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WELCOME TO "AT ISSUE." THANK YOU SO MUCH FOR JOINING US. I AM H. WAYNE WILSON.
SO MUCH FOR JOINING US. I AM H. WAYNE WILSON. 40 YEARS IN EDUCATION FOR A MAN
I AM H. WAYNE WILSON. 40 YEARS IN EDUCATION FOR A MAN WHO WASN'T GOING TO GO INTO
40 YEARS IN EDUCATION FOR A MAN WHO WASN'T GOING TO GO INTO EDUCATION.
WHO WASN'T GOING TO GO INTO EDUCATION. WE WILL LOOK BACK AND WE WILL
EDUCATION. WE WILL LOOK BACK AND WE WILL LOOK FORWARD WHERE KEN HINTON
WE WILL LOOK BACK AND WE WILL LOOK FORWARD WHERE KEN HINTON THINKS DISTRICT 150 SCHOOLS NEED
LOOK FORWARD WHERE KEN HINTON THINKS DISTRICT 150 SCHOOLS NEED TO GO.
THINKS DISTRICT 150 SCHOOLS NEED TO GO. LET ME INTRODUCE YOU STILL TO
TO GO. LET ME INTRODUCE YOU STILL TO THE SUPERINTENDENT OF PEORIA
LET ME INTRODUCE YOU STILL TO THE SUPERINTENDENT OF PEORIA DISTRICT 150 SCHOOLS AT LEAST
THE SUPERINTENDENT OF PEORIA DISTRICT 150 SCHOOLS AT LEAST UNTIL DECEMBER FIRST.
DISTRICT 150 SCHOOLS AT LEAST UNTIL DECEMBER FIRST. THANK YOU FOR JOINING US.
UNTIL DECEMBER FIRST. THANK YOU FOR JOINING US. >>THANK YOU FOR ASKING ME.
THANK YOU FOR JOINING US. >>THANK YOU FOR ASKING ME. >>1969, YOU STARTED TEACHING AT
>>THANK YOU FOR ASKING ME. >>1969, YOU STARTED TEACHING AT HARRISON SCHOOL.
>>1969, YOU STARTED TEACHING AT HARRISON SCHOOL. >>I STARTED MY TEACHING CAREER
HARRISON SCHOOL. >>I STARTED MY TEACHING CAREER AT IRVING.
>>I STARTED MY TEACHING CAREER AT IRVING. >>AND THEN WENT TO HARRISON.
AT IRVING. >>AND THEN WENT TO HARRISON. >>AND THEN WENT TO HARRISON.
>>AND THEN WENT TO HARRISON. >>AND THEN WENT TO HARRISON. BUT YOU WEREN'T GOING TO BE A
>>AND THEN WENT TO HARRISON. BUT YOU WEREN'T GOING TO BE A TEACHER?
BUT YOU WEREN'T GOING TO BE A TEACHER? >> NO, I WAS GOING TO -- I WAS
TEACHER? >> NO, I WAS GOING TO -- I WAS REALLY LOOKING AT GOING INTO
>> NO, I WAS GOING TO -- I WAS REALLY LOOKING AT GOING INTO LAW.
REALLY LOOKING AT GOING INTO LAW. MY MOTHER BASICALLY ASKED ME TO
LAW. MY MOTHER BASICALLY ASKED ME TO TRY OUT TEACHING, AND MY
MY MOTHER BASICALLY ASKED ME TO TRY OUT TEACHING, AND MY COMMENTS TO HER WERE "EVERYBODY
TRY OUT TEACHING, AND MY COMMENTS TO HER WERE "EVERYBODY IN THE FAMILY IS IN EDUCATION, A
COMMENTS TO HER WERE "EVERYBODY IN THE FAMILY IS IN EDUCATION, A TEACHER, PRINCIPAL, A PROFESSOR.
IN THE FAMILY IS IN EDUCATION, A TEACHER, PRINCIPAL, A PROFESSOR. NOT FOR ME."
TEACHER, PRINCIPAL, A PROFESSOR. NOT FOR ME." I WENT THERE, AND I GUESS AFTER
NOT FOR ME." I WENT THERE, AND I GUESS AFTER MY FIRST SEMESTER I WENT BACK TO
I WENT THERE, AND I GUESS AFTER MY FIRST SEMESTER I WENT BACK TO SCHOOL AND GOT MY MAJOR IN
MY FIRST SEMESTER I WENT BACK TO SCHOOL AND GOT MY MAJOR IN EDUCATION.
SCHOOL AND GOT MY MAJOR IN EDUCATION. >>LET'S LOOK BACK AT LEAST A
EDUCATION. >>LET'S LOOK BACK AT LEAST A LITTLE WHILE.
>>LET'S LOOK BACK AT LEAST A LITTLE WHILE. WE WILL LOOK FORWARD IN A MINUTE
LITTLE WHILE. WE WILL LOOK FORWARD IN A MINUTE AND TALK ABOUT A COUPLE OF
WE WILL LOOK FORWARD IN A MINUTE AND TALK ABOUT A COUPLE OF STUDIES.
AND TALK ABOUT A COUPLE OF STUDIES. BUT LET'S LOOK BACK AT YOUR
STUDIES. BUT LET'S LOOK BACK AT YOUR CAREER.
BUT LET'S LOOK BACK AT YOUR CAREER. WHAT ARE SOME OF THE GREATER
CAREER. WHAT ARE SOME OF THE GREATER ACHIEVEMENTS?
WHAT ARE SOME OF THE GREATER ACHIEVEMENTS? NOT NECESSARILY FOR KEN HINTON,
ACHIEVEMENTS? NOT NECESSARILY FOR KEN HINTON, MAYBE FOR THE DISTRICT.
NOT NECESSARILY FOR KEN HINTON, MAYBE FOR THE DISTRICT. >> WELL, THE DISTRICT MANY TIMES
MAYBE FOR THE DISTRICT. >> WELL, THE DISTRICT MANY TIMES OUR SCHOOL DISTRICT IS NOT GIVEN
>> WELL, THE DISTRICT MANY TIMES OUR SCHOOL DISTRICT IS NOT GIVEN THE CREDIT THAT IS DUE TO IT IN
OUR SCHOOL DISTRICT IS NOT GIVEN THE CREDIT THAT IS DUE TO IT IN THE SENSE THAT OUR SCHOOL
THE CREDIT THAT IS DUE TO IT IN THE SENSE THAT OUR SCHOOL DISTRICT HAS EDUCATED AND
THE SENSE THAT OUR SCHOOL DISTRICT HAS EDUCATED AND GRADUATED SO MANY STUDENTS WHO
DISTRICT HAS EDUCATED AND GRADUATED SO MANY STUDENTS WHO ARE SUCCESSFUL IN LIFE.
GRADUATED SO MANY STUDENTS WHO ARE SUCCESSFUL IN LIFE. FOR ME, THE BUILDINGS AND SOME
ARE SUCCESSFUL IN LIFE. FOR ME, THE BUILDINGS AND SOME OF THE OTHER NON-MATERIAL THINGS
FOR ME, THE BUILDINGS AND SOME OF THE OTHER NON-MATERIAL THINGS ARE IMPORTANT, BUT THE REAL --
OF THE OTHER NON-MATERIAL THINGS ARE IMPORTANT, BUT THE REAL -- WHAT IS REALLY IMPORTANT ARE THE
ARE IMPORTANT, BUT THE REAL -- WHAT IS REALLY IMPORTANT ARE THE PEOPLE.
WHAT IS REALLY IMPORTANT ARE THE PEOPLE. I WOULD THINK THAT THE BIG
PEOPLE. I WOULD THINK THAT THE BIG THINGS THAT ARE IMPORTANT TO ME
I WOULD THINK THAT THE BIG THINGS THAT ARE IMPORTANT TO ME ARE KIDS BEING SUCCESSFUL, THE
THINGS THAT ARE IMPORTANT TO ME ARE KIDS BEING SUCCESSFUL, THE INTRODUCTION OF EARLY CHILDHOOD
ARE KIDS BEING SUCCESSFUL, THE INTRODUCTION OF EARLY CHILDHOOD EDUCATION INTO OUR PROCESS.
INTRODUCTION OF EARLY CHILDHOOD EDUCATION INTO OUR PROCESS. I AM REALLY PROUD OF THIS
EDUCATION INTO OUR PROCESS. I AM REALLY PROUD OF THIS PARTICULAR -- OF THE BOARD OF
I AM REALLY PROUD OF THIS PARTICULAR -- OF THE BOARD OF EDUCATION IN REGARDS TO
PARTICULAR -- OF THE BOARD OF EDUCATION IN REGARDS TO REALIZING THE IMPORTANCE OF
EDUCATION IN REGARDS TO REALIZING THE IMPORTANCE OF LOOKING AT THE WHOLE CHILD IN
REALIZING THE IMPORTANCE OF LOOKING AT THE WHOLE CHILD IN REGARDS TO EDUCATING THE CHILD,
LOOKING AT THE WHOLE CHILD IN REGARDS TO EDUCATING THE CHILD, HOLISTIC APPROACH.
REGARDS TO EDUCATING THE CHILD, HOLISTIC APPROACH. THOSE ARE THE TYPES OF THINGS
HOLISTIC APPROACH. THOSE ARE THE TYPES OF THINGS THAT ARE IMPORTANT TO ME.
THOSE ARE THE TYPES OF THINGS THAT ARE IMPORTANT TO ME. BUT FIRST AND FOR MOST, WOULD BE
THAT ARE IMPORTANT TO ME. BUT FIRST AND FOR MOST, WOULD BE THE NUMBER OF CHILDREN WHO HAVE
BUT FIRST AND FOR MOST, WOULD BE THE NUMBER OF CHILDREN WHO HAVE GONE THROUGHOUT SCHOOL SYSTEM
THE NUMBER OF CHILDREN WHO HAVE GONE THROUGHOUT SCHOOL SYSTEM THAT ARE NOW EXTREMELY
GONE THROUGHOUT SCHOOL SYSTEM THAT ARE NOW EXTREMELY SUCCESSFUL IN LIFE AND DOING
THAT ARE NOW EXTREMELY SUCCESSFUL IN LIFE AND DOING WELL.
SUCCESSFUL IN LIFE AND DOING WELL. >>DISAPPOINTMENTS OVER YOUR
WELL. >>DISAPPOINTMENTS OVER YOUR CAREER?
>>DISAPPOINTMENTS OVER YOUR CAREER? >> YEAH.
CAREER? >> YEAH. I WOULD SAY THE DISAPPOINTMENTS
>> YEAH. I WOULD SAY THE DISAPPOINTMENTS ARE NOT BEING ABLE TO DO AS MUCH
I WOULD SAY THE DISAPPOINTMENTS ARE NOT BEING ABLE TO DO AS MUCH AS I WOULD LIKE TO DO FOR SOME
ARE NOT BEING ABLE TO DO AS MUCH AS I WOULD LIKE TO DO FOR SOME CHILDREN IN REGARDS TO SOME OF
AS I WOULD LIKE TO DO FOR SOME CHILDREN IN REGARDS TO SOME OF THE SITUATIONS THAT THEY
CHILDREN IN REGARDS TO SOME OF THE SITUATIONS THAT THEY MIGHT -- THAT THEY WERE IN.
THE SITUATIONS THAT THEY MIGHT -- THAT THEY WERE IN. ANOTHER -- I GUESS, I WOULDN'T
MIGHT -- THAT THEY WERE IN. ANOTHER -- I GUESS, I WOULDN'T SAY I DON'T LOOK UPON IT AS A
ANOTHER -- I GUESS, I WOULDN'T SAY I DON'T LOOK UPON IT AS A NEGATIVE, BUT I LOOK AT IT AS A
SAY I DON'T LOOK UPON IT AS A NEGATIVE, BUT I LOOK AT IT AS A PART OF LIFE, SOMETIMES THE
NEGATIVE, BUT I LOOK AT IT AS A PART OF LIFE, SOMETIMES THE CHALLENGE THAT IS INVOLVED IN
PART OF LIFE, SOMETIMES THE CHALLENGE THAT IS INVOLVED IN BRINGING ABOUT CHANGE TO MAKE
CHALLENGE THAT IS INVOLVED IN BRINGING ABOUT CHANGE TO MAKE THINGS BETTER FOR KIDS AND FOR
BRINGING ABOUT CHANGE TO MAKE THINGS BETTER FOR KIDS AND FOR PARENTS AND FOR TEACHERS.
THINGS BETTER FOR KIDS AND FOR PARENTS AND FOR TEACHERS. I UNDERSTAND AND KNOW THAT'S A
PARENTS AND FOR TEACHERS. I UNDERSTAND AND KNOW THAT'S A LEARNING PROCESS, AND IT IT IS
I UNDERSTAND AND KNOW THAT'S A LEARNING PROCESS, AND IT IT IS SOMETHING THAT WE GO THROUGH.
LEARNING PROCESS, AND IT IT IS SOMETHING THAT WE GO THROUGH. BUT SOME OF THE GOOD THINGS --
SOMETHING THAT WE GO THROUGH. BUT SOME OF THE GOOD THINGS -- ONE OF THE THINGS THAT COMES TO
BUT SOME OF THE GOOD THINGS -- ONE OF THE THINGS THAT COMES TO MIND IS BREAKFAST.
ONE OF THE THINGS THAT COMES TO MIND IS BREAKFAST. I USED TO WORRY, OUR CAFETERIA
MIND IS BREAKFAST. I USED TO WORRY, OUR CAFETERIA PEOPLE FOR BREAKFAST FOR OUR
I USED TO WORRY, OUR CAFETERIA PEOPLE FOR BREAKFAST FOR OUR CHILDREN.
PEOPLE FOR BREAKFAST FOR OUR CHILDREN. THAT MAY NOT SEEM LIKE A BIG
CHILDREN. THAT MAY NOT SEEM LIKE A BIG THING, BUT FOR ME, IT WAS IN THE
THAT MAY NOT SEEM LIKE A BIG THING, BUT FOR ME, IT WAS IN THE SENSE THAT WE PROVIDED BREAKFAST
THING, BUT FOR ME, IT WAS IN THE SENSE THAT WE PROVIDED BREAKFAST IN OUR SCHOOLS FOR MANY OF OUR
SENSE THAT WE PROVIDED BREAKFAST IN OUR SCHOOLS FOR MANY OF OUR CHILDREN.
IN OUR SCHOOLS FOR MANY OF OUR CHILDREN. >> LET ME -- YOU HAVE TAKEN AND
CHILDREN. >> LET ME -- YOU HAVE TAKEN AND THE CURRENT BOARD OF EDUCATION
>> LET ME -- YOU HAVE TAKEN AND THE CURRENT BOARD OF EDUCATION HAS TAKEN A BIT OF HEAT OVER
THE CURRENT BOARD OF EDUCATION HAS TAKEN A BIT OF HEAT OVER SCHOOL CLOSINGS.
HAS TAKEN A BIT OF HEAT OVER SCHOOL CLOSINGS. I WENT BACK AND LOOKED AT THE
SCHOOL CLOSINGS. I WENT BACK AND LOOKED AT THE HIGH POINT OF ENROLLMENT.
I WENT BACK AND LOOKED AT THE HIGH POINT OF ENROLLMENT. WE WILL DEAL WITH ROUND NUMBERS
HIGH POINT OF ENROLLMENT. WE WILL DEAL WITH ROUND NUMBERS HERE.
WE WILL DEAL WITH ROUND NUMBERS HERE. IN ABOUT THE TIME YOU STARTED,
HERE. IN ABOUT THE TIME YOU STARTED, WE WERE AT THE HIGH POINT IN
IN ABOUT THE TIME YOU STARTED, WE WERE AT THE HIGH POINT IN DISTRICT 150 FOR ENROLLMENT,
WE WERE AT THE HIGH POINT IN DISTRICT 150 FOR ENROLLMENT, ABOUT 26,000.
DISTRICT 150 FOR ENROLLMENT, ABOUT 26,000. >>THAT'S CORRECT.
ABOUT 26,000. >>THAT'S CORRECT. >>ABOUT 13,007?
>>THAT'S CORRECT. >>ABOUT 13,007? >> IF YOU INCLUDE OUR PREK,
>>ABOUT 13,007? >> IF YOU INCLUDE OUR PREK, 14,200 OR 300 STUDENTS.
>> IF YOU INCLUDE OUR PREK, 14,200 OR 300 STUDENTS. >>YOU ARE ABOUT 55% OF WHAT YOU
14,200 OR 300 STUDENTS. >>YOU ARE ABOUT 55% OF WHAT YOU WERE AT THE HIGH POINT?
>>YOU ARE ABOUT 55% OF WHAT YOU WERE AT THE HIGH POINT? >> UH-HUH.
WERE AT THE HIGH POINT? >> UH-HUH. >>I WENT BACK AND LOOKED AT
>> UH-HUH. >>I WENT BACK AND LOOKED AT SCHOOL CLOSE NEGOTIATION THAT
>>I WENT BACK AND LOOKED AT SCHOOL CLOSE NEGOTIATION THAT PERIOD OF TIME, THERE IS ABOUT
SCHOOL CLOSE NEGOTIATION THAT PERIOD OF TIME, THERE IS ABOUT SEVEN SCHOOL CLOSINGS, HAPPENS
PERIOD OF TIME, THERE IS ABOUT SEVEN SCHOOL CLOSINGS, HAPPENS TO BE HALF DOZEN SCHOOL
SEVEN SCHOOL CLOSINGS, HAPPENS TO BE HALF DOZEN SCHOOL OPENINGS.
TO BE HALF DOZEN SCHOOL OPENINGS. SO THE NUMBER OF SCHOOLS IN THE
OPENINGS. SO THE NUMBER OF SCHOOLS IN THE DISTRICT ARE THE ESSENTIALLY THE
SO THE NUMBER OF SCHOOLS IN THE DISTRICT ARE THE ESSENTIALLY THE SAME, BUT YOU HAVE HALF THE
DISTRICT ARE THE ESSENTIALLY THE SAME, BUT YOU HAVE HALF THE NUMBER OF STUDENTS.
SAME, BUT YOU HAVE HALF THE NUMBER OF STUDENTS. IN MY ESTIMATION, THIS BOARD IS
NUMBER OF STUDENTS. IN MY ESTIMATION, THIS BOARD IS MAKING DECISIONS THAT PREVIOUS
IN MY ESTIMATION, THIS BOARD IS MAKING DECISIONS THAT PREVIOUS BOARDS SHOULD HAVE MADE IN TERMS
MAKING DECISIONS THAT PREVIOUS BOARDS SHOULD HAVE MADE IN TERMS OF SCHOOL CLOSINGS.
BOARDS SHOULD HAVE MADE IN TERMS OF SCHOOL CLOSINGS. I KNOW IT IS A TOUGH DECISION.
OF SCHOOL CLOSINGS. I KNOW IT IS A TOUGH DECISION. NOBODY WANTS THEIR NEIGHBORHOOD
I KNOW IT IS A TOUGH DECISION. NOBODY WANTS THEIR NEIGHBORHOOD SCHOOL CLOSED.
NOBODY WANTS THEIR NEIGHBORHOOD SCHOOL CLOSED. >>THAT'S CORRECT.
SCHOOL CLOSED. >>THAT'S CORRECT. >>BUT THE FACT OF THE MATTER IS
>>THAT'S CORRECT. >>BUT THE FACT OF THE MATTER IS YOU HAVE TO DOWNSIZE.
>>BUT THE FACT OF THE MATTER IS YOU HAVE TO DOWNSIZE. >>THAT'S CORRECT.
YOU HAVE TO DOWNSIZE. >>THAT'S CORRECT. >>HAS THAT BEEN TOUGH ON YOU AND
>>THAT'S CORRECT. >>HAS THAT BEEN TOUGH ON YOU AND ON THE BOARD?
>>HAS THAT BEEN TOUGH ON YOU AND ON THE BOARD? >> ABSOLUTELY.
ON THE BOARD? >> ABSOLUTELY. ABSOLUTELY.
>> ABSOLUTELY. ABSOLUTELY. IT HAS BEEN DIFFICULT BECAUSE
ABSOLUTELY. IT HAS BEEN DIFFICULT BECAUSE THE SCHOOLS HAVE A TRADITION,
IT HAS BEEN DIFFICULT BECAUSE THE SCHOOLS HAVE A TRADITION, THE PRIMARY, MIDDLE SCHOOLS, THE
THE SCHOOLS HAVE A TRADITION, THE PRIMARY, MIDDLE SCHOOLS, THE HIGH SCHOOL, THERE IS TRADITION
THE PRIMARY, MIDDLE SCHOOLS, THE HIGH SCHOOL, THERE IS TRADITION THERE.
HIGH SCHOOL, THERE IS TRADITION THERE. BUT TO MAKE THOSE DIFFICULT,
THERE. BUT TO MAKE THOSE DIFFICULT, HARD DECISIONS, YES, IT HAS BEEN
BUT TO MAKE THOSE DIFFICULT, HARD DECISIONS, YES, IT HAS BEEN VERY, VERY DIFFICULT.
HARD DECISIONS, YES, IT HAS BEEN VERY, VERY DIFFICULT. AND YOU DON'T MAKE THOSE
VERY, VERY DIFFICULT. AND YOU DON'T MAKE THOSE DECISIONS LIGHTLY.
AND YOU DON'T MAKE THOSE DECISIONS LIGHTLY. I AM A PEORIA NATIVE, AND WHEN I
DECISIONS LIGHTLY. I AM A PEORIA NATIVE, AND WHEN I WAS GROWING UP, RICHWOODS,
I AM A PEORIA NATIVE, AND WHEN I WAS GROWING UP, RICHWOODS, PEORIA HIGH, WOODRUFF, THOSE
WAS GROWING UP, RICHWOODS, PEORIA HIGH, WOODRUFF, THOSE WERE SCHOOLS WE COMPETED
PEORIA HIGH, WOODRUFF, THOSE WERE SCHOOLS WE COMPETED AGAINST.
WERE SCHOOLS WE COMPETED AGAINST. SO I UNDERSTAND THE TRADITION.
AGAINST. SO I UNDERSTAND THE TRADITION. BUT, YES, ABSOLUTELY VERY
SO I UNDERSTAND THE TRADITION. BUT, YES, ABSOLUTELY VERY DIFFICULT DECISIONS TO MAKE, BUT
BUT, YES, ABSOLUTELY VERY DIFFICULT DECISIONS TO MAKE, BUT THE BOARD NEEDS TO GET A
DIFFICULT DECISIONS TO MAKE, BUT THE BOARD NEEDS TO GET A ACCOLADES, AND THE INDIVIDUALS
THE BOARD NEEDS TO GET A ACCOLADES, AND THE INDIVIDUALS THAT SAT ON THE BOARD TO MAKE
ACCOLADES, AND THE INDIVIDUALS THAT SAT ON THE BOARD TO MAKE THOSE DECISIONS THAT MADE THOSE
THAT SAT ON THE BOARD TO MAKE THOSE DECISIONS THAT MADE THOSE HARD DECISIONS THAT THE DISTRICT
THOSE DECISIONS THAT MADE THOSE HARD DECISIONS THAT THE DISTRICT WILL REAP THE BENEFIT FROM THOSE
HARD DECISIONS THAT THE DISTRICT WILL REAP THE BENEFIT FROM THOSE DECISIONS IN YEARS TO COME.
WILL REAP THE BENEFIT FROM THOSE DECISIONS IN YEARS TO COME. >>WHILE YOU ARE CLOSING SCHOOLS,
DECISIONS IN YEARS TO COME. >>WHILE YOU ARE CLOSING SCHOOLS, CLASS SIZE IS GOING UP, AND SOME
>>WHILE YOU ARE CLOSING SCHOOLS, CLASS SIZE IS GOING UP, AND SOME TEACHERS ARE COMPLAINING ABOUT
CLASS SIZE IS GOING UP, AND SOME TEACHERS ARE COMPLAINING ABOUT CLASS SIZES, 28, 29, MAYBE 30 IN
TEACHERS ARE COMPLAINING ABOUT CLASS SIZES, 28, 29, MAYBE 30 IN SIZE.
CLASS SIZES, 28, 29, MAYBE 30 IN SIZE. CAN YOU STILL TEACH WITH 29
SIZE. CAN YOU STILL TEACH WITH 29 STUDENTS IN A CLASS?
CAN YOU STILL TEACH WITH 29 STUDENTS IN A CLASS? >> YOU KNOW, I GET CRITICIZED
STUDENTS IN A CLASS? >> YOU KNOW, I GET CRITICIZED FOR THIS BECAUSE WHAT I AM
>> YOU KNOW, I GET CRITICIZED FOR THIS BECAUSE WHAT I AM GETTING READY TO SAY I KNOW
FOR THIS BECAUSE WHAT I AM GETTING READY TO SAY I KNOW VERY, VERY WELL -- I MEAN IT IT
GETTING READY TO SAY I KNOW VERY, VERY WELL -- I MEAN IT IT IS NOT LIKE I DON'T KNOW WHAT A
VERY, VERY WELL -- I MEAN IT IT IS NOT LIKE I DON'T KNOW WHAT A LARGE CLASSROOM LOOKS LIKE.
IS NOT LIKE I DON'T KNOW WHAT A LARGE CLASSROOM LOOKS LIKE. I THINK WE WERE TALKING EARLIER
LARGE CLASSROOM LOOKS LIKE. I THINK WE WERE TALKING EARLIER WHEN I WAS IN AN THE 8 ATH GRADE
I THINK WE WERE TALKING EARLIER WHEN I WAS IN AN THE 8 ATH GRADE TEACHER, AND I THINK I HAD 38 OR
WHEN I WAS IN AN THE 8 ATH GRADE TEACHER, AND I THINK I HAD 38 OR 39 STUDENTS.
TEACHER, AND I THINK I HAD 38 OR 39 STUDENTS. I COULDN'T WALK BETWEEN THE
39 STUDENTS. I COULDN'T WALK BETWEEN THE AISLE OF THE DESK.
I COULDN'T WALK BETWEEN THE AISLE OF THE DESK. THAT'S HOW MANY KIDS WERE IN MY
AISLE OF THE DESK. THAT'S HOW MANY KIDS WERE IN MY ROOM.
THAT'S HOW MANY KIDS WERE IN MY ROOM. THE QUESTION IS CAN WE AFFORD
ROOM. THE QUESTION IS CAN WE AFFORD IT?
THE QUESTION IS CAN WE AFFORD IT? IS IT THE BEST THING -- I MEAN
IT? IS IT THE BEST THING -- I MEAN CAN WE AFFORD IT?
IS IT THE BEST THING -- I MEAN CAN WE AFFORD IT? THE ANSWER IS NO.
CAN WE AFFORD IT? THE ANSWER IS NO. WE CANNOT AFFORD TO HAVE
THE ANSWER IS NO. WE CANNOT AFFORD TO HAVE CLASSROOMS THAT ARE 15, 16 AND
WE CANNOT AFFORD TO HAVE CLASSROOMS THAT ARE 15, 16 AND 17 STUDENTS.
CLASSROOMS THAT ARE 15, 16 AND 17 STUDENTS. IS IT THE BEST FOR OUR STUDENTS
17 STUDENTS. IS IT THE BEST FOR OUR STUDENTS IN OUR POPULATION?
IS IT THE BEST FOR OUR STUDENTS IN OUR POPULATION? ABSOLUTELY.
IN OUR POPULATION? ABSOLUTELY. SMALL CLASS SIZES ARE.
ABSOLUTELY. SMALL CLASS SIZES ARE. WE DON'T PHYSICALLY HAVE THE
SMALL CLASS SIZES ARE. WE DON'T PHYSICALLY HAVE THE FINANCIAL RESERVES TO DO THAT AT
WE DON'T PHYSICALLY HAVE THE FINANCIAL RESERVES TO DO THAT AT THIS PARTICULAR POINT IN TIME.
FINANCIAL RESERVES TO DO THAT AT THIS PARTICULAR POINT IN TIME. SO WE ARE HAVING TO BE VERY
THIS PARTICULAR POINT IN TIME. SO WE ARE HAVING TO BE VERY PRACTICAL.
SO WE ARE HAVING TO BE VERY PRACTICAL. SO THE RESPONSE IS SMALL CLASS
PRACTICAL. SO THE RESPONSE IS SMALL CLASS SIZES ARE BETTER FOR OUR
SO THE RESPONSE IS SMALL CLASS SIZES ARE BETTER FOR OUR CHILDREN. THEY TRULY ARE, AND
SIZES ARE BETTER FOR OUR CHILDREN. THEY TRULY ARE, AND THIS IS ONE OF THE THINGS I TOLD
CHILDREN. THEY TRULY ARE, AND THIS IS ONE OF THE THINGS I TOLD OUR ADMINISTRATIVE CABINET A
THIS IS ONE OF THE THINGS I TOLD OUR ADMINISTRATIVE CABINET A COUPLE YEARS AGO, I SAID "FOR
OUR ADMINISTRATIVE CABINET A COUPLE YEARS AGO, I SAID "FOR THE FIRST TIME IN MY CAREER, I
COUPLE YEARS AGO, I SAID "FOR THE FIRST TIME IN MY CAREER, I WILL HAVE TO MAKE DECISION I
THE FIRST TIME IN MY CAREER, I WILL HAVE TO MAKE DECISION I KNOW MAY NOT ALWAYS BE THE BEST
WILL HAVE TO MAKE DECISION I KNOW MAY NOT ALWAYS BE THE BEST FOR CHILDREN, BUT IN THE LONG
KNOW MAY NOT ALWAYS BE THE BEST FOR CHILDREN, BUT IN THE LONG RUN, THEY ARE THE BEST FOR THE
FOR CHILDREN, BUT IN THE LONG RUN, THEY ARE THE BEST FOR THE DISTRICT, OUR COMMUNITY IN
RUN, THEY ARE THE BEST FOR THE DISTRICT, OUR COMMUNITY IN REGARDS TO GOING FORWARD."
DISTRICT, OUR COMMUNITY IN REGARDS TO GOING FORWARD." IT IS HARD FOR PEOPLE TO
REGARDS TO GOING FORWARD." IT IS HARD FOR PEOPLE TO UNDERSTAND THAT.
IT IS HARD FOR PEOPLE TO UNDERSTAND THAT. BUT YOU ARE RIGHT, H, WE NEED TO
UNDERSTAND THAT. BUT YOU ARE RIGHT, H, WE NEED TO RIGHT-SIZE THE DISTRICT.
BUT YOU ARE RIGHT, H, WE NEED TO RIGHT-SIZE THE DISTRICT. >>LET'S TALK ABOUT THE ROLE OF
RIGHT-SIZE THE DISTRICT. >>LET'S TALK ABOUT THE ROLE OF THE SCHOOL IN THE COMMUNITY.
>>LET'S TALK ABOUT THE ROLE OF THE SCHOOL IN THE COMMUNITY. YOU HAVE BEEN A BIG PROPONENT A
THE SCHOOL IN THE COMMUNITY. YOU HAVE BEEN A BIG PROPONENT A LARGER FOOTPRINT FOR GLENN OAK
YOU HAVE BEEN A BIG PROPONENT A LARGER FOOTPRINT FOR GLENN OAK AND HARRISON SCHOOLS.
LARGER FOOTPRINT FOR GLENN OAK AND HARRISON SCHOOLS. 12 ACRES AT ONE, 15 IT AT THE
AND HARRISON SCHOOLS. 12 ACRES AT ONE, 15 IT AT THE OTHER.
12 ACRES AT ONE, 15 IT AT THE OTHER. WHY SO MUCH TERRITORY FOR A NEW
OTHER. WHY SO MUCH TERRITORY FOR A NEW SCHOOL?
WHY SO MUCH TERRITORY FOR A NEW SCHOOL? >> WE KNOW SO MUCH ABOUT HOW
SCHOOL? >> WE KNOW SO MUCH ABOUT HOW YOUNG CHILDREN LEARN AND
>> WE KNOW SO MUCH ABOUT HOW YOUNG CHILDREN LEARN AND DEVELOP, AND WE KNOW THERE IS
YOUNG CHILDREN LEARN AND DEVELOP, AND WE KNOW THERE IS RESEARCH THAT DOCUMENTS AND
DEVELOP, AND WE KNOW THERE IS RESEARCH THAT DOCUMENTS AND VERIFIES THAT AN OUTDOOR SETTING
RESEARCH THAT DOCUMENTS AND VERIFIES THAT AN OUTDOOR SETTING HELPS WITH THE CHILD'S
VERIFIES THAT AN OUTDOOR SETTING HELPS WITH THE CHILD'S DISPOSITION, HIS OR HER ATTITUDE
HELPS WITH THE CHILD'S DISPOSITION, HIS OR HER ATTITUDE IN PERFORMING WELL AT SCHOOL.
DISPOSITION, HIS OR HER ATTITUDE IN PERFORMING WELL AT SCHOOL. OTHER ASPECT OF IT IS, WE WANTED
IN PERFORMING WELL AT SCHOOL. OTHER ASPECT OF IT IS, WE WANTED TO DESIGN THE OUTSIDE CAMPUS AS
OTHER ASPECT OF IT IS, WE WANTED TO DESIGN THE OUTSIDE CAMPUS AS A PART OF THE CURRICULUM, AS A
TO DESIGN THE OUTSIDE CAMPUS AS A PART OF THE CURRICULUM, AS A PART OF THE LEARNING
A PART OF THE CURRICULUM, AS A PART OF THE LEARNING ENVIRONMENT.
PART OF THE LEARNING ENVIRONMENT. GLENN OAK WILL CURRENTLY HAVE
ENVIRONMENT. GLENN OAK WILL CURRENTLY HAVE 12 ACRES, AND HARRISON, WE ARE
GLENN OAK WILL CURRENTLY HAVE 12 ACRES, AND HARRISON, WE ARE LOOKING AT 21, ALMOST 22 ACRES
12 ACRES, AND HARRISON, WE ARE LOOKING AT 21, ALMOST 22 ACRES OF CAMPUS AREA FOR STUDENTS.
LOOKING AT 21, ALMOST 22 ACRES OF CAMPUS AREA FOR STUDENTS. BUT THE OTHER PART OF THAT IS
OF CAMPUS AREA FOR STUDENTS. BUT THE OTHER PART OF THAT IS THAT THE SCHOOL IS A PART OF THE
BUT THE OTHER PART OF THAT IS THAT THE SCHOOL IS A PART OF THE COMMUNITY, AND WE ARE CALLING
THAT THE SCHOOL IS A PART OF THE COMMUNITY, AND WE ARE CALLING THESE COMMUNITY LEARNING
COMMUNITY, AND WE ARE CALLING THESE COMMUNITY LEARNING CENTERS. THESE ARE A PART OF
THESE COMMUNITY LEARNING CENTERS. THESE ARE A PART OF THE COMMUNITY.
CENTERS. THESE ARE A PART OF THE COMMUNITY. THESE ARE FOR THE COMMUNITY IN
THE COMMUNITY. THESE ARE FOR THE COMMUNITY IN THE NON-SCHOOL HOURS BECAUSE THE
THESE ARE FOR THE COMMUNITY IN THE NON-SCHOOL HOURS BECAUSE THE NEW RESEARCH TELLS US THAT A KID
THE NON-SCHOOL HOURS BECAUSE THE NEW RESEARCH TELLS US THAT A KID DOESN'T STOP LEARNING WHEN HE OR
NEW RESEARCH TELLS US THAT A KID DOESN'T STOP LEARNING WHEN HE OR SHE GOES HOME.
DOESN'T STOP LEARNING WHEN HE OR SHE GOES HOME. THEY ARE LEARNING FROM THE TIME
SHE GOES HOME. THEY ARE LEARNING FROM THE TIME THEY GET UP IN THE MORNING.
THEY ARE LEARNING FROM THE TIME THEY GET UP IN THE MORNING. SO IT BECOMES VERY IMPORTANT FOR
THEY GET UP IN THE MORNING. SO IT BECOMES VERY IMPORTANT FOR US TO PROVIDE OPPORTUNITIES FOR
SO IT BECOMES VERY IMPORTANT FOR US TO PROVIDE OPPORTUNITIES FOR CHILDREN TO STAY ENGAGED WITH
US TO PROVIDE OPPORTUNITIES FOR CHILDREN TO STAY ENGAGED WITH THE LEARNING PROCESS.
CHILDREN TO STAY ENGAGED WITH THE LEARNING PROCESS. >> LET'S SWITCH GEARS A LITTLE
THE LEARNING PROCESS. >> LET'S SWITCH GEARS A LITTLE BIT AND GO TO THIS REPORT
>> LET'S SWITCH GEARS A LITTLE BIT AND GO TO THIS REPORT BECAUSE I KNOW THIS IS IMPORTANT
BIT AND GO TO THIS REPORT BECAUSE I KNOW THIS IS IMPORTANT TO YOU.
BECAUSE I KNOW THIS IS IMPORTANT TO YOU. THIS IS A REPORT DONE BY DAVID
TO YOU. THIS IS A REPORT DONE BY DAVID CBERTLINER ARIZONA STATE
THIS IS A REPORT DONE BY DAVID CBERTLINER ARIZONA STATE UNIVERSITY.
CBERTLINER ARIZONA STATE UNIVERSITY. IT TALKS ABOUT THE SIX OUT OF
UNIVERSITY. IT TALKS ABOUT THE SIX OUT OF SCHOOL FACTORS.
IT TALKS ABOUT THE SIX OUT OF SCHOOL FACTORS. YOU WERE TALKING ABOUT COMMUNITY
SCHOOL FACTORS. YOU WERE TALKING ABOUT COMMUNITY AND ITS ROLE, INTERFACING WITH
YOU WERE TALKING ABOUT COMMUNITY AND ITS ROLE, INTERFACING WITH THE SCHOOLS.
AND ITS ROLE, INTERFACING WITH THE SCHOOLS. AND THE SIX OUT OF SCHOOL
THE SCHOOLS. AND THE SIX OUT OF SCHOOL FACTORS, THESE ARE, ACCORDING TO
AND THE SIX OUT OF SCHOOL FACTORS, THESE ARE, ACCORDING TO MR. BERNLINER, NON-GENETIC
FACTORS, THESE ARE, ACCORDING TO MR. BERNLINER, NON-GENETIC PRENATAL INFLUENCES, INADEQUATE
MR. BERNLINER, NON-GENETIC PRENATAL INFLUENCES, INADEQUATE MEDICAL CARE, FOOD INSECURITY,
PRENATAL INFLUENCES, INADEQUATE MEDICAL CARE, FOOD INSECURITY, NEIGHBORHOOD CHARACTERISTICS,
MEDICAL CARE, FOOD INSECURITY, NEIGHBORHOOD CHARACTERISTICS, FAMILY RELATIONS, FAMILY STRESS,
NEIGHBORHOOD CHARACTERISTICS, FAMILY RELATIONS, FAMILY STRESS, AND PHYSICAL SOCIOLOGICAL
FAMILY RELATIONS, FAMILY STRESS, AND PHYSICAL SOCIOLOGICAL FACTORS.
AND PHYSICAL SOCIOLOGICAL FACTORS. SO WE HAVE NO CHILD LEFT BEHIND,
FACTORS. SO WE HAVE NO CHILD LEFT BEHIND, AND IT FOCUSES ON MATH, ENGLISH,
SO WE HAVE NO CHILD LEFT BEHIND, AND IT FOCUSES ON MATH, ENGLISH, A LITTLE BIT ON SCIENCE.
AND IT FOCUSES ON MATH, ENGLISH, A LITTLE BIT ON SCIENCE. YOU NEED TO HAVE TEST RESULTS,
A LITTLE BIT ON SCIENCE. YOU NEED TO HAVE TEST RESULTS, THOSE GO UP 7.5% A YEAR IN TERMS
YOU NEED TO HAVE TEST RESULTS, THOSE GO UP 7.5% A YEAR IN TERMS OF HAVING TO STAY OFF THE WATCH
THOSE GO UP 7.5% A YEAR IN TERMS OF HAVING TO STAY OFF THE WATCH LIST, AND, YET, NO CHILD LEFT
OF HAVING TO STAY OFF THE WATCH LIST, AND, YET, NO CHILD LEFT BEHIND FROM WHAT I HAVE READ
LIST, AND, YET, NO CHILD LEFT BEHIND FROM WHAT I HAVE READ REALLY DOESN'T SUBSTANTIALLY
BEHIND FROM WHAT I HAVE READ REALLY DOESN'T SUBSTANTIALLY ADDRESS THESE OUT OF SCHOOL
REALLY DOESN'T SUBSTANTIALLY ADDRESS THESE OUT OF SCHOOL FACTORS.
ADDRESS THESE OUT OF SCHOOL FACTORS. >> UH-HUH.
FACTORS. >> UH-HUH. >>HOW DO THOSE INTERFACE?
>> UH-HUH. >>HOW DO THOSE INTERFACE? >> WELL, THE NO CHILD LEFT
>>HOW DO THOSE INTERFACE? >> WELL, THE NO CHILD LEFT BEHIND DICTATES BASICALLY ARE
>> WELL, THE NO CHILD LEFT BEHIND DICTATES BASICALLY ARE ASKING SCHOOL SYSTEMS TO ADDRESS
BEHIND DICTATES BASICALLY ARE ASKING SCHOOL SYSTEMS TO ADDRESS ALL ASPECTS OF THEIR POPULATIONS
ASKING SCHOOL SYSTEMS TO ADDRESS ALL ASPECTS OF THEIR POPULATIONS IN THEIR SCHOOL ENVIRONMENT
ALL ASPECTS OF THEIR POPULATIONS IN THEIR SCHOOL ENVIRONMENT WHICH IS THE RIGHT THING TO DO.
IN THEIR SCHOOL ENVIRONMENT WHICH IS THE RIGHT THING TO DO. IT IS THE GOOD THING TO DO.
WHICH IS THE RIGHT THING TO DO. IT IS THE GOOD THING TO DO. AND IT IS ASKING SCHOOLS THAT
IT IS THE GOOD THING TO DO. AND IT IS ASKING SCHOOLS THAT ARE NOT PERFORMING TO A LEVEL
AND IT IS ASKING SCHOOLS THAT ARE NOT PERFORMING TO A LEVEL THAT THEY SHOULD TO RISE TO
ARE NOT PERFORMING TO A LEVEL THAT THEY SHOULD TO RISE TO THOSE LEVELS.
THAT THEY SHOULD TO RISE TO THOSE LEVELS. BUT WHAT MAKES IT HARD FOR MANY
THOSE LEVELS. BUT WHAT MAKES IT HARD FOR MANY EDUCATORS, AND IT USED TO BE
BUT WHAT MAKES IT HARD FOR MANY EDUCATORS, AND IT USED TO BE THAT YOU WOULD PARTICULARLY TALK
EDUCATORS, AND IT USED TO BE THAT YOU WOULD PARTICULARLY TALK ABOUT URBAN EDUCATION, BUT IT IS
THAT YOU WOULD PARTICULARLY TALK ABOUT URBAN EDUCATION, BUT IT IS ALSO FOR RURAL EDUCATION, TOO,
ABOUT URBAN EDUCATION, BUT IT IS ALSO FOR RURAL EDUCATION, TOO, IS THAT IT THERE ARE OUT OF
ALSO FOR RURAL EDUCATION, TOO, IS THAT IT THERE ARE OUT OF SCHOOL FACTORS THAT CLIFF IMPACT
IS THAT IT THERE ARE OUT OF SCHOOL FACTORS THAT CLIFF IMPACT THE DEVELOPMENT AND PERFORMANCE
SCHOOL FACTORS THAT CLIFF IMPACT THE DEVELOPMENT AND PERFORMANCE OF STUDENTS IN SCHOOL.
THE DEVELOPMENT AND PERFORMANCE OF STUDENTS IN SCHOOL. IN OUR COUNTRY, WE ARE NOT
OF STUDENTS IN SCHOOL. IN OUR COUNTRY, WE ARE NOT RECOGNIZING THAT.
IN OUR COUNTRY, WE ARE NOT RECOGNIZING THAT. WE ARE PUTTING ALL OF THE
RECOGNIZING THAT. WE ARE PUTTING ALL OF THE RESPONSIBILITY ON THE SCHOOL
WE ARE PUTTING ALL OF THE RESPONSIBILITY ON THE SCHOOL WHEN IN REALITY IT IS A
RESPONSIBILITY ON THE SCHOOL WHEN IN REALITY IT IS A COMMUNITY, IT IS A FAMILY, IT IS
WHEN IN REALITY IT IS A COMMUNITY, IT IS A FAMILY, IT IS ALL OF OUR CONCERN.
COMMUNITY, IT IS A FAMILY, IT IS ALL OF OUR CONCERN. EARLIER TODAY, I ATTENDED A
ALL OF OUR CONCERN. EARLIER TODAY, I ATTENDED A MEETING WITH MR. BRIDE FROM THE
EARLIER TODAY, I ATTENDED A MEETING WITH MR. BRIDE FROM THE COMMUNITY ACTION AGENCY.
MEETING WITH MR. BRIDE FROM THE COMMUNITY ACTION AGENCY. HE USED A TERM THAT HE SAID WE
COMMUNITY ACTION AGENCY. HE USED A TERM THAT HE SAID WE WENT TO THE PROMISE NEIGHBORHOOD
HE USED A TERM THAT HE SAID WE WENT TO THE PROMISE NEIGHBORHOOD CONFERENCE IN NEW YORK CITY LAST
WENT TO THE PROMISE NEIGHBORHOOD CONFERENCE IN NEW YORK CITY LAST WEEK, AND WE HAVE STUDENTS
CONFERENCE IN NEW YORK CITY LAST WEEK, AND WE HAVE STUDENTS COMING TO OUR SCHOOLS WHO ARE
WEEK, AND WE HAVE STUDENTS COMING TO OUR SCHOOLS WHO ARE ILL, COMING FROM ILL
COMING TO OUR SCHOOLS WHO ARE ILL, COMING FROM ILL NEIGHBORHOODS, AND THEN WE
ILL, COMING FROM ILL NEIGHBORHOODS, AND THEN WE EXPECT THEM TO PERFORM JUST LIKE
NEIGHBORHOODS, AND THEN WE EXPECT THEM TO PERFORM JUST LIKE ANY OTHER KID WHO IS COMING FROM
EXPECT THEM TO PERFORM JUST LIKE ANY OTHER KID WHO IS COMING FROM AN ENVIRONMENT THAT DOESN'T
ANY OTHER KID WHO IS COMING FROM AN ENVIRONMENT THAT DOESN'T NECESSARILY HAVE THAT
AN ENVIRONMENT THAT DOESN'T NECESSARILY HAVE THAT PARTICULAR -- THOSE PARTICULAR
NECESSARILY HAVE THAT PARTICULAR -- THOSE PARTICULAR ISSUES.
PARTICULAR -- THOSE PARTICULAR ISSUES. I DON'T BELIEVE EDUCATORS ACROSS
ISSUES. I DON'T BELIEVE EDUCATORS ACROSS THIS COUNTRY ARE MAKING ANY
I DON'T BELIEVE EDUCATORS ACROSS THIS COUNTRY ARE MAKING ANY EXCUSES.
THIS COUNTRY ARE MAKING ANY EXCUSES. WE HAVE A RESPONSIBILITY IF WE
EXCUSES. WE HAVE A RESPONSIBILITY IF WE DON'T DO WHAT WE NEED TO DO TO
WE HAVE A RESPONSIBILITY IF WE DON'T DO WHAT WE NEED TO DO TO SEE TO IT OUR CHILDREN ARE
DON'T DO WHAT WE NEED TO DO TO SEE TO IT OUR CHILDREN ARE LEARNING, THEN WE ARE
SEE TO IT OUR CHILDREN ARE LEARNING, THEN WE ARE RESPONSIBLE.
LEARNING, THEN WE ARE RESPONSIBLE. BUT AT THE VERY SAME TIME, TO
RESPONSIBLE. BUT AT THE VERY SAME TIME, TO EVEN THE PLAYING FIELD OR TO
BUT AT THE VERY SAME TIME, TO EVEN THE PLAYING FIELD OR TO GIVE THOSE EDUCATORS WHO ARE
EVEN THE PLAYING FIELD OR TO GIVE THOSE EDUCATORS WHO ARE COMMITTED AND WHO DO LOVE
GIVE THOSE EDUCATORS WHO ARE COMMITTED AND WHO DO LOVE CHILDREN, WHO CARE FOR KIDS, AN
COMMITTED AND WHO DO LOVE CHILDREN, WHO CARE FOR KIDS, AN OPPORTUNITY OR A CHANCE -- I
CHILDREN, WHO CARE FOR KIDS, AN OPPORTUNITY OR A CHANCE -- I MEAN IF YOU HAVE GOT KIDS WHO
OPPORTUNITY OR A CHANCE -- I MEAN IF YOU HAVE GOT KIDS WHO ARE HUNGRY, KIDS WHO ARE SICK OR
MEAN IF YOU HAVE GOT KIDS WHO ARE HUNGRY, KIDS WHO ARE SICK OR KIDS WHO HAVE SEEN MAJOR
ARE HUNGRY, KIDS WHO ARE SICK OR KIDS WHO HAVE SEEN MAJOR VIOLENCE, AND YOU ASK THEM TO
KIDS WHO HAVE SEEN MAJOR VIOLENCE, AND YOU ASK THEM TO ENGAGE IN AN ACADEMIC
VIOLENCE, AND YOU ASK THEM TO ENGAGE IN AN ACADEMIC PERFORMANCE -- ENDEAVOR RATHER,
ENGAGE IN AN ACADEMIC PERFORMANCE -- ENDEAVOR RATHER, AND THEIR MINDS AND THEIR
PERFORMANCE -- ENDEAVOR RATHER, AND THEIR MINDS AND THEIR SPIRITS ARE SOME PLACE ELSE.
AND THEIR MINDS AND THEIR SPIRITS ARE SOME PLACE ELSE. IT BECOMES VERY DAUNTING AND
SPIRITS ARE SOME PLACE ELSE. IT BECOMES VERY DAUNTING AND CHALLENGING FOR THAT EDUCATOR.
IT BECOMES VERY DAUNTING AND CHALLENGING FOR THAT EDUCATOR. ITS NOT MAKING EXCUSES, BUT THE
CHALLENGING FOR THAT EDUCATOR. ITS NOT MAKING EXCUSES, BUT THE REALITY OF IT IS IS THAT AND
ITS NOT MAKING EXCUSES, BUT THE REALITY OF IT IS IS THAT AND THIS IS THE HARD PART THAT WE,
REALITY OF IT IS IS THAT AND THIS IS THE HARD PART THAT WE, AS A COUNTRY, WE HAVE TO
THIS IS THE HARD PART THAT WE, AS A COUNTRY, WE HAVE TO UNDERSTAND AND PUT OUR ARMS
AS A COUNTRY, WE HAVE TO UNDERSTAND AND PUT OUR ARMS AROUND AND RESOLVE, IT IT DOES
UNDERSTAND AND PUT OUR ARMS AROUND AND RESOLVE, IT IT DOES IMPACT LEARNING.
AROUND AND RESOLVE, IT IT DOES IMPACT LEARNING. NOW IN SITUATIONS, IT IS
IMPACT LEARNING. NOW IN SITUATIONS, IT IS OVERCOME.
NOW IN SITUATIONS, IT IS OVERCOME. YOU HAVE SCHOOLS THAT ARE ABLE
OVERCOME. YOU HAVE SCHOOLS THAT ARE ABLE TO OVERCOME THOSE SITUATIONS.
YOU HAVE SCHOOLS THAT ARE ABLE TO OVERCOME THOSE SITUATIONS. A GOOD EXAMPLE OF THAT IS THE
TO OVERCOME THOSE SITUATIONS. A GOOD EXAMPLE OF THAT IS THE CONFERENCE WE WENT TO IN NEW
A GOOD EXAMPLE OF THAT IS THE CONFERENCE WE WENT TO IN NEW YORK CITY CALLED THE PROMISE
CONFERENCE WE WENT TO IN NEW YORK CITY CALLED THE PROMISE NEIGHBORHOOD CONFERENCE,
YORK CITY CALLED THE PROMISE NEIGHBORHOOD CONFERENCE, BASICALLY 20 COMMUNITIES ACROSS
NEIGHBORHOOD CONFERENCE, BASICALLY 20 COMMUNITIES ACROSS THE COUNTRY WILL HAVE THE
BASICALLY 20 COMMUNITIES ACROSS THE COUNTRY WILL HAVE THE OPPORTUNITY TO BE WELL FUNDED TO
THE COUNTRY WILL HAVE THE OPPORTUNITY TO BE WELL FUNDED TO PROVIDE A NETWORK OF SERVICES OF
OPPORTUNITY TO BE WELL FUNDED TO PROVIDE A NETWORK OF SERVICES OF SUPPORTS IN PLACE THAT -- SO
PROVIDE A NETWORK OF SERVICES OF SUPPORTS IN PLACE THAT -- SO FROM THE TIME A CHILD IS BORN IN
SUPPORTS IN PLACE THAT -- SO FROM THE TIME A CHILD IS BORN IN A GIVEN PORTION OF A COMMUNITY,
FROM THE TIME A CHILD IS BORN IN A GIVEN PORTION OF A COMMUNITY, LIKE JEFFERY CANADA IS DOING IN
A GIVEN PORTION OF A COMMUNITY, LIKE JEFFERY CANADA IS DOING IN HARLEM, THEY ARE ALMOST INSURED
LIKE JEFFERY CANADA IS DOING IN HARLEM, THEY ARE ALMOST INSURED OF BEING SUCCESSFUL IN LIFE
HARLEM, THEY ARE ALMOST INSURED OF BEING SUCCESSFUL IN LIFE BECAUSE ALL OF THE RESOURCES AND
OF BEING SUCCESSFUL IN LIFE BECAUSE ALL OF THE RESOURCES AND THE SUPPORTS AND INFORMATION
BECAUSE ALL OF THE RESOURCES AND THE SUPPORTS AND INFORMATION THAT NEEDS TO BE THERE FOR THE
THE SUPPORTS AND INFORMATION THAT NEEDS TO BE THERE FOR THE PARENTS AND THE COMMUNITY TO
THAT NEEDS TO BE THERE FOR THE PARENTS AND THE COMMUNITY TO SUPPORT THAT CHILD IN HIS OR HER
PARENTS AND THE COMMUNITY TO SUPPORT THAT CHILD IN HIS OR HER ENDEAVOR, THEY ARE PUT IN PLACE.
SUPPORT THAT CHILD IN HIS OR HER ENDEAVOR, THEY ARE PUT IN PLACE. THE GOAL OF THE PROGRAM IS TO
ENDEAVOR, THEY ARE PUT IN PLACE. THE GOAL OF THE PROGRAM IS TO SEE TO IT THAT KIDS GO THROUGH
THE GOAL OF THE PROGRAM IS TO SEE TO IT THAT KIDS GO THROUGH SCHOOL, GRADUATE FROM COLLEGE
SEE TO IT THAT KIDS GO THROUGH SCHOOL, GRADUATE FROM COLLEGE AND BECOME SUCCESSFUL.
SCHOOL, GRADUATE FROM COLLEGE AND BECOME SUCCESSFUL. TO DO THAT, THEY ARE LOOKING AT
AND BECOME SUCCESSFUL. TO DO THAT, THEY ARE LOOKING AT THE HEALTH, THEY ARE LOOKING AT
TO DO THAT, THEY ARE LOOKING AT THE HEALTH, THEY ARE LOOKING AT NUTRITION, THEY ARE LOOKING AT
THE HEALTH, THEY ARE LOOKING AT NUTRITION, THEY ARE LOOKING AT THE SAFETY OF THE NEIGHBORHOOD.
NUTRITION, THEY ARE LOOKING AT THE SAFETY OF THE NEIGHBORHOOD. THEY ARE LOOKING AT THE WHOLE
THE SAFETY OF THE NEIGHBORHOOD. THEY ARE LOOKING AT THE WHOLE PICTURE BECAUSE THEY KNOW IT ALL
THEY ARE LOOKING AT THE WHOLE PICTURE BECAUSE THEY KNOW IT ALL COMES TOGETHER.
PICTURE BECAUSE THEY KNOW IT ALL COMES TOGETHER. >>WHAT IS THE OPPORTUNITY THAT
COMES TOGETHER. >>WHAT IS THE OPPORTUNITY THAT DISTRICT 150 PARTICIPATE PATTS
>>WHAT IS THE OPPORTUNITY THAT DISTRICT 150 PARTICIPATE PATTS IN THIS?
DISTRICT 150 PARTICIPATE PATTS IN THIS? >> WELL, I WENT AS A
IN THIS? >> WELL, I WENT AS A REPRESENTATIVE, EVEN THOUGH MY
>> WELL, I WENT AS A REPRESENTATIVE, EVEN THOUGH MY TIME IS SHORT, I WILL STILL BE
REPRESENTATIVE, EVEN THOUGH MY TIME IS SHORT, I WILL STILL BE INVOLVED IN THAT.
TIME IS SHORT, I WILL STILL BE INVOLVED IN THAT. WE HAD REPRESENTATIVES FROM THE
INVOLVED IN THAT. WE HAD REPRESENTATIVES FROM THE CITY OF PEORIA, FROM THE
WE HAD REPRESENTATIVES FROM THE CITY OF PEORIA, FROM THE HEARTLAND CLINIC.
CITY OF PEORIA, FROM THE HEARTLAND CLINIC. WE HAD FROM THE PEORIA AREA
HEARTLAND CLINIC. WE HAD FROM THE PEORIA AREA COMMUNITY FOUNDATION.
WE HAD FROM THE PEORIA AREA COMMUNITY FOUNDATION. WE ARE GOING TO GO AFTER IT, AND
COMMUNITY FOUNDATION. WE ARE GOING TO GO AFTER IT, AND WE FEEL AS IF WE WERE GOT A GOOD
WE ARE GOING TO GO AFTER IT, AND WE FEEL AS IF WE WERE GOT A GOOD CHANCE TO BE CONSIDERED AS ONE
WE FEEL AS IF WE WERE GOT A GOOD CHANCE TO BE CONSIDERED AS ONE OF THOSE 20 COMMUNITIES OVER I
CHANCE TO BE CONSIDERED AS ONE OF THOSE 20 COMMUNITIES OVER I THINK A HUNDRED -- NO, I THINK
OF THOSE 20 COMMUNITIES OVER I THINK A HUNDRED -- NO, I THINK OVER 104 COMMUNE IT TIS WERE
THINK A HUNDRED -- NO, I THINK OVER 104 COMMUNE IT TIS WERE THERE, AND THEY DID NOT KNOW THE
OVER 104 COMMUNE IT TIS WERE THERE, AND THEY DID NOT KNOW THE RESPONSE WAS GOING TO BE AS
THERE, AND THEY DID NOT KNOW THE RESPONSE WAS GOING TO BE AS GREAT AS IT WAS.
RESPONSE WAS GOING TO BE AS GREAT AS IT WAS. IF I HAVE MY INFORMATION
GREAT AS IT WAS. IF I HAVE MY INFORMATION CORRECT, THEY TURNED AWAY 400
IF I HAVE MY INFORMATION CORRECT, THEY TURNED AWAY 400 OTHERS.
CORRECT, THEY TURNED AWAY 400 OTHERS. >> TIMETABLE WHEN WE MIGHT FIND
OTHERS. >> TIMETABLE WHEN WE MIGHT FIND OUT?
>> TIMETABLE WHEN WE MIGHT FIND OUT? >> OH, YEAH, IT WILL HAPPEN
OUT? >> OH, YEAH, IT WILL HAPPEN QUICKIE.
>> OH, YEAH, IT WILL HAPPEN QUICKIE. RFP IS EXPECTED TO COME OUT IN
QUICKIE. RFP IS EXPECTED TO COME OUT IN THE SPRING OF 2010.
RFP IS EXPECTED TO COME OUT IN THE SPRING OF 2010. A AND THE AWARDEES WILL BE A
THE SPRING OF 2010. A AND THE AWARDEES WILL BE A NOTIFIED A FEW MONTHS AFTER
A AND THE AWARDEES WILL BE A NOTIFIED A FEW MONTHS AFTER THAT.
NOTIFIED A FEW MONTHS AFTER THAT. PROBABLY BEFORE SUMMER OF 2010,
THAT. PROBABLY BEFORE SUMMER OF 2010, AND THEN THE P WAY THE GRANT
PROBABLY BEFORE SUMMER OF 2010, AND THEN THE P WAY THE GRANT GOES, IF WE ARE BLESSED AND
AND THEN THE P WAY THE GRANT GOES, IF WE ARE BLESSED AND FORTUNATE ENOUGH TO GET IT, IT
GOES, IF WE ARE BLESSED AND FORTUNATE ENOUGH TO GET IT, IT IS A $500,000 ONE YEAR PLANNING
FORTUNATE ENOUGH TO GET IT, IT IS A $500,000 ONE YEAR PLANNING GRANT.
IS A $500,000 ONE YEAR PLANNING GRANT. THEN THEY EXPECT IMPLEMENTATION
GRANT. THEN THEY EXPECT IMPLEMENTATION TO BEGIN IN 2010, AND THE
THEN THEY EXPECT IMPLEMENTATION TO BEGIN IN 2010, AND THE CONTINUATION OF THE GRANT WOULD
TO BEGIN IN 2010, AND THE CONTINUATION OF THE GRANT WOULD GO ON FOR A NUMBER OF YEARS.
CONTINUATION OF THE GRANT WOULD GO ON FOR A NUMBER OF YEARS. >>I ASSUME THAT THE OF COMMUNITY
GO ON FOR A NUMBER OF YEARS. >>I ASSUME THAT THE OF COMMUNITY INVOLVEMENT GLENN OAK AND
>>I ASSUME THAT THE OF COMMUNITY INVOLVEMENT GLENN OAK AND HARRISON SCHOOLS NEW DESIGN FITS
INVOLVEMENT GLENN OAK AND HARRISON SCHOOLS NEW DESIGN FITS INTO THIS STUDY.
HARRISON SCHOOLS NEW DESIGN FITS INTO THIS STUDY. >>ABSOLUTELY.
INTO THIS STUDY. >>ABSOLUTELY. >>THAT WE ARE TALKING ABOUT, THE
>>ABSOLUTELY. >>THAT WE ARE TALKING ABOUT, THE WHOLE NES OF THE CHILD.
>>THAT WE ARE TALKING ABOUT, THE WHOLE NES OF THE CHILD. >>H, I AM SO GLAD YOU HAVE SAID
WHOLE NES OF THE CHILD. >>H, I AM SO GLAD YOU HAVE SAID THAT.
>>H, I AM SO GLAD YOU HAVE SAID THAT. WHAT WE LEARNED FROM THE VELESCA
THAT. WHAT WE LEARNED FROM THE VELESCA HINTON CENTER, THE THEORY BEHIND
WHAT WE LEARNED FROM THE VELESCA HINTON CENTER, THE THEORY BEHIND THAT IS IF YOU PROVIDE A GOOD
HINTON CENTER, THE THEORY BEHIND THAT IS IF YOU PROVIDE A GOOD EXPERIENCE FOR STUDENTS WHO ARE
THAT IS IF YOU PROVIDE A GOOD EXPERIENCE FOR STUDENTS WHO ARE COMING FROM LOW INCOME OR
EXPERIENCE FOR STUDENTS WHO ARE COMING FROM LOW INCOME OR MINORITY FAMILIES, THEY CAN AND
COMING FROM LOW INCOME OR MINORITY FAMILIES, THEY CAN AND WILL DO AS WELL AS ANYONE ELSE.
MINORITY FAMILIES, THEY CAN AND WILL DO AS WELL AS ANYONE ELSE. IN THE FIVE YEAR LONGITUDINAL
WILL DO AS WELL AS ANYONE ELSE. IN THE FIVE YEAR LONGITUDINAL STUDY SHOWED THAT, AND THE
IN THE FIVE YEAR LONGITUDINAL STUDY SHOWED THAT, AND THE CHILDREN ARE DOING EXTREMELY
STUDY SHOWED THAT, AND THE CHILDREN ARE DOING EXTREMELY WELL.
CHILDREN ARE DOING EXTREMELY WELL. WE TOOK THAT PARTICULAR CONCEPT,
WELL. WE TOOK THAT PARTICULAR CONCEPT, AND WE BUILT THAT INTO WHAT ALL
WE TOOK THAT PARTICULAR CONCEPT, AND WE BUILT THAT INTO WHAT ALL THE NEW INFORMATION IS OUT
AND WE BUILT THAT INTO WHAT ALL THE NEW INFORMATION IS OUT THEREABOUT HOW CHILDREN LEARN
THE NEW INFORMATION IS OUT THEREABOUT HOW CHILDREN LEARN AND DEVELOP, AND WE HAVE A
THEREABOUT HOW CHILDREN LEARN AND DEVELOP, AND WE HAVE A MICROCOSM OF WHAT WE JUST TALKED
AND DEVELOP, AND WE HAVE A MICROCOSM OF WHAT WE JUST TALKED ABOUT.
MICROCOSM OF WHAT WE JUST TALKED ABOUT. WHEN DR. HELM FOUND OUT ABOUT
ABOUT. WHEN DR. HELM FOUND OUT ABOUT THE PROMISE NEIGHBORHOODS, SHE
WHEN DR. HELM FOUND OUT ABOUT THE PROMISE NEIGHBORHOODS, SHE SAID "KEN, THIS IS WHAT WE ARE
THE PROMISE NEIGHBORHOODS, SHE SAID "KEN, THIS IS WHAT WE ARE DOING IN THE HARLEM CHILDREN'S
SAID "KEN, THIS IS WHAT WE ARE DOING IN THE HARLEM CHILDREN'S ZONE.
DOING IN THE HARLEM CHILDREN'S ZONE. THEY ARE DOING THE SAME THING,
ZONE. THEY ARE DOING THE SAME THING, BUT WE HAVE THE OPPORTUNITY TO
THEY ARE DOING THE SAME THING, BUT WE HAVE THE OPPORTUNITY TO EXPAND IT ACROSS THE
BUT WE HAVE THE OPPORTUNITY TO EXPAND IT ACROSS THE NEIGHBORHOOD FOR MANY BLOCKS
EXPAND IT ACROSS THE NEIGHBORHOOD FOR MANY BLOCKS AROUND."
NEIGHBORHOOD FOR MANY BLOCKS AROUND." >>REFERENCE TO DR. HELM,
AROUND." >>REFERENCE TO DR. HELM, DR. JUDY HELM, A CONSULTANT TO
>>REFERENCE TO DR. HELM, DR. JUDY HELM, A CONSULTANT TO SCHOOLS ACROSS THE COUNTRY.
DR. JUDY HELM, A CONSULTANT TO SCHOOLS ACROSS THE COUNTRY. LET ME READ A QUOTE FROM BAB
SCHOOLS ACROSS THE COUNTRY. LET ME READ A QUOTE FROM BAB DARLING AND ASK YOU A QUESTION
LET ME READ A QUOTE FROM BAB DARLING AND ASK YOU A QUESTION FROM THAT.
DARLING AND ASK YOU A QUESTION FROM THAT. BOB DARLING IS PRESIDENT OF
FROM THAT. BOB DARLING IS PRESIDENT OF FEDERATION OF TEACHERS.
BOB DARLING IS PRESIDENT OF FEDERATION OF TEACHERS. >>WE ARE LACKING A VISION OF
FEDERATION OF TEACHERS. >>WE ARE LACKING A VISION OF WHERE WE ARE GOING.
>>WE ARE LACKING A VISION OF WHERE WE ARE GOING. I HOPE NEW LEADERSHIP WILL
WHERE WE ARE GOING. I HOPE NEW LEADERSHIP WILL PROVIDE THAT.
I HOPE NEW LEADERSHIP WILL PROVIDE THAT. WITH THAT AS BACKDROP, YOU, A
PROVIDE THAT. WITH THAT AS BACKDROP, YOU, A AND NOBODY WHO KNOWS YOU YOU
WITH THAT AS BACKDROP, YOU, A AND NOBODY WHO KNOWS YOU YOU KNOWS YOUR HE DEDICATION TO
AND NOBODY WHO KNOWS YOU YOU KNOWS YOUR HE DEDICATION TO CHILDREN.
KNOWS YOUR HE DEDICATION TO CHILDREN. I DON'T THINK ANYONE QUESTIONS
CHILDREN. I DON'T THINK ANYONE QUESTIONS THAT.
I DON'T THINK ANYONE QUESTIONS THAT. BUT WHEN YOU SWITCHED FROM BEING
THAT. BUT WHEN YOU SWITCHED FROM BEING EDUCATOR TO BEING ADMINISTRATOR
BUT WHEN YOU SWITCHED FROM BEING EDUCATOR TO BEING ADMINISTRATOR IN THE LAST EIGHT YEARS OR SO,
EDUCATOR TO BEING ADMINISTRATOR IN THE LAST EIGHT YEARS OR SO, DID THAT -- DID YOU FIND
IN THE LAST EIGHT YEARS OR SO, DID THAT -- DID YOU FIND YOURSELF REMOVED AND I WILL
DID THAT -- DID YOU FIND YOURSELF REMOVED AND I WILL ALLOW YOU IT TO RESPOND TO
YOURSELF REMOVED AND I WILL ALLOW YOU IT TO RESPOND TO MR. DARLING'S COMMENTS.
ALLOW YOU IT TO RESPOND TO MR. DARLING'S COMMENTS. WAS THAT -- HAS THAT BEEN IT
MR. DARLING'S COMMENTS. WAS THAT -- HAS THAT BEEN IT TOUGH FOR YOU?
WAS THAT -- HAS THAT BEEN IT TOUGH FOR YOU? >> NO.
TOUGH FOR YOU? >> NO. NO.
>> NO. NO. THAT COMMENT -- I MEAN, IT HAS
NO. THAT COMMENT -- I MEAN, IT HAS BEEN DIFFICULT FOR ME IN REGARDS
THAT COMMENT -- I MEAN, IT HAS BEEN DIFFICULT FOR ME IN REGARDS THE INITIAL HEART OF THE
BEEN DIFFICULT FOR ME IN REGARDS THE INITIAL HEART OF THE QUESTION, BEING REMOVED AWAY
THE INITIAL HEART OF THE QUESTION, BEING REMOVED AWAY FROM THE CHILDREN.
QUESTION, BEING REMOVED AWAY FROM THE CHILDREN. THAT'S BEEN EXTREMELY DIFFICULT
FROM THE CHILDREN. THAT'S BEEN EXTREMELY DIFFICULT IN THE SENSE THAT THERE IS NO
THAT'S BEEN EXTREMELY DIFFICULT IN THE SENSE THAT THERE IS NO IMMEDIATE SI, IN OTHER WORDS,
IN THE SENSE THAT THERE IS NO IMMEDIATE SI, IN OTHER WORDS, YOU CANNOT SEE YOUR IMMEDIATE
IMMEDIATE SI, IN OTHER WORDS, YOU CANNOT SEE YOUR IMMEDIATE YOU OUTCOME OR THE RESULTS OF
YOU CANNOT SEE YOUR IMMEDIATE YOU OUTCOME OR THE RESULTS OF WHAT YOU HAVE DONE IN REGARDS TO
YOU OUTCOME OR THE RESULTS OF WHAT YOU HAVE DONE IN REGARDS TO WORKING WITH CHILDREN OR PARENTS
WHAT YOU HAVE DONE IN REGARDS TO WORKING WITH CHILDREN OR PARENTS OR FAMILIES OR TEACHERS.
WORKING WITH CHILDREN OR PARENTS OR FAMILIES OR TEACHERS. THAT'S REMOVED, AND YOU ARE
OR FAMILIES OR TEACHERS. THAT'S REMOVED, AND YOU ARE DISTANCED FROM THAT.
THAT'S REMOVED, AND YOU ARE DISTANCED FROM THAT. THAT HAS BEEN HARD ADJUSTMENT TO
DISTANCED FROM THAT. THAT HAS BEEN HARD ADJUSTMENT TO TAKE.
THAT HAS BEEN HARD ADJUSTMENT TO TAKE. MOST OF MY WORK AND INTERACTIONS
TAKE. MOST OF MY WORK AND INTERACTIONS OCCUR WITH ADULTS, AND ISSUES
MOST OF MY WORK AND INTERACTIONS OCCUR WITH ADULTS, AND ISSUES THAT CONCERN THOSE ADULTS OR
OCCUR WITH ADULTS, AND ISSUES THAT CONCERN THOSE ADULTS OR ISSUES THAT CONCERN THE DISTRICT
THAT CONCERN THOSE ADULTS OR ISSUES THAT CONCERN THE DISTRICT AND MANY OF THEM ARE REMOVED
ISSUES THAT CONCERN THE DISTRICT AND MANY OF THEM ARE REMOVED FROM CHILDREN, BUT IN REGARDS TO
AND MANY OF THEM ARE REMOVED FROM CHILDREN, BUT IN REGARDS TO MR. DARLING'S COMMENT WHO I
FROM CHILDREN, BUT IN REGARDS TO MR. DARLING'S COMMENT WHO I RESPECT AND REALLY LIKE.
MR. DARLING'S COMMENT WHO I RESPECT AND REALLY LIKE. HE IS A GOOD GUY.
RESPECT AND REALLY LIKE. HE IS A GOOD GUY. ANYONE WHO KNOWS ME, THEY WILL
HE IS A GOOD GUY. ANYONE WHO KNOWS ME, THEY WILL ALWAYS TELL YOU FROM THE TIME I
ANYONE WHO KNOWS ME, THEY WILL ALWAYS TELL YOU FROM THE TIME I WAS A KID, THEY KNOW THAT I HAVE
ALWAYS TELL YOU FROM THE TIME I WAS A KID, THEY KNOW THAT I HAVE VISION IN REGARDS TO SEEING
WAS A KID, THEY KNOW THAT I HAVE VISION IN REGARDS TO SEEING THINGS IN ADVANCE IN REGARDS TO
VISION IN REGARDS TO SEEING THINGS IN ADVANCE IN REGARDS TO HOW IT COULD BE.
THINGS IN ADVANCE IN REGARDS TO HOW IT COULD BE. WE WERE CRITICIZED FOR MANY
HOW IT COULD BE. WE WERE CRITICIZED FOR MANY THINGS IN REGARDS TO CORPORAL
WE WERE CRITICIZED FOR MANY THINGS IN REGARDS TO CORPORAL PUNISHMENT.
THINGS IN REGARDS TO CORPORAL PUNISHMENT. I BELIEVE WE WERE THE FIRST
PUNISHMENT. I BELIEVE WE WERE THE FIRST SCHOOL IN THE DISTRICT TO STOP
I BELIEVE WE WERE THE FIRST SCHOOL IN THE DISTRICT TO STOP DOING THAT.
SCHOOL IN THE DISTRICT TO STOP DOING THAT. WE DID IT FOR A DIFFERENT REASON
DOING THAT. WE DID IT FOR A DIFFERENT REASON AT OUR SCHOOL.
WE DID IT FOR A DIFFERENT REASON AT OUR SCHOOL. TECHNOLOGY, WE BROUGHT IN OUR
AT OUR SCHOOL. TECHNOLOGY, WE BROUGHT IN OUR COMPUTER -- I THINK WE WERE ONE
TECHNOLOGY, WE BROUGHT IN OUR COMPUTER -- I THINK WE WERE ONE OF THE FIRST GRADE SCHOOLS OR
COMPUTER -- I THINK WE WERE ONE OF THE FIRST GRADE SCHOOLS OR SCHOOLS TO HAVE A COMPUTER LAB
OF THE FIRST GRADE SCHOOLS OR SCHOOLS TO HAVE A COMPUTER LAB AT HARRISON.
SCHOOLS TO HAVE A COMPUTER LAB AT HARRISON. SO THE VISION PART OF IT, YOU
AT HARRISON. SO THE VISION PART OF IT, YOU KNOW, SOMETIMES WHEN YOU ARE IN
SO THE VISION PART OF IT, YOU KNOW, SOMETIMES WHEN YOU ARE IN POSITIONS, YOU HAVE TO SAY AND
KNOW, SOMETIMES WHEN YOU ARE IN POSITIONS, YOU HAVE TO SAY AND DO CERTAIN THINGS. BUT, NO, I
POSITIONS, YOU HAVE TO SAY AND DO CERTAIN THINGS. BUT, NO, I DON'T SEE THAT AS A NEGATIVE.
DO CERTAIN THINGS. BUT, NO, I DON'T SEE THAT AS A NEGATIVE. I SEE WHAT IS IN THE FUTURE,
DON'T SEE THAT AS A NEGATIVE. I SEE WHAT IS IN THE FUTURE, WHAT CAN BE, AND WHAT SHOULD BE.
I SEE WHAT IS IN THE FUTURE, WHAT CAN BE, AND WHAT SHOULD BE. I WILL TELL YOU JUST LIKE WHAT
WHAT CAN BE, AND WHAT SHOULD BE. I WILL TELL YOU JUST LIKE WHAT HAPPENED TO VELESCA, YOU WILL
I WILL TELL YOU JUST LIKE WHAT HAPPENED TO VELESCA, YOU WILL HAVE PEOPLE COMING FROM ALL OVER
HAPPENED TO VELESCA, YOU WILL HAVE PEOPLE COMING FROM ALL OVER THE WORLD TO SEE WHAT IS TAKING
HAVE PEOPLE COMING FROM ALL OVER THE WORLD TO SEE WHAT IS TAKING PLAYING AT GLENN OAK AND
THE WORLD TO SEE WHAT IS TAKING PLAYING AT GLENN OAK AND HARRISON.
PLAYING AT GLENN OAK AND HARRISON. LET ME GIVE YOU AN EXAMPLE.
HARRISON. LET ME GIVE YOU AN EXAMPLE. WE HAD CONSULTANTS COME ON THEIR
LET ME GIVE YOU AN EXAMPLE. WE HAD CONSULTANTS COME ON THEIR OWN FROM A GROUP THAT WORKS WITH
WE HAD CONSULTANTS COME ON THEIR OWN FROM A GROUP THAT WORKS WITH SCHOOLS ACROSS THE COUNTRY IN
OWN FROM A GROUP THAT WORKS WITH SCHOOLS ACROSS THE COUNTRY IN REGARDS TO NEW PROGRAMMING,
SCHOOLS ACROSS THE COUNTRY IN REGARDS TO NEW PROGRAMMING, HOLISTIC PROGRAMMING, AND YOU
REGARDS TO NEW PROGRAMMING, HOLISTIC PROGRAMMING, AND YOU THINK ONE OF THE REPRESENTATIVES
HOLISTIC PROGRAMMING, AND YOU THINK ONE OF THE REPRESENTATIVES WAS FROM HARVARD AND SOME PLACE
THINK ONE OF THE REPRESENTATIVES WAS FROM HARVARD AND SOME PLACE IN CONNECTICUT.
WAS FROM HARVARD AND SOME PLACE IN CONNECTICUT. WE SPENT SOME TIME WITH THEM.
IN CONNECTICUT. WE SPENT SOME TIME WITH THEM. DR. HELM AND MRS. BURKE WHO
WE SPENT SOME TIME WITH THEM. DR. HELM AND MRS. BURKE WHO ARE -- LIKE YOU HAVE ALREADY
DR. HELM AND MRS. BURKE WHO ARE -- LIKE YOU HAVE ALREADY IDENTIFIED, AS CONSULTANT, THEY
ARE -- LIKE YOU HAVE ALREADY IDENTIFIED, AS CONSULTANT, THEY WENT AND LOOKED AT THE SCHOOLS.
IDENTIFIED, AS CONSULTANT, THEY WENT AND LOOKED AT THE SCHOOLS. THE COMMENTS THEY GAVE WAS "DOES
WENT AND LOOKED AT THE SCHOOLS. THE COMMENTS THEY GAVE WAS "DOES ANYBODY IN PRESIDENT OBAMA'S
THE COMMENTS THEY GAVE WAS "DOES ANYBODY IN PRESIDENT OBAMA'S ADMINISTRATION KNOW WHAT IS
ANYBODY IN PRESIDENT OBAMA'S ADMINISTRATION KNOW WHAT IS ABOUT READY TO TAKE PLACE HERE?"
ADMINISTRATION KNOW WHAT IS ABOUT READY TO TAKE PLACE HERE?" DO THEY HAVE ANY IDEA?"
ABOUT READY TO TAKE PLACE HERE?" DO THEY HAVE ANY IDEA?" SHE SAID, "YOU GUYS HAVE TO TELL
DO THEY HAVE ANY IDEA?" SHE SAID, "YOU GUYS HAVE TO TELL THIS STORY."
SHE SAID, "YOU GUYS HAVE TO TELL THIS STORY." AND THAT'S WITH A WE ARE DOING.
THIS STORY." AND THAT'S WITH A WE ARE DOING. WE ARE PUTTING TOGETHER -- AND
AND THAT'S WITH A WE ARE DOING. WE ARE PUTTING TOGETHER -- AND THIS IS WHY I AM SO ENAMORED
WE ARE PUTTING TOGETHER -- AND THIS IS WHY I AM SO ENAMORED WITH OUR BOARD OF EDUCATION
THIS IS WHY I AM SO ENAMORED WITH OUR BOARD OF EDUCATION BECAUSE THEY HAVE MADE HARD
WITH OUR BOARD OF EDUCATION BECAUSE THEY HAVE MADE HARD DECISION AND THEY HAVE MADE A
BECAUSE THEY HAVE MADE HARD DECISION AND THEY HAVE MADE A DETERMINATION THEY WILL DO
DECISION AND THEY HAVE MADE A DETERMINATION THEY WILL DO THINGS THAT NORMALLY SCHOOL
DETERMINATION THEY WILL DO THINGS THAT NORMALLY SCHOOL DISTRICTS DON'T DO.
THINGS THAT NORMALLY SCHOOL DISTRICTS DON'T DO. WE ARE TALKING ABOUT
DISTRICTS DON'T DO. WE ARE TALKING ABOUT IMPLEMENTING PROGRAMS THAT ARE
WE ARE TALKING ABOUT IMPLEMENTING PROGRAMS THAT ARE FROM BIRTH THROUGH 8TH GRADE,
IMPLEMENTING PROGRAMS THAT ARE FROM BIRTH THROUGH 8TH GRADE, NOT KINDERGARTEN, NOT
FROM BIRTH THROUGH 8TH GRADE, NOT KINDERGARTEN, NOT PREKINDERGARTEN, BUT BIRTH
NOT KINDERGARTEN, NOT PREKINDERGARTEN, BUT BIRTH THROUGH -- KNOWING IT IS ALL
PREKINDERGARTEN, BUT BIRTH THROUGH -- KNOWING IT IS ALL CONNECTED.
THROUGH -- KNOWING IT IS ALL CONNECTED. IT IS NOT SILOED.
CONNECTED. IT IS NOT SILOED. WE ARE DOING EXCITING THINGS.
IT IS NOT SILOED. WE ARE DOING EXCITING THINGS. DATA IS BEING USED IN THE
WE ARE DOING EXCITING THINGS. DATA IS BEING USED IN THE DISTRICT MUCH GREATER THAN IT
DATA IS BEING USED IN THE DISTRICT MUCH GREATER THAN IT EVER HAS BEEN USED.
DISTRICT MUCH GREATER THAN IT EVER HAS BEEN USED. WE ARE LOOKING AT OUR
EVER HAS BEEN USED. WE ARE LOOKING AT OUR TECHNOLOGY.
WE ARE LOOKING AT OUR TECHNOLOGY. WE HAVE MR. CHUMLY DOING
TECHNOLOGY. WE HAVE MR. CHUMLY DOING WONDERFUL THINGS IN THE RESEARCH
WE HAVE MR. CHUMLY DOING WONDERFUL THINGS IN THE RESEARCH DEPARTMENT WHERE WE WILL HAVE
WONDERFUL THINGS IN THE RESEARCH DEPARTMENT WHERE WE WILL HAVE SERVERS AND SYSTEMS ABLE TO TALK
DEPARTMENT WHERE WE WILL HAVE SERVERS AND SYSTEMS ABLE TO TALK TO EACH OTHER.
SERVERS AND SYSTEMS ABLE TO TALK TO EACH OTHER. AT A MOMENT A TEACHER CAN GET AS
TO EACH OTHER. AT A MOMENT A TEACHER CAN GET AS MUCH INFORMATION AS HE OR SHE
AT A MOMENT A TEACHER CAN GET AS MUCH INFORMATION AS HE OR SHE WANTS.
MUCH INFORMATION AS HE OR SHE WANTS. THINK WE HAVE IT.
WANTS. THINK WE HAVE IT. >>LET'S TALK MORE ABOUT VISION
THINK WE HAVE IT. >>LET'S TALK MORE ABOUT VISION AND WHAT HOLDS BACK VISION
>>LET'S TALK MORE ABOUT VISION AND WHAT HOLDS BACK VISION SOMETIMES.
AND WHAT HOLDS BACK VISION SOMETIMES. LET'S ASSUME IT IS DECEMBER
SOMETIMES. LET'S ASSUME IT IS DECEMBER SECOND, AND YOU ARE NO LONGER
LET'S ASSUME IT IS DECEMBER SECOND, AND YOU ARE NO LONGER THE SUPERINTENDENT.
SECOND, AND YOU ARE NO LONGER THE SUPERINTENDENT. NOW YOU CAN SPEAK A LITTLE MORE
THE SUPERINTENDENT. NOW YOU CAN SPEAK A LITTLE MORE FREELY.
NOW YOU CAN SPEAK A LITTLE MORE FREELY. FEEL FREE TO SPEAK FREELY.
FREELY. FEEL FREE TO SPEAK FREELY. WHAT IS HOLDING BACK URBAN
FEEL FREE TO SPEAK FREELY. WHAT IS HOLDING BACK URBAN SCHOOL DISTRICTS IN PARTICULAR?
WHAT IS HOLDING BACK URBAN SCHOOL DISTRICTS IN PARTICULAR? >> THERE ARE POLITICS, AND THERE
SCHOOL DISTRICTS IN PARTICULAR? >> THERE ARE POLITICS, AND THERE ARE ISSUES.
>> THERE ARE POLITICS, AND THERE ARE ISSUES. EVERYONE KNOWS HOW TO DO IT
ARE ISSUES. EVERYONE KNOWS HOW TO DO IT BETTER THAN YOU DO IN REGARDS TO
EVERYONE KNOWS HOW TO DO IT BETTER THAN YOU DO IN REGARDS TO VISION.
BETTER THAN YOU DO IN REGARDS TO VISION. I WILL GIVE YOU AN EXAMPLE ~L OF
VISION. I WILL GIVE YOU AN EXAMPLE ~L OF THAT.
I WILL GIVE YOU AN EXAMPLE ~L OF THAT. BUT IT IS AMAZING HOW THE GOOD
THAT. BUT IT IS AMAZING HOW THE GOOD LORD WORKS.
BUT IT IS AMAZING HOW THE GOOD LORD WORKS. EVERYTHING WORKS FOR THE GOOD.
LORD WORKS. EVERYTHING WORKS FOR THE GOOD. WE HAD ENVISIONED A BUILDING A
EVERYTHING WORKS FOR THE GOOD. WE HAD ENVISIONED A BUILDING A SCHOOL BY A PARK.
WE HAD ENVISIONED A BUILDING A SCHOOL BY A PARK. A NEW ZOO IS COMING IN.
SCHOOL BY A PARK. A NEW ZOO IS COMING IN. WHEN YOU TEACH ABOUT A GIRAFFE,
A NEW ZOO IS COMING IN. WHEN YOU TEACH ABOUT A GIRAFFE, WHEN YOU READ ABOUT IT --
WHEN YOU TEACH ABOUT A GIRAFFE, WHEN YOU READ ABOUT IT -- >>AS A MATTER OF FACT, YOU
WHEN YOU READ ABOUT IT -- >>AS A MATTER OF FACT, YOU BOUGHT HOUSES AND WE ARE TALKING
>>AS A MATTER OF FACT, YOU BOUGHT HOUSES AND WE ARE TALKING ABOUT GLENN OAK PARK?
BOUGHT HOUSES AND WE ARE TALKING ABOUT GLENN OAK PARK? >> RIGHT.
ABOUT GLENN OAK PARK? >> RIGHT. YOU WANT TO SEE WHAT A ROSE
>> RIGHT. YOU WANT TO SEE WHAT A ROSE LOOKS LIKE, YOU HAVE A BOTANICAL
YOU WANT TO SEE WHAT A ROSE LOOKS LIKE, YOU HAVE A BOTANICAL GARDEN WITHIN WALKING DISTANCE.
LOOKS LIKE, YOU HAVE A BOTANICAL GARDEN WITHIN WALKING DISTANCE. LET'S GO TO A POND AND SEE A
GARDEN WITHIN WALKING DISTANCE. LET'S GO TO A POND AND SEE A POND OR LET'S LOOK AT A PARK AND
LET'S GO TO A POND AND SEE A POND OR LET'S LOOK AT A PARK AND THEN THE POSSIBILITY OF A
POND OR LET'S LOOK AT A PARK AND THEN THE POSSIBILITY OF A CHILDREN'S MUSEUM COMING.
THEN THE POSSIBILITY OF A CHILDREN'S MUSEUM COMING. WE SAW THIS AS A CONCERTED
CHILDREN'S MUSEUM COMING. WE SAW THIS AS A CONCERTED EFFORT, BUT THAT'S HOW WE SAW
WE SAW THIS AS A CONCERTED EFFORT, BUT THAT'S HOW WE SAW IT, VISION, BUT NOT EVERYBODY
EFFORT, BUT THAT'S HOW WE SAW IT, VISION, BUT NOT EVERYBODY SEES IT THAT WAY.
IT, VISION, BUT NOT EVERYBODY SEES IT THAT WAY. YOU HAVE TO RESPECT THEIR POINTS
SEES IT THAT WAY. YOU HAVE TO RESPECT THEIR POINTS OF VIEW BECAUSE THEIR POINTS OF
YOU HAVE TO RESPECT THEIR POINTS OF VIEW BECAUSE THEIR POINTS OF VIEW IS THE REALITY.
OF VIEW BECAUSE THEIR POINTS OF VIEW IS THE REALITY. IT REQUIRES TIME.
VIEW IS THE REALITY. IT REQUIRES TIME. IT REQUIRES FOCUS TO BRING ALL
IT REQUIRES TIME. IT REQUIRES FOCUS TO BRING ALL THAT TOGETHER.
IT REQUIRES FOCUS TO BRING ALL THAT TOGETHER. BUT LIKE I SAID, THE GOOD LORD
THAT TOGETHER. BUT LIKE I SAID, THE GOOD LORD MADE IT SO, WE HAVE FROM THAT,
BUT LIKE I SAID, THE GOOD LORD MADE IT SO, WE HAVE FROM THAT, WE HAVE SOMETHING AS GOOD.
MADE IT SO, WE HAVE FROM THAT, WE HAVE SOMETHING AS GOOD. IN FACT, WE HAVE MORE IN THE
WE HAVE SOMETHING AS GOOD. IN FACT, WE HAVE MORE IN THE SENSE THAT WHERE THERE WAS ONE,
IN FACT, WE HAVE MORE IN THE SENSE THAT WHERE THERE WAS ONE, THERE IS GOING TO BE TWO.
SENSE THAT WHERE THERE WAS ONE, THERE IS GOING TO BE TWO. THAT'S GOOD, TWO NEW SCHOOLS.
THERE IS GOING TO BE TWO. THAT'S GOOD, TWO NEW SCHOOLS. >>REAL BRIEFLY, WHAT IS THE
THAT'S GOOD, TWO NEW SCHOOLS. >>REAL BRIEFLY, WHAT IS THE STATUS OF THE EIGHT HOUSE,
>>REAL BRIEFLY, WHAT IS THE STATUS OF THE EIGHT HOUSE, DISTRICT STILL OWNS THEM?
STATUS OF THE EIGHT HOUSE, DISTRICT STILL OWNS THEM? >> YEAH, WE DO.
DISTRICT STILL OWNS THEM? >> YEAH, WE DO. WE DO.
>> YEAH, WE DO. WE DO. TWO OF THE HOMES WERE USED FOR
WE DO. TWO OF THE HOMES WERE USED FOR OUR TEACHERS FROM CHINA FOR A
TWO OF THE HOMES WERE USED FOR OUR TEACHERS FROM CHINA FOR A COUPLE OF YEARS.
OUR TEACHERS FROM CHINA FOR A COUPLE OF YEARS. OF IN TIME, NOT IN THE TEN, 15
COUPLE OF YEARS. OF IN TIME, NOT IN THE TEN, 15 YEARS FROM NOW, WE EXPECT TO
OF IN TIME, NOT IN THE TEN, 15 YEARS FROM NOW, WE EXPECT TO WRITE RIGHT OURSELVES WITH THAT,
YEARS FROM NOW, WE EXPECT TO WRITE RIGHT OURSELVES WITH THAT, TOO.
WRITE RIGHT OURSELVES WITH THAT, TOO. >>REAL BRIEFLY, FALLOUT FROM THE
TOO. >>REAL BRIEFLY, FALLOUT FROM THE DECISION TO CLOSE WOODRUFF?
>>REAL BRIEFLY, FALLOUT FROM THE DECISION TO CLOSE WOODRUFF? >> FALLOUT, IT IS VERY HARD TO
DECISION TO CLOSE WOODRUFF? >> FALLOUT, IT IS VERY HARD TO CLOSE A MAJOR INSTITUTION IN
>> FALLOUT, IT IS VERY HARD TO CLOSE A MAJOR INSTITUTION IN YOUR COMMUNITY.
CLOSE A MAJOR INSTITUTION IN YOUR COMMUNITY. A FINE SCHOOL, AND THAT
YOUR COMMUNITY. A FINE SCHOOL, AND THAT TRADITION.
A FINE SCHOOL, AND THAT TRADITION. THERE ARE MANY PEOPLE THAT ARE
TRADITION. THERE ARE MANY PEOPLE THAT ARE UNHAPPY WITH THE DECISION.
THERE ARE MANY PEOPLE THAT ARE UNHAPPY WITH THE DECISION. BUT I WOULD TELL YOU THERE ARE
UNHAPPY WITH THE DECISION. BUT I WOULD TELL YOU THERE ARE FAR MORE PEOPLE THAT UNDERSTAND
BUT I WOULD TELL YOU THERE ARE FAR MORE PEOPLE THAT UNDERSTAND WHY IT HAD TO TAKE PLACE.
FAR MORE PEOPLE THAT UNDERSTAND WHY IT HAD TO TAKE PLACE. THEN YOU ALLUDED TO THIS
WHY IT HAD TO TAKE PLACE. THEN YOU ALLUDED TO THIS EARLIER, I CAN TELL YOU THAT
THEN YOU ALLUDED TO THIS EARLIER, I CAN TELL YOU THAT THAT WAS TALKED ABOUT NOT TWO
EARLIER, I CAN TELL YOU THAT THAT WAS TALKED ABOUT NOT TWO YEARS AGO, NOT FIVE YEARS AGO,
THAT WAS TALKED ABOUT NOT TWO YEARS AGO, NOT FIVE YEARS AGO, BUT MANY YEARS AGO LIKE, TEN, 15
YEARS AGO, NOT FIVE YEARS AGO, BUT MANY YEARS AGO LIKE, TEN, 15 YEARS AGO.
BUT MANY YEARS AGO LIKE, TEN, 15 YEARS AGO. DOES PEORIA NEED FOUR
YEARS AGO. DOES PEORIA NEED FOUR COMPREHENSIVE HIGH SCHOOLS IN
DOES PEORIA NEED FOUR COMPREHENSIVE HIGH SCHOOLS IN REGARDS TO THE ENROLLMENTS THAT
COMPREHENSIVE HIGH SCHOOLS IN REGARDS TO THE ENROLLMENTS THAT WE HAVE.
REGARDS TO THE ENROLLMENTS THAT WE HAVE. SO, YOU KNOW, THERE HAS BEEN
WE HAVE. SO, YOU KNOW, THERE HAS BEEN SOME, BUT THAT'S TO BE EXPECTED.
SO, YOU KNOW, THERE HAS BEEN SOME, BUT THAT'S TO BE EXPECTED. I WILL SAY THAT WE LIVE IN A
SOME, BUT THAT'S TO BE EXPECTED. I WILL SAY THAT WE LIVE IN A WONDERFUL COMMUNITY, AND PEOPLE
I WILL SAY THAT WE LIVE IN A WONDERFUL COMMUNITY, AND PEOPLE HAVE BEEN -- THERE HAVE BEEN
WONDERFUL COMMUNITY, AND PEOPLE HAVE BEEN -- THERE HAVE BEEN SOME THAT HAVE NOT BEEN HAPPY,
HAVE BEEN -- THERE HAVE BEEN SOME THAT HAVE NOT BEEN HAPPY, BUT IT HAS GONE AS GOOD AS IT
SOME THAT HAVE NOT BEEN HAPPY, BUT IT HAS GONE AS GOOD AS IT CAN BE.
BUT IT HAS GONE AS GOOD AS IT CAN BE. >>FINAL 20 SECONDS, WHAT IS NEXT
CAN BE. >>FINAL 20 SECONDS, WHAT IS NEXT AFTER RETIREMENT FROM THE
>>FINAL 20 SECONDS, WHAT IS NEXT AFTER RETIREMENT FROM THE DISTRICT?
AFTER RETIREMENT FROM THE DISTRICT? >> YOU KNOW, MY WIFE AND I HAVE
DISTRICT? >> YOU KNOW, MY WIFE AND I HAVE BEEN MARRIED 43 YEARS, AND FOR
>> YOU KNOW, MY WIFE AND I HAVE BEEN MARRIED 43 YEARS, AND FOR THE FIRST TIME IN 43 YEARS, WE
BEEN MARRIED 43 YEARS, AND FOR THE FIRST TIME IN 43 YEARS, WE WILL BE ABLE TO SPEND SOME TIME
THE FIRST TIME IN 43 YEARS, WE WILL BE ABLE TO SPEND SOME TIME TOGETHER.
WILL BE ABLE TO SPEND SOME TIME TOGETHER. SO WE WILL SPEND TIME TOGETHER.
TOGETHER. SO WE WILL SPEND TIME TOGETHER. WE WILL PROBABLY TRAVEL, AND
SO WE WILL SPEND TIME TOGETHER. WE WILL PROBABLY TRAVEL, AND THEN I HAVE ALREADY BEEN
WE WILL PROBABLY TRAVEL, AND THEN I HAVE ALREADY BEEN SOLICITED BY ONE ORGANIZATION TO
THEN I HAVE ALREADY BEEN SOLICITED BY ONE ORGANIZATION TO PUT IN SOME TIME WITH THAT.
SOLICITED BY ONE ORGANIZATION TO PUT IN SOME TIME WITH THAT. I WILL PROBABLILY BE HELPING
PUT IN SOME TIME WITH THAT. I WILL PROBABLILY BE HELPING ANYWAY I CAN.
I WILL PROBABLILY BE HELPING ANYWAY I CAN. >>NOT LEAVING PEORIA?
ANYWAY I CAN. >>NOT LEAVING PEORIA? >> NO.
>>NOT LEAVING PEORIA? >> NO. >>KEN HINTON, SUPERINTENDENT FOR
>> NO. >>KEN HINTON, SUPERINTENDENT FOR THE NEXT COUPLE OF WEEKS AT
>>KEN HINTON, SUPERINTENDENT FOR THE NEXT COUPLE OF WEEKS AT LEAST OF DISTRICT 150 SCHOOLS.
THE NEXT COUPLE OF WEEKS AT LEAST OF DISTRICT 150 SCHOOLS. THANK YOU SO MUCH FOR BEING WITH
LEAST OF DISTRICT 150 SCHOOLS. THANK YOU SO MUCH FOR BEING WITH US.
THANK YOU SO MUCH FOR BEING WITH US. >>THANK YOU, H.
US. >>THANK YOU, H. >>NEXT COUPLE OF WEEKS, "AT
>>THANK YOU, H. >>NEXT COUPLE OF WEEKS, "AT ISSUE." WILL BE ON HIATUS, WE
>>NEXT COUPLE OF WEEKS, "AT ISSUE." WILL BE ON HIATUS, WE WILL BE BACK WITH MORE ADDITIONS
ISSUE." WILL BE ON HIATUS, WE WILL BE BACK WITH MORE ADDITIONS OF "AT ISSUE.".
WILL BE BACK WITH MORE ADDITIONS OF "AT ISSUE.". WE WILL SIGH YOU THEN.
OF "AT ISSUE.". WE WILL SIGH YOU THEN. >>