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From YouTube: BOE Public Session 4 03 2019
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A
A
A
B
B
B
B
Welcome
to
this
meeting
of
the
board
of
education,
this
meeting
is
being
televised,
live
on
aacps
tv
and
live
streamed
on
the
internet.
General
information
and
protocols
for
the
meeting
are
posted
on
the
sign
by
the
doorway
as
you
entered
the
room.
So
please
make
sure
you
read
those
if
you
have
not
already
item
2.03
is
approval
of
the
minutes.
Is
there
a
motion
to
approve
the
minutes.
D
B
Any
edits
to
the
minutes
see
no
we'll
just
approve
those
by
consensus.
Thank
you
item
2.04
is
establishing
the
it
got
louder.
You
turned
me
on
I'm
so
sorry
I
didn't
have.
I
did
for
the
minutes.
Oh
okay,
please
please.
E
So
I
apologize
again
so
under
items
of
legislation
it
said
that
I
talked
about
house
bill,
1399
senate
bill
1006,
that's
not
true.
It
was
senate
bill
128,
I
was
referencing
and
so
that
change
needs
to
be
made
along
with
the
description
of
what
senate
bill.
128
is
was
etcetera.
Yes,.
B
F
April
is
the
month
of
the
military
child
and
today
we're
pleased
to
recognize
the
partnership
that
has
helped
us
help.
Thousands
of
military-connected
children
throughout
every
level
of
our
school
system
with
us
today
are
representatives
from
fort
meade
and
naval
support
activities.
Annapolis
also
with
us
is
meade
high
school
senior
carrion
smith
they're,
going
to
offer
brief
remarks
in
a
minute,
but
I'd
like
to
highlight
just
a
few
things
about
our
work
in
this
area.
F
First,
as
we
seek
to
elevate
all
students
and
eliminate
all
gaps,
we
need
to
recognize
that
the
military
connected
children
are
a
unique
population
with
unique
needs.
They
face
things.
Other
students
do
not
most
notably
frequent
transitions
between
schools,
their
ability
to
adapt
to
to
present
and
excuse
me
to
adapt
to
present
and
future
changes
deserves
our
respect
and
admiration.
F
Each
semester
and
volunteer
hours
totaling
in
the
thousands
fort
meade
partners
in
education
program
helps
military
units
adopt
an
area
school
for
a
variety
of
volunteer
opportunities,
and
this
year
the
nsa
annapolis
initiative
focused
on
youth
sponsorship
and
working
with
our
student
leaders
in
crass
has
just
gotten
off
the
ground.
We
are
proud
to
partner
with
the
army
and
navy
on
these
and
many
other
ventures.
F
G
Since
most
of
those
children
attend
our
public
schools,
it
is
important
that
we
continue
to
work
together
to
support
them
and
their
families.
This
year
we
are
proud.
We
were
proud
to
partner
the
chesapeake
regional
association
of
student
councils
for
the
patriotic
partners,
event
that
was
held
at
severna
park
high
school,
bringing
military
connected
and
civilian
students
together
is
a
great
way
to
forge
bonds
that
can
last
a
lifetime,
and
we
look
forward
to
growing
these
partnerships
and
making
them
stronger
each
and
every
year.
G
So
as
we
celebrate
and
recognize
our
military
connected
children,
we
also
appreciate
the
teachers
and
school
administrators
who
work
hand
in
hand
with
our
families
to
help
school
transitions
go
as
smoothly
as
possible.
Working
together,
we
can
ensure
that
our
children
are
both
warmly
received
and
challenged
academically
as
they
continue
on
their
personal
growth
to
greatness.
Thank
you.
H
H
H
My
18
year
old
has
moved
9
times,
in
other
words,
about
every
24
months,
my
children
are
forced
to
leave
schools,
their
friends,
their
home
and
start
the
process
all
over
again
oftentimes
accepting
new
and
greater
responsibilities
when,
in
this
case
I
was
deployed,
this
is
not
unique
to
my
family.
It
is
indicative
of
a
military
child's
way
of
life
as
garrison
commander
of
fort
george
g
meade,
I'm
proud
to
have
seven
anne
arundel
county
public
schools
on
my
installation.
H
So,
as
a
father
and
a
commander,
I
salute
the
anne
arundel
county
public
school
system
for
recognizing
our
military
children,
and
I
look
forward
to
working
with
you
to
continue
to
improve
the
educational
experience
of
our
students
on
issues
such
as
school
choice
and
program.
Choice.
I'd
like
to
turn
over
to
carrion,
one
of
fort
meade's
finest.
That
is
very
indicative
of
the
military
child.
I
Good
morning,
president
gilliland
and
vice
president
urea,
dr
arlato
and
board
members-
I
am
proud
to
be
here
today
as
part
a
month
of
the
military
ciao
speaking
on
behalf
of
fort
meade
military
families
and
meet
high
school
first.
I
would
like
to
express
my
gratitude
of
having
the
opportunity
to
make
an
appearance
among
many
important
figures,
as
I
continue
to
journey
through
life
and
write
the
full
story
of
carry
on
alexander
greene
smith.
I
I
Every
challenge
presents
an
opportunity,
which
is
why
I
believe
the
joys
of
being
a
military
student
overshadow
the
challenges,
for
example
the
constant
relocations.
Allow
me
to
expand
my
network
and
introduce
me
to
the
beautiful
fort
meade
community.
It's
not
all
about
the
challenges
that
are
presented.
A
big
part
of
our
story
is
how
we
attack
each
challenge
in
order
to
overcome
them.
I
A
A
J
K
B
Yeah
any
other
military
families
in
the
audience
that
would
like
to
stand
and
be
recognized
this
time
making
me
look
bad.
I
thought
there'd
be
okay
at
this
time,
I
I
have
a
couple
of
board
members
that
would
like
to
make
a
a
couple
of
comments,
and
first
I'd
like
to
yield
to
you
united
states,
naval
academy
class
of
72,
mr
live.
Thank
you.
L
You
know,
I
believe
I
bring
a
little
bit
of
a
different
perspective
than
most
plus
add
to
the
fact
that
in
just
a
few
short
months,
my
daughter
and
her
two
sons,
my
grandsons,
who
are
the
sons
of
a
united
states
marine,
will
be
moving
back
to
the
area,
and
so
the
compact
of
the
military
child
takes
on
very,
very
personal
concerns
in
my
family
and
I'd
like
to
congratulate
the
colonel
and
the
captain
for
their
contribution
to
our
community.
L
L
If
you
recall
just
our
last
meeting,
we
had
senator
barbara
mikulski
here
and
she
reminded
us
that
fort
george
g
meade
is
not
only
a
sprawling
military
complex.
As
a
matter
of
fact,
I
believe
it
is
now
the
second
largest
army
fort
by
population
in
the
country,
but
it's
also
a
compassionate
assignment
post,
recognizing
the
opportunities
and
the
services
that
are
provided
by
anne
arundel
county
public
schools
in
support
of
the
children
of
our
families
in
the
military
as
they
are
deemed
required.
Some
unique
services.
M
M
It
said
that
children
would
will
say
goodbye
or
see
you
later
to
more
people
that
they
love
by
the
age
of
10.
Then
more
people
will
in
their
life,
and
I
think
that
just
signifies
how
much
love
that
military
children
have
for
their
family,
their
community
and
just
the
world
around
them,
and
I
think
that
really
signifies
what
anne
arundel
county
is
doing.
M
As
long
as
nsa
annapolis
and
fort
meade
meet
high
school
for
our
military,
children
is
trying
to
support
them
as
they
get
ready
and
have
to
go
through
so
many
things
that
not
every
child
has
to.
So
I
want
to
thank
you
all
and
thank
you
for
coming
out
and
speaking
as
a
military
child
as
well.
So
thank
you.
D
D
D
D
D
I
would
request
that
the
public
understand
that
this
is
not
an
easy
thing
to
do,
and
some
of
these
events
are
so
traumatic
that
they
affect
these
students
for
a
lifetime,
not
just
for
a
few
years.
So
I
thank
you
all
for
your
strength
for
your
community
involvement
and
certainly
thank
you
to
the
students
who
are
making
some
big
big
decisions
and
some
heavy
decisions,
but
they're.
Invoking
the
positives,
as
carrion
has
done.
Thank
you.
D
Me
again
today,
today,
the
board
of
education
recognizes
an
educator
in
our
school
system
who
truly
emulates
a
teacher's
love
for
her
job,
her
students
and
her
school.
She
has
been
a
member
of
her
school
community
for
over
10
years
and
is
so
appreciated
by
teachers
and
staff
and
she
is
loved
by
the
families
she
serves.
D
D
D
For
the
past
several
years,
maya
has
directed
a
free
reading
summer
camp
for
students
in
the
community,
where,
under
her
guidance,
students
receive
extra
language
arts
instruction
in
the
morning
and
experience
the
fun
of
summer
camp.
In
the
afternoon,
she
volunteers
her
time
to
coordinate,
plan
and
execute
the
camp.
She
also
works
to
run
fundraisers,
to
provide
students
with
free
meals
and
snacks
bus
transportation
field
trips
and
provides
numerous
books
for
participating
students.
D
D
P
Miss
galloway
works
with
several
students
on
an
individual
basis,
and
although
she
has
her
own
caseload,
she
is
constantly
providing
support
for
all
students
in
the
classroom
always
bringing
out
the
best
in
all
of
them.
As
a
former
substitute
at
shadyside,
donna
was
highly
sought
after
and
booked
solid,
because
teachers
knew
that
she
would
run
their
class
efficiently
and
challenge
students
to
work
their
hardest
when
the
teacher
was
absent.
P
One
teacher
had
this
to
say
some
of
my
students.
Best
work
came
when
miss
galloway
was
subbing
because
she
encouraged
them
to
work
their
hardest.
To
quote,
try
to
surprise
and
impress
their
teacher
when
she
came
back,
donna
is
truly
dedicated
to
shadyside.
She
has
volunteered
during
her
impersonal
time
to
make
a
new
student
feel
comfortable.
P
She
also
assists
in
the
after-school
homework
club
and
helps
the
neediest
students
to
complete
homework
that
may
not
be
completed
at
home.
Donna
always
fills
in
as
a
substitute
on
a
minutes
notice
with
a
smile.
Of
course.
She
has
a
go-to
attitude
and
will
do
whatever
is
needed.
She
always
provides
a
warm
and
caring
environment
last
summer
during
a
power
outage
when
students
had
to
be
kept
on
the
bus
for
90
minutes.
P
Ms
galloway
is
creative
in
our
approach
in
helping
struggling
students,
her
goal
is
to
make
sure
that
the
students
understand
the
content
of
what
is
being
taught.
She
is
bright,
motivated,
a
quick
learner
and
has
the
ability
to
digest
volumes
of
information.
She
is
confidential
with
student
information
and
always
has
the
best
interest
at
heart.
P
Donna
has
demonstrated
the
ability
to
articulate
information
and
ideas
and
still
be
encouraging
with
her
words.
She
is
always
welcoming
students,
as
they
arrive
in
the
morning
with
a
bright
smile,
an
encouraging
word
and
a
high
five
donna
galloway.
You
are
an
integral
part
of
shadyside
elementary
school
teachers
always
know
that
you
can
be
counted
on
and
that
students
will
behave
properly
and
learn
in
your
presence.
P
P
You
have
built
relationships
with
so
many
students
at
shadyside,
even
though
you
do
not
work
directly
with
them
in
your
job
capacity,
when
a
fifth
grader
group
of
fifth
graders
were
asked
why
they
connect
with
you
so
well,
their
answer
was,
she
just
gets
us
so
on
behalf
of
the
board
of
education,
the
students,
teachers
and
staff
at
shadyside
in
all
of
anne
arundel,
county
public
schools.
We
congratulate
you
on
being
selected
employee
of
the
month
for
april
2019.
Please
come
up
and
be
recognized.
Q
R
S
A
leader
is
someone
who
has
a
vision
and
can
communicate
that
vision
in
such
a
way
that
others
will
follow.
A
volunteer
is
someone
who
contributes
time,
effort
and
talent
to
meet
a
need,
combine
the
two
and
you
have
magic.
Today
we
are
here
to
celebrate
the
dedication
of
a
magical
volunteer,
miss
danielle
moran.
The
board
of
education
is
thrilled
to
honor
you,
as
our
april
2019
volunteer
of
the
month.
S
Miss
moran
wears
a
great
many
hats
at
southern
high
school.
She
serves
as
ptso
president
created
a
ptso
facebook
page
created.
The
communications
committee
organizes
faculty
and
staff
luncheons
tidies
up
the
concession
stand
to
prepare
for
game
days
and
even
co-chairs
the
sports
booster
club.
This
is
particularly
remarkable
as
she
currently
does
not
have
a
child
playing
a
sport
at
the
school.
S
One
of
the
most
notable
contributions
ms
moran
has
made
to
the
school
is
through
her
work.
As
chair
of
the
prom
breakfast
committee.
According
to
assistant,
principal
audra,
whalen,
miss
moran
led
a
team
of
volunteers
that
transformed
the
school
into
a
beach
for
a
very
successful
prom
breakfast.
This
was
a
year-long
endeavor
that
included
countless
hours
of
planning
and
preparation.
S
Students
had
a
large
variety
of
food
options
to
choose
from,
and
nearly
everyone
left
with
some
sort
of
prize
principal
fear,
hard
went
on
to
explain,
miss
moran
organized
all
of
this,
reaching
out
to
vendors,
setting
up
supervising
the
event
and
cleaning
up
after
the
event,
students
were
amazed
when
they
walked
in
the
door,
and
they
stayed
until
the
very
end.
Words
cannot
express
how
much
the
southern
high
school
community
benefits.
From
this
event,
ms
moran
takes
her
role
as
ptso
president
very
seriously.
S
According
to
ptso
member
kiante
smith,
miss
moran
makes
a
point
to
promote
teamwork
among
the
parents,
teachers
and
students
at
southern
high.
One
example
of
this
was
noted
by
ptso.
Vice
president
valerie
bell,
who
said
danielle
recognized
that
our
ptso
included
our
students,
so
she
ensured
that
each
class
had
a
student
representative
and
had
them
bring
class
reports
to
each
ptso
meeting,
reminding
our
students
that
they
are
valued.
S
Keante
smith
summed
up
miss
rand's
impact
by
saying
danielle's
uncanny
ability
to
solve.
Essentially,
every
problem
presented
to
her
is
a
large
part
of
the
reason
why
the
school's
events
are
both
successful
and
memorable.
She
is
volunteering
personified,
miss
moran.
You
are
a
great
asset
to
southern
high
school
and
the
entire
anne
arundel
county
public
schools
community,
and
we
are
truly
grateful
for
your
years
of
service
as
a
volunteer
and
for
your
willingness
to
share
your
magic.
S
Congratulations
now
you
can
use
this
at
your
ptsd,
get
them
in
line.
So
how
did
they
get
you
here
this
morning
I
was
getting
money
for
southern
high,
so
I'm
a
little
boned.
U
S
So
who
all's
here
for
you
today,
our
principal.
V
My
ptso
vice
president
partner
crime,
one
of
my
daughters
and.
S
B
W
Just
a
couple
of
things:
over
the
past
couple
weeks,
I
had
the
opportunity
to
attend
the
central
maryland
chamber
of
commerce's
spirit
of
the
community
awards.
It
was
a
wonderful
event
held
at
the
live
casino,
new
event
center
and
several
of
our
educators
and
support
staff
were
honored
there,
as
well
as
public
safety
personnel.
It
was
a
wonderful
event
and
I,
this
past
weekend,
several
of
us
were
able
to
attend
the
the
convention
of
national
boards
of
education,
and
we
learned
lots
of
great
things.
W
E
Back
on
march
26,
I
attended
our
county
executive,
stuart,
pivin's
district
5
budget
hearing.
It
was
incredibly
well
attended,
I
think,
probably
the
most
attentive
of
all
of
them,
and
it
was
really
lovely
to
hear
that
the
the
number
one
issue
from
constituents
in
in
my
district
was
is
education
issues
and
and
proper
funding
for
that.
So
that
was
lovely,
lovely
to
hear
and
as
miscella
said,
a
bunch
of
us
went
to
the
msba
conference
last
weekend
in
philly
it
was
wonderful.
E
D
Thank
you,
so
I
have
not
seen
you
all
in
a
month
and
I
do
not
apologize
for
that.
I
have
been
very
involved
in
the
community
to
include
the
recent
budget
hearings
in
district
one.
I
appreciate
the
opportunity
and-
and
the
flexibility
of
you
all
to
allow
me
to
do
that.
What
came
out
of
that
is
much
of
what
ms
shalham
shared
the
community
is
strong
about
education
and
that
helps
that
helps
tremendously.
D
I
also
attended
the
family
involvement
conference
in
district
1..
That
conference
was
so
well
coordinated.
Most
importantly,
I
got
to
meet
moms
and
dads
outside
of
a
standard
forum
who
who
were
very
transparent
in
the
things
that
they
needed
for
their
children,
and
we
learned
from
the
very
dynamic
speaker
on
solutions
when
these
things
occur
as
parents.
D
The
family
involvement
conference
also
allowed
us
to
share
how
we
can
best
perform
as
families
in
a
community
in
a
school
systems
community
to
improve,
even
when
things
are
well
established.
So
that
was
fun,
then
the
spirit
of
community
awards.
I
really
want
to
commend
all
of
the
nominations
and
the
winners
just
hearing
that
and
knowing
that
people
outside
of
our
school
system
recognizes
your
hard
work.
I
hope
encourages
you
to
keep
doing
what
you
do,
because
it
is
working,
it
is
positive
and
it
is
needed.
D
S
Yes,
I'd
love
to
visit
schools
and
see
our
kids
in
action,
and
I
was
able
to
attend
monarch
global
academy
and
to
listen
in
on
some
of
their
ib
primary
years
program.
Final
presentations
for
sixth
graders.
It's
an
amazing
opportunity
where
they
identify
a
community
issue
and
problem
and
research
it
and
come
up
with
possible
solutions
and
then
present
it
to
a
group
and
it's
a
wonderful,
culminating
event
to
see
all
the
skills
they've
built
up
to
that.
S
We
are
very
fortunate
to
have
so
many
iv
programs
from
elementary
up
to
high
school
throughout
our
system.
We
for
those
who
don't
know,
we
have
more
iv
programs
than
any
other
school
system
in
north
america.
So
that
was
a
great
day.
It
is
the
time
of
year
for
musicals
and
plays
at
the
schools,
and
so
I,
the
west
side
story
at
arundel
high
school
was
amazing.
S
If
you
who
would
have
thought
that
those
boys
could
dance
like
they
danced
and
then
I
saw
the
lion
king
junior
at
hillsmere
elementary,
which
was
a
fabulous
production
and
they
had
a
hyena.
Who
could
do
the
hyena
laugh
that
that
was
worth
every
minute
of
it
just
to
hear
this
hyena
boy?
S
S
Ms
uray
and
I
went
to
brightview
assisted
living
in
severna
park
and
had
a
community
meeting
with
the
folks
there,
and
let
me
tell
you
they
were
up
on
things
they
had.
They
asked
you
name
a
question
and
they
asked
it.
They
knew
what
was
going
on
in
our
schools
and
they
were
incredibly
supportive
and
wanting
to
know
what
is
happening
and
what
is
going
on
and
what
kind
of
programs
we
have.
So
that
was
a
great
evening
then.
S
Last
week
I
also
attended
taste
of
glen
burnie
for
to
celeb
at
glen
burnie
high
school
celebrating
their
diversity
week.
They
had
over
30
over
20
something
restaurants
from
the
community
with
great
food
and
a
huge
turnout
of
families
and
children
there.
S
So
that
was
a
great
way
to
wrap
up
that
week,
and
then
I
went
to
the
nsba
conference
with
my
other
fellow
board
members,
which
is
always
a
great
way
to
enrich
our
knowledge
and
bring
back
some
ideas
and
also
a
great
way
for
us
to
see
that
when
we
look
at
best
practices,
there
are
many
things
that
we
are
ahead
of
the
game
on
throughout
the
country
and
then
there's
always
things
we
can
learn
to
be
even
better.
S
I
focused
on
attending
sessions
on
equity
and
student,
mental
health
so
that
we
could
bring
back.
You
know
looking
at
some
other
things
going
on
throughout
the
country,
so
that
we
could
address
those
hot
issues
more
in
depth
with
our
students,
so
it
was
a
great
weekend.
Thank
you.
S
M
Is
that
emotion,
because
I
second
that,
but
so
yes,
I
also
had
the
wonderful
opportunity
with
miss
hummer
to
attend
brightview
server
park,
where
I
actually
work
on
the
weekends
they're
always
like
oh
josie
come
on
in
so
I
was
like
okay,
and
so
we
got
to
talk
with
a
bunch
of
residences
about
what
the
school
system
is
doing
and
a
lot
of
them
actually
were
fellow
principals,
fellow
teachers
that
had
retired
and
now
live
there,
so
they
knew
their
stuff,
as
ms
hummer
said.
M
Definitely
it
was
amazing,
and
then
I
also
had
the
wonderful
opportunity
to
last
week.
On
monday,
wednesday
and
friday,
I
went
to
the
maryland
association
of
student
councils
convention
in
ocean
city,
so
it
was
really
cool
networking
with
a
bunch
of
student
leaders
from
across
maryland
talking
about
current
upcoming
mental
health
issues.
There's
a
guest
speaker
talking
about
your
power
of
student
voice,
and
then
I
drove
straight
from
there
straight
to
philadelphia
for
the
nsba
conference,
which
was
wonderful.
I
also
got
to
network
with
student
members
from
across
the
nation.
M
There
weren't
that
many,
but
there
was
a
couple
and
it
was
awesome,
really
getting
to
know
what
their
school
board's
doing,
knowing
what
their
current
topics
are
and
how
they
navigate
being
a
student
on
the
board,
they're
always
like.
M
Well,
you
have
voting
rights,
but
yeah
and
the
the
sessions
that
I
focused
on
were
there
was
this
new
happiness,
I'm
probably
calling
something
wrong,
but
happiness
curriculum
that
is
started
from
the
harvard,
and
dr
lotto
explained
how
that's
currently
being
looked
into
as
well,
and
I
thought
that
was
really
interesting
with
the
orange
frog
and
then
I
also
went
to
another
session
about
overcoming
the
barriers
of
overcoming
the
barriers
of
poverty
and
how
school
systems
across
the
nation
that
have
high
area
of
pharma
farm
students
try
to
push
them
to
still
excel.
B
F
Yes,
thank
you,
mr
president.
I
just
have
one
update
for
those
I
think
most
of
you
know
that
2020
is
a
census
year,
so
you
are
soon
to
be
counted
and
anne
arundel
county
and
our
county
executive
and
others
had
a
press
conference
beginning
of
last
week
to
announce
this
upcoming
census
and
the
work
that's
going
on
in
the
committee
will
be
doing
that
work.
We're
certainly
going
to
play
a
large
part
in
that
in
assisting
the
county
and
making
sure
that
everybody
is
counted
via
the
school
system.
F
With
that,
the
county
executive
asked
that
one
of
our
students
designed
the
logo
for
the
2020
census.
You
see
that
before
you
and
joshua
ramirez,
unfortunately,
who's
wasn't
able
to
be
with
us
today,
but
josh
ramirez
is
a
student
at
oatmeal
high
school
and
his
design
was
picked
to
be
the
logo
for
the
anne
arundel
county,
2020
census,
and
there
it
is
before
you
really
very
cool,
so
we're
very
proud
of
josh
we're
very
proud
to
be
part
of
this
census.
Thank
you.
B
Thank
you.
Is
there
a
cac,
no
cac
report
today,
so
we
will
take
a
short
recess
now
for
the
photos
and
then
we'll
come
back
with
a
presentation.
Thank
you.
A
A
A
A
A
A
A
A
A
A
B
B
X
X
X
You
will
hear
from
this
team
of
individuals
how
we
all
came
together
with
one
goal
in
mind
to
create
healthy
students,
healthy
schools.
While
we
cultivate
communities
of
wellness
on
behalf
of
the
wellness
council,
we
thank
you
for
this
opportunity
to
share
the
work
that
we
do
and
for
allowing
us
to
move
forward
to
make
a
positive
impact
on
the
lives
of
students,
staff
families
and
the
communities
we
serve.
Y
Before
you
is
the
center
for
disease
controls
whole
school
whole
community,
whole
child
model
representing
the
10
components
of
a
collaborative
approach
to
learning
and
health.
Not
only
is
this
model
for
the
cdc,
but
it's
the
model
adopted
by
anne
arundel,
county
public
schools,
wellness
council
over
15
years
ago,
since.
X
X
This
resource
is
a
one-stop
shop
to
all
wellness
initiatives
and
activities
all
within
aacps.
It
reaches
our
students,
our
staff,
our
families
and
the
communities
so
be
sure
to
check
it
out
today.
Next,
I
would
like
to
introduce
megan
lopes
she's,
the
staff
specialist
for
the
maryland
state
department
of
education.
Thank.
V
V
The
state
department
of
education
is
part
of
the
maryland
wellness
policies
and
practices
project.
This
project
is
a
partnership
with
the
university
of
maryland
baltimore,
department
of
health
and
the
university
of
maryland
extension.
The
project
focuses
on
providing
local
school
systems,
support
on
the
implementation
and
evaluation
of
their
wellness
policies.
V
V
Two
school
systems
in
maryland
have
prioritized
having
all
schools
complete
the
scorecard
during
1819
school
year.
I'm
happy
to
say:
aacps
is
one
of
the
school
systems.
So,
yes,
there
was
a
hundred
percent
completion
rate.
All
schools
have
completed
the
scorecard
aacps
had
two
wellness
council
members
meet
with
administrators.
At
each
school
I
had
the
opportunity
to
join
a
visit
to
bakken
elementary
school.
V
I
was
highly
impressed
with
the
dialogue
that
was
taking
place
with
wellness
council
members
and
local
school
administrators
by
completing
the
assessment
face-to-face
with
administrators.
It
allowed
council
members
to
help
clarify
questions
about
the
wellness
policy
and
regulations
and
dis
and
discuss
feasible
best
practices
for
implementation.
V
V
V
Z
Z
April
is
healthy
anne
arundel
month,
which
provides
the
wellness
council
an
excellent
opportunity
to
discuss
what
is
happening
in
our
schools
and
communities.
This
year,
ferndale
hosted
the
wellness
council
at
our
school.
The
students
had
the
opportunity
to
not
only
present
how
they
feel
about
wellness,
but
they
engaged
in
discussion
and
activities
surrounding
wellness,
as
demonstrated
in
the
community
circle.
Z
This
strategy
enhances
community
among
students
together,
they're
building
a
community
of
confidence
which
leads
to
trust
in
the
upcoming
video
you're
about
to
see
one
of
our
wellness
partnerships
with
the
university
of
maryland
extension.
Through
this
partnership,
our
students
are
learning
how
to
plant
grow,
tend
and
harvest
a
garden.
They
also
have
the
opportunity
to
sample
fruits
of
their
labor.
AB
AB
AB
AA
AB
No
cheese,
cheese
and
yogurt,
but
what
about
the
fruits
and
vegetables?
What
fruits
and
vegetables
have
you
tried?
Joey
muffins,
you
tried
pumpkins,
you
tried
pumpkin
seeds.
Did
you
like
the
pumpkin
seed,
yeah
joey?
What's
your
favorite
thing
at
ferndale.
AC
That
was
really
cute.
Thank
you,
lisa
for
sharing
your
students
viewpoint
on
wellness,
and
I
might
actually
steal
that
garden
idea.
Like
any
good
teacher
for
the
record,
I
am
kimberly
winterbottom
principal
of
marley
middle
school
and
a
proud
product
of
anne
arundel
county.
I
am
super
proud
to
be
a
graduate
of
bodkin
elementary
chesapeake
bay,
middle
school
and
chesapeake
high
school,
the
importance
of
staff
wellness
and
how
it
contributes
to
an
overall
school
culture
which
ultimately
impacts
student
achievement
cannot
be
overstated
at
marley
middle
school.
AC
We
implement
physical
activity,
events
with
parents,
students,
staff
and
community.
What
you're
looking
at
here
is
one
of
our
teachers
who
has
been
trained
in
the
initiative
and
confidence
course
at
arlington
echo.
We
utilize
these
activities
from
our
trainings
for
students
engaging
them
in
team
building
activities
at
the
beginning
of
the
year,
and
we
even
host
events
for
our
families
using
these
activities
as
well.
AC
We
also
utilize
them
during
a
daily
advisory
and
homeroom
period
we
get
out
and
about
in
the
community
by
attending
monthly
attendance
walks.
We
visit
the
homes
of
multiple
students
who
we
have
identified
that
need
a
visit
from
us
so
we're
out
and
about
walking
through
the
community,
and
we
also
bring
them
tons
of
resources
and
activities
for
them
to
bring
back
into
the
school
the
next
day
to
encourage
them
to
come
back
and
visit
us.
We
connect
with
the
families
and
provide
the
resources
explaining
the
importance
of
attending
school.
AC
AC
These
are
some
pictures
from
some
of
our
staff
wellness
initiatives
that
we
happen
to
participate
in
outside
of
the
building
we
had
about
60
to
70
staff
participate
in
a
navy
game
this
year.
We
always
go
to
an
orioles
field
trip,
and
these
are
pictures
from
some
of
our
running
events,
and
then
we
do
some
leadership
and
bowling
events
outside
of
the
building
as
well.
AD
Good
morning,
everyone,
my
name,
is
patrick
gelinis,
I'm
the
principal
of
annapolis
high
school
with
me
this
morning
is
miss
mary
kay
connerton
she's,
our
wellness
coordinator.
We
also
brought
three
annapolis
high
school
students
with
us
who
better
to
talk
about
our
wellness
program
than
our
students,
so
to
my
left
is
jenna.
Wooster
she's,
our
wellness
club
president
and
off
to
the
side,
are
students,
capri
savoy
and
daniel
duran,
who
will
join
us
in
a
couple
of
minutes,
while
I'm,
of
course
beyond
proud,
to
say
that
annapolis
high
school
is
a
wellness
school
of
distinction.
AD
The
true
purpose
of
being
here
today
is
to
share
with
you
how
wellness,
mindfulness
and
a
focus
on
mental
health
is
present
in
all
parts
of
our
instructional
program,
not
just
for
our
students
but
for
our
staff
and
for
the
families
of
our
students
as
well.
Our
wellness
program
has
four
distinct
pillars
which
are
up
on
the
screen
wellness
in
the
classroom,
wellness
enrichment,
employee
wellness
and
community
wellness,
and
each
of
them
aligns
with
the
work
of
the
aacps
wellness
council.
AE
Thank
you
so
much,
mr
julianis
good
morning,
everybody,
as
mr
gelinas
shared
with
you.
Our
four
distinct
pillars
enables
us
to
have
wellness,
be
the
web.
That
ties
us
all
together
up
on
the
screen.
You
will
see
monthly
initiatives.
These
themes
are
guided
from
national
wellness
themes
along
with
local
needs
in
our
community,
and
they
basically
are
what
steer
our
wellness
program
month
to
month.
AE
AE
Our
first
pillar,
I'm
going
to
talk
about
is
wellness
in
the
classroom,
so
this
includes
brain
boost
within
all
learning
environments,
so
whether
that
means
a
distinct
push-in
conducted
by
myself
or
online
streaming
with
videos
or
professional
developments
for
teachers.
We're
also
proud
to
say
that
we
are
the
first
school
to
offer
the
first
yoga
and
mindfulness
pe
elective
called
stretch
or
wellness
in
the
county.
It
is
now
offered
in
several
high
schools
and
annapolis.
High
is
a
model
school
for
that
our
next
pillar
is
wellness
enrichment.
AE
AE
We
also
have
a
plethora
of
wellness
related
clubs
that
students
can
choose
from
during
panther
hour.
Lastly,
we
have
community
partner
visits.
An
example
actually
happens
to
be
today
at
one
o'clock
caring
canines
will
be
coming.
They
provide
us
with
five
therapy
dogs
once
a
quarter
to
offer
test
anxiety,
relief,
our
next
pillar,
employee
wellness.
We
too
have
a
lot
of
stock
that
goes
into
employee
wellness,
because
we
are
proud
to
be
employees
of
annapolis,
high
school
and
aacps.
AE
We
offer
monthly
opportunities
for
employees
to
take
part
in
self-care
practices
and
to
build
community.
So
we
have
social
outings,
we'll
have
kickball
games,
we
have
weekly
yoga
classes.
These
are
just
some
few
to
name
that
tie
in
with
this
pillar
and
lastly,
we
have
community
wellness
as
one
of
the
leaders
of
our
charter,
which
is
called
connecting
communities
we
reach
out
to
the
community,
to
offer
two
at
least
wellness
events
per
quarter,
both
on
and
off
campus.
AE
AD
T
All
right
hello,
can
you
hear
me?
I
cannot
tell
if
I'm
close
enough
for
the
record.
My
name
is
jenna
wooster,
I'm
going
to
be
demonstrating
some
of
the
artifacts
in
our
chill
stations.
Our
chill
stations
are
small
sections
of
the
classroom
dedicated
to
wellness.
These
stations
can
have
affirmations
calming
oils
or
items
like
this:
a
breathing
stick,
it's
just
a
pipe
cleaner
and
six
beads
to
help
calm
and
de-stress
students.
T
So
with
these
sticks,
you
move
one
bead
from
each
side
to
the
other,
for
each
inhale
and
exhale,
so
it'd
be
inhale
to
the
side
and
exhale
to
the
side
by
the
end
of
the
stick,
you've
taken
three
deep
breaths
and
even
if
you're
not
breathing,
it's
just
a
fun
thing
to
fidget.
With
to
pretty
much
close
out
my
little
section,
I'm
going
to
invite
my
fellow
classmates
capri
class
of
2019
and
daniel
class
of
21
to
lead
us
in
different
yoga
exercises.
T
T
AF
Y
B
And
jenna
capri
and
daniel,
thank
you
for
challenging
us,
and
I
would
just
say
you
know
you
referenced
the
shamrock
run.
I
know
what
happens
at
the
end
of
the
shamrock
run.
So
that's
wellness
for
me.
We
we
have
a
couple
of
board
lights.
This
is
shawhen.
E
Thank
you
so
much
for
your
wonderful
presentation.
I
had
the
joy
of
participating
in
one
of
the
wellness
council
meetings
at
annapolis
high
and
it
was
fabulous,
and
I
just
I
love
everything
about
what
you're
doing.
I
just
have
a
couple
questions
about
the
report
card
and
the
statistics,
and
so
help
me
understand
about
the
there
was
a
65
on
physical
activity,
environment
and
61
on
nutrition
guidelines.
Do
we
know
what
things
we
we
can?
We
can
work
even
harder
on
to
to
improve
specifically.
X
X
You
know
we
looked,
we
weighed
those
before
and
after
school
and
how
they
were
community
enriched.
That's
something
that
we're
looking
at
of
having
more
families,
I
guess,
engage
in
a
larger
amount
of
elementary
schools
and
then
for
the
nutrition
education.
The
biggest
thing
that
popped
out
when
we
did
the
scorecard
is:
how
do
we
embed
the
nutrition
edge
or
the
nutrition
staff?
So
our
servers,
our
managers-
are
cashiers
in
the
kitchens,
with
the
teachers
in
the
classroom,
so
they're
there
for
a
very
limited
time,
and
that
was
something
that
we
scored
low
on.
X
But
when
we
looked
at
it
we
thought
we
really
don't
have
our
staff
there
all
day,
they're
only
there
for
three
and
a
half
hours
or
four
hours.
So
that
was
something
that
we
were
definitely
looking
at
on
the
nutrition
side.
Along
with
when
we
sample
new
items
when
we're
looking
at
new
menu
items,
we
often
ask
our
students
they're
the
ones
who
you
know,
they're
having
the
you
know,
we're
keeping
them
fueled
for
learning.
X
E
Wonderful
and
so
every
just
to
be
clear,
so
every
school
doesn't
withhold
for
physical
activity
for
punishment
and
every
elementary
school
does
at
least
20
minutes
and
and
those
sorts
of
things
we
were
really
high
on
those.
What
brought
us
down
was
the
the
family
engagement
piece,
correct,
okay,
did:
is
there
any
school
that
doesn't
prioritize
the
recess
that,
if
it's
applicable
or
has
any
sort
of
policy
on
the
books
that
withholds
it
as
a
punishment
that
we
know.
X
About
they
do
not,
but
the
question
is:
was
it
before
launch?
So
we
think
with
the
tool
with
the
scorecard
and
we've
talked
to
msde
about
it
as
well
as
university
of
maryland.
We're
going
to
do
it
a
second
year
to
really
get
that
baseline
data
and
see
where
it
moves,
but
the
question
specifically
says:
is
it
held
before
lunch?
Oh,
so
again
the
questions
were
pretty
specific,
so
we
answered
them
exactly
how
the
toolkit
and
the
scorecard
is
labeled.
X
V
We,
anne
arundel
and
dorchester
were
the
the
only
two
school
systems
that
fully
implemented
it
during
this
18-19
school
year.
So
we
are
learning
some
of
what's
worked
and
not
worked.
While
we
had
leas
review
the
assessment,
we
never
did
a
lot
of
testing
ahead
of
time
with
the
tools,
so
we
are
learning
sort
of
some
of
the
kinks
of
what's
what
spends?
What
we
may
need
to
clarify
a
little
bit
more
in
terms
of
the
dialogue.
E
V
A
V
All
of
that,
so
we
recognize
that
at
the
state
level,
perfect.
E
D
Well,
what
has
been
demonstrated
is
how
effective
wellness
is.
It
makes
the
day
brighter
right,
no
matter
how
gloomy
your
bringing
the
wellness
and
the
focuses
helped
tremendously,
and
thank
you
for
this
awesome
presentation.
Before
I
go
into
my
questions,
I
wanted
to
commend
you
jody
all
the
way
to
philadelphia.
We
were
at
our
nsba
conferences
and
while
they
were
talking
about
food
and
nutrition
and
vendors
were
talking
about
how
they
can
make
things
better,
we
as
anne
arundel
county,
were
sitting
the
stage
when
they
mentioned
do
this.
We
do
that.
We
do.
D
Oh,
we
already
do
that,
and
that's
that
is
commendable.
So
thank
you
for
that.
I
want
to
also
say
in
district
1
I
had
the
opportunity
to
see
wellness
at
work
from
the
teachers
to
the
students
with
our
triple
e
programs
and
otherwise
the
community
circles.
I
I
saw
them
in
action
and
it
made
all
the
difference
and
it's
throughout
the
day,
which
is
awesome
as
well.
I
love
the
video
by
the
way,
but
what
I
really
appreciated
about
the
wellness,
which
is
so
important
to
any
wellness,
is
the
self
pacing.
D
The
self
motivating
the
self
decisions
to
get
better
within
and
outside
of
themselves
and
the
opportunities
all
all
of
the
schools
have
allowed.
My
question
is
the
65
percent,
with
mandates
for
things
like
pe
and
and
at
the
high
school
level.
The
sports
that
come
involved
is:
are
those
numbers
considered
when,
when
they're
doing
these
assessments
or
these
programs
outside
of
those
types
of
of
programs,.
Y
So
I
think
I
can
answer
that
physical
activity
in
general,
I
think,
is
what
they're
looking
at
on
this
report
card.
They
do
address
physical,
physical
education,
because
that
is
a
state
mandate
they
ask
about
before
and
after
school
activities.
I
think
when
we
talk
about
for
before
and
after
school
at
the
elementary
level,
it's
more.
What
is
the
school
offering
when
we
get
to
middle
school?
It's
about
the
again
what
the
school
is
offering,
whether
it
be
girls
on
the
run
boys
on
the
run,
hero
boys
and
then
at
the
high
school.
Y
D
Oh,
thank
you,
and
I
was
glad
you
clarified
what
brought
the
number
down
was
the
family
involvement,
but
I
I
have
to
say
that
we
even
announced
today
with
educator
of
the
month
how
the
family
involvement
piece
is
very
strong
in
our
com
in
our
county
in
our
school
system.
So
perhaps
they're
not
assessing
all
of
what
we're
doing
or
I'm
trying
to
understand
how
they
can
give
us
a
score
of
65
with
an
excellent
program.
Yeah.
X
I
think
the
score's
not
representative
of
really
what
we
do
so
what
we
learned-
and
I
know
having
megan
with
us
when
we
did
so
two
folks
from
the
wellness
council,
go
out
to
each
school,
so
we
all
interpreted
a
little
bit
differently
right.
So
I
think
moving
forward
we're
going
to
have
more
scripted
questions
like
if
they
ask
us
questions
about
nutrition
and
I'll.
Just
talk
about
nutrition.
We
do
a
tasting
of
the
rainbow
all
the
time.
X
So
obviously
they
have
it
they're,
not
even
thinking
to
tell
us
that,
so
I
mean
as
the
first
time
doing
it
we
learned
so
much.
We
would
go
back
to
the
wellness
council
meetings
and
everybody
would
be
abuzz
of
what
they
learned
and
how
we
all
looked
at
it
with
a
different
lens,
because
we
are
representing
all
the
different
areas,
so
social
and
emotional
looked
at.
It
may
be
different
than
nutrition
and
physical
education,
so
we're
really
proud
of
the
65.
And
when
you
look
at
how
many
have
it
fully
in
place?
X
It's
a
great
number
and
it's
really
a
great
baseline
for
us
to
grow
those
areas
and
I'm
going
to
look
at
that
nutrition
piece
with
family.
For
me,
I
never
ask
the
parents,
but
after
this
whole
process
I'm
like
you
know,
I'm
going
to
ask
the
parents,
but
I
still
need
to
make
sure
that
the
students
are
really
the
ones
with
the
voice
because
they're,
the
ones
that
are
having
the
lunch.
B
Great,
there
are
no
further
board
questions
so
above
all,
let
me
just
say
thank
you
for
for
this
presentation.
This
has
been
a
great
presentation.
I
know
there
was
a
an
amazing
amount
of
work
that
went
into
this,
but
then
certainly
it's
the
work.
That's
done
on
a
day-to-day
week-to-week
month-to-month
basis
that
led
us
here.
So
thank
you
for
that.
F
Yeah
and
thanks
to
our
students,
appreciate
you
guys,
taking
time
out
of
your
busy
days
to
spend
some
time
with
us
to
our
principals
and
staff
for
making
this
a
priority,
the
partnership
with
univer,
with
both
the
university
of
maryland,
baltimore
and
msde.
So
thank
you
for
that
jody
and
christianity.
You
guys
are
wonderful
and
leadership
for
mrs
jackson
is
just
incomparable.
So
thank
you
for
your
continued
work.
B
Okay,
next
item
is
public
comment
and,
as
of
a
few
moments
ago,
I
still
had
no
card
so
confirming
no
cards.
Okay,
we'll
now
move
to
departmental
reports.
Item
4.01
is
safety
and
security
report.
AG
Good
morning,
president
gilland
vice
president
urea
members
of
the
board
of
education
and
dr
arlatto
for
the
record.
I
am
monique
jackson,
deputy
superintendent
for
student
and
school
support.
I
am
providing
the
monthly
update
on
security,
as
requested
for
your
situational
awareness.
We
have
started
working
through
the
camera,
refresh
utilizing
the
infusion
of
security
funds
from
our
former
county
executive.
Specifically,
the
refresh
will
focus
on
the
interior
and
exterior
cameras
to
enhance
the
ability
of
school
staff
to
utilize
the
point
tilt
and
zoom
features.
AG
The
maryland
center
reports
for
the
entire
state
of
maryland
tips,
since
the
october
inception
has
been
304
total,
with
11
being
for
anne
arundel
county
public
schools.
As
of
march
the
1st
there
were
19
reports
to
our
anne
arundel
county
public
schools,
tip
line.
We
continue,
and
I
reiterate
we
continue
to
get
the
most
valuable
information
from
building
relationships
with
our
students
so
that
they
can
feel
comfortable
immediately
sharing
information
with
a
staff
member
and
speaking
of
relationships.
AG
AG
B
Okay,
ms
antoine.
D
Miss
jackson,
thank
you
for
taking
those
actions
from
last
month
and
bring
them
back
to
us.
I
appreciate
the
demonstration
as
as
well
as
the
information
you
shared.
I
have
three
questions.
Please
one.
There
have
been
some
incidents
in
the
last
month
outside
of
our
on
school
grounds,
but
outside
of
the
actual
physical
schools,
with
the
camera
refresh.
AG
I
will
give
you
a
better
idea
of
how
long
that
will
take.
It
depends
on
the
vendor.
We
are
sort
of
at
the
vendor's
mercy
in
this
case,
because
it's
not
work
that
we're
doing
ourselves,
but
we
will.
I
can
get
you
an
update,
a
periodic
update
on
where
we
are.
We
started
the
work,
and
so
I
will
give
you
periodic
updates
on
how
long
that
we
expect
for
that
to
take.
D
AG
I'm
going
to
ask
you
to
do
if
you
don't
mind.
Ma'am
is
to
cl
to
provide
clarification
of
your
question
to
dr
alato
and
then
so
that
we
could
give
you
the
information.
You
know
in
your
monthly
meeting
with
him,
so
that
we
could
give
you
the
information
that
you're
specifically
seeking
to
make
sure
that
first
of
all,
we
do
have
possession
of
that
information.
And
if
we
don't
to
maybe
point
you
in
the
right
direction,.
D
Okay,
so,
instead
of
looking
down
I'll
email,
you
dr
alato
more
information
about
what
I'm
requesting,
and
I
would
I
would
appreciate
that,
though
we
bring
this
back
publicly
once
I
get
the
question
there
please
next
month
and
then
finally,
the
partnerships
in
anne
arundel
county.
Thank
you
for
that.
I
think
that's
an
excellent
idea,
especially
with
our
budget
coming
up
at
the
county
level,
it's
important
to
understand
how
we
integrate
and
support
one
another
across
the
county.
I
understand
that
the
police
department
is
invited.
Is
the
fire
department
invited
as
well.
D
Could
we
also
expand
that
then
to
how
we
interact
with
the
fire
department
as
well?
Absolutely,
yes,
ma'am!
Thank
you
so
much.
Thank
you.
B
AH
Good
morning,
president
gillen
vice
president
urea
members
of
the
board
and
dr
arlatta
for
the
record.
I
am
sally
egan
assistant
superintendent
for
student
support
services.
I
am
joined
this
morning
by
ms
susan
love
for
the
purpose
of
providing
a
monthly
update
on
bullying,
as
requested
as
our
strategic
plan
indicates,
relationships
are
what
matter
to
students
will
share
social
challenges
and
possible
bullying
incidents
with
staff.
They
know
and
trust
counselors
administrators
teachers
and
supporting
services
staff
are
an
integral
part
of
creating
a
safe
environment
where
students
can
address
concerns.
AH
AH
The
school
year
starts
with
staff
reviewing
the
bullying
policy
in
the
code
of
conduct,
lessons
which
outline
consequences
for
bullying
behaviors.
On
a
more
positive
note,
systemic
campaigns,
such
as
unity,
day,
kindness
awareness
red
ribbon
week,
see
your
strengths.
Kindness,
rocks
gilson's
day
of
silence,
which
emphasizes
the
importance
of
kindness,
respect
and
appreciation
of
diversity
in
our
culture
are
held.
AH
Last
week,
actually,
two
weeks
ago
now,
glen
burnie
high
school
held
a
diversity
week,
which
highlighted
speakers
and
activities
to
further
inform
and
educate
students
about
the
value
of
diversity.
Our
system
continues
to
create
authentic
cultural
experiences
so
that
students
embrace
a
diverse
culture
and
show
appropriate
respect.
AH
D
Thank
you
and
thank
you
for
the
report.
Expanding
on
that
last.
It's
on
my
understanding.
At
the
last
meeting
a
citizen
brought
to
us
a
bullying
report
on
anne
arundel
county.
I
wanted
to
understand
from
you
all
how
that
report
affects
how
we
manage
and
operate
here.
What
kind
of
weight
does
that
that
report
for?
I
think
it
was
a
state
report,
what
kind
of
weight
that
carries
in
terms
of
how
we're
managing
bullying
within
our
school
system.
AG
Good
morning
again,
monique
jackson-
I
am
not
familiar.
I
would
need
some
more
information
on
the
bullying
report.
You're
referencing.
Could
you
again
get
that
information
to
dr
alato
and
I
could
we
could
give
you
a
clearer
definition
or.
A
W
D
Talking
about
so,
I
received
a
boolean
report
that
I
understood
came
from
the
state
about
anne
arundel
county
based
on,
and
the
resolution
came
from.
That
report
is
what
I
understood,
so
I
was
trying
to
see
if
within
seeing
that
you
guys
are
not
familiar.
I
will
afford
this
report
that
I
received
over
to
dr
and
the
entire
board
received
it.
Let
me
let
me
clarify
that,
but
I'll
forward
it
to
you,
dr
alato.
D
AG
And
so
I've
been
doing
half
an
hour
to
our
visits
at
middle
schools
across
the
county,
and
it
was
a
superintendent's
teen
advisory
agenda
item
last
month,
so
that
I
could
get
greater
insight
into
what
the
data
says
vice
what
our
students
who
are
living
it
every
single
day,
not
what
they
tell
our
parents,
because
sometimes,
if
you
play
the
game
of
telephone,
it
gets
lost
the
first
time
you
tell
someone
information,
it
gets
lost,
and
so
I
wanted
to
hear
it
directly
from
the
students.
Yes,.
AG
E
Thank
you
so
much
for
your
report.
I
really
appreciate
it.
I
have
a
question
about
assemblies
related
to
bullying
prevention
and
in
all
schools.
I
I
assume
that
they
happen
right
and
then
do
they
happen
equitably
across
the
county.
Does
every
school
have
say
to
a
year
or
whatever
the
figure
is.
AG
When
you
say
assembly,
we
I'm
going
to
take
that
to
mean
gathering
of
students
yeah.
So
there
are,
I
would
venture
to
say
I
don't
have
the
data.
I've
not
taken
data
on
that,
but
I
would
venture
to
say
most
of
our
schools
gather
students
in
some
format,
whether
it
be
in
town
halls
like
savannah
park.
Middle
school
just
did
small
intimate
settings
depending
upon
the
student
population
and
the
best
needs.
What
we've
found
over
the
years
is
sometimes
an
assembly
of
over
200
to
50
to
500.
AG
AI
AG
We
are
going
to
work
with
our
students
in
the
mode
that
they
learn
best
and
what
we
found,
especially
for
middle
school
students,
is
that
they
learn
best
when
they're
among
their
peers
in
in
small
settings.
So
and
then
to
answer
you
the
second
part
of
your
question.
No,
it's
not
equitable,
and
I
wouldn't
expect
it
to
be
equal
because
across
the
county,
because
again
we
have
tasked
our
principles
to
meet
the
unique
needs
of
their
school
system.
AG
The
issues
are
data
driven,
and
so
we
ask
principals
and
their
leadership
teams
and
our
office
of
school
performance
to
take
a
look
at
their
data
to
take
a
look
at
their
reports
and
see
where
what
grade
level.
For
example,
I
was
a
middle
school
principal,
and
I
know
that
in
september
you
have
to
meet
with
those
sixth
graders
as
soon
as
they
come
into
your
building.
AG
And
then
you
meet
again
with
the
eighth
graders,
as
they're
exiting
to
high
school
to
help
them
with
their
transition.
E
Understood
thank
you
for
that.
I
and
then
what?
How
is
crisis
response
and
the
crisis
response
team?
How
are
they
involved
are
they
are?
Do
they
float
around
through
all
the
schools
to
let
schools
know
about
their
services,
and-
and
I
hear
that
it's
happening
at
some,
but
not
others.
I'm
just
curious
yeah.
AG
So,
are
you
talking
speaking
of
the
anne
arundel
county
crisis
team?
Yes,
they
are
act,
they're,
wonderful
partners
with
our
school
system
and
they
have
made
themselves
available
by
presenting
at
principals
meetings.
They
are
part
of
miss
egan's,
actually
her
expanded
team,
so
they
meet
so
whereas
they
may
not
have
a
forward
role
where
people
may
identify
them.
AG
E
So
they're
they're,
where
am
I
headed
with
this
say,
say
a
population
at
high
school
wanted
them
to
be
a
at
a
assembly
or
some
sort
of
small
group
setting
or
whatever
the
the
the
setting
is.
Is
that
is
that
decision
down
to
the
principal
to
say.
AG
Usually
it's
the
principle
in
collaboration
with
miss
egan,
so
that
she
can,
as
we've
said
before,
our
school-based
professionals,
and
we
take
great
care
and
making
sure
and
making
those
matches
with
schools,
especially
our
school-based
mental
health
professionals,
and
so
they
know
better.
The
needs
of
the
school
and
so
they're
able
to
take
the
needs
of
the
school
with
the
services
that
are
are
being
provided
perfect.
Thank
you.
Thank.
E
K
W
Thank
you
so
much
for
today's
report.
A
couple
questions
the
I
know
you
have
walked
us
through
the
procedures
probably
multiple
times
now,
for
when
students
have
some
sort
of
issue
that
they're
concerned
about
it's,
my
understanding,
there's
a
bullying
report
and
there's
an
incident
report.
Am
I
correct
about
that
so.
A
AG
So
the
bullying
report,
if
there
is
a
bullying
incident
that
occurs,
the
incident
report
is
more
of
an
internal
mechanism
to
use
at
the
school
level,
not
just
for
bullying,
but
it
could
range
from
you
know
something
happen
in
a
classroom
that
they
need
to.
So
the
incident
report
is
a
school-based
tool.
That's
used
to
help
administrators
in
whatever
investigation
that
may
occur,
or
sometimes
it
helps
with
our
students,
who
are
verbal
learners
that
may
want
to
write
instead
of
you
know,
speak
it
or
in
order
to
help
them
tell
about
something,
that's
happened.
AG
So
that's
the
purpose
of
an
incident
report.
That's
used
at
the
school
level
for
a
myriad
of
reasons.
The
bullying
report
is
what
is
utilized
for
our
school
system
and,
as
I've
stated,
as
you
said
on
multiple
occasions,
that
that
report
comes
to
several
offices
so
that
we
can
continue
to
work
at
the
school
level
to
help
as
michelle
heim
sort
of
alluded
to
that
when
there
is
a
particular
issue,
maybe
we
need
more
staff
development
in
a
certain
area.
Maybe
we
have
a
certain
group
of
students.
W
So
you
kind
of
highlighted
the
reason
for
my
line
of
questioning,
so
I
just
want
to
take
that
a
little
further.
So
a
bullying
report
involves
you.
It
goes
to
the
board
of
education
to
get
to
for
data
purposes
and
to
ensure
that
there's
follow
through
and
that
is
being
dealt
with.
An
incident
report
is
internal,
correct,
correct,
so
it
stays
at
the
school
level.
W
Yes
ma'am,
so
a
student
may
go
to
the
office,
go
to
a
staff
member
and
say
I
felt
threatened
today
in
in
my
lunch
period,
students
surrounded
me-
and
I
couldn't
whatever
like
that-
would
be
an
incident.
AG
Correct
correct,
or
it
could
be
something
as
simple
as
something
happened
in
class,
I'm
having
a
conflict
with
a
student
in
class.
Again
we'll
go
back
to
the
sports
example.
You
know
I
didn't
make
the
goal
and
now
they're
making
fun
of
me.
I
need
to
write
an
introduction.
W
W
W
Great,
I
I'm
just
trying
to
create
that
pathway,
absolutely
okay,
thank
you
and
then
one
other
question.
You
mentioned
the
one
love
workshops
and
said
they
were
happening
in
a
couple
of
schools.
How
has
how
has
that
been
determined
which
schools
and
will
that
be
happening
in
all
the
high
schools.
AJ
AJ
Morning
those
are
determined
by
the
principal
and
the
leadership
team
at
those
the
particular
high
schools.
I
know
that
there
is
one
at
annapolis
high
school
and
I
know
mr
delanis
had
mentioned
a
little
bit
about
the
love.
One
love
workshop,
so
there's
a
training,
that's
involved
and
they
partner
with
the
one
lump
foundation
around
domestic
violence
and
dating
violence.
So
that's
the
one
that
I
know
of
that's
up
and
running
in
the
fullest.
AJ
W
AG
Mostly
students
and
again
it
goes
back
to
the
data.
You
know
if
we
have
a
counselor
that's
seeing
repeatedly
over
and
over
that
this
is
an
issue
then
they
will
definitely
with
the
help
of
ms
love.
Again,
we
try
not
to
have
schools,
do
things
in
isolation.
AG
For
that
reason,
that
you've
pointed
out
ma'am
that
we
want
to
make
sure
that
things
are
consistent,
and
so
they
usually
reach
out
to
ms
love.
For
that.
AJ
W
AG
B
B
Thank
you,
mrs
hummer.
S
I
just
have
a
quick
follow-up
when
we
were
talking
about
bullying
reports
versus
incident
reports.
If
a
child
fills
out
an
incident
report
at
the
school,
so
they
want
to
write
it
and
the
administrator
reads
it
and
says
this
looks
to
me
like
bullying.
Does
the
administrator
then
submit
a
bullying
report?
Yes,.
AG
It's
usually
immediately
many
of
the
bullying
reports
are
actually
submitted
by
the
administrators
because
of
the
incident
that
you
just
described
so.
S
AG
And
sometimes
they
reach
out
to
those
of
us
here
at
central
office
for
assistance
such
as
miss
kathy
rockefeller.
If
there's
something
that's
persistent
that
they
need-
and
I
know
ms
egan
is
going
to
speak
about
that
next
month,
if
there
are
persistent
issues
that
require
perhaps
a
community
circle,
those
are
types
of
things
that
we
utilize
those
resources
for
as
well.
Okay,
thank.
Q
AG
E
I
want
to
piggyback
on
what
else
was
saying
about
just
because
students
might
not
speak
up,
doesn't
mean
that
everyone
couldn't
benefit
from
stuff.
Like
the
one
love
presentation-
and
I
wondered
about
the
incident
reports
again,
so
they
just
stay
in
the
school,
do
they
ever
get
reported
back
to
you
for
data
collection
purposes,
and
if
not,
why
not?.
AG
Q
AG
E
Okay,
I
can
think
of
at
least
one
instance
where
an
incident
report
was
filled
out,
but
it
was
more
like
an
infraction
of
the
of
the
the.
So
I
just
want
to
make
sure
that
when
those
things
happen
that
they
actually
get
it
get
addressed,
you
know
acts
of
hate
things
of
that
nature.
You
know
so
is
there?
E
AG
We
do
that
already
through
our
training
of
principles.
Our
principals
are
very
savvy
and
our
assistant
principals
are
very
savvy
when
it
comes
to
that
now.
Is
it
100
perfect,
absolutely
not,
and
what
I
would
encourage
any
member
of
the
board
or
any
member
of
the
community
is
if
they
feel
like
something
has
not
been
handled
at
the
school
level.
AG
M
Thank
you
so
much
for
all
the
work
that
you
guys
do.
I
just
had
a
quick
question
you
mentioned
like
assemblies
and
them
not
being
the
best
way
to
get
students
together
by
data.
I
was
just
wondering
what
are
their
measures
that
you
think
are
best
to
like
deliver
messages
to
students.
You
said
well,
I'm
just
curious.
AG
AG
Gathering
of
kids.
Our
students
is
one
thing,
but
a
large
assembly,
they
believe,
is
not
intimate
enough
and
they
feel
like
they
don't
have
the
opportunity
to
really
ask
questions
and
to
have
interaction,
and
so
we're
looking
at
ways
to
still
gather
our
students
together,
but
at
the
same
time
for
them
the
opportunity
to
have
equity
a
voice.
So.
AG
W
Sorry
one
more
brief
question
about
the
incident
report.
So,
let's
say
of
a
parent,
is,
is
dissatisfied
with
the
way
an
incident
was
handled
and
they're
seeking
to
take
it
further.
Whatever
that
is,
do
you
have
guidelines
for
the
in-school
staff
as
far
as
maintaining
of
the
incident
reports,
and
how
is
there
a
length
of
time
that
they're
required
to
keep
those
records
for
investigative
purposes?
Yes,
okay,
so
that's.
AG
Again,
I
will
reiterate
that
if
there's
something
that
has
not
been
handled
properly,
the
best
way
and
I'll
go
back
to
me,
being
a
navy
wife
is
to
handle
things
at
the
lowest
level
possible,
and
so
I
would
encourage
anyone
who
is
seeking
assistance
to
start
with
the
school
principal
and
then
work
their
way
up
through
the
chain,
and
that
is
outlined
through
our
complaint
process
in
our
parent
handbook.
Thanks
a
lot.
Thank
you
summer.
S
S
AG
Correct
and
one
thing
that
we
say
in
training
is
the
incident
report,
initiates
the
action,
and
so
it's
simply
what
what
we
use
to
initiate
the
action.
It's
not
the
end-all
be-all,
but
it
gives
it's
one
means
of
giving
the
administrator
or
the
school-based
staff
the
information
that
they
need.
The
who.
What
when?
Why?
Where
and
how
and
usually
that's,
what's
listed
on
the
incident
report,
so
that
our
students
can.
B
P
I
just
wanted
to
thank
you
guys
for
the
thorough
fairness
of
reports
and
to
share
personally
that,
when
my
one
of
my
children
had
a
bullying
incident,
that
not
only
was
the
reporting
and
the
process
handled
very
well,
but
also
that
interaction
and
those
one-on-one
communications
between
the
parents
collaboratively
the
bus
driver,
everybody.
The
response
was
to
mean
beyond
adequate
and
is
definitely
noteworthy,
that
to
see
that
in
action
is
definitely
a
lot
different
than
looking
at
on
paper
and
definitely
to
the
benefit.
So
I
thank
you
guys
for
your
continued
efforts
in
that.
AG
B
You
I
see
no
further
lights,
except
you
know.
When
you
came
up
for
your
encore
presentation,
you
said
that
we
should
not
be
teaching
math
in
assemblies
and
and
I'm
hoping
when
you
get
a
chance,
if
you
could
talk
to
some
of
our
institutions
of
higher
ed,
you
know
for
freshmen
statistics
250
in
a
class
isn't
working.
Thank.
AK
AK
Today
I
bring
the
board
some
exciting
news:
the
national
school
boards
association
and
its
flagship
magazine,
the
american
school
board
journal,
has
awarded
anne
arundel
county
public
schools.
Its
second
consecutive
magna
award
a
national
honor
given
to
just
18
schools
across
the
nation
this
year.
For
the
past
two
years,.
AK
AK
I
must
give
credit
to
my
predecessors
who
began
the
program
in
2008
into
my
coworkers,
my
colleagues,
the
board
and
the
community
for
the
roles
they
have
played
in
making
the
equity
lead
program.
What
it
is
today,
the
duties
and
responsibility
of
the
equity
lead
are
to
deliver
the
district-wide
professional
development.
During
the
designated
early
dismissal
days.
AK
AK
Secondly,
I
am
following
up
on
the
question
raised
last
month
regarding
our
partnership
with
pflag,
a
group
which
is
committed
to
advancing
equality
through
its
mission
of
support,
education
and
advocacy.
I
have
been
invited
to
attend
a
p
flag
parent
support
group
meeting
and
I'm
waiting
for
a
list
of
topics
they
would
like
for
me
to
discuss.
I
am
very
much
looking
forward
to
that
opportunity.
AK
My
office
has
also
been
intentional
in
our
efforts
to
assist
schools
in
eliminating
the
achievement
gaps.
Our
assistant
ranges
from
partnering
with
other
offices
and
attending
school-based
leadership.
Team
meetings,
where
discipline
and
academic
data
is
shared
by
student
group
and
problem
solving
protocols
are
used
to
address
those
student
needs.
AK
D
Had
a
goodness
thank
you,
as
always,
I
appreciate
you
acting
in
the
manner
that
you
do
and
the
team
that
you
work
with
you.
You
take
you
get
in
front
of
potential
issues,
and
I
really
appreciate
that.
D
My
question
is
extended
from
the
safety
and
security
question,
though
this
past
month
we
had
an
another
incident
where
intimidation
and
safety
and
diversity
and
inclusion
all
were
compromised,
and
I
I'm
I
would
like
to
be
able
to
see
how
we're
doing
that.
I
understand
how
we
react
to
it.
I
would
like
to
be
able
to
see
the
reports
so
that
we
can
build
mitigations
of
like
the
ones
that
you
all
have
discussed
today.
D
So
I
understand
you
want
me
to
go
to
dr
alato
with
that,
but
I
want
you
guys
to
be
aware
that
I
will
be
looking
for
that
report
in
those
areas
in
diversity
and
inclusion
in
safety
and
security
as
as
well
as
the
bullying,
because
of
the
intimidation
that
it
involves
and
I'm
looking
at
a
five-year,
because
it
allows
us
to
see
patterns
right
and
it
allows
us
to
think
about
what
we're
doing
and
how
we
can
improve
upon.
Whatever
we're
doing,
I
also
want
to
emphasize
I've
heard
a
lot
today
about
accountability.
D
I
want
to
emphasize
that
anne
arundel
county
is
superb
in
its
accountability
in
these
areas,
but
as
anything
we
can
always
improve
so
long.
There
are,
as
there
are
incidents
like
what
we're
experiencing,
then
what
that
tells
us
there
is
somewhere
we
can
improve
and
that's
all
I'm
requesting.
Okay.
Thank
you,
dr
gillis.
Thank
you.
B
Okay,
thank
you.
Miss
corcodale.
P
Thank
you
once
again
for
another
wonderful
report
this
month.
I
just
wanted
to
bring
back
accolades
from
the
national
conference
that
we
just
attended
this
past
weekend.
I
actually
was
approached
after
attending.
You
know
session
you
get
to
know
who,
where
you're
from
when
I
said
it,
was
from
anne
arundel
county,
not
once
not
twice
but
three
times
so
I'll,
just
share
with
you.
P
The
states
that
wanted
to
extend
to
the
staff
a
shout
out
of
congratulations
for
the
magna
ward,
and
that
is
as
crazy
as
it
is
south
dakota
and
as
well
as
georgia
and
arizona.
So
I
I
just
want
to
also
say
that,
because
often
times
you
hear
about
awards
that
you
win
and
you
think
it
just
kind
of
stays
in
the
local
newsletter
here
and
maybe
a
little
blurb
in
the
local
newspaper.
P
But
I
just
want
you
to
know
that
that
yes,
people
do
pay
attention
and
they're
all
looking
at
us
as
the
leaders
and
models.
So
I
want
to
thank
you
guys
personally
too,
for
making
us
look
so
good,
because
it
was
definitely
your
hard
work
and
I
want
to
make
sure
that
you
that
those
type
of
recognitions
are
extended
to
yourselves.
Thank
you
once
again.
Thank
you.
S
Yes,
I
want
to
do
a
shout
out
again
to
the
team
for
a
magnificent
job
on
our
second
magnum
award
in
a
row
as
miss
dr
gillen
said:
we're
the
only
school
system,
large
school
system,
to
win
two
years
in
a
row
and
we're
the
only
school
system
in
maryland.
That
has
won
a
magna
ward
at
all,
much
less
twice
in
the
past
10
years.
So
we're
really
standing
out.
S
I
know
when
all
of
us
were
meeting
together
in
sba
this
weekend,
dr
arlotto
shared
that
he
went
to
a
session
on
equity,
that
a
school
system
was
putting
on
and
what
he
found
out
was
that
they
were
just
beginning
to
talk
about
equity,
and
so
when
he
talked
to
them,
he
was
like
what
kind
of
training
are
you
doing
for
our
staff,
where
we
have
the
extensive
equity
liaisons?
And
he
said
oh
we're
not
there
yet,
and
so
this
was.
S
That
shows
how
far
we
are
down
along
the
road
still
ways
to
go,
but
we
are
definitely,
you
know,
being
really
setting
setting
an
example
for
other
school
systems
and
so
great
job
to
all
of
you
for
that.
Thank.
AK
E
I
just
wanted
to
say
thank
you
for
the
wonderful
work
that
you
and
your
team
do
every
day
and
it
doesn't
go
unnoticed
and
I'm
very
very
grateful.
I
know
our
students
benefit
from
it
all
of
our
students
and
and
I'm
just
really
happy
about
the
award
the
two
years
in
a
row.
That's
wonderful
and
keep
up
the
fine
work
that
you
all
do,
and
I'm
really
really
appreciative
of
all
that
good
work.
Thanks.
F
Thank
you
if
I
could,
if
I
could
also
add
if,
if
you
have
not
noticed,
I'm
speaking
to
the
members
of
the
board
and
you
get
your
national
school
board
journal
and
this
month
with
the
recognition
of
the
wonderful
magna
ward
and
the
work
of
of
dr
gillens
and
her
team
and
our
and
our
equity
leads.
F
If
you
have
read
through
all
of
the
articles,
the
article
at
the
back
of
the
magazine
talks
about
creating
good
kids
and
it's
just
a
reporter
that
wrote
an
article
and
interviewed
different
people
and
they
actually
talk
about
anne
arundel,
county
gina,
davenport,
arundel,
high
school
and
the
coordination
of
the
citizen,
global
citizenship
course,
and
it's
just
sort
of
an
off
comment
about
another
school
system,
developing
another
program,
and
we
are
mentioned
in
that
same
magazine.
S
I
just
want
to
say
that
now
they
they
have
not
announced
what
the
topic
will
be
for
the
magno
awards
for
next
year.
Yet
it's
been
equity
the
past
two
years
in
a
row,
I'm
hopeful
to
be
equity
again,
because
I
plan
for
us
to
win
the
grand
prize
next
year
with
our
global
community
citizenship
class,
so
no
pressure,
but
I
really
I
want
us
to
put
that
in
there,
because
I
know
we're
hearing
from
people
all
around
that.
That
is
something
they
want
to
emulate,
and
so
grand
prize
is
ours
next
year.
All
right.
B
Great
thank
you.
Seeing
no
further
board
comments.
Is
there
any
public
comment
saying
none
will
now
move
to
item
4.04,
which
is
the
transportation
report.
O
Good
afternoon,
alex
czech
nova
chief
operating
officer
here
present
item
4.04,
which
is
a
information
item
regarding
transportation.
Several
meetings
ago,
we
had
a
member
of
the
public
come
in
and
provide
a
school
board
with
some
information
regarding
arrival
times
of
some
of
our
buses
at
schools
in
particular.
O
How
soon,
prior
to
the
first
bell,
some
of
our
buses
are
arriving
at
our
schools.
One
of
these
schools,
in
particular
that
was
called
out,
was
north
county
high
school,
and
the
question
was
posed.
Why
do
the
buses
arrive
there
earlier
than
at
some
of
our
other
schools?
O
The
board
asked
us
to
take
a
look
at
it
to
see
if
we
can
come
up
with
some
solutions,
so
we're
here
today
to
present
some
of
these
solutions.
We've
identified
three
of
them
and,
if
I
can
ask,
was
how
to
put
up
the
graphics
so
for
those
of
you
are
familiar
with
north
county
high
school,
you
only
have
a
single
ingress,
egress
point
I'll,
be
referring
to
the
board
behind
you
there
without
risking
blinding
anybody.
O
I've
got
a
little
bit
of
a
laser
pointer,
but
for
those
who
are
familiar
right
here
on
a
east
first
avenue
is
the
only
way
into
the
school.
Currently,
it's
a
signalized
intersection.
It's
a
four-way!
Stop
mr
gilliland.
I
know
you're
intimately
familiar
with
the
area.
It
literally
can
take
as
much
as
half
an
hour
some
mornings
to
come
down
to
big
hill
and
make
your
way
into
the
school
right
there.
O
So
we
took
a
look
at
what
options?
Could
we
use
to
eliminate
that
chokepoint
and
provide
enhanced
ingress
and
egress
into
the
school
in
some
way,
and
we've
come
up
with
three
options
so
before
you
is
the
very
first
option,
we
call
that
the
east
first
avenue
option
it.
The
pros
are:
it
is
in
fact
the
most
direct
route,
it
has
the
least
environmental
impacts
and
it
does
provide
ingress
and
egress
from
that
signalized
intersection.
O
It
does
have
some
cons,
however.
We
would
either
through
acquisition
or
by
condemnation.
There
are
two
occupied
structures
and
seven
residential
lots
that
we
would
have
to
either
purchase
or
condemn.
We
did
look
at
the
other
side
of
the
road.
There's
three
occupied
houses
and
nine
lots
on
the
other
side,
so
it'd
be
cheaper
to
to
come
on
the
southeast
side
of
it.
O
The
land
and
structure
acquisition
cost
would
be
under
order
of
one
to
one
and
a
half
million
dollars,
and
it
will
be
about
a
million
dollars
of
construction
costs.
So
for
about
two
to
two
and
a
half
million
dollars,
we
could
have
our
buses
arrive
at
that
school,
maybe
10
or
15
minutes
later
than
they
currently
do.
That
would,
by
about
10
minutes
of
time
the
second
option,
miss
hal
will
bring
up
we're,
calling
the
future
burlwood
road
option.
O
So
if
burwood
road
is
a
paper
road
that
was
never
constructed,
the
county
actually
continues
to
possess
that
as
a
right-of-way,
we
looked
at
bringing
buses
in
and
out
of
burwood
road
or
provide
us
a
second
entrance
into
the
school.
For
those
of
you
are
familiar
with
north
county
high
school
theory
behind
right.
There,
with
the
green
pointer
is
that
is
the
bus
loop.
O
The
area
in
front
is
where
the
faculty
staff
park
and
where
students
park
as
well
the
area
to
the
front
there
to
the
side
of
the
stadium,
so
the
pros
of
coming
in
off
burwood
road
certainly
would
allow
for
a
second
entrance
way.
It
would
allow
us
to
utilize
the
existing
paper
road.
That's
burwood
road.
O
It
crosses
the
right-of-way,
the
bg
e
right
away
with
the
least
amount
of
impact,
and
it
again
provides
us
with
an
opportunity
of
potentially
having
a
separate
bus
access
and
not
having
to
co-mingle
the
buses
and
the
the
regular
cars
be
the
student
or
faculty.
There
are
some
cons
potentially
to
it.
This
intersection
doesn't
exist,
so
it's
non-signalized
at
the
moment.
We
didn't
factor
in
the
cost
of
doing
that
or
traffic
warrant
study.
So
a
con
at
the
moment
would
be
a
non-signalized
intersection.
O
O
O
There
are
some
significant
steep
slopes
for
those
of
you
familiar
with
north
county,
where
my
pointer
is
there's
about
a
40
to
50
foot
hill
there
we
would
have
to
come
through
that
hill
create
a
large
retaining
walls
to
allow
a
roadway
to
be
constructed
through
that
hill.
That's
the
significant
steep
slopes.
We
would
clear
the
forested
areas
for
the
roadway
you'll,
see
again,
that's
that's
a
tree,
so
we'd
have
to
take
those
trees
out
in
that
area.
O
There's
cabin
john's
branch
river,
there's
a
an
active
stream
with
tributaries
that
run
down
through
the
right-of-way,
so
there
would
be
an
impact
to
cabin
branch
stream
and
any
other
presently
unknown
environmental
impacts.
We
would
estimate
that
it
would
be
about
five
hundred
thousand
dollars
in
land
acquisition
costs
and
about
three
million
dollars
in
hard
construction
costs.
For
for
about
three
and
a
half
million
dollars,
we
could
create
a
solution
that
again
would
have
the
buses
get
there
about
10
to
15
minutes
later
than
they
presently
do
the
final
option.
O
The
third
option
is
taking
advantage
of
the
bg
e
right
away.
That's
a
high
transmission
right
away
right
there
that
bg
e
has,
if
you're
familiar.
It's
got
large
electric
structures
on
it
and
high
tension
wires
to
go
across
there.
The
pros
of
the
bg
e
right
away.
Option
would
be,
would
follow
the
existing
bg
e
right
away
again
and
provide
once,
as
previously
mentioned,
a
potential
separate
entrance
and
exit
for
buses
only
that
would
go
directly
to
the
bus
loop.
O
O
We
would
have
to
work
with
bg
e
to
acquire
and
pay
for
access
to
their
right-of-way
if
they
would
so
grant
it,
we
would
have
to
either
acquire
or
condem
through
a
public
taking
the
land
across
that
private
property
owner
there.
O
There
are
those
existing
steep
slope
conditions.
I
mentioned
there's
about
a
40-foot
hill
that
we'd
have
to
carve
our
way
through
to
create
that
road
bed
to
connect
the
bus
lot
to
to
the
bg
e
right
away.
We
would
clear
forest
and
again
any
other
potential
environmental
conditions
that
we've
not
yet
fully
assessed.
O
The
cost
of
that
would
be
again
about
five
hundred
thousand
dollars
on
the
land
acquisition
side
and
slightly
less
than
the
prior
option
about
two
and
a
half
million.
So
for
about
three
million,
we
could
probably
execute
this
plan
and
again
probably
gain
about
10
or
15
minutes
in
terms
of
bus
efficiencies
accessing
north
county.
And
with
that
conclude,
my
report
and
I
now
entertain
any
questions
that
the
board
might
have.
Thank.
B
You
if,
if
I
made
just
one
clarifying
question
just
for
the
record,
the
no
local
board
of
education
has
eminent
domain
authority.
I
just
want
to
get
that
on
the
record.
Yes,.
O
Sir,
that's
why
I
said
it'll
be
governmental,
it
would
have
to
either
it
would.
We
would
have
to
either
conjoin
the
county
or
the
state
to
be
our
agent
in
the
condemnation
proceedings.
I.
B
Just
don't
want
you
know
on
option
one
those
property
owners
calling
us
today
going
hey.
You
know
so
that
that's
that's
why
I
was
just
mentioning
that
we've
got
a
couple
of
questions.
Miss
antoine.
D
O
Well,
those
are
the
athletic
facilities.
The
the
first
of
the
options
that
would
come
up
east
first
avenue
would
in
fact
provide
some
enhanced
access
to
the
elementary
school,
because
you
would
have
two
ways
into
the
school
you
could
peel
off
and
make
a
right
heading
into
the
elementary
school.
This
way
and
the
rest
of
the
traffic
would
go
up
there.
The
times
of
those
two
schools
don't
overlap,
though,
so
it's
not
as
significant
issue.
D
And
unfortunately,
I
wasn't
here
to
add
on
to
that,
but
knowing
that,
if
we,
if
we
try
to
alleviate
some
of
the
pressures
that
are
going
for
the
high
school,
the
congestion
is
also
right
there.
If
we
could
kind
of
kill
two
birds
with
one
stone.
I
was
trying
to
see
if
there
was
considerations
for
that
and
how-
and
you
know
fiscally
that
would
affect
what
we're.
What
we're
recommending
happens
at
this
time.
E
Thank
you
for
that.
Excuse
me,
for
my
confusion,
but
on
the
minutes
and
and
memory
also
serves
it.
We
were
also
supposed
to
talk
about
the
full
rfp
to
discuss
the
transportation
consultant,
the
item
to
be
back
on
the
board
agenda
for
april
3rd.
I'm
not
seeing
it
I'm
wondering
why
it's
not
there
and
why
we're
not
talking
about
it,
because
that
was
definitely
mentioned,
as
all
of
us
will
remember
from
two
weeks
ago.
B
B
E
Then
let's
go
ahead
and
discuss
it
because
you
know
that
that
was
that
was
as
it
states
in
the
minutes
and
as
my
memory
serves.
That's
all
that's
what
we
wanted
to
do:
bring
the
full
rfp
back
to
the
board
for
discussion
on
april
3rd
and
to
discuss
timelines.
So
should
we
get
into
that,
then.
B
A
B
D
So
so
my
question
is
general:
it
concerns
the
constructions
and
when
those
bus
sites
change
in
in
terms
of
construction,
for
example,
over
over
at
north
county
and
and
back
over
at
me,
construction,
it's
been
pretty
heavy
when
the
constructions,
when
the
construction
site
moves
to
stops
temporarily,
do
those
stops
change
again
after
the
the
construction
is
no
longer
an
issue.
O
Right
so
we're
hopeful
that
anytime,
there's
construction,
we're
hoping
the
duration
of
that
is
as
brief
as
possible.
We
obviously
have
to
adjust
during
that
interval,
but
the
intention
is
always
to
bring
the
stops
back
to
the
original
locations
and
back
to
the
original
times
as
soon
as
practicable,
once
the
it's
safe
to
do
so,
and
once
the
construction
activities
don't
impact
that
stop
location
any
longer.
D
And
so
like,
in
this
case,
let's
say
the
construction
started
in
january
and
we're
moving
closer
to
springtime
now
and
the
construction
stops
in
april,
so
on
average,
how
long
does
it
take
to
go
back
to
that
normal
stock.
O
Again,
we
would
assess
that
we
would
communicate
that
we
would
assess
the
you
know
the
viability
of
it
and
that
we
would
communicate
that
to
the
families
by
the
time
you
get
really
close
to
the
end
of
the
year.
It
may
you
know
the
the
benefits
of
doing
it,
for
changing
things,
for,
for
just
a
very
short
period
of
days
or
weeks
may
not
be
fruitful.
So
that's
a
little
bit
of
a
value
judgment,
but
one
thing
we're
always
cautioned
about.
Is
we
always
talk
about?
D
AL
O
We
don't
want
to
prematurely
reset
the
stops
only
to
find
ourselves
in
a
position
that
x
weeks
down
the
road.
We
have
to
change
them
yet
again.
That
sort
of
back
and
forth
disruption
hurts
continuity
for
our
families,
as
well
as
our
bus
drivers
and
everybody
else.
So
we
do
try
to
take
a
rather
measured
approach.
W
Thank
you
for
your
report,
so
I'm
I'm
looking
at
this
picture
and
I
I
know
that
the
the
drop
off
and
arrival
and
pickup
can
be
a
very
stressful
time
at
any
school.
There's
a
lot
of
kids
coming
in
at
once,
and
when
I
look
at
this
picture,
I
can
see
how
how
much
more
difficult
it
must
be
for
them
at
north
county
high
school.
So
I
I
can
identify
the
need
there.
Can
you
tell
me
how
many
students
are
we
talking
about
at
north
county
about.
W
Yeah
2400
students,
so
so,
while
the
price
tag
sounds
rather
steep,
we're
talking
about
a
quality
of
life
issue
for
an
awful
lot
of
people.
As
far
as
the
non-signal
intersections
that
you
mentioned,
I'm
sure
several
of
our
schools
have
that.
I
know
annapolis
high
school,
the
buses
exit
at
a
non-signal
intersection
and
we
just
use
traffic
guards
to
aid
in
in
the
arrival
and
departure
from
the
school.
So
is
that.
W
O
F
Oh
so
so
great
question:
I
want
to
make
it
really
clear
that
as
you're
superintendent,
I'm
not
making
I'm
not
recommending
any
of
these
options
right,
I'm
not
option
one
two
or
three.
I
appreciate
the
time
that
the
staff
put
in
to
give
you,
so
you
could
see
the
visual
and
understand
some
of
the
concerns.
I'm
not
recommending
any
of
these
options.
F
My
concern
is
having
to
go
through
the
process,
the
money
and
having
to
go
through
the
process
of
eminent
domain
and
getting
homes
that
people
currently
live
in
condemned.
I
don't
want
to
have
any
part
of
that.
I
realize
it
is
a
two-lane
road
going
in
and
out,
if
you've,
not
driven,
that
I'll,
certainly
encourage
you
to
do
that.
So
you
can
have
that
visual
and
and
know
what
it's
like
to
go
up
that
hill
and
make
that
left.
F
As
you
see
that
blue
line
and
veer
up
to
the
school
I'm
so
you
can
get
a
be
familiar
with
it
right
there
by
the
softball
field
and
then
likewise
to
work
through
a
road
one
that
doesn't
exist
on
the
future
burwood
road
or
even
to
to
build
a
road
on
bg
e's
right
of
way.
I
can't
imagine
that
bg
e
would
want
us
to
build
a
road
along
that
right
of
way
and
then
trying
to
have
to
purchase
the
properties.
F
You
see
that
top
triangle,
just
above
the
tennis
courts,
we
would
have
to
purchase
that
land
or
get
the
right
of
way
to
come
through
that
back
way.
Those
are
not.
I
just
think
that
it
is
the
money
that
and
the
money,
time
and
energy
that
this
board
would
have
to
go
through.
I
just
don't
think
it's
worth
gaining
ten
minutes
of
additional
time
getting
the
students
to
school.
If
that's
what
in
fact,
it
would
do
so,
I'm
not
making
I'm
not
recommending
any
changes
at
this
time.
B
Okay,
miss
antwine.
D
D
However,
one
way
in
and
one
way
out
is
a
safety
concern
and
if
there
are
opportunities
to
consider
opening
up
an
another
means
of
that
that
egress
and
ingress
that
you
talked
about,
I
think
that
is
viable
for
us.
In
addition,
our
entire
county
is
growing,
so
the
the
concerns
that
are
there
now
only
are
going
to
get.
You
know
they're
going
to
become
bigger
concerns
if
we
don't
get
in
front
of
it.
F
I
really
we're
glad
to
have
conversations
with
the
county
government,
but
this
is
the
best
thinking
of
the
team.
Now
I
cannot
promise
you
that
in
two
weeks
time
or
a
month's
time
that
we
would
have
additional
options,
I
think
we're
not
going
to
be
able
to
come
in
off
of
90
off
of
197
and
coming
the
back
way
coming
up
through
the
elementary
school.
As
you
mentioned,
those
are
very,
very
narrow,
neighborhood
streets
and
to
try
and
get
that
number
of
buses
through
those
streets
would
just
not
work.
F
Those
are
options
that
have
been
looked
at
in
the
past,
so
I
don't
know
that
we
would
come
up
with
other
options
in
a
two-week
period.
What
I
can
promise
you
is
that,
as
we
continue
to
have
conversations
with
the
county
government
and
the
office
of
and
dpw
we're
glad
to
mention
that
we
have
this
ongoing
concern.
F
They
know
well,
the
population
is
increasing
in
north
county,
mr
shaknovich
and
I
were
just
in
front
of
the
the
county
executive
two
weeks
ago,
where
mr
sheknovich
presented
numbers
and
a
powerpoint
presentation
to
mr
pittman
and
some
of
his
staff
about
enrollment
numbers
and
increased
growth
in
particular
areas
and
north
county
is
one
of
those
that
that
that
he
we
reminded
him
of
the
growth
and
the
needs.
So
we're
glad
to
continue
those
conversations.
F
We
were
with
the
county
executive
for
an
hour
yesterday
and
his
team
making
a
case
for
your
budget,
and
so
I'm
going
to
tell
you
our
time
is
really
focused
when
we
do
have
time
with
them
well
and
what
I'll
promise
you
is
into
the
future.
We'll
have
conversations
about
this
site
and
about
the
traffic
and
enrollment.
But
if
you
would
let
us
really
focus
on
promoting
your
budget
with
the
accounting
executing
the
county
council
over
the
next
several
months?
That's
really
our
focus
right
now
and
in
terms.
O
Our
principal
concerns
have
been
focused
on
renovating
our
old,
renovating
or
replacing
our
older
antiquated
schools,
putting
capacity
editions
such
as
kindergarten
additions
or
classroom
additions
onto
our
schools
and
items
that
have
a
direct
bearing
on
health
and
safety,
such
as
asbestos
abatement
security
cameras.
Things
like
that,
I'm
not
sure
if
it
is
the
most
prudent
expenditure
of
three
million
dollars
to
to
take
those
funds
away
from
those
other
projects,
given
a
scarcity,
resource,
environment
and
redirected.
O
To
this
I
mean
that's,
certainly
a
decision
this
board
is
going
to
have
to
to
do,
but
in
the
capacity
that
I
serve
for
you
as
staff,
I
know
again
that
there
are
many
competing
interests
and
interests
that,
in
my
humble
opinion,
may
outweigh
or
outrank
something
something
of
this
nature.
We
do
have
monies
that
we
do,
for
you
know.
O
Resurfacing
and
trying
to
keep
up
our
existing
infrastructure
in
many
cases
has
to
take
precedence
over
something
that
that
would
be
sort
of
an
expansion
piece
of
it.
But
you
know
we'll
certainly
certainly
be
glad
to
continue
to
look
at
things
like
that,
like
the
superintendent
said,
but
ultimately,
when
we
craft
the
cip,
we
have
to
craft
it
with
a
light
of
what
our
highest
priorities
given
limited
capital
dollars
that
the
state
and
county
has
to
apply
towards
those
efforts.
D
Completely
understand,
I
just
see
us
at
this
point
in
time
getting
ahead
of
a
potential
bigger
issue
with
those
considerations
and
just
having
the
information
so
that
we
can
make
better
board
decisions
would
be
helpful,
especially
as
as
we're
discussing
the
budget
so
that
we
can
plan
and
forecast
for
it.
But
thank
both
of
you.
B
And
I'm
sorry
for
some
of
the
commotion
we're
we're
about
to
transition
in
the
next
half
hour.
So
I
was
writing
some
some
guidance
for
mr
raya.
Miss
antoine.
Did
you
oh
you're,
finished?
Okay,
I'm
sorry,
mrs
shawnee.
E
E
Have
we
considered
as
a
solution
and
a
schedule
on
a
b
schedule,
so
we
don't
have
2
400
students
and
buses,
and
parents
and
teachers
all
utilizing
the
same
road
at
the
same
time,
this
happens
in
a
variety
of
you
know,
a
variety
of
other
schools
and
other
places
where
half
the
school
starts
at
x.
The
other
half
of
school
starts
at
y,
and
then
it
breaks
up
that
enormous
traffic
problem
has
that
been
considered
at
all
by
staff
or
by
dr
aladda.
F
No
ma'am
we've
not
considered
going
into
a
and
those
those
schedules
actually
existed
in
this
jurisdiction
many
many
years
ago,
as
construction
was
going
on
in
other
schools.
Mr
live
might
remember
that
before
my
time,
but
that
existed
and
different
school
systems
utilize
that
when
necessary,
I
think
what
would
take
place
first
is
we
would
focus
on
building
our
two
new
old
mills
and
then
doing
redistricting
and
while
that's
sometimes
a
difficult
word
for
a
board
and
a
community
to
work
with.
F
F
E
You
know
we
talk
endlessly,
at
least
I
have,
and
several
the
rest
of
us
have
about
healthy
start
times
and
well,
putting
the
high
school
a
little
bit
later
and
doing
an
a
and
a
b
schedule
would
alleviate
immediately
now
these
concerns
without
downing
trees,
kicking
kids,
kicking
people
out
of
homes
etc,
and
I
also
just
want
to
mention-
because
I
just
you
know,
I
heard
it
and
I
didn't
it's
out-
it's
our
budget,
all
of
our
budget,
not
ours
and
versus
yours.
E
So
I
understand
that
you
don't
want
to
put
any
more
effort
into
trees
and
roads
and
stuff,
and
that's
totally
fine,
but
you
know
it's
all
of
ours.
I
I
just
think
that
we
should
consider
that,
and
I
think
we
consider
that
what
just
because
it
was
done
once
doesn't
mean
that
bad
is
all
that
old
is
bad.
You
know
like
this.
Would
this
would
resolve
this
would
resolve
it.
M
Okay,
any
other
board
comments.
Okay.
Well,
I
actually
have
a
quick
question,
mr
chuck
novich.
So
there
was
a
couple
comments
about
this
being
like
one
way
in
one
way
out,
and
this
is
like
kind
of
alleviating
it
for
the
time's
sake.
I
was
just
wondering
why
this
was
the
only
high
school
chosen
or
looked
at,
because
there
are
a
couple
other
high
schools
that
have
like
one
way
in
one
way:
outs.
M
E
N
B
Okay,
so
rfp
question
public
one
public
comment
card.
AM
Good
morning
board
of
education,
lisa
van
busker
start
school
later.
Thank
you
very
much,
mr
chagnovich,
for
looking
at
north
county,
because
it
just
brings
up
some
interesting
discussions
that
I
think
it's
worth
having
over
the
long
term,
which
is
your
access
in
and
out,
and
I
appreciate
miss
antwine's
discussion
of
it's
not
just
about
10
minutes
of
start
times
and
relieving
traffic
pressure.
AM
But
if
god
forbid
that
there
was
some
kind
of
active
shooter
or
some
kind
of
worst
case
scenario
at
that
school,
then
to
get
fire
ems,
police
response
vehicles
in
and
2
400
students
out,
it
would
be
nice
to
have
multiple
in-out
options.
And
so
I
think
that
is
a
worthwhile
discussion
to
have
with
the
county
over
the
long
term
and
not
just
for
north
county,
but
any
of
your
other
sites
as
part
of
your
operational
plans.
AM
So
I
appreciate
that
discussion
and
you
know,
I
think,
that's
a
part
of
the
long-term
discussion
over
our
schools
and
our
safety
and
security
for
regard
to
transportation.
I
just
wanted
to
provide
something
that
howard
county
was
discussed
at
their
last
meeting,
and
so
this
is
a
handout
that
will
be
passed
around
to
you.
I'm
sorry
for
the
crazy
color,
but
it's
a
print
of
a
screenshot
or
a
photo
of
a
document
that
they
discussed
and
it
was
from
last
spring.
AM
They
did
a
survey
of
their
bus
drivers
for
violations
and
in
one
day
they
had
290
violations
and
they
break
down
on
morning
afternoon,
rear
front
left
right
size,
and
so
what
howard
county
is
doing
with
that
information
is
the
transportation
department
is
now
going
to
work
with
their
county
council
to
create
some
kind
of
permitted
legislation
and
ordinance
to
discuss,
putting
cameras
on
their
school
buses
to
try
and
capture
those
violations
and
whatnot.
So
today,
so
howard
county
has
approved
the
transportation
department
to
start
those
conversations
under
our
2011
legislation.
AM
So
it's
just
something
for
you
guys
also
think
about
with
your
relations
with
your
law
enforcement,
because
I'm
sure
we
have
more
buses
than
howard
county.
So
I'm
sure
we
have
more
violations.
I
don't
think
anne
arundel
county's
drivers
are
any
better
and
so
for
the
safety
of
our
students
on
those
buses
when
the
arms
are
out
other
things
that
are
going
around
the
state
in
transportation.
AM
Baltimore
county
has
included
a
transportation
audit,
a
line
item
in
its
fy
2020
budget,
which
will
do
much
like
what
your
rfp
will
hopefully
do,
and
last
month,
frederick
county
came
back
with
some
cost
estimates.
For
later
start
times
have
been
8
o'clock,
high
school
8,
30
middle
school
and
elementary
school
at
9
15.,
the
middle
and
high
schools
were
delayed,
30
minutes
and
elementary
15
minutes,
and
they
came
up
with
57
buses
and
almost
7
million
dollars
to
do
that.
AM
So
in
watching
the
discussions,
they
have
some
unique
challenges
because
they're
pretty
rural
and
they
by
only
delaying
the
elementary
schools.
That
is
what
required
them
to
have
some
extra
buses
and
they
also
do
a
lot
of
after
school
elementary
programs
that
they
provide
busing,
for
they
also
have
a
one
hour,
maximum
bus
ride
length
and
they
do
what
they
call
double
box.
So
I
think
it's
the
bus
doing
the
same
route
twice.
AM
B
Thank
you
for,
for
your
testimony,
the
rfp
and
the
status.
I
think
there
are
going
to
be
a
couple
of
questions
that
that
we
have
to
ask
one
is
on
status
where
that
is
and
then.
Secondly,
I
think
would
be
any
break
in
in
protocol
and
procedure
for
the
board
to
review
an
rfp
at
this
stage,
and
then
third
is
the
funding
source
for
the
the
rfp.
B
So
I
I
will
confess
I
don't
know
if
the
intention
was
to
have
this
as
part
of
the
transportation
report
or
a
separate
item,
and
I
if
it
was
meant
to
be
a
a
separate
item,
I
I
dropped
the
ball.
Okay,
the
I
guess
the
the
first
question
then
that
I
I
would
ask
dr
arlatto
at
at
this
point
in
in
the
process.
The
the
status
of
the
rfp
is
is
what.
F
The
status
is
it's
completed
as
we
promised
the
board.
The
board
spent
considerable
time
discussing
the
scope
of
work
two
weeks
ago
and
that
was
approved
by
this
board.
So
now
it
is
left
to
staff
to
do
the
rest
and
that's
what
we
explained
at
the
time,
and
so
we
now
have
built
all
the
pieces
that
go
around
the
scope
of
work
that
we're
acquired
to
do
by
law
through
purchasing
processes
and
procedures,
and
that
has
been
built
and
we
have
that
document.
F
So
we
have
done
as
promised
the
board's
work
as
far
as
I'm
concerned
is
done.
You've
approved
the
scope
of
work.
What
it
is
you
want
us
to
do,
and
now
we've
got
to
go
out
and
accomplish
it.
So
as
far
as
I'm
concerned,
the
board's
work
is
done
in
approving
the
scope
of
work.
We've
now
built
all
the
pieces
around
it
and
we
have
a
document.
That's
ready
to
go
so
with
the.
F
They
don't
go
out
on
the
website.
They
go
out
on
the
they're
various
purchasing,
I'm
going
to
use
the
wrong
word
vehicles,
but
mechanisms
and
platforms
that
we
then
push
these
purchasing
rfps
out,
I'm
sorry
and
they
are
on
our
dot
org
website.
Also,
okay,
I
stand
correct
they're
on
the
website.
B
Also
so
the
intent
at
this
point
would
is:
is
that
the
the
opportunity
for
the
board
to
see
it
or
is
there
an
advanced
opportunity.
F
There's
there's
advanced
opportunity
for
the
board
to
see
it.
I
would
I
would
caution
the
board
about
getting
too
involved
at
this
process
so
that
there
are
no
concerns
going
forward
in
case
there
was
an
appeal
over
a
vendor
or
not
getting,
and
the
process
that
I
would
want
to
keep
the
board
out
again.
It's
the
board's
work
is
done
in
terms
of
the
scope
of
work.
The
rest
is
now
up
to
staff.
Okay,.
B
E
My
question
is
about
timing,
so
yes,
I
don't.
I
totally
agree,
we
don't
need
to
micromanage
it
now
that
we've
done
the
scope
of
work
totally
agree.
Don't
need
to
see
it
glad
that
it's
going
to
be
put
on
the
various
sites
or
mechanisms
or
whatever
that
to
get
visibility
for
the
right
people
to
persons,
people
firms
to
bid
on
it.
My
question
is
about
timeline
now
and
when
that
will
be
going
live,
that's
my
question.
F
So
we'll
have
to
talk
about
funding
because
there
is
no
funding.
There
is
no
funding
set
aside
for
this
study
for
this
rfp.
So
I
don't
have
a
a
line
item
that
I
can
attach
to
it,
and
this
is
a
this
is
an
interesting
time
of
year
in
budgets
as
we're
looking
to
close
out
at
the
end
of
june
and
start
back
up
july
1..
F
F
We
could
you
have
set
aside
in
your
budget
a
little
over
250
thousand
dollars
for
some
form
of
school
system
audit
you
could
dedicate
some
or
all
of
that
money
to
this
piece,
if
that's
what's
important
to
the
board
and
we
could
have
it
hit
the
street
july
1,
if
approved
through
the
county
council
and
move
it
forward
at
that
time.
That's
a
possibility,
but
one
of
the
things
that
the
team
is
working
on
now
before
we
put
certainly
an
rfp
out
like
this.
F
At
this
level
we
have
no
idea
what
it's
going
to
cost
so
right
now
the
team
is
the
the
the
purchasing
team
is
making
some
inquiries
right.
They're
talking
to
folks
around
the
state
and
country
to
find
out
who
does
this
kind
of
work?
Who
are
the
vendors
that
do
this?
That
could
meet
this
scope?
What
does
it
in
general
cost?
It's
not
specific
to
the
exact
cost,
but
we've
got
to
get
an
idea
before
we
put
an
rfp
on
the
street.
F
P
E
Z
F
B
For
just
one
moment,
depending
on
the
amount
that
that
and
I'm
sorry
if,
if
this
question
had
just
been
asked
and
I'll
explain
the
commotion
momentarily,
the
board
members
know,
but
I
I've
got
to
explain
what
my
personal
situation
this
would
come
to
the
board
anyway,
to
vote
on
based
on
the
the
pricing
amount.
So
once
a
vendor
is
procured
based
on
the
contract
amount,
we
would
then
see
it
again
as
a
vote.
F
Absolutely
right,
as
you
do
with
any
any
of
these
contracts.
This
is
all
these
are
all
things
that
staff
handles
and
goes
behind
the
scenes.
Once
we've
gone
through
the
rfp
process,
rp
the
the
requests
have
been
gone
through
the
normal
purchasing
process,
a
vendor
would
be
chosen
and
the
contract
would
come
before
the
board
for
final
vote
on
on
moving
forward
and.
E
That
that
part
is
all
great
with
me.
My
my
main
concern
is
getting.
It
out
is
doing
our
due
diligence
to
figure
out
what
it
might
cost,
but
then
getting
it
out
as
soon
as
possible.
So
we
can
get
the
process
started
as
soon
as
possible,
and
we
we
all
know
that
there's
going
to
be
quite
a
hefty
fund
balance
at
the
end
of
the
year,
and
I
want
to
again
reiterate
for
those
who
might
not
have
heard
that
before
that
that
that
does
exist.
It
will
occur
and
there's
you.
E
On
what
our
lovely
purchasing
department
comes
back
as
an
average
class,
you
know
there
is
funding
available.
That
way.
W
Okay,
so
this
is
great
information,
I'm
happy
about
where
we
are.
I
I'm
just
not
super
clear
on
where
we're
going
to
go
from
here.
So
should
we
establish.
W
An
agenda
item
to
discuss
the
budget
portion
of
it.
We
are
gonna,
so
I
guess
when
and
how
can
we
expect
to
hear
back
on
the
I?
I
guess
we're
looking
for
an
estimate
of
the
cost
of
this,
so
we
can
start
to
discuss
funding
when.
F
B
F
U
F
Then
we'll
see
if
we
can
determine
a
way
to
come
up
with
the
money
to
pay
for
what
it
is
that
you
want
to
do
what
I'm
hearing
unless
there's
some
dissent
among
the
board
members,
I'm
seeing
shaking
beds
that
you
want
this
to
move
forward
sooner
rather
than
later.
I'm
not!
I
don't
want
to
put
words
in
your
mouth.
Is
that
appropriate,
mr
president,
that.
F
F
We
always
we're
we're
plugging
away
to
make
sure
we've
got
13
million
dollars
of
carryover.
That's
the
primary
because
that's
built
into
our
budget
right,
the
budget
you've
approved.
We
need
to
have
that
minimum
as
revenue
for
the
next
fiscal
year.
You
know
that
you
guys
have
gone
through
that
process,
and
so
I'm
not
that
I
I'm
I'm
concerned
that
we're
going
to
make
that
right.
So
we're
looking
at
budgets
and
we're
sweeping
budgets
and
we
do
this
every
year,
it's
the
same
dance.
F
We
do
every
year
to
make
sure
we've
got
money
to
move
forward
based
and
because
I
don't
have
any
idea
and
my
team
doesn't
have
any
idea
what
this
is
going
to
cost.
I
know
when
you
and
I
last
met
michelle
heim.
You
had
a
number
in
your
head,
which
I
think
is
great,
but
I
don't.
I
don't
know
that
I
don't
know
right.
I
don't
know
how
accurate
that
is,
and
so
that's
what
we
need
to
find
out.
F
So,
if
you
allow
us
to
do
the
work,
we
will
then
come
up
once
we
have
an
idea
about
what
everything
it'll
cost
then
we'll
see.
If
we
can
we'll
look
at
the
budgets
and
see
if
we
can
find
a
way
to
at
least
get
this
started
in
this
fiscal
year
with
a
way
of
carrying
it
over
into
the
next,
I
there's
no
way
we'll
get
it
out
on
the
street.
F
D
So
I
I
will
share
with
with
dr
alato
I
I
agree
that
market
research
takes
time
and
we
want
to
be
able,
especially
with
the
extensive
scope
that
we
have
we
do.
We
certainly
want
to
do
the
work
in
the
due
diligence
necessary,
but
I
think
as
the
board.
We
also
want
to
be
able
to
know
that
it's
not
just
at
a
stalemate.
D
I
in
those
transportation
reports
the
the
spirit
behind
that
was
for
such
reports
as
these,
so
that
we
could
be
informed
on
what's
going
on,
and
then
I
would
advise
also
against
discussing
openly
cost
estimates
that
are
coming
through
the
system
in
in
terms
of
of
competition.
So
if,
if
we
can
probably
look
to
how
we
can
do
that
or
the
board
is
informed
with
the
cost
in
order
to
make
the
decisions
but
not
be
open
about
that,
because
of
competition.
B
Okay,
that
looks
like
we've
got
all
of
the
board
questions.
I
hope
answered
another
card
for
now.
B
It
got
it,
but
thank
you.
Okay,
any
further
public
comment
on
transportation,
seeing
none
we'll
now
move
to
our
consent.
Calendar
items
five
point
one
to
five
point:
zero:
four:
is
there
a
motion
to
bundle
any
discussion
on
bundling,
seeing
nine
all
in
favor
say:
aye
opposed
no,
the
ice
have
it.
We
now
have
a
bundled
action
item,
dr
arlato,
your
recommendation.
B
We've
got
a
couple
of
board
questions
on
these
items.
Miss
alice.
S
Yes,
so
5.04
is
the
contract
with
social
media
alert
system,
which
is
grant
funds.
I
believe
that
these
these
are
funds
from
that
we
received
as
a
security
grant
from
is
this
from
the
state
from
the
safe
schools
act,
and
I
just
want
to
clarify-
because
I
think
this
is
correct,
but
I
want
to
put
it
on
public
that
also,
with
these
same
funds
that
we're
looking
to
pilot
with
social
media
alert.
S
We
are
having
a
town
hall
in
may
at
magathy
river
middle
school,
where
one
of
the
sandy
hook
mothers,
michelle
gay,
is
coming
to
speak.
Am
I
correct
that
these
are
the
same
funds.
F
F
Today
you
heard
about
them.
While
you
were
at
the
conference,
they
were
the
sponsors
of
one
of
the
keynote
speakers.
They've
been
doing
this
work
for
several
years.
We've
been
ongoing,
ongoing
conversations
with
them
and
now,
with
the
awarding
of
the
state,
grant
we're
going
to
move
forward,
and-
and
we
should
be
with
with
your
approval-
we'll
be
up
and
running
in
a
month
or
so,
with
social
sentinel
in
the
work
in
working
to
help
better
protect
our
schools
and
students.
So.
S
S
She
gives
of
her
child
and
very
impactful,
but
then
the
very
real,
concrete
steps
that
she
and
another
mother
have
created
a
foundation
to
help
schools
to
address,
and
so
I'm
thrilled
that
as
part
of
this
grant
we're
doing
the
physical
part
and
then
we're
also
bringing
in
some
of
the
town
hall
type
things
to
reach
out
to
our
community.
So
thanks
for
that.
E
I
just
wanted
to
say
that
I
think
it's
great
that
we're
moving
forward
to
utilize.
You
know
utilizing
the
the
technology
that
now
exists
to
to
monitor
potential
threats.
I
think
it's
great
I'm
very
excited
about
this
particular
piece,
and-
and
so
thank
you
for
for
for
championing
that
dr
alado
appreciate
it.
B
B
We're
we're
out
of
light,
so
it
was
a
stick
with
procedure.
Questions
been
caused
there,
a
second
all
in
favor,
say
aye
opposed
no,
the
ice
have
it.
We
now
have
a
vote
on
the
consent
calendar.
Mrs
conley,
would
you
please
call
a
roll.
B
Thank
you
for
that.
We'll
now
move
to
action
items.
6.01
is
administrative
personnel
appointments.
There
are
no
appointments.
Today.
Item
6.02
is
personnel.
Dr
arlato,
your
recommendation.
Please.
F
B
N
A
B
Thank
you
item.
6.03
is
new
course
approvals.
Don't
believe
we
have
a
staff
presentation
today,
but
are
there
any
board
questions
at
this
point
and
then
we'll
ask
for
a
superintendent
recommendation.
C
D
Of
course,
these
are
excellent
opportunities
and
programs,
so
I
didn't
quite
understand
the
non-prime,
the
non-prime
ensemble.
This
gives
opportunities
for
students
who
are
not
in
the
pva
program
or
just
students
who
are
in
the
pva
program,
but
are
not
necessarily
part
of
the
primary
and
summer
groups.
Okay,.
C
So
for
the
record,
I'm
skiply,
I'm
the
director
of
curriculum.
I
brought
david
kaufman
who
oversees
our
pva
programs
to
address
your
question.
AN
Thank
you.
So
what
we
were
attempting
to
address
is
the
fact
that
several
of
our
students
who
are
involved
in
their
primary
prime
course
so
in
pva,
for
those
that
are
not
familiar
prime,
is
referred
to
as
their
focused
content
area.
So
if
they
are
music
is
not
a
prime
orchestra
is
a
prime
choral
music
is
a
prime
dance,
is
a
prime.
AN
What
we
found
was
that
for
students,
because
in
the
pva
program
we
have
a
double
prime
course
offering.
That
is
what
gives
them
their
arts
immersion
experience
within
their
focused
prime.
When
we
look
at
the
encore
scheduling
there
is
not
by
the
time
we
talk,
take
into
consideration
world
and
classical
language.
AN
By
the
time
we
take
into
consideration
their
physical
education
requirements,
there's
not
actually
a
full
year
of
opportunity
in
each
of
the
years
for
a
student
who
is
currently
involved
in
their
primary
prime
course
to
be
able
to
also
take
a
secondary
ensemble,
and
so
what
we
have
addressed
here
is
philosophically
it's
an
arts,
immersion
experience
and
to
not
allow
students
in
that
arts
immersion
experience.
Potential
access
to
a
secondary
experience
in
the
arts
was
something
that,
by
design
we
wanted
to
correct
it.
AN
The
the
reason
it
is
not-
and
I
I
step
to
you
having
formally
been
the
music
coordinator,
and
so
I
I'm
familiar
with
the
the
questions
regarding
this
particular
conversation
middle
school.
AN
The
reason
it
is
not
afforded
in
our
comprehensive
school
experiences
is
the
nature
of
instruction
over
the
course
of
the
year
requires
an
expectation
or
foundational
level
of
musicianship
that
a
student
who
is
involved
in
another
prime
is
going
to
have.
That
would
not
necessarily
be
in
place.
Should
they
simply
just
want
to
take
the
spring
semester
of,
of
course.
So
that's
the
reason
for
that
clarification.
It's
a
practice.
AN
That's
actually
been
taking
place
at
bates,
and
we
wanted
to
clean
it
up
and
and
clarify
it
and
make
sure
that
it
it
reflected
on
the
record
correctly.
D
B
C
So
I'm
inviting
dr
gilmeister
to
the
podium.
P
You
ma'am,
so
I'm
excited
about
this.
My
son
missed
this
opportunity
by
it
will
be
a
couple
years
in
there,
but
so
is.
Is
this
kind
of
like?
I
know
that
some
of
the
outcomes
that
we're
discussing
so
that
would
be
like
some
pearl
and
java
to
integrate
some
of
their
gaming
environments
to
teach
them.
What.
AO
P
P
That
that's
exciting.
I
did
note,
though,
and
I
just
wanted
to
know-
if
it
I
don't
look
at
it
as
an
omission,
but
just
to
consider
it
just
something
I
I
was
curious
about
on
the
measures
of
success.
I
know
that
through
through
our
cap
programs,
that
there
are
children
in
this
category
that
would
be
taking
this
course
that
would
be
integrating
more
into
cat,
possibly
even
than
stem.
So
is
that
something
that's
considered
and
just
not
included.
P
AO
P
I
I
concur.
I
was
wondering
why
it
would
not
be
part
of
the
measure
of
success
because
we
talk
about
the
kids
transitioning
into
stem,
but
we're
with
non-stem
kids.
To
begin
with-
and
I
know
in
my
school,
the
middle-
my
middle
school
has
a
stem,
so
they
would
be
transitioning
possibly
to
that
also
or.
P
AO
When
they
apply
in
the
ninth
grade
cap
program,
it
is
an
exploratory
program,
so
it
wouldn't
necessarily
be
targetly
focused
into
a
cisco
academy
or
networking
systems
administration,
which
would
be
the
courses
that
would
be
applicable
to
this
particular
course.
So
there
wouldn't
necessarily
be
a
direct
correlation
at
the
ninth.
P
No,
I
was
just
wondering
it
because
that
would
spark
an
interest,
but
that's
it
doesn't
need
documented.
I
was
just
wondering
I
was
just
making
sure
I
understood
the
course
enough
to
know
that
we're
we're
finding.
I
think
it's
exciting,
that
you
guys
are
finding
alternative
ways
of
sparking
interest
of
something
that
otherwise
is
considered
kind
of
frowned
upon.
So
from
time
to
time,
and
in
my
my
household,
my
husband
is
in
the
industry,
and
so
my
kids,
we
never
saw
the
screen
time
necessarily
as
negative,
because
we
knew
how
to
you
know.
P
That
was
an
exciting
moment
for
in
our
our
regards,
because
we
do
let
them
do
the
programming
introduced
them
too.
So
I'm
really
excited
that
we're
starting
to
do
for
non-stem
to
make
sure
that
they're
getting
those
wonderful
skills
and
I'll.
Just
close
on
this
one
that
I
had
a
chance
to
shop
around
at
northern
grumman
with
stem
students
when
my
daughter
was
enrolled
and
when
we
were
sitting
down
for
lunch
with
the
kids.
P
B
Thank
you,
mr
quirketale.
Ms
ellis.
W
Thank
you,
and
forgive
me
if
this
is
the
wrong.
I
guess
place
or
opportunity
to
ask
this
question,
but
in
light
of
that,
we're
talking
about
curriculum
development,
new
courses,
quick
question,
has
it
been
determined?
Can
anyone
answer
yet
where,
in
the
magnet
programs,
the
global
citizenship
course
is
going
to
fit?
Has
that
been
built
in
yet
I'm
only
asking
because
I've
had
students
in
magnet
programs,
families
raising
concerns
and
just
asking
the
questions,
so
I
just
want
to
see.
Can
we
get
an
update
where
we
are
on
that.
AO
I
can
speak
for
stem
and
it
has
absolutely
been
determined.
We've
been
working
through
the
advanced
studies
and
programs
office
and
all
the
coordinators
of
the
magnets
have
been
involved
in
that,
specifically
speaking
for
stem,
it
will
be
involved
in
our
freshman
level
problem
and
project-based
learning
courses
and
all
of
the
content.
Standards
and
frameworks
have
been
provided
and
will
be
a
part
of
the
entire
county.
Curriculum
writing
related
to
that,
as
well
as
all
professional
development.
W
Okay,
that's
helpful
any.
C
Sure
so
the
ib
program,
similar
creation
of
integration
of
the
standards
for
the
gcc
course
are
integrated
into
the
scope
of
the
ib
program
and
david
same
same
answer.
Right.
We
have
an
extension
right.
AN
So
because
our
pva
program
is
housed
at
annapolis
and
broad
neck,
we
wanted
to
take
into
consideration
all
the
scheduling
issues
that
are
that
are
affected
by
by
our
locations.
There
we
incorporated
in
and
utilized
our
foundations
our
freshman
foundations
course,
and
so
it
is.
Our
gcc
will
be
during
the
extended
day
portion
so
that
we
aren't
taking
up
that
location
in
the
day,
but
we're
able
to
integrate
that
with
the
arts
focus
during
that
foundations
period.
W
Okay,
there:
this
is
a
great
opportunity
for
me,
because
there's
a
rumor
mill
and
so
pva
kids
have
a
different
understanding.
So
I'm
glad
to
get
this
answer,
and
so
I'm
so
I'm
I'm
suggesting
communication
at
this
point.
AN
No,
and-
and
I
will
let
you
know
that
that
is
something
that
is
a
very
recent
solution,
as
we
were
looking
at
the
various
scheduling
challenges,
so
we
will
definitely
get
that
messaging
out.
So
thank
you
so.
AP
D
So
so
I
had,
I
had
questions
back
on
the
gaming
and
logic
miss
crocodile.
Thank
you
for
bringing
up
some
of
those
key
points.
I'm
thinking
about
in
terms
of
tech
credit,
much
like
what
the
students
can
get
in
middle
school
with
their
language
and
other
other
arts.
Could
they
get
high
school
credit
for
for
their
technical
requirement
in
the
middle
school?
If
they
took
this
course.
AO
At
this
time
this
course
does
not
meet
the
standards
for
the
ninth
grade
tech
credit,
that's
something
we
can
look
at
if
that's
something
the
board's
interested
in,
but
the
way
the
course
is
written,
it
would
not
meet
a
high
school
tech
credit
requirement.
AO
D
Because
I'm
looking
at
what
you
guys
provided
in
the
description
and
we
talked
about
computer
science
coding
right,
we
talked
about
I'm
looking
at
building
websites
and
looking
at
some
applying
logic
and
design.
Those
are
all
part
of
that
underlying
tech
requirement.
So
could
we
look
at
how
we
can
possibly
align
that
so
that
so
that
the
course
some
of
the
base,
the
fundamentals
of
the
course
requirement
the
tech
requirement?
Now,
how
can
we
align
that
so
that
students
can
possibly
get
a
technical
technique.
I
D
Look
at
that,
and
it
would
also
encourage
the
students
to
take
the
course
so
then,
my
other
question
is
on
this
strategic
reading
supports
at
middle
school
and
high
school
levels.
I
love
it.
I
just
was
not
understanding
if
this
was
going
to
be
offered
as
an
enrichment
outside
of
the
classroom,
or
is
this
an
additional
course
for
credit.
C
So
great
question:
both
two
parts
of
that
are
very,
very
important:
why
don't
you
two
have
a
seat
and
we'll?
Let
you
guys
go
that
way,
so
this
particular
course
new
course
proposal
is
a
solution
to
a
current
situation
in
our
reporting
on
our
transcript,
and
so
what
I'm
going
to
do
is
allow
these
two,
ladies
to
address
that
question
the
target
population
for
which
these
courses
are
being
created
and
the
overall
outcome
of
what
we
expect
for
the
courses.
Thank
you.
AQ
AQ
The
intent
is
to
create
a
course
code
for
our
students
that
are
receiving
tier
three
interventions
so
that,
rather
than
having
to
come
to
you
each
year
to
change
the
course
name,
because
we
have
different
interventions
based
on
individual
student
needs.
We
can
create
this
generic
course
code
for
these
two,
these
individualized
students
and
me
be
able
to
meet
their
needs.
AA
AR
Right
now
we're
talking
about
12
to
15
students.
We
have
an
intervention
continuum
that
are
available
to
most
of
our
students
and
but
there's
a
very
small
population
of
kids
that
need
something
different.
Typically,
it's
when
our
office
is
involved,
so
we
wanted
a
course
code
to
really
reflect
that.
AR
K
D
Please
so
so
12
to
15
county
wide
at
the
high
school
and
middle
school
levels,
correct,
okay!
So
so,
with
that
being
the
case,
is
it
possible
that,
with
it
being
under
20
students
county
wide
that
more
students
may
need
that
enrichment
is
the
reason
you
wanted
to
introduce
this
as.
AR
So
it's
in
it,
so
we
have
reading
interventions
at
the
middle
and
high
school
levels
that
has
a
much
larger
number
of
students
that
access
those
interventions.
This
is
a
very
small
number
of
students
with
very
unique
learning
profiles
that
those
interventions
may
not
be
the
right
fit
for
so
we
would
like
this
course
go
to
to
basically
allow
us
to
do
something.
That's
a
little
more
matched
to
their
learning
needs.
So.
B
F
Yes,
sir,
I
recommend
that
the
board
approve
these
courses
beginning
for
the
2019-2020
school
year,
so.
B
Any
specific
discussions
on
the
motion
scene,
nine.
Is
there
any
public
comment
seeing
none
at
this
time,
mr
conley
will
take
the
vote
on
the
new
courses.
R
B
You,
mrs
connolly,
now
move
to
item
6.04,
which
is
policy
dk
financial
fraud,
waste
and
abuse.
It
is
on
third
reading
for
final
approval,
dr
alado,
your
recommendation,
please.
K
F
K
B
AI
E
Hi,
thank
you
for
bringing
this
before
us
for
first
reader.
You
know
we
immediately
started
getting
emails,
and
so
I
just
wanted
to
use
this
time
to
dispel
fact
from
fiction
and
myth
and
rumor
mill
and
all
this
and
so,
and
it
was
an
education
for
me
because
when
I
was
going
through,
this
was
valsall
was
the
standard,
and
that
was
I
don't,
maybe
the
other,
maybe
the
latin
honor.
Thank
you
system
existed,
but
I
don't
it
wasn't
it
uses
wiley.
E
Can
you
can
you
explain
for
us
colleges
look
at
today,
for
those
I
mean
they're,
really
exceptional
students
and
and
how
how
this
would
affect
scholarships
and
that
those
sorts
of
things?
Thank
you.
J
So
over
the
years
the
latin
honors
has
become
more
common
and
what
what
the
top
colleges
in
the
nation
and
that's
some
of
the
most
elite,
private
schools
and
some
of
the
largest
most
elite
public
schools
are
looking
at
predominantly
the
top
10
of
the
class
right
now.
That's
for
entrance
level,
right
10
of
the
class
depending
on
the
size
of
the
school,
is
a
different
number
of
students
right.
J
So
when
you're
only
talking
about
sal,
that's
two
students
when
you're
talking
about
the
10
of
the
class
of
one
of
our
common
high
schools,
that's
quite
much
larger
right.
We
have
500
in
the
class
10
50
students
right.
So
it's
a
it's
a
different
story.
Now,
when
you're
talking
about
scholarships
well,
first
of
all
I
should
say
to
you
in
the
last
years
the
the
notion
of
the
number
of
colleges
looking
at
ranking
has
gone
down
to
around
20
percent
and
that's
not
a
must.
J
J
If
you
check
out
the
college
board
web
suggesting
that
rank
is
only
one
piece
now
and
most
often
optional,
with
the
most
elite
colleges,
we
did
a
check,
and
this
was
under
student
services,
and
I
thank
the
counseling
office
and
miss
pelham
for
the
work
that
they
did
looking
at
the
major
institutions
that
our
students
go
to.
So
everybody
in
maryland
from
the
naval
academy
to
the
university
of
maryland
college
park
to
towson
university,
johns
hopkins
and
all
of
the
university
of
maryland
schools
at
this
point
in
time.
J
J
J
So
really
when
we
talk
equity,
the
idea
of
where
you're
considering
moving
is
is
fair
and
equitable
and
miss
dr
gillins,
I
know,
has
feelings
about
that.
With
respect
to
our
equity
efforts,.
AK
So,
yes,
I
echo
dr
mcmahon's
sentiment
about
clash
ranking.
I
do
want
to
add
another
perspective
if,
if
I
so
may
about
social
emotional,
that's
the
area
in
which
I'm
concerned
about
the
there
is
research
that
was
written.
I'm
going
to
quote
some
of
it.
According
to
the
literature,
eliminating
clash,
rank
lessons,
hyper
competition
and
stress
at
a
crucial
time
in
a
high
school
student's
lives
and
encourages
the
college
to
view
the
whole
person
rather
than
to
use
class
rank
against
student
students.
AK
E
This
is
all
wonderful
information.
Excuse
me,
I
have
one
more
question
about
this.
Oh
yes,
but
if
the
school
decides
that
for
some
reason
they
really
they
really.
They
need
to
see
that
ranking.
It's
my
understanding
just
for
the
benefit
of
the
public,
listening
that,
if,
if
a
college
or
university
really
really
wants
to
see
that
that
is
something
that
can
be
printed
out
and
provided
to
that
to
that
institution.
Is
that
correct?
Even
if
we
remove
valsal
officially.
AS
J
And
I
will
say
I
cannot
say
no
one.
I
can
just
say
it
is
going
absolutely
way
down
and
in
fact,
if
we
we
spoke
to
many
of
the
counselors
across
the
system
this
year
to
say
when
your
schools
of
applause,
when
your
students
have
applied
for
these
elite
scholarships
in
those
elite
schools
has
anyone
come
back
with
really
needing
to
know,
and
this
year
we've
got
any
yeses.
That's
been
an
interesting
change.
E
That's
that's
wonderful
to
hear.
E
F
If
I
could
jump
in
just
so
for
the
board,
if
board
members
are
not
aware,
when
a
student
applies
to
college,
not
only
is
their
transcript
sent
from
their
high
school,
but
a
school
profile
is
sent
and
that's
a
very
important
if
you
talk
to
anybody
in
knack
act:
the
national
association
of
of
counselors
and
college
admission,
counselors,
that's
a
really
important
document,
not
only
the
student
transcript,
but
they
need
to
they
need
to
know.
F
F
E
J
So
we
have
we
have
where
they're
going
in
the
last
two
years
three
years.
You
know
what
we
have
years
of
data
right,
but
we
were
looking
at
the
predominant
places
that
our
students
go
and
also
some
of
the
high
reach
schools
that
they
go
to.
So
we
looked
at
two
four
six,
eight
15
colleges
and
those
are
a
lot
of
maryland
schools
and
then
a
lot
of
the
top
schools.
J
J
So
swarthmore,
for
example,
is
a
school
that
many
of
our
students
apply
to
and
get
in
get
accepted
to
that's
a
school
that
has
changed
their
whole
admission
policy
almost
entirely
over
the
last
18
months,
and
it's
it's
wild
to
hear
the
stories
of
what
they're
going
through.
So
I
think
this
is
a
cultural
shift
in
higher
ed.
B
R
B
A
little
virginia
rivalry
there,
dr
mcmahon,
I
apologize.
I
I've
got
a
quick
question.
I'd
like
to
defer
to
my
colleagues
first
before
I
ask
a
question,
but
I
need
to
get
on
a
flight
very
quickly
to
get
to
denver
for
the
online
learning
consortium,
it's
their
annual
conference
and
that's
a
space
of
interest
for
me.
My
question
specifically
on
this,
though,
is
you
know
two
years
ago.
B
The
question
I
asked
was
I
get
where
you're
coming
from
dr
gillian's
and,
and
that
was
the
same
direction
I
was
taking
from
an
appreciation
perspective
of
the
mental
health
and
the
anguish
of
somebody
stressing
over.
You
know
one
100th
of
a
point,
and,
and
I
so
I
I
get
that
my
concern
was
whether
any
of
our
students
would
be
disadvantaged
compared
to
a
neighboring
jurisdiction
or
or
even
elsewhere,
in
the
country.
B
By
not
having
that
distinction,
you
know
so,
for
instance,
do
we
have
valedictorians
that
get
valedictorian
only
scholarships
salutatorian
is
probably
less
of
an
issue.
The
answer
in
january
17
was
yes
that
some
of
our
students
then
would
lose
scholarship
opportunities
because
of
that
particular
distinction,
and
that
day
of
is
when
I
changed
my
vote
and
I
remember
our
prior
board
president
at
that
time.
Mr
black
changed
her
vote
as
as
well,
because
that
was
something
that
I
think
we
both
felt
strongly
about.
So
that's
a
question
that
I'll
pose
again.
B
Doesn't
I
I'm
I
didn't
give
you
advanced
warning,
so
I
know
that
data
may
not
be
in
front
of
you
now,
but
I
know
we've
got
second
and
third
reader
to
to
discuss
that,
but
I
just
want
to
go
on
the
record
as
saying
where
I've
got
some
concern.
B
Certainly
understanding
some
of
the
other
arguments,
passionate
arguments,
but
that
is
still
a
concern
of
mine.
If
we
are
disadvantaging
our
students
compared
to
howard,
montgomery
or
or
elsewhere,.
J
J
If
you
don't
rank,
you
must
be
in
the
one
percent
or
two
percent
top
of
the
class.
So
since
we
rank
five,
kids
are
not
considered.
So
it's
it's
a
it's
a
it's!
A
double-edged
sword,
so
we
will
go
back
and
do
some
work
for
you
for
that,
because
it's
a
good
question,
but
I
do
want
you
to
consider
both
sides
and.
B
B
I
don't
know
that
for
sure,
but
valid
you
know
valedictorian
only
you
know
to
qualify
for
a
ten
thousand
dollar
xerox
corporation
scholarship
or
pepsico.
You
know
whoever
the
corporation
is,
if,
if
we
have
reach
into
to
that
now,
I
know
that
two
years
ago,
two
plus
years
ago
was
a
big
fact-finding
mission
and-
and
I
know
it's
laborious
and
I
apologize
in
advance,
but
I
just
like
having
that
data
point
to
help
make
an
informed
decision.
B
Okay,
mr
granite.
AT
Yeah,
thank
you,
president
gilland.
I
was
actually
going
to
raise
that
same
point,
having
been
pretty
active
as
part
of
that
discussion,
and
I
do
recall,
in
fact
your
answer
to
that
question
was
dispositive
to
both
mr
aguilar
and
then
and
then
then
president
stacey
corblaken,
who
changed
their
votes.
So
a
majority
of
the
board
just
two
years
ago
voted
to
maintain
valedictorian
and
salutatorian
and
in
fact,
revised
the
superintendent's
proposal
to
incorporate
latin
honors
while
maintaining
valedictorian
and
salutatorian,
which
a
number
of
other
school
systems
do
we.
AT
I
know
that
information
was
brought
before
us
as
well.
So
I
guess
I
have
some
concern
in
particular,
because
that
issue
garnered,
I
think
most
ms
ortiz,
can
comment
on
this.
Just
I'll
just
use
a
colloquial
way,
more
public
comment
than
we
usually
get,
and
we
got
a
lot,
maybe
boring
on
hundreds
of
public
comments
that
were
submitted
as
well
as
public
testimony
on
this
issue,
and
that
was
all
taken
into
account
by
the
board
members
who
voted
on
this
just
two
years
ago
to
maintain
valedictorian
and
salutatorian.
AT
So
I
guess
that
that's
the
one
concern
that
I
have
and-
and
why
did
you
all
not
consider
to
the
extent
you
you
did
consider
all
other
options
other
than
just
getting
rid
of
class
ranking
entirely?
Why
did
you
not
consider
an
option
to
simply
maintain
valedictorian
and
salutarian
and
eliminate
other
class
rank
a
numerical
class
rank.
AI
This
came
from
the
policy
committee,
so
this
was
recommendation
from
the
policy
committee.
I
was
asked
to
bring
the
grading
policy
for
review.
We
brought
it
to
them,
as
is
current
policy
right
now.
There
were
no
proposed
revisions
or
amendments,
and
so
based
on
that
discussion
that
was
had
at
the
policy
committee.
AI
M
If
I
can
jump
in
mr
granted,
so
yes,
it
was
brought
up
to
the
policy
committee
and
I
just
asked
for
an
elimination
of
class
rank
to
be
written
up,
but
we
can
certainly,
I
guess,
if
you
want
to
because
there's
different
ways
that
different
counties
do
it.
For
example,
prince
george's,
they
eliminated
class
rank
of
you
knowing
it,
but
on,
I
don't
know
which
day,
but
when
you're
a
senior
you
will
not
get
notified.
M
AN
A
AT
It's
just
basically
it
it
would
be
almost
serendipitous
that
they
would
determine
they
would
be
determined
to
be
valedictorian
or
salutatorian,
so
that's
possible
and
and
still
achieve
your
objective
of
getting
rid
of
the
kind
of
excessive
class
rank
mentality.
That
starts
when
people
you
know
finish
basically
the
first
semester
of
their
freshman
year.
Okay,
so.
M
M
AT
I
I
certainly
could
do
that,
and
so
that
would
be
what
would
go
out
for
public
comment
so
to
to
accomplish
that.
Then,
because,
since
it
says,
in
section
d,
the
superintendent
is
authorized
to
develop
regulations
to
implement
this
policy,
I
don't
think
we'd
be
specifying
in
this
document
everything
that
you're
saying
now
about.
Well,
people
don't
learn
the
class
rank
until
they
actually
graduate.
AT
I
think
the
simplest
thing
to
do
to
accomplish
that
would
be
to
simply
restore
the
last
sentence,
especially
given
the
history
of
this,
that
the
majority
of
the
board
voted
just
two
years
ago,
based
on
like
a
lot
of
public
input
to
simply
maintain
the
valeditorian
salutatorian,
and
the
implementation
of
this
would
be
that
there
would
not
be
a
published
class
rank.
That
is,
is
made
knowable
to
anyone
frankly
until
graduation
or
would
just
be
those
two.
M
A
A
AT
A
AT
P
AI
So
typically,
the
way
since
I've
been
here
for
just
over
two
years-
and
I
don't
know
if
it
was
done
differently
previously-
we
bring
it
for
first
reading.
You
know
for
consideration,
there's
sometimes
board
discussion,
sometimes
not
we
put
it
out
for
public
comment
and
then
based
upon
public
comment,
as
mr
granin
correctly
stated
this
a
couple
of
years
ago,
and
I
actually
my
first
board
meeting
was
on
second
reading
of
this
policy
change.
AI
And
so
there
was
a
lot
of
public
comment,
and
so
I
imagine
we
would
probably
get
a
lot
of
public
comment
here
and
so
typically,
the
board
has
then
perhaps
suggested
amendments
on
second
and
or
a
third
reading
kind
of
waiting
to
see
how
public
comment
so.
AI
So
I
don't
know
if
there
are
any
roberts
rules
associated
with
this.
Just
from
my
recollection
in
the
policy,
the
policy
setting
policy,
I
don't
think
you're
prohibited
from
you-
know,
putting
forth
revising
what
we've
presented
to
you
or
if
you
wanted
to
revise,
provide
more
than
one
option.
That's
certainly
up
to
the
board
to
determine
that
so.
P
Q
D
You
my
first
of
all,
as
always,
thank
you
guys
for
taking
that
time
and
knowing
that
these
guys
caused
this
we'll
talk
about
this
in
closed
sessions,
but
my
first
question
was
what
what
prompted
the
change,
especially
with
all
this
coming
on
realistically
a
year
and
a
half
after
the
board
has
weighed
in
on
it
and
josie
with
you
certainly
been
a
senior
this
year.
I'm
thinking
something
something
encouraged
the
change
that
you
can
choose
or
choose
not
to
to
discuss.
D
Then.
My
second
question
is
because
it
came
across
I
I
was
forced
to
look
up
research
because
you're
right
over
20
some
years
ago.
I
I
was
fighting
hard
to
get
that
number
one
spot
and
it
was
enjoyable
for
me
it
wasn't
a
mental
kind
of
situation.
For
me,
I
was
looking
over
at
the
you
know
my
competition
summing
it
up
to
see
how
I
could
best
get
that
number
one
spot
and
then,
after
a
while,
though,
things
happen
in
this
life
that
caused
me
to
kind
of
give
up
on
that
effort
academically.
D
After
that,
you
know,
or
the
facade
that's
created
around
them
and
the
expectations
that
are
created
around
them
became
concerning.
I
also
looked
at
how
it,
if
in
terms
of
discriminator
and
with
the
competition
being
more
open
now
at
the
colleges
and
universities
at
a
global
stance,
whereas
way
back
in
my
day
and
the
state
was
about
what
I
was
looking
at
at
a
global
stance,
how
that
serves
as
a
discriminator,
I
believe,
students
having
that
ranking.
D
They
should
understand
and
know
where
they
rank
in
school,
to
encourage
them
to
to
keep
going
if
they
go
to
say
in
in
their
10th
grade
year-
and
you
say:
hey
you're,
you're
right
now,
you're
ranked
number
20
or
400.
Well,
that's
going
to
encourage
that
person
to
to
try
to
do
better
from
that
ranking
standpoint
and
as
a
mom,
that's
feeling
helping
someone
to
fill
out
scholarships
and
things
like
that.
They
are
asking,
you
know
what
makes
you
different
and
if
you
have
something
like
I'm,
the
top
of
my
class,
I'm
top
10
percent.
D
J
One
clarification:
they
will
know
the
percentage
that
they're
in
they
will
be
able
to
know
you're
in
the
top
10
15
20
the
difference,
difference
between
that
and
ranking
for.
Second,
third,
fourth,
fifth,
so
with
respect
to
your
motivation
piece,
we
can
tell
them
at
any.
Given
time,
are
you
in
the
top
10
top
20?
D
D
J
D
So,
just
one
more
question
on
that,
I
am
the
student
that
doesn't
know
about
profiles
being
read
and
how
they're
looking
at
me.
How
do
I
know
where
I
am?
If
I
don't
know
until
I
graduate
how?
How
how
does
the
student
know
many
of
the
students
don't
necessarily
go
up
and
say:
where
am
I
right
now,
but
having
something
like
this
already
annotated
that
gives
them
some
idea
where
they
are
where
they
can
improve
or
or
maintain
so.
J
If
they
wanted
to
know
if
they
were
in
the
top
10
of
the
class
right
now,
they
would
ask
a
counselor,
so
we
don't
give
them
their
rank.
You
know
so
many
times
a
year
as
it
stands
right
now.
If
they
inquire,
they
could
learn
it
just
like
they
could
learn
where
they
fall
in
the
percentiles,
but
it
wouldn't
wouldn't
really
be
any
different
in
that
sense.
D
I'm
just
looking
at
what
I'm
receiving
currently
and
sitting
out
there
on
behalf
of
somebody
else
and
and
it
shows
his
where
he
falls
in
the
class
of
whatever,
and
that
has
helped
him
in
terms
of
his
cover
letters
that
he
writes
in
terms
of
his
motivation
to
do
better
or
or
sometimes
worse,
but
it
it
it's
a
it's
it's
more
to
it.
At
that
point,
and
I
understand
maybe
the
point:
zero,
zero.
Zero
point.
W
Thank
you.
So
my
daughter,
just
last
year,
went
through
the
she
was
senior
went
through
the
college
application
process.
I
seemed
to
recall
whenever
she
met
with
her
counselor,
for
course,
selection
or
when
she
had
to
meet
with
him
for
a
college
application
that
she
was
given
a
transcript
that
had
her
rank
on
it.
Correct
absolutely.
W
W
So
you
said
under
saying
we
move
forward
with
the
new
policy
students
would
be
given
their
percentage
instead
of
their
rank.
Would
that
be
done
in
the
same
way?
Would
it
be
on
their
transcript,
because
you
can
only
determine
that
by
ranking
them
correct.
W
J
J
If
they
needed
to
know
for
a
scholarship
whether
or
not
they
were
in
the
top
one
percent
of
the
class,
we
could
tell
them
that
on
the
report
card,
we
would
make
some
determination
of
putting
down
the
I'm
sorry
on
the
transmitted
transfer
of
what
we
would
put
down.
But
the
point
would
be
they
would
be
able
to
know
that
information.
AS
AS
W
So
the
way
I'm
seeing
it
more
and
more
districts
are
moving
towards
what
we're
discussing
potentially
doing
here
today
and
the
more
districts
that
do
that.
It
is
really
it's
going
to
put
institutions
at
a
disadvantage
to
continue
to
require
valedictorian
status,
because
it's
going
to
really
narrow
what
the.
J
Colleges
are
that
we're
speaking
to
directly
are
telling
us
is
that
rank
is
one
of
several
elements
that
they
consider
and
at
this
point
in
time,
the
college
board
is
reporting
that
it's
the
personal
statements,
the
essays,
the
teacher
and
counselor
recommendations,
leadership,
experience
and
individual
talents
of
applicants
that
supersedes
the
rank
with.
However,
the
challenging
courses
taken
throughout
the
child's
career
in
high
school
and
at
the
honors
and
advanced
waiting
level.
J
W
So
this
is
obviously
just
anecdotally,
but
I
I
think
it
really
speaks
to
it.
I
I
know
of
a
student
who
made
every
choice
based
on
achieving
that
number
one
spot
and
was
emotional
for
me:
severely
disappointed
in
the
outcome
of
their
college
search
reached
for
all
those
top
schools
and
really
expected
a
lot
different
results
than
the
student
got
and
the
student
was
was
very
disappointed
about
the
choices
they
made
because
of
that,
so
the
mental
health
piece.
W
It
goes
all
the
way
up
to
the
top.
I
mean
that
top
student,
who
that's
an
amazing
accomplishment
and
for
that
student
to
be
disappointed
in
themselves
for
having
made
those
choices
and
not
had
the
result
that
they
thought
they
were
going
to
get
from
those
choices
so
to
to
me
to
maintain
this
class
ranking
for
what's
becoming
more
and
more
limited
opportunities
for
that
number
one
student,
because
colleges,
I
believe,
are
looking
for
more
well-rounded
students.
M
And
I
just
want
to
jump
in
to
before
I
go
to
the
next
lights.
Is
that
one
thing
so
a
couple
years
ago
when
it
first
came
ahead,
because
I
was
involved
in
crass
when
it
first
came
and
I
was
strongly
against
getting
rid
of
it.
M
S
Yes,
when
I'm
at
nspa
this
weekend,
I
went
to
several
sessions
that
were
on
student,
mental
health
and
also
you
know
how
increasing
performance
at
high
poverty,
schools
and
at
multiple
of
the
sessions,
one
of
the
things
they
brought
up
was
going
to
a
latin
honor
system
and
that
stood
out
to
me
in
multiple
ones.
It
is
a
way
that
I
have
loved
it
the
past
two
years
at
graduations
to
see
the
number
of
students
wearing
stoles
that
recognize
their
hard
work.
So,
instead
of
just
two
students,
you
know
up
on
stage.
S
We
have
a
wide
range
of
students
that
are
being
recognized
and
honored
for
their
hard
work,
including
our
students
who
make
choices
to
take
programs
that
are
not
necessarily
the
most
weighted
and
so
they're
never
going
to
have
a
chance
to
be
number
one,
but
they're
getting
they're
going
to
cat
north
and
they're,
making
great
grades
and
they're
coming
out
career
ready
with
latin
honors.
They
are
recognized
for
their
achievements,
just
as
much
as
the
people
in
the
others.
S
But
you
know
that
that
is
a
a
choice
that
they
make
not
to
have
it,
but
that
does
not
mean
that
they
didn't
work
just
as
hard
and
they'd
be
recognized.
S
I
loved
what
mr
reyes
said
about
that:
it's
not
just
the
one
path
it
used
to
be
that
we
all
took
the
same
curriculum
when
we
were
in
high
school
and
we
just
don't
anymore.
There's
too
many
options
we're
comparing
apples
to
oranges
when
we're
looking
trying
to
make
a
ranking
of
one
one
to
number
five,
you
know
it's
real
number,
one
really
doing
better
we're
doing
different
pathways.
I
did
a
lot
of
research
over
the
past
few
days,
looking
up
articles
and
things
from
the
college
board
and
others
about.
S
What's
going
on
with
this
and
again
and
again,
the
college
administer
admissions
officers
are
saying:
val
sal
has
lit
very
little
weight
with
us
anymore,
because
it's
so
different
school
to
school.
There
are
schools
that
name
every
child
above
a
4-0
is
valedictorian,
so
they
will
have
if
they
don't
distinguish
between
a
4-2
and
a
4-3.
It's
everybody
at
the
4-0
there'll
be
hundreds
of
valedictorians.
S
That
doesn't
tell
you
a
lot
and
then
you
have
a
school
of
25
children.
The
valedictorian
25
student
class
is
very
different
than
the
valedictorian
at
a
500
student
class.
So
I
think
that
with
time
and
the
changes
in
schooling
and
the
way
you
know
that
we're
trying
to
challenge
students
and
get
them
to
pursue
passions
is
that
that's
become
an
unwieldy
and
inaccurate
measure
to
have
that.
S
We
talked
about
this
two
years
ago
when
it
came
up
and
it's
the
story
that
really
stands
out
to
me
is
the
a
few
years
back
at
severna
park
high
school.
There
were
two
students
who
were
tied
the
whole
way
and
they
were
both
outstanding
musicians
and
senior
year
I
mean
they're
all
state
musicians
and
senior
year.
One
chose
to
drop
orchestra
and
take
another
ap
class
so
that
they
would
get
the
extra
bump
and
ahead
of
their
counterpart,
who
stayed
with
her
passion
of
taking
music.
And
I
hear
that-
and
I'm
like
that.
S
Is
that
saddens
me,
because
this
was
something
they
had
pursued
for
years
and
they
made
a
choice
not
based
on
their
love
and
and
the
well-roundedness
of
and
of
their
person,
but
just
to
get
a
great
point,
and
I
hate
to
see
that
I
want
our
kids
to
feel
like
they
can
explore
new
and
different
things
and
still
they
and
doing
that
they
can
still
graduate
suma
or
magna
or
laude.
And
it's
kind
of
I
loved
at
every
school
I
went
to.
There
were
dozens
of
the
different
latin
honors,
kids
and.
J
AS
Yeah
really
exciting.
So
when
we
set
out
with
the
lab
system,
the
goal
at
the
time
was
to
recognize
approximately
the
top
20
percent
of
a
graduating
class.
AS
We
project
this
year
that
will
actually
surpass
25,
in
fact
closer
to
26
percent
of
the
graduating
class,
based
on
projected
numbers
of
class
ranking
as
of
january,
so
we're
very
very
excited
about
that.
All
of
them
are
going
up
just
for
instance,
two
years
ago
we
recognized
411
students
for
laude.
We
are
anticipating
571,
we
recognized
two
years
ago
for
magna
laude,
386
students
we
anticipate
537
this
year
and
for
summa
laude,
which
is
the
highest
honors,
which
is
a
weighted
gpa
of
4.3
or
higher
pretty
exclusive
territory.
AS
Two
years
ago
we
recognized
287
students
and
we
are
anticipating
honoring
406
students
this
year,
so
we
have
students
pursuing
excellence
with
our
recognition
system.
It's.
S
Really
exciting
they're
pursuing
a
standard,
it's
not
a
competition
against
others,
but
saying
for
my
personal
goal.
If
I
receive
4.4
4.0,
then
I
earn
this
so
they're
working
toward
their
own
personal
goal,
rather
than
going
in
in
a
competition
mode
against
their
classmates
and
having
that
that's
excellent
information.
Thank
you.
F
And
to
understand
as
and
thank
you
for
that
great
data-
that
it
is
a
great
band-
so
not
only
is
it
now
a
competition
not
against
us
but
against
the
standard,
but
because
it's
you
can
gain
access
to
that
recognition
through
a
great
band.
You
don't
have
to
then
give
up
the
music
right
your
senior
year.
AT
Thank
you
for
that
and,
of
course,
all
of
those
good
things
are
happening
now
under
the
current
system,
where
we
have
valedictorian
and
salutatorian.
So
more
people
are
being
honored.
That's
why
the
majority
of
the
board
voted
overwhelmingly
to
incorporate
latin
honors
we're
seeing
these
good
results
with
valedictorian
and
salutatorians
still
being
maintained
a
couple
of
reactions
to
some
other
points
to
ms
youreye's
point
about
it
being
disheartening
to
see
that
you're
number
45
out
of
a
class
of
500,
I
mean
that's
pretty
good
number,
but
all
that's
being
discussed.
AT
These
are
all
just
little
gradations.
Is
that
student's
still
going
to
see
that
they're
in
the
top
nine
percent
so
you're,
just
taking
it
you're
softening
it
to
a
single
digit,
decile
they're
still
going
to
see.
So
if
any
students
disappointed
by
being
number
45
out
of
a
class
of
500
they're,
going
to
be
just
as
disappointed
to
see
that
they're
in
the
top
nine
percent
and
of
course
they
can
compete
and
try
to
become
in
the
top
eight
percent.
So
I
see
what
you
all
are
trying
to
do
by
softening
that
a
little
bit.
AT
So
it's
literally
not
the
you
know
one
person
racing
against
one
or
the
person,
but
softening
it
more
into
cohorts,
as
you
described.
That
would
eliminate
the
story
that
miss
hummer
talked
about
about
the
two
people
being
tied
for
the
exact
one
spot,
because
they'd
already
be
in
the
top
one
percent.
However,
for
students
in
the
top
two
percent
they
might
make
that
same
choice.
We
obviously
can't
eliminate
all
competition
in
an
academic
setting.
All
of
that
being
said,
all
of
these
benefits
would
still
be
achieved.
AT
If
you
published
this
single-digit
decile
ranking
to
the
top
nine
eight
seven,
whatever
it
is
percent,
but
then
at
graduation
in
a
serendipitous
way,
two
people
found
out,
one
is
valedictorian
and
one
is
salutatorian.
It
would
get
rid
of.
It
would
have
all
of
the
benefits
that
you're
discussing
while
still
maintaining
those
traditional
honors,
and
I
think
with
that
I'd
like
to
call
the
question.
AT
D
So
I
I
I
heard
the
the
concerns
and
stories
and
I
still
stand
on.
We
need
to
also
motivate
these
students
to
do
even
better,
especially
in
a
ranking
and
even
with
the
lighting
system
there.
It
will
be
some
ranking
there,
even
when
you
get
to
graduation,
if
somebody
has
one
more
something
extra
around
their
neck
compared
to
someone
else,
it's
going
to
be
there.
D
I,
I
am
not
I'm
probably
missing
the
fullness
of
the
mental
health
side
and
I'm
thinking
with
the
review
some
of
the
public
comments.
Those
that
are
coming
back
will
help
that,
but
at
this
moment
in
time
I
just
do
not
see
enough
information
here
to
change
what
we
did
two
years
ago.
Thank
you.
Miss
ellis.
W
Yes,
finally,
I
I
did,
since
we
are
going
into
a
public
comment
period.
I
did
want
to
speak
to
because
several
people
have
reached
out
to
me
some
supporting
this
change,
but
some
concerned-
and
I
have
heard
that
phrase
used
a
few
times.
Everyone
gets
a
trophy,
and
I
really
really
want
to
take
exception
to
that,
because
our
students
who
earn
sumu
kamlati
they
have
worked
really
hard
for
that,
and
that
is
a
high
honor.
And
if
it's
good
enough
for
our
colleges
and
universities,
I
don't
know
why
we
would
be
taught.
W
Why
would
we
we
would
be
talking
about
our
students
that
way
it's
any
of
the
cumlati
honors?
It's
an
achievement,
and
so
I
I
think
it's
unfortunate
for,
for
that
phrase
to
be
used
for
our
students
who
are
who
are
genuinely
earning
those
honors.
W
W
That
puts
the
onus
on
the
students
to
work
for
that.
So
I
and
finally
I
I
don't-
I
don't
think
students
finding
out
just
serendipitously
at
the
end
whether
they've
earned
that
valedictorian
or
salutatorian
we'll
remove
that
extreme
competition
that
we
have
now,
because
then
students
will
continue.
W
M
M
Are
you
talking
about
the
motion?
Yes,.
L
AT
Says
high
school
shall
annually
designate
a
graduating,
valedictorian
and
salutatorian
and
again
just
to
recap
and
explain
it
if
we're
maintaining
the
single
percentage
decile.
What
miss
ellis
was
just
referring
to,
for
example,
that
student
is
already
going
to
know
that
they're
in
the
top
one
percent
for
them.
AT
Do
you
think
they're
really
going
to
relax
and
say
I'm
comfortably
in
the
top
one
percent?
I
don't
have
to
worry
about
sliding
into
two
percent.
So,
if
we're
maintaining
these
percentages,
we're
effectively
maintaining
the
rank,
but
just
in
these
cohorts
so
we're
not
going
to
get
rid
of
any
sense
of
personal
competition.
As
long
as
we
have
these
percentages.
AI
I
just
wanted
to
point
out
so
if
this
motion
moves
forward
removing
the
last
sentence
which
is
struck
in
what
you
have
before
you,
there
would
really
be
nothing
to
move
forward
for
public
comments
because
it
just
retains
what
we
currently
have
right
now,.
AO
M
So
I
have
a
question
actually
before
we
vote,
mr
grandin
so
essentially
you're
saying
that
you
don't.
Are
you
saying
that
you
necessarily
don't
care
about
the
brain
and
the
students
you
just
want
the
ceremony
of
valsal
at
graduations.
AT
Well,
it's
not
just
that.
I
want
that.
It's
that
that
was
the
overwhelming
view
of
the
board
two
years
ago,
and
that
was
the
overwhelming
bent
of
the
public
comments
that
came
in.
I
understand
that
there's
different
viewpoints,
I'm
trying
to
accommodate
the
viewpoint,
that's
being
expressed
really
by
you
to
eliminate
the
class
rank.
AT
They
won't
necessarily
know
it'll,
be
four
or
five
or
six,
or
maybe
even
seven,
students
in
some
larger
schools
that
are
in
the
top
one
percent
and
then
upon
graduation.
Two
of
them
will
find
out
hey
in
addition
to
being
in
the
top
one
percent.
In
addition
to
being
summa
lata,
one
of
us
is
valedictorian,
and
one
of
us
is
salutatorian,
so
I
think
it
accomplishes
a
lot
of
what
you're
trying
to
to
to
remedy
but
at
the
same
time
maintaining
something
that
a
majority
of
the
board
voted
on
just
two
years
ago.
F
AT
F
F
That,
mr
grant,
I
just
want
to
clarify
a
couple
things
that
you
said
for
the
board
and
for
the
public
watching
one.
You
mentioned
that
and
rightfully
so,
not
wanting
to
pull
the
rug
out
from
underneath
students.
The
way
this
is
proposed.
This
would
not
include
any
students
that
are
in
the
current
high
school
pipeline.
F
F
Red
and
then
the
other
was
to
say
that
it
was
in
the
overwhelming
majority
of
the
board
two
years
ago,
supported
where
we
currently
are
again
that
was
or
not
again,
that
was
a
board
two
years
ago,
very
different
than
the
current
board.
I
think
that's
one
of
the
reasons
the
policy
committee
wanted
to
move
forward
with
different
thinking
of
a
different
board,
and
it
was
certainly
not
overwhelming.
I
think
if
I,
if
I
remember
it,
was
a
pretty
close
vote
among
the
board
about
whether
we
should
move
forward
or
not
at.
M
I
did
okay,
mr
miss
corganelle,
so.
Q
P
Fashion
board,
I
have
just
a
quick
clarification,
so
if
is
mr
grannon's
proposal
as
it
relates
almost
sounds
like
more
procedural.
In
other
words,
that
would
be
like
the
language
wouldn't
necessarily
have
to
change.
It
would
be
how
it
the
information
would
be
disseminated
is
what
mr
grannon
is
proposing.
I'm
trying
to
get
a
clarification
on
the
motion
here
that
what
we're
proposing
is
that
the
vowel
sound
not
be
eliminated,
but
simply
honored,
so
that
the
the
person
who
landed
at
the
top
on
graduation
day
gets
to
recognize.
P
So
it
would
sounds
like
it
would
be
more
of
a
regulatory
suggestion
and
wouldn't
necessarily
be
embedded
in
policy,
or
in
that
case
I'm
trying
to
get
an
understanding
here,
because
I
I'm
here
in
both
sides.
I
haven't
made
up
my
mind
yet,
but.
P
F
Am
I
I
think,
you're
bringing
up
two
you
you're
you're
folding
in
two
important
pieces.
If
I
understand
mr
grannon's
motion
is
in
eliminating
that
sentence
under
section
c
number,
seven
on
page
three
of
three
he
is,
we
would
not
be
doing
away
with
the
val
and
sal
recognition
that
the
board
in
policy
wants
that
to
occur.
F
The
second
part
of
that
is
and
answering
your
question
is,
then
it
would
fall
to
regulatory
language
as
to
how
we
would
do
that
right.
We
would
then
have
to
sit
down
with
staff.
We
would
then
have
to
right.
So
how
would
we
designate
that
it
is
done?
High
school
shall
annually
designate
a
graduating,
valedictorian
and
salutatorian.
We
would
then
that
would
become
regular
in
regulatory
language.
The
board
would
be
spelling
out
that
they
want
it
to
occur.
F
P
Yeah
it
is
that.
P
Q
S
F
F
What
I'm
not
hearing,
though
well,
if
that
is
supported
by
the
board,
I'm
not
hearing
necessary
support
for
continued
use
of
class
rank
as
a
published
measure,
meaning
and
that's
still
in
regulatory
language,
and
we
would
look
to
still
eliminate
that
as
a
published
measure
to
meet.
What
I
believe
is
what
mr
granin
is
the
the
the
spirit
of
what
he
is
trying.
P
Yeah
kind
of
like
at
the
end
of
the
sports
game
is
when
you
assign
the
mvp
not
during
the
game
and
no
one's
necessarily
going
to
be
that.
But
of
course
there's
one
or
two
wishing
they
are
from
the
beginning
of
the
game,
but
it's
not
until
the
end
of
the
game
that
the
mvp
is
identified,
but
we
recognize
the
importance
and
value
of
saying
you
worked
hard
and
you
did
land
number
one
to
go
your
life,
not
knowing
that
I
think,
would
be
a
little
bit
of
disadvantage.
P
So
it
is
mr
grannon's
amendment
would
allow
that
opportunity,
but
that
would
be
in
a
regulatory
purview
which
is
your
discretion.
Correct.
Okay,.
M
Thank
you
very
much
yes
and
also
miss
corcodel.
Just
to
I
think,
answers
well
because
remember
in
the
policy
committee
we
discussed
this
and
then
ms
ortiz
said
if
this
does
pass,
we
she
would
then
bring
the
regulation
forward
with
what
doctor's
law
or
dr
alato
is
saying,
with
the
whole
regulations
of
how
I
would
proceed
correct.
P
But
I
believe
the
removal
of
this
language
would
would
limit
their
ability
to
say
hey
by
the
way
at
the
end
of
the
year.
Here's
who
landed
on
top
after
their
four
years
and
that's
where
I
believe
why
the
language
had
to
if
the
removal
of
that
was
removal
of
it,
it
I'm
not
recalling
the
whole
conversation
we
had
in
committee.
I
don't
want
to
redress
it
here
in
the
public,
but
that
that's
where
I
that's.
S
My
preference
would
be
that
we
make
no
changes
to
this
proposed
policy
until
it
has
gone
out
for
30
days
of
public
comment
and
we
hear
back
from
the
community
as
they
want
and
then
at
second
reading.
If
we're
hearing
overwhelmingly
and
we
believe
it's
the
will
to
maintain
val
cell-
that
we
could
do
that
then
or
we
could
go
the
other
way,
but
just
leave
it
as
is
written
now,
and
then
wait
for
the
30
days
comment
period
and
have
come
back
and
then
we
still
have
the
opportunity
to
amend
at
that
time.
D
One
what
I'm
hearing
right
now,
I'm
misunderstanding,
because
if
I
am
at
that
number
one
spot
in
my
mind
for
four
years
and
I
don't
get
it
then
there's
a
whole
nother
issue
right
there,
but
you
wouldn't
know
until
I
would
know,
because
I'm
in
the
classroom
with
and
susie
or
whatever
I
know
how
hard
I'm
working
and
then
the
announcement
comes
graduation
day
or
whatever
forgive
me,
and
my
name
isn't
announced.
That
too
will
cause
a
serious
mental
health
issue.
D
D
AI
So,
no
because
we
wouldn't
be
making
any
amendments
so
the
in
accordance
with
your
policy
setting
policy.
Once
you
make
proposed
revisions,
amendments
updates
to
the
policy,
then
that
would
be
posted
for
public
comment
for
30
days
and
as
ms
hummer
stated,
you
can
certainly
come
back
on.
Second
reading
after
you've
received
the
public
comment,
you
can
come
back
on
third
reading
and
you
know
and
amend
it
or
decide
either
amend
it
or
just
decide
to
vote
down.
D
So
then,
I
I
would
request
of
the
board
that
that
we
not
talk
as
though
this
is
the
status
quo,
because
it's
actually
an
amendment
to
the
current
policy
and
then
the
motion
on
the
table
right
now
is
to
just
leave
it
alone
and
not
send
it
out,
based
on
what
I'm
hearing
and
so
we'll
take
a
vote
on
to
whether
or
not
to
send
it
out
with
the
amendment
or
without
it
or
let
it
stand.
As
is
that
that
is
our
vote
correct.
So
we
have
two
different
votes
to
to
do.
D
E
L
I
I
believe
ms
humber's
suggestion
is
a
valid
way
to
go
at
this
point.
I
understand
mr
grannon's
motion
to
change
what's
in
front
of
us,
but
at
the
same
time
we
can
do
that
after
the
second
read
after
the
public
has
commented,
and
I
would
also
request
that
staff
come
back
with
some
more
investigative
research
about
you
know
what
is
going
on
rather
than
having.
While
we
hear
that
you
know,
prince
george's
is
doing.
This.
Fairfax
is
doing
that.
I'd
like
to
hear
for
a
matter
of
fact.
How
do
they
do
that?
L
But
I
believe
we
can
proceed
regardless,
where
we
go
with
mr
ms
hummer's
idea,
and
we
just
put
it
out
the
public
comment
and
we
go
into
the
real
nitty-gritty
of
it
after
the
public
has
commented.
So
we
find
out
are
those
concerns.
Still
there,
mr
grant
and
as
you
expressed
them
two
years
ago,
I'd
be
interested
to
know
that.
AT
The
last
thing
I'll
say
about
this
in
terms
of
the
comment
that
restoring
the
sentence
means
that
there
would
be
no
nothing
to
take
forward.
I
think
the
reason
for
that
is
because
the
objective
of
this
proposal
is
to
eliminate
valedictorian
and
salutatorian.
AT
All
the
other
stuff
that
we've
been
talking
about
today
could
have
been
easily
accomplished
by
dr
alato.
Nothing
is
in
this
policy
that
says
anything
about
giving
a
specific
number
rank.
You
guys
could
have
done
the
percentile
thing
in
the
last
two
years.
You
could
have
done
all
that
stuff,
but
you
didn't
do
that.
You
could
have
eliminated
this
rank
issue
in
this
excessive
competition
for
to
be
a
specific
number
and
kept
valedictorian
salutatorian.
But
you
didn't
do
any
of
that.
There's
nothing
in
here
that
says
anything
about
percentiles
or
any.
AT
That's
all
a
matter
of
implementation
and
regulation.
All
of
that
could
have
been
accomplished.
So
the
reason
that
my
motion
goes
to
that
sentence
is
because
the
objective
of
this
proposal
is
to
kill
valedictorian
and
salutatorians,
something
that
the
board
just
approved
6-3
after
a
lot
of
public
comment
only
two
years
ago.
I
understand
what
you're
saying
mr
live
about.
Okay,
well,
what's
the
harm,
let's
send
it
forward.
I
mean,
if
we're
going
to
be
honest
about
these
things.
AT
Ordinary
members
of
the
public
are
not
focused
every
day
on
the
the
business
of
the
board
of
education
have
all
of
the
public
comment
that
came
through,
and
I
know
you
you're
taking
me
at
my
word.
I've
never
seen
as
much
public
comment
on
any
issue
any
issue
bar
none
since
I've
been
sitting
up
here,
as
came
in
on
that
and
to
say
to
the
public
just
two
years
later,
this
was
just
voted
on.
AT
We
just
took
all
of
your
comments
into
account
after
three
readings
after
extensive
debate
and
now
we're
going
to
do
this
again.
I
do
think
that's
very
confusing
to
the
public
to
say,
okay.
Well,
we
want
all
those
people
that
wrote
in
you
know
two
years
ago
to
do
all
that
again,
that's
a
lot
to
ask
of
people
after
only
two
years
have
passed.
So
I
guess
what
I
would
say
is
in
in
respect
for
a
very
recent
board
action
and
six
three.
AT
I
don't
know
if
that's
not
overwhelming
it,
it's
certainly
a
pretty
comfortable
majority
to
say,
okay.
Well,
now
we're
not
going
to
come
forward
again
not
to
have
it
come
by
the
way
as
a
staff
recommendation,
but
to
have
it
come
through
a
policy
committee
without
getting
you
know,
full
board
input
is
is
is,
is
it
that's
not
the
best
way
for
us
to
conduct
our
business
after
a
majority
of
the
board?
Just
decided
this
for
a
very
small
minority
of
the
board
to
be
able
to
suggest
to
the
public.
AT
This
is
all
going
to
be.
Upended
again.
Doesn't
make
a
lot
of
sense
to
me
and
again,
you
all
could
do
this
thing
with
going
to
the
percentiles
right
now,
you
could
have
done
it
two
years
ago.
You
could
do
it
tomorrow.
That's
within
your
implementation,
purview.
All
of
that
could
have
been
accomplished,
and
I
don't
know
why
you
didn't
do
that
if
it
was
such
a
concern.
F
F
That
within
the
regulatory
language,
it
talks
very
specifically
about
how
you
get
to
a
vowel
and
a
cell
they're,
very
specific
language,
about
the
about
the
way
the
math
that
is
used
at
which
point
in
the
year
to
arrive
at
a
vowel
and
sound.
F
And
so
I
I
can't
we
can't
accomplish
that
if
I
were
to
eliminate
class
rank
without
eliminating
val
sal,
I'd
have
no
way
of
getting
to
valsall.
If
I
eliminated
class
rank,
there
is
a
correlation
here.
There
is
a
direct
connection,
so
while
you
say
we
could
have
no,
no,
because
if
I
get
rid
of
the
math
that
tries
to
figure
out
how
to
come
up
with
a
valid
cell,
then
I
can't
figure
out
a
valence
ow.
W
W
Sometimes
an
issue
is
sort
of
boiling
under
the
surface,
but
not
recognized,
and
then
it
sort
of
explodes
and-
and
so
I-
and
I
think
this
is
nationwide
right
now,
but
more
and
more
people
are
becoming
tuned
in
to
the
concern
of
the
mental
health
of
our
students,
and
so
I
I
don't
think
it's
out
of
place
for
us
to
revisit
the
issue
at
this
time.
AT
I
guess
I
I'm
going
to
pose
this
question,
dr
lotto,
to
explain
the
statement
that
you
just
made,
because,
as
I
understand
it,
the
regulatory
language
is
within
your
purview.
That's
not
something!
That's
in
this
policy,
that's
not
something
that
we
voted
on
and
so,
for
example,
the
very
thing
that
we're
discussing
now
of
serendipitously,
saying
to
someone
upon
graduation,
you
happen
to
be
valedictorian.
You
have
to
be
literate.
You
could
do
that
right
now
under
the
existing
language.
AT
There's
nothing
that
says
in
that
regulatory
language
that
you
have
to
inform
the
students
of
the
class
rank
or
if
there
is,
then
you
could
have
changed
that
without
the
board's
input.
Everything
that
you're
seeking
to
do-
or
that
is
being
proposed
to
be
done-
could
be
done
right
now,
except
for
you.
A
AT
Designate
a
valedictorian
selectorium
because
that's
what
the
language
says
so
everything
that
we've
been
talking
about
here
today
as
a
potential
compromise
to
have
that
have
students
serendipitously
informed
of
that
after
the
fact
you
could
do
all
of
that
right
now
under
the
existing
language,
because
it
doesn't
say
when
just
says
you
shall
designate
all
of
that.
Math
in
your
regulations
doesn't
say
that
you
have
to
give
the
specific
number
to
students.
AT
It
doesn't
doesn't
say
that
it
says
you
have
to
calculate
it
all
that
could
be
kept
in
in
a
file
to
say
the
same
way.
You
keep
the
percentiles
in
a
file.
That's
your
choice!
So
I
I
don't.
I
don't
think
you
can
genuinely
say
that
somehow
your
hands
were
tied
and
you
had
to
maintain
single-digit
class
ranks.
That's
not
the
case.
You
could
have
gone
to
a
percentile
publication
before.
M
Okay,
so,
and
that.
AT
F
I
think
it's
important
to
understand
that
the
board
brought
this
forward
and,
I
think,
was
on
a
very
bold
move
on
your
vice
president's
part.
To
bring
this
conversation
back
up,
and
there
are
a
number
of
issues
that
revolve
around
it.
F
F
I
would
have
students
that
would
want
expect
to
see
their
class
rank
on
their
transcripts
and
that
would
be
eliminated
if
we
were
to
eliminate
doing
the
math
of
the
class
rank
and
then
just
sort
of
keep
it
in
the
shadows
until
I
think,
as
you
are
suggesting,
keeping
it
in
the
shadows
and
then
bringing
it
forward
sort
of
at
the
last
minute
to
say
by
the
way
before
you
walk
across
the
stage.
George,
you
are
the
valedictorian
or
you're
the
salutatorian,
those
students.
F
I
think,
if
the
valon
cell
were
to
exist,
they
would
want
to
know
along
the
way
and
in
the
current
language
it
allows
for
that.
If
I
went
to
go
ahead
and
eliminate
that
math
and
eliminate
that
possibility
with
now
it's
now
just
becoming
serendipitous
that
it's
you're
going
to
find
out
at
the
end,
that's
not
the
way
we've
conducted
business,
that's
not
the
way.
I
would
recommend
that
we
conduct
business.
AT
AI
AT
F
That
the
percentages
is
a
different
kind
of
math,
because
we've
had
to
go
on
the
grade.
Point
averages,
and
so
we
had
to
spell
out
how
we
were
going
to
select
what
the
cutoffs
were
for
salutatorian
and
or
for
magna,
laude
or
or
laude.
We
had
to
develop
those
and
write
those
into
regulatory
language.
That's
a
different
kind
of
math
than
saying
you
are
number
one,
two
three
and
four
based
on
your
grade
point
average.
We
had
to
set
cut
points
and
establish
that
own
life.
J
M
Okay,
no
more
board
comments.
Any
public
comment
on
mr
grannon's
motion:
molly:
will
you
call
the
role.
AQ
R
AQ
D
M
No,
since
it's
just
first
reading-
okay,
yes,
so
now
moving
on
to
other
action
items,
item
6.06,
which
is
the
2019
to
2020
board
of
education,
public
session
hearing
and
workshop
dates,
and
just
for
clarification.
This
is
for
specifically
the
board
of
education's
calendar,
not
the
actual
school
calendar.
Is
there
any
motion
or.
S
I'll
read
it:
okay,
that's
because
we
just
have
to
we
put
it
forth
and
or
no
you
would
read
it
actually.
Okay,.
M
J
E
My
light
on
michelle,
yes,
I
have
two
amendments.
Actually,
the
first
is
to
move
the
october
16th
date
to
the
23rd
in
the
evening.
E
A
A
E
Again,
we
one
is
to
move
the
october
16th
date
because
school
is
shut
that
day
and
I
think
it
puts
people
at
a
disadvantage
to
to
the
to
october
23rd.
That's
the
first
one.
The
second
one
is
to
be
more
accessible
to
the
public
in
the
month
that
we
do
the
budget
and
not
have
a
daytime
meeting
that
month
and
just
have
two
nights.
E
L
L
E
M
Right
yep
was
there
a
second,
there
was
okay,
miss
crocodile?
No,
you
don't
wanna
you're
like
okay,
okay
molly!
Will
you
call
the
roll
on
michelle
heim's
amendment.
AQ
AQ
D
E
D
AT
R
E
P
Thank
you,
miss
alhine.
I
I
appreciate
that
optic.
However,
I'm
just
going
to
point
out
that
there's
a
benefit
to
our
daytime
meetings
for
those
who
work
in
the
evenings
that
we
have
a
vulnerable
population
that
sometimes
does
need
to
rely
on
our
daytime,
and
the
second
point
I
will
make
is
that
we
already
have
public
hearings
on
the
budget.
So
in
february
we
are
not
hearing
testimony
specific
to
the
budget
because
of
our
public
hearing,
just
as
we
have
done
in
our
redistricting
and
do
each
and
every
single
year.
W
Yeah
I
was
gonna
mention
the
the
budget
hearings
as
well.
Those
are
two
evening
opportunities
and
then,
additionally,
we
have
potentially
an
additional
evening
that
month
so
right,
no,
I
mean,
as
in
addition
to
our
regular
evening,
meeting
that
month.
We
may
be
here
the
following
evening
and
so
in
consideration
for
the
staff
that
work
into
the
evening.
For
that
purpose,
I'm
I'm
not
sure.
I
I
see
the
benefit.
Okay,
I'll,
withdraw.
My
motion.
D
So
it
was
for,
let's
go
back
to
february.
It
was
my
understanding
that
we
were
adding
to
the
two
meetings
we
already
have
to
allow
not
public
comment,
but
to
allow
discussions
on
any
amendments.
Is
that
still
the
case,
and
that
would-
and
so
that
would
be
on
the
20th
of
february
and
that's
going
to
happen
in
the
evening
right.
D
M
Yeah
we
have
to
vote
on
them.
Okay,
any
other
comments,
seeing
none
any
public
comment:
okay,
as
amended
with
miss
scholheim's
amendment,
to
move
the
october
16th
to
the
23rd.
Miss
connolly.
Will
you
please
call
the
roll.
R
M
Okay,
now
moving
on
to
item
seven
review
items,
this
is
just
review
items.
So
any
questions.
M
Okay,
seeing
none
the
next
general
board
meeting
will
be
on
wednesday
april
17
2019
at
7
pm.
The
next
policy
committee
will
be
wednesday
april
10th
2019
at
1
pm
as
well,
and
now
miss
antoine
william
motion
to
adjourn.
Madam.