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From YouTube: BOE Blueprint for Maryland's future 12-13-2021
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A
A
A
A
B
Public
schools,
this
workshop
is
open
to
the
public.
However,
there
is
no
public
testimony
as
a
reminder.
Guests
are
expected
to
wear
their
masks
while
visiting
the
carol
s
parham.
Building.
This
workshop
is
being
broadcast,
live
on
aacps
tv,
which
can
be
found
on
channel
96
on
comcast
and
broad
stripe
and
36
on
verizon.
B
C
Thank
you,
madam
president,
members
of
the
board
we're
delighted
to
share
some
information
with
you
regarding
the
blueprint
before
you
sits
two
of
the
state
experts.
I
would
say
they
are
the
experts
in
the
state
for
anyone
that
could
actually
be
an
expert
in
this
area,
because
it
is
so
new.
I
think
it
is
in
flux
and
changing
as
we
are
beginning
to
sift
through
it
all
and
make
sure
that
we
understand
its
meaning
and
purpose.
C
So
before
you
is
dr
shannon
pugh,
who
is
our
director
of
community
and
school-based
programming,
she
has
she
wears
a
number
of
hats,
including
overseeing
title
one,
our
community
schools,
but
she
is
helping
guide
us
as
a
system
through
all
that
is
the
kerwin
commission
in
the
blueprint
and
joining
her.
As
you
know,
mr
stansky
already
he
is
our
director
of
budget
and
finance
and
he
is
helping
lead.
C
The
other
cfos
across
the
state
through
the
interpretation
of
all
that
is
kerwin
and,
of
course,
so
much
of
it
is
money
related
and
budgeting
across.
So
many
different
categories,
and-
and
so
he
is
we're
lucky
to
have
him
here
and
and
he
is
helping
guide
the
state
through
this
process
so
without
further
ado,
I'll
turn
it
over
to
dr
pugh
and
to
mr
stansky.
Thank
you
for
being
here.
D
Dr
lotto
and
I'm
president,
and
vice
president
members
of
the
board,
thank
you
for
allowing
us
to
present
to
you
today
on
the
blueprint
for
maryland's
future.
It's
been
a
long
journey
and
so
we're
happy
to
start
moving
forward
and
implementation.
D
So,
a
little
bit
of
background,
so
senate
bill
905
from
the
2016
legislative
session
established.
What
is
what
is
officially
known
as
the
commission
of
on
innovation
and
excellence
in
education
or
kerwin
commission
for
short,
is
due
to
dr
brick
herwin,
who
is
chancellor
of
the
university
system
maryland
at
that
time,
was
appointed
chair
and
the
commission
really
had
to
two
overarching
goals.
D
As
far
as
academic
achievement,
the
second
recommendations,
or
the
second
sort
of
big
rock,
was
to
make
recommendations
to
enable
maryland's
pre-k-12
system
to
perform
at
the
levels
of
the
best
performing
systems
in
the
world,
and
for
this
they
they
procured
a
consultant
from
the
national
center
on
education
and
the
economy
mark
tucker,
and
they
what
they
really
did
was
use
these
building
blocks
from
that
organization
and
studied
what
they
call
the
highest
performing
systems
in
the
world.
And
you
see
them
here
on
the
slide.
D
They
looked
at
finland,
singapore,
ontario,
shanghai,
china
and
massachusetts,
and
really
what
they
did
is
took
what
they
thought
were
the
best
parts
from
each
one
of
those
systems
and
tried
to
frame
it
in
what
they
called
the
maryland
context,
meaning
how
do
these?
How
do
these
big
sort
of
policy
areas
or
big
building
blocks
fit
into
how
maryland
runs
schools
and
how
they're
structured,
and
so
basically,
those
were
like
the
two
overarching
themes
and
goals
of
the
commission?
D
The
commission
then
made
recommendations
for
for
how
to
implement
these.
These
building
blocks
through
the
through
the
next
decade,
or
really
through
2033.,
having
to
do
all
this,
while
keeping
in
mind
that
that
the
federal
accountability
system
was
still
there
and
that
maryland
still
had
to
adhere
to
those
federal
requirements
as
well.
D
So
but
before
we
got
to
the
to
the
big
bills,
there
was
also
some
what
we
call
pre-implementation
legislation,
and
this
is
really
centered
around
senate
bill
1030
from
the
2019
legislative
session
and
basically,
what
these,
what
that
bill
did
was
fund
a
lot
of
programs
based
on
the
interim
report
that
was
issued
by
the
by
the
commission
in
january
of
2019,
and
so
you
can
see
on
the
slide
here.
D
Maryland
began
to
fund
a
full
day
pre-k
for
four-year-olds,
albeit
a
small
per
student
amount,
but
that
was
the
first
time
we
actually
got
recurring
funding
for
those
for
those
students.
There
were
teacher
salary
incentive
grants
that
were
funded.
D
Maryland
began
the
community
school
program,
so
schools
that
that
had
free
and
reduced
price
meal
counts
of
80
or
more
were
awarded
grants
to
to
fund
a
community
school
program
coordinator
and
a
full-time
health
practitioner.
There's
increased
special
ed
funding,
as
well
as
funding
to
for
each
district
to
name
a
mental
health
coordinator
and
then
finally,
there
is
funding
for
what
they
call
transitional
supplemental
instruction
grants,
and
this
is
actually
essentially
tutoring
for
for
students
in
grades
k
through
three
who
are
identified
as
struggling
learners.
So
all
of
this
was
implemented.
E
So
from
the
from
the
law,
we
have
five
policy
areas,
so
they
are
on
the
screen,
but
the
first
one
is
early
childhood
education.
The
second
policy
area
is
high
quality
and
diverse
teachers
and
leaders.
The
third
policy
area
in
anne
arundel
county
we're
going
to
call
it
career
in
college
pathways
and
statewide
it's
college
and
career,
but
we
wanted
to
recognize
that
paradigm
shift
of
really
focusing
on
careers,
so
we
have
ccr's
career
and
college
pathways.
E
E
So
we
were
one
of
the
first
school
systems
in
the
state
to
start
work
groups
focused
on
the
implementation
and
unpacking
the
legislation
or
the
law
related
to
kerwin
or
the
blueprint.
So
right
now
we
are
in
what
we
are
calling
stage
one
of
this
work.
This
work
is
where
we
have
work
groups
that
meet
every
week
for
three
to
four
hours
to
by
policy
area.
To
look
at
the
look
at
the
law.
Look
at
the
context
in
every
piece
of
it.
E
So,
for
example,
we
can't
just
look
at
the
blueprint
without
looking
at
the
entire
education
code
of
maryland,
in
addition
to
the
federal
requirements
such
as
the
essa
plan,
as
we
move
forward,
but
the
stage
one
work
is
unpacking
the
law
addressing
any
of
the
immediate
deliverables.
We've
had
several
reports
that
have
been
due
to
either
msde
or
the
state
legislature
or
what
we'll
get
to
shortly
the
aib
board,
and
so
we
have
completed
those
reports.
We've
identified
many
questions
that
we
have
for
msde
and
then
we're
preparing
for
stage
two.
E
So
our
stage
two
work
is
the
work
that
we
anticipate
starting
in
february
in
february
per
the
law.
The
aib
is
supposed
to
submit
a
plan
of
how
we
are
going
to
implement
blueprint
across
the
state.
At
that
time,
any
any
all
school
systems
will
have
to
align
a
multi-year
plan
to
whatever
aib
issues
in
february.
So
in
february
we
anticipate
stage
2
kicking
off
stage.
E
So
as
on
a
statewide
level,
we
are
meeting
so
I
serve
as
the
district
coordinator
for
anne
arundel
county
every
district
in
the
state
had
to
identify
a
implementation
coordinator,
and
we
meet
every
few
weeks
as
a
state
of
under
the
leadership
of
mabe
and
pizzam,
and
on
that
team
we
are
very
well
represented
from
aacps.
E
E
For
example,
miss
batten
serves
miss
batten
and
mr
wayjack,
who
is
the
director
of
instruction,
serves
on
the
ccr
teams
as
well.
I'm
gonna,
let
mr
stansky
continue
a
little
bit
more
with
the
aib.
D
Yeah,
so
the
big,
the
big
sort
of
immediate
takeaways
from
those
those
working
groups
is,
we
want
to
be
able
to
garner
questions
that
districts
have
and
so
possibly
to
inform
any
sort
of
potential
amendments
that
may
that
we
may
need
during
the
legislative
session
or
changes
or
just
questions
to
the
aib
or
msde
as
to
as
as
far
as
implementation,
as
dr
p
alluded
to
by
law,
the
aib
has
to
issue
sort
of
a
statewide
implementation
plan
by
february
the
15th.
D
There
are
some
members
of
that
board
that
have
already
indicated
that
that
may
be
an
aggressive
deadline,
given
that
they've
just
formed,
but
it
is
in
the
law
so
we'll
have
in
order
to
you
know,
push
that
date
back.
I
think
they'll
need
a
legislative
change
for
that.
The
law
then
further
goes
on
to
say
by
april.
First
msde
must
issue
sort
of
a
rubric
or
framework
on
how
they're
going
to
grade
and
recommend
approval
or
not
approval
for
each
district
plan.
D
That's
part
of
the
law
is
that
msde
provides
the
aib
with
a
recommendation
of
approval
or
not
approval,
and
then,
ultimately,
by
june
of
2022,
the
district
must
submit
their
plan
to
the
aib
and
again,
as
dr
pugh
indicated,
that
plan
must
align
to
the
aib
the
aib
framework.
D
So
with
that
we're
going
to
dig
into
policy
areas,
and
so
the
first
one
is
policy
area,
one
which
is
a
big
focus
on
early
childhood
education.
So
the
the
commission
and
the
law
anticipates
in
in
and
requires
a
significant
expansion
into
pre-k
full
day
for
both
three
and
four-year-olds.
So
that's
the
first
big
change
right
now.
The
compul
the
districts
are
are
required
to
provide
at
a
minimum
half-day
programs
for
four-year-olds.
D
This
will
now
change
and
in
order
to
receive
funding
that
districts
will
then
have
to
offer
full
day
for
both
three
and
four-year-olds,
and
I
would
say,
and
and
the
priority
is
given
to
what
they
call
tier
one
income
eligible
families,
as
well
as
students
who
are
identified
for
special
education.
D
A
big
change
here
is
right.
Now
the
poverty
threshold
level
is
about
185
percent
of
poverty,
which
is
for
a
family
of
four
about
forty
nine
thousand
dollars.
This.
The
the
blueprint
increases
that
threshold
to
three
hundred
percent
of
poverty,
which
is
for
a
family
of
four
about
seventy
nine
thousand
dollars.
D
So
there's
a
significant
jump
in
the
number
of
families
who
will
become
eligible
for
free
pre-kindergarten
in
in
in
maryland,
and
so
with
that
dr
p
is
gonna
kind
of
walk
you
through
some
of
the
big
rocks
here
in
this
policy
area.
E
E
Part
of
the
policy
area
is
to
really
recognize
and
encourage
high
quality,
pre
early
childhood
education,
and
so
in
maryland.
We
have
something
an
accreditation
certification
program
called
excels.
Excels
actually
doesn't
stand
for
anything,
it's
just
called
excels,
but
that
is
the
certification.
It
is
a
very
robust
and
time-consuming
process.
It
takes
about
18
months
to
get
a
classroom
certified
in
excels.
E
We
have
actually
been
in
conversation
with
msde
to
talk
about
the
some
of
the
challenges
related
to
that
platform.
I'm
not
talking
about
the
requirements
of
excels,
but
the
actual
platform
that
we
have
to
upload
things
it
is,
it
does
not
re
does
not
allow
for
districts
or
even
school-wide
uploads.
It
does
require
individual
classroom
uploads
of
hundreds
of
documents,
so
we
are
working
with
msde
and
our
partners
to
see.
E
If
we
can
streamline
that
effort
and
msd
was
very
open
to
us,
providing
some
suggestions
on
how
to
make
that
an
easier
process
as
we
move
forward.
In
addition,
the
blueprint
requires
that
our
teaching
assistants
also
have
more
education
and
ready
to
work
with
our
students
in
our
pre-k
classrooms.
That's
going
to
be
a
little
bit
of
a
change.
We
have
our
tas
who
currently
do
not
have
associate's
degrees,
but
as
we
move
forward,
that's
going
to
be
one
of
the
expectations
or
the
certification
that
comes
with
pieces
of
that.
E
So
the
blueprint
calls
on
a
possibility
of
a
public
and
private
relationship
where
we,
where
we
could
work
with
private
pre-k
providers
in
order
to
fill
some
of
these
seats
or
a
recommend
or
make
available
some
of
these
seeds.
However,
as
of
right
now,
it
does
not
appear
that
many
private
providers
are
are
interested
in
forming
that
partnership
with
us
and
I'm
sure
you're
wondering
why
that
might
be
so
to
highlight
a
few
things
of
the
requirements.
So
it
doesn't
matter
whether
you
are
a
public
school
system
or
a
private
provider.
E
You
have
to
provide
the
same
and
the
same
you
have
to
align
to
the
same
requirements
so
number
one
they
have
to
become
excel
certified
just
said,
that's
a
very
lengthy
process
for
them
to
do
and
by
each
classroom.
In
addition,
they
have
to
offer
the
same
salary
and
benefits
package
that
the
school
system
offers.
We
pay
our
teachers
significantly
more
than
most
of
the
private
pre-k
providers
in
the
baltimore
washington
corridor,
and
so
in
addition
to
that,
they
would
have
to
follow
the
anne
arundel
county
or
any
county.
E
So
this
is
an
issue
not
just
us.
This
is
an
issue
across
the
state.
They
would
have
to
follow
the
school
system's
calendar
and
hours
of
operation
and
in
addition,
they
also
can't
teach
religion
so
altogether.
When
you
look
at
the
private
providers
that
we
do
have
that's
a
it's
a
it's
a
financial
consideration
for
them.
Msd
has
taken
this
opportunity
to
to
reach
out
to
private
providers.
They
are
currently
working
with
private
providers
to
try
to
get
them
to
participate
in
the
program
as
of
right.
E
Now,
that's
not
a
requirement
on
us
to
do
that.
Partnership,
although
that
will
be
in
the
future,
so
they
are
working
on
those
pieces
for
right
now,
as
we
expand
the
number
of
seats,
we
need
more
space,
and
so
our
regional
assistant
superintendents
worked
very
hard
to
go
through
every
elementary
school
to
try
to
find
where
we
have
possible
classrooms
for
this
expansion.
E
We
even
are
being
so
creative
that-
and
you
might
know
that
in
our
high
schools,
we
do
offer
certification
for
our
students
who
want
to
engage
in.
You
know
pre-k
or
early
childhood
opportunities.
So
we
do
have
classroom
space
in
high
schools
that
we
do
offer
opportunities
for
half
day,
pre-k
programs
already,
so
we
are
looking
into
possibly
using
some
of
that
space
as
well
for
the
full
day
programs
through
the
efforts
of
everyone.
E
We
do
believe
that
we
have
secured
enough
space
for
the
next
year
or
two,
but
in
all
transparency,
then
we
are
out
of
space,
so
just
putting
that
on
on
your
radar.
This
program
also
goes
from
right.
Now
we
have
four-year-olds,
except
for
eci.
We
do
have
three-year-olds
in
our
eci
programs,
but
now
we're
going
to
expand
to
three-year-olds
and
to
have
a
program
for
three-year-olds
offers
a
or
requires
a
different
level
of
supports
than
we
are
traditionally
have,
and
I
do
want
to
be
just
very
transparent.
E
When
we
talk
about
three-year-olds
in
pre-k,
we
have
no
intention
whatsoever
of
trying
to
teach
three-year-olds
how
to
read
and
do
math
and
writing.
It
is
all
very
much
grounded
in
play-based
learning
the
state
standards
that
we
have
to
follow
for
that
program
highlight
social
emotional
skills,
highlight
speaking
and
listening,
find
motor
skills,
so
we're
not
going
to
try
to
teach
three
or
four-year-olds
outside
of
what
is
developmentally
appropriate
for
our
youngest
learners.
We
also
are
going
to
have
to
build
in
rest
time
or
nap
times
for
our
youngest
children
as
well.
E
D
Yeah,
so
let's
talk
a
little
bit
about
budget
implications
here
in
policy
area,
one
as
dr
few
alluded
to
in
our
sr3
grant.
We
did
propose
using
some
of
those
funds
to
begin
the
expansion
of
a
full
day,
pre-k
and
and
so
the
reason
we
did,
that
is
similar
to
other
funding.
We
get
from
the
state
and
the
county.
D
D
Really,
you
know,
comply
with
policy
area
one
and
to
you
know,
where
possible,
expand
our
our
pre-k
opportunities,
because
once
those
students
enroll
and
get
in
our
930
counts,
then
they
can
come
off
the
esser
funding
and
then
on
to
the
state
and
and
local
funding
formulas
for
for
pre-k,
so
transitioning
to
that.
So
yes,
that
we
finally
will
get
money
from
state
and
county
for
for
pre-k,
and
this
will
be
a
recurring
theme
for
me
tonight.
D
It
is
you
see,
state
and
county
right,
so
the
blueprint
mandates
that
there
are
state
and
local
components
to
almost
all
the
funding
formulas
and
given
anne
arundel
county's,
well
relative
wealth
to
the
rest
of
the
state.
What
you
will
see
is
that
more
of
the
mandates
will
be
on
the
county
side
and
not
on
the
state
side,
and
that
is
that's
just
strictly
due
to
our
you
know
what
our
wealth
numbers
have
looked
like
traditionally,
and
probably
what
they'll
look
like
moving
forward
so
so.
D
D
Do
you
want
to
also
mention
that,
while
there
is
money
that
it
will
be
required,
it
is
still
not
subject
to
the
maintenance
of
effort
calculation?
It
is
still
that
calculation
is
still
a
k-12
calculation,
but
when
we
get
to
policy
area,
four
we'll
talk
a
little
bit
more
about
how
the
maintenance
of
effort
calculation
is
going
to
look
with
these
required
matches.
Moving
forward,
I
do
want
to
again
emphasize
dr
pugh
mentioned
the
space
issues.
D
So
in
the
blueprint
it
does
mention
that
the
interagency
committee
on
school
school
construction
should
prioritize
pre-k
requests,
but
it
doesn't
identify
any
new
funding
sources
for
school
construction
statewide.
So
all
that
really
means
is
if
pre-k
may
fall
higher
on
the
priority
list,
but
that
means
something
else
is
getting
bumped
off
right
now.
They,
you
know
they're
they're
thinking
around
to
help
offset.
That
was
this
private
partnership
piece
where
we
could.
D
We
could
engage
private
providers
in
in
availing
themselves
of
seats,
then
lessening
the
cost
on
on
the
district,
at
least
from
a
capital
perspective,
as
dr
pugh
alluded
to.
D
I
think
we're
we're
going
to
struggle
in
that
for
a
couple
years
until
one,
I
think
the
per
pupil
gets
high
enough
to
where
it
would
attract
some
of
our
private
providers,
and
maybe
some
of
these
other
barriers
that
we
have
been
discussing,
maybe
get
looked
at
again
by
the
legislature,
and
I
think
the
last
thing
I'll
say
on
on
this
is
this-
is
going
to
require
additional
work
and
in
human
resources
to
to
get
folks,
especially
on
the
on
the
teaching
assistant
side,
to
get
those
certifications,
because
that
is
not
a
requirement
right
now.
D
We
all
know
the
current
environment,
for
hiring
people
is
tough
and
and
and
asking
for
those
additional
certifications
to
to
work
in
those
jobs
will
will
just
be
another,
a
challenge
that
hr
and
the
in
the
recruiting
team
are
going
to
have
to
work
through
all
right,
jumping
ahead,
so
policy
area,
one
is
really
trying
to
attack
the
achievement
gap,
the
opportunity
gap
for
those
youngest
learners
now
on
to
the
policy
area,
two
which
is
high
quality
and
diverse
teachers
and
leaders,
and
so
this
was
really
the
overarching
theory
of
action
here
is
that
we
want
to
keep.
D
We
want
to
attract
the
best
and
brightest
into
the
profession,
and
we
want
to
keep
them
in
the
profession,
and
so
by
doing
that,
we
they're
gonna.
You
know
we're
they're,
advocating
creating
structures
and
systems
to,
whereas,
where
teachers
want
to
stay
in
the
classroom
for
their
entire
career,
they
can
but
still
move
up
and
progress
to
to
to
leadership
roles
while
still
teaching
and
and
see
salary
increases
along
the
way.
D
But
it
does
mandate,
certain
benchmarks
be
hit
for
employees
and
so
dr
pugh,
who
has
really
tackled
this
policy
area
head-on,
she
will.
She
will
walk
you
through
the
specifics
on
this
one.
E
So
when
I
say
when
he
says,
walk
through
this
specifics,
we're
just
gonna
hit
a
few
of
the
big
rocks.
This
is
very
robust
policy
area,
so
the
first
piece
that
will
affect
us
immediately
beginning
next
year,
we're
very
excited
that
our
nationally
board
certified
teachers
are
going
to
have
a
salary
increase
of
ten
thousand
dollars
per
year.
So
that
is
a
salary
increase.
It's
not
a
stipend,
so
that
does
impact
their
the
retirement
and
other
pieces
of
that.
E
So
for
this
this
past
weekend
matter
of
fact,
national
board
just
released
the
next
round
of
certifications
and
maintenance
of
a
certificate
matter
of
fact,
if
the
when
teachers
logged
in
this
weekend
and
they
and
achieved
up
pumped
a
bunch
of
fireworks
and
everything
so
some
social
media,
there
was
a
lot
of
that
on
social
media,
so
congratulations
to
them.
They
had
to
achieve
or
re-certify
in
the
middle
of
covid
in
hybrid
teaching,
so
a
big
shout
out
to
them.
E
We
believe
that
we
have
eligible
for
this
for
the
salary
enhancement
we
have
about
200
and
probably
63
or
64
teachers
who
this
would
qualify
for
next
year,
not
counting
those
who
might
have
certified
this
weekend
or
had
a
recertification.
So
it's
a
ten
thousand
dollars
increase.
However,
there
are
opportunities
for
even
a
larger
salary
enhancement
as
teachers
recertify
or
if
they
teach
in
what
is
going
to
be
identified
as
low-performing
schools.
E
This
is
just
the
first
of
several
efforts
to
try
to
encourage
teachers
to
stay
in
the
classroom
is
in
using
national
board
as
a
as
a
metrics,
this
one
as
a
metrics
of
high
quality
teaching,
as
we
start
to
transition,
and
we
have
teachers
who
are
who
are
identified
for
these
enhancements,
and
we
have
this
what
I
call
this
messy
middle
as
we
move
forward.
So,
for
example,
in
order
for
teachers
to
receive
the
salary
enhancement,
they
have
to
be
teaching
about
60
of
their
time.
On
average,
we're
going
to
have
this
messy
middle
of.
E
We
have
some
teachers
at
school-based
level
who
don't
teach
a
full
load
or
have
reduced
reduced
time
or
release
time,
and,
as
we
start
increasing
the
amount
of
time
that
they're
going
to
be
teaching.
We
have
to
just
be
aware
of
some
of
the
implications
that
that
might
have
on
some
of
the
structures
in
the
school.
So,
for
example,
our
literacy
teacher,
the
students.
We
just
need
to
be
mindful
that
at
the
elementary
schools,
where
there
aren't
aps
those
literacy
teachers
take
on
a
lot
of
those
instruction
of
being
the
testing
coordinator.
E
E
But
this
also
gives
us
a
little
bit
of
an
opportunity
to
really
stress
that
the
elementary
schools
that
don't
have
an
assistant
principal
they
really
need
an
assistant
principal.
So
those
literacy
teachers
can
be
doing
what
we
need
them
to
be
doing
and
that's
working
directly
with
students
on
literacy
skills
and
coaching
the
adults
in
the
building.
So
so
that's
the
national
board
piece.
E
We
will
begin
working
on
a
career
ladder,
so
the
career
ladder
goes
into
effect
in
fiscal
year
25
and
that
career
ladder
we
have
to
incentivize
teachers
to
opt
to
current
teachers
to
opt
in
to
that
career
ladder.
Any
new
hires
will
automatically
go
into
the
career
ladder,
but
for
for
our
current
staff,
we
have
to
incentivize
them
to
do
so
and
that
career
ladder
as
you
look
through
the
law
and
the
the
intent
as
teachers
gain
or
have
opportunities
to
do
more
teaching
leadership
opportunities
in
their
in
the
school.
E
They
there
are
lead
teacher
roles
or
distinguished
teacher
roles
that
include
more
advancement
for
for
leadership
as
well
as
for
salary
enhancements.
E
This
interesting
new
paradigm
shift
of
an
assistant
principal
teaching
for
20
of
the
of
his
or
her
work
time.
So
we
are
still
unpacking
what
that
might
look
like
as
we
move
forward
and
when
we
get
to
that
piece
of
the
of
the
career
ladder
a
little
bit
of
dive
into
the
60
40
split.
When
we
talk
about
a
paradigm
shift
for
teachers,
so
in
the
blueprint
the
definition
of
a
teacher
is
is
provided
as
someone
who
teaches
on
average
60
of
their
working
time.
E
We're
looking
at
right
at
18
percent
of
teachers.
Time
is
spent
in
collaborative
planning
or
planning,
individual
or
collaborative
planning.
Sorry
is
right
about
18.2
percent.
So
then,
when
we
look
at
blueprint,
the
expectation
is
that,
in
addition
to
working
on
improving
instruction,
which
would
be
collaborative
planning,
professional
development
and
other
pieces
that
deal
with
the
development
of
curriculum
and
lessons
and
looking
at
data
for
students,
it's
really
this
piece.
You'll
see
three
bullets
there
that
all
have
to
deal
with
working
with
students.
E
So
as
we
move
forward
and
and
plan
for
this
changing
paradigm,
we
really
need
to
start
thinking
about
what
does
it
look
like
to
work
with
students
in
a
different
way?
So
when
we
talk
about
tutoring,
the
legislation
talks
about
a
tutoring
model.
So
when
we
look
at
the
tutoring
model,
what
does
that
look
like
for
teachers
as
they
work
directly
with
small
groups
of
students?
Are
we
talking
about
pushing
into
classrooms?
E
We
have
multiple
adults
and
classrooms
at
the
same
time
that
we
have
a
couple
of
models
already
in
place
that
we
can
examine
a
little
bit
more
for
this.
For
example,
at
our
title,
one
funded
schools,
we
have
positions
called
cyst
and
those
cysts
are
teachers
who
provide
direct
interventions
and
programming
and
in
many
cases
they
push
into
plaster
providing
opportunities
for
to
support
students
in
this
way.
In
addition
to
that,
we
are
looking
at
how
we
use
our
teaching
assistants,
paraprofessionals
or
technicians
within
the
classroom.
E
Also
later
on,
I
know
in
the
budget
you
will
see
some
requests
for
additional
teaching,
assistants
or
paraprofessionals,
and
the
intent
of
that
is
to
try
to
start
building
the
structure
in
these
models
of
how
we're
supporting
students
in
schools
and
what
is
it
going
to
look
like
when
we
have
teachers
teaching
directly
less
time
than
they
currently
do
for
just
one
little
piece
of
as
we
roll
out
the
amount
of
time
or
these
new
teachers?
So
as
we
talk
about
a
60
40
split,
this
is
not
an
immediate,
even
opportunity.
E
E
Under
this
model,
that's
not
even
one
teacher
per
school,
and
so
what
the
the
law
does
require
that
we
prioritize
the
high
needs
schools
and
so
we're
really
looking
at
fiscal
year
29
to
30
before
we
see
enough
additional
staffing
to
really
actualize
this
in
all
of
our
in
all
of
our
schools
in
some
way.
So
just
want
to
give
you
that
time
frame
for
that
piece.
D
All
right
and
so
good
segway
into
where
are
we
going
to
put
all
these
additional
people
so
budgetary
implications?
Again,
I'm
going
to
go
back
to
the
to
the
cip.
So
if
we're
you
know
we're
going
to
hire
additional
teaching
positions,
additional
paraprofessional
positions,
they
have
to
have
a
place
in
the
school
to
to
be
located,
and
so
this
could
have
significant
capital
budget
implications
as
we
start
to
model
out
what
this
looks
like,
but
also
you
know
obviously
then
back
to
the
to
the
salary
piece.
D
So
obviously
the
the
national
board
certification,
salary
increases
will
will
start
again
in
fiscal
23.
So
we'll
see
that,
but
again
this
is
a
wealth
equalized
formula,
so
the
state
will
chip
in
a
certain
amount
and
the
county
is
going
to
have
to
as
well.
D
Dr
p
mentioned
the
60
000
minimum
starting
salary
that
will
be
in
fiscal
27,
but
that
means
we
have
to
systematically
work
there
and
get
ourselves
there
to
to
that
point
as
well
as
there
is
for
for
teachers,
at
least
in
in
in
the
legislation.
D
See
we'll
have
to
again
ensure
that
building
those
those
increases
in
and
what
what
counts
and
what
doesn't
count
in
those
increases
is
still
very
much
a
discussion
amongst
the
24
of
us
and
amongst
the
amongst
the
legislature,
so
we'll
have
to
see
what
what
ultimately
pans
out
with
that
and
then
again
I'll
have
to
say.
Finally,
dr
pugh
alluded
to
the
the
multiple
pay
scales
right,
so
by
fiscal
25.
D
D
So
that's
with
policy
area
two
we
are
now
on
to
policy
area,
three
career
and
college
readiness,
so
we're
you
know,
talked
about
pre-k
hitting
folks
hitting
students
early,
getting
them
ready
for
kindergarten.
We
talked
about
who,
how
we're
going
to
get
the
best
and
brightest
working
in
our
school
system
and
now
we're
now
we're
creating
the
instructional
systems
to
have
everyone,
college
and
career
ready.
D
Dr
p
is
going
to
walk
you
through
the
big
rocks,
but
obviously
the
overarching
goal
here
is
to
have
every
student
by
10th
grade
college
and
career
ready
and
that
then,
for
students
who
are
deemed
cc
already
by
10th
grade,
creating
those
pathways
for
them
in
11th
and
12th.
That
continues
to
challenge
them
and
then
obviously
creating
systems
and
structures
for
those
students
who
are
not
deemed
eligible
by
10th
grade
and
and
and
create
and
creating
programs
to
ensure
that
they
will
be
ready
by
the
time
they
graduate.
E
E
So
the
the
law
also
requires
that
we
are
able
to
provide
supports
for
students
in
middle
school,
who
might
not
be
on
the
path
on
the
on
the
trail
to
being
college
and
career
ready
by
the
end
of
10th
grade.
So
and
finally,
on
this
piece
is
this
big
big
focus
on
career
opportunities?
E
The
the
law
does
build
into
place
a
lot
of
support
for
supports
for
students
and
career
counseling
and
as
they
they
move
forward
on
this,
we
really
just
wanted
to
highlight
some
of
the
secondary
approaches
since
much
much
of
what
we
talked
about
already
has
been
elementary,
but
all
of
those
ultimately
are
backmapped
from
ccr
expectations
at
the.
D
Vegetarian
implications,
as
many
of
you
know,
we
have
leveraged
our
in
two
big
areas
here.
One
is
tuition
free
summer
programming
for
for
students
pre-k
through
12,
and
that
will
be
in
place
really
for
the
two
summers
at
a
minimum,
as
well
as
as
a
robust
tutoring
program
that
dr
lotto
has
mentioned
to
you
before
again,
we've
talked
about
this
transitional
supplemental
instruction
grants.
This
is
really
tutoring
for
struggling
learners.
In
grades
k
through
three
next
fiscal
year,
there
will
be
a
college
and
career
readiness
grant
from
the
blueprint
again.
D
This
is
going
to
be
a
state
and
local
component
to
this
and
will
be
required
to
be
funded
by
the
county
government.
So
this
will
be
one
of
those
things
as
we
start
to
dive
into
the
23
budget.
We'll
have
to
have
a
discussion
about
mandated
county
contributions
to
to
certain
programs,
and
then
this
is
a
year
away,
still
or
two
years
away,
but
in
fiscal
24.
D
There
is
a
mandate
in
the
blueprint
that
we
that
we
give
62
per
student
to
the
anne
arundel
county
workforce
development
board
and
that
workforce
development
board
is
to
then
provide
career
counseling
for
our
middle
and
high
school
students,
so
that
we'll
we'll
have
to
start
discussions
with
them.
Mousse
are
mandated
and
will
have
to
be
created
and
obviously
certain
expectations
will
need
to
be
met.
But
all
that
we,
you
know
that
the
district
pay,
the
the
workforce
development
board,
62.
D
a
student
for
this
service.
E
Moving
on
to
policy
area,
four,
more
resources
to
ensure
all
successful,
so
within
the
the
law,
there
are
several
pieces
that
do
increase
the
amount
of
resources
that
we
have
for
our
students.
We
already
mentioned
earlier
the
concept
which
are
providing
funding
for
wrap-around
services
for
students
who
are
in
our
communities
that
have
the
highest
concentrations
of
poverty
within
the
legisl
within
the
law.
There's
also
aspects
for
extended
day
extended
year,
funding
programs,
academic
enrichment
and
also
increased
supports
and
funding
for
english
language
learners
and
our
students
with
with
ieps.
D
Right,
so
more
resources
to
ensure
all
students
are
successful,
with
a
big
focus
on
equity
right,
ensuring
that
students
that
need
the
resources
get
the
resources
in
their
in
funding
formula
structures
that
were
in
place
prior
to
blueprint
with
the
bridge
to
excellence.
The
four
main
ones
are
the
foundation
formula,
which
is
the
the
bulk
per
student
dollar,
amount
that
we
all
get
as
a
district,
compensatory
education,
which
is
money
you
get
for
every
free
and
reduced
price
meal
student
that
is
identified,
special
education
and
english
learners.
D
D
However,
I
will
say,
though,
the
new
part
of
that
is
that
each
one
of
those
formulas
now
have
a
state
and
local
component,
and
so
the
state
component
again
they're
all
wealth,
equalized,
and
so
really
the
the
increases
will
then
fall
upon
the
county
government
to
fund
specifically
when,
especially
again
in
related
to
equity
policy
area.
4
does
significantly
enhance
the
community
school
program,
so
there's
two
components
to
that.
D
Obviously,
the
community
school
program
manager
and
the
health
practitioner
funding
for
that
initially
followed
up
with
a
again
a
per
pupil
amount
that
will
be
given
to
schools
to
provide
wrap-around
services
for
students
and
again,
a
recurring
theme,
but
we're
really
special
here
we're
only
one
of
three
districts
in
the
state
that
will
this
program
actually
will
require
a
county
match
because
of
our
wealth
most
of
the
jurisdictions
in
the
state.
This
is
a
100
state
funded
program
in
anne
arundel
county
will
beginning
in
fiscal
23.
D
D
Those
schools
would
become
community
schools
and
ultimately
get
the
get
the
resources
that
that
has
called
for
the
legislation.
But
it's
it's
going
in
five
percent
increments,
so
for
fiscal
23
schools
at
65,
percent
or
higher
will
be
eligible
for
at
least
the
personnel
grant,
and
I
want
to
just
call
your
attention
to
the
last
bullet
on
the
state
calls
for
a
more
equitable
distribution
of
resources,
including
and
not
experienced
level
of
staff,
including
national
board
certification,
and
that
they're
distributed
widely
with
priority
given
to
high
needs
of
schools.
D
What
they're
not
looking
for
is
a
concentration
of
nbct
teachers
in
one
or
two
or
three
schools.
They
they
want
to
see.
Districts
distribute
those
those
teachers
more
widely
and
especially
with
priorities
given
to
high
needs
schools
so
again,
fiscal
implications,
so
maintenance
of
effort
that
traditional
calculation
is
still
going
to
be
there.
But
what
is
following?
It
then,
is
also
the
local
match
component.
So
the
maintenance
of
effort,
now
calculation,
will
have
two
components:
you'll
run
the
traditional
calculation
will
also
run
you'll.
D
Add
up
all
the
mat
local
matches
that
are
required,
and
then,
whichever
number
is
greater,
becomes
the
maintenance
of
effort
number
for
the
county.
It
is
anticipated
that
the
maintenance
of
the
traditional
maintenance
of
upper
calculation
will
still
exceed
the
local
match
number
for
a
number
of
years.
I
think
our
projection
is
probably
fiscal,
27
or
28,
where
the
local
match
requirement
will
begin
to
exceed
the
maintenance
of
effort
requirement.
Obviously
that
will
depend
on
how
much
money
we
get
in
those
years
from
the
county
above
moe,
so
it
will
so.
D
A
lot
of
factors
could
be
at
play
there
again,
there's
significant
increase
in
financial
and
student
data
reporting
and-
and
I
think
I
would
be
remiss
if
I
didn't
say
there
is
at
the
moment,
no
admin
support
for
the
blueprint
grants
and
what
I
mean
by
that
is
when
you
get
a
federal
government
grant,
they
allow
you
to
take
two
to
three
percent
to
for
oversight
and
administration
of
the
grant.
D
The
blueprint
is
not
allowing
that,
and
I
think
you
know
that's
going
to
be
a
struggle
for
us
and
all
the
districts
to
ensure
that
these
these
these
programs
are
implemented
with
fidelity
and
and
and
so
I
think
it
may
be
wise
to
review
that,
to
see
what
supports
districts
can
get
in
order
to
to
make
sure
that
these
grants
are
implemented
and
implemented.
Well,.
D
And
finally,
the
last
policy
area
is
accountability,
and
so
this
is
basically
the
the
creation
of
the
accountability
and
implementation
board,
which
is
a
separate
entity
from
the
state
board
of
education.
And
its
sole
purpose
is
to
ensure
the
blueprint
for
maryland's
futures
implementation
and
that
the
24
jurisdictions
are
implementing.
E
So,
as
we
are
implementing
the
blueprint
legislation,
the
aib
will
have
expert
review
teams
made
up
of
educators
and
administrators,
who
will
visit
schools
around
the
state
to
examine
their
curriculum
instruction
and
structures
to
see
how
they
are
implementing
both
the
blueprint
and
to
and
to
look
for.
You
know
where,
where
are
the
strengths?
What
are
the
positive
things
that
are
happening?
What
can
we
replicate
from
some
schools
that
are
being
very
successful
for
those
pieces?
E
This
is
also
an
interesting
point
to
talk
about
how,
when
I
mentioned
earlier
about
thinking
about
the
entire
education
code
of
maryland
or
the
federal
requirements
under
maryland's
essa
plan,
the
state
has
already
started
analyzing
and
evaluating
district
curriculum
in
anne
arundel
county
we've
already
had
our
english
9
english
10
and
algebra
1
curriculum
district
curriculum,
analyzed
and
evaluated
by
the
state.
So
we
anticipate
that
these
two
things
are
somehow
going
to
start
merging
together.
E
D
And
I
would
say
the
only
budget
implication
here
is
the
big
nugget,
which
is
if
the
aib
does
not
like
any
part
of
our
implementation
plan.
They
are
authorized
to
withhold
up
to
25
percent
of
our
state
funds
until
they
deem
our
plan
appropriate
for
approval,
so
that
is
that
is
sort
of
the
incentive
for
us
to
comply
with
the
law
and
to
ensure
that
we're
doing
things
the
right
way
and
with
that.
Madam
president,
thank
you
for
indulging
us
and
we'll
be
happy
to
answer
any
questions
that
you
have.
B
Thank
you.
Thank
you
so
much
for
very
thorough
walk
through.
What's
ahead,
I
think
it's
probably
best.
If
I
just
start
by
going
around
my
apologies,
I
don't
recall
where
we
were
starting
this
week.
Maybe
I
have
it.
F
Thank
you.
Thank
you
very
much
for
all
of
your
work
and
for
that
presentation.
Obviously,
there's
a
lot
here
and-
and
I
was
fortunate
to
meet
with
you
earlier
about
this,
so
obviously
of
many
things-
the
the
fact
that
there
is
no
administrative
support
for
these
grants.
What
are
you
hearing
from
other
districts
as
msde
listening,
I
mean
I'm
assuming
this
is
jumped
out
at
everyone,
and
is
there
a
sense
that
there
will
be
some
response
to
this?
F
D
I
mean
I'll
say
I
would
say
I
think
msd
understands
the
issue.
I
just
think
legislatively
they
don't
see
a
workaround
right
and,
and
you
know,
for
the
community
school
grant,
it
says
100
of
the
funds
must
go
to
the
school
right.
So
I
think,
if
anything,
it
would
require
a
legislative
fix.
D
I
you
know
where
they
would
rank
that
in
their
priorities,
not
sure,
but
I
would
say
the
24
of
us
are
have
been,
at
least
in
my
interactions
with
my
colleagues
been
fairly
vocal
as
to
some
of
the
concerns
around
that.
E
And
and
to
add
to
mr
stansky,
we've
had
several
state
community
school
program
manager,
community
school
meetings
around
the
state
of
district
leaders
who
are
taking
on
the
community
school
program,
and
this
has
been
something.
That's
really
is
a
great
concern,
as
some
districts
have
pointed
out,
that
the
funding
for
the
community
school,
the
concentration
of
poverty
grants
are
eventually
going
to
get
high
enough
that
they
might
challenge
how
much
we
receive
through
title
one.
When.
G
E
Have
entire
offices
that
deal
with
title
one
so
right
now
the
grants
are,
are
young,
we'll
say
we're
just
now
getting
into
a
couple
of
the
schools
getting
their
ppa,
we're
very
excited
on
how
they
are
choosing
to
use
those
funds.
We
are
in
the
process
of
hiring
four
social
workers
with
those
funds
for
those
schools,
so
we're
very
excited
about
how
they're
going
about
that,
but
those
grant
numbers
grant
dollars,
don't
get
really
high
and
right
now
we
have
every
school
as
a
community
school
program
manager
and
they're
having
to
do
the
paperwork.
E
The
grant.
Writing
the
budget
pieces,
the
the
payroll
all
those
things
that
typically-
and
you
know
in
my
office
with
the
title
one
world
I
have
somebody
who
does
that
for
them,
but
they're
not
having
to
at
the
school-wide
level,
try
to
figure
out
how
to
do
basic
accounting
and
ordering.
So
this
is
something
that
we
do
have
some
advocates
in
the
state
for
community
schools
there's
something
called
most,
which
is
a
an
organization
in
baltimore
county.
E
D
Asking
because
dr
p
hit
on
it,
it
is
we
want
the
schools
focused
on
implementing
the
program.
We
do
not
want
them
focused
on
doing
paperwork,
worrying
about
ordering
and
and
procuring,
and
and-
and
so
we
think,
a
a
centralized
system
to
help
like
to
support
them
with
those
administrative
functions
will
actually
improve
the
the
fidelity
of
the
implementation
of
the
program
itself.
C
I
could
add
so
this
this
worries
us.
I
think
it's
a
great
question
for
this
board
to
be
considering
into
the
future.
As
you
look
at
budgets,
it's
certainly
something
we've
been
talking
about,
as
you
can
imagine,
you
can
see
where
the
tentacles,
for
instance,
of
this
funding
will
go
across
the
system
and
to
think
of
mr
stansky
and
his
five
budget
folks,
those
those
folks
that
do
an
amazing
job
to
add
one
more
thing
where
now
they're
following
this
money
round,
is
going
to
be
really
difficult.
C
C
One
is
a
great
example
in
terms
of
it
allows
us
to
take
some
of
that
administrative
cost
off
the
top
to
then
make
sure
all
that
paperwork
and
ordering
is
done
for
the
schools,
and
they
don't
have
to
do
that
right
now.
The
blueprint
doesn't
allow
for
that.
So
there
are
things
that
we
have
to
be
thinking
about
into
the
future
in
building
budgets
and
something
this
board
should
be
thinking
about
into
the
future
as
well
to
support
this
programming.
F
Yeah,
it
sound
certainly
sounds
to
me,
like
it's
a
something,
a
legislative
initiative
that
we
potentially
need
to
be
thinking
about,
making
our
voices
heard
on
that
score.
G
Yes,
thank
you
so
much
for
the
wonderful
presentation
and
very
thorough.
G
I
always
have
a
worry
about
about
the
this.
You
know,
there's
a
there's,
a
state
and
an
accounting
piece
to
covering
the
funding
for
this
and-
and
I
know,
we're
very
county
heavy
in
terms
of
our
financial
support
and
what
what
will
that
do
to
existing
programs
does?
Will
it
be
a
supplemental
type
of
situation
or
is?
Are
you
worried
or
concerned
at
all
about
supplanting
of
of
existing.
D
Yeah,
I'm
I'm
I'm
concerned
that
the
the
mandates
will
limit
our
ability
to
do
other
things
that
this
board
or
the
county
want
to
do
because
of
the
focus
on
because
we're
such
a
county
heavy
funded
jurisdiction.
D
You
know,
I
think,
when,
when
you
look
at
the
original
projections
of
the
blueprint,
those
were
done
with
pre-pandemic
right
and
pre
and
using
pre-pandemic
enrollment
projections,
and
so
I
think
you'll
see
that
I
think
statewide
the
numbers
that
the
even
that
we
thought
we
were
going
to
see
in
state
funding
are
just
not
going
to
be
there
unless
some
legislative
action
is
taken
again
because
of
of
what
has
happened
to
us
during
the
pandemic,
but
even
before
that,
yes,
the
the
the
split
because
of
our
relative
wealth.
D
There
is
just
a
concern
that
there's
going
to
be
this
squeeze
of
of
available
money
at
the
county
level
to
do
things
that
you
know
the
administration
or
the
board
deem
a
priority,
and
so
it's
going
to
be
a
culture
shift
in
education
and
and
that
you
know
explaining
to
the
county
that
they
have
to
fund
these
first
six.
Things
first
will
be
a
change,
because
you
know
we're
all
used
to
having
that
flexibility
and
it's
not
going
away
completely,
but
it
is
being
restricted.
G
Thank
you
for
that.
As
a
just
a
follow-up
to
that,
do
you
do
you
get
the
sense
that
the
that
our
local
delegation
are
indeed
the
state
is,
is
mindful
of
that?
Given
the
fact
that
you
know
a
lot
of
these,
you
know
kerwin
had
pretty
much.
You
know
wrapped
its
work
pre-covered,
and
then
we
had
a
crisis
like
no
other
to
sort
of
remedy
that
at
all.
C
C
Don't
see
any,
we
don't
see
any
changes,
certainly
in
this
legislative
session
sort
of
the
word
on
the
street.
Is
you
got
to
let
this
thing
get
started,
got
it
and
get
the
ball
rolling
before
you
start
you
school
systems,
pizzam
mabes,
start
suggesting
changes.
C
The
legislature
really
wants
to
see
us
get
this
thing
kick-started
and
then
maybe
that
will
be
down
the
road
but
we're
not
anticipating
any
any
major
legislation
to
change
anything
in
the
kirwan
for
this
legislative
session,
maybe
into
the
future.
If
that.
G
H
Hi,
thank
god,
thank
both
of
you
all
for
the
presentation,
and
so
of
course
you
know
I'm
new
to
this.
So
I
have
a
couple
of
questions
that
jumps
out
at
me.
The
first
one
we
started
talking
about
was
the
county's
concern,
so
I
just
kind
of
want
to
unpack
that
just
a
little
bit
so
it
have.
We
done
an
assessment,
I'm
pretty
sure
the
answer
is
yes
about
how
many
schools
are
impacted
by
this.
This
grant
concentration
when
it
comes
to
you
know
how
our
worries.
E
So
currently,
so
we
we
started
off
with
two
community
schools
and
then
then
the
next
group
was
seven.
So
all
together.
Right
now
we
have
12
community
schools,
so
the
concentration
of
poverty
grant
is
given
to
a
three-year
average
of
whatever
threshold.
That
year
happens
to
be
so.
Mr
stansky
did
mention
this
coming
up
here,
it'd
be
65
with
the
and
that's
based
upon
farms,
numbers
and
right
now,
as
we
look
at
those
three-year
averages,
there's
a
lot
of
schools
hovering
around
that
64..
E
So
so
we're
not
sure
exactly
what
that
three-year
average
is
going
to
be
for
the
schools,
because
we
had
some
interesting
things
happen
with
farms
numbers
this
year,
because
with
all
of
our
students
qualifying
or
having
free
lunch,
the
number
of
farms
applications
to
be
turned
in
was
significantly
less.
So
we're
trying
to
see.
What's
going
to
happen
with
that,
so
I
anticipate
between
2
and
12
new
community
schools
is
coming
up
here
because
they're
all
hovering
around
that
65
percent.
E
As
we
look
at
up
to
55
percent
for
farms,
numbers
we're
looking
about
30
to
32
as
of
right.
Now
there
is
going
to
be
a
new
measure
of
poverty
that
they
are
playing
with
at
the
state.
I
don't
know
if
that
will
change
that
number
a
whole
lot,
so
we
will
see
what
that
comes
out
to
be
so
right
now
we
have
12.
E
H
I
guess
I
should
pre-pre-pre-k
so
the
I
heard
you
say
a
little
bit
earlier
that
we're
kind
of
already
under
under
resourced
for
pre-k,
for
the
three-year-olds
right
and
at
some
point
we
kind
of
have
a
projection
that,
in
about
two
years,
we're
going
to
run
out
and
to
run
out
of
space
if
you
will.
So
what
are
the
processes
that
we're
implementing?
H
E
So
as
far
as
projections,
just
in
numbers,
we
have
to
make
the
seats
available.
We
do
not
know
at
this
point
how
many
of
our
families
are
going
to
take
advantage
of
it.
So
how
many
is
we
will
know
more
when
we
open
up
registration
for
next
year
to
kind
of
see
what
the
demand
is
for
full
day
opportunities,
so
we
are
looking
at
funding
an
additional.
E
Do
you
have
the
exact
number,
so
we
have
16
classrooms
17
full
day
classrooms
for
next
year
for
pre-k
forum
and
let
you
take
on
any
of
the
other
additional
numbers.
D
Yeah
and
then,
if
space
is
available,
we've
built
another
12
classrooms
in
in
the
esser
grant
to
expand
those
as
well.
But
I
think
to
your
point,
we're
going
to
have
to
through
the
cip
process
kind
of
look
and
see
where
there's
you
know,
you
know
opportunity
to
expand
and
possibly
add
some
pre-k
seats,
but
I
think
the
more
critical
component
is
finding
a
way
to
get
these
private
providers
to
help
support
us
right.
D
D
You
come
in
with
your
three
or
four
year
old
you
qualify
for
pre-k,
and
then
we
offer
you
here
are
your
options
either
public
or
private,
and
you
choose
where
which
school
you
would
you
know
you
would
like
to
attend
and
you
know
I
think
getting
there
is
going
to
be
a
tough
road,
but
I
think
ultimately,
the
space
issue
is
going
to
be
such
a
constraint
that
we're
going
to
have
to
find
a
way
to
get
those
private
providers
engaged
and
involved.
D
If
we're
gonna,
you
know,
meet
the
demand,
but
to
you
know
dr
p's
point
not
get
not
quite
sure
what
that
demand
is
gonna,
be
given
the
increase
in
the
in
the
income
threshold.
But
I
I
think
this
fall
will
tell
us
and
give
us
a
good
indication
of
what
that
will
be.
H
So
I'll
concern
myself
as
if
you
did
earlier
about,
there's
not
going
to
be
enough
space
right
and
so
the
private
partners
that
we
have
or
that
are
out
there
that
are
providing
care
in
the
community.
So
to
speak
for
our
four
years
and
under
do
you
if
we
did
get
those
that
marketing
strategy
and
dr
alato
is
ingenious
and
he
can
get
them
to
sign
off
on
becoming
a
partner
with
aacps.
E
So
we're
not
exactly
sure
so
right
now,
msde
is
conducting
webinars
with
possible
private
partners,
and
they
have,
I
believe
in
january
february
they
will
start
applying
for
those
grant
pieces.
So
we're
not
until
we
have
an
idea
of
how
of
what
the
demand
is.
We
we
believe
we'll
have
enough
space
for
next
year
and
possibly
a
second
year.
Part
of
the
part
of
the
law
did
include.
E
They
recognize
that
this
could
be
an
issue.
So
this
is
not
an
anne
arundel
county
struggle
or
issue.
This
is
really
a
struggling
issue,
especially
in
the
baltimore
washington
corridor
and
in
small
counties
that
just
don't
have
a
lot
of
private
pre-k
opportunities.
So
in
the
law
they
actually
did
suggest
being
creative,
finding
senior
centers
and
some
other
places
where
we
might
be
able
to
have
pre-k
classrooms,
but
that
that
opens
up
a
lot
of
other
challenges
with
that.
E
So,
for
example,
if
we
were
to
find
a
senior
center
where
we
could
have
a
pre-k
classroom,
what
does
that
mean
for
ed
specs?
What
does
that
mean
for
having
an
administrator
there?
A
counselor
there,
a
nurse
on
call?
So
how
far
away
is
that
senior
center
from
from
a
near
school
who's,
taking
care
of
security?
What's
the
background
check,
so
there's
a,
although
the
legislatures
did
try
to
think
about.
E
Okay,
be
creative,
think
about
other
places
that
we
could
have
these
pre-k
classrooms
located,
there's
just
some
reality
of
some
of
the
logistics
involved
that
we're
not
sure
if
we're
comfortable
going
down
that
pathway
just
yet
so
it
was
an
understanding
that
space
would
be
an
issue.
Lisa
seaman
crawford
has
been
in
meetings
with
the
state
where
they
have
had
conversations
about.
What
are
we
going
to
do
with
the
need
for
more
pre-k
spaces?
E
I
I
I
You
talked
about
more
education
for
tas,
so
we
currently
have
difficulties
getting
tas,
but
my
question:
will
existing
tas
be
provided
with
resources
to
be
able
to
meet
the
expectations.
E
So,
right
now,
in
the
process
of
having
a
survey
of
our
existing
tas
number
one
to
find
out
really
what
interest
do
they
have
of
pursuing
an
entire
associate's
degree
and
many
of
our
schools?
They
can
be
a
ta
if
they
have
48
credit
hours
in
in
anything,
but
that
doesn't
necessarily
mean
they're
on
the
pathway
to
an
associate's
degree.
E
So,
as
we
figure
out
exactly
where
we
are
with
where
our
our
tas
are
as
far
as
their
interest
in
getting
a
position,
we
have
already
had
conversations
with
both
anne
arundel
community
college,
as
well
as
our
own
professional
growth
and
development
office,
about
what
supports
we're
going
to
be
able
to
provide
our
current
tas
to
to
to
meet
that
requirement,
if
that,
if
they
so
choose
and
to
let
them
know
that
those
are
opportunities,
we're
also
hoping
that
if
we
can
craft
a
program,
that's
really
enticing
for
them
about
getting
their
associates.
E
We
might
be
able
to
entice
them
to
maybe
pursue
getting
a
teaching
degree
at
some
point
as
well.
So
we're
hoping
that
if
we
can
wrap
them
in
to
supports
with
the
community
college
and
other
institutions
of
higher
education,
we
might
be
able
to
encourage
some
who
are
thinking
about
teaching
as
a
profession
to
to
get
their
four-year
degree
and
their
teaching
certification.
So
we
are
in
that
process.
Mr
silforth.
I
E
Yes,
so
the
the
law
does
call
for
if
a
nationally
board
certified
teacher
is
teaching
in
a
school
that
is
identified
as
low
performing
it's
an
additional
seven
thousand
dollars
in
a
year
for
them
to
teach
at
that
school,
and
what's
really
great
about
that
program
is
if
that
school
goes
comes
off
the
list
of
being
low
performing.
The
teacher
will
continue
to
receive
that
seven
thousand
dollars
so
there's
an
incentive
to
just
stay
there.
You've
built
a
great
program.
I
And
you
indicated
that
the
national
board
certified
teachers
would
be
given
a
ten
thousand
dollar
increase
per
year.
I
might
suggest
that
that
might
incentivize
some
of
our
other
teachers,
who
are
not
nationally
board
certified
to
become
so
final
question.
Will
a
teacher
not
nationally
board
certified
qualify
for
challenge
pay
for
working
in
a
challenged
school.
E
Under
the
blueprint,
no,
the
additional
pay
is
only
for
teachers
who
are
have
the
national
board
certification
and-
and
that
is
the
intent.
Mr
silkworth
is
to
incentivize
as
many
teachers
as
possible
to
go
through
the
national
board
certification.
I
E
J
Thank
you.
I
am
also
had
some
questions
regarding
the
preschool
for
three-year-old,
so
I
thank
miss
dent
for
starting
that
off
and
the
space
I
I
know
that
that's
a
concern
as
as
dr
alato
and
I
toured
some
schools
recently.
There
are
some
schools
that
have
sensory
rooms
and
and
they're
using
the
one
x
room
that
they
have
for
sensory
space
after
this
year.
You
indicated
that
we're
out
of
room.
Are
you
planning
to
to
to
take
those
rooms
that
that.
J
In
that
manner,
or
is
that
an
option
for
you
at
this
point.
E
So
I
will
say,
as
the
regional
assistant
superintendents
did
look
at
the
space
they
they
did
take
into
consideration
that
in
some
in
some
schools
we
are
using
them
as
sensory
rooms,
and
things
like
that.
So
I
can't
answer
entirely
if
what
that
what
those
rooms
at
every
school
were
were
part
of
the
the
consideration
I
know
in
some
cases
they
definitely
were.
E
I
know
of
one
particular
school
where
I
was
promised
a
room
that
we're
using
community
school
funds
to
to
build
a
century
room,
but
I
was
promised
that
room
was
not
considered
right
now,
part
of
the
pre-k,
because
we
didn't
want
to
invest
the
funding
and
then
have
the
room
taken
for
a
different
purpose,
and
so
it
definitely
was
a
consideration.
Those
rooms
are
very,
very
important
for
our
students
now
so
more
than
ever
so
we're
trying
to
find
that
that
nice
balance.
E
So
I
think
we've
we're
definitely
in
a
good
space
for
next
year,
so
we'll
we'll
see
assuming
forward
additional
needs
for
for
those
rooms.
Yeah.
J
I
would
say
every
school
that
I've
visited
if
they
do
have
a
sensory
room.
They
value
it
very
very
greatly,
so
I
would
hope
that
they
would
be
able
to
keep
those
rooms
as
long
as
possible
and
hopefully
forever
if
they
could.
But
the
other
question
I
have
is
the
expansion
of
the
student
body.
Is
that
going
to
impact
our
lunch
and
recesses
for
other
students.
B
E
I'm
sure
it
will
it's
just
simply
having
more
students
there,
we
haven't
run
through
the
possibilities
with
our
administrators
and
teacher
leaders
of
what
what
that
might
be.
I
don't
know
if
there's
there's
more
to
say.
C
No,
no,
I
think,
you're,
absolutely
right,
so
the
so.
The
short
answer
is
yes:
it's
going
to
have
some
impact
if
you've
got
20
more
students
that
are
either
three-year-olds
or
four-year-olds
now
in
the
building.
That's
that's
something
that
the
administration
school's
going
to
have
to
consider
in
terms
of
accessing
the
cafeteria,
the
media
center,
the
gym
as
they
go
through
their
their
as
they
go
through
their
instructional
day.
So
it's
something
that
we're
gonna
have
to
work
with
those
elementary
principles
as
they
adjust
their
just
their
schedules
during
the
day.
J
C
So
I
think
that
depends
not
so
much
with
the
pre-k
but
debt
with
the
pre-k
four-year-olds,
but
definitely
pre-k
three-year-olds
they're
going
to
be
interacting
differently
than
the
pre-k
than
our
that
are
traditional
pre-k
at
four-year-olds,
and
I
don't
think
the
numbers
initially
are
going
to
be
huge.
But
we
really
don't
know
the
three-year-old
piece
is
so
new
to
us
so
new
to
all
of
us.
C
We
really
don't
know
what
to
expect
in
terms
of
parents
wanting
to
access
our
programs,
and
certainly,
as
we've
already
talked
about,
has
already
been
mentioned
by
a
number
of
you
access
to
the
private
sector.
That
is
really
on
the
forefront
of
the
thinking
of
the
of
the
blueprint
of
the
of
the
commission.
The
kerwin
commission
was
they
knew
that
space
was
going
to
be
an
issue.
C
C
So
if
we
can
we'll
take
advantage
of
the
space
that
we
have,
we're,
certainly
going
to
be
planning
for
additions
to
elementary
schools
for
more
space
and
we're
going
to
have
to
really
work
with
and
encourage
our
private
partners
around
the
state
around
the
state,
but
certainly
around
anne
arundel
county,
for
them
to
really
take
in
some
of
those
three
and
four-year-olds,
so
that
so
that
we
can
make
the
whole
space
work.
J
Yeah
a
lot
of
people,
so
I
thank
you
for
your
answers.
Yeah,
definitely
some
some
concerns
that
are
going
to
pop
up
and,
as
you
called
them
big
rocks.
So
I
appreciate
you
explaining
some
of
that
to
me.
Do
I
have
one
more
question,
or
am
I
good?
Okay?
J
The
only
other
question
I
have
is
as
it
stands
now,
do
you
have
an
approximate
cost
of
what
the
county
fiscal
impact
would
be
in
year,
24
from
now
what
what
the
approximate
increases
are
going
to
be
and
what
this
county
is
going
to
be
responsible
for
approximately.
K
D
D
Not
yet,
but
we
will
be
discussing
it
when
we
get
into
our
budget
workshop
in
january.
Okay,.
L
Let
me
get
to
a
lot
of
it
was
covered
so
hold
on
one.
Second,
I
wanted
to
go
to
the
policy
bucket
number
two.
L
They
use
the
term
low
performing
and
I
would
presume
it's
it's
based
on
the
outcome.
Testing
scores
predominantly
and
then
there
is
a
high
poverty
definition
and
then
a
high
needs
definition,
and
then
we
have
farms,
and
then
we
have
title
one
is,
I
think,
as
we
move
forward,
it
would
be
beneficial
for
us
to
better
understand
what
that
means
and
where
it's
pinned.
E
E
It
totally
makes
sense,
and
it's
a
great
question-
that
we
spend
many
many
hours
in
these
state
meetings
having
conversations
about
so
as
somebody
who
who
supervises
title
one,
I
get
very
very
concerned
when
people
try
to
make
low
performing
and
high
poverty
or
high
needs
synonymous,
because
those
are
not
synonymous
terms
and
so
within
the
entire
legislation,
and
we
have
about
five
pages
of
the
this
ex
exactly
what
you
said:
typed
up
sent
to
various
people.
E
So
within
the
legislation
there
are
three
different
definitions
of
low
performing,
and
I
think
just
this
just
goes
back
to
when
committees
write
things
right.
So
there
are
three
different
definitions:
they're
not
hugely
different
there,
but
but
there's
enough
difference
in
those
three
definitions
that
made
us
have
a
couple
of
meetings
with
msde.
E
In
addition
to
that,
there's
a
definition
for
low
performing
in
the
state
s's
plan
that
is
slightly
different,
and
then
we
have
a
definition
in
in
the
title
one
world
when
we
have
to
fill
out
our
title,
one
application
our
low
performing
definition.
There
is
slightly
different,
and
so
one
of
the
things
we
are
seeking
from
the
the
state
in
some
form
or
fashion,
whether
it's
a
legislative
fix,
whether
it's
a
msde
piece
of,
let's
find
a
common
definition
most
of
the
implementation
coordinators.
E
We
would
much
prefer
the
term
high
needs
just
in
general,
because
when
we
look
at
things
like
incentivizing
teachers
to
teach
at
local
at
low
performing
schools,
we're
really
looking
at
is
we
have
schools
that
are
hard
to
staff.
We
have
schools
that
are
hard
to
staff,
because
the
needs
are
so
great.
There
are
such
great
needs
of
our.
We
talk
about
student,
social,
emotional,
health
and
support.
We
also
need
to
think
about
teachers
who
are
teaching
students
who
have
high
needs
every
day.
E
It's
a
very
draining
job
and
a
lot
of
our
teachers
start
at
our
title:
unfunded
schools
or
start
at
some
of
our
schools
that
have
high
needs
and
then
move
to
other
schools
in
the
in
the
district.
And
so,
as
we
talk
about
needing
to
incentivize
teachers
to
teach
our
students
who
have
high
needs,
we
would
prefer
that
terminology
over
low
performing
with
that
said.
Yes,
what
msd
has
issued
so
far
of
guidance,
because
they're
also
looking
at
three
different
definitions
and
legislation
and
what
to
do
with
that?
E
L
There
were
like
seven
or
eight
different
zones
there,
where
I
think,
depending
on
the
difference
of
that,
so
that's
going
to
be
interesting
for
us
to
navigate
most,
certainly
because
I
think
anne
arundel
is
the
diversity
is
more
evenly
distributed
in
some
regards,
so
we
don't
see
these
mega
pockets
of
you
know.
L
Whole
regions,
necessarily
when
we
get
to
the
high
school
level,
is
where
I
get
concerned,
because
I
think
the
elementary
school
level
and
it's
easier
to
define
when
I'm
looking
at
a
high
school
that
can
be
very
diluted,
and
so,
as
they
work
up
through
the
ladder
in
middle
and
high
school,
we
could
be
losing
funding
that
we
previously
had
to
support
them,
and
then
they
go
without
because
their
elementary
met,
the
definition,
but
the
middle
and
high
isn't.
Is
that
what
we're
looking
at,
possibly
or.
E
So
I
100
agree
with
you
that,
especially
when
so
many
of
our
funding
formulas
are
based
upon
the
return
of
the
farms
forms
and
as
someone
who
spent
a
good
chunk
of
my
teaching
career
at
a
high
school,
a
lot
of
kids
in
high
school.
Just
don't
return
the
forms.
They
don't
want,
the
the
lunch.
They
don't
want
those
pieces
and
what
we
did
run
a
couple
of
months
ago
for
for
our
high
school
and
middle
school
administrators
is.
We
ran
a
report
of
what
we
called
ever
farm.
E
So
how
many
kids
do
you
have
in
your
school
building
that
at
some
point
in
their
education,
careers
did
qualify
for
for
free
and
reduced
priced
meals,
and
that
doesn't
mean
that
they,
you
know
their
family's
situation,
might
certainly
have
changed.
But
I
was
able
to
point
out
to
like
one
principal
so
right
now.
Your
farm's
number
showed
that
you
have
40
something
percent
free
and
reduced
rates,
however,
from
the
data
over
70
percent
of
your
students
at
some
point
and
their
academic
career
qualified
for
free
and
reduced
price
meals.
E
So
so,
let's
think
about
some
some
great
strategies.
We
had
one
school
that
did
an
entire.
You
know.
High
school
did
an
entire
blown
out.
You
know
we're
gonna,
get
these
forums
back
in
and
dedicated
people
to
to
to
calling
families
and
trying
to
get
those
in
for
the
exact
reason
that
you're
talking
about
it
does
come
with
funding.
L
That's
gonna
make
for
an
interesting
funding
season.
Certainly
I
do
have
a
couple
more
questions.
Just
keep
going
okay,
so
my
other
question
is
the
the
cohen's
calling
for
us
to
move
students
or
encourage,
I
believe,
is
the
word
used.
L
L
So
I
have
two
questions
with
that
number
one
is:
do
we
have
space
in
our
cte
programs
to
do
that,
based
on
the
fact
that
we
have
a
willing,
wait
list
lottery
and,
and
then
a
couple
secondary
questions
that
you
may
just
want
to
answer
all
at
the
same
time
would
be,
then,
are
we
going
to
have
to
tell
a
kid
that
they
can't
have
that
career
choice
because
a
person
who
has
met
didn't
meet?
You
know
the
sophomore
enrollment
that
we're
going
to
have
to
further
limit
the
career.
E
Yes
make
sense
yes,
so
we
are
really
looking
at
the
different
programs
that
we
currently
offer.
So
so
that's
the
first
piece
of
that.
So
we
do
have
our
cat
centers,
which
is
normally
what
we
think
about
when
we
think
about
a
lot
of
our
cte
programs.
E
However,
we
have
a
lot
of
cte
completer
programs
that
can
happen
within
our
comprehensive
schools
that
we
hopefully
will
be
able
to
encourage
more
students
to
take
advantage
of
and
to
find
a
passion
and
interest
in
those
as
we
as
we
move
forward
as
far
as
the
limited
number
of
seats.
So,
yes,
we
do
have
limited
number
seats
in
the
cat
centers,
but
we
are
able
to
increase
the
number
of
seats
that
we
do
currently
have
and
some
of
our
comprehensive
school
locations.
E
We
also
have
really
robust
partnerships
with
anne
arundel
community
college.
We
have
11
pathways
that
our
students
can
can
complete
so
going
through
the
community
college
to
complete
some
of
those
career
pathways.
That
you're
thinking
about
is
an
opportunity
yeah,
I
don't
know
the
exact
number,
but
we
even
have
some
relationship
with
baltimore
county
community
college,
which
offers
a
couple
of
different
pathways
that
we
don't
offer
to
anne
arundel.
E
How
can
we
take
some
teachers
who
might
be
teaching
something
else
and
get
them
dual
dually
certified
and
another
piece
where
they
might
teach
one
or
two
classes
and
something
else
along
those
lines?
I
so
I
don't
know
if
I'm
able
to
give
you
exact
numbers,
but
we
are
certainly
looking
at
those
opportunities
and
really
really
leveraging
the
ones
we
have
to
try
to
expand
those
the
in
those
work
groups
the
we
have
brought
in
and
retinol
county
community
college
to
to
to
already
be
on
those
work
teams.
E
L
It
wasn't
the
sophomore
year,
I
believe,
and
there's
more
the
more
countries
than
germany,
but
that's
the
one
I'm
most
familiar
with
and
they
used
to
do
the
benchmark
testing
in
the
eighth
grade,
and
what
they
found
was
is
that,
although
it
serviced
the
labor
economic
component
very
well,
it
gave
job
security
in
the
sense
of
what
am
I
going
to
do
after
high
school,
but
it
widened
an
opportunity
gap
to
go
to
it's.
I
know
my
grandparents
always
said
we
want
you
to
do
the
next
level
and
that
limitation.
L
E
So
so
great
question:
I
love
the
international
connection
there.
Several
years
ago
I
was
able
to
go
through
some
different
schools
in
germany,
so
it
was.
It
was
a
great
experience,
part
of
the
the
philosophy
when
we
think
about
the
work
of
mark
tucker
and
some
others
is.
We
need
to
help
going
back
to
that
paradigm
shift
of
career
ready.
E
We
shouldn't
think
about
career
and
technical
education
as
not
being
the
next
step
as
being
something
something
inferior
to
to
college,
which
I
think
has
been
one
of
the
struggles
that
that
we've
had
so
the
the
law,
both
both
deals
with
students
who
are
deemed
college
and
career
ready
by
10th
grade
and
who
are
not,
but
it's
not
such
so
much
of
if
you're,
not
college
and
career
ready,
it
means
you're,
probably
not
going
to
college.
So
we
want
you
to
go
on
this
track.
E
That's
not
the
intent
of
the
of
the
law
and
legislation
at
all.
The
intent
is
really
trying
to
find
students
what
they're
interested
in
what
they're
passionate
about
what
they
are
going,
what
they
want
to
do
with
the
rest
of
their
lives.
That
may
or
may
not
include
college,
but
it
also
might
be
just
a
wonderful
technical
career
that
they,
it
took
them
two
years
to
achieve
that.
E
Education
pathway
is
something
as
being
less
than
college,
and
that
is
part
of
our
own
paradigm
shift,
and
so
that's
something
we're
going
to
have
to
have
to
work
through.
We
do
not
have
you
know
you
do
this.
You
go
this
way.
You
can
do
this
you
this
way,
it's
still
part
of
that
counseling.
So
when
we
talk
about
workforce
development,
counseling
they're,
not
counseling
anybody
out
of
wanting
to
pursue
college
and
also
not
counseling.
E
Anybody
who
wants
to
pursue
college
into
the
other
way
it's
really
about
their
interests
and
their
goals
and
their
expectations
for
their
own
lives
and
what
they
see
themselves
in
the
future
of
you
know
having
their
own
families
and
what
what
did
they
want
to
do
as
adults?
So
I
think
that's
really
important
to
understand.
To
understand
and
stress
to
people
is
that
this
isn't
a
you
know.
One
path
is
for
if
you're
really
strong
in
academics-
and
one
is
for
something
else-
I
often
talk
to
students
when
I
was
teaching
about.
E
I
I
think
going
to
a
cad
center
or
cte
program
is
great,
but
you
always
want
to
leave
that
opportunity
in
for
one
day,
maybe
going
to
college,
because
you
might
want
to
own
your.
You
know
your
own,
your
own
business,
and
so
we
want
to
provide
those
opportunities
and
pathways
there's
a
lot
of
work
with
that
state,
cte
team
of
doing
a
dual
pathway,
and
I'm
not
talking
about
for
dual
enrollment
of
that,
both
cte
and
college.
So
what
does
that
pathway
look
like,
and
so
there
is
work
out
work
around
that.
L
Well-
and
I
know
our
computer
science,
for
example-
there
is-
we
do
have
at
our
cat,
center's
computer
science
and
that's
definitely
a
multi-degree,
usually
masters
preferred
et
cetera,
et
cetera.
I
had
one
more
question,
president
ellis,
and
that
was
a
general
one,
so
I
I
noticed
that
our
usher
funds
are
earmarked
for
some
of
the
heavy
lift
and
the
onboarding.
L
What
percentage
of
the
usher
funds
I
know?
We've
got
two-thirds
of
what
we
applied
for.
Is
that
correct
for
absolutely
that's
correct,
and
so
what
percentage
of
the
those
usher
funds,
because
I
just
saw
little
bullets
there
are
roughly
how
much
of
it
dollar
wise
is
going
to
be
instrumental
in
us
performing
successfully
to
kerwin.
D
I
don't
know
if
I
could
put
a
percentage
on
it,
but
I
would
say
when
developing
our
sr2
and
sr3
plans,
we
had
the
blueprint
in
the
forefront
of
our
mind
right
and
so
pre-k
was
a
good,
just
solid
program
that,
where
met
the
sr
requirements,
but
also
fulfilled
a
need
for
us
in
in
you
know,
in
sort
of
providing
seed
money
to
expand
those
programs
without
having
to
go
to
the
county
per
se,
to
ask
for
expansion
of
of
seats,
the
tutoring
and
the
summer
programming.
D
Obviously
you
know
dealing
with
the
learning
loss
and
things
of
that
nature.
So
I
you
know
I
can't
really
put
a
percentage
on
it,
mrs
crocodile,
but
I
I
think
it's
fair
to
say
that
the
blueprint
was
in
the
forefront
of
our
minds
as
we
are
developing
our
plans.
L
D
D
L
That
was
one
of
the
reasons
I
was
bringing
up
the
question.
I
just
want
to
make
sure
that
I'm
clear
that
we're
going
to
have
to
lock
box
some
of
that
and
keep
it
coveted,
because
there's
always
some
between
now
and
the
end
of
the
year,
there's
always
going
to
be
something
urgent
to
come
up
and-
and
we
don't
want
to
put
ourselves
there.
Thank
you.
No
more
questions.
B
So
pre-k,
I
appreciate
the
questions
about
not
only
the
space
but
like
the
number
of
lunches
that
that's
already
a
concern.
For
me.
We
have
elementary
schools
with
six
lunches.
Kids
are
in
school,
for
I
think
less
than
an
hour
and
a
half
before
someone
go
to
lunch,
and
that
just
seems
like
we're
just
solving
it
as
like
a
math
problem.
When
we're
talking
about
little
human
beings
here
so
yeah,
I
have
a
big
concern
about
adding
any
more
lunches.
B
I
I
don't
know
how
that's
going
to
work,
and
so
are
we
no
longer
going
to
offer
any
half-day
pre-k.
E
So
the
plan
is
to
move
our
half-day
pre-k
to
full
day,
because
that
is
how
we
will
be
that's
the
expectation
from
from
blueprint.
B
That's
right,
I
I
guess
I
just
want
to
point
out:
that's
a
loss
for
a
lot
of
our
families.
You
know
I
had
my.
I
had
three
and
four-year-olds
who
were
still
napping
and
it
just
wasn't
it
wasn't.
It
wouldn't
have
been
a
good
fit
for
them
to
be
in
school
all
day,
but
there's
there's
a
great
advantage
to
half
day
of
pre-k
and
getting
getting
that
exposure
and
those
opportunities
without
putting
demands
on
our
little
three
and
four-year-olds.
C
So
I
don't.
I
don't
disagree
with
you,
the
the
research
that
we
have
done
a
little
bit
of
research,
that
we've
done
with
our
private
providers
and
parents
around
this
issue,
because,
as
you
know,
we
have
been
slowly
converting
as
money
has
allowed
our
half
day
programs
to
full
day
programs.
C
C
B
Right-
and
I
I'm
certainly
not
trying
to
imply
that
there's
not
a
real
need
and
benefit
to
having
a
full
day,
I'm
just
saying
it
doesn't
doesn't
fit
with
everyone's
needs
and
I'm
just
sorry
to
not
have
that
option.
B
So
I
won't
ask
those
questions,
but
I
I
guess
in
all
here's
I
I
was
vocal
about
it.
I
was
I
had
concerns
about
the
blueprint
and-
and
I
still
do-
and
it's
not
it's
not
what's
built
into
the
program
and
and
the
ideas
and
and
the
vision
of
of
what
this
could
create,
because
I'm
all
for
all
of
that.
B
My
concerns
about
the
implementation,
and
is
this
truly
going
to
be
a
transformation
of
education,
or
is
it
going
to
be
school
systems
taking
what
they
already
know
and
already
do
and
figuring
out
how
they're
going
to
add
this
in
so
how
much
are
we
using?
This
is
an
opportunity
to
completely
holistically
re-look
at
how
we're
doing
everything
you
know.
B
For
example,
if
we
have
teachers
who
are
now
going
to
be
on
a
much
more
sort
of
professional
path-
and
this
is
not
to
say
our
teachers
are
not
professionals,
they
absolutely
are.
But
if
we're,
if
we're
creating
these
career
ladders
and
we're
going
to
have
the
need
for
more
adults,
interacting
with
our
students,
because
teachers
now
have
to
have
more
planning
time
and
so
forth
much
are
we
gonna
just
transform?
B
The
way
we
do
things
so
curriculum
is,
is
is
developed
in
the
schoolhouse
assessments
are
developed
in
the
schoolhouse
and
I
I
don't
know.
Can
you
speak
to
that
at
all?
Is
this
gonna?
Is
this
gonna
look
completely
different
in
the
in
a
few
years
from
now
or
are
we
just
going
to
sort
of
add
on,
and
I
don't
know,
I'm
a
little
concerned.
C
So
I'll
I'll
begin,
I
think
that
we
will.
We
will
see
some
transformation
and
I
think
we
will
see
some
continuation
sort
of
the
traditional
schooling
as
we
know
it.
Some
of
the
the
the
the
countries
that
we
were
compared
to
go
to
school
longer
for
a
day
and
go
to
school
longer
in
a
year
and
I'm
not
sure
that
we're
headed
there
yet
here
in
maryland.
C
But
I
will,
I
think,
one
place
that
you'll
see
a
difference
is
if
you've
got
teachers
that
are
teaching
children
at
60
of
their
time
with
40
of
their
time
now
outside
the
classroom,
but
professionally
engaged
either
in
planning
with
their
colleagues
or
directly
working
with
individual
students
that
are
in
need,
that's
very
different
than
their
time
now.
Right.
C
Their
time
is
so
regimented,
particularly
when
you
think
about
elementary
schools,
but
we're
talking
about
all
schools
where
now
we're
moving
from
that's
from
from
a
hundred
percent
of
basically
of
their
time
in
the
classroom
to,
except
for
their
planning
periods
and
collaborative
planning
to
sixty
percent,
but
now
mandated
to
be
engaged
with
students
either
in
planning
with
their
colleagues
or
to
be
engaged
with.
C
Students
that
are
in
need
is
transformational,
I
mean,
I
think,
that's
a
fabulous
use
of
teachers
and
students
time
during
the
school
day,
because
we
know
how
much
different
we
know
the
difficulty
we
have
in
getting
students
to
stay
after
school
access,
tutoring
and
programming,
that's
after
school
for
a
variety
of
reasons.
So
the
more
you
can
build
into
that
day.
I
think
the
better
off
that
our
students.
So
I
think
that's
a.
I
think
that
is
a
transformational
piece
having
assistant
principals
back
in
classrooms,
another
transformational
piece
very
different.
C
They
are
instructional,
they
are
budding
instructional
leaders,
they
were
they're
learning
instructional
leaders,
but
they
were
also
high
quality
teachers
coming
out
of
the
classroom
and
into
administration,
and
so
now,
having
part
of
20
of
their
time
back
in
classrooms
and
teaching
children
or
tutoring
children,
I
think,
is
a
significant
and
transformational
change
for
us,
so
those
are
just
two
areas
that
that
that
I
think
about
off
top
my
head.
We
have
these.
C
E
Sure
a
couple
of
other
pieces
to
add
on
to
what
dr
arlotto
said
is
really
looking
at
what
we've
done.
In
a
lot
of
places,
we've
identified
a
couple
of
teachers
at
each
building
to
kind
of
take
on
the
the
total
leads
of
everything.
So,
for
example,
the
literacy
teacher
100
of
that
we
have
behavioral
specialists,
so
we
have
somebody
who's,
100
of
their
time,
devoted
to
to
that
or
the
all
one
teacher
or
the
title.
One
math
teacher.
E
What
we
see
as
an
opportunity
here
is
to
really
spread
out
those
responsibilities,
so
that's
shared
between
several
teachers.
So
that's
going
to
be
a
paradigm
shift
and
we
have
to
get
to
that
point.
That's
one
of
the
reasons
I
was
pointing
out.
We're
really
not
going
to
see
the
the
funding
that
will
bring
the
additional
staff
to
really
help
that
for
a
few
years
as
we
as
we
move
forward,
but
the
key
to
all
of
that
is
always
time,
and
so
you
did
mention
curriculum
and
and
assessment.
E
So
as
how
we
do
that
structure
here
as
a
district
right
now
is
well
in
a
typical
year,
which
the
last
two
years
have
not
been
typical.
In
a
typical
year,
we
have
about
400
classroom
teachers,
participate
in
the
curriculum
and
assessment
writing
process
for
the
district,
and
that
includes
the
creation
of
our
curriculum
guides,
which
are
based
upon
the
state
mandated
curriculum.
So
when
people
talk
about
curriculum,
we're
talking
about
lots
of
different
things,
so
the
state
calls
their
standards,
the
state
curriculum.
E
We
take
those
pieces,
look
at
prerequisite,
skills,
look
at
building
of
different
pieces
and
put
that
into
a
curriculum
guide.
That
does
include
the
flow,
the
scope
and
sequence
sample
lesson
sample
sample
assessment,
so
that
just
that
takes
time,
and
so
the
the
idea
that
we're
going
to
have
in
you
know
five
six
years,
we're
going
to
have
some
good
amount
of
time
that
teachers
more
teachers
could
participate
that
directly
within
their
schools.
E
We
have
a
few
models
that
we
might
build
on
top
of
that,
for
example,
in
our
ib
schools
and
our
arts
integration
schools.
What
those
teams
the
teachers
do
right
now
is
they
take
the
aacps
curriculum
guides,
and
then
they
create
new
units,
so
they
they
don't
create
everything
from
scratch.
They
take.
What's
there
what
works
best
for
their
unit
or
their
theme
or
ever
they're.
Doing
that
the
the
opportunity
to
allow
that
to
happen
with
more
teachers,
it's
actually
very
exciting.
E
We
have
really
shifted
over
the
last
couple
years.
You
mentioned
assessments
we're
really
working
on
having
our
teacher.
Our
teams
of
teachers
create
assessment
banks
and
from
those
assessment
banks
and
task
banks,
thinking
about
performance-based
assessments.
Having
been
teachers
in
collaborative
planning.
E
Choose
those
items,
choose
those
tasks
that
they
want
to
do,
but
ultimately
that
all
goes
to
time,
and
so
as
we're
shifting
to
the
structure,
I
do
see
great
opportunities
to
help
our
for
our
teachers
to
be
really
taking
some
of
those
leads
of
creating
those
similar
units
like
they
do
in
ib
or
arts
integration
programs
for
them.
E
So
so
I
definitely
want
to
see
a
major
shift
in
what
education
looks
like
and
to
teach
and
our
teachers
as
professionals
really
making
those
professional
decisions
of
what
works
best
within
their
schools
and
classrooms.
B
All
right,
thank
you.
Are
there
any
more
yeah?
Oh
I've
forgotten.
You've
asked
to
come
back.
Miss
omasori.
K
So
because
this
I'm
trying
to
figure
out
the
right
word
to
call
it,
but
because
this
initiative
runs
for
so
long
about
12
years,
the
numbers
that
you
have
on
it,
especially
when
it
comes
to
monetary
advancements.
I
guess
I
call
it
so
getting
teachers
to
having
a
minimum
pay
of
60k
or
even
the
threshold
of
79k
for
a
family
of
four
accounting
for
low
income
will.
Is
that
number
fixed?
Is
that
number
going
to
adapt
to
changing
economic
environments
as
because,
like
what
we
consider
low
income
in
2021
is
not
what.
D
We're
going
to
consider
so
it
is
so
it's
300
of
the
poverty
federal
poverty
level
at
that
time.
Right
so,
as
the
federal
poverty
level
changes
that
income
threshold
will
change,
so
if
the
poverty
level
increases,
then
the
79
000
will
will
grow.
So
it's
it's
something
that
will
be
reviewed
annually
to
determine
what
those
what
those
thresholds
are.
K
And
so
going
back
to
the
60k
for
teachers
in
maryland,
I'm
assuming
it
seems
to
go
without
saying
that
the
reason
why
that
number
is
picked
is
to
give
teachers
a
livable
wage
as
at
a
minimum,
and
so
what,
in
that
same
questioning
back
to
will
it
adapt
with
time?
Is
there?
Is
that
number
fixed,
or
will
that
adapt
with
whatever
by
2027?
If
that
is
no
longer
level.
D
What
I
can
say
is
it's
fixed
in
the
legislation
but
is
subject
to
negotiations
with
collective
bargaining
units
in
each
jurisdiction.
I
mean
right
so
the
overall
goal
is
to
have
you
know
brilliant
people
such
as
yourself,
instead
of
choosing
engineering
or
accounting
or
something
else
to
choose
education
and
to
really
model
the
career.
Letters
modeled
around
you
know
competing
with
those
other
professions
to
to
attract
the
best
and
brightest
into
our
classroom,
and
so
that's
the
sort
of
the
overarching
goal.
D
And
but
in
order
to
do
that,
we
have
to
invest
a
lot
of
money
up
front
to
get
those
at
least
get
the
pay
structures
where
they
are
competitive
with
other
similar
professions.
F
Now
the
context
of
that
was
partly
making
sure
they're
ready
to
meet
the
10th
grade
goal,
but
I
would
assume
that
the
ccr
and
cte
would
also
require
students
to
be
thinking
earlier
about
that
right
and
for
all
the
reasons
that
you
you
pointed
out,
it's
not
that
oh
well,
you
didn't
make
it
to
college.
So
now
we're
going
to
find
you
this
other
path.
F
It
is
really
for
the
student
to
own
that
in
some
way
and
find
it,
and
so
I'm
curious
about
what
you
foresee
with
regard
to
the
kind
of
counseling
staff
I
mean,
I
know
the
workforce
development
kicks
in
later.
If
I
understood
it
correctly,
but
it
sounds
to
me
like
there's
going
to
have
to
be
something
there
ahead
of
time
and
and
what
do
you
foresee
there.
E
So
a
great
question,
so
I
think
a
lot
of
it
has
to
do
with
experiences
and
exposing
students
to
different
opportunities,
and
I
would
even
argue
that
that
probably
needs
to
be
an
elementary
level
of
of
working
with
you
know,
feel
even
field
trips
to
cte
or
to
the
cat
centers
field
trips
to
the
you
know,
different
museums
or
different
businesses,
so
students
kind
of
start
seeing
what
the
opportunities
are
in
the
world,
so
they
can
start
making.
Connections
of.
E
Oh
I'd,
really
like
to
work
with
my
hands
on
that
I'd
like
to
do
that.
What
type
of
education
do
I
need
for
that?
What
types
of
courses
should
I
be
thinking
about
that
to
make
that
a
a
positive
experience
or
the
likelihood
of
my
getting
there?
So
certainly
exposing
students
to
those
opportunities
is
a
certain
is
a
priority
and
we
are
certainly
well
working
with
our
our
school
counselors
do
provide
lessons
and
and
career
opportunities
and
the
different
pathways
that
are
that
are
available
to
to
students
with
that.
E
So
I
think
the
the
main
key
is
really
looking
at
the
the
exposure
and
opportunities
that
our
students
in
middle
school
and
elementary
have.
We
are
working
on
additional
summer
opportunities.
So
what
does
a
summer
opportunity?
Look
like?
Yes,
we
have
traditional,
you
know
summer
academy,
summer
school,
where
they're
working
on
reading
and
math.
But
what
are
the
field
trips
and
field
experiences?
E
We
can
offer
our
students
what
types
of
things
are
we
doing
that's
project
based
what
type
of
opportunities
are
kids
having
to
to
be
in
robotics,
or
do
some
of
those
other
pieces
where
they
can
make
those
connections
and
with
both
our
counselors
and
our
teachers?
Going?
Oh,
is
that
something
that
really
interests
you?
Well,
let's
look
at
what
type
of
education
or
what
type
of
training
you
need
in
order
to
make
that
your
your
your
mission
or
your
career
aspiration
in
life.
D
And
then
just
let
me
add,
dr
joven.
This
goes
back
to
what
miss
corcodel
asked
earlier.
We
do
have
career
counseling
activities,
money
budgeted
in
sr3
and.
A
F
F
If
you
have
multiple
adults
in
there,
you've
probably
got
a
very
different
classroom,
and
so
you
know
I
I
at
some
point.
I
think
that
might
be
an
additional
discussion
worth
having,
because
it
does
seem
to
me
there
are.
There
were
my
understanding
of
mark
tucker's
work
is
that
there
are
pedagogical
intentions
here
and,
and
that
will
play
out-
and
I
think
that
is
part
of
the
transformation
potentially
that.
K
L
L
L
Thank
you
just
a
quick
question:
it's
actually
a
quick,
a
request.
President
analyst,
I
have
looks
like
one
two
three.
I
have
four
questions
that
are
relevant
more
towards
our
specific
contracts
with
some
of
our
employees.
L
Would
it
be
possible
for
us
to
address
those
questions
as
it
relates
to
existing
contracting
and
carwin
in
in
a
closed
session
environment
in
the
near
future,
because
it
would
affect
our
budgeting,
or
at
least
for
me
some
of
the
answers,
but
I
do
believe
it's
probably
more
akin
to
a
closed
session
discussion
as
it
relates
to
career
letters
versus
steps
and
the
other
thing
I
can
give
the
general
categories,
of
course,
okay,
but
yeah
if
we
need
to
go
there.
Okay,
thank
you.
B
And
dr
elata,
you
mentioned
that
students
in
other
countries
that
were,
I
guess,
referred
to
in
the
development
of
the
blueprint,
spend
more
time
in
school.
B
I
know
I
had
done
some
research
on
that
a
number
of
times
and
that
u.s
students
spend
more
hours
per
year
in
school
than
most
other
countries,
so
I
had
to
check
myself
there's
some
differences.
I
think
a
lot
of
other
countries
spend
more
days
in
school
but
fewer
hours,
but
I
I
just
had
to
I
had
to
speak
to
that,
because
I
I
did.
B
I
did
check
some
more
recent
statistics
and
we're
still
pretty
high
up
in
the
country
and
maryland
is
higher
up
than
much
of
the
rest
of
the
country,
which
makes
makes
us
even
higher,
I
think
yeah.
I
just
I
hope,
we're
not
trying
to
push
for
too
much
more
too
much
time
in
school
when
there's
a
lot
of
other
important
aspects
of
of
students
lives.
No
more
questions.
B
Okay,
I
want
to
thank
everyone.
This
is
very
very
yes.
B
Very
helpful,
very
informative,
and
we
appreciate
your
time.