Viewpoint: Meridian school band director talks about running an ultramarathon for his students
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Viewpoint: Meridian school band director talks about running an ultramarathon for his students


>>>>>>HELPING>>>HELPING OUR>>>HELPING OUR EDUCATION>>>HELPING OUR EDUCATION
SYSTEM>>>HELPING OUR EDUCATION
SYSTEM PRODUCE>>>HELPING OUR EDUCATION
SYSTEM PRODUCE THE>>>HELPING OUR EDUCATION
SYSTEM PRODUCE THE WORKERS SYSTEM PRODUCE THE WORKERS SYSTEM PRODUCE THE WORKERS
IDAHO SYSTEM PRODUCE THE WORKERS
IDAHO BUSINESSES SYSTEM PRODUCE THE WORKERS
IDAHO BUSINESSES NEED SYSTEM PRODUCE THE WORKERS
IDAHO BUSINESSES NEED IN SYSTEM PRODUCE THE WORKERS
IDAHO BUSINESSES NEED IN THE IDAHO BUSINESSES NEED IN THE IDAHO BUSINESSES NEED IN THE
21st IDAHO BUSINESSES NEED IN THE
21st CENTURY. 21st CENTURY. 21st CENTURY.
THAT 21st CENTURY.
THAT IS 21st CENTURY.
THAT IS WHAT 21st CENTURY.
THAT IS WHAT A 21st CENTURY.
THAT IS WHAT A BIG 21st CENTURY.
THAT IS WHAT A BIG STUDY 21st CENTURY.
THAT IS WHAT A BIG STUDY AIMS THAT IS WHAT A BIG STUDY AIMS THAT IS WHAT A BIG STUDY AIMS
TO THAT IS WHAT A BIG STUDY AIMS
TO DO. TO DO. TO DO.
IDAHO TO DO.
IDAHO BUSINESS TO DO.
IDAHO BUSINESS FOR TO DO.
IDAHO BUSINESS FOR EDUCATION IDAHO BUSINESS FOR EDUCATION IDAHO BUSINESS FOR EDUCATION
AND IDAHO BUSINESS FOR EDUCATION
AND HP IDAHO BUSINESS FOR EDUCATION
AND HP TEAMED IDAHO BUSINESS FOR EDUCATION
AND HP TEAMED UP IDAHO BUSINESS FOR EDUCATION
AND HP TEAMED UP TO IDAHO BUSINESS FOR EDUCATION
AND HP TEAMED UP TO LOOK IDAHO BUSINESS FOR EDUCATION
AND HP TEAMED UP TO LOOK AT IDAHO BUSINESS FOR EDUCATION
AND HP TEAMED UP TO LOOK AT THE AND HP TEAMED UP TO LOOK AT THE AND HP TEAMED UP TO LOOK AT THE
GEM AND HP TEAMED UP TO LOOK AT THE
GEM STATES AND HP TEAMED UP TO LOOK AT THE
GEM STATES LONG-TERM AND HP TEAMED UP TO LOOK AT THE
GEM STATES LONG-TERM EDUCATION GEM STATES LONG-TERM EDUCATION GEM STATES LONG-TERM EDUCATION
AND GEM STATES LONG-TERM EDUCATION
AND ECONOMIC GEM STATES LONG-TERM EDUCATION
AND ECONOMIC COMPETITIVENESS AND ECONOMIC COMPETITIVENESS AND ECONOMIC COMPETITIVENESS
AND AND ECONOMIC COMPETITIVENESS
AND THE AND ECONOMIC COMPETITIVENESS
AND THE RESULTS AND ECONOMIC COMPETITIVENESS
AND THE RESULTS ARE AND ECONOMIC COMPETITIVENESS
AND THE RESULTS ARE IN. AND THE RESULTS ARE IN. AND THE RESULTS ARE IN.
TODAY AND THE RESULTS ARE IN.
TODAY IBE AND THE RESULTS ARE IN.
TODAY IBE PRESIDENT AND THE RESULTS ARE IN.
TODAY IBE PRESIDENT AND AND THE RESULTS ARE IN.
TODAY IBE PRESIDENT AND CEO AND THE RESULTS ARE IN.
TODAY IBE PRESIDENT AND CEO ON TODAY IBE PRESIDENT AND CEO ON TODAY IBE PRESIDENT AND CEO ON
THE TODAY IBE PRESIDENT AND CEO ON
THE GOALS TODAY IBE PRESIDENT AND CEO ON
THE GOALS OF TODAY IBE PRESIDENT AND CEO ON
THE GOALS OF THE TODAY IBE PRESIDENT AND CEO ON
THE GOALS OF THE STUDY, TODAY IBE PRESIDENT AND CEO ON
THE GOALS OF THE STUDY, THE THE GOALS OF THE STUDY, THE THE GOALS OF THE STUDY, THE
INFORMATION THE GOALS OF THE STUDY, THE
INFORMATION GATHERED THE GOALS OF THE STUDY, THE
INFORMATION GATHERED AND THE GOALS OF THE STUDY, THE
INFORMATION GATHERED AND WHAT INFORMATION GATHERED AND WHAT INFORMATION GATHERED AND WHAT
IS INFORMATION GATHERED AND WHAT
IS GOING INFORMATION GATHERED AND WHAT
IS GOING TO INFORMATION GATHERED AND WHAT
IS GOING TO BE INFORMATION GATHERED AND WHAT
IS GOING TO BE DONE INFORMATION GATHERED AND WHAT
IS GOING TO BE DONE WITH INFORMATION GATHERED AND WHAT
IS GOING TO BE DONE WITH IT. IS GOING TO BE DONE WITH IT. IS GOING TO BE DONE WITH IT.
PLUS, IS GOING TO BE DONE WITH IT.
PLUS, AN IS GOING TO BE DONE WITH IT.
PLUS, AN AMAZING IS GOING TO BE DONE WITH IT.
PLUS, AN AMAZING FEAT IS GOING TO BE DONE WITH IT.
PLUS, AN AMAZING FEAT OF PLUS, AN AMAZING FEAT OF PLUS, AN AMAZING FEAT OF
ENDURANCE. ENDURANCE. ENDURANCE.
A ENDURANCE.
A MUSIC ENDURANCE.
A MUSIC TEACHER ENDURANCE.
A MUSIC TEACHER FROM ENDURANCE.
A MUSIC TEACHER FROM MERIDIAN A MUSIC TEACHER FROM MERIDIAN A MUSIC TEACHER FROM MERIDIAN
RAN A MUSIC TEACHER FROM MERIDIAN
RAN 135 A MUSIC TEACHER FROM MERIDIAN
RAN 135 MILES A MUSIC TEACHER FROM MERIDIAN
RAN 135 MILES THROUGH A MUSIC TEACHER FROM MERIDIAN
RAN 135 MILES THROUGH DEATH RAN 135 MILES THROUGH DEATH RAN 135 MILES THROUGH DEATH
VALLEY RAN 135 MILES THROUGH DEATH
VALLEY IN RAN 135 MILES THROUGH DEATH
VALLEY IN TEMPERATURES RAN 135 MILES THROUGH DEATH
VALLEY IN TEMPERATURES REACHING VALLEY IN TEMPERATURES REACHING VALLEY IN TEMPERATURES REACHING
115 VALLEY IN TEMPERATURES REACHING
115 DEGREES. 115 DEGREES. 115 DEGREES.
HE 115 DEGREES.
HE HAS 115 DEGREES.
HE HAS DONE 115 DEGREES.
HE HAS DONE EVENTS 115 DEGREES.
HE HAS DONE EVENTS LIKE 115 DEGREES.
HE HAS DONE EVENTS LIKE THIS HE HAS DONE EVENTS LIKE THIS HE HAS DONE EVENTS LIKE THIS
BEFORE HE HAS DONE EVENTS LIKE THIS
BEFORE BUT HE HAS DONE EVENTS LIKE THIS
BEFORE BUT THIS HE HAS DONE EVENTS LIKE THIS
BEFORE BUT THIS TIME HE HAS DONE EVENTS LIKE THIS
BEFORE BUT THIS TIME BEEN BEFORE BUT THIS TIME BEEN BEFORE BUT THIS TIME BEEN
BLESSING BEFORE BUT THIS TIME BEEN
BLESSING DID BEFORE BUT THIS TIME BEEN
BLESSING DID IT BEFORE BUT THIS TIME BEEN
BLESSING DID IT FOR BEFORE BUT THIS TIME BEEN
BLESSING DID IT FOR HIS BLESSING DID IT FOR HIS BLESSING DID IT FOR HIS
STUDENTS. STUDENTS. STUDENTS.
WHAT STUDENTS.
WHAT HE STUDENTS.
WHAT HE WENT STUDENTS.
WHAT HE WENT THROUGH STUDENTS.
WHAT HE WENT THROUGH AND STUDENTS.
WHAT HE WENT THROUGH AND WIFE WHAT HE WENT THROUGH AND WIFE WHAT HE WENT THROUGH AND WIFE
AHEAD WHAT HE WENT THROUGH AND WIFE
AHEAD ON WHAT HE WENT THROUGH AND WIFE
AHEAD ON VIEWPOINT. AHEAD ON VIEWPOINT. AHEAD ON VIEWPOINT.
>>AHEAD ON VIEWPOINT.
>>FROM AHEAD ON VIEWPOINT.
>>FROM IDAHO’S AHEAD ON VIEWPOINT.
>>FROM IDAHO’S NEWSCHANNEL AHEAD ON VIEWPOINT.
>>FROM IDAHO’S NEWSCHANNEL 7>>FROM IDAHO’S NEWSCHANNEL 7>>FROM IDAHO’S NEWSCHANNEL 7
THIS>>FROM IDAHO’S NEWSCHANNEL 7
THIS IS>>FROM IDAHO’S NEWSCHANNEL 7
THIS IS VIEWPOINT. THIS IS VIEWPOINT. THIS IS VIEWPOINT.
>>THIS IS VIEWPOINT.
>>WELCOME THIS IS VIEWPOINT.
>>WELCOME TO THIS IS VIEWPOINT.
>>WELCOME TO VIEWPOINT.>>WELCOME TO VIEWPOINT.>>WELCOME TO VIEWPOINT.
I’M>>WELCOME TO VIEWPOINT.
I’M DOUG>>WELCOME TO VIEWPOINT.
I’M DOUG PETCASH. I’M DOUG PETCASH. I’M DOUG PETCASH.
IDAHO I’M DOUG PETCASH.
IDAHO BUSINESS I’M DOUG PETCASH.
IDAHO BUSINESS FOR I’M DOUG PETCASH.
IDAHO BUSINESS FOR EDUCATION IDAHO BUSINESS FOR EDUCATION IDAHO BUSINESS FOR EDUCATION
SAID IDAHO BUSINESS FOR EDUCATION
SAID EMPLOYERS IDAHO BUSINESS FOR EDUCATION
SAID EMPLOYERS ACROSS IDAHO BUSINESS FOR EDUCATION
SAID EMPLOYERS ACROSS IDAHO IDAHO BUSINESS FOR EDUCATION
SAID EMPLOYERS ACROSS IDAHO ARE SAID EMPLOYERS ACROSS IDAHO ARE SAID EMPLOYERS ACROSS IDAHO ARE
ALREADY SAID EMPLOYERS ACROSS IDAHO ARE
ALREADY ASKED SAID EMPLOYERS ACROSS IDAHO ARE
ALREADY ASKED ERIE SAID EMPLOYERS ACROSS IDAHO ARE
ALREADY ASKED ERIE AND SAID EMPLOYERS ACROSS IDAHO ARE
ALREADY ASKED ERIE AND SANG SAID EMPLOYERS ACROSS IDAHO ARE
ALREADY ASKED ERIE AND SANG A ALREADY ASKED ERIE AND SANG A ALREADY ASKED ERIE AND SANG A
SHORTAGE ALREADY ASKED ERIE AND SANG A
SHORTAGE OF ALREADY ASKED ERIE AND SANG A
SHORTAGE OF EDUCATION ALREADY ASKED ERIE AND SANG A
SHORTAGE OF EDUCATION AND SHORTAGE OF EDUCATION AND SHORTAGE OF EDUCATION AND
SKILLED SHORTAGE OF EDUCATION AND
SKILLED WORKERS SHORTAGE OF EDUCATION AND
SKILLED WORKERS AND SHORTAGE OF EDUCATION AND
SKILLED WORKERS AND IT SHORTAGE OF EDUCATION AND
SKILLED WORKERS AND IT IS SKILLED WORKERS AND IT IS SKILLED WORKERS AND IT IS
WORKING SKILLED WORKERS AND IT IS
WORKING TO SKILLED WORKERS AND IT IS
WORKING TO TURN SKILLED WORKERS AND IT IS
WORKING TO TURN THAT SKILLED WORKERS AND IT IS
WORKING TO TURN THAT SITUATION WORKING TO TURN THAT SITUATION WORKING TO TURN THAT SITUATION
AROUND WORKING TO TURN THAT SITUATION
AROUND BEFORE WORKING TO TURN THAT SITUATION
AROUND BEFORE IT WORKING TO TURN THAT SITUATION
AROUND BEFORE IT GETS WORKING TO TURN THAT SITUATION
AROUND BEFORE IT GETS WORSE. AROUND BEFORE IT GETS WORSE. AROUND BEFORE IT GETS WORSE.
IBE AROUND BEFORE IT GETS WORSE.
IBE SUPPORTS AROUND BEFORE IT GETS WORSE.
IBE SUPPORTS EFFORTS AROUND BEFORE IT GETS WORSE.
IBE SUPPORTS EFFORTS TO AROUND BEFORE IT GETS WORSE.
IBE SUPPORTS EFFORTS TO ACHIEVE IBE SUPPORTS EFFORTS TO ACHIEVE IBE SUPPORTS EFFORTS TO ACHIEVE
THE IBE SUPPORTS EFFORTS TO ACHIEVE
THE STATE IBE SUPPORTS EFFORTS TO ACHIEVE
THE STATE SCHOOL IBE SUPPORTS EFFORTS TO ACHIEVE
THE STATE SCHOOL BY IBE SUPPORTS EFFORTS TO ACHIEVE
THE STATE SCHOOL BY HAVING IBE SUPPORTS EFFORTS TO ACHIEVE
THE STATE SCHOOL BY HAVING 60% THE STATE SCHOOL BY HAVING 60% THE STATE SCHOOL BY HAVING 60%
OF THE STATE SCHOOL BY HAVING 60%
OF OUR THE STATE SCHOOL BY HAVING 60%
OF OUR 25 THE STATE SCHOOL BY HAVING 60%
OF OUR 25 TO THE STATE SCHOOL BY HAVING 60%
OF OUR 25 TO 34-YEAR-OLD OF OUR 25 TO 34-YEAR-OLD OF OUR 25 TO 34-YEAR-OLD
WORKERS OF OUR 25 TO 34-YEAR-OLD
WORKERS HOLD OF OUR 25 TO 34-YEAR-OLD
WORKERS HOLD A OF OUR 25 TO 34-YEAR-OLD
WORKERS HOLD A POST OF OUR 25 TO 34-YEAR-OLD
WORKERS HOLD A POST SECONDARY WORKERS HOLD A POST SECONDARY WORKERS HOLD A POST SECONDARY
POTENTIAL WORKERS HOLD A POST SECONDARY
POTENTIAL BY WORKERS HOLD A POST SECONDARY
POTENTIAL BY THE WORKERS HOLD A POST SECONDARY
POTENTIAL BY THE YEAR WORKERS HOLD A POST SECONDARY
POTENTIAL BY THE YEAR 2025. POTENTIAL BY THE YEAR 2025. POTENTIAL BY THE YEAR 2025.
HERE POTENTIAL BY THE YEAR 2025.
HERE ON POTENTIAL BY THE YEAR 2025.
HERE ON VIEWPOINT POTENTIAL BY THE YEAR 2025.
HERE ON VIEWPOINT IN POTENTIAL BY THE YEAR 2025.
HERE ON VIEWPOINT IN JANUARY POTENTIAL BY THE YEAR 2025.
HERE ON VIEWPOINT IN JANUARY WE HERE ON VIEWPOINT IN JANUARY WE HERE ON VIEWPOINT IN JANUARY WE
TOLD HERE ON VIEWPOINT IN JANUARY WE
TOLD YOU HERE ON VIEWPOINT IN JANUARY WE
TOLD YOU HOW HERE ON VIEWPOINT IN JANUARY WE
TOLD YOU HOW IBE HERE ON VIEWPOINT IN JANUARY WE
TOLD YOU HOW IBE JOINED HERE ON VIEWPOINT IN JANUARY WE
TOLD YOU HOW IBE JOINED FORCES TOLD YOU HOW IBE JOINED FORCES TOLD YOU HOW IBE JOINED FORCES
WITH TOLD YOU HOW IBE JOINED FORCES
WITH HEWLETT-PACKARD TOLD YOU HOW IBE JOINED FORCES
WITH HEWLETT-PACKARD ON TOLD YOU HOW IBE JOINED FORCES
WITH HEWLETT-PACKARD ON A WITH HEWLETT-PACKARD ON A WITH HEWLETT-PACKARD ON A
RESEARCH WITH HEWLETT-PACKARD ON A
RESEARCH PROJECT WITH HEWLETT-PACKARD ON A
RESEARCH PROJECT DESIGNED WITH HEWLETT-PACKARD ON A
RESEARCH PROJECT DESIGNED TO RESEARCH PROJECT DESIGNED TO RESEARCH PROJECT DESIGNED TO
STRENGTHEN RESEARCH PROJECT DESIGNED TO
STRENGTHEN IDAHO’S RESEARCH PROJECT DESIGNED TO
STRENGTHEN IDAHO’S EDUCATION STRENGTHEN IDAHO’S EDUCATION STRENGTHEN IDAHO’S EDUCATION
AND STRENGTHEN IDAHO’S EDUCATION
AND ECONOMIC STRENGTHEN IDAHO’S EDUCATION
AND ECONOMIC COMPETITIVENESS. AND ECONOMIC COMPETITIVENESS. AND ECONOMIC COMPETITIVENESS.
NOW AND ECONOMIC COMPETITIVENESS.
NOW WE AND ECONOMIC COMPETITIVENESS.
NOW WE ARE AND ECONOMIC COMPETITIVENESS.
NOW WE ARE HAVING AND ECONOMIC COMPETITIVENESS.
NOW WE ARE HAVING IDAHO NOW WE ARE HAVING IDAHO NOW WE ARE HAVING IDAHO
BUSINESS NOW WE ARE HAVING IDAHO
BUSINESS FOR NOW WE ARE HAVING IDAHO
BUSINESS FOR EDUCATION NOW WE ARE HAVING IDAHO
BUSINESS FOR EDUCATION BACK NOW WE ARE HAVING IDAHO
BUSINESS FOR EDUCATION BACK TO BUSINESS FOR EDUCATION BACK TO BUSINESS FOR EDUCATION BACK TO
TALK BUSINESS FOR EDUCATION BACK TO
TALK ABOUT BUSINESS FOR EDUCATION BACK TO
TALK ABOUT THE BUSINESS FOR EDUCATION BACK TO
TALK ABOUT THE FINDINGS. TALK ABOUT THE FINDINGS. TALK ABOUT THE FINDINGS.
FIRST TALK ABOUT THE FINDINGS.
FIRST OF TALK ABOUT THE FINDINGS.
FIRST OF ALL, TALK ABOUT THE FINDINGS.
FIRST OF ALL, HP TALK ABOUT THE FINDINGS.
FIRST OF ALL, HP SURVEYED TALK ABOUT THE FINDINGS.
FIRST OF ALL, HP SURVEYED MORE FIRST OF ALL, HP SURVEYED MORE FIRST OF ALL, HP SURVEYED MORE
THAN FIRST OF ALL, HP SURVEYED MORE
THAN 1750 FIRST OF ALL, HP SURVEYED MORE
THAN 1750 IDAHO FIRST OF ALL, HP SURVEYED MORE
THAN 1750 IDAHO AND FIRST OF ALL, HP SURVEYED MORE
THAN 1750 IDAHO AND FROM FIRST OF ALL, HP SURVEYED MORE
THAN 1750 IDAHO AND FROM ALL THAN 1750 IDAHO AND FROM ALL THAN 1750 IDAHO AND FROM ALL
FIVE THAN 1750 IDAHO AND FROM ALL
FIVE REGIONS THAN 1750 IDAHO AND FROM ALL
FIVE REGIONS OF THAN 1750 IDAHO AND FROM ALL
FIVE REGIONS OF THE THAN 1750 IDAHO AND FROM ALL
FIVE REGIONS OF THE STATE, THAN 1750 IDAHO AND FROM ALL
FIVE REGIONS OF THE STATE, THAT FIVE REGIONS OF THE STATE, THAT FIVE REGIONS OF THE STATE, THAT
INCLUDES FIVE REGIONS OF THE STATE, THAT
INCLUDES 900 FIVE REGIONS OF THE STATE, THAT
INCLUDES 900 PARENTS, FIVE REGIONS OF THE STATE, THAT
INCLUDES 900 PARENTS, 500 INCLUDES 900 PARENTS, 500 INCLUDES 900 PARENTS, 500
TEACHERS, INCLUDES 900 PARENTS, 500
TEACHERS, 145 INCLUDES 900 PARENTS, 500
TEACHERS, 145 BUSINESSES INCLUDES 900 PARENTS, 500
TEACHERS, 145 BUSINESSES AND TEACHERS, 145 BUSINESSES AND TEACHERS, 145 BUSINESSES AND
115 TEACHERS, 145 BUSINESSES AND
115 SCHOOL TEACHERS, 145 BUSINESSES AND
115 SCHOOL BOARD TEACHERS, 145 BUSINESSES AND
115 SCHOOL BOARD MEMBERS TEACHERS, 145 BUSINESSES AND
115 SCHOOL BOARD MEMBERS AND 115 SCHOOL BOARD MEMBERS AND 115 SCHOOL BOARD MEMBERS AND
SUPERINTENDENTS. SUPERINTENDENTS. SUPERINTENDENTS.
MY SUPERINTENDENTS.
MY GUEST SUPERINTENDENTS.
MY GUEST TODAY SUPERINTENDENTS.
MY GUEST TODAY IS SUPERINTENDENTS.
MY GUEST TODAY IS IDAHO MY GUEST TODAY IS IDAHO MY GUEST TODAY IS IDAHO
BUSINESS MY GUEST TODAY IS IDAHO
BUSINESS FOR MY GUEST TODAY IS IDAHO
BUSINESS FOR EDUCATION BUSINESS FOR EDUCATION BUSINESS FOR EDUCATION
PRESIDENT BUSINESS FOR EDUCATION
PRESIDENT AND BUSINESS FOR EDUCATION
PRESIDENT AND CEO, BUSINESS FOR EDUCATION
PRESIDENT AND CEO, ROD BUSINESS FOR EDUCATION
PRESIDENT AND CEO, ROD GRAHAM. PRESIDENT AND CEO, ROD GRAHAM. PRESIDENT AND CEO, ROD GRAHAM.
THANKS PRESIDENT AND CEO, ROD GRAHAM.
THANKS FOR PRESIDENT AND CEO, ROD GRAHAM.
THANKS FOR BEING PRESIDENT AND CEO, ROD GRAHAM.
THANKS FOR BEING HERE. THANKS FOR BEING HERE. THANKS FOR BEING HERE.
>>THANKS FOR BEING HERE.
>>IT’S THANKS FOR BEING HERE.
>>IT’S GREAT THANKS FOR BEING HERE.
>>IT’S GREAT TO THANKS FOR BEING HERE.
>>IT’S GREAT TO BE THANKS FOR BEING HERE.
>>IT’S GREAT TO BE HERE.>>IT’S GREAT TO BE HERE.>>IT’S GREAT TO BE HERE.
>>>>IT’S GREAT TO BE HERE.
>>WHAT>>IT’S GREAT TO BE HERE.
>>WHAT IS>>IT’S GREAT TO BE HERE.
>>WHAT IS IBE?>>WHAT IS IBE?>>WHAT IS IBE?
>>>>WHAT IS IBE?
>>WE>>WHAT IS IBE?
>>WE ARE>>WHAT IS IBE?
>>WE ARE A>>WHAT IS IBE?
>>WE ARE A GROUP>>WHAT IS IBE?
>>WE ARE A GROUP OF>>WHAT IS IBE?
>>WE ARE A GROUP OF ABOUT>>WHAT IS IBE?
>>WE ARE A GROUP OF ABOUT 219>>WE ARE A GROUP OF ABOUT 219>>WE ARE A GROUP OF ABOUT 219
BUSINESSES>>WE ARE A GROUP OF ABOUT 219
BUSINESSES FROM>>WE ARE A GROUP OF ABOUT 219
BUSINESSES FROM ALL>>WE ARE A GROUP OF ABOUT 219
BUSINESSES FROM ALL ACROSS>>WE ARE A GROUP OF ABOUT 219
BUSINESSES FROM ALL ACROSS THE BUSINESSES FROM ALL ACROSS THE BUSINESSES FROM ALL ACROSS THE
STATE, BUSINESSES FROM ALL ACROSS THE
STATE, FROM BUSINESSES FROM ALL ACROSS THE
STATE, FROM SANDPOINT BUSINESSES FROM ALL ACROSS THE
STATE, FROM SANDPOINT TO BUSINESSES FROM ALL ACROSS THE
STATE, FROM SANDPOINT TO IDAHO STATE, FROM SANDPOINT TO IDAHO STATE, FROM SANDPOINT TO IDAHO
FALLS, STATE, FROM SANDPOINT TO IDAHO
FALLS, POCATELLO STATE, FROM SANDPOINT TO IDAHO
FALLS, POCATELLO AND STATE, FROM SANDPOINT TO IDAHO
FALLS, POCATELLO AND EAST. FALLS, POCATELLO AND EAST. FALLS, POCATELLO AND EAST.
OUR FALLS, POCATELLO AND EAST.
OUR MISSION FALLS, POCATELLO AND EAST.
OUR MISSION IS FALLS, POCATELLO AND EAST.
OUR MISSION IS TO FALLS, POCATELLO AND EAST.
OUR MISSION IS TO TRY FALLS, POCATELLO AND EAST.
OUR MISSION IS TO TRY TO OUR MISSION IS TO TRY TO OUR MISSION IS TO TRY TO
IMPROVE OUR MISSION IS TO TRY TO
IMPROVE THE OUR MISSION IS TO TRY TO
IMPROVE THE EDUCATION OUR MISSION IS TO TRY TO
IMPROVE THE EDUCATION SYSTEM OUR MISSION IS TO TRY TO
IMPROVE THE EDUCATION SYSTEM IN IMPROVE THE EDUCATION SYSTEM IN IMPROVE THE EDUCATION SYSTEM IN
IDAHO IMPROVE THE EDUCATION SYSTEM IN
IDAHO TO IMPROVE THE EDUCATION SYSTEM IN
IDAHO TO SET IMPROVE THE EDUCATION SYSTEM IN
IDAHO TO SET STUDENTS IMPROVE THE EDUCATION SYSTEM IN
IDAHO TO SET STUDENTS UP IMPROVE THE EDUCATION SYSTEM IN
IDAHO TO SET STUDENTS UP FOR IDAHO TO SET STUDENTS UP FOR IDAHO TO SET STUDENTS UP FOR
SUCCESS IDAHO TO SET STUDENTS UP FOR
SUCCESS IN IDAHO TO SET STUDENTS UP FOR
SUCCESS IN SCHOOL IDAHO TO SET STUDENTS UP FOR
SUCCESS IN SCHOOL WORK IDAHO TO SET STUDENTS UP FOR
SUCCESS IN SCHOOL WORK AND IDAHO TO SET STUDENTS UP FOR
SUCCESS IN SCHOOL WORK AND LIFE SUCCESS IN SCHOOL WORK AND LIFE SUCCESS IN SCHOOL WORK AND LIFE
AND SUCCESS IN SCHOOL WORK AND LIFE
AND CREATE SUCCESS IN SCHOOL WORK AND LIFE
AND CREATE THE SUCCESS IN SCHOOL WORK AND LIFE
AND CREATE THE WORKFORCE SUCCESS IN SCHOOL WORK AND LIFE
AND CREATE THE WORKFORCE WE AND CREATE THE WORKFORCE WE AND CREATE THE WORKFORCE WE
NEED. NEED. NEED.
>>NEED.
>>WHAT NEED.
>>WHAT WAS NEED.
>>WHAT WAS THE NEED.
>>WHAT WAS THE GOAL NEED.
>>WHAT WAS THE GOAL THE NEED.
>>WHAT WAS THE GOAL THE STUDY?>>WHAT WAS THE GOAL THE STUDY?>>WHAT WAS THE GOAL THE STUDY?
>>>>WHAT WAS THE GOAL THE STUDY?
>>THE>>WHAT WAS THE GOAL THE STUDY?
>>THE GOAL>>WHAT WAS THE GOAL THE STUDY?
>>THE GOAL WAS>>WHAT WAS THE GOAL THE STUDY?
>>THE GOAL WAS TO>>WHAT WAS THE GOAL THE STUDY?
>>THE GOAL WAS TO TALK>>WHAT WAS THE GOAL THE STUDY?
>>THE GOAL WAS TO TALK TO>>WHAT WAS THE GOAL THE STUDY?
>>THE GOAL WAS TO TALK TO AS>>THE GOAL WAS TO TALK TO AS>>THE GOAL WAS TO TALK TO AS
MANY>>THE GOAL WAS TO TALK TO AS
MANY IDAHOANS>>THE GOAL WAS TO TALK TO AS
MANY IDAHOANS AS>>THE GOAL WAS TO TALK TO AS
MANY IDAHOANS AS WE>>THE GOAL WAS TO TALK TO AS
MANY IDAHOANS AS WE COULD, MANY IDAHOANS AS WE COULD, MANY IDAHOANS AS WE COULD,
TEACHERS, MANY IDAHOANS AS WE COULD,
TEACHERS, PARENTS, MANY IDAHOANS AS WE COULD,
TEACHERS, PARENTS, BUSINESS TEACHERS, PARENTS, BUSINESS TEACHERS, PARENTS, BUSINESS
LEADERS, TEACHERS, PARENTS, BUSINESS
LEADERS, POLICYMAKERS TEACHERS, PARENTS, BUSINESS
LEADERS, POLICYMAKERS AND TEACHERS, PARENTS, BUSINESS
LEADERS, POLICYMAKERS AND TRY LEADERS, POLICYMAKERS AND TRY LEADERS, POLICYMAKERS AND TRY
TO LEADERS, POLICYMAKERS AND TRY
TO GET LEADERS, POLICYMAKERS AND TRY
TO GET AN LEADERS, POLICYMAKERS AND TRY
TO GET AN IDEA LEADERS, POLICYMAKERS AND TRY
TO GET AN IDEA OF LEADERS, POLICYMAKERS AND TRY
TO GET AN IDEA OF WHAT LEADERS, POLICYMAKERS AND TRY
TO GET AN IDEA OF WHAT THEY TO GET AN IDEA OF WHAT THEY TO GET AN IDEA OF WHAT THEY
THINK TO GET AN IDEA OF WHAT THEY
THINK IS TO GET AN IDEA OF WHAT THEY
THINK IS WORKING TO GET AN IDEA OF WHAT THEY
THINK IS WORKING IN TO GET AN IDEA OF WHAT THEY
THINK IS WORKING IN IDAHO THINK IS WORKING IN IDAHO THINK IS WORKING IN IDAHO
EDUCATION, THINK IS WORKING IN IDAHO
EDUCATION, WHAT THINK IS WORKING IN IDAHO
EDUCATION, WHAT ISN’T THINK IS WORKING IN IDAHO
EDUCATION, WHAT ISN’T WORKING EDUCATION, WHAT ISN’T WORKING EDUCATION, WHAT ISN’T WORKING
AND EDUCATION, WHAT ISN’T WORKING
AND HOW EDUCATION, WHAT ISN’T WORKING
AND HOW WE EDUCATION, WHAT ISN’T WORKING
AND HOW WE CAN EDUCATION, WHAT ISN’T WORKING
AND HOW WE CAN IMPROVE EDUCATION, WHAT ISN’T WORKING
AND HOW WE CAN IMPROVE IT. AND HOW WE CAN IMPROVE IT. AND HOW WE CAN IMPROVE IT.
HOPEFULLY AND HOW WE CAN IMPROVE IT.
HOPEFULLY THOSE AND HOW WE CAN IMPROVE IT.
HOPEFULLY THOSE FINDINGS AND HOW WE CAN IMPROVE IT.
HOPEFULLY THOSE FINDINGS CAN HOPEFULLY THOSE FINDINGS CAN HOPEFULLY THOSE FINDINGS CAN
HELP HOPEFULLY THOSE FINDINGS CAN
HELP EMPLOYMENT HOPEFULLY THOSE FINDINGS CAN
HELP EMPLOYMENT WORK HOPEFULLY THOSE FINDINGS CAN
HELP EMPLOYMENT WORK TO HOPEFULLY THOSE FINDINGS CAN
HELP EMPLOYMENT WORK TO IMPROVE HELP EMPLOYMENT WORK TO IMPROVE HELP EMPLOYMENT WORK TO IMPROVE
EDUCATION HELP EMPLOYMENT WORK TO IMPROVE
EDUCATION IN HELP EMPLOYMENT WORK TO IMPROVE
EDUCATION IN OUR HELP EMPLOYMENT WORK TO IMPROVE
EDUCATION IN OUR STATE. EDUCATION IN OUR STATE. EDUCATION IN OUR STATE.
>>EDUCATION IN OUR STATE.
>>BEFORE EDUCATION IN OUR STATE.
>>BEFORE WE EDUCATION IN OUR STATE.
>>BEFORE WE GET EDUCATION IN OUR STATE.
>>BEFORE WE GET TO EDUCATION IN OUR STATE.
>>BEFORE WE GET TO SOME>>BEFORE WE GET TO SOME>>BEFORE WE GET TO SOME
FINDINGS,>>BEFORE WE GET TO SOME
FINDINGS, WHY>>BEFORE WE GET TO SOME
FINDINGS, WHY WAS>>BEFORE WE GET TO SOME
FINDINGS, WHY WAS NOW>>BEFORE WE GET TO SOME
FINDINGS, WHY WAS NOW THE>>BEFORE WE GET TO SOME
FINDINGS, WHY WAS NOW THE TIME FINDINGS, WHY WAS NOW THE TIME FINDINGS, WHY WAS NOW THE TIME
TO FINDINGS, WHY WAS NOW THE TIME
TO DO FINDINGS, WHY WAS NOW THE TIME
TO DO THE FINDINGS, WHY WAS NOW THE TIME
TO DO THE STUDY? TO DO THE STUDY? TO DO THE STUDY?
>>TO DO THE STUDY?
>>IT’S TO DO THE STUDY?
>>IT’S A TO DO THE STUDY?
>>IT’S A COINCIDENCE, TO DO THE STUDY?
>>IT’S A COINCIDENCE, BECAUSE>>IT’S A COINCIDENCE, BECAUSE>>IT’S A COINCIDENCE, BECAUSE
HP>>IT’S A COINCIDENCE, BECAUSE
HP APPROACHED>>IT’S A COINCIDENCE, BECAUSE
HP APPROACHED US,>>IT’S A COINCIDENCE, BECAUSE
HP APPROACHED US, THEY>>IT’S A COINCIDENCE, BECAUSE
HP APPROACHED US, THEY ARE>>IT’S A COINCIDENCE, BECAUSE
HP APPROACHED US, THEY ARE A HP APPROACHED US, THEY ARE A HP APPROACHED US, THEY ARE A
TRUSTEE HP APPROACHED US, THEY ARE A
TRUSTEE MEMBER HP APPROACHED US, THEY ARE A
TRUSTEE MEMBER OF HP APPROACHED US, THEY ARE A
TRUSTEE MEMBER OF OUR HP APPROACHED US, THEY ARE A
TRUSTEE MEMBER OF OUR GROUP HP APPROACHED US, THEY ARE A
TRUSTEE MEMBER OF OUR GROUP AND TRUSTEE MEMBER OF OUR GROUP AND TRUSTEE MEMBER OF OUR GROUP AND
SAID TRUSTEE MEMBER OF OUR GROUP AND
SAID WE TRUSTEE MEMBER OF OUR GROUP AND
SAID WE HAD TRUSTEE MEMBER OF OUR GROUP AND
SAID WE HAD A TRUSTEE MEMBER OF OUR GROUP AND
SAID WE HAD A WHOLE TRUSTEE MEMBER OF OUR GROUP AND
SAID WE HAD A WHOLE UNIT TRUSTEE MEMBER OF OUR GROUP AND
SAID WE HAD A WHOLE UNIT OF SAID WE HAD A WHOLE UNIT OF SAID WE HAD A WHOLE UNIT OF
EMPLOYEES SAID WE HAD A WHOLE UNIT OF
EMPLOYEES THAT SAID WE HAD A WHOLE UNIT OF
EMPLOYEES THAT DO SAID WE HAD A WHOLE UNIT OF
EMPLOYEES THAT DO EDUCATION EMPLOYEES THAT DO EDUCATION EMPLOYEES THAT DO EDUCATION
STUDIES. STUDIES. STUDIES.
THEY STUDIES.
THEY HAVE STUDIES.
THEY HAVE DONE STUDIES.
THEY HAVE DONE IT STUDIES.
THEY HAVE DONE IT FOR STUDIES.
THEY HAVE DONE IT FOR HUNGRY, THEY HAVE DONE IT FOR HUNGRY, THEY HAVE DONE IT FOR HUNGRY,
ECUADOR, THEY HAVE DONE IT FOR HUNGRY,
ECUADOR, COUNTRIES THEY HAVE DONE IT FOR HUNGRY,
ECUADOR, COUNTRIES AROUND THEY HAVE DONE IT FOR HUNGRY,
ECUADOR, COUNTRIES AROUND THE ECUADOR, COUNTRIES AROUND THE ECUADOR, COUNTRIES AROUND THE
WORLD ECUADOR, COUNTRIES AROUND THE
WORLD AND ECUADOR, COUNTRIES AROUND THE
WORLD AND THEY ECUADOR, COUNTRIES AROUND THE
WORLD AND THEY SAID ECUADOR, COUNTRIES AROUND THE
WORLD AND THEY SAID WE ECUADOR, COUNTRIES AROUND THE
WORLD AND THEY SAID WE WOULD WORLD AND THEY SAID WE WOULD WORLD AND THEY SAID WE WOULD
LIKE WORLD AND THEY SAID WE WOULD
LIKE TO WORLD AND THEY SAID WE WOULD
LIKE TO DO WORLD AND THEY SAID WE WOULD
LIKE TO DO SOMETHING WORLD AND THEY SAID WE WOULD
LIKE TO DO SOMETHING FOR WORLD AND THEY SAID WE WOULD
LIKE TO DO SOMETHING FOR IDAHO LIKE TO DO SOMETHING FOR IDAHO LIKE TO DO SOMETHING FOR IDAHO
AND LIKE TO DO SOMETHING FOR IDAHO
AND IT LIKE TO DO SOMETHING FOR IDAHO
AND IT WAS LIKE TO DO SOMETHING FOR IDAHO
AND IT WAS THE LIKE TO DO SOMETHING FOR IDAHO
AND IT WAS THE FIRST LIKE TO DO SOMETHING FOR IDAHO
AND IT WAS THE FIRST TIME LIKE TO DO SOMETHING FOR IDAHO
AND IT WAS THE FIRST TIME EVER AND IT WAS THE FIRST TIME EVER AND IT WAS THE FIRST TIME EVER
THAT AND IT WAS THE FIRST TIME EVER
THAT THEY AND IT WAS THE FIRST TIME EVER
THAT THEY LOOKED AND IT WAS THE FIRST TIME EVER
THAT THEY LOOKED AT AND IT WAS THE FIRST TIME EVER
THAT THEY LOOKED AT A AND IT WAS THE FIRST TIME EVER
THAT THEY LOOKED AT A STATE THAT THEY LOOKED AT A STATE THAT THEY LOOKED AT A STATE
EDUCATION THAT THEY LOOKED AT A STATE
EDUCATION SYSTEM. EDUCATION SYSTEM. EDUCATION SYSTEM.
IT EDUCATION SYSTEM.
IT WAS EDUCATION SYSTEM.
IT WAS KIND EDUCATION SYSTEM.
IT WAS KIND OF EDUCATION SYSTEM.
IT WAS KIND OF A EDUCATION SYSTEM.
IT WAS KIND OF A COINCIDENCE IT WAS KIND OF A COINCIDENCE IT WAS KIND OF A COINCIDENCE
THAT IT WAS KIND OF A COINCIDENCE
THAT THEY IT WAS KIND OF A COINCIDENCE
THAT THEY WERE IT WAS KIND OF A COINCIDENCE
THAT THEY WERE DOING IT WAS KIND OF A COINCIDENCE
THAT THEY WERE DOING THE IT WAS KIND OF A COINCIDENCE
THAT THEY WERE DOING THE STUDY THAT THEY WERE DOING THE STUDY THAT THEY WERE DOING THE STUDY
AT THAT THEY WERE DOING THE STUDY
AT THE THAT THEY WERE DOING THE STUDY
AT THE SAME THAT THEY WERE DOING THE STUDY
AT THE SAME TIME THAT THEY WERE DOING THE STUDY
AT THE SAME TIME THAT THAT THEY WERE DOING THE STUDY
AT THE SAME TIME THAT OUR THAT THEY WERE DOING THE STUDY
AT THE SAME TIME THAT OUR NEW AT THE SAME TIME THAT OUR NEW AT THE SAME TIME THAT OUR NEW
GOVERNOR, AT THE SAME TIME THAT OUR NEW
GOVERNOR, BRAD AT THE SAME TIME THAT OUR NEW
GOVERNOR, BRAD LITTLE, AT THE SAME TIME THAT OUR NEW
GOVERNOR, BRAD LITTLE, WAS GOVERNOR, BRAD LITTLE, WAS GOVERNOR, BRAD LITTLE, WAS
FORMING GOVERNOR, BRAD LITTLE, WAS
FORMING A GOVERNOR, BRAD LITTLE, WAS
FORMING A TASK GOVERNOR, BRAD LITTLE, WAS
FORMING A TASK FORCE GOVERNOR, BRAD LITTLE, WAS
FORMING A TASK FORCE ON GOVERNOR, BRAD LITTLE, WAS
FORMING A TASK FORCE ON K-12 FORMING A TASK FORCE ON K-12 FORMING A TASK FORCE ON K-12
EDUCATION. EDUCATION. EDUCATION.
THE EDUCATION.
THE TIMING EDUCATION.
THE TIMING ACTUALLY EDUCATION.
THE TIMING ACTUALLY TURNED EDUCATION.
THE TIMING ACTUALLY TURNED OUT THE TIMING ACTUALLY TURNED OUT THE TIMING ACTUALLY TURNED OUT
TO THE TIMING ACTUALLY TURNED OUT
TO BE THE TIMING ACTUALLY TURNED OUT
TO BE VERY THE TIMING ACTUALLY TURNED OUT
TO BE VERY COINCIDENTAL THE TIMING ACTUALLY TURNED OUT
TO BE VERY COINCIDENTAL BUT TO BE VERY COINCIDENTAL BUT TO BE VERY COINCIDENTAL BUT
ALSO TO BE VERY COINCIDENTAL BUT
ALSO VERY TO BE VERY COINCIDENTAL BUT
ALSO VERY GOOD TO BE VERY COINCIDENTAL BUT
ALSO VERY GOOD BECAUSE ALSO VERY GOOD BECAUSE ALSO VERY GOOD BECAUSE
HOPEFULLY ALSO VERY GOOD BECAUSE
HOPEFULLY OUR ALSO VERY GOOD BECAUSE
HOPEFULLY OUR STUDY ALSO VERY GOOD BECAUSE
HOPEFULLY OUR STUDY CAN ALSO VERY GOOD BECAUSE
HOPEFULLY OUR STUDY CAN HELP HOPEFULLY OUR STUDY CAN HELP HOPEFULLY OUR STUDY CAN HELP
EMPLOYMENT HOPEFULLY OUR STUDY CAN HELP
EMPLOYMENT WORK. EMPLOYMENT WORK. EMPLOYMENT WORK.
>>EMPLOYMENT WORK.
>>WAS EMPLOYMENT WORK.
>>WAS THE EMPLOYMENT WORK.
>>WAS THE TIMING EMPLOYMENT WORK.
>>WAS THE TIMING CRUCIAL>>WAS THE TIMING CRUCIAL>>WAS THE TIMING CRUCIAL
BECAUSE>>WAS THE TIMING CRUCIAL
BECAUSE OF>>WAS THE TIMING CRUCIAL
BECAUSE OF THE>>WAS THE TIMING CRUCIAL
BECAUSE OF THE SITUATION>>WAS THE TIMING CRUCIAL
BECAUSE OF THE SITUATION HERE BECAUSE OF THE SITUATION HERE BECAUSE OF THE SITUATION HERE
IN BECAUSE OF THE SITUATION HERE
IN IDAHO BECAUSE OF THE SITUATION HERE
IN IDAHO THE BECAUSE OF THE SITUATION HERE
IN IDAHO THE SKILLED BECAUSE OF THE SITUATION HERE
IN IDAHO THE SKILLED WORKER IN IDAHO THE SKILLED WORKER IN IDAHO THE SKILLED WORKER
SHORTAGE? SHORTAGE? SHORTAGE?
>>SHORTAGE?
>>ABSOLUTELY.>>ABSOLUTELY.>>ABSOLUTELY.
WE>>ABSOLUTELY.
WE HAVE>>ABSOLUTELY.
WE HAVE A>>ABSOLUTELY.
WE HAVE A LOT>>ABSOLUTELY.
WE HAVE A LOT OF>>ABSOLUTELY.
WE HAVE A LOT OF WORK>>ABSOLUTELY.
WE HAVE A LOT OF WORK TO>>ABSOLUTELY.
WE HAVE A LOT OF WORK TO DO>>ABSOLUTELY.
WE HAVE A LOT OF WORK TO DO IN WE HAVE A LOT OF WORK TO DO IN WE HAVE A LOT OF WORK TO DO IN
IDAHO WE HAVE A LOT OF WORK TO DO IN
IDAHO IN WE HAVE A LOT OF WORK TO DO IN
IDAHO IN CREATING WE HAVE A LOT OF WORK TO DO IN
IDAHO IN CREATING THE WE HAVE A LOT OF WORK TO DO IN
IDAHO IN CREATING THE WORKFORCE IDAHO IN CREATING THE WORKFORCE IDAHO IN CREATING THE WORKFORCE
WE IDAHO IN CREATING THE WORKFORCE
WE NEED. WE NEED. WE NEED.
AND WE NEED.
AND THE WE NEED.
AND THE EDUCATED WE NEED.
AND THE EDUCATED CITIZENRY WE NEED.
AND THE EDUCATED CITIZENRY WE AND THE EDUCATED CITIZENRY WE AND THE EDUCATED CITIZENRY WE
NEED. NEED. NEED.
THE NEED.
THE STUDY NEED.
THE STUDY WAS NEED.
THE STUDY WAS INTENDED NEED.
THE STUDY WAS INTENDED TO NEED.
THE STUDY WAS INTENDED TO TRY THE STUDY WAS INTENDED TO TRY THE STUDY WAS INTENDED TO TRY
TO THE STUDY WAS INTENDED TO TRY
TO GET THE STUDY WAS INTENDED TO TRY
TO GET A THE STUDY WAS INTENDED TO TRY
TO GET A SNAPSHOT THE STUDY WAS INTENDED TO TRY
TO GET A SNAPSHOT OF THE STUDY WAS INTENDED TO TRY
TO GET A SNAPSHOT OF WHAT TO GET A SNAPSHOT OF WHAT TO GET A SNAPSHOT OF WHAT
IDAHOANS TO GET A SNAPSHOT OF WHAT
IDAHOANS THOUGHT TO GET A SNAPSHOT OF WHAT
IDAHOANS THOUGHT AND TO GET A SNAPSHOT OF WHAT
IDAHOANS THOUGHT AND THEN TO GET A SNAPSHOT OF WHAT
IDAHOANS THOUGHT AND THEN TRY IDAHOANS THOUGHT AND THEN TRY IDAHOANS THOUGHT AND THEN TRY
TO IDAHOANS THOUGHT AND THEN TRY
TO TURN IDAHOANS THOUGHT AND THEN TRY
TO TURN THAT IDAHOANS THOUGHT AND THEN TRY
TO TURN THAT INTO IDAHOANS THOUGHT AND THEN TRY
TO TURN THAT INTO POLICIES IDAHOANS THOUGHT AND THEN TRY
TO TURN THAT INTO POLICIES AND TO TURN THAT INTO POLICIES AND TO TURN THAT INTO POLICIES AND
OTHER TO TURN THAT INTO POLICIES AND
OTHER THINGS TO TURN THAT INTO POLICIES AND
OTHER THINGS TO TO TURN THAT INTO POLICIES AND
OTHER THINGS TO IMPROVE OTHER THINGS TO IMPROVE OTHER THINGS TO IMPROVE
EDUCATION. EDUCATION. EDUCATION.
>>EDUCATION.
>>I EDUCATION.
>>I THINK EDUCATION.
>>I THINK WHEN EDUCATION.
>>I THINK WHEN PEOPLE EDUCATION.
>>I THINK WHEN PEOPLE HEAR EDUCATION.
>>I THINK WHEN PEOPLE HEAR THE>>I THINK WHEN PEOPLE HEAR THE>>I THINK WHEN PEOPLE HEAR THE
WORD>>I THINK WHEN PEOPLE HEAR THE
WORD SKILLED>>I THINK WHEN PEOPLE HEAR THE
WORD SKILLED WORKER>>I THINK WHEN PEOPLE HEAR THE
WORD SKILLED WORKER SHORTAGE, WORD SKILLED WORKER SHORTAGE, WORD SKILLED WORKER SHORTAGE,
THE WORD SKILLED WORKER SHORTAGE,
THE FIRST WORD SKILLED WORKER SHORTAGE,
THE FIRST THING WORD SKILLED WORKER SHORTAGE,
THE FIRST THING THAT WORD SKILLED WORKER SHORTAGE,
THE FIRST THING THAT COMES WORD SKILLED WORKER SHORTAGE,
THE FIRST THING THAT COMES TO THE FIRST THING THAT COMES TO THE FIRST THING THAT COMES TO
MIND THE FIRST THING THAT COMES TO
MIND IS THE FIRST THING THAT COMES TO
MIND IS THE THE FIRST THING THAT COMES TO
MIND IS THE TECH THE FIRST THING THAT COMES TO
MIND IS THE TECH SECTOR, THE FIRST THING THAT COMES TO
MIND IS THE TECH SECTOR, IS THE FIRST THING THAT COMES TO
MIND IS THE TECH SECTOR, IS IT MIND IS THE TECH SECTOR, IS IT MIND IS THE TECH SECTOR, IS IT
MORE MIND IS THE TECH SECTOR, IS IT
MORE THAN MIND IS THE TECH SECTOR, IS IT
MORE THAN THAT? MORE THAN THAT? MORE THAN THAT?
2 MORE THAN THAT?
2 WE MORE THAN THAT?
2 WE HAVE MORE THAN THAT?
2 WE HAVE A MORE THAN THAT?
2 WE HAVE A SHORTAGE MORE THAN THAT?
2 WE HAVE A SHORTAGE ALL MORE THAN THAT?
2 WE HAVE A SHORTAGE ALL ACROSS 2 WE HAVE A SHORTAGE ALL ACROSS 2 WE HAVE A SHORTAGE ALL ACROSS
THE 2 WE HAVE A SHORTAGE ALL ACROSS
THE BOARD. THE BOARD. THE BOARD.
PART THE BOARD.
PART OF THE BOARD.
PART OF IT THE BOARD.
PART OF IT IS THE BOARD.
PART OF IT IS THE THE BOARD.
PART OF IT IS THE ECONOMY. PART OF IT IS THE ECONOMY. PART OF IT IS THE ECONOMY.
WE PART OF IT IS THE ECONOMY.
WE HAVE PART OF IT IS THE ECONOMY.
WE HAVE RECORD PART OF IT IS THE ECONOMY.
WE HAVE RECORD UNEMPLOYMENT, WE HAVE RECORD UNEMPLOYMENT, WE HAVE RECORD UNEMPLOYMENT,
LOW WE HAVE RECORD UNEMPLOYMENT,
LOW UNEMPLOYMENT. LOW UNEMPLOYMENT. LOW UNEMPLOYMENT.
2.8% LOW UNEMPLOYMENT.
2.8% IN LOW UNEMPLOYMENT.
2.8% IN IDAHO. 2.8% IN IDAHO. 2.8% IN IDAHO.
ONE 2.8% IN IDAHO.
ONE OF 2.8% IN IDAHO.
ONE OF THE 2.8% IN IDAHO.
ONE OF THE LOWEST 2.8% IN IDAHO.
ONE OF THE LOWEST IN 2.8% IN IDAHO.
ONE OF THE LOWEST IN THE 2.8% IN IDAHO.
ONE OF THE LOWEST IN THE UNITED ONE OF THE LOWEST IN THE UNITED ONE OF THE LOWEST IN THE UNITED
STATES. STATES. STATES.
SOME STATES.
SOME PARTS STATES.
SOME PARTS OF STATES.
SOME PARTS OF OURS STATES.
SOME PARTS OF OURS IT STATES.
SOME PARTS OF OURS IT IS SOME PARTS OF OURS IT IS SOME PARTS OF OURS IT IS
ACTUALLY SOME PARTS OF OURS IT IS
ACTUALLY BELOW SOME PARTS OF OURS IT IS
ACTUALLY BELOW 2%. ACTUALLY BELOW 2%. ACTUALLY BELOW 2%.
SO ACTUALLY BELOW 2%.
SO WE ACTUALLY BELOW 2%.
SO WE ARE ACTUALLY BELOW 2%.
SO WE ARE ESSENTIALLY ACTUALLY BELOW 2%.
SO WE ARE ESSENTIALLY AT ACTUALLY BELOW 2%.
SO WE ARE ESSENTIALLY AT FULL SO WE ARE ESSENTIALLY AT FULL SO WE ARE ESSENTIALLY AT FULL
EMPLOYMENT, SO WE ARE ESSENTIALLY AT FULL
EMPLOYMENT, WHETHER SO WE ARE ESSENTIALLY AT FULL
EMPLOYMENT, WHETHER IT SO WE ARE ESSENTIALLY AT FULL
EMPLOYMENT, WHETHER IT IS EMPLOYMENT, WHETHER IT IS EMPLOYMENT, WHETHER IT IS
TRADES, EMPLOYMENT, WHETHER IT IS
TRADES, HIGH EMPLOYMENT, WHETHER IT IS
TRADES, HIGH TECH, EMPLOYMENT, WHETHER IT IS
TRADES, HIGH TECH, AGRICULTURE, TRADES, HIGH TECH, AGRICULTURE, TRADES, HIGH TECH, AGRICULTURE,
EVERY TRADES, HIGH TECH, AGRICULTURE,
EVERY BUSINESS TRADES, HIGH TECH, AGRICULTURE,
EVERY BUSINESS ACROSS TRADES, HIGH TECH, AGRICULTURE,
EVERY BUSINESS ACROSS THE TRADES, HIGH TECH, AGRICULTURE,
EVERY BUSINESS ACROSS THE STATE EVERY BUSINESS ACROSS THE STATE EVERY BUSINESS ACROSS THE STATE
IS EVERY BUSINESS ACROSS THE STATE
IS HAVING EVERY BUSINESS ACROSS THE STATE
IS HAVING TROUBLE EVERY BUSINESS ACROSS THE STATE
IS HAVING TROUBLE FINDING IS HAVING TROUBLE FINDING IS HAVING TROUBLE FINDING
SKILLED IS HAVING TROUBLE FINDING
SKILLED WORKERS. SKILLED WORKERS. SKILLED WORKERS.
I SKILLED WORKERS.
I THINK SKILLED WORKERS.
I THINK THE SKILLED WORKERS.
I THINK THE ECONOMISTS, SKILLED WORKERS.
I THINK THE ECONOMISTS, I SKILLED WORKERS.
I THINK THE ECONOMISTS, I HAVE I THINK THE ECONOMISTS, I HAVE I THINK THE ECONOMISTS, I HAVE
TALKED I THINK THE ECONOMISTS, I HAVE
TALKED TO I THINK THE ECONOMISTS, I HAVE
TALKED TO ECONOMISTS I THINK THE ECONOMISTS, I HAVE
TALKED TO ECONOMISTS WHO I THINK THE ECONOMISTS, I HAVE
TALKED TO ECONOMISTS WHO ARE TALKED TO ECONOMISTS WHO ARE TALKED TO ECONOMISTS WHO ARE
FORECASTING TALKED TO ECONOMISTS WHO ARE
FORECASTING THE TALKED TO ECONOMISTS WHO ARE
FORECASTING THE FUTURE. FORECASTING THE FUTURE. FORECASTING THE FUTURE.
AND FORECASTING THE FUTURE.
AND I FORECASTING THE FUTURE.
AND I HAVE FORECASTING THE FUTURE.
AND I HAVE SAID FORECASTING THE FUTURE.
AND I HAVE SAID WHAT FORECASTING THE FUTURE.
AND I HAVE SAID WHAT WOULD FORECASTING THE FUTURE.
AND I HAVE SAID WHAT WOULD STOP AND I HAVE SAID WHAT WOULD STOP AND I HAVE SAID WHAT WOULD STOP
THIS AND I HAVE SAID WHAT WOULD STOP
THIS ECONOMIC AND I HAVE SAID WHAT WOULD STOP
THIS ECONOMIC EXPANSION AND I HAVE SAID WHAT WOULD STOP
THIS ECONOMIC EXPANSION WHICH THIS ECONOMIC EXPANSION WHICH THIS ECONOMIC EXPANSION WHICH
WE THIS ECONOMIC EXPANSION WHICH
WE ARE THIS ECONOMIC EXPANSION WHICH
WE ARE NOW THIS ECONOMIC EXPANSION WHICH
WE ARE NOW IN THIS ECONOMIC EXPANSION WHICH
WE ARE NOW IN THE THIS ECONOMIC EXPANSION WHICH
WE ARE NOW IN THE LONGEST THIS ECONOMIC EXPANSION WHICH
WE ARE NOW IN THE LONGEST WE WE ARE NOW IN THE LONGEST WE WE ARE NOW IN THE LONGEST WE
HAVE WE ARE NOW IN THE LONGEST WE
HAVE EVER WE ARE NOW IN THE LONGEST WE
HAVE EVER HAD WE ARE NOW IN THE LONGEST WE
HAVE EVER HAD IN WE ARE NOW IN THE LONGEST WE
HAVE EVER HAD IN THE WE ARE NOW IN THE LONGEST WE
HAVE EVER HAD IN THE COUNTRY, HAVE EVER HAD IN THE COUNTRY, HAVE EVER HAD IN THE COUNTRY,
AND HAVE EVER HAD IN THE COUNTRY,
AND THEY HAVE EVER HAD IN THE COUNTRY,
AND THEY SAID HAVE EVER HAD IN THE COUNTRY,
AND THEY SAID IT HAVE EVER HAD IN THE COUNTRY,
AND THEY SAID IT IS HAVE EVER HAD IN THE COUNTRY,
AND THEY SAID IT IS THE HAVE EVER HAD IN THE COUNTRY,
AND THEY SAID IT IS THE LACK HAVE EVER HAD IN THE COUNTRY,
AND THEY SAID IT IS THE LACK OF AND THEY SAID IT IS THE LACK OF AND THEY SAID IT IS THE LACK OF
GOLD AND THEY SAID IT IS THE LACK OF
GOLD WORKERS AND THEY SAID IT IS THE LACK OF
GOLD WORKERS AND AND THEY SAID IT IS THE LACK OF
GOLD WORKERS AND THAT AND THEY SAID IT IS THE LACK OF
GOLD WORKERS AND THAT WILL AND THEY SAID IT IS THE LACK OF
GOLD WORKERS AND THAT WILL BE GOLD WORKERS AND THAT WILL BE GOLD WORKERS AND THAT WILL BE
THE GOLD WORKERS AND THAT WILL BE
THE THING GOLD WORKERS AND THAT WILL BE
THE THING THAT GOLD WORKERS AND THAT WILL BE
THE THING THAT COULD GOLD WORKERS AND THAT WILL BE
THE THING THAT COULD STOP GOLD WORKERS AND THAT WILL BE
THE THING THAT COULD STOP IT GOLD WORKERS AND THAT WILL BE
THE THING THAT COULD STOP IT IF THE THING THAT COULD STOP IT IF THE THING THAT COULD STOP IT IF
ANYTHING THE THING THAT COULD STOP IT IF
ANYTHING CAN. ANYTHING CAN. ANYTHING CAN.
>>ANYTHING CAN.
>>LET’S ANYTHING CAN.
>>LET’S TAKE ANYTHING CAN.
>>LET’S TAKE A ANYTHING CAN.
>>LET’S TAKE A LOOK ANYTHING CAN.
>>LET’S TAKE A LOOK AT ANYTHING CAN.
>>LET’S TAKE A LOOK AT SOME>>LET’S TAKE A LOOK AT SOME>>LET’S TAKE A LOOK AT SOME
KEY>>LET’S TAKE A LOOK AT SOME
KEY FINDINGS>>LET’S TAKE A LOOK AT SOME
KEY FINDINGS OF>>LET’S TAKE A LOOK AT SOME
KEY FINDINGS OF THE>>LET’S TAKE A LOOK AT SOME
KEY FINDINGS OF THE STUDY. KEY FINDINGS OF THE STUDY. KEY FINDINGS OF THE STUDY.
GRAPHIC KEY FINDINGS OF THE STUDY.
GRAPHIC TO KEY FINDINGS OF THE STUDY.
GRAPHIC TO SHOW KEY FINDINGS OF THE STUDY.
GRAPHIC TO SHOW THAT. GRAPHIC TO SHOW THAT. GRAPHIC TO SHOW THAT.
BASICALLY GRAPHIC TO SHOW THAT.
BASICALLY FOR GRAPHIC TO SHOW THAT.
BASICALLY FOR THE GRAPHIC TO SHOW THAT.
BASICALLY FOR THE ONES GRAPHIC TO SHOW THAT.
BASICALLY FOR THE ONES WE GRAPHIC TO SHOW THAT.
BASICALLY FOR THE ONES WE ARE BASICALLY FOR THE ONES WE ARE BASICALLY FOR THE ONES WE ARE
FOCUSING BASICALLY FOR THE ONES WE ARE
FOCUSING ON BASICALLY FOR THE ONES WE ARE
FOCUSING ON IS BASICALLY FOR THE ONES WE ARE
FOCUSING ON IS EARLY BASICALLY FOR THE ONES WE ARE
FOCUSING ON IS EARLY LITERACY FOCUSING ON IS EARLY LITERACY FOCUSING ON IS EARLY LITERACY
IS FOCUSING ON IS EARLY LITERACY
IS KEY, FOCUSING ON IS EARLY LITERACY
IS KEY, ORGANIC FOCUSING ON IS EARLY LITERACY
IS KEY, ORGANIC GROWTH FOCUSING ON IS EARLY LITERACY
IS KEY, ORGANIC GROWTH IS IS KEY, ORGANIC GROWTH IS IS KEY, ORGANIC GROWTH IS
REFERRED IS KEY, ORGANIC GROWTH IS
REFERRED OVER IS KEY, ORGANIC GROWTH IS
REFERRED OVER IMPORTING IS KEY, ORGANIC GROWTH IS
REFERRED OVER IMPORTING TALENTS, REFERRED OVER IMPORTING TALENTS, REFERRED OVER IMPORTING TALENTS,
IDAHO REFERRED OVER IMPORTING TALENTS,
IDAHO BUSINESSES REFERRED OVER IMPORTING TALENTS,
IDAHO BUSINESSES ARE REFERRED OVER IMPORTING TALENTS,
IDAHO BUSINESSES ARE WILLING REFERRED OVER IMPORTING TALENTS,
IDAHO BUSINESSES ARE WILLING TO IDAHO BUSINESSES ARE WILLING TO IDAHO BUSINESSES ARE WILLING TO
PLAY IDAHO BUSINESSES ARE WILLING TO
PLAY A IDAHO BUSINESSES ARE WILLING TO
PLAY A PART IDAHO BUSINESSES ARE WILLING TO
PLAY A PART IN IDAHO BUSINESSES ARE WILLING TO
PLAY A PART IN JOB IDAHO BUSINESSES ARE WILLING TO
PLAY A PART IN JOB TRAINING, PLAY A PART IN JOB TRAINING, PLAY A PART IN JOB TRAINING,
ALSO PLAY A PART IN JOB TRAINING,
ALSO MENTAL PLAY A PART IN JOB TRAINING,
ALSO MENTAL HEALTH PLAY A PART IN JOB TRAINING,
ALSO MENTAL HEALTH EMERGED PLAY A PART IN JOB TRAINING,
ALSO MENTAL HEALTH EMERGED AS PLAY A PART IN JOB TRAINING,
ALSO MENTAL HEALTH EMERGED AS A ALSO MENTAL HEALTH EMERGED AS A ALSO MENTAL HEALTH EMERGED AS A
MAJOR ALSO MENTAL HEALTH EMERGED AS A
MAJOR ISSUE ALSO MENTAL HEALTH EMERGED AS A
MAJOR ISSUE BOTH ALSO MENTAL HEALTH EMERGED AS A
MAJOR ISSUE BOTH FOR ALSO MENTAL HEALTH EMERGED AS A
MAJOR ISSUE BOTH FOR THOSE MAJOR ISSUE BOTH FOR THOSE MAJOR ISSUE BOTH FOR THOSE
STUDENTS MAJOR ISSUE BOTH FOR THOSE
STUDENTS SUFFERING MAJOR ISSUE BOTH FOR THOSE
STUDENTS SUFFERING FROM MAJOR ISSUE BOTH FOR THOSE
STUDENTS SUFFERING FROM IT MAJOR ISSUE BOTH FOR THOSE
STUDENTS SUFFERING FROM IT AND STUDENTS SUFFERING FROM IT AND STUDENTS SUFFERING FROM IT AND
FROM STUDENTS SUFFERING FROM IT AND
FROM THE STUDENTS SUFFERING FROM IT AND
FROM THE IMPACT STUDENTS SUFFERING FROM IT AND
FROM THE IMPACT ON STUDENTS SUFFERING FROM IT AND
FROM THE IMPACT ON RESOURCES FROM THE IMPACT ON RESOURCES FROM THE IMPACT ON RESOURCES
SCHOOLS FROM THE IMPACT ON RESOURCES
SCHOOLS ARE FROM THE IMPACT ON RESOURCES
SCHOOLS ARE REQUIRED FROM THE IMPACT ON RESOURCES
SCHOOLS ARE REQUIRED TO FROM THE IMPACT ON RESOURCES
SCHOOLS ARE REQUIRED TO HELP SCHOOLS ARE REQUIRED TO HELP SCHOOLS ARE REQUIRED TO HELP
THOSE SCHOOLS ARE REQUIRED TO HELP
THOSE WHO SCHOOLS ARE REQUIRED TO HELP
THOSE WHO NEED SCHOOLS ARE REQUIRED TO HELP
THOSE WHO NEED HELP. THOSE WHO NEED HELP. THOSE WHO NEED HELP.
>>THOSE WHO NEED HELP.
>>LET’S THOSE WHO NEED HELP.
>>LET’S START THOSE WHO NEED HELP.
>>LET’S START WITH THOSE WHO NEED HELP.
>>LET’S START WITH EARLY>>LET’S START WITH EARLY>>LET’S START WITH EARLY
LITERACY. LITERACY. LITERACY.
WHY LITERACY.
WHY WAS LITERACY.
WHY WAS THAT LITERACY.
WHY WAS THAT SO LITERACY.
WHY WAS THAT SO IMPORTANT LITERACY.
WHY WAS THAT SO IMPORTANT THAT WHY WAS THAT SO IMPORTANT THAT WHY WAS THAT SO IMPORTANT THAT
THAT WHY WAS THAT SO IMPORTANT THAT
THAT CAME WHY WAS THAT SO IMPORTANT THAT
THAT CAME OUT WHY WAS THAT SO IMPORTANT THAT
THAT CAME OUT AS WHY WAS THAT SO IMPORTANT THAT
THAT CAME OUT AS NUMBER WHY WAS THAT SO IMPORTANT THAT
THAT CAME OUT AS NUMBER 1 WHY WAS THAT SO IMPORTANT THAT
THAT CAME OUT AS NUMBER 1 ON THAT CAME OUT AS NUMBER 1 ON THAT CAME OUT AS NUMBER 1 ON
THE THAT CAME OUT AS NUMBER 1 ON
THE PRIORITY THAT CAME OUT AS NUMBER 1 ON
THE PRIORITY LIST. THE PRIORITY LIST. THE PRIORITY LIST.
>>THE PRIORITY LIST.
>>READING THE PRIORITY LIST.
>>READING AND THE PRIORITY LIST.
>>READING AND LITERACY THE PRIORITY LIST.
>>READING AND LITERACY IS THE PRIORITY LIST.
>>READING AND LITERACY IS THE>>READING AND LITERACY IS THE>>READING AND LITERACY IS THE
FOUNDATION>>READING AND LITERACY IS THE
FOUNDATION OF>>READING AND LITERACY IS THE
FOUNDATION OF ALL>>READING AND LITERACY IS THE
FOUNDATION OF ALL LEARNING. FOUNDATION OF ALL LEARNING. FOUNDATION OF ALL LEARNING.
IF FOUNDATION OF ALL LEARNING.
IF KIDS FOUNDATION OF ALL LEARNING.
IF KIDS CAN’T FOUNDATION OF ALL LEARNING.
IF KIDS CAN’T READ, FOUNDATION OF ALL LEARNING.
IF KIDS CAN’T READ, THEY FOUNDATION OF ALL LEARNING.
IF KIDS CAN’T READ, THEY CAN’T IF KIDS CAN’T READ, THEY CAN’T IF KIDS CAN’T READ, THEY CAN’T
LEARN, IF KIDS CAN’T READ, THEY CAN’T
LEARN, WHETHER IF KIDS CAN’T READ, THEY CAN’T
LEARN, WHETHER IT IF KIDS CAN’T READ, THEY CAN’T
LEARN, WHETHER IT IS IF KIDS CAN’T READ, THEY CAN’T
LEARN, WHETHER IT IS SCIENCE, LEARN, WHETHER IT IS SCIENCE, LEARN, WHETHER IT IS SCIENCE,
MATH, LEARN, WHETHER IT IS SCIENCE,
MATH, SOCIAL LEARN, WHETHER IT IS SCIENCE,
MATH, SOCIAL STUDIES, LEARN, WHETHER IT IS SCIENCE,
MATH, SOCIAL STUDIES, WHATEVER. MATH, SOCIAL STUDIES, WHATEVER. MATH, SOCIAL STUDIES, WHATEVER.
KIDS MATH, SOCIAL STUDIES, WHATEVER.
KIDS HAVE MATH, SOCIAL STUDIES, WHATEVER.
KIDS HAVE TO MATH, SOCIAL STUDIES, WHATEVER.
KIDS HAVE TO BE MATH, SOCIAL STUDIES, WHATEVER.
KIDS HAVE TO BE ABLE MATH, SOCIAL STUDIES, WHATEVER.
KIDS HAVE TO BE ABLE TO MATH, SOCIAL STUDIES, WHATEVER.
KIDS HAVE TO BE ABLE TO READ KIDS HAVE TO BE ABLE TO READ KIDS HAVE TO BE ABLE TO READ
PROFICIENTLY KIDS HAVE TO BE ABLE TO READ
PROFICIENTLY BY KIDS HAVE TO BE ABLE TO READ
PROFICIENTLY BY FOURTH KIDS HAVE TO BE ABLE TO READ
PROFICIENTLY BY FOURTH GRADE PROFICIENTLY BY FOURTH GRADE PROFICIENTLY BY FOURTH GRADE
AND PROFICIENTLY BY FOURTH GRADE
AND THE PROFICIENTLY BY FOURTH GRADE
AND THE CHANCES PROFICIENTLY BY FOURTH GRADE
AND THE CHANCES OF PROFICIENTLY BY FOURTH GRADE
AND THE CHANCES OF THEM AND THE CHANCES OF THEM AND THE CHANCES OF THEM
SUCCEEDING AND THE CHANCES OF THEM
SUCCEEDING IN AND THE CHANCES OF THEM
SUCCEEDING IN SCHOOL AND THE CHANCES OF THEM
SUCCEEDING IN SCHOOL AND AND THE CHANCES OF THEM
SUCCEEDING IN SCHOOL AND WORK SUCCEEDING IN SCHOOL AND WORK SUCCEEDING IN SCHOOL AND WORK
AND SUCCEEDING IN SCHOOL AND WORK
AND LIFE SUCCEEDING IN SCHOOL AND WORK
AND LIFE FOR SUCCEEDING IN SCHOOL AND WORK
AND LIFE FOR THAT SUCCEEDING IN SCHOOL AND WORK
AND LIFE FOR THAT MATTER SUCCEEDING IN SCHOOL AND WORK
AND LIFE FOR THAT MATTER IF AND LIFE FOR THAT MATTER IF AND LIFE FOR THAT MATTER IF
THEY AND LIFE FOR THAT MATTER IF
THEY ARE AND LIFE FOR THAT MATTER IF
THEY ARE NOT AND LIFE FOR THAT MATTER IF
THEY ARE NOT PROFICIENT AND LIFE FOR THAT MATTER IF
THEY ARE NOT PROFICIENT READERS THEY ARE NOT PROFICIENT READERS THEY ARE NOT PROFICIENT READERS
GOES THEY ARE NOT PROFICIENT READERS
GOES DOWN THEY ARE NOT PROFICIENT READERS
GOES DOWN CONSIDERABLY. GOES DOWN CONSIDERABLY. GOES DOWN CONSIDERABLY.
SO GOES DOWN CONSIDERABLY.
SO WE GOES DOWN CONSIDERABLY.
SO WE HAVE GOES DOWN CONSIDERABLY.
SO WE HAVE GOT GOES DOWN CONSIDERABLY.
SO WE HAVE GOT TO GOES DOWN CONSIDERABLY.
SO WE HAVE GOT TO MAKE GOES DOWN CONSIDERABLY.
SO WE HAVE GOT TO MAKE SURE GOES DOWN CONSIDERABLY.
SO WE HAVE GOT TO MAKE SURE OUR SO WE HAVE GOT TO MAKE SURE OUR SO WE HAVE GOT TO MAKE SURE OUR
KIDS SO WE HAVE GOT TO MAKE SURE OUR
KIDS CAN SO WE HAVE GOT TO MAKE SURE OUR
KIDS CAN READ SO WE HAVE GOT TO MAKE SURE OUR
KIDS CAN READ PROFICIENTLY SO WE HAVE GOT TO MAKE SURE OUR
KIDS CAN READ PROFICIENTLY BY KIDS CAN READ PROFICIENTLY BY KIDS CAN READ PROFICIENTLY BY
FOURTH KIDS CAN READ PROFICIENTLY BY
FOURTH GRADE. FOURTH GRADE. FOURTH GRADE.
THAT FOURTH GRADE.
THAT IS FOURTH GRADE.
THAT IS ONE FOURTH GRADE.
THAT IS ONE OF FOURTH GRADE.
THAT IS ONE OF THE FOURTH GRADE.
THAT IS ONE OF THE GOVERNOR’S THAT IS ONE OF THE GOVERNOR’S THAT IS ONE OF THE GOVERNOR’S
TOP THAT IS ONE OF THE GOVERNOR’S
TOP PRIORITIES THAT IS ONE OF THE GOVERNOR’S
TOP PRIORITIES AS THAT IS ONE OF THE GOVERNOR’S
TOP PRIORITIES AS WELL. TOP PRIORITIES AS WELL. TOP PRIORITIES AS WELL.
>>TOP PRIORITIES AS WELL.
>>YES TOP PRIORITIES AS WELL.
>>YES IT TOP PRIORITIES AS WELL.
>>YES IT IS.>>YES IT IS.>>YES IT IS.
THE>>YES IT IS.
THE SECOND>>YES IT IS.
THE SECOND THING>>YES IT IS.
THE SECOND THING THAT>>YES IT IS.
THE SECOND THING THAT CAUGHT>>YES IT IS.
THE SECOND THING THAT CAUGHT MY THE SECOND THING THAT CAUGHT MY THE SECOND THING THAT CAUGHT MY
EYE THE SECOND THING THAT CAUGHT MY
EYE WAS THE SECOND THING THAT CAUGHT MY
EYE WAS ORGANIC THE SECOND THING THAT CAUGHT MY
EYE WAS ORGANIC GROWTH THE SECOND THING THAT CAUGHT MY
EYE WAS ORGANIC GROWTH IS EYE WAS ORGANIC GROWTH IS EYE WAS ORGANIC GROWTH IS
PREFERRED EYE WAS ORGANIC GROWTH IS
PREFERRED OVER EYE WAS ORGANIC GROWTH IS
PREFERRED OVER IMPORTING PREFERRED OVER IMPORTING PREFERRED OVER IMPORTING
TALENTS. TALENTS. TALENTS.
OBVIOUSLY TALENTS.
OBVIOUSLY MEANING TALENTS.
OBVIOUSLY MEANING TEACH TALENTS.
OBVIOUSLY MEANING TEACH IDAHO’S OBVIOUSLY MEANING TEACH IDAHO’S OBVIOUSLY MEANING TEACH IDAHO’S
KIDS OBVIOUSLY MEANING TEACH IDAHO’S
KIDS TO OBVIOUSLY MEANING TEACH IDAHO’S
KIDS TO TAKE OBVIOUSLY MEANING TEACH IDAHO’S
KIDS TO TAKE THESE OBVIOUSLY MEANING TEACH IDAHO’S
KIDS TO TAKE THESE POSITIONS. KIDS TO TAKE THESE POSITIONS. KIDS TO TAKE THESE POSITIONS.
>>KIDS TO TAKE THESE POSITIONS.
>>IT KIDS TO TAKE THESE POSITIONS.
>>IT IS KIDS TO TAKE THESE POSITIONS.
>>IT IS VERY KIDS TO TAKE THESE POSITIONS.
>>IT IS VERY EXPENSIVE KIDS TO TAKE THESE POSITIONS.
>>IT IS VERY EXPENSIVE FOR KIDS TO TAKE THESE POSITIONS.
>>IT IS VERY EXPENSIVE FOR OUR>>IT IS VERY EXPENSIVE FOR OUR>>IT IS VERY EXPENSIVE FOR OUR
EMPLOYERS>>IT IS VERY EXPENSIVE FOR OUR
EMPLOYERS TO>>IT IS VERY EXPENSIVE FOR OUR
EMPLOYERS TO IMPORT>>IT IS VERY EXPENSIVE FOR OUR
EMPLOYERS TO IMPORT TALENT. EMPLOYERS TO IMPORT TALENT. EMPLOYERS TO IMPORT TALENT.
YOU EMPLOYERS TO IMPORT TALENT.
YOU HAVE EMPLOYERS TO IMPORT TALENT.
YOU HAVE SEARCH, EMPLOYERS TO IMPORT TALENT.
YOU HAVE SEARCH, MOVING YOU HAVE SEARCH, MOVING YOU HAVE SEARCH, MOVING
EXPENSES YOU HAVE SEARCH, MOVING
EXPENSES AND YOU HAVE SEARCH, MOVING
EXPENSES AND OFTEN YOU HAVE SEARCH, MOVING
EXPENSES AND OFTEN TIMES YOU HAVE SEARCH, MOVING
EXPENSES AND OFTEN TIMES PEOPLE EXPENSES AND OFTEN TIMES PEOPLE EXPENSES AND OFTEN TIMES PEOPLE
MIGHT EXPENSES AND OFTEN TIMES PEOPLE
MIGHT COME EXPENSES AND OFTEN TIMES PEOPLE
MIGHT COME TO EXPENSES AND OFTEN TIMES PEOPLE
MIGHT COME TO IDAHO EXPENSES AND OFTEN TIMES PEOPLE
MIGHT COME TO IDAHO AND EXPENSES AND OFTEN TIMES PEOPLE
MIGHT COME TO IDAHO AND IT EXPENSES AND OFTEN TIMES PEOPLE
MIGHT COME TO IDAHO AND IT IS MIGHT COME TO IDAHO AND IT IS MIGHT COME TO IDAHO AND IT IS
JUST MIGHT COME TO IDAHO AND IT IS
JUST A MIGHT COME TO IDAHO AND IT IS
JUST A PASS-THROUGH MIGHT COME TO IDAHO AND IT IS
JUST A PASS-THROUGH POSITION. JUST A PASS-THROUGH POSITION. JUST A PASS-THROUGH POSITION.
IF JUST A PASS-THROUGH POSITION.
IF WE JUST A PASS-THROUGH POSITION.
IF WE CAN JUST A PASS-THROUGH POSITION.
IF WE CAN GROW JUST A PASS-THROUGH POSITION.
IF WE CAN GROW OUR JUST A PASS-THROUGH POSITION.
IF WE CAN GROW OUR OWN IF WE CAN GROW OUR OWN IF WE CAN GROW OUR OWN
EMPLOYEES IF WE CAN GROW OUR OWN
EMPLOYEES HERE IF WE CAN GROW OUR OWN
EMPLOYEES HERE IT IF WE CAN GROW OUR OWN
EMPLOYEES HERE IT IS IF WE CAN GROW OUR OWN
EMPLOYEES HERE IT IS GOOD IF WE CAN GROW OUR OWN
EMPLOYEES HERE IT IS GOOD FOR EMPLOYEES HERE IT IS GOOD FOR EMPLOYEES HERE IT IS GOOD FOR
OUR EMPLOYEES HERE IT IS GOOD FOR
OUR STATE. OUR STATE. OUR STATE.
AND OUR STATE.
AND EMPLOY OUR STATE.
AND EMPLOY OUR OUR STATE.
AND EMPLOY OUR NATIVE OUR STATE.
AND EMPLOY OUR NATIVE PEOPLE, AND EMPLOY OUR NATIVE PEOPLE, AND EMPLOY OUR NATIVE PEOPLE,
PEOPLE AND EMPLOY OUR NATIVE PEOPLE,
PEOPLE WHO AND EMPLOY OUR NATIVE PEOPLE,
PEOPLE WHO GREW AND EMPLOY OUR NATIVE PEOPLE,
PEOPLE WHO GREW UP AND EMPLOY OUR NATIVE PEOPLE,
PEOPLE WHO GREW UP HERE AND EMPLOY OUR NATIVE PEOPLE,
PEOPLE WHO GREW UP HERE AND AND EMPLOY OUR NATIVE PEOPLE,
PEOPLE WHO GREW UP HERE AND IT PEOPLE WHO GREW UP HERE AND IT PEOPLE WHO GREW UP HERE AND IT
IS PEOPLE WHO GREW UP HERE AND IT
IS MORE PEOPLE WHO GREW UP HERE AND IT
IS MORE LIKELY PEOPLE WHO GREW UP HERE AND IT
IS MORE LIKELY THEY PEOPLE WHO GREW UP HERE AND IT
IS MORE LIKELY THEY WILL PEOPLE WHO GREW UP HERE AND IT
IS MORE LIKELY THEY WILL STAY IS MORE LIKELY THEY WILL STAY IS MORE LIKELY THEY WILL STAY
HERE IS MORE LIKELY THEY WILL STAY
HERE AND IS MORE LIKELY THEY WILL STAY
HERE AND PUT IS MORE LIKELY THEY WILL STAY
HERE AND PUT DOWN IS MORE LIKELY THEY WILL STAY
HERE AND PUT DOWN ROOTS IS MORE LIKELY THEY WILL STAY
HERE AND PUT DOWN ROOTS HERE IS MORE LIKELY THEY WILL STAY
HERE AND PUT DOWN ROOTS HERE IN HERE AND PUT DOWN ROOTS HERE IN HERE AND PUT DOWN ROOTS HERE IN
IDAHO. IDAHO. IDAHO.
>>IDAHO.
>>WHAT IDAHO.
>>WHAT ARE IDAHO.
>>WHAT ARE BUSINESSES IDAHO.
>>WHAT ARE BUSINESSES WILLING>>WHAT ARE BUSINESSES WILLING>>WHAT ARE BUSINESSES WILLING
TO>>WHAT ARE BUSINESSES WILLING
TO DO>>WHAT ARE BUSINESSES WILLING
TO DO TO>>WHAT ARE BUSINESSES WILLING
TO DO TO HELP>>WHAT ARE BUSINESSES WILLING
TO DO TO HELP OUT>>WHAT ARE BUSINESSES WILLING
TO DO TO HELP OUT AND>>WHAT ARE BUSINESSES WILLING
TO DO TO HELP OUT AND PLAY>>WHAT ARE BUSINESSES WILLING
TO DO TO HELP OUT AND PLAY A TO DO TO HELP OUT AND PLAY A TO DO TO HELP OUT AND PLAY A
ROLE TO DO TO HELP OUT AND PLAY A
ROLE IN TO DO TO HELP OUT AND PLAY A
ROLE IN JOB TO DO TO HELP OUT AND PLAY A
ROLE IN JOB TRAINING? ROLE IN JOB TRAINING? ROLE IN JOB TRAINING?
>>ROLE IN JOB TRAINING?
>>219 ROLE IN JOB TRAINING?
>>219 HAVE ROLE IN JOB TRAINING?
>>219 HAVE JOINED ROLE IN JOB TRAINING?
>>219 HAVE JOINED IBE ROLE IN JOB TRAINING?
>>219 HAVE JOINED IBE IN>>219 HAVE JOINED IBE IN>>219 HAVE JOINED IBE IN
HELPING>>219 HAVE JOINED IBE IN
HELPING US>>219 HAVE JOINED IBE IN
HELPING US MOVE>>219 HAVE JOINED IBE IN
HELPING US MOVE THE>>219 HAVE JOINED IBE IN
HELPING US MOVE THE BALL>>219 HAVE JOINED IBE IN
HELPING US MOVE THE BALL DOWN HELPING US MOVE THE BALL DOWN HELPING US MOVE THE BALL DOWN
THE HELPING US MOVE THE BALL DOWN
THE FIELD. THE FIELD. THE FIELD.
BUT THE FIELD.
BUT MOREOVER THE FIELD.
BUT MOREOVER THEY THE FIELD.
BUT MOREOVER THEY ARE THE FIELD.
BUT MOREOVER THEY ARE CREATING BUT MOREOVER THEY ARE CREATING BUT MOREOVER THEY ARE CREATING
APPRENTICESHIPS BUT MOREOVER THEY ARE CREATING
APPRENTICESHIPS AND BUT MOREOVER THEY ARE CREATING
APPRENTICESHIPS AND INTERNSHIPS APPRENTICESHIPS AND INTERNSHIPS APPRENTICESHIPS AND INTERNSHIPS
, APPRENTICESHIPS AND INTERNSHIPS
, EXTERNSHIPS APPRENTICESHIPS AND INTERNSHIPS
, EXTERNSHIPS FOR APPRENTICESHIPS AND INTERNSHIPS
, EXTERNSHIPS FOR TEACHERS. , EXTERNSHIPS FOR TEACHERS. , EXTERNSHIPS FOR TEACHERS.
THOSE , EXTERNSHIPS FOR TEACHERS.
THOSE ARE , EXTERNSHIPS FOR TEACHERS.
THOSE ARE REALLY , EXTERNSHIPS FOR TEACHERS.
THOSE ARE REALLY THE , EXTERNSHIPS FOR TEACHERS.
THOSE ARE REALLY THE KEY , EXTERNSHIPS FOR TEACHERS.
THOSE ARE REALLY THE KEY WAYS THOSE ARE REALLY THE KEY WAYS THOSE ARE REALLY THE KEY WAYS
THEY THOSE ARE REALLY THE KEY WAYS
THEY CAN THOSE ARE REALLY THE KEY WAYS
THEY CAN GIVE THOSE ARE REALLY THE KEY WAYS
THEY CAN GIVE STUDENTS THOSE ARE REALLY THE KEY WAYS
THEY CAN GIVE STUDENTS WORK THEY CAN GIVE STUDENTS WORK THEY CAN GIVE STUDENTS WORK
BASED THEY CAN GIVE STUDENTS WORK
BASED LEARNING THEY CAN GIVE STUDENTS WORK
BASED LEARNING AND THEY CAN GIVE STUDENTS WORK
BASED LEARNING AND CONNECT BASED LEARNING AND CONNECT BASED LEARNING AND CONNECT
SCHOOLS BASED LEARNING AND CONNECT
SCHOOLS WITH BASED LEARNING AND CONNECT
SCHOOLS WITH WHAT BASED LEARNING AND CONNECT
SCHOOLS WITH WHAT INDUSTRY SCHOOLS WITH WHAT INDUSTRY SCHOOLS WITH WHAT INDUSTRY
NEEDS. NEEDS. NEEDS.
WE NEEDS.
WE HAVE NEEDS.
WE HAVE A NEEDS.
WE HAVE A GREAT NEEDS.
WE HAVE A GREAT PROGRAM NEEDS.
WE HAVE A GREAT PROGRAM HERE NEEDS.
WE HAVE A GREAT PROGRAM HERE IN WE HAVE A GREAT PROGRAM HERE IN WE HAVE A GREAT PROGRAM HERE IN
IDAHO WE HAVE A GREAT PROGRAM HERE IN
IDAHO THAT WE HAVE A GREAT PROGRAM HERE IN
IDAHO THAT THE WE HAVE A GREAT PROGRAM HERE IN
IDAHO THAT THE WORKFORCE IDAHO THAT THE WORKFORCE IDAHO THAT THE WORKFORCE
DEVELOPMENT IDAHO THAT THE WORKFORCE
DEVELOPMENT COUNCIL IDAHO THAT THE WORKFORCE
DEVELOPMENT COUNCIL IS DEVELOPMENT COUNCIL IS DEVELOPMENT COUNCIL IS
SPONSORING DEVELOPMENT COUNCIL IS
SPONSORING AND DEVELOPMENT COUNCIL IS
SPONSORING AND IT DEVELOPMENT COUNCIL IS
SPONSORING AND IT IS DEVELOPMENT COUNCIL IS
SPONSORING AND IT IS CALLED SPONSORING AND IT IS CALLED SPONSORING AND IT IS CALLED
IDAHO SPONSORING AND IT IS CALLED
IDAHO LEADER. IDAHO LEADER. IDAHO LEADER.
EMPLOYERS IDAHO LEADER.
EMPLOYERS AND IDAHO LEADER.
EMPLOYERS AND TEACHERS IDAHO LEADER.
EMPLOYERS AND TEACHERS IÑá[■ IDAHO LEADER.
EMPLOYERS AND TEACHERS IÑá[■AND EMPLOYERS AND TEACHERS IÑá[■AND EMPLOYERS AND TEACHERS IÑá[■AND
SCHOOLS EMPLOYERS AND TEACHERS IÑá[■AND
SCHOOLS CAN EMPLOYERS AND TEACHERS IÑá[■AND
SCHOOLS CAN CONNECT EMPLOYERS AND TEACHERS IÑá[■AND
SCHOOLS CAN CONNECT FOR EMPLOYERS AND TEACHERS IÑá[■AND
SCHOOLS CAN CONNECT FOR THESE SCHOOLS CAN CONNECT FOR THESE SCHOOLS CAN CONNECT FOR THESE
APPRENTICESHIPS, SCHOOLS CAN CONNECT FOR THESE
APPRENTICESHIPS, INTERNSHIPS APPRENTICESHIPS, INTERNSHIPS APPRENTICESHIPS, INTERNSHIPS
AND APPRENTICESHIPS, INTERNSHIPS
AND EXTERNSHIPS. AND EXTERNSHIPS. AND EXTERNSHIPS.
WE AND EXTERNSHIPS.
WE HAVE AND EXTERNSHIPS.
WE HAVE THAT AND EXTERNSHIPS.
WE HAVE THAT GOING AND EXTERNSHIPS.
WE HAVE THAT GOING ON AND EXTERNSHIPS.
WE HAVE THAT GOING ON IN AND EXTERNSHIPS.
WE HAVE THAT GOING ON IN IDAHO WE HAVE THAT GOING ON IN IDAHO WE HAVE THAT GOING ON IN IDAHO
RIGHT WE HAVE THAT GOING ON IN IDAHO
RIGHT NOW. RIGHT NOW. RIGHT NOW.
>>RIGHT NOW.
>>THE RIGHT NOW.
>>THE FOURTH RIGHT NOW.
>>THE FOURTH THING RIGHT NOW.
>>THE FOURTH THING ON RIGHT NOW.
>>THE FOURTH THING ON THE RIGHT NOW.
>>THE FOURTH THING ON THE LIST>>THE FOURTH THING ON THE LIST>>THE FOURTH THING ON THE LIST
WITH>>THE FOURTH THING ON THE LIST
WITH MENTAL>>THE FOURTH THING ON THE LIST
WITH MENTAL HEALTH>>THE FOURTH THING ON THE LIST
WITH MENTAL HEALTH ISSUES WITH MENTAL HEALTH ISSUES WITH MENTAL HEALTH ISSUES
COMING WITH MENTAL HEALTH ISSUES
COMING UP. COMING UP. COMING UP.
WERE COMING UP.
WERE YOU COMING UP.
WERE YOU SURPRISED COMING UP.
WERE YOU SURPRISED THAT COMING UP.
WERE YOU SURPRISED THAT WAS COMING UP.
WERE YOU SURPRISED THAT WAS ONE WERE YOU SURPRISED THAT WAS ONE WERE YOU SURPRISED THAT WAS ONE
OF WERE YOU SURPRISED THAT WAS ONE
OF THE WERE YOU SURPRISED THAT WAS ONE
OF THE BIG WERE YOU SURPRISED THAT WAS ONE
OF THE BIG THINGS? OF THE BIG THINGS? OF THE BIG THINGS?
AND OF THE BIG THINGS?
AND WHAT OF THE BIG THINGS?
AND WHAT DID OF THE BIG THINGS?
AND WHAT DID YOU OF THE BIG THINGS?
AND WHAT DID YOU FIND OF THE BIG THINGS?
AND WHAT DID YOU FIND FROM OF THE BIG THINGS?
AND WHAT DID YOU FIND FROM THE AND WHAT DID YOU FIND FROM THE AND WHAT DID YOU FIND FROM THE
SURVEYS? SURVEYS? SURVEYS?
>>SURVEYS?
>>THAT SURVEYS?
>>THAT WAS SURVEYS?
>>THAT WAS THE SURVEYS?
>>THAT WAS THE BIGGEST SURVEYS?
>>THAT WAS THE BIGGEST SURPRISE>>THAT WAS THE BIGGEST SURPRISE>>THAT WAS THE BIGGEST SURPRISE
IN>>THAT WAS THE BIGGEST SURPRISE
IN THE>>THAT WAS THE BIGGEST SURPRISE
IN THE STUDY>>THAT WAS THE BIGGEST SURPRISE
IN THE STUDY WAS>>THAT WAS THE BIGGEST SURPRISE
IN THE STUDY WAS THE>>THAT WAS THE BIGGEST SURPRISE
IN THE STUDY WAS THE EMERGENCE IN THE STUDY WAS THE EMERGENCE IN THE STUDY WAS THE EMERGENCE
OF IN THE STUDY WAS THE EMERGENCE
OF MENTAL IN THE STUDY WAS THE EMERGENCE
OF MENTAL HEALTH IN THE STUDY WAS THE EMERGENCE
OF MENTAL HEALTH AS IN THE STUDY WAS THE EMERGENCE
OF MENTAL HEALTH AS A IN THE STUDY WAS THE EMERGENCE
OF MENTAL HEALTH AS A MAJOR OF MENTAL HEALTH AS A MAJOR OF MENTAL HEALTH AS A MAJOR
ISSUE OF MENTAL HEALTH AS A MAJOR
ISSUE IN OF MENTAL HEALTH AS A MAJOR
ISSUE IN OUR OF MENTAL HEALTH AS A MAJOR
ISSUE IN OUR SCHOOLS. ISSUE IN OUR SCHOOLS. ISSUE IN OUR SCHOOLS.
WE ISSUE IN OUR SCHOOLS.
WE DO ISSUE IN OUR SCHOOLS.
WE DO NOT ISSUE IN OUR SCHOOLS.
WE DO NOT GO ISSUE IN OUR SCHOOLS.
WE DO NOT GO INTO ISSUE IN OUR SCHOOLS.
WE DO NOT GO INTO THE ISSUE IN OUR SCHOOLS.
WE DO NOT GO INTO THE STUDY WE DO NOT GO INTO THE STUDY WE DO NOT GO INTO THE STUDY
EVEN WE DO NOT GO INTO THE STUDY
EVEN CONSIDERING WE DO NOT GO INTO THE STUDY
EVEN CONSIDERING MENTAL WE DO NOT GO INTO THE STUDY
EVEN CONSIDERING MENTAL HEALTH, EVEN CONSIDERING MENTAL HEALTH, EVEN CONSIDERING MENTAL HEALTH,
BUT EVEN CONSIDERING MENTAL HEALTH,
BUT WHEN EVEN CONSIDERING MENTAL HEALTH,
BUT WHEN OUR EVEN CONSIDERING MENTAL HEALTH,
BUT WHEN OUR RESEARCHERS EVEN CONSIDERING MENTAL HEALTH,
BUT WHEN OUR RESEARCHERS WENT BUT WHEN OUR RESEARCHERS WENT BUT WHEN OUR RESEARCHERS WENT
OUT, BUT WHEN OUR RESEARCHERS WENT
OUT, THAT BUT WHEN OUR RESEARCHERS WENT
OUT, THAT IS BUT WHEN OUR RESEARCHERS WENT
OUT, THAT IS WHAT BUT WHEN OUR RESEARCHERS WENT
OUT, THAT IS WHAT PEOPLE BUT WHEN OUR RESEARCHERS WENT
OUT, THAT IS WHAT PEOPLE WANTED OUT, THAT IS WHAT PEOPLE WANTED OUT, THAT IS WHAT PEOPLE WANTED
TO OUT, THAT IS WHAT PEOPLE WANTED
TO TALK OUT, THAT IS WHAT PEOPLE WANTED
TO TALK ABOUT. TO TALK ABOUT. TO TALK ABOUT.
IT TO TALK ABOUT.
IT IS TO TALK ABOUT.
IT IS NOT TO TALK ABOUT.
IT IS NOT JUST TO TALK ABOUT.
IT IS NOT JUST THE TO TALK ABOUT.
IT IS NOT JUST THE KIDS TO TALK ABOUT.
IT IS NOT JUST THE KIDS WHO IT IS NOT JUST THE KIDS WHO IT IS NOT JUST THE KIDS WHO
COME IT IS NOT JUST THE KIDS WHO
COME FROM IT IS NOT JUST THE KIDS WHO
COME FROM TRAUMATIC IT IS NOT JUST THE KIDS WHO
COME FROM TRAUMATIC HOME IT IS NOT JUST THE KIDS WHO
COME FROM TRAUMATIC HOME LIFE COME FROM TRAUMATIC HOME LIFE COME FROM TRAUMATIC HOME LIFE
OR COME FROM TRAUMATIC HOME LIFE
OR OTHER COME FROM TRAUMATIC HOME LIFE
OR OTHER TRAUMAS COME FROM TRAUMATIC HOME LIFE
OR OTHER TRAUMAS LIKE COME FROM TRAUMATIC HOME LIFE
OR OTHER TRAUMAS LIKE DIVORCE, OR OTHER TRAUMAS LIKE DIVORCE, OR OTHER TRAUMAS LIKE DIVORCE,
POVERTY, OR OTHER TRAUMAS LIKE DIVORCE,
POVERTY, THINGS OR OTHER TRAUMAS LIKE DIVORCE,
POVERTY, THINGS LIKE OR OTHER TRAUMAS LIKE DIVORCE,
POVERTY, THINGS LIKE THAT. POVERTY, THINGS LIKE THAT. POVERTY, THINGS LIKE THAT.
ON POVERTY, THINGS LIKE THAT.
ON THE POVERTY, THINGS LIKE THAT.
ON THE OTHER POVERTY, THINGS LIKE THAT.
ON THE OTHER END POVERTY, THINGS LIKE THAT.
ON THE OTHER END OF POVERTY, THINGS LIKE THAT.
ON THE OTHER END OF THE ON THE OTHER END OF THE ON THE OTHER END OF THE
SPECTRUM ON THE OTHER END OF THE
SPECTRUM ARE ON THE OTHER END OF THE
SPECTRUM ARE KIDS ON THE OTHER END OF THE
SPECTRUM ARE KIDS WHO ON THE OTHER END OF THE
SPECTRUM ARE KIDS WHO WERE SPECTRUM ARE KIDS WHO WERE SPECTRUM ARE KIDS WHO WERE
FEELING SPECTRUM ARE KIDS WHO WERE
FEELING THIS SPECTRUM ARE KIDS WHO WERE
FEELING THIS TREMENDOUS SPECTRUM ARE KIDS WHO WERE
FEELING THIS TREMENDOUS RUSH FEELING THIS TREMENDOUS RUSH FEELING THIS TREMENDOUS RUSH
HER FEELING THIS TREMENDOUS RUSH
HER TO FEELING THIS TREMENDOUS RUSH
HER TO SUCCEED FEELING THIS TREMENDOUS RUSH
HER TO SUCCEED FROM FEELING THIS TREMENDOUS RUSH
HER TO SUCCEED FROM PARENTS, HER TO SUCCEED FROM PARENTS, HER TO SUCCEED FROM PARENTS,
FROM HER TO SUCCEED FROM PARENTS,
FROM SOCIETY, HER TO SUCCEED FROM PARENTS,
FROM SOCIETY, PERHAPS HER TO SUCCEED FROM PARENTS,
FROM SOCIETY, PERHAPS EVEN FROM SOCIETY, PERHAPS EVEN FROM SOCIETY, PERHAPS EVEN
THEIR FROM SOCIETY, PERHAPS EVEN
THEIR PEERS. THEIR PEERS. THEIR PEERS.
SO THEIR PEERS.
SO ON THEIR PEERS.
SO ON BOTH THEIR PEERS.
SO ON BOTH ENDS THEIR PEERS.
SO ON BOTH ENDS OF THEIR PEERS.
SO ON BOTH ENDS OF THAT SO ON BOTH ENDS OF THAT SO ON BOTH ENDS OF THAT
SPECTRUM SO ON BOTH ENDS OF THAT
SPECTRUM THERE SO ON BOTH ENDS OF THAT
SPECTRUM THERE IS SO ON BOTH ENDS OF THAT
SPECTRUM THERE IS THIS SPECTRUM THERE IS THIS SPECTRUM THERE IS THIS
INCREDIBLE SPECTRUM THERE IS THIS
INCREDIBLE PRESSURE SPECTRUM THERE IS THIS
INCREDIBLE PRESSURE PUT SPECTRUM THERE IS THIS
INCREDIBLE PRESSURE PUT ON SPECTRUM THERE IS THIS
INCREDIBLE PRESSURE PUT ON KIDS INCREDIBLE PRESSURE PUT ON KIDS INCREDIBLE PRESSURE PUT ON KIDS
AND INCREDIBLE PRESSURE PUT ON KIDS
AND IT INCREDIBLE PRESSURE PUT ON KIDS
AND IT IS INCREDIBLE PRESSURE PUT ON KIDS
AND IT IS SHOWING INCREDIBLE PRESSURE PUT ON KIDS
AND IT IS SHOWING UP, INCREDIBLE PRESSURE PUT ON KIDS
AND IT IS SHOWING UP, WE INCREDIBLE PRESSURE PUT ON KIDS
AND IT IS SHOWING UP, WE HAVE AND IT IS SHOWING UP, WE HAVE AND IT IS SHOWING UP, WE HAVE
ONE AND IT IS SHOWING UP, WE HAVE
ONE OF AND IT IS SHOWING UP, WE HAVE
ONE OF THE AND IT IS SHOWING UP, WE HAVE
ONE OF THE HIGHEST AND IT IS SHOWING UP, WE HAVE
ONE OF THE HIGHEST TEENAGE ONE OF THE HIGHEST TEENAGE ONE OF THE HIGHEST TEENAGE
SUICIDE ONE OF THE HIGHEST TEENAGE
SUICIDE RATES ONE OF THE HIGHEST TEENAGE
SUICIDE RATES IN ONE OF THE HIGHEST TEENAGE
SUICIDE RATES IN THE ONE OF THE HIGHEST TEENAGE
SUICIDE RATES IN THE UNITED SUICIDE RATES IN THE UNITED SUICIDE RATES IN THE UNITED
STATES. STATES. STATES.
THAT STATES.
THAT IS STATES.
THAT IS SOMETHING STATES.
THAT IS SOMETHING THAT STATES.
THAT IS SOMETHING THAT EMERGED THAT IS SOMETHING THAT EMERGED THAT IS SOMETHING THAT EMERGED
IN THAT IS SOMETHING THAT EMERGED
IN THE THAT IS SOMETHING THAT EMERGED
IN THE STUDY. IN THE STUDY. IN THE STUDY.
WE IN THE STUDY.
WE WEREN’T IN THE STUDY.
WE WEREN’T PLANNING IN THE STUDY.
WE WEREN’T PLANNING ON IN THE STUDY.
WE WEREN’T PLANNING ON IT. WE WEREN’T PLANNING ON IT. WE WEREN’T PLANNING ON IT.
THE WE WEREN’T PLANNING ON IT.
THE BIGGEST WE WEREN’T PLANNING ON IT.
THE BIGGEST SURPRISE WE WEREN’T PLANNING ON IT.
THE BIGGEST SURPRISE AND THE BIGGEST SURPRISE AND THE BIGGEST SURPRISE AND
SOMETHING THE BIGGEST SURPRISE AND
SOMETHING WE THE BIGGEST SURPRISE AND
SOMETHING WE REALLY THE BIGGEST SURPRISE AND
SOMETHING WE REALLY HAVE THE BIGGEST SURPRISE AND
SOMETHING WE REALLY HAVE TO SOMETHING WE REALLY HAVE TO SOMETHING WE REALLY HAVE TO
START SOMETHING WE REALLY HAVE TO
START TALKING SOMETHING WE REALLY HAVE TO
START TALKING ABOUT. START TALKING ABOUT. START TALKING ABOUT.
>>START TALKING ABOUT.
>>WHAT START TALKING ABOUT.
>>WHAT WILL START TALKING ABOUT.
>>WHAT WILL YOU START TALKING ABOUT.
>>WHAT WILL YOU DO START TALKING ABOUT.
>>WHAT WILL YOU DO WITH START TALKING ABOUT.
>>WHAT WILL YOU DO WITH THIS>>WHAT WILL YOU DO WITH THIS>>WHAT WILL YOU DO WITH THIS
INFORMATION>>WHAT WILL YOU DO WITH THIS
INFORMATION YOU>>WHAT WILL YOU DO WITH THIS
INFORMATION YOU GATHERED>>WHAT WILL YOU DO WITH THIS
INFORMATION YOU GATHERED IN INFORMATION YOU GATHERED IN INFORMATION YOU GATHERED IN
THIS INFORMATION YOU GATHERED IN
THIS MAJOR INFORMATION YOU GATHERED IN
THIS MAJOR STUDY INFORMATION YOU GATHERED IN
THIS MAJOR STUDY STATEWIDE? THIS MAJOR STUDY STATEWIDE? THIS MAJOR STUDY STATEWIDE?
>>THIS MAJOR STUDY STATEWIDE?
>>WE THIS MAJOR STUDY STATEWIDE?
>>WE HAVE THIS MAJOR STUDY STATEWIDE?
>>WE HAVE ALREADY THIS MAJOR STUDY STATEWIDE?
>>WE HAVE ALREADY BRIEFED THIS MAJOR STUDY STATEWIDE?
>>WE HAVE ALREADY BRIEFED THE>>WE HAVE ALREADY BRIEFED THE>>WE HAVE ALREADY BRIEFED THE
GOVERNOR>>WE HAVE ALREADY BRIEFED THE
GOVERNOR ON>>WE HAVE ALREADY BRIEFED THE
GOVERNOR ON IT. GOVERNOR ON IT. GOVERNOR ON IT.
THE GOVERNOR ON IT.
THE CHAIRS GOVERNOR ON IT.
THE CHAIRS OF GOVERNOR ON IT.
THE CHAIRS OF HIS GOVERNOR ON IT.
THE CHAIRS OF HIS NEW GOVERNOR ON IT.
THE CHAIRS OF HIS NEW TASK THE CHAIRS OF HIS NEW TASK THE CHAIRS OF HIS NEW TASK
FORCE THE CHAIRS OF HIS NEW TASK
FORCE ON THE CHAIRS OF HIS NEW TASK
FORCE ON K-12 THE CHAIRS OF HIS NEW TASK
FORCE ON K-12 EDUCATION. FORCE ON K-12 EDUCATION. FORCE ON K-12 EDUCATION.
WE FORCE ON K-12 EDUCATION.
WE BRIEFED FORCE ON K-12 EDUCATION.
WE BRIEFED THE FORCE ON K-12 EDUCATION.
WE BRIEFED THE STAKEHOLDERS FORCE ON K-12 EDUCATION.
WE BRIEFED THE STAKEHOLDERS WHO WE BRIEFED THE STAKEHOLDERS WHO WE BRIEFED THE STAKEHOLDERS WHO
HELPED WE BRIEFED THE STAKEHOLDERS WHO
HELPED US WE BRIEFED THE STAKEHOLDERS WHO
HELPED US WITH WE BRIEFED THE STAKEHOLDERS WHO
HELPED US WITH THE WE BRIEFED THE STAKEHOLDERS WHO
HELPED US WITH THE STUDY WE BRIEFED THE STAKEHOLDERS WHO
HELPED US WITH THE STUDY LIKE HELPED US WITH THE STUDY LIKE HELPED US WITH THE STUDY LIKE
THE HELPED US WITH THE STUDY LIKE
THE IDAHO HELPED US WITH THE STUDY LIKE
THE IDAHO EDUCATION THE IDAHO EDUCATION THE IDAHO EDUCATION
ASSOCIATION, THE IDAHO EDUCATION
ASSOCIATION, THE THE IDAHO EDUCATION
ASSOCIATION, THE IDAHO THE IDAHO EDUCATION
ASSOCIATION, THE IDAHO SCHOOL ASSOCIATION, THE IDAHO SCHOOL ASSOCIATION, THE IDAHO SCHOOL
BOARD ASSOCIATION, THE IDAHO SCHOOL
BOARD ASSOCIATION ASSOCIATION, THE IDAHO SCHOOL
BOARD ASSOCIATION AND ASSOCIATION, THE IDAHO SCHOOL
BOARD ASSOCIATION AND OUR ASSOCIATION, THE IDAHO SCHOOL
BOARD ASSOCIATION AND OUR HOPE BOARD ASSOCIATION AND OUR HOPE BOARD ASSOCIATION AND OUR HOPE
IS BOARD ASSOCIATION AND OUR HOPE
IS WE BOARD ASSOCIATION AND OUR HOPE
IS WE CAN BOARD ASSOCIATION AND OUR HOPE
IS WE CAN TAKE BOARD ASSOCIATION AND OUR HOPE
IS WE CAN TAKE THIS BOARD ASSOCIATION AND OUR HOPE
IS WE CAN TAKE THIS TO BOARD ASSOCIATION AND OUR HOPE
IS WE CAN TAKE THIS TO THE IS WE CAN TAKE THIS TO THE IS WE CAN TAKE THIS TO THE
GOVERNORS IS WE CAN TAKE THIS TO THE
GOVERNORS NEW IS WE CAN TAKE THIS TO THE
GOVERNORS NEW TASK IS WE CAN TAKE THIS TO THE
GOVERNORS NEW TASK FORCE IS WE CAN TAKE THIS TO THE
GOVERNORS NEW TASK FORCE AND IS WE CAN TAKE THIS TO THE
GOVERNORS NEW TASK FORCE AND IT GOVERNORS NEW TASK FORCE AND IT GOVERNORS NEW TASK FORCE AND IT
CAN GOVERNORS NEW TASK FORCE AND IT
CAN HELP GOVERNORS NEW TASK FORCE AND IT
CAN HELP INFORM GOVERNORS NEW TASK FORCE AND IT
CAN HELP INFORM THEIR GOVERNORS NEW TASK FORCE AND IT
CAN HELP INFORM THEIR WORK. CAN HELP INFORM THEIR WORK. CAN HELP INFORM THEIR WORK.
WE CAN HELP INFORM THEIR WORK.
WE ARE CAN HELP INFORM THEIR WORK.
WE ARE LUCKY CAN HELP INFORM THEIR WORK.
WE ARE LUCKY BECAUSE CAN HELP INFORM THEIR WORK.
WE ARE LUCKY BECAUSE THE WE ARE LUCKY BECAUSE THE WE ARE LUCKY BECAUSE THE
COCHAIR WE ARE LUCKY BECAUSE THE
COCHAIR OF WE ARE LUCKY BECAUSE THE
COCHAIR OF THAT WE ARE LUCKY BECAUSE THE
COCHAIR OF THAT TASK WE ARE LUCKY BECAUSE THE
COCHAIR OF THAT TASK FORCE WE ARE LUCKY BECAUSE THE
COCHAIR OF THAT TASK FORCE IS COCHAIR OF THAT TASK FORCE IS COCHAIR OF THAT TASK FORCE IS
ONE COCHAIR OF THAT TASK FORCE IS
ONE OF COCHAIR OF THAT TASK FORCE IS
ONE OF OUR COCHAIR OF THAT TASK FORCE IS
ONE OF OUR MEMBERS COCHAIR OF THAT TASK FORCE IS
ONE OF OUR MEMBERS AND COCHAIR OF THAT TASK FORCE IS
ONE OF OUR MEMBERS AND ONE COCHAIR OF THAT TASK FORCE IS
ONE OF OUR MEMBERS AND ONE OF ONE OF OUR MEMBERS AND ONE OF ONE OF OUR MEMBERS AND ONE OF
OUR ONE OF OUR MEMBERS AND ONE OF
OUR BOARD ONE OF OUR MEMBERS AND ONE OF
OUR BOARD MEMBERS. OUR BOARD MEMBERS. OUR BOARD MEMBERS.
WE OUR BOARD MEMBERS.
WE HOPE OUR BOARD MEMBERS.
WE HOPE WE OUR BOARD MEMBERS.
WE HOPE WE HAVE OUR BOARD MEMBERS.
WE HOPE WE HAVE A OUR BOARD MEMBERS.
WE HOPE WE HAVE A PIPELINE OUR BOARD MEMBERS.
WE HOPE WE HAVE A PIPELINE TO WE HOPE WE HAVE A PIPELINE TO WE HOPE WE HAVE A PIPELINE TO
THE WE HOPE WE HAVE A PIPELINE TO
THE TASK WE HOPE WE HAVE A PIPELINE TO
THE TASK FORCE. THE TASK FORCE. THE TASK FORCE.
>>THE TASK FORCE.
>>THE THE TASK FORCE.
>>THE OUR THE TASK FORCE.
>>THE OUR KIDS THE TASK FORCE.
>>THE OUR KIDS IDAHO THE TASK FORCE.
>>THE OUR KIDS IDAHO FUTURE>>THE OUR KIDS IDAHO FUTURE>>THE OUR KIDS IDAHO FUTURE
TASK>>THE OUR KIDS IDAHO FUTURE
TASK FORCE. TASK FORCE. TASK FORCE.
THEY TASK FORCE.
THEY ARE TASK FORCE.
THEY ARE DEVELOPING TASK FORCE.
THEY ARE DEVELOPING THE TASK FORCE.
THEY ARE DEVELOPING THE NEXT THEY ARE DEVELOPING THE NEXT THEY ARE DEVELOPING THE NEXT
FIVE-YEAR THEY ARE DEVELOPING THE NEXT
FIVE-YEAR PLAN THEY ARE DEVELOPING THE NEXT
FIVE-YEAR PLAN FOR THEY ARE DEVELOPING THE NEXT
FIVE-YEAR PLAN FOR EDUCATION. FIVE-YEAR PLAN FOR EDUCATION. FIVE-YEAR PLAN FOR EDUCATION.
>>FIVE-YEAR PLAN FOR EDUCATION.
>>IT FIVE-YEAR PLAN FOR EDUCATION.
>>IT IS FIVE-YEAR PLAN FOR EDUCATION.
>>IT IS REALLY FIVE-YEAR PLAN FOR EDUCATION.
>>IT IS REALLY EXCITING.>>IT IS REALLY EXCITING.>>IT IS REALLY EXCITING.
BECAUSE>>IT IS REALLY EXCITING.
BECAUSE THE>>IT IS REALLY EXCITING.
BECAUSE THE GOVERNOR>>IT IS REALLY EXCITING.
BECAUSE THE GOVERNOR CREATED BECAUSE THE GOVERNOR CREATED BECAUSE THE GOVERNOR CREATED
ONE BECAUSE THE GOVERNOR CREATED
ONE SIX BECAUSE THE GOVERNOR CREATED
ONE SIX YEARS BECAUSE THE GOVERNOR CREATED
ONE SIX YEARS AGO. ONE SIX YEARS AGO. ONE SIX YEARS AGO.
WE ONE SIX YEARS AGO.
WE HAVE ONE SIX YEARS AGO.
WE HAVE THE ONE SIX YEARS AGO.
WE HAVE THE FIRST ONE SIX YEARS AGO.
WE HAVE THE FIRST BLUEPRINT WE HAVE THE FIRST BLUEPRINT WE HAVE THE FIRST BLUEPRINT
EVER WE HAVE THE FIRST BLUEPRINT
EVER FOR WE HAVE THE FIRST BLUEPRINT
EVER FOR EDUCATION. EVER FOR EDUCATION. EVER FOR EDUCATION.
NOW EVER FOR EDUCATION.
NOW IT’S EVER FOR EDUCATION.
NOW IT’S GOVERNOR EVER FOR EDUCATION.
NOW IT’S GOVERNOR LITTLE EVER FOR EDUCATION.
NOW IT’S GOVERNOR LITTLE WANTS NOW IT’S GOVERNOR LITTLE WANTS NOW IT’S GOVERNOR LITTLE WANTS
TO NOW IT’S GOVERNOR LITTLE WANTS
TO DO NOW IT’S GOVERNOR LITTLE WANTS
TO DO IS NOW IT’S GOVERNOR LITTLE WANTS
TO DO IS CREATE NOW IT’S GOVERNOR LITTLE WANTS
TO DO IS CREATE A NOW IT’S GOVERNOR LITTLE WANTS
TO DO IS CREATE A SECOND NOW IT’S GOVERNOR LITTLE WANTS
TO DO IS CREATE A SECOND FIVE- TO DO IS CREATE A SECOND FIVE- TO DO IS CREATE A SECOND FIVE-
YEAR TO DO IS CREATE A SECOND FIVE-
YEAR PLAN TO DO IS CREATE A SECOND FIVE-
YEAR PLAN FOR TO DO IS CREATE A SECOND FIVE-
YEAR PLAN FOR EDUCATION. YEAR PLAN FOR EDUCATION. YEAR PLAN FOR EDUCATION.
THE YEAR PLAN FOR EDUCATION.
THE WORK YEAR PLAN FOR EDUCATION.
THE WORK THAT YEAR PLAN FOR EDUCATION.
THE WORK THAT TASK YEAR PLAN FOR EDUCATION.
THE WORK THAT TASK FORCE YEAR PLAN FOR EDUCATION.
THE WORK THAT TASK FORCE IS THE WORK THAT TASK FORCE IS THE WORK THAT TASK FORCE IS
DOING THE WORK THAT TASK FORCE IS
DOING IS THE WORK THAT TASK FORCE IS
DOING IS EXTREMELY THE WORK THAT TASK FORCE IS
DOING IS EXTREMELY IMPORTANT. DOING IS EXTREMELY IMPORTANT. DOING IS EXTREMELY IMPORTANT.
>>DOING IS EXTREMELY IMPORTANT.
>>ALSO, DOING IS EXTREMELY IMPORTANT.
>>ALSO, I DOING IS EXTREMELY IMPORTANT.
>>ALSO, I HAVE DOING IS EXTREMELY IMPORTANT.
>>ALSO, I HAVE ANOTHER DOING IS EXTREMELY IMPORTANT.
>>ALSO, I HAVE ANOTHER GRAPHIC>>ALSO, I HAVE ANOTHER GRAPHIC>>ALSO, I HAVE ANOTHER GRAPHIC
THAT>>ALSO, I HAVE ANOTHER GRAPHIC
THAT TALKS>>ALSO, I HAVE ANOTHER GRAPHIC
THAT TALKS ABOUT>>ALSO, I HAVE ANOTHER GRAPHIC
THAT TALKS ABOUT SOME THAT TALKS ABOUT SOME THAT TALKS ABOUT SOME
RECOMMENDATIONS THAT TALKS ABOUT SOME
RECOMMENDATIONS THAT THAT TALKS ABOUT SOME
RECOMMENDATIONS THAT YOU THAT TALKS ABOUT SOME
RECOMMENDATIONS THAT YOU AND THAT TALKS ABOUT SOME
RECOMMENDATIONS THAT YOU AND HP RECOMMENDATIONS THAT YOU AND HP RECOMMENDATIONS THAT YOU AND HP
PLAN RECOMMENDATIONS THAT YOU AND HP
PLAN TO RECOMMENDATIONS THAT YOU AND HP
PLAN TO MAKE RECOMMENDATIONS THAT YOU AND HP
PLAN TO MAKE OR RECOMMENDATIONS THAT YOU AND HP
PLAN TO MAKE OR ARE RECOMMENDATIONS THAT YOU AND HP
PLAN TO MAKE OR ARE MAKING PLAN TO MAKE OR ARE MAKING PLAN TO MAKE OR ARE MAKING
BASED PLAN TO MAKE OR ARE MAKING
BASED ON PLAN TO MAKE OR ARE MAKING
BASED ON THE PLAN TO MAKE OR ARE MAKING
BASED ON THE STUDY. BASED ON THE STUDY. BASED ON THE STUDY.
THAT BASED ON THE STUDY.
THAT IS BASED ON THE STUDY.
THAT IS ESTABLISH BASED ON THE STUDY.
THAT IS ESTABLISH STATEWIDE THAT IS ESTABLISH STATEWIDE THAT IS ESTABLISH STATEWIDE
VISION THAT IS ESTABLISH STATEWIDE
VISION FOR THAT IS ESTABLISH STATEWIDE
VISION FOR SUPERINTENDENTS THAT IS ESTABLISH STATEWIDE
VISION FOR SUPERINTENDENTS AND VISION FOR SUPERINTENDENTS AND VISION FOR SUPERINTENDENTS AND
SCHOOL VISION FOR SUPERINTENDENTS AND
SCHOOL BOARDS, VISION FOR SUPERINTENDENTS AND
SCHOOL BOARDS, FOCUS VISION FOR SUPERINTENDENTS AND
SCHOOL BOARDS, FOCUS ON SCHOOL BOARDS, FOCUS ON SCHOOL BOARDS, FOCUS ON
LITERACY SCHOOL BOARDS, FOCUS ON
LITERACY WHICH SCHOOL BOARDS, FOCUS ON
LITERACY WHICH WE SCHOOL BOARDS, FOCUS ON
LITERACY WHICH WE TALKED SCHOOL BOARDS, FOCUS ON
LITERACY WHICH WE TALKED ABOUT LITERACY WHICH WE TALKED ABOUT LITERACY WHICH WE TALKED ABOUT
THAT LITERACY WHICH WE TALKED ABOUT
THAT OF LITERACY WHICH WE TALKED ABOUT
THAT OF COURSE. THAT OF COURSE. THAT OF COURSE.
COLLEGE THAT OF COURSE.
COLLEGE AND THAT OF COURSE.
COLLEGE AND CAREER THAT OF COURSE.
COLLEGE AND CAREER PATHWAYS COLLEGE AND CAREER PATHWAYS COLLEGE AND CAREER PATHWAYS
INCLUDING COLLEGE AND CAREER PATHWAYS
INCLUDING LEVERAGING COLLEGE AND CAREER PATHWAYS
INCLUDING LEVERAGING PRIVATE INCLUDING LEVERAGING PRIVATE INCLUDING LEVERAGING PRIVATE
SECTOR INCLUDING LEVERAGING PRIVATE
SECTOR EXPERTISE INCLUDING LEVERAGING PRIVATE
SECTOR EXPERTISE AND INCLUDING LEVERAGING PRIVATE
SECTOR EXPERTISE AND ELEVATE SECTOR EXPERTISE AND ELEVATE SECTOR EXPERTISE AND ELEVATE
THE SECTOR EXPERTISE AND ELEVATE
THE TEACHING SECTOR EXPERTISE AND ELEVATE
THE TEACHING PROFESSION, SECTOR EXPERTISE AND ELEVATE
THE TEACHING PROFESSION, MUCH THE TEACHING PROFESSION, MUCH THE TEACHING PROFESSION, MUCH
LIKE THE TEACHING PROFESSION, MUCH
LIKE THE THE TEACHING PROFESSION, MUCH
LIKE THE CAREER THE TEACHING PROFESSION, MUCH
LIKE THE CAREER LADDER THE TEACHING PROFESSION, MUCH
LIKE THE CAREER LADDER PAY LIKE THE CAREER LADDER PAY LIKE THE CAREER LADDER PAY
RAISES LIKE THE CAREER LADDER PAY
RAISES HAVE LIKE THE CAREER LADDER PAY
RAISES HAVE DONE LIKE THE CAREER LADDER PAY
RAISES HAVE DONE OVER LIKE THE CAREER LADDER PAY
RAISES HAVE DONE OVER THE LIKE THE CAREER LADDER PAY
RAISES HAVE DONE OVER THE LAST RAISES HAVE DONE OVER THE LAST RAISES HAVE DONE OVER THE LAST
FIVE RAISES HAVE DONE OVER THE LAST
FIVE YEARS. FIVE YEARS. FIVE YEARS.
WHY FIVE YEARS.
WHY DO FIVE YEARS.
WHY DO THOSE FIVE YEARS.
WHY DO THOSE FOUR FIVE YEARS.
WHY DO THOSE FOUR THINGS FIVE YEARS.
WHY DO THOSE FOUR THINGS STAND WHY DO THOSE FOUR THINGS STAND WHY DO THOSE FOUR THINGS STAND
OUT WHY DO THOSE FOUR THINGS STAND
OUT TO WHY DO THOSE FOUR THINGS STAND
OUT TO YOU WHY DO THOSE FOUR THINGS STAND
OUT TO YOU AND WHY DO THOSE FOUR THINGS STAND
OUT TO YOU AND THE WHY DO THOSE FOUR THINGS STAND
OUT TO YOU AND THE OTHER OUT TO YOU AND THE OTHER OUT TO YOU AND THE OTHER
RESEARCHERS OUT TO YOU AND THE OTHER
RESEARCHERS IN OUT TO YOU AND THE OTHER
RESEARCHERS IN TERMS OUT TO YOU AND THE OTHER
RESEARCHERS IN TERMS OF OUT TO YOU AND THE OTHER
RESEARCHERS IN TERMS OF BEING RESEARCHERS IN TERMS OF BEING RESEARCHERS IN TERMS OF BEING
THE RESEARCHERS IN TERMS OF BEING
THE KEY RESEARCHERS IN TERMS OF BEING
THE KEY RECOMMENDATIONS RESEARCHERS IN TERMS OF BEING
THE KEY RECOMMENDATIONS FOR RESEARCHERS IN TERMS OF BEING
THE KEY RECOMMENDATIONS FOR THE THE KEY RECOMMENDATIONS FOR THE THE KEY RECOMMENDATIONS FOR THE
COMMITTEE THE KEY RECOMMENDATIONS FOR THE
COMMITTEE AND THE KEY RECOMMENDATIONS FOR THE
COMMITTEE AND FOR THE KEY RECOMMENDATIONS FOR THE
COMMITTEE AND FOR OUR THE KEY RECOMMENDATIONS FOR THE
COMMITTEE AND FOR OUR LEADERS? COMMITTEE AND FOR OUR LEADERS? COMMITTEE AND FOR OUR LEADERS?
>>COMMITTEE AND FOR OUR LEADERS?
>>I COMMITTEE AND FOR OUR LEADERS?
>>I THINK COMMITTEE AND FOR OUR LEADERS?
>>I THINK THE COMMITTEE AND FOR OUR LEADERS?
>>I THINK THE EDUCATORS>>I THINK THE EDUCATORS>>I THINK THE EDUCATORS
ESPECIALLY>>I THINK THE EDUCATORS
ESPECIALLY WANT>>I THINK THE EDUCATORS
ESPECIALLY WANT TO>>I THINK THE EDUCATORS
ESPECIALLY WANT TO KNOW>>I THINK THE EDUCATORS
ESPECIALLY WANT TO KNOW WHAT>>I THINK THE EDUCATORS
ESPECIALLY WANT TO KNOW WHAT IS ESPECIALLY WANT TO KNOW WHAT IS ESPECIALLY WANT TO KNOW WHAT IS
IT ESPECIALLY WANT TO KNOW WHAT IS
IT WE ESPECIALLY WANT TO KNOW WHAT IS
IT WE EXPECT ESPECIALLY WANT TO KNOW WHAT IS
IT WE EXPECT THEM ESPECIALLY WANT TO KNOW WHAT IS
IT WE EXPECT THEM TO ESPECIALLY WANT TO KNOW WHAT IS
IT WE EXPECT THEM TO DO. IT WE EXPECT THEM TO DO. IT WE EXPECT THEM TO DO.
WHAT IT WE EXPECT THEM TO DO.
WHAT IS IT WE EXPECT THEM TO DO.
WHAT IS OUR IT WE EXPECT THEM TO DO.
WHAT IS OUR VISION IT WE EXPECT THEM TO DO.
WHAT IS OUR VISION AS IT WE EXPECT THEM TO DO.
WHAT IS OUR VISION AS A IT WE EXPECT THEM TO DO.
WHAT IS OUR VISION AS A STATE WHAT IS OUR VISION AS A STATE WHAT IS OUR VISION AS A STATE
FOR WHAT IS OUR VISION AS A STATE
FOR EDUCATION? FOR EDUCATION? FOR EDUCATION?
WHAT FOR EDUCATION?
WHAT IS FOR EDUCATION?
WHAT IS IMPORTANT FOR EDUCATION?
WHAT IS IMPORTANT AND FOR EDUCATION?
WHAT IS IMPORTANT AND WHAT FOR EDUCATION?
WHAT IS IMPORTANT AND WHAT ARE WHAT IS IMPORTANT AND WHAT ARE WHAT IS IMPORTANT AND WHAT ARE
WE WHAT IS IMPORTANT AND WHAT ARE
WE GOING WHAT IS IMPORTANT AND WHAT ARE
WE GOING TO WHAT IS IMPORTANT AND WHAT ARE
WE GOING TO DO WHAT IS IMPORTANT AND WHAT ARE
WE GOING TO DO ABOUT WHAT IS IMPORTANT AND WHAT ARE
WE GOING TO DO ABOUT IT? WE GOING TO DO ABOUT IT? WE GOING TO DO ABOUT IT?
I WE GOING TO DO ABOUT IT?
I THINK WE GOING TO DO ABOUT IT?
I THINK THE WE GOING TO DO ABOUT IT?
I THINK THE EDUCATORS WE GOING TO DO ABOUT IT?
I THINK THE EDUCATORS ARE I THINK THE EDUCATORS ARE I THINK THE EDUCATORS ARE
REALLY I THINK THE EDUCATORS ARE
REALLY LOOKING I THINK THE EDUCATORS ARE
REALLY LOOKING FOR I THINK THE EDUCATORS ARE
REALLY LOOKING FOR SOME REALLY LOOKING FOR SOME REALLY LOOKING FOR SOME
DIRECTION. DIRECTION. DIRECTION.
THEY DIRECTION.
THEY ARE DIRECTION.
THEY ARE WILLING DIRECTION.
THEY ARE WILLING TO DIRECTION.
THEY ARE WILLING TO TAKE DIRECTION.
THEY ARE WILLING TO TAKE THE THEY ARE WILLING TO TAKE THE THEY ARE WILLING TO TAKE THE
BALL THEY ARE WILLING TO TAKE THE
BALL AND THEY ARE WILLING TO TAKE THE
BALL AND RUN THEY ARE WILLING TO TAKE THE
BALL AND RUN DOWN THEY ARE WILLING TO TAKE THE
BALL AND RUN DOWN THE THEY ARE WILLING TO TAKE THE
BALL AND RUN DOWN THE FIELD BALL AND RUN DOWN THE FIELD BALL AND RUN DOWN THE FIELD
WITH BALL AND RUN DOWN THE FIELD
WITH IT BALL AND RUN DOWN THE FIELD
WITH IT WHAT BALL AND RUN DOWN THE FIELD
WITH IT WHAT THEY BALL AND RUN DOWN THE FIELD
WITH IT WHAT THEY WANT BALL AND RUN DOWN THE FIELD
WITH IT WHAT THEY WANT TO WITH IT WHAT THEY WANT TO WITH IT WHAT THEY WANT TO
UNDERSTAND WITH IT WHAT THEY WANT TO
UNDERSTAND WHERE WITH IT WHAT THEY WANT TO
UNDERSTAND WHERE THE WITH IT WHAT THEY WANT TO
UNDERSTAND WHERE THE GOALPOST UNDERSTAND WHERE THE GOALPOST UNDERSTAND WHERE THE GOALPOST
ARE. ARE. ARE.
THAT ARE.
THAT IS ARE.
THAT IS WHAT ARE.
THAT IS WHAT CREATING ARE.
THAT IS WHAT CREATING THE THAT IS WHAT CREATING THE THAT IS WHAT CREATING THE
STATEWIDE THAT IS WHAT CREATING THE
STATEWIDE VISION THAT IS WHAT CREATING THE
STATEWIDE VISION IS THAT IS WHAT CREATING THE
STATEWIDE VISION IS ALL THAT IS WHAT CREATING THE
STATEWIDE VISION IS ALL ABOUT. STATEWIDE VISION IS ALL ABOUT. STATEWIDE VISION IS ALL ABOUT.
THE STATEWIDE VISION IS ALL ABOUT.
THE ONE STATEWIDE VISION IS ALL ABOUT.
THE ONE I STATEWIDE VISION IS ALL ABOUT.
THE ONE I THINK STATEWIDE VISION IS ALL ABOUT.
THE ONE I THINK IS STATEWIDE VISION IS ALL ABOUT.
THE ONE I THINK IS IMPORTANT, THE ONE I THINK IS IMPORTANT, THE ONE I THINK IS IMPORTANT,
ALL THE ONE I THINK IS IMPORTANT,
ALL ARE THE ONE I THINK IS IMPORTANT,
ALL ARE IMPORTANT THE ONE I THINK IS IMPORTANT,
ALL ARE IMPORTANT BUT THE ONE I THINK IS IMPORTANT,
ALL ARE IMPORTANT BUT ELEVATING ALL ARE IMPORTANT BUT ELEVATING ALL ARE IMPORTANT BUT ELEVATING
THE ALL ARE IMPORTANT BUT ELEVATING
THE TEACHERS, ALL ARE IMPORTANT BUT ELEVATING
THE TEACHERS, IT ALL ARE IMPORTANT BUT ELEVATING
THE TEACHERS, IT IS ALL ARE IMPORTANT BUT ELEVATING
THE TEACHERS, IT IS NOT ALL ARE IMPORTANT BUT ELEVATING
THE TEACHERS, IT IS NOT JUST THE TEACHERS, IT IS NOT JUST THE TEACHERS, IT IS NOT JUST
ABOUT THE TEACHERS, IT IS NOT JUST
ABOUT MONEY, THE TEACHERS, IT IS NOT JUST
ABOUT MONEY, MONEY THE TEACHERS, IT IS NOT JUST
ABOUT MONEY, MONEY IS THE TEACHERS, IT IS NOT JUST
ABOUT MONEY, MONEY IS VERY ABOUT MONEY, MONEY IS VERY ABOUT MONEY, MONEY IS VERY
IMPORTANT. IMPORTANT. IMPORTANT.
WE IMPORTANT.
WE HAVE IMPORTANT.
WE HAVE RAISED IMPORTANT.
WE HAVE RAISED TEACHER IMPORTANT.
WE HAVE RAISED TEACHER SALARIES WE HAVE RAISED TEACHER SALARIES WE HAVE RAISED TEACHER SALARIES
CONSISTENTLY WE HAVE RAISED TEACHER SALARIES
CONSISTENTLY FOR WE HAVE RAISED TEACHER SALARIES
CONSISTENTLY FOR THE WE HAVE RAISED TEACHER SALARIES
CONSISTENTLY FOR THE LAST WE HAVE RAISED TEACHER SALARIES
CONSISTENTLY FOR THE LAST FIVE CONSISTENTLY FOR THE LAST FIVE CONSISTENTLY FOR THE LAST FIVE
YEARS CONSISTENTLY FOR THE LAST FIVE
YEARS AND CONSISTENTLY FOR THE LAST FIVE
YEARS AND WE CONSISTENTLY FOR THE LAST FIVE
YEARS AND WE STILL CONSISTENTLY FOR THE LAST FIVE
YEARS AND WE STILL NEED CONSISTENTLY FOR THE LAST FIVE
YEARS AND WE STILL NEED TO YEARS AND WE STILL NEED TO YEARS AND WE STILL NEED TO
RAISE YEARS AND WE STILL NEED TO
RAISE THE YEARS AND WE STILL NEED TO
RAISE THE MORE YEARS AND WE STILL NEED TO
RAISE THE MORE BECAUSE YEARS AND WE STILL NEED TO
RAISE THE MORE BECAUSE WE YEARS AND WE STILL NEED TO
RAISE THE MORE BECAUSE WE ARE RAISE THE MORE BECAUSE WE ARE RAISE THE MORE BECAUSE WE ARE
NOT RAISE THE MORE BECAUSE WE ARE
NOT COMPETITIVE RAISE THE MORE BECAUSE WE ARE
NOT COMPETITIVE AGAINST RAISE THE MORE BECAUSE WE ARE
NOT COMPETITIVE AGAINST OTHER NOT COMPETITIVE AGAINST OTHER NOT COMPETITIVE AGAINST OTHER
STATES NOT COMPETITIVE AGAINST OTHER
STATES AROUND NOT COMPETITIVE AGAINST OTHER
STATES AROUND US. STATES AROUND US. STATES AROUND US.
IT STATES AROUND US.
IT IS STATES AROUND US.
IT IS MORE STATES AROUND US.
IT IS MORE THAN STATES AROUND US.
IT IS MORE THAN JUST STATES AROUND US.
IT IS MORE THAN JUST MONEY. IT IS MORE THAN JUST MONEY. IT IS MORE THAN JUST MONEY.
IT IT IS MORE THAN JUST MONEY.
IT IS IT IS MORE THAN JUST MONEY.
IT IS RAISING IT IS MORE THAN JUST MONEY.
IT IS RAISING THE IT IS MORE THAN JUST MONEY.
IT IS RAISING THE PROFESSION, IT IS RAISING THE PROFESSION, IT IS RAISING THE PROFESSION,
IT IT IS RAISING THE PROFESSION,
IT IS IT IS RAISING THE PROFESSION,
IT IS HONORING IT IS RAISING THE PROFESSION,
IT IS HONORING THE IT IS RAISING THE PROFESSION,
IT IS HONORING THE PROFESSION IT IS HONORING THE PROFESSION IT IS HONORING THE PROFESSION
IN IT IS HONORING THE PROFESSION
IN MAKING IT IS HONORING THE PROFESSION
IN MAKING THE IT IS HONORING THE PROFESSION
IN MAKING THE TEACHERS IT IS HONORING THE PROFESSION
IN MAKING THE TEACHERS KNOW IN MAKING THE TEACHERS KNOW IN MAKING THE TEACHERS KNOW
THAT IN MAKING THE TEACHERS KNOW
THAT WHAT IN MAKING THE TEACHERS KNOW
THAT WHAT THEY IN MAKING THE TEACHERS KNOW
THAT WHAT THEY DO IN MAKING THE TEACHERS KNOW
THAT WHAT THEY DO IS IN MAKING THE TEACHERS KNOW
THAT WHAT THEY DO IS VALUABLE THAT WHAT THEY DO IS VALUABLE THAT WHAT THEY DO IS VALUABLE
TO THAT WHAT THEY DO IS VALUABLE
TO OUR THAT WHAT THEY DO IS VALUABLE
TO OUR STATE THAT WHAT THEY DO IS VALUABLE
TO OUR STATE AND THAT WHAT THEY DO IS VALUABLE
TO OUR STATE AND TO THAT WHAT THEY DO IS VALUABLE
TO OUR STATE AND TO OUR THAT WHAT THEY DO IS VALUABLE
TO OUR STATE AND TO OUR PEOPLE. TO OUR STATE AND TO OUR PEOPLE. TO OUR STATE AND TO OUR PEOPLE.
IT TO OUR STATE AND TO OUR PEOPLE.
IT IS TO OUR STATE AND TO OUR PEOPLE.
IT IS REALLY TO OUR STATE AND TO OUR PEOPLE.
IT IS REALLY ABOUT TO OUR STATE AND TO OUR PEOPLE.
IT IS REALLY ABOUT ELEVATING IT IS REALLY ABOUT ELEVATING IT IS REALLY ABOUT ELEVATING
THAT IT IS REALLY ABOUT ELEVATING
THAT AND IT IS REALLY ABOUT ELEVATING
THAT AND HONORING IT IS REALLY ABOUT ELEVATING
THAT AND HONORING THE IT IS REALLY ABOUT ELEVATING
THAT AND HONORING THE TEACHERS THAT AND HONORING THE TEACHERS THAT AND HONORING THE TEACHERS
AS THAT AND HONORING THE TEACHERS
AS MUCH THAT AND HONORING THE TEACHERS
AS MUCH AS THAT AND HONORING THE TEACHERS
AS MUCH AS IT THAT AND HONORING THE TEACHERS
AS MUCH AS IT IS THAT AND HONORING THE TEACHERS
AS MUCH AS IT IS ABOUT THAT AND HONORING THE TEACHERS
AS MUCH AS IT IS ABOUT RAISING AS MUCH AS IT IS ABOUT RAISING AS MUCH AS IT IS ABOUT RAISING
SALARIES. SALARIES. SALARIES.
OBVIOUSLY SALARIES.
OBVIOUSLY RAISING SALARIES.
OBVIOUSLY RAISING SALARIES SALARIES.
OBVIOUSLY RAISING SALARIES IS SALARIES.
OBVIOUSLY RAISING SALARIES IS A OBVIOUSLY RAISING SALARIES IS A OBVIOUSLY RAISING SALARIES IS A
NICE OBVIOUSLY RAISING SALARIES IS A
NICE WAY OBVIOUSLY RAISING SALARIES IS A
NICE WAY OF OBVIOUSLY RAISING SALARIES IS A
NICE WAY OF SAYING OBVIOUSLY RAISING SALARIES IS A
NICE WAY OF SAYING THANK OBVIOUSLY RAISING SALARIES IS A
NICE WAY OF SAYING THANK YOU NICE WAY OF SAYING THANK YOU NICE WAY OF SAYING THANK YOU
AND NICE WAY OF SAYING THANK YOU
AND ALSO NICE WAY OF SAYING THANK YOU
AND ALSO INCENTIVIZING NICE WAY OF SAYING THANK YOU
AND ALSO INCENTIVIZING PEOPLE AND ALSO INCENTIVIZING PEOPLE AND ALSO INCENTIVIZING PEOPLE
TO AND ALSO INCENTIVIZING PEOPLE
TO GO AND ALSO INCENTIVIZING PEOPLE
TO GO INTO AND ALSO INCENTIVIZING PEOPLE
TO GO INTO TEACHING AND ALSO INCENTIVIZING PEOPLE
TO GO INTO TEACHING AND AND ALSO INCENTIVIZING PEOPLE
TO GO INTO TEACHING AND STAY AND ALSO INCENTIVIZING PEOPLE
TO GO INTO TEACHING AND STAY IN TO GO INTO TEACHING AND STAY IN TO GO INTO TEACHING AND STAY IN
TEACHING TO GO INTO TEACHING AND STAY IN
TEACHING THAT TO GO INTO TEACHING AND STAY IN
TEACHING THAT WE TO GO INTO TEACHING AND STAY IN
TEACHING THAT WE NEED TO GO INTO TEACHING AND STAY IN
TEACHING THAT WE NEED TO TO GO INTO TEACHING AND STAY IN
TEACHING THAT WE NEED TO DO TEACHING THAT WE NEED TO DO TEACHING THAT WE NEED TO DO
MORE TEACHING THAT WE NEED TO DO
MORE THAN TEACHING THAT WE NEED TO DO
MORE THAN THAT. MORE THAN THAT. MORE THAN THAT.
WE MORE THAN THAT.
WE NEED MORE THAN THAT.
WE NEED TO MORE THAN THAT.
WE NEED TO REALLY MORE THAN THAT.
WE NEED TO REALLY HONOR MORE THAN THAT.
WE NEED TO REALLY HONOR THE WE NEED TO REALLY HONOR THE WE NEED TO REALLY HONOR THE
TEACHERS. TEACHERS. TEACHERS.
>>TEACHERS.
>>OF TEACHERS.
>>OF COURSE TEACHERS.
>>OF COURSE THE TEACHERS.
>>OF COURSE THE LEGISLATURE>>OF COURSE THE LEGISLATURE>>OF COURSE THE LEGISLATURE
RAISED>>OF COURSE THE LEGISLATURE
RAISED THE>>OF COURSE THE LEGISLATURE
RAISED THE STARTING>>OF COURSE THE LEGISLATURE
RAISED THE STARTING MINIMUM>>OF COURSE THE LEGISLATURE
RAISED THE STARTING MINIMUM PAY RAISED THE STARTING MINIMUM PAY RAISED THE STARTING MINIMUM PAY
TO RAISED THE STARTING MINIMUM PAY
TO $40,000 RAISED THE STARTING MINIMUM PAY
TO $40,000 THIS RAISED THE STARTING MINIMUM PAY
TO $40,000 THIS YEAR RAISED THE STARTING MINIMUM PAY
TO $40,000 THIS YEAR FOR RAISED THE STARTING MINIMUM PAY
TO $40,000 THIS YEAR FOR THE TO $40,000 THIS YEAR FOR THE TO $40,000 THIS YEAR FOR THE
FIRST TO $40,000 THIS YEAR FOR THE
FIRST TIME TO $40,000 THIS YEAR FOR THE
FIRST TIME FOR TO $40,000 THIS YEAR FOR THE
FIRST TIME FOR BRAND-NEW FIRST TIME FOR BRAND-NEW FIRST TIME FOR BRAND-NEW
TEACHERS. TEACHERS. TEACHERS.
THE TEACHERS.
THE LEGISLATURE TEACHERS.
THE LEGISLATURE AND TEACHERS.
THE LEGISLATURE AND GOVERNOR THE LEGISLATURE AND GOVERNOR THE LEGISLATURE AND GOVERNOR
ALSO THE LEGISLATURE AND GOVERNOR
ALSO GREATLY THE LEGISLATURE AND GOVERNOR
ALSO GREATLY INCREASED THE LEGISLATURE AND GOVERNOR
ALSO GREATLY INCREASED FUNDING ALSO GREATLY INCREASED FUNDING ALSO GREATLY INCREASED FUNDING
FOR ALSO GREATLY INCREASED FUNDING
FOR LITERACY, ALSO GREATLY INCREASED FUNDING
FOR LITERACY, EARLY ALSO GREATLY INCREASED FUNDING
FOR LITERACY, EARLY LITERACY FOR LITERACY, EARLY LITERACY FOR LITERACY, EARLY LITERACY
PARTICULARLY FOR LITERACY, EARLY LITERACY
PARTICULARLY KINDERGARTEN PARTICULARLY KINDERGARTEN PARTICULARLY KINDERGARTEN
THROUGH PARTICULARLY KINDERGARTEN
THROUGH THIRD PARTICULARLY KINDERGARTEN
THROUGH THIRD GRADE. THROUGH THIRD GRADE. THROUGH THIRD GRADE.
DO THROUGH THIRD GRADE.
DO YOU THROUGH THIRD GRADE.
DO YOU THINK THROUGH THIRD GRADE.
DO YOU THINK THAT THROUGH THIRD GRADE.
DO YOU THINK THAT EFFORT THROUGH THIRD GRADE.
DO YOU THINK THAT EFFORT THAT DO YOU THINK THAT EFFORT THAT DO YOU THINK THAT EFFORT THAT
WAS DO YOU THINK THAT EFFORT THAT
WAS BOTH DO YOU THINK THAT EFFORT THAT
WAS BOTH IN DO YOU THINK THAT EFFORT THAT
WAS BOTH IN THE DO YOU THINK THAT EFFORT THAT
WAS BOTH IN THE FINDINGS DO YOU THINK THAT EFFORT THAT
WAS BOTH IN THE FINDINGS AND WAS BOTH IN THE FINDINGS AND WAS BOTH IN THE FINDINGS AND
RECOMMENDATIONS WAS BOTH IN THE FINDINGS AND
RECOMMENDATIONS TO WAS BOTH IN THE FINDINGS AND
RECOMMENDATIONS TO FOCUS WAS BOTH IN THE FINDINGS AND
RECOMMENDATIONS TO FOCUS ON RECOMMENDATIONS TO FOCUS ON RECOMMENDATIONS TO FOCUS ON
EARLY RECOMMENDATIONS TO FOCUS ON
EARLY LITERACY, RECOMMENDATIONS TO FOCUS ON
EARLY LITERACY, IS RECOMMENDATIONS TO FOCUS ON
EARLY LITERACY, IS THERE RECOMMENDATIONS TO FOCUS ON
EARLY LITERACY, IS THERE MORE EARLY LITERACY, IS THERE MORE EARLY LITERACY, IS THERE MORE
TO EARLY LITERACY, IS THERE MORE
TO BE EARLY LITERACY, IS THERE MORE
TO BE DONE EARLY LITERACY, IS THERE MORE
TO BE DONE THEN EARLY LITERACY, IS THERE MORE
TO BE DONE THEN JUST EARLY LITERACY, IS THERE MORE
TO BE DONE THEN JUST INCREASE TO BE DONE THEN JUST INCREASE TO BE DONE THEN JUST INCREASE
THE TO BE DONE THEN JUST INCREASE
THE FUNDING TO BE DONE THEN JUST INCREASE
THE FUNDING FOR TO BE DONE THEN JUST INCREASE
THE FUNDING FOR THAT TO BE DONE THEN JUST INCREASE
THE FUNDING FOR THAT ASPECT? THE FUNDING FOR THAT ASPECT? THE FUNDING FOR THAT ASPECT?
>>THE FUNDING FOR THAT ASPECT?
>>I THE FUNDING FOR THAT ASPECT?
>>I THINK THE FUNDING FOR THAT ASPECT?
>>I THINK THERE THE FUNDING FOR THAT ASPECT?
>>I THINK THERE ARE THE FUNDING FOR THAT ASPECT?
>>I THINK THERE ARE TWO THE FUNDING FOR THAT ASPECT?
>>I THINK THERE ARE TWO THINGS.>>I THINK THERE ARE TWO THINGS.>>I THINK THERE ARE TWO THINGS.
FIRST>>I THINK THERE ARE TWO THINGS.
FIRST IS>>I THINK THERE ARE TWO THINGS.
FIRST IS WE>>I THINK THERE ARE TWO THINGS.
FIRST IS WE HAVE>>I THINK THERE ARE TWO THINGS.
FIRST IS WE HAVE TO>>I THINK THERE ARE TWO THINGS.
FIRST IS WE HAVE TO HAVE>>I THINK THERE ARE TWO THINGS.
FIRST IS WE HAVE TO HAVE EARLY FIRST IS WE HAVE TO HAVE EARLY FIRST IS WE HAVE TO HAVE EARLY
EDUCATION FIRST IS WE HAVE TO HAVE EARLY
EDUCATION IN FIRST IS WE HAVE TO HAVE EARLY
EDUCATION IN THE FIRST IS WE HAVE TO HAVE EARLY
EDUCATION IN THE STATE. EDUCATION IN THE STATE. EDUCATION IN THE STATE.
55% EDUCATION IN THE STATE.
55% OF EDUCATION IN THE STATE.
55% OF OUR EDUCATION IN THE STATE.
55% OF OUR KIDS EDUCATION IN THE STATE.
55% OF OUR KIDS COME EDUCATION IN THE STATE.
55% OF OUR KIDS COME TO 55% OF OUR KIDS COME TO 55% OF OUR KIDS COME TO
KINDERGARTEN 55% OF OUR KIDS COME TO
KINDERGARTEN NOT 55% OF OUR KIDS COME TO
KINDERGARTEN NOT READY 55% OF OUR KIDS COME TO
KINDERGARTEN NOT READY TO 55% OF OUR KIDS COME TO
KINDERGARTEN NOT READY TO LEARN KINDERGARTEN NOT READY TO LEARN KINDERGARTEN NOT READY TO LEARN
HOW KINDERGARTEN NOT READY TO LEARN
HOW TO KINDERGARTEN NOT READY TO LEARN
HOW TO READ. HOW TO READ. HOW TO READ.
69% HOW TO READ.
69% OF HOW TO READ.
69% OF OUR HOW TO READ.
69% OF OUR LOW HOW TO READ.
69% OF OUR LOW INCOME HOW TO READ.
69% OF OUR LOW INCOME KIDS, HOW TO READ.
69% OF OUR LOW INCOME KIDS, 79% 69% OF OUR LOW INCOME KIDS, 79% 69% OF OUR LOW INCOME KIDS, 79%
OF 69% OF OUR LOW INCOME KIDS, 79%
OF LATINO 69% OF OUR LOW INCOME KIDS, 79%
OF LATINO KIDS 69% OF OUR LOW INCOME KIDS, 79%
OF LATINO KIDS AND 69% OF OUR LOW INCOME KIDS, 79%
OF LATINO KIDS AND 90% 69% OF OUR LOW INCOME KIDS, 79%
OF LATINO KIDS AND 90% OF OF LATINO KIDS AND 90% OF OF LATINO KIDS AND 90% OF
AMERICAN OF LATINO KIDS AND 90% OF
AMERICAN INDICATIONS. AMERICAN INDICATIONS. AMERICAN INDICATIONS.
INDIAN AMERICAN INDICATIONS.
INDIAN KIDS. INDIAN KIDS. INDIAN KIDS.
WE INDIAN KIDS.
WE HAVE INDIAN KIDS.
WE HAVE TO INDIAN KIDS.
WE HAVE TO ADDRESS INDIAN KIDS.
WE HAVE TO ADDRESS THAT INDIAN KIDS.
WE HAVE TO ADDRESS THAT AT INDIAN KIDS.
WE HAVE TO ADDRESS THAT AT SOME WE HAVE TO ADDRESS THAT AT SOME WE HAVE TO ADDRESS THAT AT SOME
POINT. POINT. POINT.
I’M POINT.
I’M NOT POINT.
I’M NOT SURE POINT.
I’M NOT SURE THE POINT.
I’M NOT SURE THE STATE POINT.
I’M NOT SURE THE STATE IS POINT.
I’M NOT SURE THE STATE IS READY I’M NOT SURE THE STATE IS READY I’M NOT SURE THE STATE IS READY
BUT I’M NOT SURE THE STATE IS READY
BUT WE I’M NOT SURE THE STATE IS READY
BUT WE HAVE I’M NOT SURE THE STATE IS READY
BUT WE HAVE TO I’M NOT SURE THE STATE IS READY
BUT WE HAVE TO KEEP I’M NOT SURE THE STATE IS READY
BUT WE HAVE TO KEEP TALKING BUT WE HAVE TO KEEP TALKING BUT WE HAVE TO KEEP TALKING
ABOUT BUT WE HAVE TO KEEP TALKING
ABOUT THAT. ABOUT THAT. ABOUT THAT.
THE ABOUT THAT.
THE SECOND ABOUT THAT.
THE SECOND THING ABOUT THAT.
THE SECOND THING IS ABOUT THAT.
THE SECOND THING IS THAT ABOUT THAT.
THE SECOND THING IS THAT WITH THE SECOND THING IS THAT WITH THE SECOND THING IS THAT WITH
THE THE SECOND THING IS THAT WITH
THE MONEY THE SECOND THING IS THAT WITH
THE MONEY AND THE SECOND THING IS THAT WITH
THE MONEY AND OTHER THE SECOND THING IS THAT WITH
THE MONEY AND OTHER EFFORTS THE MONEY AND OTHER EFFORTS THE MONEY AND OTHER EFFORTS
THAT THE MONEY AND OTHER EFFORTS
THAT TEACHERS THE MONEY AND OTHER EFFORTS
THAT TEACHERS WHO THE MONEY AND OTHER EFFORTS
THAT TEACHERS WHO ARE THE MONEY AND OTHER EFFORTS
THAT TEACHERS WHO ARE TEACHING THAT TEACHERS WHO ARE TEACHING THAT TEACHERS WHO ARE TEACHING
K THAT TEACHERS WHO ARE TEACHING
K THROUGH THAT TEACHERS WHO ARE TEACHING
K THROUGH THREE THAT TEACHERS WHO ARE TEACHING
K THROUGH THREE HAVE THAT TEACHERS WHO ARE TEACHING
K THROUGH THREE HAVE THE K THROUGH THREE HAVE THE K THROUGH THREE HAVE THE
READING, K THROUGH THREE HAVE THE
READING, READING K THROUGH THREE HAVE THE
READING, READING TEACHING READING, READING TEACHING READING, READING TEACHING
SKILLS READING, READING TEACHING
SKILLS TO READING, READING TEACHING
SKILLS TO BE READING, READING TEACHING
SKILLS TO BE EFFECTIVE. SKILLS TO BE EFFECTIVE. SKILLS TO BE EFFECTIVE.
AND SKILLS TO BE EFFECTIVE.
AND THEN SKILLS TO BE EFFECTIVE.
AND THEN THE SKILLS TO BE EFFECTIVE.
AND THEN THE MONEY SKILLS TO BE EFFECTIVE.
AND THEN THE MONEY THAT SKILLS TO BE EFFECTIVE.
AND THEN THE MONEY THAT THE AND THEN THE MONEY THAT THE AND THEN THE MONEY THAT THE
GOVERNOR AND THEN THE MONEY THAT THE
GOVERNOR SO AND THEN THE MONEY THAT THE
GOVERNOR SO SUCCESSFULLY AND THEN THE MONEY THAT THE
GOVERNOR SO SUCCESSFULLY GOT AND THEN THE MONEY THAT THE
GOVERNOR SO SUCCESSFULLY GOT US GOVERNOR SO SUCCESSFULLY GOT US GOVERNOR SO SUCCESSFULLY GOT US
ALLOWED GOVERNOR SO SUCCESSFULLY GOT US
ALLOWED SOME GOVERNOR SO SUCCESSFULLY GOT US
ALLOWED SOME SCHOOL GOVERNOR SO SUCCESSFULLY GOT US
ALLOWED SOME SCHOOL DISTRICTS ALLOWED SOME SCHOOL DISTRICTS ALLOWED SOME SCHOOL DISTRICTS
TO ALLOWED SOME SCHOOL DISTRICTS
TO EXPAND ALLOWED SOME SCHOOL DISTRICTS
TO EXPAND FULL-DAY ALLOWED SOME SCHOOL DISTRICTS
TO EXPAND FULL-DAY KINDERGARTEN TO EXPAND FULL-DAY KINDERGARTEN TO EXPAND FULL-DAY KINDERGARTEN
AND TO EXPAND FULL-DAY KINDERGARTEN
AND THAT TO EXPAND FULL-DAY KINDERGARTEN
AND THAT MONEY TO EXPAND FULL-DAY KINDERGARTEN
AND THAT MONEY IS TO EXPAND FULL-DAY KINDERGARTEN
AND THAT MONEY IS REALLY TO EXPAND FULL-DAY KINDERGARTEN
AND THAT MONEY IS REALLY GOING AND THAT MONEY IS REALLY GOING AND THAT MONEY IS REALLY GOING
TO AND THAT MONEY IS REALLY GOING
TO HELP AND THAT MONEY IS REALLY GOING
TO HELP US AND THAT MONEY IS REALLY GOING
TO HELP US WORK AND THAT MONEY IS REALLY GOING
TO HELP US WORK TO AND THAT MONEY IS REALLY GOING
TO HELP US WORK TO GET AND THAT MONEY IS REALLY GOING
TO HELP US WORK TO GET KIDS TO HELP US WORK TO GET KIDS TO HELP US WORK TO GET KIDS
PROFICIENT TO HELP US WORK TO GET KIDS
PROFICIENT READERS TO HELP US WORK TO GET KIDS
PROFICIENT READERS BY TO HELP US WORK TO GET KIDS
PROFICIENT READERS BY FOURTH PROFICIENT READERS BY FOURTH PROFICIENT READERS BY FOURTH
GRADE. GRADE. GRADE.
>>GRADE.
>>REAL GRADE.
>>REAL BRIEFLY GRADE.
>>REAL BRIEFLY HOW GRADE.
>>REAL BRIEFLY HOW CAN GRADE.
>>REAL BRIEFLY HOW CAN SOMEBODY>>REAL BRIEFLY HOW CAN SOMEBODY>>REAL BRIEFLY HOW CAN SOMEBODY
SEE>>REAL BRIEFLY HOW CAN SOMEBODY
SEE THE>>REAL BRIEFLY HOW CAN SOMEBODY
SEE THE RESULTS>>REAL BRIEFLY HOW CAN SOMEBODY
SEE THE RESULTS OF>>REAL BRIEFLY HOW CAN SOMEBODY
SEE THE RESULTS OF THE>>REAL BRIEFLY HOW CAN SOMEBODY
SEE THE RESULTS OF THE STUDY SEE THE RESULTS OF THE STUDY SEE THE RESULTS OF THE STUDY
AND SEE THE RESULTS OF THE STUDY
AND READ SEE THE RESULTS OF THE STUDY
AND READ UP SEE THE RESULTS OF THE STUDY
AND READ UP FOR SEE THE RESULTS OF THE STUDY
AND READ UP FOR THEMSELVES SEE THE RESULTS OF THE STUDY
AND READ UP FOR THEMSELVES THAT AND READ UP FOR THEMSELVES THAT AND READ UP FOR THEMSELVES THAT
THEY AND READ UP FOR THEMSELVES THAT
THEY WOULD AND READ UP FOR THEMSELVES THAT
THEY WOULD LIKE AND READ UP FOR THEMSELVES THAT
THEY WOULD LIKE TO? THEY WOULD LIKE TO? THEY WOULD LIKE TO?
THEY THEY WOULD LIKE TO?
THEY CAN THEY WOULD LIKE TO?
THEY CAN GO THEY WOULD LIKE TO?
THEY CAN GO TO THEY WOULD LIKE TO?
THEY CAN GO TO OUR THEY WOULD LIKE TO?
THEY CAN GO TO OUR WEBSITE THEY WOULD LIKE TO?
THEY CAN GO TO OUR WEBSITE AND THEY CAN GO TO OUR WEBSITE AND THEY CAN GO TO OUR WEBSITE AND
GET THEY CAN GO TO OUR WEBSITE AND
GET IT THEY CAN GO TO OUR WEBSITE AND
GET IT THERE. GET IT THERE. GET IT THERE.
IF GET IT THERE.
IF THEY GET IT THERE.
IF THEY CAN’T GET IT THERE.
IF THEY CAN’T FIND GET IT THERE.
IF THEY CAN’T FIND IT, GET IT THERE.
IF THEY CAN’T FIND IT, THEY GET IT THERE.
IF THEY CAN’T FIND IT, THEY CAN IF THEY CAN’T FIND IT, THEY CAN IF THEY CAN’T FIND IT, THEY CAN
CONTACT IF THEY CAN’T FIND IT, THEY CAN
CONTACT US IF THEY CAN’T FIND IT, THEY CAN
CONTACT US AND IF THEY CAN’T FIND IT, THEY CAN
CONTACT US AND WE IF THEY CAN’T FIND IT, THEY CAN
CONTACT US AND WE WILL IF THEY CAN’T FIND IT, THEY CAN
CONTACT US AND WE WILL SEND CONTACT US AND WE WILL SEND CONTACT US AND WE WILL SEND
THEM CONTACT US AND WE WILL SEND
THEM A CONTACT US AND WE WILL SEND
THEM A COPY. THEM A COPY. THEM A COPY.
>>THEM A COPY.
>>THANK THEM A COPY.
>>THANK YOU THEM A COPY.
>>THANK YOU FOR THEM A COPY.
>>THANK YOU FOR YOUR THEM A COPY.
>>THANK YOU FOR YOUR ENDPOINT>>THANK YOU FOR YOUR ENDPOINT>>THANK YOU FOR YOUR ENDPOINT
AND>>THANK YOU FOR YOUR ENDPOINT
AND FOLLOWING>>THANK YOU FOR YOUR ENDPOINT
AND FOLLOWING UP>>THANK YOU FOR YOUR ENDPOINT
AND FOLLOWING UP WITH>>THANK YOU FOR YOUR ENDPOINT
AND FOLLOWING UP WITH US>>THANK YOU FOR YOUR ENDPOINT
AND FOLLOWING UP WITH US ON AND FOLLOWING UP WITH US ON AND FOLLOWING UP WITH US ON
VIEWPOINT AND FOLLOWING UP WITH US ON
VIEWPOINT AFTER AND FOLLOWING UP WITH US ON
VIEWPOINT AFTER RELATED AND FOLLOWING UP WITH US ON
VIEWPOINT AFTER RELATED OUT AND FOLLOWING UP WITH US ON
VIEWPOINT AFTER RELATED OUT IN VIEWPOINT AFTER RELATED OUT IN VIEWPOINT AFTER RELATED OUT IN
JANUARY VIEWPOINT AFTER RELATED OUT IN
JANUARY AND VIEWPOINT AFTER RELATED OUT IN
JANUARY AND WHAT VIEWPOINT AFTER RELATED OUT IN
JANUARY AND WHAT YOU VIEWPOINT AFTER RELATED OUT IN
JANUARY AND WHAT YOU ARE VIEWPOINT AFTER RELATED OUT IN
JANUARY AND WHAT YOU ARE HOPING JANUARY AND WHAT YOU ARE HOPING JANUARY AND WHAT YOU ARE HOPING
TO JANUARY AND WHAT YOU ARE HOPING
TO ACCOMPLISH. TO ACCOMPLISH. TO ACCOMPLISH.
IT’S TO ACCOMPLISH.
IT’S GREAT TO ACCOMPLISH.
IT’S GREAT TO TO ACCOMPLISH.
IT’S GREAT TO SEE TO ACCOMPLISH.
IT’S GREAT TO SEE THOSE TO ACCOMPLISH.
IT’S GREAT TO SEE THOSE RESULTS IT’S GREAT TO SEE THOSE RESULTS IT’S GREAT TO SEE THOSE RESULTS
IN IT’S GREAT TO SEE THOSE RESULTS
IN AND IT’S GREAT TO SEE THOSE RESULTS
IN AND WE IT’S GREAT TO SEE THOSE RESULTS
IN AND WE WILL IT’S GREAT TO SEE THOSE RESULTS
IN AND WE WILL SEE IT’S GREAT TO SEE THOSE RESULTS
IN AND WE WILL SEE WHERE IT’S GREAT TO SEE THOSE RESULTS
IN AND WE WILL SEE WHERE THEY IN AND WE WILL SEE WHERE THEY IN AND WE WILL SEE WHERE THEY
LEAD. LEAD. LEAD.
>>LEAD.
>>THANKS, LEAD.
>>THANKS, DOUG.>>THANKS, DOUG.>>THANKS, DOUG.
>>>>THANKS, DOUG.
>>THANK>>THANKS, DOUG.
>>THANK YOU>>THANKS, DOUG.
>>THANK YOU VERY>>THANKS, DOUG.
>>THANK YOU VERY MUCH.>>THANK YOU VERY MUCH.>>THANK YOU VERY MUCH.
A>>THANK YOU VERY MUCH.
A MERIDIAN>>THANK YOU VERY MUCH.
A MERIDIAN TEACHER>>THANK YOU VERY MUCH.
A MERIDIAN TEACHER JUST>>THANK YOU VERY MUCH.
A MERIDIAN TEACHER JUST RAN>>THANK YOU VERY MUCH.
A MERIDIAN TEACHER JUST RAN 135 A MERIDIAN TEACHER JUST RAN 135 A MERIDIAN TEACHER JUST RAN 135
MILES A MERIDIAN TEACHER JUST RAN 135
MILES IN A MERIDIAN TEACHER JUST RAN 135
MILES IN THE A MERIDIAN TEACHER JUST RAN 135
MILES IN THE BRUTAL A MERIDIAN TEACHER JUST RAN 135
MILES IN THE BRUTAL HEAT A MERIDIAN TEACHER JUST RAN 135
MILES IN THE BRUTAL HEAT OF MILES IN THE BRUTAL HEAT OF>>>>>>WELCOME>>>WELCOME BACK>>>WELCOME BACK TO>>>WELCOME BACK TO VIEWPOINT.>>>WELCOME BACK TO VIEWPOINT.
I’M>>>WELCOME BACK TO VIEWPOINT.
I’M DOUG>>>WELCOME BACK TO VIEWPOINT.
I’M DOUG PETCASH. I’M DOUG PETCASH. I’M DOUG PETCASH.
THE I’M DOUG PETCASH.
THE MUSIC I’M DOUG PETCASH.
THE MUSIC TEACHER I’M DOUG PETCASH.
THE MUSIC TEACHER FOR I’M DOUG PETCASH.
THE MUSIC TEACHER FOR MERIDIAN THE MUSIC TEACHER FOR MERIDIAN THE MUSIC TEACHER FOR MERIDIAN
COMPLETED THE MUSIC TEACHER FOR MERIDIAN
COMPLETED A THE MUSIC TEACHER FOR MERIDIAN
COMPLETED A RUN THE MUSIC TEACHER FOR MERIDIAN
COMPLETED A RUN MORE THE MUSIC TEACHER FOR MERIDIAN
COMPLETED A RUN MORE THAN THE MUSIC TEACHER FOR MERIDIAN
COMPLETED A RUN MORE THAN FIVE COMPLETED A RUN MORE THAN FIVE COMPLETED A RUN MORE THAN FIVE
TIMES COMPLETED A RUN MORE THAN FIVE
TIMES THE COMPLETED A RUN MORE THAN FIVE
TIMES THE LENGTH COMPLETED A RUN MORE THAN FIVE
TIMES THE LENGTH OF COMPLETED A RUN MORE THAN FIVE
TIMES THE LENGTH OF A COMPLETED A RUN MORE THAN FIVE
TIMES THE LENGTH OF A REGULAR TIMES THE LENGTH OF A REGULAR TIMES THE LENGTH OF A REGULAR
MARATHON TIMES THE LENGTH OF A REGULAR
MARATHON IN TIMES THE LENGTH OF A REGULAR
MARATHON IN ONE TIMES THE LENGTH OF A REGULAR
MARATHON IN ONE OF TIMES THE LENGTH OF A REGULAR
MARATHON IN ONE OF THE TIMES THE LENGTH OF A REGULAR
MARATHON IN ONE OF THE HOTTEST MARATHON IN ONE OF THE HOTTEST MARATHON IN ONE OF THE HOTTEST
PLACES MARATHON IN ONE OF THE HOTTEST
PLACES ON MARATHON IN ONE OF THE HOTTEST
PLACES ON THE MARATHON IN ONE OF THE HOTTEST
PLACES ON THE PLANET. PLACES ON THE PLANET. PLACES ON THE PLANET.
DEATH PLACES ON THE PLANET.
DEATH VALLEY PLACES ON THE PLANET.
DEATH VALLEY IN PLACES ON THE PLANET.
DEATH VALLEY IN CALIFORNIA. DEATH VALLEY IN CALIFORNIA. DEATH VALLEY IN CALIFORNIA.
35-YEAR-OLD DEATH VALLEY IN CALIFORNIA.
35-YEAR-OLD MAN DEATH VALLEY IN CALIFORNIA.
35-YEAR-OLD MAN BLESSING DEATH VALLEY IN CALIFORNIA.
35-YEAR-OLD MAN BLESSING IS DEATH VALLEY IN CALIFORNIA.
35-YEAR-OLD MAN BLESSING IS A 35-YEAR-OLD MAN BLESSING IS A 35-YEAR-OLD MAN BLESSING IS A
BAND 35-YEAR-OLD MAN BLESSING IS A
BAND AND 35-YEAR-OLD MAN BLESSING IS A
BAND AND CHOIR 35-YEAR-OLD MAN BLESSING IS A
BAND AND CHOIR DIRECTOR 35-YEAR-OLD MAN BLESSING IS A
BAND AND CHOIR DIRECTOR AT BAND AND CHOIR DIRECTOR AT BAND AND CHOIR DIRECTOR AT
COMPASS BAND AND CHOIR DIRECTOR AT
COMPASS CHARTER BAND AND CHOIR DIRECTOR AT
COMPASS CHARTER SCHOOL BAND AND CHOIR DIRECTOR AT
COMPASS CHARTER SCHOOL IN COMPASS CHARTER SCHOOL IN COMPASS CHARTER SCHOOL IN
MERIDIAN. MERIDIAN. MERIDIAN.
IN MERIDIAN.
IN MID MERIDIAN.
IN MID JULY MERIDIAN.
IN MID JULY HE MERIDIAN.
IN MID JULY HE FINISHED MERIDIAN.
IN MID JULY HE FINISHED THE MERIDIAN.
IN MID JULY HE FINISHED THE 135 IN MID JULY HE FINISHED THE 135 IN MID JULY HE FINISHED THE 135
MILE IN MID JULY HE FINISHED THE 135
MILE BADWATER IN MID JULY HE FINISHED THE 135
MILE BADWATER ULTRA IN MID JULY HE FINISHED THE 135
MILE BADWATER ULTRA MARATHON IN MID JULY HE FINISHED THE 135
MILE BADWATER ULTRA MARATHON IN MILE BADWATER ULTRA MARATHON IN MILE BADWATER ULTRA MARATHON IN
35 MILE BADWATER ULTRA MARATHON IN
35 HOURS MILE BADWATER ULTRA MARATHON IN
35 HOURS 12 MILE BADWATER ULTRA MARATHON IN
35 HOURS 12 MINUTES MILE BADWATER ULTRA MARATHON IN
35 HOURS 12 MINUTES 21 MILE BADWATER ULTRA MARATHON IN
35 HOURS 12 MINUTES 21 SECONDS. 35 HOURS 12 MINUTES 21 SECONDS. 35 HOURS 12 MINUTES 21 SECONDS.
HE 35 HOURS 12 MINUTES 21 SECONDS.
HE HAS 35 HOURS 12 MINUTES 21 SECONDS.
HE HAS RUN 35 HOURS 12 MINUTES 21 SECONDS.
HE HAS RUN DOZENS 35 HOURS 12 MINUTES 21 SECONDS.
HE HAS RUN DOZENS OF 35 HOURS 12 MINUTES 21 SECONDS.
HE HAS RUN DOZENS OF ULTRA HE HAS RUN DOZENS OF ULTRA HE HAS RUN DOZENS OF ULTRA
MARATHONS HE HAS RUN DOZENS OF ULTRA
MARATHONS BUT HE HAS RUN DOZENS OF ULTRA
MARATHONS BUT THIS HE HAS RUN DOZENS OF ULTRA
MARATHONS BUT THIS TIME HE HAS RUN DOZENS OF ULTRA
MARATHONS BUT THIS TIME HE HE HAS RUN DOZENS OF ULTRA
MARATHONS BUT THIS TIME HE DID MARATHONS BUT THIS TIME HE DID MARATHONS BUT THIS TIME HE DID
IT MARATHONS BUT THIS TIME HE DID
IT TO MARATHONS BUT THIS TIME HE DID
IT TO RAISE MARATHONS BUT THIS TIME HE DID
IT TO RAISE MONEY MARATHONS BUT THIS TIME HE DID
IT TO RAISE MONEY TO MARATHONS BUT THIS TIME HE DID
IT TO RAISE MONEY TO MAKE MARATHONS BUT THIS TIME HE DID
IT TO RAISE MONEY TO MAKE SURE IT TO RAISE MONEY TO MAKE SURE IT TO RAISE MONEY TO MAKE SURE
ALL IT TO RAISE MONEY TO MAKE SURE
ALL OF IT TO RAISE MONEY TO MAKE SURE
ALL OF HIS IT TO RAISE MONEY TO MAKE SURE
ALL OF HIS STUDENTS IT TO RAISE MONEY TO MAKE SURE
ALL OF HIS STUDENTS CAN IT TO RAISE MONEY TO MAKE SURE
ALL OF HIS STUDENTS CAN LEARN ALL OF HIS STUDENTS CAN LEARN ALL OF HIS STUDENTS CAN LEARN
TO ALL OF HIS STUDENTS CAN LEARN
TO PLAY ALL OF HIS STUDENTS CAN LEARN
TO PLAY A ALL OF HIS STUDENTS CAN LEARN
TO PLAY A BAND ALL OF HIS STUDENTS CAN LEARN
TO PLAY A BAND INSTRUMENT ALL OF HIS STUDENTS CAN LEARN
TO PLAY A BAND INSTRUMENT EVEN TO PLAY A BAND INSTRUMENT EVEN TO PLAY A BAND INSTRUMENT EVEN
IF TO PLAY A BAND INSTRUMENT EVEN
IF THEY TO PLAY A BAND INSTRUMENT EVEN
IF THEY CAN’T TO PLAY A BAND INSTRUMENT EVEN
IF THEY CAN’T AFFORD TO PLAY A BAND INSTRUMENT EVEN
IF THEY CAN’T AFFORD TO TO PLAY A BAND INSTRUMENT EVEN
IF THEY CAN’T AFFORD TO BUY TO PLAY A BAND INSTRUMENT EVEN
IF THEY CAN’T AFFORD TO BUY ONE IF THEY CAN’T AFFORD TO BUY ONE IF THEY CAN’T AFFORD TO BUY ONE
ON IF THEY CAN’T AFFORD TO BUY ONE
ON THEIR IF THEY CAN’T AFFORD TO BUY ONE
ON THEIR OWN. ON THEIR OWN. ON THEIR OWN.
HIS ON THEIR OWN.
HIS FUNDRAISER ON THEIR OWN.
HIS FUNDRAISER THROUGH ON THEIR OWN.
HIS FUNDRAISER THROUGH GOFUNDME HIS FUNDRAISER THROUGH GOFUNDME HIS FUNDRAISER THROUGH GOFUNDME
IS HIS FUNDRAISER THROUGH GOFUNDME
IS STILL HIS FUNDRAISER THROUGH GOFUNDME
IS STILL GOING HIS FUNDRAISER THROUGH GOFUNDME
IS STILL GOING ON. IS STILL GOING ON. IS STILL GOING ON.
WE IS STILL GOING ON.
WE HAVE IS STILL GOING ON.
WE HAVE A IS STILL GOING ON.
WE HAVE A HOT IS STILL GOING ON.
WE HAVE A HOT LINK IS STILL GOING ON.
WE HAVE A HOT LINK ON WE HAVE A HOT LINK ON WE HAVE A HOT LINK ON
WWW.KTVB.COM WE HAVE A HOT LINK ON
WWW.KTVB.COM IF WE HAVE A HOT LINK ON
WWW.KTVB.COM IF YOU’D WE HAVE A HOT LINK ON
WWW.KTVB.COM IF YOU’D LIKE WE HAVE A HOT LINK ON
WWW.KTVB.COM IF YOU’D LIKE TO WWW.KTVB.COM IF YOU’D LIKE TO WWW.KTVB.COM IF YOU’D LIKE TO
HELP WWW.KTVB.COM IF YOU’D LIKE TO
HELP OUT. HELP OUT. HELP OUT.
I HELP OUT.
I TALKED HELP OUT.
I TALKED WITH HELP OUT.
I TALKED WITH BEN HELP OUT.
I TALKED WITH BEN IF HELP OUT.
I TALKED WITH BEN IF YOU HELP OUT.
I TALKED WITH BEN IF YOU DAYS I TALKED WITH BEN IF YOU DAYS I TALKED WITH BEN IF YOU DAYS
AFTER I TALKED WITH BEN IF YOU DAYS
AFTER THE I TALKED WITH BEN IF YOU DAYS
AFTER THE RACE I TALKED WITH BEN IF YOU DAYS
AFTER THE RACE ABOUT I TALKED WITH BEN IF YOU DAYS
AFTER THE RACE ABOUT WHAT I TALKED WITH BEN IF YOU DAYS
AFTER THE RACE ABOUT WHAT HE AFTER THE RACE ABOUT WHAT HE AFTER THE RACE ABOUT WHAT HE
WENT AFTER THE RACE ABOUT WHAT HE
WENT THROUGH AFTER THE RACE ABOUT WHAT HE
WENT THROUGH AND AFTER THE RACE ABOUT WHAT HE
WENT THROUGH AND WHY AFTER THE RACE ABOUT WHAT HE
WENT THROUGH AND WHY HE AFTER THE RACE ABOUT WHAT HE
WENT THROUGH AND WHY HE WENT WENT THROUGH AND WHY HE WENT WENT THROUGH AND WHY HE WENT
THROUGH WENT THROUGH AND WHY HE WENT
THROUGH IT WENT THROUGH AND WHY HE WENT
THROUGH IT FOR WENT THROUGH AND WHY HE WENT
THROUGH IT FOR HIS WENT THROUGH AND WHY HE WENT
THROUGH IT FOR HIS STUDENTS. THROUGH IT FOR HIS STUDENTS. THROUGH IT FOR HIS STUDENTS.
SO THROUGH IT FOR HIS STUDENTS.
SO HOW THROUGH IT FOR HIS STUDENTS.
SO HOW DID THROUGH IT FOR HIS STUDENTS.
SO HOW DID THE THROUGH IT FOR HIS STUDENTS.
SO HOW DID THE BADWATER THROUGH IT FOR HIS STUDENTS.
SO HOW DID THE BADWATER 135 SO HOW DID THE BADWATER 135 SO HOW DID THE BADWATER 135
ULTRA SO HOW DID THE BADWATER 135
ULTRA MARATHON SO HOW DID THE BADWATER 135
ULTRA MARATHON GO SO HOW DID THE BADWATER 135
ULTRA MARATHON GO FOR SO HOW DID THE BADWATER 135
ULTRA MARATHON GO FOR YOU? ULTRA MARATHON GO FOR YOU? ULTRA MARATHON GO FOR YOU?
>>ULTRA MARATHON GO FOR YOU?
>>IT ULTRA MARATHON GO FOR YOU?
>>IT WAS ULTRA MARATHON GO FOR YOU?
>>IT WAS PRETTY ULTRA MARATHON GO FOR YOU?
>>IT WAS PRETTY SMOOTH.>>IT WAS PRETTY SMOOTH.>>IT WAS PRETTY SMOOTH.
I>>IT WAS PRETTY SMOOTH.
I HAVE>>IT WAS PRETTY SMOOTH.
I HAVE TO>>IT WAS PRETTY SMOOTH.
I HAVE TO SAY>>IT WAS PRETTY SMOOTH.
I HAVE TO SAY THOUGH,>>IT WAS PRETTY SMOOTH.
I HAVE TO SAY THOUGH, I>>IT WAS PRETTY SMOOTH.
I HAVE TO SAY THOUGH, I DID>>IT WAS PRETTY SMOOTH.
I HAVE TO SAY THOUGH, I DID IT I HAVE TO SAY THOUGH, I DID IT I HAVE TO SAY THOUGH, I DID IT
IN I HAVE TO SAY THOUGH, I DID IT
IN 2011 I HAVE TO SAY THOUGH, I DID IT
IN 2011 SUPER I HAVE TO SAY THOUGH, I DID IT
IN 2011 SUPER EASY. IN 2011 SUPER EASY. IN 2011 SUPER EASY.
CREW IN 2011 SUPER EASY.
CREW TOOK IN 2011 SUPER EASY.
CREW TOOK CARE IN 2011 SUPER EASY.
CREW TOOK CARE OF IN 2011 SUPER EASY.
CREW TOOK CARE OF ME IN 2011 SUPER EASY.
CREW TOOK CARE OF ME AND IN 2011 SUPER EASY.
CREW TOOK CARE OF ME AND I IN 2011 SUPER EASY.
CREW TOOK CARE OF ME AND I RAN CREW TOOK CARE OF ME AND I RAN CREW TOOK CARE OF ME AND I RAN
A CREW TOOK CARE OF ME AND I RAN
A STRONG CREW TOOK CARE OF ME AND I RAN
A STRONG TIME. A STRONG TIME. A STRONG TIME.
THIS A STRONG TIME.
THIS TIME A STRONG TIME.
THIS TIME IT A STRONG TIME.
THIS TIME IT WAS A STRONG TIME.
THIS TIME IT WAS UNDOUBTEDLY THIS TIME IT WAS UNDOUBTEDLY THIS TIME IT WAS UNDOUBTEDLY
THE THIS TIME IT WAS UNDOUBTEDLY
THE HARDEST THIS TIME IT WAS UNDOUBTEDLY
THE HARDEST RACE THIS TIME IT WAS UNDOUBTEDLY
THE HARDEST RACE I THIS TIME IT WAS UNDOUBTEDLY
THE HARDEST RACE I HAVE THIS TIME IT WAS UNDOUBTEDLY
THE HARDEST RACE I HAVE EVER THE HARDEST RACE I HAVE EVER THE HARDEST RACE I HAVE EVER
DONE. DONE. DONE.
IT DONE.
IT IS DONE.
IT IS NOT DONE.
IT IS NOT EVEN DONE.
IT IS NOT EVEN THE DONE.
IT IS NOT EVEN THE LONGEST. IT IS NOT EVEN THE LONGEST. IT IS NOT EVEN THE LONGEST.
>>IT IS NOT EVEN THE LONGEST.
>>135 IT IS NOT EVEN THE LONGEST.
>>135 MILES IT IS NOT EVEN THE LONGEST.
>>135 MILES ISN’T IT IS NOT EVEN THE LONGEST.
>>135 MILES ISN’T THE IT IS NOT EVEN THE LONGEST.
>>135 MILES ISN’T THE LONGEST>>135 MILES ISN’T THE LONGEST>>135 MILES ISN’T THE LONGEST
YOU>>135 MILES ISN’T THE LONGEST
YOU HAVE>>135 MILES ISN’T THE LONGEST
YOU HAVE RUN? YOU HAVE RUN? YOU HAVE RUN?
>>YOU HAVE RUN?
>>LAST YOU HAVE RUN?
>>LAST YEAR YOU HAVE RUN?
>>LAST YEAR I YOU HAVE RUN?
>>LAST YEAR I DID YOU HAVE RUN?
>>LAST YEAR I DID 170 YOU HAVE RUN?
>>LAST YEAR I DID 170 MILES YOU HAVE RUN?
>>LAST YEAR I DID 170 MILES IN>>LAST YEAR I DID 170 MILES IN>>LAST YEAR I DID 170 MILES IN
EAGLE>>LAST YEAR I DID 170 MILES IN
EAGLE ISLANDS. EAGLE ISLANDS. EAGLE ISLANDS.
>>EAGLE ISLANDS.
>>WHAT EAGLE ISLANDS.
>>WHAT MADE EAGLE ISLANDS.
>>WHAT MADE THIS EAGLE ISLANDS.
>>WHAT MADE THIS CHALLENGING>>WHAT MADE THIS CHALLENGING>>WHAT MADE THIS CHALLENGING
THIS>>WHAT MADE THIS CHALLENGING
THIS TIME? THIS TIME? THIS TIME?
>>THIS TIME?
>>A THIS TIME?
>>A NUMBER THIS TIME?
>>A NUMBER OF THIS TIME?
>>A NUMBER OF FACTORS.>>A NUMBER OF FACTORS.>>A NUMBER OF FACTORS.
IT>>A NUMBER OF FACTORS.
IT STARTED>>A NUMBER OF FACTORS.
IT STARTED AT>>A NUMBER OF FACTORS.
IT STARTED AT 11>>A NUMBER OF FACTORS.
IT STARTED AT 11 PM>>A NUMBER OF FACTORS.
IT STARTED AT 11 PM WHICH>>A NUMBER OF FACTORS.
IT STARTED AT 11 PM WHICH WHEN IT STARTED AT 11 PM WHICH WHEN IT STARTED AT 11 PM WHICH WHEN
YOU IT STARTED AT 11 PM WHICH WHEN
YOU ARE IT STARTED AT 11 PM WHICH WHEN
YOU ARE DOING IT STARTED AT 11 PM WHICH WHEN
YOU ARE DOING THESE IT STARTED AT 11 PM WHICH WHEN
YOU ARE DOING THESE REALLY IT STARTED AT 11 PM WHICH WHEN
YOU ARE DOING THESE REALLY LONG YOU ARE DOING THESE REALLY LONG YOU ARE DOING THESE REALLY LONG
RACES, YOU ARE DOING THESE REALLY LONG
RACES, JUST YOU ARE DOING THESE REALLY LONG
RACES, JUST STAYING YOU ARE DOING THESE REALLY LONG
RACES, JUST STAYING AWAKE YOU ARE DOING THESE REALLY LONG
RACES, JUST STAYING AWAKE LONG RACES, JUST STAYING AWAKE LONG RACES, JUST STAYING AWAKE LONG
ENOUGH RACES, JUST STAYING AWAKE LONG
ENOUGH TO RACES, JUST STAYING AWAKE LONG
ENOUGH TO FINISH RACES, JUST STAYING AWAKE LONG
ENOUGH TO FINISH THE RACES, JUST STAYING AWAKE LONG
ENOUGH TO FINISH THE RACE RACES, JUST STAYING AWAKE LONG
ENOUGH TO FINISH THE RACE CAN ENOUGH TO FINISH THE RACE CAN ENOUGH TO FINISH THE RACE CAN
BE ENOUGH TO FINISH THE RACE CAN
BE EXTREMELY ENOUGH TO FINISH THE RACE CAN
BE EXTREMELY DIFFICULT. BE EXTREMELY DIFFICULT. BE EXTREMELY DIFFICULT.
I BE EXTREMELY DIFFICULT.
I HAD BE EXTREMELY DIFFICULT.
I HAD TO BE EXTREMELY DIFFICULT.
I HAD TO RUN BE EXTREMELY DIFFICULT.
I HAD TO RUN THROUGH BE EXTREMELY DIFFICULT.
I HAD TO RUN THROUGH TWO BE EXTREMELY DIFFICULT.
I HAD TO RUN THROUGH TWO NIGHTS. I HAD TO RUN THROUGH TWO NIGHTS. I HAD TO RUN THROUGH TWO NIGHTS.
AND I HAD TO RUN THROUGH TWO NIGHTS.
AND ON I HAD TO RUN THROUGH TWO NIGHTS.
AND ON TOP I HAD TO RUN THROUGH TWO NIGHTS.
AND ON TOP OF I HAD TO RUN THROUGH TWO NIGHTS.
AND ON TOP OF THAT I HAD TO RUN THROUGH TWO NIGHTS.
AND ON TOP OF THAT WHEN I HAD TO RUN THROUGH TWO NIGHTS.
AND ON TOP OF THAT WHEN I AND ON TOP OF THAT WHEN I AND ON TOP OF THAT WHEN I
STARTED AND ON TOP OF THAT WHEN I
STARTED THE AND ON TOP OF THAT WHEN I
STARTED THE RACE AND ON TOP OF THAT WHEN I
STARTED THE RACE AT AND ON TOP OF THAT WHEN I
STARTED THE RACE AT 11 AND ON TOP OF THAT WHEN I
STARTED THE RACE AT 11 PM AND ON TOP OF THAT WHEN I
STARTED THE RACE AT 11 PM IT STARTED THE RACE AT 11 PM IT STARTED THE RACE AT 11 PM IT
WAS STARTED THE RACE AT 11 PM IT
WAS 100 STARTED THE RACE AT 11 PM IT
WAS 100 DEGREES STARTED THE RACE AT 11 PM IT
WAS 100 DEGREES OUTSIDE STARTED THE RACE AT 11 PM IT
WAS 100 DEGREES OUTSIDE ALREADY. WAS 100 DEGREES OUTSIDE ALREADY. WAS 100 DEGREES OUTSIDE ALREADY.
FULL WAS 100 DEGREES OUTSIDE ALREADY.
FULL MOON WAS 100 DEGREES OUTSIDE ALREADY.
FULL MOON WHICH WAS 100 DEGREES OUTSIDE ALREADY.
FULL MOON WHICH WAS WAS 100 DEGREES OUTSIDE ALREADY.
FULL MOON WHICH WAS REALLY FULL MOON WHICH WAS REALLY FULL MOON WHICH WAS REALLY
NICE, FULL MOON WHICH WAS REALLY
NICE, I FULL MOON WHICH WAS REALLY
NICE, I DIDN’T FULL MOON WHICH WAS REALLY
NICE, I DIDN’T NEED FULL MOON WHICH WAS REALLY
NICE, I DIDN’T NEED A FULL MOON WHICH WAS REALLY
NICE, I DIDN’T NEED A HEADLAMP NICE, I DIDN’T NEED A HEADLAMP NICE, I DIDN’T NEED A HEADLAMP
TO NICE, I DIDN’T NEED A HEADLAMP
TO SEE. TO SEE. TO SEE.
THE TO SEE.
THE NEXT TO SEE.
THE NEXT DAY TO SEE.
THE NEXT DAY GOT TO SEE.
THE NEXT DAY GOT INTO TO SEE.
THE NEXT DAY GOT INTO THE TO SEE.
THE NEXT DAY GOT INTO THE REAL THE NEXT DAY GOT INTO THE REAL THE NEXT DAY GOT INTO THE REAL
HEAT THE NEXT DAY GOT INTO THE REAL
HEAT OF THE NEXT DAY GOT INTO THE REAL
HEAT OF THE THE NEXT DAY GOT INTO THE REAL
HEAT OF THE RACE, THE NEXT DAY GOT INTO THE REAL
HEAT OF THE RACE, IT THE NEXT DAY GOT INTO THE REAL
HEAT OF THE RACE, IT WAS THE NEXT DAY GOT INTO THE REAL
HEAT OF THE RACE, IT WAS 115 HEAT OF THE RACE, IT WAS 115 HEAT OF THE RACE, IT WAS 115
DEGREES HEAT OF THE RACE, IT WAS 115
DEGREES OUTSIDE HEAT OF THE RACE, IT WAS 115
DEGREES OUTSIDE AND HEAT OF THE RACE, IT WAS 115
DEGREES OUTSIDE AND THAT HEAT OF THE RACE, IT WAS 115
DEGREES OUTSIDE AND THAT WAS HEAT OF THE RACE, IT WAS 115
DEGREES OUTSIDE AND THAT WAS AT DEGREES OUTSIDE AND THAT WAS AT DEGREES OUTSIDE AND THAT WAS AT
MILE DEGREES OUTSIDE AND THAT WAS AT
MILE 70. MILE 70. MILE 70.
BY MILE 70.
BY THE MILE 70.
BY THE TIME MILE 70.
BY THE TIME YOU MILE 70.
BY THE TIME YOU HAVE MILE 70.
BY THE TIME YOU HAVE RUN MILE 70.
BY THE TIME YOU HAVE RUN 70 BY THE TIME YOU HAVE RUN 70 BY THE TIME YOU HAVE RUN 70
MILES BY THE TIME YOU HAVE RUN 70
MILES ALREADY, BY THE TIME YOU HAVE RUN 70
MILES ALREADY, YOU BY THE TIME YOU HAVE RUN 70
MILES ALREADY, YOU ARE BY THE TIME YOU HAVE RUN 70
MILES ALREADY, YOU ARE TIRED MILES ALREADY, YOU ARE TIRED MILES ALREADY, YOU ARE TIRED
ERIE ERIE ERIE
>>ERIE
>>I ERIE
>>I CAN’T ERIE
>>I CAN’T EVEN ERIE
>>I CAN’T EVEN IMAGINE.>>I CAN’T EVEN IMAGINE.>>I CAN’T EVEN IMAGINE.
YOUR>>I CAN’T EVEN IMAGINE.
YOUR ABILITY>>I CAN’T EVEN IMAGINE.
YOUR ABILITY TO>>I CAN’T EVEN IMAGINE.
YOUR ABILITY TO THERMAL>>I CAN’T EVEN IMAGINE.
YOUR ABILITY TO THERMAL REGULATE YOUR ABILITY TO THERMAL REGULATE YOUR ABILITY TO THERMAL REGULATE
GOES YOUR ABILITY TO THERMAL REGULATE
GOES OUT YOUR ABILITY TO THERMAL REGULATE
GOES OUT THE YOUR ABILITY TO THERMAL REGULATE
GOES OUT THE WINDOW YOUR ABILITY TO THERMAL REGULATE
GOES OUT THE WINDOW AND YOUR ABILITY TO THERMAL REGULATE
GOES OUT THE WINDOW AND THE GOES OUT THE WINDOW AND THE GOES OUT THE WINDOW AND THE
WIND GOES OUT THE WINDOW AND THE
WIND WAS GOES OUT THE WINDOW AND THE
WIND WAS BLOWING GOES OUT THE WINDOW AND THE
WIND WAS BLOWING IN GOES OUT THE WINDOW AND THE
WIND WAS BLOWING IN MY GOES OUT THE WINDOW AND THE
WIND WAS BLOWING IN MY FACE GOES OUT THE WINDOW AND THE
WIND WAS BLOWING IN MY FACE AT WIND WAS BLOWING IN MY FACE AT WIND WAS BLOWING IN MY FACE AT
30 WIND WAS BLOWING IN MY FACE AT
30 MILES WIND WAS BLOWING IN MY FACE AT
30 MILES AN WIND WAS BLOWING IN MY FACE AT
30 MILES AN HOUR. 30 MILES AN HOUR. 30 MILES AN HOUR.
THOSE 30 MILES AN HOUR.
THOSE FACTORS 30 MILES AN HOUR.
THOSE FACTORS COMBINED 30 MILES AN HOUR.
THOSE FACTORS COMBINED THAT 30 MILES AN HOUR.
THOSE FACTORS COMBINED THAT I THOSE FACTORS COMBINED THAT I THOSE FACTORS COMBINED THAT I
HAVE THOSE FACTORS COMBINED THAT I
HAVE BEEN THOSE FACTORS COMBINED THAT I
HAVE BEEN WORKING THOSE FACTORS COMBINED THAT I
HAVE BEEN WORKING HARD THOSE FACTORS COMBINED THAT I
HAVE BEEN WORKING HARD ON HAVE BEEN WORKING HARD ON HAVE BEEN WORKING HARD ON
FINISHING HAVE BEEN WORKING HARD ON
FINISHING MY HAVE BEEN WORKING HARD ON
FINISHING MY MASTERS HAVE BEEN WORKING HARD ON
FINISHING MY MASTERS UP HAVE BEEN WORKING HARD ON
FINISHING MY MASTERS UP RIGHT FINISHING MY MASTERS UP RIGHT FINISHING MY MASTERS UP RIGHT
NOW, FINISHING MY MASTERS UP RIGHT
NOW, IT FINISHING MY MASTERS UP RIGHT
NOW, IT WAS FINISHING MY MASTERS UP RIGHT
NOW, IT WAS UNBELIEVABLY NOW, IT WAS UNBELIEVABLY NOW, IT WAS UNBELIEVABLY
DIFFICULT. DIFFICULT. DIFFICULT.
HONESTLY DIFFICULT.
HONESTLY I DIFFICULT.
HONESTLY I AM DIFFICULT.
HONESTLY I AM FLOORED DIFFICULT.
HONESTLY I AM FLOORED THAT DIFFICULT.
HONESTLY I AM FLOORED THAT I HONESTLY I AM FLOORED THAT I HONESTLY I AM FLOORED THAT I
WAS HONESTLY I AM FLOORED THAT I
WAS ABLE HONESTLY I AM FLOORED THAT I
WAS ABLE TO HONESTLY I AM FLOORED THAT I
WAS ABLE TO MAKE HONESTLY I AM FLOORED THAT I
WAS ABLE TO MAKE IT HONESTLY I AM FLOORED THAT I
WAS ABLE TO MAKE IT TO HONESTLY I AM FLOORED THAT I
WAS ABLE TO MAKE IT TO THE WAS ABLE TO MAKE IT TO THE WAS ABLE TO MAKE IT TO THE
FINISH. FINISH. FINISH.
>>FINISH.
>>THAT FINISH.
>>THAT WAS FINISH.
>>THAT WAS MY FINISH.
>>THAT WAS MY NEXT FINISH.
>>THAT WAS MY NEXT QUESTION.>>THAT WAS MY NEXT QUESTION.>>THAT WAS MY NEXT QUESTION.
HOW>>THAT WAS MY NEXT QUESTION.
HOW DOES>>THAT WAS MY NEXT QUESTION.
HOW DOES IT>>THAT WAS MY NEXT QUESTION.
HOW DOES IT FEEL>>THAT WAS MY NEXT QUESTION.
HOW DOES IT FEEL TO>>THAT WAS MY NEXT QUESTION.
HOW DOES IT FEEL TO HAVE HOW DOES IT FEEL TO HAVE HOW DOES IT FEEL TO HAVE
ACHIEVED HOW DOES IT FEEL TO HAVE
ACHIEVED THAT? ACHIEVED THAT? ACHIEVED THAT?
TO ACHIEVED THAT?
TO FINISH ACHIEVED THAT?
TO FINISH IT? TO FINISH IT? TO FINISH IT?
>>TO FINISH IT?
>>YOU TO FINISH IT?
>>YOU CAN TO FINISH IT?
>>YOU CAN UNDERSTAND TO FINISH IT?
>>YOU CAN UNDERSTAND UNTIL TO FINISH IT?
>>YOU CAN UNDERSTAND UNTIL YOU>>YOU CAN UNDERSTAND UNTIL YOU>>YOU CAN UNDERSTAND UNTIL YOU
HAVE>>YOU CAN UNDERSTAND UNTIL YOU
HAVE DONE>>YOU CAN UNDERSTAND UNTIL YOU
HAVE DONE IT. HAVE DONE IT. HAVE DONE IT.
IT HAVE DONE IT.
IT IS HAVE DONE IT.
IT IS ONE HAVE DONE IT.
IT IS ONE OF HAVE DONE IT.
IT IS ONE OF THE HAVE DONE IT.
IT IS ONE OF THE GREATEST IT IS ONE OF THE GREATEST IT IS ONE OF THE GREATEST
EXPERIENCES. IT IS ONE OF THE GREATEST
EXPERIENCES. FINISHING EXPERIENCES. FINISHING EXPERIENCES. FINISHING
SOMETHING EXPERIENCES. FINISHING
SOMETHING LIKE EXPERIENCES. FINISHING
SOMETHING LIKE THAT. SOMETHING LIKE THAT. SOMETHING LIKE THAT.
YOU SOMETHING LIKE THAT.
YOU LOOK SOMETHING LIKE THAT.
YOU LOOK BACK SOMETHING LIKE THAT.
YOU LOOK BACK AND SOMETHING LIKE THAT.
YOU LOOK BACK AND EVEN SOMETHING LIKE THAT.
YOU LOOK BACK AND EVEN FROM SOMETHING LIKE THAT.
YOU LOOK BACK AND EVEN FROM THE YOU LOOK BACK AND EVEN FROM THE YOU LOOK BACK AND EVEN FROM THE
FINISH YOU LOOK BACK AND EVEN FROM THE
FINISH LINE YOU LOOK BACK AND EVEN FROM THE
FINISH LINE I YOU LOOK BACK AND EVEN FROM THE
FINISH LINE I COULD YOU LOOK BACK AND EVEN FROM THE
FINISH LINE I COULD SEE YOU LOOK BACK AND EVEN FROM THE
FINISH LINE I COULD SEE 45 FINISH LINE I COULD SEE 45 FINISH LINE I COULD SEE 45
MILES FINISH LINE I COULD SEE 45
MILES BACK FINISH LINE I COULD SEE 45
MILES BACK WHERE FINISH LINE I COULD SEE 45
MILES BACK WHERE I FINISH LINE I COULD SEE 45
MILES BACK WHERE I HAD FINISH LINE I COULD SEE 45
MILES BACK WHERE I HAD BEEN MILES BACK WHERE I HAD BEEN MILES BACK WHERE I HAD BEEN
PREVIOUSLY MILES BACK WHERE I HAD BEEN
PREVIOUSLY AND MILES BACK WHERE I HAD BEEN
PREVIOUSLY AND TO MILES BACK WHERE I HAD BEEN
PREVIOUSLY AND TO THINK MILES BACK WHERE I HAD BEEN
PREVIOUSLY AND TO THINK YOU PREVIOUSLY AND TO THINK YOU PREVIOUSLY AND TO THINK YOU
HAVE PREVIOUSLY AND TO THINK YOU
HAVE COVERED PREVIOUSLY AND TO THINK YOU
HAVE COVERED THAT PREVIOUSLY AND TO THINK YOU
HAVE COVERED THAT DISTANCE, PREVIOUSLY AND TO THINK YOU
HAVE COVERED THAT DISTANCE, IT HAVE COVERED THAT DISTANCE, IT HAVE COVERED THAT DISTANCE, IT
IS HAVE COVERED THAT DISTANCE, IT
IS UNREAL. IS UNREAL. IS UNREAL.
AN IS UNREAL.
AN INCREDIBLE IS UNREAL.
AN INCREDIBLE FEELING. AN INCREDIBLE FEELING. AN INCREDIBLE FEELING.
>>AN INCREDIBLE FEELING.
>>WHY AN INCREDIBLE FEELING.
>>WHY DO AN INCREDIBLE FEELING.
>>WHY DO YOU AN INCREDIBLE FEELING.
>>WHY DO YOU RUN AN INCREDIBLE FEELING.
>>WHY DO YOU RUN THESE AN INCREDIBLE FEELING.
>>WHY DO YOU RUN THESE LONG>>WHY DO YOU RUN THESE LONG>>WHY DO YOU RUN THESE LONG
ULTRA>>WHY DO YOU RUN THESE LONG
ULTRA MARATHONS? ULTRA MARATHONS? ULTRA MARATHONS?
>>ULTRA MARATHONS?
>>I ULTRA MARATHONS?
>>I REALLY ULTRA MARATHONS?
>>I REALLY WANT ULTRA MARATHONS?
>>I REALLY WANT TO ULTRA MARATHONS?
>>I REALLY WANT TO MAKE ULTRA MARATHONS?
>>I REALLY WANT TO MAKE MY>>I REALLY WANT TO MAKE MY>>I REALLY WANT TO MAKE MY
LIFE>>I REALLY WANT TO MAKE MY
LIFE COUNT. LIFE COUNT. LIFE COUNT.
THIS LIFE COUNT.
THIS BRINGS LIFE COUNT.
THIS BRINGS SO LIFE COUNT.
THIS BRINGS SO MUCH LIFE COUNT.
THIS BRINGS SO MUCH EXCITEMENT THIS BRINGS SO MUCH EXCITEMENT THIS BRINGS SO MUCH EXCITEMENT
AND THIS BRINGS SO MUCH EXCITEMENT
AND IT THIS BRINGS SO MUCH EXCITEMENT
AND IT MAKES THIS BRINGS SO MUCH EXCITEMENT
AND IT MAKES LIFE THIS BRINGS SO MUCH EXCITEMENT
AND IT MAKES LIFE FOR THIS BRINGS SO MUCH EXCITEMENT
AND IT MAKES LIFE FOR ME THIS BRINGS SO MUCH EXCITEMENT
AND IT MAKES LIFE FOR ME THAT AND IT MAKES LIFE FOR ME THAT AND IT MAKES LIFE FOR ME THAT
MUCH AND IT MAKES LIFE FOR ME THAT
MUCH MORE AND IT MAKES LIFE FOR ME THAT
MUCH MORE INTERESTING AND IT MAKES LIFE FOR ME THAT
MUCH MORE INTERESTING WHEN AND IT MAKES LIFE FOR ME THAT
MUCH MORE INTERESTING WHEN I MUCH MORE INTERESTING WHEN I MUCH MORE INTERESTING WHEN I
CAN MUCH MORE INTERESTING WHEN I
CAN DO MUCH MORE INTERESTING WHEN I
CAN DO A MUCH MORE INTERESTING WHEN I
CAN DO A REALLY MUCH MORE INTERESTING WHEN I
CAN DO A REALLY SIGNIFICANT CAN DO A REALLY SIGNIFICANT CAN DO A REALLY SIGNIFICANT
CHALLENGE CAN DO A REALLY SIGNIFICANT
CHALLENGE LIKE CAN DO A REALLY SIGNIFICANT
CHALLENGE LIKE THIS. CHALLENGE LIKE THIS. CHALLENGE LIKE THIS.
THERE CHALLENGE LIKE THIS.
THERE ARE CHALLENGE LIKE THIS.
THERE ARE A CHALLENGE LIKE THIS.
THERE ARE A LOT CHALLENGE LIKE THIS.
THERE ARE A LOT OF CHALLENGE LIKE THIS.
THERE ARE A LOT OF PEOPLE CHALLENGE LIKE THIS.
THERE ARE A LOT OF PEOPLE IN THERE ARE A LOT OF PEOPLE IN THERE ARE A LOT OF PEOPLE IN
LIFE THERE ARE A LOT OF PEOPLE IN
LIFE THAT THERE ARE A LOT OF PEOPLE IN
LIFE THAT WON’T THERE ARE A LOT OF PEOPLE IN
LIFE THAT WON’T EVER THERE ARE A LOT OF PEOPLE IN
LIFE THAT WON’T EVER RISE THERE ARE A LOT OF PEOPLE IN
LIFE THAT WON’T EVER RISE TO LIFE THAT WON’T EVER RISE TO LIFE THAT WON’T EVER RISE TO
THAT LIFE THAT WON’T EVER RISE TO
THAT CHALLENGE. THAT CHALLENGE. THAT CHALLENGE.
AND THAT CHALLENGE.
AND I THAT CHALLENGE.
AND I DON’T THAT CHALLENGE.
AND I DON’T WANT THAT CHALLENGE.
AND I DON’T WANT TO THAT CHALLENGE.
AND I DON’T WANT TO BE THAT CHALLENGE.
AND I DON’T WANT TO BE THE AND I DON’T WANT TO BE THE AND I DON’T WANT TO BE THE
PERSON AND I DON’T WANT TO BE THE
PERSON THAT AND I DON’T WANT TO BE THE
PERSON THAT DOESN’T AND I DON’T WANT TO BE THE
PERSON THAT DOESN’T DO AND I DON’T WANT TO BE THE
PERSON THAT DOESN’T DO THAT PERSON THAT DOESN’T DO THAT PERSON THAT DOESN’T DO THAT
BECAUSE PERSON THAT DOESN’T DO THAT
BECAUSE IT PERSON THAT DOESN’T DO THAT
BECAUSE IT IS PERSON THAT DOESN’T DO THAT
BECAUSE IT IS A PERSON THAT DOESN’T DO THAT
BECAUSE IT IS A HUGE PERSON THAT DOESN’T DO THAT
BECAUSE IT IS A HUGE PART PERSON THAT DOESN’T DO THAT
BECAUSE IT IS A HUGE PART OF BECAUSE IT IS A HUGE PART OF BECAUSE IT IS A HUGE PART OF
WHO BECAUSE IT IS A HUGE PART OF
WHO I BECAUSE IT IS A HUGE PART OF
WHO I AM, BECAUSE IT IS A HUGE PART OF
WHO I AM, MY BECAUSE IT IS A HUGE PART OF
WHO I AM, MY JOB BECAUSE IT IS A HUGE PART OF
WHO I AM, MY JOB IN BECAUSE IT IS A HUGE PART OF
WHO I AM, MY JOB IN THE BECAUSE IT IS A HUGE PART OF
WHO I AM, MY JOB IN THE MILITARY WHO I AM, MY JOB IN THE MILITARY WHO I AM, MY JOB IN THE MILITARY
AND WHO I AM, MY JOB IN THE MILITARY
AND ESPECIALLY WHO I AM, MY JOB IN THE MILITARY
AND ESPECIALLY AS WHO I AM, MY JOB IN THE MILITARY
AND ESPECIALLY AS A WHO I AM, MY JOB IN THE MILITARY
AND ESPECIALLY AS A TEACHER AND ESPECIALLY AS A TEACHER AND ESPECIALLY AS A TEACHER
SETTING AND ESPECIALLY AS A TEACHER
SETTING THAT AND ESPECIALLY AS A TEACHER
SETTING THAT TYPE AND ESPECIALLY AS A TEACHER
SETTING THAT TYPE OF AND ESPECIALLY AS A TEACHER
SETTING THAT TYPE OF EXAMPLE SETTING THAT TYPE OF EXAMPLE SETTING THAT TYPE OF EXAMPLE
FOR SETTING THAT TYPE OF EXAMPLE
FOR MY SETTING THAT TYPE OF EXAMPLE
FOR MY STUDENTS SETTING THAT TYPE OF EXAMPLE
FOR MY STUDENTS IS SETTING THAT TYPE OF EXAMPLE
FOR MY STUDENTS IS SO SETTING THAT TYPE OF EXAMPLE
FOR MY STUDENTS IS SO IMPORTANT. FOR MY STUDENTS IS SO IMPORTANT. FOR MY STUDENTS IS SO IMPORTANT.
>>FOR MY STUDENTS IS SO IMPORTANT.
>>YOU FOR MY STUDENTS IS SO IMPORTANT.
>>YOU HAVE FOR MY STUDENTS IS SO IMPORTANT.
>>YOU HAVE DONE FOR MY STUDENTS IS SO IMPORTANT.
>>YOU HAVE DONE YOU FOR MY STUDENTS IS SO IMPORTANT.
>>YOU HAVE DONE YOU SAID FOR MY STUDENTS IS SO IMPORTANT.
>>YOU HAVE DONE YOU SAID MORE>>YOU HAVE DONE YOU SAID MORE>>YOU HAVE DONE YOU SAID MORE
THAN>>YOU HAVE DONE YOU SAID MORE
THAN 90>>YOU HAVE DONE YOU SAID MORE
THAN 90 ULTRA>>YOU HAVE DONE YOU SAID MORE
THAN 90 ULTRA MARATHONS>>YOU HAVE DONE YOU SAID MORE
THAN 90 ULTRA MARATHONS AND>>YOU HAVE DONE YOU SAID MORE
THAN 90 ULTRA MARATHONS AND HOW THAN 90 ULTRA MARATHONS AND HOW THAN 90 ULTRA MARATHONS AND HOW
MANY THAN 90 ULTRA MARATHONS AND HOW
MANY 100 THAN 90 ULTRA MARATHONS AND HOW
MANY 100 MILES THAN 90 ULTRA MARATHONS AND HOW
MANY 100 MILES OR THAN 90 ULTRA MARATHONS AND HOW
MANY 100 MILES OR MORE? MANY 100 MILES OR MORE? MANY 100 MILES OR MORE?
>>MANY 100 MILES OR MORE?
>>I MANY 100 MILES OR MORE?
>>I HAVE MANY 100 MILES OR MORE?
>>I HAVE LOST MANY 100 MILES OR MORE?
>>I HAVE LOST COUNT.>>I HAVE LOST COUNT.>>I HAVE LOST COUNT.
GIVE>>I HAVE LOST COUNT.
GIVE OR>>I HAVE LOST COUNT.
GIVE OR TAKE. GIVE OR TAKE. GIVE OR TAKE.
30 GIVE OR TAKE.
30 MILES GIVE OR TAKE.
30 MILES WE GIVE OR TAKE.
30 MILES WE GENERALLY GIVE OR TAKE.
30 MILES WE GENERALLY CONSIDER 30 MILES WE GENERALLY CONSIDER 30 MILES WE GENERALLY CONSIDER
THAT 30 MILES WE GENERALLY CONSIDER
THAT TO 30 MILES WE GENERALLY CONSIDER
THAT TO BE 30 MILES WE GENERALLY CONSIDER
THAT TO BE NORMAL 30 MILES WE GENERALLY CONSIDER
THAT TO BE NORMAL ULTRA THAT TO BE NORMAL ULTRA THAT TO BE NORMAL ULTRA
MARATHON. MARATHON. MARATHON.
FROM MARATHON.
FROM THERE, MARATHON.
FROM THERE, I MARATHON.
FROM THERE, I HAVE MARATHON.
FROM THERE, I HAVE DONE MARATHON.
FROM THERE, I HAVE DONE THE MARATHON.
FROM THERE, I HAVE DONE THE 100 FROM THERE, I HAVE DONE THE 100 FROM THERE, I HAVE DONE THE 100
MILE FROM THERE, I HAVE DONE THE 100
MILE DISTANCE FROM THERE, I HAVE DONE THE 100
MILE DISTANCE OR FROM THERE, I HAVE DONE THE 100
MILE DISTANCE OR FARTHER MILE DISTANCE OR FARTHER MILE DISTANCE OR FARTHER
SUCCESSFULLY MILE DISTANCE OR FARTHER
SUCCESSFULLY 16 MILE DISTANCE OR FARTHER
SUCCESSFULLY 16 TIMES MILE DISTANCE OR FARTHER
SUCCESSFULLY 16 TIMES AND MILE DISTANCE OR FARTHER
SUCCESSFULLY 16 TIMES AND A MILE DISTANCE OR FARTHER
SUCCESSFULLY 16 TIMES AND A LOT SUCCESSFULLY 16 TIMES AND A LOT SUCCESSFULLY 16 TIMES AND A LOT
OF SUCCESSFULLY 16 TIMES AND A LOT
OF THOSE SUCCESSFULLY 16 TIMES AND A LOT
OF THOSE ARE SUCCESSFULLY 16 TIMES AND A LOT
OF THOSE ARE 150, SUCCESSFULLY 16 TIMES AND A LOT
OF THOSE ARE 150, 170. OF THOSE ARE 150, 170. OF THOSE ARE 150, 170.
>>OF THOSE ARE 150, 170.
>>YOU OF THOSE ARE 150, 170.
>>YOU ALSO OF THOSE ARE 150, 170.
>>YOU ALSO TURNED OF THOSE ARE 150, 170.
>>YOU ALSO TURNED THIS OF THOSE ARE 150, 170.
>>YOU ALSO TURNED THIS RACE,>>YOU ALSO TURNED THIS RACE,>>YOU ALSO TURNED THIS RACE,
THE>>YOU ALSO TURNED THIS RACE,
THE BADWATER>>YOU ALSO TURNED THIS RACE,
THE BADWATER 135>>YOU ALSO TURNED THIS RACE,
THE BADWATER 135 INTO>>YOU ALSO TURNED THIS RACE,
THE BADWATER 135 INTO SOMETHING THE BADWATER 135 INTO SOMETHING THE BADWATER 135 INTO SOMETHING
THAT THE BADWATER 135 INTO SOMETHING
THAT COULD THE BADWATER 135 INTO SOMETHING
THAT COULD HELP THE BADWATER 135 INTO SOMETHING
THAT COULD HELP A THE BADWATER 135 INTO SOMETHING
THAT COULD HELP A CAUSE THE BADWATER 135 INTO SOMETHING
THAT COULD HELP A CAUSE THAT THAT COULD HELP A CAUSE THAT THAT COULD HELP A CAUSE THAT
YOU THAT COULD HELP A CAUSE THAT
YOU FEEL THAT COULD HELP A CAUSE THAT
YOU FEEL VERY THAT COULD HELP A CAUSE THAT
YOU FEEL VERY STRONGLY THAT COULD HELP A CAUSE THAT
YOU FEEL VERY STRONGLY ABOUT. YOU FEEL VERY STRONGLY ABOUT. YOU FEEL VERY STRONGLY ABOUT.
>>YOU FEEL VERY STRONGLY ABOUT.
>>ABSOLUTELY.>>ABSOLUTELY.>>ABSOLUTELY.
BASICALLY>>ABSOLUTELY.
BASICALLY I>>ABSOLUTELY.
BASICALLY I AM>>ABSOLUTELY.
BASICALLY I AM A>>ABSOLUTELY.
BASICALLY I AM A MUSIC>>ABSOLUTELY.
BASICALLY I AM A MUSIC TEACHER BASICALLY I AM A MUSIC TEACHER BASICALLY I AM A MUSIC TEACHER
AT BASICALLY I AM A MUSIC TEACHER
AT COMPASS BASICALLY I AM A MUSIC TEACHER
AT COMPASS PUBLIC BASICALLY I AM A MUSIC TEACHER
AT COMPASS PUBLIC CHARTER AT COMPASS PUBLIC CHARTER AT COMPASS PUBLIC CHARTER
SCHOOL. SCHOOL. SCHOOL.
I SCHOOL.
I LOVE SCHOOL.
I LOVE THE SCHOOL.
I LOVE THE SCHOOL. I LOVE THE SCHOOL. I LOVE THE SCHOOL.
I I LOVE THE SCHOOL.
I HAVE I LOVE THE SCHOOL.
I HAVE A I LOVE THE SCHOOL.
I HAVE A REALLY I LOVE THE SCHOOL.
I HAVE A REALLY SUPPORTIVE I HAVE A REALLY SUPPORTIVE I HAVE A REALLY SUPPORTIVE
ADMIN I HAVE A REALLY SUPPORTIVE
ADMIN THERE I HAVE A REALLY SUPPORTIVE
ADMIN THERE THAT I HAVE A REALLY SUPPORTIVE
ADMIN THERE THAT HELPED I HAVE A REALLY SUPPORTIVE
ADMIN THERE THAT HELPED ME I HAVE A REALLY SUPPORTIVE
ADMIN THERE THAT HELPED ME OUT ADMIN THERE THAT HELPED ME OUT ADMIN THERE THAT HELPED ME OUT
A ADMIN THERE THAT HELPED ME OUT
A LOT. A LOT. A LOT.
I A LOT.
I STARTED A LOT.
I STARTED A A LOT.
I STARTED A BAND A LOT.
I STARTED A BAND PROGRAM A LOT.
I STARTED A BAND PROGRAM THERE I STARTED A BAND PROGRAM THERE I STARTED A BAND PROGRAM THERE
THIS I STARTED A BAND PROGRAM THERE
THIS LAST I STARTED A BAND PROGRAM THERE
THIS LAST YEAR. THIS LAST YEAR. THIS LAST YEAR.
STARTING THIS LAST YEAR.
STARTING A THIS LAST YEAR.
STARTING A BAND THIS LAST YEAR.
STARTING A BAND PROGRAM THIS LAST YEAR.
STARTING A BAND PROGRAM IS STARTING A BAND PROGRAM IS STARTING A BAND PROGRAM IS
EXTREMELY STARTING A BAND PROGRAM IS
EXTREMELY EXPENSIVE. EXTREMELY EXPENSIVE. EXTREMELY EXPENSIVE.
ON EXTREMELY EXPENSIVE.
ON TOP EXTREMELY EXPENSIVE.
ON TOP OF EXTREMELY EXPENSIVE.
ON TOP OF THAT EXTREMELY EXPENSIVE.
ON TOP OF THAT YOU EXTREMELY EXPENSIVE.
ON TOP OF THAT YOU WANT EXTREMELY EXPENSIVE.
ON TOP OF THAT YOU WANT TO ON TOP OF THAT YOU WANT TO ON TOP OF THAT YOU WANT TO
PROVIDE ON TOP OF THAT YOU WANT TO
PROVIDE A ON TOP OF THAT YOU WANT TO
PROVIDE A LOT ON TOP OF THAT YOU WANT TO
PROVIDE A LOT OF ON TOP OF THAT YOU WANT TO
PROVIDE A LOT OF SCHOOL PROVIDE A LOT OF SCHOOL PROVIDE A LOT OF SCHOOL
INSTRUMENTS. INSTRUMENTS. INSTRUMENTS.
YOU INSTRUMENTS.
YOU WILL INSTRUMENTS.
YOU WILL HAVE INSTRUMENTS.
YOU WILL HAVE STUDENTS INSTRUMENTS.
YOU WILL HAVE STUDENTS THAT YOU WILL HAVE STUDENTS THAT YOU WILL HAVE STUDENTS THAT
WILL YOU WILL HAVE STUDENTS THAT
WILL WANT YOU WILL HAVE STUDENTS THAT
WILL WANT TO YOU WILL HAVE STUDENTS THAT
WILL WANT TO DO YOU WILL HAVE STUDENTS THAT
WILL WANT TO DO BAND YOU WILL HAVE STUDENTS THAT
WILL WANT TO DO BAND OR YOU WILL HAVE STUDENTS THAT
WILL WANT TO DO BAND OR TAKEN WILL WANT TO DO BAND OR TAKEN WILL WANT TO DO BAND OR TAKEN
INSTRUMENTAL WILL WANT TO DO BAND OR TAKEN
INSTRUMENTAL MUSIC WILL WANT TO DO BAND OR TAKEN
INSTRUMENTAL MUSIC CLASS WILL WANT TO DO BAND OR TAKEN
INSTRUMENTAL MUSIC CLASS AND WILL WANT TO DO BAND OR TAKEN
INSTRUMENTAL MUSIC CLASS AND IT INSTRUMENTAL MUSIC CLASS AND IT INSTRUMENTAL MUSIC CLASS AND IT
THEY INSTRUMENTAL MUSIC CLASS AND IT
THEY DON’T INSTRUMENTAL MUSIC CLASS AND IT
THEY DON’T HAVE INSTRUMENTAL MUSIC CLASS AND IT
THEY DON’T HAVE THE INSTRUMENTAL MUSIC CLASS AND IT
THEY DON’T HAVE THE MONEY INSTRUMENTAL MUSIC CLASS AND IT
THEY DON’T HAVE THE MONEY OR THEY DON’T HAVE THE MONEY OR THEY DON’T HAVE THE MONEY OR
RESOURCES THEY DON’T HAVE THE MONEY OR
RESOURCES TO THEY DON’T HAVE THE MONEY OR
RESOURCES TO BUY THEY DON’T HAVE THE MONEY OR
RESOURCES TO BUY AN THEY DON’T HAVE THE MONEY OR
RESOURCES TO BUY AN INSTRUMENT RESOURCES TO BUY AN INSTRUMENT RESOURCES TO BUY AN INSTRUMENT
OFTEN RESOURCES TO BUY AN INSTRUMENT
OFTEN TIMES RESOURCES TO BUY AN INSTRUMENT
OFTEN TIMES THEY RESOURCES TO BUY AN INSTRUMENT
OFTEN TIMES THEY CAN’T RESOURCES TO BUY AN INSTRUMENT
OFTEN TIMES THEY CAN’T GET RESOURCES TO BUY AN INSTRUMENT
OFTEN TIMES THEY CAN’T GET IN. OFTEN TIMES THEY CAN’T GET IN. OFTEN TIMES THEY CAN’T GET IN.
FOR OFTEN TIMES THEY CAN’T GET IN.
FOR ME OFTEN TIMES THEY CAN’T GET IN.
FOR ME THAT OFTEN TIMES THEY CAN’T GET IN.
FOR ME THAT HURTS. FOR ME THAT HURTS. FOR ME THAT HURTS.
WHEN FOR ME THAT HURTS.
WHEN I FOR ME THAT HURTS.
WHEN I WAS FOR ME THAT HURTS.
WHEN I WAS IN FOR ME THAT HURTS.
WHEN I WAS IN MIDDLE FOR ME THAT HURTS.
WHEN I WAS IN MIDDLE SCHOOL FOR ME THAT HURTS.
WHEN I WAS IN MIDDLE SCHOOL IT WHEN I WAS IN MIDDLE SCHOOL IT WHEN I WAS IN MIDDLE SCHOOL IT
DID WHEN I WAS IN MIDDLE SCHOOL IT
DID SO WHEN I WAS IN MIDDLE SCHOOL IT
DID SO MUCH WHEN I WAS IN MIDDLE SCHOOL IT
DID SO MUCH FOR WHEN I WAS IN MIDDLE SCHOOL IT
DID SO MUCH FOR ME WHEN I WAS IN MIDDLE SCHOOL IT
DID SO MUCH FOR ME BEING WHEN I WAS IN MIDDLE SCHOOL IT
DID SO MUCH FOR ME BEING ABLE DID SO MUCH FOR ME BEING ABLE DID SO MUCH FOR ME BEING ABLE
TO DID SO MUCH FOR ME BEING ABLE
TO TAKE DID SO MUCH FOR ME BEING ABLE
TO TAKE THAT DID SO MUCH FOR ME BEING ABLE
TO TAKE THAT CLASS DID SO MUCH FOR ME BEING ABLE
TO TAKE THAT CLASS AND DID SO MUCH FOR ME BEING ABLE
TO TAKE THAT CLASS AND IT TO TAKE THAT CLASS AND IT TO TAKE THAT CLASS AND IT
OPENED TO TAKE THAT CLASS AND IT
OPENED UP TO TAKE THAT CLASS AND IT
OPENED UP THIS TO TAKE THAT CLASS AND IT
OPENED UP THIS CAREER TO TAKE THAT CLASS AND IT
OPENED UP THIS CAREER PATH TO TAKE THAT CLASS AND IT
OPENED UP THIS CAREER PATH THAT OPENED UP THIS CAREER PATH THAT OPENED UP THIS CAREER PATH THAT
I OPENED UP THIS CAREER PATH THAT
I AM OPENED UP THIS CAREER PATH THAT
I AM IN OPENED UP THIS CAREER PATH THAT
I AM IN LOVE OPENED UP THIS CAREER PATH THAT
I AM IN LOVE WITH. I AM IN LOVE WITH. I AM IN LOVE WITH.
AND I AM IN LOVE WITH.
AND BASICALLY I AM IN LOVE WITH.
AND BASICALLY I I AM IN LOVE WITH.
AND BASICALLY I WANT I AM IN LOVE WITH.
AND BASICALLY I WANT TO I AM IN LOVE WITH.
AND BASICALLY I WANT TO MAKE AND BASICALLY I WANT TO MAKE AND BASICALLY I WANT TO MAKE
SURE AND BASICALLY I WANT TO MAKE
SURE THAT AND BASICALLY I WANT TO MAKE
SURE THAT I AND BASICALLY I WANT TO MAKE
SURE THAT I CAN AND BASICALLY I WANT TO MAKE
SURE THAT I CAN PROVIDE SURE THAT I CAN PROVIDE SURE THAT I CAN PROVIDE
EVERYTHING SURE THAT I CAN PROVIDE
EVERYTHING I SURE THAT I CAN PROVIDE
EVERYTHING I CAN SURE THAT I CAN PROVIDE
EVERYTHING I CAN TO SURE THAT I CAN PROVIDE
EVERYTHING I CAN TO THE EVERYTHING I CAN TO THE EVERYTHING I CAN TO THE
STUDENTS EVERYTHING I CAN TO THE
STUDENTS TO EVERYTHING I CAN TO THE
STUDENTS TO MAKE EVERYTHING I CAN TO THE
STUDENTS TO MAKE SURE EVERYTHING I CAN TO THE
STUDENTS TO MAKE SURE THAT EVERYTHING I CAN TO THE
STUDENTS TO MAKE SURE THAT THAT STUDENTS TO MAKE SURE THAT THAT STUDENTS TO MAKE SURE THAT THAT
IS STUDENTS TO MAKE SURE THAT THAT
IS AVAILABLE. IS AVAILABLE. IS AVAILABLE.
MUSIC IS AVAILABLE.
MUSIC IS IS AVAILABLE.
MUSIC IS SO IS AVAILABLE.
MUSIC IS SO POWERFUL IS AVAILABLE.
MUSIC IS SO POWERFUL AND IS AVAILABLE.
MUSIC IS SO POWERFUL AND IT IS AVAILABLE.
MUSIC IS SO POWERFUL AND IT CAN MUSIC IS SO POWERFUL AND IT CAN MUSIC IS SO POWERFUL AND IT CAN
CHANGE MUSIC IS SO POWERFUL AND IT CAN
CHANGE SOMEONE’S MUSIC IS SO POWERFUL AND IT CAN
CHANGE SOMEONE’S LIFE. CHANGE SOMEONE’S LIFE. CHANGE SOMEONE’S LIFE.
>>CHANGE SOMEONE’S LIFE.
>>HOW CHANGE SOMEONE’S LIFE.
>>HOW SPECIFICALLY CHANGE SOMEONE’S LIFE.
>>HOW SPECIFICALLY WILL CHANGE SOMEONE’S LIFE.
>>HOW SPECIFICALLY WILL THE>>HOW SPECIFICALLY WILL THE>>HOW SPECIFICALLY WILL THE
MONEY>>HOW SPECIFICALLY WILL THE
MONEY YOU>>HOW SPECIFICALLY WILL THE
MONEY YOU RAISE>>HOW SPECIFICALLY WILL THE
MONEY YOU RAISE BE>>HOW SPECIFICALLY WILL THE
MONEY YOU RAISE BE USED? MONEY YOU RAISE BE USED? MONEY YOU RAISE BE USED?
>>MONEY YOU RAISE BE USED?
>>I’M MONEY YOU RAISE BE USED?
>>I’M GOING MONEY YOU RAISE BE USED?
>>I’M GOING TO MONEY YOU RAISE BE USED?
>>I’M GOING TO USE MONEY YOU RAISE BE USED?
>>I’M GOING TO USE THIS MONEY YOU RAISE BE USED?
>>I’M GOING TO USE THIS MONEY>>I’M GOING TO USE THIS MONEY>>I’M GOING TO USE THIS MONEY
TO>>I’M GOING TO USE THIS MONEY
TO HELP>>I’M GOING TO USE THIS MONEY
TO HELP PAY>>I’M GOING TO USE THIS MONEY
TO HELP PAY FOR>>I’M GOING TO USE THIS MONEY
TO HELP PAY FOR SCHOOL TO HELP PAY FOR SCHOOL TO HELP PAY FOR SCHOOL
INSTRUMENTS TO HELP PAY FOR SCHOOL
INSTRUMENTS AND TO HELP PAY FOR SCHOOL
INSTRUMENTS AND MY TO HELP PAY FOR SCHOOL
INSTRUMENTS AND MY GOAL TO HELP PAY FOR SCHOOL
INSTRUMENTS AND MY GOAL IS TO HELP PAY FOR SCHOOL
INSTRUMENTS AND MY GOAL IS TO INSTRUMENTS AND MY GOAL IS TO INSTRUMENTS AND MY GOAL IS TO
BUY INSTRUMENTS AND MY GOAL IS TO
BUY A INSTRUMENTS AND MY GOAL IS TO
BUY A SET INSTRUMENTS AND MY GOAL IS TO
BUY A SET OF INSTRUMENTS AND MY GOAL IS TO
BUY A SET OF SCHOOL INSTRUMENTS AND MY GOAL IS TO
BUY A SET OF SCHOOL INSTRUMENTS BUY A SET OF SCHOOL INSTRUMENTS BUY A SET OF SCHOOL INSTRUMENTS
FOR BUY A SET OF SCHOOL INSTRUMENTS
FOR EVERY BUY A SET OF SCHOOL INSTRUMENTS
FOR EVERY INSTRUMENT BUY A SET OF SCHOOL INSTRUMENTS
FOR EVERY INSTRUMENT WE BUY A SET OF SCHOOL INSTRUMENTS
FOR EVERY INSTRUMENT WE USE BUY A SET OF SCHOOL INSTRUMENTS
FOR EVERY INSTRUMENT WE USE IN FOR EVERY INSTRUMENT WE USE IN FOR EVERY INSTRUMENT WE USE IN
THE FOR EVERY INSTRUMENT WE USE IN
THE BAND, FOR EVERY INSTRUMENT WE USE IN
THE BAND, FLUTE, FOR EVERY INSTRUMENT WE USE IN
THE BAND, FLUTE, CLARINET, THE BAND, FLUTE, CLARINET, THE BAND, FLUTE, CLARINET,
OBOE, THE BAND, FLUTE, CLARINET,
OBOE, SAXOPHONE, THE BAND, FLUTE, CLARINET,
OBOE, SAXOPHONE, BASSOON, OBOE, SAXOPHONE, BASSOON, OBOE, SAXOPHONE, BASSOON,
TRUMPET, OBOE, SAXOPHONE, BASSOON,
TRUMPET, FRENCH OBOE, SAXOPHONE, BASSOON,
TRUMPET, FRENCH HORN, OBOE, SAXOPHONE, BASSOON,
TRUMPET, FRENCH HORN, EUPHONIUM, TRUMPET, FRENCH HORN, EUPHONIUM, TRUMPET, FRENCH HORN, EUPHONIUM,
TUBA, TRUMPET, FRENCH HORN, EUPHONIUM,
TUBA, PERCUSSION TRUMPET, FRENCH HORN, EUPHONIUM,
TUBA, PERCUSSION INSTRUMENTS. TUBA, PERCUSSION INSTRUMENTS. TUBA, PERCUSSION INSTRUMENTS.
>>TUBA, PERCUSSION INSTRUMENTS.
>>THOSE TUBA, PERCUSSION INSTRUMENTS.
>>THOSE WILL TUBA, PERCUSSION INSTRUMENTS.
>>THOSE WILL BE TUBA, PERCUSSION INSTRUMENTS.
>>THOSE WILL BE AT TUBA, PERCUSSION INSTRUMENTS.
>>THOSE WILL BE AT THE TUBA, PERCUSSION INSTRUMENTS.
>>THOSE WILL BE AT THE SCHOOL>>THOSE WILL BE AT THE SCHOOL>>THOSE WILL BE AT THE SCHOOL
FOR>>THOSE WILL BE AT THE SCHOOL
FOR KIDS>>THOSE WILL BE AT THE SCHOOL
FOR KIDS TO>>THOSE WILL BE AT THE SCHOOL
FOR KIDS TO USE? FOR KIDS TO USE? FOR KIDS TO USE?
>>FOR KIDS TO USE?
>>ABSOLUTELY.>>ABSOLUTELY.>>ABSOLUTELY.
A>>ABSOLUTELY.
A GOOD>>ABSOLUTELY.
A GOOD TUBA>>ABSOLUTELY.
A GOOD TUBA COST>>ABSOLUTELY.
A GOOD TUBA COST $5000>>ABSOLUTELY.
A GOOD TUBA COST $5000 FOR>>ABSOLUTELY.
A GOOD TUBA COST $5000 FOR ONE. A GOOD TUBA COST $5000 FOR ONE. A GOOD TUBA COST $5000 FOR ONE.
AND A GOOD TUBA COST $5000 FOR ONE.
AND YOU A GOOD TUBA COST $5000 FOR ONE.
AND YOU WANT A GOOD TUBA COST $5000 FOR ONE.
AND YOU WANT A A GOOD TUBA COST $5000 FOR ONE.
AND YOU WANT A BUNCH A GOOD TUBA COST $5000 FOR ONE.
AND YOU WANT A BUNCH OF A GOOD TUBA COST $5000 FOR ONE.
AND YOU WANT A BUNCH OF THOSE. AND YOU WANT A BUNCH OF THOSE. AND YOU WANT A BUNCH OF THOSE.
>>AND YOU WANT A BUNCH OF THOSE.
>>WHY AND YOU WANT A BUNCH OF THOSE.
>>WHY IS AND YOU WANT A BUNCH OF THOSE.
>>WHY IS IT AND YOU WANT A BUNCH OF THOSE.
>>WHY IS IT SO AND YOU WANT A BUNCH OF THOSE.
>>WHY IS IT SO IMPORTANT AND YOU WANT A BUNCH OF THOSE.
>>WHY IS IT SO IMPORTANT FOR>>WHY IS IT SO IMPORTANT FOR>>WHY IS IT SO IMPORTANT FOR
YOU>>WHY IS IT SO IMPORTANT FOR
YOU TO>>WHY IS IT SO IMPORTANT FOR
YOU TO MAKE>>WHY IS IT SO IMPORTANT FOR
YOU TO MAKE THAT>>WHY IS IT SO IMPORTANT FOR
YOU TO MAKE THAT POSSIBLE>>WHY IS IT SO IMPORTANT FOR
YOU TO MAKE THAT POSSIBLE FOR YOU TO MAKE THAT POSSIBLE FOR YOU TO MAKE THAT POSSIBLE FOR
THE YOU TO MAKE THAT POSSIBLE FOR
THE KIDS YOU TO MAKE THAT POSSIBLE FOR
THE KIDS TO YOU TO MAKE THAT POSSIBLE FOR
THE KIDS TO HAVE YOU TO MAKE THAT POSSIBLE FOR
THE KIDS TO HAVE AN YOU TO MAKE THAT POSSIBLE FOR
THE KIDS TO HAVE AN INSTRUMENT THE KIDS TO HAVE AN INSTRUMENT THE KIDS TO HAVE AN INSTRUMENT
TO THE KIDS TO HAVE AN INSTRUMENT
TO PLAY? TO PLAY? TO PLAY?
>>TO PLAY?
>>THIS TO PLAY?
>>THIS GENTLEMAN, TO PLAY?
>>THIS GENTLEMAN, A TO PLAY?
>>THIS GENTLEMAN, A LOT TO PLAY?
>>THIS GENTLEMAN, A LOT OF>>THIS GENTLEMAN, A LOT OF>>THIS GENTLEMAN, A LOT OF
PEOPLE>>THIS GENTLEMAN, A LOT OF
PEOPLE ARE>>THIS GENTLEMAN, A LOT OF
PEOPLE ARE FAMILIAR>>THIS GENTLEMAN, A LOT OF
PEOPLE ARE FAMILIAR WITH. PEOPLE ARE FAMILIAR WITH. PEOPLE ARE FAMILIAR WITH.
HE PEOPLE ARE FAMILIAR WITH.
HE IS PEOPLE ARE FAMILIAR WITH.
HE IS THE PEOPLE ARE FAMILIAR WITH.
HE IS THE CONDUCTOR PEOPLE ARE FAMILIAR WITH.
HE IS THE CONDUCTOR OF PEOPLE ARE FAMILIAR WITH.
HE IS THE CONDUCTOR OF THE PEOPLE ARE FAMILIAR WITH.
HE IS THE CONDUCTOR OF THE LA HE IS THE CONDUCTOR OF THE LA HE IS THE CONDUCTOR OF THE LA
PHILHARMONIC. PHILHARMONIC. PHILHARMONIC.
I PHILHARMONIC.
I WANT PHILHARMONIC.
I WANT TO PHILHARMONIC.
I WANT TO SAY PHILHARMONIC.
I WANT TO SAY HE PHILHARMONIC.
I WANT TO SAY HE IS PHILHARMONIC.
I WANT TO SAY HE IS FROM I WANT TO SAY HE IS FROM I WANT TO SAY HE IS FROM
BRAZIL, I WANT TO SAY HE IS FROM
BRAZIL, CORRECT I WANT TO SAY HE IS FROM
BRAZIL, CORRECT ME I WANT TO SAY HE IS FROM
BRAZIL, CORRECT ME IF I WANT TO SAY HE IS FROM
BRAZIL, CORRECT ME IF I’M BRAZIL, CORRECT ME IF I’M BRAZIL, CORRECT ME IF I’M
WRONG. WRONG. WRONG.
HE WRONG.
HE WAS WRONG.
HE WAS PART WRONG.
HE WAS PART OF WRONG.
HE WAS PART OF THIS WRONG.
HE WAS PART OF THIS THING HE WAS PART OF THIS THING HE WAS PART OF THIS THING
CALLED HE WAS PART OF THIS THING
CALLED THE HE WAS PART OF THIS THING
CALLED THE SIMONE HE WAS PART OF THIS THING
CALLED THE SIMONE BOULEVARD CALLED THE SIMONE BOULEVARD CALLED THE SIMONE BOULEVARD
YOUTH CALLED THE SIMONE BOULEVARD
YOUTH ORCHESTRA, CALLED THE SIMONE BOULEVARD
YOUTH ORCHESTRA, AND CALLED THE SIMONE BOULEVARD
YOUTH ORCHESTRA, AND AN YOUTH ORCHESTRA, AND AN YOUTH ORCHESTRA, AND AN
AFTERSCHOOL YOUTH ORCHESTRA, AND AN
AFTERSCHOOL PROGRAM YOUTH ORCHESTRA, AND AN
AFTERSCHOOL PROGRAM WHICH YOUTH ORCHESTRA, AND AN
AFTERSCHOOL PROGRAM WHICH IS AFTERSCHOOL PROGRAM WHICH IS AFTERSCHOOL PROGRAM WHICH IS
FOR AFTERSCHOOL PROGRAM WHICH IS
FOR YOU AFTERSCHOOL PROGRAM WHICH IS
FOR YOU TO AFTERSCHOOL PROGRAM WHICH IS
FOR YOU TO LEARN AFTERSCHOOL PROGRAM WHICH IS
FOR YOU TO LEARN HOW AFTERSCHOOL PROGRAM WHICH IS
FOR YOU TO LEARN HOW TO AFTERSCHOOL PROGRAM WHICH IS
FOR YOU TO LEARN HOW TO PLAY AFTERSCHOOL PROGRAM WHICH IS
FOR YOU TO LEARN HOW TO PLAY AN FOR YOU TO LEARN HOW TO PLAY AN FOR YOU TO LEARN HOW TO PLAY AN
INSTRUMENT. INSTRUMENT. INSTRUMENT.
HE INSTRUMENT.
HE CAME INSTRUMENT.
HE CAME FROM INSTRUMENT.
HE CAME FROM A INSTRUMENT.
HE CAME FROM A VERY INSTRUMENT.
HE CAME FROM A VERY POOR INSTRUMENT.
HE CAME FROM A VERY POOR HOME HE CAME FROM A VERY POOR HOME HE CAME FROM A VERY POOR HOME
BUT HE CAME FROM A VERY POOR HOME
BUT MUSIC HE CAME FROM A VERY POOR HOME
BUT MUSIC GAVE HE CAME FROM A VERY POOR HOME
BUT MUSIC GAVE HIM HE CAME FROM A VERY POOR HOME
BUT MUSIC GAVE HIM WHAT HE CAME FROM A VERY POOR HOME
BUT MUSIC GAVE HIM WHAT HE BUT MUSIC GAVE HIM WHAT HE BUT MUSIC GAVE HIM WHAT HE
NEEDED BUT MUSIC GAVE HIM WHAT HE
NEEDED TO BUT MUSIC GAVE HIM WHAT HE
NEEDED TO RISE BUT MUSIC GAVE HIM WHAT HE
NEEDED TO RISE UP BUT MUSIC GAVE HIM WHAT HE
NEEDED TO RISE UP AND BUT MUSIC GAVE HIM WHAT HE
NEEDED TO RISE UP AND DO NEEDED TO RISE UP AND DO NEEDED TO RISE UP AND DO
SOMETHING NEEDED TO RISE UP AND DO
SOMETHING GREAT NEEDED TO RISE UP AND DO
SOMETHING GREAT FOR NEEDED TO RISE UP AND DO
SOMETHING GREAT FOR HIMSELF NEEDED TO RISE UP AND DO
SOMETHING GREAT FOR HIMSELF AND SOMETHING GREAT FOR HIMSELF AND SOMETHING GREAT FOR HIMSELF AND
HIS SOMETHING GREAT FOR HIMSELF AND
HIS FAMILY. HIS FAMILY. HIS FAMILY.
NOW HIS FAMILY.
NOW HE HIS FAMILY.
NOW HE IS HIS FAMILY.
NOW HE IS THE HIS FAMILY.
NOW HE IS THE CONDUCTOR HIS FAMILY.
NOW HE IS THE CONDUCTOR OF HIS FAMILY.
NOW HE IS THE CONDUCTOR OF THE NOW HE IS THE CONDUCTOR OF THE NOW HE IS THE CONDUCTOR OF THE
LA NOW HE IS THE CONDUCTOR OF THE
LA PHILHARMONIC. LA PHILHARMONIC. LA PHILHARMONIC.
I LA PHILHARMONIC.
I THINK LA PHILHARMONIC.
I THINK TO LA PHILHARMONIC.
I THINK TO MYSELF LA PHILHARMONIC.
I THINK TO MYSELF I LA PHILHARMONIC.
I THINK TO MYSELF I WANT LA PHILHARMONIC.
I THINK TO MYSELF I WANT TO LA PHILHARMONIC.
I THINK TO MYSELF I WANT TO BE I THINK TO MYSELF I WANT TO BE I THINK TO MYSELF I WANT TO BE
ABLE I THINK TO MYSELF I WANT TO BE
ABLE TO I THINK TO MYSELF I WANT TO BE
ABLE TO PROVIDE I THINK TO MYSELF I WANT TO BE
ABLE TO PROVIDE THAT. ABLE TO PROVIDE THAT. ABLE TO PROVIDE THAT.
IF ABLE TO PROVIDE THAT.
IF THERE’S ABLE TO PROVIDE THAT.
IF THERE’S A ABLE TO PROVIDE THAT.
IF THERE’S A STUDENT ABLE TO PROVIDE THAT.
IF THERE’S A STUDENT AT ABLE TO PROVIDE THAT.
IF THERE’S A STUDENT AT MY IF THERE’S A STUDENT AT MY IF THERE’S A STUDENT AT MY
SCHOOL IF THERE’S A STUDENT AT MY
SCHOOL LIKE IF THERE’S A STUDENT AT MY
SCHOOL LIKE THAT IF THERE’S A STUDENT AT MY
SCHOOL LIKE THAT THAT IF THERE’S A STUDENT AT MY
SCHOOL LIKE THAT THAT REALLY SCHOOL LIKE THAT THAT REALLY SCHOOL LIKE THAT THAT REALLY
NEEDS SCHOOL LIKE THAT THAT REALLY
NEEDS EXTRA SCHOOL LIKE THAT THAT REALLY
NEEDS EXTRA HELP SCHOOL LIKE THAT THAT REALLY
NEEDS EXTRA HELP OR SCHOOL LIKE THAT THAT REALLY
NEEDS EXTRA HELP OR SOMETHING NEEDS EXTRA HELP OR SOMETHING NEEDS EXTRA HELP OR SOMETHING
THAT NEEDS EXTRA HELP OR SOMETHING
THAT IS NEEDS EXTRA HELP OR SOMETHING
THAT IS GOING NEEDS EXTRA HELP OR SOMETHING
THAT IS GOING TO NEEDS EXTRA HELP OR SOMETHING
THAT IS GOING TO MAKE NEEDS EXTRA HELP OR SOMETHING
THAT IS GOING TO MAKE THEM NEEDS EXTRA HELP OR SOMETHING
THAT IS GOING TO MAKE THEM MAKE THAT IS GOING TO MAKE THEM MAKE THAT IS GOING TO MAKE THEM MAKE
A THAT IS GOING TO MAKE THEM MAKE
A BETTER THAT IS GOING TO MAKE THEM MAKE
A BETTER LIFE THAT IS GOING TO MAKE THEM MAKE
A BETTER LIFE FOR THAT IS GOING TO MAKE THEM MAKE
A BETTER LIFE FOR THEMSELVES A BETTER LIFE FOR THEMSELVES A BETTER LIFE FOR THEMSELVES
AND A BETTER LIFE FOR THEMSELVES
AND THAT A BETTER LIFE FOR THEMSELVES
AND THAT IS A BETTER LIFE FOR THEMSELVES
AND THAT IS SO A BETTER LIFE FOR THEMSELVES
AND THAT IS SO IMPORTANT. AND THAT IS SO IMPORTANT. AND THAT IS SO IMPORTANT.
>>AND THAT IS SO IMPORTANT.
>>THE AND THAT IS SO IMPORTANT.
>>THE FUNDRAISER AND THAT IS SO IMPORTANT.
>>THE FUNDRAISER IS AND THAT IS SO IMPORTANT.
>>THE FUNDRAISER IS GOING AND THAT IS SO IMPORTANT.
>>THE FUNDRAISER IS GOING TO>>THE FUNDRAISER IS GOING TO>>THE FUNDRAISER IS GOING TO
BE>>THE FUNDRAISER IS GOING TO
BE OPEN>>THE FUNDRAISER IS GOING TO
BE OPEN FOR>>THE FUNDRAISER IS GOING TO
BE OPEN FOR A>>THE FUNDRAISER IS GOING TO
BE OPEN FOR A LITTLE>>THE FUNDRAISER IS GOING TO
BE OPEN FOR A LITTLE WHILE BE OPEN FOR A LITTLE WHILE BE OPEN FOR A LITTLE WHILE
LONGER. LONGER. LONGER.
>>LONGER.
>>YES LONGER.
>>YES IT LONGER.
>>YES IT WILL LONGER.
>>YES IT WILL BE.>>YES IT WILL BE.>>YES IT WILL BE.
I>>YES IT WILL BE.
I AM>>YES IT WILL BE.
I AM SITTING>>YES IT WILL BE.
I AM SITTING AT>>YES IT WILL BE.
I AM SITTING AT ABOUT>>YES IT WILL BE.
I AM SITTING AT ABOUT $5000 I AM SITTING AT ABOUT $5000 I AM SITTING AT ABOUT $5000
RIGHT I AM SITTING AT ABOUT $5000
RIGHT NOW. RIGHT NOW. RIGHT NOW.
I RIGHT NOW.
I WOULD RIGHT NOW.
I WOULD LIKE RIGHT NOW.
I WOULD LIKE TO RIGHT NOW.
I WOULD LIKE TO RAISE RIGHT NOW.
I WOULD LIKE TO RAISE MORE RIGHT NOW.
I WOULD LIKE TO RAISE MORE THAN I WOULD LIKE TO RAISE MORE THAN I WOULD LIKE TO RAISE MORE THAN
THAT. THAT. THAT.
>>THAT.
>>HOPEFULLY THAT.
>>HOPEFULLY THIS THAT.
>>HOPEFULLY THIS WILL THAT.
>>HOPEFULLY THIS WILL HELP THAT.
>>HOPEFULLY THIS WILL HELP GET>>HOPEFULLY THIS WILL HELP GET>>HOPEFULLY THIS WILL HELP GET
THE>>HOPEFULLY THIS WILL HELP GET
THE WORD>>HOPEFULLY THIS WILL HELP GET
THE WORD OUT? THE WORD OUT? THE WORD OUT?
PEOPLE THE WORD OUT?
PEOPLE THAT THE WORD OUT?
PEOPLE THAT HAVE THE WORD OUT?
PEOPLE THAT HAVE DONATED, THE WORD OUT?
PEOPLE THAT HAVE DONATED, I PEOPLE THAT HAVE DONATED, I PEOPLE THAT HAVE DONATED, I
CAN’T PEOPLE THAT HAVE DONATED, I
CAN’T THANK PEOPLE THAT HAVE DONATED, I
CAN’T THANK THEM PEOPLE THAT HAVE DONATED, I
CAN’T THANK THEM ENOUGH. CAN’T THANK THEM ENOUGH. CAN’T THANK THEM ENOUGH.
THIS CAN’T THANK THEM ENOUGH.
THIS HAS CAN’T THANK THEM ENOUGH.
THIS HAS BEEN CAN’T THANK THEM ENOUGH.
THIS HAS BEEN A CAN’T THANK THEM ENOUGH.
THIS HAS BEEN A LOT CAN’T THANK THEM ENOUGH.
THIS HAS BEEN A LOT OF CAN’T THANK THEM ENOUGH.
THIS HAS BEEN A LOT OF WORK. THIS HAS BEEN A LOT OF WORK. THIS HAS BEEN A LOT OF WORK.
>>THIS HAS BEEN A LOT OF WORK.
>>I THIS HAS BEEN A LOT OF WORK.
>>I CAN THIS HAS BEEN A LOT OF WORK.
>>I CAN IMAGINE.>>I CAN IMAGINE.>>I CAN IMAGINE.
>>>>I CAN IMAGINE.
>>AS>>I CAN IMAGINE.
>>AS FAR>>I CAN IMAGINE.
>>AS FAR AS>>I CAN IMAGINE.
>>AS FAR AS YOUR>>I CAN IMAGINE.
>>AS FAR AS YOUR PHYSICAL>>AS FAR AS YOUR PHYSICAL>>AS FAR AS YOUR PHYSICAL
RECOVERY,>>AS FAR AS YOUR PHYSICAL
RECOVERY, I>>AS FAR AS YOUR PHYSICAL
RECOVERY, I IMAGINE>>AS FAR AS YOUR PHYSICAL
RECOVERY, I IMAGINE IT>>AS FAR AS YOUR PHYSICAL
RECOVERY, I IMAGINE IT TAKES>>AS FAR AS YOUR PHYSICAL
RECOVERY, I IMAGINE IT TAKES A RECOVERY, I IMAGINE IT TAKES A RECOVERY, I IMAGINE IT TAKES A
FEW RECOVERY, I IMAGINE IT TAKES A
FEW DAYS RECOVERY, I IMAGINE IT TAKES A
FEW DAYS OR RECOVERY, I IMAGINE IT TAKES A
FEW DAYS OR SO, RECOVERY, I IMAGINE IT TAKES A
FEW DAYS OR SO, A RECOVERY, I IMAGINE IT TAKES A
FEW DAYS OR SO, A WEEK RECOVERY, I IMAGINE IT TAKES A
FEW DAYS OR SO, A WEEK OR RECOVERY, I IMAGINE IT TAKES A
FEW DAYS OR SO, A WEEK OR MORE FEW DAYS OR SO, A WEEK OR MORE FEW DAYS OR SO, A WEEK OR MORE
TO FEW DAYS OR SO, A WEEK OR MORE
TO RECOVER FEW DAYS OR SO, A WEEK OR MORE
TO RECOVER FROM FEW DAYS OR SO, A WEEK OR MORE
TO RECOVER FROM AN FEW DAYS OR SO, A WEEK OR MORE
TO RECOVER FROM AN EXERTION TO RECOVER FROM AN EXERTION TO RECOVER FROM AN EXERTION
LIKE TO RECOVER FROM AN EXERTION
LIKE THAT, TO RECOVER FROM AN EXERTION
LIKE THAT, RIGHT? LIKE THAT, RIGHT? LIKE THAT, RIGHT?
FROM LIKE THAT, RIGHT?
FROM THE LIKE THAT, RIGHT?
FROM THE RACE. FROM THE RACE. FROM THE RACE.
>>FROM THE RACE.
>>ABSOLUTELY.>>ABSOLUTELY.>>ABSOLUTELY.
I>>ABSOLUTELY.
I HAVE>>ABSOLUTELY.
I HAVE BEEN>>ABSOLUTELY.
I HAVE BEEN DOING>>ABSOLUTELY.
I HAVE BEEN DOING THE>>ABSOLUTELY.
I HAVE BEEN DOING THE 100’S>>ABSOLUTELY.
I HAVE BEEN DOING THE 100’S FOR I HAVE BEEN DOING THE 100’S FOR I HAVE BEEN DOING THE 100’S FOR
A I HAVE BEEN DOING THE 100’S FOR
A WHILE. A WHILE. A WHILE.
A A WHILE.
A FEW A WHILE.
A FEW YEARS A WHILE.
A FEW YEARS BACK A WHILE.
A FEW YEARS BACK I A WHILE.
A FEW YEARS BACK I DID A WHILE.
A FEW YEARS BACK I DID 300 A WHILE.
A FEW YEARS BACK I DID 300 IN A WHILE.
A FEW YEARS BACK I DID 300 IN A A FEW YEARS BACK I DID 300 IN A A FEW YEARS BACK I DID 300 IN A
ROW. ROW. ROW.
THEY ROW.
THEY WERE ROW.
THEY WERE ABOUT ROW.
THEY WERE ABOUT A ROW.
THEY WERE ABOUT A MONTH ROW.
THEY WERE ABOUT A MONTH AFTER THEY WERE ABOUT A MONTH AFTER THEY WERE ABOUT A MONTH AFTER
EACH THEY WERE ABOUT A MONTH AFTER
EACH OTHER. EACH OTHER. EACH OTHER.
IT EACH OTHER.
IT WAS EACH OTHER.
IT WAS 150 EACH OTHER.
IT WAS 150 MILER, EACH OTHER.
IT WAS 150 MILER, THEN EACH OTHER.
IT WAS 150 MILER, THEN A EACH OTHER.
IT WAS 150 MILER, THEN A MONTH IT WAS 150 MILER, THEN A MONTH IT WAS 150 MILER, THEN A MONTH
LATER IT WAS 150 MILER, THEN A MONTH
LATER I IT WAS 150 MILER, THEN A MONTH
LATER I DID IT WAS 150 MILER, THEN A MONTH
LATER I DID ANOTHER, IT WAS 150 MILER, THEN A MONTH
LATER I DID ANOTHER, FOR IT WAS 150 MILER, THEN A MONTH
LATER I DID ANOTHER, FOR ME IT WAS 150 MILER, THEN A MONTH
LATER I DID ANOTHER, FOR ME TO LATER I DID ANOTHER, FOR ME TO LATER I DID ANOTHER, FOR ME TO
RECOVER LATER I DID ANOTHER, FOR ME TO
RECOVER FROM LATER I DID ANOTHER, FOR ME TO
RECOVER FROM THIS LATER I DID ANOTHER, FOR ME TO
RECOVER FROM THIS THING, LATER I DID ANOTHER, FOR ME TO
RECOVER FROM THIS THING, I LATER I DID ANOTHER, FOR ME TO
RECOVER FROM THIS THING, I WENT RECOVER FROM THIS THING, I WENT RECOVER FROM THIS THING, I WENT
OUT RECOVER FROM THIS THING, I WENT
OUT FOR RECOVER FROM THIS THING, I WENT
OUT FOR A RECOVER FROM THIS THING, I WENT
OUT FOR A RUN RECOVER FROM THIS THING, I WENT
OUT FOR A RUN THIS RECOVER FROM THIS THING, I WENT
OUT FOR A RUN THIS MORNING RECOVER FROM THIS THING, I WENT
OUT FOR A RUN THIS MORNING WITH OUT FOR A RUN THIS MORNING WITH OUT FOR A RUN THIS MORNING WITH
MY OUT FOR A RUN THIS MORNING WITH
MY SON. MY SON. MY SON.
MY MY SON.
MY LEGS MY SON.
MY LEGS FELT MY SON.
MY LEGS FELT GREAT MY SON.
MY LEGS FELT GREAT BUT MY SON.
MY LEGS FELT GREAT BUT I MY SON.
MY LEGS FELT GREAT BUT I WAS MY LEGS FELT GREAT BUT I WAS MY LEGS FELT GREAT BUT I WAS
UNBELIEVABLY MY LEGS FELT GREAT BUT I WAS
UNBELIEVABLY EXHAUSTED. UNBELIEVABLY EXHAUSTED. UNBELIEVABLY EXHAUSTED.
IT UNBELIEVABLY EXHAUSTED.
IT CAN UNBELIEVABLY EXHAUSTED.
IT CAN TAKE UNBELIEVABLY EXHAUSTED.
IT CAN TAKE UPWARDS UNBELIEVABLY EXHAUSTED.
IT CAN TAKE UPWARDS OF UNBELIEVABLY EXHAUSTED.
IT CAN TAKE UPWARDS OF SIX IT CAN TAKE UPWARDS OF SIX IT CAN TAKE UPWARDS OF SIX
WEEKS. WEEKS. WEEKS.
IT WEEKS.
IT IS WEEKS.
IT IS NOT WEEKS.
IT IS NOT JUST WEEKS.
IT IS NOT JUST YOUR WEEKS.
IT IS NOT JUST YOUR MUSCLES WEEKS.
IT IS NOT JUST YOUR MUSCLES YOU IT IS NOT JUST YOUR MUSCLES YOU IT IS NOT JUST YOUR MUSCLES YOU
ARE IT IS NOT JUST YOUR MUSCLES YOU
ARE TAXING IT IS NOT JUST YOUR MUSCLES YOU
ARE TAXING IT IT IS NOT JUST YOUR MUSCLES YOU
ARE TAXING IT IS IT IS NOT JUST YOUR MUSCLES YOU
ARE TAXING IT IS YOUR IT IS NOT JUST YOUR MUSCLES YOU
ARE TAXING IT IS YOUR ENDOCRINE ARE TAXING IT IS YOUR ENDOCRINE ARE TAXING IT IS YOUR ENDOCRINE
SYSTEM ARE TAXING IT IS YOUR ENDOCRINE
SYSTEM AND ARE TAXING IT IS YOUR ENDOCRINE
SYSTEM AND EVERYTHING ARE TAXING IT IS YOUR ENDOCRINE
SYSTEM AND EVERYTHING ELSE ARE TAXING IT IS YOUR ENDOCRINE
SYSTEM AND EVERYTHING ELSE THAT SYSTEM AND EVERYTHING ELSE THAT SYSTEM AND EVERYTHING ELSE THAT
IS SYSTEM AND EVERYTHING ELSE THAT
IS GOING SYSTEM AND EVERYTHING ELSE THAT
IS GOING ON. IS GOING ON. IS GOING ON.
BASICALLY IS GOING ON.
BASICALLY KEEP IS GOING ON.
BASICALLY KEEP YOUR IS GOING ON.
BASICALLY KEEP YOUR CLOCK BASICALLY KEEP YOUR CLOCK BASICALLY KEEP YOUR CLOCK
TICKING. TICKING. TICKING.
>>TICKING.
>>BEST TICKING.
>>BEST OF TICKING.
>>BEST OF LUCK TICKING.
>>BEST OF LUCK ON TICKING.
>>BEST OF LUCK ON YOUR TICKING.
>>BEST OF LUCK ON YOUR NEXT>>BEST OF LUCK ON YOUR NEXT>>BEST OF LUCK ON YOUR NEXT
ULTRAMARATHON>>BEST OF LUCK ON YOUR NEXT
ULTRAMARATHON BECAUSE>>BEST OF LUCK ON YOUR NEXT
ULTRAMARATHON BECAUSE I’M>>BEST OF LUCK ON YOUR NEXT
ULTRAMARATHON BECAUSE I’M SURE ULTRAMARATHON BECAUSE I’M SURE ULTRAMARATHON BECAUSE I’M SURE
YOU ULTRAMARATHON BECAUSE I’M SURE
YOU WILL ULTRAMARATHON BECAUSE I’M SURE
YOU WILL DO ULTRAMARATHON BECAUSE I’M SURE
YOU WILL DO MORE. YOU WILL DO MORE. YOU WILL DO MORE.
ALSO YOU WILL DO MORE.
ALSO BEST YOU WILL DO MORE.
ALSO BEST OF YOU WILL DO MORE.
ALSO BEST OF LUCK YOU WILL DO MORE.
ALSO BEST OF LUCK PASSING YOU WILL DO MORE.
ALSO BEST OF LUCK PASSING ON ALSO BEST OF LUCK PASSING ON ALSO BEST OF LUCK PASSING ON
YOUR ALSO BEST OF LUCK PASSING ON
YOUR PASSION ALSO BEST OF LUCK PASSING ON
YOUR PASSION TO ALSO BEST OF LUCK PASSING ON
YOUR PASSION TO YOUR ALSO BEST OF LUCK PASSING ON
YOUR PASSION TO YOUR STUDENTS, YOUR PASSION TO YOUR STUDENTS, YOUR PASSION TO YOUR STUDENTS,
I YOUR PASSION TO YOUR STUDENTS,
I THINK YOUR PASSION TO YOUR STUDENTS,
I THINK THAT YOUR PASSION TO YOUR STUDENTS,
I THINK THAT IS YOUR PASSION TO YOUR STUDENTS,
I THINK THAT IS GREAT. I THINK THAT IS GREAT. I THINK THAT IS GREAT.
>>I THINK THAT IS GREAT.
>>I I THINK THAT IS GREAT.
>>I APPRECIATE I THINK THAT IS GREAT.
>>I APPRECIATE THAT.>>I APPRECIATE THAT.>>I APPRECIATE THAT.
>>>>I APPRECIATE THAT.
>>THINGS>>I APPRECIATE THAT.
>>THINGS ARE>>I APPRECIATE THAT.
>>THINGS ARE COMING>>I APPRECIATE THAT.
>>THINGS ARE COMING IN.>>THINGS ARE COMING IN.>>THINGS ARE COMING IN.
>>>>THINGS ARE COMING IN.
>>DID>>THINGS ARE COMING IN.
>>DID YOU>>THINGS ARE COMING IN.
>>DID YOU KNOW>>THINGS ARE COMING IN.
>>DID YOU KNOW A>>THINGS ARE COMING IN.
>>DID YOU KNOW A GOOD>>THINGS ARE COMING IN.
>>DID YOU KNOW A GOOD TUBA>>THINGS ARE COMING IN.
>>DID YOU KNOW A GOOD TUBA IS>>DID YOU KNOW A GOOD TUBA IS>>DID YOU KNOW A GOOD TUBA IS
$5000? $5000? $5000?
THAT $5000?
THAT IS $5000?
THAT IS WHY $5000?
THAT IS WHY BEN’S $5000?
THAT IS WHY BEN’S FUNDRAISING THAT IS WHY BEN’S FUNDRAISING THAT IS WHY BEN’S FUNDRAISING
GOAL THAT IS WHY BEN’S FUNDRAISING
GOAL IS THAT IS WHY BEN’S FUNDRAISING
GOAL IS $50,000. GOAL IS $50,000. GOAL IS $50,000.
HIS GOAL IS $50,000.
HIS FUNDRAISER GOAL IS $50,000.
HIS FUNDRAISER THROUGH GOAL IS $50,000.
HIS FUNDRAISER THROUGH GOFUNDME HIS FUNDRAISER THROUGH GOFUNDME HIS FUNDRAISER THROUGH GOFUNDME
IS HIS FUNDRAISER THROUGH GOFUNDME
IS STILL HIS FUNDRAISER THROUGH GOFUNDME
IS STILL GOING HIS FUNDRAISER THROUGH GOFUNDME
IS STILL GOING ON. IS STILL GOING ON. IS STILL GOING ON.
IF IS STILL GOING ON.
IF YOU’D IS STILL GOING ON.
IF YOU’D LIKE IS STILL GOING ON.
IF YOU’D LIKE TO IS STILL GOING ON.
IF YOU’D LIKE TO HELP, IS STILL GOING ON.
IF YOU’D LIKE TO HELP, YOU IS STILL GOING ON.
IF YOU’D LIKE TO HELP, YOU CAN IF YOU’D LIKE TO HELP, YOU CAN IF YOU’D LIKE TO HELP, YOU CAN
GO IF YOU’D LIKE TO HELP, YOU CAN
GO TO IF YOU’D LIKE TO HELP, YOU CAN
GO TO A IF YOU’D LIKE TO HELP, YOU CAN
GO TO A HOTLINK IF YOU’D LIKE TO HELP, YOU CAN
GO TO A HOTLINK ON IF YOU’D LIKE TO HELP, YOU CAN
GO TO A HOTLINK ON OUR IF YOU’D LIKE TO HELP, YOU CAN
GO TO A HOTLINK ON OUR WEBSITE GO TO A HOTLINK ON OUR WEBSITE GO TO A HOTLINK ON OUR WEBSITE
AT GO TO A HOTLINK ON OUR WEBSITE
AT WWW.KTVB.COM. AT WWW.KTVB.COM. AT WWW.KTVB.COM.
WHEN AT WWW.KTVB.COM.
WHEN WE AT WWW.KTVB.COM.
WHEN WE COMSEE AT WWW.KTVB.COM.
WHEN WE COMSEE THE AT WWW.KTVB.COM.
WHEN WE COMSEE THE IDAHO AT WWW.KTVB.COM.
WHEN WE COMSEE THE IDAHO EVENTS CALENDAR. CALENDAR.
NOTHING CALENDAR.
NOTHING KICKS CALENDAR.
NOTHING KICKS OFF CALENDAR.
NOTHING KICKS OFF THE CALENDAR.
NOTHING KICKS OFF THE
RODEO CALENDAR.
NOTHING KICKS OFF THE
RODEO BETTER CALENDAR.
NOTHING KICKS OFF THE
RODEO BETTER THAN CALENDAR.
NOTHING KICKS OFF THE
RODEO BETTER THAN A NOTHING KICKS OFF THE
RODEO BETTER THAN A NOTHING KICKS OFF THE
RODEO BETTER THAN A
HEARTY NOTHING KICKS OFF THE
RODEO BETTER THAN A
HEARTY COWBOY RODEO BETTER THAN A
HEARTY COWBOY RODEO BETTER THAN A
HEARTY COWBOY
BREAKFAST! HEARTY COWBOY
BREAKFAST! HEARTY COWBOY
BREAKFAST!
THE HEARTY COWBOY
BREAKFAST!
THE 85TH HEARTY COWBOY
BREAKFAST!
THE 85TH ANNUAL BREAKFAST!
THE 85TH ANNUAL BREAKFAST!
THE 85TH ANNUAL
CALDWELL BREAKFAST!
THE 85TH ANNUAL
CALDWELL CHAMBER BREAKFAST!
THE 85TH ANNUAL
CALDWELL CHAMBER OF THE 85TH ANNUAL
CALDWELL CHAMBER OF THE 85TH ANNUAL
CALDWELL CHAMBER OF
COMMERCE THE 85TH ANNUAL
CALDWELL CHAMBER OF
COMMERCE BUCKAROO CALDWELL CHAMBER OF
COMMERCE BUCKAROO CALDWELL CHAMBER OF
COMMERCE BUCKAROO
BREAKFAST, CALDWELL CHAMBER OF
COMMERCE BUCKAROO
BREAKFAST, AUGUST CALDWELL CHAMBER OF
COMMERCE BUCKAROO
BREAKFAST, AUGUST 13TH COMMERCE BUCKAROO
BREAKFAST, AUGUST 13TH COMMERCE BUCKAROO
BREAKFAST, AUGUST 13TH
TO COMMERCE BUCKAROO
BREAKFAST, AUGUST 13TH
TO 17TH COMMERCE BUCKAROO
BREAKFAST, AUGUST 13TH
TO 17TH — COMMERCE BUCKAROO
BREAKFAST, AUGUST 13TH
TO 17TH — IS COMMERCE BUCKAROO
BREAKFAST, AUGUST 13TH
TO 17TH — IS A COMMERCE BUCKAROO
BREAKFAST, AUGUST 13TH
TO 17TH — IS A FAMILY BREAKFAST, AUGUST 13TH
TO 17TH — IS A FAMILY BREAKFAST, AUGUST 13TH
TO 17TH — IS A FAMILY
EVENT BREAKFAST, AUGUST 13TH
TO 17TH — IS A FAMILY
EVENT WITH BREAKFAST, AUGUST 13TH
TO 17TH — IS A FAMILY
EVENT WITH MUSIC, BREAKFAST, AUGUST 13TH
TO 17TH — IS A FAMILY
EVENT WITH MUSIC, KID’S TO 17TH — IS A FAMILY
EVENT WITH MUSIC, KID’S TO 17TH — IS A FAMILY
EVENT WITH MUSIC, KID’S
ACTIVITIES, TO 17TH — IS A FAMILY
EVENT WITH MUSIC, KID’S
ACTIVITIES, LIVE EVENT WITH MUSIC, KID’S
ACTIVITIES, LIVE EVENT WITH MUSIC, KID’S
ACTIVITIES, LIVE
ENTERTAINMENT, EVENT WITH MUSIC, KID’S
ACTIVITIES, LIVE
ENTERTAINMENT, AND ACTIVITIES, LIVE
ENTERTAINMENT, AND ACTIVITIES, LIVE
ENTERTAINMENT, AND
MORE. ENTERTAINMENT, AND
MORE. ENTERTAINMENT, AND
MORE.
A ENTERTAINMENT, AND
MORE.
A SMALL ENTERTAINMENT, AND
MORE.
A SMALL FEE ENTERTAINMENT, AND
MORE.
A SMALL FEE GETS ENTERTAINMENT, AND
MORE.
A SMALL FEE GETS YOU MORE.
A SMALL FEE GETS YOU MORE.
A SMALL FEE GETS YOU
GET MORE.
A SMALL FEE GETS YOU
GET A MORE.
A SMALL FEE GETS YOU
GET A GREAT MORE.
A SMALL FEE GETS YOU
GET A GREAT BREAKFAST A SMALL FEE GETS YOU
GET A GREAT BREAKFAST A SMALL FEE GETS YOU
GET A GREAT BREAKFAST
AND A SMALL FEE GETS YOU
GET A GREAT BREAKFAST
AND KIDS A SMALL FEE GETS YOU
GET A GREAT BREAKFAST
AND KIDS 10 A SMALL FEE GETS YOU
GET A GREAT BREAKFAST
AND KIDS 10 AND A SMALL FEE GETS YOU
GET A GREAT BREAKFAST
AND KIDS 10 AND UNDER GET A GREAT BREAKFAST
AND KIDS 10 AND UNDER GET A GREAT BREAKFAST
AND KIDS 10 AND UNDER
EAT GET A GREAT BREAKFAST
AND KIDS 10 AND UNDER
EAT FREE GET A GREAT BREAKFAST
AND KIDS 10 AND UNDER
EAT FREE WITH GET A GREAT BREAKFAST
AND KIDS 10 AND UNDER
EAT FREE WITH A AND KIDS 10 AND UNDER
EAT FREE WITH A AND KIDS 10 AND UNDER
EAT FREE WITH A
COLORING AND KIDS 10 AND UNDER
EAT FREE WITH A
COLORING PAGE EAT FREE WITH A
COLORING PAGE EAT FREE WITH A
COLORING PAGE
AVAILABLE EAT FREE WITH A
COLORING PAGE
AVAILABLE AT EAT FREE WITH A
COLORING PAGE
AVAILABLE AT D&B EAT FREE WITH A
COLORING PAGE
AVAILABLE AT D&B SUPPLY COLORING PAGE
AVAILABLE AT D&B SUPPLY COLORING PAGE
AVAILABLE AT D&B SUPPLY
AND COLORING PAGE
AVAILABLE AT D&B SUPPLY
AND WEST COLORING PAGE
AVAILABLE AT D&B SUPPLY
AND WEST VALLEY AVAILABLE AT D&B SUPPLY
AND WEST VALLEY AVAILABLE AT D&B SUPPLY
AND WEST VALLEY
MEDICAL AVAILABLE AT D&B SUPPLY
AND WEST VALLEY
MEDICAL CENTER. AND WEST VALLEY
MEDICAL CENTER. AND WEST VALLEY
MEDICAL CENTER.
DON’T AND WEST VALLEY
MEDICAL CENTER.
DON’T MISS AND WEST VALLEY
MEDICAL CENTER.
DON’T MISS THIS MEDICAL CENTER.
DON’T MISS THIS MEDICAL CENTER.
DON’T MISS THIS
CALDWELL MEDICAL CENTER.
DON’T MISS THIS
CALDWELL RODEO DON’T MISS THIS
CALDWELL RODEO DON’T MISS THIS
CALDWELL RODEO
TRADITION. CALDWELL RODEO
TRADITION.>>>>>>WHAT>>>WHAT EXACTLY>>>WHAT EXACTLY DOES>>>WHAT EXACTLY DOES IT>>>WHAT EXACTLY DOES IT TAKE>>>WHAT EXACTLY DOES IT TAKE
TO>>>WHAT EXACTLY DOES IT TAKE
TO MAKE>>>WHAT EXACTLY DOES IT TAKE
TO MAKE IT>>>WHAT EXACTLY DOES IT TAKE
TO MAKE IT TO>>>WHAT EXACTLY DOES IT TAKE
TO MAKE IT TO RACE>>>WHAT EXACTLY DOES IT TAKE
TO MAKE IT TO RACE AS>>>WHAT EXACTLY DOES IT TAKE
TO MAKE IT TO RACE AS GRUELING TO MAKE IT TO RACE AS GRUELING TO MAKE IT TO RACE AS GRUELING
AS TO MAKE IT TO RACE AS GRUELING
AS THE TO MAKE IT TO RACE AS GRUELING
AS THE BADWATER TO MAKE IT TO RACE AS GRUELING
AS THE BADWATER 135? AS THE BADWATER 135? AS THE BADWATER 135?
HERE’S AS THE BADWATER 135?
HERE’S WHAT’S AS THE BADWATER 135?
HERE’S WHAT’S BEEN AS THE BADWATER 135?
HERE’S WHAT’S BEEN BLESSING HERE’S WHAT’S BEEN BLESSING HERE’S WHAT’S BEEN BLESSING
TOLD HERE’S WHAT’S BEEN BLESSING
TOLD ME. TOLD ME. TOLD ME.
IN TOLD ME.
IN THE TOLD ME.
IN THE 39 TOLD ME.
IN THE 39 HOURS TOLD ME.
IN THE 39 HOURS IT TOLD ME.
IN THE 39 HOURS IT TOOK TOLD ME.
IN THE 39 HOURS IT TOOK HIM TOLD ME.
IN THE 39 HOURS IT TOOK HIM TO IN THE 39 HOURS IT TOOK HIM TO IN THE 39 HOURS IT TOOK HIM TO
FINISH IN THE 39 HOURS IT TOOK HIM TO
FINISH THE IN THE 39 HOURS IT TOOK HIM TO
FINISH THE RACE IN THE 39 HOURS IT TOOK HIM TO
FINISH THE RACE THAT IN THE 39 HOURS IT TOOK HIM TO
FINISH THE RACE THAT HE IN THE 39 HOURS IT TOOK HIM TO
FINISH THE RACE THAT HE BURNED FINISH THE RACE THAT HE BURNED FINISH THE RACE THAT HE BURNED
15,000 FINISH THE RACE THAT HE BURNED
15,000 CALORIES. 15,000 CALORIES. 15,000 CALORIES.
HE 15,000 CALORIES.
HE CONSUMED 15,000 CALORIES.
HE CONSUMED BETWEEN 15,000 CALORIES.
HE CONSUMED BETWEEN 6000 15,000 CALORIES.
HE CONSUMED BETWEEN 6000 AND HE CONSUMED BETWEEN 6000 AND HE CONSUMED BETWEEN 6000 AND
7000 HE CONSUMED BETWEEN 6000 AND
7000 CALORIES HE CONSUMED BETWEEN 6000 AND
7000 CALORIES IN HE CONSUMED BETWEEN 6000 AND
7000 CALORIES IN ULTRAMARATHON 7000 CALORIES IN ULTRAMARATHON 7000 CALORIES IN ULTRAMARATHON
MUNCHIES. MUNCHIES. MUNCHIES.
AND MUNCHIES.
AND HE MUNCHIES.
AND HE FOCUSED MUNCHIES.
AND HE FOCUSED ON MUNCHIES.
AND HE FOCUSED ON CARBS MUNCHIES.
AND HE FOCUSED ON CARBS AND AND HE FOCUSED ON CARBS AND AND HE FOCUSED ON CARBS AND
PROTEIN. PROTEIN. PROTEIN.
HAMBURGERS PROTEIN.
HAMBURGERS AND PROTEIN.
HAMBURGERS AND PIZZA PROTEIN.
HAMBURGERS AND PIZZA AS PROTEIN.
HAMBURGERS AND PIZZA AS WELL PROTEIN.
HAMBURGERS AND PIZZA AS WELL AS HAMBURGERS AND PIZZA AS WELL AS HAMBURGERS AND PIZZA AS WELL AS
BACON, HAMBURGERS AND PIZZA AS WELL AS
BACON, CRAPES, HAMBURGERS AND PIZZA AS WELL AS
BACON, CRAPES, AND HAMBURGERS AND PIZZA AS WELL AS
BACON, CRAPES, AND AN HAMBURGERS AND PIZZA AS WELL AS
BACON, CRAPES, AND AN ENTIRE BACON, CRAPES, AND AN ENTIRE BACON, CRAPES, AND AN ENTIRE
WATERMELON BACON, CRAPES, AND AN ENTIRE
WATERMELON AMONG BACON, CRAPES, AND AN ENTIRE
WATERMELON AMONG OTHER BACON, CRAPES, AND AN ENTIRE
WATERMELON AMONG OTHER THINGS. WATERMELON AMONG OTHER THINGS. WATERMELON AMONG OTHER THINGS.
PLUS WATERMELON AMONG OTHER THINGS.
PLUS YOU WATERMELON AMONG OTHER THINGS.
PLUS YOU DRINK WATERMELON AMONG OTHER THINGS.
PLUS YOU DRINK A WATERMELON AMONG OTHER THINGS.
PLUS YOU DRINK A LOT WATERMELON AMONG OTHER THINGS.
PLUS YOU DRINK A LOT OF WATERMELON AMONG OTHER THINGS.
PLUS YOU DRINK A LOT OF WATER, PLUS YOU DRINK A LOT OF WATER, PLUS YOU DRINK A LOT OF WATER,
COCONUT PLUS YOU DRINK A LOT OF WATER,
COCONUT WATER PLUS YOU DRINK A LOT OF WATER,
COCONUT WATER AND PLUS YOU DRINK A LOT OF WATER,
COCONUT WATER AND CAPPUCCINO’S. COCONUT WATER AND CAPPUCCINO’S. COCONUT WATER AND CAPPUCCINO’S.
HE COCONUT WATER AND CAPPUCCINO’S.
HE SAID COCONUT WATER AND CAPPUCCINO’S.
HE SAID THOSE COCONUT WATER AND CAPPUCCINO’S.
HE SAID THOSE REALLY COCONUT WATER AND CAPPUCCINO’S.
HE SAID THOSE REALLY HELPED. HE SAID THOSE REALLY HELPED. HE SAID THOSE REALLY HELPED.
AN HE SAID THOSE REALLY HELPED.
AN IMPRESSIVE HE SAID THOSE REALLY HELPED.
AN IMPRESSIVE MENU HE SAID THOSE REALLY HELPED.
AN IMPRESSIVE MENU TO HE SAID THOSE REALLY HELPED.
AN IMPRESSIVE MENU TO HELP HE SAID THOSE REALLY HELPED.
AN IMPRESSIVE MENU TO HELP THEM AN IMPRESSIVE MENU TO HELP THEM AN IMPRESSIVE MENU TO HELP THEM
COMPLETE AN IMPRESSIVE MENU TO HELP THEM
COMPLETE AN AN IMPRESSIVE MENU TO HELP THEM
COMPLETE AN IMPRESSIVE AN IMPRESSIVE MENU TO HELP THEM
COMPLETE AN IMPRESSIVE FEAT AN IMPRESSIVE MENU TO HELP THEM
COMPLETE AN IMPRESSIVE FEAT OF COMPLETE AN IMPRESSIVE FEAT OF COMPLETE AN IMPRESSIVE FEAT OF
ENDURANCE COMPLETE AN IMPRESSIVE FEAT OF
ENDURANCE AND COMPLETE AN IMPRESSIVE FEAT OF
ENDURANCE AND PERSEVERANCE. ENDURANCE AND PERSEVERANCE. ENDURANCE AND PERSEVERANCE.
BEN ENDURANCE AND PERSEVERANCE.
BEN SAID ENDURANCE AND PERSEVERANCE.
BEN SAID DOING ENDURANCE AND PERSEVERANCE.
BEN SAID DOING ULTRA ENDURANCE AND PERSEVERANCE.
BEN SAID DOING ULTRA MARATHONS BEN SAID DOING ULTRA MARATHONS BEN SAID DOING ULTRA MARATHONS
IS BEN SAID DOING ULTRA MARATHONS
IS DEFINITELY BEN SAID DOING ULTRA MARATHONS
IS DEFINITELY NOT BEN SAID DOING ULTRA MARATHONS
IS DEFINITELY NOT FOR BEN SAID DOING ULTRA MARATHONS
IS DEFINITELY NOT FOR EVERYONE IS DEFINITELY NOT FOR EVERYONE IS DEFINITELY NOT FOR EVERYONE
BUT IS DEFINITELY NOT FOR EVERYONE
BUT HE IS DEFINITELY NOT FOR EVERYONE
BUT HE LOVES IS DEFINITELY NOT FOR EVERYONE
BUT HE LOVES IT IS DEFINITELY NOT FOR EVERYONE
BUT HE LOVES IT AND IS DEFINITELY NOT FOR EVERYONE
BUT HE LOVES IT AND HE IS DEFINITELY NOT FOR EVERYONE
BUT HE LOVES IT AND HE PLANS IS DEFINITELY NOT FOR EVERYONE
BUT HE LOVES IT AND HE PLANS TO BUT HE LOVES IT AND HE PLANS TO BUT HE LOVES IT AND HE PLANS TO
RUN BUT HE LOVES IT AND HE PLANS TO
RUN THEM BUT HE LOVES IT AND HE PLANS TO
RUN THEM FOR BUT HE LOVES IT AND HE PLANS TO
RUN THEM FOR AS BUT HE LOVES IT AND HE PLANS TO
RUN THEM FOR AS LONG BUT HE LOVES IT AND HE PLANS TO
RUN THEM FOR AS LONG AS BUT HE LOVES IT AND HE PLANS TO
RUN THEM FOR AS LONG AS HE BUT HE LOVES IT AND HE PLANS TO
RUN THEM FOR AS LONG AS HE CAN. RUN THEM FOR AS LONG AS HE CAN. RUN THEM FOR AS LONG AS HE CAN.
IT RUN THEM FOR AS LONG AS HE CAN.
IT IS RUN THEM FOR AS LONG AS HE CAN.
IT IS CERTAINLY RUN THEM FOR AS LONG AS HE CAN.
IT IS CERTAINLY NOT RUN THEM FOR AS LONG AS HE CAN.
IT IS CERTAINLY NOT FOR RUN THEM FOR AS LONG AS HE CAN.
IT IS CERTAINLY NOT FOR ME RUN THEM FOR AS LONG AS HE CAN.
IT IS CERTAINLY NOT FOR ME I IT IS CERTAINLY NOT FOR ME I IT IS CERTAINLY NOT FOR ME I
CAN IT IS CERTAINLY NOT FOR ME I
CAN TELL IT IS CERTAINLY NOT FOR ME I
CAN TELL YOU IT IS CERTAINLY NOT FOR ME I
CAN TELL YOU THAT IT IS CERTAINLY NOT FOR ME I
CAN TELL YOU THAT MUCH. CAN TELL YOU THAT MUCH. CAN TELL YOU THAT MUCH.
I CAN TELL YOU THAT MUCH.
I WILL CAN TELL YOU THAT MUCH.
I WILL DEFINITELY CAN TELL YOU THAT MUCH.
I WILL DEFINITELY CHEER CAN TELL YOU THAT MUCH.
I WILL DEFINITELY CHEER HIM CAN TELL YOU THAT MUCH.
I WILL DEFINITELY CHEER HIM ON I WILL DEFINITELY CHEER HIM ON I WILL DEFINITELY CHEER HIM ON
AND I WILL DEFINITELY CHEER HIM ON
AND APPLAUD I WILL DEFINITELY CHEER HIM ON
AND APPLAUD HIS I WILL DEFINITELY CHEER HIM ON
AND APPLAUD HIS ACCOMPLISHMENT. AND APPLAUD HIS ACCOMPLISHMENT. AND APPLAUD HIS ACCOMPLISHMENT.
WE AND APPLAUD HIS ACCOMPLISHMENT.
WE HAVE AND APPLAUD HIS ACCOMPLISHMENT.
WE HAVE A AND APPLAUD HIS ACCOMPLISHMENT.
WE HAVE A LINK AND APPLAUD HIS ACCOMPLISHMENT.
WE HAVE A LINK TO AND APPLAUD HIS ACCOMPLISHMENT.
WE HAVE A LINK TO HIS AND APPLAUD HIS ACCOMPLISHMENT.
WE HAVE A LINK TO HIS GOFUNDME WE HAVE A LINK TO HIS GOFUNDME WE HAVE A LINK TO HIS GOFUNDME
PAGE WE HAVE A LINK TO HIS GOFUNDME
PAGE ON WE HAVE A LINK TO HIS GOFUNDME
PAGE ON WWW.KTVB.COM WE HAVE A LINK TO HIS GOFUNDME
PAGE ON WWW.KTVB.COM IF WE HAVE A LINK TO HIS GOFUNDME
PAGE ON WWW.KTVB.COM IF YOU PAGE ON WWW.KTVB.COM IF YOU PAGE ON WWW.KTVB.COM IF YOU
WOULD PAGE ON WWW.KTVB.COM IF YOU
WOULD LIKE PAGE ON WWW.KTVB.COM IF YOU
WOULD LIKE TO PAGE ON WWW.KTVB.COM IF YOU
WOULD LIKE TO MAKE PAGE ON WWW.KTVB.COM IF YOU
WOULD LIKE TO MAKE A PAGE ON WWW.KTVB.COM IF YOU
WOULD LIKE TO MAKE A DONATION WOULD LIKE TO MAKE A DONATION WOULD LIKE TO MAKE A DONATION
TO WOULD LIKE TO MAKE A DONATION
TO HELP WOULD LIKE TO MAKE A DONATION
TO HELP HIM WOULD LIKE TO MAKE A DONATION
TO HELP HIM RAISE WOULD LIKE TO MAKE A DONATION
TO HELP HIM RAISE MONEY WOULD LIKE TO MAKE A DONATION
TO HELP HIM RAISE MONEY TO WOULD LIKE TO MAKE A DONATION
TO HELP HIM RAISE MONEY TO MAKE TO HELP HIM RAISE MONEY TO MAKE TO HELP HIM RAISE MONEY TO MAKE
SURE TO HELP HIM RAISE MONEY TO MAKE
SURE ALL TO HELP HIM RAISE MONEY TO MAKE
SURE ALL OF TO HELP HIM RAISE MONEY TO MAKE
SURE ALL OF HIS TO HELP HIM RAISE MONEY TO MAKE
SURE ALL OF HIS STUDENTS TO HELP HIM RAISE MONEY TO MAKE
SURE ALL OF HIS STUDENTS CAN SURE ALL OF HIS STUDENTS CAN SURE ALL OF HIS STUDENTS CAN
LEARN SURE ALL OF HIS STUDENTS CAN
LEARN TO SURE ALL OF HIS STUDENTS CAN
LEARN TO PLAY SURE ALL OF HIS STUDENTS CAN
LEARN TO PLAY A SURE ALL OF HIS STUDENTS CAN
LEARN TO PLAY A BAND SURE ALL OF HIS STUDENTS CAN
LEARN TO PLAY A BAND INSTRUMENT LEARN TO PLAY A BAND INSTRUMENT LEARN TO PLAY A BAND INSTRUMENT
EVEN LEARN TO PLAY A BAND INSTRUMENT
EVEN IF LEARN TO PLAY A BAND INSTRUMENT
EVEN IF THEY LEARN TO PLAY A BAND INSTRUMENT
EVEN IF THEY CAN’T LEARN TO PLAY A BAND INSTRUMENT
EVEN IF THEY CAN’T AFFORD LEARN TO PLAY A BAND INSTRUMENT
EVEN IF THEY CAN’T AFFORD TO EVEN IF THEY CAN’T AFFORD TO EVEN IF THEY CAN’T AFFORD TO
BUY EVEN IF THEY CAN’T AFFORD TO
BUY ONE EVEN IF THEY CAN’T AFFORD TO
BUY ONE OF EVEN IF THEY CAN’T AFFORD TO
BUY ONE OF THEIR EVEN IF THEY CAN’T AFFORD TO
BUY ONE OF THEIR OWN. BUY ONE OF THEIR OWN. BUY ONE OF THEIR OWN.
THAT BUY ONE OF THEIR OWN.
THAT IS BUY ONE OF THEIR OWN.
THAT IS ALL BUY ONE OF THEIR OWN.
THAT IS ALL OF BUY ONE OF THEIR OWN.
THAT IS ALL OF OUR BUY ONE OF THEIR OWN.
THAT IS ALL OF OUR TIME BUY ONE OF THEIR OWN.
THAT IS ALL OF OUR TIME FOR THAT IS ALL OF OUR TIME FOR THAT IS ALL OF OUR TIME FOR
THIS THAT IS ALL OF OUR TIME FOR
THIS WEEK’S THAT IS ALL OF OUR TIME FOR
THIS WEEK’S VIEWPOINTS. THIS WEEK’S VIEWPOINTS. THIS WEEK’S VIEWPOINTS.
TAKE THIS WEEK’S VIEWPOINTS.
TAKE YOU THIS WEEK’S VIEWPOINTS.
TAKE YOU SO THIS WEEK’S VIEWPOINTS.
TAKE YOU SO MUCH THIS WEEK’S VIEWPOINTS.
TAKE YOU SO MUCH FOR THIS WEEK’S VIEWPOINTS.
TAKE YOU SO MUCH FOR WATCHING. TAKE YOU SO MUCH FOR WATCHING. TAKE YOU SO MUCH FOR WATCHING.
I TAKE YOU SO MUCH FOR WATCHING.
I AM TAKE YOU SO MUCH FOR WATCHING.
I AM DOUG TAKE YOU SO MUCH FOR WATCHING.
I AM DOUG PETCASH. I AM DOUG PETCASH. I AM DOUG PETCASH.
I I AM DOUG PETCASH.
I WILL I AM DOUG PETCASH.
I WILL SEE I AM DOUG PETCASH.
I WILL SEE YOU I AM DOUG PETCASH.
I WILL SEE YOU TOMORROW I AM DOUG PETCASH.
I WILL SEE YOU TOMORROW ON I WILL SEE YOU TOMORROW ON I WILL SEE YOU TOMORROW ON
TODAY’S I WILL SEE YOU TOMORROW ON
TODAY’S MORNING I WILL SEE YOU TOMORROW ON
TODAY’S MORNING NEWS I WILL SEE YOU TOMORROW ON
TODAY’S MORNING NEWS AND I WILL SEE YOU TOMORROW ON
TODAY’S MORNING NEWS AND RIGHT TODAY’S MORNING NEWS AND RIGHT TODAY’S MORNING NEWS AND RIGHT
BACK TODAY’S MORNING NEWS AND RIGHT
BACK HERE TODAY’S MORNING NEWS AND RIGHT
BACK HERE NEXT TODAY’S MORNING NEWS AND RIGHT
BACK HERE NEXT SUNDAY TODAY’S MORNING NEWS AND RIGHT
BACK HERE NEXT SUNDAY MORNING BACK HERE NEXT SUNDAY MORNING BACK HERE NEXT SUNDAY MORNING
FOR BACK HERE NEXT SUNDAY MORNING
FOR ANOTHER BACK HERE NEXT SUNDAY MORNING
FOR ANOTHER VIEWPOINT.

About James Carlton

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1 thought on “Viewpoint: Meridian school band director talks about running an ultramarathon for his students

  1. HP promotes indoctrination plan for the next generation.

    Today, College = mandetory social studies courses = Commies future

    See 45 goals of communism to learn how the education system is used to destroy society

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