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From YouTube: BOE Public Session 8 17 2016
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A
A
A
A
A
A
B
B
B
Before
we
get
started,
I
just
wanted
to
mention
that
dr
frank
is
out
of
town
today
and
will
not
be
joining
us
and
our
student
board
member,
ms
williams,
will
be
leaving
after
the
presentation
of
the
readiness
for
opening
of
schools
to
go
to
her
student
board
member
training.
Downtown
annapolis,
so
she's
she'll
be
excusing
herself
item.
2.03
is
approval
of
the
minutes.
Do
I
have
a
motion
to
approve
the
minutes?
B
C
As
we're
all
gearing
up
for
the
start
of
school
next
week,
I
had
the
pleasure
of
attending
two
events.
That
kind
of
went
together
last
week
was
the
unlocking
our
potential
conference
put
on.
C
It
was
a
fabulous
event
hosted
by
anthony
alston
and
his
team
at
the
office
of
equity
and
the
office
of
special
education
with
bobby
patrick,
and
it
was
a
wonderful,
exciting
way
to
get
everybody
looking
forward
to
the
coming
school
year
and
get
you
fired
up
for
it,
and
the
big
thing
that
was
talked
about
is
how
do
we
reach
every
student,
no
matter
where
they're
coming
from
or
what
their
home
situation?
C
How
does
do
we
reach
every
student
and
bring
out
the
most
in
them
the
day
before
I
had
attended
the
summer
school
summer
evening,
school
graduation
and
we
saw
27
of
our
students,
many
of
whom
are
come
from
some
of
our
most
challenged
life
stories,
and
it
was
incredibly
moving,
and
that
was
a
perfect
example
of
how
the
staff
here
at
aacps
really
does
work
to
unlock
the
potential
and
help
every
child.
So
it
was
a
perfect
way
to
start
the
school
years.
C
We
saw
these
kids
who'd
overcome
so
much
who
graduated
and
many
thanks
to
the
staff
of
evening
and
summer
school
for
all
the
work
they
do
to
help
those
children.
It
was
just.
It
was
amazing,
and
then
the
conference
was
wonderful
and
then
saturday
went
to
the
back
to
school,
expo
at
middle
school,
hundreds
of
kids
and
families
there
fired
up
about
school,
even
though
it
was
110
degrees.
It
was
so
hot,
but
there
was
a
huge
crowd
there
and
one
of
our
community
partners
I-5
church,
who
were
just
fabulous
for
all.
C
D
Thank
you.
I
didn't
see
mrs
hummer,
but
I
was
also
at
the
back
to
school
expo
and
I
do
want
to
thank
you
know
the
the
churches.
There
were
two
churches
who
helped
as
well
as
other
county
agencies
who
came
to
talk
about
what
they
can
do
for
our
kids
and
everyone
who
donated
so
that
all
of
those
backpacks
and
school
supplies
could
go
out
to
our
kids.
D
D
That
was
the
first
thing
they
said
to
you,
so
I
also
had
the
opportunity
to
see
in
action
for
the
first
time
this
summer,
our
global
languages,
summer
camp,
and
it
was
phenomenal-
I
mean
I
saw
because
I
had
a
sixth
grader
going,
but
you
know
even
as
a
school
board
member
as
a
parent.
It
was
amazing
what
they
did
with
these
kids.
D
They
learned
so
much
and
they
learned
so
much
culturally
about
the
four
different
languages
that
were
being
taught
there
and
they
shared
with
each
other
amongst
the
group,
and
it
was
really
I
want
to
thank
everyone
who
had
something
to
do
with
that,
because
it
was
a
wonderful
experience
for
my
daughter
and
it
was
wonderful
for
me
to
go
and
see
what
they
were
doing.
B
And
I
just
want
to
add
that
mr
gilliland
and
I
had
a
chance
on
august
8th
to
welcome
our
new
teachers,
which
was
always
a
fun
event
and
thank
you
to
florey
and
your
team
for
all
of
the
hard
work
you
did
to
get
all
of
those
new
teachers
hired
for
us
item.
2.07
is
our
pta
report
and
I
don't
believe
we
have
a
pta
report.
Yet
when
school
starts,
we'll
have
a
pta
report
in
september
and
item
2.08
is
our
readiness
for
the
opening
of
school's
presentation.
E
E
E
E
The
third
area
is
school
construction,
we're
certainly
looking
forward
to
the
next
ribbon
cutting
ceremony
at
west
annapolis,
elementary
school
on
august
22nd
and
additionally,
as
usual.
At
this
time
of
the
year,
we
have
two
schools
opening
one
day
late,
just
to
finish
up
the
last
bit
of
their
construction
progress
or
to
continue
to
get
the
building
ready.
E
E
That
brings
us
to
this
year,
where
we
have
1118
coaches.
These
coaches
are
now
certified
in
care
and
prevention,
cpr,
concussion
training
and
heat
training.
But
additionally,
what's
new
this
year
is
we've
reached?
61
percent
of
our
coaches
are
not
the
traditional
classroom
teacher,
so
our
athletics
department,
under
the
leadership
of
clayton
culp,
has
instituted
new
modules
for
coaches.
What
to
do
in
those
critical
moments
of
sport?
E
E
Finally,
lastly,
but
certainly
not
least,
the
people
in
the
office
of
school
performance
will
open
this
year
with
one
new
regional
assistant,
superintendent,
three
new
directors
of
school
performance
we've
also
been
ready
getting
our
people
ready.
Specifically,
we
hosted
a
conference
last
year
where
we
brought
in
len
forecast
a
professional
development
opportunity,
and
he
spoke
to
the
member,
the
principals
of
our
buildings,
about
the
importance
of
team
and
having
great
team
members.
F
Good
morning,
we
in
the
division
of
curriculum
and
instruction
are
very
excited
for
the
start
of
the
school
year
during
the
july.
Curriculum
innovation
and
assessment
writing
academy.
Elementary
and
secondary
teachers
worked
with
department,
coordinators
and
resource
teachers
to
create
77
new
curriculum
documents
for
our
teachers
and
students.
Quarterly
assessments
have
been
developed
in
the
core
content
areas
to
focus
on
critical
thinking,
problem
solving
and
extensive
writing,
so
that
students
are
having
similar
experiences
throughout
courses
and
to
also
further
teacher
collaboration.
F
Last
month,
teachers
from
across
our
system
participated
in
professional
learning,
opportunities
on
various
topics,
ranging
from
increasing
curriculum
access
through
arts
integration,
to
building
relevance
for
student
learning
through
unpacking
content
standards.
Today,
over
a
hundred
professional
development
sessions
are
being
held
for
all
our
elementary
and
secondary
teachers.
Throughout
the
school
system,
we
are
thrilled
to
launch
the
new
second
grade
curriculum.
This
fall
through
shared
efforts.
F
F
Are
excited
to
roll
out
our
new
instructional
approach
to
middle
school
to
meet
the
demands
of
next
generation
science
standards
and
the
new
maryland
integrated
assessment?
This
approach
is
centered
around
systems,
thinking
and
modeling,
to
explain
phenomena
and
to
provide
a
context
for
the
ideas
to
be
learned.
Students
are
conducting
investigations,
solving
problems
and
engaging
in
discussions
that
focus
on
the
strength
of
evidence
used
to
generate
claims
to
support
the
three-dimensional
learning
students
will
use
the
digital
platform
stem
scopes
by
accelerated
learning.
This
digital
platform
will
tightly
align
to
the
next
gen
standards.
F
F
We
will
continue
our
work
with
engaging
instruction
and
putting
students
at
the
center
of
learning
time,
and
attention
is
focused
on
developing
and
delivering
learner-centered
lessons
that
connect
the
most
essential
concepts
and
skills.
The
goal
is
ensuring
students
are
actively
doing
and
actively
thinking
through
communication
and
collaboration.
F
G
Our
stem
and
bima
program
students
in
grades
6
through
11,
participated
in
summer
bridge
experiences
to
help
prepare
them
for
the
upcoming
school
year.
Middle
school
students
focused
on
exploration,
active
engineering,
team
building
and
communication,
while
sessions
for
our
high
school
students
range
from
movable
art
to
app
design,
robotics
cyber
stem
and
environmental
resource
management.
G
Summer
bridge
sessions
in
pva
focused
on
arts
engagement,
middle
school
students,
either
experienced
each
component
of
their
pva
program
or
had
their
opportunity
to
engage
in
an
intensive
study
of
art
technique
that
was
both
fun,
rigorous
and
also
relevant
to
the
course
of
study.
The
experience
for
ninth
and
tenth
graders
included
collaborative
projects
with
workshops
and
performance
concentrations
in
their
specified
area.
G
Pba
juniors,
however,
had
the
opportunity
to
study
abroad
where
they
were
immersed
in
either
collaborative
art
set
and
or
theater
projects
at
the
georgian
theater
royal
in
ib
this
summer
enabled
the
middle
school
students
to
think
critically
about
problems,
design
and
build
solutions
and
experience
cultures
through
the
smithsonian
folklife
festival.
High
school
students,
on
the
other
hand,
were
offered
a
csib
forensic
summer
camp
with
a
stage
crime
scene.
Students
collaborated
with
attorneys
forensic
scientists
and
police
officers.
The
week-long
exploration
culminated
in
a
trial
where
each
ib
student
team
presented
findings
to
a
community
audience.
G
Asp
office
also
actively
participated
in
the
curriculum
academy,
with
our
cni
colleagues,
the
result
of
which
was
enhanced
strategy
consultation
with
the
development
of
new
curriculum
and
or
curriculum
details
in
pva
stem
ib
signature
and
service
learning.
This
included
capstone
social
action,
language
and
innovation
courses
and
the
integration
of
gaming
as
a
learning
platform,
and
we
further
prepared
for
the
opening
of
two
digital
learning
centers
that
offer
a
variety
of
online
course
offerings
to
include
recovery,
original
credit,
dual
credit
and
just
interest-based
options.
G
Finally,
our
collaborative
efforts
with
curriculum
instruction
and
the
office
of
school
performance
has
ensured
a
successful,
triple
e
expansion
to
elementary
schools
in
chesapeake
and
northeast
clusters.
We
are
looking
forward
to
bringing
the
triple
e
experience
to
hundreds
more
students,
this
upcoming
school
year.
H
The
division
of
student
services
is
fully
staffed
for
the
upcoming
school
year.
We
have
hired
some
terrific
new
staff,
four
psychologists,
two
social
workers
and
one
pupil
personnel
worker.
Although
we
added
no
new
positions
in
student
services,
we
heard
18
school
counselors
due
to
retirement
resignation
or
job
change
and
have
increased
our
staff
diversity
as
well.
H
H
This
year,
student
services
will
work
closely
with
a
partnership
for
children,
youth
and
families
to
provide
a
special
focus
in
the
north
county
area,
focusing
on
three
specific
populations:
homeless,
youth,
youth
impacted
by
incarceration
and
disconnected
youth.
Another
area
of
focus
for
elementary
school
counselors
will
include
mandatory
training
encephal,
which
is
social
and
emotional
foundations
for
early
learning
strategies
for
working
with
young
children,
so
that
their
unique
social
emotional
needs
can
be
incorporated
into
the
k2
curriculum
and
classroom.
H
H
H
A
special
note
is
our
division's
ongoing
support
of
students,
staff
and
families
with
our
trauma
teams
when
they
experience
unexpected
traumatic
events
such
as
fatal
car
accidents
and
untimely
death.
For
example.
This
summer
alone,
two
elementary
school
students
and
three
high
school
students
passed
away
supports
provided
include
a
professional
and
personal
outreach
to
the
principal
and
staff
provision
of
counseling,
supports
and
ongoing
monitoring
of
need,
including
planning
for
students
first
day
back
at
school.
H
I
So,
when
classes
resume
you've
already
heard
from
dr
kubic
about
the
many
new
administrative
faces
as
of
monday,
there
are
583
new
teachers
joining
anne
arundel,
county
public
schools
and
in
a
world
full
of
choices.
We
are
delighted
that
those
people
chose
us
to
be
a
part
of
their
career
for
comparison
purposes.
I
Last
year,
the
same
number
that
we
talked
about
was
so
our
numbers
a
little
higher.
This
year
we
have
many
enthusiastic
first-year
teachers
as
well
as
experienced
teachers
joining
us
teachers
coming
to
us
from
other
maryland
districts,
as
well
as
out
of
state
and
included
in
our
new
hires,
are
124
teachers
who
are
graduates
of
anne
arundel,
county
public
schools.
I
I
I
We're
also
happy
to
share
that
23
of
our
candidates
who
participated
in
the
seventh
annual
teacher
diversity,
recruitment
weekend
accepted
offers
of
employment
and
will
be
starting
in
our
schools
with
our
students
on
monday.
In
addition
to
the
faces
of
new
hires
in
many
schools,
522
teachers
secured
new
opportunities
through
the
voluntary
transfer
process.
I
J
So
likewise,
the
group
from
the
support
services
side
of
the
house
worked
tirelessly
over
the
last
eight
weeks
to
make
the
schools
and
operations
ready
for
the
beginning
of
school,
including
our
facilities
unit
that
undertook
construction
activities
at
approximately
70
of
our
125.
Schools
had
work
undertaken
again
over
the
course
of
the
last
eight
weeks,
including
the
two
shining
stars,
which
would
be
west
annapolis,
which
will
open
to
students
on
the
23rd
of
august.
J
The
ribbon
cutting
for
that
school
is
the
22nd
in
the
afternoon,
as
well
as
the
next
to
final
phase
of
benfield
elementary
school.
That
project
will
complete
over
the
course
of
winter
break.
Likewise,
all
schools
are
in
the
finishing
stages
now
of
getting
the
final
cleaning
activities
stocking
preparatory
activities,
all
in
anticipation
of
our
students.
Moving
coming
back
to
us
on
monday
transportation,
which
transports
approximately
59
000
of
our
81
000
youngsters
are
eligible
have
completed
all
of
their
bus
inspections.
J
All
the
driver,
training,
certification
requirements
have
been
completed
and
the
bus
routes
have
been
developed
are
posted
and
the
buses
are
in
fact
doing.
Their
dry
runs
today
to
test
test
those
routes
and
make
sure
that
everybody's
familiar
with
them,
as
well
as
the
navigability
of
the
roads
that
they
will
be
traveling
over
the
course
of
the
upcoming
year
in
food
nutrition
services.
Similarly,
all
the
staff
has
been
trained.
All
inspections
have
been
completed,
the
kitchens
are
being
stocked
as
we
speak
of
the
goods
and
wares
required
to
support
the
food
nutrition
services
operation.
J
The
online
mean
meal
benefit.
Application
package
is
up
and
available,
as
is
the
my
mules
pay,
plus,
where
parents
can
load
monies
onto
the
youngsters
individual
accounts
and
finally,
the
the
most
exciting
thing
in
food
nutrition
services
is
once
again,
there
was
no
increase
in
the
prices
of
meals
or
milk
offerings
at
our
schools
in
technology
and
in
student
data
instructional
data,
all
the
refresh
computers
have
been
put
in
as
well
as
numerous
devices
deployed
out
to
the
schools
set
up
and
image,
so
they're
ready
made
ready
for
the
first
day
of
school.
J
All
the
infrastructure
upgrades
we
had
planned
to
complete
over
the
course
of
the
summer
have
been
completed
and
tested
and
again
are
ready
and
finally,
all
of
our
central
systems.
Those
that
support
our
schools
as
well
as
here
in
central
office
and
those
that
are
accessed
by
our
public
and
our
students
are
up,
they've
been
tested
and
again
everything
is
ready
to
roll
for
monday
morning.
B
L
Thank
you,
madam
president,
and
thank
you
everyone.
I
I've
been
here
now
for
six
months
and
I'm
just
tremendously
impressed
each
and
every
day
and
each
and
every
meeting,
and
then
you
know
to
sit
through
one
of
these
for
the
first
time
as
a
board
member,
I'm
almost
speechless.
L
Just
because
this
is
so
impressive,
and
you
know
I
I
can
single
out
each
group
and
say
things.
You
know,
dr
batten,
I
I'm
in
curriculum
development,
and
you
know
for
my
day
job,
and
I
can
say
we
don't
get
summers
off
and
I
I
know
what
you've
been
doing
the
this
whole
summer.
So
thank
you
for,
for
that.
You
know
it
seems
just
like
yesterday,
dr
cubic
sitting
next
to
you
at
graduation,
no
offense
to
dr
arlatto,
but
your
academic
regalia
was
the
best
looking.
L
L
Yeah
it's
the
university
of
maryland
gown
right,
but
I
you
know
just
want
to
thank
all
of
you,
but
thank
dr
alato
for
your
leadership
in
this
and
dr
kubick.
I
know
the
the
movement
and
shifts
of
administrators,
you
and
your
team
have
just
done
a
yeoman's
job.
So
thank
you
for
for
that.
I
I
do
have
a
couple
of
of
questions
that
I
wanted
to
ask
specifically.
I
know
they're,
probably
in
the
human
resources
realm
you've
rattled
off
some
statistics
that
I
I
find
just
amazing.
L
If
I've
got
it
right,
we
went
from
549
new
teachers
to
583,
which
gives
us
6003
point
something
something
total
teachers
to
follow.
On
to
mrs
sasso's
question:
the
net
increase
from
2015
to
2016,
I'm
sorry
2015-16
school
year
to
2016-17.
What's
that
net
increase?
If
you
have
that
available.
I
I
do
it's
97.23
ftes.
L
Of
that
I
I
know,
we've
had
retirements
and
and
so
forth.
A
number
of
teachers
are
no
longer
part
of
the
system.
For
that
reason,
and
then,
as
with
any
business
as
with
any
industry
and
certainly
with
school
systems,
some
teachers
opt
to
leave
one
jurisdiction
and
and
move
to
another,
and
I
know
some
of
our
former
anne
arundel
county
public
school
teachers
are
now
in
other
jurisdictions.
L
Do
you
have
an
idea-
and
I
know
these
numbers
are
still
still
coming
together
and
there's
a
formal
presentation
coming
later
in
the
fall,
but
do
you
know
what
that
number
is?
If
we
were
to,
I
guess,
define
specifically
the
number
of
teachers
that
left
anne
arundel
to
go
to
a
another
local
another
lea
within
maryland.
I
I
I
believe
it
was
80
separations
and
of
those
60
percent
indicated
that
they
were
leaving
us
to
go
to
another
maryland
school
district
and
21
said
they
were
moving
with
most
of
them
indicating
moving
out
of
state,
but
we
can
provide
that
information
to
the
board.
Cumulatively,
once
we
finalize
all
of
the
reporting,
we
are
still
accepting
resignations,
because
our
teachers
contract
has
a
clause
that
they
can
leave
us
with
30
days
notice.
So
when
we
do
the
report
to
the
board
later,
we'll
have
all
of
that
information
available.
L
Then
one
last
question
that
I
guess
is
a
follow-on
to
that
and
as
mrs
corbilek
alluded,
we
were
at
the
very
honored
to
be
at
the
new
teacher
orientation.
I
believe
it
was
last
monday,
and
I
was
just
amazed.
I
cannot
remember
forgive
me
who
asked
the
question.
It
may
have
been
you
how
many
teachers
were
first-year
teachers
and
then
how
many
teachers
were
experienced.
Who
came
to
anne
arundel
from
other
jurisdictions,
and
I
want
to
say
that
I
was
just
surprised
at
the
number
of
people
that
stood
up.
I
We
will
know
that
information
once
we
get
all
that
data
entered
again.
Looking
at
today's
report
for
the
board,
I
believe
that
38
percent
of
the
folks
that
will
be
appointed
by
board
action
today
are
coming
to
us
with
prior
teaching
experience
again
that
information
is
contained
in
your
packet,
but
we'll
have
the
cumulative
number
for
you
when
we
get
that
report
later.
For
you.
L
And
final
question
on
that
is
that-
and
forgive
me
for
not
being
here
last
fall-
is
that
a
public
presentation
that
we'll
have
the
opportunity
to
have
dialogue.
I
D
I
want
to
thank
you
all
again
to
I
actually
like
today,
better
than
the
first
day
of
school,
because
I
love
this
presentation.
It's
it's
one
of
my
favorite
parts
of
the
year,
so
I
want
to
thank
everyone
for
all
their
hard
work
for
our
kids
for
everyone's
kids.
We
really
appreciate
everything
that
you're
doing.
M
I
would
like
to
echo
their
sentiments.
Thank
you
so
much
36
days,
miss
miracle
and
all
of
you
thank
you
and
I've
seen
all
the
activity.
I,
as
you
know,
I
have
three
little
grandchildren
at
annapolis
elementary
and
so
I've
been
watching
that
excitement
there
and
I
think
it's
building
across
the
county.
M
In
previous
years,
though
I
do
have
a
question,
and-
and
you
may
not
have
this
answer-
we
have
discussed,
or
there
has
been
discussion
about
the
number
of
substitutes
we've
had
to
use
in
hard
to
fill
positions
and
when
I
say
hard
to
fill,
I
think
you
know
better
than
out
of
physics,
math
positions,
and
that
kind
of
thing
will
you
at
the
next
have
that
kind
of
number.
How
many
positions
have
we
actually
been
unable
to
fill
and
that
are
being
filled
by
substitutes.
I
I
Yes,
middle
school
math
was
a
little
bit
of
a
challenge
for
us,
and
so
we've
been
working
on
that,
but
I
think
that
number's
going
down
and
we're
optimistic.
We
still
have
candidates
for
many
positions.
D
I
Would
like
full-time
employment
because
of
the
full-time
salary,
so
we're
still
working
on
that,
but
good
news,
no
physics
or
chemistry
vacancies.
We
were
able
to
fill
all
of
those.
Thank
you.
B
Thank
you
all.
I
just
had
a
quick
question.
Mr
scheck
know
which
one
you
mentioned
the
buses
were
out
today:
testing
the
routes.
Are
we
starting
our
parallel
test
of
our
new
software.
J
C
C
So
thank
y'all.
It's
great.
I
know
everything
will
go
smoothly
and
I
got
my
bus
schedules
and
we're
ready
to
get
started
with
all
of
them,
and
this
is
my
personal
problem
for
having
too
many
children,
but
I'm
gonna
next
year,
y'all
work
with
me
because
back
to
school
night
this
year
I
have
kids
at
four
different
schools,
three
back
to
school
nights,
the
same
night.
C
N
Thank
you.
So
we
absolutely
are,
as
you
are
very
excited
about
the
coming
school
year,
it
has
been
a
it's
been
a
long
summer
and
a
short
summer.
At
the
same
time,
there's
a
lot
to
do
and
you've
heard
from
the
team,
and
this
is
as
they
sit
before
you
an
amazing
team,
along
with
their
colleagues
here
it
happens
with
a
lot
of
hard
work
and
caring
and
love
for
our
kids
and
the
work
that
we
do.
N
You
heard
about
the
professional
development
and
the
curriculum
writing
and
the
interviewing
and
the
hiring
and
the
facilities
and
the
construction.
We
also
moved
seven
thousand
computers
out
and
seven
thousand
computers
in
to
buildings.
There's
professional
development.
There
is
bridge
programs
for
students
there's
summer
school
for
students.
We
served
a
record
number
of
meals
all
in
36
days,
and
so
it's
a
lot
and
we
are
ready
for
the
school
year.
We
are
excited
about
our
81
000
students
coming
back
to
us
and
all
of
our
teachers
and
staff.
N
I
do
need
to
point
out.
It
also
happens
with
fantastic
leadership.
Mrs
jackson
and
and
dr
mcmahon
have
done
a
fabulous
job,
so
I
thank
you
all.
We're
ready
for
the
school
year.
B
We'll
now
move
on
to
the
public
comment
portion
of
the
meeting.
Anyone
wishing
to
speak
on
an
item
not
on
today's
agenda
may
offer
testimony
during
this
public
comment.
Portion
of
the
meeting
speakers
will
be
allotted
three
minutes
each
and
the
board
asks
that
comments
remain
civil
and
appropriate
for
the
various
audiences
that
may
be
watching
or
viewing
the
meeting
student
specific
and
personnel
matters
are
confidential
and
cannot
be
discussed
in
this
forum.
B
O
Good
morning,
buenos
dias,
my
name
is
angela
nambier
and
I
am
the
multicultural
program
in
and
outreach
liaison
for
the
arundel
county
public
library.
Today,
I'm
here
to
share
with
you
some
of
the
things
our
library
is
doing
to
reach
the
latino
community
in
our
county.
The
first
thing
is
the
allah
initiative,
allo.
O
O
O
O
O
O
The
next
event
is
the
bilingual
story:
time
viajando
ando.
That
means
I
am
traveling
for
these
story
times
and
for
all
the
story
times
acpl
offers
to
the
community.
We
use
the
model,
every
child
ready
to
read,
which
emphasizes
how
these
five
simple
activities,
reading
singing
talking
playing
and
writing
can
help
children
to
get
ready
for
school.
O
We
will
offer
this
story
time
at
the
edgewater
elementary
school
and
at
the
edgewater
community
library,
mexican
fashion
show.
This
is
another
great
event.
We
are
planning
with
the
bilingual
facilitator.
Karen
mcdonough
and
the
latino
south
river
high
school
girls
will
model
the
beautiful
dresses
we
have
chosen
for
this
event.
O
Finally,
the
hispanic
heritage
man
celebration
at
the
marley
station
mall
is
an
event
for
children
from
birth.
Five,
in
partnership
with
the
judy
center
and
iaa
cps's
birth
to
five
programs.
We
are
very
excited
to
be
working
with
aicps
and
we
are
looking
forward
to
all
these
upcoming
events.
Thank
you
for
your
attention
and
support.
P
P
I
attended
brooklyn
park
middle
school
for
the
pva
program
and
was
fortunate
to
have
an
ab
schedule,
I'm
not
very
familiar
with
the
abc
schedule
used
at
other
middle
schools,
but
I
know
that
it
can
prevent
many
students
from
taking
instrumental
music
students
and
parents-
don't
always
know
how
to
advocate
for
this
change
or
that
it
can
even
be
changed.
This
is
not
directly
affecting
our
own
classes,
because
there
are
not
enough
students
to
have
a
full-time
teacher.
P
Personally,
it
is
preventing
me
from
being
able
to
take
band
class
in
school
and
perhaps
not
be
able
to
sue
my
goal
in
being
selected
for
the
all-county
and
all-state
bands.
I
am
increasing
private
lessons
and
looking
to
possibly
take
band
classes
at
the
community
college
so
that
I
may
be
eligible
to
audition
for
these
groups.
This
may
seem
great,
but
other
kids
don't
have
these
opportunities
outside
of
school.
I
chose
to
attend
glenbrandy
high
school
instead
of
continuing
pva
at
bradneck
high
school,
because
I
wanted
to
be
in
my
school's
marching
band.
P
P
P
We
want
to
do
what
we
can
to
grow
our
marching
band
again,
I
don't
know
what
it
will
take
or
who
will
make
the
decisions,
but
I
know
it
is
possible-
and
I
hope
you
guys
can
help-
I
think-
about
the
kids,
whose
parents
don't
have
the
time
or
even
know
that
they
can
speak
up
and
take
action.
It's
not
fair
because
those
kids
are
missing
out
on
great
musical
experiences
and
opportunities,
but
you
can
be
their
voice.
P
The
system
that
encouraged
me
and
allowed
me
to
develop
my
musical
skills
is
the
same
system
that
is
not
preventing
me
and
other
students
from
taking
our
skills
further.
Today's
message
is
not
about
me.
It
is
about
saving
the
music
program
in
us
in
my
school.
Thank
you
for
listening
and
I
hope
you
can
help
us
keep
music
alive.
B
N
B
K
B
B
B
B
B
R
Jessica,
kutch's
policy
and
legislative
council,
we
did
receive
one
public
comment
on
both
this
agenda
item
and
the
next
one,
so
I'm
just
going
to
address
them
together.
Essentially,
we
got
a
communication
from
the
school
liaison
for
the
navy
and
she
informed
us
about
the
interstate
compact
on
educational
opportunity
for
military
children.
R
We
abide
by
this
and
we
actually
reference
it
in
some
of
our
other
policies,
but
essentially
it's
just
an
assurance
that
when
we
receive
military
children
into
our
schools,
they're
getting
all
the
opportunities
that
they
can
and
they're
not
disadvantaged
in
any
way
because
their
parents
may
be
moving
more
often
than
some
other
children.
So
the
way
this
relates
to
inter
scholastic,
athletics
and
extracurricular
programs
is
if
we
have
sort
of
cut
off
dates
or
application
deadlines
or
tryout
dates.
R
Those
would
not
forbid
the
child
from
being
able
to
participate
in
that
so
long
as
they
meet
all
the
other
criteria
that
they
would
need
to
for
that
either
athletic
activity
or
the
extracurricular
program.
So
we
did
reference
that
as
a
result
of
the
public
comment
that
we
received
in
both
policy
j
or
I'm
sorry
in
regulation.
Jjbra
and
then
in
policy
jj.
B
S
S
I
have
been
communicating
with
miss
cutches
and
her
staff
regarding
both
the
inter
scholastic
activities,
athletics
and
the
extracurricular
activities
policies.
I
just
want
to
give
a
shout
out
to
your
staff
and
to
you,
as
well
as
to
the
board,
for
taking
the
opportunity
to
include
the
military
interstate
compact.
It
goes
by
the
acronym
mic-3
in
the
policy.
S
So
thank
you
so
much
for,
including
that
it's
very
important.
It
sends
a
very
important
and
welcome
message
to
our
military
family,
so
thank
you.
B
B
U
B
Curriculum
guides,
and
course
outlines
policy.
If
also
no
comments,
correct,
that's
correct.
Are
there
any
board
questions?
Is
there
any
public
comment
all
right,
so
we'll
see
that
in
september,
yes
and
item
4.10
advanced
learner
programs
to
five
policy,
I
f
e.
Also,
second,
reading
no
comments.
That's.
R
D
I
guess
it's
more
of
a
general
question.
It
looks
like
we're,
calling
it
gifted
and
talented
again.
I
know
some
other
school
districts
are
moving
away
from
that
terminology,
and
I
I
also
just
found
out
that
you
know
my.
My
children
are
now
in
middle
school
and
high
school,
so
the
early
elementary
school
is
is
in
my
past
that
people
were
talking
about
well,
my
child
was
designated
gifted
and
talented,
and
I
didn't
know
we
did
that
in
that
kind
of
way
where
people
knew
if
their
kid
was
designated.
D
As
gifted
and
talented,
I
was
always
glad
we
didn't
do
that,
because
in
other
school
districts,
that's
sort
of
a
label
that
you
get
in
second
grade
and
you
get
to
keep
for
the
rest
of
your
life
and
nobody
else
gets
to
get
it.
So
I
guess
I
want
a
little
bit
of
clarification
on
what's
happening
with
our
gifted
and
talented
designations.
V
Good
morning
my
name
is
don
counts.
I
am
the
coordinator
of
advanced
learning
for
anne
arundel
county,
dr
ralato.
Madam
president,
members
of
the
board
in
late
2012,
maryland
added
to
comar
the
annotated
code,
language
about
gifted
and
talented,
and
the
distillation
of
that
really
comes
down
to
three
items
we
need
to
develop.
Each
lea,
I
should
add,
needs
to
develop
a
manner
of
identifying
students
as
gifted
and
talented.
V
We
need
to
provide
appropriate
instruction
for
gifted
and
talented
students
based
on
the
rigor
complexity,
and
we
need
to
provide
support
for
teachers
to
enable
them
to
meet
the
needs
of
gifted
and
talented
students.
How
we
go
about
doing
that
is
really
up
to
us
as
an
lea
and
every
lea
does
something
slightly
different.
V
V
V
I
take
exception
with
that,
because
the
state
first
of
all
says
these
students
must
be
identified.
There's
a
great
deal
of
research
nationally
and
internationally
saying
that
that
students
with
these
needs,
because
of
their
academic
gifts,
really
need
to
have
their
needs
met
and
a
lot
of
research
going
back
a
number
of
years
saying
if
these
needs
are
not
met.
This
group
of
students
is
at
a
high
risk
for
it
becoming
disengaged
with
public
education
and
dropping
out,
which
is
something
we
want
to
prevent
for
all
students.
V
I
think
it's
really
a
moral
imperative
for
us
to
meet
the
academic
needs
of
every
child
that
crosses
the
doorways
to
our
schools
and
realizing
that
these
gifted
students
have
special
needs.
We
provide
this,
the
structures,
the
strategies,
the
pedagogies
for
them
and
the
regrouping
we
do
is
not
for
the
entire
day.
We
don't
want
to
create
a
silo
of
students
who
are
cut
off
from
the
rest
of
their
their
grade
cohort,
because
we
also
realize,
at
every
level
and
beyond
school
people
really
function
best
when
they're
in
diverse
teams
with
diverse
perspectives.
V
D
V
Yes,
we
have
two,
the
the
students
that
we
identify
as
gifted
and
talented,
really
represent,
roughly
the
top
five
percent
of
all
the
students
and
that's
kind
of
a
national
norm.
Now
the
students
who
are
advanced,
the
alps
single
subject,
students
that
represents
a
broader
population
of
roughly
the
top
20
to
25
percent
of
a
grade
cohort.
V
I
personally
realize
that,
no
matter
how
careful
we
are
about
gathering
data,
the
data
we
gather
on
students
is
a
series
of
snapshots
and
some
of
those
can
be
what
I
call
an
academic
bad
hair
day.
I
think
it's
very
important
to
also
provide
the
autonomy
for
schools
to
recognize
yeah.
I
know
the
data
says
this,
but
we
live
with
this
student
on
a
daily
basis.
We've
known
the
student
for
years,
we
have
in
our
revised
procedure
for
identifying
students
as
either
gifted
or
advanced.
V
V
And
in
my
conversations
with
parents,
a
number
of
them
have
told
me
once
I
explain
the
procedure
and
the
difference
difference
between
gifted
and
advanced.
Many
of
them
are
honest
and
say
I
think
I
have
a
very
bright
child,
I'm
not
sure
they're
in
the
top
five
percent.
I
definitely
think
they're
in
the
top
25
and
they're
very.
I
think,
relieved
and
encouraged
to
know
that
what
we
are
providing
for
the
students
and
for
their
teachers
is
developmentally
appropriate
and
will
meet
their
needs.
Okay,
so.
L
Thank
you
and
just
that
dialogue
started
raising
some
questions.
For
me,
I
love
the
bad
academic
hair
day.
I've
got
to
present
something
later
this
afternoon,
I'm
going
to
steal
that
for
for
what
I
need
it
for,
but
the.
L
Oh
my
I
gotta
wait
for
a
third
reader
before
I
ask
this
question,
though.
The
tracking
from
second
grade
to
fifth
grade
is:
is
that
something
that
we
want
to
do
or
is
that
something
that
comar
is
stipulating
the
testing
between
second
grade
and
fifth
grade.
L
L
L
V
W
Not
so
gifted
with
the
microphone
here.
Thank
you
for
asking
that.
I
also
was
curious
whether
the
fifth
grade
assessment
would
be
only
additive
or
whether
it
would
be
a
you
know.
Reconsideration.
W
Could
I
ask
you,
maybe
not
just
for
my
benefit,
because
I
I
just
don't
know,
but
for
the
benefit
of
those
here
in
person
and
those
watching.
Could
you
speak
in
greater
detail
about
the
criteria
that
are
used
to
make
that
determination
in
the
second
grade,
how
it's
done
when
it's
done
in
the
second
grade?
What
the
consequences
of
that
are
how
parents
are
informed
of
the
designation
and
then
talk
a
little
bit
in
greater
detail
about
what
specifically
happens
for
that
child
going
forward
in
second
third,
fourth
grade.
V
V
V
V
So
it's
three
years
worth
of
information
that
we
gather
on
a
student's
thinking
and
questioning
abilities
what
they
demonstrate
in
terms
of
the
answers
they
generate
to
rather
unique
and
appropriately
leveled
real
world
problems
for
a
very
young
child.
We
look
at
them
and
maybe
they're,
showing
a
readiness
for
more
critical
thinking,
maybe
they're
showing
an
independence
which
is
the
highest
scale
or
somewhere
in
between
when
that
is
scored.
We
give
the
student
for
the
highest
performance.
V
They
show
at
any
time
on
that
kindergarten
through
second
grade
continuum,
even
if
their
highest
score
happened
in
first
grade,
they
will
get
credit
for
that.
Now.
The
question
I
often
get
from
parents
is
we
just
moved
here
in
the
middle
of
first
grade,
so
my
child
missed
a
year
and
a
half
of
this
portfolio
without
count.
Will
that
count
against
them
in
any
way?
And
the
answer
is
no:
they
have
multiple
opportunities
throughout
the
three
years
to
demonstrate
their
ability
in
this
portfolio
in
the
related
activities.
V
So
arguably
a
student
could
come
in
for
a
single
year
and
still
do
very
well
in
this
portfolio.
There's
no
penalty
for
not
being
in
anne
arundel
county
or
in
maryland.
For
the
three
years
we
also
use
district
level
assessments
for
math
and
reading
and
for
reading,
we've
also
used
their
fountis
and
panel
or
fnp
reading
scores
in
the
past.
V
What
has
happened
is
that
students
who
score
near
the
top
of
the
their
cohort
because
of
a
combination
of
scores
are
put
into
testing
pool
and
at
the
end
of
the
year,
usually
in
april,
these
students
would
sit
for
an
adaptive
performance
series
test
in
math
and
reading
and
by
adaptive
it
means
the
it's
a
computer-based
test.
The
items
will
get
progressively
harder
or
slightly
less
difficult.
V
One
of
the
things
we
have
changed
is
we
have
eliminated
this
testing
pool
and
in
the
process,
we've
eliminated
another
round
of
assessments
and
reduction
in
instructional
time
for
students.
By
removing
this
other
things
we
have
done,
we
have
replaced
the
the
naglieri
non-verbal
assessment
I
mentioned
or
abilities
test
that
has
been
replaced
with
the
cognitive
abilities
test,
often
known
as
the
coget.
V
That
really
tells
us
everything
we
need
to
know
about
that
child.
It
is
a
a
complete
and
comprehensive
enough
tests
that
we
can
look
at
that
and
say.
There's
really
no
reason
to
subject
this
child
to
further
scrutiny
by
performing
that.
Well,
we
can
safely
assume
that
they're
in
that
top
level
of
students
who
are
gifted,
however,
students
who
score
at
a
lower
tier,
it's
not
as
though
they
are
completely
out
of
the
running.
V
We
will
then
incorporate
other
measures
like
their
f,
p
scores
or
the
the
parent
and
or
teacher
really
we
would
use
both
parent
and
teacher
input
a
rating
scale.
We
are
trying
to
capture
as
many
students
as
possible.
We
want
to
be
as
inclusive
as
possible,
still
looking
at
our
same
overall
outcome.
Roughly,
the
top
five
percent
of
students
thus
identified
are
gifted
and
talented,
and
approximately
20
to
25
percent
overall
are
in
the
advanced
strand
and
we're
using
similar
metrics
in
fifth
grade.
W
So,
just
unpack
that
if
I
can
ask
a.
W
V
All
second
graders
and
all
fifth
graders,
who
were
not
previously
identified
as
gifted
and
talented,
will
get
the
appropriate
level.
The
cognitive
ability
test
is
leveled
for
different
grades,
so
they
will
get
a
more
advanced
level
of
it
in
fifth
grade
if
they
were
not
previously
identified.
As
gifted
and
talented.
W
And
when
you
say
roughly
the
top
five
percent,
I
guess
the
are:
are
the
grades
somehow
weighted
so
that
only
the
top
five
percent
get
the
designation
or
if,
for
one
reason
one
year,
we
have
a
bunch
of
students
who
get
the
96
percentile
you
might
have?
We
would
have.
V
W
V
W
V
Notify
the
parents
through
a
letter
we
get
a
database
of
all
of
the
students
who
have
been
identified
as
either
gifted
or
advanced,
and
we
generate
letters
for
individual
parents
that
are
it's
the
wonders
of
mail
merge.
We
were
able
to
generate
a
letter
that
specifically
talks
about
that
student's
identification.
V
I
have
resource
teachers
who
work
with
each
cluster
of
schools
and
they
are
specialists
in
primary
talent,
development,
math
and
language
arts,
and
they
work
very
closely
with
the
teachers
to
train
them
in
the
types
of
instructional
strategies
and
use
of
materials
that
have
been
very
specifically
developed
for
advanced
and
gifted
kids.
For
example,
the
college
of
william
and
mary
has
a
gifted
education
center
that
is
really
inner.
I'd,
say
internationally
renowned.
They
develop
materials
that
we
use
in
language,
arts.
V
We
use
things
like
mentoring,
mathematical
minds,
which
brings
very
open-ended
and
real-world
application
problems
and
math
to
young
students.
If
you
ever
have
an
opportunity
to
visit
a
school
where
they
are
doing
this
in
a
math
class,
it
is
nothing
short
of
amazing.
I
mean
I've
been
in
education,
a
long
time
and
I'm
still
floored
when
I
walk
into
a
classroom
and
see
students
owning
the
discussion,
owning
the
vocabulary
of
the
discipline
and
the
teacher
really
standing
on
the
sideline
as
a
facilitator,
answering
questions
and
troubleshooting,
but
the
students
are
immersed
and
engaged
and
enthusiastic.
V
I
never
thought
I'd
live
to
hear
this,
but
I
was
watching
one
of
my
resource
teachers
last
year
and
when
a
kid
says,
please
give
me
more
math
problems
to
do.
I've
never
heard
that
said
ever
until
this
past
year,
and
these
kids
were
third
graders
doing
really
rudimentary
algebra,
but
using
hands-on,
manipulatives
and
loving
it.
We
provide
teachers
with
that
training.
We
support
them.
V
We
go
in
and
model
the
instruction,
especially
if
it's
a
teacher
who
has
never
worked
with
advanced
students
before
we'll
spend
a
great
deal
of
time,
co-planning
modeling,
giving
them
feedback,
and
we
provide
a
lot
of
ongoing
professional
development,
both
embedded
within
the
school
day
and
also
after
school,
providing
a
stipend
and
or
sub
codes
as
needed.
W
Okay,
so
with
this
new
test,
how
does
the
three
year
look
back
that
you
mentioned?
How
does
that
factor
into
the
the
designation?
You
mentioned
that
really
it's
a
more
comprehensive
assessment
based
not
just
on
a
single
day
of
testing,
but
also
looking
at
the
student's
performance
from
k
through
second
grade.
If,
if
we
have
that
much
data
on
the
student
is
that
is
that
still
part
of
the
designation,
it.
V
I
think
it
may
be
until
we
administer
the
test.
I
won't
be
able
to
predict
numbers.
It
may
be
a
relatively
small
number
of
students
who
score
at
that
high
level,
but
for
the
student
students
say
scoring
in
the
89th
percentile
90th
percentile,
not
in
that
very
top
group.
We'll
still
have
those
other
metrics
like
the
primary
talent,
development
portfolio
and
the
parent
and
teacher
input
and
the
fnp
or
founders
and
panel
scores
to
also
use
as
a
way
of
determining
whether
the
student
belongs
in
the
gifted
or
advanced
trap.
V
V
We
haven't
sent
specific
letters
in
the
past
for
the
students
or
in
what
we
call
the
exploratory
trail,
and
even
then
we
still
use
developmentally
appropriate
elements
of
what
we
do
in
advanced
learner
programs.
That's
certainly
a
consideration
we
have
when
parents
have
contacted
me
and
said
my
child
was
not
identified.
Can
you
explain
the
data?
Can
you
explain
why
they
weren't
identified?
V
W
W
You
know
that
for
the
kids
who
don't
get
the
letter
and
maybe
whose
parents
are
not
as
engaged
with
how
these
designations
are
made,
you
know
maybe
they
they
don't
even
know
that
there's
an
appeals
process
and
I
just
wonder
you
know
I
just
I
I
wonder-
is
there
anything
to
be
said,
for
you
know,
notifying
families
as
to
why
you
know
kids
did
not
get
the
designation
if
that's
something
that
you
all
have
explored
or
is
that
just
something
that
school
systems
never
do.
V
That's
a
very
good
question
and
I
would
be
in
moving
forward.
I
would
be
in
favor
of
exploring
a
way
of
communicating
to
the
parents
of
students
who
are
not
designated
as
advanced
or
gifted
having
some
form
of
communication,
because,
regardless
of
that
identification,
there
are
still
supports-
and
I
think
benefits
that
my
I
know
that
my
office
provides
for
all
students.
V
W
So
in
families
where
parents
are
super
informed
and
super
aware,
they
know
gee,
the
cognitive
abilities
test
is
going
to
be
given
to
my
little
johnny
on
thursday
and
I'm
going
to
make
sure
he
gets
a
great
night's
sleep
before
then.
We're
going
to
you
know
do
all
these
math
problems
in
the
month
leading
up
to
that.
That
kind
of
thing
I
don't
want
that
affecting
you,
know
the
designations
that
are
made
for
the
students,
as
opposed
to
maybe
families
where
there's
not
that
level
of
engagement
well,.
V
In
terms
of
information
about
what's
coming,
say,
for
example,
the
administration
of
the
cognitive
abilities
test,
which
will
be
in
november,
that
information
will
be
available
to
and
shared
with
all
parents.
In
fact,
one
of
the
things
that
my
office
is
doing
differently
this
year,
I
wasn't
going
to
bring
this
up,
but
it
kind
of
is
your
comments
and
questions
are
a
perfect
segue.
V
W
D
V
D
J
V
We
don't
when
we
send
out
the
letters
in
june,
saying
your
child
has
been
identified
as
gifted
and
talented,
or
your
child
has
been
identified
as
help
single
subject
for
the
students
who
are
identified
for
the
the
exploratory
program.
We
do
not
send
out
a
specific
letter
for
that.
The
data
points
along
the
way.
Yes,
parents
parents
are
notified
of
the
fnp
scores
and
in
previous
years
the
naglieri
non-verbal.
All
of
that
has
been
shared
along
the
way.
It's
just
that
final
determination
that's
made,
based
on
the
culmination
of
all
the
data.
B
K
U
U
The
purpose
of
schematic
design
documents
is
to
develop
a
scheme
that
defines
the
general
scope
and
conceptual
design
of
the
project.
It
sets
locations,
relationships
between
building
components
and
circulation
patterns
for
the
building
and
for
the
site,
and
I
will
let
the
others
introduce
themselves
and
turn
it
over
to
them.
For
the
presentation.
X
I'm
going
to
walk
you
through
the
first
few
pages
of
a
presentation
that
we
have.
This
does
not
line
exactly
with
your
book.
So
if
you
want
to
know
exactly
what
page
to
look
at,
let
me
know
and
we'll
pass
that
on.
We've
tried
to
condense
this
down
to
a
few
pages
that
are
typically
gone
irrelevant
to
our
discussion
on
the
next
page
is
a
shows.
X
Our
design
committee
that
we
had
you'll
find
this
is
a
little
different
than
most
design
committees
we
have,
as
since
we
don't
have
a
school
and
therefore
no
principal,
no
staff.
So
what
we've
asked
is
we
asked
chris
truffer,
who
is
the
regional
superintendent
assistant
superintendent,
for
the
area
to
participate
in
the
design,
as
well
as
jason
williams,
who
is
the
principal
at
northeast
high
school,
which
is
the
last
high
school
that
we
actually
completed
several
park
is
still
under
design.
X
We
wanted
somebody
who
is
familiar
with
our
ed
specs
and
how
it's
actually
implemented
on
the
school,
since
we
also
do
not
have
a
direct
community,
but
it
is
the
crofton
area.
We've
asked
clay
holland
to
participate
more,
not
as
so
much
as
administrative
assistant
at
crofton
middle
school,
but
as
a
parent
to
represent
the
community
as
a
whole,
as
we
develop
further.
X
We'll
have
more
folks
coming
in
we'll
be
meeting
with
the
coordinators
to
get
further
details,
but
that's
in
a
further
part
of
the
process
on
the
next
page,
we've
showing
the
entire
design
team,
as
we
have
at
the
moment,
obviously
takes
a
lot
of
folks
to
involve
and
the
folks
from
gwoo
at
the
top
of
that
list
are
going
to
run
us
through
the
rest
of
the
project.
Here
in
a
minute.
X
X
X
In
addition,
not
showing
on
here
is
throughout
the
design
process
and
before
we
actually
start
construction,
we
have
meetings
with
the
community
as
a
whole.
This
fall
sometime
after
we've
got
school
settled
and
everybody's
comfortable
in
a
spot,
we'll
set
a
meeting
up
with
the
community,
so
they
can
come
in.
Look
at
the
drawings,
we'll
do
the
same
kind
of
presentation
with
them,
so
they
can
understand,
answer
questions
for
them.
So
with
that,
I'm
going
to
put
pass
this
on
to
the
folks
from
gwo
to
run
you
through
the
design.
Y
Thank
you,
larry.
Thank
you.
We
thought
it
would
be
smart
to
begin
with
a
quick
review
of
the
existing
conditions
at
crofton,
just
to
remind
everybody
of
of
what's
going
on
at
the
school
starting
in
the
lower
right
hand,
corner
of
the
of
the
image
in
front
of
you
you'll
see
that
crofton
middle
school
is
part
of
the
site.
Moving
around
counterclockwise
to
the
north
and
to
the
right
you'll
see
cardinal
field,
which
is
existing
wreck
and
parks,
fields,
area
and
then
continuing
over.
Y
We
find
crofton
park
proper
what
most
people
probably
think
of
crofton
park.
That's
where
the
the
play
areas
are,
the
the
the
walking
paths,
there's
some
softball
fields
and
baseball
fields
and
then
finally,
coming
around,
we
come
to
lithic
and
walks,
which
is
a
historic
site
and
one
of
the
areas
that
we
are
trying
to
stay
away
from
in
the
center
of
the
the
site.
There's
an
existing
football
field
and
a
baseball
diamond
that
we
are
going
to
keep
next
image
please.
Y
The
the
results
of
that
study
indicated
a
few
key
things,
one
the
location
of
the
building
kind
of
centrally
located
in
the
back
piece,
which
gives
quick
and
easy
access
to
the
multiple
fields
around
there,
including
the
existing
area
of
cardinal
fields,
where
we're
proposing
putting
a
number
of
fields.
We'd
also
indicated
a
number
of
fields
to
the
left
of
the
school,
as
well
as
bus
parking
and
parking
in
front
of
it
and
around
it.
Y
The
multi-purpose
field
or
the
football
field
number
five
and
the
baseball
field,
as
I
mentioned,
were
going
to
remain,
as
is
at
the
end
of
the
feasibility
study.
We
received
a
number
of
finalized
reports.
They
included
topographical
information,
wetlands
delineation
and
things
of
that
nature
that,
at
the
beginning
of
schematic
design,
we
went
back
and
we
re-examined
basically
almost
everything
just
to
verify
that
we're
in
the
right
location.
Y
What
came
out
of
the
schematic
design
process
next
image
please
this
is
our
current
site
plan
is,
for
the
most
part
the
building
remained
in
the
same
general
area.
However,
we
moved
it
slightly
to
the
left
on
this
image
because
of
the
topography,
we're
trying
to
be
good
stewards
of
and
work
with,
the
site
itself,
as
opposed
to
trying
to
make
the
site
work
with
what
we
want
to
do.
We
chose
to
put
the
fields
and
majority
of
the
fields
with
with
moving
the
building
a
little
to
the
left.
Y
As
I
mentioned,
the
baseball
and
football
field
and
the
location
and
they're
anticipated
to
be
used
site
circulation
through
the
site,
we're
creating
and
extending
the
ring
road
which
will
allow
access
back
to
the
high
school
and
continuing
that
off
into
underwood
road
and
we're
still
studying
that
a
little
bit
a
little
bit
more
in
the
feasibility
study,
we
saw
that
connection
at
the
circle
traffic
circle.
We've
moved
it
a
little
bit
south
of
that,
because
or
rather
to
the
east,
because
it
makes
more
sense
from
a
site
layout.
Y
Y
The
middle
school
entrance
will
remain,
as
is
part
of
this
project
is
also
improving
the
middle
school
bus
loop
and
parking,
and
that's
that's
another
piece
of
the
pie
that
that
we're
looking
at
next
image.
Please
this
image
we
thought
was
useful.
I
mentioned
working
with
the
site
as
opposed
to
trying
to
control
the
site.
It's
quite
staggering
in
the
last
few
years.
What's
come
to
light,
is
the
moving
of
dirt
is
quite
our
soils
is
quite
expensive.
Y
A
three
foot
by
three
foot
by
three
feet,
cube
of
dirt,
just
pushing
it
around,
is
almost
22.
we're
talking
tens
of
thousands
of
those
type
of
things
on
this
site,
not
to
mention
the
cost
of
importing.
Y
Y
Moving
down
the
building
and,
frankly
down
the
hill,
we
come
to
the
primary
visitor
parking
and
student
drop
off
the
main
entrance
to
the
school
is
that
white
frosted
piece
in
the
middle,
and
that
is
of
course,
flanked
by
both
the
administrative
as
well
as
the
evening
high
school.
So
we
have
some
control
over
that,
which
is
what
we
want
and
then
ultimately,
moving
along.
We
have
the
classroom
bar,
which
is
that
yellow
shaped
piece
what's
interesting
is
the
shape
of
that
is
directly
related
to
the
topography
on
the
site.
Y
We
worked
very
closely
with
jacobs,
who
is
the
cm
on
the
job
to
really
tweak
it
at
one
point
we
had
that
as
a
straight
building,
but
what
we
found
is
by
doing
a
simple
can't
the
cost
of
the
building.
Didn't
go
up
very
much,
but
we
saved
quite
a
bit
in
soils.
So
it's
it's
not
just
an
architectural
gesture.
It
actually
makes
a
lot
of
sense
to
do
it
from
a
financial
standpoint.
Y
Next
slide,
please
walking
you
through
the
floor
plans.
The
the
lowest
floor
plan
is
actually
within
the
classroom
bar
and
we
have.
The
facts.
Program
is
world
and
cl,
as
well
as
world
and
classical
languages
in
the
middle
kind
of
center
piece.
That
part
of
the
the
classroom
bar
as
you
will
see,
is
almost
like
shared
spaces.
So
we
have
things
are
like
flex
classrooms
in
there,
as
well
as
computer
classrooms
and
things
of
that
nature
and
then
to
the
top.
We
have
the
social
studies
wing
next
slide.
Y
Please
moving
up
to
the
second
level,
which
in
many
ways
is
the
main
entrance
for
most
visitors,
I'm
going
to
start
on
the
right
we
come
in
through
the
entrance
and
you'll
see
the
administration
to
the
left,
as
well
as
the
evening
high
school
to
the
right.
You
come
into
a
a
main
lobby
which
leads
into
the
auditorium.
So
again,
that's
separate
from
the
gymnasium
entrance,
which
you'll
see
in
a
minute
as
well
as
the
cafeteria,
so
two
separate
events
could
happen,
simultaneous
sane
simultaneously
without
overlapping.
Y
As
we
move
to
the
left,
we
have
special
education
and
then,
as
we
cross
into
the
bar,
which
is
the
classroom
area,
we
have
math
to
the
south,
those
shared
spaces.
I
talked
about,
such
as
computer,
labs
and
flex
in
the
center,
and
then
english
at
the
top
next
slide.
Please
and
then
on.
What
simply
is
the
biggest
floor
plan?
Y
That
was
something
we
worked
very
closely
with
the
team
to
determine
that
that
needed
to
happen.
That
they
wanted
control
and
it
worked
out
really
well.
The
yellow
piece
that
is
between
the
two
corridors
is
the
art
and
then
finally,
we
go
over
into
the
classroom
bar,
which
is
predominantly
science
on
both
wings
with
again
the
shared
spaces
in
the
middle,
and
that
concludes
the
design.
Z
We
do
not
want
crofton
high
school
to
have
access
from
underwood
road,
as
we
are
continuously
battling
anne
arundel
county
in
efforts
to
control
the
traffic
and
the
speed
we
have
been
trying
to
get
the
speed
limit
reduced
to
30
miles
per
hour
in
hopes
of
implementing
traffic
calming
humps.
You
can't
have
them
at
35
miles
per
hour.
Z
Z
Z
Z
I'm
looking
for
that
gentleman
that
said
that
we
have
been
communicating
with
corporal
middleton
of
anne
arundel
county
police
department.
I
actually
spoke
with
him
this
morning.
He
was
running
some
radar
on
underwood
road.
I
have
been
communicating
with
nestor
flores
from
the
anne
arundel
county
department
of
public
works.
He
is
trying
to
do
another
traffic
study
we
had
one
about.
Z
I
don't
know
how.
Many
years
ago,
like
I
said,
we
weren't
able
to
get
the
traffic
calming
humps,
we
got
some
islands,
they
didn't
help.
We
have
more
traffic.
I'm
wondering
is
this
an
independent
study?
Have
you
been
working
with
the
county?
I
would
like
to
see
that
be
working
with
the
county
regarding
that
study,
because
we've
already
initiated
that
okay.
Thank
you.
N
AA
Good
morning,
thank
you
for
allowing
me
to
make
a
presentation.
I'm
steve
sutton
and
I
represent
the
crofton
colony
community,
which
is
a
62
home
age,
restricted,
55-plus,
community
off
of
underwood
road,
and
we
have
three
dead-end
streets.
One
of
those
streets,
alfred
drive,
which
I'm
a
resident
dead,
ends
with
five
homes
on
the
on
which
borders
on
the
property
of
heist
of
the
high
school.
If
you
notice
in
the
diagram
that
they
showed
the
five
homes
at
the
top,
I'm
one
of
those
residents
that
has
that
backs
on
to
the
park.
AA
With
me,
today
is
also
one
of
our
homeowner
association
representative
john
brown.
We
do
in
looking
at
the
viability
study
and
comparison
with
the
schematic
diagram.
We
are
gratified
to
see
that
the
where
the
building
is
cited
and
the
fields
are
cited,
we
now
apparently
will
not
have
any
disruption
to
the
trees
that
are
behind
our
properties
and
the
building
is
seems
to
be
at
a
position
which
may
not
cause
us
any
disruption.
AA
However,
there
are
three
items
that
we
were
concerned
about,
which
are
not
explicitly
described
in
this
schematic
diagram
study.
One
is
the
whether
or
not
there
will
be
a
deterrent
of
any
kind
to
prevent
traffic,
both
foot
and
vehicular
traffic
as
a
means
of
access
into
the
high
school
property
from
salford
drive.
AA
AA
The
third
item-
I'd
like
to
reiterate
ms
robinson's
concern
about
traffic
on
underwood
road,
and
I
can
speak
from
experience
this
morning
when
I
was
riding
my
bike.
There
was
a
police
officer
out
in
an
unmarked
car
doing
radar
and
he
pulled
over
a
a
a
truck
first
meeting
and
those
are
the
items
and
I
thank
you
for
your
time.
B
K
K
D
Just
a
quick
question:
I
know
that
it
doesn't
fall
under
the
same
requirements
because
we're
not
using
state
money
for
this.
But
why
is
what
is
the
purpose
of
increasing
the
size
to
867
students
when
the
contract
only
has
825.
T
Just
for
a
student
excuse
me,
oh
I'm
greg
alteria
and
I'm
with
the
children's
guild.
Just
we're
not
we're
expanding
the
school
just
for
student
experience
just
to
be
able
to
allow
things
to
operate
more
efficiently
and
better.
Q
So
maybe
I
can
answer
that
the
number
of
students
is
not
increasing.
We
are
not
going
over
the
cap
of
8.25,
so
in
terms
of
the
number
I'm
not
necessarily
sure
where
that
okay,
okay,
that
that
may
be
the
state
rate
of
capacity
but
we're
not
we
don't
contractually.
We
can't
go
over
825,
that's
correct!
Q
C
So
the
addition
is
not
attached
to
the
current
building
correct.
It's.
AB
T
The
initial
plan
was
to
try
to
attach
it
to
the
building,
there's
some
environmental
issues,
and
it
would
have
required
us
to
relocate
the
fire
lane
and
also
there's
some
underground
storm
water
management
next
to
the
fire
lane
that
would
have
all
had
to
been
relocated,
so
it
would
cost
a
lot
more
money
to
do
the
project.
So
there
was
a
piece
of
property
in
the
back
of
the
school
that
just
allowed
us
to
do
it
at
a
more
effective
cost.
C
T
The
students
will
go
back
and
forth
between
the
main
building.
I
think
that
the
plan
right
now
is
they're,
probably
going
to
take
the
older
kids
right.
A
C
T
The
back
it'll
be
secured
through
the
same
security
system
that
we
have
in
the
main
school,
so
you
won't
be
able
to
get
in
the
building
unless
you
have
an
access
card
and
we'll
also
have
video
cameras
that
are
hooked
up
to
the
you
know,
main
entrance
of
the
building
so
they'll
be
able
to
see
what's
going
on
in
the
back
as
well
and
we're
also
one
other
thing.
We
also
have
a
vice
principal
will
be
in
that
building.
T
We're
expecting
that
it
would
be
done
june
15th,
the
june
30th
of
this
coming
year.
Okay,.
AC
F
AC
This
presentation
today
is
about
the
second
grade:
students
in
anne
arundel,
county
public
schools,
not
just
some
but
all
second
grade
students
and
our
efforts
to
have
each
of
them
read
at
or
above
grade
level.
By
the
end
of
second
grade
later,
you
will
hear
from
antoine
a
rising
third
grader
at
edgewater
elementary
school,
who
began
his
second
grade
year.
Reading
below
grade
level.
E
I'm
going
to
begin
this
story
today
with
some
data
from
our
instructional
data
division.
This
graph
shows
all
of
our
elementary
schools.
At
the
beginning
of
last
year,
the
red
denotes
the
students
in
each
school
who
are
not
meeting
their
grade
level.
Expectation,
yellow
approaching
green
and
blue
is
exceeding
grade
level
expectation.
E
E
AC
We
kept
in
mind
that
our
students
come
to
us
from
various
homes
with
different
backgrounds
and
experiences.
It's
our
job
to
get
all
of
them.
Yes,
all
of
them
to
a
common
finish
line.
One
very
real
barrier
to
our
plan
that
we
had
to
consider,
however,
was
the
negative
effects
that
poverty
have
has
on
student
achievement.
AD
AE
AE
AE
AE
AE
You
see
every
summer,
jordan's
learning
will
evolve
by
a
month
because
of
access
to
libraries,
field
trips
and
camps,
while
jamie
will
lose
two
months
of
school
learning
every
summer,
because
good
habits
such
as
reading
haven't
been
reinforced
by
the
time
they
reach
third
grade.
Jamie
will
be
between
two
and
two
and
a
half
school
years
behind
jordan
in
critical
reading
skills.
AE
AD
We
also
know
that
the
older,
a
child
gets
the
more
difficult.
Those
gaps
are
to
close
students
who
do
not
meet
grade
level.
Milestones
in
reading
are
at
a
greater
risk
of
falling
behind
and
eventually
dropping
out.
One
of
the
smartest
investments
we
can
make
is
an
investment
in
a
high
quality
early
literacy
program.
AC
So
what
is
the
effect
of
poverty
in
a
reading
in
anne
arundel
county
public
schools?
Please
take
a
look
at
this
graph.
The
left
axis
shows
the
percentage
of
students
reading
at
or
above
grade
level.
The
bottom
axis
shows
the
percentage
of
students
in
a
school
receiving
free
and
reduced
meal
services.
AC
E
So
why
have
an
intentional
focus
on
reading?
You
can
look
at
the
slide
and
see
that
our
schools
have
many
timelines
to
meet
tasks,
to
complete
goals
to
beat,
but
last
year
we
thought
what,
if
we
only
focused
on
one
thing
at
every
level,
all
of
the
things
on
the
screen
were
important,
but
we
thought
at
our
monthly
principal
meetings,
our
school-based
leadership
meetings,
our
data
meetings
etc.
F
F
AB
We
adopted
guided
reading
as
our
instructional
approach
to
teaching
reading
in
all
of
our
elementary
schools
in
kindergarten.
Through
second
grade
teachers
use
the
fountas
and
pinell
benchmark
assessment
to
determine
students,
precise
strengths
and
needs
as
readers.
They
use
the
assessment
to
drive
their
instruction
in
a
small
group
setting.
AD
Exactly
one
year
ago,
I
had
the
opportunity
to
address
our
136
reading
teachers
about
the
reality
of
the
work
ahead
and
the
challenges
associated
with
the
adoption
of
guided
reading
as
our
primary
primary
response
to
the
fountain
panel
data.
We
invited
them
on
this
journey
as
we
knew
we
could
not
accomplish
this
goal
without
their
leadership
and
expertise.
AB
AB
AB
F
G
You
will
see
that
with
simultaneous
emphasis
on
acceleration
of
all
those
meeting
and
exceeding,
in
addition
to
those
not
meeting
or
approaching
during
the
school
year
with
the
implementation
of
the
primary
talent
development,
where
all
students
experienced
enriched
literacy,
learning
environments
and
advanced
primary
readers
engaged
in
strategies
that
invited
critical
and
creative
thinking,
questioning
models
and
advanced
reading
resources
that
promoted
inquiry
and
opportunities
to
talk
about
the
text
and
authentic
learning
context.
Whether
reading
across
the
curriculum
or
in
triple
e
blue,
grew
by
14.
E
E
P
P
F
We
could
not
have
answered
the
bell
without
the
help
of
our
136
reading
teachers.
They
embraced
the
work
of
the
intentional
focus
and
dedicated
their
efforts
to
the
diagnostic
need
of
all
our
early
learners.
Yesterday,
we
gave
them
all
bells
as
a
reminder
of
the
work
we
did
last
year
and
the
work
we
had
up.
We
have
ahead
of
us.
E
So
today's
story
about
last
year
is
over,
but
our
work
is
not
done.
We
look
forward
to
another
exciting
school
year
when
even
more
of
our
children
will
be
able
to
ring
the
bell,
and
if
we
had
a
bell
for
every
child
who
rang,
who
met
grade
level
expectation
last
year,
here's
what
it
would
sound
like
867
times.
W
Still
still
not,
this
is
the
most
encouraging
news
that
I
could
imagine,
and
just
you
all
deserve
a
round
of
applause.
For
what
you've
done
for
these
kids,
I
mean
that's
just
tremendous
tremendous
work
and
it's
got
to
be.
You
know
the
guiding
mission
for
all
of
us.
It's
it's
it's
great
to
hear
this
two
questions.
W
First,
is
this
presentation
is
extremely
informative
and
I
think
the
kind
of
thing
that
would
be
encouraging
for
all
families
to
hear
what
are
we
doing
to
get
some
distilled
form
of
this
out
out
to
families,
and
I
don't
know
whether
it
would
be
electronic
or
hard
copy,
but
something
so
they
could
see.
W
I
think
it's
very
important
for
all
families
to
see
this
and
the
fact
that
you
all
got
it
to
go
not
just
from
24
to
12
in
you
know,
and
the
ones
we're
really
trying
to
help,
but
to
go
from
55
to
69
and
the
ones
who
were
exceeding
is
just
so
special
and
I
think
all
families
need
to
hear
about
this
in
some
form
or
another.
So
I
just
encourage
you
all
to
think
about
some
way
to
get
this
out
to
families.
W
You
know
really
as
quickly
as
possible,
and
my
second
question
is
what
is
kind
of
the
summer
follow-up
for
the
increased
efforts
that
you
all
made
during
the
school
year?
What
did
you
do
to
try
to
to
make
sure
that
that
was
maintained
for
the
summer.
AB
So
we've
already
met
with
our
reading
teachers
yesterday
to
talk
about
unrolling
a
similar
professional
development
plan
for
our
teachers
in
grades
three,
through
five
I
mentioned
earlier
that
we
had
a
trainer
trainer
models
this
year
for
our
k
through
two
teachers
and
this
year,
we'll
follow
that
same
model
for
our
early
dismissal
days,
with
a
really
a
big
focus
on
the
reading
instruction.
Taking
that
diagnostic
approach,
implementing
guided
reading
in
the
the
intermediate
grades
this
year.
W
To
continue
with
their
reading
over
the
summer
was
was
like,
for
example,
I
know
that
that
that
my
little
boy
had
a
reading
log
and
I'll
just
out
myself
and
say
I
didn't
even
know
that
he
was
supposed
to
be
doing
the
reading
log
until
august.
So
I
printed
out
august
and
said:
well,
you
know
at
least
we'll
have
one
month
to
turn
in.
AE
AC
This
summer
reading
program,
where
students
are
encouraged
to
go
to
the
library
check
out
books
and
read
oftentimes
you'll,
see
as
you
explain,
that
your
son
will
each
school
will
do
reading
logs
for
their
children.
Also,
we
have
summer
school.
So
our
title,
one
schools,
all
of
our
second
graders
and
actually
all
of
those
students-
will
offer
the
opportunity
to
attend
summer
school.
AB
And
we
actually
did
partner
with
the
library
to
create
the
summer
reading
list
the
recommended
summer
reading
list
so
that
they
are
in
line
with
the
expected
levels
of
expectation
through
fountains
and
panel.
AB
K
AD
Year,
part
of
our
campaign
has
also
included
educating
our
parents
in
regards
to
the
fontes
and
panel
leveling
system,
educating
them
about
what
each
level
means.
We've
created
systemic
brochures
that
we
distribute
to
parents,
mainly
through
parent
conferences
as
well,
and
these
brochures
also
include
strategies
for
that
parents
can
use
to
assist
their
student
at
home
as
well
as
help
them
select
appropriate
reading
materials
for
their
child.
C
C
X
C
C
C
Good
I'd
love
to
see
the
full
data
you
know
for
all
the
classes
and
see
and
see
where
we're
going
with
that.
Second
grade,
I
know,
is
a
kind
of
a
crucial
point
as
we
head
to
third
grade.
We
want
them
in
grade
level,
but
we
want
them
on
grade
level.
The
whole
way
across
so
I'd
love
to
see,
see
that
but
great
job.
D
I
just
wanted
to
follow
up
on
something
mr
alston
said.
I
want
to
do
a
shout
out
for
the
elementary
summer,
school
programs
and
summer
academy
programs,
because
they're
not
I
mean
when
people
think
of
summer
school
they
think.
Oh,
I
failed,
and
now
I
have
to
go
to
summer
school,
but
in
our
elementary
schools.
That's
not
what
it
is
at
all.
It's
for
any
student
who
you
know
their
parents
are
a
little
concerned
about
them.
D
M
Are
there
any
strategies
or
anything
that
a
school
does
to
try
to
help
those
students
who
are
who
are
in
before
and
after
school
care?
I
mean
we
had
some
at
many
of
the
schools
there
they're
there
on
six
o'clock
and
so
they're
they're,
quite
a
number
of
time
after
school
that
could
we,
I
know
park
and
rec
does
many
of
those
programs,
and
I
think
there
are
others
that
do
some.
What
do
we
do
to
kind
of
help
that.
F
So
we
can
certainly
take
a
look
in
strengthening
our
partnerships
for
our
park
and
rec
programs,
but
we
definitely
have
in
our
title
one
after
school
programs
there's
that
direct
alignment.
So
we
do
have
that
existing
in
place.
But
thank
you
for
the
suggestion
and
we'll
reach
out
to
our
our
other
friends.
W
Had
a
quick
question
about
the
summer
academies,
it
sounds
like
that.
That's
a
a
great
resource
and
opportunity
for
the
students,
but
what
what's
done
to
make
families
aware
of
that,
because,
frankly,
this
is
the
first
time
I've
ever
heard
about
it.
AC
C
Yes,
okay,
sorry
just
checking
my
paper,
the
the
contract
for
the
water
testing
services.
It
says
the
coliform
bacteria
test
on
the
back.
It
says
at
one
location,
it's
25
per
test
and
at
one
location
it's
125
per
test.
Is
this
different
test?
Is
it
a
larger
sample?
What
is
the
what's
the
cost
difference
there.
J
For
the
record,
al
czech
news,
chief
operating
officer
yeah,
essentially
it's
a
different
different
criteria,
so
the
maryland
department
of
environment
essentially
establishes
the
the
type
of
test
it's
based
on
the
volume
the
population
served
et
cetera,
whether
you're
on
well
water,
whether
you're
on
potable
domestic
water,
et
cetera.
So
there's
a
prescriptive
water
testing
algorithm
for
the
different
facilities
that
mde
establishes
and
then
the
tests
align
with
that.
Some
of
the
tests
are
quite
honestly,
just
more
expensive
to
conduct
than
some
of
the
others
so
and.
C
C
J
There's
a
point
source
and
then
there's
a
calculated
number
of
sites
you
have
to
draw
from
so
again
it's
very
it's
a
highly
regulated
and
very
prescriptive
sort
of
environment.
But
you
are
correct:
the
larger
the
complex,
typically,
the
more
samples
that
are
taken.
B
K
I
think
we
got
a
little
note
this
morning
and
it
said
I
anticipated
hearing
that
the
test
being
performed
are
actually
two
different
tests,
but
that
did
not
happen.
I
am
still
confused.
Why
would
be
quoted
two
different
prices
by
the
same
vendor
for
the
same
test,
and
I
can't
remember
who
sent
it
from
the
board
not
not
from
the
board
from
administration
walt
sent
it
because
he
had
called
you
know,
and
I
just
it's
the
same
test.
K
J
If
you,
if
you
take
a
look
for
chesapeake,
there's
six
per
month
for
southern
middle
and
four
chesapeake
complex,
has
three
schools:
it's
got
bodkin,
it's
got
chesapeake
middle
school
and
it's
got
chesapeake
high
school
on
it.
So
there's
three
different
buildings,
yeah
at
chesapeake,
complex
southern
high
school,
is
just
one.
Building.
Southern
middle
school
is
just
one
building,
so
it
costs
more
money
to
test
the
three
buildings
at
the
chesapeake
complex,
because
you've
got
an
elementary,
a
middle
and
a
high
and
a
high
school,
completely
separate
and
distinct.
K
J
Three
buildings
versus
two
essentially
and
anytime,
mr
fedorwicz,
has
a
question.
He
certainly
can
come
and
approach
me
directly
with
that.
Okay,.
B
Okay,
any
public
comment:
we
didn't
have
any
okay,
the
last
items
are
consent,
items
6.01
and
6.02.
Do
I
have
a
motion
to
bundle
these
two
and
move
them
from
information
to
action,
all
those
in
favor
hi?
We
now
have
an
action
item
doctor
alado,
your
recommendation.
Yes,.
N
B
C
All
right,
I
make
a
motion
to.
C
Close
the
meeting
and
move
into
closed
session
to
discuss
the
appointment,
employment
assignment
promotion,
disciplined
emotion,
compensation,
removal,
resignation
or
performance
evaluation
of
appointees
employees
or
officials
over
whom
this
public
body
has
jurisdiction
or
any
other
personnel
matter.
That
affects
one
or
more
specific
individuals
to
consult
with
counsel,
to
obtain
legal
advice
on
a
legal
matter
and
to
conduct
collective
bargaining
negotiations
or
consider
matters
that
relate
to
the
negotiations.