►
From YouTube: BOE FY2022 Budget Workshop, 1-19-21
Description
No description was provided for this meeting.
If this is YOUR meeting, an easy way to fix this is to add a description to your video, wherever mtngs.io found it (probably YouTube).
B
A
Good
evening
and
welcome
to
tonight's
workshop
of
the
board
of
education
at
the
request
of
the
board,
dr
carlotto
and
members
of
his
team
will
briefly
I'm
sorry
at
the
request
of
the
board.
Dr
alato
and
members
of
his
team
will
briefly
provide
information
on
the
superintendent's
recommended
fiscal
year,
2022
operating
and
capital
budgets.
This
meeting
is
being
streamed,
live
on
aacps
youtube
channel.
If
we
are
interrupted
during
the
broadcast
of
tonight's
meeting,
the
meeting
will
be
stopped
and
we
will
take
a
short
recess
until
we
can
continue.
A
If,
for
some
reason,
we
cannot
continue,
we
will
notify
you
as
soon
as
possible
when
a
new
meeting
will
be
scheduled.
The
board
attorney
has
asked
that
I
read
the
following
statement:
the
maryland
open
meetings
act,
a
state
law
requires
public
meetings
to
be
open
to
the
public
and
to
be
held
in
places
reasonably
accessible
to
individuals
who
would
like
to
attend
these
meetings.
A
The
virtual
format
of
this
workshop
of
the
board
of
education
is
due
to
the
coven
19
emergency
and
is
necessary
in
light
of
the
serious
health
risks
associated
with
public
gatherings,
as
well
as
the
governor
and
county
executive's.
Various
executive
orders
limiting
public
gatherings,
while
a
virtual
meeting
of
this
type
was
not
envisioned
by
the
open
meetings
act.
Steps
have
been
taken
to
ensure
that
this
virtual
meeting
includes
alternate
accessibility,
features
that
the
open
meetings
act,
compliance
board
and
the
courts
have
reviewed
and
approved
broadcasting.
A
The
meeting
with
video
and
audio
on
cable
tv
and
on
the
web.
The
board
attorney,
has
opined
that
the
public
access
provided
by
this
technology
makes
this
virtual
meeting
a
reasonably
accessible
to
the
public
and
provides
appropriate
opportunity
to
observe
the
conduct
of
the
board's
workshop
consistent
with
prevailing
best
practices
during
this
emergency
situation
and
therefore
complies
with
the
open
meetings
act.
C
E
F
This
is
a
great
deal
of
information
to
share
so
that
it
will
help
you
understand
the
entire
process
and
where
we
stand
in
building
both
the
capital
and
the
operating
budgets
after
we've
gone
through
those
slides,
then
we'll
spend
some
time
responding
to
your
questions.
So
with
that
alex,
you
want
to
begin.
G
I'm
sorry,
the
capital
budget
at
the
conclusion
and
wrap
up
with
some
calendaring
items,
so
our
operating
and
capital
budgets,
but
our
operating
budget
in
particular
here
at
anne
arundel
county,
is
a
12-step
process
which
the
next
slide
will
depict
for
you
we're
transitioning
now
from
the
seventh
step
of
the
process,
and
that
was
when
dr
arlatto
delivered
his
recommendations
to
this
board
of
education
back
in
december
and
we're
transitioning
now
to
the
eighth
phase.
This
is
your
budget.
This
will
be
your
budget
once
it's.
G
Finally,
voted
on
and
adopted
and
again
while
we'll
go
through
some
calendaring
items
short
term,
the
requirement
is
that
we
complete
our
activities
such
that
we
are
able
to
transmit
our
budget
requests
over
to
the
county
executive
no
later
than
march
1.
and
again
we'll
go
through
some
calendaring
for
the
remaining
steps
after
that
near
the
end,
at
the
very
highest
level.
G
Those
are
typically
specific
purpose
funds
or
specific
grants,
and
the
way
I
generally
describe
that
is
those
come
with
gps
chips,
so
there's
very
exacting
rules
and
specifications
term
and
conditions
that
govern
the
utilization
of
those
funds
and
a
tremendous
amount
of
reporting
requirements
to
ensure
that
those
are
funds
are
spent
in
only
that
exact
manner,
so
rewinding
the
tape.
Looking
at
the
top,
we
do
not
in
the
unrestricted
category.
G
Those
are
not
able
to
be
taxed
by
the
local
county
government
or
even
by
the
state
government,
so
that
local
impact
grant
is
essentially
an
offs,
a
revenue
offset
to
those
untaxed
lands.
But
again
we
only
expect
about
two
and
three
quarter
million
dollars
from
the
federal
government.
No
change,
I'm
going
to
cover
the
next
topic
twice.
G
G
So
our
request
is
from
for
the
state
for
approximately
6.1
million
and
again
this
is
operating
under
the
hopeful
assumption,
presumption
that
the
letter
of
statute
and
law
is
not
stringently
adhered
to.
If
that
was
the
case,
we
anticipate
that
on
the
state
funding
side,
this
positive
6.1
million
dollars
would
actually
be
a
revenue
decline
and
that
revenue
decline
could
be
for
fy
22
as
steep
as
7.6
million
dollars.
G
G
So
we
would
anticipate
about
a
2.3
million
decline
in
our
local
abilities
to
generate
fees
you
net
all
those
together
in
the
most
positive
manner,
and
our
request
would
be
for
just
under
50
million
dollars
of
unrestricted
general
funds
on
the
restricted
side,
the
the
simple
analogy
is
always
dollar
and
equals
dollar
out.
So
that's
on
grants,
and
while
we
are
aggressive
on
grants,
we're
really
taking
a
look
at
the
grants
that
are
available
again
at
this
time
or
grants.
G
We
believe
will
continue
on
and
therefore
we'll
be
able
to
apply
and
remain
eligible
for,
given
that
at
both
the
federal
and
state
and
private
sector
side.
We
believe
that
we
would
generate
just
under
690
000
in
new
revenues
on
the
restricted
grant
side,
if
more
grant
opportunities
come
available
in
any
way,
shape
or
form.
Certainly,
anne
arundel
county
is
very
aggressive
in
that
regard,
and
we
certainly
pursue
that
on
the
internal
service
fund
for
health
care,
we
are
a
self-insured
entity.
G
This
does
not
take
into
account
any
sort
of
rate
increases,
as
the
board
may
recall,
certainly
that
our
members
that
have
been
here
for
a
while
we
had
been
on
a
three-year
journey
to
migrate.
Some
of
the
health
costs
in
partnerships
with
our
bargaining
units
that
has
been
completed
so
this
one
point,
almost
1.6
million
dollars
is
all
attributable
to
new
positions
that
we
are
asking
for
and
if
those
positions
are
funded,
then
that
will
come
with
funding
for
the
self-insurance
fund.
G
So,
on
the
restricted
side,
just
under
2.3
million
dollars-
you
add
those
two
together.
The
total
request
is
just
in
excess
of
52
and
a
quarter
million
dollars
together
and
that
represents
about
a
3.97
increase
year
over
year,
so
that
52
and
a
quarter
million
dollars
all
in
including
restricted
and
unrestricted
would
be
that
3.97
increase.
G
They
don't
really
come
through
with
a
lot
of
revenue
just
about
3.8
of
our
revenue
and
again
because
of
this
inverse
proportionality
relative
to
our
peers.
We
are,
in
fact,
a
relatively
affluent
county
and
by
that
they're
taking
a
look
at
our
personal
wealth,
our
property
wealth,
our
installed
business,
commercial
utility,
railroad
base,
etc.
So
taking
that
into
account
because
of
that
inverse
proportionality
between
wealth
and
state
support.
That
is
why
our
state
slice
of
the
pie
is
the
way
it
is.
G
So
I
mentioned
maintenance
of
effort
a
little
while
ago
on
the
next
side.
Next
slide
basically
speaks
to
it,
and
while
I'm
not
going
to
go
in
detail,
I
want
to
make
sure
that
we
all
at
least
have
the
concept
or
the
principle
of
maintenance
of
effort
in
our
toolkit
and
essentially,
maintenance
of
effort
is
a
principle
that
is
a
requirement
on
the
part
of
a
local
unit
of
county
government
to
fund
the
school
district
on
a
per
student
basis.
G
You
know
here
within
the
state
of
maryland,
so
to
have
an
enrollment
decline
again
for
the
first
one
in
over
a
decade
and
a
half
of
our
time
span.
Here
is
an
anomaly
and
one
that
I
believe
we
all
would
largely
attribute
to
the
current
state
of
affairs
with
respect
to
health
concerns
and
a
pandemic,
but
that
enrollment
decline.
G
G
It
would
not,
however,
be
a
decrease
in
the
per
student
funding,
so
the
county
could
take
advantage
of
this
fully
and
legally
and
rightfully
reduce
our
funding
by
13.4
million
dollars
without
any
issues
in
terms
of
being
able
to
assert
that
they
fully
met
the
requirements
of
the
state
law
and
then
mathematically
in
the
next
slide.
You'll
see
that
if
you
begin
with
the
fy
21
the
year
that
we're
currently
in
just
over
379.5
million
dollars,
the
county
could
avail
themselves
once
again
of
that
means
of
effort
provision.
G
Remember
the
the
rising
tide
either
floats
or
drops
all
boats
equivalently.
They
could
reduce
that
funding
by
a
total
of
about
13.4
million
dollars,
leaving
the
school
district
heading
into
fy
22
with
136.2
million
dollars
in
total,
so
us
as
a
school
district.
This
is
a
little
bit
of
a
looking
backwards,
looking
forward
slide
and
it
gives
two
pieces
of
valuable
information
one.
G
It's
a
comparison
in
terms
of
where
we,
as
a
school
district,
are
with
respect
to
our
colleagues
across
the
state,
and
by
that
I
mean
state
average
and
then
beyond
that
it's
also
sort
of
a
trajectory
or
a
trend
line
piece.
So
you'll
see
going
back
10
years,
the
last
information
that
was
published
and
is
currently
fully
available
and
auditable
back
on
september
30th
of
2009
we
had
just
under
75
000
students,
the
statewide
average,
and
this
is
total
funding.
So
this
is
inclusive
of
county
state,
federal,
local
everything.
G
G
You
can
see
now
moving
10
years
forward
using
the
september
30
2019
numbers.
We
were
just
under
85
000
students,
strong
the
statewide
average
had
grown
to
about
16
400
dollars
a
student.
Our
funding
was
at
about
fifteen
thousand
seventy
seven
dollars
per
student
relative
to
our
peers.
We
had
slipped
again
and
while
this
chart
certainly
doesn't
show
it,
it
is
a
tool
that
we've
used
across
time.
G
So
you
know
if,
if
you'd
been
with
us,
you
know
five
years
ago,
ten
years
ago,
seen
something
similar
to
this,
the
the
near
term,
and
by
that
I
mean
you,
know,
decade
plus
near
term.
Here
we
have
steadily
declined.
Basically,
so
we've
sort
of
ticked
down
on
this
statewide
average,
with
respect
to
to
our
peers
and
again
we're
at
about
17th
based
on
the
latest
data
that
one
could
glean
from
the
department
of
legislative
services
focusing
in
on
state
revenues.
G
That
is
the
work
that
would
potentially
could
replace
the
the
thornton
funding
program.
That
again
has
been
in
place
here
in
the
state
for
over
a
decade
and
a
half,
and
so
this
really
tells
us
two
stories.
One
has
to
do
with
state
funding
and
one
has
to
do
with
maintenance
of
effort,
even
though
that
is
not
particularly
on
a
slide.
G
So
now
you're
wondering
why
did
I
mention
maintenance
of
effort?
So
maintenance
of
effort
was
born
out
of
the
same
project,
largely
because
the
state
had
a
hypothesis
and
they
made
a
commitment
to
increase
state
funding
for
education.
Again,
the
hypothesis
was
as
funding
for
education
increases,
educational
entertainment
and
the
preparedness
of
our
students
would
increase
commensurately
and
the
count.
G
The
state
did
not
want
that
funding
on
the
part
of
the
state
to
be
diluted
or
in
some
manner,
countermanded
by
commensurate
reductions
on
the
part
of
local
units
of
county
governments,
and
that's
where
maintenance
of
effort
came
in
to
be
the
state
essentially
said.
While
we,
the
state,
are
making
a
commitment
to
increase
funding
for
education,
and
we
certainly
hope
that
all
24
jurisdictions
also
increase
them
funding.
G
We're
not
going
to
compel
you
to
do
so,
but
while
we're
not
going
to
compel
you
the
locals
to
increase
your
funding,
we
are
at
least
going
to
make
sure
that
you
do
not
decrease
your
funding
on
a
per
student
basis
again,
so
that
this
the
influence
of
the
revenue
increases,
would
not
have
been
deluded
or
watered
down
or
or
countermanded
in
any
way.
So
the
two
stories
are
tied
together,
largely
in
that
respect.
G
G
An
additional
19.8
million
dollars
would
be
attributable
to
enhancements
for
student
achievement
and
again
we
will
disaggregate
these
further.
Just
over
five
million
dollars
are
targeted
for
contractual
obligations
and
commitments
that
sort
of
rounds
out
the
almost
50
million
dollar
unrestricted
request
and
again
to
restrict
it
is
an
exact
match.
So
dollar
and
dollar
out
in
terms
of
anticipated,
grant
funding
and
funding
for
our
self-insurance
health
care
fund
again.
G
Should
the
positions
materialize
and
at
the
very
bottom,
there
you'll
see
the
statistic
that
I
quoted
for
you
earlier:
that
should
we
be
fully
funded
at
that
52.2
million
dollar
amount?
It
would
provide
an
about
an
approximate
3.97
percent
year-over-year
increase
that
being
fy
22
over
fy21,
so
now
preparing
to
move
into
the
specifics
in
the
area
of
compensation
increases
and
all
these
slides
are
structured
in
a
similar
manner.
So
you'll
see
at
the
top
a
a
top
line
request
the
25.1
million
dollars.
G
Some
of
these
slides
are
going
to
be
specific
to
one
area,
functional
area.
Some
may
have
multiple
functional
areas
on
one
slide
and
then
in
the
blue
box
in
the
bottom
is
going
to
be
the
commentary
or
or
editorial
components
that
would
help
you
and
the
users
understand
these
or
be
able
to
desegregate
these
numbers
a
little
bit
better.
G
G
So
cola's
cost
of
living
increase
are
an
across
the
board
for
all
employees,
that
is
about
seven
and
a
half
million
dollars
that
are
embedded
within
that
one
percent
cola
and
then
finally,
there
are
morning
the
remaining
portion
of
the
approved
mid-year
step
increase
for
unit
one
employees
that
came
out
of
the
mediated
cellular
settlement
procedures
or
under
takings
that
occurred
this
past
winter,
late
fall
early
winter.
With
respect
to
our
you
know,
one
employees
and
that's
about
three
million
dollars,
just
almost
3.1
million
dollars.
G
In
this
category,
we've
been
two
components:
first
charter
and
contract
schools,
and
so
here
within
maryland,
there's
a
law,
the
governance
of
funding
for
our
charter
and
contract
schools
and
as
the
board
members
are
aware
here
in
anne
arundel
county,
we
have
four
such
schools.
All
of
them
have
a
contract
with
the
board
of
education
that
governs
their
enrollment
caps.
G
All
four
schools
in
the
year
ahead,
fy22
will
have
reached
their
contractual
enrollment
cap,
so
there
is
no
increase
for
the
charter
contracts
due
to
enrollment
increases,
but
there
are
in
terms
of
their
per-pupil
expenditures
and
essentially
that
that
rising
tide
lifts
votes,
equivalently
applies.
Analogy
applies
just
as
well
here
to
our
charter
and
contract
schools.
G
G
Continuing
on
with
our
contractual
obligations
and
commitments,
we
opened
the
crofton
high
school,
the
first
ground-up
high
school
that
we
on
the
public
sector
had
opened
since
the
82-83
time
frame
and,
as
you
may
recall,
that
school
by
design
and
in
accordance
with
the
redistricting
plan
that
was
put
into
effect
to
populate
that
school
opened
a
school
up
this
year
for
ninth
and
tenth
graders.
Only
and
certainly
along
with
those
students,
came
to
transfer
of
some
faculty
members
from
both
arundel
and
from
south
river
high
schools.
G
G
The
next
slide
talks
about
teachers,
and-
and
this
is
a
little
bit
tricky
so
because
of
that-
let
me
speak
to
this
slide.
First
and
and
I'm
sure
dr
lotto
is
probably
wants
to
share
some
more
sentiments
on
this
slide.
But
in
years
past
we
have
become
accustomed
to
seeing
our
teacher
request
really
being
split
into
two
different
categories.
G
One
was
teachers
predicated
on
enrollment
growth,
so
that
essentially
was
like
a
break
even
number.
If
we
grew
by
x
hundred
students
or
x,
000
students,
we
would
use
those
mathematical
computations,
utilizing
the
staffing
grid
that
we
have
here
within
the
school
district
and
we
would
compute
how
many
additional
teachers
we
would
need
to
break
even
based
on
that
enrollment
growth.
F
Thank
you
alex
absolutely.
This
is
something
that
we
discussed
with
the
board
at
this
time
last
year,
as
we
were,
making
a
similar
request
to
the
county
executive
in
building
the
in
building
both
the
recommended
budget
from
the
superintendent
and
the
board's
budget
that
we're
going
to
move
forward
to
county
government.
F
As
you
know,
the
current
school
year
we're
in
we
were
not
able
to
because
of
the
the
pandemic
and
the
and
looking
at
the
maintenance
of
effort,
only
budget
plus
some
small
addition
that
the
county
council
was
able
to
give
us.
So
now
we
are
going
to
be
going
back
to
asking
for
a
portion
of
what
we
think
over
the.
Similarly
that
we'll
ask
for
over
the
next
several
years
to
close
that
gap
in
class
size
reduction,
alex.
G
Thank
you,
dr
lauda,
for
that.
For
that
perspective
and
the
history
lesson
to
get
us
all
up
to
the
state
of
the
current
and
on
the
same
page,
so
moving
forward
to
the
next
slide
in
terms
of
additional
requests
for
enhancements
of
student
for
student
achievement,
there
is
a
quest
request
for
two
new
positions
that
would
be
assigned
to
our
centers
of
applied
technology
north
specifically
to
support
two
new
programs
that
we
seek
to
stand
up.
G
I
think
we
can
all
recognize
the
role
and
the
value
that
computer
science
invade
information,
science,
coding,
computer
security,
etc
all
have
in
our
daily
lives
or
in
our
corporate
lives,
and
yet
here
within
anne
arundel
county,
we
really
find
ourselves
without
that
subject
matter,
expertise
to
be
able
to
put
together
the
curriculum
to
vet,
curriculum
and
content,
to
provide
the
professional
development
for
our
instructors.
So
they
can
deliver
that
in
a
high
quality
and
with
fidelity
to
our
students.
G
G
The
next
slide
talks
about
tripoli
and
and
I'm
going
to
cover
this
slide,
specifically
as
it
relates
to
the
glen
burnie
cluster.
But
then
I'm
going
to
pause
and
ask
dr
alato
to
to
share
a
few
more
thoughts,
and
maybe
some
of
the
rationale
for
why
this
request
might
not
be
as
large
in
terms
of
his
recommendation
as
what
some
might
have
been
expecting.
G
Those
are
the
standard
four
you'll
find
them
everywhere,
but
with
tripoli,
we're
allowed
to
grow
that
into
a
fifth
special.
So
again,
the
the
children
have
that
opportunity
of
that
fifth
element
and
the
instructors
get
that
additional
bit
of
time,
but
for
reasons
that
dr
lotto
will
elaborate
upon
shortly,
this
request
is
honed
only
to
completing
the
rest
of
the
glenn
bernie
cluster
and
when
this
was
put
forward
by
the
board
and
funded
by
the
county.
G
Previously
we
had
two
schools,
richard
henry
and
oakwood,
that
were
impacted
by
construction
and
therefore
the
infrastructure.
The
physical
plant
was
not
properly
situated
to
in
to
accept
and
support
tripoli,
but
now
they
are
so
these
two
and
a
half
would
help
complete
the
glen
burnie
cluster
and
with
that
I'll
turn
it
over
to
dr
lotto
to
speak
about
why?
Maybe
at
this
present
time,
you
don't
see
other
clusters
on
this
exhibit.
F
Thank
you
alex
and
alex's
members
of
the
board
right.
We
we
had
hoped
to
build,
build
out.
The
triple
e
program
actually
have
completed
the
build
out
several
years
ago,
but
we've
not
been
able
to
achieve
that
with
the
budgets
that
have
been
before
us
over
the
last
several
years.
We
have
five
more
clusters
to
finish
in
addition
to
completing
the
last
two
schools.
As
you
see
before
you
in
the
glen
burnie
cluster,
we
certainly
would
like
to
do
that.
That
is
our
goal.
F
G
Certainly,
thank
you,
dr
olano.
The
next
slide
covers
one
of
our
focus
areas
here
within
the
school
district
and
that
is
to
support
our
special
education
eligible
students.
So
it
is
broken
down
between
two
different
elements.
The
first
has
to
do
with
our
birth
through
21
programs,
and
this
is
a
service
delivery
model.
G
And
so
this
request
really
is
a
combination
of
two.
Our
special
education
numbers
of
students,
special
education,
eligible
students,
has
been
increasing.
So
this
is
an
enrollment
growth
element
partially
and
partially.
It
is
that
that
cataloging
of
the
service
hours
that
those
students
need
so
14.4
positions,
are
recommended
and
at
birth
to
21
program,
and
they
would
be
distributed
county-wide
to
those
schools
again
predicated
on
the
combination
of
enrollment
and
service
level
requirements
that
is
differentiated
somewhat
with
the
next
request.
G
The
next
area
is
one
that
probably
warrants
us
I'll
say
as
much,
but
in
all
likelihood
more
attention
than
ever,
and
this
has
to
do
with
the
social
emotional
needs
of
our
students.
It
was
always
great
as
dr
alato
and
the
board
know,
this
is
a
focus
area
of
dr
lotto's
administration
and
this
board,
as
it
has
been,
quite
frankly
with
our
county,
executive
and
county
council
members
as
well.
G
But
given
the
circumstances
we
find
ourselves
in,
this
request
is,
to
some
extent
slightly
muted
or
right-sized
again
based
on
the
economics
and
that
no
way
minimizes
the
the
need
or
the
business
case
for
the
support
in
these
areas.
So
going
through
the
details,
there
is
a
request
for
one
additional
psychologist:
three
additional
school
counselors
at
the
elementary
school
level,
again
to
tackle
those
schools
that
have
enrollments
northward
and
we
we
have
a
number
of
schools
with
enrollments
north
of
600
youngsters,
but
maybe
only
one
school
counselor
at
the
building.
G
So
these
would
be
allocated
to
those
schools
again
with
those
large
enrollments,
a
social
worker.
This
is
an
existing
position.
It
was
covered
by
a
grant
by
some
essentially
restricted
funding
at
our
mary
moss
at
j
albert
adams
academy.
The
the
funding
provisions
for
that
no
longer
allow
that
to
be
covered
by
the
grant
no
longer
allow
it
to
be.
G
In
more
of
that
restricted
vein
and
therefore,
in
order
to
keep
the
service
level
up
to
where
it
exists,
today,
we
we
are
essentially
looking
to
get
the
fte
authority,
so
we'd
get
the
the
0.5
position
and
cover
it
out
of
our
budget.
Specifically,
there
would
be
a
reduction
to
the
stipend
budget,
so
we're
essentially
just
asking
for
the
fte
authorization,
not
the
dollar
amount.
We
already
have
the
dollar
amount,
it's
a
reallocation
of
those
dollars,
social
worker,
slightly
different.
G
We
are
requesting
for
an
additional
social
worker,
1.0
replacement,
and
then
finally,
there
is
a
secretary,
that's
assigned
to
the
student
services
office
that
interacts
with
our
mckinney-vento
eligible
students,
and
that
is
our
homeless
population,
and
it
is
this
secretary.
I
you
know
somebody
asked
me
to
describe
I
I
said
it's
like
the
air
traffic
control
tower
person.
G
Really
it's
the
glue
that
holds
the
connections
together
for
those
homeless
students
to
ensure
that
they
have
appropriate
transportation
to
their
instruction
or
co-curriculars
ensures
that
we
can
build
those
outreach
bridges
to
some
of
the
other
state
or
the
county,
supporting
elements
that
that
family
or
that
student
could
be
eligible
for
as
well.
So
it
would
be
a
loss
to
no
longer
have
that
secretary
position
again.
It
was
previously
grant
funded
we're
not
able
to
do
that
anymore.
G
Really
this
this
new
pandemic
and
sort
of
learning
modality
that
we're
in
has
accelerated
the
need
for
these
elements,
and
so
there
are
four,
the
first
one
being
an
a
curriculum
assessment
tool.
I
ready
it
is
a
tool
and
instrument
that
we
have
already
procured
the
initial
year.
The
year
we're
in
was
funded
by
by
federal
grants.
G
So
this
additional
funding
would
be
to
allow
us
to
transition
that
assessment
tool
from
grant
funding
over
to
general
operating
funding.
And
while
I've
used
the
assessment
word
a
couple
times.
It
not
only
assesses
the
students
in
terms
of
where
they
are
at
that
particular
time
with
respect
to
where
they
would
and
should
be
on
their
learning
curriculum.
G
But
it
also
helps
that
teacher
that
faculty
member
create
an
individualized
learning
plan
for
that
students
to
identify
where
those
gaps
or
sporadic
deficits
may
be
in
that
child's
learning,
potentially
or
maybe
even
largely
attributable
to
again
this,
this
virtual
or
hybrid
environment
that
we
found
ourselves
in
and
be
able
to
construct
a
pathway
to
close
that
and
bring
the
child
fully
up
back
to
on
par.
In
terms
of
meeting
the
standards.
G
13
really
showed
some
of
the
gaps
that
the
school
district
had
on
that
technology
front
and
specifically
in
terms
of
having
an
integrated,
orchestrated
learning
delivery
platform
that
not
only
supports
the
the
content
for
learning
but
also
supports
assessments
and
provides
our
instructors
a
way
to
assign
collect
grade
and
distribute
the
results
and
provide
meaningful
feedback
on
that
instruction.
So
this
learning
management
suite
that,
along
with
the
google
suite,
will
allow
us
to
get
there
again.
The
first
year
was
funded
by
federal,
grant
funding.
G
Chromebooks.
I
probably
don't
have
to
go
into
tremendous
depth
on
this.
A
year
ago,
when
we
sat
here
in
early
january,
we
were
not
a
one-to-one
district.
While
we
had
certainly
made
investments
in
technology
for
our
students,
just
like
our
staff,
there
was
certainly
no
plan
to
rapidly,
and
by
rapidly
I
mean
almost
overnight,
bring
the
school
district
up
to
a
one-to-one
ratio.
G
And
just
as
I
indicated
with
the
laptops
for
teachers,
the
chromebooks
for
students
do
have
sort
of
a
planned
obsolescence.
Again
is
about
that
four
year,
time
frame,
assuming
that
the
machine
is
well
cared
for
and
our
students
are
very
kind
to
that
machine.
It
will
certainly
has
the
capacity
to
last
four
years.
Unfortunately,
some
of
them
haven't
lasted
the
entire
four
years.
But
again
this
funding
will
allow
us
to
be
able,
on
a
cyclical
basis,
to
replace
those
student
chromebooks.
G
Certainly
it
was
not
to
the
robustness
or
scale
that
is
now
required
in
terms
of
being
able
to
support
virtual
learning,
virtual
learning,
platforms
and
programs
of
choice
for
our
students
that
are
either
in-home
instruction,
but
wish
to
avail
themselves
of
some
of
the
offerings
that
we
have
here
within
the
school
district.
So
this
587,
588
thousand
dollar
request
would
fund
seven
positions
and
some
technology
enhancements
to
allow
us
to
continue
to
grow
and
build
and
support
a
robust
and
fully
functioning
virtual
learning
and
home
instruction
program.
G
So
traditionally
we
would
kind
of
pause
here
and
sort
of
focus
on
the
operating
budgets,
but
I
am
going
to
sort
of
take
a
facilitative
move
here,
madam
president,
and
just
continue
through
the
capital
budget,
because
it
is
very
brief.
It
will
be
not
even
five
minutes
and
then
maybe
at
that
point
in
time.
We'll
turn
it
back
over
to
superintendent
or
lotto,
mr
president,
and
then
over
to
you
and
your
colleagues.
G
G
In
terms
of
the
funding
update
briefly
from
the
state.
As
of
now,
we
have
requested
a
total
of
65.1
million
dollars,
I'm
sorry
from
from
the
state,
actually
a
little
bit
more.
We've
received
about
18
million
dollars
the
request.
The
remaining
balance
of
the
65.1
million
dollar
request
is
still
out
there.
The
state
doles
their
monies
out
in
three
three
phases:
three
slugs:
this
is
the
results
at
the
end
of
round
one.
G
There
is
the
annual
matter
of
us
being
able
to
provide
modest
compensation,
increases
for
our
employees
to
maintain
competitiveness
with
our
neighboring
jurisdictions
and
remember:
that's
both
a
recruitment
and
a
retention
right.
We
have
to
keep
our
eye
on
both
balls
up
in
the
air
simultaneously.
Both
recruitment
and
retention
and
remember
the
maryland-
is
a
net
importer
of
teachers.
G
I
did
say
again,
madam
president,
mr
superintendent,
I
would
cover
the
calendar
before
I
turn
it
over
to
you
to
just
make
sure
we
see
the
road
ahead
at
the
moment.
We
do
have
a
board
meeting
scheduled
for
the
17th
of
february
for
the
board
to
take
up
its
final
review
of
the
operating
and
capital
budgets
and
wait
through
any
amendments.
There
is
a
backup
date
on
the
18th.
G
Should
a
continuation
or
additional
hours
be
required
for
that
effort.
We
are
required
by
our
charter
to
remit
the
board's
requested
operating
and
capital
budgets
to
the
county
executive.
No
later
than
march,
the
1st
the
county
executives
already
announced
town
halls,
some
of
which
have
already
occurred.
Some
of
them
are
continuing.
G
The
county
executive
is
required
no
later
than
may
the
first
to
transmit
his
recommendations
to
the
county
council
for
the
county-wide
again
his
department,
his
direct
reports,
as
well
as
his
component
units
new
later
to
may.
The
first
if
passed,
is
prologue.
The
county
council
has
typically
had
at
least
two
public
hearings
in
the
month
of
may
to
gather
inputs
similar
to
what
town
hall
function,
that
the
county
executive
is
currently
partaking
of
and
no
later
than
the
15th
of
june.
The
county
council
has
to
conclude
and
adopt
a
final
budget.
F
F
C
Wonderful.
Thank
you,
mr
chuck.
Nobody
for
your
wonderful
presentation.
The
only
thing
was
missing
was
really
like
a
soundtrack.
You
kind
of
need
the
ojs
for
the
love
of
money
in
the
background
money,
money,
money,
money,
something
like
that,
but
I
really
have
no
questions.
It
was
such
a
thorough
presentation.
So
thank
you
again.
H
Thank
you,
dr
alato,
and
thank
you,
mr
shaknovich,
for
this.
I
thought
it
was
a
thorough
presentation
well,
and
it
answered
some
of
my
questions
I
sent
over
to
you
guys
as
well.
So
thank
you
for
that,
but,
based
on,
I
do
have
a
few
additional
questions
and,
if
we're
doing
it,
the
president-elect,
like
we
normally
do
I'll
just
do
two
at
a
time.
H
G
They
are
all
off
of
state
and
large
intergovernmental
purchase
agreements,
but
the
manufacturers
of
the
devices
are
different,
and
so
we
we
like
other
school
districts
because
all
of
us
had
to
rapidly
scale
up
miss
antoine,
as
you
can
well
imagine,
and
the
state
and
others
already
had
in
place
very
large
volume
discount
programs
that
we
could
avail
ourselves
of.
So
we
researched
mr
barlow,
our
cio
and
his
team,
as
well
as
others,
research.
What
were
the
best
suited
devices
in
terms
of
making
model
and
manufacture?
H
Excellent,
thank
you
so
so
the
reason
I
brought
it
up
was
because
I
was
thinking
the
more
the
merrier
owner
contract
right
and
it
reduces
our
our
cost
there,
but
understanding
that
it's
on
on
a
purchase
agreement
that
we've
already
added
to
that.
That
helps
me
understand
the
pro
process.
For,
for
those
specific
laptops.
G
And
I
can,
I
can
assure
you
one
one
thing:
miss
antwine,
that
that
those
large
equipment
manufacturers
and
and
you're-
probably
familiar
with
it,
probably
from
your
background
as
well
in
the
federal
sector.
There
is-
and
this
is
my
words-
there
is
preferential
pricing
that
goes
to
government
entities
and
then
government
entities
also
being
tax
exempt,
do
not
have
to
pay.
G
You
know
the
taxes
on
those
public
sector
computers,
so
the
price
that
we
are
receiving
both
for
the
teacher
machine
and
a
student
machine
is
much
more
favorable
than
one
would
get
by
going.
You
know
to
any
retail
operator
in
the
area.
It
is
predicated
on
very
large,
very
large
multi-jurisdictional
and,
in
some
cases,
multi-state
acquisitions.
H
Thank
you,
mr
shannon,
that
helped
too
tremendously
to
understand
and
and
realizing
that
these
are
definitely
requirements.
I
was
just
looking
at
how
we
could
best
do
this,
as,
as
our
budget
opportunities
become
more
minimal.
I
guess
so,
but
thank
you
for
letting
me
know
that
and
for
that
explanation,
so
I
had
questions
about
grant
but
I'll.
Let
the
next
round
go
through
first.
H
So
my
second
question
then,
would
be
about
the
triple
e
for
dr
alato.
I
understand
from
you
that
there
are
five
clusters:
the
left
to
complete
the
the
I
would
say
the
mission
of
having
triple
e
across
the
board
in
our
elementary
schools,
which
five
clusters
are
left.
If,
if
we
get
the
funding
for
glen
burnie,
please.
C
F
Yeah
we,
we
finished
out
glenn
bernie
actually
two
years
ago,
two
budgets
ago,
except
for
two
schools,
and
that
was
richard
henry
lee
and
oakwood,
and
they
were
richard.
Henry
lee
was
undergoing
construction
two
years
ago.
It's
now
completed,
but
two
years
ago
they
were
beginning
construction,
so
they
had.
The
students
were
moved
physically
to
share
space
at
crofton
middle
school.
So
that
was
not
a
time
to
add
to
add
the
program.
F
In
addition,
the
some
of
our
youngest
students
from
richard
henry
lee
were
being
moved
to
oakwood,
and
so
the
space
that
oakland
would
have
used
for
tripoli
was
now
being
occupied
by
the
pre-kers
from
richard
henry
lee.
Now
that
richard
henry
lee
is
back
in
operation
as
a
school,
we
want
to
complete
the
tripoli
for
the
entire
cluster,
which
are
only
two
schools
remaining
again
richard
henry
lee
and
oakwood.
D
Thank
you.
I
want
to
thank
mr
psychologist
because
his
his
presentation
actually
answer
answered
most
of
my
questions
and
I
did
have
quite
a
few,
but
you
did
answer
most.
I
have
a
few
one.
Will
we
be
seeking
additional
grants
to
continue
with
the
I
ready
and
the
learning
management
system,
or
are
we
solely
relying
on
funding?
Can
we
can
we
apply
for
those
grants
again.
F
So
we
will,
we
will
always
be
looking
out
for
grant
funds
to
assist
in
the
work
that
we're
doing
that's
something
we
do
and
you're
familiar
with
mr
silkworth
ongoing.
So
we're
always
looking
for
those
grant
opportunities
we
do
need
to,
for
longevity
sake,
begin
to
build
this
one-to-one
and
virtual
program
into
our
operating
budget
in
some
way
shape
or
form.
F
So
it's
not
only
the
hardware
and
the
chromebooks
and
the
and
the
laptops
for
teachers,
but
we're
also
need
to
continue
to
purchase
the
agreements
that
we
have
with
google
and
now
our
learning
management
system.
So,
yes,
we
will
continue
to
seek
grant
funding
into
the
future,
but
with
no
guarantee
that
it
will
be
there
for
for
the
years
to
come.
We
feel
it's
prudent
that
we
build
it
into
the
operating
budget,
so
we
make
sure
that
we
have
the
supports
for
those
in
access
next
year
and
beyond.
D
Okay,
thank
you,
and
we
talked
about
that.
You
talked
about
the
status
of
the
health
care
fund.
You
know
a
few
years
ago
there
was
somewhat
of
a
scare
about
the
health
care
fund
and
the
unions,
all
kind
of
got
together
to
help
fix
that.
I
just
wanted
to
get
a
sense.
Are
we
okay
for
the
next
few
years
when
it
comes
to
the
health
fund.
F
Well,
we
are
indeed
and
mr
sheknovich,
if
you
like,
to
respond,
but
I
would
like
to
say,
mr
silkworth,
that
we're
very
appreciative
that,
at
a
time
of
need
with
our
school
system,
that
our
bargaining
units
came
together,
recognized
the
issue
that
we
were
in
and
wanted
to
contribute
to
a
solution.
So
it
was.
It
was
truly
a
collaborative
effort
and
alex
regarding
the
the
current
fund
status.
G
Sure,
and
and
yes,
dr
and
mr
silkworth,
you
may
also
remember
that
our
county
executive
at
that
time
also
worked
with
msde
and
the
school
district
to
make
some
additional
contributions,
above
or
outside
of
moe,
to
help
sure
that
fund
funding
up.
So
it
was
a
team
effort
at
the
present
time,
our
health
care
fund
is
is
in
sound
shape.
We
are
not
concerned
actually
in
terms
of
our
ability
to
pay.
G
G
Understanding
all
that,
mr
silkworth
and
you
know
I'm
a
budget
guy
right.
So
I
can.
I
can
hold
a
dollar
tight,
sir,
but
this
is
not
an
area
that
we
want
to
scrimp
on
it
truly
in
healthcare.
Preventive
maintenance
pays
off
and
we
all
to
the
extent
that
we
all
have
a
circle
of
influence.
Please
continue
and
encourage
folks
to
go
to
their
doctors,
get
their
preventative
care
continue
with
their
prescriptions.
G
I
F
I
F
F
Well,
so
so
that's
it
so
so
that
that
parts
are
is
a
really
good
question.
We
have
we've,
never
been
a
one-to-one
jurisdiction
before
a
one-to-one
school
system,
so
this
is
new
for
us
most
jurisdictions
take
well
over
a
year,
if
not
two,
two
to
plan
out
how
to
move
to
one
to
one.
So
this
is
one
of
the
questions
that
we're
talking
about.
F
Do
we
collect
them
from
the
student
over
the
course
of,
and
and
maintain
them
update
them
clean
them
over
the
course
of
the
summer
and
then
hand
them
back
out
in
the
fall?
We
have
many
students
that
we
hope
will
take
advantage
of
summer.
Programming
like
we
did
last
summer,
and
so
we
may
very
well
have
them
keep
the
laptop.
F
I
mean
keep
the
chromebook
over
the
course
of
the
summer,
if
they're
in
fact,
engaged
in
one
of
our
summer
programs,
whether
it's
the
high
school
level
or
the
elementary
level
or
one
of
our
camps,
we
have
I'll
be
very
honest.
We
have
not
quite
worked
out
all
the
details
on
that
yet
because
we're
not
sure
what
will
work
best
we
are.
F
F
I
All
right,
we
don't
need
to
get
too
too
deep
in
the
weeds.
I
think
that's,
okay,
I
just
I'm
trying
to
get
an
idea
if
there
are
going
to
be
refurb
costs.
Are
those
costs
going
to
be
covered
by
this
budget?
Are
those
potential
increases
that
we
could
be
seeing
later
in
the
year?
Those
kinds
of
you
just
kind
of
feel
that
out.
F
Yeah,
so
we
we
are
expecting
to
have
a
certain
percentage,
a
certain
amount
of
breakage
and
loss
and
damage
on
chromebooks.
We've
figured
some
of
that
in
because
we've
not
had
any
experience.
Yet
we
have
no
actual
costs
to
really
show
us
on
how
to
move
forward,
but
we
have
budgeted
an
amount
that
right
now
the
breakage
and
damage
has
exceeded
what
we
have,
what
we
originally
budgeted
based
on,
what
we're
seeing
with
the
use
of
the
chromebooks
now,
mr
stansky
anything
to
add
to
that.
B
I
E
J
Yeah,
I'm
going
to
start
with
a
with
a
comment
about
the
chromebooks.
This
is
exactly
my
fear,
little
kids
bringing
chromebooks
back
and
forth
to
school.
What
could
go
wrong,
a
fair
amount
and
I
worry
about
the
burden
of
the
cost
of
the
replacement
on
families,
especially
if
those
families
can't
afford
that.
I
do
worry
about
this
going
forward.
That's
not
a
it's
just
a
commentary,
something
to
think
about,
so
I
I
do
have
a
few
questions.
J
My
first
question,
I
think,
would
be
useful
for
our
especially
for
the
our
newest
members
to
to
hear,
because
there
was
a
lot
of
confusion
between
this
board
and
the
county
council
last
year
on
this
topic,
and
that
is
what
do
we
need
to
ask
for,
and
what
do
we
not
need
to
ask
for
do
we?
It
was.
It
was
understood
by
the
last
budget
that
we
asked
for
funding,
but
that
we
have
position
control.
We
don't
have
to
ask
for
a
particular
position
title
because
we
have
position
control.
J
G
G
So
our
budget
request
is
tied
to
ftes
and
we
would
not,
for
example,
be
able
to
absent
councilmanic
approval.
We
could
not,
for
example,
take
special
ed
positions
and
cash
them
in
for
operations,
positions
or
even
general,
educators
or
administrators
whatever
so
there's
a
a
categorical
element
to
that,
and
then
there's
an
inner
categorical
thing.
G
So,
while
it
is
true
that
that
the
county
doesn't
have
position
control,
so
a
teacher
is
a
teacher
as
a
teacher
and
it's
under
the
superintendent's
purview
of
that
fte
becomes
a
third
grade
teacher
at
oakwood
or
a
seventh
grade
teacher
at
at
you
know:
mead
middle
school
or
whatever
that's
under
the
superintendent's
authority.
We
do
have
an
authorized
strength
and
that
authorized
strength
is
tied
to
ftes
by
way
of
funding.
G
Basically,
so
while
they
don't
authorize
the
fte,
they
authorize
the
funding
for
that
fte
and
in
order
to
make
sure
that
we're
transparent,
not
disingenuous
to
our
public
writ
large.
If
we
say
we're
going
to
use
the
the
money
in
a
manner
on
an
ft
or
whatever,
there
is
some
caution
about
taking
that
and
altering
that
in
some
meaningful
manner.
J
Right,
yeah,
no,
I'm
not
suggesting
altering
anything.
I
just
want
it
on
record
just
so
that
especially
our
new
folks
understand
that
we
don't
ask
for
position.
Titles
as
it
were.
We
asked
for
funding
for
new.
We
asked
for
new
fte
in
the
funding
associated
with
that.
There
was
some
back
and
forth
last
year
about
what
what
is
under
our
our
our
purview
and
what
isn't
so.
I
just
wanted
to
to
make
that
clear.
My
next
question
has
to
do
with
pre-k
funding
and
kindergarten
funding
and
what
is
already,
what
is?
J
G
Sure
so
let
me
let
me
answer
that
question
in
three
parts
by
federal
state
county
I'll,
take
them
actually
in
reverse
order
in
in
county
funding
in
terms
of
the
mains
of
effort
provisions
as
they
exist
today,
pre-kindergarten
students
are
not
funded
or
not
required
to
be
funded
by
a
local
county
government.
So
that's
a
hundred
percent
at
their
discretion
if
they
wish
to
do
that
or
not,
but
they
are
under
no
obligation
at
present
to
do
so
at
the
state
level.
G
G
Now
there
is
some
funding
from
the
state,
for
example,
for
students
that
might
fall
into
some
of
the
subgroups
or
on
a
grant
basis,
but
not
in
terms
of
the
unrestricted
operating
budget
of
the
state
as
it
exists
today
and
in
a
moment
I'll
answer
your
your
future
scenario
and
then,
finally,
on
the
on
the
federal
forefront
again,
there
is
some
limited
restricted
monies
for
select
student
groups
at
the
federal
level,
albeit
very
small,
and
very
targeted.
It's
it's
largely
of
a
grant
of
a
grant
variety.
G
So
what
happens
with
the
blueprint
funding
tbd?
As
I
said,
multiple
tbds
right.
So
there
is
we're
hearing
a
vote,
maybe
about
some
sort
of
an
override
of
the
governor's
veto.
Some
amendments
likely
are
going
to
be
in
the
offing.
Quite
frankly,
there
has
to
be
some
amendments.
Some
of
the
deadlines
have
already
passed,
so
they
can't
simply
just
pass
it,
as
is
so.
G
We
will
see
there
is
not
currently
an
explicit
requirement
in
the
blueprint
that
the
state
I'm
sorry,
that
the
county
fund
pre-k
across
the
board,
so
that
still
does
not
exist
across
the
board.
County-Wide
there
are.
There
is
a
expanded
funding
window
on
the
part
of
the
state
to
incrementally
fund
more
pre-k
opportunities
across
the
county
across
counties.
Plural,
to
the
extent
that
the
state
funds,
those
opportunities
there
will
be
a
requirement
on
the
part
of
local
governments
more
likely
than
not
to
match
those.
G
That's
that's
the
current
thinking,
but
they're.
You
know
we
we
have
here
in
the
school
district,
just
kind
of
big
round
numbers.
You
know
almost
2
000,
pre-k
kids,
there's
no
requirement
for
the
county
government
to
fund
any
of
them
right
now,
not
a
single
one,
so
tbd,
let's
see
where
that
goes,
but
even
some
funding,
even
the
matching
schema,
would
at
least
begin
to
fund
some
of
our
pre-k
youngsters,
but
really
miss
schalheim
to
fix
that
issue,
and
this
isn't
just
my
belief.
This
is
you
know.
G
If
you
go
to
the
state
budget
websites-
and
you
take
a
look
at
them
all
those
calculations
are
public,
you'll,
see
them
up
on
msde's
budget
offices
website
and
you
will
see
explicitly
how
they
take
our
enrollment
and
the
very
next
column
over.
You
go
to
the
very
next
column
to
the
right
from
total
enrollment
and
you
will
see
a
big
minus
sign
and
that
is
a
minus
for
every
single
pre-k
youngster
ft
on
ft
basis
that
we
have
here
in
the
school
district,
and
so
they
are
backed
out
of
the
certain
funding.
G
The
base
foundation,
funding
on
the
part
of
the
state,
as
it's
currently
constructed,
and
naturally
the
state
whether
the
state
did
or
did
not
pass
some
variant
of
the
blueprint
funding,
miss
schoenheim
that
wouldn't
impact
the
federal
governments.
They
would
have
to
look
to
some
sort
of
an
expansion
compromise
between
the
administration
and
the
legislative
branch
of
the
federal
government.
J
G
G
G
We
are
not
being
explicitly
funded
for
pre-k
other
than,
for
example.
There
is
a
request
in
this
budget
to
fund.
Yet
two
more,
you
know
pre-k
teacher
positions
or
something
like
that.
So
there
is
some
incremental
funding,
but
it
is
truly
at
the
fringes.
It
doesn't
even
make
a
dent
in
terms
of
the
baseline
funding
that
we
would
need
to
support
what's
soon
to
be
almost
2
000
pre-k
youngsters.
G
Probably
I'm
sorry,
I'm
sorry
michelle
and
the
one
thing
I
I
also
want
to
opine
on
is
that
I
don't
want
to
fall
into
the
trap
that
we
did
back
in
2005
2007
and
dr
lotto
has
spoken
about
this
publicly
in
in
in
venues.
I've
been
in
that
one
can't
forget
that,
along
with
a
mandate
to
expand
to
full
day
large
scale,
full-day
pre-k
opportunities
and
the
operating
budget
side,
there
has
to
be
some
consideration
on
the
capital
budget
side
as
well.
G
That's
how
we
fell
into
this
issue
of
the
mandate
for
kindergarten
came
into
effect.
At
least
the
onset
of
it
came
into
effect
in
2005
and
in
your
capital
budget.
Before
you
now
fy
22
you're,
going
to
see
a
funding
request
for
the
last
two
kindergartens,
a
journey
that
we
started
on
so
to
the
extent
that
may
mr
willams
miss
glendenning,
others
advocate
make
sure
that
the
conversation
has
both
the
operating
and
capital
components
synchronized
together.
J
K
Yes,
thank
you
and
thank
you
again,
mr
shaknowitch,
for
your
presentation
very
helpful
and
yeah
just
to
to
follow
up
on
ms
scholheim's
comment.
It
is
my
understanding
that
the
pre-k
funding
was
sort
of
a
central
aspect
of
what
was
intended
in
the
blueprint.
So
we
shall,
as
you
say,
tbd
we
shall
see
how
that
how
that
emerges.
G
K
G
K
K
So,
with
regard
to
the
request
for
129
teachers,
as
you
noted,
mr
sheknovich,
we
are
a
net
importer
of
teachers
in
this
state
and,
as
you
also
noted,
we
we
face
the
challenges
of
compensation
that
compares
well
with
surrounding
jurisdictions
and
so
forth.
So
I
guess
I
just
I
sort
of
have
a
pretty
maybe
blunt
and
basic
question,
which
is:
do
we
think
and
and
dr
arlotto
is
probably
in
the
best
position
to
answer
this:
do
we
really
think
we
can
hire
those
129
teachers?
Are
they?
F
So
yeah,
I
think
the
short
answer
is
yes:
we
we
believe
we
can
hire
them.
There
will
always
be
some
difficulty
in
very
specific
positions
where
it's
not
just
the
state
of
maryland,
but
across
the
country
that
we're
having
difficulty
finding
in
some
very
specific
areas.
High
needs
areas,
but
yes,
we
have.
Our
hr
department,
did
a
fabulous
job,
recruiting
and
preparing
for
this
current
school
year
and
the
one
before
where
we
had
a
big
influx
of
the
numbers
of
teachers,
we're
able
to
bring
in
we've
had
some
real
success.
F
F
If
you
have
to
go
out,
but
with
a
staff
as
large
as
ours,
we're
always
going
to
have
a
a
turnover
we,
we
average
around
10,
which
is
the
national
average
for
turnover
for
people
that
move
following
a
spouse
or
retirement
or
seeking
other
other
job
areas.
But
we
have
a
our
hr
department
does
a
very
good
job
and
we
have
to
again
no
rest
for
the
warrior.
K
K
Clusters,
obviously
we
we're
all
here
to
make
decisions
and
for
and
serve
the
entire
county,
but
with
the
exception
of
our
student
representative,
all
of
us
are
also
elected
by
voters
in
these
particular
districts
and
so
part
of
our
oversight.
Responsibility
has
to
do
with
being
able
to
assess
clearly
and
again.
The
eye
here
is
on
equity,
not
equality
but
equity,
how
the
funds
are
being
allocated
and,
and
is
that
possible?
Will
that
be
possible?
F
I
would
caution
you
in
that
in
some
clusters,
you'll
see
more
grant
funding
and
title
funding
like
title
one
in
certain
areas
that
you
will
not
see
in
others,
and
therefore
you're
not
going
to
be
comparing
apples
to
apples,
because
you
have
to
take
into
account.
As
you
said,
the
equity
piece
right.
It's
not.
We
create
equal
funding
in
terms
of
staffing
and
the
needs
of
each
school
and
then
to
get
to
equity
is
the
addition
needed
to
level
a
playing.
G
F
In
each
of
those
clusters
at
each
of
those
schools,
so
I
would
caution
you
in
doing
a
comparison
of
cluster
to
cluster.
To
say
I
was
elected
for
this
cluster
and
you
were
elected
for
that
cluster
and
one
is
getting
more
money.
The
explanation
and
the
understanding
would
have
to
be
very,
very
clear
for
both
the
board
and
the
public.
K
Right,
no,
I
mean
this
is
complex.
This
is
not
simple
and,
as
we
know,
equity
is
not
simple
right.
I
mean
this.
This
requires
different
layers
of
understanding,
of
what
the
need
actually
is,
but
I
do
think
going
forward.
It
is
something
we
need
to
think
about,
because
it's
it's
a
level
of
transparency.
I
think
that
could
be
valuable,
but
I
also
think
because
we're
a
big
district
we
have
areas
of
the
county
that
are
have
different
density
or
or
or
demographics,
or
all
sorts
of
things.
K
So
you
know
you
have
something
that
sort
of
gives
you
that
that
lens
and
that
understanding.
So
it
may
also
be
something
that
we
might
think
about
applying
to
our
budgets
in
this
way
as
a
way
of
understanding
exactly
those
subtleties
and
those
differences
that
you
are
talking
about,
dr
alato,
that
I
think
do
need
to
be
understood.
K
E
L
You,
dr
alato,
and
thank
you
to
your
team
and
staff
for
an
outstanding
job.
Both
of
my
questions
are
relevant
to
recovery
learning
and
I
I
think,
especially
after
we
had
our
special
session
and
I've
been
thinking
about
it
a
little
bit
more
and
so.
Could
you
go
over?
There's
two
focuses
relevant
to
the
budget.
L
Could
you
further
elaborate?
My
first
question
is:
could
you
further
elaborate
on
the
positions
as
it
supports
in
relationship
to
tutors
and
that
category
not
necessarily
a
tutor,
but
that
category
of
support
and
then
also
my
second
question-
is
have
have
you
completed
an
analysis
that
would
include
an
understanding
of
budget
implications
as
it
relates
to
summer
recovery
learning?
I
know
that
last
year
we
did
some
small
groups
etc,
etc,
and,
of
course
our
teachers
are
busy
in
in
their
professional
education
and
is
this
included
in
it?
F
So
the
bulk
of
that
spending
occurred
through
funding
through
the
cares
act,
and
so
we
utilize
those
monies
one.
You
say
in
two
count
as
you
talked
about
in
in
a
number
of
categories,
but
you
specifically
mrs
crocodile
mentioned
tutoring,
which
is
ongoing
now
and
it
has
been
throughout
the
year
and
so
paying
stipends
for
teachers
to
do
that.
Work.
F
F
You
may
be
aware
that
congress
has
passed
some.
What
we'll
call
cares
act
two,
and
so
we
are
due
some
additional
monies
that
will
be
able
to
spend
over
the
course
of
the
next
two
fiscal
years
to
work
with
our
students
to
help
make
up
spending
in
that
we've
had
to
spend
in
this
covert
environment,
and
certainly
for
those
students,
you
say:
learning
loss
learning
recovery.
F
F
Funding
we'll
have
to
write
a
plan,
submit
it
to
msde
for
their
approval
and
once
it's
been
approved,
then
they'll
begin
to
fund
those
additional
things
we
want
to
do,
including
working
with
our
students
that
have
had
this
disrupted
education
as
a
result
of
covet
and
doing
some
continued,
tutoring
and
certainly
summer.
Programming
will
be
a
key
to
that,
mr
stansky.
Anything
to
add
to
that.
B
G
And
dr
alado,
this,
the
board
will
recall
that
the
the
first
crunch
of
money
that
covers
the
summer
schools
and
and
the
tutoring
and
disrupted
learning
loss
recovery
was
voted
on
and
approved
by
the
board
as
a
first
quarter
transfer.
And
we
took
that
to
the
not
only
msd.
But
we
took
that
to
the
county
council
as
well,
to
the
extent
that
we
receive
additional
monies
from
a
keras
round.
Two
we'll
have
to
follow
the
same
process
as
well,
not
just
soliciting
msds
but
miss
corker.
L
L
Why
don't
we
see
tutors
or
some
of
this
stuff
sitting
in
the
proposed
budget,
and
so
I
just
wanted
to
make
sure,
because
I
also
know
that
our
library
partnerships
is
with
our
libraries,
bricks
and
parks
and
of
course
you
know
great
shout
out
to
our
boys
and
girls
clubs
partnership,
you
know
with
dr
brown
and
others
are
all
pitching
in
in
addition
to
what
we're
doing
so.
Thank
you
guys
so
very
much.
L
A
Thank
you
and
miss
crocodile.
You
pick
up
one
of
my
questions,
and
so
I
appreciate
that
because
I
have
a
few
so
thank
you
that
is
exciting
news
that,
because
I've
the
summer
school,
has
been
heavy
on
my
mind
and
I'm
glad
that
we're
gonna
seek.
That
cares
funding
for
that
purpose.
Okay,
so
a
couple
of
questions,
I'll
start
with.
So
if
the
blueprint
override
happens,
I've
heard
that
maybe
the
the
funding
impact
might
be
more
slowly
walked
in
because
of
the
economic
circumstances.
A
Could
there
be
mandates
within
the
blueprint
legislation
that
are
actually
going
to
tie
up
some
of
our
money
for
mandated
spending?
So
in
other
words,
we,
where
we
work
on
our
budget
and-
and
you
know,
we're
thinking
one
way
based
on
the
projections
that
are
before
us,
but
then
this
legislation
passes.
Do
we
suddenly
have
to
put
some
of
our
spending
into
other
areas
because
of
the
mandates.
G
Or
so
the
answer
to
that
is
potential.
I
mean
it
potentially.
Yes
right,
I'm
answering
a
hypothetical
with
a
speculative,
so
there's
just
so
much
yet
remains
to
be
seen.
I
mean
you
know
honestly.
Is
there
an
override
right
and
then
what
adjustments
I
mean
there
can
be
adjustments
in
really
three
arenas:
miss
miscellas
one
adjustment
may
just
be
timeline
or
time
frame
for
these
different
implementation
milestones
or
phase-ins,
and,
and
that
might
be
an
affordability
factor.
G
The
second
adjustment
could
be
to
requirements
right.
So
what
is
actually
the
requirement
and
that's
going
to
come
with
the
third
part
of
it?
Ms
ellis
is
the
who
is
paying
for
this
requirement
right
I,
and
that
is
probably
going
to
come
into
three
different
flavors,
there's
probably
going
to
be
some
of
it
that
the
state
is
just
going
to
be
willing
to
pay
all
of
it.
G
There
is
some
of
it
that
may
be
a
matching
kind
of
requirement,
but
it's
optional
matching,
but
optional
means
there's
some
local
control.
Some
local
decision
making
option
opportunities
right,
but
there's
the
chance
for
the
third
one
it
could
be
required,
but
not
optional,
and
to
the
extent
that
it's
required,
but
not
optional,
and
contains
a
funding
obligation,
a
mandate
on
the
county
government.
G
Would
be
faced
with
the
prospects
of
maybe
giving
us
additional
revenue
or
resources
or
yes,
we
may
have
to
read
re-examine
and
redeploy
our
existing
resources
to
redirect
them
towards
either
a
mandate.
Do
we
have
no
choice
or
a
softer
mandate
that
we
may
have
some
opt-in
or
election
capacity,
and,
if
that
helps
any.
A
A
G
A
A
A
So
I
was
able
to
follow
up
with
our
county
councilman,
and
I
do
know
that
a
lot
of
citizens
are
still
speaking
up
with
concerns
about
our
school
capacity
still
concerned
that
west
county
elementary
stays
on
track,
arundel
middle
edition
feasibility
for
a
new
west
county
middle
school
and
high
school.
So
there's
still
very
a
lot
of
concerns
over
in
this
part
of
the
county
about
this
growth.
So
can
you
explain
that
capital
cycle
that
that
we
go
through.
G
G
Here
with
you
know,
within
the
state,
so
they
are
actually
in
the
midst
of
starting
that
process.
But
our
product
here,
ms
ellis
again,
is
about
a
10-year
time
frame.
It
was,
it
was
published,
2015.,
we're,
gonna,
redo
it
again
here
soon
or
at
least
begin
on
it
here
soon.
So
the
the
schools
that
you
reference,
though
you
know
in
in
west
county-
I
I
would
say
that
you
know
the
cip
that's
before
you
does
in
fact
have
a
number
of
additions
in
the
western
quadrant
of
the
county.
G
G
The
north
part
of
our
county
is
other
than
maybe
some
of
the
areas
directly
around
the
airport
is
is
largely
developed.
It's
fully
built
out,
there's
not
really
much
capacity
for
greenfield
development,
so
going
all
the
way
back
really
to
county
executive
owens,
janet
owens,
when
she
you
know
coined
that
the
gold
coast
is
the
the
phrase
she
used
to
use
back
in
the
early
2000s.
G
The
west
county
area
really
has
been
the
area
slated
for
growth
by
our
development
and
zoning
decisions
not
made
by
this
board
at
all.
These
are
decisions
made
by
the
county,
but
it
has
been
the
focus
growth
area
and
then
yes,
because
of
that
we've
had
to
keep
pace
right
we
have
to.
We
have
to
keep
track
of
all
that
we
do
with
every
single
subdivision,
with
every
review
of
any
psych
plan
that
goes
through
this
county.
We
keep
tabs
on
that.
H
Thank
you,
dr
lotto,
and
mr
technology
again
for
for
these
explanations
and
for
expounding
on
much
of
what
I
would
have
asked
this
round
to
include
what
miss
corcodell
talked
about,
and
that
was
something
you
and
I
have
brought
up
together
before
as
well.
Is
the
student
enrichment
opportunities
utilizing
the
care
fact
for
that?
For
that
purpose?
So
not
a
question,
but
a
clarification.
H
G
The
care
zach
money
that
we
currently
have
will
will
carry
us
through
that
far
the
new
the
newly
announced
monies
that
we
don't
yet
know
to
wrote.
You
know
we
don't
know
the
rules
of
the
road,
yet
I
mean
we
don't
have
the
full
grasp
and
understanding
on
that
could
potentially
cover
us
into
fy
23
as
well,
but
that's
still
to
be
determined
in
terms
of
carers.
Number
cares
round
number
two,
it's
too
early
for
us
to
be
able
to
answer
that
right
now,.
G
Let
me
be,
let
me
be
careful
with
my
answer:
miss
antoine
because
there's
one
very
important
subtlety
and
that
subtlety
is
that
to
be
eligible
for
cares,
funding
our
offerings.
Our
programs
have
to
be
able
to
be
linked
to
the
pandemic
phenomenon
and
the
the
learning
modality,
etc.
So
I'm
I'm
going
to
make
up
two
completely
random
made
up
examples
for
you.
G
Okay,
I
mean
say
in
mead,
middle
school,
say
at
me:
middle
school
we've
had
an
art
program,
that's
thursday,
art
club
every
thursday
after
school,
we
have
art,
club
and
kids
can
sign
up
to
our
club
and
that's
been
there
for
like
nine
years
right.
We
we
can't
now
all
of
the
sudden,
take
those
existing
costs
and
transfer
that
over,
because
we
offer
that
before
pandemic,
that
wasn't
caused
because
of
the
pandemic,
but
say
for
example,
we
say
you
know
what
the
art
club
is
so
successful.
G
G
H
It
helps
helps
tremendously
and
that's
just
for
the
character
act.
So
if
there's
a
possibility,
especially
with
a
few
vetoes,
coming
down
the
line
and
maybe
some
more
changes
once
the
governor
announces
this
budget
tomorrow,
will
there
be
possible
additional
funding
for
learning
as
it's
been
traced,
learning
laws
and
learning
recovery,
and
I
wrote
that
one.
I
like
what
dr
a
lot
of
the
phrases
you
use.
I
wrote
that
down
that
disrupts,
disrupted
learning
due.
H
H
Know
we
I've
been
reaching
out
to
you
guys
about
these
particular
issues
and
one
wanted
to
understand
how
to
shape
possible
motions
for
the
board
if
necessary.
So
thank
you
for
that.
Then.
May
I
talk
to
you
about
the
maintenance
of
effort
and
and
the
funding
cost
per
student.
Are
they
one
and
the
same?
G
The
local
county
government
each
and
every
year
has
the
option
of
funding
us
above
maintenance
of
effort.
Okay,
any
year
they
can
fund
us
above
they
just
cannot
fund
us
below.
So
if
they
fund
us
exactly
at
maintenance
of
effort,
exactly
at
that
number
miss
antwine,
then
our
dollars
per
student
doesn't
change
by
a
single
penny.
H
I
H
G
If
both
the
state
and
the
county
government
decide
to
fund
us
at
the
mathematically
minimal
amount
of
dollars
that
they
possibly
could
and
if
that
was
in
fact
the
case
again,
our
dollars
per
student
wouldn't
decline,
but
the
over
and
overall
revenue
that
the
school
district
has
to
work
with
would
be
21
million
dollars.
Less
and
21
million
can
buy
a
lot
of
things.
So
we
would
have
to
cut
a
lot
of
things
to
find
a
way
to
make
up
the
21
million
dollars
somewhere.
H
Yes,
sir
understood,
thank
you,
then.
Finally,
it's
just
a
comment,
not
not
necessarily
a
question.
I
should
say
a
compliment
to
dr
tobin.
I
love
the
idea
about
getting
a
view
from
the
cluster
level
up.
I,
I
really
think
that
is
going
to
support
how
we
shape
the
budget
moving
forward,
especially
for
this
for
her
district,
so
that
we
can
come
in
and
make
more
specified
motions
based
on
the
needs
of
the
districts
as
well
as
the
entire
system.
So
thank
you
for
that.
D
Yes,
thank
you,
dr
elara.
I
just
have
a
couple
of
very
brief
questions
and
then
and
then
a
comment.
Our
substitutes
are
some
of
our
very
important
stakeholders
and
I
was
just
curious
and
if
you
don't
have
the
information
now,
you
could
always
send
it
to
me
what
it
would
cost
if
we
were
to
increase
substitute
pay
per
day
by
20,
just
curious
to
know
about
what
what
that
would
be
and
again,
if
it's
not
something
you
have
readily,
he
could
easily
send
it
to
me.
G
G
Okay,
because
right
now
there
is
an
existing
20
gap,
the
short-term
subs
get
paid
20
a
day
less
than
a
long-term
subs.
If
that
was
the
case,
then
the
two
individuals
would
get
paid
the
exact
same
amount.
So
we
just
want
to
get
you
the
answer
that
you
really
wish
for
and
that's
why
I'm
asking
that
clarifying
question.
G
F
We
we
can
we
we
do
have
that.
I
don't
have
a
total
for
you,
but
to
give
you
a
response
to
your
sort
of
a
generic
response,
you
are,
you
are
correct.
The
dollar
amount
per
cluster
is
different
based
on
the
number
of
elementary
schools.
Not
every
cluster
has
the
same
number
of
elementary
schools.
So
therefore
materials
of
instruction,
the
staffing
needs
the
field
trips.
All
those
things
that
are
added
in
are
multiplied
basically
by
the
number
of
elementary
schools,
so
as
just
for
conversation's
sake,
the
arundel
cluster.
F
D
Thank
you
that
helps
a
lot
and
finally,
just
to
comment.
There's
talk
about
a
potential
federal
stimulus
package
which
might
include
funding
to
states
for
additional
teachers
to
lower
class
sizes,
to
make
it
easier
to
return
to
school
in
the
code
environment.
Well,
as
a
teacher
for
many
many
years,
lowering
class
sizes
is
always
welcome.
D
F
D
I
G
It
is,
it
is
in
the
so
it
is
a
request
that
we
have
this
part
and
parcel
with
our
capital
improvement
budget,
and
specifically,
that
would
be
in
what's
called
our
maintenance
backlog
reduction
line
item
and
that.
So,
if
that
line
item
was
fully
funded,
then
that
project
would
be
included
in
that
fy22
program.
J
G
G
You
know
some
years
we
asked
for
seven
million
dollars
with
schallheim
and
we
only
get
two
or
three
million.
So
if
we
only
get
a
third
or
even
less
than
what
we
ask
for
then
there's
some
serious
prioritization
has
to
occur,
and
that's
we
do
that
each
and
every
every
year,
working
with
the
with
the
county
council
and
our
facilities,
division.
G
E
F
J
F
G
No,
sir,
yes,
and-
and
you
know,
though
I
guess
the
one.
The
one
point
is
that
we
had
been
for
many
years
receiving
monies
from
the
city
government
to
help
support
some
of
the
ambassadors
that
that
are
closer
aligned
with
the
annapolis
cluster
and
to
the
extent
that
the
city
potentially
could
do
that.
That
would
certainly
be
a
great
aid
to
our
our
local
abilities
here
as
well.
J
So,
just
as
a
follow-up,
do
you
recall
where
in
the
budget
photos
and
and
also
while
you're
looking
for
that,
I
guess
whoever's
watching
it
at
home
and
has
influence
on
anyone
in
the
in
the
city
level.
Community
ambassadors
are
awesome
and
they
do
such
great
work
and
although
they
don't
exist,
I
don't
believe
in
my
particular
jurisdiction
or
districts.
I
I
fully
support
the
full
funding
of
any
and
all
community
ambassadors.
G
K
J
J
K
And
thank
you
very
much
for
finding
where
the
community
ambassadors
were
in
the
budget,
because
I
was
looking
for
that.
So
I
wanted
to
follow
up
with
this
was
alluded
to
a
couple
of
questions
ago,
but
it's
it's
kind
of
another
take
on
miss
corcodel's
question
about
tutoring
and
summer
school
and
so
forth.
F
How
do
we
want
to
spend
it
using
the
guard
rails
that
that
we
don't
yet
know
what
they
are,
but
whatever
those
guard
rails
are
those
parameters
within
those
parameters
and
as
as
mr
sheknovich
mentioned
earlier
in
in
responding
to
ms
antoine's
question
the
issue
of
supplanting
versus
supplementing
what
we're
currently
doing,
there
is
always
a
concern
in
talking
about
grant
funding
and
staffing
in
the
same
sentence
because
grant
funding
goes
away,
it
will.
It
is
one-time
funding.
F
Well
aware,
but
yes
going
back
to
my
initial
response,
that
will
be
part
of
the
conversation
when
we
get
grant
funds,
we
bring
a
team
of
folks,
together
from
across
the
county
from
across
the
school
system,
to
say:
okay,
how
do
we
best
utilize
these
funds
again
following
the
parameters
and
guardrails,
but
also
understanding
that
these
funds
will
sunset
at
some
point?
How
do
we
get
the
most
the
most
for
our
buck?
If
you
will,
in
a
short
period
of
time
we
have
access
to
those
funds?
G
No,
not
not
with
with
not
with
respect
to
that.
Dr
lotto,
I
speaking
to
the
other
part
of
your
question,
dr
tobin.
There
there
are
1.5
social
workers
being
requested.
0.5
would
be
allocated
to
mary
mossa,
j,
alberts
academy.
That
position
as
I
spoke
earlier,
already
exists,
but
it
can
no
longer
be
covered
under
the
funding
mechanism
that
pre-existed
this
conversation.
So
in
order
to
not
remove
or
curtail
those
service
levels,
we
want
to
maintain
it,
and
that's
that's
that
piece
of
it.
K
K
Those
two
sets
of
case
loads
go
to
one
social
worker
who,
I
believe
is
building
based
at
annapolis,
high
and
so
there's
currently
and
has
been
for
a
while,
a
real
overload
for
that
one
social
worker
at
annapolis.
High.
So
am
I
to
understand
that
the
county-wide
social
worker
you're
describing
is
a
slightly
different
category,
but
could,
for
example,
be
available
to
back
up
the
caseload
of
the
annapolis
high
social
worker?
Is
that
the
intent.
G
So
I'll
answer
your
questions
in
reverse,
so
the
q
answer
to
your
question
number
two
is
absolutely
yes:
the
the
new
the
new
social
worker
can
pick
up
caseload
at
annapolis,
high
school
or
south
river,
arundel
or
crofton,
or
wherever
that
that
need
occurs.
Going
back
to
your
first
question,
it's
interesting!
So,
yes,
there
are
schools
that
have
a
high
enough
demand
or
prevalence
that
for
lack
of
a
better
word
that
that
social
worker
is
almost
entirely
or
almost
exclusively
occupied
by
that
school.
G
It
okay,
it
still
was
a
county-wide
resource,
dr
tobin,
but
okay
prac.
You
know
on
a
practical
basis,
it's
more
efficient
to
have
that
person
stationed
at
that
facility,
knowing
their
students
and
certainly
it's
better
to
have
maybe
a
stabilized
force
or
influence
there,
instead
of
maybe
having
three
or
four
different
pickup
bits
and
pieces
here,
and
there
coordination
wise.
So
some
of
our
schools,
as
you
indicated,
do
have
a
much
more
stable
presence,
but
that's
the
way
it
appears.
It
still
is
a
county-wide
service.
K
G
It's
a
county-wide
resource
and
this
would
be
an
individual
that
would
help
develop
curriculum
and
content,
would
help
vet,
instructional
resources,
textbooks
software
other
things
and
also
go
out
and
offer
professional
development
and
modeling
and
leadership
in
those
schools
as
they
try
to
up
their
offering
in
computer
science,
instructional
informational
technology
cyber
you
know
cyber
etc,
but
it's
a
central.
It's
a
central
office
position
that
spends
part
of
their
day
in
the
central
office
building
and
part
of
their
day
out
in
the
field
supporting
schools.
K
So
I'm
just
I
I'm
I'm
wondering
if,
if
there's
any
thought
to
actually
for
all
the
reasons
you
outlined
that
this
is
clearly
a
very
important
topic
right
now
and
an
area
where
we
really
need
to
offer
all
students
as
many
students
as
possible,
the
opportunities
to
really
study
this.
If
there's
any
thought
down
the
line
of
of
adding
to
the
actual
in
the
building
teachers
who
are
teaching
this
material,
so
it's
spread
out
around.
Among
you
know
all
the
all
the
high
schools,
for
example,.
F
F
We
have
folks
at
the
central
office
level
that
support
the
writing
of
curriculum,
making
sure
that
curriculum
has
been
at
the
content.
Standards
are
being
covered,
writing
curriculum,
writing
and
producing
professional
development
in
that
curricular
area
and
going
out
and
doing
coaching
and
classroom
observation
of
that
curriculum
content.
F
We've
never
had
anybody
doing
that
in
computer
science.
If
you
can
believe
that
we've
not
had
a
department
of
computer
science
exactly
wow,
so
we
currently
have.
We
have
attempted,
with
some
past
budgets,
to
start
to
build
this
out.
We
currently
have
one
person
that
is
split
between
computer
science
and
another
curricular
area.
F
This
half
position
will
give
us
one
person
focused
on
the
computer
science
curriculum
and
over
time.
We
hope
to
build
that
two
or
two
or
three
people
that
can
do
this
work
across
the
county.
That
then
speaks
to
by
having
that,
we
can
then
build
program,
help
build
programs
at
other
schools
right.
So
we
could
go
in
and
assist
the
principal
at
annapolis,
high
school
and
say:
if
there's
a
desire,
we
will
help
you
build
a
computer
science
program.
Once
you
build
the
need,
then
you
hire
the
teacher
right
right.
F
K
A
A
One
thing
that
we
have
heard
about
from
public
testimony
for
a
while
now
is
a
concern
about
the
sidewalks
that
rolling
knolls
where
the
buses
drop
off
and
I'm
a
little
I'm
still
a
little
uncertain
where
the
responsibility
lies
there.
I
I
thought
sidewalks
were
normally
a
county
project,
but
you
know
what
can
we
do
to
to
solve
this
problem?.
F
So
I
I
I'll
begin
and
then
certainly
mr
sheknovich
will
jump
in
and
and
correct
me
in
in
all
the
mistakes
that
I
make,
but
we
build
the
requested
budget
to
the
board
250
000
that
we
utilize,
that
is
for
that,
can
be
utilized
for
sidewalks,
and
much
of
that
goes
back.
That
goes
back
to
the
county,
because
it
is
in
fact
to
answer
your
question:
a
county
responsibility
to
build
sidewalks.
F
G
Certainly,
thank
you,
dr
lotto,
and
and
just
to
build
on
that
a
little
bit
miss
ellis
here,
the
the
account
or
the
funding
that
dr
alado
referenced
is
not
within
our
budget,
so
you're
not
going
to
find
that
anywhere
within
the
budget.
Documents
that
you
have
or
that
you
are
going
to
vote
on.
The
county
government
has
a
large,
multiple
pro
multiple
lines
actually
to
cover
sidewalks
pedestrian
improvements.
Bike
shed
walk
shed
type
activities
within
those
multiple
budgetary
lines.
G
So,
as
dr
erlatto
alluded
to,
our
ability
extends
as
far
as
making
requests,
but
beyond
that,
that's
where
our
authority
stops
and
the
rest
of
it
is
entirely
under
the
purview
of
the
county
government
and
miss
ellis.
That
is
also
assuming
that
that
line
item
is
funded.
So
just
like
every
other
capital
line
item,
it
is
line
item
appropriated.
G
It
is
a
part
of
mr
phipps
who's,
the
director
of
public
works.
It
is
a
part
of
his
typically
a
part
of
his
request,
but
ultimately
it
would
be
up
to
the
county,
executive
and
county
council
to
decide
if
they
would
be
willing
to
fund
it
and
then,
if
funded,
is
rolling
knolls
the
place
that
they
want
to
apply
it
or
in
potentially
many
of
the
other
areas
in
the
county.
That
would
also
benefit
from
sidewalks
to
support
students
as
well.
G
So,
in
terms
of
your
first
question,
we
are
not
specifically
requesting
it,
it
is
in
the
public
works
department's
budget,
so
the
public
works
department
is
requesting
it.
We
we
go.
We
the
school
district
I
and,
and
my
team
ms
crawford,
mr
ruff.
We
go
and
testify
on
behalf
of
that
project.
We
advocate
for
it
to
be
funded
right.
G
We
because
we
benefit
from
it
right
our
schools,
our
students,
so
when
they
have
the
public
hearings
when
they
have
the
budget
overview
sessions
for
the
county's
budget,
we
go
and
we
testify
on
those
just
like
we
do.
For
mr
anthony
rick
anthony
is
the
director
of
public
works
and
just
like
we
do
for
mr
old
at
the
library
and
the
community
college.
Quite
often,
we
help
support
them
because
their
efforts
support
our
students
very
directly.
So
it
is
not
our
request.
G
It
is
not
our
ask,
but
we
do
our
best
to
try
to
encourage
the
powers
to
be
to
fund
it
and
then
yes,
the
county
is
already
aware
of
this
request.
But
again
you
know
that
there
is
a
the
county,
has
a
pretty
long
list
of
projects
and
sidewalks.
Unfortunately,
masalas
are
pretty
expensive,
and
so
you
know
a
quarter
million
dollars
by
the
time
you
design
it
permit
it
install
it
and
everything
else
that
goes
with
it
that
doesn't
buy
too
many
sidewalks
per
year.
G
I
would
encourage
miss
ellis,
I
would
I
would
encourage-
and
I
don't
know
the
sequence
of
it,
but
there
there
is
a
upcoming
town
hall.
I
I
hope,
maybe
that
one
that
rolling
those
falls
in.
I
don't
have
their
schedule
in
front
of
me
here
this
evening.
I
I
would
hope
that
the
individuals
that
came
to
testify
to
you
would
channel
would
show
up
at
down
town
hall
and
advocate
that
evening.
That
would
be
a
great
use
of
their
time
and
efforts.
A
A
G
Yes
ma'am,
so
they
were
it's,
it's
all
a
matter
of
timing
and
which
ones
got
grants
and
then
there's
a
a
long
history
to
this.
But
yes,
some,
some
of
them
are
better
positioned
than
others.
So
there
are
gaps
across
the
county
in
terms
of
who
does
have
fields
who
doesn't
and
who
is
lighting
and
who
doesn't.
G
Yes,
ma'am
we've
been
very
lucky
the
the
state
of
the
state
of
maryland,
certainly
under
under
the
leadership
of
speaker
bush
and
senator
degrange,
when
they
were
in
leadership
positions
and
and
now
more
recently,
with
senator
bidel
and
mr
kerry.
They
they
are
very
good
champions
of
providing
grant
funding
for
athletic
related
projects
on
school
property,
and
that
is
largely
aided
by
the
fact
miss
ellis
that
remember.
G
A
That's
yeah,
that's
good
information.
Thank
you.
It's
good
way
to
look
at
it,
appreciate
that
and
then.
Finally,
so
I
hosted
a
town
hall,
it
was
about
school
opening
and
a
lot
of
students
you
know
are
asking
to
come
back
to
school
and
we
we
went
through
that
last
week,
but
I
had
a
student
who
a
high
school
student,
who
said:
am
I
going
to
be
able
to
stay
virtual
next
year,
because
this
is
working
so
well
for
me.
So
we've
talked
about
that
in
the
past.
A
School
is
a
different
experience
for
different
students
and
there
are
some
students
who
are
who
are
finding
that.
This
is
great.
This
is
really
working
for
them.
So,
dr
alato,
that
the
virtual
learning
program
of
choice
is
this:
how
that
will
be
accomplished
so
can
can
a
student
potentially
now
that
they're
in
virtual
learning
simply
stay
in
virtual
learning
with
if
this
budget?
If
this
line
item
in
the
budget
passes.
F
I
think
the
short
answer
is
no.
There
are
a
number
of
moving
parts
here,
so
we
we
want
to
get
to
a
place
where
we
and
this
what
we've
asked
to
be
funded
in
this
virtual
schooling
is
to
begin
a
process
of
building
an
anne
arundel
county
virtual
school
for
lack
of
better
terms
where
students
can
remain
in
the
virtual
environment
and
graduate
in
the
from
the
virtual
environment.
F
F
They
have
a
a
work
group
being
headed
by
the
assistant
superintendent,
dr
carol,
williamson
who's
doing
this
on
behalf
of
dr
salmon
to
she's
got
a
group
of
people
and
they're
looking
at
how
what
would
need
to
change
in
terms
of
comar
and
regulatory
language
and
staffing
and
curriculum
writing
and
supports
at
the
state
level,
because
we
are
all
asking
all
the
24
superintendents
are
asking
for
the
same
thing.
We
would
like
to
begin.
We
would
like
to
continue
to
deliver
full
online
instruction,
so
could
a
student
remain
fully
online
next
year?
F
A
F
Correct
right,
homeschooling
would
be
a
primary
option
and
we
would
be
bringing
the
home
schooling
and
this
new
virtual
office
under
the
same
roof,
because
there
are,
as
you
can,
as
you
well
know,
great
synergies
in
that
so
for
next
year.
No,
but
for
the
future
that
that
is
our
our
plan.
So
we
would
work
with
that.
F
Student
homeschooling
would
be
an
option
we
have
a
number
of,
depending
on
the
grade
level
the
student
you're
talking
to,
but
in
general
we
have
a
number
of
a
la
carte
choices
that
students
can
take
classes
from,
whether
it's
the
community
college
or
advanced
placement
classes,
mvlo,
which
is
the
maryland
online
learning
system.
There
are
a
number
of
places
that
students
can
take
online
courses,
so
we
could
help
them
build
some
of
that,
but
they
would
not
be
able
to
complete
all
of
their
course
of
study
in
the
virtual
environment
at
this
time.
A
A
F
And
absolutely
thank
you
and
the
board
sent
several
hundred
questions
to
us.
We
are
in
the
process
of
of
completing
that
the
budget
team
and
fine-tuning
those
and
hope
to
get
those
to
the
board
at
the
end
of
this
week,
if
not
the
first
of
next
week,
but
we've
been
able
to
complete
the
bulk
of
those
several
hundred
questions
that
have
been
submitted
thus
far.