHT WELL I'LL ACCEPT A MOTION FROM MOTION FOR MISS ALL RIGHT WELL I'LL ACCEPT A MOTION FROM MOTION FOR MISS KENDRICK A SECOND SECOND MOTION FROM MOTION FOR MISS KENDRICK A SECOND SECOND MOTION FROM MOTION FOR MISS KENDRICK A SECOND SECOND SOMETHING YES. KENDRICK A SECOND SECOND SOMETHING YES. KENDRICK A SECOND SECOND SOMETHING YES. I THINK THAT WE CAN CONNECTED SOMETHING YES. I THINK THAT WE CAN CONNECTED SOMETHING YES. I THINK THAT WE CAN CONNECTED WITH THE SECOND OK, DO YOU WANT I THINK THAT WE CAN CONNECTED WITH THE SECOND OK, DO YOU WANT I

015THINK THAT WE CAN CONNECTED WITH THE SECOND OK, DO YOU WANT TO WAIT A SECOND FOR TECHNICAL WITH THE SECOND OK, DO YOU WANT TO WAIT A SECOND FOR TECHNICAL WITH THE SECOND OK, DO YOU WANT TO WAIT A SECOND FOR TECHNICAL DIFFICULTIES? TO WAIT A SECOND FOR TECHNICAL DIFFICULTIES? TO WAIT A SECOND FOR TECHNICAL DIFFICULTIES? OK, MISS KENDRICK MADE THE DIFFICULTIES? OK, MISS KENDRICK MADE THE DIFFICULTIES? OK, MISS KENDRICK MADE THE MOTION MR. COUNT. OK, MISS KENDRICK MADE THE MOTION MR. COUNT. OK, MISS KENDRICK MADE THE MOTION MR. COUNT. MR. KANE THAT'S FINE. MOTION MR. COUNT. MR. KANE THAT'S FINE. MOTION MR. COUNT. MR. KANE THAT'S FINE. MR. ANY DISCUSSION. MR. KANE THAT'S FINE. MR. ANY DISCUSSION. MR. KANE THAT'S FINE. MR. ANY DISCUSSION. ALL RIGHT. MR. ANY DISCUSSION. ALL RIGHT. MR. ANY DISCUSSION.

016ALL RIGHT. THE VOTING BOARD IS OPEN. ALL RIGHT. THE VOTING BOARD IS OPEN. ALL RIGHT. THE VOTING BOARD IS OPEN. MANNING HOW DO YOU VOTE YES AND THE VOTING BOARD IS OPEN. MANNING HOW DO YOU VOTE YES AND THE VOTING BOARD IS OPEN. MANNING HOW DO YOU VOTE YES AND MISS BROWN, HOW DO YOU VOTE MR MANNING HOW DO YOU VOTE YES AND MISS BROWN, HOW DO YOU VOTE MR MANNING HOW DO YOU VOTE YES AND MISS BROWN, HOW DO YOU VOTE MR BROWN HOW DO YOU VOTE FOR THE MISS BROWN, HOW DO YOU VOTE MR BROWN HOW DO YOU VOTE FOR THE MISS BROWN, HOW DO YOU VOTE MR BROWN HOW DO YOU VOTE FOR THE ADOPTION OF THE AGENDA? BROWN HOW DO YOU VOTE FOR THE ADOPTION OF THE AGENDA? BROWN HOW DO

017YOU VOTE FOR THE ADOPTION OF THE AGENDA? MISS BROWN IS NOT CONNECTING ADOPTION OF THE AGENDA? MISS BROWN IS NOT CONNECTING ADOPTION OF THE AGENDA? MISS BROWN IS NOT CONNECTING RIGHT NOW TRY ONE MORE TIME IS MISS BROWN IS NOT CONNECTING RIGHT NOW TRY ONE MORE TIME IS MISS BROWN IS NOT CONNECTING RIGHT NOW TRY ONE MORE TIME IS BROWN HOW DO YOU HOW DO YOU RIGHT NOW TRY ONE MORE TIME IS BROWN HOW DO YOU HOW DO YOU RIGHT NOW TRY ONE MORE TIME IS BROWN HOW DO YOU HOW DO YOU VOTE FOR THE ADOPTION OF THE BROWN HOW DO YOU HOW DO YOU VOTE FOR THE ADOPTION OF THE BROWN HOW DO YOU HOW DO YOU VOTE FOR THE ADOPTION OF THE AGENDA SO MADAM CHAIR WE HAVE VOTE FOR THE ADOPTION OF

018THE AGENDA SO MADAM CHAIR WE HAVE VOTE FOR THE ADOPTION OF THE AGENDA SO MADAM CHAIR WE HAVE CHAIR, WE HAVE TEN EYES AND I AGENDA SO MADAM CHAIR WE HAVE CHAIR, WE HAVE TEN EYES AND I AGENDA SO MADAM CHAIR WE HAVE CHAIR, WE HAVE TEN EYES AND I HAD BUT MR BROWN IS AND CHAIR, WE HAVE TEN EYES AND I HAD BUT MR BROWN IS AND CHAIR, WE HAVE TEN EYES AND I HAD BUT MR BROWN IS AND ABSTENTION BECAUSE SHE WAS NOT HAD BUT MR BROWN IS AND ABSTENTION BECAUSE SHE WAS NOT HAD BUT MR BROWN IS AND ABSTENTION BECAUSE SHE WAS NOT ABLE TO VOTE OK THAT SHOULD BE ABSTENTION BECAUSE SHE WAS NOT ABLE TO VOTE OK THAT SHOULD BE ABSTENTION BECAUSE SHE WAS NOT ABLE TO VOTE OK THAT

019SHOULD BE ABSENT NOT AN ABSTENTION I DO ABLE TO VOTE OK THAT SHOULD BE ABSENT NOT AN ABSTENTION I DO ABLE TO VOTE OK THAT SHOULD BE ABSENT NOT AN ABSTENTION I DO NOT THE ONLY OPTIONS I HAVE OR ABSENT NOT AN ABSTENTION I DO NOT THE ONLY OPTIONS I HAVE OR ABSENT NOT AN ABSTENTION I DO NOT THE ONLY OPTIONS I HAVE OR YOU MAY AND ABSTAIN SO MINUTES NOT THE ONLY OPTIONS I HAVE OR YOU MAY AND ABSTAIN SO MINUTES NOT THE ONLY OPTIONS I HAVE OR YOU MAY AND ABSTAIN SO MINUTES WILL REFLECT THAT SHE WAS NOT YOU MAY AND ABSTAIN SO MINUTES WILL REFLECT THAT SHE WAS NOT YOU MAY AND ABSTAIN SO MINUTES WILL REFLECT THAT SHE WAS NOT ABLE TO VOTE. WILL REFLECT THAT SHE WAS NOT ABLE TO

020VOTE. WILL REFLECT THAT SHE WAS NOT ABLE TO VOTE. THANK YOU DR. ROBERTSON WE LOOK ABLE TO VOTE. THANK YOU DR. ROBERTSON WE LOOK ABLE TO VOTE. THANK YOU DR. ROBERTSON WE LOOK FORWARD TO YOUR REPORT AND THANK YOU DR. ROBERTSON WE LOOK FORWARD TO YOUR REPORT AND THANK YOU DR. ROBERTSON WE LOOK FORWARD TO YOUR REPORT AND RECOGNITIONS THIS EVENING. FORWARD TO YOUR REPORT AND RECOGNITIONS THIS EVENING. FORWARD TO YOUR REPORT AND RECOGNITIONS THIS EVENING. YES THANK YOU SIR GOOD TO ME RECOGNITIONS THIS EVENING. YES THANK YOU SIR GOOD TO ME RECOGNITIONS THIS EVENING. YES THANK YOU SIR GOOD TO ME MADAM CHAIRWOMAN AND CHAIRWOMAN YES THANK YOU SIR GOOD TO ME MADAM CHAIRWOMAN AND CHAIRWOMAN YES THANK YOU SIR GOOD TO ME MADAM CHAIRWOMAN AND CHAIRWOMAN AND MEMBERS OF THE BOARD HERE MADAM

021CHAIRWOMAN AND CHAIRWOMAN AND MEMBERS OF THE BOARD HERE MADAM CHAIRWOMAN AND CHAIRWOMAN AND MEMBERS OF THE BOARD HERE ARE A FEW ITEMS OF INTEREST FOR AND MEMBERS OF THE BOARD HERE ARE A FEW ITEMS OF INTEREST FOR AND MEMBERS OF THE BOARD HERE ARE A FEW ITEMS OF INTEREST FOR YOU AND OUR FAMILIES. ARE A FEW ITEMS OF INTEREST FOR YOU AND OUR FAMILIES. ARE A FEW ITEMS OF INTEREST FOR YOU AND OUR FAMILIES. HOPEFULLY YOU SO PRINCE AND YOU AND OUR FAMILIES. HOPEFULLY YOU SO PRINCE AND YOU AND OUR FAMILIES. HOPEFULLY YOU SO PRINCE AND HIGH SCHOOLS FABULOUS MARCHING HOPEFULLY YOU SO PRINCE AND HIGH SCHOOLS FABULOUS MARCHING HOPEFULLY YOU SO PRINCE AND HIGH SCHOOLS FABULOUS MARCHING CAVALIERS ON THE TODAY SHOW HIGH SCHOOLS FABULOUS MARCHING CAVALIERS ON THE TODAY SHOW HIGH SCHOOLS FABULOUS

022MARCHING CAVALIERS ON THE TODAY SHOW EARLIER THIS MONTH THE STUDENTS CAVALIERS ON THE TODAY SHOW EARLIER THIS MONTH THE STUDENTS CAVALIERS ON THE TODAY SHOW EARLIER THIS MONTH THE STUDENTS AND BAND DIRECTOR JON VOIGHT EARLIER THIS MONTH THE STUDENTS AND BAND DIRECTOR JON VOIGHT EARLIER THIS MONTH THE STUDENTS AND BAND DIRECTOR JON VOIGHT HAD A WONDERFUL TIME PERFORMING AND BAND DIRECTOR JON VOIGHT HAD A WONDERFUL TIME PERFORMING AND BAND DIRECTOR JON VOIGHT HAD A WONDERFUL TIME PERFORMING ON NATIONAL TELEVISION PHARRELL HAD A WONDERFUL TIME PERFORMING ON NATIONAL TELEVISION PHARRELL HAD A WONDERFUL TIME PERFORMING ON NATIONAL TELEVISION PHARRELL WILLIAMS PIECE BY PIECE MOVIE ON NATIONAL TELEVISION PHARRELL WILLIAMS PIECE BY PIECE MOVIE ON NATIONAL TELEVISION PHARRELL WILLIAMS PIECE BY PIECE MOVIE PREMIERE IN NEW YORK CITY WHAT WILLIAMS PIECE BY PIECE MOVIE PREMIERE IN NEW

023YORK CITY WHAT WILLIAMS PIECE BY PIECE MOVIE PREMIERE IN NEW YORK CITY WHAT A CHANCE OF A LIFETIME FOR PREMIERE IN NEW YORK CITY WHAT A CHANCE OF A LIFETIME FOR PREMIERE IN NEW YORK CITY WHAT A CHANCE OF A LIFETIME FOR STUDENTS TO CONTRIBUTE THEIR A CHANCE OF A LIFETIME FOR STUDENTS TO CONTRIBUTE THEIR A CHANCE OF A LIFETIME FOR STUDENTS TO CONTRIBUTE THEIR MUSICAL TALENT TO THEME SONG STUDENTS TO CONTRIBUTE THEIR MUSICAL TALENT TO THEME SONG STUDENTS TO CONTRIBUTE THEIR MUSICAL TALENT TO THEME SONG OF A MAJOR MOVIE ABOUT THE LIFE MUSICAL TALENT TO THEME SONG OF A MAJOR MOVIE ABOUT THE LIFE MUSICAL TALENT TO THEME SONG OF A MAJOR MOVIE ABOUT THE LIFE OF A HOMEGROWN TALENT ONE. OF A MAJOR MOVIE ABOUT THE LIFE OF A HOMEGROWN TALENT ONE. OF

024A MAJOR MOVIE ABOUT THE LIFE OF A HOMEGROWN TALENT ONE. ONE OF OUR STUDENTS, ELLIOT OF A HOMEGROWN TALENT ONE. ONE OF OUR STUDENTS, ELLIOT OF A HOMEGROWN TALENT ONE. ONE OF OUR STUDENTS, ELLIOT BOYD SAID I TAKE PRIDE IN THE ONE OF OUR STUDENTS, ELLIOT BOYD SAID I TAKE PRIDE IN THE ONE OF OUR STUDENTS, ELLIOT BOYD SAID I TAKE PRIDE IN THE FACT THAT I WAS ABLE TO BE A BOYD SAID I TAKE PRIDE IN THE FACT THAT I WAS ABLE TO BE A BOYD SAID I TAKE PRIDE IN THE FACT THAT I WAS ABLE TO BE A PART OF SUCH A LARGE PROJECT FACT THAT I WAS ABLE TO BE A PART OF SUCH A LARGE PROJECT FACT THAT I WAS ABLE TO BE A PART OF SUCH A LARGE PROJECT ESPECIALLY

025SINCE IT WAS COMING PART OF SUCH A LARGE PROJECT ESPECIALLY SINCE IT WAS COMING PART OF SUCH A LARGE PROJECT ESPECIALLY SINCE IT WAS COMING FROM A FABULOUS MARCHING ESPECIALLY SINCE IT WAS COMING FROM A FABULOUS MARCHING ESPECIALLY SINCE IT WAS COMING FROM A FABULOUS MARCHING CAVALIERS ALUM BY INCLUDING OUR FROM A FABULOUS MARCHING CAVALIERS ALUM BY INCLUDING OUR FROM A FABULOUS MARCHING CAVALIERS ALUM BY INCLUDING OUR STUDENTS IN THIS PROJECT CAVALIERS ALUM BY INCLUDING OUR STUDENTS IN THIS PROJECT CAVALIERS ALUM BY INCLUDING OUR STUDENTS IN THIS PROJECT FARRELL SHOWED THE VALUES WE STUDENTS IN THIS PROJECT FARRELL SHOWED THE VALUES WE STUDENTS IN THIS PROJECT FARRELL SHOWED THE VALUES WE STILL INSTILL IN OUR YOUNG FARRELL SHOWED THE VALUES WE STILL INSTILL IN OUR YOUNG FARRELL SHOWED THE VALUES WE STILL INSTILL IN OUR

026YOUNG LEADERS TO DEVELOP AND USE STILL INSTILL IN OUR YOUNG LEADERS TO DEVELOP AND USE STILL INSTILL IN OUR YOUNG LEADERS TO DEVELOP AND USE THEIR UNIQUE TALENTS TO IMPROVE LEADERS TO DEVELOP AND USE THEIR UNIQUE TALENTS TO IMPROVE LEADERS TO DEVELOP AND USE THEIR UNIQUE TALENTS TO IMPROVE THEIR COMMUNITY MAKE A POSITIVE THEIR UNIQUE TALENTS TO IMPROVE THEIR COMMUNITY MAKE A POSITIVE THEIR UNIQUE TALENTS TO IMPROVE THEIR COMMUNITY MAKE A POSITIVE IMPACT ON WORLD VBC WAS RANKED THEIR COMMUNITY MAKE A POSITIVE IMPACT ON WORLD VBC WAS RANKED THEIR COMMUNITY MAKE A POSITIVE IMPACT ON WORLD VBC WAS RANKED THE NUMBER FIVE SCHOOL DIVISION IMPACT ON WORLD VBC WAS RANKED THE NUMBER FIVE SCHOOL DIVISION IMPACT ON WORLD VBC WAS RANKED THE NUMBER FIVE SCHOOL DIVISION IN VIRGINIA BY NEACH A NATIONAL THE NUMBER FIVE

027SCHOOL DIVISION IN VIRGINIA BY NEACH A NATIONAL THE NUMBER FIVE SCHOOL DIVISION IN VIRGINIA BY NEACH A NATIONAL SCHOOL RAKING SERVICE THAT IN VIRGINIA BY NEACH A NATIONAL SCHOOL RAKING SERVICE THAT IN VIRGINIA BY NEACH A NATIONAL SCHOOL RAKING SERVICE THAT COLLECTS MILLIONS OF REVIEWS SCHOOL RAKING SERVICE THAT COLLECTS MILLIONS OF REVIEWS SCHOOL RAKING SERVICE THAT COLLECTS MILLIONS OF REVIEWS FROM STUDENTS PARENTS AND COLLECTS MILLIONS OF REVIEWS FROM STUDENTS PARENTS AND COLLECTS MILLIONS OF REVIEWS FROM STUDENTS PARENTS AND TEACHERS. FROM STUDENTS PARENTS AND TEACHERS. FROM STUDENTS PARENTS AND TEACHERS. ONE OF THE STUDENTS TOLD TEACHERS. ONE OF THE STUDENTS TOLD TEACHERS. ONE OF THE STUDENTS TOLD VIRGINIA BEACH SCHOOLS WAS ONE OF THE STUDENTS TOLD VIRGINIA BEACH SCHOOLS WAS ONE OF THE STUDENTS TOLD VIRGINIA BEACH SCHOOLS WAS TRULY SOMETHING THAT HELPED MY VIRGINIA BEACH

028SCHOOLS WAS TRULY SOMETHING THAT HELPED MY VIRGINIA BEACH SCHOOLS WAS TRULY SOMETHING THAT HELPED MY FAMILY THROUGH CONSTANT UPS AND TRULY SOMETHING THAT HELPED MY FAMILY THROUGH CONSTANT UPS AND TRULY SOMETHING THAT HELPED MY FAMILY THROUGH CONSTANT UPS AND DOWNS. FAMILY THROUGH CONSTANT UPS AND DOWNS. FAMILY THROUGH CONSTANT UPS AND DOWNS. ELEMENTARY AND MIDDLE SCHOOL DOWNS. ELEMENTARY AND MIDDLE SCHOOL DOWNS. ELEMENTARY AND MIDDLE SCHOOL WERE VERY INTERACTIVE IN THE ELEMENTARY AND MIDDLE SCHOOL WERE VERY INTERACTIVE IN THE ELEMENTARY AND MIDDLE SCHOOL WERE VERY INTERACTIVE IN THE LESSONS CORRESPONDING WITH WERE VERY INTERACTIVE IN THE LESSONS CORRESPONDING WITH WERE VERY INTERACTIVE IN THE LESSONS CORRESPONDING WITH THINGS GOING ON AROUND ME A LESSONS CORRESPONDING WITH THINGS GOING ON AROUND ME A LESSONS CORRESPONDING WITH THINGS GOING ON AROUND ME A PARENT IN HER SUBMISSION AND THINGS

029GOING ON AROUND ME A PARENT IN HER SUBMISSION AND THINGS GOING ON AROUND ME A PARENT IN HER SUBMISSION AND EACH SAID OVERALL EXPERIENCE PARENT IN HER SUBMISSION AND EACH SAID OVERALL EXPERIENCE PARENT IN HER SUBMISSION AND EACH SAID OVERALL EXPERIENCE WITH THE VIRGINIA BEACH PUBLIC EACH SAID OVERALL EXPERIENCE WITH THE VIRGINIA BEACH PUBLIC EACH SAID OVERALL EXPERIENCE WITH THE VIRGINIA BEACH PUBLIC SCHOOLS IS A GOOD ONE IN REGARD WITH THE VIRGINIA BEACH PUBLIC SCHOOLS IS A GOOD ONE IN REGARD WITH THE VIRGINIA BEACH PUBLIC SCHOOLS IS A GOOD ONE IN REGARD THE OPPORTUNITIES FOR MORE SCHOOLS IS A GOOD ONE IN REGARD THE OPPORTUNITIES FOR MORE SCHOOLS IS A GOOD ONE IN REGARD THE OPPORTUNITIES FOR MORE SPECIALIZED INSTRUCTION AT THE THE OPPORTUNITIES FOR MORE SPECIALIZED INSTRUCTION AT THE THE OPPORTUNITIES FOR MORE SPECIALIZED

030INSTRUCTION AT THE HIGH SCHOOL LEVEL THE DIVISION SPECIALIZED INSTRUCTION AT THE HIGH SCHOOL LEVEL THE DIVISION SPECIALIZED INSTRUCTION AT THE HIGH SCHOOL LEVEL THE DIVISION HAS SEVERAL DIFFERENT ACADEMIES HIGH SCHOOL LEVEL THE DIVISION HAS SEVERAL DIFFERENT ACADEMIES HIGH SCHOOL LEVEL THE DIVISION HAS SEVERAL DIFFERENT ACADEMIES IN MY CURRENT HIGH SCHOOL CHILD HAS SEVERAL DIFFERENT ACADEMIES IN MY CURRENT HIGH SCHOOL CHILD HAS SEVERAL DIFFERENT ACADEMIES IN MY CURRENT HIGH SCHOOL CHILD PARTICIPATE IN THE BUSINESS IN MY CURRENT HIGH SCHOOL CHILD PARTICIPATE IN THE BUSINESS IN MY CURRENT HIGH SCHOOL CHILD PARTICIPATE IN THE BUSINESS ACADEMY OUR HIGH SCHOOLS ALSO PARTICIPATE IN THE BUSINESS ACADEMY OUR HIGH SCHOOLS ALSO PARTICIPATE IN THE BUSINESS ACADEMY OUR HIGH SCHOOLS ALSO DID WELL IN THE SURVEY WITH ACADEMY OUR HIGH SCHOOLS ALSO DID WELL IN THE SURVEY WITH ACADEMY OUR

031HIGH SCHOOLS ALSO DID WELL IN THE SURVEY WITH OCEAN LAKES COMING IN AT NUMBER DID WELL IN THE SURVEY WITH OCEAN LAKES COMING IN AT NUMBER DID WELL IN THE SURVEY WITH OCEAN LAKES COMING IN AT NUMBER ELEVEN THE STATE PRINCESS OCEAN LAKES COMING IN AT NUMBER ELEVEN THE STATE PRINCESS OCEAN LAKES COMING IN AT NUMBER ELEVEN THE STATE PRINCESS SAYING NO FOURTEEN TWENTY FOUR ELEVEN THE STATE PRINCESS SAYING NO FOURTEEN TWENTY FOUR ELEVEN THE STATE PRINCESS SAYING NO FOURTEEN TWENTY FOUR AND KELAM NUMBER THIRTY SEVEN SAYING NO FOURTEEN TWENTY FOUR AND KELAM NUMBER THIRTY SEVEN SAYING NO FOURTEEN TWENTY FOUR AND KELAM NUMBER THIRTY SEVEN AND THEN FINALLY VIRGINIA BEACH AND KELAM NUMBER THIRTY SEVEN AND THEN FINALLY VIRGINIA BEACH AND KELAM NUMBER THIRTY SEVEN AND THEN FINALLY VIRGINIA BEACH CITY PUBLIC SCHOOLS WAS

032ONLY AND THEN FINALLY VIRGINIA BEACH CITY PUBLIC SCHOOLS WAS ONLY AND THEN FINALLY VIRGINIA BEACH CITY PUBLIC SCHOOLS WAS ONLY HAMPTON ROAD ROAD SCHOOL CITY PUBLIC SCHOOLS WAS ONLY HAMPTON ROAD ROAD SCHOOL CITY PUBLIC SCHOOLS WAS ONLY HAMPTON ROAD ROAD SCHOOL DISTRICT TO PLACE IN THE TOP 40 HAMPTON ROAD ROAD SCHOOL DISTRICT TO PLACE IN THE TOP 40 HAMPTON ROAD ROAD SCHOOL DISTRICT TO PLACE IN THE TOP 40 PLACES TO TEACH IN VIRGINIA WE DISTRICT TO PLACE IN THE TOP 40 PLACES TO TEACH IN VIRGINIA WE DISTRICT TO PLACE IN THE TOP 40 PLACES TO TEACH IN VIRGINIA WE RANKED NUMBER TWELVE SO CREDIT PLACES TO TEACH IN VIRGINIA WE RANKED NUMBER TWELVE SO CREDIT PLACES TO TEACH IN VIRGINIA WE RANKED NUMBER TWELVE SO CREDIT GOES TO THE STUDENTS PARENTS RANKED NUMBER TWELVE SO

033CREDIT GOES TO THE STUDENTS PARENTS RANKED NUMBER TWELVE SO CREDIT GOES TO THE STUDENTS PARENTS AND EDUCATORS AND SUPPORT STAFF GOES TO THE STUDENTS PARENTS AND EDUCATORS AND SUPPORT STAFF GOES TO THE STUDENTS PARENTS AND EDUCATORS AND SUPPORT STAFF AND VIRGINIA BEACH IN PUBLIC AND EDUCATORS AND SUPPORT STAFF AND VIRGINIA BEACH IN PUBLIC AND EDUCATORS AND SUPPORT STAFF AND VIRGINIA BEACH IN PUBLIC SCHOOLS A WONDERFUL PLACE TO AND VIRGINIA BEACH IN PUBLIC SCHOOLS A WONDERFUL PLACE TO AND VIRGINIA BEACH IN PUBLIC SCHOOLS A WONDERFUL PLACE TO LEARN AND GROW. SCHOOLS A WONDERFUL PLACE TO LEARN AND GROW. SCHOOLS A WONDERFUL PLACE TO LEARN AND GROW. GEICO >> RECENTLY AWARDED LEARN AND GROW. GEICO >> RECENTLY AWARDED LEARN AND GROW. GEICO >> RECENTLY AWARDED FIFTEEN THOUSAND DOLLARS TO THE GEICO >> RECENTLY AWARDED FIFTEEN THOUSAND DOLLARS

034TO THE GEICO >> RECENTLY AWARDED FIFTEEN THOUSAND DOLLARS TO THE VIRGINIA BEACH EDUCATION FIFTEEN THOUSAND DOLLARS TO THE VIRGINIA BEACH EDUCATION FIFTEEN THOUSAND DOLLARS TO THE VIRGINIA BEACH EDUCATION FOUNDATION FOR THE BEACH BACKS VIRGINIA BEACH EDUCATION FOUNDATION FOR THE BEACH BACKS VIRGINIA BEACH EDUCATION FOUNDATION FOR THE BEACH BACKS PROGRAM WHICH HELPS FAMILIES FOUNDATION FOR THE BEACH BACKS PROGRAM WHICH HELPS FAMILIES FOUNDATION FOR THE BEACH BACKS PROGRAM WHICH HELPS FAMILIES WHO ARE STRUGGLING WITH PUTTING PROGRAM WHICH HELPS FAMILIES WHO ARE STRUGGLING WITH PUTTING PROGRAM WHICH HELPS FAMILIES WHO ARE STRUGGLING WITH PUTTING FOOD ON THE TABLE THE DONATION WHO ARE STRUGGLING WITH PUTTING FOOD ON THE TABLE THE DONATION WHO ARE STRUGGLING WITH PUTTING FOOD ON THE TABLE THE DONATION WILL PROVIDE AT LEAST THREE FOOD ON THE TABLE THE DONATION WILL PROVIDE AT LEAST THREE

035FOOD ON THE TABLE THE DONATION WILL PROVIDE AT LEAST THREE THOUSAND BEACH BAGS FOR WILL PROVIDE AT LEAST THREE THOUSAND BEACH BAGS FOR WILL PROVIDE AT LEAST THREE THOUSAND BEACH BAGS FOR VIRGINIA BEACH CITY PUBLIC THOUSAND BEACH BAGS FOR VIRGINIA BEACH CITY PUBLIC THOUSAND BEACH BAGS FOR VIRGINIA BEACH CITY PUBLIC SCHOOL STUDENTS OVER WEEKENDS VIRGINIA BEACH CITY PUBLIC SCHOOL STUDENTS OVER WEEKENDS VIRGINIA BEACH CITY PUBLIC SCHOOL STUDENTS OVER WEEKENDS ON HOLIDAY BREAKS LAST YEAR THE SCHOOL STUDENTS OVER WEEKENDS ON HOLIDAY BREAKS LAST YEAR THE SCHOOL STUDENTS OVER WEEKENDS ON HOLIDAY BREAKS LAST YEAR THE EDUCATION FOUNDATION ON HOLIDAY BREAKS LAST YEAR THE EDUCATION FOUNDATION ON HOLIDAY BREAKS LAST YEAR THE EDUCATION FOUNDATION DISTRIBUTED FORTY SEVEN EDUCATION FOUNDATION DISTRIBUTED FORTY SEVEN EDUCATION FOUNDATION DISTRIBUTED FORTY SEVEN THOUSAND BEACH BAGS. DISTRIBUTED FORTY SEVEN THOUSAND BEACH BAGS. DISTRIBUTED

036FORTY SEVEN THOUSAND BEACH BAGS. THE BAGS INCLUDE CEREAL SHELL THOUSAND BEACH BAGS. THE BAGS INCLUDE CEREAL SHELL THOUSAND BEACH BAGS. THE BAGS INCLUDE CEREAL SHELL STABLE SHELF STABLE MILK, THE BAGS INCLUDE CEREAL SHELL STABLE SHELF STABLE MILK, THE BAGS INCLUDE CEREAL SHELL STABLE SHELF STABLE MILK, INDIVIDUAL MEALS, FRUIT JUICE STABLE SHELF STABLE MILK, INDIVIDUAL MEALS, FRUIT JUICE STABLE SHELF STABLE MILK, INDIVIDUAL MEALS, FRUIT JUICE HEALTHY SNACKS THANK YOU GUY INDIVIDUAL MEALS, FRUIT JUICE HEALTHY SNACKS THANK YOU GUY INDIVIDUAL MEALS, FRUIT JUICE HEALTHY SNACKS THANK YOU GUY CODE GEICO FOR BEING A HEALTHY SNACKS THANK YOU GUY CODE GEICO FOR BEING A HEALTHY SNACKS THANK YOU GUY CODE GEICO FOR BEING A DEDICATED COMMUNITY PARTNER AND CODE GEICO FOR BEING A DEDICATED COMMUNITY PARTNER AND CODE GEICO FOR BEING A DEDICATED COMMUNITY PARTNER AND IF ANY

037WOULD LIKE TO DONATE TO DEDICATED COMMUNITY PARTNER AND IF ANY WOULD LIKE TO DONATE TO DEDICATED COMMUNITY PARTNER AND IF ANY WOULD LIKE TO DONATE TO THE BEACH BACKS PROGRAM VISIT IF ANY WOULD LIKE TO DONATE TO THE BEACH BACKS PROGRAM VISIT IF ANY WOULD LIKE TO DONATE TO THE BEACH BACKS PROGRAM VISIT THE VIRGINIA BEACH EDUCATION THE BEACH BACKS PROGRAM VISIT THE VIRGINIA BEACH EDUCATION THE BEACH BACKS PROGRAM VISIT THE VIRGINIA BEACH EDUCATION FOUNDATION WEBSITE AT BBF DOT THE VIRGINIA BEACH EDUCATION FOUNDATION WEBSITE AT BBF DOT THE VIRGINIA BEACH EDUCATION FOUNDATION WEBSITE AT BBF DOT ORG HERE ARE SOME IMPORTANT FOUNDATION WEBSITE AT BBF DOT ORG HERE ARE SOME IMPORTANT FOUNDATION WEBSITE AT BBF DOT ORG HERE ARE SOME IMPORTANT REMINDERS OUR SCHOOL DIVISION ORG HERE ARE SOME IMPORTANT REMINDERS OUR SCHOOL DIVISION ORG

038HERE ARE SOME IMPORTANT REMINDERS OUR SCHOOL DIVISION IS COMMITTED TO FOLLOWING REMINDERS OUR SCHOOL DIVISION IS COMMITTED TO FOLLOWING REMINDERS OUR SCHOOL DIVISION IS COMMITTED TO FOLLOWING EXECUTIVE ORDER FROM GOVERNOR IS COMMITTED TO FOLLOWING EXECUTIVE ORDER FROM GOVERNOR IS COMMITTED TO FOLLOWING EXECUTIVE ORDER FROM GOVERNOR GLENN YOUR, A CELL PHONE FREE EXECUTIVE ORDER FROM GOVERNOR GLENN YOUR, A CELL PHONE FREE EXECUTIVE ORDER FROM GOVERNOR GLENN YOUR, A CELL PHONE FREE EDUCATION VIRGINIA WE INVITE GLENN YOUR, A CELL PHONE FREE EDUCATION VIRGINIA WE INVITE GLENN YOUR, A CELL PHONE FREE EDUCATION VIRGINIA WE INVITE FAMILIES STAFF TO AND STAFF TO EDUCATION VIRGINIA WE INVITE FAMILIES STAFF TO AND STAFF TO EDUCATION VIRGINIA WE INVITE FAMILIES STAFF TO AND STAFF TO JOIN US FROM SIX TO 7:00 P.M. FAMILIES STAFF TO AND STAFF TO JOIN US FROM

039SIX TO 7:00 P.M. FAMILIES STAFF TO AND STAFF TO JOIN US FROM SIX TO 7:00 P.M. TOMORROW OCTOBER 20 30 AT JOIN US FROM SIX TO 7:00 P.M. TOMORROW OCTOBER 20 30 AT JOIN US FROM SIX TO 7:00 P.M. TOMORROW OCTOBER 20 30 AT PRINCETON HIGH SCHOOL WHERE TOMORROW OCTOBER 20 30 AT PRINCETON HIGH SCHOOL WHERE TOMORROW OCTOBER 20 30 AT PRINCETON HIGH SCHOOL WHERE WE'LL SHARE INFORMATION ABOUT PRINCETON HIGH SCHOOL WHERE WE'LL SHARE INFORMATION ABOUT PRINCETON HIGH SCHOOL WHERE WE'LL SHARE INFORMATION ABOUT ENSURING A SMOOTH TRANSITION WE'LL SHARE INFORMATION ABOUT ENSURING A SMOOTH TRANSITION WE'LL SHARE INFORMATION ABOUT ENSURING A SMOOTH TRANSITION PREPARING STUDENTS AND ENSURING A SMOOTH TRANSITION PREPARING STUDENTS AND ENSURING A SMOOTH TRANSITION PREPARING STUDENTS AND COMMUNITY MEMBERS COMMUNITY PREPARING STUDENTS AND COMMUNITY MEMBERS COMMUNITY PREPARING STUDENTS AND COMMUNITY MEMBERS COMMUNITY

040MEMBERS. COMMUNITY MEMBERS COMMUNITY MEMBERS. COMMUNITY MEMBERS COMMUNITY MEMBERS. WE'LL HAVE A FINAL FAMILY MEMBERS. WE'LL HAVE A FINAL FAMILY MEMBERS. WE'LL HAVE A FINAL FAMILY COMMUNICATION SESSION AT SIX WE'LL HAVE A FINAL FAMILY COMMUNICATION SESSION AT SIX WE'LL HAVE A FINAL FAMILY COMMUNICATION SESSION AT SIX O'CLOCK ON OCTOBER 30TH AT AT COMMUNICATION SESSION AT SIX O'CLOCK ON OCTOBER 30TH AT AT COMMUNICATION SESSION AT SIX O'CLOCK ON OCTOBER 30TH AT AT MY SCHOOL AND FAMILIES OF ALL O'CLOCK ON OCTOBER 30TH AT AT MY SCHOOL AND FAMILIES OF ALL O'CLOCK ON OCTOBER 30TH AT AT MY SCHOOL AND FAMILIES OF ALL LEVELS ARE INVITED TO ATTEND. MY SCHOOL AND FAMILIES OF ALL LEVELS ARE INVITED TO ATTEND. MY SCHOOL AND FAMILIES OF ALL LEVELS ARE INVITED TO ATTEND. ANOTHER OPPORTUNITY IS COLLEGE LEVELS ARE INVITED TO ATTEND.

041ANOTHER OPPORTUNITY IS COLLEGE LEVELS ARE INVITED TO ATTEND. ANOTHER OPPORTUNITY IS COLLEGE INFORMATION FROM 30 TO 8PM ANOTHER OPPORTUNITY IS COLLEGE INFORMATION FROM 30 TO 8PM ANOTHER OPPORTUNITY IS COLLEGE INFORMATION FROM 30 TO 8PM TUESDAY, OCTOBER 29TH AT THE INFORMATION FROM 30 TO 8PM TUESDAY, OCTOBER 29TH AT THE INFORMATION FROM 30 TO 8PM TUESDAY, OCTOBER 29TH AT THE VIRGINIA BEACH CONVENTION TUESDAY, OCTOBER 29TH AT THE VIRGINIA BEACH CONVENTION TUESDAY, OCTOBER 29TH AT THE VIRGINIA BEACH CONVENTION CENTER. VIRGINIA BEACH CONVENTION CENTER. VIRGINIA BEACH CONVENTION CENTER. REPRESENTATIVES FROM A VARIETY CENTER. REPRESENTATIVES FROM A VARIETY CENTER. REPRESENTATIVES FROM A VARIETY COLLEGES UNIVERSITY PROPRIETARY REPRESENTATIVES FROM A VARIETY COLLEGES UNIVERSITY PROPRIETARY REPRESENTATIVES FROM A VARIETY COLLEGES UNIVERSITY PROPRIETARY UNIVERSITY PREPARATORY SCHOOLS COLLEGES UNIVERSITY PROPRIETARY UNIVERSITY PREPARATORY SCHOOLS COLLEGES UNIVERSITY PROPRIETARY UNIVERSITY PREPARATORY SCHOOLS AND THE MILITARY WE SHARE

042UNIVERSITY PREPARATORY SCHOOLS AND THE MILITARY WE SHARE UNIVERSITY PREPARATORY SCHOOLS AND THE MILITARY WE SHARE INFORMATION WITH MIDDLE AND AND THE MILITARY WE SHARE INFORMATION WITH MIDDLE AND AND THE MILITARY WE SHARE INFORMATION WITH MIDDLE AND HIGH SCHOOL STUDENTS AND THEIR INFORMATION WITH MIDDLE AND HIGH SCHOOL STUDENTS AND THEIR INFORMATION WITH MIDDLE AND HIGH SCHOOL STUDENTS AND THEIR FAMILIES ATTENDEES WOULD BE HIGH SCHOOL STUDENTS AND THEIR FAMILIES ATTENDEES WOULD BE HIGH SCHOOL STUDENTS AND THEIR FAMILIES ATTENDEES WOULD BE ABLE TO ASK QUESTIONS ABOUT FAMILIES ATTENDEES WOULD BE ABLE TO ASK QUESTIONS ABOUT FAMILIES ATTENDEES WOULD BE ABLE TO ASK QUESTIONS ABOUT ADMISSIONS TUITION PROGRAMS ABLE TO ASK QUESTIONS ABOUT ADMISSIONS TUITION PROGRAMS ABLE TO ASK QUESTIONS ABOUT ADMISSIONS TUITION PROGRAMS OF STUDY STUDENT LIFE AND ADMISSIONS TUITION PROGRAMS OF STUDY STUDENT LIFE AND ADMISSIONS TUITION

043PROGRAMS OF STUDY STUDENT LIFE AND SERVICES OR ACCOMMODATIONS FOR OF STUDY STUDENT LIFE AND SERVICES OR ACCOMMODATIONS FOR OF STUDY STUDENT LIFE AND SERVICES OR ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES. SERVICES OR ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES. SERVICES OR ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES. IN ADDITION PARTICIPANTS MARTIN STUDENTS WITH DISABILITIES. IN ADDITION PARTICIPANTS MARTIN STUDENTS WITH DISABILITIES. IN ADDITION PARTICIPANTS MARTIN FINANCIAL ATTEND FINANCIAL AID IN ADDITION PARTICIPANTS MARTIN FINANCIAL ATTEND FINANCIAL AID IN ADDITION PARTICIPANTS MARTIN FINANCIAL ATTEND FINANCIAL AID WORKSHOPS SCHEDULED FROM SIX FINANCIAL ATTEND FINANCIAL AID WORKSHOPS SCHEDULED FROM SIX FINANCIAL ATTEND FINANCIAL AID WORKSHOPS SCHEDULED FROM SIX TWO SIX FORTY FIVE P.M. AT SIX WORKSHOPS SCHEDULED FROM SIX TWO SIX FORTY FIVE P.M. AT SIX WORKSHOPS SCHEDULED FROM SIX TWO SIX FORTY FIVE P.M. AT SIX NOVEMBER SIX WILL HAVE A PUBLIC TWO SIX

044FORTY FIVE P.M. AT SIX NOVEMBER SIX WILL HAVE A PUBLIC TWO SIX FORTY FIVE P.M. AT SIX NOVEMBER SIX WILL HAVE A PUBLIC HEARING ON CONSOLIDATING BASAD NOVEMBER SIX WILL HAVE A PUBLIC HEARING ON CONSOLIDATING BASAD NOVEMBER SIX WILL HAVE A PUBLIC HEARING ON CONSOLIDATING BASAD SIXTH CAMPUS AND BASED ON HEARING ON CONSOLIDATING BASAD SIXTH CAMPUS AND BASED ON HEARING ON CONSOLIDATING BASAD SIXTH CAMPUS AND BASED ON MIDDLE SCHOOL AND THE ONE SIXTH CAMPUS AND BASED ON MIDDLE SCHOOL AND THE ONE SIXTH CAMPUS AND BASED ON MIDDLE SCHOOL AND THE ONE SCHOOL NON SIXTY FIVE NEWTOWN MIDDLE SCHOOL AND THE ONE SCHOOL NON SIXTY FIVE NEWTOWN MIDDLE SCHOOL AND THE ONE SCHOOL NON SIXTY FIVE NEWTOWN ROAD BEGINNING WITH THE TWENTY SCHOOL NON SIXTY FIVE NEWTOWN ROAD BEGINNING WITH THE TWENTY SCHOOL NON SIXTY FIVE

045NEWTOWN ROAD BEGINNING WITH THE TWENTY TWENTY FIVE TWENTY SCHOOL YEAR ROAD BEGINNING WITH THE TWENTY TWENTY FIVE TWENTY SCHOOL YEAR ROAD BEGINNING WITH THE TWENTY TWENTY FIVE TWENTY SCHOOL YEAR I ENCOURAGE COMMUNITY MEMBERS TWENTY FIVE TWENTY SCHOOL YEAR I ENCOURAGE COMMUNITY MEMBERS TWENTY FIVE TWENTY SCHOOL YEAR I ENCOURAGE COMMUNITY MEMBERS COMMUNITY MEMBERS TO ATTEND I ENCOURAGE COMMUNITY MEMBERS COMMUNITY MEMBERS TO ATTEND I ENCOURAGE COMMUNITY MEMBERS COMMUNITY MEMBERS TO ATTEND THIS PUBLIC HEARING WHICH AGAIN COMMUNITY MEMBERS TO ATTEND THIS PUBLIC HEARING WHICH AGAIN COMMUNITY MEMBERS TO ATTEND THIS PUBLIC HEARING WHICH AGAIN WILL BE HELD AT BAYSIDE MIDDLE THIS PUBLIC HEARING WHICH AGAIN WILL BE HELD AT BAYSIDE MIDDLE THIS PUBLIC HEARING WHICH AGAIN WILL BE HELD AT BAYSIDE MIDDLE SCHOOL IT FINALLY I'D LIKE TO WILL BE HELD AT BAYSIDE MIDDLE SCHOOL IT FINALLY I'D

046LIKE TO WILL BE HELD AT BAYSIDE MIDDLE SCHOOL IT FINALLY I'D LIKE TO SHARE WITH YOU ANOTHER VIDEO SCHOOL IT FINALLY I'D LIKE TO SHARE WITH YOU ANOTHER VIDEO SCHOOL IT FINALLY I'D LIKE TO SHARE WITH YOU ANOTHER VIDEO COMMISSIONED BY THE OFFICE SHARE WITH YOU ANOTHER VIDEO COMMISSIONED BY THE OFFICE SHARE WITH YOU ANOTHER VIDEO COMMISSIONED BY THE OFFICE OF TECHNICAL CAREER EDUCATION COMMISSIONED BY THE OFFICE OF TECHNICAL CAREER EDUCATION COMMISSIONED BY THE OFFICE OF TECHNICAL CAREER EDUCATION THIS SHOWS HOW WORK BASED AND OF TECHNICAL CAREER EDUCATION THIS SHOWS HOW WORK BASED AND OF TECHNICAL CAREER EDUCATION THIS SHOWS HOW WORK BASED AND SERVICE LEARNING HELPS OUR THIS SHOWS HOW WORK BASED AND SERVICE LEARNING HELPS OUR THIS SHOWS HOW WORK BASED AND SERVICE LEARNING HELPS OUR STUDENTS BE FUTURE READY. SERVICE LEARNING HELPS

047OUR STUDENTS BE FUTURE READY. SERVICE LEARNING HELPS OUR STUDENTS BE FUTURE READY. TAKE A LOOK WHAT WE'RE LEARNING STUDENTS BE FUTURE READY. TAKE A LOOK WHAT WE'RE LEARNING STUDENTS BE FUTURE READY. TAKE A LOOK WHAT WE'RE LEARNING THINGS GET AN OPPORTUNITY TO GO TAKE A LOOK WHAT WE'RE LEARNING THINGS GET AN OPPORTUNITY TO GO TAKE A LOOK WHAT WE'RE LEARNING THINGS GET AN OPPORTUNITY TO GO BEYOND THE CLASSROOM WALLS, GET THINGS GET AN OPPORTUNITY TO GO BEYOND THE CLASSROOM WALLS, GET THINGS GET AN OPPORTUNITY TO GO BEYOND THE CLASSROOM WALLS, GET THEIR HANDS DIRTY TAKING THE BEYOND THE CLASSROOM WALLS, GET THEIR HANDS DIRTY TAKING THE BEYOND THE CLASSROOM WALLS, GET THEIR HANDS DIRTY TAKING THE MUD FIX A CAR BUILD A HOUSE A THEIR HANDS DIRTY TAKING THE MUD FIX A CAR BUILD A

048HOUSE A THEIR HANDS DIRTY TAKING THE MUD FIX A CAR BUILD A HOUSE A HOUSE OR LAUNCH A ROCKET. MUD FIX A CAR BUILD A HOUSE A HOUSE OR LAUNCH A ROCKET. MUD FIX A CAR BUILD A HOUSE A HOUSE OR LAUNCH A ROCKET. SO MANY OPPORTUNITIES FOR HOUSE OR LAUNCH A ROCKET. SO MANY OPPORTUNITIES FOR HOUSE OR LAUNCH A ROCKET. SO MANY OPPORTUNITIES FOR STUDENTS TO GET INVOLVED IN SO MANY OPPORTUNITIES FOR STUDENTS TO GET INVOLVED IN SO MANY OPPORTUNITIES FOR STUDENTS TO GET INVOLVED IN WORK IN SERVICE TO VIRGINIA STUDENTS TO GET INVOLVED IN WORK IN SERVICE TO VIRGINIA STUDENTS TO GET INVOLVED IN WORK IN SERVICE TO VIRGINIA BEACH CITY PUBLIC SCHOOLS SO WORK IN SERVICE TO VIRGINIA BEACH CITY PUBLIC SCHOOLS SO WORK IN SERVICE TO VIRGINIA BEACH CITY PUBLIC SCHOOLS

049SO OUR >> OUR SCHOOL STORE IS A BEACH CITY PUBLIC SCHOOLS SO OUR >> OUR SCHOOL STORE IS A BEACH CITY PUBLIC SCHOOLS SO OUR >> OUR SCHOOL STORE IS A CURRICULAR LAB EXPERIENCE OUR >> OUR SCHOOL STORE IS A CURRICULAR LAB EXPERIENCE OUR >> OUR SCHOOL STORE IS A CURRICULAR LAB EXPERIENCE THEY'RE ABLE TO ACTUALLY MAKE CURRICULAR LAB EXPERIENCE THEY'RE ABLE TO ACTUALLY MAKE CURRICULAR LAB EXPERIENCE THEY'RE ABLE TO ACTUALLY MAKE DECISIONS ACTUALLY LEAD IN THE THEY'RE ABLE TO ACTUALLY MAKE DECISIONS ACTUALLY LEAD IN THE THEY'RE ABLE TO ACTUALLY MAKE DECISIONS ACTUALLY LEAD IN THE DAY TO DAY OPERATION IN DECISIONS ACTUALLY LEAD IN THE DAY TO DAY OPERATION IN DECISIONS ACTUALLY LEAD IN THE DAY TO DAY OPERATION IN GREETING CUSTOMERS, PROVIDING DAY TO DAY OPERATION IN GREETING CUSTOMERS, PROVIDING DAY TO DAY

050OPERATION IN GREETING CUSTOMERS, PROVIDING CUSTOMER SERVICE ONE SKILL BUT GREETING CUSTOMERS, PROVIDING CUSTOMER SERVICE ONE SKILL BUT GREETING CUSTOMERS, PROVIDING CUSTOMER SERVICE ONE SKILL BUT I ABSOLUTELY TAKE IS CUSTOMER CUSTOMER SERVICE ONE SKILL BUT I ABSOLUTELY TAKE IS CUSTOMER CUSTOMER SERVICE ONE SKILL BUT I ABSOLUTELY TAKE IS CUSTOMER SERVICE STANDING BEHIND THE I ABSOLUTELY TAKE IS CUSTOMER SERVICE STANDING BEHIND THE I ABSOLUTELY TAKE IS CUSTOMER SERVICE STANDING BEHIND THE CASH REGISTER, DEALING WITH SERVICE STANDING BEHIND THE CASH REGISTER, DEALING WITH SERVICE STANDING BEHIND THE CASH REGISTER, DEALING WITH CUSTOMERS, GRABBING MERCHANDISE CASH REGISTER, DEALING WITH CUSTOMERS, GRABBING MERCHANDISE CASH REGISTER, DEALING WITH CUSTOMERS, GRABBING MERCHANDISE OFF THE WALL AND HANDING IT TO CUSTOMERS, GRABBING MERCHANDISE OFF THE WALL AND HANDING IT TO CUSTOMERS, GRABBING MERCHANDISE OFF THE WALL AND HANDING IT TO THEM OR ALLOWS

051ME TO DEAL WITH OFF THE WALL AND HANDING IT TO THEM OR ALLOWS ME TO DEAL WITH OFF THE WALL AND HANDING IT TO THEM OR ALLOWS ME TO DEAL WITH CASH CARDS AND TRANSACTIONS AND THEM OR ALLOWS ME TO DEAL WITH CASH CARDS AND TRANSACTIONS AND THEM OR ALLOWS ME TO DEAL WITH CASH CARDS AND TRANSACTIONS AND ALSO ANOTHER THING ANOTHER CASH CARDS AND TRANSACTIONS AND ALSO ANOTHER THING ANOTHER CASH CARDS AND TRANSACTIONS AND ALSO ANOTHER THING ANOTHER THING TOO IS BEING ABLE TO KEEP ALSO ANOTHER THING ANOTHER THING TOO IS BEING ABLE TO KEEP ALSO ANOTHER THING ANOTHER THING TOO IS BEING ABLE TO KEEP TRACK OF ALL OF THE ITEMS THAT THING TOO IS BEING ABLE TO KEEP TRACK OF ALL OF THE ITEMS THAT THING TOO IS BEING ABLE TO KEEP

052TRACK OF ALL OF THE ITEMS THAT WE HAVE AROUND THE STORE AND TRACK OF ALL OF THE ITEMS THAT WE HAVE AROUND THE STORE AND TRACK OF ALL OF THE ITEMS THAT WE HAVE AROUND THE STORE AND KEEPING AN INVENTORY ALL OF OUR WE HAVE AROUND THE STORE AND KEEPING AN INVENTORY ALL OF OUR WE HAVE AROUND THE STORE AND KEEPING AN INVENTORY ALL OF OUR >> ITEMS >>. KEEPING AN INVENTORY ALL OF OUR >> ITEMS >>. KEEPING AN INVENTORY ALL OF OUR >> ITEMS >>. WE >> ENCOURAGE OUR STUDENTS TO >> ITEMS >>. WE >> ENCOURAGE OUR STUDENTS TO >> ITEMS >>. WE >> ENCOURAGE OUR STUDENTS TO BE INVOLVED IN THESE WORK BASED WE >> ENCOURAGE OUR STUDENTS TO BE INVOLVED IN THESE WORK BASED WE >> ENCOURAGE OUR STUDENTS TO BE INVOLVED

053IN THESE WORK BASED LEARNING EXPERIENCES BECAUSE BE INVOLVED IN THESE WORK BASED LEARNING EXPERIENCES BECAUSE BE INVOLVED IN THESE WORK BASED LEARNING EXPERIENCES BECAUSE REALLY OFFER A LOT THINGS FOR LEARNING EXPERIENCES BECAUSE REALLY OFFER A LOT THINGS FOR LEARNING EXPERIENCES BECAUSE REALLY OFFER A LOT THINGS FOR OUR STUDENTS THEY CAN HELP REALLY OFFER A LOT THINGS FOR OUR STUDENTS THEY CAN HELP REALLY OFFER A LOT THINGS FOR OUR STUDENTS THEY CAN HELP BUILD RESUMES THEY HELP. OUR STUDENTS THEY CAN HELP BUILD RESUMES THEY HELP. OUR STUDENTS THEY CAN HELP BUILD RESUMES THEY HELP. THEY HELP GET THEIR FOOT LADDER BUILD RESUMES THEY HELP. THEY HELP GET THEIR FOOT LADDER BUILD RESUMES THEY HELP. THEY HELP GET THEIR FOOT LADDER HAVE REFERENCES AND START THEY HELP GET THEIR FOOT LADDER HAVE REFERENCES AND START THEY HELP

054GET THEIR FOOT LADDER HAVE REFERENCES AND START DECIDING WHAT IT DECIDING WHAT HAVE REFERENCES AND START DECIDING WHAT IT DECIDING WHAT HAVE REFERENCES AND START DECIDING WHAT IT DECIDING WHAT IT IS THAT THEY REALLY WANT TO DECIDING WHAT IT DECIDING WHAT IT IS THAT THEY REALLY WANT TO DECIDING WHAT IT DECIDING WHAT IT IS THAT THEY REALLY WANT TO DO WITH THEIR FUTURE I DIDN'T IT IS THAT THEY REALLY WANT TO DO WITH THEIR FUTURE I DIDN'T IT IS THAT THEY REALLY WANT TO DO WITH THEIR FUTURE I DIDN'T REALLY KNOW WHAT I WANT WANTED DO WITH THEIR FUTURE I DIDN'T REALLY KNOW WHAT I WANT WANTED DO WITH THEIR FUTURE I DIDN'T REALLY KNOW WHAT I WANT WANTED TO DO BEFORE I STARTED WORKING REALLY KNOW WHAT I WANT WANTED TO DO BEFORE I

055STARTED WORKING REALLY KNOW WHAT I WANT WANTED TO DO BEFORE I STARTED WORKING HERE AND NOW I KNOW I WANT TO TO DO BEFORE I STARTED WORKING HERE AND NOW I KNOW I WANT TO TO DO BEFORE I STARTED WORKING HERE AND NOW I KNOW I WANT TO MAKE IT TO THE MAIN SHOP AND HERE AND NOW I KNOW I WANT TO MAKE IT TO THE MAIN SHOP AND HERE AND NOW I KNOW I WANT TO MAKE IT TO THE MAIN SHOP AND AIRLINE TICKETS AND HAVE MY MAKE IT TO THE MAIN SHOP AND AIRLINE TICKETS AND HAVE MY MAKE IT TO THE MAIN SHOP AND AIRLINE TICKETS AND HAVE MY CAREER IN THE AUTOMOTIVE AIRLINE TICKETS AND HAVE MY CAREER IN THE AUTOMOTIVE AIRLINE TICKETS AND HAVE MY CAREER IN THE AUTOMOTIVE INDUSTRY WE

056REALLY FEEL CAREER IN THE AUTOMOTIVE INDUSTRY WE REALLY FEEL CAREER IN THE AUTOMOTIVE INDUSTRY WE REALLY FEEL STRONGLY THE STUDENTS THAT WE INDUSTRY WE REALLY FEEL STRONGLY THE STUDENTS THAT WE INDUSTRY WE REALLY FEEL STRONGLY THE STUDENTS THAT WE SUPPORT AND THE STUDENTS WHO STRONGLY THE STUDENTS THAT WE SUPPORT AND THE STUDENTS WHO STRONGLY THE STUDENTS THAT WE SUPPORT AND THE STUDENTS WHO WORK ALONGSIDE US TO HELP MAKE SUPPORT AND THE STUDENTS WHO WORK ALONGSIDE US TO HELP MAKE SUPPORT AND THE STUDENTS WHO WORK ALONGSIDE US TO HELP MAKE OUR ORGANIZATION BETTER AND WORK ALONGSIDE US TO HELP MAKE OUR ORGANIZATION BETTER AND WORK ALONGSIDE US TO HELP MAKE OUR ORGANIZATION BETTER AND THEY UNDERSTAND THE WHY BEHIND OUR ORGANIZATION BETTER AND THEY UNDERSTAND THE WHY BEHIND OUR ORGANIZATION BETTER AND THEY UNDERSTAND THE WHY

057BEHIND WHAT THEY'RE DOING THAT THEY THEY UNDERSTAND THE WHY BEHIND WHAT THEY'RE DOING THAT THEY THEY UNDERSTAND THE WHY BEHIND WHAT THEY'RE DOING THAT THEY ARE THEN GOING TO TAKE THAT WHAT THEY'RE DOING THAT THEY ARE THEN GOING TO TAKE THAT WHAT THEY'RE DOING THAT THEY ARE THEN GOING TO TAKE THAT INTO THEIR LIVES AND INTO THEIR ARE THEN GOING TO TAKE THAT INTO THEIR LIVES AND INTO THEIR ARE THEN GOING TO TAKE THAT INTO THEIR LIVES AND INTO THEIR WORLD AND MAKE THIS WORLD A INTO THEIR LIVES AND INTO THEIR WORLD AND MAKE THIS WORLD A INTO THEIR LIVES AND INTO THEIR WORLD AND MAKE THIS WORLD A BETTER PLACE AND THAT'S PART WORLD AND MAKE THIS WORLD A BETTER PLACE AND THAT'S PART WORLD AND MAKE THIS WORLD A BETTER PLACE AND THAT'S

058PART OF WE'RE HOPING TO ESTABLISH BETTER PLACE AND THAT'S PART OF WE'RE HOPING TO ESTABLISH BETTER PLACE AND THAT'S PART OF WE'RE HOPING TO ESTABLISH WITH THE STUDENTS THAT WE WORK OF WE'RE HOPING TO ESTABLISH WITH THE STUDENTS THAT WE WORK OF WE'RE HOPING TO ESTABLISH WITH THE STUDENTS THAT WE WORK WITH IN THIS CAN AS A BETTER WITH THE STUDENTS THAT WE WORK WITH IN THIS CAN AS A BETTER WITH THE STUDENTS THAT WE WORK WITH IN THIS CAN AS A BETTER ORGANIZATION I WOULD SUGGEST WITH IN THIS CAN AS A BETTER ORGANIZATION I WOULD SUGGEST WITH IN THIS CAN AS A BETTER ORGANIZATION I WOULD SUGGEST GETTING AN INTERNSHIP ANYBODY ORGANIZATION I WOULD SUGGEST GETTING AN INTERNSHIP ANYBODY ORGANIZATION I WOULD SUGGEST GETTING AN INTERNSHIP ANYBODY YOUNGER BECAUSE IT GIVES YOU GETTING AN

059INTERNSHIP ANYBODY YOUNGER BECAUSE IT GIVES YOU GETTING AN INTERNSHIP ANYBODY YOUNGER BECAUSE IT GIVES YOU LIFE OPPORTUNITIES AND YOU YOUNGER BECAUSE IT GIVES YOU LIFE OPPORTUNITIES AND YOU YOUNGER BECAUSE IT GIVES YOU LIFE OPPORTUNITIES AND YOU ALREADY HAVE AN IDEA WHAT TO DO LIFE OPPORTUNITIES AND YOU ALREADY HAVE AN IDEA WHAT TO DO LIFE OPPORTUNITIES AND YOU ALREADY HAVE AN IDEA WHAT TO DO AFTER HIGH SCHOOL COMPARED TO ALREADY HAVE AN IDEA WHAT TO DO AFTER HIGH SCHOOL COMPARED TO ALREADY HAVE AN IDEA WHAT TO DO AFTER HIGH SCHOOL COMPARED TO BEING LOST AFTER HIGH SCHOOL AFTER HIGH SCHOOL COMPARED TO BEING LOST AFTER HIGH SCHOOL AFTER HIGH SCHOOL COMPARED TO BEING LOST AFTER HIGH SCHOOL SHOOTING A YEAR TRYING TO BEING LOST AFTER HIGH SCHOOL SHOOTING A YEAR TRYING TO BEING LOST AFTER HIGH

060SCHOOL SHOOTING A YEAR TRYING TO FIGURE OUT WHAT YOU WANT TO DO SHOOTING A YEAR TRYING TO FIGURE OUT WHAT YOU WANT TO DO SHOOTING A YEAR TRYING TO FIGURE OUT WHAT YOU WANT TO DO WITH WE BELIEVE THAT STUDENTS FIGURE OUT WHAT YOU WANT TO DO WITH WE BELIEVE THAT STUDENTS FIGURE OUT WHAT YOU WANT TO DO WITH WE BELIEVE THAT STUDENTS ARE THE FUTURE OF OUR FUTURE WITH WE BELIEVE THAT STUDENTS ARE THE FUTURE OF OUR FUTURE WITH WE BELIEVE THAT STUDENTS ARE THE FUTURE OF OUR FUTURE OF OUR ORGANIZATION AND IF WE ARE THE FUTURE OF OUR FUTURE OF OUR ORGANIZATION AND IF WE ARE THE FUTURE OF OUR FUTURE OF OUR ORGANIZATION AND IF WE CAN BRING OUT THAT SIDE OF THEM OF OUR ORGANIZATION AND IF WE CAN BRING OUT

061THAT SIDE OF THEM OF OUR ORGANIZATION AND IF WE CAN BRING OUT THAT SIDE OF THEM THAT HAS COMPASSION AND CAN BRING OUT THAT SIDE OF THEM THAT HAS COMPASSION AND CAN BRING OUT THAT SIDE OF THEM THAT HAS COMPASSION AND UNDERSTOOD ENDING WE BELIEVE THAT HAS COMPASSION AND UNDERSTOOD ENDING WE BELIEVE THAT HAS COMPASSION AND UNDERSTOOD ENDING WE BELIEVE THAT IS THE KEY TO THE FUTURE UNDERSTOOD ENDING WE BELIEVE THAT IS THE KEY TO THE FUTURE UNDERSTOOD ENDING WE BELIEVE THAT IS THE KEY TO THE FUTURE OF OUR ORGANIZATION THAT IS THE KEY TO THE FUTURE OF OUR ORGANIZATION THAT IS THE KEY TO THE FUTURE OF OUR ORGANIZATION ORGANIZATIONS ALL AROUND CHART OF OUR ORGANIZATION ORGANIZATIONS ALL AROUND CHART OF OUR ORGANIZATION ORGANIZATIONS ALL AROUND CHART YOUR OWN COURSE, SOLVE ORGANIZATIONS ALL AROUND

062CHART YOUR OWN COURSE, SOLVE ORGANIZATIONS ALL AROUND CHART YOUR OWN COURSE, SOLVE VARIABLES TO GO NEXT LEVEL WITH YOUR OWN COURSE, SOLVE VARIABLES TO GO NEXT LEVEL WITH YOUR OWN COURSE, SOLVE VARIABLES TO GO NEXT LEVEL WITH LEVEL WITH WORK-BASED LEARNING VARIABLES TO GO NEXT LEVEL WITH LEVEL WITH WORK-BASED LEARNING VARIABLES TO GO NEXT LEVEL WITH LEVEL WITH WORK-BASED LEARNING >> SO WE VERY MUCH LOOK FORWARD LEVEL WITH WORK-BASED LEARNING >> SO WE VERY MUCH LOOK FORWARD LEVEL WITH WORK-BASED LEARNING >> SO WE VERY MUCH LOOK FORWARD TO OUR STUDENTS GO TO THE NEXT >> SO WE VERY MUCH LOOK FORWARD TO OUR STUDENTS GO TO THE NEXT >> SO WE VERY MUCH LOOK FORWARD TO OUR STUDENTS GO TO THE NEXT LEVEL BECAUSE OF OUR WORK BASED TO OUR STUDENTS GO TO THE NEXT

063LEVEL BECAUSE OF OUR WORK BASED TO OUR STUDENTS GO TO THE NEXT LEVEL BECAUSE OF OUR WORK BASED LEARNING OPPORTUNITIES WHICH WE LEVEL BECAUSE OF OUR WORK BASED LEARNING OPPORTUNITIES WHICH WE LEVEL BECAUSE OF OUR WORK BASED LEARNING OPPORTUNITIES WHICH WE ARE POISED TO PROVIDE SOME LEARNING OPPORTUNITIES WHICH WE ARE POISED TO PROVIDE SOME LEARNING OPPORTUNITIES WHICH WE ARE POISED TO PROVIDE SOME EXTENSIONS FUTURE MEETING TO ARE POISED TO PROVIDE SOME EXTENSIONS FUTURE MEETING TO ARE POISED TO PROVIDE SOME EXTENSIONS FUTURE MEETING TO SHOW YOU SHOW YOU ABOUT MORE EXTENSIONS FUTURE MEETING TO SHOW YOU SHOW YOU ABOUT MORE EXTENSIONS FUTURE MEETING TO SHOW YOU SHOW YOU ABOUT MORE OPPORTUNITIES SO THAT INCLUDES SHOW YOU SHOW YOU ABOUT MORE OPPORTUNITIES SO THAT INCLUDES SHOW YOU SHOW YOU ABOUT MORE OPPORTUNITIES SO THAT INCLUDES MORE IMPORTANT.

064OPPORTUNITIES SO THAT INCLUDES MORE IMPORTANT. OPPORTUNITIES SO THAT INCLUDES MORE IMPORTANT. THANK YOU MADAM CHAIR. MORE IMPORTANT. THANK YOU MADAM CHAIR. MORE IMPORTANT. THANK YOU MADAM CHAIR. OK SIR. THANK YOU MADAM CHAIR. OK SIR. THANK YOU MADAM CHAIR. OK SIR. YOU STILL BEFORE YES SO? OK SIR. YOU STILL BEFORE YES SO? OK SIR. YOU STILL BEFORE YES SO? YES. YOU STILL BEFORE YES SO? YES. YOU STILL BEFORE YES SO? YES. OK SO I ALSO HAVE THE DISTINCT YES. OK SO I ALSO HAVE THE DISTINCT YES. OK SO I ALSO HAVE THE DISTINCT PLEASURE OF A RECOGNITION OK SO I ALSO HAVE THE DISTINCT PLEASURE OF A RECOGNITION OK SO I ALSO HAVE THE DISTINCT PLEASURE OF A RECOGNITION TONIGHT SAMANTHA PHILLIPS PLEASURE OF A RECOGNITION TONIGHT SAMANTHA PHILLIPS PLEASURE OF A RECOGNITION TONIGHT SAMANTHA PHILLIPS

065CURRENT ADMIN ASSISTANT NEWTOWN TONIGHT SAMANTHA PHILLIPS CURRENT ADMIN ASSISTANT NEWTOWN TONIGHT SAMANTHA PHILLIPS CURRENT ADMIN ASSISTANT NEWTOWN ELEMENTARY SCHOOL IS NOW THE CURRENT ADMIN ASSISTANT NEWTOWN ELEMENTARY SCHOOL IS NOW THE CURRENT ADMIN ASSISTANT NEWTOWN ELEMENTARY SCHOOL IS NOW THE NEW ASSISTANT PRINCIPAL ELEMENTARY SCHOOL IS NOW THE NEW ASSISTANT PRINCIPAL ELEMENTARY SCHOOL IS NOW THE NEW ASSISTANT PRINCIPAL LYNNHAVEN MIDDLE SCHOOL HE NEW ASSISTANT PRINCIPAL LYNNHAVEN MIDDLE SCHOOL HE NEW ASSISTANT PRINCIPAL LYNNHAVEN MIDDLE SCHOOL HE CAN'T TELL SAMANTHA'S GOT LOTS LYNNHAVEN MIDDLE SCHOOL HE CAN'T TELL SAMANTHA'S GOT LOTS LYNNHAVEN MIDDLE SCHOOL HE CAN'T TELL SAMANTHA'S GOT LOTS OF ENERGY. CAN'T TELL SAMANTHA'S GOT LOTS OF ENERGY. CAN'T TELL SAMANTHA'S GOT LOTS OF ENERGY. YEAH, AND YOU HAVE SOME GUESTS OF ENERGY. YEAH, AND YOU HAVE SOME GUESTS OF ENERGY. YEAH, AND YOU HAVE SOME GUESTS PRINCIPAL

066CONGRATULATIONS ON YEAH, AND YOU HAVE SOME GUESTS PRINCIPAL CONGRATULATIONS ON YEAH, AND YOU HAVE SOME GUESTS PRINCIPAL CONGRATULATIONS ON THANK YOU VERY MUCH IN AND THAT PRINCIPAL CONGRATULATIONS ON THANK YOU VERY MUCH IN AND THAT PRINCIPAL CONGRATULATIONS ON THANK YOU VERY MUCH IN AND THAT CONCLUDES MY RECOGNITION'S. THANK YOU VERY MUCH IN AND THAT CONCLUDES MY RECOGNITION'S. THANK YOU VERY MUCH IN AND THAT CONCLUDES MY RECOGNITION'S. ALL RIGHT. CONCLUDES MY RECOGNITION'S. ALL RIGHT. CONCLUDES MY RECOGNITION'S. ALL RIGHT. THANK OK NOW ON, NOW ON TO ALL RIGHT. THANK OK NOW ON, NOW ON TO ALL RIGHT. THANK OK NOW ON, NOW ON TO APPROVAL OF MEETING MINUTES ARE THANK OK NOW ON, NOW ON TO APPROVAL OF MEETING MINUTES ARE THANK OK NOW ON, NOW ON TO APPROVAL OF MEETING MINUTES ARE THERE ANY MODIFICATIONS TO

067THE APPROVAL OF MEETING MINUTES ARE THERE ANY MODIFICATIONS TO THE APPROVAL OF MEETING MINUTES ARE THERE ANY MODIFICATIONS TO THE OCTOBER 8TH? THERE ANY MODIFICATIONS TO THE OCTOBER 8TH? THERE ANY MODIFICATIONS TO THE OCTOBER 8TH? TWENTY TWENTY FOUR REGULAR OCTOBER 8TH? TWENTY TWENTY FOUR REGULAR OCTOBER 8TH? TWENTY TWENTY FOUR REGULAR SCHOOL BOARD MEETING MINUTES AS TWENTY TWENTY FOUR REGULAR SCHOOL BOARD MEETING MINUTES AS TWENTY TWENTY FOUR REGULAR SCHOOL BOARD MEETING MINUTES AS PRESENTED ALL RIGHT HEARING NOT SCHOOL BOARD MEETING MINUTES AS PRESENTED ALL RIGHT HEARING NOT SCHOOL BOARD MEETING MINUTES AS PRESENTED ALL RIGHT HEARING NOT A CALL FOR A MOTION TO MOTION PRESENTED ALL RIGHT HEARING NOT A CALL FOR A MOTION TO MOTION PRESENTED ALL RIGHT HEARING NOT A CALL FOR A MOTION TO MOTION TO APPROVE THOSE MINUTES AS A CALL FOR

068A MOTION TO MOTION TO APPROVE THOSE MINUTES AS A CALL FOR A MOTION TO MOTION TO APPROVE THOSE MINUTES AS PRESENTED MOTION MADE BY TO APPROVE THOSE MINUTES AS PRESENTED MOTION MADE BY TO APPROVE THOSE MINUTES AS PRESENTED MOTION MADE BY MISTAKE SECOND BY MISS FRANKLIN PRESENTED MOTION MADE BY MISTAKE SECOND BY MISS FRANKLIN PRESENTED MOTION MADE BY MISTAKE SECOND BY MISS FRANKLIN . MISTAKE SECOND BY MISS FRANKLIN . MISTAKE SECOND BY MISS FRANKLIN . ANY DISCUSSION OK THE, THE . ANY DISCUSSION OK THE, THE . ANY DISCUSSION OK THE, THE VOTING BOARD IS OPEN BROWN HOW ANY DISCUSSION OK THE, THE VOTING BOARD IS OPEN BROWN HOW ANY DISCUSSION OK THE, THE VOTING BOARD IS OPEN BROWN HOW DO YOU VOTE FOR THE VOTE FOR VOTING BOARD IS OPEN BROWN HOW DO YOU VOTE

069FOR THE VOTE FOR VOTING BOARD IS OPEN BROWN HOW DO YOU VOTE FOR THE VOTE FOR THE APPROVAL OF THE MINUTES DO YOU VOTE FOR THE VOTE FOR THE APPROVAL OF THE MINUTES DO YOU VOTE FOR THE VOTE FOR THE APPROVAL OF THE MINUTES MISS BROWN HOW DO YOU VOTE FOR THE APPROVAL OF THE MINUTES MISS BROWN HOW DO YOU VOTE FOR THE APPROVAL OF THE MINUTES MISS BROWN HOW DO YOU VOTE FOR THE FOR THE APPROVAL OF THE MISS BROWN HOW DO YOU VOTE FOR THE FOR THE APPROVAL OF THE MISS BROWN HOW DO YOU VOTE FOR THE FOR THE APPROVAL OF THE MINUTES TAKE IN MORE HAVING A THE FOR THE APPROVAL OF THE MINUTES TAKE IN MORE HAVING A THE FOR THE APPROVAL OF THE MINUTES TAKE IN MORE HAVING A TECHNICAL

070DIFFICULTY SO MADAM MINUTES TAKE IN MORE HAVING A TECHNICAL DIFFICULTY SO MADAM MINUTES TAKE IN MORE HAVING A TECHNICAL DIFFICULTY SO MADAM CHAIR WE, WE HAVE TEN EYES AND TECHNICAL DIFFICULTY SO MADAM CHAIR WE, WE HAVE TEN EYES AND TECHNICAL DIFFICULTY SO MADAM CHAIR WE, WE HAVE TEN EYES AND MISS BROWN CANNOT VOTE SO CHAIR WE, WE HAVE TEN EYES AND MISS BROWN CANNOT VOTE SO CHAIR WE, WE HAVE TEN EYES AND MISS BROWN CANNOT VOTE SO BECAUSE SHE WAS LIKE THAT LTDS MISS BROWN CANNOT VOTE SO BECAUSE SHE WAS LIKE THAT LTDS MISS BROWN CANNOT VOTE SO BECAUSE SHE WAS LIKE THAT LTDS AS ANYONE RECEIVED A TEXT FROM BECAUSE SHE WAS LIKE THAT LTDS AS ANYONE RECEIVED A TEXT FROM BECAUSE SHE WAS LIKE THAT LTDS AS ANYONE RECEIVED A TEXT FROM HER

071THAT FROM HER THAT SHE'S AS ANYONE RECEIVED A TEXT FROM HER THAT FROM HER THAT SHE'S AS ANYONE RECEIVED A TEXT FROM HER THAT FROM HER THAT SHE'S HAVING TROUBLE? HER THAT FROM HER THAT SHE'S HAVING TROUBLE? HER THAT FROM HER THAT SHE'S HAVING TROUBLE? OK, ALL RIGHT THE SCHOOL BOARD HAVING TROUBLE? OK, ALL RIGHT THE SCHOOL BOARD HAVING TROUBLE? OK, ALL RIGHT THE SCHOOL BOARD WILL NOW HERE PUBLIC COMMENTS OK, ALL RIGHT THE SCHOOL BOARD WILL NOW HERE PUBLIC COMMENTS OK, ALL RIGHT THE SCHOOL BOARD WILL NOW HERE PUBLIC COMMENTS ON MATTERS RELEVANT TO K WILL NOW HERE PUBLIC COMMENTS ON MATTERS RELEVANT TO K WILL NOW HERE PUBLIC COMMENTS ON MATTERS RELEVANT TO K THROUGH 12 PUBLIC EDUCATION IN ON MATTERS RELEVANT TO K THROUGH 12 PUBLIC EDUCATION IN ON MATTERS RELEVANT TO

072K THROUGH 12 PUBLIC EDUCATION IN VIRGINIA BEACH AND THE BUSINESS THROUGH 12 PUBLIC EDUCATION IN VIRGINIA BEACH AND THE BUSINESS THROUGH 12 PUBLIC EDUCATION IN VIRGINIA BEACH AND THE BUSINESS THE SCHOOL BOARD AND THE SCHOOL VIRGINIA BEACH AND THE BUSINESS THE SCHOOL BOARD AND THE SCHOOL VIRGINIA BEACH AND THE BUSINESS THE SCHOOL BOARD AND THE SCHOOL DIVISION FROM CITIZENS AND THE SCHOOL BOARD AND THE SCHOOL DIVISION FROM CITIZENS AND THE SCHOOL BOARD AND THE SCHOOL DIVISION FROM CITIZENS AND DELEGATIONS WHO SIGNED UP WITH DIVISION FROM CITIZENS AND DELEGATIONS WHO SIGNED UP WITH DIVISION FROM CITIZENS 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. THE SCHOOL BOARD CLARK

073PRIOR TO NOON TODAY. THE SCHOOL BOARD CLARK PRIOR TO NOON TODAY. THE PURPOSE FOR THE PUBLIC NOON TODAY. THE PURPOSE FOR THE PUBLIC NOON TODAY. THE PURPOSE FOR THE PUBLIC COMMENT SECTION OF THE SCHOOL THE PURPOSE FOR THE PUBLIC COMMENT SECTION OF THE SCHOOL THE PURPOSE FOR THE PUBLIC COMMENT SECTION OF THE SCHOOL BOARD AGENDA IS FOR THE BOARD COMMENT SECTION OF THE SCHOOL BOARD AGENDA IS FOR THE BOARD COMMENT SECTION OF THE SCHOOL BOARD AGENDA IS FOR THE BOARD TO OFFER ORDER ORDERLY FORUM TO BOARD AGENDA IS FOR THE BOARD TO OFFER ORDER ORDERLY FORUM TO BOARD AGENDA IS FOR THE BOARD TO OFFER ORDER ORDERLY FORUM TO RECEIVE PUBLIC COMMENTS DURING TO OFFER ORDER ORDERLY FORUM TO RECEIVE PUBLIC COMMENTS DURING TO OFFER ORDER ORDERLY FORUM TO RECEIVE PUBLIC COMMENTS DURING THE SCHOOL

074BOARD MEETING I'D RECEIVE PUBLIC COMMENTS DURING THE SCHOOL BOARD MEETING I'D RECEIVE PUBLIC COMMENTS DURING THE SCHOOL BOARD MEETING I'D LIKE TO REMIND EVERYONE THE SCHOOL BOARD MEETING I'D LIKE TO REMIND EVERYONE THE SCHOOL BOARD MEETING I'D LIKE TO REMIND EVERYONE ATTENDING TONIGHT'S MEETING LIKE TO REMIND EVERYONE ATTENDING TONIGHT'S MEETING LIKE TO REMIND EVERYONE ATTENDING TONIGHT'S MEETING THIS INCLUDES THOSE ON THE DAIS ATTENDING TONIGHT'S MEETING THIS INCLUDES THOSE ON THE DAIS ATTENDING TONIGHT'S MEETING THIS INCLUDES THOSE ON THE DAIS AND THOSE IN THE AUDIENCE AND THIS INCLUDES THOSE ON THE DAIS AND THOSE IN THE AUDIENCE AND THIS INCLUDES THOSE ON THE DAIS AND THOSE IN THE AUDIENCE AND ONLINE TO PLEASE SPEAK WITH AND THOSE IN THE AUDIENCE AND ONLINE TO PLEASE SPEAK WITH AND THOSE IN THE AUDIENCE AND ONLINE TO PLEASE SPEAK

075WITH RESPECT THE SCHOOL BOARD ALSO ONLINE TO PLEASE SPEAK WITH RESPECT THE SCHOOL BOARD ALSO ONLINE TO PLEASE SPEAK WITH RESPECT THE SCHOOL BOARD ALSO INVITES THE PUBLIC TO SUBMIT RESPECT THE SCHOOL BOARD ALSO INVITES THE PUBLIC TO SUBMIT RESPECT THE SCHOOL BOARD ALSO INVITES THE PUBLIC TO SUBMIT COMMENTS THROUGH A GROUP EMAIL INVITES THE PUBLIC TO SUBMIT COMMENTS THROUGH A GROUP EMAIL INVITES THE PUBLIC TO SUBMIT COMMENTS THROUGH A GROUP EMAIL ACCOUNT WHICH CAN BE FOUND ON COMMENTS THROUGH A GROUP EMAIL ACCOUNT WHICH CAN BE FOUND ON COMMENTS THROUGH A GROUP EMAIL ACCOUNT WHICH CAN BE FOUND ON OUR WEBSITE. ACCOUNT WHICH CAN BE FOUND ON OUR WEBSITE. ACCOUNT WHICH CAN BE FOUND ON OUR WEBSITE. MADAM CLERK PLEASE INTRODUCE OUR WEBSITE. MADAM CLERK PLEASE INTRODUCE OUR WEBSITE. MADAM CLERK PLEASE INTRODUCE THE FIRST

076SPEAKER. MADAM CLERK PLEASE INTRODUCE THE FIRST SPEAKER. MADAM CLERK PLEASE INTRODUCE THE FIRST SPEAKER. THANK YOU MADAM CHAIR BEFORE DO THE FIRST SPEAKER. THANK YOU MADAM CHAIR BEFORE DO THE FIRST SPEAKER. THANK YOU MADAM CHAIR BEFORE DO THAT PLEASE NOTE THAT SPEAKER THANK YOU MADAM CHAIR BEFORE DO THAT PLEASE NOTE THAT SPEAKER THANK YOU MADAM CHAIR BEFORE DO THAT PLEASE NOTE THAT SPEAKER NUMBER FOUR AND SPEAKER NUMBER THAT PLEASE NOTE THAT SPEAKER NUMBER FOUR AND SPEAKER NUMBER THAT PLEASE NOTE THAT SPEAKER NUMBER FOUR AND SPEAKER NUMBER FIVE HAD TO CANCEL. NUMBER FOUR AND SPEAKER NUMBER FIVE HAD TO CANCEL. NUMBER FOUR AND SPEAKER NUMBER FIVE HAD TO CANCEL. THANK YOU SIR. FIVE HAD TO CANCEL. THANK YOU SIR. FIVE HAD TO CANCEL. THANK YOU SIR. FIRST SPEAKER WILL CAMEO THEN THANK YOU SIR. FIRST SPEAKER

077WILL CAMEO THEN THANK YOU SIR. FIRST SPEAKER WILL CAMEO THEN DON UMAN THEN AMANDA KIMBAL FIRST SPEAKER WILL CAMEO THEN DON UMAN THEN AMANDA KIMBAL FIRST SPEAKER WILL CAMEO THEN DON UMAN THEN AMANDA KIMBAL GOOD EVENING. DON UMAN THEN AMANDA KIMBAL GOOD EVENING. DON UMAN THEN AMANDA KIMBAL GOOD EVENING. THANK YOU FOR LETTING ME SHARE GOOD EVENING. THANK YOU FOR LETTING ME SHARE GOOD EVENING. THANK YOU FOR LETTING ME SHARE MY SCHOOL'S CHOICE SUCCESS THANK YOU FOR LETTING ME SHARE MY SCHOOL'S CHOICE SUCCESS THANK YOU FOR LETTING ME SHARE MY SCHOOL'S CHOICE SUCCESS STORY TWO WEEKS AGO TONIGHT. MY SCHOOL'S CHOICE SUCCESS STORY TWO WEEKS AGO TONIGHT. MY SCHOOL'S CHOICE SUCCESS STORY TWO WEEKS AGO TONIGHT. LET'S DO AN OVERVIEW. STORY TWO WEEKS AGO TONIGHT. LET'S DO AN OVERVIEW. STORY TWO WEEKS AGO TONIGHT. LET'S

078DO AN OVERVIEW. I HIGHLY RECOMMEND THE PARENT LET'S DO AN OVERVIEW. I HIGHLY RECOMMEND THE PARENT LET'S DO AN OVERVIEW. I HIGHLY RECOMMEND THE PARENT REVOLUTION BY COREY DEANGELIS. I HIGHLY RECOMMEND THE PARENT REVOLUTION BY COREY DEANGELIS. I HIGHLY RECOMMEND THE PARENT REVOLUTION BY COREY DEANGELIS. HE IS ONE OF OUR NATION'S REVOLUTION BY COREY DEANGELIS. HE IS ONE OF OUR NATION'S REVOLUTION BY COREY DEANGELIS. HE IS ONE OF OUR NATION'S EXPERTS ON SCHOOL CHOICE. HE IS ONE OF OUR NATION'S EXPERTS ON SCHOOL CHOICE. HE IS ONE OF OUR NATION'S EXPERTS ON SCHOOL CHOICE. ALSO ROBERT PUTNAM'S THE EXPERTS ON SCHOOL CHOICE. ALSO ROBERT PUTNAM'S THE EXPERTS ON SCHOOL CHOICE. ALSO ROBERT PUTNAM'S THE AMERICAN DREAM IN CRISIS WE ALSO ROBERT PUTNAM'S THE AMERICAN DREAM IN CRISIS WE ALSO ROBERT PUTNAM'S THE AMERICAN DREAM IN CRISIS

079WE PULLED OUT ELEMENTARY SCHOOL OR AMERICAN DREAM IN CRISIS WE PULLED OUT ELEMENTARY SCHOOL OR AMERICAN DREAM IN CRISIS WE PULLED OUT ELEMENTARY SCHOOL OR OUT OF OUR LOW RANKED ZONE PULLED OUT ELEMENTARY SCHOOL OR OUT OF OUR LOW RANKED ZONE PULLED OUT ELEMENTARY SCHOOL OR OUT OF OUR LOW RANKED ZONE SCHOOL I WAS ON THE PTA BOARD OUT OF OUR LOW RANKED ZONE SCHOOL I WAS ON THE PTA BOARD OUT OF OUR LOW RANKED ZONE SCHOOL I WAS ON THE PTA BOARD SPOKE BEFORE ON OUR SCHOOL I WAS ON THE PTA BOARD SPOKE BEFORE ON OUR SCHOOL I WAS ON THE PTA BOARD SPOKE BEFORE ON OUR SUPERINTENDENT WHO ARE ALL SPOKE BEFORE ON OUR SUPERINTENDENT WHO ARE ALL SPOKE BEFORE ON OUR SUPERINTENDENT WHO ARE ALL GENERALLY GOOD A SCHOOL BOARD SUPERINTENDENT WHO

080ARE ALL GENERALLY GOOD A SCHOOL BOARD SUPERINTENDENT WHO ARE ALL GENERALLY GOOD A SCHOOL BOARD CANDIDATE STATED SOMETHING THAT GENERALLY GOOD A SCHOOL BOARD CANDIDATE STATED SOMETHING THAT GENERALLY GOOD A SCHOOL BOARD CANDIDATE STATED SOMETHING THAT REALLY RESONATED WITH ME QUOTE CANDIDATE STATED SOMETHING THAT REALLY RESONATED WITH ME QUOTE CANDIDATE STATED SOMETHING THAT REALLY RESONATED WITH ME QUOTE THERE IS A PERVASIVE SENSE REALLY RESONATED WITH ME QUOTE THERE IS A PERVASIVE SENSE REALLY RESONATED WITH ME QUOTE THERE IS A PERVASIVE SENSE OF DISRESPECT FOR PARENTS WHO THERE IS A PERVASIVE SENSE OF DISRESPECT FOR PARENTS WHO THERE IS A PERVASIVE SENSE OF DISRESPECT FOR PARENTS WHO WANT TO GET INVOLVED IN THE OF DISRESPECT FOR PARENTS WHO WANT TO GET INVOLVED IN THE OF DISRESPECT FOR PARENTS WHO WANT TO GET INVOLVED IN THE EDUCATION

081SYSTEM THIS WAS ALSO WANT TO GET INVOLVED IN THE EDUCATION SYSTEM THIS WAS ALSO WANT TO GET INVOLVED IN THE EDUCATION SYSTEM THIS WAS ALSO MY EXPERIENCE FROM SOME EDUCATION SYSTEM THIS WAS ALSO MY EXPERIENCE FROM SOME EDUCATION SYSTEM THIS WAS ALSO MY EXPERIENCE FROM SOME OF ADMINISTRATION LAST YEAR I MY EXPERIENCE FROM SOME OF ADMINISTRATION LAST YEAR I MY EXPERIENCE FROM SOME OF ADMINISTRATION LAST YEAR I HAD TO CALL WITH THE DIRECTOR OF ADMINISTRATION LAST YEAR I HAD TO CALL WITH THE DIRECTOR OF ADMINISTRATION LAST YEAR I HAD TO CALL WITH THE DIRECTOR OF ELEMENTARY SCHOOLS THINKING HAD TO CALL WITH THE DIRECTOR OF ELEMENTARY SCHOOLS THINKING HAD TO CALL WITH THE DIRECTOR OF ELEMENTARY SCHOOLS THINKING SHE'D WANT TO IMPROVE WE OF ELEMENTARY SCHOOLS THINKING SHE'D WANT TO IMPROVE WE OF ELEMENTARY SCHOOLS

082THINKING SHE'D WANT TO IMPROVE WE SOMEHOW GOT ON THE TOPIC SCHOOL SHE'D WANT TO IMPROVE WE SOMEHOW GOT ON THE TOPIC SCHOOL SHE'D WANT TO IMPROVE WE SOMEHOW GOT ON THE TOPIC SCHOOL CHOICE AND SHE WAS NOT AN SOMEHOW GOT ON THE TOPIC SCHOOL CHOICE AND SHE WAS NOT AN SOMEHOW GOT ON THE TOPIC SCHOOL CHOICE AND SHE WAS NOT AN ADVOCATE I DON'T THINK SHE'S A CHOICE AND SHE WAS NOT AN ADVOCATE I DON'T THINK SHE'S A CHOICE AND SHE WAS NOT AN ADVOCATE I DON'T THINK SHE'S A PROPONENT. ADVOCATE I DON'T THINK SHE'S A PROPONENT. ADVOCATE I DON'T THINK SHE'S A PROPONENT. WE'RE PAYING ARE FAR MORE THAN PROPONENT. WE'RE PAYING ARE FAR MORE THAN PROPONENT. WE'RE PAYING ARE FAR MORE THAN ANY TEACHER WHO ACTUALLY CARES WE'RE PAYING ARE FAR MORE THAN

083ANY TEACHER WHO ACTUALLY CARES WE'RE PAYING ARE FAR MORE THAN ANY TEACHER WHO ACTUALLY CARES ABOUT OUR KIDS. ANY TEACHER WHO ACTUALLY CARES ABOUT OUR KIDS. ANY TEACHER WHO ACTUALLY CARES ABOUT OUR KIDS. SHE ALSO SEND THEIR KIDS TO ABOUT OUR KIDS. SHE ALSO SEND THEIR KIDS TO ABOUT OUR KIDS. SHE ALSO SEND THEIR KIDS TO KILL HIM ONE OF OUR TOP RANKED SHE ALSO SEND THEIR KIDS TO KILL HIM ONE OF OUR TOP RANKED SHE ALSO SEND THEIR KIDS TO KILL HIM ONE OF OUR TOP RANKED HIGH SCHOOLS IN CONTRA MANY KILL HIM ONE OF OUR TOP RANKED HIGH SCHOOLS IN CONTRA MANY KILL HIM ONE OF OUR TOP RANKED HIGH SCHOOLS IN CONTRA MANY NEIGHBORHOODS ARE ZONED FOR HIGH SCHOOLS IN CONTRA MANY NEIGHBORHOODS ARE ZONED FOR HIGH SCHOOLS IN CONTRA MANY NEIGHBORHOODS

084ARE ZONED FOR FAILING SCHOOLS SOME SCHOOLS NEIGHBORHOODS ARE ZONED FOR FAILING SCHOOLS SOME SCHOOLS NEIGHBORHOODS ARE ZONED FOR FAILING SCHOOLS SOME SCHOOLS ARE GREAT BUT NOT EVERY SCHOOL FAILING SCHOOLS SOME SCHOOLS ARE GREAT BUT NOT EVERY SCHOOL FAILING SCHOOLS SOME SCHOOLS ARE GREAT BUT NOT EVERY SCHOOL FITS. ARE GREAT BUT NOT EVERY SCHOOL FITS. ARE GREAT BUT NOT EVERY SCHOOL FITS. EVERY CHILD SCHOOL CHOICE FITS. EVERY CHILD SCHOOL CHOICE FITS. EVERY CHILD SCHOOL CHOICE TRANSFER OF POWER THE EVERY CHILD SCHOOL CHOICE TRANSFER OF POWER THE EVERY CHILD SCHOOL CHOICE TRANSFER OF POWER THE GOVERNMENT RUN STATUS TO TRANSFER OF POWER THE GOVERNMENT RUN STATUS TO TRANSFER OF POWER THE GOVERNMENT RUN STATUS TO INDIVIDUAL FAMILIES TYPES GOVERNMENT RUN STATUS TO INDIVIDUAL FAMILIES TYPES GOVERNMENT RUN STATUS TO INDIVIDUAL FAMILIES TYPES OF SCHOOL CHOICE PROGRAMS INDIVIDUAL

085FAMILIES TYPES OF SCHOOL CHOICE PROGRAMS INDIVIDUAL FAMILIES TYPES OF SCHOOL CHOICE PROGRAMS INCLUDE VOUCHERS TAX CREDITS IN OF SCHOOL CHOICE PROGRAMS INCLUDE VOUCHERS TAX CREDITS IN OF SCHOOL CHOICE PROGRAMS INCLUDE VOUCHERS TAX CREDITS IN THE MOST FLEXIBLE IS EDUCATION INCLUDE VOUCHERS TAX CREDITS IN THE MOST FLEXIBLE IS EDUCATION INCLUDE VOUCHERS TAX CREDITS IN THE MOST FLEXIBLE IS EDUCATION SAVINGS ACCOUNTS OR ESSAYS THE MOST FLEXIBLE IS EDUCATION SAVINGS ACCOUNTS OR ESSAYS THE MOST FLEXIBLE IS EDUCATION SAVINGS ACCOUNTS OR ESSAYS PARENTS CAN CUSTOMIZE OUR SAVINGS ACCOUNTS OR ESSAYS PARENTS CAN CUSTOMIZE OUR SAVINGS ACCOUNTS OR ESSAYS PARENTS CAN CUSTOMIZE OUR CHILDREN'S EDUCATION AND USE PARENTS CAN CUSTOMIZE OUR CHILDREN'S EDUCATION AND USE PARENTS CAN CUSTOMIZE OUR CHILDREN'S EDUCATION AND USE THE ESSAYS TO PAY FOR A VARIETY CHILDREN'S EDUCATION AND USE THE ESSAYS TO PAY FOR A

086VARIETY CHILDREN'S EDUCATION AND USE THE ESSAYS TO PAY FOR A VARIETY OF EXPENSES HOME SCHOOLING, THE ESSAYS TO PAY FOR A VARIETY OF EXPENSES HOME SCHOOLING, THE ESSAYS TO PAY FOR A VARIETY OF EXPENSES HOME SCHOOLING, PRIVATE SCHOOL TUITION TUTORING OF EXPENSES HOME SCHOOLING, PRIVATE SCHOOL TUITION TUTORING OF EXPENSES HOME SCHOOLING, PRIVATE SCHOOL TUITION TUTORING TEXTBOOKS, TEXTBOOKS OR SPECIAL PRIVATE SCHOOL TUITION TUTORING TEXTBOOKS, TEXTBOOKS OR SPECIAL PRIVATE SCHOOL TUITION TUTORING TEXTBOOKS, TEXTBOOKS OR SPECIAL NEEDS THERAPY I KNOW MORE AND TEXTBOOKS, TEXTBOOKS OR SPECIAL NEEDS THERAPY I KNOW MORE AND TEXTBOOKS, TEXTBOOKS OR SPECIAL NEEDS THERAPY I KNOW MORE AND MORE HOMESCHOOL MOMS WE SHOULD NEEDS THERAPY I KNOW MORE AND MORE HOMESCHOOL MOMS WE SHOULD NEEDS THERAPY I KNOW MORE AND MORE HOMESCHOOL MOMS WE SHOULD MAKE A DOCUMENTARY FILM MORE HOMESCHOOL MOMS WE SHOULD

087MAKE A DOCUMENTARY FILM MORE HOMESCHOOL MOMS WE SHOULD MAKE A DOCUMENTARY FILM HOMESCHOOL FAMILIES PAY TWICE MAKE A DOCUMENTARY FILM HOMESCHOOL FAMILIES PAY TWICE MAKE A DOCUMENTARY FILM HOMESCHOOL FAMILIES PAY TWICE FOR ONE EDUCATION TAXES AGAIN HOMESCHOOL FAMILIES PAY TWICE FOR ONE EDUCATION TAXES AGAIN HOMESCHOOL FAMILIES PAY TWICE FOR ONE EDUCATION TAXES AGAIN FOR THE LEARNING ENVIRONMENT FOR ONE EDUCATION TAXES AGAIN FOR THE LEARNING ENVIRONMENT FOR ONE EDUCATION TAXES AGAIN FOR THE LEARNING ENVIRONMENT THAT ACTUALLY WORKS FOR THEIR FOR THE LEARNING ENVIRONMENT THAT ACTUALLY WORKS FOR THEIR FOR THE LEARNING ENVIRONMENT THAT ACTUALLY WORKS FOR THEIR KIDS WHAT ABOUT TWICE THAT ACTUALLY WORKS FOR THEIR KIDS WHAT ABOUT TWICE THAT ACTUALLY WORKS FOR THEIR KIDS WHAT ABOUT TWICE EXCEPTIONAL KIDS EXCLUDED FROM KIDS WHAT ABOUT TWICE EXCEPTIONAL KIDS EXCLUDED FROM KIDS WHAT ABOUT TWICE EXCEPTIONAL

088KIDS EXCLUDED FROM ODIASE AN ESSAY COULD ALLOW EXCEPTIONAL KIDS EXCLUDED FROM ODIASE AN ESSAY COULD ALLOW EXCEPTIONAL KIDS EXCLUDED FROM ODIASE AN ESSAY COULD ALLOW PRIVATE TUTORING OTHERS MAY ODIASE AN ESSAY COULD ALLOW PRIVATE TUTORING OTHERS MAY ODIASE AN ESSAY COULD ALLOW PRIVATE TUTORING OTHERS MAY WANT TO SCHOOL MORE COMPATIBLE PRIVATE TUTORING OTHERS MAY WANT TO SCHOOL MORE COMPATIBLE PRIVATE TUTORING OTHERS MAY WANT TO SCHOOL MORE COMPATIBLE WITH THEIR VALUES. WANT TO SCHOOL MORE COMPATIBLE WITH THEIR VALUES. WANT TO SCHOOL MORE COMPATIBLE WITH THEIR VALUES. SCHOOL CHOICE IS THE ONLY WAY WITH THEIR VALUES. SCHOOL CHOICE IS THE ONLY WAY WITH THEIR VALUES. SCHOOL CHOICE IS THE ONLY WAY TO TRULY SECURE PARENTAL RIGHTS SCHOOL CHOICE IS THE ONLY WAY TO TRULY SECURE PARENTAL RIGHTS SCHOOL CHOICE IS THE ONLY WAY TO TRULY SECURE PARENTAL

089RIGHTS IN EDUCATION ALFORD YOUR BOARD TO TRULY SECURE PARENTAL RIGHTS IN EDUCATION ALFORD YOUR BOARD TO TRULY SECURE PARENTAL RIGHTS IN EDUCATION ALFORD YOUR BOARD ACADEMIC BOARD ACADEMIC DATA ON IN EDUCATION ALFORD YOUR BOARD ACADEMIC BOARD ACADEMIC DATA ON IN EDUCATION ALFORD YOUR BOARD ACADEMIC BOARD ACADEMIC DATA ON THE POSITIVE IMPACTS OF SCHOOL ACADEMIC BOARD ACADEMIC DATA ON THE POSITIVE IMPACTS OF SCHOOL ACADEMIC BOARD ACADEMIC DATA ON THE POSITIVE IMPACTS OF SCHOOL CHOICE THERE'S GREAT NATIONAL THE POSITIVE IMPACTS OF SCHOOL CHOICE THERE'S GREAT NATIONAL THE POSITIVE IMPACTS OF SCHOOL CHOICE THERE'S GREAT NATIONAL MOMENTUM. CHOICE THERE'S GREAT NATIONAL MOMENTUM. CHOICE THERE'S GREAT NATIONAL MOMENTUM. WEST VIRGINIA STARTED A TREND MOMENTUM. WEST VIRGINIA STARTED A TREND MOMENTUM. WEST VIRGINIA STARTED A TREND IN ARIZONA AN ACT OF FIRST WEST VIRGINIA STARTED A TREND IN ARIZONA AN

090ACT OF FIRST WEST VIRGINIA STARTED A TREND IN ARIZONA AN ACT OF FIRST UNIVERSAL SCHOOL SCHOOL ESSAY IN ARIZONA AN ACT OF FIRST UNIVERSAL SCHOOL SCHOOL ESSAY IN ARIZONA AN ACT OF FIRST UNIVERSAL SCHOOL SCHOOL ESSAY AND SEVERAL EUROPEAN COUNTRIES UNIVERSAL SCHOOL SCHOOL ESSAY AND SEVERAL EUROPEAN COUNTRIES UNIVERSAL SCHOOL SCHOOL ESSAY AND SEVERAL EUROPEAN COUNTRIES SCHOOL CHOICE A CONSTITUTIONAL AND SEVERAL EUROPEAN COUNTRIES SCHOOL CHOICE A CONSTITUTIONAL AND SEVERAL EUROPEAN COUNTRIES SCHOOL CHOICE A CONSTITUTIONAL RIGHT. SCHOOL CHOICE A CONSTITUTIONAL RIGHT. SCHOOL CHOICE A CONSTITUTIONAL RIGHT. CHOICE IS SUPPORTED BY THE RIGHT. CHOICE IS SUPPORTED BY THE RIGHT. CHOICE IS SUPPORTED BY THE MAJORITY AMERICANS THAT CHOICE IS SUPPORTED BY THE MAJORITY AMERICANS THAT CHOICE IS SUPPORTED BY THE MAJORITY AMERICANS THAT EDUCATION IS A BIG BUSINESS MAJORITY AMERICANS THAT EDUCATION IS A BIG BUSINESS MAJORITY AMERICANS

091THAT EDUCATION IS A BIG BUSINESS UNFORTUNE SOME SPECIAL INTEREST EDUCATION IS A BIG BUSINESS UNFORTUNE SOME SPECIAL INTEREST EDUCATION IS A BIG BUSINESS UNFORTUNE SOME SPECIAL INTEREST GROUPS TRY TO BLOCK IT. UNFORTUNE SOME SPECIAL INTEREST GROUPS TRY TO BLOCK IT. UNFORTUNE SOME SPECIAL INTEREST GROUPS TRY TO BLOCK IT. WE NEED TO TRY SOMETHING GROUPS TRY TO BLOCK IT. WE NEED TO TRY SOMETHING GROUPS TRY TO BLOCK IT. WE NEED TO TRY SOMETHING DIFFERENT. WE NEED TO TRY SOMETHING DIFFERENT. WE NEED TO TRY SOMETHING DIFFERENT. PLEASE SUPPORT PRO SCHOOL DIFFERENT. PLEASE SUPPORT PRO SCHOOL DIFFERENT. PLEASE SUPPORT PRO SCHOOL CHOICE CANDIDATES I LOOK PLEASE SUPPORT PRO SCHOOL CHOICE CANDIDATES I LOOK PLEASE SUPPORT PRO SCHOOL CHOICE CANDIDATES I LOOK FORWARD TO THE DAY WHEN CHOICE CANDIDATES I LOOK FORWARD TO THE DAY WHEN CHOICE CANDIDATES I

092LOOK FORWARD TO THE DAY WHEN UNIVERSAL SCHOOL CHOICE ESSAYS FORWARD TO THE DAY WHEN UNIVERSAL SCHOOL CHOICE ESSAYS FORWARD TO THE DAY WHEN UNIVERSAL SCHOOL CHOICE ESSAYS ARRIVED TO VIRGINIA LET FREEDOM UNIVERSAL SCHOOL CHOICE ESSAYS ARRIVED TO VIRGINIA LET FREEDOM UNIVERSAL SCHOOL CHOICE ESSAYS ARRIVED TO VIRGINIA LET FREEDOM RING. ARRIVED TO VIRGINIA LET FREEDOM RING. ARRIVED TO VIRGINIA LET FREEDOM RING. THANK YOU THANK YOU. RING. THANK YOU THANK YOU. RING. THANK YOU THANK YOU. WE JUST DON'T CLAP IF YOU THANK YOU THANK YOU. WE JUST DON'T CLAP IF YOU THANK YOU THANK YOU. WE JUST DON'T CLAP IF YOU WOULDN'T MIND PLEASE THANK YOU WE JUST DON'T CLAP IF YOU WOULDN'T MIND PLEASE THANK YOU WE JUST DON'T CLAP IF YOU WOULDN'T MIND PLEASE THANK YOU . WOULDN'T MIND PLEASE THANK YOU . WOULDN'T MIND

093PLEASE THANK YOU . OUR NEXT SPEAKER IS DOING HUMAN . OUR NEXT SPEAKER IS DOING HUMAN . OUR NEXT SPEAKER IS DOING HUMAN AMANDA KIMBLE AND THEN DAVID OUR NEXT SPEAKER IS DOING HUMAN AMANDA KIMBLE AND THEN DAVID OUR NEXT SPEAKER IS DOING HUMAN AMANDA KIMBLE AND THEN DAVID GUDGEONS. AMANDA KIMBLE AND THEN DAVID GUDGEONS. AMANDA KIMBLE AND THEN DAVID GUDGEONS. GOOD EVENING CHAIRWOMAN MELNYK GUDGEONS. GOOD EVENING CHAIRWOMAN MELNYK GUDGEONS. GOOD EVENING CHAIRWOMAN MELNYK VICE CHAIR FRANKLIN DR. ROBERTS GOOD EVENING CHAIRWOMAN MELNYK VICE CHAIR FRANKLIN DR. ROBERTS GOOD EVENING CHAIRWOMAN MELNYK VICE CHAIR FRANKLIN DR. ROBERTS IN THE MEMBERS OF THE BOARD. VICE CHAIR FRANKLIN DR. ROBERTS IN THE MEMBERS OF THE BOARD. VICE CHAIR FRANKLIN DR. ROBERTS IN THE MEMBERS OF THE BOARD. MY NAME HUMAN MY HIGH SCHOOL IN THE MEMBERS OF THE

094BOARD. MY NAME HUMAN MY HIGH SCHOOL IN THE MEMBERS OF THE BOARD. MY NAME HUMAN MY HIGH SCHOOL MATH TEACHER A MEMBER OF THE A MY NAME HUMAN MY HIGH SCHOOL MATH TEACHER A MEMBER OF THE A MY NAME HUMAN MY HIGH SCHOOL MATH TEACHER A MEMBER OF THE A MEMBER OF THE VIRGINIA BEACH MATH TEACHER A MEMBER OF THE A MEMBER OF THE VIRGINIA BEACH MATH TEACHER A MEMBER OF THE A MEMBER OF THE VIRGINIA BEACH EDUCATION ASSOCIATION HERE THIS MEMBER OF THE VIRGINIA BEACH EDUCATION ASSOCIATION HERE THIS MEMBER OF THE VIRGINIA BEACH EDUCATION ASSOCIATION HERE THIS EVENING TO TALK TO YOU ABOUT EDUCATION ASSOCIATION HERE THIS EVENING TO TALK TO YOU ABOUT EDUCATION ASSOCIATION HERE THIS EVENING TO TALK TO YOU ABOUT THE PROPOSED CALENDAR PROPOSED EVENING TO TALK TO YOU ABOUT THE

095PROPOSED CALENDAR PROPOSED EVENING TO TALK TO YOU ABOUT THE PROPOSED CALENDAR PROPOSED CALENDAR. THE PROPOSED CALENDAR PROPOSED CALENDAR. THE PROPOSED CALENDAR PROPOSED CALENDAR. I URGE YOU TO VOTE THE PRE CALENDAR. I URGE YOU TO VOTE THE PRE CALENDAR. I URGE YOU TO VOTE THE PRE LABOR DAY OPTIONS FOR BOTH I URGE YOU TO VOTE THE PRE LABOR DAY OPTIONS FOR BOTH I URGE YOU TO VOTE THE PRE LABOR DAY OPTIONS FOR BOTH SCHOOL YEARS. LABOR DAY OPTIONS FOR BOTH SCHOOL YEARS. LABOR DAY OPTIONS FOR BOTH SCHOOL YEARS. THESE CALENDARS MEET ALL THE SCHOOL YEARS. THESE CALENDARS MEET ALL THE SCHOOL YEARS. THESE CALENDARS MEET ALL THE PARAMETERS THAT YOU COMMITTED THESE CALENDARS MEET ALL THE PARAMETERS THAT YOU COMMITTED THESE CALENDARS MEET ALL THE PARAMETERS THAT YOU COMMITTED TO AT YOUR JULY RETREAT AS AN

096PARAMETERS THAT YOU COMMITTED TO AT YOUR JULY RETREAT AS AN PARAMETERS THAT YOU COMMITTED TO AT YOUR JULY RETREAT AS AN AP PRECALCULUS TEACHER I PREFER TO AT YOUR JULY RETREAT AS AN AP PRECALCULUS TEACHER I PREFER TO AT YOUR JULY RETREAT AS AN AP PRECALCULUS TEACHER I PREFER THE LABOR DAY START DAY START AP PRECALCULUS TEACHER I PREFER THE LABOR DAY START DAY START AP PRECALCULUS TEACHER I PREFER THE LABOR DAY START DAY START BECAUSE IT GIVES A FEW MORE THE LABOR DAY START DAY START BECAUSE IT GIVES A FEW MORE THE LABOR DAY START DAY START BECAUSE IT GIVES A FEW MORE INSTRUCTIONAL DAYS BEFORE THE BECAUSE IT GIVES A FEW MORE INSTRUCTIONAL DAYS BEFORE THE BECAUSE IT GIVES A FEW MORE INSTRUCTIONAL DAYS BEFORE THE MAY TESTING WINDOW. INSTRUCTIONAL DAYS BEFORE THE

097MAY TESTING WINDOW. INSTRUCTIONAL DAYS BEFORE THE MAY TESTING WINDOW. I HAVE FOUND BOTH MY STUDENTS MAY TESTING WINDOW. I HAVE FOUND BOTH MY STUDENTS MAY TESTING WINDOW. I HAVE FOUND BOTH MY STUDENTS AND COLLEAGUES HAVE ADJUSTED I HAVE FOUND BOTH MY STUDENTS AND COLLEAGUES HAVE ADJUSTED I HAVE FOUND BOTH MY STUDENTS AND COLLEAGUES HAVE ADJUSTED FIND THE PRE LABOR DAY STARTS. AND COLLEAGUES HAVE ADJUSTED FIND THE PRE LABOR DAY STARTS. AND COLLEAGUES HAVE ADJUSTED FIND THE PRE LABOR DAY STARTS. WE HAVE HAD THE PAST TWO YEARS FIND THE PRE LABOR DAY STARTS. WE HAVE HAD THE PAST TWO YEARS FIND THE PRE LABOR DAY STARTS. WE HAVE HAD THE PAST TWO YEARS THE POST LABOR DAY OPTIONS HAVE WE HAVE HAD THE PAST TWO YEARS THE POST LABOR DAY OPTIONS HAVE WE HAVE HAD THE

098PAST TWO YEARS THE POST LABOR DAY OPTIONS HAVE US GOING TO SCHOOL FAR INTO THE THE POST LABOR DAY OPTIONS HAVE US GOING TO SCHOOL FAR INTO THE THE POST LABOR DAY OPTIONS HAVE US GOING TO SCHOOL FAR INTO THE MONTH OF JUNE AND THAT IS NOT US GOING TO SCHOOL FAR INTO THE MONTH OF JUNE AND THAT IS NOT US GOING TO SCHOOL FAR INTO THE MONTH OF JUNE AND THAT IS NOT DESIRABLE. MONTH OF JUNE AND THAT IS NOT DESIRABLE. MONTH OF JUNE AND THAT IS NOT DESIRABLE. I YOU ASKED IF YOU CONSIDER DESIRABLE. I YOU ASKED IF YOU CONSIDER DESIRABLE. I YOU ASKED IF YOU CONSIDER SOME MODIFICATIONS TO THE I YOU ASKED IF YOU CONSIDER SOME MODIFICATIONS TO THE I YOU ASKED IF YOU CONSIDER SOME MODIFICATIONS TO THE PROPOSED LABOR

099DAY OPTIONS SOME MODIFICATIONS TO THE PROPOSED LABOR DAY OPTIONS SOME MODIFICATIONS TO THE PROPOSED LABOR DAY OPTIONS PLEASE TURN ELECTION DAY INTO A PROPOSED LABOR DAY OPTIONS PLEASE TURN ELECTION DAY INTO A PROPOSED LABOR DAY OPTIONS PLEASE TURN ELECTION DAY INTO A FLEXIBLE STAFF DAY AND LET THE PLEASE TURN ELECTION DAY INTO A FLEXIBLE STAFF DAY AND LET THE PLEASE TURN ELECTION DAY INTO A FLEXIBLE STAFF DAY AND LET THE ADJUSTED DISMISSAL DAYS JUNE FLEXIBLE STAFF DAY AND LET THE ADJUSTED DISMISSAL DAYS JUNE FLEXIBLE STAFF DAY AND LET THE ADJUSTED DISMISSAL DAYS JUNE BEFORE ALL GRADE LEVELS THE ADJUSTED DISMISSAL DAYS JUNE BEFORE ALL GRADE LEVELS THE ADJUSTED DISMISSAL DAYS JUNE BEFORE ALL GRADE LEVELS THE ADJUSTED. BEFORE ALL GRADE LEVELS THE ADJUSTED. BEFORE ALL GRADE LEVELS THE ADJUSTED. THE ADJUSTED DAYS ARE NOT FOR

100ADJUSTED. THE ADJUSTED DAYS ARE NOT FOR ADJUSTED. THE ADJUSTED DAYS ARE NOT FOR FINAL EXAMS OR THEY WOULD BE THE ADJUSTED DAYS ARE NOT FOR FINAL EXAMS OR THEY WOULD BE THE ADJUSTED DAYS ARE NOT FOR FINAL EXAMS OR THEY WOULD BE SCHEDULED IN JANUARY WHEN FOUR FINAL EXAMS OR THEY WOULD BE SCHEDULED IN JANUARY WHEN FOUR FINAL EXAMS OR THEY WOULD BE SCHEDULED IN JANUARY WHEN FOUR BY FOUR STUDENTS TAKE EXAMS SCHEDULED IN JANUARY WHEN FOUR BY FOUR STUDENTS TAKE EXAMS SCHEDULED IN JANUARY WHEN FOUR BY FOUR STUDENTS TAKE EXAMS THESE ADJUSTED DAYS ARE BY FOUR STUDENTS TAKE EXAMS THESE ADJUSTED DAYS ARE BY FOUR STUDENTS TAKE EXAMS THESE ADJUSTED DAYS ARE PRIMARILY DRIVEN BY THE THESE ADJUSTED DAYS ARE PRIMARILY DRIVEN BY THE THESE ADJUSTED DAYS ARE PRIMARILY DRIVEN BY THE GRADUATION SCHEDULE

101FOR HANDFUL PRIMARILY DRIVEN BY THE GRADUATION SCHEDULE FOR HANDFUL PRIMARILY DRIVEN BY THE GRADUATION SCHEDULE FOR HANDFUL OF HIGH SCHOOLS IS AN EQUITY GRADUATION SCHEDULE FOR HANDFUL OF HIGH SCHOOLS IS AN EQUITY GRADUATION SCHEDULE FOR HANDFUL OF HIGH SCHOOLS IS AN EQUITY ISSUE THAT ALL GRADE LEVELS DO OF HIGH SCHOOLS IS AN EQUITY ISSUE THAT ALL GRADE LEVELS DO OF HIGH SCHOOLS IS AN EQUITY ISSUE THAT ALL GRADE LEVELS DO NOT HAVE THE BENEFIT OF AN ISSUE THAT ALL GRADE LEVELS DO NOT HAVE THE BENEFIT OF AN ISSUE THAT ALL GRADE LEVELS DO NOT HAVE THE BENEFIT OF AN ADJUSTED DISMISSAL DAY LASTLY, NOT HAVE THE BENEFIT OF AN ADJUSTED DISMISSAL DAY LASTLY, NOT HAVE THE BENEFIT OF AN ADJUSTED DISMISSAL DAY LASTLY, I REMIND YOU THAT IN EFFORT TO ADJUSTED DISMISSAL DAY LASTLY, I

102REMIND YOU THAT IN EFFORT TO ADJUSTED DISMISSAL DAY LASTLY, I REMIND YOU THAT IN EFFORT TO ADDRESS THE SHORTAGE I REMIND YOU THAT IN EFFORT TO ADDRESS THE SHORTAGE I REMIND YOU THAT IN EFFORT TO ADDRESS THE SHORTAGE OF QUALIFIED TEACHERS THE ADDRESS THE SHORTAGE OF QUALIFIED TEACHERS THE ADDRESS THE SHORTAGE OF QUALIFIED TEACHERS THE DIVISION NOW HAS A MAJORITY OF QUALIFIED TEACHERS THE DIVISION NOW HAS A MAJORITY OF QUALIFIED TEACHERS THE DIVISION NOW HAS A MAJORITY HIGH SCHOOL COURSES BEING DIVISION NOW HAS A MAJORITY HIGH SCHOOL COURSES BEING DIVISION NOW HAS A MAJORITY HIGH SCHOOL COURSES BEING TAUGHT ON A FOUR BY FOUR HIGH SCHOOL COURSES BEING TAUGHT ON A FOUR BY FOUR HIGH SCHOOL COURSES BEING TAUGHT ON A FOUR BY FOUR SCHEDULE ON A FOUR BY WERE TAUGHT ON A FOUR BY

103FOUR SCHEDULE ON A FOUR BY WERE TAUGHT ON A FOUR BY FOUR SCHEDULE ON A FOUR BY WERE SCHEDULED TEACHERS ARE POSTING SCHEDULE ON A FOUR BY WERE SCHEDULED TEACHERS ARE POSTING SCHEDULE ON A FOUR BY WERE SCHEDULED TEACHERS ARE POSTING GRACE FOR EITHER PROGRESS SCHEDULED TEACHERS ARE POSTING GRACE FOR EITHER PROGRESS SCHEDULED TEACHERS ARE POSTING GRACE FOR EITHER PROGRESS REPORTS OR REPORT CARDS EVERY GRACE FOR EITHER PROGRESS REPORTS OR REPORT CARDS EVERY GRACE FOR EITHER PROGRESS REPORTS OR REPORT CARDS EVERY TWO AND A HALF WEEKS IT IS TIME REPORTS OR REPORT CARDS EVERY TWO AND A HALF WEEKS IT IS TIME REPORTS OR REPORT CARDS EVERY TWO AND A HALF WEEKS IT IS TIME THAT THE FOUR BY FOUR MARKING TWO AND A HALF WEEKS IT IS TIME THAT THE FOUR BY FOUR MARKING

104TWO AND A HALF WEEKS IT IS TIME THAT THE FOUR BY FOUR MARKING PERIODS WERE INCLUDED IN THE AT THAT THE FOUR BY FOUR MARKING PERIODS WERE INCLUDED IN THE AT THAT THE FOUR BY FOUR MARKING PERIODS WERE INCLUDED IN THE AT A GLANCE PORTION IN THE PERIODS WERE INCLUDED IN THE AT A GLANCE PORTION IN THE PERIODS WERE INCLUDED IN THE AT A GLANCE PORTION IN THE CALENDAR AND IT IS TIME AT AN A GLANCE PORTION IN THE CALENDAR AND IT IS TIME AT AN A GLANCE PORTION IN THE CALENDAR AND IT IS TIME AT AN ADJUSTED DAY WAS GIVEN SO CALENDAR AND IT IS TIME AT AN ADJUSTED DAY WAS GIVEN SO CALENDAR AND IT IS TIME AT AN ADJUSTED DAY WAS GIVEN SO TEACHERS CAN PREPARE GRADES ADJUSTED DAY WAS GIVEN SO

105TEACHERS CAN PREPARE GRADES ADJUSTED DAY WAS GIVEN SO TEACHERS CAN PREPARE GRADES JUST LIKE THOSE WHO TEACH A TEACHERS CAN PREPARE GRADES JUST LIKE THOSE WHO TEACH A TEACHERS CAN PREPARE GRADES JUST LIKE THOSE WHO TEACH A TRADITIONAL QUARTERLY SCHEDULE JUST LIKE THOSE WHO TEACH A TRADITIONAL QUARTERLY SCHEDULE JUST LIKE THOSE WHO TEACH A TRADITIONAL QUARTERLY SCHEDULE I KNOW SOME OF YOU ARE NOT FOND TRADITIONAL QUARTERLY SCHEDULE I KNOW SOME OF YOU ARE NOT FOND TRADITIONAL QUARTERLY SCHEDULE I KNOW SOME OF YOU ARE NOT FOND OF ADJUSTED DISMISSAL DAYS I KNOW SOME OF YOU ARE NOT FOND OF ADJUSTED DISMISSAL DAYS I KNOW SOME OF YOU ARE NOT FOND OF ADJUSTED DISMISSAL DAYS BECAUSE YOU FIELD HAS AN IMPACT OF ADJUSTED DISMISSAL DAYS BECAUSE YOU FIELD HAS AN IMPACT OF ADJUSTED DISMISSAL DAYS BECAUSE YOU

106FIELD HAS AN IMPACT ON VOTING AND ATC BUT I ASSURE BECAUSE YOU FIELD HAS AN IMPACT ON VOTING AND ATC BUT I ASSURE BECAUSE YOU FIELD HAS AN IMPACT ON VOTING AND ATC BUT I ASSURE THE BENEFIT IT HAS FOR ALL THE ON VOTING AND ATC BUT I ASSURE THE BENEFIT IT HAS FOR ALL THE ON VOTING AND ATC BUT I ASSURE THE BENEFIT IT HAS FOR ALL THE STAFF MEMBERS IS WORTH THE TIME THE BENEFIT IT HAS FOR ALL THE STAFF MEMBERS IS WORTH THE TIME THE BENEFIT IT HAS FOR ALL THE STAFF MEMBERS IS WORTH THE TIME TO COMPLETE CONTRACT WORK ON STAFF MEMBERS IS WORTH THE TIME TO COMPLETE CONTRACT WORK ON STAFF MEMBERS IS WORTH THE TIME TO COMPLETE CONTRACT WORK ON CONTRACT TIME IS IMPORTANT. TO COMPLETE CONTRACT WORK ON

107CONTRACT TIME IS IMPORTANT. TO COMPLETE CONTRACT WORK ON CONTRACT TIME IS IMPORTANT. ANOTHER ARGUMENT AGAINST JUST A CONTRACT TIME IS IMPORTANT. ANOTHER ARGUMENT AGAINST JUST A CONTRACT TIME IS IMPORTANT. ANOTHER ARGUMENT AGAINST JUST A DISMISSAL DAYS IS THE HEARTS ANOTHER ARGUMENT AGAINST JUST A DISMISSAL DAYS IS THE HEARTS ANOTHER ARGUMENT AGAINST JUST A DISMISSAL DAYS IS THE HEARTS OF PROVIDES FOR OUR FAMILIES. DISMISSAL DAYS IS THE HEARTS OF PROVIDES FOR OUR FAMILIES. DISMISSAL DAYS IS THE HEARTS OF PROVIDES FOR OUR FAMILIES. I REMIND YOU THAT SCHOOLS ARE OF PROVIDES FOR OUR FAMILIES. I REMIND YOU THAT SCHOOLS ARE OF PROVIDES FOR OUR FAMILIES. I REMIND YOU THAT SCHOOLS ARE NOT DAYCARES WE ARE NOT CHILD I REMIND YOU THAT SCHOOLS ARE NOT DAYCARES WE ARE NOT CHILD I REMIND YOU THAT SCHOOLS ARE NOT DAYCARES

108WE ARE NOT CHILD CARE PROVIDERS I AM CONFIDENT NOT DAYCARES WE ARE NOT CHILD CARE PROVIDERS I AM CONFIDENT NOT DAYCARES WE ARE NOT CHILD CARE PROVIDERS I AM CONFIDENT THAT IF YOU PUBLISH A CALENDAR CARE PROVIDERS I AM CONFIDENT THAT IF YOU PUBLISH A CALENDAR CARE PROVIDERS I AM CONFIDENT THAT IF YOU PUBLISH A CALENDAR IN NOVEMBER THE COMMUNITY WILL THAT IF YOU PUBLISH A CALENDAR IN NOVEMBER THE COMMUNITY WILL THAT IF YOU PUBLISH A CALENDAR IN NOVEMBER THE COMMUNITY WILL HAVE PLENTY OF TIME TO MAKE THE IN NOVEMBER THE COMMUNITY WILL HAVE PLENTY OF TIME TO MAKE THE IN NOVEMBER THE COMMUNITY WILL HAVE PLENTY OF TIME TO MAKE THE NECESSARY ARRANGEMENTS. HAVE PLENTY OF TIME TO MAKE THE NECESSARY ARRANGEMENTS. HAVE PLENTY OF TIME TO MAKE THE NECESSARY ARRANGEMENTS. IT IS MY

109CONTINUOUS HOPE THAT NECESSARY ARRANGEMENTS. IT IS MY CONTINUOUS HOPE THAT NECESSARY ARRANGEMENTS. IT IS MY CONTINUOUS HOPE THAT DIVISION WILL ONE DAY HAVE THE IT IS MY CONTINUOUS HOPE THAT DIVISION WILL ONE DAY HAVE THE IT IS MY CONTINUOUS HOPE THAT DIVISION WILL ONE DAY HAVE THE COURAGE TO CONSIDER COUNTING DIVISION WILL ONE DAY HAVE THE COURAGE TO CONSIDER COUNTING DIVISION WILL ONE DAY HAVE THE COURAGE TO CONSIDER COUNTING HOURS INSTEAD DAYS BECAUSE IT COURAGE TO CONSIDER COUNTING HOURS INSTEAD DAYS BECAUSE IT COURAGE TO CONSIDER COUNTING HOURS INSTEAD DAYS BECAUSE IT AFFORDS MORE FLEXIBILITY WHEN HOURS INSTEAD DAYS BECAUSE IT AFFORDS MORE FLEXIBILITY WHEN HOURS INSTEAD DAYS BECAUSE IT AFFORDS MORE FLEXIBILITY WHEN CREATING A CALENDAR WE CAN AFFORDS MORE FLEXIBILITY WHEN CREATING A CALENDAR WE CAN AFFORDS MORE FLEXIBILITY WHEN CREATING A CALENDAR WE

110CAN STILL EXCEED THE NINE HUNDRED CREATING A CALENDAR WE CAN STILL EXCEED THE NINE HUNDRED CREATING A CALENDAR WE CAN STILL EXCEED THE NINE HUNDRED AND NINETY OUR MINIMUM BE A STILL EXCEED THE NINE HUNDRED AND NINETY OUR MINIMUM BE A STILL EXCEED THE NINE HUNDRED AND NINETY OUR MINIMUM BE A PREMIER SCHOOL DIVISION AND AND NINETY OUR MINIMUM BE A PREMIER SCHOOL DIVISION AND AND NINETY OUR MINIMUM BE A PREMIER SCHOOL DIVISION AND HAVE A BETTER CALENDAR FOR I PREMIER SCHOOL DIVISION AND HAVE A BETTER CALENDAR FOR I PREMIER SCHOOL DIVISION AND HAVE A BETTER CALENDAR FOR I ASK THAT YOU PLEASE APPROVE A HAVE A BETTER CALENDAR FOR I ASK THAT YOU PLEASE APPROVE A HAVE A BETTER CALENDAR FOR I ASK THAT YOU PLEASE APPROVE A PRE LABOR DAY START A FLEXIBLE

111ASK THAT YOU PLEASE APPROVE A PRE LABOR DAY START A FLEXIBLE ASK THAT YOU PLEASE APPROVE A PRE LABOR DAY START A FLEXIBLE STAFFING ON ELECTION DAY PRE LABOR DAY START A FLEXIBLE STAFFING ON ELECTION DAY PRE LABOR DAY START A FLEXIBLE STAFFING ON ELECTION DAY ADJUSTED DISMISSAL FOR ALL STAFFING ON ELECTION DAY ADJUSTED DISMISSAL FOR ALL STAFFING ON ELECTION DAY ADJUSTED DISMISSAL FOR ALL GRADE LEVELS IN JUNE AND AN ADJUSTED DISMISSAL FOR ALL GRADE LEVELS IN JUNE AND AN ADJUSTED DISMISSAL FOR ALL GRADE LEVELS IN JUNE AND AN ACKNOWLEDGMENT OF THE FOUR BY GRADE LEVELS IN JUNE AND AN ACKNOWLEDGMENT OF THE FOUR BY GRADE LEVELS IN JUNE AND AN ACKNOWLEDGMENT OF THE FOUR BY FOUR MARKING PERIODS. ACKNOWLEDGMENT OF THE FOUR BY FOUR MARKING PERIODS. ACKNOWLEDGMENT OF THE FOUR BY FOUR MARKING PERIODS.

112THANK YOU. FOUR MARKING PERIODS. THANK YOU. FOUR MARKING PERIODS. THANK YOU. OUR >> NEXT SPEAKER IS AMANDA THANK YOU. OUR >> NEXT SPEAKER IS AMANDA THANK YOU. OUR >> NEXT SPEAKER IS AMANDA CAMPBELL THEN DAVID HUTCHINS, OUR >> NEXT SPEAKER IS AMANDA CAMPBELL THEN DAVID HUTCHINS, OUR >> NEXT SPEAKER IS AMANDA CAMPBELL THEN DAVID HUTCHINS, THEN RICHARD PICKENS GOOD CAMPBELL THEN DAVID HUTCHINS, THEN RICHARD PICKENS GOOD CAMPBELL THEN DAVID HUTCHINS, THEN RICHARD PICKENS GOOD EVENING CHAIRWOMAN MALNIK, VICE THEN RICHARD PICKENS GOOD EVENING CHAIRWOMAN MALNIK, VICE THEN RICHARD PICKENS GOOD EVENING CHAIRWOMAN MALNIK, VICE CHAIR FRANKLIN MEMBERS THE EVENING CHAIRWOMAN MALNIK, VICE CHAIR FRANKLIN MEMBERS THE EVENING CHAIRWOMAN MALNIK, VICE CHAIR FRANKLIN MEMBERS THE SCHOOL BOARD AND DR. ROBERTSON CHAIR FRANKLIN MEMBERS THE SCHOOL BOARD AND DR. ROBERTSON CHAIR FRANKLIN MEMBERS THE SCHOOL BOARD AND DR.

113ROBERTSON MY. SCHOOL BOARD AND DR. ROBERTSON MY. SCHOOL BOARD AND DR. ROBERTSON MY. MY NAME IS MANDY CAMPBELL MY. MY NAME IS MANDY CAMPBELL MY. MY NAME IS MANDY CAMPBELL KINDERGARTEN TEACHER A MY NAME IS MANDY CAMPBELL KINDERGARTEN TEACHER A MY NAME IS MANDY CAMPBELL KINDERGARTEN TEACHER AND VBA KINDERGARTEN TEACHER AND VBA KINDERGARTEN TEACHER AND VBA SCHOOL REPRESENTATIVE AT KINDERGARTEN TEACHER AND VBA SCHOOL REPRESENTATIVE AT KINDERGARTEN TEACHER AND VBA SCHOOL REPRESENTATIVE AT WOODSTOCK ELEMENTARY AND ALSO A SCHOOL REPRESENTATIVE AT WOODSTOCK ELEMENTARY AND ALSO A SCHOOL REPRESENTATIVE AT WOODSTOCK ELEMENTARY AND ALSO A PARENT TO A JUNIOR AND AN WOODSTOCK ELEMENTARY AND ALSO A PARENT TO A JUNIOR AND AN WOODSTOCK ELEMENTARY AND ALSO A PARENT TO A JUNIOR AND AN EIGHTH GRADER I WOULD LIKE TO PARENT TO A JUNIOR AND AN EIGHTH GRADER I

114WOULD LIKE TO PARENT TO A JUNIOR AND AN EIGHTH GRADER I WOULD LIKE TO TALK TONIGHT ABOUT THE COUNTERS EIGHTH GRADER I WOULD LIKE TO TALK TONIGHT ABOUT THE COUNTERS EIGHTH GRADER I WOULD LIKE TO TALK TONIGHT ABOUT THE COUNTERS IS BEING PROPOSED FOR ADOPTION TALK TONIGHT ABOUT THE COUNTERS IS BEING PROPOSED FOR ADOPTION TALK TONIGHT ABOUT THE COUNTERS IS BEING PROPOSED FOR ADOPTION MY CONCERNS ARE WITH THE IS BEING PROPOSED FOR ADOPTION MY CONCERNS ARE WITH THE IS BEING PROPOSED FOR ADOPTION MY CONCERNS ARE WITH THE CONTINUATION OF ELEMENTARY AND MY CONCERNS ARE WITH THE CONTINUATION OF ELEMENTARY AND MY CONCERNS ARE WITH THE CONTINUATION OF ELEMENTARY AND MIDDLE SCHOOLS NOT BEING CONTINUATION OF ELEMENTARY AND MIDDLE SCHOOLS NOT BEING CONTINUATION OF ELEMENTARY AND MIDDLE SCHOOLS NOT BEING INCLUDED FOR THE EARLY RELEASE MIDDLE

115SCHOOLS NOT BEING INCLUDED FOR THE EARLY RELEASE MIDDLE SCHOOLS NOT BEING INCLUDED FOR THE EARLY RELEASE DAYS. INCLUDED FOR THE EARLY RELEASE DAYS. INCLUDED FOR THE EARLY RELEASE DAYS. DR. ROBERTSON I'VE HEARD YOU DAYS. DR. ROBERTSON I'VE HEARD YOU DAYS. DR. ROBERTSON I'VE HEARD YOU SPEAK MANY TIMES ABOUT THE DR. ROBERTSON I'VE HEARD YOU SPEAK MANY TIMES ABOUT THE DR. ROBERTSON I'VE HEARD YOU SPEAK MANY TIMES ABOUT THE INEQUITY OF THE ELEMENTARY SPEAK MANY TIMES ABOUT THE INEQUITY OF THE ELEMENTARY SPEAK MANY TIMES ABOUT THE INEQUITY OF THE ELEMENTARY PLANNING TIME ESPECIALLY WHEN INEQUITY OF THE ELEMENTARY PLANNING TIME ESPECIALLY WHEN INEQUITY OF THE ELEMENTARY PLANNING TIME ESPECIALLY WHEN IT'S COMPARED IT'S COMPARED TO PLANNING TIME ESPECIALLY WHEN IT'S COMPARED IT'S COMPARED TO PLANNING TIME ESPECIALLY WHEN IT'S COMPARED IT'S COMPARED TO OUR MIDDLE AND

116HIGH IT'S COMPARED IT'S COMPARED TO OUR MIDDLE AND HIGH IT'S COMPARED IT'S COMPARED TO OUR MIDDLE AND HIGH COUNTERPARTS ARE PLANNING 10 OUR MIDDLE AND HIGH COUNTERPARTS ARE PLANNING 10 OUR MIDDLE AND HIGH COUNTERPARTS ARE PLANNING 10 PLANNING TIME MINUTES ARE COUNTERPARTS ARE PLANNING 10 PLANNING TIME MINUTES ARE COUNTERPARTS ARE PLANNING 10 PLANNING TIME MINUTES ARE COMPLETELY INEQUITABLE AND THIS PLANNING TIME MINUTES ARE COMPLETELY INEQUITABLE AND THIS PLANNING TIME MINUTES ARE COMPLETELY INEQUITABLE AND THIS IS AS WELL GIVING ELEMENTARY COMPLETELY INEQUITABLE AND THIS IS AS WELL GIVING ELEMENTARY COMPLETELY INEQUITABLE AND THIS IS AS WELL GIVING ELEMENTARY AND MIDDLE SCHOOL EDUCATORS THE IS AS WELL GIVING ELEMENTARY AND MIDDLE SCHOOL EDUCATORS THE IS AS WELL GIVING ELEMENTARY AND MIDDLE SCHOOL EDUCATORS THE PROPER TIME TO CLOSE OUT THE AND MIDDLE SCHOOL EDUCATORS THE PROPER TIME

117TO CLOSE OUT THE AND MIDDLE SCHOOL EDUCATORS THE PROPER TIME TO CLOSE OUT THE SCHOOL YEAR IS NECESSARY AND PROPER TIME TO CLOSE OUT THE SCHOOL YEAR IS NECESSARY AND PROPER TIME TO CLOSE OUT THE SCHOOL YEAR IS NECESSARY AND NEEDED LAST JUNE OUR END OF THE SCHOOL YEAR IS NECESSARY AND NEEDED LAST JUNE OUR END OF THE SCHOOL YEAR IS NECESSARY AND NEEDED LAST JUNE OUR END OF THE SCHOOL YEAR CHECK OUT IT WAS NEEDED LAST JUNE OUR END OF THE SCHOOL YEAR CHECK OUT IT WAS NEEDED LAST JUNE OUR END OF THE SCHOOL YEAR CHECK OUT IT WAS NINE PAGES LONG, NINE PAGES AND SCHOOL YEAR CHECK OUT IT WAS NINE PAGES LONG, NINE PAGES AND SCHOOL YEAR CHECK OUT IT WAS NINE PAGES LONG, NINE PAGES AND THAT IS NOT EVEN INCLUDING

118OUR NINE PAGES LONG, NINE PAGES AND THAT IS NOT EVEN INCLUDING OUR NINE PAGES LONG, NINE PAGES AND THAT IS NOT EVEN INCLUDING OUR MAP AND LANGUAGE ARTS INVENTORY THAT IS NOT EVEN INCLUDING OUR MAP AND LANGUAGE ARTS INVENTORY THAT IS NOT EVEN INCLUDING OUR MAP AND LANGUAGE ARTS INVENTORY A CLASSROOM MATERIALS WHERE WE MAP AND LANGUAGE ARTS INVENTORY A CLASSROOM MATERIALS WHERE WE MAP AND LANGUAGE ARTS INVENTORY A CLASSROOM MATERIALS WHERE WE CAN RECORD ALL OF OUR MATH A CLASSROOM MATERIALS WHERE WE CAN RECORD ALL OF OUR MATH A CLASSROOM MATERIALS WHERE WE CAN RECORD ALL OF OUR MATH MANIPULATIVE TO KABUL READERS CAN RECORD ALL OF OUR MATH MANIPULATIVE TO KABUL READERS CAN RECORD ALL OF OUR MATH MANIPULATIVE TO KABUL READERS AND OTHER SCHOOL PURCHASE MANIPULATIVE TO KABUL READERS AND OTHER SCHOOL

119PURCHASE MANIPULATIVE TO KABUL READERS AND OTHER SCHOOL PURCHASE MATERIALS MOST OF THE TASK ON AND OTHER SCHOOL PURCHASE MATERIALS MOST OF THE TASK ON AND OTHER SCHOOL PURCHASE MATERIALS MOST OF THE TASK ON OUR CHECKOUT OUR TIME CONSUMING MATERIALS MOST OF THE TASK ON OUR CHECKOUT OUR TIME CONSUMING MATERIALS MOST OF THE TASK ON OUR CHECKOUT OUR TIME CONSUMING BUT THEY DO NEED TO BE DONE. OUR CHECKOUT OUR TIME CONSUMING BUT THEY DO NEED TO BE DONE. OUR CHECKOUT OUR TIME CONSUMING BUT THEY DO NEED TO BE DONE. SOME EXAMPLES ARE GOING THROUGH BUT THEY DO NEED TO BE DONE. SOME EXAMPLES ARE GOING THROUGH BUT THEY DO NEED TO BE DONE. SOME EXAMPLES ARE GOING THROUGH EACH STUDENTS CUMULATIVE RECORD SOME EXAMPLES ARE GOING THROUGH EACH STUDENTS CUMULATIVE RECORD SOME EXAMPLES ARE GOING THROUGH

120EACH STUDENTS CUMULATIVE RECORD TO MAKE SURE ALL THE NECESSARY EACH STUDENTS CUMULATIVE RECORD TO MAKE SURE ALL THE NECESSARY EACH STUDENTS CUMULATIVE RECORD TO MAKE SURE ALL THE NECESSARY FORMS ORGANIZED AND TO MAKE SURE ALL THE NECESSARY FORMS ORGANIZED AND TO MAKE SURE ALL THE NECESSARY FORMS ORGANIZED AND NON-ESSENTIAL INFORMATION HAS FORMS ORGANIZED AND NON-ESSENTIAL INFORMATION HAS FORMS ORGANIZED AND NON-ESSENTIAL INFORMATION HAS BEEN REMOVED RECORDING STUDENTS NON-ESSENTIAL INFORMATION HAS BEEN REMOVED RECORDING STUDENTS NON-ESSENTIAL INFORMATION HAS BEEN REMOVED RECORDING STUDENTS END OF THE YEAR LITERACY DATA BEEN REMOVED RECORDING STUDENTS END OF THE YEAR LITERACY DATA BEEN REMOVED RECORDING STUDENTS END OF THE YEAR LITERACY DATA AND THEIR LITERACY FOLDER AND END OF THE YEAR LITERACY DATA AND THEIR LITERACY FOLDER AND END OF THE YEAR LITERACY DATA AND THEIR LITERACY FOLDER AND ADDING A SCORED

121WRITING PROMPT AND THEIR LITERACY FOLDER AND ADDING A SCORED WRITING PROMPT AND THEIR LITERACY FOLDER AND ADDING A SCORED WRITING PROMPT WITH COMPLETED RUBRIC CREATING ADDING A SCORED WRITING PROMPT WITH COMPLETED RUBRIC CREATING ADDING A SCORED WRITING PROMPT WITH COMPLETED RUBRIC CREATING DATA CARDS ON EACH STUDENT THAT WITH COMPLETED RUBRIC CREATING DATA CARDS ON EACH STUDENT THAT WITH COMPLETED RUBRIC CREATING DATA CARDS ON EACH STUDENT THAT WE CAN THEN USE CLASSES FOR THE DATA CARDS ON EACH STUDENT THAT WE CAN THEN USE CLASSES FOR THE DATA CARDS ON EACH STUDENT THAT WE CAN THEN USE CLASSES FOR THE NEXT THE NEXT YEAR TEXTBOOK WE CAN THEN USE CLASSES FOR THE NEXT THE NEXT YEAR TEXTBOOK WE CAN THEN USE CLASSES FOR THE NEXT THE NEXT YEAR TEXTBOOK INVENTORIES, FURNITURE NEXT THE NEXT YEAR TEXTBOOK INVENTORIES,

122FURNITURE NEXT THE NEXT YEAR TEXTBOOK INVENTORIES, FURNITURE INVENTORIES TECHNOLOGY INVENTORIES, FURNITURE INVENTORIES TECHNOLOGY INVENTORIES, FURNITURE INVENTORIES TECHNOLOGY INVENTORIES FOR OUR STUDENTS INVENTORIES TECHNOLOGY INVENTORIES FOR OUR STUDENTS INVENTORIES TECHNOLOGY INVENTORIES FOR OUR STUDENTS PRODUCTS. INVENTORIES FOR OUR STUDENTS PRODUCTS. INVENTORIES FOR OUR STUDENTS PRODUCTS. THE LIST IS LONG WITH MANY MORE PRODUCTS. THE LIST IS LONG WITH MANY MORE PRODUCTS. THE LIST IS LONG WITH MANY MORE TASK AND THIS IS NOT EVEN THE LIST IS LONG WITH MANY MORE TASK AND THIS IS NOT EVEN THE LIST IS LONG WITH MANY MORE TASK AND THIS IS NOT EVEN MENTIONING WARKENTIN TASK AND THIS IS NOT EVEN MENTIONING WARKENTIN TASK AND THIS IS NOT EVEN MENTIONING WARKENTIN CONSTRUCTION END OF THE YEAR MENTIONING WARKENTIN CONSTRUCTION END OF THE YEAR MENTIONING WARKENTIN CONSTRUCTION END OF THE YEAR ASSESSMENTS AND REPORT

123CARDS CONSTRUCTION END OF THE YEAR ASSESSMENTS AND REPORT CARDS CONSTRUCTION END OF THE YEAR ASSESSMENTS AND REPORT CARDS THE REASON WE ARE GIVEN FOR NOT ASSESSMENTS AND REPORT CARDS THE REASON WE ARE GIVEN FOR NOT ASSESSMENTS AND REPORT CARDS THE REASON WE ARE GIVEN FOR NOT ALLOWING ELEMENTARY AND MIDDLE THE REASON WE ARE GIVEN FOR NOT ALLOWING ELEMENTARY AND MIDDLE THE REASON WE ARE GIVEN FOR NOT ALLOWING ELEMENTARY AND MIDDLE SCHOOLS FOR EARLY RELEASE THAT ALLOWING ELEMENTARY AND MIDDLE SCHOOLS FOR EARLY RELEASE THAT ALLOWING ELEMENTARY AND MIDDLE SCHOOLS FOR EARLY RELEASE THAT WE IS THAT MIDDLE SCHOOLS ARE SCHOOLS FOR EARLY RELEASE THAT WE IS THAT MIDDLE SCHOOLS ARE SCHOOLS FOR EARLY RELEASE THAT WE IS THAT MIDDLE SCHOOLS ARE STILL DOING EXPEDITED AS WELL WE IS THAT MIDDLE SCHOOLS ARE STILL DOING EXPEDITED AS

124WELL WE IS THAT MIDDLE SCHOOLS ARE STILL DOING EXPEDITED AS WELL TESTING I FIND IT DIFFICULT TO STILL DOING EXPEDITED AS WELL TESTING I FIND IT DIFFICULT TO STILL DOING EXPEDITED AS WELL TESTING I FIND IT DIFFICULT TO BELIEVE THAT WHEN THE STATE TESTING I FIND IT DIFFICULT TO BELIEVE THAT WHEN THE STATE TESTING I FIND IT DIFFICULT TO BELIEVE THAT WHEN THE STATE GIVES THE TIME FRAMES FOR THE BELIEVE THAT WHEN THE STATE GIVES THE TIME FRAMES FOR THE BELIEVE THAT WHEN THE STATE GIVES THE TIME FRAMES FOR THE WELLS THAT THERE IS NO GIVES THE TIME FRAMES FOR THE WELLS THAT THERE IS NO GIVES THE TIME FRAMES FOR THE WELLS THAT THERE IS NO FLEXIBILITY TO ALL VIRGINIA WELLS THAT THERE IS NO FLEXIBILITY TO ALL VIRGINIA WELLS THAT THERE IS NO

125FLEXIBILITY TO ALL VIRGINIA SCHOOLS EARLY RELEASE FLEXIBILITY TO ALL VIRGINIA SCHOOLS EARLY RELEASE FLEXIBILITY TO ALL VIRGINIA SCHOOLS EARLY RELEASE ESPECIALLY WHEN COMPARED TO THE SCHOOLS EARLY RELEASE ESPECIALLY WHEN COMPARED TO THE SCHOOLS EARLY RELEASE ESPECIALLY WHEN COMPARED TO THE SCHOOL SCHEDULES AND CALENDARS ESPECIALLY WHEN COMPARED TO THE SCHOOL SCHEDULES AND CALENDARS ESPECIALLY WHEN COMPARED TO THE SCHOOL SCHEDULES AND CALENDARS FROM NEIGHBORING DISTRICTS. SCHOOL SCHEDULES AND CALENDARS FROM NEIGHBORING DISTRICTS. SCHOOL SCHEDULES AND CALENDARS FROM NEIGHBORING DISTRICTS. I LOVE TEACHING KINDERGARTEN I FROM NEIGHBORING DISTRICTS. I LOVE TEACHING KINDERGARTEN I FROM NEIGHBORING DISTRICTS. I LOVE TEACHING KINDERGARTEN I KNOW THAT MANY OF MY FIRST I LOVE TEACHING KINDERGARTEN I KNOW THAT MANY OF MY FIRST I LOVE TEACHING KINDERGARTEN I KNOW THAT MANY OF MY FIRST STUDENTS FIRST MEMORIES KNOW THAT MANY OF MY FIRST STUDENTS

126FIRST MEMORIES KNOW THAT MANY OF MY FIRST STUDENTS FIRST MEMORIES OF SCHOOL WILL BE IN MY STUDENTS FIRST MEMORIES OF SCHOOL WILL BE IN MY STUDENTS FIRST MEMORIES OF SCHOOL WILL BE IN MY CLASSROOM THIS IS A PRIVILEGE OF SCHOOL WILL BE IN MY CLASSROOM THIS IS A PRIVILEGE OF SCHOOL WILL BE IN MY CLASSROOM THIS IS A PRIVILEGE THAT I TAKE SERIOUSLY I WOULD CLASSROOM THIS IS A PRIVILEGE THAT I TAKE SERIOUSLY I WOULD CLASSROOM THIS IS A PRIVILEGE THAT I TAKE SERIOUSLY I WOULD MUCH RATHER BE PLANNING AND THAT I TAKE SERIOUSLY I WOULD MUCH RATHER BE PLANNING AND THAT I TAKE SERIOUSLY I WOULD MUCH RATHER BE PLANNING AND ENGAGING WITH THE STUDENTS THAT MUCH RATHER BE PLANNING AND ENGAGING WITH THE STUDENTS THAT MUCH RATHER BE PLANNING AND ENGAGING WITH THE

127STUDENTS THAT HAVE WITH ME OVER THE YEAR THAN ENGAGING WITH THE STUDENTS THAT HAVE WITH ME OVER THE YEAR THAN ENGAGING WITH THE STUDENTS THAT HAVE WITH ME OVER THE YEAR THAN WORRYING AND TAKING ALL OF MY HAVE WITH ME OVER THE YEAR THAN WORRYING AND TAKING ALL OF MY HAVE WITH ME OVER THE YEAR THAN WORRYING AND TAKING ALL OF MY TIME TO COMPLETE THIS PLEASE WORRYING AND TAKING ALL OF MY TIME TO COMPLETE THIS PLEASE WORRYING AND TAKING ALL OF MY TIME TO COMPLETE THIS PLEASE CONSIDER MAKING THIS AMENDMENT TIME TO COMPLETE THIS PLEASE CONSIDER MAKING THIS AMENDMENT TIME TO COMPLETE THIS PLEASE CONSIDER MAKING THIS AMENDMENT THE CALENDAR AND ALLOWING CONSIDER MAKING THIS AMENDMENT THE CALENDAR AND ALLOWING CONSIDER MAKING THIS AMENDMENT THE CALENDAR AND ALLOWING ELEMENTARY AND MIDDLE SCHOOL THE CALENDAR

128AND ALLOWING ELEMENTARY AND MIDDLE SCHOOL THE CALENDAR AND ALLOWING ELEMENTARY AND MIDDLE SCHOOL EDUCATORS EARLY ELISE ALONG ELEMENTARY AND MIDDLE SCHOOL EDUCATORS EARLY ELISE ALONG ELEMENTARY AND MIDDLE SCHOOL EDUCATORS EARLY ELISE ALONG WITH A HIGH SCHOOLS THANK YOU EDUCATORS EARLY ELISE ALONG WITH A HIGH SCHOOLS THANK YOU EDUCATORS EARLY ELISE ALONG WITH A HIGH SCHOOLS THANK YOU SO MUCH FOR YOUR TIME AND WITH A HIGH SCHOOLS THANK YOU SO MUCH FOR YOUR TIME AND WITH A HIGH SCHOOLS THANK YOU SO MUCH FOR YOUR TIME AND CONSIDERATION NEXT SPEAKER IS SO MUCH FOR YOUR TIME AND CONSIDERATION NEXT SPEAKER IS SO MUCH FOR YOUR TIME AND CONSIDERATION NEXT SPEAKER IS SPEAKER IS DAVID HUTCHINS' THEN CONSIDERATION NEXT SPEAKER IS SPEAKER IS DAVID HUTCHINS' THEN CONSIDERATION NEXT SPEAKER IS SPEAKER IS DAVID HUTCHINS' THEN RICHARD PICKENS, THEN

129HEATHER SPEAKER IS DAVID HUTCHINS' THEN RICHARD PICKENS, THEN HEATHER SPEAKER IS DAVID HUTCHINS' THEN RICHARD PICKENS, THEN HEATHER SITE. RICHARD PICKENS, THEN HEATHER SITE. RICHARD PICKENS, THEN HEATHER SITE. GOOD EVENING BOARD MEMBERS AND SITE. GOOD EVENING BOARD MEMBERS AND SITE. GOOD EVENING BOARD MEMBERS AND DR. ROBERTSON I STAND TONIGHT GOOD EVENING BOARD MEMBERS AND DR. ROBERTSON I STAND TONIGHT GOOD EVENING BOARD MEMBERS AND DR. ROBERTSON I STAND TONIGHT CALL OUT THIS BOARD FOR THE DR. ROBERTSON I STAND TONIGHT CALL OUT THIS BOARD FOR THE DR. ROBERTSON I STAND TONIGHT CALL OUT THIS BOARD FOR THE FACT THAT IT INAPPROPRIATELY CALL OUT THIS BOARD FOR THE FACT THAT IT INAPPROPRIATELY CALL OUT THIS BOARD FOR THE FACT THAT IT INAPPROPRIATELY SEXUALLY EXPLICIT MATERIALS FACT THAT IT INAPPROPRIATELY SEXUALLY EXPLICIT MATERIALS FACT THAT IT INAPPROPRIATELY SEXUALLY EXPLICIT

130MATERIALS REMAIN IN OUR SCHOOL LIBRARIES SEXUALLY EXPLICIT MATERIALS REMAIN IN OUR SCHOOL LIBRARIES SEXUALLY EXPLICIT MATERIALS REMAIN IN OUR SCHOOL LIBRARIES AND FOR NOT ENSURING THAT MY REMAIN IN OUR SCHOOL LIBRARIES AND FOR NOT ENSURING THAT MY REMAIN IN OUR SCHOOL LIBRARIES AND FOR NOT ENSURING THAT MY TAX DOLLARS WILL NOT BE USED TO AND FOR NOT ENSURING THAT MY TAX DOLLARS WILL NOT BE USED TO AND FOR NOT ENSURING THAT MY TAX DOLLARS WILL NOT BE USED TO PURCHASE MORE OF THESE TAX DOLLARS WILL NOT BE USED TO PURCHASE MORE OF THESE TAX DOLLARS WILL NOT BE USED TO PURCHASE MORE OF THESE MATERIALS GOING FORWARD AND FOR PURCHASE MORE OF THESE MATERIALS GOING FORWARD AND FOR PURCHASE MORE OF THESE MATERIALS GOING FORWARD AND FOR NOT HOLDING ACCOUNTABLE THOSE MATERIALS GOING FORWARD AND

131FOR NOT HOLDING ACCOUNTABLE THOSE MATERIALS GOING FORWARD AND FOR NOT HOLDING ACCOUNTABLE THOSE LIBRARIANS WHO HAVE BROUGHT NOT HOLDING ACCOUNTABLE THOSE LIBRARIANS WHO HAVE BROUGHT NOT HOLDING ACCOUNTABLE THOSE LIBRARIANS WHO HAVE BROUGHT THESE MATERIALS INTO OUR LIBRARIANS WHO HAVE BROUGHT THESE MATERIALS INTO OUR LIBRARIANS WHO HAVE BROUGHT THESE MATERIALS INTO OUR SCHOOLS JESUS SAID TO THE THESE MATERIALS INTO OUR SCHOOLS JESUS SAID TO THE THESE MATERIALS INTO OUR SCHOOLS JESUS SAID TO THE DISCIPLES MATTHEW EIGHT SIX SCHOOLS JESUS SAID TO THE DISCIPLES MATTHEW EIGHT SIX SCHOOLS JESUS SAID TO THE DISCIPLES MATTHEW EIGHT SIX THAT WHOEVER CAUSES ONE DISCIPLES MATTHEW EIGHT SIX THAT WHOEVER CAUSES ONE DISCIPLES MATTHEW EIGHT SIX THAT WHOEVER CAUSES ONE OF THESE LITTLE ONES TO BELIEVE THAT WHOEVER CAUSES ONE OF THESE LITTLE ONES TO BELIEVE THAT WHOEVER CAUSES ONE OF

132THESE LITTLE ONES TO BELIEVE FOR ME TO SING IT WOULD BE OF THESE LITTLE ONES TO BELIEVE FOR ME TO SING IT WOULD BE OF THESE LITTLE ONES TO BELIEVE FOR ME TO SING IT WOULD BE BETTER FOR HIM TO A GREAT FOR ME TO SING IT WOULD BE BETTER FOR HIM TO A GREAT FOR ME TO SING IT WOULD BE BETTER FOR HIM TO A GREAT MILLSTONE FASTENED AROUND HIS BETTER FOR HIM TO A GREAT MILLSTONE FASTENED AROUND HIS BETTER FOR HIM TO A GREAT MILLSTONE FASTENED AROUND HIS NECK AND BE DROWNED IN THE MILLSTONE FASTENED AROUND HIS NECK AND BE DROWNED IN THE MILLSTONE FASTENED AROUND HIS NECK AND BE DROWNED IN THE DEPTH OF THE SEA IN LIGHT NECK AND BE DROWNED IN THE DEPTH OF THE SEA IN LIGHT NECK AND

133BE DROWNED IN THE DEPTH OF THE SEA IN LIGHT OF THESE WORDS OF EINSTEIN MY DEPTH OF THE SEA IN LIGHT OF THESE WORDS OF EINSTEIN MY DEPTH OF THE SEA IN LIGHT OF THESE WORDS OF EINSTEIN MY HOPE IS THAT THE OUTGOING OF THESE WORDS OF EINSTEIN MY HOPE IS THAT THE OUTGOING OF THESE WORDS OF EINSTEIN MY HOPE IS THAT THE OUTGOING MEMBERS OF THIS BOARD WHO HAVE HOPE IS THAT THE OUTGOING MEMBERS OF THIS BOARD WHO HAVE HOPE IS THAT THE OUTGOING MEMBERS OF THIS BOARD WHO HAVE STOOD THE WAY OF REMOVING THESE MEMBERS OF THIS BOARD WHO HAVE STOOD THE WAY OF REMOVING THESE MEMBERS OF THIS BOARD WHO HAVE STOOD THE WAY OF REMOVING THESE BOOKS WILL HAVE THE OPPORTUNITY STOOD THE WAY OF REMOVING THESE BOOKS WILL HAVE THE

134OPPORTUNITY STOOD THE WAY OF REMOVING THESE BOOKS WILL HAVE THE OPPORTUNITY TO REPENT OF HAVING ALLOWED OUR BOOKS WILL HAVE THE OPPORTUNITY TO REPENT OF HAVING ALLOWED OUR BOOKS WILL HAVE THE OPPORTUNITY TO REPENT OF HAVING ALLOWED OUR CHILDREN TO BE EXPOSED TO THE TO REPENT OF HAVING ALLOWED OUR CHILDREN TO BE EXPOSED TO THE TO REPENT OF HAVING ALLOWED OUR CHILDREN TO BE EXPOSED TO THE UNCONSCIONABLE AND SOUL CHILDREN TO BE EXPOSED TO THE UNCONSCIONABLE AND SOUL CHILDREN TO BE EXPOSED TO THE UNCONSCIONABLE AND SOUL DEGRADING PIECES OF WORK THAT UNCONSCIONABLE AND SOUL DEGRADING PIECES OF WORK THAT UNCONSCIONABLE AND SOUL DEGRADING PIECES OF WORK THAT ARE NOW IN OUR VIRGINIA BEACH DEGRADING PIECES OF WORK THAT ARE NOW IN OUR VIRGINIA BEACH DEGRADING PIECES OF WORK THAT ARE NOW IN OUR VIRGINIA BEACH

135PUBLIC SCHOOLS THOSE WITH WITH ARE NOW IN OUR VIRGINIA BEACH PUBLIC SCHOOLS THOSE WITH WITH ARE NOW IN OUR VIRGINIA BEACH PUBLIC SCHOOLS THOSE WITH WITH A DIFFERENT AND DARK AGENDA ARE PUBLIC SCHOOLS THOSE WITH WITH A DIFFERENT AND DARK AGENDA ARE PUBLIC SCHOOLS THOSE WITH WITH A DIFFERENT AND DARK AGENDA ARE FOND OF ACCUSING US OF TALKING A DIFFERENT AND DARK AGENDA ARE FOND OF ACCUSING US OF TALKING A DIFFERENT AND DARK AGENDA ARE FOND OF ACCUSING US OF TALKING ABOUT BOOK BANNING AND BOOK FOND OF ACCUSING US OF TALKING ABOUT BOOK BANNING AND BOOK FOND OF ACCUSING US OF TALKING ABOUT BOOK BANNING AND BOOK BURNING WHEN WE TALK ABOUT WHEN ABOUT BOOK BANNING AND BOOK BURNING WHEN WE TALK ABOUT WHEN ABOUT BOOK BANNING AND BOOK BURNING WHEN WE TALK ABOUT WHEN

136WE TALK OF PROTECTING OUR YOUTH BURNING WHEN WE TALK ABOUT WHEN WE TALK OF PROTECTING OUR YOUTH BURNING WHEN WE TALK ABOUT WHEN WE TALK OF PROTECTING OUR YOUTH FROM THE WORST CRUDITY WE TALK OF PROTECTING OUR YOUTH FROM THE WORST CRUDITY WE TALK OF PROTECTING OUR YOUTH FROM THE WORST CRUDITY OF ADULTHOOD IF ONLY IN THE FROM THE WORST CRUDITY OF ADULTHOOD IF ONLY IN THE FROM THE WORST CRUDITY OF ADULTHOOD IF ONLY IN THE CONFINES OF THEIR PUBLIC OF ADULTHOOD IF ONLY IN THE CONFINES OF THEIR PUBLIC OF ADULTHOOD IF ONLY IN THE CONFINES OF THEIR PUBLIC SCHOOLS SO LET US BE CLEAR THAT CONFINES OF THEIR PUBLIC SCHOOLS SO LET US BE CLEAR THAT CONFINES OF THEIR PUBLIC SCHOOLS SO LET US BE CLEAR THAT THEY ARE WELCOME TO MAKE THEIR SCHOOLS

137SO LET US BE CLEAR THAT THEY ARE WELCOME TO MAKE THEIR SCHOOLS SO LET US BE CLEAR THAT THEY ARE WELCOME TO MAKE THEIR OWN DECISIONS PURCHASE THESE THEY ARE WELCOME TO MAKE THEIR OWN DECISIONS PURCHASE THESE THEY ARE WELCOME TO MAKE THEIR OWN DECISIONS PURCHASE THESE MATERIALS WITH THEIR OWN MONEY OWN DECISIONS PURCHASE THESE MATERIALS WITH THEIR OWN MONEY OWN DECISIONS PURCHASE THESE MATERIALS WITH THEIR OWN MONEY AND READ THEM AT THEIR OWN MATERIALS WITH THEIR OWN MONEY AND READ THEM AT THEIR OWN MATERIALS WITH THEIR OWN MONEY AND READ THEM AT THEIR OWN LEISURE IN THIS LIGHT THOUGH, I AND READ THEM AT THEIR OWN LEISURE IN THIS LIGHT THOUGH, I AND READ THEM AT THEIR OWN LEISURE IN THIS LIGHT THOUGH, I SHOULD REMIND CAUTION THEM THAT LEISURE IN THIS LIGHT THOUGH,

138I SHOULD REMIND CAUTION THEM THAT LEISURE IN THIS LIGHT THOUGH, I SHOULD REMIND CAUTION THEM THAT THEY COULD BE ARRESTED FOR SHOULD REMIND CAUTION THEM THAT THEY COULD BE ARRESTED FOR SHOULD REMIND CAUTION THEM THAT THEY COULD BE ARRESTED FOR DISTRIBUTING SOME OF THESE THEY COULD BE ARRESTED FOR DISTRIBUTING SOME OF THESE THEY COULD BE ARRESTED FOR DISTRIBUTING SOME OF THESE MATERIALS TO MINORS FOR DISTRIBUTING SOME OF THESE MATERIALS TO MINORS FOR DISTRIBUTING SOME OF THESE MATERIALS TO MINORS FOR VIRGINIA STATE CODE WE WAIT MATERIALS TO MINORS FOR VIRGINIA STATE CODE WE WAIT MATERIALS TO MINORS FOR VIRGINIA STATE CODE WE WAIT PATIENTLY AND EAGERLY FOR THE VIRGINIA STATE CODE WE WAIT PATIENTLY AND EAGERLY FOR THE VIRGINIA STATE CODE WE WAIT PATIENTLY AND EAGERLY FOR THE NEW BOARD TO BE SEATED IN PATIENTLY AND

139EAGERLY FOR THE NEW BOARD TO BE SEATED IN PATIENTLY AND EAGERLY FOR THE NEW BOARD TO BE SEATED IN JANUARY WITH THE EXPECTATION NEW BOARD TO BE SEATED IN JANUARY WITH THE EXPECTATION NEW BOARD TO BE SEATED IN JANUARY WITH THE EXPECTATION THAT BOLD NEW LEADERSHIP JANUARY WITH THE EXPECTATION THAT BOLD NEW LEADERSHIP JANUARY WITH THE EXPECTATION THAT BOLD NEW LEADERSHIP COMBINED WITH A PRINCIPLED THAT BOLD NEW LEADERSHIP COMBINED WITH A PRINCIPLED THAT BOLD NEW LEADERSHIP COMBINED WITH A PRINCIPLED OF YOU THAT ARE REMAINING WILL COMBINED WITH A PRINCIPLED OF YOU THAT ARE REMAINING WILL COMBINED WITH A PRINCIPLED OF YOU THAT ARE REMAINING WILL FINALLY STEP UP AND DO WHAT YOU OF YOU THAT ARE REMAINING WILL FINALLY STEP UP AND DO WHAT YOU OF YOU THAT ARE REMAINING WILL FINALLY STEP UP AND

140DO WHAT YOU KNOW IS RIGHT FOR YOUR STUDENTS FINALLY STEP UP AND DO WHAT YOU KNOW IS RIGHT FOR YOUR STUDENTS FINALLY STEP UP AND DO WHAT YOU KNOW IS RIGHT FOR YOUR STUDENTS ,FOR OUR CHILDREN AND FOR THE KNOW IS RIGHT FOR YOUR STUDENTS ,FOR OUR CHILDREN AND FOR THE KNOW IS RIGHT FOR YOUR STUDENTS ,FOR OUR CHILDREN AND FOR THE CITIZENS OF VIRGINIA BEACH WE ,FOR OUR CHILDREN AND FOR THE CITIZENS OF VIRGINIA BEACH WE ,FOR OUR CHILDREN AND FOR THE CITIZENS OF VIRGINIA BEACH WE WILL BE HERE TO REMIND AND CITIZENS OF VIRGINIA BEACH WE WILL BE HERE TO REMIND AND CITIZENS OF VIRGINIA BEACH WE WILL BE HERE TO REMIND AND ENCOURAGE YOU TO DO SO. WILL BE HERE TO REMIND AND ENCOURAGE YOU TO DO SO. WILL BE HERE TO

141REMIND AND ENCOURAGE YOU TO DO SO. THANK YOU OUR >> NEXT SPEAKER ENCOURAGE YOU TO DO SO. THANK YOU OUR >> NEXT SPEAKER ENCOURAGE YOU TO DO SO. THANK YOU OUR >> NEXT SPEAKER IS RICHARD HIGGINS THAT HEATHER THANK YOU OUR >> NEXT SPEAKER IS RICHARD HIGGINS THAT HEATHER THANK YOU OUR >> NEXT SPEAKER IS RICHARD HIGGINS THAT HEATHER CYB THEN MELINDA ROGERS. IS RICHARD HIGGINS THAT HEATHER CYB THEN MELINDA ROGERS. IS RICHARD HIGGINS THAT HEATHER CYB THEN MELINDA ROGERS. I WANT TO JUST SECOND JUST SAID CYB THEN MELINDA ROGERS. I WANT TO JUST SECOND JUST SAID CYB THEN MELINDA ROGERS. I WANT TO JUST SECOND JUST SAID BECAUSE THAT'S BEEN ON MY HEART I WANT TO JUST SECOND JUST SAID BECAUSE THAT'S BEEN ON MY HEART I WANT TO JUST SECOND JUST SAID BECAUSE

142THAT'S BEEN ON MY HEART FOR OVER TWO YEARS NOW SPEAKING BECAUSE THAT'S BEEN ON MY HEART FOR OVER TWO YEARS NOW SPEAKING BECAUSE THAT'S BEEN ON MY HEART FOR OVER TWO YEARS NOW SPEAKING ABOUT THESE THINGS ARE SCHOOL FOR OVER TWO YEARS NOW SPEAKING ABOUT THESE THINGS ARE SCHOOL FOR OVER TWO YEARS NOW SPEAKING ABOUT THESE THINGS ARE SCHOOL IN PUBLIC LIBRARIES ARE BEING ABOUT THESE THINGS ARE SCHOOL IN PUBLIC LIBRARIES ARE BEING ABOUT THESE THINGS ARE SCHOOL IN PUBLIC LIBRARIES ARE BEING ABUSED NATIONWIDE TO PROMOTE IN PUBLIC LIBRARIES ARE BEING ABUSED NATIONWIDE TO PROMOTE IN PUBLIC LIBRARIES ARE BEING ABUSED NATIONWIDE TO PROMOTE BOOKS THAT ARE NOTHING MORE ABUSED NATIONWIDE TO PROMOTE BOOKS THAT ARE NOTHING MORE ABUSED NATIONWIDE TO PROMOTE BOOKS THAT ARE NOTHING MORE THAN LITERARY PHONE SEX MATURE BOOKS THAT ARE

143NOTHING MORE THAN LITERARY PHONE SEX MATURE BOOKS THAT ARE NOTHING MORE THAN LITERARY PHONE SEX MATURE WRITTEN SO GRAPHICALLY THAT IT THAN LITERARY PHONE SEX MATURE WRITTEN SO GRAPHICALLY THAT IT THAN LITERARY PHONE SEX MATURE WRITTEN SO GRAPHICALLY THAT IT BECOMES AND STIRS UP CORRUPTED WRITTEN SO GRAPHICALLY THAT IT BECOMES AND STIRS UP CORRUPTED WRITTEN SO GRAPHICALLY THAT IT BECOMES AND STIRS UP CORRUPTED AND IMMORAL SEXUAL DESIRE BECOMES AND STIRS UP CORRUPTED AND IMMORAL SEXUAL DESIRE BECOMES AND STIRS UP CORRUPTED AND IMMORAL SEXUAL DESIRE INTEREST OF THE READER EVEN AND IMMORAL SEXUAL DESIRE INTEREST OF THE READER EVEN AND IMMORAL SEXUAL DESIRE INTEREST OF THE READER EVEN WHEN THE DESIRE INTEREST IS INTEREST OF THE READER EVEN WHEN THE DESIRE INTEREST IS INTEREST OF THE READER EVEN WHEN THE DESIRE INTEREST IS PERVERSE OR ILLEGAL,

144IT ISN'T WHEN THE DESIRE INTEREST IS PERVERSE OR ILLEGAL, IT ISN'T WHEN THE DESIRE INTEREST IS PERVERSE OR ILLEGAL, IT ISN'T AVOIDABLE BUT INEXCUSABLE EVIL PERVERSE OR ILLEGAL, IT ISN'T AVOIDABLE BUT INEXCUSABLE EVIL PERVERSE OR ILLEGAL, IT ISN'T AVOIDABLE BUT INEXCUSABLE EVIL THAT IS BEING ALLOWED BY ADULT AVOIDABLE BUT INEXCUSABLE EVIL THAT IS BEING ALLOWED BY ADULT AVOIDABLE BUT INEXCUSABLE EVIL THAT IS BEING ALLOWED BY ADULT LEADERSHIP MANY OF WHICH THAT IS BEING ALLOWED BY ADULT LEADERSHIP MANY OF WHICH THAT IS BEING ALLOWED BY ADULT LEADERSHIP MANY OF WHICH SERVING OUR CITY COUNCIL'S LEADERSHIP MANY OF WHICH SERVING OUR CITY COUNCIL'S LEADERSHIP MANY OF WHICH SERVING OUR CITY COUNCIL'S SCHOOL BOARDS AND BOARDS AND SERVING OUR CITY COUNCIL'S SCHOOL BOARDS AND BOARDS AND SERVING OUR CITY COUNCIL'S SCHOOL BOARDS AND BOARDS AND LIBRARIES TO NAME

145A FEW SCHOOL BOARDS AND BOARDS AND LIBRARIES TO NAME A FEW SCHOOL BOARDS AND BOARDS AND LIBRARIES TO NAME A FEW MATERIAL THIS TYPE SERVES ONLY LIBRARIES TO NAME A FEW MATERIAL THIS TYPE SERVES ONLY LIBRARIES TO NAME A FEW MATERIAL THIS TYPE SERVES ONLY TO OPEN DOORS THAT GOD HAS MATERIAL THIS TYPE SERVES ONLY TO OPEN DOORS THAT GOD HAS MATERIAL THIS TYPE SERVES ONLY TO OPEN DOORS THAT GOD HAS CLEARLY SPOKEN SHOULD REMAIN TO OPEN DOORS THAT GOD HAS CLEARLY SPOKEN SHOULD REMAIN TO OPEN DOORS THAT GOD HAS CLEARLY SPOKEN SHOULD REMAIN SHUT AND I I'VE READ ALL CLEARLY SPOKEN SHOULD REMAIN SHUT AND I I'VE READ ALL CLEARLY SPOKEN SHOULD REMAIN SHUT AND I I'VE READ ALL OF THEM ALL GOT TWO LEFT IN THE SHUT AND I I'VE READ ALL OF

146THEM ALL GOT TWO LEFT IN THE SHUT AND I I'VE READ ALL OF THEM ALL GOT TWO LEFT IN THE TOP 10 BOOKS FROM THE AMERICAN OF THEM ALL GOT TWO LEFT IN THE TOP 10 BOOKS FROM THE AMERICAN OF THEM ALL GOT TWO LEFT IN THE TOP 10 BOOKS FROM THE AMERICAN LIBRARY ASSOCIATION WHATEVER TOP 10 BOOKS FROM THE AMERICAN LIBRARY ASSOCIATION WHATEVER TOP 10 BOOKS FROM THE AMERICAN LIBRARY ASSOCIATION WHATEVER PARENTS ARE AGAINST THE ALA LIBRARY ASSOCIATION WHATEVER PARENTS ARE AGAINST THE ALA LIBRARY ASSOCIATION WHATEVER PARENTS ARE AGAINST THE ALA JUST SAYS ALL RIGHT, LET'S PARENTS ARE AGAINST THE ALA JUST SAYS ALL RIGHT, LET'S PARENTS ARE AGAINST THE ALA JUST SAYS ALL RIGHT, LET'S REMOTE THAT ON HER WEBSITE, YOU JUST SAYS ALL RIGHT, LET'S REMOTE THAT ON HER WEBSITE, YOU JUST

147SAYS ALL RIGHT, LET'S REMOTE THAT ON HER WEBSITE, YOU KNOW AND THEY HAVE THIS REMOTE THAT ON HER WEBSITE, YOU KNOW AND THEY HAVE THIS REMOTE THAT ON HER WEBSITE, YOU KNOW AND THEY HAVE THIS BEAUTIFUL BOOK CALLED TRICKS KNOW AND THEY HAVE THIS BEAUTIFUL BOOK CALLED TRICKS KNOW AND THEY HAVE THIS BEAUTIFUL BOOK CALLED TRICKS WHICH IS THE WHEN YOU READ THE BEAUTIFUL BOOK CALLED TRICKS WHICH IS THE WHEN YOU READ THE BEAUTIFUL BOOK CALLED TRICKS WHICH IS THE WHEN YOU READ THE AMERICAN LIBRARY ASSOCIATIONS WHICH IS THE WHEN YOU READ THE AMERICAN LIBRARY ASSOCIATIONS WHICH IS THE WHEN YOU READ THE AMERICAN LIBRARY ASSOCIATIONS DESCRIPTION OF IT YOU WOULD AMERICAN LIBRARY ASSOCIATIONS DESCRIPTION OF IT YOU WOULD AMERICAN LIBRARY ASSOCIATIONS DESCRIPTION OF IT YOU WOULD THINK IT WAS JUST, YOU KNOW, DESCRIPTION OF

148IT YOU WOULD THINK IT WAS JUST, YOU KNOW, DESCRIPTION OF IT YOU WOULD THINK IT WAS JUST, YOU KNOW, CHARACTERS MEETING TOGETHER AND THINK IT WAS JUST, YOU KNOW, CHARACTERS MEETING TOGETHER AND THINK IT WAS JUST, YOU KNOW, CHARACTERS MEETING TOGETHER AND DOING THINGS BUT IT'S REALLY CHARACTERS MEETING TOGETHER AND DOING THINGS BUT IT'S REALLY CHARACTERS MEETING TOGETHER AND DOING THINGS BUT IT'S REALLY ABOUT TEENAGERS, MANY OF I'M DOING THINGS BUT IT'S REALLY ABOUT TEENAGERS, MANY OF I'M DOING THINGS BUT IT'S REALLY ABOUT TEENAGERS, MANY OF I'M JUST GOING INTO PROSTITUTION IN ABOUT TEENAGERS, MANY OF I'M JUST GOING INTO PROSTITUTION IN ABOUT TEENAGERS, MANY OF I'M JUST GOING INTO PROSTITUTION IN DIFFERENT WAYS OF DESCRIBING JUST GOING INTO PROSTITUTION IN DIFFERENT WAYS OF DESCRIBING JUST GOING INTO PROSTITUTION IN DIFFERENT WAYS OF DESCRIBING IT.

149DIFFERENT WAYS OF DESCRIBING IT. DIFFERENT WAYS OF DESCRIBING IT. IT'S LIKE THIS IS NOT WHAT IT. IT'S LIKE THIS IS NOT WHAT IT. IT'S LIKE THIS IS NOT WHAT SHOULD BE IN OUR LIBRARIES AND IT'S LIKE THIS IS NOT WHAT SHOULD BE IN OUR LIBRARIES AND IT'S LIKE THIS IS NOT WHAT SHOULD BE IN OUR LIBRARIES AND IN OUR SCHOOL SYSTEM AND SO SHOULD BE IN OUR LIBRARIES AND IN OUR SCHOOL SYSTEM AND SO SHOULD BE IN OUR LIBRARIES AND IN OUR SCHOOL SYSTEM AND SO THERE'S REALLY NO EXCUSE IN OUR SCHOOL SYSTEM AND SO THERE'S REALLY NO EXCUSE IN OUR SCHOOL SYSTEM AND SO THERE'S REALLY NO EXCUSE ANYMORE FOR US NOT DOING THERE'S REALLY NO EXCUSE ANYMORE FOR US NOT DOING THERE'S REALLY NO EXCUSE ANYMORE FOR US NOT DOING SOMETHING LAST TIME

150IS HERE TO ANYMORE FOR US NOT DOING SOMETHING LAST TIME IS HERE TO ANYMORE FOR US NOT DOING SOMETHING LAST TIME IS HERE TO ASK FOR HELP TO UNDERSTAND THE SOMETHING LAST TIME IS HERE TO ASK FOR HELP TO UNDERSTAND THE SOMETHING LAST TIME IS HERE TO ASK FOR HELP TO UNDERSTAND THE POLICY TO DEAL WITH BOOKS LIKE ASK FOR HELP TO UNDERSTAND THE POLICY TO DEAL WITH BOOKS LIKE ASK FOR HELP TO UNDERSTAND THE POLICY TO DEAL WITH BOOKS LIKE THIS AND I WAS SENT THAT POLICY POLICY TO DEAL WITH BOOKS LIKE THIS AND I WAS SENT THAT POLICY POLICY TO DEAL WITH BOOKS LIKE THIS AND I WAS SENT THAT POLICY AND IN READING IT VERY THIS AND I WAS SENT THAT POLICY AND IN READING IT VERY THIS AND I WAS SENT

151THAT POLICY AND IN READING IT VERY THOROUGHLY I REALIZED THERE AND IN READING IT VERY THOROUGHLY I REALIZED THERE AND IN READING IT VERY THOROUGHLY I REALIZED THERE REALLY IS NO POLICY YOU MAY THOROUGHLY I REALIZED THERE REALLY IS NO POLICY YOU MAY THOROUGHLY I REALIZED THERE REALLY IS NO POLICY YOU MAY FEEL GOOD ABOUT BUT IT IS A REALLY IS NO POLICY YOU MAY FEEL GOOD ABOUT BUT IT IS A REALLY IS NO POLICY YOU MAY FEEL GOOD ABOUT BUT IT IS A STONEWALL TACTIC MAYBE NOT FEEL GOOD ABOUT BUT IT IS A STONEWALL TACTIC MAYBE NOT FEEL GOOD ABOUT BUT IT IS A STONEWALL TACTIC MAYBE NOT MEANT TO BE THAT BUT THAT'S STONEWALL TACTIC MAYBE NOT MEANT TO BE THAT BUT THAT'S STONEWALL TACTIC MAYBE NOT MEANT TO BE THAT BUT THAT'S

152ENDS UP BEING I AS A I AS A MEANT TO BE THAT BUT THAT'S ENDS UP BEING I AS A I AS A MEANT TO BE THAT BUT THAT'S ENDS UP BEING I AS A I AS A CITIZEN CANNOT OBJECT ANY BOOK ENDS UP BEING I AS A I AS A CITIZEN CANNOT OBJECT ANY BOOK ENDS UP BEING I AS A I AS A CITIZEN CANNOT OBJECT ANY BOOK IT'S WRITTEN TO JUST TALK ABOUT CITIZEN CANNOT OBJECT ANY BOOK IT'S WRITTEN TO JUST TALK ABOUT CITIZEN CANNOT OBJECT ANY BOOK IT'S WRITTEN TO JUST TALK ABOUT TRAINING MATERIALS THAT EXCUSES IT'S WRITTEN TO JUST TALK ABOUT TRAINING MATERIALS THAT EXCUSES IT'S WRITTEN TO JUST TALK ABOUT TRAINING MATERIALS THAT EXCUSES THAT'S NOT TRAINING MATERIALS TRAINING MATERIALS THAT EXCUSES THAT'S NOT TRAINING MATERIALS TRAINING MATERIALS THAT EXCUSES

153THAT'S NOT TRAINING MATERIALS IT HAS TO IT HAS TO GO FROM A THAT'S NOT TRAINING MATERIALS IT HAS TO IT HAS TO GO FROM A THAT'S NOT TRAINING MATERIALS IT HAS TO IT HAS TO GO FROM A PARENT OR STUDENT IN THIS IT HAS TO IT HAS TO GO FROM A PARENT OR STUDENT IN THIS IT HAS TO IT HAS TO GO FROM A PARENT OR STUDENT IN THIS SPECIFIC SCHOOL THEN IT GOES TO PARENT OR STUDENT IN THIS SPECIFIC SCHOOL THEN IT GOES TO PARENT OR STUDENT IN THIS SPECIFIC SCHOOL THEN IT GOES TO THE ADMINISTRATOR THEN. SPECIFIC SCHOOL THEN IT GOES TO THE ADMINISTRATOR THEN. SPECIFIC SCHOOL THEN IT GOES TO THE ADMINISTRATOR THEN. THEN THERE'S A BOARD THAT THEY THE ADMINISTRATOR THEN. THEN THERE'S A BOARD THAT THEY THE ADMINISTRATOR THEN. THEN

154THERE'S A BOARD THAT THEY SET UP THEN THEY GET BACK AT THEN THERE'S A BOARD THAT THEY SET UP THEN THEY GET BACK AT THEN THERE'S A BOARD THAT THEY SET UP THEN THEY GET BACK AT SOME TIME AND THEN THERE'S SOME SET UP THEN THEY GET BACK AT SOME TIME AND THEN THERE'S SOME SET UP THEN THEY GET BACK AT SOME TIME AND THEN THERE'S SOME LIAISON BETWEEN THEM THE SOME TIME AND THEN THERE'S SOME LIAISON BETWEEN THEM THE SOME TIME AND THEN THERE'S SOME LIAISON BETWEEN THEM THE ATTORNEY HERE AT THE SCHOOL LIAISON BETWEEN THEM THE ATTORNEY HERE AT THE SCHOOL LIAISON BETWEEN THEM THE ATTORNEY HERE AT THE SCHOOL BOARD AND I REALIZE I'M ATTORNEY HERE AT THE SCHOOL BOARD AND I REALIZE I'M ATTORNEY HERE AT THE SCHOOL BOARD AND I

155REALIZE I'M EXHAUSTED JUST READING WHAT I'D BOARD AND I REALIZE I'M EXHAUSTED JUST READING WHAT I'D BOARD AND I REALIZE I'M EXHAUSTED JUST READING WHAT I'D HAVE TO DO TO GET TO THAT. EXHAUSTED JUST READING WHAT I'D HAVE TO DO TO GET TO THAT. EXHAUSTED JUST READING WHAT I'D HAVE TO DO TO GET TO THAT. SO I REALIZE REALLY NOT AN HAVE TO DO TO GET TO THAT. SO I REALIZE REALLY NOT AN HAVE TO DO TO GET TO THAT. SO I REALIZE REALLY NOT AN ANSWER. SO I REALIZE REALLY NOT AN ANSWER. SO I REALIZE REALLY NOT AN ANSWER. SO WE'RE NOT ASKING FOR ANSWER. SO WE'RE NOT ASKING FOR ANSWER. SO WE'RE NOT ASKING FOR LIBRARIANS. SO WE'RE NOT ASKING FOR LIBRARIANS. SO WE'RE NOT ASKING FOR LIBRARIANS. THEY APPEARANCE SAY WELL WE

156LIBRARIANS. THEY APPEARANCE SAY WELL WE LIBRARIANS. THEY APPEARANCE SAY WELL WE CAN'T GO THROUGH ALL THOSE THEY APPEARANCE SAY WELL WE CAN'T GO THROUGH ALL THOSE THEY APPEARANCE SAY WELL WE CAN'T GO THROUGH ALL THOSE THROUGH ALL THOSE BOOKS AND CAN'T GO THROUGH ALL THOSE THROUGH ALL THOSE BOOKS AND CAN'T GO THROUGH ALL THOSE THROUGH ALL THOSE BOOKS AND HUNDREDS OF THOUSANDS THE THROUGH ALL THOSE BOOKS AND HUNDREDS OF THOUSANDS THE THROUGH ALL THOSE BOOKS AND HUNDREDS OF THOUSANDS THE EXHAUST ME JUST IN THEIR HUNDREDS OF THOUSANDS THE EXHAUST ME JUST IN THEIR HUNDREDS OF THOUSANDS THE EXHAUST ME JUST IN THEIR RHETORIC. EXHAUST ME JUST IN THEIR RHETORIC. EXHAUST ME JUST IN THEIR RHETORIC. THE REALITY IS WHY WE JUST DEAL RHETORIC. THE REALITY IS WHY WE JUST DEAL RHETORIC. THE REALITY IS WHY

157WE JUST DEAL WITH THE BOOKS THAT WE KNOW ARE THE REALITY IS WHY WE JUST DEAL WITH THE BOOKS THAT WE KNOW ARE THE REALITY IS WHY WE JUST DEAL WITH THE BOOKS THAT WE KNOW ARE THERE THAT ARE JUST EVERYBODY WITH THE BOOKS THAT WE KNOW ARE THERE THAT ARE JUST EVERYBODY WITH THE BOOKS THAT WE KNOW ARE THERE THAT ARE JUST EVERYBODY AGREES ACROSS THE BOARD THERE THAT ARE JUST EVERYBODY AGREES ACROSS THE BOARD THERE THAT ARE JUST EVERYBODY AGREES ACROSS THE BOARD AMERICAN LIBRARY ASSOCIATION IS AGREES ACROSS THE BOARD AMERICAN LIBRARY ASSOCIATION IS AGREES ACROSS THE BOARD AMERICAN LIBRARY ASSOCIATION IS WELL DOCUMENTED. AMERICAN LIBRARY ASSOCIATION IS WELL DOCUMENTED. AMERICAN LIBRARY ASSOCIATION IS WELL DOCUMENTED. THEY ACROSS THE STATE'S EVERY WELL DOCUMENTED. THEY ACROSS THE STATE'S EVERY WELL DOCUMENTED. THEY ACROSS THE

158STATE'S EVERY PARENT LOTS OF STUDENTS KEEP THEY ACROSS THE STATE'S EVERY PARENT LOTS OF STUDENTS KEEP THEY ACROSS THE STATE'S EVERY PARENT LOTS OF STUDENTS KEEP PICKING OUT THE SAME BOOKS PARENT LOTS OF STUDENTS KEEP PICKING OUT THE SAME BOOKS PARENT LOTS OF STUDENTS KEEP PICKING OUT THE SAME BOOKS CAN'T WE JUST START THERE AND PICKING OUT THE SAME BOOKS CAN'T WE JUST START THERE AND PICKING OUT THE SAME BOOKS CAN'T WE JUST START THERE AND LET'S ALSO DEAL WITH THE LGBTQ CAN'T WE JUST START THERE AND LET'S ALSO DEAL WITH THE LGBTQ CAN'T WE JUST START THERE AND LET'S ALSO DEAL WITH THE LGBTQ PLUS I CALL IT THE RAINBOW LET'S ALSO DEAL WITH THE LGBTQ PLUS I CALL IT THE RAINBOW LET'S ALSO DEAL WITH THE LGBTQ PLUS I CALL IT THE RAINBOW

159SEXUAL CULT BECAUSE THAT'S WHAT PLUS I CALL IT THE RAINBOW SEXUAL CULT BECAUSE THAT'S WHAT PLUS I CALL IT THE RAINBOW SEXUAL CULT BECAUSE THAT'S WHAT IS IT IS AN INDOCTRINATION IS SEXUAL CULT BECAUSE THAT'S WHAT IS IT IS AN INDOCTRINATION IS SEXUAL CULT BECAUSE THAT'S WHAT IS IT IS AN INDOCTRINATION IS AN INDOCTRINATION AND IT IS A IS IT IS AN INDOCTRINATION IS AN INDOCTRINATION AND IT IS A IS IT IS AN INDOCTRINATION IS AN INDOCTRINATION AND IT IS A PERVERSION WE'RE ADULTS ARE AN INDOCTRINATION AND IT IS A PERVERSION WE'RE ADULTS ARE AN INDOCTRINATION AND IT IS A PERVERSION WE'RE ADULTS ARE DRIVING CHILDREN INTO A PERVERSION WE'RE ADULTS ARE DRIVING CHILDREN INTO A PERVERSION WE'RE ADULTS ARE DRIVING CHILDREN INTO A LIFESTYLE WHERE THEY CAN DRIVING CHILDREN INTO A LIFESTYLE WHERE THEY

160CAN DRIVING CHILDREN INTO A LIFESTYLE WHERE THEY CAN EXPLOIT THEM PHYSICALLY AND LIFESTYLE WHERE THEY CAN EXPLOIT THEM PHYSICALLY AND LIFESTYLE WHERE THEY CAN EXPLOIT THEM PHYSICALLY AND IT'S NOTHING MORE JUST TODAY EXPLOIT THEM PHYSICALLY AND IT'S NOTHING MORE JUST TODAY EXPLOIT THEM PHYSICALLY AND IT'S NOTHING MORE JUST TODAY ABERCROMBIE AND FITCH IT'S NOTHING MORE JUST TODAY ABERCROMBIE AND FITCH IT'S NOTHING MORE JUST TODAY ABERCROMBIE AND FITCH EXECUTIVES WERE ARRESTED. ABERCROMBIE AND FITCH EXECUTIVES WERE ARRESTED. ABERCROMBIE AND FITCH EXECUTIVES WERE ARRESTED. THEY'VE BEEN RUNNING A SEXUAL EXECUTIVES WERE ARRESTED. THEY'VE BEEN RUNNING A SEXUAL EXECUTIVES WERE ARRESTED. THEY'VE BEEN RUNNING A SEXUAL SCHEME FOR YEARS AND THIS IS THEY'VE BEEN RUNNING A SEXUAL SCHEME FOR YEARS AND THIS IS THEY'VE BEEN RUNNING A SEXUAL SCHEME FOR YEARS AND THIS IS HAPPENING ALL THROUGH OUR SCHEME

161FOR YEARS AND THIS IS HAPPENING ALL THROUGH OUR SCHEME FOR YEARS AND THIS IS HAPPENING ALL THROUGH OUR NATION'S WE DON'T WANT TO HAPPENING ALL THROUGH OUR NATION'S WE DON'T WANT TO HAPPENING ALL THROUGH OUR NATION'S WE DON'T WANT TO CREATE MORE SEXUALLY DEVIANT NATION'S WE DON'T WANT TO CREATE MORE SEXUALLY DEVIANT NATION'S WE DON'T WANT TO CREATE MORE SEXUALLY DEVIANT PEOPLE WE WANT TO BRING THEM TO CREATE MORE SEXUALLY DEVIANT PEOPLE WE WANT TO BRING THEM TO CREATE MORE SEXUALLY DEVIANT PEOPLE WE WANT TO BRING THEM TO MORAL STANDARD THAT WILL BLESS PEOPLE WE WANT TO BRING THEM TO MORAL STANDARD THAT WILL BLESS PEOPLE WE WANT TO BRING THEM TO MORAL STANDARD THAT WILL BLESS THEIR LIFE AND BLESS THE LIVES MORAL STANDARD THAT WILL BLESS THEIR LIFE AND BLESS THE LIVES MORAL

162STANDARD THAT WILL BLESS THEIR LIFE AND BLESS THE LIVES OF OTHERS. THEIR LIFE AND BLESS THE LIVES OF OTHERS. THEIR LIFE AND BLESS THE LIVES OF OTHERS. SO I PRAY YOU WOULD HELP ME OF OTHERS. SO I PRAY YOU WOULD HELP ME OF OTHERS. SO I PRAY YOU WOULD HELP ME COME UP WITH A REAL WORKING SO I PRAY YOU WOULD HELP ME COME UP WITH A REAL WORKING SO I PRAY YOU WOULD HELP ME COME UP WITH A REAL WORKING THING THAT WE CAN GET RID COME UP WITH A REAL WORKING THING THAT WE CAN GET RID COME UP WITH A REAL WORKING THING THAT WE CAN GET RID OF THESE BOOKS OUT OF OUR THING THAT WE CAN GET RID OF THESE BOOKS OUT OF OUR THING THAT WE CAN GET RID OF

163THESE BOOKS OUT OF OUR LIBRARIES AND SCHOOLS. OF THESE BOOKS OUT OF OUR LIBRARIES AND SCHOOLS. OF THESE BOOKS OUT OF OUR LIBRARIES AND SCHOOLS. THANK YOU VERY MUCH. LIBRARIES AND SCHOOLS. THANK YOU VERY MUCH. LIBRARIES AND SCHOOLS. THANK YOU VERY MUCH. OUR NEXT SPEAKER IS SORRY YOU THANK YOU VERY MUCH. OUR NEXT SPEAKER IS SORRY YOU THANK YOU VERY MUCH. OUR NEXT SPEAKER IS SORRY YOU GUYS HEARD ME BEFORE PLEASE. OUR NEXT SPEAKER IS SORRY YOU GUYS HEARD ME BEFORE PLEASE. OUR NEXT SPEAKER IS SORRY YOU GUYS HEARD ME BEFORE PLEASE. NO CLAPPING. GUYS HEARD ME BEFORE PLEASE. NO CLAPPING. GUYS HEARD ME BEFORE PLEASE. NO CLAPPING. THANK YOU. NO CLAPPING. THANK YOU. NO CLAPPING. THANK YOU. BUT THERE'S NOTHING WRONG WITH THANK YOU. BUT THERE'S NOTHING WRONG WITH THANK YOU. BUT THERE'S NOTHING

164WRONG WITH TYPING I APPRECIATE THAT THANK BUT THERE'S NOTHING WRONG WITH TYPING I APPRECIATE THAT THANK BUT THERE'S NOTHING WRONG WITH TYPING I APPRECIATE THAT THANK YOU. TYPING I APPRECIATE THAT THANK YOU. TYPING I APPRECIATE THAT THANK YOU. WE'RE NOT CLAPPING WE CAN TAKE YOU. WE'RE NOT CLAPPING WE CAN TAKE YOU. WE'RE NOT CLAPPING WE CAN TAKE IT UP TAKE IT UP AS A BOARD BUT WE'RE NOT CLAPPING WE CAN TAKE IT UP TAKE IT UP AS A BOARD BUT WE'RE NOT CLAPPING WE CAN TAKE IT UP TAKE IT UP AS A BOARD BUT WE'VE HAD A LONG STANDING IT UP TAKE IT UP AS A BOARD BUT WE'VE HAD A LONG STANDING IT UP TAKE IT UP AS A BOARD BUT WE'VE HAD A LONG STANDING HISTORY AND YOU KNOW AND I'M WE'VE HAD

165A LONG STANDING HISTORY AND YOU KNOW AND I'M WE'VE HAD A LONG STANDING HISTORY AND YOU KNOW AND I'M JUST ASKING YOU PLEASE NOT TO HISTORY AND YOU KNOW AND I'M JUST ASKING YOU PLEASE NOT TO HISTORY AND YOU KNOW AND I'M JUST ASKING YOU PLEASE NOT TO THANK YOU THIS TYPE. JUST ASKING YOU PLEASE NOT TO THANK YOU THIS TYPE. JUST ASKING YOU PLEASE NOT TO THANK YOU THIS TYPE. GOOD EVENING CHAIRWOMAN MELNYK THANK YOU THIS TYPE. GOOD EVENING CHAIRWOMAN MELNYK THANK YOU THIS TYPE. GOOD EVENING CHAIRWOMAN MELNYK FEISTIER FRANKLIN MEMBERS GOOD EVENING CHAIRWOMAN MELNYK FEISTIER FRANKLIN MEMBERS GOOD EVENING CHAIRWOMAN MELNYK FEISTIER FRANKLIN MEMBERS OF THE MEMBERS OF THE SCHOOL FEISTIER FRANKLIN MEMBERS OF THE MEMBERS OF THE SCHOOL FEISTIER FRANKLIN MEMBERS OF THE MEMBERS OF THE SCHOOL BOARD AND DR. ROBERTSON MY

166NAME OF THE MEMBERS OF THE SCHOOL BOARD AND DR. ROBERTSON MY NAME OF THE MEMBERS OF THE SCHOOL BOARD AND DR. ROBERTSON MY NAME IS HOW THEIR SITE AND THE BOARD AND DR. ROBERTSON MY NAME IS HOW THEIR SITE AND THE BOARD AND DR. ROBERTSON MY NAME IS HOW THEIR SITE AND THE PRESIDENT OF THE VIRGINIA BEACH IS HOW THEIR SITE AND THE PRESIDENT OF THE VIRGINIA BEACH IS HOW THEIR SITE AND THE PRESIDENT OF THE VIRGINIA BEACH EDUCATION ASSOCIATION HERE THIS PRESIDENT OF THE VIRGINIA BEACH EDUCATION ASSOCIATION HERE THIS PRESIDENT OF THE VIRGINIA BEACH EDUCATION ASSOCIATION HERE THIS EVENING TO SPEAK ABOUT THE EDUCATION ASSOCIATION HERE THIS EVENING TO SPEAK ABOUT THE EDUCATION ASSOCIATION HERE THIS EVENING TO SPEAK ABOUT THE SCHOOL THE SCHOOL CALENDAR. EVENING TO SPEAK ABOUT THE SCHOOL THE SCHOOL CALENDAR.

167EVENING TO SPEAK ABOUT THE SCHOOL THE SCHOOL CALENDAR. I'M GOING TO CONTINUE SCHOOL THE SCHOOL CALENDAR. I'M GOING TO CONTINUE SCHOOL THE SCHOOL CALENDAR. I'M GOING TO CONTINUE ADVOCATING FOR A SCHOOL I'M GOING TO CONTINUE ADVOCATING FOR A SCHOOL I'M GOING TO CONTINUE ADVOCATING FOR A SCHOOL CALENDAR THAT FINDS A BALANCE ADVOCATING FOR A SCHOOL CALENDAR THAT FINDS A BALANCE ADVOCATING FOR A SCHOOL CALENDAR THAT FINDS A BALANCE BETWEEN NINE HUNDRED 90 CALENDAR THAT FINDS A BALANCE BETWEEN NINE HUNDRED 90 CALENDAR THAT FINDS A BALANCE BETWEEN NINE HUNDRED 90 INSTRUCTIONAL HOURS REQUIRED BY BETWEEN NINE HUNDRED 90 INSTRUCTIONAL HOURS REQUIRED BY BETWEEN NINE HUNDRED 90 INSTRUCTIONAL HOURS REQUIRED BY STATE CODE AND ONE HUNDRED AND INSTRUCTIONAL HOURS REQUIRED BY STATE CODE AND ONE HUNDRED AND INSTRUCTIONAL HOURS REQUIRED BY STATE CODE AND ONE HUNDRED AND

168EIGHTY INSTRUCTIONAL DAY SCHOOL STATE CODE AND ONE HUNDRED AND EIGHTY INSTRUCTIONAL DAY SCHOOL STATE CODE AND ONE HUNDRED AND EIGHTY INSTRUCTIONAL DAY SCHOOL BOARD POLICY IN ONE HUNDRED ONE EIGHTY INSTRUCTIONAL DAY SCHOOL BOARD POLICY IN ONE HUNDRED ONE EIGHTY INSTRUCTIONAL DAY SCHOOL BOARD POLICY IN ONE HUNDRED ONE INSTRUCTIONAL DAYS BBC'S DAYS BOARD POLICY IN ONE HUNDRED ONE INSTRUCTIONAL DAYS BBC'S DAYS BOARD POLICY IN ONE HUNDRED ONE INSTRUCTIONAL DAYS BBC'S DAYS BECAUSE FAR EXCEEDS THE STATE INSTRUCTIONAL DAYS BBC'S DAYS BECAUSE FAR EXCEEDS THE STATE INSTRUCTIONAL DAYS BBC'S DAYS BECAUSE FAR EXCEEDS THE STATE REQUIRED 990 INSTRUCTIONAL OURS BECAUSE FAR EXCEEDS THE STATE REQUIRED 990 INSTRUCTIONAL OURS BECAUSE FAR EXCEEDS THE STATE REQUIRED 990 INSTRUCTIONAL OURS IS INSTRUCTIONAL HOURS AS OUR REQUIRED 990 INSTRUCTIONAL OURS IS INSTRUCTIONAL HOURS AS OUR REQUIRED 990 INSTRUCTIONAL OURS IS INSTRUCTIONAL HOURS

169AS OUR SCHOOL DAY HAS SIX IS INSTRUCTIONAL HOURS AS OUR SCHOOL DAY HAS SIX IS INSTRUCTIONAL HOURS AS OUR SCHOOL DAY HAS SIX INSTRUCTIONAL HOURS AS OPPOSED SCHOOL DAY HAS SIX INSTRUCTIONAL HOURS AS OPPOSED SCHOOL DAY HAS SIX INSTRUCTIONAL HOURS AS OPPOSED TO THE STATE MINIMUM FIVE AND A INSTRUCTIONAL HOURS AS OPPOSED TO THE STATE MINIMUM FIVE AND A INSTRUCTIONAL HOURS AS OPPOSED TO THE STATE MINIMUM FIVE AND A HALF HOURS THIS DOES NOT MEAN TO THE STATE MINIMUM FIVE AND A HALF HOURS THIS DOES NOT MEAN TO THE STATE MINIMUM FIVE AND A HALF HOURS THIS DOES NOT MEAN THAT I WANT TO DROP ALL THE WAY HALF HOURS THIS DOES NOT MEAN THAT I WANT TO DROP ALL THE WAY HALF HOURS THIS DOES NOT MEAN THAT I WANT TO DROP ALL THE

170WAY DOWN TO ONE HUNDRED AND SIXTY THAT I WANT TO DROP ALL THE WAY DOWN TO ONE HUNDRED AND SIXTY THAT I WANT TO DROP ALL THE WAY DOWN TO ONE HUNDRED AND SIXTY FIVE DAYS BUT IT WOULD GIVE DOWN TO ONE HUNDRED AND SIXTY FIVE DAYS BUT IT WOULD GIVE DOWN TO ONE HUNDRED AND SIXTY FIVE DAYS BUT IT WOULD GIVE FLEXIBILITY TO LOOK AT HAVING FIVE DAYS BUT IT WOULD GIVE FLEXIBILITY TO LOOK AT HAVING FIVE DAYS BUT IT WOULD GIVE FLEXIBILITY TO LOOK AT HAVING 178 INSTRUCTIONAL DAYS AND TWO FLEXIBILITY TO LOOK AT HAVING 178 INSTRUCTIONAL DAYS AND TWO FLEXIBILITY TO LOOK AT HAVING 178 INSTRUCTIONAL DAYS AND TWO MORE STRATEGICALLY EMBEDDED 178 INSTRUCTIONAL DAYS AND TWO MORE STRATEGICALLY EMBEDDED 178 INSTRUCTIONAL DAYS AND TWO MORE STRATEGICALLY EMBEDDED STAFF DAYS. MORE STRATEGICALLY

171EMBEDDED STAFF DAYS. MORE STRATEGICALLY EMBEDDED STAFF DAYS. I HAVE A FEW OTHER STAFF DAYS. I HAVE A FEW OTHER STAFF DAYS. I HAVE A FEW OTHER RECOMMENDATIONS FOR THE I HAVE A FEW OTHER RECOMMENDATIONS FOR THE I HAVE A FEW OTHER RECOMMENDATIONS FOR THE PROPOSED CALENDERS THAT DO NOT RECOMMENDATIONS FOR THE PROPOSED CALENDERS THAT DO NOT RECOMMENDATIONS FOR THE PROPOSED CALENDERS THAT DO NOT INVOLVE DROPPING BELOW ONE PROPOSED CALENDERS THAT DO NOT INVOLVE DROPPING BELOW ONE PROPOSED CALENDERS THAT DO NOT INVOLVE DROPPING BELOW ONE HUNDRED 80 INSTRUCTIONAL DAYS INVOLVE DROPPING BELOW ONE HUNDRED 80 INSTRUCTIONAL DAYS INVOLVE DROPPING BELOW ONE HUNDRED 80 INSTRUCTIONAL DAYS WHICH I URGE YOU TO CONSIDER HUNDRED 80 INSTRUCTIONAL DAYS WHICH I URGE YOU TO CONSIDER HUNDRED 80 INSTRUCTIONAL DAYS WHICH I URGE YOU TO CONSIDER ONE THE ELECTION DAY STAFF

172THEY WHICH I URGE YOU TO CONSIDER ONE THE ELECTION DAY STAFF THEY WHICH I URGE YOU TO CONSIDER ONE THE ELECTION DAY STAFF THEY SHOULD ALWAYS BE A FLEXIBLE ONE THE ELECTION DAY STAFF THEY SHOULD ALWAYS BE A FLEXIBLE ONE THE ELECTION DAY STAFF THEY SHOULD ALWAYS BE A FLEXIBLE STAFF THREE OF THE FOUR SHOULD ALWAYS BE A FLEXIBLE STAFF THREE OF THE FOUR SHOULD ALWAYS BE A FLEXIBLE STAFF THREE OF THE FOUR CALENDERS PRESENTED DO NOT HAVE STAFF THREE OF THE FOUR CALENDERS PRESENTED DO NOT HAVE STAFF THREE OF THE FOUR CALENDERS PRESENTED DO NOT HAVE ELECTION DAY AS FLEXIBLE CALENDERS PRESENTED DO NOT HAVE ELECTION DAY AS FLEXIBLE CALENDERS PRESENTED DO NOT HAVE ELECTION DAY AS FLEXIBLE STARTING TO TWO THE FOUR BY ELECTION DAY AS FLEXIBLE STARTING TO TWO THE FOUR BY

173ELECTION DAY AS FLEXIBLE STARTING TO TWO THE FOUR BY FOUR REPORTING PERIODS NEED TO STARTING TO TWO THE FOUR BY FOUR REPORTING PERIODS NEED TO STARTING TO TWO THE FOUR BY FOUR REPORTING PERIODS NEED TO BE CLEARLY LISTED THE SAME WAY FOUR REPORTING PERIODS NEED TO BE CLEARLY LISTED THE SAME WAY FOUR REPORTING PERIODS NEED TO BE CLEARLY LISTED THE SAME WAY YEAR LONG QUARTERS ARE STAFF BE CLEARLY LISTED THE SAME WAY YEAR LONG QUARTERS ARE STAFF BE CLEARLY LISTED THE SAME WAY YEAR LONG QUARTERS ARE STAFF STUDENTS AND PARENTS SHOULD BE YEAR LONG QUARTERS ARE STAFF STUDENTS AND PARENTS SHOULD BE YEAR LONG QUARTERS ARE STAFF STUDENTS AND PARENTS SHOULD BE ABLE TO LOOK AT THE YEAR AT A STUDENTS AND PARENTS SHOULD BE ABLE TO LOOK AT THE YEAR AT A STUDENTS AND

174PARENTS SHOULD BE ABLE TO LOOK AT THE YEAR AT A GLANCE CALENDAR AND SEE ALL OUR ABLE TO LOOK AT THE YEAR AT A GLANCE CALENDAR AND SEE ALL OUR ABLE TO LOOK AT THE YEAR AT A GLANCE CALENDAR AND SEE ALL OUR MARKING PERIODS CLEARLY DEFINED GLANCE CALENDAR AND SEE ALL OUR MARKING PERIODS CLEARLY DEFINED GLANCE CALENDAR AND SEE ALL OUR MARKING PERIODS CLEARLY DEFINED THREE LIMITED ADJUSTED MARKING PERIODS CLEARLY DEFINED THREE LIMITED ADJUSTED MARKING PERIODS CLEARLY DEFINED THREE LIMITED ADJUSTED DISMISSAL DAYS CHECK THEY'RE IN THREE LIMITED ADJUSTED DISMISSAL DAYS CHECK THEY'RE IN THREE LIMITED ADJUSTED DISMISSAL DAYS CHECK THEY'RE IN THERE. DISMISSAL DAYS CHECK THEY'RE IN THERE. DISMISSAL DAYS CHECK THEY'RE IN THERE. HOWEVER I URGE YOU TO CONSIDER THERE. HOWEVER I URGE YOU TO CONSIDER THERE. HOWEVER I URGE YOU TO CONSIDER

175ENSURING ALL CALENDERS HAVE ONE HOWEVER I URGE YOU TO CONSIDER ENSURING ALL CALENDERS HAVE ONE HOWEVER I URGE YOU TO CONSIDER ENSURING ALL CALENDERS HAVE ONE ADJUST TO DISMISSAL DURING THE ENSURING ALL CALENDERS HAVE ONE ADJUST TO DISMISSAL DURING THE ENSURING ALL CALENDERS HAVE ONE ADJUST TO DISMISSAL DURING THE FIRST QUARTER ALIGNING WITH ADJUST TO DISMISSAL DURING THE FIRST QUARTER ALIGNING WITH ADJUST TO DISMISSAL DURING THE FIRST QUARTER ALIGNING WITH FOUR BY FOUR REPORT CARDS AND FIRST QUARTER ALIGNING WITH FOUR BY FOUR REPORT CARDS AND FIRST QUARTER ALIGNING WITH FOUR BY FOUR REPORT CARDS AND PROGRESS REPORTS FOR YOUR LONG FOUR BY FOUR REPORT CARDS AND PROGRESS REPORTS FOR YOUR LONG FOUR BY FOUR REPORT CARDS AND PROGRESS REPORTS FOR YOUR LONG SEMESTER ONE STUDENT'S AND WON PROGRESS REPORTS FOR YOUR LONG SEMESTER ONE STUDENT'S

176AND WON PROGRESS REPORTS FOR YOUR LONG SEMESTER ONE STUDENT'S AND WON A JUST A DISMISSAL DAY THE SEMESTER ONE STUDENT'S AND WON A JUST A DISMISSAL DAY THE SEMESTER ONE STUDENT'S AND WON A JUST A DISMISSAL DAY THE THIRD QUARTER ALIGNING WITH A JUST A DISMISSAL DAY THE THIRD QUARTER ALIGNING WITH A JUST A DISMISSAL DAY THE THIRD QUARTER ALIGNING WITH FOUR BY FOUR QUARTER FINAL THIRD QUARTER ALIGNING WITH FOUR BY FOUR QUARTER FINAL THIRD QUARTER ALIGNING WITH FOUR BY FOUR QUARTER FINAL REPORT CARDS WHICH IS THE FIRST FOUR BY FOUR QUARTER FINAL REPORT CARDS WHICH IS THE FIRST FOUR BY FOUR QUARTER FINAL REPORT CARDS WHICH IS THE FIRST QUARTER OF TERM TO AND PROGRESS REPORT CARDS WHICH IS THE FIRST QUARTER OF TERM TO AND PROGRESS REPORT CARDS WHICH IS THE FIRST QUARTER

177OF TERM TO AND PROGRESS REPORTS FOR SEMESTER TWO IN QUARTER OF TERM TO AND PROGRESS REPORTS FOR SEMESTER TWO IN QUARTER OF TERM TO AND PROGRESS REPORTS FOR SEMESTER TWO IN YOUR AMONG STUDENTS IN THIS REPORTS FOR SEMESTER TWO IN YOUR AMONG STUDENTS IN THIS REPORTS FOR SEMESTER TWO IN YOUR AMONG STUDENTS IN THIS BRINGS ME TO POINT FOUR THE YOUR AMONG STUDENTS IN THIS BRINGS ME TO POINT FOUR THE YOUR AMONG STUDENTS IN THIS BRINGS ME TO POINT FOUR THE INEQUITABLE ADJUSTED DISMISSAL BRINGS ME TO POINT FOUR THE INEQUITABLE ADJUSTED DISMISSAL BRINGS ME TO POINT FOUR THE INEQUITABLE ADJUSTED DISMISSAL DAYS DURING THE LAST WEEK INEQUITABLE ADJUSTED DISMISSAL DAYS DURING THE LAST WEEK INEQUITABLE ADJUSTED DISMISSAL DAYS DURING THE LAST WEEK OF SCHOOL THESE FOUR DAYS ARE DAYS DURING THE LAST WEEK OF SCHOOL

178THESE FOUR DAYS ARE DAYS DURING THE LAST WEEK OF SCHOOL THESE FOUR DAYS ARE NOT FINAL EXAM DRIVEN AS THERE OF SCHOOL THESE FOUR DAYS ARE NOT FINAL EXAM DRIVEN AS THERE OF SCHOOL THESE FOUR DAYS ARE NOT FINAL EXAM DRIVEN AS THERE NO EARLY RELEASE IN JANUARY NOT FINAL EXAM DRIVEN AS THERE NO EARLY RELEASE IN JANUARY NOT FINAL EXAM DRIVEN AS THERE NO EARLY RELEASE IN JANUARY FOUR TERM ONE FINAL EXAMS THE NO EARLY RELEASE IN JANUARY FOUR TERM ONE FINAL EXAMS THE NO EARLY RELEASE IN JANUARY FOUR TERM ONE FINAL EXAMS THE END OF THE YEAR PROCESS IS TIME FOUR TERM ONE FINAL EXAMS THE END OF THE YEAR PROCESS IS TIME FOUR TERM ONE FINAL EXAMS THE END OF THE YEAR PROCESS IS TIME CONSUMING AND OFTEN CUMBERSOME END OF THE

179YEAR PROCESS IS TIME CONSUMING AND OFTEN CUMBERSOME END OF THE YEAR PROCESS IS TIME CONSUMING AND OFTEN CUMBERSOME CHECKLISTS INVENTORY FINALIZING CONSUMING AND OFTEN CUMBERSOME CHECKLISTS INVENTORY FINALIZING CONSUMING AND OFTEN CUMBERSOME CHECKLISTS INVENTORY FINALIZING STUDENT RECORDS AND ENSURING CHECKLISTS INVENTORY FINALIZING STUDENT RECORDS AND ENSURING CHECKLISTS INVENTORY FINALIZING STUDENT RECORDS AND ENSURING EVERYTHING IS READY TO PASS OFF STUDENT RECORDS AND ENSURING EVERYTHING IS READY TO PASS OFF STUDENT RECORDS AND ENSURING EVERYTHING IS READY TO PASS OFF TO THE NEXT SCHOOL YEAR ARE EVERYTHING IS READY TO PASS OFF TO THE NEXT SCHOOL YEAR ARE EVERYTHING IS READY TO PASS OFF TO THE NEXT SCHOOL YEAR ARE ELEMENTARY AND MIDDLE SCHOOL TO THE NEXT SCHOOL YEAR ARE ELEMENTARY AND MIDDLE SCHOOL TO THE NEXT SCHOOL YEAR ARE ELEMENTARY AND MIDDLE SCHOOL STAFF DESERVE THE SAME ELEMENTARY AND

180MIDDLE SCHOOL STAFF DESERVE THE SAME ELEMENTARY AND MIDDLE SCHOOL STAFF DESERVE THE SAME UNENCUMBERED TIME TO ACCOMPLISH STAFF DESERVE THE SAME UNENCUMBERED TIME TO ACCOMPLISH STAFF DESERVE THE SAME UNENCUMBERED TIME TO ACCOMPLISH THIS AS HIGH SCHOOL STAFF AS A UNENCUMBERED TIME TO ACCOMPLISH THIS AS HIGH SCHOOL STAFF AS A UNENCUMBERED TIME TO ACCOMPLISH THIS AS HIGH SCHOOL STAFF AS A DIVISION THERE IS FLEXIBILITY THIS AS HIGH SCHOOL STAFF AS A DIVISION THERE IS FLEXIBILITY THIS AS HIGH SCHOOL STAFF AS A DIVISION THERE IS FLEXIBILITY AND SCHEDULING TESTING TO DIVISION THERE IS FLEXIBILITY AND SCHEDULING TESTING TO DIVISION THERE IS FLEXIBILITY AND SCHEDULING TESTING TO ENSURE EXPEDITED TESTING IS AND SCHEDULING TESTING TO ENSURE EXPEDITED TESTING IS AND SCHEDULING TESTING TO ENSURE EXPEDITED TESTING IS COMPLETE PRIOR TO THIS LAST ENSURE EXPEDITED TESTING IS COMPLETE PRIOR

181TO THIS LAST ENSURE EXPEDITED TESTING IS COMPLETE PRIOR TO THIS LAST WEEK ALL SCHOOLS ALL SCHOOL COMPLETE PRIOR TO THIS LAST WEEK ALL SCHOOLS ALL SCHOOL COMPLETE PRIOR TO THIS LAST WEEK ALL SCHOOLS ALL SCHOOL LEVELS SHOULD HAVE THE SAME WEEK ALL SCHOOLS ALL SCHOOL LEVELS SHOULD HAVE THE SAME WEEK ALL SCHOOLS ALL SCHOOL LEVELS SHOULD HAVE THE SAME NUMBER OF A JUST A DISMISSAL LEVELS SHOULD HAVE THE SAME NUMBER OF A JUST A DISMISSAL LEVELS SHOULD HAVE THE SAME NUMBER OF A JUST A DISMISSAL LAST WEEK IF YOU AREN'T WILLING NUMBER OF A JUST A DISMISSAL LAST WEEK IF YOU AREN'T WILLING NUMBER OF A JUST A DISMISSAL LAST WEEK IF YOU AREN'T WILLING TO GIVE ELEMENTARY AND MIDDLE LAST WEEK IF YOU AREN'T WILLING TO GIVE ELEMENTARY AND MIDDLE LAST WEEK IF YOU

182AREN'T WILLING TO GIVE ELEMENTARY AND MIDDLE SCHOOL ALL FOUR DAYS YOU SHOULD TO GIVE ELEMENTARY AND MIDDLE SCHOOL ALL FOUR DAYS YOU SHOULD TO GIVE ELEMENTARY AND MIDDLE SCHOOL ALL FOUR DAYS YOU SHOULD AT MINIMUM HAVE ADJUSTED SCHOOL ALL FOUR DAYS YOU SHOULD AT MINIMUM HAVE ADJUSTED SCHOOL ALL FOUR DAYS YOU SHOULD AT MINIMUM HAVE ADJUSTED DISMISSAL THE LAST TWO DAYS AS AT MINIMUM HAVE ADJUSTED DISMISSAL THE LAST TWO DAYS AS AT MINIMUM HAVE ADJUSTED DISMISSAL THE LAST TWO DAYS AS WAS DONE IN PAST YEARS. DISMISSAL THE LAST TWO DAYS AS WAS DONE IN PAST YEARS. DISMISSAL THE LAST TWO DAYS AS WAS DONE IN PAST YEARS. FOR EXAMPLE 07 08 AND 08 09 WAS DONE IN PAST YEARS. FOR EXAMPLE 07 08 AND 08 09 WAS DONE IN PAST YEARS. FOR EXAMPLE 07 08

183AND 08 09 SCHOOL YEAR THANK YOU FOR YOUR FOR EXAMPLE 07 08 AND 08 09 SCHOOL YEAR THANK YOU FOR YOUR FOR EXAMPLE 07 08 AND 08 09 SCHOOL YEAR THANK YOU FOR YOUR TIME AND CONSIDERATION OUR NEXT SCHOOL YEAR THANK YOU FOR YOUR TIME AND CONSIDERATION OUR NEXT SCHOOL YEAR THANK YOU FOR YOUR TIME AND CONSIDERATION OUR NEXT SPEAKER IS MELINDA ROGERS TIME AND CONSIDERATION OUR NEXT SPEAKER IS MELINDA ROGERS TIME AND CONSIDERATION OUR NEXT SPEAKER IS MELINDA ROGERS SCREAMING AND THANK YOU FOR THE SPEAKER IS MELINDA ROGERS SCREAMING AND THANK YOU FOR THE SPEAKER IS MELINDA ROGERS SCREAMING AND THANK YOU FOR THE OPPORTUNITY TO ADDRESS TO SCREAMING AND THANK YOU FOR THE OPPORTUNITY TO ADDRESS TO SCREAMING AND THANK YOU FOR THE OPPORTUNITY TO ADDRESS TO ADDRESS THE BOARD THIS EVENING OPPORTUNITY

184TO ADDRESS TO ADDRESS THE BOARD THIS EVENING OPPORTUNITY TO ADDRESS TO ADDRESS THE BOARD THIS EVENING I'M HERE TO EXPRESS MY SERIOUS ADDRESS THE BOARD THIS EVENING I'M HERE TO EXPRESS MY SERIOUS ADDRESS THE BOARD THIS EVENING I'M HERE TO EXPRESS MY SERIOUS CONCERNS REGARDING THE PROPOSED I'M HERE TO EXPRESS MY SERIOUS CONCERNS REGARDING THE PROPOSED I'M HERE TO EXPRESS MY SERIOUS CONCERNS REGARDING THE PROPOSED HARBOR CENTER GIVEN THE CONCERNS REGARDING THE PROPOSED HARBOR CENTER GIVEN THE CONCERNS REGARDING THE PROPOSED HARBOR CENTER GIVEN THE EXISTING CHALLENGES WE FACE HARBOR CENTER GIVEN THE EXISTING CHALLENGES WE FACE HARBOR CENTER GIVEN THE EXISTING CHALLENGES WE FACE THEIR BUDGET I FIND IT EXISTING CHALLENGES WE FACE THEIR BUDGET I FIND IT EXISTING CHALLENGES WE FACE THEIR BUDGET I FIND IT DIFFICULT TO UNDERSTAND HOW THEIR BUDGET I FIND

185IT DIFFICULT TO UNDERSTAND HOW THEIR BUDGET I FIND IT DIFFICULT TO UNDERSTAND HOW THIS HOW THIS BOARD CAN JUSTIFY DIFFICULT TO UNDERSTAND HOW THIS HOW THIS BOARD CAN JUSTIFY DIFFICULT TO UNDERSTAND HOW THIS HOW THIS BOARD CAN JUSTIFY SUCH SIGNIFICANT EXPENDITURE THIS HOW THIS BOARD CAN JUSTIFY SUCH SIGNIFICANT EXPENDITURE THIS HOW THIS BOARD CAN JUSTIFY SUCH SIGNIFICANT EXPENDITURE FOR A RELATIVELY SMALL NUMBER SUCH SIGNIFICANT EXPENDITURE FOR A RELATIVELY SMALL NUMBER SUCH SIGNIFICANT EXPENDITURE FOR A RELATIVELY SMALL NUMBER OF STUDENTS THE PRESENTATION ON FOR A RELATIVELY SMALL NUMBER OF STUDENTS THE PRESENTATION ON FOR A RELATIVELY SMALL NUMBER OF STUDENTS THE PRESENTATION ON THE CENTER AND IT INDICATES OF STUDENTS THE PRESENTATION ON THE CENTER AND IT INDICATES OF STUDENTS THE PRESENTATION ON THE CENTER AND IT INDICATES THAT THE CENTER WILL REQUIRE THE CENTER AND

186IT INDICATES THAT THE CENTER WILL REQUIRE THE CENTER AND IT INDICATES THAT THE CENTER WILL REQUIRE ONE POINT FIVE MILLION FROM THE THAT THE CENTER WILL REQUIRE ONE POINT FIVE MILLION FROM THE THAT THE CENTER WILL REQUIRE ONE POINT FIVE MILLION FROM THE GENERAL FUND WITH HALF OF THAT ONE POINT FIVE MILLION FROM THE GENERAL FUND WITH HALF OF THAT ONE POINT FIVE MILLION FROM THE GENERAL FUND WITH HALF OF THAT AMOUNT COMING FROM VIRGINIA GENERAL FUND WITH HALF OF THAT AMOUNT COMING FROM VIRGINIA GENERAL FUND WITH HALF OF THAT AMOUNT COMING FROM VIRGINIA BEACH CITY PUBLIC SCHOOLS AMOUNT COMING FROM VIRGINIA BEACH CITY PUBLIC SCHOOLS AMOUNT COMING FROM VIRGINIA BEACH CITY PUBLIC SCHOOLS HOWEVER THE FACILITY FOR BEACH CITY PUBLIC SCHOOLS HOWEVER THE FACILITY FOR BEACH CITY PUBLIC SCHOOLS HOWEVER THE FACILITY FOR FACILITY

187FOR THIS PROGRAM WILL HOWEVER THE FACILITY FOR FACILITY FOR THIS PROGRAM WILL HOWEVER THE FACILITY FOR FACILITY FOR THIS PROGRAM WILL BE LUBRICATOR CHESAPEAKE THIS FACILITY FOR THIS PROGRAM WILL BE LUBRICATOR CHESAPEAKE THIS FACILITY FOR THIS PROGRAM WILL BE LUBRICATOR CHESAPEAKE THIS RAISES THIS RAISES CRITICAL BE LUBRICATOR CHESAPEAKE THIS RAISES THIS RAISES CRITICAL BE LUBRICATOR CHESAPEAKE THIS RAISES THIS RAISES CRITICAL QUESTIONS ABOUT THE FINANCIAL RAISES THIS RAISES CRITICAL QUESTIONS ABOUT THE FINANCIAL RAISES THIS RAISES CRITICAL QUESTIONS ABOUT THE FINANCIAL IMPLICATIONS WHO WILL BEAR THE QUESTIONS ABOUT THE FINANCIAL IMPLICATIONS WHO WILL BEAR THE QUESTIONS ABOUT THE FINANCIAL IMPLICATIONS WHO WILL BEAR THE ONGOING COST OF THE OPERATING IMPLICATIONS WHO WILL BEAR THE ONGOING COST OF THE OPERATING IMPLICATIONS WHO WILL BEAR THE ONGOING COST OF THE OPERATING AND MAINTAINING THIS BUILDING ONGOING COST OF THE

188OPERATING AND MAINTAINING THIS BUILDING ONGOING COST OF THE OPERATING AND MAINTAINING THIS BUILDING WILL THE COST BE COVERED BY AND MAINTAINING THIS BUILDING WILL THE COST BE COVERED BY AND MAINTAINING THIS BUILDING WILL THE COST BE COVERED BY VIRGINIA BEACH, CHESAPEAKE OR WILL THE COST BE COVERED BY VIRGINIA BEACH, CHESAPEAKE OR WILL THE COST BE COVERED BY VIRGINIA BEACH, CHESAPEAKE OR WILL ALL THE SCHOOLS BE VIRGINIA BEACH, CHESAPEAKE OR WILL ALL THE SCHOOLS BE VIRGINIA BEACH, CHESAPEAKE OR WILL ALL THE SCHOOLS BE RESPONSIBLE ADDITIONALLY, HOW WILL ALL THE SCHOOLS BE RESPONSIBLE ADDITIONALLY, HOW WILL ALL THE SCHOOLS BE RESPONSIBLE ADDITIONALLY, HOW MUCH WILL THIS ADD TO THE RESPONSIBLE ADDITIONALLY, HOW MUCH WILL THIS ADD TO THE RESPONSIBLE ADDITIONALLY, HOW MUCH WILL THIS ADD TO THE INITIAL ONE POINT FIVE DOLLARS MUCH WILL THIS ADD TO

189THE INITIAL ONE POINT FIVE DOLLARS MUCH WILL THIS ADD TO THE INITIAL ONE POINT FIVE DOLLARS MILLION EXPENDITURE THE PROGRAM INITIAL ONE POINT FIVE DOLLARS MILLION EXPENDITURE THE PROGRAM INITIAL ONE POINT FIVE DOLLARS MILLION EXPENDITURE THE PROGRAM PROPOSES TO ASSIGN TEAMS MILLION EXPENDITURE THE PROGRAM PROPOSES TO ASSIGN TEAMS MILLION EXPENDITURE THE PROGRAM PROPOSES TO ASSIGN TEAMS OF THERAPISTS IN SPECIAL PROPOSES TO ASSIGN TEAMS OF THERAPISTS IN SPECIAL PROPOSES TO ASSIGN TEAMS OF THERAPISTS IN SPECIAL EDUCATION TEACHERS TO STUDENTS OF THERAPISTS IN SPECIAL EDUCATION TEACHERS TO STUDENTS OF THERAPISTS IN SPECIAL EDUCATION TEACHERS TO STUDENTS GIVEN THE COMPLEXITIES INVOLVED EDUCATION TEACHERS TO STUDENTS GIVEN THE COMPLEXITIES INVOLVED EDUCATION TEACHERS TO STUDENTS GIVEN THE COMPLEXITIES INVOLVED PARTICULARLY IN SUBSTANCE ABUSE GIVEN THE COMPLEXITIES INVOLVED PARTICULARLY IN SUBSTANCE ABUSE GIVEN THE COMPLEXITIES INVOLVED PARTICULARLY IN SUBSTANCE ABUSE THERAPY

190WHAT SPECIFIC PARTICULARLY IN SUBSTANCE ABUSE THERAPY WHAT SPECIFIC PARTICULARLY IN SUBSTANCE ABUSE THERAPY WHAT SPECIFIC QUALIFICATIONS WILL THESE THERAPY WHAT SPECIFIC QUALIFICATIONS WILL THESE THERAPY WHAT SPECIFIC QUALIFICATIONS WILL THESE THERAPISTS POSSESS? QUALIFICATIONS WILL THESE THERAPISTS POSSESS? QUALIFICATIONS WILL THESE THERAPISTS POSSESS? WILL WILL THEY BE CERTIFIED? THERAPISTS POSSESS? WILL WILL THEY BE CERTIFIED? THERAPISTS POSSESS? WILL WILL THEY BE CERTIFIED? WHAT ARE THE ANTICIPATED WILL WILL THEY BE CERTIFIED? WHAT ARE THE ANTICIPATED WILL WILL THEY BE CERTIFIED? WHAT ARE THE ANTICIPATED EMPLOYING QUALIFIED THERAPISTS WHAT ARE THE ANTICIPATED EMPLOYING QUALIFIED THERAPISTS WHAT ARE THE ANTICIPATED EMPLOYING QUALIFIED THERAPISTS AND WHO WILL BE WILL BE EMPLOYING QUALIFIED THERAPISTS AND WHO WILL BE WILL BE EMPLOYING QUALIFIED THERAPISTS AND WHO WILL BE WILL BE RESPONSIBLE FOR THEIR SALARIES AND WHO WILL BE WILL BE RESPONSIBLE FOR THEIR SALARIES AND

191WHO WILL BE WILL BE RESPONSIBLE FOR THEIR SALARIES AND BENEFITS FURTHERMORE HOW RESPONSIBLE FOR THEIR SALARIES AND BENEFITS FURTHERMORE HOW RESPONSIBLE FOR THEIR SALARIES AND BENEFITS FURTHERMORE HOW WILL WE ADDRESS WE ADDRESS THE AND BENEFITS FURTHERMORE HOW WILL WE ADDRESS WE ADDRESS THE AND BENEFITS FURTHERMORE HOW WILL WE ADDRESS WE ADDRESS THE MEDICALLY LIKE THE MEDICAL WILL WE ADDRESS WE ADDRESS THE MEDICALLY LIKE THE MEDICAL WILL WE ADDRESS WE ADDRESS THE MEDICALLY LIKE THE MEDICAL LIABILITY ASSOCIATED WITH MEDICALLY LIKE THE MEDICAL LIABILITY ASSOCIATED WITH MEDICALLY LIKE THE MEDICAL LIABILITY ASSOCIATED WITH THERAPY SESSIONS? LIABILITY ASSOCIATED WITH THERAPY SESSIONS? LIABILITY ASSOCIATED WITH THERAPY SESSIONS? WILL THERAPISTS BE EXPECTED TO THERAPY SESSIONS? WILL THERAPISTS BE EXPECTED TO THERAPY SESSIONS? WILL THERAPISTS BE EXPECTED TO COVER THEIR OWN MALPRACTISE WILL THERAPISTS BE EXPECTED TO COVER THEIR OWN MALPRACTISE

192WILL THERAPISTS BE EXPECTED TO COVER THEIR OWN MALPRACTISE INSURANCE OR IS IT AS IS COMMON COVER THEIR OWN MALPRACTISE INSURANCE OR IS IT AS IS COMMON COVER THEIR OWN MALPRACTISE INSURANCE OR IS IT AS IS COMMON PRACTICE IN THE PRIVATE SECTOR INSURANCE OR IS IT AS IS COMMON PRACTICE IN THE PRIVATE SECTOR INSURANCE OR IS IT AS IS COMMON PRACTICE IN THE PRIVATE SECTOR OR WILL WE BE ENSURING THEM AND PRACTICE IN THE PRIVATE SECTOR OR WILL WE BE ENSURING THEM AND PRACTICE IN THE PRIVATE SECTOR OR WILL WE BE ENSURING THEM AND MAKING SURE THAT THEIR COVERAGE OR WILL WE BE ENSURING THEM AND MAKING SURE THAT THEIR COVERAGE OR WILL WE BE ENSURING THEM AND MAKING SURE THAT THEIR COVERAGE CURRENT THE PROGRAM THE PROGRAM MAKING SURE THAT THEIR COVERAGE CURRENT THE PROGRAM

193THE PROGRAM MAKING SURE THAT THEIR COVERAGE CURRENT THE PROGRAM THE PROGRAM ALSO PROMISES COMPREHENSIVE CURRENT THE PROGRAM THE PROGRAM ALSO PROMISES COMPREHENSIVE CURRENT THE PROGRAM THE PROGRAM ALSO PROMISES COMPREHENSIVE SCREENINGS FOR STUDENTS WHAT ALSO PROMISES COMPREHENSIVE SCREENINGS FOR STUDENTS WHAT ALSO PROMISES COMPREHENSIVE SCREENINGS FOR STUDENTS WHAT WILL BE SCREENINGS INTEL SCREENINGS FOR STUDENTS WHAT WILL BE SCREENINGS INTEL SCREENINGS FOR STUDENTS WHAT WILL BE SCREENINGS INTEL ENTAIL? WILL BE SCREENINGS INTEL ENTAIL? WILL BE SCREENINGS INTEL ENTAIL? WILL THEY COVER SUBSTANCE ABUSE ENTAIL? WILL THEY COVER SUBSTANCE ABUSE ENTAIL? WILL THEY COVER SUBSTANCE ABUSE MENTAL HEALTH OR BOTH. WILL THEY COVER SUBSTANCE ABUSE MENTAL HEALTH OR BOTH. WILL THEY COVER SUBSTANCE ABUSE MENTAL HEALTH OR BOTH. WHAT ARE THE FINANCIAL MENTAL HEALTH OR BOTH. WHAT ARE THE FINANCIAL MENTAL HEALTH OR BOTH. WHAT ARE THE FINANCIAL IMPLICATIONS

194OF CONDUCTING WHAT ARE THE FINANCIAL IMPLICATIONS OF CONDUCTING WHAT ARE THE FINANCIAL IMPLICATIONS OF CONDUCTING SCREENINGS PARTICULARLY IF IMPLICATIONS OF CONDUCTING SCREENINGS PARTICULARLY IF IMPLICATIONS OF CONDUCTING SCREENINGS PARTICULARLY IF STUDENTS LEAVE THE PROGRAM SCREENINGS PARTICULARLY IF STUDENTS LEAVE THE PROGRAM SCREENINGS PARTICULARLY IF STUDENTS LEAVE THE PROGRAM MID-YEAR AND THEN RETURN TO STUDENTS LEAVE THE PROGRAM MID-YEAR AND THEN RETURN TO STUDENTS LEAVE THE PROGRAM MID-YEAR AND THEN RETURN TO THEIR HOME SCHOOL AND A NEW MID-YEAR AND THEN RETURN TO THEIR HOME SCHOOL AND A NEW MID-YEAR AND THEN RETURN TO THEIR HOME SCHOOL AND A NEW STUDENT IS REQUIRED TO BE THEIR HOME SCHOOL AND A NEW STUDENT IS REQUIRED TO BE THEIR HOME SCHOOL AND A NEW STUDENT IS REQUIRED TO BE ASSESSED WHAT WILL BE PLACED ON STUDENT IS REQUIRED TO BE ASSESSED WHAT

195WILL BE PLACED ON STUDENT IS REQUIRED TO BE ASSESSED WHAT WILL BE PLACED ON THE NUMBER OF SCREENINGS WE CAN ASSESSED WHAT WILL BE PLACED ON THE NUMBER OF SCREENINGS WE CAN ASSESSED WHAT WILL BE PLACED ON THE NUMBER OF SCREENINGS WE CAN AFFORD TO AFFORD TO ADMINISTER THE NUMBER OF SCREENINGS WE CAN AFFORD TO AFFORD TO ADMINISTER THE NUMBER OF SCREENINGS WE CAN AFFORD TO AFFORD TO ADMINISTER EACH SCHOOL THE STATED GOALS AFFORD TO AFFORD TO ADMINISTER EACH SCHOOL THE STATED GOALS AFFORD TO AFFORD TO ADMINISTER EACH SCHOOL THE STATED GOALS FOR THE RECOVERY SCHOOL AIM TO EACH SCHOOL THE STATED GOALS FOR THE RECOVERY SCHOOL AIM TO EACH SCHOOL THE STATED GOALS FOR THE RECOVERY SCHOOL AIM TO ENHANCE STUDENTS MENTAL AND FOR THE RECOVERY SCHOOL AIM TO ENHANCE STUDENTS MENTAL AND FOR

196THE RECOVERY SCHOOL AIM TO ENHANCE STUDENTS MENTAL AND SOCIAL EMOTIONAL HEALTH HOWEVER ENHANCE STUDENTS MENTAL AND SOCIAL EMOTIONAL HEALTH HOWEVER ENHANCE STUDENTS MENTAL AND SOCIAL EMOTIONAL HEALTH HOWEVER I QUESTIONED I QUESTION THE SOCIAL EMOTIONAL HEALTH HOWEVER I QUESTIONED I QUESTION THE SOCIAL EMOTIONAL HEALTH HOWEVER I QUESTIONED I QUESTION THE FAIRNESS OF LIMITING SUCH I QUESTIONED I QUESTION THE FAIRNESS OF LIMITING SUCH I QUESTIONED I QUESTION THE FAIRNESS OF LIMITING SUCH SUPPORT EXCLUSIVELY TO STUDENTS FAIRNESS OF LIMITING SUCH SUPPORT EXCLUSIVELY TO STUDENTS FAIRNESS OF LIMITING SUCH SUPPORT EXCLUSIVELY TO STUDENTS IN RECOVERY ESPECIALLY IN THE SUPPORT EXCLUSIVELY TO STUDENTS IN RECOVERY ESPECIALLY IN THE SUPPORT EXCLUSIVELY TO STUDENTS IN RECOVERY ESPECIALLY IN THE BROADER COMMUNITY HAS EXPRESSED IN RECOVERY ESPECIALLY IN THE BROADER COMMUNITY HAS EXPRESSED IN RECOVERY ESPECIALLY IN THE BROADER COMMUNITY HAS EXPRESSED REPEATEDLY

197A NEED FOR THESE BROADER COMMUNITY HAS EXPRESSED REPEATEDLY A NEED FOR THESE BROADER COMMUNITY HAS EXPRESSED REPEATEDLY A NEED FOR THESE SIMILAR SUPPORTS SHOULDN'T WE REPEATEDLY A NEED FOR THESE SIMILAR SUPPORTS SHOULDN'T WE REPEATEDLY A NEED FOR THESE SIMILAR SUPPORTS SHOULDN'T WE BE OFFERING THESE VITAL SIMILAR SUPPORTS SHOULDN'T WE BE OFFERING THESE VITAL SIMILAR SUPPORTS SHOULDN'T WE BE OFFERING THESE VITAL SERVICES TO ALL OF OUR STUDENTS BE OFFERING THESE VITAL SERVICES TO ALL OF OUR STUDENTS BE OFFERING THESE VITAL SERVICES TO ALL OF OUR STUDENTS TO PREVENT ISSUES RELATED TO SERVICES TO ALL OF OUR STUDENTS TO PREVENT ISSUES RELATED TO SERVICES TO ALL OF OUR STUDENTS TO PREVENT ISSUES RELATED TO SUBSTANCE ABUSE BEFORE THEY TO PREVENT ISSUES RELATED TO SUBSTANCE ABUSE BEFORE THEY TO PREVENT ISSUES RELATED TO SUBSTANCE ABUSE BEFORE THEY ARISE?

198SUBSTANCE ABUSE BEFORE THEY ARISE? SUBSTANCE ABUSE BEFORE THEY ARISE? FINALLY I'M CONCERNED ABOUT THE ARISE? FINALLY I'M CONCERNED ABOUT THE ARISE? FINALLY I'M CONCERNED ABOUT THE TIMELINE FOR THE SCHOOLS FINALLY I'M CONCERNED ABOUT THE TIMELINE FOR THE SCHOOLS FINALLY I'M CONCERNED ABOUT THE TIMELINE FOR THE SCHOOLS OPENING IN AUGUST LESS THAN ONE TIMELINE FOR THE SCHOOLS OPENING IN AUGUST LESS THAN ONE TIMELINE FOR THE SCHOOLS OPENING IN AUGUST LESS THAN ONE YEAR FROM HAVE WE NOT LEARNED OPENING IN AUGUST LESS THAN ONE YEAR FROM HAVE WE NOT LEARNED OPENING IN AUGUST LESS THAN ONE YEAR FROM HAVE WE NOT LEARNED FROM PAST CHALLENGES WE ARE YEAR FROM HAVE WE NOT LEARNED FROM PAST CHALLENGES WE ARE YEAR FROM HAVE WE NOT LEARNED FROM PAST CHALLENGES WE ARE STRUGGLING TO PROVIDE ADEQUATE FROM PAST CHALLENGES WE

199ARE STRUGGLING TO PROVIDE ADEQUATE FROM PAST CHALLENGES WE ARE STRUGGLING TO PROVIDE ADEQUATE SUPPORT FOR OUR GIFTED STUDENTS STRUGGLING TO PROVIDE ADEQUATE SUPPORT FOR OUR GIFTED STUDENTS STRUGGLING TO PROVIDE ADEQUATE SUPPORT FOR OUR GIFTED STUDENTS ,MAINTAIN OUR EXISTING SUPPORT FOR OUR GIFTED STUDENTS ,MAINTAIN OUR EXISTING SUPPORT FOR OUR GIFTED STUDENTS ,MAINTAIN OUR EXISTING FACILITIES YET WE ARE EXPECTED ,MAINTAIN OUR EXISTING FACILITIES YET WE ARE EXPECTED ,MAINTAIN OUR EXISTING FACILITIES YET WE ARE EXPECTED TO PRIORITIZE A BRAND NEW FACILITIES YET WE ARE EXPECTED TO PRIORITIZE A BRAND NEW FACILITIES YET WE ARE EXPECTED TO PRIORITIZE A BRAND NEW PROGRAM THAT DIVERGES FROM OUR TO PRIORITIZE A BRAND NEW PROGRAM THAT DIVERGES FROM OUR TO PRIORITIZE A BRAND NEW PROGRAM THAT DIVERGES FROM OUR CURRENT NEEDS WITH THE PROGRAM THAT DIVERGES FROM OUR CURRENT NEEDS WITH THE

200PROGRAM THAT DIVERGES FROM OUR CURRENT NEEDS WITH THE PROJECTED 24 FOUR MILLION CURRENT NEEDS WITH THE PROJECTED 24 FOUR MILLION CURRENT NEEDS WITH THE PROJECTED 24 FOUR MILLION DOLLAR SHORTFALL FOR STAFF PROJECTED 24 FOUR MILLION DOLLAR SHORTFALL FOR STAFF PROJECTED 24 FOUR MILLION DOLLAR SHORTFALL FOR STAFF BENEFITS LOOMING THIS JANUARY DOLLAR SHORTFALL FOR STAFF BENEFITS LOOMING THIS JANUARY DOLLAR SHORTFALL FOR STAFF BENEFITS LOOMING THIS JANUARY HAVE WE EVEN INFORMED OUR STAFF BENEFITS LOOMING THIS JANUARY HAVE WE EVEN INFORMED OUR STAFF BENEFITS LOOMING THIS JANUARY HAVE WE EVEN INFORMED OUR STAFF THAT THEY WILL BE AFFECTED BY HAVE WE EVEN INFORMED OUR STAFF THAT THEY WILL BE AFFECTED BY HAVE WE EVEN INFORMED OUR STAFF THAT THEY WILL BE AFFECTED BY THIS IT SEEMS IRRESPONSIBLE AT THAT THEY WILL BE AFFECTED BY THIS IT SEEMS IRRESPONSIBLE

201AT THAT THEY WILL BE AFFECTED BY THIS IT SEEMS IRRESPONSIBLE AT BEST TO PURSUE SUCH SIGNIFICANT THIS IT SEEMS IRRESPONSIBLE AT BEST TO PURSUE SUCH SIGNIFICANT THIS IT SEEMS IRRESPONSIBLE AT BEST TO PURSUE SUCH SIGNIFICANT EXPENDITURES WITH TAXPAYER BEST TO PURSUE SUCH SIGNIFICANT EXPENDITURES WITH TAXPAYER BEST TO PURSUE SUCH SIGNIFICANT EXPENDITURES WITH TAXPAYER DOLLARS WHEN WE HAVE NOT YET EXPENDITURES WITH TAXPAYER DOLLARS WHEN WE HAVE NOT YET EXPENDITURES WITH TAXPAYER DOLLARS WHEN WE HAVE NOT YET ADDRESSED OUR PRESSING DOLLARS WHEN WE HAVE NOT YET ADDRESSED OUR PRESSING DOLLARS WHEN WE HAVE NOT YET ADDRESSED OUR PRESSING FINANCIAL OBLIGATIONS AND IN ADDRESSED OUR PRESSING FINANCIAL OBLIGATIONS AND IN ADDRESSED OUR PRESSING FINANCIAL OBLIGATIONS AND IN CONCLUSION, UNTIL WE ARE ABLE FINANCIAL OBLIGATIONS AND IN CONCLUSION, UNTIL WE ARE ABLE FINANCIAL OBLIGATIONS AND IN CONCLUSION, UNTIL WE

202ARE ABLE ADEQUATELY SUPPORT OUR CURRENT CONCLUSION, UNTIL WE ARE ABLE ADEQUATELY SUPPORT OUR CURRENT CONCLUSION, UNTIL WE ARE ABLE ADEQUATELY SUPPORT OUR CURRENT STAFF, STUDENTS AND FACULTY ADEQUATELY SUPPORT OUR CURRENT STAFF, STUDENTS AND FACULTY ADEQUATELY SUPPORT OUR CURRENT STAFF, STUDENTS AND FACULTY FACILITIES IT WOULD BE MORE STAFF, STUDENTS AND FACULTY FACILITIES IT WOULD BE MORE STAFF, STUDENTS AND FACULTY FACILITIES IT WOULD BE MORE PRUDENT TO HALT THE SPENDING FACILITIES IT WOULD BE MORE PRUDENT TO HALT THE SPENDING FACILITIES IT WOULD BE MORE PRUDENT TO HALT THE SPENDING AND REDIRECT OUR RESOURCES PRUDENT TO HALT THE SPENDING AND REDIRECT OUR RESOURCES PRUDENT TO HALT THE SPENDING AND REDIRECT OUR RESOURCES RESOLVING THE EXISTING AND REDIRECT OUR RESOURCES RESOLVING THE EXISTING AND REDIRECT OUR RESOURCES RESOLVING THE EXISTING CHALLENGES THAT WE CURRENTLY RESOLVING THE EXISTING CHALLENGES THAT

203WE CURRENTLY RESOLVING THE EXISTING CHALLENGES THAT WE CURRENTLY FACE. CHALLENGES THAT WE CURRENTLY FACE. CHALLENGES THAT WE CURRENTLY FACE. ALSO THE RECOVERY SCHOOL WILL FACE. ALSO THE RECOVERY SCHOOL WILL FACE. ALSO THE RECOVERY SCHOOL WILL BE FOLLOWING CHESAPEAKE'S ALSO THE RECOVERY SCHOOL WILL BE FOLLOWING CHESAPEAKE'S ALSO THE RECOVERY SCHOOL WILL BE FOLLOWING CHESAPEAKE'S CALENDAR AND WE HAVE ALL THE BE FOLLOWING CHESAPEAKE'S CALENDAR AND WE HAVE ALL THE BE FOLLOWING CHESAPEAKE'S CALENDAR AND WE HAVE ALL THE STAFF ASKING FOR A CALENDAR HOW CALENDAR AND WE HAVE ALL THE STAFF ASKING FOR A CALENDAR HOW CALENDAR AND WE HAVE ALL THE STAFF ASKING FOR A CALENDAR HOW IS THAT FAIR TO THEM? STAFF ASKING FOR A CALENDAR HOW IS THAT FAIR TO THEM? STAFF ASKING FOR A CALENDAR HOW IS THAT FAIR TO THEM? THANK YOU >>

204AND MADAM CHAIR, IS THAT FAIR TO THEM? THANK YOU >> AND MADAM CHAIR, IS THAT FAIR TO THEM? THANK YOU >> AND MADAM CHAIR, THERE WAS OUR LAST SPEAKER THIS THANK YOU >> AND MADAM CHAIR, THERE WAS OUR LAST SPEAKER THIS THANK YOU >> AND MADAM CHAIR, THERE WAS OUR LAST SPEAKER THIS EVENING. THERE WAS OUR LAST SPEAKER THIS EVENING. THERE WAS OUR LAST SPEAKER THIS EVENING. THANK YOU. EVENING. THANK YOU. EVENING. THANK YOU. OK, NOW ITEM 12 AND OUR AGENDA THANK YOU. OK, NOW ITEM 12 AND OUR AGENDA THANK YOU. OK, NOW ITEM 12 AND OUR AGENDA INFORMATION AND WE WELCOME OK, NOW ITEM 12 AND OUR AGENDA INFORMATION AND WE WELCOME OK, NOW ITEM 12 AND OUR AGENDA INFORMATION AND WE WELCOME DANIEL HOPKINS DIRECTOR INFORMATION AND WE WELCOME DANIEL HOPKINS DIRECTOR INFORMATION

205AND WE WELCOME DANIEL HOPKINS DIRECTOR OF BUSINESS SERVICES WITH THE DANIEL HOPKINS DIRECTOR OF BUSINESS SERVICES WITH THE DANIEL HOPKINS DIRECTOR OF BUSINESS SERVICES WITH THE INTERIM FINANCIAL STATEMENTS OF BUSINESS SERVICES WITH THE INTERIM FINANCIAL STATEMENTS OF BUSINESS SERVICES WITH THE INTERIM FINANCIAL STATEMENTS FOR SEPTEMBER TWENTY FOR GOOD. INTERIM FINANCIAL STATEMENTS FOR SEPTEMBER TWENTY FOR GOOD. INTERIM FINANCIAL STATEMENTS FOR SEPTEMBER TWENTY FOR GOOD. GOOD EVENING. FOR SEPTEMBER TWENTY FOR GOOD. GOOD EVENING. FOR SEPTEMBER TWENTY FOR GOOD. GOOD EVENING. CHAIRWOMAN MELNIK VICE GOOD EVENING. CHAIRWOMAN MELNIK VICE GOOD EVENING. CHAIRWOMAN MELNIK VICE CHAIRWOMAN FRANKLIN SCHOOL CHAIRWOMAN MELNIK VICE CHAIRWOMAN FRANKLIN SCHOOL CHAIRWOMAN MELNIK VICE CHAIRWOMAN FRANKLIN SCHOOL BOARD MEMBERS. CHAIRWOMAN FRANKLIN SCHOOL BOARD MEMBERS. CHAIRWOMAN FRANKLIN SCHOOL BOARD MEMBERS. DR. ROBERTSON AS SEPTEMBER THE BOARD MEMBERS. DR. ROBERTSON AS SEPTEMBER THE BOARD MEMBERS. DR. ROBERTSON AS

206SEPTEMBER THE OVERALL REVENUE REMAINS DR. ROBERTSON AS SEPTEMBER THE OVERALL REVENUE REMAINS DR. ROBERTSON AS SEPTEMBER THE OVERALL REVENUE REMAINS ACCEPTABLE AT THIS POINT THE OVERALL REVENUE REMAINS ACCEPTABLE AT THIS POINT THE OVERALL REVENUE REMAINS ACCEPTABLE AT THIS POINT THE FISCAL OUR SEPTEMBER 30TH ACCEPTABLE AT THIS POINT THE FISCAL OUR SEPTEMBER 30TH ACCEPTABLE AT THIS POINT THE FISCAL OUR SEPTEMBER 30TH ENROLLMENT CAME IN AT SIXTY FISCAL OUR SEPTEMBER 30TH ENROLLMENT CAME IN AT SIXTY FISCAL OUR SEPTEMBER 30TH ENROLLMENT CAME IN AT SIXTY THREE THOUSAND EIGHT HUNDRED ENROLLMENT CAME IN AT SIXTY THREE THOUSAND EIGHT HUNDRED ENROLLMENT CAME IN AT SIXTY THREE THOUSAND EIGHT HUNDRED SEVENTY THREE WHICH IS ONE THREE THOUSAND EIGHT HUNDRED SEVENTY THREE WHICH IS ONE THREE THOUSAND EIGHT HUNDRED SEVENTY THREE WHICH IS ONE THOUSAND TWO HUNDRED 15 SEVENTY THREE WHICH IS

207ONE THOUSAND TWO HUNDRED 15 SEVENTY THREE WHICH IS ONE THOUSAND TWO HUNDRED 15 STUDENTS HIGHER THAN THE THOUSAND TWO HUNDRED 15 STUDENTS HIGHER THAN THE THOUSAND TWO HUNDRED 15 STUDENTS HIGHER THAN THE PROJECTED ENROLLMENT OF SIXTY STUDENTS HIGHER THAN THE PROJECTED ENROLLMENT OF SIXTY STUDENTS HIGHER THAN THE PROJECTED ENROLLMENT OF SIXTY TWO THOUSAND SIX HUNDRED FIFTY PROJECTED ENROLLMENT OF SIXTY TWO THOUSAND SIX HUNDRED FIFTY PROJECTED ENROLLMENT OF SIXTY TWO THOUSAND SIX HUNDRED FIFTY EIGHT THAT WAS USED TO BUILD TWO THOUSAND SIX HUNDRED FIFTY EIGHT THAT WAS USED TO BUILD TWO THOUSAND SIX HUNDRED FIFTY EIGHT THAT WAS USED TO BUILD THE STATE REVENUE BUDGET. EIGHT THAT WAS USED TO BUILD THE STATE REVENUE BUDGET. EIGHT THAT WAS USED TO BUILD THE STATE REVENUE BUDGET. FEDERAL REVENUES ARE SHOWING THE STATE REVENUE BUDGET. FEDERAL REVENUES ARE

208SHOWING THE STATE REVENUE BUDGET. FEDERAL REVENUES ARE SHOWING AND ACCEPTABLE TREND AS OF THE FEDERAL REVENUES ARE SHOWING AND ACCEPTABLE TREND AS OF THE FEDERAL REVENUES ARE SHOWING AND ACCEPTABLE TREND AS OF THE END OF SEPTEMBER WE HAVE AND ACCEPTABLE TREND AS OF THE END OF SEPTEMBER WE HAVE AND ACCEPTABLE TREND AS OF THE END OF SEPTEMBER WE HAVE RECEIVED IMPACT PAYMENTS END OF SEPTEMBER WE HAVE RECEIVED IMPACT PAYMENTS END OF SEPTEMBER WE HAVE RECEIVED IMPACT PAYMENTS OF APPROXIMATELY FOUR POINT RECEIVED IMPACT PAYMENTS OF APPROXIMATELY FOUR POINT RECEIVED IMPACT PAYMENTS OF APPROXIMATELY FOUR POINT SEVEN DOLLARS MILLION OTHER OF APPROXIMATELY FOUR POINT SEVEN DOLLARS MILLION OTHER OF APPROXIMATELY FOUR POINT SEVEN DOLLARS MILLION OTHER SOURCES OF REVENUE THROUGH THE SEVEN DOLLARS MILLION OTHER SOURCES OF REVENUE THROUGH THE SEVEN DOLLARS MILLION OTHER SOURCES OF REVENUE

209THROUGH THE MONTH ARE ACCEPTABLE AT THIS SOURCES OF REVENUE THROUGH THE MONTH ARE ACCEPTABLE AT THIS SOURCES OF REVENUE THROUGH THE MONTH ARE ACCEPTABLE AT THIS POINT THE FISCAL YEAR THEY'RE MONTH ARE ACCEPTABLE AT THIS POINT THE FISCAL YEAR THEY'RE MONTH ARE ACCEPTABLE AT THIS POINT THE FISCAL YEAR THEY'RE UP ABOUT TWO HUNDRED SIXTY FIVE POINT THE FISCAL YEAR THEY'RE UP ABOUT TWO HUNDRED SIXTY FIVE POINT THE FISCAL YEAR THEY'RE UP ABOUT TWO HUNDRED SIXTY FIVE THOUSAND DOLLARS FROM LAST YEAR UP ABOUT TWO HUNDRED SIXTY FIVE THOUSAND DOLLARS FROM LAST YEAR UP ABOUT TWO HUNDRED SIXTY FIVE THOUSAND DOLLARS FROM LAST YEAR AND THE NEXT GRAPH SHOWS THAT THOUSAND DOLLARS FROM LAST YEAR AND THE NEXT GRAPH SHOWS THAT THOUSAND DOLLARS FROM LAST YEAR AND THE NEXT GRAPH SHOWS THAT THE SALES TAX RECEIPTS ARE

210ON AND THE NEXT GRAPH SHOWS THAT THE SALES TAX RECEIPTS ARE ON AND THE NEXT GRAPH SHOWS THAT THE SALES TAX RECEIPTS ARE ON AN ACCEPTABLE LEVEL YEAR A DATE THE SALES TAX RECEIPTS ARE ON AN ACCEPTABLE LEVEL YEAR A DATE THE SALES TAX RECEIPTS ARE ON AN ACCEPTABLE LEVEL YEAR A DATE THROUGH SEPTEMBER WE ARE AN ACCEPTABLE LEVEL YEAR A DATE THROUGH SEPTEMBER WE ARE AN ACCEPTABLE LEVEL YEAR A DATE THROUGH SEPTEMBER WE ARE APPROXIMATELY SIX HUNDRED FORTY THROUGH SEPTEMBER WE ARE APPROXIMATELY SIX HUNDRED FORTY THROUGH SEPTEMBER WE ARE APPROXIMATELY SIX HUNDRED FORTY THOUSAND DOLLARS HIGHER IN THE APPROXIMATELY SIX HUNDRED FORTY THOUSAND DOLLARS HIGHER IN THE APPROXIMATELY SIX HUNDRED FORTY THOUSAND DOLLARS HIGHER IN THE SAME TIME PERIOD LAST YEAR AND THOUSAND DOLLARS HIGHER IN THE SAME TIME PERIOD LAST YEAR AND THOUSAND

211DOLLARS HIGHER IN THE SAME TIME PERIOD LAST YEAR AND LAST GRAPH SHOWS THAT THE SAME TIME PERIOD LAST YEAR AND LAST GRAPH SHOWS THAT THE SAME TIME PERIOD LAST YEAR AND LAST GRAPH SHOWS THAT THE EXPENDITURES AND ENCUMBRANCES LAST GRAPH SHOWS THAT THE EXPENDITURES AND ENCUMBRANCES LAST GRAPH SHOWS THAT THE EXPENDITURES AND ENCUMBRANCES TREND REMAINS TO BE ACCEPTABLE EXPENDITURES AND ENCUMBRANCES TREND REMAINS TO BE ACCEPTABLE EXPENDITURES AND ENCUMBRANCES TREND REMAINS TO BE ACCEPTABLE AT THIS POINT IN THE FISCAL TREND REMAINS TO BE ACCEPTABLE AT THIS POINT IN THE FISCAL TREND REMAINS TO BE ACCEPTABLE AT THIS POINT IN THE FISCAL YEAR THAT CONCLUDES MY AT THIS POINT IN THE FISCAL YEAR THAT CONCLUDES MY AT THIS POINT IN THE FISCAL YEAR THAT CONCLUDES MY PRESENTATION I'LL BE GLAD BE YEAR THAT CONCLUDES MY PRESENTATION I'LL

212BE GLAD BE YEAR THAT CONCLUDES MY PRESENTATION I'LL BE GLAD BE GLAD TO TAKE ANY QUESTIONS PRESENTATION I'LL BE GLAD BE GLAD TO TAKE ANY QUESTIONS PRESENTATION I'LL BE GLAD BE GLAD TO TAKE ANY QUESTIONS QUESTIONS. GLAD TO TAKE ANY QUESTIONS QUESTIONS. GLAD TO TAKE ANY QUESTIONS QUESTIONS. THANK YOU MR. HOPKINS. QUESTIONS. THANK YOU MR. HOPKINS. QUESTIONS. THANK YOU MR. HOPKINS. THANK YOU MR. HOPKINS. THANK YOU MR. HOPKINS. THANK YOU. OH MR. COWEN. THANK YOU. OH MR. COWEN. THANK YOU. OH MR. COWEN. I'M SO SORRY MR. HOPKINS. OH MR. COWEN. I'M SO SORRY MR. HOPKINS. OH MR. COWEN. I'M SO SORRY MR. HOPKINS. YOU MENTIONED ENROLLMENT FIGURE I'M SO SORRY MR. HOPKINS. YOU MENTIONED ENROLLMENT FIGURE I'M SO SORRY MR. HOPKINS. YOU MENTIONED ENROLLMENT FIGURE DID I GET IT CORRECTLY AT SIXTY YOU MENTIONED ENROLLMENT

213FIGURE DID I GET IT CORRECTLY AT SIXTY YOU MENTIONED ENROLLMENT FIGURE DID I GET IT CORRECTLY AT SIXTY AT SIXTY THREE EIGHT SEVENTY DID I GET IT CORRECTLY AT SIXTY AT SIXTY THREE EIGHT SEVENTY DID I GET IT CORRECTLY AT SIXTY AT SIXTY THREE EIGHT SEVENTY THREE? AT SIXTY THREE EIGHT SEVENTY THREE? AT SIXTY THREE EIGHT SEVENTY THREE? YES. THREE? YES. THREE? YES. THAT THANK CORRECT. YES. THAT THANK CORRECT. YES. THAT THANK CORRECT. THANK YOU. THAT THANK CORRECT. THANK YOU. THAT THANK CORRECT. THANK YOU. ALL RIGHT. THANK YOU. ALL RIGHT. THANK YOU. ALL RIGHT. THANK YOU OK ITEM BE THIS ALL RIGHT. THANK YOU OK ITEM BE THIS ALL RIGHT. THANK YOU OK ITEM BE THIS EVENING IS EVENING IS THE THANK YOU OK ITEM BE THIS EVENING IS EVENING IS THE THANK YOU OK

214ITEM BE THIS EVENING IS EVENING IS THE DIVISION LITERACY PLAN AND WE EVENING IS EVENING IS THE DIVISION LITERACY PLAN AND WE EVENING IS EVENING IS THE DIVISION LITERACY PLAN AND WE WELCOME DR. LORENA KELLY DIVISION LITERACY PLAN AND WE WELCOME DR. LORENA KELLY DIVISION LITERACY PLAN AND WE WELCOME DR. LORENA KELLY DIRECTOR OF ELEMENTARY TEACHING WELCOME DR. LORENA KELLY DIRECTOR OF ELEMENTARY TEACHING WELCOME DR. LORENA KELLY DIRECTOR OF ELEMENTARY TEACHING AND LEARNING. DIRECTOR OF ELEMENTARY TEACHING AND LEARNING. DIRECTOR OF ELEMENTARY TEACHING AND LEARNING. DR KELLY, WELCOME. AND LEARNING. DR KELLY, WELCOME. AND LEARNING. DR KELLY, WELCOME. HAD TO GET THE SOHI GOOD DR KELLY, WELCOME. HAD TO GET THE SOHI GOOD DR KELLY, WELCOME. HAD TO GET THE SOHI GOOD EVENING GENTLEMEN. HAD TO GET THE SOHI GOOD EVENING GENTLEMEN. HAD TO GET THE

215SOHI GOOD EVENING GENTLEMEN. CHAIRWOMEN MELNIK VICE CHAIR EVENING GENTLEMEN. CHAIRWOMEN MELNIK VICE CHAIR EVENING GENTLEMEN. CHAIRWOMEN MELNIK VICE CHAIR FRANKLIN SCHOOL MEMBERS AND DR. CHAIRWOMEN MELNIK VICE CHAIR FRANKLIN SCHOOL MEMBERS AND DR. CHAIRWOMEN MELNIK VICE CHAIR FRANKLIN SCHOOL MEMBERS AND DR. ROBERTS IN MY NAME IS FLORIDA FRANKLIN SCHOOL MEMBERS AND DR. ROBERTS IN MY NAME IS FLORIDA FRANKLIN SCHOOL MEMBERS AND DR. ROBERTS IN MY NAME IS FLORIDA LAURA KELLY AND I'M THE ROBERTS IN MY NAME IS FLORIDA LAURA KELLY AND I'M THE ROBERTS IN MY NAME IS FLORIDA LAURA KELLY AND I'M THE EXECUTIVE DIRECTOR LAURA KELLY AND I'M THE EXECUTIVE DIRECTOR LAURA KELLY AND I'M THE EXECUTIVE DIRECTOR OF ELEMENTARY TEACHING AND EXECUTIVE DIRECTOR OF ELEMENTARY TEACHING AND EXECUTIVE DIRECTOR OF ELEMENTARY TEACHING AND LEARNING I'M JOINED BY MY OF ELEMENTARY TEACHING AND LEARNING

216I'M JOINED BY MY OF ELEMENTARY TEACHING AND LEARNING I'M JOINED BY MY COLLEAGUE THIS EVENING THE LEARNING I'M JOINED BY MY COLLEAGUE THIS EVENING THE LEARNING I'M JOINED BY MY COLLEAGUE THIS EVENING THE SECONDARY DIRECTOR OF TEACHING COLLEAGUE THIS EVENING THE SECONDARY DIRECTOR OF TEACHING COLLEAGUE THIS EVENING THE SECONDARY DIRECTOR OF TEACHING AND LEARNING MR. QUINN AS WELL SECONDARY DIRECTOR OF TEACHING AND LEARNING MR. QUINN AS WELL SECONDARY DIRECTOR OF TEACHING AND LEARNING MR. QUINN AS WELL AS THE LANGUAGE ARTS AND LEARNING MR. QUINN AS WELL AS THE LANGUAGE ARTS AND LEARNING MR. QUINN AS WELL AS THE LANGUAGE ARTS COORDINATOR AND LEGACY AS THE LANGUAGE ARTS COORDINATOR AND LEGACY AS THE LANGUAGE ARTS COORDINATOR AND LEGACY COORDINATOR FOR ELEMENTARY COORDINATOR AND LEGACY COORDINATOR FOR ELEMENTARY COORDINATOR AND LEGACY COORDINATOR FOR ELEMENTARY SCHOOLS. COORDINATOR FOR

217ELEMENTARY SCHOOLS. COORDINATOR FOR ELEMENTARY SCHOOLS. WE'RE HERE TO SHARE THE UPDATED SCHOOLS. WE'RE HERE TO SHARE THE UPDATED SCHOOLS. WE'RE HERE TO SHARE THE UPDATED DIVISION LITERACY PLAN WHICH IS WE'RE HERE TO SHARE THE UPDATED DIVISION LITERACY PLAN WHICH IS WE'RE HERE TO SHARE THE UPDATED DIVISION LITERACY PLAN WHICH IS WHICH IS A REQUIREMENT OF THE DIVISION LITERACY PLAN WHICH IS WHICH IS A REQUIREMENT OF THE DIVISION LITERACY PLAN WHICH IS WHICH IS A REQUIREMENT OF THE VIRGINIA THE ACT WE PRESENTED WHICH IS A REQUIREMENT OF THE VIRGINIA THE ACT WE PRESENTED WHICH IS A REQUIREMENT OF THE VIRGINIA THE ACT WE PRESENTED THE INITIAL DIVISIONAL LITERACY VIRGINIA THE ACT WE PRESENTED THE INITIAL DIVISIONAL LITERACY VIRGINIA THE ACT WE PRESENTED THE INITIAL DIVISIONAL LITERACY PLAN DURING THE MAY 14TH SCHOOL THE INITIAL DIVISIONAL LITERACY

218PLAN DURING THE MAY 14TH SCHOOL THE INITIAL DIVISIONAL LITERACY PLAN DURING THE MAY 14TH SCHOOL BOARD MEETING. PLAN DURING THE MAY 14TH SCHOOL BOARD MEETING. PLAN DURING THE MAY 14TH SCHOOL BOARD MEETING. WE RECEIVED APPROVAL ON MAY 20 BOARD MEETING. WE RECEIVED APPROVAL ON MAY 20 BOARD MEETING. WE RECEIVED APPROVAL ON MAY 20 EIGHTH AND WE RECEIVED APPROVAL WE RECEIVED APPROVAL ON MAY 20 EIGHTH AND WE RECEIVED APPROVAL WE RECEIVED APPROVAL ON MAY 20 EIGHTH AND WE RECEIVED APPROVAL FROM THE VIRGINIA DEPARTMENT ED EIGHTH AND WE RECEIVED APPROVAL FROM THE VIRGINIA DEPARTMENT ED EIGHTH AND WE RECEIVED APPROVAL FROM THE VIRGINIA DEPARTMENT ED ON AUGUST 1ST WHEN WE PRESENTED FROM THE VIRGINIA DEPARTMENT ED ON AUGUST 1ST WHEN WE PRESENTED FROM THE VIRGINIA DEPARTMENT ED ON AUGUST 1ST WHEN WE PRESENTED THE NATIONAL DIVISION LITERACY

219ON AUGUST 1ST WHEN WE PRESENTED THE NATIONAL DIVISION LITERACY ON AUGUST 1ST WHEN WE PRESENTED THE NATIONAL DIVISION LITERACY PLAN WE SHARE THAT WE WOULD THE NATIONAL DIVISION LITERACY PLAN WE SHARE THAT WE WOULD THE NATIONAL DIVISION LITERACY PLAN WE SHARE THAT WE WOULD NEED TO RETURN ONCE THE PLAN WE SHARE THAT WE WOULD NEED TO RETURN ONCE THE PLAN WE SHARE THAT WE WOULD NEED TO RETURN ONCE THE VIRGINIA DEPARTMENT OP ED NEED TO RETURN ONCE THE VIRGINIA DEPARTMENT OP ED NEED TO RETURN ONCE THE VIRGINIA DEPARTMENT OP ED PROVIDED ADDITIONAL INFORMATION VIRGINIA DEPARTMENT OP ED PROVIDED ADDITIONAL INFORMATION VIRGINIA DEPARTMENT OP ED PROVIDED ADDITIONAL INFORMATION REGARDING APPROVAL SUPPLEMENTAL PROVIDED ADDITIONAL INFORMATION REGARDING APPROVAL SUPPLEMENTAL PROVIDED ADDITIONAL INFORMATION REGARDING APPROVAL SUPPLEMENTAL SUPPLEMENTAL AN INTERVENTION REGARDING APPROVAL SUPPLEMENTAL SUPPLEMENTAL AN INTERVENTION REGARDING APPROVAL SUPPLEMENTAL SUPPLEMENTAL

220AN INTERVENTION MATERIALS AND THIS EVENING WE SUPPLEMENTAL AN INTERVENTION MATERIALS AND THIS EVENING WE SUPPLEMENTAL AN INTERVENTION MATERIALS AND THIS EVENING WE WILL SHARE THE UPDATES TO THE MATERIALS AND THIS EVENING WE WILL SHARE THE UPDATES TO THE MATERIALS AND THIS EVENING WE WILL SHARE THE UPDATES TO THE PLAN AND WE WILL RETURN ON WILL SHARE THE UPDATES TO THE PLAN AND WE WILL RETURN ON WILL SHARE THE UPDATES TO THE PLAN AND WE WILL RETURN ON NOVEMBER 12TH TO REQUEST YOUR PLAN AND WE WILL RETURN ON NOVEMBER 12TH TO REQUEST YOUR PLAN AND WE WILL RETURN ON NOVEMBER 12TH TO REQUEST YOUR APPROVAL AS A REMINDER, THE NOVEMBER 12TH TO REQUEST YOUR APPROVAL AS A REMINDER, THE NOVEMBER 12TH TO REQUEST YOUR APPROVAL AS A REMINDER, THE VIRGINIA DEPARTMENT OF ED APPROVAL AS A

221REMINDER, THE VIRGINIA DEPARTMENT OF ED APPROVAL AS A REMINDER, THE VIRGINIA DEPARTMENT OF ED DIVISION LITERACY PLAN TEMPLATE VIRGINIA DEPARTMENT OF ED DIVISION LITERACY PLAN TEMPLATE VIRGINIA DEPARTMENT OF ED DIVISION LITERACY PLAN TEMPLATE INCLUDES THE SIX SECTIONS DIVISION LITERACY PLAN TEMPLATE INCLUDES THE SIX SECTIONS DIVISION LITERACY PLAN TEMPLATE INCLUDES THE SIX SECTIONS DISPLAYED HERE WE'RE SHARING INCLUDES THE SIX SECTIONS DISPLAYED HERE WE'RE SHARING INCLUDES THE SIX SECTIONS DISPLAYED HERE WE'RE SHARING THE ADJUSTMENTS THAT WE HAVE DISPLAYED HERE WE'RE SHARING THE ADJUSTMENTS THAT WE HAVE DISPLAYED HERE WE'RE SHARING THE ADJUSTMENTS THAT WE HAVE MADE TO FOLLOWING SECTIONS TWO, THE ADJUSTMENTS THAT WE HAVE MADE TO FOLLOWING SECTIONS TWO, THE ADJUSTMENTS THAT WE HAVE MADE TO FOLLOWING SECTIONS TWO, THREE, FOUR AND SIX THE FIRST MADE TO FOLLOWING SECTIONS TWO, THREE, FOUR AND SIX THE FIRST

222MADE TO FOLLOWING SECTIONS TWO, THREE, FOUR AND SIX THE FIRST SECTION OF THE DIVISION THREE, FOUR AND SIX THE FIRST SECTION OF THE DIVISION THREE, FOUR AND SIX THE FIRST SECTION OF THE DIVISION LITERACY PLAN TEMPLATE FOCUSES SECTION OF THE DIVISION LITERACY PLAN TEMPLATE FOCUSES SECTION OF THE DIVISION LITERACY PLAN TEMPLATE FOCUSES ON PLANNING FOR COMPREHENSIVE LITERACY PLAN TEMPLATE FOCUSES ON PLANNING FOR COMPREHENSIVE LITERACY PLAN TEMPLATE FOCUSES ON PLANNING FOR COMPREHENSIVE COMMUNICATION AND REQUIRES ON PLANNING FOR COMPREHENSIVE COMMUNICATION AND REQUIRES ON PLANNING FOR COMPREHENSIVE COMMUNICATION AND REQUIRES DIVISIONS DESCRIBED THE COMMUNICATION AND REQUIRES DIVISIONS DESCRIBED THE COMMUNICATION AND REQUIRES DIVISIONS DESCRIBED THE DIVISION LITERACY VISION. DIVISIONS DESCRIBED THE DIVISION LITERACY VISION. DIVISIONS DESCRIBED THE DIVISION LITERACY VISION. THE VISION STATEMENT DISPLAYED DIVISION LITERACY VISION. THE VISION STATEMENT DISPLAYED DIVISION LITERACY VISION. THE VISION STATEMENT DISPLAYED

223HERE WAS DEVELOPED BY OUR THE VISION STATEMENT DISPLAYED HERE WAS DEVELOPED BY OUR THE VISION STATEMENT DISPLAYED HERE WAS DEVELOPED BY OUR VIRGINIA BEACH CITY PUBLIC HERE WAS DEVELOPED BY OUR VIRGINIA BEACH CITY PUBLIC HERE WAS DEVELOPED BY OUR VIRGINIA BEACH CITY PUBLIC SCHOOLS VIRGINIA LITERACY AT VIRGINIA BEACH CITY PUBLIC SCHOOLS VIRGINIA LITERACY AT VIRGINIA BEACH CITY PUBLIC SCHOOLS VIRGINIA LITERACY AT COMMITTEE AND WE HAVE NOT MADE SCHOOLS VIRGINIA LITERACY AT COMMITTEE AND WE HAVE NOT MADE SCHOOLS VIRGINIA LITERACY AT COMMITTEE AND WE HAVE NOT MADE CHANGES TO THIS SECTION AT THIS COMMITTEE AND WE HAVE NOT MADE CHANGES TO THIS SECTION AT THIS COMMITTEE AND WE HAVE NOT MADE CHANGES TO THIS SECTION AT THIS SECTION TWO OF THE VIRGINIA CHANGES TO THIS SECTION AT THIS SECTION TWO OF THE VIRGINIA CHANGES TO THIS

224SECTION AT THIS SECTION TWO OF THE VIRGINIA DEPARTMENT OF ED TEMPLATE SECTION TWO OF THE VIRGINIA DEPARTMENT OF ED TEMPLATE SECTION TWO OF THE VIRGINIA DEPARTMENT OF ED TEMPLATE REQUIRES DIVISIONS TO LIST THE DEPARTMENT OF ED TEMPLATE REQUIRES DIVISIONS TO LIST THE DEPARTMENT OF ED TEMPLATE REQUIRES DIVISIONS TO LIST THE HIGH QUALITY INSTRUCTIONAL REQUIRES DIVISIONS TO LIST THE HIGH QUALITY INSTRUCTIONAL REQUIRES DIVISIONS TO LIST THE HIGH QUALITY INSTRUCTIONAL MATERIALS THEY SELECTED FROM HIGH QUALITY INSTRUCTIONAL MATERIALS THEY SELECTED FROM HIGH QUALITY INSTRUCTIONAL MATERIALS THEY SELECTED FROM THE VIRGINIA BOARD OF EDUCATION MATERIALS THEY SELECTED FROM THE VIRGINIA BOARD OF EDUCATION MATERIALS THEY SELECTED FROM THE VIRGINIA BOARD OF EDUCATION APPROVE CURRICULUM WHEN WE THE VIRGINIA BOARD OF EDUCATION APPROVE CURRICULUM WHEN WE THE VIRGINIA BOARD OF EDUCATION APPROVE CURRICULUM WHEN WE PRESENTED WE PRESENTED TO YOU

225APPROVE CURRICULUM WHEN WE PRESENTED WE PRESENTED TO YOU APPROVE CURRICULUM WHEN WE PRESENTED WE PRESENTED TO YOU IN MAY WE INCLUDED THE CORE PRESENTED WE PRESENTED TO YOU IN MAY WE INCLUDED THE CORE PRESENTED WE PRESENTED TO YOU IN MAY WE INCLUDED THE CORE PROGRAM AS THE EMERGENCY IN MAY WE INCLUDED THE CORE PROGRAM AS THE EMERGENCY IN MAY WE INCLUDED THE CORE PROGRAM AS THE EMERGENCY DEPARTMENT OF ED HAD NOT PROGRAM AS THE EMERGENCY DEPARTMENT OF ED HAD NOT PROGRAM AS THE EMERGENCY DEPARTMENT OF ED HAD NOT PROVIDED A COMPLETE APPROVED DEPARTMENT OF ED HAD NOT PROVIDED A COMPLETE APPROVED DEPARTMENT OF ED HAD NOT PROVIDED A COMPLETE APPROVED LIST OF SUPPLEMENTAL AND PROVIDED A COMPLETE APPROVED LIST OF SUPPLEMENTAL AND PROVIDED A COMPLETE APPROVED LIST OF SUPPLEMENTAL AND INTERVENTION MATERIALS WITH LIST OF

226SUPPLEMENTAL AND INTERVENTION MATERIALS WITH LIST OF SUPPLEMENTAL AND INTERVENTION MATERIALS WITH UPDATED THIS PORTION OF THE INTERVENTION MATERIALS WITH UPDATED THIS PORTION OF THE INTERVENTION MATERIALS WITH UPDATED THIS PORTION OF THE PLAN WE PLAN. UPDATED THIS PORTION OF THE PLAN WE PLAN. UPDATED THIS PORTION OF THE PLAN WE PLAN. WE WANT TO HIGHLIGHT THAT WE PLAN WE PLAN. WE WANT TO HIGHLIGHT THAT WE PLAN WE PLAN. WE WANT TO HIGHLIGHT THAT WE HAVE ADDED RESOURCES TO THIS WE WANT TO HIGHLIGHT THAT WE HAVE ADDED RESOURCES TO THIS WE WANT TO HIGHLIGHT THAT WE HAVE ADDED RESOURCES TO THIS PLAN THE RESOURCES HAVE BEEN A HAVE ADDED RESOURCES TO THIS PLAN THE RESOURCES HAVE BEEN A HAVE ADDED RESOURCES TO THIS PLAN THE RESOURCES HAVE BEEN A PART OF CURRICULA RESOURCES AND PLAN THE RESOURCES HAVE

227BEEN A PART OF CURRICULA RESOURCES AND PLAN THE RESOURCES HAVE BEEN A PART OF CURRICULA RESOURCES AND MANY TEACHERS ARE ACCUSTOMED TO PART OF CURRICULA RESOURCES AND MANY TEACHERS ARE ACCUSTOMED TO PART OF CURRICULA RESOURCES AND MANY TEACHERS ARE ACCUSTOMED TO THEM ADDITIONALLY WE HAVE MANY TEACHERS ARE ACCUSTOMED TO THEM ADDITIONALLY WE HAVE MANY TEACHERS ARE ACCUSTOMED TO THEM ADDITIONALLY WE HAVE PROVIDED HAVE PROVIDED THEM ADDITIONALLY WE HAVE PROVIDED HAVE PROVIDED THEM ADDITIONALLY WE HAVE PROVIDED HAVE PROVIDED PROFESSIONAL LEARNING TO PROVIDED HAVE PROVIDED PROFESSIONAL LEARNING TO PROVIDED HAVE PROVIDED PROFESSIONAL LEARNING TO SUPPORT ADMINISTRATORS READING PROFESSIONAL LEARNING TO SUPPORT ADMINISTRATORS READING PROFESSIONAL LEARNING TO SUPPORT ADMINISTRATORS READING SPECIALIST SPECIALISTS AND SUPPORT ADMINISTRATORS READING SPECIALIST SPECIALISTS AND SUPPORT ADMINISTRATORS READING SPECIALIST SPECIALISTS AND TEACHERS WITH IMPLEMENTATION SPECIALIST SPECIALISTS AND TEACHERS WITH IMPLEMENTATION SPECIALIST SPECIALISTS AND TEACHERS

228WITH IMPLEMENTATION TEACHERS ARE IMPLEMENTING ALL TEACHERS WITH IMPLEMENTATION TEACHERS ARE IMPLEMENTING ALL TEACHERS WITH IMPLEMENTATION TEACHERS ARE IMPLEMENTING ALL COMPONENTS OF STRUCTURED TEACHERS ARE IMPLEMENTING ALL COMPONENTS OF STRUCTURED TEACHERS ARE IMPLEMENTING ALL COMPONENTS OF STRUCTURED LITERACY AND WE HAVE PROVIDED COMPONENTS OF STRUCTURED LITERACY AND WE HAVE PROVIDED COMPONENTS OF STRUCTURED LITERACY AND WE HAVE PROVIDED THEM WITH AREAS OF FOCUS EACH LITERACY AND WE HAVE PROVIDED THEM WITH AREAS OF FOCUS EACH LITERACY AND WE HAVE PROVIDED THEM WITH AREAS OF FOCUS EACH QUARTER TO HELP THEM BUILD THEM WITH AREAS OF FOCUS EACH QUARTER TO HELP THEM BUILD THEM WITH AREAS OF FOCUS EACH QUARTER TO HELP THEM BUILD THEIR CONFIDENCE IN A REALISTIC QUARTER TO HELP THEM BUILD THEIR CONFIDENCE IN A REALISTIC QUARTER TO HELP THEM BUILD THEIR CONFIDENCE IN A REALISTIC WAY THROUGHOUT

229THE YEAR THE THEIR CONFIDENCE IN A REALISTIC WAY THROUGHOUT THE YEAR THE THEIR CONFIDENCE IN A REALISTIC WAY THROUGHOUT THE YEAR THE DEPARTMENT OF TEACHING AND WAY THROUGHOUT THE YEAR THE DEPARTMENT OF TEACHING AND WAY THROUGHOUT THE YEAR THE DEPARTMENT OF TEACHING AND LEARNING IS PROVIDING OPTIONAL DEPARTMENT OF TEACHING AND LEARNING IS PROVIDING OPTIONAL DEPARTMENT OF TEACHING AND LEARNING IS PROVIDING OPTIONAL OFFICE HOURS IN ADDITION TO LEARNING IS PROVIDING OPTIONAL OFFICE HOURS IN ADDITION TO LEARNING IS PROVIDING OPTIONAL OFFICE HOURS IN ADDITION TO PROFESSIONAL LEARNING AND OFFICE HOURS IN ADDITION TO PROFESSIONAL LEARNING AND OFFICE HOURS IN ADDITION TO PROFESSIONAL LEARNING AND SUPPORT IN BUILDINGS TO MEET PROFESSIONAL LEARNING AND SUPPORT IN BUILDINGS TO MEET PROFESSIONAL LEARNING AND SUPPORT IN BUILDINGS TO MEET LITERACY LEADERS AND TEACHER SUPPORT IN BUILDINGS TO MEET LITERACY LEADERS AND

230TEACHER SUPPORT IN BUILDINGS TO MEET LITERACY LEADERS AND TEACHER NEEDS SECTION THREE DESCRIBES LITERACY LEADERS AND TEACHER NEEDS SECTION THREE DESCRIBES LITERACY LEADERS AND TEACHER NEEDS SECTION THREE DESCRIBES PROFESSIONAL LEARNING NEEDS SECTION THREE DESCRIBES PROFESSIONAL LEARNING NEEDS SECTION THREE DESCRIBES PROFESSIONAL LEARNING REQUIREMENTS AND AS YOU ARE PROFESSIONAL LEARNING REQUIREMENTS AND AS YOU ARE PROFESSIONAL LEARNING REQUIREMENTS AND AS YOU ARE AWARE, THE VIRGINIA DEPARTMENT REQUIREMENTS AND AS YOU ARE AWARE, THE VIRGINIA DEPARTMENT REQUIREMENTS AND AS YOU ARE AWARE, THE VIRGINIA DEPARTMENT OF ED AND THE VIRGINIA LITERACY AWARE, THE VIRGINIA DEPARTMENT OF ED AND THE VIRGINIA LITERACY AWARE, THE VIRGINIA DEPARTMENT OF ED AND THE VIRGINIA LITERACY PARTNERSHIP MADE CHANGES TO THE OF ED AND THE VIRGINIA LITERACY PARTNERSHIP MADE CHANGES TO THE OF ED AND THE VIRGINIA LITERACY PARTNERSHIP MADE CHANGES TO THE PROFESSIONAL LEARNING

231PARTNERSHIP MADE CHANGES TO THE PROFESSIONAL LEARNING PARTNERSHIP MADE CHANGES TO THE PROFESSIONAL LEARNING REQUIREMENT THROUGHOUT THE PROFESSIONAL LEARNING REQUIREMENT THROUGHOUT THE PROFESSIONAL LEARNING REQUIREMENT THROUGHOUT THE SUMMER AND HAS BEEN A REQUIREMENT THROUGHOUT THE SUMMER AND HAS BEEN A REQUIREMENT THROUGHOUT THE SUMMER AND HAS BEEN A COLLABORATIVE EFFORT WITH SUMMER AND HAS BEEN A COLLABORATIVE EFFORT WITH SUMMER AND HAS BEEN A COLLABORATIVE EFFORT WITH SCHOOLS AND THE CENTRAL SUPPORT COLLABORATIVE EFFORT WITH SCHOOLS AND THE CENTRAL SUPPORT COLLABORATIVE EFFORT WITH SCHOOLS AND THE CENTRAL SUPPORT OFFICES TO ENSURE THAT SCHOOLS AND THE CENTRAL SUPPORT OFFICES TO ENSURE THAT SCHOOLS AND THE CENTRAL SUPPORT OFFICES TO ENSURE THAT EDUCATORS ARE ABLE TO OFFICES TO ENSURE THAT EDUCATORS ARE ABLE TO OFFICES TO ENSURE THAT EDUCATORS ARE ABLE TO SUCCESSFULLY COMPLETE THE EDUCATORS ARE ABLE TO SUCCESSFULLY COMPLETE THE

232EDUCATORS ARE ABLE TO SUCCESSFULLY COMPLETE THE REQUIREMENT THIS SECTION HAS SUCCESSFULLY COMPLETE THE REQUIREMENT THIS SECTION HAS SUCCESSFULLY COMPLETE THE REQUIREMENT THIS SECTION HAS BEEN UPDATED BASED ON THE REQUIREMENT THIS SECTION HAS BEEN UPDATED BASED ON THE REQUIREMENT THIS SECTION HAS BEEN UPDATED BASED ON THE UPDATES FROM THE VIRGINIA BEEN UPDATED BASED ON THE UPDATES FROM THE VIRGINIA BEEN UPDATED BASED ON THE UPDATES FROM THE VIRGINIA DEPARTMENT OF ED AND WE WANT TO UPDATES FROM THE VIRGINIA DEPARTMENT OF ED AND WE WANT TO UPDATES FROM THE VIRGINIA DEPARTMENT OF ED AND WE WANT TO TAKE THIS OPPORTUNITY TO THANK DEPARTMENT OF ED AND WE WANT TO TAKE THIS OPPORTUNITY TO THANK DEPARTMENT OF ED AND WE WANT TO TAKE THIS OPPORTUNITY TO THANK YOU FOR ADDING THOSE FOUR HALF TAKE THIS OPPORTUNITY TO THANK YOU

233FOR ADDING THOSE FOUR HALF TAKE THIS OPPORTUNITY TO THANK YOU FOR ADDING THOSE FOUR HALF DAY THOSE FOUR 1/2 DAYS TO DAYS YOU FOR ADDING THOSE FOUR HALF DAY THOSE FOUR 1/2 DAYS TO DAYS YOU FOR ADDING THOSE FOUR HALF DAY THOSE FOUR 1/2 DAYS TO DAYS TO SUPPORT SCHOOLS WITH DAY THOSE FOUR 1/2 DAYS TO DAYS TO SUPPORT SCHOOLS WITH DAY THOSE FOUR 1/2 DAYS TO DAYS TO SUPPORT SCHOOLS WITH COMPLETING PROFESSIONAL TO SUPPORT SCHOOLS WITH COMPLETING PROFESSIONAL TO SUPPORT SCHOOLS WITH COMPLETING PROFESSIONAL LEARNING SECTION FOUR PROVIDES COMPLETING PROFESSIONAL LEARNING SECTION FOUR PROVIDES COMPLETING PROFESSIONAL LEARNING SECTION FOUR PROVIDES INFORMATION REGARDING THE LEARNING SECTION FOUR PROVIDES INFORMATION REGARDING THE LEARNING SECTION FOUR PROVIDES INFORMATION REGARDING THE ASSESSMENTS USED TO MONITOR INFORMATION REGARDING THE ASSESSMENTS USED TO MONITOR INFORMATION REGARDING THE ASSESSMENTS USED TO MONITOR

234PROGRESS FEEDBACK PROVIDED BY ASSESSMENTS USED TO MONITOR PROGRESS FEEDBACK PROVIDED BY ASSESSMENTS USED TO MONITOR PROGRESS FEEDBACK PROVIDED BY THE VIRGINIA ED REQUESTED US TO PROGRESS FEEDBACK PROVIDED BY THE VIRGINIA ED REQUESTED US TO PROGRESS FEEDBACK PROVIDED BY THE VIRGINIA ED REQUESTED US TO UPDATE TO UPDATE THE TIMELINE THE VIRGINIA ED REQUESTED US TO UPDATE TO UPDATE THE TIMELINE THE VIRGINIA ED REQUESTED US TO UPDATE TO UPDATE THE TIMELINE FOR THE ADMINISTRATION AS A UPDATE TO UPDATE THE TIMELINE FOR THE ADMINISTRATION AS A UPDATE TO UPDATE THE TIMELINE FOR THE ADMINISTRATION AS A RESULT OF AN UPDATED CALENDAR FOR THE ADMINISTRATION AS A RESULT OF AN UPDATED CALENDAR FOR THE ADMINISTRATION AS A RESULT OF AN UPDATED CALENDAR BEING APPROVED BY THE VIRGINIA RESULT OF AN UPDATED CALENDAR BEING APPROVED BY THE VIRGINIA RESULT OF

235AN UPDATED CALENDAR BEING APPROVED BY THE VIRGINIA DEPARTMENT OF ED ON JULY TWENTY BEING APPROVED BY THE VIRGINIA DEPARTMENT OF ED ON JULY TWENTY BEING APPROVED BY THE VIRGINIA DEPARTMENT OF ED ON JULY TWENTY FIFTH SO WE ADDED THAT TIMELINE DEPARTMENT OF ED ON JULY TWENTY FIFTH SO WE ADDED THAT TIMELINE DEPARTMENT OF ED ON JULY TWENTY FIFTH SO WE ADDED THAT TIMELINE PRE-K THROUGH THREE FIFTH SO WE ADDED THAT TIMELINE PRE-K THROUGH THREE FIFTH SO WE ADDED THAT TIMELINE PRE-K THROUGH THREE ADDITIONALLY AFTER, AFTER THE PRE-K THROUGH THREE ADDITIONALLY AFTER, AFTER THE PRE-K THROUGH THREE ADDITIONALLY AFTER, AFTER THE ORIGINAL SUBMISSION THE NWT A ADDITIONALLY AFTER, AFTER THE ORIGINAL SUBMISSION THE NWT A ADDITIONALLY AFTER, AFTER THE ORIGINAL SUBMISSION THE NWT A MAP ASSESSMENT THAT WE INCLUDED ORIGINAL SUBMISSION THE NWT A MAP ASSESSMENT

236THAT WE INCLUDED ORIGINAL SUBMISSION THE NWT A MAP ASSESSMENT THAT WE INCLUDED ON THE APPROVED PLAN WAS MAP ASSESSMENT THAT WE INCLUDED ON THE APPROVED PLAN WAS MAP ASSESSMENT THAT WE INCLUDED ON THE APPROVED PLAN WAS IDENTIFIED AS AN OPTION TO ON THE APPROVED PLAN WAS IDENTIFIED AS AN OPTION TO ON THE APPROVED PLAN WAS IDENTIFIED AS AN OPTION TO IMPLEMENT IN PLACE OF THE IDENTIFIED AS AN OPTION TO IMPLEMENT IN PLACE OF THE IDENTIFIED AS AN OPTION TO IMPLEMENT IN PLACE OF THE GROWTH ASSESSMENT TO MAXIMIZE IMPLEMENT IN PLACE OF THE GROWTH ASSESSMENT TO MAXIMIZE IMPLEMENT IN PLACE OF THE GROWTH ASSESSMENT TO MAXIMIZE INSTRUCTIONAL TIME AND NOT GROWTH ASSESSMENT TO MAXIMIZE INSTRUCTIONAL TIME AND NOT GROWTH ASSESSMENT TO MAXIMIZE INSTRUCTIONAL TIME AND NOT OVERSEAS STUDENTS. INSTRUCTIONAL TIME AND NOT OVERSEAS STUDENTS. INSTRUCTIONAL TIME

237AND NOT OVERSEAS STUDENTS. WE UPDATED THE DIVISION OVERSEAS STUDENTS. WE UPDATED THE DIVISION OVERSEAS STUDENTS. WE UPDATED THE DIVISION LITERACY PLAN TO REMOVE THE WE UPDATED THE DIVISION LITERACY PLAN TO REMOVE THE WE UPDATED THE DIVISION LITERACY PLAN TO REMOVE THE GROWTH ASSESSMENT SECTION FIVE LITERACY PLAN TO REMOVE THE GROWTH ASSESSMENT SECTION FIVE LITERACY PLAN TO REMOVE THE GROWTH ASSESSMENT SECTION FIVE REQUIRES DIVISIONS TO INCLUDE GROWTH ASSESSMENT SECTION FIVE REQUIRES DIVISIONS TO INCLUDE GROWTH ASSESSMENT SECTION FIVE REQUIRES DIVISIONS TO INCLUDE THE INFORMATION REGARDED REQUIRES DIVISIONS TO INCLUDE THE INFORMATION REGARDED REQUIRES DIVISIONS TO INCLUDE THE INFORMATION REGARDED REGARDING PROGRESS MONITORING THE INFORMATION REGARDED REGARDING PROGRESS MONITORING THE INFORMATION REGARDED REGARDING PROGRESS MONITORING TOOLS AND APPROACHES THIS REGARDING PROGRESS MONITORING TOOLS AND APPROACHES THIS REGARDING PROGRESS MONITORING TOOLS AND APPROACHES THIS REMAIN THE SAME. TOOLS AND

238APPROACHES THIS REMAIN THE SAME. TOOLS AND APPROACHES THIS REMAIN THE SAME. WE HAVE NOT MADE ANY CHANGES AT REMAIN THE SAME. WE HAVE NOT MADE ANY CHANGES AT REMAIN THE SAME. WE HAVE NOT MADE ANY CHANGES AT THIS TIME. WE HAVE NOT MADE ANY CHANGES AT THIS TIME. WE HAVE NOT MADE ANY CHANGES AT THIS TIME. SECTION SIX REQUIRES REVISIONS THIS TIME. SECTION SIX REQUIRES REVISIONS THIS TIME. SECTION SIX REQUIRES REVISIONS TO DESCRIBE HOW THE DIVISION SECTION SIX REQUIRES REVISIONS TO DESCRIBE HOW THE DIVISION SECTION SIX REQUIRES REVISIONS TO DESCRIBE HOW THE DIVISION WILL INVOLVE PARENTS AND TO DESCRIBE HOW THE DIVISION WILL INVOLVE PARENTS AND TO DESCRIBE HOW THE DIVISION WILL INVOLVE PARENTS AND CAREGIVERS IN THE DEVELOPMENT WILL INVOLVE PARENTS AND CAREGIVERS IN THE DEVELOPMENT WILL INVOLVE PARENTS AND CAREGIVERS IN THE DEVELOPMENT

239AND IMPLEMENTATION OF THE CAREGIVERS IN THE DEVELOPMENT AND IMPLEMENTATION OF THE CAREGIVERS IN THE DEVELOPMENT AND IMPLEMENTATION OF THE STUDENT READING PLANS AND TO AND IMPLEMENTATION OF THE STUDENT READING PLANS AND TO AND IMPLEMENTATION OF THE STUDENT READING PLANS AND TO DESCRIBE THE PLAN TO BUILD STUDENT READING PLANS AND TO DESCRIBE THE PLAN TO BUILD STUDENT READING PLANS AND TO DESCRIBE THE PLAN TO BUILD SUCCESSFUL PARTNERSHIPS IN DESCRIBE THE PLAN TO BUILD SUCCESSFUL PARTNERSHIPS IN DESCRIBE THE PLAN TO BUILD SUCCESSFUL PARTNERSHIPS IN RELATION TO LITERACY SUCCESSFUL PARTNERSHIPS IN RELATION TO LITERACY SUCCESSFUL PARTNERSHIPS IN RELATION TO LITERACY DEVELOPMENT THE LITERACY FOR RELATION TO LITERACY DEVELOPMENT THE LITERACY FOR RELATION TO LITERACY DEVELOPMENT THE LITERACY FOR ALL SITE IS UP AND OUR APPROVED DEVELOPMENT THE LITERACY FOR ALL SITE IS UP AND OUR APPROVED DEVELOPMENT THE

240LITERACY FOR ALL SITE IS UP AND OUR APPROVED DIVISION LITERACY PLAN IS ALL SITE IS UP AND OUR APPROVED DIVISION LITERACY PLAN IS ALL SITE IS UP AND OUR APPROVED DIVISION LITERACY PLAN IS POSTED BASED ON VIRGINIA DIVISION LITERACY PLAN IS POSTED BASED ON VIRGINIA DIVISION LITERACY PLAN IS POSTED BASED ON VIRGINIA DEPARTMENT OF ED FEEDBACK. POSTED BASED ON VIRGINIA DEPARTMENT OF ED FEEDBACK. POSTED BASED ON VIRGINIA DEPARTMENT OF ED FEEDBACK. WE HAVE ADDED INFORMATION DEPARTMENT OF ED FEEDBACK. WE HAVE ADDED INFORMATION DEPARTMENT OF ED FEEDBACK. WE HAVE ADDED INFORMATION REGARDING THE POINT OF CONTACT WE HAVE ADDED INFORMATION REGARDING THE POINT OF CONTACT WE HAVE ADDED INFORMATION REGARDING THE POINT OF CONTACT FOR FAMILIES WHICH HAVE BEEN REGARDING THE POINT OF CONTACT FOR FAMILIES WHICH HAVE BEEN REGARDING THE POINT OF CONTACT FOR FAMILIES

241WHICH HAVE BEEN INCLUDED ON OUR LITERACY WEB FOR FAMILIES WHICH HAVE BEEN INCLUDED ON OUR LITERACY WEB FOR FAMILIES WHICH HAVE BEEN INCLUDED ON OUR LITERACY WEB PAGE WE INCLUDED A LINK HERE INCLUDED ON OUR LITERACY WEB PAGE WE INCLUDED A LINK HERE INCLUDED ON OUR LITERACY WEB PAGE WE INCLUDED A LINK HERE AND MRS. TONY ABBOTT WAS GOING PAGE WE INCLUDED A LINK HERE AND MRS. TONY ABBOTT WAS GOING PAGE WE INCLUDED A LINK HERE AND MRS. TONY ABBOTT WAS GOING TO TAKE US THERE FOR A IF WE AND MRS. TONY ABBOTT WAS GOING TO TAKE US THERE FOR A IF WE AND MRS. TONY ABBOTT WAS GOING TO TAKE US THERE FOR A IF WE CAN IF HAVEN'T HAD A CHANCE TO TO TAKE US THERE FOR A IF WE CAN IF HAVEN'T

242HAD A CHANCE TO TO TAKE US THERE FOR A IF WE CAN IF HAVEN'T HAD A CHANCE TO TAKE A LOOK AT OUR SITE THERE CAN IF HAVEN'T HAD A CHANCE TO TAKE A LOOK AT OUR SITE THERE CAN IF HAVEN'T HAD A CHANCE TO TAKE A LOOK AT OUR SITE THERE IT IS. TAKE A LOOK AT OUR SITE THERE IT IS. TAKE A LOOK AT OUR SITE THERE IT IS. IS AND SHE IS JUST GOING TO IT IS. IS AND SHE IS JUST GOING TO IT IS. IS AND SHE IS JUST GOING TO SCROLL FOR A SECOND YOU COULD IS AND SHE IS JUST GOING TO SCROLL FOR A SECOND YOU COULD IS AND SHE IS JUST GOING TO SCROLL FOR A SECOND YOU COULD SEE THAT IN ADDITION TO OUR SCROLL FOR A

243SECOND YOU COULD SEE THAT IN ADDITION TO OUR SCROLL FOR A SECOND YOU COULD SEE THAT IN ADDITION TO OUR DIVISION LITERACY PLAN WE HAVE SEE THAT IN ADDITION TO OUR DIVISION LITERACY PLAN WE HAVE SEE THAT IN ADDITION TO OUR DIVISION LITERACY PLAN WE HAVE ADDED THE DIVISION CONTACTS DIVISION LITERACY PLAN WE HAVE ADDED THE DIVISION CONTACTS DIVISION LITERACY PLAN WE HAVE ADDED THE DIVISION CONTACTS THERE, THE DYSLEXIA ADVISER THE ADDED THE DIVISION CONTACTS THERE, THE DYSLEXIA ADVISER THE ADDED THE DIVISION CONTACTS THERE, THE DYSLEXIA ADVISER THE ELEMENTARY LANGUAGE ARTS THERE, THE DYSLEXIA ADVISER THE ELEMENTARY LANGUAGE ARTS THERE, THE DYSLEXIA ADVISER THE ELEMENTARY LANGUAGE ARTS COORDINATOR AND THE SECONDARY ELEMENTARY LANGUAGE ARTS COORDINATOR AND THE SECONDARY ELEMENTARY LANGUAGE ARTS COORDINATOR AND THE SECONDARY ENGLISH COORDINATOR. COORDINATOR AND THE SECONDARY ENGLISH COORDINATOR. COORDINATOR AND

244THE SECONDARY ENGLISH COORDINATOR. THANK YOU OK, WE WILL CONTINUE ENGLISH COORDINATOR. THANK YOU OK, WE WILL CONTINUE ENGLISH COORDINATOR. THANK YOU OK, WE WILL CONTINUE TO IMPLEMENT REQUIREMENTS AS THANK YOU OK, WE WILL CONTINUE TO IMPLEMENT REQUIREMENTS AS THANK YOU OK, WE WILL CONTINUE TO IMPLEMENT REQUIREMENTS AS SET FORTH BY THE VIRGINIA TO IMPLEMENT REQUIREMENTS AS SET FORTH BY THE VIRGINIA TO IMPLEMENT REQUIREMENTS AS SET FORTH BY THE VIRGINIA DEPARTMENT OF ED ALL DIVISIONS SET FORTH BY THE VIRGINIA DEPARTMENT OF ED ALL DIVISIONS SET FORTH BY THE VIRGINIA DEPARTMENT OF ED ALL DIVISIONS WILL NEED TO SUBMIT A BIENNIAL DEPARTMENT OF ED ALL DIVISIONS WILL NEED TO SUBMIT A BIENNIAL DEPARTMENT OF ED ALL DIVISIONS WILL NEED TO SUBMIT A BIENNIAL EIGHT DIVISION LITERACY PLAN BY WILL NEED TO SUBMIT A BIENNIAL EIGHT DIVISION LITERACY

245PLAN BY WILL NEED TO SUBMIT A BIENNIAL EIGHT DIVISION LITERACY PLAN BY THE TWENTY FIVE TWENTY SIX EIGHT DIVISION LITERACY PLAN BY THE TWENTY FIVE TWENTY SIX EIGHT DIVISION LITERACY PLAN BY THE TWENTY FIVE TWENTY SIX SCHOOL YEAR AT THIS TIME WE THE TWENTY FIVE TWENTY SIX SCHOOL YEAR AT THIS TIME WE THE TWENTY FIVE TWENTY SIX SCHOOL YEAR AT THIS TIME WE HAVE NOT RECEIVED A TIMELINE SCHOOL YEAR AT THIS TIME WE HAVE NOT RECEIVED A TIMELINE SCHOOL YEAR AT THIS TIME WE HAVE NOT RECEIVED A TIMELINE FOR THE SUBMISSION. HAVE NOT RECEIVED A TIMELINE FOR THE SUBMISSION. HAVE NOT RECEIVED A TIMELINE FOR THE SUBMISSION. WE WILL CONTINUE SUPPORT FOR THE SUBMISSION. WE WILL CONTINUE SUPPORT FOR THE SUBMISSION. WE WILL CONTINUE SUPPORT TEACHERS WITH MEETING THE WE WILL CONTINUE SUPPORT TEACHERS WITH

246MEETING THE WE WILL CONTINUE SUPPORT TEACHERS WITH MEETING THE PROFESSIONAL LEARNING TEACHERS WITH MEETING THE PROFESSIONAL LEARNING TEACHERS WITH MEETING THE PROFESSIONAL LEARNING REQUIREMENT BY THE BEGINNING PROFESSIONAL LEARNING REQUIREMENT BY THE BEGINNING PROFESSIONAL LEARNING REQUIREMENT BY THE BEGINNING THE TWENTY FIVE TWENTY SIX REQUIREMENT BY THE BEGINNING THE TWENTY FIVE TWENTY SIX REQUIREMENT BY THE BEGINNING THE TWENTY FIVE TWENTY SIX SCHOOL YEAR AND KEEP YOU POSTED THE TWENTY FIVE TWENTY SIX SCHOOL YEAR AND KEEP YOU POSTED THE TWENTY FIVE TWENTY SIX SCHOOL YEAR AND KEEP YOU POSTED UPDATED ANY UPDATE BASED ON ANY SCHOOL YEAR AND KEEP YOU POSTED UPDATED ANY UPDATE BASED ON ANY SCHOOL YEAR AND KEEP YOU POSTED UPDATED ANY UPDATE BASED ON ANY UPDATES REGARDING OUR UPDATED ANY UPDATE BASED ON ANY UPDATES REGARDING OUR UPDATED ANY UPDATE BASED ON ANY UPDATES

247REGARDING OUR COMPLIANCE WITH THE VIRGINIA UPDATES REGARDING OUR COMPLIANCE WITH THE VIRGINIA UPDATES REGARDING OUR COMPLIANCE WITH THE VIRGINIA LITERACY ACT? COMPLIANCE WITH THE VIRGINIA LITERACY ACT? COMPLIANCE WITH THE VIRGINIA LITERACY ACT? THANK YOU FOR APPROVING THE LITERACY ACT? THANK YOU FOR APPROVING THE LITERACY ACT? THANK YOU FOR APPROVING THE PLAN THAT WE PRESENTED IN MAY. THANK YOU FOR APPROVING THE PLAN THAT WE PRESENTED IN MAY. THANK YOU FOR APPROVING THE PLAN THAT WE PRESENTED IN MAY. WE'RE EXCITED TO BE A DIVISION PLAN THAT WE PRESENTED IN MAY. WE'RE EXCITED TO BE A DIVISION PLAN THAT WE PRESENTED IN MAY. WE'RE EXCITED TO BE A DIVISION WITH A VIRGINIA DEPARTMENT WE'RE EXCITED TO BE A DIVISION WITH A VIRGINIA DEPARTMENT WE'RE EXCITED TO BE A DIVISION WITH A VIRGINIA DEPARTMENT OF ED APPROVED DIVISION WITH

248A VIRGINIA DEPARTMENT OF ED APPROVED DIVISION WITH A VIRGINIA DEPARTMENT OF ED APPROVED DIVISION LITERACY PLAN AND WE APPRECIATE OF ED APPROVED DIVISION LITERACY PLAN AND WE APPRECIATE OF ED APPROVED DIVISION LITERACY PLAN AND WE APPRECIATE YOUR CONSIDERATION OF THE LITERACY PLAN AND WE APPRECIATE YOUR CONSIDERATION OF THE LITERACY PLAN AND WE APPRECIATE YOUR CONSIDERATION OF THE UPDATES WE'VE MADE TO THIS PLAN YOUR CONSIDERATION OF THE UPDATES WE'VE MADE TO THIS PLAN YOUR CONSIDERATION OF THE UPDATES WE'VE MADE TO THIS PLAN WE WILL RETURN ON NOVEMBER 12TH UPDATES WE'VE MADE TO THIS PLAN WE WILL RETURN ON NOVEMBER 12TH UPDATES WE'VE MADE TO THIS PLAN WE WILL RETURN ON NOVEMBER 12TH TO REQUEST APPROVAL FOR THE WE WILL RETURN ON NOVEMBER 12TH TO REQUEST APPROVAL FOR THE WE WILL RETURN ON NOVEMBER 12TH TO REQUEST

249APPROVAL FOR THE PRESENTED PLAN THIS EVENING AT TO REQUEST APPROVAL FOR THE PRESENTED PLAN THIS EVENING AT TO REQUEST APPROVAL FOR THE PRESENTED PLAN THIS EVENING AT THIS TIME WILL ANSWER ANY PRESENTED PLAN THIS EVENING AT THIS TIME WILL ANSWER ANY PRESENTED PLAN THIS EVENING AT THIS TIME WILL ANSWER ANY QUESTIONS YOU MAY HAVE. THIS TIME WILL ANSWER ANY QUESTIONS YOU MAY HAVE. THIS TIME WILL ANSWER ANY QUESTIONS YOU MAY HAVE. ALL RIGHT. QUESTIONS YOU MAY HAVE. ALL RIGHT. QUESTIONS YOU MAY HAVE. ALL RIGHT. THIS MORNING JUST A QUICK ALL RIGHT. THIS MORNING JUST A QUICK ALL RIGHT. THIS MORNING JUST A QUICK QUESTION ABOUT TUTORS I KNOW WE THIS MORNING JUST A QUICK QUESTION ABOUT TUTORS I KNOW WE THIS MORNING JUST A QUICK QUESTION ABOUT TUTORS I KNOW WE PUT A LOT OF

250MONEY INTO HAVING QUESTION ABOUT TUTORS I KNOW WE PUT A LOT OF MONEY INTO HAVING QUESTION ABOUT TUTORS I KNOW WE PUT A LOT OF MONEY INTO HAVING TUTORS RIGHT NOW HOW ARE WE PUT A LOT OF MONEY INTO HAVING TUTORS RIGHT NOW HOW ARE WE PUT A LOT OF MONEY INTO HAVING TUTORS RIGHT NOW HOW ARE WE DOING WITH FILLING HIS TUTORS RIGHT NOW HOW ARE WE DOING WITH FILLING HIS TUTORS RIGHT NOW HOW ARE WE DOING WITH FILLING HIS POSITIONS? DOING WITH FILLING HIS POSITIONS? DOING WITH FILLING HIS POSITIONS? WE'RE DOING WELL AND ON POSITIONS? WE'RE DOING WELL AND ON POSITIONS? WE'RE DOING WELL AND ON NOVEMBER 12 PEOPLE DO AN UPDATE WE'RE DOING WELL AND ON NOVEMBER 12 PEOPLE DO AN UPDATE WE'RE DOING WELL AND ON NOVEMBER 12 PEOPLE DO AN

251UPDATE FOR ALL IN AND WE'LL BE ABLE TO NOVEMBER 12 PEOPLE DO AN UPDATE FOR ALL IN AND WE'LL BE ABLE TO NOVEMBER 12 PEOPLE DO AN UPDATE FOR ALL IN AND WE'LL BE ABLE TO SHARE MORE INFORMATION AT THAT FOR ALL IN AND WE'LL BE ABLE TO SHARE MORE INFORMATION AT THAT FOR ALL IN AND WE'LL BE ABLE TO SHARE MORE INFORMATION AT THAT TIME. SHARE MORE INFORMATION AT THAT TIME. SHARE MORE INFORMATION AT THAT TIME. OK THANK YOU. TIME. OK THANK YOU. TIME. OK THANK YOU. YOU'RE WELCOME. OK THANK YOU. YOU'RE WELCOME. OK THANK YOU. YOU'RE WELCOME. SO JUST FOR CLARIFICATION YOU'RE WELCOME. SO JUST FOR CLARIFICATION YOU'RE WELCOME. SO JUST FOR CLARIFICATION PREVIOUSLY OUR LITERACY PLAN IN SO JUST FOR CLARIFICATION PREVIOUSLY OUR LITERACY PLAN IN SO JUST FOR CLARIFICATION PREVIOUSLY OUR

252LITERACY PLAN IN SECTION FOR HAD US DOING BOTH PREVIOUSLY OUR LITERACY PLAN IN SECTION FOR HAD US DOING BOTH PREVIOUSLY OUR LITERACY PLAN IN SECTION FOR HAD US DOING BOTH THE AND THE WTA MAP AND THE SECTION FOR HAD US DOING BOTH THE AND THE WTA MAP AND THE SECTION FOR HAD US DOING BOTH THE AND THE WTA MAP AND THE GROWTH ASSESSMENTS. THE AND THE WTA MAP AND THE GROWTH ASSESSMENTS. THE AND THE WTA MAP AND THE GROWTH ASSESSMENTS. I'M VERY HAPPY THAT WERE ABLE GROWTH ASSESSMENTS. I'M VERY HAPPY THAT WERE ABLE GROWTH ASSESSMENTS. I'M VERY HAPPY THAT WERE ABLE TO TAKE ONE OF THOSE OUT IF WE I'M VERY HAPPY THAT WERE ABLE TO TAKE ONE OF THOSE OUT IF WE I'M VERY HAPPY THAT WERE ABLE TO TAKE ONE OF THOSE OUT

253IF WE DIDN'T NEED AND BOTH FLAT FOR TO TAKE ONE OF THOSE OUT IF WE DIDN'T NEED AND BOTH FLAT FOR TO TAKE ONE OF THOSE OUT IF WE DIDN'T NEED AND BOTH FLAT FOR TEACHERS IT'S SURE IT'S ALSO A DIDN'T NEED AND BOTH FLAT FOR TEACHERS IT'S SURE IT'S ALSO A DIDN'T NEED AND BOTH FLAT FOR TEACHERS IT'S SURE IT'S ALSO A LOT FOR OUR YOUNGER STUDENTS TEACHERS IT'S SURE IT'S ALSO A LOT FOR OUR YOUNGER STUDENTS TEACHERS IT'S SURE IT'S ALSO A LOT FOR OUR YOUNGER STUDENTS THERE SO I'M VERY HAPPY ABOUT LOT FOR OUR YOUNGER STUDENTS THERE SO I'M VERY HAPPY ABOUT LOT FOR OUR YOUNGER STUDENTS THERE SO I'M VERY HAPPY ABOUT THAT HOPEFUL THAT WE WILL ALL THERE SO I'M VERY HAPPY ABOUT THAT HOPEFUL THAT WE WILL ALL THERE

254SO I'M VERY HAPPY ABOUT THAT HOPEFUL THAT WE WILL ALL APPROVE THAT. THAT HOPEFUL THAT WE WILL ALL APPROVE THAT. THAT HOPEFUL THAT WE WILL ALL APPROVE THAT. THANK YOU. APPROVE THAT. THANK YOU. APPROVE THAT. THANK YOU. THANKS, MISS FRANKLIN. THANK YOU. THANKS, MISS FRANKLIN. THANK YOU. THANKS, MISS FRANKLIN. THIS IS NOT EXACTLY A QUESTION THANKS, MISS FRANKLIN. THIS IS NOT EXACTLY A QUESTION THANKS, MISS FRANKLIN. THIS IS NOT EXACTLY A QUESTION FOR YOU BUT I WAS IN THE GRC THIS IS NOT EXACTLY A QUESTION FOR YOU BUT I WAS IN THE GRC THIS IS NOT EXACTLY A QUESTION FOR YOU BUT I WAS IN THE GRC GOVERNING BOARD MEETING AND FOR YOU BUT I WAS IN THE GRC GOVERNING BOARD MEETING AND FOR YOU BUT I WAS IN THE GRC GOVERNING BOARD MEETING AND

255THERE WERE A COUPLE OF RETIRED GOVERNING BOARD MEETING AND THERE WERE A COUPLE OF RETIRED GOVERNING BOARD MEETING AND THERE WERE A COUPLE OF RETIRED TEACHERS WHO WERE VERY THERE WERE A COUPLE OF RETIRED TEACHERS WHO WERE VERY THERE WERE A COUPLE OF RETIRED TEACHERS WHO WERE VERY INTERESTED GETTING INFORMATION TEACHERS WHO WERE VERY INTERESTED GETTING INFORMATION TEACHERS WHO WERE VERY INTERESTED GETTING INFORMATION ABOUT COMING BACK AND BEING INTERESTED GETTING INFORMATION ABOUT COMING BACK AND BEING INTERESTED GETTING INFORMATION ABOUT COMING BACK AND BEING HERDERS SO WOULD MR. NORMAN IS ABOUT COMING BACK AND BEING HERDERS SO WOULD MR. NORMAN IS ABOUT COMING BACK AND BEING HERDERS SO WOULD MR. NORMAN IS ARE YOU THE PERSON THAT WE HERDERS SO WOULD MR. NORMAN IS ARE YOU THE PERSON THAT WE HERDERS SO WOULD MR. NORMAN IS

256ARE YOU THE PERSON THAT WE WOULD REFER THEM TO? ARE YOU THE PERSON THAT WE WOULD REFER THEM TO? ARE YOU THE PERSON THAT WE WOULD REFER THEM TO? YES. WOULD REFER THEM TO? YES. WOULD REFER THEM TO? YES. OK, THANK YOU. YES. OK, THANK YOU. YES. OK, THANK YOU. I JUST WANTED TO CLARIFY THAT OK, THANK YOU. I JUST WANTED TO CLARIFY THAT OK, THANK YOU. I JUST WANTED TO CLARIFY THAT THANKS. I JUST WANTED TO CLARIFY THAT THANKS. I JUST WANTED TO CLARIFY THAT THANKS. OK, THAT'S OK. THANKS. OK, THAT'S OK. THANKS. OK, THAT'S OK. THANK YOU THANK YOU. OK, THAT'S OK. THANK YOU THANK YOU. OK, THAT'S OK. THANK YOU THANK YOU. OK NOW FOR TWENTY TWENTY FIVE THANK YOU THANK YOU. OK NOW FOR TWENTY TWENTY FIVE THANK YOU THANK YOU.

257OK NOW FOR TWENTY TWENTY FIVE TWENTY SIX AND TWENTY SIX OK NOW FOR TWENTY TWENTY FIVE TWENTY SIX AND TWENTY SIX OK NOW FOR TWENTY TWENTY FIVE TWENTY SIX AND TWENTY SIX TWENTY SEVEN SCHOOL CALENDAR WE TWENTY SIX AND TWENTY SIX TWENTY SEVEN SCHOOL CALENDAR WE TWENTY SIX AND TWENTY SIX TWENTY SEVEN SCHOOL CALENDAR WE WELCOME MATTHEW DELANEY, CHIEF TWENTY SEVEN SCHOOL CALENDAR WE WELCOME MATTHEW DELANEY, CHIEF TWENTY SEVEN SCHOOL CALENDAR WE WELCOME MATTHEW DELANEY, CHIEF SCHOOLS OFFICER. WELCOME MATTHEW DELANEY, CHIEF SCHOOLS OFFICER. WELCOME MATTHEW DELANEY, CHIEF SCHOOLS OFFICER. GOOD EVENING CHAIR MELNYK VICE SCHOOLS OFFICER. GOOD EVENING CHAIR MELNYK VICE SCHOOLS OFFICER. GOOD EVENING CHAIR MELNYK VICE CHAIR FRANKLIN MEMBERS OF THE GOOD EVENING CHAIR MELNYK VICE CHAIR FRANKLIN MEMBERS OF THE GOOD EVENING CHAIR MELNYK VICE CHAIR FRANKLIN MEMBERS OF THE SCHOOL BOARD

258AND DR. ROBERTSON CHAIR FRANKLIN MEMBERS OF THE SCHOOL BOARD AND DR. ROBERTSON CHAIR FRANKLIN MEMBERS OF THE SCHOOL BOARD AND DR. ROBERTSON MY NAME IS MATT DELANEY I'M. SCHOOL BOARD AND DR. ROBERTSON MY NAME IS MATT DELANEY I'M. SCHOOL BOARD AND DR. ROBERTSON MY NAME IS MATT DELANEY I'M. I'M THE CHIEF SCHOOLS OFFICER MY NAME IS MATT DELANEY I'M. I'M THE CHIEF SCHOOLS OFFICER MY NAME IS MATT DELANEY I'M. I'M THE CHIEF SCHOOLS OFFICER CHIEF SCHOOLS THE FOCUS OF THIS I'M THE CHIEF SCHOOLS OFFICER CHIEF SCHOOLS THE FOCUS OF THIS I'M THE CHIEF SCHOOLS OFFICER CHIEF SCHOOLS THE FOCUS OF THIS INFORMATIONAL THIS CHIEF SCHOOLS THE FOCUS OF THIS INFORMATIONAL THIS CHIEF SCHOOLS THE FOCUS OF THIS INFORMATIONAL THIS INFORMATIONAL ITEM IS THE INFORMATIONAL THIS INFORMATIONAL ITEM IS THE INFORMATIONAL THIS INFORMATIONAL ITEM IS THE

259SCHOOL CALENDAR THE TWENTY FIVE INFORMATIONAL ITEM IS THE SCHOOL CALENDAR THE TWENTY FIVE INFORMATIONAL ITEM IS THE SCHOOL CALENDAR THE TWENTY FIVE TWENTY SIX AND TWENTY SIX SCHOOL CALENDAR THE TWENTY FIVE TWENTY SIX AND TWENTY SIX SCHOOL CALENDAR THE TWENTY FIVE TWENTY SIX AND TWENTY SIX TWENTY SEVEN SCHOOL YEARS THE TWENTY SIX AND TWENTY SIX TWENTY SEVEN SCHOOL YEARS THE TWENTY SIX AND TWENTY SIX TWENTY SEVEN SCHOOL YEARS THE PURPOSE OF THIS PRESENTATION TO TWENTY SEVEN SCHOOL YEARS THE PURPOSE OF THIS PRESENTATION TO TWENTY SEVEN SCHOOL YEARS THE PURPOSE OF THIS PRESENTATION TO IS TO PROVIDE AN OVERVIEW THE PURPOSE OF THIS PRESENTATION TO IS TO PROVIDE AN OVERVIEW THE PURPOSE OF THIS PRESENTATION TO IS TO PROVIDE AN OVERVIEW THE CALENDAR DEVELOPMENT PROCESS IS TO PROVIDE AN OVERVIEW THE CALENDAR DEVELOPMENT PROCESS IS TO

260PROVIDE AN OVERVIEW THE CALENDAR DEVELOPMENT PROCESS INCLUDING A SUMMARY OF SURVEY CALENDAR DEVELOPMENT PROCESS INCLUDING A SUMMARY OF SURVEY CALENDAR DEVELOPMENT PROCESS INCLUDING A SUMMARY OF SURVEY DATA IN THE PARAMETERS OF THE INCLUDING A SUMMARY OF SURVEY DATA IN THE PARAMETERS OF THE INCLUDING A SUMMARY OF SURVEY DATA IN THE PARAMETERS OF THE SCHOOL BOARD PROVIDED FOR DATA IN THE PARAMETERS OF THE SCHOOL BOARD PROVIDED FOR DATA IN THE PARAMETERS OF THE SCHOOL BOARD PROVIDED FOR DEVELOPING A CALENDAR I'M GOING SCHOOL BOARD PROVIDED FOR DEVELOPING A CALENDAR I'M GOING SCHOOL BOARD PROVIDED FOR DEVELOPING A CALENDAR I'M GOING TO REVIEW THE TWENTY FIVE DEVELOPING A CALENDAR I'M GOING TO REVIEW THE TWENTY FIVE DEVELOPING A CALENDAR I'M GOING TO REVIEW THE TWENTY FIVE TWENTY SIX AND TWENTY SIX TO REVIEW THE TWENTY FIVE TWENTY SIX

261AND TWENTY SIX TO REVIEW THE TWENTY FIVE TWENTY SIX AND TWENTY SIX TWENTY SCHOOL CALENDAR TWENTY SIX AND TWENTY SIX TWENTY SCHOOL CALENDAR TWENTY SIX AND TWENTY SIX TWENTY SCHOOL CALENDAR RECOMMENDATIONS AND I'M ALSO TWENTY SCHOOL CALENDAR RECOMMENDATIONS AND I'M ALSO TWENTY SCHOOL CALENDAR RECOMMENDATIONS AND I'M ALSO SHARING THE RECOMMENDATION AND RECOMMENDATIONS AND I'M ALSO SHARING THE RECOMMENDATION AND RECOMMENDATIONS AND I'M ALSO SHARING THE RECOMMENDATION AND A RATIONALE FOR A PRE LABOR DAY SHARING THE RECOMMENDATION AND A RATIONALE FOR A PRE LABOR DAY SHARING THE RECOMMENDATION AND A RATIONALE FOR A PRE LABOR DAY CALENDAR FOR THE TWENTY FIVE A RATIONALE FOR A PRE LABOR DAY CALENDAR FOR THE TWENTY FIVE A RATIONALE FOR A PRE LABOR DAY CALENDAR FOR THE TWENTY FIVE TWENTY SIX IN TWENTY SIX TWENTY CALENDAR FOR THE TWENTY FIVE TWENTY

262SIX IN TWENTY SIX TWENTY CALENDAR FOR THE TWENTY FIVE TWENTY SIX IN TWENTY SIX TWENTY SEVEN SCHOOL YEARS THE CALENDAR TWENTY SIX IN TWENTY SIX TWENTY SEVEN SCHOOL YEARS THE CALENDAR TWENTY SIX IN TWENTY SIX TWENTY SEVEN SCHOOL YEARS THE CALENDAR DEVELOPMENT PROCESS IS GUIDED SEVEN SCHOOL YEARS THE CALENDAR DEVELOPMENT PROCESS IS GUIDED SEVEN SCHOOL YEARS THE CALENDAR DEVELOPMENT PROCESS IS GUIDED BY SCHOOL BOARD POLICY SIX DASH DEVELOPMENT PROCESS IS GUIDED BY SCHOOL BOARD POLICY SIX DASH DEVELOPMENT PROCESS IS GUIDED BY SCHOOL BOARD POLICY SIX DASH ONE TWO SIX TO 12 WHICH DATES BY SCHOOL BOARD POLICY SIX DASH ONE TWO SIX TO 12 WHICH DATES BY SCHOOL BOARD POLICY SIX DASH ONE TWO SIX TO 12 WHICH DATES THE CALENDAR SHOULD INDICATE ONE TWO SIX TO 12 WHICH DATES THE CALENDAR SHOULD INDICATE ONE

263TWO SIX TO 12 WHICH DATES THE CALENDAR SHOULD INDICATE PERTINENT DATES AND INFORMATION THE CALENDAR SHOULD INDICATE PERTINENT DATES AND INFORMATION THE CALENDAR SHOULD INDICATE PERTINENT DATES AND INFORMATION IS ESSENTIALLY THE OPERATION PERTINENT DATES AND INFORMATION IS ESSENTIALLY THE OPERATION PERTINENT DATES AND INFORMATION IS ESSENTIALLY THE OPERATION THE SCHOOL OF SCHOOL OF THE IS ESSENTIALLY THE OPERATION THE SCHOOL OF SCHOOL OF THE IS ESSENTIALLY THE OPERATION THE SCHOOL OF SCHOOL OF THE DIVISION SCHOOLS. THE SCHOOL OF SCHOOL OF THE DIVISION SCHOOLS. THE SCHOOL OF SCHOOL OF THE DIVISION SCHOOLS. THE CALENDAR PLAN BY THE DIVISION SCHOOLS. THE CALENDAR PLAN BY THE DIVISION SCHOOLS. THE CALENDAR PLAN BY THE SUPERINTENDENT THE THE CALENDAR PLAN BY THE SUPERINTENDENT THE THE CALENDAR PLAN BY THE SUPERINTENDENT THE SUPERINTENDENT AND STAFF AND SUPERINTENDENT THE SUPERINTENDENT AND STAFF AND SUPERINTENDENT

264THE SUPERINTENDENT AND STAFF AND COOPERATION PATRON ORGANIZATION SUPERINTENDENT AND STAFF AND COOPERATION PATRON ORGANIZATION SUPERINTENDENT AND STAFF AND COOPERATION PATRON ORGANIZATION AND APPROVED BY THE SCHOOL COOPERATION PATRON ORGANIZATION AND APPROVED BY THE SCHOOL COOPERATION PATRON ORGANIZATION AND APPROVED BY THE SCHOOL BOARD WE'RE ALSO GUIDED BY AND APPROVED BY THE SCHOOL BOARD WE'RE ALSO GUIDED BY AND APPROVED BY THE SCHOOL BOARD WE'RE ALSO GUIDED BY SCHOOL BOARD POLICY SIX AS ONE BOARD WE'RE ALSO GUIDED BY SCHOOL BOARD POLICY SIX AS ONE BOARD WE'RE ALSO GUIDED BY SCHOOL BOARD POLICY SIX AS ONE THREE WHICH ESSENTIALLY THE SCHOOL BOARD POLICY SIX AS ONE THREE WHICH ESSENTIALLY THE SCHOOL BOARD POLICY SIX AS ONE THREE WHICH ESSENTIALLY THE SCHOOL DAY AND SCHOOL HOURS THREE WHICH ESSENTIALLY THE SCHOOL DAY AND SCHOOL HOURS THREE WHICH ESSENTIALLY THE SCHOOL DAY

265AND SCHOOL HOURS WHICH OUTLINES THE STANDARD SCHOOL DAY AND SCHOOL HOURS WHICH OUTLINES THE STANDARD SCHOOL DAY AND SCHOOL HOURS WHICH OUTLINES THE STANDARD SCHOOL YEAR OF AT LEAST ONE WHICH OUTLINES THE STANDARD SCHOOL YEAR OF AT LEAST ONE WHICH OUTLINES THE STANDARD SCHOOL YEAR OF AT LEAST ONE HUNDRED EIGHTY INSTRUCTIONAL SCHOOL YEAR OF AT LEAST ONE HUNDRED EIGHTY INSTRUCTIONAL SCHOOL YEAR OF AT LEAST ONE HUNDRED EIGHTY INSTRUCTIONAL DAYS OR SCHOOL DIVISIONS WANT HUNDRED EIGHTY INSTRUCTIONAL DAYS OR SCHOOL DIVISIONS WANT HUNDRED EIGHTY INSTRUCTIONAL DAYS OR SCHOOL DIVISIONS WANT TO DEVELOP ALTERNATIVE DAYS OR SCHOOL DIVISIONS WANT TO DEVELOP ALTERNATIVE DAYS OR SCHOOL DIVISIONS WANT TO DEVELOP ALTERNATIVE SCHEDULES BASED ON TIME AND TO DEVELOP ALTERNATIVE SCHEDULES BASED ON TIME AND TO DEVELOP ALTERNATIVE SCHEDULES BASED ON TIME AND ALSO WE WE WORK THROUGH SCHEDULES BASED

266ON TIME AND ALSO WE WE WORK THROUGH SCHEDULES BASED ON TIME AND ALSO WE WE WORK THROUGH VIRGINIA CODE TWENTY TWO POINT ALSO WE WE WORK THROUGH VIRGINIA CODE TWENTY TWO POINT ALSO WE WE WORK THROUGH VIRGINIA CODE TWENTY TWO POINT ONE AS THREE OF TO THE TEACHER VIRGINIA CODE TWENTY TWO POINT ONE AS THREE OF TO THE TEACHER VIRGINIA CODE TWENTY TWO POINT ONE AS THREE OF TO THE TEACHER CONTRACT OUTLINES A STANDARD ONE AS THREE OF TO THE TEACHER CONTRACT OUTLINES A STANDARD ONE AS THREE OF TO THE TEACHER CONTRACT OUTLINES A STANDARD TEACHER CONTRACT IS TWO HUNDRED CONTRACT OUTLINES A STANDARD TEACHER CONTRACT IS TWO HUNDRED CONTRACT OUTLINES A STANDARD TEACHER CONTRACT IS TWO HUNDRED DAYS. TEACHER CONTRACT IS TWO HUNDRED DAYS. TEACHER CONTRACT IS TWO HUNDRED DAYS. WE DON'T TYPICALLY ENCUMBER

267DAYS. WE DON'T TYPICALLY ENCUMBER DAYS. WE DON'T TYPICALLY ENCUMBER TEACHERS AT THE FULL TWO WE DON'T TYPICALLY ENCUMBER TEACHERS AT THE FULL TWO WE DON'T TYPICALLY ENCUMBER TEACHERS AT THE FULL TWO HUNDRED DAYS WE HAD NO ONE AND TEACHERS AT THE FULL TWO HUNDRED DAYS WE HAD NO ONE AND TEACHERS AT THE FULL TWO HUNDRED DAYS WE HAD NO ONE AND NINETY THREE TEACHER CONTRACT HUNDRED DAYS WE HAD NO ONE AND NINETY THREE TEACHER CONTRACT HUNDRED DAYS WE HAD NO ONE AND NINETY THREE TEACHER CONTRACT DAYS BUT STAFF DAYS INCLUDING NINETY THREE TEACHER CONTRACT DAYS BUT STAFF DAYS INCLUDING NINETY THREE TEACHER CONTRACT DAYS BUT STAFF DAYS INCLUDING INCLUDE IN-SERVICE WEEK AND DAYS BUT STAFF DAYS INCLUDING INCLUDE IN-SERVICE WEEK AND DAYS BUT STAFF DAYS INCLUDING INCLUDE IN-SERVICE WEEK AND STAFF DAYS IDENTIFIED INCLUDE IN-SERVICE

268WEEK AND STAFF DAYS IDENTIFIED INCLUDE IN-SERVICE WEEK AND STAFF DAYS IDENTIFIED THROUGHOUT THE YEAR BUT THE STAFF DAYS IDENTIFIED THROUGHOUT THE YEAR BUT THE STAFF DAYS IDENTIFIED THROUGHOUT THE YEAR BUT THE OTHER SEVEN DAYS OF THE THROUGHOUT THE YEAR BUT THE OTHER SEVEN DAYS OF THE THROUGHOUT THE YEAR BUT THE OTHER SEVEN DAYS OF THE CONTRACT ARE CONSIDERED OTHER SEVEN DAYS OF THE CONTRACT ARE CONSIDERED OTHER SEVEN DAYS OF THE CONTRACT ARE CONSIDERED UNENCUMBERED PROVIDES A LEVEL CONTRACT ARE CONSIDERED UNENCUMBERED PROVIDES A LEVEL CONTRACT ARE CONSIDERED UNENCUMBERED PROVIDES A LEVEL OF RECOGNITION FOR THE HOURS UNENCUMBERED PROVIDES A LEVEL OF RECOGNITION FOR THE HOURS UNENCUMBERED PROVIDES A LEVEL OF RECOGNITION FOR THE HOURS TEACHERS WORK ATTENDING NO OF RECOGNITION FOR THE HOURS TEACHERS WORK ATTENDING NO OF RECOGNITION FOR THE HOURS TEACHERS WORK ATTENDING NO

269TRAINING GRADING PAPERS TEACHERS WORK ATTENDING NO TRAINING GRADING PAPERS TEACHERS WORK ATTENDING NO TRAINING GRADING PAPERS WRITING, WRITING LESSON PLANS, TRAINING GRADING PAPERS WRITING, WRITING LESSON PLANS, TRAINING GRADING PAPERS WRITING, WRITING LESSON PLANS, GRADING ASSESSMENTS FINALIZING WRITING, WRITING LESSON PLANS, GRADING ASSESSMENTS FINALIZING WRITING, WRITING LESSON PLANS, GRADING ASSESSMENTS FINALIZING MANDATORY TRAINING ETC. AT THE GRADING ASSESSMENTS FINALIZING MANDATORY TRAINING ETC. AT THE GRADING ASSESSMENTS FINALIZING MANDATORY TRAINING ETC. AT THE SCHOOL BOARD RETREAT IN JULY WE MANDATORY TRAINING ETC. AT THE SCHOOL BOARD RETREAT IN JULY WE MANDATORY TRAINING ETC. AT THE SCHOOL BOARD RETREAT IN JULY WE CONDUCTED AN EXERCISE CREATE A SCHOOL BOARD RETREAT IN JULY WE CONDUCTED AN EXERCISE CREATE A SCHOOL BOARD RETREAT IN JULY WE CONDUCTED AN EXERCISE CREATE A CONSENSUS ON THE PARAMETERS CONDUCTED AN EXERCISE CREATE A CONSENSUS ON THE

270PARAMETERS CONDUCTED AN EXERCISE CREATE A CONSENSUS ON THE PARAMETERS THAT WERE TO BE IN PLACE AND CONSENSUS ON THE PARAMETERS THAT WERE TO BE IN PLACE AND CONSENSUS ON THE PARAMETERS THAT WERE TO BE IN PLACE AND DEVELOP IN THE TWENTY FIVE THAT WERE TO BE IN PLACE AND DEVELOP IN THE TWENTY FIVE THAT WERE TO BE IN PLACE AND DEVELOP IN THE TWENTY FIVE TWENTY SIX AND TWENTY SIX DEVELOP IN THE TWENTY FIVE TWENTY SIX AND TWENTY SIX DEVELOP IN THE TWENTY FIVE TWENTY SIX AND TWENTY SIX TWENTY SEVEN CALENDERS TWENTY SIX AND TWENTY SIX TWENTY SEVEN CALENDERS TWENTY SIX AND TWENTY SIX TWENTY SEVEN CALENDERS CONSENSUS WAS PROVIDED ON THE TWENTY SEVEN CALENDERS CONSENSUS WAS PROVIDED ON THE TWENTY SEVEN CALENDERS CONSENSUS WAS PROVIDED ON THE ITEMS LISTED ON THE SCREEN. CONSENSUS WAS

271PROVIDED ON THE ITEMS LISTED ON THE SCREEN. CONSENSUS WAS PROVIDED ON THE ITEMS LISTED ON THE SCREEN. ONE HUNDRED AND EIGHTY ITEMS LISTED ON THE SCREEN. ONE HUNDRED AND EIGHTY ITEMS LISTED ON THE SCREEN. ONE HUNDRED AND EIGHTY INSTRUCTIONAL 13 STAFF DAYS THE ONE HUNDRED AND EIGHTY INSTRUCTIONAL 13 STAFF DAYS THE ONE HUNDRED AND EIGHTY INSTRUCTIONAL 13 STAFF DAYS THE HOLIDAY THE WEDNESDAY BEFORE INSTRUCTIONAL 13 STAFF DAYS THE HOLIDAY THE WEDNESDAY BEFORE INSTRUCTIONAL 13 STAFF DAYS THE HOLIDAY THE WEDNESDAY BEFORE THANKSGIVING A TWO WEEK WINTER HOLIDAY THE WEDNESDAY BEFORE THANKSGIVING A TWO WEEK WINTER HOLIDAY THE WEDNESDAY BEFORE THANKSGIVING A TWO WEEK WINTER BREAK MAXIMUM SIX DAYS TEACHER THANKSGIVING A TWO WEEK WINTER BREAK MAXIMUM SIX DAYS TEACHER THANKSGIVING A TWO WEEK WINTER BREAK MAXIMUM SIX DAYS TEACHER AND SERVICE WEEK TO 10 DAYS AT

272BREAK MAXIMUM SIX DAYS TEACHER AND SERVICE WEEK TO 10 DAYS AT BREAK MAXIMUM SIX DAYS TEACHER AND SERVICE WEEK TO 10 DAYS AT THE END OF THE FIRST QUARTER TO AND SERVICE WEEK TO 10 DAYS AT THE END OF THE FIRST QUARTER TO AND SERVICE WEEK TO 10 DAYS AT THE END OF THE FIRST QUARTER TO STAFF DAYS AT THE END OF THE THE END OF THE FIRST QUARTER TO STAFF DAYS AT THE END OF THE THE END OF THE FIRST QUARTER TO STAFF DAYS AT THE END OF THE FIRST TERM AND LIMITING THE STAFF DAYS AT THE END OF THE FIRST TERM AND LIMITING THE STAFF DAYS AT THE END OF THE FIRST TERM AND LIMITING THE JUST DISMISSAL DAYS. FIRST TERM AND LIMITING THE JUST DISMISSAL DAYS. FIRST TERM AND LIMITING THE JUST

273DISMISSAL DAYS. THESE PARAMETERS UTILIZED AGAIN JUST DISMISSAL DAYS. THESE PARAMETERS UTILIZED AGAIN JUST DISMISSAL DAYS. THESE PARAMETERS UTILIZED AGAIN FOR DEVELOPING THE COUNTERS THESE PARAMETERS UTILIZED AGAIN FOR DEVELOPING THE COUNTERS THESE PARAMETERS UTILIZED AGAIN FOR DEVELOPING THE COUNTERS CALENDARS THAT WOULD BE FOR DEVELOPING THE COUNTERS CALENDARS THAT WOULD BE FOR DEVELOPING THE COUNTERS CALENDARS THAT WOULD BE RECOMMENDED LATER THE CALENDARS THAT WOULD BE RECOMMENDED LATER THE CALENDARS THAT WOULD BE RECOMMENDED LATER THE PRESENTATION REVIEWING THOSE RECOMMENDED LATER THE PRESENTATION REVIEWING THOSE RECOMMENDED LATER THE PRESENTATION REVIEWING THOSE CALENDERS THOSE CALENDARS I'D PRESENTATION REVIEWING THOSE CALENDERS THOSE CALENDARS I'D PRESENTATION REVIEWING THOSE CALENDERS THOSE CALENDARS I'D LIKE TO TAKE A MOMENT REVIEW CALENDERS THOSE CALENDARS I'D LIKE TO TAKE A MOMENT REVIEW CALENDERS THOSE CALENDARS I'D LIKE TO TAKE A MOMENT REVIEW THE CALENDAR SURVEY DATA

274IN LIKE TO TAKE A MOMENT REVIEW THE CALENDAR SURVEY DATA IN LIKE TO TAKE A MOMENT REVIEW THE CALENDAR SURVEY DATA IN SEPTEMBER INFORMATION AND A THE CALENDAR SURVEY DATA IN SEPTEMBER INFORMATION AND A THE CALENDAR SURVEY DATA IN SEPTEMBER INFORMATION AND A LINK TO THE CALENDAR SEPTEMBER INFORMATION AND A LINK TO THE CALENDAR SEPTEMBER INFORMATION AND A LINK TO THE CALENDAR DEVELOPMENT SURVEY WAS LINK TO THE CALENDAR DEVELOPMENT SURVEY WAS LINK TO THE CALENDAR DEVELOPMENT SURVEY WAS DISTRIBUTED TO VBC FAMILIES AND DEVELOPMENT SURVEY WAS DISTRIBUTED TO VBC FAMILIES AND DEVELOPMENT SURVEY WAS DISTRIBUTED TO VBC FAMILIES AND STAFF THROUGH PARENT SQUARE. DISTRIBUTED TO VBC FAMILIES AND STAFF THROUGH PARENT SQUARE. DISTRIBUTED TO VBC FAMILIES AND STAFF THROUGH PARENT SQUARE. THE DIVISIONS NOW MESSAGING STAFF THROUGH PARENT SQUARE. THE DIVISIONS NOW MESSAGING STAFF THROUGH PARENT

275SQUARE. THE DIVISIONS NOW MESSAGING SYSTEM IN ADDITION TO LINK, THE THE DIVISIONS NOW MESSAGING SYSTEM IN ADDITION TO LINK, THE THE DIVISIONS NOW MESSAGING SYSTEM IN ADDITION TO LINK, THE LINK WAS INCLUDED IN THE SYSTEM IN ADDITION TO LINK, THE LINK WAS INCLUDED IN THE SYSTEM IN ADDITION TO LINK, THE LINK WAS INCLUDED IN THE SEPTEMBER FAMILY NEWSLETTERS LINK WAS INCLUDED IN THE SEPTEMBER FAMILY NEWSLETTERS LINK WAS INCLUDED IN THE SEPTEMBER FAMILY NEWSLETTERS ADVERTISED ON SOCIAL MEDIA SEPTEMBER FAMILY NEWSLETTERS ADVERTISED ON SOCIAL MEDIA SEPTEMBER FAMILY NEWSLETTERS ADVERTISED ON SOCIAL MEDIA SITES AND POSTED ON VIBE ADVERTISED ON SOCIAL MEDIA SITES AND POSTED ON VIBE ADVERTISED ON SOCIAL MEDIA SITES AND POSTED ON VIBE SCHOOLS DOTCOM AS A BANNER THE SITES AND POSTED ON VIBE SCHOOLS DOTCOM AS A BANNER THE SITES AND POSTED ON VIBE

276SCHOOLS DOTCOM AS A BANNER THE MAIN PAGE THE SURVEY THE SURVEY SCHOOLS DOTCOM AS A BANNER THE MAIN PAGE THE SURVEY THE SURVEY SCHOOLS DOTCOM AS A BANNER THE MAIN PAGE THE SURVEY THE SURVEY WAS AVAILABLE FROM SEPTEMBER MAIN PAGE THE SURVEY THE SURVEY WAS AVAILABLE FROM SEPTEMBER MAIN PAGE THE SURVEY THE SURVEY WAS AVAILABLE FROM SEPTEMBER 4TH TO SEPTEMBER 16TH HAS SHOWN WAS AVAILABLE FROM SEPTEMBER 4TH TO SEPTEMBER 16TH HAS SHOWN WAS AVAILABLE FROM SEPTEMBER 4TH TO SEPTEMBER 16TH HAS SHOWN ON THE SLIDE OVER SIX OVER 4TH TO SEPTEMBER 16TH HAS SHOWN ON THE SLIDE OVER SIX OVER 4TH TO SEPTEMBER 16TH HAS SHOWN ON THE SLIDE OVER SIX OVER SIXTY EIGHT HUNDRED PEOPLE ON THE SLIDE OVER SIX OVER SIXTY EIGHT HUNDRED PEOPLE ON THE SLIDE OVER SIX OVER SIXTY EIGHT HUNDRED PEOPLE

277RESPONDED AND SHARED THEIR SIXTY EIGHT HUNDRED PEOPLE RESPONDED AND SHARED THEIR SIXTY EIGHT HUNDRED PEOPLE RESPONDED AND SHARED THEIR GENERAL PREFERENCE OR SCHOOL RESPONDED AND SHARED THEIR GENERAL PREFERENCE OR SCHOOL RESPONDED AND SHARED THEIR GENERAL PREFERENCE OR SCHOOL START DATE RESPONDENTS WERE GENERAL PREFERENCE OR SCHOOL START DATE RESPONDENTS WERE GENERAL PREFERENCE OR SCHOOL START DATE RESPONDENTS WERE ASKED TO INDICATE THEIR PRIMARY START DATE RESPONDENTS WERE ASKED TO INDICATE THEIR PRIMARY START DATE RESPONDENTS WERE ASKED TO INDICATE THEIR PRIMARY AFFILIATION WITH VBC PARENTS ASKED TO INDICATE THEIR PRIMARY AFFILIATION WITH VBC PARENTS ASKED TO INDICATE THEIR PRIMARY AFFILIATION WITH VBC PARENTS AND INSTRUCTIONAL TAB FOR THE AFFILIATION WITH VBC PARENTS AND INSTRUCTIONAL TAB FOR THE AFFILIATION WITH VBC PARENTS AND INSTRUCTIONAL TAB FOR THE LARGEST RESPONDED GROUPS FOR AND INSTRUCTIONAL TAB FOR THE LARGEST RESPONDED GROUPS

278FOR AND INSTRUCTIONAL TAB FOR THE LARGEST RESPONDED GROUPS FOR CONTEXT THOUGH, OUR LAST LARGEST RESPONDED GROUPS FOR CONTEXT THOUGH, OUR LAST LARGEST RESPONDED GROUPS FOR CONTEXT THOUGH, OUR LAST CALENDAR DEVELOPMENT SURVEY HAD CONTEXT THOUGH, OUR LAST CALENDAR DEVELOPMENT SURVEY HAD CONTEXT THOUGH, OUR LAST CALENDAR DEVELOPMENT SURVEY HAD OVER TWENTY ONE THOUSAND CALENDAR DEVELOPMENT SURVEY HAD OVER TWENTY ONE THOUSAND CALENDAR DEVELOPMENT SURVEY HAD OVER TWENTY ONE THOUSAND RESPONDENTS BUT FOR CONTEXT OVER TWENTY ONE THOUSAND RESPONDENTS BUT FOR CONTEXT OVER TWENTY ONE THOUSAND RESPONDENTS BUT FOR CONTEXT OF SEPTEMBER TWENTY FOUR SURVEY RESPONDENTS BUT FOR CONTEXT OF SEPTEMBER TWENTY FOUR SURVEY RESPONDENTS BUT FOR CONTEXT OF SEPTEMBER TWENTY FOUR SURVEY DID NOT INCLUDE CALENDAR OF SEPTEMBER TWENTY FOUR SURVEY DID NOT INCLUDE CALENDAR OF SEPTEMBER TWENTY FOUR SURVEY DID NOT INCLUDE CALENDAR OPTIONS TO REVIEW AS FEEDBACK

279DID NOT INCLUDE CALENDAR OPTIONS TO REVIEW AS FEEDBACK DID NOT INCLUDE CALENDAR OPTIONS TO REVIEW AS FEEDBACK FROM A VARIETY STAKEHOLDERS OPTIONS TO REVIEW AS FEEDBACK FROM A VARIETY STAKEHOLDERS OPTIONS TO REVIEW AS FEEDBACK FROM A VARIETY STAKEHOLDERS INDICATED TO HAVING THESE FROM A VARIETY STAKEHOLDERS INDICATED TO HAVING THESE FROM A VARIETY STAKEHOLDERS INDICATED TO HAVING THESE CALENDERS CALENDARS WAS NOT A INDICATED TO HAVING THESE CALENDERS CALENDARS WAS NOT A INDICATED TO HAVING THESE CALENDERS CALENDARS WAS NOT A GREAT BENEFIT IN ADDITION TO CALENDERS CALENDARS WAS NOT A GREAT BENEFIT IN ADDITION TO CALENDERS CALENDARS WAS NOT A GREAT BENEFIT IN ADDITION TO ASK YOU ABOUT THE PREFERRED GREAT BENEFIT IN ADDITION TO ASK YOU ABOUT THE PREFERRED GREAT BENEFIT IN ADDITION TO ASK YOU ABOUT THE PREFERRED SCHOOL START DATE COMMENTS ASK YOU ABOUT

280THE PREFERRED SCHOOL START DATE COMMENTS ASK YOU ABOUT THE PREFERRED SCHOOL START DATE COMMENTS RELATED TO DEVELOPMENT OF THE SCHOOL START DATE COMMENTS RELATED TO DEVELOPMENT OF THE SCHOOL START DATE COMMENTS RELATED TO DEVELOPMENT OF THE SCHOOL CALENDAR, THE SURVEY RELATED TO DEVELOPMENT OF THE SCHOOL CALENDAR, THE SURVEY RELATED TO DEVELOPMENT OF THE SCHOOL CALENDAR, THE SURVEY ALSO INCLUDED QUESTIONS ABOUT SCHOOL CALENDAR, THE SURVEY ALSO INCLUDED QUESTIONS ABOUT SCHOOL CALENDAR, THE SURVEY ALSO INCLUDED QUESTIONS ABOUT THE SATISFACTION WITH VARIOUS ALSO INCLUDED QUESTIONS ABOUT THE SATISFACTION WITH VARIOUS ALSO INCLUDED QUESTIONS ABOUT THE SATISFACTION WITH VARIOUS ASPECTS OF THE TWENTY THREE THE SATISFACTION WITH VARIOUS ASPECTS OF THE TWENTY THREE THE SATISFACTION WITH VARIOUS ASPECTS OF THE TWENTY THREE TWENTY FOUR SCHOOL YEAR ASPECTS OF THE TWENTY THREE TWENTY FOUR SCHOOL YEAR ASPECTS OF THE TWENTY

281THREE TWENTY FOUR SCHOOL YEAR CALENDAR WE'RE GOING BEGIN BY TWENTY FOUR SCHOOL YEAR CALENDAR WE'RE GOING BEGIN BY TWENTY FOUR SCHOOL YEAR CALENDAR WE'RE GOING BEGIN BY TAKING A LOOK AT THE SURVEY CALENDAR WE'RE GOING BEGIN BY TAKING A LOOK AT THE SURVEY CALENDAR WE'RE GOING BEGIN BY TAKING A LOOK AT THE SURVEY RESULTS REGARDING THE TAKING A LOOK AT THE SURVEY RESULTS REGARDING THE TAKING A LOOK AT THE SURVEY RESULTS REGARDING THE DEVELOPMENT OF THE TWENTY FIVE RESULTS REGARDING THE DEVELOPMENT OF THE TWENTY FIVE RESULTS REGARDING THE DEVELOPMENT OF THE TWENTY FIVE TWENTY SIX AND TWENTY SIX DEVELOPMENT OF THE TWENTY FIVE TWENTY SIX AND TWENTY SIX DEVELOPMENT OF THE TWENTY FIVE TWENTY SIX AND TWENTY SIX TWENTY SEVEN CALENDARS ON THE TWENTY SIX AND TWENTY SIX TWENTY SEVEN CALENDARS ON THE TWENTY SIX

282AND TWENTY SIX TWENTY SEVEN CALENDARS ON THE SURVEY THE FIRST ITEM AS TWENTY SEVEN CALENDARS ON THE SURVEY THE FIRST ITEM AS TWENTY SEVEN CALENDARS ON THE SURVEY THE FIRST ITEM AS RESPONDENTS TO INDICATE WHETHER SURVEY THE FIRST ITEM AS RESPONDENTS TO INDICATE WHETHER SURVEY THE FIRST ITEM AS RESPONDENTS TO INDICATE WHETHER THEY PREFER A PRE LABOR DAY RESPONDENTS TO INDICATE WHETHER THEY PREFER A PRE LABOR DAY RESPONDENTS TO INDICATE WHETHER THEY PREFER A PRE LABOR DAY START A POST LABOR DAY START OR THEY PREFER A PRE LABOR DAY START A POST LABOR DAY START OR THEY PREFER A PRE LABOR DAY START A POST LABOR DAY START OR HAD NO PREFERENCE OVERALL FORTY START A POST LABOR DAY START OR HAD NO PREFERENCE OVERALL FORTY START A POST LABOR DAY START OR HAD NO

283PREFERENCE OVERALL FORTY SEVEN PERCENT OF RESPONDENTS HAD NO PREFERENCE OVERALL FORTY SEVEN PERCENT OF RESPONDENTS HAD NO PREFERENCE OVERALL FORTY SEVEN PERCENT OF RESPONDENTS INDICATED THEY PREFER A PRE SEVEN PERCENT OF RESPONDENTS INDICATED THEY PREFER A PRE SEVEN PERCENT OF RESPONDENTS INDICATED THEY PREFER A PRE LABOR DAY START EXAMINING INDICATED THEY PREFER A PRE LABOR DAY START EXAMINING INDICATED THEY PREFER A PRE LABOR DAY START EXAMINING PREFERENCES ACROSS THE VARIOUS LABOR DAY START EXAMINING PREFERENCES ACROSS THE VARIOUS LABOR DAY START EXAMINING PREFERENCES ACROSS THE VARIOUS RESPONDED GROUPS A LARGER PREFERENCES ACROSS THE VARIOUS RESPONDED GROUPS A LARGER PREFERENCES ACROSS THE VARIOUS RESPONDED GROUPS A LARGER PERCENTAGE OF PARENTS AND RESPONDED GROUPS A LARGER PERCENTAGE OF PARENTS AND RESPONDED GROUPS A LARGER PERCENTAGE OF PARENTS AND STUDENTS PREFER A POST LABOR PERCENTAGE OF PARENTS AND STUDENTS

284PREFER A POST LABOR PERCENTAGE OF PARENTS AND STUDENTS PREFER A POST LABOR DAY START DATE WHILE STUDENTS PREFER A POST LABOR DAY START DATE WHILE STUDENTS PREFER A POST LABOR DAY START DATE WHILE INSTRUCTIONAL STAFF MEMBERS NOT DAY START DATE WHILE INSTRUCTIONAL STAFF MEMBERS NOT DAY START DATE WHILE INSTRUCTIONAL STAFF MEMBERS NOT NON INSTRUCTIONAL STAFF MEMBERS INSTRUCTIONAL STAFF MEMBERS NOT NON INSTRUCTIONAL STAFF MEMBERS INSTRUCTIONAL STAFF MEMBERS NOT NON INSTRUCTIONAL STAFF MEMBERS AND COMMITTEE MEMBERS ALL HAD NON INSTRUCTIONAL STAFF MEMBERS AND COMMITTEE MEMBERS ALL HAD NON INSTRUCTIONAL STAFF MEMBERS AND COMMITTEE MEMBERS ALL HAD HIGHER PERCENTAGE REPORTED. AND COMMITTEE MEMBERS ALL HAD HIGHER PERCENTAGE REPORTED. AND COMMITTEE MEMBERS ALL HAD HIGHER PERCENTAGE REPORTED. THEY PREFER TO PRE LABOR START HIGHER PERCENTAGE REPORTED. THEY PREFER TO PRE LABOR START HIGHER PERCENTAGE REPORTED. THEY PREFER TO PRE LABOR

285START DATE NOTE ON THE ON THE SURVEY THEY PREFER TO PRE LABOR START DATE NOTE ON THE ON THE SURVEY THEY PREFER TO PRE LABOR START DATE NOTE ON THE ON THE SURVEY IT WAS NOTED THAT GIVEN AGREED DATE NOTE ON THE ON THE SURVEY IT WAS NOTED THAT GIVEN AGREED DATE NOTE ON THE ON THE SURVEY IT WAS NOTED THAT GIVEN AGREED UPON FACTORS RELATED TO SCHOOL IT WAS NOTED THAT GIVEN AGREED UPON FACTORS RELATED TO SCHOOL IT WAS NOTED THAT GIVEN AGREED UPON FACTORS RELATED TO SCHOOL CALENDAR FOR THE TWENTY FOUR UPON FACTORS RELATED TO SCHOOL CALENDAR FOR THE TWENTY FOUR UPON FACTORS RELATED TO SCHOOL CALENDAR FOR THE TWENTY FOUR SCHOOL BOARD RETREAT A PRE CALENDAR FOR THE TWENTY FOUR SCHOOL BOARD RETREAT A PRE CALENDAR FOR THE TWENTY FOUR SCHOOL BOARD

286RETREAT A PRE LABOR DAY START WOULD LIKELY SCHOOL BOARD RETREAT A PRE LABOR DAY START WOULD LIKELY SCHOOL BOARD RETREAT A PRE LABOR DAY START WOULD LIKELY HAVE AN END DATE DURING THE LABOR DAY START WOULD LIKELY HAVE AN END DATE DURING THE LABOR DAY START WOULD LIKELY HAVE AN END DATE DURING THE SECOND WEEK OF JUNE AND WHILE HAVE AN END DATE DURING THE SECOND WEEK OF JUNE AND WHILE HAVE AN END DATE DURING THE SECOND WEEK OF JUNE AND WHILE THE POST LABOR DAY START WOULD SECOND WEEK OF JUNE AND WHILE THE POST LABOR DAY START WOULD SECOND WEEK OF JUNE AND WHILE THE POST LABOR DAY START WOULD LIKELY HAVE AN END DATE DURING THE POST LABOR DAY START WOULD LIKELY HAVE AN END DATE DURING THE POST LABOR DAY START WOULD

287LIKELY HAVE AN END DATE DURING THE THIRD WEEK OF JUNE OR LATER LIKELY HAVE AN END DATE DURING THE THIRD WEEK OF JUNE OR LATER LIKELY HAVE AN END DATE DURING THE THIRD WEEK OF JUNE OR LATER THE THREE MOST IMPORTANT THE THIRD WEEK OF JUNE OR LATER THE THREE MOST IMPORTANT THE THIRD WEEK OF JUNE OR LATER THE THREE MOST IMPORTANT FACTORS FOR RESPONDENTS WHEN THE THREE MOST IMPORTANT FACTORS FOR RESPONDENTS WHEN THE THREE MOST IMPORTANT FACTORS FOR RESPONDENTS WHEN CONSIDERING CALENDERS INCLUDED FACTORS FOR RESPONDENTS WHEN CONSIDERING CALENDERS INCLUDED FACTORS FOR RESPONDENTS WHEN CONSIDERING CALENDERS INCLUDED THE SCHOOL START DATE SCHOOL CONSIDERING CALENDERS INCLUDED THE SCHOOL START DATE SCHOOL CONSIDERING CALENDERS INCLUDED THE SCHOOL START DATE SCHOOL END DATE IN LENGTH OF BREAKS THE SCHOOL START DATE SCHOOL END DATE IN LENGTH OF BREAKS

288THE SCHOOL START DATE SCHOOL END DATE IN LENGTH OF BREAKS THE LARGEST PERCENTAGE OF ALL END DATE IN LENGTH OF BREAKS THE LARGEST PERCENTAGE OF ALL END DATE IN LENGTH OF BREAKS THE LARGEST PERCENTAGE OF ALL THE RESPONDENT GROUPS INDICATED THE LARGEST PERCENTAGE OF ALL THE RESPONDENT GROUPS INDICATED THE LARGEST PERCENTAGE OF ALL THE RESPONDENT GROUPS INDICATED THE BRAKES WAS THE MOST THE RESPONDENT GROUPS INDICATED THE BRAKES WAS THE MOST THE RESPONDENT GROUPS INDICATED THE BRAKES WAS THE MOST IMPORTANT FACTOR INSTRUCTIONAL THE BRAKES WAS THE MOST IMPORTANT FACTOR INSTRUCTIONAL THE BRAKES WAS THE MOST IMPORTANT FACTOR INSTRUCTIONAL STAFF MEMBERS DID HAVE A TIME IMPORTANT FACTOR INSTRUCTIONAL STAFF MEMBERS DID HAVE A TIME IMPORTANT FACTOR INSTRUCTIONAL STAFF MEMBERS DID HAVE A TIME FOR LENGTH. STAFF MEMBERS DID HAVE A TIME FOR LENGTH. STAFF MEMBERS DID HAVE

289A TIME FOR LENGTH. THE BREAKS IN SCHOOL THERE WAS FOR LENGTH. THE BREAKS IN SCHOOL THERE WAS FOR LENGTH. THE BREAKS IN SCHOOL THERE WAS A DIVIDE AMONG STAKEHOLDER THE BREAKS IN SCHOOL THERE WAS A DIVIDE AMONG STAKEHOLDER THE BREAKS IN SCHOOL THERE WAS A DIVIDE AMONG STAKEHOLDER GROUPS REGARDING THE IMPORTANCE A DIVIDE AMONG STAKEHOLDER GROUPS REGARDING THE IMPORTANCE A DIVIDE AMONG STAKEHOLDER GROUPS REGARDING THE IMPORTANCE SCHOOL START DATE IN SCHOOL AND GROUPS REGARDING THE IMPORTANCE SCHOOL START DATE IN SCHOOL AND GROUPS REGARDING THE IMPORTANCE SCHOOL START DATE IN SCHOOL AND A LARGER PERCENTAGE OF PARENTS SCHOOL START DATE IN SCHOOL AND A LARGER PERCENTAGE OF PARENTS SCHOOL START DATE IN SCHOOL AND A LARGER PERCENTAGE OF PARENTS DIDN'T SPANDEX AND GROUPS A LARGER PERCENTAGE OF PARENTS DIDN'T SPANDEX AND GROUPS A LARGER PERCENTAGE OF

290PARENTS DIDN'T SPANDEX AND GROUPS INDICATED SCHOOL START DATE WAS DIDN'T SPANDEX AND GROUPS INDICATED SCHOOL START DATE WAS DIDN'T SPANDEX AND GROUPS INDICATED SCHOOL START DATE WAS THE MOST IMPORTANT FACTOR INDICATED SCHOOL START DATE WAS THE MOST IMPORTANT FACTOR INDICATED SCHOOL START DATE WAS THE MOST IMPORTANT FACTOR LARGER PERCENTAGE OF PERCENTAGE THE MOST IMPORTANT FACTOR LARGER PERCENTAGE OF PERCENTAGE THE MOST IMPORTANT FACTOR LARGER PERCENTAGE OF PERCENTAGE OF INSTRUCTIONAL NON LARGER PERCENTAGE OF PERCENTAGE OF INSTRUCTIONAL NON LARGER PERCENTAGE OF PERCENTAGE OF INSTRUCTIONAL NON INSTRUCTIONAL STAFF COMMUNITY OF INSTRUCTIONAL NON INSTRUCTIONAL STAFF COMMUNITY OF INSTRUCTIONAL NON INSTRUCTIONAL STAFF COMMUNITY MEMBERS INDICATED SCHOOL AND INSTRUCTIONAL STAFF COMMUNITY MEMBERS INDICATED SCHOOL AND INSTRUCTIONAL STAFF COMMUNITY MEMBERS INDICATED SCHOOL AND DATE WAS THE MOST IMPORTANT MEMBERS INDICATED SCHOOL AND DATE WAS THE MOST IMPORTANT MEMBERS INDICATED SCHOOL AND DATE WAS

291THE MOST IMPORTANT FACTOR. DATE WAS THE MOST IMPORTANT FACTOR. DATE WAS THE MOST IMPORTANT FACTOR. RESPONDENTS WERE ALSO ASKED TO FACTOR. RESPONDENTS WERE ALSO ASKED TO FACTOR. RESPONDENTS WERE ALSO ASKED TO COMMENTS RELATED TO THE RESPONDENTS WERE ALSO ASKED TO COMMENTS RELATED TO THE RESPONDENTS WERE ALSO ASKED TO COMMENTS RELATED TO THE DEVELOPMENT OF THE SCHOOL COMMENTS RELATED TO THE DEVELOPMENT OF THE SCHOOL COMMENTS RELATED TO THE DEVELOPMENT OF THE SCHOOL CALENDAR OVERALL THEMES ARE DEVELOPMENT OF THE SCHOOL CALENDAR OVERALL THEMES ARE DEVELOPMENT OF THE SCHOOL CALENDAR OVERALL THEMES ARE LOCATE ARE SHOWN ON THE SLIDE. CALENDAR OVERALL THEMES ARE LOCATE ARE SHOWN ON THE SLIDE. CALENDAR OVERALL THEMES ARE LOCATE ARE SHOWN ON THE SLIDE. I'LL GIVE YOU A MOMENT TO LOCATE ARE SHOWN ON THE SLIDE. I'LL GIVE YOU A MOMENT TO LOCATE

292ARE SHOWN ON THE SLIDE. I'LL GIVE YOU A MOMENT TO REVIEW THEMES MORE SPECIFIC TO I'LL GIVE YOU A MOMENT TO REVIEW THEMES MORE SPECIFIC TO I'LL GIVE YOU A MOMENT TO REVIEW THEMES MORE SPECIFIC TO RESPONDED GROUPS ARE SHOWN ON REVIEW THEMES MORE SPECIFIC TO RESPONDED GROUPS ARE SHOWN ON REVIEW THEMES MORE SPECIFIC TO RESPONDED GROUPS ARE SHOWN ON THIS SLIDE YOU CAN SEE FROM RESPONDED GROUPS ARE SHOWN ON THIS SLIDE YOU CAN SEE FROM RESPONDED GROUPS ARE SHOWN ON THIS SLIDE YOU CAN SEE FROM PARENTS THERE WAS A DESIRE FOR THIS SLIDE YOU CAN SEE FROM PARENTS THERE WAS A DESIRE FOR THIS SLIDE YOU CAN SEE FROM PARENTS THERE WAS A DESIRE FOR MORE STABILITY AND PARENTS THERE WAS A DESIRE FOR MORE STABILITY AND PARENTS THERE WAS A DESIRE FOR MORE

293STABILITY AND PREDICTABILITY WITH CALENDERS MORE STABILITY AND PREDICTABILITY WITH CALENDERS MORE STABILITY AND PREDICTABILITY WITH CALENDERS THERE'S A LEVEL OF FRUSTRATION PREDICTABILITY WITH CALENDERS THERE'S A LEVEL OF FRUSTRATION PREDICTABILITY WITH CALENDERS THERE'S A LEVEL OF FRUSTRATION WITH RANDOM DAYS OFF AND THERE'S A LEVEL OF FRUSTRATION WITH RANDOM DAYS OFF AND THERE'S A LEVEL OF FRUSTRATION WITH RANDOM DAYS OFF AND ADJUSTED DISMISSAL DAYS BECAUSE WITH RANDOM DAYS OFF AND ADJUSTED DISMISSAL DAYS BECAUSE WITH RANDOM DAYS OFF AND ADJUSTED DISMISSAL DAYS BECAUSE OF THE IMPACT ON CHILD CARE AND ADJUSTED DISMISSAL DAYS BECAUSE OF THE IMPACT ON CHILD CARE AND ADJUSTED DISMISSAL DAYS BECAUSE OF THE IMPACT ON CHILD CARE AND WORKING PARENTS CONSTRUCTION OF THE IMPACT ON CHILD CARE AND WORKING PARENTS CONSTRUCTION OF THE IMPACT ON CHILD CARE AND WORKING PARENTS CONSTRUCTION WILL NOT INSTRUCTIONAL

294STAFF WORKING PARENTS CONSTRUCTION WILL NOT INSTRUCTIONAL STAFF WORKING PARENTS CONSTRUCTION WILL NOT INSTRUCTIONAL STAFF AND. WILL NOT INSTRUCTIONAL STAFF AND. WILL NOT INSTRUCTIONAL STAFF AND. AND WHEN A MORE MEANINGFUL AND AND. AND WHEN A MORE MEANINGFUL AND AND. AND WHEN A MORE MEANINGFUL AND PRODUCTIVE TWO 1/2 DAYS PLAY AND WHEN A MORE MEANINGFUL AND PRODUCTIVE TWO 1/2 DAYS PLAY AND WHEN A MORE MEANINGFUL AND PRODUCTIVE TWO 1/2 DAYS PLAY STAFF STRATEGICALLY IN THE PRODUCTIVE TWO 1/2 DAYS PLAY STAFF STRATEGICALLY IN THE PRODUCTIVE TWO 1/2 DAYS PLAY STAFF STRATEGICALLY IN THE CALENDAR AT THE GRADING PERIODS STAFF STRATEGICALLY IN THE CALENDAR AT THE GRADING PERIODS STAFF STRATEGICALLY IN THE CALENDAR AT THE GRADING PERIODS SEE FROM COMMUNITY MEMBERS THEY CALENDAR AT THE GRADING PERIODS SEE FROM COMMUNITY MEMBERS THEY CALENDAR AT THE GRADING PERIODS SEE FROM

295COMMUNITY MEMBERS THEY WANTED TO MAINTAIN A LONG SEE FROM COMMUNITY MEMBERS THEY WANTED TO MAINTAIN A LONG SEE FROM COMMUNITY MEMBERS THEY WANTED TO MAINTAIN A LONG SUMMER BREAK FROM JUNE THROUGH WANTED TO MAINTAIN A LONG SUMMER BREAK FROM JUNE THROUGH WANTED TO MAINTAIN A LONG SUMMER BREAK FROM JUNE THROUGH AUGUST CONSIDER THE IMPACT SUMMER BREAK FROM JUNE THROUGH AUGUST CONSIDER THE IMPACT SUMMER BREAK FROM JUNE THROUGH AUGUST CONSIDER THE IMPACT OF CALENDAR AND LOCAL FALTERING AUGUST CONSIDER THE IMPACT OF CALENDAR AND LOCAL FALTERING AUGUST CONSIDER THE IMPACT OF CALENDAR AND LOCAL FALTERING ECONOMY AND STUDENTS HAD A OF CALENDAR AND LOCAL FALTERING ECONOMY AND STUDENTS HAD A OF CALENDAR AND LOCAL FALTERING ECONOMY AND STUDENTS HAD A PREFERENCE FOR LONGER SUMMER ECONOMY AND STUDENTS HAD A PREFERENCE FOR LONGER SUMMER ECONOMY AND STUDENTS HAD

296A PREFERENCE FOR LONGER SUMMER BREAKS SURPRISE ON THAT LOCKER PREFERENCE FOR LONGER SUMMER BREAKS SURPRISE ON THAT LOCKER PREFERENCE FOR LONGER SUMMER BREAKS SURPRISE ON THAT LOCKER I DON'T DISAGREE. BREAKS SURPRISE ON THAT LOCKER I DON'T DISAGREE. BREAKS SURPRISE ON THAT LOCKER I DON'T DISAGREE. WE ALSO WANTED TO GET GET I DON'T DISAGREE. WE ALSO WANTED TO GET GET I DON'T DISAGREE. WE ALSO WANTED TO GET GET FEEDBACK REGARDING THE TWENTY WE ALSO WANTED TO GET GET FEEDBACK REGARDING THE TWENTY WE ALSO WANTED TO GET GET FEEDBACK REGARDING THE TWENTY THREE TWENTY FOUR SCHOOL FEEDBACK REGARDING THE TWENTY THREE TWENTY FOUR SCHOOL FEEDBACK REGARDING THE TWENTY THREE TWENTY FOUR SCHOOL CALENDARS. THREE TWENTY FOUR SCHOOL CALENDARS. THREE TWENTY FOUR SCHOOL CALENDARS. IT WAS OUR FIRST LABOR DAY CALENDARS. IT WAS OUR FIRST LABOR DAY CALENDARS.

297IT WAS OUR FIRST LABOR DAY CALENDAR WAS IMPORTANT THAT IT WAS OUR FIRST LABOR DAY CALENDAR WAS IMPORTANT THAT IT WAS OUR FIRST LABOR DAY CALENDAR WAS IMPORTANT THAT IMPORTANT THAT WE GET THIS CALENDAR WAS IMPORTANT THAT IMPORTANT THAT WE GET THIS CALENDAR WAS IMPORTANT THAT IMPORTANT THAT WE GET THIS FEEDBACK FEEDBACK BASED ON THE IMPORTANT THAT WE GET THIS FEEDBACK FEEDBACK BASED ON THE IMPORTANT THAT WE GET THIS FEEDBACK FEEDBACK BASED ON THE ENTIRE YEAR YOU MAY RECALL THAT FEEDBACK FEEDBACK BASED ON THE ENTIRE YEAR YOU MAY RECALL THAT FEEDBACK FEEDBACK BASED ON THE ENTIRE YEAR YOU MAY RECALL THAT WE DID GET FEEDBACK IN THE ENTIRE YEAR YOU MAY RECALL THAT WE DID GET FEEDBACK IN THE ENTIRE YEAR YOU MAY RECALL THAT WE DID GET FEEDBACK IN THE MIDDLE OF LAST YEAR

298REGARDING WE DID GET FEEDBACK IN THE MIDDLE OF LAST YEAR REGARDING WE DID GET FEEDBACK IN THE MIDDLE OF LAST YEAR REGARDING COMPONENTS OF THE CALENDAR THIS MIDDLE OF LAST YEAR REGARDING COMPONENTS OF THE CALENDAR THIS MIDDLE OF LAST YEAR REGARDING COMPONENTS OF THE CALENDAR THIS SLIDE SHOWS RESULTS FROM COMPONENTS OF THE CALENDAR THIS SLIDE SHOWS RESULTS FROM COMPONENTS OF THE CALENDAR THIS SLIDE SHOWS RESULTS FROM PARENTS SATISFACTION WITH THE SLIDE SHOWS RESULTS FROM PARENTS SATISFACTION WITH THE SLIDE SHOWS RESULTS FROM PARENTS SATISFACTION WITH THE ASPECTS OF THE TWENTY THREE PARENTS SATISFACTION WITH THE ASPECTS OF THE TWENTY THREE PARENTS SATISFACTION WITH THE ASPECTS OF THE TWENTY THREE TWENTY FOUR SCHOOL YEAR ASPECTS OF THE TWENTY THREE TWENTY FOUR SCHOOL YEAR ASPECTS OF THE TWENTY THREE TWENTY FOUR SCHOOL YEAR CALENDAR THE LIGHT BLUE PORTION

299TWENTY FOUR SCHOOL YEAR CALENDAR THE LIGHT BLUE PORTION TWENTY FOUR SCHOOL YEAR CALENDAR THE LIGHT BLUE PORTION OF BARS THE PERCENT WHO WERE CALENDAR THE LIGHT BLUE PORTION OF BARS THE PERCENT WHO WERE CALENDAR THE LIGHT BLUE PORTION OF BARS THE PERCENT WHO WERE SATISFIED THE DARK BLUE THE OF BARS THE PERCENT WHO WERE SATISFIED THE DARK BLUE THE OF BARS THE PERCENT WHO WERE SATISFIED THE DARK BLUE THE DARK BLUE IS THE PERCENTAGE SATISFIED THE DARK BLUE THE DARK BLUE IS THE PERCENTAGE SATISFIED THE DARK BLUE THE DARK BLUE IS THE PERCENTAGE NEITHER SATISFIED NOR DARK BLUE IS THE PERCENTAGE NEITHER SATISFIED NOR DARK BLUE IS THE PERCENTAGE NEITHER SATISFIED NOR DISSATISFIED IN THE AURON NEITHER SATISFIED NOR DISSATISFIED IN THE AURON NEITHER SATISFIED NOR DISSATISFIED IN THE AURON PORTION IS THE WHO WERE

300DISSATISFIED IN THE AURON PORTION IS THE WHO WERE DISSATISFIED IN THE AURON PORTION IS THE WHO WERE DISSATISFIED TO HIGHLIGHT A FEW PORTION IS THE WHO WERE DISSATISFIED TO HIGHLIGHT A FEW PORTION IS THE WHO WERE DISSATISFIED TO HIGHLIGHT A FEW FINDINGS LARGE PERCENTAGE DISSATISFIED TO HIGHLIGHT A FEW FINDINGS LARGE PERCENTAGE DISSATISFIED TO HIGHLIGHT A FEW FINDINGS LARGE PERCENTAGE OF PARENTS SEVENTY THREE FINDINGS LARGE PERCENTAGE OF PARENTS SEVENTY THREE FINDINGS LARGE PERCENTAGE OF PARENTS SEVENTY THREE PERCENT THREE PERCENT WERE OF PARENTS SEVENTY THREE PERCENT THREE PERCENT WERE OF PARENTS SEVENTY THREE PERCENT THREE PERCENT WERE SATISFIED WITH NOT HAVING FULL PERCENT THREE PERCENT WERE SATISFIED WITH NOT HAVING FULL PERCENT THREE PERCENT WERE SATISFIED WITH NOT HAVING FULL SCHOOL DAY PRIOR TO SATISFIED WITH NOT HAVING FULL SCHOOL DAY PRIOR TO SATISFIED WITH NOT HAVING

301FULL SCHOOL DAY PRIOR TO THANKSGIVING ON THE OTHER THE SCHOOL DAY PRIOR TO THANKSGIVING ON THE OTHER THE SCHOOL DAY PRIOR TO THANKSGIVING ON THE OTHER THE OTHER HAND, THE LARGEST THANKSGIVING ON THE OTHER THE OTHER HAND, THE LARGEST THANKSGIVING ON THE OTHER THE OTHER HAND, THE LARGEST PERCENTAGE THE PARENTS WERE OTHER HAND, THE LARGEST PERCENTAGE THE PARENTS WERE OTHER HAND, THE LARGEST PERCENTAGE THE PARENTS WERE DISSATISFIED WITH THE SCHOOL TO PERCENTAGE THE PARENTS WERE DISSATISFIED WITH THE SCHOOL TO PERCENTAGE THE PARENTS WERE DISSATISFIED WITH THE SCHOOL TO DATE AND END DATES THE LAST DISSATISFIED WITH THE SCHOOL TO DATE AND END DATES THE LAST DISSATISFIED WITH THE SCHOOL TO DATE AND END DATES THE LAST YEAR THE CALENDAR AND FORTY DATE AND END DATES THE LAST YEAR THE CALENDAR AND FORTY DATE AND END

302DATES THE LAST YEAR THE CALENDAR AND FORTY FIVE PERCENT OF PARENTS WERE YEAR THE CALENDAR AND FORTY FIVE PERCENT OF PARENTS WERE YEAR THE CALENDAR AND FORTY FIVE PERCENT OF PARENTS WERE DISSATISFIED THE SCHOOL START FIVE PERCENT OF PARENTS WERE DISSATISFIED THE SCHOOL START FIVE PERCENT OF PARENTS WERE DISSATISFIED THE SCHOOL START DATE IN TWENTY THREE, TWENTY DISSATISFIED THE SCHOOL START DATE IN TWENTY THREE, TWENTY DISSATISFIED THE SCHOOL START DATE IN TWENTY THREE, TWENTY FOUR AND FORTY THREE PERCENT DATE IN TWENTY THREE, TWENTY FOUR AND FORTY THREE PERCENT DATE IN TWENTY THREE, TWENTY FOUR AND FORTY THREE PERCENT WERE DISSATISFIED WITH SCHOOL FOUR AND FORTY THREE PERCENT WERE DISSATISFIED WITH SCHOOL FOUR AND FORTY THREE PERCENT WERE DISSATISFIED WITH SCHOOL AND DATES FROM A STAP WERE DISSATISFIED WITH SCHOOL AND DATES FROM A STAP WERE

303DISSATISFIED WITH SCHOOL AND DATES FROM A STAP PERSPECTIVE WE LOOK CLOSELY AT AND DATES FROM A STAP PERSPECTIVE WE LOOK CLOSELY AT AND DATES FROM A STAP PERSPECTIVE WE LOOK CLOSELY AT THE TIME TO PREPARE FOR SCHOOL PERSPECTIVE WE LOOK CLOSELY AT THE TIME TO PREPARE FOR SCHOOL PERSPECTIVE WE LOOK CLOSELY AT THE TIME TO PREPARE FOR SCHOOL YEAR TO GET STARTED AND ALSO THE TIME TO PREPARE FOR SCHOOL YEAR TO GET STARTED AND ALSO THE TIME TO PREPARE FOR SCHOOL YEAR TO GET STARTED AND ALSO HOW THE STUDENTS ADJUSTED YEAR TO GET STARTED AND ALSO HOW THE STUDENTS ADJUSTED YEAR TO GET STARTED AND ALSO HOW THE STUDENTS ADJUSTED DURING A YEAR OR TWO KEY HOW THE STUDENTS ADJUSTED DURING A YEAR OR TWO KEY HOW THE STUDENTS ADJUSTED DURING A YEAR OR TWO

304KEY INDICATOR POINTS INDICATOR DURING A YEAR OR TWO KEY INDICATOR POINTS INDICATOR DURING A YEAR OR TWO KEY INDICATOR POINTS INDICATOR POINTS AS WELL CONSIDERING THE INDICATOR POINTS INDICATOR POINTS AS WELL CONSIDERING THE INDICATOR POINTS INDICATOR POINTS AS WELL CONSIDERING THE PRE LABOR DAY ALL STAFF WE'RE POINTS AS WELL CONSIDERING THE PRE LABOR DAY ALL STAFF WE'RE POINTS AS WELL CONSIDERING THE PRE LABOR DAY ALL STAFF WE'RE BOTH INSTRUCTIONAL ANON PRE LABOR DAY ALL STAFF WE'RE BOTH INSTRUCTIONAL ANON PRE LABOR DAY ALL STAFF WE'RE BOTH INSTRUCTIONAL ANON INSTRUCTIONAL AS THE SAME BOTH INSTRUCTIONAL ANON INSTRUCTIONAL AS THE SAME BOTH INSTRUCTIONAL ANON INSTRUCTIONAL AS THE SAME SURVEY ITEMS SOME OF THE INSTRUCTIONAL AS THE SAME SURVEY ITEMS SOME OF THE INSTRUCTIONAL AS THE SAME SURVEY ITEMS SOME OF THE PARENTS A HIGH PERCENTAGE OF . SURVEY

305ITEMS SOME OF THE PARENTS A HIGH PERCENTAGE OF . SURVEY ITEMS SOME OF THE PARENTS A HIGH PERCENTAGE OF . EIGHTY PERCENT WERE SATISFY PARENTS A HIGH PERCENTAGE OF . EIGHTY PERCENT WERE SATISFY PARENTS A HIGH PERCENTAGE OF . EIGHTY PERCENT WERE SATISFY WOULD NOT HAVE ANY FULL SCHOOL EIGHTY PERCENT WERE SATISFY WOULD NOT HAVE ANY FULL SCHOOL EIGHTY PERCENT WERE SATISFY WOULD NOT HAVE ANY FULL SCHOOL DAY PRIOR TO THANKSGIVING WOULD NOT HAVE ANY FULL SCHOOL DAY PRIOR TO THANKSGIVING WOULD NOT HAVE ANY FULL SCHOOL DAY PRIOR TO THANKSGIVING HIGHEST PERCENTAGE SIXTY FOUR DAY PRIOR TO THANKSGIVING HIGHEST PERCENTAGE SIXTY FOUR DAY PRIOR TO THANKSGIVING HIGHEST PERCENTAGE SIXTY FOUR PERCENT INDICATED THEY WERE HIGHEST PERCENTAGE SIXTY FOUR PERCENT INDICATED THEY WERE HIGHEST PERCENTAGE SIXTY FOUR PERCENT INDICATED THEY WERE SATISFIED WITH THE SCHOOL AND

306PERCENT INDICATED THEY WERE SATISFIED WITH THE SCHOOL AND PERCENT INDICATED THEY WERE SATISFIED WITH THE SCHOOL AND IN THE TWENTY THREE TWENTY FOUR SATISFIED WITH THE SCHOOL AND IN THE TWENTY THREE TWENTY FOUR SATISFIED WITH THE SCHOOL AND IN THE TWENTY THREE TWENTY FOUR SCHOOL YEAR STAFF WERE ALSO IN THE TWENTY THREE TWENTY FOUR SCHOOL YEAR STAFF WERE ALSO IN THE TWENTY THREE TWENTY FOUR SCHOOL YEAR STAFF WERE ALSO ASKED ABOUT ADDITIONAL ASPECTS SCHOOL YEAR STAFF WERE ALSO ASKED ABOUT ADDITIONAL ASPECTS SCHOOL YEAR STAFF WERE ALSO ASKED ABOUT ADDITIONAL ASPECTS OF THE COUNTERS SUCH AS TIME ASKED ABOUT ADDITIONAL ASPECTS OF THE COUNTERS SUCH AS TIME ASKED ABOUT ADDITIONAL ASPECTS OF THE COUNTERS SUCH AS TIME FOR PROFESSIONAL AND STAFF AND OF THE COUNTERS SUCH AS TIME FOR PROFESSIONAL AND STAFF AND OF THE COUNTERS

307SUCH AS TIME FOR PROFESSIONAL AND STAFF AND FLEX DAYS. FOR PROFESSIONAL AND STAFF AND FLEX DAYS. FOR PROFESSIONAL AND STAFF AND FLEX DAYS. APPROXIMATELY HALF OF STAFF FLEX DAYS. APPROXIMATELY HALF OF STAFF FLEX DAYS. APPROXIMATELY HALF OF STAFF RESPONDENTS SATISFIED WITH APPROXIMATELY HALF OF STAFF RESPONDENTS SATISFIED WITH APPROXIMATELY HALF OF STAFF RESPONDENTS SATISFIED WITH STAFF RELATED ASPECTS OF THE RESPONDENTS SATISFIED WITH STAFF RELATED ASPECTS OF THE RESPONDENTS SATISFIED WITH STAFF RELATED ASPECTS OF THE CALENDAR AND ABOUT ONE THIRD STAFF RELATED ASPECTS OF THE CALENDAR AND ABOUT ONE THIRD STAFF RELATED ASPECTS OF THE CALENDAR AND ABOUT ONE THIRD SELECTED NEITHER SATISFIED NOR CALENDAR AND ABOUT ONE THIRD SELECTED NEITHER SATISFIED NOR CALENDAR AND ABOUT ONE THIRD SELECTED NEITHER SATISFIED NOR DISSATISFIED TO SATISFACTION SELECTED NEITHER SATISFIED NOR DISSATISFIED TO SATISFACTION SELECTED NEITHER SATISFIED NOR DISSATISFIED

308TO SATISFACTION WAS RELATIVELY LOW. DISSATISFIED TO SATISFACTION WAS RELATIVELY LOW. DISSATISFIED TO SATISFACTION WAS RELATIVELY LOW. AN ADDITIONAL INSTRUCTIONAL WAS RELATIVELY LOW. AN ADDITIONAL INSTRUCTIONAL WAS RELATIVELY LOW. AN ADDITIONAL INSTRUCTIONAL STAFF ONLY WERE ASKED AN ADDITIONAL INSTRUCTIONAL STAFF ONLY WERE ASKED AN ADDITIONAL INSTRUCTIONAL STAFF ONLY WERE ASKED SPECIFICALLY ABOUT THE STAFF ONLY WERE ASKED SPECIFICALLY ABOUT THE STAFF ONLY WERE ASKED SPECIFICALLY ABOUT THE USEFULNESS OF EACH STAFF AND SPECIFICALLY ABOUT THE USEFULNESS OF EACH STAFF AND SPECIFICALLY ABOUT THE USEFULNESS OF EACH STAFF AND FLEX DAY THE LARGEST PERCENTAGE USEFULNESS OF EACH STAFF AND FLEX DAY THE LARGEST PERCENTAGE USEFULNESS OF EACH STAFF AND FLEX DAY THE LARGEST PERCENTAGE IS INDICATED THE STAFF IN FLUX FLEX DAY THE LARGEST PERCENTAGE IS INDICATED THE STAFF IN FLUX FLEX DAY THE LARGEST PERCENTAGE IS INDICATED THE STAFF IN

309FLUX WERE VERY USEFUL WITH MOST IS INDICATED THE STAFF IN FLUX WERE VERY USEFUL WITH MOST IS INDICATED THE STAFF IN FLUX WERE VERY USEFUL WITH MOST OTHERS INDICATING THOSE DAYS WERE VERY USEFUL WITH MOST OTHERS INDICATING THOSE DAYS WERE VERY USEFUL WITH MOST OTHERS INDICATING THOSE DAYS WERE SOMEWHAT USEFUL RELATIVELY OTHERS INDICATING THOSE DAYS WERE SOMEWHAT USEFUL RELATIVELY OTHERS INDICATING THOSE DAYS WERE SOMEWHAT USEFUL RELATIVELY LOW PERCENTAGE OF STAFF WERE SOMEWHAT USEFUL RELATIVELY LOW PERCENTAGE OF STAFF WERE SOMEWHAT USEFUL RELATIVELY LOW PERCENTAGE OF STAFF INDICATED STAFF INDICATED THE LOW PERCENTAGE OF STAFF INDICATED STAFF INDICATED THE LOW PERCENTAGE OF STAFF INDICATED STAFF INDICATED THE DATES WERE NOT USEFUL BETWEEN INDICATED STAFF INDICATED THE DATES WERE NOT USEFUL BETWEEN INDICATED STAFF INDICATED THE DATES WERE NOT USEFUL BETWEEN TEN AND SIXTEEN PERCENT THE DATES WERE

310NOT USEFUL BETWEEN TEN AND SIXTEEN PERCENT THE DATES WERE NOT USEFUL BETWEEN TEN AND SIXTEEN PERCENT THE SLIDESHOWS SHOWS RESULTS FROM TEN AND SIXTEEN PERCENT THE SLIDESHOWS SHOWS RESULTS FROM TEN AND SIXTEEN PERCENT THE SLIDESHOWS SHOWS RESULTS FROM STUDENT SATISFACTION, SLIDESHOWS SHOWS RESULTS FROM STUDENT SATISFACTION, SLIDESHOWS SHOWS RESULTS FROM STUDENT SATISFACTION, SATISFACTION ASPECTS OF THE STUDENT SATISFACTION, SATISFACTION ASPECTS OF THE STUDENT SATISFACTION, SATISFACTION ASPECTS OF THE SCHOOL COUNTER SIMILAR TO OTHER SATISFACTION ASPECTS OF THE SCHOOL COUNTER SIMILAR TO OTHER SATISFACTION ASPECTS OF THE SCHOOL COUNTER SIMILAR TO OTHER GROUPS LARGE PERCENTAGE SCHOOL COUNTER SIMILAR TO OTHER GROUPS LARGE PERCENTAGE SCHOOL COUNTER SIMILAR TO OTHER GROUPS LARGE PERCENTAGE OF STUDENTS SEVENTY NINE WERE GROUPS LARGE PERCENTAGE OF STUDENTS SEVENTY NINE WERE GROUPS LARGE PERCENTAGE OF STUDENTS SEVENTY NINE WERE SATISFIED WITH NOT HAVING A OF STUDENTS

311SEVENTY NINE WERE SATISFIED WITH NOT HAVING A OF STUDENTS SEVENTY NINE WERE SATISFIED WITH NOT HAVING A FOOL'S SCHOOL DAY PRIOR TO SATISFIED WITH NOT HAVING A FOOL'S SCHOOL DAY PRIOR TO SATISFIED WITH NOT HAVING A FOOL'S SCHOOL DAY PRIOR TO THANKSGIVING ON THE OTHER HAND FOOL'S SCHOOL DAY PRIOR TO THANKSGIVING ON THE OTHER HAND FOOL'S SCHOOL DAY PRIOR TO THANKSGIVING ON THE OTHER HAND A LARGE PERCENTAGE THANKSGIVING ON THE OTHER HAND A LARGE PERCENTAGE THANKSGIVING ON THE OTHER HAND A LARGE PERCENTAGE OF PERCENTAGE OF STUDENTS WERE A LARGE PERCENTAGE OF PERCENTAGE OF STUDENTS WERE A LARGE PERCENTAGE OF PERCENTAGE OF STUDENTS WERE DISSATISFIED WITH THE SCHOOL OF PERCENTAGE OF STUDENTS WERE DISSATISFIED WITH THE SCHOOL OF PERCENTAGE OF STUDENTS WERE DISSATISFIED WITH THE SCHOOL START DATE FROM LAST YEAR'S DISSATISFIED WITH THE SCHOOL START

312DATE FROM LAST YEAR'S DISSATISFIED WITH THE SCHOOL START DATE FROM LAST YEAR'S CALENDAR AND SIXTY TWO PERCENT START DATE FROM LAST YEAR'S CALENDAR AND SIXTY TWO PERCENT START DATE FROM LAST YEAR'S CALENDAR AND SIXTY TWO PERCENT THIS SLIDE SHOWS RESULTS FROM CALENDAR AND SIXTY TWO PERCENT THIS SLIDE SHOWS RESULTS FROM CALENDAR AND SIXTY TWO PERCENT THIS SLIDE SHOWS RESULTS FROM COMMUNITY MEMBERS SATISFIED THIS SLIDE SHOWS RESULTS FROM COMMUNITY MEMBERS SATISFIED THIS SLIDE SHOWS RESULTS FROM COMMUNITY MEMBERS SATISFIED WITH ASPECTS OF THE TWENTY COMMUNITY MEMBERS SATISFIED WITH ASPECTS OF THE TWENTY COMMUNITY MEMBERS SATISFIED WITH ASPECTS OF THE TWENTY THREE TWENTY FOUR SCHOOL YEAR WITH ASPECTS OF THE TWENTY THREE TWENTY FOUR SCHOOL YEAR WITH ASPECTS OF THE TWENTY THREE TWENTY FOUR SCHOOL YEAR CALENDAR AGAIN A LARGE THREE TWENTY FOUR SCHOOL YEAR CALENDAR AGAIN A

313LARGE THREE TWENTY FOUR SCHOOL YEAR CALENDAR AGAIN A LARGE PERCENTAGE OF COMMITTEE MEMBERS CALENDAR AGAIN A LARGE PERCENTAGE OF COMMITTEE MEMBERS CALENDAR AGAIN A LARGE PERCENTAGE OF COMMITTEE MEMBERS SEVENTY EIGHT PERCENT SATISFIED PERCENTAGE OF COMMITTEE MEMBERS SEVENTY EIGHT PERCENT SATISFIED PERCENTAGE OF COMMITTEE MEMBERS SEVENTY EIGHT PERCENT SATISFIED WOULD NOT HAVING A FULL SCHOOL SEVENTY EIGHT PERCENT SATISFIED WOULD NOT HAVING A FULL SCHOOL SEVENTY EIGHT PERCENT SATISFIED WOULD NOT HAVING A FULL SCHOOL DAY PRIOR THANKSGIVING LARGEST WOULD NOT HAVING A FULL SCHOOL DAY PRIOR THANKSGIVING LARGEST WOULD NOT HAVING A FULL SCHOOL DAY PRIOR THANKSGIVING LARGEST PERCENTAGE OF COMMITTEE MEMBERS DAY PRIOR THANKSGIVING LARGEST PERCENTAGE OF COMMITTEE MEMBERS DAY PRIOR THANKSGIVING LARGEST PERCENTAGE OF COMMITTEE MEMBERS WERE DISSATISFIED WITH SCHOOL PERCENTAGE OF COMMITTEE MEMBERS WERE DISSATISFIED WITH SCHOOL PERCENTAGE OF COMMITTEE MEMBERS WERE DISSATISFIED WITH SCHOOL

314AND DATE FROM LAST YEAR'S WERE DISSATISFIED WITH SCHOOL AND DATE FROM LAST YEAR'S WERE DISSATISFIED WITH SCHOOL AND DATE FROM LAST YEAR'S CALENDAR STAFF IN CALENDAR WORK AND DATE FROM LAST YEAR'S CALENDAR STAFF IN CALENDAR WORK AND DATE FROM LAST YEAR'S CALENDAR STAFF IN CALENDAR WORK GROUP IS GOING TO RECOMMEND AT CALENDAR STAFF IN CALENDAR WORK GROUP IS GOING TO RECOMMEND AT CALENDAR STAFF IN CALENDAR WORK GROUP IS GOING TO RECOMMEND AT THE SCHOOL BOARD APPROVED THE GROUP IS GOING TO RECOMMEND AT THE SCHOOL BOARD APPROVED THE GROUP IS GOING TO RECOMMEND AT THE SCHOOL BOARD APPROVED THE PRE LABOR DAY CALENDARS THE THE SCHOOL BOARD APPROVED THE PRE LABOR DAY CALENDARS THE THE SCHOOL BOARD APPROVED THE PRE LABOR DAY CALENDARS THE TWENTY FIVE TWENTY SIX AND THE PRE LABOR DAY CALENDARS THE TWENTY

315FIVE TWENTY SIX AND THE PRE LABOR DAY CALENDARS THE TWENTY FIVE TWENTY SIX AND THE TWENTY THE TWENTY SIX TWENTY TWENTY FIVE TWENTY SIX AND THE TWENTY THE TWENTY SIX TWENTY TWENTY FIVE TWENTY SIX AND THE TWENTY THE TWENTY SIX TWENTY SEVEN SCHOOL YEARS AS AN ACTION TWENTY THE TWENTY SIX TWENTY SEVEN SCHOOL YEARS AS AN ACTION TWENTY THE TWENTY SIX TWENTY SEVEN SCHOOL YEARS AS AN ACTION ITEM AT THE NOVEMBER TWELVE SEVEN SCHOOL YEARS AS AN ACTION ITEM AT THE NOVEMBER TWELVE SEVEN SCHOOL YEARS AS AN ACTION ITEM AT THE NOVEMBER TWELVE SCHOOL BOARD MEETING THE ITEM AT THE NOVEMBER TWELVE SCHOOL BOARD MEETING THE ITEM AT THE NOVEMBER TWELVE SCHOOL BOARD MEETING THE CALENDAR WORKGROUP CONSISTING SCHOOL BOARD MEETING THE CALENDAR WORKGROUP CONSISTING SCHOOL BOARD MEETING THE CALENDAR WORKGROUP CONSISTING OF PARENTS PARENT

316STAFF CALENDAR WORKGROUP CONSISTING OF PARENTS PARENT STAFF CALENDAR WORKGROUP CONSISTING OF PARENTS PARENT STAFF COMMITTEE MEMBERS AT ON OF PARENTS PARENT STAFF COMMITTEE MEMBERS AT ON OF PARENTS PARENT STAFF COMMITTEE MEMBERS AT ON SEPTEMBER TWENTY SIX THE GROUP COMMITTEE MEMBERS AT ON SEPTEMBER TWENTY SIX THE GROUP COMMITTEE MEMBERS AT ON SEPTEMBER TWENTY SIX THE GROUP WAS TASKED WITH DEVELOPING PRE SEPTEMBER TWENTY SIX THE GROUP WAS TASKED WITH DEVELOPING PRE SEPTEMBER TWENTY SIX THE GROUP WAS TASKED WITH DEVELOPING PRE LABOR DAY AND POST LABOR DAY WAS TASKED WITH DEVELOPING PRE LABOR DAY AND POST LABOR DAY WAS TASKED WITH DEVELOPING PRE LABOR DAY AND POST LABOR DAY CALENDERS FOR THE TWENTY FIVE LABOR DAY AND POST LABOR DAY CALENDERS FOR THE TWENTY FIVE LABOR DAY AND POST LABOR DAY CALENDERS FOR THE TWENTY FIVE TWENTY SIX

317TWENTY SIX TWENTY CALENDERS FOR THE TWENTY FIVE TWENTY SIX TWENTY SIX TWENTY CALENDERS FOR THE TWENTY FIVE TWENTY SIX TWENTY SIX TWENTY SEVEN SCHOOL YEARS THE DRAFT TWENTY SIX TWENTY SIX TWENTY SEVEN SCHOOL YEARS THE DRAFT TWENTY SIX TWENTY SIX TWENTY SEVEN SCHOOL YEARS THE DRAFT CALENDARS HAD INCORPORATE THE SEVEN SCHOOL YEARS THE DRAFT CALENDARS HAD INCORPORATE THE SEVEN SCHOOL YEARS THE DRAFT CALENDARS HAD INCORPORATE THE AREAS OF SCHOOL BOARD CONSENSUS CALENDARS HAD INCORPORATE THE AREAS OF SCHOOL BOARD CONSENSUS CALENDARS HAD INCORPORATE THE AREAS OF SCHOOL BOARD CONSENSUS AND TAKE INTO INFORMATION FROM AREAS OF SCHOOL BOARD CONSENSUS AND TAKE INTO INFORMATION FROM AREAS OF SCHOOL BOARD CONSENSUS AND TAKE INTO INFORMATION FROM THE COMMUNITY SURVEYS THE AND TAKE INTO INFORMATION FROM THE COMMUNITY SURVEYS THE AND TAKE INTO INFORMATION FROM THE COMMUNITY SURVEYS THE

318CALENDARS THEY DEVELOPED ARE THE COMMUNITY SURVEYS THE CALENDARS THEY DEVELOPED ARE THE COMMUNITY SURVEYS THE CALENDARS THEY DEVELOPED ARE INCLUDED IN YOUR PACKET THE CALENDARS THEY DEVELOPED ARE INCLUDED IN YOUR PACKET THE CALENDARS THEY DEVELOPED ARE INCLUDED IN YOUR PACKET THE RATIONALE FOR THE FOR THIS INCLUDED IN YOUR PACKET THE RATIONALE FOR THE FOR THIS INCLUDED IN YOUR PACKET THE RATIONALE FOR THE FOR THIS RECOMMENDATION RECOMMENDATION RATIONALE FOR THE FOR THIS RECOMMENDATION RECOMMENDATION RATIONALE FOR THE FOR THIS RECOMMENDATION RECOMMENDATION INCLUDED ON THIS SLIDE THE. RECOMMENDATION RECOMMENDATION INCLUDED ON THIS SLIDE THE. RECOMMENDATION RECOMMENDATION INCLUDED ON THIS SLIDE THE. THE TWO PRE LABOR DAY CALENDARS INCLUDED ON THIS SLIDE THE. THE TWO PRE LABOR DAY CALENDARS INCLUDED ON THIS SLIDE THE. THE TWO PRE LABOR DAY CALENDARS MEETS THE GUIDANCE FOR CALENDAR THE TWO PRE LABOR

319DAY CALENDARS MEETS THE GUIDANCE FOR CALENDAR THE TWO PRE LABOR DAY CALENDARS MEETS THE GUIDANCE FOR CALENDAR CREATION AS I OUTLINED MEETS THE GUIDANCE FOR CALENDAR CREATION AS I OUTLINED MEETS THE GUIDANCE FOR CALENDAR CREATION AS I OUTLINED PREVIOUSLY REFLECTS MUCH OF THE CREATION AS I OUTLINED PREVIOUSLY REFLECTS MUCH OF THE CREATION AS I OUTLINED PREVIOUSLY REFLECTS MUCH OF THE RESULTS OF THE CALENDAR SURVEY PREVIOUSLY REFLECTS MUCH OF THE RESULTS OF THE CALENDAR SURVEY PREVIOUSLY REFLECTS MUCH OF THE RESULTS OF THE CALENDAR SURVEY AND PROVIDES CONSISTENCY AND RESULTS OF THE CALENDAR SURVEY AND PROVIDES CONSISTENCY AND RESULTS OF THE CALENDAR SURVEY AND PROVIDES CONSISTENCY AND PREDICTABILITY FOR OUR AND PROVIDES CONSISTENCY AND PREDICTABILITY FOR OUR AND PROVIDES CONSISTENCY AND PREDICTABILITY FOR OUR STAKEHOLDERS AND SUPPORTS THE PREDICTABILITY FOR OUR STAKEHOLDERS AND SUPPORTS THE PREDICTABILITY FOR

320OUR STAKEHOLDERS AND SUPPORTS THE WORK OF OUR TEACHERS AND STAKEHOLDERS AND SUPPORTS THE WORK OF OUR TEACHERS AND STAKEHOLDERS AND SUPPORTS THE WORK OF OUR TEACHERS AND SUPPORT STAFF WITH PLAY STAFF WORK OF OUR TEACHERS AND SUPPORT STAFF WITH PLAY STAFF WORK OF OUR TEACHERS AND SUPPORT STAFF WITH PLAY STAFF DAYS AND ALIGNS WITH THE PRE SUPPORT STAFF WITH PLAY STAFF DAYS AND ALIGNS WITH THE PRE SUPPORT STAFF WITH PLAY STAFF DAYS AND ALIGNS WITH THE PRE LABOR START OF MANY OF OUR DAYS AND ALIGNS WITH THE PRE LABOR START OF MANY OF OUR DAYS AND ALIGNS WITH THE PRE LABOR START OF MANY OF OUR SURROUNDING SCHOOL DIVISIONS LABOR START OF MANY OF OUR SURROUNDING SCHOOL DIVISIONS LABOR START OF MANY OF OUR SURROUNDING SCHOOL DIVISIONS GOING TO TAKE A MOMENT TO JUST SURROUNDING

321SCHOOL DIVISIONS GOING TO TAKE A MOMENT TO JUST SURROUNDING SCHOOL DIVISIONS GOING TO TAKE A MOMENT TO JUST TO REVIEW THE RECOMMENDED GOING TO TAKE A MOMENT TO JUST TO REVIEW THE RECOMMENDED GOING TO TAKE A MOMENT TO JUST TO REVIEW THE RECOMMENDED CALENDARS START WITH TWENTY TO REVIEW THE RECOMMENDED CALENDARS START WITH TWENTY TO REVIEW THE RECOMMENDED CALENDARS START WITH TWENTY FIVE TWENTY SCHOOL YOUR CALENDARS START WITH TWENTY FIVE TWENTY SCHOOL YOUR CALENDARS START WITH TWENTY FIVE TWENTY SCHOOL YOUR CALENDAR THE TEACHER START DATE FIVE TWENTY SCHOOL YOUR CALENDAR THE TEACHER START DATE FIVE TWENTY SCHOOL YOUR CALENDAR THE TEACHER START DATE START DATE WOULD BE AUGUST 15TH CALENDAR THE TEACHER START DATE START DATE WOULD BE AUGUST 15TH CALENDAR THE TEACHER START DATE START DATE WOULD BE AUGUST 15TH THE STUDENT START DATE

322WOULD BE START DATE WOULD BE AUGUST 15TH THE STUDENT START DATE WOULD BE START DATE WOULD BE AUGUST 15TH THE STUDENT START DATE WOULD BE AUGUST TWENTY FIFTH THE LAST THE STUDENT START DATE WOULD BE AUGUST TWENTY FIFTH THE LAST THE STUDENT START DATE WOULD BE AUGUST TWENTY FIFTH THE LAST SCHOOL FOR STUDENTS WOULD AUGUST TWENTY FIFTH THE LAST SCHOOL FOR STUDENTS WOULD AUGUST TWENTY FIFTH THE LAST SCHOOL FOR STUDENTS WOULD STUDENTS WOULD BE JUNE THE SCHOOL FOR STUDENTS WOULD STUDENTS WOULD BE JUNE THE SCHOOL FOR STUDENTS WOULD STUDENTS WOULD BE JUNE THE TWELFTH FROM THE STANDPOINT STUDENTS WOULD BE JUNE THE TWELFTH FROM THE STANDPOINT STUDENTS WOULD BE JUNE THE TWELFTH FROM THE STANDPOINT OF FOLLOWING ALONG WITH THE TWELFTH FROM THE STANDPOINT OF FOLLOWING ALONG WITH THE TWELFTH FROM THE STANDPOINT OF FOLLOWING

323ALONG WITH THE PRESENTATION FOR HIM TO DISCUSS OF FOLLOWING ALONG WITH THE PRESENTATION FOR HIM TO DISCUSS OF FOLLOWING ALONG WITH THE PRESENTATION FOR HIM TO DISCUSS THE MONTHS IN THE ORDER THE PRESENTATION FOR HIM TO DISCUSS THE MONTHS IN THE ORDER THE PRESENTATION FOR HIM TO DISCUSS THE MONTHS IN THE ORDER THE ORDER ON THE LEFT SIDE THE THE MONTHS IN THE ORDER THE ORDER ON THE LEFT SIDE THE THE MONTHS IN THE ORDER THE ORDER ON THE LEFT SIDE THE SLIDE BEFORE MOVING TO THE ORDER ON THE LEFT SIDE THE SLIDE BEFORE MOVING TO THE ORDER ON THE LEFT SIDE THE SLIDE BEFORE MOVING TO THE RIGHT SIDE OF THE SLIDE. SLIDE BEFORE MOVING TO THE RIGHT SIDE OF THE SLIDE. SLIDE BEFORE MOVING TO THE RIGHT SIDE OF THE SLIDE. SO STARTING

324WITH AUGUST RIGHT SIDE OF THE SLIDE. SO STARTING WITH AUGUST RIGHT SIDE OF THE SLIDE. SO STARTING WITH AUGUST SEPTEMBER TWENTY TWENTY FIVE SO SO STARTING WITH AUGUST SEPTEMBER TWENTY TWENTY FIVE SO SO STARTING WITH AUGUST SEPTEMBER TWENTY TWENTY FIVE SO I SAID REPORT ON AUGUST 15TH SEPTEMBER TWENTY TWENTY FIVE SO I SAID REPORT ON AUGUST 15TH SEPTEMBER TWENTY TWENTY FIVE SO I SAID REPORT ON AUGUST 15TH WHICH HAS REQUESTED WOULD BE A I SAID REPORT ON AUGUST 15TH WHICH HAS REQUESTED WOULD BE A I SAID REPORT ON AUGUST 15TH WHICH HAS REQUESTED WOULD BE A FLEX DAY AND SERVICE WE COULD WHICH HAS REQUESTED WOULD BE A FLEX DAY AND SERVICE WE COULD WHICH HAS REQUESTED WOULD BE A FLEX DAY AND SERVICE WE COULD CONTINUE FROM AUGUST EIGHTEEN FLEX DAY AND SERVICE WE

325COULD CONTINUE FROM AUGUST EIGHTEEN FLEX DAY AND SERVICE WE COULD CONTINUE FROM AUGUST EIGHTEEN TO TWENTY SECOND AS YOU CAN SEE CONTINUE FROM AUGUST EIGHTEEN TO TWENTY SECOND AS YOU CAN SEE CONTINUE FROM AUGUST EIGHTEEN TO TWENTY SECOND AS YOU CAN SEE IT MEETS THE GUIDANCE OF A TO TWENTY SECOND AS YOU CAN SEE IT MEETS THE GUIDANCE OF A TO TWENTY SECOND AS YOU CAN SEE IT MEETS THE GUIDANCE OF A MAXIMUM OF SIX AND DAYS TO IT MEETS THE GUIDANCE OF A MAXIMUM OF SIX AND DAYS TO IT MEETS THE GUIDANCE OF A MAXIMUM OF SIX AND DAYS TO BEGIN THE YEAR STUDENTS WHO MAXIMUM OF SIX AND DAYS TO BEGIN THE YEAR STUDENTS WHO MAXIMUM OF SIX AND DAYS TO BEGIN THE YEAR STUDENTS WHO REPORT ON AUGUST TWENTY FIFTH BEGIN THE

326YEAR STUDENTS WHO REPORT ON AUGUST TWENTY FIFTH BEGIN THE YEAR STUDENTS WHO REPORT ON AUGUST TWENTY FIFTH WITH SCHOOLS BEING CLOSE IN REPORT ON AUGUST TWENTY FIFTH WITH SCHOOLS BEING CLOSE IN REPORT ON AUGUST TWENTY FIFTH WITH SCHOOLS BEING CLOSE IN AUGUST 20 NIGHT THE FRIDAY WITH SCHOOLS BEING CLOSE IN AUGUST 20 NIGHT THE FRIDAY WITH SCHOOLS BEING CLOSE IN AUGUST 20 NIGHT THE FRIDAY BEFORE LABOR DAY WHICH IS AUGUST 20 NIGHT THE FRIDAY BEFORE LABOR DAY WHICH IS AUGUST 20 NIGHT THE FRIDAY BEFORE LABOR DAY WHICH IS REQUIRED CODE MOVING TO BEFORE LABOR DAY WHICH IS REQUIRED CODE MOVING TO BEFORE LABOR DAY WHICH IS REQUIRED CODE MOVING TO SEPTEMBER YOU SEE THAT REQUIRED CODE MOVING TO SEPTEMBER YOU SEE THAT REQUIRED CODE MOVING TO SEPTEMBER YOU SEE THAT SEPTEMBER 1ST LABOR DAY YOU

327SEPTEMBER YOU SEE THAT SEPTEMBER 1ST LABOR DAY YOU SEPTEMBER YOU SEE THAT SEPTEMBER 1ST LABOR DAY YOU ALSO SEE A STAFF DAY ON SEPTEMBER 1ST LABOR DAY YOU ALSO SEE A STAFF DAY ON SEPTEMBER 1ST LABOR DAY YOU ALSO SEE A STAFF DAY ON SEPTEMBER TWENTY THE WORK GROUP ALSO SEE A STAFF DAY ON SEPTEMBER TWENTY THE WORK GROUP ALSO SEE A STAFF DAY ON SEPTEMBER TWENTY THE WORK GROUP FELT THIS WAS MORE APPROPRIATE SEPTEMBER TWENTY THE WORK GROUP FELT THIS WAS MORE APPROPRIATE SEPTEMBER TWENTY THE WORK GROUP FELT THIS WAS MORE APPROPRIATE TIME FOR STAFF DAY WHEN IN FELT THIS WAS MORE APPROPRIATE TIME FOR STAFF DAY WHEN IN FELT THIS WAS MORE APPROPRIATE TIME FOR STAFF DAY WHEN IN OCTOBER BECAUSE IT WOULD GET TIME FOR STAFF DAY WHEN IN OCTOBER BECAUSE IT

328WOULD GET TIME FOR STAFF DAY WHEN IN OCTOBER BECAUSE IT WOULD GET HIGH TEACHERS TIME TO FINALIZE OCTOBER BECAUSE IT WOULD GET HIGH TEACHERS TIME TO FINALIZE OCTOBER BECAUSE IT WOULD GET HIGH TEACHERS TIME TO FINALIZE FOUR BY FOUR PROGRESS REPORTS HIGH TEACHERS TIME TO FINALIZE FOUR BY FOUR PROGRESS REPORTS HIGH TEACHERS TIME TO FINALIZE FOUR BY FOUR PROGRESS REPORTS ELEMENTARY SCHOOL AND MIDDLE FOUR BY FOUR PROGRESS REPORTS ELEMENTARY SCHOOL AND MIDDLE FOUR BY FOUR PROGRESS REPORTS ELEMENTARY SCHOOL AND MIDDLE SCHOOL TEACHERS TIME THE START ELEMENTARY SCHOOL AND MIDDLE SCHOOL TEACHERS TIME THE START ELEMENTARY SCHOOL AND MIDDLE SCHOOL TEACHERS TIME THE START OF THE YEAR THE YEAR ASSESSMENT SCHOOL TEACHERS TIME THE START OF THE YEAR THE YEAR ASSESSMENT SCHOOL TEACHERS TIME THE START OF THE YEAR THE YEAR ASSESSMENT DATA LOOKING AT OF

329THE YEAR THE YEAR ASSESSMENT DATA LOOKING AT OF THE YEAR THE YEAR ASSESSMENT DATA LOOKING AT OCTOBER NOVEMBER OCTOBER HAS A DATA LOOKING AT OCTOBER NOVEMBER OCTOBER HAS A DATA LOOKING AT OCTOBER NOVEMBER OCTOBER HAS A FOUR FULL MONTH OCTOBER NOVEMBER OCTOBER HAS A FOUR FULL MONTH OCTOBER NOVEMBER OCTOBER HAS A FOUR FULL MONTH OF INSTRUCTIONAL DAYS FOUR FULL MONTH OF INSTRUCTIONAL DAYS FOUR FULL MONTH OF INSTRUCTIONAL DAYS OCTOBER FIRST WOULD BE THE OF INSTRUCTIONAL DAYS OCTOBER FIRST WOULD BE THE OF INSTRUCTIONAL DAYS OCTOBER FIRST WOULD BE THE FINAL DAY OF THE FIRST NINE OCTOBER FIRST WOULD BE THE FINAL DAY OF THE FIRST NINE OCTOBER FIRST WOULD BE THE FINAL DAY OF THE FIRST NINE WEEKS IN NOVEMBER NOVEMBER 3RD FINAL DAY OF THE FIRST NINE WEEKS IN NOVEMBER NOVEMBER 3RD FINAL DAY OF

330THE FIRST NINE WEEKS IN NOVEMBER NOVEMBER 3RD NOVEMBER 4TH IS STAFF DAYS THIS WEEKS IN NOVEMBER NOVEMBER 3RD NOVEMBER 4TH IS STAFF DAYS THIS WEEKS IN NOVEMBER NOVEMBER 3RD NOVEMBER 4TH IS STAFF DAYS THIS MEETS THE GUIDANCE OF TWO DAYS NOVEMBER 4TH IS STAFF DAYS THIS MEETS THE GUIDANCE OF TWO DAYS NOVEMBER 4TH IS STAFF DAYS THIS MEETS THE GUIDANCE OF TWO DAYS BEFORE THE END OF THE FIRST MEETS THE GUIDANCE OF TWO DAYS BEFORE THE END OF THE FIRST MEETS THE GUIDANCE OF TWO DAYS BEFORE THE END OF THE FIRST QUARTER NOVEMBER 4TH ALSO BEFORE THE END OF THE FIRST QUARTER NOVEMBER 4TH ALSO BEFORE THE END OF THE FIRST QUARTER NOVEMBER 4TH ALSO ELECTION DAY WHICH WE NOW QUARTER NOVEMBER 4TH ALSO ELECTION DAY WHICH WE NOW QUARTER NOVEMBER 4TH ALSO ELECTION DAY

331WHICH WE NOW ENCUMBER AS A STAFF DAY SECOND ELECTION DAY WHICH WE NOW ENCUMBER AS A STAFF DAY SECOND ELECTION DAY WHICH WE NOW ENCUMBER AS A STAFF DAY SECOND NINE WEEKS WOULD BEGIN ON ENCUMBER AS A STAFF DAY SECOND NINE WEEKS WOULD BEGIN ON ENCUMBER AS A STAFF DAY SECOND NINE WEEKS WOULD BEGIN ON WEDNESDAY NOVEMBER 5TH, NINE WEEKS WOULD BEGIN ON WEDNESDAY NOVEMBER 5TH, NINE WEEKS WOULD BEGIN ON WEDNESDAY NOVEMBER 5TH, NOVEMBER THIS VETERANS DAY AND WEDNESDAY NOVEMBER 5TH, NOVEMBER THIS VETERANS DAY AND WEDNESDAY NOVEMBER 5TH, NOVEMBER THIS VETERANS DAY AND YOU'LL SEE THE NOVEMBER TWENTY NOVEMBER THIS VETERANS DAY AND YOU'LL SEE THE NOVEMBER TWENTY NOVEMBER THIS VETERANS DAY AND YOU'LL SEE THE NOVEMBER TWENTY SIXTH THE WEDNESDAY FOR YOU'LL SEE THE NOVEMBER TWENTY SIXTH THE WEDNESDAY FOR YOU'LL SEE THE NOVEMBER

332TWENTY SIXTH THE WEDNESDAY FOR THANKSGIVING WOULD BE A SIXTH THE WEDNESDAY FOR THANKSGIVING WOULD BE A SIXTH THE WEDNESDAY FOR THANKSGIVING WOULD BE A HOLIDAY. THANKSGIVING WOULD BE A HOLIDAY. THANKSGIVING WOULD BE A HOLIDAY. TAKING A LOOK DECEMBER AND HOLIDAY. TAKING A LOOK DECEMBER AND HOLIDAY. TAKING A LOOK DECEMBER AND JANUARY YOU SEE THE HOLIDAY TAKING A LOOK DECEMBER AND JANUARY YOU SEE THE HOLIDAY TAKING A LOOK DECEMBER AND JANUARY YOU SEE THE HOLIDAY BREAK BEGINS ON DECEMBER. JANUARY YOU SEE THE HOLIDAY BREAK BEGINS ON DECEMBER. JANUARY YOU SEE THE HOLIDAY BREAK BEGINS ON DECEMBER. TWENTY SECOND AND ENDS ON BREAK BEGINS ON DECEMBER. TWENTY SECOND AND ENDS ON BREAK BEGINS ON DECEMBER. TWENTY SECOND AND ENDS ON JANUARY 2ND AGAIN AND MEETS THE TWENTY SECOND AND ENDS ON JANUARY 2ND AGAIN AND MEETS THE

333TWENTY SECOND AND ENDS ON JANUARY 2ND AGAIN AND MEETS THE GUIDANCE REGARDING A TWO WEEK JANUARY 2ND AGAIN AND MEETS THE GUIDANCE REGARDING A TWO WEEK JANUARY 2ND AGAIN AND MEETS THE GUIDANCE REGARDING A TWO WEEK HOLIDAY BREAK. GUIDANCE REGARDING A TWO WEEK HOLIDAY BREAK. GUIDANCE REGARDING A TWO WEEK HOLIDAY BREAK. WE HAVE THE MARTIN LUTHER KING HOLIDAY BREAK. WE HAVE THE MARTIN LUTHER KING HOLIDAY BREAK. WE HAVE THE MARTIN LUTHER KING HOLIDAY ON JANUARY 19TH THE WE HAVE THE MARTIN LUTHER KING HOLIDAY ON JANUARY 19TH THE WE HAVE THE MARTIN LUTHER KING HOLIDAY ON JANUARY 19TH THE FINAL DAY OF THE FIRST SEMESTER HOLIDAY ON JANUARY 19TH THE FINAL DAY OF THE FIRST SEMESTER HOLIDAY ON JANUARY 19TH THE FINAL DAY OF THE FIRST SEMESTER WOULD BE JANUARY 20 THIRD FINAL DAY OF THE

334FIRST SEMESTER WOULD BE JANUARY 20 THIRD FINAL DAY OF THE FIRST SEMESTER WOULD BE JANUARY 20 THIRD YOU'LL SEE THE TWO STAFF DAYS WOULD BE JANUARY 20 THIRD YOU'LL SEE THE TWO STAFF DAYS WOULD BE JANUARY 20 THIRD YOU'LL SEE THE TWO STAFF DAYS ON JANUARY TWENTY SIX AND YOU'LL SEE THE TWO STAFF DAYS ON JANUARY TWENTY SIX AND YOU'LL SEE THE TWO STAFF DAYS ON JANUARY TWENTY SIX AND TWENTY SEVENTH WHICH AGAIN ON JANUARY TWENTY SIX AND TWENTY SEVENTH WHICH AGAIN ON JANUARY TWENTY SIX AND TWENTY SEVENTH WHICH AGAIN MEETS THE PARAMETERS PROVIDED TWENTY SEVENTH WHICH AGAIN MEETS THE PARAMETERS PROVIDED TWENTY SEVENTH WHICH AGAIN MEETS THE PARAMETERS PROVIDED BY THE SCHOOL BOARD ON TO STAFF MEETS THE PARAMETERS PROVIDED BY THE SCHOOL BOARD ON TO STAFF MEETS THE PARAMETERS PROVIDED BY THE SCHOOL

335BOARD ON TO STAFF DAYS AT THE END OF THE FIRST BY THE SCHOOL BOARD ON TO STAFF DAYS AT THE END OF THE FIRST BY THE SCHOOL BOARD ON TO STAFF DAYS AT THE END OF THE FIRST MASTERS THE THIRD NINE WEEKS DAYS AT THE END OF THE FIRST MASTERS THE THIRD NINE WEEKS DAYS AT THE END OF THE FIRST MASTERS THE THIRD NINE WEEKS WOULD BEGIN ON WEDNESDAY MASTERS THE THIRD NINE WEEKS WOULD BEGIN ON WEDNESDAY MASTERS THE THIRD NINE WEEKS WOULD BEGIN ON WEDNESDAY JANUARY TWENTY EIGHT FEBRUARY WOULD BEGIN ON WEDNESDAY JANUARY TWENTY EIGHT FEBRUARY WOULD BEGIN ON WEDNESDAY JANUARY TWENTY EIGHT FEBRUARY AND MARCH BE EASY TO FOLLOW. JANUARY TWENTY EIGHT FEBRUARY AND MARCH BE EASY TO FOLLOW. JANUARY TWENTY EIGHT FEBRUARY AND MARCH BE EASY TO FOLLOW. WE HAVE PRESIDENTS DAY

336HOLIDAY AND MARCH BE EASY TO FOLLOW. WE HAVE PRESIDENTS DAY HOLIDAY AND MARCH BE EASY TO FOLLOW. WE HAVE PRESIDENTS DAY HOLIDAY ON FEBRUARY 16TH AND ALL THE WE HAVE PRESIDENTS DAY HOLIDAY ON FEBRUARY 16TH AND ALL THE WE HAVE PRESIDENTS DAY HOLIDAY ON FEBRUARY 16TH AND ALL THE OTHER DAYS IN FEBRUARY MARCH ON FEBRUARY 16TH AND ALL THE OTHER DAYS IN FEBRUARY MARCH ON FEBRUARY 16TH AND ALL THE OTHER DAYS IN FEBRUARY MARCH OUR INSTRUCTIONAL DAYS LOOKING OTHER DAYS IN FEBRUARY MARCH OUR INSTRUCTIONAL DAYS LOOKING OTHER DAYS IN FEBRUARY MARCH OUR INSTRUCTIONAL DAYS LOOKING AT APRIL AND MAY THE THIRD NINE OUR INSTRUCTIONAL DAYS LOOKING AT APRIL AND MAY THE THIRD NINE OUR INSTRUCTIONAL DAYS LOOKING AT APRIL AND MAY THE THIRD NINE WEEKS ENDS ON APRIL 2ND FOR AT APRIL AND MAY THE

337THIRD NINE WEEKS ENDS ON APRIL 2ND FOR AT APRIL AND MAY THE THIRD NINE WEEKS ENDS ON APRIL 2ND FOR STUDENTS AND STAFF DAY ON WEEKS ENDS ON APRIL 2ND FOR STUDENTS AND STAFF DAY ON WEEKS ENDS ON APRIL 2ND FOR STUDENTS AND STAFF DAY ON FRIDAY APRIL 3RD APRIL SIX STUDENTS AND STAFF DAY ON FRIDAY APRIL 3RD APRIL SIX STUDENTS AND STAFF DAY ON FRIDAY APRIL 3RD APRIL SIX THROUGH TENT 10TH OF SPRING FRIDAY APRIL 3RD APRIL SIX THROUGH TENT 10TH OF SPRING FRIDAY APRIL 3RD APRIL SIX THROUGH TENT 10TH OF SPRING BREAK THE FOURTH NINE WEEKS THROUGH TENT 10TH OF SPRING BREAK THE FOURTH NINE WEEKS THROUGH TENT 10TH OF SPRING BREAK THE FOURTH NINE WEEKS BEGINS ON MONDAY APRIL 13TH. BREAK THE FOURTH NINE WEEKS BEGINS ON MONDAY APRIL 13TH. BREAK THE

338FOURTH NINE WEEKS BEGINS ON MONDAY APRIL 13TH. LOOKING MAY WE OBSERVE MEMORIAL BEGINS ON MONDAY APRIL 13TH. LOOKING MAY WE OBSERVE MEMORIAL BEGINS ON MONDAY APRIL 13TH. LOOKING MAY WE OBSERVE MEMORIAL DAY ON THE TWENTY FIFTH LOOKING LOOKING MAY WE OBSERVE MEMORIAL DAY ON THE TWENTY FIFTH LOOKING LOOKING MAY WE OBSERVE MEMORIAL DAY ON THE TWENTY FIFTH LOOKING AT JUNE CLOSE OUT THE YEAR JUST DAY ON THE TWENTY FIFTH LOOKING AT JUNE CLOSE OUT THE YEAR JUST DAY ON THE TWENTY FIFTH LOOKING AT JUNE CLOSE OUT THE YEAR JUST DISMISS THE CASE FOR SCHOOL AT JUNE CLOSE OUT THE YEAR JUST DISMISS THE CASE FOR SCHOOL AT JUNE CLOSE OUT THE YEAR JUST DISMISS THE CASE FOR SCHOOL STUDENTS AND HIGH SCHOOL DISMISS THE CASE FOR SCHOOL STUDENTS AND HIGH SCHOOL DISMISS THE CASE FOR

339SCHOOL STUDENTS AND HIGH SCHOOL GRADUATION TO BEGIN ON JUNE 9TH STUDENTS AND HIGH SCHOOL GRADUATION TO BEGIN ON JUNE 9TH STUDENTS AND HIGH SCHOOL GRADUATION TO BEGIN ON JUNE 9TH JUNE 12TH WOULD BE AN ADJUSTED GRADUATION TO BEGIN ON JUNE 9TH JUNE 12TH WOULD BE AN ADJUSTED GRADUATION TO BEGIN ON JUNE 9TH JUNE 12TH WOULD BE AN ADJUSTED DISMISSAL FOR ALL STUDENTS YOUR JUNE 12TH WOULD BE AN ADJUSTED DISMISSAL FOR ALL STUDENTS YOUR JUNE 12TH WOULD BE AN ADJUSTED DISMISSAL FOR ALL STUDENTS YOUR LAST DAY OF SCHOOL JUNE 15TH TO DISMISSAL FOR ALL STUDENTS YOUR LAST DAY OF SCHOOL JUNE 15TH TO DISMISSAL FOR ALL STUDENTS YOUR LAST DAY OF SCHOOL JUNE 15TH TO BE A FLEX DAY FOR STAFF WILL LAST DAY OF SCHOOL JUNE 15TH TO BE A FLEX DAY FOR STAFF WILL

340LAST DAY OF SCHOOL JUNE 15TH TO BE A FLEX DAY FOR STAFF WILL ALSO BE THE THIRTEEN STAFF DAY BE A FLEX DAY FOR STAFF WILL ALSO BE THE THIRTEEN STAFF DAY BE A FLEX DAY FOR STAFF WILL ALSO BE THE THIRTEEN STAFF DAY OF THE YEAR MOVING >> TO THE ALSO BE THE THIRTEEN STAFF DAY OF THE YEAR MOVING >> TO THE ALSO BE THE THIRTEEN STAFF DAY OF THE YEAR MOVING >> TO THE RECOMMENDATION THE TWENTY SIX OF THE YEAR MOVING >> TO THE RECOMMENDATION THE TWENTY SIX OF THE YEAR MOVING >> TO THE RECOMMENDATION THE TWENTY SIX TWENTY SEVEN SCHOOL CALENDAR RECOMMENDATION THE TWENTY SIX TWENTY SEVEN SCHOOL CALENDAR RECOMMENDATION THE TWENTY SIX TWENTY SEVEN SCHOOL CALENDAR TEACHER START DATE WOULD AUGUST TWENTY SEVEN SCHOOL CALENDAR TEACHER START DATE WOULD AUGUST TWENTY

341SEVEN SCHOOL CALENDAR TEACHER START DATE WOULD AUGUST 14TH STUDENT START THEY DATE TEACHER START DATE WOULD AUGUST 14TH STUDENT START THEY DATE TEACHER START DATE WOULD AUGUST 14TH STUDENT START THEY DATE WOULD BE AUGUST TWENTY FOURTH 14TH STUDENT START THEY DATE WOULD BE AUGUST TWENTY FOURTH 14TH STUDENT START THEY DATE WOULD BE AUGUST TWENTY FOURTH THE LAST DAY OF SCHOOL WOULD BE WOULD BE AUGUST TWENTY FOURTH THE LAST DAY OF SCHOOL WOULD BE WOULD BE AUGUST TWENTY FOURTH THE LAST DAY OF SCHOOL WOULD BE JUNE 11TH FOR AUGUST AND THE LAST DAY OF SCHOOL WOULD BE JUNE 11TH FOR AUGUST AND THE LAST DAY OF SCHOOL WOULD BE JUNE 11TH FOR AUGUST AND SEPTEMBER TAKING A LOOK AT THE JUNE 11TH FOR AUGUST AND SEPTEMBER TAKING A LOOK AT THE JUNE 11TH FOR AUGUST AND

342SEPTEMBER TAKING A LOOK AT THE CALENDAR STAFF WILL RETURN AS I SEPTEMBER TAKING A LOOK AT THE CALENDAR STAFF WILL RETURN AS I SEPTEMBER TAKING A LOOK AT THE CALENDAR STAFF WILL RETURN AS I SAID ON FRIDAY OCTOBER AUGUST CALENDAR STAFF WILL RETURN AS I SAID ON FRIDAY OCTOBER AUGUST CALENDAR STAFF WILL RETURN AS I SAID ON FRIDAY OCTOBER AUGUST 14TH WITH A DAY FOR STAFF SAID ON FRIDAY OCTOBER AUGUST 14TH WITH A DAY FOR STAFF SAID ON FRIDAY OCTOBER AUGUST 14TH WITH A DAY FOR STAFF TEACHER AND SERVICE IS FROM 14TH WITH A DAY FOR STAFF TEACHER AND SERVICE IS FROM 14TH WITH A DAY FOR STAFF TEACHER AND SERVICE IS FROM AUGUST 17 17TH THROUGH THE TEACHER AND SERVICE IS FROM AUGUST 17 17TH THROUGH THE TEACHER AND SERVICE IS FROM AUGUST 17

34317TH THROUGH THE TWENTY FIRST AGAIN THIS MEETS AUGUST 17 17TH THROUGH THE TWENTY FIRST AGAIN THIS MEETS AUGUST 17 17TH THROUGH THE TWENTY FIRST AGAIN THIS MEETS THE MAXIMUM SIX DAYS TO START TWENTY FIRST AGAIN THIS MEETS THE MAXIMUM SIX DAYS TO START TWENTY FIRST AGAIN THIS MEETS THE MAXIMUM SIX DAYS TO START THE YEAR FIRST DAY FOR STUDENTS THE MAXIMUM SIX DAYS TO START THE YEAR FIRST DAY FOR STUDENTS THE MAXIMUM SIX DAYS TO START THE YEAR FIRST DAY FOR STUDENTS WILL BE AUGUST TWENTY FOURTH I THE YEAR FIRST DAY FOR STUDENTS WILL BE AUGUST TWENTY FOURTH I THE YEAR FIRST DAY FOR STUDENTS WILL BE AUGUST TWENTY FOURTH I WOULD TO NOTE THAT THIS IS A WILL BE AUGUST TWENTY FOURTH I WOULD TO NOTE THAT THIS IS A WILL BE AUGUST TWENTY

344FOURTH I WOULD TO NOTE THAT THIS IS A FIVE DAY INSTRUCTIONAL WEEK FOR WOULD TO NOTE THAT THIS IS A FIVE DAY INSTRUCTIONAL WEEK FOR WOULD TO NOTE THAT THIS IS A FIVE DAY INSTRUCTIONAL WEEK FOR THE PAST TWO YEARS OUR FIRST FIVE DAY INSTRUCTIONAL WEEK FOR THE PAST TWO YEARS OUR FIRST FIVE DAY INSTRUCTIONAL WEEK FOR THE PAST TWO YEARS OUR FIRST WEEK HAS BEEN A FOUR DAY WE DO THE PAST TWO YEARS OUR FIRST WEEK HAS BEEN A FOUR DAY WE DO THE PAST TWO YEARS OUR FIRST WEEK HAS BEEN A FOUR DAY WE DO THE FRIDAY OFF PRIOR TO LABOR WEEK HAS BEEN A FOUR DAY WE DO THE FRIDAY OFF PRIOR TO LABOR WEEK HAS BEEN A FOUR DAY WE DO THE FRIDAY OFF PRIOR TO LABOR IN THIS INSTANCE WE

345WOULD START THE FRIDAY OFF PRIOR TO LABOR IN THIS INSTANCE WE WOULD START THE FRIDAY OFF PRIOR TO LABOR IN THIS INSTANCE WE WOULD START TWO WEEKS PRIOR TO LABOR DAY IF IN THIS INSTANCE WE WOULD START TWO WEEKS PRIOR TO LABOR DAY IF IN THIS INSTANCE WE WOULD START TWO WEEKS PRIOR TO LABOR DAY IF WE WERE TO MOVE THE START TO TWO WEEKS PRIOR TO LABOR DAY IF WE WERE TO MOVE THE START TO TWO WEEKS PRIOR TO LABOR DAY IF WE WERE TO MOVE THE START TO THE FOLLOWING WEEK BECAUSE THE WE WERE TO MOVE THE START TO THE FOLLOWING WEEK BECAUSE THE WE WERE TO MOVE THE START TO THE FOLLOWING WEEK BECAUSE THE SCHOOL YEAR TO END ON A MONDAY THE FOLLOWING WEEK BECAUSE THE SCHOOL YEAR TO END ON

346A MONDAY THE FOLLOWING WEEK BECAUSE THE SCHOOL YEAR TO END ON A MONDAY IN JUNE THE WORK GROUP FELT SCHOOL YEAR TO END ON A MONDAY IN JUNE THE WORK GROUP FELT SCHOOL YEAR TO END ON A MONDAY IN JUNE THE WORK GROUP FELT THIS START WOULD NOT BE A IN JUNE THE WORK GROUP FELT THIS START WOULD NOT BE A IN JUNE THE WORK GROUP FELT THIS START WOULD NOT BE A PROBLEM AS A MIRRORS THE SAME THIS START WOULD NOT BE A PROBLEM AS A MIRRORS THE SAME THIS START WOULD NOT BE A PROBLEM AS A MIRRORS THE SAME START DATE OF THE PAST TWO PROBLEM AS A MIRRORS THE SAME START DATE OF THE PAST TWO PROBLEM AS A MIRRORS THE SAME START DATE OF THE PAST TWO YEARS AND THE START

347DATE THE START DATE OF THE PAST TWO YEARS AND THE START DATE THE START DATE OF THE PAST TWO YEARS AND THE START DATE THE TWENTY FIVE TWENTY SIX CALENDAR YEARS AND THE START DATE THE TWENTY FIVE TWENTY SIX CALENDAR YEARS AND THE START DATE THE TWENTY FIVE TWENTY SIX CALENDAR THAT JUST REVIEWED MOVING TO TWENTY FIVE TWENTY SIX CALENDAR THAT JUST REVIEWED MOVING TO TWENTY FIVE TWENTY SIX CALENDAR THAT JUST REVIEWED MOVING TO SEPTEMBER STUDENTS AND STAFF THAT JUST REVIEWED MOVING TO SEPTEMBER STUDENTS AND STAFF THAT JUST REVIEWED MOVING TO SEPTEMBER STUDENTS AND STAFF WILL BE OFF THE FRIDAY PRIOR TO SEPTEMBER STUDENTS AND STAFF WILL BE OFF THE FRIDAY PRIOR TO SEPTEMBER STUDENTS AND STAFF WILL BE OFF THE FRIDAY PRIOR TO LABOR DAY ON SEPTEMBER 4TH AND WILL BE OFF THE FRIDAY

348PRIOR TO LABOR DAY ON SEPTEMBER 4TH AND WILL BE OFF THE FRIDAY PRIOR TO LABOR DAY ON SEPTEMBER 4TH AND ON LABOR ON SEPTEMBER 7TH THE LABOR DAY ON SEPTEMBER 4TH AND ON LABOR ON SEPTEMBER 7TH THE LABOR DAY ON SEPTEMBER 4TH AND ON LABOR ON SEPTEMBER 7TH THE WORK THE WORK GROUP AGAIN ON LABOR ON SEPTEMBER 7TH THE WORK THE WORK GROUP AGAIN ON LABOR ON SEPTEMBER 7TH THE WORK THE WORK GROUP AGAIN RECOMMENDED TO STAFF ON MONDAY WORK THE WORK GROUP AGAIN RECOMMENDED TO STAFF ON MONDAY WORK THE WORK GROUP AGAIN RECOMMENDED TO STAFF ON MONDAY SEPTEMBER 28TH AGAIN THIS GET RECOMMENDED TO STAFF ON MONDAY SEPTEMBER 28TH AGAIN THIS GET RECOMMENDED TO STAFF ON MONDAY SEPTEMBER 28TH AGAIN THIS GET HIGH SCHOOL TEACHERS FINALIZED SEPTEMBER 28TH AGAIN THIS GET HIGH SCHOOL TEACHERS

349FINALIZED SEPTEMBER 28TH AGAIN THIS GET HIGH SCHOOL TEACHERS FINALIZED FOUR BY FOUR PROGRESS REPORTS HIGH SCHOOL TEACHERS FINALIZED FOUR BY FOUR PROGRESS REPORTS HIGH SCHOOL TEACHERS FINALIZED FOUR BY FOUR PROGRESS REPORTS ELEMENTARY SCHOOL MIDDLE SCHOOL FOUR BY FOUR PROGRESS REPORTS ELEMENTARY SCHOOL MIDDLE SCHOOL FOUR BY FOUR PROGRESS REPORTS ELEMENTARY SCHOOL MIDDLE SCHOOL TIME TO READ THE START OF THE ELEMENTARY SCHOOL MIDDLE SCHOOL TIME TO READ THE START OF THE ELEMENTARY SCHOOL MIDDLE SCHOOL TIME TO READ THE START OF THE YEAR ASSESSMENT DATA MOVING TIME TO READ THE START OF THE YEAR ASSESSMENT DATA MOVING TIME TO READ THE START OF THE YEAR ASSESSMENT DATA MOVING OCTOBER NOVEMBER TO FULL MONTH YEAR ASSESSMENT DATA MOVING OCTOBER NOVEMBER TO FULL MONTH YEAR ASSESSMENT DATA MOVING OCTOBER NOVEMBER TO FULL MONTH OF MONTH OF INSTRUCTIONAL DAYS OCTOBER NOVEMBER

350TO FULL MONTH OF MONTH OF INSTRUCTIONAL DAYS OCTOBER NOVEMBER TO FULL MONTH OF MONTH OF INSTRUCTIONAL DAYS IN OCTOBER THE FINAL DAY OF THE OF MONTH OF INSTRUCTIONAL DAYS IN OCTOBER THE FINAL DAY OF THE OF MONTH OF INSTRUCTIONAL DAYS IN OCTOBER THE FINAL DAY OF THE FIRST NINE WEEKS IS IN OCTOBER THE FINAL DAY OF THE FIRST NINE WEEKS IS IN OCTOBER THE FINAL DAY OF THE FIRST NINE WEEKS IS OCTOBER 30TH TEACHERS AND STAFF FIRST NINE WEEKS IS OCTOBER 30TH TEACHERS AND STAFF FIRST NINE WEEKS IS OCTOBER 30TH TEACHERS AND STAFF DAY ON NOVEMBER DAY ON NOVEMBER OCTOBER 30TH TEACHERS AND STAFF DAY ON NOVEMBER DAY ON NOVEMBER OCTOBER 30TH TEACHERS AND STAFF DAY ON NOVEMBER DAY ON NOVEMBER 2ND, NOVEMBER 3RD, NOVEMBER IS DAY ON NOVEMBER DAY ON NOVEMBER 2ND, NOVEMBER 3RD,

351NOVEMBER IS DAY ON NOVEMBER DAY ON NOVEMBER 2ND, NOVEMBER 3RD, NOVEMBER IS ELECTION DAY THE SATISFIES 2ND, NOVEMBER 3RD, NOVEMBER IS ELECTION DAY THE SATISFIES 2ND, NOVEMBER 3RD, NOVEMBER IS ELECTION DAY THE SATISFIES AGAIN THE GUIDANCE OF TWO STAFF ELECTION DAY THE SATISFIES AGAIN THE GUIDANCE OF TWO STAFF ELECTION DAY THE SATISFIES AGAIN THE GUIDANCE OF TWO STAFF AT THE END OF THE FIRST QUARTER AGAIN THE GUIDANCE OF TWO STAFF AT THE END OF THE FIRST QUARTER AGAIN THE GUIDANCE OF TWO STAFF AT THE END OF THE FIRST QUARTER SECOND NINE SECOND NINE WEEKS. AT THE END OF THE FIRST QUARTER SECOND NINE SECOND NINE WEEKS. AT THE END OF THE FIRST QUARTER SECOND NINE SECOND NINE WEEKS. WE BEGIN ON NOVEMBER FOURTH SECOND NINE SECOND NINE WEEKS. WE BEGIN ON NOVEMBER FOURTH SECOND NINE

352SECOND NINE WEEKS. WE BEGIN ON NOVEMBER FOURTH VETERANS DAY ON NOVEMBER 11TH WE BEGIN ON NOVEMBER FOURTH VETERANS DAY ON NOVEMBER 11TH WE BEGIN ON NOVEMBER FOURTH VETERANS DAY ON NOVEMBER 11TH AND WEDNESDAY NOVEMBER 20 VETERANS DAY ON NOVEMBER 11TH AND WEDNESDAY NOVEMBER 20 VETERANS DAY ON NOVEMBER 11TH AND WEDNESDAY NOVEMBER 20 SCHEDULE TO STAFF THEY DAY ALL AND WEDNESDAY NOVEMBER 20 SCHEDULE TO STAFF THEY DAY ALL AND WEDNESDAY NOVEMBER 20 SCHEDULE TO STAFF THEY DAY ALL FOUR STUDENTS AND STAFF PRIOR SCHEDULE TO STAFF THEY DAY ALL FOUR STUDENTS AND STAFF PRIOR SCHEDULE TO STAFF THEY DAY ALL FOUR STUDENTS AND STAFF PRIOR TO THANKSGIVING MOVE INTO FOUR STUDENTS AND STAFF PRIOR TO THANKSGIVING MOVE INTO FOUR STUDENTS AND STAFF PRIOR TO THANKSGIVING MOVE INTO DECEMBER AND JANUARY DECEMBER TO THANKSGIVING MOVE INTO DECEMBER AND

353JANUARY DECEMBER TO THANKSGIVING MOVE INTO DECEMBER AND JANUARY DECEMBER HAS THE TWO WEEKS FOR HOLIDAY DECEMBER AND JANUARY DECEMBER HAS THE TWO WEEKS FOR HOLIDAY DECEMBER AND JANUARY DECEMBER HAS THE TWO WEEKS FOR HOLIDAY BREAK BEGINNING ON DECEMBER HAS THE TWO WEEKS FOR HOLIDAY BREAK BEGINNING ON DECEMBER HAS THE TWO WEEKS FOR HOLIDAY BREAK BEGINNING ON DECEMBER TWENTY FIRST AGAIN MEETING THE BREAK BEGINNING ON DECEMBER TWENTY FIRST AGAIN MEETING THE BREAK BEGINNING ON DECEMBER TWENTY FIRST AGAIN MEETING THE PARAMETERS PROVIDED BY THE TWENTY FIRST AGAIN MEETING THE PARAMETERS PROVIDED BY THE TWENTY FIRST AGAIN MEETING THE PARAMETERS PROVIDED BY THE SCHOOL BOARD JANUARY 18TH IS PARAMETERS PROVIDED BY THE SCHOOL BOARD JANUARY 18TH IS PARAMETERS PROVIDED BY THE SCHOOL BOARD JANUARY 18TH IS MARTIN LUTHER KING DAY WE'RE SCHOOL BOARD JANUARY 18TH IS MARTIN LUTHER

354KING DAY WE'RE SCHOOL BOARD JANUARY 18TH IS MARTIN LUTHER KING DAY WE'RE ALL STUDENTS ALL STUDENTS AND MARTIN LUTHER KING DAY WE'RE ALL STUDENTS ALL STUDENTS AND MARTIN LUTHER KING DAY WE'RE ALL STUDENTS ALL STUDENTS AND STAFF WILL BE OFF THE LAST DAY ALL STUDENTS ALL STUDENTS AND STAFF WILL BE OFF THE LAST DAY ALL STUDENTS ALL STUDENTS AND STAFF WILL BE OFF THE LAST DAY OF THE FIRST TERM IS FRIDAY STAFF WILL BE OFF THE LAST DAY OF THE FIRST TERM IS FRIDAY STAFF WILL BE OFF THE LAST DAY OF THE FIRST TERM IS FRIDAY JANUARY TWENTY SECOND TO STAFF OF THE FIRST TERM IS FRIDAY JANUARY TWENTY SECOND TO STAFF OF THE FIRST TERM IS FRIDAY JANUARY TWENTY SECOND TO STAFF DAYS ARE PROVIDED ON JANUARY JANUARY TWENTY SECOND TO STAFF DAYS ARE

355PROVIDED ON JANUARY JANUARY TWENTY SECOND TO STAFF DAYS ARE PROVIDED ON JANUARY TWENTY FIFTH AND TWENTY SIX IS DAYS ARE PROVIDED ON JANUARY TWENTY FIFTH AND TWENTY SIX IS DAYS ARE PROVIDED ON JANUARY TWENTY FIFTH AND TWENTY SIX IS EXPECTED FROM THE GUIDANCE TWENTY FIFTH AND TWENTY SIX IS EXPECTED FROM THE GUIDANCE TWENTY FIFTH AND TWENTY SIX IS EXPECTED FROM THE GUIDANCE FIRST DAY OF THE THIRD NINE EXPECTED FROM THE GUIDANCE FIRST DAY OF THE THIRD NINE EXPECTED FROM THE GUIDANCE FIRST DAY OF THE THIRD NINE WEEKS WOULD BE JAN TWENTY FIRST DAY OF THE THIRD NINE WEEKS WOULD BE JAN TWENTY FIRST DAY OF THE THIRD NINE WEEKS WOULD BE JAN TWENTY SEVENTH LOOKING AT FEBRUARY WEEKS WOULD BE JAN TWENTY SEVENTH LOOKING AT FEBRUARY WEEKS WOULD BE JAN TWENTY SEVENTH LOOKING AT FEBRUARY

356MARCH PRESIDENTS DAY HOLIDAYS SEVENTH LOOKING AT FEBRUARY MARCH PRESIDENTS DAY HOLIDAYS SEVENTH LOOKING AT FEBRUARY MARCH PRESIDENTS DAY HOLIDAYS THE 15TH FEBRUARY AND THE MARCH PRESIDENTS DAY HOLIDAYS THE 15TH FEBRUARY AND THE MARCH PRESIDENTS DAY HOLIDAYS THE 15TH FEBRUARY AND THE BEGINNING OF SPRING BREAK ON THE 15TH FEBRUARY AND THE BEGINNING OF SPRING BREAK ON THE 15TH FEBRUARY AND THE BEGINNING OF SPRING BREAK ON MONDAY MARCH TWENTY NINTH BEGINNING OF SPRING BREAK ON MONDAY MARCH TWENTY NINTH BEGINNING OF SPRING BREAK ON MONDAY MARCH TWENTY NINTH LOOKING AT APRIL AND MAY APRIL MONDAY MARCH TWENTY NINTH LOOKING AT APRIL AND MAY APRIL MONDAY MARCH TWENTY NINTH LOOKING AT APRIL AND MAY APRIL 1ST AND 2ND ARE THE FINAL AGE LOOKING AT APRIL AND MAY APRIL 1ST AND 2ND ARE THE FINAL AGE LOOKING AT APRIL AND

357MAY APRIL 1ST AND 2ND ARE THE FINAL AGE OF THE SPRING BREAK STUDENTS 1ST AND 2ND ARE THE FINAL AGE OF THE SPRING BREAK STUDENTS 1ST AND 2ND ARE THE FINAL AGE OF THE SPRING BREAK STUDENTS RETURN ON APRIL 5TH THE FINAL OF THE SPRING BREAK STUDENTS RETURN ON APRIL 5TH THE FINAL OF THE SPRING BREAK STUDENTS RETURN ON APRIL 5TH THE FINAL DAY OF THE THIRD NINE WEEKS IS RETURN ON APRIL 5TH THE FINAL DAY OF THE THIRD NINE WEEKS IS RETURN ON APRIL 5TH THE FINAL DAY OF THE THIRD NINE WEEKS IS THURSDAY APRIL 8TH. DAY OF THE THIRD NINE WEEKS IS THURSDAY APRIL 8TH. DAY OF THE THIRD NINE WEEKS IS THURSDAY APRIL 8TH. THERE WOULD STAFF DAY ON APRIL THURSDAY APRIL 8TH. THERE WOULD STAFF DAY ON APRIL THURSDAY APRIL 8TH.

358THERE WOULD STAFF DAY ON APRIL NINE THE FOURTH AND FINAL NINE THERE WOULD STAFF DAY ON APRIL NINE THE FOURTH AND FINAL NINE THERE WOULD STAFF DAY ON APRIL NINE THE FOURTH AND FINAL NINE WEEKS WOULD BEGIN ON APRIL 12TH NINE THE FOURTH AND FINAL NINE WEEKS WOULD BEGIN ON APRIL 12TH NINE THE FOURTH AND FINAL NINE WEEKS WOULD BEGIN ON APRIL 12TH MOVE INTO MAY WE RECOGNIZE WEEKS WOULD BEGIN ON APRIL 12TH MOVE INTO MAY WE RECOGNIZE WEEKS WOULD BEGIN ON APRIL 12TH MOVE INTO MAY WE RECOGNIZE MEMORIAL DAY AS A HOLIDAY ON MOVE INTO MAY WE RECOGNIZE MEMORIAL DAY AS A HOLIDAY ON MOVE INTO MAY WE RECOGNIZE MEMORIAL DAY AS A HOLIDAY ON MAY THIRTY FIRST AGAIN LOOKING MEMORIAL DAY AS A HOLIDAY ON MAY THIRTY FIRST AGAIN LOOKING MEMORIAL DAY AS

359A HOLIDAY ON MAY THIRTY FIRST AGAIN LOOKING TO JUNE AND JUST THE DISMISSAL MAY THIRTY FIRST AGAIN LOOKING TO JUNE AND JUST THE DISMISSAL MAY THIRTY FIRST AGAIN LOOKING TO JUNE AND JUST THE DISMISSAL DAYS OF SCHOOL STUDENTS IN HIGH TO JUNE AND JUST THE DISMISSAL DAYS OF SCHOOL STUDENTS IN HIGH TO JUNE AND JUST THE DISMISSAL DAYS OF SCHOOL STUDENTS IN HIGH SCHOOL GRADUATION WOULD BEGIN DAYS OF SCHOOL STUDENTS IN HIGH SCHOOL GRADUATION WOULD BEGIN DAYS OF SCHOOL STUDENTS IN HIGH SCHOOL GRADUATION WOULD BEGIN ON JUNE EIGHT JUNE 11TH WOULD SCHOOL GRADUATION WOULD BEGIN ON JUNE EIGHT JUNE 11TH WOULD SCHOOL GRADUATION WOULD BEGIN ON JUNE EIGHT JUNE 11TH WOULD BE ADJUSTED DISMISSAL DAY FOR ON JUNE EIGHT JUNE 11TH WOULD BE ADJUSTED DISMISSAL DAY FOR ON JUNE EIGHT JUNE 11TH WOULD BE ADJUSTED

360DISMISSAL DAY FOR ALL STUDENTS WOULD ALSO THE BE ADJUSTED DISMISSAL DAY FOR ALL STUDENTS WOULD ALSO THE BE ADJUSTED DISMISSAL DAY FOR ALL STUDENTS WOULD ALSO THE FINAL DAY OF THE SCHOOL YEAR ALL STUDENTS WOULD ALSO THE FINAL DAY OF THE SCHOOL YEAR ALL STUDENTS WOULD ALSO THE FINAL DAY OF THE SCHOOL YEAR JUNE. FINAL DAY OF THE SCHOOL YEAR JUNE. FINAL DAY OF THE SCHOOL YEAR JUNE. JUNE 14TH WOULD BE A FLEX FOR JUNE. JUNE 14TH WOULD BE A FLEX FOR JUNE. JUNE 14TH WOULD BE A FLEX FOR STAFF AS IN THIS WOULD BE THE JUNE 14TH WOULD BE A FLEX FOR STAFF AS IN THIS WOULD BE THE JUNE 14TH WOULD BE A FLEX FOR STAFF AS IN THIS WOULD BE THE THIRTEEN STAFF DAY FOR THE YEAR STAFF AS IN THIS WOULD

361BE THE THIRTEEN STAFF DAY FOR THE YEAR STAFF AS IN THIS WOULD BE THE THIRTEEN STAFF DAY FOR THE YEAR AGAIN BOTH CALENDERS MEET THE THIRTEEN STAFF DAY FOR THE YEAR AGAIN BOTH CALENDERS MEET THE THIRTEEN STAFF DAY FOR THE YEAR AGAIN BOTH CALENDERS MEET THE GUIDANCE PROVIDED BY THE SCHOOL AGAIN BOTH CALENDERS MEET THE GUIDANCE PROVIDED BY THE SCHOOL AGAIN BOTH CALENDERS MEET THE GUIDANCE PROVIDED BY THE SCHOOL BOARD AS OUTLINED ON THE SLIDE GUIDANCE PROVIDED BY THE SCHOOL BOARD AS OUTLINED ON THE SLIDE GUIDANCE PROVIDED BY THE SCHOOL BOARD AS OUTLINED ON THE SLIDE LIKE TO THANK THE THANK THE BOARD AS OUTLINED ON THE SLIDE LIKE TO THANK THE THANK THE BOARD AS OUTLINED ON THE SLIDE LIKE TO THANK THE THANK THE MEMBERS OF THE OR WORKGROUP FOR LIKE TO THANK

362THE THANK THE MEMBERS OF THE OR WORKGROUP FOR LIKE TO THANK THE THANK THE MEMBERS OF THE OR WORKGROUP FOR THEIR EFFORTS TO DEVELOP TO MEMBERS OF THE OR WORKGROUP FOR THEIR EFFORTS TO DEVELOP TO MEMBERS OF THE OR WORKGROUP FOR THEIR EFFORTS TO DEVELOP TO CALENDERS TWO CALENDARS THAT THEIR EFFORTS TO DEVELOP TO CALENDERS TWO CALENDARS THAT THEIR EFFORTS TO DEVELOP TO CALENDERS TWO CALENDARS THAT REFLECTS THE RESULTS OF THE CALENDERS TWO CALENDARS THAT REFLECTS THE RESULTS OF THE CALENDERS TWO CALENDARS THAT REFLECTS THE RESULTS OF THE CALENDAR SURVEY THEY PROVIDE REFLECTS THE RESULTS OF THE CALENDAR SURVEY THEY PROVIDE REFLECTS THE RESULTS OF THE CALENDAR SURVEY THEY PROVIDE CONSISTENCY AND PREDICTABILITY CALENDAR SURVEY THEY PROVIDE CONSISTENCY AND PREDICTABILITY CALENDAR SURVEY THEY PROVIDE CONSISTENCY AND PREDICTABILITY FOR OUR STAKEHOLDERS SUPPORTS CONSISTENCY AND PREDICTABILITY FOR

363OUR STAKEHOLDERS SUPPORTS CONSISTENCY AND PREDICTABILITY FOR OUR STAKEHOLDERS SUPPORTS THE WORK OF OUR OF OUR TEACHERS FOR OUR STAKEHOLDERS SUPPORTS THE WORK OF OUR OF OUR TEACHERS FOR OUR STAKEHOLDERS SUPPORTS THE WORK OF OUR OF OUR TEACHERS AND SUPPORT STAFF AND I'D ALSO THE WORK OF OUR OF OUR TEACHERS AND SUPPORT STAFF AND I'D ALSO THE WORK OF OUR OF OUR TEACHERS AND SUPPORT STAFF AND I'D ALSO LIKE TO THANK MEMBERS OF THE AND SUPPORT STAFF AND I'D ALSO LIKE TO THANK MEMBERS OF THE AND SUPPORT STAFF AND I'D ALSO LIKE TO THANK MEMBERS OF THE SCHOOL BOARD BY LANDING ON THE LIKE TO THANK MEMBERS OF THE SCHOOL BOARD BY LANDING ON THE LIKE TO THANK MEMBERS OF THE SCHOOL BOARD BY LANDING ON THE PARAMETERS OUTLINED IN SLIDE SCHOOL BOARD BY LANDING ON

364THE PARAMETERS OUTLINED IN SLIDE SCHOOL BOARD BY LANDING ON THE PARAMETERS OUTLINED IN SLIDE PROCESS BECAME MUCH MORE PARAMETERS OUTLINED IN SLIDE PROCESS BECAME MUCH MORE PARAMETERS OUTLINED IN SLIDE PROCESS BECAME MUCH MORE EFFICIENT THIS TIME WE'D BE PROCESS BECAME MUCH MORE EFFICIENT THIS TIME WE'D BE PROCESS BECAME MUCH MORE EFFICIENT THIS TIME WE'D BE HAPPY TO ANSWER ANY QUESTIONS. EFFICIENT THIS TIME WE'D BE HAPPY TO ANSWER ANY QUESTIONS. EFFICIENT THIS TIME WE'D BE HAPPY TO ANSWER ANY QUESTIONS. OK, MR. COLPEPER. HAPPY TO ANSWER ANY QUESTIONS. OK, MR. COLPEPER. HAPPY TO ANSWER ANY QUESTIONS. OK, MR. COLPEPER. OH YOU KNOW OK. OK, MR. COLPEPER. OH YOU KNOW OK. OK, MR. COLPEPER. OH YOU KNOW OK. MISANDRIST THANK YOU I KNOW OH YOU KNOW OK. MISANDRIST THANK YOU I KNOW OH YOU KNOW OK. MISANDRIST THANK

365YOU I KNOW THAT THE CALENDAR HAS A LOT MISANDRIST THANK YOU I KNOW THAT THE CALENDAR HAS A LOT MISANDRIST THANK YOU I KNOW THAT THE CALENDAR HAS A LOT OF WORK IN BUT I WANT TO SAY A THAT THE CALENDAR HAS A LOT OF WORK IN BUT I WANT TO SAY A THAT THE CALENDAR HAS A LOT OF WORK IN BUT I WANT TO SAY A COUPLE OF THINGS I AGREE WITH OF WORK IN BUT I WANT TO SAY A COUPLE OF THINGS I AGREE WITH OF WORK IN BUT I WANT TO SAY A COUPLE OF THINGS I AGREE WITH THE LABOR DAY START FIRST COUPLE OF THINGS I AGREE WITH THE LABOR DAY START FIRST COUPLE OF THINGS I AGREE WITH THE LABOR DAY START FIRST OF ALL BUT I HAVE A COUPLE

366THE LABOR DAY START FIRST OF ALL BUT I HAVE A COUPLE THE LABOR DAY START FIRST OF ALL BUT I HAVE A COUPLE OF QUESTIONS ABOUT IT AND I OF ALL BUT I HAVE A COUPLE OF QUESTIONS ABOUT IT AND I OF ALL BUT I HAVE A COUPLE OF QUESTIONS ABOUT IT AND I WANT PREFACE THIS WITH THIS OF QUESTIONS ABOUT IT AND I WANT PREFACE THIS WITH THIS OF QUESTIONS ABOUT IT AND I WANT PREFACE THIS WITH THIS THIS THIS PAST YEAR WE HAD WE WANT PREFACE THIS WITH THIS THIS THIS PAST YEAR WE HAD WE WANT PREFACE THIS WITH THIS THIS THIS PAST YEAR WE HAD WE ADDED ADJUSTED DISMISSAL DAYS THIS THIS PAST YEAR WE HAD WE ADDED ADJUSTED DISMISSAL DAYS THIS THIS PAST YEAR WE HAD WE ADDED ADJUSTED DISMISSAL DAYS

367TO TO ACCOMMODATE HALF DAY SO ADDED ADJUSTED DISMISSAL DAYS TO TO ACCOMMODATE HALF DAY SO ADDED ADJUSTED DISMISSAL DAYS TO TO ACCOMMODATE HALF DAY SO OUR TEACHERS COULD COMPLETE TO TO ACCOMMODATE HALF DAY SO OUR TEACHERS COULD COMPLETE TO TO ACCOMMODATE HALF DAY SO OUR TEACHERS COULD COMPLETE THEIR MANDATORY TRAINING AND WE OUR TEACHERS COULD COMPLETE THEIR MANDATORY TRAINING AND WE OUR TEACHERS COULD COMPLETE THEIR MANDATORY TRAINING AND WE DID BECAUSE WE REALIZED OUR THEIR MANDATORY TRAINING AND WE DID BECAUSE WE REALIZED OUR THEIR MANDATORY TRAINING AND WE DID BECAUSE WE REALIZED OUR TEACHERS REALLY NEEDED IT. DID BECAUSE WE REALIZED OUR TEACHERS REALLY NEEDED IT. DID BECAUSE WE REALIZED OUR TEACHERS REALLY NEEDED IT. WE TAKE THAT INTO CONSIDERATION TEACHERS REALLY NEEDED IT. WE TAKE THAT INTO CONSIDERATION TEACHERS REALLY NEEDED IT. WE TAKE

368THAT INTO CONSIDERATION THAT WAS WHY WE DID IT WE. WE TAKE THAT INTO CONSIDERATION THAT WAS WHY WE DID IT WE. WE TAKE THAT INTO CONSIDERATION THAT WAS WHY WE DID IT WE. WE KNEW THEY NEEDED IT. THAT WAS WHY WE DID IT WE. WE KNEW THEY NEEDED IT. THAT WAS WHY WE DID IT WE. WE KNEW THEY NEEDED IT. SO YOU KNOW, CHECK GOLF THAT WE WE KNEW THEY NEEDED IT. SO YOU KNOW, CHECK GOLF THAT WE WE KNEW THEY NEEDED IT. SO YOU KNOW, CHECK GOLF THAT WE DID ONE THING THAT WE KNOW OUR SO YOU KNOW, CHECK GOLF THAT WE DID ONE THING THAT WE KNOW OUR SO YOU KNOW, CHECK GOLF THAT WE DID ONE THING THAT WE KNOW OUR TEACHERS REALLY NEEDED BUT I'D DID ONE THING THAT WE KNOW

369OUR TEACHERS REALLY NEEDED BUT I'D DID ONE THING THAT WE KNOW OUR TEACHERS REALLY NEEDED BUT I'D LIKE TO ASK IT WE WOULD DO TWO TEACHERS REALLY NEEDED BUT I'D LIKE TO ASK IT WE WOULD DO TWO TEACHERS REALLY NEEDED BUT I'D LIKE TO ASK IT WE WOULD DO TWO THINGS TO HELP OUR TEACHERS LIKE TO ASK IT WE WOULD DO TWO THINGS TO HELP OUR TEACHERS LIKE TO ASK IT WE WOULD DO TWO THINGS TO HELP OUR TEACHERS WITH THIS CALENDAR BOTH THINGS TO HELP OUR TEACHERS WITH THIS CALENDAR BOTH THINGS TO HELP OUR TEACHERS WITH THIS CALENDAR BOTH OF THESE DO NOT COST ANY MORE WITH THIS CALENDAR BOTH OF THESE DO NOT COST ANY MORE WITH THIS CALENDAR BOTH OF THESE DO NOT COST ANY MORE MONEY BUT WOULD DO A LOT

370TO OF THESE DO NOT COST ANY MORE MONEY BUT WOULD DO A LOT TO OF THESE DO NOT COST ANY MORE MONEY BUT WOULD DO A LOT TO SHOW THAT WE ARE LISTENING AND MONEY BUT WOULD DO A LOT TO SHOW THAT WE ARE LISTENING AND MONEY BUT WOULD DO A LOT TO SHOW THAT WE ARE LISTENING AND UNDERSTAND OUR TEACHERS NEEDS. SHOW THAT WE ARE LISTENING AND UNDERSTAND OUR TEACHERS NEEDS. SHOW THAT WE ARE LISTENING AND UNDERSTAND OUR TEACHERS NEEDS. THE FIRST IS THAT WE ALLOW UNDERSTAND OUR TEACHERS NEEDS. THE FIRST IS THAT WE ALLOW UNDERSTAND OUR TEACHERS NEEDS. THE FIRST IS THAT WE ALLOW ELECTION DAY AND EITHER THE FIRST IS THAT WE ALLOW ELECTION DAY AND EITHER THE FIRST IS THAT WE ALLOW ELECTION DAY AND EITHER CALENDAR TO BE A FLEX

371DAY ELECTION DAY AND EITHER CALENDAR TO BE A FLEX DAY ELECTION DAY AND EITHER CALENDAR TO BE A FLEX DAY AFFLICTS STAFF DAY. CALENDAR TO BE A FLEX DAY AFFLICTS STAFF DAY. CALENDAR TO BE A FLEX DAY AFFLICTS STAFF DAY. NOW THERE WILL BE MANY MANY AFFLICTS STAFF DAY. NOW THERE WILL BE MANY MANY AFFLICTS STAFF DAY. NOW THERE WILL BE MANY MANY ELEMENTARY TEACHERS WHO WILL NOW THERE WILL BE MANY MANY ELEMENTARY TEACHERS WHO WILL NOW THERE WILL BE MANY MANY ELEMENTARY TEACHERS WHO WILL NOT TAKE ADVANTAGE THAT WHO ELEMENTARY TEACHERS WHO WILL NOT TAKE ADVANTAGE THAT WHO ELEMENTARY TEACHERS WHO WILL NOT TAKE ADVANTAGE THAT WHO WILL SAY NO I NEED TO MEET WITH NOT TAKE ADVANTAGE THAT WHO WILL SAY NO I NEED TO MEET WITH NOT TAKE ADVANTAGE THAT WHO WILL

372SAY NO I NEED TO MEET WITH MY PARENTS I HAVE SO MANY SO WILL SAY NO I NEED TO MEET WITH MY PARENTS I HAVE SO MANY SO WILL SAY NO I NEED TO MEET WITH MY PARENTS I HAVE SO MANY SO MANY DAYS THAT I CAN DO CAN DO MY PARENTS I HAVE SO MANY SO MANY DAYS THAT I CAN DO CAN DO MY PARENTS I HAVE SO MANY SO MANY DAYS THAT I CAN DO CAN DO THAT. MANY DAYS THAT I CAN DO CAN DO THAT. MANY DAYS THAT I CAN DO CAN DO THAT. SO I NEED TO COME IN ON THAT. SO I NEED TO COME IN ON THAT. SO I NEED TO COME IN ON ELECTION DAY AND MEET WITH SO I NEED TO COME IN ON ELECTION DAY AND MEET

373WITH SO I NEED TO COME IN ON ELECTION DAY AND MEET WITH THOSE PARENTS OR I NEED TO COME ELECTION DAY AND MEET WITH THOSE PARENTS OR I NEED TO COME ELECTION DAY AND MEET WITH THOSE PARENTS OR I NEED TO COME IN TO DO WHATEVER THEY NEED TO THOSE PARENTS OR I NEED TO COME IN TO DO WHATEVER THEY NEED TO THOSE PARENTS OR I NEED TO COME IN TO DO WHATEVER THEY NEED TO DO TO CLOSE OUT THAT NINE WEEKS IN TO DO WHATEVER THEY NEED TO DO TO CLOSE OUT THAT NINE WEEKS IN TO DO WHATEVER THEY NEED TO DO TO CLOSE OUT THAT NINE WEEKS BUT I JUST THINK TO BE GOOD DO TO CLOSE OUT THAT NINE WEEKS BUT I JUST THINK TO BE GOOD DO TO CLOSE OUT THAT

374NINE WEEKS BUT I JUST THINK TO BE GOOD AMERICAN CITIZENS WE NEED TO BUT I JUST THINK TO BE GOOD AMERICAN CITIZENS WE NEED TO BUT I JUST THINK TO BE GOOD AMERICAN CITIZENS WE NEED TO ALLOW OUR TEACHERS TO HAVE THAT AMERICAN CITIZENS WE NEED TO ALLOW OUR TEACHERS TO HAVE THAT AMERICAN CITIZENS WE NEED TO ALLOW OUR TEACHERS TO HAVE THAT AS A FLEX IT WOULDN'T COST US ALLOW OUR TEACHERS TO HAVE THAT AS A FLEX IT WOULDN'T COST US ALLOW OUR TEACHERS TO HAVE THAT AS A FLEX IT WOULDN'T COST US ANYTHING. AS A FLEX IT WOULDN'T COST US ANYTHING. AS A FLEX IT WOULDN'T COST US ANYTHING. IT WOULD JUST TAKE THAT INTO ANYTHING. IT WOULD JUST TAKE THAT INTO ANYTHING. IT WOULD JUST TAKE THAT INTO CONSIDERATION CONSIDERING OUR IT

375WOULD JUST TAKE THAT INTO CONSIDERATION CONSIDERING OUR IT WOULD JUST TAKE THAT INTO CONSIDERATION CONSIDERING OUR TEACHER'S NEEDS THE SECOND CONSIDERATION CONSIDERING OUR TEACHER'S NEEDS THE SECOND CONSIDERATION CONSIDERING OUR TEACHER'S NEEDS THE SECOND THING I'D LIKE TO ASK IT HAS TO TEACHER'S NEEDS THE SECOND THING I'D LIKE TO ASK IT HAS TO TEACHER'S NEEDS THE SECOND THING I'D LIKE TO ASK IT HAS TO DO WITH THE FACT THAT WE WE DO THING I'D LIKE TO ASK IT HAS TO DO WITH THE FACT THAT WE WE DO THING I'D LIKE TO ASK IT HAS TO DO WITH THE FACT THAT WE WE DO HAVE DAYS FOR HIGH SCHOOL DO WITH THE FACT THAT WE WE DO HAVE DAYS FOR HIGH SCHOOL DO WITH THE FACT THAT WE WE DO HAVE DAYS FOR HIGH SCHOOL STUDENTS ON

376THE LAST WEEK HAVE DAYS FOR HIGH SCHOOL STUDENTS ON THE LAST WEEK HAVE DAYS FOR HIGH SCHOOL STUDENTS ON THE LAST WEEK OF SCHOOL AND WE DON'T BAT AN STUDENTS ON THE LAST WEEK OF SCHOOL AND WE DON'T BAT AN STUDENTS ON THE LAST WEEK OF SCHOOL AND WE DON'T BAT AN EYE ABOUT IT SO TIME IN SEATS OF SCHOOL AND WE DON'T BAT AN EYE ABOUT IT SO TIME IN SEATS OF SCHOOL AND WE DON'T BAT AN EYE ABOUT IT SO TIME IN SEATS IS REALLY NOT A FACTOR. EYE ABOUT IT SO TIME IN SEATS IS REALLY NOT A FACTOR. EYE ABOUT IT SO TIME IN SEATS IS REALLY NOT A FACTOR. BUT WHAT I'D LIKE US TO DO IS REALLY NOT A FACTOR. BUT WHAT I'D LIKE US TO DO IS REALLY NOT

377A FACTOR. BUT WHAT I'D LIKE US TO DO BECAUSE WE HEARD TONIGHT ONE BUT WHAT I'D LIKE US TO DO BECAUSE WE HEARD TONIGHT ONE BUT WHAT I'D LIKE US TO DO BECAUSE WE HEARD TONIGHT ONE OF OUR SPEAKERS SPOKE ABOUT HOW BECAUSE WE HEARD TONIGHT ONE OF OUR SPEAKERS SPOKE ABOUT HOW BECAUSE WE HEARD TONIGHT ONE OF OUR SPEAKERS SPOKE ABOUT HOW MUCH WORK THEY HAVE TO DO THAT OF OUR SPEAKERS SPOKE ABOUT HOW MUCH WORK THEY HAVE TO DO THAT OF OUR SPEAKERS SPOKE ABOUT HOW MUCH WORK THEY HAVE TO DO THAT LAST WEEK SCHOOL TO IN THE YEAR MUCH WORK THEY HAVE TO DO THAT LAST WEEK SCHOOL TO IN THE YEAR MUCH WORK THEY HAVE TO DO THAT LAST WEEK SCHOOL TO IN THE YEAR TO FINISH A YEAR AND SO

378I THINK LAST WEEK SCHOOL TO IN THE YEAR TO FINISH A YEAR AND SO I THINK LAST WEEK SCHOOL TO IN THE YEAR TO FINISH A YEAR AND SO I THINK WE NEED TO LISTEN TO WHAT TO FINISH A YEAR AND SO I THINK WE NEED TO LISTEN TO WHAT TO FINISH A YEAR AND SO I THINK WE NEED TO LISTEN TO WHAT THEY'RE ASKING THEY'RE ASKING WE NEED TO LISTEN TO WHAT THEY'RE ASKING THEY'RE ASKING WE NEED TO LISTEN TO WHAT THEY'RE ASKING THEY'RE ASKING FOR SOME HALF DAYS AT THE END THEY'RE ASKING THEY'RE ASKING FOR SOME HALF DAYS AT THE END THEY'RE ASKING THEY'RE ASKING FOR SOME HALF DAYS AT THE END AND I'M NOT ASKING FOR THE FOR SOME HALF DAYS AT THE END AND I'M NOT ASKING FOR THE FOR SOME

379HALF DAYS AT THE END AND I'M NOT ASKING FOR THE WHOLE WEEK TO BE HALF DAYS AND I'M NOT ASKING FOR THE WHOLE WEEK TO BE HALF DAYS AND I'M NOT ASKING FOR THE WHOLE WEEK TO BE HALF DAYS BECAUSE I KNOW IT IS A WHOLE WEEK TO BE HALF DAYS BECAUSE I KNOW IT IS A WHOLE WEEK TO BE HALF DAYS BECAUSE I KNOW IT IS A DIFFICULT SOMETIMES FOR PARENTS BECAUSE I KNOW IT IS A DIFFICULT SOMETIMES FOR PARENTS BECAUSE I KNOW IT IS A DIFFICULT SOMETIMES FOR PARENTS BUT AFTER ALL IT'S THE LAST TWO DIFFICULT SOMETIMES FOR PARENTS BUT AFTER ALL IT'S THE LAST TWO DIFFICULT SOMETIMES FOR PARENTS BUT AFTER ALL IT'S THE LAST TWO DAYS OF SCHOOL THAT I'M ASKING BUT AFTER ALL IT'S THE LAST TWO DAYS OF SCHOOL

380THAT I'M ASKING BUT AFTER ALL IT'S THE LAST TWO DAYS OF SCHOOL THAT I'M ASKING FOR AND PARENTS HAVE TO BE DAYS OF SCHOOL THAT I'M ASKING FOR AND PARENTS HAVE TO BE DAYS OF SCHOOL THAT I'M ASKING FOR AND PARENTS HAVE TO BE REALIZED THAT, YOU KNOW, FOR AND PARENTS HAVE TO BE REALIZED THAT, YOU KNOW, FOR AND PARENTS HAVE TO BE REALIZED THAT, YOU KNOW, SUMMER'S COMING SO WE ARE NOT REALIZED THAT, YOU KNOW, SUMMER'S COMING SO WE ARE NOT REALIZED THAT, YOU KNOW, SUMMER'S COMING SO WE ARE NOT BABYSITTERS BUT WE ARE TEACHERS SUMMER'S COMING SO WE ARE NOT BABYSITTERS BUT WE ARE TEACHERS SUMMER'S COMING SO WE ARE NOT BABYSITTERS BUT WE ARE TEACHERS NEED THE TIME TO END THE YEAR BABYSITTERS BUT WE ARE TEACHERS NEED THE TIME TO END

381THE YEAR BABYSITTERS BUT WE ARE TEACHERS NEED THE TIME TO END THE YEAR AND NOT HAVE TO STAY AFTER NEED THE TIME TO END THE YEAR AND NOT HAVE TO STAY AFTER NEED THE TIME TO END THE YEAR AND NOT HAVE TO STAY AFTER SCHOOL UNTIL EIGHT NINE O'CLOCK AND NOT HAVE TO STAY AFTER SCHOOL UNTIL EIGHT NINE O'CLOCK AND NOT HAVE TO STAY AFTER SCHOOL UNTIL EIGHT NINE O'CLOCK NIGHT TO BE ABLE TO DO THEIR SCHOOL UNTIL EIGHT NINE O'CLOCK NIGHT TO BE ABLE TO DO THEIR SCHOOL UNTIL EIGHT NINE O'CLOCK NIGHT TO BE ABLE TO DO THEIR WORK TO FINISH THEIR WORK SO NIGHT TO BE ABLE TO DO THEIR WORK TO FINISH THEIR WORK SO NIGHT TO BE ABLE TO DO THEIR WORK TO FINISH THEIR WORK SO I'M ASKING FOR THE

38211TH AND THE WORK TO FINISH THEIR WORK SO I'M ASKING FOR THE 11TH AND THE WORK TO FINISH THEIR WORK SO I'M ASKING FOR THE 11TH AND THE ELEVENTH AND THE 12 BECAUSE THE I'M ASKING FOR THE 11TH AND THE ELEVENTH AND THE 12 BECAUSE THE I'M ASKING FOR THE 11TH AND THE ELEVENTH AND THE 12 BECAUSE THE 12TH IS ALREADY AN ADJUSTED ELEVENTH AND THE 12 BECAUSE THE 12TH IS ALREADY AN ADJUSTED ELEVENTH AND THE 12 BECAUSE THE 12TH IS ALREADY AN ADJUSTED DISMISSAL DAY. 12TH IS ALREADY AN ADJUSTED DISMISSAL DAY. 12TH IS ALREADY AN ADJUSTED DISMISSAL DAY. I'M ASKING FOR BOTH OF THOSE DISMISSAL DAY. I'M ASKING FOR BOTH OF THOSE DISMISSAL DAY. I'M ASKING FOR BOTH OF THOSE DAYS TO BE ADJUSTED DISMISSAL I'M ASKING FOR BOTH OF THOSE DAYS TO BE

383ADJUSTED DISMISSAL I'M ASKING FOR BOTH OF THOSE DAYS TO BE ADJUSTED DISMISSAL FOR ALL STUDENTS I THINK IT'S DAYS TO BE ADJUSTED DISMISSAL FOR ALL STUDENTS I THINK IT'S DAYS TO BE ADJUSTED DISMISSAL FOR ALL STUDENTS I THINK IT'S ONLY FAIR THAT WE DO THAT FOR FOR ALL STUDENTS I THINK IT'S ONLY FAIR THAT WE DO THAT FOR FOR ALL STUDENTS I THINK IT'S ONLY FAIR THAT WE DO THAT FOR OUR MIDDLE IN ELEMENTARY ONLY FAIR THAT WE DO THAT FOR OUR MIDDLE IN ELEMENTARY ONLY FAIR THAT WE DO THAT FOR OUR MIDDLE IN ELEMENTARY TEACHERS WE DO IT FOR HIGH OUR MIDDLE IN ELEMENTARY TEACHERS WE DO IT FOR HIGH OUR MIDDLE IN ELEMENTARY TEACHERS WE DO IT FOR HIGH SCHOOL WE'VE DONE IT FOR HIGH TEACHERS WE DO IT FOR HIGH SCHOOL WE'VE

384DONE IT FOR HIGH TEACHERS WE DO IT FOR HIGH SCHOOL WE'VE DONE IT FOR HIGH SCHOOL FOR YEARS NOBODY. SCHOOL WE'VE DONE IT FOR HIGH SCHOOL FOR YEARS NOBODY. SCHOOL WE'VE DONE IT FOR HIGH SCHOOL FOR YEARS NOBODY. NOBODY EVER BAT AN EYE ABOUT SCHOOL FOR YEARS NOBODY. NOBODY EVER BAT AN EYE ABOUT SCHOOL FOR YEARS NOBODY. NOBODY EVER BAT AN EYE ABOUT HOW MUCH TIME THEY'RE NOT NOBODY EVER BAT AN EYE ABOUT HOW MUCH TIME THEY'RE NOT NOBODY EVER BAT AN EYE ABOUT HOW MUCH TIME THEY'RE NOT SITTING IN THEIR SEATS. HOW MUCH TIME THEY'RE NOT SITTING IN THEIR SEATS. HOW MUCH TIME THEY'RE NOT SITTING IN THEIR SEATS. OK, SO THAT'S WHAT I'M ASKING SITTING IN THEIR SEATS. OK, SO THAT'S WHAT I'M ASKING SITTING IN THEIR SEATS. OK, SO THAT'S WHAT I'M

385ASKING FOR AND I'M OF MY COLLEAGUES OK, SO THAT'S WHAT I'M ASKING FOR AND I'M OF MY COLLEAGUES OK, SO THAT'S WHAT I'M ASKING FOR AND I'M OF MY COLLEAGUES AGREE WITH ME OR NOT BUT I DO FOR AND I'M OF MY COLLEAGUES AGREE WITH ME OR NOT BUT I DO FOR AND I'M OF MY COLLEAGUES AGREE WITH ME OR NOT BUT I DO THINK I DO THINK THIS IS ONE AGREE WITH ME OR NOT BUT I DO THINK I DO THINK THIS IS ONE AGREE WITH ME OR NOT BUT I DO THINK I DO THINK THIS IS ONE THING WE CAN DO TO SHOW THAT WE THINK I DO THINK THIS IS ONE THING WE CAN DO TO SHOW THAT WE THINK I DO THINK THIS IS ONE THING WE CAN DO TO SHOW

386THAT WE ARE LISTENING TO OUR STAFF THING WE CAN DO TO SHOW THAT WE ARE LISTENING TO OUR STAFF THING WE CAN DO TO SHOW THAT WE ARE LISTENING TO OUR STAFF LISTENING OUR TEACHERS AND ARE LISTENING TO OUR STAFF LISTENING OUR TEACHERS AND ARE LISTENING TO OUR STAFF LISTENING OUR TEACHERS AND ESPECIALLY THE ELEMENTARY LISTENING OUR TEACHERS AND ESPECIALLY THE ELEMENTARY LISTENING OUR TEACHERS AND ESPECIALLY THE ELEMENTARY TEACHERS SOMEHOW FEEL LIKE ESPECIALLY THE ELEMENTARY TEACHERS SOMEHOW FEEL LIKE ESPECIALLY THE ELEMENTARY TEACHERS SOMEHOW FEEL LIKE SOMEHOW WE DON'T WE NEVER TEACHERS SOMEHOW FEEL LIKE SOMEHOW WE DON'T WE NEVER TEACHERS SOMEHOW FEEL LIKE SOMEHOW WE DON'T WE NEVER LISTEN TO THEIR NEEDS AND WE SOMEHOW WE DON'T WE NEVER LISTEN TO THEIR NEEDS AND WE SOMEHOW WE DON'T WE NEVER LISTEN TO THEIR NEEDS AND

387WE NEVER TAKE INTO ACCOUNT THAT LISTEN TO THEIR NEEDS AND WE NEVER TAKE INTO ACCOUNT THAT LISTEN TO THEIR NEEDS AND WE NEVER TAKE INTO ACCOUNT THAT THEY HAVE A LOT LESS PLANNING A NEVER TAKE INTO ACCOUNT THAT THEY HAVE A LOT LESS PLANNING A NEVER TAKE INTO ACCOUNT THAT THEY HAVE A LOT LESS PLANNING A LOT LESS TIME TO DO THINGS THEN THEY HAVE A LOT LESS PLANNING A LOT LESS TIME TO DO THINGS THEN THEY HAVE A LOT LESS PLANNING A LOT LESS TIME TO DO THINGS THEN THAN THEIR HIGH SCHOOL PEERS. LOT LESS TIME TO DO THINGS THEN THAN THEIR HIGH SCHOOL PEERS. LOT LESS TIME TO DO THINGS THEN THAN THEIR HIGH SCHOOL PEERS. SO THAT'S THAT'S WHAT I'M THAN THEIR HIGH SCHOOL PEERS. SO THAT'S THAT'S WHAT I'M THAN THEIR

388HIGH SCHOOL PEERS. SO THAT'S THAT'S WHAT I'M ASKING FOR. SO THAT'S THAT'S WHAT I'M ASKING FOR. SO THAT'S THAT'S WHAT I'M ASKING FOR. THANK YOU, MISS THANK YOU GREAT ASKING FOR. THANK YOU, MISS THANK YOU GREAT ASKING FOR. THANK YOU, MISS THANK YOU GREAT WORK THIS WORK I SHARE THIS THANK YOU, MISS THANK YOU GREAT WORK THIS WORK I SHARE THIS THANK YOU, MISS THANK YOU GREAT WORK THIS WORK I SHARE THIS MORNING. WORK THIS WORK I SHARE THIS MORNING. WORK THIS WORK I SHARE THIS MORNING. I'M SO SORRY IT WAS MISS OWNS MORNING. I'M SO SORRY IT WAS MISS OWNS MORNING. I'M SO SORRY IT WAS MISS OWNS BUT SHE WAS RIGHT. I'M SO SORRY IT WAS MISS OWNS BUT SHE WAS RIGHT. I'M SO SORRY IT WAS MISS OWNS BUT SHE WAS RIGHT.

389SO SO YOU'RE NUMBER ONE THERE BUT SHE WAS RIGHT. SO SO YOU'RE NUMBER ONE THERE BUT SHE WAS RIGHT. SO SO YOU'RE NUMBER ONE THERE AND I'M DITTO OF GOING TO DITTO SO SO YOU'RE NUMBER ONE THERE AND I'M DITTO OF GOING TO DITTO SO SO YOU'RE NUMBER ONE THERE AND I'M DITTO OF GOING TO DITTO WHAT MISS ANDERSON SAID. AND I'M DITTO OF GOING TO DITTO WHAT MISS ANDERSON SAID. AND I'M DITTO OF GOING TO DITTO WHAT MISS ANDERSON SAID. I I WOULD LIKE US TO HAVE A WHAT MISS ANDERSON SAID. I I WOULD LIKE US TO HAVE A WHAT MISS ANDERSON SAID. I I WOULD LIKE US TO HAVE A STANDARD WHERE ELECTION DAY IS I I WOULD LIKE US TO HAVE A STANDARD WHERE ELECTION DAY IS I I WOULD LIKE US

390TO HAVE A STANDARD WHERE ELECTION DAY IS A FLEXIBLE STAFF DAY JUST AS STANDARD WHERE ELECTION DAY IS A FLEXIBLE STAFF DAY JUST AS STANDARD WHERE ELECTION DAY IS A FLEXIBLE STAFF DAY JUST AS GENERAL POLICY OUR STAFF A FLEXIBLE STAFF DAY JUST AS GENERAL POLICY OUR STAFF A FLEXIBLE STAFF DAY JUST AS GENERAL POLICY OUR STAFF MEMBERS SHOULD HAVE THE ABILITY GENERAL POLICY OUR STAFF MEMBERS SHOULD HAVE THE ABILITY GENERAL POLICY OUR STAFF MEMBERS SHOULD HAVE THE ABILITY TO PARTICIPATE IN ELECTION MEMBERS SHOULD HAVE THE ABILITY TO PARTICIPATE IN ELECTION MEMBERS SHOULD HAVE THE ABILITY TO PARTICIPATE IN ELECTION ACTIVITIES AND OR TO DO THINGS TO PARTICIPATE IN ELECTION ACTIVITIES AND OR TO DO THINGS TO PARTICIPATE IN ELECTION ACTIVITIES AND OR TO DO THINGS THAT THEY NEED TO DO WITHIN THE ACTIVITIES AND

391OR TO DO THINGS THAT THEY NEED TO DO WITHIN THE ACTIVITIES AND OR TO DO THINGS THAT THEY NEED TO DO WITHIN THE SCHOOL BUILDING AND TO BE ABLE THAT THEY NEED TO DO WITHIN THE SCHOOL BUILDING AND TO BE ABLE THAT THEY NEED TO DO WITHIN THE SCHOOL BUILDING AND TO BE ABLE TO DECIDE HOW TO SPLIT THEIR SCHOOL BUILDING AND TO BE ABLE TO DECIDE HOW TO SPLIT THEIR SCHOOL BUILDING AND TO BE ABLE TO DECIDE HOW TO SPLIT THEIR TIME AND SOME OF OUR SCHOOLS TO DECIDE HOW TO SPLIT THEIR TIME AND SOME OF OUR SCHOOLS TO DECIDE HOW TO SPLIT THEIR TIME AND SOME OF OUR SCHOOLS THAT ARE USED AS ELECTION SITES TIME AND SOME OF OUR SCHOOLS THAT ARE USED AS ELECTION SITES TIME AND SOME OF OUR SCHOOLS

392THAT ARE USED AS ELECTION SITES CAN BE DIFFICULT TO GET TO THAT ARE USED AS ELECTION SITES CAN BE DIFFICULT TO GET TO THAT ARE USED AS ELECTION SITES CAN BE DIFFICULT TO GET TO DURING A STAFF DAY DEPENDING ON CAN BE DIFFICULT TO GET TO DURING A STAFF DAY DEPENDING ON CAN BE DIFFICULT TO GET TO DURING A STAFF DAY DEPENDING ON HOW THAT PARKING LOT SITUATION DURING A STAFF DAY DEPENDING ON HOW THAT PARKING LOT SITUATION DURING A STAFF DAY DEPENDING ON HOW THAT PARKING LOT SITUATION IS. HOW THAT PARKING LOT SITUATION IS. HOW THAT PARKING LOT SITUATION IS. WE'VE SEEN A CAR ACCIDENTS IN IS. WE'VE SEEN A CAR ACCIDENTS IN IS. WE'VE SEEN A CAR ACCIDENTS IN THE PARKING LOT OF FENDER WE'VE SEEN A CAR ACCIDENTS IN THE PARKING LOT

393OF FENDER WE'VE SEEN A CAR ACCIDENTS IN THE PARKING LOT OF FENDER VENDORS AND PEOPLE'S CARS THE PARKING LOT OF FENDER VENDORS AND PEOPLE'S CARS THE PARKING LOT OF FENDER VENDORS AND PEOPLE'S CARS GETTING HIT UNNECESSARILY I VENDORS AND PEOPLE'S CARS GETTING HIT UNNECESSARILY I VENDORS AND PEOPLE'S CARS GETTING HIT UNNECESSARILY I THINK THAT THAT SHOULD BE AN I GETTING HIT UNNECESSARILY I THINK THAT THAT SHOULD BE AN I GETTING HIT UNNECESSARILY I THINK THAT THAT SHOULD BE AN I WOULD HOPE EASIER ONE TO AGREE THINK THAT THAT SHOULD BE AN I WOULD HOPE EASIER ONE TO AGREE THINK THAT THAT SHOULD BE AN I WOULD HOPE EASIER ONE TO AGREE TO. WOULD HOPE EASIER ONE TO AGREE TO. WOULD HOPE EASIER ONE TO AGREE TO. I ALSO WOULD BE IN FAVOR OF OF TO.

394I ALSO WOULD BE IN FAVOR OF OF TO. I ALSO WOULD BE IN FAVOR OF OF ALLOWING AT LEAST TO ADJUST I ALSO WOULD BE IN FAVOR OF OF ALLOWING AT LEAST TO ADJUST I ALSO WOULD BE IN FAVOR OF OF ALLOWING AT LEAST TO ADJUST DISMISSAL DAYS ACROSS THE BOARD ALLOWING AT LEAST TO ADJUST DISMISSAL DAYS ACROSS THE BOARD ALLOWING AT LEAST TO ADJUST DISMISSAL DAYS ACROSS THE BOARD FOR ALL STUDENTS NOT JUST HIGH DISMISSAL DAYS ACROSS THE BOARD FOR ALL STUDENTS NOT JUST HIGH DISMISSAL DAYS ACROSS THE BOARD FOR ALL STUDENTS NOT JUST HIGH SCHOOL STUDENTS AT THE END FOR ALL STUDENTS NOT JUST HIGH SCHOOL STUDENTS AT THE END FOR ALL STUDENTS NOT JUST HIGH SCHOOL STUDENTS AT THE END OF THE SCHOOL YEAR ULTIMATELY SCHOOL STUDENTS AT THE END OF THE

395SCHOOL YEAR ULTIMATELY SCHOOL STUDENTS AT THE END OF THE SCHOOL YEAR ULTIMATELY I'M NOT EXCITED ABOUT ANY OF THE SCHOOL YEAR ULTIMATELY I'M NOT EXCITED ABOUT ANY OF THE SCHOOL YEAR ULTIMATELY I'M NOT EXCITED ABOUT ANY OF THE CALENDAR PROPOSALS. I'M NOT EXCITED ABOUT ANY OF THE CALENDAR PROPOSALS. I'M NOT EXCITED ABOUT ANY OF THE CALENDAR PROPOSALS. I UNDERSTAND THAT THE CALENDAR OF THE CALENDAR PROPOSALS. I UNDERSTAND THAT THE CALENDAR OF THE CALENDAR PROPOSALS. I UNDERSTAND THAT THE CALENDAR COMMITTEE HAD A DIFFICULT JOB I UNDERSTAND THAT THE CALENDAR COMMITTEE HAD A DIFFICULT JOB I UNDERSTAND THAT THE CALENDAR COMMITTEE HAD A DIFFICULT JOB AND THEY STAYED WITHIN COMMITTEE HAD A DIFFICULT JOB AND THEY STAYED WITHIN COMMITTEE HAD A DIFFICULT JOB AND THEY STAYED WITHIN PARAMETERS THAT THE BOARD GAVE AND THEY STAYED WITHIN PARAMETERS

396THAT THE BOARD GAVE AND THEY STAYED WITHIN PARAMETERS THAT THE BOARD GAVE AND THAT'S WHAT THEY HAVE TO DO PARAMETERS THAT THE BOARD GAVE AND THAT'S WHAT THEY HAVE TO DO PARAMETERS THAT THE BOARD GAVE AND THAT'S WHAT THEY HAVE TO DO SO MY DISAPPOINTMENT IS NOT AT AND THAT'S WHAT THEY HAVE TO DO SO MY DISAPPOINTMENT IS NOT AT AND THAT'S WHAT THEY HAVE TO DO SO MY DISAPPOINTMENT IS NOT AT ALL WITH THE CALENDAR SO MY DISAPPOINTMENT IS NOT AT ALL WITH THE CALENDAR SO MY DISAPPOINTMENT IS NOT AT ALL WITH THE CALENDAR COMMITTEES. ALL WITH THE CALENDAR COMMITTEES. ALL WITH THE CALENDAR COMMITTEES. IT IS WITH MY COLLEAGUES WHO COMMITTEES. IT IS WITH MY COLLEAGUES WHO COMMITTEES. IT IS WITH MY COLLEAGUES WHO WERE NOT OPEN TO AT LEAST IT IS WITH

397MY COLLEAGUES WHO WERE NOT OPEN TO AT LEAST IT IS WITH MY COLLEAGUES WHO WERE NOT OPEN TO AT LEAST SEEING WHAT A CALENDAR OPTION WERE NOT OPEN TO AT LEAST SEEING WHAT A CALENDAR OPTION WERE NOT OPEN TO AT LEAST SEEING WHAT A CALENDAR OPTION WOULD LOOK LIKE THAT COUNTED SEEING WHAT A CALENDAR OPTION WOULD LOOK LIKE THAT COUNTED SEEING WHAT A CALENDAR OPTION WOULD LOOK LIKE THAT COUNTED HOURS INSTEAD OF DAYS DIDN'T WOULD LOOK LIKE THAT COUNTED HOURS INSTEAD OF DAYS DIDN'T WOULD LOOK LIKE THAT COUNTED HOURS INSTEAD OF DAYS DIDN'T MEAN WE HAVE TO VOTE THAT ONE HOURS INSTEAD OF DAYS DIDN'T MEAN WE HAVE TO VOTE THAT ONE HOURS INSTEAD OF DAYS DIDN'T MEAN WE HAVE TO VOTE THAT ONE IN BUT WE WEREN'T EVEN OPEN TO MEAN WE HAVE TO

398VOTE THAT ONE IN BUT WE WEREN'T EVEN OPEN TO MEAN WE HAVE TO VOTE THAT ONE IN BUT WE WEREN'T EVEN OPEN TO LOOKING AT WHAT THAT WOULD IN BUT WE WEREN'T EVEN OPEN TO LOOKING AT WHAT THAT WOULD IN BUT WE WEREN'T EVEN OPEN TO LOOKING AT WHAT THAT WOULD PRESENT FOR THE IMMUNITY FOR LOOKING AT WHAT THAT WOULD PRESENT FOR THE IMMUNITY FOR LOOKING AT WHAT THAT WOULD PRESENT FOR THE IMMUNITY FOR THE STAFF FOR OUR DISTRICT SO PRESENT FOR THE IMMUNITY FOR THE STAFF FOR OUR DISTRICT SO PRESENT FOR THE IMMUNITY FOR THE STAFF FOR OUR DISTRICT SO THAT. THE STAFF FOR OUR DISTRICT SO THAT. THE STAFF FOR OUR DISTRICT SO THAT. SO THAT IS DISAPPOINTING TO BUT THAT. SO THAT IS DISAPPOINTING TO BUT THAT. SO THAT IS DISAPPOINTING TO

399BUT NEITHER HERE NOR THERE AT THIS SO THAT IS DISAPPOINTING TO BUT NEITHER HERE NOR THERE AT THIS SO THAT IS DISAPPOINTING TO BUT NEITHER HERE NOR THERE AT THIS TIME I GIVE GIVEN THESE TWO NEITHER HERE NOR THERE AT THIS TIME I GIVE GIVEN THESE TWO NEITHER HERE NOR THERE AT THIS TIME I GIVE GIVEN THESE TWO OPTIONS LOVE DON'T LOVE EITHER TIME I GIVE GIVEN THESE TWO OPTIONS LOVE DON'T LOVE EITHER TIME I GIVE GIVEN THESE TWO OPTIONS LOVE DON'T LOVE EITHER I WOULD LEAN TOWARDS LABOR DAY OPTIONS LOVE DON'T LOVE EITHER I WOULD LEAN TOWARDS LABOR DAY OPTIONS LOVE DON'T LOVE EITHER I WOULD LEAN TOWARDS LABOR DAY WITH THOSE ADJUSTMENTS. I WOULD LEAN TOWARDS LABOR DAY WITH THOSE ADJUSTMENTS. I WOULD LEAN TOWARDS LABOR DAY WITH THOSE ADJUSTMENTS. THANK YOU MISS

400ME. WITH THOSE ADJUSTMENTS. THANK YOU MISS ME. WITH THOSE ADJUSTMENTS. THANK YOU MISS ME. OK SO I MAY KNOW THE ANSWER TO THANK YOU MISS ME. OK SO I MAY KNOW THE ANSWER TO THANK YOU MISS ME. OK SO I MAY KNOW THE ANSWER TO THIS QUESTION BUT I'M NOT OK SO I MAY KNOW THE ANSWER TO THIS QUESTION BUT I'M NOT OK SO I MAY KNOW THE ANSWER TO THIS QUESTION BUT I'M NOT CERTAIN WHY DO WE DO HAVE IS THIS QUESTION BUT I'M NOT CERTAIN WHY DO WE DO HAVE IS THIS QUESTION BUT I'M NOT CERTAIN WHY DO WE DO HAVE IS THE LAST THREE FOUR DAYS CERTAIN WHY DO WE DO HAVE IS THE LAST THREE FOUR DAYS CERTAIN WHY DO WE DO HAVE IS THE LAST THREE FOUR DAYS OF SCHOOL

401TRADITIONALLY IT IS THE LAST THREE FOUR DAYS OF SCHOOL TRADITIONALLY IT IS THE LAST THREE FOUR DAYS OF SCHOOL TRADITIONALLY IT IS WITH FINAL EXAMS WE DO FINAL OF SCHOOL TRADITIONALLY IT IS WITH FINAL EXAMS WE DO FINAL OF SCHOOL TRADITIONALLY IT IS WITH FINAL EXAMS WE DO FINAL EXAM THIRD AND FINAL EXAMS WE WITH FINAL EXAMS WE DO FINAL EXAM THIRD AND FINAL EXAMS WE WITH FINAL EXAMS WE DO FINAL EXAM THIRD AND FINAL EXAMS WE DO NOT HAVE A HEAVY NUMBER EXAM THIRD AND FINAL EXAMS WE DO NOT HAVE A HEAVY NUMBER EXAM THIRD AND FINAL EXAMS WE DO NOT HAVE A HEAVY NUMBER OF STUDENTS AS WE TRADITIONALLY DO NOT HAVE A HEAVY NUMBER OF STUDENTS AS WE TRADITIONALLY DO NOT HAVE A HEAVY NUMBER OF STUDENTS AS WE TRADITIONALLY HAVE DONE

402THAT SO YES WE DO OF STUDENTS AS WE TRADITIONALLY HAVE DONE THAT SO YES WE DO OF STUDENTS AS WE TRADITIONALLY HAVE DONE THAT SO YES WE DO HAVE STUDENTS THAT ARE COMING HAVE DONE THAT SO YES WE DO HAVE STUDENTS THAT ARE COMING HAVE DONE THAT SO YES WE DO HAVE STUDENTS THAT ARE COMING IN FINALS EXAMS RETAKING AS LS HAVE STUDENTS THAT ARE COMING IN FINALS EXAMS RETAKING AS LS HAVE STUDENTS THAT ARE COMING IN FINALS EXAMS RETAKING AS LS DURING THAT PERIOD OF TIME EVEN IN FINALS EXAMS RETAKING AS LS DURING THAT PERIOD OF TIME EVEN IN FINALS EXAMS RETAKING AS LS DURING THAT PERIOD OF TIME EVEN ON THE HIGH SCHOOL BUT DURING THAT PERIOD OF TIME EVEN ON THE HIGH SCHOOL BUT DURING THAT PERIOD OF TIME EVEN ON THE

403HIGH SCHOOL BUT CERTAINLY DOES NOT HAVE THE ON THE HIGH SCHOOL BUT CERTAINLY DOES NOT HAVE THE ON THE HIGH SCHOOL BUT CERTAINLY DOES NOT HAVE THE LEVEL IT WAS BEFORE. CERTAINLY DOES NOT HAVE THE LEVEL IT WAS BEFORE. CERTAINLY DOES NOT HAVE THE LEVEL IT WAS BEFORE. OK AND ALSO MISMANAGE MISMATCH LEVEL IT WAS BEFORE. OK AND ALSO MISMANAGE MISMATCH LEVEL IT WAS BEFORE. OK AND ALSO MISMANAGE MISMATCH WHICH IT DOES SUPPORT THAT OK AND ALSO MISMANAGE MISMATCH WHICH IT DOES SUPPORT THAT OK AND ALSO MISMANAGE MISMATCH WHICH IT DOES SUPPORT THAT GRADUATION SCHEDULE WE HAVE WHICH IT DOES SUPPORT THAT GRADUATION SCHEDULE WE HAVE WHICH IT DOES SUPPORT THAT GRADUATION SCHEDULE WE HAVE MANY GRADUATIONS THAT ARE GRADUATION SCHEDULE WE HAVE MANY GRADUATIONS THAT ARE GRADUATION SCHEDULE WE HAVE MANY GRADUATIONS THAT ARE

404SCHEDULE THAT RIGHT RIGHT. MANY GRADUATIONS THAT ARE SCHEDULE THAT RIGHT RIGHT. MANY GRADUATIONS THAT ARE SCHEDULE THAT RIGHT RIGHT. THAT'S THAT'S WHAT I IS GOING SCHEDULE THAT RIGHT RIGHT. THAT'S THAT'S WHAT I IS GOING SCHEDULE THAT RIGHT RIGHT. THAT'S THAT'S WHAT I IS GOING TO BE PRESENT TO THAT HAS AN THAT'S THAT'S WHAT I IS GOING TO BE PRESENT TO THAT HAS AN THAT'S THAT'S WHAT I IS GOING TO BE PRESENT TO THAT HAS AN IMPACT AS WELL OK YEAH I CAN'T TO BE PRESENT TO THAT HAS AN IMPACT AS WELL OK YEAH I CAN'T TO BE PRESENT TO THAT HAS AN IMPACT AS WELL OK YEAH I CAN'T YOU KNOW I UNDERSTAND THAT LIKE IMPACT AS WELL OK YEAH I CAN'T YOU KNOW I UNDERSTAND THAT LIKE IMPACT AS WELL OK YEAH I CAN'T

405YOU KNOW I UNDERSTAND THAT LIKE HALF DAYS AND I AND I WON'T YOU KNOW I UNDERSTAND THAT LIKE HALF DAYS AND I AND I WON'T YOU KNOW I UNDERSTAND THAT LIKE HALF DAYS AND I AND I WON'T SUPPORT ANYMORE HALF DAYS BEING HALF DAYS AND I AND I WON'T SUPPORT ANYMORE HALF DAYS BEING HALF DAYS AND I AND I WON'T SUPPORT ANYMORE HALF DAYS BEING ADDED TO IT AND I KNOW SEVERAL SUPPORT ANYMORE HALF DAYS BEING ADDED TO IT AND I KNOW SEVERAL SUPPORT ANYMORE HALF DAYS BEING ADDED TO IT AND I KNOW SEVERAL MY COLLEAGUES EXPRESSED SOME ADDED TO IT AND I KNOW SEVERAL MY COLLEAGUES EXPRESSED SOME ADDED TO IT AND I KNOW SEVERAL MY COLLEAGUES EXPRESSED SOME CONCERNS ABOUT THE LENGTH MY COLLEAGUES EXPRESSED SOME CONCERNS ABOUT THE LENGTH MY COLLEAGUES EXPRESSED

406SOME CONCERNS ABOUT THE LENGTH OF THE HOLIDAY BREAK AND HOW CONCERNS ABOUT THE LENGTH OF THE HOLIDAY BREAK AND HOW CONCERNS ABOUT THE LENGTH OF THE HOLIDAY BREAK AND HOW THAT IMPACTS FAMILIES AND YOU OF THE HOLIDAY BREAK AND HOW THAT IMPACTS FAMILIES AND YOU OF THE HOLIDAY BREAK AND HOW THAT IMPACTS FAMILIES AND YOU KNOW MANY PEOPLE CAN'T TAKE THAT IMPACTS FAMILIES AND YOU KNOW MANY PEOPLE CAN'T TAKE THAT IMPACTS FAMILIES AND YOU KNOW MANY PEOPLE CAN'T TAKE THAT MUCH TIME OFF AND IT KNOW MANY PEOPLE CAN'T TAKE THAT MUCH TIME OFF AND IT KNOW MANY PEOPLE CAN'T TAKE THAT MUCH TIME OFF AND IT IMPACTS THEM THEY. THAT MUCH TIME OFF AND IT IMPACTS THEM THEY. THAT MUCH TIME OFF AND IT IMPACTS THEM THEY. THEY DON'T HAVE VACATION DAYS IMPACTS THEM THEY.

407THEY DON'T HAVE VACATION DAYS IMPACTS THEM THEY. THEY DON'T HAVE VACATION DAYS AND SO I EXPRESS THAT CONCERN THEY DON'T HAVE VACATION DAYS AND SO I EXPRESS THAT CONCERN THEY DON'T HAVE VACATION DAYS AND SO I EXPRESS THAT CONCERN AND I'VE BEEN EXPRESSING THAT AND SO I EXPRESS THAT CONCERN AND I'VE BEEN EXPRESSING THAT AND SO I EXPRESS THAT CONCERN AND I'VE BEEN EXPRESSING THAT CONCERN AS WELL AND I SO I'M AND I'VE BEEN EXPRESSING THAT CONCERN AS WELL AND I SO I'M AND I'VE BEEN EXPRESSING THAT CONCERN AS WELL AND I SO I'M HAVING A TOUGH TIME WITH ANY CONCERN AS WELL AND I SO I'M HAVING A TOUGH TIME WITH ANY CONCERN AS WELL AND I SO I'M HAVING A TOUGH TIME WITH ANY OF THESE CALENDARS FOR THAT HAVING A TOUGH TIME

408WITH ANY OF THESE CALENDARS FOR THAT HAVING A TOUGH TIME WITH ANY OF THESE CALENDARS FOR THAT REASON I WOULD LIKE TO SEE US OF THESE CALENDARS FOR THAT REASON I WOULD LIKE TO SEE US OF THESE CALENDARS FOR THAT REASON I WOULD LIKE TO SEE US TAKE SOME OF THE DAYS AWAY FROM REASON I WOULD LIKE TO SEE US TAKE SOME OF THE DAYS AWAY FROM REASON I WOULD LIKE TO SEE US TAKE SOME OF THE DAYS AWAY FROM WINTER BREAK AND PUT THOSE TO TAKE SOME OF THE DAYS AWAY FROM WINTER BREAK AND PUT THOSE TO TAKE SOME OF THE DAYS AWAY FROM WINTER BREAK AND PUT THOSE TO MAKE OUR CALENDAR. WINTER BREAK AND PUT THOSE TO MAKE OUR CALENDAR. WINTER BREAK AND PUT THOSE TO MAKE OUR CALENDAR. THE STUDENTS IT

409OUT EARLIER IN MAKE OUR CALENDAR. THE STUDENTS IT OUT EARLIER IN MAKE OUR CALENDAR. THE STUDENTS IT OUT EARLIER IN JUNE THAT'S MY FEEDBACK. THE STUDENTS IT OUT EARLIER IN JUNE THAT'S MY FEEDBACK. THE STUDENTS IT OUT EARLIER IN JUNE THAT'S MY FEEDBACK. THANK YOU. JUNE THAT'S MY FEEDBACK. THANK YOU. JUNE THAT'S MY FEEDBACK. THANK YOU. I HAVE A COUPLE OF QUESTIONS I THANK YOU. I HAVE A COUPLE OF QUESTIONS I THANK YOU. I HAVE A COUPLE OF QUESTIONS I THOUGHT IN MY TIME ON THE BOARD I HAVE A COUPLE OF QUESTIONS I THOUGHT IN MY TIME ON THE BOARD I HAVE A COUPLE OF QUESTIONS I THOUGHT IN MY TIME ON THE BOARD WE DISCUSSED ELECTION DAY AS THOUGHT IN MY TIME ON THE BOARD WE DISCUSSED ELECTION DAY AS THOUGHT IN MY TIME

410ON THE BOARD WE DISCUSSED ELECTION DAY AS FLEX DAY FOR TEACHERS AND I WE DISCUSSED ELECTION DAY AS FLEX DAY FOR TEACHERS AND I WE DISCUSSED ELECTION DAY AS FLEX DAY FOR TEACHERS AND I THOUGHT WE RECOGNIZE THAT A FEW FLEX DAY FOR TEACHERS AND I THOUGHT WE RECOGNIZE THAT A FEW FLEX DAY FOR TEACHERS AND I THOUGHT WE RECOGNIZE THAT A FEW YEARS AGO KNOW A FEW YEARS AGO THOUGHT WE RECOGNIZE THAT A FEW YEARS AGO KNOW A FEW YEARS AGO THOUGHT WE RECOGNIZE THAT A FEW YEARS AGO KNOW A FEW YEARS AGO WE WERE AGO WE WERE NOT IT WAS YEARS AGO KNOW A FEW YEARS AGO WE WERE AGO WE WERE NOT IT WAS YEARS AGO KNOW A FEW YEARS AGO WE WERE AGO WE WERE NOT IT WAS A HOLIDAY LAST

411YEAR POLICY WE WERE AGO WE WERE NOT IT WAS A HOLIDAY LAST YEAR POLICY WE WERE AGO WE WERE NOT IT WAS A HOLIDAY LAST YEAR POLICY CHANGE TO ELECTION DAY BEING A HOLIDAY LAST YEAR POLICY CHANGE TO ELECTION DAY BEING A HOLIDAY LAST YEAR POLICY CHANGE TO ELECTION DAY BEING STAFF DAY IN THIS YEAR IT IS A CHANGE TO ELECTION DAY BEING STAFF DAY IN THIS YEAR IT IS A CHANGE TO ELECTION DAY BEING STAFF DAY IN THIS YEAR IT IS A FLEX FIRST THAT WE ARE ALWAYS STAFF DAY IN THIS YEAR IT IS A FLEX FIRST THAT WE ARE ALWAYS STAFF DAY IN THIS YEAR IT IS A FLEX FIRST THAT WE ARE ALWAYS CAREFUL BECAUSE IF WHEN WE SAY FLEX FIRST THAT WE ARE ALWAYS CAREFUL BECAUSE IF WHEN WE SAY FLEX

412FIRST THAT WE ARE ALWAYS CAREFUL BECAUSE IF WHEN WE SAY FEEDBACK THE PURPOSE WE HAD TWO CAREFUL BECAUSE IF WHEN WE SAY FEEDBACK THE PURPOSE WE HAD TWO CAREFUL BECAUSE IF WHEN WE SAY FEEDBACK THE PURPOSE WE HAD TWO AT THE END OF THE QUARTER TWO FEEDBACK THE PURPOSE WE HAD TWO AT THE END OF THE QUARTER TWO FEEDBACK THE PURPOSE WE HAD TWO AT THE END OF THE QUARTER TWO DAYS FIRST QUARTER WAS FEEDBACK AT THE END OF THE QUARTER TWO DAYS FIRST QUARTER WAS FEEDBACK AT THE END OF THE QUARTER TWO DAYS FIRST QUARTER WAS FEEDBACK FROM ELEMENTARY SCHOOL TEACHERS DAYS FIRST QUARTER WAS FEEDBACK FROM ELEMENTARY SCHOOL TEACHERS DAYS FIRST QUARTER WAS FEEDBACK FROM ELEMENTARY SCHOOL TEACHERS SAYING WE NEED A DAY TO FROM ELEMENTARY SCHOOL TEACHERS SAYING WE NEED A DAY

413TO FROM ELEMENTARY SCHOOL TEACHERS SAYING WE NEED A DAY TO FINALIZE GRADES AND ANOTHER DAY SAYING WE NEED A DAY TO FINALIZE GRADES AND ANOTHER DAY SAYING WE NEED A DAY TO FINALIZE GRADES AND ANOTHER DAY TO HANDLE CONFERENCES. FINALIZE GRADES AND ANOTHER DAY TO HANDLE CONFERENCES. FINALIZE GRADES AND ANOTHER DAY TO HANDLE CONFERENCES. THAT WAS THE FEEDBACK RECEIVED TO HANDLE CONFERENCES. THAT WAS THE FEEDBACK RECEIVED TO HANDLE CONFERENCES. THAT WAS THE FEEDBACK RECEIVED A COUPLE OF YEARS AGO IN THAT WAS THE FEEDBACK RECEIVED A COUPLE OF YEARS AGO IN THAT WAS THE FEEDBACK RECEIVED A COUPLE OF YEARS AGO IN DEVELOPING A CALENDAR THAT WE A COUPLE OF YEARS AGO IN DEVELOPING A CALENDAR THAT WE A COUPLE OF YEARS AGO IN DEVELOPING A CALENDAR THAT WE REALLY NEED THOSE TWO DAYS AT DEVELOPING

414A CALENDAR THAT WE REALLY NEED THOSE TWO DAYS AT DEVELOPING A CALENDAR THAT WE REALLY NEED THOSE TWO DAYS AT THE END OF THE QUARTER. REALLY NEED THOSE TWO DAYS AT THE END OF THE QUARTER. REALLY NEED THOSE TWO DAYS AT THE END OF THE QUARTER. SO THAT IS OUR HESITANCY ABOUT THE END OF THE QUARTER. SO THAT IS OUR HESITANCY ABOUT THE END OF THE QUARTER. SO THAT IS OUR HESITANCY ABOUT PLACING FLEX DAYS IN TO THE SO THAT IS OUR HESITANCY ABOUT PLACING FLEX DAYS IN TO THE SO THAT IS OUR HESITANCY ABOUT PLACING FLEX DAYS IN TO THE CALENDAR UNLESS THE SCHOOL PLACING FLEX DAYS IN TO THE CALENDAR UNLESS THE SCHOOL PLACING FLEX DAYS IN TO THE CALENDAR UNLESS THE SCHOOL BOARD SAYS WE'RE WILLING TO DO CALENDAR UNLESS THE SCHOOL

415BOARD SAYS WE'RE WILLING TO DO CALENDAR UNLESS THE SCHOOL BOARD SAYS WE'RE WILLING TO DO FLEX ON THAT DAY BUT. BOARD SAYS WE'RE WILLING TO DO FLEX ON THAT DAY BUT. BOARD SAYS WE'RE WILLING TO DO FLEX ON THAT DAY BUT. BUT WHEN I HEAR FEEDBACK THAT'S FLEX ON THAT DAY BUT. BUT WHEN I HEAR FEEDBACK THAT'S FLEX ON THAT DAY BUT. BUT WHEN I HEAR FEEDBACK THAT'S THEY HAD THOSE TWO DAYS IN BUT WHEN I HEAR FEEDBACK THAT'S THEY HAD THOSE TWO DAYS IN BUT WHEN I HEAR FEEDBACK THAT'S THEY HAD THOSE TWO DAYS IN NOVEMBER BECAUSE ELEMENTARY THEY HAD THOSE TWO DAYS IN NOVEMBER BECAUSE ELEMENTARY THEY HAD THOSE TWO DAYS IN NOVEMBER BECAUSE ELEMENTARY SCHOOL TEACHERS ARE SAYING WE NOVEMBER BECAUSE ELEMENTARY SCHOOL TEACHERS ARE SAYING WE NOVEMBER BECAUSE ELEMENTARY SCHOOL TEACHERS

416ARE SAYING WE NEED A DAY TO DO GRADES DAY TO SCHOOL TEACHERS ARE SAYING WE NEED A DAY TO DO GRADES DAY TO SCHOOL TEACHERS ARE SAYING WE NEED A DAY TO DO GRADES DAY TO HANDLE CONFERENCES AND TO START NEED A DAY TO DO GRADES DAY TO HANDLE CONFERENCES AND TO START NEED A DAY TO DO GRADES DAY TO HANDLE CONFERENCES AND TO START PLANNING FOR THE NEXT QUARTER HANDLE CONFERENCES AND TO START PLANNING FOR THE NEXT QUARTER HANDLE CONFERENCES AND TO START PLANNING FOR THE NEXT QUARTER THAT'S THE CONTEXT THAT WILL PLANNING FOR THE NEXT QUARTER THAT'S THE CONTEXT THAT WILL PLANNING FOR THE NEXT QUARTER THAT'S THE CONTEXT THAT WILL GIVE YOU BUT. THAT'S THE CONTEXT THAT WILL GIVE YOU BUT. THAT'S THE CONTEXT THAT WILL GIVE YOU BUT. BUT IT WAS

417A HOLIDAY A FEW GIVE YOU BUT. BUT IT WAS A HOLIDAY A FEW GIVE YOU BUT. BUT IT WAS A HOLIDAY A FEW YEARS BACK BECAME A HOLIDAY BUT IT WAS A HOLIDAY A FEW YEARS BACK BECAME A HOLIDAY BUT IT WAS A HOLIDAY A FEW YEARS BACK BECAME A HOLIDAY BECAUSE I THINK OF MUCH OF WHAT YEARS BACK BECAME A HOLIDAY BECAUSE I THINK OF MUCH OF WHAT YEARS BACK BECAME A HOLIDAY BECAUSE I THINK OF MUCH OF WHAT SOMEONE SAID WE'RE PRECINCT WE BECAUSE I THINK OF MUCH OF WHAT SOMEONE SAID WE'RE PRECINCT WE BECAUSE I THINK OF MUCH OF WHAT SOMEONE SAID WE'RE PRECINCT WE RUN PRECINCTS AND LAST YEAR YOU SOMEONE SAID WE'RE PRECINCT WE RUN PRECINCTS AND LAST YEAR YOU SOMEONE SAID WE'RE PRECINCT WE RUN PRECINCTS AND LAST YEAR

418YOU GUYS LET'S MAKE IT BACK AND RUN PRECINCTS AND LAST YEAR YOU GUYS LET'S MAKE IT BACK AND RUN PRECINCTS AND LAST YEAR YOU GUYS LET'S MAKE IT BACK AND STAFF DAY BECAUSE WE CAN GET GUYS LET'S MAKE IT BACK AND STAFF DAY BECAUSE WE CAN GET GUYS LET'S MAKE IT BACK AND STAFF DAY BECAUSE WE CAN GET THAT DAY BACK SO THAT'S BEEN STAFF DAY BECAUSE WE CAN GET THAT DAY BACK SO THAT'S BEEN STAFF DAY BECAUSE WE CAN GET THAT DAY BACK SO THAT'S BEEN THE DISCUSSION AROUND ELECTION THAT DAY BACK SO THAT'S BEEN THE DISCUSSION AROUND ELECTION THAT DAY BACK SO THAT'S BEEN THE DISCUSSION AROUND ELECTION DAY OVER THE PAST COUPLE THE DISCUSSION AROUND ELECTION DAY OVER THE PAST COUPLE THE DISCUSSION AROUND ELECTION DAY OVER THE PAST COUPLE OF DAYS.

419DAY OVER THE PAST COUPLE OF DAYS. DAY OVER THE PAST COUPLE OF DAYS. BUT YOU HERE OFTEN ABOUT PEOPLE OF DAYS. BUT YOU HERE OFTEN ABOUT PEOPLE OF DAYS. BUT YOU HERE OFTEN ABOUT PEOPLE NOT BELIEVING THEY'RE BEING BUT YOU HERE OFTEN ABOUT PEOPLE NOT BELIEVING THEY'RE BEING BUT YOU HERE OFTEN ABOUT PEOPLE NOT BELIEVING THEY'RE BEING HEARD THIS ENTIRE CALENDERS NOT BELIEVING THEY'RE BEING HEARD THIS ENTIRE CALENDERS NOT BELIEVING THEY'RE BEING HEARD THIS ENTIRE CALENDERS BUILT ON FEEDBACK ENTIRE. HEARD THIS ENTIRE CALENDERS BUILT ON FEEDBACK ENTIRE. HEARD THIS ENTIRE CALENDERS BUILT ON FEEDBACK ENTIRE. ENTIRE CALENDAR IS BUILT ON BUILT ON FEEDBACK ENTIRE. ENTIRE CALENDAR IS BUILT ON BUILT ON FEEDBACK ENTIRE. ENTIRE CALENDAR IS BUILT ON FEEDBACK SO MANY TEACHERS SAY ENTIRE CALENDAR IS BUILT ON FEEDBACK SO MANY TEACHERS SAY ENTIRE CALENDAR

420IS BUILT ON FEEDBACK SO MANY TEACHERS SAY THEY'RE NOT OUR STAFF MEMBERS FEEDBACK SO MANY TEACHERS SAY THEY'RE NOT OUR STAFF MEMBERS FEEDBACK SO MANY TEACHERS SAY THEY'RE NOT OUR STAFF MEMBERS OR PARENTS ARE SAYING OR NOT THEY'RE NOT OUR STAFF MEMBERS OR PARENTS ARE SAYING OR NOT THEY'RE NOT OUR STAFF MEMBERS OR PARENTS ARE SAYING OR NOT BEING HEARD THE ENTIRE THING IS OR PARENTS ARE SAYING OR NOT BEING HEARD THE ENTIRE THING IS OR PARENTS ARE SAYING OR NOT BEING HEARD THE ENTIRE THING IS BASED ON FEEDBACK. BEING HEARD THE ENTIRE THING IS BASED ON FEEDBACK. BEING HEARD THE ENTIRE THING IS BASED ON FEEDBACK. ALL THE WAY DOWN TO ONE HUNDRED BASED ON FEEDBACK. ALL THE WAY DOWN TO ONE HUNDRED BASED ON FEEDBACK. ALL THE WAY DOWN TO ONE HUNDRED EIGHTY

421DAYS TO TWO WEEK BREAK ALL THE WAY DOWN TO ONE HUNDRED EIGHTY DAYS TO TWO WEEK BREAK ALL THE WAY DOWN TO ONE HUNDRED EIGHTY DAYS TO TWO WEEK BREAK TO TWO DAYS QUARTERS ALL EIGHTY DAYS TO TWO WEEK BREAK TO TWO DAYS QUARTERS ALL EIGHTY DAYS TO TWO WEEK BREAK TO TWO DAYS QUARTERS ALL OF QUARTERS ALL OF THAT IS TO TWO DAYS QUARTERS ALL OF QUARTERS ALL OF THAT IS TO TWO DAYS QUARTERS ALL OF QUARTERS ALL OF THAT IS FEEDBAG. OF QUARTERS ALL OF THAT IS FEEDBAG. OF QUARTERS ALL OF THAT IS FEEDBAG. SO APOLOGIZE FOR MY FRUSTRATION FEEDBAG. SO APOLOGIZE FOR MY FRUSTRATION FEEDBAG. SO APOLOGIZE FOR MY FRUSTRATION BUT I HEAR THAT IN EVERY SO APOLOGIZE FOR MY FRUSTRATION BUT I HEAR THAT IN EVERY SO APOLOGIZE FOR MY FRUSTRATION

422BUT I HEAR THAT IN EVERY PRESENTATION THIS IS VERY IT IS BUT I HEAR THAT IN EVERY PRESENTATION THIS IS VERY IT IS BUT I HEAR THAT IN EVERY PRESENTATION THIS IS VERY IT IS VERY DIFFICULT. PRESENTATION THIS IS VERY IT IS VERY DIFFICULT. PRESENTATION THIS IS VERY IT IS VERY DIFFICULT. IT'S NOT DIFFICULT YOU DECIDE VERY DIFFICULT. IT'S NOT DIFFICULT YOU DECIDE VERY DIFFICULT. IT'S NOT DIFFICULT YOU DECIDE IF WE DECIDE IT IS VERY HARD TO IT'S NOT DIFFICULT YOU DECIDE IF WE DECIDE IT IS VERY HARD TO IT'S NOT DIFFICULT YOU DECIDE IF WE DECIDE IT IS VERY HARD TO GET AND WE GO NOW THAT WE'RE IF WE DECIDE IT IS VERY HARD TO GET AND WE GO NOW THAT WE'RE IF WE DECIDE IT IS VERY HARD TO GET AND WE

423GO NOW THAT WE'RE GOING TO CHANGE THIS ONCE WE GET AND WE GO NOW THAT WE'RE GOING TO CHANGE THIS ONCE WE GET AND WE GO NOW THAT WE'RE GOING TO CHANGE THIS ONCE WE DECIDE WE DECIDE AND THAT'S THE GOING TO CHANGE THIS ONCE WE DECIDE WE DECIDE AND THAT'S THE GOING TO CHANGE THIS ONCE WE DECIDE WE DECIDE AND THAT'S THE PIECE THAT BECOMES WHERE IT DECIDE WE DECIDE AND THAT'S THE PIECE THAT BECOMES WHERE IT DECIDE WE DECIDE AND THAT'S THE PIECE THAT BECOMES WHERE IT GETS LABELED A LITTLE IT ON PIECE THAT BECOMES WHERE IT GETS LABELED A LITTLE IT ON PIECE THAT BECOMES WHERE IT GETS LABELED A LITTLE IT ON THAT BECAUSE WE DO LISTEN IN GETS LABELED A LITTLE IT ON THAT BECAUSE WE DO LISTEN IN GETS

424LABELED A LITTLE IT ON THAT BECAUSE WE DO LISTEN IN THE CALENDAR IS BUILT ON IT FOR THAT BECAUSE WE DO LISTEN IN THE CALENDAR IS BUILT ON IT FOR THAT BECAUSE WE DO LISTEN IN THE CALENDAR IS BUILT ON IT FOR EVERY STAKEHOLDER CAN POINT TO THE CALENDAR IS BUILT ON IT FOR EVERY STAKEHOLDER CAN POINT TO THE CALENDAR IS BUILT ON IT FOR EVERY STAKEHOLDER CAN POINT TO AN AREA THAT SAYS THAT'S WHAT I EVERY STAKEHOLDER CAN POINT TO AN AREA THAT SAYS THAT'S WHAT I EVERY STAKEHOLDER CAN POINT TO AN AREA THAT SAYS THAT'S WHAT I WANTED. AN AREA THAT SAYS THAT'S WHAT I WANTED. AN AREA THAT SAYS THAT'S WHAT I WANTED. THAT'S WHAT I GOT. WANTED. THAT'S WHAT I GOT. WANTED. THAT'S WHAT I GOT. WHERE DID WE LAND ON

425THE NUMBER THAT'S WHAT I GOT. WHERE DID WE LAND ON THE NUMBER THAT'S WHAT I GOT. WHERE DID WE LAND ON THE NUMBER OF SCHOOL DAYS WE LANDED ON ONE WHERE DID WE LAND ON THE NUMBER OF SCHOOL DAYS WE LANDED ON ONE WHERE DID WE LAND ON THE NUMBER OF SCHOOL DAYS WE LANDED ON ONE HUNDRED AND EIGHTY STAFF HAS OF SCHOOL DAYS WE LANDED ON ONE HUNDRED AND EIGHTY STAFF HAS OF SCHOOL DAYS WE LANDED ON ONE HUNDRED AND EIGHTY STAFF HAS BEEN PRETTY ADAMANT THAT WE HUNDRED AND EIGHTY STAFF HAS BEEN PRETTY ADAMANT THAT WE HUNDRED AND EIGHTY STAFF HAS BEEN PRETTY ADAMANT THAT WE AREN'T REALLY COMFORTABLE GOING BEEN PRETTY ADAMANT THAT WE AREN'T REALLY COMFORTABLE GOING BEEN PRETTY ADAMANT THAT WE AREN'T REALLY COMFORTABLE GOING BELOW IT. AREN'T REALLY COMFORTABLE

426GOING BELOW IT. AREN'T REALLY COMFORTABLE GOING BELOW IT. WE ARE ONE HUNDRED EIGHTY ONE BELOW IT. WE ARE ONE HUNDRED EIGHTY ONE BELOW IT. WE ARE ONE HUNDRED EIGHTY ONE LAST YEAR WE'VE BEEN ONE WE ARE ONE HUNDRED EIGHTY ONE LAST YEAR WE'VE BEEN ONE WE ARE ONE HUNDRED EIGHTY ONE LAST YEAR WE'VE BEEN ONE HUNDRED AND EIGHTY THREE BEFORE LAST YEAR WE'VE BEEN ONE HUNDRED AND EIGHTY THREE BEFORE LAST YEAR WE'VE BEEN ONE HUNDRED AND EIGHTY THREE BEFORE WE HAVE CONCERNS ABOUT LEARNING HUNDRED AND EIGHTY THREE BEFORE WE HAVE CONCERNS ABOUT LEARNING HUNDRED AND EIGHTY THREE BEFORE WE HAVE CONCERNS ABOUT LEARNING LAWS WE BELIEVE THE BEST PLACE WE HAVE CONCERNS ABOUT LEARNING LAWS WE BELIEVE THE BEST PLACE WE HAVE CONCERNS ABOUT LEARNING LAWS WE BELIEVE THE BEST PLACE FOR STUDENTS TO BE

427GET THAT LAWS WE BELIEVE THE BEST PLACE FOR STUDENTS TO BE GET THAT LAWS WE BELIEVE THE BEST PLACE FOR STUDENTS TO BE GET THAT BACK IS IN OUR SCHOOLS WE HAVE FOR STUDENTS TO BE GET THAT BACK IS IN OUR SCHOOLS WE HAVE FOR STUDENTS TO BE GET THAT BACK IS IN OUR SCHOOLS WE HAVE A HIGHER NUMBER OF STUDENTS IN BACK IS IN OUR SCHOOLS WE HAVE A HIGHER NUMBER OF STUDENTS IN BACK IS IN OUR SCHOOLS WE HAVE A HIGHER NUMBER OF STUDENTS IN POVERTY IT REQUIRED THAT WE A HIGHER NUMBER OF STUDENTS IN POVERTY IT REQUIRED THAT WE A HIGHER NUMBER OF STUDENTS IN POVERTY IT REQUIRED THAT WE FEED THEM IN OUR SCHOOLS WE POVERTY IT REQUIRED THAT WE FEED THEM IN OUR SCHOOLS WE POVERTY IT REQUIRED THAT WE

428FEED THEM IN OUR SCHOOLS WE HAVE LESS PARENTS WORKING FROM FEED THEM IN OUR SCHOOLS WE HAVE LESS PARENTS WORKING FROM FEED THEM IN OUR SCHOOLS WE HAVE LESS PARENTS WORKING FROM HOME THAT I'M NOT SAYING WE'RE HAVE LESS PARENTS WORKING FROM HOME THAT I'M NOT SAYING WE'RE HAVE LESS PARENTS WORKING FROM HOME THAT I'M NOT SAYING WE'RE A DAYCARE THEY DO RELY HEAVILY HOME THAT I'M NOT SAYING WE'RE A DAYCARE THEY DO RELY HEAVILY HOME THAT I'M NOT SAYING WE'RE A DAYCARE THEY DO RELY HEAVILY ON THAT ASSISTANCE AND THE A DAYCARE THEY DO RELY HEAVILY ON THAT ASSISTANCE AND THE A DAYCARE THEY DO RELY HEAVILY ON THAT ASSISTANCE AND THE SCHOOL PROVIDES SO WE LAND WE ON THAT ASSISTANCE AND THE SCHOOL PROVIDES SO WE LAND WE ON THAT ASSISTANCE AND THE

429SCHOOL PROVIDES SO WE LAND WE ARE ONE EIGHTY ONE LAST YEAR SCHOOL PROVIDES SO WE LAND WE ARE ONE EIGHTY ONE LAST YEAR SCHOOL PROVIDES SO WE LAND WE ARE ONE EIGHTY ONE LAST YEAR LANDED ON ONE EIGHTY THIS YEAR ARE ONE EIGHTY ONE LAST YEAR LANDED ON ONE EIGHTY THIS YEAR ARE ONE EIGHTY ONE LAST YEAR LANDED ON ONE EIGHTY THIS YEAR AND THAT'S THE CALENDAR LANDED ON ONE EIGHTY THIS YEAR AND THAT'S THE CALENDAR LANDED ON ONE EIGHTY THIS YEAR AND THAT'S THE CALENDAR PARAMETERS FOR THAT WE BROUGHT AND THAT'S THE CALENDAR PARAMETERS FOR THAT WE BROUGHT AND THAT'S THE CALENDAR PARAMETERS FOR THAT WE BROUGHT FOR BECAUSE OF THAT DISCUSSION PARAMETERS FOR THAT WE BROUGHT FOR BECAUSE OF THAT DISCUSSION PARAMETERS FOR THAT WE BROUGHT FOR BECAUSE OF THAT DISCUSSION PREVIOUSLY. FOR

430BECAUSE OF THAT DISCUSSION PREVIOUSLY. FOR BECAUSE OF THAT DISCUSSION PREVIOUSLY. OK FOR CONTEXT I THINK PREVIOUSLY. OK FOR CONTEXT I THINK PREVIOUSLY. OK FOR CONTEXT I THINK CHESAPEAKE IS THAT ONE EIGHTY OK FOR CONTEXT I THINK CHESAPEAKE IS THAT ONE EIGHTY OK FOR CONTEXT I THINK CHESAPEAKE IS THAT ONE EIGHTY ONE. CHESAPEAKE IS THAT ONE EIGHTY ONE. CHESAPEAKE IS THAT ONE EIGHTY ONE. NORFOLK IS AT ONE SEVENTY SIX ONE. NORFOLK IS AT ONE SEVENTY SIX ONE. NORFOLK IS AT ONE SEVENTY SIX THEY DO ONE HUNDRED AND SEVENTY NORFOLK IS AT ONE SEVENTY SIX THEY DO ONE HUNDRED AND SEVENTY NORFOLK IS AT ONE SEVENTY SIX THEY DO ONE HUNDRED AND SEVENTY TWO FULL DAYS FOR ADJUSTED THEY DO ONE HUNDRED AND SEVENTY TWO FULL DAYS FOR ADJUSTED THEY DO ONE HUNDRED AND SEVENTY TWO FULL

431DAYS FOR ADJUSTED DISMISSAL DAYS CHESAPEAKE ONLY TWO FULL DAYS FOR ADJUSTED DISMISSAL DAYS CHESAPEAKE ONLY TWO FULL DAYS FOR ADJUSTED DISMISSAL DAYS CHESAPEAKE ONLY DOES TWO ADJUSTED DISMISSAL AT DISMISSAL DAYS CHESAPEAKE ONLY DOES TWO ADJUSTED DISMISSAL AT DISMISSAL DAYS CHESAPEAKE ONLY DOES TWO ADJUSTED DISMISSAL AT THE END OF THE QUARTER FOR AT DOES TWO ADJUSTED DISMISSAL AT THE END OF THE QUARTER FOR AT DOES TWO ADJUSTED DISMISSAL AT THE END OF THE QUARTER FOR AT THE END OF THE YEAR FOR ALL THE END OF THE QUARTER FOR AT THE END OF THE YEAR FOR ALL THE END OF THE QUARTER FOR AT THE END OF THE YEAR FOR ALL STUDENTS THEY HAVE A COUPLE THE END OF THE YEAR FOR ALL STUDENTS THEY HAVE A COUPLE THE END OF THE YEAR FOR ALL STUDENTS THEY

432HAVE A COUPLE EMBEDDED THIS YEAR FOR STUDENTS THEY HAVE A COUPLE EMBEDDED THIS YEAR FOR STUDENTS THEY HAVE A COUPLE EMBEDDED THIS YEAR FOR ELEMENTARY SCHOOL STUDENTS ONLY EMBEDDED THIS YEAR FOR ELEMENTARY SCHOOL STUDENTS ONLY EMBEDDED THIS YEAR FOR ELEMENTARY SCHOOL STUDENTS ONLY HOW MANY DIVISIONS IN THIS ELEMENTARY SCHOOL STUDENTS ONLY HOW MANY DIVISIONS IN THIS ELEMENTARY SCHOOL STUDENTS ONLY HOW MANY DIVISIONS IN THIS REGION DO DAYS AS OPPOSED TO HOW MANY DIVISIONS IN THIS REGION DO DAYS AS OPPOSED TO HOW MANY DIVISIONS IN THIS REGION DO DAYS AS OPPOSED TO OURS EVERYONE I SEE WHAT REGION DO DAYS AS OPPOSED TO OURS EVERYONE I SEE WHAT REGION DO DAYS AS OPPOSED TO OURS EVERYONE I SEE WHAT NORFOLK IS GOING TO BE ONE THAT OURS EVERYONE I SEE WHAT NORFOLK IS GOING TO BE

433ONE THAT OURS EVERYONE I SEE WHAT NORFOLK IS GOING TO BE ONE THAT YOU TO LOOK AT OURS BECAUSE NORFOLK IS GOING TO BE ONE THAT YOU TO LOOK AT OURS BECAUSE NORFOLK IS GOING TO BE ONE THAT YOU TO LOOK AT OURS BECAUSE IT'S UNDER 180 DAYS BUT YOU TO LOOK AT OURS BECAUSE IT'S UNDER 180 DAYS BUT YOU TO LOOK AT OURS BECAUSE IT'S UNDER 180 DAYS BUT EVERYBODY ELSE IS AROUND THAT IT'S UNDER 180 DAYS BUT EVERYBODY ELSE IS AROUND THAT IT'S UNDER 180 DAYS BUT EVERYBODY ELSE IS AROUND THAT IS AROUND THAT HUNDRED AND EVERYBODY ELSE IS AROUND THAT IS AROUND THAT HUNDRED AND EVERYBODY ELSE IS AROUND THAT IS AROUND THAT HUNDRED AND EIGHTY DAY MARK ELSE. IS AROUND THAT HUNDRED AND EIGHTY DAY MARK ELSE. IS AROUND THAT HUNDRED

434AND EIGHTY DAY MARK ELSE. ALL RIGHT. EIGHTY DAY MARK ELSE. ALL RIGHT. EIGHTY DAY MARK ELSE. ALL RIGHT. THANK YOU SO I NEED SOME ALL RIGHT. THANK YOU SO I NEED SOME ALL RIGHT. THANK YOU SO I NEED SOME CLARIFICATION HERE WE HAD TWO THANK YOU SO I NEED SOME CLARIFICATION HERE WE HAD TWO THANK YOU SO I NEED SOME CLARIFICATION HERE WE HAD TWO OR THREE MEMBERS WHO EXPRESS CLARIFICATION HERE WE HAD TWO OR THREE MEMBERS WHO EXPRESS CLARIFICATION HERE WE HAD TWO OR THREE MEMBERS WHO EXPRESS SOME SUPPORT FOR ELECTION MAY OR THREE MEMBERS WHO EXPRESS SOME SUPPORT FOR ELECTION MAY OR THREE MEMBERS WHO EXPRESS SOME SUPPORT FOR ELECTION MAY BE AN INFLUX DAY WE HAD AT EU SOME SUPPORT FOR ELECTION MAY BE AN INFLUX DAY WE HAD AT EU SOME

435SUPPORT FOR ELECTION MAY BE AN INFLUX DAY WE HAD AT EU TWO MEMBERS WHO INDICATED SOME BE AN INFLUX DAY WE HAD AT EU TWO MEMBERS WHO INDICATED SOME BE AN INFLUX DAY WE HAD AT EU TWO MEMBERS WHO INDICATED SOME SUPPORT FOR THE THURSDAY AND TWO MEMBERS WHO INDICATED SOME SUPPORT FOR THE THURSDAY AND TWO MEMBERS WHO INDICATED SOME SUPPORT FOR THE THURSDAY AND FRIDAY OF THE LAST WEEK SUPPORT FOR THE THURSDAY AND FRIDAY OF THE LAST WEEK SUPPORT FOR THE THURSDAY AND FRIDAY OF THE LAST WEEK OF SCHOOL TO BE ABLE TO RELEASE FRIDAY OF THE LAST WEEK OF SCHOOL TO BE ABLE TO RELEASE FRIDAY OF THE LAST WEEK OF SCHOOL TO BE ABLE TO RELEASE BECAUSE WITHOUT DIRECTION WE'RE OF SCHOOL TO BE ABLE TO RELEASE BECAUSE WITHOUT DIRECTION WE'RE OF

436SCHOOL TO BE ABLE TO RELEASE BECAUSE WITHOUT DIRECTION WE'RE GOING TO COME BACK TO YOU IN BECAUSE WITHOUT DIRECTION WE'RE GOING TO COME BACK TO YOU IN BECAUSE WITHOUT DIRECTION WE'RE GOING TO COME BACK TO YOU IN TWO WEEKS WITH THE SAME EXACT GOING TO COME BACK TO YOU IN TWO WEEKS WITH THE SAME EXACT GOING TO COME BACK TO YOU IN TWO WEEKS WITH THE SAME EXACT SCHEDULE. TWO WEEKS WITH THE SAME EXACT SCHEDULE. TWO WEEKS WITH THE SAME EXACT SCHEDULE. OK, MAYBE MAYBE WE SHOULD GO SCHEDULE. OK, MAYBE MAYBE WE SHOULD GO SCHEDULE. OK, MAYBE MAYBE WE SHOULD GO BACK TO TALKING ABOUT THE EARLY OK, MAYBE MAYBE WE SHOULD GO BACK TO TALKING ABOUT THE EARLY OK, MAYBE MAYBE WE SHOULD GO BACK TO TALKING ABOUT THE EARLY RELEASE DATE FOR HIGH

437SCHOOLERS BACK TO TALKING ABOUT THE EARLY RELEASE DATE FOR HIGH SCHOOLERS BACK TO TALKING ABOUT THE EARLY RELEASE DATE FOR HIGH SCHOOLERS LAST WEEK IN SCHOOL. RELEASE DATE FOR HIGH SCHOOLERS LAST WEEK IN SCHOOL. RELEASE DATE FOR HIGH SCHOOLERS LAST WEEK IN SCHOOL. SO I REMEMBER WHEN MY KIDS WERE LAST WEEK IN SCHOOL. SO I REMEMBER WHEN MY KIDS WERE LAST WEEK IN SCHOOL. SO I REMEMBER WHEN MY KIDS WERE IN HIGH SCHOOL. SO I REMEMBER WHEN MY KIDS WERE IN HIGH SCHOOL. SO I REMEMBER WHEN MY KIDS WERE IN HIGH SCHOOL. THEY HAD A CERTAIN IN A CLASS IN HIGH SCHOOL. THEY HAD A CERTAIN IN A CLASS IN HIGH SCHOOL. THEY HAD A CERTAIN IN A CLASS THEY DID NOT HAVE TO TAKE THE THEY HAD A CERTAIN IN A CLASS THEY DID

438NOT HAVE TO TAKE THE THEY HAD A CERTAIN IN A CLASS THEY DID NOT HAVE TO TAKE THE FINAL EXAM THEY WERE EXEMPT OR THEY DID NOT HAVE TO TAKE THE FINAL EXAM THEY WERE EXEMPT OR THEY DID NOT HAVE TO TAKE THE FINAL EXAM THEY WERE EXEMPT OR IF YOU PASSED THE TEST WELL YOU FINAL EXAM THEY WERE EXEMPT OR IF YOU PASSED THE TEST WELL YOU FINAL EXAM THEY WERE EXEMPT OR IF YOU PASSED THE TEST WELL YOU ARE EXEMPT FROM THE EXAM. IF YOU PASSED THE TEST WELL YOU ARE EXEMPT FROM THE EXAM. IF YOU PASSED THE TEST WELL YOU ARE EXEMPT FROM THE EXAM. HOW MANY WHAT PERCENTAGE ARE EXEMPT FROM THE EXAM. HOW MANY WHAT PERCENTAGE ARE EXEMPT FROM THE EXAM. HOW MANY WHAT PERCENTAGE STUDENTS ACTUALLY TAKE FINAL HOW

439MANY WHAT PERCENTAGE STUDENTS ACTUALLY TAKE FINAL HOW MANY WHAT PERCENTAGE STUDENTS ACTUALLY TAKE FINAL EXAMS I DON'T HAVE AN ANSWER STUDENTS ACTUALLY TAKE FINAL EXAMS I DON'T HAVE AN ANSWER STUDENTS ACTUALLY TAKE FINAL EXAMS I DON'T HAVE AN ANSWER FOR PERCENTAGES. EXAMS I DON'T HAVE AN ANSWER FOR PERCENTAGES. EXAMS I DON'T HAVE AN ANSWER FOR PERCENTAGES. IT'S NOT A HIGH NUMBER ACROSS FOR PERCENTAGES. IT'S NOT A HIGH NUMBER ACROSS FOR PERCENTAGES. IT'S NOT A HIGH NUMBER ACROSS YOUR CORE CONTENT AREAS WHERE IT'S NOT A HIGH NUMBER ACROSS YOUR CORE CONTENT AREAS WHERE IT'S NOT A HIGH NUMBER ACROSS YOUR CORE CONTENT AREAS WHERE YOU MAY SEEM A LITTLE MORE THAN YOUR CORE CONTENT AREAS WHERE YOU MAY SEEM A LITTLE MORE THAN YOUR CORE CONTENT AREAS WHERE YOU MAY SEEM A LITTLE MORE THAN SOME

440OF YOUR ELECTIVE CLASSES, YOU MAY SEEM A LITTLE MORE THAN SOME OF YOUR ELECTIVE CLASSES, YOU MAY SEEM A LITTLE MORE THAN SOME OF YOUR ELECTIVE CLASSES, ESPECIALLY ONES AROUND INDUSTRY SOME OF YOUR ELECTIVE CLASSES, ESPECIALLY ONES AROUND INDUSTRY SOME OF YOUR ELECTIVE CLASSES, ESPECIALLY ONES AROUND INDUSTRY CERTIFICATION BUT FRANKLY THERE ESPECIALLY ONES AROUND INDUSTRY CERTIFICATION BUT FRANKLY THERE ESPECIALLY ONES AROUND INDUSTRY CERTIFICATION BUT FRANKLY THERE ARE NOT MANY THAT ARE TAKING CERTIFICATION BUT FRANKLY THERE ARE NOT MANY THAT ARE TAKING CERTIFICATION BUT FRANKLY THERE ARE NOT MANY THAT ARE TAKING EXAMS SO YOU'VE HAD GROUPS THAT ARE NOT MANY THAT ARE TAKING EXAMS SO YOU'VE HAD GROUPS THAT ARE NOT MANY THAT ARE TAKING EXAMS SO YOU'VE HAD GROUPS THAT HAVE ADVOCATED IN SOME OF OUR EXAMS SO YOU'VE HAD GROUPS THAT HAVE ADVOCATED

441IN SOME OF OUR EXAMS SO YOU'VE HAD GROUPS THAT HAVE ADVOCATED IN SOME OF OUR CALENDAR COMMITTEES IT WHY DO HAVE ADVOCATED IN SOME OF OUR CALENDAR COMMITTEES IT WHY DO HAVE ADVOCATED IN SOME OF OUR CALENDAR COMMITTEES IT WHY DO WE GIVE ADJUSTED DISMISSAL CALENDAR COMMITTEES IT WHY DO WE GIVE ADJUSTED DISMISSAL CALENDAR COMMITTEES IT WHY DO WE GIVE ADJUSTED DISMISSAL OF ALL THROUGH HIGH? WE GIVE ADJUSTED DISMISSAL OF ALL THROUGH HIGH? WE GIVE ADJUSTED DISMISSAL OF ALL THROUGH HIGH? WHY ISN'T THAT A FULL IF IT'S OF ALL THROUGH HIGH? WHY ISN'T THAT A FULL IF IT'S OF ALL THROUGH HIGH? WHY ISN'T THAT A FULL IF IT'S NOT MANY IT'S NOT MANY, WHY WHY ISN'T THAT A FULL IF IT'S NOT MANY IT'S NOT MANY, WHY WHY ISN'T THAT A FULL IF IT'S

442NOT MANY IT'S NOT MANY, WHY AREN'T THOSE STUDENTS PLAYS NOT MANY IT'S NOT MANY, WHY AREN'T THOSE STUDENTS PLAYS NOT MANY IT'S NOT MANY, WHY AREN'T THOSE STUDENTS PLAYS SOMEWHERE WHERE THEY CAN TAKE AREN'T THOSE STUDENTS PLAYS SOMEWHERE WHERE THEY CAN TAKE AREN'T THOSE STUDENTS PLAYS SOMEWHERE WHERE THEY CAN TAKE THEIR FINAL EXAMS WHAT DO YOU SOMEWHERE WHERE THEY CAN TAKE THEIR FINAL EXAMS WHAT DO YOU SOMEWHERE WHERE THEY CAN TAKE THEIR FINAL EXAMS WHAT DO YOU MEAN BY PLAY SOMEWHERE? THEIR FINAL EXAMS WHAT DO YOU MEAN BY PLAY SOMEWHERE? THEIR FINAL EXAMS WHAT DO YOU MEAN BY PLAY SOMEWHERE? I IF THERE AREN'T MANY STUDENTS MEAN BY PLAY SOMEWHERE? I IF THERE AREN'T MANY STUDENTS MEAN BY PLAY SOMEWHERE? I IF THERE AREN'T MANY STUDENTS WHY CAN'T THE STUDENTS TAKE I IF THERE AREN'T

443MANY STUDENTS WHY CAN'T THE STUDENTS TAKE I IF THERE AREN'T MANY STUDENTS WHY CAN'T THE STUDENTS TAKE THEIR FINAL EXAMS WHEREVER IN A WHY CAN'T THE STUDENTS TAKE THEIR FINAL EXAMS WHEREVER IN A WHY CAN'T THE STUDENTS TAKE THEIR FINAL EXAMS WHEREVER IN A BUILDING WHY ARE THE HIGH THEIR FINAL EXAMS WHEREVER IN A BUILDING WHY ARE THE HIGH THEIR FINAL EXAMS WHEREVER IN A BUILDING WHY ARE THE HIGH SCHOOLERS BASICALLY THE HIGH BUILDING WHY ARE THE HIGH SCHOOLERS BASICALLY THE HIGH BUILDING WHY ARE THE HIGH SCHOOLERS BASICALLY THE HIGH SCHOOLERS ALL HAVE FOUR DAYS SCHOOLERS BASICALLY THE HIGH SCHOOLERS ALL HAVE FOUR DAYS SCHOOLERS BASICALLY THE HIGH SCHOOLERS ALL HAVE FOUR DAYS OFF THAT LAST WEEK OF SCHOOL SCHOOLERS ALL HAVE FOUR DAYS OFF THAT LAST WEEK OF SCHOOL SCHOOLERS ALL HAVE FOUR DAYS

444OFF THAT LAST WEEK OF SCHOOL FOR THE WHOLE LAST WEEK OFF THAT LAST WEEK OF SCHOOL FOR THE WHOLE LAST WEEK OFF THAT LAST WEEK OF SCHOOL FOR THE WHOLE LAST WEEK OF SCHOOL IF YOU'VE PASSED THE FOR THE WHOLE LAST WEEK OF SCHOOL IF YOU'VE PASSED THE FOR THE WHOLE LAST WEEK OF SCHOOL IF YOU'VE PASSED THE L OR YOUR EXEMPT FROM AN EXAM I OF SCHOOL IF YOU'VE PASSED THE L OR YOUR EXEMPT FROM AN EXAM I OF SCHOOL IF YOU'VE PASSED THE L OR YOUR EXEMPT FROM AN EXAM I MEAN I THAT'S A WHOLE WEEK. L OR YOUR EXEMPT FROM AN EXAM I MEAN I THAT'S A WHOLE WEEK. L OR YOUR EXEMPT FROM AN EXAM I MEAN I THAT'S A WHOLE WEEK. THEY'RE NOT IN SCHOOL ARE YOU MEAN I THAT'S

445A WHOLE WEEK. THEY'RE NOT IN SCHOOL ARE YOU MEAN I THAT'S A WHOLE WEEK. THEY'RE NOT IN SCHOOL ARE YOU ADVOCATING FOR A FULL DAY? THEY'RE NOT IN SCHOOL ARE YOU ADVOCATING FOR A FULL DAY? THEY'RE NOT IN SCHOOL ARE YOU ADVOCATING FOR A FULL DAY? WELL, I I DON'T KNOW WHAT ADVOCATING FOR A FULL DAY? WELL, I I DON'T KNOW WHAT ADVOCATING FOR A FULL DAY? WELL, I I DON'T KNOW WHAT YOU'RE ASKING IN TERMS OF THE WELL, I I DON'T KNOW WHAT YOU'RE ASKING IN TERMS OF THE WELL, I I DON'T KNOW WHAT YOU'RE ASKING IN TERMS OF THE EXPECTATION THERE. YOU'RE ASKING IN TERMS OF THE EXPECTATION THERE. YOU'RE ASKING IN TERMS OF THE EXPECTATION THERE. I MEAN I GET THE QUESTION WOULD EXPECTATION THERE. I MEAN I GET THE QUESTION WOULD

446EXPECTATION THERE. I MEAN I GET THE QUESTION WOULD BE ANSWERED ME ANSWER THE I MEAN I GET THE QUESTION WOULD BE ANSWERED ME ANSWER THE I MEAN I GET THE QUESTION WOULD BE ANSWERED ME ANSWER THE QUESTION IS THERE'S LESS BE ANSWERED ME ANSWER THE QUESTION IS THERE'S LESS BE ANSWERED ME ANSWER THE QUESTION IS THERE'S LESS STUDENTS TAKING FINAL EXAM YOU QUESTION IS THERE'S LESS STUDENTS TAKING FINAL EXAM YOU QUESTION IS THERE'S LESS STUDENTS TAKING FINAL EXAM YOU ARE CORRECT THERE CORRECT. STUDENTS TAKING FINAL EXAM YOU ARE CORRECT THERE CORRECT. STUDENTS TAKING FINAL EXAM YOU ARE CORRECT THERE CORRECT. THERE AREN'T MANY STUDENTS IN ARE CORRECT THERE CORRECT. THERE AREN'T MANY STUDENTS IN ARE CORRECT THERE CORRECT. THERE AREN'T MANY STUDENTS IN THE SCHOOL IN THOSE DAYS YOU DO THERE AREN'T MANY STUDENTS IN

447THE SCHOOL IN THOSE DAYS YOU DO THERE AREN'T MANY STUDENTS IN THE SCHOOL IN THOSE DAYS YOU DO HAVE STUDENTS COMING BACK IN TO THE SCHOOL IN THOSE DAYS YOU DO HAVE STUDENTS COMING BACK IN TO THE SCHOOL IN THOSE DAYS YOU DO HAVE STUDENTS COMING BACK IN TO TAKE US OR WELLS THAT NEEDED HAVE STUDENTS COMING BACK IN TO TAKE US OR WELLS THAT NEEDED HAVE STUDENTS COMING BACK IN TO TAKE US OR WELLS THAT NEEDED VERIFIED CREDIT TO GRADUATE YOU TAKE US OR WELLS THAT NEEDED VERIFIED CREDIT TO GRADUATE YOU TAKE US OR WELLS THAT NEEDED VERIFIED CREDIT TO GRADUATE YOU DO HAVE SOME STUDENTS SOME VERIFIED CREDIT TO GRADUATE YOU DO HAVE SOME STUDENTS SOME VERIFIED CREDIT TO GRADUATE YOU DO HAVE SOME STUDENTS SOME STUDENTS THAT ARE COMING IN TO DO

448HAVE SOME STUDENTS SOME STUDENTS THAT ARE COMING IN TO DO HAVE SOME STUDENTS SOME STUDENTS THAT ARE COMING IN TO FINISH COURSEWORK SO THEY CAN STUDENTS THAT ARE COMING IN TO FINISH COURSEWORK SO THEY CAN STUDENTS THAT ARE COMING IN TO FINISH COURSEWORK SO THEY CAN GRADUATE BUT IT IS NOT A FINISH COURSEWORK SO THEY CAN GRADUATE BUT IT IS NOT A FINISH COURSEWORK SO THEY CAN GRADUATE BUT IT IS NOT A SIGNIFICANT NUMBER THAT ARE IN GRADUATE BUT IT IS NOT A SIGNIFICANT NUMBER THAT ARE IN GRADUATE BUT IT IS NOT A SIGNIFICANT NUMBER THAT ARE IN OUR HIGH SCHOOLS. SIGNIFICANT NUMBER THAT ARE IN OUR HIGH SCHOOLS. SIGNIFICANT NUMBER THAT ARE IN OUR HIGH SCHOOLS. THOSE FINAL FOUR DAYS I'M JUST OUR HIGH SCHOOLS. THOSE FINAL FOUR DAYS I'M JUST OUR HIGH SCHOOLS.

449THOSE FINAL FOUR DAYS I'M JUST SAYING I MEAN IF THAT'S THE THOSE FINAL FOUR DAYS I'M JUST SAYING I MEAN IF THAT'S THE THOSE FINAL FOUR DAYS I'M JUST SAYING I MEAN IF THAT'S THE CASE THEN IT'S NOT A PERCEIVED SAYING I MEAN IF THAT'S THE CASE THEN IT'S NOT A PERCEIVED SAYING I MEAN IF THAT'S THE CASE THEN IT'S NOT A PERCEIVED INEQUITY IT'S CLEARLY INEQUITY CASE THEN IT'S NOT A PERCEIVED INEQUITY IT'S CLEARLY INEQUITY CASE THEN IT'S NOT A PERCEIVED INEQUITY IT'S CLEARLY INEQUITY FOR ELEMENTARY TEACHERS RIGHT INEQUITY IT'S CLEARLY INEQUITY FOR ELEMENTARY TEACHERS RIGHT INEQUITY IT'S CLEARLY INEQUITY FOR ELEMENTARY TEACHERS RIGHT AND MIDDLE BECAUSE YOU HAVE ALL FOR ELEMENTARY TEACHERS RIGHT AND MIDDLE BECAUSE YOU HAVE ALL FOR ELEMENTARY TEACHERS RIGHT AND MIDDLE BECAUSE YOU HAVE ALL OF THOSE HIGH SCHOOL

450STUDENTS AND MIDDLE BECAUSE YOU HAVE ALL OF THOSE HIGH SCHOOL STUDENTS AND MIDDLE BECAUSE YOU HAVE ALL OF THOSE HIGH SCHOOL STUDENTS THAT ARE GOING TO SCHOOL THE OF THOSE HIGH SCHOOL STUDENTS THAT ARE GOING TO SCHOOL THE OF THOSE HIGH SCHOOL STUDENTS THAT ARE GOING TO SCHOOL THE LAST WEEK OF SCHOOL I MEAN THAT THAT ARE GOING TO SCHOOL THE LAST WEEK OF SCHOOL I MEAN THAT THAT ARE GOING TO SCHOOL THE LAST WEEK OF SCHOOL I MEAN THAT SO THAT'S THE BIG QUESTION LAST WEEK OF SCHOOL I MEAN THAT SO THAT'S THE BIG QUESTION LAST WEEK OF SCHOOL I MEAN THAT SO THAT'S THE BIG QUESTION WOULD BE WHAT WHAT IS HAPPENING SO THAT'S THE BIG QUESTION WOULD BE WHAT WHAT IS HAPPENING SO THAT'S THE BIG QUESTION WOULD BE WHAT WHAT IS

451HAPPENING OUR MIDDLE SCHOOLS RIGHT FINAL WOULD BE WHAT WHAT IS HAPPENING OUR MIDDLE SCHOOLS RIGHT FINAL WOULD BE WHAT WHAT IS HAPPENING OUR MIDDLE SCHOOLS RIGHT FINAL WEEK. OUR MIDDLE SCHOOLS RIGHT FINAL WEEK. OUR MIDDLE SCHOOLS RIGHT FINAL WEEK. FINAL WEEK WHICH AGAIN IS WEEK. FINAL WEEK WHICH AGAIN IS WEEK. FINAL WEEK WHICH AGAIN IS FORMER MIDDLE SCHOOL PRINCIPAL FINAL WEEK WHICH AGAIN IS FORMER MIDDLE SCHOOL PRINCIPAL FINAL WEEK WHICH AGAIN IS FORMER MIDDLE SCHOOL PRINCIPAL ALWAYS TESTING ALL THE WAY UP FORMER MIDDLE SCHOOL PRINCIPAL ALWAYS TESTING ALL THE WAY UP FORMER MIDDLE SCHOOL PRINCIPAL ALWAYS TESTING ALL THE WAY UP WAY UP UNTIL THE DAY BEFORE THE ALWAYS TESTING ALL THE WAY UP WAY UP UNTIL THE DAY BEFORE THE ALWAYS TESTING ALL THE WAY UP WAY UP UNTIL THE DAY BEFORE THE END

452OF THE SCHOOL YEAR FROM A WAY UP UNTIL THE DAY BEFORE THE END OF THE SCHOOL YEAR FROM A WAY UP UNTIL THE DAY BEFORE THE END OF THE SCHOOL YEAR FROM A REMEDIATION STANDPOINT SO WHEN END OF THE SCHOOL YEAR FROM A REMEDIATION STANDPOINT SO WHEN END OF THE SCHOOL YEAR FROM A REMEDIATION STANDPOINT SO WHEN YOU HEAR WE CAN MOVE THOSE REMEDIATION STANDPOINT SO WHEN YOU HEAR WE CAN MOVE THOSE REMEDIATION STANDPOINT SO WHEN YOU HEAR WE CAN MOVE THOSE TESTS TEST COUNTERS UP, YOU YOU HEAR WE CAN MOVE THOSE TESTS TEST COUNTERS UP, YOU YOU HEAR WE CAN MOVE THOSE TESTS TEST COUNTERS UP, YOU HAVE EIGHTH GRADERS TAKEN FOR TESTS TEST COUNTERS UP, YOU HAVE EIGHTH GRADERS TAKEN FOR TESTS TEST COUNTERS UP, YOU HAVE EIGHTH GRADERS TAKEN FOR AS WELL

453AS YOU HAVE IN SOME HAVE EIGHTH GRADERS TAKEN FOR AS WELL AS YOU HAVE IN SOME HAVE EIGHTH GRADERS TAKEN FOR AS WELL AS YOU HAVE IN SOME INSTANCES IN EIGHTH GRADE IS AS WELL AS YOU HAVE IN SOME INSTANCES IN EIGHTH GRADE IS AS WELL AS YOU HAVE IN SOME INSTANCES IN EIGHTH GRADE IS TRYING RETAKE THREE HOTELS TO INSTANCES IN EIGHTH GRADE IS TRYING RETAKE THREE HOTELS TO INSTANCES IN EIGHTH GRADE IS TRYING RETAKE THREE HOTELS TO PROVIDE THE REMEDIATION TO TRYING RETAKE THREE HOTELS TO PROVIDE THE REMEDIATION TO TRYING RETAKE THREE HOTELS TO PROVIDE THE REMEDIATION TO PROVIDE THEM WITH TIME TO GET PROVIDE THE REMEDIATION TO PROVIDE THEM WITH TIME TO GET PROVIDE THE REMEDIATION TO PROVIDE THEM WITH TIME TO GET PREPARED TO GIVE THEM A BREAK PROVIDE THEM WITH

454TIME TO GET PREPARED TO GIVE THEM A BREAK PROVIDE THEM WITH TIME TO GET PREPARED TO GIVE THEM A BREAK FROM THE TESTING YOU ARE PREPARED TO GIVE THEM A BREAK FROM THE TESTING YOU ARE PREPARED TO GIVE THEM A BREAK FROM THE TESTING YOU ARE TESTING INTO THE YEAR ON THE FROM THE TESTING YOU ARE TESTING INTO THE YEAR ON THE FROM THE TESTING YOU ARE TESTING INTO THE YEAR ON THE MIDDLE SCHOOL FROM THE TESTING INTO THE YEAR ON THE MIDDLE SCHOOL FROM THE TESTING INTO THE YEAR ON THE MIDDLE SCHOOL FROM THE ELEMENTARY AND EQUITY MIDDLE SCHOOL FROM THE ELEMENTARY AND EQUITY MIDDLE SCHOOL FROM THE ELEMENTARY AND EQUITY STANDPOINT MY TEACHER COMPONENT ELEMENTARY AND EQUITY STANDPOINT MY TEACHER COMPONENT ELEMENTARY AND EQUITY STANDPOINT MY TEACHER COMPONENT THAT'S A DIFFERENT CONVERSATION STANDPOINT

455MY TEACHER COMPONENT THAT'S A DIFFERENT CONVERSATION STANDPOINT MY TEACHER COMPONENT THAT'S A DIFFERENT CONVERSATION . THAT'S A DIFFERENT CONVERSATION . THAT'S A DIFFERENT CONVERSATION . BUT I THINK I BELIEVE COMMUNITY . BUT I THINK I BELIEVE COMMUNITY . BUT I THINK I BELIEVE COMMUNITY WOULD STRUGGLE WITH FOUR BUT I THINK I BELIEVE COMMUNITY WOULD STRUGGLE WITH FOUR BUT I THINK I BELIEVE COMMUNITY WOULD STRUGGLE WITH FOUR STRAIGHT DAYS OF ADJUSTED WOULD STRUGGLE WITH FOUR STRAIGHT DAYS OF ADJUSTED WOULD STRUGGLE WITH FOUR STRAIGHT DAYS OF ADJUSTED DISMISSAL OF THEIR ELEMENTARY STRAIGHT DAYS OF ADJUSTED DISMISSAL OF THEIR ELEMENTARY STRAIGHT DAYS OF ADJUSTED DISMISSAL OF THEIR ELEMENTARY SCHOOL I'M NOT SAYING THAT I'M DISMISSAL OF THEIR ELEMENTARY SCHOOL I'M NOT SAYING THAT I'M DISMISSAL OF THEIR ELEMENTARY SCHOOL I'M NOT SAYING THAT I'M JUST SAYING YOU CAN'T

456YOU CAN'T SCHOOL I'M NOT SAYING THAT I'M JUST SAYING YOU CAN'T YOU CAN'T SCHOOL I'M NOT SAYING THAT I'M JUST SAYING YOU CAN'T YOU CAN'T ARGUE THE PERCEPTION JUST SAYING YOU CAN'T YOU CAN'T ARGUE THE PERCEPTION JUST SAYING YOU CAN'T YOU CAN'T ARGUE THE PERCEPTION OF INEQUITY RIGHT BECAUSE THERE ARGUE THE PERCEPTION OF INEQUITY RIGHT BECAUSE THERE ARGUE THE PERCEPTION OF INEQUITY RIGHT BECAUSE THERE ARE THERE ARE HIGH SCHOOL OF INEQUITY RIGHT BECAUSE THERE ARE THERE ARE HIGH SCHOOL OF INEQUITY RIGHT BECAUSE THERE ARE THERE ARE HIGH SCHOOL TEACHERS TECHNICALLY FINISH ARE THERE ARE HIGH SCHOOL TEACHERS TECHNICALLY FINISH ARE THERE ARE HIGH SCHOOL TEACHERS TECHNICALLY FINISH TEACHING THE WEEK BEFORE AND I TEACHERS TECHNICALLY FINISH TEACHING THE WEEK BEFORE AND I TEACHERS TECHNICALLY FINISH TEACHING THE WEEK BEFORE AND I THINK THAT'S A FAIR

457ARGUMENT TEACHING THE WEEK BEFORE AND I THINK THAT'S A FAIR ARGUMENT TEACHING THE WEEK BEFORE AND I THINK THAT'S A FAIR ARGUMENT FROM THE REST OF FROM TEACHERS THINK THAT'S A FAIR ARGUMENT FROM THE REST OF FROM TEACHERS THINK THAT'S A FAIR ARGUMENT FROM THE REST OF FROM TEACHERS YEAH THE TEAM. FROM THE REST OF FROM TEACHERS YEAH THE TEAM. FROM THE REST OF FROM TEACHERS YEAH THE TEAM. YEAH, I'M SURE RIGHT. YEAH THE TEAM. YEAH, I'M SURE RIGHT. YEAH THE TEAM. YEAH, I'M SURE RIGHT. SO I DON'T THINK THAT'S YEAH, I'M SURE RIGHT. SO I DON'T THINK THAT'S YEAH, I'M SURE RIGHT. SO I DON'T THINK THAT'S PERCEIVED I THINK YOU'RE SO I DON'T THINK THAT'S PERCEIVED I THINK YOU'RE SO I DON'T THINK THAT'S PERCEIVED I THINK YOU'RE ACCURATE IN THAT PERCEPTION THE

458PERCEIVED I THINK YOU'RE ACCURATE IN THAT PERCEPTION THE PERCEIVED I THINK YOU'RE ACCURATE IN THAT PERCEPTION THE REASON I ASK THAT OTHER ACCURATE IN THAT PERCEPTION THE REASON I ASK THAT OTHER ACCURATE IN THAT PERCEPTION THE REASON I ASK THAT OTHER QUESTION IS THOSE OTHER LEVELS REASON I ASK THAT OTHER QUESTION IS THOSE OTHER LEVELS REASON I ASK THAT OTHER QUESTION IS THOSE OTHER LEVELS ARE RESPONSIBILITIES THAT ARE QUESTION IS THOSE OTHER LEVELS ARE RESPONSIBILITIES THAT ARE QUESTION IS THOSE OTHER LEVELS ARE RESPONSIBILITIES THAT ARE TAKING PLACE IN FACTORS THAT ARE RESPONSIBILITIES THAT ARE TAKING PLACE IN FACTORS THAT ARE RESPONSIBILITIES THAT ARE TAKING PLACE IN FACTORS THAT ARE DIFFERENT THAN ON THE HIGH TAKING PLACE IN FACTORS THAT ARE DIFFERENT THAN ON THE HIGH TAKING PLACE IN FACTORS THAT ARE DIFFERENT THAN ON THE

459HIGH SCHOOL LEVEL WHETHER IT'S IN ARE DIFFERENT THAN ON THE HIGH SCHOOL LEVEL WHETHER IT'S IN ARE DIFFERENT THAN ON THE HIGH SCHOOL LEVEL WHETHER IT'S IN EQUITIES OR NOT THOSE HAVE TO SCHOOL LEVEL WHETHER IT'S IN EQUITIES OR NOT THOSE HAVE TO SCHOOL LEVEL WHETHER IT'S IN EQUITIES OR NOT THOSE HAVE TO BE CONSIDERED AS A PARENT A EQUITIES OR NOT THOSE HAVE TO BE CONSIDERED AS A PARENT A EQUITIES OR NOT THOSE HAVE TO BE CONSIDERED AS A PARENT A PARENT OF A HIGH SCHOOLER, THEM BE CONSIDERED AS A PARENT A PARENT OF A HIGH SCHOOLER, THEM BE CONSIDERED AS A PARENT A PARENT OF A HIGH SCHOOLER, THEM COMING HOME FOR DAYS A WEEK PARENT OF A HIGH SCHOOLER, THEM COMING HOME FOR DAYS A WEEK PARENT OF A HIGH SCHOOLER, THEM

460COMING HOME FOR DAYS A WEEK EARLIER IS A LOT EASIER TO COMING HOME FOR DAYS A WEEK EARLIER IS A LOT EASIER TO COMING HOME FOR DAYS A WEEK EARLIER IS A LOT EASIER TO MANAGE AS I WAS TEACHING HIGH EARLIER IS A LOT EASIER TO MANAGE AS I WAS TEACHING HIGH EARLIER IS A LOT EASIER TO MANAGE AS I WAS TEACHING HIGH SCHOOL THEN IT WOULD BE AT MY MANAGE AS I WAS TEACHING HIGH SCHOOL THEN IT WOULD BE AT MY MANAGE AS I WAS TEACHING HIGH SCHOOL THEN IT WOULD BE AT MY ELEMENTARY SCHOOL STUDENTS HAD SCHOOL THEN IT WOULD BE AT MY ELEMENTARY SCHOOL STUDENTS HAD SCHOOL THEN IT WOULD BE AT MY ELEMENTARY SCHOOL STUDENTS HAD TO GO HOME AND I'M WORKING ON ELEMENTARY SCHOOL STUDENTS HAD TO GO HOME AND

461I'M WORKING ON ELEMENTARY SCHOOL STUDENTS HAD TO GO HOME AND I'M WORKING ON MY WIFE IS WORKING AS A HIGH TO GO HOME AND I'M WORKING ON MY WIFE IS WORKING AS A HIGH TO GO HOME AND I'M WORKING ON MY WIFE IS WORKING AS A HIGH SCHOOL TEACHER I WOULD HAVE HAD MY WIFE IS WORKING AS A HIGH SCHOOL TEACHER I WOULD HAVE HAD MY WIFE IS WORKING AS A HIGH SCHOOL TEACHER I WOULD HAVE HAD TO TAKE OFF. SCHOOL TEACHER I WOULD HAVE HAD TO TAKE OFF. SCHOOL TEACHER I WOULD HAVE HAD TO TAKE OFF. SO I UNDERSTAND THERE'S ALL TO TAKE OFF. SO I UNDERSTAND THERE'S ALL TO TAKE OFF. SO I UNDERSTAND THERE'S ALL OF THOSE OTHER SO YOUR SO I UNDERSTAND THERE'S ALL OF THOSE OTHER SO YOUR SO I

462UNDERSTAND THERE'S ALL OF THOSE OTHER SO YOUR PERCEPTION IS ACCURATE BUT I OF THOSE OTHER SO YOUR PERCEPTION IS ACCURATE BUT I OF THOSE OTHER SO YOUR PERCEPTION IS ACCURATE BUT I JUST THINK THIS THE DEBATE WE PERCEPTION IS ACCURATE BUT I JUST THINK THIS THE DEBATE WE PERCEPTION IS ACCURATE BUT I JUST THINK THIS THE DEBATE WE HAVE AN ALL THE CALENDAR I. JUST THINK THIS THE DEBATE WE HAVE AN ALL THE CALENDAR I. JUST THINK THIS THE DEBATE WE HAVE AN ALL THE CALENDAR I. I UNDERSTAND AND HE'S CERTAINLY HAVE AN ALL THE CALENDAR I. I UNDERSTAND AND HE'S CERTAINLY HAVE AN ALL THE CALENDAR I. I UNDERSTAND AND HE'S CERTAINLY DRAWING THE SHORT STRAW IN THIS I UNDERSTAND AND HE'S CERTAINLY DRAWING THE SHORT STRAW IN THIS I UNDERSTAND AND HE'S CERTAINLY

463DRAWING THE SHORT STRAW IN THIS WORK I MEAN LIKE I WOULDN'T DRAWING THE SHORT STRAW IN THIS WORK I MEAN LIKE I WOULDN'T DRAWING THE SHORT STRAW IN THIS WORK I MEAN LIKE I WOULDN'T WANT TO HAVE DO ANY OF THIS BUT WORK I MEAN LIKE I WOULDN'T WANT TO HAVE DO ANY OF THIS BUT WORK I MEAN LIKE I WOULDN'T WANT TO HAVE DO ANY OF THIS BUT I CAN UNDERSTAND PEOPLE ARE WANT TO HAVE DO ANY OF THIS BUT I CAN UNDERSTAND PEOPLE ARE WANT TO HAVE DO ANY OF THIS BUT I CAN UNDERSTAND PEOPLE ARE SAYING. I CAN UNDERSTAND PEOPLE ARE SAYING. I CAN UNDERSTAND PEOPLE ARE SAYING. I MEAN THAT'S FAIR TO AT LEAST SAYING. I MEAN THAT'S FAIR TO AT LEAST SAYING. I MEAN THAT'S FAIR TO AT LEAST RECOGNIZE

464THAT THERE'S NOT A I MEAN THAT'S FAIR TO AT LEAST RECOGNIZE THAT THERE'S NOT A I MEAN THAT'S FAIR TO AT LEAST RECOGNIZE THAT THERE'S NOT A WRONG ARGUMENT ANYBODY MAKES ON RECOGNIZE THAT THERE'S NOT A WRONG ARGUMENT ANYBODY MAKES ON RECOGNIZE THAT THERE'S NOT A WRONG ARGUMENT ANYBODY MAKES ON SOMETHING THEY DO NOT LIKE WRONG ARGUMENT ANYBODY MAKES ON SOMETHING THEY DO NOT LIKE WRONG ARGUMENT ANYBODY MAKES ON SOMETHING THEY DO NOT LIKE ABOUT THE CALENDAR I THINK I SOMETHING THEY DO NOT LIKE ABOUT THE CALENDAR I THINK I SOMETHING THEY DO NOT LIKE ABOUT THE CALENDAR I THINK I SAY THAT IN ALL SERIOUSNESS ALL ABOUT THE CALENDAR I THINK I SAY THAT IN ALL SERIOUSNESS ALL ABOUT THE CALENDAR I THINK I SAY THAT IN ALL SERIOUSNESS ALL SERIOUSNESS I'M NOT JOKING.

465SAY THAT IN ALL SERIOUSNESS ALL SERIOUSNESS I'M NOT JOKING. SAY THAT IN ALL SERIOUSNESS ALL SERIOUSNESS I'M NOT JOKING. THERE'S WE SHOULDN'T HAVE TWO SERIOUSNESS I'M NOT JOKING. THERE'S WE SHOULDN'T HAVE TWO SERIOUSNESS I'M NOT JOKING. THERE'S WE SHOULDN'T HAVE TWO WEEKS OFF FOR THE HOLIDAY BREAK THERE'S WE SHOULDN'T HAVE TWO WEEKS OFF FOR THE HOLIDAY BREAK THERE'S WE SHOULDN'T HAVE TWO WEEKS OFF FOR THE HOLIDAY BREAK BECAUSE IT HAS THIS WE SHOULD WEEKS OFF FOR THE HOLIDAY BREAK BECAUSE IT HAS THIS WE SHOULD WEEKS OFF FOR THE HOLIDAY BREAK BECAUSE IT HAS THIS WE SHOULD TWO WEEKS OFF BECAUSE THE BECAUSE IT HAS THIS WE SHOULD TWO WEEKS OFF BECAUSE THE BECAUSE IT HAS THIS WE SHOULD TWO WEEKS OFF BECAUSE THE MILITARY WANTS TO TRAVEL BACK TWO WEEKS OFF BECAUSE THE MILITARY WANTS

466TO TRAVEL BACK TWO WEEKS OFF BECAUSE THE MILITARY WANTS TO TRAVEL BACK TO THEIR HOMETOWN BOTH THOSE MILITARY WANTS TO TRAVEL BACK TO THEIR HOMETOWN BOTH THOSE MILITARY WANTS TO TRAVEL BACK TO THEIR HOMETOWN BOTH THOSE ARE RIGHT RIGHT SO WE HAVE TO TO THEIR HOMETOWN BOTH THOSE ARE RIGHT RIGHT SO WE HAVE TO TO THEIR HOMETOWN BOTH THOSE ARE RIGHT RIGHT SO WE HAVE TO LIVE WITH TO LIVE WITH EACH ONE ARE RIGHT RIGHT SO WE HAVE TO LIVE WITH TO LIVE WITH EACH ONE ARE RIGHT RIGHT SO WE HAVE TO LIVE WITH TO LIVE WITH EACH ONE OF THOSE AND I WAS AN ARGUMENT LIVE WITH TO LIVE WITH EACH ONE OF THOSE AND I WAS AN ARGUMENT LIVE WITH TO LIVE WITH EACH ONE OF THOSE AND I WAS AN ARGUMENT FROM

467TUESDAY NOVEMBER IS OF THOSE AND I WAS AN ARGUMENT FROM TUESDAY NOVEMBER IS OF THOSE AND I WAS AN ARGUMENT FROM TUESDAY NOVEMBER IS NOVEMBER TODAY SO WE CAN HAVE FROM TUESDAY NOVEMBER IS NOVEMBER TODAY SO WE CAN HAVE FROM TUESDAY NOVEMBER IS NOVEMBER TODAY SO WE CAN HAVE PARENTS AND HAVE A CONFERENCE NOVEMBER TODAY SO WE CAN HAVE PARENTS AND HAVE A CONFERENCE NOVEMBER TODAY SO WE CAN HAVE PARENTS AND HAVE A CONFERENCE IS RIGHT FLEX DAYS BETTER DAYS PARENTS AND HAVE A CONFERENCE IS RIGHT FLEX DAYS BETTER DAYS PARENTS AND HAVE A CONFERENCE IS RIGHT FLEX DAYS BETTER DAYS BETTER FOR THE TEACHERS IS ALL IS RIGHT FLEX DAYS BETTER DAYS BETTER FOR THE TEACHERS IS ALL IS RIGHT FLEX DAYS BETTER DAYS BETTER FOR THE TEACHERS IS ALL OF IT IS RIGHT.

468BETTER FOR THE TEACHERS IS ALL OF IT IS RIGHT. BETTER FOR THE TEACHERS IS ALL OF IT IS RIGHT. SO IT'S NOT DRAWING THE SHORT OF IT IS RIGHT. SO IT'S NOT DRAWING THE SHORT OF IT IS RIGHT. SO IT'S NOT DRAWING THE SHORT DRAW JUST SAYING WE ARE HAVING SO IT'S NOT DRAWING THE SHORT DRAW JUST SAYING WE ARE HAVING SO IT'S NOT DRAWING THE SHORT DRAW JUST SAYING WE ARE HAVING TO DO HAVING TO DO IT. DRAW JUST SAYING WE ARE HAVING TO DO HAVING TO DO IT. DRAW JUST SAYING WE ARE HAVING TO DO HAVING TO DO IT. YEAH, WELL I THINK I'M HIDING TO DO HAVING TO DO IT. YEAH, WELL I THINK I'M HIDING TO DO HAVING TO DO IT. YEAH, WELL I THINK I'M HIDING MY FRUSTRATION >> RIGHT.

469YEAH, WELL I THINK I'M HIDING MY FRUSTRATION >> RIGHT. YEAH, WELL I THINK I'M HIDING MY FRUSTRATION >> RIGHT. I DON'T THINK YOU ARE PRETTY MY FRUSTRATION >> RIGHT. I DON'T THINK YOU ARE PRETTY MY FRUSTRATION >> RIGHT. I DON'T THINK YOU ARE PRETTY IT'S PRETTY OBVIOUS WE FEEL YOU I DON'T THINK YOU ARE PRETTY IT'S PRETTY OBVIOUS WE FEEL YOU I DON'T THINK YOU ARE PRETTY IT'S PRETTY OBVIOUS WE FEEL YOU I MEAN WE FEEL THAT I MEAN IT'S IT'S PRETTY OBVIOUS WE FEEL YOU I MEAN WE FEEL THAT I MEAN IT'S IT'S PRETTY OBVIOUS WE FEEL YOU I MEAN WE FEEL THAT I MEAN IT'S VERY DIFFICULT AND WE FEEL A I MEAN WE FEEL THAT I MEAN IT'S VERY DIFFICULT AND WE FEEL A I MEAN WE FEEL THAT I MEAN IT'S

470VERY DIFFICULT AND WE FEEL A LOT OF QUESTIONS AND I DON'T VERY DIFFICULT AND WE FEEL A LOT OF QUESTIONS AND I DON'T VERY DIFFICULT AND WE FEEL A LOT OF QUESTIONS AND I DON'T KNOW THE ANSWERS HERE. LOT OF QUESTIONS AND I DON'T KNOW THE ANSWERS HERE. LOT OF QUESTIONS AND I DON'T KNOW THE ANSWERS HERE. I HATE GIVE ADVICE BUT I'M KNOW THE ANSWERS HERE. I HATE GIVE ADVICE BUT I'M KNOW THE ANSWERS HERE. I HATE GIVE ADVICE BUT I'M GOING TO USE LOOK AT HOW ANGRY I HATE GIVE ADVICE BUT I'M GOING TO USE LOOK AT HOW ANGRY I HATE GIVE ADVICE BUT I'M GOING TO USE LOOK AT HOW ANGRY PEOPLE WERE THE START OF LAST GOING TO USE LOOK AT HOW ANGRY PEOPLE WERE THE START OF LAST GOING TO

471USE LOOK AT HOW ANGRY PEOPLE WERE THE START OF LAST YEAR OR THE PRE LABOR DAY START PEOPLE WERE THE START OF LAST YEAR OR THE PRE LABOR DAY START PEOPLE WERE THE START OF LAST YEAR OR THE PRE LABOR DAY START . YEAR OR THE PRE LABOR DAY START . YEAR OR THE PRE LABOR DAY START . OH YEAH OK. . OH YEAH OK. . OH YEAH OK. YES, THEY WERE NOT HAPPY YOU OH YEAH OK. YES, THEY WERE NOT HAPPY YOU OH YEAH OK. YES, THEY WERE NOT HAPPY YOU GUYS WERE EMAIL ME AND LET ME YES, THEY WERE NOT HAPPY YOU GUYS WERE EMAIL ME AND LET ME YES, THEY WERE NOT HAPPY YOU GUYS WERE EMAIL ME AND LET ME KNOW YOU SEE THE DATA AT THE GUYS WERE EMAIL ME

472AND LET ME KNOW YOU SEE THE DATA AT THE GUYS WERE EMAIL ME AND LET ME KNOW YOU SEE THE DATA AT THE END OF THE YEAR WAS NOT THAT KNOW YOU SEE THE DATA AT THE END OF THE YEAR WAS NOT THAT KNOW YOU SEE THE DATA AT THE END OF THE YEAR WAS NOT THAT BEN CHANGE IS DIFFICULT ONCE WE END OF THE YEAR WAS NOT THAT BEN CHANGE IS DIFFICULT ONCE WE END OF THE YEAR WAS NOT THAT BEN CHANGE IS DIFFICULT ONCE WE GET INTO THE ROUTINE PEOPLE ARE BEN CHANGE IS DIFFICULT ONCE WE GET INTO THE ROUTINE PEOPLE ARE BEN CHANGE IS DIFFICULT ONCE WE GET INTO THE ROUTINE PEOPLE ARE GOING TO SAY IT'S PREDICTABLE, GET INTO THE ROUTINE PEOPLE ARE GOING TO SAY IT'S PREDICTABLE, GET INTO THE

473ROUTINE PEOPLE ARE GOING TO SAY IT'S PREDICTABLE, IT'S STABLE I KNOW THIS IS WHAT GOING TO SAY IT'S PREDICTABLE, IT'S STABLE I KNOW THIS IS WHAT GOING TO SAY IT'S PREDICTABLE, IT'S STABLE I KNOW THIS IS WHAT WE DO IT'S. IT'S STABLE I KNOW THIS IS WHAT WE DO IT'S. IT'S STABLE I KNOW THIS IS WHAT WE DO IT'S. IT'S GOING TO BE OK I'VE STOOD WE DO IT'S. IT'S GOING TO BE OK I'VE STOOD WE DO IT'S. IT'S GOING TO BE OK I'VE STOOD IN FRONT OF YOU MANY TIMES WITH IT'S GOING TO BE OK I'VE STOOD IN FRONT OF YOU MANY TIMES WITH IT'S GOING TO BE OK I'VE STOOD IN FRONT OF YOU MANY TIMES WITH A VARIETY OF CHANGE AGENTS AND IN FRONT OF YOU MANY TIMES WITH A VARIETY OF

474CHANGE AGENTS AND IN FRONT OF YOU MANY TIMES WITH A VARIETY OF CHANGE AGENTS AND RIGHT OFF THE BAT IS VERY A VARIETY OF CHANGE AGENTS AND RIGHT OFF THE BAT IS VERY A VARIETY OF CHANGE AGENTS AND RIGHT OFF THE BAT IS VERY FRUSTRATING TO PEOPLE AND THEN RIGHT OFF THE BAT IS VERY FRUSTRATING TO PEOPLE AND THEN RIGHT OFF THE BAT IS VERY FRUSTRATING TO PEOPLE AND THEN THEY AND THAT'S AND THAT'S FRUSTRATING TO PEOPLE AND THEN THEY AND THAT'S AND THAT'S FRUSTRATING TO PEOPLE AND THEN THEY AND THAT'S AND THAT'S THAT'S PROBABLY WHERE I SAY THEY AND THAT'S AND THAT'S THAT'S PROBABLY WHERE I SAY THEY AND THAT'S AND THAT'S THAT'S PROBABLY WHERE I SAY WE'RE GOING TO BE OK WITH ANY THAT'S PROBABLY WHERE I SAY WE'RE GOING TO BE OK

475WITH ANY THAT'S PROBABLY WHERE I SAY WE'RE GOING TO BE OK WITH ANY CALENDAR WE DECIDE WE'VE JUST WE'RE GOING TO BE OK WITH ANY CALENDAR WE DECIDE WE'VE JUST WE'RE GOING TO BE OK WITH ANY CALENDAR WE DECIDE WE'VE JUST GOT TO DECIDE AND MOVE FORWARD. CALENDAR WE DECIDE WE'VE JUST GOT TO DECIDE AND MOVE FORWARD. CALENDAR WE DECIDE WE'VE JUST GOT TO DECIDE AND MOVE FORWARD. SO I I THINK IT MIGHT BE EASIER GOT TO DECIDE AND MOVE FORWARD. SO I I THINK IT MIGHT BE EASIER GOT TO DECIDE AND MOVE FORWARD. SO I I THINK IT MIGHT BE EASIER IF WE SEPARATE THE ISSUES THE SO I I THINK IT MIGHT BE EASIER IF WE SEPARATE THE ISSUES THE SO I I THINK IT MIGHT BE EASIER IF WE SEPARATE THE ISSUES

476THE FIRST ISSUE WOULD BE IS THE IF WE SEPARATE THE ISSUES THE FIRST ISSUE WOULD BE IS THE IF WE SEPARATE THE ISSUES THE FIRST ISSUE WOULD BE IS THE BOARD SUPPORTIVE OF MAKING FIRST ISSUE WOULD BE IS THE BOARD SUPPORTIVE OF MAKING FIRST ISSUE WOULD BE IS THE BOARD SUPPORTIVE OF MAKING ELECTION DAY A FLEX DAY SO BOARD SUPPORTIVE OF MAKING ELECTION DAY A FLEX DAY SO BOARD SUPPORTIVE OF MAKING ELECTION DAY A FLEX DAY SO SOMEBODY WOULD DO SOMETHING ON ELECTION DAY A FLEX DAY SO SOMEBODY WOULD DO SOMETHING ON ELECTION DAY A FLEX DAY SO SOMEBODY WOULD DO SOMETHING ON AND ALL RIGHT. SOMEBODY WOULD DO SOMETHING ON AND ALL RIGHT. SOMEBODY WOULD DO SOMETHING ON AND ALL RIGHT. DID WHAT YOU SAID JUST THAT ONE AND ALL RIGHT. DID WHAT YOU

477SAID JUST THAT ONE AND ALL RIGHT. DID WHAT YOU SAID JUST THAT ONE IS THAT YEAH. DID WHAT YOU SAID JUST THAT ONE IS THAT YEAH. DID WHAT YOU SAID JUST THAT ONE IS THAT YEAH. ONE TIME OK BUT WE CAN WE I IS THAT YEAH. ONE TIME OK BUT WE CAN WE I IS THAT YEAH. ONE TIME OK BUT WE CAN WE I KNOW YOU WANT TO EMOTION BUT ONE TIME OK BUT WE CAN WE I KNOW YOU WANT TO EMOTION BUT ONE TIME OK BUT WE CAN WE I KNOW YOU WANT TO EMOTION BUT HOLD ON ONE SECOND BECAUSE MR. KNOW YOU WANT TO EMOTION BUT HOLD ON ONE SECOND BECAUSE MR. KNOW YOU WANT TO EMOTION BUT HOLD ON ONE SECOND BECAUSE MR. COLPEPER HAS A QUESTION KEEP HOLD ON ONE SECOND

478BECAUSE MR. COLPEPER HAS A QUESTION KEEP HOLD ON ONE SECOND BECAUSE MR. COLPEPER HAS A QUESTION KEEP GOING. COLPEPER HAS A QUESTION KEEP GOING. COLPEPER HAS A QUESTION KEEP GOING. OK, WELL THIS IS THIS IS GOING. OK, WELL THIS IS THIS IS GOING. OK, WELL THIS IS THIS IS INFORMATION SO I DON'T KNOW OK, WELL THIS IS THIS IS INFORMATION SO I DON'T KNOW OK, WELL THIS IS THIS IS INFORMATION SO I DON'T KNOW WHAT WE'RE LOOKING FOR INFORMATION SO I DON'T KNOW WHAT WE'RE LOOKING FOR INFORMATION SO I DON'T KNOW WHAT WE'RE LOOKING FOR DIRECTIONS TO ME SINCE WE'RE WHAT WE'RE LOOKING FOR DIRECTIONS TO ME SINCE WE'RE WHAT WE'RE LOOKING FOR DIRECTIONS TO ME SINCE WE'RE JUST LOOKING FOR DIRECTION BUT DIRECTIONS TO ME SINCE WE'RE JUST LOOKING FOR DIRECTION BUT DIRECTIONS TO

479ME SINCE WE'RE JUST LOOKING FOR DIRECTION BUT WE NEED CONSENSUS FROM THE JUST LOOKING FOR DIRECTION BUT WE NEED CONSENSUS FROM THE JUST LOOKING FOR DIRECTION BUT WE NEED CONSENSUS FROM THE BOARD ALL RIGHT WE CAN DO CAN WE NEED CONSENSUS FROM THE BOARD ALL RIGHT WE CAN DO CAN WE NEED CONSENSUS FROM THE BOARD ALL RIGHT WE CAN DO CAN DO A STRAW POLL. BOARD ALL RIGHT WE CAN DO CAN DO A STRAW POLL. BOARD ALL RIGHT WE CAN DO CAN DO A STRAW POLL. OK, ALL THEN I GUESS A SHOW DO A STRAW POLL. OK, ALL THEN I GUESS A SHOW DO A STRAW POLL. OK, ALL THEN I GUESS A SHOW OF HANDS PLEASE IF YOU'RE IN OK, ALL THEN I GUESS A SHOW OF HANDS PLEASE IF YOU'RE IN OK, ALL

480THEN I GUESS A SHOW OF HANDS PLEASE IF YOU'RE IN FAVOR OF MAKING IT'S NOT BUT OF HANDS PLEASE IF YOU'RE IN FAVOR OF MAKING IT'S NOT BUT OF HANDS PLEASE IF YOU'RE IN FAVOR OF MAKING IT'S NOT BUT IT'S NOT A VOTE. FAVOR OF MAKING IT'S NOT BUT IT'S NOT A VOTE. FAVOR OF MAKING IT'S NOT BUT IT'S NOT A VOTE. YES TRYING TO TRYING TO DECIDE IT'S NOT A VOTE. YES TRYING TO TRYING TO DECIDE IT'S NOT A VOTE. YES TRYING TO TRYING TO DECIDE WHY IT MATTERS ME WHETHER TO YES TRYING TO TRYING TO DECIDE WHY IT MATTERS ME WHETHER TO YES TRYING TO TRYING TO DECIDE WHY IT MATTERS ME WHETHER TO FLEX THEIR STUFF TO BE QUITE WHY IT MATTERS ME WHETHER TO FLEX THEIR STUFF TO BE QUITE WHY

481IT MATTERS ME WHETHER TO FLEX THEIR STUFF TO BE QUITE HONEST, WHAT'S DISTINCTIVE FLEX THEIR STUFF TO BE QUITE HONEST, WHAT'S DISTINCTIVE FLEX THEIR STUFF TO BE QUITE HONEST, WHAT'S DISTINCTIVE DIFFERENCE TO THE BOARD WHETHER HONEST, WHAT'S DISTINCTIVE DIFFERENCE TO THE BOARD WHETHER HONEST, WHAT'S DISTINCTIVE DIFFERENCE TO THE BOARD WHETHER IT'S A IT'S A STAFF THAT DIFFERENCE TO THE BOARD WHETHER IT'S A IT'S A STAFF THAT DIFFERENCE TO THE BOARD WHETHER IT'S A IT'S A STAFF THAT REFLECTS IT. IT'S A IT'S A STAFF THAT REFLECTS IT. IT'S A IT'S A STAFF THAT REFLECTS IT. THERE'S NO CONNECTION TO THE REFLECTS IT. THERE'S NO CONNECTION TO THE REFLECTS IT. THERE'S NO CONNECTION TO THE BOARD THAT'S ANOTHER DIFFERENCE THERE'S NO CONNECTION TO THE BOARD THAT'S ANOTHER DIFFERENCE THERE'S NO CONNECTION TO THE BOARD THAT'S ANOTHER DIFFERENCE

482TO DIFFERENCE TO THE SCHOOLS BOARD THAT'S ANOTHER DIFFERENCE TO DIFFERENCE TO THE SCHOOLS BOARD THAT'S ANOTHER DIFFERENCE TO DIFFERENCE TO THE SCHOOLS AND THE TEACHERS UNDERSTAND WHY TO DIFFERENCE TO THE SCHOOLS AND THE TEACHERS UNDERSTAND WHY TO DIFFERENCE TO THE SCHOOLS AND THE TEACHERS UNDERSTAND WHY . AND THE TEACHERS UNDERSTAND WHY . AND THE TEACHERS UNDERSTAND WHY . I MEAN, YEAH, YEAH THAT'S A . I MEAN, YEAH, YEAH THAT'S A . I MEAN, YEAH, YEAH THAT'S A THAT'S AN EXCELLENT POINT SO IF I MEAN, YEAH, YEAH THAT'S A THAT'S AN EXCELLENT POINT SO IF I MEAN, YEAH, YEAH THAT'S A THAT'S AN EXCELLENT POINT SO IF YOU WANT TO GIVE US THE THAT'S AN EXCELLENT POINT SO IF YOU WANT TO GIVE US THE THAT'S AN EXCELLENT POINT SO IF YOU WANT TO GIVE US

483THE AUTHORITY WE'LL MAKE IT A FLEX YOU WANT TO GIVE US THE AUTHORITY WE'LL MAKE IT A FLEX YOU WANT TO GIVE US THE AUTHORITY WE'LL MAKE IT A FLEX EVERY ARE WE THUMBS UP ON THAT AUTHORITY WE'LL MAKE IT A FLEX EVERY ARE WE THUMBS UP ON THAT AUTHORITY WE'LL MAKE IT A FLEX EVERY ARE WE THUMBS UP ON THAT NODDING NODDING IT'S A DAY IT'S EVERY ARE WE THUMBS UP ON THAT NODDING NODDING IT'S A DAY IT'S EVERY ARE WE THUMBS UP ON THAT NODDING NODDING IT'S A DAY IT'S A IT'S ELECTION DAY. NODDING NODDING IT'S A DAY IT'S A IT'S ELECTION DAY. NODDING NODDING IT'S A DAY IT'S A IT'S ELECTION DAY. IT'S WHETHER THE TEACHER A IT'S ELECTION DAY. IT'S WHETHER THE TEACHER A IT'S ELECTION DAY. IT'S WHETHER THE TEACHER

484CHOOSES TO TO USE IT AS A FLEX IT'S WHETHER THE TEACHER CHOOSES TO TO USE IT AS A FLEX IT'S WHETHER THE TEACHER CHOOSES TO TO USE IT AS A FLEX DAY. CHOOSES TO TO USE IT AS A FLEX DAY. CHOOSES TO TO USE IT AS A FLEX DAY. THEY'RE STILL MAKING THEIR TIME DAY. THEY'RE STILL MAKING THEIR TIME DAY. THEY'RE STILL MAKING THEIR TIME YEAH THEY'RE JUST THEY'RE JUST THEY'RE STILL MAKING THEIR TIME YEAH THEY'RE JUST THEY'RE JUST THEY'RE STILL MAKING THEIR TIME YEAH THEY'RE JUST THEY'RE JUST NOT THEY MAY NOT CHOOSE TO WORK YEAH THEY'RE JUST THEY'RE JUST NOT THEY MAY NOT CHOOSE TO WORK YEAH THEY'RE JUST THEY'RE JUST NOT THEY MAY NOT CHOOSE TO WORK A FULL DAY THAT DAY BECAUSE NOT THEY MAY NOT CHOOSE TO WORK A FULL DAY

485THAT DAY BECAUSE NOT THEY MAY NOT CHOOSE TO WORK A FULL DAY THAT DAY BECAUSE THEY WANT TO TAKE ADVANTAGE A FULL DAY THAT DAY BECAUSE THEY WANT TO TAKE ADVANTAGE A FULL DAY THAT DAY BECAUSE THEY WANT TO TAKE ADVANTAGE OF VOTE BUT THEY STILL HAVE TO THEY WANT TO TAKE ADVANTAGE OF VOTE BUT THEY STILL HAVE TO THEY WANT TO TAKE ADVANTAGE OF VOTE BUT THEY STILL HAVE TO COMPLETE THE TIME SO THAT'S AN OF VOTE BUT THEY STILL HAVE TO COMPLETE THE TIME SO THAT'S AN OF VOTE BUT THEY STILL HAVE TO COMPLETE THE TIME SO THAT'S AN EASY ONE. COMPLETE THE TIME SO THAT'S AN EASY ONE. COMPLETE THE TIME SO THAT'S AN EASY ONE. OK, ONE IS A LOT OF HAD NODS EASY ONE. OK, ONE IS A LOT OF

486HAD NODS EASY ONE. OK, ONE IS A LOT OF HAD NODS AND EVERYBODY OK OK I MEAN ALL OK, ONE IS A LOT OF HAD NODS AND EVERYBODY OK OK I MEAN ALL OK, ONE IS A LOT OF HAD NODS AND EVERYBODY OK OK I MEAN ALL RIGHT THEN YOU HAVE YOUR YEAH AND EVERYBODY OK OK I MEAN ALL RIGHT THEN YOU HAVE YOUR YEAH AND EVERYBODY OK OK I MEAN ALL RIGHT THEN YOU HAVE YOUR YEAH YEAH THE SECOND THE SECOND ONE RIGHT THEN YOU HAVE YOUR YEAH YEAH THE SECOND THE SECOND ONE RIGHT THEN YOU HAVE YOUR YEAH YEAH THE SECOND THE SECOND ONE IS A LITTLE DIFFERENT SO THERE YEAH THE SECOND THE SECOND ONE IS A LITTLE DIFFERENT SO THERE YEAH THE SECOND THE SECOND ONE IS A LITTLE DIFFERENT SO

487THERE IS THERE IS ABSOLUTELY THE IS A LITTLE DIFFERENT SO THERE IS THERE IS ABSOLUTELY THE IS A LITTLE DIFFERENT SO THERE IS THERE IS ABSOLUTELY THE ARGUMENT AROUND HIGH SCHOOL IS IS THERE IS ABSOLUTELY THE ARGUMENT AROUND HIGH SCHOOL IS IS THERE IS ABSOLUTELY THE ARGUMENT AROUND HIGH SCHOOL IS GOING TO CHAIR THE OTHER ARGUMENT AROUND HIGH SCHOOL IS GOING TO CHAIR THE OTHER ARGUMENT AROUND HIGH SCHOOL IS GOING TO CHAIR THE OTHER VARIABLE THERE THOUGH IS GOING TO CHAIR THE OTHER VARIABLE THERE THOUGH IS GOING TO CHAIR THE OTHER VARIABLE THERE THOUGH IS GRADUATION AND IT IS A VARIABLE THERE THOUGH IS GRADUATION AND IT IS A VARIABLE THERE THOUGH IS GRADUATION AND IT IS A MONUMENTAL TASK TO CARRY OUT A GRADUATION AND IT IS A MONUMENTAL TASK TO CARRY OUT A

488GRADUATION AND IT IS A MONUMENTAL TASK TO CARRY OUT A GRADUATION THAT STARTS AT FOUR MONUMENTAL TASK TO CARRY OUT A GRADUATION THAT STARTS AT FOUR MONUMENTAL TASK TO CARRY OUT A GRADUATION THAT STARTS AT FOUR O'CLOCK ON A TUESDAY OR GRADUATION THAT STARTS AT FOUR O'CLOCK ON A TUESDAY OR GRADUATION THAT STARTS AT FOUR O'CLOCK ON A TUESDAY OR WEDNESDAY OR THURSDAY IF YOU'RE O'CLOCK ON A TUESDAY OR WEDNESDAY OR THURSDAY IF YOU'RE O'CLOCK ON A TUESDAY OR WEDNESDAY OR THURSDAY IF YOU'RE IN SCHOOL OR TWO O'CLOCK WEDNESDAY OR THURSDAY IF YOU'RE IN SCHOOL OR TWO O'CLOCK WEDNESDAY OR THURSDAY IF YOU'RE IN SCHOOL OR TWO O'CLOCK BECAUSE WE DO HAVE STUDENTS UP IN SCHOOL OR TWO O'CLOCK BECAUSE WE DO HAVE STUDENTS UP IN SCHOOL OR TWO O'CLOCK BECAUSE WE DO HAVE STUDENTS

489UP UNTIL THE LAST MOMENT WHO ARE BECAUSE WE DO HAVE STUDENTS UP UNTIL THE LAST MOMENT WHO ARE BECAUSE WE DO HAVE STUDENTS UP UNTIL THE LAST MOMENT WHO ARE GETTING WORK AND AND GETTING UNTIL THE LAST MOMENT WHO ARE GETTING WORK AND AND GETTING UNTIL THE LAST MOMENT WHO ARE GETTING WORK AND AND GETTING THEIR GRADES BEING DONE SOME GETTING WORK AND AND GETTING THEIR GRADES BEING DONE SOME GETTING WORK AND AND GETTING THEIR GRADES BEING DONE SOME YOU HAVE SEEN THE KID RUNNING THEIR GRADES BEING DONE SOME YOU HAVE SEEN THE KID RUNNING THEIR GRADES BEING DONE SOME YOU HAVE SEEN THE KID RUNNING IN BECAUSE THEY FINALLY TOOK YOU HAVE SEEN THE KID RUNNING IN BECAUSE THEY FINALLY TOOK YOU HAVE SEEN THE KID RUNNING IN BECAUSE THEY FINALLY TOOK THE TEST

490FOR THE THIRD TIME OR IN BECAUSE THEY FINALLY TOOK THE TEST FOR THE THIRD TIME OR IN BECAUSE THEY FINALLY TOOK THE TEST FOR THE THIRD TIME OR WHATEVER. THE TEST FOR THE THIRD TIME OR WHATEVER. THE TEST FOR THE THIRD TIME OR WHATEVER. SO AND THERE'S ALSO THE WHATEVER. SO AND THERE'S ALSO THE WHATEVER. SO AND THERE'S ALSO THE ARGUMENT THE LEGITIMATE SO AND THERE'S ALSO THE ARGUMENT THE LEGITIMATE SO AND THERE'S ALSO THE ARGUMENT THE LEGITIMATE ARGUMENT FOR THE ELEMENTARY AND ARGUMENT THE LEGITIMATE ARGUMENT FOR THE ELEMENTARY AND ARGUMENT THE LEGITIMATE ARGUMENT FOR THE ELEMENTARY AND MIDDLE SCHOOL ABOUT WHY NOT US ARGUMENT FOR THE ELEMENTARY AND MIDDLE SCHOOL ABOUT WHY NOT US ARGUMENT FOR THE ELEMENTARY AND MIDDLE SCHOOL ABOUT WHY NOT US SO THE CHALLENGE IS IF YOU SAY MIDDLE SCHOOL

491ABOUT WHY NOT US SO THE CHALLENGE IS IF YOU SAY MIDDLE SCHOOL ABOUT WHY NOT US SO THE CHALLENGE IS IF YOU SAY THAT WE'RE GOING TO MAKE SO THE CHALLENGE IS IF YOU SAY THAT WE'RE GOING TO MAKE SO THE CHALLENGE IS IF YOU SAY THAT WE'RE GOING TO MAKE THURSDAY AND FRIDAY EARLY FOR THAT WE'RE GOING TO MAKE THURSDAY AND FRIDAY EARLY FOR THAT WE'RE GOING TO MAKE THURSDAY AND FRIDAY EARLY FOR EVERYBODY BECAUSE FRIDAY'S THURSDAY AND FRIDAY EARLY FOR EVERYBODY BECAUSE FRIDAY'S THURSDAY AND FRIDAY EARLY FOR EVERYBODY BECAUSE FRIDAY'S EARLY RELEASE RIGHT ANYWAY SO EVERYBODY BECAUSE FRIDAY'S EARLY RELEASE RIGHT ANYWAY SO EVERYBODY BECAUSE FRIDAY'S EARLY RELEASE RIGHT ANYWAY SO THURSDAY AND FRIDAY FOR EARLY RELEASE RIGHT ANYWAY SO THURSDAY AND FRIDAY FOR EARLY RELEASE RIGHT ANYWAY SO THURSDAY AND FRIDAY FOR

492EVERYONE BUT TUESDAY WITH THEIR THURSDAY AND FRIDAY FOR EVERYONE BUT TUESDAY WITH THEIR THURSDAY AND FRIDAY FOR EVERYONE BUT TUESDAY WITH THEIR FULL DAYS WE MAY NEED TO LOOK EVERYONE BUT TUESDAY WITH THEIR FULL DAYS WE MAY NEED TO LOOK EVERYONE BUT TUESDAY WITH THEIR FULL DAYS WE MAY NEED TO LOOK AT THE START TIME FOR THE FULL DAYS WE MAY NEED TO LOOK AT THE START TIME FOR THE FULL DAYS WE MAY NEED TO LOOK AT THE START TIME FOR THE GRADUATIONS ON TUESDAY AND AT THE START TIME FOR THE GRADUATIONS ON TUESDAY AND AT THE START TIME FOR THE GRADUATIONS ON TUESDAY AND WEDNESDAY BECAUSE IT'S GOING TO GRADUATIONS ON TUESDAY AND WEDNESDAY BECAUSE IT'S GOING TO GRADUATIONS ON TUESDAY AND WEDNESDAY BECAUSE IT'S GOING TO BE A REAL CHALLENGE FOR THEM TO

493WEDNESDAY BECAUSE IT'S GOING TO BE A REAL CHALLENGE FOR THEM TO WEDNESDAY BECAUSE IT'S GOING TO BE A REAL CHALLENGE FOR THEM TO BE ABLE TO ACCOMPLISH THAT TASK BE A REAL CHALLENGE FOR THEM TO BE ABLE TO ACCOMPLISH THAT TASK BE A REAL CHALLENGE FOR THEM TO BE ABLE TO ACCOMPLISH THAT TASK FOR SCHOOLS THAT GO EARLY WOULD BE ABLE TO ACCOMPLISH THAT TASK FOR SCHOOLS THAT GO EARLY WOULD BE ABLE TO ACCOMPLISH THAT TASK FOR SCHOOLS THAT GO EARLY WOULD YOU AGREE WITH THAT I WOULD FOR SCHOOLS THAT GO EARLY WOULD YOU AGREE WITH THAT I WOULD FOR SCHOOLS THAT GO EARLY WOULD YOU AGREE WITH THAT I WOULD AGREE I JUST WANNA MAKE WANNA YOU AGREE WITH THAT I WOULD AGREE I JUST WANNA MAKE WANNA YOU AGREE WITH THAT I WOULD

494AGREE I JUST WANNA MAKE WANNA MAKE SURE I UNDERSTAND WHAT YOU AGREE I JUST WANNA MAKE WANNA MAKE SURE I UNDERSTAND WHAT YOU AGREE I JUST WANNA MAKE WANNA MAKE SURE I UNDERSTAND WHAT YOU SAYING IS THAT THOSE FIRST TWO MAKE SURE I UNDERSTAND WHAT YOU SAYING IS THAT THOSE FIRST TWO MAKE SURE I UNDERSTAND WHAT YOU SAYING IS THAT THOSE FIRST TWO DAYS WOULD NOT BE ADJUSTED SAYING IS THAT THOSE FIRST TWO DAYS WOULD NOT BE ADJUSTED SAYING IS THAT THOSE FIRST TWO DAYS WOULD NOT BE ADJUSTED DISMISSING SPACE FOR DAYS AND DAYS WOULD NOT BE ADJUSTED DISMISSING SPACE FOR DAYS AND DAYS WOULD NOT BE ADJUSTED DISMISSING SPACE FOR DAYS AND THE ONLY TO ADJUST TWO ADJUSTED DISMISSING SPACE FOR DAYS AND THE ONLY TO ADJUST TWO ADJUSTED DISMISSING SPACE FOR DAYS AND

495THE ONLY TO ADJUST TWO ADJUSTED AT THE END THE END OF THE WEEK THE ONLY TO ADJUST TWO ADJUSTED AT THE END THE END OF THE WEEK THE ONLY TO ADJUST TWO ADJUSTED AT THE END THE END OF THE WEEK FOR ALL STUDENTS WAS THE AT THE END THE END OF THE WEEK FOR ALL STUDENTS WAS THE AT THE END THE END OF THE WEEK FOR ALL STUDENTS WAS THE SUGGESTION IS THAT CORRECT. FOR ALL STUDENTS WAS THE SUGGESTION IS THAT CORRECT. FOR ALL STUDENTS WAS THE SUGGESTION IS THAT CORRECT. YEAH THAT WOULD BE A BE A SUGGESTION IS THAT CORRECT. YEAH THAT WOULD BE A BE A SUGGESTION IS THAT CORRECT. YEAH THAT WOULD BE A BE A CHALLENGE FOR SURE FOR SCHOOLS YEAH THAT WOULD BE A BE A CHALLENGE FOR SURE FOR

496SCHOOLS YEAH THAT WOULD BE A BE A CHALLENGE FOR SURE FOR SCHOOLS TO TO PULL THAT OFF AND I THINK CHALLENGE FOR SURE FOR SCHOOLS TO TO PULL THAT OFF AND I THINK CHALLENGE FOR SURE FOR SCHOOLS TO TO PULL THAT OFF AND I THINK I UNDERSTOOD EVERYTHING TO TO PULL THAT OFF AND I THINK I UNDERSTOOD EVERYTHING TO TO PULL THAT OFF AND I THINK I UNDERSTOOD EVERYTHING EVERYBODY UNDERSTANDS THAT I UNDERSTOOD EVERYTHING EVERYBODY UNDERSTANDS THAT I UNDERSTOOD EVERYTHING EVERYBODY UNDERSTANDS THAT MONUMENTAL TASK. EVERYBODY UNDERSTANDS THAT MONUMENTAL TASK. EVERYBODY UNDERSTANDS THAT MONUMENTAL TASK. IT'S JUST YOU KNOW, IT'S IT'S MONUMENTAL TASK. IT'S JUST YOU KNOW, IT'S IT'S MONUMENTAL TASK. IT'S JUST YOU KNOW, IT'S IT'S BROUGHT UP AND I JUST WANT TO IT'S JUST YOU KNOW, IT'S IT'S BROUGHT UP AND I JUST WANT

497TO IT'S JUST YOU KNOW, IT'S IT'S BROUGHT UP AND I JUST WANT TO MAKE SURE THAT I UNDERSTAND IT BROUGHT UP AND I JUST WANT TO MAKE SURE THAT I UNDERSTAND IT BROUGHT UP AND I JUST WANT TO MAKE SURE THAT I UNDERSTAND IT AND ADDRESS THAT MYSELF. MAKE SURE THAT I UNDERSTAND IT AND ADDRESS THAT MYSELF. MAKE SURE THAT I UNDERSTAND IT AND ADDRESS THAT MYSELF. BUT YES, MISS ANDERSON SO I'M AND ADDRESS THAT MYSELF. BUT YES, MISS ANDERSON SO I'M AND ADDRESS THAT MYSELF. BUT YES, MISS ANDERSON SO I'M NOT ASKING FOR HIGH SCHOOLS TO BUT YES, MISS ANDERSON SO I'M NOT ASKING FOR HIGH SCHOOLS TO BUT YES, MISS ANDERSON SO I'M NOT ASKING FOR HIGH SCHOOLS TO TAP THE FIRST LIKE TUESDAY AND NOT ASKING FOR HIGH SCHOOLS TO TAP THE

498FIRST LIKE TUESDAY AND NOT ASKING FOR HIGH SCHOOLS TO TAP THE FIRST LIKE TUESDAY AND WEDNESDAY OF FULL DAY I'M NOT TAP THE FIRST LIKE TUESDAY AND WEDNESDAY OF FULL DAY I'M NOT TAP THE FIRST LIKE TUESDAY AND WEDNESDAY OF FULL DAY I'M NOT ASKING FOR THAT WE WOULD WE WEDNESDAY OF FULL DAY I'M NOT ASKING FOR THAT WE WOULD WE WEDNESDAY OF FULL DAY I'M NOT ASKING FOR THAT WE WOULD WE WOULD LEAVE HIGH SCHOOL ASKING FOR THAT WE WOULD WE WOULD LEAVE HIGH SCHOOL ASKING FOR THAT WE WOULD WE WOULD LEAVE HIGH SCHOOL SCHEDULES. WOULD LEAVE HIGH SCHOOL SCHEDULES. WOULD LEAVE HIGH SCHOOL SCHEDULES. IS I'M ASKING FOR LET THE SCHEDULES. IS I'M ASKING FOR LET THE SCHEDULES. IS I'M ASKING FOR LET THE ELEMENTARY AND MIDDLE SCHOOL IS I'M ASKING FOR LET

499THE ELEMENTARY AND MIDDLE SCHOOL IS I'M ASKING FOR LET THE ELEMENTARY AND MIDDLE SCHOOL TEACHERS HAVE HALF DAY EARLY ELEMENTARY AND MIDDLE SCHOOL TEACHERS HAVE HALF DAY EARLY ELEMENTARY AND MIDDLE SCHOOL TEACHERS HAVE HALF DAY EARLY DISMISSAL ON THURSDAY AND TEACHERS HAVE HALF DAY EARLY DISMISSAL ON THURSDAY AND TEACHERS HAVE HALF DAY EARLY DISMISSAL ON THURSDAY AND FRIDAY. DISMISSAL ON THURSDAY AND FRIDAY. DISMISSAL ON THURSDAY AND FRIDAY. THAT'S WHAT I'M ASKING FOR IS FRIDAY. THAT'S WHAT I'M ASKING FOR IS FRIDAY. THAT'S WHAT I'M ASKING FOR IS ITS BASICALLY ONE EXTRA DAY TO THAT'S WHAT I'M ASKING FOR IS ITS BASICALLY ONE EXTRA DAY TO THAT'S WHAT I'M ASKING FOR IS ITS BASICALLY ONE EXTRA DAY TO GIVE OUR TEACHERS ARE ITS BASICALLY ONE EXTRA DAY TO GIVE OUR TEACHERS ARE ITS BASICALLY ONE EXTRA DAY

500TO GIVE OUR TEACHERS ARE ELEMENTARY AND MIDDLE SCHOOL GIVE OUR TEACHERS ARE ELEMENTARY AND MIDDLE SCHOOL GIVE OUR TEACHERS ARE ELEMENTARY AND MIDDLE SCHOOL TEACHERS TIME TO CLOSE OUT THE ELEMENTARY AND MIDDLE SCHOOL TEACHERS TIME TO CLOSE OUT THE ELEMENTARY AND MIDDLE SCHOOL TEACHERS TIME TO CLOSE OUT THE YEAR ADEQUATE TIME SO THAT THEY TEACHERS TIME TO CLOSE OUT THE YEAR ADEQUATE TIME SO THAT THEY TEACHERS TIME TO CLOSE OUT THE YEAR ADEQUATE TIME SO THAT THEY DON'T HAVE TO COME BACK AFTER YEAR ADEQUATE TIME SO THAT THEY DON'T HAVE TO COME BACK AFTER YEAR ADEQUATE TIME SO THAT THEY DON'T HAVE TO COME BACK AFTER SCHOOL AND STAY THERE AND WORK DON'T HAVE TO COME BACK AFTER SCHOOL AND STAY THERE AND WORK DON'T HAVE TO COME BACK AFTER SCHOOL AND STAY THERE AND

501WORK BECAUSE THEY'RE GOING TO GET SCHOOL AND STAY THERE AND WORK BECAUSE THEY'RE GOING TO GET SCHOOL AND STAY THERE AND WORK BECAUSE THEY'RE GOING TO GET THE WORK DONE THEY NEVER DID BECAUSE THEY'RE GOING TO GET THE WORK DONE THEY NEVER DID BECAUSE THEY'RE GOING TO GET THE WORK DONE THEY NEVER DID WELL WHEN I WAS TEACHING YOU THE WORK DONE THEY NEVER DID WELL WHEN I WAS TEACHING YOU THE WORK DONE THEY NEVER DID WELL WHEN I WAS TEACHING YOU DIDN'T LEAVE UNTIL EVERYTHING WELL WHEN I WAS TEACHING YOU DIDN'T LEAVE UNTIL EVERYTHING WELL WHEN I WAS TEACHING YOU DIDN'T LEAVE UNTIL EVERYTHING WAS DONE ON FRIDAY. DIDN'T LEAVE UNTIL EVERYTHING WAS DONE ON FRIDAY. DIDN'T LEAVE UNTIL EVERYTHING WAS DONE ON FRIDAY. WHATEVER TIME WAS WHETHER IT BE WAS DONE ON FRIDAY.

502WHATEVER TIME WAS WHETHER IT BE WAS DONE ON FRIDAY. WHATEVER TIME WAS WHETHER IT BE SIX O'CLOCK SIX O'CLOCK OR 8:00 WHATEVER TIME WAS WHETHER IT BE SIX O'CLOCK SIX O'CLOCK OR 8:00 WHATEVER TIME WAS WHETHER IT BE SIX O'CLOCK SIX O'CLOCK OR 8:00 OR 9:00 NIGHT YOU GOT SIX O'CLOCK SIX O'CLOCK OR 8:00 OR 9:00 NIGHT YOU GOT SIX O'CLOCK SIX O'CLOCK OR 8:00 OR 9:00 NIGHT YOU GOT EVERYTHING DONE AND YOU AND YOU OR 9:00 NIGHT YOU GOT EVERYTHING DONE AND YOU AND YOU OR 9:00 NIGHT YOU GOT EVERYTHING DONE AND YOU AND YOU HAVE THAT LITTLE LESNER WE SAW EVERYTHING DONE AND YOU AND YOU HAVE THAT LITTLE LESNER WE SAW EVERYTHING DONE AND YOU AND YOU HAVE THAT LITTLE LESNER WE SAW FROM OUR SPEAKER TODAY SHE HAD HAVE THAT LITTLE

503LESNER WE SAW FROM OUR SPEAKER TODAY SHE HAD HAVE THAT LITTLE LESNER WE SAW FROM OUR SPEAKER TODAY SHE HAD AT LEAST NINE PAGES LONG FROM OUR SPEAKER TODAY SHE HAD AT LEAST NINE PAGES LONG FROM OUR SPEAKER TODAY SHE HAD AT LEAST NINE PAGES LONG OF THINGS THAT HAVE TO BE AT LEAST NINE PAGES LONG OF THINGS THAT HAVE TO BE AT LEAST NINE PAGES LONG OF THINGS THAT HAVE TO BE CHECKED OFF SOME OF THEM ARE OF THINGS THAT HAVE TO BE CHECKED OFF SOME OF THEM ARE OF THINGS THAT HAVE TO BE CHECKED OFF SOME OF THEM ARE VERY TIME CONSUMING. CHECKED OFF SOME OF THEM ARE VERY TIME CONSUMING. CHECKED OFF SOME OF THEM ARE VERY TIME CONSUMING. SOME OF THEM ARE JUST THINGS TO VERY TIME CONSUMING. SOME OF THEM

504ARE JUST THINGS TO VERY TIME CONSUMING. SOME OF THEM ARE JUST THINGS TO DO. SOME OF THEM ARE JUST THINGS TO DO. SOME OF THEM ARE JUST THINGS TO DO. ALL RIGHT BUT I CAN I CAN TELL DO. ALL RIGHT BUT I CAN I CAN TELL DO. ALL RIGHT BUT I CAN I CAN TELL YOU THAT THEY ALL HAVE TO GET ALL RIGHT BUT I CAN I CAN TELL YOU THAT THEY ALL HAVE TO GET ALL RIGHT BUT I CAN I CAN TELL YOU THAT THEY ALL HAVE TO GET DONE AND I KNOW FOR A FACT THAT YOU THAT THEY ALL HAVE TO GET DONE AND I KNOW FOR A FACT THAT YOU THAT THEY ALL HAVE TO GET DONE AND I KNOW FOR A FACT THAT TEACHERS STAY SIX SEVEN EIGHT DONE AND I

505KNOW FOR A FACT THAT TEACHERS STAY SIX SEVEN EIGHT DONE AND I KNOW FOR A FACT THAT TEACHERS STAY SIX SEVEN EIGHT O'CLOCK, EIGHT O'CLOCK AT NIGHT TEACHERS STAY SIX SEVEN EIGHT O'CLOCK, EIGHT O'CLOCK AT NIGHT TEACHERS STAY SIX SEVEN EIGHT O'CLOCK, EIGHT O'CLOCK AT NIGHT THAT WEEK ELEMENTARY TEACHERS O'CLOCK, EIGHT O'CLOCK AT NIGHT THAT WEEK ELEMENTARY TEACHERS O'CLOCK, EIGHT O'CLOCK AT NIGHT THAT WEEK ELEMENTARY TEACHERS ANY WAY I'VE SEEN STAYING UNTIL THAT WEEK ELEMENTARY TEACHERS ANY WAY I'VE SEEN STAYING UNTIL THAT WEEK ELEMENTARY TEACHERS ANY WAY I'VE SEEN STAYING UNTIL YOU GET IT ALL DONE. ANY WAY I'VE SEEN STAYING UNTIL YOU GET IT ALL DONE. ANY WAY I'VE SEEN STAYING UNTIL YOU GET IT ALL DONE. SO I'M JUST SAYING TAKE THAT YOU GET IT ALL DONE. SO I'M JUST SAYING TAKE THAT

506YOU GET IT ALL DONE. SO I'M JUST SAYING TAKE THAT INTO CONSIDERATION AND SHOW SO I'M JUST SAYING TAKE THAT INTO CONSIDERATION AND SHOW SO I'M JUST SAYING TAKE THAT INTO CONSIDERATION AND SHOW THESE ELEMENTARY AND MIDDLE INTO CONSIDERATION AND SHOW THESE ELEMENTARY AND MIDDLE INTO CONSIDERATION AND SHOW THESE ELEMENTARY AND MIDDLE SCHOOL TEACHERS THAT WE THESE ELEMENTARY AND MIDDLE SCHOOL TEACHERS THAT WE THESE ELEMENTARY AND MIDDLE SCHOOL TEACHERS THAT WE APPRECIATE THEIR TIME WE SCHOOL TEACHERS THAT WE APPRECIATE THEIR TIME WE SCHOOL TEACHERS THAT WE APPRECIATE THEIR TIME WE REALIZE THAT THEY HAVE AS MUCH APPRECIATE THEIR TIME WE REALIZE THAT THEY HAVE AS MUCH APPRECIATE THEIR TIME WE REALIZE THAT THEY HAVE AS MUCH TO DO TO CLEAR IN THE YEAR AS REALIZE THAT THEY HAVE AS MUCH TO DO TO CLEAR IN

507THE YEAR AS REALIZE THAT THEY HAVE AS MUCH TO DO TO CLEAR IN THE YEAR AS ANYBODY ELSE AND I THINK WE TO DO TO CLEAR IN THE YEAR AS ANYBODY ELSE AND I THINK WE TO DO TO CLEAR IN THE YEAR AS ANYBODY ELSE AND I THINK WE SHOULD WE SHOULD GIVE THEM ANYBODY ELSE AND I THINK WE SHOULD WE SHOULD GIVE THEM ANYBODY ELSE AND I THINK WE SHOULD WE SHOULD GIVE THEM EARLY DISMISSAL ON THURSDAY AS SHOULD WE SHOULD GIVE THEM EARLY DISMISSAL ON THURSDAY AS SHOULD WE SHOULD GIVE THEM EARLY DISMISSAL ON THURSDAY AS AS FRIDAY THAT'S WHAT THAT'S EARLY DISMISSAL ON THURSDAY AS AS FRIDAY THAT'S WHAT THAT'S EARLY DISMISSAL ON THURSDAY AS AS FRIDAY THAT'S WHAT THAT'S WHAT I'M ASKING FOR. AS FRIDAY THAT'S WHAT THAT'S WHAT I'M ASKING

508FOR. AS FRIDAY THAT'S WHAT THAT'S WHAT I'M ASKING FOR. AND IF I NEED A MOTION I'LL DO WHAT I'M ASKING FOR. AND IF I NEED A MOTION I'LL DO WHAT I'M ASKING FOR. AND IF I NEED A MOTION I'LL DO IT BUT I'M NOT SURE JUST OH I'M AND IF I NEED A MOTION I'LL DO IT BUT I'M NOT SURE JUST OH I'M AND IF I NEED A MOTION I'LL DO IT BUT I'M NOT SURE JUST OH I'M SORRY. IT BUT I'M NOT SURE JUST OH I'M SORRY. IT BUT I'M NOT SURE JUST OH I'M SORRY. I WAS MEANING YEAH I AM NOT SORRY. I WAS MEANING YEAH I AM NOT SORRY. I WAS MEANING YEAH I AM NOT GOING TO SUPPORT ANY FURTHER I WAS MEANING YEAH I AM NOT GOING TO SUPPORT ANY

509FURTHER I WAS MEANING YEAH I AM NOT GOING TO SUPPORT ANY FURTHER LEARNING LOSS FOR CHILDREN BY GOING TO SUPPORT ANY FURTHER LEARNING LOSS FOR CHILDREN BY GOING TO SUPPORT ANY FURTHER LEARNING LOSS FOR CHILDREN BY MAKING MORE HALF DAYS I MEAN IF LEARNING LOSS FOR CHILDREN BY MAKING MORE HALF DAYS I MEAN IF LEARNING LOSS FOR CHILDREN BY MAKING MORE HALF DAYS I MEAN IF IT'S NOT MEANINGFUL THAT MAKING MORE HALF DAYS I MEAN IF IT'S NOT MEANINGFUL THAT MAKING MORE HALF DAYS I MEAN IF IT'S NOT MEANINGFUL THAT THEY'RE THERE THAN WE NEED TO IT'S NOT MEANINGFUL THAT THEY'RE THERE THAN WE NEED TO IT'S NOT MEANINGFUL THAT THEY'RE THERE THAN WE NEED TO ADDRESS THAT CONCERN. THEY'RE THERE THAN WE NEED TO ADDRESS THAT CONCERN. THEY'RE THERE THAN WE NEED TO ADDRESS

510THAT CONCERN. BUT I THINK IS MEANINGFUL FOR ADDRESS THAT CONCERN. BUT I THINK IS MEANINGFUL FOR ADDRESS THAT CONCERN. BUT I THINK IS MEANINGFUL FOR THEM TO BE THERE AS MUCH AS BUT I THINK IS MEANINGFUL FOR THEM TO BE THERE AS MUCH AS BUT I THINK IS MEANINGFUL FOR THEM TO BE THERE AS MUCH AS THEY CAN BE EVEN IF IT'S THE THEM TO BE THERE AS MUCH AS THEY CAN BE EVEN IF IT'S THE THEM TO BE THERE AS MUCH AS THEY CAN BE EVEN IF IT'S THE LAST DAY OF SCHOOL I HOPE I THEY CAN BE EVEN IF IT'S THE LAST DAY OF SCHOOL I HOPE I THEY CAN BE EVEN IF IT'S THE LAST DAY OF SCHOOL I HOPE I HOPE THAT OUR TEACHERS, OUR LAST DAY OF SCHOOL I HOPE

511I HOPE THAT OUR TEACHERS, OUR LAST DAY OF SCHOOL I HOPE I HOPE THAT OUR TEACHERS, OUR TEACHING AND PROVIDING MEANING HOPE THAT OUR TEACHERS, OUR TEACHING AND PROVIDING MEANING HOPE THAT OUR TEACHERS, OUR TEACHING AND PROVIDING MEANING MEANINGFUL LEARNING TO OUR TEACHING AND PROVIDING MEANING MEANINGFUL LEARNING TO OUR TEACHING AND PROVIDING MEANING MEANINGFUL LEARNING TO OUR CHILDREN UP UNTIL THE VERY LAST MEANINGFUL LEARNING TO OUR CHILDREN UP UNTIL THE VERY LAST MEANINGFUL LEARNING TO OUR CHILDREN UP UNTIL THE VERY LAST MOMENT SO WE'VE GONE FROM ONE CHILDREN UP UNTIL THE VERY LAST MOMENT SO WE'VE GONE FROM ONE CHILDREN UP UNTIL THE VERY LAST MOMENT SO WE'VE GONE FROM ONE HUNDRED AND EIGHTY THREE DAY MOMENT SO WE'VE GONE FROM ONE HUNDRED AND EIGHTY THREE DAY MOMENT SO WE'VE GONE FROM ONE HUNDRED AND

512EIGHTY THREE DAY CALENDAR NOW DOWN TO ONE HUNDRED AND EIGHTY THREE DAY CALENDAR NOW DOWN TO ONE HUNDRED AND EIGHTY THREE DAY CALENDAR NOW DOWN TO ONE HUNDRED AND EIGHTY NOW WE'RE CALENDAR NOW DOWN TO ONE HUNDRED AND EIGHTY NOW WE'RE CALENDAR NOW DOWN TO ONE HUNDRED AND EIGHTY NOW WE'RE ASKING EVEN MORE LEARNING TIME HUNDRED AND EIGHTY NOW WE'RE ASKING EVEN MORE LEARNING TIME HUNDRED AND EIGHTY NOW WE'RE ASKING EVEN MORE LEARNING TIME AWAY FROM OUR FROM OUR STUDENTS ASKING EVEN MORE LEARNING TIME AWAY FROM OUR FROM OUR STUDENTS ASKING EVEN MORE LEARNING TIME AWAY FROM OUR FROM OUR STUDENTS AND I WON'T SUPPORT REDUCING IT AWAY FROM OUR FROM OUR STUDENTS AND I WON'T SUPPORT REDUCING IT AWAY FROM OUR FROM OUR STUDENTS AND I WON'T SUPPORT REDUCING IT BY EVEN AN HOUR.

513AND I WON'T SUPPORT REDUCING IT BY EVEN AN HOUR. AND I WON'T SUPPORT REDUCING IT BY EVEN AN HOUR. THANK YOU MISS YES WOULD YOU BY EVEN AN HOUR. THANK YOU MISS YES WOULD YOU BY EVEN AN HOUR. THANK YOU MISS YES WOULD YOU REFRESH MY MEMORY SOMETHING THANK YOU MISS YES WOULD YOU REFRESH MY MEMORY SOMETHING THANK YOU MISS YES WOULD YOU REFRESH MY MEMORY SOMETHING THAT WAS ABOUT TEN MINUTES AGO REFRESH MY MEMORY SOMETHING THAT WAS ABOUT TEN MINUTES AGO REFRESH MY MEMORY SOMETHING THAT WAS ABOUT TEN MINUTES AGO ABOUT I THOUGHT THE REASON WHY THAT WAS ABOUT TEN MINUTES AGO ABOUT I THOUGHT THE REASON WHY THAT WAS ABOUT TEN MINUTES AGO ABOUT I THOUGHT THE REASON WHY IT WAS IMPORTANT TO KEEP THOSE ABOUT I THOUGHT THE REASON WHY IT WAS

514IMPORTANT TO KEEP THOSE ABOUT I THOUGHT THE REASON WHY IT WAS IMPORTANT TO KEEP THOSE DAYS IS BECAUSE SOME OUR MIDDLE IT WAS IMPORTANT TO KEEP THOSE DAYS IS BECAUSE SOME OUR MIDDLE IT WAS IMPORTANT TO KEEP THOSE DAYS IS BECAUSE SOME OUR MIDDLE SCHOOLERS OR ACTUALLY HAVING TO DAYS IS BECAUSE SOME OUR MIDDLE SCHOOLERS OR ACTUALLY HAVING TO DAYS IS BECAUSE SOME OUR MIDDLE SCHOOLERS OR ACTUALLY HAVING TO TAKE AS WELL AS GETTING SCHOOLERS OR ACTUALLY HAVING TO TAKE AS WELL AS GETTING SCHOOLERS OR ACTUALLY HAVING TO TAKE AS WELL AS GETTING REMEDIATION TAKEN. TAKE AS WELL AS GETTING REMEDIATION TAKEN. TAKE AS WELL AS GETTING REMEDIATION TAKEN. AND AGAIN IN SOME CASES THREE REMEDIATION TAKEN. AND AGAIN IN SOME CASES THREE REMEDIATION TAKEN. AND AGAIN IN SOME CASES THREE TIMES TO TRY TO

515TO FINISH THEIR AND AGAIN IN SOME CASES THREE TIMES TO TRY TO TO FINISH THEIR AND AGAIN IN SOME CASES THREE TIMES TO TRY TO TO FINISH THEIR WORK THAT LAST WEEK OF SCHOOL TIMES TO TRY TO TO FINISH THEIR WORK THAT LAST WEEK OF SCHOOL TIMES TO TRY TO TO FINISH THEIR WORK THAT LAST WEEK OF SCHOOL THAT'S WHAT I HEARD. WORK THAT LAST WEEK OF SCHOOL THAT'S WHAT I HEARD. WORK THAT LAST WEEK OF SCHOOL THAT'S WHAT I HEARD. DID I NOT HEAR THAT CORRECTLY THAT'S WHAT I HEARD. DID I NOT HEAR THAT CORRECTLY THAT'S WHAT I HEARD. DID I NOT HEAR THAT CORRECTLY YOU HEARD THAT GROWTH AND THAT DID I NOT HEAR THAT CORRECTLY YOU HEARD THAT GROWTH AND THAT DID I NOT HEAR THAT CORRECTLY YOU HEARD THAT GROWTH AND

516THAT LAST WEEK OF SCHOOL WAS SCHOOL YOU HEARD THAT GROWTH AND THAT LAST WEEK OF SCHOOL WAS SCHOOL YOU HEARD THAT GROWTH AND THAT LAST WEEK OF SCHOOL WAS SCHOOL WAS THAT MONDAY, TUESDAY, LAST WEEK OF SCHOOL WAS SCHOOL WAS THAT MONDAY, TUESDAY, LAST WEEK OF SCHOOL WAS SCHOOL WAS THAT MONDAY, TUESDAY, WEDNESDAY THURSDAY. WAS THAT MONDAY, TUESDAY, WEDNESDAY THURSDAY. WAS THAT MONDAY, TUESDAY, WEDNESDAY THURSDAY. IS THAT CORRECT. WEDNESDAY THURSDAY. IS THAT CORRECT. WEDNESDAY THURSDAY. IS THAT CORRECT. AND THEY HAVE HALF DAY ON IS THAT CORRECT. AND THEY HAVE HALF DAY ON IS THAT CORRECT. AND THEY HAVE HALF DAY ON FRIDAY AND YOU ARE RIGHT PLUS I AND THEY HAVE HALF DAY ON FRIDAY AND YOU ARE RIGHT PLUS I AND THEY HAVE HALF DAY ON FRIDAY AND YOU ARE RIGHT PLUS I HAVE

517DONE SO IN YOUR OPINION FRIDAY AND YOU ARE RIGHT PLUS I HAVE DONE SO IN YOUR OPINION FRIDAY AND YOU ARE RIGHT PLUS I HAVE DONE SO IN YOUR OPINION THE REASON WHY THAT WAS NOT A HAVE DONE SO IN YOUR OPINION THE REASON WHY THAT WAS NOT A HAVE DONE SO IN YOUR OPINION THE REASON WHY THAT WAS NOT A RECOMMENDATION IS BECAUSE THE THE REASON WHY THAT WAS NOT A RECOMMENDATION IS BECAUSE THE THE REASON WHY THAT WAS NOT A RECOMMENDATION IS BECAUSE THE MIDDLE SCHOOL STUDENTS IN SOME RECOMMENDATION IS BECAUSE THE MIDDLE SCHOOL STUDENTS IN SOME RECOMMENDATION IS BECAUSE THE MIDDLE SCHOOL STUDENTS IN SOME CASES NEED TO BE THERE MONDAY, MIDDLE SCHOOL STUDENTS IN SOME CASES NEED TO BE THERE MONDAY, MIDDLE SCHOOL STUDENTS IN SOME CASES NEED TO BE THERE

518MONDAY, TUESDAY, WEDNESDAY, THURSDAY CASES NEED TO BE THERE MONDAY, TUESDAY, WEDNESDAY, THURSDAY CASES NEED TO BE THERE MONDAY, TUESDAY, WEDNESDAY, THURSDAY AND I HAVE TO FIND IT IN ORDER TUESDAY, WEDNESDAY, THURSDAY AND I HAVE TO FIND IT IN ORDER TUESDAY, WEDNESDAY, THURSDAY AND I HAVE TO FIND IT IN ORDER TO COMPLETE THEIR WORK THAT IS AND I HAVE TO FIND IT IN ORDER TO COMPLETE THEIR WORK THAT IS AND I HAVE TO FIND IT IN ORDER TO COMPLETE THEIR WORK THAT IS THAT IS MY EXPERIENCE THAT'S TO COMPLETE THEIR WORK THAT IS THAT IS MY EXPERIENCE THAT'S TO COMPLETE THEIR WORK THAT IS THAT IS MY EXPERIENCE THAT'S CORRECT. THAT IS MY EXPERIENCE THAT'S CORRECT. THAT IS MY EXPERIENCE THAT'S CORRECT. THANK YOU. CORRECT. THANK YOU. CORRECT. THANK YOU. IF I COULD SOME CLARITY THAT

519THANK YOU. IF I COULD SOME CLARITY THAT THANK YOU. IF I COULD SOME CLARITY THAT THE REASON IT'S NOT THE SAME AT IF I COULD SOME CLARITY THAT THE REASON IT'S NOT THE SAME AT IF I COULD SOME CLARITY THAT THE REASON IT'S NOT THE SAME AT HIGH SCHOOL IS WITH THE CHANGES THE REASON IT'S NOT THE SAME AT HIGH SCHOOL IS WITH THE CHANGES THE REASON IT'S NOT THE SAME AT HIGH SCHOOL IS WITH THE CHANGES SEVERAL YEARS AGO WITH THE HIGH HIGH SCHOOL IS WITH THE CHANGES SEVERAL YEARS AGO WITH THE HIGH HIGH SCHOOL IS WITH THE CHANGES SEVERAL YEARS AGO WITH THE HIGH SCHOOL STUDENTS DON'T TAKE AS SEVERAL YEARS AGO WITH THE HIGH SCHOOL STUDENTS DON'T TAKE AS SEVERAL YEARS AGO WITH THE HIGH SCHOOL STUDENTS DON'T TAKE AS MANY AS

520WELL TEST WE'RE ALLOWED SCHOOL STUDENTS DON'T TAKE AS MANY AS WELL TEST WE'RE ALLOWED SCHOOL STUDENTS DON'T TAKE AS MANY AS WELL TEST WE'RE ALLOWED TO WE'RE TO WE'RE ABLE TO MANY AS WELL TEST WE'RE ALLOWED TO WE'RE TO WE'RE ABLE TO MANY AS WELL TEST WE'RE ALLOWED TO WE'RE TO WE'RE ABLE TO CREATE THE TESTING AT THE HIGH TO WE'RE TO WE'RE ABLE TO CREATE THE TESTING AT THE HIGH TO WE'RE TO WE'RE ABLE TO CREATE THE TESTING AT THE HIGH SCHOOL TO GET ALL OF THOSE CREATE THE TESTING AT THE HIGH SCHOOL TO GET ALL OF THOSE CREATE THE TESTING AT THE HIGH SCHOOL TO GET ALL OF THOSE STUDENTS DONE AND GIVE A WINDOW SCHOOL TO GET ALL OF THOSE STUDENTS DONE AND GIVE A WINDOW SCHOOL TO GET ALL OF THOSE

521STUDENTS DONE AND GIVE A WINDOW THAT'S NECESSARY FOR EXPEDITING STUDENTS DONE AND GIVE A WINDOW THAT'S NECESSARY FOR EXPEDITING STUDENTS DONE AND GIVE A WINDOW THAT'S NECESSARY FOR EXPEDITING AND RETAKES TO THAT POINT IN THAT'S NECESSARY FOR EXPEDITING AND RETAKES TO THAT POINT IN THAT'S NECESSARY FOR EXPEDITING AND RETAKES TO THAT POINT IN ELEMENTARY YOU GOT TESTING IN AND RETAKES TO THAT POINT IN ELEMENTARY YOU GOT TESTING IN AND RETAKES TO THAT POINT IN ELEMENTARY YOU GOT TESTING IN GRADE THREE AND FOUR AND FIVE ELEMENTARY YOU GOT TESTING IN GRADE THREE AND FOUR AND FIVE ELEMENTARY YOU GOT TESTING IN GRADE THREE AND FOUR AND FIVE AND A MIDDLE SCHOOL SIX, SEVEN, GRADE THREE AND FOUR AND FIVE AND A MIDDLE SCHOOL SIX, SEVEN, GRADE THREE AND FOUR AND FIVE AND A MIDDLE SCHOOL SIX,

522SEVEN, EIGHT THERE'S JUST MORE TESTING AND A MIDDLE SCHOOL SIX, SEVEN, EIGHT THERE'S JUST MORE TESTING AND A MIDDLE SCHOOL SIX, SEVEN, EIGHT THERE'S JUST MORE TESTING SO WHAT WE WHAT WE DO WITH OUR EIGHT THERE'S JUST MORE TESTING SO WHAT WE WHAT WE DO WITH OUR EIGHT THERE'S JUST MORE TESTING SO WHAT WE WHAT WE DO WITH OUR YOUNGER EARNERS WE DON'T WANT SO WHAT WE WHAT WE DO WITH OUR YOUNGER EARNERS WE DON'T WANT SO WHAT WE WHAT WE DO WITH OUR YOUNGER EARNERS WE DON'T WANT THEM TO GET TEST FATIGUE SO YOUNGER EARNERS WE DON'T WANT THEM TO GET TEST FATIGUE SO YOUNGER EARNERS WE DON'T WANT THEM TO GET TEST FATIGUE SO WE'LL EMBED DAYS THERE'S NO THEM TO GET TEST FATIGUE SO WE'LL EMBED DAYS THERE'S NO THEM TO GET

523TEST FATIGUE SO WE'LL EMBED DAYS THERE'S NO TESTING IT ALL JUST MAKE IT'S WE'LL EMBED DAYS THERE'S NO TESTING IT ALL JUST MAKE IT'S WE'LL EMBED DAYS THERE'S NO TESTING IT ALL JUST MAKE IT'S JUST MAKEUP. TESTING IT ALL JUST MAKE IT'S JUST MAKEUP. TESTING IT ALL JUST MAKE IT'S JUST MAKEUP. SO SO WE WE TAKE ADVANTAGE JUST MAKEUP. SO SO WE WE TAKE ADVANTAGE JUST MAKEUP. SO SO WE WE TAKE ADVANTAGE OF THE EXTRA DAYS AND SPREAD SO SO WE WE TAKE ADVANTAGE OF THE EXTRA DAYS AND SPREAD SO SO WE WE TAKE ADVANTAGE OF THE EXTRA DAYS AND SPREAD OUT THE DAY SO IT IS COMMON OF THE EXTRA DAYS AND SPREAD OUT THE DAY SO IT IS COMMON OF THE EXTRA DAYS AND SPREAD OUT THE DAY SO IT IS COMMON THAT

524THURSDAY IN MANY OF OUR OUT THE DAY SO IT IS COMMON THAT THURSDAY IN MANY OF OUR OUT THE DAY SO IT IS COMMON THAT THURSDAY IN MANY OF OUR ELEMENTARY MIDDLE SCHOOLS WE THAT THURSDAY IN MANY OF OUR ELEMENTARY MIDDLE SCHOOLS WE THAT THURSDAY IN MANY OF OUR ELEMENTARY MIDDLE SCHOOLS WE STILL HAVE SOME STUDENTS WHO ELEMENTARY MIDDLE SCHOOLS WE STILL HAVE SOME STUDENTS WHO ELEMENTARY MIDDLE SCHOOLS WE STILL HAVE SOME STUDENTS WHO ARE PARTICIPATING IN EXPEDITOR STILL HAVE SOME STUDENTS WHO ARE PARTICIPATING IN EXPEDITOR STILL HAVE SOME STUDENTS WHO ARE PARTICIPATING IN EXPEDITOR RETESTS RETAKES WHEREAS WE ARE PARTICIPATING IN EXPEDITOR RETESTS RETAKES WHEREAS WE ARE PARTICIPATING IN EXPEDITOR RETESTS RETAKES WHEREAS WE DON'T HAVE THAT AND HIGH RETESTS RETAKES WHEREAS WE DON'T HAVE THAT AND HIGH RETESTS RETAKES WHEREAS WE DON'T HAVE

525THAT AND HIGH SCHOOL. DON'T HAVE THAT AND HIGH SCHOOL. DON'T HAVE THAT AND HIGH SCHOOL. SO THAT'S JUST A IT'S A REALITY SCHOOL. SO THAT'S JUST A IT'S A REALITY SCHOOL. SO THAT'S JUST A IT'S A REALITY THAT WE HAVE AND WE TAKE FULL SO THAT'S JUST A IT'S A REALITY THAT WE HAVE AND WE TAKE FULL SO THAT'S JUST A IT'S A REALITY THAT WE HAVE AND WE TAKE FULL ADVANTAGE OF IT THE IF THE THAT WE HAVE AND WE TAKE FULL ADVANTAGE OF IT THE IF THE THAT WE HAVE AND WE TAKE FULL ADVANTAGE OF IT THE IF THE BOARD DECIDED THEY WANTED TO DO ADVANTAGE OF IT THE IF THE BOARD DECIDED THEY WANTED TO DO ADVANTAGE OF IT THE IF THE BOARD DECIDED THEY WANTED TO DO SOMETHING WITH THE THURSDAY

526AND BOARD DECIDED THEY WANTED TO DO SOMETHING WITH THE THURSDAY AND BOARD DECIDED THEY WANTED TO DO SOMETHING WITH THE THURSDAY AND FRIDAY WE WOULD ADJUST SOMETHING WITH THE THURSDAY AND FRIDAY WE WOULD ADJUST SOMETHING WITH THE THURSDAY AND FRIDAY WE WOULD ADJUST RECOGNIZING THAT REALLY THE FRIDAY WE WOULD ADJUST RECOGNIZING THAT REALLY THE FRIDAY WE WOULD ADJUST RECOGNIZING THAT REALLY THE LAST DAY WE HAVE AVAILABLE FOR RECOGNIZING THAT REALLY THE LAST DAY WE HAVE AVAILABLE FOR RECOGNIZING THAT REALLY THE LAST DAY WE HAVE AVAILABLE FOR THE STUDENTS BE ON WEDNESDAY LAST DAY WE HAVE AVAILABLE FOR THE STUDENTS BE ON WEDNESDAY LAST DAY WE HAVE AVAILABLE FOR THE STUDENTS BE ON WEDNESDAY NIGHT I WISH I HAD MORE HAVE THE STUDENTS BE ON WEDNESDAY NIGHT I WISH I HAD MORE HAVE THE STUDENTS BE

527ON WEDNESDAY NIGHT I WISH I HAD MORE HAVE MORE AND MORE CONTEXT TO THAT? NIGHT I WISH I HAD MORE HAVE MORE AND MORE CONTEXT TO THAT? NIGHT I WISH I HAD MORE HAVE MORE AND MORE CONTEXT TO THAT? YOU PRESENTATION THAT LAST MORE AND MORE CONTEXT TO THAT? YOU PRESENTATION THAT LAST MORE AND MORE CONTEXT TO THAT? YOU PRESENTATION THAT LAST BOUGHT ME FROM TRACY LEGATO YOU PRESENTATION THAT LAST BOUGHT ME FROM TRACY LEGATO YOU PRESENTATION THAT LAST BOUGHT ME FROM TRACY LEGATO TRACY LEGARDA ON THE NEW BOUGHT ME FROM TRACY LEGATO TRACY LEGARDA ON THE NEW BOUGHT ME FROM TRACY LEGATO TRACY LEGARDA ON THE NEW ACCREDITATION STANDARDS WE HAVE TRACY LEGARDA ON THE NEW ACCREDITATION STANDARDS WE HAVE TRACY LEGARDA ON THE NEW ACCREDITATION STANDARDS WE HAVE NO IDEA OF THE IMPACT

528THAT MAY ACCREDITATION STANDARDS WE HAVE NO IDEA OF THE IMPACT THAT MAY ACCREDITATION STANDARDS WE HAVE NO IDEA OF THE IMPACT THAT MAY HAVE NEXT YEAR AND HOW WE'RE NO IDEA OF THE IMPACT THAT MAY HAVE NEXT YEAR AND HOW WE'RE NO IDEA OF THE IMPACT THAT MAY HAVE NEXT YEAR AND HOW WE'RE GOING TO RESPOND TO THAT AND HAVE NEXT YEAR AND HOW WE'RE GOING TO RESPOND TO THAT AND HAVE NEXT YEAR AND HOW WE'RE GOING TO RESPOND TO THAT AND WHAT THE END OF THE YEAR MAY GOING TO RESPOND TO THAT AND WHAT THE END OF THE YEAR MAY GOING TO RESPOND TO THAT AND WHAT THE END OF THE YEAR MAY LOOK LIKE IN TERMS ADJUSTING TO WHAT THE END OF THE YEAR MAY LOOK LIKE IN TERMS ADJUSTING TO WHAT THE

529END OF THE YEAR MAY LOOK LIKE IN TERMS ADJUSTING TO THAT I JUST ADD THAT AS LOOK LIKE IN TERMS ADJUSTING TO THAT I JUST ADD THAT AS LOOK LIKE IN TERMS ADJUSTING TO THAT I JUST ADD THAT AS ADDITIONAL CONTEXT THAT TWENTY THAT I JUST ADD THAT AS ADDITIONAL CONTEXT THAT TWENTY THAT I JUST ADD THAT AS ADDITIONAL CONTEXT THAT TWENTY FIVE TWENTY SIX TWENTY SIX ADDITIONAL CONTEXT THAT TWENTY FIVE TWENTY SIX TWENTY SIX ADDITIONAL CONTEXT THAT TWENTY FIVE TWENTY SIX TWENTY SIX TWENTY SEVEN IS NOT GOING TO BE FIVE TWENTY SIX TWENTY SIX TWENTY SEVEN IS NOT GOING TO BE FIVE TWENTY SIX TWENTY SIX TWENTY SEVEN IS NOT GOING TO BE OPERATING UNDER THE SAME KIND TWENTY SEVEN IS NOT GOING TO BE OPERATING UNDER THE SAME KIND TWENTY SEVEN IS NOT

530GOING TO BE OPERATING UNDER THE SAME KIND OF PARAMETERS THAT WE ARE GOING OPERATING UNDER THE SAME KIND OF PARAMETERS THAT WE ARE GOING OPERATING UNDER THE SAME KIND OF PARAMETERS THAT WE ARE GOING TO BE OPERATING ON CURRENTLY OR OF PARAMETERS THAT WE ARE GOING TO BE OPERATING ON CURRENTLY OR OF PARAMETERS THAT WE ARE GOING TO BE OPERATING ON CURRENTLY OR LAST YEAR IN PREVIOUS YEARS SO TO BE OPERATING ON CURRENTLY OR LAST YEAR IN PREVIOUS YEARS SO TO BE OPERATING ON CURRENTLY OR LAST YEAR IN PREVIOUS YEARS SO THAT IS SOMETHING FROM OUR END LAST YEAR IN PREVIOUS YEARS SO THAT IS SOMETHING FROM OUR END LAST YEAR IN PREVIOUS YEARS SO THAT IS SOMETHING FROM OUR END IT CREATES A LITTLE BIT THAT IS SOMETHING FROM OUR END IT CREATES A

531LITTLE BIT THAT IS SOMETHING FROM OUR END IT CREATES A LITTLE BIT OF ANXIETY BECAUSE WE DON'T IT CREATES A LITTLE BIT OF ANXIETY BECAUSE WE DON'T IT CREATES A LITTLE BIT OF ANXIETY BECAUSE WE DON'T KNOW WHAT THAT'S GOING TO LOOK OF ANXIETY BECAUSE WE DON'T KNOW WHAT THAT'S GOING TO LOOK OF ANXIETY BECAUSE WE DON'T KNOW WHAT THAT'S GOING TO LOOK LIKE BASED ON ANY AS MR. TO KNOW WHAT THAT'S GOING TO LOOK LIKE BASED ON ANY AS MR. TO KNOW WHAT THAT'S GOING TO LOOK LIKE BASED ON ANY AS MR. TO SHARE WITH YOU CHANGES TO THE LIKE BASED ON ANY AS MR. TO SHARE WITH YOU CHANGES TO THE LIKE BASED ON ANY AS MR. TO SHARE WITH YOU CHANGES TO THE TEST HOW THE CUTS CAUSE SCORES SHARE WITH YOU

532CHANGES TO THE TEST HOW THE CUTS CAUSE SCORES SHARE WITH YOU CHANGES TO THE TEST HOW THE CUTS CAUSE SCORES CHANGE, WHAT EXPECTATIONS FOR TEST HOW THE CUTS CAUSE SCORES CHANGE, WHAT EXPECTATIONS FOR TEST HOW THE CUTS CAUSE SCORES CHANGE, WHAT EXPECTATIONS FOR TUTORING AND REMEDIATION. CHANGE, WHAT EXPECTATIONS FOR TUTORING AND REMEDIATION. CHANGE, WHAT EXPECTATIONS FOR TUTORING AND REMEDIATION. SO JUST ADDITIONAL LAYER THAT TUTORING AND REMEDIATION. SO JUST ADDITIONAL LAYER THAT TUTORING AND REMEDIATION. SO JUST ADDITIONAL LAYER THAT WE ARE TALKING ABOUT TWO YEARS SO JUST ADDITIONAL LAYER THAT WE ARE TALKING ABOUT TWO YEARS SO JUST ADDITIONAL LAYER THAT WE ARE TALKING ABOUT TWO YEARS DOWN THE ROAD NOT WHERE WE WE ARE TALKING ABOUT TWO YEARS DOWN THE ROAD NOT WHERE WE WE ARE TALKING ABOUT TWO YEARS DOWN THE ROAD NOT WHERE

533WE CURRENTLY ARE WASN'T SINCE I AM DOWN THE ROAD NOT WHERE WE CURRENTLY ARE WASN'T SINCE I AM DOWN THE ROAD NOT WHERE WE CURRENTLY ARE WASN'T SINCE I AM HEARING THAT STUDENTS NEED TO CURRENTLY ARE WASN'T SINCE I AM HEARING THAT STUDENTS NEED TO CURRENTLY ARE WASN'T SINCE I AM HEARING THAT STUDENTS NEED TO BE IN THE BUILDING THAT LAST HEARING THAT STUDENTS NEED TO BE IN THE BUILDING THAT LAST HEARING THAT STUDENTS NEED TO BE IN THE BUILDING THAT LAST WEEK I'M GOING TO I'M NOT GOING BE IN THE BUILDING THAT LAST WEEK I'M GOING TO I'M NOT GOING BE IN THE BUILDING THAT LAST WEEK I'M GOING TO I'M NOT GOING TO BE ABLE TO MORE AND MORE WEEK I'M GOING TO I'M NOT GOING TO BE ABLE TO MORE AND MORE

534WEEK I'M GOING TO I'M NOT GOING TO BE ABLE TO MORE AND MORE DAYS BECAUSE I THINK THAT COULD TO BE ABLE TO MORE AND MORE DAYS BECAUSE I THINK THAT COULD TO BE ABLE TO MORE AND MORE DAYS BECAUSE I THINK THAT COULD PERHAPS BE DETRIMENTAL TO OUR DAYS BECAUSE I THINK THAT COULD PERHAPS BE DETRIMENTAL TO OUR DAYS BECAUSE I THINK THAT COULD PERHAPS BE DETRIMENTAL TO OUR STUDENTS ACADEMIC IF THEY HAVE PERHAPS BE DETRIMENTAL TO OUR STUDENTS ACADEMIC IF THEY HAVE PERHAPS BE DETRIMENTAL TO OUR STUDENTS ACADEMIC IF THEY HAVE TEST TO FINISH YOU KNOW WE CAN STUDENTS ACADEMIC IF THEY HAVE TEST TO FINISH YOU KNOW WE CAN STUDENTS ACADEMIC IF THEY HAVE TEST TO FINISH YOU KNOW WE CAN ARGUE WAS JUST A HALF A HALF A TEST TO FINISH

535YOU KNOW WE CAN ARGUE WAS JUST A HALF A HALF A TEST TO FINISH YOU KNOW WE CAN ARGUE WAS JUST A HALF A HALF A DAY. ARGUE WAS JUST A HALF A HALF A DAY. ARGUE WAS JUST A HALF A HALF A DAY. WELL, IF YOU HAVE AN SO WELL DAY. WELL, IF YOU HAVE AN SO WELL DAY. WELL, IF YOU HAVE AN SO WELL THAT YOU HAVE TO MAKE UP OR A WELL, IF YOU HAVE AN SO WELL THAT YOU HAVE TO MAKE UP OR A WELL, IF YOU HAVE AN SO WELL THAT YOU HAVE TO MAKE UP OR A TEST THAT YOU HAVE TO DO THAT YOU HAVE TO MAKE UP OR A TEST THAT YOU HAVE TO DO THAT YOU HAVE TO MAKE UP OR A TEST THAT YOU HAVE TO

536DO THURSDAY THAT WILL MAKE A BIG TEST THAT YOU HAVE TO DO THURSDAY THAT WILL MAKE A BIG TEST THAT YOU HAVE TO DO THURSDAY THAT WILL MAKE A BIG DIFFERENCE FOR THAT STUDENT. THURSDAY THAT WILL MAKE A BIG DIFFERENCE FOR THAT STUDENT. THURSDAY THAT WILL MAKE A BIG DIFFERENCE FOR THAT STUDENT. MR. ANDERSON OUT TO MAKE A DIFFERENCE FOR THAT STUDENT. MR. ANDERSON OUT TO MAKE A DIFFERENCE FOR THAT STUDENT. MR. ANDERSON OUT TO MAKE A MOTION AT THIS TIME AT THIS MR. ANDERSON OUT TO MAKE A MOTION AT THIS TIME AT THIS MR. ANDERSON OUT TO MAKE A MOTION AT THIS TIME AT THIS TIME? MOTION AT THIS TIME AT THIS TIME? MOTION AT THIS TIME AT THIS TIME? THIS IS JUST THIS IS JUST FOR TIME? THIS IS JUST THIS IS JUST

537FOR TIME? THIS IS JUST THIS IS JUST FOR INFORMATION TODAY. THIS IS JUST THIS IS JUST FOR INFORMATION TODAY. THIS IS JUST THIS IS JUST FOR INFORMATION TODAY. OK, SO I WOULD LIKE TO SEE A INFORMATION TODAY. OK, SO I WOULD LIKE TO SEE A INFORMATION TODAY. OK, SO I WOULD LIKE TO SEE A SHOW OF HANDS FROM THIS BOARD OK, SO I WOULD LIKE TO SEE A SHOW OF HANDS FROM THIS BOARD OK, SO I WOULD LIKE TO SEE A SHOW OF HANDS FROM THIS BOARD FROM PEOPLE WHO ARE HERE SHOW OF HANDS FROM THIS BOARD FROM PEOPLE WHO ARE HERE SHOW OF HANDS FROM THIS BOARD FROM PEOPLE WHO ARE HERE TONIGHT OF A SHOW OF HANDS OR FROM PEOPLE WHO ARE HERE TONIGHT OF A SHOW OF HANDS OR FROM PEOPLE WHO

538ARE HERE TONIGHT OF A SHOW OF HANDS OR THUMBS UP FOR WHO WOULD BE TONIGHT OF A SHOW OF HANDS OR THUMBS UP FOR WHO WOULD BE TONIGHT OF A SHOW OF HANDS OR THUMBS UP FOR WHO WOULD BE SUPPORTIVE OF AN ADJUSTED THUMBS UP FOR WHO WOULD BE SUPPORTIVE OF AN ADJUSTED THUMBS UP FOR WHO WOULD BE SUPPORTIVE OF AN ADJUSTED DISMISSAL ON THAT THURSDAY AS SUPPORTIVE OF AN ADJUSTED DISMISSAL ON THAT THURSDAY AS SUPPORTIVE OF AN ADJUSTED DISMISSAL ON THAT THURSDAY AS WELL AS FRIDAY. DISMISSAL ON THAT THURSDAY AS WELL AS FRIDAY. DISMISSAL ON THAT THURSDAY AS WELL AS FRIDAY. SO I WOULD LIKE TO SEE THAT YOU WELL AS FRIDAY. SO I WOULD LIKE TO SEE THAT YOU WELL AS FRIDAY. SO I WOULD LIKE TO SEE THAT YOU HAVE A QUESTION

539FIRST. SO I WOULD LIKE TO SEE THAT YOU HAVE A QUESTION FIRST. SO I WOULD LIKE TO SEE THAT YOU HAVE A QUESTION FIRST. OK, MR. EVANS, THANK YOU. HAVE A QUESTION FIRST. OK, MR. EVANS, THANK YOU. HAVE A QUESTION FIRST. OK, MR. EVANS, THANK YOU. AT WHAT WOULD IT TAKE FOR US TO OK, MR. EVANS, THANK YOU. AT WHAT WOULD IT TAKE FOR US TO OK, MR. EVANS, THANK YOU. AT WHAT WOULD IT TAKE FOR US TO START MIDDLE OR SO WELL, AT WHAT WOULD IT TAKE FOR US TO START MIDDLE OR SO WELL, AT WHAT WOULD IT TAKE FOR US TO START MIDDLE OR SO WELL, TESTING ONE DAY EARLIER THAT START MIDDLE OR SO WELL, TESTING ONE DAY EARLIER THAT START MIDDLE OR SO WELL, TESTING ONE DAY EARLIER THAT GIVES US

540THAT ONE DAY BACK SO TESTING ONE DAY EARLIER THAT GIVES US THAT ONE DAY BACK SO TESTING ONE DAY EARLIER THAT GIVES US THAT ONE DAY BACK SO THEY ACTUALLY HAVE THE EXACT GIVES US THAT ONE DAY BACK SO THEY ACTUALLY HAVE THE EXACT GIVES US THAT ONE DAY BACK SO THEY ACTUALLY HAVE THE EXACT SAME AMOUNT OF THESE TO DO SO THEY ACTUALLY HAVE THE EXACT SAME AMOUNT OF THESE TO DO SO THEY ACTUALLY HAVE THE EXACT SAME AMOUNT OF THESE TO DO SO WELL TESTING THEY DON'T LOSE SAME AMOUNT OF THESE TO DO SO WELL TESTING THEY DON'T LOSE SAME AMOUNT OF THESE TO DO SO WELL TESTING THEY DON'T LOSE ANYTHING BUT WE STILL HAVE A WELL TESTING THEY DON'T LOSE ANYTHING BUT WE STILL HAVE A WELL TESTING THEY DON'T LOSE

541ANYTHING BUT WE STILL HAVE A HALF AT THE END I CAN TAKE IT ANYTHING BUT WE STILL HAVE A HALF AT THE END I CAN TAKE IT ANYTHING BUT WE STILL HAVE A HALF AT THE END I CAN TAKE IT SO WE WOULD HAVE LOOK AT THE HALF AT THE END I CAN TAKE IT SO WE WOULD HAVE LOOK AT THE HALF AT THE END I CAN TAKE IT SO WE WOULD HAVE LOOK AT THE WINDOW DETERMINE WHETHER OR NOT SO WE WOULD HAVE LOOK AT THE WINDOW DETERMINE WHETHER OR NOT SO WE WOULD HAVE LOOK AT THE WINDOW DETERMINE WHETHER OR NOT THAT WAS THE DECISION WE NEEDED WINDOW DETERMINE WHETHER OR NOT THAT WAS THE DECISION WE NEEDED WINDOW DETERMINE WHETHER OR NOT THAT WAS THE DECISION WE NEEDED TO MAKE OR WHETHER

542WE NEEDED TO THAT WAS THE DECISION WE NEEDED TO MAKE OR WHETHER WE NEEDED TO THAT WAS THE DECISION WE NEEDED TO MAKE OR WHETHER WE NEEDED TO TAKE A DAY THAT WE DIDN'T HAVE TO MAKE OR WHETHER WE NEEDED TO TAKE A DAY THAT WE DIDN'T HAVE TO MAKE OR WHETHER WE NEEDED TO TAKE A DAY THAT WE DIDN'T HAVE SOMETHING SCHEDULED AND TAKE A DAY THAT WE DIDN'T HAVE SOMETHING SCHEDULED AND TAKE A DAY THAT WE DIDN'T HAVE SOMETHING SCHEDULED AND SCHEDULE SOMETHING THAT DAY SO SOMETHING SCHEDULED AND SCHEDULE SOMETHING THAT DAY SO SOMETHING SCHEDULED AND SCHEDULE SOMETHING THAT DAY SO WE COULD A DAY EARLIER OR WE SCHEDULE SOMETHING THAT DAY SO WE COULD A DAY EARLIER OR WE SCHEDULE SOMETHING THAT DAY SO WE COULD A DAY EARLIER OR WE COULD

543THERE WOULD BE A WAY TO WE COULD A DAY EARLIER OR WE COULD THERE WOULD BE A WAY TO WE COULD A DAY EARLIER OR WE COULD THERE WOULD BE A WAY TO FIND THAT DAY I JUST WANTED TO COULD THERE WOULD BE A WAY TO FIND THAT DAY I JUST WANTED TO COULD THERE WOULD BE A WAY TO FIND THAT DAY I JUST WANTED TO CONFIRM THAT THE DECISION CAN FIND THAT DAY I JUST WANTED TO CONFIRM THAT THE DECISION CAN FIND THAT DAY I JUST WANTED TO CONFIRM THAT THE DECISION CAN BE MADE AND THE MIDDLE SCHOOL CONFIRM THAT THE DECISION CAN BE MADE AND THE MIDDLE SCHOOL CONFIRM THAT THE DECISION CAN BE MADE AND THE MIDDLE SCHOOL STUDENTS WOULD HAVE THE EXACT BE MADE AND THE MIDDLE SCHOOL STUDENTS WOULD HAVE

544THE EXACT BE MADE AND THE MIDDLE SCHOOL STUDENTS WOULD HAVE THE EXACT SAME AMOUNT OF DAYS TO COMPLETE STUDENTS WOULD HAVE THE EXACT SAME AMOUNT OF DAYS TO COMPLETE STUDENTS WOULD HAVE THE EXACT SAME AMOUNT OF DAYS TO COMPLETE SO WELL TESTING THAT THEY'VE SAME AMOUNT OF DAYS TO COMPLETE SO WELL TESTING THAT THEY'VE SAME AMOUNT OF DAYS TO COMPLETE SO WELL TESTING THAT THEY'VE ALWAYS HAD IF ARE ABLE TO SO WELL TESTING THAT THEY'VE ALWAYS HAD IF ARE ABLE TO SO WELL TESTING THAT THEY'VE ALWAYS HAD IF ARE ABLE TO ADJUST FINDING THE DAY OR AND ALWAYS HAD IF ARE ABLE TO ADJUST FINDING THE DAY OR AND ALWAYS HAD IF ARE ABLE TO ADJUST FINDING THE DAY OR AND THE REALITY IS THE WINDOW GIVES ADJUST FINDING THE DAY OR AND THE REALITY

545IS THE WINDOW GIVES ADJUST FINDING THE DAY OR AND THE REALITY IS THE WINDOW GIVES US IS A REALLY BROAD WIDE THE REALITY IS THE WINDOW GIVES US IS A REALLY BROAD WIDE THE REALITY IS THE WINDOW GIVES US IS A REALLY BROAD WIDE WINDOW IN EACH DIVISION SELECTS US IS A REALLY BROAD WIDE WINDOW IN EACH DIVISION SELECTS US IS A REALLY BROAD WIDE WINDOW IN EACH DIVISION SELECTS WHAT WINDOW WORKS BEST FOR THEM WINDOW IN EACH DIVISION SELECTS WHAT WINDOW WORKS BEST FOR THEM WINDOW IN EACH DIVISION SELECTS WHAT WINDOW WORKS BEST FOR THEM AND THEIR STAFF IN THE BUILDING WHAT WINDOW WORKS BEST FOR THEM AND THEIR STAFF IN THE BUILDING WHAT WINDOW WORKS BEST FOR THEM AND THEIR STAFF IN THE BUILDING AND THAT'S WHY OUR SCHEDULES AND THEIR STAFF IN

546THE BUILDING AND THAT'S WHY OUR SCHEDULES AND THEIR STAFF IN THE BUILDING AND THAT'S WHY OUR SCHEDULES ARE NOT IN LOCK STEP FROM AND THAT'S WHY OUR SCHEDULES ARE NOT IN LOCK STEP FROM AND THAT'S WHY OUR SCHEDULES ARE NOT IN LOCK STEP FROM ELEMENTARY MIDDLE HIGH SCHOOL ARE NOT IN LOCK STEP FROM ELEMENTARY MIDDLE HIGH SCHOOL ARE NOT IN LOCK STEP FROM ELEMENTARY MIDDLE HIGH SCHOOL IN MOST OF THOSE DECISIONS ARE ELEMENTARY MIDDLE HIGH SCHOOL IN MOST OF THOSE DECISIONS ARE ELEMENTARY MIDDLE HIGH SCHOOL IN MOST OF THOSE DECISIONS ARE BASED INSTRUCTION IS REQUIRED IN MOST OF THOSE DECISIONS ARE BASED INSTRUCTION IS REQUIRED IN MOST OF THOSE DECISIONS ARE BASED INSTRUCTION IS REQUIRED TO REQUIRED TO PREPARE THEM FOR BASED INSTRUCTION IS REQUIRED TO REQUIRED TO PREPARE THEM FOR BASED INSTRUCTION IS REQUIRED

547TO REQUIRED TO PREPARE THEM FOR THAT. TO REQUIRED TO PREPARE THEM FOR THAT. TO REQUIRED TO PREPARE THEM FOR THAT. SO THEY WILL TEND TO TRY TO THAT. SO THEY WILL TEND TO TRY TO THAT. SO THEY WILL TEND TO TRY TO BACK IT AS FAR AS THEY CAN SO THEY WILL TEND TO TRY TO BACK IT AS FAR AS THEY CAN SO THEY WILL TEND TO TRY TO BACK IT AS FAR AS THEY CAN WHILE ALSO STRATEGICALLY SAYING BACK IT AS FAR AS THEY CAN WHILE ALSO STRATEGICALLY SAYING BACK IT AS FAR AS THEY CAN WHILE ALSO STRATEGICALLY SAYING WHAT'S THE APPROPRIATE WHILE ALSO STRATEGICALLY SAYING WHAT'S THE APPROPRIATE WHILE ALSO STRATEGICALLY SAYING WHAT'S THE APPROPRIATE REMEDIATION CADENCE THAT WE WHAT'S THE APPROPRIATE REMEDIATION CADENCE THAT WE WHAT'S THE APPROPRIATE REMEDIATION CADENCE THAT WE

548WANT TO HAVE AGAIN BECAUSE IF I REMEDIATION CADENCE THAT WE WANT TO HAVE AGAIN BECAUSE IF I REMEDIATION CADENCE THAT WE WANT TO HAVE AGAIN BECAUSE IF I HAVE A STUDENT WITH FOUR THREE WANT TO HAVE AGAIN BECAUSE IF I HAVE A STUDENT WITH FOUR THREE WANT TO HAVE AGAIN BECAUSE IF I HAVE A STUDENT WITH FOUR THREE RETAKES I NEED TO BE VERY HAVE A STUDENT WITH FOUR THREE RETAKES I NEED TO BE VERY HAVE A STUDENT WITH FOUR THREE RETAKES I NEED TO BE VERY CONSCIOUS OF WHAT A FIFTH RETAKES I NEED TO BE VERY CONSCIOUS OF WHAT A FIFTH RETAKES I NEED TO BE VERY CONSCIOUS OF WHAT A FIFTH GRADERS GOING TO FEEL LIKE CONSCIOUS OF WHAT A FIFTH GRADERS GOING TO FEEL LIKE CONSCIOUS OF WHAT A FIFTH GRADERS GOING

549TO FEEL LIKE DOING THAT AT THE END OF THE GRADERS GOING TO FEEL LIKE DOING THAT AT THE END OF THE GRADERS GOING TO FEEL LIKE DOING THAT AT THE END OF THE YEAR SO. DOING THAT AT THE END OF THE YEAR SO. DOING THAT AT THE END OF THE YEAR SO. SO THEY DO IT VERY STRATEGIC YEAR SO. SO THEY DO IT VERY STRATEGIC YEAR SO. SO THEY DO IT VERY STRATEGIC JOB WITH BUILDING SO THEY DO IT VERY STRATEGIC JOB WITH BUILDING SO THEY DO IT VERY STRATEGIC JOB WITH BUILDING ADMINISTRATORS, STUDENTS POORER JOB WITH BUILDING ADMINISTRATORS, STUDENTS POORER JOB WITH BUILDING ADMINISTRATORS, STUDENTS POORER SUPPORT SPECIALISTS AND SAYING ADMINISTRATORS, STUDENTS POORER SUPPORT SPECIALISTS AND SAYING ADMINISTRATORS, STUDENTS POORER SUPPORT SPECIALISTS AND SAYING WHAT'S THE BEST COUNTER TO SUPPORT SPECIALISTS AND SAYING WHAT'S

550THE BEST COUNTER TO SUPPORT SPECIALISTS AND SAYING WHAT'S THE BEST COUNTER TO ENSURE OUR KIDS CAN DEMONSTRATE WHAT'S THE BEST COUNTER TO ENSURE OUR KIDS CAN DEMONSTRATE WHAT'S THE BEST COUNTER TO ENSURE OUR KIDS CAN DEMONSTRATE WHAT THEY'RE LEARNING. ENSURE OUR KIDS CAN DEMONSTRATE WHAT THEY'RE LEARNING. ENSURE OUR KIDS CAN DEMONSTRATE WHAT THEY'RE LEARNING. OK, AND THIS UPCOMING CALENDAR WHAT THEY'RE LEARNING. OK, AND THIS UPCOMING CALENDAR WHAT THEY'RE LEARNING. OK, AND THIS UPCOMING CALENDAR HAS A STARTING LIKE A DAY TWO OK, AND THIS UPCOMING CALENDAR HAS A STARTING LIKE A DAY TWO OK, AND THIS UPCOMING CALENDAR HAS A STARTING LIKE A DAY TWO DAYS EARLIER THAN WE DID THIS HAS A STARTING LIKE A DAY TWO DAYS EARLIER THAN WE DID THIS HAS A STARTING LIKE A DAY TWO DAYS EARLIER THAN WE DID

551THIS YEAR THAT WHICH WHICH UPCOMING DAYS EARLIER THAN WE DID THIS YEAR THAT WHICH WHICH UPCOMING DAYS EARLIER THAN WE DID THIS YEAR THAT WHICH WHICH UPCOMING COUNTY INSIDE THE 25 FIVE YEAR THAT WHICH WHICH UPCOMING COUNTY INSIDE THE 25 FIVE YEAR THAT WHICH WHICH UPCOMING COUNTY INSIDE THE 25 FIVE TWENTY SIX FREE LABOR DAY NO COUNTY INSIDE THE 25 FIVE TWENTY SIX FREE LABOR DAY NO COUNTY INSIDE THE 25 FIVE TWENTY SIX FREE LABOR DAY NO IT'S APPROXIMATELY THE SAME THE TWENTY SIX FREE LABOR DAY NO IT'S APPROXIMATELY THE SAME THE TWENTY SIX FREE LABOR DAY NO IT'S APPROXIMATELY THE SAME THE SAME TIME AS THIS YEAR THE 18 IT'S APPROXIMATELY THE SAME THE SAME TIME AS THIS YEAR THE 18 IT'S APPROXIMATELY THE SAME THE SAME TIME AS THIS YEAR THE 18 DAYS

552OF THE LABOR DAY THAT OK SAME TIME AS THIS YEAR THE 18 DAYS OF THE LABOR DAY THAT OK SAME TIME AS THIS YEAR THE 18 DAYS OF THE LABOR DAY THAT OK DID WE GAIN A WE DIDN'T GAIN DAYS OF THE LABOR DAY THAT OK DID WE GAIN A WE DIDN'T GAIN DAYS OF THE LABOR DAY THAT OK DID WE GAIN A WE DIDN'T GAIN ANY DAYS THERE WITH THAT LABOR DID WE GAIN A WE DIDN'T GAIN ANY DAYS THERE WITH THAT LABOR DID WE GAIN A WE DIDN'T GAIN ANY DAYS THERE WITH THAT LABOR DAY DIFFERENCE THAT MONDAYS OK ANY DAYS THERE WITH THAT LABOR DAY DIFFERENCE THAT MONDAYS OK ANY DAYS THERE WITH THAT LABOR DAY DIFFERENCE THAT MONDAYS OK SO DR. ROBERTSON THERE'S A LOT DAY DIFFERENCE THAT MONDAYS OK SO

553DR. ROBERTSON THERE'S A LOT DAY DIFFERENCE THAT MONDAYS OK SO DR. ROBERTSON THERE'S A LOT OF INFORMATION THAT WE'VE BEEN SO DR. ROBERTSON THERE'S A LOT OF INFORMATION THAT WE'VE BEEN SO DR. ROBERTSON THERE'S A LOT OF INFORMATION THAT WE'VE BEEN TALKING ABOUT DO YOU NEED TO OF INFORMATION THAT WE'VE BEEN TALKING ABOUT DO YOU NEED TO OF INFORMATION THAT WE'VE BEEN TALKING ABOUT DO YOU NEED TO HAVE AN ANSWER TONIGHT EVEN A TALKING ABOUT DO YOU NEED TO HAVE AN ANSWER TONIGHT EVEN A TALKING ABOUT DO YOU NEED TO HAVE AN ANSWER TONIGHT EVEN A STRAW POLL ON THE ADJUSTED HAVE AN ANSWER TONIGHT EVEN A STRAW POLL ON THE ADJUSTED HAVE AN ANSWER TONIGHT EVEN A STRAW POLL ON THE ADJUSTED DISMISSAL ON THAT LAST WEEK YOU STRAW POLL ON THE ADJUSTED DISMISSAL

554ON THAT LAST WEEK YOU STRAW POLL ON THE ADJUSTED DISMISSAL ON THAT LAST WEEK YOU NEED TO HAVE IT TONIGHT. DISMISSAL ON THAT LAST WEEK YOU NEED TO HAVE IT TONIGHT. DISMISSAL ON THAT LAST WEEK YOU NEED TO HAVE IT TONIGHT. WELL, SO WHAT WE WANT TO BE NEED TO HAVE IT TONIGHT. WELL, SO WHAT WE WANT TO BE NEED TO HAVE IT TONIGHT. WELL, SO WHAT WE WANT TO BE ABLE TO DO IS BRING YOU BACK IN WELL, SO WHAT WE WANT TO BE ABLE TO DO IS BRING YOU BACK IN WELL, SO WHAT WE WANT TO BE ABLE TO DO IS BRING YOU BACK IN FOR ACTION TWO WEEKS A CALENDAR ABLE TO DO IS BRING YOU BACK IN FOR ACTION TWO WEEKS A CALENDAR ABLE TO DO IS BRING YOU BACK IN

555FOR ACTION TWO WEEKS A CALENDAR RECOMMENDATION IF WE KNOW THOSE FOR ACTION TWO WEEKS A CALENDAR RECOMMENDATION IF WE KNOW THOSE FOR ACTION TWO WEEKS A CALENDAR RECOMMENDATION IF WE KNOW THOSE OF US HAVE BEEN DOING THIS FOR RECOMMENDATION IF WE KNOW THOSE OF US HAVE BEEN DOING THIS FOR RECOMMENDATION IF WE KNOW THOSE OF US HAVE BEEN DOING THIS FOR A WHILE WE'VE HAD CALENDARS OF US HAVE BEEN DOING THIS FOR A WHILE WE'VE HAD CALENDARS OF US HAVE BEEN DOING THIS FOR A WHILE WE'VE HAD CALENDARS THAT COME BACK AGAIN AND AGAIN A WHILE WE'VE HAD CALENDARS THAT COME BACK AGAIN AND AGAIN A WHILE WE'VE HAD CALENDARS THAT COME BACK AGAIN AND AGAIN AND AGAIN. THAT COME BACK AGAIN AND AGAIN AND AGAIN. THAT COME BACK AGAIN AND AGAIN AND AGAIN. SO

556THE ANSWER TO YOUR QUESTION AND AGAIN. SO THE ANSWER TO YOUR QUESTION AND AGAIN. SO THE ANSWER TO YOUR QUESTION IS NO, WE DON'T WE COULD COME SO THE ANSWER TO YOUR QUESTION IS NO, WE DON'T WE COULD COME SO THE ANSWER TO YOUR QUESTION IS NO, WE DON'T WE COULD COME BACK TO YOU WITH A COUPLE IS NO, WE DON'T WE COULD COME BACK TO YOU WITH A COUPLE IS NO, WE DON'T WE COULD COME BACK TO YOU WITH A COUPLE OF OPTIONS NEXT WEEK FOR WHAT BACK TO YOU WITH A COUPLE OF OPTIONS NEXT WEEK FOR WHAT BACK TO YOU WITH A COUPLE OF OPTIONS NEXT WEEK FOR WHAT THAT THURSDAY HE LOOKS LIKE OF OPTIONS NEXT WEEK FOR WHAT THAT THURSDAY HE LOOKS LIKE OF OPTIONS NEXT WEEK FOR WHAT THAT THURSDAY

557HE LOOKS LIKE WITH WHAT IT WOULD DO TO THAT THURSDAY HE LOOKS LIKE WITH WHAT IT WOULD DO TO THAT THURSDAY HE LOOKS LIKE WITH WHAT IT WOULD DO TO TESTING BUT THEN THAT PUSHES WITH WHAT IT WOULD DO TO TESTING BUT THEN THAT PUSHES WITH WHAT IT WOULD DO TO TESTING BUT THEN THAT PUSHES THE ACTION ITEMS BACK TO LIVE TESTING BUT THEN THAT PUSHES THE ACTION ITEMS BACK TO LIVE TESTING BUT THEN THAT PUSHES THE ACTION ITEMS BACK TO LIVE OVER TWENTY SIX WELL NOW IS NOT THE ACTION ITEMS BACK TO LIVE OVER TWENTY SIX WELL NOW IS NOT THE ACTION ITEMS BACK TO LIVE OVER TWENTY SIX WELL NOW IS NOT A BAD ONE IF IT'S AN ACTION OVER TWENTY SIX WELL NOW IS NOT A BAD ONE IF IT'S AN ACTION

558OVER TWENTY SIX WELL NOW IS NOT A BAD ONE IF IT'S AN ACTION THEN WE CAN TALK ABOUT IT AND A BAD ONE IF IT'S AN ACTION THEN WE CAN TALK ABOUT IT AND A BAD ONE IF IT'S AN ACTION THEN WE CAN TALK ABOUT IT AND MAKE A DECISION BASED ON THE THEN WE CAN TALK ABOUT IT AND MAKE A DECISION BASED ON THE THEN WE CAN TALK ABOUT IT AND MAKE A DECISION BASED ON THE INFORMATION THAT YOU PROVIDED MAKE A DECISION BASED ON THE INFORMATION THAT YOU PROVIDED MAKE A DECISION BASED ON THE INFORMATION THAT YOU PROVIDED AT THAT TIME BUT I JUST FEEL INFORMATION THAT YOU PROVIDED AT THAT TIME BUT I JUST FEEL INFORMATION THAT YOU PROVIDED AT THAT TIME BUT I JUST FEEL THERE THERE'S A LOT AT THAT

559TIME BUT I JUST FEEL THERE THERE'S A LOT AT THAT TIME BUT I JUST FEEL THERE THERE'S A LOT OF VARIABLES THAT I WOULD STILL THERE THERE'S A LOT OF VARIABLES THAT I WOULD STILL THERE THERE'S A LOT OF VARIABLES THAT I WOULD STILL LIKE TO HERE WITHOUT HAVING TO OF VARIABLES THAT I WOULD STILL LIKE TO HERE WITHOUT HAVING TO OF VARIABLES THAT I WOULD STILL LIKE TO HERE WITHOUT HAVING TO BE FORCED INTO SAYING YES OR NO LIKE TO HERE WITHOUT HAVING TO BE FORCED INTO SAYING YES OR NO LIKE TO HERE WITHOUT HAVING TO BE FORCED INTO SAYING YES OR NO WITHOUT GETTING THAT BE FORCED INTO SAYING YES OR NO WITHOUT GETTING THAT BE FORCED INTO SAYING YES OR NO WITHOUT GETTING THAT INFORMATION SO I MEAN BECAUSE WITHOUT GETTING THAT

560INFORMATION SO I MEAN BECAUSE WITHOUT GETTING THAT INFORMATION SO I MEAN BECAUSE IT'S ACTION NEXT WEEK WE CAN INFORMATION SO I MEAN BECAUSE IT'S ACTION NEXT WEEK WE CAN INFORMATION SO I MEAN BECAUSE IT'S ACTION NEXT WEEK WE CAN CERTAINLY DISCUSS IT, HAVE IT'S ACTION NEXT WEEK WE CAN CERTAINLY DISCUSS IT, HAVE IT'S ACTION NEXT WEEK WE CAN CERTAINLY DISCUSS IT, HAVE INFORMATION PRESENTED OTHER CERTAINLY DISCUSS IT, HAVE INFORMATION PRESENTED OTHER CERTAINLY DISCUSS IT, HAVE INFORMATION PRESENTED OTHER OPINIONS PRESENTED. INFORMATION PRESENTED OTHER OPINIONS PRESENTED. INFORMATION PRESENTED OTHER OPINIONS PRESENTED. BUT BUT RIGHT NOW I FEEL LIKE OPINIONS PRESENTED. BUT BUT RIGHT NOW I FEEL LIKE OPINIONS PRESENTED. BUT BUT RIGHT NOW I FEEL LIKE HAVING TO GIVE YOU A STRAW POLL BUT BUT RIGHT NOW I FEEL LIKE HAVING TO GIVE YOU A STRAW POLL

561BUT BUT RIGHT NOW I FEEL LIKE HAVING TO GIVE YOU A STRAW POLL I MIGHT CHANGE MY MIND BEFORE HAVING TO GIVE YOU A STRAW POLL I MIGHT CHANGE MY MIND BEFORE HAVING TO GIVE YOU A STRAW POLL I MIGHT CHANGE MY MIND BEFORE NEXT WEEK OR BEFORE THE NEXT I MIGHT CHANGE MY MIND BEFORE NEXT WEEK OR BEFORE THE NEXT I MIGHT CHANGE MY MIND BEFORE NEXT WEEK OR BEFORE THE NEXT MEETING BECAUSE NOW NEW NEXT WEEK OR BEFORE THE NEXT MEETING BECAUSE NOW NEW NEXT WEEK OR BEFORE THE NEXT MEETING BECAUSE NOW NEW INFORMATION IS PRESENTED OK MEETING BECAUSE NOW NEW INFORMATION IS PRESENTED OK MEETING BECAUSE NOW NEW INFORMATION IS PRESENTED OK WE'LL PASS ON WHAT I HAVE RIGHT INFORMATION IS PRESENTED OK WE'LL PASS ON WHAT I HAVE RIGHT INFORMATION IS

562PRESENTED OK WE'LL PASS ON WHAT I HAVE RIGHT HAVE RIGHT NOW. WE'LL PASS ON WHAT I HAVE RIGHT HAVE RIGHT NOW. WE'LL PASS ON WHAT I HAVE RIGHT HAVE RIGHT NOW. WE'RE MAKING ELECTION DAY. HAVE RIGHT NOW. WE'RE MAKING ELECTION DAY. HAVE RIGHT NOW. WE'RE MAKING ELECTION DAY. YES. WE'RE MAKING ELECTION DAY. YES. WE'RE MAKING ELECTION DAY. YES. YEAH. YES. YEAH. YES. YEAH. AND SO WHAT I'M HEARING FROM YEAH. AND SO WHAT I'M HEARING FROM YEAH. AND SO WHAT I'M HEARING FROM THE BOARD IS YOU GUYS WANT TO AND SO WHAT I'M HEARING FROM THE BOARD IS YOU GUYS WANT TO AND SO WHAT I'M HEARING FROM THE BOARD IS YOU GUYS WANT TO SEE IF WE IF THE BOARD DECIDED THE BOARD IS YOU GUYS WANT TO SEE IF WE IF THE BOARD DECIDED

563THE BOARD IS YOU GUYS WANT TO SEE IF WE IF THE BOARD DECIDED THAT THURSDAY AND FRIDAY HALF SEE IF WE IF THE BOARD DECIDED THAT THURSDAY AND FRIDAY HALF SEE IF WE IF THE BOARD DECIDED THAT THURSDAY AND FRIDAY HALF DAYS WE'RE GOING TO BE A THING THAT THURSDAY AND FRIDAY HALF DAYS WE'RE GOING TO BE A THING THAT THURSDAY AND FRIDAY HALF DAYS WE'RE GOING TO BE A THING WHAT WOULD THAT DO TO THE DAYS WE'RE GOING TO BE A THING WHAT WOULD THAT DO TO THE DAYS WE'RE GOING TO BE A THING WHAT WOULD THAT DO TO THE TESTING CALENDAR AN ELEMENTARY WHAT WOULD THAT DO TO THE TESTING CALENDAR AN ELEMENTARY WHAT WOULD THAT DO TO THE TESTING CALENDAR AN ELEMENTARY MIDDLE SCHOOL WHICH I THINK TESTING CALENDAR AN ELEMENTARY MIDDLE

564SCHOOL WHICH I THINK TESTING CALENDAR AN ELEMENTARY MIDDLE SCHOOL WHICH I THINK WOULD BE HELPFUL? MIDDLE SCHOOL WHICH I THINK WOULD BE HELPFUL? MIDDLE SCHOOL WHICH I THINK WOULD BE HELPFUL? I THINK THAT WOULD VERY HELPFUL WOULD BE HELPFUL? I THINK THAT WOULD VERY HELPFUL WOULD BE HELPFUL? I THINK THAT WOULD VERY HELPFUL TO HAVE THAT INFORMATION BEFORE I THINK THAT WOULD VERY HELPFUL TO HAVE THAT INFORMATION BEFORE I THINK THAT WOULD VERY HELPFUL TO HAVE THAT INFORMATION BEFORE WE HAVE TO MAKE YOU PROVIDE TO HAVE THAT INFORMATION BEFORE WE HAVE TO MAKE YOU PROVIDE TO HAVE THAT INFORMATION BEFORE WE HAVE TO MAKE YOU PROVIDE THAT TO YOU. WE HAVE TO MAKE YOU PROVIDE THAT TO YOU. WE HAVE TO MAKE YOU PROVIDE THAT TO YOU. YES, WELL BEFORE NEXT WEEK THAT TO YOU.

565YES, WELL BEFORE NEXT WEEK THAT TO YOU. YES, WELL BEFORE NEXT WEEK THANK YOU. YES, WELL BEFORE NEXT WEEK THANK YOU. YES, WELL BEFORE NEXT WEEK THANK YOU. ALL RIGHT. THANK YOU. ALL RIGHT. THANK YOU. ALL RIGHT. THANK YOU. ALL RIGHT. THANK YOU. ALL RIGHT. THANK YOU. ANYTHING OK. THANK YOU. ANYTHING OK. THANK YOU. ANYTHING OK. UM SO TONIGHT ON THE CONSENT ANYTHING OK. UM SO TONIGHT ON THE CONSENT ANYTHING OK. UM SO TONIGHT ON THE CONSENT AGENDA. UM SO TONIGHT ON THE CONSENT AGENDA. UM SO TONIGHT ON THE CONSENT AGENDA. THANK YOU MR. DELANEY. AGENDA. THANK YOU MR. DELANEY. AGENDA. THANK YOU MR. DELANEY. WE HAVE FOUR RESOLUTIONS IN THE THANK YOU MR. DELANEY. WE HAVE FOUR RESOLUTIONS IN THE THANK YOU MR. DELANEY. WE HAVE FOUR RESOLUTIONS IN THE ANNUAL FIELD TRIP REPORT

566FOR WE HAVE FOUR RESOLUTIONS IN THE ANNUAL FIELD TRIP REPORT FOR WE HAVE FOUR RESOLUTIONS IN THE ANNUAL FIELD TRIP REPORT FOR SCHOOL YEAR TWENTY THREE TWENTY ANNUAL FIELD TRIP REPORT FOR SCHOOL YEAR TWENTY THREE TWENTY ANNUAL FIELD TRIP REPORT FOR SCHOOL YEAR TWENTY THREE TWENTY FOUR DOES ANYONE HAVE ANY SCHOOL YEAR TWENTY THREE TWENTY FOUR DOES ANYONE HAVE ANY SCHOOL YEAR TWENTY THREE TWENTY FOUR DOES ANYONE HAVE ANY OBJECTIONS TO VOTING ON THE FOUR DOES ANYONE HAVE ANY OBJECTIONS TO VOTING ON THE FOUR DOES ANYONE HAVE ANY OBJECTIONS TO VOTING ON THE CONSENT AGENDA? OBJECTIONS TO VOTING ON THE CONSENT AGENDA? OBJECTIONS TO VOTING ON THE CONSENT AGENDA? OK THEN ALL ENTERTAIN A MOTION CONSENT AGENDA? OK THEN ALL ENTERTAIN A MOTION CONSENT AGENDA? OK THEN ALL ENTERTAIN A MOTION TO APPROVE A CONSENT

567AGENDA OK THEN ALL ENTERTAIN A MOTION TO APPROVE A CONSENT AGENDA OK THEN ALL ENTERTAIN A MOTION TO APPROVE A CONSENT AGENDA MOTION MADE BY MISS ANDERSON TO APPROVE A CONSENT AGENDA MOTION MADE BY MISS ANDERSON TO APPROVE A CONSENT AGENDA MOTION MADE BY MISS ANDERSON SECOND BY MISS FRANKLIN. MOTION MADE BY MISS ANDERSON SECOND BY MISS FRANKLIN. MOTION MADE BY MISS ANDERSON SECOND BY MISS FRANKLIN. ALL RIGHT. SECOND BY MISS FRANKLIN. ALL RIGHT. SECOND BY MISS FRANKLIN. ALL RIGHT. WHO HAS NATIONAL MILITARY ALL RIGHT. WHO HAS NATIONAL MILITARY ALL RIGHT. WHO HAS NATIONAL MILITARY FAMILY APPRECIATION MONTH. WHO HAS NATIONAL MILITARY FAMILY APPRECIATION MONTH. WHO HAS NATIONAL MILITARY FAMILY APPRECIATION MONTH. ALL RIGHT, MISS ANDERSON, I FAMILY APPRECIATION MONTH. ALL RIGHT, MISS ANDERSON, I FAMILY APPRECIATION MONTH. ALL RIGHT, MISS ANDERSON, I REQUESTED THIS

568BECAUSE AS YOU ALL RIGHT, MISS ANDERSON, I REQUESTED THIS BECAUSE AS YOU ALL RIGHT, MISS ANDERSON, I REQUESTED THIS BECAUSE AS YOU ALL KNOW THIS IS VERY DEAR TO REQUESTED THIS BECAUSE AS YOU ALL KNOW THIS IS VERY DEAR TO REQUESTED THIS BECAUSE AS YOU ALL KNOW THIS IS VERY DEAR TO MY HEART. ALL KNOW THIS IS VERY DEAR TO MY HEART. ALL KNOW THIS IS VERY DEAR TO MY HEART. MY FAMILY IS A MILITARY FAMILY MY HEART. MY FAMILY IS A MILITARY FAMILY MY HEART. MY FAMILY IS A MILITARY FAMILY . MY FAMILY IS A MILITARY FAMILY . MY FAMILY IS A MILITARY FAMILY . BOTH MY SONS ARE ACTIVE DUTY . BOTH MY SONS ARE ACTIVE DUTY . BOTH MY SONS ARE ACTIVE DUTY ONE WHO IS SERVING OVERSEAS ON BOTH MY SONS

569ARE ACTIVE DUTY ONE WHO IS SERVING OVERSEAS ON BOTH MY SONS ARE ACTIVE DUTY ONE WHO IS SERVING OVERSEAS ON THE OTHER SIDE THE WORLD SO I'M ONE WHO IS SERVING OVERSEAS ON THE OTHER SIDE THE WORLD SO I'M ONE WHO IS SERVING OVERSEAS ON THE OTHER SIDE THE WORLD SO I'M SO I'M VERY FAMILIAR WITH THE OTHER SIDE THE WORLD SO I'M SO I'M VERY FAMILIAR WITH THE OTHER SIDE THE WORLD SO I'M SO I'M VERY FAMILIAR WITH TRIALS AND TRIBULATIONS AND THE SO I'M VERY FAMILIAR WITH TRIALS AND TRIBULATIONS AND THE SO I'M VERY FAMILIAR WITH TRIALS AND TRIBULATIONS AND THE AND THE REWARDS THAT YOU GET TRIALS AND TRIBULATIONS AND THE AND THE REWARDS THAT YOU GET TRIALS AND TRIBULATIONS AND THE AND THE REWARDS THAT YOU GET FROM BEING A MILITARY

570FAMILY. AND THE REWARDS THAT YOU GET FROM BEING A MILITARY FAMILY. AND THE REWARDS THAT YOU GET FROM BEING A MILITARY FAMILY. SO WHEREAS NATIONAL MILITARY FROM BEING A MILITARY FAMILY. SO WHEREAS NATIONAL MILITARY FROM BEING A MILITARY FAMILY. SO WHEREAS NATIONAL MILITARY FAMILY APPRECIATION LAST MUCH SO WHEREAS NATIONAL MILITARY FAMILY APPRECIATION LAST MUCH SO WHEREAS NATIONAL MILITARY FAMILY APPRECIATION LAST MUCH NOVEMBER TWENTY TWENTY FOUR FAMILY APPRECIATION LAST MUCH NOVEMBER TWENTY TWENTY FOUR FAMILY APPRECIATION LAST MUCH NOVEMBER TWENTY TWENTY FOUR WHEREAS OUR COUNTRY OWES THE NOVEMBER TWENTY TWENTY FOUR WHEREAS OUR COUNTRY OWES THE NOVEMBER TWENTY TWENTY FOUR WHEREAS OUR COUNTRY OWES THE DAILY FREEDOMS TO THE MEMBERS WHEREAS OUR COUNTRY OWES THE DAILY FREEDOMS TO THE MEMBERS WHEREAS OUR COUNTRY OWES THE DAILY FREEDOMS TO THE MEMBERS OF THE ARMED FORCES THEIR DAILY FREEDOMS

571TO THE MEMBERS OF THE ARMED FORCES THEIR DAILY FREEDOMS TO THE MEMBERS OF THE ARMED FORCES THEIR FAMILY MEMBERS AND LOVED ONES OF THE ARMED FORCES THEIR FAMILY MEMBERS AND LOVED ONES OF THE ARMED FORCES THEIR FAMILY MEMBERS AND LOVED ONES WHO SHARE IN THEIR SERVICE AND FAMILY MEMBERS AND LOVED ONES WHO SHARE IN THEIR SERVICE AND FAMILY MEMBERS AND LOVED ONES WHO SHARE IN THEIR SERVICE AND SACRIFICE AND WHEREAS WE WHO SHARE IN THEIR SERVICE AND SACRIFICE AND WHEREAS WE WHO SHARE IN THEIR SERVICE AND SACRIFICE AND WHEREAS WE CELEBRATE THE EXCEPTIONAL SACRIFICE AND WHEREAS WE CELEBRATE THE EXCEPTIONAL SACRIFICE AND WHEREAS WE CELEBRATE THE EXCEPTIONAL SERVICE STRENGTH IN CHARACTER CELEBRATE THE EXCEPTIONAL SERVICE STRENGTH IN CHARACTER CELEBRATE THE EXCEPTIONAL SERVICE STRENGTH IN CHARACTER OF THE APPROXIMATELY 20 PERCENT SERVICE STRENGTH IN CHARACTER OF

572THE APPROXIMATELY 20 PERCENT SERVICE STRENGTH IN CHARACTER OF THE APPROXIMATELY 20 PERCENT MILITARY CONNECTED YOUTH OF THE APPROXIMATELY 20 PERCENT MILITARY CONNECTED YOUTH OF THE APPROXIMATELY 20 PERCENT MILITARY CONNECTED YOUTH FAMILIES OF VIRGINIA BEACH CITY MILITARY CONNECTED YOUTH FAMILIES OF VIRGINIA BEACH CITY MILITARY CONNECTED YOUTH FAMILIES OF VIRGINIA BEACH CITY PUBLIC SCHOOLS AND WHEREAS WE FAMILIES OF VIRGINIA BEACH CITY PUBLIC SCHOOLS AND WHEREAS WE FAMILIES OF VIRGINIA BEACH CITY PUBLIC SCHOOLS AND WHEREAS WE ACKNOWLEDGE THAT MILITARY PUBLIC SCHOOLS AND WHEREAS WE ACKNOWLEDGE THAT MILITARY PUBLIC SCHOOLS AND WHEREAS WE ACKNOWLEDGE THAT MILITARY FAMILIES FACE UNIQUE CHALLENGES ACKNOWLEDGE THAT MILITARY FAMILIES FACE UNIQUE CHALLENGES ACKNOWLEDGE THAT MILITARY FAMILIES FACE UNIQUE CHALLENGES DUE TO DEPLOYMENT REINTEGRATION FAMILIES FACE UNIQUE CHALLENGES DUE TO DEPLOYMENT REINTEGRATION FAMILIES FACE UNIQUE CHALLENGES DUE TO DEPLOYMENT REINTEGRATION SERVICE IN COMBAT ZONES AND

573DUE TO DEPLOYMENT REINTEGRATION SERVICE IN COMBAT ZONES AND DUE TO DEPLOYMENT REINTEGRATION SERVICE IN COMBAT ZONES AND FREQUENT RELOCATIONS BASED ON SERVICE IN COMBAT ZONES AND FREQUENT RELOCATIONS BASED ON SERVICE IN COMBAT ZONES AND FREQUENT RELOCATIONS BASED ON DUTY ASSIGNMENTS AND WHEREAS FREQUENT RELOCATIONS BASED ON DUTY ASSIGNMENTS AND WHEREAS FREQUENT RELOCATIONS BASED ON DUTY ASSIGNMENTS AND WHEREAS THE SCHOOL BOARD THE CITY DUTY ASSIGNMENTS AND WHEREAS THE SCHOOL BOARD THE CITY DUTY ASSIGNMENTS AND WHEREAS THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH REAFFIRMS ITS THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH REAFFIRMS ITS THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH REAFFIRMS ITS COMMITMENT TO PROVIDING THE OF VIRGINIA BEACH REAFFIRMS ITS COMMITMENT TO PROVIDING THE OF VIRGINIA BEACH REAFFIRMS ITS COMMITMENT TO PROVIDING THE RESOURCES AND PROGRAMS TO COMMITMENT TO PROVIDING THE RESOURCES AND

574PROGRAMS TO COMMITMENT TO PROVIDING THE RESOURCES AND PROGRAMS TO SUPPORT MILITARY CONNECTED USE RESOURCES AND PROGRAMS TO SUPPORT MILITARY CONNECTED USE RESOURCES AND PROGRAMS TO SUPPORT MILITARY CONNECTED USE ACADEMICALLY, SOCIALLY AND SUPPORT MILITARY CONNECTED USE ACADEMICALLY, SOCIALLY AND SUPPORT MILITARY CONNECTED USE ACADEMICALLY, SOCIALLY AND EMOTIONALLY AND WHEREAS THE ACADEMICALLY, SOCIALLY AND EMOTIONALLY AND WHEREAS THE ACADEMICALLY, SOCIALLY AND EMOTIONALLY AND WHEREAS THE VIRGINIA BEACH CITY PUBLIC EMOTIONALLY AND WHEREAS THE VIRGINIA BEACH CITY PUBLIC EMOTIONALLY AND WHEREAS THE VIRGINIA BEACH CITY PUBLIC SCHOOL BOARDS COMPASS TO TWENTY VIRGINIA BEACH CITY PUBLIC SCHOOL BOARDS COMPASS TO TWENTY VIRGINIA BEACH CITY PUBLIC SCHOOL BOARDS COMPASS TO TWENTY TWENTY FIVE STRATEGIC PLAN SCHOOL BOARDS COMPASS TO TWENTY TWENTY FIVE STRATEGIC PLAN SCHOOL BOARDS COMPASS TO TWENTY TWENTY FIVE STRATEGIC PLAN CALLS FOR THE CONTINUED TWENTY FIVE STRATEGIC PLAN CALLS FOR

575THE CONTINUED TWENTY FIVE STRATEGIC PLAN CALLS FOR THE CONTINUED CREATION OPPORTUNITIES FOR CALLS FOR THE CONTINUED CREATION OPPORTUNITIES FOR CALLS FOR THE CONTINUED CREATION OPPORTUNITIES FOR MILITARY FAMILIES AND COMMUNITY CREATION OPPORTUNITIES FOR MILITARY FAMILIES AND COMMUNITY CREATION OPPORTUNITIES FOR MILITARY FAMILIES AND COMMUNITY MEMBERS PURPOSELY PARTNER WITH MILITARY FAMILIES AND COMMUNITY MEMBERS PURPOSELY PARTNER WITH MILITARY FAMILIES AND COMMUNITY MEMBERS PURPOSELY PARTNER WITH SCHOOLS IN SUPPORTING STUDENT MEMBERS PURPOSELY PARTNER WITH SCHOOLS IN SUPPORTING STUDENT MEMBERS PURPOSELY PARTNER WITH SCHOOLS IN SUPPORTING STUDENT ACHIEVEMENT ASPIRATIONS AND SCHOOLS IN SUPPORTING STUDENT ACHIEVEMENT ASPIRATIONS AND SCHOOLS IN SUPPORTING STUDENT ACHIEVEMENT ASPIRATIONS AND SOCIAL EMOTIONAL DEVELOPMENT ACHIEVEMENT ASPIRATIONS AND SOCIAL EMOTIONAL DEVELOPMENT ACHIEVEMENT ASPIRATIONS AND SOCIAL EMOTIONAL DEVELOPMENT AND WHEREAS NOVEMBER IS SOCIAL EMOTIONAL DEVELOPMENT AND WHEREAS NOVEMBER IS SOCIAL EMOTIONAL DEVELOPMENT AND WHEREAS NOVEMBER IS RECOGNIZED AS MILITARY FAMILY AND

576WHEREAS NOVEMBER IS RECOGNIZED AS MILITARY FAMILY AND WHEREAS NOVEMBER IS RECOGNIZED AS MILITARY FAMILY MONTH NOW THEREFORE BE RESOLVED RECOGNIZED AS MILITARY FAMILY MONTH NOW THEREFORE BE RESOLVED RECOGNIZED AS MILITARY FAMILY MONTH NOW THEREFORE BE RESOLVED THAT THE SCHOOL BOARD OF THE MONTH NOW THEREFORE BE RESOLVED THAT THE SCHOOL BOARD OF THE MONTH NOW THEREFORE BE RESOLVED THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH OFFICIALLY RECOGNIZES NOVEMBER CITY OF VIRGINIA BEACH OFFICIALLY RECOGNIZES NOVEMBER CITY OF VIRGINIA BEACH OFFICIALLY RECOGNIZES NOVEMBER AS MILITARY FAMILY MONTHS AND OFFICIALLY RECOGNIZES NOVEMBER AS MILITARY FAMILY MONTHS AND OFFICIALLY RECOGNIZES NOVEMBER AS MILITARY FAMILY MONTHS AND BE IT FURTHER SO THAT THE AS MILITARY FAMILY MONTHS AND BE

577IT FURTHER SO THAT THE AS MILITARY FAMILY MONTHS AND BE IT FURTHER SO THAT THE SCHOOL BOARD OF THE CITY BE IT FURTHER SO THAT THE SCHOOL BOARD OF THE CITY BE IT FURTHER SO THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH ENCOURAGES SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH ENCOURAGES SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH ENCOURAGES ALL SCHOOL STAFF AND COMMUNITY OF VIRGINIA BEACH ENCOURAGES ALL SCHOOL STAFF AND COMMUNITY OF VIRGINIA BEACH ENCOURAGES ALL SCHOOL STAFF AND COMMUNITY MEMBERS TO INITIATE SUPPORT AND ALL SCHOOL STAFF AND COMMUNITY MEMBERS TO INITIATE SUPPORT AND ALL SCHOOL STAFF AND COMMUNITY MEMBERS TO INITIATE SUPPORT AND PARTICIPATE AN APPRECIATION MEMBERS TO INITIATE SUPPORT AND PARTICIPATE AN APPRECIATION MEMBERS TO INITIATE SUPPORT AND PARTICIPATE AN APPRECIATION ACTIVITIES DESIGNED TO PARTICIPATE AN APPRECIATION ACTIVITIES DESIGNED

578TO PARTICIPATE AN APPRECIATION ACTIVITIES DESIGNED TO RECOGNIZE THE EXCEPTIONAL ROLE ACTIVITIES DESIGNED TO RECOGNIZE THE EXCEPTIONAL ROLE ACTIVITIES DESIGNED TO RECOGNIZE THE EXCEPTIONAL ROLE AND UNIQUE SACRIFICES OUR RECOGNIZE THE EXCEPTIONAL ROLE AND UNIQUE SACRIFICES OUR RECOGNIZE THE EXCEPTIONAL ROLE AND UNIQUE SACRIFICES OUR MILITARY CONNECTED YOUTH MAKING AND UNIQUE SACRIFICES OUR MILITARY CONNECTED YOUTH MAKING AND UNIQUE SACRIFICES OUR MILITARY CONNECTED YOUTH MAKING OUR NATION'S BEST INTERESTS MILITARY CONNECTED YOUTH MAKING OUR NATION'S BEST INTERESTS MILITARY CONNECTED YOUTH MAKING OUR NATION'S BEST INTERESTS INTEREST AND BE IT FURTHER OUR NATION'S BEST INTERESTS INTEREST AND BE IT FURTHER OUR NATION'S BEST INTERESTS INTEREST AND BE IT FURTHER RESOLVED COPY OF THIS INTEREST AND BE IT FURTHER RESOLVED COPY OF THIS INTEREST AND BE IT FURTHER RESOLVED COPY OF THIS RESOLUTION BE SPREAD ACROSS THE RESOLVED COPY OF THIS RESOLUTION

579BE SPREAD ACROSS THE RESOLVED COPY OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD ADOPTED BY THE SCHOOL BOARD OFFICIAL MINUTES OF THIS BOARD ADOPTED BY THE SCHOOL BOARD OFFICIAL MINUTES OF THIS BOARD ADOPTED BY THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH. ADOPTED BY THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH. ADOPTED BY THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH. THIS TWENTY SECOND OF OCTOBER OF THE CITY OF VIRGINIA BEACH. THIS TWENTY SECOND OF OCTOBER OF THE CITY OF VIRGINIA BEACH. THIS TWENTY SECOND OF OCTOBER TWENTY TWENTY FOUR MERCEDES'S THIS TWENTY SECOND OF OCTOBER TWENTY TWENTY FOUR MERCEDES'S THIS TWENTY SECOND OF OCTOBER TWENTY TWENTY FOUR MERCEDES'S

580AND MISS WILLIAMS, THE NATIONAL TWENTY TWENTY FOUR MERCEDES'S AND MISS WILLIAMS, THE NATIONAL TWENTY TWENTY FOUR MERCEDES'S AND MISS WILLIAMS, THE NATIONAL NATIVE AMERICAN HERITAGE MONTH AND MISS WILLIAMS, THE NATIONAL NATIVE AMERICAN HERITAGE MONTH AND MISS WILLIAMS, THE NATIONAL NATIVE AMERICAN HERITAGE MONTH RESOLUTION WHEREAS AS THE FIRST NATIVE AMERICAN HERITAGE MONTH RESOLUTION WHEREAS AS THE FIRST NATIVE AMERICAN HERITAGE MONTH RESOLUTION WHEREAS AS THE FIRST PEOPLE TO HABIT NORTH AMERICA, RESOLUTION WHEREAS AS THE FIRST PEOPLE TO HABIT NORTH AMERICA, RESOLUTION WHEREAS AS THE FIRST PEOPLE TO HABIT NORTH AMERICA, AMERICAN INDIANS AND ALASKAN PEOPLE TO HABIT NORTH AMERICA, AMERICAN INDIANS AND ALASKAN PEOPLE TO HABIT NORTH AMERICA, AMERICAN INDIANS AND ALASKAN NATIVES HAVE PROFOUNDLY SHAPED AMERICAN INDIANS AND ALASKAN NATIVES HAVE PROFOUNDLY SHAPED AMERICAN INDIANS AND ALASKAN NATIVES HAVE PROFOUNDLY SHAPED OUR COUNTRY'S CHARACTER AND NATIVES

581HAVE PROFOUNDLY SHAPED OUR COUNTRY'S CHARACTER AND NATIVES HAVE PROFOUNDLY SHAPED OUR COUNTRY'S CHARACTER AND CULTURAL HERITAGE AND WHEREAS OUR COUNTRY'S CHARACTER AND CULTURAL HERITAGE AND WHEREAS OUR COUNTRY'S CHARACTER AND CULTURAL HERITAGE AND WHEREAS VIRGINIA BEGAN CELEBRATING CULTURAL HERITAGE AND WHEREAS VIRGINIA BEGAN CELEBRATING CULTURAL HERITAGE AND WHEREAS VIRGINIA BEGAN CELEBRATING AMERICAN INDIAN DAY AND VIRGINIA BEGAN CELEBRATING AMERICAN INDIAN DAY AND VIRGINIA BEGAN CELEBRATING AMERICAN INDIAN DAY AND NINETEEN EIGHTY SEVEN AND AMERICAN INDIAN DAY AND NINETEEN EIGHTY SEVEN AND AMERICAN INDIAN DAY AND NINETEEN EIGHTY SEVEN AND WHEREAS VIRGINIA HOME TO SEVEN NINETEEN EIGHTY SEVEN AND WHEREAS VIRGINIA HOME TO SEVEN NINETEEN EIGHTY SEVEN AND WHEREAS VIRGINIA HOME TO SEVEN FEDERALLY RECOGNIZED TRIBAL WHEREAS VIRGINIA HOME TO SEVEN FEDERALLY RECOGNIZED TRIBAL WHEREAS VIRGINIA HOME TO SEVEN FEDERALLY RECOGNIZED TRIBAL NATIONS INCLUDE CHICKAHOMINY, FEDERALLY RECOGNIZED TRIBAL NATIONS INCLUDE

582CHICKAHOMINY, FEDERALLY RECOGNIZED TRIBAL NATIONS INCLUDE CHICKAHOMINY, INDIAN TRIBE CHICKAHOMINY NATIONS INCLUDE CHICKAHOMINY, INDIAN TRIBE CHICKAHOMINY NATIONS INCLUDE CHICKAHOMINY, INDIAN TRIBE CHICKAHOMINY INDIAN TRIBE EASTERN DIVISION, INDIAN TRIBE CHICKAHOMINY INDIAN TRIBE EASTERN DIVISION, INDIAN TRIBE CHICKAHOMINY INDIAN TRIBE EASTERN DIVISION, THE MONACAN INDIAN NATION NANCY INDIAN TRIBE EASTERN DIVISION, THE MONACAN INDIAN NATION NANCY INDIAN TRIBE EASTERN DIVISION, THE MONACAN INDIAN NATION NANCY AN INDIAN NATION PAMUNKEY THE MONACAN INDIAN NATION NANCY AN INDIAN NATION PAMUNKEY THE MONACAN INDIAN NATION NANCY AN INDIAN NATION PAMUNKEY INDIAN TRIBE RAPPA TRIBE AND AN INDIAN NATION PAMUNKEY INDIAN TRIBE RAPPA TRIBE AND AN INDIAN NATION PAMUNKEY INDIAN TRIBE RAPPA TRIBE AND UPPER MADHANI INDIAN TRIBE AS INDIAN TRIBE RAPPA TRIBE AND UPPER MADHANI INDIAN TRIBE AS INDIAN TRIBE RAPPA TRIBE AND UPPER MADHANI INDIAN TRIBE AS WELL AS FOR ADDITIONAL STATE UPPER MADHANI

583INDIAN TRIBE AS WELL AS FOR ADDITIONAL STATE UPPER MADHANI INDIAN TRIBE AS WELL AS FOR ADDITIONAL STATE RECOGNIZED TRIBES INCLUDING THE WELL AS FOR ADDITIONAL STATE RECOGNIZED TRIBES INCLUDING THE WELL AS FOR ADDITIONAL STATE RECOGNIZED TRIBES INCLUDING THE CHAIR HANUKKAH ANAKA NOTTOWAY RECOGNIZED TRIBES INCLUDING THE CHAIR HANUKKAH ANAKA NOTTOWAY RECOGNIZED TRIBES INCLUDING THE CHAIR HANUKKAH ANAKA NOTTOWAY INDIAN TRIBE THE MATIP INDIAN CHAIR HANUKKAH ANAKA NOTTOWAY INDIAN TRIBE THE MATIP INDIAN CHAIR HANUKKAH ANAKA NOTTOWAY INDIAN TRIBE THE MATIP INDIAN TRIBE NOT AWAY TRIBE INDIAN TRIBE THE MATIP INDIAN TRIBE NOT AWAY TRIBE INDIAN TRIBE THE MATIP INDIAN TRIBE NOT AWAY TRIBE OF VIRGINIA AND THE POTOMAC TRIBE NOT AWAY TRIBE OF VIRGINIA AND THE POTOMAC TRIBE NOT AWAY TRIBE OF VIRGINIA AND THE POTOMAC INDIAN TRIBE OF VIRGINIA AND OF VIRGINIA AND THE POTOMAC INDIAN TRIBE

584OF VIRGINIA AND OF VIRGINIA AND THE POTOMAC INDIAN TRIBE OF VIRGINIA AND WHEREAS NATIVE AMERICAN MEN AND INDIAN TRIBE OF VIRGINIA AND WHEREAS NATIVE AMERICAN MEN AND INDIAN TRIBE OF VIRGINIA AND WHEREAS NATIVE AMERICAN MEN AND WOMEN CONTRIBUTE TO ALL AREAS WHEREAS NATIVE AMERICAN MEN AND WOMEN CONTRIBUTE TO ALL AREAS WHEREAS NATIVE AMERICAN MEN AND WOMEN CONTRIBUTE TO ALL AREAS OF LIFE IN VIRGINIA AND THE WOMEN CONTRIBUTE TO ALL AREAS OF LIFE IN VIRGINIA AND THE WOMEN CONTRIBUTE TO ALL AREAS OF LIFE IN VIRGINIA AND THE CITY OF VIRGINIA BEACH OF LIFE IN VIRGINIA AND THE CITY OF VIRGINIA BEACH OF LIFE IN VIRGINIA AND THE CITY OF VIRGINIA BEACH INCLUDING BUT NOT LIMITED TO CITY OF VIRGINIA BEACH INCLUDING BUT NOT LIMITED TO CITY OF VIRGINIA BEACH INCLUDING BUT NOT LIMITED TO GOVERNMENT BUSINESS

585ART, INCLUDING BUT NOT LIMITED TO GOVERNMENT BUSINESS ART, INCLUDING BUT NOT LIMITED TO GOVERNMENT BUSINESS ART, SCIENCE, MEDICINE, EDUCATION GOVERNMENT BUSINESS ART, SCIENCE, MEDICINE, EDUCATION GOVERNMENT BUSINESS ART, SCIENCE, MEDICINE, EDUCATION LAW ENFORCEMENT AND THE SCIENCE, MEDICINE, EDUCATION LAW ENFORCEMENT AND THE SCIENCE, MEDICINE, EDUCATION LAW ENFORCEMENT AND THE MILITARY AND WHEREAS THROUGH LAW ENFORCEMENT AND THE MILITARY AND WHEREAS THROUGH LAW ENFORCEMENT AND THE MILITARY AND WHEREAS THROUGH THE STUDY OF NATIVE AMERICANS MILITARY AND WHEREAS THROUGH THE STUDY OF NATIVE AMERICANS MILITARY AND WHEREAS THROUGH THE STUDY OF NATIVE AMERICANS AND THEIR TRADITIONS AND VALUES THE STUDY OF NATIVE AMERICANS AND THEIR TRADITIONS AND VALUES THE STUDY OF NATIVE AMERICANS AND THEIR TRADITIONS AND VALUES INSPIRED AND CONTINUE TO AND THEIR TRADITIONS AND VALUES INSPIRED AND CONTINUE TO AND THEIR TRADITIONS AND VALUES INSPIRED AND CONTINUE TO

586INSPIRE THE IDEALS OF SELF INSPIRED AND CONTINUE TO INSPIRE THE IDEALS OF SELF INSPIRED AND CONTINUE TO INSPIRE THE IDEALS OF SELF GOVERNANCE AND DETERMINATION INSPIRE THE IDEALS OF SELF GOVERNANCE AND DETERMINATION INSPIRE THE IDEALS OF SELF GOVERNANCE AND DETERMINATION THAT ARE THE FRAMEWORK OF OUR GOVERNANCE AND DETERMINATION THAT ARE THE FRAMEWORK OF OUR GOVERNANCE AND DETERMINATION THAT ARE THE FRAMEWORK OF OUR NATION AND WHERE'S THE SCHOOL THAT ARE THE FRAMEWORK OF OUR NATION AND WHERE'S THE SCHOOL THAT ARE THE FRAMEWORK OF OUR NATION AND WHERE'S THE SCHOOL BOARD OF THE CITY OF VIRGINIA NATION AND WHERE'S THE SCHOOL BOARD OF THE CITY OF VIRGINIA NATION AND WHERE'S THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH THROUGH ITS CORE VALUES BOARD OF THE CITY OF VIRGINIA BEACH THROUGH ITS CORE VALUES BOARD OF THE

587CITY OF VIRGINIA BEACH THROUGH ITS CORE VALUES EDUCATIONAL EQUITY POLICY ARE BEACH THROUGH ITS CORE VALUES EDUCATIONAL EQUITY POLICY ARE BEACH THROUGH ITS CORE VALUES EDUCATIONAL EQUITY POLICY ARE COMMITTED TO THE CROSS CULTURAL EDUCATIONAL EQUITY POLICY ARE COMMITTED TO THE CROSS CULTURAL EDUCATIONAL EQUITY POLICY ARE COMMITTED TO THE CROSS CULTURAL COMPETENCE WITHIN OUR SCHOOL COMMITTED TO THE CROSS CULTURAL COMPETENCE WITHIN OUR SCHOOL COMMITTED TO THE CROSS CULTURAL COMPETENCE WITHIN OUR SCHOOL DIVISION NOW THEREFORE RESOLVED COMPETENCE WITHIN OUR SCHOOL DIVISION NOW THEREFORE RESOLVED COMPETENCE WITHIN OUR SCHOOL DIVISION NOW THEREFORE RESOLVED THAT THE SCHOOL BOARD OF THE DIVISION NOW THEREFORE RESOLVED THAT THE SCHOOL BOARD OF THE DIVISION NOW THEREFORE RESOLVED THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH THAT THE SCHOOL BOARD OF

588THE CITY OF VIRGINIA BEACH OFFICIALLY RECOGNIZES THE MONTH CITY OF VIRGINIA BEACH OFFICIALLY RECOGNIZES THE MONTH CITY OF VIRGINIA BEACH OFFICIALLY RECOGNIZES THE MONTH OF NOVEMBER TWO THOUSAND TWENTY OFFICIALLY RECOGNIZES THE MONTH OF NOVEMBER TWO THOUSAND TWENTY OFFICIALLY RECOGNIZES THE MONTH OF NOVEMBER TWO THOUSAND TWENTY FOUR AS NATIONAL NATIVE OF NOVEMBER TWO THOUSAND TWENTY FOUR AS NATIONAL NATIVE OF NOVEMBER TWO THOUSAND TWENTY FOUR AS NATIONAL NATIVE AMERICAN HERITAGE MONTH AND BE FOUR AS NATIONAL NATIVE AMERICAN HERITAGE MONTH AND BE FOUR AS NATIONAL NATIVE AMERICAN HERITAGE MONTH AND BE IT FURTHER RESOLVED THAT IT'S AMERICAN HERITAGE MONTH AND BE IT FURTHER RESOLVED THAT IT'S AMERICAN HERITAGE MONTH AND BE IT FURTHER RESOLVED THAT IT'S GOOD THAT THE SCHOOL BOARD IT FURTHER RESOLVED THAT IT'S GOOD THAT THE SCHOOL BOARD IT FURTHER RESOLVED THAT IT'S GOOD THAT

589THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH GOOD THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH GOOD THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH ENCOURAGES ALL CITIZENS TO OF THE CITY OF VIRGINIA BEACH ENCOURAGES ALL CITIZENS TO OF THE CITY OF VIRGINIA BEACH ENCOURAGES ALL CITIZENS TO SUPPORT AND CELEBRATE AMERICA ENCOURAGES ALL CITIZENS TO SUPPORT AND CELEBRATE AMERICA ENCOURAGES ALL CITIZENS TO SUPPORT AND CELEBRATE AMERICA INDIANS IN VIRGINIA WHOSE SUPPORT AND CELEBRATE AMERICA INDIANS IN VIRGINIA WHOSE SUPPORT AND CELEBRATE AMERICA INDIANS IN VIRGINIA WHOSE ABILITIES AND CONTRIBUTION INDIANS IN VIRGINIA WHOSE ABILITIES AND CONTRIBUTION INDIANS IN VIRGINIA WHOSE ABILITIES AND CONTRIBUTION STRENGTH IN OUR CITY IN OUR ABILITIES AND CONTRIBUTION STRENGTH IN OUR CITY IN OUR ABILITIES AND CONTRIBUTION STRENGTH IN OUR CITY IN OUR SCHOOLS DIVERSE CULTURE AND

590BE STRENGTH IN OUR CITY IN OUR SCHOOLS DIVERSE CULTURE AND BE STRENGTH IN OUR CITY IN OUR SCHOOLS DIVERSE CULTURE AND BE IT FURTHER THAT A COPY OF THIS SCHOOLS DIVERSE CULTURE AND BE IT FURTHER THAT A COPY OF THIS SCHOOLS DIVERSE CULTURE AND BE IT FURTHER THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE IT FURTHER THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE IT FURTHER THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD ADOPTED BY THE SCHOOL BOARD THE OFFICIAL MINUTES OF THIS BOARD ADOPTED BY THE SCHOOL BOARD THE OFFICIAL MINUTES OF THIS BOARD ADOPTED BY THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH

591THIS DAY ADOPTED BY THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH THIS DAY ADOPTED BY THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH THIS DAY OCTOBER TWENTY SECOND TWENTY CITY OF VIRGINIA BEACH THIS DAY OCTOBER TWENTY SECOND TWENTY CITY OF VIRGINIA BEACH THIS DAY OCTOBER TWENTY SECOND TWENTY TWENTY FOUR. OCTOBER TWENTY SECOND TWENTY TWENTY FOUR. OCTOBER TWENTY SECOND TWENTY TWENTY FOUR. THANK YOU RESOLUTION FOR TWENTY FOUR. THANK YOU RESOLUTION FOR TWENTY FOUR. THANK YOU RESOLUTION FOR NATIONAL SCHOOL PSYCHOLOGY WEEK THANK YOU RESOLUTION FOR NATIONAL SCHOOL PSYCHOLOGY WEEK THANK YOU RESOLUTION FOR NATIONAL SCHOOL PSYCHOLOGY WEEK NOVEMBER 11TH THROUGH 15TH NATIONAL SCHOOL PSYCHOLOGY WEEK NOVEMBER 11TH THROUGH 15TH NATIONAL SCHOOL PSYCHOLOGY WEEK NOVEMBER 11TH THROUGH 15TH TWENTY FOUR WHEREAS VIRGINIA NOVEMBER 11TH THROUGH 15TH TWENTY FOUR WHEREAS VIRGINIA NOVEMBER 11TH THROUGH 15TH TWENTY FOUR WHEREAS VIRGINIA

592BEACH CITY PUBLIC SCHOOL TWENTY FOUR WHEREAS VIRGINIA BEACH CITY PUBLIC SCHOOL TWENTY FOUR WHEREAS VIRGINIA BEACH CITY PUBLIC SCHOOL PSYCHOLOGIST SUPPORT THE BEACH CITY PUBLIC SCHOOL PSYCHOLOGIST SUPPORT THE BEACH CITY PUBLIC SCHOOL PSYCHOLOGIST SUPPORT THE DEVELOPMENT OF ACADEMIC AND PSYCHOLOGIST SUPPORT THE DEVELOPMENT OF ACADEMIC AND PSYCHOLOGIST SUPPORT THE DEVELOPMENT OF ACADEMIC AND SOCIAL EMOTIONAL SKILLS FOR ALL DEVELOPMENT OF ACADEMIC AND SOCIAL EMOTIONAL SKILLS FOR ALL DEVELOPMENT OF ACADEMIC AND SOCIAL EMOTIONAL SKILLS FOR ALL STUDENTS THUS ALLOWING EACH SOCIAL EMOTIONAL SKILLS FOR ALL STUDENTS THUS ALLOWING EACH SOCIAL EMOTIONAL SKILLS FOR ALL STUDENTS THUS ALLOWING EACH STUDENT TO REACH THEIR FULL STUDENTS THUS ALLOWING EACH STUDENT TO REACH THEIR FULL STUDENTS THUS ALLOWING EACH STUDENT TO REACH THEIR FULL POTENTIAL AND WHEREAS SCHOOLS STUDENT TO REACH THEIR FULL POTENTIAL AND WHEREAS SCHOOLS STUDENT TO REACH THEIR

593FULL POTENTIAL AND WHEREAS SCHOOLS PSYCHOLOGISTS ARE VALUABLE POTENTIAL AND WHEREAS SCHOOLS PSYCHOLOGISTS ARE VALUABLE POTENTIAL AND WHEREAS SCHOOLS PSYCHOLOGISTS ARE VALUABLE MEMBERS OF THE PSYCHOLOGISTS ARE VALUABLE MEMBERS OF THE PSYCHOLOGISTS ARE VALUABLE MEMBERS OF THE MULTIDISCIPLINARY TEAM SERVING MEMBERS OF THE MULTIDISCIPLINARY TEAM SERVING MEMBERS OF THE MULTIDISCIPLINARY TEAM SERVING SCHOOLS PROVIDING A WIDE A WIDE MULTIDISCIPLINARY TEAM SERVING SCHOOLS PROVIDING A WIDE A WIDE MULTIDISCIPLINARY TEAM SERVING SCHOOLS PROVIDING A WIDE A WIDE RANGE STUDENT SERVICES TO SCHOOLS PROVIDING A WIDE A WIDE RANGE STUDENT SERVICES TO SCHOOLS PROVIDING A WIDE A WIDE RANGE STUDENT SERVICES TO STUDENTS, PARENTS AND STAFF RANGE STUDENT SERVICES TO STUDENTS, PARENTS AND STAFF RANGE STUDENT SERVICES TO STUDENTS, PARENTS AND STAFF GRAD SCHOOL PSYCHOLOGIST ARE STUDENTS, PARENTS AND STAFF GRAD SCHOOL PSYCHOLOGIST ARE STUDENTS, PARENTS AND STAFF GRAD SCHOOL PSYCHOLOGIST ARE

594ACTIVELY COMMITTED TO HELPING GRAD SCHOOL PSYCHOLOGIST ARE ACTIVELY COMMITTED TO HELPING GRAD SCHOOL PSYCHOLOGIST ARE ACTIVELY COMMITTED TO HELPING STUDENTS RECOGNIZE THEIR ACTIVELY COMMITTED TO HELPING STUDENTS RECOGNIZE THEIR ACTIVELY COMMITTED TO HELPING STUDENTS RECOGNIZE THEIR ABILITIES, STRENGTHS, INTEREST STUDENTS RECOGNIZE THEIR ABILITIES, STRENGTHS, INTEREST STUDENTS RECOGNIZE THEIR ABILITIES, STRENGTHS, INTEREST AND TALENTS AS THESE TRAITS ABILITIES, STRENGTHS, INTEREST AND TALENTS AS THESE TRAITS ABILITIES, STRENGTHS, INTEREST AND TALENTS AS THESE TRAITS RELATE TO THEIR DEVELOPMENTAL AND TALENTS AS THESE TRAITS RELATE TO THEIR DEVELOPMENTAL AND TALENTS AS THESE TRAITS RELATE TO THEIR DEVELOPMENTAL AND MENTAL WELLNESS AND WHEREAS RELATE TO THEIR DEVELOPMENTAL AND MENTAL WELLNESS AND WHEREAS RELATE TO THEIR DEVELOPMENTAL AND MENTAL WELLNESS AND WHEREAS SCHOOL PSYCHOLOGIST HELP AND MENTAL WELLNESS AND WHEREAS SCHOOL PSYCHOLOGIST HELP AND MENTAL WELLNESS AND WHEREAS SCHOOL PSYCHOLOGIST HELP PARENTS FOCUS ON

595WAYS TO SCHOOL PSYCHOLOGIST HELP PARENTS FOCUS ON WAYS TO SCHOOL PSYCHOLOGIST HELP PARENTS FOCUS ON WAYS TO FURTHER THE EDUCATIONAL, PARENTS FOCUS ON WAYS TO FURTHER THE EDUCATIONAL, PARENTS FOCUS ON WAYS TO FURTHER THE EDUCATIONAL, PERSONAL AND SOCIAL EMOTIONAL FURTHER THE EDUCATIONAL, PERSONAL AND SOCIAL EMOTIONAL FURTHER THE EDUCATIONAL, PERSONAL AND SOCIAL EMOTIONAL GROWTH OF THEIR CHILDREN AND PERSONAL AND SOCIAL EMOTIONAL GROWTH OF THEIR CHILDREN AND PERSONAL AND SOCIAL EMOTIONAL GROWTH OF THEIR CHILDREN AND WHEREAS SCHOOL PSYCHOLOGISTS GROWTH OF THEIR CHILDREN AND WHEREAS SCHOOL PSYCHOLOGISTS GROWTH OF THEIR CHILDREN AND WHEREAS SCHOOL PSYCHOLOGISTS WORK WITH TEACHERS AND OTHER WHEREAS SCHOOL PSYCHOLOGISTS WORK WITH TEACHERS AND OTHER WHEREAS SCHOOL PSYCHOLOGISTS WORK WITH TEACHERS AND OTHER EDUCATORS TO HELP IN MEETING WORK WITH TEACHERS AND OTHER EDUCATORS TO HELP IN MEETING WORK WITH TEACHERS AND OTHER EDUCATORS TO

596HELP IN MEETING THE INDIVIDUAL NEEDS EDUCATORS TO HELP IN MEETING THE INDIVIDUAL NEEDS EDUCATORS TO HELP IN MEETING THE INDIVIDUAL NEEDS OF STUDENTS AND WHEREAS SCHOOL THE INDIVIDUAL NEEDS OF STUDENTS AND WHEREAS SCHOOL THE INDIVIDUAL NEEDS OF STUDENTS AND WHEREAS SCHOOL PSYCHOLOGISTS USE THEIR OF STUDENTS AND WHEREAS SCHOOL PSYCHOLOGISTS USE THEIR OF STUDENTS AND WHEREAS SCHOOL PSYCHOLOGISTS USE THEIR EXPERTIZE IN CHILD DEVELOPMENT PSYCHOLOGISTS USE THEIR EXPERTIZE IN CHILD DEVELOPMENT PSYCHOLOGISTS USE THEIR EXPERTIZE IN CHILD DEVELOPMENT ,MENTAL HEALTH, COMMUNITY EXPERTIZE IN CHILD DEVELOPMENT ,MENTAL HEALTH, COMMUNITY EXPERTIZE IN CHILD DEVELOPMENT ,MENTAL HEALTH, COMMUNITY RESOURCES AND CRISIS ,MENTAL HEALTH, COMMUNITY RESOURCES AND CRISIS ,MENTAL HEALTH, COMMUNITY RESOURCES AND CRISIS INTERVENTION TO DEVELOP AND RESOURCES AND CRISIS INTERVENTION TO DEVELOP AND RESOURCES AND CRISIS INTERVENTION TO DEVELOP AND IMPLEMENT INTERVENTIONS TO INTERVENTION TO DEVELOP AND IMPLEMENT INTERVENTIONS TO

597INTERVENTION TO DEVELOP AND IMPLEMENT INTERVENTIONS TO SUPPORT EDUCATIONAL SUCCESS IMPLEMENT INTERVENTIONS TO SUPPORT EDUCATIONAL SUCCESS IMPLEMENT INTERVENTIONS TO SUPPORT EDUCATIONAL SUCCESS WHEREAS WITH IS SHARED APPROACH SUPPORT EDUCATIONAL SUCCESS WHEREAS WITH IS SHARED APPROACH SUPPORT EDUCATIONAL SUCCESS WHEREAS WITH IS SHARED APPROACH TO SUPPORTING STUDENT LEARNING WHEREAS WITH IS SHARED APPROACH TO SUPPORTING STUDENT LEARNING WHEREAS WITH IS SHARED APPROACH TO SUPPORTING STUDENT LEARNING AND SOCIAL EMOTIONAL GROWTH TO SUPPORTING STUDENT LEARNING AND SOCIAL EMOTIONAL GROWTH TO SUPPORTING STUDENT LEARNING AND SOCIAL EMOTIONAL GROWTH PSYCHOLOGISTS ARE CONSIDERED AN AND SOCIAL EMOTIONAL GROWTH PSYCHOLOGISTS ARE CONSIDERED AN AND SOCIAL EMOTIONAL GROWTH PSYCHOLOGISTS ARE CONSIDERED AN INTEGRAL PART OF THE PSYCHOLOGISTS ARE CONSIDERED AN INTEGRAL PART OF THE PSYCHOLOGISTS ARE CONSIDERED AN INTEGRAL PART OF THE EDUCATIONAL PROCESS THAT INTEGRAL PART OF THE EDUCATIONAL PROCESS THAT INTEGRAL PART OF THE EDUCATIONAL

598PROCESS THAT ENABLES ALL STUDENTS TO ACHIEVE EDUCATIONAL PROCESS THAT ENABLES ALL STUDENTS TO ACHIEVE EDUCATIONAL PROCESS THAT ENABLES ALL STUDENTS TO ACHIEVE SUCCESS AND WELLNESS IN SCHOOL ENABLES ALL STUDENTS TO ACHIEVE SUCCESS AND WELLNESS IN SCHOOL ENABLES ALL STUDENTS TO ACHIEVE SUCCESS AND WELLNESS IN SCHOOL AND LIFE NOW THEREFORE BE IT SUCCESS AND WELLNESS IN SCHOOL AND LIFE NOW THEREFORE BE IT SUCCESS AND WELLNESS IN SCHOOL AND LIFE NOW THEREFORE BE IT RESOLVED THAT THE SCHOOL BOARD AND LIFE NOW THEREFORE BE IT RESOLVED THAT THE SCHOOL BOARD AND LIFE NOW THEREFORE BE IT RESOLVED THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH RESOLVED THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH RESOLVED THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH RECOGNIZE THE SECOND FULL WEEK OF THE CITY OF

599VIRGINIA BEACH RECOGNIZE THE SECOND FULL WEEK OF THE CITY OF VIRGINIA BEACH RECOGNIZE THE SECOND FULL WEEK OF NOVEMBER TWENTY TWENTY FOUR RECOGNIZE THE SECOND FULL WEEK OF NOVEMBER TWENTY TWENTY FOUR RECOGNIZE THE SECOND FULL WEEK OF NOVEMBER TWENTY TWENTY FOUR AS NATIONAL SCHOOL PSYCHOLOGY OF NOVEMBER TWENTY TWENTY FOUR AS NATIONAL SCHOOL PSYCHOLOGY OF NOVEMBER TWENTY TWENTY FOUR AS NATIONAL SCHOOL PSYCHOLOGY WEEK IN VIRGINIA BEACH CITY AS NATIONAL SCHOOL PSYCHOLOGY WEEK IN VIRGINIA BEACH CITY AS NATIONAL SCHOOL PSYCHOLOGY WEEK IN VIRGINIA BEACH CITY PUBLIC SCHOOLS AND BE FURTHER WEEK IN VIRGINIA BEACH CITY PUBLIC SCHOOLS AND BE FURTHER WEEK IN VIRGINIA BEACH CITY PUBLIC SCHOOLS AND BE FURTHER RESOLVED THAT A COPY OF THIS PUBLIC SCHOOLS AND BE FURTHER RESOLVED THAT A COPY OF THIS PUBLIC SCHOOLS AND BE FURTHER RESOLVED THAT A COPY OF

600THIS 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 THIS BOARD RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD ADOPTED BY THE SCHOOL PORT CITY OFFICIAL MINUTES OF THIS BOARD ADOPTED BY THE SCHOOL PORT CITY OFFICIAL MINUTES OF THIS BOARD ADOPTED BY THE SCHOOL PORT CITY OF VIRGINIA BEACH THIS TWENTY ADOPTED BY THE SCHOOL PORT CITY OF VIRGINIA BEACH THIS TWENTY ADOPTED BY THE SCHOOL PORT CITY OF VIRGINIA BEACH THIS TWENTY SECOND DAY OF OCTOBER TWENTY OF VIRGINIA BEACH THIS TWENTY SECOND DAY OF OCTOBER TWENTY OF VIRGINIA BEACH THIS TWENTY SECOND DAY OF OCTOBER TWENTY TWENTY FOUR THANK YOU AND MISS SECOND

601DAY OF OCTOBER TWENTY TWENTY FOUR THANK YOU AND MISS SECOND DAY OF OCTOBER TWENTY TWENTY FOUR THANK YOU AND MISS RIGGS AMERICAN EDUCATION WEEK TWENTY FOUR THANK YOU AND MISS RIGGS AMERICAN EDUCATION WEEK TWENTY FOUR THANK YOU AND MISS RIGGS AMERICAN EDUCATION WEEK RESOLUTION NOVEMBER 18TH RIGGS AMERICAN EDUCATION WEEK RESOLUTION NOVEMBER 18TH RIGGS AMERICAN EDUCATION WEEK RESOLUTION NOVEMBER 18TH THROUGH TWENTY SECOND TWENTY RESOLUTION NOVEMBER 18TH THROUGH TWENTY SECOND TWENTY RESOLUTION NOVEMBER 18TH THROUGH TWENTY SECOND TWENTY FOR WHEREAS AMERICAN EDUCATION THROUGH TWENTY SECOND TWENTY FOR WHEREAS AMERICAN EDUCATION THROUGH TWENTY SECOND TWENTY FOR WHEREAS AMERICAN EDUCATION WEEK EDUCATION WEEK IS A TIME FOR WHEREAS AMERICAN EDUCATION WEEK EDUCATION WEEK IS A TIME FOR WHEREAS AMERICAN EDUCATION WEEK EDUCATION WEEK IS A TIME TO HONOR AND CELEBRATE THE WEEK EDUCATION WEEK IS A TIME TO HONOR AND

602CELEBRATE THE WEEK EDUCATION WEEK IS A TIME TO HONOR AND CELEBRATE THE DEDICATION, HARD WORK AND TO HONOR AND CELEBRATE THE DEDICATION, HARD WORK AND TO HONOR AND CELEBRATE THE DEDICATION, HARD WORK AND UNWAVERING COMMITMENT OF ALL DEDICATION, HARD WORK AND UNWAVERING COMMITMENT OF ALL DEDICATION, HARD WORK AND UNWAVERING COMMITMENT OF ALL INDIVIDUALS WHO CONTRIBUTE TO UNWAVERING COMMITMENT OF ALL INDIVIDUALS WHO CONTRIBUTE TO UNWAVERING COMMITMENT OF ALL INDIVIDUALS WHO CONTRIBUTE TO THE SUCCESS OF OUR EDUCATIONAL INDIVIDUALS WHO CONTRIBUTE TO THE SUCCESS OF OUR EDUCATIONAL INDIVIDUALS WHO CONTRIBUTE TO THE SUCCESS OF OUR EDUCATIONAL SYSTEM INCLUDING SUBSTITUTE THE SUCCESS OF OUR EDUCATIONAL SYSTEM INCLUDING SUBSTITUTE THE SUCCESS OF OUR EDUCATIONAL SYSTEM INCLUDING SUBSTITUTE TEACHERS AND EDUCATION SUPPORT SYSTEM INCLUDING SUBSTITUTE TEACHERS AND EDUCATION SUPPORT SYSTEM INCLUDING SUBSTITUTE TEACHERS AND EDUCATION SUPPORT PROFESSIONALS AND WHEREAS TEACHERS AND

603EDUCATION SUPPORT PROFESSIONALS AND WHEREAS TEACHERS AND EDUCATION SUPPORT PROFESSIONALS AND WHEREAS SUBSTITUTE TEACHERS AND PROFESSIONALS AND WHEREAS SUBSTITUTE TEACHERS AND PROFESSIONALS AND WHEREAS SUBSTITUTE TEACHERS AND EDUCATION SUPPORT PROFESSIONALS SUBSTITUTE TEACHERS AND EDUCATION SUPPORT PROFESSIONALS SUBSTITUTE TEACHERS AND EDUCATION SUPPORT PROFESSIONALS PLAY A CRUCIAL ROLE AND EDUCATION SUPPORT PROFESSIONALS PLAY A CRUCIAL ROLE AND EDUCATION SUPPORT PROFESSIONALS PLAY A CRUCIAL ROLE AND ENSURING THE SMOOTH OPERATION PLAY A CRUCIAL ROLE AND ENSURING THE SMOOTH OPERATION PLAY A CRUCIAL ROLE AND ENSURING THE SMOOTH OPERATION OF SCHOOLS PROVIDING THE ENSURING THE SMOOTH OPERATION OF SCHOOLS PROVIDING THE ENSURING THE SMOOTH OPERATION OF SCHOOLS PROVIDING THE ESSENTIAL SERVICES AND OF SCHOOLS PROVIDING THE ESSENTIAL SERVICES AND OF SCHOOLS PROVIDING THE ESSENTIAL SERVICES AND SUPPORTING THE OVERALL ESSENTIAL SERVICES AND SUPPORTING THE OVERALL ESSENTIAL SERVICES AND SUPPORTING THE OVERALL EDUCATIONAL EXPERIENCE STUDENTS

604SUPPORTING THE OVERALL EDUCATIONAL EXPERIENCE STUDENTS SUPPORTING THE OVERALL EDUCATIONAL EXPERIENCE STUDENTS AND WHEREAS SUBSTITUTE TEACHERS EDUCATIONAL EXPERIENCE STUDENTS AND WHEREAS SUBSTITUTE TEACHERS EDUCATIONAL EXPERIENCE STUDENTS AND WHEREAS SUBSTITUTE TEACHERS OFTEN STEP IN AT A MOMENT'S AND WHEREAS SUBSTITUTE TEACHERS OFTEN STEP IN AT A MOMENT'S AND WHEREAS SUBSTITUTE TEACHERS OFTEN STEP IN AT A MOMENT'S NOTICE TO ENSURE THAT THE OFTEN STEP IN AT A MOMENT'S NOTICE TO ENSURE THAT THE OFTEN STEP IN AT A MOMENT'S NOTICE TO ENSURE THAT THE COMMUNITY OF EDUCATION IS NOTICE TO ENSURE THAT THE COMMUNITY OF EDUCATION IS NOTICE TO ENSURE THAT THE COMMUNITY OF EDUCATION IS MAINTAINED WHEN THE CLASSROOM COMMUNITY OF EDUCATION IS MAINTAINED WHEN THE CLASSROOM COMMUNITY OF EDUCATION IS MAINTAINED WHEN THE CLASSROOM TEACHERS ARE ABSENT FOSTERING A MAINTAINED WHEN THE CLASSROOM TEACHERS ARE ABSENT FOSTERING A MAINTAINED

605WHEN THE CLASSROOM TEACHERS ARE ABSENT FOSTERING A STABLE AND PRODUCTIVE LEARNING TEACHERS ARE ABSENT FOSTERING A STABLE AND PRODUCTIVE LEARNING TEACHERS ARE ABSENT FOSTERING A STABLE AND PRODUCTIVE LEARNING ENVIRONMENT AND WHEREAS STABLE AND PRODUCTIVE LEARNING ENVIRONMENT AND WHEREAS STABLE AND PRODUCTIVE LEARNING ENVIRONMENT AND WHEREAS EDUCATION SUPPORT PROFESSIONALS ENVIRONMENT AND WHEREAS EDUCATION SUPPORT PROFESSIONALS ENVIRONMENT AND WHEREAS EDUCATION SUPPORT PROFESSIONALS INCLUDING PARAPROFESSIONALS, EDUCATION SUPPORT PROFESSIONALS INCLUDING PARAPROFESSIONALS, EDUCATION SUPPORT PROFESSIONALS INCLUDING PARAPROFESSIONALS, FOOD SERVICES, THE CUSTODIAL INCLUDING PARAPROFESSIONALS, FOOD SERVICES, THE CUSTODIAL INCLUDING PARAPROFESSIONALS, FOOD SERVICES, THE CUSTODIAL AND MAINTENANCE SERVICES FOOD SERVICES, THE CUSTODIAL AND MAINTENANCE SERVICES FOOD SERVICES, THE CUSTODIAL AND MAINTENANCE SERVICES SECURIT SERVICES, AND MAINTENANCE SERVICES SECURIT SERVICES, AND MAINTENANCE SERVICES SECURIT SERVICES, TRANSPORTATION SERVICES AND SECURIT SERVICES, TRANSPORTATION SERVICES AND SECURIT SERVICES, TRANSPORTATION SERVICES AND VARIOUS OTHER ROLES ARE TRANSPORTATION SERVICES AND VARIOUS

606OTHER ROLES ARE TRANSPORTATION SERVICES AND VARIOUS OTHER ROLES ARE INSTRUMENTAL IN PROVIDING VARIOUS OTHER ROLES ARE INSTRUMENTAL IN PROVIDING VARIOUS OTHER ROLES ARE INSTRUMENTAL IN PROVIDING INVALUABLE ASSISTANCE EDUCATORS INSTRUMENTAL IN PROVIDING INVALUABLE ASSISTANCE EDUCATORS INSTRUMENTAL IN PROVIDING INVALUABLE ASSISTANCE EDUCATORS AND CONTRIBUTING TO THE INVALUABLE ASSISTANCE EDUCATORS AND CONTRIBUTING TO THE INVALUABLE ASSISTANCE EDUCATORS AND CONTRIBUTING TO THE DEVELOPMENT AND WELL-BEING AND CONTRIBUTING TO THE DEVELOPMENT AND WELL-BEING AND CONTRIBUTING TO THE DEVELOPMENT AND WELL-BEING OF STUDENTS AND WHEREAS THE DEVELOPMENT AND WELL-BEING OF STUDENTS AND WHEREAS THE DEVELOPMENT AND WELL-BEING OF STUDENTS AND WHEREAS THE DEDICATION AND COMMITMENT OF STUDENTS AND WHEREAS THE DEDICATION AND COMMITMENT OF STUDENTS AND WHEREAS THE DEDICATION AND COMMITMENT OF SUBSTITUTE TEACHERS AND DEDICATION AND COMMITMENT OF SUBSTITUTE TEACHERS AND DEDICATION AND COMMITMENT OF SUBSTITUTE TEACHERS AND EDUCATION SUPPORT PROFESSIONALS OF SUBSTITUTE

607TEACHERS AND EDUCATION SUPPORT PROFESSIONALS OF SUBSTITUTE TEACHERS AND EDUCATION SUPPORT PROFESSIONALS EXTEND FAR BEYOND THEIR JOB EDUCATION SUPPORT PROFESSIONALS EXTEND FAR BEYOND THEIR JOB EDUCATION SUPPORT PROFESSIONALS EXTEND FAR BEYOND THEIR JOB DESCRIPTIONS AS THEY OFTEN EXTEND FAR BEYOND THEIR JOB DESCRIPTIONS AS THEY OFTEN EXTEND FAR BEYOND THEIR JOB DESCRIPTIONS AS THEY OFTEN SERVE AS MENTORS ROLE MODELS DESCRIPTIONS AS THEY OFTEN SERVE AS MENTORS ROLE MODELS DESCRIPTIONS AS THEY OFTEN SERVE AS MENTORS ROLE MODELS AND ADVOCATES FOR THE STUDENTS SERVE AS MENTORS ROLE MODELS AND ADVOCATES FOR THE STUDENTS SERVE AS MENTORS ROLE MODELS AND ADVOCATES FOR THE STUDENTS THEY INTERACT WITH AND WHEREAS AND ADVOCATES FOR THE STUDENTS THEY INTERACT WITH AND WHEREAS AND ADVOCATES FOR THE STUDENTS THEY INTERACT WITH AND WHEREAS DURING AMERICAN EDUCATION WEEK THEY INTERACT WITH AND WHEREAS DURING AMERICAN EDUCATION

608WEEK THEY INTERACT WITH AND WHEREAS DURING AMERICAN EDUCATION WEEK NOVEMBER 18 TO 20 SECOND TWENTY DURING AMERICAN EDUCATION WEEK NOVEMBER 18 TO 20 SECOND TWENTY DURING AMERICAN EDUCATION WEEK NOVEMBER 18 TO 20 SECOND TWENTY TWENTY FOUR THE SCHOOL BOARD NOVEMBER 18 TO 20 SECOND TWENTY TWENTY FOUR THE SCHOOL BOARD NOVEMBER 18 TO 20 SECOND TWENTY TWENTY FOUR THE SCHOOL BOARD OF CITY OF VIRGINIA BEACH TWENTY FOUR THE SCHOOL BOARD OF CITY OF VIRGINIA BEACH TWENTY FOUR THE SCHOOL BOARD OF CITY OF VIRGINIA BEACH RECOGNIZES THE CONTRIBUTIONS OF CITY OF VIRGINIA BEACH RECOGNIZES THE CONTRIBUTIONS OF CITY OF VIRGINIA BEACH RECOGNIZES THE CONTRIBUTIONS OF SUBSTITUTE TEACHERS AN RECOGNIZES THE CONTRIBUTIONS OF SUBSTITUTE TEACHERS AN RECOGNIZES THE CONTRIBUTIONS OF SUBSTITUTE TEACHERS AN EDUCATION SUPPORT PROFESSIONALS OF SUBSTITUTE TEACHERS AN EDUCATION SUPPORT PROFESSIONALS OF SUBSTITUTE TEACHERS AN EDUCATION

609SUPPORT PROFESSIONALS TO OUR EDUCATION SYSTEM AND THE EDUCATION SUPPORT PROFESSIONALS TO OUR EDUCATION SYSTEM AND THE EDUCATION SUPPORT PROFESSIONALS TO OUR EDUCATION SYSTEM AND THE FUTURE OF OUR NATION AND NOW TO OUR EDUCATION SYSTEM AND THE FUTURE OF OUR NATION AND NOW TO OUR EDUCATION SYSTEM AND THE FUTURE OF OUR NATION AND NOW THEREFORE BE IT RESOLVED THE FUTURE OF OUR NATION AND NOW THEREFORE BE IT RESOLVED THE FUTURE OF OUR NATION AND NOW THEREFORE BE IT RESOLVED THE SCHOOL BOARD OF THE CITY THEREFORE BE IT RESOLVED THE SCHOOL BOARD OF THE CITY THEREFORE BE IT RESOLVED THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH RECOGNIZES SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH RECOGNIZES SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH RECOGNIZES THE WEEK OF NOVEMBER 18TH OF VIRGINIA BEACH RECOGNIZES THE

610WEEK OF NOVEMBER 18TH OF VIRGINIA BEACH RECOGNIZES THE WEEK OF NOVEMBER 18TH TWENTY SECOND TWENTY TWENTY THE WEEK OF NOVEMBER 18TH TWENTY SECOND TWENTY TWENTY THE WEEK OF NOVEMBER 18TH TWENTY SECOND TWENTY TWENTY FOUR AS AMERICAN EDUCATION IN TWENTY SECOND TWENTY TWENTY FOUR AS AMERICAN EDUCATION IN TWENTY SECOND TWENTY TWENTY FOUR AS AMERICAN EDUCATION IN THE VIRGINIA BEACH CITY PUBLIC FOUR AS AMERICAN EDUCATION IN THE VIRGINIA BEACH CITY PUBLIC FOUR AS AMERICAN EDUCATION IN THE VIRGINIA BEACH CITY PUBLIC SCHOOLS AND BE IT FURTHER THE VIRGINIA BEACH CITY PUBLIC SCHOOLS AND BE IT FURTHER THE VIRGINIA BEACH CITY PUBLIC SCHOOLS AND BE IT FURTHER RESOLVED THAT THE CONTRIBUTIONS SCHOOLS AND BE IT FURTHER RESOLVED THAT THE CONTRIBUTIONS SCHOOLS AND BE IT FURTHER RESOLVED THAT THE CONTRIBUTIONS OF SUBSTITUTE TEACHERS AND RESOLVED THAT THE CONTRIBUTIONS OF SUBSTITUTE

611TEACHERS AND RESOLVED THAT THE CONTRIBUTIONS OF SUBSTITUTE TEACHERS AND EDUCATION SUPPORT PROFESSIONAL OF SUBSTITUTE TEACHERS AND EDUCATION SUPPORT PROFESSIONAL OF SUBSTITUTE TEACHERS AND EDUCATION SUPPORT PROFESSIONAL VIRGINIA BEACH CITY PUBLIC EDUCATION SUPPORT PROFESSIONAL VIRGINIA BEACH CITY PUBLIC EDUCATION SUPPORT PROFESSIONAL VIRGINIA BEACH CITY PUBLIC SCHOOLS BE RECOGNIZED DURING VIRGINIA BEACH CITY PUBLIC SCHOOLS BE RECOGNIZED DURING VIRGINIA BEACH CITY PUBLIC SCHOOLS BE RECOGNIZED DURING INSTRUCTIONAL TIME AND THE SCHOOLS BE RECOGNIZED DURING INSTRUCTIONAL TIME AND THE SCHOOLS BE RECOGNIZED DURING INSTRUCTIONAL TIME AND THE PRESENCE OF STUDENTS ON INSTRUCTIONAL TIME AND THE PRESENCE OF STUDENTS ON INSTRUCTIONAL TIME AND THE PRESENCE OF STUDENTS ON EDUCATION SUPPORT PROFESSIONALS PRESENCE OF STUDENTS ON EDUCATION SUPPORT PROFESSIONALS PRESENCE OF STUDENTS ON EDUCATION SUPPORT PROFESSIONALS DAY NOVEMBER 20TH TWENTY TWENTY EDUCATION SUPPORT PROFESSIONALS DAY NOVEMBER 20TH TWENTY TWENTY EDUCATION SUPPORT PROFESSIONALS DAY NOVEMBER

61220TH TWENTY TWENTY FOUR AND SUBSTITUTE EDUCATORS DAY NOVEMBER 20TH TWENTY TWENTY FOUR AND SUBSTITUTE EDUCATORS DAY NOVEMBER 20TH TWENTY TWENTY FOUR AND SUBSTITUTE EDUCATORS DAY ON THE THE NOVEMBER 22ND FOUR AND SUBSTITUTE EDUCATORS DAY ON THE THE NOVEMBER 22ND FOUR AND SUBSTITUTE EDUCATORS DAY ON THE THE NOVEMBER 22ND TWENTY TWENTY FOUR AND BE DAY ON THE THE NOVEMBER 22ND TWENTY TWENTY FOUR AND BE DAY ON THE THE NOVEMBER 22ND TWENTY TWENTY FOUR AND BE FURTHER RESOLVED THAT A COPY TWENTY TWENTY FOUR AND BE FURTHER RESOLVED THAT A COPY TWENTY TWENTY FOUR AND BE FURTHER RESOLVED THAT A COPY OF THIS RESOLUTION BE SPREAD FURTHER RESOLVED THAT A COPY OF THIS RESOLUTION BE SPREAD FURTHER RESOLVED THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL

613MINUTES OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS FORWARD ADOPTED BY THE ACROSS THE OFFICIAL MINUTES OF THIS FORWARD ADOPTED BY THE ACROSS THE OFFICIAL MINUTES OF THIS FORWARD ADOPTED BY THE SCHOOL BOARD THE CITY OF THIS FORWARD ADOPTED BY THE SCHOOL BOARD THE CITY OF THIS FORWARD ADOPTED BY THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH THIS TWENTY SCHOOL BOARD THE CITY OF VIRGINIA BEACH THIS TWENTY SCHOOL BOARD THE CITY OF VIRGINIA BEACH THIS TWENTY SECOND DAY OF OCTOBER TWENTY OF VIRGINIA BEACH THIS TWENTY SECOND DAY OF OCTOBER TWENTY OF VIRGINIA BEACH THIS TWENTY SECOND DAY OF OCTOBER TWENTY TWENTY FOUR THANK YOU WITH THE SECOND DAY OF OCTOBER TWENTY TWENTY FOUR THANK YOU WITH THE SECOND DAY OF OCTOBER TWENTY TWENTY FOUR THANK YOU WITH THE VOTING BOARD'S MISS BROWN

614HOW TWENTY FOUR THANK YOU WITH THE VOTING BOARD'S MISS BROWN HOW TWENTY FOUR THANK YOU WITH THE VOTING BOARD'S MISS BROWN HOW YOU VOTE ON THE CONSENT AGENDA VOTING BOARD'S MISS BROWN HOW YOU VOTE ON THE CONSENT AGENDA VOTING BOARD'S MISS BROWN HOW YOU VOTE ON THE CONSENT AGENDA >> VOTE YES THANK YOU MADAM YOU YOU VOTE ON THE CONSENT AGENDA >> VOTE YES THANK YOU MADAM YOU YOU VOTE ON THE CONSENT AGENDA >> VOTE YES THANK YOU MADAM YOU MADAM CHAIR. >> VOTE YES THANK YOU MADAM YOU MADAM CHAIR. >> VOTE YES THANK YOU MADAM YOU MADAM CHAIR. WE HAVE LEBANESE THAT EMOTION MADAM CHAIR. WE HAVE LEBANESE THAT EMOTION MADAM CHAIR. WE HAVE LEBANESE THAT EMOTION DID PASS FOR THE APPROVAL THE WE HAVE LEBANESE THAT EMOTION DID PASS FOR THE APPROVAL THE

615WE HAVE LEBANESE THAT EMOTION DID PASS FOR THE APPROVAL THE APPROVAL OF THE CONSENT AGENDA DID PASS FOR THE APPROVAL THE APPROVAL OF THE CONSENT AGENDA DID PASS FOR THE APPROVAL THE APPROVAL OF THE CONSENT AGENDA THANK YOU. APPROVAL OF THE CONSENT AGENDA THANK YOU. APPROVAL OF THE CONSENT AGENDA THANK YOU. THIS EVENING UNDER SECTION WILL THANK YOU. THIS EVENING UNDER SECTION WILL THANK YOU. THIS EVENING UNDER SECTION WILL BEGIN WITH THE PERSONAL REPORT THIS EVENING UNDER SECTION WILL BEGIN WITH THE PERSONAL REPORT THIS EVENING UNDER SECTION WILL BEGIN WITH THE PERSONAL REPORT CALLED FOR A MOTION TO APPROVE BEGIN WITH THE PERSONAL REPORT CALLED FOR A MOTION TO APPROVE BEGIN WITH THE PERSONAL REPORT CALLED FOR A MOTION TO APPROVE OCTOBER 22ND TWENTY TWENTY CALLED FOR A MOTION TO APPROVE OCTOBER 22ND TWENTY TWENTY

616CALLED FOR A MOTION TO APPROVE OCTOBER 22ND TWENTY TWENTY TWENTY FOUR PERSONNEL REPORT AN OCTOBER 22ND TWENTY TWENTY TWENTY FOUR PERSONNEL REPORT AN OCTOBER 22ND TWENTY TWENTY TWENTY FOUR PERSONNEL REPORT AN ADMINISTRATIVE APPOINTMENT TWENTY FOUR PERSONNEL REPORT AN ADMINISTRATIVE APPOINTMENT TWENTY FOUR PERSONNEL REPORT AN ADMINISTRATIVE APPOINTMENT MOTION MADE MY MISS SECONDED BY ADMINISTRATIVE APPOINTMENT MOTION MADE MY MISS SECONDED BY ADMINISTRATIVE APPOINTMENT MOTION MADE MY MISS SECONDED BY MISS FRANKLIN ANY DISCUSSION MOTION MADE MY MISS SECONDED BY MISS FRANKLIN ANY DISCUSSION MOTION MADE MY MISS SECONDED BY MISS FRANKLIN ANY DISCUSSION THE WORD MISS BROWN HAD YOU MISS FRANKLIN ANY DISCUSSION THE WORD MISS BROWN HAD YOU MISS FRANKLIN ANY DISCUSSION THE WORD MISS BROWN HAD YOU VOTE FOR THE PERSONNEL REPORT. THE WORD MISS BROWN HAD YOU VOTE FOR THE PERSONNEL REPORT. THE WORD MISS

617BROWN HAD YOU VOTE FOR THE PERSONNEL REPORT. I VOTE YES THANK YOU DR. VOTE FOR THE PERSONNEL REPORT. I VOTE YES THANK YOU DR. VOTE FOR THE PERSONNEL REPORT. I VOTE YES THANK YOU DR. ROBERTSON OR MADAM CHAIR WE I VOTE YES THANK YOU DR. ROBERTSON OR MADAM CHAIR WE I VOTE YES THANK YOU DR. ROBERTSON OR MADAM CHAIR WE HAVE 11 I SAW THE MOTION TO ROBERTSON OR MADAM CHAIR WE HAVE 11 I SAW THE MOTION TO ROBERTSON OR MADAM CHAIR WE HAVE 11 I SAW THE MOTION TO PASS OVER THE PERSONNEL REPORT HAVE 11 I SAW THE MOTION TO PASS OVER THE PERSONNEL REPORT HAVE 11 I SAW THE MOTION TO PASS OVER THE PERSONNEL REPORT THANK YOU I SAW THAT SAW THAT PASS OVER THE PERSONNEL REPORT THANK YOU I SAW THAT

618SAW THAT PASS OVER THE PERSONNEL REPORT THANK YOU I SAW THAT SAW THAT NUMBER ELEVEN LOOK. THANK YOU I SAW THAT SAW THAT NUMBER ELEVEN LOOK. THANK YOU I SAW THAT SAW THAT NUMBER ELEVEN LOOK. THANK YOU DR. ROBERTS AND DO WE NUMBER ELEVEN LOOK. THANK YOU DR. ROBERTS AND DO WE NUMBER ELEVEN LOOK. THANK YOU DR. ROBERTS AND DO WE HAVE ANY APPOINTMENTS. THANK YOU DR. ROBERTS AND DO WE HAVE ANY APPOINTMENTS. THANK YOU DR. ROBERTS AND DO WE HAVE ANY APPOINTMENTS. YES WE DO. HAVE ANY APPOINTMENTS. YES WE DO. HAVE ANY APPOINTMENTS. YES WE DO. IT'S PLEASED TO ANNOUNCE THAT YES WE DO. IT'S PLEASED TO ANNOUNCE THAT YES WE DO. IT'S PLEASED TO ANNOUNCE THAT YOU'VE APPROVED OUR IT'S PLEASED TO ANNOUNCE THAT YOU'VE APPROVED OUR IT'S PLEASED TO ANNOUNCE THAT YOU'VE

619APPROVED OUR RECOMMENDATION FOR AARON YOU'VE APPROVED OUR RECOMMENDATION FOR AARON YOU'VE APPROVED OUR RECOMMENDATION FOR AARON CURRENTLY ADMIT ADMIN ASSISTANT RECOMMENDATION FOR AARON CURRENTLY ADMIT ADMIN ASSISTANT RECOMMENDATION FOR AARON CURRENTLY ADMIT ADMIN ASSISTANT IN PURCHASING AND THREE OAKS CURRENTLY ADMIT ADMIN ASSISTANT IN PURCHASING AND THREE OAKS CURRENTLY ADMIT ADMIN ASSISTANT IN PURCHASING AND THREE OAKS ELEMENTARY SCHOOLS TO BE THE IN PURCHASING AND THREE OAKS ELEMENTARY SCHOOLS TO BE THE IN PURCHASING AND THREE OAKS ELEMENTARY SCHOOLS TO BE THE NEXT ASSISTANT PRINCIPAL AT ELEMENTARY SCHOOLS TO BE THE NEXT ASSISTANT PRINCIPAL AT ELEMENTARY SCHOOLS TO BE THE NEXT ASSISTANT PRINCIPAL AT DEPUTY COOK ELEMENTARY SCHOOL. NEXT ASSISTANT PRINCIPAL AT DEPUTY COOK ELEMENTARY SCHOOL. NEXT ASSISTANT PRINCIPAL AT DEPUTY COOK ELEMENTARY SCHOOL. NEXT UP, I'M PLEASED TO REPORT DEPUTY COOK ELEMENTARY SCHOOL. NEXT UP, I'M PLEASED TO

620REPORT DEPUTY COOK ELEMENTARY SCHOOL. NEXT UP, I'M PLEASED TO REPORT THAT YOU'VE APPROVES OUR NEXT UP, I'M PLEASED TO REPORT THAT YOU'VE APPROVES OUR NEXT UP, I'M PLEASED TO REPORT THAT YOU'VE APPROVES OUR RECOMMENDATION MEGAN SCOTT THAT YOU'VE APPROVES OUR RECOMMENDATION MEGAN SCOTT THAT YOU'VE APPROVES OUR RECOMMENDATION MEGAN SCOTT CURRENTLY INSTRUCTIONAL RECOMMENDATION MEGAN SCOTT CURRENTLY INSTRUCTIONAL RECOMMENDATION MEGAN SCOTT CURRENTLY INSTRUCTIONAL SPECIALIST AND THE GIFTED CURRENTLY INSTRUCTIONAL SPECIALIST AND THE GIFTED CURRENTLY INSTRUCTIONAL SPECIALIST AND THE GIFTED EDUCATION OFFICE OF K-12 AND SPECIALIST AND THE GIFTED EDUCATION OFFICE OF K-12 AND SPECIALIST AND THE GIFTED EDUCATION OFFICE OF K-12 AND GET THE PROGRAMS TO BE THE NEXT EDUCATION OFFICE OF K-12 AND GET THE PROGRAMS TO BE THE NEXT EDUCATION OFFICE OF K-12 AND GET THE PROGRAMS TO BE THE NEXT COORDINATOR OF GIFTED EDUCATION GET THE

621PROGRAMS TO BE THE NEXT COORDINATOR OF GIFTED EDUCATION GET THE PROGRAMS TO BE THE NEXT COORDINATOR OF GIFTED EDUCATION IN THE OFFICE OF K-12 AND COORDINATOR OF GIFTED EDUCATION IN THE OFFICE OF K-12 AND COORDINATOR OF GIFTED EDUCATION IN THE OFFICE OF K-12 AND GIFTED PROGRAMS AND FINALLY IN THE OFFICE OF K-12 AND GIFTED PROGRAMS AND FINALLY IN THE OFFICE OF K-12 AND GIFTED PROGRAMS AND FINALLY WE'RE PLEASED THAT YOU'VE GIFTED PROGRAMS AND FINALLY WE'RE PLEASED THAT YOU'VE GIFTED PROGRAMS AND FINALLY WE'RE PLEASED THAT YOU'VE ACCEPTED OUR RECOMMENDATION WE'RE PLEASED THAT YOU'VE ACCEPTED OUR RECOMMENDATION WE'RE PLEASED THAT YOU'VE ACCEPTED OUR RECOMMENDATION SMITH CURRENTLY A COORDINATOR A ACCEPTED OUR RECOMMENDATION SMITH CURRENTLY A COORDINATOR A ACCEPTED OUR RECOMMENDATION SMITH CURRENTLY A COORDINATOR A COORDINATOR OF PROCUREMENT SMITH CURRENTLY A COORDINATOR A COORDINATOR OF PROCUREMENT SMITH

622CURRENTLY A COORDINATOR A COORDINATOR OF PROCUREMENT SERVICES AND THE OFFICER COORDINATOR OF PROCUREMENT SERVICES AND THE OFFICER COORDINATOR OF PROCUREMENT SERVICES AND THE OFFICER PROCUREMENT SERVICES TO BE THE SERVICES AND THE OFFICER PROCUREMENT SERVICES TO BE THE SERVICES AND THE OFFICER PROCUREMENT SERVICES TO BE THE NEXT DIRECTOR PROCUREMENT PROCUREMENT SERVICES TO BE THE NEXT DIRECTOR PROCUREMENT PROCUREMENT SERVICES TO BE THE NEXT DIRECTOR PROCUREMENT SERVICES AND THE OFFICE NEXT DIRECTOR PROCUREMENT SERVICES AND THE OFFICE NEXT DIRECTOR PROCUREMENT SERVICES AND THE OFFICE OF HUMAN SERVICES THAT WAS A SERVICES AND THE OFFICE OF HUMAN SERVICES THAT WAS A SERVICES AND THE OFFICE OF HUMAN SERVICES THAT WAS A REALLY NICE LOOKING JACKET SHE OF HUMAN SERVICES THAT WAS A REALLY NICE LOOKING JACKET SHE OF HUMAN SERVICES THAT WAS A REALLY NICE LOOKING JACKET SHE WAS WEARING

623TO THE BBC'S LOGO REALLY NICE LOOKING JACKET SHE WAS WEARING TO THE BBC'S LOGO REALLY NICE LOOKING JACKET SHE WAS WEARING TO THE BBC'S LOGO ON IT ISN'T THAT NICE? WAS WEARING TO THE BBC'S LOGO ON IT ISN'T THAT NICE? WAS WEARING TO THE BBC'S LOGO ON IT ISN'T THAT NICE? OK, ITEM B THE BUDGET ON IT ISN'T THAT NICE? OK, ITEM B THE BUDGET ON IT ISN'T THAT NICE? OK, ITEM B THE BUDGET RESOLUTION REGARDING FISCAL OK, ITEM B THE BUDGET RESOLUTION REGARDING FISCAL OK, ITEM B THE BUDGET RESOLUTION REGARDING FISCAL YEAR TWENTY THREE TWENTY FOUR RESOLUTION REGARDING FISCAL YEAR TWENTY THREE TWENTY FOUR RESOLUTION REGARDING FISCAL YEAR TWENTY THREE TWENTY FOUR VERSION AND REVENUE SHARING YEAR TWENTY THREE TWENTY FOUR VERSION AND REVENUE SHARING YEAR TWENTY THREE TWENTY FOUR VERSION AND REVENUE SHARING

624FORMULA REGULAR RECONCILIATION VERSION AND REVENUE SHARING FORMULA REGULAR RECONCILIATION VERSION AND REVENUE SHARING FORMULA REGULAR RECONCILIATION OK I CALL FOR A MOTION TO FORMULA REGULAR RECONCILIATION OK I CALL FOR A MOTION TO FORMULA REGULAR RECONCILIATION OK I CALL FOR A MOTION TO APPROVE THE RESOLUTION MOTION OK I CALL FOR A MOTION TO APPROVE THE RESOLUTION MOTION OK I CALL FOR A MOTION TO APPROVE THE RESOLUTION MOTION MADE BY HIS OWN SECONDED BY APPROVE THE RESOLUTION MOTION MADE BY HIS OWN SECONDED BY APPROVE THE RESOLUTION MOTION MADE BY HIS OWN SECONDED BY MISS RIGGS. MADE BY HIS OWN SECONDED BY MISS RIGGS. MADE BY HIS OWN SECONDED BY MISS RIGGS. MISS ANDERSON WHEREAS ON MISS RIGGS. MISS ANDERSON WHEREAS ON MISS RIGGS. MISS ANDERSON WHEREAS ON SEPTEMBER 24TH TWENTY TWENTY MISS ANDERSON WHEREAS ON SEPTEMBER 24TH

625TWENTY TWENTY MISS ANDERSON WHEREAS ON SEPTEMBER 24TH TWENTY TWENTY FOUR THE SCHOOL BOARD WAS SEPTEMBER 24TH TWENTY TWENTY FOUR THE SCHOOL BOARD WAS SEPTEMBER 24TH TWENTY TWENTY FOUR THE SCHOOL BOARD WAS PRESENTED WITH A SUMMARY OF THE FOUR THE SCHOOL BOARD WAS PRESENTED WITH A SUMMARY OF THE FOUR THE SCHOOL BOARD WAS PRESENTED WITH A SUMMARY OF THE UNAUDITED FINANCIAL STATEMENTS PRESENTED WITH A SUMMARY OF THE UNAUDITED FINANCIAL STATEMENTS PRESENTED WITH A SUMMARY OF THE UNAUDITED FINANCIAL STATEMENTS FOR FISCAL YEAR TWENTY TWENTY UNAUDITED FINANCIAL STATEMENTS FOR FISCAL YEAR TWENTY TWENTY UNAUDITED FINANCIAL STATEMENTS FOR FISCAL YEAR TWENTY TWENTY THREE TWENTY TWENTY FOUR YEAR FOR FISCAL YEAR TWENTY TWENTY THREE TWENTY TWENTY FOUR YEAR FOR FISCAL YEAR TWENTY TWENTY THREE TWENTY TWENTY FOUR YEAR ENDING JUNE 30TH TWENTY TWENTY THREE TWENTY TWENTY FOUR YEAR ENDING JUNE

62630TH TWENTY TWENTY THREE TWENTY TWENTY FOUR YEAR ENDING JUNE 30TH TWENTY TWENTY FOUR SHOWING THE REVERSION ENDING JUNE 30TH TWENTY TWENTY FOUR SHOWING THE REVERSION ENDING JUNE 30TH TWENTY TWENTY FOUR SHOWING THE REVERSION AMOUNT TO THE CITY'S GENERAL FOUR SHOWING THE REVERSION AMOUNT TO THE CITY'S GENERAL FOUR SHOWING THE REVERSION AMOUNT TO THE CITY'S GENERAL FUND AND WHEREAS 16 MILLION AMOUNT TO THE CITY'S GENERAL FUND AND WHEREAS 16 MILLION AMOUNT TO THE CITY'S GENERAL FUND AND WHEREAS 16 MILLION FOUR HUNDRED TWENTY THREE FUND AND WHEREAS 16 MILLION FOUR HUNDRED TWENTY THREE FUND AND WHEREAS 16 MILLION FOUR HUNDRED TWENTY THREE THOUSAND FIVE HUNDRED FORTY FOUR HUNDRED TWENTY THREE THOUSAND FIVE HUNDRED FORTY FOUR HUNDRED TWENTY THREE THOUSAND FIVE HUNDRED FORTY DOLLARS IS THE AMOUNT THOUSAND FIVE HUNDRED FORTY DOLLARS IS THE AMOUNT THOUSAND FIVE HUNDRED

627FORTY DOLLARS IS THE AMOUNT OF OPERATE OUT SCHOOL OPERATING DOLLARS IS THE AMOUNT OF OPERATE OUT SCHOOL OPERATING DOLLARS IS THE AMOUNT OF OPERATE OUT SCHOOL OPERATING REVERSION FUNDS AVAILABLE OF OPERATE OUT SCHOOL OPERATING REVERSION FUNDS AVAILABLE OF OPERATE OUT SCHOOL OPERATING REVERSION FUNDS AVAILABLE EXCLUDING DEBT SERVICE AND REVERSION FUNDS AVAILABLE EXCLUDING DEBT SERVICE AND REVERSION FUNDS AVAILABLE EXCLUDING DEBT SERVICE AND REVENUES OVER UNDER BUDGET AND EXCLUDING DEBT SERVICE AND REVENUES OVER UNDER BUDGET AND EXCLUDING DEBT SERVICE AND REVENUES OVER UNDER BUDGET AND WHEREAS FIVE MILLION THREE REVENUES OVER UNDER BUDGET AND WHEREAS FIVE MILLION THREE REVENUES OVER UNDER BUDGET AND WHEREAS FIVE MILLION THREE HUNDRED TWENTY SEVEN THOUSAND WHEREAS FIVE MILLION THREE HUNDRED TWENTY SEVEN THOUSAND WHEREAS FIVE MILLION THREE HUNDRED TWENTY SEVEN THOUSAND TWENTY TWO DOLLARS IS THE HUNDRED TWENTY SEVEN THOUSAND TWENTY

628TWO DOLLARS IS THE HUNDRED TWENTY SEVEN THOUSAND TWENTY TWO DOLLARS IS THE AMOUNT REMAINING IN DEBT TWENTY TWO DOLLARS IS THE AMOUNT REMAINING IN DEBT TWENTY TWO DOLLARS IS THE AMOUNT REMAINING IN DEBT SERVICE DUE TO THE TIMING AMOUNT REMAINING IN DEBT SERVICE DUE TO THE TIMING AMOUNT REMAINING IN DEBT SERVICE DUE TO THE TIMING OF BOND SALES INCREASING THE SERVICE DUE TO THE TIMING OF BOND SALES INCREASING THE SERVICE DUE TO THE TIMING OF BOND SALES INCREASING THE SCHOOL OPERATING REVERSION OF BOND SALES INCREASING THE SCHOOL OPERATING REVERSION OF BOND SALES INCREASING THE SCHOOL OPERATING REVERSION AMOUNT TO 21 MILLION SEVEN SCHOOL OPERATING REVERSION AMOUNT TO 21 MILLION SEVEN SCHOOL OPERATING REVERSION AMOUNT TO 21 MILLION SEVEN HUNDRED FIFTY THOUSAND FIFTY AMOUNT TO 21 MILLION SEVEN HUNDRED FIFTY THOUSAND FIFTY AMOUNT TO 21 MILLION

629SEVEN HUNDRED FIFTY THOUSAND FIFTY THOUSAND FIVE HUNDRED SIXTY TWO HUNDRED FIFTY THOUSAND FIFTY THOUSAND FIVE HUNDRED SIXTY TWO HUNDRED FIFTY THOUSAND FIFTY THOUSAND FIVE HUNDRED SIXTY TWO DOLLARS AND WHEREAS NINE THOUSAND FIVE HUNDRED SIXTY TWO DOLLARS AND WHEREAS NINE THOUSAND FIVE HUNDRED SIXTY TWO DOLLARS AND WHEREAS NINE MILLION SEVEN HUNDRED TWENTY DOLLARS AND WHEREAS NINE MILLION SEVEN HUNDRED TWENTY DOLLARS AND WHEREAS NINE MILLION SEVEN HUNDRED TWENTY THOUSAND SEVEN HUNDRED FIFTY MILLION SEVEN HUNDRED TWENTY THOUSAND SEVEN HUNDRED FIFTY MILLION SEVEN HUNDRED TWENTY THOUSAND SEVEN HUNDRED FIFTY EIGHT DOLLARS CAME IN AS THOUSAND SEVEN HUNDRED FIFTY EIGHT DOLLARS CAME IN AS THOUSAND SEVEN HUNDRED FIFTY EIGHT DOLLARS CAME IN AS ADDITIONAL REVENUE OVER THE EIGHT DOLLARS CAME IN AS ADDITIONAL REVENUE OVER THE EIGHT DOLLARS CAME IN AS ADDITIONAL REVENUE OVER THE APPROPRIATED BUDGET INCREASING ADDITIONAL REVENUE

630OVER THE APPROPRIATED BUDGET INCREASING ADDITIONAL REVENUE OVER THE APPROPRIATED BUDGET INCREASING THE SCHOOL OPERATING REVERSION APPROPRIATED BUDGET INCREASING THE SCHOOL OPERATING REVERSION APPROPRIATED BUDGET INCREASING THE SCHOOL OPERATING REVERSION MOUNT TO 31 MILLION FOUR THE SCHOOL OPERATING REVERSION MOUNT TO 31 MILLION FOUR THE SCHOOL OPERATING REVERSION MOUNT TO 31 MILLION FOUR HUNDRED SEVENTY ONE THOUSAND MOUNT TO 31 MILLION FOUR HUNDRED SEVENTY ONE THOUSAND MOUNT TO 31 MILLION FOUR HUNDRED SEVENTY ONE THOUSAND THREE HUNDRED TWENTY DOLLARS HUNDRED SEVENTY ONE THOUSAND THREE HUNDRED TWENTY DOLLARS HUNDRED SEVENTY ONE THOUSAND THREE HUNDRED TWENTY DOLLARS AND WHEREAS SET ONE HUNDRED THREE HUNDRED TWENTY DOLLARS AND WHEREAS SET ONE HUNDRED THREE HUNDRED TWENTY DOLLARS AND WHEREAS SET ONE HUNDRED SEVENTY SIX THOUSAND NINE AND WHEREAS SET ONE HUNDRED SEVENTY SIX THOUSAND NINE AND WHEREAS SET ONE HUNDRED SEVENTY SIX THOUSAND NINE

631HUNDRED THIRTY NINE DOLLARS SEVENTY SIX THOUSAND NINE HUNDRED THIRTY NINE DOLLARS SEVENTY SIX THOUSAND NINE HUNDRED THIRTY NINE DOLLARS REVERTED FROM THE ATHLETICS HUNDRED THIRTY NINE DOLLARS REVERTED FROM THE ATHLETICS HUNDRED THIRTY NINE DOLLARS REVERTED FROM THE ATHLETICS FUND AND FORTY FIVE THOUSAND REVERTED FROM THE ATHLETICS FUND AND FORTY FIVE THOUSAND REVERTED FROM THE ATHLETICS FUND AND FORTY FIVE THOUSAND THREE HUNDRED SIXTY FOUR FUND AND FORTY FIVE THOUSAND THREE HUNDRED SIXTY FOUR FUND AND FORTY FIVE THOUSAND THREE HUNDRED SIXTY FOUR DOLLARS REPORTED FROM THE GREEN THREE HUNDRED SIXTY FOUR DOLLARS REPORTED FROM THE GREEN THREE HUNDRED SIXTY FOUR DOLLARS REPORTED FROM THE GREEN RUN COLLEGIATE CHARTER SCHOOL DOLLARS REPORTED FROM THE GREEN RUN COLLEGIATE CHARTER SCHOOL DOLLARS REPORTED FROM THE GREEN RUN COLLEGIATE CHARTER SCHOOL FUND AND WHEREAS THE TOTAL RUN COLLEGIATE CHARTER SCHOOL FUND

632AND WHEREAS THE TOTAL RUN COLLEGIATE CHARTER SCHOOL FUND AND WHEREAS THE TOTAL AMOUNT AVAILABLE FOR FUND AND WHEREAS THE TOTAL AMOUNT AVAILABLE FOR FUND AND WHEREAS THE TOTAL AMOUNT AVAILABLE FOR REAPPROPRIATION IS 31 MILLION AMOUNT AVAILABLE FOR REAPPROPRIATION IS 31 MILLION AMOUNT AVAILABLE FOR REAPPROPRIATION IS 31 MILLION SIX HUNDRED NINETY THREE REAPPROPRIATION IS 31 MILLION SIX HUNDRED NINETY THREE REAPPROPRIATION IS 31 MILLION SIX HUNDRED NINETY THREE THOUSAND SIX HUNDRED TWENTY SIX HUNDRED NINETY THREE THOUSAND SIX HUNDRED TWENTY SIX HUNDRED NINETY THREE THOUSAND SIX HUNDRED TWENTY THREE AND WHEREAS THE CITY IS THOUSAND SIX HUNDRED TWENTY THREE AND WHEREAS THE CITY IS THOUSAND SIX HUNDRED TWENTY THREE AND WHEREAS THE CITY IS CURRENTLY INDICATING FISCAL THREE AND WHEREAS THE CITY IS CURRENTLY INDICATING FISCAL THREE AND WHEREAS THE CITY IS CURRENTLY INDICATING FISCAL TWENTY TWENTY THREE

633TWENTY FOUR CURRENTLY INDICATING FISCAL TWENTY TWENTY THREE TWENTY FOUR CURRENTLY INDICATING FISCAL TWENTY TWENTY THREE TWENTY FOUR REVENUE UNDER BUDGET OF ONE TWENTY TWENTY THREE TWENTY FOUR REVENUE UNDER BUDGET OF ONE TWENTY TWENTY THREE TWENTY FOUR REVENUE UNDER BUDGET OF ONE MILLION ONE HUNDRED SIXTY TWO REVENUE UNDER BUDGET OF ONE MILLION ONE HUNDRED SIXTY TWO REVENUE UNDER BUDGET OF ONE MILLION ONE HUNDRED SIXTY TWO THOUSAND NINETY NINE DOLLARS MILLION ONE HUNDRED SIXTY TWO THOUSAND NINETY NINE DOLLARS MILLION ONE HUNDRED SIXTY TWO THOUSAND NINETY NINE DOLLARS BASED ON THE REVENUE SHARING THOUSAND NINETY NINE DOLLARS BASED ON THE REVENUE SHARING THOUSAND NINETY NINE DOLLARS BASED ON THE REVENUE SHARING FORMULA AND WHEREAS THE NET BASED ON THE REVENUE SHARING FORMULA AND WHEREAS THE NET BASED ON THE REVENUE SHARING FORMULA AND WHEREAS THE NET FUNDING AVAILABLE

634FOR FORMULA AND WHEREAS THE NET FUNDING AVAILABLE FOR FORMULA AND WHEREAS THE NET FUNDING AVAILABLE FOR REAPPROPRIATION IS 30 MILLION FUNDING AVAILABLE FOR REAPPROPRIATION IS 30 MILLION FUNDING AVAILABLE FOR REAPPROPRIATION IS 30 MILLION FIVE HUNDRED THIRTY ONE REAPPROPRIATION IS 30 MILLION FIVE HUNDRED THIRTY ONE REAPPROPRIATION IS 30 MILLION FIVE HUNDRED THIRTY ONE THOUSAND FIVE HUNDRED TWENTY FIVE HUNDRED THIRTY ONE THOUSAND FIVE HUNDRED TWENTY FIVE HUNDRED THIRTY ONE THOUSAND FIVE HUNDRED TWENTY FOUR DOLLARS AND WHEREAS THE THOUSAND FIVE HUNDRED TWENTY FOUR DOLLARS AND WHEREAS THE THOUSAND FIVE HUNDRED TWENTY FOUR DOLLARS AND WHEREAS THE ADMINISTRATION RECOMMENDS THE FOUR DOLLARS AND WHEREAS THE ADMINISTRATION RECOMMENDS THE FOUR DOLLARS AND WHEREAS THE ADMINISTRATION RECOMMENDS THE FOLLOWING FOR THE AVAILABLE ADMINISTRATION RECOMMENDS THE FOLLOWING FOR THE AVAILABLE ADMINISTRATION RECOMMENDS THE FOLLOWING FOR THE AVAILABLE FUNDS IN THE AMOUNT OF

63530 FOLLOWING FOR THE AVAILABLE FUNDS IN THE AMOUNT OF 30 FOLLOWING FOR THE AVAILABLE FUNDS IN THE AMOUNT OF 30 MILLION SEVEN HUNDRED THIRTY FUNDS IN THE AMOUNT OF 30 MILLION SEVEN HUNDRED THIRTY FUNDS IN THE AMOUNT OF 30 MILLION SEVEN HUNDRED THIRTY ONE THOUSAND FIVE HUNDRED MILLION SEVEN HUNDRED THIRTY ONE THOUSAND FIVE HUNDRED MILLION SEVEN HUNDRED THIRTY ONE THOUSAND FIVE HUNDRED TWENTY FOUR DOLLARS 10 MILLION ONE THOUSAND FIVE HUNDRED TWENTY FOUR DOLLARS 10 MILLION ONE THOUSAND FIVE HUNDRED TWENTY FOUR DOLLARS 10 MILLION THIRTY ONE THOUSAND FIVE TWENTY FOUR DOLLARS 10 MILLION THIRTY ONE THOUSAND FIVE TWENTY FOUR DOLLARS 10 MILLION THIRTY ONE THOUSAND FIVE HUNDRED TWENTY FOUR TO BE THIRTY ONE THOUSAND FIVE HUNDRED TWENTY FOUR TO BE THIRTY ONE THOUSAND FIVE HUNDRED TWENTY FOUR TO BE REAPPROPRIATED TO THE FISCAL HUNDRED TWENTY FOUR

636TO BE REAPPROPRIATED TO THE FISCAL HUNDRED TWENTY FOUR TO BE REAPPROPRIATED TO THE FISCAL YEAR TWENTY TWENTY FOUR TWENTY REAPPROPRIATED TO THE FISCAL YEAR TWENTY TWENTY FOUR TWENTY REAPPROPRIATED TO THE FISCAL YEAR TWENTY TWENTY FOUR TWENTY CAPITAL IMPROVEMENT PROGRAM YEAR TWENTY TWENTY FOUR TWENTY CAPITAL IMPROVEMENT PROGRAM YEAR TWENTY TWENTY FOUR TWENTY CAPITAL IMPROVEMENT PROGRAM FIVE MILLION THREE TWENTY SEVEN CAPITAL IMPROVEMENT PROGRAM FIVE MILLION THREE TWENTY SEVEN CAPITAL IMPROVEMENT PROGRAM FIVE MILLION THREE TWENTY SEVEN THOUSAND TWENTY TWO DOLLARS TO FIVE MILLION THREE TWENTY SEVEN THOUSAND TWENTY TWO DOLLARS TO FIVE MILLION THREE TWENTY SEVEN THOUSAND TWENTY TWO DOLLARS TO BE TRANSFERRED IN THE FORM THOUSAND TWENTY TWO DOLLARS TO BE TRANSFERRED IN THE FORM THOUSAND TWENTY TWO DOLLARS TO BE TRANSFERRED IN THE FORM OF PAY AS YOU GO FUNDING WITH A BE TRANSFERRED IN THE

637FORM OF PAY AS YOU GO FUNDING WITH A BE TRANSFERRED IN THE FORM OF PAY AS YOU GO FUNDING WITH A CORRESPONDING REDUCTION IN OF PAY AS YOU GO FUNDING WITH A CORRESPONDING REDUCTION IN OF PAY AS YOU GO FUNDING WITH A CORRESPONDING REDUCTION IN AUTHORIZED BUT UNISSUED CORRESPONDING REDUCTION IN AUTHORIZED BUT UNISSUED CORRESPONDING REDUCTION IN AUTHORIZED BUT UNISSUED FACILITY REVENUE BONDS ONE AUTHORIZED BUT UNISSUED FACILITY REVENUE BONDS ONE AUTHORIZED BUT UNISSUED FACILITY REVENUE BONDS ONE MILLION FIVE HUNDRED THOUSAND FACILITY REVENUE BONDS ONE MILLION FIVE HUNDRED THOUSAND FACILITY REVENUE BONDS ONE MILLION FIVE HUNDRED THOUSAND TO BE TRANSFERRED IN THE FORM MILLION FIVE HUNDRED THOUSAND TO BE TRANSFERRED IN THE FORM MILLION FIVE HUNDRED THOUSAND TO BE TRANSFERRED IN THE FORM OF PAY AS YOU GO FUNDING FOR TO BE TRANSFERRED IN THE FORM OF

638PAY AS YOU GO FUNDING FOR TO BE TRANSFERRED IN THE FORM OF PAY AS YOU GO FUNDING FOR PROJECT ONE DASH TWENTY OF PAY AS YOU GO FUNDING FOR PROJECT ONE DASH TWENTY OF PAY AS YOU GO FUNDING FOR PROJECT ONE DASH TWENTY RENOVATION'S AND PLACEMENTS PROJECT ONE DASH TWENTY RENOVATION'S AND PLACEMENTS PROJECT ONE DASH TWENTY RENOVATION'S AND PLACEMENTS VARIOUS PHASE THREE AND THREE RENOVATION'S AND PLACEMENTS VARIOUS PHASE THREE AND THREE RENOVATION'S AND PLACEMENTS VARIOUS PHASE THREE AND THREE MILLION TWO HUNDRED FOUR VARIOUS PHASE THREE AND THREE MILLION TWO HUNDRED FOUR VARIOUS PHASE THREE AND THREE MILLION TWO HUNDRED FOUR THOUSAND FIVE HUNDRED TWO MILLION TWO HUNDRED FOUR THOUSAND FIVE HUNDRED TWO MILLION TWO HUNDRED FOUR THOUSAND FIVE HUNDRED TWO DOLLARS TO BE TRANSFERRED IN THOUSAND FIVE HUNDRED TWO DOLLARS TO BE TRANSFERRED IN THOUSAND

639FIVE HUNDRED TWO DOLLARS TO BE TRANSFERRED IN THE FORM OF PAY AS YOU GO DOLLARS TO BE TRANSFERRED IN THE FORM OF PAY AS YOU GO DOLLARS TO BE TRANSFERRED IN THE FORM OF PAY AS YOU GO FUNDING FOR PROJECT ONE DASH THE FORM OF PAY AS YOU GO FUNDING FOR PROJECT ONE DASH THE FORM OF PAY AS YOU GO FUNDING FOR PROJECT ONE DASH THIRTY PAYROLL SYSTEM FUNDING FOR PROJECT ONE DASH THIRTY PAYROLL SYSTEM FUNDING FOR PROJECT ONE DASH THIRTY PAYROLL SYSTEM REPLACEMENT TEN MILLION FIVE THIRTY PAYROLL SYSTEM REPLACEMENT TEN MILLION FIVE THIRTY PAYROLL SYSTEM REPLACEMENT TEN MILLION FIVE HUNDRED THOUSAND TO BE REPLACEMENT TEN MILLION FIVE HUNDRED THOUSAND TO BE REPLACEMENT TEN MILLION FIVE HUNDRED THOUSAND TO BE REAPPROPRIATED TO THE SCHOOL HUNDRED THOUSAND TO BE REAPPROPRIATED TO THE SCHOOL HUNDRED THOUSAND TO

640BE REAPPROPRIATED TO THE SCHOOL RESERVED SPECIAL REVENUE FUN TO REAPPROPRIATED TO THE SCHOOL RESERVED SPECIAL REVENUE FUN TO REAPPROPRIATED TO THE SCHOOL RESERVED SPECIAL REVENUE FUN TO BE SET ASIDE FOR FISCAL YEAR RESERVED SPECIAL REVENUE FUN TO BE SET ASIDE FOR FISCAL YEAR RESERVED SPECIAL REVENUE FUN TO BE SET ASIDE FOR FISCAL YEAR TWENTY FIVE TWENTY SIX CAPITAL BE SET ASIDE FOR FISCAL YEAR TWENTY FIVE TWENTY SIX CAPITAL BE SET ASIDE FOR FISCAL YEAR TWENTY FIVE TWENTY SIX CAPITAL IMPROVEMENT PROGRAM PROJECTS TWENTY FIVE TWENTY SIX CAPITAL IMPROVEMENT PROGRAM PROJECTS TWENTY FIVE TWENTY SIX CAPITAL IMPROVEMENT PROGRAM PROJECTS AND TEN MILLION TO IMPROVEMENT PROGRAM PROJECTS AND TEN MILLION TO IMPROVEMENT PROGRAM PROJECTS AND TEN MILLION TO REAPPROPRIATED TO THE HEALTH AND TEN MILLION TO REAPPROPRIATED TO THE HEALTH AND TEN MILLION TO REAPPROPRIATED TO THE HEALTH

641INSURANCE FUND NOW THEREFORE BE REAPPROPRIATED TO THE HEALTH INSURANCE FUND NOW THEREFORE BE REAPPROPRIATED TO THE HEALTH INSURANCE FUND NOW THEREFORE BE RESOLVED AT THE SCHOOL BOARD IN INSURANCE FUND NOW THEREFORE BE RESOLVED AT THE SCHOOL BOARD IN INSURANCE FUND NOW THEREFORE BE RESOLVED AT THE SCHOOL BOARD IN THE CITY OF VIRGINIA BEACH RESOLVED AT THE SCHOOL BOARD IN THE CITY OF VIRGINIA BEACH RESOLVED AT THE SCHOOL BOARD IN THE CITY OF VIRGINIA BEACH APPROVES RECOMMENDED USE A THE CITY OF VIRGINIA BEACH APPROVES RECOMMENDED USE A THE CITY OF VIRGINIA BEACH APPROVES RECOMMENDED USE A REVERSION FUNDS AS PRESENTED BY APPROVES RECOMMENDED USE A REVERSION FUNDS AS PRESENTED BY APPROVES RECOMMENDED USE A REVERSION FUNDS AS PRESENTED BY THE ADMINISTRATION AND BE FREE REVERSION FUNDS AS PRESENTED BY THE ADMINISTRATION AND BE FREE REVERSION FUNDS

642AS PRESENTED BY THE ADMINISTRATION AND BE FREE TO RESOLVE THE SCHOOL BOARD THE ADMINISTRATION AND BE FREE TO RESOLVE THE SCHOOL BOARD THE ADMINISTRATION AND BE FREE TO RESOLVE THE SCHOOL BOARD REQUEST THAT THE CITY COUNCIL TO RESOLVE THE SCHOOL BOARD REQUEST THAT THE CITY COUNCIL TO RESOLVE THE SCHOOL BOARD REQUEST THAT THE CITY COUNCIL APPROVED THE REAPPROPRIATION A REQUEST THAT THE CITY COUNCIL APPROVED THE REAPPROPRIATION A REQUEST THAT THE CITY COUNCIL APPROVED THE REAPPROPRIATION A REVERSION FUNDS SHOWN ABOVE BE APPROVED THE REAPPROPRIATION A REVERSION FUNDS SHOWN ABOVE BE APPROVED THE REAPPROPRIATION A REVERSION FUNDS SHOWN ABOVE BE IT FINALLY RESOLVE THAT A COPY REVERSION FUNDS SHOWN ABOVE BE IT FINALLY RESOLVE THAT A COPY REVERSION FUNDS SHOWN ABOVE BE IT FINALLY RESOLVE THAT A COPY OF THIS RESOLUTION BE SPREAD IT FINALLY RESOLVE THAT

643A COPY OF THIS RESOLUTION BE SPREAD IT FINALLY RESOLVE THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD AND THE CLERK ACROSS THE OFFICIAL MINUTES OF THIS BOARD AND THE CLERK ACROSS THE OFFICIAL MINUTES OF THIS BOARD AND THE CLERK OF THE BOARD IS DIRECTED TO OF THIS BOARD AND THE CLERK OF THE BOARD IS DIRECTED TO OF THIS BOARD AND THE CLERK OF THE BOARD IS DIRECTED TO DELIVER COPY THIS RESOLUTION TO OF THE BOARD IS DIRECTED TO DELIVER COPY THIS RESOLUTION TO OF THE BOARD IS DIRECTED TO DELIVER COPY THIS RESOLUTION TO THE MAYOR THE MAYOR. DELIVER COPY THIS RESOLUTION TO THE MAYOR THE MAYOR. DELIVER COPY THIS RESOLUTION

644TO THE MAYOR THE MAYOR. EACH MEMBER OF CITY COUNCIL THE THE MAYOR THE MAYOR. EACH MEMBER OF CITY COUNCIL THE THE MAYOR THE MAYOR. EACH MEMBER OF CITY COUNCIL THE CITY MANAGER AND THE CITY CLERK EACH MEMBER OF CITY COUNCIL THE CITY MANAGER AND THE CITY CLERK EACH MEMBER OF CITY COUNCIL THE CITY MANAGER AND THE CITY CLERK ADOPTED BY THE SCHOOL BOARD THE CITY MANAGER AND THE CITY CLERK ADOPTED BY THE SCHOOL BOARD THE CITY MANAGER AND THE CITY CLERK ADOPTED BY THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH IS ADOPTED BY THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH IS ADOPTED BY THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH IS TWENTY SECOND DAY OF OCTOBER CITY OF VIRGINIA BEACH IS TWENTY SECOND DAY OF OCTOBER CITY OF VIRGINIA BEACH IS TWENTY SECOND

645DAY OF OCTOBER TWENTY TWENTY FOUR FOR THE TWENTY SECOND DAY OF OCTOBER TWENTY TWENTY FOUR FOR THE TWENTY SECOND DAY OF OCTOBER TWENTY TWENTY FOUR FOR THE RECORD IS THAT PROJECT FOR TWENTY TWENTY FOUR FOR THE RECORD IS THAT PROJECT FOR TWENTY TWENTY FOUR FOR THE RECORD IS THAT PROJECT FOR THOSE PROJECT NUMBERS I'M SORRY RECORD IS THAT PROJECT FOR THOSE PROJECT NUMBERS I'M SORRY RECORD IS THAT PROJECT FOR THOSE PROJECT NUMBERS I'M SORRY CAN YOU PUT THAT BACK UP ONE THOSE PROJECT NUMBERS I'M SORRY CAN YOU PUT THAT BACK UP ONE THOSE PROJECT NUMBERS I'M SORRY CAN YOU PUT THAT BACK UP ONE DASH ZERO TWO ZERO YES. CAN YOU PUT THAT BACK UP ONE DASH ZERO TWO ZERO YES. CAN YOU PUT THAT BACK UP ONE DASH ZERO TWO ZERO YES. AND ONE

646ZERO THREE ZERO JUST IS DASH ZERO TWO ZERO YES. AND ONE ZERO THREE ZERO JUST IS DASH ZERO TWO ZERO YES. AND ONE ZERO THREE ZERO JUST IS CORRECT JUST IN CASE ANYONE IS AND ONE ZERO THREE ZERO JUST IS CORRECT JUST IN CASE ANYONE IS AND ONE ZERO THREE ZERO JUST IS CORRECT JUST IN CASE ANYONE IS LISTENING THEN WANTS TO LOOK CORRECT JUST IN CASE ANYONE IS LISTENING THEN WANTS TO LOOK CORRECT JUST IN CASE ANYONE IS LISTENING THEN WANTS TO LOOK THOSE PROJECTS UP OK. LISTENING THEN WANTS TO LOOK THOSE PROJECTS UP OK. LISTENING THEN WANTS TO LOOK THOSE PROJECTS UP OK. ALL RIGHT THEN. THOSE PROJECTS UP OK. ALL RIGHT THEN. THOSE PROJECTS UP OK. ALL RIGHT THEN. I'M SORRY MISS. ALL RIGHT THEN. I'M SORRY MISS. ALL RIGHT THEN. I'M

647SORRY MISS. YEAH MISSPENT I JUST HAD A I'M SORRY MISS. YEAH MISSPENT I JUST HAD A I'M SORRY MISS. YEAH MISSPENT I JUST HAD A QUESTION A QUESTION ABOUT THE YEAH MISSPENT I JUST HAD A QUESTION A QUESTION ABOUT THE YEAH MISSPENT I JUST HAD A QUESTION A QUESTION ABOUT THE INSURANCE FUND I'M A LITTLE QUESTION A QUESTION ABOUT THE INSURANCE FUND I'M A LITTLE QUESTION A QUESTION ABOUT THE INSURANCE FUND I'M A LITTLE CONCERNED BY THAT 10 MILLION INSURANCE FUND I'M A LITTLE CONCERNED BY THAT 10 MILLION INSURANCE FUND I'M A LITTLE CONCERNED BY THAT 10 MILLION DOLLAR FIGURE BECAUSE I'VE I'VE CONCERNED BY THAT 10 MILLION DOLLAR FIGURE BECAUSE I'VE I'VE CONCERNED BY THAT 10 MILLION DOLLAR FIGURE BECAUSE I'VE I'VE NEVER SEEN THAT IN THE PAST DOLLAR FIGURE BECAUSE I'VE I'VE NEVER

648SEEN THAT IN THE PAST DOLLAR FIGURE BECAUSE I'VE I'VE NEVER SEEN THAT IN THE PAST BUDGETS THAT WE'VE BEEN SURE NEVER SEEN THAT IN THE PAST BUDGETS THAT WE'VE BEEN SURE NEVER SEEN THAT IN THE PAST BUDGETS THAT WE'VE BEEN SURE OF MUCH WHAT IS THE TOTAL BUDGETS THAT WE'VE BEEN SURE OF MUCH WHAT IS THE TOTAL BUDGETS THAT WE'VE BEEN SURE OF MUCH WHAT IS THE TOTAL AMOUNT ANNUALLY THAT WE PUT OF MUCH WHAT IS THE TOTAL AMOUNT ANNUALLY THAT WE PUT OF MUCH WHAT IS THE TOTAL AMOUNT ANNUALLY THAT WE PUT INTO THAT FUND SO THE REVENUE AMOUNT ANNUALLY THAT WE PUT INTO THAT FUND SO THE REVENUE AMOUNT ANNUALLY THAT WE PUT INTO THAT FUND SO THE REVENUE THAT COMES IN FROM THAT FUND INTO THAT FUND SO THE REVENUE THAT COMES

649IN FROM THAT FUND INTO THAT FUND SO THE REVENUE THAT COMES IN FROM THAT FUND USUALLY FROM EMPLOYER THAT COMES IN FROM THAT FUND USUALLY FROM EMPLOYER THAT COMES IN FROM THAT FUND USUALLY FROM EMPLOYER CONTRIBUTIONS AND EMPLOYEE USUALLY FROM EMPLOYER CONTRIBUTIONS AND EMPLOYEE USUALLY FROM EMPLOYER CONTRIBUTIONS AND EMPLOYEE CONTRIBUTIONS AND THOSE ARE SET CONTRIBUTIONS AND EMPLOYEE CONTRIBUTIONS AND THOSE ARE SET CONTRIBUTIONS AND EMPLOYEE CONTRIBUTIONS AND THOSE ARE SET BY THE RATES SO WHAT'S CONTRIBUTIONS AND THOSE ARE SET BY THE RATES SO WHAT'S CONTRIBUTIONS AND THOSE ARE SET BY THE RATES SO WHAT'S HAPPENING IS WE'RE HAVING A BY THE RATES SO WHAT'S HAPPENING IS WE'RE HAVING A BY THE RATES SO WHAT'S HAPPENING IS WE'RE HAVING A DOUBLE DIGIT INCREASE IN OUR HAPPENING IS WE'RE HAVING A DOUBLE DIGIT INCREASE IN OUR HAPPENING IS

650WE'RE HAVING A DOUBLE DIGIT INCREASE IN OUR AND OUR CLAIMS AMOUNTS AND THAN DOUBLE DIGIT INCREASE IN OUR AND OUR CLAIMS AMOUNTS AND THAN DOUBLE DIGIT INCREASE IN OUR AND OUR CLAIMS AMOUNTS AND THAN WE'VE HAD A MIGRATION FROM THE AND OUR CLAIMS AMOUNTS AND THAN WE'VE HAD A MIGRATION FROM THE AND OUR CLAIMS AMOUNTS AND THAN WE'VE HAD A MIGRATION FROM THE HIGH DEDUCTIBLE INTO THE POSTAL WE'VE HAD A MIGRATION FROM THE HIGH DEDUCTIBLE INTO THE POSTAL WE'VE HAD A MIGRATION FROM THE HIGH DEDUCTIBLE INTO THE POSTAL SERVICE PLAN AND IT'S CAUSING A HIGH DEDUCTIBLE INTO THE POSTAL SERVICE PLAN AND IT'S CAUSING A HIGH DEDUCTIBLE INTO THE POSTAL SERVICE PLAN AND IT'S CAUSING A SEVERE REDUCTION HEALTH SERVICE PLAN AND IT'S CAUSING A SEVERE REDUCTION HEALTH SERVICE PLAN AND IT'S CAUSING A SEVERE

651REDUCTION HEALTH INSURANCE FUND THE EQUITY THE SEVERE REDUCTION HEALTH INSURANCE FUND THE EQUITY THE SEVERE REDUCTION HEALTH INSURANCE FUND THE EQUITY THE EQUITY BUT THE BALANCE IN THE INSURANCE FUND THE EQUITY THE EQUITY BUT THE BALANCE IN THE INSURANCE FUND THE EQUITY THE EQUITY BUT THE BALANCE IN THE HEALTH INSURANCE FUND SO WE'RE EQUITY BUT THE BALANCE IN THE HEALTH INSURANCE FUND SO WE'RE EQUITY BUT THE BALANCE IN THE HEALTH INSURANCE FUND SO WE'RE TRYING TO PUT MONEY IN THERE WE HEALTH INSURANCE FUND SO WE'RE TRYING TO PUT MONEY IN THERE WE HEALTH INSURANCE FUND SO WE'RE TRYING TO PUT MONEY IN THERE WE STILL HAVE TO LOOK AT TRYING TO PUT MONEY IN THERE WE STILL HAVE TO LOOK AT TRYING TO PUT MONEY IN THERE WE STILL HAVE TO LOOK AT INCREASING THE

652EMPLOYER STILL HAVE TO LOOK AT INCREASING THE EMPLOYER STILL HAVE TO LOOK AT INCREASING THE EMPLOYER CONTRIBUTION PROBABLY EFFECTIVE INCREASING THE EMPLOYER CONTRIBUTION PROBABLY EFFECTIVE INCREASING THE EMPLOYER CONTRIBUTION PROBABLY EFFECTIVE IN ONE HUNDRED TWENTY FIVE AND CONTRIBUTION PROBABLY EFFECTIVE IN ONE HUNDRED TWENTY FIVE AND CONTRIBUTION PROBABLY EFFECTIVE IN ONE HUNDRED TWENTY FIVE AND WE WILL BE LOOKING WITH OUR IN ONE HUNDRED TWENTY FIVE AND WE WILL BE LOOKING WITH OUR IN ONE HUNDRED TWENTY FIVE AND WE WILL BE LOOKING WITH OUR THIRD PARTY CONSULTED WE WILL BE LOOKING WITH OUR THIRD PARTY CONSULTED WE WILL BE LOOKING WITH OUR THIRD PARTY CONSULTED INCREASING EMPLOYEE RATES THIRD PARTY CONSULTED INCREASING EMPLOYEE RATES THIRD PARTY CONSULTED INCREASING EMPLOYEE RATES BEGINNING ONE POINT TWENTY I'M INCREASING EMPLOYEE RATES BEGINNING ONE POINT TWENTY I'M INCREASING EMPLOYEE RATES BEGINNING ONE

653POINT TWENTY I'M JUST TRYING TO GET AN IDEA TO BEGINNING ONE POINT TWENTY I'M JUST TRYING TO GET AN IDEA TO BEGINNING ONE POINT TWENTY I'M JUST TRYING TO GET AN IDEA TO GET AN IDEA OF WHAT PERCENTAGE JUST TRYING TO GET AN IDEA TO GET AN IDEA OF WHAT PERCENTAGE JUST TRYING TO GET AN IDEA TO GET AN IDEA OF WHAT PERCENTAGE OF IT IT VARIES RIGHT NOW WE'RE GET AN IDEA OF WHAT PERCENTAGE OF IT IT VARIES RIGHT NOW WE'RE GET AN IDEA OF WHAT PERCENTAGE OF IT IT VARIES RIGHT NOW WE'RE ANYWHERE FROM 15 20 PERCENT OF IT IT VARIES RIGHT NOW WE'RE ANYWHERE FROM 15 20 PERCENT OF IT IT VARIES RIGHT NOW WE'RE ANYWHERE FROM 15 20 PERCENT INCREASE IN OUR HEALTH CARE SO ANYWHERE FROM 15 20 PERCENT INCREASE

654IN OUR HEALTH CARE SO ANYWHERE FROM 15 20 PERCENT INCREASE IN OUR HEALTH CARE SO THE AMOUNT OF MONEY GOING IN INCREASE IN OUR HEALTH CARE SO THE AMOUNT OF MONEY GOING IN INCREASE IN OUR HEALTH CARE SO THE AMOUNT OF MONEY GOING IN THERE I'D HAVE TO GO BACK AND THE AMOUNT OF MONEY GOING IN THERE I'D HAVE TO GO BACK AND THE AMOUNT OF MONEY GOING IN THERE I'D HAVE TO GO BACK AND LOOK I DON'T WANT TO BRING IT THERE I'D HAVE TO GO BACK AND LOOK I DON'T WANT TO BRING IT THERE I'D HAVE TO GO BACK AND LOOK I DON'T WANT TO BRING IT OFF THE TOP OF MY HEAD BUT THE LOOK I DON'T WANT TO BRING IT OFF THE TOP OF MY HEAD BUT THE LOOK I DON'T

655WANT TO BRING IT OFF THE TOP OF MY HEAD BUT THE AMOUNT OF MONEY GO IN AND OFF THE TOP OF MY HEAD BUT THE AMOUNT OF MONEY GO IN AND OFF THE TOP OF MY HEAD BUT THE AMOUNT OF MONEY GO IN AND THERE'S JUST NOT COVERING THE AMOUNT OF MONEY GO IN AND THERE'S JUST NOT COVERING THE AMOUNT OF MONEY GO IN AND THERE'S JUST NOT COVERING THE EXPENDITURES AND SO WE'RE THERE'S JUST NOT COVERING THE EXPENDITURES AND SO WE'RE THERE'S JUST NOT COVERING THE EXPENDITURES AND SO WE'RE HAVING TO USE THE HEALTH FUND EXPENDITURES AND SO WE'RE HAVING TO USE THE HEALTH FUND EXPENDITURES AND SO WE'RE HAVING TO USE THE HEALTH FUND BALLOTS IN ORDER TO COVER OUR HAVING TO USE THE HEALTH FUND BALLOTS IN ORDER TO COVER OUR HAVING

656TO USE THE HEALTH FUND BALLOTS IN ORDER TO COVER OUR CLAIMS BECAUSE I MEAN OBVIOUSLY BALLOTS IN ORDER TO COVER OUR CLAIMS BECAUSE I MEAN OBVIOUSLY BALLOTS IN ORDER TO COVER OUR CLAIMS BECAUSE I MEAN OBVIOUSLY THIS IS OBVIOUSLY THIS IS CLAIMS BECAUSE I MEAN OBVIOUSLY THIS IS OBVIOUSLY THIS IS CLAIMS BECAUSE I MEAN OBVIOUSLY THIS IS OBVIOUSLY THIS IS SOMETHING THAT IS GOING TO HAVE THIS IS OBVIOUSLY THIS IS SOMETHING THAT IS GOING TO HAVE THIS IS OBVIOUSLY THIS IS SOMETHING THAT IS GOING TO HAVE TO BE ADDRESSED IN NEXT YEAR'S SOMETHING THAT IS GOING TO HAVE TO BE ADDRESSED IN NEXT YEAR'S SOMETHING THAT IS GOING TO HAVE TO BE ADDRESSED IN NEXT YEAR'S BUDGET IT IS AND IT'S GOING TO TO BE ADDRESSED IN NEXT YEAR'S BUDGET IT IS AND IT'S GOING

657TO TO BE ADDRESSED IN NEXT YEAR'S BUDGET IT IS AND IT'S GOING TO BE SIGNIFICANT IS RIGHT WE BUDGET IT IS AND IT'S GOING TO BE SIGNIFICANT IS RIGHT WE BUDGET IT IS AND IT'S GOING TO BE SIGNIFICANT IS RIGHT WE RIGHT. BE SIGNIFICANT IS RIGHT WE RIGHT. BE SIGNIFICANT IS RIGHT WE RIGHT. WE TALKED ABOUT THAT AT THE RIGHT. WE TALKED ABOUT THAT AT THE RIGHT. WE TALKED ABOUT THAT AT THE RETREAT. WE TALKED ABOUT THAT AT THE RETREAT. WE TALKED ABOUT THAT AT THE RETREAT. YEAH. RETREAT. YEAH. RETREAT. YEAH. THANK, THANK YOU. YEAH. THANK, THANK YOU. YEAH. THANK, THANK YOU. OK, AGAIN THE MOTION MY OWN THANK, THANK YOU. OK, AGAIN THE MOTION MY OWN THANK, THANK YOU. OK, AGAIN THE MOTION MY OWN SECOND I MISS RIGGS ANY FURTHER OK, AGAIN THE

658MOTION MY OWN SECOND I MISS RIGGS ANY FURTHER OK, AGAIN THE MOTION MY OWN SECOND I MISS RIGGS ANY FURTHER DISCUSSION ALL RIGHT. SECOND I MISS RIGGS ANY FURTHER DISCUSSION ALL RIGHT. SECOND I MISS RIGGS ANY FURTHER DISCUSSION ALL RIGHT. THE VOTING BOARD'S OPEN. DISCUSSION ALL RIGHT. THE VOTING BOARD'S OPEN. DISCUSSION ALL RIGHT. THE VOTING BOARD'S OPEN. MISS >> BROWN HOW DO YOU VOTE THE VOTING BOARD'S OPEN. MISS >> BROWN HOW DO YOU VOTE THE VOTING BOARD'S OPEN. MISS >> BROWN HOW DO YOU VOTE FOR THE BUDGET RESOLUTION? MISS >> BROWN HOW DO YOU VOTE FOR THE BUDGET RESOLUTION? MISS >> BROWN HOW DO YOU VOTE FOR THE BUDGET RESOLUTION? I VOTE YES THANK YOU MADAM FOR THE BUDGET RESOLUTION? I VOTE YES THANK YOU MADAM FOR THE BUDGET RESOLUTION? I VOTE YES THANK YOU

659MADAM CHAIR WE. I VOTE YES THANK YOU MADAM CHAIR WE. I VOTE YES THANK YOU MADAM CHAIR WE. WE HAVE ELEVEN. CHAIR WE. WE HAVE ELEVEN. CHAIR WE. WE HAVE ELEVEN. I SAW THE MOTION IPADS FOR THE WE HAVE ELEVEN. I SAW THE MOTION IPADS FOR THE WE HAVE ELEVEN. I SAW THE MOTION IPADS FOR THE BUDGET RESOLUTION. I SAW THE MOTION IPADS FOR THE BUDGET RESOLUTION. I SAW THE MOTION IPADS FOR THE BUDGET RESOLUTION. OK THANK, THANK YOU. BUDGET RESOLUTION. OK THANK, THANK YOU. BUDGET RESOLUTION. OK THANK, THANK YOU. DOES ANYBODY HAVE ANYTHING FOR OK THANK, THANK YOU. DOES ANYBODY HAVE ANYTHING FOR OK THANK, THANK YOU. DOES ANYBODY HAVE ANYTHING FOR COMMITTEE ORGANIZATION OR BOARD DOES ANYBODY HAVE ANYTHING FOR COMMITTEE ORGANIZATION OR BOARD DOES ANYBODY HAVE ANYTHING FOR COMMITTEE ORGANIZATION OR BOARD

660REPORTS, MR. FRANKLIN? COMMITTEE ORGANIZATION OR BOARD REPORTS, MR. FRANKLIN? COMMITTEE ORGANIZATION OR BOARD REPORTS, MR. FRANKLIN? YES, WE ACTUALLY DID HAVE THE REPORTS, MR. FRANKLIN? YES, WE ACTUALLY DID HAVE THE REPORTS, MR. FRANKLIN? YES, WE ACTUALLY DID HAVE THE GOVERNING BOARD MEETING FOR THE YES, WE ACTUALLY DID HAVE THE GOVERNING BOARD MEETING FOR THE YES, WE ACTUALLY DID HAVE THE GOVERNING BOARD MEETING FOR THE GREEN RECOLETA AND I JUST GOVERNING BOARD MEETING FOR THE GREEN RECOLETA AND I JUST GOVERNING BOARD MEETING FOR THE GREEN RECOLETA AND I JUST WANTED TO PROVIDE THE BOARD GREEN RECOLETA AND I JUST WANTED TO PROVIDE THE BOARD GREEN RECOLETA AND I JUST WANTED TO PROVIDE THE BOARD WITH SOME STATS WE ACTUALLY WANTED TO PROVIDE THE BOARD WITH SOME STATS WE ACTUALLY WANTED TO PROVIDE THE BOARD WITH SOME

661STATS WE ACTUALLY HAVE THREE HUNDRED AND EIGHTY WITH SOME STATS WE ACTUALLY HAVE THREE HUNDRED AND EIGHTY WITH SOME STATS WE ACTUALLY HAVE THREE HUNDRED AND EIGHTY NINE STUDENTS CURRENTLY HAVE THREE HUNDRED AND EIGHTY NINE STUDENTS CURRENTLY HAVE THREE HUNDRED AND EIGHTY NINE STUDENTS CURRENTLY ENROLLED WHICH IS FIFTEEN MORE NINE STUDENTS CURRENTLY ENROLLED WHICH IS FIFTEEN MORE NINE STUDENTS CURRENTLY ENROLLED WHICH IS FIFTEEN MORE THAN LAST SEPTEMBER WE ARE IN ENROLLED WHICH IS FIFTEEN MORE THAN LAST SEPTEMBER WE ARE IN ENROLLED WHICH IS FIFTEEN MORE THAN LAST SEPTEMBER WE ARE IN THE GREEN FOR CHRONIC THAN LAST SEPTEMBER WE ARE IN THE GREEN FOR CHRONIC THAN LAST SEPTEMBER WE ARE IN THE GREEN FOR CHRONIC ABSENTEEISM WHICH MEANS THAT THE GREEN FOR CHRONIC ABSENTEEISM WHICH MEANS THAT THE GREEN FOR CHRONIC ABSENTEEISM WHICH MEANS THAT

662THEY'RE DOING GREAT ENSURING ABSENTEEISM WHICH MEANS THAT THEY'RE DOING GREAT ENSURING ABSENTEEISM WHICH MEANS THAT THEY'RE DOING GREAT ENSURING THAT WE HAVE STUDENTS IN AND WE THEY'RE DOING GREAT ENSURING THAT WE HAVE STUDENTS IN AND WE THEY'RE DOING GREAT ENSURING THAT WE HAVE STUDENTS IN AND WE ACTUALLY ALREADY HAVE THREE THAT WE HAVE STUDENTS IN AND WE ACTUALLY ALREADY HAVE THREE THAT WE HAVE STUDENTS IN AND WE ACTUALLY ALREADY HAVE THREE STUDENTS RECEIVING A ACTUALLY ALREADY HAVE THREE STUDENTS RECEIVING A ACTUALLY ALREADY HAVE THREE STUDENTS RECEIVING A SCHOLARSHIP OPPORTUNITY FOR A STUDENTS RECEIVING A SCHOLARSHIP OPPORTUNITY FOR A STUDENTS RECEIVING A SCHOLARSHIP OPPORTUNITY FOR A FORTY EIGHT THOUSAND ALREADY SO SCHOLARSHIP OPPORTUNITY FOR A FORTY EIGHT THOUSAND ALREADY SO SCHOLARSHIP OPPORTUNITY FOR A FORTY EIGHT THOUSAND ALREADY SO THAT'S PRETTY EXCITING SO YEAH FORTY EIGHT

663THOUSAND ALREADY SO THAT'S PRETTY EXCITING SO YEAH FORTY EIGHT THOUSAND ALREADY SO THAT'S PRETTY EXCITING SO YEAH WE'RE YEAH WE'RE DOING SOME THAT'S PRETTY EXCITING SO YEAH WE'RE YEAH WE'RE DOING SOME THAT'S PRETTY EXCITING SO YEAH WE'RE YEAH WE'RE DOING SOME GREAT STUFF THERE'S SOME NASA WE'RE YEAH WE'RE DOING SOME GREAT STUFF THERE'S SOME NASA WE'RE YEAH WE'RE DOING SOME GREAT STUFF THERE'S SOME NASA PARTNERSHIP THAT I WANT TO GREAT STUFF THERE'S SOME NASA PARTNERSHIP THAT I WANT TO GREAT STUFF THERE'S SOME NASA PARTNERSHIP THAT I WANT TO EXPOUND ON AT A LATER EIGHT AND PARTNERSHIP THAT I WANT TO EXPOUND ON AT A LATER EIGHT AND PARTNERSHIP THAT I WANT TO EXPOUND ON AT A LATER EIGHT AND I'M SURE YOU PROBABLY WILL HEAR EXPOUND ON AT A LATER EIGHT AND I'M SURE YOU

664PROBABLY WILL HEAR EXPOUND ON AT A LATER EIGHT AND I'M SURE YOU PROBABLY WILL HEAR WHEN THEY PROVIDE THEIR UPDATE I'M SURE YOU PROBABLY WILL HEAR WHEN THEY PROVIDE THEIR UPDATE I'M SURE YOU PROBABLY WILL HEAR WHEN THEY PROVIDE THEIR UPDATE AS WELL. WHEN THEY PROVIDE THEIR UPDATE AS WELL. WHEN THEY PROVIDE THEIR UPDATE AS WELL. BUT SOME REALLY GREAT STUFF AS WELL. BUT SOME REALLY GREAT STUFF AS WELL. BUT SOME REALLY GREAT STUFF THAT IS HAPPENING AT GRC RIGHT BUT SOME REALLY GREAT STUFF THAT IS HAPPENING AT GRC RIGHT BUT SOME REALLY GREAT STUFF THAT IS HAPPENING AT GRC RIGHT NOW. THAT IS HAPPENING AT GRC RIGHT NOW. THAT IS HAPPENING AT GRC RIGHT NOW. THANK YOU, MISS WEEMES. NOW. THANK YOU, MISS WEEMES. NOW. THANK YOU, MISS WEEMES. I'M YES, I INTENDED THE

665THANK YOU, MISS WEEMES. I'M YES, I INTENDED THE THANK YOU, MISS WEEMES. I'M YES, I INTENDED THE TECHNICAL AND CAREER EDUCATION I'M YES, I INTENDED THE TECHNICAL AND CAREER EDUCATION I'M YES, I INTENDED THE TECHNICAL AND CAREER EDUCATION ADVISORY COUNCIL MEETING TODAY TECHNICAL AND CAREER EDUCATION ADVISORY COUNCIL MEETING TODAY TECHNICAL AND CAREER EDUCATION ADVISORY COUNCIL MEETING TODAY AND I LOVE THIS GROUP BECAUSE ADVISORY COUNCIL MEETING TODAY AND I LOVE THIS GROUP BECAUSE ADVISORY COUNCIL MEETING TODAY AND I LOVE THIS GROUP BECAUSE WHEN YOU LEAVE YOUR SO EXCITED AND I LOVE THIS GROUP BECAUSE WHEN YOU LEAVE YOUR SO EXCITED AND I LOVE THIS GROUP BECAUSE WHEN YOU LEAVE YOUR SO EXCITED ABOUT ALL THE NEW PROGRAMS AND WHEN YOU LEAVE YOUR SO EXCITED ABOUT ALL THE NEW PROGRAMS AND WHEN YOU LEAVE YOUR SO EXCITED

666ABOUT ALL THE NEW PROGRAMS AND ALL THE NEW OPPORTUNITY FOR ABOUT ALL THE NEW PROGRAMS AND ALL THE NEW OPPORTUNITY FOR ABOUT ALL THE NEW PROGRAMS AND ALL THE NEW OPPORTUNITY FOR STUDENTS ANDREW ROBERTSON, I ALL THE NEW OPPORTUNITY FOR STUDENTS ANDREW ROBERTSON, I ALL THE NEW OPPORTUNITY FOR STUDENTS ANDREW ROBERTSON, I THINK IT'S REALLY GREAT AND STUDENTS ANDREW ROBERTSON, I THINK IT'S REALLY GREAT AND STUDENTS ANDREW ROBERTSON, I THINK IT'S REALLY GREAT AND COLLEAGUES ABOUT HOW WE PRETTY THINK IT'S REALLY GREAT AND COLLEAGUES ABOUT HOW WE PRETTY THINK IT'S REALLY GREAT AND COLLEAGUES ABOUT HOW WE PRETTY MUCH LIKE REALLY GONE FORWARD COLLEAGUES ABOUT HOW WE PRETTY MUCH LIKE REALLY GONE FORWARD COLLEAGUES ABOUT HOW WE PRETTY MUCH LIKE REALLY GONE FORWARD PRETTY HARD HARD LAST COUPLE MUCH LIKE REALLY GONE FORWARD PRETTY HARD

667HARD LAST COUPLE MUCH LIKE REALLY GONE FORWARD PRETTY HARD HARD LAST COUPLE OF YEARS ON WORKFORCE PRETTY HARD HARD LAST COUPLE OF YEARS ON WORKFORCE PRETTY HARD HARD LAST COUPLE OF YEARS ON WORKFORCE DEVELOPMENT BECAUSE WE HAVE THE OF YEARS ON WORKFORCE DEVELOPMENT BECAUSE WE HAVE THE OF YEARS ON WORKFORCE DEVELOPMENT BECAUSE WE HAVE THE WE HAVE DR. ROBERTSONS GROUP. DEVELOPMENT BECAUSE WE HAVE THE WE HAVE DR. ROBERTSONS GROUP. DEVELOPMENT BECAUSE WE HAVE THE WE HAVE DR. ROBERTSONS GROUP. WE HAVE THIS ADVISORY BOARD AND WE HAVE DR. ROBERTSONS GROUP. WE HAVE THIS ADVISORY BOARD AND WE HAVE DR. ROBERTSONS GROUP. WE HAVE THIS ADVISORY BOARD AND THEN WE HAVE THE WORKFORCE WE HAVE THIS ADVISORY BOARD AND THEN WE HAVE THE WORKFORCE WE HAVE THIS ADVISORY BOARD AND THEN WE HAVE THE WORKFORCE DEVELOPMENT COMMITTEE

668THAT WE THEN WE HAVE THE WORKFORCE DEVELOPMENT COMMITTEE THAT WE THEN WE HAVE THE WORKFORCE DEVELOPMENT COMMITTEE THAT WE HAVE WITH CITY COUNCIL OPEN DEVELOPMENT COMMITTEE THAT WE HAVE WITH CITY COUNCIL OPEN DEVELOPMENT COMMITTEE THAT WE HAVE WITH CITY COUNCIL OPEN AREA BUSINESS PEOPLE AND IT'S HAVE WITH CITY COUNCIL OPEN AREA BUSINESS PEOPLE AND IT'S HAVE WITH CITY COUNCIL OPEN AREA BUSINESS PEOPLE AND IT'S REALLY EXCITING TO SEE THESE AREA BUSINESS PEOPLE AND IT'S REALLY EXCITING TO SEE THESE AREA BUSINESS PEOPLE AND IT'S REALLY EXCITING TO SEE THESE THREE GROUPS ARE WORKING REALLY EXCITING TO SEE THESE THREE GROUPS ARE WORKING REALLY EXCITING TO SEE THESE THREE GROUPS ARE WORKING TOGETHER INSTEAD OF DOING THEIR THREE GROUPS ARE WORKING TOGETHER INSTEAD OF DOING THEIR THREE GROUPS ARE WORKING TOGETHER INSTEAD OF DOING THEIR OWN THING.

669TOGETHER INSTEAD OF DOING THEIR OWN THING. TOGETHER INSTEAD OF DOING THEIR OWN THING. WE'RE COLLABORATING AND WE'RE OWN THING. WE'RE COLLABORATING AND WE'RE OWN THING. WE'RE COLLABORATING AND WE'RE GOING AFTER THE SAME THING. WE'RE COLLABORATING AND WE'RE GOING AFTER THE SAME THING. WE'RE COLLABORATING AND WE'RE GOING AFTER THE SAME THING. SO I FEEL LIKE WE'RE REALLY GOING AFTER THE SAME THING. SO I FEEL LIKE WE'RE REALLY GOING AFTER THE SAME THING. SO I FEEL LIKE WE'RE REALLY MOVING FORWARD BIG TIME. SO I FEEL LIKE WE'RE REALLY MOVING FORWARD BIG TIME. SO I FEEL LIKE WE'RE REALLY MOVING FORWARD BIG TIME. SO MISS LOCKETTE IS GOING TO BE MOVING FORWARD BIG TIME. SO MISS LOCKETTE IS GOING TO BE MOVING FORWARD BIG TIME. SO MISS LOCKETTE IS GOING TO BE PRESENTING US REPORT I THINK SO

670MISS LOCKETTE IS GOING TO BE PRESENTING US REPORT I THINK SO MISS LOCKETTE IS GOING TO BE PRESENTING US REPORT I THINK NOVEMBER 12TH I DON'T I DON'T PRESENTING US REPORT I THINK NOVEMBER 12TH I DON'T I DON'T PRESENTING US REPORT I THINK NOVEMBER 12TH I DON'T I DON'T WANT TO STEAL ALL THUNDER BUT NOVEMBER 12TH I DON'T I DON'T WANT TO STEAL ALL THUNDER BUT NOVEMBER 12TH I DON'T I DON'T WANT TO STEAL ALL THUNDER BUT I'M JUST GOING TO GIVE YOU A WANT TO STEAL ALL THUNDER BUT I'M JUST GOING TO GIVE YOU A WANT TO STEAL ALL THUNDER BUT I'M JUST GOING TO GIVE YOU A LITTLE TEASER DUAL ENROLLMENT I'M JUST GOING TO GIVE YOU A LITTLE TEASER DUAL ENROLLMENT I'M JUST GOING TO GIVE YOU A LITTLE TEASER DUAL ENROLLMENT

671OPPORTUNITIES THAT WE'RE LITTLE TEASER DUAL ENROLLMENT OPPORTUNITIES THAT WE'RE LITTLE TEASER DUAL ENROLLMENT OPPORTUNITIES THAT WE'RE TALKING ABOUT PERHAPS ADDING A OPPORTUNITIES THAT WE'RE TALKING ABOUT PERHAPS ADDING A OPPORTUNITIES THAT WE'RE TALKING ABOUT PERHAPS ADDING A AND MAINTENANCE MEDICAL TALKING ABOUT PERHAPS ADDING A AND MAINTENANCE MEDICAL TALKING ABOUT PERHAPS ADDING A AND MAINTENANCE MEDICAL ASSISTANT RENEWABLE ENERGY AND MAINTENANCE MEDICAL ASSISTANT RENEWABLE ENERGY AND MAINTENANCE MEDICAL ASSISTANT RENEWABLE ENERGY PARALEGAL, EMERGENCY MEDICAL ASSISTANT RENEWABLE ENERGY PARALEGAL, EMERGENCY MEDICAL ASSISTANT RENEWABLE ENERGY PARALEGAL, EMERGENCY MEDICAL SERVICES AND SOME MORE WELDING PARALEGAL, EMERGENCY MEDICAL SERVICES AND SOME MORE WELDING PARALEGAL, EMERGENCY MEDICAL SERVICES AND SOME MORE WELDING CLASSES BECAUSE AS YOU KNOW WE SERVICES AND SOME MORE WELDING CLASSES BECAUSE AS YOU KNOW WE SERVICES AND SOME MORE WELDING CLASSES BECAUSE AS YOU KNOW WE TURNED DOWN OVER ONE

672HUNDRED CLASSES BECAUSE AS YOU KNOW WE TURNED DOWN OVER ONE HUNDRED CLASSES BECAUSE AS YOU KNOW WE TURNED DOWN OVER ONE HUNDRED KIDS EVERY SINGLE YEAR ONTO TURNED DOWN OVER ONE HUNDRED KIDS EVERY SINGLE YEAR ONTO TURNED DOWN OVER ONE HUNDRED KIDS EVERY SINGLE YEAR ONTO THAT WELDING PROGRAM. KIDS EVERY SINGLE YEAR ONTO THAT WELDING PROGRAM. KIDS EVERY SINGLE YEAR ONTO THAT WELDING PROGRAM. SO SUPER EXCITING STUFF THAT WELDING PROGRAM. SO SUPER EXCITING STUFF THAT WELDING PROGRAM. SO SUPER EXCITING STUFF NOVEMBER 12TH WILL BE A FULL SO SUPER EXCITING STUFF NOVEMBER 12TH WILL BE A FULL SO SUPER EXCITING STUFF NOVEMBER 12TH WILL BE A FULL PRESENTATION WITH A LOT MORE NOVEMBER 12TH WILL BE A FULL PRESENTATION WITH A LOT MORE NOVEMBER 12TH WILL BE A FULL PRESENTATION WITH A LOT MORE DETAILS THAT'S

673ALSO MUCH SO PRESENTATION WITH A LOT MORE DETAILS THAT'S ALSO MUCH SO PRESENTATION WITH A LOT MORE DETAILS THAT'S ALSO MUCH SO MUCH. DETAILS THAT'S ALSO MUCH SO MUCH. DETAILS THAT'S ALSO MUCH SO MUCH. THAT'S AWESOME. MUCH. THAT'S AWESOME. MUCH. THAT'S AWESOME. THANKS MCSWEENEY'S AND MISS THAT'S AWESOME. THANKS MCSWEENEY'S AND MISS THAT'S AWESOME. THANKS MCSWEENEY'S AND MISS ANDERSON. THANKS MCSWEENEY'S AND MISS ANDERSON. THANKS MCSWEENEY'S AND MISS ANDERSON. SO I'M DO A PITCH HERE FOR THE ANDERSON. SO I'M DO A PITCH HERE FOR THE ANDERSON. SO I'M DO A PITCH HERE FOR THE STUDENT UM SISTER CITY STUDENT SO I'M DO A PITCH HERE FOR THE STUDENT UM SISTER CITY STUDENT SO I'M DO A PITCH HERE FOR THE STUDENT UM SISTER CITY STUDENT AMBASSADOR FOR TWENTY TWENTY STUDENT UM SISTER CITY STUDENT AMBASSADOR FOR TWENTY

674TWENTY STUDENT UM SISTER CITY STUDENT AMBASSADOR FOR TWENTY TWENTY FIVE THE APPLICATIONS FOR AMBASSADOR FOR TWENTY TWENTY FIVE THE APPLICATIONS FOR AMBASSADOR FOR TWENTY TWENTY FIVE THE APPLICATIONS FOR STUDENTS WHO ARE INTERESTED AND FIVE THE APPLICATIONS FOR STUDENTS WHO ARE INTERESTED AND FIVE THE APPLICATIONS FOR STUDENTS WHO ARE INTERESTED AND APPLYING FOR THIS THIS STUDENTS WHO ARE INTERESTED AND APPLYING FOR THIS THIS STUDENTS WHO ARE INTERESTED AND APPLYING FOR THIS THIS COMPETITION THE APPLICATIONS APPLYING FOR THIS THIS COMPETITION THE APPLICATIONS APPLYING FOR THIS THIS COMPETITION THE APPLICATIONS ARE NOW IN YOUR SCHOOLS. COMPETITION THE APPLICATIONS ARE NOW IN YOUR SCHOOLS. COMPETITION THE APPLICATIONS ARE NOW IN YOUR SCHOOLS. PRINCIPALS I BELIEVE WE'RE TOLD ARE NOW IN YOUR SCHOOLS. PRINCIPALS I BELIEVE WE'RE TOLD ARE NOW IN YOUR SCHOOLS. PRINCIPALS I BELIEVE WE'RE TOLD THIS PAST

675WEEK AND AND SO WE'RE PRINCIPALS I BELIEVE WE'RE TOLD THIS PAST WEEK AND AND SO WE'RE PRINCIPALS I BELIEVE WE'RE TOLD THIS PAST WEEK AND AND SO WE'RE COUNSELORS SO STUDENTS IF THIS PAST WEEK AND AND SO WE'RE COUNSELORS SO STUDENTS IF THIS PAST WEEK AND AND SO WE'RE COUNSELORS SO STUDENTS IF YOU'RE INTERESTED APPLICATIONS COUNSELORS SO STUDENTS IF YOU'RE INTERESTED APPLICATIONS COUNSELORS SO STUDENTS IF YOU'RE INTERESTED APPLICATIONS DO JANUARY 30 FIRST AND YOU CAN YOU'RE INTERESTED APPLICATIONS DO JANUARY 30 FIRST AND YOU CAN YOU'RE INTERESTED APPLICATIONS DO JANUARY 30 FIRST AND YOU CAN ASK COUNCILOR ABOUT IT AND IT'S DO JANUARY 30 FIRST AND YOU CAN ASK COUNCILOR ABOUT IT AND IT'S DO JANUARY 30 FIRST AND YOU CAN ASK COUNCILOR ABOUT IT AND IT'S A POSSIBILITY OF WINNING A ASK COUNCILOR ABOUT IT

676AND IT'S A POSSIBILITY OF WINNING A ASK COUNCILOR ABOUT IT AND IT'S A POSSIBILITY OF WINNING A FOURTH SCHOLARSHIP THAT'S FOR A POSSIBILITY OF WINNING A FOURTH SCHOLARSHIP THAT'S FOR A POSSIBILITY OF WINNING A FOURTH SCHOLARSHIP THAT'S FOR FIRST PLACE TWO THOUSAND FOR FOURTH SCHOLARSHIP THAT'S FOR FIRST PLACE TWO THOUSAND FOR FOURTH SCHOLARSHIP THAT'S FOR FIRST PLACE TWO THOUSAND FOR SECOND SOME ONE THOUSAND FOR FIRST PLACE TWO THOUSAND FOR SECOND SOME ONE THOUSAND FOR FIRST PLACE TWO THOUSAND FOR SECOND SOME ONE THOUSAND FOR THIRD PLACE SO IT'S SO IT'S SECOND SOME ONE THOUSAND FOR THIRD PLACE SO IT'S SO IT'S SECOND SOME ONE THOUSAND FOR THIRD PLACE SO IT'S SO IT'S NOTHING TO SNEEZE THAT. THIRD PLACE SO IT'S SO IT'S NOTHING TO SNEEZE THAT. THIRD PLACE SO IT'S SO IT'S NOTHING TO SNEEZE THAT.

677HOPEFULLY WE'LL HAVE SEVERAL NOTHING TO SNEEZE THAT. HOPEFULLY WE'LL HAVE SEVERAL NOTHING TO SNEEZE THAT. HOPEFULLY WE'LL HAVE SEVERAL STUDENTS FROM OUR SCHOOLS HOPEFULLY WE'LL HAVE SEVERAL STUDENTS FROM OUR SCHOOLS HOPEFULLY WE'LL HAVE SEVERAL STUDENTS FROM OUR SCHOOLS ASKING TO APPLY FOR THIS AND STUDENTS FROM OUR SCHOOLS ASKING TO APPLY FOR THIS AND STUDENTS FROM OUR SCHOOLS ASKING TO APPLY FOR THIS AND WE'D LIKE YOU TO APPLY AND THE ASKING TO APPLY FOR THIS AND WE'D LIKE YOU TO APPLY AND THE ASKING TO APPLY FOR THIS AND WE'D LIKE YOU TO APPLY AND THE APPLICATION LIKE I SAID ARE IN WE'D LIKE YOU TO APPLY AND THE APPLICATION LIKE I SAID ARE IN WE'D LIKE YOU TO APPLY AND THE APPLICATION LIKE I SAID ARE IN YOUR SCHOOLS NOW. APPLICATION LIKE I SAID ARE IN

678YOUR SCHOOLS NOW. APPLICATION LIKE I SAID ARE IN YOUR SCHOOLS NOW. SO PLEASE ASK YOUR COUNSELORS YOUR SCHOOLS NOW. SO PLEASE ASK YOUR COUNSELORS YOUR SCHOOLS NOW. SO PLEASE ASK YOUR COUNSELORS ABOUT IT, OK? SO PLEASE ASK YOUR COUNSELORS ABOUT IT, OK? SO PLEASE ASK YOUR COUNSELORS ABOUT IT, OK? AND FOR FOR THE RECORD TOMORROW ABOUT IT, OK? AND FOR FOR THE RECORD TOMORROW ABOUT IT, OK? AND FOR FOR THE RECORD TOMORROW THERE IS A LEGISLATIVE AND FOR FOR THE RECORD TOMORROW THERE IS A LEGISLATIVE AND FOR FOR THE RECORD TOMORROW THERE IS A LEGISLATIVE COMMITTEE MEETING AT THREE THERE IS A LEGISLATIVE COMMITTEE MEETING AT THREE THERE IS A LEGISLATIVE COMMITTEE MEETING AT THREE O'CLOCK HERE IN IN THE ABDOMEN COMMITTEE MEETING AT THREE O'CLOCK HERE IN IN THE ABDOMEN COMMITTEE MEETING AT THREE

679O'CLOCK HERE IN IN THE ABDOMEN BUILDING AND THEN ALSO YOUR O'CLOCK HERE IN IN THE ABDOMEN BUILDING AND THEN ALSO YOUR O'CLOCK HERE IN IN THE ABDOMEN BUILDING AND THEN ALSO YOUR DOUBLE DIPPING TOMORROW. BUILDING AND THEN ALSO YOUR DOUBLE DIPPING TOMORROW. BUILDING AND THEN ALSO YOUR DOUBLE DIPPING TOMORROW. THERE'S A, B, C SO ANYBODY ELSE DOUBLE DIPPING TOMORROW. THERE'S A, B, C SO ANYBODY ELSE DOUBLE DIPPING TOMORROW. THERE'S A, B, C SO ANYBODY ELSE ALL RIGHT THEN WE HAVE A NUMBER THERE'S A, B, C SO ANYBODY ELSE ALL RIGHT THEN WE HAVE A NUMBER THERE'S A, B, C SO ANYBODY ELSE ALL RIGHT THEN WE HAVE A NUMBER OF CLOSED SESSIONS INCLUDING ALL RIGHT THEN WE HAVE A NUMBER OF CLOSED SESSIONS INCLUDING ALL RIGHT THEN WE HAVE A NUMBER OF CLOSED SESSIONS INCLUDING

680MRS. SALINITY'S EVALUATIONS OF CLOSED SESSIONS INCLUDING MRS. SALINITY'S EVALUATIONS OF CLOSED SESSIONS INCLUDING MRS. SALINITY'S EVALUATIONS MISS FRANKLIN IF YOU WOULD IF MRS. SALINITY'S EVALUATIONS MISS FRANKLIN IF YOU WOULD IF MRS. SALINITY'S EVALUATIONS MISS FRANKLIN IF YOU WOULD IF YOU WOULD READ US INTO SPACE I MISS FRANKLIN IF YOU WOULD IF YOU WOULD READ US INTO SPACE I MISS FRANKLIN IF YOU WOULD IF YOU WOULD READ US INTO SPACE I AT THE SCHOOL BOARD RECESS AND YOU WOULD READ US INTO SPACE I AT THE SCHOOL BOARD RECESS AND YOU WOULD READ US INTO SPACE I AT THE SCHOOL BOARD RECESS AND A CLOSED SESSION IN ACCORDANCE AT THE SCHOOL BOARD RECESS AND A CLOSED SESSION IN ACCORDANCE AT THE SCHOOL BOARD RECESS AND A CLOSED SESSION IN ACCORDANCE WITH THE EXCEPTIONS TO OPEN A CLOSED

681SESSION IN ACCORDANCE WITH THE EXCEPTIONS TO OPEN A CLOSED SESSION IN ACCORDANCE WITH THE EXCEPTIONS TO OPEN MEETINGS, LAW SET FORTH IN WITH THE EXCEPTIONS TO OPEN MEETINGS, LAW SET FORTH IN WITH THE EXCEPTIONS TO OPEN MEETINGS, LAW SET FORTH IN VIRGINIA TO TATTOOED DATU DASH MEETINGS, LAW SET FORTH IN VIRGINIA TO TATTOOED DATU DASH MEETINGS, LAW SET FORTH IN VIRGINIA TO TATTOOED DATU DASH THIRTY SEVEN SEVEN-ELEVEN PART VIRGINIA TO TATTOOED DATU DASH THIRTY SEVEN SEVEN-ELEVEN PART VIRGINIA TO TATTOOED DATU DASH THIRTY SEVEN SEVEN-ELEVEN PART A PARAGRAPH ONE TWO SEVEN AND THIRTY SEVEN SEVEN-ELEVEN PART A PARAGRAPH ONE TWO SEVEN AND THIRTY SEVEN SEVEN-ELEVEN PART A PARAGRAPH ONE TWO SEVEN AND EIGHT AS AMENDED TO DELIBERATE A PARAGRAPH ONE TWO SEVEN AND EIGHT AS AMENDED TO DELIBERATE A PARAGRAPH ONE TWO SEVEN AND EIGHT AS

682AMENDED TO DELIBERATE ON THE FOLLOWING MATTERS ONE EIGHT AS AMENDED TO DELIBERATE ON THE FOLLOWING MATTERS ONE EIGHT AS AMENDED TO DELIBERATE ON THE FOLLOWING MATTERS ONE DISCUSSION CONSIDERATION OR ON THE FOLLOWING MATTERS ONE DISCUSSION CONSIDERATION OR ON THE FOLLOWING MATTERS ONE DISCUSSION CONSIDERATION OR INTERVIEWS A PROSPECTIVE DISCUSSION CONSIDERATION OR INTERVIEWS A PROSPECTIVE DISCUSSION CONSIDERATION OR INTERVIEWS A PROSPECTIVE CANDIDATES FOR EMPLOYMENT INTERVIEWS A PROSPECTIVE CANDIDATES FOR EMPLOYMENT INTERVIEWS A PROSPECTIVE CANDIDATES FOR EMPLOYMENT ASSIGNMENT PROMOTION CANDIDATES FOR EMPLOYMENT ASSIGNMENT PROMOTION CANDIDATES FOR EMPLOYMENT ASSIGNMENT PROMOTION PERFORMANCE DEMOTION SALARIES ASSIGNMENT PROMOTION PERFORMANCE DEMOTION SALARIES ASSIGNMENT PROMOTION PERFORMANCE DEMOTION SALARIES DISCIPLINING OR RESIGNATION PERFORMANCE DEMOTION SALARIES DISCIPLINING OR RESIGNATION PERFORMANCE DEMOTION SALARIES DISCIPLINING OR RESIGNATION SPECIFIC PUBLIC OFFICERS DISCIPLINING OR RESIGNATION SPECIFIC PUBLIC OFFICERS DISCIPLINING OR RESIGNATION SPECIFIC PUBLIC OFFICERS APPOINTEES OR EMPLOYEES OR SPECIFIC PUBLIC OFFICERS APPOINTEES

683OR EMPLOYEES OR SPECIFIC PUBLIC OFFICERS APPOINTEES OR EMPLOYEES OR EMPLOYEES OF ANY PUBLIC BODY APPOINTEES OR EMPLOYEES OR EMPLOYEES OF ANY PUBLIC BODY APPOINTEES OR EMPLOYEES OR EMPLOYEES OF ANY PUBLIC BODY AND VALUATION OF PERFORMANCE EMPLOYEES OF ANY PUBLIC BODY AND VALUATION OF PERFORMANCE EMPLOYEES OF ANY PUBLIC BODY AND VALUATION OF PERFORMANCE OF DEPARTMENTS OR SCHOOLS AND VALUATION OF PERFORMANCE OF DEPARTMENTS OR SCHOOLS AND VALUATION OF PERFORMANCE OF DEPARTMENTS OR SCHOOLS OF PUBLIC INSTITUTIONS OF DEPARTMENTS OR SCHOOLS OF PUBLIC INSTITUTIONS OF DEPARTMENTS OR SCHOOLS OF PUBLIC INSTITUTIONS OF HIGHER EDUCATION RESEARCH OF PUBLIC INSTITUTIONS OF HIGHER EDUCATION RESEARCH OF PUBLIC INSTITUTIONS OF HIGHER EDUCATION RESEARCH SUCH EVALUATION WILL OF HIGHER EDUCATION RESEARCH SUCH EVALUATION WILL OF HIGHER EDUCATION RESEARCH SUCH EVALUATION WILL NECESSARILY INVOLVED IN SUCH EVALUATION WILL NECESSARILY INVOLVED IN SUCH EVALUATION WILL NECESSARILY

684INVOLVED IN DISCUSSION OF THE PERFORMANCE NECESSARILY INVOLVED IN DISCUSSION OF THE PERFORMANCE NECESSARILY INVOLVED IN DISCUSSION OF THE PERFORMANCE OF SPECIFIC INDIVIDUALS TO DISCUSSION OF THE PERFORMANCE OF SPECIFIC INDIVIDUALS TO DISCUSSION OF THE PERFORMANCE OF SPECIFIC INDIVIDUALS TO DISCUSSION OR CONSIDERATION OF SPECIFIC INDIVIDUALS TO DISCUSSION OR CONSIDERATION OF SPECIFIC INDIVIDUALS TO DISCUSSION OR CONSIDERATION COMMISSIONER DISCIPLINARY DISCUSSION OR CONSIDERATION COMMISSIONER DISCIPLINARY DISCUSSION OR CONSIDERATION COMMISSIONER DISCIPLINARY MATTERS OR ANY MATTERS THAT COMMISSIONER DISCIPLINARY MATTERS OR ANY MATTERS THAT COMMISSIONER DISCIPLINARY MATTERS OR ANY MATTERS THAT WOULD INVOLVE THE DISCLOSURE MATTERS OR ANY MATTERS THAT WOULD INVOLVE THE DISCLOSURE MATTERS OR ANY MATTERS THAT WOULD INVOLVE THE DISCLOSURE INFORMATION CONTAINED IN THIS WOULD INVOLVE THE DISCLOSURE INFORMATION CONTAINED IN THIS WOULD INVOLVE THE DISCLOSURE INFORMATION CONTAINED IN THIS CLARK SELECT SCHOLASTIC RECORD INFORMATION CONTAINED IN THIS CLARK SELECT

685SCHOLASTIC RECORD INFORMATION CONTAINED IN THIS CLARK SELECT SCHOLASTIC RECORD CONCERNING ANY STUDENT OF THE CLARK SELECT SCHOLASTIC RECORD CONCERNING ANY STUDENT OF THE CLARK SELECT SCHOLASTIC RECORD CONCERNING ANY STUDENT OF THE PUBLIC INSTITUTION OF HIGHER CONCERNING ANY STUDENT OF THE PUBLIC INSTITUTION OF HIGHER CONCERNING ANY STUDENT OF THE PUBLIC INSTITUTION OF HIGHER EDUCATION AND THE COMMONWEALTH PUBLIC INSTITUTION OF HIGHER EDUCATION AND THE COMMONWEALTH PUBLIC INSTITUTION OF HIGHER EDUCATION AND THE COMMONWEALTH OR ANY STATE SCHOOL SYSTEM EDUCATION AND THE COMMONWEALTH OR ANY STATE SCHOOL SYSTEM EDUCATION AND THE COMMONWEALTH OR ANY STATE SCHOOL SYSTEM HOWEVER ANY SUCH STUDENT LEGAL OR ANY STATE SCHOOL SYSTEM HOWEVER ANY SUCH STUDENT LEGAL OR ANY STATE SCHOOL SYSTEM HOWEVER ANY SUCH STUDENT LEGAL COUNSEL AND IF THE STUDENT IS A HOWEVER ANY SUCH STUDENT LEGAL COUNSEL AND IF THE STUDENT

686IS A HOWEVER ANY SUCH STUDENT LEGAL COUNSEL AND IF THE STUDENT IS A MINOR THE STUDENTS PARENTS OR COUNSEL AND IF THE STUDENT IS A MINOR THE STUDENTS PARENTS OR COUNSEL AND IF THE STUDENT IS A MINOR THE STUDENTS PARENTS OR LEGAL GUARDIAN SHALL BE MINOR THE STUDENTS PARENTS OR LEGAL GUARDIAN SHALL BE MINOR THE STUDENTS PARENTS OR LEGAL GUARDIAN SHALL BE PERMITTED TO BE PRESENT DURING LEGAL GUARDIAN SHALL BE PERMITTED TO BE PRESENT DURING LEGAL GUARDIAN SHALL BE PERMITTED TO BE PRESENT DURING TAKING A TESTIMONY PERMITTED TO BE PRESENT DURING TAKING A TESTIMONY PERMITTED TO BE PRESENT DURING TAKING A TESTIMONY REPRESENTATION OF EVIDENCE AT A TAKING A TESTIMONY REPRESENTATION OF EVIDENCE AT A TAKING A TESTIMONY REPRESENTATION OF EVIDENCE AT A CLOSED MEETING IF SUCH DUE TO REPRESENTATION OF EVIDENCE AT A CLOSED

687MEETING IF SUCH DUE TO REPRESENTATION OF EVIDENCE AT A CLOSED MEETING IF SUCH DUE TO PARENTS OR GUARDIANS SO REQUEST CLOSED MEETING IF SUCH DUE TO PARENTS OR GUARDIANS SO REQUEST CLOSED MEETING IF SUCH DUE TO PARENTS OR GUARDIANS SO REQUEST AND WRITING AND SUCH REQUEST IS PARENTS OR GUARDIANS SO REQUEST AND WRITING AND SUCH REQUEST IS PARENTS OR GUARDIANS SO REQUEST AND WRITING AND SUCH REQUEST IS SUBMITTED TO THE PRESIDING AND WRITING AND SUCH REQUEST IS SUBMITTED TO THE PRESIDING AND WRITING AND SUCH REQUEST IS SUBMITTED TO THE PRESIDING OFFICER OF THE APPROPRIATE SUBMITTED TO THE PRESIDING OFFICER OF THE APPROPRIATE SUBMITTED TO THE PRESIDING OFFICER OF THE APPROPRIATE BOARD SEVEN CONSULTATION WITH OFFICER OF THE APPROPRIATE BOARD SEVEN CONSULTATION WITH OFFICER OF THE APPROPRIATE BOARD SEVEN CONSULTATION WITH LEGAL COUNSEL AND BRIEFINGS BOARD

688SEVEN CONSULTATION WITH LEGAL COUNSEL AND BRIEFINGS BOARD SEVEN CONSULTATION WITH LEGAL COUNSEL AND BRIEFINGS STAFF MEMBERS ARE CONSULTANTS LEGAL COUNSEL AND BRIEFINGS STAFF MEMBERS ARE CONSULTANTS LEGAL COUNSEL AND BRIEFINGS STAFF MEMBERS ARE CONSULTANTS PERTAINING TO ACTUAL OR STAFF MEMBERS ARE CONSULTANTS PERTAINING TO ACTUAL OR STAFF MEMBERS ARE CONSULTANTS PERTAINING TO ACTUAL OR PROBABLE LITIGATION WHERE SUCH PERTAINING TO ACTUAL OR PROBABLE LITIGATION WHERE SUCH PERTAINING TO ACTUAL OR PROBABLE LITIGATION WHERE SUCH CONSULTATION ARE BREAKING IT PROBABLE LITIGATION WHERE SUCH CONSULTATION ARE BREAKING IT PROBABLE LITIGATION WHERE SUCH CONSULTATION ARE BREAKING IT OPEN MEDIA WHEN ADVERSELY CONSULTATION ARE BREAKING IT OPEN MEDIA WHEN ADVERSELY CONSULTATION ARE BREAKING IT OPEN MEDIA WHEN ADVERSELY AFFECT THE NEGOTIATING OR OPEN MEDIA WHEN ADVERSELY AFFECT THE NEGOTIATING OR OPEN MEDIA WHEN ADVERSELY AFFECT THE NEGOTIATING OR LITIGATING POSTURE OF THE AFFECT

689THE NEGOTIATING OR LITIGATING POSTURE OF THE AFFECT THE NEGOTIATING OR LITIGATING POSTURE OF THE PUBLIC PARTY BODY FOR THE LITIGATING POSTURE OF THE PUBLIC PARTY BODY FOR THE LITIGATING POSTURE OF THE PUBLIC PARTY BODY FOR THE PURPOSES OF THIS SUBDIVISION PUBLIC PARTY BODY FOR THE PURPOSES OF THIS SUBDIVISION PUBLIC PARTY BODY FOR THE PURPOSES OF THIS SUBDIVISION LITIGATION MEANS LITIGATION PURPOSES OF THIS SUBDIVISION LITIGATION MEANS LITIGATION PURPOSES OF THIS SUBDIVISION LITIGATION MEANS LITIGATION THAT IS SPECIFICALLY THREATENED LITIGATION MEANS LITIGATION THAT IS SPECIFICALLY THREATENED LITIGATION MEANS LITIGATION THAT IS SPECIFICALLY THREATENED OR IN WHICH A PUBLIC BODY OR THAT IS SPECIFICALLY THREATENED OR IN WHICH A PUBLIC BODY OR THAT IS SPECIFICALLY THREATENED OR IN WHICH A PUBLIC BODY OR ITS LEGAL COUNSEL AS A OR IN WHICH A PUBLIC BODY OR ITS LEGAL COUNSEL AS

690A OR IN WHICH A PUBLIC BODY OR ITS LEGAL COUNSEL AS A REASONABLE BASIS TO BELIEVE ITS LEGAL COUNSEL AS A REASONABLE BASIS TO BELIEVE ITS LEGAL COUNSEL AS A REASONABLE BASIS TO BELIEVE WILL BE COMMENCED BY AGAINST A REASONABLE BASIS TO BELIEVE WILL BE COMMENCED BY AGAINST A REASONABLE BASIS TO BELIEVE WILL BE COMMENCED BY AGAINST A NO PARTY NOTHING IN THE WILL BE COMMENCED BY AGAINST A NO PARTY NOTHING IN THE WILL BE COMMENCED BY AGAINST A NO PARTY NOTHING IN THE SUBDIVISION SHALL BE SHALL BE NO PARTY NOTHING IN THE SUBDIVISION SHALL BE SHALL BE NO PARTY NOTHING IN THE SUBDIVISION SHALL BE SHALL BE CONSTRUED TO PERMIT THE CLOSURE SUBDIVISION SHALL BE SHALL BE CONSTRUED TO PERMIT THE CLOSURE SUBDIVISION SHALL BE SHALL BE CONSTRUED TO PERMIT THE CLOSURE REMEDY MERELY

691BECAUSE AN CONSTRUED TO PERMIT THE CLOSURE REMEDY MERELY BECAUSE AN CONSTRUED TO PERMIT THE CLOSURE REMEDY MERELY BECAUSE AN ATTORNEY REPRESENTING THE REMEDY MERELY BECAUSE AN ATTORNEY REPRESENTING THE REMEDY MERELY BECAUSE AN ATTORNEY REPRESENTING THE PUBLIC BODY IS IN ATTENDANCE ATTORNEY REPRESENTING THE PUBLIC BODY IS IN ATTENDANCE ATTORNEY REPRESENTING THE PUBLIC BODY IS IN ATTENDANCE CONSULTED ON A MATTER EIGHT PUBLIC BODY IS IN ATTENDANCE CONSULTED ON A MATTER EIGHT PUBLIC BODY IS IN ATTENDANCE CONSULTED ON A MATTER EIGHT CONSULTATION WITH CONSULTATION CONSULTED ON A MATTER EIGHT CONSULTATION WITH CONSULTATION CONSULTED ON A MATTER EIGHT CONSULTATION WITH CONSULTATION WITH LEGAL COUNSEL EMPLOYED OR CONSULTATION WITH CONSULTATION WITH LEGAL COUNSEL EMPLOYED OR CONSULTATION WITH CONSULTATION WITH LEGAL COUNSEL EMPLOYED OR RETAINED PUBLIC BODY REGARDING WITH LEGAL COUNSEL EMPLOYED OR RETAINED PUBLIC BODY REGARDING WITH LEGAL COUNSEL EMPLOYED

692OR RETAINED PUBLIC BODY REGARDING SPECIFIC LEGAL MATTERS RETAINED PUBLIC BODY REGARDING SPECIFIC LEGAL MATTERS RETAINED PUBLIC BODY REGARDING SPECIFIC LEGAL MATTERS REQUIRING MATTERS REGARDING THE SPECIFIC LEGAL MATTERS REQUIRING MATTERS REGARDING THE SPECIFIC LEGAL MATTERS REQUIRING MATTERS REGARDING THE PROVISION OF LEGAL ADVICE BY REQUIRING MATTERS REGARDING THE PROVISION OF LEGAL ADVICE BY REQUIRING MATTERS REGARDING THE PROVISION OF LEGAL ADVICE BY SUCH COUNCIL NOTHING AND THE PROVISION OF LEGAL ADVICE BY SUCH COUNCIL NOTHING AND THE PROVISION OF LEGAL ADVICE BY SUCH COUNCIL NOTHING AND THE SUBDIVISION SHALL BE CONSIDERED SUCH COUNCIL NOTHING AND THE SUBDIVISION SHALL BE CONSIDERED SUCH COUNCIL NOTHING AND THE SUBDIVISION SHALL BE CONSIDERED CONSTRUED TO PERMIT THE CLOSURE SUBDIVISION SHALL BE CONSIDERED CONSTRUED TO PERMIT THE CLOSURE SUBDIVISION SHALL BE CONSIDERED CONSTRUED TO PERMIT THE CLOSURE OF A MEETING MERELY BECAUSE AN CONSTRUED

693TO PERMIT THE CLOSURE OF A MEETING MERELY BECAUSE AN CONSTRUED TO PERMIT THE CLOSURE OF A MEETING MERELY BECAUSE AN ATTORNEY REPRESENTING THE OF A MEETING MERELY BECAUSE AN ATTORNEY REPRESENTING THE OF A MEETING MERELY BECAUSE AN ATTORNEY REPRESENTING THE PUBLIC BODIES IS IN ATTENDANCE ATTORNEY REPRESENTING THE PUBLIC BODIES IS IN ATTENDANCE ATTORNEY REPRESENTING THE PUBLIC BODIES IS IN ATTENDANCE OR IS CONSULTED ON A MATTER PUBLIC BODIES IS IN ATTENDANCE OR IS CONSULTED ON A MATTER PUBLIC BODIES IS IN ATTENDANCE OR IS CONSULTED ON A MATTER NAMELY TO DISCUSS A SCHOOL OR IS CONSULTED ON A MATTER NAMELY TO DISCUSS A SCHOOL OR IS CONSULTED ON A MATTER NAMELY TO DISCUSS A SCHOOL BOARD EVALUATION BE UPDATES ON NAMELY TO DISCUSS A SCHOOL BOARD EVALUATION BE UPDATES ON NAMELY TO DISCUSS A SCHOOL BOARD EVALUATION

694BE UPDATES ON RECENT STUDENT MATTERS, SEES BOARD EVALUATION BE UPDATES ON RECENT STUDENT MATTERS, SEES BOARD EVALUATION BE UPDATES ON RECENT STUDENT MATTERS, SEES THE STATUS PENDING LITIGATION RECENT STUDENT MATTERS, SEES THE STATUS PENDING LITIGATION RECENT STUDENT MATTERS, SEES THE STATUS PENDING LITIGATION OR ADMINISTRATIVE CASES THE STATUS PENDING LITIGATION OR ADMINISTRATIVE CASES THE STATUS PENDING LITIGATION OR ADMINISTRATIVE CASES OF NEEDED CONSULTATION WITH OR ADMINISTRATIVE CASES OF NEEDED CONSULTATION WITH OR ADMINISTRATIVE CASES OF NEEDED CONSULTATION WITH ACCOUNTS REGARDING PROBABLE OF NEEDED CONSULTATION WITH ACCOUNTS REGARDING PROBABLE OF NEEDED CONSULTATION WITH ACCOUNTS REGARDING PROBABLE LITIGATION AND PENDING ACCOUNTS REGARDING PROBABLE LITIGATION AND PENDING ACCOUNTS REGARDING PROBABLE LITIGATION AND PENDING LITIGATION MATTERS THAT MOTION LITIGATION AND PENDING LITIGATION MATTERS THAT MOTION LITIGATION AND PENDING LITIGATION MATTERS THAT MOTION WAS MADE BY MR. FRANKLIN AND LITIGATION MATTERS THAT MOTION

695WAS MADE BY MR. FRANKLIN AND LITIGATION MATTERS THAT MOTION WAS MADE BY MR. FRANKLIN AND SECONDED BY MR. KENDRICK OK THE WAS MADE BY MR. FRANKLIN AND SECONDED BY MR. KENDRICK OK THE WAS MADE BY MR. FRANKLIN AND SECONDED BY MR. KENDRICK OK THE VOTING BOARD IS OPEN JUST AS I SECONDED BY MR. KENDRICK OK THE VOTING BOARD IS OPEN JUST AS I SECONDED BY MR. KENDRICK OK THE VOTING BOARD IS OPEN JUST AS I AND I DON'T HAVE A BOARD OF I VOTING BOARD IS OPEN JUST AS I AND I DON'T HAVE A BOARD OF I VOTING BOARD IS OPEN JUST AS I AND I DON'T HAVE A BOARD OF I DON'T HAVE A BOARD I MISS AND I DON'T HAVE A BOARD OF I DON'T HAVE A BOARD I MISS AND I DON'T

696HAVE A BOARD OF I DON'T HAVE A BOARD I MISS CHAIRMAN LIKE HOW DO YOU VOTE DON'T HAVE A BOARD I MISS CHAIRMAN LIKE HOW DO YOU VOTE DON'T HAVE A BOARD I MISS CHAIRMAN LIKE HOW DO YOU VOTE YES AND THIS IS MISS WEEMES IN CHAIRMAN LIKE HOW DO YOU VOTE YES AND THIS IS MISS WEEMES IN CHAIRMAN LIKE HOW DO YOU VOTE YES AND THIS IS MISS WEEMES IN THE RIGHT THERE SHE RIGHT YES AND THIS IS MISS WEEMES IN THE RIGHT THERE SHE RIGHT YES AND THIS IS MISS WEEMES IN THE RIGHT THERE SHE RIGHT THERE. THE RIGHT THERE SHE RIGHT THERE. THE RIGHT THERE SHE RIGHT THERE. MISS WEEMS, HOW DO YOU VOTE RUN THERE. MISS WEEMS, HOW DO YOU VOTE RUN THERE. MISS WEEMS, HOW DO YOU VOTE RUN AND

697MR BROWN DO YOU WANT TO MISS WEEMS, HOW DO YOU VOTE RUN AND MR BROWN DO YOU WANT TO MISS WEEMS, HOW DO YOU VOTE RUN AND MR BROWN DO YOU WANT TO VOTE TIGRINYA CLOSED I ACTUALLY AND MR BROWN DO YOU WANT TO VOTE TIGRINYA CLOSED I ACTUALLY AND MR BROWN DO YOU WANT TO VOTE TIGRINYA CLOSED I ACTUALLY THOUGHT THAT CAN SUPPORT THAT. VOTE TIGRINYA CLOSED I ACTUALLY THOUGHT THAT CAN SUPPORT THAT. VOTE TIGRINYA CLOSED I ACTUALLY THOUGHT THAT CAN SUPPORT THAT. I JUST CAN'T SUPPORT COMING OUT THOUGHT THAT CAN SUPPORT THAT. I JUST CAN'T SUPPORT COMING OUT THOUGHT THAT CAN SUPPORT THAT. I JUST CAN'T SUPPORT COMING OUT SO THANK YOU MR. BROWN SO >> I JUST CAN'T SUPPORT COMING OUT SO THANK YOU MR. BROWN SO >> I JUST CAN'T SUPPORT

698COMING OUT SO THANK YOU MR. BROWN SO >> MADAM >> MADAM CHAIR, WE HAVE SO THANK YOU MR. BROWN SO >> MADAM >> MADAM CHAIR, WE HAVE SO THANK YOU MR. BROWN SO >> MADAM >> MADAM CHAIR, WE HAVE ELEVEN DAYS TO GO INTO CLOSED MADAM >> MADAM CHAIR, WE HAVE ELEVEN DAYS TO GO INTO CLOSED AND MS. I'M SORRY >> THE SCHOOL BOARD WHEREAS THE SCHOOL BOARD OF THE I'M SORRY >> THE SCHOOL BOARD WHEREAS THE SCHOOL BOARD OF THE I'M SORRY >> THE SCHOOL BOARD WHEREAS THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH HAS WHEREAS THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH HAS WHEREAS THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH HAS CONVENED A CLOSED MEETING ON CITY OF VIRGINIA BEACH HAS CONVENED A CLOSED MEETING ON CITY

699OF VIRGINIA BEACH HAS CONVENED A CLOSED MEETING ON THE STATE PURSUANT TO CONVENED A CLOSED MEETING ON THE STATE PURSUANT TO CONVENED A CLOSED MEETING ON THE STATE PURSUANT TO GOVERNMENT RECORDED VOTE IN THE STATE PURSUANT TO GOVERNMENT RECORDED VOTE IN THE STATE PURSUANT TO GOVERNMENT RECORDED VOTE IN ACCORDANCE WITH THE PROVISIONS GOVERNMENT RECORDED VOTE IN ACCORDANCE WITH THE PROVISIONS GOVERNMENT RECORDED VOTE IN ACCORDANCE WITH THE PROVISIONS VIRGINIA FREEDOM OF INFORMATION ACCORDANCE WITH THE PROVISIONS VIRGINIA FREEDOM OF INFORMATION ACCORDANCE WITH THE PROVISIONS VIRGINIA FREEDOM OF INFORMATION ACT AND WHERE A SECTION TWO VIRGINIA FREEDOM OF INFORMATION ACT AND WHERE A SECTION TWO VIRGINIA FREEDOM OF INFORMATION ACT AND WHERE A SECTION TWO SECTION STATUTE HAS THIRTY ACT AND WHERE A SECTION TWO SECTION STATUTE HAS THIRTY ACT AND WHERE A SECTION TWO SECTION STATUTE HAS

700THIRTY SEVEN WORLD OF THE VIRGINIA SECTION STATUTE HAS THIRTY SEVEN WORLD OF THE VIRGINIA SECTION STATUTE HAS THIRTY SEVEN WORLD OF THE VIRGINIA REQUIRES CERTIFICATION BY THE SEVEN WORLD OF THE VIRGINIA REQUIRES CERTIFICATION BY THE SEVEN WORLD OF THE VIRGINIA REQUIRES CERTIFICATION BY THE BY THE SCHOOL BOARD THAT SUCH A REQUIRES CERTIFICATION BY THE BY THE SCHOOL BOARD THAT SUCH A REQUIRES CERTIFICATION BY THE BY THE SCHOOL BOARD THAT SUCH A CLOSED MEETING WAS CONDUCTED IN BY THE SCHOOL BOARD THAT SUCH A CLOSED MEETING WAS CONDUCTED IN BY THE SCHOOL BOARD THAT SUCH A CLOSED MEETING WAS CONDUCTED IN CONFORMITY WITH VIRGINIA LAW CLOSED MEETING WAS CONDUCTED IN CONFORMITY WITH VIRGINIA LAW CLOSED MEETING WAS CONDUCTED IN CONFORMITY WITH VIRGINIA LAW NOW THEREFORE BE IT RESOLVED AT CONFORMITY WITH VIRGINIA LAW NOW THEREFORE BE IT

701RESOLVED AT CONFORMITY WITH VIRGINIA LAW NOW THEREFORE BE IT RESOLVED AT THE SCHOOL BOARD OF THE CITY NOW THEREFORE BE IT RESOLVED AT THE SCHOOL BOARD OF THE CITY NOW THEREFORE BE IT RESOLVED AT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH HOWEVER I THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH HOWEVER I THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH HOWEVER I SUPPOSE THAT TO THE OF EACH OF VIRGINIA BEACH HOWEVER I SUPPOSE THAT TO THE OF EACH OF VIRGINIA BEACH HOWEVER I SUPPOSE THAT TO THE OF EACH MEMBER'S KNOWLEDGE ONE ONLY SUPPOSE THAT TO THE OF EACH MEMBER'S KNOWLEDGE ONE ONLY SUPPOSE THAT TO THE OF EACH MEMBER'S KNOWLEDGE ONE ONLY PUBLIC BUSINESS MATTERS MEMBER'S KNOWLEDGE ONE ONLY PUBLIC BUSINESS MATTERS MEMBER'S KNOWLEDGE ONE ONLY PUBLIC BUSINESS MATTERS LAWFULLY EXEMPTED

702FROM OPEN PUBLIC BUSINESS MATTERS LAWFULLY EXEMPTED FROM OPEN PUBLIC BUSINESS MATTERS LAWFULLY EXEMPTED FROM OPEN MEETING REQUIREMENTS BY LAWFULLY EXEMPTED FROM OPEN MEETING REQUIREMENTS BY LAWFULLY EXEMPTED FROM OPEN MEETING REQUIREMENTS BY VIRGINIA LAW WERE DISCUSSED IN MEETING REQUIREMENTS BY VIRGINIA LAW WERE DISCUSSED IN MEETING REQUIREMENTS BY VIRGINIA LAW WERE DISCUSSED IN A CLOSED MEETING TO WHICH THE VIRGINIA LAW WERE DISCUSSED IN A CLOSED MEETING TO WHICH THE VIRGINIA LAW WERE DISCUSSED IN A CLOSED MEETING TO WHICH THE CERTIFICATION APPLIES AND YOU A CLOSED MEETING TO WHICH THE CERTIFICATION APPLIES AND YOU A CLOSED MEETING TO WHICH THE CERTIFICATION APPLIES AND YOU ONLY SUCH PUBLIC BUSINESS CERTIFICATION APPLIES AND YOU ONLY SUCH PUBLIC BUSINESS CERTIFICATION APPLIES AND YOU ONLY SUCH PUBLIC BUSINESS MATTERS AS WERE IDENTIFIED IN ONLY SUCH PUBLIC BUSINESS MATTERS AS WERE IDENTIFIED IN

703ONLY SUCH PUBLIC BUSINESS MATTERS AS WERE IDENTIFIED IN THE MOTION BY WHICH THE CLOSED MATTERS AS WERE IDENTIFIED IN THE MOTION BY WHICH THE CLOSED MATTERS AS WERE IDENTIFIED IN THE MOTION BY WHICH THE CLOSED MEETING US CONVENED. THE MOTION BY WHICH THE CLOSED MEETING US CONVENED. THE MOTION BY WHICH THE CLOSED MEETING US CONVENED. WE HEARD DISCUSSED OR MEETING US CONVENED. WE HEARD DISCUSSED OR MEETING US CONVENED. WE HEARD DISCUSSED OR CONSIDERED TO >> TO COME OUT WE HEARD DISCUSSED OR CONSIDERED TO >> TO COME OUT WE HEARD DISCUSSED OR CONSIDERED TO >> TO COME OUT OF CLOTHES BY OH I WAS LOOKING CONSIDERED TO >> TO COME OUT OF CLOTHES BY OH I WAS LOOKING CONSIDERED TO >> TO COME OUT OF CLOTHES BY OH I WAS LOOKING UP AT THE BOARD MR.

704HOW AND A OF CLOTHES BY OH I WAS LOOKING UP AT THE BOARD MR. HOW AND A OF CLOTHES BY OH I WAS LOOKING UP AT THE BOARD MR. HOW AND A SECOND MISS OWENS AND MISS AND UP AT THE BOARD MR. HOW AND A SECOND MISS OWENS AND MISS AND UP AT THE BOARD MR. HOW AND A SECOND MISS OWENS AND MISS AND SECOND ALL RIGHT THE VOTING SECOND MISS OWENS AND MISS AND SECOND ALL RIGHT THE VOTING SECOND MISS OWENS AND MISS AND SECOND ALL RIGHT THE VOTING BORDERS OPEN. SECOND ALL RIGHT THE VOTING BORDERS OPEN. SECOND ALL RIGHT THE VOTING BORDERS OPEN. I DON'T HAVE A VOTING BOOTH SO BORDERS OPEN. I DON'T HAVE A VOTING BOOTH SO BORDERS OPEN. I DON'T HAVE A VOTING BOOTH SO ALL IN YOUR VOTES AT

705ITS SIDE I DON'T HAVE A VOTING BOOTH SO ALL IN YOUR VOTES AT ITS SIDE I DON'T HAVE A VOTING BOOTH SO ALL IN YOUR VOTES AT ITS SIDE SO ALL IN FAVOR OF ALL RIGHT. ALL IN YOUR VOTES AT ITS SIDE SO ALL IN FAVOR OF ALL RIGHT. ALL IN YOUR VOTES AT ITS SIDE SO ALL IN FAVOR OF ALL RIGHT. WE'RE ALL IN FAVOR PLEASE RAISE SO ALL IN FAVOR OF ALL RIGHT. WE'RE ALL IN FAVOR PLEASE RAISE SO ALL IN FAVOR OF ALL RIGHT. WE'RE ALL IN FAVOR PLEASE RAISE YOUR HAND. WE'RE ALL IN FAVOR PLEASE RAISE YOUR HAND. WE'RE ALL IN FAVOR PLEASE RAISE YOUR HAND. OK SO MADAM CHAIR, WE HAVE TEN YOUR HAND. OK SO MADAM CHAIR, WE HAVE TEN YOUR HAND. OK SO MADAM CHAIR, WE HAVE TEN

706IS THE MOTION TO PASS FOR OK SO MADAM CHAIR, WE HAVE TEN IS THE MOTION TO PASS FOR OK SO MADAM CHAIR, WE HAVE TEN IS THE MOTION TO PASS FOR CERTIFICATION OF CLOTHES. IS THE MOTION TO PASS FOR CERTIFICATION OF CLOTHES. IS THE MOTION TO PASS FOR CERTIFICATION OF CLOTHES. OK, THANK YOU EVERYBODY. CERTIFICATION OF CLOTHES. OK, THANK YOU EVERYBODY. CERTIFICATION OF CLOTHES. OK, THANK YOU EVERYBODY. WE ARE ADJOURNED. OK, THANK YOU EVERYBODY. WE ARE ADJOURNED. OK, THANK YOU EVERYBODY. WE ARE ADJOURNED. IT'S EIGHT FIFTY NINE