►
From YouTube: BOE Public Workshop/Forum 02-13-2023
Description
No description was provided for this meeting.
If this is YOUR meeting, an easy way to fix this is to add a description to your video, wherever mtngs.io found it (probably YouTube).
A
A
A
A
A
A
A
A
A
A
A
A
A
B
B
Good
evening
and
welcome
to
this
Workshop
of
the
Board
of
Education
tonight,
the
Board
of
Education
will
hear
updates
from
superintendent
of
schools,
Dr
Mark
Bedell
and
his
staff
on
the
school
system's
work
towards
submitting
its
implementation
plan,
as
required
by
the
blue
blueprint
for
Maryland's
future
and
follow
that
with
an
open
topic
public
forum,
this
Workshop
is
open
to
the
public.
However,
there
is
no
public
testimony.
B
Tonight's
Workshop
is
being
broadcast,
live
on,
aacps
TV,
which
can
be
found
on
channel
96
on
Comcast
and
astound,
and
channel
36
on
Verizon
High
Definition
broadcast
can
be
seen
on
channel
996
on
Comcast
channel
496
on
astound
and
channel
1961
on
Verizon.
It
is
also
being
streamed,
live
on
acps
YouTube
channel.
Thank
you
for
joining
us
so
good
evening.
Everyone.
C
C
And
so
we
want
to
get
right
into
the
workshop.
We
will
have
Shannon
Pugh
and
Matthew
stansky,
who
will
take
us
through
this
presentation.
D
Me
all
right,
so
just
the
center
of
the
board
in
the
community
about
the
requirements.
The
accountability
and
implementation
board
are
required
to
adopt
a
comprehensive
implementation
plan.
They
did
so
on
the
required
deadline
of
December
1st
and
then
the
24
leas
and
all
other
government
and
non-profit
entities
that
are
required
to
submit
a
blueprint.
Implementation
plan
are
to
do
so
within
the
guidelines
outlined
of
that
comprehensive
implementation
plan
outlined
by
the
aib,
and
we
are
to
do
so
by
March
15th
of
2023..
D
So
there's
really
three
implementation
plans
that
will
be
happening
over
the
next
decade.
The
first
obviously
is
the
one
we
just
talked
about
for
March
15th
2023.
That
is
a
two-year
plan,
so
that
is
the
year
we
are
currently
residing
in
and
next
school
year,
the
2003-2024
school
year
and
then
followed
up
with
that
in
the
following.
D
March
of
March
of
2024
will
be
a
five-year
implementation
plan,
starting
July,
1st
2024
and
going
through
June
30th
of
2029,
and
that
actually
lines
up
really
nicely
with
our
five-year
strategic
planning
process
that
we'll
be
embarking
on
as
well.
So
there's
really
nice
Synergy
between
those
two
and
obviously
we'll
see.
You
know
the
the
blueprint
implementation
plan
will
be
one
of
the
four
center
pieces
that
Dr
Pugh
will
walk
you
through
here.
As
far
as
the
Strategic
plan.
E
So,
building
off
of
what
Mr
stansky
just
said,
this
is
great
timing,
as
we
work
on
a
new
strategic
plan
for
Anne
Arundel
County
and
the
fourth
pillar
that
Dr
Bedell
has
laid
out
for
our
strategic
plan
is
adherence
to
blueprint.
So
it's
a
great
opportunity
to
put
things
together
instead
of
trying
to
put
different
things
on
top
of
each
other.
So
we're
looking
forward
to
that.
E
I
want
to
go
over
a
little
bit
of
our
process
so
far
of
getting
input
into
our
our
blueprint
plan
for
the
initial
submission
I'm
not
going
to
go
into
all
the
different
opportunities
that
we've
we've
engaged
with
with
different
partners.
You
see
on
the
screen.
I
do
want
to
call
out
just
a
couple,
so
we
formed
some
subcommittees
and
both
of
our
bargaining
units
Tac
and
AEL,
the
teachers
and
administrators,
but
we're
invited
to
assign
somebody
to
every
single
one
of
our
subcommittees,
and
then
we
also
engage
with
parent
organizations.
E
Parents
receive
notification
from
Miss
Lombardi,
and
then
they
signed
up
if
they
were
interested.
Krask
was
a
great
group
to
bring
our
students
together
to
participate
and
also
many
Community
agencies,
like
the
mental
health
agency.
I
also
want
to
just
talk
about
we
reached
out
to
establish
organizations
throughout
the
community
and
sought
opportunities
to
come
to
one
of
their
standing
meetings
to
present
information
on
our
plan
to
get
their
feedback.
You
see
a
few
of
them
up
on
the
screen
and
a
big
thank
you
to
all
of
them.
E
Kraska's
up
there
again,
the
education
committee,
the
NAACP
The
Joint
Commission,
on
eliminating
the
opportunity
Gap
and
a
few
others
wanted
to
just
share
that.
We
also
were
able
to
really
use
a
lot
of
the
data
that
came
from
the
listening
and
learning
tours.
We
had
almost
a
thousand
people
through
our
16
different
sites
and
even
though
there
was
never
a
question
that
says
what
do
you
think
about
blueprint
as
we
read
through
the
data?
E
There's
all
types
of
responses
and
questions
and
thoughts
related
to
Early,
Childhood
related
to
CCR
related
to
all
those
things
that
we're
able
to
build
in.
So
that
was
very
fortunate
for
us
to
be
able
to
use
that
data.
I.
Do
want
to
take
a
moment
just
to
do
a
lot
of
appreciation,
the
plan
as
it
is
still
being
constructed,
but
our
team
leads
and
team
member
team
members.
This
is
not
their
full-time
job
at
all,
so
they
were
really
a
lot
of
late.
E
Nights
have
been
involved
with
this,
so
I
do
want
to
recognize
the
work
of
our
aacps
offices
and
then,
of
course,
the
leadership
team.
Lots
of
Community
Partners
here.
I
also
want
to
thank
the
aib
and
msde,
because,
although
we
have
some
bumps
along
the
road,
I
will
say
that
there
has
never
been
one
moment
through
all
of
this,
where
we
could
not
call
and
ask
someone
a
question.
E
We
might
not
know
the
answer
yet,
but
I
do
want
to
publicly
recognize
that
they
are
going
above
and
beyond
offering
evening
office
hours
and
all
types
of
things
so
I
do
want
to
recognize
them
and,
of
course,
the
support
of
other
blueprint.
Implementation
coordinators
in
Maryland
we've
been
sharing
a
lot
of
work
and
under
the
leadership
of
actually
pazam
with
that
and
Mary
Pat.
So
I
just
want
to
do
that
piece.
E
I
just
caught
a
little
bit
to
tell
you
about
the
plan,
and
so
we
have
a
template
provided
by
msde.
There
are
164
questions.
They
are
divided
by
pillars.
There
are
some
common
question
types
as
Mr
stancy
said
this
submission
is
really
about
what
we're
doing
this
year.
What
we're
doing
next
year,
we
have
several
questions
related
to
verification
of
compliance.
Have
you
done
this?
E
What's
the
name
of
this
person
a
lot
of
them
just
talking
about
challenges
just
so,
we
can
start
thinking
about
those,
as
we
think
about
our
future
plans,
questions
about
communication.
Specifically,
how
are
we
communicating
with
families
that
was
probably
the
most
common
question?
We
were
able
to
engage
community
members
with
you
know:
how
best
can
we
communicate
with
you
as
a
stakeholder
initial
plans,
references
to
previous
documents,
so
that
was
throughout
data
tables?
There
are
a
lot
a
lot
of
data
tables
in
here
we
are
still
finalizing
those.
E
You
know
that
we
only
recently
got
some
test
data
and
some
other
things
from
the
state.
So
we
have
teams
working
on
that,
so
what
Mr,
stansky
and
I
are
going
to
do?
We
really
struggled
with
how
do
we
present
that
we've
answered
164
questions
or
almost
you
can
relax.
We
do
not
plan
on
reading
164
questions
and
answers
to
you,
but
we
thought
we
would
highlight
a
few
things
from
the
different
areas,
but
also
just
to
be
honest.
We
are
still
working
and
polishing
our
our
final
responses.
D
All
right
so
we'll
start
with
policy
or
pillar
number
one
which
is
our
early
childhood
and
we're
going
to
focus
on
two
objectives:
first,
being
expansion
of
the
high
quality
funded
full
day,
Pre-K
for
all
eligible
students
and
students
and
families
who
want
to
participate
in
that
expansion
of
family,
supports
ier,
Judy,
Center
programs,
so
the
first
objective,
which
is
again
expanding
high
quality,
publicly
funded
all-day
Pre-K.
A
couple
big
takeaways
and
couple
big
themes
that
the
aib
and
MSD
we're
looking
for
is
just
communication
with
families.
How
do
families
know
about
these
opportunities?
D
So,
of
course
we're
gonna.
We're
gonna
continue
our
traditional
ways
of
of
communicating
the
pediatrician's
office
websites,
Department
of
Health
Department
of
Social
Services,
but
we're
also
going
to
look
to
expand
that,
obviously,
with
a
community-based
meetings.
Libraries
visits
into
the
communities
even
like
thinking
about
going
door
to
door
with
maybe
ppws
or
even
community
in
our
community
schools
using
our
community
school
coordinators
to
really
get
that
message
out.
Obviously,
language
support
as
well
to
get
those
messages
out
is,
is
also
critical
and
then
working
with
our
private
providers.
D
Right
again,
there's
going
to
be
increased
pressure
on
our
facilities
and
our
limited
construction
dollars,
and
so
that
engaging
those
private
Partners
talking
to
them
about
what
barriers
remain
in
place
for
them
to
actually
participate
with
us.
Communicating
that
to
State
leaders
to
maybe
you
know,
get
some
relief
when
it
comes
to
the
regulatory
requirements
so
that
we
can
get
some
of
these
private
providers
on
board
with
us
to
again
allow
more
students
to
participate
in
the
program
and
without
having
to
to
you
know,
expend
precious
Capital
dollars
to
expand
our
building
footprint.
D
In
order
to
do
this
and
for
the
Judy
centers.
So
we're
you
know,
applying
their
grants
come
each
year
through
msde
there's
going
to
be
nine
new
grants
for
next
year,
districts
have
been
already
notified,
which
areas
we
can
apply
for,
and
so
the
Mead
cluster
is
on
our
list
to
be
able
to
apply
for
just
a
reminder
to
the
board
that
Judy
centers
must
be
on
school
property
and
then
again
for
future
considerations.
D
E
E
The
first
part
really
just
asked
us
to
refer
back
to
our
diversity,
hiring
report
that
we
submitted
several
months
ago.
So
so
we
do
that
within
the
report.
As
we
as
we
reported
last
time,
we
were
with
you,
we
are
seeing
some
little
uptake
a
little
bit
with
our
new
hires
being
more
diverse
than
some
of
our
current
employees.
Who've
been
here
for
a
while,
so
under
biscutris's
leadership,
hopefully
we're
seeing
some
some
movement
in
the
right
direction.
There
they
did.
E
We,
we
did
have
an
opportunity
to
think
about
our
strategies
to
increase
the
number
of
candidates
that
we
might
be
able
to
pull
from.
We
continue
to
build
Partnerships
with
institutions
of
higher
education,
and
we
do
outline
those
within
within
our
plan
and
talk
about
our
recruitment
efforts.
Maryland
has
always
been
an
importing
state,
or
at
least
for
the
last
several
decades
we
are
used
to
going
to
nearby
States
and
a
little
bit
farther
to
try
to
recruit
Educators,
who
might
be
interested
in
coming
to
the
beautiful
County
of
Anne
Arundel.
E
But
you
do
know
our
efforts
to
go
to
Puerto
Rico
to
to
go
even
farther
across
the
United
States.
So
we
do
highlight
those
efforts
that
we
are
making.
We
also
wanted
to
highlight
opportunities
for
alternative
certification
for
recent
graduates.
Somebody
might
have
graduated
recently
with
a
degree
that
isn't
education,
but
education
might
be
something
that
would
would
fit
well
with
them.
It
would
be
interested
in
so
we're
looking
at
that.
E
That
would
be,
in
addition
to
our
very
well
established
RTC
program,
which
is
residence
resident
teacher
program
that
we
work
with
Anne
Arundel,
County
Community
College
for
that
program,
so
finding
ways
to
put
that
together,
we
also
are
leveraging
our
Maryland
leads
Grant
to
find
Opportunities
to
take
our
teaching
assistants
who
are
in
our
who
are
in
our
schools
and
see
if
they
would
like
to
have
some
support
to
become
teachers.
And
so
how
can
we
work
with
them?
E
That
Grant
is
working
with
a
couple
different
universities
to
provide
opportunities
for
our
teaching
assistants
to
pursue
a
degree
in
a
certification?
If
that
is
something
that
they
would
like
to
do,
we
also
are
expanding
our
grow,
our
own
thinking
about
our
high
school
students,
who
might
be
interested
in
teaching
all
of
our
schools,
do
have
programs
for
our
students
to
think
about
teaching,
but
really
being
a
little
bit
more
deliberate
thinking
about
the
opportunity
that
blueprint
puts
a
friend
of
us
for
dual
enrollment.
E
So
we
are,
we
will
start
working
on
a
career
ladder,
which
is
is
something
that
we
have
begun
talking
with
our
bargaining
unit
with,
but
the
focus
in
this
submission
is
really
about
national
board
certification,
how
we
support
our
our
teachers
in
that
process,
we
had
a
one-on-one
opportunity
with
msde
this
last
Friday
in
our
responses
to
this
were
commended
and
actually
talked
about.
Our
program
is
really
a
model
for
the
state
of
the
support
that
we
have
for
teachers,
and
so
we
got
a
good
shout
out
for
that.
E
We
are
talking
about
trying
ways
to
have
schools
that
are
that
we
think
of
as
more
of
high
needs
schools.
What
can
we
do
within
those
schools
to
encourage
teachers
in
those
schools
to
go
through
the
national
board?
Certification
process
have
a
lot
of
great
ideas,
including
actually
taking
cohorts
to
them,
so
they
don't
have
to
go
somewhere
else
to
join
another
cohort.
E
So
if
teachers
at
a
specific
schools
want
to
join
together,
we're
going
to
actually
send
help
to
them,
we
have
about
55
mbcts
in
the
county,
who
provide
supports
to
teachers
who
are
going
through
that
process
and
then
I
already
talked
a
little
bit
about
the
career
ladder.
We
have
formed
a
career
ladder
subcommittee.
We
have
had
our
first
meeting
with
Tac
on
that
which
is
really
just
to
talk
about
some
of
the
legal
requirements
in
those
pieces.
So
just
letting
the
state
know
that
that
is
part
of
our
process.
E
The
plan
also
has
a
place
just
to
put
in
some
data.
So
just
so
you
know
we
did
have
to
document
how
our
our
plans
to
meet
the
requirement
of
10
pay,
raise
by
June
30th
of
2024,
and
also
plans
for
meeting
the
sixty
thousand
dollar
minimum
for
new
teachers
by
July
of
2026..
It's
it's
just
a
chart,
but
I
thought
I'd
mention
that.
D
So
we're
going
to
go
through
four
objectives
here:
objective
one,
which
is
that
students
have
this
Equitable
opportunity
to
become
College
and
Career
ready
and
then
meet
the
standard
at
an
equal
rate.
Objective
two
is
that
ensuring
students
are
progressing
towards
that
CCR
requirement.
Objective
three
is
to
ensure
that
the
district
has
implemented
those
Pathways
and
that
there's
a
final
objective,
which
is
there's
high
quality
career
counseling
and
Career,
and
Technical
education
programs
in
the
district
so
objective
one.
D
So
we
really
focused
on
our
comprehensive
literacy
and
math
plan
math
plans
revising
the
current
plan,
the
more
tightly
aligned
with
the
science
of
reading
as
part
of
our
strategic
plan.
Again,
our
professional
development
that
we've
already
been
implementing
that
this
board
authorized
funding
for
around
the
science
of
reading,
as
well
as
best
practices
in
mathematics.
D
We
are
strategically
using
their
our
transitional
supplemental
instruction
funds,
which
is
our
k-3
tutoring
for
reading
and
math,
as
well
as
Community
School
funds
to
support
literacy
and
Mathematics,
and
then
a
selection
of
high
quality
materials
around
in
professional
development
around
using
those
resources.
And
then
we
did
talk
about
there's.
You
know
some
communication
challenges
about
about
the
learning
about
this,
about
the
changes
that
we're
making,
but
that
we're
talking
about
virtual
and
in-person
meetings
to
help
communicate
those
changes
moving
forward,
all
right,
ensuring
that
all
students
are
meeting
towards
our
CCR
goal.
D
So
we're
going
to
do
some
enhanced
progress,
monitoring,
ensuring
that
current
assessments
and
protocols
for
analyzing
data
and
planning
instruction
we're
looking
at
tiered
interventions,
the
response
to
intervention
system
and
again,
the
use
of
those
TSI
funds
and
our
Sr
tutoring
dollars
to
support
all
of
our
students.
K-12
in
need.
D
The
implementation
of
CCR
Pathways
so
again
supports
for
students
who
are
not
yet
CCR,
so
we're
looking
at
in-school
supports
the
extended
day
extended
year
opportunities
again,
really.
We
have
a
great
opportunity
with
our
Esser
dollars
over
the
last
few
years,
to
really
enhance
our
summer
program
and
enhance
our
in-school
support
program
for
these
students.
We're
offering
you
know
virtual
evening
tutoring.
This
will
be
offered
again
next
school
year
and
again
we're
committed
to
making
sure
student
all
students
have
these
opportunities.
D
We
have
additional
literacy
and
math
supports
at
our
cat
centers
and
have
put
together
individual
learning
plans
as
well,
and
then
for
the
students
who
are
CCR.
We
have
obviously
now
dual
enrollment,
which
will
be
free
of
charge,
as
well
as
all
the
AP
and
IV
exams
and
Pathways
as
well,
and
then
high
quality
career
counseling.
D
So
again,
we'll
you
know,
Wednesday
we'll
walk
through
the
budget
one
more
time,
but
we'll
be
submitting
five
million
dollars
over
to
the
Anne
Arundel
County
Workforce
Development
board,
in
partnership
with
that
entity
and
the
Community
College
to
begin
this
career
counseling
program,
which
will
be
implemented
for
all
students
in
grades
6
through
12.
D
We
will
develop
a
memorandum
of
understanding
which
will
outline
the
requirements
of
all
three
entities
and
layout
specifically
what
are
what
services
our
students
will
be
provided
with
this
with
this
funding
and
then
obviously
we
are
currently
with
our
CTE
program.
We
have
47
completer
programs
and
again
that
sees
those
CCR
dollars
will
pay
for
any
sort
of
exam
that
a
student
may
have
to
take
that
it.
Currently
they
have
in
the
past,
had
to
pay
for
out
of
pocket.
They'll
now
receive
the
that
exam
free
of
charge
as
well.
E
So
then
we
move
on
to
pillar
four,
so
the
objectives
that
we
are
addressing
in
this
plan
include
how
we're
using
additional
funding
that
we
received
for
English
language
Learners,
improving
education
for
students
with
disabilities,
some
compliance,
questions
related
to
community
schools,
high
concentration
of
poverty,
grants
and
then
expanded.
Enhanced
student
health
services
is
in
this
section
we
were
in
our
plan.
We
address
our
communication
with
multilingual
families
and
Randall
county
is
very
fortunate
to
have
a
pretty
strong
system
to
communicate
with
our
family,
so
we
do
have
bilingual
facilitators.
E
We
also
now
have
a
individuals
and
Mr
mosher's
office,
as
well
as
the
transportation
office
who
are
bilingual
so
as
families
and
a
call
for
whatever
reason
we
are
able
to
provide
them
direct
support
instead
of
having
to
do
an
intermediary
and
the
part.
E
We
also,
as
far
as
the
use
of
additional
funds,
that
for
English
language
Learners
remember
this
is
this
year
and
next
year
and
we
are
using
those
funds
for
positions
so
primarily
teaching
positions,
Aid
positions,
some
professional
development.
We
also
have
a
really
nice
program
related
to
Avid
and
some
of
our
middle
schools
that
are
actually
specifically
classes
specifically
for
our
English
Learners,
which
I
think
is
a
great
opportunity
for
students
there.
E
So
a
little
highlight
there,
professional
development
for
here,
as
well
as
when
we
get
to
special
education,
very
excited
that
that's
probably,
that
is
going
to
be
the
Cornerstone
and
one
of
Dr
bedell's
ideas
this
summer
to
have
an
academy
for
teachers
to
attend
for
professional
development
over
the
summer.
So
this
one
is
going
to
definitely
be
included
there.
When
we
get
to
increase
funding
for
students
with
disabilities,
we
see
pretty
much
the
same
thing.
We're
definitely
taking
advantage
to
try
to
fill
position
or
try
to
hire
additional
staff
for
teachers
and
Aid
positions.
E
I
IEP
clerks
that
professional
development.
We
also
have
we're
required
to
talk
a
little
bit
about
the
mitigation
strategies
for
over
and
under
identification.
So
we
do
have
a
our
our
team.
Our
Special
Education
team
did
address
this
talking
about
our
multi-tiered
systems
of
support
that
we
have
and
then
the
professional
development
training
that
we
work
with
with
our
teachers
to
identify
biases
and
hopefully
that
would
lead
to
less
over
identification
of
some
students
and
then
talking
about
how
we
address
instruction.
E
Anne
Arundel
County
with
our
students
with
disabilities,
and
we
focus
a
lot
on
our
co-teaching
model
that
has
been
the
foundation
of
our
approach
to
teaching
students
with
special
needs
for
decades,
so
highlight
that
and
to
build
upon
what
we
have
there.
E
So
we
have
a
couple
compliance
questions
here,
related
to
Community
Schools,
so
we
do
report
that
we
have
14
out
of
15
Community
Schools
with
a
full-time
program
manager
who
is
the
coordinator
of
the
program,
and
we
also
had
to
confirm
that
all
of
our
community
schools
have
a
full-time
nurse.
This
is
also
an
opportunity
in
the
plan
for
us
to
highlight
the
Partnerships
that
our
schools
have
been
able
to
create
in
the
process.
E
We
were
given
permission
from
msde
on
Friday,
and
this
is
for
every
school
or
every
District
that
we
can
a
link
to
all
of
the
Partnerships,
because
we
need
to
talk
about
that
in
districts
that
are
having
a
large
number
of
Community
Schools.
It
would
be
several
pages
in
the
plan,
so
they're
just
encouraging
us
to
to
have
a
link
to
that.
So
that's
what
we'll
have
there?
E
As
you
know,
I
know
Mr
vogelen
spoke
to
you
before
about
our
Behavioral
Health
supports
within
our
County,
and
we
did
have
to
submit
Behavioral
Health
Plans
in
objective
five.
E
Accountability
is
really
primarily
thought
about
with
msde
and
aib
and
that
oversight.
We
did
have
the
opportunity
to
talk
about
the
stakeholders
that
we
included
in
our
plan
and
the
teams
that
we
will
create
to
ensure
implementation
of
our
plan,
and
we
were
asked
to
identify
the
opportunities
that
we
had
in
front
of
our
school
board.
So
we
did
mention
all
three
of
those
dates
with
us
and
we
do
know
that
we
spoke
to
you
before.
These
are
not
the
only
three
times
but
specifically
for
the
implementation
plan.
D
All
right
next
steps
just
a
reminder
to
the
board
and
to
the
community
that
our
online
survey
remains
open
until
the
19th
I
believe
a
notification.
Another
notification
went
out
today,
so
thank
you,
Mr
Mosher,
for
that
we
are
planning
to
have
a
final
draft
of
the
plan
routed
to
the
to
Dr
bedell's
leadership
team
around
the
23rd
of
February.
D
After
those
revisions,
we
will
submit
to
the
superintendent
on
March
1st
for
his
approval
and
to
meet
the
the
March
15th
deadline
as
outlined
in
state
law,
and
with
that
we
have
again
for
anybody
who
wants
to
provide
feedback.
We
have
a
big
survey
that
you
can
provide
feedback
for
or
individual
pillars.
If
you
have
a
specific,
you
know
feedback
around
Pre-K
or
College
and
Career
Readiness.
D
B
Thank
you.
Thank
you
very
much
for
your
continued
work.
I
know
that
our
district
has
gotten
a
reputation
for
being
very
much
in
the
Forefront
of
this
work
and
that's
thanks
to
both
of
you
and
and
the
many
people
who
are
engaged
in
this.
So
thank
you.
So
just
a
reminder
to
my
colleagues:
I'll
go
and
roll
call
order.
B
Please
keep
your
questions
to
two
questions
and
if
there
are
more,
we
will
do
another
round
so
tonight
it's
always
a
surprise
to
the
board.
It
begins
with
Miss
Dent
yeah.
F
Said
I
have
any
questions
just
to
comment
so
I
appreciate
all
the
community
outreach
that
you
have
done
over
and
over
again
I've
gotten
lots
of
great
feedback.
If
there's
someone
at
Anne,
Arundel
County
doesn't
know
about
what
we're
planned
is
for
blue
Maryland
blueprint,
then
I
would
be
very
surprised,
so
I
appreciate
not
only
all
the
groups
that
you've
reached
out
to,
but
just
answering
all
the
questions.
F
It's
been
a
remarkable
event
and
it's
been
a
lot
of
work
that
you
put
together
so
I
just
want
to
thank
both
of
you
all,
but
more
so
you
for
just
all
the
support
that
you've
done
and
all
the
feedback.
So
thank
you.
B
H
H
I've
looked
in
at
things
such
as
the
career
ladder
and
so
forth,
and
I
see
so
many
just
so
many
ways
that
that
can
go
so.
I
too,
would
like
to
thank
everybody
for
all
of
the
work
that
you've
done,
and
this
is
going
to
be
great
for
our
kids,
but
at
the
same
time
we
still
have
a
lot
more
work
to
do
and
there's
a
lot
more
to
go
into
understanding
the
complexity
of
of
this.
A
I
Thank
you
and
and
ditto
on
the
settlements.
I
mean
the
two
of
you
in
particular,
are
well
sought,
advisors
on
the
blueprint
and
considering
the
few
short
years
ago
that
we
started
all
this
and
and
the
complexity.
It's
just
amazing.
I
So
thank
you.
So
very
much
I
just
have
a
couple
frequently
asked
questions
that
I've
received.
That
I
think
would
be
appropriate
to
ask
at
this
time.
So
one
of
them
is
the
nursing
Services
surrounding
the
Community
Schools
we've
been
just
as
labor
challenged
in
that
Arena
or
I
should
say.
The
health
department
has
been
similarly
challenged
and
identifying
and
hiring
folks
to
work
at
our
schools.
I
So
with
this
being
a
mandate
of
the
blueprint
for
the
full-time
nursing,
were
there
any
impacts
to
the
other
schools
in
order
to
for
us
to
achieve
the
full-time
nurses
at
this
at
our
community
schools,
I.
E
Have
not
heard
of
any
from
mrska
from
the
county
I
know
we
struggled
to
get
some
positions
at
the
beginning
of
school,
but
I
believe
I.
Think
one
person
has
left
I
I
have
not
heard
that
there
are
any
direct
correlations
between
this.
I
Okay
and
then
just
second
to
that
I
hear
from
time
to
time
from
our
folks
in
our
API
Community,
because
we
do
it's
a
challenge.
You
can't
have
a
whole
bunch
of
Staff
based
on
the
percentages
and
you
know
don't
know
what
school
they're
going
to
land
when
when
they
do
immigrate
over
here.
But
nonetheless,
in
regards
to
the
AVID
program
that
is
tailored
for
the
English
language
learners.
I
E
The
class
is
not
bilingual
and
it's
not
Spanish.
It
is
set
up
specifically
for
students
who
are
learning
English
and
there
are
certain
strategies
if
we
think
about
something,
there's
something
called
sheltered
instruction.
So
so
there
are
strategies
that
we
use
as
I'm
a
former
Esau
teacher
and
something
else
as
well
strategies
that
we
can
use
for
students
to
help
them
build
their
confidence
with
English.
But
this
is
not
a
bilingual
classroom.
It
is
open
to
any
student
who
is
identified
as
an
English
learner
and.
I
C
Let
me
just
say
something
to
that:
around
psya
sheltered
instruction,
observation
protocols,
so
we
make
sure
people
know
what
the
acronym
means,
but
miss
Dr.
Pugh
is
absolutely
right.
That
protocol
works
for
anybody.
That
is,
you
know,
English
deficient,
because
it's
really
about
helping
them
to
acquire
the
target
language,
utilizing
those
specialized
instructional
strategies,
so
I
just
wanted
to
make
sure
people
knew
what
sayap
was.
But
yes,
you're
right.
B
B
J
Shawheim,
thank
you.
Thank
you
and
thank
you
to
your
teams
and
just
I
know
it's
a
a
ton
of
work
and
so
I
Echo
everyone
else's
sentiments
on
this.
I
do
have
a
couple
of
questions.
The
I
thought
I
heard
and
maybe
I
misheard
on
one
of
the
slides
you
mentioned
something
about
the
over
identification
of
students
with
special
needs.
Did
I
hear
that
correctly
one.
E
J
One
yeah
I
mean
from
from
my
very
shielded
vantage
point:
I
I
think
the
issues
under
identification,
at
least
from
what
I've
heard
from
folks
throughout
the
years,
but
that's
just
putting
it
into
the
universe
itself,
yeah.
If.
D
I
could
add
Michelle
heimler
someone
who
sat
in
all
of
the
almost
all
of
the
Kerwin
commission
back
and
forth
for
a
couple
years.
There
was
a
working
theory
that
districts
were
over
identifying
because
they
were
identifying
students
for
special
ed
that
only
just
really
needed
additional
instructional
support
to
to
get
back
on
grade
level.
J
J
Got
it
got
it?
Thank
you
for
that
clarification
very,
very
much
appreciated,
because
my
ears
perked
up
when
I
heard
that
I
thought
I
would
ask
and
then
the
my
second
question
is
to
is
to
Dr,
Bedell
and
I.
Know
you
don't
need
our
approval
on
on
the
implementation
plan.
I
have
no
doubt
it'll
be
a
stellar
work
product,
but
I
would
I
would
I'd
love
to
to
see
it
at
some
point.
Whenever
yeah,
whenever
it's
available,
yeah
excellent
yeah.
J
J
Well,
that
that's
really
it
I
mean,
like
others
have
said,
you
know
it's
because
of
all
this
interaction.
We've
had
about
this
topic
that
our
questions
are
are
seemingly
light
tonight.
Thank
you.
B
Thank
you:
okay,
apologies
again,
Michelle,
so
I
had
a
couple
of
questions
on
a
couple
of
areas
under
the
recruit
and
support
high
quality
and
diverse
teachers
to
meet
Workforce
needs
under
strategies
to
increase
the
number
of
candidates.
You
reference
alternative
certification
for
recent
graduates
and
career
changers
in
the
RTC
I'm
just
curious,
and
this
may
not
be
answerable
right
now,
but
obviously
I'd
kind
of
like
to
know
where
we
are
on
that
or
or
how
we're
proceeding.
B
So
that's
just
a
a
question,
and
similarly
under
objective
three,
the
implementing
CCR
Pathways,
you
referenced
some
of
the
amazing
summer
programs.
We've
been
able
to
stand
up,
I
know
Dr
McMahon
and
her
staff
have
done
a
lot
on
that
at
some
point,
I'm
assuming
we'll
be
getting
Dr
Bedell
some
data
on
the
effectiveness
of
those
Pro.
You
know
what
are
we
measuring
with
those
programs?
What
are
we
seeing
in
terms
of
get
helping
students
be
on
track
or
get
back
on
track?
B
So
again,
these
aren't
really
questions
for
for
the
implementation
plan.
It's
just
as
we
are
submitting.
This
it'll
be
good
to
see
that
if.
C
I
could
let
me
at
least
answer
the
first
question.
As
you
all
know,
I
generally,
there
will
be
an
HR
presentation
that
will
take
place
in
March
and
I
think
that
question
could
be
addressed.
We
also
know
that
during
that
presentation
we
will
provide
new
higher
diversity
data,
so
we
want,
as
we
said,
we
always
want
to
lead
with
data,
but
to
your
point
around
how
difficult
it
is
for
people
that
want
to
go
into
you
know
a
career
changing
mode,
that's
something
that
I
know.
C
B
Great,
thank
you
and
one
last
quick
thing:
the
career
ladder
subcommittee
you
mentioned
Tac
generally,
who
who
else
is
going
to
be
part
of
this
subcommittee,
so.
E
Both
Tech
and
the
school
system
found
found
people
I,
shouldn't,
say,
identified
individuals
to
be
on
that
team.
We
have
two
people
that
I
believe
are
from
the
tech
negotiating
team
on
the
subcommittee
and
then
some
additional
Educators
and
I
think
on
the
for
our
side,
I
think
we
have
three
who
are
on
the
negotiating
team
and
two
others.
So
so
those
were
decided
by
the
different
sides
and
going
back
and
forth
with
the
finding
the
right
number
and
yep
okay
great
well.
D
If
you
wanted
to
answer
on
the
summer
school
piece,
we
we
are
required
to
submit
a
report,
these
last
two
januars
and
so
they're
on
our
website,
Dr
Coleman
and
they.
D
I
wanted
to
answer
this
because
the
team
that
put
it
together
did
such
an
amazing
job,
and
so
it's
broken
down
by
every
single
summer
school
program,
pre-test
post-test,
demographics
of
students
that
we
served.
It's
really
a
remarkable
report
and
you
know
if
you
have
time
and
want
to
read,
80
Pages
worth
of
data.
It's
a
it's!
A
it's,
a
really
good,
read
and
so
I
I
wanted
to
mention
it
because
the
team
that
worked
on
it
worked
really
really
hard.
And
again
it
was
a.
It
was
a
model
at
the
state.
D
The
state
actually
came
and
interviewed
our
summer
school
coordinator
to
talk
about
about
what
we
did
and
so
just
wanted
to
give
that
to
you,
so
that
the
data
is
out
there
and
if
for
anybody
who
wants
to
that's
to
read
it
well,.
B
I'm
not
surprised,
and
maybe
we
we
get
lots
of
emails,
and
so
I
may
have
gotten
this
and
somehow
lost
it.
But
somebody
would
be
willing
to
shoot
the
link
to
the
board.
I
think
we'd.
All.
E
B
B
B
F
Turn
that
off
just
quick
question,
I
know
that
we've
spoke
about
it,
but
I
just
want
some
clarification
about
children
with
disabilities
that
are
entering
the
pre-k
program.
How?
F
How
are
we
I,
don't
even
say
targeted?
How
are
we
accommodating
for
those
children?
I
know?
We've
talked
about
in
probably
privately,
but
publicly
I'm,
just
asking
a
question
because
so
that's
my
passion
is
the
Pre-K
and
the
pre-pre-k,
because
I
think
that
that's
where
children
get
an
opportunity
to
be
successful
by
the
time
they're
in
the
10th
grade,
which
is
amazing
that
you're
ready
for
college
for
that
right,
but
I,
I'm,
I,
am
concerned
and
I'm
concerned
about
the
pathway
for
the
providers
that
are
in
the
private.
F
E
So
as
you
as
you
know,
child
find
and
other
aspects,
we
are
work
with
the
school
system
to
identify
children
at
a
very,
very
young
age
that
we
believe
might
need
additional
supports
in
order
to
be
successful
as
they
move
forward.
Many
of
those
students
are
involved
if
you've
ever
been
to.
We,
we
have
a
child
find
Center
where
we
have
classroom
teachers
who
work
with
families,
parents
and
small
groups
of
children
to
help
with
some
of
those
immediate
needs
and
support.
So
you
know
how
do
you
get
a
child
to
roll
over?
E
E
We
are
transitioning
from
ECI
in
in
order
to
ensure
that
those
students
are
part
of
the
pre-k
program
as
total
I'm
trying
to
think
of
the
of
the
best
for,
but
we're
going
to
have
those
students
in
classrooms
with
with
other
students
moving
forward.
So
it's
totally
integrated
with
that
piece
in
those
classrooms.
We
do
have
special
Educators
so
who,
when
needed.
E
So
that
is
part
of
of
the
budget
to
request
special
Educators
as
we
as
we
transition
and
if
we
need
more
special
Educators
for
our
youngest
children
who
are
in
that
program.
I,
don't
know
if
you
want.
D
To
add
anything,
yeah
I'm
gonna
get
a
little
technical
here
for
a
second,
so
just
bear
with
me
those
students
that
are
identified
with
individualized
education
plans
are
considered
tier
one
students
and
that
we're
required
to
give
them
a
spot
in
a
Pre-K
setting.
The
issue
becomes
you
at
the
moment.
You
only
get
funding
for
those
students
if
they're
income
eligible.
D
So
if
they're
a
special
education
student
who
doesn't
meet
the
income
criteria,
we
have
to
offer
them
a
seat,
but
we
do
not
get
Pre-K
funding
for
that
student
I
think
both
the
aib
msde
realize
this
is
an
oversight
and
I
believe
there
will
be
some
legislation
come
forthcoming
to
correct
that
that
issue.
D
We
do
get
special
education
funding
for
that
student,
but
we
do
not
get
the
pre-associated
Pre-K
dollars
for
that
student,
so
the
goal
is
hopefully
by
the
end
of
the
session,
that
that
sort
of
you
know
I
don't
want
to
call
it
drafting
error,
but
it
is
just
a
technical
misalignment,
we'll
get
back
in
alignment
because
we
want
to
obviously
offer
seats
to
those
students
and
it's
the
same
goes
for
students
where
English
is
not
their
primary
language.
D
We
are
to
offer
them
a
spot,
but
again
we
do
not
get
funding
for
them
unless
they
are
Income
eligible
and
so
again,
I
think
the
state
will
be
looking
to
make
those
corrections
to
ensure
that
all
tier
one
students,
both
income
eligibility,
special
education,
eligibility
or
English
language
eligibility,
get
the
seats
that
they
deserve
and
that
the
district
gets
adequate
funding
to
meet
their
needs
again.
I'm.
F
Super
excited
I'm
super
excited
that
we
are
leading
the
way
in
the
blueprint
for
Maryland
for
our
future
of
our
children
and
I.
Can't.
Thank
you
all
enough
for
all
the
work
that
you're
putting
in
especially
Dr
Peter.
Thank
you.
D
No
questions
at
this
time.
Thank.
H
H
H
Okay,
okay
I
just
want
to
clarify
that
also
the
national
award
certification.
As
we
know
it's
not
available
to
everyone.
That's
been
a
topic
of
discussion.
Is
there?
If
we
can
clarify,
is
there
or
will
there
be
an
alternative
Pathway
to
the
national
board
certification?
Or
is
that
just
something
we'll
have
to
wait
and
see.
E
So
per
law
for
our
teachers,
who
did
not
have
a
pathway
to
national
board
certification,
they
can
become
a
level
three
teacher
within
the
career
ladder
if
they
have
a
master's
degree
in
their
subject
matter,
provided
that
subject
matter
does
not
allow
for
them.
A
national
board
certification
pathway.
H
D
B
Thank
you,
Miss
Frank,
Michelle,
hunt,
okay,
well,
I
think.
That
concludes
this.
Thank
you
both
very
much.
Thank
you
to
all
the
other
staff.
Yes,.
E
E
A
A
A
A
A
A
A
A
A
A
A
A
A
B
B
Tonight
the
Board
of
Education
welcomes
you
here
so
that
we
can
hear
the
opinions
and
input
from
students,
employees
and
Community
Partners
on
items
of
Interest
speakers
will
be
allotted
two
minutes
each.
You
may
not
allocate
your
time
to
others.
The
light
in
front
of
me
will
flash
yellow
when
you
have
30
seconds
remaining,
it
will
turn
red
and
a
tone
will
sound
when
your
time
is
up.
I
will
call
individuals
in
groups
of
five
please
come
forward
and
have
a
seat
at
the
witness
tables.
B
While
you
wait
your
turn
to
speak,
the
board
asks
that
comments
remain
civil
and
appropriate
for
the
various
audiences
that
may
be
watching
or
viewing
this
forum.
Student,
specific
and
Personnel
matters
are
confidential
and
cannot
be
discussed
in
this
form.
It
is
not
the
board's
general
practice
to
engage
in
question
and
answer
session
with
speakers.
For
the
record.
Please
give
your
name
before
speaking.
B
Handouts
should
be
given
to
the
board
assistant
tonight's
forum
is
being
broadcast,
live
on
acps
TV,
which
can
be
found
on
channel
96
on
Comcast
and
astound,
and
channel
36
on
Verizon
High
Definition
broadcast
can
be
seen
on
channel
996.
On
Comcast
channel
496
on
astound
and
channel
1961
on
Verizon,
thank
you
for
attending
all
right.
I
will
call
up
the
first
group
here:
Jill
Schechter.
B
B
L
Deanne
Coe
I'm,
a
parent
for
the
Anne
Arundel
County,
Public,
School,
System
and
I
I
have
several
concerns
on
a
general
level,
but
I
I
have
children
from
ages
from
grades.
Second
to
ninth
grade,
so
I
have
a
spectrum,
and
my
concern
really
stems
from
my
concerns.
Plural
really
stem
from
the
amount
of
screen
time
that
I
hear
my
elementary
age.
Children
tell
me
that
they
are
engaged
in
at
an
instructional,
very
basic
level,
so
that
concerns
me
greatly.
It
concerns
our
family
pediatrician.
L
It
concerns
our
family
therapists.
It
concerns
me
as
a
mother
who
tries
to
limit
screen
time
and
my
home,
so
I
am
basically
here
to
Advocate
I.
A
lot
of
my
friends
feel
the
same
way
we
talk
about
it.
We're
concerned
so
I
would
say:
I
represent
a
good
group
of
people,
an
entire
bus,
stop
where
we
talk
about
this
issue
and
I
would
say
that
in
my
research
I'm
also
an
educator
and
in
my
research
colleges
are
abandoning
these
the
standardized
testing.
L
This
computer-based
learning
for
good
reasons,
so
I
would
just
ask
that
you
guys
consider
that
ask
why
I
do
understand
from
an
Educator's
point
of
view
that
sometimes
these
smart
tools
really
make
teaching
easier,
make
their
jobs
easier,
and
what
I
would
just
suggest
to
you
as
to
ask
at
what
cost?
Are
we
making
things
easier
on
the
teachers?
What
is
that
costing
our
children,
and
who
are
we
here
to
serve
so
I,
would
just
want
to
put
that
out
there
and
I.
L
M
I'm,
a
parent
in
the
current
Chesapeake
cluster,
with
a
student
at
Pasadena
Elementary
and
the
redistricting
plan,
is
what
I'm
here
to
speak
about
tonight.
It
actually
shows
no
change
for
us
in
either
scenario
and
that's
actually
a
problem
for
us
most
of
our
school.
We
live
at
the
tip
of
Pasadena
right
next
to
Severna
Park,
it's
two
streets
over
and
many
of
our
students
actually
live
technically
in
Severna
Park
and
we're
being
sent
down
to
Chesapeake,
which
is
further
it's
further
than
Severna
Park
I'm,
personally,
not
tied
to
any
specific
school
I.
M
Don't
care,
but
I
want
I,
want
Common,
Sense,
Solutions,
here
and
I
think
putting
our
kids
on
a
bus
for
over
an
hour
and
adding
400
more
kids
to
this
school
system,
which
is
going
to
increase
that
time
because
of
the
traffic
is
not
common
sense.
I'm
also
concerned
because
I'm
hearing
from
students
at
in
my
neighborhood
that
attend
the
high
school
that
often
they
can't
get
lunch.
The
cafeteria
is
overcrowded.
They
currently
at
times
only
have
one
bathroom,
open
and
I'm,
just
not
sure
how
the
school
can
support.
M
400,
more
kids,
when
they're,
only
opening
one
bathroom
or
sometimes
two
was
my
understanding,
so
I
just
think
that
neither
of
these
scenarios
are
good
for
the
Clusters
that
you're
currently
looking
at
and
I
would
really
strongly
encourage
you
to
to
change
these
scenarios
because
they're
just
not
good
for
everybody
and
not
just
our
cluster.
It's
it's
everybody!
I'm,
seeing
you
know
around
the
area
being
brought
in
down
down
the
down
the
peninsula.
M
It's
going
to
impact
families
that
live
there
that
aren't
even
part
of
the
school
I
attended
the
budget
meeting.
It
really
sounds
to
me
like
right
now:
there's
no
money
for
infrastructure
for
neighborhoods
that
have
issues
within
that
area
already
that
need
things
fixed.
So
my
concern
is
we're
going
to
send
all
this
traffic
down
and
impact
people
potentially
the
bay.
If
there's
an
accident,
it's
just
it's
not
good.
So
thank
you
as.
B
Thank
you,
Miss
Jackson,
Mr,
ciriola,.
N
Good
evening
Dr
Tobin,
Dr,
Bedell
and
members
of
the
Anne
Arundel
County
Board
of
Education.
Thank
you
for
hosting
this
evening's
event.
I'm
rich
cerullo
public
policy,
director
for
a
group
of
approximately
1500
Military
and
civilian
family
called
the
parent
advocacy
Consortium.
We
have
members
all
over
the
state,
the
country
and
the
world.
N
We
are
excited
for
the
promise
and
all
that
the
blueprint
for
Maryland's
future
has
to
offer
our
teachers,
students
and
families.
We
do
have
some
recommendations,
as
our
County
School
System
gets
ready
to
submit
its
blueprint
implementation
plan
to
msde
for
approval.
N
Pat
would
like
to
recommend
that
Anne
Arundel
County
Public
Schools
form
its
own
local
special
education
work
group
as
soon
as
possible
and
work
collaboratively
with
local
Educators
and
stakeholders
develop
a
plan
that
includes
every
student
and
when
the
state
level
special
education
work
group
is
ready,
work
collaboratively
to
develop
a
more
cohesive
and
inclusive
plan
that
includes
all
students,
especially
those
with
disabilities,
so
that
disabled
and
non-disabled
students
alike
can
be
educated
alongside
of
their
peers
in
K-12
school
buildings
all
over
the
county
and
across
the
state
of
Maryland
working
together.
N
O
O
Foreign
got
proven
results
increase
the
number
of
children
who
are
ready
for
kindergarten
by
explicitly
working
with
business
and
Community
stakeholders
to
identify
and
utilize
non-traditional
locations
for
Early,
Childhood,
Services
and
three
and
four-year-old
pre-kindergarten
programs,
and
start
now
to
include
special
education,
support,
funding
policies
and
practices.
As
part
of
the
blueprint
planning
to
accomplish
this,
and
all
that
is
required
in
the
blueprint
legislation,
Anne
Arundel
County
Public
Schools
should
designate
a
blueprint
coordinator
who.
L
Q
Evening
so
tonight
I
would
like
to
just
touch
on
redistricting,
because
in
all
the
years
that
I
have
been
before
you
and
advocating
for
our
community
in
Chesapeake
or
down
Chesapeake
cluster.
Q
One
thing
that
I-
and
this
is
also
part
of
feedback.
One
thing
that
I've
noticed
is
by
the
time
we
get
an
opportunity
to
voice
our
concerns
or
have
public
comment,
or
there
is
a
forum
for
these
things.
It's
it's
too
late.
So
many
man
hours
have
gone
into
coming
up
with
the
plan
and
then
it's
like
okay.
Well,
you
know
that
so
many
people
are
not
happy
with
that,
but
it's
too
much
work
to
go
back
and
undo
it.
Q
As
somebody
who
was
born
and
raised
in
Pasadena
I
can
tell
you
almost
every
issue,
nook
and
cranny
on
that
Peninsula
and
some
of
the
things.
Maybe
people
you
know
you
guys
are
haven't
been
on
the
board.
As
long
as
we
have
lived
there.
Q
One
of
the
issues
that
I
noticed
with
redistricting
was
one
of
the
communities
that
was
previously
moved
out
of
Chesapeake,
because
there
was
an
issue
with
transportation
and
I
know:
I
mean
at
one
point.
We
had
to
take
our
kids
home
on
boats,
so
I
would
just
hope
that
you
guys
would
look
at
the
equity
standpoint
as
far
you
know
that
you
guys
talk
about
that
all
the
time.
You
have
a
community
that
relies
on
public
transportation,
which
is
not
available
on
the
peninsula.
Q
If
a
child
ends
up
sick,
how
are
those
parents
able
to
go
and
pick
up?
So
these
are
things
that
we
need
to
think
about
throughout
redistricting,
and
then
we
also
have
the
path
or
the
Severna
Park
families
which
for
years,
they
have
been
advocating
that
they
live
within
two
minutes
of
Severna
Park
and
they
are
stuck
in
the
traffic
for
over
a
half
hour
to
get
to
Chesapeake
High
School.
G
G
It's
really
critical
to
increase
the
number
of
children
who
are
ready
for
kindergarten
in
only
40
percent
of
students
entering
kindergarten,
Statewide
and
just
33
percent
of
black
children
and
19
percent
of
Hispanic
or
Latino
children
were
fully
ready
for
kindergarten
in
2021.
that
doesn't
build
well
for
their
future.
In
education,
according
to
the
KR,
the
Maryland
kindergarten
Readiness
assessment
children
who've,
been
in
highest
quality.
Preschool
programs
are
much
more
likely
to
be
ready.
G
It's
critical
that
aacps
increased
the
number
of
children
of
color
in
pre-k
programs
by
identifying
and
utilizing
non-traditional
locations
for
three
and
four-year-old
Pre-K
programs
and
for
petty
centers,
which
are
family
support,
centers
and
Duty
centers
to
support
those
children
and
their
families.
Increasing
enrollment
will
also
require
increasing
Outreach.
G
Research
has
shown
that
culturally
and
language
appropriate
Outreach
to
parents
can
win
support
for
programs
and
experience
for
their
children
and
that's
That's.
The
basis
for
so
much
of
what
the
blueprint
is
about
that
we
have
to
start
with
that
entry
level
and
second
I
think
increased
attention
to
establishing
and
supporting
strong
Vibrant
Community
Schools
Community
Schools
can
provide
provide
the
conditions
for
learning
through
kids
at
Hope
and
other
efforts.
Community
Schools
can
establish
a
culture
of
positive
relationships
among
students,
staff
and
community
members.
G
School
buildings,
stay
open
for
longer
hours,
providing
opportunities
and
activities
for
students
in
out
of
school
time,
linking
schools
to
families
and
Community
organizations,
and
promoting
good
physical,
mental
and
emotional
health
for
Community
Schools
to
be
truly
effective,
every
Community,
School
manager
and
principal
changes.
It
changes.
The
job
of
the
principle.
I
must
must
experience
professional
development
in
the
strategies
recognized
by
the
National
Coalition
for
Community,
Schools
and
I'll
end
by
saying
the
second
that
aacps
should
designate
a
blueprint
coordinator.
You
can
give
full
attention
to
these
priorities
without
additional
responsibilities.
B
Thank
you,
Miss
Joe,
Miss,
Oaks,.
I
P
School
this
public
forum,
which,
based
on
the
text
I
received,
only
gave
me
38
hours
and
34
minutes
to
sign
up
electronically
and
limited
it
to
in
person,
only
represents
why
I
feel
forced
to
comment
on
the
continuing
restricting
of
the
Public's
rights
instead
of
the
dozens
of
other
issues,
I
would
want
to
mention
in
support
of
our
students
and
staff
since
2020,
the
public
is
no
longer
allowed
to
comment
after
a
barred,
discussion
or
amendments
on
agenda
items.
Public
comment
was
reduced
from
three
minutes
to
two
minutes.
P
We
no
longer
convoke
any
comment
on
non-agenda
items
and
written
comments
on
non-agenda
items
are
not
posted
online
little
by
little.
We
are
restricted
on
what
agenda
items
to
comment
on.
Speakers
are
limited
to
10
per
agenda
item,
which
is
in
Injustice
to
seeing
how
the
community
feels
about
NSU.
The
Sunday
deadline
limits
commenting
on
events
that
occur
over
those
next
three
days,
not
to
mention
some
content
is
not
always
timely
posted.
P
So
how
can
we
sign
up
to
comment
on
something
we
don't
have
access
to
by
the
deadline,
all
of
which
means
nothing
to
the
whole
segment
of
the
public?
That
has
been
automatically
silenced,
who
have
limited
or
no
internet
access
when
requiring
sign
up
to
be
electronic
and
goes
against
increased
transparency
and
public
involvement
board
members
campaigned
on
and
in
the
few
seconds
I
have
left.
P
I
will
add
that
requests
for
accommodations
are
limited
to
using
only
a
phone
number,
and
there
is
no
reference
on
the
main
or
school
specific
websites
listing
who
the
equity
lead
is
at
each
School,
nor
can
I
find
any
reference
to
who
is
on
the
student,
Equity
advisory
team,
critical
components
and
enhancing
equity
and
inclusion
within
our
schools
and
Community.
Thank
you.
B
Thank
you,
Ms
Oaks,
Miss,
Connolly,.
K
I'm
Janelle
Conley
I'm,
a
parent
I,
have
two
kids
and
I'm
here
to
talk
about
gifted
identification
because
because
not
something
I've
ever
seen
on
an
agenda
item,
so
I
appreciate
the
opportunity
to
address
you
on
it.
The
county
relies
on
differentiation
for
gifted
Learners
and
they
seem
to
do
a
robust
system
of
identifying
those
learners,
but
the
I'm
not
sure
that's
as
rigorous
in
the
implementation
of
the
programs.
K
K
Additionally,
we're
sent
notification
that
they're
in
a
gifted
class
but
they're
not
really
because
not
all
the
schools
group,
the
students
so
they're,
just
in
a
regular
education
class
where
the
teachers
may
or
may
not
offer
differentiation,
especially
in
the
Middle
School
level,
where
the
Alps
office
doesn't
track
that
in
any
sort
of
way
they
do
have
the
compacted
curriculum
of
the
math
6
7
and
7
8,
but
that
still
seems
more
appropriate
for
advanced
Learners
rather
than
the
gifted
Learners.
K
So
it
still
leaves
the
gifted
learners,
unchallenged
I
attempted
to
get
my
daughter
in
an
honors
algebra
class,
and
the
county
does
not
offer
one.
The
state
has
three
online
classes
that
they
approve
and
the
county
would
not
allow
her
to
take
one
of
those
classes.
K
She
also
was
not
allowed
to
take
classes
at
the
community
college
when
the
presenters
before
spoke
about
dual
enrollment.
The
community
college
has
a
gifted
and
talented
program
that
serves
students,
eighth
grade
and
up,
and
the
county
will
not
allow
students
under
16
to
do
it
unless
extremely
special
circumstances,
and
even
then
they
have
to
be
in
high
school.
K
So
I
think
it's
a
shame
that
we're
not
utilizing
these
programs
that
we
have
available
and
I
think
it's
a
shame
that
there's
not
more
effort
to
address
the
needs
of
these
students,
especially
their
social
and
emotional
needs,
which
are
supposed
to
have
the
new
comar
guidelines
do
require.
You
have
programs
for
that,
and
nobody's
been
able
to
alert
me
to
any
programs
that
address
those
needs.
R
Good
evening
good
evening,
Madam
chair
Mr
superintendent
and
remember
that
I'm
Thornell
Jones,
president
of
world-class
grads
I'd
like
to
discuss
systemic
solutions
to
critical
problems
facing
the
blueprint
in
Anne
Arundel
County
development
of
a
zero
to
five
year
olds.
So
they're
ready
for
kindergarten
must
be
addressed
immediately
in
order
to
help
all
School
staff
be
successful
in
preparing
students
for
College
and
Career
by
the
end
of
10th
grade
today.
R
Of
about
7
000
students
entering
kindergarten
over
four
thousand
are
not
kindergarten
ready
and
are
unlikely
to
be
reading
to
learn
by
fourth
grade
unless
child
care
providers
in
the
low-income
communities
are
linked
to
the
schools
through
training
and
other
programs.
The
lack
of
teachers
and
other
Professionals
in
these
isolated
communities
will
continue
to
hamper
child
development.
R
In
order
to
participate
in
the
supports
that
the
blueprint
provides
especially
communication
and
transportation
on
top
of
the
obvious
nutritional
and
health
resources
need
sets
them
from
isolation
policies
and
processes
to
provide
all
these
resources
must
be
implemented
without
delay.
All
must
be
part
of
the
governor's
plan
to
eliminate
poverty
in
Maryland,
so
the
county
must
be
planning
mixed
income
housing
on
a
large
scale.
An
aacps
plans
must
support
this
change.
R
All
these
systemic
changes
will
help
raise
the
level
of
Education
in
Arundel.
County
enhance
the
quality
of
life
for
all
of
us.
Great
effort
at
the
career.
End
of
schooling
is
underway,
with
cooperation
between
the
school
system,
the
community
college
and
the
Workforce
Development
board.
Please
enhance
these
efforts
as
well
as
in-school
efforts
to
help
those
students
already
in
the
system,
become
prepared
for
College
and
Career
by
the
time
they
graduate,
as
required
by
the
blueprint
today
over
40
percent
or
over
3
000
graduates.
B
Thank
you.
Thank
you,
Mr
Jones
I
believe
that
concludes
our
list
for
tonight.
Izatukurama
is
not
here,
I
believe
and.