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WELCOME TO "AT ISSUE.". THANK YOU SO MUCH FOR JOINING US I AM H. WAYNE WILSON. FOR THE
THANK YOU SO MUCH FOR JOINING US I AM H. WAYNE WILSON. FOR THE NEXT HALF-HOUR, WE WILL BE
I AM H. WAYNE WILSON. FOR THE NEXT HALF-HOUR, WE WILL BE DISCUSSING MAJOR CHANGES AT ONE
NEXT HALF-HOUR, WE WILL BE DISCUSSING MAJOR CHANGES AT ONE OF THE FOUR HIGH SCHOOLS IN
DISCUSSING MAJOR CHANGES AT ONE OF THE FOUR HIGH SCHOOLS IN PEORIA'S DISTRICT 150.
OF THE FOUR HIGH SCHOOLS IN PEORIA'S DISTRICT 150. THAT HIGH SCHOOL IS NO LONGER A
PEORIA'S DISTRICT 150. THAT HIGH SCHOOL IS NO LONGER A HIGH SCHOOL, AND WE WILL EXPLAIN
THAT HIGH SCHOOL IS NO LONGER A HIGH SCHOOL, AND WE WILL EXPLAIN THAT TO YOU IN A MOMENT. BUT
HIGH SCHOOL, AND WE WILL EXPLAIN THAT TO YOU IN A MOMENT. BUT YOU MAY BE FAMILIAR WITH IT AS
THAT TO YOU IN A MOMENT. BUT YOU MAY BE FAMILIAR WITH IT AS MANUAL HIGH SCHOOL.
YOU MAY BE FAMILIAR WITH IT AS MANUAL HIGH SCHOOL. FOR THE PURPOSES OF THIS
MANUAL HIGH SCHOOL. FOR THE PURPOSES OF THIS PROGRAM, WE WILL CALL IT MANUAL,
FOR THE PURPOSES OF THIS PROGRAM, WE WILL CALL IT MANUAL, AND IT WILL BEST DEPTH WHY THAT
PROGRAM, WE WILL CALL IT MANUAL, AND IT WILL BEST DEPTH WHY THAT IS THE CASE, AND WE WILL BE
AND IT WILL BEST DEPTH WHY THAT IS THE CASE, AND WE WILL BE DISCUSSING WHY IT IS CHANGING
IS THE CASE, AND WE WILL BE DISCUSSING WHY IT IS CHANGING AND WHERE IT IS GOING IN THE
DISCUSSING WHY IT IS CHANGING AND WHERE IT IS GOING IN THE FUTURE.
AND WHERE IT IS GOING IN THE FUTURE. TO DO THAT, WE HAVE FOUR LEADERS
FUTURE. TO DO THAT, WE HAVE FOUR LEADERS FROM MANUAL SCHOOL, AND LET ME
TO DO THAT, WE HAVE FOUR LEADERS FROM MANUAL SCHOOL, AND LET ME INTRODUCE THOSE TO YOU.
FROM MANUAL SCHOOL, AND LET ME INTRODUCE THOSE TO YOU. VALERIA PIERCE OR VAL PIERCE.
INTRODUCE THOSE TO YOU. VALERIA PIERCE OR VAL PIERCE. AND WE WILL EXPLAIN ACADEMIES IN
VALERIA PIERCE OR VAL PIERCE. AND WE WILL EXPLAIN ACADEMIES IN A MINUTE.
AND WE WILL EXPLAIN ACADEMIES IN A MINUTE. SHE IS THE 7TH AND 8TH GRADE
A MINUTE. SHE IS THE 7TH AND 8TH GRADE ACADEMY LEADER.
SHE IS THE 7TH AND 8TH GRADE ACADEMY LEADER. THANK YOU FOR BEING HERE.
ACADEMY LEADER. THANK YOU FOR BEING HERE. >>THANK YOU.
THANK YOU FOR BEING HERE. >>THANK YOU. >>THE PRINCIPAL AT MANUAL IS
>>THANK YOU. >>THE PRINCIPAL AT MANUAL IS SHARON DESMOULIN-KHERAT.
>>THE PRINCIPAL AT MANUAL IS SHARON DESMOULIN-KHERAT. THANK YOU SO MUCH FOR BEING
SHARON DESMOULIN-KHERAT. THANK YOU SO MUCH FOR BEING HERE.
THANK YOU SO MUCH FOR BEING HERE. THANK YOU.
HERE. THANK YOU. SHE CAME FROM WHITTIER SCHOOL IN
THANK YOU. SHE CAME FROM WHITTIER SCHOOL IN PEORIA.
SHE CAME FROM WHITTIER SCHOOL IN PEORIA. TAUNYA JENKINS, ALUM OF
PEORIA. TAUNYA JENKINS, ALUM OF ROOSEVELT, IF I MAY SAY THAT, IS
TAUNYA JENKINS, ALUM OF ROOSEVELT, IF I MAY SAY THAT, IS THE ASSISTANT PRINCIPAL.
ROOSEVELT, IF I MAY SAY THAT, IS THE ASSISTANT PRINCIPAL. AND BETTY ZILKOWSKI.
THE ASSISTANT PRINCIPAL. AND BETTY ZILKOWSKI. BETTY IS THE NINTH GRADE ACADEMY
AND BETTY ZILKOWSKI. BETTY IS THE NINTH GRADE ACADEMY LEADER.
BETTY IS THE NINTH GRADE ACADEMY LEADER. >>FOR PURPOSES -- LET'S GET THE
LEADER. >>FOR PURPOSES -- LET'S GET THE ACADEMY THING OUT OF THE WAY.
>>FOR PURPOSES -- LET'S GET THE ACADEMY THING OUT OF THE WAY. VAL, ACADEMY.
ACADEMY THING OUT OF THE WAY. VAL, ACADEMY. THERE IS THREE ACADEMIES, OR TWO
VAL, ACADEMY. THERE IS THREE ACADEMIES, OR TWO ACADEMIES, AND ONE SCHOOL OR HOW
THERE IS THREE ACADEMIES, OR TWO ACADEMIES, AND ONE SCHOOL OR HOW DOES THAT WORK?
ACADEMIES, AND ONE SCHOOL OR HOW DOES THAT WORK? >> TWO ACADEMY, I THE 7TH AND
DOES THAT WORK? >> TWO ACADEMY, I THE 7TH AND 8TH, AND BETTY IS THE NINETH.
>> TWO ACADEMY, I THE 7TH AND 8TH, AND BETTY IS THE NINETH. WE HAVE TWO CURRENTLY.
8TH, AND BETTY IS THE NINETH. WE HAVE TWO CURRENTLY. >>TENTH THROUGH TWELVETH GRADE
WE HAVE TWO CURRENTLY. >>TENTH THROUGH TWELVETH GRADE IS WHAT.
>>TENTH THROUGH TWELVETH GRADE IS WHAT. >>TENTH THROUGH TWELVETH IS
IS WHAT. >>TENTH THROUGH TWELVETH IS TRADITIONAL TEN THROUGH TWELVE
>>TENTH THROUGH TWELVETH IS TRADITIONAL TEN THROUGH TWELVE GRADE FOR THIS YEARS, AND NEXT
TRADITIONAL TEN THROUGH TWELVE GRADE FOR THIS YEARS, AND NEXT YEAR WE WILL ACTUALLY HAVE
GRADE FOR THIS YEARS, AND NEXT YEAR WE WILL ACTUALLY HAVE EITHER FIVE SCHOOLS UNDER ONE
YEAR WE WILL ACTUALLY HAVE EITHER FIVE SCHOOLS UNDER ONE ROOF OR FOUR SCHOOLS UNDER ONE
EITHER FIVE SCHOOLS UNDER ONE ROOF OR FOUR SCHOOLS UNDER ONE ROOF.
ROOF OR FOUR SCHOOLS UNDER ONE ROOF. SO THE IDEA THERE IS 7TH AND 8TH
ROOF. SO THE IDEA THERE IS 7TH AND 8TH GRADE ACADEMY ONE SCHOOL, 9TH
SO THE IDEA THERE IS 7TH AND 8TH GRADE ACADEMY ONE SCHOOL, 9TH GRADE ACADEMY WILL BE ANOTHER
GRADE ACADEMY ONE SCHOOL, 9TH GRADE ACADEMY WILL BE ANOTHER SCHOOL.
GRADE ACADEMY WILL BE ANOTHER SCHOOL. AND WE ARE STUDYING EITHER
SCHOOL. AND WE ARE STUDYING EITHER INCLUDING AD IN TO MORE
AND WE ARE STUDYING EITHER INCLUDING AD IN TO MORE ACADEMIES TO MANUAL OR THREE
INCLUDING AD IN TO MORE ACADEMIES TO MANUAL OR THREE MORE ACADEMIES.
ACADEMIES TO MANUAL OR THREE MORE ACADEMIES. IT COULD BE EITHER FOUR
MORE ACADEMIES. IT COULD BE EITHER FOUR ACADEMIES OR THREE ACADEMIES.
IT COULD BE EITHER FOUR ACADEMIES OR THREE ACADEMIES. BUT NEXT YEAR WE WILL HAVE
ACADEMIES OR THREE ACADEMIES. BUT NEXT YEAR WE WILL HAVE ADDITIONAL CHANGES.
BUT NEXT YEAR WE WILL HAVE ADDITIONAL CHANGES. WE WILL STRAIGHTEN THAT OUT IN A
ADDITIONAL CHANGES. WE WILL STRAIGHTEN THAT OUT IN A MOMENT! LET'S DO A LITTLE BIT OF
WE WILL STRAIGHTEN THAT OUT IN A MOMENT! LET'S DO A LITTLE BIT OF BACKGROUND, AND WE WILL TAKE YOU
MOMENT! LET'S DO A LITTLE BIT OF BACKGROUND, AND WE WILL TAKE YOU DOWN AND SHOW YOU A PORTION OF
BACKGROUND, AND WE WILL TAKE YOU DOWN AND SHOW YOU A PORTION OF MANUAL SCHOOL IN JUST A MOMENT.
DOWN AND SHOW YOU A PORTION OF MANUAL SCHOOL IN JUST A MOMENT. IN 2007, 17.8% OF STUDENTS AT
MANUAL SCHOOL IN JUST A MOMENT. IN 2007, 17.8% OF STUDENTS AT THE OLD MANUAL HIGH SCHOOL MET
IN 2007, 17.8% OF STUDENTS AT THE OLD MANUAL HIGH SCHOOL MET OR EXCEEDED THE PSAE STANDARDS,
THE OLD MANUAL HIGH SCHOOL MET OR EXCEEDED THE PSAE STANDARDS, PRAIRIE STATE EXAMINATION,
OR EXCEEDED THE PSAE STANDARDS, PRAIRIE STATE EXAMINATION, ACHIEVEMENT EXAMINATION.
PRAIRIE STATE EXAMINATION, ACHIEVEMENT EXAMINATION. IN 2008, THAT 17.8 DROPPED DOWN
ACHIEVEMENT EXAMINATION. IN 2008, THAT 17.8 DROPPED DOWN TO 8% GOING IN THE WRONG
IN 2008, THAT 17.8 DROPPED DOWN TO 8% GOING IN THE WRONG DIRECTION.
TO 8% GOING IN THE WRONG DIRECTION. SO THE FEDERAL GOVERNMENT CAME
DIRECTION. SO THE FEDERAL GOVERNMENT CAME IN AND MANDATED CHANGES AT
SO THE FEDERAL GOVERNMENT CAME IN AND MANDATED CHANGES AT MANUAL.
IN AND MANDATED CHANGES AT MANUAL. WHAT DID YOU DECIDE AT THAT
MANUAL. WHAT DID YOU DECIDE AT THAT POINT?
WHAT DID YOU DECIDE AT THAT POINT? >> WELL, WE WERE EXCITED, I WAS
POINT? >> WELL, WE WERE EXCITED, I WAS REALLY EXCITED WHEN I WAS ASKED
>> WELL, WE WERE EXCITED, I WAS REALLY EXCITED WHEN I WAS ASKED AND SELECTED TO LEAD THIS NEW
REALLY EXCITED WHEN I WAS ASKED AND SELECTED TO LEAD THIS NEW RESTRUCTURED SCHOOL.
AND SELECTED TO LEAD THIS NEW RESTRUCTURED SCHOOL. I WAS EXCITED BECAUSE THE MODEL
RESTRUCTURED SCHOOL. I WAS EXCITED BECAUSE THE MODEL THAT WAS PROVIDED TO US WAS
I WAS EXCITED BECAUSE THE MODEL THAT WAS PROVIDED TO US WAS PROVIDED TO US BY ANOTHER
THAT WAS PROVIDED TO US WAS PROVIDED TO US BY ANOTHER COMMUNITY.
PROVIDED TO US BY ANOTHER COMMUNITY. THEY HAD A LOST INPUT INTO IT.
COMMUNITY. THEY HAD A LOST INPUT INTO IT. AND THE FOCUS WAS RELEVANCE, AND
THEY HAD A LOST INPUT INTO IT. AND THE FOCUS WAS RELEVANCE, AND RELATIONSHIPS. WE WERE REAL
AND THE FOCUS WAS RELEVANCE, AND RELATIONSHIPS. WE WERE REAL EXCITED ABOUT T I FEEL GOOD
RELATIONSHIPS. WE WERE REAL EXCITED ABOUT T I FEEL GOOD ABOUT MY TEAM, THE LEADERSHIP
EXCITED ABOUT T I FEEL GOOD ABOUT MY TEAM, THE LEADERSHIP TEAM THAT IS WORKING WITH ME IN
ABOUT MY TEAM, THE LEADERSHIP TEAM THAT IS WORKING WITH ME IN TERMS OF MOVING MANUAL FORWARD.
TEAM THAT IS WORKING WITH ME IN TERMS OF MOVING MANUAL FORWARD. OBVIOUSLY, THE STATE WAS NOT
TERMS OF MOVING MANUAL FORWARD. OBVIOUSLY, THE STATE WAS NOT PLEASED WITH THE PROGRESS.
OBVIOUSLY, THE STATE WAS NOT PLEASED WITH THE PROGRESS. SO THEY ASKED FOR QUICK AND
PLEASED WITH THE PROGRESS. SO THEY ASKED FOR QUICK AND DRASTIC CHANGE.
SO THEY ASKED FOR QUICK AND DRASTIC CHANGE. WE, LIKE THE STATE, LIKE THE
DRASTIC CHANGE. WE, LIKE THE STATE, LIKE THE BOARD OF EDUCATION, LIKE CENTRAL
WE, LIKE THE STATE, LIKE THE BOARD OF EDUCATION, LIKE CENTRAL OFFICE, SUPERINTENDENT AND HIS
BOARD OF EDUCATION, LIKE CENTRAL OFFICE, SUPERINTENDENT AND HIS CABINET, WERE LOING FOR EACH
OFFICE, SUPERINTENDENT AND HIS CABINET, WERE LOING FOR EACH AND EVERY CHILD MEETING OR
CABINET, WERE LOING FOR EACH AND EVERY CHILD MEETING OR EXCEEDING STATE STANDARDS, AND
AND EVERY CHILD MEETING OR EXCEEDING STATE STANDARDS, AND THAT'S THE ULTIMATE GOAL FOR US.
EXCEEDING STATE STANDARDS, AND THAT'S THE ULTIMATE GOAL FOR US. WE HAVE A VARIETY OF STRATEGIES
THAT'S THE ULTIMATE GOAL FOR US. WE HAVE A VARIETY OF STRATEGIES THAT WE WILL, OVER TIME,
WE HAVE A VARIETY OF STRATEGIES THAT WE WILL, OVER TIME, IMPLEMENT AND CONTINUE TO
THAT WE WILL, OVER TIME, IMPLEMENT AND CONTINUE TO MONITOR RESULTS.
IMPLEMENT AND CONTINUE TO MONITOR RESULTS. WE ARE REALLY EXCITED ABOUT
MONITOR RESULTS. WE ARE REALLY EXCITED ABOUT THAT.
WE ARE REALLY EXCITED ABOUT THAT. >>TAUNYA, SHARON MENTIONED OVER
THAT. >>TAUNYA, SHARON MENTIONED OVER TIME.
>>TAUNYA, SHARON MENTIONED OVER TIME. I ASSUME YOU DON'T IS WANT GRAD
TIME. I ASSUME YOU DON'T IS WANT GRAD IOS IDEAS, EVERYTHING WILL BE
I ASSUME YOU DON'T IS WANT GRAD IOS IDEAS, EVERYTHING WILL BE OKAY AFTER THE FIRST YEAR.
IOS IDEAS, EVERYTHING WILL BE OKAY AFTER THE FIRST YEAR. >>EXACTLY.
OKAY AFTER THE FIRST YEAR. >>EXACTLY. THINGS WILL TAKE TIME TO OCCUR
>>EXACTLY. THINGS WILL TAKE TIME TO OCCUR WILL TAKE TIME TO RECTIFY.
THINGS WILL TAKE TIME TO OCCUR WILL TAKE TIME TO RECTIFY. WE HAVE A THE LOT OF WORK AHEAD
WILL TAKE TIME TO RECTIFY. WE HAVE A THE LOT OF WORK AHEAD OF US. BUT WITH THE DILIGENCE
WE HAVE A THE LOT OF WORK AHEAD OF US. BUT WITH THE DILIGENCE AND EXPERTISE THAT WE HAVE AND
OF US. BUT WITH THE DILIGENCE AND EXPERTISE THAT WE HAVE AND BROUGHT ON BOARD, AND THE
AND EXPERTISE THAT WE HAVE AND BROUGHT ON BOARD, AND THE TEACHERS' EXPERTISE, AND THE
BROUGHT ON BOARD, AND THE TEACHERS' EXPERTISE, AND THE STUDENTS.
TEACHERS' EXPERTISE, AND THE STUDENTS. THE STUDENTS PLAY A MAJOR ROLE
STUDENTS. THE STUDENTS PLAY A MAJOR ROLE IN THIS PART.
THE STUDENTS PLAY A MAJOR ROLE IN THIS PART. WE KNOW WE WILL GET THE JOB
IN THIS PART. WE KNOW WE WILL GET THE JOB DONE.
WE KNOW WE WILL GET THE JOB DONE. WE KNOW IT WILL NOT HAPPEN
DONE. WE KNOW IT WILL NOT HAPPEN OVERNIGHT, BUT IT WILL BE STEADY
WE KNOW IT WILL NOT HAPPEN OVERNIGHT, BUT IT WILL BE STEADY AND PROGRESSIVE.
OVERNIGHT, BUT IT WILL BE STEADY AND PROGRESSIVE. >> WE WILL TALK ABOUT THE
AND PROGRESSIVE. >> WE WILL TALK ABOUT THE CHANGES, YOU HEAR SEVENTH AND
>> WE WILL TALK ABOUT THE CHANGES, YOU HEAR SEVENTH AND EIGHTH GRADE, MANUAL SCHOOL NOW.
CHANGES, YOU HEAR SEVENTH AND EIGHTH GRADE, MANUAL SCHOOL NOW. WE WILL TALK ABOUT THAT IN A
EIGHTH GRADE, MANUAL SCHOOL NOW. WE WILL TALK ABOUT THAT IN A MOMENT.
WE WILL TALK ABOUT THAT IN A MOMENT. WE THOUGHT TO HAVE THE DEAN,
MOMENT. WE THOUGHT TO HAVE THE DEAN, ERIC DOWN AT THE MANUAL SCHOOL
WE THOUGHT TO HAVE THE DEAN, ERIC DOWN AT THE MANUAL SCHOOL GIVE US A LITTLE TOUR.
ERIC DOWN AT THE MANUAL SCHOOL GIVE US A LITTLE TOUR. >> I AM CURRENTLY LEAVING THE
GIVE US A LITTLE TOUR. >> I AM CURRENTLY LEAVING THE 7TH AND 8TH IN THE NEWLY
>> I AM CURRENTLY LEAVING THE 7TH AND 8TH IN THE NEWLY RESTRUCTURED HIGH SCHOOL.
7TH AND 8TH IN THE NEWLY RESTRUCTURED HIGH SCHOOL. WITHIN THE RESTRUCTURED HIGH
RESTRUCTURED HIGH SCHOOL. WITHIN THE RESTRUCTURED HIGH SCHOOL, WE HAVE THREE
WITHIN THE RESTRUCTURED HIGH SCHOOL, WE HAVE THREE DIFFERENTTH ACADEMY, 7TH AND 8TH
SCHOOL, WE HAVE THREE DIFFERENTTH ACADEMY, 7TH AND 8TH GRADE WHICH WE ARE PRESENTLY IN,
DIFFERENTTH ACADEMY, 7TH AND 8TH GRADE WHICH WE ARE PRESENTLY IN, THROUGH THE HALLWAY, TO THE
GRADE WHICH WE ARE PRESENTLY IN, THROUGH THE HALLWAY, TO THE DOORS THERE UNTIL DOORS RIGHT
THROUGH THE HALLWAY, TO THE DOORS THERE UNTIL DOORS RIGHT NOW.
DOORS THERE UNTIL DOORS RIGHT NOW. PAST THE DOOR UP HERE, WE HAVE A
NOW. PAST THE DOOR UP HERE, WE HAVE A 9TH GRADE A ACADEMY WITHIN THE
PAST THE DOOR UP HERE, WE HAVE A 9TH GRADE A ACADEMY WITHIN THE 9TH GRADE ACADEMY, WE HAVE ALL
9TH GRADE A ACADEMY WITHIN THE 9TH GRADE ACADEMY, WE HAVE ALL THE STUDENTS AND THEY TAKE THE
9TH GRADE ACADEMY, WE HAVE ALL THE STUDENTS AND THEY TAKE THE CLASSES ALL DAY.
THE STUDENTS AND THEY TAKE THE CLASSES ALL DAY. THEY LEAVE FOR LUNCH.
CLASSES ALL DAY. THEY LEAVE FOR LUNCH. THEY LEAVE FOR LIKE PE AND A FEW
THEY LEAVE FOR LUNCH. THEY LEAVE FOR LIKE PE AND A FEW OTHER CLASSES.
THEY LEAVE FOR LIKE PE AND A FEW OTHER CLASSES. BUT FOR THE MOST PART, THEIR
OTHER CLASSES. BUT FOR THE MOST PART, THEIR WHOLE DAY IS SPENT WITHIN THE
BUT FOR THE MOST PART, THEIR WHOLE DAY IS SPENT WITHIN THE ACADEMY OR THE CLASSES ARE
WHOLE DAY IS SPENT WITHIN THE ACADEMY OR THE CLASSES ARE THERE.
ACADEMY OR THE CLASSES ARE THERE. AND IF YOU LOOK PAST THE DOORS
THERE. AND IF YOU LOOK PAST THE DOORS BACK HERE, DOWN THE HALL, WE
AND IF YOU LOOK PAST THE DOORS BACK HERE, DOWN THE HALL, WE HAVE THE END OF THE 7TH AND 8TH
BACK HERE, DOWN THE HALL, WE HAVE THE END OF THE 7TH AND 8TH GRAD AND REGULAR TENTH THROUGH
HAVE THE END OF THE 7TH AND 8TH GRAD AND REGULAR TENTH THROUGH TWELVETH GRADE.
GRAD AND REGULAR TENTH THROUGH TWELVETH GRADE. THE TENTH AND TWELVETH GRADE
TWELVETH GRADE. THE TENTH AND TWELVETH GRADE STUDENTS HAVE PRETTY MUCH THIS
THE TENTH AND TWELVETH GRADE STUDENTS HAVE PRETTY MUCH THIS FLOOR AND THEY SPEND MOST OF THE
STUDENTS HAVE PRETTY MUCH THIS FLOOR AND THEY SPEND MOST OF THE DAY GOING THROUGHOUT REGULAR
FLOOR AND THEY SPEND MOST OF THE DAY GOING THROUGHOUT REGULAR HIGH SCHOOL CURRICULUM.
DAY GOING THROUGHOUT REGULAR HIGH SCHOOL CURRICULUM. OUR SCHOOL IS KNOWN AS FULL
HIGH SCHOOL CURRICULUM. OUR SCHOOL IS KNOWN AS FULL SERVICE COMMUNITY SCHOOL.
OUR SCHOOL IS KNOWN AS FULL SERVICE COMMUNITY SCHOOL. WITHIN A FULL SERVICE COMMUNITY
SERVICE COMMUNITY SCHOOL. WITHIN A FULL SERVICE COMMUNITY SCHOOL, YOU SHOULD BE ABLE TO GO
WITHIN A FULL SERVICE COMMUNITY SCHOOL, YOU SHOULD BE ABLE TO GO AND ACCESS DIFFERENT SERVICES
SCHOOL, YOU SHOULD BE ABLE TO GO AND ACCESS DIFFERENT SERVICES WITHIN THAT.
AND ACCESS DIFFERENT SERVICES WITHIN THAT. YOU HAVE HELP HERE.
WITHIN THAT. YOU HAVE HELP HERE. WE HAVE EMPLOYMENT SERVICES AND
YOU HAVE HELP HERE. WE HAVE EMPLOYMENT SERVICES AND WE HAVE A FEW OTHER PROGRAMS AS
WE HAVE EMPLOYMENT SERVICES AND WE HAVE A FEW OTHER PROGRAMS AS WELL.
WE HAVE A FEW OTHER PROGRAMS AS WELL. LAST YEAR, WE WENT THROUGH WHAT
WELL. LAST YEAR, WE WENT THROUGH WHAT IS CALLED 21 KEYS AND WHAT PX2
LAST YEAR, WE WENT THROUGH WHAT IS CALLED 21 KEYS AND WHAT PX2 IS A PROGRAM FOR YOUTH, YOUNGER
IS CALLED 21 KEYS AND WHAT PX2 IS A PROGRAM FOR YOUTH, YOUNGER PEOPLE TO GIVE THEM STRATEGIES
IS A PROGRAM FOR YOUTH, YOUNGER PEOPLE TO GIVE THEM STRATEGIES NOT ONLY HAD HIGH SCHOOL, BUT
PEOPLE TO GIVE THEM STRATEGIES NOT ONLY HAD HIGH SCHOOL, BUT BEYOND THAT.
NOT ONLY HAD HIGH SCHOOL, BUT BEYOND THAT. IT GIVES THEM A NICE PROGRAM AND
BEYOND THAT. IT GIVES THEM A NICE PROGRAM AND CURRICULUM TO FOLLOW AND GIVE
IT GIVES THEM A NICE PROGRAM AND CURRICULUM TO FOLLOW AND GIVE THEM GOOD STRONG IS SKILLS TO
CURRICULUM TO FOLLOW AND GIVE THEM GOOD STRONG IS SKILLS TO DEVELOP CONFLICT RESOLUTION
THEM GOOD STRONG IS SKILLS TO DEVELOP CONFLICT RESOLUTION SKINS SKIS AND WORK ON
DEVELOP CONFLICT RESOLUTION SKINS SKIS AND WORK ON INTERPERSONAL SKILLS THAT THEY
SKINS SKIS AND WORK ON INTERPERSONAL SKILLS THAT THEY NEED.
INTERPERSONAL SKILLS THAT THEY NEED. WE DEFINITELY DON'T HAVE
NEED. WE DEFINITELY DON'T HAVE TRADITIONAL HIGH SCHOOL.
WE DEFINITELY DON'T HAVE TRADITIONAL HIGH SCHOOL. WE HAVE THE STAR PROGRAM.
TRADITIONAL HIGH SCHOOL. WE HAVE THE STAR PROGRAM. THE STAR PROGRAM SERVES STUDENTS
WE HAVE THE STAR PROGRAM. THE STAR PROGRAM SERVES STUDENTS WHO ARE YOUNG BETWEEN THE AGES
THE STAR PROGRAM SERVES STUDENTS WHO ARE YOUNG BETWEEN THE AGES OF TWO AND FOUR.
WHO ARE YOUNG BETWEEN THE AGES OF TWO AND FOUR. AND IT PREPARES THEM FOR
OF TWO AND FOUR. AND IT PREPARES THEM FOR KINDERGARTEN OF WE SERVE 40
AND IT PREPARES THEM FOR KINDERGARTEN OF WE SERVE 40 STUDENTS EACH DAY, THE WHOLE
KINDERGARTEN OF WE SERVE 40 STUDENTS EACH DAY, THE WHOLE DAY.
STUDENTS EACH DAY, THE WHOLE DAY. WHAT THE HEALTH CENTER IS, WE
DAY. WHAT THE HEALTH CENTER IS, WE ARE PRESENTLY FINISHING
WHAT THE HEALTH CENTER IS, WE ARE PRESENTLY FINISHING CONSTRUCTION OF THAT.
ARE PRESENTLY FINISHING CONSTRUCTION OF THAT. WHAT WILL HAPPEN, THE HEALTH
CONSTRUCTION OF THAT. WHAT WILL HAPPEN, THE HEALTH CENTER WILL PROVIDE SERVICES FOR
WHAT WILL HAPPEN, THE HEALTH CENTER WILL PROVIDE SERVICES FOR OUR STUDENTS, BUT NOT ONLY THE
CENTER WILL PROVIDE SERVICES FOR OUR STUDENTS, BUT NOT ONLY THE OUR STUDENTS, BUT THE COMMUNITY
OUR STUDENTS, BUT NOT ONLY THE OUR STUDENTS, BUT THE COMMUNITY AS WELL.
OUR STUDENTS, BUT THE COMMUNITY AS WELL. WHEN STUDENTS OR PEOPLE HAVE
AS WELL. WHEN STUDENTS OR PEOPLE HAVE MINOR EMERGENCIES, THEY CAN
WHEN STUDENTS OR PEOPLE HAVE MINOR EMERGENCIES, THEY CAN ACCESS THE HEALTH CENTER HERE
MINOR EMERGENCIES, THEY CAN ACCESS THE HEALTH CENTER HERE AND NOT HAVE TO TRAVEL TOO FAR
ACCESS THE HEALTH CENTER HERE AND NOT HAVE TO TRAVEL TOO FAR AWAY.
AND NOT HAVE TO TRAVEL TOO FAR AWAY. >> WE SHOULD MENTION THAT HE IS
AWAY. >> WE SHOULD MENTION THAT HE IS ONE OF TWO DEANS AT MANUAL
>> WE SHOULD MENTION THAT HE IS ONE OF TWO DEANS AT MANUAL SCHOOL.
ONE OF TWO DEANS AT MANUAL SCHOOL. SHANNON MARLIN IS THE OTHER DEAN
SCHOOL. SHANNON MARLIN IS THE OTHER DEAN CH HE HAPPENED TO BE THE ONE
SHANNON MARLIN IS THE OTHER DEAN CH HE HAPPENED TO BE THE ONE THAT WAS THERE TO DO THE CAMERA
CH HE HAPPENED TO BE THE ONE THAT WAS THERE TO DO THE CAMERA PIECE.
THAT WAS THERE TO DO THE CAMERA PIECE. LET'S TALK ABOUT SOME PHYSICAL
PIECE. LET'S TALK ABOUT SOME PHYSICAL CHANGES.
LET'S TALK ABOUT SOME PHYSICAL CHANGES. ERIC POINTED OUT SOME.
CHANGES. ERIC POINTED OUT SOME. FIRST OF ALL, IT IS COSTING MORE
ERIC POINTED OUT SOME. FIRST OF ALL, IT IS COSTING MORE MONEY TO OPERATE MANUAL SCHOOL
FIRST OF ALL, IT IS COSTING MORE MONEY TO OPERATE MANUAL SCHOOL NOW.
MONEY TO OPERATE MANUAL SCHOOL NOW. YOU HAVE ABOUT A MILLION DOLLARS
NOW. YOU HAVE ABOUT A MILLION DOLLARS MORE A YEAR TO DO THAT.
YOU HAVE ABOUT A MILLION DOLLARS MORE A YEAR TO DO THAT. WE SAW SOME OF THOSE CHANGES.
MORE A YEAR TO DO THAT. WE SAW SOME OF THOSE CHANGES. TO GET YOU MORE INVOLVED IN THE
WE SAW SOME OF THOSE CHANGES. TO GET YOU MORE INVOLVED IN THE COMMUNITY, THIS IS A COMMUNITY
TO GET YOU MORE INVOLVED IN THE COMMUNITY, THIS IS A COMMUNITY SCHOOL NOW?
COMMUNITY, THIS IS A COMMUNITY SCHOOL NOW? >> THAT'S CORRECT.
SCHOOL NOW? >> THAT'S CORRECT. >> WHAT DOES THAT MEAN, BROAD
>> THAT'S CORRECT. >> WHAT DOES THAT MEAN, BROAD STROKES?
>> WHAT DOES THAT MEAN, BROAD STROKES? WE WILL GET TO DETAILS IN A
STROKES? WE WILL GET TO DETAILS IN A MINUTE.
WE WILL GET TO DETAILS IN A MINUTE. >>THAT'S A REALLY GOOD QUESTION,
MINUTE. >>THAT'S A REALLY GOOD QUESTION, HAD H, AND I REALLY BELIEVE IN
>>THAT'S A REALLY GOOD QUESTION, HAD H, AND I REALLY BELIEVE IN THE PHILOSOPHY.
HAD H, AND I REALLY BELIEVE IN THE PHILOSOPHY. FOR US TO MOVE FORWARD, IT IS
THE PHILOSOPHY. FOR US TO MOVE FORWARD, IT IS GOING TO TAKE THE ENTIRE
FOR US TO MOVE FORWARD, IT IS GOING TO TAKE THE ENTIRE COMMUNITY ON BOARD TO ASSIST
GOING TO TAKE THE ENTIRE COMMUNITY ON BOARD TO ASSIST WITH IMPROVING ACADEMIC
COMMUNITY ON BOARD TO ASSIST WITH IMPROVING ACADEMIC ACHIEVEMENT FOR EACH CHILD.
WITH IMPROVING ACADEMIC ACHIEVEMENT FOR EACH CHILD. SO IT IS NICE WHEN ***,
ACHIEVEMENT FOR EACH CHILD. SO IT IS NICE WHEN ***, METHODIST IS IN THE BUILDING
SO IT IS NICE WHEN ***, METHODIST IS IN THE BUILDING PCCO, AND MAR FAR LIN BRAGS ARE
METHODIST IS IN THE BUILDING PCCO, AND MAR FAR LIN BRAGS ARE IN THE BUILDING PROVIDING
PCCO, AND MAR FAR LIN BRAGS ARE IN THE BUILDING PROVIDING PREVENTION AND TRAINING AND
IN THE BUILDING PROVIDING PREVENTION AND TRAINING AND CONFLICT RESOLUTION TRAINING,
PREVENTION AND TRAINING AND CONFLICT RESOLUTION TRAINING, PACES, UNITED WAY HAS SUPPORTED
CONFLICT RESOLUTION TRAINING, PACES, UNITED WAY HAS SUPPORTED A THE LOVE AGENCIES THAT HAVE
PACES, UNITED WAY HAS SUPPORTED A THE LOVE AGENCIES THAT HAVE PROVIDED THE VARIETY OF SUPPORT.
A THE LOVE AGENCIES THAT HAVE PROVIDED THE VARIETY OF SUPPORT. WE FOCUS NOT ONLY ON ACADEMICS,
PROVIDED THE VARIETY OF SUPPORT. WE FOCUS NOT ONLY ON ACADEMICS, SOCIAL NEEDS, BEHAVIORAL NEEDS,
WE FOCUS NOT ONLY ON ACADEMICS, SOCIAL NEEDS, BEHAVIORAL NEEDS, ETCETERA , ETCETERA.
SOCIAL NEEDS, BEHAVIORAL NEEDS, ETCETERA , ETCETERA. >>MANUAL IS A LARGER SCHOOL THIS
ETCETERA , ETCETERA. >>MANUAL IS A LARGER SCHOOL THIS YEAR BY 200 STUDENTS.
>>MANUAL IS A LARGER SCHOOL THIS YEAR BY 200 STUDENTS. I ASSUME PRIMARILY BECAUSE OF
YEAR BY 200 STUDENTS. I ASSUME PRIMARILY BECAUSE OF THE ADDITION OF SEVENTH AND
I ASSUME PRIMARILY BECAUSE OF THE ADDITION OF SEVENTH AND EIGHTH GRADE.
THE ADDITION OF SEVENTH AND EIGHTH GRADE. IT IS A LONGER DAY.
EIGHTH GRADE. IT IS A LONGER DAY. WE ALL AGREE LONGER IS BETTER IN
IT IS A LONGER DAY. WE ALL AGREE LONGER IS BETTER IN THIS CASE?
WE ALL AGREE LONGER IS BETTER IN THIS CASE? >> WE CERTAINLY FEEL IT IS
THIS CASE? >> WE CERTAINLY FEEL IT IS BETTER. WE HAVE A LONGER DAY BY
>> WE CERTAINLY FEEL IT IS BETTER. WE HAVE A LONGER DAY BY ONE HOUR. STUDENTS ARE COMING
BETTER. WE HAVE A LONGER DAY BY ONE HOUR. STUDENTS ARE COMING TO SCHOOL AND STARTINGS CLASSES
ONE HOUR. STUDENTS ARE COMING TO SCHOOL AND STARTINGS CLASSES BY FIVE MINUTES TO EIGHT, AND WE
TO SCHOOL AND STARTINGS CLASSES BY FIVE MINUTES TO EIGHT, AND WE DON'T FINISH UNTIL 3:25.
BY FIVE MINUTES TO EIGHT, AND WE DON'T FINISH UNTIL 3:25. >>WITH THAT ADDITIONAL HOUR,
DON'T FINISH UNTIL 3:25. >>WITH THAT ADDITIONAL HOUR, STUDENTS ARE ABLE TO GET THE
>>WITH THAT ADDITIONAL HOUR, STUDENTS ARE ABLE TO GET THE ADDITIONAL CLASS TO GET WHAT WE
STUDENTS ARE ABLE TO GET THE ADDITIONAL CLASS TO GET WHAT WE CALL DOUBLE DOSING.
ADDITIONAL CLASS TO GET WHAT WE CALL DOUBLE DOSING. THEY ARE ABLE TO GET EXTRA
CALL DOUBLE DOSING. THEY ARE ABLE TO GET EXTRA SUPPORT IN ANY PARTICULAR
THEY ARE ABLE TO GET EXTRA SUPPORT IN ANY PARTICULAR ACADEMICS THEY MIGHT NEED HELP
SUPPORT IN ANY PARTICULAR ACADEMICS THEY MIGHT NEED HELP IN.
ACADEMICS THEY MIGHT NEED HELP IN. IT GIVES US THE ADDITIONAL TIME
IN. IT GIVES US THE ADDITIONAL TIME YOU NEED TO CONNECT WITH THE
IT GIVES US THE ADDITIONAL TIME YOU NEED TO CONNECT WITH THE CHILD AND GET THOSE NEEDS MET.
YOU NEED TO CONNECT WITH THE CHILD AND GET THOSE NEEDS MET. >>LET'S GO BACK TO THE ACADEMY
CHILD AND GET THOSE NEEDS MET. >>LET'S GO BACK TO THE ACADEMY SITUATION AND MAKE SURE THAT THE
>>LET'S GO BACK TO THE ACADEMY SITUATION AND MAKE SURE THAT THE PUBLIC UNDERSTANDS WHAT
SITUATION AND MAKE SURE THAT THE PUBLIC UNDERSTANDS WHAT ACADEMIES ARE.
PUBLIC UNDERSTANDS WHAT ACADEMIES ARE. VAL, IF YOU WILL EXPLAIN, FIRST
ACADEMIES ARE. VAL, IF YOU WILL EXPLAIN, FIRST OF ALL, EXPLAIN THE 7TH AND 8TH
VAL, IF YOU WILL EXPLAIN, FIRST OF ALL, EXPLAIN THE 7TH AND 8TH GRADE ACADEMY.
OF ALL, EXPLAIN THE 7TH AND 8TH GRADE ACADEMY. BUT IT IS ALSO IMPORTANT TO HAVE
GRADE ACADEMY. BUT IT IS ALSO IMPORTANT TO HAVE 7TH AND 8TH GRADE IN THAT
BUT IT IS ALSO IMPORTANT TO HAVE 7TH AND 8TH GRADE IN THAT BUILDING SO THEY ARE BETTER
7TH AND 8TH GRADE IN THAT BUILDING SO THEY ARE BETTER PREPARED WHEN THEY GET TO WHAT
BUILDING SO THEY ARE BETTER PREPARED WHEN THEY GET TO WHAT WE WOULD CALL TRADITIONAL HIGH
PREPARED WHEN THEY GET TO WHAT WE WOULD CALL TRADITIONAL HIGH SCHOOL.
WE WOULD CALL TRADITIONAL HIGH SCHOOL. >>TYPICALLY, WHEN STUDENTS MOVE
SCHOOL. >>TYPICALLY, WHEN STUDENTS MOVE INTO THE HIGH SCHOOL, THERE IS A
>>TYPICALLY, WHEN STUDENTS MOVE INTO THE HIGH SCHOOL, THERE IS A TRANSITIONAL PERIOD.
INTO THE HIGH SCHOOL, THERE IS A TRANSITIONAL PERIOD. BUT IF WE HAVE THEM ALREADY
TRANSITIONAL PERIOD. BUT IF WE HAVE THEM ALREADY THERE WHO HAVE BECOME ACCLIMATED
BUT IF WE HAVE THEM ALREADY THERE WHO HAVE BECOME ACCLIMATED TO THE ROUTINE IN THE HIGH
THERE WHO HAVE BECOME ACCLIMATED TO THE ROUTINE IN THE HIGH SCHOOL AND ALL THE SERVICES
TO THE ROUTINE IN THE HIGH SCHOOL AND ALL THE SERVICES AVAILABLE THEM, THAT MAKES THAT
SCHOOL AND ALL THE SERVICES AVAILABLE THEM, THAT MAKES THAT TRANSITION A LITTLE BIT EASIER.
AVAILABLE THEM, THAT MAKES THAT TRANSITION A LITTLE BIT EASIER. PLUS, WE ARE ABLE TO WORK WITH
TRANSITION A LITTLE BIT EASIER. PLUS, WE ARE ABLE TO WORK WITH THOSE STUDENTS AND REALLY GET TO
PLUS, WE ARE ABLE TO WORK WITH THOSE STUDENTS AND REALLY GET TO KNOW THEM AND FORM THOSE
THOSE STUDENTS AND REALLY GET TO KNOW THEM AND FORM THOSE RELATIONSHIPS EARLY ONTO HELP
KNOW THEM AND FORM THOSE RELATIONSHIPS EARLY ONTO HELP THEM TO BE ABLE TO BE PREPARED
RELATIONSHIPS EARLY ONTO HELP THEM TO BE ABLE TO BE PREPARED FOR THE ACADEMIC SUCCESS THAT I
THEM TO BE ABLE TO BE PREPARED FOR THE ACADEMIC SUCCESS THAT I THINK THEY ARE GOING TO HAVE
FOR THE ACADEMIC SUCCESS THAT I THINK THEY ARE GOING TO HAVE ONCE THEY ARE IN THAT
THINK THEY ARE GOING TO HAVE ONCE THEY ARE IN THAT ENVIRONMENT.
ONCE THEY ARE IN THAT ENVIRONMENT. >>ACADEMY IS A WORD THAT CAN
ENVIRONMENT. >>ACADEMY IS A WORD THAT CAN TAKE ON SEVERAL DIFFERENT
>>ACADEMY IS A WORD THAT CAN TAKE ON SEVERAL DIFFERENT MEANINGS.
TAKE ON SEVERAL DIFFERENT MEANINGS. AIR FORCE ACADEMY, ACADEMY OUR
MEANINGS. AIR FORCE ACADEMY, ACADEMY OUR LADY IN PEORIA.
AIR FORCE ACADEMY, ACADEMY OUR LADY IN PEORIA. WHAT DOES ACADEMY MEAN HERE AT
LADY IN PEORIA. WHAT DOES ACADEMY MEAN HERE AT MANUAL SCHOOL?
WHAT DOES ACADEMY MEAN HERE AT MANUAL SCHOOL? >> FOR THE NINTH GRADE, THE
MANUAL SCHOOL? >> FOR THE NINTH GRADE, THE ACADEMY IS -- IT IS -- IT IS
>> FOR THE NINTH GRADE, THE ACADEMY IS -- IT IS -- IT IS HOUSED IN A SPECIFIC AREA OF THE
ACADEMY IS -- IT IS -- IT IS HOUSED IN A SPECIFIC AREA OF THE SCHOOL.
HOUSED IN A SPECIFIC AREA OF THE SCHOOL. IT MEANS OUR STUDENTS WORK WITH
SCHOOL. IT MEANS OUR STUDENTS WORK WITH THE SAME SET OF TEACHERS
IT MEANS OUR STUDENTS WORK WITH THE SAME SET OF TEACHERS THROUGHOUT THE DAY.
THE SAME SET OF TEACHERS THROUGHOUT THE DAY. THE TEACHERS GET TO NOTE KIDS
THROUGHOUT THE DAY. THE TEACHERS GET TO NOTE KIDS VERY WELL, AND VICE VERSA SO WE
THE TEACHERS GET TO NOTE KIDS VERY WELL, AND VICE VERSA SO WE CAN BUILD THOSE RELATIONSHIPS.
VERY WELL, AND VICE VERSA SO WE CAN BUILD THOSE RELATIONSHIPS. BECAUSE WE ARE ENCLOSED OR SELF
CAN BUILD THOSE RELATIONSHIPS. BECAUSE WE ARE ENCLOSED OR SELF CONTAINED IN A SENSE, WE ALL
BECAUSE WE ARE ENCLOSED OR SELF CONTAINED IN A SENSE, WE ALL KIND OF WORK TOGETHER WITH THE
CONTAINED IN A SENSE, WE ALL KIND OF WORK TOGETHER WITH THE KIDS.
KIND OF WORK TOGETHER WITH THE KIDS. SO THAT'S PRIMARILY FOCUS ON
KIDS. SO THAT'S PRIMARILY FOCUS ON ATTENDANCE, ACADEMICS, AND THEN
SO THAT'S PRIMARILY FOCUS ON ATTENDANCE, ACADEMICS, AND THEN JUST MAKING SURE THAT THE KIDS
ATTENDANCE, ACADEMICS, AND THEN JUST MAKING SURE THAT THE KIDS WHO ARE IN SCHOOL ARE RECEIVING
JUST MAKING SURE THAT THE KIDS WHO ARE IN SCHOOL ARE RECEIVING THE EXTRA SUPPORT THEY NEED.
WHO ARE IN SCHOOL ARE RECEIVING THE EXTRA SUPPORT THEY NEED. WE ARE BETTER ABLE TO DO THAT
THE EXTRA SUPPORT THEY NEED. WE ARE BETTER ABLE TO DO THAT WITHIN THE SMALLER CONFINES.
WE ARE BETTER ABLE TO DO THAT WITHIN THE SMALLER CONFINES. >> ONE THING I WOULD ADD TO
WITHIN THE SMALLER CONFINES. >> ONE THING I WOULD ADD TO THAT, STUDENTS TRAVEL TOGETHER
>> ONE THING I WOULD ADD TO THAT, STUDENTS TRAVEL TOGETHER AS A TEAM, IF YOU WILL.
THAT, STUDENTS TRAVEL TOGETHER AS A TEAM, IF YOU WILL. FOR EXAMPLE, BETTY HAS GOTTEN
AS A TEAM, IF YOU WILL. FOR EXAMPLE, BETTY HAS GOTTEN SIX SECTION OF NINTH GRADERS,
FOR EXAMPLE, BETTY HAS GOTTEN SIX SECTION OF NINTH GRADERS, AND EACH SECTION TRAVELS
SIX SECTION OF NINTH GRADERS, AND EACH SECTION TRAVELS TOGETHER, AND EACH SECTION NEW
AND EACH SECTION TRAVELS TOGETHER, AND EACH SECTION NEW ORLEANS 9-1 THROUGH 9-6, 25 TO
TOGETHER, AND EACH SECTION NEW ORLEANS 9-1 THROUGH 9-6, 25 TO 27 STUDENTS THIS EACH OF THOSE
ORLEANS 9-1 THROUGH 9-6, 25 TO 27 STUDENTS THIS EACH OF THOSE SECTION.
27 STUDENTS THIS EACH OF THOSE SECTION. THEY TRAVEL TOGETHER ALMOST LIKE
SECTION. THEY TRAVEL TOGETHER ALMOST LIKE A FAMILY AND BECOMING ONE IN
THEY TRAVEL TOGETHER ALMOST LIKE A FAMILY AND BECOMING ONE IN BEING ABLE TO TRAVEL TO THE
A FAMILY AND BECOMING ONE IN BEING ABLE TO TRAVEL TO THE TEACHERS THEY GO TO SEE
BEING ABLE TO TRAVEL TO THE TEACHERS THEY GO TO SEE THROUGHOUT THE DAY.
TEACHERS THEY GO TO SEE THROUGHOUT THE DAY. >>INDIVIDUAL INSTRUCTION IS A
THROUGHOUT THE DAY. >>INDIVIDUAL INSTRUCTION IS A TERM YOU HAVE USED IN THE PAST.
>>INDIVIDUAL INSTRUCTION IS A TERM YOU HAVE USED IN THE PAST. THAT SEEMS A LITTLE ODD.
TERM YOU HAVE USED IN THE PAST. THAT SEEMS A LITTLE ODD. WHEN YOU HAVE 750 STUDENTS, AND
THAT SEEMS A LITTLE ODD. WHEN YOU HAVE 750 STUDENTS, AND YOU DON'T HAVE THAT MANY
WHEN YOU HAVE 750 STUDENTS, AND YOU DON'T HAVE THAT MANY TEACHERS.
YOU DON'T HAVE THAT MANY TEACHERS. HOW DO YOU AFFECT THAT
TEACHERS. HOW DO YOU AFFECT THAT INDIVIDUAL TRAINING?
HOW DO YOU AFFECT THAT INDIVIDUAL TRAINING? THAT'S WHAT WE ARE WORKING TO.
INDIVIDUAL TRAINING? THAT'S WHAT WE ARE WORKING TO. FOR US -- EVERYBODY UNDERSTANDS
THAT'S WHAT WE ARE WORKING TO. FOR US -- EVERYBODY UNDERSTANDS WHAT THE MISSION IS, DISTRICT
FOR US -- EVERYBODY UNDERSTANDS WHAT THE MISSION IS, DISTRICT 150'S MISSION, AS IT RELATES TO
WHAT THE MISSION IS, DISTRICT 150'S MISSION, AS IT RELATES TO EDUCATING, GRADUATING, HE
150'S MISSION, AS IT RELATES TO EDUCATING, GRADUATING, HE PREPARING AND INSPIRING YOUNG
EDUCATING, GRADUATING, HE PREPARING AND INSPIRING YOUNG PEOPLE TO BE COMPETITIVE IN THE
PREPARING AND INSPIRING YOUNG PEOPLE TO BE COMPETITIVE IN THE WORK FORCE.
PEOPLE TO BE COMPETITIVE IN THE WORK FORCE. THAT DRIVES EVERYTHING WE DO.
WORK FORCE. THAT DRIVES EVERYTHING WE DO. THIS YEAR WE SAID ONE OF THE
THAT DRIVES EVERYTHING WE DO. THIS YEAR WE SAID ONE OF THE THINGS WE ARE DOING THAT WILL
THIS YEAR WE SAID ONE OF THE THINGS WE ARE DOING THAT WILL REALLY HELP US AT MANUAL IS
THINGS WE ARE DOING THAT WILL REALLY HELP US AT MANUAL IS RELEVANCY AND ENGAGEMENT IN THE
REALLY HELP US AT MANUAL IS RELEVANCY AND ENGAGEMENT IN THE CLASSROOM.
RELEVANCY AND ENGAGEMENT IN THE CLASSROOM. WE -- YOU HAVE ALLUDED TO THE
CLASSROOM. WE -- YOU HAVE ALLUDED TO THE TEST SCORES, PARTICULARLY AS IT
WE -- YOU HAVE ALLUDED TO THE TEST SCORES, PARTICULARLY AS IT RELATES TO PSAE'S.
TEST SCORES, PARTICULARLY AS IT RELATES TO PSAE'S. SO WE KNOW WE HAVE OUR WORK CUT
RELATES TO PSAE'S. SO WE KNOW WE HAVE OUR WORK CUT OUT FOR US.
SO WE KNOW WE HAVE OUR WORK CUT OUT FOR US. AND WE BELIEVE LITERACY FOR US
OUT FOR US. AND WE BELIEVE LITERACY FOR US IS A SCHOOL WIDE GOAL.
AND WE BELIEVE LITERACY FOR US IS A SCHOOL WIDE GOAL. WE ANALYZE THE TEST SCORES, AND
IS A SCHOOL WIDE GOAL. WE ANALYZE THE TEST SCORES, AND KNOW WHAT THE DEFICIENCIES ARE,
WE ANALYZE THE TEST SCORES, AND KNOW WHAT THE DEFICIENCIES ARE, AS RELATES TO DECODING, READING
KNOW WHAT THE DEFICIENCIES ARE, AS RELATES TO DECODING, READING AND COMPREHENSION.
AS RELATES TO DECODING, READING AND COMPREHENSION. FOR US, WE CANNOT CONTINUE TO
AND COMPREHENSION. FOR US, WE CANNOT CONTINUE TO AND DO THE SAME OLD TRADITIONAL
FOR US, WE CANNOT CONTINUE TO AND DO THE SAME OLD TRADITIONAL LESSONS THE WAY THAT WE USED TO
AND DO THE SAME OLD TRADITIONAL LESSONS THE WAY THAT WE USED TO ARE SEEING IT TRADITIONALLY
LESSONS THE WAY THAT WE USED TO ARE SEEING IT TRADITIONALLY DONE.
ARE SEEING IT TRADITIONALLY DONE. IT HAS TO BE FOR US TO MOVE
DONE. IT HAS TO BE FOR US TO MOVE FORWARD BECAUSE THEY ARE ALL AT
IT HAS TO BE FOR US TO MOVE FORWARD BECAUSE THEY ARE ALL AT A VARIETY OF LEVELS, WE HAVE TO
FORWARD BECAUSE THEY ARE ALL AT A VARIETY OF LEVELS, WE HAVE TO BE ABLE TO MEET THEM WHERE THEY
A VARIETY OF LEVELS, WE HAVE TO BE ABLE TO MEET THEM WHERE THEY ARE, AND CUSTOMIZE, WE CALL IT
BE ABLE TO MEET THEM WHERE THEY ARE, AND CUSTOMIZE, WE CALL IT DIFFERENTIATION, AND THAT'S VERY
ARE, AND CUSTOMIZE, WE CALL IT DIFFERENTIATION, AND THAT'S VERY DIFFICULT FOR CLASSROOM TEACHERS
DIFFERENTIATION, AND THAT'S VERY DIFFICULT FOR CLASSROOM TEACHERS TO DO.
DIFFICULT FOR CLASSROOM TEACHERS TO DO. BECAUSE THAT TRAINING IN TERMS
TO DO. BECAUSE THAT TRAINING IN TERMS OF COLLEGES, WE WERE NOT
BECAUSE THAT TRAINING IN TERMS OF COLLEGES, WE WERE NOT NECESSARILY TRAINED THAT WAY.
OF COLLEGES, WE WERE NOT NECESSARILY TRAINED THAT WAY. IT IS A LOT OF HARD WORK.
NECESSARILY TRAINED THAT WAY. IT IS A LOT OF HARD WORK. SO WE ARE FOCUSING THIS YEAR,
IT IS A LOT OF HARD WORK. SO WE ARE FOCUSING THIS YEAR, AND WE WILL CONTINUE TO FOCUS ON
SO WE ARE FOCUSING THIS YEAR, AND WE WILL CONTINUE TO FOCUS ON HOW TO DIFFERENTIATE INSTRUCTION
AND WE WILL CONTINUE TO FOCUS ON HOW TO DIFFERENTIATE INSTRUCTION IN THE CLASSROOM, SO, IN FACT,
HOW TO DIFFERENTIATE INSTRUCTION IN THE CLASSROOM, SO, IN FACT, WE CAN MEET THE KIDS.
IN THE CLASSROOM, SO, IN FACT, WE CAN MEET THE KIDS. YOU KNOW WHERE THE KIDS ARE, YOU
WE CAN MEET THE KIDS. YOU KNOW WHERE THE KIDS ARE, YOU KNOW WHERE THE DEFICIENCIES, AND
YOU KNOW WHERE THE KIDS ARE, YOU KNOW WHERE THE DEFICIENCIES, AND START THERE.
KNOW WHERE THE DEFICIENCIES, AND START THERE. YOUR GRANDKIDS, THE RED, YELLOW
START THERE. YOUR GRANDKIDS, THE RED, YELLOW GREEN KIDS?
YOUR GRANDKIDS, THE RED, YELLOW GREEN KIDS? >> AS FAR AS GRADES.
GREEN KIDS? >> AS FAR AS GRADES. >>RED IS D'S AND F'S, YELLOW
>> AS FAR AS GRADES. >>RED IS D'S AND F'S, YELLOW KIDS, C KIDS.
>>RED IS D'S AND F'S, YELLOW KIDS, C KIDS. >>WARNING LEVEL.
KIDS, C KIDS. >>WARNING LEVEL. >>EXACTLY.
>>WARNING LEVEL. >>EXACTLY. IT IS NICE BECAUSE YOU DON'T
>>EXACTLY. IT IS NICE BECAUSE YOU DON'T WANT THE SMART ONES TO GET
IT IS NICE BECAUSE YOU DON'T WANT THE SMART ONES TO GET BORED, AND YET YOU DON'T WANT
WANT THE SMART ONES TO GET BORED, AND YET YOU DON'T WANT THE ONES WHO NEED THE HELP TO
BORED, AND YET YOU DON'T WANT THE ONES WHO NEED THE HELP TO GET FRUSTRATED ALSO.
THE ONES WHO NEED THE HELP TO GET FRUSTRATED ALSO. >> SHARON WAS TALKING ABOUT
GET FRUSTRATED ALSO. >> SHARON WAS TALKING ABOUT RELEVANCY.
>> SHARON WAS TALKING ABOUT RELEVANCY. I THINK MOST PARENTS CAN
RELEVANCY. I THINK MOST PARENTS CAN PROBABLY RELATE TO THIS.
I THINK MOST PARENTS CAN PROBABLY RELATE TO THIS. YOU HAVE A CHILD AND THEY SAY "I
PROBABLY RELATE TO THIS. YOU HAVE A CHILD AND THEY SAY "I WILL NEVER USE THIS MATH AGAIN
YOU HAVE A CHILD AND THEY SAY "I WILL NEVER USE THIS MATH AGAIN IN MY LIFE."
WILL NEVER USE THIS MATH AGAIN IN MY LIFE." HAVE YOU MADE CHANGES IN THE
IN MY LIFE." HAVE YOU MADE CHANGES IN THE TYPES OF COURSES HOW YOU
HAVE YOU MADE CHANGES IN THE TYPES OF COURSES HOW YOU APPROACH THESE COURSES SO THE
TYPES OF COURSES HOW YOU APPROACH THESE COURSES SO THE CHILD ACTUALLY SEES SOME
APPROACH THESE COURSES SO THE CHILD ACTUALLY SEES SOME RELEVANCE TO THE FUTURE?
CHILD ACTUALLY SEES SOME RELEVANCE TO THE FUTURE? >> THAT BEGINS ANOTHER DIALOGUE
RELEVANCE TO THE FUTURE? >> THAT BEGINS ANOTHER DIALOGUE WITH STUDENTS AND TEACHERS
>> THAT BEGINS ANOTHER DIALOGUE WITH STUDENTS AND TEACHERS AGAIN, DO WE NEED THE SURVEY
WITH STUDENTS AND TEACHERS AGAIN, DO WE NEED THE SURVEY CLASS OR DO WE NEED TO JUMP
AGAIN, DO WE NEED THE SURVEY CLASS OR DO WE NEED TO JUMP RIGHT IN AND MAKE SURE THEY HAVE
CLASS OR DO WE NEED TO JUMP RIGHT IN AND MAKE SURE THEY HAVE THE ALGEBRA AND BIOLOGY TO BE
RIGHT IN AND MAKE SURE THEY HAVE THE ALGEBRA AND BIOLOGY TO BE COMPETITIVE IN THE WORK FORCE WE
THE ALGEBRA AND BIOLOGY TO BE COMPETITIVE IN THE WORK FORCE WE TALK ABOUT EVERY DAY ON A DAILY
COMPETITIVE IN THE WORK FORCE WE TALK ABOUT EVERY DAY ON A DAILY BASIS.
TALK ABOUT EVERY DAY ON A DAILY BASIS. THAT RELEVANCY COMES IN AN
BASIS. THAT RELEVANCY COMES IN AN ATTITUDE AS WELL AS THE
THAT RELEVANCY COMES IN AN ATTITUDE AS WELL AS THE PARTICULAR COURSE OFFERINGS THAT
ATTITUDE AS WELL AS THE PARTICULAR COURSE OFFERINGS THAT THEY SEE, AND YOU ASK ARE WE
PARTICULAR COURSE OFFERINGS THAT THEY SEE, AND YOU ASK ARE WE MAKING THOSE CHANGES.
THEY SEE, AND YOU ASK ARE WE MAKING THOSE CHANGES. WE ARE MAKING THOSE CHANGES
MAKING THOSE CHANGES. WE ARE MAKING THOSE CHANGES EVERY DAY WHEN WE CHALLENGE THE
WE ARE MAKING THOSE CHANGES EVERY DAY WHEN WE CHALLENGE THE TEACHERS AND THE STUDENTS TO
EVERY DAY WHEN WE CHALLENGE THE TEACHERS AND THE STUDENTS TO BEGIN TO TALK ABOUT HOW DOES
TEACHERS AND THE STUDENTS TO BEGIN TO TALK ABOUT HOW DOES THAT CONNECT TO THE WORLD OF
BEGIN TO TALK ABOUT HOW DOES THAT CONNECT TO THE WORLD OF WORK.
THAT CONNECT TO THE WORLD OF WORK. HOW DO WE TALK ABOUT THE MATH WE
WORK. HOW DO WE TALK ABOUT THE MATH WE ACTUALLY NEED IN OUR WORK PLACE,
HOW DO WE TALK ABOUT THE MATH WE ACTUALLY NEED IN OUR WORK PLACE, WHAT WRITING SKILLS DO WE NEED
ACTUALLY NEED IN OUR WORK PLACE, WHAT WRITING SKILLS DO WE NEED TO BE ABLE TO MEET THOSE
WHAT WRITING SKILLS DO WE NEED TO BE ABLE TO MEET THOSE CHALLENGES IF WE WILL GO INTO
TO BE ABLE TO MEET THOSE CHALLENGES IF WE WILL GO INTO THE WORK FORCE, IF WE ARE GOING
CHALLENGES IF WE WILL GO INTO THE WORK FORCE, IF WE ARE GOING TO GO INTO COLLEGE, WHATEVER WE
THE WORK FORCE, IF WE ARE GOING TO GO INTO COLLEGE, WHATEVER WE ARE GOING TO BE ABLE TO DO IN
TO GO INTO COLLEGE, WHATEVER WE ARE GOING TO BE ABLE TO DO IN OTHER NEAR FUTURE.
ARE GOING TO BE ABLE TO DO IN OTHER NEAR FUTURE. THESE NEED TO BE CONNECTED, THEY
OTHER NEAR FUTURE. THESE NEED TO BE CONNECTED, THEY NEED TO UNDERSTAND THE Y'S, AND
THESE NEED TO BE CONNECTED, THEY NEED TO UNDERSTAND THE Y'S, AND WHY, AND WHAT.
NEED TO UNDERSTAND THE Y'S, AND WHY, AND WHAT. AND HOW IT RELATES TO THEM AS AN
WHY, AND WHAT. AND HOW IT RELATES TO THEM AS AN INDIVIDUAL.
AND HOW IT RELATES TO THEM AS AN INDIVIDUAL. >>AND TEACHERSERS ARE FACING P
INDIVIDUAL. >>AND TEACHERSERS ARE FACING P CHANGE.
>>AND TEACHERSERS ARE FACING P CHANGE. THEY ARE NOT HAVING LECTURE
CHANGE. THEY ARE NOT HAVING LECTURE STYLE, MAYBE THAT'S EXTREME,
THEY ARE NOT HAVING LECTURE STYLE, MAYBE THAT'S EXTREME, THEY HAVE TO DO MORE THAN
STYLE, MAYBE THAT'S EXTREME, THEY HAVE TO DO MORE THAN LECTURE TO STUDENTS TO MAKE IT
THEY HAVE TO DO MORE THAN LECTURE TO STUDENTS TO MAKE IT RELEVANT?
LECTURE TO STUDENTS TO MAKE IT RELEVANT? >> DEFINITELY.
AS THE FIRST PHASE, STAGE, AND WE HAVE RESTRUCTURED IN TERMS OF WE NOW HAVE A BLOCK SCHEDULE.
WE HAVE RESTRUCTURED IN TERMS OF WE NOW HAVE A BLOCK SCHEDULE. SO STUDENTS MEET FOR TWO CLASS
WE NOW HAVE A BLOCK SCHEDULE. SO STUDENTS MEET FOR TWO CLASS PERIODS A DAY INSTEAD OF ONE.
SO STUDENTS MEET FOR TWO CLASS PERIODS A DAY INSTEAD OF ONE. THAT ALLOWS, WITH MODIFIED BLOCK
PERIODS A DAY INSTEAD OF ONE. THAT ALLOWS, WITH MODIFIED BLOCK IT ALLOWS THEM TO GET IN THE
THAT ALLOWS, WITH MODIFIED BLOCK IT ALLOWS THEM TO GET IN THE ENGLISH, ALGEBRA.
IT ALLOWS THEM TO GET IN THE ENGLISH, ALGEBRA. WE HAVE A FRESHMAN SEMINAR
ENGLISH, ALGEBRA. WE HAVE A FRESHMAN SEMINAR COURSE WHICH I WILL TALK ABOUT.
WE HAVE A FRESHMAN SEMINAR COURSE WHICH I WILL TALK ABOUT. GEOMETRY AND TWO ELECT TIVES.
COURSE WHICH I WILL TALK ABOUT. GEOMETRY AND TWO ELECT TIVES. IT ALLOWS THEM TO GO FURTHER,
GEOMETRY AND TWO ELECT TIVES. IT ALLOWS THEM TO GO FURTHER, FOR THE KIDS IN THE ENRICHED
IT ALLOWS THEM TO GO FURTHER, FOR THE KIDS IN THE ENRICHED CLASSES, THEY WILL GET ALGEBRA
FOR THE KIDS IN THE ENRICHED CLASSES, THEY WILL GET ALGEBRA AND GEOMETRY CREDIT THIS YEAR.
CLASSES, THEY WILL GET ALGEBRA AND GEOMETRY CREDIT THIS YEAR. IT ALSO PROVIDES SUPPORT FOR
AND GEOMETRY CREDIT THIS YEAR. IT ALSO PROVIDES SUPPORT FOR STUDENTS WHO ARE BEHIND BY A
IT ALSO PROVIDES SUPPORT FOR STUDENTS WHO ARE BEHIND BY A COUPLE OF YEARS.
STUDENTS WHO ARE BEHIND BY A COUPLE OF YEARS. WE HAVE A TRANSITION TO ADVANCE
COUPLE OF YEARS. WE HAVE A TRANSITION TO ADVANCE MATH CLASS AND STRATEGIC
WE HAVE A TRANSITION TO ADVANCE MATH CLASS AND STRATEGIC READING.
MATH CLASS AND STRATEGIC READING. ALL FRESHMEN ARE OFFERED A
READING. ALL FRESHMEN ARE OFFERED A COURSE CALLED "FRESHMAN
ALL FRESHMEN ARE OFFERED A COURSE CALLED "FRESHMAN SEMINAR."
COURSE CALLED "FRESHMAN SEMINAR." IT LEADS THE FOUNDATION FOR GOOD
SEMINAR." IT LEADS THE FOUNDATION FOR GOOD STUDY SKILLS, TRANSITION FROM
IT LEADS THE FOUNDATION FOR GOOD STUDY SKILLS, TRANSITION FROM MIDDLE SCHOOL INTO HIGH SCHOOL.
STUDY SKILLS, TRANSITION FROM MIDDLE SCHOOL INTO HIGH SCHOOL. RIGHT NOW THEY ARE WORKING ON
CAREER, FOCUS, AND SO THEY LOOK AT WHAT THEIR STRENGTHS WERE AND WEAKNESSES.
AT WHAT THEIR STRENGTHS WERE AND WEAKNESSES. THEY DID THE HOLLAND INVENTORY.
WEAKNESSES. THEY DID THE HOLLAND INVENTORY. THEY ARE TALKING ABOUT WHETHER
THEY DID THE HOLLAND INVENTORY. THEY ARE TALKING ABOUT WHETHER THEY ARE IN RSI, OR SNI.
THEY ARE TALKING ABOUT WHETHER THEY ARE IN RSI, OR SNI. >>DO I NEED TO ASK WHAT THAT IS?
THEY ARE IN RSI, OR SNI. >>DO I NEED TO ASK WHAT THAT IS? >> IT GIVES YOU AN IDEA WHAT
>>DO I NEED TO ASK WHAT THAT IS? >> IT GIVES YOU AN IDEA WHAT CAREER YOU MIGHT BE BEST SUITED
>> IT GIVES YOU AN IDEA WHAT CAREER YOU MIGHT BE BEST SUITED FOR BASED ON PERSONALITY.
CAREER YOU MIGHT BE BEST SUITED FOR BASED ON PERSONALITY. RIGHT NOW THEY ARE WORKING ON
FOR BASED ON PERSONALITY. RIGHT NOW THEY ARE WORKING ON WRITING RESUMES FOR DIFFERENT
RIGHT NOW THEY ARE WORKING ON WRITING RESUMES FOR DIFFERENT JOBS, JOB RESUME AND SUCH, BASED
WRITING RESUMES FOR DIFFERENT JOBS, JOB RESUME AND SUCH, BASED ON WHAT THEY ALREADY HAVE.
JOBS, JOB RESUME AND SUCH, BASED ON WHAT THEY ALREADY HAVE. THIS WILL HELP LEAD THEM TO
ON WHAT THEY ALREADY HAVE. THIS WILL HELP LEAD THEM TO SELECT THE ACADEMY THEY WILL GO
THIS WILL HELP LEAD THEM TO SELECT THE ACADEMY THEY WILL GO INTO, AND THAT'S THE RECOMMEND
SELECT THE ACADEMY THEY WILL GO INTO, AND THAT'S THE RECOMMEND VAN SI PIECE, A BIG PIECE.
INTO, AND THAT'S THE RECOMMEND VAN SI PIECE, A BIG PIECE. AND THAT'S ONE OF THE REASONS
VAN SI PIECE, A BIG PIECE. AND THAT'S ONE OF THE REASONS THE COMMUNITY NEL IN LOVE WITH
AND THAT'S ONE OF THE REASONS THE COMMUNITY NEL IN LOVE WITH IT, JOHN HOPKINS, BECAUSE THE
THE COMMUNITY NEL IN LOVE WITH IT, JOHN HOPKINS, BECAUSE THE ACADEMY, AND THAT'S HOW YOU
IT, JOHN HOPKINS, BECAUSE THE ACADEMY, AND THAT'S HOW YOU ADDRESS RELEVANCY.
ACADEMY, AND THAT'S HOW YOU ADDRESS RELEVANCY. WE TALKED ABOUT NEXT YEAR
ADDRESS RELEVANCY. WE TALKED ABOUT NEXT YEAR UNVEILING EITHER THE TWO CAREER
WE TALKED ABOUT NEXT YEAR UNVEILING EITHER THE TWO CAREER ACADEMIES, PHYSICALLY IT COULD
UNVEILING EITHER THE TWO CAREER ACADEMIES, PHYSICALLY IT COULD BE EDUCATION, HUMAN SERVICES.
ACADEMIES, PHYSICALLY IT COULD BE EDUCATION, HUMAN SERVICES. ENGINEERING COULD BE ANOTHER
BE EDUCATION, HUMAN SERVICES. ENGINEERING COULD BE ANOTHER ONE. SO KIDS WILL ACTUALLY HAVE
ENGINEERING COULD BE ANOTHER ONE. SO KIDS WILL ACTUALLY HAVE A FLAVOR, ALTHOUGH ACADEMIES
ONE. SO KIDS WILL ACTUALLY HAVE A FLAVOR, ALTHOUGH ACADEMIES WILL FOCUS ON SKILL SETS.
A FLAVOR, ALTHOUGH ACADEMIES WILL FOCUS ON SKILL SETS. BUT WHEN THEY DO THE MATH, IF
WILL FOCUS ON SKILL SETS. BUT WHEN THEY DO THE MATH, IF THEY ARE IN THE ENGINEERING
BUT WHEN THEY DO THE MATH, IF THEY ARE IN THE ENGINEERING ACADEMY, IT WILL RELATE TO MATH
THEY ARE IN THE ENGINEERING ACADEMY, IT WILL RELATE TO MATH AND HOW THAT RELATES TO THE
ACADEMY, IT WILL RELATE TO MATH AND HOW THAT RELATES TO THE ENGINEERING FIELD OR THE
AND HOW THAT RELATES TO THE ENGINEERING FIELD OR THE EDUCATION FIELD OR THE, YOU KNOW
ENGINEERING FIELD OR THE EDUCATION FIELD OR THE, YOU KNOW , THE BUSINESS FIELD, THAT
EDUCATION FIELD OR THE, YOU KNOW , THE BUSINESS FIELD, THAT SORT OF THING.
, THE BUSINESS FIELD, THAT SORT OF THING. RELEVANCY WILL BE FULLY UNVEILED
SORT OF THING. RELEVANCY WILL BE FULLY UNVEILED THE SECOND YEAR OF THIS MODEL OR
RELEVANCY WILL BE FULLY UNVEILED THE SECOND YEAR OF THIS MODEL OR PHASE.
THE SECOND YEAR OF THIS MODEL OR PHASE. BECAUSE WE TALKED ABOUT THIS
PHASE. BECAUSE WE TALKED ABOUT THIS MODEL BEING A TWO YEAR PROCESS
BECAUSE WE TALKED ABOUT THIS MODEL BEING A TWO YEAR PROCESS AS FAR AS PHASES ARE CONCERNED.
MODEL BEING A TWO YEAR PROCESS AS FAR AS PHASES ARE CONCERNED. >>SO THEY ARE LEARNING THE
AS FAR AS PHASES ARE CONCERNED. >>SO THEY ARE LEARNING THE PRACTICAL APPLICATION OF THE
>>SO THEY ARE LEARNING THE PRACTICAL APPLICATION OF THE COURSE THEY ARE TAKING INSTEAD
PRACTICAL APPLICATION OF THE COURSE THEY ARE TAKING INSTEAD OF WHETHER YOU ARE GOING ON A
COURSE THEY ARE TAKING INSTEAD OF WHETHER YOU ARE GOING ON A COLLEGE CURRICULUM, AND YOU
OF WHETHER YOU ARE GOING ON A COLLEGE CURRICULUM, AND YOU GRADUATE FROM HIGH SCHOOL, AND
COLLEGE CURRICULUM, AND YOU GRADUATE FROM HIGH SCHOOL, AND YOU GO OFF TO COLLEGE, AND YOU
GRADUATE FROM HIGH SCHOOL, AND YOU GO OFF TO COLLEGE, AND YOU STILL -- YOU HAVE A LOT OF
YOU GO OFF TO COLLEGE, AND YOU STILL -- YOU HAVE A LOT OF KNOWLEDGE.
STILL -- YOU HAVE A LOT OF KNOWLEDGE. FIRST TIME YOU HAVE ANY INKLING
KNOWLEDGE. FIRST TIME YOU HAVE ANY INKLING IS ABOUT THE SOPHOMORE YEAR IN
FIRST TIME YOU HAVE ANY INKLING IS ABOUT THE SOPHOMORE YEAR IN COLLEGE.
IS ABOUT THE SOPHOMORE YEAR IN COLLEGE. >>RIGHT.
COLLEGE. >>RIGHT. >>DO I REALLY WANT TO BE AN
>>RIGHT. >>DO I REALLY WANT TO BE AN ENGINEER?
>>DO I REALLY WANT TO BE AN ENGINEER? DO I REALLY WANT TO BE A NURSE?
ENGINEER? DO I REALLY WANT TO BE A NURSE? >> YOU HIT IT DEAD ON THE HEAD
DO I REALLY WANT TO BE A NURSE? >> YOU HIT IT DEAD ON THE HEAD AS FAR AS WE ARE CONCERNED.
>> YOU HIT IT DEAD ON THE HEAD AS FAR AS WE ARE CONCERNED. WHEN YOU TALK ABOUT KNOWLEDGE,
AS FAR AS WE ARE CONCERNED. WHEN YOU TALK ABOUT KNOWLEDGE, IT IS MORE WHAT DO YOU DO WITH
WHEN YOU TALK ABOUT KNOWLEDGE, IT IS MORE WHAT DO YOU DO WITH THAT KNOWLEDGE.
IT IS MORE WHAT DO YOU DO WITH THAT KNOWLEDGE. THAT'S WHERE BUSINESSES IN THE
THAT KNOWLEDGE. THAT'S WHERE BUSINESSES IN THE COMMUNITY WANT TO SEE STUDENTS
THAT'S WHERE BUSINESSES IN THE COMMUNITY WANT TO SEE STUDENTS THAT CAN APPLY KNOWLEDGE AND NOT
COMMUNITY WANT TO SEE STUDENTS THAT CAN APPLY KNOWLEDGE AND NOT JUST HAVE MUNDANE FACTS.
THAT CAN APPLY KNOWLEDGE AND NOT JUST HAVE MUNDANE FACTS. WHAT WE ARE TEACHING STUDENTS IS
JUST HAVE MUNDANE FACTS. WHAT WE ARE TEACHING STUDENTS IS TO BE ABLE TO DO IS THINK, AND
WHAT WE ARE TEACHING STUDENTS IS TO BE ABLE TO DO IS THINK, AND THAT'S SOMETHING, YOU KNOW, WE
TO BE ABLE TO DO IS THINK, AND THAT'S SOMETHING, YOU KNOW, WE THINK IS VERY, VERY VITAL TO
THAT'S SOMETHING, YOU KNOW, WE THINK IS VERY, VERY VITAL TO THEIR BEING ABLE TO MOVE FORWARD
THINK IS VERY, VERY VITAL TO THEIR BEING ABLE TO MOVE FORWARD WITH THEIR CAREERS, THEIR
THEIR BEING ABLE TO MOVE FORWARD WITH THEIR CAREERS, THEIR THOUGHTS, THEIR PLANS FOR THE
WITH THEIR CAREERS, THEIR THOUGHTS, THEIR PLANS FOR THE FUTURE, JUST HAVING KNOWLEDGE AS
THOUGHTS, THEIR PLANS FOR THE FUTURE, JUST HAVING KNOWLEDGE AS OPPOSED TO BEING ABLE TO APPLY
FUTURE, JUST HAVING KNOWLEDGE AS OPPOSED TO BEING ABLE TO APPLY THAT KNOWLEDGE TO THEIR LIFE.
OPPOSED TO BEING ABLE TO APPLY THAT KNOWLEDGE TO THEIR LIFE. >>WE HAVE TALKED ABOUT STUDENTS.
THAT KNOWLEDGE TO THEIR LIFE. >>WE HAVE TALKED ABOUT STUDENTS. WE HAVE TALKED ABOUT TEACHERS.
>>WE HAVE TALKED ABOUT STUDENTS. WE HAVE TALKED ABOUT TEACHERS. YOU HAVE JUST MENTIONED BUSINESS
WE HAVE TALKED ABOUT TEACHERS. YOU HAVE JUST MENTIONED BUSINESS INVOLVEMENT.
YOU HAVE JUST MENTIONED BUSINESS INVOLVEMENT. LITERALLY YOU ARE HAVING
INVOLVEMENT. LITERALLY YOU ARE HAVING BUSINESSES COME IN AND HELP THE
LITERALLY YOU ARE HAVING BUSINESSES COME IN AND HELP THE SCHOOL?
BUSINESSES COME IN AND HELP THE SCHOOL? >> ABSOLUTELY.
SCHOOL? >> ABSOLUTELY. LITERALLY, AND BUSINESSES
>> ABSOLUTELY. LITERALLY, AND BUSINESSES ACTUALLY VERY INTRICATELY
LITERALLY, AND BUSINESSES ACTUALLY VERY INTRICATELY INVOLVED IN ESTABLISHING THE
ACTUALLY VERY INTRICATELY INVOLVED IN ESTABLISHING THE ACADEMIES.
INVOLVED IN ESTABLISHING THE ACADEMIES. A VARIETY OF BUSINESS, AND THEY
ACADEMIES. A VARIETY OF BUSINESS, AND THEY HAVE BEEN WORKING ON THIS
A VARIETY OF BUSINESS, AND THEY HAVE BEEN WORKING ON THIS PROCESS FOR MONTHS.
HAVE BEEN WORKING ON THIS PROCESS FOR MONTHS. THEY ARE THE ONES DETERMING THE
PROCESS FOR MONTHS. THEY ARE THE ONES DETERMING THE SKILL SETS WORK FORCE, AND
THEY ARE THE ONES DETERMING THE SKILL SETS WORK FORCE, AND PAULA, TRADES, AGAIN GER AND
SKILL SETS WORK FORCE, AND PAULA, TRADES, AGAIN GER AND MARTY, THEY HAVE ACTUALLY HAD
PAULA, TRADES, AGAIN GER AND MARTY, THEY HAVE ACTUALLY HAD MEETINGS UPON MEETINGS, BRADLEY
MARTY, THEY HAVE ACTUALLY HAD MEETINGS UPON MEETINGS, BRADLEY UNIVERSITY, CAT, ON GOING, AND
MEETINGS UPON MEETINGS, BRADLEY UNIVERSITY, CAT, ON GOING, AND THE COMMITTMENT, THE CHAMBER,
UNIVERSITY, CAT, ON GOING, AND THE COMMITTMENT, THE CHAMBER, ROBERTA, VERY INVOLVED WITH
THE COMMITTMENT, THE CHAMBER, ROBERTA, VERY INVOLVED WITH THIS, AND BECAUSE THIS -- THE
ROBERTA, VERY INVOLVED WITH THIS, AND BECAUSE THIS -- THE ACADEMYIES NOT ONLY
THIS, AND BECAUSE THIS -- THE ACADEMYIES NOT ONLY THEORETICALLY FROM A STANDPOINT
ACADEMYIES NOT ONLY THEORETICALLY FROM A STANDPOINT OF PROVIDING THE PRACTICAL
THEORETICALLY FROM A STANDPOINT OF PROVIDING THE PRACTICAL INFORMATION IN THE CLASSROOM,
OF PROVIDING THE PRACTICAL INFORMATION IN THE CLASSROOM, BUT WE ARE LOOKING FOR
INFORMATION IN THE CLASSROOM, BUT WE ARE LOOKING FOR INDIVIDUALS TO COMMIT TO JOB
BUT WE ARE LOOKING FOR INDIVIDUALS TO COMMIT TO JOB SHADOWING AND JOB TRAINING, AND
INDIVIDUALS TO COMMIT TO JOB SHADOWING AND JOB TRAINING, AND THOSE SORTS OF THINGS. IT IS
SHADOWING AND JOB TRAINING, AND THOSE SORTS OF THINGS. IT IS REALLY VERY EXCITING, AND WE ARE
THOSE SORTS OF THINGS. IT IS REALLY VERY EXCITING, AND WE ARE GETTING READY TO ROLL OUT.
REALLY VERY EXCITING, AND WE ARE GETTING READY TO ROLL OUT. THE BUSINESSES HAVE REALLY GOT
GETTING READY TO ROLL OUT. THE BUSINESSES HAVE REALLY GOT IN, AND GOT ON BOARD, AND THEY
THE BUSINESSES HAVE REALLY GOT IN, AND GOT ON BOARD, AND THEY ARE EXCITED.
IN, AND GOT ON BOARD, AND THEY ARE EXCITED. THEY HAVE COMMITTED RESOURCES
ARE EXCITED. THEY HAVE COMMITTED RESOURCES ALSO.
THEY HAVE COMMITTED RESOURCES ALSO. THAT'S THE OTHER EXCITING PIECE
ALSO. THAT'S THE OTHER EXCITING PIECE TO THIS PROJECT.
THAT'S THE OTHER EXCITING PIECE TO THIS PROJECT. >>WHEN ERIC GAVE ME THE TOUR OF
TO THIS PROJECT. >>WHEN ERIC GAVE ME THE TOUR OF THE SCHOOL, WE WENT DOWN TO ONE
>>WHEN ERIC GAVE ME THE TOUR OF THE SCHOOL, WE WENT DOWN TO ONE WING THAT LITERALLY IS A
THE SCHOOL, WE WENT DOWN TO ONE WING THAT LITERALLY IS A COMMUNITY CENTER. IS THAT WHAT
WING THAT LITERALLY IS A COMMUNITY CENTER. IS THAT WHAT WE CALL THAT?
COMMUNITY CENTER. IS THAT WHAT WE CALL THAT? >> I AM NOT SURE.
WE CALL THAT? >> I AM NOT SURE. WHERE DID YOU GO?
>> I AM NOT SURE. WHERE DID YOU GO? >> WE WENT TO THE COMMUNITY
WHERE DID YOU GO? >> WE WENT TO THE COMMUNITY CENTER.
>> WE WENT TO THE COMMUNITY CENTER. >>WORK FORCE.
CENTER. >>WORK FORCE. >> WORK FORCE NETWORK.
>>WORK FORCE. >> WORK FORCE NETWORK. AND LITERALLY GOING TO BE A
>> WORK FORCE NETWORK. AND LITERALLY GOING TO BE A HEALTH CARE CENTER.
AND LITERALLY GOING TO BE A HEALTH CARE CENTER. WHEN I SAY THAT, THE HEALTH CARE
HEALTH CARE CENTER. WHEN I SAY THAT, THE HEALTH CARE ISN'T JUST FOR STUDENTS.
WHEN I SAY THAT, THE HEALTH CARE ISN'T JUST FOR STUDENTS. >>FOR THE COMMUNITY.
ISN'T JUST FOR STUDENTS. >>FOR THE COMMUNITY. >>IT IS FOR EVERYBODY.
>>FOR THE COMMUNITY. >>IT IS FOR EVERYBODY. >>MICHAEL BRYANT FROM METHODIST
>>IT IS FOR EVERYBODY. >>MICHAEL BRYANT FROM METHODIST CALLED AND SAID "WE ARE GOING TO
>>MICHAEL BRYANT FROM METHODIST CALLED AND SAID "WE ARE GOING TO INVEST WONDERFUL EQUIPMENT,
CALLED AND SAID "WE ARE GOING TO INVEST WONDERFUL EQUIPMENT, STATE OF THE ART EQUIPMENT.
INVEST WONDERFUL EQUIPMENT, STATE OF THE ART EQUIPMENT. ARE YOU GUYS INTERESTED?"
STATE OF THE ART EQUIPMENT. ARE YOU GUYS INTERESTED?" WE SPOKE TO THE SUPERINTENDENT
ARE YOU GUYS INTERESTED?" WE SPOKE TO THE SUPERINTENDENT AND MYSELF, AND WE SAID
WE SPOKE TO THE SUPERINTENDENT AND MYSELF, AND WE SAID "ABSOLUTELY."
AND MYSELF, AND WE SAID "ABSOLUTELY." THE VISION IS UNBELIEVABLE IN
"ABSOLUTELY." THE VISION IS UNBELIEVABLE IN TERMS OF THE SERVICE, THE
THE VISION IS UNBELIEVABLE IN TERMS OF THE SERVICE, THE QUALITY OF SERVICE, THE TRAINING
TERMS OF THE SERVICE, THE QUALITY OF SERVICE, THE TRAINING ON HEALTH.
QUALITY OF SERVICE, THE TRAINING ON HEALTH. WE TALKED ABOUT THE ENTIRE
ON HEALTH. WE TALKED ABOUT THE ENTIRE COMMUNITY NOT ONLY SOCIALLY,
WE TALKED ABOUT THE ENTIRE COMMUNITY NOT ONLY SOCIALLY, EMOTIONALLY, BUT HEALTH WISE.
COMMUNITY NOT ONLY SOCIALLY, EMOTIONALLY, BUT HEALTH WISE. WE ARE BLESSED AND FORTUNATE
EMOTIONALLY, BUT HEALTH WISE. WE ARE BLESSED AND FORTUNATE THEY HAVE THEM INVEST QUITE A
WE ARE BLESSED AND FORTUNATE THEY HAVE THEM INVEST QUITE A BIT OF DOLLARS INTO MANUAL.
THEY HAVE THEM INVEST QUITE A BIT OF DOLLARS INTO MANUAL. >>LET'S GO BACK TO ANOTHER LEG
BIT OF DOLLARS INTO MANUAL. >>LET'S GO BACK TO ANOTHER LEG OF THE SCHOOL, AND THAT'S THE
>>LET'S GO BACK TO ANOTHER LEG OF THE SCHOOL, AND THAT'S THE PARENTS.
OF THE SCHOOL, AND THAT'S THE PARENTS. I THINK THERE IS QUITE OFTEN WE
PARENTS. I THINK THERE IS QUITE OFTEN WE ALWAYS BLAME -- FIRST OF ALL, WE
I THINK THERE IS QUITE OFTEN WE ALWAYS BLAME -- FIRST OF ALL, WE SOLVED A LOT OF PROBLEMS IN THE
ALWAYS BLAME -- FIRST OF ALL, WE SOLVED A LOT OF PROBLEMS IN THE WORLD IF WE HAD PARENTAL
SOLVED A LOT OF PROBLEMS IN THE WORLD IF WE HAD PARENTAL INVOLVEMENT.
WORLD IF WE HAD PARENTAL INVOLVEMENT. AND WE BLAME THE PARENTS IF THEY
INVOLVEMENT. AND WE BLAME THE PARENTS IF THEY DON'T GET INVOLVED.
AND WE BLAME THE PARENTS IF THEY DON'T GET INVOLVED. THEY WORK SECOND SHIFT, THEY
DON'T GET INVOLVED. THEY WORK SECOND SHIFT, THEY HAVE TWO JOBS, VOLUNTEERISM,
THEY WORK SECOND SHIFT, THEY HAVE TWO JOBS, VOLUNTEERISM, WHATEVER IT IS.
HAVE TWO JOBS, VOLUNTEERISM, WHATEVER IT IS. HOW ARE WE GOING ABOUT GETTING
WHATEVER IT IS. HOW ARE WE GOING ABOUT GETTING THE PARENTS MORE INVOLVED IN
HOW ARE WE GOING ABOUT GETTING THE PARENTS MORE INVOLVED IN THEIR CHILDREN'S ACADEMIC LIVES?
THE PARENTS MORE INVOLVED IN THEIR CHILDREN'S ACADEMIC LIVES? >> WELL, ONE OF THE THINGS WE
THEIR CHILDREN'S ACADEMIC LIVES? >> WELL, ONE OF THE THINGS WE TALK ABOUT TO ANSWER THAT
>> WELL, ONE OF THE THINGS WE TALK ABOUT TO ANSWER THAT QUESTION IS KIND OF A TWO-FOLD
TALK ABOUT TO ANSWER THAT QUESTION IS KIND OF A TWO-FOLD RESPONSE.
QUESTION IS KIND OF A TWO-FOLD RESPONSE. FIRST, IS WHAT LEVEL OF
RESPONSE. FIRST, IS WHAT LEVEL OF INTERVENTION ARE YOU TALKING
FIRST, IS WHAT LEVEL OF INTERVENTION ARE YOU TALKING ABOUT?
INTERVENTION ARE YOU TALKING ABOUT? WHAT KINDS OF ACTIVITIES DO YOU
ABOUT? WHAT KINDS OF ACTIVITIES DO YOU SEE PARENTS ARE INVOLVED?
WHAT KINDS OF ACTIVITIES DO YOU SEE PARENTS ARE INVOLVED? THE TRADITIONAL WAYS ARE NOT
SEE PARENTS ARE INVOLVED? THE TRADITIONAL WAYS ARE NOT ALWAYS WHAT WE ARE LOOK AT NOW.
THE TRADITIONAL WAYS ARE NOT ALWAYS WHAT WE ARE LOOK AT NOW. IF A PARENT ISN'T COMING OUT TO
ALWAYS WHAT WE ARE LOOK AT NOW. IF A PARENT ISN'T COMING OUT TO BRING COOKIES OR TO DO THEIR TWO
IF A PARENT ISN'T COMING OUT TO BRING COOKIES OR TO DO THEIR TWO HOURS IN THE CLASSROOM, THEN
BRING COOKIES OR TO DO THEIR TWO HOURS IN THE CLASSROOM, THEN THEY ARE NOT INVOLVED.
HOURS IN THE CLASSROOM, THEN THEY ARE NOT INVOLVED. WELL, LET'S FACE IT.
THEY ARE NOT INVOLVED. WELL, LET'S FACE IT. PARENTS ARE WORKING.
WELL, LET'S FACE IT. PARENTS ARE WORKING. THEY ARE TRYING TO PROVIDE FOR
PARENTS ARE WORKING. THEY ARE TRYING TO PROVIDE FOR THEIR FAMILIES.
THEY ARE TRYING TO PROVIDE FOR THEIR FAMILIES. SO WE ARE MAKING SURE THAT WE
THEIR FAMILIES. SO WE ARE MAKING SURE THAT WE UNDERSTAND, AND WE SHARE WITH
SO WE ARE MAKING SURE THAT WE UNDERSTAND, AND WE SHARE WITH PARENTS THAT WE SEE THAT SUPPORT
UNDERSTAND, AND WE SHARE WITH PARENTS THAT WE SEE THAT SUPPORT AS JUST BEING THERE WHEN WE NEED
PARENTS THAT WE SEE THAT SUPPORT AS JUST BEING THERE WHEN WE NEED THEM MANY TIMES.
AS JUST BEING THERE WHEN WE NEED THEM MANY TIMES. IF WE CALL AND CAN TALK ON THE
THEM MANY TIMES. IF WE CALL AND CAN TALK ON THE PHONE, IF WE CAN SEND E-MAIL.
IF WE CALL AND CAN TALK ON THE PHONE, IF WE CAN SEND E-MAIL. IT IS NOT ALWAYS TRADITIONAL
PHONE, IF WE CAN SEND E-MAIL. IT IS NOT ALWAYS TRADITIONAL SHOWING UP AND BEING IN THE
IT IS NOT ALWAYS TRADITIONAL SHOWING UP AND BEING IN THE BUILDING.
SHOWING UP AND BEING IN THE BUILDING. BUT ALSO WHEN PARENTS BEGIN TO
BUILDING. BUT ALSO WHEN PARENTS BEGIN TO UNDERSTAND THAT YOU REALLY VALUE
BUT ALSO WHEN PARENTS BEGIN TO UNDERSTAND THAT YOU REALLY VALUE THEIR INPUT, THEN THEY COME, AND
UNDERSTAND THAT YOU REALLY VALUE THEIR INPUT, THEN THEY COME, AND THEY GIVE THAT OPINION.
THEIR INPUT, THEN THEY COME, AND THEY GIVE THAT OPINION. THEY WILL DO SURVEYS.
THEY GIVE THAT OPINION. THEY WILL DO SURVEYS. THEY WILL COME TO THE MONTHLY
THEY WILL DO SURVEYS. THEY WILL COME TO THE MONTHLY MEETINGS THAT WE HAVE PROVIDED
THEY WILL COME TO THE MONTHLY MEETINGS THAT WE HAVE PROVIDED FOR THEM TO COME AND GIVE THEIR
MEETINGS THAT WE HAVE PROVIDED FOR THEM TO COME AND GIVE THEIR INPUT.
FOR THEM TO COME AND GIVE THEIR INPUT. THEY WANT TO BE A PART OF THE
INPUT. THEY WANT TO BE A PART OF THE DECISION MAKING PROCESS AND
THEY WANT TO BE A PART OF THE DECISION MAKING PROCESS AND MAKING THE DECISIONS THAT WILL
DECISION MAKING PROCESS AND MAKING THE DECISIONS THAT WILL SUPPORT THEIR CHILD.
MAKING THE DECISIONS THAT WILL SUPPORT THEIR CHILD. SO WE HAVE A LOT OF DIFFERENT
SUPPORT THEIR CHILD. SO WE HAVE A LOT OF DIFFERENT WAYS THAT WE ARE GIVING THEM
SO WE HAVE A LOT OF DIFFERENT WAYS THAT WE ARE GIVING THEM ACCESS TO THE BUILDING.
WAYS THAT WE ARE GIVING THEM ACCESS TO THE BUILDING. WE WELCOME THEM TO HAVE OPEN
ACCESS TO THE BUILDING. WE WELCOME THEM TO HAVE OPEN DOOR POLICY WHERE THEY CAN COME
WE WELCOME THEM TO HAVE OPEN DOOR POLICY WHERE THEY CAN COME IN AND BE A PART HOWEVER THEY
DOOR POLICY WHERE THEY CAN COME IN AND BE A PART HOWEVER THEY WANT TO BE A PART, WHETHER
IN AND BE A PART HOWEVER THEY WANT TO BE A PART, WHETHER SHOWING UP FOR THE CLASSROOM, OR
WANT TO BE A PART, WHETHER SHOWING UP FOR THE CLASSROOM, OR SCHEDULING AN APPOINTMENT, JUST
SHOWING UP FOR THE CLASSROOM, OR SCHEDULING AN APPOINTMENT, JUST BEING OPEN TO THEIR OPINIONS AND
SCHEDULING AN APPOINTMENT, JUST BEING OPEN TO THEIR OPINIONS AND VALUE
BEING OPEN TO THEIR OPINIONS AND VALUE VALUING THEIR BELIEFS, STARTS
VALUE VALUING THEIR BELIEFS, STARTS THAT WHOLE DIALOGUE.
VALUING THEIR BELIEFS, STARTS THAT WHOLE DIALOGUE. >>JUST WELCOME BEING THEM.
THAT WHOLE DIALOGUE. >>JUST WELCOME BEING THEM. >>AND PROVIDING A WEALTH OF OF
>>JUST WELCOME BEING THEM. >>AND PROVIDING A WEALTH OF OF OPPORTUNITIES FOR THEM TO COME
>>AND PROVIDING A WEALTH OF OF OPPORTUNITIES FOR THEM TO COME IN AND DO DIFFERENT THINGS.
OPPORTUNITIES FOR THEM TO COME IN AND DO DIFFERENT THINGS. WE HAVE MONTHLY PARENT
IN AND DO DIFFERENT THINGS. WE HAVE MONTHLY PARENT INVOLVEMENT, AND FOR THE 7TH AND
WE HAVE MONTHLY PARENT INVOLVEMENT, AND FOR THE 7TH AND 8TH GRADE ACADEMY, THAT'S ONE OF
INVOLVEMENT, AND FOR THE 7TH AND 8TH GRADE ACADEMY, THAT'S ONE OF THE THEIR COMMITMENTS TO BEING
8TH GRADE ACADEMY, THAT'S ONE OF THE THEIR COMMITMENTS TO BEING PART OF THE ACADEMY.
THE THEIR COMMITMENTS TO BEING PART OF THE ACADEMY. WE HAVE OPPORTUNITY FOR THEM TO
PART OF THE ACADEMY. WE HAVE OPPORTUNITY FOR THEM TO GET THEM INVOLVED.
WE HAVE OPPORTUNITY FOR THEM TO GET THEM INVOLVED. I HAVE THEM ALL THROUGHOUT THE
GET THEM INVOLVED. I HAVE THEM ALL THROUGHOUT THE DAY OF WE NOT ONLY HAVE THINGS
I HAVE THEM ALL THROUGHOUT THE DAY OF WE NOT ONLY HAVE THINGS IN THE EVENING, BUT DURING THE
DAY OF WE NOT ONLY HAVE THINGS IN THE EVENING, BUT DURING THE MORNING LIKE BREAKFAST WITH
IN THE EVENING, BUT DURING THE MORNING LIKE BREAKFAST WITH MRS. PIERCE, AND WE HAVE -- THEY
MORNING LIKE BREAKFAST WITH MRS. PIERCE, AND WE HAVE -- THEY WORK ON NEWSLETTERS.
MRS. PIERCE, AND WE HAVE -- THEY WORK ON NEWSLETTERS. THEY DO CONCESSIONS AT
WORK ON NEWSLETTERS. THEY DO CONCESSIONS AT BASKETBALL GAMES.
THEY DO CONCESSIONS AT BASKETBALL GAMES. JUST A VARIETY OF THINGS FOR
BASKETBALL GAMES. JUST A VARIETY OF THINGS FOR THEM TO FIND WAYS TO BE
JUST A VARIETY OF THINGS FOR THEM TO FIND WAYS TO BE COMMITTED TO THEIR STUDENTS.
THEM TO FIND WAYS TO BE COMMITTED TO THEIR STUDENTS. >>BUT IT IS NOT JUST PARENTS
COMMITTED TO THEIR STUDENTS. >>BUT IT IS NOT JUST PARENTS COMING IN.
>>BUT IT IS NOT JUST PARENTS COMING IN. YOU ARE ACTUALLY GOING OUT AND
COMING IN. YOU ARE ACTUALLY GOING OUT AND ENGAGING THEM?
YOU ARE ACTUALLY GOING OUT AND ENGAGING THEM? >> VAL ACTUALLY -- FOR THE FIRST
ENGAGING THEM? >> VAL ACTUALLY -- FOR THE FIRST TIME, WE HAD OUR FIRST PTO
>> VAL ACTUALLY -- FOR THE FIRST TIME, WE HAD OUR FIRST PTO MEETING SCHOOL WIDE.
TIME, WE HAD OUR FIRST PTO MEETING SCHOOL WIDE. WE INVITED 7-12TH GRADE PARENTS
MEETING SCHOOL WIDE. WE INVITED 7-12TH GRADE PARENTS TO ATTEND.
WE INVITED 7-12TH GRADE PARENTS TO ATTEND. MRS. PIERCE HAS MONTHLY PARENTAL
TO ATTEND. MRS. PIERCE HAS MONTHLY PARENTAL ACTIVITIES.
MRS. PIERCE HAS MONTHLY PARENTAL ACTIVITIES. YOU GUYS HAVE DONE A REALLY NICE
ACTIVITIES. YOU GUYS HAVE DONE A REALLY NICE JOB WITH THAT.
YOU GUYS HAVE DONE A REALLY NICE JOB WITH THAT. YOU HAD YOUR COUNSELOR,
JOB WITH THAT. YOU HAD YOUR COUNSELOR, MISS SCHMIDT, CASEY SCHMIDT
YOU HAD YOUR COUNSELOR, MISS SCHMIDT, CASEY SCHMIDT PRESENTED ON.
MISS SCHMIDT, CASEY SCHMIDT PRESENTED ON. >>BULLYING.
PRESENTED ON. >>BULLYING. >>BULLYING.
>>BULLYING. >>BULLYING. >>BECAUSE PARENTS WANTED TO KNOW
>>BULLYING. >>BECAUSE PARENTS WANTED TO KNOW ABOUT THAT.
>>BECAUSE PARENTS WANTED TO KNOW ABOUT THAT. THEY RAISE THE TOPICS, AND WE
ABOUT THAT. THEY RAISE THE TOPICS, AND WE PROVIDE THE FORUM.
THEY RAISE THE TOPICS, AND WE PROVIDE THE FORUM. >>SHE HAS AN AWESOME COUNSELOR
PROVIDE THE FORUM. >>SHE HAS AN AWESOME COUNSELOR VERY GOOD WITH THOSE TOPICS,
>>SHE HAS AN AWESOME COUNSELOR VERY GOOD WITH THOSE TOPICS, NICE POWER POINT AND PRESENTED
VERY GOOD WITH THOSE TOPICS, NICE POWER POINT AND PRESENTED IT TO PARENTS AND WE HAD A NICE
NICE POWER POINT AND PRESENTED IT TO PARENTS AND WE HAD A NICE DIALOGUE.
IT TO PARENTS AND WE HAD A NICE DIALOGUE. >>HOW MANY PARENTS?
DIALOGUE. >>HOW MANY PARENTS? >> ABOUT 30.
>>HOW MANY PARENTS? >> ABOUT 30. >>WHO ATTENDED.
>> ABOUT 30. >>WHO ATTENDED. >> REAL BRIEFLY, WHAT IS THE
>>WHO ATTENDED. >> REAL BRIEFLY, WHAT IS THE NEXT STEP?
>> REAL BRIEFLY, WHAT IS THE NEXT STEP? >>
NEXT STEP? >> >>THE NEXT STEP --
>> >>THE NEXT STEP -- >>TO TAKE A BREATH AND RELAX.
>>THE NEXT STEP -- >>TO TAKE A BREATH AND RELAX. >>WE ARE HAPPY WE HAVE GOTTEN
>>TO TAKE A BREATH AND RELAX. >>WE ARE HAPPY WE HAVE GOTTEN THE MODEL UP AND RUNNING.
>>WE ARE HAPPY WE HAVE GOTTEN THE MODEL UP AND RUNNING. SO THE NEXT STEP IS TO IMPLEMENT
THE MODEL UP AND RUNNING. SO THE NEXT STEP IS TO IMPLEMENT THE ACADEMIES AND TRANSITION
SO THE NEXT STEP IS TO IMPLEMENT THE ACADEMIES AND TRANSITION ONTO PHASE TWO THE AND CONTINUE
THE ACADEMIES AND TRANSITION ONTO PHASE TWO THE AND CONTINUE TO FOCUS ON TEACHING AND
ONTO PHASE TWO THE AND CONTINUE TO FOCUS ON TEACHING AND LEARNING AND MONITORING RESULTS.
TO FOCUS ON TEACHING AND LEARNING AND MONITORING RESULTS. >>WITH THAT, OUR HALF-HOUR HAS
LEARNING AND MONITORING RESULTS. >>WITH THAT, OUR HALF-HOUR HAS PASSED BY.
>>WITH THAT, OUR HALF-HOUR HAS PASSED BY. I'D LIKE TO SAY THANK YOU TO VAL
PASSED BY. I'D LIKE TO SAY THANK YOU TO VAL PIERCE AND SHARON
I'D LIKE TO SAY THANK YOU TO VAL PIERCE AND SHARON DESMOULIN-KHERAT, AND TAUNYA
PIERCE AND SHARON DESMOULIN-KHERAT, AND TAUNYA JENKINS, AND TO BETTY ZILKOWSKI,
DESMOULIN-KHERAT, AND TAUNYA JENKINS, AND TO BETTY ZILKOWSKI, THANK YOU SO MUCH FOR BEING HERE
JENKINS, AND TO BETTY ZILKOWSKI, THANK YOU SO MUCH FOR BEING HERE ON "AT ISSUE." WE WILL BE BACK
THANK YOU SO MUCH FOR BEING HERE ON "AT ISSUE." WE WILL BE BACK NEXT WEEK.
ON "AT ISSUE." WE WILL BE BACK NEXT WEEK. WE ASK YOU TO JOIN US AGAIN FOR
NEXT WEEK. WE ASK YOU TO JOIN US AGAIN FOR ANOTHER EDITION OF "AT ISSUE."
WE ASK YOU TO JOIN US AGAIN FOR ANOTHER EDITION OF "AT ISSUE." >>THANK YOU, WAYNE.
ANOTHER EDITION OF "AT ISSUE." >>THANK YOU, WAYNE. THANKS, WAYNE.
>>THANK YOU, WAYNE. THANKS, WAYNE. >>