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A
A
B
C
Good
evening
and
welcome
to
this
Workshop
of
the
Board
of
Education
today,
the
members
of
the
Board
of
Education
of
Anne
Arundel
County,
will
learn
more
from
superintendent
of
schools,
Dr
Mark,
Bedell
and
aacps
staff
about
the
school
system's
work
toward
meeting
the
requirements
of
the
blueprint
for
mayor
Ireland's
future.
This
Workshop
is
open
to
the
public.
However,
there
is
no
public
testimony.
C
Tonight's
Workshop
is
being
broadcast,
live
on,
aacps
TV,
which
can
be
found
on
channel
96
on
Comcast
and
Broadstripe,
and
channel
36
on
Verizon
High
Definition
broadcast
can
be
seen
on
channel
996
on
Comcast
channel
496
on
Broadstripe
and
channel
1961
on
Verizon.
It
is
also
being
streamed,
live
on
aacps
YouTube
channel.
Thank
you
for
joining
us
good
evening.
Dr
Bedell.
D
All
right,
thank
you,
madam
President.
We
are
happy
to
be
here
tonight
to
discuss
our
work
related
to
the
blueprint
and
proud
that
two
members
of
our
team,
from
whom
you
will
hear
tonight,
are
two
of
the
state's
leaders
in
this
work.
So
at
this
time,
I'll
turn
it
over
to
Matt
stansky,
our
acting
Chief,
Operating
Officer
and
Dr
Shannon
Pugh,
our
blueprint,
implementation
coordinator
and
director
of
community
and
school-based
programming
and
we'll
take
you
through
this
slide
that
you
will
see
here
on
the
screen.
E
E
All
right
so
about
one
year
ago,
we
came
before
you
to
give
you
an
update
on
where
we
were
with
blueprint
and
the
initial
implementation
plans
within
Anne
Arundel
County,
including
the
requirements,
and
so
we
come
before
you
right
at
a
year.
A
year
later,
to
give
you
an
update
to
review
the
goals
and
requirements
of
the
blueprint
pillar
pillars
review.
The
progress
aacps
has
made
so
far
in
relationship
to
the
pillars
And
to
clarify
the
process
for
the
creation
of,
and
next
steps
in
the
blueprint
implementation
plan
submission
one.
F
I
think
it's
important
to
quickly
just
remind
the
board
of
the
purpose
of
blueprint,
which
was
really
to
create
a
world-class
educational
program
and
organization
in
Maryland
that
ensures
that
no
matter
what
students
background
be
it
race,
gender
socioeconomic
status,
that
they
will
graduate
from
a
high
school
in
Maryland,
College
and
Career,
ready
and
and
and
and
compete
in
a
in
a
really
a
global
economy.
F
So
we're
going
to
start
off
with
pillar
one
I'll
give
you
an
update.
This
is
our
pillar,
one
is
Early
Education
and
so
again
just
a
reminder
to
the
board
that
the
part
of
this
pillar
is
to
create
to
help
eliminate
the
opportunity
Gap
by
the
time
students
enter
kindergarten
by
expanding
Early,
Childhood
opportunities
for
specifically
three
and
four
year
olds
to
provide
full
day
pre-kindergarten
for
all
those
who
choose
and
that's
the
important
optimal
word
here
to
choose
to
avoid
or
give
themselves
the
opportunity
to
enter
pre-kindergarten.
F
This
is
income.
Eligibility
is
required
here.
So
it
is
a
free
pre-kindergarten
for
any
student
who
falls
in
tier
one,
which
is
obviously
income
eligibility
along
with
special
education
or
IEP
and
then
or
students
whose
English
is
not
their
first.
Language
spoken
at
home.
There's
also
other
goals
in
this
in
this
pillar,
which
include
expanding
Junior
centers
to
provide
those
wraparounds
services
for
our
youngest
Learners
and
families
and
the
goal
there
is
to
have
one
in
every
title:
one
school
in
the
state
of
Maryland.
F
So
obviously
every
Title
One
School
here
in
Anne,
Arundel
County,
obviously
given
the
feasibility
of
space
constraints
and
also
encouraging
our
community
and
non-profit
Partners
to
apply
for
what
we
call
Paddy
centers
and
again,
these
would
be
Regional
programs
to
again
provide
to
provide
social,
social
services
to
those
families
milestones
and
deliverables.
F
To
date,
the
beginning
in
fiscal
23
districts
are
supposed
to
have
at
least
30
percent
of
their
private
or
of
their
pre-kindergarten
available
slots
be
made
available
by
private
providers,
and
the
law
does
allow
for
districts
to
apply
for
a
waiver
if
they
did
not
hit
that
Target
to
No
Surprise,
probably
to
anyone
in
this
room,
we
will
not
hit
that
Target
this
year
we
do
have
two
providers
that
are
providing
I,
believe
80
seats
for
us
this
year,
and
so,
but
that
is
certainly
not
30
percent.
F
We
will
probably
be
one
of
24
districts
who
all
apply
for
waivers,
because
the
the
private
providers
have
struggled
getting
into
the
program
due
to
cost
constraints
and
other
really
legal
constraints
in
the
law
that
have
prevented
them
to
enter
into
this
into
this
program,
and
so
you
know
obviously
we're
going
to
have
to
engage
with
the
aib
and
the
general
assembly
to
try
and
see
where
we
can
loosen
up
some.
Some
of
those
regulations
to
maybe
get
some
of
our
private
providers
involved
in
this
I.
F
Think
the
other
one
important
part
to
note
here
in
this
slide
is
the
requirements
for
pre-k
teaching
assistance
so
by
fiscal
26.
All
pre-ktas
must
have
at
least
a
Child
Development
Associate
certificate
or
an
associate's
degree.
So
because
of
this
requirement
again,
I
think
through
Dr
bedell's
leadership,
we've
kind
of
been
on
the
Forefront
in
this
and
in
our
Maryland
leads
grant
program.
F
E
So
we
are
especially
excited
about
the
opportunities
to
expand
Pre-K,
so
all
of
our
work
here
is
really
embedded
with
cross-references
to
the
Joint
Commission
to
eliminate
the
opportunity
Gap
and
we
do
know
from
National
research.
This
is
also
within
the
Kerwin
report
that
full
day
Pre-K,
especially
that
those
that
that
is
based
on
play-based
learning
is
especially
advantageous
to
our
students
from
a
lower
economic
backgrounds,
and
so
we
know
that
they
will
benefit
from
a
Pre-K
experience.
E
So
as
we
move
forward,
the
the
research
will
shows
that
students
who
participate
in
pre-K
in
Maryland,
as
well
as
in
Anne
Arundel
County,
do
you
have
higher
score
performances
on
The
KRA
when
they
go
to
take
the
KRA
beginning
of
kindergarten.
So
I
want
to
talk
a
little
bit
about
the
expansion.
We
have
been
able
to
do
this
year
with
full
day
Pre-K.
So
what
you
see
on
the
slide
here
is
last
year
compared
to
this
year.
E
So
last
year
we
had
73
full
day
Pre-K
classrooms
in
Anne,
Arundel
County,
and
this
year
we
have
105.
so
how
we
were
able
to
get
there.
You
can
see
the
next
piece.
Over
last
year
we
had
30
half
day
Pre-K
four-year-old
classrooms,
so
we
have
transitioned
those
as
well
as
to
others.
From
being
part
half
day
to
full
day
for
our
four-year-olds
I
know
that
many
members
of
the
of
of
the
board
have
been
in
our
three-year-old
full
day.
Pre-K
classrooms
and
I
I
have
been
in
several
of
them.
E
They
are
so
excited
they
are,
they
are
playing.
They
are
interacting
with
each
other
they're
building
those
dexterity
pieces
of
their
of
their
hands
as
they
engage
in
the
cultural
arts.
But
I
will
tell
you
that
those
teacher
are
probably
the
most
higher
teachers
in
Anne
Arundel
County
Public
Schools,
as
they
have
23
year
olds
that
they
are
working
with
for
the
full
day,
and
so
we're
very
excited,
though,
when
we
do
go
in
there.
E
We
are
the
leader
in
the
count
in
the
state
regarding
the
expansion
into
full
full
day
Pre-K,
and
we
are
one
of
the
few
that
have
already
started
the
three-year-old
Pre-K
and
we
were
able
to
do
that
through
Sr
funds.
Just
to
look
at
the
number
of
pre-K
classroom
teachers
that
we
have.
We
have
gone
from
88
to
105
within
our
County
between
last
year
and
this
year.
F
All
right
pillar,
two,
so
high
quality
and
diverse
teacher
and
leader
goals.
So
essentially
the
the
goals
here
in
in
pillar
two
are
to
create
great
teachers
and
great
leaders
in
our
schools
and
to
create
a
compensation
structure
and
really
kind
of
a
structure
in
a
school
that
lends
itself
to
allow
teachers
and
faculty
to
remain
in
the
school,
to
to
Garner
additional
leadership
opportunities
and
to
Garner
additional
compensation
for
those
leadership,
opportunities
and
so
goals.
One
a
and
one
B
are
sort
of
combined
and
that
is
you're.
F
Creating
a
career
ladder
that
incentivizes
national
board
certification.
So
remember
the
the
blueprint
does
incentivize
national
board
and
elevates
the
compensation
of
of
the
teaching
profession
to
those
of
other
professions
at
the
same
level
of
education.
So
think
accountant,
engineer
things
like
that
and
then
also
you
know
really
mandates
us
that
we
create
other
career
ladders
and
salary
scales
that
add
adequately
compensates
other
Educators
and
staff
for
their
work
and
contribution
to
aacps.
F
We
have
to
redouble
our
efforts
on
recruiting
and
retaining
our
highly
qualified
and
highly
effective,
diverse
individuals
and
get
them
into
the
teaching
profession.
We
have
to
restructure
the
work
time
for
teachers
in
schools
to
allow
teachers
to
collaborate
engage
with
their
colleagues
work
with
students
in
small
groups,
especially
those
that
are
that
are
struggling,
and
so
this
will
be
obviously
a
a
shift
in
how
we
sort
of
operate
within
the
school
day.
And
then
our
our
new
professional
development
system
has
to
be
aligned
to
the
national
board
standards
and
teacher
evaluation
system.
F
So
where
are
we
to
date,
this
fiscal
year
Educators,
who
have
met
the
definition
of
the
nationally
board?
Certified
teacher
have
received
their
salary
enhancement,
as
mandated
by
the
blueprint
next
next
school
year
next
fiscal
year.
We
do
have
to
provide
evidence
that
we
have
given
every
T,
our
our
teachers,
at
least
at
10,
salary
increase
between
fiscal
19
and
fiscal
24..
So
to
date
we
have
done
seven
percent
reminder
to
the
board.
F
That's
only
coolest
count
towards
this
towards
this
enhancement,
and
so
we've
done
seven
percent
to
date,
so
we'll
be
mandated
at
a
minimum
to
do
at
least
three
percent
to
meet
this
requirement
for
fiscal
24
and
then
the
and
then
obviously
the
big
one
that
we'll
be
working
on
with
our
partners
at
attack
and
AEL
is
the
obviously
the
creation
of
the
new
career
ladder
which
must
be
implemented
by
fiscal
25
or
our
July
1st
of
2024
and
we'll
have
to
have
that
in
place.
E
We
have
a
very
strong
national
board
certification
program.
We
are
second
in
the
state
by
numbers
and
we
are
11th
in
the
country.
I
do
want
to
point
out.
I
haven't
done
the
math
though,
but
number
one
in
the
states.
Montgomery
County
have
a
lot
more
people,
so
we
probably
are
first
at
least
per
capita
I'm
a
little
bit
competitive
as
I
know.
Dr
Bedell
is
as
well
and
and
so
with
that
so
as
of
last
week,
these
are
the
numbers
that
we
have
up
here
on
the
screen.
E
I
say
last
week
because
Saturday
morning
was
the
the
release
of
everyone
who
has
recertified.
So
that
was
the
announcement
on
Saturday
morning.
So
teachers
went
in
clicked
something
from
national
board
and
it
you
know
fireworks
if
they,
if
they've
achieved
and-
and
so
this
is
from
from
last
week,
but
you
can
see
that
way.
We
have
opportunities
for
almost
every
teacher
in
Anne
Arundel
County
to
receive
national
board
certification.
E
It
is
worth
noting
that
in
the
world
languages
category
only
Spanish
and
French
teachers
do
have
the
opportunity
for
now
national
board
in
case
you're,
wondering
that
leaves
out
our
teachers
of
Chinese
and
German
and
ASL.
So
our
the
state
knows
this
is
an
issue
and
has
been
working
and
advocating
that
the
national
board
add
in
other
opportunities
for
there.
E
The
the
law
does
does
allow
for
if
they're,
if
a
teacher
does
not
have
the
opportunity
to
get
a
national
board
certification,
because
there
is
not
one
within
their
subject
area
that
they
can
get
a
master's
degree,
and
that
would
be
the
equivalent.
So
we
are
working
on
that
to
see
to
see
if
we
can
support
those
teachers
getting
master's
degrees
in
in
Chinese
or
German,
until
we
can
figure
out
other
pieces
from
there.
E
So
a
couple
of
the
things
to
highlight
for
our
progress
in
pillar
two
first
of
all
talked
about
national
board.
I
cannot
speak
highly
enough
of
our
HR
office
under
the
leadership
of
Mrs
cutches,
as
they
really
do
support
national
board
around
the
state.
Many
counties
have
reached
out
to
us
in
order
to
replicate
what
we
do
to
supporting
our
teachers
in
the
process,
and
so
we
are
expanding
our
support
there
as
well
within
our
own
County.
We
have
a
bat
right
at
300
teachers
who
are
going
through
the
process.
E
This
coming
up
here
so
very
excited
about
their
their
Journey
as
they
they
go
through
there.
I
do
also
want
to
highlight
that
part
of
pillar
2
was
for
our
County
to
to
do
a
study
of
ourselves
and
our
hiring
practices
related
to
diversity
in
our
Workforce.
E
These
are
the
teachers
that
our
students
spend
their
days
with,
and
then
we
have
leadership
at
school
base
level
and
then
at
a
district
level.
So
you
can
see
that
we
do
have
some
work
to
do
in
order
to
make
sure
that
our
students
see
themselves
and
are
have
have
teachers
who
look
like
them
as
well
as
other
experiences
to
to
to
have
teachers
of
a
wide
variety
of
backgrounds.
E
We
do
see
some
great
Trends,
though,
as
we
look
at
racial
diversity
in
our
new
hires.
This
is
specifically
for
unit
one,
and
you
can
see
going
back
a
couple
of
years,
looking
at
the
percentage
of
new
hires
and
their
their
racial
background,
and
so
we
are
seeing
a
slow,
slow
change
in
becoming
more
diverse
as
far
as
our
new
hires
go.
So
just
wanted
to
share
that
information
with
you.
F
All
right
pillar,
three
College
and
Career
Readiness,
so
we
like
to
think
that
all
the
other
pillars
are
kind
of
built
to
support
pillar
3,
which
is
the
ultimate
goal,
which
is
that
every
student
obviously
really
is
identified
as
College
and
Career
ready
by
the
end
of
10th
grade,
and
so
to
do
that.
First,
we
are,
you
know
the
goal.
F
One
is
to
obviously
provide
some
intensive
supports
for
students
who
are
strongly
struggling
in
the
younger
years
in
order
to
catch
them
up
to
allow
them
to
get
to
a
place
where
they
can
be
College
and
Career
ready
by
the
end
of
10th
grade.
We
are.
We
have
created
a
monitoring
tool
which
was
mandated
by
the
by
the
law
to
for
ninth
graders
to
ensure
they're
on
track
to
be
College
and
Career
ready
by
the
end
of
10th
grade
goal.
F
Three
is
then,
for
those
students
who
are
identified
as
as
College
and
Career
ready
that
those
there
are
Pathways
for
them
to
to
go
on
and
to
earn
college
credit
or
to
earn
industry
certifications
free
of
charge.
So
you
saw
announcements
come
from
from
this
District
a
few
weeks
ago,
outlining
bright,
free,
Community,
College
tuition
for
all
dual
enrollment
students,
free
AP
exams
for
anyone,
who's,
CCR,
ready
and
and
two
exams
for
non-ccr.
So
those
pathways
are
beginning
to
be
built.
F
F
Obviously,
the
state
is
conducting
a
study
and
ultimately
will
determine
what
metrics
can
be
used
to
identify
a
student
as
College
and
Career
ready,
but
regardless
of
that
identification
once
they
are
identified,
any
pathway
that
a
student
chooses
will
be
offered
to
that
student
free
of
charge
for
for
them
to
to
complete,
go
back,
sorry,
rook
and
then
goal
four
for
the
non-ccr
students.
F
Just
you
know:
we're
acronym
heavy
heavy
industry
and
we're
acronym
heavy
here
in
aacps
and
so
just
wanted
to
make
sure
folks
knew
what
the
acronyms
were
so
CCR
is
obviously
College
and
Career
ready,
CTE,
Career
and
Technical
Ed
TSI,
which
is
Transitional
supplemental
instruction,
and
so
that
is
the
tutoring
program.
We
provide
kindergarten
through
third
grade
ap's,
advanced
placement
and
IB
is
international
baccalaureate
Milestones
to
date.
So
we
have
so.
F
We
have
tutoring
that
has
been
provided
for
the
last
two
fiscal
years:
I'm
sorry
three
fiscal
years
and
we'll
continue
until
fiscal
26
through
funding,
and
that
is
again
focused
on
our
youngest
Learners
grades.
K
through
three
I've
mentioned,
we've
already
begun
to
implement
the
ninth
grade,
tracker
and
monitoring
system,
and
then
next
year
will
be
the
work
with
the
Community
College
to
build
those
Pathways
for
students
who
are
not
yet
College
and
Career
ready
identified.
E
So
we've
made
lots
of
progress
on
pillar
3
goals
so
just
to
highlight
just
a
couple
of
them.
Mr
stansky
mentioned
the
the
removal
of
tuition
for
for
some
students
through
our
CCR
plan,
as
well
as
AP
and
IB,
and
Industry
certification
exams.
I
want
to
highlight
the
the
focus
on
our
youngest
Learners
TSI,
so
transitional
supplemental
instruction.
E
We
have
55
early
interventionist
teachers,
providing
that
small
group
support
to
our
students
who
are
who
are
struggling
with
reading
at
a
very
young
age,
and
so
they
are
providing
support
and
no
more
than
four
students
to
one
teacher
and
I
also
wanted
to
do
a
little
bit
of
a
shout
out
to
our
apprenticeship
program.
We
have
been
able
to
secure
an
additional
26
new
businesses
to
participate
with
us
in
our
youth
apprenticeship,
apprenticeship
sponsors.
So
we
have
right
at
150.
E
Students
participating
in
those
youth,
apprenticeship,
apprenticeships
and
Dr
Bedell
will
be
happy
to
know
that
we
are
first
in
the
state
and
that
piece
and
that's
in
addition
to
our
1250
students,
who
are
in
our
internships
programs
and
you're,
aware
of
our
very
strong
history
of
internships
here
in
Anne,
Arundel
County,
so
just
wanted
to
to
highlight
those
pieces.
But
we
are
there's
a
lot
in
pillar
3
and
we
could
probably
spend
an
entire
night
talking
about
pillar
3,
but
just
to
highlight
some
of
the
pieces
here.
F
All
right
pillar,
four,
more
resources
to
ensure
all
students
are
successful.
So
this
is
really
a
two-fold
goal.
Right
one
is
to
make
the
pot
of
money
larger
for
each
district
and
then,
but
then
to
make
sure
that
pot
of
money
gets
to
where
the
where
it's
needed.
The
most.
The
three
goals
here
and
we'll
talk
a
little
bit
more
about
that
in
pillar
five.
F
But
the
three
goals
really
here
is
creating
a
robust
social
emotional
supports
for
students
to
make
sure
that
barrier
is
removed
so
that
students
can
focus
on
instruction
on
a
daily
basis
again
creating
strong
Community
Schools
so
again
to
provide
those
wraparound
services
for
those
students,
especially
going
to
school
in
high
concentrations
of
poverty,
to
again
break
those
barriers
down
to
ensure
that
instruction
can
happen
without
interference
and
then
really
designing
a
a
human
resource
structure
to
ensure
that
novice
teachers
don't
get
concentrated
in
our
highest
Needs
school.
F
So
this
is
really
structured
to
get
our
best
and
brightest
teachers
where
they're
needed
the
most.
And
so
that's
really
the
the
three
goals
outlined
here
for
pillar
four,
so
Milestones
to
date,
we've
started
the
community
school
program
starting
in
FY
20,
and
this
will
go
all
the
way
into
FY.
32
we're
currently
at
65
or
more
poverty
is
now
identified
as
a
community
school
for
fiscal
24.
It
will
be
60
percent.
We
have
now
employed
a
behavioral
health
coordinator,
so
each
district
is
required
to
have
one.
F
E
So
when
I
talk
about
our
progress
in
pillar
4
and
Dr,
Tobin
has
certainly
been
in
rooms
with
me
or
on
Zoom
calls,
as
I
am
very
passionate
about
our
community
school
program.
And
so,
as
you
see
the
role
out
here,
beginning
as
Mr
stancy's
stansky
said
in
fiscal
year
2020
we
had
two
schools,
so
those
two
schools
were
at
80
or
above
poverty
that
is
defined
as
a
three-year
average
of
of
poverty
and
then
in
fiscal
year
21
we
had
we
brought
on
seven
schools.
E
This
was
in
the
height
of
covid,
and
so
many
of
so
they
actually
came
on
later
on
in
the
year,
and
so
we
are
working
to
develop
those
schools
into
to
amazing
amazing
programs.
In
fiscal
year
22
we
had
three
schools
join
us
and
then
in
fiscal
year
23.
we
also
had
three.
E
We
have
been
doing
the
preliminary
math
for
the
next
round,
which
will
be
60
percent
and
we
anticipate
between
five
seven,
maybe
a
few
more
as
we
are
await
the
governor's
budget
in
January
that
will
actually
identify
those
schools.
So
we
are
very
excited
about
that.
I
want
to
talk
about
a
little
bit
more
about
Community
Schools.
E
If
you
haven't
been
in
on
some
of
the
what
we
do
in
Community
Schools,
so
Community
Schools
really
focus
on
what
happens
outside
the
classroom
that
contributes
to
Student
Success
inside
the
classroom,
and
we
know
that
students
often
have
have
hardships
outside
the
classroom
that
keep
them
from
from
being
able
to
perform
at
their
at
their
best,
but
they
also
have
a
great
deal
of
assets
within
their
community
and
So
within
our
community
schools.
We're
really
trying
to
do
is
connect
families
with
resources
that
will
help
help
them
Thrive
outside
the
classroom.
E
So
they
can
so.
The
students
ultimately
can
Thrive
inside
the
classroom.
The
legislation
allows
13
wrap-around
services
that
we
divide
into
four
pillars
here
in
Anne,
Arundel
County,
so
starting
at
the
I
won't
go
into
all
of
it,
because
I
could
talk
for
way
too
long,
but
starting
with
physical
health,
we
through
Community
Schools
all
of
our
element.
All
of
our
community
schools
have
full-time
nurses
instead
of
half
time.
That's
found
in
our
other
at
least
elementary
schools.
E
This
year,
through
the
partnership
with
the
health
department,
all
of
our
grade,
three
students
are
getting
or
part
of
a
dental
program,
so
they'll
get
the
sealants
and
fluoride
and
all
of
those
things
and
all
of
our
schools
work
very
hard
with
working
with
providers
to
bring
in
resource
fairs
quarterly.
This
is
a
combination
of
working
with
the
food
bank.
Also
rotary
does
a
really
nice
job
of
providing
books.
E
Some
of
the
distributions
we
even
have
some
health
providers,
the
hospitals,
Health
Department,
come
in
to
do
vaccinations
and
to
do
all
types
of
health
checks,
and
so
we
really
stress
that,
and
that
is
for
both
the
the
students
and
their
families
in
the
social,
emotional
behavioral
realm.
This
is
where
we're
really
leveraging
the
the
grant
funding
to
expand
our
number
of
social
workers.
So
seven
of
our
community
schools
this
year
have
full-time
social
workers,
and
we
will
be
expanding
that
each
year
as
as
the
schools
get
something
called
a
PPA.
E
We
also
have
a
couple
of
schools
also
chose
to
use
their
grant
funding
to
hire
additional
counselors.
We
have
four
schools
that
are
abusing
their
grant
funding
from
going
from
a
part-time
psychologist
to
a
full-time
psychologist,
and
so
really
some
really
great
opportunities
to
provide
those
social,
emotional
and
behavioral
supports
to
our
students
and
families
that
really
need
them.
We
do
know
from
from
research
as
well
that
it's
really
the
two
plus
generational
supports
that
make
the
most
difference
in
our
families.
E
We
follow
the
Aspen
Institute
as
a
really
great
great
great
amount
of
research
and
provides
resources
for
Two
Plus
generational
supports-
and
this
is
where,
where
we
are
working
with
the
Anne
Arundel
County
Community
College
and
offering
English
classes
to
our
adults,
we're
offering
basic
computer
skills
classes,
GED
programs,
all
type
of
opportunities
for
for
our
our
families
are
the
adults
in
the
family
who
would
like
to
benefit
from
those
types
of
growth
within
education
as
well
as
Workforce
Development.
E
We
also
can
service
the
other
side,
so
our
toddlers
we
we
put
in
the
middle
of
this
as
well,
so
at
Community
Schools.
We
also
spend
a
lot
of
time
making
sure
that
the
the
two-year-olds
that
are
home
have
a
lot
of
books
and
things
that
we're
sending
home
for
them
as
well,
and
then
the
next
one
is
academic
enrichment.
We
intentionally
use
the
word
enrichment,
not
remediation,
not
support,
not
you
know
a
deficit
mindset
with
Community
Schools.
We
really
believe
that
students
Thrive
because
they
all
have
opportunities
to
explore
new
things.
E
Our
students
are
going
on
field
trips,
they
are
taking
art
classes
and
dance
classes
and
just
doing
some
really
really
amazing
things.
We
have
over
100
clubs
going
on
right
now
within
our
community
schools,
and
we
do
have
the
the
data
that
our
students
are
showing
up
to
school
on
those
days.
So
we
have
attendance,
that's
higher
on
those
days,
so
we
will
keep
building
on
that.
So
we're
very
excited
about
our
community
schools
within
Anne,
Arundel,
County.
F
No,
we
have
two
goals
here,
one
which
is
near
and
dear
to
me
and
we'll
talk
a
little
bit
more
here
in
a
second
which
is
really
the
requirement
that
we
create
a
resource
allocation
system
that
ensures
Equitable
funding
and
resource
distribution
that
supports
students
most
in
need
right.
So
we're
talking
our
English
language,
Learners,
special
education,
students,
students
who
come
from
circumstances
of
poverty
and
then
really.
F
Ultimately,
the
goal
is
to
implement
the
blueprint
with
Fidelity,
while
leveraging
that
funding
and
really
looking
for
ways
to
innovate
and
moving
our
district
from
good
to
great
as
our
illustrious
leader
or
superintendent
has
has
mandated
us
to
do.
And
so
that's
really
our
is
a
opportunity,
while
the
blueprint
is
pretty
prescriptive
and
how
we
need
to
get
there.
I
do
think,
there's
going
to
be
some
opportunities
for
us
to
do
some
really
interesting
and
Innovative
things
if
implemented
correctly,
all
right.
But
let's
talk
about
funding,
so
we're
gonna,
yeah
everyone's
favorite.
F
So
we,
you
know:
I'm
gonna,
look
at
these
five
sort
of
funding
sources
and
talk
to
you
about
them
tonight,
because
there's
ultimately,
nine
nine
to
ten
blueprint
programs
that
each
have
funding
that
each
fall
into
requirements
for
the
new
blimp
blueprint
programs.
We
are
already
meeting
the
blueprint
Mandate
of
money
following
the
student
to
the
school,
so
think
our
College
and
Career
ready
money.
Think
of
our
our
tutoring
money.
Think
of
our
concentration
of
poverty.
Money
right!
F
We
get
schools
generate
those
funds,
those
those
funds
are
going
to
those
school
and
being
spent
at
those
schools.
These
these
areas
I
want
to
focus
on
tonight,
because
these
are
what
we're
calling
I
call
them.
Legacy
programs
right
these.
These
programs
are
around
pre-blueprint
and
they're,
also
going
to
be
around
post
blueprint,
and
it's
really
going
to
be
these
funding
areas
that
we're
going
to
have
to
transition
from
sort
of
our
old
way
of
budgeting
and
allocating
to
to
the
new
blueprint
mandate.
F
And
so,
if
you
kind
of
look
at
how
we
our
budget
process
works.
Now
we
get
State
funding
for
foundation,
special
education,
compensatory
Ed,
which
is
again.
That
is,
you're,
free
and
reduced
price
meal
counts,
your
English
language
acquisition
funding,
and
then
we
have
our
big
pot
of
County
money
right,
our
700
plus
million
dollars
worth
of
County
funds.
That
then
you
know,
Dr
Bedell
puts
a
proposal
together.
It
goes
to
the
board
the
board.
F
You
know
we,
you
know
we
analyze
it
and
ultimately
vote
goes
to
the
counts,
County,
Executive
and
ultimately
to
the
County
Council,
and
then
that
budget
is
ultimately
approved.
It's
approved
in
those
15
State
categories
and
we
move
on
and
we
implement
so,
but
for
the
most
part
we
have,
we
have
like
it
says
on
the
screen
here:
100
flexibility
with
those
dollars
and
how
we
want
to
spend
them
so
moving
forward
in
Blueprint.
F
G
F
F
25
can
be
still
be
flexible,
we'll
talk
about
that
flexibility
here
in
a
second,
but
it
still
also
has
to
be
budgeted
within
those
15
State
categories
right
same
with
special
education,
same
with
compensatory
education
same
with
English
language
Learners.
So
what
does
that
do
to
the
let's
talk
about
the
county
money
for
the
second?
So
what
does
that
do
so
right?
Now
our
County
money
comes
in
one
big
pots,
like
I,
said:
790
million
dollars,
whatever
the
number
is,
and
we
have
a
complete
flexibility.
F
Now
we
have
to
have
County
matches
for
each
one
of
these
programs.
We
are
what
we
consider
a
wealthier
county
and
compared
to
our
compared
to
the
state
average.
So
that
means
for
each
one
of
these
programs.
Our
County
match
is
going
to
be
higher
than
the
state
money
that
we
get,
and
so
our
now
County
other
number
is
going
to
go
from
700
plus
million
to
probably
200
million
dollars.
And
ultimately,
what
happens?
Is
these
programs
grow
in
the
out
years?
F
That
County
other
number
is
just
going
to
get
smaller
and
smaller
and
smaller
to
the
point
where
now
the
county,
the
county
other
number,
is
just
actually
zero,
because
all
of
our
County
resources
are
tied
up
in
the
blueprint
programs,
and
current
projections
have
that
happening
around
fiscal
year.
28
for
Anne
Arundel
County
for
some
districts
has
happened
sooner
for
some
it
happens
later.
So,
for
instance,
Baltimore
city
is
already
there,
so
they
already
all
of
their
local
money's,
already
tied
up
in
all
of
the
blueprint
programs.
So
they
have
no
access.
F
Talbot,
County
I
believe
is
the
other
one
as
well
so
over
time
that
County
well,
we
have
Flex
becomes
less
and
less,
but
then
ultimately
these
four.
We
have
to
ensure
that
schools
with
high
concentrations
of
poverty
schools
with
high
English
language
leadership
population.
We
have
to
ensure
that
both
the
budgets
are
going
to
those
schools
that
generated
those
dollars
and
then,
ultimately,
on
the
back
end,
those
ex
those
budgets
were
then
expended
at
those
schools
as
well.
F
So
it's
going
to
create
a
essentially
a
whole
new
accounting
structure
for
school
districts.
To
sort
of
give
you
a
timeline,
MSD
is
sending
out
initial
guidance
here,
probably
in
a
couple
weeks
on
from
from
an
I.T
standpoint,
they've
they've
procured
a
new
it
system
that
will
be
have
to
begin
reporting
on,
but
ultimately
they're
creating
a
new.
You
guys
may
know
the
document.
F
F
So,
as
we
start
getting
closer
and
closer,
especially
around
fiscal
25
that
we,
you
have
an
understanding
of
of
why
things
are
changing
and
what's
happening
as
it
relates
to
resourcing
our
schools.
E
So,
let's
think
a
little
bit
about
what's
next
and
this
time
last
year,
I
was
telling
you,
with
a
little
bit
of
trepidation,
that
we
were
going
to
have
to
submit
a
13-year
implementation
plan.
So
the
aib
MSD
and
others
had
a
change
of
heart,
even
though
the
legislation
still
says
that
so
what
they
have
done
is
they
have
broken
this
out
really
into
three
plans
and
just
for
a
little
bit
of
context,
the
aib
and
MSD
released
their
final
documents
on
December
1st,
and
so
our
teams
are
working.
E
But
our
first
implementation
plan
is
due
in
March
15
of
2023.
That
is
a
plan
that's
submitted
by
the
but
by
the
counties,
and
so
we
will
talk
about
how
we're
going
to
engage
various
stakeholders.
E
But
it's
just
like
any
other
report
that
we
would
submit,
and
so
that
is
going
to
ask
for
really
information
about
what
we
did
last
year,
we'll
be
doing
this
year
and
then
what
we're
going
to
do
next
year
and
so
those
kind
questions,
although
they
are
somewhat
in
depth,
there's
over
100
there's
right
at
100
pages
of
questions
and
data
tables,
they're
pretty
straightforward.
These
are
not
the
aspirational,
tell
us
how
you're
going
to
transform
everything
questions
which,
which
is
good,
because
we
obviously
need
a
little
bit
more
time
with
our
various
stakeholder
groups.
E
Implementation
plan
number
two,
though,
will
be
due
in
one
year
and
that
will
go
from
fiscal
year
25
through
fiscal
year
27
and
then
the
final
implementation
plan.
When
I
say
final,
there
will
still
be
yearly
updates,
but
the
final
big
piece
will
not
be
due
until
July
of
2027,
and
so
that
will
be
updating
us
really
getting
us
through
fiscal
year,
31
or
32,
depending
on
what
what
ends
up
in
the
in
the
pieces
of
legislation.
E
E
They
are
trying
to
get
some
drafts
done
by
the
end
of
this
week,
and
so
some
internal
groups
can
kind
of
see
what
different
groups
have
written
so
far
on
Tuesday
of
next
week,
and
so
as
we
look
forward
through
the
next
few
months,
though,
we
do
have
opportunities
for
both
board
engagement
and
public
engagement
through
some
presentations,
so,
as
our
teams
are,
are
working
on
those
answers
to
the
questions
and
just
the
implementation
plan.
Literally,
is
here's
a
question?
What's
your
answer?
Here's
a
question:
what's
your
answer,
so
it's
not
any!
E
You
know
we're
not
going
to
create
anything.
You
know
interesting
from
there,
so
it's
question
answer,
but
we
are
going
to
in
February
provide
some
opportunities
for
public
input
or
at
least
feedback
on
what
we
have
so
far
for
those
answers
we
we
are
envisioning
a
series
of
webinars
and
then
an
in-person
presentation
for
anybody
who
wanted
to
participate
and
to
kind
of
delve
into
that
we've
had
participation
from
from
students
from
parents
from
community
members
from
from
employees
on
a
variety
of
ways.
E
Now
they
will
also
be
invited
to
come
back
to
those
if
they
so
choose,
but
other
people
can
certainly
engage
with
that
as
well,
and
then
I
know
that
we're
going
to
come
back
in
February
for
a
board
Workshop
that
we
will
share
with
you
the
the
answers
to
the
questions
that
we
have
there.
There
might
be
some
other
opportunities
for
board
engagement,
as
we
kind
of
went
back
and
forth
looking
at
the
calendar.
But
ultimately
we
we
do
have
to
have
this
to
the
state
on
March
15th
of
2023.
F
Just
I
want
to
add
to
the
point
here
that
the
guidance
is
not
require
board
approval,
but
we
felt
it
very
important
for
you
all
to
be
actively
engaged
in
the
process
from
drafting
all
the
way
to
seeing
the
final
product,
and
so
you
can
see
we
have
in
series
of
steps
here
to
engage
you
all
throughout
the
process.
So
you
can
feel
good
about
what
we
present
to
the
aib
on
March
15th.
E
C
E
C
All
right,
I'm
gonna
go
by
lights
rather
than
round
robin.
If
that's
okay,
so
everyone
just
jump
in
as
you
as
you
wish
to
and
and
we
will
move
forward
so
I
believe
Ms
shulheim
was
first
Miss
corcodile's.
Second,
so
Michelle
line.
I
Thank
you
for
all
of
this
wonderful
information
on
catching
us
up
on
where
we're
at
and
how
we're
faring.
I
just
have
a
a
few,
hopefully
pretty
quick
questions.
I
E
So
that's
a
great
question:
we'll
have
to
get
you
the
exact
numbers,
but
it's
mcap
and
then
sat
and
math
only.
They
are
not
counting
the
English
portion
of
sat
for
that
at
the
current
time.
But
that's
a
great
question.
I
imagine
we
have
some,
but
we
can
certainly
get
a
number
for
you
if
you
need
that.
E
As
of
right
now,
it
has
to
be
mcap.
The
state
is
engaging
in
some
research
to
to
see
other
possibilities
in
previous
iterations
of
CCR.
Here
in
Maryland,
we
were
able
to
count
s.a.t
accuplacer
act,
a
few
other
things.
Those
are
not
in
the
current
law,
and
so
we
will
see
what
what
comes
up
from
msde
in
their
research
there.
You
know
based.
I
I
Second
question:
Community
Schools
are
only
elementary
schools
at
this
point.
No.
E
So,
just
as
a
much
more
of
a
coincidence
right
now
that
they
are
primarily
elementary,
schools
are
to
Alternative
centers,
both
Mary
Masa,
jabbert,
Adams
and
Phoenix.
Academy
are
also
Community
Schools,
although
we
don't
have
the
definitive
list
moving
forward,
we
do
anticipate
probably
three
middle
schools
becoming
Community
Schools
next
year.
There
is
a
possibility,
under
the
new
format
of
how
we
are
looking
at
poverty
as
a
state
level
that
it
actually
will
also
include
some
high
schools
as
we
move
forward.
Oh.
I
And
then
just
really
quickly,
the
my
final
question,
so
the
the
I
it's
more
of
a
comment
than
a
question,
because
it's
kind
of
both
within
that
that
Community
Schools
model
and
all
the
wonderful
components
of
that
you
mentioned
GED
programs
or
getting
that
information
to
parents
who
might
want
that
I.
Think
that's
fabulous.
I
Are
we?
How
are
we
getting
that
information?
Like
you
know?
Not
everyone
has
a
smartphone.
Not
everyone
is,
has
an
email
address
that
not
everyone
that
has
a
phone
period.
So
how
are
we
really
engaging
to
make
sure
parents
have
that
information?
It's
just
so
critical,
no.
E
It's
it's
a
great
question
and
that's
something
that
we've
really
been
struggling
with
is
the
best
communication
formats.
So
right
now,
all
of
the
above
as
far
as
information
goes.
E
What
we
have
is
a
a
matrix
with
the
Community
College
built
upon
region,
so
we
have
Annapolis,
we
have
North
County,
we
have
Mead,
and
now
one
of
the
Glen
Burnie
schools
is
is
in
that
as
well,
and
so
what
we
have
is
a
matrix
of
when
there
are
courses
offered
in
different
things,
and
then
it's
really
up
to
the
schools
to
communicate
that
information
out.
E
I
will
be
honest
at
our
most
popular
classes
for
adult
learning,
no
matter
what
they
are
are
for
our
Spanish-speaking
families,
and
we
do
believe
that
might
be
in
some
cases.
We
are
also
using
some
funds
to
to
find
a
new
position
called
a
bilingual
specialist
who
are
who
those
individuals
are
really
communicating.
You
know
they
only
have
one
school,
whereas
our
bilingual
facilitators
have
several,
and
so
at
those
schools.
We
see
we
have
seen
an
uptake
uptick
and
participation
from
from
our
families
who
are
primarily
Spanish-speaking.
It
is
still
a
struggle.
E
We're
still
working
on
best
forms
of
communication,
so
any
any
thoughts
are
appreciated.
But
yet
yes,
we
do
through
phones,
text
messaging,
Google
Voice,
depending
on
the
school
and
the
program
manager
of
how
they
communicate
with
their
families.
Good.
E
We
have
some
good
old-fashioned
paper
as
well,
so
it
just
depends
on
the
school.
A
lot
of
our
program
managers,
kind
of
do,
Duty
during
dismissal,
so
they're
out
there
seeing
family,
seeing
parents
handing
out
handing
out
things
some
some
of
them.
If
you
go
through
drop
off,
they
actually
have
QR
codes
that
are
up
there.
No,
not
everyone
can
do
that,
but
they
can
just
snap
the
QR
code
and,
on
you
know,
on
their
phone.
E
I
This
is
an
enormous
lift,
so
I
I
think
you
both
I,
think
your
teams,
thank
you
for
for
being
here
with
us
tonight
and
for
keeping
up
all
of
the
moving
parts
and
falls
in
the
air
with
us.
I
know
there
are
many.
Thank
you
thank.
J
Thank
you,
I
have
a
few
questions.
Why
don't
we
keep
with
the
community
ones?
I'll
actually
start
with
them,
since
that's
what
we
were
talking
about
with
Michelle
Heim.
So
when
I'm
looking
at
some
of
these
numbers
here,
so
we
have
a
total
of
what
32
schools
that
are
Title
One,
correct.
E
E
From
last
year
to
this
year,
Mead
Heights
I'll
have
to
go
back
and
look,
but
we
removed
three.
So
one
of
the
things
to
understand
about
Title
One
is
there's
a
flat
block,
grant
amount
and
we
have
been
losing
money.
E
Anne
Arundel
county
is
not
a
poor
County
and
so
the
state,
the
federal
government,
gives
the
state
a
block,
a
block
grant
amount,
and
then
that
is
distributed
to
the
counties
and
so
as
we
as
the
percentages
of
Eligibility
changes
and
so
schools
can
go
on
and
off
the
list
based
upon
their
percentages.
J
So
I'm
going
off
to
2122
list
because
I
I
was
I,
don't
have
the
other
list,
but
when
I'm
looking
like
at
my
district,
for
example,
I've
got
two
elementary
schools
who
are
title.
One
I've
had
Lothian
and
tray
seats
when
I
look
at
the
updated
poverty
map
that
was
provided
by
the
state
recently
and
released
we're
the
second
largest
poverty,
Zone
and
yet
I
have
zero
Community
Schools.
J
How
are
we
providing
for
those
kids
in
the
absence
of
this,
because
I
mean
there's
only
15
Community
Schools
right
now
and
I'm
just
looking
at
the
elementary
list?
Obviously
so
I'm
comparing
Elementary
to
Elementary.
So
the
expansion
of
those
things
which
are
telling
me
is
middle
and
high
school,
not
applicable,
because
if
none
of
the
schools
in
the
feeder
system
are
in
that
category
of
Community
Schools,
then
likewise,
the
middle
and
high
school
I
presume
would
not
be
eligible
because
they
are,
they
are
matriculation
of
those
children.
J
J
F
So
I
think
it's
important
to
note.
The
law
is
very
prescriptive
at
the
moment
of
how
you
become
a
community
school
right,
so
you
so
you
have
to
use
Farms
data
the
past
three
years,
it's
the
average
of
your
past
three
years,
Farms
data
right
and
so
for
fiscal
23.
That
threshold
was
65
percent.
So,
if
you
are
a
school
did
not
meet
the
65
threshold,
you
do
not
get
in
as
a
three-year
average.
You
do
not
get
any
Community
School
money.
That
threshold
will
move
to.
F
Now
to
your
point:
yes,
msde
conducted
a
study
on
on
on
poverty
indicators
right
a
lot
big
report
in
October,
which
could
potentially
have
ramifications
not
only
district-wide
but
Statewide
as
to
how
poverty
dollars
are
allocated,
and
so
what
the
law
contemplates
is
that
MSD
has
has
done
the
report
they
have
now
submitted
to
the
governor
and
it
will
be
up
to
MSD
and
the
governor
whether
they
submit
something
to
the
general
assembly
that
changes,
how
the
concentration
of
poverty
dollars
are
actually
allocated,
both
to
District
level
and
ultimately,
to
the
schools,
and
so
so.
J
Correct
so
I
guess
maybe
my
better
question
is:
what
are
we
going
to
be
doing?
Is
the
school
district
be
curious
to
see
in
the
coming
months
and
years
ahead
to
to
offset
that?
J
F
Half
right
and
so
I
think
to
pillar
five
for
those
schools
that
aren't
concentration
of
poverty,
schools,
but
yet
still
have
significant
populations
of
English
language
Learners
or
our
students
who
come
from
circumstances
of
poverty.
We're
going
to
have
to
show
that
we're
providing
them.
Those
resources
that
are
outlined
in
the
bill,
so
they
still
will
get
additional
resources.
They
just
won't
qualify
for
the
concentration
of
poverty
resources,
but
they
will
still
get
the
additional
funding
that
comes
with
compensatory
education.
J
J
Many
different
versions
of
definitions
can
we
come
up
with,
and
none
of
them
align
to
equate
to
helping
all
the
kids
that
need
help
yeah
interesting
moving
along,
though
really
quickly
for
the
English
Second
Language
bucket
when
we're
getting
that
for
the
schools
specifically,
for
that,
is
there
a
certain
percentage
of
English
language
Learners
that
have
to
exist
in
that
school
is?
Is
that
funding
based
on
that
percentage?
Or
is
it
just
going
to
directly
follow
the
students.
J
F
F
F
So
if
I
have
four
students,
maybe
I'm
that
teacher
there
once
a
week
providing
services
or
maybe
there's
a
after
school
program
that
you
want
to
use
your
English
language
acquisition
money
just
for
those
students
to
to
get
the
services
that
they
need,
so
it
it
will
really
depend
on
the
need,
the
the
level
that
the
students
are
at
too
right.
So
it's
not
just
that
they're
identified
as
English
language
acquisition.
F
It's
also
depends
on
the
level
that
they're
at
and
and
and
so
if
they
need
more
services
because
they're
at
a
lower
level,
then
they'll
get
lower
services,
but
the
law
contemplates
like
so
right.
Now,
an
English
language
acquisition
student
generates
a
hundred
percent
of
the
foundation,
so
that
means
8
310
times
two,
so
it
would
be.
75
of
that
number
would
then
go
to
the
school.
So
it's
not
just
if
they're
concentrated
in
one
area.
J
Just
really
quick
refresh
my
memory,
because
I
should
know
the
answer
to
this
I'll
just
say
up
front:
it
does
it
matter
if
the
Lang,
if
the
Lang
the
native
language
is
Hispanic
Latino
versus,
is
the
dollars
following
our
apis
as
equally.
So,
if
I
have
an
API
student
who
is
in
need
of
services
coming
from
Korea
or
wherever.
A
F
J
I
think
that's
important
to
note
because
we
we
hear
not
in
large
quantities.
Obviously.
K
F
But
right
it's
important
to
know:
that's
always
a
point
in
time
with
funding
right.
So
it's
as
of
October
30th
when
it
comes
to
English
language
acquisition
students
so
as
as
we
add
throughout
the
year,
we'll
have
to
be
flexible
in
serving
those
students.
But
it's
that
point
in
time
in
October.
30Th
is
when
but
yeah
regardless
of
what
the
language
is,
that
generates
the
same
dollar
amount
and.
J
Then,
just
lastly,
really
quick
on
our
Pre-K
programs.
J
Do
we
know
where
we
are
planning
the
expansions
or
when
would
we
be
able
to
have
an
understanding
of
when
our
GED
center
expansion
locations
would
be
provided
for?
Because,
usually,
when
we
plan
on
expanding
and
we're
in
multi-year
programs,
there's
like
a
magic
list?
That
is
that.
E
Something
so
we
we
did
have
a
subcommittee
work
on
a
list
of
next
good
spots
for
Judy
centers.
Of
course,
space
is
always
an
issue.
Judy
center
Grants
are
funded
by
msde,
but
not
for
any
Capital
Pisa,
so
for
not
for
the
space
not
for
portable,
not
for
any
of
those
pieces.
So
we
do
have
many
members
of
the
teams
are
from
Logistics
and
others
who
are
looking
at
those
possibilities.
We
think
we
have
perhaps
two
locations
that
we
might
want
to
apply
to
to
expand
to
next
year.
E
We
need
to
see
a
little
bit
more
of
some
of
the
details
of
those
pieces.
The
law
does
Envision
Duty,
Center
expansions
being
in
schools
that
qualify
for
for
title
one
I
I
do
think
it's
important
to
note
that
under
federal
law,
qualifications
for
Title
1
is
75
percent
or
above
in
poverty,
and
everything
else
that
any
other
schools
that
we
are
able
to
service
below
that
is
is
is
up
to
the
county
discretion
of
how
we're
able
to
include
those
other
schools.
E
So
as
we're
looking
we're
looking
at
that
75
percent
or
above
for
the
expansion
or
to
meet
those
Federal
requirements
for
do.
J
They
do
they
qualify
for
the
for
General
facilities,
so
we
can
include
them
in
our
CIP.
They
just
are
not
part
of
the
Judy
Center.
C
A
J
And
correct
and
then
do
we
have
an
understanding
of
how
many
students,
roughly
that
were
going
that
would
be
considered
appropriate
to
serve
in
our
in
our
duty
centers
compared
to
because
I
saw
the
teachers
and
recruitment
when
we
fully
Implement
in
what
is
it
2026
our
fours
program,
which
is
fast
approaching
I'd,
say
and
then
2032
is
the
threes
and
that's
obviously
a
little
longer
term
and
the
terms
and
conditions
by
which
we
recruit
will
always
it
always
changes
every
decade,
but
for
the
2026,
do
we
have
a
night?
F
Yeah
so,
as
I
said
last
Wednesday
when
I
Believe
Miss
Dent
asked
this
question,
it
is
one
of
the
most
difficult
things
to
project
because
a
couple
factors
we
have
non-compulsory
right.
So
we
have
choice
and
we
also
have
income
dependency
as
well
as
to
whether
you
qualify
to
be
in
the
pre-k
program
or
not.
F
So
we
are
currently
using
our
kindergarten
projection
as
sort
of
a
rough
barometer,
but
I
think
until
we
start
to
kind
of
begin
that
expansion.
We
won't
really
have
a
good
idea
for
another
year
or
two
is
about
where
in
the
pockets
of
the
county
is
the
is
the
demand
and
the
need
there.
That
then,
can
help
us
identify
from
a
facility
standpoint.
What
makes
the
most
sense
both
for
a
Pre-K
expansion
as
well
as
possible
location
for
Judy
centers
is.
J
F
F
So
but
yes,
it
is
similar
it.
The
the
income
thresholds,
are
very
close
or
very
similar.
There's
not
as
many
of
the
requirements
that
Head
Start
has
as
they
do
in
the
in
the
just
your
traditional
pre-k
program,
but
the
income,
the
income
requirements
are
there
in
the
in
the
general
thinking
is
similar
to
what
you
would
see
in
Head
Start,
right,
okay,.
J
F
And
again,
I
think
it's
important
to
note
that
the
state
is
only
funding
well
and
I.
Should
I
should
stop
saying
State
it's
state
and
County,
because
the
county
now
has
to
be
included
in
this.
Only
funding
tier
one
full
day,
three
and
four-year-olds.
They
will
not
fund
half
day.
They
will
not
fund
students
who
are
enrolled
that
are
not
income
eligible.
J
So,
lastly,
on
this,
have
we
defined
the
regions
for
The
Paddy
centers,
yet
because
I
saw
that
we
were
going
to
do
it
by
region.
So.
E
So
a
couple
of
things,
and
especially
for
those
who
who
might
be
watching
at
home,
I
I,
think
Patty
Center
is
a
new
term,
so
just
to
go
over
the
difference
between
a
Judy
Center
and
a
Paddy
Center,
so
a
Judy
Center
is
is,
is
part
of
a
school
system,
so
the
school
system
applies
for
the
grants
for
the
Judy
Center
and
in
Judy
centers.
E
We
do
have
coordinators
who
work
with
families
primarily
from
low
income
to
to
help
with
some
of
those
wraparound
services
from
their
students
or
their
children
from
birth
to
age.
Five
in
a
duty
Center,
a
Paddy
Center
is
different.
A
Patty
Center
is
a
community-based
program,
so
the
school
system
doesn't
really
have
anything
to
do
with
it,
except
to
kind
of
nudge.
Our
Community
Partners
is
hey.
This
is
a
great
opportunity
if
you
would
like
to
learn
more
about
opening
up
a
Paddy
Center
they
do
provide.
E
Very
similar
resources
is
wrap
around
resources
to
families
and
that's
birth
through
three.
We
do
have
one
Paddy
Center
in
the
county
right
now
in
the
meat
feeder,
that's
associated
with
Kingdom
care,
church
and
so
but
Patty
centers
are
a
great
opportunity
for
Community
organizations
and
and
others
who
might
be
interested
in
in
starting
a
Paddy
Center
in
a
church
or
other
type
of
of
Peace.
E
So
outside
of
letting
people
know
about
the
petty
Center
opportunities
and
letting
them
know
that
they
they
their
individual
organizations
or
agencies,
can
apply
for
the
grant
through
through
the
state.
There's
really
no
other
big
role
for
the
district
to
play,
except
to
just
encourage
them.
You
know:
hey,
we
have
one
in
West
County.
We
would
really
like
one
in
North
County,
where
we
really
like
one
in
South
County.
So
so
that's
that
piece
there
so
just
wanted
to
clarify
the
differences,
because
we
have
a
new
name
there
with
Patty
Center
yeah.
E
J
Or
equivalency
because
Kingdom
has
set
up
well
actually
a
little
bit
bigger,
even
and
a
little
more
robust,
okay.
C
If
I
could
interject,
if
you
have
additional
questions,
if
you
could
get
them
in
later,
because
I've
got
a
bunch
of
other
lights
here,.
H
And
I
want
to
just
first
of
all
thank
Mr
stancy
and
Dr
peel
your
staff
Dr
Bedell
for
this
presentation.
It's
very
enlightening.
I
just
have
a
couple
questions.
The
national
board
certification
teachers
received
ten
thousand
dollars.
We
know
that
there's
some
teachers
that
do
not
have
a
pathway,
guidance,
counselors
I,
believe
also
do
not
have
a
pathway.
E
So
through
negotiation,
there's,
certainly
you
know
we.
We
can
create
that
negotiation
and
incentives.
However,
we
or
salary
pieces
it.
H
Just
concerns
me
about
the
fact
that
there
are
Fair
number
of
our
staff
that
are
not
eligible
for
the
for
that
that
pathway
and.
E
If
I
could
just
say
last
year,
there
was
some
energy
of
trying
to
get
the
law
changed,
specifically
for
our
school
counselors,
and
we
did
support
that
change.
However,
it
did
not
make
its
way
through
the
through
the
legislature,
and
so,
if
the
Law
changes,
we
certainly
want
to
revisit
our
school
counselors
as
far
as
they're
receiving
the
salary
enhancement.
H
And
pillar
two
high
quality
and
diverse
teachers
and
leaders.
It's
my
understanding
that
there
there
are
some
requirements
that
will
restructure
the
teacher
day
in
a
good
way.
They'll
be
required
to
teach
X
number
of
classes
which
I
think
may
be
lower
than
what
they
currently
teach
and
they'll
have
additional
time
for
planning
and
time
with
students.
So
I
guess
my
question
is
I
wonder
to
what
extent
those
changes
might
impact
our
teaching
staff
in
terms
of?
Are
we
going
to
need
more,
a
fair
number
of
more
teachers
because
of
that.
E
Yes
and
the
and
the
law
does
so.
This
is
a
very
slow
rollout.
So
that's
another
thing:
I
keep
telling
people
some
of
the
things
that
we
we
hear.
The
most
about
are
things
that
are
going
to
happen
in
fiscal
year:
28
fiscal
year,
29
fiscal
year,
30.,
so
there
it
will
be
a
slow
rollout
of
additional
of
of
the
restructure
of
the
school
day
for
for
our
teachers
and
is
it
fiscal
year
27
with
the
additional.
E
Year,
26,
we
will
start
getting
basically
the
we
did
the
math
and
we
believe
a
hundred
new
teaching
positions
funded
through
this.
That
would
support
some
of
what
you're
talking
about,
but
that's
a
hundred
teaching
positions
for
over
100
Schools,
and
so
the
law
does
require
us
to
prioritize
certain
schools
as
we
as
we
roll
that
out
prioritizing
new
teachers.
We
know
that
new
teachers
just
need
more
time
to
do
what
what
those
of
us
who
are
more
veteran,
can
do,
and
so,
as
we
roll
those
out.
F
The
stocks
P
alluded
to
the
per
student
allocation
begins
in
fiscal
26
at
about
a
hundred
little
over
a
hundred
dollars
per
student
for
what
they
call
they're,
calling
it
collaborative
planning
funding,
but
it
is
really
like
funding
for
additional
teachers
so
that
you
can
structure
your
school
day
to
meet
the
requirements
and
then
by
fiscal
32.
That
number
jumps
up
to
about
fifteen
hundred
dollars
a
student.
F
So
this
is
really
that
this
new
structure,
as
Dr
P,
alluded
to
really
is
kind
of
in
the
second
half
of
the
blueprint,
but
believe
it
or
not
we're
almost
at
halftime
already.
So
it's
coming,
it's
coming
pretty
quick,
but
there
is
there
was
the
the
the
commission
and
the
legislature
contemplated
and
understood
that
additional
teachers
would
be
needed
to
make
this
work
now.
F
You
know
to
elaborate
a
little
bit.
We're
gonna
have
to
rethink
our
facilities
as
well,
like
there's
going
to
be
a
lot
more
adults
in
these
buildings,
and
so
we'll
have
to
really
rethink
how
buildings
are
shaped
and
used,
given
the
extra
adults
that
are
in
there
and
the
requirements
for
small
group
instruction.
F
H
Just
one
more
question,
and
that
is
Michelle
I'm,
touched
on
a
College
and
Career
Readiness.
So
it's
my
understanding
by
the
end
of
grade
10.
Students
need
to
be
CCR.
H
E
From
the
law,
no,
so
as
of
this
point,
it's
entirely
just
the
mcap
scores
or
for
math
for
sat.
So
that's
where
we
are
now
we're
hoping
to
see.
We
keep
talking
about
College
and
Career
Readiness,
we're
hoping
that
MSD
or
the
state
explores
other
opportunities
to
identify
our
students
as
CCR.
Besides
just
one
or
in
this
case,
two
test
scores
for
mathematics,.
H
Right
so,
finally,
just
to
comment
the
hearing
about
Community
Schools
the
focus
of
what
happens
outside
the
classrooms,
which
impacts
what
happens
inside
the
classrooms.
That's
huge!
Yes,
that
is
huge
and
I
like
this
idea
about
connecting
resources
where
the
needs
are
and
the
fact
that
students
strive
because
they
have
opportunities.
So
this
is
a
journey,
but
it
sounds
like
we're
well
on
our
way.
Thank
you.
C
Thank
you,
Mr
silkworth,
Ms,
Ellis,.
G
Thank
you
first
of
all,
I
expected
to
have
a
lot
more
questions.
So
thank
you
for
a
truly
thorough
presentation.
I
appreciate
it.
You
know,
of
course,
we've
all
been
following
this
and
studying
this
for
quite
some
time,
but
I
I
am
pleased
to
really
have
a
good
sense
of
where
we
are
sorry.
I
appreciate
that
I
do
have
a
couple
of
questions.
G
First
of
all,
around
Pre-K,
and
you
did
one
one
of
my
questions
was
I
I
knew
the
answer,
but
I
wanted
to
get
it
out
there
and
make
sure
I
was
right
so
half
day.
Pre-K
is
not
an
option
for
funding
under
the
correct.
G
So
this
is
one
area
and
I
think
we
all
knew
that
great
ideas
went
into
this
plan
and
then
you
start
to
see
where,
where
the
issues
are
as
you
roll
it
out,
and
hopefully
there
will
be
tweaks
because
of
it.
First
of
all,
you
know
you
can't
compel
private
practitioners
to
jump
through
hoops
to
meet
the
mandates
right
right.
H
G
So
that's
one
issue
with
the
Pre-K,
but
the
other
one
is
I
for
an
awful
lot
of
kids
full
day
school
is
simply
not
developmentally
appropriate.
It's
it's
full
day.
School
for
for
very
young
children
can
be
very,
very
physically
and
emotionally
taxing
doing
that
five
days
a
week.
So
I
am
all
for
providing
that
opportunity
where
there
are
a
lot
of
families
who
do
need
that,
but
I
think
it's
a
missed
opportunity
for
a
lot
of
families
where
our
our
wealthier
families
have
that
option
right.
G
They
can
send
their
their
kid
to
any
local
private
place
for
a
few
hours
each
morning
for
those
enriching
experiences
and
then
come
home
for
the
the
downtime
that
those
those
children
need.
So
that's
concerning
to
me.
I
would
like
to
see
that
there
are
some
half
day
offerings
for
the
young
children
who
who
should
be
able
to
benefit
from
that,
and
then
can
you
talk
a
little
bit
about
so
there's
not
going
to
be
a
whole
lot
of
flexibility
in
where
we
put
our
dollars,
but
I
get
a
sense.
G
There's
a
lot
more
flexibility
in
the
educational
practices
that
we
develop
as
a
school
system
to
meet
the
blueprint,
so
I'd
love
to
hear
I.
Guess
just
confirm
that
that's
the
case
and
will
we
get
more
information,
I
assume
in
this
plan,
because
I
know
you
can't
go
into
all
of
the
details
this
evening.
So.
E
As
far
as
academic
structures
or
curriculum
and
all
those
pieces,
so
that's
not
part
of
this
initial
plan.
The
law
does
call
on
msde
to
create
Statewide
curriculum
that
can
be
used.
That
is
a
minimum
everything's
aligned
to
our
standards,
but
as
a
minimum
includes
some
You
Know
sample
model,
lessons
for
teachers
and
some
assessments,
so
we're
not
always
recreating
the
wheel,
but
outside
of
that
new
approaches
to
to
learning
I
know.
E
Dr
Bedell
has
a
lot
of
great
ideas
as
far
as
how
we
are
rethinking
some
of
the
curriculum
that
we
have
in
opportunities
for
our
our
teachers.
I'm
going
to
be
honest
with
you
outside
of
that
I.
Don't
have
anything
else
to
say
about
that
at
this
point,
that'll
come
in
with
the
second
implementation
plan,
because
it
does
start
talking
about
at
least
right
now.
It
does
start
talking
about
some
of
those
planning
process
processes
moving
forward.
F
And
I
do
think
some
of
the
structures-
Dr
Bedell
has
alluded
to
four
day.
You
know
High
School,
you
know
eight
to
eight
High
School
weekends
summer.
Those
type
of
things
yeah
you
know
with
through
either
if
it's
compensatory
Ed
funding
at
a
school
or
English
language,
acquisition,
funding
or
Foundation
funding,
yeah
I
think
the
blueprint
would
encourage
different
structures.
G
F
As
long
as
we
can
show
that
the
money
is
following
the
student
to
the
school,
how
it's
used
as
long
as
within
the
con
like
the
the
set
rules,
but
it
would
certainly
encourage
that
Innovation
that
Dr
Bedell
has
alluded
to
in
that
Miss
Ellis.
That
I
think
you're,
alluding
to
in
your
question.
Thank.
G
You
and
that's
kind
of
what
I
wanted
to
bring
to
light
and
just
put
it
out
there
for
everyone
to
be
on
the
same
page,
because
this
would
be
if
we
just
check
off
all
the
boxes
so
that
we
are
compliant.
Then
we're
missing
the
opportunity.
J
C
Thank
you,
Mr
McGrath,.
K
Thank
you.
I
just
had
a
quick
question,
a
lot
of
students.
Students
really
excited
about
the
AP
IB
test
news.
They
just
had
like
a
few
questions
that
I
heard
a
lot
was:
when,
specifically,
is
it
being
implemented?
I
just
wanted
to
hear
that
again,
so
I
can
get
it
down
and
get
the
right
response.
Yeah.
F
So
it's
so
the
announcement
we
made
is
is
Implement
getting
implemented
immediately,
so
we're
gonna
we're
working
on
guidance
for
schools
to
issue
refunds
to
anybody
who
has
already
paid
for
whether
it
be
an
AP
or
exam
or
IB.
On
the
Community
College
front
I
know
the
college
is
working
on
refunding
the
fall
semester
and
for
those
who
are
registering
for
winter
spring
semesters,
they're
already
stopping
they've
already
stopped
asking
for
payment
or
tuition,
and
so
more
guidance
will
be
coming
out
on
the
refunds
and
then
moving
forward
fiscal
24
moving
forward.
F
Obviously
we're
gonna
have
to
wait
and
see
with
the
mcap
scores,
come
back
to
determine,
who
is
quote
CCR
and
who's
not
and
then
we'll
have
to
put
plans
together
in
place
for
next
school
year
too.
So
if
you're
CCR,
then
everything's
going
to
be
free
of
charge
right
and
so
we'll
get
we'll
get
communication
out
to
that
effect,
probably
in
the
spring
or
early
summer
for
next
school
year
for
the
non-ccr
folks,
we'll
have
to
work
through
that
and
determine
what,
if
any
anything,
we
can
offer
those
students.
So
so,
what
we're?
F
C
Thank
you,
so
I
have
a
couple
of
questions
myself
under
I
think
it
was
pillar
four.
There
was
a
reference
to
the
fact
that
one
of
the
goals
here
is
to
ensure
we
get
our
best
and
in
many
cases
more
experienced
teachers
where
they
need
to
be.
F
That
would
be,
you
know,
for
a
very
broad
answer.
I'm
going
to
give
you.
K
C
I
mean
I
I
raise
it
because
I
I
applaud
it
as
as
a
goal
and
I
also
see
it.
I
mean
I.
I
represent
the
district.
That
I
believe
has
the
most
Community
Schools
at
this
point
and
that's
likely
to
continue
for
a
while,
I
think
and
it's
it's
often
the
case
that
we
have
a
lot
of
conditional
contracts.
C
We
have
very
young
teachers
at
a
lot
of
our
schools
and
they're
wonderful,
but
I
I'm
glad
to
see
that
along
the
lines
in
some
ways
of
Ms
Ellis's
question
that
we
need
to
continue
to
pay
attention
to
ultimately
how
this
is
going
to
be
done
and
and
what
the
pedagogy
the
pedagogical
implications
are.
F
Yeah,
ultimately
in
this
is
in
Dr.
Bedell
could
certainly
talk
to
you
to
you
about
this
better
than
I
can,
but
you
have
to
create
a
support
structure
and
a
compensation
structure
that
really
allows
your
best
apparatus
to
want
to
go
to
those
schools.
But
that
is
much
easier
said
than
done
right.
F
I
mean
it
is
some
of
the
hardest
work
districts
have
to
do
right,
because,
because
of
just
of
extenuating
factors
that
really
you
know,
people
choose
to
work
where
they
choose
to
work
for
a
variety
of
reasons,
and
so
to
get
them
to
choose
to
go
to
the
to
those.
Tough
schools
really
really
creates
a
really
necessitates
a
need
for
a
restructure
on
how
we
support
and
compensate
folks
who
who
work
in
those
schools
and.
D
I
would
I
would
say
that
that's
definitely
part
of
the
formula
I
mean
the
other
part
is
building
leadership.
I
mean
I've,
said
this
about
a
middle
school
I.
Think
I
shared
this
example
before
in
Kansas
City.
We
could
not
staff
that
middle
school
every
year,
I
mean
literally
we're
down
five
teachers
every
year,
and
then
people
were
just
quitting
throughout
the
years.
We
found
them.
D
We
didn't
have
a
single
vacancy
and
every
single
staff
member
that
he
brought
in
was
returning.
He
didn't
have
to
hire
a
teacher
this
summer
in
one
of
the
most
difficult
middle
schools,
but
it
was
because
of
the
tone
the
the
ability
to
get
people
to
buy
in
and
the
culture
that
he
had
established
over
there.
D
C
What
I
mean
my
understanding
is,
has
always
been
that
there
is
emphasis
on
not
only
collaborative
time,
but
the
60
40
right
that
that
teachers
simply
aren't
teaching
end
to
end
every
day,
which
any
educator
will
tell.
You
is
a
very
hard
thing
to
do
so.
You
know
all
of
those
pieces
are
both
requirements
but
they're
requirements
for
a
reason
with
regard
to
where
this
can
head
I
was
curious.
Also,
when
the
issues
of
facilities
came
up
and-
and
you
know,
there's
no
question-
this
is
going
to
require
more
teachers.
C
I
mean
one
way
of
looking
at
some
aspects
of
blueprint.
Is
it's
it's
requiring
us
at
the
local
level
to
do
some
things
that
many
people
have
known
for
a
long
time
or
are
what's
needed
right
and
but
I'm
curious
as
to
as
we
move
forward
in
building
design
those
buildings
that
are,
you
know
out
there
that
we
haven't
already
started
on.
You
know
what
are
if
any,
the
design
implications
of
this
has.
Is
anybody
sort
of
putting
thought
to
that
or
their
charades?
F
A
F
Is
currently
outlined,
but
I
think
you
know
moving
forward.
It
depends
on
where
the
facility
is
we'll
have
to
do
some
demographic
studies
I'm
like
right.
Well,
this
is
this
school,
whether
it's
a
replacement
or
a
new
school.
Will
it
be
a
community
school
at
some
point,
will
it
be
a
title
one
school?
Will
it
have
a
Judy
Center?
Will
it
have
a
Pre-K,
so
all
of
those
things
will
will
kind
of
play
into
account
as
we
sort
of
restructure,
because
right
now
we
do
need
some.
F
You
know
lack
a
better
term,
flexible
space
for
these
programs
somewhere
for
the
community
school
program
manager.
The
you
know,
the
community
school
law
fully
contemplates
any
almost
all
Community
Schools
being
having
school-based
Health
Centers
right.
And
how
do
you
know?
How
do
you
do
that
within
the
existing
square?
Footage
you
know
requirements,
that's
almost
impossible
and
so
we'll
have
to
you
know,
think
of
creative
ways
to
do
it.
F
F
E
And
I
spent
a
good
part
of
today
with
some
people
at
facilities
who
they
were
asking
us
questions
so
just
said:
okay,
what
do
you
need
instead
of
saying
here's
your
space?
Let's
find
your
space.
What
would
you
need
in
a
school
for
the
community
school
program
so
right
now,
as
Mr
stancy
alluded
to,
we
have
program
managers
who
are
working
in
closets.
Yes,.
G
E
Did
mention
that
two
of
our
schools
use
funding
for
an
additional
counselor?
Almost
all
of
them
would
have
had
another
one.
Almost
all
of
them
would
have
chosen
that
route,
but
there's
not
a
space
for
the
counselor,
so
so
those
pieces
as
well.
So
it
was
a
nice
conversation
with
Mr
sancy's
folks.
Today,
it's
like
forget
about
what
this
looks
like.
So
really,
let's
start
with
what
you
need
and
build
it
instead
of
here's,
here's
what
we
always
give!
You
now
find
your
space
right.
So
those
conversations
are
starting.
C
And
that
actually
leads
very
nicely
into
my
last
question,
which
is
who
can
just
reiterate
because
I
believe
you've
answered
versions
of
this
before?
But
what
is
you
you
reference
the
fact
that
different
schools
make
different
decisions.
Different
Community
Schools
make
different
decisions
about
what
they're
going
to
use
that
money.
For
so
can
you
reiterate
sort
of
how
that
process
works?
Sure.
E
So
the
first
two
years
that
a
school
qualifies
for
for
the
grant
there
is
a
flat
amount,
that's
the
same
for
every
single
school
and
that
funding
is
the
purpose
of
that
is
to
pay
for
the
community
school
and
in
our
district
we
call
it
a
program
manager
and
the
law.
E
It's
called
coordinator
right
so
to
pay
that
salary
to
pay
for
a
full-time,
Medical
Professional
for
the
building
and
then
anything
that's
left
over
can
be
used
on
13
allowable
in
the
law,
wraparound
services,
and
so
then,
in
year,
typically
in
year,
three
there
was
a
little
bit
of
a
a
weirdness
because
of
covid,
so
some
got
it
in
year
two,
but
there
is
a
per
pupil
allocation
that
kicks
in
so
a
percentage
of
the
of
the
combat
amount
is
per
student
who
qualifies
for
farm.
E
So,
for
example,
this
past
year
it
was
for
some
schools.
It
was
12
per
I'm,
just
going
to
say
it
was
about
900
per
kid
at
one
School.
They
got
900
per
kid
who
qualified
for
Farms
to
be
used
in
a
way
that
we
sat
down
looked
at
their
needs
assessment.
That's
another
thing:
they
spend
the
first
year
doing
a
very
comprehensive
needs
assessment.
E
Looking
at
Assets
in
the
community
and
in
doing
that
mapping
the
second
year
they
spend
writing
a
three-year
implementation
plan
of
how
they're
going
to
work
on
addressing
the
needs
within
their
communities
and
so
that
per
pupil
allocation
increases
each
year.
So
right
now
we
have
some
schools
that
are
getting
a
500
per
pupil,
while
other
ones
are
getting
a
1200.
It
just
depends
on
where
you
are,
and
so
the
schools
when
we
sit
down
and
go
okay,
it
looks
like
you'll
have
two
hundred
thousand
dollars
next
year.
E
That's
not
already
tied
up
in
the
dental
program
or
we
are
working
on
possibility
some
Telehealth
some
other
things,
so
those
are
not
allocated
for
our
big
priorities.
So
what
would
you
like?
What?
What
are
your
needs
and
so
from
those
they
all
went
to
social
emotional?
Every
single
principle
wanted
something
with
social
emotional
this
past
year
and
within
the
law
that
is
an
allowable
FTE
Grant
funds
for
Community,
Schools
I
think
is
worth
noting
cannot
be
used
for
traditional
Plastering
positions.
It's
not
for
the
kindergarten
class.
It's
not
for
that.
E
F
And
I
think
what's
nice
is
you
know
you
have
the
traditional
Title
One
funding
in
these
schools
that
really
focuses
on
instruction
and
then
so
we
do
what
love
this
term
and
K-12
Finance.
We
like
to
braid
those
funds
with
the
community
school
funds
that
really
kind
of
give
a
holistic
approach
to
the
child,
both
around
the
wraparound
service
side
and
on
the
instructional
support
side,
and
so
it's
really
and
I
think
we're
we're
making
this
transformation
we're
not
quite
there
yet.
F
But
support
of
those
schools
from
central
office
like
there's
a
lot
of
resources
now
coming
into
these
to
our
our
high
needs
schools,
and
you
know
how
do
we,
how
do
we
support
those
schools
differently
in
the
central
office
to
ensure
that
the
sort
of
the
bureaucratic
paperwork
and-
and
you
know
like
compliance
requirements
that
come
with
all
of
this
grant,
funding
that
that
is
minimized
and
and
and
that
really
then
those
folks
in
the
building
can
just
focus
on
instruction
and
focus
on
wrap
around
services
and
so
I
think
it's
been
a
good
opportunity
for
us
to
kind
of
rethink
how
we
are
supporting
these
schools,
especially
the
ones
with
really
the
highest
needs,
and
and
and
in
need
of
the
most
attention
in.
E
A
very
simple
simplistic
example,
just
so
the
braiding,
so
in
Title,
One
funds,
a
lot
of
summer
school
programming
and
so
Community
Schools,
are
then
going
in
and
doing
the
afternoon
Club.
So
it
turns
out
to
be
a
full
day.
Experience
for
students,
it's
a
very
simplistic
example
of
that
braiding,
but
I
think
you
get
the
idea
of
the
opportunities
there.
There's
lots
and
lots
of
laws
with
title
one
there.
There
are
laws
and
rules
with
Community
Schools,
very.
F
E
A
C
Some
sense
to
amplify
both
sides
with
the
other.
Well,
thank
you
for
that.
I
I
also
want
to
give
a
quick
shout
out.
You
mentioned
using
the
resources
from
the
organization.
I
spend
a
lot
of
my
day,
job
working
with,
which
is
the
Aspen
Institute,
so
I'm
glad
that
you
that
those
resources,
because
I
do
know
they're,
they're
extensive
and
there's
been
a
lot
of
research,
I
see
no
more
lights,
so
I
I
want
to
thank
you
both
and
your
teams.
C
C
C
But
yeah,
given
that
we're
the
third,
what
the
36th
largest
District
at
this
point
and
so
we're
punching
above
our
weight
in
that
respect
and
Dr
Bedell
did
you
have
any
last
comments.
D
Yeah
I,
just
on
Friday,
you
were
in
in
the
meeting
with
the
Zam
and
I
know
we
purchased
I,
don't
know
exactly
what
it
is.
Something
to
address
is
a
career
ladder
or
so.
E
We
do
have
a
a
contractor,
that's
helping
us
with.
D
Programs,
because
one
of
the
things
that
they
were
sharing
in
that
meeting
was
you
know
we
in
Arundel
County
really
has
has
something
that
that
folks
are
really
interested
in
wanting
to
know
what
we're
doing
so,
whatever
we're
doing
it's
opening
some
eyes
so
continue
that
I
told
them
hey,
I
can't
really
speak
to
it.
I,
don't
I'm,
not
that
familiar
with
it,
but
obviously
it's
it's
caught
some
eyes.