School Board Meeting - 09/24/2024

001GOOD EVENING I'M KIM MELNYK KIM MELNIK CHAIR OF THE SCHOOL WARD GOOD EVENING I'M KIM MELNYK KIM MELNIK CHAIR OF THE SCHOOL WARD GOOD EVENING I'M KIM MELNYK KIM MELNIK CHAIR OF THE SCHOOL WARD OF THE CITY OF VIRGINIA BEACH MELNIK CHAIR OF THE SCHOOL WARD OF THE CITY OF VIRGINIA BEACH MELNIK CHAIR OF THE SCHOOL WARD OF THE CITY OF VIRGINIA BEACH VIRGINIA AND I AND I HEREBY OF THE CITY OF VIRGINIA BEACH VIRGINIA AND I AND I HEREBY OF THE CITY OF VIRGINIA BEACH VIRGINIA AND I AND I HEREBY CALL THIS MEETING TO ORDER AT VIRGINIA AND I AND I HEREBY CALL THIS MEETING TO ORDER AT VIRGINIA AND I AND I HEREBY CALL THIS MEETING TO ORDER AT SIX O'CLOCK ON THIS TWENTY CALL THIS MEETING TO ORDER AT SIX O'CLOCK ON

002THIS TWENTY CALL THIS MEETING TO ORDER AT SIX O'CLOCK ON THIS TWENTY FOURTH DAY OF SEPTEMBER TWENTY SIX O'CLOCK ON THIS TWENTY FOURTH DAY OF SEPTEMBER TWENTY SIX O'CLOCK ON THIS TWENTY FOURTH DAY OF SEPTEMBER TWENTY TWENTY FOUR THANK YOU TO THOSE FOURTH DAY OF SEPTEMBER TWENTY TWENTY FOUR THANK YOU TO THOSE FOURTH DAY OF SEPTEMBER TWENTY TWENTY FOUR THANK YOU TO THOSE WHO HAVE JOINED US IN PERSON TWENTY FOUR THANK YOU TO THOSE WHO HAVE JOINED US IN PERSON TWENTY FOUR THANK YOU TO THOSE WHO HAVE JOINED US IN PERSON AND ONLINE AT THIS TIME I WILL WHO HAVE JOINED US IN PERSON AND ONLINE AT THIS TIME I WILL WHO HAVE JOINED US IN PERSON AND ONLINE AT THIS TIME I WILL ASK MADAM CLARK TO ANNOUNCE THE AND ONLINE AT THIS TIME

003I WILL ASK MADAM CLARK TO ANNOUNCE THE AND ONLINE AT THIS TIME I WILL ASK MADAM CLARK TO ANNOUNCE THE ROLL CALL THANK YOU MADAM CHAIR ASK MADAM CLARK TO ANNOUNCE THE ROLL CALL THANK YOU MADAM CHAIR ASK MADAM CLARK TO ANNOUNCE THE ROLL CALL THANK YOU MADAM CHAIR PRISON IN THE SCHOOL BOARD ROLL CALL THANK YOU MADAM CHAIR PRISON IN THE SCHOOL BOARD ROLL CALL THANK YOU MADAM CHAIR PRISON IN THE SCHOOL BOARD CHAMBER OR CHAIR MELNIKOV VICE PRISON IN THE SCHOOL BOARD CHAMBER OR CHAIR MELNIKOV VICE PRISON IN THE SCHOOL BOARD CHAMBER OR CHAIR MELNIKOV VICE CHAIR FRANKLIN MISS ANDERSON CHAMBER OR CHAIR MELNIKOV VICE CHAIR FRANKLIN MISS ANDERSON CHAMBER OR CHAIR MELNIKOV VICE CHAIR FRANKLIN MISS ANDERSON MR. CARLIN CALLEN. CHAIR FRANKLIN MISS ANDERSON MR. CARLIN CALLEN. CHAIR FRANKLIN MISS ANDERSON MR.

004CARLIN CALLEN. MR. COLPEPER. MR. CARLIN CALLEN. MR. COLPEPER. MR. CARLIN CALLEN. MR. COLPEPER. MISS KENDRICK. MR. COLPEPER. MISS KENDRICK. MR. COLPEPER. MISS KENDRICK. MISS MANNING AND MISS RIGGS AND MISS KENDRICK. MISS MANNING AND MISS RIGGS AND MISS KENDRICK. MISS MANNING AND MISS RIGGS AND PRESENTLY ONLINE WE HAVE MISS MISS MANNING AND MISS RIGGS AND PRESENTLY ONLINE WE HAVE MISS MISS MANNING AND MISS RIGGS AND PRESENTLY ONLINE WE HAVE MISS OWENS AND MISS WEEPS DO YOU PRESENTLY ONLINE WE HAVE MISS OWENS AND MISS WEEPS DO YOU PRESENTLY ONLINE WE HAVE MISS OWENS AND MISS WEEPS DO YOU MISS FOR THE RECORD CAN YOU OWENS AND MISS WEEPS DO YOU MISS FOR THE RECORD CAN YOU OWENS AND MISS WEEPS DO YOU MISS FOR THE RECORD CAN YOU PLEASE STATE YOUR LOCATION AND MISS FOR THE RECORD

005CAN YOU PLEASE STATE YOUR LOCATION AND MISS FOR THE RECORD CAN YOU PLEASE STATE YOUR LOCATION AND REASON FOR ZOOMING IN FOR PLEASE STATE YOUR LOCATION AND REASON FOR ZOOMING IN FOR PLEASE STATE YOUR LOCATION AND REASON FOR ZOOMING IN FOR ZOOMING IN? REASON FOR ZOOMING IN FOR ZOOMING IN? REASON FOR ZOOMING IN FOR ZOOMING IN? >> I I >> AM IN A HOTEL ROOM ZOOMING IN? >> I I >> AM IN A HOTEL ROOM ZOOMING IN? >> I I >> AM IN A HOTEL ROOM AND BAHRAIN AND I HEAR FROM >> I I >> AM IN A HOTEL ROOM AND BAHRAIN AND I HEAR FROM >> I I >> AM IN A HOTEL ROOM AND BAHRAIN AND I HEAR FROM MILITARY PROMOTION CEREMONY SO AND BAHRAIN AND I HEAR FROM MILITARY PROMOTION CEREMONY SO

006AND BAHRAIN AND I HEAR FROM MILITARY PROMOTION CEREMONY SO >> THANK YOU VERY AND MISS MILITARY PROMOTION CEREMONY SO >> THANK YOU VERY AND MISS MILITARY PROMOTION CEREMONY SO >> THANK YOU VERY AND MISS WEEMS FOR THE RECORD CAN YOU >> THANK YOU VERY AND MISS WEEMS FOR THE RECORD CAN YOU >> THANK YOU VERY AND MISS WEEMS FOR THE RECORD CAN YOU TELL, CAN YOU TELL US YOUR WEEMS FOR THE RECORD CAN YOU TELL, CAN YOU TELL US YOUR WEEMS FOR THE RECORD CAN YOU TELL, CAN YOU TELL US YOUR LOCATION AND REASON FOR BEING TELL, CAN YOU TELL US YOUR LOCATION AND REASON FOR BEING TELL, CAN YOU TELL US YOUR LOCATION AND REASON FOR BEING VISU MUSLIMS >> WEEMS? LOCATION AND REASON FOR BEING VISU MUSLIMS >> WEEMS? LOCATION AND REASON FOR

007BEING VISU MUSLIMS >> WEEMS? CAN YOU, UM WELL >> FOR THE VISU MUSLIMS >> WEEMS? CAN YOU, UM WELL >> FOR THE VISU MUSLIMS >> WEEMS? CAN YOU, UM WELL >> FOR THE RECORD, MISS WEEMS IS PRESENT CAN YOU, UM WELL >> FOR THE RECORD, MISS WEEMS IS PRESENT CAN YOU, UM WELL >> FOR THE RECORD, MISS WEEMS IS PRESENT ONLINE BUT WE'RE HAVING AUDIO RECORD, MISS WEEMS IS PRESENT ONLINE BUT WE'RE HAVING AUDIO RECORD, MISS WEEMS IS PRESENT ONLINE BUT WE'RE HAVING AUDIO DIFFICULTIES AND ALSO FOR THE ONLINE BUT WE'RE HAVING AUDIO DIFFICULTIES AND ALSO FOR THE ONLINE BUT WE'RE HAVING AUDIO DIFFICULTIES AND ALSO FOR THE RECORD MISS BROWN IS NOW IN THE DIFFICULTIES AND ALSO FOR THE RECORD MISS BROWN IS NOW IN THE DIFFICULTIES AND ALSO FOR THE RECORD MISS BROWN

008IS NOW IN THE CHAMBER ALSO WONDERFUL AND ALSO RECORD MISS BROWN IS NOW IN THE CHAMBER ALSO WONDERFUL AND ALSO RECORD MISS BROWN IS NOW IN THE CHAMBER ALSO WONDERFUL AND ALSO MADAM CLARK, FOR THE RECORD, CHAMBER ALSO WONDERFUL AND ALSO MADAM CLARK, FOR THE RECORD, CHAMBER ALSO WONDERFUL AND ALSO MADAM CLARK, FOR THE RECORD, MISS OWNS WAS ON ZOOM DURING MADAM CLARK, FOR THE RECORD, MISS OWNS WAS ON ZOOM DURING MADAM CLARK, FOR THE RECORD, MISS OWNS WAS ON ZOOM DURING THE WORKSHOP SO IF YOU COULD MISS OWNS WAS ON ZOOM DURING THE WORKSHOP SO IF YOU COULD MISS OWNS WAS ON ZOOM DURING THE WORKSHOP SO IF YOU COULD NOTE THAT FOR THE RECORD I THE WORKSHOP SO IF YOU COULD APPRECIATE THAT THANK YOU JEFF I WAS ACTUALLY I WAS ACTUALLY APPRECIATE

009THAT THANK YOU JEFF I WAS ACTUALLY I WAS ACTUALLY APPRECIATE THAT THANK YOU JEFF I WAS ACTUALLY I WAS ACTUALLY GOING TO COME BACK ON I FORGOT I WAS ACTUALLY I WAS ACTUALLY GOING TO COME BACK ON I FORGOT I WAS ACTUALLY I WAS ACTUALLY GOING TO COME BACK ON I FORGOT TO THANK YOU >> IF YOU WOULD GOING TO COME BACK ON I FORGOT TO THANK YOU >> IF YOU WOULD GOING TO COME BACK ON I FORGOT TO THANK YOU >> IF YOU WOULD PLEASE JOIN ME IN A MOMENT TO THANK YOU >> IF YOU WOULD PLEASE JOIN ME IN A MOMENT TO THANK YOU >> IF YOU WOULD PLEASE JOIN ME IN A MOMENT OF SILENCE. PLEASE JOIN ME IN A MOMENT OF SILENCE. PLEASE JOIN ME IN A MOMENT OF SILENCE. THANK

010YOU TONIGHT I WOULD LIKE OF SILENCE. THANK YOU TONIGHT I WOULD LIKE OF SILENCE. THANK YOU TONIGHT I WOULD LIKE TO WELCOME THE KELLUM KELAM THANK YOU TONIGHT I WOULD LIKE TO WELCOME THE KELLUM KELAM THANK YOU TONIGHT I WOULD LIKE TO WELCOME THE KELLUM KELAM HIGH SCHOOL NIGHTINGALES AND MR TO WELCOME THE KELLUM KELAM HIGH SCHOOL NIGHTINGALES AND MR TO WELCOME THE KELLUM KELAM HIGH SCHOOL NIGHTINGALES AND MR CARR AL CAPONE COURSE DIRECTOR HIGH SCHOOL NIGHTINGALES AND MR CARR AL CAPONE COURSE DIRECTOR HIGH SCHOOL NIGHTINGALES AND MR CARR AL CAPONE COURSE DIRECTOR AFTER THE PLEDGE OF ALLEGIANCE CARR AL CAPONE COURSE DIRECTOR AFTER THE PLEDGE OF ALLEGIANCE CARR AL CAPONE COURSE DIRECTOR AFTER THE PLEDGE OF ALLEGIANCE THEY WILL BE SINGING THE AFTER THE PLEDGE OF ALLEGIANCE THEY WILL BE SINGING THE AFTER THE

011PLEDGE OF ALLEGIANCE THEY WILL BE SINGING THE NATIONAL ANTHEM AT THIS TIME THEY WILL BE SINGING THE NATIONAL ANTHEM AT THIS TIME THEY WILL BE SINGING THE NATIONAL ANTHEM AT THIS TIME PLEASE STAND AS YOU'RE ABLE FOR NATIONAL ANTHEM AT THIS TIME PLEASE STAND AS YOU'RE ABLE FOR NATIONAL ANTHEM AT THIS TIME PLEASE STAND AS YOU'RE ABLE FOR THE PLEDGE OF PLEDGE PLEASE STAND AS YOU'RE ABLE FOR THE PLEDGE OF PLEDGE PLEASE STAND AS YOU'RE ABLE FOR THE PLEDGE OF PLEDGE OF ALLEGIANCE AND REMAIN THE PLEDGE OF PLEDGE OF ALLEGIANCE AND REMAIN THE PLEDGE OF PLEDGE OF ALLEGIANCE AND REMAIN STANDING FOR THE NATIONAL OF ALLEGIANCE AND REMAIN STANDING FOR THE NATIONAL OF ALLEGIANCE AND REMAIN STANDING FOR THE NATIONAL ANTHEM. STANDING FOR THE NATIONAL ANTHEM. STANDING FOR THE NATIONAL ANTHEM. I PLEDGE ALLEGIANCE THE

012UNITED ANTHEM. I PLEDGE ALLEGIANCE THE UNITED ANTHEM. I PLEDGE ALLEGIANCE THE UNITED STATES OF AMERICA AND STANDS I PLEDGE ALLEGIANCE THE UNITED STATES OF AMERICA AND STANDS I PLEDGE ALLEGIANCE THE UNITED STATES OF AMERICA AND STANDS ONE NATION UNDER GOD STATES OF AMERICA AND STANDS ONE NATION UNDER GOD STATES OF AMERICA AND STANDS ONE NATION UNDER GOD INDIVISIBLE LIBERTY AND JUSTICE ONE NATION UNDER GOD INDIVISIBLE LIBERTY AND JUSTICE ONE NATION UNDER GOD INDIVISIBLE LIBERTY AND JUSTICE FOR ALL THOSE. INDIVISIBLE LIBERTY AND JUSTICE FOR ALL THOSE. INDIVISIBLE LIBERTY AND JUSTICE FOR ALL THOSE. CAN YOU SEE THE LIGHT QUITE FOR ALL THOSE. CAN YOU SEE THE LIGHT QUITE FOR ALL THOSE. CAN YOU SEE THE LIGHT QUITE SOON? CAN YOU SEE THE LIGHT QUITE SOON? CAN YOU SEE THE LIGHT QUITE SOON? WE HAVE TWILIGHT'S LAST

013SOON? WE HAVE TWILIGHT'S LAST SOON? WE HAVE TWILIGHT'S LAST GLEAMING WHOSE SKY STRIPES AND WE HAVE TWILIGHT'S LAST GLEAMING WHOSE SKY STRIPES AND WE HAVE TWILIGHT'S LAST GLEAMING WHOSE SKY STRIPES AND BRIGHT STARS SLOWLY ONCE WANT GLEAMING WHOSE SKY STRIPES AND BRIGHT STARS SLOWLY ONCE WANT GLEAMING WHOSE SKY STRIPES AND BRIGHT STARS SLOWLY ONCE WANT >> MORE SO GALLANTLY STREAMING BRIGHT STARS SLOWLY ONCE WANT >> MORE SO GALLANTLY STREAMING BRIGHT STARS SLOWLY ONCE WANT >> MORE SO GALLANTLY STREAMING THE ROCKETS RED ALSO THE SAME >> MORE SO GALLANTLY STREAMING THE ROCKETS RED ALSO THE SAME >> MORE SO GALLANTLY STREAMING THE ROCKETS RED ALSO THE SAME LOGO THE BOEING THANK YOU KELAM THE ROCKETS RED ALSO THE SAME LOGO THE BOEING THANK YOU KELAM THE ROCKETS RED ALSO THE SAME LOGO THE BOEING THANK YOU

014KELAM NIGHTINGALES THAT IS BEAUTIFUL. LOGO THE BOEING THANK YOU KELAM NIGHTINGALES THAT IS BEAUTIFUL. LOGO THE BOEING THANK YOU KELAM NIGHTINGALES THAT IS BEAUTIFUL. THANK YOU. NIGHTINGALES THAT IS BEAUTIFUL. THANK YOU. NIGHTINGALES THAT IS BEAUTIFUL. THANK YOU. ALL RIGHT THIS EVENING THE THANK YOU. ALL RIGHT THIS EVENING THE THANK YOU. ALL RIGHT THIS EVENING THE SCHOOL BOARD HAS THE PLEASURE ALL RIGHT THIS EVENING THE SCHOOL BOARD HAS THE PLEASURE ALL RIGHT THIS EVENING THE SCHOOL BOARD HAS THE PLEASURE OF RECOGNIZING STAFF FOR THEIR SCHOOL BOARD HAS THE PLEASURE OF RECOGNIZING STAFF FOR THEIR SCHOOL BOARD HAS THE PLEASURE OF RECOGNIZING STAFF FOR THEIR ACHIEVEMENTS. OF RECOGNIZING STAFF FOR THEIR ACHIEVEMENTS. OF RECOGNIZING STAFF FOR THEIR ACHIEVEMENTS. ALL RIGHT. ACHIEVEMENTS. ALL RIGHT. ACHIEVEMENTS. ALL RIGHT. SO WE HAVE WE'RE STARTING OFF ALL RIGHT. SO WE HAVE

015WE'RE STARTING OFF ALL RIGHT. SO WE HAVE WE'RE STARTING OFF WITH THE UNITED WAY, IS THAT SO WE HAVE WE'RE STARTING OFF WITH THE UNITED WAY, IS THAT SO WE HAVE WE'RE STARTING OFF WITH THE UNITED WAY, IS THAT CORRECT? WITH THE UNITED WAY, IS THAT CORRECT? WITH THE UNITED WAY, IS THAT CORRECT? OK THE UNITED WAY OF SOUTH CORRECT? OK THE UNITED WAY OF SOUTH CORRECT? OK THE UNITED WAY OF SOUTH HAMPTON ROADS DISTRICT CHAMPION OK THE UNITED WAY OF SOUTH HAMPTON ROADS DISTRICT CHAMPION OK THE UNITED WAY OF SOUTH HAMPTON ROADS DISTRICT CHAMPION AND ROOKIE OF THE YEAR VIRGINIA HAMPTON ROADS DISTRICT CHAMPION AND ROOKIE OF THE YEAR VIRGINIA HAMPTON ROADS DISTRICT CHAMPION AND ROOKIE OF THE YEAR VIRGINIA BEACH CITY PUBLIC SCHOOLS SO AND ROOKIE OF THE YEAR VIRGINIA BEACH CITY PUBLIC

016SCHOOLS SO AND ROOKIE OF THE YEAR VIRGINIA BEACH CITY PUBLIC SCHOOLS SO THIS EVENING WE ARE GOING TO BE BEACH CITY PUBLIC SCHOOLS SO THIS EVENING WE ARE GOING TO BE BEACH CITY PUBLIC SCHOOLS SO THIS EVENING WE ARE GOING TO BE RECOGNIZING THE UNITED WAY THIS EVENING WE ARE GOING TO BE RECOGNIZING THE UNITED WAY THIS EVENING WE ARE GOING TO BE RECOGNIZING THE UNITED WAY OF SOUTH HAMPTON ROADS IN RECOGNIZING THE UNITED WAY OF SOUTH HAMPTON ROADS IN RECOGNIZING THE UNITED WAY OF SOUTH HAMPTON ROADS IN RECOGNITION OF VIRGINIA BEACH OF SOUTH HAMPTON ROADS IN RECOGNITION OF VIRGINIA BEACH OF SOUTH HAMPTON ROADS IN RECOGNITION OF VIRGINIA BEACH CITY PUBLIC GOALS WE ASK THAT RECOGNITION OF VIRGINIA BEACH CITY PUBLIC GOALS WE ASK THAT RECOGNITION OF VIRGINIA BEACH CITY PUBLIC GOALS WE ASK

017THAT AND MELNIK DR. ROBERTSON DR. CITY PUBLIC GOALS WE ASK THAT AND MELNIK DR. ROBERTSON DR. CITY PUBLIC GOALS WE ASK THAT AND MELNIK DR. ROBERTSON DR. SHARON SHOOBRIDGE AND MRS. AND MELNIK DR. ROBERTSON DR. SHARON SHOOBRIDGE AND MRS. AND MELNIK DR. ROBERTSON DR. SHARON SHOOBRIDGE AND MRS. LAURA BETH MATTSSON PLEASE COME SHARON SHOOBRIDGE AND MRS. LAURA BETH MATTSSON PLEASE COME SHARON SHOOBRIDGE AND MRS. LAURA BETH MATTSSON PLEASE COME FORWARD WE WELCOME LAURA BETH MATTSSON PLEASE COME FORWARD WE WELCOME LAURA BETH MATTSSON PLEASE COME FORWARD WE WELCOME REPRESENTATIVES OF THE UNITED A FORWARD WE WELCOME REPRESENTATIVES OF THE UNITED A FORWARD WE WELCOME REPRESENTATIVES OF THE UNITED A SOUTH HAMPTON ROADS TO COME TO REPRESENTATIVES OF THE UNITED A SOUTH HAMPTON ROADS TO COME TO REPRESENTATIVES OF THE UNITED A SOUTH HAMPTON ROADS TO COME

018TO THE PODIUM TO HELP PRESENT SOUTH HAMPTON ROADS TO COME TO THE PODIUM TO HELP PRESENT SOUTH HAMPTON ROADS TO COME TO THE PODIUM TO HELP PRESENT THESE RECOGNITIONS CHRISTINA THE PODIUM TO HELP PRESENT THESE RECOGNITIONS CHRISTINA THE PODIUM TO HELP PRESENT THESE RECOGNITIONS CHRISTINA PATTERSON, SENIOR DIRECTOR THESE RECOGNITIONS CHRISTINA PATTERSON, SENIOR DIRECTOR THESE RECOGNITIONS CHRISTINA PATTERSON, SENIOR DIRECTOR OF CORPORATE AND COMMUNICATE PATTERSON, SENIOR DIRECTOR OF CORPORATE AND COMMUNICATE PATTERSON, SENIOR DIRECTOR OF CORPORATE AND COMMUNICATE THE COMMUNITY RELATIONS AND OF CORPORATE AND COMMUNICATE THE COMMUNITY RELATIONS AND OF CORPORATE AND COMMUNICATE THE COMMUNITY RELATIONS AND CHARLES LEWIS, SENIOR MANAGER THE COMMUNITY RELATIONS AND CHARLES LEWIS, SENIOR MANAGER THE COMMUNITY RELATIONS AND CHARLES LEWIS, SENIOR MANAGER OF NONPROFIT CAMPAIGNS AND CHARLES LEWIS, SENIOR MANAGER OF NONPROFIT CAMPAIGNS AND CHARLES LEWIS, SENIOR MANAGER OF NONPROFIT CAMPAIGNS AND

019CERTIFICATIONS ALL RIGHTS TO OF NONPROFIT CAMPAIGNS AND CERTIFICATIONS ALL RIGHTS TO OF NONPROFIT CAMPAIGNS AND CERTIFICATIONS ALL RIGHTS TO THANK YOU FOR ALLOWING US TO BE CERTIFICATIONS ALL RIGHTS TO THANK YOU FOR ALLOWING US TO BE CERTIFICATIONS ALL RIGHTS TO THANK YOU FOR ALLOWING US TO BE HERE THIS EVENING WE HAVE TO THANK YOU FOR ALLOWING US TO BE HERE THIS EVENING WE HAVE TO THANK YOU FOR ALLOWING US TO BE HERE THIS EVENING WE HAVE TO RECOGNIZE YOU VIRGINIA YOU. HERE THIS EVENING WE HAVE TO RECOGNIZE YOU VIRGINIA YOU. HERE THIS EVENING WE HAVE TO RECOGNIZE YOU VIRGINIA YOU. VIRGINIA BEACH CITY PUBLIC RECOGNIZE YOU VIRGINIA YOU. VIRGINIA BEACH CITY PUBLIC RECOGNIZE YOU VIRGINIA YOU. VIRGINIA BEACH CITY PUBLIC SCHOOLS AS UNITED WAY AND VIRGINIA BEACH CITY PUBLIC SCHOOLS AS UNITED WAY AND VIRGINIA

020BEACH CITY PUBLIC SCHOOLS AS UNITED WAY AND COMBINED CHARITIES CAMPAIGN SCHOOLS AS UNITED WAY AND COMBINED CHARITIES CAMPAIGN SCHOOLS AS UNITED WAY AND COMBINED CHARITIES CAMPAIGN DISTRICT CHAMPION FOR TWENTY COMBINED CHARITIES CAMPAIGN DISTRICT CHAMPION FOR TWENTY COMBINED CHARITIES CAMPAIGN DISTRICT CHAMPION FOR TWENTY TWENTY THREE TWENTY FOUR DISTRICT CHAMPION FOR TWENTY TWENTY THREE TWENTY FOUR DISTRICT CHAMPION FOR TWENTY TWENTY THREE TWENTY FOUR CAMPAIGN YEAR YOUR REMARKABLE TWENTY THREE TWENTY FOUR CAMPAIGN YEAR YOUR REMARKABLE TWENTY THREE TWENTY FOUR CAMPAIGN YEAR YOUR REMARKABLE COMMITMENT AND EFFORT IN LAST CAMPAIGN YEAR YOUR REMARKABLE COMMITMENT AND EFFORT IN LAST CAMPAIGN YEAR YOUR REMARKABLE COMMITMENT AND EFFORT IN LAST YEAR'S CAMPAIGN TRULY SET YOU COMMITMENT AND EFFORT IN LAST YEAR'S CAMPAIGN TRULY SET YOU COMMITMENT AND EFFORT IN LAST YEAR'S CAMPAIGN TRULY SET YOU APART IN ADDITION TO RAISING YEAR'S CAMPAIGN

021TRULY SET YOU APART IN ADDITION TO RAISING YEAR'S CAMPAIGN TRULY SET YOU APART IN ADDITION TO RAISING OVER 80 TWO THOUSAND DOLLARS APART IN ADDITION TO RAISING OVER 80 TWO THOUSAND DOLLARS APART IN ADDITION TO RAISING OVER 80 TWO THOUSAND DOLLARS OUR CAMPAIGN YOUR CAMPAIGN ALSO OVER 80 TWO THOUSAND DOLLARS OUR CAMPAIGN YOUR CAMPAIGN ALSO OVER 80 TWO THOUSAND DOLLARS OUR CAMPAIGN YOUR CAMPAIGN ALSO HAD THE HAD THE LOWEST YEAR OUR CAMPAIGN YOUR CAMPAIGN ALSO HAD THE HAD THE LOWEST YEAR OUR CAMPAIGN YOUR CAMPAIGN ALSO HAD THE HAD THE LOWEST YEAR OVER YEAR DECREASE COMBINED HAD THE HAD THE LOWEST YEAR OVER YEAR DECREASE COMBINED HAD THE HAD THE LOWEST YEAR OVER YEAR DECREASE COMBINED CHARITY CAMPAIGN PARTICIPANTS OVER YEAR DECREASE COMBINED CHARITY CAMPAIGN PARTICIPANTS OVER YEAR DECREASE COMBINED CHARITY CAMPAIGN PARTICIPANTS HIGHLIGHTING YOUR CONSISTENT

022AN CHARITY CAMPAIGN PARTICIPANTS HIGHLIGHTING YOUR CONSISTENT AN CHARITY CAMPAIGN PARTICIPANTS HIGHLIGHTING YOUR CONSISTENT AN ENDURING DEDICATION WE ALSO HIGHLIGHTING YOUR CONSISTENT AN ENDURING DEDICATION WE ALSO HIGHLIGHTING YOUR CONSISTENT AN ENDURING DEDICATION WE ALSO WANT TO EXTEND OUR GRATITUDE TO ENDURING DEDICATION WE ALSO WANT TO EXTEND OUR GRATITUDE TO ENDURING DEDICATION WE ALSO WANT TO EXTEND OUR GRATITUDE TO THE DISTRICT LEADERSHIP FOR WANT TO EXTEND OUR GRATITUDE TO THE DISTRICT LEADERSHIP FOR WANT TO EXTEND OUR GRATITUDE TO THE DISTRICT LEADERSHIP FOR THEIR INVALUABLE SUPPORT AND THE DISTRICT LEADERSHIP FOR THEIR INVALUABLE SUPPORT AND THE DISTRICT LEADERSHIP FOR THEIR INVALUABLE SUPPORT AND FOR EMPOWERING THE SCHOOL THEIR INVALUABLE SUPPORT AND FOR EMPOWERING THE SCHOOL THEIR INVALUABLE SUPPORT AND FOR EMPOWERING THE SCHOOL DISTRICT TO ACHIEVE THIS FOR EMPOWERING THE SCHOOL DISTRICT TO ACHIEVE THIS FOR EMPOWERING THE

023SCHOOL DISTRICT TO ACHIEVE THIS EXCEPTIONAL SUCCESS. DISTRICT TO ACHIEVE THIS EXCEPTIONAL SUCCESS. DISTRICT TO ACHIEVE THIS EXCEPTIONAL SUCCESS. CONGRATULATIONS ON THIS EXCEPTIONAL SUCCESS. CONGRATULATIONS ON THIS EXCEPTIONAL SUCCESS. CONGRATULATIONS ON THIS EXEMPLARY ACHIEVEMENT FOR CONGRATULATIONS ON THIS EXEMPLARY ACHIEVEMENT FOR CONGRATULATIONS ON THIS EXEMPLARY ACHIEVEMENT FOR MAKING A SIGNIFICANT IMPACT IN EXEMPLARY ACHIEVEMENT FOR MAKING A SIGNIFICANT IMPACT IN EXEMPLARY ACHIEVEMENT FOR MAKING A SIGNIFICANT IMPACT IN OUR COMMUNITY WE ARE ALSO MAKING A SIGNIFICANT IMPACT IN OUR COMMUNITY WE ARE ALSO MAKING A SIGNIFICANT IMPACT IN OUR COMMUNITY WE ARE ALSO EXCITED TO RECOGNIZE MISS OUR COMMUNITY WE ARE ALSO EXCITED TO RECOGNIZE MISS OUR COMMUNITY WE ARE ALSO EXCITED TO RECOGNIZE MISS MEDICINE AS THE ROOKIE OF THE EXCITED TO RECOGNIZE MISS MEDICINE AS THE ROOKIE OF THE EXCITED TO RECOGNIZE MISS MEDICINE AS THE ROOKIE OF

024THE OF THE YEAR FOR HER OUTSTANDING MEDICINE AS THE ROOKIE OF THE OF THE YEAR FOR HER OUTSTANDING MEDICINE AS THE ROOKIE OF THE OF THE YEAR FOR HER OUTSTANDING LEADERSHIP IN THE VIRGINIA OF THE YEAR FOR HER OUTSTANDING LEADERSHIP IN THE VIRGINIA OF THE YEAR FOR HER OUTSTANDING LEADERSHIP IN THE VIRGINIA BEACH CITY PUBLIC SCHOOLS LEADERSHIP IN THE VIRGINIA BEACH CITY PUBLIC SCHOOLS LEADERSHIP IN THE VIRGINIA BEACH CITY PUBLIC SCHOOLS UNITED WAY AND COMBINED BEACH CITY PUBLIC SCHOOLS UNITED WAY AND COMBINED BEACH CITY PUBLIC SCHOOLS UNITED WAY AND COMBINED CHARITIES CAMPAIGN IN HER FIRST UNITED WAY AND COMBINED CHARITIES CAMPAIGN IN HER FIRST UNITED WAY AND COMBINED CHARITIES CAMPAIGN IN HER FIRST YEAR AS AN EMPLOYEE CAMPAIGN CHARITIES CAMPAIGN IN HER FIRST YEAR AS AN EMPLOYEE CAMPAIGN CHARITIES CAMPAIGN IN HER FIRST YEAR AS

025AN EMPLOYEE CAMPAIGN LEADER LORD BETH NOT ONLY YEAR AS AN EMPLOYEE CAMPAIGN LEADER LORD BETH NOT ONLY YEAR AS AN EMPLOYEE CAMPAIGN LEADER LORD BETH NOT ONLY PLAYED A PIVOTAL ROLE IN LEADER LORD BETH NOT ONLY PLAYED A PIVOTAL ROLE IN LEADER LORD BETH NOT ONLY PLAYED A PIVOTAL ROLE IN DRIVING THIS YEAR'S CAMPAIGN PLAYED A PIVOTAL ROLE IN DRIVING THIS YEAR'S CAMPAIGN PLAYED A PIVOTAL ROLE IN DRIVING THIS YEAR'S CAMPAIGN SUCCESS BUT ALSO STEPPED UP TO DRIVING THIS YEAR'S CAMPAIGN SUCCESS BUT ALSO STEPPED UP TO DRIVING THIS YEAR'S CAMPAIGN SUCCESS BUT ALSO STEPPED UP TO REPRESENT THE DISTRICT AS A SUCCESS BUT ALSO STEPPED UP TO REPRESENT THE DISTRICT AS A SUCCESS BUT ALSO STEPPED UP TO REPRESENT THE DISTRICT AS A MEMBER OF BOTH THE REGIONAL REPRESENT THE DISTRICT AS A MEMBER OF

026BOTH THE REGIONAL REPRESENT THE DISTRICT AS A MEMBER OF BOTH THE REGIONAL ADVISORY COMMITTEE AND THE MEMBER OF BOTH THE REGIONAL ADVISORY COMMITTEE AND THE MEMBER OF BOTH THE REGIONAL ADVISORY COMMITTEE AND THE UNITED WAY OF SOUTH HAMPTON ADVISORY COMMITTEE AND THE UNITED WAY OF SOUTH HAMPTON ADVISORY COMMITTEE AND THE UNITED WAY OF SOUTH HAMPTON ROADS CAMPAIGN CABINET HER UNITED WAY OF SOUTH HAMPTON ROADS CAMPAIGN CABINET HER UNITED WAY OF SOUTH HAMPTON ROADS CAMPAIGN CABINET HER EFFORTS WERE INSTRUMENTAL IN ROADS CAMPAIGN CABINET HER EFFORTS WERE INSTRUMENTAL IN ROADS CAMPAIGN CABINET HER EFFORTS WERE INSTRUMENTAL IN HELPING RAISE OVER EIGHTY TWO EFFORTS WERE INSTRUMENTAL IN HELPING RAISE OVER EIGHTY TWO EFFORTS WERE INSTRUMENTAL IN HELPING RAISE OVER EIGHTY TWO THOUSAND DOLLARS AS WELL AS HELPING RAISE OVER EIGHTY TWO THOUSAND DOLLARS AS WELL AS HELPING RAISE

027OVER EIGHTY TWO THOUSAND DOLLARS AS WELL AS HELPING ACHIEVED THE LOWEST THOUSAND DOLLARS AS WELL AS HELPING ACHIEVED THE LOWEST THOUSAND DOLLARS AS WELL AS HELPING ACHIEVED THE LOWEST YEAR OVER YEAR DECREASE AMONG HELPING ACHIEVED THE LOWEST YEAR OVER YEAR DECREASE AMONG HELPING ACHIEVED THE LOWEST YEAR OVER YEAR DECREASE AMONG OUR COMBINED CHARITY CAMPAIGN YEAR OVER YEAR DECREASE AMONG OUR COMBINED CHARITY CAMPAIGN YEAR OVER YEAR DECREASE AMONG OUR COMBINED CHARITY CAMPAIGN PARTICIPANTS LAURA BETH OUR COMBINED CHARITY CAMPAIGN PARTICIPANTS LAURA BETH OUR COMBINED CHARITY CAMPAIGN PARTICIPANTS LAURA BETH DEDICATION AND EXCEPTIONAL PARTICIPANTS LAURA BETH DEDICATION AND EXCEPTIONAL PARTICIPANTS LAURA BETH DEDICATION AND EXCEPTIONAL PERFORMANCE HAVE TRULY MADE A DEDICATION AND EXCEPTIONAL PERFORMANCE HAVE TRULY MADE A DEDICATION AND EXCEPTIONAL PERFORMANCE HAVE TRULY MADE A SIGNIFICANT IMPACT. PERFORMANCE HAVE TRULY MADE A SIGNIFICANT IMPACT. PERFORMANCE HAVE TRULY

028MADE A SIGNIFICANT IMPACT. CONGRATULATIONS LAURA BETH ON A SIGNIFICANT IMPACT. CONGRATULATIONS LAURA BETH ON A SIGNIFICANT IMPACT. CONGRATULATIONS LAURA BETH ON A WELL-DESERVED DESERVED AWARD CONGRATULATIONS LAURA BETH ON A WELL-DESERVED DESERVED AWARD CONGRATULATIONS LAURA BETH ON A WELL-DESERVED DESERVED AWARD FOR YOUR REMARKABLE WELL-DESERVED DESERVED AWARD FOR YOUR REMARKABLE WELL-DESERVED DESERVED AWARD FOR YOUR REMARKABLE CONTRIBUTIONS ALL ALL RIGHT FOR YOUR REMARKABLE CONTRIBUTIONS ALL ALL RIGHT FOR YOUR REMARKABLE CONTRIBUTIONS ALL ALL RIGHT WELL CONGRATULATIONS TO MISS CONTRIBUTIONS ALL ALL RIGHT WELL CONGRATULATIONS TO MISS CONTRIBUTIONS ALL ALL RIGHT WELL CONGRATULATIONS TO MISS MEDICINE AND THE GENEROUS STAFF WELL CONGRATULATIONS TO MISS MEDICINE AND THE GENEROUS STAFF WELL CONGRATULATIONS TO MISS MEDICINE AND THE GENEROUS STAFF MEMBERS OF VIRGINIA BEACH CITY MEDICINE AND THE GENEROUS STAFF MEMBERS OF VIRGINIA BEACH CITY MEDICINE AND THE GENEROUS STAFF MEMBERS OF

029VIRGINIA BEACH CITY PUBLIC SCHOOLS. MEMBERS OF VIRGINIA BEACH CITY PUBLIC SCHOOLS. MEMBERS OF VIRGINIA BEACH CITY PUBLIC SCHOOLS. WE ARE SO PROUD OF YOU >>. PUBLIC SCHOOLS. WE ARE SO PROUD OF YOU >>. PUBLIC SCHOOLS. WE ARE SO PROUD OF YOU >>. GREAT JOB AND THIS CONCLUDES WE ARE SO PROUD OF YOU >>. GREAT JOB AND THIS CONCLUDES WE ARE SO PROUD OF YOU >>. GREAT JOB AND THIS CONCLUDES THE SCHOOL BOARD RECOGNITION GREAT JOB AND THIS CONCLUDES THE SCHOOL BOARD RECOGNITION GREAT JOB AND THIS CONCLUDES THE SCHOOL BOARD RECOGNITION FOR THIS EVENING >>. THE SCHOOL BOARD RECOGNITION FOR THIS EVENING >>. THE SCHOOL BOARD RECOGNITION FOR THIS EVENING >>. OK, SO NOW FOR THE ADOPTION FOR THIS EVENING >>. OK, SO NOW FOR THE ADOPTION FOR THIS EVENING >>. OK, SO NOW FOR THE

030ADOPTION OF THE AGENDA. OK, SO NOW FOR THE ADOPTION OF THE AGENDA. OK, SO NOW FOR THE ADOPTION OF THE AGENDA. ARE THERE ANY MODIFICATIONS TO OF THE AGENDA. ARE THERE ANY MODIFICATIONS TO OF THE AGENDA. ARE THERE ANY MODIFICATIONS TO THE AGENDA AS PRESENTED THIS ARE THERE ANY MODIFICATIONS TO THE AGENDA AS PRESENTED THIS ARE THERE ANY MODIFICATIONS TO THE AGENDA AS PRESENTED THIS MORNING? THE AGENDA AS PRESENTED THIS MORNING? THE AGENDA AS PRESENTED THIS MORNING? YES, LIKE TO MOVE CONSENT ITEM MORNING? YES, LIKE TO MOVE CONSENT ITEM MORNING? YES, LIKE TO MOVE CONSENT ITEM TO ACTION ITEM 14 A FIVE IF WE YES, LIKE TO MOVE CONSENT ITEM TO ACTION ITEM 14 A FIVE IF WE YES, LIKE TO MOVE CONSENT ITEM TO ACTION ITEM 14 A FIVE IF WE CAN MOVE THAT

031TO 15 DEGREES TO ACTION ITEM 14 A FIVE IF WE CAN MOVE THAT TO 15 DEGREES TO ACTION ITEM 14 A FIVE IF WE CAN MOVE THAT TO 15 DEGREES FOURTEEN A FIVE IS THE LGBTQ AA CAN MOVE THAT TO 15 DEGREES FOURTEEN A FIVE IS THE LGBTQ AA CAN MOVE THAT TO 15 DEGREES FOURTEEN A FIVE IS THE LGBTQ AA PLUS HISTORY MONTH SO YOU WOULD FOURTEEN A FIVE IS THE LGBTQ AA PLUS HISTORY MONTH SO YOU WOULD FOURTEEN A FIVE IS THE LGBTQ AA PLUS HISTORY MONTH SO YOU WOULD LIKE TO MOVE THAT TO ACTION D PLUS HISTORY MONTH SO YOU WOULD LIKE TO MOVE THAT TO ACTION D PLUS HISTORY MONTH SO YOU WOULD LIKE TO MOVE THAT TO ACTION D YES PLEASE MADAM CHAIR CAN WE LIKE TO MOVE THAT TO

032ACTION D YES PLEASE MADAM CHAIR CAN WE LIKE TO MOVE THAT TO ACTION D YES PLEASE MADAM CHAIR CAN WE MOVE IT TO ACTION. YES PLEASE MADAM CHAIR CAN WE MOVE IT TO ACTION. YES PLEASE MADAM CHAIR CAN WE MOVE IT TO ACTION. FIFTEEN D THAT'S DATE ALL RIGHT MOVE IT TO ACTION. FIFTEEN D THAT'S DATE ALL RIGHT MOVE IT TO ACTION. FIFTEEN D THAT'S DATE ALL RIGHT SO NOW I CALL FOR A MOTION TO FIFTEEN D THAT'S DATE ALL RIGHT SO NOW I CALL FOR A MOTION TO FIFTEEN D THAT'S DATE ALL RIGHT SO NOW I CALL FOR A MOTION TO APPROVE THE AGENDA AS PRESENTED SO NOW I CALL FOR A MOTION TO APPROVE THE AGENDA AS PRESENTED SO NOW I CALL FOR A MOTION TO APPROVE THE AGENDA AS PRESENTED WITH THAT

033MODIFICATION MOTION APPROVE THE AGENDA AS PRESENTED WITH THAT MODIFICATION MOTION APPROVE THE AGENDA AS PRESENTED WITH THAT MODIFICATION MOTION MADE BY MR EXECUTIVE SECONDED WITH THAT MODIFICATION MOTION MADE BY MR EXECUTIVE SECONDED WITH THAT MODIFICATION MOTION MADE BY MR EXECUTIVE SECONDED BY MISS FRANKLIN. MADE BY MR EXECUTIVE SECONDED BY MISS FRANKLIN. MADE BY MR EXECUTIVE SECONDED BY MISS FRANKLIN. ANY FURTHER DISCUSSION AREN'T BY MISS FRANKLIN. ANY FURTHER DISCUSSION AREN'T BY MISS FRANKLIN. ANY FURTHER DISCUSSION AREN'T SEEING ON THE ON THE BULLETIN ANY FURTHER DISCUSSION AREN'T SEEING ON THE ON THE BULLETIN ANY FURTHER DISCUSSION AREN'T SEEING ON THE ON THE BULLETIN BOARD IS OPEN ONES HOW DO YOU SEEING ON THE ON THE BULLETIN BOARD IS OPEN ONES HOW DO YOU SEEING ON THE ON THE BULLETIN BOARD IS OPEN ONES HOW DO YOU VOTE

034FOR THE ADOPTION OF THE BOARD IS OPEN ONES HOW DO YOU VOTE FOR THE ADOPTION OF THE BOARD IS OPEN ONES HOW DO YOU VOTE FOR THE ADOPTION OF THE ADOPTION OF THE AGENDA WITH THE VOTE FOR THE ADOPTION OF THE ADOPTION OF THE AGENDA WITH THE VOTE FOR THE ADOPTION OF THE ADOPTION OF THE AGENDA WITH THE MODIFICATION OF A THANK YOU ADOPTION OF THE AGENDA WITH THE MODIFICATION OF A THANK YOU ADOPTION OF THE AGENDA WITH THE MODIFICATION OF A THANK YOU MADAM CHAIR FOR THE RECORD MR. MODIFICATION OF A THANK YOU MADAM CHAIR FOR THE RECORD MR. MODIFICATION OF A THANK YOU MADAM CHAIR FOR THE RECORD MR. RECORD, MISS WILLIAMS IS MADAM CHAIR FOR THE RECORD MR. RECORD, MISS WILLIAMS IS MADAM CHAIR FOR THE RECORD MR. RECORD, MISS WILLIAMS IS

035OFFLINE RIGHT NOW SO FOR THE RECORD, MISS WILLIAMS IS OFFLINE RIGHT NOW SO FOR THE RECORD, MISS WILLIAMS IS OFFLINE RIGHT NOW SO FOR THE ADOPTION OF THE AGENDA WE HAVE OFFLINE RIGHT NOW SO FOR THE ADOPTION OF THE AGENDA WE HAVE OFFLINE RIGHT NOW SO FOR THE ADOPTION OF THE AGENDA WE HAVE TEN EYES. ADOPTION OF THE AGENDA WE HAVE TEN EYES. ADOPTION OF THE AGENDA WE HAVE TEN EYES. SO THE MOTION DID FAST FORWARD TEN EYES. SO THE MOTION DID FAST FORWARD TEN EYES. SO THE MOTION DID FAST FORWARD AS PRESENTED AND MODIFIED OK, SO THE MOTION DID FAST FORWARD AS PRESENTED AND MODIFIED OK, SO THE MOTION DID FAST FORWARD AS PRESENTED AND MODIFIED OK, DR. ROBERTSON, THE AS PRESENTED AND MODIFIED OK, DR. ROBERTSON, THE AS PRESENTED AND MODIFIED OK, DR.

036ROBERTSON, THE SUPERINTENDENT REPORT WE LOOK DR. ROBERTSON, THE SUPERINTENDENT REPORT WE LOOK DR. ROBERTSON, THE SUPERINTENDENT REPORT WE LOOK FORWARD TO THAT. SUPERINTENDENT REPORT WE LOOK FORWARD TO THAT. SUPERINTENDENT REPORT WE LOOK FORWARD TO THAT. THANK YOU. FORWARD TO THAT. THANK YOU. FORWARD TO THAT. THANK YOU. VERY GOOD WAIT FROM THIS TIME THANK YOU. VERY GOOD WAIT FROM THIS TIME THANK YOU. VERY GOOD WAIT FROM THIS TIME OK, SO GOOD MET HIM CHAIRWOMAN VERY GOOD WAIT FROM THIS TIME OK, SO GOOD MET HIM CHAIRWOMAN VERY GOOD WAIT FROM THIS TIME OK, SO GOOD MET HIM CHAIRWOMAN MEMBERS BORE HERE A FEW ITEMS OK, SO GOOD MET HIM CHAIRWOMAN MEMBERS BORE HERE A FEW ITEMS OK, SO GOOD MET HIM CHAIRWOMAN MEMBERS BORE HERE A FEW ITEMS OF INTEREST FEW ITEMS MEMBERS BORE HERE A FEW

037ITEMS OF INTEREST FEW ITEMS MEMBERS BORE HERE A FEW ITEMS OF INTEREST FEW ITEMS OF INTEREST FOR YOU AND OUR OF INTEREST FEW ITEMS OF INTEREST FOR YOU AND OUR OF INTEREST FEW ITEMS OF INTEREST FOR YOU AND OUR FAMILIES ON SEPTEMBER 4TH CHIEF OF INTEREST FOR YOU AND OUR FAMILIES ON SEPTEMBER 4TH CHIEF OF INTEREST FOR YOU AND OUR FAMILIES ON SEPTEMBER 4TH CHIEF COMMUNICATIONS AND COMMUNITY FAMILIES ON SEPTEMBER 4TH CHIEF COMMUNICATIONS AND COMMUNITY FAMILIES ON SEPTEMBER 4TH CHIEF COMMUNICATIONS AND COMMUNITY ENGAGEMENT NIKOLAEV IT'S NOT COMMUNICATIONS AND COMMUNITY ENGAGEMENT NIKOLAEV IT'S NOT COMMUNICATIONS AND COMMUNITY ENGAGEMENT NIKOLAEV IT'S NOT PARTICIPATED IN THE VIRGINIA ENGAGEMENT NIKOLAEV IT'S NOT PARTICIPATED IN THE VIRGINIA ENGAGEMENT NIKOLAEV IT'S NOT PARTICIPATED IN THE VIRGINIA BEACH COUNCIL OF PTA'S ANNUAL PARTICIPATED IN THE VIRGINIA BEACH COUNCIL OF PTA'S ANNUAL PARTICIPATED

038IN THE VIRGINIA BEACH COUNCIL OF PTA'S ANNUAL FALL LEADERSHIP TRAINING BEACH COUNCIL OF PTA'S ANNUAL FALL LEADERSHIP TRAINING BEACH COUNCIL OF PTA'S ANNUAL FALL LEADERSHIP TRAINING INSTITUTE AT CORPORATE LANNI FALL LEADERSHIP TRAINING INSTITUTE AT CORPORATE LANNI FALL LEADERSHIP TRAINING INSTITUTE AT CORPORATE LANNI MIDDLE SCHOOL THE EVENT ALSO, INSTITUTE AT CORPORATE LANNI MIDDLE SCHOOL THE EVENT ALSO, INSTITUTE AT CORPORATE LANNI MIDDLE SCHOOL THE EVENT ALSO, ALSO ATTENDED BY PRINCIPALS MIDDLE SCHOOL THE EVENT ALSO, ALSO ATTENDED BY PRINCIPALS MIDDLE SCHOOL THE EVENT ALSO, ALSO ATTENDED BY PRINCIPALS PROVIDED TRAINING FOR THIS ALSO ATTENDED BY PRINCIPALS PROVIDED TRAINING FOR THIS ALSO ATTENDED BY PRINCIPALS PROVIDED TRAINING FOR THIS YEAR'S PTA AND PTSA LEADERS WE PROVIDED TRAINING FOR THIS YEAR'S PTA AND PTSA LEADERS WE PROVIDED TRAINING FOR THIS YEAR'S PTA AND PTSA LEADERS WE THANK YOU EVERYONE FOR

039THEIR YEAR'S PTA AND PTSA LEADERS WE THANK YOU EVERYONE FOR THEIR YEAR'S PTA AND PTSA LEADERS WE THANK YOU EVERYONE FOR THEIR EFFORTS TO SUPPORT OUR STUDENTS THANK YOU EVERYONE FOR THEIR EFFORTS TO SUPPORT OUR STUDENTS THANK YOU EVERYONE FOR THEIR EFFORTS TO SUPPORT OUR STUDENTS AND ENCOURAGE THEM TO SPREAD A EFFORTS TO SUPPORT OUR STUDENTS AND ENCOURAGE THEM TO SPREAD A EFFORTS TO SUPPORT OUR STUDENTS AND ENCOURAGE THEM TO SPREAD A WORD ABOUT ALL THE POSITIVE AND ENCOURAGE THEM TO SPREAD A WORD ABOUT ALL THE POSITIVE AND ENCOURAGE THEM TO SPREAD A WORD ABOUT ALL THE POSITIVE THINGS HAPPENING IN OUR SCHOOL WORD ABOUT ALL THE POSITIVE THINGS HAPPENING IN OUR SCHOOL WORD ABOUT ALL THE POSITIVE THINGS HAPPENING IN OUR SCHOOL SYSTEM WE VALUE THE PTA AND THINGS HAPPENING IN OUR SCHOOL SYSTEM

040WE VALUE THE PTA AND THINGS HAPPENING IN OUR SCHOOL SYSTEM WE VALUE THE PTA AND PTSD IN OUR SCHOOLS IS VERY SYSTEM WE VALUE THE PTA AND PTSD IN OUR SCHOOLS IS VERY SYSTEM WE VALUE THE PTA AND PTSD IN OUR SCHOOLS IS VERY IMPORTANT NEXT UP STUDENTS, PTSD IN OUR SCHOOLS IS VERY IMPORTANT NEXT UP STUDENTS, PTSD IN OUR SCHOOLS IS VERY IMPORTANT NEXT UP STUDENTS, STUDENTS AND STAFF LIT THE IMPORTANT NEXT UP STUDENTS, STUDENTS AND STAFF LIT THE IMPORTANT NEXT UP STUDENTS, STUDENTS AND STAFF LIT THE FIRST ARC OF A STATE OF THE ART STUDENTS AND STAFF LIT THE FIRST ARC OF A STATE OF THE ART STUDENTS AND STAFF LIT THE FIRST ARC OF A STATE OF THE ART TEACHING SPACE ON SEPTEMBER THE FIRST ARC OF A STATE OF THE ART

041TEACHING SPACE ON SEPTEMBER THE FIRST ARC OF A STATE OF THE ART TEACHING SPACE ON SEPTEMBER THE 6TH WE CELEBRATE THE GRAND TEACHING SPACE ON SEPTEMBER THE 6TH WE CELEBRATE THE GRAND TEACHING SPACE ON SEPTEMBER THE 6TH WE CELEBRATE THE GRAND OPENING OF A NEW WELDING LAB 6TH WE CELEBRATE THE GRAND OPENING OF A NEW WELDING LAB 6TH WE CELEBRATE THE GRAND OPENING OF A NEW WELDING LAB AND CLASSROOM TO VIRGINIA EACH OPENING OF A NEW WELDING LAB AND CLASSROOM TO VIRGINIA EACH OPENING OF A NEW WELDING LAB AND CLASSROOM TO VIRGINIA EACH TECHNICALLY CAREER EDUCATION AND CLASSROOM TO VIRGINIA EACH TECHNICALLY CAREER EDUCATION AND CLASSROOM TO VIRGINIA EACH TECHNICALLY CAREER EDUCATION CENTER THANKS TO THE NAVY AND TECHNICALLY CAREER EDUCATION CENTER THANKS TO THE NAVY AND TECHNICALLY CAREER EDUCATION CENTER THANKS TO THE NAVY

042AND AHEAD THROUGH ITS WORKFORCE CENTER THANKS TO THE NAVY AND AHEAD THROUGH ITS WORKFORCE CENTER THANKS TO THE NAVY AND AHEAD THROUGH ITS WORKFORCE COUNCIL IS TWO MILLION DOLLAR AHEAD THROUGH ITS WORKFORCE COUNCIL IS TWO MILLION DOLLAR AHEAD THROUGH ITS WORKFORCE COUNCIL IS TWO MILLION DOLLAR INVESTMENT DOUBLES ENROLLMENT COUNCIL IS TWO MILLION DOLLAR INVESTMENT DOUBLES ENROLLMENT COUNCIL IS TWO MILLION DOLLAR INVESTMENT DOUBLES ENROLLMENT CAPACITY FOR MARITIME CAREER INVESTMENT DOUBLES ENROLLMENT CAPACITY FOR MARITIME CAREER INVESTMENT DOUBLES ENROLLMENT CAPACITY FOR MARITIME CAREER PREP BRIDGING THE SKILLS GAP IN CAPACITY FOR MARITIME CAREER PREP BRIDGING THE SKILLS GAP IN CAPACITY FOR MARITIME CAREER PREP BRIDGING THE SKILLS GAP IN OUR REGIONAL SHIPBUILDING PREP BRIDGING THE SKILLS GAP IN OUR REGIONAL SHIPBUILDING PREP BRIDGING THE SKILLS GAP IN OUR REGIONAL SHIPBUILDING INDUSTRY WE ALSO WANT TO THANK OUR REGIONAL

043SHIPBUILDING INDUSTRY WE ALSO WANT TO THANK OUR REGIONAL SHIPBUILDING INDUSTRY WE ALSO WANT TO THANK OUR WORKFORCE PARTNERS BLUE INDUSTRY WE ALSO WANT TO THANK OUR WORKFORCE PARTNERS BLUE INDUSTRY WE ALSO WANT TO THANK OUR WORKFORCE PARTNERS BLUE FORGE RIOTS AND THE REGIONAL OUR WORKFORCE PARTNERS BLUE FORGE RIOTS AND THE REGIONAL OUR WORKFORCE PARTNERS BLUE FORGE RIOTS AND THE REGIONAL MARITIME TRAINING SYSTEM FORGE RIOTS AND THE REGIONAL MARITIME TRAINING SYSTEM FORGE RIOTS AND THE REGIONAL MARITIME TRAINING SYSTEM POWERED BY THE HAMPTON ROADS MARITIME TRAINING SYSTEM POWERED BY THE HAMPTON ROADS MARITIME TRAINING SYSTEM POWERED BY THE HAMPTON ROADS WORKFORCE COUNCIL I'M EXCITED POWERED BY THE HAMPTON ROADS WORKFORCE COUNCIL I'M EXCITED POWERED BY THE HAMPTON ROADS WORKFORCE COUNCIL I'M EXCITED TO SHARE NEWS ABOUT OUR WORKFORCE COUNCIL I'M EXCITED TO SHARE NEWS ABOUT OUR WORKFORCE

044COUNCIL I'M EXCITED TO SHARE NEWS ABOUT OUR COMMUNITY ROUNDTABLE TO SHARE NEWS ABOUT OUR COMMUNITY ROUNDTABLE TO SHARE NEWS ABOUT OUR COMMUNITY ROUNDTABLE DISCUSSIONS AIMED FOSTERING COMMUNITY ROUNDTABLE DISCUSSIONS AIMED FOSTERING COMMUNITY ROUNDTABLE DISCUSSIONS AIMED FOSTERING OPEN DIALOG AND COLLABORATION DISCUSSIONS AIMED FOSTERING OPEN DIALOG AND COLLABORATION DISCUSSIONS AIMED FOSTERING OPEN DIALOG AND COLLABORATION BETWEEN VBC AND BUSINESS OPEN DIALOG AND COLLABORATION BETWEEN VBC AND BUSINESS OPEN DIALOG AND COLLABORATION BETWEEN VBC AND BUSINESS LEADERS WITHIN THE REGION. BETWEEN VBC AND BUSINESS LEADERS WITHIN THE REGION. BETWEEN VBC AND BUSINESS LEADERS WITHIN THE REGION. THESE ROUNDTABLES PROVIDE A LEADERS WITHIN THE REGION. THESE ROUNDTABLES PROVIDE A LEADERS WITHIN THE REGION. THESE ROUNDTABLES PROVIDE A PLATFORM OR STAKEHOLDERS CAN THESE ROUNDTABLES PROVIDE A PLATFORM OR STAKEHOLDERS CAN THESE ROUNDTABLES PROVIDE A PLATFORM OR STAKEHOLDERS CAN SHARE THEIR THOUGHTS AND IDEAS

045PLATFORM OR STAKEHOLDERS CAN SHARE THEIR THOUGHTS AND IDEAS PLATFORM OR STAKEHOLDERS CAN SHARE THEIR THOUGHTS AND IDEAS TO TACKLED COMMUTER TRAINS AND SHARE THEIR THOUGHTS AND IDEAS TO TACKLED COMMUTER TRAINS AND SHARE THEIR THOUGHTS AND IDEAS TO TACKLED COMMUTER TRAINS AND EMPOWER LEADERS TO INFLUENCE TO TACKLED COMMUTER TRAINS AND EMPOWER LEADERS TO INFLUENCE TO TACKLED COMMUTER TRAINS AND EMPOWER LEADERS TO INFLUENCE POSITIVE CHANGE WHICH LEADS TO EMPOWER LEADERS TO INFLUENCE POSITIVE CHANGE WHICH LEADS TO EMPOWER LEADERS TO INFLUENCE POSITIVE CHANGE WHICH LEADS TO A MORE ENGAGED AND PROACTIVE POSITIVE CHANGE WHICH LEADS TO A MORE ENGAGED AND PROACTIVE POSITIVE CHANGE WHICH LEADS TO A MORE ENGAGED AND PROACTIVE COMMUNITY FOR EXAMPLE THIS PAST A MORE ENGAGED AND PROACTIVE COMMUNITY FOR EXAMPLE THIS PAST A MORE ENGAGED AND PROACTIVE COMMUNITY FOR EXAMPLE THIS PAST SPRING WE

046HAD A HAD A COMMUNITY FOR EXAMPLE THIS PAST SPRING WE HAD A HAD A COMMUNITY FOR EXAMPLE THIS PAST SPRING WE HAD A HAD A DISCUSSION AT THE VIRGINIA SPRING WE HAD A HAD A DISCUSSION AT THE VIRGINIA SPRING WE HAD A HAD A DISCUSSION AT THE VIRGINIA INTERNATIONAL GATEWAY FOCUSING DISCUSSION AT THE VIRGINIA INTERNATIONAL GATEWAY FOCUSING DISCUSSION AT THE VIRGINIA INTERNATIONAL GATEWAY FOCUSING ON THE PORT AND EDUCATION THE INTERNATIONAL GATEWAY FOCUSING ON THE PORT AND EDUCATION THE INTERNATIONAL GATEWAY FOCUSING ON THE PORT AND EDUCATION THE ROUNDTABLE OFFERS AN ON THE PORT AND EDUCATION THE ROUNDTABLE OFFERS AN ON THE PORT AND EDUCATION THE ROUNDTABLE OFFERS AN OPPORTUNITY TO STRENGTHEN ROUNDTABLE OFFERS AN OPPORTUNITY TO STRENGTHEN ROUNDTABLE OFFERS AN OPPORTUNITY TO STRENGTHEN RELATIONSHIPS FALSE OPPORTUNITY TO STRENGTHEN RELATIONSHIPS FALSE OPPORTUNITY TO STRENGTHEN RELATIONSHIPS FALSE TRANSPARENCY

047AND BUILD TRUST RELATIONSHIPS FALSE TRANSPARENCY AND BUILD TRUST RELATIONSHIPS FALSE TRANSPARENCY AND BUILD TRUST AMONG LEADERS. TRANSPARENCY AND BUILD TRUST AMONG LEADERS. TRANSPARENCY AND BUILD TRUST AMONG LEADERS. ALL MEMBERS ACTIVELY AMONG LEADERS. ALL MEMBERS ACTIVELY AMONG LEADERS. ALL MEMBERS ACTIVELY PARTICIPATE IN THEIR INPUT IS ALL MEMBERS ACTIVELY PARTICIPATE IN THEIR INPUT IS ALL MEMBERS ACTIVELY PARTICIPATE IN THEIR INPUT IS INVALUABLE TO STRENGTHEN THE PARTICIPATE IN THEIR INPUT IS INVALUABLE TO STRENGTHEN THE PARTICIPATE IN THEIR INPUT IS INVALUABLE TO STRENGTHEN THE PARTNERSHIP BETWEEN THE SCHOOL INVALUABLE TO STRENGTHEN THE PARTNERSHIP BETWEEN THE SCHOOL INVALUABLE TO STRENGTHEN THE PARTNERSHIP BETWEEN THE SCHOOL SYSTEM, WORKFORCE AND BUSINESS PARTNERSHIP BETWEEN THE SCHOOL SYSTEM, WORKFORCE AND BUSINESS PARTNERSHIP BETWEEN THE SCHOOL SYSTEM, WORKFORCE AND BUSINESS LEADERS OUR STUDENTS HAD A LOT SYSTEM, WORKFORCE AND BUSINESS LEADERS OUR STUDENTS HAD A

048LOT SYSTEM, WORKFORCE AND BUSINESS LEADERS OUR STUDENTS HAD A LOT OF FUN FRIDAY DURING STEM LAB LEADERS OUR STUDENTS HAD A LOT OF FUN FRIDAY DURING STEM LAB LEADERS OUR STUDENTS HAD A LOT OF FUN FRIDAY DURING STEM LAB LEARNING DAY AT THE OCEANA AIR OF FUN FRIDAY DURING STEM LAB LEARNING DAY AT THE OCEANA AIR OF FUN FRIDAY DURING STEM LAB LEARNING DAY AT THE OCEANA AIR SHOW THROUGH THIS AMAZING LEARNING DAY AT THE OCEANA AIR SHOW THROUGH THIS AMAZING LEARNING DAY AT THE OCEANA AIR SHOW THROUGH THIS AMAZING PARTNERSHIP WITH THE NAVY, SHOW THROUGH THIS AMAZING PARTNERSHIP WITH THE NAVY, SHOW THROUGH THIS AMAZING PARTNERSHIP WITH THE NAVY, THOUSANDS OF OUR FIFTH GRADERS PARTNERSHIP WITH THE NAVY, THOUSANDS OF OUR FIFTH GRADERS PARTNERSHIP WITH THE NAVY, THOUSANDS OF OUR FIFTH GRADERS TOOK PART

049IN HANDS ON RELATED THOUSANDS OF OUR FIFTH GRADERS TOOK PART IN HANDS ON RELATED THOUSANDS OF OUR FIFTH GRADERS TOOK PART IN HANDS ON RELATED TO SCIENCE TECHNOLOGY TOOK PART IN HANDS ON RELATED TO SCIENCE TECHNOLOGY TOOK PART IN HANDS ON RELATED TO SCIENCE TECHNOLOGY ENGINEERING AND MATH TENS MATH. TO SCIENCE TECHNOLOGY ENGINEERING AND MATH TENS MATH. TO SCIENCE TECHNOLOGY ENGINEERING AND MATH TENS MATH. TENS OF THOUSANDS OF STUDENTS ENGINEERING AND MATH TENS MATH. TENS OF THOUSANDS OF STUDENTS ENGINEERING AND MATH TENS MATH. TENS OF THOUSANDS OF STUDENTS PARTICIPATED PARTICIPATED IN TENS OF THOUSANDS OF STUDENTS PARTICIPATED PARTICIPATED IN TENS OF THOUSANDS OF STUDENTS PARTICIPATED PARTICIPATED IN STEM DAYS SINCE ITS INCEPTION PARTICIPATED PARTICIPATED IN STEM DAYS SINCE ITS INCEPTION PARTICIPATED PARTICIPATED IN STEM DAYS SINCE ITS INCEPTION IN 2016 SIXTEEN AGENCIES SUCH STEM DAYS

050SINCE ITS INCEPTION IN 2016 SIXTEEN AGENCIES SUCH STEM DAYS SINCE ITS INCEPTION IN 2016 SIXTEEN AGENCIES SUCH AS NASA DOMINION ENERGY AND THE IN 2016 SIXTEEN AGENCIES SUCH AS NASA DOMINION ENERGY AND THE IN 2016 SIXTEEN AGENCIES SUCH AS NASA DOMINION ENERGY AND THE VIRGINIA DEPARTMENT AS NASA DOMINION ENERGY AND THE VIRGINIA DEPARTMENT AS NASA DOMINION ENERGY AND THE VIRGINIA DEPARTMENT OF TRANSPORTATION ENGAGED YEARS VIRGINIA DEPARTMENT OF TRANSPORTATION ENGAGED YEARS VIRGINIA DEPARTMENT OF TRANSPORTATION ENGAGED YEARS WITH SCIENCE EXPERIMENTS, OF TRANSPORTATION ENGAGED YEARS WITH SCIENCE EXPERIMENTS, OF TRANSPORTATION ENGAGED YEARS WITH SCIENCE EXPERIMENTS, ROBOTICS AND MORE STAFF MEMBERS WITH SCIENCE EXPERIMENTS, ROBOTICS AND MORE STAFF MEMBERS WITH SCIENCE EXPERIMENTS, ROBOTICS AND MORE STAFF MEMBERS AND HIGH SCHOOL STUDENTS FROM ROBOTICS AND MORE STAFF MEMBERS AND HIGH SCHOOL STUDENTS FROM ROBOTICS AND MORE STAFF MEMBERS AND HIGH

051SCHOOL STUDENTS FROM OUR ACADEMIES WERE ALSO THERE AND HIGH SCHOOL STUDENTS FROM OUR ACADEMIES WERE ALSO THERE AND HIGH SCHOOL STUDENTS FROM OUR ACADEMIES WERE ALSO THERE WITH FUN ACTIVITIES FOR THE OUR ACADEMIES WERE ALSO THERE WITH FUN ACTIVITIES FOR THE OUR ACADEMIES WERE ALSO THERE WITH FUN ACTIVITIES FOR THE YOUNGER STUDENTS AS ALWAYS, IT WITH FUN ACTIVITIES FOR THE YOUNGER STUDENTS AS ALWAYS, IT WITH FUN ACTIVITIES FOR THE YOUNGER STUDENTS AS ALWAYS, IT ENDED WITH RESPECT SECULAR BLUE YOUNGER STUDENTS AS ALWAYS, IT ENDED WITH RESPECT SECULAR BLUE YOUNGER STUDENTS AS ALWAYS, IT ENDED WITH RESPECT SECULAR BLUE ANGELS THANK YOU TO THE NAVY ENDED WITH RESPECT SECULAR BLUE ANGELS THANK YOU TO THE NAVY ENDED WITH RESPECT SECULAR BLUE ANGELS THANK YOU TO THE NAVY FOR THIS WORLD CLASS AUTHENTIC ANGELS THANK YOU TO

052THE NAVY FOR THIS WORLD CLASS AUTHENTIC ANGELS THANK YOU TO THE NAVY FOR THIS WORLD CLASS AUTHENTIC LEARNING EXPERIENCE THEY FOR THIS WORLD CLASS AUTHENTIC LEARNING EXPERIENCE THEY FOR THIS WORLD CLASS AUTHENTIC LEARNING EXPERIENCE THEY FINALLY THE TECHNICAL EDUCATION LEARNING EXPERIENCE THEY FINALLY THE TECHNICAL EDUCATION LEARNING EXPERIENCE THEY FINALLY THE TECHNICAL EDUCATION TECHNICAL EDUCATION FINALLY THE TECHNICAL EDUCATION TECHNICAL EDUCATION FINALLY THE TECHNICAL EDUCATION TECHNICAL EDUCATION COMMISSIONED NEW VIDEOS TO TECHNICAL EDUCATION COMMISSIONED NEW VIDEOS TO TECHNICAL EDUCATION COMMISSIONED NEW VIDEOS TO PROMOTE PROGRAMS THAT CULTURE COMMISSIONED NEW VIDEOS TO PROMOTE PROGRAMS THAT CULTURE COMMISSIONED NEW VIDEOS TO PROMOTE PROGRAMS THAT CULTURE CULTIVATE FUTURE READY STUDENTS PROMOTE PROGRAMS THAT CULTURE CULTIVATE FUTURE READY STUDENTS PROMOTE PROGRAMS THAT CULTURE CULTIVATE FUTURE READY STUDENTS AS YOU KNOW VIRGINIA BEACH CITY CULTIVATE FUTURE READY STUDENTS AS YOU KNOW VIRGINIA BEACH

053CITY CULTIVATE FUTURE READY STUDENTS AS YOU KNOW VIRGINIA BEACH CITY PUBLIC CITY PUBLIC SCHOOLS AS YOU KNOW VIRGINIA BEACH CITY PUBLIC CITY PUBLIC SCHOOLS AS YOU KNOW VIRGINIA BEACH CITY PUBLIC CITY PUBLIC SCHOOLS EXCELS AT HELPING STUDENTS PUBLIC CITY PUBLIC SCHOOLS EXCELS AT HELPING STUDENTS PUBLIC CITY PUBLIC SCHOOLS EXCELS AT HELPING STUDENTS EXPLORE VARIETY OF CAREERS. EXCELS AT HELPING STUDENTS EXPLORE VARIETY OF CAREERS. EXCELS AT HELPING STUDENTS EXPLORE VARIETY OF CAREERS. I'LL BE SHARING SEVERAL THESE EXPLORE VARIETY OF CAREERS. I'LL BE SHARING SEVERAL THESE EXPLORE VARIETY OF CAREERS. I'LL BE SHARING SEVERAL THESE VIDEOS DURING THE COMING MONTHS I'LL BE SHARING SEVERAL THESE VIDEOS DURING THE COMING MONTHS I'LL BE SHARING SEVERAL THESE VIDEOS DURING THE COMING MONTHS STARTING WITH THIS PIECE ABOUT VIDEOS DURING THE COMING MONTHS STARTING WITH THIS PIECE ABOUT VIDEOS DURING

054THE COMING MONTHS STARTING WITH THIS PIECE ABOUT VIRGINIA TEACHERS FOR TOMORROW STARTING WITH THIS PIECE ABOUT VIRGINIA TEACHERS FOR TOMORROW STARTING WITH THIS PIECE ABOUT VIRGINIA TEACHERS FOR TOMORROW PROGRAM >> WELCOME TO VIRGINIA VIRGINIA TEACHERS FOR TOMORROW PROGRAM >> WELCOME TO VIRGINIA VIRGINIA TEACHERS FOR TOMORROW PROGRAM >> WELCOME TO VIRGINIA TEACHERS FOR TOMORROW WEAR PROGRAM >> WELCOME TO VIRGINIA TEACHERS FOR TOMORROW WEAR PROGRAM >> WELCOME TO VIRGINIA TEACHERS FOR TOMORROW WEAR VIRGINIA EACH CITY PUBLIC TEACHERS FOR TOMORROW WEAR VIRGINIA EACH CITY PUBLIC TEACHERS FOR TOMORROW WEAR VIRGINIA EACH CITY PUBLIC SCHOOLS IS SHAPING THE FUTURE VIRGINIA EACH CITY PUBLIC SCHOOLS IS SHAPING THE FUTURE VIRGINIA EACH CITY PUBLIC SCHOOLS IS SHAPING THE FUTURE OF EDUCATION VTI OFFERS A HANDS SCHOOLS IS SHAPING THE FUTURE OF EDUCATION VTI OFFERS A HANDS SCHOOLS IS SHAPING THE FUTURE

055OF EDUCATION VTI OFFERS A HANDS ON APPROACH TO EXPLORING THE OF EDUCATION VTI OFFERS A HANDS ON APPROACH TO EXPLORING THE OF EDUCATION VTI OFFERS A HANDS ON APPROACH TO EXPLORING THE DIVERSE NATURE OF THE TEACHING ON APPROACH TO EXPLORING THE DIVERSE NATURE OF THE TEACHING ON APPROACH TO EXPLORING THE DIVERSE NATURE OF THE TEACHING PROFESSION IT'S A PROGRAM WHERE DIVERSE NATURE OF THE TEACHING PROFESSION IT'S A PROGRAM WHERE DIVERSE NATURE OF THE TEACHING PROFESSION IT'S A PROGRAM WHERE WE GO INTO SCHOOLS AND WHERE IN PROFESSION IT'S A PROGRAM WHERE WE GO INTO SCHOOLS AND WHERE IN PROFESSION IT'S A PROGRAM WHERE WE GO INTO SCHOOLS AND WHERE IN INTERNSHIPS I'VE LOVED TEACHING WE GO INTO SCHOOLS AND WHERE IN INTERNSHIPS I'VE LOVED TEACHING WE GO INTO SCHOOLS AND WHERE IN INTERNSHIPS I'VE LOVED TEACHING

056KIDS BUT I ALSO LOVE GETTING TO INTERNSHIPS I'VE LOVED TEACHING KIDS BUT I ALSO LOVE GETTING TO INTERNSHIPS I'VE LOVED TEACHING KIDS BUT I ALSO LOVE GETTING TO KNOW THEM I WANT TO MEET KIDS BUT I ALSO LOVE GETTING TO KNOW THEM I WANT TO MEET KIDS BUT I ALSO LOVE GETTING TO KNOW THEM I WANT TO MEET SOMEBODY THAT THE FETUS KNOW THEM I WANT TO MEET SOMEBODY THAT THE FETUS KNOW THEM I WANT TO MEET SOMEBODY THAT THE FETUS STUDENTS CAN COME AND TALK TO SOMEBODY THAT THE FETUS STUDENTS CAN COME AND TALK TO SOMEBODY THAT THE FETUS STUDENTS CAN COME AND TALK TO YOU IN AND OUTSIDE OF THE STUDENTS CAN COME AND TALK TO YOU IN AND OUTSIDE OF THE STUDENTS CAN COME AND TALK TO YOU IN AND OUTSIDE OF

057THE CLASSROOM SOMEONE WHO'S JUST YOU IN AND OUTSIDE OF THE CLASSROOM SOMEONE WHO'S JUST YOU IN AND OUTSIDE OF THE CLASSROOM SOMEONE WHO'S JUST NOT TEACHING THEM TEACHING THEM CLASSROOM SOMEONE WHO'S JUST NOT TEACHING THEM TEACHING THEM CLASSROOM SOMEONE WHO'S JUST NOT TEACHING THEM TEACHING THEM OR MAKING THEM WANT TO COME NOT TEACHING THEM TEACHING THEM OR MAKING THEM WANT TO COME NOT TEACHING THEM TEACHING THEM OR MAKING THEM WANT TO COME SCHOOL AND ACTUALLY LEARN AND OR MAKING THEM WANT TO COME SCHOOL AND ACTUALLY LEARN AND OR MAKING THEM WANT TO COME SCHOOL AND ACTUALLY LEARN AND ENGAGE I'VE LEARNED A LOT A LOT SCHOOL AND ACTUALLY LEARN AND ENGAGE I'VE LEARNED A LOT A LOT SCHOOL AND ACTUALLY LEARN AND ENGAGE I'VE LEARNED A LOT A LOT ABOUT HOW TO COMMUNICATE PEOPLE ENGAGE

058I'VE LEARNED A LOT A LOT ABOUT HOW TO COMMUNICATE PEOPLE ENGAGE I'VE LEARNED A LOT A LOT ABOUT HOW TO COMMUNICATE PEOPLE HOW TO WORK IN A TEAM TO EVEN ABOUT HOW TO COMMUNICATE PEOPLE HOW TO WORK IN A TEAM TO EVEN ABOUT HOW TO COMMUNICATE PEOPLE HOW TO WORK IN A TEAM TO EVEN MAKE LESSON PLANS BECAUSE I'M HOW TO WORK IN A TEAM TO EVEN MAKE LESSON PLANS BECAUSE I'M HOW TO WORK IN A TEAM TO EVEN MAKE LESSON PLANS BECAUSE I'M MILITANT GROUPS AS WELL BUT MAKE LESSON PLANS BECAUSE I'M MILITANT GROUPS AS WELL BUT MAKE LESSON PLANS BECAUSE I'M MILITANT GROUPS AS WELL BUT ALSO LIKE PRESENTING IN FRONT MILITANT GROUPS AS WELL BUT ALSO LIKE PRESENTING IN FRONT MILITANT GROUPS AS WELL BUT ALSO LIKE PRESENTING IN FRONT OF PEOPLE

059IT'S HELPED ME TO ALSO LIKE PRESENTING IN FRONT OF PEOPLE IT'S HELPED ME TO ALSO LIKE PRESENTING IN FRONT OF PEOPLE IT'S HELPED ME TO GIVE A LITTLE MORE CONTROL OVER OF PEOPLE IT'S HELPED ME TO GIVE A LITTLE MORE CONTROL OVER OF PEOPLE IT'S HELPED ME TO GIVE A LITTLE MORE CONTROL OVER THAT REGARDLESS OF THEIR CHOSEN GIVE A LITTLE MORE CONTROL OVER THAT REGARDLESS OF THEIR CHOSEN GIVE A LITTLE MORE CONTROL OVER THAT REGARDLESS OF THEIR CHOSEN CAREER PATH, OUR STUDENTS THAT REGARDLESS OF THEIR CHOSEN CAREER PATH, OUR STUDENTS THAT REGARDLESS OF THEIR CHOSEN CAREER PATH, OUR STUDENTS INVOLVED AND BETTY EMERGE CAREER PATH, OUR STUDENTS INVOLVED AND BETTY EMERGE CAREER PATH, OUR STUDENTS INVOLVED AND BETTY EMERGE BETTER PREPARED FOR THEIR INVOLVED AND BETTY EMERGE BETTER PREPARED FOR THEIR INVOLVED AND BETTY

060EMERGE BETTER PREPARED FOR THEIR ACADEMIC AND PROFESSIONAL BETTER PREPARED FOR THEIR ACADEMIC AND PROFESSIONAL BETTER PREPARED FOR THEIR ACADEMIC AND PROFESSIONAL JOURNEYS ADDITIONALLY I DIDN'T ACADEMIC AND PROFESSIONAL JOURNEYS ADDITIONALLY I DIDN'T ACADEMIC AND PROFESSIONAL JOURNEYS ADDITIONALLY I DIDN'T WANT DIDN'T WANT TO BECOME A JOURNEYS ADDITIONALLY I DIDN'T WANT DIDN'T WANT TO BECOME A JOURNEYS ADDITIONALLY I DIDN'T WANT DIDN'T WANT TO BECOME A TEACHER AND I DIDN'T WANT TO WANT DIDN'T WANT TO BECOME A TEACHER AND I DIDN'T WANT TO WANT DIDN'T WANT TO BECOME A TEACHER AND I DIDN'T WANT TO SEE THE CLASSIC WAS JUST WAS TEACHER AND I DIDN'T WANT TO SEE THE CLASSIC WAS JUST WAS TEACHER AND I DIDN'T WANT TO SEE THE CLASSIC WAS JUST WAS JUST A SCHEDULE FILLER BUT AS SEE THE CLASSIC WAS JUST WAS JUST A

061SCHEDULE FILLER BUT AS SEE THE CLASSIC WAS JUST WAS JUST A SCHEDULE FILLER BUT AS MOVE ON TO THE CLASS I REALLY JUST A SCHEDULE FILLER BUT AS MOVE ON TO THE CLASS I REALLY JUST A SCHEDULE FILLER BUT AS MOVE ON TO THE CLASS I REALLY ENJOYED THE CLASS AND THAT'S MOVE ON TO THE CLASS I REALLY ENJOYED THE CLASS AND THAT'S MOVE ON TO THE CLASS I REALLY ENJOYED THE CLASS AND THAT'S WHY I PICKED IT UP EVEN IF YOU ENJOYED THE CLASS AND THAT'S WHY I PICKED IT UP EVEN IF YOU ENJOYED THE CLASS AND THAT'S WHY I PICKED IT UP EVEN IF YOU DON'T WANT TO BE A TEACHER THIS WHY I PICKED IT UP EVEN IF YOU DON'T WANT TO BE A TEACHER THIS WHY I PICKED IT UP EVEN

062IF YOU DON'T WANT TO BE A TEACHER THIS PROGRAM CAN HELP YOU ANY DON'T WANT TO BE A TEACHER THIS PROGRAM CAN HELP YOU ANY DON'T WANT TO BE A TEACHER THIS PROGRAM CAN HELP YOU ANY SITUATION YOU REALLY NEED TO PROGRAM CAN HELP YOU ANY SITUATION YOU REALLY NEED TO PROGRAM CAN HELP YOU ANY SITUATION YOU REALLY NEED TO ABLE TO LEAVE ANY ASPECT IN A SITUATION YOU REALLY NEED TO ABLE TO LEAVE ANY ASPECT IN A SITUATION YOU REALLY NEED TO ABLE TO LEAVE ANY ASPECT IN A CLASSROOM A CLASSROOM IF YOU'RE ABLE TO LEAVE ANY ASPECT IN A CLASSROOM A CLASSROOM IF YOU'RE ABLE TO LEAVE ANY ASPECT IN A CLASSROOM A CLASSROOM IF YOU'RE PLAYING SPORTS WHATEVER YOU'RE CLASSROOM A CLASSROOM IF YOU'RE PLAYING SPORTS WHATEVER YOU'RE CLASSROOM A CLASSROOM IF

063YOU'RE PLAYING SPORTS WHATEVER YOU'RE DOING IN COLLEGE AND WHATEVER PLAYING SPORTS WHATEVER YOU'RE DOING IN COLLEGE AND WHATEVER PLAYING SPORTS WHATEVER YOU'RE DOING IN COLLEGE AND WHATEVER YOU DO YOU LIKE IT'S A OF YOUR DOING IN COLLEGE AND WHATEVER YOU DO YOU LIKE IT'S A OF YOUR DOING IN COLLEGE AND WHATEVER YOU DO YOU LIKE IT'S A OF YOUR LIFE, IT'S A GOOD SKILL TO HAVE YOU DO YOU LIKE IT'S A OF YOUR LIFE, IT'S A GOOD SKILL TO HAVE YOU DO YOU LIKE IT'S A OF YOUR LIFE, IT'S A GOOD SKILL TO HAVE AND WHATEVER TO DO FOR THOSE LIFE, IT'S A GOOD SKILL TO HAVE AND WHATEVER TO DO FOR THOSE LIFE, IT'S A GOOD SKILL TO HAVE AND WHATEVER TO DO FOR THOSE YOU DISCOVER WORKING EDUCATION AND WHATEVER TO DO FOR

064THOSE YOU DISCOVER WORKING EDUCATION AND WHATEVER TO DO FOR THOSE YOU DISCOVER WORKING EDUCATION IS THEIR PASSION THERE'S. YOU DISCOVER WORKING EDUCATION IS THEIR PASSION THERE'S. YOU DISCOVER WORKING EDUCATION IS THEIR PASSION THERE'S. THERE'S AN EXCITING OPPORTUNITY IS THEIR PASSION THERE'S. THERE'S AN EXCITING OPPORTUNITY IS THEIR PASSION THERE'S. THERE'S AN EXCITING OPPORTUNITY TO EARN THE PRESTIGIOUS FUTURE THERE'S AN EXCITING OPPORTUNITY TO EARN THE PRESTIGIOUS FUTURE THERE'S AN EXCITING OPPORTUNITY TO EARN THE PRESTIGIOUS FUTURE TEACHER AWARD. TO EARN THE PRESTIGIOUS FUTURE TEACHER AWARD. TO EARN THE PRESTIGIOUS FUTURE TEACHER AWARD. THIS AWARD GUARANTEES POSITION TEACHER AWARD. THIS AWARD GUARANTEES POSITION TEACHER AWARD. THIS AWARD GUARANTEES POSITION WITHIN OUR SCHOOL SYSTEM UPON THIS AWARD GUARANTEES POSITION WITHIN OUR SCHOOL SYSTEM UPON THIS AWARD GUARANTEES POSITION WITHIN OUR SCHOOL SYSTEM UPON GRADUATION FROM COLLEGE I'VE WITHIN OUR SCHOOL

065SYSTEM UPON GRADUATION FROM COLLEGE I'VE WITHIN OUR SCHOOL SYSTEM UPON GRADUATION FROM COLLEGE I'VE KNOWN I WANTED TO BE A PICTURE GRADUATION FROM COLLEGE I'VE KNOWN I WANTED TO BE A PICTURE GRADUATION FROM COLLEGE I'VE KNOWN I WANTED TO BE A PICTURE OF MY WHOLE LIFE BASICALLY I KNOWN I WANTED TO BE A PICTURE OF MY WHOLE LIFE BASICALLY I KNOWN I WANTED TO BE A PICTURE OF MY WHOLE LIFE BASICALLY I JUST APPLIED WHOLE INTERVIEW OF MY WHOLE LIFE BASICALLY I JUST APPLIED WHOLE INTERVIEW OF MY WHOLE LIFE BASICALLY I JUST APPLIED WHOLE INTERVIEW PROCESS WHERE ESSENTIALLY AFTER JUST APPLIED WHOLE INTERVIEW PROCESS WHERE ESSENTIALLY AFTER JUST APPLIED WHOLE INTERVIEW PROCESS WHERE ESSENTIALLY AFTER COLLEGE AS LONG AS I MEET ALL PROCESS WHERE ESSENTIALLY AFTER COLLEGE AS LONG AS I MEET ALL PROCESS WHERE

066ESSENTIALLY AFTER COLLEGE AS LONG AS I MEET ALL THE REQUIREMENTS I WILL HAVE A COLLEGE AS LONG AS I MEET ALL THE REQUIREMENTS I WILL HAVE A COLLEGE AS LONG AS I MEET ALL THE REQUIREMENTS I WILL HAVE A JOB AND HAVING THAT AS AN THE REQUIREMENTS I WILL HAVE A JOB AND HAVING THAT AS AN THE REQUIREMENTS I WILL HAVE A JOB AND HAVING THAT AS AN OPPORTUNITY IS REALLY LIBBY JOB AND HAVING THAT AS AN OPPORTUNITY IS REALLY LIBBY JOB AND HAVING THAT AS AN OPPORTUNITY IS REALLY LIBBY TUITION SCHOLARSHIP IS A OPPORTUNITY IS REALLY LIBBY TUITION SCHOLARSHIP IS A OPPORTUNITY IS REALLY LIBBY TUITION SCHOLARSHIP IS A SCHOLARSHIP THAT SCHOLARSHIP TUITION SCHOLARSHIP IS A SCHOLARSHIP THAT SCHOLARSHIP TUITION SCHOLARSHIP IS A SCHOLARSHIP THAT SCHOLARSHIP THAT WE PUT IN PLACE LAST AND SCHOLARSHIP

067THAT SCHOLARSHIP THAT WE PUT IN PLACE LAST AND SCHOLARSHIP THAT SCHOLARSHIP THAT WE PUT IN PLACE LAST AND IT'S FOR VIRGINIA BEACH THAT WE PUT IN PLACE LAST AND IT'S FOR VIRGINIA BEACH THAT WE PUT IN PLACE LAST AND IT'S FOR VIRGINIA BEACH GRADUATE WHO WANT TO GO INTO IT'S FOR VIRGINIA BEACH GRADUATE WHO WANT TO GO INTO IT'S FOR VIRGINIA BEACH GRADUATE WHO WANT TO GO INTO TEACHING WE'RE TRYING TO GRADUATE WHO WANT TO GO INTO TEACHING WE'RE TRYING TO GRADUATE WHO WANT TO GO INTO TEACHING WE'RE TRYING TO PARTNER WITH THE COMMUNITY AND TEACHING WE'RE TRYING TO PARTNER WITH THE COMMUNITY AND TEACHING WE'RE TRYING TO PARTNER WITH THE COMMUNITY AND FILL A NEED THAT THE COMMUNITY PARTNER WITH THE COMMUNITY AND FILL A NEED THAT THE COMMUNITY PARTNER WITH THE COMMUNITY AND

068FILL A NEED THAT THE COMMUNITY AS THOSE STUDENTS WHO GRADUATE FILL A NEED THAT THE COMMUNITY AS THOSE STUDENTS WHO GRADUATE FILL A NEED THAT THE COMMUNITY AS THOSE STUDENTS WHO GRADUATE AND WANT TO GO INTO TEACHING AS THOSE STUDENTS WHO GRADUATE AND WANT TO GO INTO TEACHING AS THOSE STUDENTS WHO GRADUATE AND WANT TO GO INTO TEACHING COME IN VIRGINIA WISELY AND SO AND WANT TO GO INTO TEACHING COME IN VIRGINIA WISELY AND SO AND WANT TO GO INTO TEACHING COME IN VIRGINIA WISELY AND SO FROM DAY ONE THERE ON THE RIGHT COME IN VIRGINIA WISELY AND SO FROM DAY ONE THERE ON THE RIGHT COME IN VIRGINIA WISELY AND SO FROM DAY ONE THERE ON THE RIGHT PATH AND GETTING THE RESOURCES FROM DAY ONE THERE ON THE RIGHT PATH AND GETTING THE

069RESOURCES FROM DAY ONE THERE ON THE RIGHT PATH AND GETTING THE RESOURCES THAT THEY NEED ON CAMPUS TO BE PATH AND GETTING THE RESOURCES THAT THEY NEED ON CAMPUS TO BE PATH AND GETTING THE RESOURCES THAT THEY NEED ON CAMPUS TO BE SUCCESSFUL. THAT THEY NEED ON CAMPUS TO BE SUCCESSFUL. THAT THEY NEED ON CAMPUS TO BE SUCCESSFUL. THE CONNECTION HAVE WITH THE SUCCESSFUL. THE CONNECTION HAVE WITH THE SUCCESSFUL. THE CONNECTION HAVE WITH THE STUDENTS EVERY TIME I COME IN THE CONNECTION HAVE WITH THE STUDENTS EVERY TIME I COME IN THE CONNECTION HAVE WITH THE STUDENTS EVERY TIME I COME IN THERE THEY'RE LIKE OH HIGH OH STUDENTS EVERY TIME I COME IN THERE THEY'RE LIKE OH HIGH OH STUDENTS EVERY TIME I COME IN THERE THEY'RE LIKE OH HIGH OH HI, I'M ISABEL. THERE

070THEY'RE LIKE OH HIGH OH HI, I'M ISABEL. THERE THEY'RE LIKE OH HIGH OH HI, I'M ISABEL. WE MISS AND IT JUST REALLY HI, I'M ISABEL. WE MISS AND IT JUST REALLY HI, I'M ISABEL. WE MISS AND IT JUST REALLY TOUCHED MY HEART AND MADE ME WE MISS AND IT JUST REALLY TOUCHED MY HEART AND MADE ME WE MISS AND IT JUST REALLY TOUCHED MY HEART AND MADE ME NOTICE ME NOTICE THAT I WANT TO TOUCHED MY HEART AND MADE ME NOTICE ME NOTICE THAT I WANT TO TOUCHED MY HEART AND MADE ME NOTICE ME NOTICE THAT I WANT TO BE THE DIFFERENCE SOMEBODY NOTICE ME NOTICE THAT I WANT TO BE THE DIFFERENCE SOMEBODY NOTICE ME NOTICE THAT I WANT TO BE THE DIFFERENCE SOMEBODY EVERYONE SHOULD DO IT BECAUSE BE THE DIFFERENCE SOMEBODY EVERYONE

071SHOULD DO IT BECAUSE BE THE DIFFERENCE SOMEBODY EVERYONE SHOULD DO IT BECAUSE IT'S MY BECAUSE IT'S REALLY MY EVERYONE SHOULD DO IT BECAUSE IT'S MY BECAUSE IT'S REALLY MY EVERYONE SHOULD DO IT BECAUSE IT'S MY BECAUSE IT'S REALLY MY FAVORITE COSTUME EVER TAKEN AND IT'S MY BECAUSE IT'S REALLY MY FAVORITE COSTUME EVER TAKEN AND IT'S MY BECAUSE IT'S REALLY MY FAVORITE COSTUME EVER TAKEN AND LIKE MOST INFLUENTIAL GROUP FAVORITE COSTUME EVER TAKEN AND LIKE MOST INFLUENTIAL GROUP FAVORITE COSTUME EVER TAKEN AND LIKE MOST INFLUENTIAL GROUP OF PEOPLE THAT I'VE EVER BEEN LIKE MOST INFLUENTIAL GROUP OF PEOPLE THAT I'VE EVER BEEN LIKE MOST INFLUENTIAL GROUP OF PEOPLE THAT I'VE EVER BEEN ON AND IF YOU REALLY TRULY OF PEOPLE THAT I'VE EVER BEEN ON AND IF YOU REALLY TRULY OF PEOPLE THAT I'VE EVER BEEN

072ON AND IF YOU REALLY TRULY INVESTIGATE IT WOULD BE BY BE ON AND IF YOU REALLY TRULY INVESTIGATE IT WOULD BE BY BE ON AND IF YOU REALLY TRULY INVESTIGATE IT WOULD BE BY BE BY FAR THE BEST EXPERIENCE THAT INVESTIGATE IT WOULD BE BY BE BY FAR THE BEST EXPERIENCE THAT INVESTIGATE IT WOULD BE BY BE BY FAR THE BEST EXPERIENCE THAT YOU HAVE A HIGH SCHOOL I'M BY FAR THE BEST EXPERIENCE THAT YOU HAVE A HIGH SCHOOL I'M BY FAR THE BEST EXPERIENCE THAT YOU HAVE A HIGH SCHOOL I'M INVOLVED IN A LOT OF THINGS BUT YOU HAVE A HIGH SCHOOL I'M INVOLVED IN A LOT OF THINGS BUT YOU HAVE A HIGH SCHOOL I'M INVOLVED IN A LOT OF THINGS BUT GETTING INVOLVED WOULD BE TO INVOLVED IN A LOT OF THINGS

073BUT GETTING INVOLVED WOULD BE TO INVOLVED IN A LOT OF THINGS BUT GETTING INVOLVED WOULD BE TO WAS BY FAR THE BEST DECISION GETTING INVOLVED WOULD BE TO WAS BY FAR THE BEST DECISION GETTING INVOLVED WOULD BE TO WAS BY FAR THE BEST DECISION WE'RE EXCITED TO EXTEND THE WAS BY FAR THE BEST DECISION WE'RE EXCITED TO EXTEND THE WAS BY FAR THE BEST DECISION WE'RE EXCITED TO EXTEND THE OPPORTUNITY FOR YOU TO BE PART WE'RE EXCITED TO EXTEND THE OPPORTUNITY FOR YOU TO BE PART WE'RE EXCITED TO EXTEND THE OPPORTUNITY FOR YOU TO BE PART OF THIS UNIQUE EDUCATIONAL OPPORTUNITY FOR YOU TO BE PART OF THIS UNIQUE EDUCATIONAL OPPORTUNITY FOR YOU TO BE PART OF THIS UNIQUE EDUCATIONAL EXPERIENCE THAT IS VIRGINIA OF THIS UNIQUE EDUCATIONAL EXPERIENCE THAT IS VIRGINIA OF THIS UNIQUE

074EDUCATIONAL EXPERIENCE THAT IS VIRGINIA TEACHERS FOR TOMORROW IF YOU'RE EXPERIENCE THAT IS VIRGINIA TEACHERS FOR TOMORROW IF YOU'RE EXPERIENCE THAT IS VIRGINIA TEACHERS FOR TOMORROW IF YOU'RE INTERESTED IN VTE PLEASE YOUR TEACHERS FOR TOMORROW IF YOU'RE INTERESTED IN VTE PLEASE YOUR TEACHERS FOR TOMORROW IF YOU'RE INTERESTED IN VTE PLEASE YOUR COUNSEL YOUR COUNSELOR TODAY TO INTERESTED IN VTE PLEASE YOUR COUNSEL YOUR COUNSELOR TODAY TO INTERESTED IN VTE PLEASE YOUR COUNSEL YOUR COUNSELOR TODAY TO GET INVOLVED SO AS YOU KNOW COUNSEL YOUR COUNSELOR TODAY TO GET INVOLVED SO AS YOU KNOW COUNSEL YOUR COUNSELOR TODAY TO GET INVOLVED SO AS YOU KNOW BOARD MEMBERS WE HAVE A NUMBER GET INVOLVED SO AS YOU KNOW BOARD MEMBERS WE HAVE A NUMBER GET INVOLVED SO AS YOU KNOW BOARD MEMBERS WE HAVE A NUMBER OF VTG TEACHERS WORK

075FOR US IN BOARD MEMBERS WE HAVE A NUMBER OF VTG TEACHERS WORK FOR US IN BOARD MEMBERS WE HAVE A NUMBER OF VTG TEACHERS WORK FOR US IN VIRGINIA SCHOOLS AND ONE AND OF VTG TEACHERS WORK FOR US IN VIRGINIA SCHOOLS AND ONE AND OF VTG TEACHERS WORK FOR US IN VIRGINIA SCHOOLS AND ONE AND ONE WAS A FINALIST FOR TEACHER VIRGINIA SCHOOLS AND ONE AND ONE WAS A FINALIST FOR TEACHER VIRGINIA SCHOOLS AND ONE AND ONE WAS A FINALIST FOR TEACHER THE YEAR LAST YEAR FOR THE CITY ONE WAS A FINALIST FOR TEACHER THE YEAR LAST YEAR FOR THE CITY ONE WAS A FINALIST FOR TEACHER THE YEAR LAST YEAR FOR THE CITY SO WE'RE PROUD OF PROUD OF THAT THE YEAR LAST YEAR FOR THE CITY SO WE'RE PROUD OF PROUD OF THAT

076THE YEAR LAST YEAR FOR THE CITY SO WE'RE PROUD OF PROUD OF THAT PROGRAM AND THIS THIS SO WE'RE PROUD OF PROUD OF THAT PROGRAM AND THIS THIS SO WE'RE PROUD OF PROUD OF THAT PROGRAM AND THIS THIS PARTNERSHIP WE HAVE WITH PROGRAM AND THIS THIS PARTNERSHIP WE HAVE WITH PROGRAM AND THIS THIS PARTNERSHIP WE HAVE WITH VIRGINIA WESLEYAN UNIVERSITY IS PARTNERSHIP WE HAVE WITH VIRGINIA WESLEYAN UNIVERSITY IS PARTNERSHIP WE HAVE WITH VIRGINIA WESLEYAN UNIVERSITY IS AN OUTGROWTH THE COMMUNITY VIRGINIA WESLEYAN UNIVERSITY IS AN OUTGROWTH THE COMMUNITY VIRGINIA WESLEYAN UNIVERSITY IS AN OUTGROWTH THE COMMUNITY ROUNDTABLE THAT STARTED LAST AN OUTGROWTH THE COMMUNITY ROUNDTABLE THAT STARTED LAST AN OUTGROWTH THE COMMUNITY ROUNDTABLE THAT STARTED LAST YEAR WITH CHAIRWOMAN AT THE ROUNDTABLE THAT STARTED LAST YEAR WITH CHAIRWOMAN AT THE ROUNDTABLE THAT STARTED LAST YEAR WITH

077CHAIRWOMAN AT THE TIME SO THANK YOU MADAM CHAIR. YEAR WITH CHAIRWOMAN AT THE TIME SO THANK YOU MADAM CHAIR. YEAR WITH CHAIRWOMAN AT THE TIME SO THANK YOU MADAM CHAIR. THIS CONCLUDES MY REPORT. TIME SO THANK YOU MADAM CHAIR. THIS CONCLUDES MY REPORT. TIME SO THANK YOU MADAM CHAIR. THIS CONCLUDES MY REPORT. AWESOME. THIS CONCLUDES MY REPORT. AWESOME. THIS CONCLUDES MY REPORT. AWESOME. I'M ALSO PLEASED THAT WE HAVE A AWESOME. I'M ALSO PLEASED THAT WE HAVE A AWESOME. I'M ALSO PLEASED THAT WE HAVE A RECOGNITION TONIGHT SO I AM I'M ALSO PLEASED THAT WE HAVE A RECOGNITION TONIGHT SO I AM I'M ALSO PLEASED THAT WE HAVE A RECOGNITION TONIGHT SO I AM PROUD IN HAPPY THAT TO ANNOUNCE RECOGNITION TONIGHT SO I AM PROUD IN HAPPY THAT TO ANNOUNCE RECOGNITION TONIGHT SO I AM

078PROUD IN HAPPY THAT TO ANNOUNCE THAT BRIAN JACKSON FORMALLY AN PROUD IN HAPPY THAT TO ANNOUNCE THAT BRIAN JACKSON FORMALLY AN PROUD IN HAPPY THAT TO ANNOUNCE THAT BRIAN JACKSON FORMALLY AN EMPLOYEE RELATIONS MANAGER WITH THAT BRIAN JACKSON FORMALLY AN EMPLOYEE RELATIONS MANAGER WITH THAT BRIAN JACKSON FORMALLY AN EMPLOYEE RELATIONS MANAGER WITH OLD DOMINION UNIVERSITY IS AN EMPLOYEE RELATIONS MANAGER WITH OLD DOMINION UNIVERSITY IS AN EMPLOYEE RELATIONS MANAGER WITH OLD DOMINION UNIVERSITY IS AN EMPLOYEE RELATIONS SPECIALS OLD DOMINION UNIVERSITY IS AN EMPLOYEE RELATIONS SPECIALS OLD DOMINION UNIVERSITY IS AN EMPLOYEE RELATIONS SPECIALS SPECIALIST DEPARTMENT OF HUMAN EMPLOYEE RELATIONS SPECIALS SPECIALIST DEPARTMENT OF HUMAN EMPLOYEE RELATIONS SPECIALS SPECIALIST DEPARTMENT OF HUMAN RESOURCES AND BRYANT IS WITH US SPECIALIST DEPARTMENT OF HUMAN RESOURCES AND BRYANT IS WITH US SPECIALIST DEPARTMENT OF HUMAN RESOURCES AND BRYANT IS WITH

079US TODAY >> AND BRIAN I SEE YOU'VE RESOURCES AND BRYANT IS WITH US TODAY >> AND BRIAN I SEE YOU'VE RESOURCES AND BRYANT IS WITH US TODAY >> AND BRIAN I SEE YOU'VE BROUGHT SOME GUESTS. TODAY >> AND BRIAN I SEE YOU'VE BROUGHT SOME GUESTS. TODAY >> AND BRIAN I SEE YOU'VE BROUGHT SOME GUESTS. YES, OH, YOU ARE AN EMPLOYEE BROUGHT SOME GUESTS. YES, OH, YOU ARE AN EMPLOYEE BROUGHT SOME GUESTS. YES, OH, YOU ARE AN EMPLOYEE RELATIONS. YES, OH, YOU ARE AN EMPLOYEE RELATIONS. YES, OH, YOU ARE AN EMPLOYEE RELATIONS. YES. RELATIONS. YES. RELATIONS. YES. THAT'S AWESOME. YES. THAT'S AWESOME. YES. THAT'S AWESOME. SO CONGRATULATIONS AND THANKS THAT'S AWESOME. SO CONGRATULATIONS AND THANKS THAT'S AWESOME. SO CONGRATULATIONS AND THANKS VERY MUCH. SO CONGRATULATIONS AND THANKS VERY MUCH. SO CONGRATULATIONS AND THANKS VERY MUCH. SURE.

080VERY MUCH. SURE. VERY MUCH. SURE. WE'LL BE SEEING MORE OF EACH SURE. WE'LL BE SEEING MORE OF EACH SURE. WE'LL BE SEEING MORE OF EACH OTHER. WE'LL BE SEEING MORE OF EACH OTHER. WE'LL BE SEEING MORE OF EACH OTHER. YEAH THANK YOU MADAM, MADAM OTHER. YEAH THANK YOU MADAM, MADAM OTHER. YEAH THANK YOU MADAM, MADAM CHAIRMAN. YEAH THANK YOU MADAM, MADAM CHAIRMAN. YEAH THANK YOU MADAM, MADAM CHAIRMAN. THAT'S ALL OK APPROVE OF THE CHAIRMAN. THAT'S ALL OK APPROVE OF THE CHAIRMAN. THAT'S ALL OK APPROVE OF THE MEETING MINUTES FOR SEPTEMBER THAT'S ALL OK APPROVE OF THE MEETING MINUTES FOR SEPTEMBER THAT'S ALL OK APPROVE OF THE MEETING MINUTES FOR SEPTEMBER 10TH. MEETING MINUTES FOR SEPTEMBER 10TH. MEETING MINUTES FOR SEPTEMBER 10TH. TWENTY TWENTY FOUR ARE THERE 10TH. TWENTY TWENTY FOUR ARE THERE 10TH. TWENTY TWENTY

081FOUR ARE THERE ANY MODIFICATIONS TO THE TWENTY TWENTY FOUR ARE THERE ANY MODIFICATIONS TO THE TWENTY TWENTY FOUR ARE THERE ANY MODIFICATIONS TO THE SEPTEMBER 10TH? ANY MODIFICATIONS TO THE SEPTEMBER 10TH? ANY MODIFICATIONS TO THE SEPTEMBER 10TH? TWENTY TWENTY FOUR REGULAR SEPTEMBER 10TH? TWENTY TWENTY FOUR REGULAR SEPTEMBER 10TH? 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 SEEING THAT SCHOOL BOARD MEETING MINUTES AS PRESENTED ALL RIGHT SEEING THAT SCHOOL BOARD MEETING MINUTES AS PRESENTED ALL RIGHT SEEING THAT NONE THE NONE THE VOTING BOARD PRESENTED ALL RIGHT SEEING THAT NONE THE NONE THE VOTING BOARD PRESENTED ALL RIGHT SEEING THAT NONE THE NONE THE VOTING BOARD IS OPEN MOTION BY I'M SORRY NONE THE NONE

082THE VOTING BOARD IS OPEN MOTION BY I'M SORRY NONE THE NONE THE VOTING BOARD IS OPEN MOTION BY I'M SORRY EMOTION MADE BY THIS KENDRICK IS OPEN MOTION BY I'M SORRY EMOTION MADE BY THIS KENDRICK IS OPEN MOTION BY I'M SORRY EMOTION MADE BY THIS KENDRICK SECONDED BY MISS RIGS ANY EMOTION MADE BY THIS KENDRICK SECONDED BY MISS RIGS ANY EMOTION MADE BY THIS KENDRICK SECONDED BY MISS RIGS ANY FURTHER DISCUSSION VOTING OPEN SECONDED BY MISS RIGS ANY FURTHER DISCUSSION VOTING OPEN SECONDED BY MISS RIGS ANY FURTHER DISCUSSION VOTING OPEN MISS YOU AND TELL YOU VOTE ON FURTHER DISCUSSION VOTING OPEN MISS YOU AND TELL YOU VOTE ON FURTHER DISCUSSION VOTING OPEN MISS YOU AND TELL YOU VOTE ON THE APPROVAL OF THE MEETING MISS YOU AND TELL YOU VOTE ON THE APPROVAL OF THE

083MEETING MISS YOU AND TELL YOU VOTE ON THE APPROVAL OF THE MEETING MINUTES FROM SEPTEMBER 10TH? THE APPROVAL OF THE MEETING MINUTES FROM SEPTEMBER 10TH? THE APPROVAL OF THE MEETING MINUTES FROM SEPTEMBER 10TH? I THANK YOU MADAM CHAIR. MINUTES FROM SEPTEMBER 10TH? I THANK YOU MADAM CHAIR. MINUTES FROM SEPTEMBER 10TH? I THANK YOU MADAM CHAIR. WE HAVE TEN EYES EMOTION TO I THANK YOU MADAM CHAIR. WE HAVE TEN EYES EMOTION TO I THANK YOU MADAM CHAIR. WE HAVE TEN EYES EMOTION TO PASS FOR THE APPROVAL OF THE WE HAVE TEN EYES EMOTION TO PASS FOR THE APPROVAL OF THE WE HAVE TEN EYES EMOTION TO PASS FOR THE APPROVAL OF THE MINUTES FROM SEPTEMBER 10TH. PASS FOR THE APPROVAL OF THE MINUTES FROM SEPTEMBER 10TH. PASS FOR THE APPROVAL OF THE MINUTES FROM SEPTEMBER 10TH.

084THANK YOU MADAM CLERK THE MINUTES FROM SEPTEMBER 10TH. THANK YOU MADAM CLERK THE MINUTES FROM SEPTEMBER 10TH. THANK YOU MADAM CLERK THE SCHOOL BOARD WILL NOW HERE HEAR THANK YOU MADAM CLERK THE SCHOOL BOARD WILL NOW HERE HEAR THANK YOU MADAM CLERK THE SCHOOL BOARD WILL NOW HERE HEAR PUBLIC COMMENTS ON MATTERS SCHOOL BOARD WILL NOW HERE HEAR PUBLIC COMMENTS ON MATTERS SCHOOL BOARD WILL NOW HERE HEAR PUBLIC COMMENTS ON MATTERS RELEVANT TO K THROUGH 12 PUBLIC PUBLIC COMMENTS ON MATTERS RELEVANT TO K THROUGH 12 PUBLIC PUBLIC COMMENTS ON MATTERS RELEVANT TO K THROUGH 12 PUBLIC EDUCATION IN VIRGINIA BEACH AND RELEVANT TO K THROUGH 12 PUBLIC EDUCATION IN VIRGINIA BEACH AND RELEVANT TO K THROUGH 12 PUBLIC EDUCATION IN VIRGINIA BEACH AND THE BUSINESS THE SCHOOL BOARD EDUCATION IN VIRGINIA BEACH AND THE BUSINESS

085THE SCHOOL BOARD EDUCATION IN VIRGINIA BEACH AND THE BUSINESS THE SCHOOL BOARD AND THE SCHOOL DIVISION FROM THE BUSINESS THE SCHOOL BOARD AND THE SCHOOL DIVISION FROM THE BUSINESS THE SCHOOL BOARD AND THE SCHOOL DIVISION FROM CITIZENS AND DELEGATIONS WHO AND THE SCHOOL DIVISION FROM CITIZENS AND DELEGATIONS WHO AND THE SCHOOL DIVISION FROM CITIZENS AND DELEGATIONS WHO SIGNED PUT THE SCHOOL BOARD CITIZENS AND DELEGATIONS WHO SIGNED PUT THE SCHOOL BOARD CITIZENS AND DELEGATIONS WHO SIGNED PUT THE SCHOOL BOARD CLARK PRIOR TO NOON TODAY. SIGNED PUT THE SCHOOL BOARD CLARK PRIOR TO NOON TODAY. SIGNED PUT THE SCHOOL BOARD CLARK PRIOR TO NOON TODAY. THE PURPOSE FOR THE PUBLIC CLARK PRIOR TO NOON TODAY. THE PURPOSE FOR THE PUBLIC CLARK PRIOR TO NOON TODAY. THE PURPOSE FOR THE PUBLIC COMMENT SECTION OF THE SCHOOL THE PURPOSE

086FOR 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 ORDERLY FORUM TO BOARD AGENDA IS FOR THE BOARD TO OFFER ORDERLY FORUM TO BOARD AGENDA IS FOR THE BOARD TO OFFER ORDERLY FORUM TO RECEIVE PUBLIC COMMENTS DURING TO OFFER ORDERLY FORUM TO RECEIVE PUBLIC COMMENTS DURING TO OFFER ORDERLY FORUM TO RECEIVE PUBLIC COMMENTS DURING THE MEETING I'D LIKE TO REMIND RECEIVE PUBLIC COMMENTS DURING THE MEETING I'D LIKE TO REMIND RECEIVE PUBLIC COMMENTS DURING THE MEETING I'D LIKE TO REMIND EVERYONE ATTENDING THE MEETING THE MEETING I'D LIKE TO REMIND EVERYONE ATTENDING THE MEETING THE MEETING I'D LIKE TO

087REMIND EVERYONE ATTENDING THE MEETING TONIGHT. EVERYONE ATTENDING THE MEETING TONIGHT. EVERYONE ATTENDING THE MEETING TONIGHT. THIS INCLUDES THOSE ON DIETS TONIGHT. THIS INCLUDES THOSE ON DIETS TONIGHT. THIS INCLUDES THOSE ON DIETS AND THOSE IN THE AUDIENCE AND THIS INCLUDES THOSE ON DIETS AND THOSE IN THE AUDIENCE AND THIS INCLUDES THOSE ON DIETS 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 WITH RESPECT AND KINDNESS THE SCHOOL ONLINE TO PLEASE SPEAK WITH RESPECT AND KINDNESS THE SCHOOL ONLINE TO PLEASE SPEAK WITH RESPECT AND KINDNESS THE SCHOOL BOARD ALSO INVITES THE PUBLIC RESPECT AND KINDNESS THE SCHOOL BOARD ALSO INVITES THE PUBLIC RESPECT AND KINDNESS THE SCHOOL BOARD ALSO INVITES THE PUBLIC TO SUBMIT

088COMMENTS THROUGH OUR BOARD ALSO INVITES THE PUBLIC TO SUBMIT COMMENTS THROUGH OUR BOARD ALSO INVITES THE PUBLIC TO SUBMIT COMMENTS THROUGH OUR GROUP EMAIL WHICH CAN BE FOUND TO SUBMIT COMMENTS THROUGH OUR GROUP EMAIL WHICH CAN BE FOUND TO SUBMIT COMMENTS THROUGH OUR GROUP EMAIL WHICH CAN BE FOUND ON OUR WEB SITE MADAM CLARK GROUP EMAIL WHICH CAN BE FOUND ON OUR WEB SITE MADAM CLARK GROUP EMAIL WHICH CAN BE FOUND ON OUR WEB SITE MADAM CLARK WILL YOU PLEASE YOU PLEASE ON OUR WEB SITE MADAM CLARK WILL YOU PLEASE YOU PLEASE ON OUR WEB SITE MADAM CLARK WILL YOU PLEASE YOU PLEASE ANNOUNCE THE FIRST SPEAKER WILL YOU PLEASE YOU PLEASE ANNOUNCE THE FIRST SPEAKER WILL YOU PLEASE YOU PLEASE ANNOUNCE THE FIRST SPEAKER THANK YOU MADAM CHAIR OUR FIRST ANNOUNCE THE FIRST SPEAKER

089THANK YOU MADAM CHAIR OUR FIRST ANNOUNCE THE FIRST SPEAKER THANK YOU MADAM CHAIR OUR FIRST SPEAKER OUR FIRST SPEAKER IS A THANK YOU MADAM CHAIR OUR FIRST SPEAKER OUR FIRST SPEAKER IS A THANK YOU MADAM CHAIR OUR FIRST SPEAKER OUR FIRST SPEAKER IS A STUDENT SPEAKER IVA FOSTER GOOD SPEAKER OUR FIRST SPEAKER IS A STUDENT SPEAKER IVA FOSTER GOOD SPEAKER OUR FIRST SPEAKER IS A STUDENT SPEAKER IVA FOSTER GOOD AFTERNOON. STUDENT SPEAKER IVA FOSTER GOOD AFTERNOON. STUDENT SPEAKER IVA FOSTER GOOD AFTERNOON. MY NAME EVEN FASTER I'M AN AFTERNOON. MY NAME EVEN FASTER I'M AN AFTERNOON. MY NAME EVEN FASTER I'M AN EIGHTH GRADER INDEPENDENCE MY NAME EVEN FASTER I'M AN EIGHTH GRADER INDEPENDENCE MY NAME EVEN FASTER I'M AN EIGHTH GRADER INDEPENDENCE GRADER INDEPENDENCE MIDDLE EIGHTH GRADER INDEPENDENCE GRADER INDEPENDENCE MIDDLE EIGHTH GRADER INDEPENDENCE GRADER

090INDEPENDENCE MIDDLE SCHOOL AT MY SCHOOL WE HAVE A GRADER INDEPENDENCE MIDDLE SCHOOL AT MY SCHOOL WE HAVE A GRADER INDEPENDENCE MIDDLE SCHOOL AT MY SCHOOL WE HAVE A RULE THAT BACKPACKS MUSTANG SCHOOL AT MY SCHOOL WE HAVE A RULE THAT BACKPACKS MUSTANG SCHOOL AT MY SCHOOL WE HAVE A RULE THAT BACKPACKS MUSTANG LOCKERS FROM ARRIVAL FROM RULE THAT BACKPACKS MUSTANG LOCKERS FROM ARRIVAL FROM RULE THAT BACKPACKS MUSTANG LOCKERS FROM ARRIVAL FROM ARRIVAL UNTIL DISMISSAL THIS LOCKERS FROM ARRIVAL FROM ARRIVAL UNTIL DISMISSAL THIS LOCKERS FROM ARRIVAL FROM ARRIVAL UNTIL DISMISSAL THIS RULE THIS RULE IS MADE TO ARRIVAL UNTIL DISMISSAL THIS RULE THIS RULE IS MADE TO ARRIVAL UNTIL DISMISSAL THIS RULE THIS RULE IS MADE TO RESPOND TO CHILD BRING A GUN TO RULE THIS RULE IS MADE TO RESPOND TO CHILD BRING A GUN

091TO RULE THIS RULE IS MADE TO RESPOND TO CHILD BRING A GUN TO SCHOOL AND IT CREATES AN UNFAIR RESPOND TO CHILD BRING A GUN TO SCHOOL AND IT CREATES AN UNFAIR RESPOND TO CHILD BRING A GUN TO SCHOOL AND IT CREATES AN UNFAIR HARDSHIP FOR ALL STUDENTS THE SCHOOL AND IT CREATES AN UNFAIR HARDSHIP FOR ALL STUDENTS THE SCHOOL AND IT CREATES AN UNFAIR HARDSHIP FOR ALL STUDENTS THE SOLUTION I PROPOSE IS TO ALLOW HARDSHIP FOR ALL STUDENTS THE SOLUTION I PROPOSE IS TO ALLOW HARDSHIP FOR ALL STUDENTS THE SOLUTION I PROPOSE IS TO ALLOW STUDENTS TO USE CLEAR OR MESH SOLUTION I PROPOSE IS TO ALLOW STUDENTS TO USE CLEAR OR MESH SOLUTION I PROPOSE IS TO ALLOW STUDENTS TO USE CLEAR OR MESH BACKPACKS THROUGHOUT THE SCHOOL STUDENTS TO USE CLEAR OR

092MESH BACKPACKS THROUGHOUT THE SCHOOL STUDENTS TO USE CLEAR OR MESH BACKPACKS THROUGHOUT THE SCHOOL DAY QUESTIONS YOU CONSIDER DOES BACKPACKS THROUGHOUT THE SCHOOL DAY QUESTIONS YOU CONSIDER DOES BACKPACKS THROUGHOUT THE SCHOOL DAY QUESTIONS YOU CONSIDER DOES ISRAEL PREVENT WEAPON WEAPONS DAY QUESTIONS YOU CONSIDER DOES ISRAEL PREVENT WEAPON WEAPONS DAY QUESTIONS YOU CONSIDER DOES ISRAEL PREVENT WEAPON WEAPONS FROM ENTERING THE SCHOOL DOES ISRAEL PREVENT WEAPON WEAPONS FROM ENTERING THE SCHOOL DOES ISRAEL PREVENT WEAPON WEAPONS FROM ENTERING THE SCHOOL DOES IT PREVENT STUDENTS DOES IT FROM ENTERING THE SCHOOL DOES IT PREVENT STUDENTS DOES IT FROM ENTERING THE SCHOOL DOES IT PREVENT STUDENTS DOES IT DOES IT PREVENT A STUDENT FROM IT PREVENT STUDENTS DOES IT DOES IT PREVENT A STUDENT FROM IT PREVENT STUDENTS DOES IT DOES IT PREVENT A STUDENT FROM CONCEALING WEAPON UNDER THE

093DOES IT PREVENT A STUDENT FROM CONCEALING WEAPON UNDER THE DOES IT PREVENT A STUDENT FROM CONCEALING WEAPON UNDER THE CLOTHING ON THEIR BODY OR IN A CONCEALING WEAPON UNDER THE CLOTHING ON THEIR BODY OR IN A CONCEALING WEAPON UNDER THE CLOTHING ON THEIR BODY OR IN A LUNCH BAG? CLOTHING ON THEIR BODY OR IN A LUNCH BAG? CLOTHING ON THEIR BODY OR IN A LUNCH BAG? DOES IT REALLY DID YOUR LUNCH BAG? DOES IT REALLY DID YOUR LUNCH BAG? DOES IT REALLY DID YOUR STUDENTS FROM THAT WANT TO DOES IT REALLY DID YOUR STUDENTS FROM THAT WANT TO DOES IT REALLY DID YOUR STUDENTS FROM THAT WANT TO BRING A TO SCHOOL FROM DOING SO STUDENTS FROM THAT WANT TO BRING A TO SCHOOL FROM DOING SO STUDENTS FROM THAT WANT TO BRING A TO

094SCHOOL FROM DOING SO THE ANSWER TO THESE QUESTIONS BRING A TO SCHOOL FROM DOING SO THE ANSWER TO THESE QUESTIONS BRING A TO SCHOOL FROM DOING SO THE ANSWER TO THESE QUESTIONS IS NO. THE ANSWER TO THESE QUESTIONS IS NO. THE ANSWER TO THESE QUESTIONS IS NO. ONLY THINGS LIKE BODY CHECKS IS NO. ONLY THINGS LIKE BODY CHECKS IS NO. ONLY THINGS LIKE BODY CHECKS METAL DETECTORS OR OTHER ONLY THINGS LIKE BODY CHECKS METAL DETECTORS OR OTHER ONLY THINGS LIKE BODY CHECKS METAL DETECTORS OR OTHER PREVENTATIVE MEASURES CAN FULLY METAL DETECTORS OR OTHER PREVENTATIVE MEASURES CAN FULLY METAL DETECTORS OR OTHER PREVENTATIVE MEASURES CAN FULLY PREVENT WEAPONS FROM ENTERING PREVENTATIVE MEASURES CAN FULLY PREVENT WEAPONS FROM ENTERING PREVENTATIVE MEASURES CAN FULLY PREVENT WEAPONS FROM ENTERING THE SCHOOLS. PREVENT WEAPONS FROM ENTERING THE SCHOOLS. PREVENT WEAPONS

095FROM ENTERING THE SCHOOLS. SO WHAT DOES ISRAEL DO THIS THE SCHOOLS. SO WHAT DOES ISRAEL DO THIS THE SCHOOLS. SO WHAT DOES ISRAEL DO THIS RULE CAUSES A HARDSHIP TO SO WHAT DOES ISRAEL DO THIS RULE CAUSES A HARDSHIP TO SO WHAT DOES ISRAEL DO THIS RULE CAUSES A HARDSHIP TO STUDENTS. RULE CAUSES A HARDSHIP TO STUDENTS. RULE CAUSES A HARDSHIP TO STUDENTS. IMAGINE HOW DIFFICULT IS TO STUDENTS. IMAGINE HOW DIFFICULT IS TO STUDENTS. IMAGINE HOW DIFFICULT IS TO CARRY CHROMEBOOK CHARGER BINDER IMAGINE HOW DIFFICULT IS TO CARRY CHROMEBOOK CHARGER BINDER IMAGINE HOW DIFFICULT IS TO CARRY CHROMEBOOK CHARGER BINDER LUNCHBOX IN PENCIL POUCH AND CARRY CHROMEBOOK CHARGER BINDER LUNCHBOX IN PENCIL POUCH AND CARRY CHROMEBOOK CHARGER BINDER LUNCHBOX IN PENCIL POUCH AND WATER BALLOON ALL IN YOUR HANDS LUNCHBOX IN PENCIL POUCH AND WATER

096BALLOON ALL IN YOUR HANDS LUNCHBOX IN PENCIL POUCH AND WATER BALLOON ALL IN YOUR HANDS THROUGHOUT THE DAY WHEN ALSO WATER BALLOON ALL IN YOUR HANDS THROUGHOUT THE DAY WHEN ALSO WATER BALLOON ALL IN YOUR HANDS THROUGHOUT THE DAY WHEN ALSO CROWDED STUDENTS BUMP INTO EACH THROUGHOUT THE DAY WHEN ALSO CROWDED STUDENTS BUMP INTO EACH THROUGHOUT THE DAY WHEN ALSO CROWDED STUDENTS BUMP INTO EACH INTO EACH OTHER AND DROP THINGS CROWDED STUDENTS BUMP INTO EACH INTO EACH OTHER AND DROP THINGS CROWDED STUDENTS BUMP INTO EACH INTO EACH OTHER AND DROP THINGS THIS CAUSING A TRAFFIC JAMS AND INTO EACH OTHER AND DROP THINGS THIS CAUSING A TRAFFIC JAMS AND INTO EACH OTHER AND DROP THINGS THIS CAUSING A TRAFFIC JAMS AND STRESS. THIS CAUSING A TRAFFIC JAMS AND STRESS. THIS CAUSING A TRAFFIC JAMS AND

097STRESS. ADDITIONALLY, THERE ARE EXTRA STRESS. ADDITIONALLY, THERE ARE EXTRA STRESS. ADDITIONALLY, THERE ARE EXTRA CHIPS ON AND FATIGUE ON WITH ADDITIONALLY, THERE ARE EXTRA CHIPS ON AND FATIGUE ON WITH ADDITIONALLY, THERE ARE EXTRA CHIPS ON AND FATIGUE ON WITH MEDICAL AND PHYSICAL CONDITIONS CHIPS ON AND FATIGUE ON WITH MEDICAL AND PHYSICAL CONDITIONS CHIPS ON AND FATIGUE ON WITH MEDICAL AND PHYSICAL CONDITIONS SOMEONE WITH SCOLIOSIS MY BACK MEDICAL AND PHYSICAL CONDITIONS SOMEONE WITH SCOLIOSIS MY BACK MEDICAL AND PHYSICAL CONDITIONS SOMEONE WITH SCOLIOSIS MY BACK HURTS AT THE END OF THE AFTER SOMEONE WITH SCOLIOSIS MY BACK HURTS AT THE END OF THE AFTER SOMEONE WITH SCOLIOSIS MY BACK HURTS AT THE END OF THE AFTER CARRYING EVERYTHING AROUND THE HURTS AT THE END OF THE AFTER CARRYING EVERYTHING AROUND THE HURTS AT THE END OF THE

098AFTER CARRYING EVERYTHING AROUND THE SCHOOL ALSO DISPROPORTIONATELY CARRYING EVERYTHING AROUND THE SCHOOL ALSO DISPROPORTIONATELY CARRYING EVERYTHING AROUND THE SCHOOL ALSO DISPROPORTIONATELY AFFECTS DEMONSTRATING FEMALES SCHOOL ALSO DISPROPORTIONATELY AFFECTS DEMONSTRATING FEMALES SCHOOL ALSO DISPROPORTIONATELY AFFECTS DEMONSTRATING FEMALES TO MAKE MATTERS WORSE I AM I AFFECTS DEMONSTRATING FEMALES TO MAKE MATTERS WORSE I AM I AFFECTS DEMONSTRATING FEMALES TO MAKE MATTERS WORSE I AM I MUST BE ON THIS YEAR ONE WEEK TO MAKE MATTERS WORSE I AM I MUST BE ON THIS YEAR ONE WEEK TO MAKE MATTERS WORSE I AM I MUST BE ON THIS YEAR ONE WEEK EVERY MONTH EVERY GIRL I MS MUST BE ON THIS YEAR ONE WEEK EVERY MONTH EVERY GIRL I MS MUST BE ON THIS YEAR ONE WEEK EVERY MONTH EVERY GIRL I MS WILL HAVE TO MANAGE HER PERIOD EVERY MONTH EVERY

099GIRL I MS WILL HAVE TO MANAGE HER PERIOD EVERY MONTH EVERY GIRL I MS WILL HAVE TO MANAGE HER PERIOD WITHOUT BEING ABLE TO WILL HAVE TO MANAGE HER PERIOD WITHOUT BEING ABLE TO WILL HAVE TO MANAGE HER PERIOD WITHOUT BEING ABLE TO DISCRETELY CARRY THEM AND WITHOUT BEING ABLE TO DISCRETELY CARRY THEM AND WITHOUT BEING ABLE TO DISCRETELY CARRY THEM AND HYGIENE PRODUCTS IT FORCES DISCRETELY CARRY THEM AND HYGIENE PRODUCTS IT FORCES DISCRETELY CARRY THEM AND HYGIENE PRODUCTS IT FORCES GIRLS TOO EMBARRASSING HYGIENE PRODUCTS IT FORCES GIRLS TOO EMBARRASSING HYGIENE PRODUCTS IT FORCES GIRLS TOO EMBARRASSING SITUATIONS HAVE TO ASK TEACHERS GIRLS TOO EMBARRASSING SITUATIONS HAVE TO ASK TEACHERS GIRLS TOO EMBARRASSING SITUATIONS HAVE TO ASK TEACHERS IN FRONT OF THE WHOLE CLASS SITUATIONS HAVE TO ASK TEACHERS IN FRONT OF THE WHOLE CLASS

100SITUATIONS HAVE TO ASK TEACHERS IN FRONT OF THE WHOLE CLASS SOMETIMES A MALE TEACHER FOR A IN FRONT OF THE WHOLE CLASS SOMETIMES A MALE TEACHER FOR A IN FRONT OF THE WHOLE CLASS SOMETIMES A MALE TEACHER FOR A FEMININE PRODUCT OR ASKING THE SOMETIMES A MALE TEACHER FOR A FEMININE PRODUCT OR ASKING THE SOMETIMES A MALE TEACHER FOR A FEMININE PRODUCT OR ASKING THE TO GO TO THE NURSE THE FEMININE PRODUCT OR ASKING THE TO GO TO THE NURSE THE FEMININE PRODUCT OR ASKING THE TO GO TO THE NURSE THE DISAFFECTED ANNOUNCES HER TO GO TO THE NURSE THE DISAFFECTED ANNOUNCES HER TO GO TO THE NURSE THE DISAFFECTED ANNOUNCES HER PERIOD TO THE WHOLE CLASS. DISAFFECTED ANNOUNCES HER PERIOD TO THE WHOLE CLASS. DISAFFECTED ANNOUNCES HER PERIOD TO THE WHOLE CLASS. THIS IS

101NOT GOOD FOR THE HEALTH PERIOD TO THE WHOLE CLASS. THIS IS NOT GOOD FOR THE HEALTH PERIOD TO THE WHOLE CLASS. THIS IS NOT GOOD FOR THE HEALTH OF EMCS STUDENTS IN CASE YOU THIS IS NOT GOOD FOR THE HEALTH OF EMCS STUDENTS IN CASE YOU THIS IS NOT GOOD FOR THE HEALTH OF EMCS STUDENTS IN CASE YOU DIDN'T KNOW, STATISTICS SHOW OF EMCS STUDENTS IN CASE YOU DIDN'T KNOW, STATISTICS SHOW OF EMCS STUDENTS IN CASE YOU DIDN'T KNOW, STATISTICS SHOW THAT NINETY FIVE PERCENT DIDN'T KNOW, STATISTICS SHOW THAT NINETY FIVE PERCENT DIDN'T KNOW, STATISTICS SHOW THAT NINETY FIVE PERCENT OF SCHOOL SHOOTERS ARE MALE SO THAT NINETY FIVE PERCENT OF SCHOOL SHOOTERS ARE MALE SO THAT NINETY FIVE PERCENT OF SCHOOL SHOOTERS ARE MALE SO WHY ARE WE PUNISHING FEMALES OF SCHOOL SHOOTERS ARE

102MALE SO WHY ARE WE PUNISHING FEMALES OF SCHOOL SHOOTERS ARE MALE SO WHY ARE WE PUNISHING FEMALES FOR PREDOMINANTLY MALE BEHAVIOR WHY ARE WE PUNISHING FEMALES FOR PREDOMINANTLY MALE BEHAVIOR WHY ARE WE PUNISHING FEMALES FOR PREDOMINANTLY MALE BEHAVIOR I'D ALSO LIKE TO KNOW THE FOR PREDOMINANTLY MALE BEHAVIOR I'D ALSO LIKE TO KNOW THE FOR PREDOMINANTLY MALE BEHAVIOR I'D ALSO LIKE TO KNOW THE BACKPACK RULE IMPROVE SPANIARDS I'D ALSO LIKE TO KNOW THE BACKPACK RULE IMPROVE SPANIARDS I'D ALSO LIKE TO KNOW THE BACKPACK RULE IMPROVE SPANIARDS APPLIED EQUALLY ACROSS EQUALLY BACKPACK RULE IMPROVE SPANIARDS APPLIED EQUALLY ACROSS EQUALLY BACKPACK RULE IMPROVE SPANIARDS APPLIED EQUALLY ACROSS EQUALLY ACROSS SCHOOLS AMONG VIRGINIA APPLIED EQUALLY ACROSS EQUALLY ACROSS SCHOOLS AMONG VIRGINIA APPLIED EQUALLY ACROSS EQUALLY ACROSS SCHOOLS AMONG VIRGINIA BEACH CITY PUBLIC SCHOOL SYSTEM ACROSS SCHOOLS AMONG VIRGINIA BEACH

103CITY PUBLIC SCHOOL SYSTEM ACROSS SCHOOLS AMONG VIRGINIA BEACH CITY PUBLIC SCHOOL SYSTEM IF NOT, THAT IS AN UNEQUAL BEACH CITY PUBLIC SCHOOL SYSTEM IF NOT, THAT IS AN UNEQUAL BEACH CITY PUBLIC SCHOOL SYSTEM IF NOT, THAT IS AN UNEQUAL APPLICATION OF THE SCHOOL RULE IF NOT, THAT IS AN UNEQUAL APPLICATION OF THE SCHOOL RULE IF NOT, THAT IS AN UNEQUAL APPLICATION OF THE SCHOOL RULE . APPLICATION OF THE SCHOOL RULE . APPLICATION OF THE SCHOOL RULE . THE PROBLEM IS THAT THE . THE PROBLEM IS THAT THE . THE PROBLEM IS THAT THE BACKPACK RULE IS TO SUPPORT THE PROBLEM IS THAT THE BACKPACK RULE IS TO SUPPORT THE PROBLEM IS THAT THE BACKPACK RULE IS TO SUPPORT DISPROPORTIONATELY AFFECTS BACKPACK RULE IS TO SUPPORT DISPROPORTIONATELY AFFECTS BACKPACK RULE IS TO SUPPORT DISPROPORTIONATELY AFFECTS FEMALES

104STUDENTS AND STUDENTS DISPROPORTIONATELY AFFECTS FEMALES STUDENTS AND STUDENTS DISPROPORTIONATELY AFFECTS FEMALES STUDENTS AND STUDENTS WITH MEDICAL ISSUES. FEMALES STUDENTS AND STUDENTS WITH MEDICAL ISSUES. FEMALES STUDENTS AND STUDENTS WITH MEDICAL ISSUES. IT DOES LITTLE TO PREVENT WITH MEDICAL ISSUES. IT DOES LITTLE TO PREVENT WITH MEDICAL ISSUES. IT DOES LITTLE TO PREVENT WEAPONS FROM ENTERING A SCHOOL IT DOES LITTLE TO PREVENT WEAPONS FROM ENTERING A SCHOOL IT DOES LITTLE TO PREVENT WEAPONS FROM ENTERING A SCHOOL WHILE GUNS IN SCHOOLS ARE A WEAPONS FROM ENTERING A SCHOOL WHILE GUNS IN SCHOOLS ARE A WEAPONS FROM ENTERING A SCHOOL WHILE GUNS IN SCHOOLS ARE A VERY REAL PROBLEM PROHIBITING WHILE GUNS IN SCHOOLS ARE A VERY REAL PROBLEM PROHIBITING WHILE GUNS IN SCHOOLS ARE A VERY REAL PROBLEM PROHIBITING BACKPACKS DOES LITTLE TO VERY REAL PROBLEM PROHIBITING BACKPACKS DOES

105LITTLE TO VERY REAL PROBLEM PROHIBITING BACKPACKS DOES LITTLE TO PREVENT THEM FROM ENTERING A BACKPACKS DOES LITTLE TO PREVENT THEM FROM ENTERING A BACKPACKS DOES LITTLE TO PREVENT THEM FROM ENTERING A SCHOOL MY SOLUTION OF A CLEAR PREVENT THEM FROM ENTERING A SCHOOL MY SOLUTION OF A CLEAR PREVENT THEM FROM ENTERING A SCHOOL MY SOLUTION OF A CLEAR MESH BACKPACKS ADDRESSES THE SCHOOL MY SOLUTION OF A CLEAR MESH BACKPACKS ADDRESSES THE SCHOOL MY SOLUTION OF A CLEAR MESH BACKPACKS ADDRESSES THE CONCERNS AND REASON FOR THE MESH BACKPACKS ADDRESSES THE CONCERNS AND REASON FOR THE MESH BACKPACKS ADDRESSES THE CONCERNS AND REASON FOR THE SCHOOL. CONCERNS AND REASON FOR THE SCHOOL. CONCERNS AND REASON FOR THE SCHOOL. MOST IMPORTANTLY THIS SOLUTION SCHOOL. MOST IMPORTANTLY THIS SOLUTION SCHOOL. MOST IMPORTANTLY THIS SOLUTION WILL HELP REDUCE HARDSHIPS ON

106MOST IMPORTANTLY THIS SOLUTION WILL HELP REDUCE HARDSHIPS ON MOST IMPORTANTLY THIS SOLUTION WILL HELP REDUCE HARDSHIPS ON THOSE WITH PHYSICAL AND MENTAL WILL HELP REDUCE HARDSHIPS ON THOSE WITH PHYSICAL AND MENTAL WILL HELP REDUCE HARDSHIPS ON THOSE WITH PHYSICAL AND MENTAL CONCERNS CONDITIONS ALONG WITH THOSE WITH PHYSICAL AND MENTAL CONCERNS CONDITIONS ALONG WITH THOSE WITH PHYSICAL AND MENTAL CONCERNS CONDITIONS ALONG WITH EVERY THEIR STUDENT IN THE CONCERNS CONDITIONS ALONG WITH EVERY THEIR STUDENT IN THE CONCERNS CONDITIONS ALONG WITH EVERY THEIR STUDENT IN THE SCHOOL THANK YOU FOR YOUR EVERY THEIR STUDENT IN THE SCHOOL THANK YOU FOR YOUR EVERY THEIR STUDENT IN THE SCHOOL THANK YOU FOR YOUR CONSIDERATION TODAY WE JUST DO SCHOOL THANK YOU FOR YOUR CONSIDERATION TODAY WE JUST DO SCHOOL THANK YOU FOR YOUR CONSIDERATION TODAY WE JUST DO NOT APPLAUD

107AT ALL DURING CONSIDERATION TODAY WE JUST DO NOT APPLAUD AT ALL DURING CONSIDERATION TODAY WE JUST DO NOT APPLAUD AT ALL DURING SPEAKERS SO THIS WORKS OUR NEXT NOT APPLAUD AT ALL DURING SPEAKERS SO THIS WORKS OUR NEXT NOT APPLAUD AT ALL DURING SPEAKERS SO THIS WORKS OUR NEXT YOU. SPEAKERS SO THIS WORKS OUR NEXT YOU. SPEAKERS SO THIS WORKS OUR NEXT YOU. OUR NEXT SPEAKER IS MATTHEW YOU. OUR NEXT SPEAKER IS MATTHEW YOU. OUR NEXT SPEAKER IS MATTHEW CODY HUNTER THEN MELINDA ROGERS OUR NEXT SPEAKER IS MATTHEW CODY HUNTER THEN MELINDA ROGERS OUR NEXT SPEAKER IS MATTHEW CODY HUNTER THEN MELINDA ROGERS AND ERIKA GUESS. CODY HUNTER THEN MELINDA ROGERS AND ERIKA GUESS. CODY HUNTER THEN MELINDA ROGERS AND ERIKA GUESS. GOOD EVENING DO YOU KNOW WHAT AND ERIKA GUESS. GOOD EVENING DO YOU

108KNOW WHAT AND ERIKA GUESS. GOOD EVENING DO YOU KNOW WHAT THE NUMBER ONE CAUSE OF DEATH GOOD EVENING DO YOU KNOW WHAT THE NUMBER ONE CAUSE OF DEATH GOOD EVENING DO YOU KNOW WHAT THE NUMBER ONE CAUSE OF DEATH FOR CHILDREN BETWEEN AGES THE NUMBER ONE CAUSE OF DEATH FOR CHILDREN BETWEEN AGES THE NUMBER ONE CAUSE OF DEATH FOR CHILDREN BETWEEN AGES OF ONE IN 17 SEVENTEEN IN OUR FOR CHILDREN BETWEEN AGES OF ONE IN 17 SEVENTEEN IN OUR FOR CHILDREN BETWEEN AGES OF ONE IN 17 SEVENTEEN IN OUR COUNTRY IS I TELL WHAT IT'S NOT OF ONE IN 17 SEVENTEEN IN OUR COUNTRY IS I TELL WHAT IT'S NOT OF ONE IN 17 SEVENTEEN IN OUR COUNTRY IS I TELL WHAT IT'S NOT IT'S NOT BOOKS. COUNTRY IS I TELL WHAT IT'S NOT IT'S

109NOT BOOKS. COUNTRY IS I TELL WHAT IT'S NOT IT'S NOT BOOKS. IT'S NOT PRONOUNS IT'S NOT IT'S NOT BOOKS. IT'S NOT PRONOUNS IT'S NOT IT'S NOT BOOKS. IT'S NOT PRONOUNS IT'S NOT LGBTQ HISTORY. IT'S NOT PRONOUNS IT'S NOT LGBTQ HISTORY. IT'S NOT PRONOUNS IT'S NOT LGBTQ HISTORY. IT'S GUNS, GUNS, GUNS. LGBTQ HISTORY. IT'S GUNS, GUNS, GUNS. LGBTQ HISTORY. IT'S GUNS, GUNS, GUNS. THREE YEARS RUNNING THERE'S A IT'S GUNS, GUNS, GUNS. THREE YEARS RUNNING THERE'S A IT'S GUNS, GUNS, GUNS. THREE YEARS RUNNING THERE'S A RESOLUTION ON THE AGENDA FOR THREE YEARS RUNNING THERE'S A RESOLUTION ON THE AGENDA FOR THREE YEARS RUNNING THERE'S A RESOLUTION ON THE AGENDA FOR INFORMATION FOR SAFE GUN STORES RESOLUTION ON THE AGENDA FOR INFORMATION FOR SAFE GUN STORES RESOLUTION ON THE AGENDA FOR INFORMATION FOR SAFE GUN STORES IT'S ACTUALLY

110A REAL INFORMATION FOR SAFE GUN STORES IT'S ACTUALLY A REAL INFORMATION FOR SAFE GUN STORES IT'S ACTUALLY A REAL OPPORTUNITY FOR THE BOARD TO IT'S ACTUALLY A REAL OPPORTUNITY FOR THE BOARD TO IT'S ACTUALLY A REAL OPPORTUNITY FOR THE BOARD TO SHOW THAT THEY ACTUALLY DO CARE OPPORTUNITY FOR THE BOARD TO SHOW THAT THEY ACTUALLY DO CARE OPPORTUNITY FOR THE BOARD TO SHOW THAT THEY ACTUALLY DO CARE ABOUT OUR KIDS IN THEIR LIVES. SHOW THAT THEY ACTUALLY DO CARE ABOUT OUR KIDS IN THEIR LIVES. SHOW THAT THEY ACTUALLY DO CARE ABOUT OUR KIDS IN THEIR LIVES. IT'S SOMETHING PROBABLY SHOULD ABOUT OUR KIDS IN THEIR LIVES. IT'S SOMETHING PROBABLY SHOULD ABOUT OUR KIDS IN THEIR LIVES. IT'S SOMETHING PROBABLY SHOULD HAVE BEEN MOVED TO ACTION SO IT'S SOMETHING PROBABLY SHOULD HAVE BEEN MOVED TO ACTION

111SO IT'S SOMETHING PROBABLY SHOULD HAVE BEEN MOVED TO ACTION SO THEY COULD PAST BUT THAT'S BUT HAVE BEEN MOVED TO ACTION SO THEY COULD PAST BUT THAT'S BUT HAVE BEEN MOVED TO ACTION SO THEY COULD PAST BUT THAT'S BUT THAT'S NOT WHAT YOU DID I KNOW THEY COULD PAST BUT THAT'S BUT THAT'S NOT WHAT YOU DID I KNOW THEY COULD PAST BUT THAT'S BUT THAT'S NOT WHAT YOU DID I KNOW YOU THINK IT'S FUNNY MR. THAT'S NOT WHAT YOU DID I KNOW YOU THINK IT'S FUNNY MR. THAT'S NOT WHAT YOU DID I KNOW YOU THINK IT'S FUNNY MR. CULPEPER BUT COLPEPER, BUT IT'S YOU THINK IT'S FUNNY MR. CULPEPER BUT COLPEPER, BUT IT'S YOU THINK IT'S FUNNY MR. CULPEPER BUT COLPEPER, BUT IT'S NOT TO THE COMMUNITY. CULPEPER BUT COLPEPER, BUT IT'S NOT TO THE

112COMMUNITY. CULPEPER BUT COLPEPER, BUT IT'S NOT TO THE COMMUNITY. IT AFFECTS WHAT YOU DID WAS NOT TO THE COMMUNITY. IT AFFECTS WHAT YOU DID WAS NOT TO THE COMMUNITY. IT AFFECTS WHAT YOU DID WAS INSTEAD WAS INSTEAD TO DECIDE IT AFFECTS WHAT YOU DID WAS INSTEAD WAS INSTEAD TO DECIDE IT AFFECTS WHAT YOU DID WAS INSTEAD WAS INSTEAD TO DECIDE TO ATTACK THE LGBTQ COMMUNITY INSTEAD WAS INSTEAD TO DECIDE TO ATTACK THE LGBTQ COMMUNITY INSTEAD WAS INSTEAD TO DECIDE TO ATTACK THE LGBTQ COMMUNITY AND AT THIS POINT I'M NOT GOING TO ATTACK THE LGBTQ COMMUNITY AND AT THIS POINT I'M NOT GOING TO ATTACK THE LGBTQ COMMUNITY AND AT THIS POINT I'M NOT GOING TO ASK YOU NOT TO YOU KNOW, GO AND AT THIS POINT I'M NOT GOING TO ASK YOU NOT TO YOU

113KNOW, GO AND AT THIS POINT I'M NOT GOING TO ASK YOU NOT TO YOU KNOW, GO AHEAD SHOW EVERYBODY WHO YOU TO ASK YOU NOT TO YOU KNOW, GO AHEAD SHOW EVERYBODY WHO YOU TO ASK YOU NOT TO YOU KNOW, GO AHEAD SHOW EVERYBODY WHO YOU ARE SO ALL THE VOTERS GO INTO AHEAD SHOW EVERYBODY WHO YOU ARE SO ALL THE VOTERS GO INTO AHEAD SHOW EVERYBODY WHO YOU ARE SO ALL THE VOTERS GO INTO THE POLLS EXACTLY WHO YOU ARE ARE SO ALL THE VOTERS GO INTO THE POLLS EXACTLY WHO YOU ARE ARE SO ALL THE VOTERS GO INTO THE POLLS EXACTLY WHO YOU ARE SHOW THEM NOT ONLY HAVE TEST THE POLLS EXACTLY WHO YOU ARE SHOW THEM NOT ONLY HAVE TEST THE POLLS EXACTLY WHO YOU ARE SHOW THEM NOT ONLY HAVE

114TEST SCORES NOT GONE UP NOT ONLY OUR SHOW THEM NOT ONLY HAVE TEST SCORES NOT GONE UP NOT ONLY OUR SHOW THEM NOT ONLY HAVE TEST SCORES NOT GONE UP NOT ONLY OUR SCHOOLS RIFE WITH BULLYING AND SCORES NOT GONE UP NOT ONLY OUR SCHOOLS RIFE WITH BULLYING AND SCORES NOT GONE UP NOT ONLY OUR SCHOOLS RIFE WITH BULLYING AND RACISM BUT AT EVERY OPPORTUNITY SCHOOLS RIFE WITH BULLYING AND RACISM BUT AT EVERY OPPORTUNITY SCHOOLS RIFE WITH BULLYING AND RACISM BUT AT EVERY OPPORTUNITY YOU HAD A CHANCE TO ACTUALLY RACISM BUT AT EVERY OPPORTUNITY YOU HAD A CHANCE TO ACTUALLY RACISM BUT AT EVERY OPPORTUNITY YOU HAD A CHANCE TO ACTUALLY HELP AND SOLVE A REAL PROBLEM YOU HAD A CHANCE TO ACTUALLY HELP AND SOLVE A REAL PROBLEM YOU HAD A CHANCE TO ACTUALLY

115HELP AND SOLVE A REAL PROBLEM YOU'VE DECIDED INSTEAD TO HELP AND SOLVE A REAL PROBLEM YOU'VE DECIDED INSTEAD TO HELP AND SOLVE A REAL PROBLEM YOU'VE DECIDED INSTEAD TO DONATE ALL OF YOUR ENERGY ALL YOU'VE DECIDED INSTEAD TO DONATE ALL OF YOUR ENERGY ALL YOU'VE DECIDED INSTEAD TO DONATE ALL OF YOUR ENERGY ALL OF YOUR TIME WITH LITTLE TIME DONATE ALL OF YOUR ENERGY ALL OF YOUR TIME WITH LITTLE TIME DONATE ALL OF YOUR ENERGY ALL OF YOUR TIME WITH LITTLE TIME THAT YOU CAN SPARE FOR SOME OF YOUR TIME WITH LITTLE TIME THAT YOU CAN SPARE FOR SOME OF YOUR TIME WITH LITTLE TIME THAT YOU CAN SPARE FOR SOME OF YOU TO CREATING SOLUTIONS THAT YOU CAN SPARE FOR SOME OF YOU TO CREATING SOLUTIONS THAT YOU CAN SPARE FOR SOME OF YOU

116TO CREATING SOLUTIONS PROBLEMS THAT DON'T EXIST THAT OF YOU TO CREATING SOLUTIONS PROBLEMS THAT DON'T EXIST THAT OF YOU TO CREATING SOLUTIONS PROBLEMS THAT DON'T EXIST THAT RESULT IN DISCRIMINATION, HARM PROBLEMS THAT DON'T EXIST THAT RESULT IN DISCRIMINATION, HARM PROBLEMS THAT DON'T EXIST THAT RESULT IN DISCRIMINATION, HARM AGAINST OUR MOST VULNERABLE RESULT IN DISCRIMINATION, HARM AGAINST OUR MOST VULNERABLE RESULT IN DISCRIMINATION, HARM AGAINST OUR MOST VULNERABLE COMMUNITIES SO JUST GO AHEAD AGAINST OUR MOST VULNERABLE COMMUNITIES SO JUST GO AHEAD AGAINST OUR MOST VULNERABLE COMMUNITIES SO JUST GO AHEAD AND SHOW US WHO ARE BECAUSE THE COMMUNITIES SO JUST GO AHEAD AND SHOW US WHO ARE BECAUSE THE COMMUNITIES SO JUST GO AHEAD AND SHOW US WHO ARE BECAUSE THE ANSWERS COME >> OUR OUR NEXT AND SHOW US WHO ARE BECAUSE THE ANSWERS COME >>

117OUR OUR NEXT AND SHOW US WHO ARE BECAUSE THE ANSWERS COME >> OUR OUR NEXT SPEAKER IS MOMENT ROGERS AND ANSWERS COME >> OUR OUR NEXT SPEAKER IS MOMENT ROGERS AND ANSWERS COME >> OUR OUR NEXT SPEAKER IS MOMENT ROGERS AND ERIKA GUESS THEN SUSAN BOASBERG SPEAKER IS MOMENT ROGERS AND ERIKA GUESS THEN SUSAN BOASBERG SPEAKER IS MOMENT ROGERS AND ERIKA GUESS THEN SUSAN BOASBERG GOOD EVENING I'M HERE TODAY ERIKA GUESS THEN SUSAN BOASBERG GOOD EVENING I'M HERE TODAY ERIKA GUESS THEN SUSAN BOASBERG GOOD EVENING I'M HERE TODAY HERE TODAY AS A CONSENSUS GOOD EVENING I'M HERE TODAY HERE TODAY AS A CONSENSUS GOOD EVENING I'M HERE TODAY HERE TODAY AS A CONSENSUS CANDIDATE WITH MOMS DEMAND HERE TODAY AS A CONSENSUS CANDIDATE WITH MOMS DEMAND HERE TODAY AS A CONSENSUS CANDIDATE WITH MOMS DEMAND

118ACTION TO STRONGLY ENCOURAGE CANDIDATE WITH MOMS DEMAND ACTION TO STRONGLY ENCOURAGE CANDIDATE WITH MOMS DEMAND ACTION TO STRONGLY ENCOURAGE THIS BOARD TO APPROVE ACTION TO STRONGLY ENCOURAGE THIS BOARD TO APPROVE ACTION TO STRONGLY ENCOURAGE THIS BOARD TO APPROVE RESOLUTION FOR SAFE AND STORAGE THIS BOARD TO APPROVE RESOLUTION FOR SAFE AND STORAGE THIS BOARD TO APPROVE RESOLUTION FOR SAFE AND STORAGE . RESOLUTION FOR SAFE AND STORAGE . RESOLUTION FOR SAFE AND STORAGE . AS YOU ARE AWARE, GUN VIOLENCE . AS YOU ARE AWARE, GUN VIOLENCE . AS YOU ARE AWARE, GUN VIOLENCE THE LEADING CAUSE OF DEATH AS YOU ARE AWARE, GUN VIOLENCE THE LEADING CAUSE OF DEATH AS YOU ARE AWARE, GUN VIOLENCE THE LEADING CAUSE OF DEATH AMONG CHILDREN UNDER THE AGE THE LEADING CAUSE OF DEATH AMONG CHILDREN UNDER THE AGE THE LEADING

119CAUSE OF DEATH AMONG CHILDREN UNDER THE AGE OF 17 IN THE UNITED STATES AMONG CHILDREN UNDER THE AGE OF 17 IN THE UNITED STATES AMONG CHILDREN UNDER THE AGE OF 17 IN THE UNITED STATES ADDITIONALLY FOUR POINT SIX OF 17 IN THE UNITED STATES ADDITIONALLY FOUR POINT SIX OF 17 IN THE UNITED STATES ADDITIONALLY FOUR POINT SIX MILLION CHILDREN LIVE CHILDREN ADDITIONALLY FOUR POINT SIX MILLION CHILDREN LIVE CHILDREN ADDITIONALLY FOUR POINT SIX MILLION CHILDREN LIVE CHILDREN LIVE IN HOMES WITH FIREARMS MILLION CHILDREN LIVE CHILDREN LIVE IN HOMES WITH FIREARMS MILLION CHILDREN LIVE CHILDREN LIVE IN HOMES WITH FIREARMS SOME OF WHICH ARE SECURED LIVE IN HOMES WITH FIREARMS SOME OF WHICH ARE SECURED LIVE IN HOMES WITH FIREARMS SOME OF WHICH ARE SECURED SECURELY STORED AND OTHERS SOME OF WHICH ARE SECURED SECURELY STORED AND

120OTHERS SOME OF WHICH ARE SECURED SECURELY STORED AND OTHERS WHICH ARE NOT ALTHOUGH THIS BUT SECURELY STORED AND OTHERS WHICH ARE NOT ALTHOUGH THIS BUT SECURELY STORED AND OTHERS WHICH ARE NOT ALTHOUGH THIS BUT HE'S NOT RESPONSIBLE FOR WHICH ARE NOT ALTHOUGH THIS BUT HE'S NOT RESPONSIBLE FOR WHICH ARE NOT ALTHOUGH THIS BUT HE'S NOT RESPONSIBLE FOR PASSING WAS THAT ADDRESS THIS HE'S NOT RESPONSIBLE FOR PASSING WAS THAT ADDRESS THIS HE'S NOT RESPONSIBLE FOR PASSING WAS THAT ADDRESS THIS ONGOING ISSUE, YOU CAN ACT BY PASSING WAS THAT ADDRESS THIS ONGOING ISSUE, YOU CAN ACT BY PASSING WAS THAT ADDRESS THIS ONGOING ISSUE, YOU CAN ACT BY PASSING FIREARMS STORAGE ONGOING ISSUE, YOU CAN ACT BY PASSING FIREARMS STORAGE ONGOING ISSUE, YOU CAN ACT BY PASSING FIREARMS STORAGE RESOLUTION THIS RESOLUTION WILL PASSING FIREARMS STORAGE RESOLUTION

121THIS RESOLUTION WILL PASSING FIREARMS STORAGE RESOLUTION THIS RESOLUTION WILL EDUCATE GUN OWNERS ABOUT SECURE RESOLUTION THIS RESOLUTION WILL EDUCATE GUN OWNERS ABOUT SECURE RESOLUTION THIS RESOLUTION WILL EDUCATE GUN OWNERS ABOUT SECURE FIREARMS STORAGE, EASY ACCESS EDUCATE GUN OWNERS ABOUT SECURE FIREARMS STORAGE, EASY ACCESS EDUCATE GUN OWNERS ABOUT SECURE FIREARMS STORAGE, EASY ACCESS TO FIREARMS LEADS TO FIREARMS STORAGE, EASY ACCESS TO FIREARMS LEADS TO FIREARMS STORAGE, EASY ACCESS TO FIREARMS LEADS TO UNINTENTIONAL SHOOTINGS AND WE TO FIREARMS LEADS TO UNINTENTIONAL SHOOTINGS AND WE TO FIREARMS LEADS TO UNINTENTIONAL SHOOTINGS AND WE KNOW OUR SCHOOL DIVISION CAN UNINTENTIONAL SHOOTINGS AND WE KNOW OUR SCHOOL DIVISION CAN UNINTENTIONAL SHOOTINGS AND WE KNOW OUR SCHOOL DIVISION CAN AND MUST DO MORE TO PROTECT OUR KNOW OUR SCHOOL DIVISION CAN AND MUST DO MORE TO PROTECT OUR KNOW OUR SCHOOL

122DIVISION CAN AND MUST DO MORE TO PROTECT OUR STUDENTS FROM INCIDENTS WITHIN AND MUST DO MORE TO PROTECT OUR STUDENTS FROM INCIDENTS WITHIN AND MUST DO MORE TO PROTECT OUR STUDENTS FROM INCIDENTS WITHIN OUR SCHOOLS PASSING THIS STUDENTS FROM INCIDENTS WITHIN OUR SCHOOLS PASSING THIS STUDENTS FROM INCIDENTS WITHIN OUR SCHOOLS PASSING THIS RESOLUTION IS A CRITICAL STEP OUR SCHOOLS PASSING THIS RESOLUTION IS A CRITICAL STEP OUR SCHOOLS PASSING THIS RESOLUTION IS A CRITICAL STEP IN SAFEGUARDING OUR CHILDREN RESOLUTION IS A CRITICAL STEP IN SAFEGUARDING OUR CHILDREN RESOLUTION IS A CRITICAL STEP IN SAFEGUARDING OUR CHILDREN FROM TRAGEDIES LIKE THE RECENT IN SAFEGUARDING OUR CHILDREN FROM TRAGEDIES LIKE THE RECENT IN SAFEGUARDING OUR CHILDREN FROM TRAGEDIES LIKE THE RECENT INCIDENT THAT HAPPENED IN FROM TRAGEDIES LIKE THE RECENT INCIDENT THAT HAPPENED IN FROM TRAGEDIES LIKE THE

123RECENT INCIDENT THAT HAPPENED IN GEORGIA HOWEVER GUN SAFETY MUST INCIDENT THAT HAPPENED IN GEORGIA HOWEVER GUN SAFETY MUST INCIDENT THAT HAPPENED IN GEORGIA HOWEVER GUN SAFETY MUST SAFETY MUST BE APPROACHED WITH GEORGIA HOWEVER GUN SAFETY MUST SAFETY MUST BE APPROACHED WITH GEORGIA HOWEVER GUN SAFETY MUST SAFETY MUST BE APPROACHED WITH A COMPREHENSIVE STRATEGY MANY SAFETY MUST BE APPROACHED WITH A COMPREHENSIVE STRATEGY MANY SAFETY MUST BE APPROACHED WITH A COMPREHENSIVE STRATEGY MANY STUDENTS WHO COMMIT VIOLENT A COMPREHENSIVE STRATEGY MANY STUDENTS WHO COMMIT VIOLENT A COMPREHENSIVE STRATEGY MANY STUDENTS WHO COMMIT VIOLENT ACTS ARE THOSE WHO HAVE BEEN STUDENTS WHO COMMIT VIOLENT ACTS ARE THOSE WHO HAVE BEEN STUDENTS WHO COMMIT VIOLENT ACTS ARE THOSE WHO HAVE BEEN BULLIED IN OUR SCHOOLS THIS ACTS ARE THOSE WHO HAVE BEEN BULLIED IN OUR SCHOOLS THIS ACTS ARE THOSE

124WHO HAVE BEEN BULLIED IN OUR SCHOOLS THIS BODY HAS DISCUSSED THE BULLIED IN OUR SCHOOLS THIS BODY HAS DISCUSSED THE BULLIED IN OUR SCHOOLS THIS BODY HAS DISCUSSED THE IMPORTANCE PROTECTING THE BODY HAS DISCUSSED THE IMPORTANCE PROTECTING THE BODY HAS DISCUSSED THE IMPORTANCE PROTECTING THE MENTAL HEALTH OF OUR STUDENTS IMPORTANCE PROTECTING THE MENTAL HEALTH OF OUR STUDENTS IMPORTANCE PROTECTING THE MENTAL HEALTH OF OUR STUDENTS YET. MENTAL HEALTH OF OUR STUDENTS YET. MENTAL HEALTH OF OUR STUDENTS YET. YET AT THE SAME TIME SOME ARE YET. YET AT THE SAME TIME SOME ARE YET. YET AT THE SAME TIME SOME ARE WORKING TO PREVENT CHILDREN AND YET AT THE SAME TIME SOME ARE WORKING TO PREVENT CHILDREN AND YET AT THE SAME TIME SOME ARE WORKING TO PREVENT CHILDREN AND THE LGBT LGBTQ COMMUNITY FROM WORKING TO

125PREVENT CHILDREN AND THE LGBT LGBTQ COMMUNITY FROM WORKING TO PREVENT CHILDREN AND THE LGBT LGBTQ COMMUNITY FROM HAVING A MONTH CELEBRATING THE LGBT LGBTQ COMMUNITY FROM HAVING A MONTH CELEBRATING THE LGBT LGBTQ COMMUNITY FROM HAVING A MONTH CELEBRATING PEOPLE IN THEIR COMMUNITY. HAVING A MONTH CELEBRATING PEOPLE IN THEIR COMMUNITY. HAVING A MONTH CELEBRATING PEOPLE IN THEIR COMMUNITY. THIS INCLUDES ALONG STUDENTS TO PEOPLE IN THEIR COMMUNITY. THIS INCLUDES ALONG STUDENTS TO PEOPLE IN THEIR COMMUNITY. THIS INCLUDES ALONG STUDENTS TO CELEBRATE PEOPLE LIKE ELLEN THIS INCLUDES ALONG STUDENTS TO CELEBRATE PEOPLE LIKE ELLEN THIS INCLUDES ALONG STUDENTS TO CELEBRATE PEOPLE LIKE ELLEN TURNING THE MATHEMATICAL GENIUS CELEBRATE PEOPLE LIKE ELLEN TURNING THE MATHEMATICAL GENIUS CELEBRATE PEOPLE LIKE ELLEN TURNING THE MATHEMATICAL GENIUS WHO CRACK THE ENIGMA DURING TURNING THE MATHEMATICAL GENIUS WHO CRACK THE ENIGMA DURING TURNING

126THE MATHEMATICAL GENIUS WHO CRACK THE ENIGMA DURING WORLD WAR TWO WHO ALSO HAPPEN WHO CRACK THE ENIGMA DURING WORLD WAR TWO WHO ALSO HAPPEN WHO CRACK THE ENIGMA DURING WORLD WAR TWO WHO ALSO HAPPEN TO AND WAS ARRESTED FOR IT IN WORLD WAR TWO WHO ALSO HAPPEN TO AND WAS ARRESTED FOR IT IN WORLD WAR TWO WHO ALSO HAPPEN TO AND WAS ARRESTED FOR IT IN 1952. TO AND WAS ARRESTED FOR IT IN 1952. TO AND WAS ARRESTED FOR IT IN 1952. HARVEY MILK WHO WAS THE FIRST 1952. HARVEY MILK WHO WAS THE FIRST 1952. HARVEY MILK WHO WAS THE FIRST OPENLY GAY MEN MAN ELECTED TO HARVEY MILK WHO WAS THE FIRST OPENLY GAY MEN MAN ELECTED TO HARVEY MILK WHO WAS THE FIRST OPENLY GAY MEN MAN ELECTED TO PUBLIC OFFICE FRIDA KAHLO

127WHO OPENLY GAY MEN MAN ELECTED TO PUBLIC OFFICE FRIDA KAHLO WHO OPENLY GAY MEN MAN ELECTED TO PUBLIC OFFICE FRIDA KAHLO WHO NOT ONLY IS A RENOWNED PAINTER PUBLIC OFFICE FRIDA KAHLO WHO NOT ONLY IS A RENOWNED PAINTER PUBLIC OFFICE FRIDA KAHLO WHO NOT ONLY IS A RENOWNED PAINTER BUT A PERSON WHO ADDRESS AND NOT ONLY IS A RENOWNED PAINTER BUT A PERSON WHO ADDRESS AND NOT ONLY IS A RENOWNED PAINTER BUT A PERSON WHO ADDRESS AND WHAT WAS AT THE TIME CONSIDERED BUT A PERSON WHO ADDRESS AND WHAT WAS AT THE TIME CONSIDERED BUT A PERSON WHO ADDRESS AND WHAT WAS AT THE TIME CONSIDERED MEN'S CLOTHING MAKING THEM A WHAT WAS AT THE TIME CONSIDERED MEN'S CLOTHING MAKING THEM A WHAT WAS AT THE TIME CONSIDERED MEN'S CLOTHING MAKING THEM A TRAILBLAZER FOR

128GENDER MEN'S CLOTHING MAKING THEM A TRAILBLAZER FOR GENDER MEN'S CLOTHING MAKING THEM A TRAILBLAZER FOR GENDER NONCONFORMING NONCONFORMITY AND TRAILBLAZER FOR GENDER NONCONFORMING NONCONFORMITY AND TRAILBLAZER FOR GENDER NONCONFORMING NONCONFORMITY AND JOSEPHINE BAKER WHO WAS THE WAS NONCONFORMING NONCONFORMITY AND JOSEPHINE BAKER WHO WAS THE WAS NONCONFORMING NONCONFORMITY AND JOSEPHINE BAKER WHO WAS THE WAS THE FIRST AFRICAN-AMERICAN JOSEPHINE BAKER WHO WAS THE WAS THE FIRST AFRICAN-AMERICAN JOSEPHINE BAKER WHO WAS THE WAS THE FIRST AFRICAN-AMERICAN WOMAN TO STAR A MOTION PICTURE THE FIRST AFRICAN-AMERICAN WOMAN TO STAR A MOTION PICTURE THE FIRST AFRICAN-AMERICAN WOMAN TO STAR A MOTION PICTURE TO PERFORM WITH AN INTEGRATED WOMAN TO STAR A MOTION PICTURE TO PERFORM WITH AN INTEGRATED WOMAN TO STAR A MOTION PICTURE TO PERFORM WITH AN INTEGRATED CAST AT THE AMERICAN CONCERT TO PERFORM WITH AN INTEGRATED CAST AT

129THE AMERICAN CONCERT TO PERFORM WITH AN INTEGRATED CAST AT THE AMERICAN CONCERT AND ONE OF THE FIRST CAST AT THE AMERICAN CONCERT AND ONE OF THE FIRST CAST AT THE AMERICAN CONCERT AND ONE OF THE FIRST AFRICAN-AMERICAN ENTERTAINERS AND ONE OF THE FIRST AFRICAN-AMERICAN ENTERTAINERS AND ONE OF THE FIRST AFRICAN-AMERICAN ENTERTAINERS WHO ACHIEVED ACCLAIM IN BOTH AFRICAN-AMERICAN ENTERTAINERS WHO ACHIEVED ACCLAIM IN BOTH AFRICAN-AMERICAN ENTERTAINERS WHO ACHIEVED ACCLAIM IN BOTH MOVIES AND ON STAGE SHE ALSO WHO ACHIEVED ACCLAIM IN BOTH MOVIES AND ON STAGE SHE ALSO WHO ACHIEVED ACCLAIM IN BOTH MOVIES AND ON STAGE SHE ALSO HAPPENED TO BE IN RELATIONSHIPS MOVIES AND ON STAGE SHE ALSO HAPPENED TO BE IN RELATIONSHIPS MOVIES AND ON STAGE SHE ALSO HAPPENED TO BE IN RELATIONSHIPS BOTH MEN AND WOMEN IT'S HAPPENED TO BE IN RELATIONSHIPS BOTH MEN

130AND WOMEN IT'S HAPPENED TO BE IN RELATIONSHIPS BOTH MEN AND WOMEN IT'S ASTONISHING TO ME THAT THIS BOTH MEN AND WOMEN IT'S ASTONISHING TO ME THAT THIS BOTH MEN AND WOMEN IT'S ASTONISHING TO ME THAT THIS BOARD WOULD OPPOSED AND TO ASTONISHING TO ME THAT THIS BOARD WOULD OPPOSED AND TO ASTONISHING TO ME THAT THIS BOARD WOULD OPPOSED AND TO EDUCATE AND CELEBRATING MEN AND BOARD WOULD OPPOSED AND TO EDUCATE AND CELEBRATING MEN AND BOARD WOULD OPPOSED AND TO EDUCATE AND CELEBRATING MEN AND WOMEN IN HISTORY BUT RATHER EDUCATE AND CELEBRATING MEN AND WOMEN IN HISTORY BUT RATHER EDUCATE AND CELEBRATING MEN AND WOMEN IN HISTORY BUT RATHER PRETEND THAT THESE TRAILBLAZERS WOMEN IN HISTORY BUT RATHER PRETEND THAT THESE TRAILBLAZERS WOMEN IN HISTORY BUT RATHER PRETEND THAT THESE TRAILBLAZERS WERE NONEXISTENT DUE TO THEIR

131PRETEND THAT THESE TRAILBLAZERS WERE NONEXISTENT DUE TO THEIR PRETEND THAT THESE TRAILBLAZERS WERE NONEXISTENT DUE TO THEIR SOCIAL DAVIS DOES THIS BOARD WERE NONEXISTENT DUE TO THEIR SOCIAL DAVIS DOES THIS BOARD WERE NONEXISTENT DUE TO THEIR SOCIAL DAVIS DOES THIS BOARD NOT RECOGNIZE THE HARM CAUSED SOCIAL DAVIS DOES THIS BOARD NOT RECOGNIZE THE HARM CAUSED SOCIAL DAVIS DOES THIS BOARD NOT RECOGNIZE THE HARM CAUSED BY SUCH ACTIONS BY IGNORING AND NOT RECOGNIZE THE HARM CAUSED BY SUCH ACTIONS BY IGNORING AND NOT RECOGNIZE THE HARM CAUSED BY SUCH ACTIONS BY IGNORING AND EXCLUDING LBG LGBTQ PLUS BY SUCH ACTIONS BY IGNORING AND EXCLUDING LBG LGBTQ PLUS BY SUCH ACTIONS BY IGNORING AND EXCLUDING LBG LGBTQ PLUS EDUCATION YOU ARE EXCLUDING EXCLUDING LBG LGBTQ PLUS EDUCATION YOU ARE EXCLUDING EXCLUDING LBG LGBTQ PLUS EDUCATION YOU ARE EXCLUDING

132LGBTQ CHILDREN WITHIN OUR OWN EDUCATION YOU ARE EXCLUDING LGBTQ CHILDREN WITHIN OUR OWN EDUCATION YOU ARE EXCLUDING LGBTQ CHILDREN WITHIN OUR OWN SCHOOLS WE SEND A MESSAGE TO LGBTQ CHILDREN WITHIN OUR OWN SCHOOLS WE SEND A MESSAGE TO LGBTQ CHILDREN WITHIN OUR OWN SCHOOLS WE SEND A MESSAGE TO OTHER STUDENTS THAT THIS SCHOOLS WE SEND A MESSAGE TO OTHER STUDENTS THAT THIS SCHOOLS WE SEND A MESSAGE TO OTHER STUDENTS THAT THIS EXCLUSION IS ACCEPTABLE WHILE OTHER STUDENTS THAT THIS EXCLUSION IS ACCEPTABLE WHILE OTHER STUDENTS THAT THIS EXCLUSION IS ACCEPTABLE WHILE ALSO ENSURING WHERE RECOGNIZING EXCLUSION IS ACCEPTABLE WHILE ALSO ENSURING WHERE RECOGNIZING EXCLUSION IS ACCEPTABLE WHILE ALSO ENSURING WHERE RECOGNIZING A BULLYING PREVENTION MONTH IT ALSO ENSURING WHERE RECOGNIZING A BULLYING PREVENTION MONTH IT ALSO ENSURING WHERE RECOGNIZING A BULLYING PREVENTION MONTH IT SEEMS COUNTERINTUITIVE

133WHY A BULLYING PREVENTION MONTH IT SEEMS COUNTERINTUITIVE WHY A BULLYING PREVENTION MONTH IT SEEMS COUNTERINTUITIVE WHY WOULD WHY WOULD ANYONE ON THIS SEEMS COUNTERINTUITIVE WHY WOULD WHY WOULD ANYONE ON THIS SEEMS COUNTERINTUITIVE WHY WOULD WHY WOULD ANYONE ON THIS BOARD CONSIDER APPROPRIATE TO WOULD WHY WOULD ANYONE ON THIS BOARD CONSIDER APPROPRIATE TO WOULD WHY WOULD ANYONE ON THIS BOARD CONSIDER APPROPRIATE TO EXCLUDE ANY CHILD IN THIS BOARD CONSIDER APPROPRIATE TO EXCLUDE ANY CHILD IN THIS BOARD CONSIDER APPROPRIATE TO EXCLUDE ANY CHILD IN THIS COMMUNITY? EXCLUDE ANY CHILD IN THIS COMMUNITY? EXCLUDE ANY CHILD IN THIS COMMUNITY? THIS BOARD IS MANDATED COMMUNITY? THIS BOARD IS MANDATED COMMUNITY? THIS BOARD IS MANDATED EDUCATING ALL CHILDREN IN THIS THIS BOARD IS MANDATED EDUCATING ALL CHILDREN IN THIS THIS BOARD IS MANDATED EDUCATING ALL CHILDREN IN THIS COMMUNITY EQUALLY

134AND IT'S A EDUCATING ALL CHILDREN IN THIS COMMUNITY EQUALLY AND IT'S A EDUCATING ALL CHILDREN IN THIS COMMUNITY EQUALLY AND IT'S A RESPONSIBILITY I TAKE SERIOUSLY COMMUNITY EQUALLY AND IT'S A RESPONSIBILITY I TAKE SERIOUSLY COMMUNITY EQUALLY AND IT'S A RESPONSIBILITY I TAKE SERIOUSLY I URGE YOU TO PASS THE FIREARMS RESPONSIBILITY I TAKE SERIOUSLY I URGE YOU TO PASS THE FIREARMS RESPONSIBILITY I TAKE SERIOUSLY I URGE YOU TO PASS THE FIREARMS RESOLUTION AND I ALSO IMPLORE I URGE YOU TO PASS THE FIREARMS RESOLUTION AND I ALSO IMPLORE I URGE YOU TO PASS THE FIREARMS RESOLUTION AND I ALSO IMPLORE YOU TO CONSIDER THE BROADER RESOLUTION AND I ALSO IMPLORE YOU TO CONSIDER THE BROADER RESOLUTION AND I ALSO IMPLORE YOU TO CONSIDER THE BROADER IMPLICATIONS OF OR VOTES YOU TO CONSIDER THE BROADER IMPLICATIONS OF OR

135VOTES YOU TO CONSIDER THE BROADER IMPLICATIONS OF OR VOTES AGAINST THE LGBTQ YOUTH DENYING IMPLICATIONS OF OR VOTES AGAINST THE LGBTQ YOUTH DENYING IMPLICATIONS OF OR VOTES AGAINST THE LGBTQ YOUTH DENYING CHILDREN A SAFE SOCIAL AGAINST THE LGBTQ YOUTH DENYING CHILDREN A SAFE SOCIAL AGAINST THE LGBTQ YOUTH DENYING CHILDREN A SAFE SOCIAL ENVIRONMENT BASED ON PERSONAL CHILDREN A SAFE SOCIAL ENVIRONMENT BASED ON PERSONAL CHILDREN A SAFE SOCIAL ENVIRONMENT BASED ON PERSONAL BELIEFS SERVES TO ISOLATE ENVIRONMENT BASED ON PERSONAL BELIEFS SERVES TO ISOLATE ENVIRONMENT BASED ON PERSONAL BELIEFS SERVES TO ISOLATE CHILDREN FURTHER INCREASING BELIEFS SERVES TO ISOLATE CHILDREN FURTHER INCREASING BELIEFS SERVES TO ISOLATE CHILDREN FURTHER INCREASING THEIR VULNERABILITY TO BULLYING CHILDREN FURTHER INCREASING THEIR VULNERABILITY TO BULLYING CHILDREN FURTHER INCREASING THEIR VULNERABILITY TO BULLYING AND VIOLENCE YOUR LEADERSHIP THEIR VULNERABILITY TO BULLYING AND VIOLENCE

136YOUR LEADERSHIP THEIR VULNERABILITY TO BULLYING AND VIOLENCE YOUR LEADERSHIP TONIGHT HAS THE POTENTIAL TO AND VIOLENCE YOUR LEADERSHIP TONIGHT HAS THE POTENTIAL TO AND VIOLENCE YOUR LEADERSHIP TONIGHT HAS THE POTENTIAL TO MAKE VIRGINIA BEACH A SAFER, TONIGHT HAS THE POTENTIAL TO MAKE VIRGINIA BEACH A SAFER, TONIGHT HAS THE POTENTIAL TO MAKE VIRGINIA BEACH A SAFER, MORE INCLUSIVE PLACE FOR MAKE VIRGINIA BEACH A SAFER, MORE INCLUSIVE PLACE FOR MAKE VIRGINIA BEACH A SAFER, MORE INCLUSIVE PLACE FOR CHILDREN AND THAT IS TIME. MORE INCLUSIVE PLACE FOR CHILDREN AND THAT IS TIME. MORE INCLUSIVE PLACE FOR CHILDREN AND THAT IS TIME. THANK YOU OUR NEXT SPEAKER IS CHILDREN AND THAT IS TIME. THANK YOU OUR NEXT SPEAKER IS CHILDREN AND THAT IS TIME. THANK YOU OUR NEXT SPEAKER IS ERICA. THANK YOU OUR NEXT SPEAKER IS ERICA. THANK

137YOU OUR NEXT SPEAKER IS ERICA. GUESS THEN SUSAN íSTBERG AND ERICA. GUESS THEN SUSAN íSTBERG AND ERICA. GUESS THEN SUSAN íSTBERG AND PAM KAZINSKI GOOD EVENING. GUESS THEN SUSAN íSTBERG AND PAM KAZINSKI GOOD EVENING. GUESS THEN SUSAN íSTBERG AND PAM KAZINSKI GOOD EVENING. MY NAME IS ERICA GAS AND I'M PAM KAZINSKI GOOD EVENING. MY NAME IS ERICA GAS AND I'M PAM KAZINSKI GOOD EVENING. MY NAME IS ERICA GAS AND I'M PART OF THE LEADERSHIP TEAM FOR MY NAME IS ERICA GAS AND I'M PART OF THE LEADERSHIP TEAM FOR MY NAME IS ERICA GAS AND I'M PART OF THE LEADERSHIP TEAM FOR THE LOCAL GROUP OF MOMS DEMAND PART OF THE LEADERSHIP TEAM FOR THE LOCAL GROUP OF MOMS DEMAND PART OF THE LEADERSHIP TEAM FOR THE LOCAL GROUP OF MOMS DEMAND ACTION FOR GUN SENSE

138IN AMERICA THE LOCAL GROUP OF MOMS DEMAND ACTION FOR GUN SENSE IN AMERICA THE LOCAL GROUP OF MOMS DEMAND ACTION FOR GUN SENSE IN AMERICA WE THE GROUP HERE IN RED ACTION FOR GUN SENSE IN AMERICA WE THE GROUP HERE IN RED ACTION FOR GUN SENSE IN AMERICA WE THE GROUP HERE IN RED T-SHIRTS. WE THE GROUP HERE IN RED T-SHIRTS. WE THE GROUP HERE IN RED T-SHIRTS. WE'RE HERE IN SUPPORT T-SHIRTS. WE'RE HERE IN SUPPORT T-SHIRTS. WE'RE HERE IN SUPPORT OF RESOLUTION TO SECURE GUN WE'RE HERE IN SUPPORT OF RESOLUTION TO SECURE GUN WE'RE HERE IN SUPPORT OF RESOLUTION TO SECURE GUN STORAGE MY COLLEAGUES WILL TELL OF RESOLUTION TO SECURE GUN STORAGE MY COLLEAGUES WILL TELL OF RESOLUTION TO SECURE GUN STORAGE MY COLLEAGUES WILL TELL YOU ABOUT THE IMPORTANCE OF GUN STORAGE

139MY COLLEAGUES WILL TELL YOU ABOUT THE IMPORTANCE OF GUN STORAGE MY COLLEAGUES WILL TELL YOU ABOUT THE IMPORTANCE OF GUN STORAGE IN COMMUNITY SAFETY AND YOU ABOUT THE IMPORTANCE OF GUN STORAGE IN COMMUNITY SAFETY AND YOU ABOUT THE IMPORTANCE OF GUN STORAGE IN COMMUNITY SAFETY AND SUICIDE PREVENTION BUT THERE STORAGE IN COMMUNITY SAFETY AND SUICIDE PREVENTION BUT THERE STORAGE IN COMMUNITY SAFETY AND SUICIDE PREVENTION BUT THERE ARE TWO THINGS THAT I WANTED TO SUICIDE PREVENTION BUT THERE ARE TWO THINGS THAT I WANTED TO SUICIDE PREVENTION BUT THERE ARE TWO THINGS THAT I WANTED TO SHARE SPECIFICALLY WITH YOU ARE TWO THINGS THAT I WANTED TO SHARE SPECIFICALLY WITH YOU ARE TWO THINGS THAT I WANTED TO SHARE SPECIFICALLY WITH YOU TODAY FIRST, I AM SO HAPPY TO SHARE SPECIFICALLY WITH YOU TODAY FIRST, I AM

140SO HAPPY TO SHARE SPECIFICALLY WITH YOU TODAY FIRST, I AM SO HAPPY TO SEE THIS RESOLUTION PRESENTED TODAY FIRST, I AM SO HAPPY TO SEE THIS RESOLUTION PRESENTED TODAY FIRST, I AM SO HAPPY TO SEE THIS RESOLUTION PRESENTED ON THE AGENDA AND I HOPE IT'S A SEE THIS RESOLUTION PRESENTED ON THE AGENDA AND I HOPE IT'S A SEE THIS RESOLUTION PRESENTED ON THE AGENDA AND I HOPE IT'S A CATALYST TO STARTING EVEN MORE ON THE AGENDA AND I HOPE IT'S A CATALYST TO STARTING EVEN MORE ON THE AGENDA AND I HOPE IT'S A CATALYST TO STARTING EVEN MORE CONVERSATIONS ABOUT SECURE GUN CATALYST TO STARTING EVEN MORE CONVERSATIONS ABOUT SECURE GUN CATALYST TO STARTING EVEN MORE CONVERSATIONS ABOUT SECURE GUN STORAGE. CONVERSATIONS ABOUT SECURE GUN STORAGE. CONVERSATIONS ABOUT SECURE GUN STORAGE. I HOPE THIS MESSAGING

141WILL STORAGE. I HOPE THIS MESSAGING WILL STORAGE. I HOPE THIS MESSAGING WILL EVENTUALLY BE INCLUDED IN I HOPE THIS MESSAGING WILL EVENTUALLY BE INCLUDED IN I HOPE THIS MESSAGING WILL EVENTUALLY BE INCLUDED IN SCHOOL NEWSLETTERS. EVENTUALLY BE INCLUDED IN SCHOOL NEWSLETTERS. EVENTUALLY BE INCLUDED IN SCHOOL NEWSLETTERS. PARENT FULLERTON'S GUIDANCE SCHOOL NEWSLETTERS. PARENT FULLERTON'S GUIDANCE SCHOOL NEWSLETTERS. PARENT FULLERTON'S GUIDANCE OFFICES AND PTA EVENTS. PARENT FULLERTON'S GUIDANCE OFFICES AND PTA EVENTS. PARENT FULLERTON'S GUIDANCE OFFICES AND PTA EVENTS. IT'S EXTREMELY IMPORTANT SECOND OFFICES AND PTA EVENTS. IT'S EXTREMELY IMPORTANT SECOND OFFICES AND PTA EVENTS. IT'S EXTREMELY IMPORTANT SECOND I WANT TO TELL YOU ABOUT YOU IT'S EXTREMELY IMPORTANT SECOND I WANT TO TELL YOU ABOUT YOU IT'S EXTREMELY IMPORTANT SECOND I WANT TO TELL YOU ABOUT YOU ABOUT AN OLD FRIEND OF MINE, I WANT TO TELL YOU

142ABOUT YOU ABOUT AN OLD FRIEND OF MINE, I WANT TO TELL YOU ABOUT YOU ABOUT AN OLD FRIEND OF MINE, STEVEN. ABOUT AN OLD FRIEND OF MINE, STEVEN. ABOUT AN OLD FRIEND OF MINE, STEVEN. WE MET IN ELEMENTARY SCHOOL HE STEVEN. WE MET IN ELEMENTARY SCHOOL HE STEVEN. WE MET IN ELEMENTARY SCHOOL HE WAS HE WAS TALL AND LANKY AND WE MET IN ELEMENTARY SCHOOL HE WAS HE WAS TALL AND LANKY AND WE MET IN ELEMENTARY SCHOOL HE WAS HE WAS TALL AND LANKY AND DARK CURLY HAIR AND LIGHT BLUE WAS HE WAS TALL AND LANKY AND DARK CURLY HAIR AND LIGHT BLUE WAS HE WAS TALL AND LANKY AND DARK CURLY HAIR AND LIGHT BLUE EYES AND HE WAS VERY, VERY, DARK CURLY HAIR AND LIGHT BLUE EYES AND HE WAS VERY, VERY, DARK

143CURLY HAIR AND LIGHT BLUE EYES AND HE WAS VERY, VERY, VERY HANDSOME AND HAD A REALLY EYES AND HE WAS VERY, VERY, VERY HANDSOME AND HAD A REALLY EYES AND HE WAS VERY, VERY, VERY HANDSOME AND HAD A REALLY BIG >> CRUSH ON HE WORE BRACES VERY HANDSOME AND HAD A REALLY BIG >> CRUSH ON HE WORE BRACES VERY HANDSOME AND HAD A REALLY BIG >> CRUSH ON HE WORE BRACES AND WE KNEW EACH OTHER AND BIG >> CRUSH ON HE WORE BRACES AND WE KNEW EACH OTHER AND BIG >> CRUSH ON HE WORE BRACES AND WE KNEW EACH OTHER AND FIFTH AND SIXTH GRADE. AND WE KNEW EACH OTHER AND FIFTH AND SIXTH GRADE. AND WE KNEW EACH OTHER AND FIFTH AND SIXTH GRADE. THEN IN HIGH SCHOOL HE SHOT FIFTH AND SIXTH GRADE.

144THEN IN HIGH SCHOOL HE SHOT FIFTH AND SIXTH GRADE. THEN IN HIGH SCHOOL HE SHOT HIMSELF IN THE HEAD AND DIED I THEN IN HIGH SCHOOL HE SHOT HIMSELF IN THE HEAD AND DIED I THEN IN HIGH SCHOOL HE SHOT HIMSELF IN THE HEAD AND DIED I DON'T KNOW WHAT KIND OF GUN IT HIMSELF IN THE HEAD AND DIED I DON'T KNOW WHAT KIND OF GUN IT HIMSELF IN THE HEAD AND DIED I DON'T KNOW WHAT KIND OF GUN IT WAS AND I DON'T KNOW WHO'S GONE DON'T KNOW WHAT KIND OF GUN IT WAS AND I DON'T KNOW WHO'S GONE DON'T KNOW WHAT KIND OF GUN IT WAS AND I DON'T KNOW WHO'S GONE IT WAS BUT I KNOW THAT HE WAS AND I DON'T KNOW WHO'S GONE IT WAS BUT I KNOW THAT HE

145WAS AND I DON'T KNOW WHO'S GONE IT WAS BUT I KNOW THAT HE SHOULD NOT HAVE HAD ACCESS TO IT WAS BUT I KNOW THAT HE SHOULD NOT HAVE HAD ACCESS TO IT WAS BUT I KNOW THAT HE SHOULD NOT HAVE HAD ACCESS TO IT. SHOULD NOT HAVE HAD ACCESS TO IT. SHOULD NOT HAVE HAD ACCESS TO IT. A CONVERSATION ABOUT LOCKING UP IT. A CONVERSATION ABOUT LOCKING UP IT. A CONVERSATION ABOUT LOCKING UP GUNS COULD HAVE SAVED HIS LIFE. A CONVERSATION ABOUT LOCKING UP GUNS COULD HAVE SAVED HIS LIFE. A CONVERSATION ABOUT LOCKING UP GUNS COULD HAVE SAVED HIS LIFE. THANK YOU OUR NEXT OUR NEXT GUNS COULD HAVE SAVED HIS LIFE. THANK YOU OUR NEXT OUR NEXT GUNS COULD HAVE SAVED HIS LIFE. THANK YOU OUR NEXT OUR NEXT SPEAKER IS SUSAN BOASBERG

146THANK YOU OUR NEXT OUR NEXT SPEAKER IS SUSAN BOASBERG THANK YOU OUR NEXT OUR NEXT SPEAKER IS SUSAN BOASBERG NAMPAK KAZINSKY THEN MELISSA SPEAKER IS SUSAN BOASBERG NAMPAK KAZINSKY THEN MELISSA SPEAKER IS SUSAN BOASBERG NAMPAK KAZINSKY THEN MELISSA LUCAS AND THAT EVENING I'VE NAMPAK KAZINSKY THEN MELISSA LUCAS AND THAT EVENING I'VE NAMPAK KAZINSKY THEN MELISSA LUCAS AND THAT EVENING I'VE BEEN UP HERE MANY TIMES TO TALK LUCAS AND THAT EVENING I'VE BEEN UP HERE MANY TIMES TO TALK LUCAS AND THAT EVENING I'VE BEEN UP HERE MANY TIMES TO TALK ABOUT THIS ISSUE SO I WANT TO BEEN UP HERE MANY TIMES TO TALK ABOUT THIS ISSUE SO I WANT TO BEEN UP HERE MANY TIMES TO TALK ABOUT THIS ISSUE SO I WANT TO THANK YOU FOR THIS RESOLUTION ABOUT THIS ISSUE SO I WANT

147TO THANK YOU FOR THIS RESOLUTION ABOUT THIS ISSUE SO I WANT TO THANK YOU FOR THIS RESOLUTION THIS IS NOT ABOUT TAKING THANK YOU FOR THIS RESOLUTION THIS IS NOT ABOUT TAKING THANK YOU FOR THIS RESOLUTION THIS IS NOT ABOUT TAKING ANYONE'S GUNS AWAY INFRINGING THIS IS NOT ABOUT TAKING ANYONE'S GUNS AWAY INFRINGING THIS IS NOT ABOUT TAKING ANYONE'S GUNS AWAY INFRINGING ON ANYONE'S RIGHT TO OWN ANYONE'S GUNS AWAY INFRINGING ON ANYONE'S RIGHT TO OWN ANYONE'S GUNS AWAY INFRINGING ON ANYONE'S RIGHT TO OWN FIREARMS. ON ANYONE'S RIGHT TO OWN FIREARMS. ON ANYONE'S RIGHT TO OWN FIREARMS. I GREW UP IN A HOUSE WITH FIREARMS. I GREW UP IN A HOUSE WITH FIREARMS. I GREW UP IN A HOUSE WITH FIREARMS THIS IS ABOUT I GREW UP IN A HOUSE WITH FIREARMS THIS IS ABOUT I

148GREW UP IN A HOUSE WITH FIREARMS THIS IS ABOUT PROMOTING RESPONSIBLE GUN FIREARMS THIS IS ABOUT PROMOTING RESPONSIBLE GUN FIREARMS THIS IS ABOUT PROMOTING RESPONSIBLE GUN OWNERSHIP TO REDUCE GUN DEATHS PROMOTING RESPONSIBLE GUN OWNERSHIP TO REDUCE GUN DEATHS PROMOTING RESPONSIBLE GUN OWNERSHIP TO REDUCE GUN DEATHS ESPECIALLY AMONG OUR CHILDREN OWNERSHIP TO REDUCE GUN DEATHS ESPECIALLY AMONG OUR CHILDREN OWNERSHIP TO REDUCE GUN DEATHS ESPECIALLY AMONG OUR CHILDREN AND TEENS. ESPECIALLY AMONG OUR CHILDREN AND TEENS. ESPECIALLY AMONG OUR CHILDREN AND TEENS. FIREARMS ARE THE LEADING CAUSE AND TEENS. FIREARMS ARE THE LEADING CAUSE AND TEENS. FIREARMS ARE THE LEADING CAUSE OF DEATH FOR CHILDREN AND TEENS FIREARMS ARE THE LEADING CAUSE OF DEATH FOR CHILDREN AND TEENS FIREARMS ARE THE LEADING CAUSE OF DEATH FOR CHILDREN AND TEENS 17 AND UNDER THESE FOR KIDS IS OF DEATH

149FOR CHILDREN AND TEENS 17 AND UNDER THESE FOR KIDS IS OF DEATH FOR CHILDREN AND TEENS 17 AND UNDER THESE FOR KIDS IS A CAMPAIGN TO TAKE ACTION TO 17 AND UNDER THESE FOR KIDS IS A CAMPAIGN TO TAKE ACTION TO 17 AND UNDER THESE FOR KIDS IS A CAMPAIGN TO TAKE ACTION TO PROMOTE RESPONSIBLE GUN A CAMPAIGN TO TAKE ACTION TO PROMOTE RESPONSIBLE GUN A CAMPAIGN TO TAKE ACTION TO PROMOTE RESPONSIBLE GUN OWNERSHIP AND REDUCE GUN PROMOTE RESPONSIBLE GUN OWNERSHIP AND REDUCE GUN PROMOTE RESPONSIBLE GUN OWNERSHIP AND REDUCE GUN VIOLENCE GUN DEATHS IN THE LAST OWNERSHIP AND REDUCE GUN VIOLENCE GUN DEATHS IN THE LAST OWNERSHIP AND REDUCE GUN VIOLENCE GUN DEATHS IN THE LAST FEW YEARS FIREARM RELATED VIOLENCE GUN DEATHS IN THE LAST FEW YEARS FIREARM RELATED VIOLENCE GUN DEATHS IN THE

150LAST FEW YEARS FIREARM RELATED DEATHS HAVE RISEN AMONG FEW YEARS FIREARM RELATED DEATHS HAVE RISEN AMONG FEW YEARS FIREARM RELATED DEATHS HAVE RISEN AMONG CHILDREN AND TEENS INCREASING DEATHS HAVE RISEN AMONG CHILDREN AND TEENS INCREASING DEATHS HAVE RISEN AMONG CHILDREN AND TEENS INCREASING 46 PERCENT FROM TWENTY EIGHTEEN CHILDREN AND TEENS INCREASING 46 PERCENT FROM TWENTY EIGHTEEN CHILDREN AND TEENS INCREASING 46 PERCENT FROM TWENTY EIGHTEEN TO TWENTY TWENTY TWO ALSO 46 PERCENT FROM TWENTY EIGHTEEN TO TWENTY TWENTY TWO ALSO 46 PERCENT FROM TWENTY EIGHTEEN TO TWENTY TWENTY TWO ALSO SUICIDES BY FIREARM HAVE TO TWENTY TWENTY TWO ALSO SUICIDES BY FIREARM HAVE TO TWENTY TWENTY TWO ALSO SUICIDES BY FIREARM HAVE INCREASED OVER THE PAST DECADE. SUICIDES BY FIREARM HAVE INCREASED OVER THE PAST DECADE. SUICIDES BY FIREARM HAVE INCREASED OVER THE PAST DECADE. MOST THESE

151DEATHS AS WELL AS INCREASED OVER THE PAST DECADE. MOST THESE DEATHS AS WELL AS INCREASED OVER THE PAST DECADE. MOST THESE DEATHS AS WELL AS MANY FIREARM RELATED INJURIES MOST THESE DEATHS AS WELL AS MANY FIREARM RELATED INJURIES MOST THESE DEATHS AS WELL AS MANY FIREARM RELATED INJURIES CAN BE PREVENTED THROUGH SECURE MANY FIREARM RELATED INJURIES CAN BE PREVENTED THROUGH SECURE MANY FIREARM RELATED INJURIES CAN BE PREVENTED THROUGH SECURE FIREARMS STORAGE. CAN BE PREVENTED THROUGH SECURE FIREARMS STORAGE. CAN BE PREVENTED THROUGH SECURE FIREARMS STORAGE. WE'RE ASKING YOU THE VIRGINIA FIREARMS STORAGE. WE'RE ASKING YOU THE VIRGINIA FIREARMS STORAGE. WE'RE ASKING YOU THE VIRGINIA EACH SCHOOL DIVISION TO PARTNER WE'RE ASKING YOU THE VIRGINIA EACH SCHOOL DIVISION TO PARTNER WE'RE ASKING YOU THE VIRGINIA EACH SCHOOL DIVISION TO PARTNER OUR COMMUNITY TO INCREASE EACH SCHOOL DIVISION

152TO PARTNER OUR COMMUNITY TO INCREASE EACH SCHOOL DIVISION TO PARTNER OUR COMMUNITY TO INCREASE AWARENESS AMONG STUDENTS OUR COMMUNITY TO INCREASE AWARENESS AMONG STUDENTS OUR COMMUNITY TO INCREASE AWARENESS AMONG STUDENTS FAMILIES AND STAFF ABOUT THE AWARENESS AMONG STUDENTS FAMILIES AND STAFF ABOUT THE AWARENESS AMONG STUDENTS FAMILIES AND STAFF ABOUT THE IMPORTANCE OF SECURE GUN FAMILIES AND STAFF ABOUT THE IMPORTANCE OF SECURE GUN FAMILIES AND STAFF ABOUT THE IMPORTANCE OF SECURE GUN STORAGE YOU CAN DO THIS BY IMPORTANCE OF SECURE GUN STORAGE YOU CAN DO THIS BY IMPORTANCE OF SECURE GUN STORAGE YOU CAN DO THIS BY PROVIDING RESOURCES INSECURE STORAGE YOU CAN DO THIS BY PROVIDING RESOURCES INSECURE STORAGE YOU CAN DO THIS BY PROVIDING RESOURCES INSECURE ABOUT SECURE STORAGE ON YOUR PROVIDING RESOURCES INSECURE ABOUT SECURE STORAGE ON YOUR PROVIDING RESOURCES INSECURE ABOUT SECURE

153STORAGE ON YOUR WEBSITE AND EMAILS TO FAMILIES ABOUT SECURE STORAGE ON YOUR WEBSITE AND EMAILS TO FAMILIES ABOUT SECURE STORAGE ON YOUR WEBSITE AND EMAILS TO FAMILIES LIKE SO MANY OTHER SCHOOL WEBSITE AND EMAILS TO FAMILIES LIKE SO MANY OTHER SCHOOL WEBSITE AND EMAILS TO FAMILIES LIKE SO MANY OTHER SCHOOL DISTRICTS ARE DOING ACROSS THE LIKE SO MANY OTHER SCHOOL DISTRICTS ARE DOING ACROSS THE LIKE SO MANY OTHER SCHOOL DISTRICTS ARE DOING ACROSS THE COUNTRY AND ORGANIZATIONS LIKE DISTRICTS ARE DOING ACROSS THE COUNTRY AND ORGANIZATIONS LIKE DISTRICTS ARE DOING ACROSS THE COUNTRY AND ORGANIZATIONS LIKE THE AMERICAN ACADEMY COUNTRY AND ORGANIZATIONS LIKE THE AMERICAN ACADEMY COUNTRY AND ORGANIZATIONS LIKE THE AMERICAN ACADEMY OF PEDIATRICS PROVIDING OUR THE AMERICAN ACADEMY OF PEDIATRICS PROVIDING OUR THE AMERICAN ACADEMY OF PEDIATRICS PROVIDING OUR STUDENTS AND STAFF IN VIRGINIA

154OF PEDIATRICS PROVIDING OUR STUDENTS AND STAFF IN VIRGINIA OF PEDIATRICS PROVIDING OUR STUDENTS AND STAFF IN VIRGINIA BIG SCHOOLS WITH SAFE STUDENTS AND STAFF IN VIRGINIA BIG SCHOOLS WITH SAFE STUDENTS AND STAFF IN VIRGINIA BIG SCHOOLS WITH SAFE EDUCATIONAL ENVIRONMENT BIG SCHOOLS WITH SAFE EDUCATIONAL ENVIRONMENT BIG SCHOOLS WITH SAFE EDUCATIONAL ENVIRONMENT ENVIRONMENT SHOULD BE OUR TOP EDUCATIONAL ENVIRONMENT ENVIRONMENT SHOULD BE OUR TOP EDUCATIONAL ENVIRONMENT ENVIRONMENT SHOULD BE OUR TOP PRIORITY STUDENTS CANNOT LEARN ENVIRONMENT SHOULD BE OUR TOP PRIORITY STUDENTS CANNOT LEARN ENVIRONMENT SHOULD BE OUR TOP PRIORITY STUDENTS CANNOT LEARN IF THEY DO NOT FEEL SAFE SECURE PRIORITY STUDENTS CANNOT LEARN IF THEY DO NOT FEEL SAFE SECURE PRIORITY STUDENTS CANNOT LEARN IF THEY DO NOT FEEL SAFE SECURE STORAGE MEANS KEEPING GUNS IF THEY DO NOT FEEL SAFE SECURE STORAGE MEANS KEEPING GUNS IF

155THEY DO NOT FEEL SAFE SECURE STORAGE MEANS KEEPING GUNS UNLOADED, LOCKED AND STORED STORAGE MEANS KEEPING GUNS UNLOADED, LOCKED AND STORED STORAGE MEANS KEEPING GUNS UNLOADED, LOCKED AND STORED SEPARATELY FROM AMMUNITION. UNLOADED, LOCKED AND STORED SEPARATELY FROM AMMUNITION. UNLOADED, LOCKED AND STORED SEPARATELY FROM AMMUNITION. PARENTS OFTEN THINK KIDS DON'T SEPARATELY FROM AMMUNITION. PARENTS OFTEN THINK KIDS DON'T SEPARATELY FROM AMMUNITION. PARENTS OFTEN THINK KIDS DON'T KNOW WHERE THEY'RE FIREARMS ARE PARENTS OFTEN THINK KIDS DON'T KNOW WHERE THEY'RE FIREARMS ARE PARENTS OFTEN THINK KIDS DON'T KNOW WHERE THEY'RE FIREARMS ARE KEPT OR TRUST THAT THEIR KIDS KNOW WHERE THEY'RE FIREARMS ARE KEPT OR TRUST THAT THEIR KIDS KNOW WHERE THEY'RE FIREARMS ARE KEPT OR TRUST THAT THEIR KIDS WON'T TOUCH OR FIREARMS BECAUSE KEPT OR TRUST THAT THEIR KIDS WON'T TOUCH OR FIREARMS BECAUSE KEPT OR TRUST

156THAT THEIR KIDS WON'T TOUCH OR FIREARMS BECAUSE THEY'VE BEEN TOLD TO. WON'T TOUCH OR FIREARMS BECAUSE THEY'VE BEEN TOLD TO. WON'T TOUCH OR FIREARMS BECAUSE THEY'VE BEEN TOLD TO. WELL, RESEARCH SHOWS THAT THAT THEY'VE BEEN TOLD TO. WELL, RESEARCH SHOWS THAT THAT THEY'VE BEEN TOLD TO. WELL, RESEARCH SHOWS THAT THAT JUST ISN'T TRUE FOUR POINT SIX WELL, RESEARCH SHOWS THAT THAT JUST ISN'T TRUE FOUR POINT SIX WELL, RESEARCH SHOWS THAT THAT JUST ISN'T TRUE FOUR POINT SIX MILLION CHILDREN IN AMERICA JUST ISN'T TRUE FOUR POINT SIX MILLION CHILDREN IN AMERICA JUST ISN'T TRUE FOUR POINT SIX MILLION CHILDREN IN AMERICA LIVE HOMES WITH GUNS THAT ARE MILLION CHILDREN IN AMERICA LIVE HOMES WITH GUNS THAT ARE MILLION CHILDREN IN AMERICA LIVE HOMES WITH GUNS THAT ARE BOTH LOADED AND UNLOCKED THREE LIVE HOMES WITH GUNS

157THAT ARE BOTH LOADED AND UNLOCKED THREE LIVE HOMES WITH GUNS THAT ARE BOTH LOADED AND UNLOCKED THREE OUT OF FOUR SCHOOL SHOOTERS BOTH LOADED AND UNLOCKED THREE OUT OF FOUR SCHOOL SHOOTERS BOTH LOADED AND UNLOCKED THREE OUT OF FOUR SCHOOL SHOOTERS USED A FIREARM THEY TOOK FROM OUT OF FOUR SCHOOL SHOOTERS USED A FIREARM THEY TOOK FROM OUT OF FOUR SCHOOL SHOOTERS USED A FIREARM THEY TOOK FROM THE PARENT OR CLOSE RELATIVES USED A FIREARM THEY TOOK FROM THE PARENT OR CLOSE RELATIVES USED A FIREARM THEY TOOK FROM THE PARENT OR CLOSE RELATIVES IN THE HOME AND ANY LAW THE PARENT OR CLOSE RELATIVES IN THE HOME AND ANY LAW THE PARENT OR CLOSE RELATIVES IN THE HOME AND ANY LAW ENFORCEMENT OFFICER WOULD TELL IN THE HOME AND ANY LAW ENFORCEMENT OFFICER WOULD TELL

158IN THE HOME AND ANY LAW ENFORCEMENT OFFICER WOULD TELL YOU THAT ANOTHER PLACE THE KIDS ENFORCEMENT OFFICER WOULD TELL YOU THAT ANOTHER PLACE THE KIDS ENFORCEMENT OFFICER WOULD TELL YOU THAT ANOTHER PLACE THE KIDS ARE GETTING THESE GUNS IS YOU THAT ANOTHER PLACE THE KIDS ARE GETTING THESE GUNS IS YOU THAT ANOTHER PLACE THE KIDS ARE GETTING THESE GUNS IS STEALING THEM OUT OF CARS ARE GETTING THESE GUNS IS STEALING THEM OUT OF CARS ARE GETTING THESE GUNS IS STEALING THEM OUT OF CARS BECAUSE PEOPLE KINDERGARTENS UP STEALING THEM OUT OF CARS BECAUSE PEOPLE KINDERGARTENS UP STEALING THEM OUT OF CARS BECAUSE PEOPLE KINDERGARTENS UP AFTER UP AFTER YET ANOTHER BECAUSE PEOPLE KINDERGARTENS UP AFTER UP AFTER YET ANOTHER BECAUSE PEOPLE KINDERGARTENS UP AFTER UP AFTER YET ANOTHER SENSELESS DEATH OF A CHILD IN AFTER

159UP AFTER YET ANOTHER SENSELESS DEATH OF A CHILD IN AFTER UP AFTER YET ANOTHER SENSELESS DEATH OF A CHILD IN VIRGINIA BEACH CHIEF NEWDEGATE SENSELESS DEATH OF A CHILD IN VIRGINIA BEACH CHIEF NEWDEGATE SENSELESS DEATH OF A CHILD IN VIRGINIA BEACH CHIEF NEWDEGATE SAID ONCE AGAIN I WILL MAKE A VIRGINIA BEACH CHIEF NEWDEGATE SAID ONCE AGAIN I WILL MAKE A VIRGINIA BEACH CHIEF NEWDEGATE SAID ONCE AGAIN I WILL MAKE A PLEA TO OUR COMMUNITY ASKING SAID ONCE AGAIN I WILL MAKE A PLEA TO OUR COMMUNITY ASKING SAID ONCE AGAIN I WILL MAKE A PLEA TO OUR COMMUNITY ASKING THEM TO TAKE THE NECESSARY PLEA TO OUR COMMUNITY ASKING THEM TO TAKE THE NECESSARY PLEA TO OUR COMMUNITY ASKING THEM TO TAKE THE NECESSARY STEPS TO KEEP THEIR FIREARMS THEM TO TAKE THE NECESSARY STEPS TO

160KEEP THEIR FIREARMS THEM TO TAKE THE NECESSARY STEPS TO KEEP THEIR FIREARMS OUT OF THE HANDS OF THOSE WHO STEPS TO KEEP THEIR FIREARMS OUT OF THE HANDS OF THOSE WHO STEPS TO KEEP THEIR FIREARMS OUT OF THE HANDS OF THOSE WHO SHOULD NOT HAVE ACCESS WE ARE OUT OF THE HANDS OF THOSE WHO SHOULD NOT HAVE ACCESS WE ARE OUT OF THE HANDS OF THOSE WHO SHOULD NOT HAVE ACCESS WE ARE SEEING A TREND ACROSS THE SHOULD NOT HAVE ACCESS WE ARE SEEING A TREND ACROSS THE SHOULD NOT HAVE ACCESS WE ARE SEEING A TREND ACROSS THE UNITED STATES COURTS ARE SEEING A TREND ACROSS THE UNITED STATES COURTS ARE SEEING A TREND ACROSS THE UNITED STATES COURTS ARE HOLDING PARENTS AND SCHOOL UNITED STATES COURTS ARE HOLDING PARENTS AND SCHOOL UNITED STATES COURTS

161ARE HOLDING PARENTS AND SCHOOL SYSTEMS ACCOUNTABLE FOR A HOLDING PARENTS AND SCHOOL SYSTEMS ACCOUNTABLE FOR A HOLDING PARENTS AND SCHOOL SYSTEMS ACCOUNTABLE FOR A TRAGIC AND UNPREVENTABLE MSRA SYSTEMS ACCOUNTABLE FOR A TRAGIC AND UNPREVENTABLE MSRA SYSTEMS ACCOUNTABLE FOR A TRAGIC AND UNPREVENTABLE MSRA PREVENTABLE DEATHS AND INJURIES TRAGIC AND UNPREVENTABLE MSRA PREVENTABLE DEATHS AND INJURIES TRAGIC AND UNPREVENTABLE MSRA PREVENTABLE DEATHS AND INJURIES TO OUR CHILDREN IN SCHOOL STAFF PREVENTABLE DEATHS AND INJURIES TO OUR CHILDREN IN SCHOOL STAFF PREVENTABLE DEATHS AND INJURIES TO OUR CHILDREN IN SCHOOL STAFF DUE TO FAILURES TO FIREARMS OUT TO OUR CHILDREN IN SCHOOL STAFF DUE TO FAILURES TO FIREARMS OUT TO OUR CHILDREN IN SCHOOL STAFF DUE TO FAILURES TO FIREARMS OUT OF THE HANDS OF CHILDREN AND DUE TO FAILURES TO FIREARMS OUT OF THE HANDS OF CHILDREN AND DUE

162TO FAILURES TO FIREARMS OUT OF THE HANDS OF CHILDREN AND PEOPLE WHO SHOULD NOT HAVE OF THE HANDS OF CHILDREN AND PEOPLE WHO SHOULD NOT HAVE OF THE HANDS OF CHILDREN AND PEOPLE WHO SHOULD NOT HAVE ACCESS TO THEM THIS IS A THIS PEOPLE WHO SHOULD NOT HAVE ACCESS TO THEM THIS IS A THIS PEOPLE WHO SHOULD NOT HAVE ACCESS TO THEM THIS IS A THIS IS PERSONAL FOR ME SECURE GUN ACCESS TO THEM THIS IS A THIS IS PERSONAL FOR ME SECURE GUN ACCESS TO THEM THIS IS A THIS IS PERSONAL FOR ME SECURE GUN STORAGE, SAVE A LIFE OF MY IS PERSONAL FOR ME SECURE GUN STORAGE, SAVE A LIFE OF MY IS PERSONAL FOR ME SECURE GUN STORAGE, SAVE A LIFE OF MY NEPHEW THREE YEARS LATER HE'S STORAGE, SAVE A LIFE

163OF MY NEPHEW THREE YEARS LATER HE'S STORAGE, SAVE A LIFE OF MY NEPHEW THREE YEARS LATER HE'S THRIVING. NEPHEW THREE YEARS LATER HE'S THRIVING. NEPHEW THREE YEARS LATER HE'S THRIVING. YOU HAVE THE POWER TO JOIN LAW THRIVING. YOU HAVE THE POWER TO JOIN LAW THRIVING. YOU HAVE THE POWER TO JOIN LAW ENFORCEMENT PEDIATRICIANS, THE YOU HAVE THE POWER TO JOIN LAW ENFORCEMENT PEDIATRICIANS, THE YOU HAVE THE POWER TO JOIN LAW ENFORCEMENT PEDIATRICIANS, THE COURTS COMMUNITY GROUPS AND ENFORCEMENT PEDIATRICIANS, THE COURTS COMMUNITY GROUPS AND ENFORCEMENT PEDIATRICIANS, THE COURTS COMMUNITY GROUPS AND OTHERS TO HELP PREVENT COURTS COMMUNITY GROUPS AND OTHERS TO HELP PREVENT COURTS COMMUNITY GROUPS AND OTHERS TO HELP PREVENT SENSELESS SHOOTINGS THAT KILL OTHERS TO HELP PREVENT SENSELESS SHOOTINGS THAT KILL OTHERS TO HELP PREVENT SENSELESS SHOOTINGS THAT KILL CHILDREN AND CAUSE COMMUNITY SENSELESS

164SHOOTINGS THAT KILL CHILDREN AND CAUSE COMMUNITY SENSELESS SHOOTINGS THAT KILL CHILDREN AND CAUSE COMMUNITY TRAUMA POLICE. CHILDREN AND CAUSE COMMUNITY TRAUMA POLICE. CHILDREN AND CAUSE COMMUNITY TRAUMA POLICE. PLEASE SUPPORT A RESOLUTION TO TRAUMA POLICE. PLEASE SUPPORT A RESOLUTION TO TRAUMA POLICE. PLEASE SUPPORT A RESOLUTION TO NOTIFY FAMILIES ABOUT THE PLEASE SUPPORT A RESOLUTION TO NOTIFY FAMILIES ABOUT THE PLEASE SUPPORT A RESOLUTION TO NOTIFY FAMILIES ABOUT THE IMPORTANCE OF SECURED STORAGE NOTIFY FAMILIES ABOUT THE IMPORTANCE OF SECURED STORAGE NOTIFY FAMILIES ABOUT THE IMPORTANCE OF SECURED STORAGE AND I'M ALSO GOING TO ADD TODAY IMPORTANCE OF SECURED STORAGE AND I'M ALSO GOING TO ADD TODAY IMPORTANCE OF SECURED STORAGE AND I'M ALSO GOING TO ADD TODAY JUST SAW EMAIL TO PARENTS THAT AND I'M ALSO GOING TO ADD TODAY JUST SAW EMAIL TO PARENTS THAT AND I'M

165ALSO GOING TO ADD TODAY JUST SAW EMAIL TO PARENTS THAT SOMETHING HAPPENED IN OCEAN JUST SAW EMAIL TO PARENTS THAT SOMETHING HAPPENED IN OCEAN JUST SAW EMAIL TO PARENTS THAT SOMETHING HAPPENED IN OCEAN LAKES HIGH SCHOOL. SOMETHING HAPPENED IN OCEAN LAKES HIGH SCHOOL. SOMETHING HAPPENED IN OCEAN LAKES HIGH SCHOOL. THIS IS AN OPPORTUNITY TO REACH LAKES HIGH SCHOOL. THIS IS AN OPPORTUNITY TO REACH LAKES HIGH SCHOOL. THIS IS AN OPPORTUNITY TO REACH OUT TO PARENTS AND SAY PLEASE THIS IS AN OPPORTUNITY TO REACH OUT TO PARENTS AND SAY PLEASE THIS IS AN OPPORTUNITY TO REACH OUT TO PARENTS AND SAY PLEASE SECURE YOUR FIREARMS AND THANK OUT TO PARENTS AND SAY PLEASE SECURE YOUR FIREARMS AND THANK OUT TO PARENTS AND SAY PLEASE SECURE YOUR FIREARMS AND THANK YOU SO MUCH OUR NEXT SPEAKER IS

166SECURE YOUR FIREARMS AND THANK YOU SO MUCH OUR NEXT SPEAKER IS SECURE YOUR FIREARMS AND THANK YOU SO MUCH OUR NEXT SPEAKER IS PAT KAZINSKY AND MELISSA LUCAS YOU SO MUCH OUR NEXT SPEAKER IS PAT KAZINSKY AND MELISSA LUCAS YOU SO MUCH OUR NEXT SPEAKER IS PAT KAZINSKY AND MELISSA LUCAS . PAT KAZINSKY AND MELISSA LUCAS . PAT KAZINSKY AND MELISSA LUCAS . GOOD EVENING. . GOOD EVENING. . GOOD EVENING. SUPERINTENDENT ROBINSON, GOOD EVENING. SUPERINTENDENT ROBINSON, GOOD EVENING. SUPERINTENDENT ROBINSON, CHAIRWOMAN ELENA KAGAN MEMBERS SUPERINTENDENT ROBINSON, CHAIRWOMAN ELENA KAGAN MEMBERS SUPERINTENDENT ROBINSON, CHAIRWOMAN ELENA KAGAN MEMBERS OF THE SCHOOL BOARD THANK YOU CHAIRWOMAN ELENA KAGAN MEMBERS OF THE SCHOOL BOARD THANK YOU CHAIRWOMAN ELENA KAGAN MEMBERS OF THE SCHOOL BOARD THANK YOU FOR YOUR HARD WORK AND SERVICE OF THE SCHOOL BOARD THANK YOU FOR YOUR

167HARD WORK AND SERVICE OF THE SCHOOL BOARD THANK YOU FOR YOUR HARD WORK AND SERVICE TO OUR COMMUNITY MY NAME IS FOR YOUR HARD WORK AND SERVICE TO OUR COMMUNITY MY NAME IS FOR YOUR HARD WORK AND SERVICE TO OUR COMMUNITY MY NAME IS PACKAGE IN TURKEY AND I'VE TO OUR COMMUNITY MY NAME IS PACKAGE IN TURKEY AND I'VE TO OUR COMMUNITY MY NAME IS PACKAGE IN TURKEY AND I'VE SPOKEN BEFORE THIS BOARD THE PACKAGE IN TURKEY AND I'VE SPOKEN BEFORE THIS BOARD THE PACKAGE IN TURKEY AND I'VE SPOKEN BEFORE THIS BOARD THE PAST SEVERAL TIMES IN SUPPORT SPOKEN BEFORE THIS BOARD THE PAST SEVERAL TIMES IN SUPPORT SPOKEN BEFORE THIS BOARD THE PAST SEVERAL TIMES IN SUPPORT OF SECURE GUN STORAGE MESSAGING PAST SEVERAL TIMES IN SUPPORT OF SECURE GUN STORAGE MESSAGING PAST SEVERAL

168TIMES IN SUPPORT OF SECURE GUN STORAGE MESSAGING THAT WILL SAVE LIVES I'M OF SECURE GUN STORAGE MESSAGING THAT WILL SAVE LIVES I'M OF SECURE GUN STORAGE MESSAGING THAT WILL SAVE LIVES I'M GRATEFUL FOR ALL THIS VIRGINIA THAT WILL SAVE LIVES I'M GRATEFUL FOR ALL THIS VIRGINIA THAT WILL SAVE LIVES I'M GRATEFUL FOR ALL THIS VIRGINIA BEACH VIRGINIA BEACH EDUCATORS GRATEFUL FOR ALL THIS VIRGINIA BEACH VIRGINIA BEACH EDUCATORS GRATEFUL FOR ALL THIS VIRGINIA BEACH VIRGINIA BEACH EDUCATORS WHO PROVIDED MY THREE NOW GROWN BEACH VIRGINIA BEACH EDUCATORS WHO PROVIDED MY THREE NOW GROWN BEACH VIRGINIA BEACH EDUCATORS WHO PROVIDED MY THREE NOW GROWN CHILDREN WITH AN EXCELLENT WHO PROVIDED MY THREE NOW GROWN CHILDREN WITH AN EXCELLENT WHO PROVIDED MY THREE NOW GROWN CHILDREN WITH AN EXCELLENT EDUCATION I BELIEVE WE HAVE THE CHILDREN WITH AN EXCELLENT

169EDUCATION I BELIEVE WE HAVE THE CHILDREN WITH AN EXCELLENT EDUCATION I BELIEVE WE HAVE THE BEST WHO ARE IN VIRGINIA BEACH EDUCATION I BELIEVE WE HAVE THE BEST WHO ARE IN VIRGINIA BEACH EDUCATION I BELIEVE WE HAVE THE BEST WHO ARE IN VIRGINIA BEACH AND THOSE INCLUDE NEIGHBOR, A BEST WHO ARE IN VIRGINIA BEACH AND THOSE INCLUDE NEIGHBOR, A BEST WHO ARE IN VIRGINIA BEACH AND THOSE INCLUDE NEIGHBOR, A COLLEAGUE AND MY BELOVED AND THOSE INCLUDE NEIGHBOR, A COLLEAGUE AND MY BELOVED AND THOSE INCLUDE NEIGHBOR, A COLLEAGUE AND MY BELOVED DAUGHTER IN LAW THEIR SAFETY COLLEAGUE AND MY BELOVED DAUGHTER IN LAW THEIR SAFETY COLLEAGUE AND MY BELOVED DAUGHTER IN LAW THEIR SAFETY AND THE POSSIBILITY OF THEM DAUGHTER IN LAW THEIR SAFETY AND THE POSSIBILITY OF THEM DAUGHTER IN LAW THEIR SAFETY AND THE

170POSSIBILITY OF THEM PROTECTORS FOR OUR CHILDREN IN AND THE POSSIBILITY OF THEM PROTECTORS FOR OUR CHILDREN IN AND THE POSSIBILITY OF THEM PROTECTORS FOR OUR CHILDREN IN SCHOOLS FROM GUNFIRE IS ONE PROTECTORS FOR OUR CHILDREN IN SCHOOLS FROM GUNFIRE IS ONE PROTECTORS FOR OUR CHILDREN IN SCHOOLS FROM GUNFIRE IS ONE REASON FOR BEING HERE TONIGHT I SCHOOLS FROM GUNFIRE IS ONE REASON FOR BEING HERE TONIGHT I SCHOOLS FROM GUNFIRE IS ONE REASON FOR BEING HERE TONIGHT I WANT EVERYONE IN OUR SCHOOL REASON FOR BEING HERE TONIGHT I WANT EVERYONE IN OUR SCHOOL REASON FOR BEING HERE TONIGHT I WANT EVERYONE IN OUR SCHOOL BUILDINGS TO BE SAFE BECAUSE WE WANT EVERYONE IN OUR SCHOOL BUILDINGS TO BE SAFE BECAUSE WE WANT EVERYONE IN OUR SCHOOL BUILDINGS TO BE SAFE BECAUSE WE THE ADULTS ARE RESPONSIBLE

171AND BUILDINGS TO BE SAFE BECAUSE WE THE ADULTS ARE RESPONSIBLE AND BUILDINGS TO BE SAFE BECAUSE WE THE ADULTS ARE RESPONSIBLE AND ARE TAKING STEPS TO PROTECT THE ADULTS ARE RESPONSIBLE AND ARE TAKING STEPS TO PROTECT THE ADULTS ARE RESPONSIBLE AND ARE TAKING STEPS TO PROTECT THEM. ARE TAKING STEPS TO PROTECT THEM. ARE TAKING STEPS TO PROTECT THEM. I HOPE THAT WE CAN ALL AGREE THEM. I HOPE THAT WE CAN ALL AGREE THEM. I HOPE THAT WE CAN ALL AGREE THAT A COMMON SENSE ACTION TO I HOPE THAT WE CAN ALL AGREE THAT A COMMON SENSE ACTION TO I HOPE THAT WE CAN ALL AGREE THAT A COMMON SENSE ACTION TO HELP END THE GROWING EPIDEMIC THAT A COMMON SENSE ACTION TO HELP END THE GROWING EPIDEMIC THAT A COMMON SENSE ACTION TO HELP END

172THE GROWING EPIDEMIC OF GUN VIOLENCE IN OUR SCHOOLS HELP END THE GROWING EPIDEMIC OF GUN VIOLENCE IN OUR SCHOOLS HELP END THE GROWING EPIDEMIC OF GUN VIOLENCE IN OUR SCHOOLS SIMPLE LOCK UP YOUR GUNS. OF GUN VIOLENCE IN OUR SCHOOLS SIMPLE LOCK UP YOUR GUNS. OF GUN VIOLENCE IN OUR SCHOOLS SIMPLE LOCK UP YOUR GUNS. WE WHO HAVE GUNS IN OUR HOMES SIMPLE LOCK UP YOUR GUNS. WE WHO HAVE GUNS IN OUR HOMES SIMPLE LOCK UP YOUR GUNS. WE WHO HAVE GUNS IN OUR HOMES AND CARS SHOULD BE RESPONSIBLE WE WHO HAVE GUNS IN OUR HOMES AND CARS SHOULD BE RESPONSIBLE WE WHO HAVE GUNS IN OUR HOMES AND CARS SHOULD BE RESPONSIBLE FOR KEEPING LOCKED AND LOADED AND CARS SHOULD BE RESPONSIBLE FOR KEEPING LOCKED AND LOADED AND CARS SHOULD BE RESPONSIBLE FOR KEEPING

173LOCKED AND LOADED AND SEPARATE FROM AMMUNITION FOR KEEPING LOCKED AND LOADED AND SEPARATE FROM AMMUNITION FOR KEEPING LOCKED AND LOADED AND SEPARATE FROM AMMUNITION AND IN MY HOME THEY ARE IN A AND SEPARATE FROM AMMUNITION AND IN MY HOME THEY ARE IN A AND SEPARATE FROM AMMUNITION AND IN MY HOME THEY ARE IN A GUN SAFE. AND IN MY HOME THEY ARE IN A GUN SAFE. AND IN MY HOME THEY ARE IN A GUN SAFE. THIS IS THE ONE SIMPLE THING WE GUN SAFE. THIS IS THE ONE SIMPLE THING WE GUN SAFE. THIS IS THE ONE SIMPLE THING WE CAN DO TO HELP PREVENT ACCESS THIS IS THE ONE SIMPLE THING WE CAN DO TO HELP PREVENT ACCESS THIS IS THE ONE SIMPLE THING WE CAN DO TO HELP PREVENT ACCESS TO FIREARMS BY THOSE

174WHO NEED CAN DO TO HELP PREVENT ACCESS TO FIREARMS BY THOSE WHO NEED CAN DO TO HELP PREVENT ACCESS TO FIREARMS BY THOSE WHO NEED TO DO HARM TO THEMSELVES OR NOT TO FIREARMS BY THOSE WHO NEED TO DO HARM TO THEMSELVES OR NOT TO FIREARMS BY THOSE WHO NEED TO DO HARM TO THEMSELVES OR NOT DOING SO HAS LED TO MANY TRAGIC TO DO HARM TO THEMSELVES OR NOT DOING SO HAS LED TO MANY TRAGIC TO DO HARM TO THEMSELVES OR NOT DOING SO HAS LED TO MANY TRAGIC INCIDENTS HERE HAMPTON ROADS DOING SO HAS LED TO MANY TRAGIC INCIDENTS HERE HAMPTON ROADS DOING SO HAS LED TO MANY TRAGIC INCIDENTS HERE HAMPTON ROADS ACROSS OUR COUNTRY THERE WERE INCIDENTS HERE HAMPTON ROADS ACROSS OUR COUNTRY THERE WERE INCIDENTS HERE HAMPTON ROADS ACROSS OUR

175COUNTRY THERE WERE AT LEAST ONE HUNDRED FORTY FOUR ACROSS OUR COUNTRY THERE WERE AT LEAST ONE HUNDRED FORTY FOUR ACROSS OUR COUNTRY THERE WERE AT LEAST ONE HUNDRED FORTY FOUR INCIDENTS OF GUNFIRE ON SCHOOL AT LEAST ONE HUNDRED FORTY FOUR INCIDENTS OF GUNFIRE ON SCHOOL AT LEAST ONE HUNDRED FORTY FOUR INCIDENTS OF GUNFIRE ON SCHOOL GROUNDS IN THE TWENTY TWENTY INCIDENTS OF GUNFIRE ON SCHOOL GROUNDS IN THE TWENTY TWENTY INCIDENTS OF GUNFIRE ON SCHOOL GROUNDS IN THE TWENTY TWENTY THREE TWENTY TWENTY FOUR SCHOOL GROUNDS IN THE TWENTY TWENTY THREE TWENTY TWENTY FOUR SCHOOL GROUNDS IN THE TWENTY TWENTY THREE TWENTY TWENTY FOUR SCHOOL YEAR THAT IS A THIRTY ONE THREE TWENTY TWENTY FOUR SCHOOL YEAR THAT IS A THIRTY ONE THREE TWENTY TWENTY FOUR SCHOOL YEAR THAT IS A THIRTY ONE PERCENT INCREASE FROM THE

176YEAR THAT IS A THIRTY ONE PERCENT INCREASE FROM THE YEAR THAT IS A THIRTY ONE PERCENT INCREASE FROM THE PRIVATE SCHOOL YEAR THE NUMBER PERCENT INCREASE FROM THE PRIVATE SCHOOL YEAR THE NUMBER PERCENT INCREASE FROM THE PRIVATE SCHOOL YEAR THE NUMBER ONE KILLER OF CHILDREN TEENS IS PRIVATE SCHOOL YEAR THE NUMBER ONE KILLER OF CHILDREN TEENS IS PRIVATE SCHOOL YEAR THE NUMBER ONE KILLER OF CHILDREN TEENS IS GUN VIOLENCE ACCORDING TO CHIEF ONE KILLER OF CHILDREN TEENS IS GUN VIOLENCE ACCORDING TO CHIEF ONE KILLER OF CHILDREN TEENS IS GUN VIOLENCE ACCORDING TO CHIEF NEWDEGATE SPEAKING FOR CITY GUN VIOLENCE ACCORDING TO CHIEF NEWDEGATE SPEAKING FOR CITY GUN VIOLENCE ACCORDING TO CHIEF NEWDEGATE SPEAKING FOR CITY COUNCIL IN FEBRUARY HERE IN NEWDEGATE SPEAKING FOR CITY COUNCIL IN FEBRUARY HERE IN NEWDEGATE SPEAKING FOR CITY COUNCIL IN

177FEBRUARY HERE IN VIRGINIA BEACH THERE WERE NINE COUNCIL IN FEBRUARY HERE IN VIRGINIA BEACH THERE WERE NINE COUNCIL IN FEBRUARY HERE IN VIRGINIA BEACH THERE WERE NINE DAYS SHOOTING. VIRGINIA BEACH THERE WERE NINE DAYS SHOOTING. VIRGINIA BEACH THERE WERE NINE DAYS SHOOTING. HE ALSO SHARED AT 15 MILLION DAYS SHOOTING. HE ALSO SHARED AT 15 MILLION DAYS SHOOTING. HE ALSO SHARED AT 15 MILLION NEW GUNS PURCHASED LAST YEAR. HE ALSO SHARED AT 15 MILLION NEW GUNS PURCHASED LAST YEAR. HE ALSO SHARED AT 15 MILLION NEW GUNS PURCHASED LAST YEAR. HE DID NOT KNOW HOW MANY NEW GUNS PURCHASED LAST YEAR. HE DID NOT KNOW HOW MANY NEW GUNS PURCHASED LAST YEAR. HE DID NOT KNOW HOW MANY OF THOSE WERE SOLD HERE IN HE DID NOT KNOW HOW MANY OF THOSE WERE SOLD HERE IN HE

178DID NOT KNOW HOW MANY OF THOSE WERE SOLD HERE IN VIRGINIA. OF THOSE WERE SOLD HERE IN VIRGINIA. OF THOSE WERE SOLD HERE IN VIRGINIA. CAN WE BE PART OF THE SOLUTION VIRGINIA. CAN WE BE PART OF THE SOLUTION VIRGINIA. CAN WE BE PART OF THE SOLUTION TO ENSURE THAT THESE GUNS ARE CAN WE BE PART OF THE SOLUTION TO ENSURE THAT THESE GUNS ARE CAN WE BE PART OF THE SOLUTION TO ENSURE THAT THESE GUNS ARE NOT ACCESSIBLE TO OUR CHILDREN TO ENSURE THAT THESE GUNS ARE NOT ACCESSIBLE TO OUR CHILDREN TO ENSURE THAT THESE GUNS ARE NOT ACCESSIBLE TO OUR CHILDREN YES WE, WE CAN BY PASSING THE NOT ACCESSIBLE TO OUR CHILDREN YES WE, WE CAN BY PASSING THE NOT ACCESSIBLE TO OUR CHILDREN YES WE, WE CAN BY PASSING THE RESOLUTION

179BEING PRESENTED YES WE, WE CAN BY PASSING THE RESOLUTION BEING PRESENTED YES WE, WE CAN BY PASSING THE RESOLUTION BEING PRESENTED TONIGHT VIRGINIA BEACH CITY RESOLUTION BEING PRESENTED TONIGHT VIRGINIA BEACH CITY RESOLUTION BEING PRESENTED TONIGHT VIRGINIA BEACH CITY PUBLIC SCHOOLS WILL BE HELPING TONIGHT VIRGINIA BEACH CITY PUBLIC SCHOOLS WILL BE HELPING TONIGHT VIRGINIA BEACH CITY PUBLIC SCHOOLS WILL BE HELPING TO EDUCATE PUBLIC ON THE PUBLIC SCHOOLS WILL BE HELPING TO EDUCATE PUBLIC ON THE PUBLIC SCHOOLS WILL BE HELPING TO EDUCATE PUBLIC ON THE CRUCIAL ROLE OF REDUCING TO EDUCATE PUBLIC ON THE CRUCIAL ROLE OF REDUCING TO EDUCATE PUBLIC ON THE CRUCIAL ROLE OF REDUCING INJURIES AND DEATHS BY CRUCIAL ROLE OF REDUCING INJURIES AND DEATHS BY CRUCIAL ROLE OF REDUCING INJURIES AND DEATHS BY PROMOTING SECURE GUN STORAGE INJURIES AND DEATHS BY PROMOTING SECURE

180GUN STORAGE INJURIES AND DEATHS BY PROMOTING SECURE GUN STORAGE AND SAFETY SO THAT CHILDREN CAN PROMOTING SECURE GUN STORAGE AND SAFETY SO THAT CHILDREN CAN PROMOTING SECURE GUN STORAGE AND SAFETY SO THAT CHILDREN CAN LIVE IN A SAFE COMMUNITY AND AND SAFETY SO THAT CHILDREN CAN LIVE IN A SAFE COMMUNITY AND AND SAFETY SO THAT CHILDREN CAN LIVE IN A SAFE COMMUNITY AND ATTEND SCHOOL IN A SAFE LIVE IN A SAFE COMMUNITY AND ATTEND SCHOOL IN A SAFE LIVE IN A SAFE COMMUNITY AND ATTEND SCHOOL IN A SAFE ENVIRONMENT SINCE 2015 OR BE ATTEND SCHOOL IN A SAFE ENVIRONMENT SINCE 2015 OR BE ATTEND SCHOOL IN A SAFE ENVIRONMENT SINCE 2015 OR BE SMART KIDS FOR KIDS CAMPING HAS ENVIRONMENT SINCE 2015 OR BE SMART KIDS FOR KIDS CAMPING HAS ENVIRONMENT SINCE 2015 OR BE

181SMART KIDS FOR KIDS CAMPING HAS SHARED TO PREVENT THREE HUNDRED SMART KIDS FOR KIDS CAMPING HAS SHARED TO PREVENT THREE HUNDRED SMART KIDS FOR KIDS CAMPING HAS SHARED TO PREVENT THREE HUNDRED AND FIFTY CHILDREN A YEAR FROM SHARED TO PREVENT THREE HUNDRED AND FIFTY CHILDREN A YEAR FROM SHARED TO PREVENT THREE HUNDRED AND FIFTY CHILDREN A YEAR FROM UNINTENTIONALLY SHOOTING AND FIFTY CHILDREN A YEAR FROM UNINTENTIONALLY SHOOTING AND FIFTY CHILDREN A YEAR FROM UNINTENTIONALLY SHOOTING THEMSELVES OR SOMEONE ELSE WHEN UNINTENTIONALLY SHOOTING THEMSELVES OR SOMEONE ELSE WHEN UNINTENTIONALLY SHOOTING THEMSELVES OR SOMEONE ELSE WHEN THEY FIND UNLOCKED LOADED GUNS THEMSELVES OR SOMEONE ELSE WHEN THEY FIND UNLOCKED LOADED GUNS THEMSELVES OR SOMEONE ELSE WHEN THEY FIND UNLOCKED LOADED GUNS MORE THAN 700 CHILDREN DIE BY THEY FIND UNLOCKED LOADED GUNS MORE THAN 700 CHILDREN DIE BY

182THEY FIND UNLOCKED LOADED GUNS MORE THAN 700 CHILDREN DIE BY GUN SUICIDE EACH OR BE SMART MORE THAN 700 CHILDREN DIE BY GUN SUICIDE EACH OR BE SMART MORE THAN 700 CHILDREN DIE BY GUN SUICIDE EACH OR BE SMART FOR KIDS CAMPAIGN IS AVAILABLE GUN SUICIDE EACH OR BE SMART FOR KIDS CAMPAIGN IS AVAILABLE GUN SUICIDE EACH OR BE SMART FOR KIDS CAMPAIGN IS AVAILABLE RIGHT NOW TO BE SHARED WITH THE FOR KIDS CAMPAIGN IS AVAILABLE RIGHT NOW TO BE SHARED WITH THE FOR KIDS CAMPAIGN IS AVAILABLE RIGHT NOW TO BE SHARED WITH THE ENTIRE VIRGINIA BEACH PUBLIC RIGHT NOW TO BE SHARED WITH THE ENTIRE VIRGINIA BEACH PUBLIC RIGHT NOW TO BE SHARED WITH THE ENTIRE VIRGINIA BEACH PUBLIC SCHOOL COMMUNITY AND IS A ENTIRE VIRGINIA BEACH PUBLIC SCHOOL COMMUNITY AND IS A ENTIRE

183VIRGINIA BEACH PUBLIC SCHOOL COMMUNITY AND IS A REMINDER TO THE GROWN UPS THIS SCHOOL COMMUNITY AND IS A REMINDER TO THE GROWN UPS THIS SCHOOL COMMUNITY AND IS A REMINDER TO THE GROWN UPS THIS ONE ACTION WE TAKE TO SECURE REMINDER TO THE GROWN UPS THIS ONE ACTION WE TAKE TO SECURE REMINDER TO THE GROWN UPS THIS ONE ACTION WE TAKE TO SECURE OUR GUNS CAN PREVENT HARM AND ONE ACTION WE TAKE TO SECURE OUR GUNS CAN PREVENT HARM AND ONE ACTION WE TAKE TO SECURE OUR GUNS CAN PREVENT HARM AND WILL SAVE LIVES I URGE YOU TO OUR GUNS CAN PREVENT HARM AND WILL SAVE LIVES I URGE YOU TO OUR GUNS CAN PREVENT HARM AND WILL SAVE LIVES I URGE YOU TO SHARE THIS WITH THEIR SCHOOL WILL SAVE LIVES I URGE YOU

184TO SHARE THIS WITH THEIR SCHOOL WILL SAVE LIVES I URGE YOU TO SHARE THIS WITH THEIR SCHOOL FAMILIES AND TO PASS THIS SHARE THIS WITH THEIR SCHOOL FAMILIES AND TO PASS THIS SHARE THIS WITH THEIR SCHOOL FAMILIES AND TO PASS THIS RESOLUTION. FAMILIES AND TO PASS THIS RESOLUTION. FAMILIES AND TO PASS THIS RESOLUTION. THANK YOU OUR NEXT SPEAKER IS RESOLUTION. THANK YOU OUR NEXT SPEAKER IS RESOLUTION. THANK YOU OUR NEXT SPEAKER IS MELISSA LUTSEN. THANK YOU OUR NEXT SPEAKER IS MELISSA LUTSEN. THANK YOU OUR NEXT SPEAKER IS MELISSA LUTSEN. GOOD I DIDN'T HAVE TIME DIDN'T MELISSA LUTSEN. GOOD I DIDN'T HAVE TIME DIDN'T MELISSA LUTSEN. GOOD I DIDN'T HAVE TIME DIDN'T HAVE TIME TO PREPARE ANYTHING GOOD I DIDN'T HAVE TIME DIDN'T HAVE TIME TO PREPARE ANYTHING GOOD I DIDN'T HAVE TIME DIDN'T HAVE TIME

185TO PREPARE ANYTHING EVENING BECAUSE I KIND FOUND HAVE TIME TO PREPARE ANYTHING EVENING BECAUSE I KIND FOUND HAVE TIME TO PREPARE ANYTHING EVENING BECAUSE I KIND FOUND OUT AT THE LAST MINUTE THAT THE EVENING BECAUSE I KIND FOUND OUT AT THE LAST MINUTE THAT THE EVENING BECAUSE I KIND FOUND OUT AT THE LAST MINUTE THAT THE BUCKET BRIGADE WAS GOING TO OUT AT THE LAST MINUTE THAT THE BUCKET BRIGADE WAS GOING TO OUT AT THE LAST MINUTE THAT THE BUCKET BRIGADE WAS GOING TO PULL OFF THIS LGBTQ PLUS BUCKET BRIGADE WAS GOING TO PULL OFF THIS LGBTQ PLUS BUCKET BRIGADE WAS GOING TO PULL OFF THIS LGBTQ PLUS HISTORY MONTH FROM THE AGENDA PULL OFF THIS LGBTQ PLUS HISTORY MONTH FROM THE AGENDA PULL OFF THIS LGBTQ PLUS HISTORY MONTH FROM THE AGENDA AND SO

186I'M JUST REALLY HISTORY MONTH FROM THE AGENDA AND SO I'M JUST REALLY HISTORY MONTH FROM THE AGENDA AND SO I'M JUST REALLY DISGUSTED THAT I HAVE TO COME AND SO I'M JUST REALLY DISGUSTED THAT I HAVE TO COME AND SO I'M JUST REALLY DISGUSTED THAT I HAVE TO COME UP FROM ANOTHER TUESDAY NIGHT DISGUSTED THAT I HAVE TO COME UP FROM ANOTHER TUESDAY NIGHT DISGUSTED THAT I HAVE TO COME UP FROM ANOTHER TUESDAY NIGHT AND TELL HALF OF THE PEOPLE UP FROM ANOTHER TUESDAY NIGHT AND TELL HALF OF THE PEOPLE UP FROM ANOTHER TUESDAY NIGHT AND TELL HALF OF THE PEOPLE THAT SAID ON THAT DAY IS THAT AND TELL HALF OF THE PEOPLE THAT SAID ON THAT DAY IS THAT AND TELL HALF OF THE PEOPLE THAT SAID ON THAT DAY IS THAT YOU'RE

187BUNCH OF BIGOTS AND THAT SAID ON THAT DAY IS THAT YOU'RE BUNCH OF BIGOTS AND THAT SAID ON THAT DAY IS THAT YOU'RE BUNCH OF BIGOTS AND YOU'RE INTENTIONALLY YOU'RE BUNCH OF BIGOTS AND YOU'RE INTENTIONALLY YOU'RE BUNCH OF BIGOTS AND YOU'RE INTENTIONALLY DISCRIMINATING AGAINST STUDENTS YOU'RE INTENTIONALLY DISCRIMINATING AGAINST STUDENTS YOU'RE INTENTIONALLY DISCRIMINATING AGAINST STUDENTS THAT YOU ARE SUPPOSED TO DISCRIMINATING AGAINST STUDENTS THAT YOU ARE SUPPOSED TO DISCRIMINATING AGAINST STUDENTS THAT YOU ARE SUPPOSED TO REPRESENT IN YOU'RE ABSOLUTELY THAT YOU ARE SUPPOSED TO REPRESENT IN YOU'RE ABSOLUTELY THAT YOU ARE SUPPOSED TO REPRESENT IN YOU'RE ABSOLUTELY DISGUSTING. REPRESENT IN YOU'RE ABSOLUTELY DISGUSTING. REPRESENT IN YOU'RE ABSOLUTELY DISGUSTING. YOUR FACE VICKI MANNING DISGUSTING. YOUR FACE VICKI MANNING DISGUSTING. YOUR FACE VICKI MANNING LITERALLY MAKES ME SICK AND YOUR FACE VICKI MANNING LITERALLY MAKES ME SICK AND YOUR

188FACE VICKI MANNING LITERALLY MAKES ME SICK AND WHILE WE'RE BEING TRANSPARENT LITERALLY MAKES ME SICK AND WHILE WE'RE BEING TRANSPARENT LITERALLY MAKES ME SICK AND WHILE WE'RE BEING TRANSPARENT ABOUT THINGS, DR. ROBERTSON, I WHILE WE'RE BEING TRANSPARENT ABOUT THINGS, DR. ROBERTSON, I WHILE WE'RE BEING TRANSPARENT ABOUT THINGS, DR. ROBERTSON, I NOTICED THAT YOU DID YOUR ABOUT THINGS, DR. ROBERTSON, I NOTICED THAT YOU DID YOUR ABOUT THINGS, DR. ROBERTSON, I NOTICED THAT YOU DID YOUR SUPERINTENDENTS REPORT AND IT'S NOTICED THAT YOU DID YOUR SUPERINTENDENTS REPORT AND IT'S NOTICED THAT YOU DID YOUR SUPERINTENDENTS REPORT AND IT'S REALLY GREAT LOVE EVERYTHING SUPERINTENDENTS REPORT AND IT'S REALLY GREAT LOVE EVERYTHING SUPERINTENDENTS REPORT AND IT'S REALLY GREAT LOVE EVERYTHING THAT I SAW IN THERE IN THERE REALLY GREAT LOVE EVERYTHING THAT I SAW IN THERE IN THERE REALLY GREAT

189LOVE EVERYTHING THAT I SAW IN THERE IN THERE WAS REALLY WONDERFUL BUT IN THAT I SAW IN THERE IN THERE WAS REALLY WONDERFUL BUT IN THAT I SAW IN THERE IN THERE WAS REALLY WONDERFUL BUT IN FEBRUARY A BOOK CONTENT WAS REALLY WONDERFUL BUT IN FEBRUARY A BOOK CONTENT WAS REALLY WONDERFUL BUT IN FEBRUARY A BOOK CONTENT COMMITTEE WAS PASSED OH I WOULD FEBRUARY A BOOK CONTENT COMMITTEE WAS PASSED OH I WOULD FEBRUARY A BOOK CONTENT COMMITTEE WAS PASSED OH I WOULD LIKE TO NOTE THAT JENNIFER COMMITTEE WAS PASSED OH I WOULD LIKE TO NOTE THAT JENNIFER COMMITTEE WAS PASSED OH I WOULD LIKE TO NOTE THAT JENNIFER FRANKLIN MAY BE A BOOK BANNER LIKE TO NOTE THAT JENNIFER FRANKLIN MAY BE A BOOK BANNER LIKE TO NOTE THAT JENNIFER FRANKLIN MAY BE A BOOK

190BANNER BUT SHE CERTAINLY IT'S NOT A FRANKLIN MAY BE A BOOK BANNER BUT SHE CERTAINLY IT'S NOT A FRANKLIN MAY BE A BOOK BANNER BUT SHE CERTAINLY IT'S NOT A BIGOT SO I WANT TO MAKE SURE BUT SHE CERTAINLY IT'S NOT A BIGOT SO I WANT TO MAKE SURE BUT SHE CERTAINLY IT'S NOT A BIGOT SO I WANT TO MAKE SURE THAT WE'RE CLEAR ON THAT SO BIGOT SO I WANT TO MAKE SURE THAT WE'RE CLEAR ON THAT SO BIGOT SO I WANT TO MAKE SURE THAT WE'RE CLEAR ON THAT SO BACK TO DR. ROBERTSON. THAT WE'RE CLEAR ON THAT SO BACK TO DR. ROBERTSON. THAT WE'RE CLEAR ON THAT SO BACK TO DR. ROBERTSON. DR. ROBERTSON I DO UNDERSTAND BACK TO DR. ROBERTSON. DR. ROBERTSON I DO UNDERSTAND BACK TO DR. ROBERTSON. DR. ROBERTSON

191I DO UNDERSTAND YOU WERE SUPPOSED TO BRING THE DR. ROBERTSON I DO UNDERSTAND YOU WERE SUPPOSED TO BRING THE DR. ROBERTSON I DO UNDERSTAND YOU WERE SUPPOSED TO BRING THE BOOK PROCESS BACK TO THE SCHOOL YOU WERE SUPPOSED TO BRING THE BOOK PROCESS BACK TO THE SCHOOL YOU WERE SUPPOSED TO BRING THE BOOK PROCESS BACK TO THE SCHOOL BOARD FROM THE BOOK CONTENT BOOK PROCESS BACK TO THE SCHOOL BOARD FROM THE BOOK CONTENT BOOK PROCESS BACK TO THE SCHOOL BOARD FROM THE BOOK CONTENT COMMITTEE AND LET THE SCHOOL BOARD FROM THE BOOK CONTENT COMMITTEE AND LET THE SCHOOL BOARD FROM THE BOOK CONTENT COMMITTEE AND LET THE SCHOOL BOARD WHO YOU WORK FOR KNOW COMMITTEE AND LET THE SCHOOL BOARD WHO YOU WORK FOR KNOW COMMITTEE AND LET THE SCHOOL BOARD WHO YOU WORK FOR

192KNOW WHAT'S GOING ON WITH THE BOOK BOARD WHO YOU WORK FOR KNOW WHAT'S GOING ON WITH THE BOOK BOARD WHO YOU WORK FOR KNOW WHAT'S GOING ON WITH THE BOOK ON AND WHAT PROCESSES CAME FROM WHAT'S GOING ON WITH THE BOOK ON AND WHAT PROCESSES CAME FROM WHAT'S GOING ON WITH THE BOOK ON AND WHAT PROCESSES CAME FROM THAT AND I HAVE BEEN TOLD BY ON AND WHAT PROCESSES CAME FROM THAT AND I HAVE BEEN TOLD BY ON AND WHAT PROCESSES CAME FROM THAT AND I HAVE BEEN TOLD BY MULTIPLE MEMBERS OF THE BOARD THAT AND I HAVE BEEN TOLD BY MULTIPLE MEMBERS OF THE BOARD THAT AND I HAVE BEEN TOLD BY MULTIPLE MEMBERS OF THE BOARD THAT THEY HAVE NOT BEEN MULTIPLE MEMBERS OF THE BOARD THAT THEY HAVE NOT BEEN MULTIPLE MEMBERS

193OF THE BOARD THAT THEY HAVE NOT BEEN INFORMED YOU AND THAT YOU DON'T THAT THEY HAVE NOT BEEN INFORMED YOU AND THAT YOU DON'T THAT THEY HAVE NOT BEEN INFORMED YOU AND THAT YOU DON'T GIVE THEM ANY INFORMATION ON INFORMED YOU AND THAT YOU DON'T GIVE THEM ANY INFORMATION ON INFORMED YOU AND THAT YOU DON'T GIVE THEM ANY INFORMATION ON THAT WHICH IS THAT LED TO A FEW GIVE THEM ANY INFORMATION ON THAT WHICH IS THAT LED TO A FEW GIVE THEM ANY INFORMATION ON THAT WHICH IS THAT LED TO A FEW OF US IN THE COMMUNITY DOING THAT WHICH IS THAT LED TO A FEW OF US IN THE COMMUNITY DOING THAT WHICH IS THAT LED TO A FEW OF US IN THE COMMUNITY DOING OUR OWN INVESTIGATION AND SO IF OF US IN

194THE COMMUNITY DOING OUR OWN INVESTIGATION AND SO IF OF US IN THE COMMUNITY DOING OUR OWN INVESTIGATION AND SO IF YOU'RE NOT GOING TO GIVE THE OUR OWN INVESTIGATION AND SO IF YOU'RE NOT GOING TO GIVE THE OUR OWN INVESTIGATION AND SO IF YOU'RE NOT GOING TO GIVE THE PROCESSES TO THE PUBLIC WHICH YOU'RE NOT GOING TO GIVE THE PROCESSES TO THE PUBLIC WHICH YOU'RE NOT GOING TO GIVE THE PROCESSES TO THE PUBLIC WHICH IS YOUR JOB SO WE KNOW WHAT PROCESSES TO THE PUBLIC WHICH IS YOUR JOB SO WE KNOW WHAT PROCESSES TO THE PUBLIC WHICH IS YOUR JOB SO WE KNOW WHAT YOU'RE DOING IN THESE SCHOOLS IS YOUR JOB SO WE KNOW WHAT YOU'RE DOING IN THESE SCHOOLS IS YOUR JOB SO WE KNOW WHAT YOU'RE DOING IN THESE SCHOOLS AND THE

195SCHOOL BOARD MEMBERS YOU'RE DOING IN THESE SCHOOLS AND THE SCHOOL BOARD MEMBERS YOU'RE DOING IN THESE SCHOOLS AND THE SCHOOL BOARD MEMBERS DON'T HAVE THE COURAGE TO FORCE AND THE SCHOOL BOARD MEMBERS DON'T HAVE THE COURAGE TO FORCE AND THE SCHOOL BOARD MEMBERS DON'T HAVE THE COURAGE TO FORCE YOU TO GIVE IT TO THEM I GOT IT DON'T HAVE THE COURAGE TO FORCE YOU TO GIVE IT TO THEM I GOT IT DON'T HAVE THE COURAGE TO FORCE YOU TO GIVE IT TO THEM I GOT IT AND I'M GOING TO EXPOSE IT AND YOU TO GIVE IT TO THEM I GOT IT AND I'M GOING TO EXPOSE IT AND YOU TO GIVE IT TO THEM I GOT IT AND I'M GOING TO EXPOSE IT AND WE'RE GOING TO GO TO THE MEDIA AND I'M GOING TO

196EXPOSE IT AND WE'RE GOING TO GO TO THE MEDIA AND I'M GOING TO EXPOSE IT AND WE'RE GOING TO GO TO THE MEDIA WITH IT. WE'RE GOING TO GO TO THE MEDIA WITH IT. WE'RE GOING TO GO TO THE MEDIA WITH IT. AND YOU HAD THE OPPORTUNITY TO WITH IT. AND YOU HAD THE OPPORTUNITY TO WITH IT. AND YOU HAD THE OPPORTUNITY TO DISTRIBUTE THE INFORMATION AND AND YOU HAD THE OPPORTUNITY TO DISTRIBUTE THE INFORMATION AND AND YOU HAD THE OPPORTUNITY TO DISTRIBUTE THE INFORMATION AND PRESENT IT AND CONTROL WHAT DISTRIBUTE THE INFORMATION AND PRESENT IT AND CONTROL WHAT DISTRIBUTE THE INFORMATION AND PRESENT IT AND CONTROL WHAT YOU'RE TRYING TO CONTROL AND PRESENT IT AND CONTROL WHAT YOU'RE TRYING TO CONTROL AND PRESENT IT AND CONTROL WHAT YOU'RE TRYING TO CONTROL AND YOU FAILED

197BECAUSE YOU DON'T YOU'RE TRYING TO CONTROL AND YOU FAILED BECAUSE YOU DON'T YOU'RE TRYING TO CONTROL AND YOU FAILED BECAUSE YOU DON'T WANT TO. YOU FAILED BECAUSE YOU DON'T WANT TO. YOU FAILED BECAUSE YOU DON'T WANT TO. DON'T WANT THE PUBLIC TO KNOW WANT TO. DON'T WANT THE PUBLIC TO KNOW WANT TO. DON'T WANT THE PUBLIC TO KNOW THAT THERE ARE THOUSANDS DON'T WANT THE PUBLIC TO KNOW THAT THERE ARE THOUSANDS DON'T WANT THE PUBLIC TO KNOW THAT THERE ARE THOUSANDS OF BOOKS IN THE SCHOOL SYSTEM THAT THERE ARE THOUSANDS OF BOOKS IN THE SCHOOL SYSTEM THAT THERE ARE THOUSANDS OF BOOKS IN THE SCHOOL SYSTEM THAT ARE OFF THE SHELVES RIGHT OF BOOKS IN THE SCHOOL SYSTEM THAT ARE OFF THE SHELVES RIGHT OF BOOKS IN THE SCHOOL SYSTEM THAT ARE OFF THE SHELVES

198RIGHT NOW. THAT ARE OFF THE SHELVES RIGHT NOW. THAT ARE OFF THE SHELVES RIGHT NOW. THOUSANDS AND THAT'S NOT THAT'S NOW. THOUSANDS AND THAT'S NOT THAT'S NOW. THOUSANDS AND THAT'S NOT THAT'S JUST ONE LITTLE TIDBIT I'VE THOUSANDS AND THAT'S NOT THAT'S JUST ONE LITTLE TIDBIT I'VE THOUSANDS AND THAT'S NOT THAT'S JUST ONE LITTLE TIDBIT I'VE GOTTEN SO YOU HAD THE JUST ONE LITTLE TIDBIT I'VE GOTTEN SO YOU HAD THE JUST ONE LITTLE TIDBIT I'VE GOTTEN SO YOU HAD THE OPPORTUNITY TO CONTROL THE GOTTEN SO YOU HAD THE OPPORTUNITY TO CONTROL THE GOTTEN SO YOU HAD THE OPPORTUNITY TO CONTROL THE INFORMATION. OPPORTUNITY TO CONTROL THE INFORMATION. OPPORTUNITY TO CONTROL THE INFORMATION. I'M SO SORRY YOU COULDN'T DO IT INFORMATION. I'M SO SORRY YOU COULDN'T DO IT INFORMATION. I'M SO SORRY YOU COULDN'T DO IT BUT

199WHILE YOU GUYS ARE PLAYING I'M SO SORRY YOU COULDN'T DO IT BUT WHILE YOU GUYS ARE PLAYING I'M SO SORRY YOU COULDN'T DO IT BUT WHILE YOU GUYS ARE PLAYING ALL THESE POLITICAL GAMES HERE BUT WHILE YOU GUYS ARE PLAYING ALL THESE POLITICAL GAMES HERE BUT WHILE YOU GUYS ARE PLAYING ALL THESE POLITICAL GAMES HERE ,OK, STUDENTS ARE SUFFERING ALL THESE POLITICAL GAMES HERE ,OK, STUDENTS ARE SUFFERING ALL THESE POLITICAL GAMES HERE ,OK, STUDENTS ARE SUFFERING AND NOW YOUR TEACHER IS GOING ,OK, STUDENTS ARE SUFFERING AND NOW YOUR TEACHER IS GOING ,OK, STUDENTS ARE SUFFERING AND NOW YOUR TEACHER IS GOING TO BE SUFFERING BECAUSE THERE'S AND NOW YOUR TEACHER IS GOING TO BE SUFFERING BECAUSE THERE'S AND NOW YOUR TEACHER IS GOING TO BE SUFFERING BECAUSE THERE'S FROM I HEARD A TWENTY FOUR TO

200BE SUFFERING BECAUSE THERE'S FROM I HEARD A TWENTY FOUR TO BE SUFFERING BECAUSE THERE'S FROM I HEARD A TWENTY FOUR MILLION DOLLAR DEFICIT FOR THE FROM I HEARD A TWENTY FOUR MILLION DOLLAR DEFICIT FOR THE FROM I HEARD A TWENTY FOUR MILLION DOLLAR DEFICIT FOR THE HEALTH CARE COVERAGE FOR ALL MILLION DOLLAR DEFICIT FOR THE HEALTH CARE COVERAGE FOR ALL MILLION DOLLAR DEFICIT FOR THE HEALTH CARE COVERAGE FOR ALL OF THE PEOPLE IN PUBLIC SCHOOLS HEALTH CARE COVERAGE FOR ALL OF THE PEOPLE IN PUBLIC SCHOOLS HEALTH CARE COVERAGE FOR ALL OF THE PEOPLE IN PUBLIC SCHOOLS AND BOOKS FOR THEIR HEALTH OF THE PEOPLE IN PUBLIC SCHOOLS AND BOOKS FOR THEIR HEALTH OF THE PEOPLE IN PUBLIC SCHOOLS AND BOOKS FOR THEIR HEALTH INSURANCE BECAUSE THAT'S AND BOOKS FOR THEIR HEALTH INSURANCE BECAUSE THAT'S AND

201BOOKS FOR THEIR HEALTH INSURANCE BECAUSE THAT'S APPARENTLY NOT BEEN A PRIORITY INSURANCE BECAUSE THAT'S APPARENTLY NOT BEEN A PRIORITY INSURANCE BECAUSE THAT'S APPARENTLY NOT BEEN A PRIORITY FOR THE SCHOOL BECAUSE THERE'S APPARENTLY NOT BEEN A PRIORITY FOR THE SCHOOL BECAUSE THERE'S APPARENTLY NOT BEEN A PRIORITY FOR THE SCHOOL BECAUSE THERE'S BEEN SO MUCH EFFORT INTO THE FOR THE SCHOOL BECAUSE THERE'S BEEN SO MUCH EFFORT INTO THE FOR THE SCHOOL BECAUSE THERE'S BEEN SO MUCH EFFORT INTO THE CULTURE WARS STUFF. BEEN SO MUCH EFFORT INTO THE CULTURE WARS STUFF. BEEN SO MUCH EFFORT INTO THE CULTURE WARS STUFF. I WOULD REALLY LIKE THE SCHOOL CULTURE WARS STUFF. I WOULD REALLY LIKE THE SCHOOL CULTURE WARS STUFF. I WOULD REALLY LIKE THE SCHOOL BOARD TO ACTUALLY TELL THE I WOULD REALLY LIKE THE SCHOOL BOARD TO ACTUALLY

202TELL THE I WOULD REALLY LIKE THE SCHOOL BOARD TO ACTUALLY TELL THE EMPLOYEES THAT THEY'RE GOING TO BOARD TO ACTUALLY TELL THE EMPLOYEES THAT THEY'RE GOING TO BOARD TO ACTUALLY TELL THE EMPLOYEES THAT THEY'RE GOING TO HAVE TO PAY AN EXORBITANT EMPLOYEES THAT THEY'RE GOING TO HAVE TO PAY AN EXORBITANT EMPLOYEES THAT THEY'RE GOING TO HAVE TO PAY AN EXORBITANT AMOUNT OF MONEY COME JANUARY HAVE TO PAY AN EXORBITANT AMOUNT OF MONEY COME JANUARY HAVE TO PAY AN EXORBITANT AMOUNT OF MONEY COME JANUARY FOR THE HEALTH INSURANCE TO YOU AMOUNT OF MONEY COME JANUARY FOR THE HEALTH INSURANCE TO YOU AMOUNT OF MONEY COME JANUARY FOR THE HEALTH INSURANCE TO YOU THAT WOULD BE GREAT. FOR THE HEALTH INSURANCE TO YOU THAT WOULD BE GREAT. FOR THE HEALTH INSURANCE TO YOU THAT WOULD BE GREAT.

203THANKS WE'RE GOING TO MOVE THAT WOULD BE GREAT. THANKS WE'RE GOING TO MOVE THAT WOULD BE GREAT. THANKS WE'RE GOING TO MOVE GOING TO MOVE ON TO OUR ONLINE THANKS WE'RE GOING TO MOVE GOING TO MOVE ON TO OUR ONLINE THANKS WE'RE GOING TO MOVE GOING TO MOVE ON TO OUR ONLINE SPEAKER STEVEN STRAUSS. GOING TO MOVE ON TO OUR ONLINE SPEAKER STEVEN STRAUSS. GOING TO MOVE ON TO OUR ONLINE SPEAKER STEVEN STRAUSS. PLEASE UNMUTED. SPEAKER STEVEN STRAUSS. PLEASE UNMUTED. SPEAKER STEVEN STRAUSS. PLEASE UNMUTED. MR. STRAUSS, PLEASE MUTE MR. PLEASE UNMUTED. MR. STRAUSS, PLEASE MUTE MR. PLEASE UNMUTED. MR. STRAUSS, PLEASE MUTE MR. STRAUSS SPEAKING. MR. STRAUSS, PLEASE MUTE MR. STRAUSS SPEAKING. MR. STRAUSS, PLEASE MUTE MR. STRAUSS SPEAKING. CAN YOU START SPEAKING WILL TRY STRAUSS SPEAKING. CAN YOU START SPEAKING WILL TRY STRAUSS SPEAKING.

204CAN YOU START SPEAKING WILL TRY ONE MORE TIME, MR. SPROUSE. CAN YOU START SPEAKING WILL TRY ONE MORE TIME, MR. SPROUSE. CAN YOU START SPEAKING WILL TRY ONE MORE TIME, MR. SPROUSE. MR. STRAUSS PLEASE ON MUTE CAN ONE MORE TIME, MR. SPROUSE. MR. STRAUSS PLEASE ON MUTE CAN ONE MORE TIME, MR. SPROUSE. MR. STRAUSS PLEASE ON MUTE CAN YOU HEAR ME. MR. STRAUSS PLEASE ON MUTE CAN YOU HEAR ME. MR. STRAUSS PLEASE ON MUTE CAN YOU HEAR ME. >> WE CAN HEAR YOU NOW PLEASE YOU HEAR ME. >> WE CAN HEAR YOU NOW PLEASE YOU HEAR ME. >> WE CAN HEAR YOU NOW PLEASE CONTINUE OK SORRY ABOUT THAT. >> WE CAN HEAR YOU NOW PLEASE CONTINUE OK SORRY ABOUT THAT. >> WE CAN HEAR YOU NOW PLEASE CONTINUE OK SORRY ABOUT THAT. THAT. CONTINUE

205OK SORRY ABOUT THAT. THAT. CONTINUE OK SORRY ABOUT THAT. THAT. HI STEPHEN STRAUSS. THAT. HI STEPHEN STRAUSS. THAT. HI STEPHEN STRAUSS. SORRY YET DEAR VIRGINIA SCHOOL HI STEPHEN STRAUSS. SORRY YET DEAR VIRGINIA SCHOOL HI STEPHEN STRAUSS. SORRY YET DEAR VIRGINIA SCHOOL BOARD THANK FOR ALLOWING ME TO SORRY YET DEAR VIRGINIA SCHOOL BOARD THANK FOR ALLOWING ME TO SORRY YET DEAR VIRGINIA SCHOOL BOARD THANK FOR ALLOWING ME TO SPEAK MY NAME IS STEPHEN IS BOARD THANK FOR ALLOWING ME TO SPEAK MY NAME IS STEPHEN IS BOARD THANK FOR ALLOWING ME TO SPEAK MY NAME IS STEPHEN IS STEVEN STRAUSS. SPEAK MY NAME IS STEPHEN IS STEVEN STRAUSS. SPEAK MY NAME IS STEPHEN IS STEVEN STRAUSS. I'M A DESCENDANT OF CAPTAIN STEVEN STRAUSS. I'M A DESCENDANT OF CAPTAIN STEVEN STRAUSS. I'M A DESCENDANT OF CAPTAIN ADAM THOROUGHGOOD

206AND SARAH I'M A DESCENDANT OF CAPTAIN ADAM THOROUGHGOOD AND SARAH I'M A DESCENDANT OF CAPTAIN ADAM THOROUGHGOOD AND SARAH OFFALY. ADAM THOROUGHGOOD AND SARAH OFFALY. ADAM THOROUGHGOOD AND SARAH OFFALY. THEY ARE BOTH MY 10 TIMES GREAT OFFALY. THEY ARE BOTH MY 10 TIMES GREAT OFFALY. THEY ARE BOTH MY 10 TIMES GREAT GRANDPARENTS. THEY ARE BOTH MY 10 TIMES GREAT GRANDPARENTS. THEY ARE BOTH MY 10 TIMES GREAT GRANDPARENTS. I COME BEFORE TODAY VIRTUALLY GRANDPARENTS. I COME BEFORE TODAY VIRTUALLY GRANDPARENTS. I COME BEFORE TODAY VIRTUALLY REQUESTING AND DEMANDING THAT I COME BEFORE TODAY VIRTUALLY REQUESTING AND DEMANDING THAT I COME BEFORE TODAY VIRTUALLY REQUESTING AND DEMANDING THAT YOU REMOVE MY ANCESTORS NAME REQUESTING AND DEMANDING THAT YOU REMOVE MY ANCESTORS NAME REQUESTING AND DEMANDING THAT YOU REMOVE MY ANCESTORS NAME THOROUGHGOOD FROM THOROUGHGOOD YOU REMOVE MY ANCESTORS

207NAME THOROUGHGOOD FROM THOROUGHGOOD YOU REMOVE MY ANCESTORS NAME THOROUGHGOOD FROM THOROUGHGOOD ELEMENTARY >> SCHOOL DUE THOROUGHGOOD FROM THOROUGHGOOD ELEMENTARY >> SCHOOL DUE THOROUGHGOOD FROM THOROUGHGOOD ELEMENTARY >> SCHOOL DUE ASSOCIATION WITH ENSLAVEMENT ELEMENTARY >> SCHOOL DUE ASSOCIATION WITH ENSLAVEMENT ELEMENTARY >> SCHOOL DUE ASSOCIATION WITH ENSLAVEMENT WITH ENSLAVEMENT. ASSOCIATION WITH ENSLAVEMENT WITH ENSLAVEMENT. ASSOCIATION WITH ENSLAVEMENT WITH ENSLAVEMENT. HE WAS AN ENSLAVER IN THE LATE WITH ENSLAVEMENT. HE WAS AN ENSLAVER IN THE LATE WITH ENSLAVEMENT. HE WAS AN ENSLAVER IN THE LATE 16 THIRTIES HE OWED MORE THAN HE WAS AN ENSLAVER IN THE LATE 16 THIRTIES HE OWED MORE THAN HE WAS AN ENSLAVER IN THE LATE 16 THIRTIES HE OWED MORE THAN ONE PERSON OF COLOR INCLUDING 16 THIRTIES HE OWED MORE THAN ONE PERSON OF COLOR INCLUDING 16 THIRTIES HE OWED MORE THAN ONE PERSON

208OF COLOR INCLUDING AN AFRICAN WOMAN NAMED MARY ONE PERSON OF COLOR INCLUDING AN AFRICAN WOMAN NAMED MARY ONE PERSON OF COLOR INCLUDING AN AFRICAN WOMAN NAMED MARY URGO. AN AFRICAN WOMAN NAMED MARY URGO. AN AFRICAN WOMAN NAMED MARY URGO. HIS NAME SHOULD NOT BE URGO. HIS NAME SHOULD NOT BE URGO. HIS NAME SHOULD NOT BE ASSOCIATED WITH ELEMENTARY HIS NAME SHOULD NOT BE ASSOCIATED WITH ELEMENTARY HIS NAME SHOULD NOT BE ASSOCIATED WITH ELEMENTARY EDUCATION OR THE CHILDREN ASSOCIATED WITH ELEMENTARY EDUCATION OR THE CHILDREN ASSOCIATED WITH ELEMENTARY EDUCATION OR THE CHILDREN RECEIVING THE EDUCATION SO AS EDUCATION OR THE CHILDREN RECEIVING THE EDUCATION SO AS EDUCATION OR THE CHILDREN RECEIVING THE EDUCATION SO AS IS 10 TIMES GREAT GRANDSON, I RECEIVING THE EDUCATION SO AS IS 10 TIMES GREAT GRANDSON, I RECEIVING THE EDUCATION SO AS

209IS 10 TIMES GREAT GRANDSON, I HUMBLY REQUEST AS CRAZY AS IT IS 10 TIMES GREAT GRANDSON, I HUMBLY REQUEST AS CRAZY AS IT IS 10 TIMES GREAT GRANDSON, I HUMBLY REQUEST AS CRAZY AS IT SOUNDS TO REMOVE AN ENSLAVERS HUMBLY REQUEST AS CRAZY AS IT SOUNDS TO REMOVE AN ENSLAVERS HUMBLY REQUEST AS CRAZY AS IT SOUNDS TO REMOVE AN ENSLAVERS NAME FROM AN ELEMENTARY SCHOOL. SOUNDS TO REMOVE AN ENSLAVERS NAME FROM AN ELEMENTARY SCHOOL. SOUNDS TO REMOVE AN ENSLAVERS NAME FROM AN ELEMENTARY SCHOOL. THANK YOU MADAM CHAIR. NAME FROM AN ELEMENTARY SCHOOL. THANK YOU MADAM CHAIR. NAME FROM AN ELEMENTARY SCHOOL. THANK YOU MADAM CHAIR. THERE WAS A LAST SPEAKER THIS THANK YOU MADAM CHAIR. THERE WAS A LAST SPEAKER THIS THANK YOU MADAM CHAIR. THERE WAS A LAST SPEAKER THIS EVENING. THERE WAS A

210LAST SPEAKER THIS EVENING. THERE WAS A LAST SPEAKER THIS EVENING. THANK YOU MADAM CLERK TONIGHT EVENING. THANK YOU MADAM CLERK TONIGHT EVENING. THANK YOU MADAM CLERK TONIGHT ON THE INFORMATION PORTION THANK YOU MADAM CLERK TONIGHT ON THE INFORMATION PORTION THANK YOU MADAM CLERK TONIGHT ON THE INFORMATION PORTION OF THE AGENDA WE BEGIN WITH THE ON THE INFORMATION PORTION OF THE AGENDA WE BEGIN WITH THE ON THE INFORMATION PORTION OF THE AGENDA WE BEGIN WITH THE INTERIM FINANCIAL STATEMENTS OF THE AGENDA WE BEGIN WITH THE INTERIM FINANCIAL STATEMENTS OF THE AGENDA WE BEGIN WITH THE INTERIM FINANCIAL STATEMENTS THE JUNE UNWATER IN JULY AND INTERIM FINANCIAL STATEMENTS THE JUNE UNWATER IN JULY AND INTERIM FINANCIAL STATEMENTS THE JUNE UNWATER IN JULY AND AUGUST TWENTY TWENTY FOUR AND THE JUNE UNWATER IN JULY AND AUGUST TWENTY TWENTY

211FOUR AND THE JUNE UNWATER IN JULY AND AUGUST TWENTY TWENTY FOUR AND WE WELCOME DANIEL HOPKINS AUGUST TWENTY TWENTY FOUR AND WE WELCOME DANIEL HOPKINS AUGUST TWENTY TWENTY FOUR AND WE WELCOME DANIEL HOPKINS DIRECTOR OF BUSINESS SERVICES WE WELCOME DANIEL HOPKINS DIRECTOR OF BUSINESS SERVICES WE WELCOME DANIEL HOPKINS DIRECTOR OF BUSINESS SERVICES WELCOME SIR WELCOME SIR. DIRECTOR OF BUSINESS SERVICES WELCOME SIR WELCOME SIR. DIRECTOR OF BUSINESS SERVICES WELCOME SIR WELCOME SIR. HELLO. WELCOME SIR WELCOME SIR. HELLO. WELCOME SIR WELCOME SIR. HELLO. GOOD EVENING. HELLO. GOOD EVENING. HELLO. GOOD EVENING. CHAIRWOMAN MELNIK VICE GOOD EVENING. CHAIRWOMAN MELNIK VICE GOOD EVENING. CHAIRWOMAN MELNIK VICE CHAIRWOMAN FRANKLYN SCHOOL CHAIRWOMAN MELNIK VICE CHAIRWOMAN FRANKLYN SCHOOL CHAIRWOMAN MELNIK VICE CHAIRWOMAN FRANKLYN SCHOOL BOARD MEMBERS DR. ROBERTSON FOR CHAIRWOMAN FRANKLYN SCHOOL BOARD MEMBERS DR. ROBERTSON FOR CHAIRWOMAN FRANKLYN SCHOOL BOARD MEMBERS

212DR. ROBERTSON FOR FISCAL YEAR ENDING JUNE 30TH BOARD MEMBERS DR. ROBERTSON FOR FISCAL YEAR ENDING JUNE 30TH BOARD MEMBERS DR. ROBERTSON FOR FISCAL YEAR ENDING JUNE 30TH TWENTY TWENTY FOUR THE OVERALL FISCAL YEAR ENDING JUNE 30TH TWENTY TWENTY FOUR THE OVERALL FISCAL YEAR ENDING JUNE 30TH TWENTY TWENTY FOUR THE OVERALL FINAL REVENUE TREND WAS TWENTY TWENTY FOUR THE OVERALL FINAL REVENUE TREND WAS TWENTY TWENTY FOUR THE OVERALL FINAL REVENUE TREND WAS FAVORABLE WITH AN ACTUAL OVER FINAL REVENUE TREND WAS FAVORABLE WITH AN ACTUAL OVER FINAL REVENUE TREND WAS FAVORABLE WITH AN ACTUAL OVER BUDGET OF APPROXIMATELY NINE FAVORABLE WITH AN ACTUAL OVER BUDGET OF APPROXIMATELY NINE FAVORABLE WITH AN ACTUAL OVER BUDGET OF APPROXIMATELY NINE POINT SEVEN DOLLARS MILLION. BUDGET OF APPROXIMATELY NINE POINT SEVEN DOLLARS MILLION. BUDGET OF APPROXIMATELY NINE POINT SEVEN DOLLARS MILLION.

213THE COMMONWEALTH OF VIRGINIA POINT SEVEN DOLLARS MILLION. THE COMMONWEALTH OF VIRGINIA POINT SEVEN DOLLARS MILLION. THE COMMONWEALTH OF VIRGINIA REVENUE SOURCE WAS FAVORABLE THE COMMONWEALTH OF VIRGINIA REVENUE SOURCE WAS FAVORABLE THE COMMONWEALTH OF VIRGINIA REVENUE SOURCE WAS FAVORABLE WITH AN ACTUAL OVER BUDGET REVENUE SOURCE WAS FAVORABLE WITH AN ACTUAL OVER BUDGET REVENUE SOURCE WAS FAVORABLE WITH AN ACTUAL OVER BUDGET OF APPROXIMATELY THREE POINT WITH AN ACTUAL OVER BUDGET OF APPROXIMATELY THREE POINT WITH AN ACTUAL OVER BUDGET OF APPROXIMATELY THREE POINT THREE DOLLARS MILLION MAINLY OF APPROXIMATELY THREE POINT THREE DOLLARS MILLION MAINLY OF APPROXIMATELY THREE POINT THREE DOLLARS MILLION MAINLY DUE TO THE STATE BASED FUNDING THREE DOLLARS MILLION MAINLY DUE TO THE STATE BASED FUNDING THREE DOLLARS MILLION MAINLY DUE TO THE STATE BASED FUNDING . DUE TO THE STATE BASED FUNDING . DUE

214TO THE STATE BASED FUNDING . THE STATE SALES TAX REVENUES . THE STATE SALES TAX REVENUES . THE STATE SALES TAX REVENUES SOURCES FAVORABLE WAS THE STATE SALES TAX REVENUES SOURCES FAVORABLE WAS THE STATE SALES TAX REVENUES SOURCES FAVORABLE WAS UNFAVORABLE WITH AN ACTUAL SOURCES FAVORABLE WAS UNFAVORABLE WITH AN ACTUAL SOURCES FAVORABLE WAS UNFAVORABLE WITH AN ACTUAL UNDERBODY OF APPROXIMATELY FOUR UNFAVORABLE WITH AN ACTUAL UNDERBODY OF APPROXIMATELY FOUR UNFAVORABLE WITH AN ACTUAL UNDERBODY OF APPROXIMATELY FOUR POINT NINE DOLLARS MILLION THE UNDERBODY OF APPROXIMATELY FOUR POINT NINE DOLLARS MILLION THE UNDERBODY OF APPROXIMATELY FOUR POINT NINE DOLLARS MILLION THE FEDERAL GOVERNMENT REVENUE POINT NINE DOLLARS MILLION THE FEDERAL GOVERNMENT REVENUE POINT NINE DOLLARS MILLION THE FEDERAL GOVERNMENT REVENUE SOURCE WAS FAVORABLE WITH AN FEDERAL GOVERNMENT REVENUE SOURCE WAS FAVORABLE WITH AN FEDERAL GOVERNMENT REVENUE SOURCE WAS

215FAVORABLE WITH AN ACTUAL OVER BUDGET SOURCE WAS FAVORABLE WITH AN ACTUAL OVER BUDGET SOURCE WAS FAVORABLE WITH AN ACTUAL OVER BUDGET OF APPROXIMATELY EIGHT POINT ACTUAL OVER BUDGET OF APPROXIMATELY EIGHT POINT ACTUAL OVER BUDGET OF APPROXIMATELY EIGHT POINT SEVEN DOLLARS MILLION MAINLY OF APPROXIMATELY EIGHT POINT SEVEN DOLLARS MILLION MAINLY OF APPROXIMATELY EIGHT POINT SEVEN DOLLARS MILLION MAINLY DUE TO THE FEDERAL IMPACT AID SEVEN DOLLARS MILLION MAINLY DUE TO THE FEDERAL IMPACT AID SEVEN DOLLARS MILLION MAINLY DUE TO THE FEDERAL IMPACT AID RECEIPTS OTHER REVENUE SOURCES DUE TO THE FEDERAL IMPACT AID RECEIPTS OTHER REVENUE SOURCES DUE TO THE FEDERAL IMPACT AID RECEIPTS OTHER REVENUE SOURCES WERE FAVORABLE WITH AN ACTUAL RECEIPTS OTHER REVENUE SOURCES WERE FAVORABLE WITH AN ACTUAL RECEIPTS OTHER REVENUE SOURCES WERE FAVORABLE WITH AN ACTUAL OVER BUDGET OF APPROXIMATELY WERE FAVORABLE WITH

216AN ACTUAL OVER BUDGET OF APPROXIMATELY WERE FAVORABLE WITH AN ACTUAL OVER BUDGET OF APPROXIMATELY TWO POINT SIX DOLLARS MILLION OVER BUDGET OF APPROXIMATELY TWO POINT SIX DOLLARS MILLION OVER BUDGET OF APPROXIMATELY TWO POINT SIX DOLLARS MILLION MAINLY EITHER TO STOP ARM TWO POINT SIX DOLLARS MILLION MAINLY EITHER TO STOP ARM TWO POINT SIX DOLLARS MILLION MAINLY EITHER TO STOP ARM ENFORCEMENT FUNDS, SALE MAINLY EITHER TO STOP ARM ENFORCEMENT FUNDS, SALE MAINLY EITHER TO STOP ARM ENFORCEMENT FUNDS, SALE OF CAPITAL ASSETS EXCEPT ACCEPT ENFORCEMENT FUNDS, SALE OF CAPITAL ASSETS EXCEPT ACCEPT ENFORCEMENT FUNDS, SALE OF CAPITAL ASSETS EXCEPT ACCEPT FUNDS. OF CAPITAL ASSETS EXCEPT ACCEPT FUNDS. OF CAPITAL ASSETS EXCEPT ACCEPT FUNDS. THE NEXT GRAPH ILLUSTRATES FUNDS. THE NEXT GRAPH ILLUSTRATES FUNDS. THE NEXT GRAPH ILLUSTRATES TOTAL REVENUES BY MAJOR SOURCE THE NEXT GRAPH ILLUSTRATES TOTAL

217REVENUES BY MAJOR SOURCE THE NEXT GRAPH ILLUSTRATES TOTAL REVENUES BY MAJOR SOURCE IN FISCAL YEAR TWENTY TWENTY TOTAL REVENUES BY MAJOR SOURCE IN FISCAL YEAR TWENTY TWENTY TOTAL REVENUES BY MAJOR SOURCE IN FISCAL YEAR TWENTY TWENTY FOR THE CITY OF VIRGINIA BEACH IN FISCAL YEAR TWENTY TWENTY FOR THE CITY OF VIRGINIA BEACH IN FISCAL YEAR TWENTY TWENTY FOR THE CITY OF VIRGINIA BEACH CONTRIBUTED FIFTY ONE POINT FOR THE CITY OF VIRGINIA BEACH CONTRIBUTED FIFTY ONE POINT FOR THE CITY OF VIRGINIA BEACH CONTRIBUTED FIFTY ONE POINT FIVE PERCENT COMMONWEALTH CONTRIBUTED FIFTY ONE POINT FIVE PERCENT COMMONWEALTH CONTRIBUTED FIFTY ONE POINT FIVE PERCENT COMMONWEALTH OF VIRGINIA THIRTY SIX POINT FIVE PERCENT COMMONWEALTH OF VIRGINIA THIRTY SIX POINT FIVE PERCENT COMMONWEALTH OF VIRGINIA THIRTY SIX POINT SIX STATE SALES TAX NINE POINT OF VIRGINIA THIRTY SIX POINT SIX

218STATE SALES TAX NINE POINT OF VIRGINIA THIRTY SIX POINT SIX STATE SALES TAX NINE POINT ONE PERCENT FEDERAL GOVERNMENT SIX STATE SALES TAX NINE POINT ONE PERCENT FEDERAL GOVERNMENT SIX STATE SALES TAX NINE POINT ONE PERCENT FEDERAL GOVERNMENT TO TWO POINT TWO AND OTHER ONE PERCENT FEDERAL GOVERNMENT TO TWO POINT TWO AND OTHER ONE PERCENT FEDERAL GOVERNMENT TO TWO POINT TWO AND OTHER SOURCES SOURCES ZERO POINT SIX TO TWO POINT TWO AND OTHER SOURCES SOURCES ZERO POINT SIX TO TWO POINT TWO AND OTHER SOURCES SOURCES ZERO POINT SIX PERCENT. SOURCES SOURCES ZERO POINT SIX PERCENT. SOURCES SOURCES ZERO POINT SIX PERCENT. THE FINAL EXPENDITURE TREND FOR PERCENT. THE FINAL EXPENDITURE TREND FOR PERCENT. THE FINAL EXPENDITURE TREND FOR FISCAL YEAR TWENTY TWENTY FOUR THE FINAL EXPENDITURE TREND FOR FISCAL YEAR TWENTY TWENTY FOUR THE FINAL

219EXPENDITURE TREND FOR FISCAL YEAR TWENTY TWENTY FOUR WAS FAVORABLE IN ALL CATEGORIES FISCAL YEAR TWENTY TWENTY FOUR WAS FAVORABLE IN ALL CATEGORIES FISCAL YEAR TWENTY TWENTY FOUR WAS FAVORABLE IN ALL CATEGORIES THE OVERALL REMAINING UNSPENT WAS FAVORABLE IN ALL CATEGORIES THE OVERALL REMAINING UNSPENT WAS FAVORABLE IN ALL CATEGORIES THE OVERALL REMAINING UNSPENT UNENCUMBERED BALANCE WAS TWENTY THE OVERALL REMAINING UNSPENT UNENCUMBERED BALANCE WAS TWENTY THE OVERALL REMAINING UNSPENT UNENCUMBERED BALANCE WAS TWENTY TWO POINT THREE DOLLARS UNENCUMBERED BALANCE WAS TWENTY TWO POINT THREE DOLLARS UNENCUMBERED BALANCE WAS TWENTY TWO POINT THREE DOLLARS MILLION. TWO POINT THREE DOLLARS MILLION. TWO POINT THREE DOLLARS MILLION. THE NEXT GRAPH ILLUSTRATES THE MILLION. THE NEXT GRAPH ILLUSTRATES THE MILLION. THE NEXT GRAPH ILLUSTRATES THE TOTAL EXPENDITURES INCURRED IN THE NEXT GRAPH ILLUSTRATES THE TOTAL EXPENDITURES INCURRED IN THE NEXT GRAPH ILLUSTRATES

220THE TOTAL EXPENDITURES INCURRED IN FISCAL YEAR TWENTY TWENTY FOUR TOTAL EXPENDITURES INCURRED IN FISCAL YEAR TWENTY TWENTY FOUR TOTAL EXPENDITURES INCURRED IN FISCAL YEAR TWENTY TWENTY FOUR BY CATEGORY THE INSTRUCTIONAL FISCAL YEAR TWENTY TWENTY FOUR BY CATEGORY THE INSTRUCTIONAL FISCAL YEAR TWENTY TWENTY FOUR BY CATEGORY THE INSTRUCTIONAL CATEGORY COMPRISED OF SIXTY BY CATEGORY THE INSTRUCTIONAL CATEGORY COMPRISED OF SIXTY BY CATEGORY THE INSTRUCTIONAL CATEGORY COMPRISED OF SIXTY NINE POINT THREE PERCENT CATEGORY COMPRISED OF SIXTY NINE POINT THREE PERCENT CATEGORY COMPRISED OF SIXTY NINE POINT THREE PERCENT OPERATIONS THE MAINTENANCE NINE POINT THREE PERCENT OPERATIONS THE MAINTENANCE NINE POINT THREE PERCENT OPERATIONS THE MAINTENANCE ELEVEN NINE PERCENT PUPIL OPERATIONS THE MAINTENANCE ELEVEN NINE PERCENT PUPIL OPERATIONS THE MAINTENANCE ELEVEN NINE PERCENT PUPIL TRANSPORTATION IN FIVE SIX ELEVEN NINE PERCENT PUPIL TRANSPORTATION IN FIVE SIX ELEVEN NINE PERCENT

221PUPIL TRANSPORTATION IN FIVE SIX PERCENT TECHNOLOGY FOUR POINT TRANSPORTATION IN FIVE SIX PERCENT TECHNOLOGY FOUR POINT TRANSPORTATION IN FIVE SIX PERCENT TECHNOLOGY FOUR POINT THREE PERCENT ADMINISTRATION PERCENT TECHNOLOGY FOUR POINT THREE PERCENT ADMINISTRATION PERCENT TECHNOLOGY FOUR POINT THREE PERCENT ADMINISTRATION ATTENDANCE AND HEALTH FOUR THREE PERCENT ADMINISTRATION ATTENDANCE AND HEALTH FOUR THREE PERCENT ADMINISTRATION ATTENDANCE AND HEALTH FOUR POINT THREE PERCENT IN DEBT ATTENDANCE AND HEALTH FOUR POINT THREE PERCENT IN DEBT ATTENDANCE AND HEALTH FOUR POINT THREE PERCENT IN DEBT SERVICE WAS FOUR POINT SIX POINT THREE PERCENT IN DEBT SERVICE WAS FOUR POINT SIX POINT THREE PERCENT IN DEBT SERVICE WAS FOUR POINT SIX PERCENT AS PRESENTED ON BE ONE SERVICE WAS FOUR POINT SIX PERCENT AS PRESENTED ON BE ONE SERVICE WAS FOUR POINT SIX PERCENT AS PRESENTED ON BE ONE OF THE OF YOUR

222DOCUMENT YOU PERCENT AS PRESENTED ON BE ONE OF THE OF YOUR DOCUMENT YOU PERCENT AS PRESENTED ON BE ONE OF THE OF YOUR DOCUMENT YOU WILL FIND SOME OTHER REVERSION OF THE OF YOUR DOCUMENT YOU WILL FIND SOME OTHER REVERSION OF THE OF YOUR DOCUMENT YOU WILL FIND SOME OTHER REVERSION THE REVERSION BACK TO THE WILL FIND SOME OTHER REVERSION THE REVERSION BACK TO THE WILL FIND SOME OTHER REVERSION THE REVERSION BACK TO THE CITY'S GENERAL WITH THE REVENUE THE REVERSION BACK TO THE CITY'S GENERAL WITH THE REVENUE THE REVERSION BACK TO THE CITY'S GENERAL WITH THE REVENUE SURPLUS OF NINE POINT SEVEN AND CITY'S GENERAL WITH THE REVENUE SURPLUS OF NINE POINT SEVEN AND CITY'S GENERAL WITH THE REVENUE SURPLUS OF NINE POINT SEVEN AND THE REMAINING UNSPENT SURPLUS OF NINE POINT SEVEN AND

223THE REMAINING UNSPENT SURPLUS OF NINE POINT SEVEN AND THE REMAINING UNSPENT UNENCUMBERED BALANCE OF TWENTY THE REMAINING UNSPENT UNENCUMBERED BALANCE OF TWENTY THE REMAINING UNSPENT UNENCUMBERED BALANCE OF TWENTY TWO POINT THREE MILLION AND UNENCUMBERED BALANCE OF TWENTY TWO POINT THREE MILLION AND UNENCUMBERED BALANCE OF TWENTY TWO POINT THREE MILLION AND REVERSION OF SCHOOL ATHLETICS TWO POINT THREE MILLION AND REVERSION OF SCHOOL ATHLETICS TWO POINT THREE MILLION AND REVERSION OF SCHOOL ATHLETICS OF ONE HUNDRED SEVENTY SIX REVERSION OF SCHOOL ATHLETICS OF ONE HUNDRED SEVENTY SIX REVERSION OF SCHOOL ATHLETICS OF ONE HUNDRED SEVENTY SIX THOUSAND THREE ONE COLLEGIATE OF ONE HUNDRED SEVENTY SIX THOUSAND THREE ONE COLLEGIATE OF ONE HUNDRED SEVENTY SIX THOUSAND THREE ONE COLLEGIATE FORTY FIVE THOUSAND AND ALL THE THOUSAND THREE ONE COLLEGIATE FORTY FIVE THOUSAND AND ALL THE THOUSAND THREE ONE COLLEGIATE

224FORTY FIVE THOUSAND AND ALL THE OTHER ADJUSTMENTS IN PREPAID FORTY FIVE THOUSAND AND ALL THE OTHER ADJUSTMENTS IN PREPAID FORTY FIVE THOUSAND AND ALL THE OTHER ADJUSTMENTS IN PREPAID REVERSION BACK TO THE CITY IS OTHER ADJUSTMENTS IN PREPAID REVERSION BACK TO THE CITY IS OTHER ADJUSTMENTS IN PREPAID REVERSION BACK TO THE CITY IS THIRTY ONE POINT SEVEN MILLION REVERSION BACK TO THE CITY IS THIRTY ONE POINT SEVEN MILLION REVERSION BACK TO THE CITY IS THIRTY ONE POINT SEVEN MILLION . THIRTY ONE POINT SEVEN MILLION . THIRTY ONE POINT SEVEN MILLION . THE REVENUES THAT COMPRISE THE . THE REVENUES THAT COMPRISE THE . THE REVENUES THAT COMPRISE THE CITY AND SCHOOL BOARD REVENUE THE REVENUES THAT COMPRISE THE CITY AND SCHOOL BOARD REVENUE THE REVENUES THAT COMPRISE THE CITY AND SCHOOL BOARD REVENUE SHARING FORMULA

225ON A CITY AND SCHOOL BOARD REVENUE SHARING FORMULA ON A CITY AND SCHOOL BOARD REVENUE SHARING FORMULA ON A PRELIMINARY BASES CAME IN UNDER SHARING FORMULA ON A PRELIMINARY BASES CAME IN UNDER SHARING FORMULA ON A PRELIMINARY BASES CAME IN UNDER BUDGET. PRELIMINARY BASES CAME IN UNDER BUDGET. PRELIMINARY BASES CAME IN UNDER BUDGET. OUR SHARE OF THE DEFICIT IS BUDGET. OUR SHARE OF THE DEFICIT IS BUDGET. OUR SHARE OF THE DEFICIT IS APPROXIMATELY ONE POINT TWO OUR SHARE OF THE DEFICIT IS APPROXIMATELY ONE POINT TWO OUR SHARE OF THE DEFICIT IS APPROXIMATELY ONE POINT TWO DOLLARS MILLION THE BUDGET APPROXIMATELY ONE POINT TWO DOLLARS MILLION THE BUDGET APPROXIMATELY ONE POINT TWO DOLLARS MILLION THE BUDGET DEVELOPMENT STAFF IS CURRENTLY DOLLARS MILLION THE BUDGET DEVELOPMENT STAFF IS CURRENTLY DOLLARS MILLION THE BUDGET DEVELOPMENT STAFF IS CURRENTLY

226WORKING ON POTENTIAL FUTURE DEVELOPMENT STAFF IS CURRENTLY WORKING ON POTENTIAL FUTURE DEVELOPMENT STAFF IS CURRENTLY WORKING ON POTENTIAL FUTURE USES OF THESE FUNDS AND THEY'LL WORKING ON POTENTIAL FUTURE USES OF THESE FUNDS AND THEY'LL WORKING ON POTENTIAL FUTURE USES OF THESE FUNDS AND THEY'LL WILL BE PRESENTED AND DISCUSSED USES OF THESE FUNDS AND THEY'LL WILL BE PRESENTED AND DISCUSSED USES OF THESE FUNDS AND THEY'LL WILL BE PRESENTED AND DISCUSSED AT THE SCHOOL BOARD MEETING ON WILL BE PRESENTED AND DISCUSSED AT THE SCHOOL BOARD MEETING ON WILL BE PRESENTED AND DISCUSSED AT THE SCHOOL BOARD MEETING ON OCTOBER EIGHT. AT THE SCHOOL BOARD MEETING ON OCTOBER EIGHT. AT THE SCHOOL BOARD MEETING ON OCTOBER EIGHT. THE REVENUE SHARING FORMULATED OCTOBER EIGHT. THE REVENUE SHARING FORMULATED OCTOBER EIGHT. THE REVENUE SHARING FORMULATED THESE FIGURES PRESENTED OUR THE

227REVENUE SHARING FORMULATED THESE FIGURES PRESENTED OUR THE REVENUE SHARING FORMULATED THESE FIGURES PRESENTED OUR UNAUDITED IN AUDITED IN OUR THESE FIGURES PRESENTED OUR UNAUDITED IN AUDITED IN OUR THESE FIGURES PRESENTED OUR UNAUDITED IN AUDITED IN OUR SUBJECT TO CHANGE NOW THE JULY UNAUDITED IN AUDITED IN OUR SUBJECT TO CHANGE NOW THE JULY UNAUDITED IN AUDITED IN OUR SUBJECT TO CHANGE NOW THE JULY AND AUGUST INTERIM FINANCIAL SUBJECT TO CHANGE NOW THE JULY AND AUGUST INTERIM FINANCIAL SUBJECT TO CHANGE NOW THE JULY AND AUGUST INTERIM FINANCIAL STATEMENTS ARE ALSO INCLUDING AND AUGUST INTERIM FINANCIAL STATEMENTS ARE ALSO INCLUDING AND AUGUST INTERIM FINANCIAL STATEMENTS ARE ALSO INCLUDING YOUR BOARD DOCUMENTS THIS STATEMENTS ARE ALSO INCLUDING YOUR BOARD DOCUMENTS THIS STATEMENTS ARE ALSO INCLUDING YOUR BOARD DOCUMENTS THIS EVENING THEY ARE PRESENTED AS YOUR BOARD DOCUMENTS THIS EVENING

228THEY ARE PRESENTED AS YOUR BOARD DOCUMENTS THIS EVENING THEY ARE PRESENTED AS REQUIRED BY VIRGINIA STATE EVENING THEY ARE PRESENTED AS REQUIRED BY VIRGINIA STATE EVENING THEY ARE PRESENTED AS REQUIRED BY VIRGINIA STATE CODE . REQUIRED BY VIRGINIA STATE CODE . REQUIRED BY VIRGINIA STATE CODE . HOWEVER THESE ARE ABBREVIATED CODE . HOWEVER THESE ARE ABBREVIATED CODE . HOWEVER THESE ARE ABBREVIATED STATEMENTS THERE ARE NO HOWEVER THESE ARE ABBREVIATED STATEMENTS THERE ARE NO HOWEVER THESE ARE ABBREVIATED STATEMENTS THERE ARE NO SALARIES AND BENEFITS FOR TEN STATEMENTS THERE ARE NO SALARIES AND BENEFITS FOR TEN STATEMENTS THERE ARE NO SALARIES AND BENEFITS FOR TEN MONTH EMPLOYEES EMPLOYEES AND SALARIES AND BENEFITS FOR TEN MONTH EMPLOYEES EMPLOYEES AND SALARIES AND BENEFITS FOR TEN MONTH EMPLOYEES EMPLOYEES AND THE ABBREVIATED STATEMENTS OR MONTH EMPLOYEES EMPLOYEES AND THE ABBREVIATED

229STATEMENTS OR MONTH EMPLOYEES EMPLOYEES AND THE ABBREVIATED STATEMENTS OR NOT IS MEANINGFUL AND THE ABBREVIATED STATEMENTS OR NOT IS MEANINGFUL AND THE ABBREVIATED STATEMENTS OR NOT IS MEANINGFUL AND COMPARABLE AS FINANCIAL NOT IS MEANINGFUL AND COMPARABLE AS FINANCIAL NOT IS MEANINGFUL AND COMPARABLE AS FINANCIAL STATEMENTS PRESENTED FOR COMPARABLE AS FINANCIAL STATEMENTS PRESENTED FOR COMPARABLE AS FINANCIAL STATEMENTS PRESENTED FOR SEPTEMBER THIS CONCLUDES MY STATEMENTS PRESENTED FOR SEPTEMBER THIS CONCLUDES MY STATEMENTS PRESENTED FOR SEPTEMBER THIS CONCLUDES MY PRESENTATION. SEPTEMBER THIS CONCLUDES MY PRESENTATION. SEPTEMBER THIS CONCLUDES MY PRESENTATION. I'LL BE GLAD TO TAKE ANY PRESENTATION. I'LL BE GLAD TO TAKE ANY PRESENTATION. I'LL BE GLAD TO TAKE ANY QUESTIONS OK I DON'T SEE ANY I'LL BE GLAD TO TAKE ANY QUESTIONS OK I DON'T SEE ANY I'LL BE GLAD TO TAKE ANY QUESTIONS OK I DON'T SEE

230ANY THANK ANY. QUESTIONS OK I DON'T SEE ANY THANK ANY. QUESTIONS OK I DON'T SEE ANY THANK ANY. THANK YOU. THANK ANY. THANK YOU. THANK ANY. THANK YOU. THANKS MR. HOPKINS. THANK YOU. THANKS MR. HOPKINS. THANK YOU. THANKS MR. HOPKINS. ALL RIGHT. THANKS MR. HOPKINS. ALL RIGHT. THANKS MR. HOPKINS. ALL RIGHT. ITEM B IS THE POLICY REVIEW ALL RIGHT. ITEM B IS THE POLICY REVIEW ALL RIGHT. ITEM B IS THE POLICY REVIEW COMMITTEE'S RECOMMENDATIONS AND ITEM B IS THE POLICY REVIEW COMMITTEE'S RECOMMENDATIONS AND ITEM B IS THE POLICY REVIEW COMMITTEE'S RECOMMENDATIONS AND WE WELCOME MRS ON OUR SCHOOL COMMITTEE'S RECOMMENDATIONS AND WE WELCOME MRS ON OUR SCHOOL COMMITTEE'S RECOMMENDATIONS AND WE WELCOME MRS ON OUR SCHOOL BOARD ATTORNEY DAVID MADAM WE WELCOME MRS ON OUR SCHOOL BOARD ATTORNEY DAVID MADAM WE WELCOME MRS ON OUR

231SCHOOL BOARD ATTORNEY DAVID MADAM CHAIR EVENING MADAM CHAIR, VICE BOARD ATTORNEY DAVID MADAM CHAIR EVENING MADAM CHAIR, VICE BOARD ATTORNEY DAVID MADAM CHAIR EVENING MADAM CHAIR, VICE CHAIR, SCHOOL BOARD NUMBERS AND CHAIR EVENING MADAM CHAIR, VICE CHAIR, SCHOOL BOARD NUMBERS AND CHAIR EVENING MADAM CHAIR, VICE CHAIR, SCHOOL BOARD NUMBERS AND DR. ROBERTS AND I'M COMMUNITY CHAIR, SCHOOL BOARD NUMBERS AND DR. ROBERTS AND I'M COMMUNITY CHAIR, SCHOOL BOARD NUMBERS AND DR. ROBERTS AND I'M COMMUNITY THE SCHOOL BOARD ATTORNEY AND DR. ROBERTS AND I'M COMMUNITY THE SCHOOL BOARD ATTORNEY AND DR. ROBERTS AND I'M COMMUNITY THE SCHOOL BOARD ATTORNEY AND ON BEHALF OF POLICY REVIEW THE SCHOOL BOARD ATTORNEY AND ON BEHALF OF POLICY REVIEW THE SCHOOL BOARD ATTORNEY AND ON BEHALF OF POLICY REVIEW COMMITTEE I WILL BE PRESENTING ON BEHALF OF POLICY REVIEW COMMITTEE I

232WILL BE PRESENTING ON BEHALF OF POLICY REVIEW COMMITTEE I WILL BE PRESENTING RECOMMENDATIONS FROM SEPTEMBER COMMITTEE I WILL BE PRESENTING RECOMMENDATIONS FROM SEPTEMBER COMMITTEE I WILL BE PRESENTING RECOMMENDATIONS FROM SEPTEMBER 12 TWENTY TWENTY FOUR PRC RECOMMENDATIONS FROM SEPTEMBER 12 TWENTY TWENTY FOUR PRC RECOMMENDATIONS FROM SEPTEMBER 12 TWENTY TWENTY FOUR PRC MEETING THERE ARE ONLY SIX 12 TWENTY TWENTY FOUR PRC MEETING THERE ARE ONLY SIX 12 TWENTY TWENTY FOUR PRC MEETING THERE ARE ONLY SIX WE'RE COVERING THIS EVENING THE MEETING THERE ARE ONLY SIX WE'RE COVERING THIS EVENING THE MEETING THERE ARE ONLY SIX WE'RE COVERING THIS EVENING THE FIRST UP IS POLICY FIVE SIXTY WE'RE COVERING THIS EVENING THE FIRST UP IS POLICY FIVE SIXTY WE'RE COVERING THIS EVENING THE FIRST UP IS POLICY FIVE SIXTY ON THIS IS FIRST AID AND FIRST UP IS

233POLICY FIVE SIXTY ON THIS IS FIRST AID AND FIRST UP IS POLICY FIVE SIXTY ON THIS IS FIRST AID AND EMERGENCY CARE. ON THIS IS FIRST AID AND EMERGENCY CARE. ON THIS IS FIRST AID AND EMERGENCY CARE. THERE WAS STATUTORY LANGUAGE EMERGENCY CARE. THERE WAS STATUTORY LANGUAGE EMERGENCY CARE. THERE WAS STATUTORY LANGUAGE ADDED TO THIS PARTICULAR POLICY THERE WAS STATUTORY LANGUAGE ADDED TO THIS PARTICULAR POLICY THERE WAS STATUTORY LANGUAGE ADDED TO THIS PARTICULAR POLICY THAT HAS BEEN UPDATED AS WE'VE ADDED TO THIS PARTICULAR POLICY THAT HAS BEEN UPDATED AS WE'VE ADDED TO THIS PARTICULAR POLICY THAT HAS BEEN UPDATED AS WE'VE BEEN HEARING THE POLICY THAT HAS BEEN UPDATED AS WE'VE BEEN HEARING THE POLICY THAT HAS BEEN UPDATED AS WE'VE BEEN HEARING THE POLICY SOMETIMES THEY GET UPDATED OVER BEEN HEARING THE POLICY SOMETIMES

234THEY GET UPDATED OVER BEEN HEARING THE POLICY SOMETIMES THEY GET UPDATED OVER THE YEARS AND THE STATUTORY SOMETIMES THEY GET UPDATED OVER THE YEARS AND THE STATUTORY SOMETIMES THEY GET UPDATED OVER THE YEARS AND THE STATUTORY LANGUAGE THAT WE HAVE ADDED THE YEARS AND THE STATUTORY LANGUAGE THAT WE HAVE ADDED THE YEARS AND THE STATUTORY LANGUAGE THAT WE HAVE ADDED APPEARS PRIMARILY IN SECTION E LANGUAGE THAT WE HAVE ADDED APPEARS PRIMARILY IN SECTION E LANGUAGE THAT WE HAVE ADDED APPEARS PRIMARILY IN SECTION E WE'VE HAD LANGUAGES IN. APPEARS PRIMARILY IN SECTION E WE'VE HAD LANGUAGES IN. APPEARS PRIMARILY IN SECTION E WE'VE HAD LANGUAGES IN. IT'S IN THE STATUTE. WE'VE HAD LANGUAGES IN. IT'S IN THE STATUTE. WE'VE HAD LANGUAGES IN. IT'S IN THE STATUTE. IT'S NOT THAT WE DIDN'T THESE IT'S IN THE STATUTE.

235IT'S NOT THAT WE DIDN'T THESE IT'S IN THE STATUTE. IT'S NOT THAT WE DIDN'T THESE PROCEDURES WE SIMPLY DIDN'T IT'S NOT THAT WE DIDN'T THESE PROCEDURES WE SIMPLY DIDN'T IT'S NOT THAT WE DIDN'T THESE PROCEDURES WE SIMPLY DIDN'T HAVE THEM IN THE POLICY THE PROCEDURES WE SIMPLY DIDN'T HAVE THEM IN THE POLICY THE PROCEDURES WE SIMPLY DIDN'T HAVE THEM IN THE POLICY THE POLICY. HAVE THEM IN THE POLICY THE POLICY. HAVE THEM IN THE POLICY THE POLICY. SO WE'VE GONE AHEAD AND OUT POLICY. SO WE'VE GONE AHEAD AND OUT POLICY. SO WE'VE GONE AHEAD AND OUT OF A SECTION E THESE ARE THE SO WE'VE GONE AHEAD AND OUT OF A SECTION E THESE ARE THE SO WE'VE GONE AHEAD AND OUT OF A SECTION E THESE ARE THE ADDITIONAL PROCEDURES OF A SECTION E

236THESE ARE THE ADDITIONAL PROCEDURES OF A SECTION E THESE ARE THE ADDITIONAL PROCEDURES THAT YOU ADDITIONAL PROCEDURES THAT YOU ADDITIONAL PROCEDURES THAT YOU SEE HERE ARE THERE ANY ADDITIONAL PROCEDURES THAT YOU SEE HERE ARE THERE ANY ADDITIONAL PROCEDURES THAT YOU SEE HERE ARE THERE ANY QUESTIONS ON POLICY 561 ONE AND SEE HERE ARE THERE ANY QUESTIONS ON POLICY 561 ONE AND SEE HERE ARE THERE ANY QUESTIONS ON POLICY 561 ONE AND OF COURSE IS THE POLICY FIVE TO QUESTIONS ON POLICY 561 ONE AND OF COURSE IS THE POLICY FIVE TO QUESTIONS ON POLICY 561 ONE AND OF COURSE IS THE POLICY FIVE TO SEVEN I'LL MOVE ON TO POLICY OF COURSE IS THE POLICY FIVE TO SEVEN I'LL MOVE ON TO POLICY OF COURSE IS THE POLICY FIVE TO SEVEN I'LL MOVE ON TO POLICY

237630 THIS. SEVEN I'LL MOVE ON TO POLICY 630 THIS. SEVEN I'LL MOVE ON TO POLICY 630 THIS. THIS IS IN OUR INSTRUCTION AREA 630 THIS. THIS IS IN OUR INSTRUCTION AREA 630 THIS. THIS IS IN OUR INSTRUCTION AREA AND I LOOK AT THE TOP IS THIS IS IN OUR INSTRUCTION AREA AND I LOOK AT THE TOP IS THIS IS IN OUR INSTRUCTION AREA AND I LOOK AT THE TOP IS PERSONNEL AND POLICY SHOULD SAY AND I LOOK AT THE TOP IS PERSONNEL AND POLICY SHOULD SAY AND I LOOK AT THE TOP IS PERSONNEL AND POLICY SHOULD SAY CONSTRUCTION OF THEIR FAMILY PERSONNEL AND POLICY SHOULD SAY CONSTRUCTION OF THEIR FAMILY PERSONNEL AND POLICY SHOULD SAY CONSTRUCTION OF THEIR FAMILY LIFE EDUCATION ON AGAIN THE CONSTRUCTION OF THEIR FAMILY LIFE EDUCATION ON AGAIN THE CONSTRUCTION OF

238THEIR FAMILY LIFE EDUCATION ON AGAIN THE STATUTORY REQUIREMENTS THAT ARE LIFE EDUCATION ON AGAIN THE STATUTORY REQUIREMENTS THAT ARE LIFE EDUCATION ON AGAIN THE STATUTORY REQUIREMENTS THAT ARE PRIMARILY GOING TO SHOW UP. STATUTORY REQUIREMENTS THAT ARE PRIMARILY GOING TO SHOW UP. STATUTORY REQUIREMENTS THAT ARE PRIMARILY GOING TO SHOW UP. YOU'LL A LITTLE BIT AND SECTION PRIMARILY GOING TO SHOW UP. YOU'LL A LITTLE BIT AND SECTION PRIMARILY GOING TO SHOW UP. YOU'LL A LITTLE BIT AND SECTION A AND DB IS PRIMARILY IN YOU'LL A LITTLE BIT AND SECTION A AND DB IS PRIMARILY IN YOU'LL A LITTLE BIT AND SECTION A AND DB IS PRIMARILY IN SECTION AND AFTER WE'VE GONE A AND DB IS PRIMARILY IN SECTION AND AFTER WE'VE GONE A AND DB IS PRIMARILY IN SECTION AND AFTER WE'VE GONE REQUIRED GONE REQUIRED

239LANGUAGE SECTION AND AFTER WE'VE GONE REQUIRED GONE REQUIRED LANGUAGE SECTION AND AFTER WE'VE GONE REQUIRED GONE REQUIRED LANGUAGE THAT'S IN THE STATUTE CAN HOW REQUIRED GONE REQUIRED LANGUAGE THAT'S IN THE STATUTE CAN HOW REQUIRED GONE REQUIRED LANGUAGE THAT'S IN THE STATUTE CAN HOW THE PROCEDURES IN PLACE WAS THAT'S IN THE STATUTE CAN HOW THE PROCEDURES IN PLACE WAS THAT'S IN THE STATUTE CAN HOW THE PROCEDURES IN PLACE WAS SIMPLY DIDN'T HAVE THIS IN THE THE PROCEDURES IN PLACE WAS SIMPLY DIDN'T HAVE THIS IN THE THE PROCEDURES IN PLACE WAS SIMPLY DIDN'T HAVE THIS IN THE IN THE POLICY SO WE'VE GONE HAD SIMPLY DIDN'T HAVE THIS IN THE IN THE POLICY SO WE'VE GONE HAD SIMPLY DIDN'T HAVE THIS IN THE IN THE POLICY SO WE'VE GONE HAD UPDATED SECTION E AND MADE SOME IN

240THE POLICY SO WE'VE GONE HAD UPDATED SECTION E AND MADE SOME IN THE POLICY SO WE'VE GONE HAD UPDATED SECTION E AND MADE SOME UPDATES U.S. EFFORT ON THE OPT UPDATED SECTION E AND MADE SOME UPDATES U.S. EFFORT ON THE OPT UPDATED SECTION E AND MADE SOME UPDATES U.S. EFFORT ON THE OPT OUT PROCEDURES ARE OR THE UPDATES U.S. EFFORT ON THE OPT OUT PROCEDURES ARE OR THE UPDATES U.S. EFFORT ON THE OPT OUT PROCEDURES ARE OR THE QUESTIONS ON POLICY 30 TO OUT PROCEDURES ARE OR THE QUESTIONS ON POLICY 30 TO OUT PROCEDURES ARE OR THE QUESTIONS ON POLICY 30 TO COLPEPER AND IN IT SAYS YOU QUESTIONS ON POLICY 30 TO COLPEPER AND IN IT SAYS YOU QUESTIONS ON POLICY 30 TO COLPEPER AND IN IT SAYS YOU EVERY SEVEN YEARS WHAT MY

241SEVEN COLPEPER AND IN IT SAYS YOU EVERY SEVEN YEARS WHAT MY SEVEN COLPEPER AND IN IT SAYS YOU EVERY SEVEN YEARS WHAT MY SEVEN WHERE THEY COME FROM THAT'S EVERY SEVEN YEARS WHAT MY SEVEN WHERE THEY COME FROM THAT'S EVERY SEVEN YEARS WHAT MY SEVEN WHERE THEY COME FROM THAT'S STATUTORY THAT'S TYPICAL C THAT WHERE THEY COME FROM THAT'S STATUTORY THAT'S TYPICAL C THAT WHERE THEY COME FROM THAT'S STATUTORY THAT'S TYPICAL C THAT LIST TEXTBOOKS WE TENDED TO BE STATUTORY THAT'S TYPICAL C THAT LIST TEXTBOOKS WE TENDED TO BE STATUTORY THAT'S TYPICAL C THAT LIST TEXTBOOKS WE TENDED TO BE WHAT THE VIDEO WAS OF THE LIST TEXTBOOKS WE TENDED TO BE WHAT THE VIDEO WAS OF THE LIST TEXTBOOKS WE TENDED TO BE WHAT THE VIDEO WAS OF THE LANGUAGE FOR INSTRUCTION WHAT THE

242VIDEO WAS OF THE LANGUAGE FOR INSTRUCTION WHAT THE VIDEO WAS OF THE LANGUAGE FOR INSTRUCTION TEXTBOOKS SENSITIVE TIME LANGUAGE FOR INSTRUCTION TEXTBOOKS SENSITIVE TIME LANGUAGE FOR INSTRUCTION TEXTBOOKS SENSITIVE TIME DIFFERENT TIME PERIOD BUT TEXTBOOKS SENSITIVE TIME DIFFERENT TIME PERIOD BUT TEXTBOOKS SENSITIVE TIME DIFFERENT TIME PERIOD BUT THAT'S STATUTORY ARE THERE ANY DIFFERENT TIME PERIOD BUT THAT'S STATUTORY ARE THERE ANY DIFFERENT TIME PERIOD BUT THAT'S STATUTORY ARE THERE ANY OTHER QUESTIONS ON SIX THIRTY THAT'S STATUTORY ARE THERE ANY OTHER QUESTIONS ON SIX THIRTY THAT'S STATUTORY ARE THERE ANY OTHER QUESTIONS ON SIX THIRTY HERE NO QUESTION THAT THEY SIX OTHER QUESTIONS ON SIX THIRTY HERE NO QUESTION THAT THEY SIX OTHER QUESTIONS ON SIX THIRTY HERE NO QUESTION THAT THEY SIX TODAY WE'LL MOVE ON TO POLICY HERE NO QUESTION THAT THEY SIX TODAY WE'LL MOVE

243ON TO POLICY HERE NO QUESTION THAT THEY SIX TODAY WE'LL MOVE ON TO POLICY 647 FORTY SEVEN THIS IS TODAY WE'LL MOVE ON TO POLICY 647 FORTY SEVEN THIS IS TODAY WE'LL MOVE ON TO POLICY 647 FORTY SEVEN THIS IS INTERSCHOLASTIC COMPETITION 647 FORTY SEVEN THIS IS INTERSCHOLASTIC COMPETITION 647 FORTY SEVEN THIS IS INTERSCHOLASTIC COMPETITION JUST A MINOR SCRIBBLER CHANGE INTERSCHOLASTIC COMPETITION JUST A MINOR SCRIBBLER CHANGE INTERSCHOLASTIC COMPETITION JUST A MINOR SCRIBBLER CHANGE FOR PULLING OUT THE ED STATS JUST A MINOR SCRIBBLER CHANGE FOR PULLING OUT THE ED STATS JUST A MINOR SCRIBBLER CHANGE FOR PULLING OUT THE ED STATS THAT WE'VE DONE PRIOR POLICIES FOR PULLING OUT THE ED STATS THAT WE'VE DONE PRIOR POLICIES FOR PULLING OUT THE ED STATS THAT WE'VE DONE PRIOR POLICIES OF THE OTHER THE NEW QUESTIONS THAT WE'VE

244DONE PRIOR POLICIES OF THE OTHER THE NEW QUESTIONS THAT WE'VE DONE PRIOR POLICIES OF THE OTHER THE NEW QUESTIONS ON SIX FORTY SEVEN HERE. OF THE OTHER THE NEW QUESTIONS ON SIX FORTY SEVEN HERE. OF THE OTHER THE NEW QUESTIONS ON SIX FORTY SEVEN HERE. NO QUESTION THAT 647 WE'LL MOVE ON SIX FORTY SEVEN HERE. NO QUESTION THAT 647 WE'LL MOVE ON SIX FORTY SEVEN HERE. NO QUESTION THAT 647 WE'LL MOVE ON TO SIX FIFTY FIVE SOURCE NO QUESTION THAT 647 WE'LL MOVE ON TO SIX FIFTY FIVE SOURCE NO QUESTION THAT 647 WE'LL MOVE ON TO SIX FIFTY FIVE SOURCE OF RENTAL HOME CONSTRUCTION ON TO SIX FIFTY FIVE SOURCE OF RENTAL HOME CONSTRUCTION ON TO SIX FIFTY FIVE SOURCE OF RENTAL HOME CONSTRUCTION ASSISTANCE SIMPLY REFORMATTING OF RENTAL HOME CONSTRUCTION ASSISTANCE SIMPLY REFORMATTING OF

245RENTAL HOME CONSTRUCTION ASSISTANCE SIMPLY REFORMATTING CHANGES MORE CONSISTENT WITH ASSISTANCE SIMPLY REFORMATTING CHANGES MORE CONSISTENT WITH ASSISTANCE SIMPLY REFORMATTING CHANGES MORE CONSISTENT WITH HOW WE DO OUTLINING FORMS AND CHANGES MORE CONSISTENT WITH HOW WE DO OUTLINING FORMS AND CHANGES MORE CONSISTENT WITH HOW WE DO OUTLINING FORMS AND POLICIES THAN THAT RECOMMENDED HOW WE DO OUTLINING FORMS AND POLICIES THAN THAT RECOMMENDED HOW WE DO OUTLINING FORMS AND POLICIES THAN THAT RECOMMENDED CHANGES RECOMMENDED CHANGES. POLICIES THAN THAT RECOMMENDED CHANGES RECOMMENDED CHANGES. POLICIES THAN THAT RECOMMENDED CHANGES RECOMMENDED CHANGES. ANY QUESTIONS ON FIFTY FIVE NO CHANGES RECOMMENDED CHANGES. ANY QUESTIONS ON FIFTY FIVE NO CHANGES RECOMMENDED CHANGES. ANY QUESTIONS ON FIFTY FIVE NO QUESTIONS ON SIX FIFTY FIVE ANY QUESTIONS ON FIFTY FIVE NO QUESTIONS ON SIX FIFTY FIVE ANY QUESTIONS ON FIFTY FIVE NO QUESTIONS ON SIX

246FIFTY FIVE UNDER SIX SEVENTY ONE ARE QUESTIONS ON SIX FIFTY FIVE UNDER SIX SEVENTY ONE ARE QUESTIONS ON SIX FIFTY FIVE UNDER SIX SEVENTY ONE ARE PLEASED IF YOU HAVE GOT HAVE UNDER SIX SEVENTY ONE ARE PLEASED IF YOU HAVE GOT HAVE UNDER SIX SEVENTY ONE ARE PLEASED IF YOU HAVE GOT HAVE NOT UPDATED WE DID UPDATE A PLEASED IF YOU HAVE GOT HAVE NOT UPDATED WE DID UPDATE A PLEASED IF YOU HAVE GOT HAVE NOT UPDATED WE DID UPDATE A POLICY THAT CAME IN YESTERDAY NOT UPDATED WE DID UPDATE A POLICY THAT CAME IN YESTERDAY NOT UPDATED WE DID UPDATE A POLICY THAT CAME IN YESTERDAY WE RECOGNIZE WE UP THE WRONG POLICY THAT CAME IN YESTERDAY WE RECOGNIZE WE UP THE WRONG POLICY THAT CAME IN YESTERDAY WE RECOGNIZE WE UP THE WRONG

247VERSION OF IT IF YOU REMEMBER WE RECOGNIZE WE UP THE WRONG VERSION OF IT IF YOU REMEMBER WE RECOGNIZE WE UP THE WRONG VERSION OF IT IF YOU REMEMBER FROM OUR LAST MEETING WE'D HAD VERSION OF IT IF YOU REMEMBER FROM OUR LAST MEETING WE'D HAD VERSION OF IT IF YOU REMEMBER FROM OUR LAST MEETING WE'D HAD IT IN REGULATION FORM YOU TALK FROM OUR LAST MEETING WE'D HAD IT IN REGULATION FORM YOU TALK FROM OUR LAST MEETING WE'D HAD IT IN REGULATION FORM YOU TALK ABOUT THE POLICY WE TOOK THE IT IN REGULATION FORM YOU TALK ABOUT THE POLICY WE TOOK THE IT IN REGULATION FORM YOU TALK ABOUT THE POLICY WE TOOK THE REGULATION THE REGULATION AND ABOUT THE POLICY WE TOOK THE REGULATION THE REGULATION AND ABOUT THE POLICY WE TOOK THE

248REGULATION THE REGULATION AND WE NOW ADOPTED POLICY I WILL REGULATION THE REGULATION AND WE NOW ADOPTED POLICY I WILL REGULATION THE REGULATION AND WE NOW ADOPTED POLICY I WILL SEE YOU MADE A FEW A FEW WE NOW ADOPTED POLICY I WILL SEE YOU MADE A FEW A FEW WE NOW ADOPTED POLICY I WILL SEE YOU MADE A FEW A FEW CHANGES FROM WHAT THE SEE YOU MADE A FEW A FEW CHANGES FROM WHAT THE SEE YOU MADE A FEW A FEW CHANGES FROM WHAT THE REGULATION WAS SO THAT'S WHY CHANGES FROM WHAT THE REGULATION WAS SO THAT'S WHY CHANGES FROM WHAT THE REGULATION WAS SO THAT'S WHY THIS WILL BE BROUGHT IN MOST REGULATION WAS SO THAT'S WHY THIS WILL BE BROUGHT IN MOST REGULATION WAS SO THAT'S WHY THIS WILL BE BROUGHT IN MOST

249OF HIS NOT INSIGNIFICANT WE THIS WILL BE BROUGHT IN MOST OF HIS NOT INSIGNIFICANT WE THIS WILL BE BROUGHT IN MOST OF HIS NOT INSIGNIFICANT WE ORDERED A LOT OF LOT OF THIS OF HIS NOT INSIGNIFICANT WE ORDERED A LOT OF LOT OF THIS OF HIS NOT INSIGNIFICANT WE ORDERED A LOT OF LOT OF THIS INFORMATION ON THERE. ORDERED A LOT OF LOT OF THIS INFORMATION ON THERE. ORDERED A LOT OF LOT OF THIS INFORMATION ON THERE. YOU'LL SEE CHANGE IS NOW INFORMATION ON THERE. YOU'LL SEE CHANGE IS NOW INFORMATION ON THERE. YOU'LL SEE CHANGE IS NOW CLASSIFYING WEIGHTED BONUS YOU'LL SEE CHANGE IS NOW CLASSIFYING WEIGHTED BONUS YOU'LL SEE CHANGE IS NOW CLASSIFYING WEIGHTED BONUS CREDIT DUAL ENROLLMENT FIRST CLASSIFYING WEIGHTED BONUS CREDIT DUAL ENROLLMENT FIRST CLASSIFYING WEIGHTED BONUS CREDIT DUAL ENROLLMENT FIRST CLASS

250RANK WEIGHTED BONUS CREDIT DUAL ENROLLMENT FIRST CLASS RANK WEIGHTED BONUS CREDIT DUAL ENROLLMENT FIRST CLASS RANK WEIGHTED BONUS CREDIT CLARIFY THE DIFFERENT CLASS RANK WEIGHTED BONUS CREDIT CLARIFY THE DIFFERENT CLASS RANK WEIGHTED BONUS CREDIT CLARIFY THE DIFFERENT SUBSECTIONS AND BRUCKMANN THE CREDIT CLARIFY THE DIFFERENT SUBSECTIONS AND BRUCKMANN THE CREDIT CLARIFY THE DIFFERENT SUBSECTIONS AND BRUCKMANN THE SUBSECTIONS IN PARTICULAR WE SUBSECTIONS AND BRUCKMANN THE SUBSECTIONS IN PARTICULAR WE SUBSECTIONS AND BRUCKMANN THE SUBSECTIONS IN PARTICULAR WE BROKE OUT TO THE GOVERNOR SUBSECTIONS IN PARTICULAR WE BROKE OUT TO THE GOVERNOR SUBSECTIONS IN PARTICULAR WE BROKE OUT TO THE GOVERNOR SCHOOL OF THE ARTS I BELIEVE BROKE OUT TO THE GOVERNOR SCHOOL OF THE ARTS I BELIEVE BROKE OUT TO THE GOVERNOR SCHOOL OF THE ARTS I BELIEVE SHOWS UP AS SECTION D FUTURE SCHOOL OF THE ARTS

251I BELIEVE SHOWS UP AS SECTION D FUTURE SCHOOL OF THE ARTS I BELIEVE SHOWS UP AS SECTION D FUTURE GRADES IN CLASS FRANKNESS WE SHOWS UP AS SECTION D FUTURE GRADES IN CLASS FRANKNESS WE SHOWS UP AS SECTION D FUTURE GRADES IN CLASS FRANKNESS WE ORDERED A LITTLE BIT THINGS GRADES IN CLASS FRANKNESS WE ORDERED A LITTLE BIT THINGS GRADES IN CLASS FRANKNESS WE ORDERED A LITTLE BIT THINGS THAT WE LOOKED AT WE HAVE NOW ORDERED A LITTLE BIT THINGS THAT WE LOOKED AT WE HAVE NOW ORDERED A LITTLE BIT THINGS THAT WE LOOKED AT WE HAVE NOW ADDED SECTION B IS DOING WELL THAT WE LOOKED AT WE HAVE NOW ADDED SECTION B IS DOING WELL THAT WE LOOKED AT WE HAVE NOW ADDED SECTION B IS DOING WELL DORM ACTUALLY APPEARED IN ADDED

252SECTION B IS DOING WELL DORM ACTUALLY APPEARED IN ADDED SECTION B IS DOING WELL DORM ACTUALLY APPEARED IN ANOTHER REGULATION WE TOOK THE DORM ACTUALLY APPEARED IN ANOTHER REGULATION WE TOOK THE DORM ACTUALLY APPEARED IN ANOTHER REGULATION WE TOOK THE LIKE SOME OF THE LANGUAGE ANOTHER REGULATION WE TOOK THE LIKE SOME OF THE LANGUAGE ANOTHER REGULATION WE TOOK THE LIKE SOME OF THE LANGUAGE THEY'RE PUT IT OVER HERE AND LIKE SOME OF THE LANGUAGE THEY'RE PUT IT OVER HERE AND LIKE SOME OF THE LANGUAGE THEY'RE PUT IT OVER HERE AND SECTION B SO THAT PORTION THEY'RE PUT IT OVER HERE AND SECTION B SO THAT PORTION THEY'RE PUT IT OVER HERE AND SECTION B SO THAT PORTION OF DORM MOMENT APPEARS OVER SECTION B SO THAT PORTION OF DORM MOMENT APPEARS OVER SECTION B SO

253THAT PORTION OF DORM MOMENT APPEARS OVER HERE AND DECIDE DECIDED THIS IS OF DORM MOMENT APPEARS OVER HERE AND DECIDE DECIDED THIS IS OF DORM MOMENT APPEARS OVER HERE AND DECIDE DECIDED THIS IS A MORE COHERENT POLICY IF HERE AND DECIDE DECIDED THIS IS A MORE COHERENT POLICY IF HERE AND DECIDE DECIDED THIS IS A MORE COHERENT POLICY IF ADOPTED ONCE POLICIES ADOPTED A MORE COHERENT POLICY IF ADOPTED ONCE POLICIES ADOPTED A MORE COHERENT POLICY IF ADOPTED ONCE POLICIES ADOPTED WE WILL GO BACK AND TAKE OUT ADOPTED ONCE POLICIES ADOPTED WE WILL GO BACK AND TAKE OUT ADOPTED ONCE POLICIES ADOPTED WE WILL GO BACK AND TAKE OUT THE REGULATION THAT WE HAVE THE WE WILL GO BACK AND TAKE OUT THE REGULATION THAT WE HAVE THE WE WILL GO BACK AND TAKE OUT THE

254REGULATION THAT WE HAVE THE MAY MATCH THIS. THE REGULATION THAT WE HAVE THE MAY MATCH THIS. THE REGULATION THAT WE HAVE THE MAY MATCH THIS. WE WILL UPDATE DULL MOMENT MAY MATCH THIS. WE WILL UPDATE DULL MOMENT MAY MATCH THIS. WE WILL UPDATE DULL MOMENT WHICH I THINK IS SIX EIGHTY WE WILL UPDATE DULL MOMENT WHICH I THINK IS SIX EIGHTY WE WILL UPDATE DULL MOMENT WHICH I THINK IS SIX EIGHTY NINE POINT ONE OF SO WE'RE SO WHICH I THINK IS SIX EIGHTY NINE POINT ONE OF SO WE'RE SO WHICH I THINK IS SIX EIGHTY NINE POINT ONE OF SO WE'RE SO WE'RE NOT DUPLICATING THE NINE POINT ONE OF SO WE'RE SO WE'RE NOT DUPLICATING THE NINE POINT ONE OF SO WE'RE SO WE'RE NOT DUPLICATING THE LANGUAGE COMPLICATED. WE'RE NOT DUPLICATING THE

255LANGUAGE COMPLICATED. WE'RE NOT DUPLICATING THE LANGUAGE COMPLICATED. DID I GET THAT RIGHT MR. BROWN LANGUAGE COMPLICATED. DID I GET THAT RIGHT MR. BROWN LANGUAGE COMPLICATED. DID I GET THAT RIGHT MR. BROWN EXPLANATION OF IT? DID I GET THAT RIGHT MR. BROWN EXPLANATION OF IT? DID I GET THAT RIGHT MR. BROWN EXPLANATION OF IT? THAT WAS A LOT INFORMATION FOR EXPLANATION OF IT? THAT WAS A LOT INFORMATION FOR EXPLANATION OF IT? THAT WAS A LOT INFORMATION FOR ONE POLICY YIDA QUESTION DO YOU THAT WAS A LOT INFORMATION FOR ONE POLICY YIDA QUESTION DO YOU THAT WAS A LOT INFORMATION FOR ONE POLICY YIDA QUESTION DO YOU DO OK. ONE POLICY YIDA QUESTION DO YOU DO OK. ONE POLICY YIDA QUESTION DO YOU DO OK. IS IT GOING TO SAY GOVERNOR DO OK. IS IT GOING TO

256SAY GOVERNOR DO OK. IS IT GOING TO SAY GOVERNOR SCHOOL FOR THE ARTS? IS IT GOING TO SAY GOVERNOR SCHOOL FOR THE ARTS? IS IT GOING TO SAY GOVERNOR SCHOOL FOR THE ARTS? YES. SCHOOL FOR THE ARTS? YES. SCHOOL FOR THE ARTS? YES. WHO SAYS YES S.D. IN A D A D IT YES. WHO SAYS YES S.D. IN A D A D IT YES. WHO SAYS YES S.D. IN A D A D IT APPEARS IN AS WE BROKE OUT ITS WHO SAYS YES S.D. IN A D A D IT APPEARS IN AS WE BROKE OUT ITS WHO SAYS YES S.D. IN A D A D IT APPEARS IN AS WE BROKE OUT ITS OWN SECTION TO MAKE IT CLEAR ON APPEARS IN AS WE BROKE OUT ITS OWN SECTION TO MAKE IT CLEAR ON APPEARS

257IN AS WE BROKE OUT ITS OWN SECTION TO MAKE IT CLEAR ON THERE AND THEN A LITTLE BIT OWN SECTION TO MAKE IT CLEAR ON THERE AND THEN A LITTLE BIT OWN SECTION TO MAKE IT CLEAR ON THERE AND THEN A LITTLE BIT FURTHER EXPLANATION DOWN THERE AND THEN A LITTLE BIT FURTHER EXPLANATION DOWN THERE AND THEN A LITTLE BIT FURTHER EXPLANATION DOWN EXPLANATION DOWN HERE IN DUAL FURTHER EXPLANATION DOWN EXPLANATION DOWN HERE IN DUAL FURTHER EXPLANATION DOWN EXPLANATION DOWN HERE IN DUAL ENROLLMENT ALSO SEEMS AS IF YOU EXPLANATION DOWN HERE IN DUAL ENROLLMENT ALSO SEEMS AS IF YOU EXPLANATION DOWN HERE IN DUAL ENROLLMENT ALSO SEEMS AS IF YOU WERE LOOKING FOR GRADES AND ENROLLMENT ALSO SEEMS AS IF YOU WERE LOOKING FOR GRADES AND ENROLLMENT ALSO SEEMS AS IF YOU WERE LOOKING FOR

258GRADES AND WHERE THE CREDIT YOU SHOULD BE WERE LOOKING FOR GRADES AND WHERE THE CREDIT YOU SHOULD BE WERE LOOKING FOR GRADES AND WHERE THE CREDIT YOU SHOULD BE ABLE TO FIND ALL IN ONE POLICY WHERE THE CREDIT YOU SHOULD BE ABLE TO FIND ALL IN ONE POLICY WHERE THE CREDIT YOU SHOULD BE ABLE TO FIND ALL IN ONE POLICY . ABLE TO FIND ALL IN ONE POLICY . ABLE TO FIND ALL IN ONE POLICY . OK THANK YOU. . OK THANK YOU. . OK THANK YOU. YEAH AND SO COLLEAGUES THOSE OK THANK YOU. YEAH AND SO COLLEAGUES THOSE OK THANK YOU. YEAH AND SO COLLEAGUES THOSE OF YOU THAT MAY HAVE LOOKED AT YEAH AND SO COLLEAGUES THOSE OF YOU THAT MAY HAVE LOOKED AT YEAH AND SO COLLEAGUES THOSE OF YOU THAT MAY

259HAVE LOOKED AT THE AGENDA PREVIOUSLY AND WHEN OF YOU THAT MAY HAVE LOOKED AT THE AGENDA PREVIOUSLY AND WHEN OF YOU THAT MAY HAVE LOOKED AT THE AGENDA PREVIOUSLY AND WHEN I LOOKED AT THE POLICIES THAT THE AGENDA PREVIOUSLY AND WHEN I LOOKED AT THE POLICIES THAT THE AGENDA PREVIOUSLY AND WHEN I LOOKED AT THE POLICIES THAT WERE ATTACHED, IT WAS NOT QUITE I LOOKED AT THE POLICIES THAT WERE ATTACHED, IT WAS NOT QUITE I LOOKED AT THE POLICIES THAT WERE ATTACHED, IT WAS NOT QUITE WHAT WE HAD VOTED ON AND MOVED WERE ATTACHED, IT WAS NOT QUITE WHAT WE HAD VOTED ON AND MOVED WERE ATTACHED, IT WAS NOT QUITE WHAT WE HAD VOTED ON AND MOVED FROM THE POLICY COMMITTEE AND WHAT WE HAD VOTED ON AND MOVED FROM THE POLICY COMMITTEE AND

260WHAT WE HAD VOTED ON AND MOVED FROM THE POLICY COMMITTEE AND REVERTED BACK TO THE PREVIOUS FROM THE POLICY COMMITTEE AND REVERTED BACK TO THE PREVIOUS FROM THE POLICY COMMITTEE AND REVERTED BACK TO THE PREVIOUS POLICY THAT MUSIC ON MY PART I REVERTED BACK TO THE PREVIOUS POLICY THAT MUSIC ON MY PART I REVERTED BACK TO THE PREVIOUS POLICY THAT MUSIC ON MY PART I DIDN'T CATCH WHAT MY PUTIN I POLICY THAT MUSIC ON MY PART I DIDN'T CATCH WHAT MY PUTIN I POLICY THAT MUSIC ON MY PART I DIDN'T CATCH WHAT MY PUTIN I SHOULD HAVE CHECKED IT SHOULD DIDN'T CATCH WHAT MY PUTIN I SHOULD HAVE CHECKED IT SHOULD DIDN'T CATCH WHAT MY PUTIN I SHOULD HAVE CHECKED IT SHOULD HAVE BEEN A RED LINE VERSION SHOULD HAVE CHECKED IT SHOULD HAVE BEEN

261A RED LINE VERSION SHOULD HAVE CHECKED IT SHOULD HAVE BEEN A RED LINE VERSION THAT YOU SEE NOW RIGHT AND SO HAVE BEEN A RED LINE VERSION THAT YOU SEE NOW RIGHT AND SO HAVE BEEN A RED LINE VERSION THAT YOU SEE NOW RIGHT AND SO ANYWAY. THAT YOU SEE NOW RIGHT AND SO ANYWAY. THAT YOU SEE NOW RIGHT AND SO ANYWAY. THIS ISN'T CHANGING THOUGH THE ANYWAY. THIS ISN'T CHANGING THOUGH THE ANYWAY. THIS ISN'T CHANGING THOUGH THE THE PRACTICES THAT WE AGREED ON THIS ISN'T CHANGING THOUGH THE THE PRACTICES THAT WE AGREED ON THIS ISN'T CHANGING THOUGH THE THE PRACTICES THAT WE AGREED ON AT ALL. THE PRACTICES THAT WE AGREED ON AT ALL. THE PRACTICES THAT WE AGREED ON AT ALL. RIGHT. AT ALL. RIGHT. AT ALL. RIGHT. RIGHT AND WHAT YOU YOU

262RIGHT. RIGHT AND WHAT YOU YOU RIGHT. RIGHT AND WHAT YOU YOU ESSENTIALLY TOOK THE REGULATION RIGHT AND WHAT YOU YOU ESSENTIALLY TOOK THE REGULATION RIGHT AND WHAT YOU YOU ESSENTIALLY TOOK THE REGULATION FORM THAT YOU'RE DISCUSSED AT ESSENTIALLY TOOK THE REGULATION FORM THAT YOU'RE DISCUSSED AT ESSENTIALLY TOOK THE REGULATION FORM THAT YOU'RE DISCUSSED AT THE LAST MEETING AT PRC THE FORM THAT YOU'RE DISCUSSED AT THE LAST MEETING AT PRC THE FORM THAT YOU'RE DISCUSSED AT THE LAST MEETING AT PRC THE DECISION WAS TO ADD THE SECTION THE LAST MEETING AT PRC THE DECISION WAS TO ADD THE SECTION THE LAST MEETING AT PRC THE DECISION WAS TO ADD THE SECTION BE DOOR MOMENT WHICH WAS A DECISION WAS TO ADD THE SECTION BE DOOR MOMENT WHICH WAS A DECISION WAS TO ADD THE SECTION BE

263DOOR MOMENT WHICH WAS A SEPARATE REGULATION THEME SIXTY BE DOOR MOMENT WHICH WAS A SEPARATE REGULATION THEME SIXTY BE DOOR MOMENT WHICH WAS A SEPARATE REGULATION THEME SIXTY NINE POINT ONE WE STOPPED THAT SEPARATE REGULATION THEME SIXTY NINE POINT ONE WE STOPPED THAT SEPARATE REGULATION THEME SIXTY NINE POINT ONE WE STOPPED THAT PORTION OVER HERE BECAUSE IT NINE POINT ONE WE STOPPED THAT PORTION OVER HERE BECAUSE IT NINE POINT ONE WE STOPPED THAT PORTION OVER HERE BECAUSE IT SEEMED TO MAKE MORE SENSE IF PORTION OVER HERE BECAUSE IT SEEMED TO MAKE MORE SENSE IF PORTION OVER HERE BECAUSE IT SEEMED TO MAKE MORE SENSE IF YOU WERE LOOKING TO SEE WHERE SEEMED TO MAKE MORE SENSE IF YOU WERE LOOKING TO SEE WHERE SEEMED TO MAKE MORE SENSE IF YOU WERE LOOKING TO SEE WHERE

264YOU GOT WHERE THE CREDIT WOULD YOU WERE LOOKING TO SEE WHERE YOU GOT WHERE THE CREDIT WOULD YOU WERE LOOKING TO SEE WHERE YOU GOT WHERE THE CREDIT WOULD PROBABLY AS A PARENT OR STUDENT YOU GOT WHERE THE CREDIT WOULD PROBABLY AS A PARENT OR STUDENT YOU GOT WHERE THE CREDIT WOULD PROBABLY AS A PARENT OR STUDENT PEOPLE LOOKING AT ONE POLICY. PROBABLY AS A PARENT OR STUDENT PEOPLE LOOKING AT ONE POLICY. PROBABLY AS A PARENT OR STUDENT PEOPLE LOOKING AT ONE POLICY. SO WE COMBINE THEM TOGETHER WE PEOPLE LOOKING AT ONE POLICY. SO WE COMBINE THEM TOGETHER WE PEOPLE LOOKING AT ONE POLICY. SO WE COMBINE THEM TOGETHER WE WILL HAVE TO ONCE APPROVED PULL SO WE COMBINE THEM TOGETHER WE WILL HAVE TO ONCE APPROVED PULL SO WE COMBINE THEM TOGETHER WE WILL

265HAVE TO ONCE APPROVED PULL OUT THE REGULATION WE'RE NOT WILL HAVE TO ONCE APPROVED PULL OUT THE REGULATION WE'RE NOT WILL HAVE TO ONCE APPROVED PULL OUT THE REGULATION WE'RE NOT DUPLICATING THIS INFORMATION. OUT THE REGULATION WE'RE NOT DUPLICATING THIS INFORMATION. OUT THE REGULATION WE'RE NOT DUPLICATING THIS INFORMATION. OK THANK, THANK YOU FOR THE DUPLICATING THIS INFORMATION. OK THANK, THANK YOU FOR THE DUPLICATING THIS INFORMATION. OK THANK, THANK YOU FOR THE ATTENTION TO IF I COULD JUST OK THANK, THANK YOU FOR THE ATTENTION TO IF I COULD JUST OK THANK, THANK YOU FOR THE ATTENTION TO IF I COULD JUST HAVE A HAVE A MOMENT TO TALK ATTENTION TO IF I COULD JUST HAVE A HAVE A MOMENT TO TALK ATTENTION TO IF I COULD JUST HAVE A HAVE A MOMENT TO TALK ABOUT I.

266HAVE A HAVE A MOMENT TO TALK ABOUT I. HAVE A HAVE A MOMENT TO TALK ABOUT I. I AM REALLY EXCITED THAT OUR ABOUT I. I AM REALLY EXCITED THAT OUR ABOUT I. I AM REALLY EXCITED THAT OUR VISIONS MOVING FORWARD WITH I AM REALLY EXCITED THAT OUR VISIONS MOVING FORWARD WITH I AM REALLY EXCITED THAT OUR VISIONS MOVING FORWARD WITH THIS FOR MANY OF THE PEOPLE IN VISIONS MOVING FORWARD WITH THIS FOR MANY OF THE PEOPLE IN VISIONS MOVING FORWARD WITH THIS FOR MANY OF THE PEOPLE IN MY DISTRICT HAD COME TO ME AND THIS FOR MANY OF THE PEOPLE IN MY DISTRICT HAD COME TO ME AND THIS FOR MANY OF THE PEOPLE IN MY DISTRICT HAD COME TO ME AND SAID THAT THEY FELT LIKE THEY MY DISTRICT HAD COME TO ME

267AND SAID THAT THEY FELT LIKE THEY MY DISTRICT HAD COME TO ME AND SAID THAT THEY FELT LIKE THEY WERE BEING MANIPULATED INTO SAID THAT THEY FELT LIKE THEY WERE BEING MANIPULATED INTO SAID THAT THEY FELT LIKE THEY WERE BEING MANIPULATED INTO CHOOSING COURSES THAT REALLY WERE BEING MANIPULATED INTO CHOOSING COURSES THAT REALLY WERE BEING MANIPULATED INTO CHOOSING COURSES THAT REALLY HAD THE SAME OUTCOME. CHOOSING COURSES THAT REALLY HAD THE SAME OUTCOME. CHOOSING COURSES THAT REALLY HAD THE SAME OUTCOME. YOU KNOW, AP DUAL ENROLLMENT HAD THE SAME OUTCOME. YOU KNOW, AP DUAL ENROLLMENT HAD THE SAME OUTCOME. YOU KNOW, AP DUAL ENROLLMENT AND I THINK THAT WE'VE DONE YOU KNOW, AP DUAL ENROLLMENT AND I THINK THAT WE'VE DONE YOU KNOW, AP DUAL ENROLLMENT AND I THINK THAT WE'VE DONE REALLY GOOD WORK AS BOARD

268ON AND I THINK THAT WE'VE DONE REALLY GOOD WORK AS BOARD ON AND I THINK THAT WE'VE DONE REALLY GOOD WORK AS BOARD ON THIS AND WITH STAFF AND SO I'M REALLY GOOD WORK AS BOARD ON THIS AND WITH STAFF AND SO I'M REALLY GOOD WORK AS BOARD ON THIS AND WITH STAFF AND SO I'M VERY HAPPY ABOUT THIS IN THE THIS AND WITH STAFF AND SO I'M VERY HAPPY ABOUT THIS IN THE THIS AND WITH STAFF AND SO I'M VERY HAPPY ABOUT THIS IN THE COMMUNICATION TO FAMILIES WHERE VERY HAPPY ABOUT THIS IN THE COMMUNICATION TO FAMILIES WHERE VERY HAPPY ABOUT THIS IN THE COMMUNICATION TO FAMILIES WHERE THEY CAN EASILY TAKE A LOOK AND COMMUNICATION TO FAMILIES WHERE THEY CAN EASILY TAKE A LOOK AND COMMUNICATION TO FAMILIES WHERE THEY CAN EASILY TAKE

269A LOOK AND SEE WHERE THEY CAN GET THOSE THEY CAN EASILY TAKE A LOOK AND SEE WHERE THEY CAN GET THOSE THEY CAN EASILY TAKE A LOOK AND SEE WHERE THEY CAN GET THOSE WEIGHTED BONUSES I THINK THAT SEE WHERE THEY CAN GET THOSE WEIGHTED BONUSES I THINK THAT SEE WHERE THEY CAN GET THOSE WEIGHTED BONUSES I THINK THAT THIS IS MUCH NEEDED IN THE WEIGHTED BONUSES I THINK THAT THIS IS MUCH NEEDED IN THE WEIGHTED BONUSES I THINK THAT THIS IS MUCH NEEDED IN THE COMMUNITY AND A LOT OF TIMES, THIS IS MUCH NEEDED IN THE COMMUNITY AND A LOT OF TIMES, THIS IS MUCH NEEDED IN THE COMMUNITY AND A LOT OF TIMES, YOU KNOW, PEOPLE JUST ABOUT THE COMMUNITY AND A LOT OF TIMES, YOU KNOW, PEOPLE JUST ABOUT THE COMMUNITY AND

270A LOT OF TIMES, YOU KNOW, PEOPLE JUST ABOUT THE THINGS THAT WE DISAGREE ON I. YOU KNOW, PEOPLE JUST ABOUT THE THINGS THAT WE DISAGREE ON I. YOU KNOW, PEOPLE JUST ABOUT THE THINGS THAT WE DISAGREE ON I. I FEEL LIKE THIS IS REALLY THINGS THAT WE DISAGREE ON I. I FEEL LIKE THIS IS REALLY THINGS THAT WE DISAGREE ON I. I FEEL LIKE THIS IS REALLY GREAT WORK THAT WE DID SO THANK I FEEL LIKE THIS IS REALLY GREAT WORK THAT WE DID SO THANK I FEEL LIKE THIS IS REALLY GREAT WORK THAT WE DID SO THANK YOU. GREAT WORK THAT WE DID SO THANK YOU. GREAT WORK THAT WE DID SO THANK YOU. THANK YOU. YOU. THANK YOU. YOU. THANK YOU. OK, THERE'S NO FURTHER THANK YOU. OK, THERE'S NO FURTHER THANK YOU.

271OK, THERE'S NO FURTHER QUESTIONS ON I'M SORRY I'M OK, THERE'S NO FURTHER QUESTIONS ON I'M SORRY I'M OK, THERE'S NO FURTHER QUESTIONS ON I'M SORRY I'M SORRY. QUESTIONS ON I'M SORRY I'M SORRY. QUESTIONS ON I'M SORRY I'M SORRY. I'M SORRY. SORRY. I'M SORRY. SORRY. I'M SORRY. GO AHEAD IT'S MISS MANNING AND I'M SORRY. GO AHEAD IT'S MISS MANNING AND I'M SORRY. GO AHEAD IT'S MISS MANNING AND THEN MISS ANDERSON YEAH I JUST GO AHEAD IT'S MISS MANNING AND THEN MISS ANDERSON YEAH I JUST GO AHEAD IT'S MISS MANNING AND THEN MISS ANDERSON YEAH I JUST QUICKLY WANTED TO THANK MR THEN MISS ANDERSON YEAH I JUST QUICKLY WANTED TO THANK MR THEN MISS ANDERSON YEAH I JUST QUICKLY WANTED TO THANK MR THANK MISS BROWN FOR HER QUICKLY WANTED TO THANK MR THANK MISS BROWN

272FOR HER QUICKLY WANTED TO THANK MR THANK MISS BROWN FOR HER LEADERSHIP ON THIS AND FOR THANK MISS BROWN FOR HER LEADERSHIP ON THIS AND FOR THANK MISS BROWN FOR HER LEADERSHIP ON THIS AND FOR WE'VE BEEN TALKING ABOUT THIS LEADERSHIP ON THIS AND FOR WE'VE BEEN TALKING ABOUT THIS LEADERSHIP ON THIS AND FOR WE'VE BEEN TALKING ABOUT THIS FOR YEARS AND FOR FINALLY WE'VE BEEN TALKING ABOUT THIS FOR YEARS AND FOR FINALLY WE'VE BEEN TALKING ABOUT THIS FOR YEARS AND FOR FINALLY LEADING AND GETTING THIS DONE FOR YEARS AND FOR FINALLY LEADING AND GETTING THIS DONE FOR YEARS AND FOR FINALLY LEADING AND GETTING THIS DONE AND ALSO WANT TO RECOGNIZE SOME LEADING AND GETTING THIS DONE AND ALSO WANT TO RECOGNIZE SOME LEADING AND GETTING THIS DONE AND ALSO WANT TO RECOGNIZE SOME

273STAFF MEMBERS MR. JAMISON WHICH AND ALSO WANT TO RECOGNIZE SOME STAFF MEMBERS MR. JAMISON WHICH AND ALSO WANT TO RECOGNIZE SOME STAFF MEMBERS MR. JAMISON WHICH REALLY, REALLY HARD ON THIS AND STAFF MEMBERS MR. JAMISON WHICH REALLY, REALLY HARD ON THIS AND STAFF MEMBERS MR. JAMISON WHICH REALLY, REALLY HARD ON THIS AND I KNOW THERE ARE OTHERS TO QUIT REALLY, REALLY HARD ON THIS AND I KNOW THERE ARE OTHERS TO QUIT REALLY, REALLY HARD ON THIS AND I KNOW THERE ARE OTHERS TO QUIT AFTER OF DISAPPOINTED. I KNOW THERE ARE OTHERS TO QUIT AFTER OF DISAPPOINTED. I KNOW THERE ARE OTHERS TO QUIT AFTER OF DISAPPOINTED. A LOT OF US AND SO I KNOW AFTER OF DISAPPOINTED. A LOT OF US AND SO I KNOW AFTER OF DISAPPOINTED. A LOT OF US AND SO I

274KNOW THEY'RE NOT HERE PLEASE PASS A LOT OF US AND SO I KNOW THEY'RE NOT HERE PLEASE PASS A LOT OF US AND SO I KNOW THEY'RE NOT HERE PLEASE PASS ALONG OUR YES THANK YOU SO THEY'RE NOT HERE PLEASE PASS ALONG OUR YES THANK YOU SO THEY'RE NOT HERE PLEASE PASS ALONG OUR YES THANK YOU SO SORRY NANCY OVER THERE YOU OVER ALONG OUR YES THANK YOU SO SORRY NANCY OVER THERE YOU OVER ALONG OUR YES THANK YOU SO SORRY NANCY OVER THERE YOU OVER THERE BY MR DELANEY. SORRY NANCY OVER THERE YOU OVER THERE BY MR DELANEY. SORRY NANCY OVER THERE YOU OVER THERE BY MR DELANEY. BUT THANK YOU ALL SO MUCH YOU THERE BY MR DELANEY. BUT THANK YOU ALL SO MUCH YOU THERE BY MR DELANEY. BUT THANK YOU ALL

275SO MUCH YOU DID GREAT WORK ON THIS IT. BUT THANK YOU ALL SO MUCH YOU DID GREAT WORK ON THIS IT. BUT THANK YOU ALL SO MUCH YOU DID GREAT WORK ON THIS IT. IT WAS VERY COMPLICATED AND YOU DID GREAT WORK ON THIS IT. IT WAS VERY COMPLICATED AND YOU DID GREAT WORK ON THIS IT. IT WAS VERY COMPLICATED AND YOU WHITTLED IT DOWN TO LANGUAGE WE IT WAS VERY COMPLICATED AND YOU WHITTLED IT DOWN TO LANGUAGE WE IT WAS VERY COMPLICATED AND YOU WHITTLED IT DOWN TO LANGUAGE WE CAN ALL UNDERSTAND THANK YOU WHITTLED IT DOWN TO LANGUAGE WE CAN ALL UNDERSTAND THANK YOU WHITTLED IT DOWN TO LANGUAGE WE CAN ALL UNDERSTAND THANK YOU THANK YOU MRS. ANDERSON SO CAN ALL UNDERSTAND THANK YOU THANK YOU MRS. ANDERSON SO CAN ALL UNDERSTAND

276THANK YOU THANK YOU MRS. ANDERSON SO ANDERSON. THANK YOU MRS. ANDERSON SO ANDERSON. THANK YOU MRS. ANDERSON SO ANDERSON. SO I WANT TO THANK THE CURRENT ANDERSON. SO I WANT TO THANK THE CURRENT ANDERSON. SO I WANT TO THANK THE CURRENT PRC MEMBERS WE STARTED WORKING SO I WANT TO THANK THE CURRENT PRC MEMBERS WE STARTED WORKING SO I WANT TO THANK THE CURRENT PRC MEMBERS WE STARTED WORKING ON THIS WHEN I WAS STILL A PRC MEMBERS WE STARTED WORKING ON THIS WHEN I WAS STILL A PRC MEMBERS WE STARTED WORKING ON THIS WHEN I WAS STILL A MEMBER OF THIS COMMITTEE AND I ON THIS WHEN I WAS STILL A MEMBER OF THIS COMMITTEE AND I ON THIS WHEN I WAS STILL A MEMBER OF THIS COMMITTEE AND I FELT LIKE, YOU KNOW, WE

277REALLY MEMBER OF THIS COMMITTEE AND I FELT LIKE, YOU KNOW, WE REALLY MEMBER OF THIS COMMITTEE AND I FELT LIKE, YOU KNOW, WE REALLY PUSHED FOR THIS TO HAPPEN. FELT LIKE, YOU KNOW, WE REALLY PUSHED FOR THIS TO HAPPEN. FELT LIKE, YOU KNOW, WE REALLY PUSHED FOR THIS TO HAPPEN. SO I'M PLEASED TO SEE THAT IT'S PUSHED FOR THIS TO HAPPEN. SO I'M PLEASED TO SEE THAT IT'S PUSHED FOR THIS TO HAPPEN. SO I'M PLEASED TO SEE THAT IT'S ACTUALLY COME TO FRUITION AT SO I'M PLEASED TO SEE THAT IT'S ACTUALLY COME TO FRUITION AT SO I'M PLEASED TO SEE THAT IT'S ACTUALLY COME TO FRUITION AT THIS TIME. ACTUALLY COME TO FRUITION AT THIS TIME. ACTUALLY COME TO FRUITION AT THIS TIME. BUT I HAVE A REQUEST AND I'VE THIS TIME. BUT I HAVE

278A REQUEST AND I'VE THIS TIME. BUT I HAVE A REQUEST AND I'VE TALKED TO MR. DAN ABOUT THIS. BUT I HAVE A REQUEST AND I'VE TALKED TO MR. DAN ABOUT THIS. BUT I HAVE A REQUEST AND I'VE TALKED TO MR. DAN ABOUT THIS. SO IN THE FUTURE WHEN WE HAVE TALKED TO MR. DAN ABOUT THIS. SO IN THE FUTURE WHEN WE HAVE TALKED TO MR. DAN ABOUT THIS. SO IN THE FUTURE WHEN WE HAVE POLICY ON INFORMATION AND OR SO IN THE FUTURE WHEN WE HAVE POLICY ON INFORMATION AND OR SO IN THE FUTURE WHEN WE HAVE POLICY ON INFORMATION AND OR ACTION I WOULD LIKE TO SEE POLICY ON INFORMATION AND OR ACTION I WOULD LIKE TO SEE POLICY ON INFORMATION AND OR ACTION I WOULD LIKE TO SEE UPLOADED TO THIS MACHINE SO

279AND ACTION I WOULD LIKE TO SEE UPLOADED TO THIS MACHINE SO AND ACTION I WOULD LIKE TO SEE UPLOADED TO THIS MACHINE SO AND THAT WAS A DECISION THAT A UPLOADED TO THIS MACHINE SO AND THAT WAS A DECISION THAT A UPLOADED TO THIS MACHINE SO AND THAT WAS A DECISION THAT A DECISION THAT A PRIOR CHAIR THAT WAS A DECISION THAT A DECISION THAT A PRIOR CHAIR THAT WAS A DECISION THAT A DECISION THAT A PRIOR CHAIR MADE NOT TO PUT THEM ON. DECISION THAT A PRIOR CHAIR MADE NOT TO PUT THEM ON. DECISION THAT A PRIOR CHAIR MADE NOT TO PUT THEM ON. I'M NOT SURE WHY IT WAS IT WAS MADE NOT TO PUT THEM ON. I'M NOT SURE WHY IT WAS IT WAS MADE NOT TO PUT THEM ON. I'M NOT

280SURE WHY IT WAS IT WAS MR. OBAMA'S MADE THAT DECISION I'M NOT SURE WHY IT WAS IT WAS MR. OBAMA'S MADE THAT DECISION I'M NOT SURE WHY IT WAS IT WAS MR. OBAMA'S MADE THAT DECISION MANY YEARS AGO NOT TO PUT IT UP MR. OBAMA'S MADE THAT DECISION MANY YEARS AGO NOT TO PUT IT UP MR. OBAMA'S MADE THAT DECISION MANY YEARS AGO NOT TO PUT IT UP ON THE FORM SO THAT'S ONE MANY YEARS AGO NOT TO PUT IT UP ON THE FORM SO THAT'S ONE MANY YEARS AGO NOT TO PUT IT UP ON THE FORM SO THAT'S ONE REASON WHY WE DIDN'T HAVE THESE ON THE FORM SO THAT'S ONE REASON WHY WE DIDN'T HAVE THESE ON THE FORM SO THAT'S ONE REASON WHY WE DIDN'T HAVE THESE WE'VE ONLY HAD THESE FOR

281REASON WHY WE DIDN'T HAVE THESE WE'VE ONLY HAD THESE FOR REASON WHY WE DIDN'T HAVE THESE WE'VE ONLY HAD THESE FOR SEVERAL MONTHS NOW THIS NEW WE'VE ONLY HAD THESE FOR SEVERAL MONTHS NOW THIS NEW WE'VE ONLY HAD THESE FOR SEVERAL MONTHS NOW THIS NEW TECHNOLOGY THAT WE HAVE IT WILL SEVERAL MONTHS NOW THIS NEW TECHNOLOGY THAT WE HAVE IT WILL SEVERAL MONTHS NOW THIS NEW TECHNOLOGY THAT WE HAVE IT WILL BE VERY EASY TO UPLOAD ONTO TECHNOLOGY THAT WE HAVE IT WILL BE VERY EASY TO UPLOAD ONTO TECHNOLOGY THAT WE HAVE IT WILL BE VERY EASY TO UPLOAD ONTO RIGHT HERE SO WE HAVE RIGHT BE VERY EASY TO UPLOAD ONTO RIGHT HERE SO WE HAVE RIGHT BE VERY EASY TO UPLOAD ONTO RIGHT HERE SO WE HAVE RIGHT HERE IN FRONT OF US

282BUT THEN I RIGHT HERE SO WE HAVE RIGHT HERE IN FRONT OF US BUT THEN I RIGHT HERE SO WE HAVE RIGHT HERE IN FRONT OF US BUT THEN I CAN'T SEE ANYTHING THAT'S WHAT HERE IN FRONT OF US BUT THEN I CAN'T SEE ANYTHING THAT'S WHAT HERE IN FRONT OF US BUT THEN I CAN'T SEE ANYTHING THAT'S WHAT OUR COMPUTERS ARE FOR. CAN'T SEE ANYTHING THAT'S WHAT OUR COMPUTERS ARE FOR. CAN'T SEE ANYTHING THAT'S WHAT OUR COMPUTERS ARE FOR. I THIS SCREEN IS TAKEN AWAY OUR COMPUTERS ARE FOR. I THIS SCREEN IS TAKEN AWAY OUR COMPUTERS ARE FOR. I THIS SCREEN IS TAKEN AWAY THEN HE SAID WOULD BE SMALL BUT I THIS SCREEN IS TAKEN AWAY THEN HE SAID WOULD BE SMALL BUT I THIS SCREEN IS TAKEN AWAY THEN HE SAID WOULD

283BE SMALL BUT IT COULD BE DONE. THEN HE SAID WOULD BE SMALL BUT IT COULD BE DONE. THEN HE SAID WOULD BE SMALL BUT IT COULD BE DONE. THEY COULD HAVE SO OK WELL IT IT COULD BE DONE. THEY COULD HAVE SO OK WELL IT IT COULD BE DONE. THEY COULD HAVE SO OK WELL IT WAS THE RIGHT CHOICE THAT WAS THEY COULD HAVE SO OK WELL IT WAS THE RIGHT CHOICE THAT WAS THEY COULD HAVE SO OK WELL IT WAS THE RIGHT CHOICE THAT WAS MADE BY A PRIOR TO NOT PUT ALL WAS THE RIGHT CHOICE THAT WAS MADE BY A PRIOR TO NOT PUT ALL WAS THE RIGHT CHOICE THAT WAS MADE BY A PRIOR TO NOT PUT ALL THE POLICIES NO NO NO IT'S MADE BY A PRIOR TO NOT PUT ALL

284THE POLICIES NO NO NO IT'S MADE BY A PRIOR TO NOT PUT ALL THE POLICIES NO NO NO IT'S BEFORE YOUR BEFORE YOUR TIME IS THE POLICIES NO NO NO IT'S BEFORE YOUR BEFORE YOUR TIME IS THE POLICIES NO NO NO IT'S BEFORE YOUR BEFORE YOUR TIME IS RIGHT AND SAID THAT COULD BE BEFORE YOUR BEFORE YOUR TIME IS RIGHT AND SAID THAT COULD BE BEFORE YOUR BEFORE YOUR TIME IS RIGHT AND SAID THAT COULD BE SOMETHING WE DID WE JUST SIMPLY RIGHT AND SAID THAT COULD BE SOMETHING WE DID WE JUST SIMPLY RIGHT AND SAID THAT COULD BE SOMETHING WE DID WE JUST SIMPLY ALL THAT WAS DECISION MADE SOMETHING WE DID WE JUST SIMPLY ALL THAT WAS DECISION MADE SOMETHING WE DID WE JUST SIMPLY ALL THAT WAS DECISION MADE MANY, MANY YEARS

285AGO THERE'S NO ALL THAT WAS DECISION MADE MANY, MANY YEARS AGO THERE'S NO ALL THAT WAS DECISION MADE MANY, MANY YEARS AGO THERE'S NO REASON WHY COULDN'T WE COULDN'T MANY, MANY YEARS AGO THERE'S NO REASON WHY COULDN'T WE COULDN'T MANY, MANY YEARS AGO THERE'S NO REASON WHY COULDN'T WE COULDN'T BE OK. REASON WHY COULDN'T WE COULDN'T BE OK. REASON WHY COULDN'T WE COULDN'T BE OK. WE CAN ADD THAT OK AND THE LAST BE OK. WE CAN ADD THAT OK AND THE LAST BE OK. WE CAN ADD THAT OK AND THE LAST ONE LAST ONE IS INTERNAL AUDIT WE CAN ADD THAT OK AND THE LAST ONE LAST ONE IS INTERNAL AUDIT WE CAN ADD THAT OK AND THE LAST ONE LAST ONE IS INTERNAL AUDIT CHARTER AND JUST FOR ONE LAST ONE IS INTERNAL AUDIT

286CHARTER AND JUST FOR ONE LAST ONE IS INTERNAL AUDIT CHARTER AND JUST FOR CLARIFICATION FOLKS IN THE CHARTER AND JUST FOR CLARIFICATION FOLKS IN THE CHARTER AND JUST FOR CLARIFICATION FOLKS IN THE PUBLIC MAY PUBLIC MAY NOT BE CLARIFICATION FOLKS IN THE PUBLIC MAY PUBLIC MAY NOT BE CLARIFICATION FOLKS IN THE PUBLIC MAY PUBLIC MAY NOT BE FAMILIAR WITH CONTACT YOU DO PUBLIC MAY PUBLIC MAY NOT BE FAMILIAR WITH CONTACT YOU DO PUBLIC MAY PUBLIC MAY NOT BE FAMILIAR WITH CONTACT YOU DO HAVE THE SCHOOL BOARD AFTER FAMILIAR WITH CONTACT YOU DO HAVE THE SCHOOL BOARD AFTER FAMILIAR WITH CONTACT YOU DO HAVE THE SCHOOL BOARD AFTER NINETEEN NINETY SEVEN AFTER THE HAVE THE SCHOOL BOARD AFTER NINETEEN NINETY SEVEN AFTER THE HAVE THE SCHOOL BOARD AFTER NINETEEN NINETY SEVEN AFTER THE GRAND JURY INDICTMENT

287ONE NINETEEN NINETY SEVEN AFTER THE GRAND JURY INDICTMENT ONE NINETEEN NINETY SEVEN AFTER THE GRAND JURY INDICTMENT ONE OF THE THINGS YOU DID WAS GRAND JURY INDICTMENT ONE OF THE THINGS YOU DID WAS GRAND JURY INDICTMENT ONE OF THE THINGS YOU DID WAS BRINGING AN INTERNAL AUDITOR TO OF THE THINGS YOU DID WAS BRINGING AN INTERNAL AUDITOR TO OF THE THINGS YOU DID WAS BRINGING AN INTERNAL AUDITOR TO MAKE SURE THAT THE INTERNAL BRINGING AN INTERNAL AUDITOR TO MAKE SURE THAT THE INTERNAL BRINGING AN INTERNAL AUDITOR TO MAKE SURE THAT THE INTERNAL AUDIT OR FUNCTIONING IN AN MAKE SURE THAT THE INTERNAL AUDIT OR FUNCTIONING IN AN MAKE SURE THAT THE INTERNAL AUDIT OR FUNCTIONING IN AN INDEPENDENT CAPACITY YOU AUDIT OR FUNCTIONING IN AN INDEPENDENT CAPACITY YOU AUDIT OR FUNCTIONING IN AN INDEPENDENT CAPACITY

288YOU CREATED THE INTERNAL AUDIT INDEPENDENT CAPACITY YOU CREATED THE INTERNAL AUDIT INDEPENDENT CAPACITY YOU CREATED THE INTERNAL AUDIT CHARTER WHICH STRUCTURES HOW CREATED THE INTERNAL AUDIT CHARTER WHICH STRUCTURES HOW CREATED THE INTERNAL AUDIT CHARTER WHICH STRUCTURES HOW THE INTERNAL AUDITORS MONITORED CHARTER WHICH STRUCTURES HOW THE INTERNAL AUDITORS MONITORED CHARTER WHICH STRUCTURES HOW THE INTERNAL AUDITORS MONITORED THE WORK THEY'RE DONE AND HOW THE INTERNAL AUDITORS MONITORED THE WORK THEY'RE DONE AND HOW THE INTERNAL AUDITORS MONITORED THE WORK THEY'RE DONE AND HOW THAT COMMITTEES THERE THAT'S THE WORK THEY'RE DONE AND HOW THAT COMMITTEES THERE THAT'S THE WORK THEY'RE DONE AND HOW THAT COMMITTEES THERE THAT'S JUST A DECISION THAT WAS MADE THAT COMMITTEES THERE THAT'S JUST A DECISION THAT WAS MADE THAT COMMITTEES THERE THAT'S JUST A DECISION THAT WAS MADE IN THE 90S SO WE

289HAVE AN JUST A DECISION THAT WAS MADE IN THE 90S SO WE HAVE AN JUST A DECISION THAT WAS MADE IN THE 90S SO WE HAVE AN INTERNAL AUDIT CHARTER YOU CAN IN THE 90S SO WE HAVE AN INTERNAL AUDIT CHARTER YOU CAN IN THE 90S SO WE HAVE AN INTERNAL AUDIT CHARTER YOU CAN FIND IT IN OUR POLICIES IN INTERNAL AUDIT CHARTER YOU CAN FIND IT IN OUR POLICIES IN INTERNAL AUDIT CHARTER YOU CAN FIND IT IN OUR POLICIES IN THREE NINETY SEVEN YOU CAN TO FIND IT IN OUR POLICIES IN THREE NINETY SEVEN YOU CAN TO FIND IT IN OUR POLICIES IN THREE NINETY SEVEN YOU CAN TO THEM IT WILL LINK YOU TO THIS THREE NINETY SEVEN YOU CAN TO THEM IT WILL LINK YOU TO THIS THREE NINETY SEVEN YOU CAN

290TO THEM IT WILL LINK YOU TO THIS IS THIS IS IN OUR POLICIES BUT THEM IT WILL LINK YOU TO THIS IS THIS IS IN OUR POLICIES BUT THEM IT WILL LINK YOU TO THIS IS THIS IS IN OUR POLICIES BUT THERE'S POLICY ON THE INTERNAL IS THIS IS IN OUR POLICIES BUT THERE'S POLICY ON THE INTERNAL IS THIS IS IN OUR POLICIES BUT THERE'S POLICY ON THE INTERNAL AUDIT BUT THEN THERE'S A THERE'S POLICY ON THE INTERNAL AUDIT BUT THEN THERE'S A THERE'S POLICY ON THE INTERNAL AUDIT BUT THEN THERE'S A CHARTER WHICH AGAIN HAS BEEN AUDIT BUT THEN THERE'S A CHARTER WHICH AGAIN HAS BEEN AUDIT BUT THEN THERE'S A CHARTER WHICH AGAIN HAS BEEN INVOLVED ABOUT 30 SOME YEARS CHARTER WHICH AGAIN HAS BEEN INVOLVED ABOUT 30 SOME YEARS CHARTER WHICH AGAIN

291HAS BEEN INVOLVED ABOUT 30 SOME YEARS NOW DIRECTS HOW YOU RUN NEW INVOLVED ABOUT 30 SOME YEARS NOW DIRECTS HOW YOU RUN NEW INVOLVED ABOUT 30 SOME YEARS NOW DIRECTS HOW YOU RUN NEW CHARTER HOW YOU SAW YOUR IN SO NOW DIRECTS HOW YOU RUN NEW CHARTER HOW YOU SAW YOUR IN SO NOW DIRECTS HOW YOU RUN NEW CHARTER HOW YOU SAW YOUR IN SO YOUR INTERNAL AUDIT DEPARTMENT CHARTER HOW YOU SAW YOUR IN SO YOUR INTERNAL AUDIT DEPARTMENT CHARTER HOW YOU SAW YOUR IN SO YOUR INTERNAL AUDIT DEPARTMENT NOW AND HOW THE INTERNAL AUDIT YOUR INTERNAL AUDIT DEPARTMENT NOW AND HOW THE INTERNAL AUDIT YOUR INTERNAL AUDIT DEPARTMENT NOW AND HOW THE INTERNAL AUDIT DOES HER WORK AND HOW THE NOW AND HOW THE INTERNAL AUDIT DOES HER WORK AND HOW THE NOW AND

292HOW THE INTERNAL AUDIT DOES HER WORK AND HOW THE SCHOOL WORK COMMITTEE RESPONSES DOES HER WORK AND HOW THE SCHOOL WORK COMMITTEE RESPONSES DOES HER WORK AND HOW THE SCHOOL WORK COMMITTEE RESPONSES FOR THE PUBLIC KNOWLEDGE YOU SCHOOL WORK COMMITTEE RESPONSES FOR THE PUBLIC KNOWLEDGE YOU SCHOOL WORK COMMITTEE RESPONSES FOR THE PUBLIC KNOWLEDGE YOU HAVE A STANDING COMMITTEE IS FOR THE PUBLIC KNOWLEDGE YOU HAVE A STANDING COMMITTEE IS FOR THE PUBLIC KNOWLEDGE YOU HAVE A STANDING COMMITTEE IS MADE UP OF THE THREE TO FOUR HAVE A STANDING COMMITTEE IS MADE UP OF THE THREE TO FOUR HAVE A STANDING COMMITTEE IS MADE UP OF THE THREE TO FOUR SCHOOL BOARD MEMBERS AND MADE UP OF THE THREE TO FOUR SCHOOL BOARD MEMBERS AND MADE UP OF THE THREE TO FOUR SCHOOL BOARD MEMBERS AND CIVILIAN

293MEMBER AND THEY MEET SCHOOL BOARD MEMBERS AND CIVILIAN MEMBER AND THEY MEET SCHOOL BOARD MEMBERS AND CIVILIAN MEMBER AND THEY MEET QUARTERLY NOW TO MONITOR WHAT CIVILIAN MEMBER AND THEY MEET QUARTERLY NOW TO MONITOR WHAT CIVILIAN MEMBER AND THEY MEET QUARTERLY NOW TO MONITOR WHAT THE INTERNAL AUDIT OR DOES ONE QUARTERLY NOW TO MONITOR WHAT THE INTERNAL AUDIT OR DOES ONE QUARTERLY NOW TO MONITOR WHAT THE INTERNAL AUDIT OR DOES ONE OF THE THINGS ON THE FIRST IT'S THE INTERNAL AUDIT OR DOES ONE OF THE THINGS ON THE FIRST IT'S THE INTERNAL AUDIT OR DOES ONE OF THE THINGS ON THE FIRST IT'S ACTUALLY PAGE TWO OF THE OF THE THINGS ON THE FIRST IT'S ACTUALLY PAGE TWO OF THE OF THE THINGS ON THE FIRST IT'S ACTUALLY PAGE TWO OF THE INTERNAL AUDIT CHARTER

294IT TALKS ACTUALLY PAGE TWO OF THE INTERNAL AUDIT CHARTER IT TALKS ACTUALLY PAGE TWO OF THE INTERNAL AUDIT CHARTER IT TALKS ABOUT THE COMMITTEE QUESTION INTERNAL AUDIT CHARTER IT TALKS ABOUT THE COMMITTEE QUESTION INTERNAL AUDIT CHARTER IT TALKS ABOUT THE COMMITTEE QUESTION CAME UP EARLIER THIS YEAR THIS ABOUT THE COMMITTEE QUESTION CAME UP EARLIER THIS YEAR THIS ABOUT THE COMMITTEE QUESTION CAME UP EARLIER THIS YEAR THIS FISCAL YEAR HAVING TO DO WITH CAME UP EARLIER THIS YEAR THIS FISCAL YEAR HAVING TO DO WITH CAME UP EARLIER THIS YEAR THIS FISCAL YEAR HAVING TO DO WITH WHAT CONSTITUTES HAVING CALLING FISCAL YEAR HAVING TO DO WITH WHAT CONSTITUTES HAVING CALLING FISCAL YEAR HAVING TO DO WITH WHAT CONSTITUTES HAVING CALLING FOR A AUDIT COMMITTEE MEMBER SO WHAT CONSTITUTES HAVING CALLING FOR A AUDIT COMMITTEE MEMBER SO

295WHAT CONSTITUTES HAVING CALLING FOR A AUDIT COMMITTEE MEMBER SO THIS IS THIS IS BROUGHT TO THE FOR A AUDIT COMMITTEE MEMBER SO THIS IS THIS IS BROUGHT TO THE FOR A AUDIT COMMITTEE MEMBER SO THIS IS THIS IS BROUGHT TO THE PRC TO LOOK AT THE BIGGER ISSUE THIS IS THIS IS BROUGHT TO THE PRC TO LOOK AT THE BIGGER ISSUE THIS IS THIS IS BROUGHT TO THE PRC TO LOOK AT THE BIGGER ISSUE WILL SEE ON PAGE TWO THE PRC TO LOOK AT THE BIGGER ISSUE WILL SEE ON PAGE TWO THE PRC TO LOOK AT THE BIGGER ISSUE WILL SEE ON PAGE TWO THE CHARTER AUDIT COMMITTEE SECTION WILL SEE ON PAGE TWO THE CHARTER AUDIT COMMITTEE SECTION WILL SEE ON PAGE TWO THE CHARTER AUDIT COMMITTEE SECTION UNDER THE SECOND PARAGRAPH CHARTER AUDIT

296COMMITTEE SECTION UNDER THE SECOND PARAGRAPH CHARTER AUDIT COMMITTEE SECTION UNDER THE SECOND PARAGRAPH AFTER THE SENTENCE WOULD NOT UNDER THE SECOND PARAGRAPH AFTER THE SENTENCE WOULD NOT UNDER THE SECOND PARAGRAPH AFTER THE SENTENCE WOULD NOT RECOMMEND FROM PRC WOULD NOW AFTER THE SENTENCE WOULD NOT RECOMMEND FROM PRC WOULD NOW AFTER THE SENTENCE WOULD NOT RECOMMEND FROM PRC WOULD NOW READ ONE IN APPOINTED AUDIT RECOMMEND FROM PRC WOULD NOW READ ONE IN APPOINTED AUDIT RECOMMEND FROM PRC WOULD NOW READ ONE IN APPOINTED AUDIT COMMITTEE MEMBER IS NOT ABLE TO READ ONE IN APPOINTED AUDIT COMMITTEE MEMBER IS NOT ABLE TO READ ONE IN APPOINTED AUDIT COMMITTEE MEMBER IS NOT ABLE TO ATTEND AN AUDIT COMMITTEE COMMITTEE MEMBER IS NOT ABLE TO ATTEND AN AUDIT COMMITTEE COMMITTEE MEMBER IS NOT ABLE TO ATTEND AN AUDIT COMMITTEE MEETING

297COMMA THE SCHOOL BOARD ATTEND AN AUDIT COMMITTEE MEETING COMMA THE SCHOOL BOARD ATTEND AN AUDIT COMMITTEE MEETING COMMA THE SCHOOL BOARD CHAIR OR SCHOOL BOARD DESIGNATE MEETING COMMA THE SCHOOL BOARD CHAIR OR SCHOOL BOARD DESIGNATE MEETING COMMA THE SCHOOL BOARD CHAIR OR SCHOOL BOARD DESIGNATE SUBSTITUTE FOR THAT PERSON CHAIR OR SCHOOL BOARD DESIGNATE SUBSTITUTE FOR THAT PERSON CHAIR OR SCHOOL BOARD DESIGNATE SUBSTITUTE FOR THAT PERSON EXERCISE VOTING PRIVILEGES AND SUBSTITUTE FOR THAT PERSON EXERCISE VOTING PRIVILEGES AND SUBSTITUTE FOR THAT PERSON EXERCISE VOTING PRIVILEGES AND THIS WILL BE THE OTHER LANGUAGE EXERCISE VOTING PRIVILEGES AND THIS WILL BE THE OTHER LANGUAGE EXERCISE VOTING PRIVILEGES AND THIS WILL BE THE OTHER LANGUAGE AND WILL COUNT TOWARDS A QUORUM THIS WILL BE THE OTHER LANGUAGE AND WILL COUNT TOWARDS A QUORUM THIS WILL BE THE OTHER LANGUAGE AND

298WILL COUNT TOWARDS A QUORUM AT THE END OF THE SENTENCE THE AND WILL COUNT TOWARDS A QUORUM AT THE END OF THE SENTENCE THE AND WILL COUNT TOWARDS A QUORUM AT THE END OF THE SENTENCE THE QUALIFICATION WAS A SUBSTITUTE AT THE END OF THE SENTENCE THE QUALIFICATION WAS A SUBSTITUTE AT THE END OF THE SENTENCE THE QUALIFICATION WAS A SUBSTITUTE WOULD BE ABLE TO FUNCTION THE QUALIFICATION WAS A SUBSTITUTE WOULD BE ABLE TO FUNCTION THE QUALIFICATION WAS A SUBSTITUTE WOULD BE ABLE TO FUNCTION THE SAME EVERYBODY MEMBER VOTING WOULD BE ABLE TO FUNCTION THE SAME EVERYBODY MEMBER VOTING WOULD BE ABLE TO FUNCTION THE SAME EVERYBODY MEMBER VOTING MEMBER PRC DISCUSSED THIS AND SAME EVERYBODY MEMBER VOTING MEMBER PRC DISCUSSED THIS AND SAME EVERYBODY MEMBER VOTING MEMBER PRC DISCUSSED THIS AND DECIDED THIS ADDING

299THIS MEMBER PRC DISCUSSED THIS AND DECIDED THIS ADDING THIS MEMBER PRC DISCUSSED THIS AND DECIDED THIS ADDING THIS LANGUAGE TO CLARIFY THIS IN THE DECIDED THIS ADDING THIS LANGUAGE TO CLARIFY THIS IN THE DECIDED THIS ADDING THIS LANGUAGE TO CLARIFY THIS IN THE FUTURE. LANGUAGE TO CLARIFY THIS IN THE FUTURE. LANGUAGE TO CLARIFY THIS IN THE FUTURE. IT IS A UNIQUE SOMEWHAT UNIQUE FUTURE. IT IS A UNIQUE SOMEWHAT UNIQUE FUTURE. IT IS A UNIQUE SOMEWHAT UNIQUE SITUATION THE FACT THAT FACT IT IS A UNIQUE SOMEWHAT UNIQUE SITUATION THE FACT THAT FACT IT IS A UNIQUE SOMEWHAT UNIQUE SITUATION THE FACT THAT FACT THAT THE CHAIR IS AUTOMATICALLY SITUATION THE FACT THAT FACT THAT THE CHAIR IS AUTOMATICALLY SITUATION THE FACT THAT FACT THAT THE CHAIR IS AUTOMATICALLY DESIGNATED TO SUBSTITUTE ON THAT THE CHAIR IS

300AUTOMATICALLY DESIGNATED TO SUBSTITUTE ON THAT THE CHAIR IS AUTOMATICALLY DESIGNATED TO SUBSTITUTE ON THIS PARTICULAR PURPOSE OF THE DESIGNATED TO SUBSTITUTE ON THIS PARTICULAR PURPOSE OF THE DESIGNATED TO SUBSTITUTE ON THIS PARTICULAR PURPOSE OF THE PURPOSE OF THAT IS THAT YOU DO THIS PARTICULAR PURPOSE OF THE PURPOSE OF THAT IS THAT YOU DO THIS PARTICULAR PURPOSE OF THE PURPOSE OF THAT IS THAT YOU DO HAVE COMMITTEE ESTABLISHED THEM PURPOSE OF THAT IS THAT YOU DO HAVE COMMITTEE ESTABLISHED THEM PURPOSE OF THAT IS THAT YOU DO HAVE COMMITTEE ESTABLISHED THEM ALL INTO WORK AND FUNCTION HAVE COMMITTEE ESTABLISHED THEM ALL INTO WORK AND FUNCTION HAVE COMMITTEE ESTABLISHED THEM ALL INTO WORK AND FUNCTION SLIGHTLY DIFFERENTLY THAN YOU ALL INTO WORK AND FUNCTION SLIGHTLY DIFFERENTLY THAN YOU ALL INTO WORK AND FUNCTION SLIGHTLY DIFFERENTLY THAN YOU HAVE

301ON YOUR OTHER STANLEY SLIGHTLY DIFFERENTLY THAN YOU HAVE ON YOUR OTHER STANLEY SLIGHTLY DIFFERENTLY THAN YOU HAVE ON YOUR OTHER STANLEY COMMITTEES SO AGAIN THE ADDED HAVE ON YOUR OTHER STANLEY COMMITTEES SO AGAIN THE ADDED HAVE ON YOUR OTHER STANLEY COMMITTEES SO AGAIN THE ADDED LANGUAGE WOULD BE AN DESTINY COMMITTEES SO AGAIN THE ADDED LANGUAGE WOULD BE AN DESTINY COMMITTEES SO AGAIN THE ADDED LANGUAGE WOULD BE AN DESTINY SUBSTITUTE FOR THAT PERSON AND LANGUAGE WOULD BE AN DESTINY SUBSTITUTE FOR THAT PERSON AND LANGUAGE WOULD BE AN DESTINY SUBSTITUTE FOR THAT PERSON AND EXERCISE PRIVILEGES THEIR SUBSTITUTE FOR THAT PERSON AND EXERCISE PRIVILEGES THEIR SUBSTITUTE FOR THAT PERSON AND EXERCISE PRIVILEGES THEIR LANGUAGE AND WILL COUNT AND EXERCISE PRIVILEGES THEIR LANGUAGE AND WILL COUNT AND EXERCISE PRIVILEGES THEIR LANGUAGE AND WILL COUNT AND WILL COUNT TOWARD

302A QUORUM THEN LANGUAGE AND WILL COUNT AND WILL COUNT TOWARD A QUORUM THEN LANGUAGE AND WILL COUNT AND WILL COUNT TOWARD A QUORUM THEN THE AFTER DISCUSSING THIS THIS WILL COUNT TOWARD A QUORUM THEN THE AFTER DISCUSSING THIS THIS WILL COUNT TOWARD A QUORUM THEN THE AFTER DISCUSSING THIS THIS WOULD BE THE MOST EFFICIENT THE AFTER DISCUSSING THIS THIS WOULD BE THE MOST EFFICIENT THE AFTER DISCUSSING THIS THIS WOULD BE THE MOST EFFICIENT LANGUAGE TO CLARIFY WHAT THE WOULD BE THE MOST EFFICIENT LANGUAGE TO CLARIFY WHAT THE WOULD BE THE MOST EFFICIENT LANGUAGE TO CLARIFY WHAT THE PROCEDURE WOULD BE AND THAT IS LANGUAGE TO CLARIFY WHAT THE PROCEDURE WOULD BE AND THAT IS LANGUAGE TO CLARIFY WHAT THE PROCEDURE WOULD BE AND THAT IS A RECOMMENDATION COMING TO YOU PROCEDURE WOULD BE AND THAT

303IS A RECOMMENDATION COMING TO YOU PROCEDURE WOULD BE AND THAT IS A RECOMMENDATION COMING TO YOU NORMALLY WE MIGHT HAVE TAKEN A RECOMMENDATION COMING TO YOU NORMALLY WE MIGHT HAVE TAKEN A RECOMMENDATION COMING TO YOU NORMALLY WE MIGHT HAVE TAKEN THIS TO THE AUDIT COMMITTEE BUT NORMALLY WE MIGHT HAVE TAKEN THIS TO THE AUDIT COMMITTEE BUT NORMALLY WE MIGHT HAVE TAKEN THIS TO THE AUDIT COMMITTEE BUT ITS AUDIT COMMITTEE MEETS THIS TO THE AUDIT COMMITTEE BUT ITS AUDIT COMMITTEE MEETS THIS TO THE AUDIT COMMITTEE BUT ITS AUDIT COMMITTEE MEETS QUARTERLY HAD MET EARLIER THIS ITS AUDIT COMMITTEE MEETS QUARTERLY HAD MET EARLIER THIS ITS AUDIT COMMITTEE MEETS QUARTERLY HAD MET EARLIER THIS MONTH WE DIDN'T THINK WE WANTED QUARTERLY HAD MET EARLIER THIS MONTH WE DIDN'T THINK WE WANTED QUARTERLY HAD MET EARLIER THIS MONTH

304WE DIDN'T THINK WE WANTED TO WAIT ANY LONGER FOR THIS MONTH WE DIDN'T THINK WE WANTED TO WAIT ANY LONGER FOR THIS MONTH WE DIDN'T THINK WE WANTED TO WAIT ANY LONGER FOR THIS REPORT DIRECTLY TO THE SCHOOL TO WAIT ANY LONGER FOR THIS REPORT DIRECTLY TO THE SCHOOL TO WAIT ANY LONGER FOR THIS REPORT DIRECTLY TO THE SCHOOL BOARD WHICH IS WHERE IT WOULD REPORT DIRECTLY TO THE SCHOOL BOARD WHICH IS WHERE IT WOULD REPORT DIRECTLY TO THE SCHOOL BOARD WHICH IS WHERE IT WOULD END UP EVENTUALLY HAVING TO GO BOARD WHICH IS WHERE IT WOULD END UP EVENTUALLY HAVING TO GO BOARD WHICH IS WHERE IT WOULD END UP EVENTUALLY HAVING TO GO ARE THERE ANY QUESTIONS ON THE END UP EVENTUALLY HAVING TO GO ARE THERE ANY QUESTIONS ON THE END UP

305EVENTUALLY HAVING TO GO ARE THERE ANY QUESTIONS ON THE RECOMMENDATION TO THE INTERNAL ARE THERE ANY QUESTIONS ON THE RECOMMENDATION TO THE INTERNAL ARE THERE ANY QUESTIONS ON THE RECOMMENDATION TO THE INTERNAL AUDIT COMMITTEE CHARTER? RECOMMENDATION TO THE INTERNAL AUDIT COMMITTEE CHARTER? RECOMMENDATION TO THE INTERNAL AUDIT COMMITTEE CHARTER? WHAT'S THE DIFFERENCE I THINK AUDIT COMMITTEE CHARTER? WHAT'S THE DIFFERENCE I THINK AUDIT COMMITTEE CHARTER? WHAT'S THE DIFFERENCE I THINK IT WAS CLARIFYING THERE WAS A WHAT'S THE DIFFERENCE I THINK IT WAS CLARIFYING THERE WAS A WHAT'S THE DIFFERENCE I THINK IT WAS CLARIFYING THERE WAS A QUESTION AS TO WHAT ROLE THAT IT WAS CLARIFYING THERE WAS A QUESTION AS TO WHAT ROLE THAT IT WAS CLARIFYING THERE WAS A QUESTION AS TO WHAT ROLE THAT SHARE OUR DESTINY PLAYS. QUESTION AS TO WHAT ROLE THAT

306SHARE OUR DESTINY PLAYS. QUESTION AS TO WHAT ROLE THAT SHARE OUR DESTINY PLAYS. ARE THEY JUST SUBSTITUTING OR SHARE OUR DESTINY PLAYS. ARE THEY JUST SUBSTITUTING OR SHARE OUR DESTINY PLAYS. ARE THEY JUST SUBSTITUTING OR DO ACCOUNT AS THE APPOINTED ARE THEY JUST SUBSTITUTING OR DO ACCOUNT AS THE APPOINTED ARE THEY JUST SUBSTITUTING OR DO ACCOUNT AS THE APPOINTED SCHOOL BOARD MEMBER ON THE DO ACCOUNT AS THE APPOINTED SCHOOL BOARD MEMBER ON THE DO ACCOUNT AS THE APPOINTED SCHOOL BOARD MEMBER ON THE AUDIT COMMITTEE KNOW NO, THE SCHOOL BOARD MEMBER ON THE AUDIT COMMITTEE KNOW NO, THE SCHOOL BOARD MEMBER ON THE AUDIT COMMITTEE KNOW NO, THE THE THE APPOINTED SCHOOL BOARD AUDIT COMMITTEE KNOW NO, THE THE THE APPOINTED SCHOOL BOARD AUDIT COMMITTEE KNOW NO, THE THE THE APPOINTED SCHOOL BOARD THERE IS NO

307START BRINGING THE THE THE APPOINTED SCHOOL BOARD THERE IS NO START BRINGING THE THE THE APPOINTED SCHOOL BOARD THERE IS NO START BRINGING THE OK, LET'S BRING IN THE THERE IS NO START BRINGING THE OK, LET'S BRING IN THE THERE IS NO START BRINGING THE OK, LET'S BRING IN THE PARAGRAPH WITH THE AUDIT OK, LET'S BRING IN THE PARAGRAPH WITH THE AUDIT OK, LET'S BRING IN THE PARAGRAPH WITH THE AUDIT COMMITTEE WILL CONSIST OF THREE PARAGRAPH WITH THE AUDIT COMMITTEE WILL CONSIST OF THREE PARAGRAPH WITH THE AUDIT COMMITTEE WILL CONSIST OF THREE TO FOUR MEMBERS APPOINTED BY COMMITTEE WILL CONSIST OF THREE TO FOUR MEMBERS APPOINTED BY COMMITTEE WILL CONSIST OF THREE TO FOUR MEMBERS APPOINTED BY THE SCHOOL BOARD TWO OR THREE TO FOUR MEMBERS APPOINTED BY THE SCHOOL BOARD TWO OR THREE TO

308FOUR MEMBERS APPOINTED BY THE SCHOOL BOARD TWO OR THREE MEMBERS WILL BE SCHOOL BOARD THE SCHOOL BOARD TWO OR THREE MEMBERS WILL BE SCHOOL BOARD THE SCHOOL BOARD TWO OR THREE MEMBERS WILL BE SCHOOL BOARD MEMBERS THE SCHOOL BOARD WILL MEMBERS WILL BE SCHOOL BOARD MEMBERS THE SCHOOL BOARD WILL MEMBERS WILL BE SCHOOL BOARD MEMBERS THE SCHOOL BOARD WILL APPOINT ONE OR MORE MEMBERS THE SCHOOL BOARD WILL APPOINT ONE OR MORE MEMBERS THE SCHOOL BOARD WILL APPOINT ONE OR MORE SUBSTANCELESS DEFINITIVELY TO APPOINT ONE OR MORE SUBSTANCELESS DEFINITIVELY TO APPOINT ONE OR MORE SUBSTANCELESS DEFINITIVELY TO SERVE AS A THIRD OR FOURTH SUBSTANCELESS DEFINITIVELY TO SERVE AS A THIRD OR FOURTH SUBSTANCELESS DEFINITIVELY TO SERVE AS A THIRD OR FOURTH MEMBER. SERVE AS A THIRD OR FOURTH MEMBER. SERVE AS A THIRD OR FOURTH MEMBER.

309THE SCHOOL BOARD EX OFFICIO MEMBER. THE SCHOOL BOARD EX OFFICIO MEMBER. THE SCHOOL BOARD EX OFFICIO REMEMBER THE AUDIT COMMITTEE THE SCHOOL BOARD EX OFFICIO REMEMBER THE AUDIT COMMITTEE THE SCHOOL BOARD EX OFFICIO REMEMBER THE AUDIT COMMITTEE WILL SERVE WILL SERVE AS A REMEMBER THE AUDIT COMMITTEE WILL SERVE WILL SERVE AS A REMEMBER THE AUDIT COMMITTEE WILL SERVE WILL SERVE AS A VOTING MEMBER IN THE EVENT WILL SERVE WILL SERVE AS A VOTING MEMBER IN THE EVENT WILL SERVE WILL SERVE AS A VOTING MEMBER IN THE EVENT OF THE BOAT INVADED WHETHER THE VOTING MEMBER IN THE EVENT OF THE BOAT INVADED WHETHER THE VOTING MEMBER IN THE EVENT OF THE BOAT INVADED WHETHER THE VOTES WHEN AN APPOINTED MEMBER OF THE BOAT INVADED WHETHER THE VOTES WHEN AN APPOINTED MEMBER OF THE BOAT INVADED

310WHETHER THE VOTES WHEN AN APPOINTED MEMBER IS NOT ABLE TO ATTEND AN AUDIT VOTES WHEN AN APPOINTED MEMBER IS NOT ABLE TO ATTEND AN AUDIT VOTES WHEN AN APPOINTED MEMBER IS NOT ABLE TO ATTEND AN AUDIT COMMITTEE MEETING, THE CO-CHAIR IS NOT ABLE TO ATTEND AN AUDIT COMMITTEE MEETING, THE CO-CHAIR IS NOT ABLE TO ATTEND AN AUDIT COMMITTEE MEETING, THE CO-CHAIR OR SCUBA DESIGNEE WELL COMMITTEE MEETING, THE CO-CHAIR OR SCUBA DESIGNEE WELL COMMITTEE MEETING, THE CO-CHAIR OR SCUBA DESIGNEE WELL SUBSTITUTE FOR THAT PERSON OR SCUBA DESIGNEE WELL SUBSTITUTE FOR THAT PERSON OR SCUBA DESIGNEE WELL SUBSTITUTE FOR THAT PERSON PUBLISHERS AND WITH THE OTHER SUBSTITUTE FOR THAT PERSON PUBLISHERS AND WITH THE OTHER SUBSTITUTE FOR THAT PERSON PUBLISHERS AND WITH THE OTHER LANGUAGE AND WILL COUNT TOWARDS PUBLISHERS AND WITH THE OTHER LANGUAGE AND WILL

311COUNT TOWARDS PUBLISHERS AND WITH THE OTHER LANGUAGE AND WILL COUNT TOWARDS A QUORUM SO THAT'S THE OLD LANGUAGE AND WILL COUNT TOWARDS A QUORUM SO THAT'S THE OLD LANGUAGE AND WILL COUNT TOWARDS A QUORUM SO THAT'S THE OLD LANGUAGE NOW THEY WILL COUNT A QUORUM SO THAT'S THE OLD LANGUAGE NOW THEY WILL COUNT A QUORUM SO THAT'S THE OLD LANGUAGE NOW THEY WILL COUNT TOWARDS A QUORUM IS RECOMMENDED LANGUAGE NOW THEY WILL COUNT TOWARDS A QUORUM IS RECOMMENDED LANGUAGE NOW THEY WILL COUNT TOWARDS A QUORUM IS RECOMMENDED LANGUAGE. TOWARDS A QUORUM IS RECOMMENDED LANGUAGE. TOWARDS A QUORUM IS RECOMMENDED LANGUAGE. I'M STILL CONFUSED TO WHAT THE LANGUAGE. I'M STILL CONFUSED TO WHAT THE LANGUAGE. I'M STILL CONFUSED TO WHAT THE DIFFERENCE WAS LIKE WHAT I'M STILL CONFUSED TO WHAT THE DIFFERENCE WAS LIKE WHAT I'M

312STILL CONFUSED TO WHAT THE DIFFERENCE WAS LIKE WHAT HAPPENED IN THE PAST I WAS I DIFFERENCE WAS LIKE WHAT HAPPENED IN THE PAST I WAS I DIFFERENCE WAS LIKE WHAT HAPPENED IN THE PAST I WAS I WAS ON THE AUDIT COMMITTEE FOR HAPPENED IN THE PAST I WAS I WAS ON THE AUDIT COMMITTEE FOR HAPPENED IN THE PAST I WAS I WAS ON THE AUDIT COMMITTEE FOR A COUPLE OF YEARS WE HAVE THREE WAS ON THE AUDIT COMMITTEE FOR A COUPLE OF YEARS WE HAVE THREE WAS ON THE AUDIT COMMITTEE FOR A COUPLE OF YEARS WE HAVE THREE SCHOOL BOARD MEMBERS AND A A COUPLE OF YEARS WE HAVE THREE SCHOOL BOARD MEMBERS AND A A COUPLE OF YEARS WE HAVE THREE SCHOOL BOARD MEMBERS AND A CITIZEN I BELIEVE NOW SOMEONE SCHOOL BOARD MEMBERS

313AND A CITIZEN I BELIEVE NOW SOMEONE SCHOOL BOARD MEMBERS AND A CITIZEN I BELIEVE NOW SOMEONE ELSE'S DESCRIBE WHAT THEY CITIZEN I BELIEVE NOW SOMEONE ELSE'S DESCRIBE WHAT THEY CITIZEN I BELIEVE NOW SOMEONE ELSE'S DESCRIBE WHAT THEY UNDERSTAND. ELSE'S DESCRIBE WHAT THEY UNDERSTAND. ELSE'S DESCRIBE WHAT THEY UNDERSTAND. I UNDERSTAND THE CONCERN WAS UNDERSTAND. I UNDERSTAND THE CONCERN WAS UNDERSTAND. I UNDERSTAND THE CONCERN WAS WHAT IS THE ROLE OF THE SCHOOL I UNDERSTAND THE CONCERN WAS WHAT IS THE ROLE OF THE SCHOOL I UNDERSTAND THE CONCERN WAS WHAT IS THE ROLE OF THE SCHOOL BOARD CHAIR OR SUBSTITUTE FOR WHAT IS THE ROLE OF THE SCHOOL BOARD CHAIR OR SUBSTITUTE FOR WHAT IS THE ROLE OF THE SCHOOL BOARD CHAIR OR SUBSTITUTE FOR SOMEBODY ELSE TO THE COUNT THE BOARD CHAIR OR SUBSTITUTE FOR SOMEBODY ELSE

314TO THE COUNT THE BOARD CHAIR OR SUBSTITUTE FOR SOMEBODY ELSE TO THE COUNT THE COUNT AS THE APPOINTED MEMBER SOMEBODY ELSE TO THE COUNT THE COUNT AS THE APPOINTED MEMBER SOMEBODY ELSE TO THE COUNT THE COUNT AS THE APPOINTED MEMBER OR TO ESTABLISH A QUORUM OR ARE COUNT AS THE APPOINTED MEMBER OR TO ESTABLISH A QUORUM OR ARE COUNT AS THE APPOINTED MEMBER OR TO ESTABLISH A QUORUM OR ARE THEY SIMPLY A SUBSTITUTE DON'T OR TO ESTABLISH A QUORUM OR ARE THEY SIMPLY A SUBSTITUTE DON'T OR TO ESTABLISH A QUORUM OR ARE THEY SIMPLY A SUBSTITUTE DON'T COUNT. THEY SIMPLY A SUBSTITUTE DON'T COUNT. THEY SIMPLY A SUBSTITUTE DON'T COUNT. WHAT DOES THAT MEAN DO THEY ARE COUNT. WHAT DOES THAT MEAN DO THEY ARE COUNT. WHAT DOES THAT MEAN DO THEY ARE THEY THE

315APPOINTED MEMBER WHAT WHAT DOES THAT MEAN DO THEY ARE THEY THE APPOINTED MEMBER WHAT WHAT DOES THAT MEAN DO THEY ARE THEY THE APPOINTED MEMBER WHAT WHAT DOES THAT MEAN? THEY THE APPOINTED MEMBER WHAT WHAT DOES THAT MEAN? THEY THE APPOINTED MEMBER WHAT WHAT DOES THAT MEAN? THIS CHAIR STEPS IN THE CHAIR WHAT DOES THAT MEAN? THIS CHAIR STEPS IN THE CHAIR WHAT DOES THAT MEAN? THIS CHAIR STEPS IN THE CHAIR CANNOT SERVE ON THE AUDIT THIS CHAIR STEPS IN THE CHAIR CANNOT SERVE ON THE AUDIT THIS CHAIR STEPS IN THE CHAIR CANNOT SERVE ON THE AUDIT COMMITTEE WE KNOW THAT. CANNOT SERVE ON THE AUDIT COMMITTEE WE KNOW THAT. CANNOT SERVE ON THE AUDIT COMMITTEE WE KNOW THAT. SO THE SHARES DUTY IS TO STEP COMMITTEE WE KNOW THAT. SO THE SHARES DUTY IS

316TO STEP COMMITTEE WE KNOW THAT. SO THE SHARES DUTY IS TO STEP IN WHEN SOMEBODY IS ABSENT AND SO THE SHARES DUTY IS TO STEP IN WHEN SOMEBODY IS ABSENT AND SO THE SHARES DUTY IS TO STEP IN WHEN SOMEBODY IS ABSENT AND THAT'S WHAT HAPPENED AND THE IN WHEN SOMEBODY IS ABSENT AND THAT'S WHAT HAPPENED AND THE IN WHEN SOMEBODY IS ABSENT AND THAT'S WHAT HAPPENED AND THE CHAIR STEPPED IN AND EXERCISED THAT'S WHAT HAPPENED AND THE CHAIR STEPPED IN AND EXERCISED THAT'S WHAT HAPPENED AND THE CHAIR STEPPED IN AND EXERCISED THE RIGHT TO EXERCISE THE RIGHT CHAIR STEPPED IN AND EXERCISED THE RIGHT TO EXERCISE THE RIGHT CHAIR STEPPED IN AND EXERCISED THE RIGHT TO EXERCISE THE RIGHT TO VOTE TO CONDUCT A MEETING SO THE RIGHT TO EXERCISE THE RIGHT TO VOTE

317TO CONDUCT A MEETING SO THE RIGHT TO EXERCISE THE RIGHT TO VOTE TO CONDUCT A MEETING SO THOSE MEETINGS ARE QUARTERLY TO VOTE TO CONDUCT A MEETING SO THOSE MEETINGS ARE QUARTERLY TO VOTE TO CONDUCT A MEETING SO THOSE MEETINGS ARE QUARTERLY AND THEY TAKE A LONG TIME TO THOSE MEETINGS ARE QUARTERLY AND THEY TAKE A LONG TIME TO THOSE MEETINGS ARE QUARTERLY AND THEY TAKE A LONG TIME TO PREPARE AND SO WHEN SOMEBODY AT AND THEY TAKE A LONG TIME TO PREPARE AND SO WHEN SOMEBODY AT AND THEY TAKE A LONG TIME TO PREPARE AND SO WHEN SOMEBODY AT THE LAST IT CANNOT BE THERE AND PREPARE AND SO WHEN SOMEBODY AT THE LAST IT CANNOT BE THERE AND PREPARE AND SO WHEN SOMEBODY AT THE LAST IT CANNOT BE THERE AND YOU DON'T

318HAVE A QUORUM THAT'S THE LAST IT CANNOT BE THERE AND YOU DON'T HAVE A QUORUM THAT'S THE LAST IT CANNOT BE THERE AND YOU DON'T HAVE A QUORUM THAT'S THE PURPOSE OF THE CHAIR. YOU DON'T HAVE A QUORUM THAT'S THE PURPOSE OF THE CHAIR. YOU DON'T HAVE A QUORUM THAT'S THE PURPOSE OF THE CHAIR. I DON'T UNDERSTAND I DON'T THE PURPOSE OF THE CHAIR. I DON'T UNDERSTAND I DON'T THE PURPOSE OF THE CHAIR. I DON'T UNDERSTAND I DON'T UNDERSTAND WHAT THE WHAT THE I DON'T UNDERSTAND I DON'T UNDERSTAND WHAT THE WHAT THE I DON'T UNDERSTAND I DON'T UNDERSTAND WHAT THE WHAT THE PROBLEM WAS. UNDERSTAND WHAT THE WHAT THE PROBLEM WAS. UNDERSTAND WHAT THE WHAT THE PROBLEM WAS. SO MAYBE MISS BROWN IS SO AND I PROBLEM WAS. SO MAYBE MISS BROWN IS SO AND

319I PROBLEM WAS. SO MAYBE MISS BROWN IS SO AND I MEAN I THINK WE COULD PROBABLY SO MAYBE MISS BROWN IS SO AND I MEAN I THINK WE COULD PROBABLY SO MAYBE MISS BROWN IS SO AND I MEAN I THINK WE COULD PROBABLY DEBATE ABOUT WHAT OCCURRED LAST MEAN I THINK WE COULD PROBABLY DEBATE ABOUT WHAT OCCURRED LAST MEAN I THINK WE COULD PROBABLY DEBATE ABOUT WHAT OCCURRED LAST TIME ALL NIGHT BUT I DON'T DEBATE ABOUT WHAT OCCURRED LAST TIME ALL NIGHT BUT I DON'T DEBATE ABOUT WHAT OCCURRED LAST TIME ALL NIGHT BUT I DON'T THINK THAT'S WHAT THIS CHANGE TIME ALL NIGHT BUT I DON'T THINK THAT'S WHAT THIS CHANGE TIME ALL NIGHT BUT I DON'T THINK THAT'S WHAT THIS CHANGE IS ABOUT THERE WAS SOME THINK THAT'S WHAT THIS CHANGE IS ABOUT THERE

320WAS SOME THINK THAT'S WHAT THIS CHANGE IS ABOUT THERE WAS SOME QUESTION AS TO WHETHER OR NOT IS ABOUT THERE WAS SOME QUESTION AS TO WHETHER OR NOT IS ABOUT THERE WAS SOME QUESTION AS TO WHETHER OR NOT WITHOUT VOTING TO A POINT IN QUESTION AS TO WHETHER OR NOT WITHOUT VOTING TO A POINT IN QUESTION AS TO WHETHER OR NOT WITHOUT VOTING TO A POINT IN OUR BYLAWS WHEN WE DO THAT FOR WITHOUT VOTING TO A POINT IN OUR BYLAWS WHEN WE DO THAT FOR WITHOUT VOTING TO A POINT IN OUR BYLAWS WHEN WE DO THAT FOR COMMITTEE ASSIGNMENTS EVERY OUR BYLAWS WHEN WE DO THAT FOR COMMITTEE ASSIGNMENTS EVERY OUR BYLAWS WHEN WE DO THAT FOR COMMITTEE ASSIGNMENTS EVERY YEAR WHETHER OR NOT THE SCHOOL COMMITTEE ASSIGNMENTS EVERY YEAR WHETHER OR NOT THE

321SCHOOL COMMITTEE ASSIGNMENTS EVERY YEAR WHETHER OR NOT THE SCHOOL BOARD CHAIR IS APPOINTED OR A YEAR WHETHER OR NOT THE SCHOOL BOARD CHAIR IS APPOINTED OR A YEAR WHETHER OR NOT THE SCHOOL BOARD CHAIR IS APPOINTED OR A SUBSTITUTE AND BECAUSE OF THE BOARD CHAIR IS APPOINTED OR A SUBSTITUTE AND BECAUSE OF THE BOARD CHAIR IS APPOINTED OR A SUBSTITUTE AND BECAUSE OF THE WAY THE LANGUAGE IS WRITTEN IT SUBSTITUTE AND BECAUSE OF THE WAY THE LANGUAGE IS WRITTEN IT SUBSTITUTE AND BECAUSE OF THE WAY THE LANGUAGE IS WRITTEN IT SAYS APPOINTED MEMBERS AND SO WAY THE LANGUAGE IS WRITTEN IT SAYS APPOINTED MEMBERS AND SO WAY THE LANGUAGE IS WRITTEN IT SAYS APPOINTED MEMBERS AND SO ALL WE'RE DOING IS A CLARIFYING SAYS APPOINTED MEMBERS AND SO ALL WE'RE DOING IS A CLARIFYING SAYS

322APPOINTED MEMBERS AND SO ALL WE'RE DOING IS A CLARIFYING THAT PRACTICE SO THAT THERE IS ALL WE'RE DOING IS A CLARIFYING THAT PRACTICE SO THAT THERE IS ALL WE'RE DOING IS A CLARIFYING THAT PRACTICE SO THAT THERE IS NO DISPUTE ABOUT IN THE FUTURE THAT PRACTICE SO THAT THERE IS NO DISPUTE ABOUT IN THE FUTURE THAT PRACTICE SO THAT THERE IS NO DISPUTE ABOUT IN THE FUTURE I THOUGHT THE APPOINTED MEMBER NO DISPUTE ABOUT IN THE FUTURE I THOUGHT THE APPOINTED MEMBER NO DISPUTE ABOUT IN THE FUTURE I THOUGHT THE APPOINTED MEMBER REFERRED TO THE CITIZEN. I THOUGHT THE APPOINTED MEMBER REFERRED TO THE CITIZEN. I THOUGHT THE APPOINTED MEMBER REFERRED TO THE CITIZEN. NO AS WITH ANY COMMITTEES TO REFERRED TO THE CITIZEN. NO AS WITH ANY COMMITTEES TO REFERRED TO THE CITIZEN. NO

323AS WITH ANY COMMITTEES TO YOUR POINT TO ALL THE MEMBERS NO AS WITH ANY COMMITTEES TO YOUR POINT TO ALL THE MEMBERS NO AS WITH ANY COMMITTEES TO YOUR POINT TO ALL THE MEMBERS TO THAT COMMITTEE. YOUR POINT TO ALL THE MEMBERS TO THAT COMMITTEE. YOUR POINT TO ALL THE MEMBERS TO THAT COMMITTEE. SO THERE THERE ARE SIX TO THAT COMMITTEE. SO THERE THERE ARE SIX TO THAT COMMITTEE. SO THERE THERE ARE SIX APPOINTEES ON THIS PARTICULAR SO THERE THERE ARE SIX APPOINTEES ON THIS PARTICULAR SO THERE THERE ARE SIX APPOINTEES ON THIS PARTICULAR COMMITTEE IF YOU PUT IT APPOINTEES ON THIS PARTICULAR COMMITTEE IF YOU PUT IT APPOINTEES ON THIS PARTICULAR COMMITTEE IF YOU PUT IT EVERYONE ELSE BECAUSE WHEN YOU COMMITTEE IF YOU PUT IT EVERYONE ELSE BECAUSE WHEN YOU COMMITTEE IF YOU

324PUT IT EVERYONE ELSE BECAUSE WHEN YOU VOTE TO APPOINT STANDING EVERYONE ELSE BECAUSE WHEN YOU VOTE TO APPOINT STANDING EVERYONE ELSE BECAUSE WHEN YOU VOTE TO APPOINT STANDING COMMITTEES THAT'S WHAT YOU'VE VOTE TO APPOINT STANDING COMMITTEES THAT'S WHAT YOU'VE VOTE TO APPOINT STANDING COMMITTEES THAT'S WHAT YOU'VE YOU HAVE A POINT OF THOSE COMMITTEES THAT'S WHAT YOU'VE YOU HAVE A POINT OF THOSE COMMITTEES THAT'S WHAT YOU'VE YOU HAVE A POINT OF THOSE MEMBERS WELL I NOT GOING TO YOU HAVE A POINT OF THOSE MEMBERS WELL I NOT GOING TO YOU HAVE A POINT OF THOSE MEMBERS WELL I NOT GOING TO BELABOR AS I STILL DON'T MEMBERS WELL I NOT GOING TO BELABOR AS I STILL DON'T MEMBERS WELL I NOT GOING TO BELABOR AS I STILL DON'T UNDERSTAND. BELABOR AS I STILL DON'T UNDERSTAND. BELABOR

325AS I STILL DON'T UNDERSTAND. BUT WHATEVER CAN CAN I ASK AS UNDERSTAND. BUT WHATEVER CAN CAN I ASK AS UNDERSTAND. BUT WHATEVER CAN CAN I ASK AS THE AUDITOR SO BASICALLY ALL BUT WHATEVER CAN CAN I ASK AS THE AUDITOR SO BASICALLY ALL BUT WHATEVER CAN CAN I ASK AS THE AUDITOR SO BASICALLY ALL WE'RE DOING AT THIS POINT IS THE AUDITOR SO BASICALLY ALL WE'RE DOING AT THIS POINT IS THE AUDITOR SO BASICALLY ALL WE'RE DOING AT THIS POINT IS WE'RE JUST CLARIFYING THE FACT WE'RE DOING AT THIS POINT IS WE'RE JUST CLARIFYING THE FACT WE'RE DOING AT THIS POINT IS WE'RE JUST CLARIFYING THE FACT THAT THE THE SCHOOL BOARD CHAIR WE'RE JUST CLARIFYING THE FACT THAT THE THE SCHOOL BOARD CHAIR WE'RE JUST CLARIFYING THE FACT THAT THE THE SCHOOL BOARD CHAIR

326EFFECTIVELY CAN STAND IN AS THE THAT THE THE SCHOOL BOARD CHAIR EFFECTIVELY CAN STAND IN AS THE THAT THE THE SCHOOL BOARD CHAIR EFFECTIVELY CAN STAND IN AS THE SUBSTITUTE TO CREATE A QUORUM EFFECTIVELY CAN STAND IN AS THE SUBSTITUTE TO CREATE A QUORUM EFFECTIVELY CAN STAND IN AS THE SUBSTITUTE TO CREATE A QUORUM AND VOTE SO WE'RE JUST SUBSTITUTE TO CREATE A QUORUM AND VOTE SO WE'RE JUST SUBSTITUTE TO CREATE A QUORUM AND VOTE SO WE'RE JUST CLARIFYING THAT ANOTHER DOES AND VOTE SO WE'RE JUST CLARIFYING THAT ANOTHER DOES AND VOTE SO WE'RE JUST CLARIFYING THAT ANOTHER DOES OK, COULD WE SCHOOL BOARD CHAIR CLARIFYING THAT ANOTHER DOES OK, COULD WE SCHOOL BOARD CHAIR CLARIFYING THAT ANOTHER DOES OK, COULD WE SCHOOL BOARD CHAIR IT'S AN EX OFFICIO BUT THE OK, COULD WE SCHOOL

327BOARD CHAIR IT'S AN EX OFFICIO BUT THE OK, COULD WE SCHOOL BOARD CHAIR IT'S AN EX OFFICIO BUT THE SCHOOL BOARD CHAIR OR ANOTHER IT'S AN EX OFFICIO BUT THE SCHOOL BOARD CHAIR OR ANOTHER IT'S AN EX OFFICIO BUT THE SCHOOL BOARD CHAIR OR ANOTHER YOU COULD FILL IN FOR SO THAT SCHOOL BOARD CHAIR OR ANOTHER YOU COULD FILL IN FOR SO THAT SCHOOL BOARD CHAIR OR ANOTHER YOU COULD FILL IN FOR SO THAT WAS JUST UNDERSTOOD WHY WOULD YOU COULD FILL IN FOR SO THAT WAS JUST UNDERSTOOD WHY WOULD YOU COULD FILL IN FOR SO THAT WAS JUST UNDERSTOOD WHY WOULD YOU NEED ANOTHER DESIGNEE THE WAS JUST UNDERSTOOD WHY WOULD YOU NEED ANOTHER DESIGNEE THE WAS JUST UNDERSTOOD WHY WOULD YOU NEED ANOTHER DESIGNEE THE SCHOOL BOARD CHAIR COULD NOT YOU NEED ANOTHER

328DESIGNEE THE SCHOOL BOARD CHAIR COULD NOT YOU NEED ANOTHER DESIGNEE THE SCHOOL BOARD CHAIR COULD NOT WORK TOWARDS TO TWO PEOPLE ONE SCHOOL BOARD CHAIR COULD NOT WORK TOWARDS TO TWO PEOPLE ONE SCHOOL BOARD CHAIR COULD NOT WORK TOWARDS TO TWO PEOPLE ONE AVAILABLE AND YOU NEED TO HAVE WORK TOWARDS TO TWO PEOPLE ONE AVAILABLE AND YOU NEED TO HAVE WORK TOWARDS TO TWO PEOPLE ONE AVAILABLE AND YOU NEED TO HAVE THAT MEETING SO YOU COULD HAVE AVAILABLE AND YOU NEED TO HAVE THAT MEETING SO YOU COULD HAVE AVAILABLE AND YOU NEED TO HAVE THAT MEETING SO YOU COULD HAVE YOUR CHAIR COULD BE POINTED AND THAT MEETING SO YOU COULD HAVE YOUR CHAIR COULD BE POINTED AND THAT MEETING SO YOU COULD HAVE YOUR CHAIR COULD BE POINTED AND THEN MAYBE ANOTHER NOT SOMEBODY

329YOUR CHAIR COULD BE POINTED AND THEN MAYBE ANOTHER NOT SOMEBODY YOUR CHAIR COULD BE POINTED AND THEN MAYBE ANOTHER NOT SOMEBODY APPOINTED IN LIEU OF THE CHAIR THEN MAYBE ANOTHER NOT SOMEBODY APPOINTED IN LIEU OF THE CHAIR THEN MAYBE ANOTHER NOT SOMEBODY APPOINTED IN LIEU OF THE CHAIR FILLING IN NO, THAT'S THAT'S APPOINTED IN LIEU OF THE CHAIR FILLING IN NO, THAT'S THAT'S APPOINTED IN LIEU OF THE CHAIR FILLING IN NO, THAT'S THAT'S WHAT THAT TELLS ME WHO'S EVER FILLING IN NO, THAT'S THAT'S WHAT THAT TELLS ME WHO'S EVER FILLING IN NO, THAT'S THAT'S WHAT THAT TELLS ME WHO'S EVER SUBSTITUTING IF YOU'RE A WHAT THAT TELLS ME WHO'S EVER SUBSTITUTING IF YOU'RE A WHAT THAT TELLS ME WHO'S EVER SUBSTITUTING IF YOU'RE A SUBSTITUTE FOR AN APPOINTED SUBSTITUTING IF YOU'RE A SUBSTITUTE FOR AN

330APPOINTED SUBSTITUTING IF YOU'RE A SUBSTITUTE FOR AN APPOINTED MEMBER THAT YOU WERE ACTING IN SUBSTITUTE FOR AN APPOINTED MEMBER THAT YOU WERE ACTING IN SUBSTITUTE FOR AN APPOINTED MEMBER THAT YOU WERE ACTING IN THE SAME RULES APPOINTED MEMBER THAT YOU WERE ACTING IN THE SAME RULES APPOINTED MEMBER THAT YOU WERE ACTING IN THE SAME RULES APPOINTED MEMBERS SO YOU HAVE THE SAME THE SAME RULES APPOINTED MEMBERS SO YOU HAVE THE SAME THE SAME RULES APPOINTED MEMBERS SO YOU HAVE THE SAME RESPONSIBILITIES AND DUTIES AS MEMBERS SO YOU HAVE THE SAME RESPONSIBILITIES AND DUTIES AS MEMBERS SO YOU HAVE THE SAME RESPONSIBILITIES AND DUTIES AS YOU POINT OUT. RESPONSIBILITIES AND DUTIES AS YOU POINT OUT. RESPONSIBILITIES AND DUTIES AS YOU POINT OUT. NO I THINK THAT WHAT'S WAS WHAT YOU POINT OUT. NO I THINK THAT

331WHAT'S WAS WHAT YOU POINT OUT. NO I THINK THAT WHAT'S WAS WHAT THE CLARIFICATION WAS TRYING TO NO I THINK THAT WHAT'S WAS WHAT THE CLARIFICATION WAS TRYING TO NO I THINK THAT WHAT'S WAS WHAT THE CLARIFICATION WAS TRYING TO GET TO. THE CLARIFICATION WAS TRYING TO GET TO. THE CLARIFICATION WAS TRYING TO GET TO. OK, I GUESS STILL THAT'S GET TO. OK, I GUESS STILL THAT'S GET TO. OK, I GUESS STILL THAT'S THERE'S A LOT OF AMBIGUITY OK, I GUESS STILL THAT'S THERE'S A LOT OF AMBIGUITY OK, I GUESS STILL THAT'S THERE'S A LOT OF AMBIGUITY THERE FOR ME IT WAS A VERY THERE'S A LOT OF AMBIGUITY THERE FOR ME IT WAS A VERY THERE'S A LOT OF AMBIGUITY THERE FOR ME IT WAS A VERY SIMPLE THING THE CHARGERS THERE FOR ME

332IT WAS A VERY SIMPLE THING THE CHARGERS THERE FOR ME IT WAS A VERY SIMPLE THING THE CHARGERS CHARTER IS IMPORTANT. SIMPLE THING THE CHARGERS CHARTER IS IMPORTANT. SIMPLE THING THE CHARGERS CHARTER IS IMPORTANT. THE CHARTER IS NATIONAL WE ARE CHARTER IS IMPORTANT. THE CHARTER IS NATIONAL WE ARE CHARTER IS IMPORTANT. THE CHARTER IS NATIONAL WE ARE NOT THE OWNERS OF OF OF A THE CHARTER IS NATIONAL WE ARE NOT THE OWNERS OF OF OF A THE CHARTER IS NATIONAL WE ARE NOT THE OWNERS OF OF OF A CHARTER SINGLY WE IT IS ACROSS NOT THE OWNERS OF OF OF A CHARTER SINGLY WE IT IS ACROSS NOT THE OWNERS OF OF OF A CHARTER SINGLY WE IT IS ACROSS THE NATION AND SO I'M STILL CHARTER SINGLY WE IT IS ACROSS THE NATION AND

333SO I'M STILL CHARTER SINGLY WE IT IS ACROSS THE NATION AND SO I'M STILL CONFUSED WHY THE CHARTER JUST THE NATION AND SO I'M STILL CONFUSED WHY THE CHARTER JUST THE NATION AND SO I'M STILL CONFUSED WHY THE CHARTER JUST DOESN'T FILL IN IT WAS A CONFUSED WHY THE CHARTER JUST DOESN'T FILL IN IT WAS A CONFUSED WHY THE CHARTER JUST DOESN'T FILL IN IT WAS A RECOMMENDATION THAT THE PRC I DOESN'T FILL IN IT WAS A RECOMMENDATION THAT THE PRC I DOESN'T FILL IN IT WAS A RECOMMENDATION THAT THE PRC I CAN TELL YOU THAT WAS I'VE RECOMMENDATION THAT THE PRC I CAN TELL YOU THAT WAS I'VE RECOMMENDATION THAT THE PRC I CAN TELL YOU THAT WAS I'VE LIVED IF I UNDERSTOOD IT THAT CAN TELL YOU THAT WAS I'VE LIVED IF I

334UNDERSTOOD IT THAT CAN TELL YOU THAT WAS I'VE LIVED IF I UNDERSTOOD IT THAT THE PERSON APPOINTED PERSON LIVED IF I UNDERSTOOD IT THAT THE PERSON APPOINTED PERSON LIVED IF I UNDERSTOOD IT THAT THE PERSON APPOINTED PERSON SUBSTITUTING IS FILLING IN THE THE PERSON APPOINTED PERSON SUBSTITUTING IS FILLING IN THE THE PERSON APPOINTED PERSON SUBSTITUTING IS FILLING IN THE DUTIES OF IMPORTANT MEMBER SUBSTITUTING IS FILLING IN THE DUTIES OF IMPORTANT MEMBER SUBSTITUTING IS FILLING IN THE DUTIES OF IMPORTANT MEMBER THERE ARE ENOUGH PSC MEMBERS DUTIES OF IMPORTANT MEMBER THERE ARE ENOUGH PSC MEMBERS DUTIES OF IMPORTANT MEMBER THERE ARE ENOUGH PSC MEMBERS THAT FELT CLARIFICATION WAS THERE ARE ENOUGH PSC MEMBERS THAT FELT CLARIFICATION WAS THERE ARE ENOUGH PSC MEMBERS THAT FELT CLARIFICATION WAS JUST PEOPLE THAT'S WHAT I'M THAT FELT CLARIFICATION WAS JUST PEOPLE

335THAT'S WHAT I'M THAT FELT CLARIFICATION WAS JUST PEOPLE THAT'S WHAT I'M WHO'S THE SUBSTITUTE IT CAN JUST PEOPLE THAT'S WHAT I'M WHO'S THE SUBSTITUTE IT CAN JUST PEOPLE THAT'S WHAT I'M WHO'S THE SUBSTITUTE IT CAN IT'S MOST LIKELY GOING TO BE WHO'S THE SUBSTITUTE IT CAN IT'S MOST LIKELY GOING TO BE WHO'S THE SUBSTITUTE IT CAN IT'S MOST LIKELY GOING TO BE THE CHAIR BECAUSE IT CHAIRS IT'S MOST LIKELY GOING TO BE THE CHAIR BECAUSE IT CHAIRS IT'S MOST LIKELY GOING TO BE THE CHAIR BECAUSE IT CHAIRS ATTITUDES EX OFFICIO BUT YOU THE CHAIR BECAUSE IT CHAIRS ATTITUDES EX OFFICIO BUT YOU THE CHAIR BECAUSE IT CHAIRS ATTITUDES EX OFFICIO BUT YOU BUT YOU DO HAVE THE ABILITY TO ATTITUDES EX OFFICIO BUT YOU BUT YOU DO HAVE THE ABILITY TO ATTITUDES EX OFFICIO BUT

336YOU BUT YOU DO HAVE THE ABILITY TO ALSO HAVE ANOTHER SCHOOL BOARD BUT YOU DO HAVE THE ABILITY TO ALSO HAVE ANOTHER SCHOOL BOARD BUT YOU DO HAVE THE ABILITY TO ALSO HAVE ANOTHER SCHOOL BOARD MEMBERS SUBSTITUTE FOR AN AUDIT ALSO HAVE ANOTHER SCHOOL BOARD MEMBERS SUBSTITUTE FOR AN AUDIT ALSO HAVE ANOTHER SCHOOL BOARD MEMBERS SUBSTITUTE FOR AN AUDIT COMMITTEE MEMBER WHO CANNOT BE MEMBERS SUBSTITUTE FOR AN AUDIT COMMITTEE MEMBER WHO CANNOT BE MEMBERS SUBSTITUTE FOR AN AUDIT COMMITTEE MEMBER WHO CANNOT BE AVAILABLE SO THE CHAIR OR IT COMMITTEE MEMBER WHO CANNOT BE AVAILABLE SO THE CHAIR OR IT COMMITTEE MEMBER WHO CANNOT BE AVAILABLE SO THE CHAIR OR IT COULD BE ANOTHER SCHOOL BOARD. AVAILABLE SO THE CHAIR OR IT COULD BE ANOTHER SCHOOL BOARD. AVAILABLE SO THE CHAIR OR IT COULD BE ANOTHER

337SCHOOL BOARD. SO IF YOU HAVE ONE AUDIT COULD BE ANOTHER SCHOOL BOARD. SO IF YOU HAVE ONE AUDIT COULD BE ANOTHER SCHOOL BOARD. SO IF YOU HAVE ONE AUDIT COMMITTEE MEMBER WHO'S SO IF YOU HAVE ONE AUDIT COMMITTEE MEMBER WHO'S SO IF YOU HAVE ONE AUDIT COMMITTEE MEMBER WHO'S AVAILABLE FOR A MEETING AND YOU COMMITTEE MEMBER WHO'S AVAILABLE FOR A MEETING AND YOU COMMITTEE MEMBER WHO'S AVAILABLE FOR A MEETING AND YOU NEED TO SUBSTITUTE ONE IS THE AVAILABLE FOR A MEETING AND YOU NEED TO SUBSTITUTE ONE IS THE AVAILABLE FOR A MEETING AND YOU NEED TO SUBSTITUTE ONE IS THE CHAIR SHOULD BE SHOULD BE KEPT NEED TO SUBSTITUTE ONE IS THE CHAIR SHOULD BE SHOULD BE KEPT NEED TO SUBSTITUTE ONE IS THE CHAIR SHOULD BE SHOULD BE KEPT ABREAST OF EVERYTHING THAT'S CHAIR

338SHOULD BE SHOULD BE KEPT ABREAST OF EVERYTHING THAT'S CHAIR SHOULD BE SHOULD BE KEPT ABREAST OF EVERYTHING THAT'S BEEN HAPPENING OR YOU HAVE A ABREAST OF EVERYTHING THAT'S BEEN HAPPENING OR YOU HAVE A ABREAST OF EVERYTHING THAT'S BEEN HAPPENING OR YOU HAVE A RANDOM PERSON WHO HAS TO COME BEEN HAPPENING OR YOU HAVE A RANDOM PERSON WHO HAS TO COME BEEN HAPPENING OR YOU HAVE A RANDOM PERSON WHO HAS TO COME IN AND PHIL WHO WHO HAS NOT RANDOM PERSON WHO HAS TO COME IN AND PHIL WHO WHO HAS NOT RANDOM PERSON WHO HAS TO COME IN AND PHIL WHO WHO HAS NOT BEEN PART OF THE CONVERSATION IN AND PHIL WHO WHO HAS NOT BEEN PART OF THE CONVERSATION IN AND PHIL WHO WHO HAS NOT BEEN PART OF THE CONVERSATION FOR THE REST

339OF THE TIME. BEEN PART OF THE CONVERSATION FOR THE REST OF THE TIME. BEEN PART OF THE CONVERSATION FOR THE REST OF THE TIME. AND THAT'S MY QUESTION SO FOR THE REST OF THE TIME. AND THAT'S MY QUESTION SO FOR THE REST OF THE TIME. AND THAT'S MY QUESTION SO THAT'S THE THAT THAT'S JUST AND THAT'S MY QUESTION SO THAT'S THE THAT THAT'S JUST AND THAT'S MY QUESTION SO THAT'S THE THAT THAT'S JUST CONFUSING TO ME. THAT'S THE THAT THAT'S JUST CONFUSING TO ME. THAT'S THE THAT THAT'S JUST CONFUSING TO ME. WELL THE DESTINY IS ALREADY CONFUSING TO ME. WELL THE DESTINY IS ALREADY CONFUSING TO ME. WELL THE DESTINY IS ALREADY BEEN IN THE CHARTER. WELL THE DESTINY IS ALREADY BEEN IN THE CHARTER. WELL THE DESTINY IS ALREADY BEEN IN THE CHARTER. THAT'S

340NOT A NEW ADDITION BEEN IN THE CHARTER. THAT'S NOT A NEW ADDITION BEEN IN THE CHARTER. THAT'S NOT A NEW ADDITION ANOTHER SCHOOL BOARD MEMBER IS THAT'S NOT A NEW ADDITION ANOTHER SCHOOL BOARD MEMBER IS THAT'S NOT A NEW ADDITION ANOTHER SCHOOL BOARD MEMBER IS ALWAYS IT'S ALWAYS BEEN AN ANOTHER SCHOOL BOARD MEMBER IS ALWAYS IT'S ALWAYS BEEN AN ANOTHER SCHOOL BOARD MEMBER IS ALWAYS IT'S ALWAYS BEEN AN OPTION. ALWAYS IT'S ALWAYS BEEN AN OPTION. ALWAYS IT'S ALWAYS BEEN AN OPTION. THE CHAIR IS MOST LIKELY OPTION. THE CHAIR IS MOST LIKELY OPTION. THE CHAIR IS MOST LIKELY BECAUSE THE CHAIRS EX OFFICIO THE CHAIR IS MOST LIKELY BECAUSE THE CHAIRS EX OFFICIO THE CHAIR IS MOST LIKELY BECAUSE THE CHAIRS EX OFFICIO BUT YOU CAN ALSO CAN ALSO HAVE BECAUSE THE CHAIRS EX OFFICIO BUT

341YOU CAN ALSO CAN ALSO HAVE BECAUSE THE CHAIRS EX OFFICIO BUT YOU CAN ALSO CAN ALSO HAVE ANOTHER SCHOOL BOARD NO BUT YOU CAN ALSO CAN ALSO HAVE ANOTHER SCHOOL BOARD NO BUT YOU CAN ALSO CAN ALSO HAVE ANOTHER SCHOOL BOARD NO SUBSTITUTE FOR I WOULD LIKE TO ANOTHER SCHOOL BOARD NO SUBSTITUTE FOR I WOULD LIKE TO ANOTHER SCHOOL BOARD NO SUBSTITUTE FOR I WOULD LIKE TO THINK THAT OUR OUR SCHOOL BOARD SUBSTITUTE FOR I WOULD LIKE TO THINK THAT OUR OUR SCHOOL BOARD SUBSTITUTE FOR I WOULD LIKE TO THINK THAT OUR OUR SCHOOL BOARD ED IF IF TWO MEMBERS OF THE THINK THAT OUR OUR SCHOOL BOARD ED IF IF TWO MEMBERS OF THE THINK THAT OUR OUR SCHOOL BOARD ED IF IF TWO MEMBERS OF THE AUDIT COMMITTEE WERE NOT ABLE ED IF

342IF TWO MEMBERS OF THE AUDIT COMMITTEE WERE NOT ABLE ED IF IF TWO MEMBERS OF THE AUDIT COMMITTEE WERE NOT ABLE TO BE PRESENT THAN SHE WOULD AUDIT COMMITTEE WERE NOT ABLE TO BE PRESENT THAN SHE WOULD AUDIT COMMITTEE WERE NOT ABLE TO BE PRESENT THAN SHE WOULD CANCEL THAT MEETING BECAUSE IT TO BE PRESENT THAN SHE WOULD CANCEL THAT MEETING BECAUSE IT TO BE PRESENT THAN SHE WOULD CANCEL THAT MEETING BECAUSE IT WOULD THAT IT WOULD BE MOOT CANCEL THAT MEETING BECAUSE IT WOULD THAT IT WOULD BE MOOT CANCEL THAT MEETING BECAUSE IT WOULD THAT IT WOULD BE MOOT THERE WOULD BE NO REASON TO WOULD THAT IT WOULD BE MOOT THERE WOULD BE NO REASON TO WOULD THAT IT WOULD BE MOOT THERE WOULD BE NO REASON TO HAVE AN AUDIT COMMITTEE MEETING

343THERE WOULD BE NO REASON TO HAVE AN AUDIT COMMITTEE MEETING THERE WOULD BE NO REASON TO HAVE AN AUDIT COMMITTEE MEETING IF THE PEOPLE WHO ARE SERVING HAVE AN AUDIT COMMITTEE MEETING IF THE PEOPLE WHO ARE SERVING HAVE AN AUDIT COMMITTEE MEETING IF THE PEOPLE WHO ARE SERVING ON THAT COMMITTEE CANNOT THERE IF THE PEOPLE WHO ARE SERVING ON THAT COMMITTEE CANNOT THERE IF THE PEOPLE WHO ARE SERVING ON THAT COMMITTEE CANNOT THERE I SERVED ON THAT ON THAT ON THAT COMMITTEE CANNOT THERE I SERVED ON THAT ON THAT ON THAT COMMITTEE CANNOT THERE I SERVED ON THAT ON THAT COMMITTEE FOR YEARS AND NOBODY I SERVED ON THAT ON THAT COMMITTEE FOR YEARS AND NOBODY I SERVED ON THAT ON THAT COMMITTEE FOR YEARS AND NOBODY EVER MISSED EVER WE NEVER HAD A COMMITTEE

344FOR YEARS AND NOBODY EVER MISSED EVER WE NEVER HAD A COMMITTEE FOR YEARS AND NOBODY EVER MISSED EVER WE NEVER HAD A SUBSTITUTE. EVER MISSED EVER WE NEVER HAD A SUBSTITUTE. EVER MISSED EVER WE NEVER HAD A SUBSTITUTE. THE CHAIR NEVER FILLED IN FOR SUBSTITUTE. THE CHAIR NEVER FILLED IN FOR SUBSTITUTE. THE CHAIR NEVER FILLED IN FOR ANYBODY THEIR QUARTERLY THE CHAIR NEVER FILLED IN FOR ANYBODY THEIR QUARTERLY THE CHAIR NEVER FILLED IN FOR ANYBODY THEIR QUARTERLY MEETINGS WE KNEW IN ADVANCE NOW ANYBODY THEIR QUARTERLY MEETINGS WE KNEW IN ADVANCE NOW ANYBODY THEIR QUARTERLY MEETINGS WE KNEW IN ADVANCE NOW IF THERE WERE AN EMERGENCY THE MEETINGS WE KNEW IN ADVANCE NOW IF THERE WERE AN EMERGENCY THE MEETINGS WE KNEW IN ADVANCE NOW IF THERE WERE AN EMERGENCY THE CHAIR CAN STEP IN OTHERWISE

345I IF THERE WERE AN EMERGENCY THE CHAIR CAN STEP IN OTHERWISE I IF THERE WERE AN EMERGENCY THE CHAIR CAN STEP IN OTHERWISE I WOULD THINK THAT THE MEETING CHAIR CAN STEP IN OTHERWISE I WOULD THINK THAT THE MEETING CHAIR CAN STEP IN OTHERWISE I WOULD THINK THAT THE MEETING WOULD BE CANCELED SO I DON'T WOULD THINK THAT THE MEETING WOULD BE CANCELED SO I DON'T WOULD THINK THAT THE MEETING WOULD BE CANCELED SO I DON'T LIKE THAT LANGUAGE. WOULD BE CANCELED SO I DON'T LIKE THAT LANGUAGE. WOULD BE CANCELED SO I DON'T LIKE THAT LANGUAGE. I TYPICALLY DON'T PUSH BACK ON LIKE THAT LANGUAGE. I TYPICALLY DON'T PUSH BACK ON LIKE THAT LANGUAGE. I TYPICALLY DON'T PUSH BACK ON POLICY REVIEW BUT THIS JUST I TYPICALLY DON'T PUSH BACK ON POLICY REVIEW BUT THIS

346JUST I TYPICALLY DON'T PUSH BACK ON POLICY REVIEW BUT THIS JUST SEEMS A LITTLE ODD OR FISHY I'M POLICY REVIEW BUT THIS JUST SEEMS A LITTLE ODD OR FISHY I'M POLICY REVIEW BUT THIS JUST SEEMS A LITTLE ODD OR FISHY I'M SORRY. SEEMS A LITTLE ODD OR FISHY I'M SORRY. SEEMS A LITTLE ODD OR FISHY I'M SORRY. IT JUST DOES IT DOESN'T SOUND SORRY. IT JUST DOES IT DOESN'T SOUND SORRY. IT JUST DOES IT DOESN'T SOUND RIGHT THE CHAIR SHOULD BE THE IT JUST DOES IT DOESN'T SOUND RIGHT THE CHAIR SHOULD BE THE IT JUST DOES IT DOESN'T SOUND RIGHT THE CHAIR SHOULD BE THE ONE THAT'S FILLING IN AND I'M RIGHT THE CHAIR SHOULD BE THE ONE THAT'S FILLING IN AND I'M RIGHT THE CHAIR SHOULD BE THE ONE THAT'S FILLING IN AND I'M

347REQUESTING THIS BE TAKEN BACK ONE THAT'S FILLING IN AND I'M REQUESTING THIS BE TAKEN BACK ONE THAT'S FILLING IN AND I'M REQUESTING THIS BE TAKEN BACK TO POLICY REVIEW AND AND TALKED REQUESTING THIS BE TAKEN BACK TO POLICY REVIEW AND AND TALKED REQUESTING THIS BE TAKEN BACK TO POLICY REVIEW AND AND TALKED ABOUT AGAIN AND THAT PIECE TO POLICY REVIEW AND AND TALKED ABOUT AGAIN AND THAT PIECE TO POLICY REVIEW AND AND TALKED ABOUT AGAIN AND THAT PIECE BEING TAKEN OUT YOU DON'T HAVE ABOUT AGAIN AND THAT PIECE BEING TAKEN OUT YOU DON'T HAVE ABOUT AGAIN AND THAT PIECE BEING TAKEN OUT YOU DON'T HAVE AT LEAST TWO OF YOUR MEMBERS BEING TAKEN OUT YOU DON'T HAVE AT LEAST TWO OF YOUR MEMBERS BEING TAKEN OUT YOU DON'T HAVE AT LEAST TWO OF YOUR MEMBERS

348PRESENT THAT THAT AUDIT AT LEAST TWO OF YOUR MEMBERS PRESENT THAT THAT AUDIT AT LEAST TWO OF YOUR MEMBERS PRESENT THAT THAT AUDIT COMMITTEE IS TOO IMPORTANT AND PRESENT THAT THAT AUDIT COMMITTEE IS TOO IMPORTANT AND PRESENT THAT THAT AUDIT COMMITTEE IS TOO IMPORTANT AND THAT TA TO HAVE THIS KIND OF AD COMMITTEE IS TOO IMPORTANT AND THAT TA TO HAVE THIS KIND OF AD COMMITTEE IS TOO IMPORTANT AND THAT TA TO HAVE THIS KIND OF AD OUT ON ME YOU DON'T UNDERSTAND THAT TA TO HAVE THIS KIND OF AD OUT ON ME YOU DON'T UNDERSTAND THAT TA TO HAVE THIS KIND OF AD OUT ON ME YOU DON'T UNDERSTAND THE POLICY COMMITTEE. OUT ON ME YOU DON'T UNDERSTAND THE POLICY COMMITTEE. OUT ON ME YOU DON'T UNDERSTAND THE POLICY COMMITTEE. YOU DON'T THE POLICY

349COMMITTEE THE POLICY COMMITTEE. YOU DON'T THE POLICY COMMITTEE THE POLICY COMMITTEE. YOU DON'T THE POLICY COMMITTEE IS LEGIT AND A LOT OF WORK GOES YOU DON'T THE POLICY COMMITTEE IS LEGIT AND A LOT OF WORK GOES YOU DON'T THE POLICY COMMITTEE IS LEGIT AND A LOT OF WORK GOES INTO PRESENTATIONS PERFORMANCE IS LEGIT AND A LOT OF WORK GOES INTO PRESENTATIONS PERFORMANCE IS LEGIT AND A LOT OF WORK GOES INTO PRESENTATIONS PERFORMANCE AUDIT AND THEY LAST AT LEAST INTO PRESENTATIONS PERFORMANCE AUDIT AND THEY LAST AT LEAST INTO PRESENTATIONS PERFORMANCE AUDIT AND THEY LAST AT LEAST TWO HOURS IT'S IMPORTANT WORK AUDIT AND THEY LAST AT LEAST TWO HOURS IT'S IMPORTANT WORK AUDIT AND THEY LAST AT LEAST TWO HOURS IT'S IMPORTANT WORK MISS MANNING. TWO HOURS IT'S IMPORTANT WORK MISS MANNING. TWO HOURS IT'S IMPORTANT

350WORK MISS MANNING. OK, STATISTIC CLARIFY WE DID MISS MANNING. OK, STATISTIC CLARIFY WE DID MISS MANNING. OK, STATISTIC CLARIFY WE DID NOT ADD THE LANGUAGE ABOUT THE OK, STATISTIC CLARIFY WE DID NOT ADD THE LANGUAGE ABOUT THE OK, STATISTIC CLARIFY WE DID NOT ADD THE LANGUAGE ABOUT THE DESIGNEE THAT'S BEEN IN THEIR NOT ADD THE LANGUAGE ABOUT THE DESIGNEE THAT'S BEEN IN THEIR NOT ADD THE LANGUAGE ABOUT THE DESIGNEE THAT'S BEEN IN THEIR WE DIDN'T TOUCH THAT THE ONLY DESIGNEE THAT'S BEEN IN THEIR WE DIDN'T TOUCH THAT THE ONLY DESIGNEE THAT'S BEEN IN THEIR WE DIDN'T TOUCH THAT THE ONLY THING ONLY THING WE ADDED WAS WE DIDN'T TOUCH THAT THE ONLY THING ONLY THING WE ADDED WAS WE DIDN'T TOUCH THAT THE ONLY THING ONLY THING WE ADDED WAS TO CLARIFY THAT THE CHAIR

351THING ONLY THING WE ADDED WAS TO CLARIFY THAT THE CHAIR THING ONLY THING WE ADDED WAS TO CLARIFY THAT THE CHAIR COUNTED TOWARD A QUORUM AND TO CLARIFY THAT THE CHAIR COUNTED TOWARD A QUORUM AND TO CLARIFY THAT THE CHAIR COUNTED TOWARD A QUORUM AND BECAUSE THERE WERE SOME COUNTED TOWARD A QUORUM AND BECAUSE THERE WERE SOME COUNTED TOWARD A QUORUM AND BECAUSE THERE WERE SOME DISAGREEMENT ABOUT THAT AND WE BECAUSE THERE WERE SOME DISAGREEMENT ABOUT THAT AND WE BECAUSE THERE WERE SOME DISAGREEMENT ABOUT THAT AND WE WANTED TO CLARIFY THAT IS THE DISAGREEMENT ABOUT THAT AND WE WANTED TO CLARIFY THAT IS THE DISAGREEMENT ABOUT THAT AND WE WANTED TO CLARIFY THAT IS THE ONLY CHANGE IF YOU LOOK AT YOUR WANTED TO CLARIFY THAT IS THE ONLY CHANGE IF YOU LOOK AT YOUR

352WANTED TO CLARIFY THAT IS THE ONLY CHANGE IF YOU LOOK AT YOUR AGENDA PACKET THAT'S THE ONLY ONLY CHANGE IF YOU LOOK AT YOUR AGENDA PACKET THAT'S THE ONLY ONLY CHANGE IF YOU LOOK AT YOUR AGENDA PACKET THAT'S THE ONLY CHANGE SO IF YOU CAN CLARIFY AGENDA PACKET THAT'S THE ONLY CHANGE SO IF YOU CAN CLARIFY AGENDA PACKET THAT'S THE ONLY CHANGE SO IF YOU CAN CLARIFY WHAT YOU WANT THE POLICY CHANGE SO IF YOU CAN CLARIFY WHAT YOU WANT THE POLICY CHANGE SO IF YOU CAN CLARIFY WHAT YOU WANT THE POLICY COMMITTEE TO CHANGE IF THE WHAT YOU WANT THE POLICY COMMITTEE TO CHANGE IF THE WHAT YOU WANT THE POLICY COMMITTEE TO CHANGE IF THE BOARD DOES NOT WANT DESIGNEE COMMITTEE TO CHANGE IF THE BOARD DOES NOT WANT DESIGNEE COMMITTEE TO CHANGE

353IF THE BOARD DOES NOT WANT DESIGNEE LANGUAGE AND THERE WE COULD BOARD DOES NOT WANT DESIGNEE LANGUAGE AND THERE WE COULD BOARD DOES NOT WANT DESIGNEE LANGUAGE AND THERE WE COULD CERTAINLY CONSIDER TAKING IT LANGUAGE AND THERE WE COULD CERTAINLY CONSIDER TAKING IT LANGUAGE AND THERE WE COULD CERTAINLY CONSIDER TAKING IT OUT. CERTAINLY CONSIDER TAKING IT OUT. CERTAINLY CONSIDER TAKING IT OUT. BUT THAT WAS NOT A CHANGE THAT OUT. BUT THAT WAS NOT A CHANGE THAT OUT. BUT THAT WAS NOT A CHANGE THAT WE MADE THAT WAS ALREADY THERE BUT THAT WAS NOT A CHANGE THAT WE MADE THAT WAS ALREADY THERE BUT THAT WAS NOT A CHANGE THAT WE MADE THAT WAS ALREADY THERE . WE MADE THAT WAS ALREADY THERE . WE MADE THAT WAS ALREADY THERE . ADDITIONALLY, ONE QUESTION THAT .

354ADDITIONALLY, ONE QUESTION THAT . ADDITIONALLY, ONE QUESTION THAT DISCUSSED IN POLICY REVIEW IS ADDITIONALLY, ONE QUESTION THAT DISCUSSED IN POLICY REVIEW IS ADDITIONALLY, ONE QUESTION THAT DISCUSSED IN POLICY REVIEW IS UNDERSTANDING WHAT THIS DISCUSSED IN POLICY REVIEW IS UNDERSTANDING WHAT THIS DISCUSSED IN POLICY REVIEW IS UNDERSTANDING WHAT THIS INTERNAL AUDIT CHARTER IS AND UNDERSTANDING WHAT THIS INTERNAL AUDIT CHARTER IS AND UNDERSTANDING WHAT THIS INTERNAL AUDIT CHARTER IS AND PLEASE CORRECT ME IF I'M WRONG INTERNAL AUDIT CHARTER IS AND PLEASE CORRECT ME IF I'M WRONG INTERNAL AUDIT CHARTER IS AND PLEASE CORRECT ME IF I'M WRONG KAMEI MCCAMEY CLARIFIED THIS PLEASE CORRECT ME IF I'M WRONG KAMEI MCCAMEY CLARIFIED THIS PLEASE CORRECT ME IF I'M WRONG KAMEI MCCAMEY CLARIFIED THIS WAS AN AUDIT CHARTER CREATED BY KAMEI MCCAMEY CLARIFIED THIS WAS AN AUDIT CHARTER CREATED BY

355KAMEI MCCAMEY CLARIFIED THIS WAS AN AUDIT CHARTER CREATED BY THIS BOARD. WAS AN AUDIT CHARTER CREATED BY THIS BOARD. WAS AN AUDIT CHARTER CREATED BY THIS BOARD. THIS IS NOT A NATIONAL OR ANY THIS BOARD. THIS IS NOT A NATIONAL OR ANY THIS BOARD. THIS IS NOT A NATIONAL OR ANY TYPE OF THING OUTSIDE OF OUR THIS IS NOT A NATIONAL OR ANY TYPE OF THING OUTSIDE OF OUR THIS IS NOT A NATIONAL OR ANY TYPE OF THING OUTSIDE OF OUR DIVISION THIS IS AN AUDIT TYPE OF THING OUTSIDE OF OUR DIVISION THIS IS AN AUDIT TYPE OF THING OUTSIDE OF OUR DIVISION THIS IS AN AUDIT CHARTER THAT WE CAN CHANGE JUST DIVISION THIS IS AN AUDIT CHARTER THAT WE CAN CHANGE JUST DIVISION THIS IS AN AUDIT CHARTER THAT WE CAN CHANGE JUST

356WE CAN CHANGE OF BY BYLAW OR A CHARTER THAT WE CAN CHANGE JUST WE CAN CHANGE OF BY BYLAW OR A CHARTER THAT WE CAN CHANGE JUST WE CAN CHANGE OF BY BYLAW OR A POLICY. WE CAN CHANGE OF BY BYLAW OR A POLICY. WE CAN CHANGE OF BY BYLAW OR A POLICY. SO THIS IS ONE OF OUR GOVERNING POLICY. SO THIS IS ONE OF OUR GOVERNING POLICY. SO THIS IS ONE OF OUR GOVERNING DOCUMENTS THAT WE CAN CHANGE SO THIS IS ONE OF OUR GOVERNING DOCUMENTS THAT WE CAN CHANGE SO THIS IS ONE OF OUR GOVERNING DOCUMENTS THAT WE CAN CHANGE JUST LIKE WE CAN CHANGE DOCUMENTS THAT WE CAN CHANGE JUST LIKE WE CAN CHANGE DOCUMENTS THAT WE CAN CHANGE JUST LIKE WE CAN CHANGE ANYTHING ELSE IS THAT WAS JUST LIKE WE

357CAN CHANGE ANYTHING ELSE IS THAT WAS JUST LIKE WE CAN CHANGE ANYTHING ELSE IS THAT WAS MODELED ON SIMILAR CHARGES ANYTHING ELSE IS THAT WAS MODELED ON SIMILAR CHARGES ANYTHING ELSE IS THAT WAS MODELED ON SIMILAR CHARGES OTHER SCHOOL DIVISIONS HAVE AND MODELED ON SIMILAR CHARGES OTHER SCHOOL DIVISIONS HAVE AND MODELED ON SIMILAR CHARGES OTHER SCHOOL DIVISIONS HAVE AND THERE NATIONAL ORGANIZATIONS OTHER SCHOOL DIVISIONS HAVE AND THERE NATIONAL ORGANIZATIONS OTHER SCHOOL DIVISIONS HAVE AND THERE NATIONAL ORGANIZATIONS THAT THIS IS NOT. THERE NATIONAL ORGANIZATIONS THAT THIS IS NOT. THERE NATIONAL ORGANIZATIONS THAT THIS IS NOT. BUT THIS IS NOT A NATIONAL ONE THAT THIS IS NOT. BUT THIS IS NOT A NATIONAL ONE THAT THIS IS NOT. BUT THIS IS NOT A NATIONAL ONE THAT YOU JOINED YOU MODELED BUT THIS IS NOT A NATIONAL ONE

358THAT YOU JOINED YOU MODELED BUT THIS IS NOT A NATIONAL ONE THAT YOU JOINED YOU MODELED AFTER OTHER AND WE ARE NOT THAT YOU JOINED YOU MODELED AFTER OTHER AND WE ARE NOT THAT YOU JOINED YOU MODELED AFTER OTHER AND WE ARE NOT GOVERNED BY ANYONE ELSE OVER US AFTER OTHER AND WE ARE NOT GOVERNED BY ANYONE ELSE OVER US AFTER OTHER AND WE ARE NOT GOVERNED BY ANYONE ELSE OVER US ON THIS. GOVERNED BY ANYONE ELSE OVER US ON THIS. GOVERNED BY ANYONE ELSE OVER US ON THIS. NO IT WAS NEVER ABOUT GOVERNING ON THIS. NO IT WAS NEVER ABOUT GOVERNING ON THIS. NO IT WAS NEVER ABOUT GOVERNING WAS ABOUT HAVING A CHARTER NO IT WAS NEVER ABOUT GOVERNING WAS ABOUT HAVING A CHARTER NO IT WAS NEVER ABOUT GOVERNING WAS ABOUT HAVING

359A CHARTER BECAUSE OF WHAT OF WHAT WAS ABOUT HAVING A CHARTER BECAUSE OF WHAT OF WHAT WAS ABOUT HAVING A CHARTER BECAUSE OF WHAT OF WHAT HAPPENED THE FISCAL DEBACLE BECAUSE OF WHAT OF WHAT HAPPENED THE FISCAL DEBACLE BECAUSE OF WHAT OF WHAT HAPPENED THE FISCAL DEBACLE NINETEEN NINETY SEVEN THAT WE HAPPENED THE FISCAL DEBACLE NINETEEN NINETY SEVEN THAT WE HAPPENED THE FISCAL DEBACLE NINETEEN NINETY SEVEN THAT WE HAVE WE HAVE A CHARTER THAT NINETEEN NINETY SEVEN THAT WE HAVE WE HAVE A CHARTER THAT NINETEEN NINETY SEVEN THAT WE HAVE WE HAVE A CHARTER THAT THAT OUTLINES EXACTLY WHAT IS HAVE WE HAVE A CHARTER THAT THAT OUTLINES EXACTLY WHAT IS HAVE WE HAVE A CHARTER THAT THAT OUTLINES EXACTLY WHAT IS SUPPOSED TO HAPPEN WITH THE THAT OUTLINES EXACTLY WHAT IS SUPPOSED TO HAPPEN

360WITH THE THAT OUTLINES EXACTLY WHAT IS SUPPOSED TO HAPPEN WITH THE AUDIT COMMITTEE AND SO I'M SUPPOSED TO HAPPEN WITH THE AUDIT COMMITTEE AND SO I'M SUPPOSED TO HAPPEN WITH THE AUDIT COMMITTEE AND SO I'M ASKING TO BE TAKEN BACK TO AUDIT COMMITTEE AND SO I'M ASKING TO BE TAKEN BACK TO AUDIT COMMITTEE AND SO I'M ASKING TO BE TAKEN BACK TO POLICY REVIEW AND STRIKE STRIKE ASKING TO BE TAKEN BACK TO POLICY REVIEW AND STRIKE STRIKE ASKING TO BE TAKEN BACK TO POLICY REVIEW AND STRIKE STRIKE THAT OTHER LANGUAGE OTHER THAN POLICY REVIEW AND STRIKE STRIKE THAT OTHER LANGUAGE OTHER THAN POLICY REVIEW AND STRIKE STRIKE THAT OTHER LANGUAGE OTHER THAN THE CHAIR WHOEVER THE CHAIR IS THAT OTHER LANGUAGE OTHER THAN THE CHAIR WHOEVER THE CHAIR IS THAT OTHER LANGUAGE OTHER THAN THE

361CHAIR WHOEVER THE CHAIR IS DOESN'T MATTER SO CAN I FINISH THE CHAIR WHOEVER THE CHAIR IS DOESN'T MATTER SO CAN I FINISH THE CHAIR WHOEVER THE CHAIR IS DOESN'T MATTER SO CAN I FINISH WHAT I WAS GOING TO SAY OK AND DOESN'T MATTER SO CAN I FINISH WHAT I WAS GOING TO SAY OK AND DOESN'T MATTER SO CAN I FINISH WHAT I WAS GOING TO SAY OK AND THEN AND THEN ALSO ONE OTHER WE WHAT I WAS GOING TO SAY OK AND THEN AND THEN ALSO ONE OTHER WE WHAT I WAS GOING TO SAY OK AND THEN AND THEN ALSO ONE OTHER WE DISCUSSED IN OUR MEETING WAS THEN AND THEN ALSO ONE OTHER WE DISCUSSED IN OUR MEETING WAS THEN AND THEN ALSO ONE OTHER WE DISCUSSED IN OUR MEETING WAS THE BOTH THE

362INTERNAL AND THE DISCUSSED IN OUR MEETING WAS THE BOTH THE INTERNAL AND THE DISCUSSED IN OUR MEETING WAS THE BOTH THE INTERNAL AND THE INTERNAL AUDIT CHARTER ALSO THE BOTH THE INTERNAL AND THE INTERNAL AUDIT CHARTER ALSO THE BOTH THE INTERNAL AND THE INTERNAL AUDIT CHARTER ALSO SPECIFICALLY SAYS THAT THE INTERNAL AUDIT CHARTER ALSO SPECIFICALLY SAYS THAT THE INTERNAL AUDIT CHARTER ALSO SPECIFICALLY SAYS THAT THE AUDIT COMMITTEE HAS TO UPDATE SPECIFICALLY SAYS THAT THE AUDIT COMMITTEE HAS TO UPDATE SPECIFICALLY SAYS THAT THE AUDIT COMMITTEE HAS TO UPDATE THE BOARD ON ITS FINDINGS AND AUDIT COMMITTEE HAS TO UPDATE THE BOARD ON ITS FINDINGS AND AUDIT COMMITTEE HAS TO UPDATE THE BOARD ON ITS FINDINGS AND THINGS THAT ARE HAPPENING THE BOARD ON ITS FINDINGS AND THINGS THAT ARE HAPPENING THE BOARD ON ITS FINDINGS AND

363THINGS THAT ARE HAPPENING ESPECIALLY FRAUD AND THAT HAS THINGS THAT ARE HAPPENING ESPECIALLY FRAUD AND THAT HAS THINGS THAT ARE HAPPENING ESPECIALLY FRAUD AND THAT HAS NOT BEEN HAPPENING THAT WAS ONE ESPECIALLY FRAUD AND THAT HAS NOT BEEN HAPPENING THAT WAS ONE ESPECIALLY FRAUD AND THAT HAS NOT BEEN HAPPENING THAT WAS ONE THING THAT WE STRESSED IN NOT BEEN HAPPENING THAT WAS ONE THING THAT WE STRESSED IN NOT BEEN HAPPENING THAT WAS ONE THING THAT WE STRESSED IN STRESSED IN OUR OUR POLICY THING THAT WE STRESSED IN STRESSED IN OUR OUR POLICY THING THAT WE STRESSED IN STRESSED IN OUR OUR POLICY REVIEW COMMITTEE THAT WE NEED STRESSED IN OUR OUR POLICY REVIEW COMMITTEE THAT WE NEED STRESSED IN OUR OUR POLICY REVIEW COMMITTEE THAT WE NEED TO MAKE SURE THAT THAT'S REVIEW COMMITTEE THAT

364WE NEED TO MAKE SURE THAT THAT'S REVIEW COMMITTEE THAT WE NEED TO MAKE SURE THAT THAT'S GETTING DONE. TO MAKE SURE THAT THAT'S GETTING DONE. TO MAKE SURE THAT THAT'S GETTING DONE. THANK YOU SO FOR THE RECORD FOR GETTING DONE. THANK YOU SO FOR THE RECORD FOR GETTING DONE. THANK YOU SO FOR THE RECORD FOR THE PUBLIC RECORD FOR THAT FOR THANK YOU SO FOR THE RECORD FOR THE PUBLIC RECORD FOR THAT FOR THANK YOU SO FOR THE RECORD FOR THE PUBLIC RECORD FOR THAT FOR FOR THAT COMMENT ANY TIME THERE THE PUBLIC RECORD FOR THAT FOR FOR THAT COMMENT ANY TIME THERE THE PUBLIC RECORD FOR THAT FOR FOR THAT COMMENT ANY TIME THERE WAS FRAUD THAT NEEDED TO BE FOR THAT COMMENT ANY TIME THERE WAS FRAUD THAT NEEDED TO BE FOR THAT

365COMMENT ANY TIME THERE WAS FRAUD THAT NEEDED TO BE DISCUSSED WITH THE BOARD WE DID WAS FRAUD THAT NEEDED TO BE DISCUSSED WITH THE BOARD WE DID WAS FRAUD THAT NEEDED TO BE DISCUSSED WITH THE BOARD WE DID GO INTO CLOSED SESSION AND WE DISCUSSED WITH THE BOARD WE DID GO INTO CLOSED SESSION AND WE DISCUSSED WITH THE BOARD WE DID GO INTO CLOSED SESSION AND WE HAVE TALKED ABOUT THINGS BEFORE GO INTO CLOSED SESSION AND WE HAVE TALKED ABOUT THINGS BEFORE GO INTO CLOSED SESSION AND WE HAVE TALKED ABOUT THINGS BEFORE WE HAVE THAT WILL NEVER BE HAVE TALKED ABOUT THINGS BEFORE WE HAVE THAT WILL NEVER BE HAVE TALKED ABOUT THINGS BEFORE WE HAVE THAT WILL NEVER BE DISCUSSED FROM THIS DIETS AND WE HAVE THAT WILL NEVER BE DISCUSSED FROM THIS DIETS

366AND WE HAVE THAT WILL NEVER BE DISCUSSED FROM THIS DIETS AND WE HAVE ALWAYS GONE INTO CLOSED DISCUSSED FROM THIS DIETS AND WE HAVE ALWAYS GONE INTO CLOSED DISCUSSED FROM THIS DIETS AND WE HAVE ALWAYS GONE INTO CLOSED SESSION THIS MISS BROWN, THANK WE HAVE ALWAYS GONE INTO CLOSED SESSION THIS MISS BROWN, THANK WE HAVE ALWAYS GONE INTO CLOSED SESSION THIS MISS BROWN, THANK YOU SO OUR BAILA ONE TWENTY SESSION THIS MISS BROWN, THANK YOU SO OUR BAILA ONE TWENTY SESSION THIS MISS BROWN, THANK YOU SO OUR BAILA ONE TWENTY EIGHT AND POLICY THREE NINE SIX YOU SO OUR BAILA ONE TWENTY EIGHT AND POLICY THREE NINE SIX YOU SO OUR BAILA ONE TWENTY EIGHT AND POLICY THREE NINE SIX THAT GOES OVER THIS DOES COUNT EIGHT AND POLICY THREE NINE SIX THAT GOES OVER

367THIS DOES COUNT EIGHT AND POLICY THREE NINE SIX THAT GOES OVER THIS DOES COUNT THAT THOSE APPOINTED MEMBERS MY THAT GOES OVER THIS DOES COUNT THAT THOSE APPOINTED MEMBERS MY THAT GOES OVER THIS DOES COUNT THAT THOSE APPOINTED MEMBERS MY . THAT THOSE APPOINTED MEMBERS MY . THAT THOSE APPOINTED MEMBERS MY . MY ACTUAL PREFERENCE FOR THIS . MY ACTUAL PREFERENCE FOR THIS . MY ACTUAL PREFERENCE FOR THIS IS THAT THE SCHOOL BOARD CHAIR MY ACTUAL PREFERENCE FOR THIS IS THAT THE SCHOOL BOARD CHAIR MY ACTUAL PREFERENCE FOR THIS IS THAT THE SCHOOL BOARD CHAIR DOES NOT COUNT FOR A QUORUM AND IS THAT THE SCHOOL BOARD CHAIR DOES NOT COUNT FOR A QUORUM AND IS THAT THE SCHOOL BOARD CHAIR DOES NOT COUNT FOR A QUORUM AND I'M GOING TO BE PERFECTLY DOES NOT

368COUNT FOR A QUORUM AND I'M GOING TO BE PERFECTLY DOES NOT COUNT FOR A QUORUM AND I'M GOING TO BE PERFECTLY HONEST THIS CAN GO BACK TO THE I'M GOING TO BE PERFECTLY HONEST THIS CAN GO BACK TO THE I'M GOING TO BE PERFECTLY HONEST THIS CAN GO BACK TO THE POLICY COMMITTEE BUT I DO HONEST THIS CAN GO BACK TO THE POLICY COMMITTEE BUT I DO HONEST THIS CAN GO BACK TO THE POLICY COMMITTEE BUT I DO BELIEVE THAT IT NEEDS TO BE POLICY COMMITTEE BUT I DO BELIEVE THAT IT NEEDS TO BE POLICY COMMITTEE BUT I DO BELIEVE THAT IT NEEDS TO BE CLARIFIED BECAUSE I DO NOT BELIEVE THAT IT NEEDS TO BE CLARIFIED BECAUSE I DO NOT BELIEVE THAT IT NEEDS TO BE CLARIFIED BECAUSE I DO NOT BELIEVE THAT THAT

369LAST MEETING CLARIFIED BECAUSE I DO NOT BELIEVE THAT THAT LAST MEETING CLARIFIED BECAUSE I DO NOT BELIEVE THAT THAT LAST MEETING THAT OCCURRED SHOULD HAVE BELIEVE THAT THAT LAST MEETING THAT OCCURRED SHOULD HAVE BELIEVE THAT THAT LAST MEETING THAT OCCURRED SHOULD HAVE OCCURRED THE WAY THAT IT DID. THAT OCCURRED SHOULD HAVE OCCURRED THE WAY THAT IT DID. THAT OCCURRED SHOULD HAVE OCCURRED THE WAY THAT IT DID. AND I THINK THAT THIS PRODUCES OCCURRED THE WAY THAT IT DID. AND I THINK THAT THIS PRODUCES OCCURRED THE WAY THAT IT DID. AND I THINK THAT THIS PRODUCES SOME CLARITY. AND I THINK THAT THIS PRODUCES SOME CLARITY. AND I THINK THAT THIS PRODUCES SOME CLARITY. IT ACTUALLY HELPS WITH THE SOME CLARITY. IT ACTUALLY HELPS WITH THE SOME CLARITY. IT ACTUALLY HELPS WITH THE AUDIT COMMITTEE'S FLOW

370AND YOU IT ACTUALLY HELPS WITH THE AUDIT COMMITTEE'S FLOW AND YOU IT ACTUALLY HELPS WITH THE AUDIT COMMITTEE'S FLOW AND YOU KNOW IF IF PRESSED THAN I WOULD AUDIT COMMITTEE'S FLOW AND YOU KNOW IF IF PRESSED THAN I WOULD AUDIT COMMITTEE'S FLOW AND YOU KNOW IF IF PRESSED THAN I WOULD SAY THAT IF I WAS TO BRING THIS KNOW IF IF PRESSED THAN I WOULD SAY THAT IF I WAS TO BRING THIS KNOW IF IF PRESSED THAN I WOULD SAY THAT IF I WAS TO BRING THIS TO A VOTE THAT THE THE CHAIR SAY THAT IF I WAS TO BRING THIS TO A VOTE THAT THE THE CHAIR SAY THAT IF I WAS TO BRING THIS TO A VOTE THAT THE THE CHAIR WOULD NOT COUNT TOWARDS SO I TO A VOTE THAT THE THE

371CHAIR WOULD NOT COUNT TOWARDS SO I TO A VOTE THAT THE THE CHAIR WOULD NOT COUNT TOWARDS SO I JUST WANT TO JUST WANT TO THROW WOULD NOT COUNT TOWARDS SO I JUST WANT TO JUST WANT TO THROW WOULD NOT COUNT TOWARDS SO I JUST WANT TO JUST WANT TO THROW THAT OUT. JUST WANT TO JUST WANT TO THROW THAT OUT. JUST WANT TO JUST WANT TO THROW THAT OUT. THERE WERE CERTAINLY WELCOME TO THAT OUT. THERE WERE CERTAINLY WELCOME TO THAT OUT. THERE WERE CERTAINLY WELCOME TO BRING IT BACK BUT I THINK THOSE THERE WERE CERTAINLY WELCOME TO BRING IT BACK BUT I THINK THOSE THERE WERE CERTAINLY WELCOME TO BRING IT BACK BUT I THINK THOSE TWO WORDS REALLY NOT CHANGING BRING IT BACK BUT I THINK THOSE TWO WORDS REALLY NOT CHANGING

372BRING IT BACK BUT I THINK THOSE TWO WORDS REALLY NOT CHANGING ARE THREE WORDS WHAT WENT ON TWO WORDS REALLY NOT CHANGING ARE THREE WORDS WHAT WENT ON TWO WORDS REALLY NOT CHANGING ARE THREE WORDS WHAT WENT ON THAT I DID NOT BELIEVE WAS ARE THREE WORDS WHAT WENT ON THAT I DID NOT BELIEVE WAS ARE THREE WORDS WHAT WENT ON THAT I DID NOT BELIEVE WAS INAPPROPRIATELY DOES THE CHAIR THAT I DID NOT BELIEVE WAS INAPPROPRIATELY DOES THE CHAIR THAT I DID NOT BELIEVE WAS INAPPROPRIATELY DOES THE CHAIR COUNT FOR A QUORUM AND ANY INAPPROPRIATELY DOES THE CHAIR COUNT FOR A QUORUM AND ANY INAPPROPRIATELY DOES THE CHAIR COUNT FOR A QUORUM AND ANY OTHER COMMITTEE YOU ARE NOT COUNT FOR A QUORUM AND ANY OTHER COMMITTEE YOU ARE NOT COUNT FOR A QUORUM

373AND ANY OTHER COMMITTEE YOU ARE NOT DESIGNATED AS EX OFFICIO IN OTHER COMMITTEE YOU ARE NOT DESIGNATED AS EX OFFICIO IN OTHER COMMITTEE YOU ARE NOT DESIGNATED AS EX OFFICIO IN LIKE YOU ARE THIS CHARTER SO IF DESIGNATED AS EX OFFICIO IN LIKE YOU ARE THIS CHARTER SO IF DESIGNATED AS EX OFFICIO IN LIKE YOU ARE THIS CHARTER SO IF THE CHAIR WAS APPOINTED TO A LIKE YOU ARE THIS CHARTER SO IF THE CHAIR WAS APPOINTED TO A LIKE YOU ARE THIS CHARTER SO IF THE CHAIR WAS APPOINTED TO A COMMITTEE SERVING ON THAT THE CHAIR WAS APPOINTED TO A COMMITTEE SERVING ON THAT THE CHAIR WAS APPOINTED TO A COMMITTEE SERVING ON THAT COMMITTEE YOU WOULD COUNT COMMITTEE SERVING ON THAT COMMITTEE YOU WOULD COUNT COMMITTEE SERVING ON THAT COMMITTEE YOU WOULD COUNT TOWARDS

374QUORUM IN ALL COMMITTEE YOU WOULD COUNT TOWARDS QUORUM IN ALL COMMITTEE YOU WOULD COUNT TOWARDS QUORUM IN ALL COMMITTEES EX OFFICIO IT REALLY TOWARDS QUORUM IN ALL COMMITTEES EX OFFICIO IT REALLY TOWARDS QUORUM IN ALL COMMITTEES EX OFFICIO IT REALLY GOES TO SUBSTITUTING FOR A COMMITTEES EX OFFICIO IT REALLY GOES TO SUBSTITUTING FOR A COMMITTEES EX OFFICIO IT REALLY GOES TO SUBSTITUTING FOR A COMMITTEE ANY TIME YOUR GOES TO SUBSTITUTING FOR A COMMITTEE ANY TIME YOUR GOES TO SUBSTITUTING FOR A COMMITTEE ANY TIME YOUR SUBSTITUTE STUDENT DISCIPLINE COMMITTEE ANY TIME YOUR SUBSTITUTE STUDENT DISCIPLINE COMMITTEE ANY TIME YOUR SUBSTITUTE STUDENT DISCIPLINE WHICH IS COMMON FOR YOU ALSO SUBSTITUTE STUDENT DISCIPLINE WHICH IS COMMON FOR YOU ALSO SUBSTITUTE STUDENT DISCIPLINE WHICH IS COMMON FOR YOU ALSO NEED YOU ALSO SOMEBODY HAS TO WHICH IS COMMON FOR

375YOU ALSO NEED YOU ALSO SOMEBODY HAS TO WHICH IS COMMON FOR YOU ALSO NEED YOU ALSO SOMEBODY HAS TO SUBSTITUTE IF YOU'RE FILLING IN NEED YOU ALSO SOMEBODY HAS TO SUBSTITUTE IF YOU'RE FILLING IN NEED YOU ALSO SOMEBODY HAS TO SUBSTITUTE IF YOU'RE FILLING IN YOU ARE PERFORMING THE DUTIES SUBSTITUTE IF YOU'RE FILLING IN YOU ARE PERFORMING THE DUTIES SUBSTITUTE IF YOU'RE FILLING IN YOU ARE PERFORMING THE DUTIES YOU CAN TO LET ME GIVE YOU GIVE YOU ARE PERFORMING THE DUTIES YOU CAN TO LET ME GIVE YOU GIVE YOU ARE PERFORMING THE DUTIES YOU CAN TO LET ME GIVE YOU GIVE YOU A SCENARIO MRS RIGGS WILL YOU CAN TO LET ME GIVE YOU GIVE YOU A SCENARIO MRS RIGGS WILL YOU CAN TO LET ME GIVE YOU GIVE YOU A SCENARIO MRS RIGGS WILL

376NOT YOU PRESENT FOR THE YOU A SCENARIO MRS RIGGS WILL NOT YOU PRESENT FOR THE YOU A SCENARIO MRS RIGGS WILL NOT YOU PRESENT FOR THE LEGISLATIVE COMMITTEE MEETING NOT YOU PRESENT FOR THE LEGISLATIVE COMMITTEE MEETING NOT YOU PRESENT FOR THE LEGISLATIVE COMMITTEE MEETING AND I'VE BEEN ASKED TO FILL IN LEGISLATIVE COMMITTEE MEETING AND I'VE BEEN ASKED TO FILL IN LEGISLATIVE COMMITTEE MEETING AND I'VE BEEN ASKED TO FILL IN DO I HAVE VOTING PRIVILEGE IF AND I'VE BEEN ASKED TO FILL IN DO I HAVE VOTING PRIVILEGE IF AND I'VE BEEN ASKED TO FILL IN DO I HAVE VOTING PRIVILEGE IF SOMETHING COMES UP IS EX DO I HAVE VOTING PRIVILEGE IF SOMETHING COMES UP IS EX DO I HAVE VOTING PRIVILEGE IF SOMETHING COMES UP IS EX OFFICIO OK THANK YOU. SOMETHING COMES UP IS

377EX OFFICIO OK THANK YOU. SOMETHING COMES UP IS EX OFFICIO OK THANK YOU. THANK YOU IS THE CONSENSUS TO OFFICIO OK THANK YOU. THANK YOU IS THE CONSENSUS TO OFFICIO OK THANK YOU. THANK YOU IS THE CONSENSUS TO SEND THE INTERNAL AUDIT CHARTER THANK YOU IS THE CONSENSUS TO SEND THE INTERNAL AUDIT CHARTER THANK YOU IS THE CONSENSUS TO SEND THE INTERNAL AUDIT CHARTER BACK I WILL SAY INTERNAL AUDIT SEND THE INTERNAL AUDIT CHARTER BACK I WILL SAY INTERNAL AUDIT SEND THE INTERNAL AUDIT CHARTER BACK I WILL SAY INTERNAL AUDIT COMMITTEE IS NOT DUE TO MEET I BACK I WILL SAY INTERNAL AUDIT COMMITTEE IS NOT DUE TO MEET I BACK I WILL SAY INTERNAL AUDIT COMMITTEE IS NOT DUE TO MEET I THINK IT'S NOVEMBER. COMMITTEE IS NOT DUE TO MEET I THINK IT'S

378NOVEMBER. COMMITTEE IS NOT DUE TO MEET I THINK IT'S NOVEMBER. SO I. THINK IT'S NOVEMBER. SO I. THINK IT'S NOVEMBER. SO I. I DON'T REMEMBER THE EXACT IT'S SO I. I DON'T REMEMBER THE EXACT IT'S SO I. I DON'T REMEMBER THE EXACT IT'S NOT GOING TO AFFECT THE NEXT I DON'T REMEMBER THE EXACT IT'S NOT GOING TO AFFECT THE NEXT I DON'T REMEMBER THE EXACT IT'S NOT GOING TO AFFECT THE NEXT MINUTE WE. NOT GOING TO AFFECT THE NEXT MINUTE WE. NOT GOING TO AFFECT THE NEXT MINUTE WE. WE TAKE IT BACK MR JUST LET ME MINUTE WE. WE TAKE IT BACK MR JUST LET ME MINUTE WE. WE TAKE IT BACK MR JUST LET ME MAKE THIS CLEAR. WE TAKE IT BACK MR JUST LET ME MAKE THIS CLEAR. WE TAKE IT BACK MR

379JUST LET ME MAKE THIS CLEAR. YOU JUST ASKED ABOUT THE MAKE THIS CLEAR. YOU JUST ASKED ABOUT THE MAKE THIS CLEAR. YOU JUST ASKED ABOUT THE LEGISLATIVE COMMITTEE IS THAT YOU JUST ASKED ABOUT THE LEGISLATIVE COMMITTEE IS THAT YOU JUST ASKED ABOUT THE LEGISLATIVE COMMITTEE IS THAT ALL STANDING COMMITTEES WHOEVER LEGISLATIVE COMMITTEE IS THAT ALL STANDING COMMITTEES WHOEVER LEGISLATIVE COMMITTEE IS THAT ALL STANDING COMMITTEES WHOEVER IS STANDING IN AND THERE HAS TO ALL STANDING COMMITTEES WHOEVER IS STANDING IN AND THERE HAS TO ALL STANDING COMMITTEES WHOEVER IS STANDING IN AND THERE HAS TO BE A VOTE IS THAT PERSON GIVEN IS STANDING IN AND THERE HAS TO BE A VOTE IS THAT PERSON GIVEN IS STANDING IN AND THERE HAS TO BE A VOTE IS THAT PERSON GIVEN THAT IF YOU ARE POWER TO TO

380BE BE A VOTE IS THAT PERSON GIVEN THAT IF YOU ARE POWER TO TO BE BE A VOTE IS THAT PERSON GIVEN THAT IF YOU ARE POWER TO TO BE THE PERSON THAT VOTES FOR THE THAT IF YOU ARE POWER TO TO BE THE PERSON THAT VOTES FOR THE THAT IF YOU ARE POWER TO TO BE THE PERSON THAT VOTES FOR THE ASSASSINATED SUBSTITUTE THE PERSON THAT VOTES FOR THE ASSASSINATED SUBSTITUTE THE PERSON THAT VOTES FOR THE ASSASSINATED SUBSTITUTE SOMETIMES YOU DON'T SHOW UP IS ASSASSINATED SUBSTITUTE SOMETIMES YOU DON'T SHOW UP IS ASSASSINATED SUBSTITUTE SOMETIMES YOU DON'T SHOW UP IS EXTRA PEOPLE TO ME IF YOU ARE SOMETIMES YOU DON'T SHOW UP IS EXTRA PEOPLE TO ME IF YOU ARE SOMETIMES YOU DON'T SHOW UP IS EXTRA PEOPLE TO ME IF YOU ARE THE DESIGNATED

381SUBSTITUTE THEN EXTRA PEOPLE TO ME IF YOU ARE THE DESIGNATED SUBSTITUTE THEN EXTRA PEOPLE TO ME IF YOU ARE THE DESIGNATED SUBSTITUTE THEN YOU ARE ACTING IN THE POWER THE DESIGNATED SUBSTITUTE THEN YOU ARE ACTING IN THE POWER THE DESIGNATED SUBSTITUTE THEN YOU ARE ACTING IN THE POWER OF THE YOUR SUBSTITUTING FOR YOU ARE ACTING IN THE POWER OF THE YOUR SUBSTITUTING FOR YOU ARE ACTING IN THE POWER OF THE YOUR SUBSTITUTING FOR AND SO YOU VOTE AND SO MORE OF THE YOUR SUBSTITUTING FOR AND SO YOU VOTE AND SO MORE OF THE YOUR SUBSTITUTING FOR AND SO YOU VOTE AND SO MORE OFTEN THAN NOT THE SUBSTITUTE AND SO YOU VOTE AND SO MORE OFTEN THAN NOT THE SUBSTITUTE AND SO YOU VOTE AND SO MORE OFTEN THAN NOT THE SUBSTITUTE PERSON BECOMES OUR

382SHARE THE EX OFTEN THAN NOT THE SUBSTITUTE PERSON BECOMES OUR SHARE THE EX OFTEN THAN NOT THE SUBSTITUTE PERSON BECOMES OUR SHARE THE EX OFFICIO TO PEOPLE THAT AREN'T PERSON BECOMES OUR SHARE THE EX OFFICIO TO PEOPLE THAT AREN'T PERSON BECOMES OUR SHARE THE EX OFFICIO TO PEOPLE THAT AREN'T THERE OFTENTIMES NOW THE OFFICIO TO PEOPLE THAT AREN'T THERE OFTENTIMES NOW THE OFFICIO TO PEOPLE THAT AREN'T THERE OFTENTIMES NOW THE DISCIPLINE WE SHARED THAT BUT THERE OFTENTIMES NOW THE DISCIPLINE WE SHARED THAT BUT THERE OFTENTIMES NOW THE DISCIPLINE WE SHARED THAT BUT MORE OFTEN THAN NOT THE CHAIR DISCIPLINE WE SHARED THAT BUT MORE OFTEN THAN NOT THE CHAIR DISCIPLINE WE SHARED THAT BUT MORE OFTEN THAN NOT THE CHAIR TAKES THAT POSITION SO I JUST MORE OFTEN THAN NOT THE CHAIR TAKES THAT POSITION

383SO I JUST MORE OFTEN THAN NOT THE CHAIR TAKES THAT POSITION SO I JUST WANTED TO MAKE SURE IT'S GOES TAKES THAT POSITION SO I JUST WANTED TO MAKE SURE IT'S GOES TAKES THAT POSITION SO I JUST WANTED TO MAKE SURE IT'S GOES FOR ALL THIS IS SOMEWHAT UNIQUE WANTED TO MAKE SURE IT'S GOES FOR ALL THIS IS SOMEWHAT UNIQUE WANTED TO MAKE SURE IT'S GOES FOR ALL THIS IS SOMEWHAT UNIQUE IN THE FACT THAT THE INTERNAL FOR ALL THIS IS SOMEWHAT UNIQUE IN THE FACT THAT THE INTERNAL FOR ALL THIS IS SOMEWHAT UNIQUE IN THE FACT THAT THE INTERNAL AUDIT SPECIFICALLY DESIGNATES IN THE FACT THAT THE INTERNAL AUDIT SPECIFICALLY DESIGNATES IN THE FACT THAT THE INTERNAL AUDIT SPECIFICALLY DESIGNATES THE CHAIR FISHER YOU DON'T AUDIT SPECIFICALLY DESIGNATES THE CHAIR FISHER YOU DON'T AUDIT

384SPECIFICALLY DESIGNATES THE CHAIR FISHER YOU DON'T REALLY HAVE THAT ON YOUR OTHER THE CHAIR FISHER YOU DON'T REALLY HAVE THAT ON YOUR OTHER THE CHAIR FISHER YOU DON'T REALLY HAVE THAT ON YOUR OTHER COMMITTEES ON YOUR OTHER REALLY HAVE THAT ON YOUR OTHER COMMITTEES ON YOUR OTHER REALLY HAVE THAT ON YOUR OTHER COMMITTEES ON YOUR OTHER COMMITTEES ON YOUR OTHER COMMITTEES ON YOUR OTHER COMMITTEES. WELL, AGAIN, I HAVE TO COMMITTEES. WELL, AGAIN, I HAVE TO COMMITTEES. WELL, AGAIN, I HAVE TO REITERATE WHAT MR CHAIR MELNIK WELL, AGAIN, I HAVE TO REITERATE WHAT MR CHAIR MELNIK WELL, AGAIN, I HAVE TO REITERATE WHAT MR CHAIR MELNIK SAID THAT IF YOU HAVE TWO REITERATE WHAT MR CHAIR MELNIK SAID THAT IF YOU HAVE TWO REITERATE WHAT MR CHAIR MELNIK SAID THAT IF YOU HAVE TWO PEOPLE FOR

385INSTANCE THAT THERE SAID THAT IF YOU HAVE TWO PEOPLE FOR INSTANCE THAT THERE SAID THAT IF YOU HAVE TWO PEOPLE FOR INSTANCE THAT THERE I DO NOT THINK THAT I THINK THE PEOPLE FOR INSTANCE THAT THERE I DO NOT THINK THAT I THINK THE PEOPLE FOR INSTANCE THAT THERE I DO NOT THINK THAT I THINK THE THAT AUDIT COMMITTEE SHOULD BE I DO NOT THINK THAT I THINK THE THAT AUDIT COMMITTEE SHOULD BE I DO NOT THINK THAT I THINK THE THAT AUDIT COMMITTEE SHOULD BE CANCELED. THAT AUDIT COMMITTEE SHOULD BE CANCELED. THAT AUDIT COMMITTEE SHOULD BE CANCELED. THAT SHOULD NOT GO ON BECAUSE CANCELED. THAT SHOULD NOT GO ON BECAUSE CANCELED. THAT SHOULD NOT GO ON BECAUSE YOU JUST DON'T NEED A RANDOM THAT SHOULD NOT GO ON BECAUSE YOU JUST DON'T NEED A

386RANDOM THAT SHOULD NOT GO ON BECAUSE YOU JUST DON'T NEED A RANDOM PERSON THERE THAT DOESN'T KNOW YOU JUST DON'T NEED A RANDOM PERSON THERE THAT DOESN'T KNOW YOU JUST DON'T NEED A RANDOM PERSON THERE THAT DOESN'T KNOW WHAT'S GOING BECAUSE IT TAKES A PERSON THERE THAT DOESN'T KNOW WHAT'S GOING BECAUSE IT TAKES A PERSON THERE THAT DOESN'T KNOW WHAT'S GOING BECAUSE IT TAKES A LOT OF INFORMATION AND TO JUST WHAT'S GOING BECAUSE IT TAKES A LOT OF INFORMATION AND TO JUST WHAT'S GOING BECAUSE IT TAKES A LOT OF INFORMATION AND TO JUST WALK IN AND NOT KNOW THEY LOT OF INFORMATION AND TO JUST WALK IN AND NOT KNOW THEY LOT OF INFORMATION AND TO JUST WALK IN AND NOT KNOW THEY SHOULD IT SHOULD BE COUNCILS WALK IN AND NOT KNOW THEY SHOULD

387IT SHOULD BE COUNCILS WALK IN AND NOT KNOW THEY SHOULD IT SHOULD BE COUNCILS AND SO I THINK THAT IF YOU'RE SHOULD IT SHOULD BE COUNCILS AND SO I THINK THAT IF YOU'RE SHOULD IT SHOULD BE COUNCILS AND SO I THINK THAT IF YOU'RE ON GOING TO TAKES UP THE BACK AND SO I THINK THAT IF YOU'RE ON GOING TO TAKES UP THE BACK AND SO I THINK THAT IF YOU'RE ON GOING TO TAKES UP THE BACK AND PUT IT IN THE CHARTER OR ON GOING TO TAKES UP THE BACK AND PUT IT IN THE CHARTER OR ON GOING TO TAKES UP THE BACK AND PUT IT IN THE CHARTER OR PUT IT IN THE PRC WHATEVER AND PUT IT IN THE CHARTER OR PUT IT IN THE PRC WHATEVER AND PUT IT IN THE

388CHARTER OR PUT IT IN THE PRC WHATEVER THAT'S SOMETHING THAT YOU NEED PUT IT IN THE PRC WHATEVER THAT'S SOMETHING THAT YOU NEED PUT IT IN THE PRC WHATEVER THAT'S SOMETHING THAT YOU NEED TO LOOK BE LOOKING AT AS WELL THAT'S SOMETHING THAT YOU NEED TO LOOK BE LOOKING AT AS WELL THAT'S SOMETHING THAT YOU NEED TO LOOK BE LOOKING AT AS WELL THE RECOMMENDATIONS TO TAKE THE TO LOOK BE LOOKING AT AS WELL THE RECOMMENDATIONS TO TAKE THE TO LOOK BE LOOKING AT AS WELL THE RECOMMENDATIONS TO TAKE THE INTERNAL TAKE THE INTERNAL THE RECOMMENDATIONS TO TAKE THE INTERNAL TAKE THE INTERNAL THE RECOMMENDATIONS TO TAKE THE INTERNAL TAKE THE INTERNAL AUDIT CHARTER BACK CONSIDER INTERNAL TAKE THE INTERNAL AUDIT CHARTER BACK CONSIDER INTERNAL TAKE THE INTERNAL AUDIT CHARTER BACK CONSIDER WHAT YOU BROUGHT

389UP AS I THINK AUDIT CHARTER BACK CONSIDER WHAT YOU BROUGHT UP AS I THINK AUDIT CHARTER BACK CONSIDER WHAT YOU BROUGHT UP AS I THINK WE THINK WE HAVE TIME TO THE WHAT YOU BROUGHT UP AS I THINK WE THINK WE HAVE TIME TO THE WHAT YOU BROUGHT UP AS I THINK WE THINK WE HAVE TIME TO THE NEXT MAKING ABOUT THE WAY IT'S WE THINK WE HAVE TIME TO THE NEXT MAKING ABOUT THE WAY IT'S WE THINK WE HAVE TIME TO THE NEXT MAKING ABOUT THE WAY IT'S WRITTEN NOW. NEXT MAKING ABOUT THE WAY IT'S WRITTEN NOW. NEXT MAKING ABOUT THE WAY IT'S WRITTEN NOW. YES, OF COURSE WAYS WRITTEN NOW WRITTEN NOW. YES, OF COURSE WAYS WRITTEN NOW WRITTEN NOW. YES, OF COURSE WAYS WRITTEN NOW MY UNDERSTANDING IS THAT IF YES, OF

390COURSE WAYS WRITTEN NOW MY UNDERSTANDING IS THAT IF YES, OF COURSE WAYS WRITTEN NOW MY UNDERSTANDING IS THAT IF SOMEONE JUST ONE OF THE AUDIT MY UNDERSTANDING IS THAT IF SOMEONE JUST ONE OF THE AUDIT MY UNDERSTANDING IS THAT IF SOMEONE JUST ONE OF THE AUDIT HOW MANY PEOPLE IS, THEN THE SOMEONE JUST ONE OF THE AUDIT HOW MANY PEOPLE IS, THEN THE SOMEONE JUST ONE OF THE AUDIT HOW MANY PEOPLE IS, THEN THE CHAIR ARE CHEER THE SCHOOL HOW MANY PEOPLE IS, THEN THE CHAIR ARE CHEER THE SCHOOL HOW MANY PEOPLE IS, THEN THE CHAIR ARE CHEER THE SCHOOL BOARD WILL SUBSTITUTE AND CHAIR ARE CHEER THE SCHOOL BOARD WILL SUBSTITUTE AND CHAIR ARE CHEER THE SCHOOL BOARD WILL SUBSTITUTE AND BECOME VOTING MEMBERS AND BOARD WILL SUBSTITUTE AND BECOME VOTING MEMBERS AND BOARD

391WILL SUBSTITUTE AND BECOME VOTING MEMBERS AND THERE'S NO QUESTION ABOUT IT. BECOME VOTING MEMBERS AND THERE'S NO QUESTION ABOUT IT. BECOME VOTING MEMBERS AND THERE'S NO QUESTION ABOUT IT. IS THAT CORRECT? THERE'S NO QUESTION ABOUT IT. IS THAT CORRECT? THERE'S NO QUESTION ABOUT IT. IS THAT CORRECT? NOT AUTOMATIC YOU COULD MAKE IS THAT CORRECT? NOT AUTOMATIC YOU COULD MAKE IS THAT CORRECT? NOT AUTOMATIC YOU COULD MAKE THAT DECISION SHE COULD YOU NOT AUTOMATIC YOU COULD MAKE THAT DECISION SHE COULD YOU NOT AUTOMATIC YOU COULD MAKE THAT DECISION SHE COULD YOU COULD THE YOU COULD HAVE THAT DECISION SHE COULD YOU COULD THE YOU COULD HAVE THAT DECISION SHE COULD YOU COULD THE YOU COULD HAVE SOMEBODY ANOTHER SCHOOL BOARD COULD THE YOU COULD HAVE SOMEBODY ANOTHER SCHOOL BOARD COULD THE YOU COULD HAVE SOMEBODY ANOTHER

392SCHOOL BOARD MEMBER SUBSTITUTE IN THE SCHOOL SOMEBODY ANOTHER SCHOOL BOARD MEMBER SUBSTITUTE IN THE SCHOOL SOMEBODY ANOTHER SCHOOL BOARD MEMBER SUBSTITUTE IN THE SCHOOL BOARD CHAIR COULD REMAIN AS EX MEMBER SUBSTITUTE IN THE SCHOOL BOARD CHAIR COULD REMAIN AS EX MEMBER SUBSTITUTE IN THE SCHOOL BOARD CHAIR COULD REMAIN AS EX OFFICIO I THINK OK JOB IT OUR BOARD CHAIR COULD REMAIN AS EX OFFICIO I THINK OK JOB IT OUR BOARD CHAIR COULD REMAIN AS EX OFFICIO I THINK OK JOB IT OUR BYLAWS THE CHAIR IN WOULD OFFICIO I THINK OK JOB IT OUR BYLAWS THE CHAIR IN WOULD OFFICIO I THINK OK JOB IT OUR BYLAWS THE CHAIR IN WOULD APPOINT SOMEONE TO TAKE THE BYLAWS THE CHAIR IN WOULD APPOINT SOMEONE TO TAKE THE BYLAWS THE CHAIR IN WOULD APPOINT SOMEONE TO TAKE THE

393PLACE OF THE PERSON WHO APPOINT SOMEONE TO TAKE THE PLACE OF THE PERSON WHO APPOINT SOMEONE TO TAKE THE PLACE OF THE PERSON WHO NORMALLY WOULD BE ON THE AUDIT PLACE OF THE PERSON WHO NORMALLY WOULD BE ON THE AUDIT PLACE OF THE PERSON WHO NORMALLY WOULD BE ON THE AUDIT CORRECT. NORMALLY WOULD BE ON THE AUDIT CORRECT. NORMALLY WOULD BE ON THE AUDIT CORRECT. OK SO OK SO I UNDERSTAND THAT I CORRECT. OK SO OK SO I UNDERSTAND THAT I CORRECT. OK SO OK SO I UNDERSTAND THAT I MEAN I THOUGHT THAT WAS OK SO OK SO I UNDERSTAND THAT I MEAN I THOUGHT THAT WAS OK SO OK SO I UNDERSTAND THAT I MEAN I THOUGHT THAT WAS STANDING THAT'S THE WAY IT WAS MEAN I THOUGHT THAT WAS STANDING THAT'S THE WAY

394IT WAS MEAN I THOUGHT THAT WAS STANDING THAT'S THE WAY IT WAS WRITTEN TO BEGIN BUT THIS JUST STANDING THAT'S THE WAY IT WAS WRITTEN TO BEGIN BUT THIS JUST STANDING THAT'S THE WAY IT WAS WRITTEN TO BEGIN BUT THIS JUST CLARIFIES THAT IF THE CHAIR WRITTEN TO BEGIN BUT THIS JUST CLARIFIES THAT IF THE CHAIR WRITTEN TO BEGIN BUT THIS JUST CLARIFIES THAT IF THE CHAIR DOES NOT APPOINT SOMEONE ELSE CLARIFIES THAT IF THE CHAIR DOES NOT APPOINT SOMEONE ELSE CLARIFIES THAT IF THE CHAIR DOES NOT APPOINT SOMEONE ELSE TO TAKE THE PLACE OF SOMEONE IS DOES NOT APPOINT SOMEONE ELSE TO TAKE THE PLACE OF SOMEONE IS DOES NOT APPOINT SOMEONE ELSE TO TAKE THE PLACE OF SOMEONE IS ON THE AUDIT COMMITTEE THE, THE TO TAKE THE PLACE OF SOMEONE IS ON

395THE AUDIT COMMITTEE THE, THE TO TAKE THE PLACE OF SOMEONE IS ON THE AUDIT COMMITTEE THE, THE CHAIR THEN CAN BECOME VOTING ON THE AUDIT COMMITTEE THE, THE CHAIR THEN CAN BECOME VOTING ON THE AUDIT COMMITTEE THE, THE CHAIR THEN CAN BECOME VOTING MEMBER OF THE AUDIT COMMITTEE CHAIR THEN CAN BECOME VOTING MEMBER OF THE AUDIT COMMITTEE CHAIR THEN CAN BECOME VOTING MEMBER OF THE AUDIT COMMITTEE FOR THAT MEETING I'LL TELL YOU MEMBER OF THE AUDIT COMMITTEE FOR THAT MEETING I'LL TELL YOU MEMBER OF THE AUDIT COMMITTEE FOR THAT MEETING I'LL TELL YOU WHERE AND THIS IS WHERE IT GETS FOR THAT MEETING I'LL TELL YOU WHERE AND THIS IS WHERE IT GETS FOR THAT MEETING I'LL TELL YOU WHERE AND THIS IS WHERE IT GETS CONFUSED WITH RESPECT THE CHAIR WHERE AND THIS IS

396WHERE IT GETS CONFUSED WITH RESPECT THE CHAIR WHERE AND THIS IS WHERE IT GETS CONFUSED WITH RESPECT THE CHAIR FUNCTIONS EX OFFICIO HAS THE CONFUSED WITH RESPECT THE CHAIR FUNCTIONS EX OFFICIO HAS THE CONFUSED WITH RESPECT THE CHAIR FUNCTIONS EX OFFICIO HAS THE ABILITY TO BE A TIEBREAKER AS FUNCTIONS EX OFFICIO HAS THE ABILITY TO BE A TIEBREAKER AS FUNCTIONS EX OFFICIO HAS THE ABILITY TO BE A TIEBREAKER AS LONG AS SHE'S FUNCTIONING AS OR ABILITY TO BE A TIEBREAKER AS LONG AS SHE'S FUNCTIONING AS OR ABILITY TO BE A TIEBREAKER AS LONG AS SHE'S FUNCTIONING AS OR HE IS FUNCTIONING AS THE EX LONG AS SHE'S FUNCTIONING AS OR HE IS FUNCTIONING AS THE EX LONG AS SHE'S FUNCTIONING AS OR HE IS FUNCTIONING AS THE EX OFFICIO MEMBER BECAUSE THE WAY HE IS

397FUNCTIONING AS THE EX OFFICIO MEMBER BECAUSE THE WAY HE IS FUNCTIONING AS THE EX OFFICIO MEMBER BECAUSE THE WAY IT'S WRITTEN YOU CAN HAVE AN OFFICIO MEMBER BECAUSE THE WAY IT'S WRITTEN YOU CAN HAVE AN OFFICIO MEMBER BECAUSE THE WAY IT'S WRITTEN YOU CAN HAVE AN EVEN NUMBER OF MEMBERS THERE. IT'S WRITTEN YOU CAN HAVE AN EVEN NUMBER OF MEMBERS THERE. IT'S WRITTEN YOU CAN HAVE AN EVEN NUMBER OF MEMBERS THERE. YOU RUN INTO A FOUR PERSON EVEN NUMBER OF MEMBERS THERE. YOU RUN INTO A FOUR PERSON EVEN NUMBER OF MEMBERS THERE. YOU RUN INTO A FOUR PERSON SITUATION IN FUNCTIONING AS THE YOU RUN INTO A FOUR PERSON SITUATION IN FUNCTIONING AS THE YOU RUN INTO A FOUR PERSON SITUATION IN FUNCTIONING AS THE EX OFFICIO THE CHAIR CANTERBURY SITUATION IN FUNCTIONING AS THE

398EX OFFICIO THE CHAIR CANTERBURY SITUATION IN FUNCTIONING AS THE EX OFFICIO THE CHAIR CANTERBURY TIEBREAK IF THE CHAIR IS EX OFFICIO THE CHAIR CANTERBURY TIEBREAK IF THE CHAIR IS EX OFFICIO THE CHAIR CANTERBURY TIEBREAK IF THE CHAIR IS SUBSTITUTED FOR AN APPOINTED TIEBREAK IF THE CHAIR IS SUBSTITUTED FOR AN APPOINTED TIEBREAK IF THE CHAIR IS SUBSTITUTED FOR AN APPOINTED MEMBER THIS CHAIR COULD NOT BE SUBSTITUTED FOR AN APPOINTED MEMBER THIS CHAIR COULD NOT BE SUBSTITUTED FOR AN APPOINTED MEMBER THIS CHAIR COULD NOT BE THE TIEBREAKER SO THAT MIGHT BE MEMBER THIS CHAIR COULD NOT BE THE TIEBREAKER SO THAT MIGHT BE MEMBER THIS CHAIR COULD NOT BE THE TIEBREAKER SO THAT MIGHT BE A REASON WHY THE CHAIR WOULD THE TIEBREAKER SO THAT MIGHT BE A REASON WHY THE CHAIR WOULD THE TIEBREAKER SO THAT

399MIGHT BE A REASON WHY THE CHAIR WOULD WANT TO REMAIN EX OFFICIO AND A REASON WHY THE CHAIR WOULD WANT TO REMAIN EX OFFICIO AND A REASON WHY THE CHAIR WOULD WANT TO REMAIN EX OFFICIO AND HAVE ANOTHER SCHOOL BOARD WANT TO REMAIN EX OFFICIO AND HAVE ANOTHER SCHOOL BOARD WANT TO REMAIN EX OFFICIO AND HAVE ANOTHER SCHOOL BOARD MEMBER FIT IN FILL IN BECAUSE HAVE ANOTHER SCHOOL BOARD MEMBER FIT IN FILL IN BECAUSE HAVE ANOTHER SCHOOL BOARD MEMBER FIT IN FILL IN BECAUSE SHE MIGHT WANT TO SERVE AS A MEMBER FIT IN FILL IN BECAUSE SHE MIGHT WANT TO SERVE AS A MEMBER FIT IN FILL IN BECAUSE SHE MIGHT WANT TO SERVE AS A TIEBREAKER ON SOMETHING. SHE MIGHT WANT TO SERVE AS A TIEBREAKER ON SOMETHING. SHE MIGHT WANT TO SERVE AS

400A TIEBREAKER ON SOMETHING. SO THAT'S THAT'S ANOTHER UNIQUE TIEBREAKER ON SOMETHING. SO THAT'S THAT'S ANOTHER UNIQUE TIEBREAKER ON SOMETHING. SO THAT'S THAT'S ANOTHER UNIQUE IN THIS PARTICULAR CHARTER. SO THAT'S THAT'S ANOTHER UNIQUE IN THIS PARTICULAR CHARTER. SO THAT'S THAT'S ANOTHER UNIQUE IN THIS PARTICULAR CHARTER. WHY HERE SO SO THE ONLY THING I IN THIS PARTICULAR CHARTER. WHY HERE SO SO THE ONLY THING I IN THIS PARTICULAR CHARTER. WHY HERE SO SO THE ONLY THING I BELIEVE THAT'S IT'S BEEN LOOKED WHY HERE SO SO THE ONLY THING I BELIEVE THAT'S IT'S BEEN LOOKED WHY HERE SO SO THE ONLY THING I BELIEVE THAT'S IT'S BEEN LOOKED AT AND SAID IF ARE TWO MEMBERS BELIEVE THAT'S IT'S BEEN LOOKED AT AND SAID IF ARE TWO MEMBERS BELIEVE THAT'S IT'S BEEN LOOKED AT AND SAID IF ARE TWO

401MEMBERS OF THE OF THE AUDIT COMMITTEE AT AND SAID IF ARE TWO MEMBERS OF THE OF THE AUDIT COMMITTEE AT AND SAID IF ARE TWO MEMBERS OF THE OF THE AUDIT COMMITTEE ABSENT SO IT'S BEEN BROUGHT UP OF THE OF THE AUDIT COMMITTEE ABSENT SO IT'S BEEN BROUGHT UP OF THE OF THE AUDIT COMMITTEE ABSENT SO IT'S BEEN BROUGHT UP THEN AT THAT POINT IN TIME I'M ABSENT SO IT'S BEEN BROUGHT UP THEN AT THAT POINT IN TIME I'M ABSENT SO IT'S BEEN BROUGHT UP THEN AT THAT POINT IN TIME I'M GETTING WAVING GOING NO THAT'S THEN AT THAT POINT IN TIME I'M GETTING WAVING GOING NO THAT'S THEN AT THAT POINT IN TIME I'M GETTING WAVING GOING NO THAT'S FOR ME BECAUSE JESSICA'S IN THE GETTING WAVING GOING NO THAT'S FOR ME BECAUSE JESSICA'S

402IN THE GETTING WAVING GOING NO THAT'S FOR ME BECAUSE JESSICA'S IN THE QUEUE. FOR ME BECAUSE JESSICA'S IN THE QUEUE. FOR ME BECAUSE JESSICA'S IN THE QUEUE. OK, I'M SORRY IF THERE ARE TWO QUEUE. OK, I'M SORRY IF THERE ARE TWO QUEUE. OK, I'M SORRY IF THERE ARE TWO MEMBERS ABSENT THEM AT THAT OK, I'M SORRY IF THERE ARE TWO MEMBERS ABSENT THEM AT THAT OK, I'M SORRY IF THERE ARE TWO MEMBERS ABSENT THEM AT THAT POINT AND I DO AGREE AT THAT MEMBERS ABSENT THEM AT THAT POINT AND I DO AGREE AT THAT MEMBERS ABSENT THEM AT THAT POINT AND I DO AGREE AT THAT POINT WHEN THERE'S TWO MEMBERS POINT AND I DO AGREE AT THAT POINT WHEN THERE'S TWO MEMBERS POINT AND I DO AGREE AT THAT POINT WHEN THERE'S TWO MEMBERS

403OUT OF OUT OF THE FOUR MEMBERS POINT WHEN THERE'S TWO MEMBERS OUT OF OUT OF THE FOUR MEMBERS POINT WHEN THERE'S TWO MEMBERS OUT OF OUT OF THE FOUR MEMBERS THEN MAYBE THEY SHOULD JUST OUT OF OUT OF THE FOUR MEMBERS THEN MAYBE THEY SHOULD JUST OUT OF OUT OF THE FOUR MEMBERS THEN MAYBE THEY SHOULD JUST CANCEL FOR THE DAY. THEN MAYBE THEY SHOULD JUST CANCEL FOR THE DAY. THEN MAYBE THEY SHOULD JUST CANCEL FOR THE DAY. BUT NO, THERE'S THREE BOARD CANCEL FOR THE DAY. BUT NO, THERE'S THREE BOARD CANCEL FOR THE DAY. BUT NO, THERE'S THREE BOARD MEMBERS AND AND A CITIZEN SO BUT NO, THERE'S THREE BOARD MEMBERS AND AND A CITIZEN SO BUT NO, THERE'S THREE BOARD MEMBERS AND AND A CITIZEN SO THERE'S FOUR MEMBERS OF THE MEMBERS AND

404AND A CITIZEN SO THERE'S FOUR MEMBERS OF THE MEMBERS AND AND A CITIZEN SO THERE'S FOUR MEMBERS OF THE OF THE COMMITTEE SO IF TWO THERE'S FOUR MEMBERS OF THE OF THE COMMITTEE SO IF TWO THERE'S FOUR MEMBERS OF THE OF THE COMMITTEE SO IF TWO OF THOSE MEMBERS ARE ABSENT OF THE COMMITTEE SO IF TWO OF THOSE MEMBERS ARE ABSENT OF THE COMMITTEE SO IF TWO OF THOSE MEMBERS ARE ABSENT THEN WE NEED WE NEED TO OF THOSE MEMBERS ARE ABSENT THEN WE NEED WE NEED TO OF THOSE MEMBERS ARE ABSENT THEN WE NEED WE NEED TO RESCHEDULE THAT MEETING SO BUT THEN WE NEED WE NEED TO RESCHEDULE THAT MEETING SO BUT THEN WE NEED WE NEED TO RESCHEDULE THAT MEETING SO BUT AND I AGREE WITH THAT BUT I DO RESCHEDULE THAT

405MEETING SO BUT AND I AGREE WITH THAT BUT I DO RESCHEDULE THAT MEETING SO BUT AND I AGREE WITH THAT BUT I DO AGREE ALSO THAT THE CHAIR AND I AGREE WITH THAT BUT I DO AGREE ALSO THAT THE CHAIR AND I AGREE WITH THAT BUT I DO AGREE ALSO THAT THE CHAIR SHOULD AUTOMATIC BE A PART AGREE ALSO THAT THE CHAIR SHOULD AUTOMATIC BE A PART AGREE ALSO THAT THE CHAIR SHOULD AUTOMATIC BE A PART OF THE COMMITTEE IF IT'S JUST SHOULD AUTOMATIC BE A PART OF THE COMMITTEE IF IT'S JUST SHOULD AUTOMATIC BE A PART OF THE COMMITTEE IF IT'S JUST ONE MEMBER AND ACCIDENT HAPPENS OF THE COMMITTEE IF IT'S JUST ONE MEMBER AND ACCIDENT HAPPENS OF THE COMMITTEE IF IT'S JUST ONE MEMBER AND ACCIDENT HAPPENS OR WHATEVER AND I GIVE

406UP ONE MEMBER AND ACCIDENT HAPPENS OR WHATEVER AND I GIVE UP ONE MEMBER AND ACCIDENT HAPPENS OR WHATEVER AND I GIVE UP FISHER AREA OF IT AND JUST OR WHATEVER AND I GIVE UP FISHER AREA OF IT AND JUST OR WHATEVER AND I GIVE UP FISHER AREA OF IT AND JUST BECOME A VOTING MEMBER OF THE FISHER AREA OF IT AND JUST BECOME A VOTING MEMBER OF THE FISHER AREA OF IT AND JUST BECOME A VOTING MEMBER OF THE AUDIT COMMITTEE I AGREE WITH BECOME A VOTING MEMBER OF THE AUDIT COMMITTEE I AGREE WITH BECOME A VOTING MEMBER OF THE AUDIT COMMITTEE I AGREE WITH THAT PART OF IT AND I THOUGHT AUDIT COMMITTEE I AGREE WITH THAT PART OF IT AND I THOUGHT AUDIT COMMITTEE I AGREE WITH THAT PART OF IT AND I

407THOUGHT THAT'S THE WAY IT WAS TO BEGIN THAT PART OF IT AND I THOUGHT THAT'S THE WAY IT WAS TO BEGIN THAT PART OF IT AND I THOUGHT THAT'S THE WAY IT WAS TO BEGIN WITH BUT YOU HAVE YOU HAVE TO THAT'S THE WAY IT WAS TO BEGIN WITH BUT YOU HAVE YOU HAVE TO THAT'S THE WAY IT WAS TO BEGIN WITH BUT YOU HAVE YOU HAVE TO IF IT'S JUST TO CLARIFY FOR THE WITH BUT YOU HAVE YOU HAVE TO IF IT'S JUST TO CLARIFY FOR THE WITH BUT YOU HAVE YOU HAVE TO IF IT'S JUST TO CLARIFY FOR THE PRC THEN I'M OK WITH THAT. IF IT'S JUST TO CLARIFY FOR THE PRC THEN I'M OK WITH THAT. IF IT'S JUST TO CLARIFY FOR THE PRC THEN I'M OK WITH THAT. BUT MAYBE

408DOES NEED TO BE PRC THEN I'M OK WITH THAT. BUT MAYBE DOES NEED TO BE PRC THEN I'M OK WITH THAT. BUT MAYBE DOES NEED TO BE WORKED ON A LITTLE BIT MORE TO BUT MAYBE DOES NEED TO BE WORKED ON A LITTLE BIT MORE TO BUT MAYBE DOES NEED TO BE WORKED ON A LITTLE BIT MORE TO CLARIFY THESE THINGS. WORKED ON A LITTLE BIT MORE TO CLARIFY THESE THINGS. WORKED ON A LITTLE BIT MORE TO CLARIFY THESE THINGS. OK, MISS OWENS, THANK YOU I CLARIFY THESE THINGS. OK, MISS OWENS, THANK YOU I CLARIFY THESE THINGS. OK, MISS OWENS, THANK YOU I DON'T WANT TO BELABOR THE POINT OK, MISS OWENS, THANK YOU I DON'T WANT TO BELABOR THE POINT OK, MISS OWENS, THANK YOU I DON'T WANT TO BELABOR THE POINT THAT ANDERSON

409WAS JUST GIVING DON'T WANT TO BELABOR THE POINT THAT ANDERSON WAS JUST GIVING DON'T WANT TO BELABOR THE POINT THAT ANDERSON WAS JUST GIVING BUT THE THREE WORDS THAT WERE THAT ANDERSON WAS JUST GIVING BUT THE THREE WORDS THAT WERE THAT ANDERSON WAS JUST GIVING BUT THE THREE WORDS THAT WERE ADDED REALLY WERE A FAIRLY BUT THE THREE WORDS THAT WERE ADDED REALLY WERE A FAIRLY BUT THE THREE WORDS THAT WERE ADDED REALLY WERE A FAIRLY SIMPLISTIC CLARIFICATION. ADDED REALLY WERE A FAIRLY SIMPLISTIC CLARIFICATION. ADDED REALLY WERE A FAIRLY SIMPLISTIC CLARIFICATION. IT SOUNDS LIKE THE CONVERSATION SIMPLISTIC CLARIFICATION. IT SOUNDS LIKE THE CONVERSATION SIMPLISTIC CLARIFICATION. IT SOUNDS LIKE THE CONVERSATION THAT IS BEING HELD NOW HAS MORE IT SOUNDS LIKE THE CONVERSATION THAT IS BEING HELD NOW HAS MORE IT SOUNDS LIKE THE CONVERSATION THAT

410IS BEING HELD NOW HAS MORE TO DO WITH THE CHARTER THE WAY THAT IS BEING HELD NOW HAS MORE TO DO WITH THE CHARTER THE WAY THAT IS BEING HELD NOW HAS MORE TO DO WITH THE CHARTER THE WAY IT WAS WRITTEN PRIOR TO PRC TO DO WITH THE CHARTER THE WAY IT WAS WRITTEN PRIOR TO PRC TO DO WITH THE CHARTER THE WAY IT WAS WRITTEN PRIOR TO PRC LOOKING AT IT AND IT CERTAINLY IT WAS WRITTEN PRIOR TO PRC LOOKING AT IT AND IT CERTAINLY IT WAS WRITTEN PRIOR TO PRC LOOKING AT IT AND IT CERTAINLY DON'T MIND THE PRC GOING BACK LOOKING AT IT AND IT CERTAINLY DON'T MIND THE PRC GOING BACK LOOKING AT IT AND IT CERTAINLY DON'T MIND THE PRC GOING BACK AND LOOKING AT THE CHARTER FOR DON'T

411MIND THE PRC GOING BACK AND LOOKING AT THE CHARTER FOR DON'T MIND THE PRC GOING BACK AND LOOKING AT THE CHARTER FOR OTHER CLARIFICATIONS BUT A I AND LOOKING AT THE CHARTER FOR OTHER CLARIFICATIONS BUT A I AND LOOKING AT THE CHARTER FOR OTHER CLARIFICATIONS BUT A I THINK THAT I THOUGHT THAT THE OTHER CLARIFICATIONS BUT A I THINK THAT I THOUGHT THAT THE OTHER CLARIFICATIONS BUT A I THINK THAT I THOUGHT THAT THE BRIEF CLARIFICATION PHRASE HERE THINK THAT I THOUGHT THAT THE BRIEF CLARIFICATION PHRASE HERE THINK THAT I THOUGHT THAT THE BRIEF CLARIFICATION PHRASE HERE MET THE THE NEED THAT WAS BEING BRIEF CLARIFICATION PHRASE HERE MET THE THE NEED THAT WAS BEING BRIEF CLARIFICATION PHRASE HERE MET THE THE NEED THAT WAS BEING ASSIGNED OR BROUGHT BROUGHT TO MET THE THE NEED

412THAT WAS BEING ASSIGNED OR BROUGHT BROUGHT TO MET THE THE NEED THAT WAS BEING ASSIGNED OR BROUGHT BROUGHT TO THE ISSUE. ASSIGNED OR BROUGHT BROUGHT TO THE ISSUE. ASSIGNED OR BROUGHT BROUGHT TO THE ISSUE. SO I JUST THROW THAT OUT THERE THE ISSUE. SO I JUST THROW THAT OUT THERE THE ISSUE. SO I JUST THROW THAT OUT THERE THAT IF THE PRC IS GOING TO DO SO I JUST THROW THAT OUT THERE THAT IF THE PRC IS GOING TO DO SO I JUST THROW THAT OUT THERE THAT IF THE PRC IS GOING TO DO A DEEPER DOVE AND LOOK AT OTHER THAT IF THE PRC IS GOING TO DO A DEEPER DOVE AND LOOK AT OTHER THAT IF THE PRC IS GOING TO DO A DEEPER DOVE AND LOOK AT OTHER PARTS OF THE CHARTER

413IT MAY BE A DEEPER DOVE AND LOOK AT OTHER PARTS OF THE CHARTER IT MAY BE A DEEPER DOVE AND LOOK AT OTHER PARTS OF THE CHARTER IT MAY BE A MORE IN-DEPTH TASK BUT WE'D PARTS OF THE CHARTER IT MAY BE A MORE IN-DEPTH TASK BUT WE'D PARTS OF THE CHARTER IT MAY BE A MORE IN-DEPTH TASK BUT WE'D WANT TO HAVE FEEDBACK LOOPS A MORE IN-DEPTH TASK BUT WE'D WANT TO HAVE FEEDBACK LOOPS A MORE IN-DEPTH TASK BUT WE'D WANT TO HAVE FEEDBACK LOOPS WITH THE BOARD AS A WHOLE SINCE WANT TO HAVE FEEDBACK LOOPS WITH THE BOARD AS A WHOLE SINCE WANT TO HAVE FEEDBACK LOOPS WITH THE BOARD AS A WHOLE SINCE IT'S NOT A A DOCUMENT WITH THE BOARD AS A WHOLE SINCE IT'S NOT A A DOCUMENT WITH THE

414BOARD AS A WHOLE SINCE IT'S NOT A A DOCUMENT ORIGINATED AT PRC. IT'S NOT A A DOCUMENT ORIGINATED AT PRC. IT'S NOT A A DOCUMENT ORIGINATED AT PRC. SO THAT'S THANK YOU >> BUT ORIGINATED AT PRC. SO THAT'S THANK YOU >> BUT ORIGINATED AT PRC. SO THAT'S THANK YOU >> BUT PERHAPS FOR THE POLICY REVIEW SO THAT'S THANK YOU >> BUT PERHAPS FOR THE POLICY REVIEW SO THAT'S THANK YOU >> BUT PERHAPS FOR THE POLICY REVIEW COMMITTEE IT WAS CLEAR BUT THE PERHAPS FOR THE POLICY REVIEW COMMITTEE IT WAS CLEAR BUT THE PERHAPS FOR THE POLICY REVIEW COMMITTEE IT WAS CLEAR BUT THE WAY IT WAS PRESENTED THIS COMMITTEE IT WAS CLEAR BUT THE WAY IT WAS PRESENTED THIS COMMITTEE IT WAS CLEAR BUT THE WAY IT WAS PRESENTED THIS EVENING IT WAS NOT CLEAR

415SO WAY IT WAS PRESENTED THIS EVENING IT WAS NOT CLEAR SO WAY IT WAS PRESENTED THIS EVENING IT WAS NOT CLEAR SO WHATEVER YOU WHATEVER YOU GUYS EVENING IT WAS NOT CLEAR SO WHATEVER YOU WHATEVER YOU GUYS EVENING IT WAS NOT CLEAR SO WHATEVER YOU WHATEVER YOU GUYS JUST THE NEXT TIME JUST MAKE WHATEVER YOU WHATEVER YOU GUYS JUST THE NEXT TIME JUST MAKE WHATEVER YOU WHATEVER YOU GUYS JUST THE NEXT TIME JUST MAKE SURE THAT IT JUST COMES ACROSS JUST THE NEXT TIME JUST MAKE SURE THAT IT JUST COMES ACROSS JUST THE NEXT TIME JUST MAKE SURE THAT IT JUST COMES ACROSS WHERE PEOPLE UNDERSTAND SO SURE THAT IT JUST COMES ACROSS WHERE PEOPLE UNDERSTAND SO SURE THAT IT JUST COMES ACROSS WHERE PEOPLE UNDERSTAND SO THEREFORE WE WILL TAKE INTERNAL WHERE PEOPLE UNDERSTAND

416SO THEREFORE WE WILL TAKE INTERNAL WHERE PEOPLE UNDERSTAND SO THEREFORE WE WILL TAKE INTERNAL AUDIT CHARTER BACK TO PRC. THEREFORE WE WILL TAKE INTERNAL AUDIT CHARTER BACK TO PRC. THEREFORE WE WILL TAKE INTERNAL AUDIT CHARTER BACK TO PRC. THE REST OF THE POLICY WILL AUDIT CHARTER BACK TO PRC. THE REST OF THE POLICY WILL AUDIT CHARTER BACK TO PRC. THE REST OF THE POLICY WILL THEN GO ON FOR CONTEMPT THE THE REST OF THE POLICY WILL THEN GO ON FOR CONTEMPT THE THE REST OF THE POLICY WILL THEN GO ON FOR CONTEMPT THE NEXT MEETING IF THERE ARE NO THEN GO ON FOR CONTEMPT THE NEXT MEETING IF THERE ARE NO THEN GO ON FOR CONTEMPT THE NEXT MEETING IF THERE ARE NO FURTHER QUESTIONS THAT WOULD BE NEXT MEETING IF THERE ARE NO FURTHER

417QUESTIONS THAT WOULD BE NEXT MEETING IF THERE ARE NO FURTHER QUESTIONS THAT WOULD BE THE END OF THE PRC FURTHER QUESTIONS THAT WOULD BE THE END OF THE PRC FURTHER QUESTIONS THAT WOULD BE THE END OF THE PRC RECOMMENDATIONS. THE END OF THE PRC RECOMMENDATIONS. THE END OF THE PRC RECOMMENDATIONS. OK, MOVING ON TO NO SEE A RECOMMENDATIONS. OK, MOVING ON TO NO SEE A RECOMMENDATIONS. OK, MOVING ON TO NO SEE A LETTER SEES A HER STANDARDS OK, MOVING ON TO NO SEE A LETTER SEES A HER STANDARDS OK, MOVING ON TO NO SEE A LETTER SEES A HER STANDARDS OF LEARNING PASS AND LETTER SEES A HER STANDARDS OF LEARNING PASS AND LETTER SEES A HER STANDARDS OF LEARNING PASS AND ACCOUNTABILITY DESIGNATIONS OF LEARNING PASS AND ACCOUNTABILITY DESIGNATIONS OF LEARNING PASS AND ACCOUNTABILITY

418DESIGNATIONS BASED ON TWENTY TWENTY THREE ACCOUNTABILITY DESIGNATIONS BASED ON TWENTY TWENTY THREE ACCOUNTABILITY DESIGNATIONS BASED ON TWENTY TWENTY THREE TWENTY PERFORMANCE AND WE BASED ON TWENTY TWENTY THREE TWENTY PERFORMANCE AND WE BASED ON TWENTY TWENTY THREE TWENTY PERFORMANCE AND WE WELCOME TRACY LAKOTAH LEGARDA TWENTY PERFORMANCE AND WE WELCOME TRACY LAKOTAH LEGARDA TWENTY PERFORMANCE AND WE WELCOME TRACY LAKOTAH LEGARDA DIRECTOR OF STUDENT ASSESSMENT WELCOME TRACY LAKOTAH LEGARDA DIRECTOR OF STUDENT ASSESSMENT WELCOME TRACY LAKOTAH LEGARDA DIRECTOR OF STUDENT ASSESSMENT THANK YOU. DIRECTOR OF STUDENT ASSESSMENT THANK YOU. DIRECTOR OF STUDENT ASSESSMENT THANK YOU. GOOD EVENING. THANK YOU. GOOD EVENING. THANK YOU. GOOD EVENING. CHAIR AND VICE CHAIR DR. GOOD EVENING. CHAIR AND VICE CHAIR DR. GOOD EVENING. CHAIR AND VICE CHAIR DR. ROBERTSON AS WELL IN THE SCHOOL CHAIR AND VICE CHAIR DR. ROBERTSON AS WELL IN

419THE SCHOOL CHAIR AND VICE CHAIR DR. ROBERTSON AS WELL IN THE SCHOOL BOARD THIS I WILL PRESENT THE ROBERTSON AS WELL IN THE SCHOOL BOARD THIS I WILL PRESENT THE ROBERTSON AS WELL IN THE SCHOOL BOARD THIS I WILL PRESENT THE 23 24 SCHOOL WILL PASS DATA FOR BOARD THIS I WILL PRESENT THE 23 24 SCHOOL WILL PASS DATA FOR BOARD THIS I WILL PRESENT THE 23 24 SCHOOL WILL PASS DATA FOR VIRGINIA BEACH CITY PUBLIC 23 24 SCHOOL WILL PASS DATA FOR VIRGINIA BEACH CITY PUBLIC 23 24 SCHOOL WILL PASS DATA FOR VIRGINIA BEACH CITY PUBLIC SCHOOLS STATE PASS RATES AND VIRGINIA BEACH CITY PUBLIC SCHOOLS STATE PASS RATES AND VIRGINIA BEACH CITY PUBLIC SCHOOLS STATE PASS RATES AND OF THE PAST RATES FOR VIRGINIA SCHOOLS STATE PASS RATES AND OF THE PAST RATES

420FOR VIRGINIA SCHOOLS STATE PASS RATES AND OF THE PAST RATES FOR VIRGINIA DIVISIONS FOR COMPARISON OF THE PAST RATES FOR VIRGINIA DIVISIONS FOR COMPARISON OF THE PAST RATES FOR VIRGINIA DIVISIONS FOR COMPARISON PURPOSES AFTER REVIEWING PAST DIVISIONS FOR COMPARISON PURPOSES AFTER REVIEWING PAST DIVISIONS FOR COMPARISON PURPOSES AFTER REVIEWING PAST PASS RATE DATA I WILL REVIEW PURPOSES AFTER REVIEWING PAST PASS RATE DATA I WILL REVIEW PURPOSES AFTER REVIEWING PAST PASS RATE DATA I WILL REVIEW STATE ACCREDITATION AND FEDERAL PASS RATE DATA I WILL REVIEW STATE ACCREDITATION AND FEDERAL PASS RATE DATA I WILL REVIEW STATE ACCREDITATION AND FEDERAL ACCOUNTABILITY STATUS FOR OUR STATE ACCREDITATION AND FEDERAL ACCOUNTABILITY STATUS FOR OUR STATE ACCREDITATION AND FEDERAL ACCOUNTABILITY STATUS FOR OUR SCHOOLS AT THE START OF EACH ACCOUNTABILITY STATUS FOR OUR SCHOOLS AT THE START OF EACH ACCOUNTABILITY STATUS

421FOR OUR SCHOOLS AT THE START OF EACH NEW SECTION OF MATERIAL I WILL SCHOOLS AT THE START OF EACH NEW SECTION OF MATERIAL I WILL SCHOOLS AT THE START OF EACH NEW SECTION OF MATERIAL I WILL CALL OUT WHAT WE ARE REFERRING NEW SECTION OF MATERIAL I WILL CALL OUT WHAT WE ARE REFERRING NEW SECTION OF MATERIAL I WILL CALL OUT WHAT WE ARE REFERRING TO AS HEADLINE NEWS. CALL OUT WHAT WE ARE REFERRING TO AS HEADLINE NEWS. CALL OUT WHAT WE ARE REFERRING TO AS HEADLINE NEWS. THE KEY TAKEAWAYS FOR EACH TO AS HEADLINE NEWS. THE KEY TAKEAWAYS FOR EACH TO AS HEADLINE NEWS. THE KEY TAKEAWAYS FOR EACH SECTION DO I HAVE OH SORRY. THE KEY TAKEAWAYS FOR EACH SECTION DO I HAVE OH SORRY. THE KEY TAKEAWAYS FOR EACH SECTION DO I

422HAVE OH SORRY. HERE IT IS FOR YOU. SECTION DO I HAVE OH SORRY. HERE IT IS FOR YOU. SECTION DO I HAVE OH SORRY. HERE IT IS FOR YOU. THANK YOU. HERE IT IS FOR YOU. THANK YOU. HERE IT IS FOR YOU. THANK YOU. APOLOGIES AS VIRGINIA THE THANK YOU. APOLOGIES AS VIRGINIA THE THANK YOU. APOLOGIES AS VIRGINIA THE VIRGINIA DEPARTMENT VIRGINIA APOLOGIES AS VIRGINIA THE VIRGINIA DEPARTMENT VIRGINIA APOLOGIES AS VIRGINIA THE VIRGINIA DEPARTMENT VIRGINIA DEPARTMENT OF EDUCATION VIRGINIA DEPARTMENT VIRGINIA DEPARTMENT OF EDUCATION VIRGINIA DEPARTMENT VIRGINIA DEPARTMENT OF EDUCATION ANNUALLY RELEASES SO I'LL PASS DEPARTMENT OF EDUCATION ANNUALLY RELEASES SO I'LL PASS DEPARTMENT OF EDUCATION ANNUALLY RELEASES SO I'LL PASS RATES THAT ARE PUBLISHED ON ANNUALLY RELEASES SO I'LL PASS RATES THAT ARE PUBLISHED ON ANNUALLY RELEASES SO I'LL PASS RATES THAT ARE PUBLISHED ON

423WEBSITE AND ARE PART OF SCHOOL RATES THAT ARE PUBLISHED ON WEBSITE AND ARE PART OF SCHOOL RATES THAT ARE PUBLISHED ON WEBSITE AND ARE PART OF SCHOOL QUALITY PROFILES. WEBSITE AND ARE PART OF SCHOOL QUALITY PROFILES. WEBSITE AND ARE PART OF SCHOOL QUALITY PROFILES. THESE RATES ARE NOT CALCULATED QUALITY PROFILES. THESE RATES ARE NOT CALCULATED QUALITY PROFILES. THESE RATES ARE NOT CALCULATED BASED ON ACCREDITATION RULES THESE RATES ARE NOT CALCULATED BASED ON ACCREDITATION RULES THESE RATES ARE NOT CALCULATED BASED ON ACCREDITATION RULES FOR THE STATE WHICH INCLUDE BASED ON ACCREDITATION RULES FOR THE STATE WHICH INCLUDE BASED ON ACCREDITATION RULES FOR THE STATE WHICH INCLUDE GROWTH AND OTHER ADJUSTMENTS IN FOR THE STATE WHICH INCLUDE GROWTH AND OTHER ADJUSTMENTS IN FOR THE STATE WHICH INCLUDE GROWTH AND OTHER ADJUSTMENTS IN HEADLINE NEWS PASS IMPROVED ON

424GROWTH AND OTHER ADJUSTMENTS IN HEADLINE NEWS PASS IMPROVED ON GROWTH AND OTHER ADJUSTMENTS IN HEADLINE NEWS PASS IMPROVED ON 43 FORTY THREE PERCENT OF SOIL HEADLINE NEWS PASS IMPROVED ON 43 FORTY THREE PERCENT OF SOIL HEADLINE NEWS PASS IMPROVED ON 43 FORTY THREE PERCENT OF SOIL TESTS I WILL NOW REVIEW PAST 43 FORTY THREE PERCENT OF SOIL TESTS I WILL NOW REVIEW PAST 43 FORTY THREE PERCENT OF SOIL TESTS I WILL NOW REVIEW PAST RATES FOR EACH TEST BEGINNING TESTS I WILL NOW REVIEW PAST RATES FOR EACH TEST BEGINNING TESTS I WILL NOW REVIEW PAST RATES FOR EACH TEST BEGINNING WITH MATHEMATICS THE TABLE ON RATES FOR EACH TEST BEGINNING WITH MATHEMATICS THE TABLE ON RATES FOR EACH TEST BEGINNING WITH MATHEMATICS THE TABLE ON THE SCREEN DISPLAYS AS WILL WITH MATHEMATICS THE TABLE ON

425THE SCREEN DISPLAYS AS WILL WITH MATHEMATICS THE TABLE ON THE SCREEN DISPLAYS AS WILL PASS RATES IN MATHEMATICS THE THE SCREEN DISPLAYS AS WILL PASS RATES IN MATHEMATICS THE THE SCREEN DISPLAYS AS WILL PASS RATES IN MATHEMATICS THE LEFT MOST COLUMN OF THE TABLE PASS RATES IN MATHEMATICS THE LEFT MOST COLUMN OF THE TABLE PASS RATES IN MATHEMATICS THE LEFT MOST COLUMN OF THE TABLE LISTS THE NAME OF THE TEST AND LEFT MOST COLUMN OF THE TABLE LISTS THE NAME OF THE TEST AND LEFT MOST COLUMN OF THE TABLE LISTS THE NAME OF THE TEST AND PASS RATES FOR EIGHTEEN LISTS THE NAME OF THE TEST AND PASS RATES FOR EIGHTEEN LISTS THE NAME OF THE TEST AND PASS RATES FOR EIGHTEEN NINETEEN WHICH WERE PREPEND PASS RATES FOR EIGHTEEN NINETEEN WHICH WERE PREPEND PASS

426RATES FOR EIGHTEEN NINETEEN WHICH WERE PREPEND PASSPHRASE NEXT YOU WILL SEE NINETEEN WHICH WERE PREPEND PASSPHRASE NEXT YOU WILL SEE NINETEEN WHICH WERE PREPEND PASSPHRASE NEXT YOU WILL SEE OUR SEE OUR TWENTY TWO TWENTY PASSPHRASE NEXT YOU WILL SEE OUR SEE OUR TWENTY TWO TWENTY PASSPHRASE NEXT YOU WILL SEE OUR SEE OUR TWENTY TWO TWENTY THREE AND 23 24 TWENTY FOUR OUR SEE OUR TWENTY TWO TWENTY THREE AND 23 24 TWENTY FOUR OUR SEE OUR TWENTY TWO TWENTY THREE AND 23 24 TWENTY FOUR PASS RATES THE MASPETH PASS THREE AND 23 24 TWENTY FOUR PASS RATES THE MASPETH PASS THREE AND 23 24 TWENTY FOUR PASS RATES THE MASPETH PASS RATES FOR 23 24 TWENTY FOUR PASS RATES THE MASPETH PASS RATES FOR 23 24 TWENTY FOUR PASS RATES THE MASPETH PASS RATES FOR 23

42724 TWENTY FOUR RANGED FROM FIFTY PERCENT IN RATES FOR 23 24 TWENTY FOUR RANGED FROM FIFTY PERCENT IN RATES FOR 23 24 TWENTY FOUR RANGED FROM FIFTY PERCENT IN GRADE SEVEN MATH TO NINETY FOUR RANGED FROM FIFTY PERCENT IN GRADE SEVEN MATH TO NINETY FOUR RANGED FROM FIFTY PERCENT IN GRADE SEVEN MATH TO NINETY FOUR PERCENT IN ALGEBRA ONE IT IS GRADE SEVEN MATH TO NINETY FOUR PERCENT IN ALGEBRA ONE IT IS GRADE SEVEN MATH TO NINETY FOUR PERCENT IN ALGEBRA ONE IT IS IMPORTANT TO NOTE THAT ONLY PERCENT IN ALGEBRA ONE IT IS IMPORTANT TO NOTE THAT ONLY PERCENT IN ALGEBRA ONE IT IS IMPORTANT TO NOTE THAT ONLY THIRTY SEVEN PERCENT OF GRADE IMPORTANT TO NOTE THAT ONLY THIRTY SEVEN PERCENT OF GRADE IMPORTANT TO NOTE THAT ONLY THIRTY SEVEN PERCENT OF GRADE

428SEVEN STUDENTS PARTICIPATED THE THIRTY SEVEN PERCENT OF GRADE SEVEN STUDENTS PARTICIPATED THE THIRTY SEVEN PERCENT OF GRADE SEVEN STUDENTS PARTICIPATED THE GREAT SEVEN MATH AS WELL TEST SEVEN STUDENTS PARTICIPATED THE GREAT SEVEN MATH AS WELL TEST SEVEN STUDENTS PARTICIPATED THE GREAT SEVEN MATH AS WELL TEST THE REMAINING STUDENTS TAKE THE GREAT SEVEN MATH AS WELL TEST THE REMAINING STUDENTS TAKE THE GREAT SEVEN MATH AS WELL TEST THE REMAINING STUDENTS TAKE THE GREAT EIGHT OR ALGEBRA ONE S THE REMAINING STUDENTS TAKE THE GREAT EIGHT OR ALGEBRA ONE S THE REMAINING STUDENTS TAKE THE GREAT EIGHT OR ALGEBRA ONE S WILL TEST BECAUSE THOSE THE GREAT EIGHT OR ALGEBRA ONE S WILL TEST BECAUSE THOSE THE GREAT EIGHT OR ALGEBRA ONE S WILL TEST BECAUSE THOSE THE COURSES IN WHICH THEY ARE WILL TEST BECAUSE THOSE THE

429COURSES IN WHICH THEY ARE WILL TEST BECAUSE THOSE THE COURSES IN WHICH THEY ARE ENROLLED IS SEVENTH GRADERS THE COURSES IN WHICH THEY ARE ENROLLED IS SEVENTH GRADERS THE COURSES IN WHICH THEY ARE ENROLLED IS SEVENTH GRADERS THE FINAL COLUMN REPRESENTS THE ENROLLED IS SEVENTH GRADERS THE FINAL COLUMN REPRESENTS THE ENROLLED IS SEVENTH GRADERS THE FINAL COLUMN REPRESENTS THE CHANGE IN PAST PASS RATES FROM FINAL COLUMN REPRESENTS THE CHANGE IN PAST PASS RATES FROM FINAL COLUMN REPRESENTS THE CHANGE IN PAST PASS RATES FROM TWENTY TO THREE TO 23 24 WHEN CHANGE IN PAST PASS RATES FROM TWENTY TO THREE TO 23 24 WHEN CHANGE IN PAST PASS RATES FROM TWENTY TO THREE TO 23 24 WHEN TWENTY FOUR WHEN WE COMPARE THE TWENTY TO THREE TO 23 24 WHEN TWENTY FOUR WHEN WE COMPARE THE

430TWENTY TO THREE TO 23 24 WHEN TWENTY FOUR WHEN WE COMPARE THE LAST TWO YEARS MOST PASS RATES TWENTY FOUR WHEN WE COMPARE THE LAST TWO YEARS MOST PASS RATES TWENTY FOUR WHEN WE COMPARE THE LAST TWO YEARS MOST PASS RATES REMAIN THE SAME OR SHOWED LAST TWO YEARS MOST PASS RATES REMAIN THE SAME OR SHOWED LAST TWO YEARS MOST PASS RATES REMAIN THE SAME OR SHOWED IMPROVEMENT FROM ONE TO THREE REMAIN THE SAME OR SHOWED IMPROVEMENT FROM ONE TO THREE REMAIN THE SAME OR SHOWED IMPROVEMENT FROM ONE TO THREE PERCENTAGE POINTS ALGEBRA ONE IMPROVEMENT FROM ONE TO THREE PERCENTAGE POINTS ALGEBRA ONE IMPROVEMENT FROM ONE TO THREE PERCENTAGE POINTS ALGEBRA ONE AND TWO BOTH SHOWED A SLIGHT PERCENTAGE POINTS ALGEBRA ONE AND TWO BOTH SHOWED A SLIGHT PERCENTAGE POINTS ALGEBRA ONE AND TWO BOTH

431SHOWED A SLIGHT DECREASE BUT PASS RATES WERE AND TWO BOTH SHOWED A SLIGHT DECREASE BUT PASS RATES WERE AND TWO BOTH SHOWED A SLIGHT DECREASE BUT PASS RATES WERE NINETY TWO AND NINETY FOUR DECREASE BUT PASS RATES WERE NINETY TWO AND NINETY FOUR DECREASE BUT PASS RATES WERE NINETY TWO AND NINETY FOUR PERCENT RESPECTIVELY AS YOU CAN NINETY TWO AND NINETY FOUR PERCENT RESPECTIVELY AS YOU CAN NINETY TWO AND NINETY FOUR PERCENT RESPECTIVELY AS YOU CAN SEE ON LEFT OF THE CHART THE PERCENT RESPECTIVELY AS YOU CAN SEE ON LEFT OF THE CHART THE PERCENT RESPECTIVELY AS YOU CAN SEE ON LEFT OF THE CHART THE GEOMETRY PASS RATE WAS THREE SEE ON LEFT OF THE CHART THE GEOMETRY PASS RATE WAS THREE SEE ON LEFT OF THE CHART THE GEOMETRY PASS RATE WAS THREE

432PERCENTAGE POINTS HIGHER THAN GEOMETRY PASS RATE WAS THREE PERCENTAGE POINTS HIGHER THAN GEOMETRY PASS RATE WAS THREE PERCENTAGE POINTS HIGHER THAN THE PANDEMIC RATE AND IN PERCENTAGE POINTS HIGHER THAN THE PANDEMIC RATE AND IN PERCENTAGE POINTS HIGHER THAN THE PANDEMIC RATE AND IN ALGEBRA ONE AND TWO WHERE THE PANDEMIC RATE AND IN ALGEBRA ONE AND TWO WHERE THE PANDEMIC RATE AND IN ALGEBRA ONE AND TWO WHERE WITHIN A FEW PERCENTAGE POINTS ALGEBRA ONE AND TWO WHERE WITHIN A FEW PERCENTAGE POINTS ALGEBRA ONE AND TWO WHERE WITHIN A FEW PERCENTAGE POINTS FROM THE PRE PANDEMIC GRADE AT WITHIN A FEW PERCENTAGE POINTS FROM THE PRE PANDEMIC GRADE AT WITHIN A FEW PERCENTAGE POINTS FROM THE PRE PANDEMIC GRADE AT AND 23 24 THE PASS RATES FOR FROM THE PRE PANDEMIC GRADE AT AND 23 24 THE

433PASS RATES FOR FROM THE PRE PANDEMIC GRADE AT AND 23 24 THE PASS RATES FOR READING RANGED FROM 77 PERCENT AND 23 24 THE PASS RATES FOR READING RANGED FROM 77 PERCENT AND 23 24 THE PASS RATES FOR READING RANGED FROM 77 PERCENT IN GRADE THREE READING TO READING RANGED FROM 77 PERCENT IN GRADE THREE READING TO READING RANGED FROM 77 PERCENT IN GRADE THREE READING TO NINETY PERCENT GREAT 11 WHEN IN GRADE THREE READING TO NINETY PERCENT GREAT 11 WHEN IN GRADE THREE READING TO NINETY PERCENT GREAT 11 WHEN COMPARING THE LAST TWO YEARS NINETY PERCENT GREAT 11 WHEN COMPARING THE LAST TWO YEARS NINETY PERCENT GREAT 11 WHEN COMPARING THE LAST TWO YEARS OF DATA PASS RATES EITHER COMPARING THE LAST TWO YEARS OF DATA PASS RATES EITHER COMPARING THE LAST TWO YEARS

434OF DATA PASS RATES EITHER STAYED THE SAME OR SHOWED OF DATA PASS RATES EITHER STAYED THE SAME OR SHOWED OF DATA PASS RATES EITHER STAYED THE SAME OR SHOWED SLIGHT INCREASES ON ALL TESTS STAYED THE SAME OR SHOWED SLIGHT INCREASES ON ALL TESTS STAYED THE SAME OR SHOWED SLIGHT INCREASES ON ALL TESTS EXCEPT FOR GREAT EIGHT READING SLIGHT INCREASES ON ALL TESTS EXCEPT FOR GREAT EIGHT READING SLIGHT INCREASES ON ALL TESTS EXCEPT FOR GREAT EIGHT READING WHICH SHOWED IT TWO PERCENTAGE EXCEPT FOR GREAT EIGHT READING WHICH SHOWED IT TWO PERCENTAGE EXCEPT FOR GREAT EIGHT READING WHICH SHOWED IT TWO PERCENTAGE POINT DECREASE AS YOU CAN SEE WHICH SHOWED IT TWO PERCENTAGE POINT DECREASE AS YOU CAN SEE WHICH SHOWED IT TWO PERCENTAGE POINT DECREASE AS YOU CAN SEE ON THE LEFT OF THE TABLE THE

435POINT DECREASE AS YOU CAN SEE ON THE LEFT OF THE TABLE THE POINT DECREASE AS YOU CAN SEE ON THE LEFT OF THE TABLE THE GRADES THREE FOUR 9/11 READING ON THE LEFT OF THE TABLE THE GRADES THREE FOUR 9/11 READING ON THE LEFT OF THE TABLE THE GRADES THREE FOUR 9/11 READING PASS RATES WERE WITHIN ONE TO GRADES THREE FOUR 9/11 READING PASS RATES WERE WITHIN ONE TO GRADES THREE FOUR 9/11 READING PASS RATES WERE WITHIN ONE TO TWO PERCENTAGE POINTS PASS RATES WERE WITHIN ONE TO TWO PERCENTAGE POINTS PASS RATES WERE WITHIN ONE TO TWO PERCENTAGE POINTS OF PREPEND EMIGRATES IN WRITING TWO PERCENTAGE POINTS OF PREPEND EMIGRATES IN WRITING TWO PERCENTAGE POINTS OF PREPEND EMIGRATES IN WRITING THE GREAT EIGHT TEST WAS NOT OF PREPEND EMIGRATES IN WRITING THE GREAT EIGHT TEST

436WAS NOT OF PREPEND EMIGRATES IN WRITING THE GREAT EIGHT TEST WAS NOT ADMINISTERED DUE TO THE THE GREAT EIGHT TEST WAS NOT ADMINISTERED DUE TO THE THE GREAT EIGHT TEST WAS NOT ADMINISTERED DUE TO THE ADMINISTRATION OF INTEGRATED ADMINISTERED DUE TO THE ADMINISTRATION OF INTEGRATED ADMINISTERED DUE TO THE ADMINISTRATION OF INTEGRATED READING AND WRITING ASSESSMENT ADMINISTRATION OF INTEGRATED READING AND WRITING ASSESSMENT ADMINISTRATION OF INTEGRATED READING AND WRITING ASSESSMENT FOR THIS YEAR'S INTEGRATED READING AND WRITING ASSESSMENT FOR THIS YEAR'S INTEGRATED READING AND WRITING ASSESSMENT FOR THIS YEAR'S INTEGRATED READING AND WRITING TEST A FOR THIS YEAR'S INTEGRATED READING AND WRITING TEST A FOR THIS YEAR'S INTEGRATED READING AND WRITING TEST A SINGLE PERFORMANCE SCORE WAS READING AND WRITING TEST A SINGLE PERFORMANCE SCORE WAS READING AND WRITING TEST A SINGLE PERFORMANCE SCORE WAS NOT PROVIDED THE

437GREAT 11 PASS SINGLE PERFORMANCE SCORE WAS NOT PROVIDED THE GREAT 11 PASS SINGLE PERFORMANCE SCORE WAS NOT PROVIDED THE GREAT 11 PASS RATE WAS EIGHTY ONE PERCENT ONE NOT PROVIDED THE GREAT 11 PASS RATE WAS EIGHTY ONE PERCENT ONE NOT PROVIDED THE GREAT 11 PASS RATE WAS EIGHTY ONE PERCENT ONE PERCENTAGE LOWER THAN IN TWENTY RATE WAS EIGHTY ONE PERCENT ONE PERCENTAGE LOWER THAN IN TWENTY RATE WAS EIGHTY ONE PERCENT ONE PERCENTAGE LOWER THAN IN TWENTY TWO TWENTY THREE IN TWENTY TWO PERCENTAGE LOWER THAN IN TWENTY TWO TWENTY THREE IN TWENTY TWO PERCENTAGE LOWER THAN IN TWENTY TWO TWENTY THREE IN TWENTY TWO TWENTY THREE IN 23 24 SCIENCE TWO TWENTY THREE IN TWENTY TWO TWENTY THREE IN 23 24 SCIENCE TWO TWENTY THREE IN TWENTY TWO TWENTY THREE IN 23 24 SCIENCE FOUR SCIENCE

438PASS RATES RANGED TWENTY THREE IN 23 24 SCIENCE FOUR SCIENCE PASS RATES RANGED TWENTY THREE IN 23 24 SCIENCE FOUR SCIENCE PASS RATES RANGED FROM FIFTY ONE PERCENT IN FOUR SCIENCE PASS RATES RANGED FROM FIFTY ONE PERCENT IN FOUR SCIENCE PASS RATES RANGED FROM FIFTY ONE PERCENT IN CHEMISTRY TO 92 TWO PERCENT IN FROM FIFTY ONE PERCENT IN CHEMISTRY TO 92 TWO PERCENT IN FROM FIFTY ONE PERCENT IN CHEMISTRY TO 92 TWO PERCENT IN EARTH SCIENCE IT IS IMPORTANT CHEMISTRY TO 92 TWO PERCENT IN EARTH SCIENCE IT IS IMPORTANT CHEMISTRY TO 92 TWO PERCENT IN EARTH SCIENCE IT IS IMPORTANT TO NOTE THAT THE VIRGINIA EARTH SCIENCE IT IS IMPORTANT TO NOTE THAT THE VIRGINIA EARTH SCIENCE IT IS IMPORTANT TO NOTE THAT THE VIRGINIA DEPARTMENT OF EDUCATION TO NOTE THAT THE VIRGINIA DEPARTMENT OF

439EDUCATION TO NOTE THAT THE VIRGINIA DEPARTMENT OF EDUCATION DETERMINED THAT STARTING IN 18 DEPARTMENT OF EDUCATION DETERMINED THAT STARTING IN 18 DEPARTMENT OF EDUCATION DETERMINED THAT STARTING IN 18 19 STUDENTS IN HIGH SCHOOL DETERMINED THAT STARTING IN 18 19 STUDENTS IN HIGH SCHOOL DETERMINED THAT STARTING IN 18 19 STUDENTS IN HIGH SCHOOL WOULD ONLY BE REQUIRED TO TAKE 19 STUDENTS IN HIGH SCHOOL WOULD ONLY BE REQUIRED TO TAKE 19 STUDENTS IN HIGH SCHOOL WOULD ONLY BE REQUIRED TO TAKE A SOIL TEST FOR COURSES WHEN WOULD ONLY BE REQUIRED TO TAKE A SOIL TEST FOR COURSES WHEN WOULD ONLY BE REQUIRED TO TAKE A SOIL TEST FOR COURSES WHEN THEY NEEDED VERIFIED CREDIT OR A SOIL TEST FOR COURSES WHEN THEY NEEDED VERIFIED CREDIT OR A SOIL TEST FOR COURSES WHEN THEY NEEDED VERIFIED CREDIT OR

440THE TEST WAS REQUIRED BY THEY NEEDED VERIFIED CREDIT OR THE TEST WAS REQUIRED BY THEY NEEDED VERIFIED CREDIT OR THE TEST WAS REQUIRED BY FEDERAL LAW UNDER THE EVERY THE TEST WAS REQUIRED BY FEDERAL LAW UNDER THE EVERY THE TEST WAS REQUIRED BY FEDERAL LAW UNDER THE EVERY STUDENT SUCCEEDS ACT OTHERWISE FEDERAL LAW UNDER THE EVERY STUDENT SUCCEEDS ACT OTHERWISE FEDERAL LAW UNDER THE EVERY STUDENT SUCCEEDS ACT OTHERWISE KNOWN AS ESA AND FOR THIS STUDENT SUCCEEDS ACT OTHERWISE KNOWN AS ESA AND FOR THIS STUDENT SUCCEEDS ACT OTHERWISE KNOWN AS ESA AND FOR THIS REASON SOME HIGH SCHOOL AS WELL KNOWN AS ESA AND FOR THIS REASON SOME HIGH SCHOOL AS WELL KNOWN AS ESA AND FOR THIS REASON SOME HIGH SCHOOL AS WELL ASSESSMENTS FEWER STUDENTS REASON SOME HIGH SCHOOL AS WELL ASSESSMENTS FEWER STUDENTS

441REASON SOME HIGH SCHOOL AS WELL ASSESSMENTS FEWER STUDENTS PARTICIPATING IN PRIOR TO THIS ASSESSMENTS FEWER STUDENTS PARTICIPATING IN PRIOR TO THIS ASSESSMENTS FEWER STUDENTS PARTICIPATING IN PRIOR TO THIS CHANGE WHEN STUDENTS ENROLLED PARTICIPATING IN PRIOR TO THIS CHANGE WHEN STUDENTS ENROLLED PARTICIPATING IN PRIOR TO THIS CHANGE WHEN STUDENTS ENROLLED IN OF COURSE WERE REQUIRED TO CHANGE WHEN STUDENTS ENROLLED IN OF COURSE WERE REQUIRED TO CHANGE WHEN STUDENTS ENROLLED IN OF COURSE WERE REQUIRED TO TAKE THE SCHOOL TEST THE EARTH IN OF COURSE WERE REQUIRED TO TAKE THE SCHOOL TEST THE EARTH IN OF COURSE WERE REQUIRED TO TAKE THE SCHOOL TEST THE EARTH SCIENCE PASS RATE INCLUDES TAKE THE SCHOOL TEST THE EARTH SCIENCE PASS RATE INCLUDES TAKE THE SCHOOL TEST THE EARTH SCIENCE PASS RATE INCLUDES MIDDLE AND HIGH SCHOOL STUDENTS SCIENCE PASS RATE

442INCLUDES MIDDLE AND HIGH SCHOOL STUDENTS SCIENCE PASS RATE INCLUDES MIDDLE AND HIGH SCHOOL STUDENTS BUT BECAUSE OF THE INCREASE IN MIDDLE AND HIGH SCHOOL STUDENTS BUT BECAUSE OF THE INCREASE IN MIDDLE AND HIGH SCHOOL STUDENTS BUT BECAUSE OF THE INCREASE IN NINTH GRADE STUDENTS ENROLLING BUT BECAUSE OF THE INCREASE IN NINTH GRADE STUDENTS ENROLLING BUT BECAUSE OF THE INCREASE IN NINTH GRADE STUDENTS ENROLLING IN ENVIRONMENTAL SCIENCE OVER NINTH GRADE STUDENTS ENROLLING IN ENVIRONMENTAL SCIENCE OVER NINTH GRADE STUDENTS ENROLLING IN ENVIRONMENTAL SCIENCE OVER THE PAST SEVERAL YEARS ONLY ONE IN ENVIRONMENTAL SCIENCE OVER THE PAST SEVERAL YEARS ONLY ONE IN ENVIRONMENTAL SCIENCE OVER THE PAST SEVERAL YEARS ONLY ONE HUNDRED AND TWELVE HIGH SCHOOL THE PAST SEVERAL YEARS ONLY ONE HUNDRED AND TWELVE HIGH SCHOOL THE PAST SEVERAL YEARS ONLY ONE HUNDRED AND TWELVE HIGH SCHOOL

443STUDENTS EARTH SCIENCE THE HUNDRED AND TWELVE HIGH SCHOOL STUDENTS EARTH SCIENCE THE HUNDRED AND TWELVE HIGH SCHOOL STUDENTS EARTH SCIENCE THE EARTH SCIENCE AS WELL TEST STUDENTS EARTH SCIENCE THE EARTH SCIENCE AS WELL TEST STUDENTS EARTH SCIENCE THE EARTH SCIENCE AS WELL TEST COMPARED TO ALMOST 700 HIGH EARTH SCIENCE AS WELL TEST COMPARED TO ALMOST 700 HIGH EARTH SCIENCE AS WELL TEST COMPARED TO ALMOST 700 HIGH SCHOOL HIGH SCHOOL STUDENTS IN COMPARED TO ALMOST 700 HIGH SCHOOL HIGH SCHOOL STUDENTS IN COMPARED TO ALMOST 700 HIGH SCHOOL HIGH SCHOOL STUDENTS IN EIGHTEEN NINETEEN IN CHEMISTRY SCHOOL HIGH SCHOOL STUDENTS IN EIGHTEEN NINETEEN IN CHEMISTRY SCHOOL HIGH SCHOOL STUDENTS IN EIGHTEEN NINETEEN IN CHEMISTRY ONLY ONE HUNDRED AND FIFTY FOUR EIGHTEEN NINETEEN IN CHEMISTRY ONLY ONE HUNDRED AND FIFTY FOUR EIGHTEEN NINETEEN IN CHEMISTRY ONLY ONE HUNDRED

444AND FIFTY FOUR STUDENTS TOOK THE ESA WELL ONLY ONE HUNDRED AND FIFTY FOUR STUDENTS TOOK THE ESA WELL ONLY ONE HUNDRED AND FIFTY FOUR STUDENTS TOOK THE ESA WELL TWENTY THREE TWENTY FOUR STUDENTS TOOK THE ESA WELL TWENTY THREE TWENTY FOUR STUDENTS TOOK THE ESA WELL TWENTY THREE TWENTY FOUR COMPARED TO APPROXIMATELY FIVE TWENTY THREE TWENTY FOUR COMPARED TO APPROXIMATELY FIVE TWENTY THREE TWENTY FOUR COMPARED TO APPROXIMATELY FIVE HUNDRED 17 18 19 PRIOR TO THE COMPARED TO APPROXIMATELY FIVE HUNDRED 17 18 19 PRIOR TO THE COMPARED TO APPROXIMATELY FIVE HUNDRED 17 18 19 PRIOR TO THE CHANGE IN HIGH TESTING HUNDRED 17 18 19 PRIOR TO THE CHANGE IN HIGH TESTING HUNDRED 17 18 19 PRIOR TO THE CHANGE IN HIGH TESTING REQUIREMENTS THREE THREE CHANGE IN HIGH TESTING REQUIREMENTS THREE THREE CHANGE IN HIGH

445TESTING REQUIREMENTS THREE THREE THOUSAND SEVEN HUNDRED STUDENTS REQUIREMENTS THREE THREE THOUSAND SEVEN HUNDRED STUDENTS REQUIREMENTS THREE THREE THOUSAND SEVEN HUNDRED STUDENTS PARTICIPATE DID IN THIS THOUSAND SEVEN HUNDRED STUDENTS PARTICIPATE DID IN THIS THOUSAND SEVEN HUNDRED STUDENTS PARTICIPATE DID IN THIS ASSESSMENT WHEN THE LAST TWO PARTICIPATE DID IN THIS ASSESSMENT WHEN THE LAST TWO PARTICIPATE DID IN THIS ASSESSMENT WHEN THE LAST TWO YEARS DATA WITH THE EXCEPTION ASSESSMENT WHEN THE LAST TWO YEARS DATA WITH THE EXCEPTION ASSESSMENT WHEN THE LAST TWO YEARS DATA WITH THE EXCEPTION OF CHEMISTRY AND EARTH SCIENCE YEARS DATA WITH THE EXCEPTION OF CHEMISTRY AND EARTH SCIENCE YEARS DATA WITH THE EXCEPTION OF CHEMISTRY AND EARTH SCIENCE PASS RATES IMPROVED ON SCIENCE OF CHEMISTRY AND EARTH SCIENCE PASS RATES IMPROVED ON SCIENCE OF CHEMISTRY AND EARTH SCIENCE PASS RATES IMPROVED ON SCIENCE

446TEST AND IMPROVEMENTS RANGED PASS RATES IMPROVED ON SCIENCE TEST AND IMPROVEMENTS RANGED PASS RATES IMPROVED ON SCIENCE TEST AND IMPROVEMENTS RANGED FROM ONE TO TWO PERCENTAGE TEST AND IMPROVEMENTS RANGED FROM ONE TO TWO PERCENTAGE TEST AND IMPROVEMENTS RANGED FROM ONE TO TWO PERCENTAGE POINTS AS YOU CAN SEE THE END FROM ONE TO TWO PERCENTAGE POINTS AS YOU CAN SEE THE END FROM ONE TO TWO PERCENTAGE POINTS AS YOU CAN SEE THE END OF COURSE EARTH SCIENCE PASS POINTS AS YOU CAN SEE THE END OF COURSE EARTH SCIENCE PASS POINTS AS YOU CAN SEE THE END OF COURSE EARTH SCIENCE PASS RATE WAS FOUR PERCENTAGE POINTS OF COURSE EARTH SCIENCE PASS RATE WAS FOUR PERCENTAGE POINTS OF COURSE EARTH SCIENCE PASS RATE WAS FOUR PERCENTAGE POINTS HIGHER IN TWENTY THREE TWENTY RATE WAS FOUR PERCENTAGE POINTS

447HIGHER IN TWENTY THREE TWENTY RATE WAS FOUR PERCENTAGE POINTS HIGHER IN TWENTY THREE TWENTY FOUR WHEN COMPARED TO PREPEND HIGHER IN TWENTY THREE TWENTY FOUR WHEN COMPARED TO PREPEND HIGHER IN TWENTY THREE TWENTY FOUR WHEN COMPARED TO PREPEND EMIGRATES IN THE AREA FOUR WHEN COMPARED TO PREPEND EMIGRATES IN THE AREA FOUR WHEN COMPARED TO PREPEND EMIGRATES IN THE AREA OF HISTORY PASS RATES IN TWENTY EMIGRATES IN THE AREA OF HISTORY PASS RATES IN TWENTY EMIGRATES IN THE AREA OF HISTORY PASS RATES IN TWENTY THREE TWENTY FOUR RANGED FROM OF HISTORY PASS RATES IN TWENTY THREE TWENTY FOUR RANGED FROM OF HISTORY PASS RATES IN TWENTY THREE TWENTY FOUR RANGED FROM THIRTY SIX PERCENT IN WORLD THREE TWENTY FOUR RANGED FROM THIRTY SIX PERCENT IN WORLD THREE TWENTY FOUR RANGED FROM THIRTY SIX PERCENT IN WORLD

448HISTORY TO EIGHTY ONE PERCENT THIRTY SIX PERCENT IN WORLD HISTORY TO EIGHTY ONE PERCENT THIRTY SIX PERCENT IN WORLD HISTORY TO EIGHTY ONE PERCENT INGRATIATES CIVICS IN ECONOMICS HISTORY TO EIGHTY ONE PERCENT INGRATIATES CIVICS IN ECONOMICS HISTORY TO EIGHTY ONE PERCENT INGRATIATES CIVICS IN ECONOMICS IN TWENTY THREE TWENTY FOUR INGRATIATES CIVICS IN ECONOMICS IN TWENTY THREE TWENTY FOUR INGRATIATES CIVICS IN ECONOMICS IN TWENTY THREE TWENTY FOUR THREE HUNDRED AND FORTY TWO IN TWENTY THREE TWENTY FOUR THREE HUNDRED AND FORTY TWO IN TWENTY THREE TWENTY FOUR THREE HUNDRED AND FORTY TWO STUDENTS TOOK THE WORLD HISTORY THREE HUNDRED AND FORTY TWO STUDENTS TOOK THE WORLD HISTORY THREE HUNDRED AND FORTY TWO STUDENTS TOOK THE WORLD HISTORY TO US SOIL TEST COMPARED TO A STUDENTS TOOK THE WORLD HISTORY TO US SOIL TEST COMPARED TO A STUDENTS

449TOOK THE WORLD HISTORY TO US SOIL TEST COMPARED TO A LITTLE OVER THIRTY EIGHT TO US SOIL TEST COMPARED TO A LITTLE OVER THIRTY EIGHT TO US SOIL TEST COMPARED TO A LITTLE OVER THIRTY EIGHT HUNDRED STUDENTS IN EIGHTEEN LITTLE OVER THIRTY EIGHT HUNDRED STUDENTS IN EIGHTEEN LITTLE OVER THIRTY EIGHT HUNDRED STUDENTS IN EIGHTEEN NINETEEN IN THE HIGH SCHOOL HUNDRED STUDENTS IN EIGHTEEN NINETEEN IN THE HIGH SCHOOL HUNDRED STUDENTS IN EIGHTEEN NINETEEN IN THE HIGH SCHOOL TESTING CHANGED MENTIONED NINETEEN IN THE HIGH SCHOOL TESTING CHANGED MENTIONED NINETEEN IN THE HIGH SCHOOL TESTING CHANGED MENTIONED PREVIOUSLY FIRST OCCURRED IN 23 TESTING CHANGED MENTIONED PREVIOUSLY FIRST OCCURRED IN 23 TESTING CHANGED MENTIONED PREVIOUSLY FIRST OCCURRED IN 23 24 ABOUT TWELVE HUNDRED PREVIOUSLY FIRST OCCURRED IN 23 24 ABOUT TWELVE HUNDRED PREVIOUSLY FIRST OCCURRED IN 23 24 ABOUT

450TWELVE HUNDRED STUDENTS TOOK THE VIRGINIA IN 24 ABOUT TWELVE HUNDRED STUDENTS TOOK THE VIRGINIA IN 24 ABOUT TWELVE HUNDRED STUDENTS TOOK THE VIRGINIA IN US HISTORY AS WELL TEST STUDENTS TOOK THE VIRGINIA IN US HISTORY AS WELL TEST STUDENTS TOOK THE VIRGINIA IN US HISTORY AS WELL TEST COMPARED TO A LITTLE FIVE US HISTORY AS WELL TEST COMPARED TO A LITTLE FIVE US HISTORY AS WELL TEST COMPARED TO A LITTLE FIVE THOUSAND STUDENTS IN 18 19 WHEN COMPARED TO A LITTLE FIVE THOUSAND STUDENTS IN 18 19 WHEN COMPARED TO A LITTLE FIVE THOUSAND STUDENTS IN 18 19 WHEN COMPARING THE LAST TWO YEARS THOUSAND STUDENTS IN 18 19 WHEN COMPARING THE LAST TWO YEARS THOUSAND STUDENTS IN 18 19 WHEN COMPARING THE LAST TWO YEARS OF DATA WORLD HISTORY ONE IN COMPARING THE LAST TWO

451YEARS OF DATA WORLD HISTORY ONE IN COMPARING THE LAST TWO YEARS OF DATA WORLD HISTORY ONE IN WORLD HISTORY TWO SHOWED OF DATA WORLD HISTORY ONE IN WORLD HISTORY TWO SHOWED OF DATA WORLD HISTORY ONE IN WORLD HISTORY TWO SHOWED INCREASES WORLD GEOGRAPHY WORLD HISTORY TWO SHOWED INCREASES WORLD GEOGRAPHY WORLD HISTORY TWO SHOWED INCREASES WORLD GEOGRAPHY STAYED THE SAME WHILE THE OTHER INCREASES WORLD GEOGRAPHY STAYED THE SAME WHILE THE OTHER INCREASES WORLD GEOGRAPHY STAYED THE SAME WHILE THE OTHER TESTS SHOWED DECREASES THE STAYED THE SAME WHILE THE OTHER TESTS SHOWED DECREASES THE STAYED THE SAME WHILE THE OTHER TESTS SHOWED DECREASES THE WORLD HISTORY ONE PASS RATE IS TESTS SHOWED DECREASES THE WORLD HISTORY ONE PASS RATE IS TESTS SHOWED DECREASES THE WORLD HISTORY ONE PASS RATE IS ONLY ONE PERCENTAGE LOWERED IN WORLD HISTORY

452ONE PASS RATE IS ONLY ONE PERCENTAGE LOWERED IN WORLD HISTORY ONE PASS RATE IS ONLY ONE PERCENTAGE LOWERED IN TWENTY THREE TWENTY FOUR WHEN ONLY ONE PERCENTAGE LOWERED IN TWENTY THREE TWENTY FOUR WHEN ONLY ONE PERCENTAGE LOWERED IN TWENTY THREE TWENTY FOUR WHEN COMPARED TO PRE PANDEMIC RATES TWENTY THREE TWENTY FOUR WHEN COMPARED TO PRE PANDEMIC RATES TWENTY THREE TWENTY FOUR WHEN COMPARED TO PRE PANDEMIC RATES IN SUMMARY VIRGINIA BEACH CITY COMPARED TO PRE PANDEMIC RATES IN SUMMARY VIRGINIA BEACH CITY COMPARED TO PRE PANDEMIC RATES IN SUMMARY VIRGINIA BEACH CITY PUBLIC SCHOOL PASS SHOWED IN SUMMARY VIRGINIA BEACH CITY PUBLIC SCHOOL PASS SHOWED IN SUMMARY VIRGINIA BEACH CITY PUBLIC SCHOOL PASS SHOWED IMPROVEMENTS ON 12 OUT PUBLIC SCHOOL PASS SHOWED IMPROVEMENTS ON 12 OUT PUBLIC SCHOOL PASS SHOWED IMPROVEMENTS ON 12 OUT OF TWENTY EIGHT

453TESTS REMAINED IMPROVEMENTS ON 12 OUT OF TWENTY EIGHT TESTS REMAINED IMPROVEMENTS ON 12 OUT OF TWENTY EIGHT TESTS REMAINED THE SAME ON EIGHT TESTS AND OF TWENTY EIGHT TESTS REMAINED THE SAME ON EIGHT TESTS AND OF TWENTY EIGHT TESTS REMAINED THE SAME ON EIGHT TESTS AND SHOWED DECREASES ON EIGHT TESTS THE SAME ON EIGHT TESTS AND SHOWED DECREASES ON EIGHT TESTS THE SAME ON EIGHT TESTS AND SHOWED DECREASES ON EIGHT TESTS NEXT WE'LL TAKE A LOOK AT DATA SHOWED DECREASES ON EIGHT TESTS NEXT WE'LL TAKE A LOOK AT DATA SHOWED DECREASES ON EIGHT TESTS NEXT WE'LL TAKE A LOOK AT DATA BY STUDENT REPORTING GROUPS IN NEXT WE'LL TAKE A LOOK AT DATA BY STUDENT REPORTING GROUPS IN NEXT WE'LL TAKE A LOOK AT DATA BY STUDENT REPORTING GROUPS IN THE AREAS OF MATH AND

454READING BY STUDENT REPORTING GROUPS IN THE AREAS OF MATH AND READING BY STUDENT REPORTING GROUPS IN THE AREAS OF MATH AND READING AND HEADLINE NEWS MOST THE AREAS OF MATH AND READING AND HEADLINE NEWS MOST THE AREAS OF MATH AND READING AND HEADLINE NEWS MOST REPORTING GROUP SHOWED AND HEADLINE NEWS MOST REPORTING GROUP SHOWED AND HEADLINE NEWS MOST REPORTING GROUP SHOWED IMPROVEMENT IN MATH AND READING REPORTING GROUP SHOWED IMPROVEMENT IN MATH AND READING REPORTING GROUP SHOWED IMPROVEMENT IN MATH AND READING THE. IMPROVEMENT IN MATH AND READING THE. IMPROVEMENT IN MATH AND READING THE. THE ENGLISH LEARNER REPORTING THE. THE ENGLISH LEARNER REPORTING THE. THE ENGLISH LEARNER REPORTING GROUP SHOWED A FOUR PERCENTAGE THE ENGLISH LEARNER REPORTING GROUP SHOWED A FOUR PERCENTAGE THE ENGLISH LEARNER REPORTING GROUP SHOWED A FOUR PERCENTAGE POINT GAIN ON THIS CHART

455YOU GROUP SHOWED A FOUR PERCENTAGE POINT GAIN ON THIS CHART YOU GROUP SHOWED A FOUR PERCENTAGE POINT GAIN ON THIS CHART YOU WILL SEE DATA FOR EACH POINT GAIN ON THIS CHART YOU WILL SEE DATA FOR EACH POINT GAIN ON THIS CHART YOU WILL SEE DATA FOR EACH REPORTING GROUP IN THE AREA WILL SEE DATA FOR EACH REPORTING GROUP IN THE AREA WILL SEE DATA FOR EACH REPORTING GROUP IN THE AREA OF MATHEMATICS THE LEFT MOST REPORTING GROUP IN THE AREA OF MATHEMATICS THE LEFT MOST REPORTING GROUP IN THE AREA OF MATHEMATICS THE LEFT MOST COLUMN THE TABLE THIS REPORTING OF MATHEMATICS THE LEFT MOST COLUMN THE TABLE THIS REPORTING OF MATHEMATICS THE LEFT MOST COLUMN THE TABLE THIS REPORTING GROUPS AND PRE PANDEMIC PASS COLUMN THE TABLE THIS REPORTING GROUPS AND PRE PANDEMIC PASS

456COLUMN THE TABLE THIS REPORTING GROUPS AND PRE PANDEMIC PASS RATES THE COLUMNS THAT FOLLOWS GROUPS AND PRE PANDEMIC PASS RATES THE COLUMNS THAT FOLLOWS GROUPS AND PRE PANDEMIC PASS RATES THE COLUMNS THAT FOLLOWS YOU PASS RATES FROM THE PAST RATES THE COLUMNS THAT FOLLOWS YOU PASS RATES FROM THE PAST RATES THE COLUMNS THAT FOLLOWS YOU PASS RATES FROM THE PAST TWO YEARS AND THE CHANGE YOU PASS RATES FROM THE PAST TWO YEARS AND THE CHANGE YOU PASS RATES FROM THE PAST TWO YEARS AND THE CHANGE COMPARING THEM WHEN COMPARING TWO YEARS AND THE CHANGE COMPARING THEM WHEN COMPARING TWO YEARS AND THE CHANGE COMPARING THEM WHEN COMPARING REPORTING GROUPS AND MATH RATES COMPARING THEM WHEN COMPARING REPORTING GROUPS AND MATH RATES COMPARING THEM WHEN COMPARING REPORTING GROUPS AND MATH RATES IN TWENTY THREE TWENTY FOUR

457REPORTING GROUPS AND MATH RATES IN TWENTY THREE TWENTY FOUR REPORTING GROUPS AND MATH RATES IN TWENTY THREE TWENTY FOUR RANGED FROM FORTY SIX PERCENT IN TWENTY THREE TWENTY FOUR RANGED FROM FORTY SIX PERCENT IN TWENTY THREE TWENTY FOUR RANGED FROM FORTY SIX PERCENT FOR STUDENTS WITH DISABILITIES RANGED FROM FORTY SIX PERCENT FOR STUDENTS WITH DISABILITIES RANGED FROM FORTY SIX PERCENT FOR STUDENTS WITH DISABILITIES TO NINETY ONE PERCENT FOR FOR STUDENTS WITH DISABILITIES TO NINETY ONE PERCENT FOR FOR STUDENTS WITH DISABILITIES TO NINETY ONE PERCENT FOR STUDENTS THE ASIAN REPORTING TO NINETY ONE PERCENT FOR STUDENTS THE ASIAN REPORTING TO NINETY ONE PERCENT FOR STUDENTS THE ASIAN REPORTING GROUP ALTHOUGH ALL BUT ASIANS STUDENTS THE ASIAN REPORTING GROUP ALTHOUGH ALL BUT ASIANS STUDENTS THE ASIAN REPORTING GROUP ALTHOUGH ALL BUT ASIANS SHOWED AN INCREASE PAST RATES

458GROUP ALTHOUGH ALL BUT ASIANS SHOWED AN INCREASE PAST RATES GROUP ALTHOUGH ALL BUT ASIANS SHOWED AN INCREASE PAST RATES THE LOWEST PAST RATES WERE IN SHOWED AN INCREASE PAST RATES THE LOWEST PAST RATES WERE IN SHOWED AN INCREASE PAST RATES THE LOWEST PAST RATES WERE IN WERE IN THE STUDENTS WITH THE LOWEST PAST RATES WERE IN WERE IN THE STUDENTS WITH THE LOWEST PAST RATES WERE IN WERE IN THE STUDENTS WITH DISABILITIES ENGLISH LEARNERS WERE IN THE STUDENTS WITH DISABILITIES ENGLISH LEARNERS WERE IN THE STUDENTS WITH DISABILITIES ENGLISH LEARNERS AND BLACK STUDENT REPORTING DISABILITIES ENGLISH LEARNERS AND BLACK STUDENT REPORTING DISABILITIES ENGLISH LEARNERS AND BLACK STUDENT REPORTING GROUPS WHEN COMPARING THE LAST AND BLACK STUDENT REPORTING GROUPS WHEN COMPARING THE LAST AND BLACK STUDENT REPORTING GROUPS WHEN COMPARING THE LAST TWO YEARS OF DATA PAST

459RATES GROUPS WHEN COMPARING THE LAST TWO YEARS OF DATA PAST RATES GROUPS WHEN COMPARING THE LAST TWO YEARS OF DATA PAST RATES AND MATH TESTS FOR EACH TWO YEARS OF DATA PAST RATES AND MATH TESTS FOR EACH TWO YEARS OF DATA PAST RATES AND MATH TESTS FOR EACH REPORTING GROUP SHOWED A ONE TO AND MATH TESTS FOR EACH REPORTING GROUP SHOWED A ONE TO AND MATH TESTS FOR EACH REPORTING GROUP SHOWED A ONE TO TWO PERCENTAGE POINT INCREASE REPORTING GROUP SHOWED A ONE TO TWO PERCENTAGE POINT INCREASE REPORTING GROUP SHOWED A ONE TO TWO PERCENTAGE POINT INCREASE EXCEPT FOR THE HISPANIC TWO PERCENTAGE POINT INCREASE EXCEPT FOR THE HISPANIC TWO PERCENTAGE POINT INCREASE EXCEPT FOR THE HISPANIC REPORTING GROUP WHICH STAYED EXCEPT FOR THE HISPANIC REPORTING GROUP WHICH STAYED EXCEPT FOR THE HISPANIC REPORTING GROUP

460WHICH STAYED THE SAME WHEN COMPARING REPORTING GROUP WHICH STAYED THE SAME WHEN COMPARING REPORTING GROUP WHICH STAYED THE SAME WHEN COMPARING REPORTING GROUPS IN READING THE SAME WHEN COMPARING REPORTING GROUPS IN READING THE SAME WHEN COMPARING REPORTING GROUPS IN READING PAST RATES IN TWENTY THREE REPORTING GROUPS IN READING PAST RATES IN TWENTY THREE REPORTING GROUPS IN READING PAST RATES IN TWENTY THREE TWENTY FOUR RANGED FROM FORTY PAST RATES IN TWENTY THREE TWENTY FOUR RANGED FROM FORTY PAST RATES IN TWENTY THREE TWENTY FOUR RANGED FROM FORTY NINE PERCENT FOR STUDENTS WITH TWENTY FOUR RANGED FROM FORTY NINE PERCENT FOR STUDENTS WITH TWENTY FOUR RANGED FROM FORTY NINE PERCENT FOR STUDENTS WITH DISABILITIES AND NINETY PERCENT NINE PERCENT FOR STUDENTS WITH DISABILITIES AND NINETY PERCENT NINE PERCENT FOR STUDENTS WITH DISABILITIES AND NINETY PERCENT FOR STUDENTS IN

461THE ASIAN DISABILITIES AND NINETY PERCENT FOR STUDENTS IN THE ASIAN DISABILITIES AND NINETY PERCENT FOR STUDENTS IN THE ASIAN REPORTING GROUP. FOR STUDENTS IN THE ASIAN REPORTING GROUP. FOR STUDENTS IN THE ASIAN REPORTING GROUP. THE LOWEST PASS RATES WERE IN REPORTING GROUP. THE LOWEST PASS RATES WERE IN REPORTING GROUP. THE LOWEST PASS RATES WERE IN THE REPORTING GROUPS FOR THE LOWEST PASS RATES WERE IN THE REPORTING GROUPS FOR THE LOWEST PASS RATES WERE IN THE REPORTING GROUPS FOR STUDENTS WITH DISABILITIES THE REPORTING GROUPS FOR STUDENTS WITH DISABILITIES THE REPORTING GROUPS FOR STUDENTS WITH DISABILITIES ENGLISH AND BLACK STUDENTS WHEN STUDENTS WITH DISABILITIES ENGLISH AND BLACK STUDENTS WHEN STUDENTS WITH DISABILITIES ENGLISH AND BLACK STUDENTS WHEN COMPARING THE LAST TWO YEARS ENGLISH AND BLACK STUDENTS WHEN COMPARING THE LAST TWO YEARS ENGLISH AND BLACK STUDENTS WHEN

462COMPARING THE LAST TWO YEARS DATA PAST RATES EITHER REMAIN COMPARING THE LAST TWO YEARS DATA PAST RATES EITHER REMAIN COMPARING THE LAST TWO YEARS DATA PAST RATES EITHER REMAIN THE SAME OR INCREASED FOR ALL DATA PAST RATES EITHER REMAIN THE SAME OR INCREASED FOR ALL DATA PAST RATES EITHER REMAIN THE SAME OR INCREASED FOR ALL REPORTING GROUPS EXCEPT FOR THE SAME OR INCREASED FOR ALL REPORTING GROUPS EXCEPT FOR THE SAME OR INCREASED FOR ALL REPORTING GROUPS EXCEPT FOR BLACK. REPORTING GROUPS EXCEPT FOR BLACK. REPORTING GROUPS EXCEPT FOR BLACK. THE BLACK REPORTING GROUP I BLACK. THE BLACK REPORTING GROUP I BLACK. THE BLACK REPORTING GROUP I NOTICED THE ENGLISH LEARNER THE BLACK REPORTING GROUP I NOTICED THE ENGLISH LEARNER THE BLACK REPORTING GROUP I NOTICED THE ENGLISH LEARNER REPORTING GROUP THE MOST GAINS NOTICED THE ENGLISH

463LEARNER REPORTING GROUP THE MOST GAINS NOTICED THE ENGLISH LEARNER REPORTING GROUP THE MOST GAINS WITH A FOUR PERCENTAGE POINT REPORTING GROUP THE MOST GAINS WITH A FOUR PERCENTAGE POINT REPORTING GROUP THE MOST GAINS WITH A FOUR PERCENTAGE POINT GAIN TO PROVIDE PERSPECTIVE WITH A FOUR PERCENTAGE POINT GAIN TO PROVIDE PERSPECTIVE WITH A FOUR PERCENTAGE POINT GAIN TO PROVIDE PERSPECTIVE COMPARED ANNUAL AS WELL PAST GAIN TO PROVIDE PERSPECTIVE COMPARED ANNUAL AS WELL PAST GAIN TO PROVIDE PERSPECTIVE COMPARED ANNUAL AS WELL PAST RATES OF VIRGINIA BEACH TO PASS COMPARED ANNUAL AS WELL PAST RATES OF VIRGINIA BEACH TO PASS COMPARED ANNUAL AS WELL PAST RATES OF VIRGINIA BEACH TO PASS RATES FOR THE STATE OF VIRGINIA RATES OF VIRGINIA BEACH TO PASS RATES FOR THE STATE OF VIRGINIA RATES OF VIRGINIA BEACH TO PASS RATES FOR THE

464STATE OF VIRGINIA AND HEADLINE NEWS, VIRGINIA RATES FOR THE STATE OF VIRGINIA AND HEADLINE NEWS, VIRGINIA RATES FOR THE STATE OF VIRGINIA AND HEADLINE NEWS, VIRGINIA BEACH STUDENTS AS A GROUP AND HEADLINE NEWS, VIRGINIA BEACH STUDENTS AS A GROUP AND HEADLINE NEWS, VIRGINIA BEACH STUDENTS AS A GROUP OUTPERFORMED THE STATE ON BEACH STUDENTS AS A GROUP OUTPERFORMED THE STATE ON BEACH STUDENTS AS A GROUP OUTPERFORMED THE STATE ON TWENTY SEVEN OF THE TWENTY NINE OUTPERFORMED THE STATE ON TWENTY SEVEN OF THE TWENTY NINE OUTPERFORMED THE STATE ON TWENTY SEVEN OF THE TWENTY NINE AS WELL TESTS THIS TABLE LISTS TWENTY SEVEN OF THE TWENTY NINE AS WELL TESTS THIS TABLE LISTS TWENTY SEVEN OF THE TWENTY NINE AS WELL TESTS THIS TABLE LISTS EACH OF THE SOIL TESTS THAT ARE AS WELL TESTS THIS TABLE

465LISTS EACH OF THE SOIL TESTS THAT ARE AS WELL TESTS THIS TABLE LISTS EACH OF THE SOIL TESTS THAT ARE ADMINISTERED IN GRADES THREE EACH OF THE SOIL TESTS THAT ARE ADMINISTERED IN GRADES THREE EACH OF THE SOIL TESTS THAT ARE ADMINISTERED IN GRADES THREE THROUGH EIGHT IN VIRGINIA BEACH ADMINISTERED IN GRADES THREE THROUGH EIGHT IN VIRGINIA BEACH ADMINISTERED IN GRADES THREE THROUGH EIGHT IN VIRGINIA BEACH AND ACROSS THE STATE EACH THROUGH EIGHT IN VIRGINIA BEACH AND ACROSS THE STATE EACH THROUGH EIGHT IN VIRGINIA BEACH AND ACROSS THE STATE EACH REPRESENTS THE YEAR IN WHICH AND ACROSS THE STATE EACH REPRESENTS THE YEAR IN WHICH AND ACROSS THE STATE EACH REPRESENTS THE YEAR IN WHICH THE DATA WERE COMPARED THE REPRESENTS THE YEAR IN WHICH THE DATA WERE COMPARED THE REPRESENTS THE YEAR IN WHICH

466THE DATA WERE COMPARED THE NUMBER IN EACH CELL REPRESENTS THE DATA WERE COMPARED THE NUMBER IN EACH CELL REPRESENTS THE DATA WERE COMPARED THE NUMBER IN EACH CELL REPRESENTS THE DIFFERENCES BETWEEN OUR NUMBER IN EACH CELL REPRESENTS THE DIFFERENCES BETWEEN OUR NUMBER IN EACH CELL REPRESENTS THE DIFFERENCES BETWEEN OUR DIVISION IN THE STATE PASS FREE THE DIFFERENCES BETWEEN OUR DIVISION IN THE STATE PASS FREE THE DIFFERENCES BETWEEN OUR DIVISION IN THE STATE PASS FREE FROM RATE FROM EACH OF THE DIVISION IN THE STATE PASS FREE FROM RATE FROM EACH OF THE DIVISION IN THE STATE PASS FREE FROM RATE FROM EACH OF THE LISTED TEST POSITIVE NUMBERS FROM RATE FROM EACH OF THE LISTED TEST POSITIVE NUMBERS FROM RATE FROM EACH OF THE LISTED TEST POSITIVE NUMBERS INDICATE THAT THE DIVISIONS LISTED TEST POSITIVE NUMBERS

467INDICATE THAT THE DIVISIONS LISTED TEST POSITIVE NUMBERS INDICATE THAT THE DIVISIONS PASS RATE WAS HIGHER THAN THE INDICATE THAT THE DIVISIONS PASS RATE WAS HIGHER THAN THE INDICATE THAT THE DIVISIONS PASS RATE WAS HIGHER THAN THE STATE'S RATE AND THE NUMERICAL PASS RATE WAS HIGHER THAN THE STATE'S RATE AND THE NUMERICAL PASS RATE WAS HIGHER THAN THE STATE'S RATE AND THE NUMERICAL VALUE INDICATE INDICATES BY HOW STATE'S RATE AND THE NUMERICAL VALUE INDICATE INDICATES BY HOW STATE'S RATE AND THE NUMERICAL VALUE INDICATE INDICATES BY HOW MUCH. VALUE INDICATE INDICATES BY HOW MUCH. VALUE INDICATE INDICATES BY HOW MUCH. FOR EXAMPLE IN 23 24 THEY'RE MUCH. FOR EXAMPLE IN 23 24 THEY'RE MUCH. FOR EXAMPLE IN 23 24 THEY'RE GREAT THROUGH READING PAST FOR EXAMPLE IN 23 24 THEY'RE GREAT THROUGH READING PAST FOR EXAMPLE IN

46823 24 THEY'RE GREAT THROUGH READING PAST READING PASS RATE FOR VIRGINIA GREAT THROUGH READING PAST READING PASS RATE FOR VIRGINIA GREAT THROUGH READING PAST READING PASS RATE FOR VIRGINIA BEACH STUDENTS AS GROUP WAS 10 READING PASS RATE FOR VIRGINIA BEACH STUDENTS AS GROUP WAS 10 READING PASS RATE FOR VIRGINIA BEACH STUDENTS AS GROUP WAS 10 PERCENTAGE POINTS HIGHER THAN BEACH STUDENTS AS GROUP WAS 10 PERCENTAGE POINTS HIGHER THAN BEACH STUDENTS AS GROUP WAS 10 PERCENTAGE POINTS HIGHER THAN THE PASS AT THE STATE LEVEL IN PERCENTAGE POINTS HIGHER THAN THE PASS AT THE STATE LEVEL IN PERCENTAGE POINTS HIGHER THAN THE PASS AT THE STATE LEVEL IN THE SAME YEAR LOOKING YEARS THE PASS AT THE STATE LEVEL IN THE SAME YEAR LOOKING YEARS THE PASS AT THE STATE LEVEL IN THE SAME YEAR LOOKING YEARS

469OF DATA REPRESENTED ON THE THE SAME YEAR LOOKING YEARS OF DATA REPRESENTED ON THE THE SAME YEAR LOOKING YEARS OF DATA REPRESENTED ON THE SCREEN VIRGINIA SCREEN, OF DATA REPRESENTED ON THE SCREEN VIRGINIA SCREEN, OF DATA REPRESENTED ON THE SCREEN VIRGINIA SCREEN, VIRGINIA BEACH EXCEEDED THE SCREEN VIRGINIA SCREEN, VIRGINIA BEACH EXCEEDED THE SCREEN VIRGINIA SCREEN, VIRGINIA BEACH EXCEEDED THE STATE PASS ON ALL OF THE THREE VIRGINIA BEACH EXCEEDED THE STATE PASS ON ALL OF THE THREE VIRGINIA BEACH EXCEEDED THE STATE PASS ON ALL OF THE THREE THROUGH EIGHT AS WELL TESTS STATE PASS ON ALL OF THE THREE THROUGH EIGHT AS WELL TESTS STATE PASS ON ALL OF THE THREE THROUGH EIGHT AS WELL TESTS EXCEPT FOR VIRGINIA STUDIES THROUGH EIGHT AS WELL TESTS EXCEPT FOR VIRGINIA STUDIES THROUGH EIGHT AS WELL TESTS EXCEPT FOR

470VIRGINIA STUDIES WHERE STUDENTS SCORED THE SAME EXCEPT FOR VIRGINIA STUDIES WHERE STUDENTS SCORED THE SAME EXCEPT FOR VIRGINIA STUDIES WHERE STUDENTS SCORED THE SAME AND IN GRADE SEVEN MATH IT IS WHERE STUDENTS SCORED THE SAME AND IN GRADE SEVEN MATH IT IS WHERE STUDENTS SCORED THE SAME AND IN GRADE SEVEN MATH IT IS LIKELY WE ARE NOT COMPARING AND IN GRADE SEVEN MATH IT IS LIKELY WE ARE NOT COMPARING AND IN GRADE SEVEN MATH IT IS LIKELY WE ARE NOT COMPARING APPLES TO APPLES WHEN LOOKING LIKELY WE ARE NOT COMPARING APPLES TO APPLES WHEN LOOKING LIKELY WE ARE NOT COMPARING APPLES TO APPLES WHEN LOOKING AT GRADE SEVEN MATH VIRGINIA APPLES TO APPLES WHEN LOOKING AT GRADE SEVEN MATH VIRGINIA APPLES TO APPLES WHEN LOOKING AT GRADE SEVEN MATH VIRGINIA BEACH ENCOURAGES MOST GREATS AT

471GRADE SEVEN MATH VIRGINIA BEACH ENCOURAGES MOST GREATS AT GRADE SEVEN MATH VIRGINIA BEACH ENCOURAGES MOST GREATS MOST GRADE SEVEN STUDENTS TO BEACH ENCOURAGES MOST GREATS MOST GRADE SEVEN STUDENTS TO BEACH ENCOURAGES MOST GREATS MOST GRADE SEVEN STUDENTS TO TAKE ALGEBRA WHICH IS ASSESSED MOST GRADE SEVEN STUDENTS TO TAKE ALGEBRA WHICH IS ASSESSED MOST GRADE SEVEN STUDENTS TO TAKE ALGEBRA WHICH IS ASSESSED BY DIFFERENT TEST. TAKE ALGEBRA WHICH IS ASSESSED BY DIFFERENT TEST. TAKE ALGEBRA WHICH IS ASSESSED BY DIFFERENT TEST. THAT'S THE GRADE EIGHT TEST AND BY DIFFERENT TEST. THAT'S THE GRADE EIGHT TEST AND BY DIFFERENT TEST. THAT'S THE GRADE EIGHT TEST AND THAT PRACTICE IS NOT A THAT'S THE GRADE EIGHT TEST AND THAT PRACTICE IS NOT A THAT'S THE GRADE EIGHT TEST AND THAT PRACTICE IS NOT A REQUIREMENT THROUGHOUT THE THAT PRACTICE

472IS NOT A REQUIREMENT THROUGHOUT THE THAT PRACTICE IS NOT A REQUIREMENT THROUGHOUT THE STATE OF VIRGINIA. REQUIREMENT THROUGHOUT THE STATE OF VIRGINIA. REQUIREMENT THROUGHOUT THE STATE OF VIRGINIA. THIS TABLE REPRESENTS STATE OF VIRGINIA. THIS TABLE REPRESENTS STATE OF VIRGINIA. THIS TABLE REPRESENTS DIFFERENCES THE END OF COURSE THIS TABLE REPRESENTS DIFFERENCES THE END OF COURSE THIS TABLE REPRESENTS DIFFERENCES THE END OF COURSE TESTS AND VIRGINIA BEACH DIFFERENCES THE END OF COURSE TESTS AND VIRGINIA BEACH DIFFERENCES THE END OF COURSE TESTS AND VIRGINIA BEACH EXCEEDED THE STATE HAS RATE ON TESTS AND VIRGINIA BEACH EXCEEDED THE STATE HAS RATE ON TESTS AND VIRGINIA BEACH EXCEEDED THE STATE HAS RATE ON ALSO WELL TESTS AND IN TWENTY EXCEEDED THE STATE HAS RATE ON ALSO WELL TESTS AND IN TWENTY EXCEEDED THE STATE HAS RATE ON ALSO WELL TESTS

473AND IN TWENTY THREE TWENTY FOUR. ALSO WELL TESTS AND IN TWENTY THREE TWENTY FOUR. ALSO WELL TESTS AND IN TWENTY THREE TWENTY FOUR. WE ALSO COMPARED THE S&P PAST THREE TWENTY FOUR. WE ALSO COMPARED THE S&P PAST THREE TWENTY FOUR. WE ALSO COMPARED THE S&P PAST RATES OF VIRGINIA BEACH TO AS WE ALSO COMPARED THE S&P PAST RATES OF VIRGINIA BEACH TO AS WE ALSO COMPARED THE S&P PAST RATES OF VIRGINIA BEACH TO AS WELL PAST RATES OF OUR LOCAL RATES OF VIRGINIA BEACH TO AS WELL PAST RATES OF OUR LOCAL RATES OF VIRGINIA BEACH TO AS WELL PAST RATES OF OUR LOCAL SCHOOL DIVISIONS AND A FEW WELL PAST RATES OF OUR LOCAL SCHOOL DIVISIONS AND A FEW WELL PAST RATES OF OUR LOCAL SCHOOL DIVISIONS AND A FEW OTHER COMPARABLE DIVISIONS IN SCHOOL

474DIVISIONS AND A FEW OTHER COMPARABLE DIVISIONS IN SCHOOL DIVISIONS AND A FEW OTHER COMPARABLE DIVISIONS IN HEADLINE NEWS VIRGINIA BEACH OTHER COMPARABLE DIVISIONS IN HEADLINE NEWS VIRGINIA BEACH OTHER COMPARABLE DIVISIONS IN HEADLINE NEWS VIRGINIA BEACH STUDENTS AS A GROUP HEADLINE NEWS VIRGINIA BEACH STUDENTS AS A GROUP HEADLINE NEWS VIRGINIA BEACH STUDENTS AS A GROUP OUTPERFORMED OTHER HAMPTON STUDENTS AS A GROUP OUTPERFORMED OTHER HAMPTON STUDENTS AS A GROUP OUTPERFORMED OTHER HAMPTON ROADS CITIES WHEN COMPARING OUTPERFORMED OTHER HAMPTON ROADS CITIES WHEN COMPARING OUTPERFORMED OTHER HAMPTON ROADS CITIES WHEN COMPARING HAMPTON HAMPTON ROADS SEVEN ROADS CITIES WHEN COMPARING HAMPTON HAMPTON ROADS SEVEN ROADS CITIES WHEN COMPARING HAMPTON HAMPTON ROADS SEVEN CITIES VIRGINIA BEACH CITY HAMPTON HAMPTON ROADS SEVEN CITIES VIRGINIA BEACH CITY HAMPTON HAMPTON ROADS SEVEN CITIES VIRGINIA BEACH CITY PUBLIC SCHOOLS AS A GROUP CITIES VIRGINIA BEACH

475CITY PUBLIC SCHOOLS AS A GROUP CITIES VIRGINIA BEACH CITY PUBLIC SCHOOLS AS A GROUP OF STUDENTS IS A GROUP PUBLIC SCHOOLS AS A GROUP OF STUDENTS IS A GROUP PUBLIC SCHOOLS AS A GROUP OF STUDENTS IS A GROUP OUTPERFORMED ALL OTHER CITIES OF STUDENTS IS A GROUP OUTPERFORMED ALL OTHER CITIES OF STUDENTS IS A GROUP OUTPERFORMED ALL OTHER CITIES AND ALL SUBJECT AREAS EXCEPT OUTPERFORMED ALL OTHER CITIES AND ALL SUBJECT AREAS EXCEPT OUTPERFORMED ALL OTHER CITIES AND ALL SUBJECT AREAS EXCEPT MATH WHERE CHESAPEAKE IN AND ALL SUBJECT AREAS EXCEPT MATH WHERE CHESAPEAKE IN AND ALL SUBJECT AREAS EXCEPT MATH WHERE CHESAPEAKE IN VIRGINIA BEACH HAD THE SAME MATH WHERE CHESAPEAKE IN VIRGINIA BEACH HAD THE SAME MATH WHERE CHESAPEAKE IN VIRGINIA BEACH HAD THE SAME PASS RATE THIS COMPARES SLIDE VIRGINIA BEACH HAD THE SAME

476PASS RATE THIS COMPARES SLIDE VIRGINIA BEACH HAD THE SAME PASS RATE THIS COMPARES SLIDE COMPARES TO THE DIVISION'S PASS RATE THIS COMPARES SLIDE COMPARES TO THE DIVISION'S PASS RATE THIS COMPARES SLIDE COMPARES TO THE DIVISION'S PERFORMANCE TO OTHER COMPARABLE COMPARES TO THE DIVISION'S PERFORMANCE TO OTHER COMPARABLE COMPARES TO THE DIVISION'S PERFORMANCE TO OTHER COMPARABLE DIVISIONS FROM ACROSS THE STATE PERFORMANCE TO OTHER COMPARABLE DIVISIONS FROM ACROSS THE STATE PERFORMANCE TO OTHER COMPARABLE DIVISIONS FROM ACROSS THE STATE AND WHEN LOOKING AT PASS RATES DIVISIONS FROM ACROSS THE STATE AND WHEN LOOKING AT PASS RATES DIVISIONS FROM ACROSS THE STATE AND WHEN LOOKING AT PASS RATES BY SUBJECT VIRGINIA BEACH AND WHEN LOOKING AT PASS RATES BY SUBJECT VIRGINIA BEACH AND WHEN LOOKING AT PASS RATES BY SUBJECT VIRGINIA BEACH SCHOOLS STUDENTS AS A GROUP BY SUBJECT VIRGINIA

477BEACH SCHOOLS STUDENTS AS A GROUP BY SUBJECT VIRGINIA BEACH SCHOOLS STUDENTS AS A GROUP OUTPERFORMED ALL LISTED SCHOOLS STUDENTS AS A GROUP OUTPERFORMED ALL LISTED SCHOOLS STUDENTS AS A GROUP OUTPERFORMED ALL LISTED COMPARABLE DIVISIONS IN READING OUTPERFORMED ALL LISTED COMPARABLE DIVISIONS IN READING OUTPERFORMED ALL LISTED COMPARABLE DIVISIONS IN READING AND SCIENCE IN ADDITION TO COMPARABLE DIVISIONS IN READING AND SCIENCE IN ADDITION TO COMPARABLE DIVISIONS IN READING AND SCIENCE IN ADDITION TO ASSIGNING HAS RATES THE STATE AND SCIENCE IN ADDITION TO ASSIGNING HAS RATES THE STATE AND SCIENCE IN ADDITION TO ASSIGNING HAS RATES THE STATE ALSO ACCREDITS SCHOOL IN ASSIGNING HAS RATES THE STATE ALSO ACCREDITS SCHOOL IN ASSIGNING HAS RATES THE STATE ALSO ACCREDITS SCHOOL IN VIRGINIA BASED ON PERCENT ALSO ACCREDITS SCHOOL IN VIRGINIA BASED ON PERCENT ALSO ACCREDITS SCHOOL IN VIRGINIA BASED

478ON PERCENT OF PASSING TEST COMBINED WITH VIRGINIA BASED ON PERCENT OF PASSING TEST COMBINED WITH VIRGINIA BASED ON PERCENT OF PASSING TEST COMBINED WITH TESTS THAT SHOW GROWTH FROM ONE OF PASSING TEST COMBINED WITH TESTS THAT SHOW GROWTH FROM ONE OF PASSING TEST COMBINED WITH TESTS THAT SHOW GROWTH FROM ONE YEAR TO THE NEXT CHRONIC TESTS THAT SHOW GROWTH FROM ONE YEAR TO THE NEXT CHRONIC TESTS THAT SHOW GROWTH FROM ONE YEAR TO THE NEXT CHRONIC ABSENTEEISM AND FOR HIGH SCHOOL YEAR TO THE NEXT CHRONIC ABSENTEEISM AND FOR HIGH SCHOOL YEAR TO THE NEXT CHRONIC ABSENTEEISM AND FOR HIGH SCHOOL GRADUATION DROPOUT RATE AND ABSENTEEISM AND FOR HIGH SCHOOL GRADUATION DROPOUT RATE AND ABSENTEEISM AND FOR HIGH SCHOOL GRADUATION DROPOUT RATE AND COLLEGE CAREER IN CIVIC WRITING GRADUATION DROPOUT RATE AND COLLEGE CAREER IN CIVIC

479WRITING GRADUATION DROPOUT RATE AND COLLEGE CAREER IN CIVIC WRITING CIVICS READINESS DATA AT THIS COLLEGE CAREER IN CIVIC WRITING CIVICS READINESS DATA AT THIS COLLEGE CAREER IN CIVIC WRITING CIVICS READINESS DATA AT THIS TIME I'M NOT GOING TO REVIEW CIVICS READINESS DATA AT THIS TIME I'M NOT GOING TO REVIEW CIVICS READINESS DATA AT THIS TIME I'M NOT GOING TO REVIEW ALL THE INDICATORS AND THERE TIME I'M NOT GOING TO REVIEW ALL THE INDICATORS AND THERE TIME I'M NOT GOING TO REVIEW ALL THE INDICATORS AND THERE CALCULATED AS WE JUST REVIEWED ALL THE INDICATORS AND THERE CALCULATED AS WE JUST REVIEWED ALL THE INDICATORS AND THERE CALCULATED AS WE JUST REVIEWED SOME REVIEWED SOME OF THAT CALCULATED AS WE JUST REVIEWED SOME REVIEWED SOME OF THAT CALCULATED AS WE JUST REVIEWED SOME REVIEWED SOME OF THAT

480INFORMATION OVER THE SUMMER AND SOME REVIEWED SOME OF THAT INFORMATION OVER THE SUMMER AND SOME REVIEWED SOME OF THAT INFORMATION OVER THE SUMMER AND BECAUSE I'M GOING TO BE BACK INFORMATION OVER THE SUMMER AND BECAUSE I'M GOING TO BE BACK INFORMATION OVER THE SUMMER AND BECAUSE I'M GOING TO BE BACK WITH YOU ON OCTOBER 8TH TO BECAUSE I'M GOING TO BE BACK WITH YOU ON OCTOBER 8TH TO BECAUSE I'M GOING TO BE BACK WITH YOU ON OCTOBER 8TH TO EXPLAIN A NEW ACCOUNTABILITY WITH YOU ON OCTOBER 8TH TO EXPLAIN A NEW ACCOUNTABILITY WITH YOU ON OCTOBER 8TH TO EXPLAIN A NEW ACCOUNTABILITY SYSTEM AS WE MOVE FORWARD SO EXPLAIN A NEW ACCOUNTABILITY SYSTEM AS WE MOVE FORWARD SO EXPLAIN A NEW ACCOUNTABILITY SYSTEM AS WE MOVE FORWARD SO THE STATE ACCREDITATION STATUS SYSTEM AS WE

481MOVE FORWARD SO THE STATE ACCREDITATION STATUS SYSTEM AS WE MOVE FORWARD SO THE STATE ACCREDITATION STATUS AND DATA SHOW TONIGHT IS THE STATE ACCREDITATION STATUS AND DATA SHOW TONIGHT IS THE STATE ACCREDITATION STATUS AND DATA SHOW TONIGHT IS PRELIMINARY BECAUSE IT HASN'T AND DATA SHOW TONIGHT IS PRELIMINARY BECAUSE IT HASN'T AND DATA SHOW TONIGHT IS PRELIMINARY BECAUSE IT HASN'T BEEN POSTED BY THE VIRGINIA PRELIMINARY BECAUSE IT HASN'T BEEN POSTED BY THE VIRGINIA PRELIMINARY BECAUSE IT HASN'T BEEN POSTED BY THE VIRGINIA DEPARTMENT OF EDUCATION BUT I BEEN POSTED BY THE VIRGINIA DEPARTMENT OF EDUCATION BUT I BEEN POSTED BY THE VIRGINIA DEPARTMENT OF EDUCATION BUT I HAVE NO REASON TO BELIEVE IT'S DEPARTMENT OF EDUCATION BUT I HAVE NO REASON TO BELIEVE IT'S DEPARTMENT OF EDUCATION BUT I HAVE NO REASON TO BELIEVE IT'S GOING CHANGE

482AT THIS POINT AND HAVE NO REASON TO BELIEVE IT'S GOING CHANGE AT THIS POINT AND HAVE NO REASON TO BELIEVE IT'S GOING CHANGE AT THIS POINT AND HEADLINE NEWS 94 PERCENT OF THE GOING CHANGE AT THIS POINT AND HEADLINE NEWS 94 PERCENT OF THE GOING CHANGE AT THIS POINT AND HEADLINE NEWS 94 PERCENT OF THE MANY SCHOOL QUALITY INDICATORS HEADLINE NEWS 94 PERCENT OF THE MANY SCHOOL QUALITY INDICATORS HEADLINE NEWS 94 PERCENT OF THE MANY SCHOOL QUALITY INDICATORS ACROSS ALL SCHOOLS MET THE MANY SCHOOL QUALITY INDICATORS ACROSS ALL SCHOOLS MET THE MANY SCHOOL QUALITY INDICATORS ACROSS ALL SCHOOLS MET THE EXPECTED BENCHMARKS FOR THE ACROSS ALL SCHOOLS MET THE EXPECTED BENCHMARKS FOR THE ACROSS ALL SCHOOLS MET THE EXPECTED BENCHMARKS FOR THE TWENTY FOUR TWENTY FIVE SCHOOL EXPECTED BENCHMARKS FOR THE TWENTY FOUR TWENTY FIVE

483SCHOOL EXPECTED BENCHMARKS FOR THE TWENTY FOUR TWENTY FIVE SCHOOL YEAR ALL BUT ONE OF OUR SCHOOLS TWENTY FOUR TWENTY FIVE SCHOOL YEAR ALL BUT ONE OF OUR SCHOOLS TWENTY FOUR TWENTY FIVE SCHOOL YEAR ALL BUT ONE OF OUR SCHOOLS ARE ACCREDITED AND WILLIAMS YEAR ALL BUT ONE OF OUR SCHOOLS ARE ACCREDITED AND WILLIAMS YEAR ALL BUT ONE OF OUR SCHOOLS ARE ACCREDITED AND WILLIAMS ELEMENTARY SCHOOL IS ACCREDITED ARE ACCREDITED AND WILLIAMS ELEMENTARY SCHOOL IS ACCREDITED ARE ACCREDITED AND WILLIAMS ELEMENTARY SCHOOL IS ACCREDITED WITH CONDITIONS WHEN WE TAKE A ELEMENTARY SCHOOL IS ACCREDITED WITH CONDITIONS WHEN WE TAKE A ELEMENTARY SCHOOL IS ACCREDITED WITH CONDITIONS WHEN WE TAKE A DEEPER LOOK AT HOW MANY SCHOOLS WITH CONDITIONS WHEN WE TAKE A DEEPER LOOK AT HOW MANY SCHOOLS WITH CONDITIONS WHEN WE TAKE A DEEPER LOOK AT

484HOW MANY SCHOOLS RECEIVED A LEVEL ONE DEEPER LOOK AT HOW MANY SCHOOLS RECEIVED A LEVEL ONE DEEPER LOOK AT HOW MANY SCHOOLS RECEIVED A LEVEL ONE PERFORMANCE RATING WHICH IS RECEIVED A LEVEL ONE PERFORMANCE RATING WHICH IS RECEIVED A LEVEL ONE PERFORMANCE RATING WHICH IS MEETING THE BENCHMARK OR HIGHER PERFORMANCE RATING WHICH IS MEETING THE BENCHMARK OR HIGHER PERFORMANCE RATING WHICH IS MEETING THE BENCHMARK OR HIGHER WE SEE THERE WERE FIFTY EIGHT MEETING THE BENCHMARK OR HIGHER WE SEE THERE WERE FIFTY EIGHT MEETING THE BENCHMARK OR HIGHER WE SEE THERE WERE FIFTY EIGHT SCHOOLS THAT HAD FINAL WE SEE THERE WERE FIFTY EIGHT SCHOOLS THAT HAD FINAL WE SEE THERE WERE FIFTY EIGHT SCHOOLS THAT HAD FINAL PERFORMANCE LEVELS OF ONE FOR SCHOOLS THAT HAD FINAL PERFORMANCE LEVELS OF ONE FOR SCHOOLS THAT HAD FINAL

485PERFORMANCE LEVELS OF ONE FOR ALL INDICATORS WHICH EQUAL 70 PERFORMANCE LEVELS OF ONE FOR ALL INDICATORS WHICH EQUAL 70 PERFORMANCE LEVELS OF ONE FOR ALL INDICATORS WHICH EQUAL 70 PERCENT OF OUR SCHOOLS. ALL INDICATORS WHICH EQUAL 70 PERCENT OF OUR SCHOOLS. ALL INDICATORS WHICH EQUAL 70 PERCENT OF OUR SCHOOLS. THIS IS TWENTY SIX PERCENT MORE PERCENT OF OUR SCHOOLS. THIS IS TWENTY SIX PERCENT MORE PERCENT OF OUR SCHOOLS. THIS IS TWENTY SIX PERCENT MORE TWENTY SIX MORE SCHOOLS THAN THIS IS TWENTY SIX PERCENT MORE TWENTY SIX MORE SCHOOLS THAN THIS IS TWENTY SIX PERCENT MORE TWENTY SIX MORE SCHOOLS THAN LAST YEAR REACHING LEVEL ONE TWENTY SIX MORE SCHOOLS THAN LAST YEAR REACHING LEVEL ONE TWENTY SIX MORE SCHOOLS THAN LAST YEAR REACHING LEVEL ONE BENCHMARKS EACH ELEMENTARY LAST YEAR REACHING LEVEL ONE BENCHMARKS EACH

486ELEMENTARY LAST YEAR REACHING LEVEL ONE BENCHMARKS EACH ELEMENTARY SCHOOL IN MIDDLE SCHOOL HAD BENCHMARKS EACH ELEMENTARY SCHOOL IN MIDDLE SCHOOL HAD BENCHMARKS EACH ELEMENTARY SCHOOL IN MIDDLE SCHOOL HAD TWENTY INDIVIDUAL INDICATORS TO SCHOOL IN MIDDLE SCHOOL HAD TWENTY INDIVIDUAL INDICATORS TO SCHOOL IN MIDDLE SCHOOL HAD TWENTY INDIVIDUAL INDICATORS TO MEET EACH HIGH SCHOOL HAD TWENTY INDIVIDUAL INDICATORS TO MEET EACH HIGH SCHOOL HAD TWENTY INDIVIDUAL INDICATORS TO MEET EACH HIGH SCHOOL HAD TWENTY THREE EXCLUDING MEET EACH HIGH SCHOOL HAD TWENTY THREE EXCLUDING MEET EACH HIGH SCHOOL HAD TWENTY THREE EXCLUDING INDICATORS THAT HAD LESS THAN TWENTY THREE EXCLUDING INDICATORS THAT HAD LESS THAN TWENTY THREE EXCLUDING INDICATORS THAT HAD LESS THAN 30 STUDENTS WHICH TOO SMALL TO INDICATORS THAT HAD LESS THAN 30 STUDENTS WHICH TOO SMALL TO INDICATORS THAT HAD LESS THAN 30 STUDENTS WHICH

487TOO SMALL TO CALCULATE THERE. 30 STUDENTS WHICH TOO SMALL TO CALCULATE THERE. 30 STUDENTS WHICH TOO SMALL TO CALCULATE THERE. THERE WERE DATA FOR ONE CALCULATE THERE. THERE WERE DATA FOR ONE CALCULATE THERE. THERE WERE DATA FOR ONE THOUSAND SIX HUNDRED AND FIFTY THERE WERE DATA FOR ONE THOUSAND SIX HUNDRED AND FIFTY THERE WERE DATA FOR ONE THOUSAND SIX HUNDRED AND FIFTY NINE INDICATORS IN OUR DIVISION THOUSAND SIX HUNDRED AND FIFTY NINE INDICATORS IN OUR DIVISION THOUSAND SIX HUNDRED AND FIFTY NINE INDICATORS IN OUR DIVISION OUR SCHOOLS MET THE LEVEL ONE NINE INDICATORS IN OUR DIVISION OUR SCHOOLS MET THE LEVEL ONE NINE INDICATORS IN OUR DIVISION OUR SCHOOLS MET THE LEVEL ONE BENCHMARK FOR ONE THOUSAND FIVE OUR SCHOOLS MET THE LEVEL ONE BENCHMARK FOR ONE THOUSAND FIVE OUR SCHOOLS MET THE LEVEL ONE

488BENCHMARK FOR ONE THOUSAND FIVE HUNDRED AND FIFTY THREE BENCHMARK FOR ONE THOUSAND FIVE HUNDRED AND FIFTY THREE BENCHMARK FOR ONE THOUSAND FIVE HUNDRED AND FIFTY THREE INDICATORS WHICH IS A LITTLE HUNDRED AND FIFTY THREE INDICATORS WHICH IS A LITTLE HUNDRED AND FIFTY THREE INDICATORS WHICH IS A LITTLE MORE THAN 93 PERCENT OF THE INDICATORS WHICH IS A LITTLE MORE THAN 93 PERCENT OF THE INDICATORS WHICH IS A LITTLE MORE THAN 93 PERCENT OF THE INDICATORS COMPARED TO LAST MORE THAN 93 PERCENT OF THE INDICATORS COMPARED TO LAST MORE THAN 93 PERCENT OF THE INDICATORS COMPARED TO LAST YEAR WHICH WAS EIGHTY FIVE INDICATORS COMPARED TO LAST YEAR WHICH WAS EIGHTY FIVE INDICATORS COMPARED TO LAST YEAR WHICH WAS EIGHTY FIVE PERCENT THIS IS GOOD NEWS BUT YEAR WHICH WAS EIGHTY FIVE PERCENT THIS IS GOOD

489NEWS BUT YEAR WHICH WAS EIGHTY FIVE PERCENT THIS IS GOOD NEWS BUT WE STILL HAVE A LOT OF WORK TO PERCENT THIS IS GOOD NEWS BUT WE STILL HAVE A LOT OF WORK TO PERCENT THIS IS GOOD NEWS BUT WE STILL HAVE A LOT OF WORK TO DO AND SOME OF OUR SCHOOLS WILL WE STILL HAVE A LOT OF WORK TO DO AND SOME OF OUR SCHOOLS WILL WE STILL HAVE A LOT OF WORK TO DO AND SOME OF OUR SCHOOLS WILL REQUIRE ADDITIONAL ASSISTANCE DO AND SOME OF OUR SCHOOLS WILL REQUIRE ADDITIONAL ASSISTANCE DO AND SOME OF OUR SCHOOLS WILL REQUIRE ADDITIONAL ASSISTANCE BASED ON THE RATINGS THEY WILL REQUIRE ADDITIONAL ASSISTANCE BASED ON THE RATINGS THEY WILL REQUIRE ADDITIONAL ASSISTANCE BASED ON THE RATINGS THEY WILL RECEIVE WHEN LOOKING AT BASED ON THE

490RATINGS THEY WILL RECEIVE WHEN LOOKING AT BASED ON THE RATINGS THEY WILL RECEIVE WHEN LOOKING AT ACCREDITATION INDICATORS FOR RECEIVE WHEN LOOKING AT ACCREDITATION INDICATORS FOR RECEIVE WHEN LOOKING AT ACCREDITATION INDICATORS FOR THE ALL STUDENTS REPORTING ACCREDITATION INDICATORS FOR THE ALL STUDENTS REPORTING ACCREDITATION INDICATORS FOR THE ALL STUDENTS REPORTING GROUP WE HAVE ONE SCHOOL THAT THE ALL STUDENTS REPORTING GROUP WE HAVE ONE SCHOOL THAT THE ALL STUDENTS REPORTING GROUP WE HAVE ONE SCHOOL THAT EARNED LEVEL TO IN MATH AND GROUP WE HAVE ONE SCHOOL THAT EARNED LEVEL TO IN MATH AND GROUP WE HAVE ONE SCHOOL THAT EARNED LEVEL TO IN MATH AND SOME SCHOOLS THAT EARNED A EARNED LEVEL TO IN MATH AND SOME SCHOOLS THAT EARNED A EARNED LEVEL TO IN MATH AND SOME SCHOOLS THAT EARNED A LEVEL TWO OR THREE IN

491SCIENCE SOME SCHOOLS THAT EARNED A LEVEL TWO OR THREE IN SCIENCE SOME SCHOOLS THAT EARNED A LEVEL TWO OR THREE IN SCIENCE ON THE RIGHT YOU WILL SEE GAP LEVEL TWO OR THREE IN SCIENCE ON THE RIGHT YOU WILL SEE GAP LEVEL TWO OR THREE IN SCIENCE ON THE RIGHT YOU WILL SEE GAP GROUP DATA THESE ARE THE DATA ON THE RIGHT YOU WILL SEE GAP GROUP DATA THESE ARE THE DATA ON THE RIGHT YOU WILL SEE GAP GROUP DATA THESE ARE THE DATA FOR OTHER REPORTING GROUPS THAT GROUP DATA THESE ARE THE DATA FOR OTHER REPORTING GROUPS THAT GROUP DATA THESE ARE THE DATA FOR OTHER REPORTING GROUPS THAT ARE MONITORED THERE ARE THREE FOR OTHER REPORTING GROUPS THAT ARE MONITORED THERE ARE THREE FOR OTHER REPORTING GROUPS THAT ARE MONITORED THERE ARE THREE

492SCHOOLS THAT EARNED A LEVEL TWO ARE MONITORED THERE ARE THREE SCHOOLS THAT EARNED A LEVEL TWO ARE MONITORED THERE ARE THREE SCHOOLS THAT EARNED A LEVEL TWO FOR THE GAP GROUPS IN ENGLISH SCHOOLS THAT EARNED A LEVEL TWO FOR THE GAP GROUPS IN ENGLISH SCHOOLS THAT EARNED A LEVEL TWO FOR THE GAP GROUPS IN ENGLISH AND FOR MATH. FOR THE GAP GROUPS IN ENGLISH AND FOR MATH. FOR THE GAP GROUPS IN ENGLISH AND FOR MATH. SO SOME SCHOOLS THAT EARNED A AND FOR MATH. SO SOME SCHOOLS THAT EARNED A AND FOR MATH. SO SOME SCHOOLS THAT EARNED A LEVEL TO WITH ONE SCHOOL SO SOME SCHOOLS THAT EARNED A LEVEL TO WITH ONE SCHOOL SO SOME SCHOOLS THAT EARNED A LEVEL TO WITH ONE SCHOOL EARNING A LEVEL THREE THE LEVEL TO WITH ONE SCHOOL

493EARNING A LEVEL THREE THE LEVEL TO WITH ONE SCHOOL EARNING A LEVEL THREE THE VIRGINIA DEPARTMENT EARNING A LEVEL THREE THE VIRGINIA DEPARTMENT EARNING A LEVEL THREE THE VIRGINIA DEPARTMENT OF EDUCATION PROVIDES DIVISIONS VIRGINIA DEPARTMENT OF EDUCATION PROVIDES DIVISIONS VIRGINIA DEPARTMENT OF EDUCATION PROVIDES DIVISIONS INFORMATION REGARDING THE OF EDUCATION PROVIDES DIVISIONS INFORMATION REGARDING THE OF EDUCATION PROVIDES DIVISIONS INFORMATION REGARDING THE VIRGINIA CONTINUOUS IMPROVEMENT INFORMATION REGARDING THE VIRGINIA CONTINUOUS IMPROVEMENT INFORMATION REGARDING THE VIRGINIA CONTINUOUS IMPROVEMENT PROCESS THE SCHOOLS ON THE LEFT VIRGINIA CONTINUOUS IMPROVEMENT PROCESS THE SCHOOLS ON THE LEFT VIRGINIA CONTINUOUS IMPROVEMENT PROCESS THE SCHOOLS ON THE LEFT WILL ALL RECEIVE SUPPORT FOR PROCESS THE SCHOOLS ON THE LEFT WILL ALL RECEIVE SUPPORT FOR PROCESS THE SCHOOLS ON THE LEFT WILL ALL RECEIVE SUPPORT FOR THIS PROCESS AND WILL BE WILL ALL RECEIVE SUPPORT FOR

494THIS PROCESS AND WILL BE WILL ALL RECEIVE SUPPORT FOR THIS PROCESS AND WILL BE MONITORED BY THE SCHOOL THIS PROCESS AND WILL BE MONITORED BY THE SCHOOL THIS PROCESS AND WILL BE MONITORED BY THE SCHOOL DIVISION THE SAME PROCESS WILL MONITORED BY THE SCHOOL DIVISION THE SAME PROCESS WILL MONITORED BY THE SCHOOL DIVISION THE SAME PROCESS WILL BE REQUIRED OF THE LEVEL THREE DIVISION THE SAME PROCESS WILL BE REQUIRED OF THE LEVEL THREE DIVISION THE SAME PROCESS WILL BE REQUIRED OF THE LEVEL THREE SCHOOL ON THE RIGHT THE LEVEL BE REQUIRED OF THE LEVEL THREE SCHOOL ON THE RIGHT THE LEVEL BE REQUIRED OF THE LEVEL THREE SCHOOL ON THE RIGHT THE LEVEL TWO SCHOOLS ON THE RIGHT WILL SCHOOL ON THE RIGHT THE LEVEL TWO SCHOOLS ON THE RIGHT WILL SCHOOL ON THE RIGHT

495THE LEVEL TWO SCHOOLS ON THE RIGHT WILL ALSO BE SUPPORTED IN MONITORED TWO SCHOOLS ON THE RIGHT WILL ALSO BE SUPPORTED IN MONITORED TWO SCHOOLS ON THE RIGHT WILL ALSO BE SUPPORTED IN MONITORED BY THE SCHOOL DIVISION LAST ALSO BE SUPPORTED IN MONITORED BY THE SCHOOL DIVISION LAST ALSO BE SUPPORTED IN MONITORED BY THE SCHOOL DIVISION LAST FALL SHARED WITH YOU THE PLAN BY THE SCHOOL DIVISION LAST FALL SHARED WITH YOU THE PLAN BY THE SCHOOL DIVISION LAST FALL SHARED WITH YOU THE PLAN YOU SEE HERE TO ADDRESS CHRONIC FALL SHARED WITH YOU THE PLAN YOU SEE HERE TO ADDRESS CHRONIC FALL SHARED WITH YOU THE PLAN YOU SEE HERE TO ADDRESS CHRONIC ABSENTEEISM IN TWENTY TO TWENTY YOU SEE HERE TO ADDRESS CHRONIC ABSENTEEISM IN TWENTY TO TWENTY YOU SEE HERE TO ADDRESS CHRONIC

496ABSENTEEISM IN TWENTY TO TWENTY THREE WE HAD THIRTY SCHOOLS AT ABSENTEEISM IN TWENTY TO TWENTY THREE WE HAD THIRTY SCHOOLS AT ABSENTEEISM IN TWENTY TO TWENTY THREE WE HAD THIRTY SCHOOLS AT LEVEL TO TWO FOR CHRONIC THREE WE HAD THIRTY SCHOOLS AT LEVEL TO TWO FOR CHRONIC THREE WE HAD THIRTY SCHOOLS AT LEVEL TO TWO FOR CHRONIC ABSENTEEISM AND EIGHT SCHOOLS LEVEL TO TWO FOR CHRONIC ABSENTEEISM AND EIGHT SCHOOLS LEVEL TO TWO FOR CHRONIC ABSENTEEISM AND EIGHT SCHOOLS THAT LEVEL THREE AND THAT'S ABSENTEEISM AND EIGHT SCHOOLS THAT LEVEL THREE AND THAT'S ABSENTEEISM AND EIGHT SCHOOLS THAT LEVEL THREE AND THAT'S WHEN I TALK TALKED TO YOU ABOUT THAT LEVEL THREE AND THAT'S WHEN I TALK TALKED TO YOU ABOUT THAT LEVEL THREE AND THAT'S WHEN I TALK TALKED TO YOU ABOUT THIS DATA IN 23

49724 TWENTY FOUR WHEN I TALK TALKED TO YOU ABOUT THIS DATA IN 23 24 TWENTY FOUR WHEN I TALK TALKED TO YOU ABOUT THIS DATA IN 23 24 TWENTY FOUR ONLY ONE SCHOOL WAS IDENTIFIED THIS DATA IN 23 24 TWENTY FOUR ONLY ONE SCHOOL WAS IDENTIFIED THIS DATA IN 23 24 TWENTY FOUR ONLY ONE SCHOOL WAS IDENTIFIED LEVEL TO ALL OTHER SCHOOLS WERE ONLY ONE SCHOOL WAS IDENTIFIED LEVEL TO ALL OTHER SCHOOLS WERE ONLY ONE SCHOOL WAS IDENTIFIED LEVEL TO ALL OTHER SCHOOLS WERE AT LEVEL ONE MEETING THE LEVEL TO ALL OTHER SCHOOLS WERE AT LEVEL ONE MEETING THE LEVEL TO ALL OTHER SCHOOLS WERE AT LEVEL ONE MEETING THE BENCHMARK SCHOOLS WILL CONTINUE AT LEVEL ONE MEETING THE BENCHMARK SCHOOLS WILL CONTINUE AT LEVEL ONE MEETING THE BENCHMARK SCHOOLS WILL CONTINUE TO CLOSELY MONITOR

498ATTENDANCE BENCHMARK SCHOOLS WILL CONTINUE TO CLOSELY MONITOR ATTENDANCE BENCHMARK SCHOOLS WILL CONTINUE TO CLOSELY MONITOR ATTENDANCE DATA MULTIPLE OFFICES TO CLOSELY MONITOR ATTENDANCE DATA MULTIPLE OFFICES TO CLOSELY MONITOR ATTENDANCE DATA MULTIPLE OFFICES DEPARTMENTS WILL CONTINUE TO BE DATA MULTIPLE OFFICES DEPARTMENTS WILL CONTINUE TO BE DATA MULTIPLE OFFICES DEPARTMENTS WILL CONTINUE TO BE AVAILABLE FOR SUPPORT FOR OUR DEPARTMENTS WILL CONTINUE TO BE AVAILABLE FOR SUPPORT FOR OUR DEPARTMENTS WILL CONTINUE TO BE AVAILABLE FOR SUPPORT FOR OUR SCHOOLS THROUGHOUT THE YEAR IN AVAILABLE FOR SUPPORT FOR OUR SCHOOLS THROUGHOUT THE YEAR IN AVAILABLE FOR SUPPORT FOR OUR SCHOOLS THROUGHOUT THE YEAR IN >> HIGH SCHOOL ACCREDITATION SCHOOLS THROUGHOUT THE YEAR IN >> HIGH SCHOOL ACCREDITATION SCHOOLS THROUGHOUT THE YEAR IN >> HIGH SCHOOL ACCREDITATION THERE IS A COLLEGE CAREER AND >> HIGH SCHOOL ACCREDITATION THERE IS A

499COLLEGE CAREER AND >> HIGH SCHOOL ACCREDITATION THERE IS A COLLEGE CAREER AND CIVIC READINESS INDEX THIS THERE IS A COLLEGE CAREER AND CIVIC READINESS INDEX THIS THERE IS A COLLEGE CAREER AND CIVIC READINESS INDEX THIS INDICATOR REPRESENTS THE CIVIC READINESS INDEX THIS INDICATOR REPRESENTS THE CIVIC READINESS INDEX THIS INDICATOR REPRESENTS THE PERCENTAGE OF GRADUATES WHO INDICATOR REPRESENTS THE PERCENTAGE OF GRADUATES WHO INDICATOR REPRESENTS THE PERCENTAGE OF GRADUATES WHO HAVE RECEIVED CREDIT FOR PERCENTAGE OF GRADUATES WHO HAVE RECEIVED CREDIT FOR PERCENTAGE OF GRADUATES WHO HAVE RECEIVED CREDIT FOR ADVANCED COURSEWORK OR HAVE HAVE RECEIVED CREDIT FOR ADVANCED COURSEWORK OR HAVE HAVE RECEIVED CREDIT FOR ADVANCED COURSEWORK OR HAVE EARNED A CREDENTIAL AND ADVANCED COURSEWORK OR HAVE EARNED A CREDENTIAL AND ADVANCED COURSEWORK OR HAVE EARNED A CREDENTIAL AND COMPLETED A PROGRAM STUDY OR EARNED A CREDENTIAL

500AND COMPLETED A PROGRAM STUDY OR EARNED A CREDENTIAL AND COMPLETED A PROGRAM STUDY OR HAVE PARTICIPATED IN SERVICE IN COMPLETED A PROGRAM STUDY OR HAVE PARTICIPATED IN SERVICE IN COMPLETED A PROGRAM STUDY OR HAVE PARTICIPATED IN SERVICE IN A SERVICE EXPERIENCE OR WORK HAVE PARTICIPATED IN SERVICE IN A SERVICE EXPERIENCE OR WORK HAVE PARTICIPATED IN SERVICE IN A SERVICE EXPERIENCE OR WORK BASED LEARNING EXPERIENCE. A SERVICE EXPERIENCE OR WORK BASED LEARNING EXPERIENCE. A SERVICE EXPERIENCE OR WORK BASED LEARNING EXPERIENCE. LAST YEAR WE SHARED THE PLAN BASED LEARNING EXPERIENCE. LAST YEAR WE SHARED THE PLAN BASED LEARNING EXPERIENCE. LAST YEAR WE SHARED THE PLAN YOU SEE HERE IN REGARDS TO THE LAST YEAR WE SHARED THE PLAN YOU SEE HERE IN REGARDS TO THE LAST YEAR WE SHARED THE PLAN YOU SEE HERE IN REGARDS TO

501THE SCRY IN TWENTY TWO TWENTY THREE YOU SEE HERE IN REGARDS TO THE SCRY IN TWENTY TWO TWENTY THREE YOU SEE HERE IN REGARDS TO THE SCRY IN TWENTY TWO TWENTY THREE EIGHT HIGH SCHOOLS WE'RE AT SCRY IN TWENTY TWO TWENTY THREE EIGHT HIGH SCHOOLS WE'RE AT SCRY IN TWENTY TWO TWENTY THREE EIGHT HIGH SCHOOLS WE'RE AT LEVEL TWO IN THIS CATEGORY AND EIGHT HIGH SCHOOLS WE'RE AT LEVEL TWO IN THIS CATEGORY AND EIGHT HIGH SCHOOLS WE'RE AT LEVEL TWO IN THIS CATEGORY AND FOR TWENTY THREE TWENTY FOUR LEVEL TWO IN THIS CATEGORY AND FOR TWENTY THREE TWENTY FOUR LEVEL TWO IN THIS CATEGORY AND FOR TWENTY THREE TWENTY FOUR ALL BUT TWO HIGH SCHOOLS FOR TWENTY THREE TWENTY FOUR ALL BUT TWO HIGH SCHOOLS FOR TWENTY THREE TWENTY FOUR ALL BUT TWO HIGH SCHOOLS

502REACHED THE LEVEL ONE BENCHMARK ALL BUT TWO HIGH SCHOOLS REACHED THE LEVEL ONE BENCHMARK ALL BUT TWO HIGH SCHOOLS REACHED THE LEVEL ONE BENCHMARK IN ADDITION TO ACCREDITATION REACHED THE LEVEL ONE BENCHMARK IN ADDITION TO ACCREDITATION REACHED THE LEVEL ONE BENCHMARK IN ADDITION TO ACCREDITATION RATINGS FOR THE VIRGINIA IN ADDITION TO ACCREDITATION RATINGS FOR THE VIRGINIA IN ADDITION TO ACCREDITATION RATINGS FOR THE VIRGINIA DEPARTMENT OF EDUCATION SCHOOLS RATINGS FOR THE VIRGINIA DEPARTMENT OF EDUCATION SCHOOLS RATINGS FOR THE VIRGINIA DEPARTMENT OF EDUCATION SCHOOLS IN VIRGINIA ALSO HELD TO DEPARTMENT OF EDUCATION SCHOOLS IN VIRGINIA ALSO HELD TO DEPARTMENT OF EDUCATION SCHOOLS IN VIRGINIA ALSO HELD TO FEDERAL ACCOUNTABILITY IN VIRGINIA ALSO HELD TO FEDERAL ACCOUNTABILITY IN VIRGINIA ALSO HELD TO FEDERAL ACCOUNTABILITY STANDARDS IMPLEMENT AS PART FEDERAL ACCOUNTABILITY STANDARDS IMPLEMENT AS PART FEDERAL ACCOUNTABILITY STANDARDS IMPLEMENT

503AS PART OF THE EVERY STUDENT SUCCEEDS STANDARDS IMPLEMENT AS PART OF THE EVERY STUDENT SUCCEEDS STANDARDS IMPLEMENT AS PART OF THE EVERY STUDENT SUCCEEDS ACT OR ESSA UNLIKE STATE SYSTEM OF THE EVERY STUDENT SUCCEEDS ACT OR ESSA UNLIKE STATE SYSTEM OF THE EVERY STUDENT SUCCEEDS ACT OR ESSA UNLIKE STATE SYSTEM WHERE RATINGS ARE ASSIGNED, THE ACT OR ESSA UNLIKE STATE SYSTEM WHERE RATINGS ARE ASSIGNED, THE ACT OR ESSA UNLIKE STATE SYSTEM WHERE RATINGS ARE ASSIGNED, THE FEDERAL ACCOUNTABILITY SYSTEM WHERE RATINGS ARE ASSIGNED, THE FEDERAL ACCOUNTABILITY SYSTEM WHERE RATINGS ARE ASSIGNED, THE FEDERAL ACCOUNTABILITY SYSTEM IS USED TO IDENTIFY SCHOOLS FEDERAL ACCOUNTABILITY SYSTEM IS USED TO IDENTIFY SCHOOLS FEDERAL ACCOUNTABILITY SYSTEM IS USED TO IDENTIFY SCHOOLS ACROSS THE STATE MOST IN NEED IS USED TO IDENTIFY SCHOOLS ACROSS THE STATE MOST IN NEED IS USED TO

504IDENTIFY SCHOOLS ACROSS THE STATE MOST IN NEED OF ADDITIONAL SUPPORT AND ACROSS THE STATE MOST IN NEED OF ADDITIONAL SUPPORT AND ACROSS THE STATE MOST IN NEED OF ADDITIONAL SUPPORT AND HEADLINE NEWS. OF ADDITIONAL SUPPORT AND HEADLINE NEWS. OF ADDITIONAL SUPPORT AND HEADLINE NEWS. SIXTY IN SCHOOLS MET THE HEADLINE NEWS. SIXTY IN SCHOOLS MET THE HEADLINE NEWS. SIXTY IN SCHOOLS MET THE FEDERAL REQUIRED NINETY FIVE SIXTY IN SCHOOLS MET THE FEDERAL REQUIRED NINETY FIVE SIXTY IN SCHOOLS MET THE FEDERAL REQUIRED NINETY FIVE PERCENT PARTICIPATION ON ALL FEDERAL REQUIRED NINETY FIVE PERCENT PARTICIPATION ON ALL FEDERAL REQUIRED NINETY FIVE PERCENT PARTICIPATION ON ALL SCHOOL ALSO, ALL TESTS FOR ALL PERCENT PARTICIPATION ON ALL SCHOOL ALSO, ALL TESTS FOR ALL PERCENT PARTICIPATION ON ALL SCHOOL ALSO, ALL TESTS FOR ALL REPORTING GROUPS 13 MORE SCHOOL ALSO, ALL

505TESTS FOR ALL REPORTING GROUPS 13 MORE SCHOOL ALSO, ALL TESTS FOR ALL REPORTING GROUPS 13 MORE SCHOOLS THAN LAST YEAR AT THIS REPORTING GROUPS 13 MORE SCHOOLS THAN LAST YEAR AT THIS REPORTING GROUPS 13 MORE SCHOOLS THAN LAST YEAR AT THIS TIME THE DEPARTMENT SCHOOLS THAN LAST YEAR AT THIS TIME THE DEPARTMENT SCHOOLS THAN LAST YEAR AT THIS TIME THE DEPARTMENT OF EDUCATION IS NOT YET TIME THE DEPARTMENT OF EDUCATION IS NOT YET TIME THE DEPARTMENT OF EDUCATION IS NOT YET INFORMED SCHOOLS WHETHER OR NOT OF EDUCATION IS NOT YET INFORMED SCHOOLS WHETHER OR NOT OF EDUCATION IS NOT YET INFORMED SCHOOLS WHETHER OR NOT THEY HAVE BEEN DESIGNATED FOR INFORMED SCHOOLS WHETHER OR NOT THEY HAVE BEEN DESIGNATED FOR INFORMED SCHOOLS WHETHER OR NOT THEY HAVE BEEN DESIGNATED FOR SUPPORT AN IMPROVEMENT UNDER THEY

506HAVE BEEN DESIGNATED FOR SUPPORT AN IMPROVEMENT UNDER THEY HAVE BEEN DESIGNATED FOR SUPPORT AN IMPROVEMENT UNDER ESA. SUPPORT AN IMPROVEMENT UNDER ESA. SUPPORT AN IMPROVEMENT UNDER ESA. BUT AS GET ANY INFORMATION WILL ESA. BUT AS GET ANY INFORMATION WILL ESA. BUT AS GET ANY INFORMATION WILL BE SURE TO SHARE THAT WITH YOU BUT AS GET ANY INFORMATION WILL BE SURE TO SHARE THAT WITH YOU BUT AS GET ANY INFORMATION WILL BE SURE TO SHARE THAT WITH YOU BUT UNDER FEDERAL UNDER FEDERAL BE SURE TO SHARE THAT WITH YOU BUT UNDER FEDERAL UNDER FEDERAL BE SURE TO SHARE THAT WITH YOU BUT UNDER FEDERAL UNDER FEDERAL ACCOUNTABILITY THE SCHOOLS ARE BUT UNDER FEDERAL UNDER FEDERAL ACCOUNTABILITY THE SCHOOLS ARE BUT UNDER FEDERAL UNDER FEDERAL ACCOUNTABILITY THE SCHOOLS ARE TO TEST AT LEAST NINETY FIVE ACCOUNTABILITY THE

507SCHOOLS ARE TO TEST AT LEAST NINETY FIVE ACCOUNTABILITY THE SCHOOLS ARE TO TEST AT LEAST NINETY FIVE PERCENT ALL STUDENTS IN ALL TO TEST AT LEAST NINETY FIVE PERCENT ALL STUDENTS IN ALL TO TEST AT LEAST NINETY FIVE PERCENT ALL STUDENTS IN ALL STUDENT GROUPS SIXTY NINE PERCENT ALL STUDENTS IN ALL STUDENT GROUPS SIXTY NINE PERCENT ALL STUDENTS IN ALL STUDENT GROUPS SIXTY NINE SCHOOLS OR EIGHTY FOUR MET THE STUDENT GROUPS SIXTY NINE SCHOOLS OR EIGHTY FOUR MET THE STUDENT GROUPS SIXTY NINE SCHOOLS OR EIGHTY FOUR MET THE NINETY FIVE PERCENT SCHOOLS OR EIGHTY FOUR MET THE NINETY FIVE PERCENT SCHOOLS OR EIGHTY FOUR MET THE NINETY FIVE PERCENT PARTICIPATION RATE WE AT 13 NINETY FIVE PERCENT PARTICIPATION RATE WE AT 13 NINETY FIVE PERCENT PARTICIPATION RATE WE AT 13 SCHOOLS THAT DID NOT MEET

508THE PARTICIPATION RATE WE AT 13 SCHOOLS THAT DID NOT MEET THE PARTICIPATION RATE WE AT 13 SCHOOLS THAT DID NOT MEET THE NINETY FIVE PERCENT SCHOOLS THAT DID NOT MEET THE NINETY FIVE PERCENT SCHOOLS THAT DID NOT MEET THE NINETY FIVE PERCENT PARTICIPATION RATE FOR ONE OR NINETY FIVE PERCENT PARTICIPATION RATE FOR ONE OR NINETY FIVE PERCENT PARTICIPATION RATE FOR ONE OR MORE GROUPS. PARTICIPATION RATE FOR ONE OR MORE GROUPS. PARTICIPATION RATE FOR ONE OR MORE GROUPS. THE DEPARTMENT OF EDUCATION'S MORE GROUPS. THE DEPARTMENT OF EDUCATION'S MORE GROUPS. THE DEPARTMENT OF EDUCATION'S OFFICE AT SCHOOL QUALITY THE DEPARTMENT OF EDUCATION'S OFFICE AT SCHOOL QUALITY THE DEPARTMENT OF EDUCATION'S OFFICE AT SCHOOL QUALITY REQUIRES THAT SCHOOLS THAT DO OFFICE AT SCHOOL QUALITY REQUIRES THAT SCHOOLS THAT DO OFFICE AT SCHOOL QUALITY REQUIRES THAT SCHOOLS THAT DO

509NOT MEET THIS NINETY FIVE REQUIRES THAT SCHOOLS THAT DO NOT MEET THIS NINETY FIVE REQUIRES THAT SCHOOLS THAT DO NOT MEET THIS NINETY FIVE PERCENT PARTICIPATION DEVELOP A NOT MEET THIS NINETY FIVE PERCENT PARTICIPATION DEVELOP A NOT MEET THIS NINETY FIVE PERCENT PARTICIPATION DEVELOP A PLAN WHICH INCLUDES ACTION PERCENT PARTICIPATION DEVELOP A PLAN WHICH INCLUDES ACTION PERCENT PARTICIPATION DEVELOP A PLAN WHICH INCLUDES ACTION STEPS FOR IMPROVING PLAN WHICH INCLUDES ACTION STEPS FOR IMPROVING PLAN WHICH INCLUDES ACTION STEPS FOR IMPROVING PARTICIPATION RATES AND STEPS FOR IMPROVING PARTICIPATION RATES AND STEPS FOR IMPROVING PARTICIPATION RATES AND MONITORING PLANS. PARTICIPATION RATES AND MONITORING PLANS. PARTICIPATION RATES AND MONITORING PLANS. PARTICIPATION DATA HAS BEEN MONITORING PLANS. PARTICIPATION DATA HAS BEEN MONITORING PLANS. PARTICIPATION DATA HAS BEEN SHARED SCHOOLS AND ANALYZE TO PARTICIPATION DATA HAS BEEN SHARED SCHOOLS AND ANALYZE

510TO PARTICIPATION DATA HAS BEEN SHARED SCHOOLS AND ANALYZE TO DETERMINE THE REASONS FOR WHICH SHARED SCHOOLS AND ANALYZE TO DETERMINE THE REASONS FOR WHICH SHARED SCHOOLS AND ANALYZE TO DETERMINE THE REASONS FOR WHICH STUDENTS WERE NOT TESTED FOR DETERMINE THE REASONS FOR WHICH STUDENTS WERE NOT TESTED FOR DETERMINE THE REASONS FOR WHICH STUDENTS WERE NOT TESTED FOR THE HIGH SCHOOLS WHICH ARE MOST STUDENTS WERE NOT TESTED FOR THE HIGH SCHOOLS WHICH ARE MOST STUDENTS WERE NOT TESTED FOR THE HIGH SCHOOLS WHICH ARE MOST OF THE SCHOOLS THAT HAVE BEEN THE HIGH SCHOOLS WHICH ARE MOST OF THE SCHOOLS THAT HAVE BEEN THE HIGH SCHOOLS WHICH ARE MOST OF THE SCHOOLS THAT HAVE BEEN IDENTIFIED ALL STUDENTS WHO DID OF THE SCHOOLS THAT HAVE BEEN IDENTIFIED ALL STUDENTS WHO DID OF THE SCHOOLS THAT HAVE BEEN

511IDENTIFIED ALL STUDENTS WHO DID NOT PARTICIPATE IN REQUIRED IDENTIFIED ALL STUDENTS WHO DID NOT PARTICIPATE IN REQUIRED IDENTIFIED ALL STUDENTS WHO DID NOT PARTICIPATE IN REQUIRED TESTS DID PARTICIPATE IN NOT PARTICIPATE IN REQUIRED TESTS DID PARTICIPATE IN NOT PARTICIPATE IN REQUIRED TESTS DID PARTICIPATE IN ANOTHER SETTLEMENT TO EARN TESTS DID PARTICIPATE IN ANOTHER SETTLEMENT TO EARN TESTS DID PARTICIPATE IN ANOTHER SETTLEMENT TO EARN THEIR VERIFIED CREDIT. ANOTHER SETTLEMENT TO EARN THEIR VERIFIED CREDIT. ANOTHER SETTLEMENT TO EARN THEIR VERIFIED CREDIT. MOST OF THESE STUDENTS CHOSE TO THEIR VERIFIED CREDIT. MOST OF THESE STUDENTS CHOSE TO THEIR VERIFIED CREDIT. MOST OF THESE STUDENTS CHOSE TO SKIP THE REQUIRED ALGEBRA ONE MOST OF THESE STUDENTS CHOSE TO SKIP THE REQUIRED ALGEBRA ONE MOST OF THESE STUDENTS CHOSE TO SKIP THE REQUIRED ALGEBRA ONE TEST DURING COVID AND TOOK

512SKIP THE REQUIRED ALGEBRA ONE TEST DURING COVID AND TOOK SKIP THE REQUIRED ALGEBRA ONE TEST DURING COVID AND TOOK GEOMETRY THE FOLLOWING YEAR FOR TEST DURING COVID AND TOOK GEOMETRY THE FOLLOWING YEAR FOR TEST DURING COVID AND TOOK GEOMETRY THE FOLLOWING YEAR FOR THEIR VERIFIED IT WITHOUT AN GEOMETRY THE FOLLOWING YEAR FOR THEIR VERIFIED IT WITHOUT AN GEOMETRY THE FOLLOWING YEAR FOR THEIR VERIFIED IT WITHOUT AN ALGEBRA ONE TEST STUDENTS ARE THEIR VERIFIED IT WITHOUT AN ALGEBRA ONE TEST STUDENTS ARE THEIR VERIFIED IT WITHOUT AN ALGEBRA ONE TEST STUDENTS ARE CONSIDERED NONPARTICIPANTS ALGEBRA ONE TEST STUDENTS ARE CONSIDERED NONPARTICIPANTS ALGEBRA ONE TEST STUDENTS ARE CONSIDERED NONPARTICIPANTS PARTICIPANTS IN HIGH SCHOOL. CONSIDERED NONPARTICIPANTS PARTICIPANTS IN HIGH SCHOOL. CONSIDERED NONPARTICIPANTS PARTICIPANTS IN HIGH SCHOOL. THIS SHOULD NOT BE AN ISSUE PARTICIPANTS IN HIGH SCHOOL. THIS SHOULD NOT

513BE AN ISSUE PARTICIPANTS IN HIGH SCHOOL. THIS SHOULD NOT BE AN ISSUE MOVING FORWARD AS MOST OF THESE THIS SHOULD NOT BE AN ISSUE MOVING FORWARD AS MOST OF THESE THIS SHOULD NOT BE AN ISSUE MOVING FORWARD AS MOST OF THESE STUDENTS HAVE NOW GRADUATED MOVING FORWARD AS MOST OF THESE STUDENTS HAVE NOW GRADUATED MOVING FORWARD AS MOST OF THESE STUDENTS HAVE NOW GRADUATED WITH THE SUPPORT OF THE OFFICE STUDENTS HAVE NOW GRADUATED WITH THE SUPPORT OF THE OFFICE STUDENTS HAVE NOW GRADUATED WITH THE SUPPORT OF THE OFFICE OF STUDENT ASSESSMENTS SCHOOLS WITH THE SUPPORT OF THE OFFICE OF STUDENT ASSESSMENTS SCHOOLS WITH THE SUPPORT OF THE OFFICE OF STUDENT ASSESSMENTS SCHOOLS WILL NOW CREATE GOALS AND OF STUDENT ASSESSMENTS SCHOOLS WILL NOW CREATE GOALS AND OF STUDENT ASSESSMENTS SCHOOLS WILL NOW CREATE GOALS AND

514STRATEGIES FOR IMPROVEMENT FOR WILL NOW CREATE GOALS AND STRATEGIES FOR IMPROVEMENT FOR WILL NOW CREATE GOALS AND STRATEGIES FOR IMPROVEMENT FOR ANY OTHER STUDENTS WHO DID NOT STRATEGIES FOR IMPROVEMENT FOR ANY OTHER STUDENTS WHO DID NOT STRATEGIES FOR IMPROVEMENT FOR ANY OTHER STUDENTS WHO DID NOT PARTICIPATE THERE WERE MANY ANY OTHER STUDENTS WHO DID NOT PARTICIPATE THERE WERE MANY ANY OTHER STUDENTS WHO DID NOT PARTICIPATE THERE WERE MANY BRIGHT SPOTS WHEN EXAMINING AS PARTICIPATE THERE WERE MANY BRIGHT SPOTS WHEN EXAMINING AS PARTICIPATE THERE WERE MANY BRIGHT SPOTS WHEN EXAMINING AS WELL TAX RATES AND BRIGHT SPOTS WHEN EXAMINING AS WELL TAX RATES AND BRIGHT SPOTS WHEN EXAMINING AS WELL TAX RATES AND ACCOUNTABILITY FOR SCHOOLS AS WELL TAX RATES AND ACCOUNTABILITY FOR SCHOOLS AS WELL TAX RATES AND ACCOUNTABILITY FOR SCHOOLS AS WELL AS AREAS

515REQUIRING ACCOUNTABILITY FOR SCHOOLS AS WELL AS AREAS REQUIRING ACCOUNTABILITY FOR SCHOOLS AS WELL AS AREAS REQUIRING ADDITIONAL FOCUS WITH RESPECT WELL AS AREAS REQUIRING ADDITIONAL FOCUS WITH RESPECT WELL AS AREAS REQUIRING ADDITIONAL FOCUS WITH RESPECT TO ACCOMPLISHED ALTHOUGH MOST ADDITIONAL FOCUS WITH RESPECT TO ACCOMPLISHED ALTHOUGH MOST ADDITIONAL FOCUS WITH RESPECT TO ACCOMPLISHED ALTHOUGH MOST PAST RATES WERE RATES WERE TO ACCOMPLISHED ALTHOUGH MOST PAST RATES WERE RATES WERE TO ACCOMPLISHED ALTHOUGH MOST PAST RATES WERE RATES WERE LOWER IN TWENTY THREE TWENTY PAST RATES WERE RATES WERE LOWER IN TWENTY THREE TWENTY PAST RATES WERE RATES WERE LOWER IN TWENTY THREE TWENTY WITHIN PRE PANDEMIC RATES LOWER IN TWENTY THREE TWENTY WITHIN PRE PANDEMIC RATES LOWER IN TWENTY THREE TWENTY WITHIN PRE PANDEMIC RATES TWELVE OUT OF THE TWENTY IT HAS WITHIN PRE PANDEMIC RATES TWELVE OUT

516OF THE TWENTY IT HAS WITHIN PRE PANDEMIC RATES TWELVE OUT OF THE TWENTY IT HAS INCREASED FROM TWENTY TO TWENTY TWELVE OUT OF THE TWENTY IT HAS INCREASED FROM TWENTY TO TWENTY TWELVE OUT OF THE TWENTY IT HAS INCREASED FROM TWENTY TO TWENTY THREE OVERALL GEOMETRY AN EARTH INCREASED FROM TWENTY TO TWENTY THREE OVERALL GEOMETRY AN EARTH INCREASED FROM TWENTY TO TWENTY THREE OVERALL GEOMETRY AN EARTH SCIENCE SHOWED PASS RATES THAT THREE OVERALL GEOMETRY AN EARTH SCIENCE SHOWED PASS RATES THAT THREE OVERALL GEOMETRY AN EARTH SCIENCE SHOWED PASS RATES THAT WE'RE HIGHER THAN PRE PANDEMIC SCIENCE SHOWED PASS RATES THAT WE'RE HIGHER THAN PRE PANDEMIC SCIENCE SHOWED PASS RATES THAT WE'RE HIGHER THAN PRE PANDEMIC AND SIX OTHER TESTS WERE WITHIN WE'RE HIGHER THAN PRE PANDEMIC AND SIX OTHER TESTS WERE WITHIN WE'RE HIGHER THAN

517PRE PANDEMIC AND SIX OTHER TESTS WERE WITHIN ONE TO TWO PERCENTAGE POINTS AND SIX OTHER TESTS WERE WITHIN ONE TO TWO PERCENTAGE POINTS AND SIX OTHER TESTS WERE WITHIN ONE TO TWO PERCENTAGE POINTS AWAY FROM PRE PANDEMIC WHEN ONE TO TWO PERCENTAGE POINTS AWAY FROM PRE PANDEMIC WHEN ONE TO TWO PERCENTAGE POINTS AWAY FROM PRE PANDEMIC WHEN REVIEWING ALL STUDENTS AS A AWAY FROM PRE PANDEMIC WHEN REVIEWING ALL STUDENTS AS A AWAY FROM PRE PANDEMIC WHEN REVIEWING ALL STUDENTS AS A GROUP IN COMPARISON JUST REVIEWING ALL STUDENTS AS A GROUP IN COMPARISON JUST REVIEWING ALL STUDENTS AS A GROUP IN COMPARISON JUST STUDENTS ACROSS THE STATE GROUP IN COMPARISON JUST STUDENTS ACROSS THE STATE GROUP IN COMPARISON JUST STUDENTS ACROSS THE STATE VIRGINIA BEACH CONTINUES TO STUDENTS ACROSS THE STATE VIRGINIA BEACH CONTINUES TO STUDENTS

518ACROSS THE STATE VIRGINIA BEACH CONTINUES TO OUTPERFORM STATE AND TWENTY VIRGINIA BEACH CONTINUES TO OUTPERFORM STATE AND TWENTY VIRGINIA BEACH CONTINUES TO OUTPERFORM STATE AND TWENTY SEVEN OF THE TWENTY NINE TESTS. OUTPERFORM STATE AND TWENTY SEVEN OF THE TWENTY NINE TESTS. OUTPERFORM STATE AND TWENTY SEVEN OF THE TWENTY NINE TESTS. WE ALSO OUTPERFORM LOCAL SCHOOL SEVEN OF THE TWENTY NINE TESTS. WE ALSO OUTPERFORM LOCAL SCHOOL SEVEN OF THE TWENTY NINE TESTS. WE ALSO OUTPERFORM LOCAL SCHOOL DIVISIONS AND READING WRITING, WE ALSO OUTPERFORM LOCAL SCHOOL DIVISIONS AND READING WRITING, WE ALSO OUTPERFORM LOCAL SCHOOL DIVISIONS AND READING WRITING, SCIENCE AND HISTORY AND TIED DIVISIONS AND READING WRITING, SCIENCE AND HISTORY AND TIED DIVISIONS AND READING WRITING, SCIENCE AND HISTORY AND TIED FOR THE HIGHEST PASS RATE IN SCIENCE AND HISTORY AND TIED FOR THE HIGHEST PASS

519RATE IN SCIENCE AND HISTORY AND TIED FOR THE HIGHEST PASS RATE IN MATH. FOR THE HIGHEST PASS RATE IN MATH. FOR THE HIGHEST PASS RATE IN MATH. VIRGINIA STUDENTS AS A GROUP MATH. VIRGINIA STUDENTS AS A GROUP MATH. VIRGINIA STUDENTS AS A GROUP OUTPERFORMED COMPARABLE SCHOOL VIRGINIA STUDENTS AS A GROUP OUTPERFORMED COMPARABLE SCHOOL VIRGINIA STUDENTS AS A GROUP OUTPERFORMED COMPARABLE SCHOOL DIVISIONS IN READING IN SCIENCE OUTPERFORMED COMPARABLE SCHOOL DIVISIONS IN READING IN SCIENCE OUTPERFORMED COMPARABLE SCHOOL DIVISIONS IN READING IN SCIENCE AND NINETY FOUR PERCENT OF THE DIVISIONS IN READING IN SCIENCE AND NINETY FOUR PERCENT OF THE DIVISIONS IN READING IN SCIENCE AND NINETY FOUR PERCENT OF THE MANY SCHOOL QUALITY INDICATORS AND NINETY FOUR PERCENT OF THE MANY SCHOOL QUALITY INDICATORS AND NINETY FOUR PERCENT OF THE MANY SCHOOL QUALITY INDICATORS ACROSS ALL SCHOOLS

520MET THE MANY SCHOOL QUALITY INDICATORS ACROSS ALL SCHOOLS MET THE MANY SCHOOL QUALITY INDICATORS ACROSS ALL SCHOOLS MET THE EXPECTED BENCHMARKS AND FINALLY ACROSS ALL SCHOOLS MET THE EXPECTED BENCHMARKS AND FINALLY ACROSS ALL SCHOOLS MET THE EXPECTED BENCHMARKS AND FINALLY MORE SCHOOLS THAT THE REQUIRED EXPECTED BENCHMARKS AND FINALLY MORE SCHOOLS THAT THE REQUIRED EXPECTED BENCHMARKS AND FINALLY MORE SCHOOLS THAT THE REQUIRED NINETY FIVE PERCENT MORE SCHOOLS THAT THE REQUIRED NINETY FIVE PERCENT MORE SCHOOLS THAT THE REQUIRED NINETY FIVE PERCENT PARTICIPATION ON ALL TESTS FOR NINETY FIVE PERCENT PARTICIPATION ON ALL TESTS FOR NINETY FIVE PERCENT PARTICIPATION ON ALL TESTS FOR ALL STUDENT GROUPS. PARTICIPATION ON ALL TESTS FOR ALL STUDENT GROUPS. PARTICIPATION ON ALL TESTS FOR ALL STUDENT GROUPS. IT IS IMPORTANT THAT WE FOCUS ALL STUDENT GROUPS. IT IS IMPORTANT THAT WE FOCUS ALL

521STUDENT GROUPS. IT IS IMPORTANT THAT WE FOCUS ON CONTINUOUS IMPROVEMENT AND IT IS IMPORTANT THAT WE FOCUS ON CONTINUOUS IMPROVEMENT AND IT IS IMPORTANT THAT WE FOCUS ON CONTINUOUS IMPROVEMENT AND ALL SUBJECT AREAS BUT AREAS ON CONTINUOUS IMPROVEMENT AND ALL SUBJECT AREAS BUT AREAS ON CONTINUOUS IMPROVEMENT AND ALL SUBJECT AREAS BUT AREAS REQUIRING ADDITIONAL FOCUS DO ALL SUBJECT AREAS BUT AREAS REQUIRING ADDITIONAL FOCUS DO ALL SUBJECT AREAS BUT AREAS REQUIRING ADDITIONAL FOCUS DO INCLUDE THOSE LISTED ON THE REQUIRING ADDITIONAL FOCUS DO INCLUDE THOSE LISTED ON THE REQUIRING ADDITIONAL FOCUS DO INCLUDE THOSE LISTED ON THE SLIDE WE ARE COMMITTED TO INCLUDE THOSE LISTED ON THE SLIDE WE ARE COMMITTED TO INCLUDE THOSE LISTED ON THE SLIDE WE ARE COMMITTED TO IMPROVING THE PERFORMANCE SLIDE WE ARE COMMITTED TO IMPROVING THE PERFORMANCE SLIDE WE ARE COMMITTED

522TO IMPROVING THE PERFORMANCE OF ALL OF OUR STUDENTS IN THE IMPROVING THE PERFORMANCE OF ALL OF OUR STUDENTS IN THE IMPROVING THE PERFORMANCE OF ALL OF OUR STUDENTS IN THE DATA EXAMINING STUDENT GROUP OF ALL OF OUR STUDENTS IN THE DATA EXAMINING STUDENT GROUP OF ALL OF OUR STUDENTS IN THE DATA EXAMINING STUDENT GROUP PERFORMANCE MAKES IT CLEAR THAT DATA EXAMINING STUDENT GROUP PERFORMANCE MAKES IT CLEAR THAT DATA EXAMINING STUDENT GROUP PERFORMANCE MAKES IT CLEAR THAT WE NEED TO CONTINUE OUR FOCUS PERFORMANCE MAKES IT CLEAR THAT WE NEED TO CONTINUE OUR FOCUS PERFORMANCE MAKES IT CLEAR THAT WE NEED TO CONTINUE OUR FOCUS ON STUDENTS DISABILITIES WE NEED TO CONTINUE OUR FOCUS ON STUDENTS DISABILITIES WE NEED TO CONTINUE OUR FOCUS ON STUDENTS DISABILITIES ENGLISH LANGUAGE ENGLISH ON STUDENTS DISABILITIES ENGLISH LANGUAGE ENGLISH ON STUDENTS

523DISABILITIES ENGLISH LANGUAGE ENGLISH LANGUAGE LEARNERS AND BLACK ENGLISH LANGUAGE ENGLISH LANGUAGE LEARNERS AND BLACK ENGLISH LANGUAGE ENGLISH LANGUAGE LEARNERS AND BLACK STUDENTS WE WILL NEED TO REMAIN LANGUAGE LEARNERS AND BLACK STUDENTS WE WILL NEED TO REMAIN LANGUAGE LEARNERS AND BLACK STUDENTS WE WILL NEED TO REMAIN FOCUSED ON CONTINUOUS STUDENTS WE WILL NEED TO REMAIN FOCUSED ON CONTINUOUS STUDENTS WE WILL NEED TO REMAIN FOCUSED ON CONTINUOUS IMPROVEMENT FOR OUR REPORTING FOCUSED ON CONTINUOUS IMPROVEMENT FOR OUR REPORTING FOCUSED ON CONTINUOUS IMPROVEMENT FOR OUR REPORTING GROUPS THAT ARE NOT MEETING THE IMPROVEMENT FOR OUR REPORTING GROUPS THAT ARE NOT MEETING THE IMPROVEMENT FOR OUR REPORTING GROUPS THAT ARE NOT MEETING THE LEVEL ONE BENCHMARKS SCHOOLS GROUPS THAT ARE NOT MEETING THE LEVEL ONE BENCHMARKS SCHOOLS GROUPS THAT ARE NOT MEETING THE LEVEL ONE BENCHMARKS SCHOOLS WITH LEVEL TWO

524AND THREE LEVEL ONE BENCHMARKS SCHOOLS WITH LEVEL TWO AND THREE LEVEL ONE BENCHMARKS SCHOOLS WITH LEVEL TWO AND THREE INDICATORS WILL BE WORKING WITH LEVEL TWO AND THREE INDICATORS WILL BE WORKING WITH LEVEL TWO AND THREE INDICATORS WILL BE WORKING CLOSELY WITH DIVISION LEADERS INDICATORS WILL BE WORKING CLOSELY WITH DIVISION LEADERS INDICATORS WILL BE WORKING CLOSELY WITH DIVISION LEADERS THROUGHOUT THE YEAR AND I'LL CLOSELY WITH DIVISION LEADERS THROUGHOUT THE YEAR AND I'LL CLOSELY WITH DIVISION LEADERS THROUGHOUT THE YEAR AND I'LL HAVE HERE TONIGHT MATTHEW THROUGHOUT THE YEAR AND I'LL HAVE HERE TONIGHT MATTHEW THROUGHOUT THE YEAR AND I'LL HAVE HERE TONIGHT MATTHEW DELANEY OUR CHIEF SCHOOLS HAVE HERE TONIGHT MATTHEW DELANEY OUR CHIEF SCHOOLS HAVE HERE TONIGHT MATTHEW DELANEY OUR CHIEF SCHOOLS OFFICER WILL NOW SHARE HOW WE DELANEY OUR CHIEF SCHOOLS OFFICER WILL NOW

525SHARE HOW WE DELANEY OUR CHIEF SCHOOLS OFFICER WILL NOW SHARE HOW WE WILL CONTINUE TO ADDRESS TO OFFICER WILL NOW SHARE HOW WE WILL CONTINUE TO ADDRESS TO OFFICER WILL NOW SHARE HOW WE WILL CONTINUE TO ADDRESS TO ADDRESS THESE AREAS OF FOCUS WILL CONTINUE TO ADDRESS TO ADDRESS THESE AREAS OF FOCUS WILL CONTINUE TO ADDRESS TO ADDRESS THESE AREAS OF FOCUS THANK YOU TRACE YOU THAT'S A ADDRESS THESE AREAS OF FOCUS THANK YOU TRACE YOU THAT'S A ADDRESS THESE AREAS OF FOCUS THANK YOU TRACE YOU THAT'S A LOT TO DIGEST OBVIOUSLY A THANK YOU TRACE YOU THAT'S A LOT TO DIGEST OBVIOUSLY A THANK YOU TRACE YOU THAT'S A LOT TO DIGEST OBVIOUSLY A OBVIOUSLY A LOT OF NUMBERS TO LOT TO DIGEST OBVIOUSLY A OBVIOUSLY A LOT OF NUMBERS TO LOT TO DIGEST

526OBVIOUSLY A OBVIOUSLY A LOT OF NUMBERS TO PROCESS I THINK IT'S IMPORTANT OBVIOUSLY A LOT OF NUMBERS TO PROCESS I THINK IT'S IMPORTANT OBVIOUSLY A LOT OF NUMBERS TO PROCESS I THINK IT'S IMPORTANT THAT WE ALL RECOGNIZE AS MANY PROCESS I THINK IT'S IMPORTANT THAT WE ALL RECOGNIZE AS MANY PROCESS I THINK IT'S IMPORTANT THAT WE ALL RECOGNIZE AS MANY SUCCESS IS WORTHY THAT WE ALL RECOGNIZE AS MANY SUCCESS IS WORTHY THAT WE ALL RECOGNIZE AS MANY SUCCESS IS WORTHY OF CELEBRATING A COUPLE DATA SUCCESS IS WORTHY OF CELEBRATING A COUPLE DATA SUCCESS IS WORTHY OF CELEBRATING A COUPLE DATA POINTS THAT REALLY JUMPED OUT OF CELEBRATING A COUPLE DATA POINTS THAT REALLY JUMPED OUT OF CELEBRATING A COUPLE DATA POINTS THAT REALLY JUMPED OUT AT ME WAS A FIFTY EIGHT OF OUR POINTS THAT

527REALLY JUMPED OUT AT ME WAS A FIFTY EIGHT OF OUR POINTS THAT REALLY JUMPED OUT AT ME WAS A FIFTY EIGHT OF OUR SCHOOLS HAD A FINAL PERFORMANCE AT ME WAS A FIFTY EIGHT OF OUR SCHOOLS HAD A FINAL PERFORMANCE AT ME WAS A FIFTY EIGHT OF OUR SCHOOLS HAD A FINAL PERFORMANCE LEVEL OF LEVEL ONE WHICH IS SCHOOLS HAD A FINAL PERFORMANCE LEVEL OF LEVEL ONE WHICH IS SCHOOLS HAD A FINAL PERFORMANCE LEVEL OF LEVEL ONE WHICH IS TWENTY SIX MORE THAN THE LEVEL OF LEVEL ONE WHICH IS TWENTY SIX MORE THAN THE LEVEL OF LEVEL ONE WHICH IS TWENTY SIX MORE THAN THE PREVIOUS SCHOOL YEAR OUR TWENTY SIX MORE THAN THE PREVIOUS SCHOOL YEAR OUR TWENTY SIX MORE THAN THE PREVIOUS SCHOOL YEAR OUR SCHOOLS MATT LEVEL ONE PREVIOUS SCHOOL YEAR OUR

528SCHOOLS MATT LEVEL ONE PREVIOUS SCHOOL YEAR OUR SCHOOLS MATT LEVEL ONE BENCHMARK THIS NO NUMBER ALWAYS SCHOOLS MATT LEVEL ONE BENCHMARK THIS NO NUMBER ALWAYS SCHOOLS MATT LEVEL ONE BENCHMARK THIS NO NUMBER ALWAYS BLOWS ME AWAY A THOUSAND FIVE BENCHMARK THIS NO NUMBER ALWAYS BLOWS ME AWAY A THOUSAND FIVE BENCHMARK THIS NO NUMBER ALWAYS BLOWS ME AWAY A THOUSAND FIVE HUNDRED AND FIFTY THREE BLOWS ME AWAY A THOUSAND FIVE HUNDRED AND FIFTY THREE BLOWS ME AWAY A THOUSAND FIVE HUNDRED AND FIFTY THREE INDICATORS THAT IS MORE THAN 90 HUNDRED AND FIFTY THREE INDICATORS THAT IS MORE THAN 90 HUNDRED AND FIFTY THREE INDICATORS THAT IS MORE THAN 90 THREE PERCENT OF THE INDICATORS INDICATORS THAT IS MORE THAN 90 THREE PERCENT OF THE INDICATORS INDICATORS THAT IS MORE THAN 90 THREE PERCENT OF THE INDICATORS

529COMPARED TO EIGHTY FIVE PERCENT THREE PERCENT OF THE INDICATORS COMPARED TO EIGHTY FIVE PERCENT THREE PERCENT OF THE INDICATORS COMPARED TO EIGHTY FIVE PERCENT LAST YEAR. COMPARED TO EIGHTY FIVE PERCENT LAST YEAR. COMPARED TO EIGHTY FIVE PERCENT LAST YEAR. SO A COUPLE THINGS I THINK THAT LAST YEAR. SO A COUPLE THINGS I THINK THAT LAST YEAR. SO A COUPLE THINGS I THINK THAT WE REALLY WANT TO CELEBRATE BUT SO A COUPLE THINGS I THINK THAT WE REALLY WANT TO CELEBRATE BUT SO A COUPLE THINGS I THINK THAT WE REALLY WANT TO CELEBRATE BUT IT'S ALSO CLEAR THAT WE STILL WE REALLY WANT TO CELEBRATE BUT IT'S ALSO CLEAR THAT WE STILL WE REALLY WANT TO CELEBRATE BUT IT'S ALSO CLEAR THAT WE STILL OF CHALLENGES THAT REALLY IT'S ALSO CLEAR THAT WE STILL OF CHALLENGES

530THAT REALLY IT'S ALSO CLEAR THAT WE STILL OF CHALLENGES THAT REALLY REQUIRE STRATEGIC AND OF CHALLENGES THAT REALLY REQUIRE STRATEGIC AND OF CHALLENGES THAT REALLY REQUIRE STRATEGIC AND COMPREHENSIVE EFFORTS YOU'VE REQUIRE STRATEGIC AND COMPREHENSIVE EFFORTS YOU'VE REQUIRE STRATEGIC AND COMPREHENSIVE EFFORTS YOU'VE SEEN THIS SLIDE ON THE SCREEN COMPREHENSIVE EFFORTS YOU'VE SEEN THIS SLIDE ON THE SCREEN COMPREHENSIVE EFFORTS YOU'VE SEEN THIS SLIDE ON THE SCREEN LAST YEAR WHEN WE DID A SIMILAR SEEN THIS SLIDE ON THE SCREEN LAST YEAR WHEN WE DID A SIMILAR SEEN THIS SLIDE ON THE SCREEN LAST YEAR WHEN WE DID A SIMILAR PRESENTATION THEY COULD PROVIDE LAST YEAR WHEN WE DID A SIMILAR PRESENTATION THEY COULD PROVIDE LAST YEAR WHEN WE DID A SIMILAR PRESENTATION THEY COULD PROVIDE SOME CONTEXT ON HOW WE PRESENTATION THEY COULD PROVIDE SOME CONTEXT ON HOW

531WE PRESENTATION THEY COULD PROVIDE SOME CONTEXT ON HOW WE STRATEGICALLY WORK TO ENSURE SOME CONTEXT ON HOW WE STRATEGICALLY WORK TO ENSURE SOME CONTEXT ON HOW WE STRATEGICALLY WORK TO ENSURE OUR STUDENTS ARE ACADEMICALLY STRATEGICALLY WORK TO ENSURE OUR STUDENTS ARE ACADEMICALLY STRATEGICALLY WORK TO ENSURE OUR STUDENTS ARE ACADEMICALLY SUCCEEDING IN A MANNER THAT OUR STUDENTS ARE ACADEMICALLY SUCCEEDING IN A MANNER THAT OUR STUDENTS ARE ACADEMICALLY SUCCEEDING IN A MANNER THAT PAIRS INTO THE FUTURE READY SUCCEEDING IN A MANNER THAT PAIRS INTO THE FUTURE READY SUCCEEDING IN A MANNER THAT PAIRS INTO THE FUTURE READY WHEN I MADE WITH PRINCIPLES PAIRS INTO THE FUTURE READY WHEN I MADE WITH PRINCIPLES PAIRS INTO THE FUTURE READY WHEN I MADE WITH PRINCIPLES WITH PRINCIPALS WE CALL THIS WHEN I MADE WITH PRINCIPLES WITH PRINCIPALS WE CALL THIS

532WHEN I MADE WITH PRINCIPLES WITH PRINCIPALS WE CALL THIS THE FUNNEL BREAK IT DOWN WITH A WITH PRINCIPALS WE CALL THIS THE FUNNEL BREAK IT DOWN WITH A WITH PRINCIPALS WE CALL THIS THE FUNNEL BREAK IT DOWN WITH A LITTLE BIT OF CONTEXT THE FUNNEL BREAK IT DOWN WITH A LITTLE BIT OF CONTEXT THE FUNNEL BREAK IT DOWN WITH A LITTLE BIT OF CONTEXT OF CONTEXT HERE. LITTLE BIT OF CONTEXT OF CONTEXT HERE. LITTLE BIT OF CONTEXT OF CONTEXT HERE. THE PROCESS BEGINS WITH OF CONTEXT HERE. THE PROCESS BEGINS WITH OF CONTEXT HERE. THE PROCESS BEGINS WITH STRATEGIC PLAN COMPANIES TO THE PROCESS BEGINS WITH STRATEGIC PLAN COMPANIES TO THE PROCESS BEGINS WITH STRATEGIC PLAN COMPANIES TO TWENTY TWENTY TWENTY FIVE YOU STRATEGIC PLAN COMPANIES TO TWENTY TWENTY TWENTY FIVE YOU STRATEGIC PLAN COMPANIES TO

533TWENTY TWENTY TWENTY FIVE YOU RECEIVED THE SCHOOL BOARD TWENTY TWENTY TWENTY FIVE YOU RECEIVED THE SCHOOL BOARD TWENTY TWENTY TWENTY FIVE YOU RECEIVED THE SCHOOL BOARD RETREAT DR. BERNANKE PROVIDE AN RECEIVED THE SCHOOL BOARD RETREAT DR. BERNANKE PROVIDE AN RECEIVED THE SCHOOL BOARD RETREAT DR. BERNANKE PROVIDE AN OVERVIEW OF THE STRATEGIC RETREAT DR. BERNANKE PROVIDE AN OVERVIEW OF THE STRATEGIC RETREAT DR. BERNANKE PROVIDE AN OVERVIEW OF THE STRATEGIC ACTION AGENDA FOR TWENTY FOUR OVERVIEW OF THE STRATEGIC ACTION AGENDA FOR TWENTY FOUR OVERVIEW OF THE STRATEGIC ACTION AGENDA FOR TWENTY FOUR TWENTY FIVE SCHOOL YEAR SO WE ACTION AGENDA FOR TWENTY FOUR TWENTY FIVE SCHOOL YEAR SO WE ACTION AGENDA FOR TWENTY FOUR TWENTY FIVE SCHOOL YEAR SO WE START RIGHT AT THE TOP WHAT IS TWENTY FIVE SCHOOL YEAR SO WE START RIGHT AT THE

534TOP WHAT IS TWENTY FIVE SCHOOL YEAR SO WE START RIGHT AT THE TOP WHAT IS OUR STRATEGIC PLAN WHAT ARE START RIGHT AT THE TOP WHAT IS OUR STRATEGIC PLAN WHAT ARE START RIGHT AT THE TOP WHAT IS OUR STRATEGIC PLAN WHAT ARE THEN WE'RE GOING TO FOCUS ON OUR STRATEGIC PLAN WHAT ARE THEN WE'RE GOING TO FOCUS ON OUR STRATEGIC PLAN WHAT ARE THEN WE'RE GOING TO FOCUS ON FOCUS ON FOR THE CURRENT YEAR THEN WE'RE GOING TO FOCUS ON FOCUS ON FOR THE CURRENT YEAR THEN WE'RE GOING TO FOCUS ON FOCUS ON FOR THE CURRENT YEAR AND OUR STRATEGIC ACTION AGENDA FOCUS ON FOR THE CURRENT YEAR AND OUR STRATEGIC ACTION AGENDA FOCUS ON FOR THE CURRENT YEAR AND OUR STRATEGIC ACTION AGENDA ? AND OUR STRATEGIC ACTION AGENDA ? AND OUR STRATEGIC

535ACTION AGENDA ? THE STRATEGIC ACTION AGENDA ? THE STRATEGIC ACTION AGENDA ? THE STRATEGIC ACTION AGENDA ENCOMPASSES THREE MAIN AREAS THE STRATEGIC ACTION AGENDA ENCOMPASSES THREE MAIN AREAS THE STRATEGIC ACTION AGENDA ENCOMPASSES THREE MAIN AREAS ADVANCING EDUCATIONAL EQUITY ENCOMPASSES THREE MAIN AREAS ADVANCING EDUCATIONAL EQUITY ENCOMPASSES THREE MAIN AREAS ADVANCING EDUCATIONAL EQUITY USING INTEGRATED SYSTEMS ADVANCING EDUCATIONAL EQUITY USING INTEGRATED SYSTEMS ADVANCING EDUCATIONAL EQUITY USING INTEGRATED SYSTEMS OF SUPPORT AND CREATING FUTURE USING INTEGRATED SYSTEMS OF SUPPORT AND CREATING FUTURE USING INTEGRATED SYSTEMS OF SUPPORT AND CREATING FUTURE READY STUDENTS WITH EACH FOCUS OF SUPPORT AND CREATING FUTURE READY STUDENTS WITH EACH FOCUS OF SUPPORT AND CREATING FUTURE READY STUDENTS WITH EACH FOCUS AREAS THERE'S KEY COMPONENTS READY STUDENTS WITH EACH FOCUS AREAS THERE'S KEY COMPONENTS READY STUDENTS WITH EACH FOCUS AREAS THERE'S KEY COMPONENTS SCHOOLS EXECUTE SO

536FOR EXAMPLE AREAS THERE'S KEY COMPONENTS SCHOOLS EXECUTE SO FOR EXAMPLE AREAS THERE'S KEY COMPONENTS SCHOOLS EXECUTE SO FOR EXAMPLE IN EXAMPLE IN OUR CREATING SCHOOLS EXECUTE SO FOR EXAMPLE IN EXAMPLE IN OUR CREATING SCHOOLS EXECUTE SO FOR EXAMPLE IN EXAMPLE IN OUR CREATING FUTURE READY THERE'S AN IN EXAMPLE IN OUR CREATING FUTURE READY THERE'S AN IN EXAMPLE IN OUR CREATING FUTURE READY THERE'S AN EMPHASIS PLACED ON DELIVERING FUTURE READY THERE'S AN EMPHASIS PLACED ON DELIVERING FUTURE READY THERE'S AN EMPHASIS PLACED ON DELIVERING EVIDENCE BASED LEARNING. EMPHASIS PLACED ON DELIVERING EVIDENCE BASED LEARNING. EMPHASIS PLACED ON DELIVERING EVIDENCE BASED LEARNING. I'M EVIDENCE BASED LITERACY AND EVIDENCE BASED LEARNING. I'M EVIDENCE BASED LITERACY AND EVIDENCE BASED LEARNING. I'M EVIDENCE BASED LITERACY AND MATHEMATICS INSTRUCTION TO I'M EVIDENCE BASED LITERACY AND MATHEMATICS INSTRUCTION TO I'M EVIDENCE BASED LITERACY

537AND MATHEMATICS INSTRUCTION TO ENSURE ALL VIRGINIA CITY PUBLIC MATHEMATICS INSTRUCTION TO ENSURE ALL VIRGINIA CITY PUBLIC MATHEMATICS INSTRUCTION TO ENSURE ALL VIRGINIA CITY PUBLIC SCHOOL STUDENTS ARE PROFICIENT ENSURE ALL VIRGINIA CITY PUBLIC SCHOOL STUDENTS ARE PROFICIENT ENSURE ALL VIRGINIA CITY PUBLIC SCHOOL STUDENTS ARE PROFICIENT READERS, WRITERS, MATHEMATIC SCHOOL STUDENTS ARE PROFICIENT READERS, WRITERS, MATHEMATIC SCHOOL STUDENTS ARE PROFICIENT READERS, WRITERS, MATHEMATIC THINKERS AND COMMUNICATORS. READERS, WRITERS, MATHEMATIC THINKERS AND COMMUNICATORS. READERS, WRITERS, MATHEMATIC THINKERS AND COMMUNICATORS. WE ALSO PLACE AN EMPHASIS SO THINKERS AND COMMUNICATORS. WE ALSO PLACE AN EMPHASIS SO THINKERS AND COMMUNICATORS. WE ALSO PLACE AN EMPHASIS SO I'M WORKING TO BUILD THE WE ALSO PLACE AN EMPHASIS SO I'M WORKING TO BUILD THE WE ALSO PLACE AN EMPHASIS SO I'M WORKING TO BUILD THE CAPACITY OF ALL OF OUR TO ADAPT I'M WORKING TO

538BUILD THE CAPACITY OF ALL OF OUR TO ADAPT I'M WORKING TO BUILD THE CAPACITY OF ALL OF OUR TO ADAPT THEIR TEACHING PRACTICES TO CAPACITY OF ALL OF OUR TO ADAPT THEIR TEACHING PRACTICES TO CAPACITY OF ALL OF OUR TO ADAPT THEIR TEACHING PRACTICES TO ADDRESS DIVERSE STUDENT NEEDS THEIR TEACHING PRACTICES TO ADDRESS DIVERSE STUDENT NEEDS THEIR TEACHING PRACTICES TO ADDRESS DIVERSE STUDENT NEEDS FOR THE PURPOSE INCREASING ADDRESS DIVERSE STUDENT NEEDS FOR THE PURPOSE INCREASING ADDRESS DIVERSE STUDENT NEEDS FOR THE PURPOSE INCREASING ACADEMIC ACHIEVEMENT GROWTH, FOR THE PURPOSE INCREASING ACADEMIC ACHIEVEMENT GROWTH, FOR THE PURPOSE INCREASING ACADEMIC ACHIEVEMENT GROWTH, GROWTH AND BELONGING ACADEMIC ACHIEVEMENT GROWTH, GROWTH AND BELONGING ACADEMIC ACHIEVEMENT GROWTH, GROWTH AND BELONGING OF STUDENTS. GROWTH AND BELONGING OF STUDENTS. GROWTH AND BELONGING OF STUDENTS. I SHARE THOSE TWO BECAUSE THEY OF STUDENTS. I

539SHARE THOSE TWO BECAUSE THEY OF STUDENTS. I SHARE THOSE TWO BECAUSE THEY REALLY CORRELATE WITH A LOT I SHARE THOSE TWO BECAUSE THEY REALLY CORRELATE WITH A LOT I SHARE THOSE TWO BECAUSE THEY REALLY CORRELATE WITH A LOT OF THE STUDENT ACHIEVEMENT DATA REALLY CORRELATE WITH A LOT OF THE STUDENT ACHIEVEMENT DATA REALLY CORRELATE WITH A LOT OF THE STUDENT ACHIEVEMENT DATA YOU JUST REVIEW SO AT THE OF THE STUDENT ACHIEVEMENT DATA YOU JUST REVIEW SO AT THE OF THE STUDENT ACHIEVEMENT DATA YOU JUST REVIEW SO AT THE LEADERSHIP CONFERENCE THAT YOU YOU JUST REVIEW SO AT THE LEADERSHIP CONFERENCE THAT YOU YOU JUST REVIEW SO AT THE LEADERSHIP CONFERENCE THAT YOU HEAR THAT WE DO EVERY YEAR WE LEADERSHIP CONFERENCE THAT YOU HEAR THAT WE DO EVERY YEAR WE LEADERSHIP CONFERENCE THAT YOU HEAR

540THAT WE DO EVERY YEAR WE REALLY FOCUS ON ASSISTING HEAR THAT WE DO EVERY YEAR WE REALLY FOCUS ON ASSISTING HEAR THAT WE DO EVERY YEAR WE REALLY FOCUS ON ASSISTING BUILDING LEADERS AND HOW REALLY FOCUS ON ASSISTING BUILDING LEADERS AND HOW REALLY FOCUS ON ASSISTING BUILDING LEADERS AND HOW THEY'RE GOING TO EXECUTE BUILDING LEADERS AND HOW THEY'RE GOING TO EXECUTE BUILDING LEADERS AND HOW THEY'RE GOING TO EXECUTE STRATEGIC ACTION AGENDA THEY THEY'RE GOING TO EXECUTE STRATEGIC ACTION AGENDA THEY THEY'RE GOING TO EXECUTE STRATEGIC ACTION AGENDA THEY TAKE THEY TAKE THAT STRATEGIC STRATEGIC ACTION AGENDA THEY TAKE THEY TAKE THAT STRATEGIC STRATEGIC ACTION AGENDA THEY TAKE THEY TAKE THAT STRATEGIC ACTION ENGINE BACK TO THEIR TAKE THEY TAKE THAT STRATEGIC ACTION ENGINE BACK TO THEIR TAKE THEY TAKE THAT STRATEGIC ACTION ENGINE BACK TO THEIR

541SCHOOLS AND THEY LOOK TO MODIFY ACTION ENGINE BACK TO THEIR SCHOOLS AND THEY LOOK TO MODIFY ACTION ENGINE BACK TO THEIR SCHOOLS AND THEY LOOK TO MODIFY WHAT WE CALL THEIR SCHOOL SCHOOLS AND THEY LOOK TO MODIFY WHAT WE CALL THEIR SCHOOL SCHOOLS AND THEY LOOK TO MODIFY WHAT WE CALL THEIR SCHOOL CONCEPT MAP ALL OF OUR SCHOOLS WHAT WE CALL THEIR SCHOOL CONCEPT MAP ALL OF OUR SCHOOLS WHAT WE CALL THEIR SCHOOL CONCEPT MAP ALL OF OUR SCHOOLS OVER THE PAST THREE YEARS AND CONCEPT MAP ALL OF OUR SCHOOLS OVER THE PAST THREE YEARS AND CONCEPT MAP ALL OF OUR SCHOOLS OVER THE PAST THREE YEARS AND CENTERS HAVE SCHOOL BASED OVER THE PAST THREE YEARS AND CENTERS HAVE SCHOOL BASED OVER THE PAST THREE YEARS AND CENTERS HAVE SCHOOL BASED CONCEPT MAP AND

542IT'S CENTERS HAVE SCHOOL BASED CONCEPT MAP AND IT'S CENTERS HAVE SCHOOL BASED CONCEPT MAP AND IT'S ESSENTIALLY A ONE PAGE CONCEPT MAP AND IT'S ESSENTIALLY A ONE PAGE CONCEPT MAP AND IT'S ESSENTIALLY A ONE PAGE ELEVATORS PAGE DOCUMENT THAT ESSENTIALLY A ONE PAGE ELEVATORS PAGE DOCUMENT THAT ESSENTIALLY A ONE PAGE ELEVATORS PAGE DOCUMENT THAT PROVIDES CLARITY FOR SCHOOL ELEVATORS PAGE DOCUMENT THAT PROVIDES CLARITY FOR SCHOOL ELEVATORS PAGE DOCUMENT THAT PROVIDES CLARITY FOR SCHOOL STAFF ON THE FOCUS AREAS FOR PROVIDES CLARITY FOR SCHOOL STAFF ON THE FOCUS AREAS FOR PROVIDES CLARITY FOR SCHOOL STAFF ON THE FOCUS AREAS FOR THE YEAR JUST. STAFF ON THE FOCUS AREAS FOR THE YEAR JUST. STAFF ON THE FOCUS AREAS FOR THE YEAR JUST. JUST ENCOURAGE YOU WHENEVER THE YEAR JUST. JUST ENCOURAGE YOU WHENEVER THE YEAR JUST. JUST ENCOURAGE

543YOU WHENEVER YOUR VISION TO SCHOOL TO ASK JUST ENCOURAGE YOU WHENEVER YOUR VISION TO SCHOOL TO ASK JUST ENCOURAGE YOU WHENEVER YOUR VISION TO SCHOOL TO ASK THE PRINCIPAL TO SHARE THEIR YOUR VISION TO SCHOOL TO ASK THE PRINCIPAL TO SHARE THEIR YOUR VISION TO SCHOOL TO ASK THE PRINCIPAL TO SHARE THEIR CONCEPT THAT WITH YOU THERE THE PRINCIPAL TO SHARE THEIR CONCEPT THAT WITH YOU THERE THE PRINCIPAL TO SHARE THEIR CONCEPT THAT WITH YOU THERE OFTEN POSTED IN CLASSROOMS AND CONCEPT THAT WITH YOU THERE OFTEN POSTED IN CLASSROOMS AND CONCEPT THAT WITH YOU THERE OFTEN POSTED IN CLASSROOMS AND ACROSS THE SCHOOL SO FROM THE OFTEN POSTED IN CLASSROOMS AND ACROSS THE SCHOOL SO FROM THE OFTEN POSTED IN CLASSROOMS AND ACROSS THE SCHOOL SO FROM THE CONCEPT MAP WE THEN REQUIRE ALL ACROSS

544THE SCHOOL SO FROM THE CONCEPT MAP WE THEN REQUIRE ALL ACROSS THE SCHOOL SO FROM THE CONCEPT MAP WE THEN REQUIRE ALL SCHOOLS TO COMPLETE A PLAN FOR CONCEPT MAP WE THEN REQUIRE ALL SCHOOLS TO COMPLETE A PLAN FOR CONCEPT MAP WE THEN REQUIRE ALL SCHOOLS TO COMPLETE A PLAN FOR CONTINUOUS IMPROVEMENT WHICH IS SCHOOLS TO COMPLETE A PLAN FOR CONTINUOUS IMPROVEMENT WHICH IS SCHOOLS TO COMPLETE A PLAN FOR CONTINUOUS IMPROVEMENT WHICH IS KNOWN AS THE PCI THIS DOCUMENT CONTINUOUS IMPROVEMENT WHICH IS KNOWN AS THE PCI THIS DOCUMENT CONTINUOUS IMPROVEMENT WHICH IS KNOWN AS THE PCI THIS DOCUMENT INVOLVED SETTING OF GOALS AND KNOWN AS THE PCI THIS DOCUMENT INVOLVED SETTING OF GOALS AND KNOWN AS THE PCI THIS DOCUMENT INVOLVED SETTING OF GOALS AND ACTION STEPS TO ACHIEVE THOSE INVOLVED SETTING OF GOALS AND

545ACTION STEPS TO ACHIEVE THOSE INVOLVED SETTING OF GOALS AND ACTION STEPS TO ACHIEVE THOSE GOALS. ACTION STEPS TO ACHIEVE THOSE GOALS. ACTION STEPS TO ACHIEVE THOSE GOALS. SCHOOL BASED PCI REALLY FOCUSED GOALS. SCHOOL BASED PCI REALLY FOCUSED GOALS. SCHOOL BASED PCI REALLY FOCUSED ON OUR LITERACY GOALS, NUMERACY SCHOOL BASED PCI REALLY FOCUSED ON OUR LITERACY GOALS, NUMERACY SCHOOL BASED PCI REALLY FOCUSED ON OUR LITERACY GOALS, NUMERACY GOALS AND FUTURE READY ON OUR LITERACY GOALS, NUMERACY GOALS AND FUTURE READY ON OUR LITERACY GOALS, NUMERACY GOALS AND FUTURE READY HATZISTERGOS GOALS SCHOOLS THAT GOALS AND FUTURE READY HATZISTERGOS GOALS SCHOOLS THAT GOALS AND FUTURE READY HATZISTERGOS GOALS SCHOOLS THAT ARE IN LEVEL THREE STATUS IN A HATZISTERGOS GOALS SCHOOLS THAT ARE IN LEVEL THREE STATUS IN A HATZISTERGOS GOALS SCHOOLS THAT ARE IN LEVEL THREE STATUS IN

546A PARTICULAR HE MUST HAVE A GO TO ARE IN LEVEL THREE STATUS IN A PARTICULAR HE MUST HAVE A GO TO ARE IN LEVEL THREE STATUS IN A PARTICULAR HE MUST HAVE A GO TO ADDRESS THIS STATUS. PARTICULAR HE MUST HAVE A GO TO ADDRESS THIS STATUS. PARTICULAR HE MUST HAVE A GO TO ADDRESS THIS STATUS. FOR EXAMPLE OUR LEVEL THREE ADDRESS THIS STATUS. FOR EXAMPLE OUR LEVEL THREE ADDRESS THIS STATUS. FOR EXAMPLE OUR LEVEL THREE SCHOOLS GOALS IN SCIENCE WILL FOR EXAMPLE OUR LEVEL THREE SCHOOLS GOALS IN SCIENCE WILL FOR EXAMPLE OUR LEVEL THREE SCHOOLS GOALS IN SCIENCE WILL HAVE A PCI GOAL AND STEPS ARE SCHOOLS GOALS IN SCIENCE WILL HAVE A PCI GOAL AND STEPS ARE SCHOOLS GOALS IN SCIENCE WILL HAVE A PCI GOAL AND STEPS ARE STRATEGIES TO ADDRESS THIS

547HAVE A PCI GOAL AND STEPS ARE STRATEGIES TO ADDRESS THIS HAVE A PCI GOAL AND STEPS ARE STRATEGIES TO ADDRESS THIS FOCUS AREA COLLECTIVELY WE STRATEGIES TO ADDRESS THIS FOCUS AREA COLLECTIVELY WE STRATEGIES TO ADDRESS THIS FOCUS AREA COLLECTIVELY WE MONITOR PERFORMANCE AND ADJUST FOCUS AREA COLLECTIVELY WE MONITOR PERFORMANCE AND ADJUST FOCUS AREA COLLECTIVELY WE MONITOR PERFORMANCE AND ADJUST ACTION STEPS IN RESPONSE MONITOR PERFORMANCE AND ADJUST ACTION STEPS IN RESPONSE MONITOR PERFORMANCE AND ADJUST ACTION STEPS IN RESPONSE STUDENT DATA THROUGHOUT THE ACTION STEPS IN RESPONSE STUDENT DATA THROUGHOUT THE ACTION STEPS IN RESPONSE STUDENT DATA THROUGHOUT THE YEAR. STUDENT DATA THROUGHOUT THE YEAR. STUDENT DATA THROUGHOUT THE YEAR. THIS CONTINUOUS IMPROVEMENT YEAR. THIS CONTINUOUS IMPROVEMENT YEAR. THIS CONTINUOUS IMPROVEMENT PROCESS IS IN COLLABORATION THIS CONTINUOUS IMPROVEMENT PROCESS IS IN COLLABORATION THIS CONTINUOUS IMPROVEMENT PROCESS IS

548IN COLLABORATION DEPARTMENT IS GOOD SCHOOL PROCESS IS IN COLLABORATION DEPARTMENT IS GOOD SCHOOL PROCESS IS IN COLLABORATION DEPARTMENT IS GOOD SCHOOL LEADERSHIP AND THE DEPARTMENT DEPARTMENT IS GOOD SCHOOL LEADERSHIP AND THE DEPARTMENT DEPARTMENT IS GOOD SCHOOL LEADERSHIP AND THE DEPARTMENT OF TEACHING AND LEARNING ALONG LEADERSHIP AND THE DEPARTMENT OF TEACHING AND LEARNING ALONG LEADERSHIP AND THE DEPARTMENT OF TEACHING AND LEARNING ALONG WITH OUR SCHOOL BASED STAFF AND OF TEACHING AND LEARNING ALONG WITH OUR SCHOOL BASED STAFF AND OF TEACHING AND LEARNING ALONG WITH OUR SCHOOL BASED STAFF AND THE FINAL AREA ON THE SLIDE IS WITH OUR SCHOOL BASED STAFF AND THE FINAL AREA ON THE SLIDE IS WITH OUR SCHOOL BASED STAFF AND THE FINAL AREA ON THE SLIDE IS ESSENTIALLY WHAT WE SAY IS THE FINAL AREA ON THE SLIDE IS ESSENTIALLY WHAT

549WE SAY IS THE FINAL AREA ON THE SLIDE IS ESSENTIALLY WHAT WE SAY IS WHERE THE RUBBER MEETS THE ROAD ESSENTIALLY WHAT WE SAY IS WHERE THE RUBBER MEETS THE ROAD ESSENTIALLY WHAT WE SAY IS WHERE THE RUBBER MEETS THE ROAD AND THAT'S WHAT'S TAKING PLACE WHERE THE RUBBER MEETS THE ROAD AND THAT'S WHAT'S TAKING PLACE WHERE THE RUBBER MEETS THE ROAD AND THAT'S WHAT'S TAKING PLACE IN THE CLASSROOM AND HOW WE DO AND THAT'S WHAT'S TAKING PLACE IN THE CLASSROOM AND HOW WE DO AND THAT'S WHAT'S TAKING PLACE IN THE CLASSROOM AND HOW WE DO OUR CLASSROOM OBSERVATION IN IN THE CLASSROOM AND HOW WE DO OUR CLASSROOM OBSERVATION IN IN THE CLASSROOM AND HOW WE DO OUR CLASSROOM OBSERVATION IN THE FEEDBACK WE PROVIDE OUR CLASSROOM OBSERVATION IN THE FEEDBACK WE PROVIDE OUR

550CLASSROOM OBSERVATION IN THE FEEDBACK WE PROVIDE TEACHERS OVER THE PAST THREE THE FEEDBACK WE PROVIDE TEACHERS OVER THE PAST THREE THE FEEDBACK WE PROVIDE TEACHERS OVER THE PAST THREE YEARS WE PROVIDED EXTENSIVE TEACHERS OVER THE PAST THREE YEARS WE PROVIDED EXTENSIVE TEACHERS OVER THE PAST THREE YEARS WE PROVIDED EXTENSIVE TRAINING TO OUR ADMINISTRATORS YEARS WE PROVIDED EXTENSIVE TRAINING TO OUR ADMINISTRATORS YEARS WE PROVIDED EXTENSIVE TRAINING TO OUR ADMINISTRATORS ON HOW TO GIVE FEEDBACK IT TRAINING TO OUR ADMINISTRATORS ON HOW TO GIVE FEEDBACK IT TRAINING TO OUR ADMINISTRATORS ON HOW TO GIVE FEEDBACK IT EMPOWERS VALIDATES AND GROWS ON HOW TO GIVE FEEDBACK IT EMPOWERS VALIDATES AND GROWS ON HOW TO GIVE FEEDBACK IT EMPOWERS VALIDATES AND GROWS OUR TEACHERS WE ALSO WANT TO EMPOWERS VALIDATES AND GROWS OUR TEACHERS WE ALSO WANT TO EMPOWERS VALIDATES

551AND GROWS OUR TEACHERS WE ALSO WANT TO ENSURE THAT THE FEEDBACK WE ARE OUR TEACHERS WE ALSO WANT TO ENSURE THAT THE FEEDBACK WE ARE OUR TEACHERS WE ALSO WANT TO ENSURE THAT THE FEEDBACK WE ARE PROVIDING TO TEACHERS IS ENSURE THAT THE FEEDBACK WE ARE PROVIDING TO TEACHERS IS ENSURE THAT THE FEEDBACK WE ARE PROVIDING TO TEACHERS IS ALIGNED THE PROFESSIONAL PROVIDING TO TEACHERS IS ALIGNED THE PROFESSIONAL PROVIDING TO TEACHERS IS ALIGNED THE PROFESSIONAL LEARNING THEY RECEIVE THE WORK ALIGNED THE PROFESSIONAL LEARNING THEY RECEIVE THE WORK ALIGNED THE PROFESSIONAL LEARNING THEY RECEIVE THE WORK TAKING PLACE IN THE PLACES AND LEARNING THEY RECEIVE THE WORK TAKING PLACE IN THE PLACES AND LEARNING THEY RECEIVE THE WORK TAKING PLACE IN THE PLACES AND THE GOALS OF THE PCI OVER THIS TAKING PLACE IN THE PLACES

552AND THE GOALS OF THE PCI OVER THIS TAKING PLACE IN THE PLACES AND THE GOALS OF THE PCI OVER THIS THREE YEAR PERIOD THE GOALS OF THE PCI OVER THIS THREE YEAR PERIOD THE GOALS OF THE PCI OVER THIS THREE YEAR PERIOD ADMINISTRATORS HAVE CONDUCTED THREE YEAR PERIOD ADMINISTRATORS HAVE CONDUCTED THREE YEAR PERIOD ADMINISTRATORS HAVE CONDUCTED MORE THAN THIRTY SIX THOUSAND ADMINISTRATORS HAVE CONDUCTED MORE THAN THIRTY SIX THOUSAND ADMINISTRATORS HAVE CONDUCTED MORE THAN THIRTY SIX THOUSAND CLASSROOM OBSERVATIONS WE WANT MORE THAN THIRTY SIX THOUSAND CLASSROOM OBSERVATIONS WE WANT MORE THAN THIRTY SIX THOUSAND CLASSROOM OBSERVATIONS WE WANT TO ENSURE THESE INTERACTIONS CLASSROOM OBSERVATIONS WE WANT TO ENSURE THESE INTERACTIONS CLASSROOM OBSERVATIONS WE WANT TO ENSURE THESE INTERACTIONS AND FEEDBACK SESSIONS HAVE AN TO ENSURE THESE INTERACTIONS AND FEEDBACK SESSIONS HAVE AN TO ENSURE THESE INTERACTIONS

553AND FEEDBACK SESSIONS HAVE AN IMPACT ON TEACHER CAPACITY AND AND FEEDBACK SESSIONS HAVE AN IMPACT ON TEACHER CAPACITY AND AND FEEDBACK SESSIONS HAVE AN IMPACT ON TEACHER CAPACITY AND PROVIDE LEARNING ENVIRONMENT IMPACT ON TEACHER CAPACITY AND PROVIDE LEARNING ENVIRONMENT IMPACT ON TEACHER CAPACITY AND PROVIDE LEARNING ENVIRONMENT WHERE EACH STUDENT IS PROVIDE LEARNING ENVIRONMENT WHERE EACH STUDENT IS PROVIDE LEARNING ENVIRONMENT WHERE EACH STUDENT IS PERFORMING AT THEIR HIGHEST WHERE EACH STUDENT IS PERFORMING AT THEIR HIGHEST WHERE EACH STUDENT IS PERFORMING AT THEIR HIGHEST POTENTIAL SO AGAIN A QUICK PERFORMING AT THEIR HIGHEST POTENTIAL SO AGAIN A QUICK PERFORMING AT THEIR HIGHEST POTENTIAL SO AGAIN A QUICK SUMMARY OF THE FINAL WE. POTENTIAL SO AGAIN A QUICK SUMMARY OF THE FINAL WE. POTENTIAL SO AGAIN A QUICK SUMMARY OF THE FINAL WE. WE START WITH STRATEGIC ACTION

554SUMMARY OF THE FINAL WE. WE START WITH STRATEGIC ACTION SUMMARY OF THE FINAL WE. WE START WITH STRATEGIC ACTION AGENDA MOVE DOWN TO THE SCHOOL WE START WITH STRATEGIC ACTION AGENDA MOVE DOWN TO THE SCHOOL WE START WITH STRATEGIC ACTION AGENDA MOVE DOWN TO THE SCHOOL BASED CONCEPT MAP WHICH DRIVES AGENDA MOVE DOWN TO THE SCHOOL BASED CONCEPT MAP WHICH DRIVES AGENDA MOVE DOWN TO THE SCHOOL BASED CONCEPT MAP WHICH DRIVES THE PCI AND THEN LENDS ITSELF BASED CONCEPT MAP WHICH DRIVES THE PCI AND THEN LENDS ITSELF BASED CONCEPT MAP WHICH DRIVES THE PCI AND THEN LENDS ITSELF TO WHAT TAKES PLACE IN THE THE PCI AND THEN LENDS ITSELF TO WHAT TAKES PLACE IN THE THE PCI AND THEN LENDS ITSELF TO WHAT TAKES PLACE IN THE CLASSROOM OVER THE PAST SEVERAL TO WHAT

555TAKES PLACE IN THE CLASSROOM OVER THE PAST SEVERAL TO WHAT TAKES PLACE IN THE CLASSROOM OVER THE PAST SEVERAL YEARS WE UTILIZE THE STRATEGIC CLASSROOM OVER THE PAST SEVERAL YEARS WE UTILIZE THE STRATEGIC CLASSROOM OVER THE PAST SEVERAL YEARS WE UTILIZE THE STRATEGIC SCHOOL SUPPORT PROCESS TO YEARS WE UTILIZE THE STRATEGIC SCHOOL SUPPORT PROCESS TO YEARS WE UTILIZE THE STRATEGIC SCHOOL SUPPORT PROCESS TO REGULARLY ANALYZE DATA AND SCHOOL SUPPORT PROCESS TO REGULARLY ANALYZE DATA AND SCHOOL SUPPORT PROCESS TO REGULARLY ANALYZE DATA AND COLLABORATE WITH OUR SCHOOL REGULARLY ANALYZE DATA AND COLLABORATE WITH OUR SCHOOL REGULARLY ANALYZE DATA AND COLLABORATE WITH OUR SCHOOL BASED LEADERS TO ENSURE SCHOOLS COLLABORATE WITH OUR SCHOOL BASED LEADERS TO ENSURE SCHOOLS COLLABORATE WITH OUR SCHOOL BASED LEADERS TO ENSURE SCHOOLS RECEIVE THE SUPPORT THEY NEED BASED LEADERS TO ENSURE SCHOOLS

556RECEIVE THE SUPPORT THEY NEED BASED LEADERS TO ENSURE SCHOOLS RECEIVE THE SUPPORT THEY NEED TO ACHIEVE THE EDUCATIONAL RECEIVE THE SUPPORT THEY NEED TO ACHIEVE THE EDUCATIONAL RECEIVE THE SUPPORT THEY NEED TO ACHIEVE THE EDUCATIONAL EXCELLENCE AND REMAIN FULLY TO ACHIEVE THE EDUCATIONAL EXCELLENCE AND REMAIN FULLY TO ACHIEVE THE EDUCATIONAL EXCELLENCE AND REMAIN FULLY ACCREDITED SCHOOLS ARE PROVIDED EXCELLENCE AND REMAIN FULLY ACCREDITED SCHOOLS ARE PROVIDED EXCELLENCE AND REMAIN FULLY ACCREDITED SCHOOLS ARE PROVIDED LEVELS OF SUPPORT BASED ON ACCREDITED SCHOOLS ARE PROVIDED LEVELS OF SUPPORT BASED ON ACCREDITED SCHOOLS ARE PROVIDED LEVELS OF SUPPORT BASED ON THEIR NEEDS IDENTIFIED IN THE LEVELS OF SUPPORT BASED ON THEIR NEEDS IDENTIFIED IN THE LEVELS OF SUPPORT BASED ON THEIR NEEDS IDENTIFIED IN THE DATA SCHOOLS ARE IDENTIFIED FOR THEIR NEEDS IDENTIFIED IN THE DATA SCHOOLS ARE IDENTIFIED FOR

557THEIR NEEDS IDENTIFIED IN THE DATA SCHOOLS ARE IDENTIFIED FOR OTHER UNIVERSAL TARGETED OR DATA SCHOOLS ARE IDENTIFIED FOR OTHER UNIVERSAL TARGETED OR DATA SCHOOLS ARE IDENTIFIED FOR OTHER UNIVERSAL TARGETED OR INTENSIVE SUPPORT. OTHER UNIVERSAL TARGETED OR INTENSIVE SUPPORT. OTHER UNIVERSAL TARGETED OR INTENSIVE SUPPORT. THIS COLLABORATIVE PROBLEM INTENSIVE SUPPORT. THIS COLLABORATIVE PROBLEM INTENSIVE SUPPORT. THIS COLLABORATIVE PROBLEM SOLVING APPROACH BRINGS LEADERS THIS COLLABORATIVE PROBLEM SOLVING APPROACH BRINGS LEADERS THIS COLLABORATIVE PROBLEM SOLVING APPROACH BRINGS LEADERS FROM SCHOOLS LEADERSHIP SOLVING APPROACH BRINGS LEADERS FROM SCHOOLS LEADERSHIP SOLVING APPROACH BRINGS LEADERS FROM SCHOOLS LEADERSHIP CURRICULUM TESTING SPECIAL FROM SCHOOLS LEADERSHIP CURRICULUM TESTING SPECIAL FROM SCHOOLS LEADERSHIP CURRICULUM TESTING SPECIAL EDUCATION INSTITUTE STUDENTS CURRICULUM TESTING SPECIAL EDUCATION INSTITUTE STUDENTS CURRICULUM TESTING SPECIAL EDUCATION INSTITUTE STUDENTS SUPPORT SERVICE OFFICES TO THE EDUCATION INSTITUTE STUDENTS SUPPORT SERVICE OFFICES TO THE EDUCATION INSTITUTE STUDENTS

558SUPPORT SERVICE OFFICES TO THE TABLE WITH OUR SCHOOL LEADERS SUPPORT SERVICE OFFICES TO THE TABLE WITH OUR SCHOOL LEADERS SUPPORT SERVICE OFFICES TO THE TABLE WITH OUR SCHOOL LEADERS TO ENSURE COMPREHENSIVE REVIEW TABLE WITH OUR SCHOOL LEADERS TO ENSURE COMPREHENSIVE REVIEW TABLE WITH OUR SCHOOL LEADERS TO ENSURE COMPREHENSIVE REVIEW OF PROGRESS AND NEEDS IS TO ENSURE COMPREHENSIVE REVIEW OF PROGRESS AND NEEDS IS TO ENSURE COMPREHENSIVE REVIEW OF PROGRESS AND NEEDS IS REGULARLY ANALYZED TO RESPOND OF PROGRESS AND NEEDS IS REGULARLY ANALYZED TO RESPOND OF PROGRESS AND NEEDS IS REGULARLY ANALYZED TO RESPOND ALL SCHOOLS HAVE REGULARLY REGULARLY ANALYZED TO RESPOND ALL SCHOOLS HAVE REGULARLY REGULARLY ANALYZED TO RESPOND ALL SCHOOLS HAVE REGULARLY SCHEDULED SCHOOL SUPPORT ALL SCHOOLS HAVE REGULARLY SCHEDULED SCHOOL SUPPORT ALL SCHOOLS HAVE REGULARLY SCHEDULED SCHOOL SUPPORT PROCESS MEETINGS CHECK INS SCHEDULED SCHOOL

559SUPPORT PROCESS MEETINGS CHECK INS SCHEDULED SCHOOL SUPPORT PROCESS MEETINGS CHECK INS SUPPORT LEADERS TO SUPPORT PROCESS MEETINGS CHECK INS SUPPORT LEADERS TO SUPPORT PROCESS MEETINGS CHECK INS SUPPORT LEADERS TO SUPPORT LEADERS TO ENSURE THEY HAVE SUPPORT LEADERS TO SUPPORT LEADERS TO ENSURE THEY HAVE SUPPORT LEADERS TO SUPPORT LEADERS TO ENSURE THEY HAVE WHAT THEY NEED WE WANT TO LEADERS TO ENSURE THEY HAVE WHAT THEY NEED WE WANT TO LEADERS TO ENSURE THEY HAVE WHAT THEY NEED WE WANT TO ENSURE THEIR RESOURCES ARE WHAT THEY NEED WE WANT TO ENSURE THEIR RESOURCES ARE WHAT THEY NEED WE WANT TO ENSURE THEIR RESOURCES ARE ALLOCATED IN A MANNER ENSURE THEIR RESOURCES ARE ALLOCATED IN A MANNER ENSURE THEIR RESOURCES ARE ALLOCATED IN A MANNER ADDRESSING THE NEEDS OF OUR ALLOCATED IN A MANNER ADDRESSING THE NEEDS OF

560OUR ALLOCATED IN A MANNER ADDRESSING THE NEEDS OF OUR STUDENTS, TEACHERS AND BUILDING ADDRESSING THE NEEDS OF OUR STUDENTS, TEACHERS AND BUILDING ADDRESSING THE NEEDS OF OUR STUDENTS, TEACHERS AND BUILDING LEADERS TO BE CLEAR OUR SCHOOLS STUDENTS, TEACHERS AND BUILDING LEADERS TO BE CLEAR OUR SCHOOLS STUDENTS, TEACHERS AND BUILDING LEADERS TO BE CLEAR OUR SCHOOLS ARE SCHOOLS ARE ALL PROVIDED LEADERS TO BE CLEAR OUR SCHOOLS ARE SCHOOLS ARE ALL PROVIDED LEADERS TO BE CLEAR OUR SCHOOLS ARE SCHOOLS ARE ALL PROVIDED WITH INCREDIBLE AMOUNT ARE SCHOOLS ARE ALL PROVIDED WITH INCREDIBLE AMOUNT ARE SCHOOLS ARE ALL PROVIDED WITH INCREDIBLE AMOUNT UNIVERSAL SUPPORT AS YOU GUYS WITH INCREDIBLE AMOUNT UNIVERSAL SUPPORT AS YOU GUYS WITH INCREDIBLE AMOUNT UNIVERSAL SUPPORT AS YOU GUYS HERE HEAR THROUGHOUT UNIVERSAL SUPPORT AS YOU GUYS HERE HEAR THROUGHOUT UNIVERSAL SUPPORT AS YOU

561GUYS HERE HEAR THROUGHOUT PRESENTATIONS DURING YEAR SUCH HERE HEAR THROUGHOUT PRESENTATIONS DURING YEAR SUCH HERE HEAR THROUGHOUT PRESENTATIONS DURING YEAR SUCH AS CURRICULUM AND PROFESSIONAL PRESENTATIONS DURING YEAR SUCH AS CURRICULUM AND PROFESSIONAL PRESENTATIONS DURING YEAR SUCH AS CURRICULUM AND PROFESSIONAL LEARNING RESOURCES, TUTORING AS CURRICULUM AND PROFESSIONAL LEARNING RESOURCES, TUTORING AS CURRICULUM AND PROFESSIONAL LEARNING RESOURCES, TUTORING RESOURCES AND FUNDS AND FUNDING LEARNING RESOURCES, TUTORING RESOURCES AND FUNDS AND FUNDING LEARNING RESOURCES, TUTORING RESOURCES AND FUNDS AND FUNDING FOR MATERIALS. RESOURCES AND FUNDS AND FUNDING FOR MATERIALS. RESOURCES AND FUNDS AND FUNDING FOR MATERIALS. WE'RE SO FORTUNATE TO BE ABLE FOR MATERIALS. WE'RE SO FORTUNATE TO BE ABLE FOR MATERIALS. WE'RE SO FORTUNATE TO BE ABLE TO FUND SCHOOL BASED WE'RE SO FORTUNATE TO BE ABLE TO FUND SCHOOL BASED WE'RE SO FORTUNATE TO BE ABLE TO FUND

562SCHOOL BASED SPECIALISTS IN OUR SCHOOLS IT'S TO FUND SCHOOL BASED SPECIALISTS IN OUR SCHOOLS IT'S TO FUND SCHOOL BASED SPECIALISTS IN OUR SCHOOLS IT'S HIS MESSAGE LITERACY COACHES SPECIALISTS IN OUR SCHOOLS IT'S HIS MESSAGE LITERACY COACHES SPECIALISTS IN OUR SCHOOLS IT'S HIS MESSAGE LITERACY COACHES AND MATH COACHES AS WELL WE HIS MESSAGE LITERACY COACHES AND MATH COACHES AS WELL WE HIS MESSAGE LITERACY COACHES AND MATH COACHES AS WELL WE FIRMLY BELIEVE THIS PROCESS AND MATH COACHES AS WELL WE FIRMLY BELIEVE THIS PROCESS AND MATH COACHES AS WELL WE FIRMLY BELIEVE THIS PROCESS HAVE CONTRIBUTED GREATLY OUR FIRMLY BELIEVE THIS PROCESS HAVE CONTRIBUTED GREATLY OUR FIRMLY BELIEVE THIS PROCESS HAVE CONTRIBUTED GREATLY OUR OVERALL SUCCESS BECAUSE IT HAVE CONTRIBUTED GREATLY OUR OVERALL SUCCESS BECAUSE IT HAVE CONTRIBUTED GREATLY OUR OVERALL SUCCESS BECAUSE IT PROVIDES US WITH

563THE NECESSARY OVERALL SUCCESS BECAUSE IT PROVIDES US WITH THE NECESSARY OVERALL SUCCESS BECAUSE IT PROVIDES US WITH THE NECESSARY FLEXIBILITY DIFFERENTIATOR PROVIDES US WITH THE NECESSARY FLEXIBILITY DIFFERENTIATOR PROVIDES US WITH THE NECESSARY FLEXIBILITY DIFFERENTIATOR RESPONSE TO SCHOOLS AND SCHOOLS FLEXIBILITY DIFFERENTIATOR RESPONSE TO SCHOOLS AND SCHOOLS FLEXIBILITY DIFFERENTIATOR RESPONSE TO SCHOOLS AND SCHOOLS AND STUDENT NEEDS BASED ON THE RESPONSE TO SCHOOLS AND SCHOOLS AND STUDENT NEEDS BASED ON THE RESPONSE TO SCHOOLS AND SCHOOLS AND STUDENT NEEDS BASED ON THE MOZZARELLA DATA POINTS WE ARE AND STUDENT NEEDS BASED ON THE MOZZARELLA DATA POINTS WE ARE AND STUDENT NEEDS BASED ON THE MOZZARELLA DATA POINTS WE ARE HAPPY TO ANSWER ANY QUESTIONS MOZZARELLA DATA POINTS WE ARE HAPPY TO ANSWER ANY QUESTIONS MOZZARELLA DATA POINTS WE ARE HAPPY TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE AT

564THIS TIME HAPPY TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE AT THIS TIME HAPPY TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE AT THIS TIME IS KENDRICK THANK YOU THANK THAT YOU MAY HAVE AT THIS TIME IS KENDRICK THANK YOU THANK THAT YOU MAY HAVE AT THIS TIME IS KENDRICK THANK YOU THANK YOU. IS KENDRICK THANK YOU THANK YOU. IS KENDRICK THANK YOU THANK YOU. THANK YOU FOR THIS REPORT IT'S YOU. THANK YOU FOR THIS REPORT IT'S YOU. THANK YOU FOR THIS REPORT IT'S JUST REALLY GOOD TO SEE THE THANK YOU FOR THIS REPORT IT'S JUST REALLY GOOD TO SEE THE THANK YOU FOR THIS REPORT IT'S JUST REALLY GOOD TO SEE THE ACHIEVEMENTS OF OUR DIVISION JUST REALLY GOOD TO SEE THE ACHIEVEMENTS OF OUR DIVISION JUST REALLY GOOD TO SEE THE ACHIEVEMENTS OF

565OUR DIVISION ESPECIALLY AS IT PERTAINS TO ACHIEVEMENTS OF OUR DIVISION ESPECIALLY AS IT PERTAINS TO ACHIEVEMENTS OF OUR DIVISION ESPECIALLY AS IT PERTAINS TO THE ENTIRE STATE AND THE ESPECIALLY AS IT PERTAINS TO THE ENTIRE STATE AND THE ESPECIALLY AS IT PERTAINS TO THE ENTIRE STATE AND THE REGION. THE ENTIRE STATE AND THE REGION. THE ENTIRE STATE AND THE REGION. I WANT TO FOCUS ON SLIDE 11 REGION. I WANT TO FOCUS ON SLIDE 11 REGION. I WANT TO FOCUS ON SLIDE 11 WITH THE YOU KNOW, REPORTING ON I WANT TO FOCUS ON SLIDE 11 WITH THE YOU KNOW, REPORTING ON I WANT TO FOCUS ON SLIDE 11 WITH THE YOU KNOW, REPORTING ON THE READING I APPRECIATE THAT WITH THE YOU KNOW, REPORTING ON THE READING I APPRECIATE THAT WITH THE YOU KNOW, REPORTING ON

566THE READING I APPRECIATE THAT YOU ALL LISTED THIS CONCERN THE READING I APPRECIATE THAT YOU ALL LISTED THIS CONCERN THE READING I APPRECIATE THAT YOU ALL LISTED THIS CONCERN THAT I'M SURE JUMPED OUT AT ALL YOU ALL LISTED THIS CONCERN THAT I'M SURE JUMPED OUT AT ALL YOU ALL LISTED THIS CONCERN THAT I'M SURE JUMPED OUT AT ALL OF US THAT SAW THIS IN YOUR THAT I'M SURE JUMPED OUT AT ALL OF US THAT SAW THIS IN YOUR THAT I'M SURE JUMPED OUT AT ALL OF US THAT SAW THIS IN YOUR AREAS OF FOCUS THE STUDENTS OF US THAT SAW THIS IN YOUR AREAS OF FOCUS THE STUDENTS OF US THAT SAW THIS IN YOUR AREAS OF FOCUS THE STUDENTS WITH DISABILITIES, THE ENGLISH AREAS OF FOCUS THE STUDENTS WITH DISABILITIES, THE ENGLISH AREAS OF

567FOCUS THE STUDENTS WITH DISABILITIES, THE ENGLISH LEARNERS AND THE BLACK CHILDREN WITH DISABILITIES, THE ENGLISH LEARNERS AND THE BLACK CHILDREN WITH DISABILITIES, THE ENGLISH LEARNERS AND THE BLACK CHILDREN WITH SUCH LOW PASSING RATES. LEARNERS AND THE BLACK CHILDREN WITH SUCH LOW PASSING RATES. LEARNERS AND THE BLACK CHILDREN WITH SUCH LOW PASSING RATES. BUT IT IS THE FACT THAT THE WITH SUCH LOW PASSING RATES. BUT IT IS THE FACT THAT THE WITH SUCH LOW PASSING RATES. BUT IT IS THE FACT THAT THE BLACK CHILDREN ARE REGRESSING BUT IT IS THE FACT THAT THE BLACK CHILDREN ARE REGRESSING BUT IT IS THE FACT THAT THE BLACK CHILDREN ARE REGRESSING WITH WITH WITH THE YEAR THEY'RE BLACK CHILDREN ARE REGRESSING WITH WITH WITH THE YEAR THEY'RE BLACK CHILDREN ARE REGRESSING WITH WITH WITH THE YEAR THEY'RE THE ONLY

568ONES THAT ARE WITH WITH WITH THE YEAR THEY'RE THE ONLY ONES THAT ARE WITH WITH WITH THE YEAR THEY'RE THE ONLY ONES THAT ARE REGRESSING HERE. THE ONLY ONES THAT ARE REGRESSING HERE. THE ONLY ONES THAT ARE REGRESSING HERE. SO COULD YOU SHARE MORE ABOUT REGRESSING HERE. SO COULD YOU SHARE MORE ABOUT REGRESSING HERE. SO COULD YOU SHARE MORE ABOUT WHAT YOUR FINDINGS ARE AS TO SO COULD YOU SHARE MORE ABOUT WHAT YOUR FINDINGS ARE AS TO SO COULD YOU SHARE MORE ABOUT WHAT YOUR FINDINGS ARE AS TO WHY THIS IS HAPPENING? WHAT YOUR FINDINGS ARE AS TO WHY THIS IS HAPPENING? WHAT YOUR FINDINGS ARE AS TO WHY THIS IS HAPPENING? BECAUSE WE CAN'T ADDRESS A WHY THIS IS HAPPENING? BECAUSE WE CAN'T ADDRESS A WHY THIS IS HAPPENING? BECAUSE WE CAN'T ADDRESS A

569PROBLEM WITHOUT KNOWING THE BECAUSE WE CAN'T ADDRESS A PROBLEM WITHOUT KNOWING THE BECAUSE WE CAN'T ADDRESS A PROBLEM WITHOUT KNOWING THE CAUSE. PROBLEM WITHOUT KNOWING THE CAUSE. PROBLEM WITHOUT KNOWING THE CAUSE. SO WHERE ARE YOU ABLE TO CAUSE. SO WHERE ARE YOU ABLE TO CAUSE. SO WHERE ARE YOU ABLE TO LOOKING TO HAVE YOU BEGAN TO SO WHERE ARE YOU ABLE TO LOOKING TO HAVE YOU BEGAN TO SO WHERE ARE YOU ABLE TO LOOKING TO HAVE YOU BEGAN TO LOOK INTO WHY THERE'S LOOKING TO HAVE YOU BEGAN TO LOOK INTO WHY THERE'S LOOKING TO HAVE YOU BEGAN TO LOOK INTO WHY THERE'S REGRESSING HERE QUESTION THAT LOOK INTO WHY THERE'S REGRESSING HERE QUESTION THAT LOOK INTO WHY THERE'S REGRESSING HERE QUESTION THAT YOU ASKED BECAUSE I'M NOT SURE REGRESSING HERE QUESTION THAT YOU ASKED BECAUSE

570I'M NOT SURE REGRESSING HERE QUESTION THAT YOU ASKED BECAUSE I'M NOT SURE THERE'S A REAL THERE'S A REAL YOU ASKED BECAUSE I'M NOT SURE THERE'S A REAL THERE'S A REAL YOU ASKED BECAUSE I'M NOT SURE THERE'S A REAL THERE'S A REAL SIMPLE ANSWER TO YOUR QUESTION THERE'S A REAL THERE'S A REAL SIMPLE ANSWER TO YOUR QUESTION THERE'S A REAL THERE'S A REAL SIMPLE ANSWER TO YOUR QUESTION WHAT I DO APPRECIATE ABOUT THE SIMPLE ANSWER TO YOUR QUESTION WHAT I DO APPRECIATE ABOUT THE SIMPLE ANSWER TO YOUR QUESTION WHAT I DO APPRECIATE ABOUT THE QUESTION AND WHAT HAPPENS IN WHAT I DO APPRECIATE ABOUT THE QUESTION AND WHAT HAPPENS IN WHAT I DO APPRECIATE ABOUT THE QUESTION AND WHAT HAPPENS IN THESE PRESENTATIONS WE GET QUESTION AND WHAT HAPPENS IN THESE PRESENTATIONS WE GET QUESTION AND

571WHAT HAPPENS IN THESE PRESENTATIONS WE GET CAUGHT UP ON NUMBERS AND WE THESE PRESENTATIONS WE GET CAUGHT UP ON NUMBERS AND WE THESE PRESENTATIONS WE GET CAUGHT UP ON NUMBERS AND WE DON'T ALWAYS RECOGNIZER SETS CAUGHT UP ON NUMBERS AND WE DON'T ALWAYS RECOGNIZER SETS CAUGHT UP ON NUMBERS AND WE DON'T ALWAYS RECOGNIZER SETS OF EYEBALLS BEHIND EVERY ONE DON'T ALWAYS RECOGNIZER SETS OF EYEBALLS BEHIND EVERY ONE DON'T ALWAYS RECOGNIZER SETS OF EYEBALLS BEHIND EVERY ONE OF THOSE NUMBERS AND I THINK OF EYEBALLS BEHIND EVERY ONE OF THOSE NUMBERS AND I THINK OF EYEBALLS BEHIND EVERY ONE OF THOSE NUMBERS AND I THINK THAT'S IT YOU'RE SPEAKING TO IN OF THOSE NUMBERS AND I THINK THAT'S IT YOU'RE SPEAKING TO IN OF THOSE NUMBERS AND I THINK THAT'S IT YOU'RE SPEAKING TO IN THE QUESTION.

572THAT'S IT YOU'RE SPEAKING TO IN THE QUESTION. THAT'S IT YOU'RE SPEAKING TO IN THE QUESTION. WE ARE FORTUNATE IN MANY AREAS THE QUESTION. WE ARE FORTUNATE IN MANY AREAS THE QUESTION. WE ARE FORTUNATE IN MANY AREAS THAT WE PROVIDE THAT WE ARE WE ARE FORTUNATE IN MANY AREAS THAT WE PROVIDE THAT WE ARE WE ARE FORTUNATE IN MANY AREAS THAT WE PROVIDE THAT WE ARE CONSISTENT DATA THAT WE GET THAT WE PROVIDE THAT WE ARE CONSISTENT DATA THAT WE GET THAT WE PROVIDE THAT WE ARE CONSISTENT DATA THAT WE GET REPORTED TO TO TRY TO RESPOND CONSISTENT DATA THAT WE GET REPORTED TO TO TRY TO RESPOND CONSISTENT DATA THAT WE GET REPORTED TO TO TRY TO RESPOND TO AND A VERY COLLABORATIVE AND REPORTED TO TO TRY TO RESPOND TO AND A VERY COLLABORATIVE

573AND REPORTED TO TO TRY TO RESPOND TO AND A VERY COLLABORATIVE AND COLLECTED MANNER TO SAY WHAT TO AND A VERY COLLABORATIVE AND COLLECTED MANNER TO SAY WHAT TO AND A VERY COLLABORATIVE AND COLLECTED MANNER TO SAY WHAT THE CAUSE IS FROM A SCHOOL COLLECTED MANNER TO SAY WHAT THE CAUSE IS FROM A SCHOOL COLLECTED MANNER TO SAY WHAT THE CAUSE IS FROM A SCHOOL BASED DIVISION. THE CAUSE IS FROM A SCHOOL BASED DIVISION. THE CAUSE IS FROM A SCHOOL BASED DIVISION. IT'S DIFFICULT QUESTION TO BASED DIVISION. IT'S DIFFICULT QUESTION TO BASED DIVISION. IT'S DIFFICULT QUESTION TO ANSWER BECAUSE I DO BELIEVE IT'S DIFFICULT QUESTION TO ANSWER BECAUSE I DO BELIEVE IT'S DIFFICULT QUESTION TO ANSWER BECAUSE I DO BELIEVE IT'S COLLABORATIVE COMMUNITY ANSWER BECAUSE I DO BELIEVE IT'S COLLABORATIVE COMMUNITY ANSWER BECAUSE I DO

574BELIEVE IT'S COLLABORATIVE COMMUNITY EFFORT TO ENSURE THAT OUR KIDS IT'S COLLABORATIVE COMMUNITY EFFORT TO ENSURE THAT OUR KIDS IT'S COLLABORATIVE COMMUNITY EFFORT TO ENSURE THAT OUR KIDS ARE READING ON GRADE LEVEL. EFFORT TO ENSURE THAT OUR KIDS ARE READING ON GRADE LEVEL. EFFORT TO ENSURE THAT OUR KIDS ARE READING ON GRADE LEVEL. I CAN TURN SHE IS MORE THE ARE READING ON GRADE LEVEL. I CAN TURN SHE IS MORE THE ARE READING ON GRADE LEVEL. I CAN TURN SHE IS MORE THE CURRICULUM EXPERT ON LITERACY I CAN TURN SHE IS MORE THE CURRICULUM EXPERT ON LITERACY I CAN TURN SHE IS MORE THE CURRICULUM EXPERT ON LITERACY PRACTICES IF HE WANTS TO SHARE CURRICULUM EXPERT ON LITERACY PRACTICES IF HE WANTS TO SHARE CURRICULUM EXPERT ON LITERACY PRACTICES IF HE WANTS TO SHARE FROM THERE

575I IT'S JUST A HARD PRACTICES IF HE WANTS TO SHARE FROM THERE I IT'S JUST A HARD PRACTICES IF HE WANTS TO SHARE FROM THERE I IT'S JUST A HARD ONE TO JUST EMBRACE IN THIS FROM THERE I IT'S JUST A HARD ONE TO JUST EMBRACE IN THIS FROM THERE I IT'S JUST A HARD ONE TO JUST EMBRACE IN THIS MOMENT I >> AGREE WITH MR. ONE TO JUST EMBRACE IN THIS MOMENT I >> AGREE WITH MR. ONE TO JUST EMBRACE IN THIS MOMENT I >> AGREE WITH MR. DELANEY IT'S HARD TO PINPOINT A MOMENT I >> AGREE WITH MR. DELANEY IT'S HARD TO PINPOINT A MOMENT I >> AGREE WITH MR. DELANEY IT'S HARD TO PINPOINT A CAUSE I. DELANEY IT'S HARD TO PINPOINT A CAUSE I. DELANEY IT'S HARD TO PINPOINT A CAUSE

576I. I SEE WHAT YOU'RE LOOKING WITH CAUSE I. I SEE WHAT YOU'RE LOOKING WITH CAUSE I. I SEE WHAT YOU'RE LOOKING WITH THAT I THINK THAT OUR I SEE WHAT YOU'RE LOOKING WITH THAT I THINK THAT OUR I SEE WHAT YOU'RE LOOKING WITH THAT I THINK THAT OUR PRINCIPALS ABSOLUTE WE THAT I THINK THAT OUR PRINCIPALS ABSOLUTE WE THAT I THINK THAT OUR PRINCIPALS ABSOLUTE WE PRIORITIZE LOOKING AT EVERY PRINCIPALS ABSOLUTE WE PRIORITIZE LOOKING AT EVERY PRINCIPALS ABSOLUTE WE PRIORITIZE LOOKING AT EVERY REPORTING GROUP OF STUDENTS PRIORITIZE LOOKING AT EVERY REPORTING GROUP OF STUDENTS PRIORITIZE LOOKING AT EVERY REPORTING GROUP OF STUDENTS INDIVIDUALLY BY NAME WHICH IS REPORTING GROUP OF STUDENTS INDIVIDUALLY BY NAME WHICH IS REPORTING GROUP OF STUDENTS INDIVIDUALLY BY NAME WHICH IS WHAT HE WAS REFERRING WHEN HE INDIVIDUALLY BY NAME WHICH

577IS WHAT HE WAS REFERRING WHEN HE INDIVIDUALLY BY NAME WHICH IS WHAT HE WAS REFERRING WHEN HE SAID THE EYES BEHIND THE WHAT HE WAS REFERRING WHEN HE SAID THE EYES BEHIND THE WHAT HE WAS REFERRING WHEN HE SAID THE EYES BEHIND THE NUMBERS, THE STUDENTS, THE SAID THE EYES BEHIND THE NUMBERS, THE STUDENTS, THE SAID THE EYES BEHIND THE NUMBERS, THE STUDENTS, THE PEOPLE STORIES WE HAVE EMPHASIS NUMBERS, THE STUDENTS, THE PEOPLE STORIES WE HAVE EMPHASIS NUMBERS, THE STUDENTS, THE PEOPLE STORIES WE HAVE EMPHASIS ON MAKING SURE THAT NO PEOPLE STORIES WE HAVE EMPHASIS ON MAKING SURE THAT NO PEOPLE STORIES WE HAVE EMPHASIS ON MAKING SURE THAT NO INDIVIDUAL OR NO REPORTING ON MAKING SURE THAT NO INDIVIDUAL OR NO REPORTING ON MAKING SURE THAT NO INDIVIDUAL OR NO REPORTING GROUP IS FALLING

578THROUGH THE INDIVIDUAL OR NO REPORTING GROUP IS FALLING THROUGH THE INDIVIDUAL OR NO REPORTING GROUP IS FALLING THROUGH THE CRACKS IN ANY WAY AND THAT GROUP IS FALLING THROUGH THE CRACKS IN ANY WAY AND THAT GROUP IS FALLING THROUGH THE CRACKS IN ANY WAY AND THAT WE'RE PROGRAMING EFFECTIVELY TO CRACKS IN ANY WAY AND THAT WE'RE PROGRAMING EFFECTIVELY TO CRACKS IN ANY WAY AND THAT WE'RE PROGRAMING EFFECTIVELY TO MOTIVATE ENGAGE THEM I AM. WE'RE PROGRAMING EFFECTIVELY TO MOTIVATE ENGAGE THEM I AM. WE'RE PROGRAMING EFFECTIVELY TO MOTIVATE ENGAGE THEM I AM. I AM PROUD OF THE FACT THAT MOTIVATE ENGAGE THEM I AM. I AM PROUD OF THE FACT THAT MOTIVATE ENGAGE THEM I AM. I AM PROUD OF THE FACT THAT STRUCTURED LITERACY AS A I AM PROUD OF THE FACT THAT STRUCTURED LITERACY AS

579A I AM PROUD OF THE FACT THAT STRUCTURED LITERACY AS A PRIORITY IN THE SCHOOL DIVISION STRUCTURED LITERACY AS A PRIORITY IN THE SCHOOL DIVISION STRUCTURED LITERACY AS A PRIORITY IN THE SCHOOL DIVISION THE VIRGINIA LITERACY ACT, THE PRIORITY IN THE SCHOOL DIVISION THE VIRGINIA LITERACY ACT, THE PRIORITY IN THE SCHOOL DIVISION THE VIRGINIA LITERACY ACT, THE ADDITION OF READING SPECIALIST THE VIRGINIA LITERACY ACT, THE ADDITION OF READING SPECIALIST THE VIRGINIA LITERACY ACT, THE ADDITION OF READING SPECIALIST AT THE MIDDLE SCHOOL LEVEL THE ADDITION OF READING SPECIALIST AT THE MIDDLE SCHOOL LEVEL THE ADDITION OF READING SPECIALIST AT THE MIDDLE SCHOOL LEVEL THE TRAINING THAT WE'RE UNDERGOING AT THE MIDDLE SCHOOL LEVEL THE TRAINING THAT WE'RE UNDERGOING AT THE MIDDLE SCHOOL LEVEL THE TRAINING THAT WE'RE UNDERGOING ALTHOUGH IT'S OVERWHELMING OUR TRAINING THAT WE'RE UNDERGOING

580ALTHOUGH IT'S OVERWHELMING OUR TRAINING THAT WE'RE UNDERGOING ALTHOUGH IT'S OVERWHELMING OUR TEACHERS THE AMOUNT OF WORK ALTHOUGH IT'S OVERWHELMING OUR TEACHERS THE AMOUNT OF WORK ALTHOUGH IT'S OVERWHELMING OUR TEACHERS THE AMOUNT OF WORK THAT THAT INVOLVES I THINK TEACHERS THE AMOUNT OF WORK THAT THAT INVOLVES I THINK TEACHERS THE AMOUNT OF WORK THAT THAT INVOLVES I THINK THESE ALL STEPS THAT WE BELIEVE THAT THAT INVOLVES I THINK THESE ALL STEPS THAT WE BELIEVE THAT THAT INVOLVES I THINK THESE ALL STEPS THAT WE BELIEVE IN AND AS LONG AS WE'RE THESE ALL STEPS THAT WE BELIEVE IN AND AS LONG AS WE'RE THESE ALL STEPS THAT WE BELIEVE IN AND AS LONG AS WE'RE SUPPORTING OUR TEACHERS AND IN AND AS LONG AS WE'RE SUPPORTING OUR TEACHERS AND IN AND AS LONG AS WE'RE SUPPORTING OUR

581TEACHERS AND THAT LOAD THAT THEY HAVE TO SUPPORTING OUR TEACHERS AND THAT LOAD THAT THEY HAVE TO SUPPORTING OUR TEACHERS AND THAT LOAD THAT THEY HAVE TO CARRY THAT WE WILL MAKE A THAT LOAD THAT THEY HAVE TO CARRY THAT WE WILL MAKE A THAT LOAD THAT THEY HAVE TO CARRY THAT WE WILL MAKE A DIFFERENCE AND CONTINUE TO SEE CARRY THAT WE WILL MAKE A DIFFERENCE AND CONTINUE TO SEE CARRY THAT WE WILL MAKE A DIFFERENCE AND CONTINUE TO SEE SOME PROGRESS. DIFFERENCE AND CONTINUE TO SEE SOME PROGRESS. DIFFERENCE AND CONTINUE TO SEE SOME PROGRESS. WHAT I'M REALLY PROUD OF IS SOME PROGRESS. WHAT I'M REALLY PROUD OF IS SOME PROGRESS. WHAT I'M REALLY PROUD OF IS THAT OUR INITIATIVES AND OUR WHAT I'M REALLY PROUD OF IS THAT OUR INITIATIVES AND OUR WHAT

582I'M REALLY PROUD OF IS THAT OUR INITIATIVES AND OUR FOCUS ON SMALL GROUP THAT OUR INITIATIVES AND OUR FOCUS ON SMALL GROUP THAT OUR INITIATIVES AND OUR FOCUS ON SMALL GROUP INSTRUCTION AND THAT REALLY FOCUS ON SMALL GROUP INSTRUCTION AND THAT REALLY FOCUS ON SMALL GROUP INSTRUCTION AND THAT REALLY DOES TAKE THE DATA APART INSTRUCTION AND THAT REALLY DOES TAKE THE DATA APART INSTRUCTION AND THAT REALLY DOES TAKE THE DATA APART INSTRUCTIONAL LEADERSHIP DOES TAKE THE DATA APART INSTRUCTIONAL LEADERSHIP DOES TAKE THE DATA APART INSTRUCTIONAL LEADERSHIP MEETINGS, WEEKLY GRADE LEVEL INSTRUCTIONAL LEADERSHIP MEETINGS, WEEKLY GRADE LEVEL INSTRUCTIONAL LEADERSHIP MEETINGS, WEEKLY GRADE LEVEL COLLABORATION SO THEY'RE NOT MEETINGS, WEEKLY GRADE LEVEL COLLABORATION SO THEY'RE NOT MEETINGS, WEEKLY GRADE LEVEL COLLABORATION SO THEY'RE NOT JUST TEACHING THROUGH TEACHERS COLLABORATION SO THEY'RE NOT JUST TEACHING THROUGH TEACHERS COLLABORATION

583SO THEY'RE NOT JUST TEACHING THROUGH TEACHERS ARE LOOKING AT DATA BY EACH JUST TEACHING THROUGH TEACHERS ARE LOOKING AT DATA BY EACH JUST TEACHING THROUGH TEACHERS ARE LOOKING AT DATA BY EACH INDIVIDUAL STUDENT AND GROUPING ARE LOOKING AT DATA BY EACH INDIVIDUAL STUDENT AND GROUPING ARE LOOKING AT DATA BY EACH INDIVIDUAL STUDENT AND GROUPING THEM BY NEED AND TRYING TO INDIVIDUAL STUDENT AND GROUPING THEM BY NEED AND TRYING TO INDIVIDUAL STUDENT AND GROUPING THEM BY NEED AND TRYING TO CLOSE GAPS THAT EXIST SO IT'S THEM BY NEED AND TRYING TO CLOSE GAPS THAT EXIST SO IT'S THEM BY NEED AND TRYING TO CLOSE GAPS THAT EXIST SO IT'S SO IT'S HARD TO ANSWER THE CLOSE GAPS THAT EXIST SO IT'S SO IT'S HARD TO ANSWER THE CLOSE GAPS THAT EXIST SO IT'S SO IT'S HARD

584TO ANSWER THE QUESTION MR. DELANEY SAID BUT I SO IT'S HARD TO ANSWER THE QUESTION MR. DELANEY SAID BUT I SO IT'S HARD TO ANSWER THE QUESTION MR. DELANEY SAID BUT I BUT I CAN SHARE THE HUGE AMOUNT QUESTION MR. DELANEY SAID BUT I BUT I CAN SHARE THE HUGE AMOUNT QUESTION MR. DELANEY SAID BUT I BUT I CAN SHARE THE HUGE AMOUNT OF EFFORT THAT IS PUT INTO THE BUT I CAN SHARE THE HUGE AMOUNT OF EFFORT THAT IS PUT INTO THE BUT I CAN SHARE THE HUGE AMOUNT OF EFFORT THAT IS PUT INTO THE INDIVIDUAL. OF EFFORT THAT IS PUT INTO THE INDIVIDUAL. OF EFFORT THAT IS PUT INTO THE INDIVIDUAL. WHY THAT REGRESSION IS INDIVIDUAL. WHY THAT REGRESSION IS INDIVIDUAL. WHY THAT REGRESSION IS POTENTIALLY HAPPEN. WHY THAT REGRESSION IS POTENTIALLY HAPPEN.

585WHY THAT REGRESSION IS POTENTIALLY HAPPEN. OK, IF I CAN FOLLOW UP BECAUSE POTENTIALLY HAPPEN. OK, IF I CAN FOLLOW UP BECAUSE POTENTIALLY HAPPEN. OK, IF I CAN FOLLOW UP BECAUSE I KNOW HOW TO MOMENT TO COMPOSE OK, IF I CAN FOLLOW UP BECAUSE I KNOW HOW TO MOMENT TO COMPOSE OK, IF I CAN FOLLOW UP BECAUSE I KNOW HOW TO MOMENT TO COMPOSE A THOUGHT AS THOUGHT AS YOU I KNOW HOW TO MOMENT TO COMPOSE A THOUGHT AS THOUGHT AS YOU I KNOW HOW TO MOMENT TO COMPOSE A THOUGHT AS THOUGHT AS YOU WENT THROUGH THAT AS WE TALKED A THOUGHT AS THOUGHT AS YOU WENT THROUGH THAT AS WE TALKED A THOUGHT AS THOUGHT AS YOU WENT THROUGH THAT AS WE TALKED ABOUT THIS SCHOOL SUPPORT WENT THROUGH THAT AS WE TALKED ABOUT THIS

586SCHOOL SUPPORT WENT THROUGH THAT AS WE TALKED ABOUT THIS SCHOOL SUPPORT PROCESS BUT I THINK YOU'VE ALSO ABOUT THIS SCHOOL SUPPORT PROCESS BUT I THINK YOU'VE ALSO ABOUT THIS SCHOOL SUPPORT PROCESS BUT I THINK YOU'VE ALSO PRESENTATIONS UNDERRATED PROCESS BUT I THINK YOU'VE ALSO PRESENTATIONS UNDERRATED PROCESS BUT I THINK YOU'VE ALSO PRESENTATIONS UNDERRATED INTERVENTIONS OF SUPPORT AND PRESENTATIONS UNDERRATED INTERVENTIONS OF SUPPORT AND PRESENTATIONS UNDERRATED INTERVENTIONS OF SUPPORT AND THE DATA IT GOES INTO THAT INTERVENTIONS OF SUPPORT AND THE DATA IT GOES INTO THAT INTERVENTIONS OF SUPPORT AND THE DATA IT GOES INTO THAT PROCESS SO WE TALK ABOUT TIER THE DATA IT GOES INTO THAT PROCESS SO WE TALK ABOUT TIER THE DATA IT GOES INTO THAT PROCESS SO WE TALK ABOUT TIER ONE INSTRUCTION HERE ONE TIER PROCESS SO WE TALK ABOUT TIER ONE

587INSTRUCTION HERE ONE TIER PROCESS SO WE TALK ABOUT TIER ONE INSTRUCTION HERE ONE TIER TWO TIER THREE MR. JAMISON DID ONE INSTRUCTION HERE ONE TIER TWO TIER THREE MR. JAMISON DID ONE INSTRUCTION HERE ONE TIER TWO TIER THREE MR. JAMISON DID A JAMISON DID A PRESENTATION ON TWO TIER THREE MR. JAMISON DID A JAMISON DID A PRESENTATION ON TWO TIER THREE MR. JAMISON DID A JAMISON DID A PRESENTATION ON THAT. A JAMISON DID A PRESENTATION ON THAT. A JAMISON DID A PRESENTATION ON THAT. I THINK THE LAST BOARD MEETING THAT. I THINK THE LAST BOARD MEETING THAT. I THINK THE LAST BOARD MEETING HIM THOSE INTERVENTIONS, THOSE I THINK THE LAST BOARD MEETING HIM THOSE INTERVENTIONS, THOSE I THINK THE LAST BOARD MEETING HIM THOSE INTERVENTIONS, THOSE INTERVENTIONS ARE ALL BASED ON HIM THOSE INTERVENTIONS,

588THOSE INTERVENTIONS ARE ALL BASED ON HIM THOSE INTERVENTIONS, THOSE INTERVENTIONS ARE ALL BASED ON STUDENT DATA INDIVIDUAL STUDENT INTERVENTIONS ARE ALL BASED ON STUDENT DATA INDIVIDUAL STUDENT INTERVENTIONS ARE ALL BASED ON STUDENT DATA INDIVIDUAL STUDENT DATA TO INCLUDE THINGS SUCH AS STUDENT DATA INDIVIDUAL STUDENT DATA TO INCLUDE THINGS SUCH AS STUDENT DATA INDIVIDUAL STUDENT DATA TO INCLUDE THINGS SUCH AS CHRONIC ABSENTEE IS OK SO IT'S DATA TO INCLUDE THINGS SUCH AS CHRONIC ABSENTEE IS OK SO IT'S DATA TO INCLUDE THINGS SUCH AS CHRONIC ABSENTEE IS OK SO IT'S A STUDENT COMING TO SCHOOL ON A CHRONIC ABSENTEE IS OK SO IT'S A STUDENT COMING TO SCHOOL ON A CHRONIC ABSENTEE IS OK SO IT'S A STUDENT COMING TO SCHOOL ON A DAILY BASIS IF THEY ARE NOT WE A STUDENT COMING TO SCHOOL ON A

589DAILY BASIS IF THEY ARE NOT WE A STUDENT COMING TO SCHOOL ON A DAILY BASIS IF THEY ARE NOT WE KNOW THE IMPACT THAT IS GOING DAILY BASIS IF THEY ARE NOT WE KNOW THE IMPACT THAT IS GOING DAILY BASIS IF THEY ARE NOT WE KNOW THE IMPACT THAT IS GOING TO HAVE ON THEIR ABILITY TO KNOW THE IMPACT THAT IS GOING TO HAVE ON THEIR ABILITY TO KNOW THE IMPACT THAT IS GOING TO HAVE ON THEIR ABILITY TO OBTAIN GRADE LEVEL READING TO HAVE ON THEIR ABILITY TO OBTAIN GRADE LEVEL READING TO HAVE ON THEIR ABILITY TO OBTAIN GRADE LEVEL READING STANDARDS IS BEHAVIORAL ISSUE OBTAIN GRADE LEVEL READING STANDARDS IS BEHAVIORAL ISSUE OBTAIN GRADE LEVEL READING STANDARDS IS BEHAVIORAL ISSUE THAT IS A CONCERN. STANDARDS IS BEHAVIORAL ISSUE THAT IS A CONCERN. STANDARDS

590IS BEHAVIORAL ISSUE THAT IS A CONCERN. AND HOW ARE WE MANAGING THAT IS A CONCERN. AND HOW ARE WE MANAGING THAT IS A CONCERN. AND HOW ARE WE MANAGING BEHAVIOR THROUGH OUR STUDENT AND HOW ARE WE MANAGING BEHAVIOR THROUGH OUR STUDENT AND HOW ARE WE MANAGING BEHAVIOR THROUGH OUR STUDENT RESPONSE TEAM PROCESS THE BEHAVIOR THROUGH OUR STUDENT RESPONSE TEAM PROCESS THE BEHAVIOR THROUGH OUR STUDENT RESPONSE TEAM PROCESS THE STUDENT WITH AN IEP OUR FINAL RESPONSE TEAM PROCESS THE STUDENT WITH AN IEP OUR FINAL RESPONSE TEAM PROCESS THE STUDENT WITH AN IEP OUR FINAL FOUR THROUGH THAT PROCESS AS STUDENT WITH AN IEP OUR FINAL FOUR THROUGH THAT PROCESS AS STUDENT WITH AN IEP OUR FINAL FOUR THROUGH THAT PROCESS AS WELL SO. FOUR THROUGH THAT PROCESS AS WELL SO. FOUR THROUGH THAT PROCESS AS WELL

591SO. SO IT'S A CHALLENGING QUESTION WELL SO. SO IT'S A CHALLENGING QUESTION WELL SO. SO IT'S A CHALLENGING QUESTION TO ANSWER BECAUSE EVERY STUDENT SO IT'S A CHALLENGING QUESTION TO ANSWER BECAUSE EVERY STUDENT SO IT'S A CHALLENGING QUESTION TO ANSWER BECAUSE EVERY STUDENT SOMETIMES HAS UNIQUE NEEDS AND TO ANSWER BECAUSE EVERY STUDENT SOMETIMES HAS UNIQUE NEEDS AND TO ANSWER BECAUSE EVERY STUDENT SOMETIMES HAS UNIQUE NEEDS AND SITUATIONS THAT NEED TO BE SOMETIMES HAS UNIQUE NEEDS AND SITUATIONS THAT NEED TO BE SOMETIMES HAS UNIQUE NEEDS AND SITUATIONS THAT NEED TO BE ADDRESSED AND I THINK THAT'S SITUATIONS THAT NEED TO BE ADDRESSED AND I THINK THAT'S SITUATIONS THAT NEED TO BE ADDRESSED AND I THINK THAT'S PART OF WHAT I WOULD LOOK AT AS ADDRESSED AND I THINK THAT'S PART OF WHAT I WOULD LOOK AT

592AS ADDRESSED AND I THINK THAT'S PART OF WHAT I WOULD LOOK AT AS A KEY COMPONENT OF MR. PART OF WHAT I WOULD LOOK AT AS A KEY COMPONENT OF MR. PART OF WHAT I WOULD LOOK AT AS A KEY COMPONENT OF MR. JAMISON'S PRESENTATION LAST A KEY COMPONENT OF MR. JAMISON'S PRESENTATION LAST A KEY COMPONENT OF MR. JAMISON'S PRESENTATION LAST LAST BOARD LAST BOARD MEETING JAMISON'S PRESENTATION LAST LAST BOARD LAST BOARD MEETING JAMISON'S PRESENTATION LAST LAST BOARD LAST BOARD MEETING ON TIERED INTERVENTIONS SUPPORT LAST BOARD LAST BOARD MEETING ON TIERED INTERVENTIONS SUPPORT LAST BOARD LAST BOARD MEETING ON TIERED INTERVENTIONS SUPPORT IS ANOTHER AREA THAT WE'RE ON TIERED INTERVENTIONS SUPPORT IS ANOTHER AREA THAT WE'RE ON TIERED INTERVENTIONS SUPPORT IS ANOTHER AREA THAT WE'RE REALLY LOOK AT WELL, I'M GLAD IS ANOTHER AREA THAT

593WE'RE REALLY LOOK AT WELL, I'M GLAD IS ANOTHER AREA THAT WE'RE REALLY LOOK AT WELL, I'M GLAD THAT YOU'RE LOOKING INTO WHY REALLY LOOK AT WELL, I'M GLAD THAT YOU'RE LOOKING INTO WHY REALLY LOOK AT WELL, I'M GLAD THAT YOU'RE LOOKING INTO WHY THESE THIS IS HAPPENING. THAT YOU'RE LOOKING INTO WHY THESE THIS IS HAPPENING. THAT YOU'RE LOOKING INTO WHY THESE THIS IS HAPPENING. THIS IS THE GROUP THAT SHOWS THESE THIS IS HAPPENING. THIS IS THE GROUP THAT SHOWS THESE THIS IS HAPPENING. THIS IS THE GROUP THAT SHOWS REGRESSION HERE AND SO I THIS IS THE GROUP THAT SHOWS REGRESSION HERE AND SO I THIS IS THE GROUP THAT SHOWS REGRESSION HERE AND SO I APPRECIATE THAT YOU'RE LOOKING REGRESSION HERE AND SO I APPRECIATE THAT YOU'RE LOOKING REGRESSION HERE AND SO I APPRECIATE THAT

594YOU'RE LOOKING INTO MY OTHER QUESTION WAS APPRECIATE THAT YOU'RE LOOKING INTO MY OTHER QUESTION WAS APPRECIATE THAT YOU'RE LOOKING INTO MY OTHER QUESTION WAS DURING SLIDE 19 YOU MENTIONED INTO MY OTHER QUESTION WAS DURING SLIDE 19 YOU MENTIONED INTO MY OTHER QUESTION WAS DURING SLIDE 19 YOU MENTIONED THAT THE ONLY SCHOOL THAT DURING SLIDE 19 YOU MENTIONED THAT THE ONLY SCHOOL THAT DURING SLIDE 19 YOU MENTIONED THAT THE ONLY SCHOOL THAT DIDN'T HAVE FULL ACCREDITATION THAT THE ONLY SCHOOL THAT DIDN'T HAVE FULL ACCREDITATION THAT THE ONLY SCHOOL THAT DIDN'T HAVE FULL ACCREDITATION WAS VERY F WILLIAMS YOU SAID DIDN'T HAVE FULL ACCREDITATION WAS VERY F WILLIAMS YOU SAID DIDN'T HAVE FULL ACCREDITATION WAS VERY F WILLIAMS YOU SAID THAT VERY F WILLIAMS WAS WAS VERY F WILLIAMS YOU SAID THAT VERY F WILLIAMS WAS WAS

595VERY F WILLIAMS YOU SAID THAT VERY F WILLIAMS WAS ACCREDITED ACCREDITED WITH THAT VERY F WILLIAMS WAS ACCREDITED ACCREDITED WITH THAT VERY F WILLIAMS WAS ACCREDITED ACCREDITED WITH CONDITIONS WHAT IS THE PLAN TO ACCREDITED ACCREDITED WITH CONDITIONS WHAT IS THE PLAN TO ACCREDITED ACCREDITED WITH CONDITIONS WHAT IS THE PLAN TO HELP TO GET FULLY ACCREDITED SO CONDITIONS WHAT IS THE PLAN TO HELP TO GET FULLY ACCREDITED SO CONDITIONS WHAT IS THE PLAN TO HELP TO GET FULLY ACCREDITED SO WITH HELP WITH HELP FROM OUR HELP TO GET FULLY ACCREDITED SO WITH HELP WITH HELP FROM OUR HELP TO GET FULLY ACCREDITED SO WITH HELP WITH HELP FROM OUR DIVISION STAFF WILLIAMS AS WELL WITH HELP WITH HELP FROM OUR DIVISION STAFF WILLIAMS AS WELL WITH HELP WITH HELP FROM OUR DIVISION STAFF WILLIAMS AS WELL

596AS THE OTHER SCHOOLS THAT HAD DIVISION STAFF WILLIAMS AS WELL AS THE OTHER SCHOOLS THAT HAD DIVISION STAFF WILLIAMS AS WELL AS THE OTHER SCHOOLS THAT HAD ANY LEVEL THREE OR TO AS THE OTHER SCHOOLS THAT HAD ANY LEVEL THREE OR TO AS THE OTHER SCHOOLS THAT HAD ANY LEVEL THREE OR TO BENCHMARKS WILL GO THROUGH A ANY LEVEL THREE OR TO BENCHMARKS WILL GO THROUGH A ANY LEVEL THREE OR TO BENCHMARKS WILL GO THROUGH A NEEDS ASSESSMENT ANALYZED DATA BENCHMARKS WILL GO THROUGH A NEEDS ASSESSMENT ANALYZED DATA BENCHMARKS WILL GO THROUGH A NEEDS ASSESSMENT ANALYZED DATA TO DETERMINE WHERE THE SCHOOLS NEEDS ASSESSMENT ANALYZED DATA TO DETERMINE WHERE THE SCHOOLS NEEDS ASSESSMENT ANALYZED DATA TO DETERMINE WHERE THE SCHOOLS NEEDS ARE AND CREATE GOALS AND TO DETERMINE WHERE THE SCHOOLS NEEDS ARE AND CREATE

597GOALS AND TO DETERMINE WHERE THE SCHOOLS NEEDS ARE AND CREATE GOALS AND ACTION STEPS TO MOVE TOWARDS NEEDS ARE AND CREATE GOALS AND ACTION STEPS TO MOVE TOWARDS NEEDS ARE AND CREATE GOALS AND ACTION STEPS TO MOVE TOWARDS IMPROVEMENT AND THEY WILL HAVE ACTION STEPS TO MOVE TOWARDS IMPROVEMENT AND THEY WILL HAVE ACTION STEPS TO MOVE TOWARDS IMPROVEMENT AND THEY WILL HAVE FULL SUPPORT OF ALL THE IMPROVEMENT AND THEY WILL HAVE FULL SUPPORT OF ALL THE IMPROVEMENT AND THEY WILL HAVE FULL SUPPORT OF ALL THE DEPARTMENT'S IN THE DIVISION TO FULL SUPPORT OF ALL THE DEPARTMENT'S IN THE DIVISION TO FULL SUPPORT OF ALL THE DEPARTMENT'S IN THE DIVISION TO HELP THEM WITH THEIR GOALS DEPARTMENT'S IN THE DIVISION TO HELP THEM WITH THEIR GOALS DEPARTMENT'S IN THE DIVISION TO HELP THEM WITH THEIR GOALS

598THERE OBVIOUSLY ARE OBVIOUSLY A HELP THEM WITH THEIR GOALS THERE OBVIOUSLY ARE OBVIOUSLY A HELP THEM WITH THEIR GOALS THERE OBVIOUSLY ARE OBVIOUSLY A SCHOOL THAT IS IN LEVEL WE. THERE OBVIOUSLY ARE OBVIOUSLY A SCHOOL THAT IS IN LEVEL WE. THERE OBVIOUSLY ARE OBVIOUSLY A SCHOOL THAT IS IN LEVEL WE. WE TALKED ABOUT INTENSE SUPPORT SCHOOL THAT IS IN LEVEL WE. WE TALKED ABOUT INTENSE SUPPORT SCHOOL THAT IS IN LEVEL WE. WE TALKED ABOUT INTENSE SUPPORT DR. HANDLING THE SENIOR WE TALKED ABOUT INTENSE SUPPORT DR. HANDLING THE SENIOR WE TALKED ABOUT INTENSE SUPPORT DR. HANDLING THE SENIOR EXECUTIVE DIRECTOR EXECUTIVE DR. HANDLING THE SENIOR EXECUTIVE DIRECTOR EXECUTIVE DR. HANDLING THE SENIOR EXECUTIVE DIRECTOR EXECUTIVE DIRECTOR OF ELEMENTARY SCHOOLS EXECUTIVE DIRECTOR EXECUTIVE DIRECTOR OF ELEMENTARY SCHOOLS EXECUTIVE DIRECTOR EXECUTIVE DIRECTOR OF ELEMENTARY SCHOOLS HAS BEEN MEETING

599WITH BATF DIRECTOR OF ELEMENTARY SCHOOLS HAS BEEN MEETING WITH BATF DIRECTOR OF ELEMENTARY SCHOOLS HAS BEEN MEETING WITH BATF WILLIAMS ON A CONSISTENT BASIS HAS BEEN MEETING WITH BATF WILLIAMS ON A CONSISTENT BASIS HAS BEEN MEETING WITH BATF WILLIAMS ON A CONSISTENT BASIS I BELIEVE SHE WAS THERE EVEN WILLIAMS ON A CONSISTENT BASIS I BELIEVE SHE WAS THERE EVEN WILLIAMS ON A CONSISTENT BASIS I BELIEVE SHE WAS THERE EVEN TODAY DOING LEARNING WALKS TO I BELIEVE SHE WAS THERE EVEN TODAY DOING LEARNING WALKS TO I BELIEVE SHE WAS THERE EVEN TODAY DOING LEARNING WALKS TO ENSURE THAT THE CAPACITY IS TODAY DOING LEARNING WALKS TO ENSURE THAT THE CAPACITY IS TODAY DOING LEARNING WALKS TO ENSURE THAT THE CAPACITY IS BUILT UP OF OUR TEACHERS WE ENSURE THAT THE CAPACITY IS BUILT UP OF OUR

600TEACHERS WE ENSURE THAT THE CAPACITY IS BUILT UP OF OUR TEACHERS WE HAVE SEVERAL RESOURCES THAT ARE BUILT UP OF OUR TEACHERS WE HAVE SEVERAL RESOURCES THAT ARE BUILT UP OF OUR TEACHERS WE HAVE SEVERAL RESOURCES THAT ARE IN THAT BUILDING FROM COMMUNITY HAVE SEVERAL RESOURCES THAT ARE IN THAT BUILDING FROM COMMUNITY HAVE SEVERAL RESOURCES THAT ARE IN THAT BUILDING FROM COMMUNITY AND SCHOOLS TO STUDENTS SUPPORT IN THAT BUILDING FROM COMMUNITY AND SCHOOLS TO STUDENTS SUPPORT IN THAT BUILDING FROM COMMUNITY AND SCHOOLS TO STUDENTS SUPPORT SPECIALISTS. AND SCHOOLS TO STUDENTS SUPPORT SPECIALISTS. AND SCHOOLS TO STUDENTS SUPPORT SPECIALISTS. THE CHALLENGE WE WANT TO MAKE SPECIALISTS. THE CHALLENGE WE WANT TO MAKE SPECIALISTS. THE CHALLENGE WE WANT TO MAKE SURE ALL OF THAT IS MANAGEABLE THE CHALLENGE WE WANT TO MAKE SURE ALL OF THAT IS

601MANAGEABLE THE CHALLENGE WE WANT TO MAKE SURE ALL OF THAT IS MANAGEABLE AND THEY'RE ALL WORKING AS AN SURE ALL OF THAT IS MANAGEABLE AND THEY'RE ALL WORKING AS AN SURE ALL OF THAT IS MANAGEABLE AND THEY'RE ALL WORKING AS AN ALIGNED GROUP TO ADDRESS THE AND THEY'RE ALL WORKING AS AN ALIGNED GROUP TO ADDRESS THE AND THEY'RE ALL WORKING AS AN ALIGNED GROUP TO ADDRESS THE NEEDS OF THAT BUILDING, THE ALIGNED GROUP TO ADDRESS THE NEEDS OF THAT BUILDING, THE ALIGNED GROUP TO ADDRESS THE NEEDS OF THAT BUILDING, THE NEEDS OF THE STUDENTS THERE SO NEEDS OF THAT BUILDING, THE NEEDS OF THE STUDENTS THERE SO NEEDS OF THAT BUILDING, THE NEEDS OF THE STUDENTS THERE SO WE HAVE A PRETTY FULL COURT NEEDS OF THE STUDENTS THERE SO WE HAVE A PRETTY FULL

602COURT NEEDS OF THE STUDENTS THERE SO WE HAVE A PRETTY FULL COURT PRESS TO ENSURE THEY HAVE WHAT WE HAVE A PRETTY FULL COURT PRESS TO ENSURE THEY HAVE WHAT WE HAVE A PRETTY FULL COURT PRESS TO ENSURE THEY HAVE WHAT THEY NEED FOR SURE AND AT A PRESS TO ENSURE THEY HAVE WHAT THEY NEED FOR SURE AND AT A PRESS TO ENSURE THEY HAVE WHAT THEY NEED FOR SURE AND AT A CERTAIN WHEN WE TALK ABOUT THEY NEED FOR SURE AND AT A CERTAIN WHEN WE TALK ABOUT THEY NEED FOR SURE AND AT A CERTAIN WHEN WE TALK ABOUT INTENSE GOALS WE ARE MEETING CERTAIN WHEN WE TALK ABOUT INTENSE GOALS WE ARE MEETING CERTAIN WHEN WE TALK ABOUT INTENSE GOALS WE ARE MEETING WITH THEM MUCH MORE OFTEN THAN INTENSE GOALS WE ARE

603MEETING WITH THEM MUCH MORE OFTEN THAN INTENSE GOALS WE ARE MEETING WITH THEM MUCH MORE OFTEN THAN THOSE IN UNIVERSAL SUPPORT AND WITH THEM MUCH MORE OFTEN THAN THOSE IN UNIVERSAL SUPPORT AND WITH THEM MUCH MORE OFTEN THAN THOSE IN UNIVERSAL SUPPORT AND ENSURING THAT IF WE NEED TO THOSE IN UNIVERSAL SUPPORT AND ENSURING THAT IF WE NEED TO THOSE IN UNIVERSAL SUPPORT AND ENSURING THAT IF WE NEED TO MOVE SUPPORT AND RESOURCES INTO ENSURING THAT IF WE NEED TO MOVE SUPPORT AND RESOURCES INTO ENSURING THAT IF WE NEED TO MOVE SUPPORT AND RESOURCES INTO THAT AREA AS A RESULT MOVE SUPPORT AND RESOURCES INTO THAT AREA AS A RESULT MOVE SUPPORT AND RESOURCES INTO THAT AREA AS A RESULT OF ANOTHER AREA ANOTHER SCHOOL THAT AREA AS A RESULT OF ANOTHER AREA ANOTHER SCHOOL

604THAT AREA AS A RESULT OF ANOTHER AREA ANOTHER SCHOOL SUCCEEDING, WE WILL LOOK THOSE OF ANOTHER AREA ANOTHER SCHOOL SUCCEEDING, WE WILL LOOK THOSE OF ANOTHER AREA ANOTHER SCHOOL SUCCEEDING, WE WILL LOOK THOSE OPPORTUNITIES TO DO IT SO THEY SUCCEEDING, WE WILL LOOK THOSE OPPORTUNITIES TO DO IT SO THEY SUCCEEDING, WE WILL LOOK THOSE OPPORTUNITIES TO DO IT SO THEY ARE THEY ARE CERTAINLY ON OUR OPPORTUNITIES TO DO IT SO THEY ARE THEY ARE CERTAINLY ON OUR OPPORTUNITIES TO DO IT SO THEY ARE THEY ARE CERTAINLY ON OUR RADAR I KNOW DR. HAMLYN IS ARE THEY ARE CERTAINLY ON OUR RADAR I KNOW DR. HAMLYN IS ARE THEY ARE CERTAINLY ON OUR RADAR I KNOW DR. HAMLYN IS REALLY DOING A LOT OF WORK WITH RADAR I KNOW DR. HAMLYN IS REALLY DOING A LOT

605OF WORK WITH RADAR I KNOW DR. HAMLYN IS REALLY DOING A LOT OF WORK WITH THE ENTIRE TRI CAMPUS TO ENSURE REALLY DOING A LOT OF WORK WITH THE ENTIRE TRI CAMPUS TO ENSURE REALLY DOING A LOT OF WORK WITH THE ENTIRE TRI CAMPUS TO ENSURE THEIR UNDERSTANDING HOW THE THE ENTIRE TRI CAMPUS TO ENSURE THEIR UNDERSTANDING HOW THE THE ENTIRE TRI CAMPUS TO ENSURE THEIR UNDERSTANDING HOW THE SECOND THIRD GRADERS NEED TO BE THEIR UNDERSTANDING HOW THE SECOND THIRD GRADERS NEED TO BE THEIR UNDERSTANDING HOW THE SECOND THIRD GRADERS NEED TO BE PROGRESSING TO BE READY FOR SECOND THIRD GRADERS NEED TO BE PROGRESSING TO BE READY FOR SECOND THIRD GRADERS NEED TO BE PROGRESSING TO BE READY FOR FOURTH AND FIFTH GRADE. PROGRESSING TO BE READY FOR FOURTH AND FIFTH GRADE. PROGRESSING TO

606BE READY FOR FOURTH AND FIFTH GRADE. SO IT'S PRETTY COMPREHENSIVE FOURTH AND FIFTH GRADE. SO IT'S PRETTY COMPREHENSIVE FOURTH AND FIFTH GRADE. SO IT'S PRETTY COMPREHENSIVE VIEW OF WHAT WE'RE TRYING TO DO SO IT'S PRETTY COMPREHENSIVE VIEW OF WHAT WE'RE TRYING TO DO SO IT'S PRETTY COMPREHENSIVE VIEW OF WHAT WE'RE TRYING TO DO WITH THE CAMPUS RIGHT NOW. VIEW OF WHAT WE'RE TRYING TO DO WITH THE CAMPUS RIGHT NOW. VIEW OF WHAT WE'RE TRYING TO DO WITH THE CAMPUS RIGHT NOW. VERY GOOD. WITH THE CAMPUS RIGHT NOW. VERY GOOD. WITH THE CAMPUS RIGHT NOW. VERY GOOD. THANK YOU'RE WELCOME THIS VERY GOOD. THANK YOU'RE WELCOME THIS VERY GOOD. THANK YOU'RE WELCOME THIS MORNING. THANK YOU'RE WELCOME THIS MORNING. THANK YOU'RE WELCOME THIS MORNING. MISS MANNING, THANK YOU SO MUCH MORNING. MISS MANNING, THANK YOU SO

607MUCH MORNING. MISS MANNING, THANK YOU SO MUCH WHEN WE SEE THESE PRESENTATIONS MISS MANNING, THANK YOU SO MUCH WHEN WE SEE THESE PRESENTATIONS MISS MANNING, THANK YOU SO MUCH WHEN WE SEE THESE PRESENTATIONS WE NORMALLY ALSO GET PASS WHEN WE SEE THESE PRESENTATIONS WE NORMALLY ALSO GET PASS WHEN WE SEE THESE PRESENTATIONS WE NORMALLY ALSO GET PASS ADVANCED AND I'VE LOOKED AT WE NORMALLY ALSO GET PASS ADVANCED AND I'VE LOOKED AT WE NORMALLY ALSO GET PASS ADVANCED AND I'VE LOOKED AT THOSE YOU DON'T NEED TO PROVIDE ADVANCED AND I'VE LOOKED AT THOSE YOU DON'T NEED TO PROVIDE ADVANCED AND I'VE LOOKED AT THOSE YOU DON'T NEED TO PROVIDE THEM TO ME I'VE THOROUGHLY THOSE YOU DON'T NEED TO PROVIDE THEM TO ME I'VE THOROUGHLY THOSE YOU DON'T NEED TO PROVIDE THEM TO ME I'VE THOROUGHLY

608LOOKED AT ALL THE SL SCORSE IS THEM TO ME I'VE THOROUGHLY LOOKED AT ALL THE SL SCORSE IS THEM TO ME I'VE THOROUGHLY LOOKED AT ALL THE SL SCORSE IS THAT SOMETHING I THINK WE HAVE LOOKED AT ALL THE SL SCORSE IS THAT SOMETHING I THINK WE HAVE LOOKED AT ALL THE SL SCORSE IS THAT SOMETHING I THINK WE HAVE SOME WORK TO DO THERE IS THAT THAT SOMETHING I THINK WE HAVE SOME WORK TO DO THERE IS THAT THAT SOMETHING I THINK WE HAVE SOME WORK TO DO THERE IS THAT SOMETHING THAT THESE THAT THE SOME WORK TO DO THERE IS THAT SOMETHING THAT THESE THAT THE SOME WORK TO DO THERE IS THAT SOMETHING THAT THESE THAT THE PIECES ARE ADDRESSING AND SOMETHING THAT THESE THAT THE PIECES ARE ADDRESSING AND SOMETHING THAT

609THESE THAT THE PIECES ARE ADDRESSING AND FOCUSING ON? PIECES ARE ADDRESSING AND FOCUSING ON? PIECES ARE ADDRESSING AND FOCUSING ON? I YOU'LL HEAR MORE ABOUT THAT FOCUSING ON? I YOU'LL HEAR MORE ABOUT THAT FOCUSING ON? I YOU'LL HEAR MORE ABOUT THAT AT THE OCTOBER 8TH PRESENTATION I YOU'LL HEAR MORE ABOUT THAT AT THE OCTOBER 8TH PRESENTATION I YOU'LL HEAR MORE ABOUT THAT AT THE OCTOBER 8TH PRESENTATION THAT THEY'RE GOING TO DO ON NEW AT THE OCTOBER 8TH PRESENTATION THAT THEY'RE GOING TO DO ON NEW AT THE OCTOBER 8TH PRESENTATION THAT THEY'RE GOING TO DO ON NEW ACCREDITATION STANDARDS WHERE I THAT THEY'RE GOING TO DO ON NEW ACCREDITATION STANDARDS WHERE I THAT THEY'RE GOING TO DO ON NEW ACCREDITATION STANDARDS WHERE I KNOW THERE'S SOME PASS ADVANCED ACCREDITATION STANDARDS WHERE I KNOW THERE'S SOME PASS

610ADVANCED ACCREDITATION STANDARDS WHERE I KNOW THERE'S SOME PASS ADVANCED COMPONENTS WITHIN THAT DOCUMENT KNOW THERE'S SOME PASS ADVANCED COMPONENTS WITHIN THAT DOCUMENT KNOW THERE'S SOME PASS ADVANCED COMPONENTS WITHIN THAT DOCUMENT WE CERTAINLY WHEN WE LOOK AT COMPONENTS WITHIN THAT DOCUMENT WE CERTAINLY WHEN WE LOOK AT COMPONENTS WITHIN THAT DOCUMENT WE CERTAINLY WHEN WE LOOK AT CREATING FUTURE READY STUDENTS WE CERTAINLY WHEN WE LOOK AT CREATING FUTURE READY STUDENTS WE CERTAINLY WHEN WE LOOK AT CREATING FUTURE READY STUDENTS IT'S NOT ALWAYS LOOKING AT THE CREATING FUTURE READY STUDENTS IT'S NOT ALWAYS LOOKING AT THE CREATING FUTURE READY STUDENTS IT'S NOT ALWAYS LOOKING AT THE END OF IS THAT NEEDS ADDITIONAL IT'S NOT ALWAYS LOOKING AT THE END OF IS THAT NEEDS ADDITIONAL IT'S NOT ALWAYS LOOKING AT THE END OF IS THAT NEEDS ADDITIONAL REPORTED SAYING

611ARE WE ARE WE END OF IS THAT NEEDS ADDITIONAL REPORTED SAYING ARE WE ARE WE END OF IS THAT NEEDS ADDITIONAL REPORTED SAYING ARE WE ARE WE EXTENDING MASTERY TO STUDENTS REPORTED SAYING ARE WE ARE WE EXTENDING MASTERY TO STUDENTS REPORTED SAYING ARE WE ARE WE EXTENDING MASTERY TO STUDENTS THAT ARE PREPARED FOR THAT EXTENDING MASTERY TO STUDENTS THAT ARE PREPARED FOR THAT EXTENDING MASTERY TO STUDENTS THAT ARE PREPARED FOR THAT ADVANCED LEVELS CHALLENGING THAT ARE PREPARED FOR THAT ADVANCED LEVELS CHALLENGING THAT ARE PREPARED FOR THAT ADVANCED LEVELS CHALLENGING BECAUSE YOU HAVE TO MOTIVATE A ADVANCED LEVELS CHALLENGING BECAUSE YOU HAVE TO MOTIVATE A ADVANCED LEVELS CHALLENGING BECAUSE YOU HAVE TO MOTIVATE A STUDENT TO WANT TO HIT ALL BECAUSE YOU HAVE TO MOTIVATE A STUDENT TO WANT TO HIT ALL BECAUSE YOU HAVE TO

612MOTIVATE A STUDENT TO WANT TO HIT ALL OF THOSE NUMBERS AND THAT IS STUDENT TO WANT TO HIT ALL OF THOSE NUMBERS AND THAT IS STUDENT TO WANT TO HIT ALL OF THOSE NUMBERS AND THAT IS ALWAYS ONE WHEN WE WORK WITH OF THOSE NUMBERS AND THAT IS ALWAYS ONE WHEN WE WORK WITH OF THOSE NUMBERS AND THAT IS ALWAYS ONE WHEN WE WORK WITH OUR SCHOOLS THAT HAVE VERY HIGH ALWAYS ONE WHEN WE WORK WITH OUR SCHOOLS THAT HAVE VERY HIGH ALWAYS ONE WHEN WE WORK WITH OUR SCHOOLS THAT HAVE VERY HIGH PAST RATES WE DO ENCOURAGE THEM OUR SCHOOLS THAT HAVE VERY HIGH PAST RATES WE DO ENCOURAGE THEM OUR SCHOOLS THAT HAVE VERY HIGH PAST RATES WE DO ENCOURAGE THEM TO REALLY TAKE A LOOK AT YOUR PAST RATES WE DO ENCOURAGE

613THEM TO REALLY TAKE A LOOK AT YOUR PAST RATES WE DO ENCOURAGE THEM TO REALLY TAKE A LOOK AT YOUR PASS ADVANCED NUMBERS BECAUSE TO REALLY TAKE A LOOK AT YOUR PASS ADVANCED NUMBERS BECAUSE TO REALLY TAKE A LOOK AT YOUR PASS ADVANCED NUMBERS BECAUSE THE GROWTH NO IS NOT ALWAYS A PASS ADVANCED NUMBERS BECAUSE THE GROWTH NO IS NOT ALWAYS A PASS ADVANCED NUMBERS BECAUSE THE GROWTH NO IS NOT ALWAYS A SIGNIFICANT ER SO WHAT IS OUR THE GROWTH NO IS NOT ALWAYS A SIGNIFICANT ER SO WHAT IS OUR THE GROWTH NO IS NOT ALWAYS A SIGNIFICANT ER SO WHAT IS OUR PERCENTAGE SO IT IS CERTAINLY SIGNIFICANT ER SO WHAT IS OUR PERCENTAGE SO IT IS CERTAINLY SIGNIFICANT ER SO WHAT IS OUR PERCENTAGE SO IT IS CERTAINLY IS CERTAINLY WHEN WE'RE PERCENTAGE

614SO IT IS CERTAINLY IS CERTAINLY WHEN WE'RE PERCENTAGE SO IT IS CERTAINLY IS CERTAINLY WHEN WE'RE STRETCHING OUR SCHOOLS MANY IS CERTAINLY WHEN WE'RE STRETCHING OUR SCHOOLS MANY IS CERTAINLY WHEN WE'RE STRETCHING OUR SCHOOLS MANY OF THEM WE ARE STRETCHED TO SEE STRETCHING OUR SCHOOLS MANY OF THEM WE ARE STRETCHED TO SEE STRETCHING OUR SCHOOLS MANY OF THEM WE ARE STRETCHED TO SEE WHERE SEE WHERE THEIR ADVANCE OF THEM WE ARE STRETCHED TO SEE WHERE SEE WHERE THEIR ADVANCE OF THEM WE ARE STRETCHED TO SEE WHERE SEE WHERE THEIR ADVANCE NUMBERS SO BUT IS THIS WHERE SEE WHERE THEIR ADVANCE NUMBERS SO BUT IS THIS WHERE SEE WHERE THEIR ADVANCE NUMBERS SO BUT IS THIS SOMETHING THAT'S A TOPIC IN THE NUMBERS SO BUT IS THIS SOMETHING THAT'S A TOPIC IN THE NUMBERS SO BUT

615IS THIS SOMETHING THAT'S A TOPIC IN THE PIECES? SOMETHING THAT'S A TOPIC IN THE PIECES? SOMETHING THAT'S A TOPIC IN THE PIECES? IT'S NOT IN EVERY PCI CAN IT PIECES? IT'S NOT IN EVERY PCI CAN IT PIECES? IT'S NOT IN EVERY PCI CAN IT CAN BE A TOPIC IN A SCHOOL IT'S NOT IN EVERY PCI CAN IT CAN BE A TOPIC IN A SCHOOL IT'S NOT IN EVERY PCI CAN IT CAN BE A TOPIC IN A SCHOOL SUPPORT MEETING BUT WE DON'T CAN BE A TOPIC IN A SCHOOL SUPPORT MEETING BUT WE DON'T CAN BE A TOPIC IN A SCHOOL SUPPORT MEETING BUT WE DON'T REQUIRE THAT IN THERE. SUPPORT MEETING BUT WE DON'T REQUIRE THAT IN THERE. SUPPORT MEETING BUT WE DON'T REQUIRE THAT IN THERE. IT IS SOMETHING WE LOOK AT REQUIRE THAT

616IN THERE. IT IS SOMETHING WE LOOK AT REQUIRE THAT IN THERE. IT IS SOMETHING WE LOOK AT THEIR DAD DATA FOR EXAMPLE WE IT IS SOMETHING WE LOOK AT THEIR DAD DATA FOR EXAMPLE WE IT IS SOMETHING WE LOOK AT THEIR DAD DATA FOR EXAMPLE WE TAKE ALL OF OUR SCHOOLS WE LET THEIR DAD DATA FOR EXAMPLE WE TAKE ALL OF OUR SCHOOLS WE LET THEIR DAD DATA FOR EXAMPLE WE TAKE ALL OF OUR SCHOOLS WE LET HIM SEE THEIR COMPARABLE TAKE ALL OF OUR SCHOOLS WE LET HIM SEE THEIR COMPARABLE TAKE ALL OF OUR SCHOOLS WE LET HIM SEE THEIR COMPARABLE SCHOOLS SCHOOLS SO SCHOOLS THAT HIM SEE THEIR COMPARABLE SCHOOLS SCHOOLS SO SCHOOLS THAT HIM SEE THEIR COMPARABLE SCHOOLS SCHOOLS SO SCHOOLS THAT ARE AND HOW ARE THEY PERFORMING SCHOOLS SCHOOLS SO SCHOOLS

617THAT ARE AND HOW ARE THEY PERFORMING SCHOOLS SCHOOLS SO SCHOOLS THAT ARE AND HOW ARE THEY PERFORMING AGAINST THAT GROUP AND WE'LL ARE AND HOW ARE THEY PERFORMING AGAINST THAT GROUP AND WE'LL ARE AND HOW ARE THEY PERFORMING AGAINST THAT GROUP AND WE'LL BRING THAT TYPE OF DATA TO AGAINST THAT GROUP AND WE'LL BRING THAT TYPE OF DATA TO AGAINST THAT GROUP AND WE'LL BRING THAT TYPE OF DATA TO THOSE SCHOOLS PORT MEETINGS AND BRING THAT TYPE OF DATA TO THOSE SCHOOLS PORT MEETINGS AND BRING THAT TYPE OF DATA TO THOSE SCHOOLS PORT MEETINGS AND STRETCH THEM IN THEIR BUT WE DO THOSE SCHOOLS PORT MEETINGS AND STRETCH THEM IN THEIR BUT WE DO THOSE SCHOOLS PORT MEETINGS AND STRETCH THEM IN THEIR BUT WE DO NOT REQUIRE AN ADVANCED NO AS A STRETCH THEM

618IN THEIR BUT WE DO NOT REQUIRE AN ADVANCED NO AS A STRETCH THEM IN THEIR BUT WE DO NOT REQUIRE AN ADVANCED NO AS A GOAL IN THE PCI SCHOOLS MAY NOT REQUIRE AN ADVANCED NO AS A GOAL IN THE PCI SCHOOLS MAY NOT REQUIRE AN ADVANCED NO AS A GOAL IN THE PCI SCHOOLS MAY CHOOSE TO DO THAT THROUGHOUT GOAL IN THE PCI SCHOOLS MAY CHOOSE TO DO THAT THROUGHOUT GOAL IN THE PCI SCHOOLS MAY CHOOSE TO DO THAT THROUGHOUT THEIR PROCESS WHEN THEY WORK CHOOSE TO DO THAT THROUGHOUT THEIR PROCESS WHEN THEY WORK CHOOSE TO DO THAT THROUGHOUT THEIR PROCESS WHEN THEY WORK WITH THEIR TEACHERS. THEIR PROCESS WHEN THEY WORK WITH THEIR TEACHERS. THEIR PROCESS WHEN THEY WORK WITH THEIR TEACHERS. I JUST I HOPE IT'S SOMETHING WITH THEIR TEACHERS. I JUST

619I HOPE IT'S SOMETHING WITH THEIR TEACHERS. I JUST I HOPE IT'S SOMETHING ARE EMPHASIZING DIVISION AND I JUST I HOPE IT'S SOMETHING ARE EMPHASIZING DIVISION AND I JUST I HOPE IT'S SOMETHING ARE EMPHASIZING DIVISION AND MR. COLPEPER GOING BACK TO LET ARE EMPHASIZING DIVISION AND MR. COLPEPER GOING BACK TO LET ARE EMPHASIZING DIVISION AND MR. COLPEPER GOING BACK TO LET ALONE FOR A SECOND. MR. COLPEPER GOING BACK TO LET ALONE FOR A SECOND. MR. COLPEPER GOING BACK TO LET ALONE FOR A SECOND. I'M JUST A JUNIOR FAR DOWN THE ALONE FOR A SECOND. I'M JUST A JUNIOR FAR DOWN THE ALONE FOR A SECOND. I'M JUST A JUNIOR FAR DOWN THE RABBIT HOLE BUT I'M CURIOUS IF I'M JUST A JUNIOR FAR DOWN THE RABBIT HOLE BUT I'M CURIOUS IF I'M JUST A JUNIOR FAR

620DOWN THE RABBIT HOLE BUT I'M CURIOUS IF KENDRICK WAS ASKING SPECIFIC RABBIT HOLE BUT I'M CURIOUS IF KENDRICK WAS ASKING SPECIFIC RABBIT HOLE BUT I'M CURIOUS IF KENDRICK WAS ASKING SPECIFIC ABOUT BLACK STUDENTS DO YOU SEE KENDRICK WAS ASKING SPECIFIC ABOUT BLACK STUDENTS DO YOU SEE KENDRICK WAS ASKING SPECIFIC ABOUT BLACK STUDENTS DO YOU SEE THAT TREND CONSISTENT ACROSS ABOUT BLACK STUDENTS DO YOU SEE THAT TREND CONSISTENT ACROSS ABOUT BLACK STUDENTS DO YOU SEE THAT TREND CONSISTENT ACROSS SCHOOLS ARE THERE SOME THAT ARE THAT TREND CONSISTENT ACROSS SCHOOLS ARE THERE SOME THAT ARE THAT TREND CONSISTENT ACROSS SCHOOLS ARE THERE SOME THAT ARE DOING BETTER THAN OTHERS IT'S SCHOOLS ARE THERE SOME THAT ARE DOING BETTER THAN OTHERS IT'S SCHOOLS ARE THERE SOME THAT ARE DOING BETTER THAN OTHERS IT'S NOT I WOULD NOT OVERGENERALIZE

621DOING BETTER THAN OTHERS IT'S NOT I WOULD NOT OVERGENERALIZE DOING BETTER THAN OTHERS IT'S NOT I WOULD NOT OVERGENERALIZE WHERE IT IS IN SCHOOLS IN TERMS NOT I WOULD NOT OVERGENERALIZE WHERE IT IS IN SCHOOLS IN TERMS NOT I WOULD NOT OVERGENERALIZE WHERE IT IS IN SCHOOLS IN TERMS OF THERE ARE SOME THAT WE'RE WHERE IT IS IN SCHOOLS IN TERMS OF THERE ARE SOME THAT WE'RE WHERE IT IS IN SCHOOLS IN TERMS OF THERE ARE SOME THAT WE'RE SEEING DIFFERENT LEVELS OF THERE ARE SOME THAT WE'RE SEEING DIFFERENT LEVELS OF THERE ARE SOME THAT WE'RE SEEING DIFFERENT LEVELS OF PERFORMANCE BASED ON GAP SEEING DIFFERENT LEVELS OF PERFORMANCE BASED ON GAP SEEING DIFFERENT LEVELS OF PERFORMANCE BASED ON GAP GROUPS I'M NOT GOING TO USE OF PERFORMANCE BASED ON GAP GROUPS I'M NOT GOING

622TO USE OF PERFORMANCE BASED ON GAP GROUPS I'M NOT GOING TO USE AFRICAN-AMERICAN STUDENTS. GROUPS I'M NOT GOING TO USE AFRICAN-AMERICAN STUDENTS. GROUPS I'M NOT GOING TO USE AFRICAN-AMERICAN STUDENTS. I'LL TALK ABOUT SPECIAL AFRICAN-AMERICAN STUDENTS. I'LL TALK ABOUT SPECIAL AFRICAN-AMERICAN STUDENTS. I'LL TALK ABOUT SPECIAL EDUCATION STUDENTS AS AN I'LL TALK ABOUT SPECIAL EDUCATION STUDENTS AS AN I'LL TALK ABOUT SPECIAL EDUCATION STUDENTS AS AN EXAMPLE WE DO HAVE SEVERAL EDUCATION STUDENTS AS AN EXAMPLE WE DO HAVE SEVERAL EDUCATION STUDENTS AS AN EXAMPLE WE DO HAVE SEVERAL OF OUR SCHOOLS THAT HAVE EXAMPLE WE DO HAVE SEVERAL OF OUR SCHOOLS THAT HAVE EXAMPLE WE DO HAVE SEVERAL OF OUR SCHOOLS THAT HAVE SPECIAL EDUCATION DATA THAT OF OUR SCHOOLS THAT HAVE SPECIAL EDUCATION DATA THAT OF OUR SCHOOLS THAT HAVE SPECIAL EDUCATION DATA THAT LOOKS A LOT

623BETTER THAN OTHER SPECIAL EDUCATION DATA THAT LOOKS A LOT BETTER THAN OTHER SPECIAL EDUCATION DATA THAT LOOKS A LOT BETTER THAN OTHER SCHOOLS DO AS RESULT OF THAT A LOOKS A LOT BETTER THAN OTHER SCHOOLS DO AS RESULT OF THAT A LOOKS A LOT BETTER THAN OTHER SCHOOLS DO AS RESULT OF THAT A LOT OF WHAT WE DO IN OUR IN OUR SCHOOLS DO AS RESULT OF THAT A LOT OF WHAT WE DO IN OUR IN OUR SCHOOLS DO AS RESULT OF THAT A LOT OF WHAT WE DO IN OUR IN OUR LEAGUE MEETINGS WITH OUR LOT OF WHAT WE DO IN OUR IN OUR LEAGUE MEETINGS WITH OUR LOT OF WHAT WE DO IN OUR IN OUR LEAGUE MEETINGS WITH OUR PRINCIPALS PROFESSIONAL LEAGUE MEETINGS WITH OUR PRINCIPALS PROFESSIONAL LEAGUE MEETINGS WITH OUR PRINCIPALS

624PROFESSIONAL DEVELOPMENT AS HIGHLIGHT THE PRINCIPALS PROFESSIONAL DEVELOPMENT AS HIGHLIGHT THE PRINCIPALS PROFESSIONAL DEVELOPMENT AS HIGHLIGHT THE PRACTICES THAT ARE OCCURRING IN DEVELOPMENT AS HIGHLIGHT THE PRACTICES THAT ARE OCCURRING IN DEVELOPMENT AS HIGHLIGHT THE PRACTICES THAT ARE OCCURRING IN THOSE SCHOOL BUILDINGS THAT ARE PRACTICES THAT ARE OCCURRING IN THOSE SCHOOL BUILDINGS THAT ARE PRACTICES THAT ARE OCCURRING IN THOSE SCHOOL BUILDINGS THAT ARE BRINGING SUCCESS AND SHARING THOSE SCHOOL BUILDINGS THAT ARE BRINGING SUCCESS AND SHARING THOSE SCHOOL BUILDINGS THAT ARE BRINGING SUCCESS AND SHARING BEST PRACTICES ALL OF THOSE BRINGING SUCCESS AND SHARING BEST PRACTICES ALL OF THOSE BRINGING SUCCESS AND SHARING BEST PRACTICES ALL OF THOSE AREAS IT'S VERY CHALLENGING BEST PRACTICES ALL OF THOSE AREAS IT'S VERY CHALLENGING BEST PRACTICES ALL OF THOSE AREAS IT'S VERY CHALLENGING YEAR TO YEAR TO YEAR WHEN YOU AREAS

625IT'S VERY CHALLENGING YEAR TO YEAR TO YEAR WHEN YOU AREAS IT'S VERY CHALLENGING YEAR TO YEAR TO YEAR WHEN YOU GAP GROUPS BECAUSE IT BECAUSE YEAR TO YEAR TO YEAR WHEN YOU GAP GROUPS BECAUSE IT BECAUSE YEAR TO YEAR TO YEAR WHEN YOU GAP GROUPS BECAUSE IT BECAUSE IT IS NUMBERS BASED. GAP GROUPS BECAUSE IT BECAUSE IT IS NUMBERS BASED. GAP GROUPS BECAUSE IT BECAUSE IT IS NUMBERS BASED. SO MY NUMBERS SPECIAL EDUCATION IT IS NUMBERS BASED. SO MY NUMBERS SPECIAL EDUCATION IT IS NUMBERS BASED. SO MY NUMBERS SPECIAL EDUCATION STUDENTS CAN CHANGE YEAR TO SO MY NUMBERS SPECIAL EDUCATION STUDENTS CAN CHANGE YEAR TO SO MY NUMBERS SPECIAL EDUCATION STUDENTS CAN CHANGE YEAR TO YEAR THAT ARE TESTED AND MAKES STUDENTS CAN CHANGE YEAR TO YEAR THAT ARE TESTED AND MAKES STUDENTS CAN CHANGE

626YEAR TO YEAR THAT ARE TESTED AND MAKES IT SOMETIMES HARD TO DETERMINE YEAR THAT ARE TESTED AND MAKES IT SOMETIMES HARD TO DETERMINE YEAR THAT ARE TESTED AND MAKES IT SOMETIMES HARD TO DETERMINE WHAT THAT GROWTH RATE IS GOING IT SOMETIMES HARD TO DETERMINE WHAT THAT GROWTH RATE IS GOING IT SOMETIMES HARD TO DETERMINE WHAT THAT GROWTH RATE IS GOING TO LOOK LIKE BE SEEN AS A WHAT THAT GROWTH RATE IS GOING TO LOOK LIKE BE SEEN AS A WHAT THAT GROWTH RATE IS GOING TO LOOK LIKE BE SEEN AS A SUCCESS QUESTION WHAT IS TO LOOK LIKE BE SEEN AS A SUCCESS QUESTION WHAT IS TO LOOK LIKE BE SEEN AS A SUCCESS QUESTION WHAT IS FRANKLY, MISS FRANKLIN. SUCCESS QUESTION WHAT IS FRANKLY, MISS FRANKLIN. SUCCESS QUESTION WHAT IS FRANKLY, MISS FRANKLIN. WELL,

627I JUST WANTED TO ADDRESS FRANKLY, MISS FRANKLIN. WELL, I JUST WANTED TO ADDRESS FRANKLY, MISS FRANKLIN. WELL, I JUST WANTED TO ADDRESS KENDRICK MEEK KENDRICK I JUST WELL, I JUST WANTED TO ADDRESS KENDRICK MEEK KENDRICK I JUST WELL, I JUST WANTED TO ADDRESS KENDRICK MEEK KENDRICK I JUST WANT TO WANT TO LET YOU KNOW KENDRICK MEEK KENDRICK I JUST WANT TO WANT TO LET YOU KNOW KENDRICK MEEK KENDRICK I JUST WANT TO WANT TO LET YOU KNOW THAT RENAISSANCE IS NOW WANT TO WANT TO LET YOU KNOW THAT RENAISSANCE IS NOW WANT TO WANT TO LET YOU KNOW THAT RENAISSANCE IS NOW UTILIZING AVID SO I THINK THAT THAT RENAISSANCE IS NOW UTILIZING AVID SO I THINK THAT THAT RENAISSANCE IS NOW UTILIZING AVID SO I THINK THAT HOPEFULLY WE WILL SEE AN UTILIZING AVID

628SO I THINK THAT HOPEFULLY WE WILL SEE AN UTILIZING AVID SO I THINK THAT HOPEFULLY WE WILL SEE AN INCREASE IN SOME OF THOSE HOPEFULLY WE WILL SEE AN INCREASE IN SOME OF THOSE HOPEFULLY WE WILL SEE AN INCREASE IN SOME OF THOSE SCORES AT THAT SCHOOL AND INCREASE IN SOME OF THOSE SCORES AT THAT SCHOOL AND INCREASE IN SOME OF THOSE SCORES AT THAT SCHOOL AND WHAT'S GREAT ABOUT THAT IT'S SCORES AT THAT SCHOOL AND WHAT'S GREAT ABOUT THAT IT'S SCORES AT THAT SCHOOL AND WHAT'S GREAT ABOUT THAT IT'S WENT TO SPREAD AT THAT POINT WHAT'S GREAT ABOUT THAT IT'S WENT TO SPREAD AT THAT POINT WHAT'S GREAT ABOUT THAT IT'S WENT TO SPREAD AT THAT POINT BECAUSE AS THEY GO BACK TO WENT TO SPREAD AT THAT POINT BECAUSE AS THEY GO BACK

629TO WENT TO SPREAD AT THAT POINT BECAUSE AS THEY GO BACK TO THEIR THEIR HOME SCHOOL THEN BECAUSE AS THEY GO BACK TO THEIR THEIR HOME SCHOOL THEN BECAUSE AS THEY GO BACK TO THEIR THEIR HOME SCHOOL THEN THEY'LL BE ABLE TO TAKE THOSE THEIR THEIR HOME SCHOOL THEN THEY'LL BE ABLE TO TAKE THOSE THEIR THEIR HOME SCHOOL THEN THEY'LL BE ABLE TO TAKE THOSE STRATEGIES WITH THEM AS WELL AS THEY'LL BE ABLE TO TAKE THOSE STRATEGIES WITH THEM AS WELL AS THEY'LL BE ABLE TO TAKE THOSE STRATEGIES WITH THEM AS WELL AS A IS MORE FOCUSED AS WELL NOW STRATEGIES WITH THEM AS WELL AS A IS MORE FOCUSED AS WELL NOW STRATEGIES WITH THEM AS WELL AS A IS MORE FOCUSED AS WELL NOW AND SO AGAIN YOU KNOW SOME A IS MORE

630FOCUSED AS WELL NOW AND SO AGAIN YOU KNOW SOME A IS MORE FOCUSED AS WELL NOW AND SO AGAIN YOU KNOW SOME OF THOSE STUDENTS THOSE AND SO AGAIN YOU KNOW SOME OF THOSE STUDENTS THOSE AND SO AGAIN YOU KNOW SOME OF THOSE STUDENTS THOSE STUDENTS BECAUSE IT IS A OF THOSE STUDENTS THOSE STUDENTS BECAUSE IT IS A OF THOSE STUDENTS THOSE STUDENTS BECAUSE IT IS A LOTTERY SYSTEM TO GET INTO THE STUDENTS BECAUSE IT IS A LOTTERY SYSTEM TO GET INTO THE STUDENTS BECAUSE IT IS A LOTTERY SYSTEM TO GET INTO THE SCHOOL YOU KNOW SOME OF THOSE LOTTERY SYSTEM TO GET INTO THE SCHOOL YOU KNOW SOME OF THOSE LOTTERY SYSTEM TO GET INTO THE SCHOOL YOU KNOW SOME OF THOSE STUDENTS THOSE STUDENTS DO COME SCHOOL YOU KNOW SOME OF THOSE STUDENTS

631THOSE STUDENTS DO COME SCHOOL YOU KNOW SOME OF THOSE STUDENTS THOSE STUDENTS DO COME IN WITH LOWER COMPREHENSION AND STUDENTS THOSE STUDENTS DO COME IN WITH LOWER COMPREHENSION AND STUDENTS THOSE STUDENTS DO COME IN WITH LOWER COMPREHENSION AND SO I THINK THAT BECAUSE THEY'RE IN WITH LOWER COMPREHENSION AND SO I THINK THAT BECAUSE THEY'RE IN WITH LOWER COMPREHENSION AND SO I THINK THAT BECAUSE THEY'RE UTILIZING AND BEING MORE AVID SO I THINK THAT BECAUSE THEY'RE UTILIZING AND BEING MORE AVID SO I THINK THAT BECAUSE THEY'RE UTILIZING AND BEING MORE AVID FOCUSED HRC THAT'S WHY THEY'RE UTILIZING AND BEING MORE AVID FOCUSED HRC THAT'S WHY THEY'RE UTILIZING AND BEING MORE AVID FOCUSED HRC THAT'S WHY THEY'RE SEEING A LOT OF THEIR SUCCESS FOCUSED HRC THAT'S WHY THEY'RE SEEING A LOT OF THEIR SUCCESS FOCUSED HRC THAT'S

632WHY THEY'RE SEEING A LOT OF THEIR SUCCESS AS SUCCESS AS WELL. SEEING A LOT OF THEIR SUCCESS AS SUCCESS AS WELL. SEEING A LOT OF THEIR SUCCESS AS SUCCESS AS WELL. SO I'M REALLY HAPPY WE'RE AS SUCCESS AS WELL. SO I'M REALLY HAPPY WE'RE AS SUCCESS AS WELL. SO I'M REALLY HAPPY WE'RE SEEING AVID BEING UTILIZED IN SO I'M REALLY HAPPY WE'RE SEEING AVID BEING UTILIZED IN SO I'M REALLY HAPPY WE'RE SEEING AVID BEING UTILIZED IN SOME OF THE SCHOOLS THAT REALLY SEEING AVID BEING UTILIZED IN SOME OF THE SCHOOLS THAT REALLY SEEING AVID BEING UTILIZED IN SOME OF THE SCHOOLS THAT REALLY NEED SOME SOME MORE SO I JUST SOME OF THE SCHOOLS THAT REALLY NEED SOME SOME MORE SO I JUST SOME OF THE SCHOOLS THAT REALLY NEED SOME SOME MORE SO I

633JUST REALLY JUST WANNA LET YOU KNOW NEED SOME SOME MORE SO I JUST REALLY JUST WANNA LET YOU KNOW NEED SOME SOME MORE SO I JUST REALLY JUST WANNA LET YOU KNOW THAT ONE OH THANK YOU. REALLY JUST WANNA LET YOU KNOW THAT ONE OH THANK YOU. REALLY JUST WANNA LET YOU KNOW THAT ONE OH THANK YOU. I DID HAVE A CHANCE TO VISIT THAT ONE OH THANK YOU. I DID HAVE A CHANCE TO VISIT THAT ONE OH THANK YOU. I DID HAVE A CHANCE TO VISIT RENAISSANCE LAST AND I DID SEE I DID HAVE A CHANCE TO VISIT RENAISSANCE LAST AND I DID SEE I DID HAVE A CHANCE TO VISIT RENAISSANCE LAST AND I DID SEE THAT PROGRAM AND I DO THINK IT RENAISSANCE LAST AND I DID SEE THAT PROGRAM AND I

634DO THINK IT RENAISSANCE LAST AND I DID SEE THAT PROGRAM AND I DO THINK IT IS VERY EFFECTIVE AND DO LOOK THAT PROGRAM AND I DO THINK IT IS VERY EFFECTIVE AND DO LOOK THAT PROGRAM AND I DO THINK IT IS VERY EFFECTIVE AND DO LOOK FORWARD TO SEEING THAT SPREAD IS VERY EFFECTIVE AND DO LOOK FORWARD TO SEEING THAT SPREAD IS VERY EFFECTIVE AND DO LOOK FORWARD TO SEEING THAT SPREAD ACROSS THE THE YEAH. FORWARD TO SEEING THAT SPREAD ACROSS THE THE YEAH. FORWARD TO SEEING THAT SPREAD ACROSS THE THE YEAH. THANKS YOUR WORK ON IT THAT. ACROSS THE THE YEAH. THANKS YOUR WORK ON IT THAT. ACROSS THE THE YEAH. THANKS YOUR WORK ON IT THAT. OK, MR. CALLEN ON SLIDE FOUR THANKS YOUR WORK ON IT THAT. OK, MR. CALLEN ON SLIDE

635FOUR THANKS YOUR WORK ON IT THAT. OK, MR. CALLEN ON SLIDE FOUR MR. DELANEY VARIOUS OK, MR. CALLEN ON SLIDE FOUR MR. DELANEY VARIOUS OK, MR. CALLEN ON SLIDE FOUR MR. DELANEY VARIOUS MATHEMATICAL SO MATHEMATICAL MR. DELANEY VARIOUS MATHEMATICAL SO MATHEMATICAL MR. DELANEY VARIOUS MATHEMATICAL SO MATHEMATICAL LESNER WE'LL TEST RESULTS AND MATHEMATICAL SO MATHEMATICAL LESNER WE'LL TEST RESULTS AND MATHEMATICAL SO MATHEMATICAL LESNER WE'LL TEST RESULTS AND WE COVER THEM FROM VARIOUS TIME LESNER WE'LL TEST RESULTS AND WE COVER THEM FROM VARIOUS TIME LESNER WE'LL TEST RESULTS AND WE COVER THEM FROM VARIOUS TIME PERIODS BUT WE'RE ONLY MAKING WE COVER THEM FROM VARIOUS TIME PERIODS BUT WE'RE ONLY MAKING WE COVER THEM FROM VARIOUS TIME PERIODS BUT WE'RE ONLY MAKING COMPARISON AND A CHANGE AT PERIODS BUT WE'RE ONLY MAKING COMPARISON AND A CHANGE AT

636PERIODS BUT WE'RE ONLY MAKING COMPARISON AND A CHANGE AT LEAST FROM A COMPREHENSIVE COMPARISON AND A CHANGE AT LEAST FROM A COMPREHENSIVE COMPARISON AND A CHANGE AT LEAST FROM A COMPREHENSIVE POINT OF VIEW COMPARING TWENTY LEAST FROM A COMPREHENSIVE POINT OF VIEW COMPARING TWENTY LEAST FROM A COMPREHENSIVE POINT OF VIEW COMPARING TWENTY TO TWENTY THREE WITH TWENTY POINT OF VIEW COMPARING TWENTY TO TWENTY THREE WITH TWENTY POINT OF VIEW COMPARING TWENTY TO TWENTY THREE WITH TWENTY THREE TWENTY FOUR YOU START TO TWENTY THREE WITH TWENTY THREE TWENTY FOUR YOU START TO TWENTY THREE WITH TWENTY THREE TWENTY FOUR YOU START WITH SOME OF THE DATA DEALING THREE TWENTY FOUR YOU START WITH SOME OF THE DATA DEALING THREE TWENTY FOUR YOU START WITH SOME OF THE DATA DEALING WITH CALENDAR YEAR EIGHTEEN 19 WITH SOME

637OF THE DATA DEALING WITH CALENDAR YEAR EIGHTEEN 19 WITH SOME OF THE DATA DEALING WITH CALENDAR YEAR EIGHTEEN 19 BUT WE LEAVE OUT A GREAT WITH CALENDAR YEAR EIGHTEEN 19 BUT WE LEAVE OUT A GREAT WITH CALENDAR YEAR EIGHTEEN 19 BUT WE LEAVE OUT A GREAT MAJORITY WE DO THE SAME THING BUT WE LEAVE OUT A GREAT MAJORITY WE DO THE SAME THING BUT WE LEAVE OUT A GREAT MAJORITY WE DO THE SAME THING ON SLIDE FIVE AND ON SLIDE SIX MAJORITY WE DO THE SAME THING ON SLIDE FIVE AND ON SLIDE SIX MAJORITY WE DO THE SAME THING ON SLIDE FIVE AND ON SLIDE SIX AND I DON'T WANT TO BE CYNICAL ON SLIDE FIVE AND ON SLIDE SIX AND I DON'T WANT TO BE CYNICAL ON SLIDE FIVE AND ON SLIDE SIX AND

638I DON'T WANT TO BE CYNICAL BUT TENDS TO LEAVE ME WITH THE AND I DON'T WANT TO BE CYNICAL BUT TENDS TO LEAVE ME WITH THE AND I DON'T WANT TO BE CYNICAL BUT TENDS TO LEAVE ME WITH THE IMPRESSION THAT WE DON'T WANT BUT TENDS TO LEAVE ME WITH THE IMPRESSION THAT WE DON'T WANT BUT TENDS TO LEAVE ME WITH THE IMPRESSION THAT WE DON'T WANT TO TALK ABOUT THAT TOO MUCH IMPRESSION THAT WE DON'T WANT TO TALK ABOUT THAT TOO MUCH IMPRESSION THAT WE DON'T WANT TO TALK ABOUT THAT TOO MUCH WORK WE'RE GOING TO MENTION A TO TALK ABOUT THAT TOO MUCH WORK WE'RE GOING TO MENTION A TO TALK ABOUT THAT TOO MUCH WORK WE'RE GOING TO MENTION A COUPLE OF SCORES THE ONES THAT WORK WE'RE GOING TO MENTION A

639COUPLE OF SCORES THE ONES THAT WORK WE'RE GOING TO MENTION A COUPLE OF SCORES THE ONES THAT MAKE US LOOK PRETTY GOOD BUT WE COUPLE OF SCORES THE ONES THAT MAKE US LOOK PRETTY GOOD BUT WE COUPLE OF SCORES THE ONES THAT MAKE US LOOK PRETTY GOOD BUT WE BRING UP THE OTHERS WILL JUST MAKE US LOOK PRETTY GOOD BUT WE BRING UP THE OTHERS WILL JUST MAKE US LOOK PRETTY GOOD BUT WE BRING UP THE OTHERS WILL JUST MOVE ON AND DO A TWO YEAR BRING UP THE OTHERS WILL JUST MOVE ON AND DO A TWO YEAR BRING UP THE OTHERS WILL JUST MOVE ON AND DO A TWO YEAR COMPARISON INSTEAD OF A BREAK MOVE ON AND DO A TWO YEAR COMPARISON INSTEAD OF A BREAK MOVE ON AND DO A TWO YEAR

640COMPARISON INSTEAD OF A BREAK DOWN YEAR ARE YOU LOOKING COMPARISON INSTEAD OF A BREAK DOWN YEAR ARE YOU LOOKING COMPARISON INSTEAD OF A BREAK DOWN YEAR ARE YOU LOOKING BEYOND 18 19 ARE YOU LOOKING DOWN YEAR ARE YOU LOOKING BEYOND 18 19 ARE YOU LOOKING DOWN YEAR ARE YOU LOOKING BEYOND 18 19 ARE YOU LOOKING AFTER 18 I'M JUST? BEYOND 18 19 ARE YOU LOOKING AFTER 18 I'M JUST? BEYOND 18 19 ARE YOU LOOKING AFTER 18 I'M JUST? I'M JUST LOOKING AT THE NUMBERS AFTER 18 I'M JUST? I'M JUST LOOKING AT THE NUMBERS AFTER 18 I'M JUST? I'M JUST LOOKING AT THE NUMBERS PROVIDED FROM 18 19 AND I'M JUST LOOKING AT THE NUMBERS PROVIDED FROM 18 19 AND I'M JUST LOOKING AT THE NUMBERS PROVIDED FROM 18 19 AND COMPARING THEM WITH TWENTY PROVIDED

641FROM 18 19 AND COMPARING THEM WITH TWENTY PROVIDED FROM 18 19 AND COMPARING THEM WITH TWENTY THREE TWENTY FOUR SO THAT IS COMPARING THEM WITH TWENTY THREE TWENTY FOUR SO THAT IS COMPARING THEM WITH TWENTY THREE TWENTY FOUR SO THAT IS NOT INTENTIONAL SO THAT WE THREE TWENTY FOUR SO THAT IS NOT INTENTIONAL SO THAT WE THREE TWENTY FOUR SO THAT IS NOT INTENTIONAL SO THAT WE DON'T LOOK AT THAT DATA I DON'T NOT INTENTIONAL SO THAT WE DON'T LOOK AT THAT DATA I DON'T NOT INTENTIONAL SO THAT WE DON'T LOOK AT THAT DATA I DON'T WANT TO BE CYNICAL CHALLENGE DON'T LOOK AT THAT DATA I DON'T WANT TO BE CYNICAL CHALLENGE DON'T LOOK AT THAT DATA I DON'T WANT TO BE CYNICAL CHALLENGE AND ME THIS IS PROBABLY THE WANT TO BE CYNICAL

642CHALLENGE AND ME THIS IS PROBABLY THE WANT TO BE CYNICAL CHALLENGE AND ME THIS IS PROBABLY THE LAST YEAR WILL LEAVE THE 18 19 AND ME THIS IS PROBABLY THE LAST YEAR WILL LEAVE THE 18 19 AND ME THIS IS PROBABLY THE LAST YEAR WILL LEAVE THE 18 19 DATA PRE PANDEMIC BECAUSE OUR LAST YEAR WILL LEAVE THE 18 19 DATA PRE PANDEMIC BECAUSE OUR LAST YEAR WILL LEAVE THE 18 19 DATA PRE PANDEMIC BECAUSE OUR TESTS ARE GOING TO CHANGE SO DATA PRE PANDEMIC BECAUSE OUR TESTS ARE GOING TO CHANGE SO DATA PRE PANDEMIC BECAUSE OUR TESTS ARE GOING TO CHANGE SO MUCH AS WE MOVE FORWARD AND CUT TESTS ARE GOING TO CHANGE SO MUCH AS WE MOVE FORWARD AND CUT TESTS ARE GOING TO CHANGE SO MUCH AS WE MOVE FORWARD AND

643CUT SCORES ARE GOING TO CHANGE SO MUCH AS WE MOVE FORWARD AND CUT SCORES ARE GOING TO CHANGE SO MUCH AS WE MOVE FORWARD AND CUT SCORES ARE GOING TO CHANGE SO MUCH WE LEFT THAT THERE FOR SCORES ARE GOING TO CHANGE SO MUCH WE LEFT THAT THERE FOR SCORES ARE GOING TO CHANGE SO MUCH WE LEFT THAT THERE FOR COMPARISON PANDEMIC BECAUSE MUCH WE LEFT THAT THERE FOR COMPARISON PANDEMIC BECAUSE MUCH WE LEFT THAT THERE FOR COMPARISON PANDEMIC BECAUSE THAT'S A BIG QUESTION HOW COMPARISON PANDEMIC BECAUSE THAT'S A BIG QUESTION HOW COMPARISON PANDEMIC BECAUSE THAT'S A BIG QUESTION HOW QUESTION. THAT'S A BIG QUESTION HOW QUESTION. THAT'S A BIG QUESTION HOW QUESTION. HOW ARE WE DOING NOW AFTER A QUESTION. HOW ARE WE DOING NOW AFTER A QUESTION. HOW ARE WE DOING NOW AFTER

644A PANDEMIC IT WAS NOT TO FOR THE HOW ARE WE DOING NOW AFTER A PANDEMIC IT WAS NOT TO FOR THE HOW ARE WE DOING NOW AFTER A PANDEMIC IT WAS NOT TO FOR THE PURPOSE OF NOT DISCUSSING THE PANDEMIC IT WAS NOT TO FOR THE PURPOSE OF NOT DISCUSSING THE PANDEMIC IT WAS NOT TO FOR THE PURPOSE OF NOT DISCUSSING THE OTHER SCORES THE THE OTHER PURPOSE OF NOT DISCUSSING THE OTHER SCORES THE THE OTHER PURPOSE OF NOT DISCUSSING THE OTHER SCORES THE THE OTHER YEARS AREN'T THERE IT'S A LOT OTHER SCORES THE THE OTHER YEARS AREN'T THERE IT'S A LOT OTHER SCORES THE THE OTHER YEARS AREN'T THERE IT'S A LOT OF DATA WE PROVIDE OUR SCHOOLS YEARS AREN'T THERE IT'S A LOT OF DATA WE PROVIDE OUR SCHOOLS YEARS AREN'T THERE IT'S

645A LOT OF DATA WE PROVIDE OUR SCHOOLS WITH FIVE YEARS OF DATA TO LOOK OF DATA WE PROVIDE OUR SCHOOLS WITH FIVE YEARS OF DATA TO LOOK OF DATA WE PROVIDE OUR SCHOOLS WITH FIVE YEARS OF DATA TO LOOK AT WHEN THEY'RE MAKING WITH FIVE YEARS OF DATA TO LOOK AT WHEN THEY'RE MAKING WITH FIVE YEARS OF DATA TO LOOK AT WHEN THEY'RE MAKING DECISIONS AND I CAN CERTAINLY AT WHEN THEY'RE MAKING DECISIONS AND I CAN CERTAINLY AT WHEN THEY'RE MAKING DECISIONS AND I CAN CERTAINLY PROVIDE MORE BUT IT'S A LOT DECISIONS AND I CAN CERTAINLY PROVIDE MORE BUT IT'S A LOT DECISIONS AND I CAN CERTAINLY PROVIDE MORE BUT IT'S A LOT OF INFORMATION. PROVIDE MORE BUT IT'S A LOT OF INFORMATION. PROVIDE MORE BUT IT'S A LOT OF INFORMATION. SO IT WAS REALLY

646DESIGNED YOU OF INFORMATION. SO IT WAS REALLY DESIGNED YOU OF INFORMATION. SO IT WAS REALLY DESIGNED YOU KIND OF FOCUS ON THE YEAR TO SO IT WAS REALLY DESIGNED YOU KIND OF FOCUS ON THE YEAR TO SO IT WAS REALLY DESIGNED YOU KIND OF FOCUS ON THE YEAR TO YEAR LAST YEAR CHANGE BECAUSE I KIND OF FOCUS ON THE YEAR TO YEAR LAST YEAR CHANGE BECAUSE I KIND OF FOCUS ON THE YEAR TO YEAR LAST YEAR CHANGE BECAUSE I SENSE ROCK THESE MEETINGS THAT YEAR LAST YEAR CHANGE BECAUSE I SENSE ROCK THESE MEETINGS THAT YEAR LAST YEAR CHANGE BECAUSE I SENSE ROCK THESE MEETINGS THAT WE'RE REALLY TRYING GET BACK TO SENSE ROCK THESE MEETINGS THAT WE'RE REALLY TRYING GET BACK TO SENSE ROCK THESE MEETINGS THAT WE'RE REALLY TRYING GET BACK TO A PLACE

647WHERE WE CAN SAY HERE'S WE'RE REALLY TRYING GET BACK TO A PLACE WHERE WE CAN SAY HERE'S WE'RE REALLY TRYING GET BACK TO A PLACE WHERE WE CAN SAY HERE'S WHERE WE WERE BEFORE THE A PLACE WHERE WE CAN SAY HERE'S WHERE WE WERE BEFORE THE A PLACE WHERE WE CAN SAY HERE'S WHERE WE WERE BEFORE THE PANDEMIC NOW WE ALL FELL INTO A WHERE WE WERE BEFORE THE PANDEMIC NOW WE ALL FELL INTO A WHERE WE WERE BEFORE THE PANDEMIC NOW WE ALL FELL INTO A TROUGH AND WE'RE COMING OUT SO PANDEMIC NOW WE ALL FELL INTO A TROUGH AND WE'RE COMING OUT SO PANDEMIC NOW WE ALL FELL INTO A TROUGH AND WE'RE COMING OUT SO LET'S MAKE THAT COMPARISON TROUGH AND WE'RE COMING OUT SO LET'S MAKE THAT COMPARISON TROUGH AND WE'RE

648COMING OUT SO LET'S MAKE THAT COMPARISON BETWEEN THAT COMPARISON BETWEEN LET'S MAKE THAT COMPARISON BETWEEN THAT COMPARISON BETWEEN LET'S MAKE THAT COMPARISON BETWEEN THAT COMPARISON BETWEEN WHERE WE ARE TODAY AND WHERE WE BETWEEN THAT COMPARISON BETWEEN WHERE WE ARE TODAY AND WHERE WE BETWEEN THAT COMPARISON BETWEEN WHERE WE ARE TODAY AND WHERE WE WERE PRETTY PANDEMIC SO I KNOW WHERE WE ARE TODAY AND WHERE WE WERE PRETTY PANDEMIC SO I KNOW WHERE WE ARE TODAY AND WHERE WE WERE PRETTY PANDEMIC SO I KNOW THAT'S BEEN PART OF OUR WERE PRETTY PANDEMIC SO I KNOW THAT'S BEEN PART OF OUR WERE PRETTY PANDEMIC SO I KNOW THAT'S BEEN PART OF OUR CONVERSATION ON MANY A TIMES THAT'S BEEN PART OF OUR CONVERSATION ON MANY A TIMES THAT'S BEEN PART OF OUR CONVERSATION ON MANY A TIMES

649AND SO IT SEEMED LIKE WE CONVERSATION ON MANY A TIMES AND SO IT SEEMED LIKE WE CONVERSATION ON MANY A TIMES AND SO IT SEEMED LIKE WE STARTED DOWN THAT PATH WITH AND SO IT SEEMED LIKE WE STARTED DOWN THAT PATH WITH AND SO IT SEEMED LIKE WE STARTED DOWN THAT PATH WITH THIS REPORT BUT WE CAME UP STARTED DOWN THAT PATH WITH THIS REPORT BUT WE CAME UP STARTED DOWN THAT PATH WITH THIS REPORT BUT WE CAME UP SHORT. THIS REPORT BUT WE CAME UP SHORT. THIS REPORT BUT WE CAME UP SHORT. ANOTHER THING I WANTED TO SHARE SHORT. ANOTHER THING I WANTED TO SHARE SHORT. ANOTHER THING I WANTED TO SHARE IS THE YEAR OF THE PANDEMIC WE ANOTHER THING I WANTED TO SHARE IS THE YEAR OF THE PANDEMIC WE ANOTHER THING

650I WANTED TO SHARE IS THE YEAR OF THE PANDEMIC WE DIDN'T TEST IN THE FOLLOWING IS THE YEAR OF THE PANDEMIC WE DIDN'T TEST IN THE FOLLOWING IS THE YEAR OF THE PANDEMIC WE DIDN'T TEST IN THE FOLLOWING YEAR WE SOME STUDENTS TESTED DIDN'T TEST IN THE FOLLOWING YEAR WE SOME STUDENTS TESTED DIDN'T TEST IN THE FOLLOWING YEAR WE SOME STUDENTS TESTED BUT WE DIDN'T HAVE YEAR WE SOME STUDENTS TESTED BUT WE DIDN'T HAVE YEAR WE SOME STUDENTS TESTED BUT WE DIDN'T HAVE ACCREDITATION SO WE DIDN'T BUT WE DIDN'T HAVE ACCREDITATION SO WE DIDN'T BUT WE DIDN'T HAVE ACCREDITATION SO WE DIDN'T CALCULATE SCORES BECAUSE I ACCREDITATION SO WE DIDN'T CALCULATE SCORES BECAUSE I ACCREDITATION SO WE DIDN'T CALCULATE SCORES BECAUSE I THINK WE WERE AT A LESS THAN 50 CALCULATE SCORES BECAUSE I THINK

651WE WERE AT A LESS THAN 50 CALCULATE SCORES BECAUSE I THINK WE WERE AT A LESS THAN 50 PERCENT RATE OF STUDENTS WHO THINK WE WERE AT A LESS THAN 50 PERCENT RATE OF STUDENTS WHO THINK WE WERE AT A LESS THAN 50 PERCENT RATE OF STUDENTS WHO ACTUALLY TOOK THE TEST SO THERE PERCENT RATE OF STUDENTS WHO ACTUALLY TOOK THE TEST SO THERE PERCENT RATE OF STUDENTS WHO ACTUALLY TOOK THE TEST SO THERE ARE TWO YEARS WE DON'T WE ACTUALLY TOOK THE TEST SO THERE ARE TWO YEARS WE DON'T WE ACTUALLY TOOK THE TEST SO THERE ARE TWO YEARS WE DON'T WE HAVEN'T REPORTED ANYWAY AND ARE TWO YEARS WE DON'T WE HAVEN'T REPORTED ANYWAY AND ARE TWO YEARS WE DON'T WE HAVEN'T REPORTED ANYWAY AND WHAT IT WAS TO HAVE FEWER HAVEN'T REPORTED

652ANYWAY AND WHAT IT WAS TO HAVE FEWER HAVEN'T REPORTED ANYWAY AND WHAT IT WAS TO HAVE FEWER NUMBERS TO LOOK AT BUT AS YOU WHAT IT WAS TO HAVE FEWER NUMBERS TO LOOK AT BUT AS YOU WHAT IT WAS TO HAVE FEWER NUMBERS TO LOOK AT BUT AS YOU CAN TELL FROM THE TEXT WE'VE NUMBERS TO LOOK AT BUT AS YOU CAN TELL FROM THE TEXT WE'VE NUMBERS TO LOOK AT BUT AS YOU CAN TELL FROM THE TEXT WE'VE BEEN IMPROVING EACH YEAR AS WE CAN TELL FROM THE TEXT WE'VE BEEN IMPROVING EACH YEAR AS WE CAN TELL FROM THE TEXT WE'VE BEEN IMPROVING EACH YEAR AS WE REPORT THE DATA AND I'LL BE BEEN IMPROVING EACH YEAR AS WE REPORT THE DATA AND I'LL BE BEEN IMPROVING EACH YEAR AS WE REPORT THE DATA

653AND I'LL BE HAPPY TO SHARE SOME ADDITIONAL REPORT THE DATA AND I'LL BE HAPPY TO SHARE SOME ADDITIONAL REPORT THE DATA AND I'LL BE HAPPY TO SHARE SOME ADDITIONAL DATA WITH YOU IF YOU'RE HAPPY TO SHARE SOME ADDITIONAL DATA WITH YOU IF YOU'RE HAPPY TO SHARE SOME ADDITIONAL DATA WITH YOU IF YOU'RE INTERESTED. DATA WITH YOU IF YOU'RE INTERESTED. DATA WITH YOU IF YOU'RE INTERESTED. I WOULD BE OK CONTINUING ON INTERESTED. I WOULD BE OK CONTINUING ON INTERESTED. I WOULD BE OK CONTINUING ON THERE WAS ALSO THE SECTION THAT I WOULD BE OK CONTINUING ON THERE WAS ALSO THE SECTION THAT I WOULD BE OK CONTINUING ON THERE WAS ALSO THE SECTION THAT DEALT WITH PASS RATE THERE WAS ALSO THE SECTION THAT DEALT WITH PASS RATE THERE WAS ALSO THE SECTION THAT DEALT WITH

654PASS RATE COMPARISONS BETWEEN GRADES DEALT WITH PASS RATE COMPARISONS BETWEEN GRADES DEALT WITH PASS RATE COMPARISONS BETWEEN GRADES THREE THROUGH EIGHT COMPARING COMPARISONS BETWEEN GRADES THREE THROUGH EIGHT COMPARING COMPARISONS BETWEEN GRADES THREE THROUGH EIGHT COMPARING DBCP WITH THE COMMONWEALTH I.E. THREE THROUGH EIGHT COMPARING DBCP WITH THE COMMONWEALTH I.E. THREE THROUGH EIGHT COMPARING DBCP WITH THE COMMONWEALTH I.E. THE STATES IF I HEARD YOU DBCP WITH THE COMMONWEALTH I.E. THE STATES IF I HEARD YOU DBCP WITH THE COMMONWEALTH I.E. THE STATES IF I HEARD YOU CORRECTLY THAT MAY ANSWER MY THE STATES IF I HEARD YOU CORRECTLY THAT MAY ANSWER MY THE STATES IF I HEARD YOU CORRECTLY THAT MAY ANSWER MY QUESTION BUT LET ME MAKE SURE I CORRECTLY THAT MAY ANSWER MY QUESTION BUT LET ME MAKE SURE I CORRECTLY THAT MAY ANSWER MY QUESTION

655BUT LET ME MAKE SURE I HEARD YOU CORRECTLY BECAUSE MY QUESTION BUT LET ME MAKE SURE I HEARD YOU CORRECTLY BECAUSE MY QUESTION BUT LET ME MAKE SURE I HEARD YOU CORRECTLY BECAUSE MY QUESTION THAT WAS CONCLUDING AS HEARD YOU CORRECTLY BECAUSE MY QUESTION THAT WAS CONCLUDING AS HEARD YOU CORRECTLY BECAUSE MY QUESTION THAT WAS CONCLUDING AS I WAS REVIEWING THIS MATERIAL QUESTION THAT WAS CONCLUDING AS I WAS REVIEWING THIS MATERIAL QUESTION THAT WAS CONCLUDING AS I WAS REVIEWING THIS MATERIAL IN ADVANCE WAS YOU GIVE ME A I WAS REVIEWING THIS MATERIAL IN ADVANCE WAS YOU GIVE ME A I WAS REVIEWING THIS MATERIAL IN ADVANCE WAS YOU GIVE ME A LOT OF NUMBERS AND YOU GIVE ME IN ADVANCE WAS YOU GIVE ME A LOT OF NUMBERS AND YOU GIVE ME IN ADVANCE WAS

656YOU GIVE ME A LOT OF NUMBERS AND YOU GIVE ME A LOT OF DATES BUT YOU DON'T LOT OF NUMBERS AND YOU GIVE ME A LOT OF DATES BUT YOU DON'T LOT OF NUMBERS AND YOU GIVE ME A LOT OF DATES BUT YOU DON'T TELL ME WHO'S IN COLUMN PHOEBE A LOT OF DATES BUT YOU DON'T TELL ME WHO'S IN COLUMN PHOEBE A LOT OF DATES BUT YOU DON'T TELL ME WHO'S IN COLUMN PHOEBE CPS AND WHO'S IN COLUMN TELL ME WHO'S IN COLUMN PHOEBE CPS AND WHO'S IN COLUMN TELL ME WHO'S IN COLUMN PHOEBE CPS AND WHO'S IN COLUMN VIRGINIA BUT WHAT I HEARD YOU CPS AND WHO'S IN COLUMN VIRGINIA BUT WHAT I HEARD YOU CPS AND WHO'S IN COLUMN VIRGINIA BUT WHAT I HEARD YOU SAY IF I HEARD YOU CORRECTLY VIRGINIA

657BUT WHAT I HEARD YOU SAY IF I HEARD YOU CORRECTLY VIRGINIA BUT WHAT I HEARD YOU SAY IF I HEARD YOU CORRECTLY WAS THE NUMBERS THAT ARE SHOWN SAY IF I HEARD YOU CORRECTLY WAS THE NUMBERS THAT ARE SHOWN SAY IF I HEARD YOU CORRECTLY WAS THE NUMBERS THAT ARE SHOWN ARE THE NUMBERS THAT REFLECT WAS THE NUMBERS THAT ARE SHOWN ARE THE NUMBERS THAT REFLECT WAS THE NUMBERS THAT ARE SHOWN ARE THE NUMBERS THAT REFLECT THE DIFFERENCE BETWEEN THE TWO. ARE THE NUMBERS THAT REFLECT THE DIFFERENCE BETWEEN THE TWO. ARE THE NUMBERS THAT REFLECT THE DIFFERENCE BETWEEN THE TWO. YES. THE DIFFERENCE BETWEEN THE TWO. YES. THE DIFFERENCE BETWEEN THE TWO. YES. SO VIRGINIA STUDENTS YES. SO VIRGINIA STUDENTS YES. SO VIRGINIA STUDENTS OUTPERFORMED BY 10 PERCENTAGE SO VIRGINIA STUDENTS OUTPERFORMED BY 10 PERCENTAGE

658SO VIRGINIA STUDENTS OUTPERFORMED BY 10 PERCENTAGE POINTS IN GRADE THREE READING OUTPERFORMED BY 10 PERCENTAGE POINTS IN GRADE THREE READING OUTPERFORMED BY 10 PERCENTAGE POINTS IN GRADE THREE READING COMPARED TO ALL OF VIRGINIA. POINTS IN GRADE THREE READING COMPARED TO ALL OF VIRGINIA. POINTS IN GRADE THREE READING COMPARED TO ALL OF VIRGINIA. OK, THE STATE PESSARY SO THAT COMPARED TO ALL OF VIRGINIA. OK, THE STATE PESSARY SO THAT COMPARED TO ALL OF VIRGINIA. OK, THE STATE PESSARY SO THAT IT IS THE DIFFERENCE BETWEEN OK, THE STATE PESSARY SO THAT IT IS THE DIFFERENCE BETWEEN OK, THE STATE PESSARY SO THAT IT IS THE DIFFERENCE BETWEEN THE JENETTE RESULT. IT IS THE DIFFERENCE BETWEEN THE JENETTE RESULT. IT IS THE DIFFERENCE BETWEEN THE JENETTE RESULT. CORRECT. THE JENETTE RESULT. CORRECT. THE JENETTE RESULT. CORRECT. OK, I

659THINK THAT'S WHAT IT IS. CORRECT. OK, I THINK THAT'S WHAT IT IS. CORRECT. OK, I THINK THAT'S WHAT IT IS. BROWN OK ALL RIGHT SO I HAVE OK, I THINK THAT'S WHAT IT IS. BROWN OK ALL RIGHT SO I HAVE OK, I THINK THAT'S WHAT IT IS. BROWN OK ALL RIGHT SO I HAVE THE WILLIAMS ELEMENTARY PASS BROWN OK ALL RIGHT SO I HAVE THE WILLIAMS ELEMENTARY PASS BROWN OK ALL RIGHT SO I HAVE THE WILLIAMS ELEMENTARY PASS RATES OVER THE THE LAST TEN THE WILLIAMS ELEMENTARY PASS RATES OVER THE THE LAST TEN THE WILLIAMS ELEMENTARY PASS RATES OVER THE THE LAST TEN YEARS HERE AND ONSITE 19 WHICH RATES OVER THE THE LAST TEN YEARS HERE AND ONSITE 19 WHICH RATES OVER THE THE LAST TEN YEARS HERE AND ONSITE 19 WHICH YOU DON'T

660NEED TO A SKIP TO IT YEARS HERE AND ONSITE 19 WHICH YOU DON'T NEED TO A SKIP TO IT YEARS HERE AND ONSITE 19 WHICH YOU DON'T NEED TO A SKIP TO IT BECAUSE IT'S JUST A CIRCLE YOU DON'T NEED TO A SKIP TO IT BECAUSE IT'S JUST A CIRCLE YOU DON'T NEED TO A SKIP TO IT BECAUSE IT'S JUST A CIRCLE CHART. BECAUSE IT'S JUST A CIRCLE CHART. BECAUSE IT'S JUST A CIRCLE CHART. YOU MENTIONED THAT THERE WAS CHART. YOU MENTIONED THAT THERE WAS CHART. YOU MENTIONED THAT THERE WAS ACCREDITATION WITH CONDITIONS. YOU MENTIONED THAT THERE WAS ACCREDITATION WITH CONDITIONS. YOU MENTIONED THAT THERE WAS ACCREDITATION WITH CONDITIONS. WHAT ARE THOSE CONDITIONS? ACCREDITATION WITH CONDITIONS. WHAT ARE THOSE CONDITIONS? ACCREDITATION WITH CONDITIONS. WHAT ARE THOSE CONDITIONS? SO SCHOOLS THAT MEET THE WHAT ARE THOSE

661CONDITIONS? SO SCHOOLS THAT MEET THE WHAT ARE THOSE CONDITIONS? SO SCHOOLS THAT MEET THE EXPECTED BENCHMARKS ARE SO SCHOOLS THAT MEET THE EXPECTED BENCHMARKS ARE SO SCHOOLS THAT MEET THE EXPECTED BENCHMARKS ARE ACCREDITED AND IF THE SCHOOL EXPECTED BENCHMARKS ARE ACCREDITED AND IF THE SCHOOL EXPECTED BENCHMARKS ARE ACCREDITED AND IF THE SCHOOL DOES NOT MEET THE EXPECTED ACCREDITED AND IF THE SCHOOL DOES NOT MEET THE EXPECTED ACCREDITED AND IF THE SCHOOL DOES NOT MEET THE EXPECTED BENCHMARKS AND THEY'RE NOT IN DOES NOT MEET THE EXPECTED BENCHMARKS AND THEY'RE NOT IN DOES NOT MEET THE EXPECTED BENCHMARKS AND THEY'RE NOT IN THEIR TRIENNIAL REVIEW THEY THE BENCHMARKS AND THEY'RE NOT IN THEIR TRIENNIAL REVIEW THEY THE BENCHMARKS AND THEY'RE NOT IN THEIR TRIENNIAL REVIEW THEY THE NEXT LEVEL OF THAT THERE ARE THEIR TRIENNIAL REVIEW THEY

662THE NEXT LEVEL OF THAT THERE ARE THEIR TRIENNIAL REVIEW THEY THE NEXT LEVEL OF THAT THERE ARE AWARDED IS CREDITED CONDITIONS NEXT LEVEL OF THAT THERE ARE AWARDED IS CREDITED CONDITIONS NEXT LEVEL OF THAT THERE ARE AWARDED IS CREDITED CONDITIONS SO THEY CONTINUUM IS CREDITED AWARDED IS CREDITED CONDITIONS SO THEY CONTINUUM IS CREDITED AWARDED IS CREDITED CONDITIONS SO THEY CONTINUUM IS CREDITED ACCREDITED WITH CONDITIONS SO THEY CONTINUUM IS CREDITED ACCREDITED WITH CONDITIONS SO THEY CONTINUUM IS CREDITED ACCREDITED WITH CONDITIONS WHICH WILLIAMS IN AND THEN ACCREDITED WITH CONDITIONS WHICH WILLIAMS IN AND THEN ACCREDITED WITH CONDITIONS WHICH WILLIAMS IN AND THEN DENIED ACCREDITATION IS THE THE WHICH WILLIAMS IN AND THEN DENIED ACCREDITATION IS THE THE WHICH WILLIAMS IN AND THEN DENIED ACCREDITATION IS THE THE NEXT LEVEL AND THOSE ARE THE DENIED ACCREDITATION IS THE

663THE NEXT LEVEL AND THOSE ARE THE DENIED ACCREDITATION IS THE THE NEXT LEVEL AND THOSE ARE THE THREE CATEGORIES THE SCHOOL CAN NEXT LEVEL AND THOSE ARE THE THREE CATEGORIES THE SCHOOL CAN NEXT LEVEL AND THOSE ARE THE THREE CATEGORIES THE SCHOOL CAN BE RATED IN ACCREDITATION AND THREE CATEGORIES THE SCHOOL CAN BE RATED IN ACCREDITATION AND THREE CATEGORIES THE SCHOOL CAN BE RATED IN ACCREDITATION AND OK SO I GUESS WHAT I'M ASKING BE RATED IN ACCREDITATION AND OK SO I GUESS WHAT I'M ASKING BE RATED IN ACCREDITATION AND OK SO I GUESS WHAT I'M ASKING IS WHAT ARE WE GOING TO DO OK SO I GUESS WHAT I'M ASKING IS WHAT ARE WE GOING TO DO OK SO I GUESS WHAT I'M ASKING IS WHAT ARE WE GOING TO DO DIFFERENTLY AS A DIVISION

664IS WHAT ARE WE GOING TO DO DIFFERENTLY AS A DIVISION IS WHAT ARE WE GOING TO DO DIFFERENTLY AS A DIVISION BECAUSE IT SEEMS TO ME THAT DIFFERENTLY AS A DIVISION BECAUSE IT SEEMS TO ME THAT DIFFERENTLY AS A DIVISION BECAUSE IT SEEMS TO ME THAT THERE'S BEEN SOME CHALLENGES BECAUSE IT SEEMS TO ME THAT THERE'S BEEN SOME CHALLENGES BECAUSE IT SEEMS TO ME THAT THERE'S BEEN SOME CHALLENGES WITH THE HERE FOR SOME TIME THERE'S BEEN SOME CHALLENGES WITH THE HERE FOR SOME TIME THERE'S BEEN SOME CHALLENGES WITH THE HERE FOR SOME TIME AND SO WHAT ARE WE GOING TO DO WITH THE HERE FOR SOME TIME AND SO WHAT ARE WE GOING TO DO WITH THE HERE FOR SOME TIME AND SO WHAT ARE WE GOING TO DO DIFFERENTLY TO WORK ON THIS? AND

665SO WHAT ARE WE GOING TO DO DIFFERENTLY TO WORK ON THIS? AND SO WHAT ARE WE GOING TO DO DIFFERENTLY TO WORK ON THIS? I ANSWER PART OF THE QUESTION DIFFERENTLY TO WORK ON THIS? I ANSWER PART OF THE QUESTION DIFFERENTLY TO WORK ON THIS? I ANSWER PART OF THE QUESTION BY SAYING THAT THEY'LL BE I ANSWER PART OF THE QUESTION BY SAYING THAT THEY'LL BE I ANSWER PART OF THE QUESTION BY SAYING THAT THEY'LL BE REQUIRED TO DO IT NEEDS BY SAYING THAT THEY'LL BE REQUIRED TO DO IT NEEDS BY SAYING THAT THEY'LL BE REQUIRED TO DO IT NEEDS ASSESSMENT WHICH WILL HAVE TO REQUIRED TO DO IT NEEDS ASSESSMENT WHICH WILL HAVE TO REQUIRED TO DO IT NEEDS ASSESSMENT WHICH WILL HAVE TO REVIEW THEIR DATA AND DETERMINE ASSESSMENT WHICH WILL HAVE TO

666REVIEW THEIR DATA AND DETERMINE ASSESSMENT WHICH WILL HAVE TO REVIEW THEIR DATA AND DETERMINE WHAT THE CAUSE IS OF THE PAST REVIEW THEIR DATA AND DETERMINE WHAT THE CAUSE IS OF THE PAST REVIEW THEIR DATA AND DETERMINE WHAT THE CAUSE IS OF THE PAST RATES THAT THEY HAVE AND WHAT THE CAUSE IS OF THE PAST RATES THAT THEY HAVE AND WHAT THE CAUSE IS OF THE PAST RATES THAT THEY HAVE AND THEY'LL THEN DETERMINE WHAT RATES THAT THEY HAVE AND THEY'LL THEN DETERMINE WHAT RATES THAT THEY HAVE AND THEY'LL THEN DETERMINE WHAT GOALS THEY NEED TO PUT IN AND THEY'LL THEN DETERMINE WHAT GOALS THEY NEED TO PUT IN AND THEY'LL THEN DETERMINE WHAT GOALS THEY NEED TO PUT IN AND STRATEGIES TO REACH THOSE GOALS GOALS THEY NEED TO PUT IN AND STRATEGIES TO

667REACH THOSE GOALS GOALS THEY NEED TO PUT IN AND STRATEGIES TO REACH THOSE GOALS TO IMPROVE THOSE NUMBERS. STRATEGIES TO REACH THOSE GOALS TO IMPROVE THOSE NUMBERS. STRATEGIES TO REACH THOSE GOALS TO IMPROVE THOSE NUMBERS. I I'M SURE THERE ARE OTHER TO IMPROVE THOSE NUMBERS. I I'M SURE THERE ARE OTHER TO IMPROVE THOSE NUMBERS. I I'M SURE THERE ARE OTHER INSTRUCTIONAL ANSWERS BUT I I'M SURE THERE ARE OTHER INSTRUCTIONAL ANSWERS BUT I I'M SURE THERE ARE OTHER INSTRUCTIONAL ANSWERS BUT THAT'S THAT'S THE REQUIRED INSTRUCTIONAL ANSWERS BUT THAT'S THAT'S THE REQUIRED INSTRUCTIONAL ANSWERS BUT THAT'S THAT'S THE REQUIRED STATE PEACE AND OUR LOCAL THAT'S THAT'S THE REQUIRED STATE PEACE AND OUR LOCAL THAT'S THAT'S THE REQUIRED STATE PEACE AND OUR LOCAL SCHOOL DIVISION WILL SUPPORT STATE PEACE AND OUR LOCAL SCHOOL DIVISION WILL SUPPORT STATE PEACE

668AND OUR LOCAL SCHOOL DIVISION WILL SUPPORT AND MONITOR THE WORK THEY DO SCHOOL DIVISION WILL SUPPORT AND MONITOR THE WORK THEY DO SCHOOL DIVISION WILL SUPPORT AND MONITOR THE WORK THEY DO THEY'RE OK AND I JUST LET ME AND MONITOR THE WORK THEY DO THEY'RE OK AND I JUST LET ME AND MONITOR THE WORK THEY DO THEY'RE OK AND I JUST LET ME FOLLOW THAT MISS BECAUSE I THEY'RE OK AND I JUST LET ME FOLLOW THAT MISS BECAUSE I THEY'RE OK AND I JUST LET ME FOLLOW THAT MISS BECAUSE I APPRECIATE THE QUESTION AND I FOLLOW THAT MISS BECAUSE I APPRECIATE THE QUESTION AND I FOLLOW THAT MISS BECAUSE I APPRECIATE THE QUESTION AND I KNOW THERE'S A PRESENTATION APPRECIATE THE QUESTION AND I KNOW THERE'S A PRESENTATION APPRECIATE THE QUESTION AND I KNOW THERE'S

669A PRESENTATION LATER TONIGHT AS WELL THAT KNOW THERE'S A PRESENTATION LATER TONIGHT AS WELL THAT KNOW THERE'S A PRESENTATION LATER TONIGHT AS WELL THAT TALKS ABOUT SOME THINGS BUT I LATER TONIGHT AS WELL THAT TALKS ABOUT SOME THINGS BUT I LATER TONIGHT AS WELL THAT TALKS ABOUT SOME THINGS BUT I AN IMPORTANT THING TO RECOGNIZE TALKS ABOUT SOME THINGS BUT I AN IMPORTANT THING TO RECOGNIZE TALKS ABOUT SOME THINGS BUT I AN IMPORTANT THING TO RECOGNIZE WITH WILLIAMS IS THEY DO NOT AN IMPORTANT THING TO RECOGNIZE WITH WILLIAMS IS THEY DO NOT AN IMPORTANT THING TO RECOGNIZE WITH WILLIAMS IS THEY DO NOT HAVE A SET OF THIRD GRADERS WITH WILLIAMS IS THEY DO NOT HAVE A SET OF THIRD GRADERS WITH WILLIAMS IS THEY DO NOT HAVE A SET OF THIRD GRADERS THAT SCORES

670COME IN FOR SO THEY HAVE A SET OF THIRD GRADERS THAT SCORES COME IN FOR SO THEY HAVE A SET OF THIRD GRADERS THAT SCORES COME IN FOR SO THEY ARE IN A VERY UNIQUE SCENARIO THAT SCORES COME IN FOR SO THEY ARE IN A VERY UNIQUE SCENARIO THAT SCORES COME IN FOR SO THEY ARE IN A VERY UNIQUE SCENARIO WHERE THEY ONLY GET SCORES FOR ARE IN A VERY UNIQUE SCENARIO WHERE THEY ONLY GET SCORES FOR ARE IN A VERY UNIQUE SCENARIO WHERE THEY ONLY GET SCORES FOR FOURTH AND FIFTH GRADERS. WHERE THEY ONLY GET SCORES FOR FOURTH AND FIFTH GRADERS. WHERE THEY ONLY GET SCORES FOR FOURTH AND FIFTH GRADERS. SO THAT DOES PROVIDE UNIQUE FOURTH AND FIFTH GRADERS. SO THAT DOES PROVIDE UNIQUE FOURTH AND FIFTH GRADERS. SO THAT DOES PROVIDE UNIQUE

671CHALLENGE FOR WILLIAMS THAT NO SO THAT DOES PROVIDE UNIQUE CHALLENGE FOR WILLIAMS THAT NO SO THAT DOES PROVIDE UNIQUE CHALLENGE FOR WILLIAMS THAT NO OTHER COMPREHENSIVE ELEMENTARY CHALLENGE FOR WILLIAMS THAT NO OTHER COMPREHENSIVE ELEMENTARY CHALLENGE FOR WILLIAMS THAT NO OTHER COMPREHENSIVE ELEMENTARY SCHOOL DOES. OTHER COMPREHENSIVE ELEMENTARY SCHOOL DOES. OTHER COMPREHENSIVE ELEMENTARY SCHOOL DOES. WE CONTINUE HAVE CONSISTENT SCHOOL DOES. WE CONTINUE HAVE CONSISTENT SCHOOL DOES. WE CONTINUE HAVE CONSISTENT MONITORING WALKING IN WE CONTINUE HAVE CONSISTENT MONITORING WALKING IN WE CONTINUE HAVE CONSISTENT MONITORING WALKING IN CLASSROOMS, WORKING WITH MONITORING WALKING IN CLASSROOMS, WORKING WITH MONITORING WALKING IN CLASSROOMS, WORKING WITH PROFESSIONAL DEVELOPMENT OF THE CLASSROOMS, WORKING WITH PROFESSIONAL DEVELOPMENT OF THE CLASSROOMS, WORKING WITH PROFESSIONAL DEVELOPMENT OF THE TEACHERS TO ENSURE THEIR PROFESSIONAL DEVELOPMENT OF THE TEACHERS TO ENSURE THEIR PROFESSIONAL DEVELOPMENT OF THE TEACHERS TO

672ENSURE THEIR CLARITY IN THE STANDARDS THAT TEACHERS TO ENSURE THEIR CLARITY IN THE STANDARDS THAT TEACHERS TO ENSURE THEIR CLARITY IN THE STANDARDS THAT EXIST IN THE CLASSROOM THAT THE CLARITY IN THE STANDARDS THAT EXIST IN THE CLASSROOM THAT THE CLARITY IN THE STANDARDS THAT EXIST IN THE CLASSROOM THAT THE TEACHERS ARE TEACHING THE EXIST IN THE CLASSROOM THAT THE TEACHERS ARE TEACHING THE EXIST IN THE CLASSROOM THAT THE TEACHERS ARE TEACHING THE STANDARDS THAT THEY THEY'RE TEACHERS ARE TEACHING THE STANDARDS THAT THEY THEY'RE TEACHERS ARE TEACHING THE STANDARDS THAT THEY THEY'RE PREPARED TO DO THAT WE THAT. STANDARDS THAT THEY THEY'RE PREPARED TO DO THAT WE THAT. STANDARDS THAT THEY THEY'RE PREPARED TO DO THAT WE THAT. WE PUT A HEAVY EMPHASIS PREPARED TO DO THAT WE THAT. WE PUT A HEAVY EMPHASIS PREPARED

673TO DO THAT WE THAT. WE PUT A HEAVY EMPHASIS BEHAVIOR MANAGEMENT THROUGH WE PUT A HEAVY EMPHASIS BEHAVIOR MANAGEMENT THROUGH WE PUT A HEAVY EMPHASIS BEHAVIOR MANAGEMENT THROUGH WHAT WE'VE DONE THERE IN A YEAR BEHAVIOR MANAGEMENT THROUGH WHAT WE'VE DONE THERE IN A YEAR BEHAVIOR MANAGEMENT THROUGH WHAT WE'VE DONE THERE IN A YEAR OR TWO OF WHAT WE LOOKED AT WHAT WE'VE DONE THERE IN A YEAR OR TWO OF WHAT WE LOOKED AT WHAT WE'VE DONE THERE IN A YEAR OR TWO OF WHAT WE LOOKED AT BEST WHICH IS A BEHAVIOR OR TWO OF WHAT WE LOOKED AT BEST WHICH IS A BEHAVIOR OR TWO OF WHAT WE LOOKED AT BEST WHICH IS A BEHAVIOR MANAGEMENT PROCESS A FEW OF OUR BEST WHICH IS A BEHAVIOR MANAGEMENT PROCESS A FEW OF OUR BEST WHICH IS

674A BEHAVIOR MANAGEMENT PROCESS A FEW OF OUR SCHOOLS HAVE TAKEN ON AND THERE MANAGEMENT PROCESS A FEW OF OUR SCHOOLS HAVE TAKEN ON AND THERE MANAGEMENT PROCESS A FEW OF OUR SCHOOLS HAVE TAKEN ON AND THERE IS CONSISTENT MORE CONSISTENT SCHOOLS HAVE TAKEN ON AND THERE IS CONSISTENT MORE CONSISTENT SCHOOLS HAVE TAKEN ON AND THERE IS CONSISTENT MORE CONSISTENT DATA REVIEW AROUND IN TIME IS CONSISTENT MORE CONSISTENT DATA REVIEW AROUND IN TIME IS CONSISTENT MORE CONSISTENT DATA REVIEW AROUND IN TIME PERFORMANCE OF OUR STUDENTS DATA REVIEW AROUND IN TIME PERFORMANCE OF OUR STUDENTS DATA REVIEW AROUND IN TIME PERFORMANCE OF OUR STUDENTS WE'VE DONE THAT OVER THE YEARS. PERFORMANCE OF OUR STUDENTS WE'VE DONE THAT OVER THE YEARS. PERFORMANCE OF OUR STUDENTS WE'VE DONE THAT OVER THE YEARS. IT'S STILL A CHALLENGE AND IT'S WE'VE

675DONE THAT OVER THE YEARS. IT'S STILL A CHALLENGE AND IT'S WE'VE DONE THAT OVER THE YEARS. IT'S STILL A CHALLENGE AND IT'S GOING TO CONTINUE TO BE A IT'S STILL A CHALLENGE AND IT'S GOING TO CONTINUE TO BE A IT'S STILL A CHALLENGE AND IT'S GOING TO CONTINUE TO BE A CHALLENGE FRANKLY HEAVY LIFT TO GOING TO CONTINUE TO BE A CHALLENGE FRANKLY HEAVY LIFT TO GOING TO CONTINUE TO BE A CHALLENGE FRANKLY HEAVY LIFT TO MOVE THROUGH THEIR WHEN THROUGH CHALLENGE FRANKLY HEAVY LIFT TO MOVE THROUGH THEIR WHEN THROUGH CHALLENGE FRANKLY HEAVY LIFT TO MOVE THROUGH THEIR WHEN THROUGH THERE WHEN YOU LOOK AT OUR MOVE THROUGH THEIR WHEN THROUGH THERE WHEN YOU LOOK AT OUR MOVE THROUGH THEIR WHEN THROUGH THERE WHEN YOU LOOK AT OUR SCIENCE WELLS FOR EXAMPLE ON THERE WHEN

676YOU LOOK AT OUR SCIENCE WELLS FOR EXAMPLE ON THERE WHEN YOU LOOK AT OUR SCIENCE WELLS FOR EXAMPLE ON THE ELEMENTARY SCHOOL LEVEL I SCIENCE WELLS FOR EXAMPLE ON THE ELEMENTARY SCHOOL LEVEL I SCIENCE WELLS FOR EXAMPLE ON THE ELEMENTARY SCHOOL LEVEL I THINK THIS IS THE THIRD YEAR THE ELEMENTARY SCHOOL LEVEL I THINK THIS IS THE THIRD YEAR THE ELEMENTARY SCHOOL LEVEL I THINK THIS IS THE THIRD YEAR OF THE NFL ASSESSMENT FOR THINK THIS IS THE THIRD YEAR OF THE NFL ASSESSMENT FOR THINK THIS IS THE THIRD YEAR OF THE NFL ASSESSMENT FOR SCIENCE WHAT YOU IT'S WHY YOU OF THE NFL ASSESSMENT FOR SCIENCE WHAT YOU IT'S WHY YOU OF THE NFL ASSESSMENT FOR SCIENCE WHAT YOU IT'S WHY YOU SEE A FEW MORE FEW MORE SCHOOLS SCIENCE WHAT YOU IT'S WHY

677YOU SEE A FEW MORE FEW MORE SCHOOLS SCIENCE WHAT YOU IT'S WHY YOU SEE A FEW MORE FEW MORE SCHOOLS THERE IN THE SUPPORT WE CAN SEE A FEW MORE FEW MORE SCHOOLS THERE IN THE SUPPORT WE CAN SEE A FEW MORE FEW MORE SCHOOLS THERE IN THE SUPPORT WE CAN PROVIDE TO THAT SCHOOL IS THERE IN THE SUPPORT WE CAN PROVIDE TO THAT SCHOOL IS THERE IN THE SUPPORT WE CAN PROVIDE TO THAT SCHOOL IS ONGOING BUT THE DIFFERENT PROVIDE TO THAT SCHOOL IS ONGOING BUT THE DIFFERENT PROVIDE TO THAT SCHOOL IS ONGOING BUT THE DIFFERENT ANSWER IS WE WE'VE INTENSIFY ONGOING BUT THE DIFFERENT ANSWER IS WE WE'VE INTENSIFY ONGOING BUT THE DIFFERENT ANSWER IS WE WE'VE INTENSIFY THE NUMBERS SUPPORTS AND HOW WE ANSWER IS WE WE'VE INTENSIFY THE NUMBERS SUPPORTS AND

678HOW WE ANSWER IS WE WE'VE INTENSIFY THE NUMBERS SUPPORTS AND HOW WE PROVIDE SPORTS PROVIDING THE NUMBERS SUPPORTS AND HOW WE PROVIDE SPORTS PROVIDING THE NUMBERS SUPPORTS AND HOW WE PROVIDE SPORTS PROVIDING SUPPORT TO TEACHERS ON THE DAY PROVIDE SPORTS PROVIDING SUPPORT TO TEACHERS ON THE DAY PROVIDE SPORTS PROVIDING SUPPORT TO TEACHERS ON THE DAY TO DAY BASIS IN THAT BUILDING SUPPORT TO TEACHERS ON THE DAY TO DAY BASIS IN THAT BUILDING SUPPORT TO TEACHERS ON THE DAY TO DAY BASIS IN THAT BUILDING THINK IT'S ALSO IMPORTANT TO TO DAY BASIS IN THAT BUILDING THINK IT'S ALSO IMPORTANT TO TO DAY BASIS IN THAT BUILDING THINK IT'S ALSO IMPORTANT TO IMPORTANT TO NOTE IT'S NOT THINK IT'S ALSO IMPORTANT TO IMPORTANT TO NOTE IT'S NOT THINK IT'S ALSO IMPORTANT TO IMPORTANT TO NOTE IT'S NOT

679ALWAYS CLEAR FOR WHAT OUR FIFTH IMPORTANT TO NOTE IT'S NOT ALWAYS CLEAR FOR WHAT OUR FIFTH IMPORTANT TO NOTE IT'S NOT ALWAYS CLEAR FOR WHAT OUR FIFTH GRADERS DO TAKE FIFTH GRADERS ALWAYS CLEAR FOR WHAT OUR FIFTH GRADERS DO TAKE FIFTH GRADERS ALWAYS CLEAR FOR WHAT OUR FIFTH GRADERS DO TAKE FIFTH GRADERS ARE MOST TESTED GROUP IN GRADERS DO TAKE FIFTH GRADERS ARE MOST TESTED GROUP IN GRADERS DO TAKE FIFTH GRADERS ARE MOST TESTED GROUP IN ELEMENTARY SCHOOL SO THEY DO ARE MOST TESTED GROUP IN ELEMENTARY SCHOOL SO THEY DO ARE MOST TESTED GROUP IN ELEMENTARY SCHOOL SO THEY DO TAKE FOUR AS WELL SETTLEMENTS ELEMENTARY SCHOOL SO THEY DO TAKE FOUR AS WELL SETTLEMENTS ELEMENTARY SCHOOL SO THEY DO TAKE FOUR AS WELL SETTLEMENTS IN THAT YEAR SO ENSURING THAT TAKE FOUR AS WELL

680SETTLEMENTS IN THAT YEAR SO ENSURING THAT TAKE FOUR AS WELL SETTLEMENTS IN THAT YEAR SO ENSURING THAT THEY'RE GETTING THE INSTRUCTION IN THAT YEAR SO ENSURING THAT THEY'RE GETTING THE INSTRUCTION IN THAT YEAR SO ENSURING THAT THEY'RE GETTING THE INSTRUCTION FROM THOSE TEACHERS OR THEY'RE GETTING THE INSTRUCTION FROM THOSE TEACHERS OR THEY'RE GETTING THE INSTRUCTION FROM THOSE TEACHERS OR SOMETHING WE LOOK AT VERY FROM THOSE TEACHERS OR SOMETHING WE LOOK AT VERY FROM THOSE TEACHERS OR SOMETHING WE LOOK AT VERY HEAVILY. SOMETHING WE LOOK AT VERY HEAVILY. SOMETHING WE LOOK AT VERY HEAVILY. OK, THANK YOU. HEAVILY. OK, THANK YOU. HEAVILY. OK, THANK YOU. GO AHEAD. OK, THANK YOU. GO AHEAD. OK, THANK YOU. GO AHEAD. GET THE ELSEWHERE. GO AHEAD. GET THE ELSEWHERE. GO AHEAD. GET THE ELSEWHERE. NO I MEAN YES I WAS.

681GET THE ELSEWHERE. NO I MEAN YES I WAS. GET THE ELSEWHERE. NO I MEAN YES I WAS. I WAS JUST GOING TO ADD IT NO I MEAN YES I WAS. I WAS JUST GOING TO ADD IT NO I MEAN YES I WAS. I WAS JUST GOING TO ADD IT ALWAYS MAKES ME SAD NOT TO SEE I WAS JUST GOING TO ADD IT ALWAYS MAKES ME SAD NOT TO SEE I WAS JUST GOING TO ADD IT ALWAYS MAKES ME SAD NOT TO SEE NOT TO BE PRESENTED THE ALWAYS MAKES ME SAD NOT TO SEE NOT TO BE PRESENTED THE ALWAYS MAKES ME SAD NOT TO SEE NOT TO BE PRESENTED THE OPPORTUNITY TO SEE GROWTH AND NOT TO BE PRESENTED THE OPPORTUNITY TO SEE GROWTH AND NOT TO BE PRESENTED THE OPPORTUNITY TO SEE GROWTH AND

682LIKE WAS THEIR GROWTH WITH OPPORTUNITY TO SEE GROWTH AND LIKE WAS THEIR GROWTH WITH OPPORTUNITY TO SEE GROWTH AND LIKE WAS THEIR GROWTH WITH THOSE KIDS EVEN IF THEY FAILED LIKE WAS THEIR GROWTH WITH THOSE KIDS EVEN IF THEY FAILED LIKE WAS THEIR GROWTH WITH THOSE KIDS EVEN IF THEY FAILED THAT THEY DO BETTER THAN THEY THOSE KIDS EVEN IF THEY FAILED THAT THEY DO BETTER THAN THEY THOSE KIDS EVEN IF THEY FAILED THAT THEY DO BETTER THAN THEY DID LAST YEAR AND I THINK THAT THAT THEY DO BETTER THAN THEY DID LAST YEAR AND I THINK THAT THAT THEY DO BETTER THAN THEY DID LAST YEAR AND I THINK THAT GROWTH PIECE IS IMPORTANT TO WE DID LAST YEAR AND I THINK THAT GROWTH PIECE IS IMPORTANT TO WE DID LAST YEAR AND I

683THINK THAT GROWTH PIECE IS IMPORTANT TO WE DON'T ALWAYS DON'T ALWAYS HEAR GROWTH PIECE IS IMPORTANT TO WE DON'T ALWAYS DON'T ALWAYS HEAR GROWTH PIECE IS IMPORTANT TO WE DON'T ALWAYS DON'T ALWAYS HEAR THAT. DON'T ALWAYS DON'T ALWAYS HEAR THAT. DON'T ALWAYS DON'T ALWAYS HEAR THAT. BUT DR ROBERTSON SO A LITTLE THAT. BUT DR ROBERTSON SO A LITTLE THAT. BUT DR ROBERTSON SO A LITTLE FRUSTRATED WE LOOK AT THIS DATA BUT DR ROBERTSON SO A LITTLE FRUSTRATED WE LOOK AT THIS DATA BUT DR ROBERTSON SO A LITTLE FRUSTRATED WE LOOK AT THIS DATA YOU'VE HAD SOME REALLY GOOD FRUSTRATED WE LOOK AT THIS DATA YOU'VE HAD SOME REALLY GOOD FRUSTRATED WE LOOK AT THIS DATA YOU'VE HAD SOME REALLY GOOD QUESTIONS BUT I HAVEN'T HEARD YOU'VE HAD SOME REALLY GOOD QUESTIONS BUT I HAVEN'T HEARD

684YOU'VE HAD SOME REALLY GOOD QUESTIONS BUT I HAVEN'T HEARD CONGRATULATIONS TO STAFF FOR QUESTIONS BUT I HAVEN'T HEARD CONGRATULATIONS TO STAFF FOR QUESTIONS BUT I HAVEN'T HEARD CONGRATULATIONS TO STAFF FOR PHENOMENAL WORK TWENTY NINE CONGRATULATIONS TO STAFF FOR PHENOMENAL WORK TWENTY NINE CONGRATULATIONS TO STAFF FOR PHENOMENAL WORK TWENTY NINE ASWELL TESTS IN. PHENOMENAL WORK TWENTY NINE ASWELL TESTS IN. PHENOMENAL WORK TWENTY NINE ASWELL TESTS IN. TESTS IN THE STATE OF VIRGINIA ASWELL TESTS IN. TESTS IN THE STATE OF VIRGINIA ASWELL TESTS IN. TESTS IN THE STATE OF VIRGINIA WE CROSS TO STAY ON TWENTY TESTS IN THE STATE OF VIRGINIA WE CROSS TO STAY ON TWENTY TESTS IN THE STATE OF VIRGINIA WE CROSS TO STAY ON TWENTY SEVEN. WE CROSS TO STAY ON TWENTY SEVEN. WE CROSS TO STAY ON TWENTY SEVEN. WE DID

685A FIFTEEN HUNDRED AND SEVEN. WE DID A FIFTEEN HUNDRED AND SEVEN. WE DID A FIFTEEN HUNDRED AND THIRTY THREE OF THOSE MEASURES WE DID A FIFTEEN HUNDRED AND THIRTY THREE OF THOSE MEASURES WE DID A FIFTEEN HUNDRED AND THIRTY THREE OF THOSE MEASURES WE OR LEVEL ONE. THIRTY THREE OF THOSE MEASURES WE OR LEVEL ONE. THIRTY THREE OF THOSE MEASURES WE OR LEVEL ONE. YEAH WE INCREASED THE NUMBER WE OR LEVEL ONE. YEAH WE INCREASED THE NUMBER WE OR LEVEL ONE. YEAH WE INCREASED THE NUMBER OF SCHOOLS THAT HAVE ADDRESSED YEAH WE INCREASED THE NUMBER OF SCHOOLS THAT HAVE ADDRESSED YEAH WE INCREASED THE NUMBER OF SCHOOLS THAT HAVE ADDRESSED THOSE AREAS AND YES WE HAVE A OF SCHOOLS THAT HAVE ADDRESSED THOSE AREAS AND YES WE HAVE A OF SCHOOLS THAT HAVE ADDRESSED THOSE

686AREAS AND YES WE HAVE A SCHOOL FOR THE FIRST TIME SINCE THOSE AREAS AND YES WE HAVE A SCHOOL FOR THE FIRST TIME SINCE THOSE AREAS AND YES WE HAVE A SCHOOL FOR THE FIRST TIME SINCE TWO THOUSAND FIFTEEN AND I WANT SCHOOL FOR THE FIRST TIME SINCE TWO THOUSAND FIFTEEN AND I WANT SCHOOL FOR THE FIRST TIME SINCE TWO THOUSAND FIFTEEN AND I WANT TO REMIND YOU IN 2011 WE AT TWO THOUSAND FIFTEEN AND I WANT TO REMIND YOU IN 2011 WE AT TWO THOUSAND FIFTEEN AND I WANT TO REMIND YOU IN 2011 WE AT SIXTEEN SCHOOLS NOT ACCREDITED TO REMIND YOU IN 2011 WE AT SIXTEEN SCHOOLS NOT ACCREDITED TO REMIND YOU IN 2011 WE AT SIXTEEN SCHOOLS NOT ACCREDITED 12 THE NEXT YEAR TEN THE NEXT SIXTEEN SCHOOLS NOT ACCREDITED 12 THE

687NEXT YEAR TEN THE NEXT SIXTEEN SCHOOLS NOT ACCREDITED 12 THE NEXT YEAR TEN THE NEXT UNTIL I DEVELOPED A PROCESS 12 THE NEXT YEAR TEN THE NEXT UNTIL I DEVELOPED A PROCESS 12 THE NEXT YEAR TEN THE NEXT UNTIL I DEVELOPED A PROCESS WITH SOME MEMBERS THAT ARE UNTIL I DEVELOPED A PROCESS WITH SOME MEMBERS THAT ARE UNTIL I DEVELOPED A PROCESS WITH SOME MEMBERS THAT ARE STILL YEAR INCLUDING THIS ONE WITH SOME MEMBERS THAT ARE STILL YEAR INCLUDING THIS ONE WITH SOME MEMBERS THAT ARE STILL YEAR INCLUDING THIS ONE ELSE THE SCHOOL SUPPORT PROCESS STILL YEAR INCLUDING THIS ONE ELSE THE SCHOOL SUPPORT PROCESS STILL YEAR INCLUDING THIS ONE ELSE THE SCHOOL SUPPORT PROCESS THAT WE USE RIGHT THAT HAS BEEN ELSE THE SCHOOL SUPPORT PROCESS THAT WE USE RIGHT THAT HAS BEEN ELSE

688THE SCHOOL SUPPORT PROCESS THAT WE USE RIGHT THAT HAS BEEN REPLICATED ACROSS THE THAT WE USE RIGHT THAT HAS BEEN REPLICATED ACROSS THE THAT WE USE RIGHT THAT HAS BEEN REPLICATED ACROSS THE COMMONWEALTH THAT GOT RECOGNIZE REPLICATED ACROSS THE COMMONWEALTH THAT GOT RECOGNIZE REPLICATED ACROSS THE COMMONWEALTH THAT GOT RECOGNIZE IN TWENTY EIGHTEEN AS ONE COMMONWEALTH THAT GOT RECOGNIZE IN TWENTY EIGHTEEN AS ONE COMMONWEALTH THAT GOT RECOGNIZE IN TWENTY EIGHTEEN AS ONE OF THE TOP TWENTY FIVE SCHOOL IN TWENTY EIGHTEEN AS ONE OF THE TOP TWENTY FIVE SCHOOL IN TWENTY EIGHTEEN AS ONE OF THE TOP TWENTY FIVE SCHOOL DIVISIONS IN THE ENTIRE OF THE TOP TWENTY FIVE SCHOOL DIVISIONS IN THE ENTIRE OF THE TOP TWENTY FIVE SCHOOL DIVISIONS IN THE ENTIRE COUNTRY. DIVISIONS IN THE ENTIRE COUNTRY. DIVISIONS IN THE ENTIRE COUNTRY. I THINK

689WE SHOULD BE DOING IS COUNTRY. I THINK WE SHOULD BE DOING IS COUNTRY. I THINK WE SHOULD BE DOING IS GOING WOW YES WE WE EMBRACE OR I THINK WE SHOULD BE DOING IS GOING WOW YES WE WE EMBRACE OR I THINK WE SHOULD BE DOING IS GOING WOW YES WE WE EMBRACE OR AREAS OF CONCERN. GOING WOW YES WE WE EMBRACE OR AREAS OF CONCERN. GOING WOW YES WE WE EMBRACE OR AREAS OF CONCERN. THAT'S WHY WE GET THE RESULTS AREAS OF CONCERN. THAT'S WHY WE GET THE RESULTS AREAS OF CONCERN. THAT'S WHY WE GET THE RESULTS WE GET AND WE'RE ALWAYS GOING THAT'S WHY WE GET THE RESULTS WE GET AND WE'RE ALWAYS GOING THAT'S WHY WE GET THE RESULTS WE GET AND WE'RE ALWAYS GOING BE DRIVING FOR THE SUPER BOWL. WE

690GET AND WE'RE ALWAYS GOING BE DRIVING FOR THE SUPER BOWL. WE GET AND WE'RE ALWAYS GOING BE DRIVING FOR THE SUPER BOWL. BUT I'M REALLY DISAPPOINTED BE DRIVING FOR THE SUPER BOWL. BUT I'M REALLY DISAPPOINTED BE DRIVING FOR THE SUPER BOWL. BUT I'M REALLY DISAPPOINTED THAT I, I, I THINK THAT SO LET BUT I'M REALLY DISAPPOINTED THAT I, I, I THINK THAT SO LET BUT I'M REALLY DISAPPOINTED THAT I, I, I THINK THAT SO LET ME ALSO FOR THE RECORD THAT THE THAT I, I, I THINK THAT SO LET ME ALSO FOR THE RECORD THAT THE THAT I, I, I THINK THAT SO LET ME ALSO FOR THE RECORD THAT THE THE SCIENCE HAS SO WELL FOR ME ALSO FOR THE RECORD THAT THE THE SCIENCE HAS SO WELL FOR ME ALSO FOR THE RECORD

691THAT THE THE SCIENCE HAS SO WELL FOR FIFTH GRADERS IS A CUMULATIVE THE SCIENCE HAS SO WELL FOR FIFTH GRADERS IS A CUMULATIVE THE SCIENCE HAS SO WELL FOR FIFTH GRADERS IS A CUMULATIVE WHILE CORRECT IS IT IS IT STILL FIFTH GRADERS IS A CUMULATIVE WHILE CORRECT IS IT IS IT STILL FIFTH GRADERS IS A CUMULATIVE WHILE CORRECT IS IT IS IT STILL A COMBINATION OF FOURTH AND WHILE CORRECT IS IT IS IT STILL A COMBINATION OF FOURTH AND WHILE CORRECT IS IT IS IT STILL A COMBINATION OF FOURTH AND FIFTH GRADE MATERIAL I'M SEEING A COMBINATION OF FOURTH AND FIFTH GRADE MATERIAL I'M SEEING A COMBINATION OF FOURTH AND FIFTH GRADE MATERIAL I'M SEEING SOME I THOUGHT SO ALL RIGHT. FIFTH GRADE MATERIAL I'M SEEING SOME I THOUGHT SO ALL RIGHT. FIFTH GRADE MATERIAL

692I'M SEEING SOME I THOUGHT SO ALL RIGHT. THAT THAT'S ALWAYS BOTHERED ME SOME I THOUGHT SO ALL RIGHT. THAT THAT'S ALWAYS BOTHERED ME SOME I THOUGHT SO ALL RIGHT. THAT THAT'S ALWAYS BOTHERED ME THE CUMULATIVE THE CUMULATIVE THAT THAT'S ALWAYS BOTHERED ME THE CUMULATIVE THE CUMULATIVE THAT THAT'S ALWAYS BOTHERED ME THE CUMULATIVE THE CUMULATIVE AS WELL THAT'S A TOUGH ONE. THE CUMULATIVE THE CUMULATIVE AS WELL THAT'S A TOUGH ONE. THE CUMULATIVE THE CUMULATIVE AS WELL THAT'S A TOUGH ONE. ALL RIGHT, MISS ANDERSON SO DR. AS WELL THAT'S A TOUGH ONE. ALL RIGHT, MISS ANDERSON SO DR. AS WELL THAT'S A TOUGH ONE. ALL RIGHT, MISS ANDERSON SO DR. ROBERTSON, THE REASON YOU ALL RIGHT, MISS ANDERSON SO DR. ROBERTSON, THE REASON YOU ALL RIGHT, MISS ANDERSON SO DR. ROBERTSON, THE REASON YOU DIDN'T HEAR PRAISE

693BECAUSE I ROBERTSON, THE REASON YOU DIDN'T HEAR PRAISE BECAUSE I ROBERTSON, THE REASON YOU DIDN'T HEAR PRAISE BECAUSE I HADN'T SPOKEN YET BUT I DID DIDN'T HEAR PRAISE BECAUSE I HADN'T SPOKEN YET BUT I DID DIDN'T HEAR PRAISE BECAUSE I HADN'T SPOKEN YET BUT I DID WANT TO SAY THAT, YOU KNOW, I HADN'T SPOKEN YET BUT I DID WANT TO SAY THAT, YOU KNOW, I HADN'T SPOKEN YET BUT I DID WANT TO SAY THAT, YOU KNOW, I APPRECIATE THAT OUR OUR STAFF WANT TO SAY THAT, YOU KNOW, I APPRECIATE THAT OUR OUR STAFF WANT TO SAY THAT, YOU KNOW, I APPRECIATE THAT OUR OUR STAFF POINTED OUT WHAT OUR APPRECIATE THAT OUR OUR STAFF POINTED OUT WHAT OUR APPRECIATE THAT OUR OUR STAFF POINTED OUT WHAT OUR DEFICIENCIES WERE AND HOW WE'RE POINTED OUT WHAT

694OUR DEFICIENCIES WERE AND HOW WE'RE POINTED OUT WHAT OUR DEFICIENCIES WERE AND HOW WE'RE GOING TO WORK TO IMPROVE THOSE DEFICIENCIES WERE AND HOW WE'RE GOING TO WORK TO IMPROVE THOSE DEFICIENCIES WERE AND HOW WE'RE GOING TO WORK TO IMPROVE THOSE THINGS. GOING TO WORK TO IMPROVE THOSE THINGS. GOING TO WORK TO IMPROVE THOSE THINGS. BUT YOU'RE RIGHT, MOST OF IT THINGS. BUT YOU'RE RIGHT, MOST OF IT THINGS. BUT YOU'RE RIGHT, MOST OF IT WAS POINTED OUT THAT WE WERE BUT YOU'RE RIGHT, MOST OF IT WAS POINTED OUT THAT WE WERE BUT YOU'RE RIGHT, MOST OF IT WAS POINTED OUT THAT WE WERE AHEAD OF THE STATE IN MOST WAS POINTED OUT THAT WE WERE AHEAD OF THE STATE IN MOST WAS POINTED OUT THAT WE WERE AHEAD OF THE STATE IN MOST CATEGORIES AND

695AND WE CERTAINLY AHEAD OF THE STATE IN MOST CATEGORIES AND AND WE CERTAINLY AHEAD OF THE STATE IN MOST CATEGORIES AND AND WE CERTAINLY SMOKED IT FOR THE AROUND THE CATEGORIES AND AND WE CERTAINLY SMOKED IT FOR THE AROUND THE CATEGORIES AND AND WE CERTAINLY SMOKED IT FOR THE AROUND THE AREA AS WELL SO THANK YOU TO SMOKED IT FOR THE AROUND THE AREA AS WELL SO THANK YOU TO SMOKED IT FOR THE AROUND THE AREA AS WELL SO THANK YOU TO THIS STAFF FOR SUPPORTING OUR AREA AS WELL SO THANK YOU TO THIS STAFF FOR SUPPORTING OUR AREA AS WELL SO THANK YOU TO THIS STAFF FOR SUPPORTING OUR TEACHERS THANK YOU TO THE THIS STAFF FOR SUPPORTING OUR TEACHERS THANK YOU TO THE THIS STAFF FOR SUPPORTING OUR TEACHERS THANK YOU TO THE

696TEACHERS WHO ARE OUT WHO NEED TEACHERS THANK YOU TO THE TEACHERS WHO ARE OUT WHO NEED TEACHERS THANK YOU TO THE TEACHERS WHO ARE OUT WHO NEED THAT PAT ON THE BACK BECAUSE TEACHERS WHO ARE OUT WHO NEED THAT PAT ON THE BACK BECAUSE TEACHERS WHO ARE OUT WHO NEED THAT PAT ON THE BACK BECAUSE THEY'RE THE ONES WHO DO THE THAT PAT ON THE BACK BECAUSE THEY'RE THE ONES WHO DO THE THAT PAT ON THE BACK BECAUSE THEY'RE THE ONES WHO DO THE WORK FOR US A LOT OF THE WORK THEY'RE THE ONES WHO DO THE WORK FOR US A LOT OF THE WORK THEY'RE THE ONES WHO DO THE WORK FOR US A LOT OF THE WORK AND THE STAFF I KNOW YOU DO A WORK FOR US A LOT OF THE WORK

697AND THE STAFF I KNOW YOU DO A WORK FOR US A LOT OF THE WORK AND THE STAFF I KNOW YOU DO A LOT OF WORK TO BUT BUT YOU AND THE STAFF I KNOW YOU DO A LOT OF WORK TO BUT BUT YOU AND THE STAFF I KNOW YOU DO A LOT OF WORK TO BUT BUT YOU KNOW, FOR THE MOST THE TEACHERS LOT OF WORK TO BUT BUT YOU KNOW, FOR THE MOST THE TEACHERS LOT OF WORK TO BUT BUT YOU KNOW, FOR THE MOST THE TEACHERS ARE THE ONES WHO TOUCHED TOUCH KNOW, FOR THE MOST THE TEACHERS ARE THE ONES WHO TOUCHED TOUCH KNOW, FOR THE MOST THE TEACHERS ARE THE ONES WHO TOUCHED TOUCH THE CHILDREN. ARE THE ONES WHO TOUCHED TOUCH THE CHILDREN. ARE THE ONES WHO TOUCHED TOUCH THE

698CHILDREN. SO THANK ALL FOR ALL YOU'VE THE CHILDREN. SO THANK ALL FOR ALL YOU'VE THE CHILDREN. SO THANK ALL FOR ALL YOU'VE DONE AND YES WE'VE, WE'VE GOT SO THANK ALL FOR ALL YOU'VE DONE AND YES WE'VE, WE'VE GOT SO THANK ALL FOR ALL YOU'VE DONE AND YES WE'VE, WE'VE GOT SOME WORK TO DO BUT FROM WHAT I DONE AND YES WE'VE, WE'VE GOT SOME WORK TO DO BUT FROM WHAT I DONE AND YES WE'VE, WE'VE GOT SOME WORK TO DO BUT FROM WHAT I HEAR YOU'RE GOING TO ROLL UP SOME WORK TO DO BUT FROM WHAT I HEAR YOU'RE GOING TO ROLL UP SOME WORK TO DO BUT FROM WHAT I HEAR YOU'RE GOING TO ROLL UP YOUR SLEEVES AND THAT'S WHAT HEAR YOU'RE GOING TO ROLL UP YOUR SLEEVES AND THAT'S WHAT HEAR

699YOU'RE GOING TO ROLL UP YOUR SLEEVES AND THAT'S WHAT WE'RE GOING TO DO THIS YEAR YOUR SLEEVES AND THAT'S WHAT WE'RE GOING TO DO THIS YEAR YOUR SLEEVES AND THAT'S WHAT WE'RE GOING TO DO THIS YEAR WE'RE GOING TO TRY TO MAKE UP WE'RE GOING TO DO THIS YEAR WE'RE GOING TO TRY TO MAKE UP WE'RE GOING TO DO THIS YEAR WE'RE GOING TO TRY TO MAKE UP FOR THAT. WE'RE GOING TO TRY TO MAKE UP FOR THAT. WE'RE GOING TO TRY TO MAKE UP FOR THAT. WE ROLL THEM UP EVERY YEAR FOR THAT. WE ROLL THEM UP EVERY YEAR FOR THAT. WE ROLL THEM UP EVERY YEAR MISATTRIBUTION I THINK THOSE WE ROLL THEM UP EVERY YEAR MISATTRIBUTION I THINK THOSE WE ROLL THEM UP EVERY YEAR MISATTRIBUTION I THINK THOSE THAT HAVE TAUGHT

700HAVE TAUGHT IN MISATTRIBUTION I THINK THOSE THAT HAVE TAUGHT HAVE TAUGHT IN MISATTRIBUTION I THINK THOSE THAT HAVE TAUGHT HAVE TAUGHT IN EDUCATION YOU RECOGNIZE YOU THAT HAVE TAUGHT HAVE TAUGHT IN EDUCATION YOU RECOGNIZE YOU THAT HAVE TAUGHT HAVE TAUGHT IN EDUCATION YOU RECOGNIZE YOU TYPICALLY SPEND FOR USING A EDUCATION YOU RECOGNIZE YOU TYPICALLY SPEND FOR USING A EDUCATION YOU RECOGNIZE YOU TYPICALLY SPEND FOR USING A SPORTS ANALOGY MORE TIME ON THE TYPICALLY SPEND FOR USING A SPORTS ANALOGY MORE TIME ON THE TYPICALLY SPEND FOR USING A SPORTS ANALOGY MORE TIME ON THE LOSSES AND YOU DO THE WINDS AND SPORTS ANALOGY MORE TIME ON THE LOSSES AND YOU DO THE WINDS AND SPORTS ANALOGY MORE TIME ON THE LOSSES AND YOU DO THE WINDS AND SO THERE'S NEVER A TIME AS I LOSSES AND

701YOU DO THE WINDS AND SO THERE'S NEVER A TIME AS I LOSSES AND YOU DO THE WINDS AND SO THERE'S NEVER A TIME AS I SAID TO ME KENDRICK IF IT'S IF SO THERE'S NEVER A TIME AS I SAID TO ME KENDRICK IF IT'S IF SO THERE'S NEVER A TIME AS I SAID TO ME KENDRICK IF IT'S IF WE'RE MISSING BY TEN THAT'S A SAID TO ME KENDRICK IF IT'S IF WE'RE MISSING BY TEN THAT'S A SAID TO ME KENDRICK IF IT'S IF WE'RE MISSING BY TEN THAT'S A LOT OF KIDS THAT WE THAT WE WE'RE MISSING BY TEN THAT'S A LOT OF KIDS THAT WE THAT WE WE'RE MISSING BY TEN THAT'S A LOT OF KIDS THAT WE THAT WE WORRY ABOUT AND I THINK WHEN WE LOT OF KIDS THAT WE THAT WE

702WORRY ABOUT AND I THINK WHEN WE LOT OF KIDS THAT WE THAT WE WORRY ABOUT AND I THINK WHEN WE TALK ABOUT WILLIAMS AND OTHER WORRY ABOUT AND I THINK WHEN WE TALK ABOUT WILLIAMS AND OTHER WORRY ABOUT AND I THINK WHEN WE TALK ABOUT WILLIAMS AND OTHER SCHOOLS PEOPLE DON'T SLEEP WELL TALK ABOUT WILLIAMS AND OTHER SCHOOLS PEOPLE DON'T SLEEP WELL TALK ABOUT WILLIAMS AND OTHER SCHOOLS PEOPLE DON'T SLEEP WELL AT NIGHT. SCHOOLS PEOPLE DON'T SLEEP WELL AT NIGHT. SCHOOLS PEOPLE DON'T SLEEP WELL AT NIGHT. THEY'RE WORKING REALLY HARD AND AT NIGHT. THEY'RE WORKING REALLY HARD AND AT NIGHT. THEY'RE WORKING REALLY HARD AND THE GROWTH IS SHOWING BUT THEY'RE WORKING REALLY HARD AND THE GROWTH IS SHOWING BUT THEY'RE WORKING REALLY HARD AND THE GROWTH IS SHOWING BUT THEY'RE STILL KIDS THAT WERE

703THE GROWTH IS SHOWING BUT THEY'RE STILL KIDS THAT WERE THE GROWTH IS SHOWING BUT THEY'RE STILL KIDS THAT WERE CONCERNED ARE THEY PREPARED TO THEY'RE STILL KIDS THAT WERE CONCERNED ARE THEY PREPARED TO THEY'RE STILL KIDS THAT WERE CONCERNED ARE THEY PREPARED TO GO TO THE NEXT STEP AND WE TALK CONCERNED ARE THEY PREPARED TO GO TO THE NEXT STEP AND WE TALK CONCERNED ARE THEY PREPARED TO GO TO THE NEXT STEP AND WE TALK FUTURE READY AND EVEN WHEN WE GO TO THE NEXT STEP AND WE TALK FUTURE READY AND EVEN WHEN WE GO TO THE NEXT STEP AND WE TALK FUTURE READY AND EVEN WHEN WE TALK ABOUT PASS ADVANCED AND FUTURE READY AND EVEN WHEN WE TALK ABOUT PASS ADVANCED AND FUTURE READY AND EVEN WHEN WE TALK ABOUT PASS ADVANCED AND

704OTHER THINGS SUCH AS THAT'S TALK ABOUT PASS ADVANCED AND OTHER THINGS SUCH AS THAT'S TALK ABOUT PASS ADVANCED AND OTHER THINGS SUCH AS THAT'S ENSURING THAT THEY ARE THEY ARE OTHER THINGS SUCH AS THAT'S ENSURING THAT THEY ARE THEY ARE OTHER THINGS SUCH AS THAT'S ENSURING THAT THEY ARE THEY ARE READY FOR A FUTURE THAT OUT IN ENSURING THAT THEY ARE THEY ARE READY FOR A FUTURE THAT OUT IN ENSURING THAT THEY ARE THEY ARE READY FOR A FUTURE THAT OUT IN FRONT OF THEM AT A HIGHER LEVEL READY FOR A FUTURE THAT OUT IN FRONT OF THEM AT A HIGHER LEVEL READY FOR A FUTURE THAT OUT IN FRONT OF THEM AT A HIGHER LEVEL AND I'M PROUD OF THE WORK FRONT OF THEM AT A HIGHER LEVEL AND I'M PROUD OF THE WORK

705FRONT OF THEM AT A HIGHER LEVEL AND I'M PROUD OF THE WORK THAT'S GOING ON WITH CHRONIC AND I'M PROUD OF THE WORK THAT'S GOING ON WITH CHRONIC AND I'M PROUD OF THE WORK THAT'S GOING ON WITH CHRONIC ABSENTEEISM AS WELL. THAT'S GOING ON WITH CHRONIC ABSENTEEISM AS WELL. THAT'S GOING ON WITH CHRONIC ABSENTEEISM AS WELL. YEAH THAT'S NO KIDS SHOWING UP ABSENTEEISM AS WELL. YEAH THAT'S NO KIDS SHOWING UP ABSENTEEISM AS WELL. YEAH THAT'S NO KIDS SHOWING UP AT A UP AT A HIGHER LEVEL IN YEAH THAT'S NO KIDS SHOWING UP AT A UP AT A HIGHER LEVEL IN YEAH THAT'S NO KIDS SHOWING UP AT A UP AT A HIGHER LEVEL IN OUR GRAD RATE IS THE HIGHEST AT A UP AT A HIGHER LEVEL IN OUR GRAD RATE IS THE HIGHEST AT

706A UP AT A HIGHER LEVEL IN OUR GRAD RATE IS THE HIGHEST IT'S EVER BEEN SAID USING A OUR GRAD RATE IS THE HIGHEST IT'S EVER BEEN SAID USING A OUR GRAD RATE IS THE HIGHEST IT'S EVER BEEN SAID USING A SIMILAR PROCESS OF TALKING IT'S EVER BEEN SAID USING A SIMILAR PROCESS OF TALKING IT'S EVER BEEN SAID USING A SIMILAR PROCESS OF TALKING ABOUT WHAT KIDS NEEDS AND SIMILAR PROCESS OF TALKING ABOUT WHAT KIDS NEEDS AND SIMILAR PROCESS OF TALKING ABOUT WHAT KIDS NEEDS AND RESPONDING TO THOSE SO ABOUT WHAT KIDS NEEDS AND RESPONDING TO THOSE SO ABOUT WHAT KIDS NEEDS AND RESPONDING TO THOSE SO APPRECIATE THEM. RESPONDING TO THOSE SO APPRECIATE THEM. RESPONDING TO THOSE SO APPRECIATE THEM. MR YOU JUST TOOK MY THUNDER APPRECIATE THEM. MR YOU JUST TOOK MY THUNDER

707APPRECIATE THEM. MR YOU JUST TOOK MY THUNDER THAT I ALWAYS DO MISS BRIGGS I MR YOU JUST TOOK MY THUNDER THAT I ALWAYS DO MISS BRIGGS I MR YOU JUST TOOK MY THUNDER THAT I ALWAYS DO MISS BRIGGS I JUST I WAS YOUR NAME GOES ON. THAT I ALWAYS DO MISS BRIGGS I JUST I WAS YOUR NAME GOES ON. THAT I ALWAYS DO MISS BRIGGS I JUST I WAS YOUR NAME GOES ON. THAT'S RIGHT. JUST I WAS YOUR NAME GOES ON. THAT'S RIGHT. JUST I WAS YOUR NAME GOES ON. THAT'S RIGHT. I WAS DEFINITELY GOING TO SAY THAT'S RIGHT. I WAS DEFINITELY GOING TO SAY THAT'S RIGHT. I WAS DEFINITELY GOING TO SAY THAT BECAUSE I'VE BEEN THERE I WAS DEFINITELY GOING TO SAY THAT BECAUSE I'VE BEEN THERE I WAS DEFINITELY GOING TO SAY

708THAT BECAUSE I'VE BEEN THERE I'VE DONE THAT THIS IS THAT BECAUSE I'VE BEEN THERE I'VE DONE THAT THIS IS THAT BECAUSE I'VE BEEN THERE I'VE DONE THAT THIS IS SOMETHING WE HAVE DONE FOR I'VE DONE THAT THIS IS SOMETHING WE HAVE DONE FOR I'VE DONE THAT THIS IS SOMETHING WE HAVE DONE FOR YEARS AND IT'S WORKED IF YOU SOMETHING WE HAVE DONE FOR YEARS AND IT'S WORKED IF YOU SOMETHING WE HAVE DONE FOR YEARS AND IT'S WORKED IF YOU LOOK AT THE NUMBERS IN TWENTY YEARS AND IT'S WORKED IF YOU LOOK AT THE NUMBERS IN TWENTY YEARS AND IT'S WORKED IF YOU LOOK AT THE NUMBERS IN TWENTY EIGHTEEN NINETEEN AND THEN LOOK AT THE NUMBERS IN TWENTY EIGHTEEN NINETEEN AND THEN LOOK AT THE NUMBERS IN TWENTY EIGHTEEN NINETEEN AND THEN OF COURSE WHY

709WE PUT NINETEEN EIGHTEEN NINETEEN AND THEN OF COURSE WHY WE PUT NINETEEN EIGHTEEN NINETEEN AND THEN OF COURSE WHY WE PUT NINETEEN TWENTY TWENTY I MEAN THEY WERE OF COURSE WHY WE PUT NINETEEN TWENTY TWENTY I MEAN THEY WERE OF COURSE WHY WE PUT NINETEEN TWENTY TWENTY I MEAN THEY WERE COVERED NUMBERS WE KNOW WHAT TWENTY TWENTY I MEAN THEY WERE COVERED NUMBERS WE KNOW WHAT TWENTY TWENTY I MEAN THEY WERE COVERED NUMBERS WE KNOW WHAT HAPPENED. COVERED NUMBERS WE KNOW WHAT HAPPENED. COVERED NUMBERS WE KNOW WHAT HAPPENED. ALL RIGHT SO THEN YOU BRING HAPPENED. ALL RIGHT SO THEN YOU BRING HAPPENED. ALL RIGHT SO THEN YOU BRING BACK THE LAST YEAR AND THEN ALL RIGHT SO THEN YOU BRING BACK THE LAST YEAR AND THEN ALL RIGHT SO THEN YOU BRING BACK THE LAST

710YEAR AND THEN THIS YEAR IT'S IT'S PHENOMENAL BACK THE LAST YEAR AND THEN THIS YEAR IT'S IT'S PHENOMENAL BACK THE LAST YEAR AND THEN THIS YEAR IT'S IT'S PHENOMENAL WHAT WE'VE DONE AND YES WE AS THIS YEAR IT'S IT'S PHENOMENAL WHAT WE'VE DONE AND YES WE AS THIS YEAR IT'S IT'S PHENOMENAL WHAT WE'VE DONE AND YES WE AS TEACHERS AND I CONSIDER MYSELF WHAT WE'VE DONE AND YES WE AS TEACHERS AND I CONSIDER MYSELF WHAT WE'VE DONE AND YES WE AS TEACHERS AND I CONSIDER MYSELF A TEACHER ARE CONSTANTLY TEACHERS AND I CONSIDER MYSELF A TEACHER ARE CONSTANTLY TEACHERS AND I CONSIDER MYSELF A TEACHER ARE CONSTANTLY LOOKING WHAT DID WE DO WRONG A TEACHER ARE CONSTANTLY LOOKING WHAT DID WE DO WRONG A TEACHER ARE CONSTANTLY LOOKING WHAT DID WE DO WRONG WHAT ELSE

711DO WE NEED TO DO? LOOKING WHAT DID WE DO WRONG WHAT ELSE DO WE NEED TO DO? LOOKING WHAT DID WE DO WRONG WHAT ELSE DO WE NEED TO DO? IT'S A CONSTANT QUESTION IT'S A WHAT ELSE DO WE NEED TO DO? IT'S A CONSTANT QUESTION IT'S A WHAT ELSE DO WE NEED TO DO? IT'S A CONSTANT QUESTION IT'S A CONSTANT QUESTION FOR THE IT'S A CONSTANT QUESTION IT'S A CONSTANT QUESTION FOR THE IT'S A CONSTANT QUESTION IT'S A CONSTANT QUESTION FOR THE AFRICAN-AMERICAN THE BLACK CONSTANT QUESTION FOR THE AFRICAN-AMERICAN THE BLACK CONSTANT QUESTION FOR THE AFRICAN-AMERICAN THE BLACK COMMUNITY ALWAYS WITH THAT FOR AFRICAN-AMERICAN THE BLACK COMMUNITY ALWAYS WITH THAT FOR AFRICAN-AMERICAN THE BLACK COMMUNITY ALWAYS WITH THAT FOR OUR OUR SPECIAL NEEDS, OUR COMMUNITY ALWAYS WITH THAT FOR OUR OUR SPECIAL NEEDS, OUR

712COMMUNITY ALWAYS WITH THAT FOR OUR OUR SPECIAL NEEDS, OUR ENGLISH LEARNERS IT'S ALWAYS OUR OUR SPECIAL NEEDS, OUR ENGLISH LEARNERS IT'S ALWAYS OUR OUR SPECIAL NEEDS, OUR ENGLISH LEARNERS IT'S ALWAYS BEEN WHAT ELSE CAN WE DO AND WE ENGLISH LEARNERS IT'S ALWAYS BEEN WHAT ELSE CAN WE DO AND WE ENGLISH LEARNERS IT'S ALWAYS BEEN WHAT ELSE CAN WE DO AND WE CONTINUE TO WORK ON THAT. BEEN WHAT ELSE CAN WE DO AND WE CONTINUE TO WORK ON THAT. BEEN WHAT ELSE CAN WE DO AND WE CONTINUE TO WORK ON THAT. IT'S JUST IT'S A NEVER ENDING CONTINUE TO WORK ON THAT. IT'S JUST IT'S A NEVER ENDING CONTINUE TO WORK ON THAT. IT'S JUST IT'S A NEVER ENDING PROCESS AND IT NEVER WILL END IT'S JUST IT'S A NEVER ENDING PROCESS AND IT NEVER WILL

713END IT'S JUST IT'S A NEVER ENDING PROCESS AND IT NEVER WILL END UNTIL WE GET THEM WHERE WE WANT PROCESS AND IT NEVER WILL END UNTIL WE GET THEM WHERE WE WANT PROCESS AND IT NEVER WILL END UNTIL WE GET THEM WHERE WE WANT THEM. UNTIL WE GET THEM WHERE WE WANT THEM. UNTIL WE GET THEM WHERE WE WANT THEM. SO I HAVE TO SAY KUDOS TO YOU, THEM. SO I HAVE TO SAY KUDOS TO YOU, THEM. SO I HAVE TO SAY KUDOS TO YOU, DR ROBERTSON. SO I HAVE TO SAY KUDOS TO YOU, DR ROBERTSON. SO I HAVE TO SAY KUDOS TO YOU, DR ROBERTSON. FOR SPEAKING UP FOR YOUR STAFF DR ROBERTSON. FOR SPEAKING UP FOR YOUR STAFF DR ROBERTSON. FOR SPEAKING UP FOR YOUR STAFF AND FOR THE THINGS THAT OUR FOR

714SPEAKING UP FOR YOUR STAFF AND FOR THE THINGS THAT OUR FOR SPEAKING UP FOR YOUR STAFF AND FOR THE THINGS THAT OUR PEOPLE HAVE DONE WHAT THEY'VE AND FOR THE THINGS THAT OUR PEOPLE HAVE DONE WHAT THEY'VE AND FOR THE THINGS THAT OUR PEOPLE HAVE DONE WHAT THEY'VE ACCOMPLISHED OUR TEACHERS ARE PEOPLE HAVE DONE WHAT THEY'VE ACCOMPLISHED OUR TEACHERS ARE PEOPLE HAVE DONE WHAT THEY'VE ACCOMPLISHED OUR TEACHERS ARE ADMINISTER OUR SUPPORT STAFF IN ACCOMPLISHED OUR TEACHERS ARE ADMINISTER OUR SUPPORT STAFF IN ACCOMPLISHED OUR TEACHERS ARE ADMINISTER OUR SUPPORT STAFF IN THIS THESE PAST TWO YEARS HAS ADMINISTER OUR SUPPORT STAFF IN THIS THESE PAST TWO YEARS HAS ADMINISTER OUR SUPPORT STAFF IN THIS THESE PAST TWO YEARS HAS BEEN FURNHAM NO AND THE NUMBERS THIS THESE PAST TWO YEARS HAS BEEN FURNHAM NO AND THE

715NUMBERS THIS THESE PAST TWO YEARS HAS BEEN FURNHAM NO AND THE NUMBERS SHOW IT WE ARE STILL THE SCHOOL BEEN FURNHAM NO AND THE NUMBERS SHOW IT WE ARE STILL THE SCHOOL BEEN FURNHAM NO AND THE NUMBERS SHOW IT WE ARE STILL THE SCHOOL SYSTEM THAT WE HAVE ALWAYS BEEN SHOW IT WE ARE STILL THE SCHOOL SYSTEM THAT WE HAVE ALWAYS BEEN SHOW IT WE ARE STILL THE SCHOOL SYSTEM THAT WE HAVE ALWAYS BEEN ONE OF THE TOP IN THE NATION SYSTEM THAT WE HAVE ALWAYS BEEN ONE OF THE TOP IN THE NATION SYSTEM THAT WE HAVE ALWAYS BEEN ONE OF THE TOP IN THE NATION NOT JUST VIRGINIA BUT THE ONE OF THE TOP IN THE NATION NOT JUST VIRGINIA BUT THE ONE OF THE TOP IN THE NATION NOT JUST VIRGINIA BUT THE

716NATION AND WE SHOULD ALL BE NOT JUST VIRGINIA BUT THE NATION AND WE SHOULD ALL BE NOT JUST VIRGINIA BUT THE NATION AND WE SHOULD ALL BE PROUD OF THAT. NATION AND WE SHOULD ALL BE PROUD OF THAT. NATION AND WE SHOULD ALL BE PROUD OF THAT. YES, THERE ARE QUESTIONS PROUD OF THAT. YES, THERE ARE QUESTIONS PROUD OF THAT. YES, THERE ARE QUESTIONS ESPECIALLY WITH PEOPLE NEVER YES, THERE ARE QUESTIONS ESPECIALLY WITH PEOPLE NEVER YES, THERE ARE QUESTIONS ESPECIALLY WITH PEOPLE NEVER KNEW AND HAVEN'T BEEN HERE AND ESPECIALLY WITH PEOPLE NEVER KNEW AND HAVEN'T BEEN HERE AND ESPECIALLY WITH PEOPLE NEVER KNEW AND HAVEN'T BEEN HERE AND LIVED BUT THIS IS SOMETHING KNEW AND HAVEN'T BEEN HERE AND LIVED BUT THIS IS SOMETHING KNEW AND HAVEN'T BEEN HERE AND LIVED BUT THIS IS SOMETHING

717THAT NUMBERS ARE SPEAKING FOR LIVED BUT THIS IS SOMETHING THAT NUMBERS ARE SPEAKING FOR LIVED BUT THIS IS SOMETHING THAT NUMBERS ARE SPEAKING FOR THEMSELVES. THAT NUMBERS ARE SPEAKING FOR THEMSELVES. THAT NUMBERS ARE SPEAKING FOR THEMSELVES. OUR KIDS SHOW THE SCHOLARSHIPS THEMSELVES. OUR KIDS SHOW THE SCHOLARSHIPS THEMSELVES. OUR KIDS SHOW THE SCHOLARSHIPS ,THE GRADUATION RATE AND LOOK OUR KIDS SHOW THE SCHOLARSHIPS ,THE GRADUATION RATE AND LOOK OUR KIDS SHOW THE SCHOLARSHIPS ,THE GRADUATION RATE AND LOOK AT THE ABSENTEEISM. ,THE GRADUATION RATE AND LOOK AT THE ABSENTEEISM. ,THE GRADUATION RATE AND LOOK AT THE ABSENTEEISM. HOW IMPROVED OH? AT THE ABSENTEEISM. HOW IMPROVED OH? AT THE ABSENTEEISM. HOW IMPROVED OH? OH MY GOSH. HOW IMPROVED OH? OH MY GOSH. HOW IMPROVED OH? OH MY GOSH. THAT'S SOMETHING THAT EVERYBODY OH MY GOSH. THAT'S SOMETHING THAT EVERYBODY

718OH MY GOSH. THAT'S SOMETHING THAT EVERYBODY IS WRINGING THEIR HANDS ACROSS THAT'S SOMETHING THAT EVERYBODY IS WRINGING THEIR HANDS ACROSS THAT'S SOMETHING THAT EVERYBODY IS WRINGING THEIR HANDS ACROSS THE NATION WITH YOU READ OUR IS WRINGING THEIR HANDS ACROSS THE NATION WITH YOU READ OUR IS WRINGING THEIR HANDS ACROSS THE NATION WITH YOU READ OUR VEBA VESTBERG NEWSLETTERS. THE NATION WITH YOU READ OUR VEBA VESTBERG NEWSLETTERS. THE NATION WITH YOU READ OUR VEBA VESTBERG NEWSLETTERS. YOU READ THE NATIONAL VEBA VESTBERG NEWSLETTERS. YOU READ THE NATIONAL VEBA VESTBERG NEWSLETTERS. YOU READ THE NATIONAL CONNECTION THAT WE GET EVERY YOU READ THE NATIONAL CONNECTION THAT WE GET EVERY YOU READ THE NATIONAL CONNECTION THAT WE GET EVERY DAY AND IT TALKS ABOUT IT CONNECTION THAT WE GET EVERY DAY AND IT TALKS ABOUT IT CONNECTION THAT WE

719GET EVERY DAY AND IT TALKS ABOUT IT CONSTANTLY AND WHAT CAN WE DO DAY AND IT TALKS ABOUT IT CONSTANTLY AND WHAT CAN WE DO DAY AND IT TALKS ABOUT IT CONSTANTLY AND WHAT CAN WE DO ABOUT IT? CONSTANTLY AND WHAT CAN WE DO ABOUT IT? CONSTANTLY AND WHAT CAN WE DO ABOUT IT? AND WE ARE ONE OF THE TOP ABOUT IT? AND WE ARE ONE OF THE TOP ABOUT IT? AND WE ARE ONE OF THE TOP SCHOOL SYSTEMS DOING IT SO AND WE ARE ONE OF THE TOP SCHOOL SYSTEMS DOING IT SO AND WE ARE ONE OF THE TOP SCHOOL SYSTEMS DOING IT SO THANK YOU THANK YOU THANK YOU. SCHOOL SYSTEMS DOING IT SO THANK YOU THANK YOU THANK YOU. SCHOOL SYSTEMS DOING IT SO THANK YOU THANK YOU THANK YOU. THANK YOU

720THANK YOU THANK YOU. THANK YOU THANK YOU THANK YOU. THANK YOU. YOU GUYS NEED PAUSE AND I'M THANK YOU. YOU GUYS NEED PAUSE AND I'M THANK YOU. YOU GUYS NEED PAUSE AND I'M GOING TO GIVE IT TO YOU, OK? YOU GUYS NEED PAUSE AND I'M GOING TO GIVE IT TO YOU, OK? YOU GUYS NEED PAUSE AND I'M GOING TO GIVE IT TO YOU, OK? OK MISS CAN THANK YOU WHEN WE GOING TO GIVE IT TO YOU, OK? OK MISS CAN THANK YOU WHEN WE GOING TO GIVE IT TO YOU, OK? OK MISS CAN THANK YOU WHEN WE PLAY THE TAPE BACK I DID OPEN OK MISS CAN THANK YOU WHEN WE PLAY THE TAPE BACK I DID OPEN OK MISS CAN THANK YOU WHEN WE PLAY THE TAPE BACK I DID OPEN UP MY STATEMENT

721I THOUGHT PLAY THE TAPE BACK I DID OPEN UP MY STATEMENT I THOUGHT PLAY THE TAPE BACK I DID OPEN UP MY STATEMENT I THOUGHT OF YOU I CERTAINLY DID DR. UP MY STATEMENT I THOUGHT OF YOU I CERTAINLY DID DR. UP MY STATEMENT I THOUGHT OF YOU I CERTAINLY DID DR. ROBERTSON BUT I DO AND IT HAS OF YOU I CERTAINLY DID DR. ROBERTSON BUT I DO AND IT HAS OF YOU I CERTAINLY DID DR. ROBERTSON BUT I DO AND IT HAS NOTHING TO DO WITH BEING NEW ON ROBERTSON BUT I DO AND IT HAS NOTHING TO DO WITH BEING NEW ON ROBERTSON BUT I DO AND IT HAS NOTHING TO DO WITH BEING NEW ON THE BOARD TO ASK QUESTIONS NOTHING TO DO WITH BEING NEW ON THE BOARD TO ASK QUESTIONS NOTHING

722TO DO WITH BEING NEW ON THE BOARD TO ASK QUESTIONS ABOUT THINGS THAT WE ARE ALL THE BOARD TO ASK QUESTIONS ABOUT THINGS THAT WE ARE ALL THE BOARD TO ASK QUESTIONS ABOUT THINGS THAT WE ARE ALL CONCERNED ABOUT. ABOUT THINGS THAT WE ARE ALL CONCERNED ABOUT. ABOUT THINGS THAT WE ARE ALL CONCERNED ABOUT. SO IT WAS NOT A TO ANYTHING CONCERNED ABOUT. SO IT WAS NOT A TO ANYTHING CONCERNED ABOUT. SO IT WAS NOT A TO ANYTHING THAT YOU'RE DOING I JUST ASKED SO IT WAS NOT A TO ANYTHING THAT YOU'RE DOING I JUST ASKED SO IT WAS NOT A TO ANYTHING THAT YOU'RE DOING I JUST ASKED WHAT ASKED WHAT WERE YOUR THAT YOU'RE DOING I JUST ASKED WHAT ASKED WHAT WERE YOUR THAT YOU'RE DOING I JUST ASKED WHAT ASKED WHAT WERE

723YOUR FINDINGS THAT IS MY QUESTION SO WHAT ASKED WHAT WERE YOUR FINDINGS THAT IS MY QUESTION SO WHAT ASKED WHAT WERE YOUR FINDINGS THAT IS MY QUESTION SO I HOPE HOPE HOPE THAT THERE WAS FINDINGS THAT IS MY QUESTION SO I HOPE HOPE HOPE THAT THERE WAS FINDINGS THAT IS MY QUESTION SO I HOPE HOPE HOPE THAT THERE WAS NO AND FELT THAT I TOOK AWAY I HOPE HOPE HOPE THAT THERE WAS NO AND FELT THAT I TOOK AWAY I HOPE HOPE HOPE THAT THERE WAS NO AND FELT THAT I TOOK AWAY FROM THE GREAT WORK THAT THIS NO AND FELT THAT I TOOK AWAY FROM THE GREAT WORK THAT THIS NO AND FELT THAT I TOOK AWAY FROM THE GREAT WORK THAT THIS DIVISION HAS DOING AND THE FROM THE GREAT WORK THAT THIS

724DIVISION HAS DOING AND THE FROM THE GREAT WORK THAT THIS DIVISION HAS DOING AND THE GREAT PERFORMANCE THAT WE HAVE DIVISION HAS DOING AND THE GREAT PERFORMANCE THAT WE HAVE DIVISION HAS DOING AND THE GREAT PERFORMANCE THAT WE HAVE THROUGHOUT THE COMMONWEALTH FOR GREAT PERFORMANCE THAT WE HAVE THROUGHOUT THE COMMONWEALTH FOR GREAT PERFORMANCE THAT WE HAVE THROUGHOUT THE COMMONWEALTH FOR SIMPLY ASKING A QUESTION ABOUT THROUGHOUT THE COMMONWEALTH FOR SIMPLY ASKING A QUESTION ABOUT THROUGHOUT THE COMMONWEALTH FOR SIMPLY ASKING A QUESTION ABOUT A SCHOOL THAT IS NOT FULLY SIMPLY ASKING A QUESTION ABOUT A SCHOOL THAT IS NOT FULLY SIMPLY ASKING A QUESTION ABOUT A SCHOOL THAT IS NOT FULLY ACCREDITED AND A GROUP PEOPLE A SCHOOL THAT IS NOT FULLY ACCREDITED AND A GROUP PEOPLE A SCHOOL THAT IS NOT FULLY ACCREDITED AND A GROUP

725PEOPLE THREE GROUPS OF PEOPLE ONE THAT ACCREDITED AND A GROUP PEOPLE THREE GROUPS OF PEOPLE ONE THAT ACCREDITED AND A GROUP PEOPLE THREE GROUPS OF PEOPLE ONE THAT JUST THAT JUST SHOWED THAT THEY THREE GROUPS OF PEOPLE ONE THAT JUST THAT JUST SHOWED THAT THEY THREE GROUPS OF PEOPLE ONE THAT JUST THAT JUST SHOWED THAT THEY WERE REGRESSING I THINK IT'S OK JUST THAT JUST SHOWED THAT THEY WERE REGRESSING I THINK IT'S OK JUST THAT JUST SHOWED THAT THEY WERE REGRESSING I THINK IT'S OK TO ASK THAT QUESTION WITHOUT WERE REGRESSING I THINK IT'S OK TO ASK THAT QUESTION WITHOUT WERE REGRESSING I THINK IT'S OK TO ASK THAT QUESTION WITHOUT DIMINISHING THE GREAT TO ASK THAT QUESTION WITHOUT DIMINISHING THE GREAT TO ASK THAT QUESTION WITHOUT DIMINISHING THE GREAT ACHIEVEMENTS THAT YOU ALL YOUR

726DIMINISHING THE GREAT ACHIEVEMENTS THAT YOU ALL YOUR DIMINISHING THE GREAT ACHIEVEMENTS THAT YOU ALL YOUR STAFF YOU HAVE DONE I'VE SEEN ACHIEVEMENTS THAT YOU ALL YOUR STAFF YOU HAVE DONE I'VE SEEN ACHIEVEMENTS THAT YOU ALL YOUR STAFF YOU HAVE DONE I'VE SEEN YOU ALL AND THE WORK THAT YOU STAFF YOU HAVE DONE I'VE SEEN YOU ALL AND THE WORK THAT YOU STAFF YOU HAVE DONE I'VE SEEN YOU ALL AND THE WORK THAT YOU DO WHEN I'M OUT IN THE YOU ALL AND THE WORK THAT YOU DO WHEN I'M OUT IN THE YOU ALL AND THE WORK THAT YOU DO WHEN I'M OUT IN THE COMMUNITY Y'ALL ARE THERE I RUN DO WHEN I'M OUT IN THE COMMUNITY Y'ALL ARE THERE I RUN DO WHEN I'M OUT IN THE COMMUNITY Y'ALL ARE THERE I RUN INTO

727RUN INTO YOU GUYS ALL THE COMMUNITY Y'ALL ARE THERE I RUN INTO RUN INTO YOU GUYS ALL THE COMMUNITY Y'ALL ARE THERE I RUN INTO RUN INTO YOU GUYS ALL THE TIME SO IT IS NEVER TO TAKE INTO RUN INTO YOU GUYS ALL THE TIME SO IT IS NEVER TO TAKE INTO RUN INTO YOU GUYS ALL THE TIME SO IT IS NEVER TO TAKE AWAY FROM THE GREAT WORK THAT TIME SO IT IS NEVER TO TAKE AWAY FROM THE GREAT WORK THAT TIME SO IT IS NEVER TO TAKE AWAY FROM THE GREAT WORK THAT YOU'RE DOING BUT NEW OR NOT WE AWAY FROM THE GREAT WORK THAT YOU'RE DOING BUT NEW OR NOT WE AWAY FROM THE GREAT WORK THAT YOU'RE DOING BUT NEW OR NOT WE ALL WANT TO KNOW THESE YOU'RE DOING BUT

728NEW OR NOT WE ALL WANT TO KNOW THESE YOU'RE DOING BUT NEW OR NOT WE ALL WANT TO KNOW THESE QUESTIONS SO THANK YOU SO VERY ALL WANT TO KNOW THESE QUESTIONS SO THANK YOU SO VERY ALL WANT TO KNOW THESE QUESTIONS SO THANK YOU SO VERY MUCH AND NO DOUBT AT ALL THANK QUESTIONS SO THANK YOU SO VERY MUCH AND NO DOUBT AT ALL THANK QUESTIONS SO THANK YOU SO VERY MUCH AND NO DOUBT AT ALL THANK I APPRECIATE THAT. MUCH AND NO DOUBT AT ALL THANK I APPRECIATE THAT. MUCH AND NO DOUBT AT ALL THANK I APPRECIATE THAT. I JUST WANT TO BRING THAT I APPRECIATE THAT. I JUST WANT TO BRING THAT I APPRECIATE THAT. I JUST WANT TO BRING THAT CLARIFICATION SINCE I'M THE I JUST WANT TO BRING THAT CLARIFICATION

729SINCE I'M THE I JUST WANT TO BRING THAT CLARIFICATION SINCE I'M THE NEWEST PERSON ON THE BOARD CLARIFICATION SINCE I'M THE NEWEST PERSON ON THE BOARD CLARIFICATION SINCE I'M THE NEWEST PERSON ON THE BOARD THANK YOU. NEWEST PERSON ON THE BOARD THANK YOU. NEWEST PERSON ON THE BOARD THANK YOU. YOU ARE OK AND SO YOU HAVE THANK YOU. YOU ARE OK AND SO YOU HAVE THANK YOU. YOU ARE OK AND SO YOU HAVE ANOTHER OH OK THANK YOU. YOU ARE OK AND SO YOU HAVE ANOTHER OH OK THANK YOU. YOU ARE OK AND SO YOU HAVE ANOTHER OH OK THANK YOU. THANK YOU BOTH ALL RIGHT. ANOTHER OH OK THANK YOU. THANK YOU BOTH ALL RIGHT. ANOTHER OH OK THANK YOU. THANK YOU BOTH ALL RIGHT. AND SO NOW WE MOVE ON TO ITEM D

730THANK YOU BOTH ALL RIGHT. AND SO NOW WE MOVE ON TO ITEM D THANK YOU BOTH ALL RIGHT. AND SO NOW WE MOVE ON TO ITEM D NEW CONSTRUCTION GUIDANCE AND AND SO NOW WE MOVE ON TO ITEM D NEW CONSTRUCTION GUIDANCE AND AND SO NOW WE MOVE ON TO ITEM D NEW CONSTRUCTION GUIDANCE AND WELCOME JACK FREEMAN, CHIEF NEW CONSTRUCTION GUIDANCE AND WELCOME JACK FREEMAN, CHIEF NEW CONSTRUCTION GUIDANCE AND WELCOME JACK FREEMAN, CHIEF OPERATIONS OFFICER SO SORRY I'M WELCOME JACK FREEMAN, CHIEF OPERATIONS OFFICER SO SORRY I'M WELCOME JACK FREEMAN, CHIEF OPERATIONS OFFICER SO SORRY I'M DELAYED. OPERATIONS OFFICER SO SORRY I'M DELAYED. OPERATIONS OFFICER SO SORRY I'M DELAYED. I'M STILL TRYING TO FIND THE DELAYED. I'M STILL TRYING TO FIND THE DELAYED. I'M STILL TRYING TO FIND THE SWEET SPOT ON THIS AC AND

731HE'S I'M STILL TRYING TO FIND THE SWEET SPOT ON THIS AC AND HE'S I'M STILL TRYING TO FIND THE SWEET SPOT ON THIS AC AND HE'S SO RIGHT NOW IT FEELS GREAT. SWEET SPOT ON THIS AC AND HE'S SO RIGHT NOW IT FEELS GREAT. SWEET SPOT ON THIS AC AND HE'S SO RIGHT NOW IT FEELS GREAT. APPRECIATE APPRECIATE THE SO RIGHT NOW IT FEELS GREAT. APPRECIATE APPRECIATE THE SO RIGHT NOW IT FEELS GREAT. APPRECIATE APPRECIATE THE PATIENCE. APPRECIATE APPRECIATE THE PATIENCE. APPRECIATE APPRECIATE THE PATIENCE. ALL RIGHT. PATIENCE. ALL RIGHT. PATIENCE. ALL RIGHT. GRIEVING MADAM, MADAM CHAIRMAN. ALL RIGHT. GRIEVING MADAM, MADAM CHAIRMAN. ALL RIGHT. GRIEVING MADAM, MADAM CHAIRMAN. MAKE SURE FRANKLY MEMBERS BOARD GRIEVING MADAM, MADAM CHAIRMAN. MAKE SURE FRANKLY MEMBERS BOARD GRIEVING MADAM, MADAM CHAIRMAN. MAKE SURE FRANKLY MEMBERS BOARD AND BOARD AND DR

732ROBERTSON WE MAKE SURE FRANKLY MEMBERS BOARD AND BOARD AND DR ROBERTSON WE MAKE SURE FRANKLY MEMBERS BOARD AND BOARD AND DR ROBERTSON WE MET DURING THE SCHOOL BOARD AND BOARD AND DR ROBERTSON WE MET DURING THE SCHOOL BOARD AND BOARD AND DR ROBERTSON WE MET DURING THE SCHOOL BOARD RETREAT IN JULY WE TOLD YOU MET DURING THE SCHOOL BOARD RETREAT IN JULY WE TOLD YOU MET DURING THE SCHOOL BOARD RETREAT IN JULY WE TOLD YOU THAT WE WOULD BE COMING BACK TO RETREAT IN JULY WE TOLD YOU THAT WE WOULD BE COMING BACK TO RETREAT IN JULY WE TOLD YOU THAT WE WOULD BE COMING BACK TO YOUR TERTIARY DIRECTION FOR THE THAT WE WOULD BE COMING BACK TO YOUR TERTIARY DIRECTION FOR THE THAT WE WOULD BE COMING BACK TO YOUR TERTIARY DIRECTION FOR

733THE ORDER OF PRIORITY FOR THE NEXT YOUR TERTIARY DIRECTION FOR THE ORDER OF PRIORITY FOR THE NEXT YOUR TERTIARY DIRECTION FOR THE ORDER OF PRIORITY FOR THE NEXT NEW CONSTRUCTION SCHOOLS TO ORDER OF PRIORITY FOR THE NEXT NEW CONSTRUCTION SCHOOLS TO ORDER OF PRIORITY FOR THE NEXT NEW CONSTRUCTION SCHOOLS TO EFFECTIVELY RECEIVED THAT NEW CONSTRUCTION SCHOOLS TO EFFECTIVELY RECEIVED THAT NEW CONSTRUCTION SCHOOLS TO EFFECTIVELY RECEIVED THAT DIRECTION FROM THIS ELECTED EFFECTIVELY RECEIVED THAT DIRECTION FROM THIS ELECTED EFFECTIVELY RECEIVED THAT DIRECTION FROM THIS ELECTED BODY ITS MOST APPROPRIATE TO DIRECTION FROM THIS ELECTED BODY ITS MOST APPROPRIATE TO DIRECTION FROM THIS ELECTED BODY ITS MOST APPROPRIATE TO RECEIVE YOUR GUIDANCE THROUGH BODY ITS MOST APPROPRIATE TO RECEIVE YOUR GUIDANCE THROUGH BODY ITS MOST APPROPRIATE TO RECEIVE YOUR GUIDANCE THROUGH AN ACTION ITEM SO THAT TO GO

734WE RECEIVE YOUR GUIDANCE THROUGH AN ACTION ITEM SO THAT TO GO WE RECEIVE YOUR GUIDANCE THROUGH AN ACTION ITEM SO THAT TO GO WE SHARED A BRIEF WITH YOU DURING AN ACTION ITEM SO THAT TO GO WE SHARED A BRIEF WITH YOU DURING AN ACTION ITEM SO THAT TO GO WE SHARED A BRIEF WITH YOU DURING WORKSHOP ON AUGUST 13TH AND SHARED A BRIEF WITH YOU DURING WORKSHOP ON AUGUST 13TH AND SHARED A BRIEF WITH YOU DURING WORKSHOP ON AUGUST 13TH AND INFORMATION ITEM ON AUGUST 27TH WORKSHOP ON AUGUST 13TH AND INFORMATION ITEM ON AUGUST 27TH WORKSHOP ON AUGUST 13TH AND INFORMATION ITEM ON AUGUST 27TH OR BACK TODAY WITH ANOTHER INFORMATION ITEM ON AUGUST 27TH OR BACK TODAY WITH ANOTHER INFORMATION ITEM ON AUGUST 27TH OR BACK TODAY WITH ANOTHER INFORMATION AND THIS IS

735OR BACK TODAY WITH ANOTHER INFORMATION AND THIS IS OR BACK TODAY WITH ANOTHER INFORMATION AND THIS IS SCHEDULED FOR ACTION AT THE INFORMATION AND THIS IS SCHEDULED FOR ACTION AT THE INFORMATION AND THIS IS SCHEDULED FOR ACTION AT THE NEXT MEETING THE GOAL OF THIS SCHEDULED FOR ACTION AT THE NEXT MEETING THE GOAL OF THIS SCHEDULED FOR ACTION AT THE NEXT MEETING THE GOAL OF THIS PROCESS IS RECEIVED DIRECTION NEXT MEETING THE GOAL OF THIS PROCESS IS RECEIVED DIRECTION NEXT MEETING THE GOAL OF THIS PROCESS IS RECEIVED DIRECTION FROM THE BOARD FOR THE NEXT NEW PROCESS IS RECEIVED DIRECTION FROM THE BOARD FOR THE NEXT NEW PROCESS IS RECEIVED DIRECTION FROM THE BOARD FOR THE NEXT NEW CONSTRUCTION PROJECT WITH THIS FROM THE BOARD FOR THE NEXT NEW CONSTRUCTION PROJECT WITH THIS FROM THE BOARD

736FOR THE NEXT NEW CONSTRUCTION PROJECT WITH THIS DIRECTION WE CAN THEN BUILD AN CONSTRUCTION PROJECT WITH THIS DIRECTION WE CAN THEN BUILD AN CONSTRUCTION PROJECT WITH THIS DIRECTION WE CAN THEN BUILD AN AGREED UPON EXECUTABLE CAPITAL DIRECTION WE CAN THEN BUILD AN AGREED UPON EXECUTABLE CAPITAL DIRECTION WE CAN THEN BUILD AN AGREED UPON EXECUTABLE CAPITAL PROGRAM FOR FIVE TWENTY FIVE AGREED UPON EXECUTABLE CAPITAL PROGRAM FOR FIVE TWENTY FIVE AGREED UPON EXECUTABLE CAPITAL PROGRAM FOR FIVE TWENTY FIVE TWENTY SIX THE TWO PROJECTS IN PROGRAM FOR FIVE TWENTY FIVE TWENTY SIX THE TWO PROJECTS IN PROGRAM FOR FIVE TWENTY FIVE TWENTY SIX THE TWO PROJECTS IN THE CURRENT CAPITAL PROGRAM TWENTY SIX THE TWO PROJECTS IN THE CURRENT CAPITAL PROGRAM TWENTY SIX THE TWO PROJECTS IN THE CURRENT CAPITAL PROGRAM THAT ARE IN CONTENTION TO BE THE

737CURRENT CAPITAL PROGRAM THAT ARE IN CONTENTION TO BE THE CURRENT CAPITAL PROGRAM THAT ARE IN CONTENTION TO BE THE NEXT NEW CONSTRUCTION THAT ARE IN CONTENTION TO BE THE NEXT NEW CONSTRUCTION THAT ARE IN CONTENTION TO BE THE NEXT NEW CONSTRUCTION PROJECT ARE WILLIAMS BAYSIDE THE NEXT NEW CONSTRUCTION PROJECT ARE WILLIAMS BAYSIDE THE NEXT NEW CONSTRUCTION PROJECT ARE WILLIAMS BAYSIDE AND IMPRINT'S AND HIGH SCHOOL PROJECT ARE WILLIAMS BAYSIDE AND IMPRINT'S AND HIGH SCHOOL PROJECT ARE WILLIAMS BAYSIDE AND IMPRINT'S AND HIGH SCHOOL STAFF NEEDS ABOARD TO CHOOSE TO AND IMPRINT'S AND HIGH SCHOOL STAFF NEEDS ABOARD TO CHOOSE TO AND IMPRINT'S AND HIGH SCHOOL STAFF NEEDS ABOARD TO CHOOSE TO A COUPLE OF TIMES THAT ONCE WE STAFF NEEDS ABOARD TO CHOOSE TO A COUPLE OF TIMES THAT ONCE WE STAFF NEEDS ABOARD TO CHOOSE TO

738A COUPLE OF TIMES THAT ONCE WE KNOW WHICH SCHOOL IS NEXT WEEK A COUPLE OF TIMES THAT ONCE WE KNOW WHICH SCHOOL IS NEXT WEEK A COUPLE OF TIMES THAT ONCE WE KNOW WHICH SCHOOL IS NEXT WEEK AND THEN WORK THROUGH THE KNOW WHICH SCHOOL IS NEXT WEEK AND THEN WORK THROUGH THE KNOW WHICH SCHOOL IS NEXT WEEK AND THEN WORK THROUGH THE PROCESSES REPRESENTED ON THIS AND THEN WORK THROUGH THE PROCESSES REPRESENTED ON THIS AND THEN WORK THROUGH THE PROCESSES REPRESENTED ON THIS FLOWCHART SEQUENTIALLY IT WAS PROCESSES REPRESENTED ON THIS FLOWCHART SEQUENTIALLY IT WAS PROCESSES REPRESENTED ON THIS FLOWCHART SEQUENTIALLY IT WAS CLEARLY DISCOMFORT WITH WORKING FLOWCHART SEQUENTIALLY IT WAS CLEARLY DISCOMFORT WITH WORKING FLOWCHART SEQUENTIALLY IT WAS CLEARLY DISCOMFORT WITH WORKING THROUGH THESE SEQUENTIALLY CLEARLY DISCOMFORT WITH WORKING THROUGH THESE SEQUENTIALLY CLEARLY DISCOMFORT

739WITH WORKING THROUGH THESE SEQUENTIALLY CONCERN WAS SHARED AROUND THESE THROUGH THESE SEQUENTIALLY CONCERN WAS SHARED AROUND THESE THROUGH THESE SEQUENTIALLY CONCERN WAS SHARED AROUND THESE TWO ITEMS AT PRINCETON HIGH CONCERN WAS SHARED AROUND THESE TWO ITEMS AT PRINCETON HIGH CONCERN WAS SHARED AROUND THESE TWO ITEMS AT PRINCETON HIGH SCHOOL WAS SELECTED AS THE TWO ITEMS AT PRINCETON HIGH SCHOOL WAS SELECTED AS THE TWO ITEMS AT PRINCETON HIGH SCHOOL WAS SELECTED AS THE PRIORITY SCHOOL WE GATHERED SCHOOL WAS SELECTED AS THE PRIORITY SCHOOL WE GATHERED SCHOOL WAS SELECTED AS THE PRIORITY SCHOOL WE GATHERED THAT THERE IS A DESIRE TO PRIORITY SCHOOL WE GATHERED THAT THERE IS A DESIRE TO PRIORITY SCHOOL WE GATHERED THAT THERE IS A DESIRE TO ADDRESS BESIDE SIX WILLIAMS IN THAT THERE IS A DESIRE TO ADDRESS BESIDE SIX WILLIAMS IN

740THAT THERE IS A DESIRE TO ADDRESS BESIDE SIX WILLIAMS IN A DIFFERENT WAY THAN WHAT WAS ADDRESS BESIDE SIX WILLIAMS IN A DIFFERENT WAY THAN WHAT WAS ADDRESS BESIDE SIX WILLIAMS IN A DIFFERENT WAY THAN WHAT WAS PREVIOUSLY DIRECTED BY THE A DIFFERENT WAY THAN WHAT WAS PREVIOUSLY DIRECTED BY THE A DIFFERENT WAY THAN WHAT WAS PREVIOUSLY DIRECTED BY THE BOARD SO THIS BRIEF WILL FOCUS PREVIOUSLY DIRECTED BY THE BOARD SO THIS BRIEF WILL FOCUS PREVIOUSLY DIRECTED BY THE BOARD SO THIS BRIEF WILL FOCUS ON THESE TWO ITEMS START WITH BOARD SO THIS BRIEF WILL FOCUS ON THESE TWO ITEMS START WITH BOARD SO THIS BRIEF WILL FOCUS ON THESE TWO ITEMS START WITH BAYSIDE SIX THE AREA GOING TO ON THESE TWO ITEMS START WITH BAYSIDE SIX THE AREA GOING TO ON THESE TWO

741ITEMS START WITH BAYSIDE SIX THE AREA GOING TO PROPERTY CURRENTLY HOUSES BAYSIDE SIX THE AREA GOING TO PROPERTY CURRENTLY HOUSES BAYSIDE SIX THE AREA GOING TO PROPERTY CURRENTLY HOUSES BAYSIDE SIX IS SIX IS IN THE PROPERTY CURRENTLY HOUSES BAYSIDE SIX IS SIX IS IN THE PROPERTY CURRENTLY HOUSES BAYSIDE SIX IS SIX IS IN THE WORST CONDITION OF ANY BUILDING BAYSIDE SIX IS SIX IS IN THE WORST CONDITION OF ANY BUILDING BAYSIDE SIX IS SIX IS IN THE WORST CONDITION OF ANY BUILDING IN OUR INVENTORY THERE ARE TWO WORST CONDITION OF ANY BUILDING IN OUR INVENTORY THERE ARE TWO WORST CONDITION OF ANY BUILDING IN OUR INVENTORY THERE ARE TWO BASIC THINGS THAT WE CAN DO TO IN OUR INVENTORY THERE ARE TWO BASIC THINGS THAT WE CAN DO TO IN OUR INVENTORY THERE ARE TWO

742BASIC THINGS THAT WE CAN DO TO GET THOSE STUDENTS INTO A BASIC THINGS THAT WE CAN DO TO GET THOSE STUDENTS INTO A BASIC THINGS THAT WE CAN DO TO GET THOSE STUDENTS INTO A BETTER BUILT ENVIRONMENT WE CAN GET THOSE STUDENTS INTO A BETTER BUILT ENVIRONMENT WE CAN GET THOSE STUDENTS INTO A BETTER BUILT ENVIRONMENT WE CAN BUILD A NEW BUILDING WHICH BETTER BUILT ENVIRONMENT WE CAN BUILD A NEW BUILDING WHICH BETTER BUILT ENVIRONMENT WE CAN BUILD A NEW BUILDING WHICH OBVIOUSLY IMPROVE THE PHYSICAL BUILD A NEW BUILDING WHICH OBVIOUSLY IMPROVE THE PHYSICAL BUILD A NEW BUILDING WHICH OBVIOUSLY IMPROVE THE PHYSICAL ENVIRONMENT. OBVIOUSLY IMPROVE THE PHYSICAL ENVIRONMENT. OBVIOUSLY IMPROVE THE PHYSICAL ENVIRONMENT. THIS COULD HAPPEN BY BUILDING ENVIRONMENT. THIS COULD HAPPEN BY BUILDING ENVIRONMENT. THIS COULD HAPPEN BY BUILDING FOUR OR FIVE SIX

743SCHOOL WHICH THIS COULD HAPPEN BY BUILDING FOUR OR FIVE SIX SCHOOL WHICH THIS COULD HAPPEN BY BUILDING FOUR OR FIVE SIX SCHOOL WHICH IS THE CURRENT DIRECTION FROM FOUR OR FIVE SIX SCHOOL WHICH IS THE CURRENT DIRECTION FROM FOUR OR FIVE SIX SCHOOL WHICH IS THE CURRENT DIRECTION FROM THE BOARD AND IS WHAT IS IN THE IS THE CURRENT DIRECTION FROM THE BOARD AND IS WHAT IS IN THE IS THE CURRENT DIRECTION FROM THE BOARD AND IS WHAT IS IN THE CAPITAL PROGRAM ANOTHER THE BOARD AND IS WHAT IS IN THE CAPITAL PROGRAM ANOTHER THE BOARD AND IS WHAT IS IN THE CAPITAL PROGRAM ANOTHER SOLUTION WOULD BE TO BUILD A CAPITAL PROGRAM ANOTHER SOLUTION WOULD BE TO BUILD A CAPITAL PROGRAM ANOTHER SOLUTION WOULD BE TO BUILD A STANDALONE SCHOOL BAYSIDE SIX SOLUTION WOULD

744BE TO BUILD A STANDALONE SCHOOL BAYSIDE SIX SOLUTION WOULD BE TO BUILD A STANDALONE SCHOOL BAYSIDE SIX BUT THERE'S THERE HAS NEVER STANDALONE SCHOOL BAYSIDE SIX BUT THERE'S THERE HAS NEVER STANDALONE SCHOOL BAYSIDE SIX BUT THERE'S THERE HAS NEVER BEEN ANY PREVIOUS CONSIDERATION BUT THERE'S THERE HAS NEVER BEEN ANY PREVIOUS CONSIDERATION BUT THERE'S THERE HAS NEVER BEEN ANY PREVIOUS CONSIDERATION FOR THIS BUT IT IS A POTENTIAL BEEN ANY PREVIOUS CONSIDERATION FOR THIS BUT IT IS A POTENTIAL BEEN ANY PREVIOUS CONSIDERATION FOR THIS BUT IT IS A POTENTIAL OPTION RATHER THAN BUILDING A FOR THIS BUT IT IS A POTENTIAL OPTION RATHER THAN BUILDING A FOR THIS BUT IT IS A POTENTIAL OPTION RATHER THAN BUILDING A NEW SCHOOL TO SUPPORT THESE OPTION RATHER THAN BUILDING A NEW SCHOOL TO SUPPORT THESE OPTION RATHER THAN BUILDING

745A NEW SCHOOL TO SUPPORT THESE STUDENTS THE BOARD COULD DIRECT NEW SCHOOL TO SUPPORT THESE STUDENTS THE BOARD COULD DIRECT NEW SCHOOL TO SUPPORT THESE STUDENTS THE BOARD COULD DIRECT THESE STUDENTS TO VACATE ERIC STUDENTS THE BOARD COULD DIRECT THESE STUDENTS TO VACATE ERIC STUDENTS THE BOARD COULD DIRECT THESE STUDENTS TO VACATE ERIC GARNER PROPERTY AND MOVE BACK THESE STUDENTS TO VACATE ERIC GARNER PROPERTY AND MOVE BACK THESE STUDENTS TO VACATE ERIC GARNER PROPERTY AND MOVE BACK INTO BAYSIDE MIDDLE SCHOOL THIS GARNER PROPERTY AND MOVE BACK INTO BAYSIDE MIDDLE SCHOOL THIS GARNER PROPERTY AND MOVE BACK INTO BAYSIDE MIDDLE SCHOOL THIS IS THE QUICKEST OPTION TO GET INTO BAYSIDE MIDDLE SCHOOL THIS IS THE QUICKEST OPTION TO GET INTO BAYSIDE MIDDLE SCHOOL THIS IS THE QUICKEST OPTION TO GET THOSE STUDENTS OUT THEY'RE IS THE

746QUICKEST OPTION TO GET THOSE STUDENTS OUT THEY'RE IS THE QUICKEST OPTION TO GET THOSE STUDENTS OUT THEY'RE GOING TO PROPERTY. THOSE STUDENTS OUT THEY'RE GOING TO PROPERTY. THOSE STUDENTS OUT THEY'RE GOING TO PROPERTY. NEW CONSTRUCTION WOULD TAKE GOING TO PROPERTY. NEW CONSTRUCTION WOULD TAKE GOING TO PROPERTY. NEW CONSTRUCTION WOULD TAKE MANY YEARS IN THESE STUDENTS NEW CONSTRUCTION WOULD TAKE MANY YEARS IN THESE STUDENTS NEW CONSTRUCTION WOULD TAKE MANY YEARS IN THESE STUDENTS COULD BE MOVED BACK INTO MANY YEARS IN THESE STUDENTS COULD BE MOVED BACK INTO MANY YEARS IN THESE STUDENTS COULD BE MOVED BACK INTO BAYSIDE MIDDLE SCHOOL AS AS COULD BE MOVED BACK INTO BAYSIDE MIDDLE SCHOOL AS AS COULD BE MOVED BACK INTO BAYSIDE MIDDLE SCHOOL AS AS SOON AS NEXT SCHOOL YEAR IT BAYSIDE MIDDLE SCHOOL AS AS SOON AS NEXT

747SCHOOL YEAR IT BAYSIDE MIDDLE SCHOOL AS AS SOON AS NEXT SCHOOL YEAR IT WOULD BE TIGHT BUT IF THE SOON AS NEXT SCHOOL YEAR IT WOULD BE TIGHT BUT IF THE SOON AS NEXT SCHOOL YEAR IT WOULD BE TIGHT BUT IF THE SCHOOL BOARD WERE TO PROVIDE WOULD BE TIGHT BUT IF THE SCHOOL BOARD WERE TO PROVIDE WOULD BE TIGHT BUT IF THE SCHOOL BOARD WERE TO PROVIDE THIS DIRECTION SOON IT IS SCHOOL BOARD WERE TO PROVIDE THIS DIRECTION SOON IT IS SCHOOL BOARD WERE TO PROVIDE THIS DIRECTION SOON IT IS POSSIBLE. THIS DIRECTION SOON IT IS POSSIBLE. THIS DIRECTION SOON IT IS POSSIBLE. ONE FINAL THOUGHT WE'VE BEEN POSSIBLE. ONE FINAL THOUGHT WE'VE BEEN POSSIBLE. ONE FINAL THOUGHT WE'VE BEEN HAVING DISCUSSIONS ABOUT ONE FINAL THOUGHT WE'VE BEEN HAVING DISCUSSIONS ABOUT ONE FINAL THOUGHT

748WE'VE BEEN HAVING DISCUSSIONS ABOUT REDUCING THE NUMBER HAVING DISCUSSIONS ABOUT REDUCING THE NUMBER HAVING DISCUSSIONS ABOUT REDUCING THE NUMBER OF TRANSITIONS STUDENTS IN THE REDUCING THE NUMBER OF TRANSITIONS STUDENTS IN THE REDUCING THE NUMBER OF TRANSITIONS STUDENTS IN THE TRADE TRI CAMPUS AT BAYSIDE SIX OF TRANSITIONS STUDENTS IN THE TRADE TRI CAMPUS AT BAYSIDE SIX OF TRANSITIONS STUDENTS IN THE TRADE TRI CAMPUS AT BAYSIDE SIX WORD STUDENTS WERE TO MOVE BACK TRADE TRI CAMPUS AT BAYSIDE SIX WORD STUDENTS WERE TO MOVE BACK TRADE TRI CAMPUS AT BAYSIDE SIX WORD STUDENTS WERE TO MOVE BACK INTO BAYSIDE MIDDLE SCHOOL. WORD STUDENTS WERE TO MOVE BACK INTO BAYSIDE MIDDLE SCHOOL. WORD STUDENTS WERE TO MOVE BACK INTO BAYSIDE MIDDLE SCHOOL. IT WOULD REDUCE ONE OF THE MAY INTO BAYSIDE MIDDLE SCHOOL. IT WOULD REDUCE ONE OF THE

749MAY INTO BAYSIDE MIDDLE SCHOOL. IT WOULD REDUCE ONE OF THE MAY TRANSITIONS THAT THESE STUDENTS IT WOULD REDUCE ONE OF THE MAY TRANSITIONS THAT THESE STUDENTS IT WOULD REDUCE ONE OF THE MAY TRANSITIONS THAT THESE STUDENTS CURRENTLY EXPERIENCE SO THOSE TRANSITIONS THAT THESE STUDENTS CURRENTLY EXPERIENCE SO THOSE TRANSITIONS THAT THESE STUDENTS CURRENTLY EXPERIENCE SO THOSE ARE THE OPTIONS FOR SIX. CURRENTLY EXPERIENCE SO THOSE ARE THE OPTIONS FOR SIX. CURRENTLY EXPERIENCE SO THOSE ARE THE OPTIONS FOR SIX. LET'S TALK ABOUT TRICHOMES. ARE THE OPTIONS FOR SIX. LET'S TALK ABOUT TRICHOMES. ARE THE OPTIONS FOR SIX. LET'S TALK ABOUT TRICHOMES. IT APPEARS THE BOARD ALIGNING LET'S TALK ABOUT TRICHOMES. IT APPEARS THE BOARD ALIGNING LET'S TALK ABOUT TRICHOMES. IT APPEARS THE BOARD ALIGNING AROUND INTEREST IN REDUCING THE IT APPEARS THE BOARD ALIGNING AROUND INTEREST IN REDUCING

750THE IT APPEARS THE BOARD ALIGNING AROUND INTEREST IN REDUCING THE NUMBER OF TRANSITIONS FOR AROUND INTEREST IN REDUCING THE NUMBER OF TRANSITIONS FOR AROUND INTEREST IN REDUCING THE NUMBER OF TRANSITIONS FOR STUDENTS IN THE TRI CAMPUS. NUMBER OF TRANSITIONS FOR STUDENTS IN THE TRI CAMPUS. NUMBER OF TRANSITIONS FOR STUDENTS IN THE TRI CAMPUS. CURRENTLY STUDENTS RESIDING IN STUDENTS IN THE TRI CAMPUS. CURRENTLY STUDENTS RESIDING IN STUDENTS IN THE TRI CAMPUS. CURRENTLY STUDENTS RESIDING IN THIS TOWN HAVE FIVE TRANSITIONS CURRENTLY STUDENTS RESIDING IN THIS TOWN HAVE FIVE TRANSITIONS CURRENTLY STUDENTS RESIDING IN THIS TOWN HAVE FIVE TRANSITIONS BY THE TIME AT THE HIGH SCHOOL THIS TOWN HAVE FIVE TRANSITIONS BY THE TIME AT THE HIGH SCHOOL THIS TOWN HAVE FIVE TRANSITIONS BY THE TIME AT THE HIGH SCHOOL THAT'S DIAMOND SPRINGS, THE BY THE TIME AT

751THE HIGH SCHOOL THAT'S DIAMOND SPRINGS, THE BY THE TIME AT THE HIGH SCHOOL THAT'S DIAMOND SPRINGS, THE NEWTOWN NEWTOWN OF WILLIAMS THAT'S DIAMOND SPRINGS, THE NEWTOWN NEWTOWN OF WILLIAMS THAT'S DIAMOND SPRINGS, THE NEWTOWN NEWTOWN OF WILLIAMS WILLIAMS BAYSIDE SIX HE SAID NEWTOWN NEWTOWN OF WILLIAMS WILLIAMS BAYSIDE SIX HE SAID NEWTOWN NEWTOWN OF WILLIAMS WILLIAMS BAYSIDE SIX HE SAID SIX TO BAYSIDE SEVEN EIGHT AND WILLIAMS BAYSIDE SIX HE SAID SIX TO BAYSIDE SEVEN EIGHT AND WILLIAMS BAYSIDE SIX HE SAID SIX TO BAYSIDE SEVEN EIGHT AND THEN ASSAD SEVEN EIGHT THE SIX TO BAYSIDE SEVEN EIGHT AND THEN ASSAD SEVEN EIGHT THE SIX TO BAYSIDE SEVEN EIGHT AND THEN ASSAD SEVEN EIGHT THE BAYSIDE HIGH SCHOOL STUDENTS THEN ASSAD SEVEN EIGHT THE BAYSIDE HIGH SCHOOL STUDENTS THEN ASSAD SEVEN EIGHT THE BAYSIDE HIGH SCHOOL STUDENTS ALL OTHER

752ZONES HAVE TWO BAYSIDE HIGH SCHOOL STUDENTS ALL OTHER ZONES HAVE TWO BAYSIDE HIGH SCHOOL STUDENTS ALL OTHER ZONES HAVE TWO TRANSITIONS GO TO MEDICAL ALL OTHER ZONES HAVE TWO TRANSITIONS GO TO MEDICAL ALL OTHER ZONES HAVE TWO TRANSITIONS GO TO MEDICAL SCHOOL SCHOOL ACKNOWLEDGED TRANSITIONS GO TO MEDICAL SCHOOL SCHOOL ACKNOWLEDGED TRANSITIONS GO TO MEDICAL SCHOOL SCHOOL ACKNOWLEDGED THERE IS A LITTLE MORE NUANCED SCHOOL SCHOOL ACKNOWLEDGED THERE IS A LITTLE MORE NUANCED SCHOOL SCHOOL ACKNOWLEDGED THERE IS A LITTLE MORE NUANCED WITH SOME OUR OTHER PROGRAMS IN THERE IS A LITTLE MORE NUANCED WITH SOME OUR OTHER PROGRAMS IN THERE IS A LITTLE MORE NUANCED WITH SOME OUR OTHER PROGRAMS IN VIRGINIA PUBLIC SCHOOLS AND WITH SOME OUR OTHER PROGRAMS IN VIRGINIA PUBLIC SCHOOLS AND WITH SOME OUR OTHER PROGRAMS IN VIRGINIA PUBLIC SCHOOLS AND WITH FAMILIES

753MOVING BUT THIS VIRGINIA PUBLIC SCHOOLS AND WITH FAMILIES MOVING BUT THIS VIRGINIA PUBLIC SCHOOLS AND WITH FAMILIES MOVING BUT THIS IS THE CASE FOR THE VAST WITH FAMILIES MOVING BUT THIS IS THE CASE FOR THE VAST WITH FAMILIES MOVING BUT THIS IS THE CASE FOR THE VAST MAJORITY STUDENTS WHO LIVE IN IS THE CASE FOR THE VAST MAJORITY STUDENTS WHO LIVE IN IS THE CASE FOR THE VAST MAJORITY STUDENTS WHO LIVE IN THE SAME AREA FOR THEIR ENTIRE MAJORITY STUDENTS WHO LIVE IN THE SAME AREA FOR THEIR ENTIRE MAJORITY STUDENTS WHO LIVE IN THE SAME AREA FOR THEIR ENTIRE VIRGINIA BEACH CITY PUBLIC THE SAME AREA FOR THEIR ENTIRE VIRGINIA BEACH CITY PUBLIC THE SAME AREA FOR THEIR ENTIRE VIRGINIA BEACH CITY PUBLIC SCHOOL FOR SO OPTIONS FOR THE VIRGINIA BEACH CITY PUBLIC SCHOOL FOR

754SO OPTIONS FOR THE VIRGINIA BEACH CITY PUBLIC SCHOOL FOR SO OPTIONS FOR THE TRI CAMPUS THE BOARD COULD SCHOOL FOR SO OPTIONS FOR THE TRI CAMPUS THE BOARD COULD SCHOOL FOR SO OPTIONS FOR THE TRI CAMPUS THE BOARD COULD CHOOSE TO CONTINUE WITH THE TRI CAMPUS THE BOARD COULD CHOOSE TO CONTINUE WITH THE TRI CAMPUS THE BOARD COULD CHOOSE TO CONTINUE WITH THE STATUS AND KEEP THE EXISTING CHOOSE TO CONTINUE WITH THE STATUS AND KEEP THE EXISTING CHOOSE TO CONTINUE WITH THE STATUS AND KEEP THE EXISTING TRI CAMPUS MODEL AT THIS MODEL STATUS AND KEEP THE EXISTING TRI CAMPUS MODEL AT THIS MODEL STATUS AND KEEP THE EXISTING TRI CAMPUS MODEL AT THIS MODEL WORK TO CONTINUE WE HAVE TWO TRI CAMPUS MODEL AT THIS MODEL WORK TO CONTINUE WE HAVE TWO TRI CAMPUS MODEL

755AT THIS MODEL WORK TO CONTINUE WE HAVE TWO BUILDINGS THAT ARE HIGH ON THE WORK TO CONTINUE WE HAVE TWO BUILDINGS THAT ARE HIGH ON THE WORK TO CONTINUE WE HAVE TWO BUILDINGS THAT ARE HIGH ON THE LIST TO REPLACE NEW BUILDINGS THAT ARE HIGH ON THE LIST TO REPLACE NEW BUILDINGS THAT ARE HIGH ON THE LIST TO REPLACE NEW CONSTRUCTION THIS COULD BE LIST TO REPLACE NEW CONSTRUCTION THIS COULD BE LIST TO REPLACE NEW CONSTRUCTION THIS COULD BE COULD BE A FOUR OR FIVE SCHOOL CONSTRUCTION THIS COULD BE COULD BE A FOUR OR FIVE SCHOOL CONSTRUCTION THIS COULD BE COULD BE A FOUR OR FIVE SCHOOL OR IT COULD BE A FOUR OR FIVE COULD BE A FOUR OR FIVE SCHOOL OR IT COULD BE A FOUR OR FIVE COULD BE A FOUR OR

756FIVE SCHOOL OR IT COULD BE A FOUR OR FIVE SIX SCHOOL WHICH IS THE CURRENT OR IT COULD BE A FOUR OR FIVE SIX SCHOOL WHICH IS THE CURRENT OR IT COULD BE A FOUR OR FIVE SIX SCHOOL WHICH IS THE CURRENT DIRECTION THE SCHOOL BOARD HAS SIX SCHOOL WHICH IS THE CURRENT DIRECTION THE SCHOOL BOARD HAS SIX SCHOOL WHICH IS THE CURRENT DIRECTION THE SCHOOL BOARD HAS GIVEN AND IS WHAT IS IN ARE DIRECTION THE SCHOOL BOARD HAS GIVEN AND IS WHAT IS IN ARE DIRECTION THE SCHOOL BOARD HAS GIVEN AND IS WHAT IS IN ARE ADOPTED CAPITAL PROGRAM IF WE GIVEN AND IS WHAT IS IN ARE ADOPTED CAPITAL PROGRAM IF WE GIVEN AND IS WHAT IS IN ARE ADOPTED CAPITAL PROGRAM IF WE WERE TO MOVE AWAY FROM THE TRI ADOPTED CAPITAL

757PROGRAM IF WE WERE TO MOVE AWAY FROM THE TRI ADOPTED CAPITAL PROGRAM IF WE WERE TO MOVE AWAY FROM THE TRI CAMPUS MODEL THERE ARE TWO WERE TO MOVE AWAY FROM THE TRI CAMPUS MODEL THERE ARE TWO WERE TO MOVE AWAY FROM THE TRI CAMPUS MODEL THERE ARE TWO OPTIONS WE COULD PROCEED CAMPUS MODEL THERE ARE TWO OPTIONS WE COULD PROCEED CAMPUS MODEL THERE ARE TWO OPTIONS WE COULD PROCEED TOWARDS A BIG CAMPUS MODEL OPTIONS WE COULD PROCEED TOWARDS A BIG CAMPUS MODEL OPTIONS WE COULD PROCEED TOWARDS A BIG CAMPUS MODEL WHICH ADJUSTS DIAMOND SPRINGS TOWARDS A BIG CAMPUS MODEL WHICH ADJUSTS DIAMOND SPRINGS TOWARDS A BIG CAMPUS MODEL WHICH ADJUSTS DIAMOND SPRINGS FROM A KEY ONE SCHOOL TO A K TO WHICH ADJUSTS DIAMOND SPRINGS FROM A KEY ONE SCHOOL TO A K TO

758WHICH ADJUSTS DIAMOND SPRINGS FROM A KEY ONE SCHOOL TO A K TO SCHOOL AND NEWTOWN WOULD SHIFT FROM A KEY ONE SCHOOL TO A K TO SCHOOL AND NEWTOWN WOULD SHIFT FROM A KEY ONE SCHOOL TO A K TO SCHOOL AND NEWTOWN WOULD SHIFT FROM A TWO THREE SCHOOL TO A SCHOOL AND NEWTOWN WOULD SHIFT FROM A TWO THREE SCHOOL TO A SCHOOL AND NEWTOWN WOULD SHIFT FROM A TWO THREE SCHOOL TO A THREE FIVE SCHOOL AND THIS FROM A TWO THREE SCHOOL TO A THREE FIVE SCHOOL AND THIS FROM A TWO THREE SCHOOL TO A THREE FIVE SCHOOL AND THIS WOULD REDUCE THE NUMBER THREE FIVE SCHOOL AND THIS WOULD REDUCE THE NUMBER THREE FIVE SCHOOL AND THIS WOULD REDUCE THE NUMBER OF TRANSITIONS BY ONE ANOTHER WOULD REDUCE THE NUMBER OF TRANSITIONS BY

759ONE ANOTHER WOULD REDUCE THE NUMBER OF TRANSITIONS BY ONE ANOTHER OPTION WOULD BE TO SHIFT OF TRANSITIONS BY ONE ANOTHER OPTION WOULD BE TO SHIFT OF TRANSITIONS BY ONE ANOTHER OPTION WOULD BE TO SHIFT DIAMOND SPRINGS IN NEWTOWN TO A OPTION WOULD BE TO SHIFT DIAMOND SPRINGS IN NEWTOWN TO A OPTION WOULD BE TO SHIFT DIAMOND SPRINGS IN NEWTOWN TO A K FIVE MODEL LIKE EVERY OTHER DIAMOND SPRINGS IN NEWTOWN TO A K FIVE MODEL LIKE EVERY OTHER DIAMOND SPRINGS IN NEWTOWN TO A K FIVE MODEL LIKE EVERY OTHER SCHOOL IN VIRGINIA BEACH CITY K FIVE MODEL LIKE EVERY OTHER SCHOOL IN VIRGINIA BEACH CITY K FIVE MODEL LIKE EVERY OTHER SCHOOL IN VIRGINIA BEACH CITY PUBLIC SCHOOLS AND THIS WOULD SCHOOL IN VIRGINIA BEACH CITY PUBLIC SCHOOLS AND THIS WOULD SCHOOL IN VIRGINIA BEACH

760CITY PUBLIC SCHOOLS AND THIS WOULD REDUCE THE NUMBER PUBLIC SCHOOLS AND THIS WOULD REDUCE THE NUMBER PUBLIC SCHOOLS AND THIS WOULD REDUCE THE NUMBER OF TRANSITIONS FOR THESE REDUCE THE NUMBER OF TRANSITIONS FOR THESE REDUCE THE NUMBER OF TRANSITIONS FOR THESE STUDENTS BY TO IN EITHER THE BY OF TRANSITIONS FOR THESE STUDENTS BY TO IN EITHER THE BY OF TRANSITIONS FOR THESE STUDENTS BY TO IN EITHER THE BY CAMPUS MODEL OR THE FIVE MODEL STUDENTS BY TO IN EITHER THE BY CAMPUS MODEL OR THE FIVE MODEL STUDENTS BY TO IN EITHER THE BY CAMPUS MODEL OR THE FIVE MODEL THERE WOULD BE SIGNIFICANT BE CAMPUS MODEL OR THE FIVE MODEL THERE WOULD BE SIGNIFICANT BE CAMPUS MODEL OR THE FIVE MODEL THERE WOULD BE SIGNIFICANT BE SIGNIFICANT WORK TO BE DONE TO THERE WOULD BE

761SIGNIFICANT BE SIGNIFICANT WORK TO BE DONE TO THERE WOULD BE SIGNIFICANT BE SIGNIFICANT WORK TO BE DONE TO ENSURE OUR BUILDING UTILIZATION SIGNIFICANT WORK TO BE DONE TO ENSURE OUR BUILDING UTILIZATION SIGNIFICANT WORK TO BE DONE TO ENSURE OUR BUILDING UTILIZATION NUMBERS MEET THE NEEDS FOR ENSURE OUR BUILDING UTILIZATION NUMBERS MEET THE NEEDS FOR ENSURE OUR BUILDING UTILIZATION NUMBERS MEET THE NEEDS FOR PROGRAM THOSE ADJUSTMENTS MAY NUMBERS MEET THE NEEDS FOR PROGRAM THOSE ADJUSTMENTS MAY NUMBERS MEET THE NEEDS FOR PROGRAM THOSE ADJUSTMENTS MAY INCLUDE REZONING PROGRAM PROGRAM THOSE ADJUSTMENTS MAY INCLUDE REZONING PROGRAM PROGRAM THOSE ADJUSTMENTS MAY INCLUDE REZONING PROGRAM ADJUSTMENTS AND POTENTIALLY INCLUDE REZONING PROGRAM ADJUSTMENTS AND POTENTIALLY INCLUDE REZONING PROGRAM ADJUSTMENTS AND POTENTIALLY ADDING WINGS TO THE TWO ADJUSTMENTS AND POTENTIALLY ADDING WINGS TO THE TWO ADJUSTMENTS AND POTENTIALLY ADDING WINGS TO THE

762TWO BUILDINGS IF THE BOARD WAS THE ADDING WINGS TO THE TWO BUILDINGS IF THE BOARD WAS THE ADDING WINGS TO THE TWO BUILDINGS IF THE BOARD WAS THE DIRECTOR MOVE AWAY FROM AWAY BUILDINGS IF THE BOARD WAS THE DIRECTOR MOVE AWAY FROM AWAY BUILDINGS IF THE BOARD WAS THE DIRECTOR MOVE AWAY FROM AWAY FROM THE TRI CAMPUS MODEL WE DIRECTOR MOVE AWAY FROM AWAY FROM THE TRI CAMPUS MODEL WE DIRECTOR MOVE AWAY FROM AWAY FROM THE TRI CAMPUS MODEL WE WOULD NEED TO DO SOME WORK TO FROM THE TRI CAMPUS MODEL WE WOULD NEED TO DO SOME WORK TO FROM THE TRI CAMPUS MODEL WE WOULD NEED TO DO SOME WORK TO DETERMINE THE BEST PATH THE WOULD NEED TO DO SOME WORK TO DETERMINE THE BEST PATH THE WOULD NEED TO DO SOME WORK

763TO DETERMINE THE BEST PATH THE CAMPUS PATH BUT THE FACT THAT DETERMINE THE BEST PATH THE CAMPUS PATH BUT THE FACT THAT DETERMINE THE BEST PATH THE CAMPUS PATH BUT THE FACT THAT PATH ONCE WE KNOW THIS AND CAMPUS PATH BUT THE FACT THAT PATH ONCE WE KNOW THIS AND CAMPUS PATH BUT THE FACT THAT PATH ONCE WE KNOW THIS AND PROGRAMING NEEDS WE CAN THEN PATH ONCE WE KNOW THIS AND PROGRAMING NEEDS WE CAN THEN PATH ONCE WE KNOW THIS AND PROGRAMING NEEDS WE CAN THEN FINALIZE THE WORK AROUND PROGRAMING NEEDS WE CAN THEN FINALIZE THE WORK AROUND PROGRAMING NEEDS WE CAN THEN FINALIZE THE WORK AROUND REZONING REPROGRAMING AND ANY FINALIZE THE WORK AROUND REZONING REPROGRAMING AND ANY FINALIZE THE WORK AROUND REZONING REPROGRAMING AND ANY NEED OF MODIFICATION TO THE TWO REZONING

764REPROGRAMING AND ANY NEED OF MODIFICATION TO THE TWO REZONING REPROGRAMING AND ANY NEED OF MODIFICATION TO THE TWO BUILDINGS TO SUPPORT THE NEED OF MODIFICATION TO THE TWO BUILDINGS TO SUPPORT THE NEED OF MODIFICATION TO THE TWO BUILDINGS TO SUPPORT THE DESIRED PROGRAMS AND POPULATION BUILDINGS TO SUPPORT THE DESIRED PROGRAMS AND POPULATION BUILDINGS TO SUPPORT THE DESIRED PROGRAMS AND POPULATION . DESIRED PROGRAMS AND POPULATION . DESIRED PROGRAMS AND POPULATION . WITH ALL THAT AS BACKGROUND WE . WITH ALL THAT AS BACKGROUND WE . WITH ALL THAT AS BACKGROUND WE RECOMMEND BOARD DIRECT THE WITH ALL THAT AS BACKGROUND WE RECOMMEND BOARD DIRECT THE WITH ALL THAT AS BACKGROUND WE RECOMMEND BOARD DIRECT THE STAFF TO BAYSIDE SIX STUDENTS RECOMMEND BOARD DIRECT THE STAFF TO BAYSIDE SIX STUDENTS RECOMMEND BOARD DIRECT THE STAFF TO BAYSIDE SIX

765STUDENTS BACK IN THE BAYSIDE MIDDLE LAW STAFF TO BAYSIDE SIX STUDENTS BACK IN THE BAYSIDE MIDDLE LAW STAFF TO BAYSIDE SIX STUDENTS BACK IN THE BAYSIDE MIDDLE LAW AS SOON AS SCHOOL YEAR TWENTY BACK IN THE BAYSIDE MIDDLE LAW AS SOON AS SCHOOL YEAR TWENTY BACK IN THE BAYSIDE MIDDLE LAW AS SOON AS SCHOOL YEAR TWENTY FIVE TWENTY SIX THAT'S NEXT AS SOON AS SCHOOL YEAR TWENTY FIVE TWENTY SIX THAT'S NEXT AS SOON AS SCHOOL YEAR TWENTY FIVE TWENTY SIX THAT'S NEXT SCHOOL YEAR IT WOULD BE TIGHT FIVE TWENTY SIX THAT'S NEXT SCHOOL YEAR IT WOULD BE TIGHT FIVE TWENTY SIX THAT'S NEXT SCHOOL YEAR IT WOULD BE TIGHT BUT ACHIEVABLE IF THE BOARD SCHOOL YEAR IT WOULD BE TIGHT BUT ACHIEVABLE IF THE BOARD SCHOOL YEAR IT WOULD BE TIGHT BUT ACHIEVABLE IF THE

766BOARD WERE TO ACT QUICKLY SECOND WE BUT ACHIEVABLE IF THE BOARD WERE TO ACT QUICKLY SECOND WE BUT ACHIEVABLE IF THE BOARD WERE TO ACT QUICKLY SECOND WE RECOMMEND THE BOARD THE BOARD WERE TO ACT QUICKLY SECOND WE RECOMMEND THE BOARD THE BOARD WERE TO ACT QUICKLY SECOND WE RECOMMEND THE BOARD THE BOARD DIRECT STAFF TO EVALUATE RECOMMEND THE BOARD THE BOARD DIRECT STAFF TO EVALUATE RECOMMEND THE BOARD THE BOARD DIRECT STAFF TO EVALUATE RECOMMEND A PREFERRED DIRECT STAFF TO EVALUATE RECOMMEND A PREFERRED DIRECT STAFF TO EVALUATE RECOMMEND A PREFERRED ALTERNATIVE TO THE TRI CAMPUS RECOMMEND A PREFERRED ALTERNATIVE TO THE TRI CAMPUS RECOMMEND A PREFERRED ALTERNATIVE TO THE TRI CAMPUS MODEL TO BE CLEAR IF THIS ALTERNATIVE TO THE TRI CAMPUS MODEL TO BE CLEAR IF THIS ALTERNATIVE TO THE TRI CAMPUS MODEL TO

767BE CLEAR IF THIS DIRECTION WERE GIVEN TO DO IT MODEL TO BE CLEAR IF THIS DIRECTION WERE GIVEN TO DO IT MODEL TO BE CLEAR IF THIS DIRECTION WERE GIVEN TO DO IT RIGHT IT WILL TAKE TIME IT DIRECTION WERE GIVEN TO DO IT RIGHT IT WILL TAKE TIME IT DIRECTION WERE GIVEN TO DO IT RIGHT IT WILL TAKE TIME IT ISN'T SOMETHING THAT WILL BE RIGHT IT WILL TAKE TIME IT ISN'T SOMETHING THAT WILL BE RIGHT IT WILL TAKE TIME IT ISN'T SOMETHING THAT WILL BE RESOLVED IN ONE TWO MONTHS BUT ISN'T SOMETHING THAT WILL BE RESOLVED IN ONE TWO MONTHS BUT ISN'T SOMETHING THAT WILL BE RESOLVED IN ONE TWO MONTHS BUT IT WILL STILL BE AS QUICK OR RESOLVED IN ONE TWO MONTHS BUT IT WILL STILL BE AS QUICK OR RESOLVED

768IN ONE TWO MONTHS BUT IT WILL STILL BE AS QUICK OR QUICKER THAN THE PROPOSED IT WILL STILL BE AS QUICK OR QUICKER THAN THE PROPOSED IT WILL STILL BE AS QUICK OR QUICKER THAN THE PROPOSED WILLIAMS NEW CONSTRUCTION QUICKER THAN THE PROPOSED WILLIAMS NEW CONSTRUCTION QUICKER THAN THE PROPOSED WILLIAMS NEW CONSTRUCTION OPTION. WILLIAMS NEW CONSTRUCTION OPTION. WILLIAMS NEW CONSTRUCTION OPTION. YOU'VE SEEN SLIDE SEVERAL TIMES OPTION. YOU'VE SEEN SLIDE SEVERAL TIMES OPTION. YOU'VE SEEN SLIDE SEVERAL TIMES THE OLD ERIC ARIZONA PROPERTY YOU'VE SEEN SLIDE SEVERAL TIMES THE OLD ERIC ARIZONA PROPERTY YOU'VE SEEN SLIDE SEVERAL TIMES THE OLD ERIC ARIZONA PROPERTY WHICH CURRENTLY HOUSES ARE THE OLD ERIC ARIZONA PROPERTY WHICH CURRENTLY HOUSES ARE THE OLD ERIC ARIZONA PROPERTY WHICH CURRENTLY HOUSES ARE BAYSIDE 16 SCORES WORST FROM WHICH CURRENTLY HOUSES ARE BAYSIDE 16 SCORES

769WORST FROM WHICH CURRENTLY HOUSES ARE BAYSIDE 16 SCORES WORST FROM BOTH A TOTAL CONDITION INDEX BAYSIDE 16 SCORES WORST FROM BOTH A TOTAL CONDITION INDEX BAYSIDE 16 SCORES WORST FROM BOTH A TOTAL CONDITION INDEX MEASURE AND A FACILITIES BOTH A TOTAL CONDITION INDEX MEASURE AND A FACILITIES BOTH A TOTAL CONDITION INDEX MEASURE AND A FACILITIES CONDITION INDEX MEASURING IF MEASURE AND A FACILITIES CONDITION INDEX MEASURING IF MEASURE AND A FACILITIES CONDITION INDEX MEASURING IF THE BOARD WOULD STEP STAFF'S CONDITION INDEX MEASURING IF THE BOARD WOULD STEP STAFF'S CONDITION INDEX MEASURING IF THE BOARD WOULD STEP STAFF'S RECOMMENDATION THIS WOULD PUT THE BOARD WOULD STEP STAFF'S RECOMMENDATION THIS WOULD PUT THE BOARD WOULD STEP STAFF'S RECOMMENDATION THIS WOULD PUT OUR BAYSIDE SIX STUDENTS IN A RECOMMENDATION THIS WOULD PUT OUR BAYSIDE SIX STUDENTS IN A RECOMMENDATION

770THIS WOULD PUT OUR BAYSIDE SIX STUDENTS IN A BETTER PHYSICAL ENVIRONMENT WAY OUR BAYSIDE SIX STUDENTS IN A BETTER PHYSICAL ENVIRONMENT WAY OUR BAYSIDE SIX STUDENTS IN A BETTER PHYSICAL ENVIRONMENT WAY AHEAD OF ANY POTENTIAL NEW BETTER PHYSICAL ENVIRONMENT WAY AHEAD OF ANY POTENTIAL NEW BETTER PHYSICAL ENVIRONMENT WAY AHEAD OF ANY POTENTIAL NEW CONSTRUCTION TIMELINE AND IT AHEAD OF ANY POTENTIAL NEW CONSTRUCTION TIMELINE AND IT AHEAD OF ANY POTENTIAL NEW CONSTRUCTION TIMELINE AND IT WOULD REDUCE TRANSITION IT CONSTRUCTION TIMELINE AND IT WOULD REDUCE TRANSITION IT CONSTRUCTION TIMELINE AND IT WOULD REDUCE TRANSITION IT WOULD ALSO PUT US IN A IN A WOULD REDUCE TRANSITION IT WOULD ALSO PUT US IN A IN A WOULD REDUCE TRANSITION IT WOULD ALSO PUT US IN A IN A POSITION TO DISPOSE THE ERIC WOULD ALSO PUT US IN

771A IN A POSITION TO DISPOSE THE ERIC WOULD ALSO PUT US IN A IN A POSITION TO DISPOSE THE ERIC GARNER PROPERTY AND SAVE POSITION TO DISPOSE THE ERIC GARNER PROPERTY AND SAVE POSITION TO DISPOSE THE ERIC GARNER PROPERTY AND SAVE OPERATING MONEY EVERY YEAR GARNER PROPERTY AND SAVE OPERATING MONEY EVERY YEAR GARNER PROPERTY AND SAVE OPERATING MONEY EVERY YEAR RESULTING FROM THAT DISPOSAL. OPERATING MONEY EVERY YEAR RESULTING FROM THAT DISPOSAL. OPERATING MONEY EVERY YEAR RESULTING FROM THAT DISPOSAL. AND AS YOU REMEMBER THE RESULTING FROM THAT DISPOSAL. AND AS YOU REMEMBER THE RESULTING FROM THAT DISPOSAL. AND AS YOU REMEMBER THE BUILDING UTILIZATION COMMITTEE AND AS YOU REMEMBER THE BUILDING UTILIZATION COMMITTEE AND AS YOU REMEMBER THE BUILDING UTILIZATION COMMITTEE DIRECTED STAFF TO ANALYZE THE BUILDING UTILIZATION COMMITTEE DIRECTED STAFF TO ANALYZE THE BUILDING UTILIZATION

772COMMITTEE DIRECTED STAFF TO ANALYZE THE COST BENEFIT CLOSING AN DIRECTED STAFF TO ANALYZE THE COST BENEFIT CLOSING AN DIRECTED STAFF TO ANALYZE THE COST BENEFIT CLOSING AN ELEMENTARY SCHOOL FOR THIS YEAR COST BENEFIT CLOSING AN ELEMENTARY SCHOOL FOR THIS YEAR COST BENEFIT CLOSING AN ELEMENTARY SCHOOL FOR THIS YEAR AND HERE THAT LATER AT A AT A ELEMENTARY SCHOOL FOR THIS YEAR AND HERE THAT LATER AT A AT A ELEMENTARY SCHOOL FOR THIS YEAR AND HERE THAT LATER AT A AT A FUTURE SCHOOL BOARD RATING FROM AND HERE THAT LATER AT A AT A FUTURE SCHOOL BOARD RATING FROM AND HERE THAT LATER AT A AT A FUTURE SCHOOL BOARD RATING FROM THE BBC ADDITIONALLY WE'VE FUTURE SCHOOL BOARD RATING FROM THE BBC ADDITIONALLY WE'VE FUTURE SCHOOL BOARD RATING FROM THE BBC ADDITIONALLY WE'VE HEARD FROM

773HEARD FROM MEMBERS THE BBC ADDITIONALLY WE'VE HEARD FROM HEARD FROM MEMBERS THE BBC ADDITIONALLY WE'VE HEARD FROM HEARD FROM MEMBERS OF THE BOARD EXPRESSING THE HEARD FROM HEARD FROM MEMBERS OF THE BOARD EXPRESSING THE HEARD FROM HEARD FROM MEMBERS OF THE BOARD EXPRESSING THE DESIRE TO REDUCE THE NUMBER OF THE BOARD EXPRESSING THE DESIRE TO REDUCE THE NUMBER OF THE BOARD EXPRESSING THE DESIRE TO REDUCE THE NUMBER OF SCHOOLS WE MAINTAIN IN OUR DESIRE TO REDUCE THE NUMBER OF SCHOOLS WE MAINTAIN IN OUR DESIRE TO REDUCE THE NUMBER OF SCHOOLS WE MAINTAIN IN OUR INVENTORY GIVEN THE CHANGE OF SCHOOLS WE MAINTAIN IN OUR INVENTORY GIVEN THE CHANGE OF SCHOOLS WE MAINTAIN IN OUR INVENTORY GIVEN THE CHANGE OF POPULATION THAT WE'VE INVENTORY GIVEN THE CHANGE OF POPULATION THAT WE'VE INVENTORY GIVEN THE CHANGE OF

774POPULATION THAT WE'VE EXPERIENCED FOR THE LAST TWO OF POPULATION THAT WE'VE EXPERIENCED FOR THE LAST TWO OF POPULATION THAT WE'VE EXPERIENCED FOR THE LAST TWO AND A HALF DECADES THIS EXPERIENCED FOR THE LAST TWO AND A HALF DECADES THIS EXPERIENCED FOR THE LAST TWO AND A HALF DECADES THIS RECOMMENDATION ALIGNS WELL WITH AND A HALF DECADES THIS RECOMMENDATION ALIGNS WELL WITH AND A HALF DECADES THIS RECOMMENDATION ALIGNS WELL WITH THAT EXPRESSED DESIRE AND IT RECOMMENDATION ALIGNS WELL WITH THAT EXPRESSED DESIRE AND IT RECOMMENDATION ALIGNS WELL WITH THAT EXPRESSED DESIRE AND IT DOES SO WITH AN ELEMENTARY THAT EXPRESSED DESIRE AND IT DOES SO WITH AN ELEMENTARY THAT EXPRESSED DESIRE AND IT DOES SO WITH AN ELEMENTARY SCHOOL THAT SCORES FOR FOURTH DOES SO WITH AN ELEMENTARY SCHOOL THAT SCORES FOR FOURTH DOES SO WITH AN

775ELEMENTARY SCHOOL THAT SCORES FOR FOURTH WORST FROM A FACILITIES SCHOOL THAT SCORES FOR FOURTH WORST FROM A FACILITIES SCHOOL THAT SCORES FOR FOURTH WORST FROM A FACILITIES CONDITION INDEX PERSPECTIVE WORST FROM A FACILITIES CONDITION INDEX PERSPECTIVE WORST FROM A FACILITIES CONDITION INDEX PERSPECTIVE THIS RECOMMENDATION WOULD ALSO CONDITION INDEX PERSPECTIVE THIS RECOMMENDATION WOULD ALSO CONDITION INDEX PERSPECTIVE THIS RECOMMENDATION WOULD ALSO FURTHER REDUCE THE NUMBER THIS RECOMMENDATION WOULD ALSO FURTHER REDUCE THE NUMBER THIS RECOMMENDATION WOULD ALSO FURTHER REDUCE THE NUMBER OF TRANSITIONS THE CAMPUS FURTHER REDUCE THE NUMBER OF TRANSITIONS THE CAMPUS FURTHER REDUCE THE NUMBER OF TRANSITIONS THE CAMPUS STUDENTS AND PUT US ON A PATH OF TRANSITIONS THE CAMPUS STUDENTS AND PUT US ON A PATH OF TRANSITIONS THE CAMPUS STUDENTS AND PUT US ON A PATH TO DISPOSE OF A SECOND PROPERTY STUDENTS AND

776PUT US ON A PATH TO DISPOSE OF A SECOND PROPERTY STUDENTS AND PUT US ON A PATH TO DISPOSE OF A SECOND PROPERTY AND THE OPERATING BUDGET TO DISPOSE OF A SECOND PROPERTY AND THE OPERATING BUDGET TO DISPOSE OF A SECOND PROPERTY AND THE OPERATING BUDGET SAVINGS THAT GOES WITH IT SO AND THE OPERATING BUDGET SAVINGS THAT GOES WITH IT SO AND THE OPERATING BUDGET SAVINGS THAT GOES WITH IT SO WHAT'S THE FINANCIAL IMPACT SAVINGS THAT GOES WITH IT SO WHAT'S THE FINANCIAL IMPACT SAVINGS THAT GOES WITH IT SO WHAT'S THE FINANCIAL IMPACT OF THIS EXECUTING THIS WHAT'S THE FINANCIAL IMPACT OF THIS EXECUTING THIS WHAT'S THE FINANCIAL IMPACT OF THIS EXECUTING THIS RECOMMENDATION NATURALLY LEAVES OF THIS EXECUTING THIS RECOMMENDATION NATURALLY LEAVES OF THIS EXECUTING THIS RECOMMENDATION NATURALLY LEAVES PRINCE AND HIGH SCHOOL IS

777THE RECOMMENDATION NATURALLY LEAVES PRINCE AND HIGH SCHOOL IS THE RECOMMENDATION NATURALLY LEAVES PRINCE AND HIGH SCHOOL IS THE PRIORITY SCHOOL FOR NEW PRINCE AND HIGH SCHOOL IS THE PRIORITY SCHOOL FOR NEW PRINCE AND HIGH SCHOOL IS THE PRIORITY SCHOOL FOR NEW CONSTRUCTION THIS THE SAME PRIORITY SCHOOL FOR NEW CONSTRUCTION THIS THE SAME PRIORITY SCHOOL FOR NEW CONSTRUCTION THIS THE SAME SLIDE YOU'VE SEEN SEVERAL TIMES CONSTRUCTION THIS THE SAME SLIDE YOU'VE SEEN SEVERAL TIMES CONSTRUCTION THIS THE SAME SLIDE YOU'VE SEEN SEVERAL TIMES RELATED THE DEBT SERVICE FOR SLIDE YOU'VE SEEN SEVERAL TIMES RELATED THE DEBT SERVICE FOR SLIDE YOU'VE SEEN SEVERAL TIMES RELATED THE DEBT SERVICE FOR PRINCE AND HIGH SCHOOL OR RELATED THE DEBT SERVICE FOR PRINCE AND HIGH SCHOOL OR RELATED THE DEBT SERVICE FOR PRINCE AND HIGH SCHOOL OR SHOWING THIS TO YOU

778AGAIN TO PRINCE AND HIGH SCHOOL OR SHOWING THIS TO YOU AGAIN TO PRINCE AND HIGH SCHOOL OR SHOWING THIS TO YOU AGAIN TO COMPARE IT TO THE NEXT SLIDE TO SHOWING THIS TO YOU AGAIN TO COMPARE IT TO THE NEXT SLIDE TO SHOWING THIS TO YOU AGAIN TO COMPARE IT TO THE NEXT SLIDE TO PROCEED WITH PRINCE IN HIGH COMPARE IT TO THE NEXT SLIDE TO PROCEED WITH PRINCE IN HIGH COMPARE IT TO THE NEXT SLIDE TO PROCEED WITH PRINCE IN HIGH SCHOOL IS A PRIORITY NEW PROCEED WITH PRINCE IN HIGH SCHOOL IS A PRIORITY NEW PROCEED WITH PRINCE IN HIGH SCHOOL IS A PRIORITY NEW CONSTRUCTION SCHOOL WOULD SCHOOL IS A PRIORITY NEW CONSTRUCTION SCHOOL WOULD SCHOOL IS A PRIORITY NEW CONSTRUCTION SCHOOL WOULD REQUIRE AN ADDITIONAL THREE CONSTRUCTION SCHOOL WOULD REQUIRE AN ADDITIONAL

779THREE CONSTRUCTION SCHOOL WOULD REQUIRE AN ADDITIONAL THREE POINT EIGHT DOLLARS MILLION FOR REQUIRE AN ADDITIONAL THREE POINT EIGHT DOLLARS MILLION FOR REQUIRE AN ADDITIONAL THREE POINT EIGHT DOLLARS MILLION FOR SEVEN CONSECUTIVE YEARS POINT EIGHT DOLLARS MILLION FOR SEVEN CONSECUTIVE YEARS POINT EIGHT DOLLARS MILLION FOR SEVEN CONSECUTIVE YEARS STARTING NO LATER THAN IF I SEVEN CONSECUTIVE YEARS STARTING NO LATER THAN IF I SEVEN CONSECUTIVE YEARS STARTING NO LATER THAN IF I TAKE THE SAME INFORMATION THAT STARTING NO LATER THAN IF I TAKE THE SAME INFORMATION THAT STARTING NO LATER THAN IF I TAKE THE SAME INFORMATION THAT WE'VE SHARED YOU IN THE POST TAKE THE SAME INFORMATION THAT WE'VE SHARED YOU IN THE POST TAKE THE SAME INFORMATION THAT WE'VE SHARED YOU IN THE POST BEFORE I GO ANY FURTHER I NEED WE'VE SHARED YOU IN

780THE POST BEFORE I GO ANY FURTHER I NEED WE'VE SHARED YOU IN THE POST BEFORE I GO ANY FURTHER I NEED TO SAY THIS UP FRONT THIS IS BEFORE I GO ANY FURTHER I NEED TO SAY THIS UP FRONT THIS IS BEFORE I GO ANY FURTHER I NEED TO SAY THIS UP FRONT THIS IS THE WORST ESTIMATE WE ARE EVER TO SAY THIS UP FRONT THIS IS THE WORST ESTIMATE WE ARE EVER TO SAY THIS UP FRONT THIS IS THE WORST ESTIMATE WE ARE EVER GOING TO PROVIDE. THE WORST ESTIMATE WE ARE EVER GOING TO PROVIDE. THE WORST ESTIMATE WE ARE EVER GOING TO PROVIDE. YOU YOU ASSETS TO PROVIDE YOU GOING TO PROVIDE. YOU YOU ASSETS TO PROVIDE YOU GOING TO PROVIDE. YOU YOU ASSETS TO PROVIDE YOU WITH AN ESTIMATE AN ESTIMATE TO

781YOU YOU ASSETS TO PROVIDE YOU WITH AN ESTIMATE AN ESTIMATE TO YOU YOU ASSETS TO PROVIDE YOU WITH AN ESTIMATE AN ESTIMATE TO ADD WINGS TO DIAMOND SPRINGS WITH AN ESTIMATE AN ESTIMATE TO ADD WINGS TO DIAMOND SPRINGS WITH AN ESTIMATE AN ESTIMATE TO ADD WINGS TO DIAMOND SPRINGS AND NEWTOWN ON VERY SHORT ADD WINGS TO DIAMOND SPRINGS AND NEWTOWN ON VERY SHORT ADD WINGS TO DIAMOND SPRINGS AND NEWTOWN ON VERY SHORT NOTICE WITHOUT KNOWING WHAT AND NEWTOWN ON VERY SHORT NOTICE WITHOUT KNOWING WHAT AND NEWTOWN ON VERY SHORT NOTICE WITHOUT KNOWING WHAT PROGRAM WILL ULTIMATELY NEED TO NOTICE WITHOUT KNOWING WHAT PROGRAM WILL ULTIMATELY NEED TO NOTICE WITHOUT KNOWING WHAT PROGRAM WILL ULTIMATELY NEED TO BE SUPPORTED. PROGRAM WILL ULTIMATELY NEED TO BE SUPPORTED. PROGRAM WILL ULTIMATELY NEED TO BE SUPPORTED. THIS IS BACK

782THE NAPKIN KIND BE SUPPORTED. THIS IS BACK THE NAPKIN KIND BE SUPPORTED. THIS IS BACK THE NAPKIN KIND OF MATH WE'RE SHARING THIS WITH THIS IS BACK THE NAPKIN KIND OF MATH WE'RE SHARING THIS WITH THIS IS BACK THE NAPKIN KIND OF MATH WE'RE SHARING THIS WITH YOU ONLY SO THAT YOU CAN KNOW OF MATH WE'RE SHARING THIS WITH YOU ONLY SO THAT YOU CAN KNOW OF MATH WE'RE SHARING THIS WITH YOU ONLY SO THAT YOU CAN KNOW THE BALLPARK COSTS WHAT MIGHT YOU ONLY SO THAT YOU CAN KNOW THE BALLPARK COSTS WHAT MIGHT YOU ONLY SO THAT YOU CAN KNOW THE BALLPARK COSTS WHAT MIGHT BE TO SHIFT FROM BUILDING A NEW THE BALLPARK COSTS WHAT MIGHT BE TO SHIFT FROM BUILDING A NEW THE BALLPARK COSTS WHAT MIGHT BE TO SHIFT FROM BUILDING

783A NEW WILLIAM SCHOOL TO ONE OF THE BE TO SHIFT FROM BUILDING A NEW WILLIAM SCHOOL TO ONE OF THE BE TO SHIFT FROM BUILDING A NEW WILLIAM SCHOOL TO ONE OF THE OTHER TWO OPTIONS AND THIS WILLIAM SCHOOL TO ONE OF THE OTHER TWO OPTIONS AND THIS WILLIAM SCHOOL TO ONE OF THE OTHER TWO OPTIONS AND THIS WOULD BE WORSE CASE IF WE OTHER TWO OPTIONS AND THIS WOULD BE WORSE CASE IF WE OTHER TWO OPTIONS AND THIS WOULD BE WORSE CASE IF WE NEEDED TO ADD WINGS TO SUPPORT WOULD BE WORSE CASE IF WE NEEDED TO ADD WINGS TO SUPPORT WOULD BE WORSE CASE IF WE NEEDED TO ADD WINGS TO SUPPORT ADDITIONAL STUDENTS DIAMONDS NEEDED TO ADD WINGS TO SUPPORT ADDITIONAL STUDENTS DIAMONDS NEEDED TO ADD WINGS TO SUPPORT ADDITIONAL STUDENTS DIAMONDS

784BRINGS IN NEWTOWN FOR THAT VERY ADDITIONAL STUDENTS DIAMONDS BRINGS IN NEWTOWN FOR THAT VERY ADDITIONAL STUDENTS DIAMONDS BRINGS IN NEWTOWN FOR THAT VERY STRONG CAVEAT WE ESTIMATE THE BRINGS IN NEWTOWN FOR THAT VERY STRONG CAVEAT WE ESTIMATE THE BRINGS IN NEWTOWN FOR THAT VERY STRONG CAVEAT WE ESTIMATE THE COST OF ADDING ADDITIONAL STRONG CAVEAT WE ESTIMATE THE COST OF ADDING ADDITIONAL STRONG CAVEAT WE ESTIMATE THE COST OF ADDING ADDITIONAL LENGTHS TO BOTH BUILDINGS TO BE COST OF ADDING ADDITIONAL LENGTHS TO BOTH BUILDINGS TO BE COST OF ADDING ADDITIONAL LENGTHS TO BOTH BUILDINGS TO BE APPROXIMATELY TWENTY FIVE LENGTHS TO BOTH BUILDINGS TO BE APPROXIMATELY TWENTY FIVE LENGTHS TO BOTH BUILDINGS TO BE APPROXIMATELY TWENTY FIVE MILLION DOLLARS SO IN THE WORST APPROXIMATELY TWENTY FIVE MILLION DOLLARS SO IN THE WORST APPROXIMATELY TWENTY FIVE MILLION DOLLARS

785SO IN THE WORST CASE IF WE NEEDED TO ADD MILLION DOLLARS SO IN THE WORST CASE IF WE NEEDED TO ADD MILLION DOLLARS SO IN THE WORST CASE IF WE NEEDED TO ADD CLASSROOMS TO SUPPORT PROGRAM CASE IF WE NEEDED TO ADD CLASSROOMS TO SUPPORT PROGRAM CASE IF WE NEEDED TO ADD CLASSROOMS TO SUPPORT PROGRAM WE COULD BEAT THAT AS EARLY AS CLASSROOMS TO SUPPORT PROGRAM WE COULD BEAT THAT AS EARLY AS CLASSROOMS TO SUPPORT PROGRAM WE COULD BEAT THAT AS EARLY AS TWENTY TWENTY SIX TO TWENTY WE COULD BEAT THAT AS EARLY AS TWENTY TWENTY SIX TO TWENTY WE COULD BEAT THAT AS EARLY AS TWENTY TWENTY SIX TO TWENTY FIVE MILES ADDING TWENTY FIVE TWENTY TWENTY SIX TO TWENTY FIVE MILES ADDING TWENTY FIVE TWENTY TWENTY SIX TO TWENTY FIVE MILES ADDING TWENTY

786FIVE MILLION DOLLAR COST TO FIVE MILES ADDING TWENTY FIVE MILLION DOLLAR COST TO FIVE MILES ADDING TWENTY FIVE MILLION DOLLAR COST TO PRINCETON HIGH SCHOOL GIVES MILLION DOLLAR COST TO PRINCETON HIGH SCHOOL GIVES MILLION DOLLAR COST TO PRINCETON HIGH SCHOOL GIVES THREE HUNDRED AND THIRTEEN AND PRINCETON HIGH SCHOOL GIVES THREE HUNDRED AND THIRTEEN AND PRINCETON HIGH SCHOOL GIVES THREE HUNDRED AND THIRTEEN AND YOU CAN SEE THAT JUST TO THE THREE HUNDRED AND THIRTEEN AND YOU CAN SEE THAT JUST TO THE THREE HUNDRED AND THIRTEEN AND YOU CAN SEE THAT JUST TO THE RIGHT THE RIGHT OF THE RED BOX YOU CAN SEE THAT JUST TO THE RIGHT THE RIGHT OF THE RED BOX YOU CAN SEE THAT JUST TO THE RIGHT THE RIGHT OF THE RED BOX AND THIS IS WHAT DEBT SERVICE RIGHT THE

787RIGHT OF THE RED BOX AND THIS IS WHAT DEBT SERVICE RIGHT THE RIGHT OF THE RED BOX AND THIS IS WHAT DEBT SERVICE WOULD LOOK LIKE INSTEAD THREE AND THIS IS WHAT DEBT SERVICE WOULD LOOK LIKE INSTEAD THREE AND THIS IS WHAT DEBT SERVICE WOULD LOOK LIKE INSTEAD THREE POINT EIGHT MILLION WE WOULD WOULD LOOK LIKE INSTEAD THREE POINT EIGHT MILLION WE WOULD WOULD LOOK LIKE INSTEAD THREE POINT EIGHT MILLION WE WOULD NEED FOUR POINT ONE MILLION FOR POINT EIGHT MILLION WE WOULD NEED FOUR POINT ONE MILLION FOR POINT EIGHT MILLION WE WOULD NEED FOUR POINT ONE MILLION FOR SEVEN CONSECUTIVE YEARS NEED FOUR POINT ONE MILLION FOR SEVEN CONSECUTIVE YEARS NEED FOUR POINT ONE MILLION FOR SEVEN CONSECUTIVE YEARS STARTING NO LATER THAN FIVE SEVEN CONSECUTIVE YEARS STARTING NO LATER THAN FIVE SEVEN CONSECUTIVE

788YEARS STARTING NO LATER THAN FIVE THAT'S JUST. STARTING NO LATER THAN FIVE THAT'S JUST. STARTING NO LATER THAN FIVE THAT'S JUST LIKE THE PREVIOUS THAT'S JUST LIKE THE PREVIOUS THAT'S JUST LIKE THE PREVIOUS EXAMPLE THAT'S ONLY EIGHT POINT THAT'S JUST LIKE THE PREVIOUS EXAMPLE THAT'S ONLY EIGHT POINT THAT'S JUST LIKE THE PREVIOUS EXAMPLE THAT'S ONLY EIGHT POINT THREE DOLLARS MILLION INCREASE EXAMPLE THAT'S ONLY EIGHT POINT THREE DOLLARS MILLION INCREASE EXAMPLE THAT'S ONLY EIGHT POINT THREE DOLLARS MILLION INCREASE IN DEBT SERVICE AND TO BE EVEN THREE DOLLARS MILLION INCREASE IN DEBT SERVICE AND TO BE EVEN THREE DOLLARS MILLION INCREASE IN DEBT SERVICE AND TO BE EVEN MORE CLEAR THAT'S, THAT'S AN IN DEBT SERVICE AND TO BE EVEN MORE CLEAR THAT'S, THAT'S AN IN DEBT SERVICE AND TO BE EVEN MORE CLEAR THAT'S, THAT'S AN

789ANNUAL DIFFERENCE OF THREE MORE CLEAR THAT'S, THAT'S AN ANNUAL DIFFERENCE OF THREE MORE CLEAR THAT'S, THAT'S AN ANNUAL DIFFERENCE OF THREE HUNDRED THOUSAND DOLLARS IF WE ANNUAL DIFFERENCE OF THREE HUNDRED THOUSAND DOLLARS IF WE ANNUAL DIFFERENCE OF THREE HUNDRED THOUSAND DOLLARS IF WE NEEDED TO GO WORST CASE AND ADD HUNDRED THOUSAND DOLLARS IF WE NEEDED TO GO WORST CASE AND ADD HUNDRED THOUSAND DOLLARS IF WE NEEDED TO GO WORST CASE AND ADD WINGS THE DIAMOND SPRINGS AND NEEDED TO GO WORST CASE AND ADD WINGS THE DIAMOND SPRINGS AND NEEDED TO GO WORST CASE AND ADD WINGS THE DIAMOND SPRINGS AND NEWTOWN THIS IS THE SAME SLIDE WINGS THE DIAMOND SPRINGS AND NEWTOWN THIS IS THE SAME SLIDE WINGS THE DIAMOND SPRINGS AND NEWTOWN THIS IS THE SAME SLIDE WE SHOWED YOU AT THE THE NEWTOWN

790THIS IS THE SAME SLIDE WE SHOWED YOU AT THE THE NEWTOWN THIS IS THE SAME SLIDE WE SHOWED YOU AT THE THE RETREAT AND WE DON'T INTEND TO WE SHOWED YOU AT THE THE RETREAT AND WE DON'T INTEND TO WE SHOWED YOU AT THE THE RETREAT AND WE DON'T INTEND TO REHASH IT IT SHOWS THE RETREAT AND WE DON'T INTEND TO REHASH IT IT SHOWS THE RETREAT AND WE DON'T INTEND TO REHASH IT IT SHOWS THE RECOMMENDATION ON THE TABLE IS REHASH IT IT SHOWS THE RECOMMENDATION ON THE TABLE IS REHASH IT IT SHOWS THE RECOMMENDATION ON THE TABLE IS ACHIEVABLE IF THE RECOMMENDATION ON THE TABLE IS ACHIEVABLE IF THE RECOMMENDATION ON THE TABLE IS ACHIEVABLE IF THE RECOMMENDATION IS ACCEPTED BY ACHIEVABLE IF THE RECOMMENDATION IS ACCEPTED BY ACHIEVABLE IF THE RECOMMENDATION IS

791ACCEPTED BY THE BOARD THERE ARE TWO SCHOOLS RECOMMENDATION IS ACCEPTED BY THE BOARD THERE ARE TWO SCHOOLS RECOMMENDATION IS ACCEPTED BY THE BOARD THERE ARE TWO SCHOOLS WORTH OF SAVING RESULTING FROM THE BOARD THERE ARE TWO SCHOOLS WORTH OF SAVING RESULTING FROM THE BOARD THERE ARE TWO SCHOOLS WORTH OF SAVING RESULTING FROM SCHOOL CLOSURES AND THE SAVINGS WORTH OF SAVING RESULTING FROM SCHOOL CLOSURES AND THE SAVINGS WORTH OF SAVING RESULTING FROM SCHOOL CLOSURES AND THE SAVINGS OF UTILITY COSTS DUE OUR ENERGY SCHOOL CLOSURES AND THE SAVINGS OF UTILITY COSTS DUE OUR ENERGY SCHOOL CLOSURES AND THE SAVINGS OF UTILITY COSTS DUE OUR ENERGY REDUCTION PLAN IS ESTIMATED TO OF UTILITY COSTS DUE OUR ENERGY REDUCTION PLAN IS ESTIMATED TO OF UTILITY COSTS DUE OUR ENERGY REDUCTION PLAN IS ESTIMATED TO BE ABOUT TEN MILLION DOLLARS

792REDUCTION PLAN IS ESTIMATED TO BE ABOUT TEN MILLION DOLLARS REDUCTION PLAN IS ESTIMATED TO BE ABOUT TEN MILLION DOLLARS JUSTIN FBI TWENTY FOUR POINT BE ABOUT TEN MILLION DOLLARS JUSTIN FBI TWENTY FOUR POINT BE ABOUT TEN MILLION DOLLARS JUSTIN FBI TWENTY FOUR POINT TWENTY FIVE AND THAT GOES UP JUSTIN FBI TWENTY FOUR POINT TWENTY FIVE AND THAT GOES UP JUSTIN FBI TWENTY FOUR POINT TWENTY FIVE AND THAT GOES UP EVERY YEAR SO IN RESPONSE TO TWENTY FIVE AND THAT GOES UP EVERY YEAR SO IN RESPONSE TO TWENTY FIVE AND THAT GOES UP EVERY YEAR SO IN RESPONSE TO THE FEEDBACK RECEIVED AT THE EVERY YEAR SO IN RESPONSE TO THE FEEDBACK RECEIVED AT THE EVERY YEAR SO IN RESPONSE TO THE FEEDBACK RECEIVED AT THE AUGUST TWENTY SEVENTH MEETING THE FEEDBACK RECEIVED AT THE AUGUST

793TWENTY SEVENTH MEETING THE FEEDBACK RECEIVED AT THE AUGUST TWENTY SEVENTH MEETING THIS IS STAFF RECOMMENDATION AUGUST TWENTY SEVENTH MEETING THIS IS STAFF RECOMMENDATION AUGUST TWENTY SEVENTH MEETING THIS IS STAFF RECOMMENDATION PROCEED WITH PRINCE IN HIGH THIS IS STAFF RECOMMENDATION PROCEED WITH PRINCE IN HIGH THIS IS STAFF RECOMMENDATION PROCEED WITH PRINCE IN HIGH SCHOOL IS THE PRIORITY NEW PROCEED WITH PRINCE IN HIGH SCHOOL IS THE PRIORITY NEW PROCEED WITH PRINCE IN HIGH SCHOOL IS THE PRIORITY NEW CONSTRUCTION AND CREATE A SCHOOL IS THE PRIORITY NEW CONSTRUCTION AND CREATE A SCHOOL IS THE PRIORITY NEW CONSTRUCTION AND CREATE A PROPOSED SKYPE TO SUPPORT THAT CONSTRUCTION AND CREATE A PROPOSED SKYPE TO SUPPORT THAT CONSTRUCTION AND CREATE A PROPOSED SKYPE TO SUPPORT THAT GOAL. PROPOSED SKYPE TO SUPPORT THAT GOAL. PROPOSED SKYPE TO SUPPORT THAT GOAL. THE PROPOSED

794SIPI WOULD INCLUDE GOAL. THE PROPOSED SIPI WOULD INCLUDE GOAL. THE PROPOSED SIPI WOULD INCLUDE DEBT SERVICE AND ALLOCATIONS TO THE PROPOSED SIPI WOULD INCLUDE DEBT SERVICE AND ALLOCATIONS TO THE PROPOSED SIPI WOULD INCLUDE DEBT SERVICE AND ALLOCATIONS TO ENABLE EXECUTION OF THIS PLAN. DEBT SERVICE AND ALLOCATIONS TO ENABLE EXECUTION OF THIS PLAN. DEBT SERVICE AND ALLOCATIONS TO ENABLE EXECUTION OF THIS PLAN. WE RECOMMEND MOVING BAYSIDE SIX ENABLE EXECUTION OF THIS PLAN. WE RECOMMEND MOVING BAYSIDE SIX ENABLE EXECUTION OF THIS PLAN. WE RECOMMEND MOVING BAYSIDE SIX STUDENTS BACK TO BASE OF MIDDLE WE RECOMMEND MOVING BAYSIDE SIX STUDENTS BACK TO BASE OF MIDDLE WE RECOMMEND MOVING BAYSIDE SIX STUDENTS BACK TO BASE OF MIDDLE SCHOOL NEXT SCHOOL YEAR AND WE STUDENTS BACK TO BASE OF MIDDLE SCHOOL NEXT SCHOOL YEAR AND WE STUDENTS BACK TO BASE

795OF MIDDLE SCHOOL NEXT SCHOOL YEAR AND WE RECOMMEND THE SCHOOL BOARD SCHOOL NEXT SCHOOL YEAR AND WE RECOMMEND THE SCHOOL BOARD SCHOOL NEXT SCHOOL YEAR AND WE RECOMMEND THE SCHOOL BOARD DIRECT STAFF TO EVALUATE AND RECOMMEND THE SCHOOL BOARD DIRECT STAFF TO EVALUATE AND RECOMMEND THE SCHOOL BOARD DIRECT STAFF TO EVALUATE AND RECOMMEND A PREFERRED PLAN DIRECT STAFF TO EVALUATE AND RECOMMEND A PREFERRED PLAN DIRECT STAFF TO EVALUATE AND RECOMMEND A PREFERRED PLAN RELATED TO THE TRI CAMPUS MODEL RECOMMEND A PREFERRED PLAN RELATED TO THE TRI CAMPUS MODEL RECOMMEND A PREFERRED PLAN RELATED TO THE TRI CAMPUS MODEL WITH THAT OPENED UP OPEN UP FOR RELATED TO THE TRI CAMPUS MODEL WITH THAT OPENED UP OPEN UP FOR RELATED TO THE TRI CAMPUS MODEL WITH THAT OPENED UP OPEN UP FOR QUESTIONS IN DISCUSSION. WITH

796THAT OPENED UP OPEN UP FOR QUESTIONS IN DISCUSSION. WITH THAT OPENED UP OPEN UP FOR QUESTIONS IN DISCUSSION. MISS ANDERSON. QUESTIONS IN DISCUSSION. MISS ANDERSON. QUESTIONS IN DISCUSSION. MISS ANDERSON. SO HIGH ABASIC PLEASE GO BACK MISS ANDERSON. SO HIGH ABASIC PLEASE GO BACK MISS ANDERSON. SO HIGH ABASIC PLEASE GO BACK TO SLIDE SIX I GUESS SIX WHERE SO HIGH ABASIC PLEASE GO BACK TO SLIDE SIX I GUESS SIX WHERE SO HIGH ABASIC PLEASE GO BACK TO SLIDE SIX I GUESS SIX WHERE IT TALKS ABOUT THERE'S TWO WAYS TO SLIDE SIX I GUESS SIX WHERE IT TALKS ABOUT THERE'S TWO WAYS TO SLIDE SIX I GUESS SIX WHERE IT TALKS ABOUT THERE'S TWO WAYS TO TO ARROWS GOING DOWN SO ONE IT TALKS ABOUT THERE'S TWO WAYS TO TO ARROWS GOING DOWN SO ONE IT TALKS

797ABOUT THERE'S TWO WAYS TO TO ARROWS GOING DOWN SO ONE OF THEM SHOWS A BI CAMPUS MODEL TO TO ARROWS GOING DOWN SO ONE OF THEM SHOWS A BI CAMPUS MODEL TO TO ARROWS GOING DOWN SO ONE OF THEM SHOWS A BI CAMPUS MODEL AND I CAN SEE THIS WORKING I OF THEM SHOWS A BI CAMPUS MODEL AND I CAN SEE THIS WORKING I OF THEM SHOWS A BI CAMPUS MODEL AND I CAN SEE THIS WORKING I MEAN I CAN VISUALIZE THIS AND I CAN SEE THIS WORKING I MEAN I CAN VISUALIZE THIS AND I CAN SEE THIS WORKING I MEAN I CAN VISUALIZE THIS WORKING TO AND THEN A THREE MEAN I CAN VISUALIZE THIS WORKING TO AND THEN A THREE MEAN I CAN VISUALIZE THIS WORKING TO AND THEN A THREE FIVE MODEL

798WITH ADDITIONAL WORKING TO AND THEN A THREE FIVE MODEL WITH ADDITIONAL WORKING TO AND THEN A THREE FIVE MODEL WITH ADDITIONAL WINGS ADDED ON TO THOSE SCHOOLS FIVE MODEL WITH ADDITIONAL WINGS ADDED ON TO THOSE SCHOOLS FIVE MODEL WITH ADDITIONAL WINGS ADDED ON TO THOSE SCHOOLS AND ACTUALLY AND A TWENTY FIVE WINGS ADDED ON TO THOSE SCHOOLS AND ACTUALLY AND A TWENTY FIVE WINGS ADDED ON TO THOSE SCHOOLS AND ACTUALLY AND A TWENTY FIVE MILLION DOLLARS IS A LOT BUT AND ACTUALLY AND A TWENTY FIVE MILLION DOLLARS IS A LOT BUT AND ACTUALLY AND A TWENTY FIVE MILLION DOLLARS IS A LOT BUT IT'S A LOT CHEAPER THAN IF WE MILLION DOLLARS IS A LOT BUT IT'S A LOT CHEAPER THAN IF WE MILLION DOLLARS IS A LOT BUT IT'S A LOT CHEAPER THAN IF

799WE HAD TO BUILD A WHOLE NEW SCHOOL IT'S A LOT CHEAPER THAN IF WE HAD TO BUILD A WHOLE NEW SCHOOL IT'S A LOT CHEAPER THAN IF WE HAD TO BUILD A WHOLE NEW SCHOOL SO I'M NOT TRYING TO GO THE HAD TO BUILD A WHOLE NEW SCHOOL SO I'M NOT TRYING TO GO THE HAD TO BUILD A WHOLE NEW SCHOOL SO I'M NOT TRYING TO GO THE CHEAPER ROUTE BUT FOR THE SAKE SO I'M NOT TRYING TO GO THE CHEAPER ROUTE BUT FOR THE SAKE SO I'M NOT TRYING TO GO THE CHEAPER ROUTE BUT FOR THE SAKE OF WHAT I THINK SHOULD BE BEST CHEAPER ROUTE BUT FOR THE SAKE OF WHAT I THINK SHOULD BE BEST CHEAPER ROUTE BUT FOR THE SAKE OF WHAT I THINK SHOULD BE BEST FOR THOSE CHILDREN, THOSE

800OF WHAT I THINK SHOULD BE BEST FOR THOSE CHILDREN, THOSE OF WHAT I THINK SHOULD BE BEST FOR THOSE CHILDREN, THOSE STUDENTS THAT WOULD REDUCE THEM FOR THOSE CHILDREN, THOSE STUDENTS THAT WOULD REDUCE THEM FOR THOSE CHILDREN, THOSE STUDENTS THAT WOULD REDUCE THEM HAVING TO MAKE ANOTHER STUDENTS THAT WOULD REDUCE THEM HAVING TO MAKE ANOTHER STUDENTS THAT WOULD REDUCE THEM HAVING TO MAKE ANOTHER TRANSITION WE GO THREE YEARS IN HAVING TO MAKE ANOTHER TRANSITION WE GO THREE YEARS IN HAVING TO MAKE ANOTHER TRANSITION WE GO THREE YEARS IN ONE SCHOOL, THREE YEARS IN TRANSITION WE GO THREE YEARS IN ONE SCHOOL, THREE YEARS IN TRANSITION WE GO THREE YEARS IN ONE SCHOOL, THREE YEARS IN ANOTHER SCHOOL AND THEN THEY GO ONE SCHOOL, THREE YEARS IN ANOTHER SCHOOL AND THEN THEY GO ONE SCHOOL, THREE

801YEARS IN ANOTHER SCHOOL AND THEN THEY GO MIDDLE SCHOOL AND TO AND TO ME ANOTHER SCHOOL AND THEN THEY GO MIDDLE SCHOOL AND TO AND TO ME ANOTHER SCHOOL AND THEN THEY GO MIDDLE SCHOOL AND TO AND TO ME THAT JUST MAKES SENSE WHAT MIDDLE SCHOOL AND TO AND TO ME THAT JUST MAKES SENSE WHAT MIDDLE SCHOOL AND TO AND TO ME THAT JUST MAKES SENSE WHAT WOULD BE BEST FOR THEM. THAT JUST MAKES SENSE WHAT WOULD BE BEST FOR THEM. THAT JUST MAKES SENSE WHAT WOULD BE BEST FOR THEM. I WANT TO DO WHAT'S BEST FOR WOULD BE BEST FOR THEM. I WANT TO DO WHAT'S BEST FOR WOULD BE BEST FOR THEM. I WANT TO DO WHAT'S BEST FOR THEM BUT I LIKE THIS THIS I WANT TO DO WHAT'S BEST FOR THEM

802BUT I LIKE THIS THIS I WANT TO DO WHAT'S BEST FOR THEM BUT I LIKE THIS THIS PROPOSAL AND I HOPE MY BOARD THEM BUT I LIKE THIS THIS PROPOSAL AND I HOPE MY BOARD THEM BUT I LIKE THIS THIS PROPOSAL AND I HOPE MY BOARD MEMBERS, MY FELLOW COLLEAGUES PROPOSAL AND I HOPE MY BOARD MEMBERS, MY FELLOW COLLEAGUES PROPOSAL AND I HOPE MY BOARD MEMBERS, MY FELLOW COLLEAGUES WILL EMBRACE THIS AS WELL. MEMBERS, MY FELLOW COLLEAGUES WILL EMBRACE THIS AS WELL. MEMBERS, MY FELLOW COLLEAGUES WILL EMBRACE THIS AS WELL. THANK YOU. WILL EMBRACE THIS AS WELL. THANK YOU. WILL EMBRACE THIS AS WELL. THANK YOU. OK, THERE ARE NO FURTHER THANK YOU. OK, THERE ARE NO FURTHER THANK YOU. OK, THERE ARE NO FURTHER QUESTIONS OK BUT THAT IN THE OK, THERE ARE NO

803FURTHER QUESTIONS OK BUT THAT IN THE OK, THERE ARE NO FURTHER QUESTIONS OK BUT THAT IN THE CASE WILL BE BUT SORRY. QUESTIONS OK BUT THAT IN THE CASE WILL BE BUT SORRY. QUESTIONS OK BUT THAT IN THE CASE WILL BE BUT SORRY. DO NEED DIRECTION TODAY WE CASE WILL BE BUT SORRY. DO NEED DIRECTION TODAY WE CASE WILL BE BUT SORRY. DO NEED DIRECTION TODAY WE COMING BACK TO ACTION AT OUR DO NEED DIRECTION TODAY WE COMING BACK TO ACTION AT OUR DO NEED DIRECTION TODAY WE COMING BACK TO ACTION AT OUR NEXT SCHOOL BOARD MEETING OK COMING BACK TO ACTION AT OUR NEXT SCHOOL BOARD MEETING OK COMING BACK TO ACTION AT OUR NEXT SCHOOL BOARD MEETING OK AND SO I JUST WANT TO MAKE SURE NEXT SCHOOL BOARD MEETING OK AND SO

804I JUST WANT TO MAKE SURE NEXT SCHOOL BOARD MEETING OK AND SO I JUST WANT TO MAKE SURE THAT I UNDERSTAND WHAT WE WOULD AND SO I JUST WANT TO MAKE SURE THAT I UNDERSTAND WHAT WE WOULD AND SO I JUST WANT TO MAKE SURE THAT I UNDERSTAND WHAT WE WOULD BE VOTING ON WE WOULD BE VOTING THAT I UNDERSTAND WHAT WE WOULD BE VOTING ON WE WOULD BE VOTING THAT I UNDERSTAND WHAT WE WOULD BE VOTING ON WE WOULD BE VOTING ON THE PACKAGE DEAL OF PRINCESS BE VOTING ON WE WOULD BE VOTING ON THE PACKAGE DEAL OF PRINCESS BE VOTING ON WE WOULD BE VOTING ON THE PACKAGE DEAL OF PRINCESS ANNE AND MAKING SURE THAT THERE ON THE PACKAGE DEAL OF PRINCESS ANNE AND MAKING SURE THAT THERE ON THE PACKAGE DEAL

805OF PRINCESS ANNE AND MAKING SURE THAT THERE WOULD BE A EITHER A BY CAMPUS ANNE AND MAKING SURE THAT THERE WOULD BE A EITHER A BY CAMPUS ANNE AND MAKING SURE THAT THERE WOULD BE A EITHER A BY CAMPUS OR K THROUGH FIVE SCHOOL MODEL. WOULD BE A EITHER A BY CAMPUS OR K THROUGH FIVE SCHOOL MODEL. WOULD BE A EITHER A BY CAMPUS OR K THROUGH FIVE SCHOOL MODEL. CORRECT I'M TRYING TO GET TO OR K THROUGH FIVE SCHOOL MODEL. CORRECT I'M TRYING TO GET TO OR K THROUGH FIVE SCHOOL MODEL. CORRECT I'M TRYING TO GET TO THE FINAL SLIDE WHICH INCLUDES CORRECT I'M TRYING TO GET TO THE FINAL SLIDE WHICH INCLUDES CORRECT I'M TRYING TO GET TO THE FINAL SLIDE WHICH INCLUDES THE RECOMMENDED RIGHT. THE FINAL SLIDE WHICH INCLUDES THE RECOMMENDED

806RIGHT. THE FINAL SLIDE WHICH INCLUDES THE RECOMMENDED RIGHT. SO STATE AGAIN THE ACTION ITEM THE RECOMMENDED RIGHT. SO STATE AGAIN THE ACTION ITEM THE RECOMMENDED RIGHT. SO STATE AGAIN THE ACTION ITEM WILL BE FRONT AND HIGH SCHOOL SO STATE AGAIN THE ACTION ITEM WILL BE FRONT AND HIGH SCHOOL SO STATE AGAIN THE ACTION ITEM WILL BE FRONT AND HIGH SCHOOL TO BE THE PRIORITY SCHOOL THAT WILL BE FRONT AND HIGH SCHOOL TO BE THE PRIORITY SCHOOL THAT WILL BE FRONT AND HIGH SCHOOL TO BE THE PRIORITY SCHOOL THAT THE SCHOOL BOARD DIRECT STAFF TO BE THE PRIORITY SCHOOL THAT THE SCHOOL BOARD DIRECT STAFF TO BE THE PRIORITY SCHOOL THAT THE SCHOOL BOARD DIRECT STAFF TO THE BASE HAD STUDENTS BACK THE SCHOOL BOARD DIRECT STAFF TO THE BASE HAD STUDENTS BACK THE SCHOOL BOARD

807DIRECT STAFF TO THE BASE HAD STUDENTS BACK INTO MIDDLE SCHOOL FOR NEXT TO THE BASE HAD STUDENTS BACK INTO MIDDLE SCHOOL FOR NEXT TO THE BASE HAD STUDENTS BACK INTO MIDDLE SCHOOL FOR NEXT SCHOOL YEAR AND THEN TO DIRECT INTO MIDDLE SCHOOL FOR NEXT SCHOOL YEAR AND THEN TO DIRECT INTO MIDDLE SCHOOL FOR NEXT SCHOOL YEAR AND THEN TO DIRECT STAFF TO EVALUATE THE CAMPUS SCHOOL YEAR AND THEN TO DIRECT STAFF TO EVALUATE THE CAMPUS SCHOOL YEAR AND THEN TO DIRECT STAFF TO EVALUATE THE CAMPUS MODEL AND RECOMMEND PREFERRED STAFF TO EVALUATE THE CAMPUS MODEL AND RECOMMEND PREFERRED STAFF TO EVALUATE THE CAMPUS MODEL AND RECOMMEND PREFERRED OPTION WE SHOWED YOU SOME MODEL AND RECOMMEND PREFERRED OPTION WE SHOWED YOU SOME MODEL AND RECOMMEND PREFERRED OPTION WE SHOWED YOU SOME POTENTIAL SOME POTENTIAL OPTION WE

808SHOWED YOU SOME POTENTIAL SOME POTENTIAL OPTION WE SHOWED YOU SOME POTENTIAL SOME POTENTIAL OPTIONS ON A FLOWCHART SO IT'S POTENTIAL SOME POTENTIAL OPTIONS ON A FLOWCHART SO IT'S POTENTIAL SOME POTENTIAL OPTIONS ON A FLOWCHART SO IT'S I'M JUST GOING TO SAY THIS IS OPTIONS ON A FLOWCHART SO IT'S I'M JUST GOING TO SAY THIS IS OPTIONS ON A FLOWCHART SO IT'S I'M JUST GOING TO SAY THIS IS VERY IMPORTANT TO ME THAT THE I'M JUST GOING TO SAY THIS IS VERY IMPORTANT TO ME THAT THE I'M JUST GOING TO SAY THIS IS VERY IMPORTANT TO ME THAT THE TRI CAMPUS MODEL THAT THAT WE VERY IMPORTANT TO ME THAT THE TRI CAMPUS MODEL THAT THAT WE VERY IMPORTANT TO ME THAT THE TRI CAMPUS MODEL THAT THAT WE PROVIDE IMPROVEMENT PROJECTS TO TRI CAMPUS MODEL

809THAT THAT WE PROVIDE IMPROVEMENT PROJECTS TO TRI CAMPUS MODEL THAT THAT WE PROVIDE IMPROVEMENT PROJECTS TO WILLIAMS AND THE TRI CAMPUS PROVIDE IMPROVEMENT PROJECTS TO WILLIAMS AND THE TRI CAMPUS PROVIDE IMPROVEMENT PROJECTS TO WILLIAMS AND THE TRI CAMPUS AREA AND SO THE REASON I WAS WILLIAMS AND THE TRI CAMPUS AREA AND SO THE REASON I WAS WILLIAMS AND THE TRI CAMPUS AREA AND SO THE REASON I WAS ASKING IS IS I'M I'M CONCERNED AREA AND SO THE REASON I WAS ASKING IS IS I'M I'M CONCERNED AREA AND SO THE REASON I WAS ASKING IS IS I'M I'M CONCERNED EVALUATING AND RECOMMEND A ASKING IS IS I'M I'M CONCERNED EVALUATING AND RECOMMEND A ASKING IS IS I'M I'M CONCERNED EVALUATING AND RECOMMEND A PREFERRED PLAN. EVALUATING AND RECOMMEND A PREFERRED PLAN. EVALUATING AND RECOMMEND A PREFERRED

810PLAN. I'M CONCERNED THAT PREFERRED PREFERRED PLAN. I'M CONCERNED THAT PREFERRED PREFERRED PLAN. I'M CONCERNED THAT PREFERRED PLAN MAYBE DO NOTHING AND SO I'M CONCERNED THAT PREFERRED PLAN MAYBE DO NOTHING AND SO I'M CONCERNED THAT PREFERRED PLAN MAYBE DO NOTHING AND SO ANYWAY I JUST I UNDERSTAND THAT PLAN MAYBE DO NOTHING AND SO ANYWAY I JUST I UNDERSTAND THAT PLAN MAYBE DO NOTHING AND SO ANYWAY I JUST I UNDERSTAND THAT WE HAVE TO COME UP WITH ANYWAY I JUST I UNDERSTAND THAT WE HAVE TO COME UP WITH ANYWAY I JUST I UNDERSTAND THAT WE HAVE TO COME UP WITH SOMETHING BUT I WANT TO BE SURE WE HAVE TO COME UP WITH SOMETHING BUT I WANT TO BE SURE WE HAVE TO COME UP WITH SOMETHING BUT I WANT TO BE SURE AND THE REAL REASON

811IS WHEN WE SOMETHING BUT I WANT TO BE SURE AND THE REAL REASON IS WHEN WE SOMETHING BUT I WANT TO BE SURE AND THE REAL REASON IS WHEN WE DID THE PPA PROCESS AND THIS AND THE REAL REASON IS WHEN WE DID THE PPA PROCESS AND THIS AND THE REAL REASON IS WHEN WE DID THE PPA PROCESS AND THIS ISN'T REALLY REQUIRE ANY ANY DID THE PPA PROCESS AND THIS ISN'T REALLY REQUIRE ANY ANY DID THE PPA PROCESS AND THIS ISN'T REALLY REQUIRE ANY ANY ANSWERS MY THOUGHTS YOU KNOW WE ISN'T REALLY REQUIRE ANY ANY ANSWERS MY THOUGHTS YOU KNOW WE ISN'T REALLY REQUIRE ANY ANY ANSWERS MY THOUGHTS YOU KNOW WE WENT OUT INTO THE COMMUNITY TO ANSWERS MY THOUGHTS YOU KNOW WE WENT OUT INTO THE COMMUNITY TO ANSWERS MY THOUGHTS YOU

812KNOW WE WENT OUT INTO THE COMMUNITY TO BAYSIDE HIGH SCHOOL AND VERY WENT OUT INTO THE COMMUNITY TO BAYSIDE HIGH SCHOOL AND VERY WENT OUT INTO THE COMMUNITY TO BAYSIDE HIGH SCHOOL AND VERY WILLIAMS AND PRINCESS ANNE AND BAYSIDE HIGH SCHOOL AND VERY WILLIAMS AND PRINCESS ANNE AND BAYSIDE HIGH SCHOOL AND VERY WILLIAMS AND PRINCESS ANNE AND MEMBERS OF THE COMMUNITY THEY WILLIAMS AND PRINCESS ANNE AND MEMBERS OF THE COMMUNITY THEY WILLIAMS AND PRINCESS ANNE AND MEMBERS OF THE COMMUNITY THEY GOT REALLY EXCITED ABOUT THAT MEMBERS OF THE COMMUNITY THEY GOT REALLY EXCITED ABOUT THAT MEMBERS OF THE COMMUNITY THEY GOT REALLY EXCITED ABOUT THAT NEW BUILDING AND IN PARTICULAR GOT REALLY EXCITED ABOUT THAT NEW BUILDING AND IN PARTICULAR GOT REALLY EXCITED ABOUT THAT NEW BUILDING AND IN PARTICULAR THE TWO THAT NOW ARE

813NOT REALLY NEW BUILDING AND IN PARTICULAR THE TWO THAT NOW ARE NOT REALLY NEW BUILDING AND IN PARTICULAR THE TWO THAT NOW ARE NOT REALLY PRIORITY SCHOOLS ARE THE TWO THAT NOW ARE NOT REALLY PRIORITY SCHOOLS ARE THE TWO THAT NOW ARE NOT REALLY PRIORITY SCHOOLS ARE HISTORICALLY UNDERSERVED PRIORITY SCHOOLS ARE HISTORICALLY UNDERSERVED PRIORITY SCHOOLS ARE HISTORICALLY UNDERSERVED COMMUNITIES AND IT JUST FEEL HISTORICALLY UNDERSERVED COMMUNITIES AND IT JUST FEEL HISTORICALLY UNDERSERVED COMMUNITIES AND IT JUST FEEL LIKE IT'S A REALLY IS A BAD COMMUNITIES AND IT JUST FEEL LIKE IT'S A REALLY IS A BAD COMMUNITIES AND IT JUST FEEL LIKE IT'S A REALLY IS A BAD LOOK PERSONALLY JUST DOESN'T LIKE IT'S A REALLY IS A BAD LOOK PERSONALLY JUST DOESN'T LIKE IT'S A REALLY IS A BAD LOOK PERSONALLY JUST DOESN'T FEEL RIGHT TO

814ME SO ANYWAY I IS LOOK PERSONALLY JUST DOESN'T FEEL RIGHT TO ME SO ANYWAY I IS LOOK PERSONALLY JUST DOESN'T FEEL RIGHT TO ME SO ANYWAY I IS VERY IT'S VERY IMPORTANT TO ME. FEEL RIGHT TO ME SO ANYWAY I IS VERY IT'S VERY IMPORTANT TO ME. FEEL RIGHT TO ME SO ANYWAY I IS VERY IT'S VERY IMPORTANT TO ME. I LIKE THE WINGS IDEA I THINK VERY IT'S VERY IMPORTANT TO ME. I LIKE THE WINGS IDEA I THINK VERY IT'S VERY IMPORTANT TO ME. I LIKE THE WINGS IDEA I THINK THAT IT IS AN OPTION THAT DOES I LIKE THE WINGS IDEA I THINK THAT IT IS AN OPTION THAT DOES I LIKE THE WINGS IDEA I THINK THAT IT IS AN OPTION THAT DOES HAVE SOME COST SAVINGS WE DO THAT IT IS

815AN OPTION THAT DOES HAVE SOME COST SAVINGS WE DO THAT IT IS AN OPTION THAT DOES HAVE SOME COST SAVINGS WE DO HAVE A LOT OF COMPETING NEEDS HAVE SOME COST SAVINGS WE DO HAVE A LOT OF COMPETING NEEDS HAVE SOME COST SAVINGS WE DO HAVE A LOT OF COMPETING NEEDS IN THE DIVISION WITH SCHOOLS WE HAVE A LOT OF COMPETING NEEDS IN THE DIVISION WITH SCHOOLS WE HAVE A LOT OF COMPETING NEEDS IN THE DIVISION WITH SCHOOLS WE DO NEED TO MAKE SURE THAT WE DO IN THE DIVISION WITH SCHOOLS WE DO NEED TO MAKE SURE THAT WE DO IN THE DIVISION WITH SCHOOLS WE DO NEED TO MAKE SURE THAT WE DO AS MUCH OF OUR EIGHTY SIX DO NEED TO MAKE SURE THAT WE DO AS MUCH OF OUR EIGHTY SIX DO

816NEED TO MAKE SURE THAT WE DO AS MUCH OF OUR EIGHTY SIX BUILDINGS AS POSSIBLE. AS MUCH OF OUR EIGHTY SIX BUILDINGS AS POSSIBLE. AS MUCH OF OUR EIGHTY SIX BUILDINGS AS POSSIBLE. SO I DO RECOGNIZE THAT THERE IS BUILDINGS AS POSSIBLE. SO I DO RECOGNIZE THAT THERE IS BUILDINGS AS POSSIBLE. SO I DO RECOGNIZE THAT THERE IS A LOT CHALLENGES SO MAYBE SO I DO RECOGNIZE THAT THERE IS A LOT CHALLENGES SO MAYBE SO I DO RECOGNIZE THAT THERE IS A LOT CHALLENGES SO MAYBE THERE'S I DON'T THINK YOU TWO A LOT CHALLENGES SO MAYBE THERE'S I DON'T THINK YOU TWO A LOT CHALLENGES SO MAYBE THERE'S I DON'T THINK YOU TWO QUICK ONES DO YOU HAVE A ROUGH THERE'S I DON'T THINK YOU TWO QUICK ONES DO YOU HAVE A ROUGH THERE'S I

817DON'T THINK YOU TWO QUICK ONES DO YOU HAVE A ROUGH IDEA WHERE THAT WOULD PUT THE QUICK ONES DO YOU HAVE A ROUGH IDEA WHERE THAT WOULD PUT THE QUICK ONES DO YOU HAVE A ROUGH IDEA WHERE THAT WOULD PUT THE MIDDLE SCHOOL FOR CAPACITY. IDEA WHERE THAT WOULD PUT THE MIDDLE SCHOOL FOR CAPACITY. IDEA WHERE THAT WOULD PUT THE MIDDLE SCHOOL FOR CAPACITY. YES WE PROVE TO YOU THAT BACK MIDDLE SCHOOL FOR CAPACITY. YES WE PROVE TO YOU THAT BACK MIDDLE SCHOOL FOR CAPACITY. YES WE PROVE TO YOU THAT BACK THE APRIL APRIL TIMEFRAME WHEN YES WE PROVE TO YOU THAT BACK THE APRIL APRIL TIMEFRAME WHEN YES WE PROVE TO YOU THAT BACK THE APRIL APRIL TIMEFRAME WHEN WE DISCUSSED WHAT THE OUTCOME THE APRIL APRIL TIMEFRAME WHEN WE DISCUSSED WHAT THE OUTCOME

818THE APRIL APRIL TIMEFRAME WHEN WE DISCUSSED WHAT THE OUTCOME WAS RELATED TO IT BUT IT IS WE DISCUSSED WHAT THE OUTCOME WAS RELATED TO IT BUT IT IS WE DISCUSSED WHAT THE OUTCOME WAS RELATED TO IT BUT IT IS IT'S ACHIEVABLE AND WE CAN KEEP WAS RELATED TO IT BUT IT IS IT'S ACHIEVABLE AND WE CAN KEEP WAS RELATED TO IT BUT IT IS IT'S ACHIEVABLE AND WE CAN KEEP THEIR CLASS SIZES FOR A NUMBER IT'S ACHIEVABLE AND WE CAN KEEP THEIR CLASS SIZES FOR A NUMBER IT'S ACHIEVABLE AND WE CAN KEEP THEIR CLASS SIZES FOR A NUMBER OF YEARS AND THEN WE WOULD NEED THEIR CLASS SIZES FOR A NUMBER OF YEARS AND THEN WE WOULD NEED THEIR CLASS SIZES FOR A NUMBER OF YEARS AND THEN WE WOULD NEED TO EVALUATE GROWTH IN

819THAT AREA OF YEARS AND THEN WE WOULD NEED TO EVALUATE GROWTH IN THAT AREA OF YEARS AND THEN WE WOULD NEED TO EVALUATE GROWTH IN THAT AREA OVER TIME AND SEE WHAT IMPACT TO EVALUATE GROWTH IN THAT AREA OVER TIME AND SEE WHAT IMPACT TO EVALUATE GROWTH IN THAT AREA OVER TIME AND SEE WHAT IMPACT BUT THEY CAN FIT NEATLY TO MY OVER TIME AND SEE WHAT IMPACT BUT THEY CAN FIT NEATLY TO MY OVER TIME AND SEE WHAT IMPACT BUT THEY CAN FIT NEATLY TO MY NEXT QUESTION WHICH MY NEXT BUT THEY CAN FIT NEATLY TO MY NEXT QUESTION WHICH MY NEXT BUT THEY CAN FIT NEATLY TO MY NEXT QUESTION WHICH MY NEXT QUESTION WHICH IS YOU DON'T NEXT QUESTION WHICH MY NEXT QUESTION WHICH IS YOU DON'T NEXT QUESTION WHICH MY NEXT

820QUESTION WHICH IS YOU DON'T FORESEE AT LEAST IMMEDIATELY QUESTION WHICH IS YOU DON'T FORESEE AT LEAST IMMEDIATELY QUESTION WHICH IS YOU DON'T FORESEE AT LEAST IMMEDIATELY REZONING ASSOCIATE WITH THIS FORESEE AT LEAST IMMEDIATELY REZONING ASSOCIATE WITH THIS FORESEE AT LEAST IMMEDIATELY REZONING ASSOCIATE WITH THIS MAYBE IN THE FUTURE BASED THAT REZONING ASSOCIATE WITH THIS MAYBE IN THE FUTURE BASED THAT REZONING ASSOCIATE WITH THIS MAYBE IN THE FUTURE BASED THAT GROWTH BUT NOT NOW RIGHT MAYBE IN THE FUTURE BASED THAT GROWTH BUT NOT NOW RIGHT MAYBE IN THE FUTURE BASED THAT GROWTH BUT NOT NOW RIGHT CORRECT THIS? GROWTH BUT NOT NOW RIGHT CORRECT THIS? GROWTH BUT NOT NOW RIGHT CORRECT THIS? CORRECT. CORRECT THIS? CORRECT. CORRECT THIS? CORRECT. THIS WOULD NOT INVOLVE ANY CORRECT. THIS WOULD NOT INVOLVE ANY CORRECT. THIS WOULD NOT INVOLVE ANY

821CHANGE THE BASE AT SIX STUDENTS THIS WOULD NOT INVOLVE ANY CHANGE THE BASE AT SIX STUDENTS THIS WOULD NOT INVOLVE ANY CHANGE THE BASE AT SIX STUDENTS WERE JUST MOVE TO BASE SEVEN CHANGE THE BASE AT SIX STUDENTS WERE JUST MOVE TO BASE SEVEN CHANGE THE BASE AT SIX STUDENTS WERE JUST MOVE TO BASE SEVEN EIGHT TO BECOME MIDDLE SCHOOL. WERE JUST MOVE TO BASE SEVEN EIGHT TO BECOME MIDDLE SCHOOL. WERE JUST MOVE TO BASE SEVEN EIGHT TO BECOME MIDDLE SCHOOL. MR. MR CAMERON YEAH JUST, JUST EIGHT TO BECOME MIDDLE SCHOOL. MR. MR CAMERON YEAH JUST, JUST EIGHT TO BECOME MIDDLE SCHOOL. MR. MR CAMERON YEAH JUST, JUST TO CONFIRM MR. FREEMAN YOUR MR. MR CAMERON YEAH JUST, JUST TO CONFIRM MR. FREEMAN YOUR MR. MR CAMERON YEAH JUST, JUST TO CONFIRM MR. FREEMAN YOUR

822SLIDE WITH THE TRACK CAMPUS TO CONFIRM MR. FREEMAN YOUR SLIDE WITH THE TRACK CAMPUS TO CONFIRM MR. FREEMAN YOUR SLIDE WITH THE TRACK CAMPUS OPTIONS THAT YOU WERE SHOWING SLIDE WITH THE TRACK CAMPUS OPTIONS THAT YOU WERE SHOWING SLIDE WITH THE TRACK CAMPUS OPTIONS THAT YOU WERE SHOWING EARLIER SHOWS THE CAMPUS MODEL OPTIONS THAT YOU WERE SHOWING EARLIER SHOWS THE CAMPUS MODEL OPTIONS THAT YOU WERE SHOWING EARLIER SHOWS THE CAMPUS MODEL OR THE K THROUGH FIVE MODEL AND EARLIER SHOWS THE CAMPUS MODEL OR THE K THROUGH FIVE MODEL AND EARLIER SHOWS THE CAMPUS MODEL OR THE K THROUGH FIVE MODEL AND IT INDICATES IN THAT SCENARIO OR THE K THROUGH FIVE MODEL AND IT INDICATES IN THAT SCENARIO OR THE K THROUGH FIVE MODEL AND IT INDICATES IN THAT SCENARIO THAT IT'S TWO BUILDINGS BUT

823IN IT INDICATES IN THAT SCENARIO THAT IT'S TWO BUILDINGS BUT IN IT INDICATES IN THAT SCENARIO THAT IT'S TWO BUILDINGS BUT IN EACH OF THOSE TWO SCENARIOS THAT IT'S TWO BUILDINGS BUT IN EACH OF THOSE TWO SCENARIOS THAT IT'S TWO BUILDINGS BUT IN EACH OF THOSE TWO SCENARIOS WE'D BE USING TWO BUILDINGS EACH OF THOSE TWO SCENARIOS WE'D BE USING TWO BUILDINGS EACH OF THOSE TWO SCENARIOS WE'D BE USING TWO BUILDINGS JUST WANTED TO CONFIRM THAT WE'D BE USING TWO BUILDINGS JUST WANTED TO CONFIRM THAT WE'D BE USING TWO BUILDINGS JUST WANTED TO CONFIRM THAT THAT IS CORRECT OK, THANK YOU JUST WANTED TO CONFIRM THAT THAT IS CORRECT OK, THANK YOU JUST WANTED TO CONFIRM THAT THAT IS CORRECT OK, THANK YOU FOR CLARIFYING. THAT IS CORRECT OK, THANK YOU FOR CLARIFYING. THAT IS

824CORRECT OK, THANK YOU FOR CLARIFYING. OK, OK OK SO ONE MORE THING UM FOR CLARIFYING. OK, OK OK SO ONE MORE THING UM FOR CLARIFYING. OK, OK OK SO ONE MORE THING UM BECAUSE I THOUGHT OCCURRED TO A OK, OK OK SO ONE MORE THING UM BECAUSE I THOUGHT OCCURRED TO A OK, OK OK SO ONE MORE THING UM BECAUSE I THOUGHT OCCURRED TO A COUPLE OF PEOPLE AND THEY'VE BECAUSE I THOUGHT OCCURRED TO A COUPLE OF PEOPLE AND THEY'VE BECAUSE I THOUGHT OCCURRED TO A COUPLE OF PEOPLE AND THEY'VE SPOKEN TO ME ABOUT IT AND THAT COUPLE OF PEOPLE AND THEY'VE SPOKEN TO ME ABOUT IT AND THAT COUPLE OF PEOPLE AND THEY'VE SPOKEN TO ME ABOUT IT AND THAT IS IF WE WENT TO THE TWO SPOKEN TO ME ABOUT IT AND THAT

825IS IF WE WENT TO THE TWO SPOKEN TO ME ABOUT IT AND THAT IS IF WE WENT TO THE TWO ELEMENTARY SCENARIO THERE WERE IS IF WE WENT TO THE TWO ELEMENTARY SCENARIO THERE WERE IS IF WE WENT TO THE TWO ELEMENTARY SCENARIO THERE WERE THREE K THROUGH TWO AND THEN ELEMENTARY SCENARIO THERE WERE THREE K THROUGH TWO AND THEN ELEMENTARY SCENARIO THERE WERE THREE K THROUGH TWO AND THEN THREE TO FIVE BASICALLY WE WILL THREE K THROUGH TWO AND THEN THREE TO FIVE BASICALLY WE WILL THREE K THROUGH TWO AND THEN THREE TO FIVE BASICALLY WE WILL BE CLOSING VERY F CORRECT IF THREE TO FIVE BASICALLY WE WILL BE CLOSING VERY F CORRECT IF THREE TO FIVE BASICALLY WE WILL BE CLOSING VERY F CORRECT IF THAT HAPPENED EITHER OF THE TWO BE

826CLOSING VERY F CORRECT IF THAT HAPPENED EITHER OF THE TWO BE CLOSING VERY F CORRECT IF THAT HAPPENED EITHER OF THE TWO SCENARIOS SO SO I'LL JUST A THAT HAPPENED EITHER OF THE TWO SCENARIOS SO SO I'LL JUST A THAT HAPPENED EITHER OF THE TWO SCENARIOS SO SO I'LL JUST A THOUGHT THAT I WANT TO PUT OUT SCENARIOS SO SO I'LL JUST A THOUGHT THAT I WANT TO PUT OUT SCENARIOS SO SO I'LL JUST A THOUGHT THAT I WANT TO PUT OUT THERE BECAUSE VERY OF WILLIAMS THOUGHT THAT I WANT TO PUT OUT THERE BECAUSE VERY OF WILLIAMS THOUGHT THAT I WANT TO PUT OUT THERE BECAUSE VERY OF WILLIAMS THE NAME IS RESPECTED IN THE THERE BECAUSE VERY OF WILLIAMS THE NAME IS RESPECTED IN THE THERE BECAUSE VERY OF WILLIAMS THE NAME IS

827RESPECTED IN THE COMMUNITY QUITE A BIT AND SO MY THE NAME IS RESPECTED IN THE COMMUNITY QUITE A BIT AND SO MY THE NAME IS RESPECTED IN THE COMMUNITY QUITE A BIT AND SO MY THOUGHT IS WE DON'T HAVE TO COMMUNITY QUITE A BIT AND SO MY THOUGHT IS WE DON'T HAVE TO COMMUNITY QUITE A BIT AND SO MY THOUGHT IS WE DON'T HAVE TO LOSE THAT NAMED ONE OF THOSE THOUGHT IS WE DON'T HAVE TO LOSE THAT NAMED ONE OF THOSE THOUGHT IS WE DON'T HAVE TO LOSE THAT NAMED ONE OF THOSE OTHER TWO SCHOOLS COULD TAKE ON LOSE THAT NAMED ONE OF THOSE OTHER TWO SCHOOLS COULD TAKE ON LOSE THAT NAMED ONE OF THOSE OTHER TWO SCHOOLS COULD TAKE ON THE NAME EFFECTIVE WILLIAMS WE OTHER TWO SCHOOLS COULD TAKE ON THE

828NAME EFFECTIVE WILLIAMS WE OTHER TWO SCHOOLS COULD TAKE ON THE NAME EFFECTIVE WILLIAMS WE COULD JUST RENAME ONE RENAME THE NAME EFFECTIVE WILLIAMS WE COULD JUST RENAME ONE RENAME THE NAME EFFECTIVE WILLIAMS WE COULD JUST RENAME ONE RENAME ONE OF THE OTHER SCHOOLS SO I COULD JUST RENAME ONE RENAME ONE OF THE OTHER SCHOOLS SO I COULD JUST RENAME ONE RENAME ONE OF THE OTHER SCHOOLS SO I JUST WANT TO THROW THAT OUT ONE OF THE OTHER SCHOOLS SO I JUST WANT TO THROW THAT OUT ONE OF THE OTHER SCHOOLS SO I JUST WANT TO THROW THAT OUT THERE FOR A COMMUNITY TO KNOW JUST WANT TO THROW THAT OUT THERE FOR A COMMUNITY TO KNOW JUST WANT TO THROW THAT OUT THERE FOR A COMMUNITY TO KNOW THAT WE WOULDN'T JUST DISBAND THERE FOR

829A COMMUNITY TO KNOW THAT WE WOULDN'T JUST DISBAND THERE FOR A COMMUNITY TO KNOW THAT WE WOULDN'T JUST DISBAND BECAUSE SHE WAS A VERY THAT WE WOULDN'T JUST DISBAND BECAUSE SHE WAS A VERY THAT WE WOULDN'T JUST DISBAND BECAUSE SHE WAS A VERY RESPECTED EDUCATOR IN OUR BECAUSE SHE WAS A VERY RESPECTED EDUCATOR IN OUR BECAUSE SHE WAS A VERY RESPECTED EDUCATOR IN OUR COMMUNITY FOR SEVERAL YEARS AND RESPECTED EDUCATOR IN OUR COMMUNITY FOR SEVERAL YEARS AND RESPECTED EDUCATOR IN OUR COMMUNITY FOR SEVERAL YEARS AND AND THAT'S WHY THEY CHOSE SHE COMMUNITY FOR SEVERAL YEARS AND AND THAT'S WHY THEY CHOSE SHE COMMUNITY FOR SEVERAL YEARS AND AND THAT'S WHY THEY CHOSE SHE DID A LOT FOR THE COMMUNITY AS AND THAT'S WHY THEY CHOSE SHE DID A LOT FOR THE COMMUNITY AS AND THAT'S

830WHY THEY CHOSE SHE DID A LOT FOR THE COMMUNITY AS WELL THAT'S WHY THEY CHOSE TO DID A LOT FOR THE COMMUNITY AS WELL THAT'S WHY THEY CHOSE TO DID A LOT FOR THE COMMUNITY AS WELL THAT'S WHY THEY CHOSE TO NAME A SCHOOL AFTER HER SO I WELL THAT'S WHY THEY CHOSE TO NAME A SCHOOL AFTER HER SO I WELL THAT'S WHY THEY CHOSE TO NAME A SCHOOL AFTER HER SO I JUST WANT TO THROW TO THROW IT NAME A SCHOOL AFTER HER SO I JUST WANT TO THROW TO THROW IT NAME A SCHOOL AFTER HER SO I JUST WANT TO THROW TO THROW IT OUT THERE THAT I WOULDN'T WANT JUST WANT TO THROW TO THROW IT OUT THERE THAT I WOULDN'T WANT JUST WANT TO THROW TO THROW IT OUT THERE THAT

831I WOULDN'T WANT TO JUST THROW AWAY THAT NAME I OUT THERE THAT I WOULDN'T WANT TO JUST THROW AWAY THAT NAME I OUT THERE THAT I WOULDN'T WANT TO JUST THROW AWAY THAT NAME I WANT I WANT THAT NAME TO TO JUST THROW AWAY THAT NAME I WANT I WANT THAT NAME TO TO JUST THROW AWAY THAT NAME I WANT I WANT THAT NAME TO CONTINUE I MEAN I WON'T BE ON WANT I WANT THAT NAME TO CONTINUE I MEAN I WON'T BE ON WANT I WANT THAT NAME TO CONTINUE I MEAN I WON'T BE ON THE BOARD WHEN ALL THIS HAPPENS CONTINUE I MEAN I WON'T BE ON THE BOARD WHEN ALL THIS HAPPENS CONTINUE I MEAN I WON'T BE ON THE BOARD WHEN ALL THIS HAPPENS BUT BUT I'LL CERTAINLY COME AND THE

832BOARD WHEN ALL THIS HAPPENS BUT BUT I'LL CERTAINLY COME AND THE BOARD WHEN ALL THIS HAPPENS BUT BUT I'LL CERTAINLY COME AND SPEAK WHEN IT'S WHEN THAT COMES BUT BUT I'LL CERTAINLY COME AND SPEAK WHEN IT'S WHEN THAT COMES BUT BUT I'LL CERTAINLY COME AND SPEAK WHEN IT'S WHEN THAT COMES UP. SPEAK WHEN IT'S WHEN THAT COMES UP. SPEAK WHEN IT'S WHEN THAT COMES UP. THANK YOU, MR. AT THAT POINT WE UP. THANK YOU, MR. AT THAT POINT WE UP. THANK YOU, MR. AT THAT POINT WE HAVE HAD SIMILAR DISCUSSIONS THANK YOU, MR. AT THAT POINT WE HAVE HAD SIMILAR DISCUSSIONS THANK YOU, MR. AT THAT POINT WE HAVE HAD SIMILAR DISCUSSIONS WITH THE STAFF ON THAT. HAVE HAD SIMILAR DISCUSSIONS WITH THE STAFF ON THAT. HAVE HAD SIMILAR DISCUSSIONS WITH THE STAFF ON THAT.

833SO THANK YOU FOR SHARING ME. WITH THE STAFF ON THAT. SO THANK YOU FOR SHARING ME. WITH THE STAFF ON THAT. SO THANK YOU FOR SHARING ME. YES, I ECHO MISS ANDERSON'S SO THANK YOU FOR SHARING ME. YES, I ECHO MISS ANDERSON'S SO THANK YOU FOR SHARING ME. YES, I ECHO MISS ANDERSON'S REMARKS AROUND THE HISTORY THAT YES, I ECHO MISS ANDERSON'S REMARKS AROUND THE HISTORY THAT YES, I ECHO MISS ANDERSON'S REMARKS AROUND THE HISTORY THAT WE NEED TO MAKE SURE THAT WE REMARKS AROUND THE HISTORY THAT WE NEED TO MAKE SURE THAT WE REMARKS AROUND THE HISTORY THAT WE NEED TO MAKE SURE THAT WE PRESERVE AND BEING AS NEWTOWN WE NEED TO MAKE SURE THAT WE PRESERVE AND BEING AS NEWTOWN WE NEED TO MAKE SURE THAT WE PRESERVE AND BEING AS NEWTOWN

834ELEMENTARY AND DIAMOND SPRINGS PRESERVE AND BEING AS NEWTOWN ELEMENTARY AND DIAMOND SPRINGS PRESERVE AND BEING AS NEWTOWN ELEMENTARY AND DIAMOND SPRINGS ELEMENTARY OR NAMED AFTER ELEMENTARY AND DIAMOND SPRINGS ELEMENTARY OR NAMED AFTER ELEMENTARY AND DIAMOND SPRINGS ELEMENTARY OR NAMED AFTER STREETS, IT SEEMS TO ME LIKE ELEMENTARY OR NAMED AFTER STREETS, IT SEEMS TO ME LIKE ELEMENTARY OR NAMED AFTER STREETS, IT SEEMS TO ME LIKE NAMING ONE OF THOSE SCHOOLS STREETS, IT SEEMS TO ME LIKE NAMING ONE OF THOSE SCHOOLS STREETS, IT SEEMS TO ME LIKE NAMING ONE OF THOSE SCHOOLS AFTER BETTY WILLIAMS MIGHT MAKE NAMING ONE OF THOSE SCHOOLS AFTER BETTY WILLIAMS MIGHT MAKE NAMING ONE OF THOSE SCHOOLS AFTER BETTY WILLIAMS MIGHT MAKE SENSE OR THE BY CAMPUS NOW THAT AFTER BETTY WILLIAMS MIGHT MAKE SENSE OR THE BY CAMPUS NOW THAT AFTER

835BETTY WILLIAMS MIGHT MAKE SENSE OR THE BY CAMPUS NOW THAT IT WILL NO LONGER BE THE TRI SENSE OR THE BY CAMPUS NOW THAT IT WILL NO LONGER BE THE TRI SENSE OR THE BY CAMPUS NOW THAT IT WILL NO LONGER BE THE TRI CAMPUS COULD BE THE BETTY IT WILL NO LONGER BE THE TRI CAMPUS COULD BE THE BETTY IT WILL NO LONGER BE THE TRI CAMPUS COULD BE THE BETTY OF WILLIAMS LEARNING CENTER OR CAMPUS COULD BE THE BETTY OF WILLIAMS LEARNING CENTER OR CAMPUS COULD BE THE BETTY OF WILLIAMS LEARNING CENTER OR COMPLEX OR SOMETHING LIKE THAT OF WILLIAMS LEARNING CENTER OR COMPLEX OR SOMETHING LIKE THAT OF WILLIAMS LEARNING CENTER OR COMPLEX OR SOMETHING LIKE THAT BUT THAT'S ONE THING THAT I'VE COMPLEX OR SOMETHING LIKE THAT BUT THAT'S ONE THING

836THAT I'VE COMPLEX OR SOMETHING LIKE THAT BUT THAT'S ONE THING THAT I'VE HEARD IN THE COMMUNITY THAT WE BUT THAT'S ONE THING THAT I'VE HEARD IN THE COMMUNITY THAT WE BUT THAT'S ONE THING THAT I'VE HEARD IN THE COMMUNITY THAT WE HAVE TO MAKE SURE THAT WE HONOR HEARD IN THE COMMUNITY THAT WE HAVE TO MAKE SURE THAT WE HONOR HEARD IN THE COMMUNITY THAT WE HAVE TO MAKE SURE THAT WE HONOR HER LEGACY AND THAT WE DON'T HAVE TO MAKE SURE THAT WE HONOR HER LEGACY AND THAT WE DON'T HAVE TO MAKE SURE THAT WE HONOR HER LEGACY AND THAT WE DON'T LET THAT GO AWAY WITH THE TWO HER LEGACY AND THAT WE DON'T LET THAT GO AWAY WITH THE TWO HER LEGACY AND THAT WE DON'T LET THAT GO AWAY WITH THE

837TWO DIFFERENT MODELING OPTIONS SO LET THAT GO AWAY WITH THE TWO DIFFERENT MODELING OPTIONS SO LET THAT GO AWAY WITH THE TWO DIFFERENT MODELING OPTIONS SO REZONING WOULD BE REQUIRED FOR DIFFERENT MODELING OPTIONS SO REZONING WOULD BE REQUIRED FOR DIFFERENT MODELING OPTIONS SO REZONING WOULD BE REQUIRED FOR BOTH THE BIKING MODEL AND THE K REZONING WOULD BE REQUIRED FOR BOTH THE BIKING MODEL AND THE K REZONING WOULD BE REQUIRED FOR BOTH THE BIKING MODEL AND THE K FIVE. BOTH THE BIKING MODEL AND THE K FIVE. BOTH THE BIKING MODEL AND THE K FIVE. WE DON'T NO THAT'S WHY YOU FIVE. WE DON'T NO THAT'S WHY YOU FIVE. WE DON'T NO THAT'S WHY YOU WOULD NEED TO EVALUATE THAT. WE DON'T NO THAT'S WHY YOU WOULD NEED TO EVALUATE THAT. WE DON'T NO THAT'S WHY YOU

838WOULD NEED TO EVALUATE THAT. CERTAINLY THE KEY FIVE WOULD WOULD NEED TO EVALUATE THAT. CERTAINLY THE KEY FIVE WOULD WOULD NEED TO EVALUATE THAT. CERTAINLY THE KEY FIVE WOULD NEED TO DRAW LINES DIFFERENTLY CERTAINLY THE KEY FIVE WOULD NEED TO DRAW LINES DIFFERENTLY CERTAINLY THE KEY FIVE WOULD NEED TO DRAW LINES DIFFERENTLY BUT IF WE DID THE BIKE CAMPUS NEED TO DRAW LINES DIFFERENTLY BUT IF WE DID THE BIKE CAMPUS NEED TO DRAW LINES DIFFERENTLY BUT IF WE DID THE BIKE CAMPUS MODEL WE MAY OUT NEED TO DO BUT IF WE DID THE BIKE CAMPUS MODEL WE MAY OUT NEED TO DO BUT IF WE DID THE BIKE CAMPUS MODEL WE MAY OUT NEED TO DO REZONING POTENTIALLY OK BUT WE MODEL WE MAY OUT NEED TO DO REZONING POTENTIALLY OK BUT WE MODEL WE

839MAY OUT NEED TO DO REZONING POTENTIALLY OK BUT WE NEED TO EVALUATE IT FULLY OK REZONING POTENTIALLY OK BUT WE NEED TO EVALUATE IT FULLY OK REZONING POTENTIALLY OK BUT WE NEED TO EVALUATE IT FULLY OK GREAT THANK YOU AND THANK YOU NEED TO EVALUATE IT FULLY OK GREAT THANK YOU AND THANK YOU NEED TO EVALUATE IT FULLY OK GREAT THANK YOU AND THANK YOU AND THANK YOU FOR YOUR GREAT GREAT THANK YOU AND THANK YOU AND THANK YOU FOR YOUR GREAT GREAT THANK YOU AND THANK YOU AND THANK YOU FOR YOUR GREAT WORK ON PROVIDING AN OPTION. AND THANK YOU FOR YOUR GREAT WORK ON PROVIDING AN OPTION. AND THANK YOU FOR YOUR GREAT WORK ON PROVIDING AN OPTION. SEE IS A PRETTY GOOD OPTION SO WORK ON PROVIDING AN OPTION. SEE IS A

840PRETTY GOOD OPTION SO WORK ON PROVIDING AN OPTION. SEE IS A PRETTY GOOD OPTION SO THANK YOU MISPRINTS AND KEEP SEE IS A PRETTY GOOD OPTION SO THANK YOU MISPRINTS AND KEEP SEE IS A PRETTY GOOD OPTION SO THANK YOU MISPRINTS AND KEEP PUSHING OFF I WAS GOING TO THANK YOU MISPRINTS AND KEEP PUSHING OFF I WAS GOING TO THANK YOU MISPRINTS AND KEEP PUSHING OFF I WAS GOING TO MENTION THAT THIS CONFLICT AND PUSHING OFF I WAS GOING TO MENTION THAT THIS CONFLICT AND PUSHING OFF I WAS GOING TO MENTION THAT THIS CONFLICT AND I WERE TALKING ABOUT THIS MENTION THAT THIS CONFLICT AND I WERE TALKING ABOUT THIS MENTION THAT THIS CONFLICT AND I WERE TALKING ABOUT THIS EARLIER WITH DR. ROBERTSON AND I WERE TALKING ABOUT THIS EARLIER WITH DR. ROBERTSON AND

841I WERE TALKING ABOUT THIS EARLIER WITH DR. ROBERTSON AND SHE WAS VERY ADAMANT ABOUT THE EARLIER WITH DR. ROBERTSON AND SHE WAS VERY ADAMANT ABOUT THE EARLIER WITH DR. ROBERTSON AND SHE WAS VERY ADAMANT ABOUT THE NAME OF THAT YOU OUT BECAUSE SHE WAS VERY ADAMANT ABOUT THE NAME OF THAT YOU OUT BECAUSE SHE WAS VERY ADAMANT ABOUT THE NAME OF THAT YOU OUT BECAUSE SHE'S TALKED TO HER COMMUNITY NAME OF THAT YOU OUT BECAUSE SHE'S TALKED TO HER COMMUNITY NAME OF THAT YOU OUT BECAUSE SHE'S TALKED TO HER COMMUNITY AND THEY'RE LIKE TO THAT'S SHE'S TALKED TO HER COMMUNITY AND THEY'RE LIKE TO THAT'S SHE'S TALKED TO HER COMMUNITY AND THEY'RE LIKE TO THAT'S IMPORTANT AND I THINK THAT AND THEY'RE LIKE TO THAT'S IMPORTANT AND I THINK THAT AND THEY'RE LIKE TO THAT'S

842IMPORTANT AND I THINK THAT WOULD BE ONE OF THE MAJOR IMPORTANT AND I THINK THAT WOULD BE ONE OF THE MAJOR IMPORTANT AND I THINK THAT WOULD BE ONE OF THE MAJOR THINGS THAT WE WOULD LOOK AT IF WOULD BE ONE OF THE MAJOR THINGS THAT WE WOULD LOOK AT IF WOULD BE ONE OF THE MAJOR THINGS THAT WE WOULD LOOK AT IF WHATEVER IF WE DECIDE TO GO THINGS THAT WE WOULD LOOK AT IF WHATEVER IF WE DECIDE TO GO THINGS THAT WE WOULD LOOK AT IF WHATEVER IF WE DECIDE TO GO WITH EITHER ONE OF THOSE. WHATEVER IF WE DECIDE TO GO WITH EITHER ONE OF THOSE. WHATEVER IF WE DECIDE TO GO WITH EITHER ONE OF THOSE. AND I'D LIKE I THINK WE TALKED WITH EITHER ONE OF THOSE. AND I'D LIKE

843I THINK WE TALKED WITH EITHER ONE OF THOSE. AND I'D LIKE I THINK WE TALKED ABOUT THE NAME OF THE OTHER AND I'D LIKE I THINK WE TALKED ABOUT THE NAME OF THE OTHER AND I'D LIKE I THINK WE TALKED ABOUT THE NAME OF THE OTHER WHICH WAS GREAT LEARNING ABOUT THE NAME OF THE OTHER WHICH WAS GREAT LEARNING ABOUT THE NAME OF THE OTHER WHICH WAS GREAT LEARNING COMPLEX. WHICH WAS GREAT LEARNING COMPLEX. WHICH WAS GREAT LEARNING COMPLEX. BUT YEAH, I THINK IT'S IT'S COMPLEX. BUT YEAH, I THINK IT'S IT'S COMPLEX. BUT YEAH, I THINK IT'S IT'S JUST WOULD YOU GUYS HAVE DONE. BUT YEAH, I THINK IT'S IT'S JUST WOULD YOU GUYS HAVE DONE. BUT YEAH, I THINK IT'S IT'S JUST WOULD YOU GUYS HAVE DONE. YOU'VE BROUGHT THIS THIRD JUST WOULD YOU

844GUYS HAVE DONE. YOU'VE BROUGHT THIS THIRD JUST WOULD YOU GUYS HAVE DONE. YOU'VE BROUGHT THIS THIRD OPTION TO US WHICH IS WHAT YOU'VE BROUGHT THIS THIRD OPTION TO US WHICH IS WHAT YOU'VE BROUGHT THIS THIRD OPTION TO US WHICH IS WHAT EVERYBODY ASKED ABOUT AND WE OPTION TO US WHICH IS WHAT EVERYBODY ASKED ABOUT AND WE OPTION TO US WHICH IS WHAT EVERYBODY ASKED ABOUT AND WE REALLY APPRECIATE IT BECAUSE EVERYBODY ASKED ABOUT AND WE REALLY APPRECIATE IT BECAUSE EVERYBODY ASKED ABOUT AND WE REALLY APPRECIATE IT BECAUSE YOU WENT BACK AND DID IT IN A REALLY APPRECIATE IT BECAUSE YOU WENT BACK AND DID IT IN A REALLY APPRECIATE IT BECAUSE YOU WENT BACK AND DID IT IN A COUPLE OF WEEKS SO THANK YOU YOU WENT BACK AND DID IT IN A COUPLE OF

845WEEKS SO THANK YOU YOU WENT BACK AND DID IT IN A COUPLE OF WEEKS SO THANK YOU FOR ANSWERING OUR QUESTIONS COUPLE OF WEEKS SO THANK YOU FOR ANSWERING OUR QUESTIONS COUPLE OF WEEKS SO THANK YOU FOR ANSWERING OUR QUESTIONS COMING BACK COMING BACK WITH FOR ANSWERING OUR QUESTIONS COMING BACK COMING BACK WITH FOR ANSWERING OUR QUESTIONS COMING BACK COMING BACK WITH THIS THIRD OPTION WE REALLY COMING BACK COMING BACK WITH THIS THIRD OPTION WE REALLY COMING BACK COMING BACK WITH THIS THIRD OPTION WE REALLY APPRECIATE IT. THIS THIRD OPTION WE REALLY APPRECIATE IT. THIS THIRD OPTION WE REALLY APPRECIATE IT. THANK YOU. APPRECIATE IT. THANK YOU. APPRECIATE IT. THANK YOU. OK, THANK YOU. THANK YOU. OK, THANK YOU. THANK YOU. OK, THANK YOU. ABSOLUTELY. OK, THANK YOU. ABSOLUTELY. OK, THANK YOU. ABSOLUTELY. WE'LL SEE

846YOU NEXT MORNING. ABSOLUTELY. WE'LL SEE YOU NEXT MORNING. ABSOLUTELY. WE'LL SEE YOU NEXT MORNING. SEE YOU NEXT OK AND OUR LAST WE'LL SEE YOU NEXT MORNING. SEE YOU NEXT OK AND OUR LAST WE'LL SEE YOU NEXT MORNING. SEE YOU NEXT OK AND OUR LAST ITEM FOR INFORMATION THIS SEE YOU NEXT OK AND OUR LAST ITEM FOR INFORMATION THIS SEE YOU NEXT OK AND OUR LAST ITEM FOR INFORMATION THIS EVENING IS THE GUN THE SAFE GUN ITEM FOR INFORMATION THIS EVENING IS THE GUN THE SAFE GUN ITEM FOR INFORMATION THIS EVENING IS THE GUN THE SAFE GUN STORAGE RESOLUTION AND FROM HER EVENING IS THE GUN THE SAFE GUN STORAGE RESOLUTION AND FROM HER EVENING IS THE GUN THE SAFE GUN STORAGE RESOLUTION AND FROM HER SEAT ON THE DAIS THE PRESENTER STORAGE RESOLUTION AND FROM

847HER SEAT ON THE DAIS THE PRESENTER STORAGE RESOLUTION AND FROM HER SEAT ON THE DAIS THE PRESENTER IS MISS ANDERSON. SEAT ON THE DAIS THE PRESENTER IS MISS ANDERSON. SEAT ON THE DAIS THE PRESENTER IS MISS ANDERSON. THANK YOU. IS MISS ANDERSON. THANK YOU. IS MISS ANDERSON. THANK YOU. SO THIS IS CALLED RESOLUTION THANK YOU. SO THIS IS CALLED RESOLUTION THANK YOU. SO THIS IS CALLED RESOLUTION FOR SAFE GUN STORAGE AND THIS SO THIS IS CALLED RESOLUTION FOR SAFE GUN STORAGE AND THIS SO THIS IS CALLED RESOLUTION FOR SAFE GUN STORAGE AND THIS IS JUST FOR INFORMATION TONIGHT FOR SAFE GUN STORAGE AND THIS IS JUST FOR INFORMATION TONIGHT FOR SAFE GUN STORAGE AND THIS IS JUST FOR INFORMATION TONIGHT AND WILL VOTING ON IT AT THE IS JUST FOR INFORMATION TONIGHT AND WILL VOTING

848ON IT AT THE IS JUST FOR INFORMATION TONIGHT AND WILL VOTING ON IT AT THE NEXT MEETING AND IT GOES LIKE AND WILL VOTING ON IT AT THE NEXT MEETING AND IT GOES LIKE AND WILL VOTING ON IT AT THE NEXT MEETING AND IT GOES LIKE THIS WHEREAS FIREARM INJURIES NEXT MEETING AND IT GOES LIKE THIS WHEREAS FIREARM INJURIES NEXT MEETING AND IT GOES LIKE THIS WHEREAS FIREARM INJURIES ARE THE NUMBER ONE KILLER THIS WHEREAS FIREARM INJURIES ARE THE NUMBER ONE KILLER THIS WHEREAS FIREARM INJURIES ARE THE NUMBER ONE KILLER OF CHILDREN AND TEENS IN THE ARE THE NUMBER ONE KILLER OF CHILDREN AND TEENS IN THE ARE THE NUMBER ONE KILLER OF CHILDREN AND TEENS IN THE UNITED STATES AND WHEREAS OF CHILDREN AND TEENS IN THE UNITED STATES AND WHEREAS OF CHILDREN AND

849TEENS IN THE UNITED STATES AND WHEREAS ALMOST EVERY SINGLE DAY A CHILD UNITED STATES AND WHEREAS ALMOST EVERY SINGLE DAY A CHILD UNITED STATES AND WHEREAS ALMOST EVERY SINGLE DAY A CHILD ACCESSES ACCESS IS A GUN AND ALMOST EVERY SINGLE DAY A CHILD ACCESSES ACCESS IS A GUN AND ALMOST EVERY SINGLE DAY A CHILD ACCESSES ACCESS IS A GUN AND UNINTENTIONALLY KILLS OR ACCESSES ACCESS IS A GUN AND UNINTENTIONALLY KILLS OR ACCESSES ACCESS IS A GUN AND UNINTENTIONALLY KILLS OR INJURES THEMSELVES OR SOMEONE UNINTENTIONALLY KILLS OR INJURES THEMSELVES OR SOMEONE UNINTENTIONALLY KILLS OR INJURES THEMSELVES OR SOMEONE ELSE IN THE UNITED STATES AND INJURES THEMSELVES OR SOMEONE ELSE IN THE UNITED STATES AND INJURES THEMSELVES OR SOMEONE ELSE IN THE UNITED STATES AND WHEREAS A SCHOOL BOARD OF THE ELSE IN THE UNITED STATES AND

850WHEREAS A SCHOOL BOARD OF THE ELSE IN THE UNITED STATES AND WHEREAS A SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH WHEREAS A SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH WHEREAS A SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH RECOGNIZES AND MOURNS THE CITY OF VIRGINIA BEACH RECOGNIZES AND MOURNS THE CITY OF VIRGINIA BEACH RECOGNIZES AND MOURNS THE MULTIPLE LIVES OF STUDENTS WHO RECOGNIZES AND MOURNS THE MULTIPLE LIVES OF STUDENTS WHO RECOGNIZES AND MOURNS THE MULTIPLE LIVES OF STUDENTS WHO HAVE BEEN LOST TO GUN VIOLENCE MULTIPLE LIVES OF STUDENTS WHO HAVE BEEN LOST TO GUN VIOLENCE MULTIPLE LIVES OF STUDENTS WHO HAVE BEEN LOST TO GUN VIOLENCE FIREARM INJURIES OVER THE PAST HAVE BEEN LOST TO GUN VIOLENCE FIREARM INJURIES OVER THE PAST HAVE BEEN LOST TO GUN VIOLENCE FIREARM INJURIES OVER THE PAST

851FEW YEARS AND STRIVES TO FIREARM INJURIES OVER THE PAST FEW YEARS AND STRIVES TO FIREARM INJURIES OVER THE PAST FEW YEARS AND STRIVES TO PREVENT THE CENSUS LOSS FEW YEARS AND STRIVES TO PREVENT THE CENSUS LOSS FEW YEARS AND STRIVES TO PREVENT THE CENSUS LOSS OF ADDITIONAL YOUNG LIVES TO PREVENT THE CENSUS LOSS OF ADDITIONAL YOUNG LIVES TO PREVENT THE CENSUS LOSS OF ADDITIONAL YOUNG LIVES TO FIREARM RELATED DEATHS. OF ADDITIONAL YOUNG LIVES TO FIREARM RELATED DEATHS. OF ADDITIONAL YOUNG LIVES TO FIREARM RELATED DEATHS. AND WHEREAS VIRGINIA BEACH CITY FIREARM RELATED DEATHS. AND WHEREAS VIRGINIA BEACH CITY FIREARM RELATED DEATHS. AND WHEREAS VIRGINIA BEACH CITY PUBLIC SCHOOLS IS COMMITTED TO AND WHEREAS VIRGINIA BEACH CITY PUBLIC SCHOOLS IS COMMITTED TO AND WHEREAS VIRGINIA BEACH CITY PUBLIC SCHOOLS IS COMMITTED TO EDUCATING AND SUPPORTING THE PUBLIC

852SCHOOLS IS COMMITTED TO EDUCATING AND SUPPORTING THE PUBLIC SCHOOLS IS COMMITTED TO EDUCATING AND SUPPORTING THE CHILDREN OF VIRGINIA BEACH IN A EDUCATING AND SUPPORTING THE CHILDREN OF VIRGINIA BEACH IN A EDUCATING AND SUPPORTING THE CHILDREN OF VIRGINIA BEACH IN A SAFE COMMUNITY AND SAFE SCHOOLS CHILDREN OF VIRGINIA BEACH IN A SAFE COMMUNITY AND SAFE SCHOOLS CHILDREN OF VIRGINIA BEACH IN A SAFE COMMUNITY AND SAFE SCHOOLS AND WHEREAS RESEARCH SHOWS THAT SAFE COMMUNITY AND SAFE SCHOOLS AND WHEREAS RESEARCH SHOWS THAT SAFE COMMUNITY AND SAFE SCHOOLS AND WHEREAS RESEARCH SHOWS THAT ONE OF THE BEST WAYS TO PROTECT AND WHEREAS RESEARCH SHOWS THAT ONE OF THE BEST WAYS TO PROTECT AND WHEREAS RESEARCH SHOWS THAT ONE OF THE BEST WAYS TO PROTECT CHILDREN FROM ACCESSING ONE OF THE BEST WAYS TO PROTECT CHILDREN FROM ACCESSING ONE

853OF THE BEST WAYS TO PROTECT CHILDREN FROM ACCESSING FIREARMS IS MAKING ALL GUNS ARE CHILDREN FROM ACCESSING FIREARMS IS MAKING ALL GUNS ARE CHILDREN FROM ACCESSING FIREARMS IS MAKING ALL GUNS ARE STORED, UNLOADED, LOCKED AND FIREARMS IS MAKING ALL GUNS ARE STORED, UNLOADED, LOCKED AND FIREARMS IS MAKING ALL GUNS ARE STORED, UNLOADED, LOCKED AND SEPARATE FROM AMMUNITION AND STORED, UNLOADED, LOCKED AND SEPARATE FROM AMMUNITION AND STORED, UNLOADED, LOCKED AND SEPARATE FROM AMMUNITION AND WHEREAS STEPS CAN BE TAKEN BY SEPARATE FROM AMMUNITION AND WHEREAS STEPS CAN BE TAKEN BY SEPARATE FROM AMMUNITION AND WHEREAS STEPS CAN BE TAKEN BY GUN AND ON GUN OWNERS ALIKE TO WHEREAS STEPS CAN BE TAKEN BY GUN AND ON GUN OWNERS ALIKE TO WHEREAS STEPS CAN BE TAKEN BY GUN AND ON GUN OWNERS ALIKE TO MAKE SURE KIDS CANNOT

854ACCESS GUN AND ON GUN OWNERS ALIKE TO MAKE SURE KIDS CANNOT ACCESS GUN AND ON GUN OWNERS ALIKE TO MAKE SURE KIDS CANNOT ACCESS AND GONE AND PUT THEMSELVES AND MAKE SURE KIDS CANNOT ACCESS AND GONE AND PUT THEMSELVES AND MAKE SURE KIDS CANNOT ACCESS AND GONE AND PUT THEMSELVES AND OTHERS IN DANGER AND WHEREAS AN AND GONE AND PUT THEMSELVES AND OTHERS IN DANGER AND WHEREAS AN AND GONE AND PUT THEMSELVES AND OTHERS IN DANGER AND WHEREAS AN ESTIMATED 54 PERCENT OF GUN OTHERS IN DANGER AND WHEREAS AN ESTIMATED 54 PERCENT OF GUN OTHERS IN DANGER AND WHEREAS AN ESTIMATED 54 PERCENT OF GUN OWNERS DO NOT LOOK ALL THEIR ESTIMATED 54 PERCENT OF GUN OWNERS DO NOT LOOK ALL THEIR ESTIMATED 54 PERCENT OF GUN OWNERS DO NOT LOOK ALL THEIR SECURELY AND

855AN ESTIMATED FOUR OWNERS DO NOT LOOK ALL THEIR SECURELY AND AN ESTIMATED FOUR OWNERS DO NOT LOOK ALL THEIR SECURELY AND AN ESTIMATED FOUR POINT SIX MILLION CHILDREN LIVE SECURELY AND AN ESTIMATED FOUR POINT SIX MILLION CHILDREN LIVE SECURELY AND AN ESTIMATED FOUR POINT SIX MILLION CHILDREN LIVE IN A HOME WITH AT LEAST ONE POINT SIX MILLION CHILDREN LIVE IN A HOME WITH AT LEAST ONE POINT SIX MILLION CHILDREN LIVE IN A HOME WITH AT LEAST ONE UNLOCKED AND LOADED GUN IN THE IN A HOME WITH AT LEAST ONE UNLOCKED AND LOADED GUN IN THE IN A HOME WITH AT LEAST ONE UNLOCKED AND LOADED GUN IN THE UNITED STATES. UNLOCKED AND LOADED GUN IN THE UNITED STATES. UNLOCKED AND LOADED GUN IN THE UNITED STATES. AND WHEREAS WHEN GUNS ARE NOT UNITED STATES. AND

856WHEREAS WHEN GUNS ARE NOT UNITED STATES. AND WHEREAS WHEN GUNS ARE NOT PROPERLY STORED TRAGEDY CAN AND WHEREAS WHEN GUNS ARE NOT PROPERLY STORED TRAGEDY CAN AND WHEREAS WHEN GUNS ARE NOT PROPERLY STORED TRAGEDY CAN STRIKE WHETHER IT IS A CHILD PROPERLY STORED TRAGEDY CAN STRIKE WHETHER IT IS A CHILD PROPERLY STORED TRAGEDY CAN STRIKE WHETHER IT IS A CHILD FINDING A FIREARM AND INJURING STRIKE WHETHER IT IS A CHILD FINDING A FIREARM AND INJURING STRIKE WHETHER IT IS A CHILD FINDING A FIREARM AND INJURING OR KILLING HIMSELF OR SOMEONE FINDING A FIREARM AND INJURING OR KILLING HIMSELF OR SOMEONE FINDING A FIREARM AND INJURING OR KILLING HIMSELF OR SOMEONE ELSE OR SOMEONE STEALING IT AND OR KILLING HIMSELF OR SOMEONE ELSE OR SOMEONE STEALING IT AND OR KILLING HIMSELF OR SOMEONE ELSE OR SOMEONE

857STEALING IT AND USING TO COMMIT CRIME IN OUR ELSE OR SOMEONE STEALING IT AND USING TO COMMIT CRIME IN OUR ELSE OR SOMEONE STEALING IT AND USING TO COMMIT CRIME IN OUR COMMUNITIES AND WHEREAS USING TO COMMIT CRIME IN OUR COMMUNITIES AND WHEREAS USING TO COMMIT CRIME IN OUR COMMUNITIES AND WHEREAS VIRGINIA BEACH CITY PUBLIC COMMUNITIES AND WHEREAS VIRGINIA BEACH CITY PUBLIC COMMUNITIES AND WHEREAS VIRGINIA BEACH CITY PUBLIC SCHOOLS EDUCATING THE PUBLIC ON VIRGINIA BEACH CITY PUBLIC SCHOOLS EDUCATING THE PUBLIC ON VIRGINIA BEACH CITY PUBLIC SCHOOLS EDUCATING THE PUBLIC ON THE CRUCIAL ROLE OF REDUCING SCHOOLS EDUCATING THE PUBLIC ON THE CRUCIAL ROLE OF REDUCING SCHOOLS EDUCATING THE PUBLIC ON THE CRUCIAL ROLE OF REDUCING INJURIES AND DEATHS BY THE CRUCIAL ROLE OF REDUCING INJURIES AND DEATHS BY THE CRUCIAL ROLE OF REDUCING INJURIES AND

858DEATHS BY PROMOTING SECURE GUN STORAGE INJURIES AND DEATHS BY PROMOTING SECURE GUN STORAGE INJURIES AND DEATHS BY PROMOTING SECURE GUN STORAGE SAFETY SO THAT CHILDREN CAN PROMOTING SECURE GUN STORAGE SAFETY SO THAT CHILDREN CAN PROMOTING SECURE GUN STORAGE SAFETY SO THAT CHILDREN CAN LIVE IN A SAFE COMMUNITY AND SAFETY SO THAT CHILDREN CAN LIVE IN A SAFE COMMUNITY AND SAFETY SO THAT CHILDREN CAN LIVE IN A SAFE COMMUNITY AND ATTEND SCHOOL IN A SAFE LIVE IN A SAFE COMMUNITY AND ATTEND SCHOOL IN A SAFE LIVE IN A SAFE COMMUNITY AND ATTEND SCHOOL IN A SAFE ENVIRONMENT. ATTEND SCHOOL IN A SAFE ENVIRONMENT. ATTEND SCHOOL IN A SAFE ENVIRONMENT. NOW THEREFORE BE IT RESOLVED ENVIRONMENT. NOW THEREFORE BE IT RESOLVED ENVIRONMENT. NOW THEREFORE BE IT RESOLVED THAT THE SCHOOL BOARD OF THE NOW THEREFORE BE IT

859RESOLVED THAT THE SCHOOL BOARD OF THE NOW THEREFORE BE IT RESOLVED THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH ENCOURAGES ALL CITIZENS CITY OF VIRGINIA BEACH ENCOURAGES ALL CITIZENS CITY OF VIRGINIA BEACH ENCOURAGES ALL CITIZENS OF VIRGINIA BEACH TO SUPPORT ENCOURAGES ALL CITIZENS OF VIRGINIA BEACH TO SUPPORT ENCOURAGES ALL CITIZENS OF VIRGINIA BEACH TO SUPPORT SECURE GUN STORAGE AND SAFETY OF VIRGINIA BEACH TO SUPPORT SECURE GUN STORAGE AND SAFETY OF VIRGINIA BEACH TO SUPPORT SECURE GUN STORAGE AND SAFETY AND BE IT FURTHER RESOLVE THAT SECURE GUN STORAGE AND SAFETY AND BE IT FURTHER RESOLVE THAT SECURE GUN STORAGE AND SAFETY AND BE IT FURTHER RESOLVE THAT THE SCHOOL BOARD OF THE CITY AND

860BE IT FURTHER RESOLVE THAT THE SCHOOL BOARD OF THE CITY AND BE IT FURTHER RESOLVE THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA ENCOURAGES ALL THE SCHOOL BOARD OF THE CITY OF VIRGINIA ENCOURAGES ALL THE SCHOOL BOARD OF THE CITY OF VIRGINIA ENCOURAGES ALL CITIZENS OF VIRGINIA BEACH TO OF VIRGINIA ENCOURAGES ALL CITIZENS OF VIRGINIA BEACH TO OF VIRGINIA ENCOURAGES ALL CITIZENS OF VIRGINIA BEACH TO PRACTICE GUN SAFETY FOR THE CITIZENS OF VIRGINIA BEACH TO PRACTICE GUN SAFETY FOR THE CITIZENS OF VIRGINIA BEACH TO PRACTICE GUN SAFETY FOR THE WELL-BEING OF ALL STUDENTS AND PRACTICE GUN SAFETY FOR THE WELL-BEING OF ALL STUDENTS AND PRACTICE GUN SAFETY FOR THE WELL-BEING OF ALL STUDENTS AND CHILDREN IN THE CITY VIRGINIA WELL-BEING OF ALL STUDENTS AND CHILDREN IN THE CITY VIRGINIA WELL-BEING OF ALL STUDENTS AND

861CHILDREN IN THE CITY VIRGINIA BEACH AND BE IT FOR THE RESOLVE CHILDREN IN THE CITY VIRGINIA BEACH AND BE IT FOR THE RESOLVE CHILDREN IN THE CITY VIRGINIA BEACH AND BE IT FOR THE RESOLVE THAT A COPY OF THIS RESOLUTION BEACH AND BE IT FOR THE RESOLVE THAT A COPY OF THIS RESOLUTION BEACH AND BE IT FOR THE RESOLVE THAT A COPY OF THIS RESOLUTION SPREAD ACROSS THE OFFICIAL THAT A COPY OF THIS RESOLUTION SPREAD ACROSS THE OFFICIAL THAT A COPY OF THIS RESOLUTION SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD SO I TOOK SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD SO I TOOK SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD SO I TOOK SOME OF THE WHEN I WAS WRITING MINUTES OF THIS BOARD SO I TOOK SOME OF THE WHEN I

862WAS WRITING MINUTES OF THIS BOARD SO I TOOK SOME OF THE WHEN I WAS WRITING THIS I TOOK SOME OF THESE SOME OF THE WHEN I WAS WRITING THIS I TOOK SOME OF THESE SOME OF THE WHEN I WAS WRITING THIS I TOOK SOME OF THESE WHEREAS STATEMENTS FROM THE THIS I TOOK SOME OF THESE WHEREAS STATEMENTS FROM THE THIS I TOOK SOME OF THESE WHEREAS STATEMENTS FROM THE PROCLAMATION THAT WAS DONE BY WHEREAS STATEMENTS FROM THE PROCLAMATION THAT WAS DONE BY WHEREAS STATEMENTS FROM THE PROCLAMATION THAT WAS DONE BY OUR CITY COUNCIL BY THE MAYOR, PROCLAMATION THAT WAS DONE BY OUR CITY COUNCIL BY THE MAYOR, PROCLAMATION THAT WAS DONE BY OUR CITY COUNCIL BY THE MAYOR, BY THE MAYOR ON AUGUST TWENTY OUR CITY COUNCIL BY THE MAYOR, BY THE MAYOR ON AUGUST

863TWENTY OUR CITY COUNCIL BY THE MAYOR, BY THE MAYOR ON AUGUST TWENTY SIX AND HE DECLARED AUGUST BY THE MAYOR ON AUGUST TWENTY SIX AND HE DECLARED AUGUST BY THE MAYOR ON AUGUST TWENTY SIX AND HE DECLARED AUGUST TWENTY SIX TO AUGUST 30TH SMART SIX AND HE DECLARED AUGUST TWENTY SIX TO AUGUST 30TH SMART SIX AND HE DECLARED AUGUST TWENTY SIX TO AUGUST 30TH SMART WEEK SO SOME OF THESE TWENTY SIX TO AUGUST 30TH SMART WEEK SO SOME OF THESE TWENTY SIX TO AUGUST 30TH SMART WEEK SO SOME OF THESE STATEMENTS ACTUALLY CAME FROM WEEK SO SOME OF THESE STATEMENTS ACTUALLY CAME FROM WEEK SO SOME OF THESE STATEMENTS ACTUALLY CAME FROM THIS PROCLAMATION THAT THAT THE STATEMENTS ACTUALLY CAME FROM THIS PROCLAMATION THAT THAT THE STATEMENTS ACTUALLY CAME FROM THIS PROCLAMATION THAT THAT THE

864MAYOR MADE FOR OUR CITY SO I THIS PROCLAMATION THAT THAT THE MAYOR MADE FOR OUR CITY SO I THIS PROCLAMATION THAT THAT THE MAYOR MADE FOR OUR CITY SO I FEEL LIKE WE OWE IT TO OUR MAYOR MADE FOR OUR CITY SO I FEEL LIKE WE OWE IT TO OUR MAYOR MADE FOR OUR CITY SO I FEEL LIKE WE OWE IT TO OUR CHILDREN INTO THE CITIZENS FEEL LIKE WE OWE IT TO OUR CHILDREN INTO THE CITIZENS FEEL LIKE WE OWE IT TO OUR CHILDREN INTO THE CITIZENS OF VIRGINIA BEACH TO PROCLAIM CHILDREN INTO THE CITIZENS OF VIRGINIA BEACH TO PROCLAIM CHILDREN INTO THE CITIZENS OF VIRGINIA BEACH TO PROCLAIM THIS RESOLUTION AS SAFE AND OF VIRGINIA BEACH TO PROCLAIM THIS RESOLUTION AS SAFE AND OF VIRGINIA BEACH TO PROCLAIM THIS RESOLUTION AS SAFE AND

865STORAGE TIME. THIS RESOLUTION AS SAFE AND STORAGE TIME. THIS RESOLUTION AS SAFE AND STORAGE TIME. THANK YOU, MARK. STORAGE TIME. THANK YOU, MARK. STORAGE TIME. THANK YOU, MARK. ALL RIGHT. THANK YOU, MARK. ALL RIGHT. THANK YOU, MARK. ALL RIGHT. THIS FROM SO I COULD CERTAINLY ALL RIGHT. THIS FROM SO I COULD CERTAINLY ALL RIGHT. THIS FROM SO I COULD CERTAINLY SUPPORT SORT OF RESOLUTION ON THIS FROM SO I COULD CERTAINLY SUPPORT SORT OF RESOLUTION ON THIS FROM SO I COULD CERTAINLY SUPPORT SORT OF RESOLUTION ON THIS. SUPPORT SORT OF RESOLUTION ON THIS. SUPPORT SORT OF RESOLUTION ON THIS. HOWEVER, EVEN THE CDC DATA FROM THIS. HOWEVER, EVEN THE CDC DATA FROM THIS. HOWEVER, EVEN THE CDC DATA FROM 20 20 TO SHOWS THAT SOME HOWEVER, EVEN THE CDC DATA FROM 20 20 TO SHOWS THAT

866SOME HOWEVER, EVEN THE CDC DATA FROM 20 20 TO SHOWS THAT SOME OF THESE WHEREAS STATEMENTS ARE 20 20 TO SHOWS THAT SOME OF THESE WHEREAS STATEMENTS ARE 20 20 TO SHOWS THAT SOME OF THESE WHEREAS STATEMENTS ARE NOT ACCURATE SO I COULD SUPPORT OF THESE WHEREAS STATEMENTS ARE NOT ACCURATE SO I COULD SUPPORT OF THESE WHEREAS STATEMENTS ARE NOT ACCURATE SO I COULD SUPPORT IT IF SECTION ONE WERE GONE. NOT ACCURATE SO I COULD SUPPORT IT IF SECTION ONE WERE GONE. NOT ACCURATE SO I COULD SUPPORT IT IF SECTION ONE WERE GONE. THERE'S A I I WOULD LIKE TO SEE IT IF SECTION ONE WERE GONE. THERE'S A I I WOULD LIKE TO SEE IT IF SECTION ONE WERE GONE. THERE'S A I I WOULD LIKE TO SEE SOME OF THE LANGUAGE TURNED THERE'S

867A I I WOULD LIKE TO SEE SOME OF THE LANGUAGE TURNED THERE'S A I I WOULD LIKE TO SEE SOME OF THE LANGUAGE TURNED DOWN JUST A LITTLE BIT. SOME OF THE LANGUAGE TURNED DOWN JUST A LITTLE BIT. SOME OF THE LANGUAGE TURNED DOWN JUST A LITTLE BIT. BUT I DO WONDER DO WE HAVE THE DOWN JUST A LITTLE BIT. BUT I DO WONDER DO WE HAVE THE DOWN JUST A LITTLE BIT. BUT I DO WONDER DO WE HAVE THE JURISDICTION OVER ALL AND I BUT I DO WONDER DO WE HAVE THE JURISDICTION OVER ALL AND I BUT I DO WONDER DO WE HAVE THE JURISDICTION OVER ALL AND I THINK THAT'S A QUESTION FOR JURISDICTION OVER ALL AND I THINK THAT'S A QUESTION FOR JURISDICTION OVER ALL AND I THINK THAT'S A QUESTION FOR

868MISS LEONETTI. THINK THAT'S A QUESTION FOR MISS LEONETTI. THINK THAT'S A QUESTION FOR MISS LEONETTI. DO WE HAVE JURISDICTION OVER MISS LEONETTI. DO WE HAVE JURISDICTION OVER MISS LEONETTI. DO WE HAVE JURISDICTION OVER ALL VIRGINIA BEACH CITIZENS OR DO WE HAVE JURISDICTION OVER ALL VIRGINIA BEACH CITIZENS OR DO WE HAVE JURISDICTION OVER ALL VIRGINIA BEACH CITIZENS OR DO WE HAVE JURISDICTION AND THE ALL VIRGINIA BEACH CITIZENS OR DO WE HAVE JURISDICTION AND THE ALL VIRGINIA BEACH CITIZENS OR DO WE HAVE JURISDICTION AND THE SCHOOLS AND STUDENTS AND THINGS DO WE HAVE JURISDICTION AND THE SCHOOLS AND STUDENTS AND THINGS DO WE HAVE JURISDICTION AND THE SCHOOLS AND STUDENTS AND THINGS IMPACTING STUDENTS IN OUR SCHOOLS AND STUDENTS AND THINGS IMPACTING STUDENTS IN OUR SCHOOLS AND STUDENTS AND THINGS IMPACTING STUDENTS IN OUR SCHOOLS IN YOUR

869JURISDICTION IMPACTING STUDENTS IN OUR SCHOOLS IN YOUR JURISDICTION IMPACTING STUDENTS IN OUR SCHOOLS IN YOUR JURISDICTION WOULD BE THE RESPONSIBILITY THE SCHOOLS IN YOUR JURISDICTION WOULD BE THE RESPONSIBILITY THE SCHOOLS IN YOUR JURISDICTION WOULD BE THE RESPONSIBILITY THE SCHOOLS AND THE STUDENTS WHILE WOULD BE THE RESPONSIBILITY THE SCHOOLS AND THE STUDENTS WHILE WOULD BE THE RESPONSIBILITY THE SCHOOLS AND THE STUDENTS WHILE ATTENDING SCHOOLS YOU WOULD NOT SCHOOLS AND THE STUDENTS WHILE ATTENDING SCHOOLS YOU WOULD NOT SCHOOLS AND THE STUDENTS WHILE ATTENDING SCHOOLS YOU WOULD NOT HAVE THE RESPONSIBILITY TO THE ATTENDING SCHOOLS YOU WOULD NOT HAVE THE RESPONSIBILITY TO THE ATTENDING SCHOOLS YOU WOULD NOT HAVE THE RESPONSIBILITY TO THE PARENTS IN THEIR PRIVATE HAVE THE RESPONSIBILITY TO THE PARENTS IN THEIR PRIVATE HAVE THE RESPONSIBILITY TO THE PARENTS IN THEIR PRIVATE CAPACITY MAINTAINING FIREARMS

870I PARENTS IN THEIR PRIVATE CAPACITY MAINTAINING FIREARMS I PARENTS IN THEIR PRIVATE CAPACITY MAINTAINING FIREARMS I MEAN I DON'T HAVE ANY PROBLEM CAPACITY MAINTAINING FIREARMS I MEAN I DON'T HAVE ANY PROBLEM CAPACITY MAINTAINING FIREARMS I MEAN I DON'T HAVE ANY PROBLEM WITH PRACTICING GUN SAFETY AND MEAN I DON'T HAVE ANY PROBLEM WITH PRACTICING GUN SAFETY AND MEAN I DON'T HAVE ANY PROBLEM WITH PRACTICING GUN SAFETY AND I HAVE NO PROBLEMS WITH WITH PRACTICING GUN SAFETY AND I HAVE NO PROBLEMS WITH WITH PRACTICING GUN SAFETY AND I HAVE NO PROBLEMS WITH SECURING FIREARMS BUT I DO I HAVE NO PROBLEMS WITH SECURING FIREARMS BUT I DO I HAVE NO PROBLEMS WITH SECURING FIREARMS BUT I DO THINK I DO THINK SOME OF THESE SECURING FIREARMS BUT I DO THINK I DO THINK SOME OF THESE SECURING

871FIREARMS BUT I DO THINK I DO THINK SOME OF THESE NUMBERS ARE INACCURATE I SEE THINK I DO THINK SOME OF THESE NUMBERS ARE INACCURATE I SEE THINK I DO THINK SOME OF THESE NUMBERS ARE INACCURATE I SEE SOME HEAD SHAKING BUT THE CDC NUMBERS ARE INACCURATE I SEE SOME HEAD SHAKING BUT THE CDC NUMBERS ARE INACCURATE I SEE SOME HEAD SHAKING BUT THE CDC IS TWENTY TWENTY TWO. SOME HEAD SHAKING BUT THE CDC IS TWENTY TWENTY TWO. SOME HEAD SHAKING BUT THE CDC IS TWENTY TWENTY TWO. THERE'S SOME TWENTY 17 NUMBERS IS TWENTY TWENTY TWO. THERE'S SOME TWENTY 17 NUMBERS IS TWENTY TWENTY TWO. THERE'S SOME TWENTY 17 NUMBERS IN HERE SOME OF THESE ARE FROM THERE'S SOME TWENTY 17 NUMBERS IN HERE SOME OF THESE ARE FROM THERE'S SOME TWENTY 17 NUMBERS IN

872HERE SOME OF THESE ARE FROM TOWN ALL I I UNDERSTAND THAT IN HERE SOME OF THESE ARE FROM TOWN ALL I I UNDERSTAND THAT IN HERE SOME OF THESE ARE FROM TOWN ALL I I UNDERSTAND THAT THE MAYOR SIGNED A PROCLAMATION TOWN ALL I I UNDERSTAND THAT THE MAYOR SIGNED A PROCLAMATION TOWN ALL I I UNDERSTAND THAT THE MAYOR SIGNED A PROCLAMATION BUT THE CITY OF VIRGINIA THE MAYOR SIGNED A PROCLAMATION BUT THE CITY OF VIRGINIA THE MAYOR SIGNED A PROCLAMATION BUT THE CITY OF VIRGINIA OF VIRGINIA BEACH IS CHARGED BUT THE CITY OF VIRGINIA OF VIRGINIA BEACH IS CHARGED BUT THE CITY OF VIRGINIA OF VIRGINIA BEACH IS CHARGED WITH THE POLICE DEPARTMENT THE OF VIRGINIA BEACH IS CHARGED WITH THE POLICE DEPARTMENT THE OF VIRGINIA BEACH IS CHARGED WITH THE POLICE DEPARTMENT THE

873SCHOOL BOARD IS NOT GOT ANY WITH THE POLICE DEPARTMENT THE SCHOOL BOARD IS NOT GOT ANY WITH THE POLICE DEPARTMENT THE SCHOOL BOARD IS NOT GOT ANY AUTHORITY OVER THE POLICE SCHOOL BOARD IS NOT GOT ANY AUTHORITY OVER THE POLICE SCHOOL BOARD IS NOT GOT ANY AUTHORITY OVER THE POLICE DEPARTMENT SO YOU KNOW I'M AUTHORITY OVER THE POLICE DEPARTMENT SO YOU KNOW I'M AUTHORITY OVER THE POLICE DEPARTMENT SO YOU KNOW I'M HAPPY TO SUPPORT SOME VERSION DEPARTMENT SO YOU KNOW I'M HAPPY TO SUPPORT SOME VERSION DEPARTMENT SO YOU KNOW I'M HAPPY TO SUPPORT SOME VERSION OF THIS RESOLUTION BUT I AM NOT HAPPY TO SUPPORT SOME VERSION OF THIS RESOLUTION BUT I AM NOT HAPPY TO SUPPORT SOME VERSION OF THIS RESOLUTION BUT I AM NOT WILLING TO SUPPORT THIS AS IT'S OF THIS RESOLUTION

874BUT I AM NOT WILLING TO SUPPORT THIS AS IT'S OF THIS RESOLUTION BUT I AM NOT WILLING TO SUPPORT THIS AS IT'S WRITTEN AND YOU KNOW I WOULD WILLING TO SUPPORT THIS AS IT'S WRITTEN AND YOU KNOW I WOULD WILLING TO SUPPORT THIS AS IT'S WRITTEN AND YOU KNOW I WOULD HOPE THAT MY THAT MY COLLEAGUES WRITTEN AND YOU KNOW I WOULD HOPE THAT MY THAT MY COLLEAGUES WRITTEN AND YOU KNOW I WOULD HOPE THAT MY THAT MY COLLEAGUES WOULD BE WILLING TO MAKE SOME HOPE THAT MY THAT MY COLLEAGUES WOULD BE WILLING TO MAKE SOME HOPE THAT MY THAT MY COLLEAGUES WOULD BE WILLING TO MAKE SOME MINOR ADJUSTMENTS SO THAT THIS WOULD BE WILLING TO MAKE SOME MINOR ADJUSTMENTS SO THAT THIS WOULD BE WILLING TO MAKE SOME MINOR ADJUSTMENTS SO THAT THIS

875COULD BE SUPPORTABLE. MINOR ADJUSTMENTS SO THAT THIS COULD BE SUPPORTABLE. MINOR ADJUSTMENTS SO THAT THIS COULD BE SUPPORTABLE. THANK YOU, MR. COLPEPER. COULD BE SUPPORTABLE. THANK YOU, MR. COLPEPER. COULD BE SUPPORTABLE. THANK YOU, MR. COLPEPER. AND ECHO SOME OF THAT MY THANK YOU, MR. COLPEPER. AND ECHO SOME OF THAT MY THANK YOU, MR. COLPEPER. AND ECHO SOME OF THAT MY INITIAL THOUGHT IN THIS WHOLE AND ECHO SOME OF THAT MY INITIAL THOUGHT IN THIS WHOLE AND ECHO SOME OF THAT MY INITIAL THOUGHT IN THIS WHOLE THING IS THIS IS NOT OUR INITIAL THOUGHT IN THIS WHOLE THING IS THIS IS NOT OUR INITIAL THOUGHT IN THIS WHOLE THING IS THIS IS NOT OUR BUSINESS SIMILAR WITH WHAT YOU THING IS THIS IS NOT OUR BUSINESS SIMILAR WITH WHAT YOU THING IS THIS IS NOT OUR

876BUSINESS SIMILAR WITH WHAT YOU JUST SAID. BUSINESS SIMILAR WITH WHAT YOU JUST SAID. BUSINESS SIMILAR WITH WHAT YOU JUST SAID. THE CITY'S PERFECTLY REASONABLE JUST SAID. THE CITY'S PERFECTLY REASONABLE JUST SAID. THE CITY'S PERFECTLY REASONABLE TO ADDRESS THE SUBJECT. THE CITY'S PERFECTLY REASONABLE TO ADDRESS THE SUBJECT. THE CITY'S PERFECTLY REASONABLE TO ADDRESS THE SUBJECT. I ACTUALLY LOVED IT DEMAND TO ADDRESS THE SUBJECT. I ACTUALLY LOVED IT DEMAND TO ADDRESS THE SUBJECT. I ACTUALLY LOVED IT DEMAND ACTION DEMAND ACTION. I ACTUALLY LOVED IT DEMAND ACTION DEMAND ACTION. I ACTUALLY LOVED IT DEMAND ACTION DEMAND ACTION. I LOVE THE MOMS AND MENAKER ACTION DEMAND ACTION. I LOVE THE MOMS AND MENAKER ACTION DEMAND ACTION. I LOVE THE MOMS AND MENAKER THAT'S A PERFECTLY APPROPRIATE I LOVE THE MOMS AND MENAKER THAT'S A PERFECTLY APPROPRIATE I LOVE THE

877MOMS AND MENAKER THAT'S A PERFECTLY APPROPRIATE WAY TO ADDRESS THIS THIS ISSUE THAT'S A PERFECTLY APPROPRIATE WAY TO ADDRESS THIS THIS ISSUE THAT'S A PERFECTLY APPROPRIATE WAY TO ADDRESS THIS THIS ISSUE TO THEIR FRIENDS TO THEIR TO WAY TO ADDRESS THIS THIS ISSUE TO THEIR FRIENDS TO THEIR TO WAY TO ADDRESS THIS THIS ISSUE TO THEIR FRIENDS TO THEIR TO THEIR NEIGHBORS, TO THE PUBLIC. TO THEIR FRIENDS TO THEIR TO THEIR NEIGHBORS, TO THE PUBLIC. TO THEIR FRIENDS TO THEIR TO THEIR NEIGHBORS, TO THE PUBLIC. I DON'T REALLY THINK IT'S A THEIR NEIGHBORS, TO THE PUBLIC. I DON'T REALLY THINK IT'S A THEIR NEIGHBORS, TO THE PUBLIC. I DON'T REALLY THINK IT'S A SCHOOL BOARD ISSUE AND HE SAID I DON'T REALLY THINK IT'S A SCHOOL BOARD ISSUE AND HE SAID I DON'T REALLY THINK

878IT'S A SCHOOL BOARD ISSUE AND HE SAID THAT I MEAN THERE'S REALLY IT'S SCHOOL BOARD ISSUE AND HE SAID THAT I MEAN THERE'S REALLY IT'S SCHOOL BOARD ISSUE AND HE SAID THAT I MEAN THERE'S REALLY IT'S PERFECTLY SENSIBLE TO PEOPLE THAT I MEAN THERE'S REALLY IT'S PERFECTLY SENSIBLE TO PEOPLE THAT I MEAN THERE'S REALLY IT'S PERFECTLY SENSIBLE TO PEOPLE THEIR GUNS PROPERLY BUT THE PERFECTLY SENSIBLE TO PEOPLE THEIR GUNS PROPERLY BUT THE PERFECTLY SENSIBLE TO PEOPLE THEIR GUNS PROPERLY BUT THE FIRST OF THE FIRST OF FIRST THEIR GUNS PROPERLY BUT THE FIRST OF THE FIRST OF FIRST THEIR GUNS PROPERLY BUT THE FIRST OF THE FIRST OF FIRST OF ALL I THINK THAT'S FIRST OF THE FIRST OF FIRST OF ALL I THINK THAT'S FIRST OF THE FIRST OF FIRST OF ALL I THINK THAT'S

879DISINGENUOUS TO USE THAT OF ALL I THINK THAT'S DISINGENUOUS TO USE THAT OF ALL I THINK THAT'S DISINGENUOUS TO USE THAT STATISTIC HERE YEAH YOU KNOW, DISINGENUOUS TO USE THAT STATISTIC HERE YEAH YOU KNOW, DISINGENUOUS TO USE THAT STATISTIC HERE YEAH YOU KNOW, WHILE IT IS IN FACT TRUE THE STATISTIC HERE YEAH YOU KNOW, WHILE IT IS IN FACT TRUE THE STATISTIC HERE YEAH YOU KNOW, WHILE IT IS IN FACT TRUE THE VAST MAJORITY 90 PERCENT PLUS WHILE IT IS IN FACT TRUE THE VAST MAJORITY 90 PERCENT PLUS WHILE IT IS IN FACT TRUE THE VAST MAJORITY 90 PERCENT PLUS OF THOSE ARE ASSAULT IN OTHER VAST MAJORITY 90 PERCENT PLUS OF THOSE ARE ASSAULT IN OTHER VAST MAJORITY 90 PERCENT PLUS OF THOSE ARE ASSAULT IN OTHER WORDS PURPOSEFUL ACT. OF THOSE ARE ASSAULT

880IN OTHER WORDS PURPOSEFUL ACT. OF THOSE ARE ASSAULT IN OTHER WORDS PURPOSEFUL ACT. ANY IDEA BECAUSE IT'S NOT HIS WORDS PURPOSEFUL ACT. ANY IDEA BECAUSE IT'S NOT HIS WORDS PURPOSEFUL ACT. ANY IDEA BECAUSE IT'S NOT HIS DAD AT LEAST NOT THAT I CAN ANY IDEA BECAUSE IT'S NOT HIS DAD AT LEAST NOT THAT I CAN ANY IDEA BECAUSE IT'S NOT HIS DAD AT LEAST NOT THAT I CAN PASS OUT OF IT WHAT PERCENTAGE DAD AT LEAST NOT THAT I CAN PASS OUT OF IT WHAT PERCENTAGE DAD AT LEAST NOT THAT I CAN PASS OUT OF IT WHAT PERCENTAGE OF THOSE ARE DUE TO IMPROPERLY PASS OUT OF IT WHAT PERCENTAGE OF THOSE ARE DUE TO IMPROPERLY PASS OUT OF IT WHAT PERCENTAGE OF THOSE ARE DUE TO IMPROPERLY STORED WEAPONS IN THE HANDS OF THOSE

881ARE DUE TO IMPROPERLY STORED WEAPONS IN THE HANDS OF THOSE ARE DUE TO IMPROPERLY STORED WEAPONS IN THE HANDS OF SOMEBODY WELL SOMEBODY? STORED WEAPONS IN THE HANDS OF SOMEBODY WELL SOMEBODY? STORED WEAPONS IN THE HANDS OF SOMEBODY WELL SOMEBODY? WELL, WE'RE TALKING ABOUT USE OF SOMEBODY WELL SOMEBODY? WELL, WE'RE TALKING ABOUT USE OF SOMEBODY WELL SOMEBODY? WELL, WE'RE TALKING ABOUT USE HERE WITH FALL INTO THE HANDS WELL, WE'RE TALKING ABOUT USE HERE WITH FALL INTO THE HANDS WELL, WE'RE TALKING ABOUT USE HERE WITH FALL INTO THE HANDS OF USED TO KILL THEMSELVES OR HERE WITH FALL INTO THE HANDS OF USED TO KILL THEMSELVES OR HERE WITH FALL INTO THE HANDS OF USED TO KILL THEMSELVES OR SOMEBODY ELSE WHETHER BUT YET OF USED TO KILL THEMSELVES OR SOMEBODY ELSE WHETHER BUT YET OF

882USED TO KILL THEMSELVES OR SOMEBODY ELSE WHETHER BUT YET IT IMPLIES THAT ADDRESSING THIS SOMEBODY ELSE WHETHER BUT YET IT IMPLIES THAT ADDRESSING THIS SOMEBODY ELSE WHETHER BUT YET IT IMPLIES THAT ADDRESSING THIS ISSUE AND ADDRESS THE NUMBER IT IMPLIES THAT ADDRESSING THIS ISSUE AND ADDRESS THE NUMBER IT IMPLIES THAT ADDRESSING THIS ISSUE AND ADDRESS THE NUMBER ONE CAUSE OF THE TEENS AND ISSUE AND ADDRESS THE NUMBER ONE CAUSE OF THE TEENS AND ISSUE AND ADDRESS THE NUMBER ONE CAUSE OF THE TEENS AND THAT'S NOT THAT'S NOT THE CASE ONE CAUSE OF THE TEENS AND THAT'S NOT THAT'S NOT THE CASE ONE CAUSE OF THE TEENS AND THAT'S NOT THAT'S NOT THE CASE SO I WOULD AGREE THAT THE FIRST THAT'S NOT THAT'S NOT THE CASE SO I WOULD AGREE THAT THE FIRST THAT'S NOT

883THAT'S NOT THE CASE SO I WOULD AGREE THAT THE FIRST BULLET NEEDS TO COME OUT SO I WOULD AGREE THAT THE FIRST BULLET NEEDS TO COME OUT SO I WOULD AGREE THAT THE FIRST BULLET NEEDS TO COME OUT ADDITIONALLY I LIKE TO I LIKE BULLET NEEDS TO COME OUT ADDITIONALLY I LIKE TO I LIKE BULLET NEEDS TO COME OUT ADDITIONALLY I LIKE TO I LIKE TO ADD SOMETHING HERE YOU'VE ADDITIONALLY I LIKE TO I LIKE TO ADD SOMETHING HERE YOU'VE ADDITIONALLY I LIKE TO I LIKE TO ADD SOMETHING HERE YOU'VE GOT THE LINE HERE THAT SAYS TO ADD SOMETHING HERE YOU'VE GOT THE LINE HERE THAT SAYS TO ADD SOMETHING HERE YOU'VE GOT THE LINE HERE THAT SAYS RESEARCH SHOWS THAT ONE OF THE GOT THE LINE HERE THAT SAYS RESEARCH SHOWS THAT ONE OF

884THE GOT THE LINE HERE THAT SAYS RESEARCH SHOWS THAT ONE OF THE BEST WAY TO PROTECT CHILDREN RESEARCH SHOWS THAT ONE OF THE BEST WAY TO PROTECT CHILDREN RESEARCH SHOWS THAT ONE OF THE BEST WAY TO PROTECT CHILDREN FROM ACCESS TO FIREARMS IS BEST WAY TO PROTECT CHILDREN FROM ACCESS TO FIREARMS IS BEST WAY TO PROTECT CHILDREN FROM ACCESS TO FIREARMS IS MAKING SURE GUNS ARE STORED, FROM ACCESS TO FIREARMS IS MAKING SURE GUNS ARE STORED, FROM ACCESS TO FIREARMS IS MAKING SURE GUNS ARE STORED, UNLOADED TO SEPARATE RENDITION MAKING SURE GUNS ARE STORED, UNLOADED TO SEPARATE RENDITION MAKING SURE GUNS ARE STORED, UNLOADED TO SEPARATE RENDITION I'M. UNLOADED TO SEPARATE RENDITION I'M. UNLOADED TO SEPARATE RENDITION I'M. I'M SURE THAT'S TRUE. I'M. I'M SURE THAT'S TRUE. I'M. I'M SURE THAT'S TRUE. HOWEVER, THINK IT'S

885FAIR TO SAY I'M SURE THAT'S TRUE. HOWEVER, THINK IT'S FAIR TO SAY I'M SURE THAT'S TRUE. HOWEVER, THINK IT'S FAIR TO SAY THAT THE VAST MAJORITY HOWEVER, THINK IT'S FAIR TO SAY THAT THE VAST MAJORITY HOWEVER, THINK IT'S FAIR TO SAY THAT THE VAST MAJORITY OF PEOPLE WHO WHO ON WEAPONS THAT THE VAST MAJORITY OF PEOPLE WHO WHO ON WEAPONS THAT THE VAST MAJORITY OF PEOPLE WHO WHO ON WEAPONS AND KEEP THEM IN THEIR HOUSE OF PEOPLE WHO WHO ON WEAPONS AND KEEP THEM IN THEIR HOUSE OF PEOPLE WHO WHO ON WEAPONS AND KEEP THEM IN THEIR HOUSE HAPPENED FOR THE PURPOSE AND KEEP THEM IN THEIR HOUSE HAPPENED FOR THE PURPOSE AND KEEP THEM IN THEIR HOUSE HAPPENED FOR THE PURPOSE OF SELF-DEFENSE AND LOADED INTO HAPPENED FOR THE PURPOSE OF SELF-DEFENSE AND LOADED

886INTO HAPPENED FOR THE PURPOSE OF SELF-DEFENSE AND LOADED INTO A MICROPHONE YOU'RE HAVING OF SELF-DEFENSE AND LOADED INTO A MICROPHONE YOU'RE HAVING OF SELF-DEFENSE AND LOADED INTO A MICROPHONE YOU'RE HAVING TROUBLE HEARING I'M SORRY A MICROPHONE YOU'RE HAVING TROUBLE HEARING I'M SORRY A MICROPHONE YOU'RE HAVING TROUBLE HEARING I'M SORRY SCREWED UP I WOULD I WOULD TROUBLE HEARING I'M SORRY SCREWED UP I WOULD I WOULD TROUBLE HEARING I'M SORRY SCREWED UP I WOULD I WOULD ARGUE THAT THE VAST MAJORITY SCREWED UP I WOULD I WOULD ARGUE THAT THE VAST MAJORITY SCREWED UP I WOULD I WOULD ARGUE THAT THE VAST MAJORITY OF PEOPLE WHO WANT FIREARMS AND ARGUE THAT THE VAST MAJORITY OF PEOPLE WHO WANT FIREARMS AND ARGUE THAT THE VAST MAJORITY OF PEOPLE WHO WANT FIREARMS AND KEEP THEM IN THEIR HOUSE HAVE OF

887PEOPLE WHO WANT FIREARMS AND KEEP THEM IN THEIR HOUSE HAVE OF PEOPLE WHO WANT FIREARMS AND KEEP THEM IN THEIR HOUSE HAVE THEM FOR THE PURPOSE KEEP THEM IN THEIR HOUSE HAVE THEM FOR THE PURPOSE KEEP THEM IN THEIR HOUSE HAVE THEM FOR THE PURPOSE OF DEFENDING THEMSELVES THEIR THEM FOR THE PURPOSE OF DEFENDING THEMSELVES THEIR THEM FOR THE PURPOSE OF DEFENDING THEMSELVES THEIR FAMILIES AND THEIR HOMES AND OF DEFENDING THEMSELVES THEIR FAMILIES AND THEIR HOMES AND OF DEFENDING THEMSELVES THEIR FAMILIES AND THEIR HOMES AND UNLOADED WEAPON IS NO BETTER FAMILIES AND THEIR HOMES AND UNLOADED WEAPON IS NO BETTER FAMILIES AND THEIR HOMES AND UNLOADED WEAPON IS NO BETTER THAN A BASEBALL BAT FOR THAT UNLOADED WEAPON IS NO BETTER THAN A BASEBALL BAT FOR THAT UNLOADED WEAPON IS NO BETTER THAN A BASEBALL

888BAT FOR THAT PURPOSE SO I THINK YOU'RE THAN A BASEBALL BAT FOR THAT PURPOSE SO I THINK YOU'RE THAN A BASEBALL BAT FOR THAT PURPOSE SO I THINK YOU'RE YOU'RE AT RISK IF THAT'S ALL PURPOSE SO I THINK YOU'RE YOU'RE AT RISK IF THAT'S ALL PURPOSE SO I THINK YOU'RE YOU'RE AT RISK IF THAT'S ALL YOU'RE GOING TO SAY HERE I YOU'RE AT RISK IF THAT'S ALL YOU'RE GOING TO SAY HERE I YOU'RE AT RISK IF THAT'S ALL YOU'RE GOING TO SAY HERE I THINK YOU'RE AT RISK OF LOSING YOU'RE GOING TO SAY HERE I THINK YOU'RE AT RISK OF LOSING YOU'RE GOING TO SAY HERE I THINK YOU'RE AT RISK OF LOSING ALL THOSE ALL THOSE PEOPLE WHO THINK YOU'RE AT RISK OF LOSING ALL THOSE ALL THOSE PEOPLE WHO THINK YOU'RE AT RISK

889OF LOSING ALL THOSE ALL THOSE PEOPLE WHO HAVE A WEAPON IN THE FOR THAT ALL THOSE ALL THOSE PEOPLE WHO HAVE A WEAPON IN THE FOR THAT ALL THOSE ALL THOSE PEOPLE WHO HAVE A WEAPON IN THE FOR THAT PURPOSE BECAUSE THEY'RE GOING HAVE A WEAPON IN THE FOR THAT PURPOSE BECAUSE THEY'RE GOING HAVE A WEAPON IN THE FOR THAT PURPOSE BECAUSE THEY'RE GOING TO GO WELL I CAN'T DO WHAT YOU PURPOSE BECAUSE THEY'RE GOING TO GO WELL I CAN'T DO WHAT YOU PURPOSE BECAUSE THEY'RE GOING TO GO WELL I CAN'T DO WHAT YOU ASKED ME ASK OF ME BECAUSE IT TO GO WELL I CAN'T DO WHAT YOU ASKED ME ASK OF ME BECAUSE IT TO GO WELL I CAN'T DO WHAT YOU ASKED ME ASK OF ME BECAUSE IT DEFEATS PURPOSE BUT THERE

890ARE ASKED ME ASK OF ME BECAUSE IT DEFEATS PURPOSE BUT THERE ARE ASKED ME ASK OF ME BECAUSE IT DEFEATS PURPOSE BUT THERE ARE THERE ARE WAYS TO ADDRESS THAT DEFEATS PURPOSE BUT THERE ARE THERE ARE WAYS TO ADDRESS THAT DEFEATS PURPOSE BUT THERE ARE THERE ARE WAYS TO ADDRESS THAT ISSUE. THERE ARE WAYS TO ADDRESS THAT ISSUE. THERE ARE WAYS TO ADDRESS THAT ISSUE. THERE ARE LOTS OF QUICK ISSUE. THERE ARE LOTS OF QUICK ISSUE. THERE ARE LOTS OF QUICK SPECIFICALLY QUICK ACTION SAFES THERE ARE LOTS OF QUICK SPECIFICALLY QUICK ACTION SAFES THERE ARE LOTS OF QUICK SPECIFICALLY QUICK ACTION SAFES THAT'S WHAT A BRAND I THINK SPECIFICALLY QUICK ACTION SAFES THAT'S WHAT A BRAND I THINK SPECIFICALLY QUICK ACTION SAFES THAT'S WHAT A BRAND I THINK WERE LOADED FIREARMS CAN BE THAT'S WHAT

891A BRAND I THINK WERE LOADED FIREARMS CAN BE THAT'S WHAT A BRAND I THINK WERE LOADED FIREARMS CAN BE KEPT SAFELY. WERE LOADED FIREARMS CAN BE KEPT SAFELY. WERE LOADED FIREARMS CAN BE KEPT SAFELY. SO I WOULD YOU JUST A PARAGRAPH KEPT SAFELY. SO I WOULD YOU JUST A PARAGRAPH KEPT SAFELY. SO I WOULD YOU JUST A PARAGRAPH SOMETHING ALONG THE LINES SO I WOULD YOU JUST A PARAGRAPH SOMETHING ALONG THE LINES SO I WOULD YOU JUST A PARAGRAPH SOMETHING ALONG THE LINES OF WHERE WE'RE MIGHT BE WERE SOMETHING ALONG THE LINES OF WHERE WE'RE MIGHT BE WERE SOMETHING ALONG THE LINES OF WHERE WE'RE MIGHT BE WERE LOADED FIREARMS ARE REQUIRED. OF WHERE WE'RE MIGHT BE WERE LOADED FIREARMS ARE REQUIRED. OF WHERE WE'RE MIGHT BE WERE LOADED FIREARMS ARE REQUIRED. I CAN HELP

892YOU. LOADED FIREARMS ARE REQUIRED. I CAN HELP YOU. LOADED FIREARMS ARE REQUIRED. I CAN HELP YOU. I JUST LANGUAGE BETTER THAN I CAN HELP YOU. I JUST LANGUAGE BETTER THAN I CAN HELP YOU. I JUST LANGUAGE BETTER THAN THIS BUT WERE LOADED FIREARMS I JUST LANGUAGE BETTER THAN THIS BUT WERE LOADED FIREARMS I JUST LANGUAGE BETTER THAN THIS BUT WERE LOADED FIREARMS NECESSARY AND NECESSARY AND THIS BUT WERE LOADED FIREARMS NECESSARY AND NECESSARY AND THIS BUT WERE LOADED FIREARMS NECESSARY AND NECESSARY AND CHILDREN MIGHT BE PRESENT NECESSARY AND NECESSARY AND CHILDREN MIGHT BE PRESENT NECESSARY AND NECESSARY AND CHILDREN MIGHT BE PRESENT LOCKBOXES COULD GET QUICK CHILDREN MIGHT BE PRESENT LOCKBOXES COULD GET QUICK CHILDREN MIGHT BE PRESENT LOCKBOXES COULD GET QUICK ACTION LOCKBOXES OR SOMETHING LOCKBOXES COULD GET QUICK ACTION LOCKBOXES OR SOMETHING LOCKBOXES

893COULD GET QUICK ACTION LOCKBOXES OR SOMETHING TO THAT EFFECT MAYBE USED YEAH. ACTION LOCKBOXES OR SOMETHING TO THAT EFFECT MAYBE USED YEAH. ACTION LOCKBOXES OR SOMETHING TO THAT EFFECT MAYBE USED YEAH. THOSE TO PICK THINGS UP LOOKING TO THAT EFFECT MAYBE USED YEAH. THOSE TO PICK THINGS UP LOOKING TO THAT EFFECT MAYBE USED YEAH. THOSE TO PICK THINGS UP LOOKING LIKE AT THIS MANNING AND THEN THOSE TO PICK THINGS UP LOOKING LIKE AT THIS MANNING AND THEN THOSE TO PICK THINGS UP LOOKING LIKE AT THIS MANNING AND THEN MISS OWENS OK YOU KNOW ONE LIKE AT THIS MANNING AND THEN MISS OWENS OK YOU KNOW ONE LIKE AT THIS MANNING AND THEN MISS OWENS OK YOU KNOW ONE THING I REALLY LIKE THAT ARE MISS OWENS OK YOU KNOW ONE THING I REALLY LIKE THAT

894ARE MISS OWENS OK YOU KNOW ONE THING I REALLY LIKE THAT ARE SPEAKER SAID I THINK IT WAS THING I REALLY LIKE THAT ARE SPEAKER SAID I THINK IT WAS THING I REALLY LIKE THAT ARE SPEAKER SAID I THINK IT WAS MISSOULA'S BURKE SAID THAT SPEAKER SAID I THINK IT WAS MISSOULA'S BURKE SAID THAT SPEAKER SAID I THINK IT WAS MISSOULA'S BURKE SAID THAT COURTS FINALLY HOLDING PARENTS MISSOULA'S BURKE SAID THAT COURTS FINALLY HOLDING PARENTS MISSOULA'S BURKE SAID THAT COURTS FINALLY HOLDING PARENTS ACCOUNTABLE WHEN CHILDREN DO COURTS FINALLY HOLDING PARENTS ACCOUNTABLE WHEN CHILDREN DO COURTS FINALLY HOLDING PARENTS ACCOUNTABLE WHEN CHILDREN DO ACCESS WEAPONS THAT HAVE NOT ACCOUNTABLE WHEN CHILDREN DO ACCESS WEAPONS THAT HAVE NOT ACCOUNTABLE WHEN CHILDREN DO ACCESS WEAPONS THAT HAVE NOT BEEN PROPERLY SORTED. ACCESS WEAPONS THAT HAVE NOT BEEN PROPERLY

895SORTED. ACCESS WEAPONS THAT HAVE NOT BEEN PROPERLY SORTED. I'M THANKFUL FOR BECAUSE BEEN PROPERLY SORTED. I'M THANKFUL FOR BECAUSE BEEN PROPERLY SORTED. I'M THANKFUL FOR BECAUSE ULTIMATELY IT IS THE I'M THANKFUL FOR BECAUSE ULTIMATELY IT IS THE I'M THANKFUL FOR BECAUSE ULTIMATELY IT IS THE RESPONSIBILITY OF THE PARENTS ULTIMATELY IT IS THE RESPONSIBILITY OF THE PARENTS ULTIMATELY IT IS THE RESPONSIBILITY OF THE PARENTS TO MAKE SURE THAT THEY SECURE RESPONSIBILITY OF THE PARENTS TO MAKE SURE THAT THEY SECURE RESPONSIBILITY OF THE PARENTS TO MAKE SURE THAT THEY SECURE THEIR WEAPONS PROPERLY. TO MAKE SURE THAT THEY SECURE THEIR WEAPONS PROPERLY. TO MAKE SURE THAT THEY SECURE THEIR WEAPONS PROPERLY. I ACTUALLY REALLY LIKED THE THEIR WEAPONS PROPERLY. I ACTUALLY REALLY LIKED THE THEIR WEAPONS PROPERLY. I ACTUALLY REALLY LIKED THE RESOLVED LANGUAGES AT THE I

896ACTUALLY REALLY LIKED THE RESOLVED LANGUAGES AT THE I ACTUALLY REALLY LIKED THE RESOLVED LANGUAGES AT THE BOTTOM ALL OF THE RESOLVED RESOLVED LANGUAGES AT THE BOTTOM ALL OF THE RESOLVED RESOLVED LANGUAGES AT THE BOTTOM ALL OF THE RESOLVED PARTS DOWN HERE I COULD SUPPORT BOTTOM ALL OF THE RESOLVED PARTS DOWN HERE I COULD SUPPORT BOTTOM ALL OF THE RESOLVED PARTS DOWN HERE I COULD SUPPORT TOMORROW AND VOTE YES AND I PARTS DOWN HERE I COULD SUPPORT TOMORROW AND VOTE YES AND I PARTS DOWN HERE I COULD SUPPORT TOMORROW AND VOTE YES AND I THINK THAT'S WHAT WE'RE HERE TOMORROW AND VOTE YES AND I THINK THAT'S WHAT WE'RE HERE TOMORROW AND VOTE YES AND I THINK THAT'S WHAT WE'RE HERE FOR WE'RE HERE FOR THE RESOLVED THINK THAT'S WHAT WE'RE HERE FOR WE'RE HERE FOR

897THE RESOLVED THINK THAT'S WHAT WE'RE HERE FOR WE'RE HERE FOR THE RESOLVED PARTS AND I WOULD HATE FOR THE FOR WE'RE HERE FOR THE RESOLVED PARTS AND I WOULD HATE FOR THE FOR WE'RE HERE FOR THE RESOLVED PARTS AND I WOULD HATE FOR THE WHEREASES TOP TO PREVENT ME PARTS AND I WOULD HATE FOR THE WHEREASES TOP TO PREVENT ME PARTS AND I WOULD HATE FOR THE WHEREASES TOP TO PREVENT ME FROM VOTING FOR THESE RESULT WHEREASES TOP TO PREVENT ME FROM VOTING FOR THESE RESULT WHEREASES TOP TO PREVENT ME FROM VOTING FOR THESE RESULT PARTS I LOOKED INTO THE FROM VOTING FOR THESE RESULT PARTS I LOOKED INTO THE FROM VOTING FOR THESE RESULT PARTS I LOOKED INTO THE STATISTICS AND THEY'RE PARTS I LOOKED INTO THE STATISTICS AND THEY'RE PARTS I LOOKED INTO

898THE STATISTICS AND THEY'RE ABSOLUTELY NOT ACCURATE THE STATISTICS AND THEY'RE ABSOLUTELY NOT ACCURATE THE STATISTICS AND THEY'RE ABSOLUTELY NOT ACCURATE THE FIRST ONE I SPECIFICALLY LOOKED ABSOLUTELY NOT ACCURATE THE FIRST ONE I SPECIFICALLY LOOKED ABSOLUTELY NOT ACCURATE THE FIRST ONE I SPECIFICALLY LOOKED IT UP CHILDREN'S SAFETY NETWORK FIRST ONE I SPECIFICALLY LOOKED IT UP CHILDREN'S SAFETY NETWORK FIRST ONE I SPECIFICALLY LOOKED IT UP CHILDREN'S SAFETY NETWORK DOUG SAYS THAT THIS NO IS IT UP CHILDREN'S SAFETY NETWORK DOUG SAYS THAT THIS NO IS IT UP CHILDREN'S SAFETY NETWORK DOUG SAYS THAT THIS NO IS ACTUALLY THAT IT'S FOURTEENTH DOUG SAYS THAT THIS NO IS ACTUALLY THAT IT'S FOURTEENTH DOUG SAYS THAT THIS NO IS ACTUALLY THAT IT'S FOURTEENTH KILLER THE CDC HAS DIFFERENT ACTUALLY THAT IT'S FOURTEENTH KILLER THE CDC HAS DIFFERENT ACTUALLY THAT IT'S FOURTEENTH

899KILLER THE CDC HAS DIFFERENT NUMBERS. KILLER THE CDC HAS DIFFERENT NUMBERS. KILLER THE CDC HAS DIFFERENT NUMBERS. SO I COULDN'T SUPPORT THAT NUMBERS. SO I COULDN'T SUPPORT THAT NUMBERS. SO I COULDN'T SUPPORT THAT FIRST WHEREAS YOU KNOW SOME SO I COULDN'T SUPPORT THAT FIRST WHEREAS YOU KNOW SOME SO I COULDN'T SUPPORT THAT FIRST WHEREAS YOU KNOW SOME OF THE OTHER LANGUAGE IN HERE FIRST WHEREAS YOU KNOW SOME OF THE OTHER LANGUAGE IN HERE FIRST WHEREAS YOU KNOW SOME OF THE OTHER LANGUAGE IN HERE AND DOWN HERE UNDER A FOUR OF THE OTHER LANGUAGE IN HERE AND DOWN HERE UNDER A FOUR OF THE OTHER LANGUAGE IN HERE AND DOWN HERE UNDER A FOUR POINT SIX MILLION CHILDREN AND DOWN HERE UNDER A FOUR POINT SIX MILLION CHILDREN AND DOWN HERE UNDER A FOUR POINT SIX

900MILLION CHILDREN LIVING AT HOME THAT WAS A 2015 POINT SIX MILLION CHILDREN LIVING AT HOME THAT WAS A 2015 POINT SIX MILLION CHILDREN LIVING AT HOME THAT WAS A 2015 SURVEY THAT ONLY THAT WAS LIVING AT HOME THAT WAS A 2015 SURVEY THAT ONLY THAT WAS LIVING AT HOME THAT WAS A 2015 SURVEY THAT ONLY THAT WAS SURVEYED OF LESS THAN FOUR SURVEY THAT ONLY THAT WAS SURVEYED OF LESS THAN FOUR SURVEY THAT ONLY THAT WAS SURVEYED OF LESS THAN FOUR THOUSAND PEOPLE ACROSS ENTIRE SURVEYED OF LESS THAN FOUR THOUSAND PEOPLE ACROSS ENTIRE SURVEYED OF LESS THAN FOUR THOUSAND PEOPLE ACROSS ENTIRE NATION SO I SO I THINK THAT THOUSAND PEOPLE ACROSS ENTIRE NATION SO I SO I THINK THAT THOUSAND PEOPLE ACROSS ENTIRE NATION SO I SO I THINK THAT STATISTIC IS PERHAPS INACCURATE

901NATION SO I SO I THINK THAT STATISTIC IS PERHAPS INACCURATE NATION SO I SO I THINK THAT STATISTIC IS PERHAPS INACCURATE INDEFINITELY OLD SO I'D SO I'D STATISTIC IS PERHAPS INACCURATE INDEFINITELY OLD SO I'D SO I'D STATISTIC IS PERHAPS INACCURATE INDEFINITELY OLD SO I'D SO I'D LIKE TO SEE SOME UPDATED INDEFINITELY OLD SO I'D SO I'D LIKE TO SEE SOME UPDATED INDEFINITELY OLD SO I'D SO I'D LIKE TO SEE SOME UPDATED LANGUAGE THAT SO WHAT I'D LIKE LIKE TO SEE SOME UPDATED LANGUAGE THAT SO WHAT I'D LIKE LIKE TO SEE SOME UPDATED LANGUAGE THAT SO WHAT I'D LIKE I'D LIKE TO ASK THE PATRON LANGUAGE THAT SO WHAT I'D LIKE I'D LIKE TO ASK THE PATRON LANGUAGE THAT SO WHAT I'D LIKE I'D LIKE TO ASK THE PATRON MISANDRIST IS IF YOU WOULD BE I'D

902LIKE TO ASK THE PATRON MISANDRIST IS IF YOU WOULD BE I'D LIKE TO ASK THE PATRON MISANDRIST IS IF YOU WOULD BE WILLING TO WORK WITH ME ON THE MISANDRIST IS IF YOU WOULD BE WILLING TO WORK WITH ME ON THE MISANDRIST IS IF YOU WOULD BE WILLING TO WORK WITH ME ON THE LANGUAGE AT THE TOP BECAUSE I WILLING TO WORK WITH ME ON THE LANGUAGE AT THE TOP BECAUSE I WILLING TO WORK WITH ME ON THE LANGUAGE AT THE TOP BECAUSE I SUPPORT A LOT OF THE WHEREAS IS LANGUAGE AT THE TOP BECAUSE I SUPPORT A LOT OF THE WHEREAS IS LANGUAGE AT THE TOP BECAUSE I SUPPORT A LOT OF THE WHEREAS IS HERE AND I THINK MAYBE WE COULD SUPPORT A LOT OF THE WHEREAS IS HERE AND I THINK MAYBE

903WE COULD SUPPORT A LOT OF THE WHEREAS IS HERE AND I THINK MAYBE WE COULD GET TO A POINT OF AGREEMENT IF HERE AND I THINK MAYBE WE COULD GET TO A POINT OF AGREEMENT IF HERE AND I THINK MAYBE WE COULD GET TO A POINT OF AGREEMENT IF WE COULD WORK TOGETHER WHEREAS GET TO A POINT OF AGREEMENT IF WE COULD WORK TOGETHER WHEREAS GET TO A POINT OF AGREEMENT IF WE COULD WORK TOGETHER WHEREAS LANGUAGE AT THE TOP AND COME UP WE COULD WORK TOGETHER WHEREAS LANGUAGE AT THE TOP AND COME UP WE COULD WORK TOGETHER WHEREAS LANGUAGE AT THE TOP AND COME UP WITH SOMETHING THAT SUITABLE LANGUAGE AT THE TOP AND COME UP WITH SOMETHING THAT SUITABLE LANGUAGE AT THE TOP AND COME UP WITH SOMETHING THAT SUITABLE FOR ALL OF

904US. WITH SOMETHING THAT SUITABLE FOR ALL OF US. WITH SOMETHING THAT SUITABLE FOR ALL OF US. AGAIN, I SUPPORT THE BOTTOM FOR ALL OF US. AGAIN, I SUPPORT THE BOTTOM FOR ALL OF US. AGAIN, I SUPPORT THE BOTTOM LANGUAGE WAS WHICH IS THE PART. AGAIN, I SUPPORT THE BOTTOM LANGUAGE WAS WHICH IS THE PART. AGAIN, I SUPPORT THE BOTTOM LANGUAGE WAS WHICH IS THE PART. SO IF YOU'D BE WILLING TO DO LANGUAGE WAS WHICH IS THE PART. SO IF YOU'D BE WILLING TO DO LANGUAGE WAS WHICH IS THE PART. SO IF YOU'D BE WILLING TO DO THAT WITH ME I'M MAKING THAT SO IF YOU'D BE WILLING TO DO THAT WITH ME I'M MAKING THAT SO IF YOU'D BE WILLING TO DO THAT WITH ME I'M MAKING THAT REQUEST SO THANK YOU. THAT WITH ME

905I'M MAKING THAT REQUEST SO THANK YOU. THAT WITH ME I'M MAKING THAT REQUEST SO THANK YOU. UM I I GUESS I WOULD START BY REQUEST SO THANK YOU. UM I I GUESS I WOULD START BY REQUEST SO THANK YOU. UM I I GUESS I WOULD START BY SAYING THAT I'M TO HEAR THAT UM I I GUESS I WOULD START BY SAYING THAT I'M TO HEAR THAT UM I I GUESS I WOULD START BY SAYING THAT I'M TO HEAR THAT MANY OF THE COLLEAGUES ARE OPEN SAYING THAT I'M TO HEAR THAT MANY OF THE COLLEAGUES ARE OPEN SAYING THAT I'M TO HEAR THAT MANY OF THE COLLEAGUES ARE OPEN TO SUPPORTING THE RESOLUTION MANY OF THE COLLEAGUES ARE OPEN TO SUPPORTING THE RESOLUTION MANY OF THE COLLEAGUES ARE OPEN TO SUPPORTING THE RESOLUTION THE RESOLVED PARTS

906CERTAINLY TO SUPPORTING THE RESOLUTION THE RESOLVED PARTS CERTAINLY TO SUPPORTING THE RESOLUTION THE RESOLVED PARTS CERTAINLY ARE THE MEAT WHILE I GOT TO THE RESOLVED PARTS CERTAINLY ARE THE MEAT WHILE I GOT TO THE RESOLVED PARTS CERTAINLY ARE THE MEAT WHILE I GOT TO PROVIDE SOME INPUT TO MR. ARE THE MEAT WHILE I GOT TO PROVIDE SOME INPUT TO MR. ARE THE MEAT WHILE I GOT TO PROVIDE SOME INPUT TO MR. ANDERSON AND I WAS VERY PROUD PROVIDE SOME INPUT TO MR. ANDERSON AND I WAS VERY PROUD PROVIDE SOME INPUT TO MR. ANDERSON AND I WAS VERY PROUD TO DO SO, I DID NOT COME YOU ANDERSON AND I WAS VERY PROUD TO DO SO, I DID NOT COME YOU ANDERSON AND I WAS VERY PROUD TO DO SO, I DID NOT COME YOU KNOW,

907COME UP WITH THE TO DO SO, I DID NOT COME YOU KNOW, COME UP WITH THE TO DO SO, I DID NOT COME YOU KNOW, COME UP WITH THE STATISTICS THERE. KNOW, COME UP WITH THE STATISTICS THERE. KNOW, COME UP WITH THE STATISTICS THERE. HOWEVER, I THINK IT'S IF MR STATISTICS THERE. HOWEVER, I THINK IT'S IF MR STATISTICS THERE. HOWEVER, I THINK IT'S IF MR ANDERSON IS OPEN TO WORKING HOWEVER, I THINK IT'S IF MR ANDERSON IS OPEN TO WORKING HOWEVER, I THINK IT'S IF MR ANDERSON IS OPEN TO WORKING WITH MR. MANNING ON SOME ANDERSON IS OPEN TO WORKING WITH MR. MANNING ON SOME ANDERSON IS OPEN TO WORKING WITH MR. MANNING ON SOME OF THOSE I MEAN OBVIOUSLY WITH MR. MANNING ON SOME OF THOSE I MEAN OBVIOUSLY WITH MR. MANNING ON SOME

908OF THOSE I MEAN OBVIOUSLY THAT'S BETWEEN THEM. OF THOSE I MEAN OBVIOUSLY THAT'S BETWEEN THEM. OF THOSE I MEAN OBVIOUSLY THAT'S BETWEEN THEM. BUT I THINK THAT YOU CAN FIND THAT'S BETWEEN THEM. BUT I THINK THAT YOU CAN FIND THAT'S BETWEEN THEM. BUT I THINK THAT YOU CAN FIND DIFFERENT SPECIFICS ON BUT I THINK THAT YOU CAN FIND DIFFERENT SPECIFICS ON BUT I THINK THAT YOU CAN FIND DIFFERENT SPECIFICS ON DIFFERENT SIDES BECAUSE OF THE DIFFERENT SPECIFICS ON DIFFERENT SIDES BECAUSE OF THE DIFFERENT SPECIFICS ON DIFFERENT SIDES BECAUSE OF THE WAY INFORMATION IS SOURCED AND DIFFERENT SIDES BECAUSE OF THE WAY INFORMATION IS SOURCED AND DIFFERENT SIDES BECAUSE OF THE WAY INFORMATION IS SOURCED AND CATEGORIZE THE FBI TRACKS WAY INFORMATION IS SOURCED AND CATEGORIZE THE FBI TRACKS WAY INFORMATION IS SOURCED AND CATEGORIZE THE

909FBI TRACKS THINGS DIFFERENTLY THAN CITY CATEGORIZE THE FBI TRACKS THINGS DIFFERENTLY THAN CITY CATEGORIZE THE FBI TRACKS THINGS DIFFERENTLY THAN CITY LAW ENFORCEMENT AND CENTER FOR THINGS DIFFERENTLY THAN CITY LAW ENFORCEMENT AND CENTER FOR THINGS DIFFERENTLY THAN CITY LAW ENFORCEMENT AND CENTER FOR MISSING AND EXPLOITED CHILDREN LAW ENFORCEMENT AND CENTER FOR MISSING AND EXPLOITED CHILDREN LAW ENFORCEMENT AND CENTER FOR MISSING AND EXPLOITED CHILDREN HAVE DIFFERENT TRACKING MISSING AND EXPLOITED CHILDREN HAVE DIFFERENT TRACKING MISSING AND EXPLOITED CHILDREN HAVE DIFFERENT TRACKING CRITERIA FOR THINGS THAT THEY HAVE DIFFERENT TRACKING CRITERIA FOR THINGS THAT THEY HAVE DIFFERENT TRACKING CRITERIA FOR THINGS THAT THEY WOULD TRACK I KNOW THAT THIS IS CRITERIA FOR THINGS THAT THEY WOULD TRACK I KNOW THAT THIS IS CRITERIA FOR THINGS THAT THEY WOULD TRACK I KNOW THAT THIS IS NOT MISSING CHILDREN BUT

910WOULD TRACK I KNOW THAT THIS IS NOT MISSING CHILDREN BUT WOULD TRACK I KNOW THAT THIS IS NOT MISSING CHILDREN BUT DIFFERENT ORGANIZATIONS HAVE NOT MISSING CHILDREN BUT DIFFERENT ORGANIZATIONS HAVE NOT MISSING CHILDREN BUT DIFFERENT ORGANIZATIONS HAVE DIFFERENT CRITERIA ON HOW THEY DIFFERENT ORGANIZATIONS HAVE DIFFERENT CRITERIA ON HOW THEY DIFFERENT ORGANIZATIONS HAVE DIFFERENT CRITERIA ON HOW THEY TRACK THINGS IF YOU KNOW DIFFERENT CRITERIA ON HOW THEY TRACK THINGS IF YOU KNOW DIFFERENT CRITERIA ON HOW THEY TRACK THINGS IF YOU KNOW DIFFERENT WORDING IS GOING TO TRACK THINGS IF YOU KNOW DIFFERENT WORDING IS GOING TO TRACK THINGS IF YOU KNOW DIFFERENT WORDING IS GOING TO MAKE CLEAR THAT WE HAVE AN DIFFERENT WORDING IS GOING TO MAKE CLEAR THAT WE HAVE AN DIFFERENT WORDING IS GOING TO MAKE CLEAR THAT WE HAVE AN ISSUE IN

911OUR CITY AND ACROSS MAKE CLEAR THAT WE HAVE AN ISSUE IN OUR CITY AND ACROSS MAKE CLEAR THAT WE HAVE AN ISSUE IN OUR CITY AND ACROSS THE NATION WITH CHILDREN ISSUE IN OUR CITY AND ACROSS THE NATION WITH CHILDREN ISSUE IN OUR CITY AND ACROSS THE NATION WITH CHILDREN UNNECESSARILY DYING FROM THE NATION WITH CHILDREN UNNECESSARILY DYING FROM THE NATION WITH CHILDREN UNNECESSARILY DYING FROM FIREARM INJURIES, WHETHER THAT UNNECESSARILY DYING FROM FIREARM INJURIES, WHETHER THAT UNNECESSARILY DYING FROM FIREARM INJURIES, WHETHER THAT IS FROM VIOLENCE INTENTIONALLY FIREARM INJURIES, WHETHER THAT IS FROM VIOLENCE INTENTIONALLY FIREARM INJURIES, WHETHER THAT IS FROM VIOLENCE INTENTIONALLY ACCIDENTALLY SUICIDE STOLEN IS FROM VIOLENCE INTENTIONALLY ACCIDENTALLY SUICIDE STOLEN IS FROM VIOLENCE INTENTIONALLY ACCIDENTALLY SUICIDE STOLEN FROM A CAR THE CHILDREN ARE ACCIDENTALLY SUICIDE STOLEN FROM A CAR THE CHILDREN ARE ACCIDENTALLY

912SUICIDE STOLEN FROM A CAR THE CHILDREN ARE JUST AS DEAD AND I THINK THAT FROM A CAR THE CHILDREN ARE JUST AS DEAD AND I THINK THAT FROM A CAR THE CHILDREN ARE JUST AS DEAD AND I THINK THAT WHEN WE TALK JURISDICTION IF WE JUST AS DEAD AND I THINK THAT WHEN WE TALK JURISDICTION IF WE JUST AS DEAD AND I THINK THAT WHEN WE TALK JURISDICTION IF WE ARE TALKING ABOUT THINGS THAT WHEN WE TALK JURISDICTION IF WE ARE TALKING ABOUT THINGS THAT WHEN WE TALK JURISDICTION IF WE ARE TALKING ABOUT THINGS THAT IMPACT THE CHILDREN THAT WE ARE TALKING ABOUT THINGS THAT IMPACT THE CHILDREN THAT WE ARE TALKING ABOUT THINGS THAT IMPACT THE CHILDREN THAT WE SERVE LIKE FIREARM INJURIES IMPACT THE CHILDREN THAT WE SERVE LIKE FIREARM INJURIES IMPACT THE

913CHILDREN THAT WE SERVE LIKE FIREARM INJURIES LIKE OPIOIDS I WOULD BE IN SERVE LIKE FIREARM INJURIES LIKE OPIOIDS I WOULD BE IN SERVE LIKE FIREARM INJURIES LIKE OPIOIDS I WOULD BE IN SUPPORT OF THE DISTRICT MAKING LIKE OPIOIDS I WOULD BE IN SUPPORT OF THE DISTRICT MAKING LIKE OPIOIDS I WOULD BE IN SUPPORT OF THE DISTRICT MAKING STATEMENTS ABOUT PARENTS SUPPORT OF THE DISTRICT MAKING STATEMENTS ABOUT PARENTS SUPPORT OF THE DISTRICT MAKING STATEMENTS ABOUT PARENTS LOCKING OR DISPOSING OF OPIOID STATEMENTS ABOUT PARENTS LOCKING OR DISPOSING OF OPIOID STATEMENTS ABOUT PARENTS LOCKING OR DISPOSING OF OPIOID MEDICATIONS NO LONGER WE SEE LOCKING OR DISPOSING OF OPIOID MEDICATIONS NO LONGER WE SEE LOCKING OR DISPOSING OF OPIOID MEDICATIONS NO LONGER WE SEE THAT THAT'S A PROBLEM WITH MEDICATIONS NO LONGER WE SEE THAT THAT'S A PROBLEM WITH

914MEDICATIONS NO LONGER WE SEE THAT THAT'S A PROBLEM WITH STUDENTS IN OUR DISTRICT AND WE THAT THAT'S A PROBLEM WITH STUDENTS IN OUR DISTRICT AND WE THAT THAT'S A PROBLEM WITH STUDENTS IN OUR DISTRICT AND WE SEE THE IMPACT NOT ONLY FOR THE STUDENTS IN OUR DISTRICT AND WE SEE THE IMPACT NOT ONLY FOR THE STUDENTS IN OUR DISTRICT AND WE SEE THE IMPACT NOT ONLY FOR THE STUDENTS DIRECTLY AFFECTED BY SEE THE IMPACT NOT ONLY FOR THE STUDENTS DIRECTLY AFFECTED BY SEE THE IMPACT NOT ONLY FOR THE STUDENTS DIRECTLY AFFECTED BY OR HARMED BY THE GUNS BUT FOR STUDENTS DIRECTLY AFFECTED BY OR HARMED BY THE GUNS BUT FOR STUDENTS DIRECTLY AFFECTED BY OR HARMED BY THE GUNS BUT FOR THEIR FRIENDS WHO LOST SOMEBODY OR HARMED BY THE GUNS BUT FOR THEIR FRIENDS

915WHO LOST SOMEBODY OR HARMED BY THE GUNS BUT FOR THEIR FRIENDS WHO LOST SOMEBODY TO DRUGS AND THE BOARD IS THEIR FRIENDS WHO LOST SOMEBODY TO DRUGS AND THE BOARD IS THEIR FRIENDS WHO LOST SOMEBODY TO DRUGS AND THE BOARD IS UNDERSTANDING OF THE NEED TO TO DRUGS AND THE BOARD IS UNDERSTANDING OF THE NEED TO TO DRUGS AND THE BOARD IS UNDERSTANDING OF THE NEED TO MAKE A STATEMENT AND BE UNDERSTANDING OF THE NEED TO MAKE A STATEMENT AND BE UNDERSTANDING OF THE NEED TO MAKE A STATEMENT AND BE PROACTIVE AND IT'S NOT JUST THE MAKE A STATEMENT AND BE PROACTIVE AND IT'S NOT JUST THE MAKE A STATEMENT AND BE PROACTIVE AND IT'S NOT JUST THE STUDENTS WHO ARE INJURED BY THE PROACTIVE AND IT'S NOT JUST THE STUDENTS WHO ARE INJURED BY

916THE PROACTIVE AND IT'S NOT JUST THE STUDENTS WHO ARE INJURED BY THE FIREARM IT'S THE FAMILY MEMBERS STUDENTS WHO ARE INJURED BY THE FIREARM IT'S THE FAMILY MEMBERS STUDENTS WHO ARE INJURED BY THE FIREARM IT'S THE FAMILY MEMBERS AND THE OTHER PEOPLE IN THEIR FIREARM IT'S THE FAMILY MEMBERS AND THE OTHER PEOPLE IN THEIR FIREARM IT'S THE FAMILY MEMBERS AND THE OTHER PEOPLE IN THEIR WAKE WHO ARE IMPACTED FOREVER AND THE OTHER PEOPLE IN THEIR WAKE WHO ARE IMPACTED FOREVER AND THE OTHER PEOPLE IN THEIR WAKE WHO ARE IMPACTED FOREVER WE HAD A SPEAKER TODAY WHO WAKE WHO ARE IMPACTED FOREVER WE HAD A SPEAKER TODAY WHO WAKE WHO ARE IMPACTED FOREVER WE HAD A SPEAKER TODAY WHO SPOKE ABOUT SOMETHING THAT WE HAD A SPEAKER TODAY WHO SPOKE ABOUT SOMETHING THAT WE HAD A

917SPEAKER TODAY WHO SPOKE ABOUT SOMETHING THAT HAPPENED YEARS AGO AND YOU CAN SPOKE ABOUT SOMETHING THAT HAPPENED YEARS AGO AND YOU CAN SPOKE ABOUT SOMETHING THAT HAPPENED YEARS AGO AND YOU CAN TELL THAT THAT STILL IMPACTS HAPPENED YEARS AGO AND YOU CAN TELL THAT THAT STILL IMPACTS HAPPENED YEARS AGO AND YOU CAN TELL THAT THAT STILL IMPACTS HER TODAY TRAUMA THAT PEOPLE TELL THAT THAT STILL IMPACTS HER TODAY TRAUMA THAT PEOPLE TELL THAT THAT STILL IMPACTS HER TODAY TRAUMA THAT PEOPLE CARRY PEOPLE CARRY. HER TODAY TRAUMA THAT PEOPLE CARRY PEOPLE CARRY. HER TODAY TRAUMA THAT PEOPLE CARRY PEOPLE CARRY. I THINK THAT THIS RESOLUTION IS CARRY PEOPLE CARRY. I THINK THAT THIS RESOLUTION IS CARRY PEOPLE CARRY. I THINK THAT THIS RESOLUTION IS A BOTTOM BASELINE STATEMENT TO I THINK THAT THIS RESOLUTION IS A

918BOTTOM BASELINE STATEMENT TO I THINK THAT THIS RESOLUTION IS A BOTTOM BASELINE STATEMENT TO SAY YES WE AS A BOARD RECOGNIZE A BOTTOM BASELINE STATEMENT TO SAY YES WE AS A BOARD RECOGNIZE A BOTTOM BASELINE STATEMENT TO SAY YES WE AS A BOARD RECOGNIZE THAT THIS ONGOING ISSUE IN OUR SAY YES WE AS A BOARD RECOGNIZE THAT THIS ONGOING ISSUE IN OUR SAY YES WE AS A BOARD RECOGNIZE THAT THIS ONGOING ISSUE IN OUR COMMUNITY I HAVEN'T BEEN THE THAT THIS ONGOING ISSUE IN OUR COMMUNITY I HAVEN'T BEEN THE THAT THIS ONGOING ISSUE IN OUR COMMUNITY I HAVEN'T BEEN THE BOARD WILL BE FIVE AND A HALF COMMUNITY I HAVEN'T BEEN THE BOARD WILL BE FIVE AND A HALF COMMUNITY I HAVEN'T BEEN THE BOARD WILL BE FIVE AND A HALF YEARS AND THERE HASN'T

919BEEN ONE BOARD WILL BE FIVE AND A HALF YEARS AND THERE HASN'T BEEN ONE BOARD WILL BE FIVE AND A HALF YEARS AND THERE HASN'T BEEN ONE YEAR THAT I'VE BEEN ON THIS YEARS AND THERE HASN'T BEEN ONE YEAR THAT I'VE BEEN ON THIS YEARS AND THERE HASN'T BEEN ONE YEAR THAT I'VE BEEN ON THIS BOARD WHERE WE HAVEN'T LOST ONE YEAR THAT I'VE BEEN ON THIS BOARD WHERE WE HAVEN'T LOST ONE YEAR THAT I'VE BEEN ON THIS BOARD WHERE WE HAVEN'T LOST ONE OR MORE STUDENTS TO SOME KIND BOARD WHERE WE HAVEN'T LOST ONE OR MORE STUDENTS TO SOME KIND BOARD WHERE WE HAVEN'T LOST ONE OR MORE STUDENTS TO SOME KIND OF GUN DEATH IF WE CAN MAKE ANY OR MORE STUDENTS TO SOME KIND OF GUN DEATH IF WE CAN MAKE ANY

920OR MORE STUDENTS TO SOME KIND OF GUN DEATH IF WE CAN MAKE ANY SMALL DENT MET THAN I AM 100 OF GUN DEATH IF WE CAN MAKE ANY SMALL DENT MET THAN I AM 100 OF GUN DEATH IF WE CAN MAKE ANY SMALL DENT MET THAN I AM 100 PERCENT FOR THAT. SMALL DENT MET THAN I AM 100 PERCENT FOR THAT. SMALL DENT MET THAN I AM 100 PERCENT FOR THAT. AND SO I HOPE THAT WHATEVER IT PERCENT FOR THAT. AND SO I HOPE THAT WHATEVER IT PERCENT FOR THAT. AND SO I HOPE THAT WHATEVER IT TAKES FOR MY COLLEAGUES TO ALSO AND SO I HOPE THAT WHATEVER IT TAKES FOR MY COLLEAGUES TO ALSO AND SO I HOPE THAT WHATEVER IT TAKES FOR MY COLLEAGUES TO ALSO BE ON BOARD FOR THAT WILL TAKES

921FOR MY COLLEAGUES TO ALSO BE ON BOARD FOR THAT WILL TAKES FOR MY COLLEAGUES TO ALSO BE ON BOARD FOR THAT WILL HAPPEN. BE ON BOARD FOR THAT WILL HAPPEN. BE ON BOARD FOR THAT WILL HAPPEN. SO THANK YOU OH. HAPPEN. SO THANK YOU OH. HAPPEN. SO THANK YOU OH. OH OK. SO THANK YOU OH. OH OK. SO THANK YOU OH. OH OK. SO I'M WILLING TO A FEW MINOR OH OK. SO I'M WILLING TO A FEW MINOR OH OK. SO I'M WILLING TO A FEW MINOR ADJUSTMENTS AND I WILL DOUBLE SO I'M WILLING TO A FEW MINOR ADJUSTMENTS AND I WILL DOUBLE SO I'M WILLING TO A FEW MINOR ADJUSTMENTS AND I WILL DOUBLE CHECK THE NUMBERS AND COME BACK ADJUSTMENTS AND I WILL DOUBLE CHECK THE NUMBERS AND COME BACK ADJUSTMENTS AND I

922WILL DOUBLE CHECK THE NUMBERS AND COME BACK WITH WITH VERIFIABLE NUMBERS CHECK THE NUMBERS AND COME BACK WITH WITH VERIFIABLE NUMBERS CHECK THE NUMBERS AND COME BACK WITH WITH VERIFIABLE NUMBERS CONTACT WITH SPANNING THIS WEEK WITH WITH VERIFIABLE NUMBERS CONTACT WITH SPANNING THIS WEEK WITH WITH VERIFIABLE NUMBERS CONTACT WITH SPANNING THIS WEEK AND SEE IF WE CAN WE CAN COME CONTACT WITH SPANNING THIS WEEK AND SEE IF WE CAN WE CAN COME CONTACT WITH SPANNING THIS WEEK AND SEE IF WE CAN WE CAN COME BACK COME TO AN AGREEMENT SO AND SEE IF WE CAN WE CAN COME BACK COME TO AN AGREEMENT SO AND SEE IF WE CAN WE CAN COME BACK COME TO AN AGREEMENT SO MIGHT I ALSO ASKED THAT IF THIS BACK COME TO AN AGREEMENT SO MIGHT I ALSO ASKED

923THAT IF THIS BACK COME TO AN AGREEMENT SO MIGHT I ALSO ASKED THAT IF THIS IS GOING TO BE A RESOLUTION MIGHT I ALSO ASKED THAT IF THIS IS GOING TO BE A RESOLUTION MIGHT I ALSO ASKED THAT IF THIS IS GOING TO BE A RESOLUTION THAT'S RED ONCE A YEAR THAT IS GOING TO BE A RESOLUTION THAT'S RED ONCE A YEAR THAT IS GOING TO BE A RESOLUTION THAT'S RED ONCE A YEAR THAT PERHAPS YOU FIND A WAY TO LEAVE THAT'S RED ONCE A YEAR THAT PERHAPS YOU FIND A WAY TO LEAVE THAT'S RED ONCE A YEAR THAT PERHAPS YOU FIND A WAY TO LEAVE OFF SPECIFICS? PERHAPS YOU FIND A WAY TO LEAVE OFF SPECIFICS? PERHAPS YOU FIND A WAY TO LEAVE OFF SPECIFICS? I DON'T KNOW IF IT'S GOING TO OFF SPECIFICS?

924I DON'T KNOW IF IT'S GOING TO OFF SPECIFICS? I DON'T KNOW IF IT'S GOING TO BE NUMBERS BUT NUMBERS BUT THAT I DON'T KNOW IF IT'S GOING TO BE NUMBERS BUT NUMBERS BUT THAT I DON'T KNOW IF IT'S GOING TO BE NUMBERS BUT NUMBERS BUT THAT MAYBE YOU FIND A WAY TO WRITE BE NUMBERS BUT NUMBERS BUT THAT MAYBE YOU FIND A WAY TO WRITE BE NUMBERS BUT NUMBERS BUT THAT MAYBE YOU FIND A WAY TO WRITE OR IF IF IF IF NOT BUT YOU WHAT MAYBE YOU FIND A WAY TO WRITE OR IF IF IF IF NOT BUT YOU WHAT MAYBE YOU FIND A WAY TO WRITE OR IF IF IF IF NOT BUT YOU WHAT USE YOU'VE SAID YOU'RE GOING TO OR IF IF IF IF NOT BUT YOU WHAT USE YOU'VE SAID

925YOU'RE GOING TO OR IF IF IF IF NOT BUT YOU WHAT USE YOU'VE SAID YOU'RE GOING TO TWEAK IT SO THE MAJOR THE USE YOU'VE SAID YOU'RE GOING TO TWEAK IT SO THE MAJOR THE USE YOU'VE SAID YOU'RE GOING TO TWEAK IT SO THE MAJOR THE MAJOR, THE MAJOR THING THAT I TWEAK IT SO THE MAJOR THE MAJOR, THE MAJOR THING THAT I TWEAK IT SO THE MAJOR THE MAJOR, THE MAJOR THING THAT I WANT TO DO IS I WANT PEOPLE TO MAJOR, THE MAJOR THING THAT I WANT TO DO IS I WANT PEOPLE TO MAJOR, THE MAJOR THING THAT I WANT TO DO IS I WANT PEOPLE TO BE AWARE THAT WE ARE IN FAVOR WANT TO DO IS I WANT PEOPLE TO BE AWARE THAT WE ARE IN FAVOR WANT TO DO IS

926I WANT PEOPLE TO BE AWARE THAT WE ARE IN FAVOR OF THAT WE WOULD SUPPORT GUN BE AWARE THAT WE ARE IN FAVOR OF THAT WE WOULD SUPPORT GUN BE AWARE THAT WE ARE IN FAVOR OF THAT WE WOULD SUPPORT GUN STORAGE, SECURE GUN STORAGE OF THAT WE WOULD SUPPORT GUN STORAGE, SECURE GUN STORAGE OF THAT WE WOULD SUPPORT GUN STORAGE, SECURE GUN STORAGE PERIOD THAT'S NOT ALL I WANT TO STORAGE, SECURE GUN STORAGE PERIOD THAT'S NOT ALL I WANT TO STORAGE, SECURE GUN STORAGE PERIOD THAT'S NOT ALL I WANT TO AS MANY YEAH I THINK WE CAN GET PERIOD THAT'S NOT ALL I WANT TO AS MANY YEAH I THINK WE CAN GET PERIOD THAT'S NOT ALL I WANT TO AS MANY YEAH I THINK WE CAN GET TO WHERE WE NEED TO BE

927MISSING AS MANY YEAH I THINK WE CAN GET TO WHERE WE NEED TO BE MISSING AS MANY YEAH I THINK WE CAN GET TO WHERE WE NEED TO BE MISSING ANDERSON COULD I MAYBE YOU SEND TO WHERE WE NEED TO BE MISSING ANDERSON COULD I MAYBE YOU SEND TO WHERE WE NEED TO BE MISSING ANDERSON COULD I MAYBE YOU SEND YOU A PROPOSAL VIA EMAIL AND ANDERSON COULD I MAYBE YOU SEND YOU A PROPOSAL VIA EMAIL AND ANDERSON COULD I MAYBE YOU SEND YOU A PROPOSAL VIA EMAIL AND GET YOUR FEEDBACK ON IT AND IT YOU A PROPOSAL VIA EMAIL AND GET YOUR FEEDBACK ON IT AND IT YOU A PROPOSAL VIA EMAIL AND GET YOUR FEEDBACK ON IT AND IT WOULD MOSTLY JUST BE TAKING OUT GET YOUR FEEDBACK ON IT AND IT WOULD

928MOSTLY JUST BE TAKING OUT GET YOUR FEEDBACK ON IT AND IT WOULD MOSTLY JUST BE TAKING OUT THE STATISTICS IN HERE AND WOULD MOSTLY JUST BE TAKING OUT THE STATISTICS IN HERE AND WOULD MOSTLY JUST BE TAKING OUT THE STATISTICS IN HERE AND MAYBE OK. THE STATISTICS IN HERE AND MAYBE OK. THE STATISTICS IN HERE AND MAYBE OK. ALL RIGHT. MAYBE OK. ALL RIGHT. MAYBE OK. ALL RIGHT. ABLE TO TO SOME OF THAT AND I I ALL RIGHT. ABLE TO TO SOME OF THAT AND I I ALL RIGHT. ABLE TO TO SOME OF THAT AND I I THINK THE MEAT OF IT IS WHAT'S ABLE TO TO SOME OF THAT AND I I THINK THE MEAT OF IT IS WHAT'S ABLE TO TO SOME OF THAT AND I I THINK THE MEAT OF IT IS

929WHAT'S IMPORTANT THINKING THAT BY ME THINK THE MEAT OF IT IS WHAT'S IMPORTANT THINKING THAT BY ME THINK THE MEAT OF IT IS WHAT'S IMPORTANT THINKING THAT BY ME TOO. IMPORTANT THINKING THAT BY ME TOO. IMPORTANT THINKING THAT BY ME TOO. OH YES. TOO. OH YES. TOO. OH YES. I THINK YOU OK MOVING ON TO OH YES. I THINK YOU OK MOVING ON TO OH YES. I THINK YOU OK MOVING ON TO CONSENT AGENDA TONIGHT WE HAVE I THINK YOU OK MOVING ON TO CONSENT AGENDA TONIGHT WE HAVE I THINK YOU OK MOVING ON TO CONSENT AGENDA TONIGHT WE HAVE FIVE RESOLUTIONS BULLYING CONSENT AGENDA TONIGHT WE HAVE FIVE RESOLUTIONS BULLYING CONSENT AGENDA TONIGHT WE HAVE FIVE RESOLUTIONS BULLYING PREVENTION MONTH, DISABILITY FIVE RESOLUTIONS BULLYING PREVENTION MONTH, DISABILITY FIVE RESOLUTIONS BULLYING PREVENTION MONTH, DISABILITY HISTORY

930AND AWARENESS MONTH PREVENTION MONTH, DISABILITY HISTORY AND AWARENESS MONTH PREVENTION MONTH, DISABILITY HISTORY AND AWARENESS MONTH DYSLEXIA AWARENESS MONTH, HISTORY AND AWARENESS MONTH DYSLEXIA AWARENESS MONTH, HISTORY AND AWARENESS MONTH DYSLEXIA AWARENESS MONTH, FILIPINO AMERICAN HISTORY MONTH DYSLEXIA AWARENESS MONTH, FILIPINO AMERICAN HISTORY MONTH DYSLEXIA AWARENESS MONTH, FILIPINO AMERICAN HISTORY MONTH AN INDIGENOUS PEOPLES DAY I FILIPINO AMERICAN HISTORY MONTH AN INDIGENOUS PEOPLES DAY I FILIPINO AMERICAN HISTORY MONTH AN INDIGENOUS PEOPLES DAY I THINK I REMEMBER MISS KENDRICK AN INDIGENOUS PEOPLES DAY I THINK I REMEMBER MISS KENDRICK AN INDIGENOUS PEOPLES DAY I THINK I REMEMBER MISS KENDRICK ASKING FOR BULLYING PREVENTION THINK I REMEMBER MISS KENDRICK ASKING FOR BULLYING PREVENTION THINK I REMEMBER MISS KENDRICK ASKING FOR BULLYING PREVENTION MONTH. ASKING FOR BULLYING PREVENTION MONTH. ASKING FOR BULLYING PREVENTION MONTH. SO YES, BULLYING PREVENTION MONTH. SO YES,

931BULLYING PREVENTION MONTH. SO YES, BULLYING PREVENTION OCTOBER TWENTY TWENTY FOUR SO YES, BULLYING PREVENTION OCTOBER TWENTY TWENTY FOUR SO YES, BULLYING PREVENTION OCTOBER TWENTY TWENTY FOUR WHEREAS SCHOOL WHEREAS SCHOOL OCTOBER TWENTY TWENTY FOUR WHEREAS SCHOOL WHEREAS SCHOOL OCTOBER TWENTY TWENTY FOUR WHEREAS SCHOOL WHEREAS SCHOOL BULLYING HAS BECOME WHEREAS SCHOOL WHEREAS SCHOOL BULLYING HAS BECOME WHEREAS SCHOOL WHEREAS SCHOOL BULLYING HAS BECOME INCREASINGLY SIGNIFICANT BULLYING HAS BECOME INCREASINGLY SIGNIFICANT BULLYING HAS BECOME INCREASINGLY SIGNIFICANT PROBLEM IN THE UNITED STATES INCREASINGLY SIGNIFICANT PROBLEM IN THE UNITED STATES INCREASINGLY SIGNIFICANT PROBLEM IN THE UNITED STATES AND VIRGINIA AND WHEREAS NEARLY PROBLEM IN THE UNITED STATES AND VIRGINIA AND WHEREAS NEARLY PROBLEM IN THE UNITED STATES AND VIRGINIA AND WHEREAS NEARLY 30 PERCENT OF YOUTH IN THE AND VIRGINIA AND WHEREAS NEARLY 30 PERCENT OF YOUTH IN THE AND VIRGINIA AND

932WHEREAS NEARLY 30 PERCENT OF YOUTH IN THE UNITED STATES ARE ESTIMATED TO 30 PERCENT OF YOUTH IN THE UNITED STATES ARE ESTIMATED TO 30 PERCENT OF YOUTH IN THE UNITED STATES ARE ESTIMATED TO BE INVOLVED IN BULLYING EACH UNITED STATES ARE ESTIMATED TO BE INVOLVED IN BULLYING EACH UNITED STATES ARE ESTIMATED TO BE INVOLVED IN BULLYING EACH YEAR EITHER AS A BULLY OR AS A BE INVOLVED IN BULLYING EACH YEAR EITHER AS A BULLY OR AS A BE INVOLVED IN BULLYING EACH YEAR EITHER AS A BULLY OR AS A VICTIM AND WHEREAS STUDENTS WHO YEAR EITHER AS A BULLY OR AS A VICTIM AND WHEREAS STUDENTS WHO YEAR EITHER AS A BULLY OR AS A VICTIM AND WHEREAS STUDENTS WHO EXPERIENCE BULLYING ARE AT VICTIM AND WHEREAS STUDENTS WHO EXPERIENCE BULLYING ARE AT VICTIM AND

933WHEREAS STUDENTS WHO EXPERIENCE BULLYING ARE AT INCREASED RISK FOR DEPRESSION, EXPERIENCE BULLYING ARE AT INCREASED RISK FOR DEPRESSION, EXPERIENCE BULLYING ARE AT INCREASED RISK FOR DEPRESSION, ANXIETY, SLEEP DIFFICULTIES INCREASED RISK FOR DEPRESSION, ANXIETY, SLEEP DIFFICULTIES INCREASED RISK FOR DEPRESSION, ANXIETY, SLEEP DIFFICULTIES LOWER ACADEMIC ACHIEVEMENT AND ANXIETY, SLEEP DIFFICULTIES LOWER ACADEMIC ACHIEVEMENT AND ANXIETY, SLEEP DIFFICULTIES LOWER ACADEMIC ACHIEVEMENT AND DROPPING OUT OF SCHOOL AND LOWER ACADEMIC ACHIEVEMENT AND DROPPING OUT OF SCHOOL AND LOWER ACADEMIC ACHIEVEMENT AND DROPPING OUT OF SCHOOL AND WHEREAS BULLYING CAN OCCUR IN DROPPING OUT OF SCHOOL AND WHEREAS BULLYING CAN OCCUR IN DROPPING OUT OF SCHOOL AND WHEREAS BULLYING CAN OCCUR IN MANY FORMS INCLUDING PHYSICAL WHEREAS BULLYING CAN OCCUR IN MANY FORMS INCLUDING PHYSICAL WHEREAS BULLYING CAN OCCUR IN MANY FORMS INCLUDING PHYSICAL SOCIAL AND VERBAL AND CAN MANY FORMS INCLUDING

934PHYSICAL SOCIAL AND VERBAL AND CAN MANY FORMS INCLUDING PHYSICAL SOCIAL AND VERBAL AND CAN HAPPEN IN MANY PLACES ON OFF SOCIAL AND VERBAL AND CAN HAPPEN IN MANY PLACES ON OFF SOCIAL AND VERBAL AND CAN HAPPEN IN MANY PLACES ON OFF SCHOOL GROUNDS AS WELL AS HAPPEN IN MANY PLACES ON OFF SCHOOL GROUNDS AS WELL AS HAPPEN IN MANY PLACES ON OFF SCHOOL GROUNDS AS WELL AS ONLINE AND WHEREAS IT IS SCHOOL GROUNDS AS WELL AS ONLINE AND WHEREAS IT IS SCHOOL GROUNDS AS WELL AS ONLINE AND WHEREAS IT IS IMPORTANT FOR VIRGINIA BEACH ONLINE AND WHEREAS IT IS IMPORTANT FOR VIRGINIA BEACH ONLINE AND WHEREAS IT IS IMPORTANT FOR VIRGINIA BEACH FAMILY STUDENTS, SCHOOL IMPORTANT FOR VIRGINIA BEACH FAMILY STUDENTS, SCHOOL IMPORTANT FOR VIRGINIA BEACH FAMILY STUDENTS, SCHOOL COUNSELORS, TEACHERS AND SCHOOL FAMILY STUDENTS,

935SCHOOL COUNSELORS, TEACHERS AND SCHOOL FAMILY STUDENTS, SCHOOL COUNSELORS, TEACHERS AND SCHOOL ADMINISTRATORS TO BE AWARE COUNSELORS, TEACHERS AND SCHOOL ADMINISTRATORS TO BE AWARE COUNSELORS, TEACHERS AND SCHOOL ADMINISTRATORS TO BE AWARE OF BULLYING AND TO ENCOURAGE ADMINISTRATORS TO BE AWARE OF BULLYING AND TO ENCOURAGE ADMINISTRATORS TO BE AWARE OF BULLYING AND TO ENCOURAGE DISCUSSION THE PROBLEM AS A OF BULLYING AND TO ENCOURAGE DISCUSSION THE PROBLEM AS A OF BULLYING AND TO ENCOURAGE DISCUSSION THE PROBLEM AS A SCHOOL COMMUNITY AND WHEREAS DISCUSSION THE PROBLEM AS A SCHOOL COMMUNITY AND WHEREAS DISCUSSION THE PROBLEM AS A SCHOOL COMMUNITY AND WHEREAS THE SCHOOL BOARD OF THE CITY SCHOOL COMMUNITY AND WHEREAS THE SCHOOL BOARD OF THE CITY SCHOOL COMMUNITY AND WHEREAS THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH HAS DEVELOPED THE SCHOOL BOARD OF THE CITY OF

936VIRGINIA BEACH HAS DEVELOPED THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH HAS DEVELOPED A POLICY ON ANTI-BULLYING TO OF VIRGINIA BEACH HAS DEVELOPED A POLICY ON ANTI-BULLYING TO OF VIRGINIA BEACH HAS DEVELOPED A POLICY ON ANTI-BULLYING TO ENCOURAGE POSITIVE BEHAVIORS A POLICY ON ANTI-BULLYING TO ENCOURAGE POSITIVE BEHAVIORS A POLICY ON ANTI-BULLYING TO ENCOURAGE POSITIVE BEHAVIORS AND TO ELIMINATE BULLYING ENCOURAGE POSITIVE BEHAVIORS AND TO ELIMINATE BULLYING ENCOURAGE POSITIVE BEHAVIORS AND TO ELIMINATE BULLYING BEHAVIORS AND WHEREAS VIRGINIA AND TO ELIMINATE BULLYING BEHAVIORS AND WHEREAS VIRGINIA AND TO ELIMINATE BULLYING BEHAVIORS AND WHEREAS VIRGINIA BEACH CITY PUBLIC SCHOOLS BEHAVIORS AND WHEREAS VIRGINIA BEACH CITY PUBLIC SCHOOLS BEHAVIORS AND WHEREAS VIRGINIA BEACH CITY PUBLIC SCHOOLS THROUGH SUSTAINX AND DEDICATED BEACH CITY PUBLIC SCHOOLS THROUGH SUSTAINX AND DEDICATED BEACH CITY PUBLIC SCHOOLS THROUGH SUSTAINX AND DEDICATED EFFORTS HAS IMPLEMENTED

937THROUGH SUSTAINX AND DEDICATED EFFORTS HAS IMPLEMENTED THROUGH SUSTAINX AND DEDICATED EFFORTS HAS IMPLEMENTED PROGRAMS FOR ALL EMPLOYEES AND EFFORTS HAS IMPLEMENTED PROGRAMS FOR ALL EMPLOYEES AND EFFORTS HAS IMPLEMENTED PROGRAMS FOR ALL EMPLOYEES AND STUDENTS THAT RECOGNIZES A DEEP PROGRAMS FOR ALL EMPLOYEES AND STUDENTS THAT RECOGNIZES A DEEP PROGRAMS FOR ALL EMPLOYEES AND STUDENTS THAT RECOGNIZES A DEEP COMMITMENT TO ALL LEVELS TO STUDENTS THAT RECOGNIZES A DEEP COMMITMENT TO ALL LEVELS TO STUDENTS THAT RECOGNIZES A DEEP COMMITMENT TO ALL LEVELS TO RAISE AWARENESS OF BULLYING AND COMMITMENT TO ALL LEVELS TO RAISE AWARENESS OF BULLYING AND COMMITMENT TO ALL LEVELS TO RAISE AWARENESS OF BULLYING AND ITS PREVENTION NOW THEREFORE BE RAISE AWARENESS OF BULLYING AND ITS PREVENTION NOW THEREFORE BE RAISE AWARENESS OF BULLYING AND ITS PREVENTION NOW THEREFORE BE RESOLVED THAT THE SCHOOL BOARD

938ITS PREVENTION NOW THEREFORE BE RESOLVED THAT THE SCHOOL BOARD ITS PREVENTION NOW THEREFORE BE 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 RECOGNIZES THE MONTH OF OCTOBER OF THE CITY OF VIRGINIA BEACH RECOGNIZES THE MONTH OF OCTOBER OF THE CITY OF VIRGINIA BEACH RECOGNIZES THE MONTH OF OCTOBER TWENTY TWENTY FOUR AS BULLYING RECOGNIZES THE MONTH OF OCTOBER TWENTY TWENTY FOUR AS BULLYING RECOGNIZES THE MONTH OF OCTOBER TWENTY TWENTY FOUR AS BULLYING PREVENTION MONTH IN VIRGINIA TWENTY TWENTY FOUR AS BULLYING PREVENTION MONTH IN VIRGINIA TWENTY TWENTY FOUR AS BULLYING PREVENTION MONTH IN VIRGINIA BEACH CITY PUBLIC SCHOOLS AND PREVENTION MONTH IN VIRGINIA BEACH CITY PUBLIC SCHOOLS AND PREVENTION MONTH IN VIRGINIA

939BEACH CITY PUBLIC SCHOOLS AND IT BE AND BE IT FURTHER BEACH CITY PUBLIC SCHOOLS AND IT BE AND BE IT FURTHER BEACH CITY PUBLIC SCHOOLS AND IT BE AND BE IT FURTHER RESOLVED THAT THE ISSUE IT BE AND BE IT FURTHER RESOLVED THAT THE ISSUE IT BE AND BE IT FURTHER RESOLVED THAT THE ISSUE OF BULLYING AND ITS PREVENTION RESOLVED THAT THE ISSUE OF BULLYING AND ITS PREVENTION RESOLVED THAT THE ISSUE OF BULLYING AND ITS PREVENTION BE DISCUSSED IN VIRGINIA BEACH OF BULLYING AND ITS PREVENTION BE DISCUSSED IN VIRGINIA BEACH OF BULLYING AND ITS PREVENTION BE DISCUSSED IN VIRGINIA BEACH CITY PUBLIC SCHOOLS CLASSROOMS BE DISCUSSED IN VIRGINIA BEACH CITY PUBLIC SCHOOLS CLASSROOMS BE DISCUSSED IN VIRGINIA BEACH CITY PUBLIC SCHOOLS CLASSROOMS DURING THIS TIME AND BE IT CITY PUBLIC SCHOOLS CLASSROOMS DURING THIS TIME

940AND BE IT CITY PUBLIC SCHOOLS CLASSROOMS DURING THIS TIME AND BE IT FURTHER RESOLVED THAT A COPY DURING THIS TIME AND BE IT FURTHER RESOLVED THAT A COPY DURING THIS TIME AND BE IT 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 MINUTES OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD ADOPTED BY THE ACROSS THE OFFICIAL MINUTES OF THIS BOARD ADOPTED BY THE ACROSS THE OFFICIAL MINUTES OF THIS BOARD ADOPTED BY THE SCHOOL BOARD OF THE CITY OF THIS BOARD ADOPTED BY THE SCHOOL BOARD OF THE CITY OF THIS BOARD ADOPTED BY THE SCHOOL BOARD OF THE CITY

941OF VIRGINIA BEACH THIS TWENTY SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH THIS TWENTY SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH THIS TWENTY FOURTH DAY SEPTEMBER TWENTY OF VIRGINIA BEACH THIS TWENTY FOURTH DAY SEPTEMBER TWENTY OF VIRGINIA BEACH THIS TWENTY FOURTH DAY SEPTEMBER TWENTY TWENTY FOUR THANK YOU. FOURTH DAY SEPTEMBER TWENTY TWENTY FOUR THANK YOU. FOURTH DAY SEPTEMBER TWENTY TWENTY FOUR THANK YOU. ALL RIGHT MISS MEANING MISS TWENTY FOUR THANK YOU. ALL RIGHT MISS MEANING MISS TWENTY FOUR THANK YOU. ALL RIGHT MISS MEANING MISS MOONEY. ALL RIGHT MISS MEANING MISS MOONEY. ALL RIGHT MISS MEANING MISS MOONEY. WHEREAS AMERICANS WITH MOONEY. WHEREAS AMERICANS WITH MOONEY. WHEREAS AMERICANS WITH DISABILITIES ACT OF 1990 WAS WHEREAS AMERICANS WITH DISABILITIES ACT OF 1990 WAS WHEREAS AMERICANS WITH DISABILITIES ACT OF 1990 WAS FOUNDED ON FOR PRINCIPLES DISABILITIES

942ACT OF 1990 WAS FOUNDED ON FOR PRINCIPLES DISABILITIES ACT OF 1990 WAS FOUNDED ON FOR PRINCIPLES INCLUSION, FULL PARTICIPATION FOUNDED ON FOR PRINCIPLES INCLUSION, FULL PARTICIPATION FOUNDED ON FOR PRINCIPLES INCLUSION, FULL PARTICIPATION ECONOMIC SELF-SUFFICIENCY AND INCLUSION, FULL PARTICIPATION ECONOMIC SELF-SUFFICIENCY AND INCLUSION, FULL PARTICIPATION ECONOMIC SELF-SUFFICIENCY AND EQUALITY OF OPPORTUNITY FOR ECONOMIC SELF-SUFFICIENCY AND EQUALITY OF OPPORTUNITY FOR ECONOMIC SELF-SUFFICIENCY AND EQUALITY OF OPPORTUNITY FOR PEOPLE WITH DISABILITIES AND EQUALITY OF OPPORTUNITY FOR PEOPLE WITH DISABILITIES AND EQUALITY OF OPPORTUNITY FOR PEOPLE WITH DISABILITIES AND WHEREAS THE VIRGINIA GENERAL PEOPLE WITH DISABILITIES AND WHEREAS THE VIRGINIA GENERAL PEOPLE WITH DISABILITIES AND WHEREAS THE VIRGINIA GENERAL ASSEMBLY HAS DESIGNATED THE WHEREAS THE VIRGINIA GENERAL ASSEMBLY HAS DESIGNATED THE WHEREAS THE VIRGINIA GENERAL ASSEMBLY HAS DESIGNATED THE MONTH OF OCTOBER IS DISABILITY ASSEMBLY HAS DESIGNATED THE MONTH OF OCTOBER IS

943DISABILITY ASSEMBLY HAS DESIGNATED THE MONTH OF OCTOBER IS DISABILITY HISTORY AND AWARENESS MONTH TO MONTH OF OCTOBER IS DISABILITY HISTORY AND AWARENESS MONTH TO MONTH OF OCTOBER IS DISABILITY HISTORY AND AWARENESS MONTH TO INCREASE PUBLIC AWARENESS AND HISTORY AND AWARENESS MONTH TO INCREASE PUBLIC AWARENESS AND HISTORY AND AWARENESS MONTH TO INCREASE PUBLIC AWARENESS AND RESPECT FOR PERSONS WITH INCREASE PUBLIC AWARENESS AND RESPECT FOR PERSONS WITH INCREASE PUBLIC AWARENESS AND RESPECT FOR PERSONS WITH DISABILITIES TO INFORM THE RESPECT FOR PERSONS WITH DISABILITIES TO INFORM THE RESPECT FOR PERSONS WITH DISABILITIES TO INFORM THE PUBLIC CONCERNING THERE ARE DISABILITIES TO INFORM THE PUBLIC CONCERNING THERE ARE DISABILITIES TO INFORM THE PUBLIC CONCERNING THERE ARE MANY CONTRIBUTION TO SOCIETY PUBLIC CONCERNING THERE ARE MANY CONTRIBUTION TO SOCIETY PUBLIC CONCERNING THERE ARE MANY CONTRIBUTION TO SOCIETY AND TO EMPHASIZE

944THE ABILITIES MANY CONTRIBUTION TO SOCIETY AND TO EMPHASIZE THE ABILITIES MANY CONTRIBUTION TO SOCIETY AND TO EMPHASIZE THE ABILITIES RIGHTS OF PERSONS WITH AND TO EMPHASIZE THE ABILITIES RIGHTS OF PERSONS WITH AND TO EMPHASIZE THE ABILITIES RIGHTS OF PERSONS WITH DISABILITIES RATHER THAN THEIR RIGHTS OF PERSONS WITH DISABILITIES RATHER THAN THEIR RIGHTS OF PERSONS WITH DISABILITIES RATHER THAN THEIR EXCEPTIONALITIES WHEREAS PUBLIC DISABILITIES RATHER THAN THEIR EXCEPTIONALITIES WHEREAS PUBLIC DISABILITIES RATHER THAN THEIR EXCEPTIONALITIES WHEREAS PUBLIC SCHOOLS INSTITUTIONS OF HIGHER EXCEPTIONALITIES WHEREAS PUBLIC SCHOOLS INSTITUTIONS OF HIGHER EXCEPTIONALITIES WHEREAS PUBLIC SCHOOLS INSTITUTIONS OF HIGHER EDUCATION AND THE BUSINESS SCHOOLS INSTITUTIONS OF HIGHER EDUCATION AND THE BUSINESS SCHOOLS INSTITUTIONS OF HIGHER EDUCATION AND THE BUSINESS COMMUNITY CIVIC ORGANIZATIONS EDUCATION AND THE BUSINESS COMMUNITY CIVIC ORGANIZATIONS EDUCATION AND THE BUSINESS COMMUNITY CIVIC ORGANIZATIONS AND OTHER INTERESTED ENTITIES COMMUNITY CIVIC

945ORGANIZATIONS AND OTHER INTERESTED ENTITIES COMMUNITY CIVIC ORGANIZATIONS AND OTHER INTERESTED ENTITIES ARE ENCOURAGED TO PROMOTE AND OTHER INTERESTED ENTITIES ARE ENCOURAGED TO PROMOTE AND OTHER INTERESTED ENTITIES ARE ENCOURAGED TO PROMOTE DISABILITY HISTORY AND ARE ENCOURAGED TO PROMOTE DISABILITY HISTORY AND ARE ENCOURAGED TO PROMOTE DISABILITY HISTORY AND AWARENESS MONTH IN THE DISABILITY HISTORY AND AWARENESS MONTH IN THE DISABILITY HISTORY AND AWARENESS MONTH IN THE COMMONWEALTH OF VIRGINIA AND AWARENESS MONTH IN THE COMMONWEALTH OF VIRGINIA AND AWARENESS MONTH IN THE COMMONWEALTH OF VIRGINIA AND WHEREAS VIRGINIA DEPARTMENT COMMONWEALTH OF VIRGINIA AND WHEREAS VIRGINIA DEPARTMENT COMMONWEALTH OF VIRGINIA AND WHEREAS VIRGINIA DEPARTMENT OF EDUCATION'S 23 24 VIRGINIA WHEREAS VIRGINIA DEPARTMENT OF EDUCATION'S 23 24 VIRGINIA WHEREAS VIRGINIA DEPARTMENT OF EDUCATION'S 23 24 VIRGINIA STATE QUALITY PROFILE REPORTED OF EDUCATION'S 23 24 VIRGINIA STATE QUALITY PROFILE REPORTED OF EDUCATION'S

94623 24 VIRGINIA STATE QUALITY PROFILE REPORTED THE VIRGINIA PUBLIC SCHOOL STATE QUALITY PROFILE REPORTED THE VIRGINIA PUBLIC SCHOOL STATE QUALITY PROFILE REPORTED THE VIRGINIA PUBLIC SCHOOL DIVISION SERVED ONE HUNDRED AND THE VIRGINIA PUBLIC SCHOOL DIVISION SERVED ONE HUNDRED AND THE VIRGINIA PUBLIC SCHOOL DIVISION SERVED ONE HUNDRED AND EIGHTY ONE THOUSAND EIGHTY FIVE DIVISION SERVED ONE HUNDRED AND EIGHTY ONE THOUSAND EIGHTY FIVE DIVISION SERVED ONE HUNDRED AND EIGHTY ONE THOUSAND EIGHTY FIVE STUDENTS WITH DISABILITIES EIGHTY ONE THOUSAND EIGHTY FIVE STUDENTS WITH DISABILITIES EIGHTY ONE THOUSAND EIGHTY FIVE STUDENTS WITH DISABILITIES UNDER THE INDIVIDUALS WITH STUDENTS WITH DISABILITIES UNDER THE INDIVIDUALS WITH STUDENTS WITH DISABILITIES UNDER THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT AND UNDER THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT AND UNDER THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT AND THE VIRGINIA BEACH CITY PUBLIC DISABILITIES EDUCATION ACT

947AND THE VIRGINIA BEACH CITY PUBLIC DISABILITIES EDUCATION ACT AND THE VIRGINIA BEACH CITY PUBLIC GOALS 23 24 THREE TWENTY FOUR THE VIRGINIA BEACH CITY PUBLIC GOALS 23 24 THREE TWENTY FOUR THE VIRGINIA BEACH CITY PUBLIC GOALS 23 24 THREE TWENTY FOUR QUALITY PROFILE REPORTED THE GOALS 23 24 THREE TWENTY FOUR QUALITY PROFILE REPORTED THE GOALS 23 24 THREE TWENTY FOUR QUALITY PROFILE REPORTED THE DIVISION SERVED EIGHT THOUSAND QUALITY PROFILE REPORTED THE DIVISION SERVED EIGHT THOUSAND QUALITY PROFILE REPORTED THE DIVISION SERVED EIGHT THOUSAND SEVEN HUNDRED THIRTY SEVEN DIVISION SERVED EIGHT THOUSAND SEVEN HUNDRED THIRTY SEVEN DIVISION SERVED EIGHT THOUSAND SEVEN HUNDRED THIRTY SEVEN STUDENTS WITH DISABILITIES SEVEN HUNDRED THIRTY SEVEN STUDENTS WITH DISABILITIES SEVEN HUNDRED THIRTY SEVEN STUDENTS WITH DISABILITIES UNDER INDIVIDUALS WITH STUDENTS WITH DISABILITIES UNDER INDIVIDUALS WITH STUDENTS WITH DISABILITIES UNDER INDIVIDUALS WITH DISABILITIES

948EDUCATION ACT AND UNDER INDIVIDUALS WITH DISABILITIES EDUCATION ACT AND UNDER INDIVIDUALS WITH DISABILITIES EDUCATION ACT AND WHEREAS VIRGINIA BEACH CITY DISABILITIES EDUCATION ACT AND WHEREAS VIRGINIA BEACH CITY DISABILITIES EDUCATION ACT AND WHEREAS VIRGINIA BEACH CITY PUBLIC SCHOOLS BELIEVES WHEREAS VIRGINIA BEACH CITY PUBLIC SCHOOLS BELIEVES WHEREAS VIRGINIA BEACH CITY PUBLIC SCHOOLS BELIEVES BELIEVES IN THE HIGHER HAVING PUBLIC SCHOOLS BELIEVES BELIEVES IN THE HIGHER HAVING PUBLIC SCHOOLS BELIEVES BELIEVES IN THE HIGHER HAVING THE HIGHEST EXPECTATIONS FOR BELIEVES IN THE HIGHER HAVING THE HIGHEST EXPECTATIONS FOR BELIEVES IN THE HIGHER HAVING THE HIGHEST EXPECTATIONS FOR STUDENTS DISABILITIES AND THE HIGHEST EXPECTATIONS FOR STUDENTS DISABILITIES AND THE HIGHEST EXPECTATIONS FOR STUDENTS DISABILITIES AND BELIEVES THAT STUDENTS WITH STUDENTS DISABILITIES AND BELIEVES THAT STUDENTS WITH STUDENTS DISABILITIES AND BELIEVES THAT STUDENTS WITH DISABILITIES MAKE SIGNIFICANT BELIEVES THAT STUDENTS WITH DISABILITIES

949MAKE SIGNIFICANT BELIEVES THAT STUDENTS WITH DISABILITIES MAKE SIGNIFICANT ACADEMIC AND SOCIAL PROGRESS DISABILITIES MAKE SIGNIFICANT ACADEMIC AND SOCIAL PROGRESS DISABILITIES MAKE SIGNIFICANT ACADEMIC AND SOCIAL PROGRESS WHEN EDUCATED AS APPROPRIATE IN ACADEMIC AND SOCIAL PROGRESS WHEN EDUCATED AS APPROPRIATE IN ACADEMIC AND SOCIAL PROGRESS WHEN EDUCATED AS APPROPRIATE IN GENERAL EDUCATION ENVIRONMENTS WHEN EDUCATED AS APPROPRIATE IN GENERAL EDUCATION ENVIRONMENTS WHEN EDUCATED AS APPROPRIATE IN GENERAL EDUCATION ENVIRONMENTS AND WHEREAS IT IS NECESSARY TO GENERAL EDUCATION ENVIRONMENTS AND WHEREAS IT IS NECESSARY TO GENERAL EDUCATION ENVIRONMENTS AND WHEREAS IT IS NECESSARY TO INCREASE PUBLIC AWARENESS AND WHEREAS IT IS NECESSARY TO INCREASE PUBLIC AWARENESS AND WHEREAS IT IS NECESSARY TO INCREASE PUBLIC AWARENESS KNOWLEDGE AND UNDERSTANDING INCREASE PUBLIC AWARENESS KNOWLEDGE AND UNDERSTANDING INCREASE PUBLIC AWARENESS KNOWLEDGE AND UNDERSTANDING OF DISABILITIES, THE RIGHTS KNOWLEDGE AND UNDERSTANDING OF DISABILITIES, THE RIGHTS

950KNOWLEDGE AND UNDERSTANDING OF DISABILITIES, THE RIGHTS OF PERSONS WITH DISABILITIES OF DISABILITIES, THE RIGHTS OF PERSONS WITH DISABILITIES OF DISABILITIES, THE RIGHTS OF PERSONS WITH DISABILITIES AND TO FOSTER CULTURE OF MUTUAL OF PERSONS WITH DISABILITIES AND TO FOSTER CULTURE OF MUTUAL OF PERSONS WITH DISABILITIES AND TO FOSTER CULTURE OF MUTUAL RESPECT AND EQUAL OPPORTUNITIES AND TO FOSTER CULTURE OF MUTUAL RESPECT AND EQUAL OPPORTUNITIES AND TO FOSTER CULTURE OF MUTUAL RESPECT AND EQUAL OPPORTUNITIES FOR ALL IN OUR SCHOOLS, RESPECT AND EQUAL OPPORTUNITIES FOR ALL IN OUR SCHOOLS, RESPECT AND EQUAL OPPORTUNITIES FOR ALL IN OUR SCHOOLS, BUSINESSES AND COMMUNITIES NOW FOR ALL IN OUR SCHOOLS, BUSINESSES AND COMMUNITIES NOW FOR ALL IN OUR SCHOOLS, BUSINESSES AND COMMUNITIES NOW THEREFORE BE RESOLVED AT THE BUSINESSES AND COMMUNITIES NOW THEREFORE BE RESOLVED AT THE BUSINESSES AND COMMUNITIES NOW

951THEREFORE BE RESOLVED AT THE SCHOOL BOARD OF THE CITY THEREFORE BE RESOLVED AT THE SCHOOL BOARD OF THE CITY THEREFORE BE RESOLVED AT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH OFFICIALLY SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH OFFICIALLY SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH OFFICIALLY RECOGNIZES THE MONTH OF OCTOBER OF VIRGINIA BEACH OFFICIALLY RECOGNIZES THE MONTH OF OCTOBER OF VIRGINIA BEACH OFFICIALLY RECOGNIZES THE MONTH OF OCTOBER AS DISABILITY HISTORY AND RECOGNIZES THE MONTH OF OCTOBER AS DISABILITY HISTORY AND RECOGNIZES THE MONTH OF OCTOBER AS DISABILITY HISTORY AND AWARENESS MONTH AND BE IT FOR AS DISABILITY HISTORY AND AWARENESS MONTH AND BE IT FOR AS DISABILITY HISTORY AND AWARENESS MONTH AND BE IT FOR THE RESOLVE THE SCHOOL BOARD AWARENESS MONTH AND BE IT FOR THE RESOLVE THE SCHOOL BOARD AWARENESS

952MONTH AND BE IT FOR THE RESOLVE THE SCHOOL BOARD OF THE CITY OF BEACH ENCOURAGES THE RESOLVE THE SCHOOL BOARD OF THE CITY OF BEACH ENCOURAGES THE RESOLVE THE SCHOOL BOARD OF THE CITY OF BEACH ENCOURAGES ALL CITIZENS SUPPORT AND OF THE CITY OF BEACH ENCOURAGES ALL CITIZENS SUPPORT AND OF THE CITY OF BEACH ENCOURAGES ALL CITIZENS SUPPORT AND PARTICIPATE IN THE VARIOUS ALL CITIZENS SUPPORT AND PARTICIPATE IN THE VARIOUS ALL CITIZENS SUPPORT AND PARTICIPATE IN THE VARIOUS SCHOOL ACTIVITIES DURING PARTICIPATE IN THE VARIOUS SCHOOL ACTIVITIES DURING PARTICIPATE IN THE VARIOUS SCHOOL ACTIVITIES DURING DISABILITY HISTORY AND SCHOOL ACTIVITIES DURING DISABILITY HISTORY AND SCHOOL ACTIVITIES DURING DISABILITY HISTORY AND AWARENESS MONTH AND FURTHER DISABILITY HISTORY AND AWARENESS MONTH AND FURTHER DISABILITY HISTORY AND AWARENESS MONTH AND FURTHER RESOLVED AT A COPY OF THIS AWARENESS MONTH

953AND FURTHER RESOLVED AT A COPY OF THIS AWARENESS MONTH AND FURTHER RESOLVED AT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE RESOLVED AT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE RESOLVED AT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MOMENTS OF THIS BOARD. RESOLUTION BE SPREAD ACROSS THE OFFICIAL MOMENTS OF THIS BOARD. RESOLUTION BE SPREAD ACROSS THE OFFICIAL MOMENTS OF THIS BOARD. OK, DYSLEXIA AWARENESS MONTH OFFICIAL MOMENTS OF THIS BOARD. OK, DYSLEXIA AWARENESS MONTH OFFICIAL MOMENTS OF THIS BOARD. OK, DYSLEXIA AWARENESS MONTH MR. COLEMAN. OK, DYSLEXIA AWARENESS MONTH MR. COLEMAN. OK, DYSLEXIA AWARENESS MONTH MR. COLEMAN. WHEREAS DYSLEXIA IS A LANGUAGE MR. COLEMAN. WHEREAS DYSLEXIA IS A LANGUAGE MR. COLEMAN. WHEREAS DYSLEXIA IS A LANGUAGE BASED LEARNING DISABILITY THAT WHEREAS DYSLEXIA IS A LANGUAGE BASED LEARNING DISABILITY THAT WHEREAS DYSLEXIA

954IS A LANGUAGE BASED LEARNING DISABILITY THAT CAUSES DIFFICULTY WITH READING BASED LEARNING DISABILITY THAT CAUSES DIFFICULTY WITH READING BASED LEARNING DISABILITY THAT CAUSES DIFFICULTY WITH READING WRITING SPELLING AND WORD CAUSES DIFFICULTY WITH READING WRITING SPELLING AND WORD CAUSES DIFFICULTY WITH READING WRITING SPELLING AND WORD PRONUNCIATION AND WHEREAS THE WRITING SPELLING AND WORD PRONUNCIATION AND WHEREAS THE WRITING SPELLING AND WORD PRONUNCIATION AND WHEREAS THE ON SET AND SEVERITY OF DYSLEXIA PRONUNCIATION AND WHEREAS THE ON SET AND SEVERITY OF DYSLEXIA PRONUNCIATION AND WHEREAS THE ON SET AND SEVERITY OF DYSLEXIA FOR EACH INDIVIDUAL AND WHEREAS ON SET AND SEVERITY OF DYSLEXIA FOR EACH INDIVIDUAL AND WHEREAS ON SET AND SEVERITY OF DYSLEXIA FOR EACH INDIVIDUAL AND WHEREAS IT TAKES INDIVIDUALS WITH FOR EACH INDIVIDUAL AND WHEREAS IT TAKES INDIVIDUALS WITH FOR EACH INDIVIDUAL AND WHEREAS IT TAKES

955INDIVIDUALS WITH DYSLEXIA LONGER TO PROCESS IT TAKES INDIVIDUALS WITH DYSLEXIA LONGER TO PROCESS IT TAKES INDIVIDUALS WITH DYSLEXIA LONGER TO PROCESS PHONEMIC INFORMATION THUS DYSLEXIA LONGER TO PROCESS PHONEMIC INFORMATION THUS DYSLEXIA LONGER TO PROCESS PHONEMIC INFORMATION THUS AFFECTING ACADEMIC GROWTH PHONEMIC INFORMATION THUS AFFECTING ACADEMIC GROWTH PHONEMIC INFORMATION THUS AFFECTING ACADEMIC GROWTH ACHIEVEMENT AND SELF-ESTEEM AND AFFECTING ACADEMIC GROWTH ACHIEVEMENT AND SELF-ESTEEM AND AFFECTING ACADEMIC GROWTH ACHIEVEMENT AND SELF-ESTEEM AND WHEREAS IT IS IMPORTANT PROVIDE ACHIEVEMENT AND SELF-ESTEEM AND WHEREAS IT IS IMPORTANT PROVIDE ACHIEVEMENT AND SELF-ESTEEM AND WHEREAS IT IS IMPORTANT PROVIDE EFFECTIVE TEACHING APPROACHES WHEREAS IT IS IMPORTANT PROVIDE EFFECTIVE TEACHING APPROACHES WHEREAS IT IS IMPORTANT PROVIDE EFFECTIVE TEACHING APPROACHES AND EDUCATIONAL INTERVENTION EFFECTIVE TEACHING APPROACHES AND EDUCATIONAL INTERVENTION EFFECTIVE TEACHING APPROACHES AND EDUCATIONAL INTERVENTION STRATEGIES FOR INDIVIDUALS WITH AND EDUCATIONAL INTERVENTION STRATEGIES FOR INDIVIDUALS WITH

956AND EDUCATIONAL INTERVENTION STRATEGIES FOR INDIVIDUALS WITH DYSLEXIA AND WHEREAS DYSLEXIA STRATEGIES FOR INDIVIDUALS WITH DYSLEXIA AND WHEREAS DYSLEXIA STRATEGIES FOR INDIVIDUALS WITH DYSLEXIA AND WHEREAS DYSLEXIA AWARENESS MONTH IS AN DYSLEXIA AND WHEREAS DYSLEXIA AWARENESS MONTH IS AN DYSLEXIA AND WHEREAS DYSLEXIA AWARENESS MONTH IS AN OPPORTUNITY TO ACKNOWLEDGE AWARENESS MONTH IS AN OPPORTUNITY TO ACKNOWLEDGE AWARENESS MONTH IS AN OPPORTUNITY TO ACKNOWLEDGE EDUCATORS UTILIZING EFFECTIVE OPPORTUNITY TO ACKNOWLEDGE EDUCATORS UTILIZING EFFECTIVE OPPORTUNITY TO ACKNOWLEDGE EDUCATORS UTILIZING EFFECTIVE TEACHING STRATEGIES AND EDUCATORS UTILIZING EFFECTIVE TEACHING STRATEGIES AND EDUCATORS UTILIZING EFFECTIVE TEACHING STRATEGIES AND CELEBRATE MANY ACHIEVEMENTS TEACHING STRATEGIES AND CELEBRATE MANY ACHIEVEMENTS TEACHING STRATEGIES AND CELEBRATE MANY ACHIEVEMENTS OF ADOLESCENT STUDENTS AND CELEBRATE MANY ACHIEVEMENTS OF ADOLESCENT STUDENTS AND CELEBRATE MANY ACHIEVEMENTS OF ADOLESCENT STUDENTS AND ADULTS WITH DYSLEXIA AND OF ADOLESCENT STUDENTS AND ADULTS WITH DYSLEXIA AND OF

957ADOLESCENT STUDENTS AND ADULTS WITH DYSLEXIA AND WHEREAS THE SCHOOL BOARD OF THE ADULTS WITH DYSLEXIA AND WHEREAS THE SCHOOL BOARD OF THE ADULTS WITH DYSLEXIA AND WHEREAS THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH IS WHEREAS THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH IS WHEREAS THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH IS COMMITTED TO A CONTINUED FOCUS CITY OF VIRGINIA BEACH IS COMMITTED TO A CONTINUED FOCUS CITY OF VIRGINIA BEACH IS COMMITTED TO A CONTINUED FOCUS ON EDUCATING STUDENTS, PARENTS COMMITTED TO A CONTINUED FOCUS ON EDUCATING STUDENTS, PARENTS COMMITTED TO A CONTINUED FOCUS ON EDUCATING STUDENTS, PARENTS AND SCHOOL STAFF ABOUT ON EDUCATING STUDENTS, PARENTS AND SCHOOL STAFF ABOUT ON EDUCATING STUDENTS, PARENTS AND SCHOOL STAFF ABOUT EFFECTIVE TEACHING STRATEGIES AND SCHOOL STAFF ABOUT EFFECTIVE TEACHING STRATEGIES AND SCHOOL STAFF

958ABOUT EFFECTIVE TEACHING STRATEGIES TO ADDRESS THE NEEDS STUDENTS EFFECTIVE TEACHING STRATEGIES TO ADDRESS THE NEEDS STUDENTS EFFECTIVE TEACHING STRATEGIES TO ADDRESS THE NEEDS STUDENTS WITH LEARNING DISABILITIES. TO ADDRESS THE NEEDS STUDENTS WITH LEARNING DISABILITIES. TO ADDRESS THE NEEDS STUDENTS WITH LEARNING DISABILITIES. NOW THEREFORE BE IT RESOLVE WITH LEARNING DISABILITIES. NOW THEREFORE BE IT RESOLVE WITH LEARNING DISABILITIES. NOW THEREFORE BE IT RESOLVE THAT THE SCHOOL BOARD OF THE NOW THEREFORE BE IT RESOLVE THAT THE SCHOOL BOARD OF THE NOW THEREFORE BE IT RESOLVE 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 DESIGNATES THE MONTH OF OCTOBER CITY OF VIRGINIA BEACH DESIGNATES THE MONTH OF OCTOBER CITY OF VIRGINIA BEACH DESIGNATES THE MONTH OF OCTOBER

959TO BE DYSLEXIA AWARENESS MONTH DESIGNATES THE MONTH OF OCTOBER TO BE DYSLEXIA AWARENESS MONTH DESIGNATES THE MONTH OF OCTOBER TO BE DYSLEXIA AWARENESS MONTH AND FURTHER RESOLVE THAT TO BE DYSLEXIA AWARENESS MONTH AND FURTHER RESOLVE THAT TO BE DYSLEXIA AWARENESS MONTH AND FURTHER RESOLVE THAT STRATEGIES AND INTERVENTIONS TO AND FURTHER RESOLVE THAT STRATEGIES AND INTERVENTIONS TO AND FURTHER RESOLVE THAT STRATEGIES AND INTERVENTIONS TO ADDRESS THE NEEDS OF STUDENTS STRATEGIES AND INTERVENTIONS TO ADDRESS THE NEEDS OF STUDENTS STRATEGIES AND INTERVENTIONS TO ADDRESS THE NEEDS OF STUDENTS WITH LEARNING DISABILITIES WILL ADDRESS THE NEEDS OF STUDENTS WITH LEARNING DISABILITIES WILL ADDRESS THE NEEDS OF STUDENTS WITH LEARNING DISABILITIES WILL BE ONGOING IN VIRGINIA BEACH WITH LEARNING DISABILITIES WILL BE ONGOING IN VIRGINIA BEACH WITH LEARNING DISABILITIES WILL BE ONGOING IN VIRGINIA BEACH CITY PUBLIC SCHOOLS AND THAT

960A BE ONGOING IN VIRGINIA BEACH CITY PUBLIC SCHOOLS AND THAT A BE ONGOING IN VIRGINIA BEACH CITY PUBLIC SCHOOLS AND THAT A COPY OF THIS RESOLUTION BE CITY PUBLIC SCHOOLS AND THAT A COPY OF THIS RESOLUTION BE CITY PUBLIC SCHOOLS AND THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL COPY OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL COPY OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD. SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD. SPREAD ACROSS THE OFFICIAL MINUTES OF THIS BOARD. THANK YOU FILIPINO AMERICAN MINUTES OF THIS BOARD. THANK YOU FILIPINO AMERICAN MINUTES OF THIS BOARD. THANK YOU FILIPINO AMERICAN HISTORY MONTH MISS FRANKLIN THANK YOU FILIPINO AMERICAN HISTORY MONTH MISS FRANKLIN THANK YOU FILIPINO AMERICAN HISTORY MONTH MISS FRANKLIN WHEREAS ONE OF OUR NATION'S HISTORY MONTH MISS

961FRANKLIN WHEREAS ONE OF OUR NATION'S HISTORY MONTH MISS FRANKLIN WHEREAS ONE OF OUR NATION'S GREATEST STRENGTHS IS ITS VAST WHEREAS ONE OF OUR NATION'S GREATEST STRENGTHS IS ITS VAST WHEREAS ONE OF OUR NATION'S GREATEST STRENGTHS IS ITS VAST DIVERSITY WHICH ENABLES GREATEST STRENGTHS IS ITS VAST DIVERSITY WHICH ENABLES GREATEST STRENGTHS IS ITS VAST DIVERSITY WHICH ENABLES AMERICANS TO SEE THE WORLD FROM DIVERSITY WHICH ENABLES AMERICANS TO SEE THE WORLD FROM DIVERSITY WHICH ENABLES AMERICANS TO SEE THE WORLD FROM MANY VIEWPOINTS WHEREAS AMERICANS TO SEE THE WORLD FROM MANY VIEWPOINTS WHEREAS AMERICANS TO SEE THE WORLD FROM MANY VIEWPOINTS WHEREAS PHILIPPINE AMERICANS ARE THE MANY VIEWPOINTS WHEREAS PHILIPPINE AMERICANS ARE THE MANY VIEWPOINTS WHEREAS PHILIPPINE AMERICANS ARE THE SECOND LARGEST ASIAN-AMERICAN PHILIPPINE AMERICANS ARE THE SECOND LARGEST ASIAN-AMERICAN PHILIPPINE AMERICANS ARE THE SECOND LARGEST ASIAN-AMERICAN GROUP

962IN THE NATION AND THE SECOND LARGEST ASIAN-AMERICAN GROUP IN THE NATION AND THE SECOND LARGEST ASIAN-AMERICAN GROUP IN THE NATION AND THE CITY OF VIRGINIA BEACH HAS THE GROUP IN THE NATION AND THE CITY OF VIRGINIA BEACH HAS THE GROUP IN THE NATION AND THE CITY OF VIRGINIA BEACH HAS THE HIGHEST PERCENTAGE OF FILIPINO CITY OF VIRGINIA BEACH HAS THE HIGHEST PERCENTAGE OF FILIPINO CITY OF VIRGINIA BEACH HAS THE HIGHEST PERCENTAGE OF FILIPINO AMERICANS IN VIRGINIA WHEREAS HIGHEST PERCENTAGE OF FILIPINO AMERICANS IN VIRGINIA WHEREAS HIGHEST PERCENTAGE OF FILIPINO AMERICANS IN VIRGINIA WHEREAS THROUGH THE STUDY OF FILIPINO AMERICANS IN VIRGINIA WHEREAS THROUGH THE STUDY OF FILIPINO AMERICANS IN VIRGINIA WHEREAS THROUGH THE STUDY OF FILIPINO AMERICANS CONTRIBUTIONS ALL THROUGH THE STUDY OF FILIPINO AMERICANS CONTRIBUTIONS ALL THROUGH THE STUDY OF FILIPINO AMERICANS CONTRIBUTIONS ALL STUDENTS

963MAY FIND ROLE MODELS AMERICANS CONTRIBUTIONS ALL STUDENTS MAY FIND ROLE MODELS AMERICANS CONTRIBUTIONS ALL STUDENTS MAY FIND ROLE MODELS WHOSE PARTICIPATION, COMMITMENT STUDENTS MAY FIND ROLE MODELS WHOSE PARTICIPATION, COMMITMENT STUDENTS MAY FIND ROLE MODELS WHOSE PARTICIPATION, COMMITMENT AND ACHIEVEMENT BODIES THE WHOSE PARTICIPATION, COMMITMENT AND ACHIEVEMENT BODIES THE WHOSE PARTICIPATION, COMMITMENT AND ACHIEVEMENT BODIES THE AMERICAN SPIRIT AND IDEALS AND AND ACHIEVEMENT BODIES THE AMERICAN SPIRIT AND IDEALS AND AND ACHIEVEMENT BODIES THE AMERICAN SPIRIT AND IDEALS AND WHEREAS THE SCHOOL BOARD OF THE AMERICAN SPIRIT AND IDEALS AND WHEREAS THE SCHOOL BOARD OF THE AMERICAN SPIRIT AND IDEALS AND WHEREAS THE SCHOOL BOARD OF THE CITY VIRGINIA BEACH RECOGNIZES WHEREAS THE SCHOOL BOARD OF THE CITY VIRGINIA BEACH RECOGNIZES WHEREAS THE SCHOOL BOARD OF THE CITY VIRGINIA BEACH RECOGNIZES THE IMPORTANCE OF MULTICULTURAL CITY VIRGINIA BEACH RECOGNIZES

964THE IMPORTANCE OF MULTICULTURAL CITY VIRGINIA BEACH RECOGNIZES THE IMPORTANCE OF MULTICULTURAL DIVERSITY EDUCATION WITHIN THE THE IMPORTANCE OF MULTICULTURAL DIVERSITY EDUCATION WITHIN THE THE IMPORTANCE OF MULTICULTURAL DIVERSITY EDUCATION WITHIN THE SCHOOL DIVISION WHEREAS IN 2009 DIVERSITY EDUCATION WITHIN THE SCHOOL DIVISION WHEREAS IN 2009 DIVERSITY EDUCATION WITHIN THE SCHOOL DIVISION WHEREAS IN 2009 THE US CONGRESS RECOGNIZED SCHOOL DIVISION WHEREAS IN 2009 THE US CONGRESS RECOGNIZED SCHOOL DIVISION WHEREAS IN 2009 THE US CONGRESS RECOGNIZED OCTOBER AS FILIPINO AMERICAN THE US CONGRESS RECOGNIZED OCTOBER AS FILIPINO AMERICAN THE US CONGRESS RECOGNIZED OCTOBER AS FILIPINO AMERICAN HISTORY UP IN THE UNITED STATES OCTOBER AS FILIPINO AMERICAN HISTORY UP IN THE UNITED STATES OCTOBER AS FILIPINO AMERICAN HISTORY UP IN THE UNITED STATES NOW THEREFORE BE RESOLVED AT HISTORY UP IN THE UNITED STATES NOW THEREFORE BE RESOLVED AT HISTORY

965UP IN THE UNITED STATES NOW THEREFORE BE RESOLVED AT THE SCHOOL BOARD SCHOOL BOARD NOW THEREFORE BE RESOLVED AT THE SCHOOL BOARD SCHOOL BOARD NOW THEREFORE BE RESOLVED AT THE SCHOOL BOARD SCHOOL BOARD OF THE CITY OF VIRGINIA EACH THE SCHOOL BOARD SCHOOL BOARD OF THE CITY OF VIRGINIA EACH THE SCHOOL BOARD SCHOOL BOARD OF THE CITY OF VIRGINIA EACH OFFICIALLY RECOGNIZES THE MONTH OF THE CITY OF VIRGINIA EACH OFFICIALLY RECOGNIZES THE MONTH OF THE CITY OF VIRGINIA EACH OFFICIALLY RECOGNIZES THE MONTH OF OCTOBER 2024 AS FILIPINO OFFICIALLY RECOGNIZES THE MONTH OF OCTOBER 2024 AS FILIPINO OFFICIALLY RECOGNIZES THE MONTH OF OCTOBER 2024 AS FILIPINO AMERICAN HISTORY MONTH WHOSE OF OCTOBER 2024 AS FILIPINO AMERICAN HISTORY MONTH WHOSE OF OCTOBER 2024 AS FILIPINO AMERICAN HISTORY MONTH WHOSE THEME AS 98 RECOGNIZING IN 125 AMERICAN HISTORY

966MONTH WHOSE THEME AS 98 RECOGNIZING IN 125 AMERICAN HISTORY MONTH WHOSE THEME AS 98 RECOGNIZING IN 125 YEARS A FILIPINO AMERICAN THEME AS 98 RECOGNIZING IN 125 YEARS A FILIPINO AMERICAN THEME AS 98 RECOGNIZING IN 125 YEARS A FILIPINO AMERICAN HISTORY AND BE IT FURTHER YEARS A FILIPINO AMERICAN HISTORY AND BE IT FURTHER YEARS A FILIPINO AMERICAN HISTORY AND BE IT FURTHER RESOLVED AT THE SCHOOL BOARD HISTORY AND BE IT FURTHER RESOLVED AT THE SCHOOL BOARD HISTORY AND BE IT FURTHER RESOLVED AT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH RESOLVED AT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH RESOLVED AT 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

967CITIZENS TO SUPPORT AND PARTICIPATE AT ENCOURAGES ALL CITIZENS TO SUPPORT AND PARTICIPATE AT ENCOURAGES ALL CITIZENS TO SUPPORT AND PARTICIPATE AT VARIOUS SCHOOL ACTIVITIES SUPPORT AND PARTICIPATE AT VARIOUS SCHOOL ACTIVITIES SUPPORT AND PARTICIPATE AT VARIOUS SCHOOL ACTIVITIES DURING FILIPINO AMERICAN VARIOUS SCHOOL ACTIVITIES DURING FILIPINO AMERICAN VARIOUS SCHOOL ACTIVITIES DURING FILIPINO AMERICAN HISTORY MONTH AND BE IT FINALLY DURING FILIPINO AMERICAN HISTORY MONTH AND BE IT FINALLY DURING FILIPINO AMERICAN HISTORY MONTH AND BE IT FINALLY RESOLVED THAT A COPY THIS HISTORY MONTH AND BE IT FINALLY RESOLVED THAT A COPY THIS HISTORY MONTH AND BE IT FINALLY RESOLVED THAT A COPY THIS RESOLUTION BE SPREAD ACROSS THE RESOLVED THAT A COPY THIS RESOLUTION BE SPREAD ACROSS THE RESOLVED THAT A COPY THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THE SPORT RESOLUTION BE SPREAD ACROSS THE

968OFFICIAL MINUTES OF THE SPORT RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THE SPORT ADOPTED BY THE SCHOOL THE CITY OFFICIAL MINUTES OF THE SPORT ADOPTED BY THE SCHOOL THE CITY OFFICIAL MINUTES OF THE SPORT ADOPTED BY THE SCHOOL THE CITY OF VIRGINIA BEACH THIS TWENTY ADOPTED BY THE SCHOOL THE CITY OF VIRGINIA BEACH THIS TWENTY ADOPTED BY THE SCHOOL THE CITY OF VIRGINIA BEACH THIS TWENTY DAY OF SEPTEMBER TWENTY FOUR OF VIRGINIA BEACH THIS TWENTY DAY OF SEPTEMBER TWENTY FOUR OF VIRGINIA BEACH THIS TWENTY DAY OF SEPTEMBER TWENTY FOUR THANK YOU AND OUR LAST DAY OF SEPTEMBER TWENTY FOUR THANK YOU AND OUR LAST DAY OF SEPTEMBER TWENTY FOUR THANK YOU AND OUR LAST RESOLUTION THIS EVENING IS THANK YOU AND OUR LAST RESOLUTION THIS EVENING IS THANK YOU AND OUR LAST RESOLUTION THIS

969EVENING IS INDIGENOUS PEOPLE STAY WHEREAS RESOLUTION THIS EVENING IS INDIGENOUS PEOPLE STAY WHEREAS RESOLUTION THIS EVENING IS INDIGENOUS PEOPLE STAY WHEREAS THE SCHOOL BOARD RECOGNIZES INDIGENOUS PEOPLE STAY WHEREAS THE SCHOOL BOARD RECOGNIZES INDIGENOUS PEOPLE STAY WHEREAS THE SCHOOL BOARD RECOGNIZES THAT NATIVE AMERICANS HAVE THE SCHOOL BOARD RECOGNIZES THAT NATIVE AMERICANS HAVE THE SCHOOL BOARD RECOGNIZES THAT NATIVE AMERICANS HAVE LIVED THRIVE IN NORTH AMERICA THAT NATIVE AMERICANS HAVE LIVED THRIVE IN NORTH AMERICA THAT NATIVE AMERICANS HAVE LIVED THRIVE IN NORTH AMERICA FROM TIME IMMEMORIAL AND LIVED THRIVE IN NORTH AMERICA FROM TIME IMMEMORIAL AND LIVED THRIVE IN NORTH AMERICA FROM TIME IMMEMORIAL AND WHEREAS THE SCHOOL BOARD FROM TIME IMMEMORIAL AND WHEREAS THE SCHOOL BOARD FROM TIME IMMEMORIAL AND WHEREAS THE SCHOOL BOARD RECOGNIZES OF INDIGENOUS PEOPLE WHEREAS THE SCHOOL BOARD RECOGNIZES OF INDIGENOUS PEOPLE WHEREAS

970THE SCHOOL BOARD RECOGNIZES OF INDIGENOUS PEOPLE CONTRIBUTE TO THE ACADEMIC, RECOGNIZES OF INDIGENOUS PEOPLE CONTRIBUTE TO THE ACADEMIC, RECOGNIZES OF INDIGENOUS PEOPLE CONTRIBUTE TO THE ACADEMIC, ECONOMIC AND CULTURAL SUCCESS CONTRIBUTE TO THE ACADEMIC, ECONOMIC AND CULTURAL SUCCESS CONTRIBUTE TO THE ACADEMIC, ECONOMIC AND CULTURAL SUCCESS AND WELL-BEING OF THE CITY ECONOMIC AND CULTURAL SUCCESS AND WELL-BEING OF THE CITY ECONOMIC AND CULTURAL SUCCESS AND WELL-BEING OF THE CITY OF VIRGINIA BEACH AND AND WELL-BEING OF THE CITY OF VIRGINIA BEACH AND AND WELL-BEING OF THE CITY OF VIRGINIA BEACH AND COMMONWEALTH EACH AND EVERY DAY OF VIRGINIA BEACH AND COMMONWEALTH EACH AND EVERY DAY OF VIRGINIA BEACH AND COMMONWEALTH EACH AND EVERY DAY AND WHEREAS SCHOOL BOARD VALUES COMMONWEALTH EACH AND EVERY DAY AND WHEREAS SCHOOL BOARD VALUES COMMONWEALTH EACH AND EVERY DAY AND WHEREAS SCHOOL BOARD VALUES

971THE MANY CONTRIBUTIONS MADE AND WHEREAS SCHOOL BOARD VALUES THE MANY CONTRIBUTIONS MADE AND WHEREAS SCHOOL BOARD VALUES THE MANY CONTRIBUTIONS MADE YOUR COMMUNITY BY COMMUNITY BY THE MANY CONTRIBUTIONS MADE YOUR COMMUNITY BY COMMUNITY BY THE MANY CONTRIBUTIONS MADE YOUR COMMUNITY BY COMMUNITY BY INDIGENOUS PEOPLE AND DEEP YOUR COMMUNITY BY COMMUNITY BY INDIGENOUS PEOPLE AND DEEP YOUR COMMUNITY BY COMMUNITY BY INDIGENOUS PEOPLE AND DEEP CULTURAL CONTRIBUTIONS THAT INDIGENOUS PEOPLE AND DEEP CULTURAL CONTRIBUTIONS THAT INDIGENOUS PEOPLE AND DEEP CULTURAL CONTRIBUTIONS THAT HAVE SUBSTANTIALLY SHAPE THE CULTURAL CONTRIBUTIONS THAT HAVE SUBSTANTIALLY SHAPE THE CULTURAL CONTRIBUTIONS THAT HAVE SUBSTANTIALLY SHAPE THE CHARACTER OF THE CITY BEACH AND HAVE SUBSTANTIALLY SHAPE THE CHARACTER OF THE CITY BEACH AND HAVE SUBSTANTIALLY SHAPE THE CHARACTER OF THE CITY BEACH AND WHEREAS INDIGENOUS PEOPLE IN CHARACTER OF THE CITY BEACH AND WHEREAS INDIGENOUS

972PEOPLE IN CHARACTER OF THE CITY BEACH AND WHEREAS INDIGENOUS PEOPLE IN AMERICA HAVE OFTEN SUFFERED WHEREAS INDIGENOUS PEOPLE IN AMERICA HAVE OFTEN SUFFERED WHEREAS INDIGENOUS PEOPLE IN AMERICA HAVE OFTEN SUFFERED PERSECUTION AND REMOVAL FROM AMERICA HAVE OFTEN SUFFERED PERSECUTION AND REMOVAL FROM AMERICA HAVE OFTEN SUFFERED PERSECUTION AND REMOVAL FROM THEIR HOMELANDS AT THE HANDS PERSECUTION AND REMOVAL FROM THEIR HOMELANDS AT THE HANDS PERSECUTION AND REMOVAL FROM THEIR HOMELANDS AT THE HANDS OF GOVERNING BODIES INTO THE THEIR HOMELANDS AT THE HANDS OF GOVERNING BODIES INTO THE THEIR HOMELANDS AT THE HANDS OF GOVERNING BODIES INTO THE CONVERSATION SETTLEMENT OF GOVERNING BODIES INTO THE CONVERSATION SETTLEMENT OF GOVERNING BODIES INTO THE CONVERSATION SETTLEMENT OF AMERICA AND WHEREAS THE CONVERSATION SETTLEMENT OF AMERICA AND WHEREAS THE CONVERSATION SETTLEMENT OF AMERICA AND WHEREAS THE WHEREAS THE SCHOOL BOARD OF

973AMERICA AND WHEREAS THE WHEREAS THE SCHOOL BOARD OF AMERICA AND WHEREAS THE WHEREAS THE SCHOOL BOARD SUPPORTS THE RESILIENCE WHEREAS THE SCHOOL BOARD SUPPORTS THE RESILIENCE WHEREAS THE SCHOOL BOARD SUPPORTS THE RESILIENCE OF INDIGENOUS PEOPLE TO THRIVE SUPPORTS THE RESILIENCE OF INDIGENOUS PEOPLE TO THRIVE SUPPORTS THE RESILIENCE OF INDIGENOUS PEOPLE TO THRIVE AND PROSPER TO THE PRESENT DAY OF INDIGENOUS PEOPLE TO THRIVE AND PROSPER TO THE PRESENT DAY OF INDIGENOUS PEOPLE TO THRIVE AND PROSPER TO THE PRESENT DAY AND WHEREAS SCHOOL BOARD FOR AND PROSPER TO THE PRESENT DAY AND WHEREAS SCHOOL BOARD FOR AND PROSPER TO THE PRESENT DAY AND WHEREAS SCHOOL BOARD FOR MUCH OF THE CLOSING OF THE AND WHEREAS SCHOOL BOARD FOR MUCH OF THE CLOSING OF THE AND WHEREAS SCHOOL BOARD FOR MUCH OF THE CLOSING OF THE EQUITY OUT

974FOR INDIGENOUS MUCH OF THE CLOSING OF THE EQUITY OUT FOR INDIGENOUS MUCH OF THE CLOSING OF THE EQUITY OUT FOR INDIGENOUS THROUGH POLICIES AND PRACTICES EQUITY OUT FOR INDIGENOUS THROUGH POLICIES AND PRACTICES EQUITY OUT FOR INDIGENOUS THROUGH POLICIES AND PRACTICES PROMOTE THE CULTURE HISTORY AND THROUGH POLICIES AND PRACTICES PROMOTE THE CULTURE HISTORY AND THROUGH POLICIES AND PRACTICES PROMOTE THE CULTURE HISTORY AND THERE ARE MANY CONTRIBUTIONS TO PROMOTE THE CULTURE HISTORY AND THERE ARE MANY CONTRIBUTIONS TO PROMOTE THE CULTURE HISTORY AND THERE ARE MANY CONTRIBUTIONS TO SOCIETY AND THEREFORE BE THERE ARE MANY CONTRIBUTIONS TO SOCIETY AND THEREFORE BE THERE ARE MANY CONTRIBUTIONS TO SOCIETY AND THEREFORE BE RESOLVED AT THE SCHOOL BOARD SOCIETY AND THEREFORE BE RESOLVED AT THE SCHOOL BOARD SOCIETY AND THEREFORE BE RESOLVED AT THE SCHOOL BOARD OF THE CITY OF VIRGINIA

975BEACH RESOLVED AT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH RESOLVED AT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH OFFICIALLY RECOGNIZED AS THE OF THE CITY OF VIRGINIA BEACH OFFICIALLY RECOGNIZED AS THE OF THE CITY OF VIRGINIA BEACH OFFICIALLY RECOGNIZED AS THE SECOND MONDAY ON OCTOBER TWO OFFICIALLY RECOGNIZED AS THE SECOND MONDAY ON OCTOBER TWO OFFICIALLY RECOGNIZED AS THE SECOND MONDAY ON OCTOBER TWO THOUSAND TWENTY FOUR AS SECOND MONDAY ON OCTOBER TWO THOUSAND TWENTY FOUR AS SECOND MONDAY ON OCTOBER TWO THOUSAND TWENTY FOUR AS INDIGENOUS PEOPLES DAY AND BE THOUSAND TWENTY FOUR AS INDIGENOUS PEOPLES DAY AND BE THOUSAND TWENTY FOUR AS INDIGENOUS PEOPLES DAY AND BE IT FURTHER ALL THAT ALL SCHOOLS INDIGENOUS PEOPLES DAY AND BE IT FURTHER ALL THAT ALL SCHOOLS INDIGENOUS PEOPLES DAY AND BE IT FURTHER ALL

976THAT ALL SCHOOLS AND OUR COMMUNITY ARE IT FURTHER ALL THAT ALL SCHOOLS AND OUR COMMUNITY ARE IT FURTHER ALL THAT ALL SCHOOLS AND OUR COMMUNITY ARE ENCOURAGED TO SUPPORT AND AND OUR COMMUNITY ARE ENCOURAGED TO SUPPORT AND AND OUR COMMUNITY ARE ENCOURAGED TO SUPPORT AND CELEBRATE THE RESILIENCE OUR ENCOURAGED TO SUPPORT AND CELEBRATE THE RESILIENCE OUR ENCOURAGED TO SUPPORT AND CELEBRATE THE RESILIENCE OUR TRIBAL COMMUNITIES AND CELEBRATE THE RESILIENCE OUR TRIBAL COMMUNITIES AND CELEBRATE THE RESILIENCE OUR TRIBAL COMMUNITIES AND INDIGENOUS PEOPLES EXCUSE ME ON TRIBAL COMMUNITIES AND INDIGENOUS PEOPLES EXCUSE ME ON TRIBAL COMMUNITIES AND INDIGENOUS PEOPLES EXCUSE ME ON INDIGENOUS PEOPLE'S DAY AND INDIGENOUS PEOPLES EXCUSE ME ON INDIGENOUS PEOPLE'S DAY AND INDIGENOUS PEOPLES EXCUSE ME ON INDIGENOUS PEOPLE'S DAY AND BEAT FINALLY RESOLVE THE INDIGENOUS PEOPLE'S DAY AND BEAT FINALLY RESOLVE THE INDIGENOUS

977PEOPLE'S DAY AND BEAT FINALLY RESOLVE THE DISPUTE RESOLUTION BE SPREAD BEAT FINALLY RESOLVE THE DISPUTE RESOLUTION BE SPREAD BEAT FINALLY RESOLVE THE DISPUTE RESOLUTION BE SPREAD ACROSS THIS BOARD. DISPUTE RESOLUTION BE SPREAD ACROSS THIS BOARD. DISPUTE RESOLUTION BE SPREAD ACROSS THIS BOARD. OK, THANK YOU. ACROSS THIS BOARD. OK, THANK YOU. ACROSS THIS BOARD. OK, THANK YOU. I CALL FOR A MOTION TO APPROVE OK, THANK YOU. I CALL FOR A MOTION TO APPROVE OK, THANK YOU. I CALL FOR A MOTION TO APPROVE THE CONSENT AGENDA AS PRESENTED I CALL FOR A MOTION TO APPROVE THE CONSENT AGENDA AS PRESENTED I CALL FOR A MOTION TO APPROVE THE CONSENT AGENDA AS PRESENTED RUSSIAN MADE BY MISS RIGGS THE CONSENT AGENDA AS PRESENTED RUSSIAN MADE BY MISS RIGGS THE CONSENT AGENDA AS PRESENTED RUSSIAN MADE BY MISS RIGGS

978SECONDED BY MR FRANKLIN THE RUSSIAN MADE BY MISS RIGGS SECONDED BY MR FRANKLIN THE RUSSIAN MADE BY MISS RIGGS SECONDED BY MR FRANKLIN THE VOTING BOARD IS OPEN MADAM. SECONDED BY MR FRANKLIN THE VOTING BOARD IS OPEN MADAM. SECONDED BY MR FRANKLIN THE VOTING BOARD IS OPEN MADAM. MADAM CHAIR, BEFORE WE GO WITH VOTING BOARD IS OPEN MADAM. MADAM CHAIR, BEFORE WE GO WITH VOTING BOARD IS OPEN MADAM. MADAM CHAIR, BEFORE WE GO WITH A VOTE I WANT TO CONFIRM THAT MADAM CHAIR, BEFORE WE GO WITH A VOTE I WANT TO CONFIRM THAT MADAM CHAIR, BEFORE WE GO WITH A VOTE I WANT TO CONFIRM THAT MISS WEEMES IS ONLINE A VOTE I WANT TO CONFIRM THAT MISS WEEMES IS ONLINE A VOTE I WANT TO CONFIRM THAT MISS WEEMES IS ONLINE MCSWEENEY'S CAN USE

979STATE THE MISS WEEMES IS ONLINE MCSWEENEY'S CAN USE STATE THE MISS WEEMES IS ONLINE MCSWEENEY'S CAN USE STATE THE YOU STATE THE REASON WHY YOU'RE MCSWEENEY'S CAN USE STATE THE YOU STATE THE REASON WHY YOU'RE MCSWEENEY'S CAN USE STATE THE YOU STATE THE REASON WHY YOU'RE ATTENDING I ASSUME AND YOUR YOU STATE THE REASON WHY YOU'RE ATTENDING I ASSUME AND YOUR YOU STATE THE REASON WHY YOU'RE ATTENDING I ASSUME AND YOUR LOCATION MISS MEANS CAN YOU ATTENDING I ASSUME AND YOUR LOCATION MISS MEANS CAN YOU ATTENDING I ASSUME AND YOUR LOCATION MISS MEANS CAN YOU ANSWER SEEMS LIKE WE'RE STILL LOCATION MISS MEANS CAN YOU ANSWER SEEMS LIKE WE'RE STILL LOCATION MISS MEANS CAN YOU ANSWER SEEMS LIKE WE'RE STILL HAVING TECHNICAL DIFFICULTY IS ANSWER SEEMS LIKE WE'RE STILL HAVING TECHNICAL DIFFICULTY IS ANSWER SEEMS

980LIKE WE'RE STILL HAVING TECHNICAL DIFFICULTY IS ONE MORE TIME IS WEEMES CAN YOU HAVING TECHNICAL DIFFICULTY IS ONE MORE TIME IS WEEMES CAN YOU HAVING TECHNICAL DIFFICULTY IS ONE MORE TIME IS WEEMES CAN YOU SPEAK? ONE MORE TIME IS WEEMES CAN YOU SPEAK? ONE MORE TIME IS WEEMES CAN YOU SPEAK? SHE OUR TO FILE A STATEMENT SPEAK? SHE OUR TO FILE A STATEMENT SPEAK? SHE OUR TO FILE A STATEMENT WITH I BELIEVE IT'S A MEDICAL SHE OUR TO FILE A STATEMENT WITH I BELIEVE IT'S A MEDICAL SHE OUR TO FILE A STATEMENT WITH I BELIEVE IT'S A MEDICAL REASON FOR REASON FOR A MEDICAL WITH I BELIEVE IT'S A MEDICAL REASON FOR REASON FOR A MEDICAL WITH I BELIEVE IT'S A MEDICAL REASON FOR REASON FOR A MEDICAL REASON WHICH IS NOT REQUIRED REASON FOR

981REASON FOR A MEDICAL REASON WHICH IS NOT REQUIRED REASON FOR REASON FOR A MEDICAL REASON WHICH IS NOT REQUIRED INDICATE THE LOCATION WHICH YOU REASON WHICH IS NOT REQUIRED INDICATE THE LOCATION WHICH YOU REASON WHICH IS NOT REQUIRED INDICATE THE LOCATION WHICH YOU CAN FOLLOW STATEMENT WITH US TO INDICATE THE LOCATION WHICH YOU CAN FOLLOW STATEMENT WITH US TO INDICATE THE LOCATION WHICH YOU CAN FOLLOW STATEMENT WITH US TO WALK TO COVERS ALL RIGHT SO THE CAN FOLLOW STATEMENT WITH US TO WALK TO COVERS ALL RIGHT SO THE CAN FOLLOW STATEMENT WITH US TO WALK TO COVERS ALL RIGHT SO THE MOTION WAS MADE MOTION WAS MADE WALK TO COVERS ALL RIGHT SO THE MOTION WAS MADE MOTION WAS MADE WALK TO COVERS ALL RIGHT SO THE MOTION WAS MADE MOTION WAS MADE BY MR

982IG SECONDED BY MRS MOTION WAS MADE MOTION WAS MADE BY MR IG SECONDED BY MRS MOTION WAS MADE MOTION WAS MADE BY MR IG SECONDED BY MRS FRANKLIN. BY MR IG SECONDED BY MRS FRANKLIN. BY MR IG SECONDED BY MRS FRANKLIN. THE VOTING BOARD IS OPEN FRANKLIN. THE VOTING BOARD IS OPEN FRANKLIN. THE VOTING BOARD IS OPEN MISIONES HOW DO YOU VOTE A THE VOTING BOARD IS OPEN MISIONES HOW DO YOU VOTE A THE VOTING BOARD IS OPEN MISIONES HOW DO YOU VOTE A VOTE? MISIONES HOW DO YOU VOTE A VOTE? MISIONES HOW DO YOU VOTE A VOTE? YES I THINK AND MISS WEEMES HOW VOTE? YES I THINK AND MISS WEEMES HOW VOTE? YES I THINK AND MISS WEEMES HOW DO YOU VOTE SINCE WE CANNOT YES I THINK AND MISS WEEMES HOW DO

983YOU VOTE SINCE WE CANNOT YES I THINK AND MISS WEEMES HOW DO YOU VOTE SINCE WE CANNOT HERE MUSLIMS I'M GOING TO MAKE DO YOU VOTE SINCE WE CANNOT HERE MUSLIMS I'M GOING TO MAKE DO YOU VOTE SINCE WE CANNOT HERE MUSLIMS I'M GOING TO MAKE HER DOWN AS ABSTAINING. HERE MUSLIMS I'M GOING TO MAKE HER DOWN AS ABSTAINING. HERE MUSLIMS I'M GOING TO MAKE HER DOWN AS ABSTAINING. SO MADAM CHAIR WE HAVE 10 EYES HER DOWN AS ABSTAINING. SO MADAM CHAIR WE HAVE 10 EYES HER DOWN AS ABSTAINING. SO MADAM CHAIR WE HAVE 10 EYES ONE ABSTENTION SO THE MOTION SO MADAM CHAIR WE HAVE 10 EYES ONE ABSTENTION SO THE MOTION SO MADAM CHAIR WE HAVE 10 EYES ONE ABSTENTION SO THE MOTION DID PASS FOR THEIR CONSENT ONE ABSTENTION SO THE MOTION

984DID PASS FOR THEIR CONSENT ONE ABSTENTION SO THE MOTION DID PASS FOR THEIR CONSENT AGENDA. DID PASS FOR THEIR CONSENT AGENDA. DID PASS FOR THEIR CONSENT AGENDA. ALL RIGHT. AGENDA. ALL RIGHT. AGENDA. ALL RIGHT. THANK YOU AND ON ACTION THIS ALL RIGHT. THANK YOU AND ON ACTION THIS ALL RIGHT. THANK YOU AND ON ACTION THIS EVENING WILL WE'LL BEGIN WITH THANK YOU AND ON ACTION THIS EVENING WILL WE'LL BEGIN WITH THANK YOU AND ON ACTION THIS EVENING WILL WE'LL BEGIN WITH THE PERSONNEL REPORT AND EVENING WILL WE'LL BEGIN WITH THE PERSONNEL REPORT AND EVENING WILL WE'LL BEGIN WITH THE PERSONNEL REPORT AND ADMINISTRATIVE APPOINTMENTS THE PERSONNEL REPORT AND ADMINISTRATIVE APPOINTMENTS THE PERSONNEL REPORT AND ADMINISTRATIVE APPOINTMENTS CALL FOR A MOTION TO APPROVE ADMINISTRATIVE APPOINTMENTS CALL FOR A MOTION TO APPROVE ADMINISTRATIVE APPOINTMENTS CALL FOR A

985MOTION TO APPROVE THE TWENTY SEPTEMBER 24TH CALL FOR A MOTION TO APPROVE THE TWENTY SEPTEMBER 24TH CALL FOR A MOTION TO APPROVE THE TWENTY SEPTEMBER 24TH TWENTY TWENTY FOUR PERSONNEL THE TWENTY SEPTEMBER 24TH TWENTY TWENTY FOUR PERSONNEL THE TWENTY SEPTEMBER 24TH TWENTY TWENTY FOUR PERSONNEL REPORT AND ADMINISTRATIVE TWENTY TWENTY FOUR PERSONNEL REPORT AND ADMINISTRATIVE TWENTY TWENTY FOUR PERSONNEL REPORT AND ADMINISTRATIVE APPOINTMENTS MOTION BE BY MRS REPORT AND ADMINISTRATIVE APPOINTMENTS MOTION BE BY MRS REPORT AND ADMINISTRATIVE APPOINTMENTS MOTION BE BY MRS ANDERSON SECONDED BY MISS RIGGS APPOINTMENTS MOTION BE BY MRS ANDERSON SECONDED BY MISS RIGGS APPOINTMENTS MOTION BE BY MRS ANDERSON SECONDED BY MISS RIGGS DR. ROBERTS IN, DO YOU HAVE ANDERSON SECONDED BY MISS RIGGS DR. ROBERTS IN, DO YOU HAVE ANDERSON SECONDED BY MISS RIGGS DR. ROBERTS IN, DO YOU HAVE ANYTHING WE

986NEED TO DO THE VOTE DR. ROBERTS IN, DO YOU HAVE ANYTHING WE NEED TO DO THE VOTE DR. ROBERTS IN, DO YOU HAVE ANYTHING WE NEED TO DO THE VOTE FIRST. ANYTHING WE NEED TO DO THE VOTE FIRST. ANYTHING WE NEED TO DO THE VOTE FIRST. OK I >> CALL FOR OK VOTING IS FIRST. OK I >> CALL FOR OK VOTING IS FIRST. OK I >> CALL FOR OK VOTING IS OPEN MISSILE AND TELL DO YOU OK I >> CALL FOR OK VOTING IS OPEN MISSILE AND TELL DO YOU OK I >> CALL FOR OK VOTING IS OPEN MISSILE AND TELL DO YOU VOTE FOR THE PERSON REPORT OPEN MISSILE AND TELL DO YOU VOTE FOR THE PERSON REPORT OPEN MISSILE AND TELL DO YOU VOTE FOR THE PERSON REPORT OF OH THANK YOU. VOTE

987FOR THE PERSON REPORT OF OH THANK YOU. VOTE FOR THE PERSON REPORT OF OH THANK YOU. OK AND ONE MORE TIME IS WEEMS OF OH THANK YOU. OK AND ONE MORE TIME IS WEEMS OF OH THANK YOU. OK AND ONE MORE TIME IS WEEMS HOW DO YOU VOTE FOR THE PERSON OK AND ONE MORE TIME IS WEEMS HOW DO YOU VOTE FOR THE PERSON OK AND ONE MORE TIME IS WEEMS HOW DO YOU VOTE FOR THE PERSON REPORT SHE'S PAJAMAS AND HOW DO YOU VOTE FOR THE PERSON REPORT SHE'S PAJAMAS AND HOW DO YOU VOTE FOR THE PERSON REPORT SHE'S PAJAMAS AND ABSTENTION SO MADAM ABSTENTION. REPORT SHE'S PAJAMAS AND ABSTENTION SO MADAM ABSTENTION. REPORT SHE'S PAJAMAS AND ABSTENTION SO MADAM ABSTENTION. SO MADAM CHAIR WE HAVE TEN EYES ABSTENTION SO MADAM ABSTENTION. SO MADAM

988CHAIR WE HAVE TEN EYES ABSTENTION SO MADAM ABSTENTION. SO MADAM CHAIR WE HAVE TEN EYES PROMOTION TO PASS FOR THE SO MADAM CHAIR WE HAVE TEN EYES PROMOTION TO PASS FOR THE SO MADAM CHAIR WE HAVE TEN EYES PROMOTION TO PASS FOR THE PERSON WHO REPORT RIGHT. PROMOTION TO PASS FOR THE PERSON WHO REPORT RIGHT. PROMOTION TO PASS FOR THE PERSON WHO REPORT RIGHT. THANK YOU KNOW ALWAYS DO THAT PERSON WHO REPORT RIGHT. THANK YOU KNOW ALWAYS DO THAT PERSON WHO REPORT RIGHT. THANK YOU KNOW ALWAYS DO THAT DR ROBERTSON. THANK YOU KNOW ALWAYS DO THAT DR ROBERTSON. THANK YOU KNOW ALWAYS DO THAT DR ROBERTSON. YES. DR ROBERTSON. YES. DR ROBERTSON. YES. SO THANK YOU MADAM CHAIR WE'RE YES. SO THANK YOU MADAM CHAIR WE'RE YES. SO THANK YOU MADAM CHAIR WE'RE PLEASED THAT

989TONIGHT YOU SO THANK YOU MADAM CHAIR WE'RE PLEASED THAT TONIGHT YOU SO THANK YOU MADAM CHAIR WE'RE PLEASED THAT TONIGHT YOU APPROVED A RECOMMENDATION FOR PLEASED THAT TONIGHT YOU APPROVED A RECOMMENDATION FOR PLEASED THAT TONIGHT YOU APPROVED A RECOMMENDATION FOR RACHEL MADDOW, CURRENTLY AN APPROVED A RECOMMENDATION FOR RACHEL MADDOW, CURRENTLY AN APPROVED A RECOMMENDATION FOR RACHEL MADDOW, CURRENTLY AN ASSISTANT DIRECTOR FOOD RACHEL MADDOW, CURRENTLY AN ASSISTANT DIRECTOR FOOD RACHEL MADDOW, CURRENTLY AN ASSISTANT DIRECTOR FOOD SERVICES IN THE OFFICE OF FOOD ASSISTANT DIRECTOR FOOD SERVICES IN THE OFFICE OF FOOD ASSISTANT DIRECTOR FOOD SERVICES IN THE OFFICE OF FOOD SERVICES TO BE NEW DIRECTOR SERVICES IN THE OFFICE OF FOOD SERVICES TO BE NEW DIRECTOR SERVICES IN THE OFFICE OF FOOD SERVICES TO BE NEW DIRECTOR OF FOOD SERVICES IN THE OF FOOD SERVICES TO BE

990NEW DIRECTOR OF FOOD SERVICES IN THE OF FOOD SERVICES TO BE NEW DIRECTOR OF FOOD SERVICES IN THE OF FOOD SERVICES NEXT WEEK PLEASE OF FOOD SERVICES IN THE OF FOOD SERVICES NEXT WEEK PLEASE OF FOOD SERVICES IN THE OF FOOD SERVICES NEXT WEEK PLEASE YOU'VE APPROVED OUR SERVICES NEXT WEEK PLEASE YOU'VE APPROVED OUR SERVICES NEXT WEEK PLEASE YOU'VE APPROVED OUR RECOMMENDATION PAMELA JOHNSON YOU'VE APPROVED OUR RECOMMENDATION PAMELA JOHNSON YOU'VE APPROVED OUR RECOMMENDATION PAMELA JOHNSON BALLOT BALLAH, CURRENTLY AN RECOMMENDATION PAMELA JOHNSON BALLOT BALLAH, CURRENTLY AN RECOMMENDATION PAMELA JOHNSON BALLOT BALLAH, CURRENTLY AN ADMINISTRATIVE ASSISTANT BALLOT BALLAH, CURRENTLY AN ADMINISTRATIVE ASSISTANT BALLOT BALLAH, CURRENTLY AN ADMINISTRATIVE ASSISTANT HOLLAND AND ROSEMONT ELEMENTARY ADMINISTRATIVE ASSISTANT HOLLAND AND ROSEMONT ELEMENTARY ADMINISTRATIVE ASSISTANT HOLLAND AND ROSEMONT ELEMENTARY SCHOOL TO BE THE NEXT HOLLAND AND ROSEMONT ELEMENTARY SCHOOL TO BE THE

991NEXT HOLLAND AND ROSEMONT ELEMENTARY SCHOOL TO BE THE NEXT COORDINATOR IN SPECIAL SCHOOL TO BE THE NEXT COORDINATOR IN SPECIAL SCHOOL TO BE THE NEXT COORDINATOR IN SPECIAL EDUCATION THE OFFICE COORDINATOR IN SPECIAL EDUCATION THE OFFICE COORDINATOR IN SPECIAL EDUCATION THE OFFICE OF PROGRAMS FOR EXCEPTIONAL EDUCATION THE OFFICE OF PROGRAMS FOR EXCEPTIONAL EDUCATION THE OFFICE OF PROGRAMS FOR EXCEPTIONAL CHILDREN AND FINALLY WE'RE OF PROGRAMS FOR EXCEPTIONAL CHILDREN AND FINALLY WE'RE OF PROGRAMS FOR EXCEPTIONAL CHILDREN AND FINALLY WE'RE PLEASED THAT YEAR OF EXCEPT CHILDREN AND FINALLY WE'RE PLEASED THAT YEAR OF EXCEPT CHILDREN AND FINALLY WE'RE PLEASED THAT YEAR OF EXCEPT THAT OUR RECOMMENDATION FROM PLEASED THAT YEAR OF EXCEPT THAT OUR RECOMMENDATION FROM PLEASED THAT YEAR OF EXCEPT THAT OUR RECOMMENDATION FROM LENDEE CURRENTLY AN THAT OUR RECOMMENDATION FROM LENDEE CURRENTLY AN THAT OUR RECOMMENDATION

992FROM LENDEE CURRENTLY AN INSTRUCTIONAL SPECIALISTS IN LENDEE CURRENTLY AN INSTRUCTIONAL SPECIALISTS IN LENDEE CURRENTLY AN INSTRUCTIONAL SPECIALISTS IN THE OFFICE OF PROGRAMS FOR INSTRUCTIONAL SPECIALISTS IN THE OFFICE OF PROGRAMS FOR INSTRUCTIONAL SPECIALISTS IN THE OFFICE OF PROGRAMS FOR EXCEPTIONAL CHILDREN TO BE THE THE OFFICE OF PROGRAMS FOR EXCEPTIONAL CHILDREN TO BE THE THE OFFICE OF PROGRAMS FOR EXCEPTIONAL CHILDREN TO BE THE NEXT COORDINATOR OF SPECIAL EXCEPTIONAL CHILDREN TO BE THE NEXT COORDINATOR OF SPECIAL EXCEPTIONAL CHILDREN TO BE THE NEXT COORDINATOR OF SPECIAL EDUCATION. NEXT COORDINATOR OF SPECIAL EDUCATION. NEXT COORDINATOR OF SPECIAL EDUCATION. THE OFFICE PROGRAMS FOR EDUCATION. THE OFFICE PROGRAMS FOR EDUCATION. THE OFFICE PROGRAMS FOR EXCEPTIONAL CHILDREN. THE OFFICE PROGRAMS FOR EXCEPTIONAL CHILDREN. THE OFFICE PROGRAMS FOR EXCEPTIONAL CHILDREN. THANK YOU. EXCEPTIONAL CHILDREN. THANK YOU. EXCEPTIONAL CHILDREN. THANK YOU THAT'S ALL. THANK YOU

993THAT'S ALL. THANK YOU THAT'S ALL. THAT'S ALL OF OUR APPOINTMENTS, THANK YOU THAT'S ALL. THAT'S ALL OF OUR APPOINTMENTS, THANK YOU THAT'S ALL. THAT'S ALL OF OUR APPOINTMENTS, ALL ALL RIGHT I WOULDN'T BE AS THAT'S ALL OF OUR APPOINTMENTS, ALL ALL RIGHT I WOULDN'T BE AS THAT'S ALL OF OUR APPOINTMENTS, ALL ALL RIGHT I WOULDN'T BE AS BUDGET CALENDAR SCHOOL ALL ALL RIGHT I WOULDN'T BE AS BUDGET CALENDAR SCHOOL ALL ALL RIGHT I WOULDN'T BE AS BUDGET CALENDAR SCHOOL OPERATING BUDGET FISCAL YEAR BUDGET CALENDAR SCHOOL OPERATING BUDGET FISCAL YEAR BUDGET CALENDAR SCHOOL OPERATING BUDGET FISCAL YEAR TWENTY FIVE TWENTY SIX IN OPERATING BUDGET FISCAL YEAR TWENTY FIVE TWENTY SIX IN OPERATING BUDGET FISCAL YEAR TWENTY FIVE TWENTY SIX IN FISCAL YEAR TWENTY FIVE TWENTY TWENTY FIVE TWENTY SIX IN FISCAL YEAR TWENTY FIVE TWENTY TWENTY

994FIVE TWENTY SIX IN FISCAL YEAR TWENTY FIVE TWENTY SIX THROUGH TWENTY THIRTY FISCAL YEAR TWENTY FIVE TWENTY SIX THROUGH TWENTY THIRTY FISCAL YEAR TWENTY FIVE TWENTY SIX THROUGH TWENTY THIRTY THIRTY ONE FOR CAPITAL SIX THROUGH TWENTY THIRTY THIRTY ONE FOR CAPITAL SIX THROUGH TWENTY THIRTY THIRTY ONE FOR CAPITAL IMPROVEMENT PROGRAM ALL RIGHT I THIRTY ONE FOR CAPITAL IMPROVEMENT PROGRAM ALL RIGHT I THIRTY ONE FOR CAPITAL IMPROVEMENT PROGRAM ALL RIGHT I CALL FOR A MOTION TO APPROVE IMPROVEMENT PROGRAM ALL RIGHT I CALL FOR A MOTION TO APPROVE IMPROVEMENT PROGRAM ALL RIGHT I CALL FOR A MOTION TO APPROVE THE BUDGET CALENDAR AND A CALL FOR A MOTION TO APPROVE THE BUDGET CALENDAR AND A CALL FOR A MOTION TO APPROVE THE BUDGET CALENDAR AND A CAPITAL IMPROVEMENT PROGRAM THE BUDGET CALENDAR AND A CAPITAL IMPROVEMENT PROGRAM

995THE BUDGET CALENDAR AND A CAPITAL IMPROVEMENT PROGRAM CALENDAR MOTION MADE BY MR CAPITAL IMPROVEMENT PROGRAM CALENDAR MOTION MADE BY MR CAPITAL IMPROVEMENT PROGRAM CALENDAR MOTION MADE BY MR CULPEPER SECONDED BY MR CALENDAR MOTION MADE BY MR CULPEPER SECONDED BY MR CALENDAR MOTION MADE BY MR CULPEPER SECONDED BY MR ANDERSON ANY DISCUSSION CULPEPER SECONDED BY MR ANDERSON ANY DISCUSSION CULPEPER SECONDED BY MR ANDERSON ANY DISCUSSION OF THOUGH IT MADE BY MR ANDERSON ANY DISCUSSION OF THOUGH IT MADE BY MR ANDERSON ANY DISCUSSION OF THOUGH IT MADE BY MR ANDERSON A SECOND WAS BY MR OF THOUGH IT MADE BY MR ANDERSON A SECOND WAS BY MR OF THOUGH IT MADE BY MR ANDERSON A SECOND WAS BY MR ABBOTT AND MR COLE COPEPODS IN ANDERSON A SECOND WAS BY MR ABBOTT AND MR COLE COPEPODS IN

996ANDERSON A SECOND WAS BY MR ABBOTT AND MR COLE COPEPODS IN THE QUEUE TO SPEAK THANK YOU ABBOTT AND MR COLE COPEPODS IN THE QUEUE TO SPEAK THANK YOU ABBOTT AND MR COLE COPEPODS IN THE QUEUE TO SPEAK THANK YOU NOT. THE QUEUE TO SPEAK THANK YOU NOT. THE QUEUE TO SPEAK THANK YOU NOT. NOT NO COMMENTS ON THE ON NOT. NOT NO COMMENTS ON THE ON NOT. NOT NO COMMENTS ON THE ON RATHER THAN I JUST WANT TO NOT NO COMMENTS ON THE ON RATHER THAN I JUST WANT TO NOT NO COMMENTS ON THE ON RATHER THAN I JUST WANT TO REPEAT WHAT I SAID BEFORE WHICH RATHER THAN I JUST WANT TO REPEAT WHAT I SAID BEFORE WHICH RATHER THAN I JUST WANT TO REPEAT WHAT I SAID BEFORE WHICH IS ANY TIME

997THERE ARE FOUR REPEAT WHAT I SAID BEFORE WHICH IS ANY TIME THERE ARE FOUR REPEAT WHAT I SAID BEFORE WHICH IS ANY TIME THERE ARE FOUR MEETINGS IT'S IMPOSSIBLE FOR ME IS ANY TIME THERE ARE FOUR MEETINGS IT'S IMPOSSIBLE FOR ME IS ANY TIME THERE ARE FOUR MEETINGS IT'S IMPOSSIBLE FOR ME TO SCHEDULE AROUND THEM SO I MEETINGS IT'S IMPOSSIBLE FOR ME TO SCHEDULE AROUND THEM SO I MEETINGS IT'S IMPOSSIBLE FOR ME TO SCHEDULE AROUND THEM SO I WORK WITH YOUR WORK WITH YOU TO SCHEDULE AROUND THEM SO I WORK WITH YOUR WORK WITH YOU TO SCHEDULE AROUND THEM SO I WORK WITH YOUR WORK WITH YOU MADAM CHAIR YOU DETERMINE WHICH WORK WITH YOUR WORK WITH YOU MADAM CHAIR YOU DETERMINE WHICH WORK WITH YOUR WORK WITH YOU MADAM CHAIR YOU DETERMINE WHICH MEETINGS

998ARE MOST IMPORTANT FOR MADAM CHAIR YOU DETERMINE WHICH MEETINGS ARE MOST IMPORTANT FOR MADAM CHAIR YOU DETERMINE WHICH MEETINGS ARE MOST IMPORTANT FOR ME TO BE PHYSICALLY PRESENT FOR MEETINGS ARE MOST IMPORTANT FOR ME TO BE PHYSICALLY PRESENT FOR MEETINGS ARE MOST IMPORTANT FOR ME TO BE PHYSICALLY PRESENT FOR AND I'LL TRY TO ROOM FOR IN ME TO BE PHYSICALLY PRESENT FOR AND I'LL TRY TO ROOM FOR IN ME TO BE PHYSICALLY PRESENT FOR AND I'LL TRY TO ROOM FOR IN FEBRUARY FOR THE FEBRUARY FOUR AND I'LL TRY TO ROOM FOR IN FEBRUARY FOR THE FEBRUARY FOUR AND I'LL TRY TO ROOM FOR IN FEBRUARY FOR THE FEBRUARY FOUR YEAH. FEBRUARY FOR THE FEBRUARY FOUR YEAH. FEBRUARY FOR THE FEBRUARY FOUR YEAH. OH IN BECAUSE I'M SORRY THERE YEAH. OH IN BECAUSE I'M SORRY THERE

999YEAH. OH IN BECAUSE I'M SORRY THERE FOR MEETINGS IN THAT MONTH. OH IN BECAUSE I'M SORRY THERE FOR MEETINGS IN THAT MONTH. OH IN BECAUSE I'M SORRY THERE FOR MEETINGS IN THAT MONTH. THERE'S NO WAY SCHEDULED TO BE FOR MEETINGS IN THAT MONTH. THERE'S NO WAY SCHEDULED TO BE FOR MEETINGS IN THAT MONTH. THERE'S NO WAY SCHEDULED TO BE PHYSICALLY PRESENT FOR ALL FOUR THERE'S NO WAY SCHEDULED TO BE PHYSICALLY PRESENT FOR ALL FOUR THERE'S NO WAY SCHEDULED TO BE PHYSICALLY PRESENT FOR ALL FOUR OF THOSE OF THOSE NIGHTS. PHYSICALLY PRESENT FOR ALL FOUR OF THOSE OF THOSE NIGHTS. PHYSICALLY PRESENT FOR ALL FOUR OF THOSE OF THOSE NIGHTS. I'LL WORK WITH YOU TO DETERMINE OF THOSE OF THOSE NIGHTS. I'LL WORK WITH YOU TO DETERMINE OF THOSE OF THOSE NIGHTS. I'LL WORK WITH YOU

1000TO DETERMINE WHICH ONES ARE MOST IMPORTANT I'LL WORK WITH YOU TO DETERMINE WHICH ONES ARE MOST IMPORTANT I'LL WORK WITH YOU TO DETERMINE WHICH ONES ARE MOST IMPORTANT FOR ME TO BE PRESENT FOR WILL WHICH ONES ARE MOST IMPORTANT FOR ME TO BE PRESENT FOR WILL WHICH ONES ARE MOST IMPORTANT FOR ME TO BE PRESENT FOR WILL TO WORK WITH BUT WORK WITH FOR ME TO BE PRESENT FOR WILL TO WORK WITH BUT WORK WITH FOR ME TO BE PRESENT FOR WILL TO WORK WITH BUT WORK WITH STAFF ON THAT TO DETERMINE TO WORK WITH BUT WORK WITH STAFF ON THAT TO DETERMINE TO WORK WITH BUT WORK WITH STAFF ON THAT TO DETERMINE WHICH ONES YEAH THAT'S GOOD. STAFF ON THAT TO DETERMINE WHICH ONES YEAH THAT'S GOOD. STAFF ON THAT TO DETERMINE WHICH

1001ONES YEAH THAT'S GOOD. THANK YOU FOR THAT ALL RIGHT. WHICH ONES YEAH THAT'S GOOD. THANK YOU FOR THAT ALL RIGHT. WHICH ONES YEAH THAT'S GOOD. THANK YOU FOR THAT ALL RIGHT. ANY FURTHER DISCUSSION BOARD IS THANK YOU FOR THAT ALL RIGHT. ANY FURTHER DISCUSSION BOARD IS THANK YOU FOR THAT ALL RIGHT. ANY FURTHER DISCUSSION BOARD IS OPEN MISS WAS WOODS, HOW DO YOU ANY FURTHER DISCUSSION BOARD IS OPEN MISS WAS WOODS, HOW DO YOU ANY FURTHER DISCUSSION BOARD IS OPEN MISS WAS WOODS, HOW DO YOU VOTE? OPEN MISS WAS WOODS, HOW DO YOU VOTE? OPEN MISS WAS WOODS, HOW DO YOU VOTE? I OK AND HAS MISS BROWN STEPPED VOTE? I OK AND HAS MISS BROWN STEPPED VOTE? I OK AND HAS MISS BROWN STEPPED OUT OK AND MUSLIMS CANNOT HERE I OK AND HAS

1002MISS BROWN STEPPED OUT OK AND MUSLIMS CANNOT HERE I OK AND HAS MISS BROWN STEPPED OUT OK AND MUSLIMS CANNOT HERE CANNOT HERE SO WE WILL DO OUT OK AND MUSLIMS CANNOT HERE CANNOT HERE SO WE WILL DO OUT OK AND MUSLIMS CANNOT HERE CANNOT HERE SO WE WILL DO STEPHEN SO MADAM CHAIR WE HAVE CANNOT HERE SO WE WILL DO STEPHEN SO MADAM CHAIR WE HAVE CANNOT HERE SO WE WILL DO STEPHEN SO MADAM CHAIR WE HAVE ,WE HAVE NINE I'S AND TWO STEPHEN SO MADAM CHAIR WE HAVE ,WE HAVE NINE I'S AND TWO STEPHEN SO MADAM CHAIR WE HAVE ,WE HAVE NINE I'S AND TWO ABSTENTIONS THE MOTION TO PASS ,WE HAVE NINE I'S AND TWO ABSTENTIONS THE MOTION TO PASS ,WE HAVE NINE I'S AND TWO ABSTENTIONS THE MOTION TO PASS FOR

1003THE BUDGET CALENDAR. ABSTENTIONS THE MOTION TO PASS FOR THE BUDGET CALENDAR. ABSTENTIONS THE MOTION TO PASS FOR THE BUDGET CALENDAR. OK, THANK YOU ITEMS SEE IS THE FOR THE BUDGET CALENDAR. OK, THANK YOU ITEMS SEE IS THE FOR THE BUDGET CALENDAR. OK, THANK YOU ITEMS SEE IS THE SCHEDULE OF SCHOOL BOARD OK, THANK YOU ITEMS SEE IS THE SCHEDULE OF SCHOOL BOARD OK, THANK YOU ITEMS SEE IS THE SCHEDULE OF SCHOOL BOARD MEETINGS THROUGH JUNE 30TH SCHEDULE OF SCHOOL BOARD MEETINGS THROUGH JUNE 30TH SCHEDULE OF SCHOOL BOARD MEETINGS THROUGH JUNE 30TH OF TWENTY TWENTY FIVE I CALL MEETINGS THROUGH JUNE 30TH OF TWENTY TWENTY FIVE I CALL MEETINGS THROUGH JUNE 30TH OF TWENTY TWENTY FIVE I CALL FOR A MOTION TO APPROVE THAT OF TWENTY TWENTY FIVE I CALL FOR A MOTION TO APPROVE THAT

1004OF TWENTY TWENTY FIVE I CALL FOR A MOTION TO APPROVE THAT LIST MOTION MADE BY MISS RIGGS FOR A MOTION TO APPROVE THAT LIST MOTION MADE BY MISS RIGGS FOR A MOTION TO APPROVE THAT LIST MOTION MADE BY MISS RIGGS SECONDED BY MRS FRANKLIN. LIST MOTION MADE BY MISS RIGGS SECONDED BY MRS FRANKLIN. LIST MOTION MADE BY MISS RIGGS SECONDED BY MRS FRANKLIN. ANY DISCUSSION ALL RIGHT THE SECONDED BY MRS FRANKLIN. ANY DISCUSSION ALL RIGHT THE SECONDED BY MRS FRANKLIN. ANY DISCUSSION ALL RIGHT THE BULLETIN BOARD IS OPEN MR. ANY DISCUSSION ALL RIGHT THE BULLETIN BOARD IS OPEN MR. ANY DISCUSSION ALL RIGHT THE BULLETIN BOARD IS OPEN MR. OWENS HOW DO YOU VOTE FOR THE BULLETIN BOARD IS OPEN MR. OWENS HOW DO YOU VOTE FOR THE BULLETIN BOARD IS OPEN MR. OWENS HOW

1005DO YOU VOTE FOR THE SCHEDULE OF SCHOOL BOARD OWENS HOW DO YOU VOTE FOR THE SCHEDULE OF SCHOOL BOARD OWENS HOW DO YOU VOTE FOR THE SCHEDULE OF SCHOOL BOARD MEETINGS THROUGH JUNE OF THIRTY SCHEDULE OF SCHOOL BOARD MEETINGS THROUGH JUNE OF THIRTY SCHEDULE OF SCHOOL BOARD MEETINGS THROUGH JUNE OF THIRTY JUNE 30TH. MEETINGS THROUGH JUNE OF THIRTY JUNE 30TH. MEETINGS THROUGH JUNE OF THIRTY JUNE 30TH. TWENTY TWENTY FIVE. JUNE 30TH. TWENTY TWENTY FIVE. JUNE 30TH. TWENTY TWENTY FIVE. HOW ABOUT I THANK YOU SO MADAM TWENTY TWENTY FIVE. HOW ABOUT I THANK YOU SO MADAM TWENTY TWENTY FIVE. HOW ABOUT I THANK YOU SO MADAM CHAIR WE HAVE 10 EYES I'S THE HOW ABOUT I THANK YOU SO MADAM CHAIR WE HAVE 10 EYES I'S THE HOW ABOUT I THANK YOU SO MADAM CHAIR WE

1006HAVE 10 EYES I'S THE MOTION DID PASS FOR THESE CHAIR WE HAVE 10 EYES I'S THE MOTION DID PASS FOR THESE CHAIR WE HAVE 10 EYES I'S THE MOTION DID PASS FOR THESE SCHEDULE OF SCHOOL BOARD MOTION DID PASS FOR THESE SCHEDULE OF SCHOOL BOARD MOTION DID PASS FOR THESE SCHEDULE OF SCHOOL BOARD MEETINGS. SCHEDULE OF SCHOOL BOARD MEETINGS. SCHEDULE OF SCHOOL BOARD MEETINGS. OK THANK YOU AND LAST ON ACTION MEETINGS. OK THANK YOU AND LAST ON ACTION MEETINGS. OK THANK YOU AND LAST ON ACTION IS THE LGBT AQI A MONTH OK THANK YOU AND LAST ON ACTION IS THE LGBT AQI A MONTH OK THANK YOU AND LAST ON ACTION IS THE LGBT AQI A MONTH RESOLUTION THAT WAS MOVED FROM IS THE LGBT AQI A MONTH RESOLUTION THAT WAS MOVED FROM IS THE

1007LGBT AQI A MONTH RESOLUTION THAT WAS MOVED FROM ACTION I MEAN FROM CONSENT TO RESOLUTION THAT WAS MOVED FROM ACTION I MEAN FROM CONSENT TO RESOLUTION THAT WAS MOVED FROM ACTION I MEAN FROM CONSENT TO ACTION. ACTION I MEAN FROM CONSENT TO ACTION. ACTION I MEAN FROM CONSENT TO ACTION. SO I'M GOING TO READ THIS THEN ACTION. SO I'M GOING TO READ THIS THEN ACTION. SO I'M GOING TO READ THIS THEN I'LL OPEN ON THE FLOOR FOR SO I'M GOING TO READ THIS THEN I'LL OPEN ON THE FLOOR FOR SO I'M GOING TO READ THIS THEN I'LL OPEN ON THE FLOOR FOR DISCUSSION WHEREAS >> THE I'LL OPEN ON THE FLOOR FOR DISCUSSION WHEREAS >> THE I'LL OPEN ON THE FLOOR FOR DISCUSSION WHEREAS >> THE SCHOOL BOARD REQUIRES AT ALL DISCUSSION WHEREAS >> THE

1008SCHOOL BOARD REQUIRES AT ALL DISCUSSION WHEREAS >> THE SCHOOL BOARD REQUIRES AT ALL STUDENTS AND STAFF HAVE A SAFE SCHOOL BOARD REQUIRES AT ALL STUDENTS AND STAFF HAVE A SAFE SCHOOL BOARD REQUIRES AT ALL STUDENTS AND STAFF HAVE A SAFE IN SUPPORT LEARNING AND WORK STUDENTS AND STAFF HAVE A SAFE IN SUPPORT LEARNING AND WORK STUDENTS AND STAFF HAVE A SAFE IN SUPPORT LEARNING AND WORK ENVIRONMENT FREE FROM IN SUPPORT LEARNING AND WORK ENVIRONMENT FREE FROM IN SUPPORT LEARNING AND WORK ENVIRONMENT FREE FROM DISCRIMINATION AND HARASSMENT ENVIRONMENT FREE FROM DISCRIMINATION AND HARASSMENT ENVIRONMENT FREE FROM DISCRIMINATION AND HARASSMENT AND WHEREAS THE SCHOOL BOARD DISCRIMINATION AND HARASSMENT AND WHEREAS THE SCHOOL BOARD DISCRIMINATION AND HARASSMENT AND WHEREAS THE SCHOOL BOARD RECOGNIZE IS THAT LGBTQ AND WHEREAS THE SCHOOL BOARD RECOGNIZE IS THAT LGBTQ AND WHEREAS THE

1009SCHOOL BOARD RECOGNIZE IS THAT LGBTQ STUDENTS, STAFF AND THEIR RECOGNIZE IS THAT LGBTQ STUDENTS, STAFF AND THEIR RECOGNIZE IS THAT LGBTQ STUDENTS, STAFF AND THEIR FAMILIES ARE IMPORTANT MEMBERS STUDENTS, STAFF AND THEIR FAMILIES ARE IMPORTANT MEMBERS STUDENTS, STAFF AND THEIR FAMILIES ARE IMPORTANT MEMBERS OF THE VIRGINIA BEACH PUBLIC FAMILIES ARE IMPORTANT MEMBERS OF THE VIRGINIA BEACH PUBLIC FAMILIES ARE IMPORTANT MEMBERS OF THE VIRGINIA BEACH PUBLIC SCHOOLS COMMUNITY AND VALUE OF THE VIRGINIA BEACH PUBLIC SCHOOLS COMMUNITY AND VALUE OF THE VIRGINIA BEACH PUBLIC SCHOOLS COMMUNITY AND VALUE THEIR INCLUSION AND SCHOOLS COMMUNITY AND VALUE THEIR INCLUSION AND SCHOOLS COMMUNITY AND VALUE THEIR INCLUSION AND CONTRIBUTION AND WHEREAS THE THEIR INCLUSION AND CONTRIBUTION AND WHEREAS THE THEIR INCLUSION AND CONTRIBUTION AND WHEREAS THE SCHOOL BOARD ACKNOWLEDGES THAT CONTRIBUTION AND WHEREAS THE SCHOOL BOARD ACKNOWLEDGES THAT CONTRIBUTION AND

1010WHEREAS THE SCHOOL BOARD ACKNOWLEDGES THAT LGBTQ STUDENTS AND STAFF ARE SCHOOL BOARD ACKNOWLEDGES THAT LGBTQ STUDENTS AND STAFF ARE SCHOOL BOARD ACKNOWLEDGES THAT LGBTQ STUDENTS AND STAFF ARE SUBJECT TO MANY CHALLENGES THAT LGBTQ STUDENTS AND STAFF ARE SUBJECT TO MANY CHALLENGES THAT LGBTQ STUDENTS AND STAFF ARE SUBJECT TO MANY CHALLENGES THAT CONTRIBUTE TO HIGHER RATES SUBJECT TO MANY CHALLENGES THAT CONTRIBUTE TO HIGHER RATES SUBJECT TO MANY CHALLENGES THAT CONTRIBUTE TO HIGHER RATES OF ISOLATION DEPRESSION, CONTRIBUTE TO HIGHER RATES OF ISOLATION DEPRESSION, CONTRIBUTE TO HIGHER RATES OF ISOLATION DEPRESSION, BULLYING, DISCRIMINATION AND OF ISOLATION DEPRESSION, BULLYING, DISCRIMINATION AND OF ISOLATION DEPRESSION, BULLYING, DISCRIMINATION AND HARASSMENT AND SUICIDAL BULLYING, DISCRIMINATION AND HARASSMENT AND SUICIDAL BULLYING, DISCRIMINATION AND HARASSMENT AND SUICIDAL IDEATION OR ATTEMPTS AND HARASSMENT AND SUICIDAL IDEATION OR ATTEMPTS AND HARASSMENT AND SUICIDAL IDEATION OR ATTEMPTS

1011AND WHEREAS THE SCHOOL BOARD HAS IDEATION OR ATTEMPTS AND WHEREAS THE SCHOOL BOARD HAS IDEATION OR ATTEMPTS AND WHEREAS THE SCHOOL BOARD HAS ADOPTED POLICIES AND THE SCHOOL WHEREAS THE SCHOOL BOARD HAS ADOPTED POLICIES AND THE SCHOOL WHEREAS THE SCHOOL BOARD HAS ADOPTED POLICIES AND THE SCHOOL DIVISION HAS IMPLEMENTED ADOPTED POLICIES AND THE SCHOOL DIVISION HAS IMPLEMENTED ADOPTED POLICIES AND THE SCHOOL DIVISION HAS IMPLEMENTED REGULATIONS AND PRACTICES TO DIVISION HAS IMPLEMENTED REGULATIONS AND PRACTICES TO DIVISION HAS IMPLEMENTED REGULATIONS AND PRACTICES TO PROHIBIT BULLYING REGULATIONS AND PRACTICES TO PROHIBIT BULLYING REGULATIONS AND PRACTICES TO PROHIBIT BULLYING DISCRIMINATION HARASSMENT BASED PROHIBIT BULLYING DISCRIMINATION HARASSMENT BASED PROHIBIT BULLYING DISCRIMINATION HARASSMENT BASED ON SEX, GENDER IDENTITY, GENDER DISCRIMINATION HARASSMENT BASED ON SEX, GENDER IDENTITY, GENDER DISCRIMINATION HARASSMENT BASED ON SEX, GENDER IDENTITY, GENDER EXPRESSION AND SEXUAL ON SEX, GENDER

1012IDENTITY, GENDER EXPRESSION AND SEXUAL ON SEX, GENDER IDENTITY, GENDER EXPRESSION AND SEXUAL ORIENTATION AND WHEREAS THE EXPRESSION AND SEXUAL ORIENTATION AND WHEREAS THE EXPRESSION AND SEXUAL ORIENTATION AND WHEREAS THE SCHOOL BOARD SUPPORTS THE NEEDS ORIENTATION AND WHEREAS THE SCHOOL BOARD SUPPORTS THE NEEDS ORIENTATION AND WHEREAS THE SCHOOL BOARD SUPPORTS THE NEEDS AND RIGHTS OF LGBT STUDENTS SCHOOL BOARD SUPPORTS THE NEEDS AND RIGHTS OF LGBT STUDENTS SCHOOL BOARD SUPPORTS THE NEEDS AND RIGHTS OF LGBT STUDENTS STAFF AND THEIR FAMILIES TO AND RIGHTS OF LGBT STUDENTS STAFF AND THEIR FAMILIES TO AND RIGHTS OF LGBT STUDENTS STAFF AND THEIR FAMILIES TO ENSURE THAT THEIR LEARNING AND STAFF AND THEIR FAMILIES TO ENSURE THAT THEIR LEARNING AND STAFF AND THEIR FAMILIES TO ENSURE THAT THEIR LEARNING AND WORK EXPERIENCES IN VIRGINIA ENSURE THAT THEIR LEARNING AND WORK EXPERIENCES

1013IN VIRGINIA ENSURE THAT THEIR LEARNING AND WORK EXPERIENCES IN VIRGINIA BEACH CITY PUBLIC SCHOOLS OR WORK EXPERIENCES IN VIRGINIA BEACH CITY PUBLIC SCHOOLS OR WORK EXPERIENCES IN VIRGINIA BEACH CITY PUBLIC SCHOOLS OR FREE FROM BULLYING HARASSMENT BEACH CITY PUBLIC SCHOOLS OR FREE FROM BULLYING HARASSMENT BEACH CITY PUBLIC SCHOOLS OR FREE FROM BULLYING HARASSMENT AND DISCRIMINATION NOW FREE FROM BULLYING HARASSMENT AND DISCRIMINATION NOW FREE FROM BULLYING HARASSMENT AND DISCRIMINATION NOW THEREFORE BE AT RESOLVED THAT AND DISCRIMINATION NOW THEREFORE BE AT RESOLVED THAT AND DISCRIMINATION NOW THEREFORE BE AT RESOLVED THAT THE SCHOOL BOARD THE CITY THEREFORE BE AT RESOLVED THAT THE SCHOOL BOARD THE CITY THEREFORE BE AT RESOLVED THAT THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH OFFICIALLY THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH OFFICIALLY THE SCHOOL BOARD THE CITY OF VIRGINIA BEACH

1014OFFICIALLY RECOGNIZES THE MONTH OF OCTOBER OF VIRGINIA BEACH OFFICIALLY RECOGNIZES THE MONTH OF OCTOBER OF VIRGINIA BEACH OFFICIALLY RECOGNIZES THE MONTH OF OCTOBER TWENTY TWENTY FOUR AS LGBTQ RECOGNIZES THE MONTH OF OCTOBER TWENTY TWENTY FOUR AS LGBTQ RECOGNIZES THE MONTH OF OCTOBER TWENTY TWENTY FOUR AS LGBTQ MONTH AND BE IT FURTHER RESOLVE TWENTY TWENTY FOUR AS LGBTQ MONTH AND BE IT FURTHER RESOLVE TWENTY TWENTY FOUR AS LGBTQ MONTH AND BE IT FURTHER RESOLVE THAT THE SCHOOL BOARD OF THE MONTH AND BE IT FURTHER RESOLVE THAT THE SCHOOL BOARD OF THE MONTH AND BE IT FURTHER RESOLVE THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH WILL THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH WILL THAT THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH WILL COMPLY WITH ALL STATE AND CITY

1015OF VIRGINIA BEACH WILL COMPLY WITH ALL STATE AND CITY OF VIRGINIA BEACH WILL COMPLY WITH ALL STATE AND FEDERAL LAWS AND REGULATIONS COMPLY WITH ALL STATE AND FEDERAL LAWS AND REGULATIONS COMPLY WITH ALL STATE AND FEDERAL LAWS AND REGULATIONS REGARDING ANTI-BULLYING FEDERAL LAWS AND REGULATIONS REGARDING ANTI-BULLYING FEDERAL LAWS AND REGULATIONS REGARDING ANTI-BULLYING NONDISCRIMINATION AND NON REGARDING ANTI-BULLYING NONDISCRIMINATION AND NON REGARDING ANTI-BULLYING NONDISCRIMINATION AND NON HARASSMENT OF LGBTQ A PERSON'S NONDISCRIMINATION AND NON HARASSMENT OF LGBTQ A PERSON'S NONDISCRIMINATION AND NON HARASSMENT OF LGBTQ A PERSON'S AND BE IT FINALLY RESOLVE THAT HARASSMENT OF LGBTQ A PERSON'S AND BE IT FINALLY RESOLVE THAT HARASSMENT OF LGBTQ A PERSON'S AND BE IT FINALLY RESOLVE THAT A COPY OF THIS RESOLUTION BE AND BE IT FINALLY RESOLVE THAT A COPY OF THIS RESOLUTION BE AND BE IT FINALLY RESOLVE

1016THAT A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL A COPY OF THIS RESOLUTION BE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS ADOPTED BY THE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS ADOPTED BY THE SPREAD ACROSS THE OFFICIAL MINUTES OF THIS ADOPTED BY THE SCHOOL BOARD OF THE CITY MINUTES OF THIS ADOPTED BY THE SCHOOL BOARD OF THE CITY MINUTES OF THIS ADOPTED BY THE SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH. SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH. SCHOOL BOARD OF THE CITY OF VIRGINIA BEACH. THIS TWENTY FOURTH DAY OF VIRGINIA BEACH. THIS TWENTY FOURTH DAY OF VIRGINIA BEACH. THIS TWENTY FOURTH DAY OF SEPTEMBER TWENTY TWENTY THIS TWENTY FOURTH DAY OF SEPTEMBER TWENTY TWENTY THIS TWENTY FOURTH DAY OF SEPTEMBER TWENTY

1017TWENTY FOUR. OF SEPTEMBER TWENTY TWENTY FOUR. OF SEPTEMBER TWENTY TWENTY FOUR. SO I WILL ENTERTAIN THE MOTION FOUR. SO I WILL ENTERTAIN THE MOTION FOUR. SO I WILL ENTERTAIN THE MOTION TO TO ADOPT THIS RESOLUTION SO I WILL ENTERTAIN THE MOTION TO TO ADOPT THIS RESOLUTION SO I WILL ENTERTAIN THE MOTION TO TO ADOPT THIS RESOLUTION FIRST. TO TO ADOPT THIS RESOLUTION FIRST. TO TO ADOPT THIS RESOLUTION FIRST. SO MOTION MADE BY MISS ANDERSON FIRST. SO MOTION MADE BY MISS ANDERSON FIRST. SO MOTION MADE BY MISS ANDERSON SECOND BY MISS FRANKLIN AND NOW SO MOTION MADE BY MISS ANDERSON SECOND BY MISS FRANKLIN AND NOW SO MOTION MADE BY MISS ANDERSON SECOND BY MISS FRANKLIN AND NOW OPEN FOR DISCUSSION. SECOND BY MISS FRANKLIN AND NOW OPEN FOR DISCUSSION. SECOND BY MISS FRANKLIN AND NOW

1018OPEN FOR DISCUSSION. MR COLPEPER, I'LL BE LIBRARIES OPEN FOR DISCUSSION. MR COLPEPER, I'LL BE LIBRARIES OPEN FOR DISCUSSION. MR COLPEPER, I'LL BE LIBRARIES AND BRIEF AND EVERYTHING IN THE MR COLPEPER, I'LL BE LIBRARIES AND BRIEF AND EVERYTHING IN THE MR COLPEPER, I'LL BE LIBRARIES AND BRIEF AND EVERYTHING IN THE WHEREAS SECTION OF THIS AND BRIEF AND EVERYTHING IN THE WHEREAS SECTION OF THIS AND BRIEF AND EVERYTHING IN THE WHEREAS SECTION OF THIS RESOLUTION IS LOVE THY NEIGHBOR WHEREAS SECTION OF THIS RESOLUTION IS LOVE THY NEIGHBOR WHEREAS SECTION OF THIS RESOLUTION IS LOVE THY NEIGHBOR AND I WHOLEHEARTEDLY AGREEMENT RESOLUTION IS LOVE THY NEIGHBOR AND I WHOLEHEARTEDLY AGREEMENT RESOLUTION IS LOVE THY NEIGHBOR AND I WHOLEHEARTEDLY AGREEMENT WITH IT AND THERE'S NOTHING AND I WHOLEHEARTEDLY AGREEMENT WITH IT AND THERE'S NOTHING AND I WHOLEHEARTEDLY AGREEMENT WITH

1019IT AND THERE'S NOTHING THERE I WOULD DISAGREE WITH WITH IT AND THERE'S NOTHING THERE I WOULD DISAGREE WITH WITH IT AND THERE'S NOTHING THERE I WOULD DISAGREE WITH HOWEVER THE FIRST RESOLVED IS THERE I WOULD DISAGREE WITH HOWEVER THE FIRST RESOLVED IS THERE I WOULD DISAGREE WITH HOWEVER THE FIRST RESOLVED IS TO OFFICIALLY RECOGNIZE THE HOWEVER THE FIRST RESOLVED IS TO OFFICIALLY RECOGNIZE THE HOWEVER THE FIRST RESOLVED IS TO OFFICIALLY RECOGNIZE THE MONTH OF OCTOBER LGBTQ A MONTH TO OFFICIALLY RECOGNIZE THE MONTH OF OCTOBER LGBTQ A MONTH TO OFFICIALLY RECOGNIZE THE MONTH OF OCTOBER LGBTQ A MONTH I JOKED LIKE WHEN I RAN FOR MONTH OF OCTOBER LGBTQ A MONTH I JOKED LIKE WHEN I RAN FOR MONTH OF OCTOBER LGBTQ A MONTH I JOKED LIKE WHEN I RAN FOR OFFICE MY SCHOOL BOARD BORN

1020I JOKED LIKE WHEN I RAN FOR OFFICE MY SCHOOL BOARD BORN I JOKED LIKE WHEN I RAN FOR OFFICE MY SCHOOL BOARD BORN AGAIN LGBTQ ISSUES ARE OFFICE MY SCHOOL BOARD BORN AGAIN LGBTQ ISSUES ARE OFFICE MY SCHOOL BOARD BORN AGAIN LGBTQ ISSUES ARE INTENSELY CONTROVERSIAL AND AND AGAIN LGBTQ ISSUES ARE INTENSELY CONTROVERSIAL AND AND AGAIN LGBTQ ISSUES ARE INTENSELY CONTROVERSIAL AND AND AND NOT APPROPRIATE FOR THIS INTENSELY CONTROVERSIAL AND AND AND NOT APPROPRIATE FOR THIS INTENSELY CONTROVERSIAL AND AND AND NOT APPROPRIATE FOR THIS ENVIRONMENT FOR LOTS REASONS AND NOT APPROPRIATE FOR THIS ENVIRONMENT FOR LOTS REASONS AND NOT APPROPRIATE FOR THIS ENVIRONMENT FOR LOTS REASONS AND THEREFORE I CAN SUPPORT ENVIRONMENT FOR LOTS REASONS AND THEREFORE I CAN SUPPORT ENVIRONMENT FOR LOTS REASONS AND THEREFORE I CAN SUPPORT ANYBODY ELSE THE VERY BOARD IS

1021AND THEREFORE I CAN SUPPORT ANYBODY ELSE THE VERY BOARD IS AND THEREFORE I CAN SUPPORT ANYBODY ELSE THE VERY BOARD IS OPEN MISS OWNS HOW DO YOU DO ANYBODY ELSE THE VERY BOARD IS OPEN MISS OWNS HOW DO YOU DO ANYBODY ELSE THE VERY BOARD IS OPEN MISS OWNS HOW DO YOU DO YOU VOTE FOR THE RESOLUTION I OPEN MISS OWNS HOW DO YOU DO YOU VOTE FOR THE RESOLUTION I OPEN MISS OWNS HOW DO YOU DO YOU VOTE FOR THE RESOLUTION I VOTE FOR ALL THE RESOLUTIONS. YOU VOTE FOR THE RESOLUTION I VOTE FOR ALL THE RESOLUTIONS. YOU VOTE FOR THE RESOLUTION I VOTE FOR ALL THE RESOLUTIONS. THANK YOU. VOTE FOR ALL THE RESOLUTIONS. THANK YOU. VOTE FOR ALL THE RESOLUTIONS. THANK YOU. ISN'T IS MISS WILLIAMS ON THIS THANK YOU. ISN'T IS

1022MISS WILLIAMS ON THIS THANK YOU. ISN'T IS MISS WILLIAMS ON THIS MEANS HOW DO YOU VOTE FOR THE ISN'T IS MISS WILLIAMS ON THIS MEANS HOW DO YOU VOTE FOR THE ISN'T IS MISS WILLIAMS ON THIS MEANS HOW DO YOU VOTE FOR THE RESOLUTION? MEANS HOW DO YOU VOTE FOR THE RESOLUTION? MEANS HOW DO YOU VOTE FOR THE RESOLUTION? SHE CANNOT HEAR YOU AND MISS RESOLUTION? SHE CANNOT HEAR YOU AND MISS RESOLUTION? SHE CANNOT HEAR YOU AND MISS KENDRICK HAS LEFT. SHE CANNOT HEAR YOU AND MISS KENDRICK HAS LEFT. SHE CANNOT HEAR YOU AND MISS KENDRICK HAS LEFT. I DIDN'T REALIZE SHE WAS GONE KENDRICK HAS LEFT. I DIDN'T REALIZE SHE WAS GONE KENDRICK HAS LEFT. I DIDN'T REALIZE SHE WAS GONE DID SHE. I DIDN'T REALIZE SHE WAS GONE DID SHE. I DIDN'T REALIZE

1023SHE WAS GONE DID SHE. OH SHE, SHE CHOSE TO WALK OUT DID SHE. OH SHE, SHE CHOSE TO WALK OUT DID SHE. OH SHE, SHE CHOSE TO WALK OUT IS THAT WHAT YOU'RE SAYING? OH SHE, SHE CHOSE TO WALK OUT IS THAT WHAT YOU'RE SAYING? OH SHE, SHE CHOSE TO WALK OUT IS THAT WHAT YOU'RE SAYING? SHE YOU CAN GO THE RESTROOM. IS THAT WHAT YOU'RE SAYING? SHE YOU CAN GO THE RESTROOM. IS THAT WHAT YOU'RE SAYING? SHE YOU CAN GO THE RESTROOM. OK, YES, YOU CAN OK SO, SO SHE YOU CAN GO THE RESTROOM. OK, YES, YOU CAN OK SO, SO SHE YOU CAN GO THE RESTROOM. OK, YES, YOU CAN OK SO, SO MADAM CHAIR, WE HAVE FIVE EYES OK, YES, YOU CAN OK SO, SO MADAM CHAIR, WE HAVE FIVE EYES OK,

1024YES, YOU CAN OK SO, SO MADAM CHAIR, WE HAVE FIVE EYES AND FOR NOW SO THE RESOLUTION MADAM CHAIR, WE HAVE FIVE EYES AND FOR NOW SO THE RESOLUTION MADAM CHAIR, WE HAVE FIVE EYES AND FOR NOW SO THE RESOLUTION DID PASS. AND FOR NOW SO THE RESOLUTION DID PASS. AND FOR NOW SO THE RESOLUTION DID PASS. OK THANK YOU. DID PASS. OK THANK YOU. DID PASS. OK THANK YOU. UM COMMITTEE ORGANIZATION BOARD OK THANK YOU. UM COMMITTEE ORGANIZATION BOARD OK THANK YOU. UM COMMITTEE ORGANIZATION BOARD REPORTS DOES ANYBODY HAVE UM COMMITTEE ORGANIZATION BOARD REPORTS DOES ANYBODY HAVE UM COMMITTEE ORGANIZATION BOARD REPORTS DOES ANYBODY HAVE ANYTHING SO I DO AND I'M REALLY REPORTS DOES ANYBODY HAVE ANYTHING SO I DO AND I'M REALLY REPORTS DOES ANYBODY HAVE ANYTHING SO I DO AND I'M REALLY

1025THRILLED TO SHARE THIS ONE THIS ANYTHING SO I DO AND I'M REALLY THRILLED TO SHARE THIS ONE THIS ANYTHING SO I DO AND I'M REALLY THRILLED TO SHARE THIS ONE THIS IS A SPECIAL ONE AND I'D LIKE THRILLED TO SHARE THIS ONE THIS IS A SPECIAL ONE AND I'D LIKE THRILLED TO SHARE THIS ONE THIS IS A SPECIAL ONE AND I'D LIKE TO GIVE A HUGE SHOUT OUTS. IS A SPECIAL ONE AND I'D LIKE TO GIVE A HUGE SHOUT OUTS. IS A SPECIAL ONE AND I'D LIKE TO GIVE A HUGE SHOUT OUTS. I THINK ONE OF DR ROBERTSON'S TO GIVE A HUGE SHOUT OUTS. I THINK ONE OF DR ROBERTSON'S TO GIVE A HUGE SHOUT OUTS. I THINK ONE OF DR ROBERTSON'S JUST REALLY JUST A CROWNING I THINK ONE OF DR ROBERTSON'S JUST REALLY

1026JUST A CROWNING I THINK ONE OF DR ROBERTSON'S JUST REALLY JUST A CROWNING MOMENT HONESTLY. JUST REALLY JUST A CROWNING MOMENT HONESTLY. JUST REALLY JUST A CROWNING MOMENT HONESTLY. DR. ROBERTSON I DON'T THINK MOMENT HONESTLY. DR. ROBERTSON I DON'T THINK MOMENT HONESTLY. DR. ROBERTSON I DON'T THINK I'VE EVER BEEN MORE PROUD THE DR. ROBERTSON I DON'T THINK I'VE EVER BEEN MORE PROUD THE DR. ROBERTSON I DON'T THINK I'VE EVER BEEN MORE PROUD THE SUPERINTENDENT THAT I AM WITH I'VE EVER BEEN MORE PROUD THE SUPERINTENDENT THAT I AM WITH I'VE EVER BEEN MORE PROUD THE SUPERINTENDENT THAT I AM WITH WHAT YOU HAVE DONE THIS PAST SUPERINTENDENT THAT I AM WITH WHAT YOU HAVE DONE THIS PAST SUPERINTENDENT THAT I AM WITH WHAT YOU HAVE DONE THIS PAST YEAR WITH YOUR SUPERINTENDENTS WHAT YOU HAVE DONE

1027THIS PAST YEAR WITH YOUR SUPERINTENDENTS WHAT YOU HAVE DONE THIS PAST YEAR WITH YOUR SUPERINTENDENTS ROUNDTABLE I'VE HAD THE HONOR YEAR WITH YOUR SUPERINTENDENTS ROUNDTABLE I'VE HAD THE HONOR YEAR WITH YOUR SUPERINTENDENTS ROUNDTABLE I'VE HAD THE HONOR AND PRIVILEGE OF ATTENDING ROUNDTABLE I'VE HAD THE HONOR AND PRIVILEGE OF ATTENDING ROUNDTABLE I'VE HAD THE HONOR AND PRIVILEGE OF ATTENDING THOSE MEETINGS MONTHLY AND I'VE AND PRIVILEGE OF ATTENDING THOSE MEETINGS MONTHLY AND I'VE AND PRIVILEGE OF ATTENDING THOSE MEETINGS MONTHLY AND I'VE MENTIONED THIS BEFORE BUT IT IS THOSE MEETINGS MONTHLY AND I'VE MENTIONED THIS BEFORE BUT IT IS THOSE MEETINGS MONTHLY AND I'VE MENTIONED THIS BEFORE BUT IT IS IT IS A GROUP OF PEOPLE THAT MENTIONED THIS BEFORE BUT IT IS IT IS A GROUP OF PEOPLE THAT MENTIONED THIS BEFORE BUT IT IS IT IS

1028A GROUP OF PEOPLE THAT SAID TO DR. ROBERTSON I'M NOT IT IS A GROUP OF PEOPLE THAT SAID TO DR. ROBERTSON I'M NOT IT IS A GROUP OF PEOPLE THAT SAID TO DR. ROBERTSON I'M NOT COMING TO THIS MEETING IF WE'RE SAID TO DR. ROBERTSON I'M NOT COMING TO THIS MEETING IF WE'RE SAID TO DR. ROBERTSON I'M NOT COMING TO THIS MEETING IF WE'RE JUST GOING TO TALK THIS IS A COMING TO THIS MEETING IF WE'RE JUST GOING TO TALK THIS IS A COMING TO THIS MEETING IF WE'RE JUST GOING TO TALK THIS IS A GROUP THAT SAID WE WANT SEE JUST GOING TO TALK THIS IS A GROUP THAT SAID WE WANT SEE JUST GOING TO TALK THIS IS A GROUP THAT SAID WE WANT SEE ACTION EVERY MONTH AND HE HE GROUP THAT

1029SAID WE WANT SEE ACTION EVERY MONTH AND HE HE GROUP THAT SAID WE WANT SEE ACTION EVERY MONTH AND HE HE HAS DONE THAT AND SO ACTION EVERY MONTH AND HE HE HAS DONE THAT AND SO ACTION EVERY MONTH AND HE HE HAS DONE THAT AND SO YESTERDAY'S MEETING WAS AT THE HAS DONE THAT AND SO YESTERDAY'S MEETING WAS AT THE HAS DONE THAT AND SO YESTERDAY'S MEETING WAS AT THE DIFFORD MANOR ON THE CAMPUS YESTERDAY'S MEETING WAS AT THE DIFFORD MANOR ON THE CAMPUS YESTERDAY'S MEETING WAS AT THE DIFFORD MANOR ON THE CAMPUS OF VIRGINIA WESLEYAN AND THERE DIFFORD MANOR ON THE CAMPUS OF VIRGINIA WESLEYAN AND THERE DIFFORD MANOR ON THE CAMPUS OF VIRGINIA WESLEYAN AND THERE WERE MEMBERS OF THE COMMUNITY OF VIRGINIA WESLEYAN AND THERE WERE MEMBERS OF THE COMMUNITY OF

1030VIRGINIA WESLEYAN AND THERE WERE MEMBERS OF THE COMMUNITY YOU KNOW THAT HAVE BEEN THERE WERE MEMBERS OF THE COMMUNITY YOU KNOW THAT HAVE BEEN THERE WERE MEMBERS OF THE COMMUNITY YOU KNOW THAT HAVE BEEN THERE EVERY MONTH EVERY MONTH. YOU KNOW THAT HAVE BEEN THERE EVERY MONTH EVERY MONTH. YOU KNOW THAT HAVE BEEN THERE EVERY MONTH EVERY MONTH. BUT IN ADDITION THERE WERE EVERY MONTH EVERY MONTH. BUT IN ADDITION THERE WERE EVERY MONTH EVERY MONTH. BUT IN ADDITION THERE WERE THERE WERE A FEW A FEW BUT IN ADDITION THERE WERE THERE WERE A FEW A FEW BUT IN ADDITION THERE WERE THERE WERE A FEW A FEW ADDITIONS YESTERDAY, ONE BEING THERE WERE A FEW A FEW ADDITIONS YESTERDAY, ONE BEING THERE WERE A FEW A FEW ADDITIONS YESTERDAY, ONE BEING AMAZON AND I BELIEVE

1031THAT THAT ADDITIONS YESTERDAY, ONE BEING AMAZON AND I BELIEVE THAT THAT ADDITIONS YESTERDAY, ONE BEING AMAZON AND I BELIEVE THAT THAT REPRESENTED REPRESENTATIVE FROM AMAZON AND I BELIEVE THAT THAT REPRESENTED REPRESENTATIVE FROM AMAZON AND I BELIEVE THAT THAT REPRESENTED REPRESENTATIVE FROM AMAZON WAS SO IMPRESSED WITH REPRESENTED REPRESENTATIVE FROM AMAZON WAS SO IMPRESSED WITH REPRESENTED REPRESENTATIVE FROM AMAZON WAS SO IMPRESSED WITH THE THINGS THAT THIS DIVISION AMAZON WAS SO IMPRESSED WITH THE THINGS THAT THIS DIVISION AMAZON WAS SO IMPRESSED WITH THE THINGS THAT THIS DIVISION IS DOING AND EVERYBODY THAT THE THINGS THAT THIS DIVISION IS DOING AND EVERYBODY THAT THE THINGS THAT THIS DIVISION IS DOING AND EVERYBODY THAT COMES TO WORK FOR BCS EVERY IS DOING AND EVERYBODY THAT COMES TO WORK FOR BCS EVERY IS DOING AND EVERYBODY THAT COMES TO WORK FOR

1032BCS EVERY SINGLE THEY SHOULD BE REALLY COMES TO WORK FOR BCS EVERY SINGLE THEY SHOULD BE REALLY COMES TO WORK FOR BCS EVERY SINGLE THEY SHOULD BE REALLY PROUD BECAUSE THAT ENTIRE ROOM SINGLE THEY SHOULD BE REALLY PROUD BECAUSE THAT ENTIRE ROOM SINGLE THEY SHOULD BE REALLY PROUD BECAUSE THAT ENTIRE ROOM YOU KNOW JUST JUST THE JUST THE PROUD BECAUSE THAT ENTIRE ROOM YOU KNOW JUST JUST THE JUST THE PROUD BECAUSE THAT ENTIRE ROOM YOU KNOW JUST JUST THE JUST THE JUST THEIR JAWS DROPPED WITH YOU KNOW JUST JUST THE JUST THE JUST THEIR JAWS DROPPED WITH YOU KNOW JUST JUST THE JUST THE JUST THEIR JAWS DROPPED WITH EVERYTHING ONE OF THE THINGS JUST THEIR JAWS DROPPED WITH EVERYTHING ONE OF THE THINGS JUST THEIR JAWS DROPPED WITH EVERYTHING ONE OF THE THINGS THAT

1033WE DID TALK ABOUT THIS EVERYTHING ONE OF THE THINGS THAT WE DID TALK ABOUT THIS EVERYTHING ONE OF THE THINGS THAT WE DID TALK ABOUT THIS GROUP THIS GROUP SAID THAT THEY THAT WE DID TALK ABOUT THIS GROUP THIS GROUP SAID THAT THEY THAT WE DID TALK ABOUT THIS GROUP THIS GROUP SAID THAT THEY WANTED TO KNOW WHAT OUR NEEDS GROUP THIS GROUP SAID THAT THEY WANTED TO KNOW WHAT OUR NEEDS GROUP THIS GROUP SAID THAT THEY WANTED TO KNOW WHAT OUR NEEDS WHAT OUR NEEDS ARE AND SO IF WANTED TO KNOW WHAT OUR NEEDS WHAT OUR NEEDS ARE AND SO IF WANTED TO KNOW WHAT OUR NEEDS WHAT OUR NEEDS ARE AND SO IF YOU DON'T MIND DR. ROBERTS AND WHAT OUR NEEDS ARE AND SO IF YOU DON'T MIND DR. ROBERTS AND WHAT

1034OUR NEEDS ARE AND SO IF YOU DON'T MIND DR. ROBERTS AND I'LL PASS THAT ON TO YOU JUST YOU DON'T MIND DR. ROBERTS AND I'LL PASS THAT ON TO YOU JUST YOU DON'T MIND DR. ROBERTS AND I'LL PASS THAT ON TO YOU JUST TO ELABORATE ON THAT PIECE IF I'LL PASS THAT ON TO YOU JUST TO ELABORATE ON THAT PIECE IF I'LL PASS THAT ON TO YOU JUST TO ELABORATE ON THAT PIECE IF YOU WOULD. TO ELABORATE ON THAT PIECE IF YOU WOULD. TO ELABORATE ON THAT PIECE IF YOU WOULD. YES. YOU WOULD. YES. YOU WOULD. YES. SO AS WE WORK WITH GROUP TO YES. SO AS WE WORK WITH GROUP TO YES. SO AS WE WORK WITH GROUP TO DETERMINE HOW HOW CAN WE SO AS WE WORK WITH GROUP TO DETERMINE HOW HOW

1035CAN WE SO AS WE WORK WITH GROUP TO DETERMINE HOW HOW CAN WE ELIMINATE OBSTACLES FOR DETERMINE HOW HOW CAN WE ELIMINATE OBSTACLES FOR DETERMINE HOW HOW CAN WE ELIMINATE OBSTACLES FOR EXPANDING OPPORTUNITIES AND ELIMINATE OBSTACLES FOR EXPANDING OPPORTUNITIES AND ELIMINATE OBSTACLES FOR EXPANDING OPPORTUNITIES AND PROGRAMING I SHARE THE EXPANDING OPPORTUNITIES AND PROGRAMING I SHARE THE EXPANDING OPPORTUNITIES AND PROGRAMING I SHARE THE CONVERSATION I HAD WITH PROGRAMING I SHARE THE CONVERSATION I HAD WITH PROGRAMING I SHARE THE CONVERSATION I HAD WITH CONGRESSWOMAN JENKINS AROUND CONVERSATION I HAD WITH CONGRESSWOMAN JENKINS AROUND CONVERSATION I HAD WITH CONGRESSWOMAN JENKINS AROUND SHE CAN SHE CAN HELP AT THE CONGRESSWOMAN JENKINS AROUND SHE CAN SHE CAN HELP AT THE CONGRESSWOMAN JENKINS AROUND SHE CAN SHE CAN HELP AT THE FEDERAL LEVEL WITH WE'RE SHE CAN SHE CAN HELP AT

1036THE FEDERAL LEVEL WITH WE'RE SHE CAN SHE CAN HELP AT THE FEDERAL LEVEL WITH WE'RE LEAVING SOME OUR OSHA FEDERAL LEVEL WITH WE'RE LEAVING SOME OUR OSHA FEDERAL LEVEL WITH WE'RE LEAVING SOME OUR OSHA REGULATIONS AND SHE LEVERAGE LEAVING SOME OUR OSHA REGULATIONS AND SHE LEVERAGE LEAVING SOME OUR OSHA REGULATIONS AND SHE LEVERAGE OVER CONTACTS IN THE IN THE REGULATIONS AND SHE LEVERAGE OVER CONTACTS IN THE IN THE REGULATIONS AND SHE LEVERAGE OVER CONTACTS IN THE IN THE DEPARTMENT OF NAVY TO OPEN UP OVER CONTACTS IN THE IN THE DEPARTMENT OF NAVY TO OPEN UP OVER CONTACTS IN THE IN THE DEPARTMENT OF NAVY TO OPEN UP OPPORTUNITIES FOR STUDENTS TO DEPARTMENT OF NAVY TO OPEN UP OPPORTUNITIES FOR STUDENTS TO DEPARTMENT OF NAVY TO OPEN UP OPPORTUNITIES FOR STUDENTS TO GET INVOLVED WITH SHIPBUILDING

1037OPPORTUNITIES FOR STUDENTS TO GET INVOLVED WITH SHIPBUILDING OPPORTUNITIES FOR STUDENTS TO GET INVOLVED WITH SHIPBUILDING AND ALL THE MARITIME THINGS AND GET INVOLVED WITH SHIPBUILDING AND ALL THE MARITIME THINGS AND GET INVOLVED WITH SHIPBUILDING AND ALL THE MARITIME THINGS AND SO WE WERE ASKED BY A GENTLEMAN AND ALL THE MARITIME THINGS AND SO WE WERE ASKED BY A GENTLEMAN AND ALL THE MARITIME THINGS AND SO WE WERE ASKED BY A GENTLEMAN FROM TOWN BANK AND OF ONE SO WE WERE ASKED BY A GENTLEMAN FROM TOWN BANK AND OF ONE SO WE WERE ASKED BY A GENTLEMAN FROM TOWN BANK AND OF ONE OF THE MOST WEALTHY INDIVIDUALS FROM TOWN BANK AND OF ONE OF THE MOST WEALTHY INDIVIDUALS FROM TOWN BANK AND OF ONE OF THE MOST WEALTHY INDIVIDUALS IN THE CITY OF VIRGINIA BEACH

1038OF THE MOST WEALTHY INDIVIDUALS IN THE CITY OF VIRGINIA BEACH OF THE MOST WEALTHY INDIVIDUALS IN THE CITY OF VIRGINIA BEACH WHAT WHAT DO YOU WHAT DO YOU IN THE CITY OF VIRGINIA BEACH WHAT WHAT DO YOU WHAT DO YOU IN THE CITY OF VIRGINIA BEACH WHAT WHAT DO YOU WHAT DO YOU NEED TO CLEAR THESE OBSTACLES WHAT WHAT DO YOU WHAT DO YOU NEED TO CLEAR THESE OBSTACLES WHAT WHAT DO YOU WHAT DO YOU NEED TO CLEAR THESE OBSTACLES AND I SAID WELL, FUNDING ALWAYS NEED TO CLEAR THESE OBSTACLES AND I SAID WELL, FUNDING ALWAYS NEED TO CLEAR THESE OBSTACLES AND I SAID WELL, FUNDING ALWAYS TALKS AND YOU KNOW, WE WE DON'T AND I SAID WELL, FUNDING ALWAYS TALKS AND YOU KNOW, WE WE DON'T AND I SAID WELL, FUNDING ALWAYS TALKS AND

1039YOU KNOW, WE WE DON'T HAVE A BUDGET FOR SOME OF THE TALKS AND YOU KNOW, WE WE DON'T HAVE A BUDGET FOR SOME OF THE TALKS AND YOU KNOW, WE WE DON'T HAVE A BUDGET FOR SOME OF THE THINGS THAT WE ARE DREAMING HAVE A BUDGET FOR SOME OF THE THINGS THAT WE ARE DREAMING HAVE A BUDGET FOR SOME OF THE THINGS THAT WE ARE DREAMING ABOUT WE ARE TRYING TO INNOVATE THINGS THAT WE ARE DREAMING ABOUT WE ARE TRYING TO INNOVATE THINGS THAT WE ARE DREAMING ABOUT WE ARE TRYING TO INNOVATE ABOUT AND SO THEY SAID WELL WHY ABOUT WE ARE TRYING TO INNOVATE ABOUT AND SO THEY SAID WELL WHY ABOUT WE ARE TRYING TO INNOVATE ABOUT AND SO THEY SAID WELL WHY DON'T YOU JUST GIVE US GIVE US ABOUT AND SO

1040THEY SAID WELL WHY DON'T YOU JUST GIVE US GIVE US ABOUT AND SO THEY SAID WELL WHY DON'T YOU JUST GIVE US GIVE US A LIST OF THINGS AND WELL WE'VE DON'T YOU JUST GIVE US GIVE US A LIST OF THINGS AND WELL WE'VE DON'T YOU JUST GIVE US GIVE US A LIST OF THINGS AND WELL WE'VE GOT A LIST OF UNFUNDED MANDATES A LIST OF THINGS AND WELL WE'VE GOT A LIST OF UNFUNDED MANDATES A LIST OF THINGS AND WELL WE'VE GOT A LIST OF UNFUNDED MANDATES THAT WE THAT WE WE HAVE TO GOT A LIST OF UNFUNDED MANDATES THAT WE THAT WE WE HAVE TO GOT A LIST OF UNFUNDED MANDATES THAT WE THAT WE WE HAVE TO COVER CERTAINLY WE HAVE TO THAT WE THAT WE WE HAVE TO COVER CERTAINLY WE

1041HAVE TO THAT WE THAT WE WE HAVE TO COVER CERTAINLY WE HAVE TO COVER THOSE THAT MIGHT HELP SO COVER CERTAINLY WE HAVE TO COVER THOSE THAT MIGHT HELP SO COVER CERTAINLY WE HAVE TO COVER THOSE THAT MIGHT HELP SO THEY YOU WANT TO ENGAGE IN A COVER THOSE THAT MIGHT HELP SO THEY YOU WANT TO ENGAGE IN A COVER THOSE THAT MIGHT HELP SO THEY YOU WANT TO ENGAGE IN A MORE CONVERSATION ABOUT HOW THEY YOU WANT TO ENGAGE IN A MORE CONVERSATION ABOUT HOW THEY YOU WANT TO ENGAGE IN A MORE CONVERSATION ABOUT HOW THEY HELP ELIMINATE SOME MORE CONVERSATION ABOUT HOW THEY HELP ELIMINATE SOME MORE CONVERSATION ABOUT HOW THEY HELP ELIMINATE SOME OBSTACLES SO THAT WE CAN CREATE THEY HELP ELIMINATE SOME OBSTACLES SO THAT WE CAN CREATE THEY HELP ELIMINATE

1042SOME OBSTACLES SO THAT WE CAN CREATE MORE OPPORTUNITIES AND YOU GUYS OBSTACLES SO THAT WE CAN CREATE MORE OPPORTUNITIES AND YOU GUYS OBSTACLES SO THAT WE CAN CREATE MORE OPPORTUNITIES AND YOU GUYS ARE GOING TO SEE SOME COURSES MORE OPPORTUNITIES AND YOU GUYS ARE GOING TO SEE SOME COURSES MORE OPPORTUNITIES AND YOU GUYS ARE GOING TO SEE SOME COURSES THAT SARAH LOCKHART HAS ARE GOING TO SEE SOME COURSES THAT SARAH LOCKHART HAS ARE GOING TO SEE SOME COURSES THAT SARAH LOCKHART HAS CREATED AS A RESULT OF THESE THAT SARAH LOCKHART HAS CREATED AS A RESULT OF THESE THAT SARAH LOCKHART HAS CREATED AS A RESULT OF THESE PARTNERSHIPS WITH THIS GROUP, CREATED AS A RESULT OF THESE PARTNERSHIPS WITH THIS GROUP, CREATED AS A RESULT OF THESE PARTNERSHIPS WITH THIS GROUP, INCLUDING TO 40 VOTING

1043KIDS PARTNERSHIPS WITH THIS GROUP, INCLUDING TO 40 VOTING KIDS PARTNERSHIPS WITH THIS GROUP, INCLUDING TO 40 VOTING KIDS THAT WERE PAID FOR BY THE INCLUDING TO 40 VOTING KIDS THAT WERE PAID FOR BY THE INCLUDING TO 40 VOTING KIDS THAT WERE PAID FOR BY THE WORKFORCE COUNCIL TO GO TO THE THAT WERE PAID FOR BY THE WORKFORCE COUNCIL TO GO TO THE THAT WERE PAID FOR BY THE WORKFORCE COUNCIL TO GO TO THE PORTSMOUTH MARINE TERMINAL WORKFORCE COUNCIL TO GO TO THE PORTSMOUTH MARINE TERMINAL WORKFORCE COUNCIL TO GO TO THE PORTSMOUTH MARINE TERMINAL YESTERDAY AND GET FIRSTHAND PORTSMOUTH MARINE TERMINAL YESTERDAY AND GET FIRSTHAND PORTSMOUTH MARINE TERMINAL YESTERDAY AND GET FIRSTHAND EXPERIENCE WITH WELDING AS WELL YESTERDAY AND GET FIRSTHAND EXPERIENCE WITH WELDING AS WELL YESTERDAY AND GET FIRSTHAND EXPERIENCE WITH WELDING AS WELL AS

1044THE PROGRAM WE HAVE WITH EXPERIENCE WITH WELDING AS WELL AS THE PROGRAM WE HAVE WITH EXPERIENCE WITH WELDING AS WELL AS THE PROGRAM WE HAVE WITH VIRGINIA WESLEYAN UNIVERSITY. AS THE PROGRAM WE HAVE WITH VIRGINIA WESLEYAN UNIVERSITY. AS THE PROGRAM WE HAVE WITH VIRGINIA WESLEYAN UNIVERSITY. SO THEY DEFINITELY IT'S THE VIRGINIA WESLEYAN UNIVERSITY. SO THEY DEFINITELY IT'S THE VIRGINIA WESLEYAN UNIVERSITY. SO THEY DEFINITELY IT'S THE RIGHT PEOPLE AND WORTH REMIX IS SO THEY DEFINITELY IT'S THE RIGHT PEOPLE AND WORTH REMIX IS SO THEY DEFINITELY IT'S THE RIGHT PEOPLE AND WORTH REMIX IS IN THAT GROUP AS A CITY RIGHT PEOPLE AND WORTH REMIX IS IN THAT GROUP AS A CITY RIGHT PEOPLE AND WORTH REMIX IS IN THAT GROUP AS A CITY COUNCILMAN SO HE AND SO IT'S A IN THAT GROUP AS A CITY

1045COUNCILMAN SO HE AND SO IT'S A IN THAT GROUP AS A CITY COUNCILMAN SO HE AND SO IT'S A GOOD GROUP GOOD GROUP. COUNCILMAN SO HE AND SO IT'S A GOOD GROUP GOOD GROUP. COUNCILMAN SO HE AND SO IT'S A GOOD GROUP GOOD GROUP. WE'RE DOING GOOD THINGS. GOOD GROUP GOOD GROUP. WE'RE DOING GOOD THINGS. GOOD GROUP GOOD GROUP. WE'RE DOING GOOD THINGS. YEAH. WE'RE DOING GOOD THINGS. YEAH. WE'RE DOING GOOD THINGS. YEAH. SHOULD BE PROUD THAT WE'VE ALSO YEAH. SHOULD BE PROUD THAT WE'VE ALSO YEAH. SHOULD BE PROUD THAT WE'VE ALSO INVITED CHESAPEAKE CITY PUBLIC SHOULD BE PROUD THAT WE'VE ALSO INVITED CHESAPEAKE CITY PUBLIC SHOULD BE PROUD THAT WE'VE ALSO INVITED CHESAPEAKE CITY PUBLIC SCHOOLS. INVITED CHESAPEAKE CITY PUBLIC SCHOOLS. INVITED CHESAPEAKE CITY PUBLIC SCHOOLS. WE HAVE AND I THINK THAT THAT SCHOOLS.

1046WE HAVE AND I THINK THAT THAT SCHOOLS. WE HAVE AND I THINK THAT THAT WAS THAT WAS A GREAT ADDITION WE HAVE AND I THINK THAT THAT WAS THAT WAS A GREAT ADDITION WE HAVE AND I THINK THAT THAT WAS THAT WAS A GREAT ADDITION TO ADD OUR NEIGHBOR YOU KNOW, WAS THAT WAS A GREAT ADDITION TO ADD OUR NEIGHBOR YOU KNOW, WAS THAT WAS A GREAT ADDITION TO ADD OUR NEIGHBOR YOU KNOW, KEEP YOUR ENEMIES CLOSE YEAH NO TO ADD OUR NEIGHBOR YOU KNOW, KEEP YOUR ENEMIES CLOSE YEAH NO TO ADD OUR NEIGHBOR YOU KNOW, KEEP YOUR ENEMIES CLOSE YEAH NO THEY'RE NO, THEY'RE NOT KEEP YOUR ENEMIES CLOSE YEAH NO THEY'RE NO, THEY'RE NOT KEEP YOUR ENEMIES CLOSE YEAH NO THEY'RE NO, THEY'RE NOT ENEMIES. THEY'RE NO, THEY'RE NOT ENEMIES. THEY'RE NO, THEY'RE

1047NOT ENEMIES. YOU KNOW WHAT I WE WERE ALWAYS ENEMIES. YOU KNOW WHAT I WE WERE ALWAYS ENEMIES. YOU KNOW WHAT I WE WERE ALWAYS COMPARING OURSELVES CHESAPEAKE YOU KNOW WHAT I WE WERE ALWAYS COMPARING OURSELVES CHESAPEAKE YOU KNOW WHAT I WE WERE ALWAYS COMPARING OURSELVES CHESAPEAKE SO WE'RE GOING TO JOIN FORCES COMPARING OURSELVES CHESAPEAKE SO WE'RE GOING TO JOIN FORCES COMPARING OURSELVES CHESAPEAKE SO WE'RE GOING TO JOIN FORCES AND FORCES AND AS A MATTER SO WE'RE GOING TO JOIN FORCES AND FORCES AND AS A MATTER SO WE'RE GOING TO JOIN FORCES AND FORCES AND AS A MATTER OF FACT WE'VE ASKED THAT NEXT AND FORCES AND AS A MATTER OF FACT WE'VE ASKED THAT NEXT AND FORCES AND AS A MATTER OF FACT WE'VE ASKED THAT NEXT MONTH THE MEETING BE IN OF FACT WE'VE

1048ASKED THAT NEXT MONTH THE MEETING BE IN OF FACT WE'VE ASKED THAT NEXT MONTH THE MEETING BE IN CHESAPEAKE. MONTH THE MEETING BE IN CHESAPEAKE. MONTH THE MEETING BE IN CHESAPEAKE. YEAH, WHAT DR. ROBERTSON SAID CHESAPEAKE. YEAH, WHAT DR. ROBERTSON SAID CHESAPEAKE. YEAH, WHAT DR. ROBERTSON SAID ONE THE REASONS WHY HE INVITED YEAH, WHAT DR. ROBERTSON SAID ONE THE REASONS WHY HE INVITED YEAH, WHAT DR. ROBERTSON SAID ONE THE REASONS WHY HE INVITED CHESAPEAKE TO THE TABLE IS ONE THE REASONS WHY HE INVITED CHESAPEAKE TO THE TABLE IS ONE THE REASONS WHY HE INVITED CHESAPEAKE TO THE TABLE IS BECAUSE THEY HAVE PROGRAMS THAT CHESAPEAKE TO THE TABLE IS BECAUSE THEY HAVE PROGRAMS THAT CHESAPEAKE TO THE TABLE IS BECAUSE THEY HAVE PROGRAMS THAT WE DON'T AND WE HAVE PROGRAMS BECAUSE THEY HAVE PROGRAMS THAT

1049WE DON'T AND WE HAVE PROGRAMS BECAUSE THEY HAVE PROGRAMS THAT WE DON'T AND WE HAVE PROGRAMS THEY DON'T WRITE IN THE CITY WE DON'T AND WE HAVE PROGRAMS THEY DON'T WRITE IN THE CITY WE DON'T AND WE HAVE PROGRAMS THEY DON'T WRITE IN THE CITY AND THAT WE COULD BE SHARING THEY DON'T WRITE IN THE CITY AND THAT WE COULD BE SHARING THEY DON'T WRITE IN THE CITY AND THAT WE COULD BE SHARING THAT WITH EACH OTHER AND THAT AND THAT WE COULD BE SHARING THAT WITH EACH OTHER AND THAT AND THAT WE COULD BE SHARING THAT WITH EACH OTHER AND THAT WOULD BE VERY, VERY HELPFUL FOR THAT WITH EACH OTHER AND THAT WOULD BE VERY, VERY HELPFUL FOR THAT WITH EACH OTHER AND THAT WOULD BE VERY, VERY HELPFUL FOR SO I HAVE

1050TO REITERATE WHAT WOULD BE VERY, VERY HELPFUL FOR SO I HAVE TO REITERATE WHAT WOULD BE VERY, VERY HELPFUL FOR SO I HAVE TO REITERATE WHAT NICK SAID WENT ON CAME UP WITH SO I HAVE TO REITERATE WHAT NICK SAID WENT ON CAME UP WITH SO I HAVE TO REITERATE WHAT NICK SAID WENT ON CAME UP WITH THIS IDEA OF LAST YEAR WAS OH NICK SAID WENT ON CAME UP WITH THIS IDEA OF LAST YEAR WAS OH NICK SAID WENT ON CAME UP WITH THIS IDEA OF LAST YEAR WAS OH MY GOSH, IS PROBABLY ONE OF THE THIS IDEA OF LAST YEAR WAS OH MY GOSH, IS PROBABLY ONE OF THE THIS IDEA OF LAST YEAR WAS OH MY GOSH, IS PROBABLY ONE OF THE BEST BECAUSE WHEN THEY REACHED MY GOSH, IS PROBABLY ONE

1051OF THE BEST BECAUSE WHEN THEY REACHED MY GOSH, IS PROBABLY ONE OF THE BEST BECAUSE WHEN THEY REACHED OUT TO US AND SAID HOW CAN THEY BEST BECAUSE WHEN THEY REACHED OUT TO US AND SAID HOW CAN THEY BEST BECAUSE WHEN THEY REACHED OUT TO US AND SAID HOW CAN THEY REACHED OUT TO ME AND SAY HOW OUT TO US AND SAID HOW CAN THEY REACHED OUT TO ME AND SAY HOW OUT TO US AND SAID HOW CAN THEY REACHED OUT TO ME AND SAY HOW CAN WE HELP YOU? REACHED OUT TO ME AND SAY HOW CAN WE HELP YOU? REACHED OUT TO ME AND SAY HOW CAN WE HELP YOU? I'M LIKE OH WOW YOU KNOW THIS CAN WE HELP YOU? I'M LIKE OH WOW YOU KNOW THIS CAN WE HELP YOU? I'M LIKE

1052OH WOW YOU KNOW THIS HAS BEEN THIS HAS BEEN A I'M LIKE OH WOW YOU KNOW THIS HAS BEEN THIS HAS BEEN A I'M LIKE OH WOW YOU KNOW THIS HAS BEEN THIS HAS BEEN A WONDERFUL OPPORTUNITY AND IT HAS BEEN THIS HAS BEEN A WONDERFUL OPPORTUNITY AND IT HAS BEEN THIS HAS BEEN A WONDERFUL OPPORTUNITY AND IT REALLY HAS SARAH TOLD ME WONDERFUL OPPORTUNITY AND IT REALLY HAS SARAH TOLD ME WONDERFUL OPPORTUNITY AND IT REALLY HAS SARAH TOLD ME YESTERDAY BECAUSE I WAS THE REALLY HAS SARAH TOLD ME YESTERDAY BECAUSE I WAS THE REALLY HAS SARAH TOLD ME YESTERDAY BECAUSE I WAS THE BRITISH SHE SAID THIS IS REALLY YESTERDAY BECAUSE I WAS THE BRITISH SHE SAID THIS IS REALLY YESTERDAY BECAUSE I WAS THE BRITISH SHE SAID THIS IS REALLY OPENED A LOT

1053OF DOORS OR SOME BRITISH SHE SAID THIS IS REALLY OPENED A LOT OF DOORS OR SOME BRITISH SHE SAID THIS IS REALLY OPENED A LOT OF DOORS OR SOME OF THE THINGS THAT HAVE BEEN OPENED A LOT OF DOORS OR SOME OF THE THINGS THAT HAVE BEEN OPENED A LOT OF DOORS OR SOME OF THE THINGS THAT HAVE BEEN ABLE TO DO THIS YEAR WITH MONEY OF THE THINGS THAT HAVE BEEN ABLE TO DO THIS YEAR WITH MONEY OF THE THINGS THAT HAVE BEEN ABLE TO DO THIS YEAR WITH MONEY AND OPPORTUNITIES AND SO THIS ABLE TO DO THIS YEAR WITH MONEY AND OPPORTUNITIES AND SO THIS ABLE TO DO THIS YEAR WITH MONEY AND OPPORTUNITIES AND SO THIS HAS BEEN ONE OF THE BIGGEST AND OPPORTUNITIES AND SO THIS HAS BEEN ONE OF THE

1054BIGGEST AND OPPORTUNITIES AND SO THIS HAS BEEN ONE OF THE BIGGEST THINGS THAT'S HELPED HER MOVE HAS BEEN ONE OF THE BIGGEST THINGS THAT'S HELPED HER MOVE HAS BEEN ONE OF THE BIGGEST THINGS THAT'S HELPED HER MOVE THE PROGRAM ALONG SO IT WILL THINGS THAT'S HELPED HER MOVE THE PROGRAM ALONG SO IT WILL THINGS THAT'S HELPED HER MOVE THE PROGRAM ALONG SO IT WILL PROBABLY GET ADDITIONAL MONEY THE PROGRAM ALONG SO IT WILL PROBABLY GET ADDITIONAL MONEY THE PROGRAM ALONG SO IT WILL PROBABLY GET ADDITIONAL MONEY FOR THE BUILDING LAB. PROBABLY GET ADDITIONAL MONEY FOR THE BUILDING LAB. PROBABLY GET ADDITIONAL MONEY FOR THE BUILDING LAB. IT RETICENCE OUT OF THIS AS FOR THE BUILDING LAB. IT RETICENCE OUT OF THIS AS FOR THE BUILDING LAB. IT RETICENCE OUT OF THIS AS WELL YEAH, IT'S

1055AN ACTION GROUP IT RETICENCE OUT OF THIS AS WELL YEAH, IT'S AN ACTION GROUP IT RETICENCE OUT OF THIS AS WELL YEAH, IT'S AN ACTION GROUP THAT'S FOR SURE. WELL YEAH, IT'S AN ACTION GROUP THAT'S FOR SURE. WELL YEAH, IT'S AN ACTION GROUP THAT'S FOR SURE. MISS ANDERSON I JUST WANTED TO THAT'S FOR SURE. MISS ANDERSON I JUST WANTED TO THAT'S FOR SURE. MISS ANDERSON I JUST WANTED TO GIVE AN UPDATE ABOUT THE SISTER MISS ANDERSON I JUST WANTED TO GIVE AN UPDATE ABOUT THE SISTER MISS ANDERSON I JUST WANTED TO GIVE AN UPDATE ABOUT THE SISTER CITIES AND WHAT WHAT WE'VE BEEN GIVE AN UPDATE ABOUT THE SISTER CITIES AND WHAT WHAT WE'VE BEEN GIVE AN UPDATE ABOUT THE SISTER CITIES AND WHAT WHAT WE'VE BEEN UP TO THE SISTER CITIES CITIES AND WHAT

1056WHAT WE'VE BEEN UP TO THE SISTER CITIES CITIES AND WHAT WHAT WE'VE BEEN UP TO THE SISTER CITIES VIRGINIA BEACH. UP TO THE SISTER CITIES VIRGINIA BEACH. UP TO THE SISTER CITIES VIRGINIA BEACH. HAVE WE FINALLY FINALIZED THE VIRGINIA BEACH. HAVE WE FINALLY FINALIZED THE VIRGINIA BEACH. HAVE WE FINALLY FINALIZED THE DETAILS FOR THE APPLICATION FOR HAVE WE FINALLY FINALIZED THE DETAILS FOR THE APPLICATION FOR HAVE WE FINALLY FINALIZED THE DETAILS FOR THE APPLICATION FOR THE THE TWENTY TWENTY FIVE DETAILS FOR THE APPLICATION FOR THE THE TWENTY TWENTY FIVE DETAILS FOR THE APPLICATION FOR THE THE TWENTY TWENTY FIVE YOUTH AMBASSADOR COMPETITION I THE THE TWENTY TWENTY FIVE YOUTH AMBASSADOR COMPETITION I THE THE TWENTY TWENTY FIVE YOUTH AMBASSADOR COMPETITION I WILL HAVE FURTHER DETAILS YOUTH AMBASSADOR COMPETITION I WILL HAVE FURTHER DETAILS YOUTH AMBASSADOR

1057COMPETITION I WILL HAVE FURTHER DETAILS OF THAT AT THE NEXT WILL HAVE FURTHER DETAILS OF THAT AT THE NEXT WILL HAVE FURTHER DETAILS OF THAT AT THE NEXT OCTOBER MEETING BUT I CAN TELL OF THAT AT THE NEXT OCTOBER MEETING BUT I CAN TELL OF THAT AT THE NEXT OCTOBER MEETING BUT I CAN TELL YOU THAT IT PLEASE BE LOOKING OCTOBER MEETING BUT I CAN TELL YOU THAT IT PLEASE BE LOOKING OCTOBER MEETING BUT I CAN TELL YOU THAT IT PLEASE BE LOOKING FOR THAT FOR STUDENTS WHO ARE YOU THAT IT PLEASE BE LOOKING FOR THAT FOR STUDENTS WHO ARE YOU THAT IT PLEASE BE LOOKING FOR THAT FOR STUDENTS WHO ARE LISTENING PLEASE BE LOOKING AND FOR THAT FOR STUDENTS WHO ARE LISTENING PLEASE BE LOOKING AND FOR THAT FOR STUDENTS WHO ARE LISTENING

1058PLEASE BE LOOKING AND ASK YOUR COUNSELORS ABOUT LISTENING PLEASE BE LOOKING AND ASK YOUR COUNSELORS ABOUT LISTENING PLEASE BE LOOKING AND ASK YOUR COUNSELORS ABOUT WITHIN THE NEXT COUPLE OF WEEKS ASK YOUR COUNSELORS ABOUT WITHIN THE NEXT COUPLE OF WEEKS ASK YOUR COUNSELORS ABOUT WITHIN THE NEXT COUPLE OF WEEKS THAT THOSE APPLICATIONS WILL BE WITHIN THE NEXT COUPLE OF WEEKS THAT THOSE APPLICATIONS WILL BE WITHIN THE NEXT COUPLE OF WEEKS THAT THOSE APPLICATIONS WILL BE SENT TO THE COUNSELORS AND IT'S THAT THOSE APPLICATIONS WILL BE SENT TO THE COUNSELORS AND IT'S THAT THOSE APPLICATIONS WILL BE SENT TO THE COUNSELORS AND IT'S WORTH IT BECAUSE FIRST PLACE IS SENT TO THE COUNSELORS AND IT'S WORTH IT BECAUSE FIRST PLACE IS SENT TO THE COUNSELORS AND IT'S WORTH IT BECAUSE FIRST PLACE IS A FOUR THOUSAND

1059DOLLAR WORTH IT BECAUSE FIRST PLACE IS A FOUR THOUSAND DOLLAR WORTH IT BECAUSE FIRST PLACE IS A FOUR THOUSAND DOLLAR SCHOLARSHIP SECOND PLACE IS TWO A FOUR THOUSAND DOLLAR SCHOLARSHIP SECOND PLACE IS TWO A FOUR THOUSAND DOLLAR SCHOLARSHIP SECOND PLACE IS TWO THOUSAND DOLLAR SCHOLARSHIP AND SCHOLARSHIP SECOND PLACE IS TWO THOUSAND DOLLAR SCHOLARSHIP AND SCHOLARSHIP SECOND PLACE IS TWO THOUSAND DOLLAR SCHOLARSHIP AND THIRD PLACE A THOUSAND DOLLARS THOUSAND DOLLAR SCHOLARSHIP AND THIRD PLACE A THOUSAND DOLLARS THOUSAND DOLLAR SCHOLARSHIP AND THIRD PLACE A THOUSAND DOLLARS SCHOLARSHIP. THIRD PLACE A THOUSAND DOLLARS SCHOLARSHIP. THIRD PLACE A THOUSAND DOLLARS SCHOLARSHIP. SO AND THAT IS SOMETHING NOT TO SCHOLARSHIP. SO AND THAT IS SOMETHING NOT TO SCHOLARSHIP. SO AND THAT IS SOMETHING NOT TO SNEEZE AT. SO AND THAT IS SOMETHING NOT TO SNEEZE AT. SO AND THAT IS

1060SOMETHING NOT TO SNEEZE AT. SO HOPEFULLY WILL HAVE SOME SNEEZE AT. SO HOPEFULLY WILL HAVE SOME SNEEZE AT. SO HOPEFULLY WILL HAVE SOME STUDENTS WHO ARE INTERESTED IN SO HOPEFULLY WILL HAVE SOME STUDENTS WHO ARE INTERESTED IN SO HOPEFULLY WILL HAVE SOME STUDENTS WHO ARE INTERESTED IN COMPETING FOR THIS THE I WILL STUDENTS WHO ARE INTERESTED IN COMPETING FOR THIS THE I WILL STUDENTS WHO ARE INTERESTED IN COMPETING FOR THIS THE I WILL SAY THAT THE NEPTUNE FESTIVAL COMPETING FOR THIS THE I WILL SAY THAT THE NEPTUNE FESTIVAL COMPETING FOR THIS THE I WILL SAY THAT THE NEPTUNE FESTIVAL PARADE WHICH IS THIS SATURDAY SAY THAT THE NEPTUNE FESTIVAL PARADE WHICH IS THIS SATURDAY SAY THAT THE NEPTUNE FESTIVAL PARADE WHICH IS THIS SATURDAY THE U.S. AMBASSADOR FOR TWENTY PARADE WHICH IS THIS SATURDAY THE

1061U.S. AMBASSADOR FOR TWENTY PARADE WHICH IS THIS SATURDAY THE U.S. AMBASSADOR FOR TWENTY TWENTY FOUR WILL BE IN THE THE U.S. AMBASSADOR FOR TWENTY TWENTY FOUR WILL BE IN THE THE U.S. AMBASSADOR FOR TWENTY TWENTY FOUR WILL BE IN THE PARADE AND HOPEFULLY WE'LL DOWN TWENTY FOUR WILL BE IN THE PARADE AND HOPEFULLY WE'LL DOWN TWENTY FOUR WILL BE IN THE PARADE AND HOPEFULLY WE'LL DOWN THERE THEY'LL BE PASSING OUT A PARADE AND HOPEFULLY WE'LL DOWN THERE THEY'LL BE PASSING OUT A PARADE AND HOPEFULLY WE'LL DOWN THERE THEY'LL BE PASSING OUT A FEW A FEW THINGS FOR THE THERE THEY'LL BE PASSING OUT A FEW A FEW THINGS FOR THE THERE THEY'LL BE PASSING OUT A FEW A FEW THINGS FOR THE AMBASSADOR HOPE TO HOPE TO HAVE FEW A FEW THINGS FOR THE AMBASSADOR

1062HOPE TO HOPE TO HAVE FEW A FEW THINGS FOR THE AMBASSADOR HOPE TO HOPE TO HAVE MORE DETAILS ABOUT AT THE NEXT AMBASSADOR HOPE TO HOPE TO HAVE MORE DETAILS ABOUT AT THE NEXT AMBASSADOR HOPE TO HOPE TO HAVE MORE DETAILS ABOUT AT THE NEXT MEETING THANK YOU. MORE DETAILS ABOUT AT THE NEXT MEETING THANK YOU. MORE DETAILS ABOUT AT THE NEXT MEETING THANK YOU. OK, WE'LL SAYING NOTHING ELSE MEETING THANK YOU. OK, WE'LL SAYING NOTHING ELSE MEETING THANK YOU. OK, WE'LL SAYING NOTHING ELSE THEN IT IS NINE SEVENTEEN AND OK, WE'LL SAYING NOTHING ELSE THEN IT IS NINE SEVENTEEN AND OK, WE'LL SAYING NOTHING ELSE THEN IT IS NINE SEVENTEEN AND WE ARE ADJOURNED THEN IT IS NINE SEVENTEEN AND WE ARE ADJOURNED