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From YouTube: BOE Public Session 2-02-2022
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A
A
A
A
B
B
B
B
B
D
Move
to
adopt
agenda
as
printed
and
second.
B
D
This
committee
addressed
the
needs
of
teachers
in
terms
of
providing
virtual
learning,
learning
tools,
tips
and
resources.
Former
school
performance,
coach
and
current
assistant
principal
paige
chang
is
our
february
2022
educator
of
the
month.
Paige
leads
by
example.
She
is
a
model
educator.
Paige
has
grown
professionally
by
taking
on
new
roles
and
responsibilities
throughout
her
tenure
at
severna
park.
High
school
paige
is
well
respected
and
highly
sought
after
by
teachers
for
collaborative
planning.
D
She
served
as
the
school's
leader
in
the
development
and
implementation
of
the
global
and
community
citizenship
grade
nine
course,
while
also
serving
on
the
as
the
school's
equity
liaison
since
miss
chang's
arrival
at
severna
park.
She
has
been
a
valuable
asset
to
the
students,
faculty
staff
and
community
stakeholders.
D
Her
high
energy
and
expert
knowledge
are
boundless
through
her
creativity.
She
brings
fresh
ideas
to
the
students,
while
also
developing
a
good
rapport
with
the
faculty
and
parents.
Paige
single-handedly
keeps
sphs
afloat
during
the
many
challenges
that
occurred
throughout
virtual
and
hybrid
teacher
and
learning.
D
F
G
A
B
Thank
you.
We
will
now
move
to
item
2.06
employee
of
the
month.
C
Our
employee
of
the
month
joined
the
small
cropton
high
school
staff
in
the
fall
of
2019.,
with
his
problem-solving
talent.
He
spent
his
first
year
learning
the
ins
and
outs
of
the
building
and
its
new
operating
systems,
while
also
participating
in
necessary
trainings
donald
rankin
senior
facilities.
Engineer
has
established
a
culture
of
professionalism
in
customer
service
at
crofton
high
school,
whether
it
involved
a
drop
off
of
supplies
for
the
week
of
graduation,
a
special
need
during
one
of
the
ceremonies
or
the
cleanup
process.
C
Someone
from
the
chs
custodial
staff
was
always
present
and
ready
to
assist.
This
only
happens
when
you
have
strong
leaders
who
have
established
this
culture.
Mr
rankin
approaches
his
work
with
a
smiling
face.
Positive
attitude
and
a
willingness
to
assist
the
tasks
assigned
to
the
operations
team
at
crofton.
High
school
were
critical
to
the
readiness
of
the
building.
Donald
is
a
superhero
working
on-site
tirelessly
throughout
the
duration
of
the
pandemic
school
year.
C
The
efforts
behind
the
setup,
cleanness
and
readiness
of
the
building
cannot
be
matched
by
any
other
crofton
high
school
received
many
inquiries
about
who
mr
rankin
was
and
what
his
rule
was.
While
working
the
graduation
ceremonies
last
year,
every
person
who
met
mr
rankin
was
impressed
by
his
professionalism
and
customer
service.
C
C
F
K
K
K
K
K
Ms
iron
mongers
contributions
to
edgewater
elementary
are
vast
kindergarten.
Teacher
alison,
welsh,
shared
leslie
is
a
reliable
volunteer
who
is
always
willing
to
jump
in
when
needed.
She
is
a
wonderful
support
to
our
school
and
we
couldn't
survive
without
her.
According
to
third
grade
teacher,
sarah
sheriff
sorry
schreffler
leslie
continues
to
give
back
to
the
community.
She
loves
fostering
the
love
of
reading
at
edgewater,
elementary's
youngest
learners.
K
Through
her
weekly
volunteer
visits,
her
passion
for
learning
and
dedication
to
the
school
community
is
unparalleled
in
addition
to
the
significant
impact
miss
iron
monger
has
on
the
students
of
edgewater
elementary.
She
also
uplifts
and
inspires
the
teachers
and
staff
second
grade
teacher
cynthia
wilson
says:
leslie
is
flexible,
hardworking
and
supports
all
the
teachers
in
the
building.
She
not
only
completes
important
house
for
teachers,
saving
us
hours
of
prep,
but
she
is
also
a
compassionate
and
expert
coach
whose
advice
and
opinions
are
shaped
by
her
years
in
the
classroom.
K
English
language
development
teacher
elaine
robinson
echoed
this
settlement.
When
she
said
I
am
so
thankful
that
leslie
volunteers
at
our
school,
she
is
that
one
person
who
always
has
the
time
to
help
anyone,
be
it
staff,
member
or
child.
She
makes
everyone.
She
works
with
have
a
better
day
by
seeing
the
humor
in
everything.
Don't
we
need
more
of
that
right?
K
B
Thank
you
and
now
we
move
to
item
2.08,
the
2022
mo
gaba
awards.
L
President
tobin
vice
president
silkworth
members
of
the
board
and
dr
arlatto,
I
am
anika
monk
senior
manager,
communications
for
anne
arundel,
county
public
schools,
and
it
is
truly
my
honor
to
stand
here
today
representing
the
mogab
awards
committee,
as
we
formally
recognize
the
winners
of
the
inaugural
mo
gaba,
positivity
and
perseverance
awards
on
the
heels
of
an
amazing
celebration
of
mo
gabba
day
last
week.
We
can't
help
but
still
feel
the
pride
and
joy
that
mo
brought
to
our
lives.
We
are
equally
proud
of
all
of
today's
honorees.
L
I'd
also
like
to
acknowledge
the
committee
members
abby
gifford
from
special
education,
shirley
jackson,
avery
from
school,
counseling,
lynn,
leach
from
vision,
services,
carol,
ann
mccurdy
from
partnerships,
development
and
marketing,
samantha
reinhardt
from
communications
and
nuria
williams
from
school
performance.
You
guys
want
to
wave.
L
L
We
received
more
than
50
impressive
nominations
and
there's
no
doubt
that
there
are
many,
many
more
students
who
deserve
to
be
recognized
to
all
of
the
nominees.
Please
know
that
you
are
aacps
awesome
and
your
impact
on
your
school
communities
makes
us
all
stronger
and
now
the
winners
of
the
inaugural
mo
gabba,
positivity
and
perseverance
awards
to
present
the
awards.
We
are
excited
that
moe's
mom
sansa
gabby
gabba,
his
longtime
aide
lynn,
leach
and
his
best
friend
andrew
henn,
are
here.
L
Each
winner
will
be
introduced
individually
and
then
come
forward
to
receive
their
award.
Take
a
picture
with
our
special
guests
and
board
members.
Loved
ones
of
our
honorees
you'll
be
able
to
take
photos
with
your
family
with
your
honorees
outside
during
the
meeting
break.
First
to
be
recognized
is
the
winner
in
the
elementary
primary
category,
ari
jarrett
of
pasadena
elementary
school
knows
no
limits
as
a
pre-k
student.
Ari
has
left
an
indelible
mark
in
his
school
community
in
a
short
amount
of
time,
no
matter
the
task,
ari
works
hard
and
with
enthusiasm.
L
A
H
L
Next
is
the
winner
in
the
elementary
intermediate
category,
gianna
bonnet
bonnet
of
jax
jacobsville
elementary
school
gianna
carries
deeply
for
her
school
from
helping
her
fifth
grade
peers
as
a
welcome
buddy
serving
on
kindergarten
safety
patrol
or
being
a
one-on-one
mentor
to
a
young
younger
student,
she
may
be
destined
to
be
a
school
counselor
or
principal
or
global
ambassador,
whatever
the
future
holds
for
gianna,
she
can
be
proud
of
the
impact
she's
had
today.
Congratulations,
gianna.
L
N
L
The
middle
school
category,
selena
hauck
of
southern
middle
school,
exudes
courage
and
confidence,
despite
health
challenges
that
could
be
discouraging
selena
uses
positivity
to
triumph
over
any
obstacle
from
showing
her
best
moves
at
the
baltimore
lowell
ravens
cheerleading
camp
to
tackling
every
school
task
with
a
smile,
selena's
can-do
attitude
is
impenetrable
and
infectious.
Congratulations,
selena.
L
And
in
the
high
school
category,
lauren
wilson
of
meade
high
school
lauren's
long
list
of
service
projects
is
a
testament
to
not
only
her
dedication
to
her
school
and
community,
but
also
clearly
her
selflessness,
despite
suffering
personal
loss,
she
has
never
allowed
her
circumstances
to
dictate
her
treatment
of
others.
Lauren
is
a
shining
example
of
resilience
and
she
is
proof
that
kindness
is
powerful.
Congratulations,
lauren,.
P
L
L
L
L
L
L
L
L
B
Q
A
A
A
A
G
A
A
A
A
A
A
A
A
B
J
Good
afternoon,
ladies
and
gentlemen,
welcome
to
the
virtual
portion
of
our
public
comment
this
afternoon
for
this
meeting
speakers
will
be
allotted
two
minutes
each
and
may
not
allocate
their
time
to
others
as
how
will
indicate
when
your
time
has
expired.
The
board
asks
that
comments
remain
civil
and
appropriate
for
the
various
audiences
that
may
be
watching
or
viewing.
This
meeting
student-specific
and
personal
matters
are
confidential
and
cannot
be
discussed
in
this
form.
J
J
J
Okay,
it
also
appears
that
chris
rank
is
not
available.
Our
next
speaker
is
william
love.
L
S
Hello,
hello,
yes,
I'm
actually
going
to
be
speaking
about
the
the
new
subjects,
the
new
classes,
correct.
Okay,
all
right
hello,
my
name
is
bill.
Love
and
I
live
at
490.
Fair
road
drive
to
roanoke
park
maryland
teaching
sexuality
should
be
left
to
the
family
and
not
to
our
schools.
S
Lgbtq
plus
studies
is
a
subset
of
crt
and
other
racist
teachings
it's
godless
and
has
no
place
in
our
schools.
To
our
liberals
on
the
board.
Your
progressiveness
is
wrecking
our
schools
and
our
kids.
When
you
leave
office
to
hide
from
your
damage,
you
will
wreck
some
other
department
or
area,
stop
indoctrinating
our
kids
you're
on
notice.
If
you
continue
to
break
your
oath
of
office,
you
will
leave
us
no
choice
but
to
come
after
your
insurance
bonds,
we
will
hold
your
funding
hostage
until
you
resign
from
office.
J
J
B
B
The
board
asks
that
comments
remain
civil
and
appropriate
for
the
various
audiences
that
may
be
watching
or
viewing
this
meeting
student
specific
and
personal
matters
are
confidential
and
cannot
be
discussed
in
this
forum.
Please
speak
only
on
the
topic
which,
on
which
you
signed
up
to
speak.
It
is
not
the
board's
general
practice
to
engage
in
question
and
answer
section
session
with
speakers,
for
the
record.
Please
give
your
name
before
speaking.
Handouts
should
be
given
to
the
board
assistant,
ms
lisa
van
buskirk,
speaking
on
item
4.03
school
start
and
dismissal
times
update.
Thank
you.
T
Thank
you
good
afternoon
board
of
education,
lisa
van
buskirk
of
start
school
later
anne
arundel
county.
When
we
hear
from
aacps
staff
later
in
the
meeting,
I
hope
that
they
will
provide
you
with
details
about
their
discussions,
both
internally
and
externally,
to
ensure
the
entire
county
is
ready
for
the
new
school
hours
in
august
2022.
T
I
hope
that
they
will
provide
you
with
a
plan
that
will
meet
the
orange
ribbon
for
healthy
school
hours
requirements.
As
a
reminder,
the
orange
ribbon
is
a
certification
and
recognition
program
administered
by
msde.
Anne
arundel
will
be
the
first
in
the
state
to
earn
this
recognition,
since
it
was
signed
into
law
by
governor
hogan
in
2016..
T
End
quote:
you
have
a
wealth
of
resources
available
to
meet
the
sleep
education,
outreach
required
by
the
orange
ribbon,
local
pediatricians
and
sleep
experts
internationally
recognized
sleep,
researchers,
the
county
and
state
departments
of
health,
online,
sleep
curriculums
and
any
number
of
online
sleep
and
school
start
time.
Education,
videos.
I
hope
that
aacps
will
avail
itself
of
the
wealth
of
resources
and
opportunities
to
create
an
example
for
the
rest
of
the
state
of
what
first
class
community
outreach
looks
like
howard.
T
B
U
U
I
have
been
volunteering
in
an
acps
school
for
the
past
14
years
since
moving
to
anne
arundel
county
and,
like
you,
I
have
committed
myself
to
the
school
system.
I
am
almost
speechless
at
the
comments
and
the
recommendation
for
the
csp
elementary
charter
petition.
Some
comments
seem
as
though
the
reviewers
only
saw
parts
of
the
application.
It
also
says
certain
information
wasn't
provided
when
it
is
in
fact
in
the
application-
and
there
are
several
contradictions
throughout
the
most
frustrating
part.
Is
this:
we've
had
a
working
partnership
with
the
office
of
alternative
education
for
years.
U
U
It
feels
like
we're
moving
backwards
as
a
board
president.
Our
community
deserves
a
stem-focused
elementary
school
as
a
parent.
Our
children
deserve
this,
an
elementary
school
that
offers
coding,
robotics
and
virtual
reality
that
is
embedded
into
every
subject
every
day,
not
a
program
that
offers
30
minutes
of
coding
once
a
week
with
no
robotics
or
virtual
reality,
because
that
is
what's
currently
offered
to
my
students
in
my
elementary
school.
U
O
O
O
So
when
considering
the
charter
application,
we
do
believe
it
comes
down
to
three
questions.
Is
there
a
sound
instructional
program?
Are
the
petitioners
qualified
and
do
they
have
relevant
experience
and
does
the
organization
or
entity
have
the
capacity
to
deliver
the
proposed
program
based
on
our
conversations
with
the
district
staff?
They
have
every
confidence
in
the
capacity
and
the
qualifications
of
the
csp
board
and
the
clf
on
the
question
of
the
instructional
program.
Excuse
me:
the
petition
is
not
offering
anything
different
from
what
our
current
csp
school
is
offering.
O
O
We
have
a
beautiful
brand
new
facility
at
a
great
location
that
st
john
property
has
taken
off
the
market
just
for
us
until
february
15th
we
have.
There
are
three
hundred
thousand
dollars
of
federal
funds
waiting
to
come
to
the
students
of
anne
arundel
county.
Should
our
petition
be
approved,
please.
O
I
am
asking
the
board
to
please
approve
our
petition
today
on
behalf
of
our
students.
We
are,
we
have
a
proven
track
record
and
should
not
be
held
just
because
our
our
there
is
a
concern
over
what
is
written
when
our
actual
our
performance
speaks
for
itself.
I
appreciate
your
time.
Thank
you.
Thank.
N
I
was
taking
an
upper
level
economics
course,
one
that
required
me
to
spend
hours
every
week
studying
and
solving
practice
problems
at
the
desk.
In
my
college
dorm
room,
I
was
motivated
to
earn
an
a
in
what
was
a
notoriously
difficult
class.
I
would
work
the
entire
semester
to
keep
my
grade
up
and
everything
came
down
to
a
final
essay.
N
I
worked
hard
to
produce
what
I
thought
was
an
excellent
paper,
but
when
my
professor
returned
the
paper,
it
had
a
b
circled
in
red
ink
in
the
top
right
corner.
I
flipped
through
its
pages,
but
I
couldn't
see
any
writing
beside
my
own.
My
professor
didn't
leave
a
single
comment
confused
by
this.
I
asked
him.
Why
did
I
receive
this
grade?
N
He
told
me
I
read
it
and
just
felt
like
it
was
a
b
that
was
it.
He
didn't
explain
to
me
what
was
lacking
in
my
essay,
nor
what
I
could
do
to
improve.
He
didn't
consider
the
hard
work
I
put
in
all
semester
to
succeed
in
the
class.
It
was
like
he
threw
a
dart
at
a
board
to
decide
my
grade
when
I
reviewed
the
recommendation
to
deny
the
application
of
csv
elementary
school,
I
was
hit
with
the
same
feeling.
N
The
recommendation
lacked
actionable
feedback.
A
number
like
83
out
of
175
points
doesn't
tell
us
what's
right
about
our
application
or
what
we
need
to
work
on.
As
a
teacher,
I
would
never
slap
a
grade
onto
a
paper
and
hand
it
back
to
my
students
without
meaningfully
showing
them
how
they
can
revise
and
grow.
N
I
don't
think
any
teacher
would
and
that's
why
this
choice
is
especially
baffling.
This
lack
of
transparency
is
antithetical
to
a
cbs's
goal
of
creating
the
community
partnerships
necessary
to
cultivate
the
modern
stem
schools
that
our
county
desperately
needs.
I
urge
you
to
scrutinize
this
arbitrary
score
report
and
take
into
account
the
multiple
years
of
experience
we
have
demonstrated
running
a
successful
school
in
csb.
Thank
you.
Thank.
O
V
V
V
For
example,
one
of
the
comments
being
made
was
that
we
didn't
have
a
facility
ready
for
such
a
school,
whereas
we
haven't
a
very
large
18-year
agreement
ready
to
sign,
as
we've
mentioned
previously
in
the
words
of
the
recommending
committee
themselves.
They
have
no
problem
recommending
us
as
an
entity
to
run
and
operate
a
fully
functional
charter
school.
It
came
down
to
a
single
document
that
was
submitted.
B
And
that
concludes
our
public
comment.
Thank
you
very
much.
So
now
we
will
move
to
section
4
presentations.
W
W
The
intention
is
to
ensure
that,
as
many
children
are
ready
to
learn
when
they
enter
kindergarten
as
possible
in
2019,
when
aacps
administered
the
kindergarten
readiness
assessment,
it
was
found
that
only
46
of
children
in
kindergarten
were
actually
ready
to
learn,
of
course,
with
the
covet
pandemic.
The
test
was
not
administered
in
2020,
but
the
results
from
the
2021
test
are
now
in,
and
the
situation
is
even
more
dire.
W
W
W
The
commission
has
been
in
the
making
for
a
few
years
now,
in
september
of
2019,
there
was
a
joint
initiative
to
eliminate
the
opportunity
gap
comprised
of
community
members
representatives
from
the
school
system,
the
county
government,
et
cetera,
who
came
together
to
discuss
the
opportunity
gap.
I'm
not
going
to
spell
out
all
the
details,
because
the
opportunity
gap
report
is
available
for
anybody
and
everybody
who
wants
to
read
it
on
the
aacps
website.
W
Slide
county
executive
pittman
executed
an
order
to
create
the
joint
commission
on
the
opportunity
opportunity
gap
along
with
dr
barlotto,
based
on
the
recommendations
made
by
the
joint
initiative
to
eliminate
the
opportunity
gap.
The
joint
initiative
made
four
priority
recommendations,
including
to
establish
a
coalition
of
stakeholders
to
provide
review
and
oversight
regarding
the
opportunity
gap
and
to
empower
them
to
make
recommendations
to
change
equity
issues
that
make
more
equitable
than
make
a
more
equitable
playing
field.
W
W
This
was
an
attempt
to
get
all
of
the
committee
members
on
the
same
page
to
understand
certain
things
about
how
children
show
up
to
school,
ready
or
not
to
learn
and
how
we,
as
a
community,
can
understand
what
the
story
is
behind.
The
data
who
the
who
in
the
community
has
the
power
to
help
provide
the
data,
interpret
the
data
or
to
help
institute
changes
that
can
make
the
outcomes
better
for
students
to
experience
and
what
we
can
do
to
turn
the
curve,
reverse
poor
trends
and
produce
more
success
for
more
children.
W
Explaining
what
we
are
here
to
address
the
idea
behind
this
came
from
the
real
realization
that
not
everybody
is
aware
that
there
is
in
fact
something
called
an
opportunity
gap,
and
if
someone
isn't
aware
of
any
opportunity
gaps,
they're
surely
not
going
to
be
on
board
to
see
a
need
to
eliminate
them
slide.
W
There
is
a
committee
that
has
the
sole
purpose
of
creating
transparency
and
accountability
in
the
form
of
examining
and
reporting
the
data
that
will
allow
us
to
monitor
where
we
are
and
drive
where
we're
going
and
there's
another
committee,
that's
focused
on
the
examination
of
equity.
Where
does
equity
lack
and
what
can
we
do
to
ensure
that
equity
is
at
the
forefront
of
any
and
all
initiatives,
policies
and
procedures
slide?
W
These
committees
were
born
from
the
other
three
priority
recommendations
that
came
from
the
joint
initiative,
the
first
recommendation
being
to
assemble
the
joint
commission.
Again,
a
detailed
discussion
of
all
these
is
available
on
the
report
that's
available
on
the
aacps
website
as
a
commission.
If
we
see
that
there's
a
need
that
we
haven't
anticipated
so
far,
our
bylaws
do
state
that
we
can
have
the
ability
to
create
ad
hoc
committees
and
fill
them
as
we
see,
opportunities
arise,
applied.
W
The
priority
recommendations
were
chosen
because
of
the
partners
that
are
involved
and
they
are
aacps
the
county
government
and
the
local
community
because
of
the
intent
which
is
first
to
root
out
the
elements
that
are
structural
and
systemic
causes
of
the
opportunity
gap
and
then,
second,
to
find
ways
to
counteract
and
eliminate
the
causes.
And,
lastly,
these
recommendations
were
chosen
in
order
to
make
us
all
accountable
for
the
gaps
that
exist
and
to
create
sustainable
models
that
are
aimed
to
ensure
that
our
students
have
the
best
opportunity
to
learn
slide
going
forward.
W
The
joint
commission
is
going
to
go
through
an
exercise
that
will
allow
us
to
examine
our
strengths.
What
do
we
stand
a
good
chance
of
doing
well
and
why
and
how
we
will
be
able
to
leverage
these
strengths
to
make
them
make
some
worthwhile
recommendations
to
benefit
the
people
who
are
less,
who
are
less
able
to
access
their
education
in
the
same
exercise?
W
We're
also
going
to
take
a
hard
look
at
where
our
weaknesses
lie
and
what
forces
exist
to
make
it
more
difficult
to
achieve
the
changes
that
will
make
learning
more
accessible
to
greater
numbers
of
students
slide,
and
so
this
leads
us
to
the
question:
how
will
the
board
of
education
aacps
and
the
county
government
support
us?
Well,
what
is
it
that
you
have
done
so
far?
W
The
opportunity
gap
is
just
another
area
where
this
partnership
can
and
should
continue
slide,
and
now
this
leads
us
to
an
even
bigger
question,
which
is:
why
are
we
here
and
what
are
we
asking
of
you
now?
How
can
you
help
us
help
our
kids
be
ready
to
learn
as
possible?
W
There
will
be
times
that
we
as
a
commission
will
request
data
from
you,
specifically
data
that
is
disaggregated
so
that
we
can
see
what
the
current
trends
are.
What
the
current
state
of
affairs
is
and
to
see
if
our
efforts
are
making
any
measurable
impacts,
we
ask
that
you
please
be
willing
to
provide
this
information
to
us.
B
We
appreciate
you
coming
before
us.
Let
me
see.
I
B
F
C
So
the
first
question
I
think
you
may
have
already
answered
it,
but
you
stated
that
44
percent,
only
44
of
our
kindergarteners
are
ready
to
come
in
for
school.
So
and
you
described
it
as
more
dire
than
previously
thought
so
has
that
been
significantly
affected
by
covid?
Or
do
you
think
that
there's
another
factor
at
play?
That's
been
seeing
the
lowering
numbers.
W
Well,
we
can
all
take
a
stab
at
it.
I
think
that
there
may
be
other
factors
at
play,
but
covert
is
the
the
big
thing
that
that
we
have
experienced
between
the
last
test
that
was
given
and
the
most
recent
test
and
there's
been
a
six
percent
drop,
and
so
we
can
say
that,
if
not
a
hundred
percent,
the
reason
kova
does
play
a
huge
role
in
why
we
see
a
six
percent
drop.
C
Okay
and
then
my
second
question,
given
the
acronym
swat,
can
you
give
an
example
of
what
a
threat
would
be
like
one
that
we
should
look
out
for.
W
So
I
think
that
in
addressing
the
opportunity
gap,
it's
gonna
have
to
be
a
community-wide
effort,
and
so,
if
there
are
people
who
don't
recognize
that
an
opportunity
gap
exists,
they're
not
going
to
want
to
be
on
board
with
addressing
any
any
things
that
any
any
of
us
identify
as
an
opportunity
gap,
so
that
that's
in
itself
represents
a
huge
threat.
C
X
I
think
there
are
so
many
tracks,
honestly.
Obviously
the
policies
and
procedures
that
already
exist
that
are
very
hard
to
change
take
a
very
long
time.
That's
certainly
a
threat
to
any
work.
That's
happening
now,
anything
to
do
with
political
shifts.
Political
changes
are
always
a
threat
to
boards
and
commissions
that
are
placed
there.
The
fact
that
this
is
done
by
executive
order
that
acts
as
another
threat
in
many
ways,
because
it
means
that
it
belongs
to
the
county,
executive
and
the
superintendent.
X
So
that's
another
issue
for
us.
There
are
many
many
threats
to
the
work.
What
we
talk
about
in
a
swot
analysis
is
how
do
you
get
ready?
How
do
you
understand
those
threats
and
then
prepare
your
work
and
do
your
work
accordingly?
But
there
are
many
more
than
I
have
mentioned
and
when
we
do
the
swat
they're
all
going
to
come
out,
hopefully.
C
Oh
okay,
I'm
going
to
ask
this
like
the
last
question,
so
within
the
metrics
that
you've
seen
are
there
any?
Is
there
fluctuation
on
the
numbers
for
kindergarten
readiness,
depending
on
where
in
the
county
that
you're
looking
at
so
is
it
higher
in
say
like
west
county
but
lower
in
south
county?
And
what
are,
I
guess,
the
biggest
disparities,
depending
on
where
you
are
in
the
county.
W
I
know
that
there
are
disparities
that
occur
depending
on
where
in
the
county
you
are.
I
don't
have
the
information
right
in
front
of
me
right
now,
but
I
do
believe
that
it's
that
it
can
be
available.
Okay,.
X
We
so
the
kindergarten
readiness
is
not
broken
down
by
zip
code
or
by
census
tract,
but
what
we
do
know
is
what
is
happening
in
our
various
census,
tracts
and
zip
codes
related
to
both
a
geography
and
a
colour
of
poverty
in
our
county.
So
we
we
know
where
to
expect
the
least
readiness,
because
we
understand
where
the
social
determinants
are
highest,
and
we
know
for
sure
that
that's
where
children
are
most
unlikely
to
be
ready
because
of
all
of
the
social
determinants
that
are
swirling
around
them
and
we
do
know.
B
That
thank
you
miss
dr
alan.
Y
W
So
my
name
is
peggy
cruz.
I
work
with
school
health
services,
I'm
the
program
supervisor
for
old
mill
northeast
and
so
all
the
schools
in
oakland
northeast,
I'm
the
supervisor,
and
you
know
I
provide
a
resource
for
the
school
nurses
and
the
health
assistants
that
are
there
so
and
I've
been
with
the
program,
I
believe
since
2018
and
I
love
the
program.
B
Well,
we
are
very,
very
grateful
to
you
for
what
you
do
every
day
and
for
taking
time
to
come
here.
I
think
our
members
have
taken
to
heart
what
you
have
brought
to
us
and
particularly
what
we
can
do
to
support
this
work
and
what
we
will
continue
to
do
to
support
this
work,
and
we
all
look
forward
to
continuing
to
partner
with
you
and
frankly,
to
hear
from
you
when
you,
when
you
feel
it's,
it's
a
good
point
to
come
back.
B
B
K
K
It
also
works
to
reduce
the
negative
impacts
of
parental
incarceration
on
children,
families
and
communities
improve
the
outcomes
for
our
disconnected
youth,
reduce
childhood
hunger
and
reduce
youth
homelessness
throughout
the
covet
19
pandemic.
The
partnership
has
gone
above
and
beyond
to
support
families
in
need
by
connecting
them
with
the
most
up-to-date
resources
to
fit
their
individual
needs.
Their
innovative
approach
to
solving
some
of
the
most
daunting
challenges
our
community
has
ever
faced
is
a
true
testament
to
their
love,
compassion
and
dedication
to
our
community
and
aacps
family
executive
director.
K
She
has
been
conducting
community
needs
assessments
for
more
than
20
years
to
support
aacps
and
anne
arundel
county's
efforts
to
help
families
and
communities
in
need,
and,
on
a
personal
note,
I've
known
this
woman
for
well
over
15
years
now
and
worked
in
the
trenches
with
her,
and
I
could
just
say
that
you
know
if
we
could
create
a
dna
store
bank
to
clone
those
those
most
helping
our
community.
I
would
definitely
nominate
you
I
just
can't
say
enough.
K
G
K
So
dr
brown,
I
I
am
honored
to
present
this
citation
to
you
today,
dr
brown,
the
board
of
education
of
anne
arundel
county
bestows
this
citation
upon
you
in
recognition
of
your
unwavering
commitment
to
serve
the
students
of
anne
arundel
county
public
schools
in
anne
arundel
county
communities.
We
are
grateful
for
your
leadership
and
continued
partnership.
F
K
Off
and
just
on
a
note
too
there's
a
lot
of
folks
that
dr
brown
works
with
and
miss
jackson
and
myself,
and
so
many
others,
dr
alato,
and
I
could
keep
on
going
on
and
on,
and
they
really
wanted
to
be
here
but
they're
out
doing
all
that
hard.
F
K
X
So,
madam
chair
and
invisible
superintendent
board
members,
he
stand
away.
So
I'm
delighted
to
be
here
this
afternoon
to
talk
to
you
about
the
work
of
the
partnership
for
children,
youth
and
families,
and
I
want
to
say
when
I
talk
about
that,
I'm
really
talking
about
the
work
that
community
groups
do
to
support
your
work
in
partnership
with
the
school
system.
X
We,
the
partnership,
have
had
a
long
and
very
wonderful
partnership
with
acps
over
many
years
now,
and
so
I
just
thought,
I'd
come
and
talk
to
you
a
little
bit
about
all
those
partnerships
so
next
slide,
please,
I
can't
make
it
work
bob.
Thank
you.
So
I
thought.
Maybe
I
should
start
by
telling
you
what
the
partnership
for
children,
youth
and
families
is.
We
are
a
local
management
board.
There
are
24
in
the
state
of
maryland,
they
are
unique
to
the
state
of
maryland
and
they
were
the
reason.
Actually
I
came
to
maryland.
X
They
were
created
in
recognition
of
the
siloed
way
we
deal
with
children
and
families.
So
education
looks
over
here.
Social
services
looks
here
juvenile
services.
It
was
this
idea
of,
let's
have
a
board
that
pulls
together
all
the
partners,
so
on
my
board
are
all
of
the
different
partners
in
the
world
of
children
and
families
up
there.
X
It
tells
you
the
various
things
that
we're
expected
to
do,
and
the
county
code
that
supports
us
every
county
set
up
their
local
management
board
in
the
way
that
suited
their
county
best
because
we're
very
focused
on
local
needs
here
in
anne
arundel
county
we're
called
the
instrumentality
of
county
government.
I've
been
here
a
long
time
and
I
still
haven't
figured
that
one
out,
but
we
will
take
it
so
next
slide,
please
one
of
the
things
that
local
management
boards
do
do
and
the
partnership
does,
as
you
know,
is
to
assess
local
needs.
We
do.
X
The
community
needs
assessment
in
partnership
with
the
community
foundation,
which
is
called
poverty
amidst
plenty,
and
we
also
do
the
community
health
needs
assessment
and
when
we're
looking
at
a
community,
we
are
looking
at
all
of
the
ways
that,
where
a
child
lives
and
what
surrounds
that
child
in
every
way
in
economics,
in
food
in
health,
how
that
impacts
that
child
when
they
walk
into
your
school
system,
I've
been
dragging
around
maps
now
for
about
12
years.
Our
maps
show
a
distinct
pattern
for
our
county.
X
It's
what
I
have
called
a
geography
and
color
of
poverty.
In
other
words,
the
areas
where
the
social
determinants
are
not
going
in
the
right
direction
are
also
the
areas
where
that
are
disproportionately
african-american
and
to
some
extent,
hispanic
and
every
map
tells
a
story
you
you
don't
really
need
to
know
what
all
of
these
maps
are.
I
have
built,
probably
30
of
them
by
now,
but
they're
all
the
ways
we
look
at
what
we
call
the
social
determinants
next
slide,
please!
X
So
what
do
you
do
about
that
when
you
know
that
this
county
in
some
places
is
so
wealthy
and
well-off
in
others?
That
is
enormous
in
other
parts
in
equity?
Well,
you
build
a
big
community
plan
so
for
the
past
since
2014,
the
partnership
has
building
been
building
plans
with
different
all
the
different
agencies
with
residents
with
church
groups,
and
this
is
what
it
looks
like.
So
we
see
our
county
executive
there
trying
to
drive
that
bus.
X
My
own
board.
We
have
a
huge
guiding
coalition
with
strategic
advisors
that
live
in
public
housing,
the
chief
of
police,
you
name,
it
they're
part
of
our
guiding
coalition
and
we
what's
called
a
collective
impact
model.
Very
simple.
You've
got
to
get
everybody
together,
because
this
stuff
is
collect
is
very
complicated
and
collectively
we
all
have
to
play
our
part,
and
one
of
the
things
we
did
was
to
start
to
develop
what
we
call
communities
of
hope
in
each
of
those
areas
we're
most
concerned
about
in
north
county.
X
It's
brooklyn
park
to
some
extent
glen
burnie
in
west
county,
seven
mead
in
the
city
of
annapolis.
It's
public
and
subsidized
housing
in
south
county
it's
lothian
deal.
The
place
is
where
all
the
mobile
homes
are.
We
know
where
these
places
are
and
what
we
wrapped
around.
It
was
something
called
systems
of
care.
So
next
slide.
Please
systems
of
care
was
the
original
partnership
between
aacps
and
and
us,
and
all
of
them
we
created
the
1
800
number.
The
partnership
had
two
family
navigators
at
time.
X
X
We
also
created
a
whole
load
of
teams
in
recognition
that,
because
our
system
is
so
siloed,
the
people
who
do
the
work
need
to
talk
together
with
families.
We
call
these
teams
cricket
teams,
source
initiative,
care
team.
Fortunately,
it's
spelled
cricket
which
delighted
me
we
used
to
have
a
regular.
We
still
have
our
regular
team,
but
we
all
have.
We
have
silver
cricket,
which
is
run
by
a
department
of
aging
for
seniors
and
disabled
and
our
newest
one
is
victim
services
and
those
of
you
who
remember
lincoln's
special
education.
X
X
So
what
else
are
we
doing
with
aacps
pandemic?
Related
michelle
did
a
wonderful,
I'm
sorry,
the
crocodile
did
a
wonderful
job
of
talking
about
all
of
the
work
we've
done
and
the
wonderful
partners
at
monique,
myesha,
ryan
caroline,
which
are
loads
of
people
working
on
this,
but
along
with
jodie
reesey,
we
figured
out
food
very
early
on.
We
gave
out
chromebooks
we're
still
doing
free
internet
hot
spots
with
caroline
mccurdy
and
the
21st
century
education,
so
they're
all
pandemic
related
we've
always
done
after
school
programs
with
the
school
system.
X
Probably
our
most
enduring
is
yes,
youth,
empowerment
services,
it's
a
brooklyn
partner
of
county
mead,
that's
run
by
pastor,
cheryl,
menendez,
we're
also
working
with
monique's
office
in
maisha
on
neighborhood
navigators
who
were
focused
on
the
learning
gap
and
that's
with
tony
pratt
in
esport
terrace
and
robin
wood.
X
We
started
restorative
justice
with
the
school
system
back
in
2011
when
kathleen
was
still
with
all
of
you,
and
we
worked
with
her
at
that
time
and
now,
with
cathy
rock
to
add
community
conferencing
as
part
of
school
discipline
policies.
It
was
like
a
really
big
triumph
for
us
at
the
time
and
then
restorative
justice
sort
of
took
off
in
schools
and
kathy
gave
it
her
own
flavor,
and
now
it
has
become
almost
a
normal
word
within
aacps,
so
next
night,
slightly
next
slide,
please
loads
of
work
on
homeless
families.
X
This
is
a
massive
partnership
with
student
support
services
with
ryan
bultman
general
kaye.
We
have
rapid
re
housing,
that's
now
expanding
county-wide.
We
have
a
prevention
of
homelessness
program.
We
have
a
two-gem
program
in
brooklyn
park.
I
love
operation
open
door.
It's
my
favorite
program.
We
have
never
had
access
to
section
8
vouchers.
This
is
a
partnership
between
the
school
system,
social
services
and
the
partnership
to
make
section
out
vouchers
accessible
to
homeless
families
who
come
to
the
attention
of
the
school
system
through
your
pupil
personnel
workers.
X
What
a
fabulous
program
that
is,
it
makes
me
so
happy
just
seeing
it
up
there,
and
let
me
just
quick
word
about
your
pupil
personal
workers.
They
are
the
very
very
best
next
slide.
Please
and
finally,
these
are
all
of
the
other
ways
that
we
are
involved
with
the
school
system
through
the
mental
health
task
force,
the
opportunity
gap
task
force,
I'm
one
of
two
staff
to
that
task
force.
X
I
just
did
a
whole
load
of
aces
training
with
ryan
vogtland
that
we
did
train
the
trainer,
so
your
staff
can
go
out
and
do
more
training
around
aces.
We
have
a
lovely
little
youth
mentoring
program,
going
partnership
with
the
school
system,
the
mental
health
agency
in
odds
we
have
youth
re-entry
and
most
recently
we
have
a
really
good
program
going
along
with
your
international
center
and
the
annapolis
immigration
network
to
bring
legal
services
for
immigrant
youth.
X
So
I'm
really
here
to
say
thank
you
to
aacps,
because
I
think
it's
a
sort
of
well-kept
secret
that
you
are
a
fabulous
partner
in
our
work.
There
are
many,
obviously
I
have
colleagues
over
24
counties
in
the
state
of
maryland
and
they
say
how
difficult
it
is
to
work
with
their
school
system
and
they
don't
know
anybody
in
the
school
system
and
they
don't
know
where
to
go
in
the
school
system
and
I'm
thinking
what.
How
is
that
even
possible,
because
my
experience
in
this
school
system
has
been
absolutely
fantastic.
X
I
have
never
had
anybody
say
no.
Michelle
said
I
ask
all
the
time.
I've
never
had
anybody
say
no
and
the
the
quality
and
the
caliber
of
the
people
that
work
for
you
at
every
level.
They
are
just
beyond
compare
and
the
work
they
have
done
over
the
last
two
years.
I
cannot
even
say
in.
I
cannot
find
the
words
to
talk
about
everybody
in
aacps
the
teachers,
the
people
who
serve
meals,
who
kept
on
going
through
what
has
been
basically
a
traumatic,
a
massively
traumatic
experience
for
all
of
us.
X
C
Since
it's
there,
I
was
going
to
ask
this
on
a
one
on
one
level,
but
I
would
invite
the
rest
of
the
dice
to
wonder
about
this.
Is
there
any
way
that
we
could
help
outside
of
our?
You
know
board
capabilities
through
volunteering
through
giving
our
time
through.
How
can
we
help
in
this
effort,
because
this
sounds
incredible
and
I
mean
as
someone
who
comes
from
an
immigrant
background,
who
has
cousins
who
are
trying
to
become
citizens?
X
So
I
think
all
of
our
communities
of
hope
are
open
to
everybody
to
join
one
of
the
things
that
happen
in
those
meetings
and
those
groups
is
that
different
initiatives
get
going,
some
of
which
use
volunteers
and
some
of
which
are
part
of
agencies
getting
together,
some
of
which
involve
residents.
So
I
would
say
at
least
in
knowing
what's
going
on
and
where
we're
looking
for
volunteers.
X
X
You
can
always
call
me
if
you
see
anything
out
there
that
interests
you,
I
usually
know
the
right
person
to
make
a
contact
with
so
one
of
the
unfortunate
things
about
the
county.
Let
me
just
say
this:
we
used
to
have
a
really
active
volunteer
center
and
about
six
years
ago
it
got
defunded
and
I
keep
meaning
to
talk
to
the
county
executive
about
it,
because
that
is
a
real
lack
for
us.
X
The
fact
that
we
do
not
have
a
coordinated
place
for
people
who
want
to
volunteer-
and
this
is
a
county
where
everybody
wants
to
volunteer-
I
talk
to
people-
I
mean
it's
usually
the
first
thing
out
of
people's
mouths.
When
I've
spoken
is
how
do
I
get
involved?
How
can
I
volunteer?
I've
got
free
time,
so
I
think
not
having
that
I
mean
there's
nothing.
This
is
really
for
the
county
executive,
so
jen's
here.
So
I
keep
forgetting
to
say
that
ted.
So.
I
X
A
C
I
mean
even
with
that,
like
we
have
the
service
hub
for
our
county
for
high
school
students.
That
goes
all
the
way
from
6th
grade
to
12th
grade.
So
I
mean,
if
there's
any
opportunity
and
I'm
close
with
the
people
who
run
it
shout
out
to
ms
fowler.
X
B
Thank
you,
miss.
O
K
I
know
if
we
could
just
find
a
way
to
foster
that
more
interactive
communication,
our
stakeholder
families
or
students.
It
would
definitely
better
serve
how
we
make
informed
decisions
and
demonstrate
our
desire
to
make
those
decisions
as
reflective
as
possible
for
our
values,
which
is
exactly
what
we're
in
the
business
of
and
those
are,
our
values.
K
They
respect
the
culture
and
life
circumstances
of
everyone
and
overall
willing
to
meet
the
students
where
they
are,
and
that's
so
that's
what
you
guys
do
when
I
say
boots
on
the
ground
and
active
engagement,
they're
meeting
our
students
and
our
families
where
they
are
not
where
we
are
asking
us
to.
You
know,
come
see
us
so
I
know
you've
been
working
with
a
lot
of
our
underserved
groups.
K
Our
el
students
and
I'd
like
to
ask
dr
alato
a
couple
questions,
because
some
of
the
stuff
that
you
discussed
and
as
well
as
some
of
the
work
that
I
know
that's
going
on,
has
me
thinking
about
little
ways
with
big
impacts.
So,
if
I
could
dr
alato,
can
you
share
what
wraparound
services
aacp
aacps
is
providing
just
this
quick
summary
to
our
esl
families,
specifically
focusing
on
those
translation
services
and
for
the
public
information
et
cetera
et.
Y
Y
So
when
students
international
families
arrive
to
us,
there
is
a
special
place
that
they
go
to
at
phoenix
academy
where
there
are
registrars
and
counselors
and
educators
there
that
take
the
families
in
not
only
assess
the
students
for
their
english
language
skills
and
their
math
skills,
but
go
through
the
documentation
and
get
those
children,
families
ready
to
begin
to
enter
school.
Y
There
are
registered
there
for
their
home
school
wherever
it
is
that
they're
living
and
then
that's.
Where
sort
of
we
can
begin
to
use
the
term
wraparound
service.
We
can
begin
to
wrap
our
arms
around
those
international
families
so
to
be
connected
to
a
counselor,
but,
most
importantly,
we
connected
to
a
bilingual
facilitator
in
their
home
language
and
it's
that
bilingual
facilitator.
Y
It
could
be
to
assistance
in
housing,
I'm
getting
in
touch
with
bg
and
e
for
getting
the
electric
turned
on
and
bills
paid
whatever
those
things
are,
so
it
begins
for
us
with
the
with
the
bilingual
facilitator,
and
then
we
have
our
ppws,
our
social
workers,
our
school
psychologists
and
then
the
individual
school
counselors
that
assist
those
families
and,
first
and
foremost,
getting
their
children
assessed
and
enrolled
in
school,
but
then
assisting
those
families
with
access
to
all
the
wonderful
resources
that
dr
brown
and
her
team
and
our
county
were
able
to
provide
for
those
families
to
now
get
them
settled.
X
And
I'll
just
add
for
the
school
system,
gaston
is
the
most
wonderful
act
represents
you
in
all
of
the
committees
that
I
serve
on.
He
is
a
fierce
and
wonderful
advocate
for
immigrant
children.
He
makes
a
difference
on
his
own.
We
both
belong
to
two
work
groups
for
the
latinx
community.
K
Thank
you,
and
just
as
a
follow-up
question,
you
know
there's
a
lot
of
things.
I
know
interactive
right,
dr
arlotto,
like
once,
we
get
something
onto
our
website.
Translation
happens,
but
not
all
of
the
board's
business,
in
particular
all
of
a's
a
cps
business.
What
you
guys
do
everything's
intact,
there's
from
time
to
time,
where
I'm
kind
of
going
like.
I
wonder
if
there
would
have
been
a
benefit
if
we
would
have
just
simply
released
something
that
had
the
translation
or
something
sitting
over
in
board
docs
or
so
dr
alato.
K
Would
yourself
and
staff
be
willing
to?
Maybe
that's
informal
here,
but
maybe
work
with
the
board
to
help
us
identify,
or
maybe
you
know
we
can
compile
some
ideas
that
members
may
have
of
specific
types
of
documents
or
when
events
come
up
to
maybe
work
with
you
guys
to
see
if
we
can
increase
our
automatically
translated.
You
know
as
it's
being
released
for
some
of
our
families,
because
we
do
make
a
lot
with
with
covid
in
particular,
there's
a
lot
of
changes
that
are
constantly
happening.
K
We
can
barely
keep
up
with
it
and
I
can
just
imagine
a
family
who's
in
a
completely
new
environment
going
like
what's
even
going
on
and
our
translators
go
above
and
beyond
work
incredibly
long
hours
and
are
always
there
for
their
families.
Those
are
their
families
and
I
know
how
they
feel
about
that.
But
we
can't
always
impose
that.
I
think
as
a
board
on
them
and
I'm
I'm
just
kind
of
wondering.
Y
Certainly,
board
can
identify
documents
that
it
would
like
to
have
that
they
that
you
all
believe
are
most
important
to
the
families
that
would
need,
or
act
better
or
more
access
through
translation.
So
we're
glad
to
do
that.
Let
me
state,
as
mrs
crocodill
for
those
that
are
not
aware,
because
it's
sort
of
this
hidden
gem
in
the
top
right
hand
corner
of
our
website
that
you
can
pull
down
several
any
one
of
several
dozen
languages
and
the
page
before
you
will
automatically
be
translated.
Y
It
is
a
fantastic
piece
to
our
website.
2.0,
it's
in
the
upper
right
hand
corner.
It
won't
translate
things
that
are
say
a
pdf
that
was
uploaded
to
the
site,
but
anything
that
is
native
content.
Things
that
we
have
created
and
posted
to
the
site
in
the
page
will
automatically
translate
in
something
like
several
dozen
different
languages.
K
So,
dr
tobin,
this
is
more
in
your
wheeled
house
than
it
is,
I
think,
any
motion,
or
anything
like
that.
Are
you,
okay,
with
maybe
us
compelling
and
sharing
with
dr
lotto
and
maybe
having
those
conversations
with
him
and
mr
mosher
or
whoever
identified
the
most.
You
know
that
of
the
greatest
need
as
time
permits
and
absolutely.
B
Absolutely
and-
and
I
would
just
ask-
perhaps
miss
corcodel
if
you'd
be
willing
to
reach
out
to
board
members
and
solicit
any
thoughts
they
have.
I'm
happy
to
then
follow
up
with
dr
alato,
and
I
think
it's
a
good
opportunity
to
address
this,
because
I
think
dr
arlato's
comment
too
about
the
pdfs
is
another
issue
that
we
we've.
It's
come
to
our
attention
for
families
who
work
on
phones,
yes,
yeah
and
not
on
computers-
that
that
too,
is
part
of
this-
that
you
know
how.
How
can
you
access
that?
B
So
I
know
this
is
something
staff
continues
to
work
on,
but
I
think
it's
a
good
opportunity
as
we're
gathering
the
documents,
particularly
around
board
business.
We
think
should
be
most
accessible,
also
to
think
more
broadly
about
again
where
our
families
are
and-
and
certainly
that's
through
the
pandemic
become
abundantly
clear
to
us.
How
many
families
are
are,
first
and
foremost
working
only
from
a
phone
yep,
and
so
I
think
that's
also
something
we
want
to
address.
But
thank
you,
miss
corcodel.
Thank.
K
You
yeah,
I
mean
any
opportunities
of
ways
that
we
can
improve.
We've
already
got
a
very
transparent,
accessible
communication
system
in
place,
as
dr
brown
attends
to
and
many
of
our
families
who
have
been
who
have
benefited,
but
there's
always
room
for
improvement,
especially
when
the
need
is
always
greater
than
the
resources.
So
thank
you
guys
for
that
consideration
and
thank
you
once
again.
I
just
had
one
last
follow-up
question
for
you,
dr
brown.
K
Are
there
anything
priorities
in
aacps's
budget
proposals
that
that
or
categories
that
you
think
would
be
supportive
of
your
work
or
reflective
of
the
progress
that
we've
made
and
continue
to
make
feel
free
to
share.
X
I'm
very
focused
on
early
childhood
education
at
the
moment.
I
think
that
that's
a
good
place
for
us
to
come
at
some
of
these
gaps
and
issues
and
inequities,
I'm
very
focused
there.
I
think
that
there
are
programs
that
you
already
support
in
family
support,
centers
and
other
you
know.
Pre-K
is
coming
on.
There's
lots
of
blueprint
money
coming
down
through
the
maryland
family
network
to
create
family
support,
centers
we're
trying
to
create
one
in
south
county
with
the
county
so
that
zero
to
five
guys.
X
If
we
could
get
that
right,
I
think
that
our
chances
for
our
children
would
be
so
for
all
of
our
children
would
be
so
much
greater
because
the
truth
is
for
some
of
our
kids.
They
come
to
school
with
lead
boots
on
the
other.
Kids
are
nice,
nike
trainers
and
they're
off,
and
some
of
them
are
just
they
are
held
back
not
by
their
innate
ability,
but
by
everything
that
surrounds
them
and
has
happened
to
them
related
to
all
of
the
inequities
that
we
all
know
so.
Well.
So
there's
that's
where
I
am
now.
X
B
I
thank
you
and
I
would
follow
up
dr
brown
by
saying,
of
course,
your
report
is
always
an
extraordinary
report
to
read
and
it
demonstrates
in
very
clear
ways
now
if
we
speak
in
purely
economic
terms
where
to
be.
B
Maybe
a
little
surgical
about
it.
The
roi
is
best
again
evidence
right
and
early
childhood
is.
Is
that
exactly
and
and
I
I
urge
anyone
who
hasn't-
I
doubt
there's
anyone
in
sport
who
hasn't
read
your
report,
but
I
would
I
would
say
that
that
demonstrates
that
abundantly
and
I've
heard
you
talk
about
it
in
other
discussions.
So
thank
you.
Thank
you
very
much
for.
B
I
see
ms
noma
story,
that
was
your
previous
life.
Are
you
okay?
So
I
think
I
don't
see
any
additional
lights.
Thank
you
so
much
for
your
time.
I.
X
B
Could
we
be
super
quick
down
here
and
take
a
quick
photograph.
X
F
B
A
A
B
You
don't
want
me,
I
just
sit
in
some
chair
when
I
find
it.
Okay,
we
are
going
to
move
on
to
item
4.03.
Z
Good
afternoon
for
the
record,
alec
check
news
chief
operating
officer
here
to
provide
an
update
relative
to
item
4.03
on
the
school
start
and
dismissal
time
project.
So,
as
you
may
recall,
following
a
series
of
discussions
about
creating
healthier
school
start
and
dismissal
time
for
students
and
work
by
a
consultant
hired
to
examine,
recommended
changes
and
potential
efficiencies
within
transportation,
specifically
with
school
bus
transportation
routes,
the
board
of
education
formally
approved
a
shift
in
school
hours
for
the
2022-2023
school
year.
Z
Z
Since
that
time,
staff
from
prismatic
services
inc
have
been
diligently
working
collaboratively
with
the
team
here
at
aacps
to
develop
a
bell
schedule
that
comports
with
the
parameters
that
were
pre-established
by
the
board
of
education.
At
that
time,
the
work
has
resulted
in
a
proposed
schedule
where
classes
will
begin
at
8
30
for
the
comprehensive
high
schools
classes
will
begin
at
9.
15
for
comprehensive
middle
schools
classes
would
begin
between
8
a.m
and
8
30
a.m.
At
all
of
our
comprehensive
elementary
schools.
Again,
this
is
effective
for
the
2022-2023
academic
year.
Z
Furthermore,
the
start
times
for
our
developmental
centers
for
phoenix
academy
and
for
our
mary
moss
at
jay
alberts
academy
would
begin
at
9
15
a.m
and
our
three
early
education
centers
would
begin
at
9
00
a.m.
Z
It's
important
for
the
board
and
public
to
recall
that
our
four
independent
charter
and
contract
school
operators
establish
their
own
start
and
dismissal
times,
and
you
know
once
they're
finalized.
They
will
announce
their
independent
of
this
action.
Certainly
some
minor
modifications
or
adjustments
to
starting
dismissal
times
due
to
things
like
traffic
concerns.
Road
concerns,
road
construction
or
other
as
yet
unidentified
or
unanticipated
conditions
may
still
take
place
over
the
next
few
months.
Z
As
the
analysis
by
a
prismatic
and
aacps
team
continues.
Its
further
refinement,
exact
bus
time,
bus
stop
times
and
bus
stop
locations
will
not
be
finalized
or
posted
for
several
more
months.
This
is
the
norm
each
and
every
year.
There's
no
change
in
that.
It
is
worth
noting
that
the
work
by
prismatic
again,
the
consultant
hired
by
the
board
to
identify
or
generate
efficiencies
further
efficiencies
within
the
school
transportation
arena
would
also
likely
result
in
more
efficient,
consolidated
or
neighborhood
stop
systems
than
we
have
at
present.
Z
So,
dr
alato,
the
superintendent
has
already
begun
and
assembled
a
core
implementation
team
and
identified
a
project
manager
to
oversee
the
change
management
process
and
to
work
through
the
various
logistical
changes
that
will
have
to
happen.
The
various
logistical
changes
and
aspects
that
will
have
to
happen
as
we
continue
to
adjust
and
work
towards
the
school
hour
adjustments.
Z
Many
months
in
advance
of
the
actual
implementation
dates
so
that
change
management,
those
life
life
required
alterations
can
begin
to
occur,
so
families,
employees,
other
governmental
and
business
partners
and
the
private
sector,
like
the
child
care
industry,
etc,
certainly
need
to
begin
making
preparations
for
it.
We
all
know
that
a
change
in
school
hours
has
many
many
layered
and
tangential
impacts
as
well.
So
it
goes
without
saying
that
things
like
athletics
adjustments
will
have
to
occur
school
meal
time.
Changes
will
have
to
occur
co-curricular
activities
after
school
activities.
Z
You
know
things
will
change
in
concert
with
the
adjustment
of
school
start
times,
but
so
will
things
like
traffic
signalization
crossing
guard
deployments
and
again
I
mentioned
the
child
care
operators
just
to
name
a
few.
So
these
are
the
various
type
of
partners
and
outreach
activities
that
will
commence
with
the
with
the
announcement
of
the
proposed
start
dismissal
time
in
the
months
ahead
again
facilitated
by
the
implementation
team.
Z
2223
school
hours
again,
all
this
will
be
contained
in
a
in
a
press
release.
That's
going
to
be
going
out.
Additionally,
this
board
of
education
board
of
education
members,
supported
by
the
project
manager
and
other
staff
members
here
at
aecps,
will
also
hold
a
series
of
soon
to
be
announced,
informational
sessions
to
provide
more
details
about
school
hour
adjustments
and
other
operational
changes
across
the
school
district.
Those
sessions
will
be
live
streamed
on
the
aacps
youtube
channel
and
with
that,
madam
president,
I'll
conclude,
my
brief
introduce
introductory
remarks.
B
Thank
you
very
much,
mr
shaknovich.
So
I
see
ms
scholheim
and
then
ms
ellis's
lights
and
ms
corcodell.
D
Thank
you
for
the
update,
very
much
appreciated
and
the
informational
sessions.
Can
you
expand
upon
that
a
little
bit?
What
if
there's
other
details
that
you
happen
to
know
about
them?
It's
my
understanding
that
it'll
be
well
several
of
them,
but
can
you
can
you
give
me
any
more
details?
Yes,.
Z
Ma'am
so
we'll
be
working
with
board
leadership
and
the
board
assistant
to
identify
dates
for
a
series
of
informational
sessions.
We
contemplate
that
they
will
be
geographically
associated
with
the
districts
that
you
represent.
That's
the
most
logical
alignment
and
it
will
provide
an
opportunity
for
the
board
member
to
to
make
obviously
make
any
introductory
or
overarching
comments
that
they
wish
to
make.
Z
And
then
I
envisioned
that
it
would
be
transitioned
to
to
the
project
manager
who
act
as
the
facilitator
and
the
staff
to
go
through
some
informational,
potentially
some
slides
and
takeaways.
And
then
there
will
be
an
opportunity
at
the
end,
to
make
closing
remarks.
We're
also
generating
a
mechanism
to
be
able
to
capture
and
respond
to
questions
that
may
come
about
as
about
it.
So
mr
mosher
and
his
wonderful
information
team
again
will
be
working
with
technology
to
sort
of
fashion.
Z
The
instrument
to
capture
display
the
information
and
sort
of
help
choreograph
the
information
sessions.
So.
D
Z
I'm
sorry
if
I
neglected
that,
so
it
will
be
virtual
because
it
is
believed
that
that's
probably
the
most
effective
wave
this
way
it's
not
dependent
on
a
person's
individual.
You
know
having
to
rush
home
from
work
or
having
to
get
somewhere.
It
also
may
be
more
comfortable
for
some
people,
but,
most
importantly,
it
allows
it
to
be
archived
and
that
archived
session
will
be
saved
and
will
be
permanently
accessible,
so
even
for
individuals
that
either
couldn't
make
the
initial
event
or
maybe
want
to
revisit
and
watch
it
again.
Z
They
can
certainly
will
have
access
to
that.
You
know
essentially
we're
going
to
create
a
spot
on
the
web
page
to
have.
You
know,
access
to
to
all
the
information
for
the
public.
D
That's
great
and
then
just
a
tiny
follow-up
question,
because
I
think
it's
coming
to
us
in
a
month
or
two,
but
this
seems
this.
The
release
of
this
in
these
sessions
also
dovetails
nicely
into
the
report
back
about
the
potential
for
an
opt-in
system,
so
that
we
can
tighten
up
those
routes
that
still
that
work
is
still
on
on
ongoing.
Q
Thank
you,
dr
tobin.
Thank
you
for
the
update
mr
chiknovich.
This
is
this
is
a
delight
for
me
to
see
us
continuing
to
move
forward,
and
I
want
to
thank
everyone
involved
in
the
work
and
the
continued
work
into
making
this
happen.
I
know
it's
no
small
task,
so
this
does
not
make
anne
arundel
county
a
leader
in
the
nation.
Q
There
have
been
many
many
districts
across
the
nation
that
have
already
made
this
change,
but
it
makes
anne
arundel
county
without
a
doubt
a
leader
in
the
state
in
making
this
change,
and
I
just
want
to
ask
a
couple
questions.
First
of
all,
I
believe,
there's
an
application
process
for
the
orange
ribbon.
Q
I
don't
know
if
it's
orange
ribbon
for
healthy
hours
healthy
start
times,
but
you
know
I
do
hope
that
we
are
going
to
pursue
that.
I
think
we
should
be
very
proud
of
of
this
accomplishment,
so
I
guess
I
have
a
question
about
that.
First
of
all,
are
we
applying
for
the
orange
ribbon
and
as
far
as
the
public
forums,
as
as
we
heard
earlier,
that
includes
these?
Q
These
forums
should
include
the
necessity
of
healthy
school
start
times,
the
consequences
of
chronic
sleep
deprivation
and
the
health
and
safety
impact
of
aligning
school
start
times
with
adolescent
sleep
patterns.
In
other
words,
the
education
piece
is
a
very
important
part
of
it
for
our
public.
So
can
you
speak
to
that
sure.
Y
Absolutely
the
first,
your
first
part
regarding
the
orange
orange
ribbon
award
is
that
what
it's
called
so
no,
we
haven't
applied
for
it
because
we
haven't,
we
haven't
changed
start
and
it's
just
dismissal
times.
Yet,
no.
Y
Dr
duarte
will
will
take
that
on.
He
is
the
project
manager.
Regarding
your
your
second
question,
I
would
what
I
would
suggest
my
anticipation
is
that
each,
but
that
the
board
members
at
the
beginning
of
each
of
your.
Y
Community
town
halls
on
this
issue,
whatever
we
decide
to
call
in
these
community
gatherings,
is
that
will
be
your
responsibility
that
will
be
you'll
undertake
the.
Why,
which
are
the
three
you
just
mentioned
three
things,
but
that
would
you
would
undertake
the
y
as
to
the
board
contemplating
and
then
ultimately
making
this
decision,
and
then
the
staff
will
take
on
dr
duarte
will
take
on
so
so
how
right?
How
is
this
now
being
implemented?
Y
But
those
are
all
the
whys
as
to
this
board,
making
the
decision
to
change
start
and
special
times,
and
I
would
leave
that
to
the
board
to
craft
the
language
so
that
it
is
consistent
across
each
of
the
each
of
your
town,
halls
or
community
gatherings
by
district.
K
Thank
you.
Well,
I'm
very
excited
about
the
public
information
sessions
and
I
think
that's
important
because
we
did
hear
we've
got
quite
a
few
stressed
families
out
there
right
now
ones
who
are
looking.
You
know
to
their
high
schoolers
internships
from
child
care
that,
because
different
parts
of
the
county
have
different,
you
know
numbers
of
accessibility,
whoops,
and
I
I
think
so
dr
aletto,
and
then
we
have.
K
I
think
who
I
heard
from
the
most,
though,
was
the
folks
who
have
still
have
challenges
with
the
bus
services,
and
I
was
just
maybe
wondering
if
the
staff
or
dr
alato
can
speak
to
is:
do
we
anticipate
a
possibility
of
similar
outages
at
the
start
of
next
year
and
if
so,
does
changing
the
start
times?
Make
it
harder
for
us
or
would
we
be
in
similar
circumstances?
K
In
other
words,
are
we
making,
if
that,
if
we
don't
get
enough
bus
drivers
and
we
still
have
our
ongoing
shortages,
because
I
just
am
wondering
and
maybe
share
a
little
more
information
of
what
that
looks
like,
and
I
think
that'll
help
a
lot
of
people
and
myself
included.
I
just
want
to
make
sure
that
we're
successful
at
every
mark.
Y
So
I
would
thank
you,
mrs
crocodile.
The.
Y
There
are
no
indicators
right
now
that
there
will
be
a
plethora
of
bus
drivers
available
in
anne
arundel
county
in
the
state
or
across
the
country.
Okay,
that's
just
the
truth
of
the
matter.
That's
a
fact!
There's
nothing
there.
No,
there
are
no
business
indicators
that
are
saying
all
of
a
sudden.
People
are
lining
up
to
become
bus
drivers.
Y
We
are
chipping
away
at
it.
We
are
adding
drivers
each
and
every
week
we've
got
some
drivers.
You'll
hear
in
my
report
upcoming.
I
think
we've
got
six
or
eight
drivers
that
are
slated
to
be
tested
this
upcoming
saturday
with
with
maryland
motor
vehicle
association.
That's
all
good
news,
but
there
is
no.
Y
That's
what
dr
prieto
and
her
team
is
prismatic,
along
with
mr
scheidnovich
and
his
team
in
our
transportation
division
have
been
meeting
weekly
since
for
several
months
now,
every
friday
they
meet
to
work
on
individual
routes
and
clusters
to
try
and
whittle
that
down
from
46
buses
down
to
zero
they're,
not
at
zero.
Yet
that
work
is
still
ongoing.
Y
So
it
could
be
that
they
don't
get
to
zero.
That
could
be.
That
could
mean
we
need
some
additional
buses
to
make
the
start
and
dismissal
times
work,
which
means,
if
you
need
more
buses.
What
do
you
need?
You
need
more
drivers,
that's
right,
and
so
I
give
you
a
long-winded
answer
to
say
it
could
be
exacerbated.
K
Y
Yes,
ma'am,
I
don't
you
know
not
to
no
pun
intended,
but
if
it
takes
a
sharp
right-hand
turn
during
the
planning.
K
K
Okay,
well,
I
I'm
just
asking
because
in
part
you
know,
there
is
no
change
and
we've
gone
through
a
lot
of
change
and
stuff
and
there's
a
lot
of
just
trepidation
there
and
we
made
it.
We
made
a
decision,
we
are
following
through
it
and
it
is
sounding
like
we
are
tackling
those
obstacles,
one
at
a
time
methodologically
yeah
well
I'll,
just
skip
that
word.
K
Don't
get
lunch
time,
but
just
thank
you
very
much
and
I
I
think
it's
obvious
that
the
board's
going
to
continue
to
stay
updated
on
this
and
such
so.
I
guess
what
in
like
march
april,
minus
the
town
hall
stuff
and
the
logistics.
That's
when
we
would
probably
get
a
report
like
this.
I
presume
sure.
Y
We
will
continue
to
update
the
board,
we're
going
to
now
with
the
release
this
week
of
the
start
dismissal
times.
I
think
that's
what
parents
want
most
because
then
they
can
begin
to
plan.
It
also,
then
gives
us
information
that
we
can
go
out.
Y
That's
solid
information
that
we
go
and
share
with
all
of
our
partners,
the
daycare
centers,
the
businesses,
the
internship
coordinators,
those
folks,
that's
the
information
we
can
get
to
them,
so
they
can
begin
to
make
adjustments
keeping
in
mind-
and
I
say
this
to
you,
because
you
know
it
and
you
said
it
when
you
as
a
board,
made
the
decision,
I'm
going
to
say
it
to
the
public.
That's
listening
in
general
for
those
that
are
listening
is
while
we
want
to
seek
some
input
to
see
where
the
concerns
are
these
times.
Y
Aren't
changing
right
board
made
a
decision.
These
times
are
these
times,
and
so
now
we're
going
to
look
we're
going
to
ask
others
to
make
adjustments,
because
this
has
been
the
board's
decision.
This
is
the
board's
adjustment
to
the
start
and
dismissal
times.
We
are
not
now
going
to
debate
or
or
contemplate
moving
them.
One
way
or
the
other,
these
are
now
the
solidified
times,
based
on
the
parameters,
this
board
fed
prismatic
and
our
transportation
team.
B
Okay,
thank
you,
ms
omisore.
C
Just
want
to
say
thank
you
very
much,
mr
chuck,
noble
all
the
work
that
you've
been
doing
when
it
comes
to
this.
Well,
we
know
it's
not
easy,
especially
such
a
monumental
shift
for
the
school
system.
So
you
spoke
about
less
stops
per
neighborhood.
Can
you
give
any
insight
as
to
how
we
determine
what
stops
or
what
areas
the
county
will
experience
less
stops,
or
will
that
happen
across
the
board.
Z
So
it
will
generally
happen
across
the
board
and
I'll
give
you
a
very
a
very
simple
example.
You
know
there
there
may
be
a
small
neighborhood
or
community
in
the
summer
story
that
that's
in
the
shape
of
a?
U
and
the?
U
is
kind
of
connected
to
like
the
main
road
that
goes
past
the
neighborhood
and
in
days
of
old.
We
would
on
occasion
not
all
not
always,
but
on
occasion
we
would
go
into
that.
Z
U
and
pick
folks
up
in
the
u
and
then
come
back
out
to
the
main
road
right,
but
in
order
to
sort
of
create
efficiencies
to
shorten
the
run
times,
to
make
sure
that
we
don't
add
additional
buses
to
this
corcodel's
point
right,
because
we
don't
want
to
increase
the
number
of
buses
that
that
we
need
to
deploy.
Z
One
of
the
ways
of
creating
those
efficiencies
is
the
bus
stays
at
the
that
main
road
and
instead
of
driving
into
that
letter,
you
miss
I'm
a
sorry.
It
picks
up
where
the
letter?
U
connects
to
those
two
points
to
the
main
road,
so
we
expect
we,
we
have
a
walking
policy
right
in
the
school
district.
So
we
expect
students
there's
a
non-transport
zone
around
elementary
middle
and
high
schools
anyway,
and
we
expect
those
youngsters
to
walk
a
given
distance
to
an
elementary
middle
or
high
school.
Z
So
it's
not
uncommon
to
have
our
school
children
walking
a
little
bit
and
so
within
reason.
We're
asking
them
to
walk
a
little
bit
to
come
out
to
those
collector
points,
and
that's
why
I
said
it's
going
to
be
more
of
a
collector
or
a
community
stop
instead
of,
I
won't
say
door
to
door,
but
but
a
much
more
granular
into
the
community
effort.
X
C
Well,
it
wasn't
fun,
but
I
guess
it's
necessary.
I
just
have
one
more
follow-up
and
I
think
miss
corcodeau
basically
asked
this
question,
but
I
may
have
missed
the
answer.
So
it
seems
as
though
based
on
your
responses
that
this
is
a
yes,
but
in
terms
of
the
companies
like
nsa
and
other
partnerships,
the
school
system
has,
with
places
that
give
internships
to
high
school
students.
C
Y
So
this
is
not
so.
The
short
answer
is
yes,
the
work
has
begun,
but
it
is
now
going
to
begin
earnest
because
we
have,
we
have
we'll
have
published
start
and
dismissal
times
which
we
didn't
have
before,
and
so
this
is
not
new,
this
school
board
and
this
school
system.
This
community
has
been
talking
about
changing
start
times
for
some
time.
This
board
made
a
decision
a
year
ago.
Y
So
our
folks
that
are
out
there
have
been
internship
coordinators
talking
to
nsa
and
others
have
already
begun
to
feed
information
that
start
and
dismissal
times
will
be
changing.
They
haven't
been
able
to
tell
them
exactly
what
they're
going
to
be,
but
we
knew
what
the
parameters
were
based
on
the
board's
vote
and
the
board's
direction.
Y
So
we
knew
that
high
schools
were
only
starting
around
8
30,
which
means
if
they
start
at
8
30.
That
means
they
get
done
around
3,
15
or
so
right
to
give
us
our
our
usual
six
plus
hours
at
the
high
school
level
to
use
that
as
an
example.
So
now
we'll
begin
at
earnest
where
dr
duarte,
who
is
the
project
manager
and
members
of
the
implementation
team,
will
be
reaching
out
and
talking
directly
to
folks.
But
mr
shaknovich
has
regular
conversations,
for
example,
with
recreation
and
parks.
Y
This
will
not
be
new
news
to
miss
lays
who's.
The
director
of
the
county's
department
of
recreation
parks,
they're
very
familiar
with.
What's
going
on,
we've
kept
them
up
to
date
throughout
so
they're.
Before
and
after
care,
programs
for
young
children
and
their
athletic
programs
they'll
begin
to
make
adjustments
to
their
times
to
begin
the
new
school
year.
D
D
But
that's
neither
here
nor
there.
Where
are
we
at
now
with
the
cost
neutrality
piece.
Z
Certainly
so
so
dr
prieta
did
did
twice
through
through
numbers
out
michelle,
we
started
out
actually
north
of
about
60
buses
short
the
first
time
she
really
dove
into
it
and
addressed
it
when
she
was
last
last
year,
as
dr
arlato
indicated,
they
sort
of
grind
she's
used
to
work
grind
down
right,
so
they
had
at
that
time,
which
was
back
in
the
fall.
It
sort
of
grew
up
ground
down
to
that
mid,
40s
level.
They
were
at
40
a
few
weeks
ago
and
they're
continuing
to
descend
again.
Z
Z
You
know
the
the
the
start
dismissal
times
of
the
comprehensive
schools
right,
but
the
school
district
does
a
lot
of
other
work.
We
have
a
lot
of
non-publics
that
we
have
to
service.
We
have
to
make
sure
that
we've
got.
We
have
a
non-full
day,
still
pre-k's.
We
have
non-full-day
eci.
Z
We
have
to
run
cat
shuttles.
We
have
to
run
shuttles
from
high
schools
out
to,
for
example,
that
our
two
pva
high
schools
have
buses
to
go
to
studio
39
for
their
work.
So
you
know
the
macro
work
has
kind
of
been
done
and
now
we're
down
to
the
okay.
Now
we
got
to
figure
out
how
to
get
these.
You
know
these
two
kids
to
this
non-public
school
or
whatever
and
through
consolidating
again
consolidating
stops
and
runs
and
sort
of
redeploying
things.
Z
Another
good
piece
of
news
was
that
the
state
board
we
had
buses
set
aside
for
non-public
runs
the
state
board.
Just
this
tuesday
finalized
the
regulation.
We
are
kind
of
count.
We
were
kind
of
hoping
and
counting
for
that,
but
we
we
didn't,
we
didn't
really
buy
it
until
we
saw
it
in
real
life.
It
actually
passed
on
tuesday.
Z
So
now
we
have
to
work
with
well
depending
on
the
action
of
this
board,
with
the
adoption
of
the
budget
and
with,
hopefully,
some
positive
news
from
the
county
that
will
free
up
yet
additional
buses.
So
you
know
we
talked
about
eight
vans,
I
believe,
is
the
budget
recommendation,
at
least
by
the
superintendent.
Z
Z
D
B
You
so
much.
Thank
you,
mr
shaknovich.
If
I
may
take
a
moment
just
to
ask
a
a
tangentially
related
regulations
question
I
believe
you
told
another
gathering
at
the
beginning
of
january
that
we
had
recently
heard
from
the
federal
level
that
there
was
a
willingness
to
waive
a
certain
aspect
of
the
bus
drivers
license
the
under
the
hood
section.
I
believe,
have
you
heard
anything
further
about
maryland?
Acting
on
that,
yes
sure
I.
V
B
Y
Again
so
the
answer
is
yes,
that
federal
that
federal
waiver
that
was
put
out
to
the
states
was
adopted
by
maryland
department
of
transportation,
and
that
is
now.
It
is
now
an
option
for
those
drivers
and
those
drivers
that
will
be
tested
on
saturday.
As
a
matter
of
fact
will
be.
The
first
they'll
get
that
option.
They'll
have
the
ability
to
opt
out
of
the
under
the
hood
portion
of
the
assessment.
Great
excellent.
B
Hopefully,
that
will
give
us
a
little
more
wiggle
room
so
well.
Thank
you.
I
see
no
more
lights.
Thank
you,
mr
shaknovich,
for
your
update.
We
will
look
forward
to
an
update
at
next
appropriate
time
and
thank
you
very
much.
B
We
are
going
to
move
on
to
the
reports
section
5.01
president's
report.
I
don't
have
a
report
for
today,
so
I
will
move
on
to
5.02
the
policy
committee
report.
Ms
dent,
thank
you,
madam.
R
President,
I'm
happy
to
report
that
we
had
a
very
positive
meeting
yesterday
on
the
policy
committee.
We
did
go
over
three
policies:
board,
evaluation,
public
comments
at
the
board
meetings
and
also
the
emergency
plans.
I
do.
I
wanna
highlight
specifically
the
emergency
plan,
which
did
have
a
lot
of
great
feedback,
so
thank
anne
arundel,
county
emergency
management
for
their
not
only
reviewing
it
but
providing
us
some
sage
feedback.
R
R
With
the
bulk
public
comments
and
the
board
evaluation
you
we
will
at
the
next
meet
to
help
first
reading
of
those
policies,
and
so,
if
the
board
members
have
any
questions
during
that,
please
give
them
to
me
beforehand
so
that
we
can
make
sure
we
have
them
in
the
next
policy
committee
and
if
you
do
have
any
strong
input,
you
are
welcome
and
invited
to
attend
the
next
policy
meeting.
Thank
you.
B
I
Dr
board
members,
my
name
is
mallory
lafon,
president
of
the
anne
arundel
county
council
of
ptas
aacc
pta
participated
in
the
national
pta
reflections
art
program.
We
are
proud
to
announce
the
winners.
Primary
literature
first
place
charlotte
reader,
intermediate
literature,
first
place,
lyric
olson
second
place
miles,
kushner
and
third
place.
Miley
young
primary
visual
arts
first
place
pearl
olsen
second
place
zoe,
hider
and
third
place.
I
The
winning
artwork
will
be
displayed
at
the
parham
building
and
the
oddington
library
throughout
the
months
of
february
and
march
dates
will
be
posted
on
our
facebook
page.
The
winners
will
move
forward
to
free
state
pta
for
judging
at
the
state
level.
Congratulations
to
all
reflections
winners
and
participants.
I
I
All
scholarship
applications
are
due
march,
25th
2022.,
our
next
aacc
pta
meeting
is
monday
february
14th
at
5
30
pm.
We
will
be
talking
to
a
representative
from
the
healthy
school
meals
for
all
maryland
coalition
to
discuss
continuing
to
provide
healthy,
school
meals
to
all
students
at
no
cost.
We
will
also
be
talking
to
members
of
the
free
state,
pta
governance
committee,
about
the
new
bylaws
template
and
submission
process.
I
This
meeting
will
be
virtual
with
registration
links
on
our
facebook
page
prior
to
the
14th.
As
always,
thank
you
for
this
opportunity
to
speak
with
the
board
of
education,
and
I
also
continue
to
encourage
everyone
listening
to
join
your
local
pta.
Your
support
helps
the
pta
support
our
school
community
and
advocate
for
our
students,
families
and
teachers.
Thank
you.
Y
Thank
you,
madam
president,
members
of
the
board,
I
have
some
brief
updates
for
you
regarding
operations
of
the
school
system.
As
I
do
each
board
meeting,
I
begin
with
sharing
some
of
the
current
covit
active
case
numbers.
Currently
we
have
334
active
student
cases
of
covid
this
time.
Two
weeks
ago,
when
I
last
reported
to
you,
there
were
one
thousand
two
hundred
and
fourteen
the
case
for
act.
There
are
currently
38
active
staff
cases
this
time
two
weeks
ago,
when
I
last
reported
to
you,
there
were
81.
Y
These
decreases
are
certainly
good
news.
We've
talked
about
outbreaks
and
over
the
course
of
several
weeks,
we
temporarily
paused
in-person
instruction
at
eight
schools
as
a
result
of
declared
covet
outbreaks,
students
and
staff
operate
in
the
virtual
environment.
During
this
time
we
have
not
had
a
closure
in
the
past
12
days
and
we're
unlocking
onward.
Y
As
everyone
is
aware,
the
state
board
of
education
instituted
a
masking
requirement
in
schools
across
the
state
of
maryland
early
in
the
school
year
recently
that
regulatory
language
was
updated
and
approved
and
is
in
effect,
I
shared
with
you
during
our
last
tying
together
our
last
meeting
that
the
new
regulations
allow
for
the
lifting
of
face
covering
requirements
in
schools
using
one
of
three
off-ramps,
as
these
options
have
been
described
because
there
is
continued
conversation
around
masking
in
schools.
I
thought
this
information
was
worth
repeating.
Y
At
that
time,
the
drivers
will
need
to
select
either
the
full
cdl
test,
inclusive
of
the
under
the
hood
portion,
or
sign
a
waiver
request
to
opt
out
of
the
under
the
hood
test,
with
the
understanding
that
they
will
receive
a
cdl
license
with
limitations
in
that
regard,
that
will
only
allow
them
to
drive
school
buses,
not
the
full
complement
of
cdl
eligible
vehicles
or
equipment.
This
waiver
option
was
created
by
the
federal
department
of
transportation
and
recently
accepted,
as
we
just
talked
about
by
the
maryland
department
of
transportation.
D
G
D
D
Y
I
can
point
you
in
the
direction
of
the
cdc
website.
Okay,
so
if
you've
gone
to
the
cdc
website
and
they
under
and
and
go
and
within
their
site-
and
you
look
up
transmission
rates,
a
map
of
the
united
states
will
come
up
and
there'll
be
a
pull-down
menu
for
you
to
say
maryland
once
you
in
that
pull-down
menu
declare
maryland.
Y
It
will
then
ask
you
for
which
county
it
will
then
pull
to
anne
arundel
county
and
will
highlight
on
the
map
by
color
and
number
what
an
and
description,
what
where
we
are
at
high
substantial,
high,
moderate
or
low,
and
it's
important
that-
and
I
appreciate
the
the
the
question
mr
scholheim,
in
that
in
the
state's
order
and
change
in
the
regulatory
language
that
moderate
to
low
transmission
rate
for
14
consecutive
days
also
has
the
caveat,
as
reported
by
the
cdc,
so
not
as
reported
by
mdh
or
as
reported
by
your
local
health
department,
as
reported
by
the
cdc.
D
Okay,
that's
thank
you
for
that.
I
appreciate
that.
My
second
question
is
regarding
like
vaccine,
addis
and
attestation
say
that
five
times
fast
and
obviously
you
know
if
one
of
the,
if
one
of
the
options
for
an
off
ramp
is
the
80,
then
then
that
that
voluntary
attitude
test
station
is
coming
to
all
schools,
if
it
hasn't
already,
is
that
my
understanding.
Y
We
so
we
don't
collect
that
data.
We
only
collect
mandatory
vaccination
data
on
students,
as
prescribed
by
maryland
by
komar,
and
so
this
is
a
question
I
have
brought
to
this
board
and
my
colleagues
around
the
state
are
asking
the
same
thing
with
this
new
regulatory
language.
We
would
anticipate
as
superintendents
that
msde
will
give
us
a
mechanism
by
which
we
will
then
have
the
attestation
or
confirmed
vaccination
status
of
the
students.
Y
There
is
a
database
that
is
maintained
in
each
state
and
a
federal
database
that
deter
that
that
that
houses
that
information,
so
it
doesn't
have
to
be
an
attestation.
It
is
the
confirmed,
vaccination
status
of
individuals
that
have
been
vaccinated.
Y
We
have
asked
for
access
to
that
so
that
we
could
merge
those
files
with
school
files
and
make
a
determination
on
percentage.
So
those
are
things
that
are,
we
may
or
may
not
get
access
to
that
database.
It's
not
something
that
we
normally
access.
It's
called
the
crisp
we
may
or
may
not
get
access
to
it,
but
we
are
working
both
with
dr
kaliana
ramen
and
his
team
for
a
way
to
determine
vaccination
status
at
the
individual
school
level
and
I'm
working
with
the
other
superintendents
around
the
state.
On
the
same
issue.
AA
Okay,
thank
you.
I'm
I'm
trying
to
get
my
my
cdc
transmission
rate
to
load
as
we're
talking
and
it's
not
so.
I
wish
I
had
had
that
a
little
bit
sooner,
just
to
check
it
out
if
we
get
to
a
low
or
moderate
transmission
rate
and
the
massacre
requirement
sunsets
essentially,
and
then
we
go
back
into
a
high
transmission
rate.
What
will
happen
then.
Y
Y
AA
F
B
Thank
you,
miss
corcodell.
K
Thank
you
very
much
just
a
couple
questions
as
it
relates
when
we
do
have
situations
where
staff
or
administrators
in
a
school
and
they
need
to
differentiate
between
our
unvaccinated
and
vaccinated
as
it
relates
to
our
quarantine.
You
know
the
cdc
and
I
I'm
pretty
sure
we're
now
in
alignment
with
the
mainstream
on
on
quarantining
and
on
the
same
page
as
it
relates
to
general
populace,
but
in
that
regard.
K
And
I'm
just
wondering
do
we
do
this
quietly
or
or
otherwise,
because
some
of
the
the
assumptions
that
I
think
are
being
made
may
not
necessarily
reflect
what's
happening.
K
And
I've
never
seen
that
personally
in
life
to
know
how
we
respect
that
student's
health
status
as
it
were,
and
health
information,
it's
health
information,
guys
and
ensuring
that
there
is
a
you
know,
approach
for
that.
Y
Y
So
so
that
so
the
principal's
not
walking
in
and
pulling
students
out
of
class
phone
calls
go
home
and
tell
parents
that
there
is
now
a
declared
outbreak
in
the
classroom
and
they
need
to
determine
from
the
parent.
Is
your
child
vaccinated
or
unvaccinated,
because
the
cdc
and
maryland
department
of
health
guidance
on
a
classroom
outbreak
determines
how
we
react
and
we
are
required,
then,
to
we
can
allow
students
that
are
vaccinated
to
remain
in
that
classroom.
Y
Those
that
are
unvaccinated
must
quarantine
for
five
days,
so
that's
set
by
the
cdc
the
maryland
department,
health
and
accepted
and
is
the
guidance
of
our
of
dr
k
and
his
team,
our
department
of
health,
but
the
principal
doesn't
go
in
and
should
not
be
going
in
and
singling
out
and
discussing
with
children,
their
vaccination
status.
The
call
goes
to
the
home
and
say
tomorrow
we
are
in
a
in
a
quarantine
period
for
those
that
are
unvaccinated
and
your
child,
if
on
vaccine,
will
need
to
remain
home.
So.
K
D
J
Y
K
The
next
step
up
all
right.
Thank
you
very
much
for
clarifying
that
and
then
the
other
thing
is.
I
was
wondering
spring
sports
is
nearly
upon
us
and
there's
a
lot
of
confusion
and
concerns,
particularly
when
we
were
so
successful
with
our
fall
implementation
under
our
older
protocols
and
I'm
starting
to
get
a
lot
of
questions
of
what
is
the
magic
threshold
by
which
we
would
consider
and
the
other
questions
that
I'm
hearing
a
lot
about
have
to
do
with
the
quantity
of
breakthrough.
K
Cases
are
indicating
concerns
from
folks
that
that
may
be
insufficient
and
are
we
should
we
be
going
to
full
test
or
no
test
and
I'm
here
and
on
both
sides,
so
maybe
not
for
today,
but
maybe
we
could
spend
our
next
meeting
a
couple
minutes
during
this
reopening
to
discuss
what
our
spring
student
athletes
can
anticipate,
because
that's
one
of
the
heaviliest
participated
in
sporting
seasons.
Y
So
we
have
the
vaxxer
test
program
currently
in
place
for
our
student
athletes
and,
as
of
today,
we're
going
to
continue
that
vax
or
test
program
for
the
protection
of
those
student
athletes
and
their
spring
seasons
we're
in
constant
contact.
As
you
well
know,
with
dr
k,
we
have
had
this
conversation
with
dr
k
at
this
time.
He
is
recommending
that
we
continue
that
program
to
protect
those
students,
but
we
will
we'll
watch
the
numbers
closely.
K
Well,
that's
what
I
was
asking
too,
because
some
parents
are
concerned
that
by
not
testing
the
vaccinated,
given
the
amount
of
breakthrough
cases
in
omicron,
my
family
had
included,
they
had
vaccine
booster
still
got.
It
still
had
the
quarantine
and
everything
that
it
of
the
concern.
And
then,
of
course
you
have
the
total
opposite
of,
is
you
know
all
or
nothing
sort
of
approach.
K
So
I'd
be
curious
to
see
what
our
thresholds
are
going
to
be
to
make
those
some
of
those
programs
that
we've
needed
to
stage
down
or
how
do
we
restage
up
if
we
need
to
like
if
we
come
down
and
all
of
a
sudden
we're
seeing
something,
but
I
would
look
forward
to
a
more
focused
conversation
on
our
athletics
and,
and
we
know
that
the
positive
impacts
to
our
students
who
participate
in
over
thirty
nine,
ten
thousand
over
a
course
of
thirteen
thousand
different
things
because
they
oftentimes
take
on
more
than
one
sport.
B
I
believe
that
concludes
our
questions.
Dr
alato,
thank
you
for
your
report.
At
this
time
I'm
going
to
have
us
take
about
a
30
minute.
Oh
wait.
We
need
to
read
the
yes
read
the
motion.
A
A
A
G
B
B
We
are
now
ready
for
item
6.01,
hvac
award
of
contracts.
Y
Oh
fantastic,
thank
you.
Madam
president.
I
recommend
the
board
authorize
the
award
of
the
board
of
education,
authorize
the
award
of
contract
number
22-204
for
hvac
products,
installation
and
services,
as
outlined
on
the
yellow
sheet,
and
on
your
agenda
before
you
so.
D
R
M
M
You
are
accustomed
to
seeing
mr
lee
and
mr
lee
retired
two
days
ago
after
32
years
of
service
in
anne
arundel
county
public
schools.
So
I
am
stepping
in
in
his
place
because
I
have
had
the
honor
of
co-chairing
the
grading
and
trans
committee
with
him
for
the
last
several
years.
So
I
have
a
team
of
people
who
are
here
who
will
introduce
themselves
as
well.
H
You're
on
how
do
you-
oh
jayden,
ferris
student,
he
him
his
and
I'm
the
author
of
the
lgbtq
plus
studies
course.
M
B
Okay,
I
see
lots
of
lights.
I
think
mr
silkworth.
B
D
Thank
you
for
bringing
these
to
us
delighted
to
see
them
want
to
confirm
that
they
are
both
electives
and
that
they
will
both
be
available
in
all
high
schools
next
year.
Is
that
correct,
yeah.
D
Fantastic,
so
so,
just
to
reiterate
all
high
schools,
elective
23
24,
yes,.
M
D
I
I
applaud
you
all
of
you
for
bringing
these
to
us
and
for
for
everyone
out
there
who
might
not
have
appreciated
these.
Like
I
do.
These
are
electives,
you
may
opt
to
take
them
and
to
avail
yourself
of
the
wonderful
content
they're
in
or
not,
and
I
just
appreciate
and
applaud
you
all
for
bringing
them
to
us.
Thank
you.
Q
Hi
thank
you
for
coming
before
us
today.
Thank
you
for
the
work
that
you
put
into
this
a
couple
questions
I
mean
I
think
one
of
them
was
clarified.
I
heard
concerns
about
that.
This
was
actually
put,
in
course,
elections
for
next
year
prior
to
approval,
but
that's
not
the
case.
This
is
for
the
following
year
and
this
will
be
available
at
all
high
schools
at
that
time.
I
have
a
question
about
the
writing
of
the
curriculum
and
mr
ferris.
Thank
you
for
being
here
today.
Q
Can
you
describe
that
process
a
little
more
who
how
the
curriculum
was
or
is
being?
Is
it
being
developed
or
sure.
AC
Once
the
courses
get
approved,
then
we
go
through
the
procedure
of
recruiting
a
curriculum
committee
and
that
curriculum
committee
would
be
made
up
of
teachers.
It
would
be
made
up
of
other
stakeholders
within
the
anne
arundel
county
public
schools,
community.
It
could
be
made
up
of
parents
and
students.
We
also
look
to
collaborate
with
community
organizations
and
try
to
collaborate
with
local
academic
scholars
at
some
of
our
colleges
and
universities,
and
so
part
of
that
committee.
AC
And
then,
with
that
team,
we
highlight
best
practices
that
are
utilized
in
terms
of
teaching
and
learning
with
with
strategies
that
come
from
places
like
avid,
and
then
we
write
that
curriculum
together
as
a
team.
It
is
vetted
we
work
with
an
equity
liaison.
We
usually
work
with
a
special
ed
specialist
called
the
lss.
Typically,
we
have
an
arts
integration
component
as
well,
so
there's
a
lot
of
hands
that
go
into
the
actual
curriculum
writing
process
that
will
start
typically
around
the
beginning
of
next
school
year.
So
the
fall
of
22.
AC
Q
K
So
just
a
couple,
quick
questions
here.
Getting
the
clarification
on
2023
is
huge,
because
I
was
very
a
little
concerned
about
staff,
bandwidth
and
and
some
facilities,
but
it
sounds
like
that.
That's
far
enough
out,
I
would
be
curious
to
hear
some
of
the
plans
for
our
other,
historically
marginalized
groups
as
to
their
progress,
such
as
folks
in
our
latino
community,
for
example
our
api
community
and
and
other
plants,
because
I
support
the
idea
of
us
expanding
our
civics
offerings
being
a
political
science
major
with
a
couple
minors.
K
I
can
tell
you
that
there's
benefit
to
reading
and
understanding
about
everything,
but
I
do
want
to
make
sure
that
we're
targeting
the
folks
that
we
know
we
need
to
elevate,
and
so
can
you
explain
where
we're
at
with
that
and
how
how
the
selection
of
of
your
civics
expansion
is
determined
like.
How
did
we
come
to
that
conclusion?
And
you
know
the
stakeholder
stuff?
I
know
you
already
explained
to
ms
ellis,
but.
AC
A
prior
student
member
of
the
board
had
proposed
four
courses
that
related
to
cultural
studies
from
around
the
world.
Currently
we
are
writing
the
east
asian
cultural
studies
course.
There's
a
latin
american
cultural
studies
course
there
is
a
middle
eastern
and
north
african
cultural
studies
courses
and
those
were
already
in
prior
development.
AC
So
last
year
on
may
5th,
you
may
remember
dr
arlotto
briefing
you
all
about
a
local
history
initiative
that
was
occurring
with
the
office
of
social
studies
in
the
office
of
equity
and
many
many
community
organizations,
and
through
that
work
we've
developed
a
really
robust
and
comprehensive
website
which
is
still
in
in
progress
and
is
still
building
every
day,
and
so
this
course
becomes.
I
believe,
another
step.
AC
The
african-american
history
in
anne
arundel
county
becomes
another
tool,
another
way
that
we
can
really
dig
into
those
resources
and
allow
students
and
teachers
to
become
involved
with
local
history.
So
when
I
proposed
the
african-american
history
course
in
anne
arundel
county,
it
was
through
that
partnership
that
had
developed
out
of
the
local
history
project.
AC
Other
amazing
partnerships
are
springing
up
every
day
with
organizations
out
of
our
county
executive
office
with
the
new.
If
you
get
a
chance
to
see
the
new
civil
rights
story
map
that
they
just
produced
and
they're
featuring
for
black
history
month,
historic
annapolis
has
just
opened
a
brand
new
museum
called
annapolis,
an
american
story
which
really
tells
an
inclusive
story
of
annapolis
beyond
the
colonial
era.
So
I
think
all
of
these
pieces
have
come
together
to
allow
for
some
really
rich
dynamic
content
that
honestly
can't
be
covered
in
a
quarter.
H
Yeah
so
back
in
september,
I
emailed
miss
batman
to
inquire
about
how
like
the
process
and
even
proposing
a
course,
so
she
sent
me
to
mr
lee,
the
former
director
of
curriculum.
We
met
a
few
times.
H
H
We
kind
of
created
a
course
in
scope
and
sequence
to
where
the
study
in
the
lgbtq
plus
history
timeline.
K
Okay
and
just
as
a
follow-up,
so
the
the
other
ones
and
that's
kind
of
I'm
glad
you
brought
up
our
former
board
member
because
that's
where
I
was
going
out
with
it,
because
I
know
we
were
working
diligently
on
that.
Are
those
completed
that
we're
now
moving
on
to
these
or
were
they
or
was
our
api
and
some
and
latino
history
tabled
for
this
or
or
how?
How
does
this
work?
K
AC
On
two
years
ago-
and
this
is
happening
yeah
and
that's
happening
in
phases,
and
both
the
east
asian
studies
and
the
latin
american
studies-
those
were
in
the
program
of
study
for
this
year.
They
were
not
running
in
any
schools,
so
the
curriculum
will
be
ready
for
if
they
run
in
the
fall
at
any
schools.
The
middle
eastern
studies,
which
included
north
africa,
is
kind
of
still
on
the
table
and
would
be
picked
up
for
this
curriculum
cycle
which
starts
around
this
time.
AC
So,
typically,
we
run
a
curriculum
academy
that
begins
around
february
and
runs
through
with
writing
and
editing
and
second
looks
runs
through
august
in
terms
of
other
groups
and
other
courses.
I
think
that
this
process
is
ongoing
and
through
making
the
the
frames
for
quarter
credit
courses,
it
allows
us,
I
think,
to
set
up
some
sustainable
structures
that
we
can
utilize
with
lots
of
different
content.
So
I
don't
think
that
by
creating
these
courses,
we
are
trying
to
be
exclusive
of
any
other
histories
or
being
able
to
feature
other
groups
of
individuals.
AC
I
think
it's
really
laying
a
path,
work
and
a
groundwork
to
say
what
comes
next.
What
do
we
offer
for
our
students,
or
is
there
an
offering
beyond
the
ones
we
have
where
students
are
doing
some
self-guided
study
and
diving
in
with
with
a
bevy
of
curated
resources
into
areas
of
interest?
I'm
not
sure,
but
I
think
that
this
is
a
great
first
step
in
terms
of
how
we
look
at
local
history
and
we
look
at
a
history
of
a
traditionally
marginalized
community
in
terms
of
our
lgbtq
plus.
K
Okay
and
then
just
one
more
quick
follow-up,
president,
just
so
the
term
the
decision
to
of
the
of
the
regions
that
you're
talking
about
what
was
the
meth.
What
was
the
thought
process
behind
instead
of
that
api
category,
which
includes
our
pacific
island
rims,
east
asia,
doesn't
have
that
implication
necessary.
G
AC
AC
North
africa
and
the
middle
east
will
be
grouped
together
in
terms
of
with
east
asia.
There
was
a
focus,
I
think
specifically
that
was
looking
at
the
arts
and
spoken
language
culture,
but
I
I
actually
was
not
a
part
of
those
proposals,
but
I'm
happy
to
go
back
and
take
a
look
to
see
what
the
original
context
was.
I
believe
that
the
student
member
of
the
board
had
made
those
proposals
and
and
worked
with
other
members
of
the
team.
K
But
I
have
no
further
questions
at
this
time.
Thank.
B
You
thank
you,
ms
omisore
thank.
C
You
thank
you
so
much
so
jaden
you've
been
a
bit
busy
haven't
you,
I'm
not
very
surprised
by
this,
because
I've
already
I've
already
been
talking
to
jaden
about
this,
for
some
time,
like
I
probably
for
a
couple
months
so,
but
I'm
not
going
to
let
you
off
the
hook,
I'm
very
very
surprised
that
not
about
the
lgbtq
studies
course,
but
about
the
african
american,
local
history
course,
because
at
our
recent
conference
that
was
either
two
saturdays
ago,
we
actually
had
presentations,
but
both
these
topics.
C
What
about
actually
the
lgbtq
history
course
that's
going
on
in
montgomery
county
and
then
another
one
about
the
tulsa
race
massacre
and
how
that's
taught
in
oklahoma
schools,
and
it
made
me
think.
Well
how
do
we
teach
about
black
history
that
pertains
to
anne
arundel
county?
So
this
is
kind
of
a
bit
on
the
nose
and
I'm
very
glad
that
we're
able
to
see
it
at
today's
meeting
now
in
regards
to
the
lgbtq
studies
course,
I'm
going
to
ask
you
the
same
question
I
asked
at
that
conference.
C
I
know
that
you
know
this
very
well
that
this
identity,
this
community,
is
not
a
monolith.
In
fact,
it
mostly
is
significantly
impacted
by
the
other
identities
that
you
have
so
being
black
and
gay
is
a
different
experience
than
being
white
and
gay
or
being
a
trans.
Woman
of
color
is
vastly
different
than
being
a
white
trans
person,
and
so
I
already
heard
you
say
that
you
have
been
talking
to
other
members
of
this
community
throughout
anne
arundel
county
using
our
district
gsa.
C
But
I
want
to
know
how
you
plan
to
continue
doing
that,
especially
since
many
students
don't
feel
comfortable
to
go
to
a
gsa
because
they're
not
out
to
their
families,
but
also
making
sure
not
to
like
throw
cracks
under
the
bus,
but
making
sure
that
the
students
that
you're
talking
to
aren't
the
kids,
who
do
all
these
extracurriculars
and
already
get
to
have
their
voices
heard
on
multiple
different
occasions,
who
are
usually
the
victims
to
discrimination
within
our
schools.
AC
And
and
I'll
and
while
jaden
thinks
I'll
answer
from
the
the
the
side
of
of
not
not
the
student
voice
side,
which
I
think
is
really
important.
This
amazon,
I
think
you're
identifying
you've
identified
before
in
our
meetings
about
the
giving
voice
to
the
kids,
who
don't
typically
have
a
voice,
who
aren't
the
ones
loud
and
and
at
meetings
and
participating.
AC
AC
You
know
experts
in
the
field
who
have
really
explored
the
dynamic
of
the
community
in
in
its
different
intersectionalities
that
we
can
include,
and
that's
something
that
that
we
certainly
realize
we
need
to
do
especially
given
the
fact
that,
for
for
many
teachers,
this
is
not
a
native
field
of
study
in
terms
of
something
they
may
have
taken
a
course
on
in
college
or
in
their
certification
area.
C
C
Tough
one,
so
I'm
very
glad
that
you
spoke
about
how
a
lot
of
teachers
who
may
be
teaching
this
course
don't
have
a
background
and
might
be
uneducated,
to
say
the
least
on
the
topic-
and
I
said
this
before
at
a
workshop
months
ago,
in
relation
to
how
we
teach
about
race
and
I'm
going
to
ask
the
same
question
when
we
teach
about
gender
because
a
lot
of
people.
I
only
know
this
due
to
my
own
research
and
having
family
members
and
friends
in
the
community,
but
a
lot
of
adults,
students,
educators.
C
AC
So
I
think
we're
going
to
have
to
start
at
a
very
base
level
in
terms
of
what
are
the
entry
points
into
understanding,
gender
theory
or
understanding
which
I
I
don't
have
a
a
working.
You
know
academic
level,
understanding
of
as
well.
So
it's
something
I
will
have
to
explore.
But
if
we
look
at
some
of
our
partners
who
are
teaching
freshman
level,
100
level
courses
at
university
of
maryland
or
at
anne
arundel
community
college
and
we
dive
into
what
are
the
accessibility
points
and
how
do
we
make
this
understanding
apparent
for
all?
AC
That's
where
we
can
start
with
our
teachers
too?
And
I
think
that's
really
important.
So
I
don't
have
a
specific
gender
theory
answer,
but
that's
where
I
would
go
with
it.
AC
AC
B
AA
Hi,
thank
you.
So
I
checked
through
some
of
our
offered
courses
and
I
did
not
see
courses
like
the
birth
of
democracy
in
greece.
I
did
not
see
courses
like
the
federalist
papers
or
roman
military
history
or
any
of
what
I
would
consider
the
sort
of
classical
liberal
arts
curricula.
AC
Well,
I
think
if
you
looked
at
the
state
standards
and
the
core
courses
that
are
required,
starting
really
in
elementary
school,
but
you
could
start
at
sixth
grade.
You
would
see
each
of
those
that
you
just
mentioned
represented
in
those
standards,
so
they
are
being
taught
and
in
some
cases
more
than
one
time
throughout
that
trajectory
from
sixth
grade
through
the
11th
grade
for
the
required
courses
that
all
students
have
to
take.
AA
Y
I'm
sorry
turn
it
off
you're
absolutely
correct
there,
so
we
elective
courses
really
come
from
grassroots,
whether
it's
a
staff
member
faculty
member
or,
in
this
case
student
bring
forward
an
idea
about
an
elective
course.
AA
So
I
would
absolutely
like
to
sign
my
intent,
so
a
lot
of
the
comments
that
we
got
about
this
course
suggested
that
there
are
certain
things
that
we're
missing
and,
and
they
would
like
to
see
those
those
types
of
courses
engaged.
So
I
would
certainly
like
to
signal
my
intent
to
see
courses
like
that
to
give
a
more
inclusive
lens
to
some
of
the
courses
that
we
offer.
Thank
you.
R
I
talked
about
this
on
numerous
occasions
about
what
I
call
white
studies
right,
because
we
are
always
brilliant
and
talking
about
difficult
and
crucial
conversations
about
underserved
communities,
but
we
also
have
another
history
that
we
have
to
take
a
look
at
right,
and
so
I
do
think
there
should
be
some
open
conversation
about
what
does
that
look
like
and
not
continue
to
avoid
that
until
you
know
the
needle
is
turned
upside
down,
and
then
we
start
having
the
conversation,
but
that's
one
second,
is
I
absolutely
applaud,
as
I've
said
to
dr
alato
on
numerous
occasions
since
I've
been
on
the
diets
that
I've
had
complete
total
utter
respect
for
the
curriculum
and
the
people
that
put
all
the
effort
and
energy
into
developing
a
curriculum
and
just
the
long
list
of
litany
of
things
you
said
you've
done
just
to
create.
R
F
F
D
Sorry
I
had
one
more
question
with
regard
to
evaluating
what
else
is
out
there
when
you
get
into
the
curriculum
writing
part
of
it.
I
I
do
hope
that
you'll
look
at
montgomery
county
and
what
they,
what
they
have
don't
reinvent
the
wheel
like
they
got
it
going
on,
at
least
in
terms
of
the.
G
D
H
That's
actually
who
what
inspired
me
to
make
this
course
so
we'll
be
the
if
this
passes
will
be
the
second
count
school
system
in
the
state
to
have
such
course
fantastic.
D
Fantastic
and
then
I
you
know,
I
didn't
say
it
before,
but
I'll
say
it
now.
Approving
new
courses
is
one
of
the
best
parts
of
my
job
and
I
just
appreciate
seeing
you
all
and
I've
never
seen
one
I
don't
like
from
y'all.
So
thank
you.
B
Okay,
I
think
is,
I
think,
that's
it
for
lights,
mizella's,
your
light's
still
on,
but
I'm
assuming
that's
the
element.
Okay,
so
I
I
just
want
to
add
my
thanks
for
this
and
jaden,
especially
thank
you
to
you.
I
I
am
a
huge
proponent,
always
have
been
a
huge
proponent
of
student-driven
inquiry-based
work,
and
this
is
a
perfect
example
of
that.
In
this
case,
you
always
blow
me
away.
So
thank
you.
B
I
I
hope
I
wish
there
were
a
way
to
for
a
couple
of
us
sometimes
to
audit,
or
you
know
I
would
just
love
to
have
an
opportunity
to
sit
down
on
a
couple
of
these
and
many
other
courses
that
are
offered,
but
I
just
want
to
thank
you.
This
has
made
my
day
and
I
am
so
looking
forward
to
this-
to
really
seeing
it
roll
out
and
you
make
us
very
proud.
So
thank
you.
So
with
that
there
was
a
motion.
There
was
a
second
shall
we.
AB
B
B
Well,
the
recommendation
was
to
to
approve
both
courses.
K
And
do
a
split,
I
don't
have
the
language
in
front
of
me,
but
I
do
know
that
as
possible
without
diminishing
the
integrity
of
the
initial
motion.
I
don't
know
what
that
looks
like,
though
I
see
claudia.
B
F
I
AB
AB
E
B
Thank
you.
Everyone
have
a
wonderful
after
rest
of
your
afternoon,
good,
to
see
you,
okay,
we
are
now
moving
on
to
policy
revisions.
A
Y
AB
L
AA
AB
B
AB
K
Yes,
I
I
sent
over
to
the
members
just
now
language
and
and
to
miss
hell.
I
look
guys.
I
was
just
rereading
it
and
I
know
our
gibson
report
always
talks
about
making
sure
that
we're
reading
our
policies
out
loud
before
we
finalize
everything
and
that
and
a
random
public
human
being
could
look
at
the
policy
and
without
going
into
regulations,
understand
the
basic
precepts.
Now
we've
got
a
lot
of
state,
regs
and
stuff
like
that,
but
in
matters
pertaining
to
us
about
our
stuff.
K
K
K
It
says
who
they
are
by
you
know,
in
other
words,
what
what
their
goal
is
and
that
they
are
making
recommendations
to
the
superintendent,
and
I
thought
that
was
important
because
a
lot
of
our
policies
as
it
relates
if
we
are
going
to
reference
it
up
at
the
policy
level,
it
makes
sense
to
me
that
an
average
person
would
be
like.
Oh
that's,
the
superintendent's
team.
K
I
just
didn't
want
that
confusion,
and
it
seemed
to
me
that
that's
in
the
spirit
and
interest
of
it,
it's
a
stylist
preference,
perhaps
on
my
part,
but
I'm
really
trying
to
focus
on
our.
You
know
easier
to
read
more
transparent
and
just
would
like
you
guys
to
consider
it
real,
quick
and
I
don't
have
anything
else
to
add
unless
other
people
have
questions
with
it.
Thank
you.
D
Yeah
I
want
to
get
if
I
could
hi
mrs
ortiz,
how
are
you
good.
P
P
I
don't
think
it's
necessary
to
add
the
additional
language
to
this
subsection
of
the
policy,
especially
given
that
the
redistricting
advisory
committee
is
that
of
the
superintendent
and
not
a
committee
of
the
board,
and
the
language
is
not
actually
accurate
in
what
the
committee
does
and
so,
given
that
it's
a
body
that
can
be
established
by
the
superintendent
with
the
direction
of
the
superintendent,
I
definitely
have
concern
about
having
more
specificity
in
the
policy.
As
to
this,
this
committee,
established
under
within
the
purview
of
the
superintendent's
authority.
D
R
I'm
sorry
I
just
have
one
I
did.
I
wanted
so
again
keep
in
mind
that
I'm
new,
so
I
thought
I
heard
you
said
that
the
redistricting
advisory
committee
is
a
committee
of
the
superintendent.
Yes
correct.
Okay,
can
you
kind
of
you
are
either
missing?
Can
you
kind
of
walk
me
through
what
that
really
means,
or
or
you
I
don't
really,
I'm
just
trying.
Y
So
when
we
begin
the
process
of
considering
a
redistricting,
whether
on
a
small
scale
or
large
scale,
it
begins
in
september
typically
of
a
of
the
year
that
we
want
to
make
the
recommendation
to
the
board.
It's
in
the
superintendent's
purview
to
then
build
a
committee
of
stakeholders,
as
outlined
in
our
regulation,
and
those
are
parents
of
students
that
currently
attend
the
schools
that
may
or
will
be
impacted
by
the
possible
redistricting.
Y
The
superintendent
then
takes
that
recommendation
can
take
it
directly
from
the
committee
could
alter
it
in
some
way
and
then
brings
a
recommendation
to
the
board.
The
board
then
has
several
months
to
consider
those
that
recommendation
you'll
have
a
series
of
public
hearings
where
you'll
hear
from
the
public
about
those
recommendations
and
the
board
will
ultimately
make
a
decision.
I'm
truncating
this
obviously
for
conversation's
sake,
now
response
sake,
but
you
then
have
the
ability
to
accept
the
superintendent's
recommendation.
Y
Reject
that
recommendation
come
up
with
your
own
recommendations
after
you've
heard
from
the
public,
so
this
committee,
that
she's
referring
to
is
a
record
an
advisory
committee
to
the
superintendent,
which
then
starts
the
process
of
recommendations
to
the
board.
B
Okay,
thank
you
miss
frank.
AA
P
The
amendment
I
mean
it's
giving
it's
defining
what
the
committee
does
which,
like
I
said,
though,
that
definition
is
actually
incorrect,
the
language.
So
I
would
think
that
giving
that
you're
giving
to
substantive
change
defining
the
death.
What
the
committee
is,
although
it's
incorrect,
it
would
go
out
for
another
until
the
next
meeting.
So
for
another
two
week
in
accordance
with
your
policy
setting
policy,
any
policy,
that's
amended
on
second
or
third
reading,
would
then
go
out
an
additional
public
comment
period
until
the
following
board
meeting.
B
Okay,
okay,
I
see
your
lightness
crocodile,
but
I
thought
I'd
let
way
to
the
end.
Mazzella's
your
life.
Q
Just
real
briefly,
I
hear
some,
I
don't
know
disagreement
miscommunication
whatever
about
whether
or
not
the
definition
is
accurate,
but
assuming
we
had
correct
language
to
define
what
this
committee
does
or
is
that
would
not
be
a
substantive
change
right.
It's
just
a
clarifier
right,
we're
not
changing
the
policy.
P
B
A
K
Okay,
I
I
gotta
say
I
know
I
came
up
with
this
yesterday
evening
and
I
I
had
asked
for
this
in
advance
this
information,
that
is
it
correct.
I'm
also
going
to
point
out
that
I
literally
copy
and
pasted
it
from
our
existing
regulations.
K
That
phrase
is
identical
and
and
made
as
brief
as
possible,
and
so
it
is
in
the
regulations,
which
is
why
I
was
saying
hey.
Any
suggestions
were
edited
several
hours
ago.
That
is
just
disappointing
of
the
time,
but
moving
forward,
I'm
just
going
to
say,
is
the
fact
that
mrs
dent
had
to
say
what
is
the
rac
in
and
of
itself
is
an
indicator.
K
So
if
this
board's
going
to
declare
something
about
it
in
the
policy,
I
think
we
should
say
what
it
is.
If
the
interest
is
for
the
superintendent
to
have
it
exclusively,
then
it
has
no
business
being
in
our
policy
in
the
first
place,
because
non-discrimination
and
all
the
other
things
that
that
paragraph
hopes
to
achieve
is
already
contained
in,
and
we
only
uniquely
did
that
for
the
cac
and
those
that
we
oversee
in
those
entities,
because
that's
the
board's
intent.
K
So
I
look
at
paragraph
three
as
we're
already
getting
in
the
business,
and
if
we
are,
I
don't
understand
why
telling
people
what
it
is
when
you're
mentioning
it
is
such
a
big
deal,
and
if
there's
edit
suggestions
that
the
administration
would
like
to
make
to
make
it
an
alignment.
I
will
re-request
that
again
and
hold
off
for
a
couple
minutes
for
it
to
be
given
to
me
and
amend
it
and
hold
until
such
time
to
not
waste
our
time.
K
But
I'm
feeling
like
it's
a
little
bit
we're
taking
something
very
small,
and
now
it's
becoming
a
big
deal.
So
you
know
we
I'm
just
saying
we
can't
have
it.
Both
ways
cannot
have
the
board
mentioning
and
interjecting
an
aspect
of
this
committee
that
belongs
to
the
superintendent
and
then
not
define
it
and
to
say
that
we're
getting
in
the
business
of
the
superintendent's
committee.
K
Well,
the
proposed
draft
language
did
that
already,
I'm
just
suggesting
that
maybe
the
public
might
want
to
know
what
it
is
and
if
the
part
of
the
regulation
that
copy
pasted
does
not
accurately
reflect
the
committee's
definition,
that
would
be
great
and
I'll.
Ask
again
for
that
definition,
because
I
don't
have
it
yet.
P
So
if
I
may,
the
regulation,
when
the
policy
was
being
amended
and
reviewed
for
a
very
long
time
by
the
policy
committee,
the
regulation's
been
updated.
So
whatever
you
copied
and
pasting
pasted,
the
language
from
is
existing
regulation,
but
not
what
the
regulation
will
be
looking
like
once
it
is
finalized
because
it's
currently
being
revised.
P
K
Okay,
so-
and
I
appreciate
that,
I
really
do
I'm
just
saying
that
you
have,
if
you
just
walked
down
and
did
that
and
miss,
and
michelle
heim
had
asked
the
question
about
that.
I'm
trying
to
get
us
to
a
place
where
we
can
agree,
and
so
once
again
is
there
language
that
you
have.
That
would
clarify
it,
or
are
you
saying
that
you're
not
willing
to
provide
it?
I
I
just
really
want
to
know
it,
so
we
can
move
along.
Y
G
Y
Would
suggest
is
that
that
paragraph
three
is
a
position
statement
of
this
board
to
support
the
selection
of
a
diverse
representative
advisory
committee.
K
I
Y
To
it
is
simply
a
statement
of
non-discrimination
in
accordance
with
the
policy
ac
in
the
selection
and
makeup
of
the
advisory
committee.
It
is
then
in
regulation,
regulatory
language
that
states
clue
that
there
that
the
redistricting
advisory
committee
submits
a
a
proposal
to
the
superintendent
and
that's
clearly
in
regulation.
K
Y
B
K
You've
made
your
point,
but
I'm
requesting
language,
I'm
not
getting
an
answer,
I'm
just
getting
well.
First,
let's
vote
on
this.
I
don't
want
to
vote
on
something.
That's
not
accurate.
I
am
requesting
the
language
of
the
regulation
that
I
have
not
had
a
chance
to
see
that
ms
ortiz
is
referring
to,
because
I'm
using
what's
sitting
on
our
website
is
what
the
ric
is
and
if
that's
incorrect,
can
we
please
get
the
language
correct.
Z
Mr
chef,
well,
if
I
may
it
so,
we
often
use
the
phrase.
You
know
what
came
first,
that
chicken
already
egg,
but
that
is
not
applicable
here.
So
in
this
case,
in
all
cases,
once
the
board
settles
because
we
don't
know
what
the
policy
is
going
to
be
so
once
the
board
settles
the
policy,
we
then
go
and
refine
the
regulation
under
the
superintendent's
authority
to
then
align
with
the
policy.
So
I
just
don't
want
to
put
the
cart
before
the
horse
and
I'm
not
trying
to
be
disrespectful
at
all,
but
the.
Z
K
I
don't
want
to
redefine
it,
I'm
just
I
keep
asking
the
same
question.
Can
someone
tell
me
what
that
language
should
be,
and
I
understand
what
you're
saying
mr
ignovic,
but
I
just
heard
testimony
that
it
is
incorrect.
Well,
if
it
is
incorrect
and
we
know
what
the
correct
language
is
great,
if
we
don't
know
the
correct
language,
then
I'm
inclined
to
to
skip
this
out,
but
I
am
concerned
that
something
simple
is
just
making
sure
people
know
what
they're
reading
is
such
is
met
with
such
hostility,
and
so
I
will.
Y
K
So
that
was
an
incorrect
word.
I
apologize,
but
I
will
just
say
that
I
I
understand
it
was
last
minute
and
I
made
an
I
made
a
request
and
it
was
not
honored
and
we're
moving
along
and
withdrawing
the
legislation,
but
I
really
do
think
we
need
to
start
getting
in
the
business
of
our
policies
being
a
little
more
language
friendly
to
the
people
who
are
looking
at
them
just
saying
man
so.
B
So
that
is
withdrawn.
Is
there
any
other
motion
with
regard
to
this.
E
D
I
just
want
to
say
that
I
appreciate
our
policy
committee.
I
appreciate
jeanette
and
her
work
and
her
team's
work
and
I
think
that
they
make
every
effort
to
make
our
policies
as
brilliant
as
they
possibly
can
be,
and
I
I'm
a
little
offended
on
that.
There
would
be
any
mention
of
anything
to
the
to
the
contrary.
B
P
For
the
record
again,
jeannette
ortiz,
legislative
and
policy
counsel
before
you
are
several
items
of
legislation,
just
as
a
friendly
reminder,
the
bills
in
section
one
would
need
a
board
vote,
but
there
aren't
any
this
week.
Bills
in
section
two
are
just
fyis,
no
positions
for
variety
of
reasons.
P
It
may
be
something
like
an
advisory
board
or
a
commission,
and
we
don't
typically
weigh
in
on
those
or
something
a
local
bill,
that's
of
particular
interest,
but
we
wouldn't
wait
into
another
county's
bill
and
then
section
three,
which
is
where
the
vast
majority
of
your
bills
will
always
be.
Our
bill's
positions
are
in
alignment
with
your
legislative
program
and
also
aligned
with
long-standing
positions
of
the
sport.
I
am
happy
to
answer
any
questions.
Thank
you.
B
Thank
you,
ms
dent
is
your
light
on.
B
Miss
corcodel,
okay,
are
there,
I
don't
see
any
other
lights.
Are
there
any
additional
questions.
AA
B
B
AD
AD
So
I
do
want
to
apologize
on
the
front
end,
I'm
I'm!
I
have
a
lot
to
present
to
you
today
and
so
I
apologize
for
all
of
the
information
that
will
essentially
probably
take
up
the
next
15
minutes
or
so.
But
if
you'll
indulge
me,
I
have
a
lot
to
get
through.
So
I
just
wanted
to
kind.
B
AD
So
we
come
before
you
today
to
bring
forth
dr
alato's
recommendation
regarding
the
review
of
the
charter
application
submitted
on
october
21
2021
by
the
board
and
operator
of
the
chesapeake
science
public
charter
elementary
school
consistent
with
the
charter
school
law
in
the
state
of
maryland.
The
local
board
of
education
is
the
charter
school
authorizing
body
and,
as
such,
has
the
final
decision
on
an
approval
or
denial
of
a
charter
school
application.
AD
Based
on
the
final
scoring
of
these
sections.
A
final
recommendation
was
provided
to
dr
alato
for
his
review.
Dr
lotto
concurred
with
the
review
team's
recommendation.
Not
to
approve
the
application,
and
that
recommendation
is
now
before
you
for
a
vote
through
a
series
of
workshops,
subcommittee
meetings
and
scoring
sessions.
The
review
committee
worked
diligently
to
ensure
a
fair
and
thorough
scoring
process
was
followed.
AD
I
believe
strongly
that
the
final
scores
for
this
application
accurately
reflect
the
content
submitted
by
the
applicant,
as
well
as
information
collected
during
the
interview
when
reviewing
an
application.
It
is
the
responsibility
of
the
applicant
to
ensure
that
each
question
is
answered
clearly
thoroughly
and
specific
details
are
provided
to
give
the
review
team
the
confidence
necessary
to
gain
a
clear
understanding
of
the
school's
intended
purpose.
AD
Responses
must
be
aligned
from
section
to
section.
The
applicant's
responses
must
be
original
and
not
copied
from
a
website
and
most
of
all,
a
clear,
well
thought
out.
Instructional
design
must
be
articulated,
as
you
can
see
from
the
committee
scores.
The
applicant
was
not
able
to
adequately
address
many
areas
of
the
application
before
getting
into
the
specifics
of
the
review,
though,
I
did
want
to
take
a
minute
to
recognize
the
applicant
for
the
partnership
that
we
have
had
with
them
over
the
past
17
years
as
the
operator
and
board
of
chesapeake
science
point.
AD
AD
This
review
and
scoring
was
strictly
based
on
the
content
submitted
as
part
of
this
application
and
the
interview
conducted
with
the
applicant
at
this
time.
I
would
like
to
walk
you
through
each
of
the
three
sections
of
the
application
and
highlight
some
of
the
areas
of
those
sections
where
the
review
committee
had
the
most
concerns
section,
a
most
of
section,
a
seeks
information
regarding
an
overview
of
the
proposed
school
founding
board
and
operator
legal
entity,
student
population
and
the
recruitment
of
students.
AD
The
review
team
should
be
able
to
apply
this
description
to
the
remainder
of
the
application
in
order
to
see
a
clear
alignment
between
the
description
of
the
school
and
its
academic
and
instructional
program,
the
applicant's
stated
goals
and
objectives
here
were
basic
and
limited
measures
were
outlined
to
determine
program
effectiveness
and
although
they
made
reference
to
their
current
capacity
and
history
of
opening
charter
schools,
this
section
lacks
specific
details
that
really
could
have
enhanced
their
score.
There
were
at
least
two
questions
in
this
section
that
asked
about
capacity
and
experience
when
describing
the
school.
AD
This
description
should
be
the
basis
for
the
remainder
of
the
application
review
section
b,
which
mainly
focuses
on
the
school's
education
plan.
Curriculum
assessment,
student
services,
student,
behavior
and
special
education
should
have
been
the
section
that
tied
together
what
was
stated
in
section
8
to
describe
the
school.
AD
The
applicant
failed
to
adequately
articulate
how
the
school's
academic
program
and
instructional
model
would
incorporate
these
terms
further
throughout
the
application
the
school
was
referred
to
as
a
replication
of
the
operator's
two
other
maryland
elementary
schools.
However,
many
more
details
needed
to
be
added
to
show
a
true
replication
of
these
schools
further.
If
this
was
a
true
replication,
it
should
be
expected
that
the
applicants
cite
examples
of
what
the
other
two
schools
are
doing,
that
provides
for
rigorous
education.
AD
AD
So,
despite
the
application
referring
to
their
two
current
elementary
schools
as
being
highly
successful,
very
little
data
was
provided
to
back
up
this
claim.
One
of
the
schools
has
been
in
operation
for
eight
years,
the
other.
For
four
years.
The
application
mentions
one
year
of
state
assessment
data
for
the
1819
school
year
for
one
of
their
schools,
but
no
data
was
included
for
their
other
school.
There
should
be
substantial
data
collected
over
these
years
to
provide
evidence
of
success.
AD
The
basis
of
this
school's
uniqueness
has
to
do
specifically
with
the
infusion
of
coding,
robotics
and
virtual
reality
across
the
curriculum.
Yet
the
applicant
only
spoke
to
students
taking
a
standalone
course
and
provided
little
detail
and
efforts.
They
would
take
to
ensure
that
these
programmatic
features
enhanced
core
subject
areas.
AD
AD
Despite
the
applicant
referring
to
an
innovative
approach
to
education,
the
application
referred
to
very
traditional
instructional
approaches
and,
throughout
the
application,
referred
to
several
examples
of
just
doing
what
aacps
does
in
their
other
elementary
schools
throughout
the
application.
The
applicant
refers
to
traditional
methods
of
assessment,
which
included
state
assessments
and
and
nwea
as
their
internal
assessment
method
for
a
school
that
is
based
on
innovation
and
technology.
These
assessment
methods
seem
pretty
basic
and
traditional.
AD
Further,
despite
the
opportunity
to
outline
the
school's
philosophy
on
student
behavior,
the
applicant
stated
that
they
would
use
the
district's
code
of
conduct
to
address
student
behavior,
section
c
focuses
on
hiring
facilities,
finance,
school
safety
and
transportation.
The
areas
of
concern
in
this
section
focused
on
the
discrepancies
regarding
the
school's
staffing
plan
and
the
application's
failure
to
include
several
key
positions
to
adequately
staff
an
elementary
school.
There
was
no
mention
of
the
job
requirements
for
staff
hired
to
teach
coding,
robotics
or
virtual
reality
courses.
AD
Despite
there
being
a
teacher
shortage,
the
applicant
did
not
articulate
any
ideas
for
recruitment
of
staff.
There
was
limited
mention
of
teacher
onboarding
and
retention
methods.
The
facility
section
submitted
as
part
of
the
application
was
extremely
limited.
However,
just
recently
the
applicant
revealed
a
possible
facility
that
they
have
identified
in
the
hanover
area
and
probably
the
biggest
concern
in
this
section
was
the
applicant
not
offering
transportation
to
families
accepted
into
the
school.
AD
This
recommendation
comes
down
to
major
concerns
in
the
following
seven
areas:
a
lack
of
detail
outlining
any
specific,
elementary
instructional
program
when
teaching
our
youngest
learners.
There
absolutely
has
to
be
a
plan
for
literacy
and
teaching
students
to
read.
There
was
no
mention
at
all
about
reading
programs
and
strategies
to
ensure
that
our
students
gain
the
requisite
literacy
skills
to
become
proficient
readers.
AD
AD
Further,
no
curriculum
was
provided
regarding
the
coding,
robotics
and
vr
courses,
no
mention
of
a
social
and
emotional
learning
plan,
or
how
the
school
would
address.
The
mental
health
needs
of
students,
lack
of
understanding
on
how
to
teach
students
with
disabilities
or
struggling
learners,
lack
of
data
or
programmatic
specifics
from
their
two
other
elementary
schools,
which
could
have
demonstrated
why
these
schools
should
be
replicated
and
no
transportation
being
provided,
which
will
lead
to
limited
opportunities
for
a
large
number
of
our
students.
AD
In
summary,
the
applicant
provided
an
application
that
seemed
extremely
general
and
lack
specific
information
and
data
that
could
have
made
the
application
more
distinguished.
The
applicant
could
have
really
unpacked
what
makes
their
two
other
elementary
schools
successful
and
as
a
proposed
replica
of
these
schools
articulated
these
ideas
in
this
application.
AD
B
D
First,
thank
you
to
chesapeake
white
house
foundation
for
your
application
and
thank
you
all
before
us
with
your
thoughts
as
well
as
the
documents
you
provided
to
us.
I
appreciate
it.
It
was.
It
was
a
lot.
It
was
a
lot
to
get
through
and
to
to
understand
for
sure.
So.
D
Yes,
it
can
resubmit
is
that
is
that
this
year
is
that
next
year?
Is
there
a
time
between
working
to
to
to
better
this,
if,
if
the
board
saw
fit
not
to
approve
it,
what
what
is
walk
me
through
like
what
happens.
AD
AD
AD
We'd
have
to
take
it,
but
what
I
would
caution.
AD
The
applicant
on
is
that
I
feel
like
there's
so
much
that
needs
to
be
unpacked
to
put
forth
a
quality
application.
It's
worth
really
slowing
down,
taking
their
time
going
into
their
two
elementary
schools
modeling
those
to
see
what
it
is
they
want
to
replicate
in
those
schools,
because,
as
I
point
out,
the
big
problem
I
had
is,
if
you're
going
to
replicate
a
school,
you
need
to
be
specific
about
what
you're
replicating,
and
so
there
really
was
no
specifics
about
what
those
other
two
schools
do.
AD
I
did
get
online
and
I
looked
up
the
park
data
for
the
other
school
and
it
was
extremely
low,
which
is
maybe
why
it
wasn't
included,
but
it's
okay
to
be
transparent
in
an
application.
It's
okay
to
say
our
test
data
wasn't
great,
but
we're
working
on
it,
and
these
are
the
reasons
it
wasn't
as
opposed
to
just
not
including
it.
So
you
know
from
a
reviewer's
perspective,
I
don't
want
to
have
to
go.
Do
the
work
to
figure
this
out?
It
should
all
be
included
in
an
application.
AD
I
think
if
the
biggest
issue
we
had
is
that
the
application
was
very
basic
and
limited
in
the
information
provided
which
then
caused
us
to
have
to
make
assumptions
and
go,
do
the
research
and
that's
just
not
how
charter
applications
should
be
reviewed.
So
long
answer
to
your
to
your
answer
to
your
question,
but
they
could
submit
any
time.
Quite
honestly,
I.
D
Appreciate
that
and
then,
when
you
know,
we
were
given
a
very
thorough
rubric
with
with
scoring
and
comments
will
that
was
that
provided
to
the
applicant
in
its
entirety
and
if
so,
at
what
point
in
time
did
they
receive
that
information?
So.
AD
The
rubric
is
included
with
the
charter
application,
so
the
applicant
had
that
rubric
ahead
of
time
to
know
exactly
how
we
were
going
to
score
it.
We
have
not
shared
the
rubric
with
them.
As
of
yet
that's
something
we
would
sit
down
with
them
after
the
fact
and
share
with
them
to
walk
them
through
specifics
around
how
their
application
was
scored.
AD
Certainly
if
they
want
to
reapply,
they
need
to
know
why
they
scored
low,
but
typically
the
rubric
is,
is
not
shared
with
the
applicant
until
after
because
it
this
is
not
a
back
and
forth
process
right.
This
is
not
a
process
where
they
submit,
and
then
we
sit
down
with
them
and
say
this
is
wrong
and
they
go
back
and
fix
it
and
they
resubmit
it's
the
charter
law.
You
know
you
submit
it,
we
review
it
and
then
we
decide
on
it
and
then,
after
the
fact,
we'll
debrief
together.
AD
K
Yeah
a
couple
quick
questions
here,
so
I
heard
so
the
120
days
that
that's
state,
but
the
one.
What
time
of
year
and
the
frequency
of
applying
is
not
correct.
That.
K
Okay,
I
do
have
a
question
for
the
csp
representative
really
quickly.
There
was
a
reference
to
a
federal
grant
money.
K
K
AD
I
believe
the
federal
grant
don't
hold
me
to
this
with
msde
goes
through
at
least
another
year,
because
they're
probably
not
going
to
spend
all
that
money
until
the
feds
will
probably
give
them
an
extension
on
that
grant.
Those
are
just
in
the
meetings
I
have
with
the
state
representatives.
Those
are
some
of
the
things
I'm
hearing
around
the
state.
K
B
Thank
you,
ms
ellis.
Q
Thank
you
boy.
I
I
would
love
to
just
take
a
whole
whole
meeting
on
this
and
ask
a
million
questions.
So
I'm
going
to
start
with
a
quick
statement
which
is
you
know,
I've.
I've
had
a
couple
opportunities
to
to
tour
chesapeake
science
point
as
a
board.
We
have
heard
from
many
members
of
the
community
they've
been
rolling
in
even
today,
and
so
this
recommendation
just
simply
does
not
mesh
with
what
we
know
about
the
qualifications
of
this
organization.
Q
Q
I
understand
our
responsibility
and
that's
what
makes
this
so
very
difficult,
but
I
mean
I
I
I
know,
and
I
understand
what
you're
saying
when
you
say:
clf
perhaps
should
pause,
take
their
time
and
do
this
right.
I
get
that
except.
I
also
know
my
husband's
been
a
government
contractor
for
his
entire
career,
very
involved
in
proposal
writing,
which
itself
is
an
art
and
it
it
takes
time
just
to
learn
how
to
do
that,
and
I
know
there
have
been
some
changes
in
leadership
at
clf,
so
that
could
explain.
Q
You
know
a
little
bit
of
a
learning
curve
there.
So
I
guess
where
am
I
going
with
this?
I
my
husband
has
been
on
teams
where
they
work
around
the
clock
to
to
to
get
it
done.
So,
if
clf
already
has
these
two
schools
and
they
can
demonstrate
what
these
two
schools
are
accomplishing
and
that
this
school
is
going
to
replicate
that,
if
they're
able
to
to
bring
that
to
us,
I
invite
it.
I
invite
it
and
I
I
think.
AA
Very
similar
thoughts
as
to
ms
ellis,
but
I
did
have
a
couple
of
questions
you
mentioned
that
the
student
code
of
conduct
was
not
sufficient
because
they
just
stated
that
they
would
use
our
code
of
conduct
and-
and
I
was
wondering
why-
that
that
was
not
exhaustive
enough
for
you.
If
we've
already
developed
a
policy
and
it
works
for
us,
why
is
it
not
enough
for
them
to
just
say
we
will
follow
your
established
policy.
AD
I
might
turn
this
over
to
my
colleague,
megan
lewis,
who
is
our
expert
on
multi-tier
systems
of
support
and
restorative
practices
and
all
things
behavior.
So
I
don't
know
if
you
want
to
take
that
one.
E
Sure
it
is
sufficient
and
did
score
basic.
For
that
reason.
However,
it
didn't
include
any
philosophy
of
their
own
around
discipline
or
what
they
would
do
to
take
it
a
step
further
or
how
they
would
handle
things.
That
also
didn't
include
the
mention
of
restorative
practices,
which
is
something
that
is
in
our
strategic
plan,
as
well
as
their
philosophy
around
that
in
every
school,
including
every
elementary
school
as
of
this
fall,
will
be
trained
in
that
as
well,
so
you're
right,
it
was
sufficient,
but
it
wasn't.
It
didn't
exceed
and.
AD
The
question
just
wasn't:
if
somebody
gets
in
trouble,
what
will
you
do?
It
was
their
opportunity
to
expand
upon
their
whole
philosophy
around
supporting
students
and
their
whole
philosophy,
around
multi-tiered
systems
of
support
for
students.
So
it's
not
enough
at
an
elementary
school
to
say
if
little
johnny
does
this.
This
is
the
consequence.
This
is
what
we
will
do
to
wrap
around
little
johnny
to
help
support
his
mental
health.
AD
It
needs
as
well
as
his
behavioral
needs,
and
there
was
just
no
evidence
that
that
they
were
even
willing
to
entertain
anything
other
than
there'll
be
a
consequence
for
a
behavior
and
that's
it,
and
that
comes
through
the
code
of
hotdog.
So
that's
just
unfortunate
at
that
at
that
level
too,
to
see
that
basic
response,
but
but
you're
right
I
mean
it's
a
document.
AD
We
would
expect
that
they
would
have
to
follow
the
code
of
conduct
for
certain
things
that
students
do
do,
but
student
behavior
goes
a
lot
further
than
just
a
code
of
conduct.
AA
L
L
AA
Not
that
it
wasn't
sufficient
because
you're
right,
it
didn't
score
the
lowest,
but
it
also
didn't
seem
to
get
you
where
you
wanted
to
see
it.
G
AB
G
AA
So
I
did
have
just
a
couple
of
other
just
there's
a
lot
to
unpack
and
I
do
appreciate.
I
cannot
even
imagine
how
much
time
this
took
as
a
board
member
I'm
really
frustrated,
because
I
absolutely
want
to
see
this
school
materialize.
AA
Having
said
that,
I
also
understand
that
our
staff
have
put
the
time
in
and
are
are
sharing
their
concerns,
and
it's
it's
a
very
difficult
position
to
be
in
one
question
that
I
I
do
want
to
just
make
sure
that
I
understand.
Do
you
take
the
the
relationship
that
we
currently
have
and
the
the
shown
expertise
that
this
group
has
has
given
us?
Do
you
take
that
into
account
in
in
any
of
this,
or
do
you
take
each
proposal
and
and
just
score
it
sort
of
blankly.
AD
So
I
think
they
go
hand
in
hand
because,
as
part
of
this
application,
there
is
an
opportunity
within
this
application
to
demonstrate
your
capacity
and
experience
and
background
and
then
section
a
of
this
application.
There
was
two
very
specific
questions
that
asked:
what
is
your
expertise?
What
is
your
background?
What
is
your
capacity?
What
is
your
skill
set
and
the
answers
were
very
brief.
I
mean
it
was
basically
we
operate
schools
in
maryland
and
that's
kind
of
good
enough,
and-
and
it's
not
good
enough,
because
all
schools
stand
alone.
AD
So
all
we
really
have
to
go
on
besides
the
fact
that
they
open
and
operate
other
schools
is
what
they
put
in
this
application
and,
at
the
end
of
the
day,
that's
what
we're
scoring
so,
yes,
we're
giving
them
points
towards
their
capacity
and
expertise
if
they
demonstrate
it
in
the
application,
but
I
can't
sort
of
pull
that
outside
of
the
application
and
say
well,
we
work
we've
worked
with
them.
They
operate
some
really
good
schools.
AD
G
AA
Agree
with
that,
so
I'm
just
wondering
is
what
they
needed
to
have
said.
This
is
the
piece
that
we're
going
to
pull
from
that
award-winning
model
and
then
that
would
have
been
sufficient
or.
B
I
AD
That
doesn't
because
that's
remember
now,
that's
a
sixth
through
twelfth
grade
school.
This
is
a
k-5
school,
so
completely
different
school
and,
as
you
know,
educating
elementary
school
students
is.
AD
AA
I
I
really
appreciate
all
of
your
explanation
on
this
and
I
hope
that
you
know
moving
forward
whatever
happens
today.
We
absolutely
are
able
to
get
everything
finalized
and
get
this
school
up
and
running
at
some
point,
and
hopefully
sooner
rather
than
later.
Thank
you.
R
You
all
for
all
of
the
energy
you
put
in
there.
I
have
a
procurement
background
and
I
know
that
this
is
painful
boy
do
I
know
this
is
painful
and
I
would
not
want
to
be
in
your
shoes
either,
but
I
think
you've
done
a
very
good
job
of
laying
everything
out
for
us
and
it's
kind
of
up
to
the
board
to
make
a
decision
right.
But
before
I
go
there,
I
you
highlighted
something,
and
I
looked
at
the
scoring
on
the
transportation.
R
I
just
want
to
be
sure
that
I
understand
what
was
the
expectation,
because
it's
to
my
understanding
that
from
reading
the
document
that
transportation
is
provided
by
the
parents,
and
so
was
that
something
that's
required,
because
it's
just
happened
to
be
on
the
application,
or
is
that
understood
because
you
made
mention
of
it,
so
I'm
just
curious
as
to
how
does
that
apply
to
this
application?.
AD
So
essentially,
what
that
means
is,
if
you're,
fortunate
enough
and
you're
lucky
enough
to
be
able
to
get
up
every
morning
and
drive
your
child
to
chesapeake
science
point
elementary
school,
then
you'll
get
to
attend,
but
for
those
unfortunate
parents
that
might
have
to
work
or
don't
have
a
car
don't
have
transportation.
Their
child
will
never
have
an
opportunity
to
go
to
this
school.
So
that's
that's
an
equity
and
that's
an
access
issue
for
us
and
we're
not
trying
to
create
opportunities
for
families
that
already
have
opportunities.
R
B
Thank
you
I'd
like
to
ask
a
couple
of
questions
I
just
want
to
clarify.
I
know
there's
been
reference
to
change
in
leadership,
but
I
mean
this
is
a
charter
operator
that's
applied
to
us
before
has?
Is
there
a
significant
difference
in
the
process
now
than
there
was
when
the
application
was
made
originally
for
cs
so.
AD
I
love
your
question
that
was
17
years
ago.
AD
That
was
the
first
charter
application,
this
district
ever
reviewed
right,
and
so
there
probably
have
been
a
lot
of
lessons
learned
since
then,
there
have
been
a
lot
of
growing
pains
with
csp
csp
that
we
know
and
love
now
wasn't
necessarily
csp
17
years
ago,
and
so
you
know
perhaps
many
of
those
heavy
lifts
and-
and
you
know
the
amount
of
stat
work
that
staff
put
in
maybe
was
because
the
application
wasn't
as
great
on
the
front
end,
but
it
was
approved
anyway.
But
again
that
was
you
know.
AD
We
were
just
understanding
charter
schools
in
the
state
of
maryland
back
then,
and
so
it
was
a
very
different
time.
It
was
a
very
different
time.
I
think
we
just
know
now.
We
know
more
now
and
they're
an
operator
with
several
schools,
so
you
would
expect
that
there
would
be
a
level
of
detail.
They
could
provide
that
it's.
AD
B
Another
quick
question
about
some:
you
raised
some
staffing
issues:
the
fact
that
there
was,
for
example,
I
believe
not
a
media,
specialist
and
some
other
issues.
Obviously,
charters
get
a
certain
leeway
in
how
they
decide
on
their
staffing.
Is
there
a
sort
of
minimum
requirement?
In
other
words,
no
matter?
What
do
you
have
to
have
well
by
state
law?
You
have
to
have
a
a
certain
ratio
in
say,
kindergarten
or
something
like
that
right,
but
is
it?
B
Is
it
clear
to
any
applicant
that
there
are
other
staffing
requirements
that
essentially
transcend
the
charter
autonomy
so
to
speak?
Can
you
speak
to
that.
AD
So
you're
right
charter
schools
do
do
have
some
autonomy
because
they
manage
their
own
budgets
and
because
they
manage
their
own
budgets,
they
staff
their
school
as
they
see
the
need.
I
think
our
comments
when
it
comes
to
the
staffing
deficiencies
were
really
based
on
kind
of
what
works
best
in
educating
elementary
school
students.
So,
for
example,
you
know
they
highlighted
one
special
education
teacher
in
perpetuity.
AD
AD
Ed
over
there,
that
could
probably
give
you
better
info
on
that
than
I.
So
there
are
areas
of
flexibility,
but
there
are
also
areas
that
just
have
to
be
staffed.
B
I
I
have
to
say
to
share
some
of
my
colleagues
thoughts
on
this.
I
I
have
had
the
opportunity
to
visit
csp,
I'm
well
aware
of
their
very
good
reputation,
and
so
this
is
of
course
difficult
for
all
of
us.
I've
also
spent
many
years
chairing
accreditation
teams
evaluating
public
charter
programs.
B
I
I
I
know
what
goes
into
this
kind
of
work,
and
I
know
what
it
means
to
put
your
name
on
the
report,
because
it
is
your
professional
reputation
that
you
you
have
to
deliver
what
you
believe
to
be
the
true,
the
true
report
and
it's,
as
I'm
sure
everybody's
aware,
one
always
wants
to
deliver
the
good
news,
but
if
one's.
B
B
I
would
suggest
and
hope
that
the
applicant
will
take
great
advantage
of
the
debriefing
process
here,
because
obviously
the
huge
amount
of
work
has
gone
into
this,
and
there
is
much
to
be
learned
from
what
you
have
found
in
your
in
your
analysis
and
that
will
be
for
any,
for
any
group
is
a
wealth
of
opportunity
to
learn
about
what
how
they
can
grow,
and
so
it's
also
in
some
ways
a
very
painful
but
actually
rather
less
expensive,
consulting
process
that
that
one
can
go
through.
J
I
do,
and
you
actually
touched
on
what
my
question
is,
so
if
this
were
not
to
be
approved,
do
I
understand
that
they
could
meet
with
you
in
order
to
get
a
better
understanding
and
debrief
based
on
the
issues
and
problems
with
the
application
in
order
to
submit
a
new
plan,
and
what
would
that
timeline
look
like,
so
we.
AD
AD
Y
If
I
could
add-
because
I
I
don't
want
the
board
or
the
folks
from
the
applicant
to
walk
away
with
the
idea
that
we
would
meet
with
them
and
coach
them
through
a
quality
application
right,
that's
not
the
responsibility
of
this
board.
That's
not
the
way
the
charter
law
is
written.
We're
not
here
to
take
any
applicant
in,
and
coach
them
through
the
process.
Y
The
rubric
is
very
open
and
and
accessible.
Every
applicant
knows
what
the
rubric
is
and
what
they
need
to
meet
in
order
to
score
well
in
each
of
these
specific
areas
and
the
questions
that
are
asked-
and
so
I
just
don't
want
anybody
to
think
that.
Certainly
we
will
give
feedback,
but
we're
not
going
to
sit
elbow
to
elbow
shoulder
shoulder
to
coach
any
applicant
through
a
quality
application.
Y
It
has
to
be
met
on
their
merits
and
the
merits
of
the
application
alone.
It
is,
it
is
no
reflection
on
the
work
of
csp,
no
reflection.
This
is
a
separate
application
for
an
unrelated
school
that
is
an
elementary
school
of
which
it
turns
out.
This
applicant
has
got
experience,
running
building
and
running
elementary
charter
schools.
Y
J
Right,
it
was
not
my
thought
that
it
would
be
coaching.
You
had
mentioned
that
you
would
meet
with
them
for
debriefing.
J
B
Do
you
have
a
new
light,
miss
frank
so
so
and
ms
dent:
do
you
have
a
new
life?
Oh.
T
R
I
just
want
to
make
sure
I'm
clear,
because
I'm
trying
to
read
I'm
trying
to
look
online,
I'm
trying
to
listen
to
you
sure,
so
the
the
application
submission
process
understand
your
debrief
is
that
next
year
was
that
as
soon
as
they
get
the
application
ready.
Just
for
point
of
clarity
for
me.
AD
AD
I
would
meet
with
them
at
their
request
based
on
their
timeline,
so
I'm
not
going
to
go,
seek
them
out,
but
if
they
call
me
and
say,
hey
we'd
love
to
sit
down
with
you.
Could
you
walk
us
through
the
rubric
point
out
areas
that
we
didn't
score
so
well
in
that's
really
on
their
timeline.
So
whatever
works
for
them?
I'm
you
know
we're
available.
R
Okay
and
then
my
last
question
is:
is
there
like
a
suspense
date
of
when
you
have
to
have
a
decision
before
you
make
this,
because
the
application
said
it
was
for
23.24
school
year?
Is
there
like
a
time
limit
that
you
say?
Okay,
what's
the
drop
dead
date
that
I
need
to
have
the
charter
schools
submit
in
order
for
them
to
be
ready
for
the
next
academic
school
year?.
AD
AB
K
I
have
a
hard
deadline,
can't
change
it,
no
matter
what
happens,
but
I
just
want
to
say
that
you
know
I
appreciate
the
clarification,
particularly
on
the
timelines,
because
what
I
didn't
want
to
do
is
create
a
scenario
where
everybody
has
to
wait.
Till
next
year
gone.
G
K
Cetera
et
cetera,
I
I
do
have
concerns
about
some
of
their
funding
and
their
property
and
how
that's
going
to
all
work,
and
I
wish
there
were
any
other
different
situation.
It
does
sound
like
the
opportunity
to
do
that,
so
if
they
got
it,
so
if
everybody
just
all
hands
on
decked,
let's
say
in
theory
develop
the
robust
version
based
on
your
information
with
miss
dent
it
would
be.
K
AB
AD
K
K
K
That's
not
how
this
works
clearly,
so
there
is
no
opportunity
for
that,
but
it
does
sound
like
there
may
still
be
an
opportunity,
although
that
window
is
continuing
to
close
exponentially
and
and
not
very
likely,
but
we
cannot
proceed
forward
because
the
state
isn't
gonna
accept
an
acceptance
if
there's
too
many
deficiencies
anyway.
So
ultimately
this
would
not
probably
end
up
working
out.
It's
sounding
like,
but
all
right.
Thank
you
very
much.
I
I
do
have
to
depart
folks.
K
AB
B
I
see
no
other
lights.
Is
there
emotion.
D
Point
of
yes
information
because
I
don't
think
it's
order.
Usually
dr
alado
has
a
recommendation.
We
move
to
accept
his
recommendation.
D
D
B
B
T
Y
B
Y
Let
me
apologize
to
the
board
up
front
in
an
item
such
as
with
this
kind
of
importance.
You
would
typically
have
dr
mcmahon
in
front
of
you.
She
is
very
much
under
the
weather,
so
I
am
taking
her
place
for
today's
discussion
regarding
virtual
learning
during
inclement
weather
day
plan.
Y
As
you
know,
roughly
two
weeks
ago,
the
state
superintendent,
mr
chargery
state
superintendent
of
schools
here
in
maryland,
gave
local
jurisdictions
each
of
the
lease
the
ability
to
apply
for
the
use
of
virtual
instruction
during
in
lieu
of
closing
schools.
During
an
inclement
weather
day,
the
parameters
were
laid
out
to
superintendents
and
the
application
and
information
that
needs
to
be
supplied.
Y
We
have
built
that
plan
and
the
information
is
there.
We
created
a
a
space
on
our
website.
As
you
all
know,
where
we
have
shared
the
plan.
The
draft
plan
asked
for
input
from
the
community.
We
got
36
36
responses
from
the
community.
Regarding
the
plan
the
plan
was
was,
I
want
to
be
really
clear
in
that
we
responded
to
exactly
what
msd
has
requested
as
opposed
to
us,
starting
with
a
blank
slate
and
creating
a
plan
for
virtual
instruction.
Y
We
responded
to
the
questions
that
were
given
to
us
and
it's
standardized
across
all
the
maryland
school
districts.
So
you
have
what's
in
front
of
you
on
the
website.
You'll
see
if
somebody
scrolls
down
anything
that
is
in
the
black
font
is
comes
directly
from
the
maryland
state
department
of
education
is
the
application
process.
Anything
in
that
blueish
purple
font
is
our
response
to
that.
Y
What
I'm
asking
for
glad
to
answer
any
questions
of
the
board
you'll
see
that
they're
at
test
stations.
If
you
scroll
down
some
more,
please
you'll
see
at
the
bottom
of
that
third
page.
There
are
attestations
that
we
must.
We
must.
I
must
assure
that,
have
occurred,
and
one
is
that
it
is
presented
that
this
is
presented
to
the
public
presented
publicly
to
our
board
and
the
board
and
public
had
a
chance
to
weigh
in
and
so,
if
approved,
the
next
step
would
be.
Y
We
would
send
this
to
maryland
state
department
of
education
for
their
approval.
Once
we
receive
their
approval,
then
we
have
the
ability
to
implement
this
plan.
Let
me
be
clear
that
doesn't
mean,
because
the
next
inclement
went
after
approval
doesn't
mean
that
the
next
inclement
weather
day
is
going
to
be
a
virtual
day.
Y
It
means
that
we
have
that
as
an
option.
It's
in
our
back
pocket
now
to
use
it
as
a
virtual
day
for
students
and
staff.
It
doesn't
mean
for
the
public
listening
in
and
for
our
board
that,
from
this
point
forward,
every
inclement
weather
day
will
be
a
virtual
day,
because
that
may
not
be
the
case.
That
will
be,
unfortunately,
have
to
be
the
decision
of
the
superintendent
at
four
o'clock
in
the
morning.
Y
Exactly
so
with
that,
it
is
really
very
basic,
and
I
did
want
to
point
out
that
there
are
that
this
was
not
altered
in
any
way
from
what
msde
asked
us
to
respond
to,
and
with
that
I'm
glad
to
take
questions
to
the
board.
Okay,.
B
Y
D
Thank
you
for
for
this,
and
you
know,
I
know
that
the
folks
have
been
asking
for.
G
D
And
where's
the
plan
and
how
about
a
plan-
and
you
know
we
should
we
were
virtual
all
year
last
year,
but
then
I
just
I'm
glad
that
what
you
said
that
it
doesn't
necessarily
mean
that
there
will
be
a
virtual
day
for
inclement
weather
because
you
know
for
for
a
rain
event
or
a
weather
event
that
doesn't
fully
materialize,
I'm
I'm
in.
But
if
it's
like
a
legit
snow
day
I
mean
people
will
be,
I
mean
you
know
you
have.
Y
D
Right,
so
I'm
just
glad
that
it
doesn't.
It
doesn't
lock
us
in
that
there's
still
some
some
flexibility
of
when
we
determine
what
you
know
what
will
be
a
virtual
day
in
lieu
of
an
inclement
weather
day
and
what
won't
be,
and
I
like
having
that
latitude.
D
You
know
if
it's
a
if
it's
a
an
ice
event
that
doesn't
materialize
and
there
aren't
massive
power
outages
and
it's
just
wet
out
well
sure,
like
it's
great,
if
it's
like
a
blizzard
and
there's,
you
know
24
inches
of
fluffy
white
stuff
outside
my
guess.
Is
the
kids
probably
want
one
that's
in
front
of
the
computer?
So
I'm
just
glad
to
hear
of
the
flexibility
that
was
way
too
long
with
it.
D
F
C
Okay,
as
someone
who
actually
had
to
come
and
pick
me
up
because
the
ice
on
my
neighborhood
was
so
terrible,
I'm
surprised
to
hear
miss
shawn
say
that
she
loves
shoveling
snow.
I
wish
I
could
have
seen
that
on
that
day,.
C
Who
has
only
lived
in
maryland?
I
do
not
see.
I
do
not
love
this
note
as
much
as
maybe
some
california
would.
That
being
said,
I
obviously
have
been
in
talks
with
other
smobs
across
the
county.
I
mean
not
the
county
across
the
state.
So,
although
I
see
the
need
for
this,
even
though
my
last
day
is
may
26th,
so
you
send
the
calendar,
that's
above
me
stop
but
rubbing
it
down,
but
I'm
afraid
of
having
students
bite
my
head
off,
because
I
voted
to
get
rid
of
snow
days.
C
So
I'm
very
glad
for
you
to
state
up
front
the
flexibility,
and
I
share
that
sentiment
with
michelle
heim.
So
my
question
is
because,
prior
earlier
in
the
school
year,
the
state
superintendent
was
quite
vocal
about
how
he
was
against.
You
know
calling
virtual
and
in-person
equivalent.
In
fact,
I
remember
I
had
a
conversation
with
him
at
the
maid
conference,
where
he
said
those
two
things
we
shouldn't
treat
them
as
the
same
thing.
Y
I
don't
it's
a
wonderful
question,
so
it
is
very
clear
from
the
application
process
that
this
is
only
good
for
this
current
school
year.
So
it
is.
It
is
not
something
that
we
can
use
beyond.
It
is
only
good
for
this
21
22
school
year,
whether
the
state,
superintendent
and
state
board
move
forward
this
as
a
possibility
into
the
future.
I
don't
I
don't
know
that,
but
right
now,
this
is
only
good
for
this
school
year.
C
Y
AA
That
will
come
in
handy
if
we
happen
to
have
a
march
snowstorm,
but
it
happens
yeah
april
yeah
yeah.
So
a
couple
of
things
really
quick,
just
just
to
point
out
that,
while
this
particular
application
may
end,
there
has
been
talk
about
a
potential
law
that
would
enshrine
this,
which
could
give
us
a
little
bit
more
stability.
AA
So
we
may
be
seeing
that
on
our
legislative
agenda
at
some
point-
and
you
know,
certainly
if,
if
we're
supportive
of
this,
I
hope
it
would
support
the
next
step
as
well.
I
also
just
want
to
say
that
I
did
see
recently
a
superintendent
and
their
communications
officer
sing
their
their
snow
days
and
it's
been
a
really
long
time
since
mr
mosher
serenaded
the
school
district,
and
I
I
would
be
happy
to
make
that
motion.
AA
B
We
are
very.
AA
Supportive
of
this,
I
did
just
want
to
bring
up
the
potential
state
law
that
there
may
be
some
more
stability
later.
AC
AA
Obviously,
I
support
any
efforts
to
preserve
the
magic
of
snow
day,
but
also
preserve
our
summer
vacations,
and
I
think
that
both
of
those
avenues
give
us
some
flexibility
to
do
just
that.
Y
And
to
add
to
that,
thank
you,
ms
frank,
to
remind
the
board
and
anybody
listening
in.
Regarding
this
conversation,
we
are
still
required
to
build
three
inclement
weather
days
into
your
calendar.
That's
still
in
state
law,
and
so
each
jurisdiction
has
to
build
a
minimum
of
three
others
that
are
inclined
to
more
snow
in
the
western
parts
of
of
the
state.
Add
more,
but
we
are.
We
will
still
have
to
build
in
three
inclement
weather
days
into
our
calendar
each
year,
regardless
correct.
F
B
Will
I
will
just
add
to
the
sentiments
that
have
been
offered?
I,
I
think-
and
I
also
think
you
know
this
is
one
of
those
things
we
had
to
turn
the
world
upside
down
during
pandemic,
the
pandemic
to
develop.
We
now
have
this
capability
and
I
think
it
behooves
us
to
be
able
to
use
it
in
the
appropriate
way
when
we
need
it.
So,
mr
oldham.
Y
F
B
AB
J
AB
AA
Ms
frank,
very
very
briefly,
I
just
want
to
say
that
I
truly
appreciate
our
purchasing
department,
having
worked
with
them
so
closely
and
the
phenomenal
job
that
they
do
so.
I
just
wanted
to
give
a
very
hearty
thank
you.