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From YouTube: BOE Public Session 9 11 2019
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Welcome
to
this
meeting
of
the
board
of
education,
this
meeting
is
being
televised,
live
on
aacps
tv
and
live
streamed
on
the
internet.
General
information
and
protocols
for
the
meeting
are
posted
on
the
sign
by
the
doorway
as
you
enter
the
room.
So
please
make
sure
you
read
those
if
you
have
not
already
item
2.03
is
the
approval
of
the
minutes?
Is
there
a
motion
to
approve
the
minutes.
A
C
A
It's
a
motion
is
there
a
second
we've
got
a
motion
and
a
second
any
discussion
on
this
motion.
Seeing
none
all
in
favor,
say:
aye
aye
pose
no
the
eyes
have
it.
Thank
you
at
this
time
with
any
other
board
member
like
to
add
anything
to
the
agenda.
That's
not
currently
printed
seeing
none.
The
agenda
will
stand
as
revised.
Thank
you
item.
2.05
is
recognitions
and
there
are
no
formal
recognitions
today,
we'll
now
move
to
item
2.06,
which
is
educator
of
the
month
and
we'll
turn
to
mr
leib.
D
Meredith
is
an
exceptional
teacher,
making
sure
her
lesson.
Plans
are
well
written
and
their
contents
rigorous
and
engaging.
She
possesses
curiosity
about
increasing
her
knowledge
of
the
spanish
language
and
the
culture
she
makes
sure
her
students
receive
a
quality
education.
Students
love
her
for
her
fairness
and
kindness.
D
D
She
is
a
member
of
the
school's
equity
team.
This
group
helps
spread
positivity
and
implement
programs
that
not
only
help
our
students,
regardless
of
their
abilities,
reach
their
full
potential
and
master,
not
only
content
but
everyday
challenges
that
one
may
encounter
both
inside
and
outside
of
the
classroom.
D
D
D
D
D
A
Mcmahon,
if
you
would
like,
I
know,
a
number
of
guests
came
in
with
you
along
with
will
myers,
but
would
you
be
interested
in
in
sharing
who
who
joins
you.
F
F
Sorry,
it's
hard
to
read
and
watch,
but
it's
too
much
fun,
not
it
denise's
leadership
over
a
staff
of
seven
payroll
support
specialists
and
an
army
of
175
timekeepers
located
all
over
the
county,
ensures
that
payroll
happens
as
expected,
and
if
there
is
a
problem
or
paperwork
gets
turned
in
late,
denise
stays
late
works
on
the
weekends
or
schedules.
A
supplemental
pay.
Denise
began
her
career
at
aecps,
in
schools,
working
as
a
ta
and
a
teacher,
so
she
understands
and
appreciates
her
customers.
F
Her
school
experience,
coupled
with
over
16
years
in
a
leadership
role
with
the
payroll
department,
ensures
almost
fifteen
thousand
employees
are
paid
accurately
accurately
and
on
time.
Aa
cps
can
rest
easy
on
paydays,
because
denise
takes
very
seriously
the
responsibility
of
paying
employees
accurately
and
timely
denise
understands
the
importance
of
helping
payroll
staff
and
timekeepers
understand
the
complexity
of
almost
a
dozen
payroll
calendars
and
four
negotiated
agreements
are
accurately
implemented.
F
F
Denise
is
a
respected
member
of
the
human
resources
department
and
a
critical
member
of
the
hrm
upgrade
implementation
team.
She
was
instrumental
when
the
first
hr
system
upgrades
took
place
for
the
first
time
in
20
years.
Denise's
commitment
to
accuracy,
problem,
solving
innovation
and
collaboration
makes
her
a
valued
resource.
F
It
is
evident
that
denise
takes
pride
in
her
work
and
that
of
her
department.
Her
stewardship
is
more
than
half
of
the
board's
budget.
57
and
her
dedication
is
unparalleled
and
is
to
be
commended.
Ms
anderson,
the
board
of
education
is
proud
to
recognize
you
today
for
your
outstanding
professionalism
and
accuracy.
F
G
This
is
the
top
of
shock.
This
really
is,
thank
you
so
much
so
who's
here
to
support
you
today.
Of
course,
I
have
my
my
boss,
lorraine,
ferris
and
jessica
kutches
is
here.
I
have
my
entire
team
from
payroll
and
then
from
my
family.
G
B
Volunteers
are
an
invaluable
piece
of
the
anne
arundel
county
public
school
community
puzzle,
while
our
educators
and
staff
members
work
tirelessly
to
ensure
all
students
are
provided
with
the
rigor
needed
to
reach
their
full
potential.
Our
volunteers
complete
the
puzzle
by
making
learning
even
more
fun
and
inspiring.
B
B
Msusterfeld's
leadership
on
southern
high
school's
business
advisory
board
is
invaluable.
Not
only
has
she
been
a
member
for
many
years,
she
was
president
for
the
last
two.
According
to
the
assistant
principal
audrey,
whalen,
the
large
membership
and
consistent
attendance
at
monthly
meetings
is
due
in
large
part
to
ms
usterfeld's
recruitment
efforts,
kindness
and
positive
attitude.
B
She
comes
to
each
meeting
with
a
smile,
a
laugh
and
is
welcoming
to
all
group
members,
and
I
can
personally
test
to
that
from
being
a
occasional
visitor
to
the
business
advisory
board
over
the
years
that
truly,
she
energizes
folks
to
work
to
do
amazing
things
for
our
students
and
community
from
recruiting
community
partners
for
pizza,
with
a
professional
to
mock
interviews
to
the
annual
career
expo.
Ms
usterfeld
is
the
person
who
makes
it
happen.
Signature
program,
facilitator,
megan,
heinrich
oh
boy,
I'm
so
sorry
megan.
B
I
just
had
a
moment
on.
There
explains
that
msusterfeld
works
alongside
the
english
department
to
ensure
resumes
are
written
for
mock
interviews.
She
schedules
mock
interviews
for
each
11th
grade
student
over
a
three-day
period.
That's
over
400
interviews
with
business
partners,
english
department,
chair,
linda
smith,
goes
on
to
explain
the
impact
on
the
students.
B
Mrsterfeld
has
engaged
the
program
by
creating
real-world
opportunities
in
which
students
are
able
to
take
great
pride.
Her
kind
and
non-judgmental
nature
is
what
stands
out
to
me
as
what
is
incredibly
special
about
her,
while
working
one-on-one
with
our
students,
she
is
always
gracious
and
welcoming.
She
makes
every
student
she
interacts
with
feel
valued
and
important.
B
We
are
beyond
lucky
to
have
her
volunteering
her
time
in
our
school
as
a
former
southern
high
school
principal
katie,
fewer
heard
so
aptly
puts
it.
Mr
feld,
you
are
a
dedicated
individual
who
provides
our
students
with
multiple
opportunities
to
prepare
them
for
life
and
after
high
school,
you
are
a
candidate
that
is
truly
worthy
of
aacps's
volunteer
of
the
month
mrsterfeld.
You
truly
make
a
meaningful
contribution
to
student
growth
and
are
making
huge
strides
in
helping
our
students
develop
into
caring,
competent
and
contributing
citizens.
B
B
Well,
although
I
look
forward
to
hearing
about
that
today
is
all
about
you
and
all
the
work,
hard
work
that
you
did.
I
know
personally
folks
how
hard
this
woman
works.
Having
dinner
around
her
and
the
fact
that
she
draws
attention
and
people
want
to
engage
our
community,
that's
what
it's
all
about
and
thank
you
so
very
much
for
it
all
right.
B
So
who
did
who's
here
with
you
a
whole.
H
Bunch,
I
guess
that
I'm
minister
of
christian
education
at
mount
zion,
united
methodist
church
in
lothian
and
the
whole
staff,
the
administrative
assistant,
pastor
and
marketing
marketing
director
good
friend
and
council
chair
there,
tom
ellis
my
husband
ricky,
mrs
fear,
herd,
who
I
worked
well
with.
H
Our
new
principal
angela
hopkins,
the
treasurer
of
not
treasurer
the
vice
president
of
bcab
julia
house
and
my
dad
came
all
the
way
from
virginia
on
fredericksburg.
So
that's.
A
J
And
that's
that's
really.
The
highlight
was
the
the
school
visits
and
I
can't
wait
to
to
do
more.
I'm
going
to
see
all
of
my
schools
with
they're,
not
mine,
but
all
the
schools
in
district
five
in
the
next
several
months,
and
I
look
forward
to
all
of
those
as
well,
and
it's
really
just
a
delight
and
quite
an
honor
to
to
to
witness
all
the
wonderful
things
happening
in
the
school
buildings.
So
thank
you,
dr
alato,
for
including
us,
and
it
was
wonderful.
F
Yes,
indeed,
thank
you,
dr
arlatto,
going
into
our
schools
and
seeing
the
work.
That's
being
done,
that's
what
we're
all
here
for
and
it's
such
a
rewarding
experience.
I
particularly
enjoyed
visiting
south
shore
elementary
for
our
educator
of
the
year
for
the
state
of
maryland
nominee.
I'm
I'm
sorry!
I
can
never
pronounce.
K
F
Miss
b:
that's
that's
what
we
know.
Yes,
but
anyway,
a
huge
congratulations.
It
was
an
honor
to
be
there
and
I
look
forward
to
visiting
many
of
our
store
schools
over
the
next
several
months.
Thank
you
for
that
opportunity.
M
Well,
it
is
back
to
school,
so
much
of
my
highlight
is
pertaining
to
that.
First
of
all,
I
want
to
welcome
everyone
back
to
the
2019-2020
school
year.
It's
starting
out
very
well.
M
I
attended
the
back
to
school
events
with
dr
lotto
as
well,
and
the
ribbon
cuttings
for
our
new
and
modernized
schools,
which
was
wonderful.
I
also
attended
the
back
to
school
fest
in
the
district
one
communities.
I
was
particularly
taken
with
the
back
to
school
fest
by
the
new
kingdom
of
faith
christian
church
they
gave
away
over.
I
I
want
to
say
over
100
pounds
of
food
in
partnership
with
the
maryland
food
bank.
They
gave
away
bicycles,
they
gave
away
school
supplies
and
backpacks
full
of
those
school
supplies.
M
It
was
a
beautiful
event
for
the
van
bokken
community
and
then
finally,
I
want
to
thank
the
chesapeake
lighthouse
foundation
for
their
invitation
and
for
their
the
information
that
they
share
with
me
concerning
their
work
for
the
charter,
schools
and
one
more
congratulations.
I
want
to
extend
to
miss
sandy
blundell
and
the
park
elementary
school.
M
N
Yes,
I've
thoroughly
enjoyed
this
past
week
between
the
ribbon
cuttings
and
modernization
school
visits.
I
got
to
go
to
21
different
schools
this
past
week,
and
it
was
great
and
one
of
the
highlights
was
going
to
corcoran
middle
school.
Corcoran
is
one
of
our
is
a
demonstration
school
for
the
avid
program.
N
It's
a
nationally
recognized
for
its
nation
for
its
avid
program
and
anne
arundel
county
schools
was
just
recognized
as
only
one
of
34
districts
in
the
entire
country,
as
a
district
of
distinction
for
our
avid
programs
and
corcoran
is
our
shining
example
of
that
and
how
it's
out
there.
So
it's
great
to
see
it
in
action
and
very
proud
that
our
school
is
being
recognized.
School
system
is
being
recognized
once
again
as
a
national
leader
in
programs
for
equity,
for
our
students.
A
Thank
you,
mrs
hummer.
We
were
scrambling
for
that
announcement.
We
were
going
to
say
that
so
you
saved
us
the
the
energy
there.
A
O
Morning,
president
jillian,
and
vice
president,
michelle
corkdale
and
fellow
board
members
as
chair
of
the
cac
I'm
here
to
update
you
on
our
activities,
the
cac
met
on
monday
september
9th
having
board
members
corcordal
and
schalheim
in
attendance,
with
a
lively
guest
presentation
from
robert
moser
on
communications
deployed
by
aacps
and
methods
and
rationale
for
each
particular
tool's
use.
It
was
important
to
lay
a
foundation
in
the
realm
of
communication,
given
the
scope
of
the
issue
of
recess.
O
The
outline
of
priorities
delivered
by
vice
president
corgital
was
truly
enlightening,
and
our
members
expressed
eagerness
to
participate
in
the
in
the
issue
to
facilitate
another
independent
viewpoint
for
the
boards
to
consider
on
our
agenda.
We
did
have
a
vice
chair
for
election.
However,
we
tabled
the
vote
to
allow
time
for
new
members
to
inquire
with
cac
leadership
on
role
specifics
committee
assignments.
O
We
had
the
opportunity
to
participate
in
10,
aacps
committees,
and
so
therefore,
we
gave
our
members
an
opportunity
to
review
and
determine
which
would
require
further
time
to
make
permanent
assignments.
So
we
have
tabled
that
motion.
Well.
Excuse
me
tabled
the
assignments
to
committees
until
the
october
meeting.
In
the
meantime,
we
had
volunteers
for
upcoming
meetings
for
the
mental
health
task
force,
pta
ccac
and
the
security
council
committees
subcommittee
assignments,
as
certain
of
our
four
committees
from
last
year
now
fall
under
various
task
force
groups.
O
Cac
policy
members
have
been
provided
the
current
policy
for
the
cac,
and
we
will
undertake
deliberations
to
devise
recommendations
to
submit
for
consideration
to
the
board
policy
committee.
When
review
is
called
to
the
agenda
this
year
recess
guidelines
members
have
been
provided
the
current
guideline.
We
will
conduct
a
workshop
to
establish
scope
parameters
and
methods
to
conduct
data
collection,
as
well
as
assignment
of
team
members
to
such
endeavors
to
ensure
report
is
provided
to
the
board
in
april,
if
not
soon.
A
P
Thank
you
very
much
good
morning,
I
am
laura
iverson
executive
director
for
start
the
adventure
in
reading
annapolis,
stair
annapolis
and
joining
me
today
is
president
of
the
board
of
directors
for
stare.
Doug
smith,
you
all
have
a
copy
of
our
latest
annual
report
in
front
of
you,
which
we
are
eager
to
share
start.
The
adventure
in
reading
stair
annapolis
mission
is
to
increase
the
reading
level
of
second
graders
reading
below
grade
level,
increase
the
student's
sense
of
self-esteem
and
self-confidence
and
provide
a
caring
environment
where
reading
is
fun.
P
P
P
Reading
well,
is
an
absolute
necessity
in
order
to
function
in
our
competitive
society.
Children
learn
to
read
through
second
grade.
After
second
grade
children
read
to
learn
the
anne
arundel
county
public
schools.
Second
grade
population
is
seven
to
nine
years
old
in
10
to
15
years.
We
hope
that
these
children
will
go
on
to
higher
education
and
join
the
workforce,
but
if
they
lack
basic
reading
skills,
the
chances
are
much
greater
that
they
will
become
jobless
or
turn
to
crime
to
earn
money.
P
During
the
school
year,
stare
provides
two
hours
of
individualized
attention.
Each
week
focused
on
reading
comprehension
and
fluency
for
all
students.
Children
are
identified
and
recommended
by
anne
arundel
county
public
schools.
Reading
specialists,
literacy
teachers
and
written
permission
from
parents
is
given
for
them
to
attend
our
program
at
no
cost
to
the
families.
P
Stair
follows
an
educator,
approved
curriculum
and
confidence,
and
trust
are
developed
through
the
pairing
of
students
with
tutors
same
students,
same
tutor
for
the
entire
school
year.
We
provide
stability
and
instructional
support,
which
has
shown
a
major
increase
in
students,
accuracy,
fluency
and
comprehension
levels.
We
use
the
fontes
and
panel
benchmark
reading
assessment
testing,
given
by
acps
teachers
twice
annually
in
may
of
2019.
P
P
I'll
share
with
you
a
few
stories
which
are
also
in
the
annual
report
here
in
attendance.
We
have
jane
friend,
who
is
one
of
our
most
valued
partners
within
your
school
system.
Jane
says,
the
stair
organization
plays
an
instrumental
role
in
providing
the
gift
of
literacy
to
students
in
anne
arundel
county
public
schools.
The
one-on-one
attention
the
stair
volunteers
are
able
to
provide
to
students
is
invaluable.
P
We
are
so
grateful
for
our
partnership
with
such
a
humble
and
giving
group
of
volunteers
and
jane,
and
the
reading
team
here
at
the
county
are
our
biggest
assets
in
collaborating
to
make
sure
that
our
curriculum
is
in
alignment
with
anne
arundel
county
public
schools.
Thank
you,
jane.
Thank
you.
Anne
arundel,
county
public
schools
for
the
continued
partnership.
P
M
Thank
you,
president
gillen
wow.
This
is
an
incredible
program
and
to
know
that
it
has
been
going
on
so
long
means
it's
made
an
indelible
impact
over
the
years.
So
thank
you
very
much
for
that.
I
just
wanted
to
understand.
On
the
back
of
this,
there
were
a
selection
of
schools.
How
are
the
schools
chosen
for
your
program?
Please
great.
P
Question
so
we're
well
away
we're
well
aware
that
there
is
massive
need
throughout
the
county
almost
in
every
school.
I
think
we
can
all
agree
when
we
look
at
determining
a
new
site
for
our
stair
program.
We
first
look
at
the
need
at
the
school.
We
then
seek
out
volunteers
who
are
willing
to
give
their
time
in
the
area
we
communicate
with
the
school
administration
just
to
see,
if
there's
a
literacy
teacher,
who
is
on
staff,
to
be
able
to
support
giving
that
one-on-one
time
for
data
collection
so
that
we
have
some
results.
P
We
hope
at
one
time
in
the
future
to
have
a
stair
site
at
every
school.
At
this
point,
we
are
taking
the
funding
that
we
are
so
generously
granted
and
expanding
our
program
into
north
and
south
county.
Our
newest
site
will
be
at
tracy's
elementary.
It's
kicking
off
on
october
1st
this
year,
where
we'll
have
five
additional
students
to
our
program
and
we're
hopeful
to
add
a
13th
site
in
north
county
at
hebron,
harmon
elementary
in
january.
M
Well,
thank
you.
I
I
of
course
took
the
list
and
saw
no
district
one
school,
so
I
wanted
to
better
understand
that.
So
thank
you
for
that
explanation.
It
does
when
you're
you're
you're
working
in
the
capacity
that
you
are
in
it's
there
are
a
lot
of
dependencies
to
include
community
support.
So
thank
you
for
that.
F
P
B
P
F
N
I
love
the
stare
program.
I
had
the
pleasure
of
meeting
with
doug
recently
and
going
over
their
latest
things
and
I'm
thrilled
to
see
we're
expanding
to
even
more.
I
think
that
this
program
incorporates
all
the
goals
of
the
school
system,
and
especially
in
the
relationship
piece
that
you
have
the
same
volunteer
working
with
the
child
the
whole
year.
That's
another
loving
adult
that
is
caring
for
them,
that
they
feel
that,
and
that
makes
a
huge
difference
in
there.
So
and
I
love
the
training
that
you
give.
N
P
Q
Thanks
very
much,
this
is
really
beautiful.
I
just
have
three
really
quick
questions
so
I'll
try
to
keep
them
brief.
The
first
is
you
mentioned:
95
graduates
is
attaining
a
reading
level,
a
prerequisite
to
graduation
for
the
students.
My
second
question
is:
are
you
capacity
constrained,
or
can
you
take
as
many
students
as
apply
and
then
the
third
question
is:
are
all
of
your
volunteers,
adults,
or
is
there
a
potential
for,
for
example,
a
high
school
senior
who
might
be
interested
in
education
to
participate.
P
P
P
We
are
ecstatic
when
we
have
use
of
the
media
centers
in
schools
after
school
hours,
because
it
allows
us
to
take
more
children
at
some
of
our
larger
sites
than
at
some
of
our
community
centers.
However,
we
get
very
creative
with
doubling
up
on
tables.
If
you
can
imagine
one
corner
one
corner
sharing
space,
but
allowing
the
one-on-one
relationship
to
blossom
to
have
enough
space
within
the
limits,
so
we
are
in
in
a
sense
capacity
challenged,
but
we
are
looking
for
creative
ways
to
be
able
to
serve
more
students.
P
J
I
just
wanted
to
say:
bravo:
volunteering
feeds
the
soul
and
I
I
just
commend
you
for
all
your
wonderful
work.
I
think
this
is
beautiful.
I
love
that
you're
expanding
and
I
didn't
have
any
questions
I
just
wanted
to
say.
Thank
you
appreciate.
B
A
Thank
you.
I
I
don't
see
any
further
lights
from
the
the
board,
but
just
to
add
thank
you
to
this,
and
I
I
noticed
you
do.
Have
you
specify
that
you
have
fundraising
events
throughout
the
year?
I
would
just
ask
add
me
to
your
distribution
list.
As,
as
you
begin
you
know,
your
next
endeavor
I'd
be
happy
to
help
you
we'll.
A
C
C
C
C
C
C
C
C
C
A
A
A
A
A
A
A
Jack
here
at
mike's,
one
thank
you
board
will
now
reconvene
and
we
will
resume
with
public
comment.
A
Anyone
wishing
to
speak
on
an
item
not
on
today's
agenda
may
offer
testimony
during
this
public
comment.
Portion
of
the
meeting
speakers
are
allotted
three
minutes
each
and
may
not
allocate
their
time
to
others.
A
tone
will
sound
when
time
has
expired.
The
board
asks
that
comments
remain
civil
and
appropriate
for
the
various
audiences
that
may
be
watching
or
viewing
this
meeting
student
specific
and
personal
matters
are
confidential
and
cannot
be
discussed
in
this
forum.
A
A
Five
five
individuals
signed
up
and
and
six
seats,
so
everyone
can
come
up
if
they
like
nina
mccarthy,
leticia,
hicks
ben
sale,
leticia,
I'm
sorry,
I'm
sorry,
leticia,
hexa
ben
sall,
mary
bradford
and
and
then
first
to
sign
up
in
in
advance
lisa
van
buskirk.
A
R
The
pta
has
recently
been
presented
the
new
guidelines
regarding
after
school
clubs
and
activities,
and
since
we
are
holding
our
first
parent
and
teacher
meeting
this
evening,
I
am
here
to
ask
for
a
bit
of
clarification
as
to
the
new
policy
in
regards
of
paying
an
instructor
to
run
an
after-school
club.
R
The
pta
has
specific
line
items
for
enrichment
in
our
annual
budget
and
within
that
line
item
we
include
scholarship
money
for
all
children
who
wish
to
participate
in
any
club
will
not
be
denied,
regardless
of
their
financial
status.
We
do
go
through
the
entire
background
check
and
fingerprinting
procedure
and
follow
all
of
these
security
guidelines.
So
I
guess
what
I'm
really
asking
is
the
clarification
as
to
that
item
that
we
can
no
longer
pay
an
instructor.
Is
that
correct.
L
I
let
me
begin
with
I'm
not
sure
that
I
have
the
answer,
so
I'm
sort
of
looking
to
staff
that's
going
to
see
if
they
can
get
an
answer
for
you,
but
I
want
to
respond
in
that.
The
memo
that
went
out
to
principals.
S
L
L
That
memo
was
just
to
clarify
that
the
department
of
recreation
and
parks
alerted
us
that
they
just
don't
have
the
staff
to
add
more
clubs,
absolutely
so
sort
of
a
warning
to
principals
to
say
if
parents
or
others
come
to
you
and
say
want
to
add
clubs.
Department
of
wrecks
and
park
are
tapped
out.
They
just
don't
have
anybody
else
there?
L
They
promise
to
continue
to
operate
the
clubs
and
activities
they
have
been
operating,
but
they
didn't
have
the
capacity
to
add
new
clubs,
but
all
the
other
rules
and
regulations
regarding
how
we
work
with
clubs,
having
going
through
the
security
procedures
for
volunteers,
making
sure
that
school
staff,
either
unit
1
or
unit
2
personnel,
were
on
site
if
it's
a
school
system
function.
All
of
those
are
the
same.
I
I
do
not
know
about
the
paid
piece.
I've
made
a
note
to
myself.
L
Can
I
let
me
get
some
information
from
my
staff
and
then
I'm
going
to
reach
out
or
have
somebody
reach
out
to
you
this
afternoon?
Can
I
do
that?
That
would
be
wonderful.
Okay
and
your
contact
information
is
on
the
card.
Yes,
fantastic,
all
right,
I
need
to
get
some
clarification
on
the
paid
piece.
I
just
don't
know
enough.
Okay,
thank
you.
T
Hi,
thank
you
for
the
opportunity.
My
name
is
mary
bradford.
I
am
a
parent
of
students
at
keep
sinclair
elementary
school
on
the
broad
map
peninsula.
I
am
also
the
pto
board.
I
am
also
here
requesting
clarification
on
the
after
school
programming,
specifically
as
it
relates
to
what's
going
on
as
it's
impacting
our
school.
T
Our
pto
after
much
effort
was
able
to
get
some
community-based
programming
in
our
school.
In
the
after
school
hours,
we
had
some
for-profit
and
non-profit
organizations
such
as
chess
club,
girls
on
the
run
organizations
such
as
that,
based
on
the
success
of
those
programs.
We
set
them
up
again
this
year.
All
of
our
programs
had
a
wait
list.
Parents
really
wanted
these.
T
We
have
some
schools
where
there's
like
eight
after-school
programming
available
other
other
schools,
where
they're
kind
of
doing
the
same
thing
that
our
school
is
doing.
We
had
a
pto
meeting
last
night.
I
personally
have
reached
out
to
facilities
to
parks
and
recs.
We
just
really
want
to
make
sure
that
we
can
continue
to
offer
programming
to
our
students.
We
are
going
to
be
working
with
our
principal
in
the
hopes
of
getting
more
of
those
advanced
enrichment
programs,
but
we
do
have
these
community-based
programs.
We
have
chess
club,
we
have
the
compass
rose.
T
Theater
was
lined
up
to
come
in
this
year.
Our
principal
saying,
based
on
her
understanding
of
the
policy
that
those
programs
are
not
permissible,
we're
all
in
agreement
that
child
safety
is
important,
we're
all
in
agreement
that
the
policies
need
to
be
followed.
That's
not
my
concern
here.
The
question
is:
what
is
the
policy?
You
know
what
is
a
pto
sponsored
activity?
What
is
school-based
organization,
so
it's
just
kind
of
being
implemented
in
a
way
that
we're
all
left
a
little
bit.
L
I'm
sorry
for
the
confusion.
Clearly,
we
need
to
get
something
out
to
the
principles.
I
know
that
the
principals
will
be
meeting
elementary
principals
actually
meet
tomorrow
morning,
and
so,
if
we
can
get
some
clarification
to
them
and
then
the
middle
school
principals
and
high
school
principals,
but
clearly
we
need
to
get
some
communication
to
them
to
make
sure
it's
clear
to
them.
So
they're.
I
L
Sharing
the
clarity
with
you
and
what
the
parameters
are,
but
again,
let
me
restate:
we've
not
changed
any
of
our
parameters
right.
You
all
are
on
board
in
terms
of
safety
and
security
for
students,
so
any
programming
that's
occurring
in
the
building
that
has
our
students
in
it.
We
need
to
have
a
staff
member
there
right.
We've
got
to
have
somebody
there
that
can
oversee
in
case
an
emergency.
They
know
the
emergency
procedures,
they've
been
trained
and
we
want
to
make
sure
that
there's
somebody
there
we
cannot.
L
For
example,
I
can't
make
somebody
stay
late
on
tuesday
afternoons
for
chess
club
from
five
to
six,
I'm
making
that
up
right,
but
I
can't
make
somebody
they
have
to
volunteer
and
want
to
do
that
and
have
the
staff
member
the
principal
whomever
assistant
principal
available.
So
that's
sometimes
the
difficulty
when
groups
want
to
come
in
and
start
clubs
and
there
isn't
a
staff
member
available
that-
and
I
certainly
am
not
going
to-
I
can't
dictate
say
you
must
do
that,
but
we
have
to
go
through
all
the
same
security
processes
and
procedures.
L
L
T
L
T
In
line
with
that,
understandable,
agree,
100,
but
then
the
second
part
is
these
fee-based
community-based
programming
and
and
how
do
they
get
to
be
offered
in
our
school?
Are
they
they're
not
going
through
parks
and
wrecks?
Are
they
are
we
being
told
that
they're
not
allowed?
Some
schools
are
running
them
as
pto
sponsored
our
principal,
and
I
think
she
has
a
really
valid
point
is
what
is
the
definition
of
pto
sponsored?
What
does
this
mean?
How
do
we
get
this
through?
T
Let's
make
sure
we
have
a
little
checklist,
something
that
helps
so
that's
security
safety
all
of
those
things
and
so
that
when
we
as
a
pto,
you
know
disagree
with
our
principal.
We
can
all
look
at
something
and
say:
okay,
I
hear
what
you're
saying
right
now
we're
all
kind
of
sitting
there
saying
it.
It's
just
a
little
unclear.
K
Okay,
thank
you.
Let.
T
J
U
A
member
of
the
germantown
homeworld
association,
bates
middle
school
parent,
a
new
parent,
so
I've
got
to
caveat
that
with
I've
been
at
germantown
last
year
with
my
children
and
I'm
also
a
vice
chair
of
the
indianapolis
city
planning
commission.
Why?
I'm
here?
For
that
reason,
comes
at
the
end
of
the
briefing
conclusion
what
that
has
to
do
with
education,
but
a
picture's
worth
a
thousand
words,
and
I
can
do
this
in
three
minutes.
You'll
notice,
bates
right
here,
are
historic,
downtown
annapolis,
middle
school.
U
We
consider
that
really
our
old
annapolis
middle
school,
even
though
annapolis
middle
school
over
here
has
has
our
name.
We
draw
from
this
shaded
area
with
horizontal
lines,
all
the
way
out
to
rolling
knolls.
You
go
way
up
to
sherwood
huge
area.
All
this
bussing
comes
in
debates,
but
busting
seemingly,
is
not
provided
for
the
very
dense
area
of
downtown,
which
is
to
the
chagrin
of
many
parents
which
I'm
here
on
behalf
of
and
such
short
notice.
Since
what
the
fifth
day
of
school
we
have.
U
If
we
look
at
bates
middle
here-
and
you
do
a
one
and
a
half
mile
walk,
which
is
the
regulation-
that's
you're
eligible
for
busing
if
you
live
outside
of
that
one
and
a
half
miles
nearest
walkable
route,
safe
route,
so
all
the
way
to
the
bridge
downtown
debates,
so
everyone
downtown
if
we
go
to
the
next
slide-
you'll
see
another
example
and
also
up
to
west
annapolis,
a
large
proportion,
but
this
is
a
state
divided
highway.
So
they
are
provided
some
busing
up
here,
but
these
people
by
the
policy
are
not
eligible.
U
Nor
are
all
these
people
that
we
just
talked
about
and
looking
over
towards
the
naval
academy
stadium,
the
blue
route
is
the
walkable
route.
All
of
these
people
are
not
eligible
for
busing
all
the
way
to
bates
and
all
the
way
to
some
public
housing
way
on
admiral
drive
not
available,
and
that
goes
for
also
to
say
this
whole
neighborhood
down
here
what
it
ends
up
being
is
it
looks
like
this.
You
have
a
one
and
a
half
mile
an
hour,
an
eligible
area
radius
due
to
policy
of
people
who
can
ride
a
bus.
U
We
had
two
stops
on
day,
one
for
our
community
to
help
service.
These
have
been
worked
out
over
the
years,
but
halfway
through
the
day
on
tuesday,
they
were
pulled
from
us
and
notification
was
posted
online
parents.
Many
parents
didn't
even
know
and
had
to
drop
off
the
work
early
by
getting
texts
from
others
to
go
pick
their
suit,
their
children
up
who
rode
a
bus
to
school
in
the
morning
on
tuesday
morning.
But
then
the
bus
was
yanked
in
the
middle
of
the
day.
Now,
since
then,
things
are
still
in
flux.
U
But
now
that
bus
is
overcrowded
and
students
are
standing
in
the
aisles
as
soon
as
two
or
three
hours
ago,
when
they
went
to
school
students,
students
standing
in
the
aisles
going
to
base
middle
school,
which
is
completely
unsafe,
and
it's
happened
almost
every
day.
So
what
we're
asking
for
is
maybe
a
modification
of
the
policy,
so
we're
actually
eligible
for
busing
and
just
to
reinstate
these
two
stops
or
look
into
that,
or
maybe
like
a
special
exception
for
safety
and
by
the
superintendent.
J
Can
I
wait
till
after
the
last
public
comment
and
then
I'll?
Okay.
V
Good
morning,
latika
hicks,
I'm
here
to
talk
about
school
bus
issues,
I'm
asking
for
better
communication
from
our
transportation
department
and,
most
importantly,
to
put
the
safety
of
our
children
first.
The
school
year
has
just
begun
and
we
have
bus
issues.
My
child
attends
crawford
middle
his
schedule.
Bus
is
number
193.
V
However,
on
the
first
day,
bus
257
picked
them
up
and
on
another
day
bus
502
picked
them
up.
Parents
were
never
informed
of
any
changes.
There
are
a
number
of
school
buses
that
come
through
my
neighborhood.
How
are
we
supposed
to
know
which
bus
to
get
on
the
school
bus
was
crowded?
There
were
three
children
to
a
seat
and
others
standing
the
transportation
department.
As
I
understand
it
says
it
is
legal
to
have
all
those
children
on
the
bus,
but
is
it
safe?
V
V
He
was
ultimately
dropped
off
near
his
home,
but
not
on
the
side
of
the
street
with
the
sidewalk.
So
in
essence
he
was
put
off
in
the
middle
of
the
street.
I
understand
from
the
transportation
department
that
is
also
legal,
but
is
it
safe?
It
seems
to
me
that
the
problem
stems
from
a
lack
of
planning
and,
of
course,
a
lack
of
communication.
V
It
appears
that
the
transportation
office
failed
to
verify
that
all
of
their
buses
were
operable
before
the
start
of
the
school
year.
I'm
saying
that
because
they
said
busting,
the
193
was
broken
and
that's
why
it
was
not
on
the
route.
It
seems
that
the
transportation
department
failed
to
confirm
the
number
of
bus
drivers.
They
would
have
they
contracted
to
receive
15,
but
I
understand
they
only
had
two
bus
drivers.
They
failed
to
properly
train
new
bus
drivers.
V
Students
were
guiding
the
drivers
on
on
their
routes
telling
which
way
they
should
be
going.
They
failed
to
communicate
with
parents.
To
this
day,
I
still
haven't
heard
from
the
transportation
department.
We
still
have
no
idea.
What's
going
on
as
parents,
we
can't
help
with
the
school
system
and
transportation
department.
If
we
don't
know
what's
going
on,
some
parents
have
gotten
together
did
a
little
carpooling
for
their
children,
because
you
know
they
wanted.
They
did
not
want
to
subject
their
children
to
overcrowded
buses
or
just
not
knowing
what
bus
to
put
their
child
on.
V
We
have
a
problem,
dr
alato,
and
I'm
asking
from
you
to
have
a
full
review
and
evaluation
of
the
process
of
the
transportation
process
and
that
those
vulnerable
areas
that
are
identified
be
addressed
and
that
parents
are
notified
of
what
those
vulnerabilities
were
and
how
they
are
going
to
be
fixed
so
that
we
could
make
decisions
moving
forward.
Please
let
us
know,
what's
going
on.
L
Thank
you
as,
as
always
so.
I
can't
speak
to
the
specifics
of
your
child's
bus.
I
just
don't
know,
but
let
me
give
you
some
generalities
about
transportation
that
are
clearly
impacting
your
cluster.
L
We
schedule
the
buses
such
that
and
staff,
and
we
schedule
buses
such
that
there
are.
There
should
be
three
students
to
a
seat.
L
A
lot
of
students
don't
like
to
sit
three
to
a
seat,
but
that's
how
the
buses,
that's
the
numbers
that
we
use
in
determining
how
many
buses
need
to
be
running,
which
routes
the
difficulty
we've
had,
and
you
say
that
there
is
a
breakdown
in
communication
and
I
would
agree
with
you
if
things
aren't
running
on
time.
We
need
to
let
the
parents
know
if
things
aren't
running
on
time
and
why?
L
But
let
me
also
share
with
you
that
we've
got
a
all.
The
buses
were
certified
and
ready
to
run
for
the
first
day
of
school.
Why
a
particular
bus
number
broke
down,
wasn't
available.
I
can't
answer
it
again.
I
don't
know
the
specifics,
but
all
the
buses
were
certified.
They
all
went
through
their
runs,
the
thursday
before
school
started
and
every
driver
went
through
the
appropriate
certification
and
training.
L
One
of
the
difficulties
we've
had
is
one
or
two
of
our
contractors,
one
in
particular
didn't
hire
enough
was
not
able
to
hire
enough
bus
drivers,
so
we've
had
to
double
up
runs
and
that's
the
reason
that
some
buses
have
had
more
students
and
some
buses
have
arrived
late
in
the
morning
or
the
afternoon,
because
a
driver
has
had
to
do
one
run
and
then
come
back
to
a
second
run,
which
they
might
not
know
the
route,
because
they've
not
run
those
routes
before
it's
a
problem.
But
it's
a
problem
that
we're
looking
to
resolve.
L
We
have
gone
to
some
of
our
other
bus
contractors
and
asked
them
if
they've
got
drivers
and
buses
available.
Can
they
come
over
into
the
crofton
area
and
other
areas
where
there's
a
where
routes
aren't
being
covered?
They
don't
have
enough
drivers
to
get
them
covered,
while
we
give
them
time
to
get
drivers,
get
them
trained,
so
they
know
the
routes
that
we
can
get
them
on.
So
some
of
those
issues
should
be
corrected.
L
This
week,
because
we've
gotten
some
of
our
other
bus
contractors
to
send
their
buses
and
their
drivers
over
to
run
the
routes,
while
one
of
the
contractors
is
trying
to
hire
more
drivers.
A
driver
shortage
is
an
issue
in
anne
arundel
county
and
prince
george's,
county
and
montgomery
county
and
across
the
country
we're
having
a
hard
time.
Our
contractors
are
having
a
hard
time,
hiring
hiring
and
keeping
bus
drivers.
V
So
with
the
when
the
bus
schedule
goes
out,
if
there
was
a
problem
with
hiring
the
buses,
why
weren't
we
notified
the
bus
schedule
went
out
as
if
this
was
how
it
was
going
to
be,
but
clearly
the
transportation
department
from
what
you're
saying
right
now
knew
that
there
was
going
to
be
a
problem
from
the
start
that
they
didn't
have
enough
buses.
L
I
don't
know
that
I
don't
know
when
the
transportation
office
knew
and
when
the
contractor
we've
got
a
contract,
as
you
said,
and
if
they
don't
supply
the
bus
drivers
and
they
don't
run
the
right
routes,
then
we
have
a
mechanism
that
we
have
to.
We
have
to
impose
penalties
for
that
contract
because
they're
not
meeting
the
full
line
of
the
contract,
the
full
commitment
of
the
contract,
so
we've
got
mechanisms
through
the
contracting
process,
but
that
still
doesn't
get
a
bus
to
the
stock
on
time.
L
To
pick
up
your
child,
I
realize
that
that's
something
that
we
have
to
work
from
within.
So
I
don't
know
when
transportation
office
knew
or
didn't
know.
But
your
point
is
taken
absolutely
made
note.
Your
point
is
taken:
if
it's
not
going
to
be
running
on
time
or
there
is
going
to
be
a
delay,
we
should
be
letting
folks
know.
J
What
is
the
law
regarding
seating
on
buses?
I,
I
can
only
speak
from
my
own
personal
experience,
riding
as
a
chaperone
on
school
buses
and
myself
and
one
other
elementary
school
kid
take
up
the
the
whole
seat.
So
I,
instead,
you
know
our
high
school
students.
Are,
you
know
adult
size
and
I
just
wonder:
is
there
is
there
and
are
we
setting
up
for
three
to
a
seat,
but
I'm
visually
having
a
hard
time?
Understanding?
How
that's
possible
is,
is
that
the
are
we
are
we
what's
the
law
regarding.
L
The
law
is
that,
depending
on
the
bus,
the
in
the
structure
of
the
bus,
the
law
allows
for
three
to
a
seat.
L
You're
you're
you're
asking
well
beyond
my
capability.
I
know
I'm
just
not
an
expert
in
the
area,
but
I
do
know
the
law
states
that
there
are
we
we
schedule
for
and
the
law
allows
and
the
buses
are
designed.
Our
buses
with
our
contractors
are
designed
for
three
to
a
seat.
J
I
do
struggle
a
little
bit
with
that
and
I
I
ask
that
maybe
that's
something
we
can
looking
looking
look
into
evaluating.
I
I
know
that
we
have
a
bus,
ride,
bus
driver
shortage,
and
I
know
that
that
continues.
I
I
I
question
the
safety
of
that.
I
also
wonder
so,
if
it's
three
to
a
c,
clearly,
it's
illegal
if
students
are
standing
in
aisles
right
so.
L
L
Let
me
re-emphasize
wherever
you're
going
with.
Let
me
realize:
that's
not
how
we
schedule,
we
don't
schedule
for
six
in
seats
and
one
standard.
We
don't
schedule
for
seven
students
per
row,
six
sitting
down
and
one
standing.
We
don't.
We
don't
schedule
that.
But
you
ask
the
question:
does
the
law
allow
it
and
if
there
was,
if
there
are
multiple
students
getting
on
a
bus
that
maybe
should
or
shouldn't
be
getting
on
the
bus?
The
answer
is,
they
can
stand
by
law,
okay,.
J
And
you
don't
schedule
it
I'll
make
that
very
clear.
No,
I
know
and
I'm
not
trying
to
go
any
sort
of
way.
I'm
just
asking
for
clarification.
That's
all
so
I
I
it
seems
to
me
that
occasion.
You
know
when
these
issues
occur.
I
hope
that
we
address
them
as
soon
as
we
know
about
them
and
I'm
grateful
for
for
knowing
about
these
for
full
disclosure.
I
did
get
an
email
from
ms
hicks
earlier,
so
I
didn't
know
about
best
one
anything.
J
I
figured
that's
why
she
was
talking
about,
but
you
know
I'm
not
trying
to
go
any
sort
of
way.
I'm
just
I.
I
have
trouble
visualizing
how
that
credit
of
bus
is
safe,
and
so
I
hope
that
when
we're
made
aware
of
these
things
that
we
look
into
it
with
regard
to
the
bus
stop,
so
I
had
no
idea
about
this,
and
so
I
just
were
you
aware
that
those
bus
stops
were
removed
and
can
we
get
them
back?
How
do
we
get
them
back.
C
J
Right,
but
sometimes
you
know,
the
1.5
miles
is
is
in
the
policy
for
sure,
but
there
are
exceptions
for
safety,
etc.
J
We
can
always
do
better
on
notifying
parents
about
late
buses
and-
and
I
hope
that
we
continue
to
do
that
if
we
had
some
sort
of
mechanism
to
to
look
up
whether
or
not
a
bus
was
late
without
having
to
make
a
phone
call,
that
would
be
even
better
and
yes,
I'm
alluding
to
some
sort
of
app
of
some
kind
that
others
have
used.
J
I
you
know
my
my
daughter's
bus
has
been
laid
every
every
day
last
week
and
I
know
it's
some
of
its
new
start
of
the
new
school
year
stuff
and
but
it's
just
helpful
for
all
of
us
to
be
notified
when
these
things
occur.
And
so
I
I
thank
you
all-
and
I
think
dr
lotto
and
his
team
in
advance
for
continuing
to
put
notification
as
a
priority
and
when
these
things
come
up
to
be
sure,
parents
know
about
them
as
soon
as
possible.
And
thank
you.
M
Thank
you
I
I
would
prefer
to
wait
to
the
transportation
discussion.
Please.
A
Q
The
most
professional
presentation
that
I've
seen
from
anyone,
not
just
member
of
the
public-
I
mean
anyone
having
anything
to
do
with
this
school
system,
about
the
implications
for
a
particular
community
and
and
bus
stops,
and
I
think,
if
we're
here,
for
any
reason
it's
to
be
responsive
to
the
public,
providing
us
that
type
of
information.
So,
for
whatever
reason
those
bus
stops
were
there
within
the
1.5
mile
radius.
Q
Q
There
is
absolutely
a
reliance
interest
that
parents,
families
and
students
have
in
having
bus
stops
that
they
have
had
for
years,
still
be
there
as
far
as
I'm
concerned,
when
you
say
that
students
got
on
a
bus
that
morning
and
those
bus
stops
or
those
buses
weren't
there
that
afternoon,
and
that
information
is
not
basically
immediately
rebutted
by
somebody
in
the
administration,
I'm
going
to
take
it
as
true
as
far
as
I'm
concerned.
If
that
happened.
That
is
absolutely
unacceptable,
and
I
move
right
now
that
this
board
vote
to
reinstate
those
bus
stops.
Q
A
You,
okay,
we
have
a
motion
for
mr
granin.
We
have
a
motion
and
a
second
discussion
on
the
motion
and
then
certainly
I'll
turn
to
dr
arlatto.
Just
to
ask
us,
you
know
about
some
of
the
implications
and
logistics
or
or
if
whoever
can
speak
to
you
know
what
some
of
those
implications
would
be
so
that
the
board's
informed
as
we
begin
to
take
the
issue,
we've
got
a
couple
of
lights.
First,
mrs
hummer.
N
I
certainly
want
to,
as
the
superintendent
said,
that
he
would
follow
up
on
this
because
he's
not
aware
of
it
and
I
think
we
need
to
get
in
for
more
information.
That's
coming
up.
I
think
it
is
premature
for
the
board
to
make
a
motion
for
that
when
we
don't
have
any
information
on
it
or
what's
going
on,
and
I
would
like
for
the
superintendent
and
the
transportations
have
to
have
an
opportunity
to
speak
with
mr
snell
privately
and
get
the
correct
information
for
that
before.
We
make
a
motion
to
move
that
forward.
J
To
me
once
again,
this
is
a
notification
issue
and
if
nothing
else
so
does
the
superintendent
have
well
within
his
purview
to
establish
bus
stops
and
and
edit
that
totally
a
hundred
thousand
percent.
But
if
students
got
on
a
bus
in
the
morning
and
then
that
bus
wasn't
there
in
the
afternoon-
and
there
was
a
notification
issue-
I
just
I
just
asked
that
we
continue
to
do
all
we
can
to
work
on
improving
that
part
of
the
department,
so
that
these
things
don't
happen
again.
F
Correct,
I
think
it
is
important
to
know
why
these
bus
stops
did
exist
within
those
those
limits
and
why
they
were
chosen
to
be
eliminated.
But
my
yeah,
my
great
concern,
is
I'm
wondering
if
we
can
request,
surely
we
can
get
this
information
within
a
few
minutes
time
from
our
transportation
department.
If
this
actually
happened,
if
students
got
on
a
bus
in
the
morning
and
didn't
have
a
bus
that
afternoon,
can
we
confirm
that
that
happened
by
the
time
we
get
our
transportation
report?
F
And
if
that's
the
case,
then
I
I
agree.
We
absolutely
have
to
have
adequate
notification
to
families
that
that.
F
It
it
is
just
shocking
to
me
that
we
provided
a
bus
in
the
morning
and
then
that
afternoon
it
was
gone
and
parents
actually
had
to
leave
work
because
they
had
they
had
this
situation
happen.
So
is
it
possible
that
we
can
table
this
motion
to
the
transportation
report
just
so
we
can
get
give
our
administration
an
opportunity
to
respond
to
what
has
been
told
to
us.
Yeah.
Q
I
respectfully
declined
the
table.
My
motion,
I've
heard
everything
that
I
need
to
hear.
This
is
an
opportunity
for
us
right
now
to
vote
and
be
accountable
and
walk
the
walk
and
not
just
talk
the
talk.
You
guys
say
this
idea
of
I
pointed
out
the
fact
that
the
bus
wasn't
there
in
the
afternoon
as
an
absurdity.
I
don't
care
if
these
people
were
told
two
or
three
days
in
advance.
That
is
not
enough
time.
Q
People
need
weeks
and
months
to
change
their
lives
to
change
their
financial
arrangements,
to
do
everything
that
it
needs
to
take
to
get
their
kids
to
school.
I
got
to
tell
you:
I
don't
live
in
this
downtown
urban
area.
I
live
in
an
area
where
it
might
be
a
lot
easier,
but
if
you
told
me
with
less
than
a
week's
notice
that
I
had
to
make
new
arrangements
to
get
my
two
little
boys
to
school,
I'd
be
I'd,
be
up
a
creek.
So
no
I'm
not
tabling
my
motion.
We're
voting.
M
So
mr
ellis
actually
took
took
my
the
words
from
my
mom,
I
think
the
transportation
department.
We
have
a
lot
of
questions
that
are
coming
up
pertaining
to
the
overcrowding
we'll
have
questions
pertaining
to
the
two
to
the
seats
and
sitting
on
laps
and
otherwise,
and
I
would
prefer
that
anything
pertaining
to
transportation
be
brought
up
during
transportation,
and
I
agree
with
miss
ellis.
I
think
this
is
something
that
can
be.
M
G
A
A
So
so
what
was
that
emotion?
Okay!
Is
there
a
second
on
that
motion?
Okay,
we
that
motion
now
supersedes
there's
a
motion
on
the
floor
to
table
this.
Until
when
the
transportation
report,
the.
A
4.04,
so
the
so,
the
motion
at
this
time
is
to
table
mr
grannon's
motion
to
the
appropriate
time
at
item
4.04
that
the
motion
to
table
requires
a
majority
vote
of
the
board.
There's
no
debate
on
the
motion,
mrs
howell,
would
you
please
call
the
roll
this
is
to
table
only.
A
He
would
love
the
vote
twice.
I
will
vote.
A
First,
item
of
business
and
under
four
point,
zero
four
will
be
to
the
reconsideration
for
consideration.
Mr
grannon's
motion:
seeing
no
further
lights.
X
X
The
sheer
volume
of
this
equipment
will
take,
at
least
through
february,
2020,
to
implement
an
update
additional
security.
Camera
refresh
and
upgrades
will
continue
with
fiscal
year.
20
funding
upgrades
are
a
continuous
project.
We
continue
to
work
with
facilities
to
monitor,
classroom
door,
lock
transitions
to
a
single
action
lock.
X
Two-Way
communications
have
been
enhanced
throughout
the
approximately
sixty
six
hundred
thousand
of
the
eight
hundred
megahertz
radio
replacements
that
have
been
delivered
to
schools
for
emergency
communication
to
central
office
and
or
county
wide
first
responders,
if
necessary,
the
vendor
required
transition
of
the
visitor
management
software
to
raptor
six
has
been
completed.
Multiple
sessions
of
training
were
held
for
front
office
personnel
this
summer
and
more
sessions
are
scheduled.
All
schools
now
have
the
most
updated
and
current
equipment.
A
M
Thank
you,
president
gillan,
and
thank
you
miss
jackson.
I
first
want
to
commend
you
miss
jackson.
I,
as
I
shared
in
the
community,
highlights
I
visited
plenty
of
schools
and
safety
and
security
was
paramount.
It
was
rel,
it
was
apparent
and
we
hosted
the
entire
community
at
each
of
these
visits
and
everything
was
spot
on
in
terms
of
safety
and
security.
So
thank
you
for
that.
I
do
have
a
motion,
though,
for
the
board.
Please.
There
was
a
report
in
the
capital
gazette
last
week
concerning
some
arrests
and
citations.
M
I
would
motion
that
this
presentation
be
made
on
september
25th,
which
is
our
next
board
meeting,
and
what
requests,
because
I
didn't
see
in
the
report,
were
there
were
stats
for
the
2018-2019
school
year.
I
think
the
latest
statistics
were
from
2018
2017-2018,
that
those
statistics
be
included.
M
I'm
requesting
this
motion
to
the
to
the
board
for
two
reasons:
one
as
me.
Of
course,
I've
made
no
secret
is
near
and
dear
to
my
heart
and
to
I
I
want
to
be
able
to
understand
that,
but,
most
importantly,
their
parents,
whose
students
are
attending
meet
high
school
right
now,
who
are
now
on
alert
because
of
what
was
reported.
So
we
want
to
be
able
to
get
our
story
so
to
speak
out
to
the
public
and
give
them
real
time.
Current
statistics.
M
I
want
us
to
be
able
to
communicate
to
the
community
the
importance
of
their
part
as
as
well.
I
believe
this
presentation
should
include
some
some
information
on
how
the
community
can
support
the
safety
and
security
procedures
that
are
in
place.
So
thank
you.
Thank
you.
Second,.
Q
Any
one
board
member
can
support
what
you're
asking
for.
It
only
takes
two
of
us
to
add
an
agenda
item,
and
since
you
have
your
show
of
support
from
michelle
heim,
that
is
now
an
agenda
item
for
that
meeting.
I
don't
want
to
have
anyone
out
there
have
the
misimpression
that
we
need
to
vote
as
a
majority
of
the
board
to
get
agenda
items.
M
Q
M
So
with
that
I'll
officially
say,
I
will
request
as
an
agenda
item
the
following
for
next
meeting,
that
the
board
receives
a
presentation
from
the
superintendent
to
address
this.
The
statistics
reported
in
the
capital
gazette
on
september
5th
2019
titled
students
at
majority
black
meet
high
three
times
as
likely
to
face
arrest
in
school,
and
I
would
request
as
part
of
that
presentation,
that
the
the
presentation
include
the
2018-2019
school
year,
citations,
arrest
and
charge
statistics
for
all
all
of
our
schools.
Thank
you.
L
You're
fine,
if
I
may
yes,
so
thank
you
miss
antoine
for
bringing
this
to
the
floor.
I
I'm
if
the
board
would
like
a
presentation,
we're
glad
to
do
that.
I
just
don't
know
what
the
presentation
is
going
to
include.
I
think
we
can
talk
about
me
right
now.
Let's
talk
about
that
article,
I
can't
bring
forward
any
juvenile
citation
data
because
it's
not
in
our
purview.
The
school
system,
as
you
know,
doesn't
make
arrests
of
anybody.
L
So
I
have
no
juvenile
citation
data
that
data
was
not
shared
with
us
from
the
capitol,
in
fact,
the
capital
reporter
that
wrote
that
didn't
speak
with
us
as
a
school
system.
They
spoke
with
the
principal
and
some
others,
but
they
didn't
speak
with
the
school
system.
So
I
can't
give
you
updated
data
with
regard
to
juvenile
citations.
I've
been
on
the
phone
with
chief
altamira
yesterday
about
the
article,
his
concern
about
what
was
reported
and
the
time
he
spent
with
the
with
the
author
of
that,
but
I
can.
L
What
I
could
tell
you
is
mead
is
an
awesome
place
and
you
know
that
right.
You
know
right.
I
see
the
smile
on
your
face.
This
is
a
special.
It
is
amazing
what
those
children
are
doing
and
what
I
believe
this
article
did
and
what
has
occurred
in
the
past
with
meat
high
school
is
our
students
that
meet
in
that
community
been
painted
with
a
broad
brush,
people
that
don't
know
or
understand
or
have
walked
the
hallways
of.
We
need
to
see
what's
going
on,
it's
an
incredibly
special
place
and
you
know
full
well.
L
The
community
knows
that
john
you're,
the
former
principal,
is
now
at
chesapeake,
started
on
his
seven
year
mission
to
change
the
culture
of
the
school
on
the
inside,
not
a
lot
we
can
do
about
the
outside,
but
the
culture
of
the
schooling
inside
and
he
did
a
phenomenal
job.
You've
been
there,
it's
a
warm
welcoming
place.
The
students
will
tell
you
they
care
about
their
school.
The
alumni
are
incredibly
strong
and
incredibly
proud
of
their
school
they're
really
unhappy
with
this
article,
also
because
it
paints
them
with
a
broad
brush.
L
L
The
overwhelming
majority
of
students
at
meade
come
to
school
on
time
and
study
hard
and
take
advantage
of
the
programming
that
we
have
created
for
them.
We
know
full
well
that
the
happier
student
is
the
students
engaged
the
student
that
is
less
likely
to
make
bad
decisions
or
destructive
decisions
or
illegal
decisions.
L
Is
the
student
that's
happy
and
engaged
in
programming
at
the
school?
So
that's
reason.
We've
added
project
lead
the
way
in
pre-engineering.
Why
we've
added
a
signature
of
homeland
security?
Why
they
are
an
ib
school?
Why
we
have
avids
really
strong
at
the
school.
Those
are
all
things
that
we
as
a
school
system,
because
that's
what
we
do.
We
create
programming
to
engage
students.
L
We
have
without
question
the
best
sros
in
the
state.
We
are
a
model,
our
sros
are
well
trained
and
I
don't
believe
for
a
second
that
any
of
our
sros
are
walking
the
hallways
of
meade
high
school
or
any
of
our
schools
looking
to
make
arrests.
In
fact,
it's
just
the
opposite.
That's
not
what
chief
altamari
wants
he's
about
community
policing
he's
about
his
officers
out
of
their
squad,
cars
on
their
feet,
walking
around
and
talking
to
citizens.
L
The
beauty
of
it
I
shouldn't
say
beauty,
but
one
of
the
things
that
was
not
painted
is
what
happens
after
those
citations
come
out
and
there's
a
lot
of
work
on
behalf
of
the
police
department
and
this
county
to
to
divert
diversion
programs
once
that
that
arrest,
that
citation
has
been
made
for
that
student
to
make
sure
they
don't
go
into
the
system
that
they
end
up
coming
back.
So
we
we
go
through
our
normal
code
of
student
conduct.
L
They
have
their
due
process
in
terms
of
the
school's
concern,
and
the
same
is
true
with
the
juvenile
justice
system.
But
we
look
for
a
way
to
bring
them
back
into
school,
as
does
the
police
department.
So
there
are
many
diversion
programs
that
the
police
department,
chief
altamar
in
particular,
is
very
proud
of.
L
So
I'm
I'm
glad
to
talk
about
me
because
there's
so
much
good
to
talk
about
the
principal
last
night,
our
new
principal
mr
rivers,
dr
rivers,
who's,
wonderful,
got
a
chance
to
speak
in
front
of
the
caucus
of
american
leaders
and
he
presented
to
them.
One
of
their
students
was
receiving
award.
He
was
there
to
support
his
student.
Then
he
was
asked
to
stand
up
and
say
a
few
words
about
this
article
and
about
his
thoughts
about
me
and
he
shared.
L
Similarly,
as
I'm
sharing
with
you,
it's
a
fantastic
place,
but
we
do
have
students
that
make
destructive
decisions.
They're,
not
castaways
and
they're,
not
throwaways
they're
our
students
and
they
need
to
learn
from
those
mistakes.
But
when
the
law
steps
in
we
as
a
school
system
have
to
step
out
and
let
them
do
their
work
and
then
we
work
jointly
with
them
and
juvenile
justice
to
bring
those
students
back
to
school.
So
we
are
troubled
by
those
numbers.
I
don't
like
those
numbers,
but
I've
never
seen
those
numbers.
That's
not
data.
L
M
So
so
also,
I
and
dr
alado,
I
sincerely
appreciate
the
time
you've
taken
since
the
article
came
out
with
the
key
players,
but
I
I
do
want
to
commend
slumpkin
as
the
the
author
of
that
that
article
for
bringing
things
whatever
she
didn't
make
up
the
stats
and
I'm
sure
that
they
were
verified
and-
and
I
I
want
to
commend
her
on
doing,
taking
journalistic
boldness
and
making
doing
her
job
to
make
the
public
aware
of
some
some
things
that
could
be
perceived.
M
As
concerning
which,
at
this
point,
it
is
the
reason
we
want
to
be
able
to
address.
It
is
for
much
of
what
you
just
shared
to
bring
back
what
we
know
about
mead
and
our
school
system.
If
these
numbers
are
incorrect,
for
example,
let's
correct
them.
If,
if
this
is
happening,
let's
find
out
why
we
don't
want
any.
It
should
be
zero
citation,
zero
arrest
of
our
students.
M
So
the
the
request
is
that
we
address
what
was
in
there
and
and
then
bring
back
some
hard
numbers
and
some
hard
facts
so
that
we
can
move
forward.
And
we
can
help
the
students
to
know
and
understand
that
every
school
in
ann
arundel
county
is
out
for
your
safety
and
for
the
your
success
in
education.
L
So
I
I
I
do
want
to
clarify
I
by
no
means
am
questioning
the
data.
I
did
not
say
that,
because
I'm
assuming
it's
correct,
I'm
sure
that
miss
lumpkin
went
through
and
she
verified
her
data
with
the
police
department.
I
know
by
speaking
with
the
chief
that
he
spent
an
hour
and
a
half
with
her
in
an
interview,
so
I
have
no
doubt
that
that
data
is
correct.
I
just
want
to
clarify
that
you
wanted
the
1819
data
and
that's
not
data.
We
keep.
L
I
don't,
have
juvenile
citation
data,
it's
not
data
that
we
keep,
but
we
would
like
zero
rest
also
as
you
we
as
a
school
system,
this
board
and
this
school
system,
and
so
I
need
students
to
make
better
decisions.
I
need
students
to
to
know
and
we
want
to
work
with
them
inside
the
school
and
we
need
the
community
to
work
with
them
outside
the
school
so
that
they
make
better
decisions,
not
making
destructive
decisions.
Where
now
they
have
to
become
engaged
with
the
juvenile
justice
system.
M
I
wholeheartedly
agree,
I
just
believe
if
we
do
a
little
bit
more,
even
reaching
out
to
the
police
department
for
those
stats
to
help
us
understand
these
are
our
students
and
if
these
things
are
they're
being
arrested
during
school
hours,
we
have.
We
have
some
kind
of
stats
to
say
this
child
was
arrested,
but
I
I
am
as
as
concerned
as
I
am.
N
So
mead
is
especially
close
to
me
amnesty
antwine
because
our
children
attended
there
or
attend
there.
Now,
it's
my
community,
it's
my
neighborhood.
It's
miss
antoine's,
community
and
neighborhood.
These
are
our
friends.
The
article
the
other
day
was
incredibly
upsetting.
I
have
spoken
to
I've.
I
went
to
the
football
game
and
I
was
speaking
to
administrators
and
parents.
I've
been
to
soccer
games,
I've
been
at
the
bus
stops.
N
I
attended
a
pta
meeting
last
night
in
the
mead
cluster,
with
almost
a
hundred
parents
there,
who
most
primarily
african-american
asking
about
this
article
but
to
a
person.
What
they
have
said
to
me
is
this
is
not
me.
They
haven't
said
I'm
afraid
for
my
child,
in
fact
the
pta
meeting
last
night.
I
loved
it
because
the
first
lady
who
asked
me
about
it
said:
what
do
we
have
in
place
to
help
these
children?
She
said:
what
more
can
we
do
because
they
know
the
kids
that
go
there.
N
It's
their
children,
it's
their
neighbors
and
they
know
that
they're
there
and
I
found
this
article.
There
are
some
things
that
we
need
to
delve
into
further,
but
there
were
so
many
issues
with
this
article,
starting
with
its
intentionally
inflammatory
headline
that
said,
students
black
students
were
more
likely
to
be
arrested.
A
citation
is
not
an
arrest,
it
was
not
included
in
this
article.
She
did
say
all
the
programs
we
have
for
interventions,
but
she
did
not
cite
how
many
of
those
citations
were
dismissed,
because
children
went
through
that
is
valuable.
N
Information
is
to
have
our
students
are
not
getting
arrested
at
school
every
day
and
to
do
that
was
incredibly
irresponsible
to
put
a
headline
that
they're
being
arrested.
When
that
is
not
the
case,
this
article
was
written
in
june.
It
was
held
until
the
third
day
of
school.
It
was
held
to
make
as
an
outrageous
statement.
N
N
What
message
does
that
send
to
our
children
there
who
are
high,
performing
excellent,
amazing
kids?
Why
is
the
public
putting
that
out
there?
The
thing
that
I
talk
to
numerous
parents
and
students?
They
were
most
upset
about
that.
There
was
a
line
in
that
article.
That
said,
parents,
students
and
staff
have
long
acknowledged
racial
tensions
at
the
predominantly
black
school.
Every
single
student,
I
talked
to
said
we
don't
have
racial
tension
at
need.
That's
the
best
thing
about
mead,
we're
so
diverse.
N
This
board
recently
received
five
years
of
data
for
all
of
our
schools
for
bias
incidents
in
schools.
Guess
what
meade
high
school
had
zero
incidents
over
the
past
five
years,
every
other
high
school
had
multiple
incidents,
some
of
them
a
great
many
that
to
promote
and
put
out
there
that
the
children
of
need
are
somehow
that
it's
a
racial
issue.
It
does
a
disservice
to
that
those
kids,
one
issue
that
it
was
brought
up
that
I
actually
would
say
to
the
capital,
do
a
deeper
story
on
disproportionality
in
discipline.
N
N
N
It
was
exactly
in
line
for
the
racial
makeup
of
the
school,
so
that
means,
if
there's
disproportionality
in
our
county,
it's
at
other
schools.
So
let's
delve
into
that,
let's
delve
in
across
the
way-
let's
not
use
mead
as
our
example,
when
we
know
that
there
are
other
things
going
on
everywhere,
it's
a
real
issue.
We
need
to
look
at
that.
Let's,
let's
delve
into
that,
and
not
have
just
me,
be
the
one
newspaper
should
bring
to
light
information
to
make
the
world
better,
and
instead
this
article
was
a
cursory
overview.
N
They
used
one
single
data
point
from
one
year,
so
in
education
we
don't
look
at
one
year
in
isolation.
We
look
at
trends.
Was
this
an
aberration,
or
is
this
a
trend
if
we're
going
to
address
it
in
different
ways?
If
it
comes
out,
so
it
needs
to
be
a
greater
thing.
We
look
at
schools
holistically.
We
as
dr
orlando
said
this
is
not
school
data,
but
we
have
lots
of
data
on
discipline
and
things.
So,
let's
look
at
all
of
those.
N
Why
didn't
the
capital
ask
for
our
own
data
about
discipline
and
really
be
able
to
give
an
in-depth
analysis
of
this?
Instead,
one
single
data
point
was
used
to
tar
this
school.
So
I
encourage
the
capital
to
do
a
real
and
guest
investigative
piece
about
disproportionate
discipline
across
the
county
and
the
nation.
Look
at
multiple
data
points
across
multiple
years
interview,
school
staff,
extensively
about
programs.
We
have
in
place
study
other
nationwide
programs.
That
would
be
a
beneficial
piece
that
would
highlight
a
real
issue
within
education.
N
This
piece
didn't
do
that
we
weren't,
given
a
breakdown
for
what
these
citations
were,
for,
we
don't
know,
were
they,
as
dr
alata
said,
were
they
truly
serious
infractions
that
endanger
other
students
or
were
or
are
they
being
given
frivolously,
if
they're
being
given
frivolously?
We
need
to
know
that
breakdown,
so
we
can
work
with
the
police
department
about
it.
Those
are
things
that
were
not
included
in
this
article
and
our
sros
are
amazing.
The
sros
at
meade
high
school
love
those
children.
They
are
committed
there.
They
are
out
there.
N
As
I
said,
I've
spoken
to
numerous
parents
and
their
question
is
always:
how
can
we
help?
No
one
is
denying
that
need
has
challenges.
No
one.
No
one
is
saying
that
those
numbers
are
acceptable
if
those-
if
that
is
the
real
but,
as
I
said
one
single
data
point,
we
need
to
find
out
more
so
that
we
can
make
a
plan
for
that.
N
So
I
am
not
brushing
aside
anything
that's
there,
but
I
think
we
have
to
go
deeper
when
we're
looking
kids
and
we
cannot
single
out
one
school
and
one
group
of
kids
and
put
all
this
on
them
and
make
them
the
target
of
the
bad
kids.
The
horrible
reputation
mead
is
an
amazing
place.
The
kids
love
it
there.
The
families
choose
to
go
to
mead
many
of
them
because
of
the
diversity
and
because
of
what's
going
on
there.
N
We
need
support
that,
but
we
also
need
to
who
what
is
this
segment
of
kids,
that
are
more
challenged
that
we
need
to
work
with,
and
how
can
we
do
with
do
with
that?
We
need
our
community
groups
to
work
with
us
and
provide
more
supports,
because
the
school
can't
do
it
all.
What
can
we
put
out
there
in
the
community?
N
I
hope
that
that's
what
we
take
from
this
article
is
more
partnerships
coming
in,
but
I
felt
that
this
article
was
incredibly
unfair
and
biased
against
our
amazing
kids
and
to
the
students
of
mead
high
school
out
there.
I
apologize-
and
I
know
you're
amazing
and
we
will
work
for
it
and
you
come
to
us.
Let's
all
work
together
to
find
the
ways
we
can
help
them,
but
let's
not
paint
that
one
school
as
the
problem
child
in
the
county,
based
on
some
shallow
cursory
reporting.
Q
L
It
it's
if
it's
an
illegality,
so
a
student
that
brings
controlled
substances
into
the
building,
a
student
that
brings
a
weapon
in
the
building,
a
student
that
sets
a
fire
in
the
building.
These
are
illegalities
a
student
that
pulls
the
fire
alarm
or
calls
in
a
bomb
threat.
Those
are
all
the
illegalities
that
the
police
are
then
involved.
So
student
misconduct,
we
have
the
student
code
of
conduct
and
that's
well
spelled
out
and
it's
incremental,
and
so
the
principals
are
very
aware
of
it.
L
The
students,
the
parents
are
very
aware
of
it,
so
we
handle
school
students
making
bad
decisions
and
then
the
police
have
to
handle
those
things
that
are
illegal
in
the
building.
So,
as
miss
hummer
said
exactly,
why
are
all
those
arrests
are
those
citations?
I
don't
know,
but
I'm
confident
that
they
were
some
form
of
illegality,
that
the
police
officer
then
was
required
to
take
action.
Q
If
that's
the
dividing
line,
is
it
your
experience
and
is
it
your
opinion
that
that
dividing
line
is
being
applied
and
assessed
in
a
fair
and
consistent
manner
across
all
our
students,
because,
obviously
some
of
that
is
in
the
eye,
the
beholder
right?
You
know
a
you
know,
a
a
a
menacing
act
toward
another
student
could
technically
be
considered
an
assault
if
it's
rises
to
a
certain
level,
it's
going
to
be
who's
around
that
who
witnesses
it.
So
I'm
asking
just
really
for
your
views
is
that
consistently
applied.
L
I'm
not
sure
how
to
answer
that,
because
I
can't
speak
for
the
police
department.
I
can't
speak
for
the
police
department.
I
know
that
there's
a
great
deal
of
training
that
goes
on
with
their
sros
and,
in
fact
the
maryland
center
for
school
safety
has
written
a
new
40-hour
course
that
all
sros
throughout
the
entire
state
have
to
take
and
some
I
know
some
of
the
content,
because
I
I'm
on
a
statewide
board
from
school
safety
and
I've
reviewed
the
content
that
some
of
that
curriculum
revolves
around.
L
Just
that
very
thing
about
the
fair
and
impartiality
enforcement
of
the
rules,
school
rules
and
then,
of
course,
the
legal
rules.
So
I,
mr
grant,
I
can't
speak
on
behalf
of
the
police
department,
but
I
believe
that
our
as
I
said
earlier,
I
believe
that
our
sros
are
working
each
and
every
day
in
the
building
and
around
the
campuses
of
our
high
schools
and
our
middle
schools
to
make
connections
with
kids.
So
the
kids
make
better
decisions,
but.
Q
From
the
school,
I
guess
my
question
is
from
the
school
end.
Obviously,
if
there's
a
scenario
where
a
student
does
something
and
sro
is
not
there
to
witness
it,
but
an
aacps
employee
is
there
to
witness
it
and
the
school
personnel
is
making
the
determination.
Okay.
That
has
now
crossed
the
line
from
just
student
misconduct
to
an
instance
of
illegality.
That's
what
I'm
asking
you
are
those
determinations
in
your
opinion
and
in
your
experience
being
made
fairly
in
our
schools
yeah,
so
so.
L
L
It
says:
there's
a
check
mark
whether
the
police
need
to
be
involved
or
not,
and
that
is
reviewed
by
our
police
department
by
our
server
unit.
Every
year
we
update
the
student
code
of
conduct
every
year
so
that
they
know
yup.
I
need
to
call
the
police
on
this
instance.
Whatever
that
instance
was.
Does
that
make
sense?
It.
M
I
I
just
want
to
ensure
that
the
discussion
amongst
us
even
is
an
indication
as
to
why
we
need
this
presentation.
I
want
to
make
sure
that
the
request
is
that
this
presentation
will
be
on
the
agenda
for
next
meeting.
Please.
B
Yeah
hold
on
hold
on
one
second
here,
just
one
second,.
N
B
A
Are
we
finished
this
item?
Yes,
okay,
thank
you.
I
apologize
for
the
the
commotion.
As
the
board
knows,
we
are
are
going
to
lose
our
legal
counsel
in
in
approximately
a
half
hour
because
he
has
to
go
to
court
and
we
need
him
for
appeals
and
we're
also
arriving
at
that
lunch
hour.
A
If,
if
the
board
would
allow
me
to
sort
of
do
something
out
of
order
here,
we
we
have
two
individuals
who
signed
up
long
ago
and
I
I
also
will
take
responsibility
for
this.
I
think
we're
going
to
change
the
the
time
frames,
because
during
departmental
reports
and
if
what
we
we
budget
for
15
minutes,
I
don't
think
is-
is
no
longer
acceptable.
A
So
we
probably
have
to
reframe
the
time
line
here
to
give
people
a
reasonable
idea
or
expectation
of
what
what
we're
going
to
take,
because
we're
we're
about
an
hour
behind
schedule
now,
so
I'm
going
to
propose
if,
if
everyone
will
be
okay
with
it,
that
lisa
van
buskirk
signed
up
to
speak
on
item
4.04
transportation
report
and
dr
dadoni
signed
up
to
speak
on
6.05
we're
not
going
to
get
to
them
for
another.
A
Two
hours
or
so
and
I'd
like
to
offer
the
opportunity
for
both
of
you
to
speak
on
on
your
your
topics.
We're
then
going
to
take
a
recess
for
about
a
half
hour,
so
we
can
do
our
appeals
before
our
attorney
leaves,
and
then
that
gives
people
staff
a
chance
to
have
lunch
pretty
quickly,
so
we'll
take
about
a
30
minute
recess
in
the
back,
so
that
we
can
consider
appeals
and
then
we'll
come
back.
You
know
roughly
at
about
12
45.
Would
that
be
okay
with
the
board?
A
Okay
right
and
again,
I
just
want
to
be
respectful,
because
you
signed
up
expecting
to
have
spoken
by
now.
Z
Okay,
thank
you
lisa
van
buskirk
or
star
school
later,
and
I
suppose
in
my
transportation
comments.
They
could
have
also
been
in
public
comments
but
and
followed
along
with
part
of
that
conversation,
but
we'll
start
with.
Z
So
when
I
was
last
here,
I
looked
at
all
the
high
school
start
times
when
they
were
published,
and
I
gave
you
like
some
charts
of
colors
of
what
was
good
and
bad,
and
then
I
went
back
last
week
to
see
how
they
had
been
adjusted
now
that
school
started
and
whatnot,
and
not
that
many
changes
with
the
exception
of
broad
neck,
where
every
single
bus
except
two
was
changed.
Z
10
minutes
earlier,
so
you
went
from
pretty
much
green
meaning
they
were
later
than
last
year
to
now
they're
all
10
minutes
earlier
and
now
they're
all
earlier
than
last
year's
pickup
times.
So
it's
a
little
weird
that
every
single
one
would
be
exactly
10
minutes
earlier
exception.
3..
So
again
I
have
a
heartache
with
how
well
this
software
versus
human
intervention
is
going.
But
then
I
also
went
back
and
I
looked
to
see
where
there
were
not
changes
such
as
north
county
bus
number
245.
Z
It
still
shows
it
takes
22
minutes
to
go
a
tenth
of
a
mile,
the
glen
bernie
bus
191
from
south
county
to
glen
bernie
high
school.
It
takes
an
hour
and
21
minutes
for
the
scheduled,
publish
to
get
home,
but
5
40
a.m.
Pickup
time
plus
1
21
means
it's
arriving
at
7am,
which
still
seems
a
little
bit
on
the
early
side.
Likewise,
your
earliest
magnet
bust
is
number
614
from
the
pva.
Z
It
picks
up
at
heaven,
harmon
at
5
26
in
the
morning
which
I'd
like
to
notice
nearly
4
hours
and
20
minutes
before
that
school
starts.
It
then
has
an
hour
bus
ride
to
get
to
cat
north.
Where
then,
the
students
separate
to
the
pva
program
in
annapolis
and
the
pva
program
at
broad
neck,
which
varies
from
google,
told
me
to
get
to
broadneck
from
cat
north
was
30
minutes
and
you
get
to
annapolis.
Z
High
school
was
23.,
so
those
students
are
also
arriving
at
school
at
seven
o'clock
now
bearing
any
traffic
changes
on
97.
I
understand
that
so
when
I
do
my
pia
requests
for
arrival
times,
they'll
be
very
interesting
compared
to
last
year,
as
I
was
scrolling
through
facebook.
Z
This
morning,
number
353
from
south
river
high
school
was
posted
in
my
neighborhood
community,
which
actually,
when
I
went
back
and
looked
at
it
is
actually
the
bus
that
serves
my
neighborhood
and
the
comment
was
starting
another
year
of
being
late
or
not
even
showing
up
at
all.
Z
Regarding
the
discussion
of
three
students
to
a
seat,
baltimore
county
public
schools
vice
president
of
their
board,
julie
henn
is
interested
in
starting
some
legislation
to
limit
for
middle
and
high
school
students
to
two
students
per
seat
because
of
that
overcrowding,
safety
concerns
about
people
standing
in
the
seats
anyway.
So
all
good
things
that,
hopefully,
the
transportation
department
is
looking
at
along
with
a
transportation
consultant
as
we
move
forward.
Thank
you.
AA
Members
of
the
board,
dr
arlato,
the
administrative
staff
and
to
the
general
public.
I
stand
before
you
today
as
a
designated
representative
for
the
anne
arundel
county
naacp,
president
jacqueline
allsup
center
greetings.
AA
There
remains
no
mention
of
appeal
and
escalation,
I'm
going
to
presume
and
look
for
confirmation
later
that
there
are
policies
and
procedures
in
place
within
the
school
system
that
allow
for
such
appeals
and
escalation
if
necessary.
At
least
I
didn't
find
them
in
the
revisions
that
were
posted
prior
to
this
meeting.
I
know
that
both
the
anne
arundel
county
public
schools
and
the
naacp
have
complaint
processes
that
these
things
can
end
up
in
my
concern
here
is:
if
something
escalates
to
a
complaint,
we
might
lose
it
to
tracking,
and
that
goes
into.
AA
AA
The
fact
that
we
have
bullying
behavior
from
the
past
is
so
important
to
tracking
the
data
we
have
around
arrests
of
students.
This
is
essential.
It's
what
allows
us
to
speak
objectively,
I'm
very
interested
in.
We
are
very
interested
in
not
only
in
the
education
commit
committee
of
the
naacp,
but
in
the
naacp
in
general,
about
transparency
and
granularity,
as
those
data
are
available
to
the
public
at
a
minimum.
AA
It'll
have
to
be
at
the
school
level
because
the
authority
and
decisions
reside
with
the
school
principles,
and
I
look
forward
to
the
opportunity
to
compare
data
that
will
be
acquired
under
these
new
regulations,
with
the
data
that
have
been
acquired
in
the
past.
Understanding
that,
with
a
big
change
in
the
regulation,
there's
going
to
be,
of
course,
some
discontinuity,
but
we
can
look
for
our
general
patterns,
and
this
takes
me
to
my
third
point
about
needing
to
make
evidence-based
decisions
embedded
in
both
regulations
as
a
requirement
for
you
choosing
evidence-based
programs.
AA
The
naacp
requests
that,
as
the
principals
look
at
evidence-based
programs,
they
specifically
look
for
evidence-based
strategies
that
have
been
proven
effective
in
comparable
populations
a
worst
case.
I
don't
think
that
an
evidence-based
bias
program
that
turned
out
to
be
effective
in
finland
would
necessarily
be
effective
in
anne
arundel
county.
Of
course,
that's
an
extreme,
but
I
think
the
caution
to
look
for
comparability
of
populations
does
apply.
AA
We're
going
to
be
creating
our
own
body
of
evidence
with
these
policies
and
procedures,
but
I've
emphasized
throughout
is
we
look
to
have
the
data
that
are
collected
and
made
available
sufficient
to
allow
us
to
make
good
decisions
about
how
to
continue
these
programs,
how
to
modify
them,
how
to
find
the
best
practices?
Thank
you.
J
Thank
you
both
for
your
testimony.
I
think
I
think
my
question
is
probably
for
mr
shaknovich
and
just
I
know
that
you
know
the
first
few
weeks
of
school
can
be
chaotic,
we're
doing.
J
The
staggered
starts
of
the
elementary
schools,
the
the
high
schools
middle
high
school
students
have
to
find
a
bus
and
a
sea
of
buses,
and
I
just
wanted
to
get
a
general
sense
of
kind
of
how
he
feels
how
that
how
that's
going
and
and
if
there's,
if
there
was
specific
reasons
for
the
the
shift
of
a
whole
school's
worth
of
times
or
not
yeah.
I.
A
J
A
No,
no!
No!
It's
fair
point,
so
so
at
this
time,
let's
call
we'll
we'll
be
back
out
here
at
about
12
45.
So
we'll
take
a
motion
from
mrs
corcodell.
B
A
A
A
A
A
A
A
A
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
A
A
But
there's
a
scheduling
dilemma
that
I
like
to
ask
if
I
can
get
a
motion
to
take
out
of
order
item
6.03
the
naming
of
crofton
area
high
school
and
hear
that
now
some.
J
A
F
B
Not
a
discussion
piece,
but
rather
just
an
acknowledgement.
I
was
so
pleased
as
miss
ellis
was
I'm
sure
joining
me
to
see
a
standing
room
only
at
at
the
middle
school.
For
the
naming.
B
Thank
you
so
much
for
all
that
you
do
and
we
I'm
so
excited
and
cannot
wait
until
next
august,
looking
forward
to
a
great
year
and,
as
I
said,
just
a
major
shout
out
to
all
the
residents
who
participated
in
placing
their
names
and
per
going
attending
the
meeting.
This
is
like
the
the
meeting
date
was
probably
the
busiest
vacation
week
so
to
have
a
room.
L
Great,
thank
you.
Thank
you,
mr
ellen.
I
I
do
want
to
just
recognize
for
this
jam-packed
room
for
this
fear
herd
for
all
of
your
hard
work.
It's
going
to
be
you've
worked
hard
up
to
this
point
and
it's
going
to
be
a
a
busy
year
to
get
our
school
up
and
running.
It's
been
30
plus
years
since
we've
opened
a
brand
new
high
school
she's
got
incredible
support
from
this
team,
but
in
particular,
but
in
particular
mr
truffer,
the
regional
assistant,
superintendent
of
the
crafton
era.
A
A
X
Good
afternoon
president
gilland
vice
president
corcodell
members
of
the
board
of
education
and
dr
arlato
for
the
record,
I'm
monique
jackson,
deputy
superintendent
for
student
and
school
support.
I
am
providing
a
monthly
update
on
bullying
and
harassment,
as
requested
to
highlight
the
work
being
done
in
this
department.
Our
schools
have
engaged
in
activities
to
prevent
bullying
and
promote
inclusion
and
acceptance
code
of
conduct.
X
Lessons
were
designed
at
the
district
level
to
present
a
scenario-based
approach
to
learning
aspects
of
the
code
of
conduct,
including,
but
not
limited
to
bullying
and
harassment
through
engagement
and
and
discourse
student
engage
in
community
building
circles
from
the
very
first
day
of
school.
Thank
you
to
principal
lawhorn
of
rolling
knowles
elementary
school
for
affording
me
the
opportunity
to
engage
in
the
code
of
conduct
activities
and
principal
your
and
the
chesapeake
high
school
community
for
allowing
me
to
engage
in
your
community
circles.
X
Working
to
prevent
bullying,
behaviors
or
behaviors
that
are
perceived
by
middle
school
students
and
their
families
as
bullying.
The
work
group
comprised
of
school-based
administrators,
school
counselors,
school
psychologists,
school-based
social
workers,
as
well
as
central
office
staff
by
various
offices,
has
been
organized
to
analyze
the
issues
that
contribute
to
bullying,
behaviors
or
behaviors,
perceived
to
be
bullying
and
to
identify
possible
strategies
with
the
help
of
our
students
and
effective
practices
to
implement
within
the
aacps
middle
schools.
X
The
work
group,
which
has
worked
together
and
incorporate
the
student
voice
has
also
gathered
input
from
all
middle
school
principals
and
school
teams
to
inform
possible
systemic
approaches
and
next
steps
to
proactively
address
this
issue.
Thank
you
for
the
opportunity
to
update
you
and
at
this
time,
I'm
available
for
any
questions.
M
I
had
one
question
for
next
month's
bullying
prevention
month.
Could
you
please
share
some
of
the
things
some
of
the
plans
that
this
aacps
is
planning
to
do
for
that
to
include
easy
day.
X
Yes,
ma'am
and
if
it's
okay
with
you
as
a
matter
of
clarification,
I
was
going
to
include
some
of
that
in
the
equity
and
inclusion
report
and
then
could
we
do
that
for
next
month
as
well.
Wonderful,
thank
you.
So
much.
F
Thank
you
and
thank
you,
miss
jackson.
Thank
you
for
all.
That's
being
done
right
now
to
start
out
this
school
year
in
a
very
positive
way.
I
have
one
quick
question.
I
was
looking
at
my
child's
handbook
and
it
it
had
me
had
my
wheels
turning.
I
looked
at
the
bullying
an
incident
report,
bullying
harassment
or
intimidation
report.
F
And
there's
a
question:
question
number
eight
on
that
form.
It
says
why
did
the
bullying
harassment
or
intimidation
occur?
I
I
have
a
little
trouble
with
that
question
and
I'm
wondering
is
there?
Do
we
have
an
opportunity
to
reword
that
is
that
a
state
that
is
a
statement?
Okay,
so
we'll
take
that
because
I
I'm
just
thinking
if
a
victim
is
filling
out,
this
form.
C
F
So
I'm
thinking
I'm
thinking
the
question
could
be.
Can
you
give
any
background
information
of
events
leading
up
to
this
incident
instead
of?
Why
did
this
happen?
That
seems
like
a
just.
X
F
A
Y
N
Want
to
say
how
great
it
was
that
on
the
back
to
school
visits
the
first
week
so
many
classrooms
that
we
went
into
the
first
second
third
day
of
class
were
holding
community
circles
from
middle
and
high
school
and
middle
and
elementary
school,
so
they
were
already
building
those
relationships
and
that
community
there
that
hopefully
helps
prevent
some
of
these
bullying
things.
So
I
want
to
just
to
shout
out
to
all
the
schools.
It
was
great
to
see
everything
already
rolling
from
day
one.
Thank
you.
J
Yeah,
I
just
want
to
echo
that
I
saw
that
too,
and
it
was
everywhere
and
it
was
wonderful.
Thank
you.
A
X
Yes,
absolutely
good
afternoon,
president
gillen
vice
president
corco
members
of
the
board
of
education
and
dr
alato
for
the
record.
I
am
monique
jackson,
deputy
superintendent.
Speaking
on
behalf
of
dr
maisha
gillen's
executive,
director
of
equity
and
accelerated
student
achievement,
I
am
providing
the
monthly
update
on
diversity
and
inclusion,
as
requested
to
highlight
the
work
being
done
in
this
department.
X
The
office
of
equity
and
accelerated
student
achievement
continues
to
be
intentional
in
their
efforts
in
assisting
schools
and
eliminating
the
achievement
gap.
With
this
goal
in
mind,
new
modules
have
been
created
for
the
early
dismissal
days.
They
include
equity
scenarios
through
the
equity
literacy
framework,
culturally
responsive
teaching,
fostering
engaging
and
inspiring
leaders
and
mitigating
implicit
bias.
X
On
behalf
of
the
workforce
diversity
committee
led
by
mrs
shanika
mckenzie,
I'm
also
happy
to
announce
diversity
week
at
the
board
of
education.
The
purpose
of
the
week
is
to
recognize
and
celebrate
the
benefits
of
diversity
and
inclusion.
Anne
arundel
county
public
schools
diversity
week
will
occur
during
the
same
week
as
national
diversity
week
october,
1st,
through
5th,
which
was
founded
in
1998.
X
In
order
to
raise
awareness
regarding
the
diversity
which
continues
to
shape
the
united
states,
there
will
be
additional
diversity
inclusion
activities
throughout
the
year.
These
activities
will
intentionally
coincide
with
project
unity,
dates
to
help
reinforce
the
importance
of
kindness
acceptance
and
inclusion.
X
Finally,
a
joint
effort
in
collaboration
with
the
county
executive's
office
to
eliminate
the
achievement
gap
will
be
held
at
arundel
high
school.
Dr
arlatto
and
county
executive
pittman
will
launch
the
initiative
with
a
community
meeting
from
6
30
until
8
30
on
monday
september,
23rd
2019
in
the
auditorium
at
arundel,
high
school
located
at
1001
annapolis,
road
in
gambrell's,
school
system
and
county
data
related
to
this
issue
will
be
presented,
and
those
in
attendance
will
have
the
opportunity
to
identify
key
issues
and
provide
input
on
next
steps.
M
Thank
you,
president
gillan.
Thank
you,
miss
jackson
for
that,
and
so
my
question
again
was
about
the
united
and
then
the
bull
bullying
prevention
month
as
well.
I
wanted
the
public
to
be
aware
of
some
possible
opportunities
for
them
to
get
involved
as
well
from
wearing
orange
on
that
day
or
otherwise.
If
you
have
plans
for
that,
if
you
could
could
share
that
with
us,
please
absolutely
and
then
my
other
question
is
based
before
the
board.
M
I
learned
from
from
earlier
discussions
that
when
I
want
to
make
these
motions,
if
it's
to
request
a
presentation,
I
don't
have
to
make
a
motion
for
just
requested
to
be
on
the
agenda
so
for
for
the
the
month
of
october,
I
am
making
the
request
that
we
receive
a
presentation
from
the
superintendent
on
the
2018-2019
park
results
and
in
the
presentation
please
offer
some
solutions
to
improve
student
achievement.
M
Dr
lara,
I
especially
want
to
thank
you
and
and
county
executive
pittman
for
the
initiatives
that
are
coming
up.
The
park
exam
results.
Of
course
we
we
remember
those
as
favorable
in
in
several
areas,
but
not
so
favorable
in
others.
So
a
presentation
on
on
those
results
to
the
board
is
what's
being
requested
for
one
of
our
meetings
in
october.
J
J
Fantastic
all
right,
wonderful
to
hear
the
the
initiative
that
we
all
write
about
in
the
press
release.
If
there's
any
additional
detail
that
can
be
shared
with
us,
I
would
love
to.
I
would
love
to
have.
X
That
so,
essentially,
we
will
be
sharing
school
system
information,
as
well
as
county
information.
What
we've
learned
over
the
years
and
the
literature
supports
that
the
achievement
gap,
although
we
are
responsible
as
a
school
system
for
educating
our
students
from
the
time
they
enter
until
the
time
they
walk
across
the
stage.
X
We
know
that
the
achievement
gap
is
much
larger
than
the
school
system
itself,
and
so
we're
bringing
community
members
together
and
decision
makers
so
that
we
can
unite
in
coming
up
with
solutions
that
may
be
involving
external
partners
to
help
us
in
eliminating
the
achievement
gap.
The
evening
will
include
the
data
presentation
and
then
our
participants
will
have
an
opportunity
to
participate
in
a
protocol
which
will
afford
them
the
opportunity
to
respond
to
the
data
and
give
feedback.
X
After
that
meeting,
then
a
smaller
group
of
individuals
will
be
meeting
based
upon
you
know.
A
public
participant
may
come
and
just
want
to
give
feedback,
or
they
may
want
to
continue
through
the
commitment.
The
commitment
is
at
least
one
one
hour
meeting
per
month
and
it's
a
meeting
of
several
agencies
throughout
anne
arundel
county,
wonderful.
J
F
Thank
you
regarding
I'm
sorry,
my
will
I'm
still
thinking
about
your
last
response,
because
this
ties
into
that,
but
so
invitations
went
out
to
local
community
leaders
and
in
other
words
I
know,
there's
now
been
a
press
release
correct,
but
can
you
elaborate
in
some
way
on
what
type
of
individuals
were
personally
invited
to
the
stake
holders
meeting?
I
I
have
someone
who's
very
invested
in
this
who's
asking
these
questions,
so
I
want
to
make
sure
we
understand
fully.
X
Absolutely
so
the
timeline
it's
I
love
to
speak
in
timelines,
so
the
timeline
for
this
was
we
gathered.
This
small
group
of
I
would
say
invitations,
but
they're,
not
really
invitations,
their
requests
to
join
the
meeting,
and
so
we
sent
that
to
several
different
people
that
represent
organizations
outside
of
the
school
system
so,
for
example,
workforce
development,
so
those
type
of
stakeholders
that
could
potentially
influence
either
policy
or
practice
outside
of
the
school
system.
X
Then
we
sent
the
press
release
out
to
make
sure
the
public
knew
that
it
was
a
public
meeting
and
then
the
outcomes
we
don't
want
to
presuppose
any
of
the
outcomes.
And
so
what
comes
from
the
meeting
as
recommendations
or
questions
or
things
for
further
study
may
then
require
us
to
take
the
original
list
of
people
and
maybe
add
to
it
or
maybe
regroup
in
a
different
fashion.
X
That's
thank
you
very
much
so
then,
after
today's
meeting,
then
we
will
make
sure
that
they
get
an
that
they
are
will
be
extended,
a
personal
invitation.
So
you
know
the
press.
Release
covers
the
public
right,
but
we
want
to
make
sure
that
they
are
given
a
after
today's
board
meeting,
because
I
wanted
to
make
sure
that
the
public,
the
millions
of
people
that
are
listening
today,
heard
me
so.
F
X
And
we're
hoping
that
from
that
evening
you
know
there
are.
There
could
be
a
myriad
of
issues
that
come
up,
but
we
want.
We
are
very
results-oriented
school
system
and
we
want
to
make
sure
that
whatever
suggestions
come
up,
we
perhaps
tackle
two
to
three
things
that
we
can
really
handle
from
a
community
standpoint,
so
that
we
can
see
results.
The
group
will
present
publicly
again
in
the
spring
sort
of
the
results
from
their
research.
You
know
this
is
anne.
X
Arundel
county
is
not
the
first
school
system
to
research,
the
achievement
gap,
and
so
they
will
look
at
best
practices
from
around
the
country,
and
then
they
will
we're
not
going
to
reinvent
the
wheel.
If
we
know
something
would
not
align
with
our
school
system
and
community
needs,
that's
not
something
that
we
will
begin
with,
but,
like
I
said,
we
hope
that
not
from
the
evening
on
the
23rd,
but
from
their
initial
meeting
after
they
synthesize
the
information
after
the
initial
meeting.
X
Our
hope
is
that
two
to
three
strategies
will
arise
so
that
we
could
really
come
together
as
a
community
great.
J
Sorry,
just
to
be
clear
about
the
the
groups
involved,
you
said
they
were
going
to
be
announced
at
that
night.
Can
you
inform
the
board
of
separately
about
what
sorts
of
organizations
you've.
X
A
Okay,
any
further
board
questions
or
comments
seen
on
any
public
comment,
seeing
none.
That
concludes
the
diversity
and
inclusion
report.
A
Oh
sorry,
item
4.04
is
the
transportation
report
we'll
turn
to
mr
shaknovich.
AB
Good
afternoon
it's
my
pleasure
to
review
item
5.04
to
transportation
report.
I'm
alex
shaknovich,
the
chief
operating
officer,
so
we've
gotten
off
to
a
new
school
year,
some
facts
and
figures
and
we'll
cover
some
of
our
successes
and
challenges.
Briefly,
but
we've
got
about
a
about
150,
I'm
sorry
about
550
contracted
buses,
bus
routes
out
there
and
about
85
additional
buses
that
are
assigned
to
service
are
special
education
and
non-public
population.
AB
We've
we're
running
about
2192
different
routes.
Those
2192
routes
add
up
to
well
in
excess
of
16
000
individual
stops,
which
kind
of
makes
sense.
If
you
think
of
you
know,
each
bus
is
going
to
have.
You
know
anywhere
from
six
to
eight,
maybe
as
many
as
10
stops.
That's
how
you
kind
of
get
2,
100
runs
or
2.
200
runs
out
to
16
or
17
000
kind
of
stops.
AB
So
there's
a
lot
of
moving
parts
to
this
operation
and
the
complexities
that
come
with
that
in
terms
of
the
population
that
we
do
service
year
in
year,
out
of
statistics
is
held
pretty
steady,
so
we
transport
about
76
percent
of
our
students
are
transportation
eligible
last
year's
exact
number
was
63
351.,
we
know
with
our
student
enrollment
increases
likely
we're
going
to
be
at
or
over
64
000.
The
state
has
an
established
day
by
which
we
have
to
canvas
eligible
riders
and
report
that
to
the
state,
maryland
state
department
of
education.
AB
So
that's
coming
up
next
month
in
terms
of
some
of
our
challenges,
it's
undeniable
that
you
know
the
perennial
shortage
of
of
bus
drivers
continues
actually,
and
I'm
sure
likely
all
of
you
probably
receive
ed
week
in
your
in
your
mailbox,
either
by
hard
copy
or
email.
So
you
know
just
this
week,
there's
an
article
and
I'll
I'll.
Just
quote
a
brief,
a
brief
sentence
or
two
out
of
it.
AB
It
says
that,
so
again,
this
is
the
ed
week
article
by
corey
mitchell,
dated
through
september
2019
says
more
than
90
percent
of
school
districts
across
the
country
report.
AB
Driver
shortages
in
a
survey
conducted
this
year
by
the
national
association
of
pupil
transportation,
over
one-third
of
those
districts
described
it
as
either
desperate
or
severe
and
those
are
in
quotes.
The
survey
said
this
again:
it
says
the
shortages
are
out
perennial
and
stem
from
a
variety
of
factors.
Each
and
every
one
of
these
is
essentially
true
here.
AB
Really,
the
you
know,
improving
economy
creates
opportunities
for
cdl
license
holders
or
folks
that
could
have
would
have
been
cdl
license,
holders
to
gain
employment
elsewhere,
there's
low
pay,
limited
hours
and
really
the
split
nature
of
the
work
shift,
because
you're
working
in
the
morning,
you're
fallow
in
the
middle
and
then
you're
working
in
the
in
the
evening
again
even
locally
here.
Just
you
know.
By
way
of
example,
our
bus
contractors
pay
on
average
like
a
starting
salary
of
about
21.
AB
You
know
dollars
an
hour
if
you're
driving
a
bus
for
one
of
our
contracted.
If
you
leave
the
contracted
bus
operator
and
you
go
drive
a
dump
truck
at
one
of
my
construction
sites
at
edgewater
elementary
school
in
your
area,
miss
corcodell,
you're,
starting
at
35
or
more
dollars
an
hour.
You
know,
so
they
can
leave
get
more
hours,
get
a
higher
rate
of
pay
be
eligible
for
overtime.
They
never
even
accumulate
enough
hours
to
get
overtime
here.
So
we
have
a
lot
of
affections.
We
train
people
for
free.
AB
We
have
a
driver's
training
center
that
we
put
people
through.
We
give
them
the
required
courses,
we
put
them
through
their
physical
under
driver's
training
classes.
We
even
let
them
use
our
buses
and
we
actually
take
them
because
they're
not
yet
legally
eligible
to
drive,
but
we
take
them
to
get
their
license
whatever
and
in
some
of
our
classes
we
had
over
a
50
defection
rate
this
summer.
AB
You
know
so,
though,
they'll
get
the
license
that
we
try
really
hard
to
get
them
fully
expected
that
they're
going
to
report
for
duty,
but
they
don't
report
for
duty.
They
are
now
driving
for
jones
of
annapolis,
or
you
know
huber's
charter
contract
bus
company,
whatever
this
happens,
all
the
time
perennially
we
lose
drivers
to
other
opportunities,
but
again
there's
some
cyclicality
to
it
in
terms
of
economy
and
with
the
construction
market,
booming
etcetera,
we're
seeing
a
far
greater
rate
of
of
defections
they're.
AB
Not
really,
you
know
those
folks
aren't
really
great
at
communicating.
You
know
yeah,
I'm
going
to
be
there
day,
one
I'm
going
to
be
there
day,
one
and
then
no,
they
don't
show
up
day
one.
The
other
thing
that's
been
you
know,
slowing
us
down
is
the
new.
You
know
background
check
requirements
that
you
have
to
get
information
from
all
of
the
all
of
a
person's.
You
know
prior
employment
before
we
can
hire
them,
it's
a
minimum
of
a
20-day
process.
AB
So
we
are
graduating
new
drivers
that
you
know
are
eligible
to
drive
buses,
but
they've
not
passed
the
newly
imposed
state
mandates
in
background
checks,
so
they're
essentially
sitting
on
the
sidelines,
they're
not
eligible
to
get
on
buses.
One
thing:
that's
a
little
quirky
that
is,
you
know.
In
years
past
we've
had
some
companies
that
have
had
had
I'll,
say
excess
drivers
or
spare
drivers
that
we
could
dispatch
to
another
company.
This
new
law
does
not
allow
that.
AB
AB
AB
AB
A
to
get
to
your
point
b
is
probably
much
longer
today
than
it
was
even
just
a
few
years
ago,
let
alone
five
or
ten
years
ago,
and
then
finally,
there
are
with
the
number
of
new
subdivisions
and
developments
that
have
been
approved
or
legacy
during
the
pipeline
again
with
the
economy.
Approving
a
lot
of
these
were
even
fallow,
for
you
know
over
a
decade
plus
never
got
off
the
ground,
but
now,
with
the
market
being
the
way
it
is,
and
the
economy
being
the
way
it
is,
and
interest
rates
being
low.
AB
AB
So
those
are
some
of
the
challenges
we
face
in
terms
of,
I
want
to
take
a
second
to
give
you
an
update
on
the
transportation
consulting
process
it's
well
into
under
works.
I
I
think
it's
going
very
well.
They
asked
for
over
60
something
data
uploads.
We
uploaded
all
that
information
to
the
consultant.
They
did
spend
a
week
here
last
month
doing
some
boots
on
the
ground,
work,
interviewing
key
individuals,
gathering
information,
etc.
AB
Every
indication
is
again,
as
I
said,
the
you
know,
the
project
does
appear
to
be
going
well
and
it
doesn't
look
like
you
know:
we've
really
faced
any
obstacles
or
delays
in
terms
of
the
data
requested.
They've
asked
it
or
accommodating
their
site
visits
with
that.
Mr
president,
I
guess
I'll
turn
it
back
over
to
you.
J
I
have
a
question
about
the
shortage
of
of
bus
drivers
and
then
our
commitment
to
train
them
is.
J
I
mean
that's
resources,
that's
dollars,
we're
putting
in
we're
investing
in
and
then
there's
you.
You
said
there
was
substantial
percentage
of
those
folks
that
don't
end
up
driving.
We.
J
And
that
that
pains
me
so
is
there
anything
we
can
do
from
our
end
to
get
a
commitment
from
them
to
drive
for
us
before
we
offer
to
train
them,
because
they're
they're
using
us
right.
AB
AB
AB
Way
back
when
and
that
created
shortage,
because
some
of
these
individuals
aren't
weren't
willing
to
go
out
of
pocket,
you
know
for
all
that
pay
for
the
physicals
pay
for
the
drug
testing,
pay
for
the
training,
the
road
miles
etc,
and
to
sort
of
overcome
a
driver's
shortage
situation
that
we
had
back
in
the
day
we
said:
okay,
we
obviously
have
to
do
something
different.
Let's
have
it
if
we
take
on
the
responsibility
of,
and
we
went
about
becoming
a
certified
training
provider.
AB
You
know
came
up
to
speed
with
all
the
requirements
that
the
state
and
the
federal
government
require.
So
we
kind
of
provided
that
as
a
service
you're
right,
we
we
don't.
We
don't
make
them
sign
like
a
non-compete
clause
and
I'm
not
even
sure
to
what
extent
we
can
do
that.
We
can.
I
mean
they
all
promised
us
if
they
walked
in
day
one
and
said:
hey,
I'm
going
to
take
your
class
and
I'm
not
ever
going
to
come
and
work
for
you.
AB
Obviously,
we
would
say
get
out
of
here
so
but
yeah
I
mean
I,
I
think
I
think
we
need
to
find
a
way
to
sort
of
cement
a
commitment,
I'm
just
not
really
sure,
and
maybe
we
can
work
with.
You
know
our
attorney
and
your
attorney
a
little
bit
to
see
but
again,
to
the
extent
that
we
create
new
barriers,
we're
going
to
dissuade
you
know
more
drivers,
so
we
got
to
be
a
little
careful
with
that
balancing
act.
J
Right
but
I
I
agree
that
we
should.
We
should
really
make
a
concerted
effort
to
look
into
what
what
we
can,
what
we
can
do,
so
I
don't
know
how
many
dollars
that
that
amounts
to,
but
with
finite
resources
and
lots
of
priorities.
I
I
you
know
it
would
be
great
to
to
not
essentially
invest
in
someone
who's
not
willing
to
invest
in
in
us
so
yeah.
I
would
love
to.
I
would
love
for
us
to
to
work
together
and
look
into
how
we
can
help
fix
that,
because
that's
while.
AB
We're
flooded
and
there's
competition,
I
mean
I
won't
call
out
who
it
was,
but
I'm
a
very
large
earth.
Moving
contractor
in
the
area
very
recently
set
up
a
recruitment
table
on
the
public
road
right
in
front
of
one
of
our
driver
depots
so
that
they
could
solicit
drivers
who
have
the
correct
license
to
jump.
C
J
AB
J
Of
model,
then,
then
maybe
we
can
help
offset
some
of
that.
The
other
thing
I
I.
AB
AB
J
AB
AB
What
our
options
are
because,
like
I
said,
I
know,
there's
a
lot
of
promote
like
in
the
legal
sector.
Now:
external
laws,
I'm
talking
private
corporate
world
right,
there's
a
lot
of
come
out
about
you
know
the
legalities
of
non-compete
clauses,
and
you
know
what
you
can
do
and
can't
do,
and
I
would
really
want
some
expert
help
from
from
somebody
with
a
trained
legal
background
and
help
me
navigate
that.
Oh.
J
For
sure,
my
next
question
is
about
the
the
law
that
you
are
alluding
to
that
you
that
you
could
have
you
could
work.
I
don't
know
all
the
names
of
our
contractors,
but
you
you
could
be.
You
could
be
a
contractor,
a
can
have
a
surplus,
but
then
they
can't
just
transfer
people
to
contract
b.
Your
identity
doesn't
change
your
fingerprints,
don't
change
your
social
security.
Like
is
this
a
state
laws?
It's
a
federal
law.
AB
J
AB
AB
AB
You
even
though
you've
worked
for
me
for
the
last
17
years.
You
now
have
to
go
through
a
whole
new
background
check.
You
have
to
get
documentation
from
all
your
current
prior
employers,
even
if
it's
just
me
go
through
this
big
vetting.
So
it's
it
applies
to
any.
The
law
applies
to
anyone
who
has
unsupervised
contact
with
youngsters
co
like
we're.
Seeing
the
impacts
of
this-
and
I
know
dr
alado
and
the
state
superintendents
have
had
conversations
we're
having
a
tough
time.
You
know,
sports
season
has
started.
AB
I
N
This
I
was
going
to
say
I
just
had
a
meeting
two
days
ago
with
the
legislative
director
for
mabe
talking
about
legislation,
that's
coming
down,
and
everyone
has
quickly
realized
that
this
bill,
while
the
intentions
were
good,
the
implementation
has
become
a
nightmare
for
everyone,
and
so
there
is
already
language
being
drafted
to
amend
and.
N
Correct
the
existing
bill,
so
there'll
still
be
background
checks,
but
there's
already
language
that
is
in
the
works,
that's
being
put
there,
but
it
will
not
go
into
effect
until
next.
It
has
to
be
voted
and
passed
for
next
legislative
session,
but
legislators
are
very
aware
of
this
and
there's
already.
AB
Live
with
this
and
it
got
passed
for
all
the
right
reasons
and
all
the
right
purposes.
I
mean
no,
but
nobody
doubts
right.
We
all
want
to
protect
our
kids.
We
all
want
to
make
sure
that
there's
an
abundance
of
caution
before
folks
are
are
essentially
authorized
to
be
in
contact
with
students,
but
the.
AB
J
Will
become
very
challenging
right
wow.
Thank
you
for
all
of
this
and
for
the
for
the
extra
explanation.
I
appreciate
it
thanks.
F
You
real
quick-
and
I
don't
need
this
information
now,
but
if
we
could
get
the
the
name
or
the
number
of
the
law
so
that
when
we're
talking
with
other
local
lawmakers,
we
we
know
what
to
refer
to
that'd,
be
great.
L
F
AB
AB
N
And
just
so,
everybody
can
scratch
their
heads
a
little
bit.
The
original
language
for
the
bill
was
good.
What
would
have
alleviated
a
lot
of
this
and
they
axed
it
out,
not
thinking
through,
and
so
it's
pretty
much
going
back
to
what
the
original
language
was
that
if
they
had
left
it
alone
would
have
been
much
better.
F
Thank
you,
I'm
so
very
appreciative
of
our
monthly
reports,
but
obviously
with
the
start
of
the
school
year,
transportation
is
the
thing
that
we
get
bombarded
with
so
apologize
ahead
of
time.
I
do
have
several
questions.
I
will
start
with
our
adjustments
to
pick
up
times
being
updated
on
the
on
the
scheduled
bus
page.
F
So
if
there's
been
an
adjustment,
it
shows
up
on
that
on
the
website.
AB
So
the
the
schedules
should
be
so
previously
the
schedules
were
updated
overnight.
The
system
would
have
to
post
it
with
the
new
system
there
can
ins
they're
instantaneously,
updated
once
you
keep
punch
into
data,
it
becomes
live
to
the
viewing
public,
so
they
are
actively
being
worked
on
massaged
and
changed
and
posted.
So.
AB
No
because
again,
you
know
what
is
planned
to
occur
right
and
reality.
You
know
we're
dealing
with
reality.
Now
we're
not
dealing
with
the
theoretical
that
we
thought
was
going
to
happen
in
august,
so
each
and
every
day
we're
getting
feedback
from
our
own
transportation
folks
from
the
drivers
from
the
contractors,
so
each
and
every
day,
as
feedback
is
coming
in,
adjustments
are
being
made.
So
there's
a
you
know,
there's
a
little
bit
of
a
lag
time.
AB
I
know,
for
example,
we're
working
through
an
an
issue
at
one
of
our
middle
school
runs
right.
So
you
know
last
year
that
that
run
had
40
youngsters.
We
showed
up
at
that.
Stop
and
40
youngsters
were
there
this
year.
We
showed
up
at
that.
Stop,
it's
a
magnet
stop
and
there
were
over
70
youngsters
there.
Okay,
at
that
same
exact
corner,
same
exact,
stop.
AB
So
in
order
to
do
in
order
to
fix
that
there
are
actually
two
buses
in
that
general
vicinity.
So
bus
b
has
a
little
bit
of
capacity
on
it.
Some
so
we're
going
to
take
bus
b
and
bus
b
is
going
to
take
pick
off
some
of
the
stops
and
some
of
the
youngsters
that
are
assigned
to
bus
a,
but
now
all
of
bus
b's
schedule
all
has
to
get
changed,
because
bus
b
now
has
to
go
extra
distance,
make
extra
stops,
etc.
AB
So
you
know
those
as
those
you
know
load,
we
call
them
load
balancing
things.
The
first
couple
days
are
really
quirky,
because
we
have
the
staggered
start.
A
lot
of
parents
are
still
driving
it's
really
week,
two
and
week
three,
when
things
settle
in
even
even
we
find
out
which
kids
make
sports
teams
and
don't
make
sports
team
that
even
in
fact
that
impacts
the
high
school
runs,
etc.
So
in
week
two
and
three
we
get
a
better
picture
of
who's
really
on
these
buses
and
each
and
every
day
we're
rebalancing
things.
AB
But
those
rebalancing
things
you
know
bus
a
times,
wouldn't
really
get
adjusted,
but
again
to
make
room
for
bus
b
to
swing
by
to
take
one
or
two
more
stops
away
from
bus,
a
bus
b's.
You
know
all
of
the
stops
that
are
that
occurred
before
that.
All
of
them
now
have
to
be
shifted
earlier,
so
we're
picking
up
all
of
bus
b's
kids
even
earlier
than
we
were
just
a
day
or
two
ago
to
make
time
and
space
for
them
to
help
us
a
and
then
continue
on
the
rest
of
the
trouts.
So.
AB
Every
you
know
each
and
every
day
we're
making
adjustments
to
those
schedules.
Even
the
dry
runs.
I
think
when
I
you
know,
talked
to
the
board
back
in
in
august.
So
we
did.
All
of
our
dry
runs
on
the
28th
of
august,
which
we
do
each
and
every
year
and
we
get
a
lot
of
feedback
and
intelligence
from
those.
AB
I
don't
know
how
your
commute
was,
but
I
drive
the
same
route
basically
to
school,
each
and
every
day,
I'm
not
just
not
at
school,
and
it's
asian
every
year
as
soon
as
school
starts,
the
roads
invariably
get
more
clogged
than
they
were.
So
even
all.
So
we
did
a
lot
of
adjustments
based
on
the
intelligence
that
we
gathered
from
our
august.
AB
F
So,
as
schedules
are
being
adjusted,
are
families
being
communicated
to
directly
or
do
we
need
to
send
out
a
general
message
saying
please
check
your
bus
schedules
regularly.
AB
A
AB
Right
cranked
through,
like
I
said
you
know,
over
16
000,
almost
we're
pressing
on
almost
17
000
stops
and
we
have
a
very
you
know,
a
limited,
a
very
limited
human
workforce
that
can
make
these.
You
know
adjustments,
so
you
know
to
make
the
adjustments
we
try
our
best
to
communicate
them,
etc.
Okay,.
F
I'm
going
to
go
back
to
talking
about
a
boss,
I
personally
know
about,
but
I'm
again
hearing
many
stories
and
it's
really
a
remark
about
our
software
and
my
question
is:
do
we
have.
F
Was
was
this
software,
the
right,
the
right
choice
for
the
school
system,
or
are
we
having
user
issues?
But
again,
I
I
know
of
a
bus
that
picks
up
16
minutes
away
from
the
school
that
these
kids
are
going
to,
but
they
are
getting
on
that
bus
or
at
least
according
to
the
posted
time
two
hours
almost
two
hours
before
school
starts
to
make
this
long
loop
and
then
the
last
pickup
for
that
bus
is
over
an
hour
before
school
starts
for
what
is
probably
a
20-minute
drive.
AB
That
software
came
up
with
that.
Well,
so
I
think
the
software
is
actually
working.
I
mean
we're
the
times.
You
know
that
that
are
resulting
from
the
software.
This
year
are
much
more
accurate
than
they
were
last
year,
largely
because
out
of
the
box,
because
last
year
was
our
first
year
of
using
this
out
of
the
box.
The
software
lies
on
the
posted
speed
limit
of
a
road.
E
AB
And
to
know
that
you
know
even
in
front
of
this
building,
you
know
the
speed
on
riva
road
can
vary
drastically
depending
on
you
know.
If
you're
anywhere
near
the
start
and
dismissal
time
of
annapolis
high
school
it
can.
I
mean
I
leave
on
purpose
to
get
here
to
miss
annapolis,
high
school
arrival
time,
otherwise
I'll
be
sitting
out
on
that
road,
an
extra
10
or
15
minutes
in
the
morning.
So
we
are,
we
are
working.
The
software
system
is
learning
and
getting
incrementally
better
at
making
all
those
adjustments
based.
F
F
Specific,
if
you
would
look
at
bus
605,
it's
there
and
so
are
you.
Are
you
saying
we
can't
put
out
an
automated
message
when
there
is
a
change
to
a
bus
schedule,
because
I
otherwise
I
I
guess
what
you're
suggesting
is
parents
have
to
check
every
day
for
and
they
don't
know
how
long
for
changes
to
the
bus
schedule.
AB
So
we
can,
we
can
look
at
that,
but
how
so
I
there's
no
mechanism
for
us
to
send
a
communique
out
to
a
phone
or
an
electronic
communique
out
to
the
bus
riders
of
only
one
bus
for
one
of
the
routes.
So
I
mean
you
know
we
would
have
if
we
change
something
I
can
send
a
communication
out
to
all
of
benfield
elementary
school
right,
but
absent,
absent,
really
a
piece
of
paper.
AB
We
don't
really
have
a
good
mechanism.
I
mean
that's
something
that
we've
talked
about
is
trying
to
identify
a
way
that
we
could
create
more
tailored
communication
systems
that
don't
involve
creating
a
letter
or
piece
of
paper
and
walking
onto
the
bus
and
handing
it
to
the
students
on
the
bus.
But
we
don't
have
that
granularity
right
now,
so
short
of
every.
If
any
one
of
the
stops
at
benfield
changed,
I
can
certainly
send
a
connect
ed
out
to
every
parent
of
benfield
elementary
school,
but
it
may
only
affect
three
students.
AB
So
there's
a
little
bit
of
a
question
about
like
information
overload
and
where
that
balances
again,
so
we've
definitely
talked
about
how.
How
do
we
create
a
mechanism
that
we
can
more
effectively
communicate
with
our
families
each
and
every
time
change
is
occurring
and,
like
I
said
earlier,
miss
ellis,
I
mean
we
are
making
dozens,
if
not
hundreds
of
changes
a
day.
So.
F
Okay,
I'm
still
having
a
hard
time
understanding
why
buses
are
able
to
leave
stops
before
the
posted
time.
So
if,
if
let's
go
back
to
bus,
605,
520
537
is
the
posted
time
to
depart
millersville
elementary
school
according
to
what
we
tell
families,
kids
have
to
be
there
at
5
27.
F
Why
are
we
giving
bus
drivers
that
that
leeway?
I
can
see
if
a
bus
gets
to
a
stop
early,
maybe
five
minutes
to
load
the
bus,
but
that
10
minutes
so
many
times,
bus
drivers
just
edge
or
edge
closer
or
earlier
and
earlier,
and
it's
completely
unnecessary
they're
getting
to
to
their
destination
way
too
early.
I
don't
if
the
schedule
says
that
a
bus
is
leaving
at
5
37.
Why
would
it
leave
before
that.
AB
10
minutes
before
the
scheduled
stop
time,
because
on
day
a
it
may
get
there
exactly
at
that
time
on
day
b
it
could
get
their
x
minutes
early
and
on
day
c,
for
whatever
reason:
traffic
vaguer,
you
know,
irregularities,
etc.
It
may
get
there
x
minutes
wise,
so
we
do
communicate
to
everyone
that
you
should
be
prepared
at
your
stop
up
to
10
minutes
early
now,
the
no
earlier
than
that.
AB
F
The
youngsters,
clearly
that's:
if
it
gets
there
10
minutes
early,
then
we
we
adjust
the
schedule
and
we
say
okay,
that
bus
can
start
later.
I
I
still
haven't
heard
a
reason
for
that
bus
to
leave
a
stop
before
its
scheduled
time.
Unless
that
bus
is
consistently
late
and
then
we
have
to
adjust
the
schedule,
but
if
the
schedule
says
5,
37
and
kids
are
not
getting
to
their
destination
late,
then
537
should
be
the
departure
time.
AB
AB
F
Just
don't
know
why
getting
there
earlier
means,
leaving.
I
don't
understand
that
and
then
should
buses
with
the
shortest
commute
times
be
the
earliest
to
arrive
at
schools
if
we
have
to
have
buses.
In
other
words,
if
we
can't,
if
it's
not
practical,
to
have
buses
all
buses
arrive,
let's
say
for
high
school
at
7
15,
and
some
of
them
need
to
get
there
at
7
10.
AB
But
the
ones
that
have
the
shortest
commute
time
probably
have
the
highest
degree
of
predictability.
Adam
would
probably
need
the
least
amount
of
time
to
get
there.
The
ones
that
have
the
longest
rides
have
the
least
amount
of
predictability
and
more
unknowns
between
point
a
and
point
b.
So
we've
got
a
you
know
in
order
to
make
sure
that
those
buses
are
not
late
to
school,
we
need
to
give
them
the
longest
window
and
the
short
rides.
We
give
them
the
shirt
windows
and
again
each
school
varies.
AB
So
our
transportation
specialists
kind
of
know,
the
the
load
and
unload
you
know
and
the
ingress
and
egress
posture
of
each
school
and
how
that
individual
principle
manages
onboarding
and
offloading
on
the
buses.
So
it's
a
little
bit
of
a
chicken
and
egg
thing
I
mean
part
of
it
has
to
do
with
transportation.
AB
Part
of
it
has
to
do
with
the
physicality
of
that
location
and
part
of
it
has
to
do
with
the
operation
of
that
school
and
what
time
they'll,
let
us
in
the
doors
you
know
when
they'll
dismiss
the
youngsters
in
what
order
they
dismiss
the
youngsters
that
the
transportation
department
doesn't
direct
principles.
We
don't
tell
the
principals.
This
is
exactly
what
you
know.
We
we
want
you
to
do
they
don't
report
to
the
driver.
AB
AB
I
understand
that,
but
even
on
the
arrival
you
know
a
a
new
principal
decides:
oh
I'm
not
opening
the
door
now
until
time
b,
instead
of
time
a
I'm
still
getting
the
kids
to
the
school
that
I
did
under
the
old
principal
for
the
past
couple
years.
The
new
principal,
for
whatever
reason,
has
a
different
procedure
in
place.
Now
I'm
getting
there
but.
F
Okay
and
then
I
only
have
a
couple
more
so
we
have
contracts
that
require
air
conditioning
on
buses.
Can
you
talk
about
that?
Do?
Do
all
of
our
contracts.
Have
that
now.
AB
They
do
not
all
of
the
buses,
so
the
newer
I
mean,
as
the
bus
bus
fleet's
got
a
12-year
time.
So
the
a
lot
of
the
older
buses
that
were
not
air
conditioning
are
aging
out
coming
off
contract
and
with
each
succeeding
year
a
greater
percentage
of
the
fleet
is
air
conditioned.
They
will
all
be
air
conditioned
here.
AB
Buses,
they
are,
but
you
know
12
years
ago
there
was
not
a
universal
expectation
for
air
conditioning.
There
wasn't
a
mandate
for
that.
F
Two
more
things,
so
I
knew
exactly
what
article
you
were
talking
about
from
ed
week,
so
I
pulled
it
up
because
every
time
I
hear
about
driver
shortage,
my
I've
always
been
think
I've
been
thinking
this
for
about
a
year
now
and
which
is
how
can
we
get
creative?
Can
we
use
current
aacps
employees,
train
them
to
drive
buses,
teacher
assistants,
cafeteria
workers,
and
that's
exactly
what
this
article
is
about?
F
The
title
is
teacher
drivers
keep
wheels
wheels
on
the
bus
going
around
right,
so
are
we
exploring
using
because
then
we
can
provide
a
full
work
day.
AB
AB
Half
of
our
schools
now
serve
breakfast
and
serve
after-school
meals,
so
those
food
nutrition
workers
are
not
there
only
for
three
and
a
half
hours
in
the
morning
in
the
day,
therefore,
free
to
run
morning
and
afternoon
runs
so
we've
explored
that
we
try
to
sell
that
idea
to
folks
that
don't
have
enough
hours
so,
for
example,
maybe
you're
you're,
you
work
in
operations,
you're
a
custodian
and
you
work
on
a
second
shift
the
evening
shift.
So
we
do.
We
do
try
to
market
that
honestly.
The
the
best
potential
for
us
is.
AB
There
are
a
lot
of
folks
and
you
may
know
them
personally,
who
are
either
underemployed
or
or
unemployed
and
many
by
their
own
choice.
So
I
mean
if
there
are
parents
of
students
in
our
school
system.
You
know
if,
if
there's
parents
at
home
that
we
know
we
we
need,
I
think
we
could
use
a
lot
of
help
in
trying
to
sell
this,
and
I
mean
we,
we
market,
you
know,
bus
driving.
We
try
to
publicize
it
if
you've
driven
around
a
county.
AB
You've
probably
seen
buses
parked
on
the
side
of
the
road,
with
big
banners
that
were
bought
and
paid
for
hanging
off
of
them,
but
I
think
the
I
think
pushing
to
try
to
get
a
cafe.
You
know
cafeteria
worker,
to
drive
a
bus.
You
may
get
a
couple
and
we
do
really
try
to
sell
that
miscellaneous,
but
I
think
the
biggest
fertile
territory
is
to
get
folks
that
either
you
know
that
are
available
during
those
times
that
are
looking
to
pick
up
some
income
that
are
willing
to
help
out,
but
that.
AB
To
them
so
we've
explored
that
and
the
problem
is
that
so
we
tier
right
so
say
say:
you're
a
teaching
assistant
at
a
school
that
starts
at
8
45.
I
mean
that's
so
that's
great
right
and
you
need
to
be
there
whatever
the
contract
requires
30
minutes
or
whatever
before
the
school
day.
So
if
it's
an
a45
school,
he
or
she
needs
to
be
there
by
8
15
to
meet
their
their
contract.
AB
Well,
so
maybe
they
can
drive
a
bus
to
a
high
school,
but
then
they
won't
be
able
to
drive
to
the
middle
school
and
then
two
more
elementary
schools.
Most
of
our
buses
run
three
or
four
routes
in
the
morning.
In
three
or
four,
I
need
that
person
to
be
able
to
drive
to
all
three
or
four,
not
just
maybe
do
a
high
school
run
and
then
park
their
bus
and
walk
out.
So
so.
AB
F
And
then,
finally,
going
back,
I
I
had
sorry
mr
grannon
made
a
motion
and
I
asked
for
that
motion
to
be
tabled
until
this
segment
and
I
still
have
not
heard.
We
have
now
apparent
testimony
that
kids
got
on
a
bus
in
the
morning
and
that
afternoon
the
bus
was
not
available
to
them.
Did
that
happen.
AB
So
it
happened
inappropriately
essentially
so
I'll
have
to
give
you
the
details
for
that.
So
so
one
of
the
stops
is
a
magnet
stop.
We
have
a
student
that
is
a
magnet
student
who
lives
within
debates
attendance
area,
but
is
a
magnet
student
at
annapolis
middle
school.
So
he's
that
youngster
was
an
annapolis
middle
school
student.
AB
We
pick
up
their
transportation
eligible,
so
we
run
bates
middle
school
as
a
collector's
site.
So
we
picked
up
the
annapolis
middle
school
youngster,
take
them
to
bates.
They
then
collect
the
rest
of
the
students
from
bates
and
they
run
a
shuttle
over
to
annapolis.
Middle
school
annapolis.
Middle
school
is
a
later
starting
time
than
bait.
School
is
so.
The
stop
was
established
to
service
annapolis
middle
school
youngsters
that
are
part
of
their
magnet
program.
AB
The
stop
was
posted
as
a
stop
to
pick
up
the
student
that
ultimately
is
going
to
annapolis.
It's
well
within.
Well,
within
the
transport
I
mean
the
walk
zone,
so
nobody
in
that
area
should
be
getting
on
that
bus,
in
fact,
not
just
in
that
area,
but
further
out.
I
think
you
saw
that
the
graphic
there
that
annapolis
middle
school
youngster
is
no
longer
here
that
stop
was
no
longer
needed.
We
checked
with
the
school
that
confirmed
that
the
student
was
no
longer
in
the
program
that
stop
got
eliminated
again.
AB
AB
That
requirement
is
no
longer
in
place
so
that
special
ed
stop
no
longer
needs
to
occur.
It
was
designed
for
to
service
the
iep
requirements,
the
federally
required
iep
requirements
for
a
special
education
eligible
situation.
It
was
not
designed
at
all
to
be
a
general
stop
for
walkers
to
bates
middle
school.
C
F
AB
The
student
the
student
is
no,
the
student
no
longer
resides
there
is
no
longer
astute.
Well
is
no
longer
student
at
annapolis
middle
school
in
the
magnet
program.
We
confirmed
that
with
the
school
I
mean,
and
we
just
continue
to
stop,
because
that
we
no
longer
had
to
provide
that
stop
that
service.
Stop
for
that
stem.
I'm
sorry,
I
be
eligible
student,
so.
F
Your
your
answer
began
with
it
was.
What
was
inappropriate
was
it
was,
was
what
was
inappropriate
the
way
we
took
the
stops,
or
are
you
just
saying
it
was
inappropriate
that
people
were
riding
that
bus.
AB
AB
Folks
see,
yellow
buses
inside
of
that
walk
zone.
They
don't
know
that
that
stop
maybe
to
service
a
special
education
student
and
maybe
to
service
a
magnet
student.
It
may
be
to
service.
You
know
other
categories
that
we
provide
transportation,
for
they
just
see
a
yellow
bus
there.
So
it's
a
yellow
bus
there,
and
why
don't
I
get
on
that
bus
or
I
feel
a
lot
of
phone
calls
and
says:
well,
the
bus
has
an
empty
seat
on
it.
AB
AB
You
know:
we've
established
a
policy
and
regulation
that
distinguishes
you,
know
who's
a
walker
who's
eligible
for
transportation
and
what
are
the
exceptions
that
allow
you
to?
You
know
be
assigned
bus
services,
even
though
you're
within
the
walk
zone?
But
if
you
don't
meet
those
criteria,
you're
not
supposed
to
be
getting
on
the
bus.
Now
we
do.
We
do
bus
audits.
AB
Again.
We've
got
a
lot
of
buses,
a
lot
of
routes
out
there,
so
not
at
this
time
here,
because
it's
way
too
hectic,
but
throughout
the
year
when
it
comes
to
our
attention
a
lot
of
times,
somebody
will
call
us
give
us
a
tip.
Sometimes
it's
administration
of
a
school.
Sometimes
it's
a
bust
that
we
expected
to
only
have
40
youngsters
on
it,
somehow
magically
start
showing
up
with
65
youngsters
on
it.
So
we
will
do
audits
and
identify
who
is
and
is
not
to
be,
and
then
we
communicate
with
the
parents.
F
And
right
and
then
again,
for
whatever
reason
kids
were
getting
on
that
bus
was
that
the
correct
way
to
handle
that
was
for
the
kids
to
get
on
that
bus
in
the
morning
and
that
afternoon
they
didn't
have
a
bus.
AB
L
L
Nobody
should
be
getting
on
that
bus,
we're
trying
to
determine
and
it'll
take
more
than
today
we're
trying
to
determine
when
we
were
notified,
if
at
all,
prior
to
the
first
day
of
school,
that
these
two
sets
of
students
were
no
longer
going
to
be
needing
these
buses,
the
magnet
student.
Why
didn't
we
know
I
need
to
find
out?
L
We
need
to
find
out
why
we
didn't
know
in
advance,
because
then
we
were
taking
that
off
the
route
list
and
why
these
bates
students
that
were
special
education
mandated
transportation
were
no
longer
in
need
of
the
transportation.
Why
weren't
we
notified
or
why
was
it
posted
up,
but
nobody
was
notified
within
the
bates
community
to
say
that's
in
the
1.5
mile
walking,
except
for
these
families
in
past
years.
That
said
you
can.
This
is
a
bus
that
serves
you,
so
we
wouldn't
know
who
to
contact,
because.
F
AB
You
know
walk
zone
transport
zone,
much
crisper
than
the
old
manual
way
of
doing
that,
but
it's
also
created
a
mechanism
where
why
we
can
there's
a
graphical
representation
which
is
a
map
of
that
school's
walk
zone
and
those
maps
are
developed
and
put
up
on
the
website
so
that
exists
for
bates
today,
and
there
is
a
list
of
addresses
that
specifically
disaggregates
by
address
down
to
the
house
number:
are
you
transport
eligible
or
not?
The
the
last
feature
miss
ellis.
That
is
not
in
place
yet
defeat.
AB
The
software
does
allow
this,
but
we're
building
into
it
is
eventually
and
we're
hoping
by
mid-year
there's
going
to
be
a
look-up
feature,
because
right
now
you
have
to
you
have
to
look
at
the
map
you.
If
they
know
your
house
is
right.
You
have
to
look
at
the
map.
That's
one
way
or
you
can
look
at
this
long
running
list
of
addresses.
You
know
203
main
205,
main
207
main
209
main
the
we're
working
our
way
towards.
AB
We
need
to
make
sure
that
it's
accurate
before
we
roll
it
out
that,
just
like
we
have
a.
We
have
a
in
partnership
with
the
county.
AB
There's
a
school
locator
where
you
just
type
in
your
address,
and
it
tells
you
what
elementary
middle
and
high
school
you're
associated
with
we're,
hoping
that
by
midway
through
the
year
that
we're
going
to
add
the
functionality
of
you
can
just
type
in
just
your
house
number,
and
it
will
tell
you
not
only
are
you
transportation
eligible
or
not,
but
will
tell
you
what
bus
you're
assigned
to
etc?
AB
So
that
is
a
feature
that
we're
scaling
into
with
the
new
software
system,
but
until
it's
built
out
and
we're
sure
that
it's
accurate,
we
don't
want
to
unveil
it
so
right
now
we're
doing
the
maps
and
the
lists
by
school
and
those
are
found
through
that
school's
home
page.
So,
if
you're,
a
bait
student,
you
will
go
to
the
bates
schools
website
and
on
bates
school
website
is
where
you're
going
to
find
the
the
transport
non-transport
information
for
your
specific
school.
AB
A
Thank
you
miss
antoine.
If,
if
I
was
gonna
defer
to
you
now,
but
just
one
quick
follow-up
question,
if
I
may,
we
were
just
talking
about
this
a
follow-up
to
what
mrs
ellis
was
just
asking.
A
If
a
bus
serves
a
student
or
there's
an
iep
or
whatever
the
case
may
be,
that's
one
student
and
that
bus
driver
theoretically
knows
I'm
here
to
pick
up
john
doe
and
john
doe
only
but
10
other
kids
get
on
the
bus
is.
Is
there
some
trigger
effect
that
says?
Hey,
you
know
these
other
10
kind
of
don't
belong.
AB
So
the
answer
to
that
is:
yes,
I'm
dealing
with
the
human
element
here,
so
they
you
know
they
are
supposed
to
report
they're
supposed
to
provide
that
information
to
their
contractor
and
they're
supposed
to
provide
that
information
to
an
administrator
at
that
school.
So,
yes,
in
in
theory,
there's
a
reporting
mechanism
that
you
know
for
special
for
special
ed
now
for
for
a
regular
red,
stop,
there's
not
a
manifest
that
says
sure
you
know
before
a
special
ed
stop.
AB
We
know
specifically,
who
were
who
we're
picking
up
and
where
and
nobody
other
than
that
individuals
supposed
to
be
getting
on
that
bus.
M
I
I
want
to
ask
first,
president:
gillan:
are
we
supposed
to
move
on
the
motion
that
was
made
earlier?
First.
A
Or
we
we
were-
and
I
thought
these
questions
would
have
been
a
little
shorter,
but
I
I
was
just
trying
to
give
some
latitude
for
for
because
this
this
has
been
a
an
intense
topic.
Over
the
last
couple
weeks
I
I
was,
I
was
trying
to
grant
some
latitude
on
the
question,
so
we
we
will
come
back
to
the
motion
and
I
know
mr
granny's
light
is
lit.
So
I
assume.
M
M
A
M
A
Okay,
I
mean,
I
think,
right
now:
we've
still
been
general
okay,
you
know
if,
if
there
are
general
questions
that
that
fit-
and
I
think
we'll
funnel
down
to
the
the
specific
topic
of
mr
grant's
motion
momentarily,
hopefully.
M
That's
my
hint
gentle
nudge,
mr
shaknovich,
I
will
go
on
the
tangent
that
I
mentioned.
I
did
not
get
the
chances
to
personally,
thank
you
and
your
team
for
the
excellent
work
for
the
modernizations
and
the
constructions
of
our
new
schools.
But
thank
you
guys.
The
the
your
leadership
and
and
your
hard
work
was
evident.
M
M
So
in
terms
of
transportation,
I
I
will
start
with
the
bus
over
crowding,
I'm
baffled
that
we
are
basically
outsourcing
the
transportation
work
and
have
an
expectation
of
if
I,
basically,
if
I
pay
you
it
is,
the
onus
is
on
you
to
make.
M
You
know
whatever
happened,
so
I'm
I
understand,
I'm
very
sensitive
to
the
bus
driver
shortage,
but
I
I
am
very
concerned
with
students,
especially
younger
ones,
being
dropped
off
on
the
side
of
the
road
to
meet
a
timeline
or
students
having
to
I've
heard
students
sitting
on
laps
as
they
move
or
even
the
standing
with
nothing
to
grip.
On
or
hold
on
to
and
sit
in,
the
aisles
is
it
that
starts
your
day
out
kind
of
rough,
and
it
ends
your
day
roughly.
M
M
AB
AB
The
bus
driver
shortage
is
going
to
affect
two
of
these
okay,
so
if
there
is
not
a
bus
driver,
so
we
don't
have
an
equipment
problem.
Let
me
just
let
me
just
be
upfront
with
that.
There's
enough,
yellow
pieces
of
metal
with
you
know,
eight
tires
on
them
out
there.
That's
not
the
shortage.
The
shortage
is
the
certified
driver.
Okay,
that's
the
shortfall
right
now.
AB
So,
if
you
do
not
have
a
driver
for
a
particular
route
in
in
the
immediacy,
there's
really
two
particular
solution
sets
you
either
have
to
double
run
so
double
run.
Is
you
take
bus,
a
with
its
assigned
number
of
students
bus
a
completes,
their
whole
route
driving
dropping
off
returns
back
to
the
school,
now
picks
up
a
second
load
of
students
who
would
have
been
sitting
there
at
the
school
still
waiting
and
then
goes
and
runs
a
second
route
and
drops
that
off
school?
AB
AB
Every
bus
is
rated
with
the
number
of
folks
that
can
get
on
the
bus,
so
the
federal
and
state
ratings
actually
align,
and
you
can
have
three
three
students
to
a
bench.
That's
what
they're
rated
on.
So
it's
six
to
a
row
and
yes,
the
law
does
say
you
can
have
one
standing
individual
in
each
of
the
rows.
So
if
you
have
a
12
row
bus,
you
can
have
72
students
on
that
bus
plus
another
12
students
standing.
You
are
not
to
be
sitting
in
the
aisle
that
is
actually
prohibited.
AB
It's
not
to
be
encouraged,
it's
not
to
occur,
etc.
No,
we
don't
try
to
get
72
plus
another
12
kids
on
the
bus.
That's
really
not
the
way
that
we,
you
know
schedule
manage.
That's
not
what
any
of
us
want
to
have
happen,
but
where
we
have
a
driver
shortage,
we're
faced
with
either
doing
that
double
loop,
which
is
which
doubles.
You
know,
group
b
is
still
at
the
school
waiting
for
that
bus
to
run
its
whole
route
to
come
back.
AB
AB
I
mean
we're
trying
to
you,
know:
bang
the
bushes
get
people
through
to
classes
get
them
through
this
background.
Check-In
thing,
so
you
know
people
are
coming
out
of
that
queue
and
that's
helping
that
that's
one
solution
mechanism
recognizing
that
we
can't
transfer
drivers
the
way
we
used
to
that's
no
longer
part
of
our
solution
set.
We
have
reached
out
to
other
contractors
and
said:
okay
in
the
old
days.
We
would
just
borrow
your
driver.
I
can't
do
that
now.
Do
you
have
a
spare
driver
and
a
spare
bus?
AB
AB
I
will
take
the
work
away
from
contractor
a
could
be
on
a
temporary
basis
and
assign
that
entire
route
to
contractor
b
and
that
could
be
until
contractor
a
does,
have
a
certified
driver
and
is
able
to
resume
that
route
or
it
may
be
for
the
the
balance
of
the
year.
I
just
by
contract.
Take
that
work
away.
So
that's
that's
a
second
example.
AB
The
third
example
is
that
load
balancing
piece.
So
the
third
is
I've,
got
a
neighborhood
and
has
two
buses
going
through
the
neighborhood.
AB
However,
we
got
to
this
place.
One
bus
has
69
students
on
it,
and
the
second
bus
has
43
students
on
it,
but
they're
both
kind
of
going
in
the
same
general
vicinity,
they're
not
trailing
each
other
but
they're
going
to
the
same
part
of
the
town,
the
same
part
of
the
hebron
harmon
community
or
the
same
part
of
mead
village
or
whatever,
and
we
will
take
a
look
at
how
many
youngsters
getting
on
each
stop
of
busay.
AB
How
many
youngsters
are
getting
on
each
stop
of
bus
b?
We
will
take
bus
b
and
we
will
reroute
bus
b
to
go
and
capture
or
pick
up
some
of
the
students
that
were
originally
assigned
a
bus
a
so
what
that
does
is
it
will
lower
the
amount
of
students
on
bus
a
it
will
increase
the
amount
of
students
on
bus
b.
That's
the
load,
balancing
piece
that
I
was
talking
about.
The
unfortunate
effect,
though,
is
that
bus
a's
schedule
typically
remains
largely
unaffected.
AB
Bus
b's
schedule
will
get
longer
because
they're
going
to
be
driving
a
bigger
path,
so
we
are
in
the
process
of
doing
all
of
those,
so
bus
drivers
are
coming.
You
know,
bus
drivers
are
coming
on
board
or
popping
out
of
this
background,
checking
sort
of
hold
things.
So
that's
working.
We
have
already
taken
to
the
extent
that
other
contractors
could
absorb
other
people's
routes
we've
reached
out
to
those
and
those
are
being
put
in
place
and
we're
doing
that
load.
Balancing
piece
continuously.
AB
I'm
sorry
and
a
disincentive,
so
I
answer
only
half
your
question.
I
guess
there
are
financial
penalties
for
those
contractors
I
mean
so
you
know
I
said
I
can
take
the
work
away
from
you
and
I
can
take
the
whole
route
away
from
you.
Therefore,
you
lose
everything
right,
so
you
lose
the
whole
route,
but
I
can
only
do
that
to
the
extent
that
there's
somebody
else
that
has
the
capacity
to
take
that
on,
we
have
something
called
liquidated
damages.
AB
So
even
if
you
maintained
a
route,
you're
assigned
a
financial
penalty
to
contract
calls
for
that,
but
in
the
situation
that
I
find
myself,
you
know
this
is,
I
guess,
maybe
back
to
the
french
revolution.
There
was
this
whole
now
off
with
our
heads
right.
You
probably
you
know,
picked
up
on
us
when
you're
going
through
school,
you
know
say
I
just
ultimately
get
darn
mad
with
you
know
this
contract
and
off
with
your
head
right.
AB
AB
There's
nobody
there's
not
another
company
out
there
with
60
buses
that
can
take
it
on.
We
had
we
had
a
bus
company,
one
of
our
bus
companies
and
I
never
used
names
when
I'm
in
front
of
a
microphone.
We
had
one
bus
company
that
walked
into
our
office
on
friday
right
before
school,
started
beer
and
said:
I'm
telling
you
first,
but
I'm
going
out
of
business,
and
we
said
you're
telling
me
on
friday,
school
starts
tuesday.
AB
AB
You
know
we
reassigned
as
many
of
his
routes
as
possible,
but
there
were
not
sufficient
spare
buses
out
there
to
absorb
the
routes
that
his
whole
company
took
the
rest
of
his
drivers,
who
would
have
gone
work
for
another
company
couldn't
immediately
because
they
had
to
go
through
this
whole
background
check
and
wait
20
plus
days
until
they
can
get
recertified
to
go,
drive
the
exact
same
route,
but
for
company
b.
Now,
instead
of
company
a
it's,
it's
just,
it's
really
a
difficult
world,
sometimes.
AC
AB
AB
AB
The
one
thing
that
a
lot
of
folks
didn't
know
and
didn't
account
for
is
that
whole
background
checking
piece,
because
I
will
tell
you
and
it's
just
not
here,
but
a
lot
of
our
colleagues.
You
know
we
clearly
knew
that
it
was
for
somebody
new
to
the
system.
Right,
I
mean
whether
you
were
trying
to
become
a
teacher
or
you
were
trying
to
become
a
bus
driver.
You
know
somebody
new
to
the
system.
AB
I
don't
think
any
of
us
really
grasp
how
wide
of
a
net
the
new
law
imposed
and
that
even
if
you
got
promoted
within
the
organization
or
you
transferred,
I
mean
you
kept
the
exact
same
job
but
you
transferred.
It
applies
to
you
now
and
that
that
is
that
slowed
down
our
ability
to
rapidly
implement
some
of
the
corrections
that
we
were
able
to
do
in
prior
years.
AB
I'm
hoping
that
miss
hummer
is
correct
and
we
could
maybe
get
some
legislative
relief
and
next
year
we
can
respond
more
rapidly,
not
just
for
contractors,
but
I
mean
you
know
if
you
walked
into
this
building
here
in
in
the
last
weeks
of
august,
we're
processing
teachers
right
up
to
the
very
last
day.
Right
right
I
mean
we're
process
and
in
the
past
we
could
onboard
that
teacher.
You
know,
process
them,
train
them
and
they
would
report
to
school.
AB
M
With
all
of
this
explanation,
it
makes
perfect
sense,
but
if
I'm
an
elementary
student
and
then
I
on
top
of
being
an
elementary
student,
maybe
I'm
an
english
language
learner,
it's
hard
enough
to
get
into
the
routine
of
the
transportations
and
or
the
transportation
and
what
route
I
take
taking.
Otherwise.
M
AB
Well,
I
would,
I
would
say
you
know,
in
terms
of
transportation
the
thing
that
we
that
we
recognize
we
need
to
improve
upon
the
most
communication.
I'd
say:
that's
the
furthest
gap
between
where
we
are
and
where
we
should
be.
Okay,
in
fact,
recognizing
that
that's
one
of
the
elements
of
your
study
I
mean
to
study
at
the
board
commission.
AB
We
know
we
need
to
do
better.
We
know
that
that's
our
biggest
gap
and
that's
specifically
why
we
even
asked
for
the
consultant
to
bring
you
know
their
expertise
to
to
take
their
background
knowledge
and
help
supplement
what
we're
already
doing
in
terms
of
identifying
best
practices.
What
are
different
ways,
we
can
do
things
now
letters
that
we
send
out.
We
we
try
to
do
everything
in
two
languages.
AB
AB
There
are
some
translation
services
here
within
the
building
too
I'll
say
bluntly
that
our
ability
to
do
that
is
is
constrained.
We
just
don't
have
enough
bodies
to
probably
do
that
translation
enough,
facilitating
and
there's
a
lot
of
folks.
You
know.
So
if,
if
you
are
multilingual
and
your
skill
set
is
translating
right,
you
could
you
could
be
tied
up
in
an
iep.
AB
You
know
conference
that
day
you
can
be
tied
up
in
a
an
assessment,
a
psychological
assessment
or
in
a
conference
getting
a
student
enrolled
or
disenrolled
from
school
or
whatever
you
know,
and
at
the
same
time
transportation
is
trying
to
call
and
find
this
person
and
say
you
know
I
need
this
letter
to
go
out.
I
need
to
translate
it
into
pick
a
language
pick
any
language
on
moose,
so
communications
needs
to
be
improved
upon
clearly,
and
the
school
system
has
made
some
strides.
AB
Even
in
this
last
budget
cycle,
we
made
some
minor
inroads
towards
improving
our
capacity
to
to
go
in
more
languages
and
service,
more
students-
we're
not
where
we're
supposed
to
be.
I
mean
fiscal
constraints,
sort
of
hem
that
up
a
little
bit.
I
think
that's
something:
maybe
you
know
we
want
to
look
at
again.
You
know
through
a
budget
opportunity
right,
but
you
know
again
fundamentally,
we
need
we
need
to
improve
our
communications
in
all
languages
and
we
need
help.
M
Thank
you
and
then
finally,
I've
been
receiving
communication
from
students
who
are
probably
involved
in
extracurricular
activities
or
wanting
to
get
involved
in
some
of
the
after
school
enrichment
programs
that
are
available
and
they're
reporting
that
they
may.
They
are
choosing
not
to
take
part
in
those
programs
because
of
lack
of
transportation.
M
So
beyond
our
standard
or
do
our
partners
support
us
in
transporting
when
we
have
after-school
programs
or
are
there
other
alternatives
for
students
that
may
want
to
take
part
in
these
programs,
but
don't
have
immediate
transportation.
AB
AB
They
are
limited
largely
because
of
either
or
generally
fiscal
constraints
and
driver
and
equipment
constraints.
So
so,
for
example,
it
you
know
at
middle
schools,
we
publish
you
know
each
school
knows
when
their
activity
days
are
and
when
we
have
a
bus
for
that
middle
school.
We
at
the
beginning
of
the
year.
AB
AB
I
don't
the
driver,
I
just
can't
support
that,
but
that's
a
local
you
know
each
school
makes
that
local
decision
now
in
terms
of
partners,
I
mean
you
see,
you
know
karate
club
vans
and
things
like
that,
but
those
are
for
profit
businesses
that
are
coming
to
pick
up
youngsters
and
take
them
back
to
their
dojo
or
or
wherever
they're
going
for
that
activity.
AB
AB
I
will
say
one
final
thing
and
I
know
much
of
the
credit
of
the
new
administration,
this
county-
and
this
is
me
I'm
editorializing
here,
but
this
county
has
a
woefully
inadequate
public
transport
system.
We
do
not
have
the
coverage
that
maybe
some
of
our
surrounding
jurisdictions
are
in
other
in
other
lease
within
maryland
that
have
a
more
robust
public
transport
system.
AB
I
know
that
the
new
administration
county
executive
pittman
has
got
an
entire
transportation
work
plan
where
he
is
trying
to
expand
that,
because
he
knows
that
that
is
a
limiting
factor,
and
you-
and
I
are
just
talking
about
our
students
right
right,
but
our
citizens
need
us
to
get
to
the
food
store,
need
us
to
get
to
a
job,
need
us
to
get
to
their
bank
or
whatever.
AB
So
I
think,
to
the
extent
that
we
as
a
county
can
enhance
our
public
transportation
system
that
will
also
benefit
our
youngsters
in
after
school
activities
getting
to
jobs
getting
to
the
community
college,
getting
you
know
getting
everywhere
and
anywhere.
So
I'm
really
hopeful
that
the
executive
is
successful
in
overtime.
We
can
build
out
our
public
transport
system
as
well.
Wonderful.
AB
Partner
with
the
county
to
say,
okay
is
there
a
way
that
maybe
our
students
could
ride
buses
for
on
maybe
some
sort
of
a
discount
basis?
Maybe
we
create
some
sort
of
a
student
pass?
I
know
other
counties
do
this,
but
again
I
think
this
is
you
know.
It's
a
build
out
of
the
county
system
requires
a
philosophy
shift
and
requires
the
the
monies
for
this
county
to
want
to
do
that.
Q
Q
The
board
has
not
acted
with
regard
to
the
actual
motion
yet,
and
what
I
want
to
suggest,
mr
president,
is
one
thing
and
I'm
going
to
say
something
first
thing
I'm
going
to
suggest
is
that
obviously
there's
a
public
comment
opportunity
for
public
comment
in
response
to
what
mr
shaknovic
has
said,
and
I
think,
given
the
information
that
mr
sales
provided
earlier
and
I
think
he's
actually
brought
another
member
of
the
community
I
for
one
before
I
vote
would
like
to.
Q
You
know
hear
that
public
comment
in
response
to
this,
to
make
sure
that
we
have
all
the
information
we
need,
and
then
the
second
thing
I
want
to
do
is.
However,
this
happens
on
this
particular
issue.
I
just
want
to
address
for
everybody
in
the
room
for
anybody
watching
for
the
parents
for
enroll
all
my
fellow
board
members,
something
that
I
think
is
is
important
to
understand,
so
that
nobody
is
left
with
any
misimpressions
to
the
extent
that
a
member
of
the
public
comes
forward
with
information
about
a
bus
stop
being
somewhat
abruptly
stopped.
Q
There
is
not
anything
that
prevents
us
as
board
members
majority
of
the
board,
at
least
from
responding
to
that
in
real
time.
If
we
feel
it's
appropriate,
if
we
have
all
the
facts
that
are
necessary
to
remedy
that,
and
I've
done
some
homework
since
the
morning
session,
and
I
want
to
make
sure-
because
I
think
that
there's
in
general
this
view
that
the
board
can't
do
anything
about
bus
stops.
Q
That's
not
true,
and
I
want
to
make
sure
everybody
knows
that
so
that
you
all
know
you
should
continue
to
come
to
come
to
us
with
things
that
you
think
are
unfair
or
inappropriate
or
not
appropriately
communicated,
and
if
the
facts
suggest
that
something
should
be
changed,
we're
going
to
act
to
change
them,
or
at
least
I'm
going
to
have
to
change
the.
Perhaps
the
majority
of
the
board
will
so
there's
just
everybody
knows
full
stop.
There's
no
blanket
prohibition
on
the
board
acting
with
regards
to
bus
stop.
Q
Then,
when
you
look
at
the
next
page,
there
is
the
superintendent's
regulations.
The
superintendent
has
not
developed
any
regulations
on
communication
of
school
bus,
stop
information
to
parents
and
guardians
lacking
any
such
regulation.
If
information
is
brought
to
us
that
that
information
is
not
communicated
in
a
way
that
we
think
is
reasonable,
we
can
act
now.
It
sounds
like
here.
Mr
shakanovic
was
saying
that
there
were
some
really
special
circumstances.
I
I
would
still
say
even
with
regard
to
that.
Q
I
appreciate
your
explanation,
but
I
think
you
said
in
your
opening
testimony
that
transportation
deals
with
realities
right,
we're
not
dealing
with
hypertechnical
absolutes
here.
If
people
from
the
school
know
that
students,
some
significant
number
of
students,
are
getting
on
the
bus
going
to
that
school,
even
if
they
should
have
been
on
that
bus
in
the
first
place,
it
would
not
to
me
have
been
absurd
to
send
out
a
connected
saying
everybody.
This
bus
is
no
longer
there,
so
you
know
this,
and
I
will
also
say
on
that.
Q
In
that
same
vein
again,
this
is
not
a
communication
point,
but
in
the
regulation
adopted
by
the
superintendent
and
I'm
now
reading
from
e
eara
c4,
students
may
not
be
unnecessarily
denied
bus
service
as
a
means
of
returning
home
once
they
are
in
school
unless
the
school
provides
them
with
transportation
or
the
parents
agree
to
accept
responsibility
so
again,
we're
really
in
the
numbers
and
in
in
in
the
weeds
on
what
had
to
be
done
to
communicate
to
these
families.
Q
Again,
I
I
do
think-
and
I
think
most
people
would
agree
with
me
that
we
we
might
have
erred
on
the
side
of
caution
and
told
everybody
hey.
This
bus
is
not
going
to
be
there
anymore,
leaving
that
aside,
the
second
set
of
of
regulations,
if
you
will,
I
won't
say,
regulation
because
there's
a
policy
and
then
there's
a
regulation
on
this
subject
again.
Leaving
us
the
room
to
act
when
necessary
with
regard
to
bus
stops,
is
policy
e-a-a
eligible
riders.
Q
Section
c
is
the
board
policy.
The
board
is
committed
to
providing
bus
transportation
to
students
from
established
bus
stops
to
all
anne
arundel
county
public
schools.
Now,
when
you
look
at
the
subsequent
pages
of
the
superintendent's
regulation,
the
superintendent
has
not
developed
regulations
on
providing
bus
transportation
to
students
from
established
bus
stops
and
I'll.
Just
speak
for
myself
now
and
say
to
me
the
considerations,
whatever
the
considerations
are,
with
establishing
a
bus
stop
in
the
first
instance
within
the
1.5
mile
radius,
you're
talking
a
whole
new
ball
game.
Q
Once
you
have
an
established
bus,
stop
and
people
are
relying
on
it
and
they
build
their
lives
around
it
and
they
build
their
children's
routine
around
it.
So
I'm
going
to
continue
to
say
that
the
idea-
let's
just
mix
it
the
idea
that
oh
well,
the
bus
that
didn't
have
to
be
there
in
the
first
place,
so
we
can
take
it
away
whenever
we
want.
However,
we
want
that's
not
going
to
happen.
We're
not
going
to
allow
that
to
happen
so
continue
to
bring
us
instances
if
you
feel
a
bus.
Q
So
I
understand:
we've
got
the
software
in
place,
but
we're
not
going
to
use
the
software
for
the
sake
of
perfect
efficiency.
To
harm
and
disrupt
families,
and
if
that
means,
we
need
to
be
a
little
bit
more
inefficient
for
one
semester
longer,
so
that
a
family
can
make
a
change
to
account
for
that
bus.
Stop
then
that's
what
we
may
need
to
do
so.
The
last
thing
I
want
to
say
is
again:
we
have
authority
to
act
in
this
area
and
then
my
other
suggestion
again
is
that
I
don't
feel
like.
A
So,
okay,
thank
you
and
I
I
wholeheartedly
agree,
mr
grant.
We
we
will
have,
as
as
with
the
other
departmental
reports,
the
the
public
testimony
and
specific
on
your
motion
as
well
board
comments,
again,
board
comments
and
questions.
We've
got
mr
leib
and
then
mrs
shawheim.
D
Current
policy
and
regulations
already
has
an
established
way
for
the
public
to
appeal
decisions
regarding
transportation,
parents,
guardians,
etc.
Who
disagree
with
the
assignment
of
a
bus?
Stop
who
disagree,
whether
their
children
should
be
walking
to
school,
whether
it's
one
and
a
half
miles
or
1.6
miles?
D
They
file
an
appeal,
and
it
goes
through
the
four
205
process.
The
parent
presents
their
case
to
the
division
of
transportation
or
those
whatever
it
happens,
to
be
whatever
the
issue
is
it's
more
than
just
transportation?
It's
any
general
issue,
and
if
the
investigation
is
done,
the
superintendent
makes
a
decision
and
it
comes
to
the
board
of
education
on
appeal
and
for
our
decision,
and
that
is,
I
consider
a
much
more
appropriate
way
to
make
decisions
of
this
nature.
D
If
we
take
the
course
that
mr
granton
suggests,
then
the
school
board
is
going
to
become
responsible
for
establishing
every
single
bus
stop
in
anne
arundel
county.
That's
what
we
can
expect,
and
that
is
you
know,
taking
management
down
to
the
lowest
possible
level,
and
that
is
not
our
job
board
of
education
policy.
D
The
governing
policy
is
is
that
the
board
of
education
recognizes
that
the
transportation
division
will
establish
designated
bus
stops
for
students
to
utilize
when
providing
service
to
and
from
school
anne
arundel
county
public
schools,
transportation
division
will
evaluate
student
needs
for
school
bus
service
and
establish
and
adjust
bus
stops
as
necessary,
school
bus.
Stop
information
shall
be
appropriately
communicated.
D
It
has
been
that
way
every
year
and
it
will
continue
to
be
that
way
every
year
as
communications
procedures
and
everything
becomes
more
instantaneous
in
this
world,
but
we
already
have
an
established
way
to
to
us
to
deliberate
these
types
of
questions
and
doing
this
in
the
heat
of
a
public
moment
based
on
an
incomplete
record
is
not
the
way
the
board
of
education
should
be
deemed
doing
business
and
it
reaches
down
to
a
level
of
minutia
that
we
should
not
be
involved
in.
Thank
you.
J
I
just
had
one
very
quick
question:
is
the
software
generating
routes
or
have
we
copied
and
pasted
what
was
on
our
paper
and
our
computer
into
the
software,
because
I
think
there's
a
difference.
The
the
software
might
and,
like
you
were
saying,
like
with
regard
to
the
posted
speed
limit
of
a
road,
the
computer
might
not
know
that
and
clearly
doesn't,
and
we
have
to
go
in
and
finagle
that,
but
I
still
think
there's
I'm
just
curious,
because
I
know
there's
going
to
be
a
difference
ultimately
beyond
that.
J
AB
The
answer
to
that
is
yes,
so
we
we
let
the
software
generate
the
the
routes
and
the
times,
and
then
we
review
them
and
determine
whether
they're
real
based
on
our
local
knowledge,
not
the
computer,
whether
that's
realistic,
so
the
compute,
it
will
come
out
with
a
route
and
a
suggested
series
of
pickup
times
right.
We
may
determine
that
that
it's
too
aggressive
and
we
know
the
bus
is
going
to
get
late
or
we
can
determine
the
other
way.
AB
It
probably
has
too
much
padding
in
it
and
we
can
tighten
that
route
up
so
we're
letting
the
computer
basically
take
the
first
swipe
at
it
and
then
the
human
is
supposed
to
be
looking
at
it
to
make
sure
that
it's
either
the
appropriate
routing.
I
used,
I
think
at
the
last.
You
know
at
the
last
meeting
it
you
know
it
said:
go
up.
AB
Third,
but
we've
known
that
you
know
you
know
a
gentleman's
had
his
rv
or
boat
parked
there
now
for
17
years
and
it's
never
moved
and
we
know
we
can't
go
up
third
street.
We
have
to
override
it
and
say
we're
going
to
go
up
4th
street.
Even
though
the
computer
says
the
other
one's
more,
you
know
more
efficient,
so.
AB
The
goal
is
to
increasingly
become
more
reliant
on
the
automation,
but
we're
not
ever
going
to
be
able
to
get
in
a
position
where
it's
100
autopilot.
So
I
think
again,
so
I
think
we're
you
know
in
in
this
path
where
increasingly
same
thing
with
the
road
speed.
So
we've
been
utilizing,
we've
got
data
gps
data
from
our
own
buses,
so
we've
been
collecting
that
and
feeding
it
into
the
system,
which
is
recognizing
real
speeds
and
times
on
roads.
AB
The
more
data
we
collect
using,
but
unfortunately
I
only
have
about
80
of
these
buses
right
and
they're,
not
going
everywhere,
because
they're
picking
up
you
know
special
ed
youngsters,
iep
so
they're
not
going
in
every
part
of
the
county,
maybe
just
because
out
of
out
of
randomness
there's,
not
a
special
ed
eligible
youngster
out
on
that
peninsula.
AB
J
Again
copy
and
pasted
and
they
were
generated
and
or
matched
against
generated
and
matched
against
human
knowledge
of
the
of
the
the
route
and
the
roads
and
all
those
things
all
right.
Okay,
great.
Thank
you
appreciate
me.
A
Okay,
if
we
can
now
move
to
to
public
comment,
any
public
comment
on
a
transportation
report
or
mr
grandin's
specific
motion
we'll
take
that
now.
U
U
Okay,
it's
been
sale
again,
I've
got
three
minutes
or
less.
I
brought
with
me
a
engineer,
civil
engineer,
miss
burke
who
will
pay
a
homage
to
your
question
michelle
on
about.
Is
there
evidence
of
how
this
happened,
or
did
it
happen
where
people
weren't
notified
my
daughter,
one
of
them
was
we
weren't
notified
or
the
way
we
found
it
during
the
middle
of
the
day,
and
this
is
another
one
students.
K
I
U
I
believe
what
he
was
talking
about
was
a
different
bus
than
when
we
were
talking
about
the
bus
stop.
So
both
of
these
are
bates
middle
bus
stops
listed
on
the
base
program
on
the
bus,
stop
scheduled,
which
is
online
and
standard,
and
looks
like
this
can.
U
We
could
provide
it
to
you
afterwards,
but
there
is
bus
stop
time
since
last
night
we
just
looked
at
this
just
now.
Some
other
things
changed
about
bus
as
we
were
planning
on
using
for
our
kids
and
I
think
miss
burke's
kit
is
her
bus.
Actually,
the
schedule's
changed
so
the
times
have
changed,
so
things
are
happening
happening
so
rapidly
that
we
we
can't
react.
U
It's
almost
like,
if
you
just
hesitated
a
minute
before
you
change
things
and
give
people
time
to
drag
like
post
it,
and
these
will
be
the
next
one
in
two
days
from
now.
This
will
be
implicated.
That
would
be
a
little
bit
better.
I
would
think
also
the
data.
That's
going
into
the
system,
there's
such
a
churn,
so
many
variables.
U
How
could
your
data
really
be
good
to
make
the
software
give
you
a
good
result
when
people
are
just
giving
up
on
the
system
or
people
are
showing
up
and
why
you
have
this
overcrowding
is
when
you
have
one
student
that
needs
to
get
on
a
bus
and
there's
a
bus,
stop
there
and
it's
a
regular
bus,
stop
it's
not
pyp
or
anything
at
pva
people
around
that
area
are
going
to
go
to
that
bus
and
cause
your
overcrowding.
So
how
do
you?
How
do
you
have
a
bus
driver
say?
U
Oh,
no,
you
can't
get
on
the
bus,
but
you
can,
when
they're
all
wearing
the
uniform.
I
mean:
what
do
you
have
to
have
a
bus
id
card
or
something
so
that's
where
your
overcrowding
is
obviously
coming
from
giving
the
superintendent
a
hard
time
to
execute
so
we're
not
eligible,
and
that
is
the
big
ticket
item
for
living
in
this
region.
U
There
are
buses
that
go
through
here
for
bates
and
there's
a
bus
that
goes
through
here
for
bates,
but
people
are
technically
against
your
regulation
getting
on
the
buses
and
crowding
them
and
we're
afraid
that
those
people
who
have
been
depending
on
them
for
a
week
and
now
that's
their
schedule
and
working
it
they're
going
to
end
up
in
another
week
or
two
and
the
bus
drivers.
Finally
figure.
U
You
would
tell
them
to
get
off
the
bus
they
there
would
be
even
more
consternation,
so
that
is
a
problem.
Make
us
eligible
move
it
to
maybe
one
mile
for
eligibility
or
a
special
district
or
give
us
a
special
exception,
and
now
I
would
like
to
yield
the
three
minutes
not
yield,
but
it
is
your
turn
to
give
your
explanation
of
how
it
happened
to
you.
S
Okay,
my
name
is
kim
burke.
Mr
sale
asked
me
to
come
in
so
I
should
say
I
knew
the
bus
system.
I
have
a
sixth
grader,
the
bus
schedule
came
out.
We
looked
online.
There's
the
bus,
stop
two
blocks
from
our
house,
all
the
neighborhood
kids.
It's
been
an
established
stop
for
years,
there's
seventh
and
eighth
graders
that
are
on
the
on
the
stop.
S
Actually,
the
first
first
day
was
just
the
sixth
graders.
There
was
three
other
children
there.
We
they
get
on
the
stop,
no
problem
and
then
one
of
the
mothers
happens
to
look
online
to
see
what
time
the
bus
gets
there.
So
she
can
meet
her
child
to
pick
them
up
and
the
bus
is
completely
gone
from
the
or
the
stop
is
completely
gone
from
the
the
website.
S
S
I
said
this
is
the
bus
my
daughter
got
on.
How
is
she
getting
home?
There's
no
bus,
stop.
She
said
you
need
to
call
the
school
tell
her
to
get
on
this
bus
instead
and
get
off
at
this.
Stop
it's
like!
Well,
you
know
she
doesn't
know
where
that
is.
Obviously
it's
not
that
far
away.
It's
it's.
You
know
three
more
blocks
down
she's
in
sixth
grade.
This
is
her
first
day
of
school,
her
first
day
riding
the
bus
and
I'm
supposed
to
call
the
school
and
have
her
do
this.
S
She
said
yes
and
I
was
like
well,
I
will
go
pick
her
up
so
that
I
texted
the
other
three
mothers
that
had
sixth
graders.
At
that
stop,
and
I
said
look
I
was
told
that
we
either
have
to
get
on
this
bus
at
this
stop
or
we
just
all
decided
to
pick
our
children
up
from
school.
So
I
had
to
leave
work
and
pick
up
my
child,
because
I
can't
take
a
chance.
I
mean
she
would
be
she's
already
nervous
enough
to
ride
the
bus
and
then
to
have
me.
S
That
was
my
first
hand
experience
of
the
bus
and
then
I
did
call
the
woman
back,
and
I
said
you
know
this
is
an
established
bus.
Stop
it's
been
there
for
years
and
she's
like
I'm,
not
putting
the
stop
back.
So
then
I
sent
out
the
email
again,
I'm
like
okay.
Well,
we
have
to
figure
out
all
these
other
seventh
and
eighth
grade
moms
and
dads
that
I
mean
it's.
A
big
bus,
stop,
there's
a
lot
of
kids.
S
So
then
we
took,
we
all
walked
to
the
other
bus.
Stop
that's
farther
away,
so
I
have
to
stop
the
light.
Went
on,
oh
and
now
that
bus
is
overcrowded,
standing
room
only
because
they've
gotten
it's
a
separate
bus
number
and
that
bus.
So
we
have
two
buses
combined
on
that
one
same
bus
now.
A
Okay,
I
I
in
we've
got
four,
so
thank
you
for
for
your
testimony
and,
above
all,
thank
you,
mr
self,
for
your
patience,
though
you've
been
here
five
five
hours.
A
I
I
I've
got
four
board
lights
here,
but
I
I'm
and
I
normally
defer
first,
but
I'm
not
connecting
dots
here
and,
and
I
I
need
some
help
and
dr
arlotto,
if
I
may
and
mr
shaknovich,
maybe
I'm
concerned
that
we
were
just
told
moments
ago,
that
one
of
these
buses
was
for
an
iep
student
that
no
longer
attended
the
school
to
need
the
bus
and
then
that
the
other
bus
was
was,
if
I'm
not
mistaken,
a
pva
bus
or
something
else
magnet
bus.
I'm
sorry,
and
in
that
scenario,.
A
If
that
is
indeed
the
scenario
that
that's
occurred
here,
that's
problematic.
So
I
guess
I'm
trying
to
figure
out
what
happened.
L
And
I'm
the
dots
aren't
connecting
for
me
either
and
so
I'll
go
back
to
the
the
question
that
I
posed
before
lunch
when
the
gentleman
was
here
earlier
and
when
I
said
why
are
there
bus
stops
inside
a
1.5
mile
walk
zone
right,
that's
a
pretty
legitimate
question
to
start
with.
Why
do
they
even
exist
so
to
hear
your
testimony
now
miss
burke
that
this
is
a
well-established
bus,
stop
that
for
years
bait,
students
have
been
getting
on
inside
a
1.5
mile,
walk
area
and
going
to
bates.
L
I
don't
know
that
we
know
about
it,
so
I
don't
know
that
we're
connecting
I'm
not
connecting
the
dots,
because
what
we
were
able
to
uncover
in
the
short
time
we
had
during
the
lunch
break
was
that
two
bus
stops
eliminated
this
past
week,
based
on
the
scenarios,
the
two
scenarios
that
mr
shank
nova
shared
with
you
and
and
your
first
words
out
of
your
mouth,
sir,
when
you
came
back
up
where
I
think
we're
talking
about
a
different
bus,
stop
right!
That's
what
you
shared
immediately
was.
L
I
think
it
appears
to
be
a
different
bus,
and
so
I'm
not
sure
that
I'm
connecting
the
dots
clearly
I
need
to
get
some
more
information,
but
we
should
not
have
any
established
there.
Shouldn't
have
been
any
long
established
bus
stops
inside
the
1.5
unless
it
was
for
special
circumstances,
like
the
two
scenarios
that
were
described
by
mr
shaknovich,
so
we've
got
parents
that
know
very
well
clearly
that
this
is
a
walk
area,
yet
you're
putting
your
student
on
a
bus
right,
you
know.
Clearly
this
is
a
walk
area.
S
Y
I
C
L
C
S
S
And
I
can
like
well,
I
can
also
say
that
I
I
saw
so
I
have
a
older
daughter
that
does
the
stem
bus
on
cedar
park,
so
I
would
wait
with
her
and
I
would
see
last
year
that
bus
stop
for
those
baits
for
a
big
group
of
eight
students
last
year
at
that
bus
stop.
So
I
can
I
mean
I
was
there
last
year
watching
the
bates
kids
get
on
that
bus
too.
S
S
Q
S
L
And
I
think
the
reason
that
it
may
very
well
have
been
on-
and
it
probably
should
not
have
been-
is
that
it
was
a
special
needs
bus
that
we
then
found
out
that
the
students
no
longer
need
it.
So
last
year
it
was
supposed
to
be
making
a
run
for
a
special
for
two
special
needs
students
and
it
was
on
the
non-pva
route
list,
but
it's
only
supposed
to
be
picking
up
where
it's
not
supposed
to
be
picking
up,
regular,
ed,
kids,
especially
picking
up
and
now
that
they're
no
longer
there,
then
it
got
eliminated.
L
And
what
I
said
earlier
was
that
we
needed
to
find
out
why,
when
we
found
out,
they
were
no
longer
in
need
of
the
transportation.
Did
they
move?
Did
they
graduate
did
they?
I
don't
know,
and
when
did
we
find
out
and
then
when,
when
we
did
well
clearly,
we
found
out
during
the
first
part
of
the
week
because
we
dominated
the
bus,
stop.
Why
weren't
we
able
to
eliminate
it
before
the
routes
went
up,
and
I
just
don't
know
if
the
family
didn't
notify
us.
We
didn't
know,
I
just
don't
know
yet.
Y
L
L
L
A
Hold
on
one
second
guys,
there's
a
a
little
chaotic
here,
I
I
I
wanted
to
make
sure
we're
answering
the
the
board
questions
at
at
this
point.
Just
because
we
do
have
a
motion
on
the
floor.
We'll
go
to
the
maker
of
the
motion,
mr
granny.
Q
Okay,
I
want
to
just
say
something
briefly:
one
is
I
totally
hear
what
mr
leib
was
saying
earlier,
so
I'm
not
trying
to
say
anything
that
is
in
contravention
of
the
established
appeal
process,
nor
were
my
earlier
comments
meant
to
suggest
that
you
know
the
board
in
the
first
instance
is
going
to
micromanage
bus
stops.
What
I
was
trying
to
convey
is
that
we
are
here
to
listen
to
public
concerns.
Q
That
can't
happen,
at
least
that
not
in
my
view,
that
should
not
happen,
and
what
I'm
saying
is.
If
there
is
any
ambiguity,
if
there
is
a
failure
to
connect
the
dots,
as
president
gilliland
said
here,
we
have,
I
think,
the
superintendent
you
know
recognizing
I'm
not
trying
to
parse
your
words
be
recognized.
It
was
obviously
mislisted
on
the
school
website.
Q
Things
go
wrong.
We're
dealing
with
transportation.
Folks
we're
dealing
with
with
must
what
mr
shaknovic
said
are
realities,
not
hyper
technical
absolutes.
What
I'm
saying
is
at
least
one
of
the
nine
votes
up
here
is
when
these
things
go
wrong.
Let's
err
on
the
side
of
students
and
families
keep
the
status
quo.
As
far
as
I'm
concerned,
once
that
thing's
listed
on
the
school
website,
you
are
entitled
to
a
boss.
Q
I
don't
care
if
it's
in
the
1.5
miles,
it
says
it
and
you're
entitled
to
it
and
you're
entitled
not
to
have
the
rug
pulled
out
from
under
you
and
what,
if
you
couldn't
get
there
that
afternoon,
to
pick
up
your
kid?
What
about
the
other
parents?
Who
could
I
couldn't
I'd,
be
stuck
in
dc,
so
my
kids
would
be
sol?
Q
What
I'm
saying
is
we
need
to
err
on
the
side
of
students
and
families
and
in
these
circumstances,
and
again,
mr
live
I'm
not
talking
about
the
establishment
of
bus
stops,
I'm
talking
about
the
elimination
of
them
and,
as
I
said
before,
we
have.
We
have
a
board
policy
that
clearly
says
the
board
is
committed
to
providing
bus
transportation
to
students
from
established
bus
stops
to
all
anne
arundel
county
public
schools.
Q
There
is
no
regulation
under
that
that
has
ever
been
implemented
by
the
superintendent
on
on
providing
bus
transportation
to
students
from
established
stops,
so
I'm
concerned
about
established
stops.
We
also
have
a
regulation
about
communication.
There's
never
been
a
regulation
about
communication,
that's
come
from
the
superintendent.
Q
We
have
a
regulation
that
says
there
has
to
be
appropriate
communications.
Clearly,
whatever
happened
here
was
not
appropriate
communication
and
again
the
superintendent
does
have
a
specific
regulation,
not
in
communications
but
specifically
says.
If
a
kid
gets
on
a
bus
in
the
morning,
the
kid
is
entitled
to
get
on
the
bus
on
the
way
home.
That's
what
his
regulation
says.
So
what
I'm
saying
to
everybody
here,
everybody
in
the
board,
is
in
this
circumstances
to
me,
I'm
not
going
to
withdraw
my
motion,
I'm
not
going
to
change
my
motion.
Q
I
have
enough
information
to
say
that
these
people
are
entitled
to
the
status
quo
and
then
entitled
to
some
orderly
way
of
potentially
changing
that
going
forward.
So
I
do
think
we
should
vote
today
to
reinstate
these
two
bus
stops.
Then
I
personally
would
support
a
motion
for
anybody
else
up
here
to
say
you
know
what
maybe
we
should
get
a
report
from
the
superintendent
in
a
month
six
weeks,
whatever
the
appropriate
time
is
to
determine.
Q
Are
there
real
public
safety
concerns
with
this
dense
urban
area,
where
we
should
consider
student
eligibility
for
less
than
1.5
miles,
because
1.5
miles
in
davidsonville
is
not
1.5
miles
in
downtown
urban
annapolis?
So
that's
my
piece.
My
motion,
I
I
think,
is
still
appropriately
stated
to
say
that
I
move
that
these
two
bus
stops
be
reinstated
pending
a
further
report
of
the
superintendent
to
the
board.
M
Thank
you.
I
I
agree
that
the
status
quo
should
that
they
should
be
reinstated.
We
just
don't
have
enough
information
to
understand
the
stop.
We
did
get
valid
information
from
mr
shaknovic
about
what's
going
on
there,
but
I
would
offer
a
friendly
amendment
that
we
put
a
timeline
because
we
don't
want
to
be
incongruent
to
our
own
policies.
M
Could
we
put
a
timeline
of
two
weeks
say
even
october
first,
that
we
re-establish
it
until
that
time
and
then
based
on
whatever
the
reason,
whatever
we
find
out,
we
come
back
and
and
talk
about
what
else
can
go
with
that,
stop
it
and
and
with
the
understandings
of
the
community.
That
may
mean
we
discontinue
the
stop.
Based
on
the
information
we.
Q
Receive
just
the
point
of
information,
as
originally
stated,
I
said
that
it
be
reinstated
on
monday,
this
coming
monday,
so
again
we're
not
trying
to
do
anything
haphazard
and
pending
the
superintendent's
report,
so
that
already
has
built
into
it.
The
idea
that
we're
going
to
get
further
information-
I
think
that's
better
than
putting
you
know
an
exploding
timeline.
Initially,
I.
K
Q
I
I
think,
as
it's
offered
as
a
friendly
amendment,
mr
president,
there's
not
a
vote
on
it.
I
I
don't
think
it's.
I
don't
think
it's
consistent
with
the
main
motion.
The
main
motion
was
to
reinstate
this
bus
by
monday,
pending
a
report
for
the
from
the
superintendent.
So
I
very
respectfully
hear
what
you're
saying,
but
I
think
it's
not
consistent
with
that
and
therefore
is
not
actually
a
friendly
amendment.
A
Then
the
maker
has
has
that
judgment
called
mrs
corcodale.
B
If
so,
I
I
was
not
in
the
rotation
yet
when
we
were
when
when
you
were
presenting,
and
so
I
did
have
a
couple
questions
for
staff,
dr
alato,
if
I
could
to
make
a
decision
if
you're
inclined,
sir.
A
B
So
my
question-
I
don't
know
that
this
okay,
I
guess
it
does
work.
My
question
was
a
little
bit
off
to
is
parallel
to
this,
a
concern
that
I
had
so
when
children
are
on
the
bus
within
a
couple
weeks.
We
have
a
process
and
procedure
that
says,
if
you're,
not
on
your
bus,
that
you're
supposed
to
be
that
you're
supposed
to
notify
the
school
there's
an
approval.
B
There's
both
parents
have
to
confer,
because
we
know
that
from
time
to
time,
kids
sometimes
will
jump
on
somebody
else's
bus
to
quite
frankly
jump
him.
I'd.
I've
actually
had
an
experience
with
my
daughter,
where
that
was
you
know,
threatened
and
abated
before
it
occurred,
and
one
of
the
things
that
the
school
had
assured
me
was
that
well
the
school,
even
if
they
got
on
in
the
morning
that
in
the
afternoon
the
school
ensures
that
only
the
kids
that
are
assigned
to
the
school
gets
on
to
it.
B
B
AB
I
mean
you're
you're
going
to
have
you
know
you
go
in
front
of
you,
know:
annapolis,
high
school
and
there's
gonna
be
32
buses
out
there
and
that
school's
got
one
principal
and
four
aps,
and
can
they
with
efficacy,
make
sure
that
every
kid
gets
on
each
one
of
those
32
buses
is
only
that
child
only
and
that
I
mean
they
absolutely
are
supposed
to
be
doing
that,
no
doubt
about
it.
No
doubt
about
it.
AB
I
just
think
that,
again,
in
real
time
when
you're
dealing
with
you
know,
buses
are
coming
in
they're,
worried
about
the
walkers
too
they're
worried
about
the
parent
I
mean
so
the
the
administration
is
the
ones
that
are.
That
is
doing
that
and
there's
very
few
administrators
and
there's
a
lot
going
on
between
buses,
bikes
walkers.
AB
AB
Absolutely
what
is
supposed
to
be
happening
in
paper,
but
but
going
and
standing
in
front
of
central
middle
school
or
south
river
high
school
or
whatever
right
at
this
missile
time?
When
you
know
south
river's
got,
you
know,
2
300
kids
go
like
that.
To
expect
that
the
three
aps
and
mr
meyers
there
know
inch
by
inch
where
everyone's
going,
I
mean.
B
So
I
understand
that
I
guess
I'm
bringing
that
up,
not
to
say
that
we
are
leaving
our
kids
unsafe,
where
I'm
going
out
with
this,
and
the
purpose
of
that
question
is
if
mr
grant
and
motion
were
to
pass,
then
how
are
we
just
like
I
mean
every
regular
bus
stop.
You
know
who
roughly
it's
based
on
where
they
live.
If
we're
putting
back
bus
stops,
ghost
stops,
I'm
gonna
call
it
a
ghost
stop
where
it's
there,
it's
real!
It's
live
it's
just
not
there.
B
In
you
know
in
document,
then,
normally
bus
stops
have
established
roads
that
are
feeding
into
there.
My
concern
is
that
we're
still
going
to
be
in
a
situation
where
we
don't
have
an
identity
for
the
kids
that
are
on
the
buses.
B
If
it
were
to
be
reinstated,
I
would
like
to
support
something
that
puts
in
a
gap
stop
recognizing
the
location
and
everything
else
until
we
can,
you
know,
sit
down
with
the
community
and
explain
how
their
transportation
should
work,
and
I
know
that
you
guys
do
a
good
job
of
that
when
we
did
crofton
and
we
integrated
to
walkers
when
the
sidewalks
came
in.
You
guys
physically
walked
the
routes
with
the
kids
to
make
sure
that
it
was
safe
and
there
was
an
understanding
of
the
correct
route.
B
B
I
mean
good
gracious.
I
just
think
of
the
consequence
of
the
student
should
something
god
forbid
happen.
Should
another
vehicle
run
into
that
thing
into
that
bus
and
then
now
we
don't
have
a
clue
of
which
kids
from
what
streets
are
going
on
this
bus
and
then,
if
we
have
a
kid
being
bullied
to
an
extent,
we
have
no
way
of
tracking
that
I
am
really
really
concerned
about
the
safety
on
both
sides
of
it.
B
B
Comfortable
with
random,
going
back
in
to
a
bus,
and
I
think
most
parents
would
agree
that
you
kind
of
want
to
know
who's
on
your
bus
and
and
what
your
streets
and
zones
are
and
presuming
that
it
was
just
the
kids
in
your
neighborhood
is
one
thing,
but
now,
knowing
that
I
don't
know,
but
I
would
think
there
would
be
at
least
a
couple
that
would
perhaps
agree
with
me.
So.
AB
Right
and
that
and
and
concerns
without
a
defined
I
mean
each
bus
basically
has
a
catchment
area,
but
if
you
just
put,
if
you
put
a
bus,
if
you
put
bus,
stop
number
one
in
I
don't
on
by
next
friday,
I
don't
know
if
I'm
going
to
have
two
kids
on
that
bus
or
I'm
going
to
have
102
kids
at
that
bus.
Stop,
and
I
don't
know
who
to
say
yes
to
and
who
to
say
no
to,
and
does
that
mean?
AB
I
now
need
to
divert
two
or
three
buses
and-
and
I'm
not
I'm
being
practical
about
this
right
because
nobody's
supposed
to
be
on
that
nobody's
supposed
to
be
on
that
bus
right.
But
now
we
have
a
bus
inside
of
the
walk
zone
with
no
limits
to
who
can
get
on
it.
So
who
is
going
to
get
on
it?
How
many
and
does
the
one
bus
turn
into?
I
need
a
second
or
a
third
bus,
or
you
know,
and
if
we
keep
it
there
the
whole
year.
B
Well-
and
I'm
also
going
to
point
out
that
we
just
spent
45
minutes
talking
about
how
we'd
like
to
move
from
three
seats
down
to
two
and
people
in
an
aisle
and
saying
giving
a
stop
for
a
whole
1.5
mile,
walk,
stop
and
just
carte
blanc
just
seems
irresponsible
to
me
for
us
to
do
that
and
in
our
capacity
on
the
board,
I
recognize
the
need
to
make
exceptions
to
the
status
quo
and
the
process,
but
I
just
don't
think
this
is
the
safe
way
of
doing
it
to
achieve
the
objective
that
mr
graham
wants.
B
I
I
would
like
us
to
come
up
with
something
that
achieves
that
and
I'm
just
not
convinced
right
now.
It
is
based
on
that
and
these
people
need
a
remedy.
Some
point
you
know-
and
maybe
it's
maybe
it's
getting
our
specialists
out
there
to
do
the
walk
with
them
again,
which
most
people
found
valuable
in
those
scenes.
You
know,
maybe
that's
the
outcome,
but
I'm
just
if
we
did
put
that
stop
in
there
and
then
all
of
a
sudden
we
get
a
blowout
what
it
would.
B
B
AB
AB
Right
and
in
fact
it's
the
opposite
right,
as
you
said,
we're
short
on
you
know
we're
short
on
drivers
and
we're
the
system's
pretty
stressed.
It's
pretty
stressed
now:
servicing
the
trans,
the
64
000
transportation
eligible
students.
If
you
increase,
if
you
keep
increasing
the
head
count,
you
know
in
theory
great
you
put
more
buses
and
more.
AB
B
Clearly,
there's
there
was
a
mistake
and
I
don't
want
to
drag
out
the
fact
that
I'm
you
know
there
there
there
were
some
issues
there
on
the
solution
side.
I
man
this
is.
This
is
a
bad
situation
you
guys
are
in.
I
I
wish.
Normally
I
can
come
up
with
something
or
a
way
to
add
or
subtract
to
some
such
a
thing-
and
I
know
mr
grannon
has
in
a
lot
of
regards
he's
absolutely
correct.
In
theory,
I
just
I,
as
I
said,
I'm
concerned
about
not
having
boundaries
established.
B
I
mean,
if
we're
going
to
say
a
bus
stop,
then
we
should
be
declaring
defining
what
that
is,
and
I
don't
think
we
can
do
that
without
the
community
involvement.
So
I'm
I
don't
know
the
other
thing
is
the
driver
contracts
in
the
buses?
Are
they?
If
we're?
Did
we
just
assign
this
guy
to
pick
up
one
person
on
a
bus
or
is
it
or
was
that,
like
the
first
stop
on
a
route
on
its
way
to
pva.
B
That
driver
is
told
that
he
has
one
person
and
for
multiple
years,
probably
thinking
out
of
the
goodness
of
heart,
probably
was
doing
something
the
schools
not
doing
that,
but
we
still
don't
have
it.
If
we
had
two
that
makes
sense
that
we
would
have
a
natural
amount
of
kids
who
probably
could
be
on
the
bus.
B
But
if
we're
now
adding
a-
I
don't
know,
I
just
yeah.
I
just
don't
think
the
motion's
complete
enough,
but
I
know
that
others
do
and
I'm
willing
to
roll
with
one
way
or
the
other.
But
thank
you
for
answering
those
questions,
because
that
kind
of
clarified
where
I
need
to
be-
and
that's
not
not
this
thank.
Y
F
Thank
you
so.
F
F
F
It
does
not
sound
like
a
case
of
residents
getting
on
a
bus
that
was
not
listed
as
a
bus
for
their
school.
In
other
words,
if,
if
I
live,
let's
say
where
I
live,
if
the,
if
the
school
that
my
kids
go
to,
there
is
a
bus
stop
listed
right
at
the
corner
by
my
house.
I
assume
that
bus
stop
is
for
me
and
so
for
that
reason
I
really
feel
like,
and-
and
I
like
the
part
about
mr
grannon's
motion
that
said,
pending
a
report,
so
we
re-establish
these
bus
stops.
F
We
give
aecps
a
chance
to
investigate
and
understand
the
existence
of
those
bus
stops
if
they,
if
it's
still
determined
that
they
should
not
exist,
then
we
provide
adequate
communication
before
removing
them.
But
the
way
this
was
handled
was
an
error
on
our
part,
and
families
have
been
hurt
by
this.
J
So
I
just
wonder:
I
don't
know
how
many
years
you've
had
a
child
or
children
at
this
bus
stop.
It
was
do
we.
I
guess
this
is
part
of
the
penning
report.
We
don't
know
if
they
were
established
back
whenever
they
were
established
because
of
some
sort
of
safety
issue.
I
look
at
this
map
and
I
cringe
a
little
bit
about
like
the
busyness
of
the
streets
and
the
roads
that
must
be
traveled
across
in
order
to
eventually
get
to
the
school
and
so
yeah.
J
I'm
for
the
the
motion,
because
I
want
the
full
picture
and
I
don't
want
to
pull
out
the
rug
and
it's
also
pending
a
report
where
we
would
have
the
the
fuller
picture,
and
can
I
call
the
question,
I
think
I'm
going
to
call
the
question.
I
call
the
question.
A
W
B
W
D
D
The
first
thing
we
should
have
done,
I
believe
and
say,
mr
superintendent,
would
you
please
look
into
this
and
get
back
to
us.
We
are
not
designed
to
deliberate
the
ins
and
outs,
the
pros
and
cons
the
ups
and
downs,
the
minutia
pieces
of
evidence
that
goes
into
making
a
decision
like
this.
This
is
that's
not
our
function,
that's
what
we
have
the
superintendent
for.
He
executes
those
things.
D
D
Students
in
a
walk
area
do
not
have
the
right
by
our
policy
to
ride
buses
period.
That's
that's
a
fact,
annapolis.
Yes,
it's
an
urban
area,
so
is
glen
burnie.
So
if
you're
going
to
go
in
and
say
well,
napoli
spot
it's
an
urban
area,
therefore,
kids
can't
walk
in
annapolis.
Well,
we're
going
to
have
to
apply
that
same
standard
to
glen
bernie,
we're
going
to
apply
that
same
standard
to
brooklyn,
we're
going
to
apply
that
same
standard
throughout
the
county.
D
These
things
all
have
much
greater
implications
than
us
talking
about
this.
This
one
instance.
Yes,
I
feel
for
mr
sale
and
I
believe
we
screw
it
up
by
not
making
the
right
communication,
but
we
don't
correct
that
by
having
a
board
motion
and
a
vote
to
automatically
make
these
stops
here,
be
here
in
perpetuity
forever.
Excuse
me
and
board
policy
does
provide
the
transportation
division.
D
D
D
So
anyway,
I
just
wanted
to
get
that
on
the
record.
Regrettably,
we
have
gone
down
this
road.
Thank
you.
A
M
I
will
have
to
abstain.
I
don't
have
enough
information.
I
don't
agree
that
the
buses
should
be
established
until
a
full
report
will
come
back
to
us
because
there's
no
timeline
there.
I
also
don't
know
the
area
and
I
don't
want
to
put.
I
don't
want
to
vote
towards
putting
any
students
in
immediate
home
or
jeopardies
there's
some
reason
those
buses
were
there
and
we
need
to
know
that
so
mine
is
mr.
N
A
W
A
Having
not
received
a
sufficient
number
of
votes,
the
the
motion-
failure.
Yes,
we're
still
in
item
4.04
transportation
report.
Are
there
any
other
board
questions
or
comments
on
the
transportation
report?
A
Seeing
none
we'll
now
move
to
our
consent
calendar.
We
have
three
consent
items.
Is
there
a
motion
to
bundle
so.
J
C
A
C
A
K
M
L
L
A
number
of
years
ago
we
used
to
give
the
psat
to
ninth
tenth
and
eleventh
graders
as
the
as
the
law
has
changed,
and
we
think
the
needs
of
our
students
have
changed
that
we
are
now
offering
the
psat
to
the
juniors
in
the
fall
of
their
junior
year,
and
now
we
pay
for
an
s.a.t
for
all
juniors
in
the
spring
of
their
junior
year.
We
did
not
do
that
in
the
past.
L
We
would
offer
the
psat
in
grades
9,
10
and
11,
and
students
were
on
their
own
to
take
the
sat
or
act,
how
they
so
chose
fit
to
sign
up
on
a
saturday
you're
familiar
with
that
routine
and
pay
for
that.
We
now,
as
a
system,
took
the
money
from
grades
nine
and
ten
and
we're
now
paying
for
the
s.a.t
for
all
juniors.
We
also
the
data
did
not
really
support
that
it
was
gaining
our
our
ninth
and
tenth
graders
a
lot.
L
The
10th
grade
psat
is
norm
to
10th
grade,
but
the
ninth
grade
psat
is
not
so
the
scores
don't
really
match
what
the
student
knows.
They're
able
to
do
so
because
of
lots
of
those
reasons
we
have
two
years
ago
now
moved
to
a
psat
for
all
students
and
the
psat.
I
mean
pst
for
all
juniors
and
the
sat
for
all
juniors.
F
Real
quick
item-
5.01
pavilions,
it
looks
like
this
contract
is
for
pretty
much
all
of
our
high
schools.
Can
you
just
talk
about?
Is
this
something
new
that
were.
L
F
L
Yes,
so
you're
right,
it
is
11
of
the
12
comprehensive
high
schools,
because
we
piloted
this
at
annapolis
high
school.
They
currently
have
the
pavilion
and
was
piloted
the
the
without
getting
too
lengthy.
In
the
description,
our
our
school
fields
are
used
not
only
by
by
us,
but
by
wrexon
park.
L
There
are
lots
of
tournaments
on
weekends
and
those
kinds
of
things
and,
as
you
know,
if
you
go
out
to
many
of
our
places,
there's
no
place
to
get
out
of
the
pl
no
place
to
get
out
of
the
rain
or
the
hot
sun,
and
so
working
with
wrexham
park
and
our
at
in
our
athletic
department.
We've
come
up
with
a
scheme
where
we
would
build
a
pavilion
where
visitors
watching
a
game
either
for
the
high
school.
They
could
be
there
for
a
field
hockey
tournament.
L
I'm
making
that
up
now
it's
a
place
to
get
out
there'll,
be
a
picnic
bench
will
be
a
place
for
people
to
sit
and
get
out
of
the
sun
or
get
out
of
the
rain,
and
so
we're
doing
this.
In
conjunction
with
wrexham
park
and
our
department
of
athletics,
we
started
with
one
a
prototype
at
annapolis
and
now
we've
gone
to
contract
for
the
other
11
comprehensive,
high
schools.
Thank.
I
So,
in
regards
to
the
pavilion
at
annapolis
high
school,
I
think
it
works
great,
sometimes
we're
allowed
to
have
class
outside,
which
is
nice
and
for
the
sat
and
psat
model.
I
think
this
is
the
most
ideal
version
of
it
as
someone
that
just
went
through
the
process,
the
sat
is
definitely
more
valuable
in
my
opinion,
for
the
school
to
offer
than
the
psat.
A
Oh
okay,
any
further
board
questions
or
comments.
A
Seeing
on
any
public
comment,
your
chance,
seeing
none
this
this
is,
I
know
I
was
kidding
this.
This
is
a
vote
on
our
consent
calendar.
This
is
how
would
you
please
call
roll.
J
A
J
I
just
had
one
comment
and
I'm
not
no
questions,
but
I
did
notice
it
didn't.
J
It
didn't
escape
me
that
that
you
know
almost
a
couple.
Dozen
teachers
left
with
a
total
of
over
100
years,
experience
to
teach
elsewhere
and
so
just
bears
repeating,
as
we
go
into
our
upcoming
budget
cycle,
that
we
it's
much
cheaper
to
retain
than
to
recruit,
and
I
know
there's
still
work
to
be
done,
and
I
want
to
acknowledge
that
again.
A
Okay,
thank
you
any
further
board
questions,
since
this
is
personnel.
There's
no
public
comment.
This
is
a
vote
on
item
6.02.
Mrs
howell,
would
you
please
call
the
roll
miss.
A
A
And
we
have
a
a
brief
presentation
and
again
just
as
as
our
our
friends
are
are
coming.
C
A
The
front
just
just
to
announce
we
do
have
a
capital
budget
and
cip
workshop
tomorrow
night
here
in
this
room
at
6:
00
p.m.
Where
we'll
be
able
to
ask
questions
of
staff
at
that
time.
So
with
that
mr
shaknovich
and
team
for.
AB
Thank
you
for
that
introduction,
president
gillum.
So
yes
we're
here
to
present
as
information
only
atom
6.0
for
the
fy21
capital
budget,
six-year
plan
and
state
capital
request.
It
is
a
requirement
that
we
remit
this
deliverable
to
the
state
no
later
than
october.
4Th
2019
this
year
remember
that
the
capital
budget
cycle
is
out
of
sync
with
the
counties
operating
in
capital
budget
cycle.
So
this
is
our
norm.
AB
We
do
have
a
workshop
scheduled
for
tomorrow
evening
tentatively
beginning
at
six
o'clock
here
in
this
very
room.
While
the
public
is,
is
certainly
welcome
to
attend
or
will
not
be
an
opportunity
for
public
comment
at
tomorrow
night's
workshop,
but
as
part
of
the
board
meeting
on
the
25th
of
september,
there
will
be
a
purposeful
public
hearing
block
as
part
of
that
board
meeting.
AB
I
will
say,
as
a
predicate
tomorrow
night
again,
this
you're
just
receiving
this
and
we're
going
to
go
into
it
project
by
project
line
by
line
tomorrow,
but
as
a
high-level
overview.
It
does
depict
a
209.1
million
dollar
request.
Overall
184.6
million
dollars
of
that
would
come
from
the
county.
AB
There
is
24.6
million
dollars
of
new
capital
funding
requests
from
the
state
and
added
to
that
is
an
additional
27.9
million
dollars
of
an
existing
request
that
the
state
has
before
them
for
crofton
area
high
school.
AB
The
other
thing
I'll
say
is,
while
this
request
is
for
209.1
million,
and
I
gave
you
the
numbers
just
as
a
frame
of
reference
from
last
year-
fiscal
year
20
the
year
we're
currently
in
the
total
approval
is
165.9.
AB
So
we're
asking
for
a
number
north
of
that
disaggregating
those
two
figures.
Then
we
received
124.9
from
the
county
again
juxtaposed
to
our
new
ask
of
184.6
and
we
received
41
million
from
the
state
and
that's
juxtaposed
to
the
almost
52
million,
so
we're
asking
for
from
the
state
this
year
and
with
that,
mr
president,
we
would
typically
see
the
presentation
for
today
and
then
parking
lot
all
of
our
interactions.
AB
A
Excellent,
thank
you
for
again.
I
know
today
is
a
very
brief
overview
and
and
then
certainly
for
for
the
purpose
of
public
transparency.
Again,
the
board
workshop
is
tomorrow
night
september,
12
2019
at
6
p.m.
In
this
room,
and
then
there
is
a
hearing
at
the
next
general
board
meeting
on
the
superintendent's
capital
budget,
cip,
and
that
is
wednesday
september
25th
at
7
pm,
and
that
will
be
one
of
the
earlier
items
on
the
agenda
that
evening
with
that,
unless
there's
anything
urgent
at
this
point,
we'll
move
to
the
next
item.
A
Okay,
thank
you.
Thank
you.
Both
item
6.05
will
now
move
to
third
reading
calendar
item:
6.05
bullying,
cyber
bullying,
harassment
and
intimidation,
hazing
and
bias
behavior.
This
is
policy
code
jcca
that
is
on
third
reading
for
final
approval.
Dr
erlatto,
can
we
have
your
recommendation.
L
A
There's
a
motion,
and
a
second
great
at
this
point,
we'll
move
to
board
questions
and
comments.
Mrs
corcodell.
B
So,
as
you
may
be
aware,
I
had
if
you
recall,
on
the
first
reader,
I
had
exp
well
data
going
back
to
the
committee.
I
believe
I
went
back
to
my
notes
and
I
did
express
concerns
on
political
affiliation
and
by
some
bullying
associated
with
it.
I
don't
think
anyone
needs
to
be
reminded
of
some
of
our
more
ugly
or
news
stories
of
recent
and,
as
this
continues
to
accelerate
and
get
larger
and
more
generalized.
B
But
I
am
convinced
that
our
students
and
our
teachers
and
our
community
are
not
necessarily
aware
of
that
case,
and
I've
done
some
research.
There's
studies
out
there
that
substantiate
kids
are
afraid
to
say
their
own
political
affiliation
and
we
do
actually
have
elected
officials
and
candidates
who
are
encouraging
behavior
of
targeting
bullying
harassment,
shame
public,
shaming
refusal
to
to
serve.
B
It
is
unfortunate,
in
my
opinion,
but
the
department
of
motor
vehicles
when
a
child
is
16
and
goes
for
their
driver's
license.
They're
asked
to
register,
even
though
they're
not
18.
as
soon
as
that
occurs,
that
becomes
a
matter
of
public
record.
I
get
very
concerned
a
lot
of
our
are
protected
classes.
B
B
And
I
am
proposing
a
motion
to
make
an
amendment
to
section
d
implementation
to
add
the
following
language
to
the
end
of
it
to
read
that
any
regulations
developed
and
implemented
pursuant
to
this
policy
shall
include
quote,
in
quote
political
affiliation.
End
quote
in
the
list
of
covered
characteristics
and
as
a
point
of
reference
for
the
board
members.
That
is
the
actual
motion
as
a
point
of
reference
for
the
board
members
where
it
could
possibly
occur.
I
would
not
want
to
dictate
that
that
component,
but
my
understanding
is
that
it
would
exist.
B
B
So
my
apologies
to
that,
but
at
the
end
of
the
day
this
is
just
making
sure
that
all
of
our
children
are
protected
at
all
times
and
not
just
to
that,
but
they
have
a
comfort
zone
and
awareness
that
when
they
make
that
decision
that
it
is
made
with
good
that
they
have
that
protection,
because
my
personal
experience
has
been
with
my
own
kids
throughout
the
years
is
I've
seen
it
occur
and
I
don't
ever
want
a
kid
to
feel
like
they're,
not
part
of
a
protected
class.
B
Therefore
they're
not
protected
in
our
school
system,
because
I
know
for
a
fact
that
they
are
protected
under
our
current
and
proposed
policy.
Changes.
Make
no
mistake
about
it.
Fellow
members,
they
are
already
protected,
but
we
don't
recognize
that
in
any
anything
I've
ever
seen
in
our
curriculum
and
things
that
I
have
seen
in
other
of
our
initiatives,
and
I
would
at
the
very
like,
at
the
least
for
it
to
be
recognized
in
there
and
we
are
not
in
the
business
of
regulation,
but
in
its
implementation.
B
We
can
and
do
have
the
authority
to
do
that,
and
I
did
not
see
any
evidence
to
since
my
initial
inquiries
or
to
the
other,
to
the
contrary
that
substantiated
the
need
that
it
doesn't
need
to
be
there.
So
I
am
proposing
that
I.
A
Y
M
Thank
you.
It
was
originally
lit
for
something
else,
but
now
I
have
a
question
about
this
one.
So
so
are
you
saying,
under
under
policy
section
d,
there
be
like
an
a
or
b.
B
No,
under
just
a
requirement
of
it's
part
of
the
implementation
requirement,
so
the
superintendent
they
were
giving
him
the
authority
to
develop
the
regulation
to
implement
the
policy
and
promote
acps's
code
of
student
conduct
for
rules
regarding
expected
student
behavior
and
that's
the
reference
to
the
other
stuff
and
then
we're
adding
into
that.
The
reference
that
says
that
we
need
this
needs
to
be
somewhere.
It
needs
to
be
recognized.
M
So
my
concern,
I
agree,
based
on
what
you,
what
you've
shared
in
my
own
personal
experiences,
but
I
don't,
I
don't
think
it
should
go
there.
Is
it?
Is
it
not
where
we
can.
M
B
You
know
buy-in
and
comprehension
to
it
that
it
would
be
best
served
under
implementation,
because
it
is
a
condition
of
implementation
that
it
be
included
because
it,
as
I
said
it
is
not
a
protected
class
right
under
its
current
conditions,
and
this
is
ensuring
that
our
students
have
a
there
is
nothing
that
precludes
us
from
going
and
doing
additional
protections
for
our
kids.
The
state
and
federal
law
are
the
minimums
and,
as
you
saw
you
know,
we
added
the
rest
of
the
you
know
restorative
justice
piece
that
sits
by
itself.
B
M
G
B
Mine
is
a
motion
to
change
the
language
and
the
policy
and
a
regulatory
recommendation
is
different,
but
right,
I
understand.
A
Okay
on
mrs
crocodile's
motion,
mr
granin.
Q
Which
may
help
ms
antoine
I
just
my
only
concern
is
I
and
I
understand
why
you
propose
this.
The
way
you
have.
I
agree
with
the
spirit
and
substance
of
what
you're
saying.
My
only
concern
is
that
if
we
just
have
it
stand
alone
with
just
the
mention
of
political
affiliation
in
the
implementation
section,
it
kind
of
actually
doesn't
fully
accomplish
what
you
want.
So
my
suggestion
and
ms
ortiz,
this
is
kind
of
to
you.
It's
going
to
sound
a
lot
longer
than
it
is,
but
it's
actually
quite
short.
Q
Q
So
now
we're
talking
about
the
superintendent's
regulations
which
shall
prohibit
bullying
cyber
bullying,
harassment
or
intimidation,
so
we're
using
the
four
terms
that
are
already
in
the
regs
and
then
pick
up
the
little
I
language
based
on
an
actual
or
perceived
characteristic
of
a
and
then
we
would
include
all
of
those
terms
there,
but
then
add
political
affiliation.
So
it's
clear
that
he's
got
to
do
it
for
political
affiliation
as
well,
and
that
we
see
political
affiliation
on
the
same
order
of
protection
as
race,
color,
ethnicity,
national
origin,
blah
blah
blah
all.
B
Y
A
So
well,
it
friendly
amendment
is
all
about
spirit
and
intent.
So
and
if
the
maker,
the
the
main
motion
agrees,
I
I
think
mr
granted's
most
mr
grant's
friendly
amendment
keeps
the
same
spirit
and
intent
of
of
what
you
were
initially
saying.
B
B
That's
a
very
I
mean
we
encourage
these
kids
to
get
out
and
do
this
and
and
we
can't
hold
them,
they
need
protected
against
adults
when
they
misbehave
about
this
stuff
and
it
matriculates
in
so
I
am
if
the
board
is
amenable
to
an
amendment
to
the
amendment
to
include
the
items
contained
in
section
c,
a
I
as
listed
and
as
described
by
mr
grannon.
I.
K
Q
A
Thing
I
wouldn't
defer
to
miss
ortiz
just
for
clarification
and.
B
AC
AC
And
so
that's
the
concern
there.
The
reporting
requirements
that
the
state
requires
the
state
model
policy,
the
state
law,
because
the
state
law
defines
what
bullying
is
right:
bullying,
harassment,
bullying,
harassment,
intimidation,
and
so
that's
that's.
So
that's
the
concern
with
adding
it
to
the
the
bullying
policy
and
then
I
think,
before
we
had.
AC
I
think
that,
if
the
my
recommendation
would
be,
if
the
board
wants
to
move
forward
with
this,
that
it
be
a
separate
policy
and
regulation
on
its
own,
because
I
think
that
the
state
law
is
very
clear
and
what's
identified,
and
so
I
think
that
whether
you
stick
in
the
policy
or
the
regulation,
it's
inconsistent
with
state
law
and
the
state
policy,
and
so
that's
sort
of
my
concern
there
we
you
know
haven't.
I
thought
it
was
settled
last
time
when
we
talked
about
it.
AC
So
I
understand
that
you
know
there's
still
concerns
and
questions,
so
we
really
haven't
had
a
chance
to
think
about
like
what
the
impacts,
what
the
realistic
impacts
would
be
to
go
ahead
and
stick
it
in
the
bullying
policy
and
regulation.
Those
are
my
concerns.
Just
you
know,
sitting
here
hearing
this
for
the
first
time.
B
Obviously
that
is
to
make
it
ours
and
make
it
what
we
feel,
how
we
feel
our
students
should
be
treated
and
in
that
spirit
and
intent,
if
we
feel
that
there's
a
class
that
may
not
get
the
same
levels
of
protection.
In
other
words,
if
it's
never
getting
reported
to
the
state,
how
will
it
ever
become
a
protected
class?
I
remember
the
same
identical
conversation
happening
decades
ago.
I
don't
know
exactly
how
long
ago,
but
within
the
last
decade
or
two
of
folks
who
had
transgen
who
were
transgender,
it
was
not
a
protected
class
forever.
B
B
Why
not
just
put
it
down
in
writing
that
we're,
including
that,
because
if
what
was
reported
to
me
was
accurate
in
the
last
meeting,
then
that
would
mean
that
they're
already
protected
and
if
they're
already
protected,
then
putting
it
in
writing,
doesn't
do
anything
in
the
reporting.
It
doesn't
do
anything
in
the
regulatory,
except
for
say
that
if
this
is
occurring
that
it
shall
be
treated
equally
as
as
every
other
bullying
is
so
I'm.
B
I
guess
I
I'm
not
understanding
how
that
would
get
in
the
way,
because
that's
our
job
is
to
protect
every
single
student
and
the
state,
and
the
federal
government
never
will
be
able
to
protect
every
student.
That's
what
we're
here
for
that's
the
local
boards
and
I
don't
ever
want
a
kid
so
proud
to
finally
participate
in
our
civic
affairs
of
voting
to
feel
that
they
have
to
hide
that
or
that
a
you
know,
look
the
passions
of
all
of
these
things.
People
are
getting
booed
out
of
rush
family
restaurants.
B
We've
got
kids
getting
exposed
to
this
stuff
at
levels
that
I
just
find
repulsive
heart,
wretching
and
gut
wretching,
and
I
don't
ever
want
our
kids
to
feel
that
somehow
they
may
be
subject
to
that-
and
I
think
that
saying
this
out
loud
because
we
haven't
got
to
it
yet.
But
my
intent
was
to
mirror
this
identical
motion
over
into
bias
because
it
is,
it
happens
as
a
bias
behavior
and
it
happens
as
a
bullying
incidence,
and
I
mean
if
the
staff
really
wants
convincing.
I'm
happy
to
to
cite
examples.
B
I
don't
think
that's
an
appropriate
use
of
time,
but
I
do
believe
and-
and
the
word
of
political
affiliation
I'll
just
point
out
is-
is
technically
accurate
to
the
best
of
mr
burns's
ability,
and
it
means
that
a
membership
of
or
close
association
with
a
political
party
or
organization
so
as
our
kids
start
to
identify
and
to
grow
in
their
civics,
they
can
have
that
spirit
intent.
Our
gcc
class
is
designed
to
have
those
hard
conversations
for
us
not
to
have
a
class
of
of
protection
for
them
a
category
of
protection
for
them.
B
B
B
If
they
don't
want
the
information,
we
don't
have
to
give
it
to
them,
but
I
do
think
as
a
parent,
I
would
want
to
see
that
if
something
bad
happened,
that
I
had
the
same
protections
as
if
anybody
else
an
identity
is
an
identity
and
the
uniqueness
of
our
kids
need
so
valued
and
protected,
and
we
spent
all
this
time
passing
these
policies
and
courses
and
everything
else
for
that
and
not
to
be
wanting
to
include
them
recognizing
how
they
are
not
included
right
now,
I
think,
would
be
unfortunate,
so
I
would
just
state
that
I
recognize
what
you're
saying
and
I
can
seriously
considered
it,
which
is
why
I
didn't
bring
it
in
sooner,
but
ultimately,
the
state
and
federates
are
not
should
never
be
in
the
business
of
limiting
who
we
want
to
protect.
B
I
mean
I've.
The
idea
of
limiting
protection
to
me
is
just
not
is
is
counter
to,
I
believe,
our
philosophy
and
and
and
stuff,
so
I
I
do
feel
really
strong
about
this
and
I'll
keep
going,
except
for
I
won't
because
of
the
time,
but
thank
you,
ms
ortiz,
for
clarifying
that,
because
I
I
want
all
members
to
understand
all
sides
of
this,
that
this
is
a
matter
of
choice,
not
a
matter
of
of
will.
A
I
So,
although
I
understand
your
intent,
I
would
like
to
respectfully
disagree
only
because
I
think
this
policy
makes
it
very
clear
that
any
kind
of
bullying
or
harassment
will
not
be
tolerated
in
anne
arundel
county
public
schools.
So
I
think
by
stating
in
a
part
of
our
policy
that
political
affiliation
is
a
part
of
that
I
got
bullied
in
middle
school
because
of
the
sneakers
I
wore
not
because
I
was
muslim
or
I
wore
a
hijab
or
any
of
those
things.
I
So
I
think,
if
you
add
political
affiliation,
what
about
all
the
other
reasons
that
kids
get
bullied
that
I
see
get
bullied
at
school?
So
I
think
the
policy
and
regulations
are
very
clear
in
themselves
in
stating
that
we
don't
tolerate
any
kind
of
bullying.
For
any
reason,
the
fact
that
there
are
state
protected
classes
in
there
is
because
we
are
bound
to
this
higher
policy
that
we
don't
have
control
of
changing.
N
N
But
I
agree
that
we
open
the
door
to
all
forms
of
bullying.
If
we
do
this,
and
even
though
this
one
is
an
egregious
one
that
we
see
often
we
see
everyday
children
who
are
bullied
for
being
a
nerd
and
children
who
are
bullied
for
not
being
athletic
and
all
that,
and
so,
where
do
we
end?
The
state
requires
that
we
have
some
protective
classes
to
put
in
which
we
have
because
it's
required
for
the
state.
N
But
then
we
have
carefully
crafted
this
policy
and
regulation
to
encompass
any
intimidation
or
threatening
that
will
be
that
will
be
protected.
So
parents
can
know
anybody
any
child
that
is
feeling
teased
or
marginalized
in
any
way
has
that
recourse,
and
so
I
am
reluctant
to
add
in
one
specific
because
then
it
opens
the
door
of
we
will
have
many
different
areas
coming
in.
I
think
that
the
regulation
and
policy
it
stands
does
include
and
encompass
any
thing
and
then
any
intimidation
in
that
area
that
would
come
about.
A
Okay,
thank
you,
mr
granted.
A
A
Motion
felt
have
not
received
six
votes
in
the
affirmative.
Emotion
fails,
so
debate
will
continue,
we'll
just
proceed
with
the
the
additional
lights
mr
shawheim.
J
I
just
wanted
to
say
for
the
record
that
I
agree
with
this.
I
don't
have
a
whole
lot
more
to
say,
but
I
did
want
to
apologize
for
the
folks
out
there,
the
folks
that
might
have
been
watching
at
home.
I
was
going
to
have
to
bolt
to
get
my
kid
off
the
bus
and
that's
why
I
was
frantically
texting
a
babysitter,
so
in
case
anyone
was
noticing.
I
was
not
trying
to
be
disrespectful
and
I
I'm
going
to
vote
for
this.
A
Okay,
thank
you,
mrs
ellis.
F
Excuse
me,
I
think
miss
corcodel
made
a
very
clear
case
about
why
this
is
necessary.
I
I
always
have
trouble
with.
We
have
to
do
this
policy
this
way,
because
this
is
what
the
state
says,
because
then
I
wonder
what
why
we're
voting
and
that's
no
disrespect
my
ques
the
whole.
The
whole
purpose
of
my
point
is
as
long
as
we're
complying
with
state
law.
F
AC
So
it's
not
it's
your
policy,
but
the
concern
that
mr
burns
actually
raised
at
the
policy
committee
meeting-
and
you
know
I
don't
know
what
conversations
have
happened
since
then,
because
I
have
not
been
privy
to
them,
but
the
concern
is
once
we
start
creating
our
own
protected
classes
that
are
not
recognized
and
stating
them
along
with
actual
protected
classes.
That's
also
a
legal
concern
when
you're
dealing
with
disciplinary
matters
when
you're
dealing
with
appeals.
AC
If
things
get
to
the
point
where
they
go
to,
you
know
court
or
things
of
that
nature,
and
so
that
was
the
concern
that
you
know
was
raised
in
policy
committee,
which
is
why
and
then
the
other
you
know
as
miss
alvey
and
miss
hummer
have
stated
that
just
picking
out
one
additional
group
that
is
not
recognized
anywhere
else
when
there
are
so
many
other
reasons
why
students
are
bullied.
AC
So
these
are
all
the
things
that
were
discussed
in
policy
committee
and
why
it
was
not
included
at
that
time,
and
so
that's
that's
our
concern,
and
so
you
know
I
understand
the
frustration
that
oh,
why
are
we
voting
on
it?
Well,
because
you're
required
to
right
the
state,
unfortunately,
mandates
boards
regularly
to
adopt
policy
and
sometimes
they're
prescriptive,
sometimes
they're.
Not.
This
is
one
of
those
situations
where
it's
prescriptive.
AC
So,
even
though
the
state
is
prescriptive,
you're
still
required
to
vote
on
your
policy
because
that's
part
of
your
policy
setting
process,
and
so
I
understand
the
frustration,
but
it's
just
it's
not.
You
know
it's
not
an
excuse
to
say.
Oh,
you
know
it's
what
the
state
requires,
it's,
what
the
state
is
requiring
it's
what
the
state
has
has
defined,
and
so
there
are
a
lot
of
again
because
we
have
not.
AC
There's
just
a
lot
of
actual
legal
concerns
that
are
raised
by
just
identifying
one
additional
group
that
is
not
a
protected
class
that
you're,
including
with
other
protected
classes,
that
you're
adding
to
the
policy,
and
I
would
not
be
able
to
add
that
to
the
regulation,
because
the
regulation
definition
is
from
state
law
and
state
law
does
not
have
political
affiliation.
So
it
just
raises
a
lot
of
legal
concerns.
F
But
from
what
I'm
hearing
we're
creating
protections
within
the
school
system,
it's
not
to
imply
that
they
get
state
protections
or
federal
protections,
but
we're
recognizing
that
this
class,
this
group
of
students,
our
students
and
teachers
and
staff,
right
that,
at
least
within
the
school
system.
They
they
have
the
same
amount
of
protection
and
so.
AC
F
A
Okay,
miss
antoine
and
then
mr
alive.
M
So
I
I
just
want
to
first
of
all
miss
crocodile.
I
appreciate
that
you
brought
this
out.
I
guess,
because
it's
not
in
our
faces
as
much
as
other
forms
of
bullying
and
harassing
I
I
can
share
that.
Your
political
affiliation
often
comes
with
stigma
and
misconceptions,
and
it
leads
to
bullying
intimidation
and
otherwise,
even
that
final
vote,
so
I
I
think
putting
it
here.
M
I
think
we
take
the
risk
to
ensure
that
it
is
well
known
that
that
level
of
bullying
and
intimidation
is
not
tolerated,
especially
in
a
climate
like
ours
that
that
is
often-
and
there
are
plenty
of
cases
that
are
coming
up.
That
may
not
be
reported,
but
they
are
happening
and
we
need
to
be
able
to
protect
those
students.
A
Okay,
mr
leib,
and
then
mrs
hummer,
well,
I'm
sorry
mr
libons
did
did
I
were
you
in
the
middle
of
I
I'm
sorry.
If
I
was
okay,
mr
live,
I'm
sorry.
D
Thank
you.
Mr
president,
I
tend
to
lean
toward
ms
alvey's
assessment
that
the
policy
is
already
broad
enough
to
provide
protections
in
in
that
broad
sense
that
we
need-
and
I
believe
mr
gannon,
mr
grant's
comments,
support
this
in
that
the
regulation
is
written
uses,
including
so
it
is
not
all
inclusive
and
we
don't
make
it
make
a
position
that
everything
we
list
is
inclusive,
that
political
affiliation
could
be
full
under
this
policy,
just
as
naturally
as.
N
N
That
it
would
be,
you
know
to
me,
I'm
thinking
you
know,
liberal
conservative.
You
know
something
like
that,
but
there
are
also
some
french
things
that
it's
not
going
to
be
behavior
and
speech
that
we
have.
There
are
some
things
in
our
bias:
behaviors
that
could
go
out
there,
but
I
think
by
adding
that
political
affiliation.
We
could
open
ourselves
up
to
challenge
on
that,
whereas
in
the
more
general
language
that's
they
are
covering
all
the
intimidating
behaviors
that
could
encompass
those
but
not
give
a
protection
to
perhaps
hateful
political
affiliation.
N
So
my
request
would
be.
Could
we
wait
to
vote
on
this
at
the
next
meeting
and
give
the
staff
some
time
to
look
at
that
and
come
back
if
perhaps
there's
some
language
that
they
could
suggest?
That
might
be
more
specific
to
do
what
you
want
to
do,
but
to
avoid
some
of
the
pitfalls
so.
B
I
believe,
if
a
member
wanted
to
delay
the
adoption
of
the
entire
of
the
policy
in
and
of
itself,
if
this
motion
were
to
pass
would
be
the
only
reason
that
you
would
want
to
hold
the
vote.
B
So
the
next
amendment
after
this
vote
could
be
then
to
hold
the
vote
to
allow
for
its
accommodation,
because
if
it
were
to
turn
out
that
it
was
somehow
not
in
compliance
with
constitution,
komar
or
otherwise,
then
that
would
be
something
that
would
have
to
be
withdrawn,
because
it's
no
longer
illegal
as
an
amendment,
and
that
would
be
up
to
the
fellow
members
to
decide.
I.
Y
B
Not
want
to
tie
my
motion
to
that
number
one,
but
if
the
members,
I
am
supportive
of
of
a
hold
of
stay,
to
allow
public
comment
to
allow
the
staff
to
confer
with
mr
burns,
I
was
not
aware
that
he
had
to
leave
early.
This
is
why
this
is
kind
of
happening
in
a
little
odder
way
than
I
had
hoped
or.
C
B
N
My
friendly
amendment
suggestion
would
be
to
withdraw
your
motion
and,
let's
put
forth
a
motion,
to
postpone
the
third
reading
and
the
final
vote
for
this
for
next
for
next
time,
giving
them
time
to
researcher
and
give
us
feedback,
and
then
we
could
vote
on
it
next
time
with
that
amendment
or
any
language
changes,
they
may
suggest
to
cover
that
just
to
give
more
time
for
that
it
was
it's
not
to
say
no
to
this,
it's
just
things
that
we
would
have
proper
vetting
of
language
and
things
moving
forward.
I.
B
I
I
do
appreciate
the
friendly
amendment
and,
as
I
said,
I'm
I'm
willing
to
support
a
amendment
after
mine
is
vetted
through,
but
I'm
pretty
confident
in
mr
burns's
assessment
that
he
provided,
because
I
did
not
create
this.
This
is
this
came
directly
from
him,
and
so
I
I
feel
I
do
have
enough
legal
advisement
on
this
matter
at
this
time,
but
I'm
willing
to
entertain
a
whole
hold
vote
on
the
on
the
larger.
N
N
Okay,
mrs
corker
you're
lightweight,
okay,
miss
antoine.
N
I
was
just
planning
on
to
call
a
point
of
order,
please
and
call
the
question
I'm
back
on
the
orders.
I
I
just
want
us
to
go
ahead
and
vote
for
this.
I
I
think
if
we
we,
we
move
forward
and
vote
on
it.
It
will
allow
us
to
make
other
motions
based
on
that.
That's
what
I'm
attempting
to
do.
I
think
ms
antoine
has
called
the
question.
N
Second,
okay,
miss
hal.
This
is
a
vote
to
end
debate
on
the
current
motion.
Six
votes
are
needed
to
end
debate.
Would
you
please
call
a
roll
miss
antoine
aye,
mr
lein?
Miss
hummer,
miss
alvey
aye
ms
corcodell
aye,
mr
grannon
aye,
ms
aye,
ms
ellis
aye.
Mr
gilliland
aye
motion
passes
nine
zero,
so
I
would
have
done
concurrent
voice
vote
but
then
that
when,
if
I'd
done
that
there
would
have
been
a's
and
nay
so
sorry
for
prolonging
that,
okay,
we'll
now
move
to
a
vote
on
mrs
crocodill's
motion
at
this
time.
N
Miss
hummer
miss
alvey,
hey
miss
corcodell
aye,
mr
grannon
aye,
ms
schallheim
aye,
ms
ellis
aye,
mr
gillen
aye.
N
Motion
passes
6-3;
okay,
so
that
amendment
stands
as
as
of
now.
Ms
antoine.
N
So
now,
may
I
introduce
a
change
based
on
the
request
for
appeal
and
escalation.
I
want
to
first
before
I
put
motions
before
I
want
to
understand,
and
we
had.
We
had
some
extensive
discussion
about
keeping
the
parents
informed
on
what
can
happen
and
the
students
as
well
when
they
make
these
reports
and
what
happens
after
the
report,
and
I
the
discussions
included,
appeal
and
escalation.
N
So
I'm
looking
at
both
the
policy,
of
course,
and
the
regulation-
and
I
see
I
see
where
it
it's
not
necessarily
pointed
out,
but
it
infers
so
is
it
purposely
inferred
or
should
do
we
specifically
need
to
put
in
there
something
about
the
appeal
and
escalation
options?
N
So
the
appeal
and
escalation
was
a
suggestion
that
was
raised
by
mary
de
joni,
and
so
I
said
I
would
get
back
to
you
all
and
I
did
I
sent
an
email
last
week,
and
so
we
don't
use
that
terminology.
We
have
an
appeals
process
right
and
so,
as
I
indicated
in
my
email
that
was
shared
with
you
last
week,
how
we
typically
cross-reference.
N
Originally
the
discussion
to
with
the
principal
and
the
parents
and
guardians
and
ensuring
that
you
know
they
had
a
little
bit
more
detail
about
that.
You
know
things
are.
These:
are
the
possible
potential
consequences
or
remedies
and
with
the
code
in
accordance
with
the
code
of
student
conduct,
and
then
I
added
the
our
appeals
policy
regulation
under
the
related
entries,
so
the
it's
referenced
in
there,
it's
it's.
Yes,
it's
on
the
first
page
under
related
entries,
it's
jch
and
jchra.
N
So
my
my
concern
is
this:
we
often
get
the
parents
that
say
hey,
I
did
not
know
and
we're
we're
putting
it
back
on
them
to
basically
know
that
if,
if
it's
referenced
here,
I
can
go
back
look
at
this,
and
that
is
my
appeal
process.
N
N
So
I
unfortunately
I'm
trying
to
find
the
language
that
we
put
in
there
and
I
can't
find
it
with
regards
to
the
principle
sharing
the
process
with
the
parents.
We
have
a
due
process
section
in
here
as
well.
That
starts
on
page
nine,
so
I
don't
know.
N
I
feel
like
there's
a
lot
of
information
in
here.
That's
helpful
to
the
parents.
N
So
so
could
we
just
not
put
the
same
emphasis
back
here,
though,
so
the
parents
understand
that
there
is
an
under
due
process.
This
is
part
of
of
that
process.
I
think
it's
still
being
missed,
not
that
we
haven't
adopted
this
policy,
but
that
is
something
that
that
has
come
consistently
echoed
that
I
didn't
know.
I
had
all
the
options
beyond
what
was
here
and
so
just
identifying
that
maybe
in
this
regulation
is
what
I'm
recommending.
N
N
Any
public
comment
seeing
none.
We
will
now
move
to
a
vote
on
this
policy,
so
policy
jcca
is
on
third
reading
for
final
passage,
mrs
howe,
would
you
please
call
the
roll
miss
antwine
aye?
N
Yes,
absolutely
all
right.
We
will
now
move
to
item
6.06
bias,
behavior
and
language
policy
code.
J,
jo
jo.
This
is
on
third
reading
for
final
approval
today,
dr
arlatto,
can
we
have
your
recommendation
please?
Yes,
sir,
I
recommend
board
approval
policy,
j,
o
subject
to
final
correction
for
style
and
format.
Is
there
a
motion
so
moved?
This
motion
is
second
any
board
questions
or
comments
at
this
point,
mrs
corconell?
N
Okay,
so
mrs
croquetas
made
the
same
motion
and
I'm
I'm
going
to
just
make
an
assumption
right
now
right
now
that
it's
as
revised
by
mr
grannon's
initial
friendly
amendment
that
is
correct
on
the
prior,
that
is
correct,
the
same
one
that
the
same
amendment
that
we
just
adopted
for
bullying
and
bias
bullying
for
now
for
j.o
okay.
N
So
we
have
a
motion
and
a
second,
and
can
I
just
ask
too,
as
we
move
in
if
mr
ortiz
can
get
the
okay
and
it
because
I
couldn't
remember
to
verbatim
when
it
was
spoken,
perfect.
N
And
I
I
I
think,
we've
had
the
the
dialogue's
probably
going
to
be
the
same,
but
I'm
just
going
to
ask
any
board
questions
or
comments
on
mrs
croquetel's
amendment,
okay,
seeing
none
any
public
comment
on
the
motion.
Seeing
none!
Mrs
howell,
this
will
be
a
vote
on
mrs
corcodell's
motion
to
amend
the
policy.
N
Miss
antwine
aye,
mr
leib,
miss
hummer,
miss
alvey,
hey
miss
crocodile
aye,
mr
grandman
aye,
ms
schollheim
miss
ellis
aye,
mr
gilland
aye,
so
I
win
passes
six
three.
I
would
recommend
that
the
policy
be
further
amended
because
we
talk
about
protected
class,
federally
and
state
protected
classes
and
the
policy
and
political
affiliation
clearly
isn't.
So
you
may
want
to
look
at
that
language
because
that's
then
not
correct
for
bias
for
the
bias
yeah,
because
I
mean
the
right,
because
the
policy
statement
talks
about
that.
We're
talking
about
state
and
federally
protected
classes.
N
Could
you
be
more
specific,
miss
ortiz
as
to
where
you
were
referring
and
specifically
in
the
policy
that
limits
this
language
repurposing?
So
the
position
one
talks
about
you
know
the
federal
complying
with
federal
state
and
local
laws
based
on
membership
of
a
protected
class?
I
know
it's
referenced
in
the
regulation.
I
can't
really
pick
out
where
out
of
the
seven
pages
at
this
point.
N
N
So
I
think
it's
confusing
if
we're
talking
about
protected
classes
and
we
reference
protected
classes
in
the
regulation
and
then
we
add
political
affiliation
in
the
policy
and
then
you're
asking
us
to
add
political
affiliation
in
the
regulation,
but
it's
not
a
protected
class,
so
we
would
have
to
look
at
where
in
the
regulation
we
talk
about
protected
classes,
so
I
think
it
needs
to
be
distinguished
okay.
I
think
that.
Well,
I
don't
think
I'm
moving
my
motion
and
I'll
just
say
that
I
I
just
I
respectfully
disagree,
because
we
we
can.
N
Similarly,
as
the
other
did
so,
I
guess
absent-
of
of
other
legal
I'd,
I
would
just
suggest
that
if
staff
finds
that
there's
a
direct
contradiction
that
mr
burns
and
stuff,
we
can
go
in
and
do
and
I'm
willing
to
go
in
and
re-amend
the
policy,
but
unless
language
is
being
suggested,
I'm
I'm
going
to
keep
my
motion,
as
is
because
I'm
not
recognizing
that
the
way
you're
right,
and
so
I
don't
disagree-
that
we
can
protect
our
students.
N
N
To
specifically
avoid
was
what
mr
burns
had
shared
with
me
that
we
were
putting
in
an
implementation
to
avoid
you
having
those
inconsistencies
in
policy
and
otherwise
right.
So
that
is
why
I'm
gonna
kind
of
keep
it.
As
is
understood,
I
would
recommend
that
we
would
look
at
the
language
and
revise
that.
N
Obviously
you
need
to
go
in
and
do
that
because
it
is
not
my
intent
to
chagrin
for
that
spirit
and
intent,
and
since
everybody
has
testified,
they're
already
protected
here,
the
language
crafting,
I
don't
believe,
creates
the
bear
a
barrier,
but
that's
just
my
opinion,
which
is
why
we're
voting.
N
Thank
you,
okay,
two
more
questions,
mrs
ellis
or
lights.
Sorry.
N
So,
adding
adding
that
one
class
into
the
implementation,
I
don't
I
don't
see
how
that
contradicts
our
position
that
we're
that
we're
complying
with
federal
state
and
local
laws
right
and
so,
as
I
stated,
we
also
reference
it
throughout
the
regul
in
the
regulation
as
well.
I
don't
have
exactly
where
in
the
regulation,
so
the
concern
is
that
you
don't
want
to
talk
about
protected
classes,
state
and
federally
protected
classes
and
then
throw
in
their
political
affiliation.
N
So
the
concern
is
having
clarifying
language
to
distinguish
political
affiliation
from
what
our
actual
legally
protected
state.
You
know
state
and
federally
protected
classes.
We
could
say
protected
classes
or
other
characteristics
and
leave
it
back,
so
we
in
other
words
we
have
voted
to
amend
the
policy,
but
your
concern
is
in
the
regulation,
but
that's
in
both
the
policy
and
the
regulation.
I
think
you
know
whether
it's
other
or
other
characteristics
or
something
some
other
language.
Just
to
you
know,
so,
there's
no
con
confusion.
N
I
don't
know
if
mr
burns
had
recommended
language
to
address
that
okay,
miss
sanchoine,
so
so
miss
ortiz.
I
I
agree
with
you
that
protected
class
as
as
the
term
indicates
a
specific
set
of
classes,
so
my
recommendation
is
that
we
put
after
protected
class,
maybe
and
political
affiliations,
to
separate
it
out
to
change
the
verbiage.
N
N
Okay,
all
right,
I
think
only
you
heard
me,
mrs
corcodell,
so
it
is
my
motion
and
I
am
not
going
to
be
modifying
that,
because
my
my
the
counsel
I
received
was
to
not
deliberately
not
touch
these,
and
it
is
up
to
the
superintendent
and
his
group
to
develop
the
regulations
based
out.
What's
the
policy-
and
I
am,
as
I
said,
I
am
not
not
intending
to
just
pass
into
promotion.
N
What
she's
offering,
though,
is
to
update
the
language
within
here,
so
that
it
not
only
complies
with
the
legal
understanding
connotation
of
protected
classes,
but
we,
but
it
won't,
make
it
look
like
as
though
we
have
included
political
affiliation
as
a
protected
class.
If
miss
ortiz
would
like
to
recommend
a
and
a
modification
that
is
specific
to
be
added
to
the
motion,
I'm
willing
to
entertain
it,
but
that
was
not
my
understanding.
My
understanding
is
that
she
expressed
concern
and
I
don't
want
to
misinterpret
you.
N
N
You
guys
have
said
over
and
over
the
spirit
and
intent
different,
so
we
we
definitely
want
to
introduce
additional
language
that
will
allow
this
change.
The
motion
that
just
passed
introduce
some
language
into
our
policy.
That
includes
that,
rather
than
well,
we
are,
and
that's
what
the
motion
is
under
d
under
implementation.
N
N
Apply
the
amendment
without
a
grievance
understood,
I
just
I.
I
have
to
say
that
I
think
it
is
oh,
no,
no
I'm
not
trying
to
by
all
means
I
just
I'm,
I'm
just
letting
you
know.
I
think
it's
important
that
they
give
us
a
recommendation
on
what
other
language
can
go
in
there.
So
there'll
be
no
misinterpretations,
so
so
miss
antoine.
Are
you
asking
that
we
hold
the
policy
before
we
vote
or
because
we're
on
third
rating
for
final
passage
that
that
makes
it
kind
of
that
makes
it
difficult?
N
We
have
passed
a
motion
I
am.
I
am
then
recommending
if
we
could
for
this
particular
policy
that
we
delayed
until
next
meeting.
N
We
add
the
language
because
we
passed
that
but
come
back
on
the
vote
for
the
final
of
the
language
until
we
can
get
some
some
verbiage.
To
put
the
I
I
I
as,
as
I
said,
expressed
to
ms
hummer,
the
the
technical
way
of
doing
that
would
be
after
the
amendment.
I'm
I'm
not
moving
the
amendment,
emotions
right,
so
we're
all
ready
to.
Oh,
you
want
to
so.
N
That
we
delay
the
vote
to
allow
our
legal
team
for
policy
to
come
back
with
some
language
that
that
can.
N
Okay,
so
miss
antoine
has
a
motion
if
I,
if
I'm
just
going
to
ward
smith,
to
table
this
until
the
next
meeting
at
that
point,
so
this
is
a
a
vote
to
tape.
Lay
lay
upon
the
table.
Is
there
a
second?
N
There
is
a
second
at
this
point,
so
this
is
a
majority
vote.
We
need
five
votes
to
move
this
to
the
next
meeting.
Mrs,
how
would
you
please
call
roll
miss
antwine?
N
Oh
nay,
mr
gilliland
aye
motion
passes,
5-4,
look
and-
and
I
I
would
just
tell
you-
I
I
think
I've
had
two
board
members-
make
a
comment
to
me
that
you
know
we
were
doing
some
substantive
changes
without
the
presence
of
legal
counsel,
and
I
will
address
that
with
legal
counsel.
We
we
should
have
had
an
associate
here
today,
so
I
take
responsibility
for
that.
N
At
this
point,
item
6.06
will
be
renumbered
and
put
on
the
agenda
september
25th.
We
now
move
to
item
6.07
ratification
of
the
negotiated
agreement
between
board
of
education
and
secretaries
and
administrative
assistants,
association
of
anne
arundel
county.
This
is
an
action
item.
Dr
arulato,
can
we
have
your
recommendation
please?
Yes,
sir.
I
recommend
that
the
board
approve
the
tentative
agreement
between
the
board
of
education
and
the
secretary's
administrative
assistants,
association
of
anne
arundel
county,
also
known
as
sayak
there's
a.
N
N
N
N
No
motion
fails
one:
eight,
okay,
we'll
now
move
to
the
discussion
with
miss
ross,
a
presentation
from
ms
ross
sure
good
afternoon,
mr
gilliland,
dr
alato
and
members
of
the
board,
the
negotiating
teams
from
the
board
of
education
and
the
secretaries
and
assistants
association
of
anne
arundel
county
and
the
board
of
education
of
anne
arundel
county
have
reached
a
tentative
agreement
for
fiscal
year,
2020,
subject
to
your
approval.
N
In
brief,
the
summary
of
changes,
as
agreed
upon
by
both
parties
include
but
are
not
limited
to
step
increases
for
eligible
unit
for
employees
in
accordance
with
the
negotiated
agreement,
a
2
percent
cola
for
all
unit,
4
employees
and
a
backup
step
or
catch
up
step
for
eligible
unit.
4
employees
who
did
not
receive
a
negotiated
step
in
the
2008-2009
academic
year,
have
not
changed
bargaining
units
and
have
not
reached
the
top
of
the
salary
scale.
N
There
will
also
be
a
back
step
catch-up
step
for
eligible
unit.
4
employees
who
did
not
receive
a
negotiated
step
in
the
2009-2010
academic
year,
have
not
changed
bargaining
units
and
have
not
reached
the
top
of
the
salary
scale.
All
of
these
changes
will
become
effective
july.
1
20.
excuse
me:
2019
the
teams
diligently
work
to
reach
an
agreement
that
serve
the
best
interest
of
of
another
county
public
schools,
sayac
members,
and
supports
their
commitment
to
aacps
students,
staff
and
community.
N
I
would
like
to
thank
the
saac
negotiating
team
for
their
dedicated
efforts
during
fy20
negotiations
on
september
11
2019
sayak
ratified
this
agreement
and
I
respectfully
request
your
approval
and
ratification
of
the
noted
summary
of
changes.
Thank
you,
okay.
Okay,
excellent,
do
we
have
any
board
questions
or
comments
at
this
point.
N
Seen
on
any
public
comment,
this
is
a
vote
on
item
6.07.
This
is
how
would
you
please
call
a
roll,
miss
antwine
aye
mr
leib
miss
hummer
aye
ms
alby
aye,
ms
corcodell
aye,
mr
granin.
All
right,
miss
schallheim
aye,
ms
ellis
aye,
mr
gilland
aye
motion
passes
nine
zero
great,
thank
you
and
thank
you.
Miss
rawls
item
6.08
is
the
2019-2020
board
of
education
calendar
this
just
by
way
of
background
board
of
education,
approved
its
2019-2020
calendar,
public
meetings,
hearings
and
workshops.
N
At
its
november,
14
2018
meeting
calendar
calls
for
two
meetings
to
occur
in
a
six-day
period
september,
25th,
2019
and
october
1st
2019..
At
this
time
is
there
a
motion
to
change
the
date.
N
I'll
make
a
mission
yeah
very
motion
to
change
the
date.
Yes,
I
move
that
we
change
the
date
from
the
october
from
october
1
to
october
10..
Is
that
correct
some
motion
and
a
second
to
change
the
date
from
october
1
to
october
10th,
maintaining
a
daytime
meeting
any
further
discussion
on
this?
Any
public
comment
on
this
scene?
Mrs?
How
would
you
please
call
roll
miss
antwine,
aye.
N
N
Yes,
okay,
mr
grannon
aye,
ms
schallheim
aye,
ms
ellis
aye,
mr
gilliland
aye
motion
passes
9-0
any
other
discussion
or
changes
to
the
2019-2020
board
calendar
at
this
time
at
this
time.
Seeing
none.
That
concludes
that
item.
Thank
you
we'll
now
move
to
item
seven
point
review
items
item,
seven
point:
zero!
One
is
a
word
of
contracts.
N
Is
there
any
public
comment
seeing
none?
The
next
general
meeting
of
the
board
of
education
will
be
on
wednesday
september
25th
2019
at
7
p.m.
There
will
be
a
board
workshop
tomorrow
on
the
cip
and
capital
budget
september.
12
2019
6
p.m.
In
this
room,
next
policy
committee
meeting
will
be
wednesday
september
25th
2019
at
4
p.m.
Next
budget
committee
meeting
will
be
wednesday
20
september
25th
2019
at
5
p.m.
It's
your
motion
to
adjourn
all
favor
say
I
post.
No,
we
stand
adjourned.
Thank
you.