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From YouTube: BOE Public Session 7-12-2023
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B
Welcome
to
this
meeting
of
the
Board
of
Education,
this
meeting
is
being
televised,
live
on
acps,
TV
and
streamed
on
acps
YouTube,
channel
information
and
protocols
for
the
meeting
are
posted
on
the
sign
by
the
doorway
as
you
enter
the
room.
So
please
make
sure
you
read
those
if
you
have
not
already
please
pause
for
the
invocation.
B
D
B
B
F
Right,
so
thank
you,
everyone
for
being
here
today
and
thank
you
for
the
introduction.
F
It
goes
without
saying
that
we
have
some
challenges
coming
before
our
board
this
upcoming
school
year,
but
I
am
excited
to
work
with
all
of
my
fellow
board
members
and
Dr
Bedell
to
ensure
our
students
are
at
the
Forefront
of
our
policies
and
decision
making
I
want
every
student
watching
to
know
that
I
am
here
to
listen
and
work
to
ensure
that
each
one
of
you
succeeds
academically
and
socially
in
our
schools.
Thank
you.
Thank
you.
B
B
B
The
board
will
hear
public
comment
from
up
to
10
total
speakers,
combined
combination
of
virtual
and
in
person
per
agenda
item,
excluding
Personnel
items,
reports
and
recognitions
during
a
single
public
comment
section
in
the
early
portion
of
the
meeting.
The
board
will
hear
public
comment
from
up
to
10
total
speakers
on
items
not
on
the
agenda,
excluding
any
student-specific
or
Personnel
items
near
the
end
of
the
meeting.
B
The
link
to
register
to
comment
before
the
board
opened
at
3
pm
on
the
Friday
prior
to
this
meeting
registration
closed
at
noon
on
the
Monday
prior
to
this
meeting,
speakers
May
sign
up
for
no
more
than
two
agenda
items,
but
only
once
on
any
individual
agenda
item.
For
any
item
with
more
than
10
registered
speakers,
the
board
will
employ
a
lottery
process
to
select
the
speakers.
B
Registrants
who
secure
a
slot
to
speak
were
notified
by
email
at
the
email
address
they
provided
when
they
registered.
All
speakers
will
be
allotted
two
minutes
and
must
address
the
specifics
of
the
agenda
item,
for
which
they
sign
up
no
speaker
substitutions
will
be
permitted
if
your
name
is
called
and
you
are
not
present,
we
will
move
on
to
the
next
speaker
for
anyone
who
was
not
selected
to
speak.
At
today's
meeting,
you
may
email
your
comments
to
the
board
office
at
Board
office
at
aacps.org.
B
B
B
A
yellow
light
will
shine
when
you
have
30
seconds
remaining
and
a
tone
will
sound
when
your
time
has
expired.
Please
conclude
your
remarks
when
you
hear
the
tone.
If
you
continue
to
speak
after
your
time
has
expired,
the
microphone
will
be
turned
off.
It
could
also
be
turned
off
if
a
speaker
addresses
specific
student
or
employee
matters
or
are
commenting
on
matters
not
related
to
public
education.
In
Anne,
Arundel
County,
so
with
that
I
will
bring
up
our
first
group
of
speakers
on
item
six,
a
word
of
contracts,
Francis
Montgomery.
B
All
right
so
Ms
Prada.
Would
you
like
to
begin.
G
Hi
good
afternoon,
it's
Kim
Prada.
First,
let
me
state
that
I'm
here
today
to
fully
support
policy
is
display
of
flags.
However,
the
debate
that's
been
unfolding
over
the
past
two
months
is
anything
but
healthy,
and
it
is
no
longer
about
what's
right
for
our
children.
This
has
now
become
a
tug
of
war
between
two
dissenting
views
and
beliefs.
G
This
policy
is
now
about
a
board
president.
That
consistently
allows
a
certain
group
of
individuals
to
stand
at
this
Podium
and
belittle
another
group
of
parents
that
they
don't
agree
with
parents
who,
by
the
way,
are
only
asking
that
this
school
system
returned
the
focus
of
our
classrooms
to
learning
our
children
are
failing
and
we
have
the
test
scores
to
prove
it.
G
This
policy
is
now
about
board
members
curtailing
to
the
cries
of
social
justice
Warriors,
instead
of
remaining
steadfast
in
their
commitment
to
ensure
that
our
children
are
receiving
the
best
education
possible
in
this
school
system.
This
policy
is
now
about
teachers
who
want
to
bring
their
political
ideals
into
the
classrooms
and
push
certain
ideologies
on
their
students,
regardless
of
a
child's
personal
beliefs.
All
children
deserve
respect
and
compassion.
G
This
policy
is
not
about
a
flag
ban.
It
is
about
removing
all
distractions
from
our
classrooms.
Flags
do
not
protect
children
in
environment,
where
children
can
learn
and
Thrive
does.
Classrooms
are
for
Learning
and
not
grooming,
as
elected
board
members
who
are
here
to
represent
all
of
their
constituents
and
protect
all
children,
please
do
better.
Thank
you.
Thank
you.
H
Hello,
my
name
is
Carrie
Brooks.
The
suicide
risk
for
lgbtq
youth
is
a
Public
Health
crisis
in
Maryland
statistics.
Aside
for
families
who
have
lost
a
child
to
Suicide
one
child
is
too
many.
A
teacher's
rainbow
flag
in
their
classroom
sends
a
message
to
students
that
they
are
accepted,
just
as
they
are,
and
students,
gay
or
not.
Gay
can
appreciate
a
teacher
who
accepts
students
as
they
are.
Maybe
they
will
approach
this
teacher
with
a
crisis
that
they're
facing
this
is
not
political.
This
is
about
saving
lives.
Students
need
to
feel
safe
to
learn.
H
We
need
environments
where
our
students,
staff
and
families
are
safe,
accepted
and
supported.
Teachers
have
extraordinarily
difficult
jobs.
Administrators
too
this
bill
would
be
a
burden
they
do
not
deserve.
Teachers
go
from
teaching
rhyming
words,
American
history,
pre-calc
to
suddenly
leading
kids
through
an
active
shooter
drill
or
the
real
thing.
In
2020
gun
violence
became
the
leading
cause
of
death
for
children
and
teens
in
the
United
States
surpassing
car
accidents
or
Childhood
Cancer
gun
violence,
part
of
a
child's
childhood,
and
then
in
complete,
complete
contrast
to
that
nightmare.
H
There's
this
small
peaceful
sign
in
the
school
of
a
rainbow
flag,
saying
you
are
cared
for
amazing
needed
it's
a
small
thing
that
may
mean
discomfort
for
those
possibly
who
don't
understand
who
or
who
have
not
developed
empathy
for
those
who
are
different
from
them.
I
am
holding
on
to
hope
that
enough
people
will
understand
how
important
it
is
to
protect
the
children
and
staff
and
families
in
our
school
from
the
damage.
This
bill
would
do
and
vote
against
this
bill.
Please
vote
against
this
flag
ban
bill
lives
are
at
stake.
I
Last
month,
I
listened
to
the
testimony
made
on
both
sides
and
something
stuck
out
to
me
about
the
testimony
in
favor
of
this
flag
policy.
The
idea
that
safe
spaces
meant
safety
from
all
discomfort.
Therefore,
potentially
polarizing
Flags
must
be
removed
to
make
a
quote:
unquote:
safe
space
free
of
discomfort.
I
I
Meanwhile,
multiple
lgbtq
plus
students
and
former
students
have
already
testified
to
you
that
they
did
in
fact
feel
physically
unsafe
in
an
Anne
Arundel
County
public
school
because
of
their
sexuality
or
gender
identity.
For
these
students,
a
pride
flag
in
a
classroom
signified
that
this
adult
accepted
them
and
that
they
had
someone
in
their
corner
to
remove
this
in
order
to
avoid
mere
discomfort
for
other
students
is
not
only
insulting
and
dismissive
to
the
students
who
have
come
to
their
board.
I
Asking
you
to
vote
against
this
proposal,
but
actively
goes
against
our
duty
to
teach
students.
Discomfort
is
not
division.
Discomfort
is
an
opportunity
to
grow.
It
is
even
an
opportunity
for
students
that
I
may
personally
disagree
with
to
grow
more
committed
to
their
beliefs
and
opinions.
If
that
is
the
result
of
the
conversation,
show
our
students,
the
respect
to
their
intelligence
that
they
deserve
and
allow
them
to
feel.
This
discomfort
discuss
the
reasons
behind
this
discomfort
at
home
and
at
school
and
to
grow
without
limitation.
J
My
name
is
Lauren
ardidi
and
I'm,
a
13-year
aacps
educator,
but,
most
importantly,
I'm
a
mother
to
a
bright
four-year-old
kid.
We
have
conversations
all
the
time
about
why
people
are
the
way
that
they
are
I
teach
her,
that
you
don't
have
to
be
everyone's
friend,
but
you
need
to
be
a
good
human.
You
need
to
respect
who
someone
wants
to
be
and
you
need
to
stand
up
for
yourself.
J
So
when
it's
time
for
kindergarten,
I
want
her
to
be
in
a
school
that
Fosters
this
mindset,
the
flag
policy
is
founded
on
underlying
tones
of
hate
and
division.
It
Strays
far
from
the
mindset
of
being
a
good
human.
How
many
times
has
this
board
reiterated
that
children
are
watching
and
emphasize
that
we
must
be
respectful
to
one
another?
Yet
how
many
times
was
it
stated
that
having
a
pride
flag
promoted
an
ideology
instead
of
the
identity
that
the
Flag
represents?
J
How
many
times
did
you
emphasize
that
the
word
pride
needs
to
be
struck
from
the
policy
altogether?
So
as
not
to
confuse
anyone
of
what
type
of
Pride
you
really
mean.
Our
children
are
Savvy
they're
hearing
all
of
this
and
they're
getting
the
message.
If
you
pass
this
policy,
the
message
is
this:
we
want
to
protect
the
fragility
of
those
who
don't
acknowledge
the
lgbtq
plus
identity,
so
stop
making
false
correlations.
With
lack
of
student
achievement,
teachers
don't
use
flags
to
exclude
or
to
teach
students
how
to
be
of
a
certain
identity.
J
Teachers
use
them
to
indicate
safe
spaces
of
learning
and
growth.
I
refuse
to
co-parent
with
people
who
Infuse
hateful
rhetoric
and
aacps
I
do
not
want
my
child
to
enter
a
school
building
where
she
is
under
the
impression
that
a
person's
identity
is
an
ideology
of
because
of
some
fictional
moral
Panic
identity
is
not
ideology.
Freedom
of
speech
is
essential
and
hate
is
not.
If
you
pass
this
policy,
it
paves
a
way
for
other
bands,
as
evidenced
by
districts
around
this
nation
as
a
resident
as
an
educator
and
as
a
mom,
be
a
good
human.
B
K
Good
afternoon
Dr
Bedell
I
had
the
pleasure
of
meeting
you
at
two
of
the
partners
in
education
events
and
I
welcome
the
opportunity
to
work
with
you
acquiring
businesses
for
paid
internships
thanks
to
each
board.
Member
for
the
many
hours
of
service
that
you
have
given
us.
I
too
served
our
students
and
parents
by
teaching
High,
School
and
being
a
department
chairperson
for
a
total
of
31
years.
K
K
Eighty
three
thousand
one
hundred
sixty
three
K
through
12
students
and
approximately
130
parents,
many
of
whom
would
like
to
make
their
feelings
known,
but
they
are
afraid
of
the
ramifications
that
might
result
in
all
my
years
of
teaching
I
made.
My
students
feel
welcome
I,
built
relationships
with
them
by
greeting
them
at
my
classroom
door
and
smiling
at
them
and
teaching
them,
and
if
I
had
to
yes,
I
did
call
their
parents,
but
a
lot
of
times,
I
called
their
parents
with
compliments
about
how
well
they
were
improving.
K
C
L
L
The
Trevor
Project
is
a
nationally
recognized
Source
by
the
United
States
government
and
also
has
its
own
page
on
the
on
www.cdc.gov
LGBT
Health
youth
resources.htm
talking
about
its
importance
as
an
organization,
and
do
you
want
to
know
how
I
as
a
16
year
old
boy,
know
that
these
are?
This
is
really
true
information
I
know,
people
who
joined
those
statistics
I
know
people
who
attempted
to
join
those
statistics
towards
the
end
of
freshman
year.
L
I
lost
someone
who
may
not
have
been
close
with,
but
someone
I
knew
well
enough
to
know
that
they
were
a
kind
funny
and
imaginative
person,
I
hold
them
near
and
dear
to
my
heart.
Now,
knowing
the
consequences,
the
stress
of
being
a
member
of
this
marginalized
group
can
bring.
There
have
been
nights
where
I
stay
awake
for
hours
upon
hours
upon
hours.
L
On
the
phone
with
my
friends
because
they
are
contemplating
suicide,
I
have
to
sit
there
and
listen
to
all
the
pain
that
has
been
caused
to
them
by
people
who
are
like
some
Sitting
In
This
Very
Room.
At
one
point
in
my
life,
I
wanted
to
join
these
statistics.
I
was
someone
who
felt
like
living
in
a
world
that
hates
the
way.
I
love
wasn't
worth
it.
I
demand
Justice
for
my
friends
who
I've
lost
or
almost
lost
their
lives
because
of
ignorant
people
here.
L
My
friends
couldn't
feel
safe
in
this
world,
because
people
are
stripping
their
rights
and
burning
it
in
a
pile
in
Paris
or
Plaza.
I
know
you
never
heard
it
on
National
Television,
but
tons
and
tons
of
people
like
me
kill
themselves
every
day
because
they
cannot
handle
anymore.
They
can't
handle
that
people,
even
their
parents,
cannot
support
their
beliefs.
M
India
Oaks
Bates,
Middle,
School,
subtle
oppression
is
still
oppression,
as
we
saw
back
on
August
24th
1954
when
the
capital
reported,
the
county
would
conduct
a
study
before
starting
integration,
because,
according
to
the
Supreme
tendon
absorbing
all
the
colored
students
at
once
would
cause
problems
and
then
May
11
1957.
The
capital
reports
that
Dr
Iris
T
Allen
was
considering
asking
the
board
to
speed
up
the
integration
process
to
stop
integrating
one
grade
per
year.
Speed
up
to
now,
and
this
policy
would
be
another
subtle
form
of
Oppression.
M
Our
teachers
will
find
ways
to
decorate
their
classrooms
to
support
all
of
their
students,
but
about
setting
a
safe
environment
comes
from
the
top,
and
our
kids
and
staff
will
know
when
a
principal
denies
a
specific
flag
which
will
set
a
climate
of
not
being
wanted
along
with
fear
and
doubt
that
the
person
running
your
school
will
not
be
there
to
protect
you
if
needed.
To
this
day.
M
I
still
know
the
adults
who
respected
me
as
a
human
being,
along
with
the
policies
that
were
in
place
and
the
principal
who
allow
those
policies
to
be
broken.
When
keeping
me
out
of
the
advanced
class
in
fourth
grade,
because
the
teacher
did
not
want
me
in
her
class
I,
never
want
a
student
or
a
teacher
walking
into
school
thinking.
Other
people
do
not
want
them
there
or
that
they
can
never
report
anything
because
the
principal
already
rejected
them
for
how
they
were
born
and
just
to
close
When.
M
Taking
into
account
your
trust
for
teachers
and
our
kids
consider
the
words
of
the
all
black
parole,
Elementary
PTA,
as
reported
by
the
capitol
on
September
16
1955.
When
it
rejected
the
biased
survey
on
integration
and
said
any
recommendations
to
the
Board
of
Education
should
have
inculcated
and
at
the
Prince
of
beloved,
equal
rights
for
all
in
our
system
of
public
education.
N
Hello,
thank
you
for
the
opportunity
to
speak.
I'm,
Kevin,
McDonald
I
have
a
daughter
and
son
in
the
district
I'm
here
to
strongly
oppose
the
display
of
flag's
policy
policy
is
a
direct
attack
on
our
children.
The
pride
flag
is
not
political
and
is
not
an
ideology.
The
Pride
Flag
represents
people,
and
in
this
case
our
children
I
served
my
country
for
20
years
and
am
now
a
retired
veteran.
This
country
is
founded
on
equality.
The
Constitution
says
we,
the
people
not
We.
N
The
People
accept
I,
didn't
swear
an
oath
to
stand
idly
by
as
groups
of
Americans
are
marginalized.
Due
to
the
unfounded
fears
of
a
few,
the
American
flag
stands
proudly
in
our
school
and
classrooms.
It
is
not
being
removed
or
diminished
in
any
way.
We
saw
grown
men
in
here
a
couple
of
weeks
ago,
wearing
shirts.
Emblazoned
with
this
is
my
pride
flag
under
a
picture
of
the
American
flag.
Not
only
does
that
break
the
flag
code,
but
was
it
acceptable
was
unacceptably
disrespectful
to
our
lgbtq
plus
youth
adults.
N
Insulting
children
of
a
marginalized
group
is
the
antithesis
of
unity.
When
I
spoke
to
my
daughter
about
this
policy,
she
was
devastated.
She
said
there
are
Pride
flags
on
the
walls
of
many
of
her
classes.
What
scares
me
the
most
about
this
policy
are
the
empty
walls.
Students
have
seen
these
flags,
they
know
where
they
are
located.
What
parts
the
hallway
or
classroom
they
are
in
if
passed
when
they
return
to
school
in
the
fall,
those
locations
will
be
bare
to
those
children,
those
walls
and
that
support
will
be
gone.
It
will
be
gone.
N
So
let
me
ask
you
this:
who
is
going
to
tell
them
why,
when
a
student
asks
where
the
pride
flags
are
gone
because
they
will
who's
going
to
explain
to
them
that
the
school
can
no
longer
support
them
in
that
manner,
will
the
board
tell
them,
or
will
it
be
left
to
the
teachers
administrators
to
tell
them
tarnishing
the
relationships
that
they've
built
with
these
children?
When
you
cast
your
vote
today,
I
want
you
to
think
about
August
28th
when
our
children
walk
back
into
school
after
summer
break.
N
O
For
the
record
Jaden
Ferris
I'm,
a
recent
graduate
of
aacps
I,
am
speaking
today
against
the
proposed
flag
policy.
I've
spoken
to
the
sport
previously
about
how
representation
can
save
lives.
That
fact
remains
true.
Today.
This
proposed
policy
is
not
about
creating
a
more
neutral
School
environment
as
some
exclaim,
but
rather
a
smoke
screen
for
a
deeper
agenda,
one
that
silences
and
erases
the
voices
of
queer
and
marginalized
students.
O
Those
who
support
this
policy
are
using
fear
and
anxiety
that
spread
the
false
narrative
that
the
lgbtqia
plus
Community
is
somehow
trying
to
indoctrinate
Children.
These
claims
are
not
only
false,
but
they
are
they
are
harmful.
We
must
not
allow
people
to
use
fear-mongering
the
silence,
queer
voices.
We
must
create
schools
that
are
inclusive
for
all
students.
Our
words
have
power.
O
They
can
be
used
to
build
up
or
to
tear
down
the
heal
or
to
harm
the
words
that
you
use
to
describe
queer
identities
matter
when
you
paint
queer
identities
as
ideologies,
you
are
sending
the
message
that
we
are
somehow
a
threat
to
say
this
is
to
deny
the
lived.
Experience
is
of
millions
of
people,
including
the
youth
that
you
represent.
O
It
is
to
say
that
their
very
existence
is
somehow
political
and
it's
to
say
that
we're
not
welcome
in
our
communities
and
that
we
have
to
justify
our
right
to
exist.
We
must
stand
together
to
defeat
the
true
ideology
at
hand,
the
ideology
of
intolerance
and
hate.
The
future
of
our
school
depends
on
the
choices
that
we
make.
Today
we
can
choose
to
create
schools
that
are
safe
and
inclusive
for
all,
where
all
students
feel
like
they
belong
and
can
Thrive,
or
we
can
choose
to
create
schools
that
are
divisive
and
hostile.
O
B
B
M
M
M
B
B
A
Q
P
Vice
president
silkworth
members
of
the
Board
of
Education
and
Dr
Bedell,
my
name
is
Christina
Corona
I'm,
the
vice
president
of
the
Teachers
Association
of
Anne
Aroma
County.
This
summer,
our
members
are
resting
a
bit
easier
with
more
Financial
Security.
Knowing
we
have
a
contract
in
place
with
the
biggest
salary
increases
in
many
years,
we
appreciate
Dr
bedell's
advocacy
in
helping
to
bring
our
salaries
up
from
the
bottom
third
toward
the
top
third
in
the
state.
We
still
have
work
to
do
so.
P
We
look
forward
to
our
next
round
of
bargaining,
which
will
remake
our
salary
scales
to
meet
blueprint,
blueprint
requirements
as
well
as
make
them
competitive.
In
the
meantime,
we
are
sympathetic
to
the
urgent
need
to
recruit
Educators.
Even
with
these
significant
salary
increases,
beginning
teacher
salaries
would
have
been
about
fifty
three
thousand
dollars,
still
thousands
of
dollars
behind
surrounding
counties.
None
of
us
want
a
repeat
of
last
year
in
which
we
began
the
school
year
with
hundreds
of
vacancies.
P
This
is
why
Taft
recently
agreed
to
utilize
additional
County
funding
to
raise
next
year's
starting
teacher
salaries
to
just
over
58
000..
However,
we
want
to
remind
you
that
Anne
Aroma
County
doesn't
solely
have
a
recruitment
issue.
We
have
a
retention
issue
right
now.
The
July
15
deadline
for
resignations
is
looming.
The
recent
effort
to
increase
the
beginning
teacher
salary
has
left
veteran
teachers
feeling
once
again
forgotten
and
undervalued.
We
urge
you
to
work
with
us
to
ensure
that
we
are
remaining
competitive
across
every
single
step
of
the
salary
scale.
P
Show
your
loyalty
show
your
loyal,
experienced
Educators
that
you
value
our
expertise
and
years
of
service.
P
In
contrast,
we
are
very
fortunate
here
in
Anne,
Arundel
County,
where
we
have
an
affirming
lgbtq
plus
policy,
assert
that
black
lives
matter
and
have
an
equity
policy
implemented
to
reduce
opportunity
gaps
policy
is
on
the
display
of
flags
if
approved
today
would
be
in
direct
contradiction
to
these
very
efforts.
This
is
why,
in
June
during
our
representative
assembly,
Tac
members
voted
to
oppose
this
unnecessary
policy.
P
We
urge
you
to
continue
the
status
quo
and
trust
us
your
Educators,
with
the
ability
to
make
decisions
about
creating
welcoming
learning
environments,
ensuring
all
of
our
students,
including
our
most
marginalized,
feel
seen
and
valued.
Some
argue
that
Educators
can
create
welcoming
spaces
without
Flags.
While
we
certainly
can't
claim
that
flags
are
the
only
way
to
do.
This,
Flags,
in
fact,
do
make
a
difference
if
they
didn't.
P
None
of
us
would
be
here
today
from
my
own
experience
as
a
gay
person
when
I
enter
into
new
spaces
I
notice,
if
there
are
Pride
Flags,
they
immediately
put
me
at
ease
telling
me
that
I
am
welcome.
If
I
is
a
44
year
old,
adult
use
these
flags
to
help
me
navigate
the
World
Imagine,
how
much
more
our
lgbtq,
plus
plus
youth
need
them.
The
same
holds
true
for
our
black
students
in
the
black
lives
matter
flag.
P
The
intentional
mission
in
this
Omission
in
this
policy,
regarding
which
flags
constitute
a
Bonafide
educational
purpose,
means
that
it
would
also
have
the
consequence
of
limiting
other
flags
such
as
International
Flags,
when
I
walk
into
our
school's
ppw
office.
I
know
my
colleagues
Colombian
flag.
A
reminder
of
his
home
country
helps
him
make
connections
with
the
students
he
serves,
including
our
esol
students.
P
If
this
policy
is
passed,
what
message
will
we
be
sending
to
our
students
when
they
return
in
the
fall,
realizing
that
the
flags
previously
displayed
that
represent
both
their
own
identities,
as
well
as
other
identities,
are
no
longer
allowed
in
acps
from
those
claiming
that
the
U.S
flag
is
the
only
one
necessary?
We
believe
these
additional
flags
do
not
diminish
the
U.S
flags
that
already
hang
in
our
classrooms.
They
in
fact
enhance
the
Stars
and
Stripes.
These
other
flags
are
a
confirmation
that
in
this
country
we
are
one
nation
that
is
indivisible.
P
Not
in
spite
of
our
differences,
but
through
our
Embrace
of
our
diversity,
some
argue
that
we
do
not
need
to
keep
the
class
that
we
need
to
keep
the
classroom
ideologically
neutral.
We
agree
that
classrooms
must
be
places
that
allow
for
students
free
expression
of
thought,
the
essence
of
the
learning
process
as
Educators.
We
know
how
much
feelings
safe
and
connected
matters.
We
don't
expect
students
to
be
ready
to
learn
when
they
come
to
school
hungry.
P
So
how
can
we
expect
them
to
take
intellectual
risks
when
they
are
uncertain
about
whether
or
not
they
are
accepted
for
who
they
are?
This
is
where
we
cannot
be
neutral.
The
flags
Educators
want
to
display
in
their
classrooms
are
not
for
advancing
political
ideology,
but
rather
affirming
our
students
inherent
human
dignity.
P
It
is
in
this
context,
as
Ellie
gazelle
argued
that
we
must
take
sides.
Neutrality
helps
the
oppressor,
never
the
victim.
These
additional
Flags
give
us
the
ability
to
build
community
by
affirming
the
diversity
of
our
students,
while
rejecting
intolerance
policy
is
is
contrary
to
this
County's
values.
It
will
make
aacps
less
inclusive.
We
urge
you
to
vote
no.
B
R
Good
afternoon
Dr,
Tobin
and
members
of
the
board,
the
policy
committee
met
on
last
Tuesday
and
we
had
a
very
interesting
meeting.
I
am
happy
that
today
that
we
will
be
able
to
talk
about
the
first
reading
for
our
special
education
program
with
students
with
disabilities,
which
is
near
and
dear
to
my
heart.
I
think.
R
S
Thank
you.
Madam
president.
I
have
two
items
that
I
want
to
touch
on
today
in
the
superintendent's
report.
First,
our
summer
camps
and
summer
school
programs
began
last
week
and
are
now
in
full
swing.
Our
summer
camps
are
in
place
at
20
schools
in
a
number
of
non-school
locations,
run
by
partner
organizations.
S
More
than
10
000
students
are
receiving
a
mix
of
academic
enrichment
and
fun
tailored
to
their
interests
of
areas
of
Interest.
Additionally,
more
than
2500
students
are
taking
part
in
secondary
summer
school
programs
to
gain
remedial
credit
for
courses
summer
school
graduation
is
set
for
August,
10th
and
I'm,
looking
forward
to
seeing
more
students
receive
their
High
School
diplomas
at
that
time.
Finally,
we're
really
proud
of
the
work
that
continues
to
happen
in
our
finance
department.
S
I
want
to
highlight
the
work
of
all
of
the
members
of
our
team
and
our
financial
operations
office,
whose
work
has
earned
the
government
Finance
Officers
Association
certificate
of
achievement.
This
award
reflects
our
commitment
to
sound
financial
stewardship
and
just
so
that
everyone
doesn't
underestimate
that
commitment.
This
is
the
40th
consecutive
year
our
team
has
earned
the
award
so
I.
Ask
that
we
thank
all
of
them
and
I
know.
S
Mr
stansky
is
somewhere
in
here
on
the
corner
and
and
and
he's
just
done
a
phenomenal
job,
not
only
leading
our
finances
but
serving
as
our
interim
Chief
Operating
Officer
and
I
you're
going
to
hear
from
him
in
a
few
minutes
when
we
get
to
the
redistricting
agenda.
So
thank
you
all
great
job,
Madam
president.
That
concludes
my
report.
T
I
just
wanted
to
comment
that
I
had
the
opportunity
to
be
at
Arlington
Echo
a
few
days
ago
and
see
kids,
the
picture
that
was
up
there
in
their
vests,
with
their
yep
paddles,
getting
ready
to
take
to
the
water
and
what
really
struck
me
was
when
we
asked
them.
Ask
the
students
about
themselves.
They
represented
most
of
the
high
schools
in
in
the
county
and
I
thought
that
was
really
cool.
U
W
W
B
S
Right,
thank
you,
madam
president.
The
superintendent's
recommendation
on
phase
one
redistricting-
you
all
have
a
copy
of
it
and
we're
going
to
have
staff
that
will
take
us
through
this
process,
but
I
have
a
couple
of
items
that
I
need
to
mention
to
this
school
board.
The
members
of
this
community,
who
are
here
around
the
enormous
amount
of
work
that
has
taken
place
to
get
us
to
where
we
are
so
I.
S
Faced
early
on
in
my
tenure,
a
very
difficult
decision
that
we
had
to
make
around
redistricting
and
what
I
have
said
to
this
community
is
we
wanted
to
do
everything
to
operate
with
transparency?
You
will
hear
that
in
our
remarks,
but
also
what
you
may
not
hear
in
my
remarks
is
that
people
have
to
read
district
for
two
reasons.
S
But
then
you
still
have
to
create
this
level
of
discomfort
to
move
people
around.
So
it's
not
a
good
situation
anyway,
you
look
at
it
or
you're
in
a
situation
where
you
have
to
read
District,
because
there's
a
lot
of
interest
in
your
school
system.
People
are
moving
in
and
you
have
to
balance
schools
to
address
overcrowding,
which
is
where
we
find
ourselves
here
in
Anne,
Arundel
County,
which
is
a
good
problem.
S
But
it's
still
a
bad
situation,
because
people
move
into
certain
neighborhoods
to
go
to
certain
schools,
and
that
then
creates
a
level
of
discomfort.
We
also
talked
about
the
fact
that
this
needed
to
be
done
in
two
phases,
just
because
of
the
significant
amount
of
stress
that
trying
to
do
whole
District
redistricting
would
put
on
the
school
system
whether
it's
Transportation,
whether
it's
shuffling
of
Educators
or
the
amount
of
students
that
have
to
move
at
one
time.
S
We
also
know
that,
with
that
comes
constraints,
one
of
the
constraints
that
it
inserts
or
one
of
the
realities
is
that
some
families
are
going
to
be
will
have
to
be
touched
twice,
and
we
recognize
that
that
will
be
the
case.
But
in
all
sincerity,
what
you're
going
to
hear
about
today
is
that
we
really
did
do
our
due
diligence.
We
really
inserted
significant
transparency
in
this
process.
Nobody
can
say
they
didn't
know
about
it,
because
otherwise
you
just
didn't
want
to
know
about
it.
We
put
it
out
there.
S
S
This
has
been
an
enormous
amount
of
work
on
the
part
of
a
lot
of
people,
and
I
am
grateful
for
their
efforts
to
get
us
to
this
point.
I
want
to
thank
Mr,
stansky,
Mr
roof
and
the
entire
team
for
looking
over
every
piece
of
input
we
received
and
working
tirelessly
with
our
consultant
to
try
to
see
if
it
was
something
we
could
incorporate
into
this
recommendation.
As
you
will
see,
there
have
been
some
significant
changes
from
the
two
potential
scenarios
presented
by
our
consultant.
S
S
Forward,
slash
redistricting:
we
will
open
another
portal
for
public
comment,
so
this
board
can
have
more
input
as
it
decides
what
proposal
or
proposals
to
take
to
public
hearing.
These
are
difficult
decisions.
There
are
a
few
things
in
education,
more
emotional
for
families
than
changing
the
schools.
Their
students
attend
I,
understand
that,
but
I
also
understand
the
crucial
need
to
optimize
the
use
of
our
school
buildings.
Also,
given
the
fact
that
Anne
Arundel
county
is
projected
to
be
the
fastest
growing
School
District
in
the
state
over
the
next
10
years,
we
have
to
do
this.
S
It
is
important
to
note
that
every
point
in
our
internal
deliberations
to
date
we
have
put
the
interests
of
Children
First
in
every
decision
we
have
made.
I
will
reiterate
that
children
first
and
you
will
hear
that
I
am
proud
of
the
work
that
has
been
done
to
get
us
to
this
point
and
I
look
forward
to
the
process.
That
remains,
as
we
come
up
with
a
final
plan
in
November
to
address
the
first
phase
of
this
redistricting
process,
with
that
I'll
turn
it
over
to
Mr,
stansky
and
Mr
Roof.
To
present
the
recommendation.
X
Right
we're
going
to
walk
you
through
the
superintendent's
recommendation
this
afternoon.
What
we're
going
to
do
is
we're
going
to
start
with
just
an
overview
of
the
process.
To
date,
then
we'll
walk
you
through
the
scenarios
that
the
consultant
had
put
together,
that
we
put
online
starting
in
February
scenarios.
One
and
two
we'll
give
you
an
overview
of
our
community
engagement,
get
you
some
data
and
some
statistics
around
that
engagement
and
we
will
walk
you
through
the
superintendent's
recommendation
and
we'll
go
through
next
steps.
X
All
right!
We're
going
to
take
about
10
seconds.
You'll,
hear
a
lot
of
acronyms
in
this
presentation
so
for
the
board,
and
the
public
just
wanted
to
have
give
you
the
ability
to
review
some
of
the
main
acronyms
that
you
may
or
may
not
hear,
and
and
so
we'll
take
about
five
to
ten
seconds.
Just
look
that
over.
Q
X
Let's
talk
about
the
overview,
so
what
are
the?
What
are
the
guiding
documents
and
principles
that
we're
we're
using?
There's
really,
you
know
two
main
areas
which
is
board
policy
Jaa
and
the
regulation
that
accompanied
that
as
long
along
with
education,
article
section,
4-109
and
really
what
we're
looking
for
here
is.
It
says
up
on
the
screen
to
establish
an
equitable
process
process
from
the
determination
of
the
geographic
School
attendance
areas
in
Anne,
Arundel
County,
Public
Schools,
so
Dr
Bedell
talked
a
little
bit
about
why
we're
doing
this.
X
But
why
are
you
know?
Why
are
we
doing
this?
Obviously
we
mentioned
we're
projected
to
be
the
fastest
growing
District
in
the
state
over
the
next
decade.
We
also
currently
at
the
moment,
have
16
000
available
seats.
That
means
we
do
not
have
enough
enrollment
for
the
for
the
number
of
available
seats
that
we
have,
so
we
need
to
right
size.
Obviously,
with
the
blueprint
coming,
we
have.
X
Two
big
changes
in
our
use
of
facilities
will
be
altered
as
well
main
areas
really
surrounding
pre-K
in
enhancements
and
expansion,
as
well
as
the
blueprint
calls
for
additional
teachers
due
to
planning
time
and
we're
going
to
need
spaces
for
those
teachers.
So
it's
really
critical
that
we
balance
our
enrollments
and
and
maximize
the
available
space
that
we
have
what's
really
started.
All
this
was
coming
online
in
the
24
25
school
year
will
be
two
new
schools,
West
County
Elementary
School,
along
with
Old
Mill,
West
High
School.
X
Another
reason
to
do
this
really
is
to
maximize
our
CIP
dollars
the
state.
The
first
question
they
ask
when
you,
when
you're,
asking
for
a
new
project
or
a
renovation
dollars,
are
you
utilizing
your
existing
facilities
to
the
best
of
your
ability
and
so
going
through
this
process?
X
Will
give
us
the
opportunity
to
say
yes
to
that
question
when
we
meet
with
State
officials
and
really
over
the
last
decade,
specifically
around
the
Old
Mill
master
plan,
we've
done
a
lot
of
construction,
and
so
this
is
a
good
good
timing
as
where
we
are
in
that
process
to
again
realign
students
with
buildings
to
maximize
that
those
construction
dollars
that
we've
been
getting
so.
The
study
area
for
the
northern
part
of
the
redistricting
encompassed
58
schools.
X
X
So,
let's
talk
about
the
process.
We've
gone
through.
To
date,
the
administration
back
in
September
of
21
issued
an
advertised,
an
RFP
for
a
consultant
to
help
with
redistricting
that
the
sport
approved
that
consultant
in
November
of
2021
in
January
of
22
policy.
Jaa
was
revised
by
this
board
and
approved,
which
is
then
became
the
guiding
document
for
our
process.
Moving
forward,
an
initial
presentation
on
a
redistricting
timeline
and
process
was
presented
in
September
of
2022,
and
then
a
revised
process
and
presentation
was
given
in
January
of
2023
in
February
of
2023.
X
The
web
tool,
with
the
two
proposed
scenarios
from
the
wxy
Consultants,
was
released.
We
gathered
feedback
for
the
next
three
months
and
then
staff
gave
a
series
of
recommendations
to
the
superintendent
and
the
leadership
team.
We
also
this
board
at
the
last
board
meeting
approved
the
2023
education
facilities
master
plan,
which
was
the
latest
available
data.
X
We
then
used
to
put
our
recommendation
together
and
today,
you're
now
hearing
our
recommendation
and
then
moving
forward
will
be
a
workshop
later
in
July
in
the
August
meeting,
the
board
will
select
options
to
take
to
public
hearing
those
public
hearings
and
briefings
will
be
held
in
September
and
October,
and
we
have
a
Target
approval
date
of
November
2023
for
implementation
in
the
2024-2025
school
year.
X
Y
So
the
primary
mission
of
the
study
was
to
define
the
attendance
area
for
the
new
Old
Mill
West
High
School
and
West
County
Elementary
School.
The
study
focuses
on
the
County's
Northern
High
School
clusters,
including
Chesapeake
Glen
Burnie
Mead
North,
County,
Northeast
and
Old
Mill
High
Schools
wxy
produce
boundary
scenarios
using
both
its
redistricting
model
based
on
Markov
chain
Monte
Carlo
simulation
software
and
manual
edits.
All
boundary
changes
developed
by
the
consultant
in
the
boundary
scenarios
were
individually
reviewed
by
wxy
and
aacps.
Y
The
boundary
scenarios
included
a
set
of
shared
assumptions.
We
wanted
to
improve
utilizations
as
much
as
possible
so
that
they
fell
within
the
70
to
100
percent
Target
utilization
range.
We
wanted
to
reduce
the
number
of
schools
that
exceeded
100
percent
and
get
as
few
schools
as
possible
under
the
60
utilization
threshold.
That's
the
boundary
for
State
funding.
Y
Y
We
wanted
to
preserve
feeder
patterns
as
much
as
possible
minimize
distance
traveled
as
much
as
possible,
while
also
maximizing
the
number
of
pupils
in
the
walk
Zone.
We
wanted
to
account
for
new
development
within
those
attendance
areas
preserve
the
current
grade.
Bands
and
examples
of
that
would
be
to
maintain
the
pre-k
through
five
at
elementary
schools:
middle
schools,
six
through
eight
high
schools
9
through
12..
Y
Y
So
each
scenario
takes
a
different
approach
to
optimizing
boundaries
for
the
new
facilities
and
other
key
metrics.
The
current
slide
shows
key
metrics
relative
to
the
existing
School
boundaries.
Both
scenarios
significantly
reduce
the
number
of
over
utilized
schools.
If
no
boundary
changes
are
implemented.
The
district
is
estimated
to
have
13
over
utilized
schools
under
scenarios.
One
and
two
that
number
is
reduced
to
zero.
Y
Both
scenarios
significantly
reduce
distances
to
school
for
elementary
school
kids
in
scenario.
One
the
reduction
of
daily
miles
traveled
for
elementary
schools
is
over
1900
miles
scenario.
One
achieves
the
largest
Improvement
in
distances
to
school.
Overall,
conversely,
middle
and
high
school
students
increase
their
distances
under
both
scenarios
scenario:
two
rezones
slightly
fewer
pupils
scenario:
two
rezones
19
percent
of
pupils
in
the
non-terminal
grades,
which
is
about
6
700
students
total.
In
both
scenarios,
the
most
impact
to
student
assignments
is
at
the
middle
school
level.
Y
Articulation
patterns
for
scenario,
one
are
shown
up
on
the
screen.
Gray
lines
indicate
no
change
to
the
feeder
patterns.
While
Blue
lines
indicate
a
change
to
the
feeder
pattern
and
tan
indicate
a
split
articulation
in
scenario.
One
two
split
articulations
are
introduced:
George
Cromwell
elementary
students
are
zoned
to
both
Corcoran
middle
school
and
Marley
Middle
School
MacArthur
Middle
School
students
living
in
the
Frank
Hebron
Harman
Elementary
School
zoned
are
re-zoned
to
Old
Mill
West
High
School,
rather
than
Mead
High
School.
Y
When
we
look
at
scenario
one
utilizations,
we
see
a
reduction
in
overcrowded
schools
and
a
more
balanced
utilization
within
the
study
area.
Please
note
the
bottom
of
the
screen
where
we
list
the
estimated
utilizations.
If
no
boundary
changes
are
implemented.
13
schools
are
projected
to
be
over
capacity.
Y
Y
Y
Y
You
can
see
that
during
that
initial
launch
period
we
received
the
most
activity
and
then
periodically.
Throughout
that
period
we
had
press
releases
where
the
engagement
increased.
Y
Y
Y
Foundry
comments
tended
to
be
highly
clustered
in
space
and
sentiment
as
such
boundary
comments
provide
an
indication
of
which
boundary
decision
that
are
most
popular
or
unpopular.
Neither
scenario
received
a
net
positive
approval
rating,
but
overall
scenario,
2
retained
a
more
favorable
rating
throughout
the
entire
engagement
period.
Y
So
the
screen
shows
key
metrics
for
the
two
scenarios
presented
in
the
web
tool
as
well
as
the
super
superintendent's
recommendation
noted
as
s.
The
largest
difference
come
from
the
distance
traveled
and
assignment
stability.
The
superintendent's
recommendation
lowers
overall
distance
traveled
and
reduces
the
number
of
rezoned
students
relative
to
scenarios
one
and
two.
Y
Y
Y
So
scenario,
two
boundaries
were
utilized
as
the
starting
point
for
the
superintendent's
recommendation
at
the
elementary
school
level.
A
notable
boundary
adjustment
that
differs
from
Scenario
two
is
in
the
Mead
cluster
circled
up
on
the
screen.
Many
of
the
students
in
the
area
circled
live
within
the
Fort,
Meade
boundary
and
Community.
This
group
indicated
a
strong
desire
to
stay
at
an
on-base
elementary
school.
Y
Y
At
the
high
school
level,
the
superintendent's
recommendation
makes
additional
adjustments
to
the
articulation
patterns
following
Middle
School
at
Corcoran.
Students
who
live
within
the
Oakwood
and
Woodside
Elementary
School
boundaries
will
attend.
Old
Mill
High
School
students
who
live
within
Freetown
Elementary
School
will
continue
to
attend
Glen.
W
Y
Overall,
the
superintendent's
recommendation
includes
two
split
articulations
to
help
balance
the
secondary
school
enrollments
and
the
superintendent's
recommendation.
Two
split
articulations
are
introduced
at
MacArthur
Middle
School
students
living
in
the
Frank
Hebron
Harman
Elementary
and
Van
baklen
Elementary
School
Zone
are
rezoned
to
Old
Mill
West
High
School,
rather
than
Mead
High
School
and
Corcoran
middle
school
students
living
in
the
Oakwood
and
Woodside
Elementary
School
Zone
are
rezoned
to
Old
Mill
High
School,
rather
than
Glen
Burnie
High
School.
Y
Once
again,
our
transportation
division
compared
the
superintendent's
recommendation
to
scenarios
one
and
two,
and
there
was
no
significant
difference
between
the
scenarios
they
compared
the
estimated
walkers
from
the
superintendent's
recommendation
to
our
current
numbers
and
again
there
were
about
200
more
bus
riders
under
the
new
scenarios.
This
is
primarily
due
to
the
articulation
pattern
adjustments
made
at
North,
County
and
Glen
Burnie.
Y
So
next
the
transportation
division
compared
the
superintendent's
recommendation
to
our
current
bus
routes.
Under
the
recommendation
there
is
an
increased
need
for
bus
transportation
within
the
study
area
and
it's
estimated
that
four
additional
units
would
be
required
to
transport
students.
This
is
the
same
number
under
scenarios.
One
and
two.
X
All
right,
so
we
did
have
a
long
discussion
about
Legacy
students
and
the
superintendent
is
recommending
implementing
that,
where
students
where
they
enter
the
12th
grade,
we'll
have
the
option
to
remain
at
their
existing
high
school
that
they
are
currently
assigned.
So
these
are
for
students
who
would
be
rezoned
to
a
new
high
school
they're
entering
the
12th
grade,
we'll
give
them
the
opportunity
to
stay
at
their
existing
High
School.
X
Two
two
big
caveats
here:
first:
is
they
should
they
would
need
to
register
in
our
what
we're
calling
Legacy
student
transfer
portal
so
that
we
know
where
their
option
is,
but
I
think
more
importantly,
that
they
would
not
be
provided
Transportation.
They
would
have
to
be
able
to
transport
themselves
to
and
from
school.
X
This
is
just
again
due
to
our
lack
of
infrastructure
around
our
capacity
to
essentially
do
double
runs
into
all
of
these
communities,
since
it's
such
a
large,
large
redistricting
that
we're
entering
into
so
that
is
the
that
is
going
to
be
a
recommendation
in
this
proposal,
foreign
and
then
for
magnet
students.
Just
to
reiterate
that
magnet
students
already
assigned
via
Lottery
into
those
schools
will
be
able
to
stay
in
those
in
their
magnet
school.
Even
if
their
home
high
school
or
middle
school,
they
were
rezoned
to
a
different
school.
X
Next
steps-
we've
talked
a
little
bit
about
this,
but
to
reiterate,
it
will
be
overre
opening
the
comment
period
right
after
this
presentation
today,
and
then
we
all
have
a
workshop
on
the
26th,
where
we'll
do
a
deeper
dive
for
the
board
and
the
community
and
obviously
a
lot
of
q.
A
on
that
during
during
that
meeting
and
then
ultimately
on
the
23rd
of
August,
the
board
will
have
to
vote
to
select
which
option
or
options
to
take
to
public
hearing.
B
E
First
I
want
to
thank
you,
your
teams,
Dr
Bedell,
for
the
immense
amount
of
work
that
has
gone
into
this
process
so
far
from
Fielding
the
tens
of
thousands
of
questions
and
comments
and
feedback
to
to
Preparing
what
I
think
is,
at
least
at
first
blush,
and
it's
going
to
take
us
all
a
lot
of
time
to
digest
all
the
intricacies
of
this,
but
at
first
blush
seems
to
be
a
very
well
considered
plan,
so
I
I,
thank
all
of
you.
E
I
do
have
a
couple
really
quick
questions,
so,
firstly
did
any
of
the
possible
redistricting
decisions
coming
down
the
road
in
phase
two
influence
decisions
made
in
phase
one.
E
And
underst
I
understand
the
the
move
not
to
put
additional
cars
and
burden
on
the
Mountain,
Road,
Corridor
and
I'm.
Definitely
in
support
of
that,
but
it
does
actually
I.
Think
I
have
three
really
quick
questions,
so
this
is
the
second
and
then
I'll
get
that
to
the
third.
So
if
that
being
the
case
it
brings
the
under
it
brings
the
utilization
number
and
that
Middle
School
to
under
that
60
threshold.
E
What
are
the
plans
to
to
make
sure
the
state
doesn't
then
prohibit
future
capital.
X
Projects
is
Mr,
Roof
alluded
to
where
we'll
look
at
potential
administrative
use
of
that
space
or
storage,
which
you
know.
That
would
then
alter
the
state
rated
capacity
of
that
building
to
get
it
above
the
60,
but
no
firm
plans
in
place
as
of
yet.
But
that's
obviously,
would
be
the
next
step.
If
the
board
were
to
vote
positive
on
the
superintendent's
recommendation,
which.
E
Is
a
great
way
to
address
that
that
issue,
if
those
schools
being
at
the
end
of
a
peninsula,
then
the
third
and
last
question
I
have
is,
and
I
won't
need
a
second
round
for
for
this.
For
me,
if
Mountain
Road
spontaneously
gets
fixed
whatever
that
word
to
me,
what
would
then
that
mean
for
for
for
folks
whose
boundaries
might
then
be
be
changed?
I'm,
specifically
speaking
about
well.
X
E
All
right,
fantastic,
this
is
this
is
lovely
and
thank
you
for
all
the
hard
work.
That's
gonna.
Do
it
thanks.
Thank
you.
B
R
Dan
so
as
always
great
presentation,
I
Echo,
Michelle,
Han's
comments,
but
I
have
some
questions.
The
first
one
deals
with
the
scenario
that
scenario
won
for
the
elementary
schools,
particularly
the
transportation
issue.
When
we
say
we
need
four
additional
buses,
have
we
mapped
out
and
well?
Let
me
just
ask
a
different
question.
Is
the
four
is
the
area
that
you're
going
to
need
the
buses
in
George
Cornwell
to
get
together
and
help
Harmon
to
get
to
Old
Mill?
Is
that
where
we're
going
to
be?
Y
So
our
transportation
department
looked
at
each
feeder
pattern,
including
the
the
old
millwest
cluster,
under
both
scenarios,
one
and
two
on
the
bottom
right
of
the
screen
you
can
see
on
a
high
level
review.
They
indicated
that
four
more
buses
would
be
needed
at
Chesapeake
students
being
rezoned
in
Glen,
Burnie,
Mead
and
North
County
would
reduce
the
number
required
there,
while
at
Old
Mill
High
School.
The
majority
of
those
buses
are
essentially
flipping
right
to
Old
Mill
West.
X
D
X
Q
R
That's
that's
why
I'm
asking
and
then
the
last
one
was
is
that
on
the
very
last
slide,
with
second
to
the
last
slide,
I
talked
about
the
high
school
students,
so
I
am
very
sensitive
to
high
school.
My
children
moved
around
more
times
than
my
daughter
did
three
different
high
schools
so
I
understand
when
students
have
the
option
or
saying
they
want
the
option
but
they're.
Ultimately
we're
saying
we
got
to
move
this
around
and
then
our
seniors
get
the
opportunity
to
choose
right
on
whether
they
want
to
stay,
but
we
can't
provide
them.
R
The
transportation
Dr
Bedell
I
would
ask
that
we
just
look
at
that
scenario.
Just
a
little
bit
more
closely
because
high
school
plus
seniors
here
is
a
lot.
It's
a
lot
of
stress.
Most
of
the
children
will
probably
or
students
will
probably
have
transportation,
but
then
there's
the
ones
that
don't
and
those
are
the
ones
that
I
worry
about.
I
was
overbearing
parent,
so
my
children
didn't
get
cars
and
didn't
get
the
chance
to
drive,
go
figure
right,
but
I
am
concerned
about
the
12th
grade.
R
Students
entering
the
12th
grade,
I
know
most
of
them.
If
not
all,
we
want
to
remain
at
their
current
high
school,
and
so
that
poses
a
second
set
of
cards
on
the
road
during
you
know
the
school
hours
and
that
kind
of
stuff,
so
I
just
want
to
think
through
that
a
little
bit
more.
That's
it
yeah.
S
So
let
me
respond
to
that.
I
think
is
important
for
the
public
to
hear
a
little
bit
of
our
reasoning
behind
this.
We
have
not
engaged
in
redistricting
to
the
magnitude
of
what
we're
doing
right
now.
So
when
we
did
Crofton,
we
were
able
to
provide
transportation
because
we're
talking
about
one
cluster,
not
multiple
clusters
being
involved
and
so
under
regular
circumstances.
Probably
a
double
route
could
potentially
be
doable,
but
it's
even
if
we
were
fully
staffed.
S
It's
just
not
feasible,
given
the
scope
of
what
we're
doing
right
now
with
the
number
of
students
that
are
being
touched,
so
I
am
open
to
having
conversation,
but
that
that
was.
We
did
consider
that
in
this
then-
and
we
just
said
41
000
kids
potentially
impacted
a
number
of
you
know.
New
schools
coming
online
really
made
that
something
that
I
just
don't
see
how
we
can
get
around
it,
but
we
will
definitely
be
open
to
any
thoughts
and
ideals.
Z
F
Is
a
good
presentation?
Thank
you
for
all
the
information.
I,
don't
have
any
questions
at
this
time.
D
Thank
you,
madam
president.
Dr
Miguel
Matt
stancy
conver
when
I
first
read
this
not
too
long
ago.
I
was
absolutely
amazed.
This
is
a
very
complicated
thing.
I
am
so
happy
about
all
the
work
that
you
put
into
this.
The
creativity
that's
involved
with
this
and
we're
going
to
have
a
workshop
on
this,
so
we're
gonna.
D
We
need
to
take
a
deeper
dive
into
this
I
I
will
Express
that
I
I
am
happy
about
the
choice
about
the
Legacy
students
but
I'm
a
little
concerned
about
the
potential
that
maybe
they'd
have
to
provide
their
own
transportation.
But
again
we
have
to
take
a
good
deeper
dive
into
this,
but
this
is
absolutely
marvelous
and
I.
D
You
know
we
all
know
that
as
Dr
Bilal
had
indicated
that
we
haven't
had
a
such
a
comprehensive
redistrict
and
throughout
my
entire
career,
when
I
read
this,
it
just
made
it
so
much
easier
for
me
to
kind
of
understand
it.
So
my
heartfelt
thanks
to
all
of
you.
Thank
you.
U
Yes,
thank
you.
So
when
we
received
this
information
in
advance,
I
was
trying
to
look
at
what
the
superintendent's
recommendation
would
be
and
I
got.
You
know
very
intrigued
and
I
I
didn't
want
to
reach
out
just
yet
because
I
there
were
so
many
charts
and
graphs
and
squiggly
lines.
I
wanted
to
make
sure
I
understood
the
full
presentation
before
sending
my
thanks,
but
I
will
now
so.
Thank
you
very
much
for
all
of
your
hard
work.
U
I
know
a
lot
of
folks
from
the
Chesapeake
cluster
were
very
concerned
to
Mrs
shulheim's
Point
they've
been
trying
for
at
least
the
40
years
that
I've
been
alive
to
fix,
Mountain
Road
and
haven't
succeeded
yet
so
I
highly
highly
suspect.
That
will
continue
in
that
particular
vein
and
I.
I
do
appreciate
the
references
to
what
a
dangerous
road
it
is
and
why
it
was
important
not
to
send
so
many
more
cars
down
the
corridor.
I
do
appreciate
that
you
looked
at
that
one
sort
of
point
that
I
wanted
to
make
about
cbms.
U
Y
U
Yet
all
right
all
right,
just
I,
would
definitely
want
to
be
kept
updated
on
that
I
I
think
that's
a
great
opportunity
to
reallocate
space
and
I'm
just
curious
as
to
how
you
would
do
it,
but
other
than
that.
I'm
very
impressed
with
this
presentation
and
I'm
very,
very
appreciative
on
behalf
of
District
three.
T
Thank
you.
Thank
you
for
a
great
presentation.
I
do
have
a
few
questions.
First,
one
that
jumped
out
of
me
when
you
mentioned
the
blueprint.
Well,
the
blueprint
change
the
determination
of
capacity
since
we'll
need
more
space
for
teachers
in
order
to
meet
the
requirements.
Is
that
has
anyone
thought
that
part
through
yet
and
do
we
need
action
and
the
state
legislature
to
address
that
so.
Y
Y
An
individual
school
that
could
adjust
the
SRC
or
state
rating
capacity
based
on
what
programs
are
put
in
there
Pre-K,
for
example,
as
a
lower
State
rated
capacity
for
a
classroom
versus
a
one
through
five
classroom.
So
if
you
added
Pre-K
to
schools-
and
you
took
away
a
regular
classroom,
it
would
essentially
reduce
the
capacity
so.
Y
T
Okay,
all
right,
so
if
we
were
to
use
one
of
our
buildings
for
administrative
that
would
reduce
the
capacity
okay,
okay,
that's
that
answers
that,
thank
you
and
then
so.
The
f!
Sorry,
the
scenarios
I
assume
included
all
anticipated
development
right
because
there
will
be
population
adjustments,
so
that's
been
factored
in
going
how
far
into
the
future,
we.
T
Okay
and
then
here's
here's,
the
Big
E
for
me
and
I-
express
concerns
about
two
phases
right,
because
drawing
a
line
between
North
and
South
I
think
ties
their
hands
a
little
bit
in
being
fully
comprehensive
and
fully
balancing
our
facilities.
So
so,
in
order
to
be
fully
comprehensive
and
maximize
the
balancing
of
our
school
facilities,
I,
imagine
those
schools
or
communities
on
the
southern
border
of
phase
one
could
be
impacted
in
phase
two
correct.
Is
that
correct.
T
Not
phase
one
gonna
get
that
same
treatment.
Are
we
not
going
to
consider
what's
already
happened
in
phase
one
as
we
try
to
meet
the
needs
of
the
southern
part
of
the
county?
In
other
words,
someone
on
that
southern
border
of
the
of
phase
one?
Well,
we
just
moved
them,
so
maybe
we
shouldn't
move
them
now
and
I'm
not
advocating
for
moving
families
twice.
I
have
concerns
with
the
two-phase
process,
but
I
am
concerned
that
the
southern
part
of
the
county
gets
the
same
level
of
consideration.
Does
that
make
sense?
It.
S
Makes
sense,
but
there's
one
very
difficult
piece
you
had
to
start
somewhere,
so
it
could
have
been
the
opposite
that
we
started
with
the
group
of
schools
in
scenario:
two
not
taken
into
consideration.
What
we've
done
in
scenario,
one
right,
but
ultimately
you
that
that
means
the
the
same
process
applies
right,
you're
going
to
have
to
because
you're
doing
a
second
phase.
There
are
boundary
lines
that
have
to
be
touched.
S
I
mean
there's
no
way
that
you're
going
to
be
able
to
avoid
that
I,
don't
want
to
have
to
move
a
family
twice,
but
I've
been
adamant
from
the
first
day
that
you
all
brought
it
to
my
attention
that
families
are
going
to
have
to
be
touched
twice
out
of
this,
there's
no
way
that
you
can
get
around
it.
So
the
you
know
you
I.
T
So
I
get
that
I
just
so,
people
understand
what
I
envisioned
as
a
possible
solution,
but
you
might
be
too
far
down
the
road
for
this
was
to
take
all
the
critical
areas,
the
schools
that
are
busting
at
the
seams
and
move
them
outwards.
Knowing
that
we're
going
to
crowd
some
other
schools
for
a
couple
of
years,
knowing
that
students
are
then
going
to
move
out
who
were
not
already
moved
right,
that
would
have
avoided
moving
families
twice
I
again.
X
C
X
T
Okay,
thank
you
and
finally,
I
just
really
want
to
encourage
public
participation.
We're
suddenly,
like
obviously,
there's
been
lots
of
input
and
that's
great
and
that
definitely
informs
a
lot.
I
know
it
informed
the
superintendents
recommended
plan
here,
but
it
is
next
month
late,
August,
that
any
plans
that
will
be
brought
forward
for
consideration
have
to
be
figured
out
by
then.
T
Y
And
as
I
noted
up
on
the
screen
right
now,
we'll
be
active,
the
web
tool
and
the
same
format
or
similar
format
to
what
we
had
prior
will
be
available.
We're
going
to
be
utilizing.
The
map
comment
function
so
at
the
bottom
right
of
the
screen,
there'll
be
a
little
red
or
orangish
color
box.
That
says,
comment:
click
on
that
click
on
the
map,
and
you
can
provide
us
geolocated
information
on
any
of
concerns
that
you
have.
T
T
If
you
have
concerns
to
weigh
in
it's
I,
know
it's
hard
to
get
people
to
engage
in
the
summer.
But,
like
you
said,
Dr
Bedell,
you
you
can't
you
can't
say
you
didn't
have
input
once
the
scenarios
are
are
taken
to
the
public
late
August.
We.
V
T
AA
AB
I
too
had
questions
about
the
esrc,
so
it
sounds
like
you've
answered
most
of
them,
but
I
do
have
one
other
question
in
situations
where
some
of
our
schools
provide
unique
Services
based
on
the
community
that
they
traditionally
serve
so
on
at
Fort
Meade.
Those
schools
that
are
seated
at
Fort
Meade
tend
to
provide
wraparound
services
for
some
of
those
veteran
families
that
do
Carry
On
from
the
Middle
School
to
the
high
school
that
are
not
easily
replicated
in
other
high
schools.
AB
AB
Is
there
a
plan
to
approach
how
we
would
ensure
that
those
services
that
these
students
are
benefiting
from
will
still
be
able
to
be
provided
the
same
as
if
it
was
Mead,
High
School,
providing
them
because
Mead
high
school
has
is
where
DOD
gives
us
those
Monies
to
do
it
for
those
school
students,
including
that
include
MacArthur
and
and
all
the
others
that
are
on
the
base
because
of
the
community
that
they
serve,
does.
Does
that
make
sense?
The
question
yeah.
X
No
I
think
it
does,
and
Miss
Gordon
I
think
from
a
process
standpoint
we
would
what's
good
about
this
timing
is,
it
is
a
potential
decision
from
the
board
is,
is
in
line
with
the
time
we're
crafting
the
fiscal
25
budget
right,
and
so,
if
we,
as
we
start
to
get
more
granular
with
it
and
see
that
there
are
significant,
there
are
significant
populations
leaving
that
Fort
Meade
area
to
go
to
Old
Mill
West.
We
would
certainly
you
know
either
realign
resources
if
possible
or
if
not,
we
wouldn't.
X
You
know
more
than
likely
put
in
a
budget
request
to
implement
what
we
felt
was
necessary
to
support
those
transitioning
students
and
I.
Think
it's
important
to
note.
You
know
we
have
to
look
through
not
just
for
the
the
military
families,
but
all
you
know
we
have
potentially
6
500
students
moving.
X
Those
transitions
can
be
difficult
and
we
have
to
build
systems
and
structures
in
place
to
ensure
that
those
supports
are
in
place
for
both
the
the
families
themselves,
but
the
schools
receiving
those
students
right
and
I
think
that
will
be
part
of
our
discussions
into
the
fall
as
we
make
final
decisions
and
and
obviously
in
discussions
with
with
the
fort
as
well.
You
know
in
that
partnership
to
talk
about
hey,
we
may
have.
We
may
be
spreading
out
a
few
more
students
that
were
once
concentrated
at
Mead
high
school.
AB
We
could
find
a
way
and
I'm
sure
we
will,
and
likewise
too
I
know
that
Central
Elementary,
for
example,
in
Central
Middle,
because
of
their
proximity
to
other
related
surfaces
for
some
of
our
students
at
Central
special
benefit
from
that
campus
collaboration.
So
I
know
when
we
get
to.
Although
when
I
look
at
a
map,
it
doesn't
look,
it
looks
pretty
insulated
in
and
of
itself
when
we
get
to
that
phase,
two
I
would
expect
sounds
like
we
would
be
doing
similar.
AB
I
would
just
ask
that
too
often,
we
think
that
we
adequately
communicate
and
and
that
repetition
of
communication,
also
not
just
the
initial
communication
itself,
because
of
our
time
of
year
and
of
when
we
are
doing
this
and
I
suspect
that
vegetarian
implications
would
be
likewise
approved.
Do
we
have
any
preliminary
indication
that
our
funding
sources
are
going
to
be
supportive
of
that,
given
some
of
the
conflicting
priorities
of
budget?
AB
X
AB
X
And
so
I
think
again,
support
for
transitioning
students
will
be
one
of
many
priorities
and
I
think
in
the
fiscal
25
budget.
Well,.
Q
AB
AB
Although
it's
not
my
personal
District
over
the
years,
I
have
had
the
opportunity
to
get
to
know
a
lot
of
our
counties,
District
communities
and
know
that
although
redistricting
may
be
the
second
worst
thing
that
a
district
can
go
through
that
this
will
afford
New,
Opportunities
and
funding
for
our
schools
in
the
future
for
renovations
as
well
as
do
we
need
another
school
which
may
not
be
a
too
as
distant
of
a
community
of
a
conversation
as
we
think
it
may
be
now.
Thank
you.
B
B
I
would
just
I
think
also
just
to
add
to
the
recent
questions
generally,
it's
my
understanding
that
one
of
the
essential
premises
of
the
blueprint
is
that
money
follow
the
child
and
so
with
regard
I
would
assume
to
whatever
may
happen
as
we
shift
students
around
should
that
significantly
change
the
Farm's
rate
or
whatever
in
a
particular
school.
B
One
aspect
of
blueprint
is
that's
that's
different
from
transitioning
I
understand,
but
that
automatically
means
that
those
those
monies
will
then
become
available
based
on
the
students
in
the
school,
so
that
that
is
good
to
know
all
right.
I
think
that
concludes
our
questions
for
now.
Obviously
there
will
be
many
more.
Thank
you
all
very,
very
much,
and
we
will
see
you
on
the
26th.
B
All
right
that
takes
us
to
section
six
consent
items
of
word
of
contracts.
E
May
I
move
that
we
bundle
these
so
I
move
that
we
bundle
items
6.01
through
6.07.
Second,.
B
S
E
AC
AB
One
really
quick
question
I
and
it's
a
question
based
on
some
excitement.
I
was
wondering
if
someone
could
maybe
give
me
that
two
or
three
sentence
summary
of
the
student
Crisis
Intervention
system
that
is
going
to
be
going
under
contract
of
what
that's
going
to
be
item.
B
C
AA
Director,
especially
designed
instruction
and
compliance,
so
for
summary,
we
are
trying
to
build
out
our
Continuum
of
our
response
for
students
who
are
displaying
significance
physically
aggressive
behaviors,
as
we
try
to
reduce
the
amount
of
restraint
we
have
to
perform.
So
we
were
see
we
were
seeking
additional
companies
to
have
additional
options
for
students
between
verbal
de-escalation
strategies
that
we
have
already
been
using
and
then
having
to
actually
physically
restrain
students
to
again
reduce
the
trauma
of
restraint
to
students
and
staff,
and
also
reduce
the
risk
of
injury.
AA
AB
S
Z
B
All
right
help
is
coming
I
believe,
seeing
no
lights,
I
think
we
can
go
ahead.
Miss.
AC
B
AD
AD
B
You,
given
that
I
suspect
there
will
be
a
number
of
questions
and
potential
comments,
I'm
going
to
go
around
again
in
roll
call
order
and
call
on
my
colleagues
MS.
C
B
B
All
right,
Mr.
D
I
also
have
comments
reserved
for
later
all.
AB
I
have
no
questions
right
now.
I
do
have
prepared
comments,
as
well
as
an
amendment
to
the
draft
language.
Okay,.
B
Are
there,
let
me
just
ask
I'll
just
go
around
and
ask
if
there
are
any
other
additional
questions
and
if
none
since
you're
at
the
end,
Mrs
corkito,
if
we
get
there
we'll
move
to
your
motion,
any
questions,
Michelle
I'm,
no
Ms
Dent.
Do
you
have
any
questions
at
this
time
on
policy
is
no
Mr
Lynn,
no
Mr
silkworth,
no
Miss
Frank,
no
Miss
Ellis,
no
Miss
corkito.
AB
AB
The
language
of
the
of
policy
is
draft
to
add.
Under
the
position
section
item
number
six:
the
provisions
of
this
policy
shall
remain
effective
through
May
22nd,
2024
known
as
the
Sunset
date
and
parenthesis
after
May
22nd
2024.
This
policy
shall
be
rescinded
and
no
longer
effective,
absent,
Amendment
or
other
action
of
the
board.
Extending
this
Sunset
date
end
quote
missile.
Could
you
please
send
that
to
the
members
well,
I
make
a
couple
introductory
comments,
I
think
overall
and
I
don't
want
to
get
into
the
bigger
comments
of
the
policy
itself.
AB
AB
I
personally
do
not
believe
that
it
is
the
intent
of
any
public
school
system
to
make
it
to
a
child
Stu
choose
between
their
religious
beliefs
and
practices
and
their
public
education
through
the
course
of
hearing
thousands
upon
thousands
of
of
comments
and
heartfelt
sincere
stories,
not
just
a
few,
whether
it's
from
actual
official
organizations
of
religion
or
not,
and
it
transcended
multiple
faiths.
AB
AB
If
a
student
feels
that
their
education
is
contradicting
their
religious
practices
and
beliefs,
that
should
be
of
a
concern
of
all
I've
heard.
Many
people
say:
there's
no,
nothing
to
see
here,
solution
looking
for
a
problem
and
I
think
our
community
has
well
demonstrated
that
we
have
one
and
likewise,
on
the
other
side,
I
don't
think
there
was
ever
any
intent.
AB
AB
Anyone
I
have
remained
sad
like
to
listen
to
each
and
every
and,
as
recently
as
this
morning,
still
contemplating
ways
where
we
can
find
a
solution
now,
I
have
an
action
motion
after
we
have
disposed
of
the
policy
conversation
itself.
If
this
motion
were
this,
amendment
were
to
be
adopted,
we
would
be
taking
the
final
vote
on
this
at
the
very
at
the
next
meeting,
not
at
this
meeting
But.
Ultimately,
regardless
of
that
outcome,
I
do
have
another
motion
to
make
to
bring
us
all
together.
We
have
to
come
together.
AB
Everybody
wants
to
throw
this
conversation
underneath
the
rug,
and
if
this
is
not
evidence
that
we
need
to
have
it,
we
need
to
have
it
in
a
manner
that
is
responsible.
We
have
conflict
resolution
models.
We
have
how
to
address
people
who
have
been
traumatized,
but
when
the
traumatized,
just
like
we
have
experienced
with
other
protective
classes,
know
that
until
they
feel
actually
comfortable
talking
about
it,
we
have
no
way
of
gauging
the
implications
and
every
time
we
do
that
and
we
hold
back.
What
we
find
is
we've
done
more
damage
than
we
have
done.
AB
AB
I
think
a
sunset
clause
on
this
allows
us
to
take
a
hard
pause,
and
let
me
just
point
out
that
special
ed
that
banners
that
support
our
students
who
are
receiving
special
education
services
and
who
are
disabled
there
is
nothing
that
is
outside
of
the
education
realm.
That
I
am
aware
of.
That
would
prohibit
that
even
with
the
adoption
of
this
policy
and
if,
as
a
community,
we
can
decide.
Let's
let
I
don't
know,
maybe
let
the
children
decide
what
they
want
their
classrooms
to
look
like
it's
their
educational
environment
and
I.
AB
Don't
believe
that
our
students
want
their
others
to
have
to
remain
silent
because
they
are
being
raised
and
were
born
into
a
religious,
family
and
community
and
are
choosing
to
adopt
that
faith.
Who
is
not
our
place?
To
judge
that?
Nor
to
imply
that,
because
a
student
has
a
contradiction
between
their
beliefs
and
the
symbols
being
used,
some
of
our
faiths
take
symbols
very
seriously
and
those
symbols.
AB
AB
No
student
should
ever
have
to
choose
between
the
religious
face
and
their
education,
and
so
I
am
suggesting
that
we
adopt
an
amendment
that
if
this
motion
were
to
pass,
that
is
to
be
created
on
a
sunset,
to
allow
us
as
a
community
to
figure
this
out
together,
which
the
second
motion
will
do
pass
or
not.
But
I
hope
that
my
members
will
seriously
consider
the
idea
of
hitting
the
pause
button
long
enough.
AB
I
cannot
imagine
the
idea
of
immigrating
here
from
Afghan,
perhaps
and
walking
in,
and
seeing
something
that
you're
not
supposed
to
be
around.
That
cannot
be
considered
right
or
Justified
and
I.
Don't
think
anyone
wants
to
do
that.
What
I've
heard
are
a
bunch
of
people
who
really
really
need
help
and
I
think
we
can
find
a
way
of
helping,
but
we've
got
to
be
mindful
of
the
symbols.
AB
There's
dozens
upon
dozens
of
legal
examples
of
that
I
don't
want
to
be
the
legal
example.
I
want
to
be
the
leader
in
finding
that
balance
of
Title
VII
between
the
rights
of
those
who
practice
religion
and
those
who
are
otherwise
protected
classes
and
I
know
we
can't,
but
we've
got
to
start
somewhere
and
if
what
we're
doing
is
creating
that
situation
for
our
students
and
we
need
to
hit
the
pause
button
and
I
think
this
can
provide
that
opportunity.
AB
B
AB
I
chose
that
day
to
allow
number
one
time
for
the
stakeholders
to
convene
I,
also
recognized
some
of
our
other
obligations,
such
as
budget
season
and
legislative
season,
and
to
allow
and
recognizing
that
you
know
these
would
be
changes
we
would
want
to
instruct
for
the
upcoming
year.
Typically
by
that
April
May
time
period,
things
that
we
plan
on
implementing
or
plan
on
doing
for
the
upcoming
school
year
would
be
relevant,
I
also
afforded
unless
otherwise
amended
or
altered
by
the
board.
AB
So
because
you
know,
if
six,
you
know
four
or
six
weeks
go
by
and
we've
got
a
good
game
plan,
then
that
would
give
the
board
an
opportunity
to
reassess
it
at
any
moment
in
time.
But
I
think
it's
important
for
us
to
advise
the
stakeholders
involved
that
we
intend
to
make
a
timely
decision
and
I
believe
we
even
heard
testimony
that
attested
to
the
fact
that
delay
delay
will
get
back
to
you.
AB
The
sunset
is
designed
to
make
sure
that
that
is
the
case,
and
everybody
knows
that,
even
if
we
can't
come
to
a
consensus
that
that
would
be
indicative
of
its
sun
setting
and
expiring
legislators
do
that
a
lot
in
the
general
assembly
as
well
to
a
lesser
extent,
at
local,
to
effectively
pilot
it
and
to
to
see
okay.
Well,
what
regulations
would
come
out
of
the
policy
because
you,
you
can't
write
them
until
you
adopt
the
policy,
it's
particularly
on
a
new
one,
so
a
new
policy.
AB
This
gives
us
the
opportunity
to
see
what
that
genuine
looks
like
as
well
and
see
if
it
is
something
that
we
can
through
regulation
find
a
way
of
living
with
and
achieving
the
ultimate
objective,
which
is
to
use
our
classrooms
for
that
whole
student
education
approach.
That
includes
that
social,
emotional,
on
everything
did
that
answer
your
question.
B
E
Yes,
I
am
not
gonna
other
or
marginalize
students
for
any
days,
let
alone
what
10
months.
While
we
think
and
wait
and
said
so
I'm
a
no
on
this
policy,
Amendment
and
I
know
on
the
policy.
F
I
do
think
it's
important
to
have
conversations
within
all
of
our
communities,
but
I
feel
like
passing
a
policy
first
and
then
going
back
to
having
those
conversations
is
not
effective.
We
should
be
holding
these
conversations
and
we
probably
should
have
already
been
holding
conversations
before
we
even
got
to
this
third
reader,
and
so
for
that
I
do
not
support
this
amendment.
U
T
You
I
was
a
little
unclear
with
the
purpose
of
the
amendment
was,
but
you
did
pretty
clearly
state
that
this
crocodile
I'll
I'll
support
the
amendment.
T
You
didn't
hear
me:
oh
I'm,
sorry,
I
I
had
just.
T
Simply
because
we
proceeded
I,
assume
yes,
I'm.
Sorry,
no
worries,
no
I
had
simply
stated
that
you
know.
I
I
have
expressed
concerns
about
the
conversations
that
are
and
and
largely
are
not
going
on
in
our
community
and
so
I.
Now
that
I
understand
the
purpose
of
the
amendment,
I
I
do
support
it.
B
Okay
I
just
want
to
say
that
I
I
certainly
recognize
and
have
listened
to
everything
I've
heard,
but
it
Remains
the
case
that
I
don't
think
this
policy
is
the
way
to
answer
that.
The
issues
that
I've
I've
heard
so
are
there
any
additional
comments
from
Members
before
I
give
Miss
corketto
the
opportunity
to
give
any
final
comments.
AB
AB
Okay,
little
Tech
issues
here,
which
is
no
worries,
easy
to
work
through
I've
heard
what
some
of
my
members
have
had
to
say,
and
the
concerns
and
I
guess
what
I'm
going
to
say
is
under
our
current
conditions.
We
have
students
in
the
class
that
feel
that
they
are
having
to
choose
right
now.
AB
So,
although
I
think
we
would
have
had
maybe
perhaps
some
other
opportunities
we're
now
barreling
down
on
the
course
of
a
new
school
year
and
from
what
I've
heard,
there's
absolutely
no
interest
voluntarily,
considering
that
these
students
for
their
religious
beliefs
and
exercises
have
the
opportunity
to
affect
what
is
going,
what
would
happen
in
their
classroom?
In
other
words,
teacher
puts
it
up.
Teacher
does
not
want
to
take
it
down.
AB
Until
we
have
the
bigger
conversation
and
a
pause.
It's
not
a
bad
thing,
especially
when
it's
having
such
significant
unintended
consequences.
As
I
said.
That
means
that
could
very
well
mean
that
the
very
next
meeting
it
rolls
on
out
and
we
don't
we
find.
We
don't
need
this
policy,
because
the
other
policies
actually
are
now
addressing
it.
If
we
could
adjust
what
we
are
actually
doing
operationally
I
think
we
could
get
to
a
place.
AB
That
may
not
necessarily
need
such
a
thing,
actually
very
disheartened
that
we
are
at
this
point,
but
I
respect,
regardless
of
whether
or
not
you
agree
or
dis.
Disagree
with
me,
I
respect
that
opinion,
because
these
are
very
emotional,
very
personal
things
and
I
don't
hold
it
against
any
one
individual,
nor
would
I
ever
retaliate
or
do
anything
to
cause
disruption
or
harm
I'm
here
to
do
my
job
and
my
job
art
is
to
weigh
these
very
heavy
issues,
including
our
constitutional
obligations,
and
when
a
student
says
there's
a
problem.
AB
AB
It's
a
hamster
wheel.
I
want
to
get
off
the
hamster
wheel
and
I
want
to
get
back
to
educating
and
our
kids
feeling
like
they
belong
at
all
times.
If
at
all
possible
call
it
utopian
I
call
it
a
goal,
something
we
should
be
doing
and
I.
Thank
you
for
the
of
each
and
every
single
member
for
seriously.
Considering
this
because
I
know,
we
want
the
best
interest
of
the
students.
B
Okay,
thank
you
Miss
crocodile,
so
we
have
a
motion
in
a
second.
We
have
heard
comments.
We
have
questions
answered,
I,
think
we're
ready
to
vote.
Ms,
Howe.
AC
Ms
crocodile
moved
to
add
language
to
the
position
section
number
six.
The
provisions
of
this
policy
shall
remain
effective
through
May
22nd
2024,
the
Sunset
date
after
May
22nd
2024.
This
policy
shall
be
rescinded
and
no
longer
effective,
absent,
Amendment
or
other
action
of
the
board.
Extending
this
Sunset
date,
no
Miss
Den,
No,
Mr
Lynn,
no
Mr
silkworth.
D
AC
B
Thank
you
so,
having
disposed
of
the
amendment,
we
now
take
up
the
draft
policy
that
is
before
us
I'm,
going
to
again
go
in
roll
call
order.
Dr
Fidel
did
you
have
some
comments
you
wanted
to
make
or
you.
Q
S
Just
a
couple
because
I
think
when
we
make
comments-
and
we
know
with
this
board
meeting
and
any
other
board
mem
meeting
is
archived
will
get
said-
is
what
now
becomes
history
and
Miss
corcadel
I.
Think
you
and
I
had
an
opportunity
to
talk
this
morning.
Your
concerns
that
you
brought
to
us.
S
We
all
agreed
that
we
as
an
Administration
would
work
to
get
anything
that
requires
public
consumption
to
this
school
board
on
the
Friday
before
the
following
Wednesday.
We
have
multiple
days
to
get
input
from
this
school
board
so
that
we
can
respond
appropriately
as
a
staff,
so
I
have
to
defend
our
staff
when
a
comment
is
made
that
there
there's
no
efforts
or
movement
to
look
into
hearing
concerns
of
of
folks
from
our
religious
counterparts.
S
When
I've
been
an
open,
my
arms
have
been
open
to
everybody.
It's
the
first
that
I'm
hearing
of
those
concerns,
quite
frankly
the
last
two
days.
So
it
has
not
even
given
us
an
opportunity
to
respond
now.
I
have
been
very
clear
and
I
had
to
take
some
notes
that
I
have
said
to
everybody
in
this
community
I'm
willing
to
sit
down
and
have
a
conversations
with
you,
regardless
of
where
you
fall
on
the
side
of
this
issue.
S
S
It
doesn't
procure
include
any
board
member
from
having
those
similar
meetings
if
they
want,
but
this
is
what
I
would
say
absent
for
policy
like
it's
it's
hard
to
feel
like
we're
being
dictated
to,
and
we
don't
have
time
to
address
it.
And
then
the
comment
comes
out
that
there
doesn't
seem
to
be
any
effort
from
this
Administration
around
wanting
to
hear
people
concerns.
S
I
am
all
about
creating
a
sense
of
belonging,
and
you
will
hear
that
in
my
statement.
I've
talked
about
that
from
day.
One
I'm
starting
my
eighth
year
as
superintendent
I
know
how
to
make
sure
that
we're
doing
everything
in
our
power
to
be
as
inclusive
as
we
can
be
create
a
sense
of
belonging,
make
sure
that
we
have
access
and
make
sure
that
people
are
accepted
for
how
they
show
up.
S
So
when
I
get
these
concerns
that
whether
there
are
racial
things
happening
with
nooses
or
a
student
with
disability
is
being
bullied
or
a
white.
Kid
is
being
accused
of
being
a
racist
by
children
of
color
I.
Take
all
of
those
comments.
All
of
those
concerns
seriously
and
I
want
to
assure
you
just
like
this
situation,
where
we
have
our
religious
community
feeling
like
they
don't
have
a
voice.
I
promise
you
we
will
sit
down
and
have
those
conversations,
but
we
have
to
be
given
advanced
notice
and
given
opportunity
to
do
it.
S
I'll
offer
remarks
about
what
I
believe
should
be
included
in
a
policy
at
the
outset
of
this
process
and
I'd
like
to
provide
some
additional
thoughts
on
the
recommendation.
I
just
made
well
that
I
will
make
first
in
no
way
do
I
believe
that
this
process
has
been
a
wasted
exercise.
S
As
some
have
stated,
discussions
like
these
are
difficult,
but
they
are
the
essence
of
the
democratic
process
and
of
the
free
thought
we
want
to
cultivate.
In
every
student
we
serve.
Everyone
has
had
a
chance
to
have
their
voice
heard
in
one
form
or
another.
On
the
in
this
process,
we
need
to
promote
civil
discourse,
as
I
stated
in
my
very
first
board
meeting
on
August
24th
2022.
S
We
need
to
empower
creative
thinking
in
our
students,
our
employees
and
our
community.
We
must
never
tell
our
students
what
to
think,
because
we're
not
here
to
indoctrinate
nobody,
but
we
absolutely
must
teach
them
how
to
think.
At
the
outset
of
this
process,
I
spoke
about
the
need
for
policies
and
programs
that
help
us
Foster
that
helps
us
to
Foster
environments,
where
our
students
feel
a
sense
of
belonging
and
feel
supported.
S
I
said
we
have
to
be
intentional
about
that,
no
different
than
the
work
that
I
have
done
in
my
first
six
years
prior
to
coming
here.
As
a
superintendent,
I
also
said
that
policy
should
be
clear
in
terms
of
enforcement.
They
should
not
have
gray
areas
that
make
them
difficult
to
implement.
I
have
listened
intently
over
the
last
two
meetings,
as
this
board
has
considered
amendments
to
the
policy
presented
by
Miss
Frank
I
appreciate
the
great
deal
of
conversation
and
public
input
that
have
gone
into
this
process.
S
The
spaces
inside
of
our
schools
are
a
different
matter,
and
this
is
more
from
my
perspective
of
being
in
education
for
24
years.
Our
classrooms,
as
a
former
teacher,
are
places
where
relationships
that
cultivate
a
sense
of
belonging
for
students
are
created
that
belonging
leads
to
growth,
which
leads
to
success
in
those
spaces.
S
I
am
hesitate
to
mandate
the
inclusion
or
exclusion
of
flags
other
than
those
that
run
afile
of
law
or
board
policy,
because
drawing
such
a
line
inescapely
leaves
a
student
or
group
of
students.
On
the
other
side,
no
one
wins.
When
we
enact
one
inequity
to
solve
another
perceived
inequity,
there
is
one
thing
on
which
we
should
all
agree
at
this
point.
S
This
process
has
underscored
the
need
in
all
areas
for
more
constructive
dialogue
in
our
schools
and
elsewhere.
That
dialogue
must
be
allowed
to
happen
without
fear
of
Retribution
or
retaliation.
As
we
sit
here
today,
there
is
a
clear
division
healing
must
occur
if
we
are
to
move
forward,
especially
when
it
comes
to
controversial
issues.
We
simply
need
to
do
a
better
job
of
talking
with
each
other,
instead
of
at
each
other
I'm
willing
to
engage
in
those
conversations
and,
as
you
stated
earlier,
Miss
corcadel
you're,
absolutely
right.
Conversations
need
to
happen.
S
I'm
interested
and
I've
I've
mentioned
this,
because
we
have
two
groups
where
the
issues
is
it's
just
clashing
and
I
have
had
an
opportunity
to
talk
to
both
groups.
The
Coalition
for
lgbtq,
Plus
and
Mom,
celebrity
I
met
with
members
of
both
groups
last
month
and
I
asked
them
if
they
would
be
willing
to
sit
at
the
same
table
in
an
attempt
to
at
least
hear
each
other
out
and
understand
their
differences.
S
Both
with
regard
to
this
policy
and
elsewhere,
they
both
agreed
and
I,
am
looking
forward
to
getting
that
meeting
set
up
in
the
very
near
future.
I
urge
the
same
of
members
of
the
public
and
of
this
board
whose
philosophies
differ.
Disagreement
on
a
single
point
should
never
automatically
invalidate
All
Points.
Quite
simply,
we
can
see
things
differently
and
still
respect
those
differences.
S
S
S
B
D
B
E
E
I
was
saddened
by
many
of
the
statements
that
some
of
my
colleagues
as
well
as
some
members
of
the
public
made
during
the
last
meeting
as
well
as
in
the
media.
The
quiet
part
was
laid
bare
for
all
to
see.
Respectfully
I,
don't
believe
this
draft
policy
was
ever
about
Unity
or
neutrality.
This
was
only
about
excluding
and
othering
black
and
brown
and
lgtbq
plus
students,
and
the
utterance
of
the
phrase
diversity
of
thought
makes
the
horrendous
assumption
that
these
groups
are
a
monolith.
Nothing
can
be
further
from
the
truth.
E
E
Instead,
these
flags
denote
welcoming
safe
places.
Instead,
this
policy,
if
passed,
sends
a
horrible
message
that
some
kids
are
not
welcome
or
not
enough.
Instead
of
talking
about
any
number
of
topics
that
actually
positively
impact
our
students
lives.
We've
spent
all
this
time
talking
about
this
and,
let's
not
get
it
twisted.
This
policy
is
just
the
beginning
of
a
Playbook
of
politically
based
tactics.
That
includes
book
bands
and
let
me
be
as
clear
as
I
can
not
on
my
watch.
E
Every
decision
that
this
school
system
makes
includes
viewing
this
issue
through
a
lens
of
equity.
The
board
uses
a
lens,
an
equity
lens
created
by
Mabe,
also
known
as
the
Maryland
Association
of
boards
of
Education.
This
board
has
deep
relationships
with
me.
Many
of
us
serve
on
various
maid
committees.
I
am
on
their
budget
committee
or
you
know,
is
it
that
should
shock
anybody.
E
Dr
Tobin
serves
on
the
legislative
committee
and
so
forth,
and
my
colleague,
Miss
corcadel,
has
been
part
of
their
Equity
work
for
years
and
is
also
serving
as
their
current
May
board
of
directors
president.
So,
let's
quickly
talk
through
the
mave
equity
lens
points,
as
relates
to
this
draft
policy
number
one,
who
are
the
underrepresented
groups
affected
by
this
policy
program,
practice
decision
or
action?
E
Oh
that's
easy:
black
and
brown,
military
students,
religious
and
cultural
minorities,
lgtbq
plus
students,
teachers
and
other
staff,
as
well
as
those
with
disabilities
and
the
families
and
allies
of
all
the
above
number.
Two.
What
are
the
potential
impacts
on
these
groups?
Does
this
policy
program
practice
decision
or
action
worsen,
existing
disparities
or
produce
unintended
consequences,
the
removal
of
teacher
and
staff
autonomy
to
create
safe
places
for
students
and
decorate
their
rooms,
offices
or
office
spaces
as
they
see
fit
under
federal
and
state
law,
as
well
as
under
current
aacps
policies
and
regulations?
E
This
could
result
in
increased
bullying
of
already
marginalized
students,
worsen
mental
health
teachers
and
staff,
Recruitment
and
Retention
issues,
and
the
potential
for
increased
student
suicides
based
on
Decades
of
research
regarding
lgtbq
plus
youth.
Yes,
I
also
believe
in
science
and
in
the
work
of
the
Trevor
Project.
E
Can
you
validate
your
assessments
in
number
and
assessments
and
numbers
one
and
two
having
considered
this
stakeholder
reaction?
Yes,
we
have
heard
from
all
sides,
via
our
three
reader
process,
as
well
as
through
lots
of
conversations
with
constituents
through
a
variety
of
mediums.
I
had
the
wonderful
opportunity
to
meet
with
a
variety
of
groups
representing
the
entire
political
spectrum
and
a
few
different
religious
groups,
conversations
that
will
continue
regardless
of
the
outcome
of
this
harmful
policy.
E
The
comments
received
in
large
part
validate
assessments
made
in
items
one
and
two.
Having
said
that,
there
are
opposing
views
based
on
religion
that
are
absolutely
valid.
I
am
not
here
to
judge
those
views
but
to
learn,
regardless
of
the
upcoming
vote
on
this
policy.
That's
fine,
some
common
ground
that
includes,
rather
than
excludes
and
I,
am
committed
to
that
number
four.
What
are
the
barriers
to
more
Equitable
outcomes,
for
example,
mandated
political,
emotional,
Financial,
program,
programmatic
or
managerial?
E
The
barrier
is
this
draft
policy,
which
is
a
solution
in
search
of
a
prom,
is
not
mandated
in
any
way
by
state
federal
or
local
law
number
five.
How
will
you
mitigate?
How
will
you
a
mitigate
the
negative
impacts
and
B
address
the
barriers
identified
above
simple,
not
voting
to
implement
this
policy
before
I
conclude.
E
We
must
figure
out
how
to
do
that
without
it
being
at
the
expense
of
others,
enabling,
instead
of
restrictive
policies,
more
opportunities
to
be
represented
in
classrooms
and
in
the
curriculum,
not
less
more
Avenues.
To
celebrate
our
diverse
Community,
not
less
this
board
and
the
school
system
are
not
perfect.
It's
only
through
putting
our
side
our
individual
agendas,
motives,
politics,
political
action,
committees
and
political
Ambitions,
and
listen
that
we
can
truly
find
Common.
Ground
I
am
grateful
for
all
the
conversations
I've
had
with
the
community
Madam
president
at
the
appropriate
time.
R
My
comments
are
going
to
be
very
limited
to
the
policy
because,
as
I
said
before,
what
I
feel
in
this
room
is
pain,
and
our
school
system
fundamentally
have
to
work
on
how
to
figure
out
a
way
to
get
to
the
heart
of
that
pain,
and
it
won't
be
done
by
a
flag
policy.
It
won't
be
done
by
any
policy.
It
will
be
done
by
the
people
here,
that's
impacted
and
by
the
faculty
and
staff
on
the
superintendent's
Administration
yeah.
R
But
when
I
come
inside
the
classroom,
I
think
of
Education
I,
don't
think
for
one
minute-
and
this
is
my
own
personal
view,
not
the
view
of
the
people
that
I
represent
and
I'll
I'll
cover
that
in
a
second
I,
don't
believe
for
one
minute
by
having
a
flag
that
says
black
lives
matter,
LGBT
pro-life,
somehow
another
make
a
person
want
to
turn
gay
or
feel
safe.
R
I
believe
that
the
people
that
put
those
images
out
are
the
people
that
make
you
feel
safe,
I
think
those
are
the
individuals
that
you
are
appealing
to.
When
you
see
me
or
you
come
to
my
house,
you
see
the
American
flag.
You
see
that
for
one
reason
and
one
reason
only
it's
not
because
I
don't
believe
in
in
Black
lives
matter
flag
is
not
because
I
don't
believe
in
anything
else.
R
It
believes
in
an
ideology,
and
this
is
exactly
what
it
is,
that
the
American
flag
should
represent
all
the
people
of
the
United
States
of
America
and
all
the
people
in
America
that
they're
allowed
to
enter
into
America.
It
should
be
the
protection
and
that's
where
it
should
stands
for
and
what
I'm
concerned
about
is
when
someone
say
a
student
and
I
think
it
was
a
16
year
old
student.
That
said,
he
was
16
year
old.
That
said,
that
he
didn't
feel
safe
and
he
felt
suicidal.
R
If
the
comfort
of
of
having
the
lbgt
flag
is
what
made
him
or
her
not
suicidal.
Then
I
applaud
the
educator
that
put
the
flag
there,
but
when
I
look
at
the
policy,
the
policy
said
it's
contradictory.
The
first
part
of
it
works
okay
for
me,
but
where
it
finds
tombs,
is
there
it
that's
on
bullets?
Five?
That's
there.
It
turns
around
and
says
nothing
in
this
policy
is
intended.
R
R
I
will
tell
you
that
I
do
not
believe
one
minute
that
your
sexual
orientation
is
an
ideology.
Your
sexual
orientation
is
a
decision
that
you
make
and
I
I
support.
Anyone
that
make
that
decision,
just
as
I
would
hope
you
may
you
support
the
decision
that
I
make
what
I
will
tell.
You,
though,
is
that
this
policy
has
shown
me
the
divisiveness
that
are
that
exists
inside
of
our
schools
and
for
that
I
do
want
to
work
on
a
policy
that
makes
us
all
feel
inclusive.
R
I
do
think
that
there
is
a
way
that
just
that
removing
all
of
the
cultural
flags
that
are
inside
the
classroom
can,
and
it
will
be
able
to
make
everyone
feel
that
they
are
in
a
safe
space,
but
I,
don't
like
the
idea
that
somehow
another
by
proven
by
supporting
or
not
supporting
this
amendment
will
somehow
or
another
make
a
person
feel
safe
or
unsafe
in
the
school
and
encounter
to
that
position.
Number
five
turns
right
back
around
and
say
whatever
what
display
on
that
you
would
like.
R
R
I've
stayed
up,
probably
three
nights
straight
trying
to
come
up
with
the
words
and
the
Amendments
that
would
make
this
policy
safe,
make
this
policy
feel
like
as
if
I've
put
in
the
energy,
in
order
for
us
to
make
the
policy
something
that
is
implementable,
there's
no
way
for
us
to
implement
this
policy
from
my
perspective
and
that's
my
own
personal
opinion.
As
for
the
members
of
district
one
that
have
reached
out
to
me,
no,
it's
not
because
I'm
ignoring
you.
R
It
is
because
of
the
fact
that
everyone
cannot
be
represented
in
this
flag,
which
means
that
no
one
can
be
represented
for
me
in
this
flag,
I
mean
in
this
policy,
so
I
want
to
stay
openly
that
yes,
I,
believe
in
the
United
States
of
America
flag.
More
than
probably
anyone
that
you
will
see
standing
here,
I
fought
for
this
country
for
28
years.
Six
combat
tours
and
I
fought
in
every
country
for
human
rights,
for
civil
rights,
for
the
rights
of
Americans
and
I
will
tell
you
that.
R
It's
very
hurtful
for
me
to
have
to
give
this
and
say
what
I
have
to
say
right
now.
That
is,
is
that
the
American
flag
should
not
be
on
display
to
where
it
has
to
be
the
the
product
that
says
that
if
you
have
the
American
flag,
you
somehow
can't
have
or
represent
the
other
other
cultures
that
are
being
represented.
R
These
flags
are
symbols
of
Hope
for
everyone
when
I'm
in
another
country.
The
symbol
of
Hope,
for
me
is
for
many
people
around
the
world.
Is
the
United
States
flag,
so
I
understand
when
you
say
the
symbol
of
hope
that
you
walk
into
a
class?
Is
there
but
I
think
that
by
saying
that
against
the
American
flag
number
one,
it
does
upset
me
because
I
will
not
and
do
not
want
the
American
flag
to
be
the
flag.
That
is
saying
that,
because
of
it,
we
somehow
another
support.
R
Q
F
So,
firstly,
I'd
really
want
to
thank
everybody
who
is
here
today,
whether
in
person
or
virtual
I
mean
everybody
who
submitted
testimony
and
comments
online
as
a
student,
it's
very
incredible
for
me
to
see
so
many
people
who
are
invested
in
our
students,
education
and
success
and
I
really
hope
that
this
level
of
Interest
continues
as
we
progress
into
the
school
year
since
taking
office
on
July,
1st
I
have
read
through
the
dozens
of
emails
and
responded
to
each
and
every
one
that
I
have
gotten.
F
In
addition,
this
past
weekend,
I
actually
spent
all
of
my
time.
Reading
all
2
000
public
comments,
so
I
want
to
make
it
very
clear
that
my
decision
on
this
policy
I
have
taken
into
account
each
voice
and
perspective
that
has
come
to
me.
It
is
important
to
me
that
those
who
are
served
by
our
system,
the
students,
have
their
voices
heard
and
Amplified,
which
is
why
I
have
Community
communicated
heavily
with
students
via
social
media
and
hosted
an
informational
session
regarding
this
policy.
So
I
could
take
questions
and
comments.
F
So
now
you're
going
to
hear
everybody
says
that
they
want
to
hear
the
student's
perspective,
so
you're
going
to
hear
my
perspective
on
this
policy,
as
well
as
the
perspective
of
many
of
the
students
who
have
reached
out
to
me
over
these
past
few
weeks.
So
to
start
I've
heard
many
valid
concerns
from
parents
and
those
in
our
community
regarding
the
education
of
our
students
and
receiving
and
their
classroom,
environment
and
I,
hear
you,
but
to
that.
F
Yes,
so,
like
I
said,
I've
heard
many
valid
concerns
from
parents
and
those
in
our
community
regarding
the
education,
our
students
are
receiving
in
their
classroom,
environments
and
I
do
hear
all
of
those
people,
but
to
the
extent
in
consideration
of
what
is
best
for
our
students,
as
the
policy
is
currently
written,
I
do
not
support
it
at
its
core.
The
policy
is
intended
to
neutralize
our
classrooms
of
political
ideology.
However,
while
it
may
serve
that
purpose
in
some
capacity,
the
unintended
impacts
of
this
policy
are
much
greater.
F
F
In
my
13
years
in
Anne,
Arundel
County
Public
Schools
attending
three
different
clusters.
Four
different
schools,
I've
only
had
maybe
a
few
teachers
of
the
Dozen
I've,
had
that
actually
have
a
pride
flag
in
their
room.
The
ones
that
show
up
the
most
consistently
are
college
flags
and
Penance
military
Flags,
sports
teams,
Flags
awareness
flags
and
cultural
and
country
flags.
F
I
could
talk
to
these
teachers
about
that
school
because
they
attended
it
in
order
to
learn
more
about
the
campus
culture
and
Academia
to
see
if
that
school
was
a
good
fit
for
me
under
this
policy,
these
discussions
that
were
inspired
by
these
flags
would
cease
to
exist.
Additionally,
I
know
many
students
that
form
connections
with
teachers
through
Sports
flags,
as
they
have
similar
interests
and
favorite
teams,
or
even
just
the
sport
itself.
F
These
meaningful
relationships
will
allow
teacher
these
meaningful,
meaningful
relationships
with
teachers,
allow
students
to
feel
that
they
can
reach
out
to
that
teacher.
For
any
reason,
even
just
to
talk
about
the
latest
sports
games
under
this
policy.
These
discussions
that
were
inspired
by
these
flags
would
cease
to
exist
as
a
district
with
many
military
families.
It's
important
to
distinguish
that
this
policy
would
ban
all
of
those
flags,
including,
but
not
excluding
the
Navy
Army
Coast
Guard
Etc.
F
We
have
many
students
whose
families
may
move
a
lot
because
their
parents
are
in
the
military
or
may
have
circumstances
going
on
at
home
due
to
deployment
or
other.
You
know,
issues
surrounding
having
parents
or
Guardians
in
the
military.
Having
a
teacher
who
has
one
of
these
flags
up
lets
the
students
know
that
these
teachers
may
have
served
in
the
military
and
can
be
someone
to
talk
to
and
confided
when
they
may
not
feel
comfortable
reaching
out
to
someone
else
who
they
feel
can't
understand.
F
The
situation
that
they
are
in
all
of
this
would
go
away
if
this
policy
were
to
pass
now.
A
larger
concern
for
many
has
been
the
pride
flag
being
hung
in
classrooms.
I
have
heard
an
argument
that
these
flags
represent
a
social
or
political
issue
that
do
not
belong
in
classrooms
and
I
agree
that
flags
that
spark
unhealthy
debate
regarding
politics
should
be
kept
out.
But
the
pride
flag,
for
example,
is
not
a
political
or
social
issue.
Lgbtq
people
exist
in
our
society
and
their
fight
for
continued
quality
is
represented
by
the
pride
flag.
F
It
is
a
human
rights
issue.
One
of
the
key
concerns
I
have
heard
is
with
respect
to
religion.
I
understand
some
of
our
community
members
may
have
religious
beliefs
that
do
not
support
items
such
as
the
pride
flag,
but
in
a
public
school
system.
The
goal
is
to
teach
students
that
there
are
people
who
are
different
than
them
that
exist
and
teachers
don't
teach
students
to
be
queer.
They
teach
students
that
queer
people
exist
and
to
treat
them
like
human
beings.
F
Just
like
teachers
teach
students
that
conservatives,
liberals,
Muslims,
Jews,
Hindus,
Asians,
African,
Americans,
all
people
of
different
cultural
and
ethnic
backgrounds
exist.
Schools
are
not
teaching
kids
an
ideology,
but
rather
that
people
of
all
Natures
exist,
and
it
is
important
to
respect
all
and
hang
a
flag
is
and
not
hanging
a
flag
is
quite
simply
not
going
to
teach
kids
student,
gender
ideology
or
sexual
orientation.
F
Removing
the
pride
flag
from
schools
is
removing
a
group
of
people's
identity
and
the
pride
flag
identifies
teachers.
You
can
talk
to
about
certain
things:
they
create
a
safe
space,
and
it's
not
just
for
queer
people
and
I
have
heard
many
concerns
that
our
schools
should
be
safe
for
everyone,
and
some
students
feel
that
they
are
not
safe
because
their
views
aren't
respected,
and
this
goes
for
both
sides,
and
this
is
a
problem
that
needs
to
continue
to
be
looked
at
and
addressed
immediately
is
in
my
personal
opinion.
F
Every
student
should
feel
safe
and
supported
in
our
schools,
but
removing
a
flag
isn't
going
to
change
that,
and
I've
heard
the
concern
that
our
schools
need
to
focus
on
educating
students
on
the
basics
and
taking
out
the
nonsense.
I
agree
and
I
think
our
district
is
rapidly
moving
towards
the
goal
of
ensuring
academic
and
social
excellence.
In
all
of
for
all
of
our
students,
we
recently
expanded
Triple
E
to
every
Elementary
School
in
aacps
to
enhance
our
stem
education
for
students.
F
We
also
are
actively
engaging
in
a
massive
curriculum
audit
to
ensure
students
are
learning
that
what
they
need
to
know
to
be
successful
in
school
and
Beyond.
We
have
begun
offering
more
internship
opportunities
for
our
students,
so
they
can
learn
both
inside
and
outside
the
classroom,
getting
real
skills,
and
just
recently
we
finalized
Partnerships
with
the
Anne
Arundel
Workforce,
Development,
Corporation
and
others
to
provide
College
and
Career
counseling
for
students
to
ensure
every
single
student
feels
ready
to
go
out
into
the
world
post-graduation.
F
There
are
many
more
things
we
as
accounting
are
doing,
but
in
the
interest
of
time,
I
won't
list
them
all.
What
I
will
say
is
through
the
dozens
of
teachers
I've
had
over
the
years.
I
have
never
had
one
choose
to
teach
me
anything
outside
the
subject.
They
are
certified
to
teach
me
in
or
push
an
agenda
on
me.
I
have
also
talked
to
many
students
who
feel
the
same
way,
but
I
understand
that
some
students
feel
that
this
this
could
happen
in
schools,
but
the
reality
is
those
students.
You
know
who
are
voicing.
F
F
I
end
by
saying
that,
while
I
agree,
some
Flags
may
result
in
division
between
our
students
and
create
unnecessary
tensions
that
need
to
be
about
those
need
to
be
evaluated
on
a
case-by-case
basis
by
outright
banning
all
flags
and
requiring
teachers
to
seek
approval
from
their
principals,
for
which
flags
qualify
as
educational
that
is
taking
away
from
valuable
planning
time
that
can
be
used
to
better
create
instruction
for
our
students,
as
I
mentioned
earlier.
F
D
So,
ladies
and
gentlemen,
I
referenced
during
our
last
meeting
how
I
use
the
Red
Skelton
Pledge
of
Allegiance
in
my
classroom
and
I
did
that
for
over
30
years,
even
though
I
taught
for
49.,
please
bear
with
me.
This
was
his
message
to
our
nation
of
students.
I
originally
watched.
It
live
as
a
student,
it
impacted
me
then,
and
it
still
impacts
me
today,
I've
been
listening
to
recite
the
Pledge
of
Allegiance
all
semester,
and
it
seems
that
has
become
monotonous
to
you
or
could
it
be?
You
do
not
understand
the
meaning
of
each
word.
D
If
I
may,
I
would
like
to
recite
the
pledge
and
give
you
a
definition
for
each
word.
I
me
an
individual,
a
committee
of
one
pledge
dedicate
all
of
my
worldly
good
to
give
without
self-pity
Allegiance
my
love
and
my
devotion
to
the
flag,
our
standard,
Old,
Glory,
a
symbol
of
courage
and
wherever
she
waves.
There
is
respect
because
your
loyalty
has
given
her
a
dignity
that
shouts
freedom
is
everybody's
job
of
the
United.
D
For
all.
For
all
that
means
students
it's
as
much
your
country
as
it
is
mine,
I'm,
going
to
tell
you.
There
are
a
few
parts
of
this
speech
which
resonate
with
me.
They
resonated
with
me
when
I
first
heard
it
always
resonated
with
me
when
I
had
I
I
showed
it
to
students
and
hopefully
to
you
wherever
she
waves.
There
is
respect
in
aacps.
According
to
me,
there
has
been
there
is,
and
there
will
continue
to
be
respect
for
our
American
flag.
D
That
means
that
we
have
all
come
together.
I
wish
that
were
true
today,
I
think
for
many
of
us
it
is,
but
it
seems
that
for
some
it
is
not.
We
must
open
our
hearts
to
accept
diversely,
invisible,
incapable
of
being
Divided
We
Are,
One
Nation,
a
nation
of
immigrants
with
more
diversity
than
any
other
Nation
on
Earth.
Our
forefathers
celebrated
this
diversity.
They
did
not
reject
it.
Neither
should
we
with
Liberty,
which
is
freedom,
the
right
of
power
for
one
to
live
his
own
life
without
Fierce
threats
or
any
sort
of
retaliation.
D
We
have
a
great
deal
of
opposing
ideas
on
all
sides.
We
have
heard
talk
about
a
fear
of
safety,
a
fear
of
threats
and
a
fear
of
retaliation
from
someone
who
does
not
share
the
same
belief.
We
have
students
who
are
afraid
to
be
who
they
are.
Everyone
wants
to
be
accepted.
No
one
wants
to
be
rejected.
These
fears
are
real.
The
proof
is
out
there.
The
suicide
rate
is
higher
than
ever
and
do
not
make
the
mistake.
D
We
should
be
proud
of
who
we
are.
We
should
be
proud
of
the
country
that
allows
us
to
be
Who.
We
Are,
the
United
States,
was
born
a
proud
Nation
willing
to
sacrifice
life
and
limb
to
preserve
the
Liberty,
which
is
freedom
and
justice,
the
principle
and
qualities
of
dealing
fairly
with
others,
your
beliefs
and
your
stance
on
any
given
issue.
Do
not
give
you
the
right
to
impose
your
beliefs
on
others.
We
are
all
entitled
to
our
opinions
and
beliefs
and
everyone's
opinions
and
beliefs
should
be
respected.
D
We
all
know
fighting
leads
to
tragedy,
as
it's
been
evidenced
here
at
Anne,
Arundel
County,
meaningful
engagement
leads
to
compromise
acceptance
and
tolerance,
and,
finally,
for
all
that
means
students.
It
is
as
much
your
country
as
it
is
mine.
The
Anne
Arundel
County,
Public
School
System
exists
for
one
reason
and
one
reason:
only
a
focus
on
student
achievement
and
student
outcomes
based
upon
the
hopes
and
dreams
and
aspirations
of
all
of
our
students.
D
I,
frankly,
am
a
proud,
American,
a
proud
educator,
a
proud
board.
Member
I
will
continue
to
honor
the
American
flag,
as
I
have
always
done.
I
served
in
the
military
for
six
years,
I
honored
that
flag.
Today,
with
my
vote,
a
policy
such
as
this
does
not
address
the
concerns
that
we
face
today
and
that
we
have
heard
in
this
room
today.
D
D
S
have
become
more
tolerant,
more
accepting
and
more
unified.
The
proof
was
right
in
front
of
me.
During
our
graduations
this
year,
I
proudly
watched
all
of
our
students
celebrate
their
accomplishments
together
and
I,
made
note
of
the
extreme
diversity
that
we
have
in
Anne
Arundel
County,
A
diversity
that
is
embraced
by
the
majority
of
our
students
in
the
graduations.
They
all
applaud
at
one
another
I
applaud
our
students,
both
current
and
former
I.
Thank
you
for
your
understanding
and
your
willingness
to
accept
diverse
ideas
and
cultures.
This
is
what
America
is
all
about.
D
As
you
heard
from
Dr
Bedell
earlier,
the
American
flag
will
continue
and
will
always
fly
high
outside
of
our
schools,
along
with
the
Maryland
flag,
but
what
matters
is
not
whether
a
flag
flies
on
the
wall
in
the
class.
What
matters
is
what
flies
in
our
hearts
teachers
teach
because
they
care
about
the
welfare
of
students,
I
trust
our
teachers
to
continue
to
create
welcoming
class
environments
for
all
of
our
students.
I
also
trust
Dr
Bedell,
to
do
exactly
what
he
said.
He
will
do.
D
Ladies
and
gentlemen,
we
need
Unity,
we
need
tolerance,
we
need
acceptance
and
again
we
need
one
another.
Many
concerns
have
come
to
light.
As
a
result
of
this
policy,
I've
read
all
of
the
emails.
I've
listened
I've
been
a
great
listener.
I've
heard
I've
heard
those
concerns
and
I
am
committed,
as
is
Dr
Bedell
and
all
of
my
colleagues,
to
find
solutions
for
all
students,
teachers
and
parents.
D
So
if
Red
Skelton
were
here
today,
I
think
he
would
be
very
proud
of
the
Youth
of
America
in
general,
but
he
would
be
concerned
about
the
division
that
seems
to
plague
us
from
time
to
time.
He
would
be
encouraged
by
the
kind
warm
Heights
hearts
that
so
many
of
our
stakeholders
have
and
he
would
be
willing
to
continue
to
educate,
not
just
our
youth,
but
everyone
about
the
true
meaning
of
the
American
flag
and
what
the
Pledge
of
Allegiance
means
to
all
of
us.
D
D
Ladies
and
gentlemen,
that
only
happens
in
a
room
where
everyone
feels
free
to
share
their
thoughts,
and
that
only
happens
in
classrooms
when
our
teachers
create
the
relationships
that
I
tried
for
49
years
to
create,
with
my
students
in
concluding
I
would
like
to
again
thank
Dr,
Patel
and
I'd
like
to
thank
all
of
my
colleagues
the
amount
of
time
that
we
have
spent
looking
at
this
and
listening
to
everyone
on
both
sides.
D
It's
just
off
the
charts.
Was
this
a
good
thing
to
have
had
happen.
Well,
I'm,
going
to
suggest
that
it
is
because,
hopefully,
out
of
the
division
that
we
may
seem
to
to
think
is
here.
We
can
come
together
and
truly
become
the
United
family
that
I
think
we
can
be
and
I
think
we
really
are.
So.
Thank
you
so
much.
U
U
So
one
comment
that
I
heard
today
was
that
this
is
not
a
political
or
social
issue
or
societal
issue.
I
would
definitely
rebut
that
Harvey
Milk
was
the
was
an
elected
official
when
he
commissioned
the
pride
flag,
so
that
absolutely
has
a
political
tie
as
well
as
the
black
lives
matter
organization.
Only
taking
their
credit
card
processor
is
actively,
which
is
a
Democrat
credit
card
processing
system,
so
that
has
direct
ties
to
a
particular
party,
so
both
of
those
flags
are
steeped
in
political
foundations.
U
The
second
point
that
I
would
like
to
make
is
that
when
we
have
board
members
saying
not
on
my
watch,
that
assumes
the
authority
of
the
full
board,
which
is
not
an
appropriate
form
of
communication
when
addressing
our
constituents
and
then
the
third
piece
that
I
want
to
discuss.
Is
we
have
a
lot
of
folks
today
saying
that
this
has
brought
forward
a
lot
of
issues
they're
hearing
what
constituents
are
saying?
They
agree
that
maybe
some
action
should
be
taken,
but
perhaps
this
is
not
the
appropriate
action
at
the
appropriate
time.
U
So
I
appreciate
the
folks
that
have
reached
out
to
me.
I
appreciate
the
board
members
that
have
had
these
discussions
and
have
collaborated
with
me,
but
but
there
has
been
no
other
suggestion
for
Action.
This
is
the
suggestion
that
I
have
worked
to
develop
with
other
board
members,
and
this
is
what
is
in
front
of
us
today.
U
I
invite
Dr
Bedell
when
you
look
into
this
I
know
that
you
were
not
here
during
the
origin
of
some
of
these
conversations.
I
would
specifically
invite
you
to
review
the
CHS
homophobes
page,
where
they
docs
our
students,
as
well
as
some
of
the
other
concerns
that
I
have
that
are
well
documented.
If
those
are
your
concerns,.
T
T
I
also
want
to
thank
those
who
have
reached
out
to
me
on
both
sides
of
the
issue
who
listened
to
my
statement
given
at
our
last
board
meeting
and
recognized
that
my
words
were
truly
heartfelt
I
will
not
take
up
anyone's
Time
by
repeating
that
statement,
which
can
be
viewed
on
YouTube
from
the
last
meeting,
but
I
do
have
a
few
more
thoughts
to
offer
as
I
believe
the
community
deserves
the
thought
behind
an
important
vote.
T
I
want
to
express
my
dismay
that
many,
including
someone
this
board
have
trivialized
the
struggles
some
of
our
students
are
facing
by
characterizing.
This
proposed
policy
as
a
solution.
Looking
for
a
problem,
this
clever
catchphrase
intended
to
delegitimatize
the
the
issue
is
completely
dismissive
of
the
rainbow
of
people
we
have
seen
and
heard
from
in
support
of
this
policy
families
who
have
faced
real
conflict
as
a
result
of
ideas
being
pushed
in
our
schools.
T
I
have
met
many
of
them
over
my
years
as
a
board
member
teachers,
parents
and
students
who
have
been
afraid
to
speak
out
publicly
about
their
concerns
for
fear
of
public,
shaming
or
worse.
We
cannot
ignore
the
behavior
we've
seen
in
this
boardroom
over
the
last
couple
meetings
and
claim
that
this
problem
does
not
exist
within
our
school
buildings.
Bullying
in
the
name
of
kindness,
is
still
bullying.
T
This
policy
is
about
Flags,
which
absolutely
represent
ideas,
which
is
not
the
same
as
people
that
may
be
supported
by
those
ideas.
I
would
not
question
an
individual's
sexual
or
gender
identity,
as
I
am
not
living
in
their
skin
and
only
they
know
how
they
feel
and
who
they
are.
I
am
a
passionate
defender
of
Liberty
and
recognize
each
individual
for
all
that
they
are
including
their
sexual
and
gender
identities.
T
However,
who
you
are
attracted
to
or
how
masculine
or
feminine
you
are,
is
not
your
identity,
only
a
piece
of
it
every
one
of
you
is
so
much
more
than
that.
The
problem
here
is
that
not
everyone
feels
supported
in
this
way
or
has
a
flag
hanging
on
any
classroom
wall.
Besides
the
one
flag
intended
to
unite
us
all,
As
Americans,
since
this
word
comes
up
a
lot
in
this
discussion.
T
Let
me
read
the
definition
of
the
word
marginalize
to
place
in
a
position
of
minor
or
marginal
importance,
significance,
relevance
or
effect
to
isolate
or
exclude
from
the
dominant
culture
perceive
or
treat
as
being
on
the
fringes
of
a
society
or
group.
Now,
based
on
what
we've
seen
and
learned,
let's
expand
our
view
of
who
may
be
marginalized.
T
We
have
heard
now
from
Muslims,
Christians
and
Jews
in
support
of
this
policy.
We
have
heard
from
black
brown
and
white
people
supporting
this
policy.
We
have
heard
from
Gay
and
straight
people
supporting
this
policy.
Parents
have
a
right
to
be
concerned
that
their
children
are
developing
their
own
sense
of
self,
including
their
sexuality,
and
that
they
do
not
want
messages
about
sexual
sexuality
displayed
on
classroom
walls.
This
does
not
mean
that
they
hate
those
who
identify
on
the
lgbtq
plus
Spectrum.
We
have
a
crisis
going
on
throughout
our
nation,
which
is
culture
wars.
T
We
cannot
solve
that
crisis
here
in
Anne,
Arundel
County,
but
we
can
disrupt
this
division
within
our
schools.
Those
opposing
this
proposed
policy
have
legitimate
concerns
and
I
have
dear
friends
in
this
room.
Passionately
opposed
to
this
policy
and
I
understand
them,
but
please
remember
that
this
policy
is
not
looking
to
replace
one
person's
flag
with
another
or
to
reduce
support
for
our
vulnerable
students.
It
is
intended
to
create
a
safe
and
neutral
environment
that
allows
the
freedom
of
thought
and
expression
for
all
students
in
every
classroom.
T
Another
misconception
is
that
this
policy
takes
away
teachers,
First
Amendment
rights,
the
freedom
of
expression,
a
quick
search
will
make
it
clear,
based
on
Decades
of
case
law,
that
teachers
have
First
Amendment
rights
as
Citizens,
but
those
rights
are
limited
in
the
classroom.
Even
the
ACLU
and
Nea
provide
guidance
on
this
on
their
website.
T
I
have
Advocate
advocated
time
and
again
for
teachers
to
have
greater
autonomy
in
the
classroom
to
be
able
to
meet
their
students
needs
as
learners.
However,
teachers
as
humans,
meaning
all,
are
imperfect
and
some
use
some
use
much
better
judgment
than
others.
It
is
not
in
our
students
best
interest
to
elevate
our
teachers
to
being
morally
Superior
to
their
parents,
and
any
teacher
who
makes
a
student
feel
marginalized
or
unsafe
should
absolutely
receive
corrective
action.
T
I
will
repeat
one
statement
I
made
in
the
last
meeting,
which
is
it
is
not
in
our
purview
as
a
state
agency
to
raise
the
children
of
aacps.
We
need
to
be
partners
with
our
parents,
all
of
them
not
some
self-imposed
moral
Authority.
If
we're
going
to
allow
the
freedom
of
expression
on
our
classroom
walls,
it
should
be
the
student's
expression,
I,
believe
all
ideas
should
be
displayed
so
long
as
the
expression
is
not
prohibited
by
law.
I
will
not
support
the
rights
of
one
without
the
rights
for
all,
while
I
prefer.
T
T
Finally,
no
matter
if
this
policy
were
to
pass
or
not,
we
still
have
a
serious
issue
that
we
can
no
longer
ignore,
knowing
that
so
many
in
our
school
Community
feel
silenced.
I
requested
a
board
shop
many
months
ago,
exploring
social
issues
in
the
classroom.
The
board
was
given
a
presentation
on
curriculum
and
professional
development,
largely
around
Equity.
It
was
clear,
then,
that
the
many
fearful
voices
I
heard
from
that
led
to
this
request
were
not
represented
in
what
we
were
presented.
I
know
many
think
I
must
mean
white,
racist,
but
I.
T
Think
back
to
the
statements
from
two
black
women
in
our
last
meeting,
who
do
not
view
themselves
as
victims
or
do
not
wish
to
be
viewed
in
that
way,
how
many
black
students
feel
that
way
when
they
see
the
black
lives
matter
flag
in
the
classroom?
And
what
are
we
telling
our
students?
We
say
when
we
say
that
they're
only
safe
in
certain
classrooms
and
that
Flags
prevent
suicides.
What
are
we
doing
for
them
when
we
silence
those
with
different
perspectives?
T
Are
we
not
just
planting
seeds
of
resentment
I
do
want
to
personally
thank
those
who
have
delivered
deeply
personal
statements
on
their
experiences
as
they
oppose
this
policy,
especially
our
students.
You
are
not
wrong
in
how
you
feel,
even
if
we
disagree
on
the
path
forward.
Whenever
someone
shares
a
personal
story,
I
learn
I
want
you
to
know
that
I
have
decided
at
various
different
times
to
support
and
reject
this
policy.
This
has
been
an
emotional
roller
coaster.
For
me,
each
time
my
position
moved,
it
was
because
of
something
impactful
that
someone
shared
I'm
grateful.
T
You
had
the
strength
to
share
something
so
difficult,
while,
while
this
policy
seems
fated
to
fail,
I
will
always
do
what
I
know
in
my
heart
to
be
best
for
students.
I
do
not
make
statement,
votes,
I
vote
for
what
is
likely
to
deliver
the
best
outcome
for
our
students.
If
nothing
else,
this
policy
proposal
was
finally
the
Catalyst
that
empowered
some
to
speak
out,
who
have
been
afraid
for
years.
T
It
is
so
discouraging
to
hear
good
people
who,
really
at
the
heart
of
the
matter,
want
the
same
things
speak
so
badly
of
those
who
view
or
experience
the
world
differently
than
they
do.
Our
students
are
watching.
Let's
show
them,
we
can
come
together,
honor
our
differences
and
put
our
students
all
students.
First.
Thank
you.
AB
Well,
this
is
going
to
be
a
little
challenging
here,
but
I
will
try
I'm
gonna
try
to
do
this
without
my
references.
AB
AB
This
policy
was
presented
to
me
on
its
first
reader
and
we
got
it
a
few
days
before
it
arrived
there.
We
have
a
PO
I
I'm
talking
into
the
mic,
so
I,
it's
okay,
all
right
there.
There
we
go
all
right,
as
I
said,
I
wanted
to
genuinely
understand,
as
I
do
with
all
of
our
policies.
Of
course,
the
ones
that
I
recommend
I'm,
obviously
supporting
otherwise
I,
would
not
have
recommended,
but
I
take
all
of
our
policies
very
seriously
and
I.
Basically,
I
follow
the
same
checklist.
AB
That's
contained
in
our
policy
on
policy
and
our
policy
on
policy
asks
that
the
superintendent
work
collaboratively
with
this
committee
to
ensure
that
we
have
heard
from
the
stakeholders
that
we
have
considered
all
of
the
equity
lens
that
we
have
considered
these
matters,
because
the
equity
lens
is
a
guide
that
allows
us
to
comply
with
the
equity
law.
We.
Q
AB
A
lot
of
laws
I
spent
a
lot
of
time,
trying
to
figure
out
what
the
rights
genuinely
are
of
our
teachers
and
employees.
The
rights
of
board
members
in
addressing
this
matter,
the
rights
of
our
students,
the
rights
of
our
parents,
because
they
all
play
a
role
based
on
what
had
been
presented
since
the
introduction
of
it.
But
I
want
to
take
a
step
back
for
a
minute
prior
to
that,
and
that
is
that
transcends
prior
to
my
taking
this
seat.
AB
There's
always
been
a
concern
that
there
are
just
some
symbols
that
represent
different
things
for
different
people
and
when
those
symbols
represent
something
for
a
person
of
religion
that
limits
or
makes
them
feel
like.
They
don't
belong,
that's
important
and
that
is
relevant
and
is
part
of
our
job.
AB
So
for
me,
when
I
saw,
this,
I
saw
this
as
a
possible
solution
to
address
something.
That's
been
going
on
for
a
long
time
and
yes,
I
will
stand
by
my
statement
that
I
have
not
seen
the
interaction
and
that
interaction
should
really
have
been
occurring
during
the
development
of
the
polit
of
the
draft
policy
itself.
AB
Someone
who
has
been
feeling
like
that
should
find
that
as
a
common
ground
with
others
at
the
very
least,
but
when
a
student,
any
student
walks
into
a
classroom
and
sees
symbols
that
make
them
feel
like
they
do
not
belong.
My
question
is:
is
there
another
way
that
we
can
best
demonstrate
that
I
will
reiterate
from
my
Amendment
notes,
because
I
think
it
is
not
just
relevant
to
the
amendment
but
relevant
to
how
I
feel
about
this
particular
policy,
and
that
is
number
one.
AB
AB
Our
teachers
are
faced
with
a
lot
and
I
understand
the
natural
matriculation
and
use
of
some
of
these
symbols.
None
of
them
are
copyrighted.
There's
no
issues
on
that.
The
pride
flag
is
not
copyrighted
the
original
person
and
the
newer
version
coming
out
from
an
artist
out
of
Philadelphia,
but
each
one
of
those
each
one
of
those
stripes
has
a
represented
meeting
just
like
the
stripes
on
other
flags
of
other
countries,
including
the
flag
of
the
United
States
of
America.
AB
Those
generally
defined
symbols
contained
on
those
flags
on
those
pennants.
On
those
banners
on
those
posters,
we
have
always
stood
under
a
practice
that
we
try
not
to
endorse.
We
try
to
promote
and
we
try
to
find
creative
ways
where
it's
been
tripping
up
is
that
I
I
know
I
myself
the
few
people
who
have
been
brave
enough
to
step
up
I
submitted
in,
and
that
is
under
the
superintendent's
purview.
That
is
not
under
the
school
board,
but
it
keeps
on
happening,
and
there
is
no
change
and
there
has
been
no
attempt
of
change.
AB
I
would
have
much,
rather
all
of
these
stakeholders,
I
think
it
would
have
been
easy
to
identify
the
stakeholders
that
will
be
impacted
by
this
and
have
that
conversation
before
it's
presented
to
us,
because
really
that's
kind
of
where
our
policy
wants
it
to
it
does
not
dictate
it
or
command
it.
But
in
giving
permission,
we've
got
to
make
certain
assumptions
so
I
think
we
need
to
take
a
look
at
when
we
are
facing
policies
that
are
very
significant
is
how
are
we
addressing
them
before
we
present
them
in
their
draft?
AB
AB
That
is
an
incorrect
assumption
and
statement
and
does
not
speak
well
to
those
teachers
who
choose
the
very
limited
space
they
have
on
those
walls.
If
you've
ever
been
in
our
classrooms
very
very
crowded
now
they
have
very
limited
space
and
so
they're
choosing
education
little
things
on
it,
I,
don't
think
they're,
purposefully,
making
things
neutral
or
wanting
to
not
show
a
display
of
support,
but
when
we
start
getting
to
the
part
where
we
say
that
this
equals
this
always
always
always
that
becomes
problematic.
So
there
are
a
lot
of
problems.
AB
I
maintain
that
I
believe
that
limiting
what
is
going
on
until
we
can
get
something
more
meaningful
than
what
has
been
occurring
in
place
is
appropriate.
I
will
be
voting
yes
on
this
policy,
not
based
on
any
practice
or
otherwise.
I
do
not
belong
to
clubs
and
organizations
and
Civic
groups
by
and
large
and
have
even
taken
leaves
of
absence
from
some
of
the
most
benign
ones
and
benevolent
ones,
because
when
I'm
up
here,
I
want
to
be
up
here
representing
and
Performing
the
duties
that
the
state
requires
me
to.
AB
So
upon
conclusion
of
dispelling
and
emotions
made
concerning
this
policy,
I
would
like
to
reserve
the
right
to
take
an
action
motion
that
is
related
to
the
agenda
item,
but
not
specific
to
the
topic
and
see
if
we
can
maybe
come
to
a
consensus
on
something
of
this
topic.
B
Okay,
thank
you
Miss
corkito,
so
that
brings
it
to
me.
B
B
I
also
want
to
apologize
to
those,
especially
our
students,
who
are
members
of
the
bypoc
and
lgbtq
plus
communities
who
have
had
to
hear
their
very
existence
referred
to
as
merely
ideology
and
political
to
be
black
or
queer
is
not
a
choice
but
an
identity,
a
state
of
being
a
state
of
human
being
such
dismissive
rhetoric,
it's
self-political
and
ideological,
betrays,
in
my
view,
a
profound
lack
of
empathy,
humanity
and
respect
I.
Want
you
to
know
that
I
am
truly
truly
sorry
that
you
have
had
to
be
subjected
to
it.
B
B
Should
there
be
specific
individual
cases
where
teachers
are
not
working
within
the
appropriate
bounds.
We
have
and
have
always
had
processes
for
addressing
those
concerns,
but
a
top-down
blanket
policy
that
would
strip
teachers
universally
of
the
autonomy
necessary
to
make
decisions
about
how
to
communicate
to
their
students
that
they
belong
and
that
their
classroom
is
safe,
is
not
only
unnecessary
in
my
view,
but
would
tie
the
hands
of
our
teachers
in
doing
exactly
what
we
ask
of
them
and
what
good
teaching
requires.
B
As
my
colleague,
Mr
silkworth
so
often
reminds
us,
strong
relationships
are
the
ground
on
which
good
teaching
and
learning
flourish.
This
policy
would
erect
a
barrier
to
building
those
essential,
powerful
relationships.
Simply
put.
This
policy
will
undermine
our
own
stated,
Mission
goals
and
policies
and
put
the
school
system
in
an
untenable
position
moving
forward.
B
For
me,
such
a
failure
is
not
an
option.
Thank
you,
so
I
believe
there
is
a
motion
that
someone
would
like
to.
E
Upon
talking
with
board
Council
the
way
I
wanted
to
craft,
the
motion
would
run
foul
to
Robert
and
as
many
rules.
So
someone
else
has
someone
someone
else
can
do
it.
Okay,
Miss.
B
R
B
B
C
AB
Foreign,
this
will
be
pretty
brief.
Just
as
Dr
Tobin
chose
to
clarify
and
make
comment,
it
occurred
to
me
that
I
I
heard
and
some
commentary,
as
well
as
now
here
on
the
dias,
that
a
person's
religious
belief
is
something
of
an
uncomfort
that
our
students
that
are
uncomfortable
and
are
experiencing
discomfort.
AB
Sorry,
Harry,
okay,
as
I
said
I,
believe
there
have
been
references
made
and
I
think
it's
important
and
at
least
from
my
perspective
that
when
a
student
is
feeling
like
they
have
to
choose
between
the
religion
and
their
education.
This
is
not
about
discomfort.
This
is
not
about
an
inconvenience.
This
is
not
about
him.
Having
to
I,
don't
know,
feel
feel
contemplative
about
how
they
feel
about
a
particular
thing,
and
the
courts
have
definitely
weighed
in
on
that.
AB
No
student
should
have
to
choose
between
their
religion
and
their
education.
We're
talking
about
the
children
in
the
room,
not
the
adults,
and
if
that
is
their
rules
of
their
life,
no
school
system
should
ever
have
should
be
impeding
on
that
and
I
am
very
concerned
that,
in
the
absence
of
some
policy,
clarifying
that
that
goes
beyond
our
existing
that
if
we
were
to
continue
to
permit
a
flag
that
contradicts
a
student's
religions,
beliefs
and
exercise
that
we
may
end
up
in
a
risky
situation.
AB
But,
more
importantly,
these
students
are
not
being
left
to
feel
uncomfortable,
simply
uncomfortable
or
experience
discomfort.
It
goes
much
deeper
than
that
and
that
is
being
dismissive
of
some
really
legitimate
concerns
and
I
want
to
make
sure
that
those
folks
know
that
they
are
heard
just
as
well
as
all
of
the
rest
of
our
protected
classes,
because
this
is
about
protecting
all
of
our
protected
classes,
not
just
the
classrooms
where
some
people
have
expressed.
They
do
not
feel
safe.
This
ain't
about
belonging
and
safety
folks.
AB
Religious
beliefs
have
saved
lives,
save
people
from
suicide,
and
that
is
just
as
much
of
a
reality
as
that
horrific
statistic
that
we
Face
about
our
students
and
their
suicide
each
and
every
group
has
a
is
experiencing
that
right
now
for
a
variety
of
reasons,
and
we've
got
to
step
up
to
the
plate
for
all
of
them
and
I
do
not
want
anyone
to
think
that
at
least
I
am
not
recognizing
each
and
every
single
student.
In
that
capacity.
U
U
Education
Code
4-108
stipulates
the
county
boards
are
too
maintain
throughout
its
County,
a
reasonably
uniform
system
of
public
schools
that
is
designed
to
provide
quality,
education
and
equal
educational
opportunity
for
all
children.
The
board
already
has
several
anti-bias
and
non-discriminations
and
Equity
policies
to
protect
marginalized
students.
U
U
U
U
At
its
core,
the
policy
allows
for
all
students
to
feel
welcome,
not
just
the
ones
who
see
their
flags
on
a
wall.
These
questions
are
in
front
of
us
and
we
are
abdicating
responsibility
by
not
creating
a
policy.
This
policy
doesn't
create
a
ceiling.
It
creates
a
floor
with
as
many
folks
as
we've
seen,
who
are
passionate
about
this
issue.
It
is
clear
we
have
an
obligation
to
provide
some
governance
to
say
that
there
is
no
need
to
concern
ourselves
is
myopic.
U
The
board's
lack
of
policy
creates
real
concerns
because
we
are
allowing
others
to
choose
what
can
be
advocated.
If
we
don't
have
a
policy
that
outlines
guidance,
we
are
allowing
some
causes
to
be
advocated
and
some
not
some
students
to
celebrate
their
cause,
and
some
not.
This
policy
manages
a
critical
issue
and
provides
a
process
for
the
system
to
manage
it.
U
There
have
been
comments
that
this
policy
only
reflects
the
quote:
white
Christoph,
fascist
faction,
over
200,
Muslim,
Scholars
and
imams
around
the
country
have
signed
a
document
entitled
navigating
differences.
Clarifying
sexual
and
gender
ethics
in
Islam
and
that
states
public
discourse
on
sexuality
over
the
past
few
decades
has
presented
challenges
to
Faith
communities.
Today,
Islamic
sexual
and
gender
ethics
are
at
odds
with
certain
recently
popular
societal
views,
causing
tension
for
Muslims
between
their
religious
beliefs
and
societal
expectations.
U
At
the
same
time,
public
disapproval
of
lgbtq
practices,
beliefs
and
advocacy
is
increasingly
met
with
charges
of
intolerance
and
unwarranted
accusations
of
bigotry
more
troubling.
Still,
there
is
an
increasing
push
to
promote
lgbtq
Centric
values
among
children
through
legislation
and
regulations,
disregarding
parental
consent,
and
denying
both
parents
and
children
the
opportunity
to
express
conscientious
objection.
U
We
are
Muslim,
Scholars
and
preachers
representing
a
diverse
range
of
theological
schools
below
as
our
Collective
nonpartisan
articulation
of
Islam's
position
on
sexual
and
gender
ethics.
As
a
religious
minority
that
frequently
experiences
bigotry
and
exclusion,
we
reject
the
notion
that
moral
disagreements
amount
to
intolerance
or
incitement
of
violence.
We
affirm
our
rights
to
express
our
beliefs
while
simultaneously
recognizing
our
constitutional
obligation
to
exist
peacefully
with
those
whose
beliefs
differ
from
ours.
U
The
president
of
Coalition,
of
virtue,
a
Muslim
political
advocacy
organization
based
in
Maryland,
recently
wrote
to
us
to
state
that,
just
as
we
would
not
wish
to
impose
flags
with
Islamic
messaging
or
symbols
when
school
children,
we
believe
it
wrong
to
impose
Pride
Flags
in
school
children.
We
support
the
proposed
policy
because
it
is
the
most
inclusive
policy
possible
and
it
excludes
no
one.
U
U
Those
statements
are
I
am
concerned
with
some
of
the
policies
that
have
been
implemented
in
school
boards
and
state
legislatures
over
the
last
several
months
that
have
continued
to
remove
parental
rights
and
to
also
expose
children
to
things
that
they
should
not
be
exposed
to
has
resulted
in
the
lowest
support
for
the
lgbtq
community.
In
decades
it
is
said
that
we
are
being
set
back
by
the
hijacking
of
the
lgbtq
community.
U
The
second
organization
reads:
by
adopting
this
policy,
our
school
district
can
send
a
clear
message
of
support
and
affirmation
to
all
students,
lgd
lgbtq
plus
students
and
non-lgbtq
plus
students
alike,
letting
them
know
that
their
safety
and
well-being
are
valued
and
protected.
It
is
our
responsibility
to
ensure
that
all
students,
regardless
of
their
sexual
orientation
or
gender
identity,
have
access
to
an
education
that
empowers
and
celebrates
their
identities.
This
policy
helps
to
create
an
environment
where
lgbtq,
plus
students
can
focus
on
their
academic
and
personal
growth
without
the
fear
of
being
targeted
or
marginalized.
U
We
commend
the
school
board
for
taking
proactive
steps
to
address
our
concerns
and
create
a
safe
and
inclusive
environment
for
all
students,
including
those
who
identify
as
either
LGBT
class
Q
Plus
or
not.
By
implementing
this
policy,
we
demonstrate
our
commitment
to
supporting
and
protecting
the
rights
of
vulnerable
students.
U
I
asked
this
board.
Do
you
hear
the
conservative
lgbtq
community,
the
Coalition
for
Jewish
values,
sent
a
letter
representing
over
2
500,
traditional
Orthodox
rabbis
in
the
American
public
policy,
and
that
was
approved
by
their
rabbinic
board
and
that
states?
It
is
not
the
role
of
public
schools
to
pick
sides.
We
would
not
call
for
them
to
promote
the
Jewish
views
that
characterize
our
parochial
schools.
Public
schools
must
educate
all
the
Public's
children
without
racial
Identity
or
Viewpoint
discrimination.
U
A
rainbow
pride
flag
does
not,
as
proponents
argue,
merely
validate
students
who
identify
with
the
lgbtq
philosophy.
It
endorses
that
Viewpoint
to
the
exclusion
of
others,
including
the
heritage
of
the
Jewish
people.
We
therefore
support
the
proposal
to
limit
displays
to
non-partisan
government
and
educational
Flags.
U
At
the
last
meeting,
I
pointed
out
the
hateful
comments
directed
at
those
supporting
this
policy.
Some
have
asked
me
not
to
call
them
conservative
because
they
aren't.
They
just
believe
this
to
be
a
good
policy.
I
have
clearly
shown
that
there
is
not
an
inclusive
or
accepting
community
in
aacps
for
people
who
want
neutrality
over
advocacy.
U
I
ask
this
board
full
of
righteous
Warriors
protecting
Free
Speech,
what
they
plan
to
do
about
the
bullying
that
we
observed
in
full
view
of
this
board
and
on
the
display
to
children
who
are
watching
and
I
have
heard
no
other
Concrete
Solutions.
Do
you
not
see
the
vitriol
exhibited
toward
these
families
that
includes
their
children?
U
If
we
turn
a
blind
eye
to
The
Bullying
that
we
see
do
we
have
any
policies
that
are
worth
the
paper
that
they
are
proverbially
printed
on
I'll
end
with
another
quote
from
Rabbi
Menken,
because
he
put
it
exactly
correct.
Public
Schools
cannot
endorse
one
value
system
that
runs
contrary
to
the
others,
because
to
do
so
makes
others
feel
others.
Students
feel
marginalized
and
excluded.
U
So
when
you
board
members
come
to
the
end
of
your
term
and
you
look
at
the
people
who
are
being
marginalized
in
our
schools
right
now,
are
you
going
to
be
able
to
say
to
them
that
you
did
everything
you
could
to
protect
them
that
when
they
came
to
you
and
asked
you
for
help
that
you
took
action
instead
of
waiting
for
someone
else
to
act?
For
you
later
Maybe?
U
B
Z
AC
R
AC
R
D
B
V
E
AB
A
second
get
this.
AB
As
I
had
said,
my
intent
is
to
solve
the
problems,
and
so
I
am
hopeful
that
and
willing
to
accept
consensus
and,
if
not
go
to
motion,
because
I
think
this
really
does
speak
to
what
I
am
hearing
and
what
I
thought
I
heard
from
our
Administration
and
most
of
our
members
willingness
and
wanting
to
come
up
with
something
so
that
we
can
take
some
action
to
stop
what
has
stopped
the
hurt.
AB
So
Miss
Howell,
if
you
could
please
share
with
the
board.
C
B
AB
Second
yeah:
yes,
thank
you,
Miss
Ellis
second,
but
I'm,
using
her
mic
right
now,
so
I'm,
not
necessarily
a
big
fan
of
edicts,
as
it
relates
to
board
or
superintendent,
but
I
think
that,
under
the
circumstances
that
we
need
to
give
the
public
assurance
that
the
board
and
superintendent
are
going
to
work
with
these
folks
without
all
the
folks
involved
and
specifically
address
the
question,
I
chose
the
third
marking
period.
I
am
not
assigned
to
that
or
otherwise.
But
what
I
don't
want
to
do?
AB
And
we
don't
have
time
to
work
through
the
implementation,
the
regulations,
the
standard
operating
procedures
and
otherwise
it
may
be
necessary
in
order
to
fulfill
our
necessary
obligations
of
ensuring
that
our
students
are
not
being
discriminated
against
or
being
imposed
upon,
based
on
whatever
protected
class
or
even
non-protected
class.
Look,
we
have
students
that
are
not
in
protected
classes
that
are
experiencing
some
of
the
same
problems
of
belonging
and
non-belonging,
so
we
cannot
be
limited
to
it,
but
I
want
to
make
sure
that
each
and
every
single
one
of
those
protected
classes
are
definitely
included.
AB
AB
In
these
things,
we've
got
to
find
a
way
because
our
students,
their
only
kids,
you
know
and
then
they're
in
another
year,
older
already,
and
you
blink
an
eye.
We
can't
sit
on
this
anymore
and
I.
Don't
think
that
we
can
marginalize
the
impacts
than
it
is
has
and
continues
to
create
until
we
find
a
solution.
Thank
you
very
much.
Madam
president.
B
AB
E
Would
it
be
inappropriate
for
me
to
seek
the
opinion
of
our
superintendent
on
this
one?
B
Q
S
Think
for
me,
you
know:
I
made
a
commitment
in
my
remarks
that
we
would
meet
with
people
who
felt
that
they
have
not
been
heard
and
I
and
I've
made
that
commitment
and
I've
stayed
true
to
that.
I'm,
not
certain
certain
having
a
form
an
official
task
force
is
is
the
path
forward.
When
I
think
we
have
been
very
clear
that
we're
open
to
meeting
with
people
and
being
able
to
come
back
and
share
what
those
conversations
have
yielded.
B
B
E
Yeah
I
have
seen
an
extraordinary
amount
of
work
that
Dr
Bedell
has
done
in
such
a
short
period
of
time
from
correcting,
seemingly
you
know,
I
think
he
has
a
magic
wand
in
his
back
pocket,
because
he,
you
know
corrected
the
transportation
was
by
enlarge
in
a
very
short
amount
of
time
and
has
met.
Did
all
these
listening
and
learning
tours
has
met
with
every
group
I
could
think
of
for
the
most
part.
B
R
Miss
corkdale
I
applaud
you
for
pushing
forward
a
way
that
I
think
that
what
you're
trying
to
do
is
find
a
way
for
voices
to
be
heard
and
for
people
to
feel
that
their
voices
present
what
our
classroom
deserves,
which
is
an
opportunity
for
students
to
come
here
and
be
educated
and
not
be
bogged
down
with
the
various
different
things
that
are
going
on
if
and
I
have
to
say,
if,
because
I
don't
I'm,
not
in
the
classroom,
if
the
things
that
have
been
that
we've
been
talked
to
wrote
to
written,
to
comments
and
spoken
before,
it's
an
open
testimony
or
disruptive
and
happening
in
our
classroom.
R
That
I
think
that
that
was
a
way
for
you
to
try
to
to
do
that.
However,
I
do
think
that
there
is
some
responsibility
of
Dr
Bedell
and
his
team
to
take
a
look
at
everything
that
he's
diligently
sat
here
heard,
along
with
all
of
his
staff
and
they've
taken
everything.
I
I
can
tell
you
that
I've
never
seen
as
many
of
his
staff
in
here
since
I've
been
here
and
so
I.
Think
that
tells
me
how
serious
he
is
about
this
matter.
R
Don't
want
parents
to
believe
that
their
children
are
exposed
to
things
that
are
in
direct
conflict
of
what
their
values
are
at
the
school
in
the
school
system
and
I
say
that
wholeheartedly
that
I
don't
think
that
putting
together
another
work
group
is
going
to
solve
that
I
think
this
work
is
going
to
have
to
be
done,
as
I
said
earlier
by
the
people
that
meet
and
greet
our
students
at
the
door.
Thank
you.
F
I
think
that
it's
great
that
we're
trying
to
get
more
perspectives
and
more
thoughts
from
our
all
of
our
community
members
but
I
feel
that
creating
this
Council
adds
an
additional
layer
of
responsibility
for
our
superintendent,
which
I'm
not
sure
I
stand
behind.
I.
Think
that,
based
on
what
I
have
seen
as
a
student
and
what
I've
heard
through
many
of
Dr
bedell's
initiatives,
he
has
already
attempted
and
very
well
successfully
reached
out
to
many
community
members
through
his
listening
tours
and
other
other
initiatives
that
he's
taken
so
I
I.
B
Thank
you,
Mr
silkworth,.
D
Thank
you,
president
togman
I
I
also
applaud
Miss
corkadillo
for
her
intent.
Absolutely.
D
C
U
I
appreciate
the
comments
of
the
superintendent
to
do
a
lot
of
this
work
and
the
the
comments
that
he
made
in
in
his
statement.
But
I
still
will
support
this,
because
I
do
believe
that
the
board
should
also
be
part
of
the
work
of
developing
these
opportunities
and
I.
Think
that
this
shows
the
community
that
the
board
is
also
involved
in
these
initiatives.
T
So
I
am
not
against
the
motion,
but
I
am
not
prepared
right
now
to
to
move
forward
or
take
action
today,
because
for
me,
I
have
to
hit
the
pause,
button,
regroup
and
think
through.
What's
the
best
way
forward,
I
so
I,
fully
I
I've
been
very
supportive
of
our
superintendent.
I
have
all
the
confidence
in
the
world
in
him,
but
at
the
same
time,
I
do
think
we
need
more
than
just
sort
of
behind
the
scenes.
Work
done.
T
I
do
think
we're
going
to
need
something
that
is
much
more
open
in
public
to
solving
these
problems.
I
I
just
need
a
little
time
to
folk.
You
know,
form
thoughts
around
that
Dr
Bedell
and
I
meet
quarterly
each
each
member
does
and
Dr
Bedell.
So
these
are
the
topics
that
Dr,
Bedell
and
I
are
usually
talking
about.
It
goes
Way,
Beyond,
Flags
and
so
Dr
Bedell.
You
might
want
to
block
out
another
hour
with
me
next.
T
So
I
I
recognize
we
have
a
responsibility
as
a
board
to
be
involved
and
to
take
action
in
some
form,
and
so
I
am
supportive
of
the
idea
here.
I
just
I
think
we
need
a
little
more
time
to
do
this
thoughtfully,
but
I
am
committed
that
we're
not
dropping
this.
B
You
Ms
crocodile
if
I
may
come
back
to
you
at
the
end,
I'll
make
my
comments
and
then
come
back
to
you,
so
this
board
voted
enthusiastically
eight
zero
to
hire
Dr
Bedell
last
year,
and
this
was
one
of
the
reasons
in
my
mind
that
I
cast
that
vote.
One
of
many
reasons,
because
I
knew
Dr
Bedell
had
an
extraordinary
ability
to
reach
out
to
every
part
of
this
County.
B
He
has
spent
this
year
gathering
information,
doing
16,
listening
and
learning
tours
and
having
countless
meetings
with
so
many
other
groups
around
the
county,
and
what
you
see
is
his
cabinet
here,
seated,
who
really
have
just
finally
been
assembled
and
so
I
think
it
is
important
to
recognize
that
I
have
and
I
believe
my
colleagues
have
full
faith
and
confidence
in
Dr
Bedell
and
that
we
have
done
as
a
board.
The
thing
we
actually
should
do,
which
is
determine
who
will
sit
in
this
seat
as
our
superintendent?
B
B
It
is
also
the
case
that
our
job
as
the
board
is
the
what
and
the
superintendent's
job
is
the.
How
and
I
am
concerned
about
this
motion,
because
I
think
it
gets
into
the
how
we're
clear
on
the
what
everybody
here
has
said.
This
we've
all
heard
that
it
varies
tremendously
whether
or
not
people
feel
they
are
heard
and
seen
in
their
schools
in
their
classrooms,
and
our
goal
clearly
is
that
every
student
should
feel
that
sense
of
clear
belonging
in
their
school.
B
So,
for
that
reason,
while
I
share
the
goal
of
making
sure
that
everyone
is
included
in
these
discussions
knows
they
should
be
included
in
these
discussions
and
that
we
are
getting
that
information.
I
am
not
prepared
to
step
into
the
superintendent's
Lane
of
exactly
how
we
do
that.
So
that
concludes
my
comments.
So
Ms
corcadel.
Do
you
want
to.
AB
As
I
had
said,
I
I
was
not
necessarily
bound
on
it
being
emotion
and
had
hoped
that
there
would
have
been
some
opportunities
for
some
feedback
prior,
but
be
that,
as
it
may
I
recall
many
years
ago,
when
we
first
took
office,
Miss
Antoine,
along
with
some
several
other
board
members,
had
introduced
a
concept
to
get
together
a
group
of
people
to
take
a
look
at
what
is
now
opportunity,
gaps
formerly
known
as
achievement
gaps
that
same
year.
AB
Both
of
those
have
resulted
in
now
community
wide
task
force
that
the
county
executive
said
hey
I'm,
stealing
that
in
one
particular
case,
because
what
did
we
do?
We
asked
that
all
the
affected
groups
get
together
and
then
we
held
them
accountable
to
making
sure
that
the
community
and
the
board
understood
what
it
was.
AB
He
is
a
part
of
this
board
and
I
would
have
liked
to
see
a
little
bit
of
consensus
surrounding
the
fact
that
we've
got
some
groups
that
we've
identified
already
that
we
want
to
put
together.
It
allows
for
the
addition
of
additional
ones,
but
there
is
no
way
Dr.
Bedell
could
have
possibly
listed
off
all
the
ones
that
he
wants
to
engage
with,
leaving
and
barring
only
two.
AB
It
may
leave
folks
to
believe.
Well.
When
would
this
take
place
and
how
many
more
school
years
do
we
have
to
go
by
having
a
conversation
about
how
to
transform
our
classrooms
into
something
that
meets
the
needs
of
each
and
every
student
and
to
give
them
a
space
to
belong?
We've
got
lots
of
really
good
models
out
there
from
New
York
to
LA,
and
that
are
working
very
well
and
they
do
not
use
mass-produced
items
on
their
classroom
walls
in
order
to
achieve
it,
they
deal
with
relationships.
AB
I
just
think
that
there
are
moments
such
as
achievement,
gaps
in
mental
health
and
now
this
issue
that
does
lend
itself
to
maybe
making
something
a
little
bit
more
formal
for
the
board,
just
to
direct
the
CAC.
To
give
some
advice,
we
do
this
with
a
tire.
By
the
way
we
do
this
on
important
issues.
We
gather
and
convene
work
groups
and
I
think
by
us
that
we
are
asking
the
superintendent.
AB
We
are
not
insisting
and
I
understand
the
nuances
of
differences
and
what
it
actually
really
does
mean
and
I've
well
defended
the
superintendent's
rights
in
those
matters
even
opposing
some
of
the
existed.
The
board
members
that
are
sitting
here
on
the
dies
today
and
ones
who
have
Departed
but
I
also
recognize
the
need
for
things
like
an
opportunity.
Gap
is
something
bigger
and
larger
than
us
and
I.
Think
in
this
particular
circumstance
that
we
are
now
in
a
position
and
look
it's
not
just
us.
It's
all
over
the
place
all
over
the
nation.
AB
The
listening
and
learning
tours
was
a
formal
recommendation.
I
am
happy
to
withdraw
and
hold
this
to
the
next
meeting
to
hold
this
final
vote
to
see
if
the
staff
and
the
superintendent
have
ideas
to
find
a
way
of
how
we
can
do
this,
because
the
board
has
to
get
back
to
the.
What
and
the
why
and
the
gaps
that
has
been
well
demonstrated,
and
so
I
would
just
ask
everyone
to
consider.
AB
I
am
happy
to
withdraw
this
if
I
have
assurances
that
a
similar
model
is
in
the
works
here
and
that
we
will
hear
from
that
in
the
next
meeting
couple
meetings.
I
know
the
next
one
is,
of
course,
the
opening
meeting
and
that
may
not
be
possible,
but
we
start
to
get
into
September,
and
these
kids
are
back
in
the
classrooms
again,
it
seems
to
go
away
and
I.
Don't
think
this
is
just
too
important
to
go
away.
AB
These
are
our
kids
lives
and
they're
having
to
live
in
these
classrooms
for
hours
and
hours
and
hours
each
and
every
single
day,
and
it
has
to
reflect
all
of
them,
not
just
some
of
them,
not
just
the
ones
who
are
feeling
sad
that
day
it
has
to
always
reflect
them
and
I.
Think
we've
got
already
in
place
some
good
opportunities
there.
AB
I
do
not
think
that
coming
to
this
conclusion
and
solving
this
problem
is
an
impedement
or
a
hinderance,
because
that
says
that
those
students
who
are
being
victimized
right
now,
who
are
feeling
victims
who
are
feeling
like
they
don't
belong,
are
not
as
important
as
and
you
can
fill
in
that
blank
and
so
I
thought
we
could
do
it.
This
way,
I
am
happy
to
do
it
in
the
non-motion
way
too.
AB
The
reason
I
decided
to
present
it
as
a
motion,
because
I
was
not
convinced
that
we
do
have
consensus
on
the
problem.
I
still
continue
to
hear
some
members
Express
that
they
do
not
feel
it
is
a
problem
or
a
problem
that
is
important
enough.
That
these
concerns
raised
in
policy
is
is
still
a
solution.
Looking
for
a
problem
that
tells
me
we
do
not
have
consensus
as
members,
and
that
is
why
I
chose
to
do
that.
It's
not
that
I
do
not
trust
Dr
Bedell,
explicitly,
because
I
do
so.
Z
AB
B
AB
The
motion
can
be
withdrawn
by
any
member
at
any
time,
but
typically
it
is
not
the
person
who
addressed
it,
although
that
does
occur,
and
I
am
willing
to
make
that
withdrawal
as
appropriate,
but
before
I
do
I
just
want
to
know,
at
least
from
the
president
and
the
superintendent
in
my
withdrawal.
Is
this
just
killing
the
idea
altogether
or
are
we
going
to
figure
something
out.
AE
B
So
I'm
not
aware
of
a
situation
where
a
vote
occurs
with
a
promise
of
some
other
action.
I
think
the
vote
has
to
happen
at
that
time.
I.
AB
AB
AF
If
it's
been
amen,
if
it's
been
amended
since
changed,
that
could
alter
things,
but
that
has
not
happened
yet
there
are
some
other
quirks
to
it,
but
the
bottom
line
is
it's
not
emotional
withdrawal,
if
Miss
corkadel,
as
the
motion
maker
of
the
motion
that
remains
on
the
floor,
wishes
to
withdrawal
her
motion,
that's
the
end
of
the
debate
on
that
topic.
S
U
D
Well,
I
I
just
want
to
Simply,
say
I
I
applaud
Miss
corcodile
for
the
her
intent
and
I
I
also
applaud
her
for
for
the
offer
to
withdraw.
So
you
clearly
have
my
commitment
to
take
care
of
the
concerns
that
we
have
all
heard
and
I've
heard
what
Dr
Bedell
has
said,
he's
going
to
do
and
I
remember
just
a
while
ago,
hearing
information
about
a
a
proposal
about
a
redistricting
plan
that
was
off
the
charts.
D
The
work
was
superb,
so
I
I
applaud
you
miss
corcadel
for
being
willing
to
withdraw
it
and
I
think
we're
all
willing
to
work
together
collaboratively
as
a
board
with
Dr
medell
to
meet
the
needs
of
all
of
our
our
stakeholders.
T
I
just
wanted
to
add
Dr
Bedell
you,
you
said
you
expressed
your
commitment
that
all
voices
are
heard.
You've
made
that
clear
since
you
got
here
but
I
think
in
this
case
the
concern
is
that
all
voices
are
heard
and
addressed
and
I
I
know
you
would
do
that
I'm
stating
that
just
for
the
public,
because
I
know
that
many
at
this
point
are
just
feeling
like
this.
T
This
is
not
going
to
go
anywhere,
so
I
just
wanted
to
qualify
that
a
little
bit
and
that's
why
I'm
committed
this
I
I'm
hoping
the
board
is
committed
to
continuing
the
work,
but
thanks.
S
Let
me
just
speak
to
that
because
you
know
I
think
where
people
will
say
well.
I,
don't
feel
like
I'm
being
heard
generally
results
in
when
they're
not
getting
everything
that
they
want
and
that's
just
not
practical,
like
I'm,
not
I'm
not
going
to
be
able
to
please
everybody
and
I'm
not
going
to
pretend
to
try
I'm
going
to
try
to
do
everything.
I
can
to
listen
to
people
concerns
and
where
I
know
I
can
do
something.
I
can
do
it.
S
I,
don't
think,
there's
a
single
group
that
has
met
with
me
this
year,
where
they
can't
say
he
listened
to
me,
and
at
least
he
addressed
these
two
things
or
whatever
it
may
be.
So
that's
you
know.
I
think
I've
I've
displayed
that
in
this
first
year
I've
heard
people
from
all
sides
of
the
aisle
on
concerns
and
I
have
addressed
them
head
on
with
results.
So
you
know
I
just
want
to
put
that
out
there
because
sometimes
I
feel,
like
you
know.
S
B
Miss
corcodile
to
your
question
with
regard
to
leadership,
I
have
stated
I
believe
just
about
every
member
of
this
board
has
stated
their
desire.
The
fact
that
we
have
heard
everything
that's
been
said
and
that
we
continue
to
wish
to
hear
what
has
to
be
said
and
to
ensure
that
we
do
work
that
moves
us
forward
in
this
direction
that
we
have
all
stated.
We
want
to
go
now.
B
And
so
I
think
I'm
gonna
say
from
what
I've
heard
there
is
a
commitment
here
and
I
certainly
have
one,
but
I
haven't
heard
anybody
that
I
believe
isn't
committed
to
that,
and
certainly
I
think
we
have
in
our
chief
executive
somebody
who's
incredibly
good
at
executing
and
so
I
think.
That
is
that's
clear
to
me
from
what
I've
heard.
Okay
and
that's
what
I
understand.
I,
don't
know
if
that
fully
answers
your
question,
but.
AB
It
does
so.
Let
me
just
thank
all
of
you
because,
as
I
said
I
you
know.
Unfortunately,
you
know
when
you
do
decide
that
you're
going
to
do
a
full
analysis
and
listen
to
something
before
you
make
a
decision
that
can
very
well
mean
that
sometimes
right
the
minute
up
beforehand,
that
something
is
brought
to
light
that
needs
fleshed
out,
and
so,
as
I
as
I
said,
I
did
not
provide
ample
time
for
the
administration
to
review
this
or
take
a
look
at
it
because
normally
I
prefer
just
to
say
hey.
AB
Can
we
do
something
about
it,
knowing
full
well
that
I
already
know
that
that's
going
on
I
think
there's
a
lot
of
sensitivity,
a
lot
of
emotions
on
this
one
that
compelled
me
to
at
least
make
a
draft
and
part
of
that
draft
is
and
sharing
of
this
with
my
members.
It's
also
to
advise
everyone
that
I'm
looking
for
the
real
solution
amidst
all
of
the
opinions
and
to
build
that
consensus,
so
Madam
president
I
moved
to
withdraw
the
pending
motion.
AB
AB
It
was,
and
if
I
dismay
then
comment
and
thank
Dr
Bedell
and
his
new
staff
and
the
existing
staff
I'm
looking
forward
to
working
with
lots
of
changes
all
of
it
good,
and
let
me
just
say
that
at
no
moment
in
time
is
my-
is
my
faith
in
our
administration's
ability
to
get
this
done
and
do
it
well
and
I
hope
that
we
can
continue
to
get
updates
and
connect
and
find
better
ways
to
address.
That
and
I
assume
that,
of
course,
if
there
is
something
that
needs
adjusted.
AB
That
is
not
clear
in
policy
that
that
would
be
brought
forth
to
our
policy
committee
and
fleshed
out
thoroughly
and
then
lastly,
I'm
just
going
to
say
that
I
hope
that
we
would
consider
taking
advantage
of
a
little
piece
of
our
policy
on
policy
in
the
future.
Particularly
on
on
some
of
the
the
other
issues.
I
wish.
We
would
have
had
it
in
place
for
the
anti-discrimination
and
some
of
our
other
policies
on
bullying
and
bias
whenever
we
first
approached
it,
and
that
was
to
actually
connect
with
the
stakeholders
in
advance
and
I.
AB
Think
that's
something
that
we
can
start
to
build
towards
and
support
as
a
board
moving
forward
with
that,
regardless
of
who
is
making
the
over
the
suggestion
of
a
policy
so
that
we
can
maybe
build
a
little
more
consensus
when
we,
as
as
individual
board,
members,
are
looking
to
find
that
common
ground
and
maybe
better
demonstrated
than
we
have
in
the
past.
Thank
you
very
much.
Thank.
B
B
You
Ms
corkito
I,
appreciate
your
trying
to
leave
us
here
with
some
sense
of
what
the
next
steps
are
all
right.
So
that
brings
us
to
item
7.04
student
organizations,
Ms
Wilson
you're
still
with
us.
B
Okay,
I'd
still
see
a
light
from
you.
Ms
Ellis
is
that
Nana?
Okay?
Are
there
any
questions
for
Ms
Wilson
on
this
all
right,
Dr
Bedell.
B
All
right,
I
have
a
motion
and
a
second
I'm
just
going
to
look
for
lights
on
this
one
I
see
no
additional
lights:
okay,
Miss
Howell.
Z
AC
Dent
aye
Mr
Lynn
aye
Mr
silkworth
aye
Ms
Frank
aye,
Miss,
Ellis
aye
Dr
Tobin
aye
motion
passes
7-0.
Thank.
B
You
so
that
takes
us
to
policy
revision's
first
reading
item
7.05
special
education
programs
for
students
with
disabilities
code
iff.
AA
AD
Policy
iff
special
education
programs
for
students
with
disabilities
is
for
you
this
afternoon
on
first
reading,
Miss
McGowan
has
been
instrumental
in
crafting
the
revisions
proposed
to
the
policy
and
I'd
like
to
thank
her
once
again
for
her
collaboration.
The
policy
was
last
revised,
May
12
2012,
and
ensures
that
infants,
Toddlers
and
students
with
disabilities
receive
a
free,
appropriate
public
education
and
related
services
in
the
least
restrictive
environment
appropriate
for
the
child,
in
accordance
with
federal
and
state
laws
and
regulations.
AD
Specifically,
the
policy
has
been
revised
to
update
style
and
formatting
reflect
that
special
education
services
are
provided
to
individuals
birth
through
the
end
of
the
school
year
in
which
the
individual
turns
21
years
old
and
reflect
current
and
best
practices,
and
with
that
Miss,
McGowan
and
I
would
be
happy
to
take
any
questions
you
have
on
this
policy.
All.
B
Right,
thank
you.
Ms
Wilson
I
will
go
by
lights
on
this
one,
so
I
believe
Ms
shulheim
was
the
first.
E
Yes,
good
afternoon,
good
evening,
goodness
I
am
so
excited
about
this
policy.
I
think
this
is
I
from
what
I've
been
able
to
process
in
the
short
time
that
we've
had
the
draft
of
the
the
first
of
this
policy
in
front
of
us.
It
seems
like
lots
of
great
steps
to
improve
the
learning
environments
of
our
students
with
special
needs
are
being
addressed
and
just
very
excited
about
this.
I
am
quite
certain
I'll,
be
in
touch
with
Miss
Wilson
between
now
and
second
reader.
E
Just
to
ask
some
some
questions,
I'm
still
getting
my
thoughts
together
and
I.
Just
I
hope
that
this
I
know
that
this
is
an
important
first
step
to
recognizing
that
inclusion
is
not
just
a
place
that
it's
it's
a
mindset.
It's
it's
it's
a
it's
a
just
a
way
of
of
being,
but
we
we
have
to
look
beyond
the
physical
place
and
make
sure
inclusion
happens
on
every
level
with
instruction,
so
our
students
are
are
best
served
and
so
I'm
just
I'm
really
excited
about
this.
B
Course,
thank
you.
Ms
Ellis.
Q
T
You
I
just
quickly
want
to
thank
you,
Mr,
McGowan
and,
and
your
team
for
your
inputs
on
this.
For
me,
as
someone
who
is
elected
in
2018,
it
largely
feels
like
a
new
day,
because
these
inputs
to
me
demonstrate
an
understanding
of
the
needs
of
our
students
and
a
commitment,
so
I
I
greatly
appreciate
it.
Thank
you.
B
Yes,
I
would
like
to
add
my
thanks:
Ms
McGowan.
It
was
tremendously
helpful
to
have
you
and
and
behind
you,
your
team,
the
input
and
the
policy
committee
and
I
too
feel
like
this
is
potentially
a
wonderful
step
forward
for
our
students
with
special
needs.
So
thank
you
very
much.
B
I
see
no
other
lights
on
that.
So.
AD
D
Z
AC
B
B
AE
Thank
you.
I
would
like
to
urge
aacps
to
invest
in
growing
our
vocal
and
instrumental
ensembles
at
all
levels,
especially
in
school
systems
where
enrollment
is
struggling.
Many
factors
cause
an
interruption
in
student
participation
that
trickles
up
the
feeder
system
and
negatively
impacting
programs
for
years.
AE
Music
in
schools
is
community
building
many
students
who
don't
fit
in
easily
find
a
home
in
the
band
or
chorus
room
along
with
others
who
are
at
ease
in
many
environments,
student
musicians
and
ensembles
get
to
work
together,
cooperatively
across
identities,
ideologies,
backgrounds,
levels
of
ability
and
experience
towards
a
common
goal.
They
encourage
and
help
one
another.
The
act
of
making
music
is
interdependent.
Where
musicians
rely
on
one
another
to
achieve
together.
What
no
one,
no
matter,
how
talented
or
dedicated
could
achieve
a
loan?
AE
No
one
gets
benched
in
chorus
band
or
orchestra,
all
players
matter.
Student
musicians,
form
bonds
and
friendships
with
others
with
whom
they
might
not
otherwise
interact.
Forging
meaningful
bonds
and
commonalities
across
groups
is
one
very
effective
way
to
help.
Quelch
unnecessary
fears,
prejudices
and
biases
that
are
barriers
to
strong
communities.
Performance
is
a
liminal
experience
that
developing
Minds
crave.
It's
exciting
a
little
bit
frightening
and
a
successful
performance
is
a
great
reward.
Many
opportunities
for
students
to
perform
music
allow
more
students
to
take
a
risk
in
a
safe
and
meaningful
way.
AE
Reading
music
and
producing
the
corresponding
sound
uses
one's
whole
mind
while
they're
making
music
our
students
are
also
making
connections
in
their
brains,
developing
spatial
temporal
skills,
cultivating
critical
thinking
and
Leadership
skills,
acquiring
self-esteem
and
the
ability
to
work
cooperatively
in
teams
being
creative,
releasing
stress,
learning
the
value
of
sustained
effort
using
time
management
experiencing
concrete
rewards
of
hard
work,
and
so
much
more.
Thank
you
for
your
time.
Thank
you.
AG
Hi
thanks
for
having
me
here
and
thanks
for
sticking
it
out
for
so
long.
First
I'd
like
to
thank
the
board
for
the
opportunity
to
meet
so
many
interesting
and
determined
people
over
the
last
several
weeks,
as
we've
choked
our
way
through
a
certain
policy
that
I
can't
mention.
AG
Second
I
would
like
to
acknowledge
all
the
teachers
that
I've
known
beforehand
and
I've
met
through
this
I'm
kind,
compassionate
dedicated
people
who
truly
make
me
believe
in
the
public
education
system.
Dr
Bedell
in
this
board
should
be
proud
of
the
teachers
that
they
have
and
I
urge
you
to
continue
to
find
more
like
them
to
fill
our
classes,
so
our
schools
can
be
the
best
in
the
state.
AG
Third
I've
met
a
whole
bunch
of
students
before
this
and
during
the
latest
festivities
and
I
am
astounded.
They
are
absolutely
amazing
people
they
are
dedicated.
They
are
smart,
they
are
courageous,
they
are
Innovative,
they
are
awesome.
They
have
helped
restore
my
faith
in
the
future
almost
to
a
single
person.
So
thank
you
for
those
opportunities.
AG
Originally
I
was
going
to
come
here
and
I
was
going
to
talk
about
Equity
lenses.
However,
I'm
not
allowed
to
call
out
a
board
member,
but
a
certain
board
member
just
went
ahead
and
completely
dissected
the
entire
thing
for
a
demonstration.
N
Thank
you
for
the
opportunity
to
speak
about
hate
speech
and
bullying
is
recently.
It
seems
the
rhetoric
of
how
minorities
shouldn't
have
more
representation
than
major
than
the
majority
does
has
been
on
the
rise.
No
one
is
asking
for
more
representation.
Instead,
our
fellow
Americans
are
asking
for
equal
representation.
It
is
our
job
as
parents
and
Guardians
to
teach
our
children
tolerance.
They
don't
need
to
agree
with
others
choices,
but
they
do
need
to
be
respectful
of
them.
Our
children
are
watching
and
learning
from
us.
They
see
how
we
behave
and
will
follow
suit.
N
It's
vital
that
we
provide
our
children
with
an
environment
where
they
feel
represented,
respected
and
comfortable
being
themselves
I'm,
not
speaking
to
politics
or
religion.
We
all
agree
that
that
has
no
business
in
our
school.
What
I'm
concerned
about
is
bullying
and
hate
speech
and
how
the
districts
and
schools
will
be
handling
increased
instances
of
it.
N
My
special
needs
daughter
has
dealt
with
these
issues
in
the
past
and
the
school
handle
handled
it
proficiently,
but
this
past
year
my
son
has
reported
more
frequent
hate
words
being
used
by
students,
some
which
are
shocking
to
hear
I
want
to
ensure
the
district
has.
Plans
to
place,
has
plans
in
place
to
not
only
provide
solutions
to
situations
of
bullying
and
hate
speech,
but
also
that
there
are
proactive
measures
in
place
to
Ward
them
off
before
they
begin.
This
country
is
supposed
to
be
founded
on
freedom,
inequality.
B
You
thank
you
all
I,
I
believe
again.
We
we
are
not
going
to
be
able
to
have
our
virtual
comment
and
the
next
person
is
not.
We
have
other
people
who
who
unfortunately,
couldn't
wait
out
the
time.
So,
thank
you
all.
Congratulations.
Mr
Lynn,
you've
you've
gone
through
a
long
first
meeting.
We
are
delighted
to
have
you.
B
Thank
you
all
have
to
adjourn.
Yes,
do
we
have
a
move
to
adjourn?
Do
we
have
a
second
okay
consensus?
Thank
you
good
at
good
evening.
Everyone.