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From YouTube: BOE 9-07-2016 General Session Meeting
Description
Description
A
B
Okay
excuse
my
voice,
I'm
rather
raspy
this
morning
today,
the
board
of
education
honors,
an
educator
in
our
school
system
who
has
given
her
students
an
awesome
experience.
One
that's
value
is
immeasurable
and
one
that
will
surely
last
a
lifetime.
Jennifer
davidson
history,
teacher
at
southern
high
school
has
made
history
come
alive
in
a
unique
way.
She
was
the
driving
force
to
plan
and
execute
an
oral
history
project,
showcasing
the
accounts
of
military
veterans
serving
in
the
vietnam
war.
B
Her
work
combined
the
efforts
of
local
state
and
national
agencies
and
community
members
to
bring
history
into
a
living
experience,
jennifer
and
her
students
built
a
bridge
of
understanding
for
vietnam,
vets
that
experience
decades
of
harsh
political
unpopularity.
Her
students
have
captured
the
absence
of
these
military
personnel
and
enhanced
the
lives
of
all
stakeholders
involved.
B
Mrs
davidson
admitted
that
she
always
struggled
with
this
controversial
unit
in
the
curriculum.
I
never
knew
how
to
handle
vietnam.
She
said
in
a
recent
article
that
appeared
in
the
spring
issue
of
humanities
magazine
the
daughter
and
granddaughter
of
men
who
served
in
the
vietnam
era.
She
was
struck
that
she
never
heard
veterans
telling
stories
about
the
war.
My
grandfather
was
a
veteran
of
korea
and
vietnam
and
he
didn't
talk
about
it
when
he
died
in
2015,
jennifer
decided
that
the
stories
of
that
era
were
not
to
be
lost.
B
Family
stories
and
service
memorabilia
at
her
grandfather's
funeral,
spurred
her
determination
to
make
a
vietnam
unit
more
meaningful
for
her
students
incorporating
southern
signature
program,
design,
preservation
and
innovation.
She
worked
with
a
signature
coordinator
to
offer
her
students
real
world
experiences
and
skills
that
would
carry
them
through
life,
while
preserving
the
history
of
maryland
veterans
collaborating
with
the
professionals
from
the
martha
ross
center
for
oral
history
at
umbc,
the
maryland
humanities
council
and
representatives
from
maryland
public
television.
B
Ms
davidson
put
together
a
student
filmed
and
student
edit
documentary
that
one
of
her
students
called
life-changing
the
30
maryland
vietnam.
Vets
who
participated
in
the
oral
history
project
told
stories
about
their
war
experience
that
no
student
would
ever
read
in
a
textbook.
The
vets
remembered
leeches
oppressive
heat
and
humidity.
The
monsoons
triple
canopy
jungles
being
attacked
in
the
dark.
B
The
beauty
of
the
landscape
and
friends
who
didn't
make
it
home
students
learned
crucial
skills
in
phone
etiquette,
working
with
senior
citizens,
letter
writing
and
the
importance
of
a
thank
you
note
as
they
preserved
history,
while
making
history
jennifer
davidson.
You've
made
history
come
alive
for
your
students
through
your
leadership,
your
students
truly
understand
the
experiences
of
american
soldiers
and
you've
made
a
critical
impact
on
their
lives.
B
Last
spring
I
had
the
honor
with
the
with
two
of
my
boys
to
go
to
the
presentation
at
southern
high
school
and
see
snippets
of
the
documentary
and
see
the
vets
that
came
out
and
how
meaningful
it
was
for
them
to
take
part
in
this,
and
it
was
truly
one
of
those
educational
experiences
that
gives
you
chills
that
came
through
for
this.
This
was
an
amazing
project
for
all
these
students
and
miss
davidson
truly
created
an
amazing,
powerful
opportunity
for
their
students
and
for
these
vets.
B
B
C
Me
I
saw
a
big
crowd,
so
my
principal
katie
pearheart
is
here
my
my
husband
came
my
department
chair
todd
smith
and
the
two
women
three
women.
I
guess
that
really
kind
of
were
my
support.
For
this
whole
thing,
we
have
deb
kurtz
across
the
hall
who
was
constantly
there
for
me
and
megan
renyevich,
who
she
was
just
amazing
for
everything
she
was
there
throughout
the
whole
thing
and
then,
of
course,
we
have
judy
dubs
from
the
maryland
humanities.
B
And-
and
I
have
to
say
when
they
were
presenting
it,
and
they
were
some
of
the
researchers
who
helped
them
with
this,
for
the
project
said
that
these
students,
who
were
mostly
sophomores
right,
they
are
freshmen
freshmen.
He
said
that
they
were
doing
work
on
caliber
of
his
high
school.
I
mean
if
his
college
students
with
the
research
and
things
they
did
so
they
had
amazing
guidance
and
training
for
us
beforehand,
so
it
was
great.
Thank
you
very
much.
Thank
you.
A
D
I
hope
I'm
doing
this
right.
Okay,
today,
the
board
of
education
recognizes
an
employee
in
our
school
system
who
treats
her
school
as
if
it
was
her
home,
which
is
a
natural
phenomenon
for
someone
who
has
spent
over
30
years
in
the
same
building.
Darlene
thomas
custodian
at
mayo
elementary
school
does
impeccable
work
on
a
daily
basis.
As
a
member
of
the
staff
of
at
her
school,
she
takes
great
pride
in
keeping
the
upper
wing
clean
and
ready
for
the
students
and
staff
each
and
every
day
she
always
receives.
D
Compliments
about
her
sparkling
floors
and
shiny
saints.
It
has
been
said
that
darlene
could
buff
floors
before
she
could
walk
the
teachers
adore
her.
Mrs
darlene
thomas
is
a
genuine
team
player.
She
helps
her
colleagues
when
one
of
them
has
to
be
out
each
year.
She
works
closely
with
the
testing
coordinator,
making
sure
all
classrooms
are
properly
prepared
for
state
testing.
Rarely
missing
a
day
of
work.
She
is
always
happy
and
cheerful
and
is
an
all-around
wonderful
person.
Mrs
thompson
is
a
profession
is
professional
and
kind.
D
She
will
go
above
and
beyond
the
call
of
duty
for
anyone
in
need.
She
is
extremely
respectful
and
just
can't
seem
to
do
enough
for
the
teachers
and
staff
at
mayo,
although
she
has
been
in
her
position
for
many
many
years.
She
approaches
each
day
and
week
with
the
same
eagerness
and
determination
to
complete
the
job
and
has
always
done
well.
Mrs
thomas
has
worked
at
mayo
elementary
since
the
beginning
of
her
career.
She
is
a
true
icon
in
the
community
and
has
seen
many
generations
of
families
educated
at
that
school.
She
is.
D
She
has
a
welcoming
demeanor
with
students,
staff
and
the
mayo
community
members.
Over
the
years
she
has
had
a
remarkable
impact
on
the
school
and
community.
She
is.
Will
she
willingly
works
with
outside
groups
who
use
the
school
facility
ensuring
every
evening
and
weekend
functions
go
smoothly
for
all
involved?
She
is
proud
to
say
that
she
is
walking
in
her
mother's
footsteps,
who
also
worked
at
mayo.
Elementary
darlene
is
a
model
employee.
D
Her
supervisor
told
us
that
she
inspects
the
building
on
a
regular
basis
and
when
she
gets
to
the
area
for
which
darlene
is
responsible,
she
has
a
difficult
time
finding
anything
wrong.
Everything
sparkles
as
if
it
was
spit
shine
when
darlene
is
given
a
task.
Her
supervisor
can
rest
assured
that
it
will
be
done
correctly,
the
first
time
darlene
thomas.
We
all
know
that
first
impressions
count
and
you
do
an
amazing
job
at
keeping
those
first
impressions
good
impressions
at
mayo
elementary
school.
Thank
you
for
all.
D
E
F
Today,
the
board
of
education
is
proud
to
honor
south
shore's
outstanding
volunteer,
mrs
brenda
lasher,
as
september's
volunteer
of
the
month.
Principal
shafrin
sees
mrs
lasher's
organization
and
leadership
skills
as
key
to
her
accomplishments
for
the
school.
When
teams
of
volunteers
are
needed,
mrs
lasher
makes
it
happen.
If
it's
a
project
mrs
lasher,
can
see
through
independently,
she
does,
and
it's
done
well
in
addition
to
being
involved
in
all
pta
events.
Ms
lasher's
contributions
to
south
shore
over
the
past
three
years
are
many
and
varied
I'll
share
a
few.
F
Last
year,
mrs
lasher
single-handedly
designed
and
constructed
a
beautiful
banner
on
which
she
attached
300
stars
each
signed
by
a
south
shore
student
winter
around
the
world
was
south
shore's
2015
winter
concert
theme.
Every
student
engaged
in
six
theme
related
hands-on
holiday
activities.
Mrs
lasher
and
other
volunteers
worked
diligently
with
school
staff
to
collect
and
organize
the
massive
materials
needed
for
all
300
students
to
complete
and
take
home
all
six
activities.
F
Finally,
last
spring,
a
giant
25
by
35
foot
national
geographic
map
of
africa
was
loaned
to
south
shore.
For
two
weeks,
each
student
in
this
ib
pyp
french
language
school
participated
in
unique,
hands-on,
hands
and
feet
on
experiences
to
learn
about
the
19
french-speaking
countries
of
the
african
continent.
It
couldn't
have
happened
without
mrs
lasher's
daily
assistance.
F
F
F
G
F
B
B
A
couple
of
things
that
stood
out
first
thing,
I'm
walking
in
north
glen
elementary
school
and
this
custodian
efremen
ephram
jones,
is
out
front
tying
a
child's
shoes.
I
mean
how
perfect
is
that
to
show
the
caring
of
the
school
and
how
they
welcome
those
kids.
On
the
first
day,
we
went
to
pasadena
elementary,
and
this
little
boy
is
walking
down
the
hall
and
the
principal
says
hi
how
you
doing,
and
he
said,
I'm
an
independent
reader
and
I
was
like
how
awesome
is
that
he
was
so
proud
of
himself.
B
He
couldn't
wait
to
tell
her
that
that
he
had,
you
know,
made
it
to
independent
reader,
so
there
were
just
moments
like
that
at
every
school
we
went
to,
and
so
it
was
exciting.
We
saw
such
great
activities
in
every
class
and
wonderful,
interactive
reading
and
collaborative
projects,
and
it's
going
to
be
a
fabulous
year.
It
was
great.
F
Well,
I
didn't
visit
29
schools,
but
over
the
last
10
years,
I've
visited
a
lot,
but
I
did
visit
a
number
of
schools
and
what
was
in
addition
to
all
the
wonderful
wonderful
things
the
students
were
doing
even
on
the
first
days
and
weeks
of
school.
I
want
to
congratulate
and
welcome
the
many
new
principals,
the
new
stat
and
the
new
staff
members.
F
A
J
Arlotto
I
visited
only
25..
I
couldn't
make
it
one
day.
It's
it's
really
quite
quite
a
job,
but
I
would
like
to
say
to
me
what
I
was
impressed
about
was
really
the
conditions
of
the
schools.
Really,
they
were
kept
in
perfect
condition,
and
we
must
give
those
custodians
really
an
applause,
because
they
really
worked
very
hard.
It
didn't
matter
if
it
was
a
new
school
or
an
old
school.
J
K
K
And
so
I
thank
you
for
that.
Our
teachers
are
on
it,
our
principals
and
assistant
principals,
food
service
and
custodians.
Everybody
was
welcoming
and
warm
as
we
enter
in
the
new
school
year.
It's
absolutely
an
exciting
time
to
be
part
of
anne
arundel,
county
public
schools.
I
also
want
to
remind
everybody
that
last
year
we
were
able
to
to
recognize
both
broad
neck
high
school
and
our
school
system.
K
Broad
neck
high
school
is
recognized
by
the
federal
government
as
not
only
a
state
but
a
national
green
ribbon
school
and
we
as
a
school
district,
were
recognized
as
a
district
with
a
district
sustainability
award.
Our
plaque
just
arrived,
so
I
thought
I'd
remind
you
so
we'll
hang
this
out
front
we're
very
excited.
A
And
I'd
like
to
echo
to
just
the
great
opening
of
schools,
and
my
favorite
was
the
first
day
at
north
county
high
school,
where
they
brought
out
the
band
and
the
flag
to
rulers
and
the
cheerleaders,
and
they
had
a
whole
pep
rally
to
welcome
the
ninth
graders.
So
it
was
just
a
really
nice
way
to
kick
off
the
school
year
before
we
move
on
to
item
2.10.
A
L
M
For
the
record
alex
chechnovich
chief
operating
officer,
I
did
have
the
opportunity
to
discuss
this
topic
of
guidance
with
mr
bennett.
He
apologizes
he
can't
be
here
at
the
moment
to
address
your
question.
However,
if
you
allow
me
to
latitude
to
convey
our
discussions
earlier
regarding
the
matter,
I
am,
as
you
probably
well
know,
the
recipient
of
a
tremendous
amount
of
guidance
from
both
the
federal
and
the
state
government.
M
We
essentially
do
in
fact
treat
guidance
as
a
directive
and
take
it
quite
seriously.
There
are
repercussions,
often
if
either
directly,
if
guidance
or
directives
from
either
the
state
education
department
or
federal
agency,
either
the
u.s
department
of
ed
or
other
federal
agencies.
There
can
be
direct
repercussions
in
terms
of
sanctions
or
financial
impositions.
Those
are
direct
that
a
state
or
federal
agency
can
impose
on
you.
The
other
way
that
it
could
be
impacted
is
that
we
could
be
challenged.
M
A
an
entity
or
an
individual
could
take
us
to
task
in
a
court
setting
in
a
legal
environment,
and
that
could
result
in
a
finding
or
a
sanction
or
a
financial
penalty
as
well.
So
essentially,
it's
called
a
standard
of
care,
so
a
regulatory
body
creates
the
framework
for
a
standard
of
care
that
a
public
agency
is
expected
to
employ
towards
those
within
the
responsible
charge,
be
it
a
facility,
the
one
for
example,
that
I'm
often
affiliated
with
or
our
financial
resources,
there's
a
standard
of
care.
M
M
L
M
M
The
superintendent
typically
in
a
school
system,
is
the
one
that
translates
the
directive
into
how,
in
terms
of
a
daily
operational
setting,
we
are
going
to
deploy
this
manager
manage
it,
monitor
it,
etc.
But
a
federal
government
or
state
government
will
not
craft
a
policy
or
regulation.
They
will
leave
that
to
the
administrative
unit
of
a
for,
in
our
example,
an
lea
local
education
authority
to
translate
their
directives
and
guidance
into
how
we're
going
to
manage
that
on
a
daily
basis.
Here,
locally.
O
Good
morning
to
the
board
and
to
everybody
here,
I
just
wanted
to
take
a
few
minutes
at
the
beginning
of
this
academic
year
to
introduce
myself
and
the
new
cac
committee.
I'm
melanie
tigert
I'll,
be
the
chair
for
this
year
and
with
me,
is
kelly
purnell,
who
is
our
new
vice
chair
and
we're
very
excited
for
a
new
year.
We
haven't
started
our
meetings
for
the
year
yet
we'll
begin
on
monday,
we'll
meet
the
second
monday
of
every
month,
7
to
9
p.m.
O
Here
in
the
boardroom,
this
coming
monday
will
be
our
first
meeting
and
we'll
have
an
orientation
for
new
members
from
six
to
seven.
That
was
started
last
year
and
I
thought
was
enormously
helpful
to
get
the
new
members
up
and
going
and
we're
very
excited
for
the
new
year.
We
have
a
full
slate
representing
all
the
high
school
clusters
and
other
community
organizations
such
as
pta
seacac
payac,
also
have
seats.
With
our
committee.
O
We
have
17
returning
members
13
new,
so
a
nice
mix
of
people
that
have
been
working
with
us
and
then
new
ideas
that
will
be
coming
in.
As
you
know,
last
year
cac
worked
on
several
issues
of
importance
and
we
submitted
those
reports
to
you
in
june
and
those
included
equity,
communication,
testing,
grading
curriculum
items
and
school
expenses
at
our
first
meeting,
we'll
get
together,
grab
our
new
members
and
talk
about
progress
that
we
made
last
year
and
what
we
think
our
agenda
should
be
for
this
year.
O
So
I
expect,
in
our
october
briefing
I'll,
be
able
to
tell
you
more
about
what
our
focus
will
be
for
the
upcoming
year.
I
just
want
to
close
today
to
thank
all
of
the
board
members
and
the
staff
for
having
such
an
open
dialogue
with
the
community.
We're
part
of
a
military
family
and
we've
lived
in
many
school
districts
all
over
the
country
and
I've
never
experienced
such
access
to
the
people
making
decisions.
I
look
around
both
of
the
board
with
dr
arlatto
a
lot
of
the
staff.
O
I
recognize
I've
had
individual
conversations
of
issues
of
importance
with,
and
I
think
the
cac
and
all
of
the
other
community
organizations,
the
payac
and
all
these
great
organizations
that
some
of
it
you'll
hear
from
today
just
are
really
great
at
establishing
a
dialogue
of
cooperation
for
this
great
school
system
so
and
as
a
military
family
we've
chosen
to
live
here
four
separate
times,
so
we
love
anne
arundel
county.
Thank
you.
P
P
P
P
P
The
council
is
eager
to
fill
vacant,
volunteer
committee
and
stakeholder
positions.
We
are
actively
working
to
bring
depth
of
leadership
to
the
council
by
encouraging
participants
on
all
committees,
especially
those
I
just
named.
If
anyone
is
interested
in
getting
involved
those
listening
out
in
the
audience,
I
would
be
gladly
to
work
with
anybody
to
find
the
best
fit
as
each
county
in
maryland
is
unique.
P
So
are
each
of
our
schools
with
aacps
and
therefore
their
ptas.
It
has
been
eye-opening
for
me
as
I
reach
out
just
how
varied
our
school
communities
are,
and
the
parent
engagement
successes
and
challenges
facing
them.
As
we
build
out
the
council,
we
are
working
to
to
ensure
that
there
are
representatives
from
every
cluster
in
leadership
roles
on
the
council.
P
P
P
We
have
also
proactively
communicated
the
summer
with
all
89
local
units
in
regard
to
their
compliance
issues
within
maryland,
pta
and
are
deploying
council
leadership
and
veteran
pta
members
out
to
work
with
units
individually.
So
far,
this
summer,
council
leadership
volunteers,
including
myself,
have
directly
supported
nearly
30
units
with
a
variant
with
a
variety
of
issues.
P
The
council
serves
as
a
training
resource
for
all
pta
members.
Our
first
big
training
is
coming
up
saturday
october
1st
from
8
30
to
1.
inside
this
window
of
time.
Pta
members
will
enjoy
a
networking
breakfast
to
share
best
practices
with
each
other
hear
from
an
inspirational
keynote
speaker,
mr
oscar
alvarenga,
the
montgomery
county
pta
president
of
the
year,
will
be
sharing
his
thoughts
on
diversity
and
inclusion
within
pta.
P
This
october.
First
training
is
just
the
beginning,
and
the
council
is
excited
to
launch
a
series
of
events
starting
in
january
centered
around
advocacy
at
all
levels,
the
board
of
ed,
the
county
council
and
state
delegation,
so
stay
tuned
to
round
out
this
report.
I
must
thank
teresa
tudor
ray
leone
and
the
executive
board
on
the
on
of
the
council
for
their
endless
support
this
summer
during
this
leadership,
trans
transition,
I'm
honored
to
serve
alongside
each
of
them
and
I'm
looking
forward
to
working
together
towards
our
mission
every
child
one
voice.
Q
Good
morning,
president
corbilike,
dr
alettas,
a
member
of
the
board,
my
name
is
scott
howarth.
I
am
a
senior
at
arundel
high
school
and
I
am
the
president
of
the
chesapeake
regional
association
of
student
councils,
as
this
is
the
first
official
crash
report
of
the
2016-2017
school
year.
I
want
to
say,
welcome
back
and
I
hope
everyone
had
a
great
summer
student
leadership
activities
kept
on
rolling
this
summer.
In
its
second
year.
Q
Since
school
has
been
back,
we
have
reconvened
our
regular
meeting
schedule
this
year
this
year.
Crass
meetings
will
be
here
at
the
carol
parham
building
at
6
30
p.m.
On
wednesdays,
except
for
when
there's
an
evening
board
meeting
for
regular
updates,
follow
us
on
twitter
at
crass
underscore
online.
Q
Q
We
did
this
with
a
very
clear
picture
of
the
consequences
and
controversy.
We
considered
sports
locker
rooms,
overnights
uniforms,
dress
codes,
individual
beliefs
and
the
inevitable
adverse
reactions
of
those
who
disagree.
We
were
not
reiterating
the
words
of
an
influential
adult
or
jumping
on
a
popular
bandwagon.
Q
We
knew
what
we
were
getting
ourselves
into
and
we
decided
as
the
crass
family,
that
we
should
initiate
a
larger
conversation
with
our
peers,
because
it
felt
like
a
thing
that
needed
to
be
needed
to
happen.
You
see
the
great
thing
about
being
young
is
that
you're
still
highly
committed
to
integrity.
Q
There
is
a
real
freedom
and
empowerment
that
comes
with
being
able
to
take
a
stand
in
the
name
of
what
is
right,
which
is
why,
after
months
of
discussion
on
december
17
2013,
the
students
of
anne
arundel
county
unanimously
passed
article
5,
section
5.01
e
of
the
crafts
platform.
It
reads
crash
supports
a
safe,
inclusive,
informative,
unbiased
educational
experience
for
all
students
across
the
entire
spectrum
of
gender
identity
and
sexual
preference.
Q
Q
Q
However,
we
suggest
that
anyone
who
thinks
this
is
about
protecting
girls
from
predators
should
conduct
some
research
about
violence
against
the
transgender
people
nationwide,
78
percent
of
gender
non-conforming
youth
report,
significant
abuse
at
school,
31
percent
of
the
the
youth
noted.
The
abuse
was
from
teachers
and
there's
zero
statistical
evidence,
suggesting
that
a
transgender
student
is
going
to
attack
you
in
the
ladies
room,
officially
craft
supports
and
deeply
appreciates
the
development
and
implementation
of
the
transgender
guidelines.
Q
We
applaud
school
systems,
brave
bravery
in
the
face
of
controversy
and
willingness
to
do
the
right
thing.
Even
if
a
noisy
minority
insists
that
it's
not
the
popular
thing
to
do.
We
encourage
the
community
to
continue
ask
to
continue
asking
questions
and
engaging
in
these
courageous
conversations
as
that
we
can
all
grow
together.
Q
Growth
is
painful,
but
not
as
painful
as
being
a
child
with
incongruent
anatomy,
and
certainly
not
as
painful
as
being
victimized,
because
an
adult
who
you
trusted
told
the
parents
of
your
whole
class,
how
you
were
secretly
different,
so
they
can
avoid
you.
We
commend
the
hard
work
of
the
many
people
who
collaborated
on
this
project
and
thank
them
for
including
students
in
this
discussion.
A
R
S
S
S
R
R
R
R
R
A
A
A
All
right,
we'll
move
on
to
the
public
comment
portion
of
the
meeting.
Anyone
wishing
to
speak
on
an
item
not
on
today's
agenda
may
offer
testimony
during
this
public
comment.
Portion
of
the
meeting
speakers
will
be
allotted
three
minutes
each
and
the
board
asks
that
comments
remain
civil
and
appropriate
for
the
various
audiences
that
may
be
watching
or
viewing
the
meeting
student
specific
and
personnel
matters
are
confidential
and
cannot
be
discussed
in
this
forum.
This
time
is
intended
for
speakers
to
voice
their
opinion
and
not
necessarily
as
a
question
and
answer
period.
A
Speakers
may
pose
questions,
but
answers
will
be
counted
toward
the
three-minute
allotment.
For
the
record,
please
give
your
name
before
speaking
and
handouts
should
be
given
to
the
board
assistant.
I
actually
don't
have
any
completed
cards
for
this
portion
of
the
meeting.
Is
there
anyone
in
the
audience
who
would
like
to
address
the
board
at
this
time?.
A
A
A
A
A
A
A
A
A
M
We
are
here
to
present
item
4.08,
which
is
an
information
item
only
this
morning.
Regarding
the
superintendent's
recommended
fiscal
year,
2008
capital
budget,
six-year
plan
and
state
capital
improvement
plan.
We
are
required
to
remit
this
plan
to
the
state
annually.
The
date
for
this
year
is
october
5th
of
2016..
M
That
meeting
will
be
held
at
6
pm
here
in
this
room
on
september
13th,
while
the
public
is
welcome
to
attend
the
workshop
on
the
capital
budget,
no
public
testimony
will
be
taken
at
that
time.
However,
the
board
will
hold
a
public
hearing
relating
to
the
capital
budget
at
its
as
part
of
its
next
regularly
scheduled
meeting,
which
will
be
september
21st
and
naturally
the
public
is
both
invited
to
attend
as
well
as
participate
and
testify
on
the
item
the
evening
of
the
21st.
M
So
today
we
simply
want
to
orientate
you
to
the
exhibit
in
front
of
you
again,
given
that
there
will
be
ample
opportunities
to
go
through
it
in
significant
detail.
When
we
convene
for
the
workshop,
the
first
page
itemizes
in
a
priority
order,
the
superintendent's
recommendation
for
the
capital
budget
and
you'll
see
it's
totaling
230,
approximately
235
million
dollars
at
the
bottom
line.
M
The
second
page
of
the
exhibit
and
again
we'll
go
through
all
of
these
in
much
greater
detail,
shows
shows
a
disaggregation
of
the
superintendent's
recommendation
between
county
funding
and
state
funding.
So
of
the
total
that
we
mentioned
earlier,
we
will
be
requesting
approximately
65.4
million
of
it
from
the
state,
with
the
remaining
169.2
million
coming
from
the
local
county
government.
M
The
third
page
of
your
exhibit
is
in
fact,
a
six-year
capital
improvement
plan
showing
not
just
the
18
recommendation
of
the
superintendent,
but
the
recommendations
for
the
out
years,
as
required
by
state
law
and,
finally,
the
fourth
page
of
the
exhibit
disaggregates
the
state's
sub-share
of
that
six-year
plan,
so
that
we
can
adequately
telegraph
to
the
state
of
maryland,
just
like
the
county
government.
What
we're
asking
them
to
prepare
for
and
budget
for
in
the
out
years?
M
L
M
M
They
arrived
at
the
at
the
decision
that
they
wanted
to
put
money
aside
within
the
county's
budget
in
lieu
of
an
hours
for
the
acquisition
of
property.
Should
it
be
deemed
necessary
essentially
to
discharge
the
project,
we're
going
to
see
a
presentation
on
the
old
mill,
complex
study
here
shortly
later
this
morning,
hopefully
but
yeah.
So
there
is
money
set
aside.
It
is
not
in
the
board
of
education's
budget
is
in
the
county
government's
budget.
Should
the
necessity
arise.
L
F
O
A
A
B
M
M
They
have
applied
for
and
won
a
grant
from,
the
state
department
of
natural
resources,
but
because
they
are
not
the
property
owners.
The
state
department
of
natural
resources
requires
concurrence
from
the
school
district,
the
owner
to
property,
as
well
as
county
government,
so
that
they
can
disperse
the
grant.
So
that
is
the
purpose
of
the
action
item
before
you
today
is
simply
to
free
up
the
grant
money
so
that
the
city
can
in
fact
procure
and
install
playground
equipment.
That's
the
short
game.
The
long
game
is
that
we
would
be
accessing
this
property.
M
We
in
fact
back
in
2011.
This
board
took
action
to
access
the
property
to
the
county
government
and
with
the
intention
that
the
county
government
would
then
convey
it
to
the
city.
That
deal
was
never
in
spite
of
this
board
voting
in
favor
of
that
and
not
having
anything
to
do
with
us.
That
deal
never
transpired,
but
we've
had
conversations
with
both
the
county
administration,
as
well
as
the
city
administration.
M
Both
are
new
to
their
seats,
we're
not
a
part
of
the
2011
discussion
and
they
have
expressed
an
interest
to
do
exactly
that.
So
I
anticipate
in
relatively
short
order.
We
would
be
bringing
another
decision
item
before
this
board,
with
a
recommendation
that
we
consider
once
again
declaring
the
property
surplus
go
through
to
state
education,
article
procedures,
to
convey
it
by
operation
of
deed
to
the
county
government,
and
then
the
county
government
would
hold
title
to
the
land
they
could
do
with
it
with
whatever
they
please
more
than
likely.
M
A
L
M
So
short
and
long
range
plans
again
alex
checking
the
chief
operating
officer,
so
there's
a
lot
of
activity
in
the
area
right.
Our
project
is
a
school
renovation
project
and
you,
you
recall,
we
run
a
very
community-based
process
for
that.
There's
a
lot
of
development
in
the
area
and
the
developers
are
obligated
to
hold
public
outreach
events.
They
hold
public
hearings.
So
clearly
the
community
knows
through
the
planning
and
zoning
process
what
is
occurring
there.
M
M
This
is
really
it's
rare
that
something
this
small
actually
excites
me,
and
let
me
explain
that
so.
This
is
truly
a
public-private
partnership.
We
talk
about
it
all
the
time,
but
we've
got
three
entities.
You've
got
a
board
of
education
and
you
have
a
county
government
and
you
have
private
developers
that
essentially
came
together
to
say
how
could
we
best
in
a
long-range
vision?
U
What's
not
seen
here
is
we're
actually
part
of
a
three
developer
team
that
is
going
to
be
upgrading
a
large
portion
of
joyce
lane
from
the
entrance
where
the
where
it
meets
the
school
all
the
way
down
to
hardy
road
with
a
design
to
complete
it
all
the
way
out
to
richie
highway.
As
you
know,
joyce
lane
is
has
been
a
substandard
road
for
a
while.
U
So
all
of
this
ties
together
the
storm
water
management,
which
the
easement,
which
goes
over
to
the
county,
which
then
manages
the
storm
water
off
of
the
newly
improved
road,
so
that
yeah
there's
there's
a
lot
of
pieces
here
that
benefit
the
county.
The
land
swap
will
enable
the
full-size
athletic
fields
for
the
elementary
school,
and
then
you
know
our
piece
with
the
entrance
off
of
joyce
lane,
so
it
all
fits
together
and.
M
The
greater
public
as
well,
ms
burge,
in
that
the
initial
concept
plan
for
the
development
would
have
had
created
yet
another
entrance
onto
route
2.,
it's
a
very
heavily
trafficked
and,
unfortunately,
a
higher
speed
road.
So
the
the
residents
of
the
development
now
will
be
able
to
not
have
to
compete
for
direct
access
throughout
two.
They
will
come
out
on
the
joist
lane
and
joyce
lane.
L
A
A
A
K
There
was
a
third
option
that
was
based
on
the
judgment
of
the
board
at
the
time
to
shift
monies
and
ask
for
an
additional
1.4
million
dollars
in
the
budget
request
that
we
sent
to
the
county,
executive
and
county
council
and
a
option
for
what
we
could
do
in
terms
of
changing
start
times
having
the
right
equipment
and
drivers
available
using
that
money.
In
addition
to
the
six
hundred
two
thousand
dollars,
it
was
basically
a
two
million
dollar
two
million
dollar
proposal
at
that
time.
K
Let
me
also
remind
that,
through
the
budget
process
last
year
and
staff
presented
a
budget
that
included
a
little
over
eight
million
dollars
and
a
more
comprehensive
shift
in
school
start
times.
It
was
the
ultimately
the
decision
of
this
board
to
not
move
forward
on
that
to
shift
monies
around,
as
I,
as
I
just
said,
and
to
request
1.4
million
dollars
instead
of
the
8
million
dollars
and
possibly
move
forward
with
some
of
those
possibilities.
K
What
you
have
before
you
are
the
two
options
that
were
presented
that
leave
us
them,
based
on
the
monies
that
we
have
available
from
the
county
council
from
two
years
ago
that
we've
been
holding
for
this
very
shift,
and
it
is
my
understanding
the
board
intends
into
the
future
to
vote
and
make
a
final
decision
on
changing
start
to
shifting
start
times
for
the
17-18
school
year.
That
will
give
us.
K
We
encourage
the
board
to
do
that
as
expeditiously
as
possible
in
the
next
couple
of
weeks
or
month,
so
that
we
can
begin
to
inform
the
public,
create
a
communication
plan
make
sure
the
buses
have
been
ordered.
The
routes
have
been
drawn
and
we're
ready
to
go
for
the
17-18
school
year.
So
what
you
have
before
you
is
option,
one
where
there
is
a
shift
of
the,
as
you
see,
there's
a
shift
in
the
high
schools
of
13
minutes
from
sev
the
current
7
17
time
to
a
beginning
of
7
30.
K
and
shifts
in
all
of
our
other
schools.
Those
are
the
middle
middle
and
elementary
as
well
as
some
of
our
special
some
of
our
alternative
special
centers
of
a
15-minute
shift,
and
you
can
see
the
number
of
buses
and
the
cost
for
that.
What
I
will
point
to
is
on
the
far
right
of
that
chart,
you'll
see
in
red.
What
that
is
depicting
are
the
number
of
schools,
and
that
would
end
after
four
o'clock,
based
on
a
shift
on
the
front
end.
K
If
you
shift
the
front
end
of
a
start
time,
you
have
to
shift
the
back
end
of
a
start
time
to
maintain
the
same
number
of
minutes
in
a
day
for
the
high
school
middle
school
elementary
or
the
special
school.
What
you
see
there
in
the
red
again
I'll
point
out
are:
there
would
be
eight
schools
for
middle
two,
elementary
and
two
of
our
alternative
schools,
other
schools
that
would
be
ending
after
four
o'clock.
K
Option
two
that
was
also
presented
last
spring
same
options
show
that
this
is
a
where
we
move
this
starting
of
the
high
school
start
times
from
7
17
to
7
35,
a
shift
of
18
minutes
and
a
total
of
20
minutes
for
each
of
the
middle
schools,
elementary
schools
and
our
special
and
alternative
schools.
Again,
we
can
do
this
with
the
same
amount
of
money
and
the
same
buses
needed
through
a
lot
of
hard
work
by
our
buyer
transportation
department.
K
Again,
let
me
point
out
to
the
far
right
of
the
of
the
chart
in
red
you'll
see
that
the
number
of
schools,
of
course,
if
you
shift
further
on
the
front
end,
you
have
to
shift
further
on
the
back
end
and
we
now
would
have
four
middle
schools,
seven
elementary
and
two
other
schools.
That
would
end
after
four
o'clock.
R
K
B
K
V
I
I
hope
that
we
get
more
folks
involved
in
making
this
decision
one
of
the
things
I'd
like
to
point
out
to
the
public.
Is
it
just
by
chance,
as
a
reader
of
the
wall
street
journal,
there's
a
story
recently
from
this
national
newspaper
about
school
start
times
in
anne
arundel
county.
So
I
hope
you'll
all
have
an
opportunity
to
read
that
and
and
think
about
that-
and
I
I'd
like
you
to
make
some
consideration
about.
You
know
if
we're
gonna,
if
we're
gonna,
do
this.
On
what
basis
are
we
gonna
do
this?
V
V
K
V
V
K
Questions
I
appreciate
you
being
there
many
of
you,
my
the
board.
Members
were
there
as
well
at
the
various
meetings.
They
were
very
well
advertised,
they
were
well
attended
and
they
were
very
public
meetings
where
we
presented
a
more
comprehensive
option
that
I
had
built
into
the
budget
that
this
staff
had
built
into
the
budget.
I'll
also
also
know
that
then,
those
folks
that
were
there
at
those
meetings,
I'll
remind
you,
were
broken
into
small
groups.
K
Very
meticulous
notes
were
taken
and
compiled,
based
on
the
public's
feeling
about
that
option
or
other
options.
They
had
a
chance
to
to
discuss
that,
and
then
there
was
a
very
public
survey
that
went
out
and
we
had
a
a
a
high
return
rate
on
that
survey,
and
it
was
very
clear
that
the
general
public
was
not
ready
for
a
comprehensive
shift
in
start
times
at
this
time
and
therefore
it
was
then
the
boards
based
on
that
information.
V
Dr
lotto,
thank
you
for
your
comments.
I
really
appreciate
them
and
and,
as
you
know,
unfortunately,
you've
gone
out
of
your
way
to
take
the
public's
thoughts
into
consideration.
We've
been
talking
about
this
for
a
while,
and
I
think
we
made
it.
We
need
to
make
a
decision
about
this
as
difficult
as
it's
going
to
be.
F
K
M
According
the
official
start
times,
this
is
for
the
current
academic
year,
the
2017
year
at
present,
hebron
harmon
elementary
school
begins
at
9
30..
So
you
will
be
adding
either
15
minutes
to
9,
30
or
20
minutes
to
9
30,
depending
on
option
one
or
option
two
mead
heights.
Elementary
school
currently
begins
at
9,
25
and
again
so
with
9.
25
they'll
either
be
moving
to
9,
40
or
9
45
as
a
start
time.
K
F
M
M
M
L
L
L
A
A
L
M
B
M
M
M
B
B
F
F
M
It
actually
varies
because,
for
example,
they're
run
by
recreation
of
parks,
but
they're
also
run
by
a
program
open
door.
There's
a
couple
other
entities
to
provide
them.
They
set
their
own
hours.
Quite
often,
it
is
it's
a
combination
of
what
that
community
actually
needs
and
what
our
school
needs.
So
there's
conversations
between
those
before
and
after
care
operators,
some
do
run
a
little
bit
longer.
Some
run
a
little
bit
shorter,
it's
actually
school
by
school.
It's
a
little
bit
different.
A
M
So
we're
certainly
continuing
to
sure
so
we're
currently
continuing
to
to
stand
up
that
software
package.
So,
for
example,
last
year
we
had
loaded
in
the
county
maps
we
loaded
in
the
student
data
population
from
last
year
to
stop
locations
from
last
year
to
stop
look
start
stop
times
from
last
year's,
etc
we're
in
a
new
academic
year.
So
a
lot
of
that
information
has
to
be
overwritten
with
the
demography
of
this
school
year,
etc.
M
So
once
we
get
stabilization
generally,
for
example
the
student
body
by
about
september
30,
because
that's
when
we
have
to
do
our
official
student
accounts
for
the
purposes
of
the
state
that
the
ins
and
outs
and
the
audit
area
transfers,
for
example,
stabilized
by
then
so
sometime
after
that
point,
we'll
be
able
to
upload
the
new
student
information
system
and
continue
to
build
parallel.
Once
we
have
the
data
and
continue
to
model
and
build
parallel
scenarios.
J
M
A
V
H
Hi,
my
name
is
claudia
o'keefe,
I'm
a
parent
in
the
school
system.
My
daughter
just
started
high
school
this
year.
She
gets
up
at
5.
30
in
the
morning
bless
her
heart.
She
works
really
hard
at
it.
It's
very
difficult
for
her
there's
been
a
lot
of
talk
about
the
late
starting
schools.
I'd
like
to
talk
a
little
bit
about
the
earlier
starting
schools
course.
You
know
all
the
high
schools
start
early.
H
H
H
The
earliest
pickup
for
magnet
school
is
6
35.
The
non-magnet
earliest
pickup,
I
believe,
is
seven
o'clock
am
which
means
by
the
end
of
this
month,
a
lot
of
our
middle
school
students
are
going
to
be
standing
out
in
the
dark
36
of
our
elementary
school
buses
start
picking
up
before
7
30,
which
means
part
of
the
year.
We
have
elementary
age.
Children
standing
in
the
dark
at
bus
stops
around
the
county.
H
H
H
I
And
been
watching
this
high
school
start
time,
since
we
first
moved
to
this
county
34
years
ago.
The
main
issue
seems
to
be
money,
and
money
is
in
opposition
to
what's
best
for
students
and
high
school
students.
As
our
brain
research
is
clearer
and
clearer,
telling
us
adolescents
do
not
get
sleepy
till
11
pm,
they
are
not
ready
to
rise
until
8
a.m.
I
They
do
best
in
school
when
they're
awake
and
there's
physiology
to
explain
that
if
anybody
wants
copies
of
the
wall
street
journal
as
part
of
our
very
important
public
education
process
of
making
this
shift
possible.
I
brought
copies
here
today
and
I'm
just
hoping
that
when
we
get
to
making
the
proper
decision,
we
find
the
money.
I
If
it's
important,
it's
like
polio
vaccines.
You
agree
with
it
or
not
agree
with
it.
It
was
very
inconvenient.
I
personally
don't
happen
to
like
sugar
in
anybody,
but
that
was
the
way
that
I
got
it
as
a
kid.
You
just
do
what's
best
for
the
most,
with
what
resources
that
you
have
and
I'm
pretty
sure
our
county
and
our
state
can
find
the
resources
to
get
more
buses
and
make
use
of
that
software
to
make
bus
routing
more
efficient.
W
Hi,
my
name
is
melissa
ellis.
I
am
a
parent
of
two
high
school
students
here
in
anne
arundel
county.
They
are
actually
new
to
the
public
school
system.
I
home
school,
my
two
younger
students
at
this
time,
my
kids,
they
wanted
the
high
school
experience,
the
american
high
school
experience-
and
I
support
them
in
that.
W
But
it's
very
difficult
every
day
to
see
the
struggle
they
go
through
getting
up
at
5
30
in
the
morning
as
a
parent,
knowing
that
they
have
alternatives,
they
could
homeschool
and
the
fact
that
I
see
them
making
this
decision
daily
to
impact
their
health
and
their
well-being
is
very
difficult.
As
a
parent.
W
Research
has
shown
that,
besides
this
being
a
surefire
way
to
improve
academics
across
the
board
it
all,
it
also
shows
that
we
can
greatly
improve
the
safety
of
our
adolescent
students
by
reducing
teen
suicide,
teen,
depression
and
other
stress-induced
illness
illnesses.
Reducing
teen,
auto
accidents.
W
W
W
W
You
have
the
information,
you
know
what
our
kids
need.
All
of
the
experts
have
have
told
the
nation
that,
and
now
we
are
in
the
nation's
eye
as
being
one
of
the
worst
offenders,
so
I
really
really
really
hope
that
the
driving
decision
here
is
or
what
drives
this
decision
is
the
well-being
of
our
kids.
Please
thanks.
X
As
we
heard,
anne
arundel
county
has
been
amongst
the
first
to
discuss
the
issue
of
school
start
time
change
well
before
the
year
2000..
So
we're
going
on
two
decades
now
and
while
I
recognize
that
there's
been
millions,
thousands
hundreds
of
changes
in
personnel
on
the
school
board,
you
know
we're
still
moving
along
as
a
body.
So
this
conversation,
I
would
urge
you
to
move
forward
with
a
very
specific
goal.
X
While
you
have
the
opportunity
before
you,
the
aacps
school
task
force
committee
quoted
in
their
report
in
2014,
concluded
that
extra
sleep
potentially
gained
by
starting
school
later
would
be
beneficial
for
adolescents,
particularly
high
school
students.
Most
critically,
the
task
force
members
discussed
whether
the
overall
positive
benefits
of
later
start
times
outweighed
the
potential
negative
effects.
They
determined
that
later
school
start
times
was
worthy
of
consideration
and
could
be
achieved
in
an
acceptable
way.
X
X
Acps
is
continuing
to
ignore
the
recommendations
of
the
american
medical
association
as
you've
heard
and
and
specifically,
that
no
middle
or
high
school
start
before
8
30
in
the
morning
for
health,
safety
and
academic
achievement.
So
we
really
are.
We
really
would
be
achieving
all
of
our
goals
with
one
move.
This
is
a
potential
for
significant
benefit
across
all
of
the
different
priorities
that
we
all
share.
X
I
ask
you
and
I'm
glad
we're
discussing,
because
there
is
a
lot
to
consider.
I
ask
that
you
commit
to
making
the
most
significant
move
to
later
high
school
start
time
for
2017-18
school
year,
with
an
overall
stated
goal
of
moving
to
the
larger
goal
of
meeting
recommendations
of
8
30
a.m,
for
middle
and
high
school
and
safe
and
healthy
schedules
for
all
students
by
2017-2018.
X
I
would
also
suggest
creating
an
implementation
team
to
include
staff
and
community.
We
have
so
many
skills
here
in
our
community
that
we
could
pull
in
and
a
representative
start
school
later
to
help
share
the
data
that
we've
gathered
from
around
the
country
and,
most
importantly,
commit
to
continuing
to
educate
the
public
about
why
we
are
committed
to
getting
to
the
how
of
school
start
time
change
and
work
in
a
manner
consistent
with
best
change
management
practices.
I
know
that
we
can
do
this.
J
I
would
like
to
answer
heather's
presentation.
Heather,
you
need
to
know
financially,
we
have
made
a
decision
that
we
are
going
ahead
with
late
school
start.
Okay,
the
board
has
made
the
decision.
Where
do
we
get
the
two
million
dollars
as
the
public?
You
will
have
to
help
us
because
remember
we
don't
have
the
money
so
ask
anne
arundel
county.
Ask
the
governor,
you
know,
help
us
in
that
way.
Push
it
that
way.
They
give
us
the
money.
We
don't
have
it.
Maybe
you
can
ask
for
the
money
to
be
only
for
that.
J
You
know
we
are
just
moving
forward
to
get
it
done,
okay
and
we
will
get
it
done
for
the
2017-18
like
we
promised
okay,
the
next
one
is
yes,
we
are
committed
and
the
reason
why
we
chose
not
to
take
the
action
and
the
vote
today
is
because
there's
two
members
absent
and
it
might
have
failed
okay.
So
you
need
to
know
that
we
are
also
working
with
you
and
the
next
one.
J
J
Y
Y
and
I'm
worried
about
the
effect
on
those
kids
of
their
recreational
time
their
family
time,
and
I
think,
that's
an
issue
that
we
need
to
address
and
perhaps
take
a
look
at
if
we
do
go
to
one
of
these
options,
some
type
of
phase-in
program
where
we
look
at
maybe
purchasing
more
buses
for
mary
moss
and
marley
glenn
or
find
out
what
the
cost
of
that
might
be
so
that
those
kids
can
get
home
across
the
county
at
a
reasonable
hour.
Thank
you.
Thank.
J
N
A
T
J
L
L
Lr
means
long
range.
That
means
that
we're
not
actually
it's
not
in
a
budget
right
now.
It's
not
planning
to
be
done.
The
schools
that
are
in
a
what
happens
with
the
schools
that
are
in
our
in
our
six-year
plan
can
can.
Can
you
just
explain
how
this
document
works,
because
I
know
that
there
have
been
years
when
it
has
been
misunderstood?
T
We
have
a
list
of
roofs,
we
have
a
list
of
locker
rooms,
rooms,
we
have
bleachers
pa
systems
and
we
use
all
of
the
capital
budget
and
some
operating
budget
to
fund
these.
But
it
is
just,
as
you
said,
a
picture
of
what
we
hope
to
do
based
on
funding
and
the
long
range
is
items
that
we
have
on
the
list
that
show
the
cost
of
our
backlog
of
work,
and
it
also
will
not
reflect
the
world.
The
schools
that
are
in
our
cip
for
full
renovations.
M
M
The
study
was
funded
and
commissioned
by
anne
arundel
county
government.
It
was
done
to
support
the
mgt
of
america,
strategic
facilities,
utilization
master
plan,
understanding
how
large
of
an
undertaking
this
is.
It
was
imperative
for
the
the
public
at
large,
as
well
as
the
funding
authorities,
to
have
an
idea
of
the
scope
and
breadth
and
ultimate
cost
and
timeline
to
discharge
a
public
works
project.
That
is
this
large.
Z
Z
If
I
can
ask
you
to
advance
the
slide
to
two
more
one
more,
there
we
go,
so
this
is
kind
of
the
overall
road
map
of
the
existing
conditions,
assessment
that
started
off
the
process
and
just
to
footnote
the
methodology
that
was
that
was
gone
through.
As
alex
said,
we
had
a
diverse
group
of
stakeholders
from
several
different
county
agencies.
Z
Together
with
that
group,
we
developed
a
concise
list
of
project
objectives,
things
that
we
wanted
to
achieve.
While
we
went
through
this
study
and
looked
at
various
iterations
of
the
design
options,
if
you'll
bear
with
me
I'll
delve
into
those
in
a
little
bit
more
detail
when
we
get
to
the
evaluative
criteria
that
ultimately
landed
us
with
a
with
a
recommendation,
that'll
be
one
of
the
later
slides
that
we
share.
We
kicked
off
the
process
with
a
intense
extensive
series
of
data
collection
efforts.
This
involved
archival
research
site
visits.
K
Z
The
western
side
we've
got
the
what
we
call
the
quarterfield
cat
north
site,
which
currently
houses
quarterfield
elementary
school
and
the
cat
north
career
and
technology
building
next
site
over
is
the
papa
john's
farm,
which
is
bound
by
interstate
97,
new
cut
road
and
grover
road.
It's
about
a
48,
acre
property.
That's
currently
undeveloped.
Z
The
old
mill
property
that
alex
mentioned
is
relatively
comprehensive
site.
172
total
acres
right
now
it
houses,
rippling
woods
to
the
north.
The
old
mill
high,
slash
middle
school,
south
middle
school
north
complex
in
the
middle
and
then
ruth
parker
eason
to
the
south,
ruth
parker
easton,
incidentally,
is
not
part
of
this
study.
It's
just
adjacent
to
the
property
and
just
wanted
to
highlight
that.
You
also
notice
that
that
large
170
acre
parcel
is
bisected
here,
where
my
line
is
with
a
bg
and
e
overhead
transmission
line
right
away.
Z
So
you'll
see
that
as
a
benchmark
as
we
move
through
that
site,
the
fourth
site
is
old
mill,
I'm
sorry!
It's
the
old
mill
southgate
park
site
off
of
oakwood
drive
right
now.
It's
operated,
owned
and
operated
by
anne
arundel,
county
parks
and
rec
recreation
and
parks
department
and
serves
as
a
community
amenity.
Z
Okay,
next
slide,
please
thanks!
So
once
we
I
identified
the
the
major
buildable
areas
and
the
opportunities
for
development
on
each
of
those
properties.
We
were
also
asked
to
make
sure
that
we
keep
all
the
current
schools
and
and
programs
up
and
running
on
these
sites
and
not
consider
swing
space
offsite.
So
we
had
to
look
carefully
at
the
phasing
of
these
different
projects
in
the
sequence
as
well.
Z
So
we
looked
at
that
as
well
as
all
the
buildable
areas
that
were
available
as
part
of
our
site
analysis.
We
identified
all
the
topographical
features,
steep
slopes,
utility,
right-of-ways,
vehicular
access
points
and
the
like
and
then
also
influence
from
bwi
airport,
which
is
within
four
miles
of
a
couple
of
these
sites.
Z
So
all
those
factors
came
into
play
when
we
identified
the
buildable
areas
again
to
embark
on
our
study,
we
looked
at
several
options
along
the
way,
had
an
iterative
series
of
meetings
with
with
alex's
team
from
public
schools,
county
government
parks
and
rec,
and
the
like.
We
landed
on
four
final
options
that
we're
going
to
present
quickly
to
you
today
and
again.
These
are
the
phasing
diagrams
that
show
how
the
phases
will
unroll
on
what
will
be
in
sequence
as
we
go
through
the
different
steps.
Z
We'll
start
we'll
go
into
a
little
more
detail
on
option,
one
and
I'll
just
point
out
the
differences
in
the
future
remaining
options,
so
an
option
option
one
for
the
master
plan.
The
first
phase
is
to
is
to
replace
rippling
woods
elementary
again,
leaving
the
existing
school
up
and
running
and
building
that
to
the
north
part
of
that
old
mill,
property
phase
two
is
going
to
be
building
the
new
old
mill
middle
school
south
and
that
will
be
over
on
the
southgate
park.
Z
Property
phase
3
will
be
building
a
new
high
school
called
old
mill
west,
and
this
is
meant
to
relieve
some
of
the
overflow
capacity
right
now
at
old
mill
high
school.
So
that
would
phase
three
would
be
at
the
papa
john's
site.
Apparently
undeveloped,
phase
four
would
be
a
new
quarterfield
elementary
school
again.
Z
Phase
six
would
be
the
new
replacement
of
the
current
old
mill
high
school
on
its
same
property,
just
adjacent
and
then
the
last
phase
would
be
a
new
old
mill
middle
school
north
which
will
be
built
on
the
cat
north
property.
So
the
phasing
of
these
new
schools
will
allow
for
the
demolition
of
the
existing
schools,
which
then
in
turn
allows
for
the
future
phases
to
happen
and.
M
It's
important
before
we
leave
this
one
page
that
you'll
see
a
little
asterisk
next
to
both
rippling
woods
and
quarter
field,
their
designated
flex
phases.
They
can
actually
be
done
in
isolation
and
do
not
necessarily
have
to
be
done
in
this
sequence.
This
is
the
sequence
that
the
consulting
team
arrived
at,
but
in
fact,
because
they
are
in
a
way
isolated
away
from
the
other
construction
activities,
should
funding
or
directives,
etc
all
transpire
differently.
K
Z
Exactly
and
just
to
build
on
that
point,
a
little
bit
the
the
icons,
the
graphics
that
you
see
here
are
actually
prototypical
sort
of
templates,
a
kit
of
parts,
if
you
will,
for
each
of
the
different
school
properties,
to
maintain
consistency
across
the
board
on
all
the
different
options.
So
in
this
case
we're
using
the
current
evolving
anne
arundel
county
elementary
prototype
that
you'll
see
for
rippling
woods
and
quarterfield
we're
using
a.
Z
We
worked
with
public
schools
planning
department
to
look
at
the
most
recent
ed
specs
for
middle
school
and
high
schools
and
identified
ones
that
we
had
done
in
another
county
that
were
very
close
to
your
square
footage
and
your
student
population
as
sort
of
placeholders.
If
you
will
to
demonstrate
how
middle
school
and
high
school
would
would
flesh
out
in
these
different
schemes
and
they're,
going
to
be
consistent
throughout
all
of
the
design
options.
Z
If
I
could
actually
just
flip
to
option
two,
this
one
is
very
similar
to
option
option
one
and
that
it
utilizes
all
four
of
the
properties
available
to
us
in
the
master
plan
study.
It
also
strives
to
achieve
all
of
the
all
of
the
program
program
elements
as
well.
The
major
difference
between
these
two
is
that
the
cte
program
cat
north,
instead
of
being
on
the
north
side
of
that
right
away
above
old
mill
high,
is
now
on
the
south
side
of
that
right
away
to
create
more
of
a
secondary
educational
campus.
M
Z
Old
mill,
high
school,
just
to
point
out
a
couple
of
the
negatives
here,
is
that
this
happens
to
sit.
The
new
cat
north
building
shown
in
light
blue
here,
happens
to
sit
on
a
major
utility
right
away
through
that
site,
so
that
would
require
some
extensive
utility
relocations,
which
is
why
we
looked
at
the
option.
One
alternative:
we
could
flip
to
option
three
option.
Three.
Z
What
that
means
is
it's
again
no
longer
available
for
new
development,
so
the
new
middle
school,
nor
old
mill
middle
school
north
that
we
had
been
showing
the
other
two
options
now
moves
over
to
the
old
mill
property,
so
that
creates
a
proximity
between
the
middle
school
and
the
high
school.
On
that
same
parcel,
the
papa,
john's
and
southgate
properties
are
identical
to
the
previous
options.
R
Z
I'll
just
highlight
categorically
the
different
criteria
that
we
evaluated
them
against,
and
just
so
you
can
follow
along
the
green
arrows
mean
that
they're
this
options,
representing
an
advantage
among
the
others
against
the
others
in
that
particular
category.
The
gray
arrow
that
goes
left
and
right
is
simply
sort
of
status
quo.
It's
sort
of
average
among
the
other
options
and
the
red
arrow
down
orange
arrow
down
means
it's.
Z
The
second
category
is
the
relationship
between
the
buildings.
This
is
again
looking
at
things
like.
Does
it
make
sense
to
have
a
middle
school
and
high
school
on
the
same
site?
What
are
the
pros
and
cons
of
that
as
opposed
to
a
cte
and
a
high
school
which
have
some
natural
synergies
between
their
two
programs?
So
that's.
Why
option
one
and
two
have
the
green
arrow
in
that
category:
location
of
buildings
per
district.
Z
This
is
zooming
out
and
looking
at
the
entire
master
plan
as
a
whole
are
the
two
middle
schools
are
the
two
high
schools
or
the
two
element,
elementary
schools,
too,
close
or
too
far
apart
to
really
serve
the
neighborhoods
and
communities
that
they're
intended
to
serve
and,
in
this
case
options
one
and
two
had
the
most
advantageous
sort
of
distribution
of
those
high
schools
and
middle
schools.
That
was
more
consistent
with
the
long-term
plans
of
the
county.
Z
M
Z
Of
bwi
airport-
and
there
are
a
couple
of
criteria
there-
that
we
needed
to
consider
we're
trying
to
avoid
in
in
the
planning
two
of
the
schemes
option.
One
and
two
actually
all
of
the
buildings
avoided
that
that
critical,
65,
dnl
contour,
the
other
ones,
while
it
doesn't
create
an
impossibility
for
those
to
be
executed,
does
roll
in
some
other
procedural
and
protocol
issues
down
the
road
in
planning
and
permitting
that
we
would
like
to
avoid.
If
we
can
looking
forward.
Z
Z
That's
going
to
need
to
be
demoed
in
phases
to
be
able
to
keep
all
those
students
on
site
during
construction,
we'd
like
to
recommend
limiting
that
to
a
two
phase:
demolition,
an
occupation
rather
than
three
phase.
If
we
can
so
that's
the
reason
that
option
four
is
is
a
negative
in
that
category,
because
it
requires
a
more
complex,
three-phase
demolition
of
that
existing
building
option.
Z
One
allows
for
again
a
more
straightforward
phasing
in
logistics
and
less
movement
of
utilities
and
other
things
that
complicate
the
constructability
of
these
options
overall
schedule
we'll
get
to
that
in
the
the
wrap-up
page.
In
a
minute,
the
schedule
was
was
fairly
consistent
among
we're.
Looking
at
you
know,
9
to
11
year
span
for
all
of
these
phases,
combined
the
one
that
was
notable
was
again
option,
four,
which
was
going
to
take
a
full
two
years
longer
than
some
of
the
options.
So
we
thought
that
was
a
notable
negative
below
average
of
the
others.
Z
Thank
you.
This
is
a
summary
with
kind
of
a
icon
roadmap
of
the
different
sites
that
were
utilized
in
each
of
the
options
again
option
one
and
two
utilize
all
of
the
sites
in
orange
option.
Three
took
cat
north
out
of
the
mix
option
four
to
cat
north
and
the
papa
john's
farm
site
out
of
the
mix
and
highlight
the
first
row
showing
the
cost
which
you
can
see
is
fairly
consistent
throughout
the
four
different
options.
Z
V
M
Well,
so,
essentially,
essentially,
this
plan
does
not
take
into
account
the
funding
required
to
execute
it.
So
this
essentially
sought
to
identify
the
best
combination,
logistically
of
how
to
create
the
projects
to
meet
the
scope.
What
is
the
budgeted
amount
that
is
required
to
complete
the
project
in
its
totality,
and
what
is
the
duration
of
time?
M
That
then,
is
going
to
have
to
be
retooled
recalibrated
going
forward,
depending
on
the
outcome
of
deliberations
over
this
set
of
recommendations
to
better
inform
the
cip,
not
the
one-
that's
before
us
this
year,
because
we're
not
asking
for
any
funding
in
fy18,
but
it
would
help
us,
through
conversations
with
superintendent
board,
recalibrate,
our
cip,
on
a
going
forward
basis,
as
well
as
then
enter
into
that
dialogue
with
our
county
and
state
funding
officials.
As
you
can
see,
the
cost
to
execute
these
projects
range
from
705
million
up
to
730
million.
M
That's
simply
for
these
projects,
not
in
not
even
taking
into
account
any
other
needs
of
the
school
district
or
county
government
or
state
government.
So
it's
a
require
significant
investment
of
public
resources
and
that's
why
it
was
critical
that
we
partner,
for
example,
with
the
county
government,
so
that
so
that
not
only
they,
but
the
public
at
large
is
fully
informed
in
terms
of
a
long-range
view.
M
Dr
frank
of
what
are
the
amount
of
resources
that
are
going
to
be
necessary,
so
you
can
begin
putting
the
things
in
place,
such
as
what
size
bond
sales
which
projects
we
have
to
complete
and
pay
off
in
advance,
which
projects
could
possibly
be
moved
around.
Are
there
alternative
funding
strategies
that
may
be
deployed?
So
this
is
really
the
beginning
to
essentially
quantify
the
size
of
this
public
works
project
and
then
now,
armed
with
this
information,
we
can
sequentially
begin
having
the
dialogue
with
the
funding
officials
with
the
broader
community
at
large,
etc.
V
M
Sure
so
it
begins.
It
begins
with
a
with
an
approved,
adopted
capital
improvement
program
upon
the
recommendation
of
the
superintendent
from
this
board.
That
document,
then,
would
get
transmitted
to
both
the
state
and
the
county
officials.
They
then
obviously,
would
rely
heavily
on
their
fiscal
advisors,
be
it
the
county
budget
officer
or
be
at
the
state
department
of
management
and
budget
etc.
To
begin
to
find
the
resources
on
their
end,
I
think
it
was
described
earlier,
save
for
two
of
these
projects,
which
is
rippling
woods
and
quarter
field
that
can
be
done
in
isolation.
M
We
have
to
maintain
all
these
youngsters
in
their
current
schools.
We
don't
have
anywhere
to
relocate
them,
and
so
it
takes
a
significant
amount
of
funding
commitment.
It
will
take
a
significant
amount
of
cooperation
from
the
school
communities
from
the
school
faculty,
administrators,
etc.
But
again,
I
think
that
you
know
this
is
sort
of
day,
one
where
we
can
now
begin
those
dialogues,
not
just
with
the
public
sector
folks,
but
with
the
private
public
and
private
sector.
Folks
to
say
this
is
what
we
all
need
to
become
prepare
for.
K
So
as
we,
for
example,
split
old
mill
high
school,
that's
an
operating
budget
right
once
the
building's
built
you
then
have
to
staff
that
building
and
have
the
right
science,
equipment
and
athletic
equipment,
and
so
on
that
has
to
be
built
into
an
operating
budget.
Also
understand
that
it's
not
just
about.
If
money
were
available,
we
can
move
it
forward.
We
have
to
have
a
team
that
can
manage
this
right.
K
So
when
you
start
to
peel
away
layers
of
this
onion,
this
could
possibly
be
seven
buildings
in
play
and
we
have
to
have
a
management
team
that
can
manage
all
the
construction
we
have
construction
going
on
now,
and
so
it
has
to
be
put
into.
It's
got
to
be
very
sequential
not
only
for
the
students,
but
also
the
staff,
that's
going
to
be
managing
all
these
projects.
At
the
same
time,.
M
M
More
importantly,
as
essentially,
we
very
purposely
stress
test
this
master
plan,
because
if
we
know
that
we
can
fit
a
1700
school,
should
we
decide
to
only
build
a
1500
school?
We
know
we
can
make
that
work.
So
we
wanted
to
test
worst
case
to
make
sure
that
we
could
adequately
accommodate
whatever
the
decisions
and
recommendations
are,
and
then
we
can
always
right
size
it
as
we
continue.
M
M
Correct
and
then
finally,
it
will
create
opportunities
where
we
can
look
at
redistricting
options
to
better
utilize
and
relieve
some
enrollment
pressures
that
we
have
at
some
adjacent
schools
as
well
in
the
out
years.
So
I
think
this
really
would
help
largely
not
just
the
old
milk
community,
but
ultimately
could
greatly
aid,
both
the
glen
burnie,
the
north
county,
the
meade
high
school
situation,
etc.
As
we
look
at
some
of
those
downrange
rebalancing
options,
okay,.
L
M
It's
it's
not
an
oddity
at
all
and,
as
you
can
probably
well
imagine
a
recall,
we
have
done
feasibility
studies
for
as
long
as
you
and
I
have
both
been
in
these
positions.
Miss
burge
and
the
natural
inclination
is
well
my
oh,
my
a
renovation
is
always
the
the
most
cost
effective,
but
how
many
times
how
many
times
have
we
found
that?
In
fact
that
is
true
right?
Thankfully,
we
we
picked
the
lesser
cost
option,
but
how
many
times
have
we
found
that
it's
not
the
case
and
really
taking
a
look
here?
M
Time
is
money
that
old
adage,
so
one
of
the
biggest
drivers
is
that
that,
in
a
way
least,
impactful
to
land
mass
option
actually
has
an
11
year,
four
four-month
duration,
so
you've
got
a
staff
and
and
and
supply
enough
at
that
job
and
the
time
value
of
money
greatly
impacts
that
that's
one
but
really.
The
second
piece
is
that
again,
you
know
being
able
to
take
down
the
old
mill
complex
in
two
phases.
Instead
of
having
to
take
it
down
in
three
phases.
There
is
a
significant
amount
of
value.
M
So
so
there
is
no
agreement
in
place.
The
appropriation
authority
was
granted
upon
a
recommendation
of
the
county
executive.
The
county
council
did
in
fact
appropriate
funds
in
a
county
c-class
project
towards
this.
It
is
a
county
government,
run
project
the
acquisition
side
of
it.
They
have
the
subject
matter:
expertise
within
the
right-of-ways
division
that
we
do
not
have
in-house
they
have.
We
have
communicated
collectively
both
the
school
district
and
the
county
government,
with
the
legal
representation
for
the
ownership
interests
of
that
property.
L
Z
M
B
Z
B
B
M
If
you
take
a
look
at
the
the
site
plans
for
those
the
amount
of
field
accoutrements
and
site
development
activities,
that
would
occur
on
the
property
that
we
own
today,
the
one
that
has
the
bgd
transmission
line,
so
there's
more
fields,
there's
more
parking,
space,
spaces,
etc.
There's
a
lot
of
more
site
development
there.
You
can
much
more
effectively
the
what
we
call
the
old
mill
west,
which
is
a
new
ground
up
construction,
we're
hitting
essentially
virgin
ground.
M
So
there's
no
demolition
required
there,
we're
just
hitting
dirt.
The
utilities
are
very
close.
We
can
build
that
very
fast,
very
efficiently,
there's
not
as
much
site
to
redevelop
and
there's
not
asbestos
that
we
have
to
deal
with,
etc.
So
it's
a
compilation
of
a
lot
of
things,
but
when
you're,
starting
with
what
we
call
green
field
development,
just
virgin
land
building
up,
we
can
build
it
cheaper
and
quicker.
M
So
we
had
the
luxury
in
option.
One
and
again
really
this
just
happens
to
to
be
the
id
the
optimization
of
the
property.
We
have
an
existing
stadium
complex
there
at
the
school.
You'll
note
that,
however,
it
is
a
significant
walk
from
the
school.
If
you
know
where
the
school
sits
today
and
in
fact
it
actually
would
become
more
burdensome
in
the
new
plan
as
well.
So
we
thought
under
all
scenarios,
we
contemplated
a
new
stadium
complex
to
be
built
for
both
high
schools,
so
both
high
schools
will
have
a
new
stadium
complex.
M
However,
in
option
one
again,
just
given
the
layout
of
the
land,
we
saw
an
opportunity
to
salvage
the
bulk
of
the
existing
stadium
and
the
intended
use
of
that
stadium,
while
obviously
our
youngsters
could
use
it
during
the
day
that
really
would
become
an
asset
for
the
recreation
and
parks
department.
So
in
option
one
there's
actually
more
fields
than
would
be
required
if
it
was
simply
an
aacps
project,
there's
also
another
stadium,
which
is
again
the
rehabilitated
stadium
that
currently
exists.
M
M
Given
the
the
number,
the
demogra
demography
of
that
area,
they
simply
do
not
have
enough
courts,
basketball,
courts,
football
fields,
soccer
fields,
etc,
and,
looking
at
this
collectively
remember
we're
going
to
be
taking
over
one
of
their
parks,
southgate
right,
so
we're
trying
to
optimize
from
a
public
perspective.
How
can
we
get
the
most
public
good
out
of
this,
not
just
for
the
school
district
myopically?
M
But
if
we
look
at
this
collectively,
how
could
the
citizens
of
anne
arundel
county
miss
hummer,
come
out
the
furthest
ahead
and
to
the
extent
that
we
can
partner
with
brecken
parks
and
we
get
what
we
need
out
of
it
and
they
get
as
much
out
of
it
as
they
would
have
plus
anything
else
that
helps
fill
in
some
of
the
gaps
in
their
master
plan.
It
really
turns
out
again
to
sort
of
be
that
win-win
aspect
to
it.
M
A
M
Correct
right
and
we're
not
asking
you
to
take
a
position,
we
would
anticipate
that
over
the
course
of
the
ensuing
weeks
or
months
likely,
you
would
have
some
conversations
with
dr
lotto
and
staff.
We
can
certainly
talk
about
that
more
at
greater
length,
as
well
as
part
of
our
workshop.
The
intent
is
that
we
have
a
cip,
that's
currently
in
play.
M
It's
the
one
before
you
today
that
is
uninfluenced
by
this
body
of
work
as
this
is
really
in
and
out
year,
but
the
intent
is
over
the
course
of
the
next
few
plus
months
that
by
the
time
we
get
around
to
developing
the
cip
to
this
board
we'll
consider.
Next
year,
though,
we
really
will
have
the
results
of
the
study,
we'll
have
essentially
an
idea
of
what
the
county
and
the
state
are
willing
to
fund
in
the
current
year.
M
Plus
we'll
have
some
information,
because
this
document
is
going
to
be
shared
with
state
and
county
officials.
You
saw
it
first,
but
they
will
be
getting
it
probably
tomorrow,
so
that
they
can
begin
having
discussions
at
the
staff
level
there
and
again
begin
communicating
with
us.
We
want
to
get
this
out
to
the
public
as
well
as
broadly
as
possible,
so
that
the
communities
clearly
understand
what
the
options
are
and
can
begin
being
armed
with
the
information
to
engage
sort
of
in
a
productive
dialogue
with
us.
M
M
No,
it's
it's!
It's
in
the
works.
As
I
said,
there
is
no
definitive
timeline
for
that,
certainly
depending
on
which
option
we
pursued.
If
we
pursued
option
four,
it's
immaterial
with
the
other
three.
We
would
certainly
need
the
property
the
day
before
we
broke
ground.
So
there's
some
time
for
that
to
transpire
and.
AA
Good
afternoon
dr
arlato,
president
corbilak
and
members
of
the
board,
my
name
is
kristen
etzel.
I
have
a
son
in
fourth
grade
and
a
daughter
in
kindergarten
at
ripley
woods
elementary
school,
I'm
speaking
up
today
in
supportive
funding
for
design
and
construction
of
the
old
mill,
high
school
old
mill,
middle
schools
and
rippling
woods
elementary.
AA
We
have
a
group
of
parents,
neighbors
and
friends,
also
in
support
of
this
funding,
and
we
will
continue
to
attend
board
and
county
council
meetings
to
speak
up
for
our
schools.
My
kids
are
young,
so
my
first
hand,
experience
of
the
school
buildings
is
related
to
rippling
woods.
The
open
classrooms
result
in
a
very
loud
and
distracting
environment,
and
these
are
not
open
classrooms
in
groups
of
two
or
three.
These
are
pods
of
six
or
seven
or
more
open
classrooms
in
one
area
separated
from
each
other.
AA
By
only
five
foot
tall,
cubicle
walls,
many
classrooms
have
no
access
to
natural
light.
My
son's
third
grade
classroom
was
so
small.
There
was
no
possibility
of
different
desk
arrangements
or
flexibility
for
the
teacher,
not
to
mention
that
security
drills
require
kids
to
hide
under
desks
as
not
not
all
the
classrooms
have
closets
to
shelter
in
place.
AA
AA
According
to
the
2015
mgt
strategic
facilities,
utilization
master
plan
and
the
ranking
of
the
master
plan
priorities,
the
old
mill
schools
and
rippling
woods
occupy
the
number
7
8
9
10
and
11
priority
slots.
My
intent
in
speaking
today
is
to
request
that
this
2015
priority
list
is
followed
and
the
old
middle
schools
retain
their
place
in
line
for
funding.
I
feel
the
need
to
speak
up
to
advocate
for
funding
because
of
the
history
of
old
mill
school
funding
that
I've
been
able
to
piece
together.
AA
It
is
my
understanding
that
an
earlier
2006
study
by
mgt
listed
among
the
top
priorities.
However,
the
old
mail
project
was
not
started
at
that
time
because
of
lack
of
money
due
to
the
recession,
as
well
as
the
size
and
complexity
of
the
project.
It
is
obvious
from
the
just
published
master
plan
study
that
this
is
a
huge
undertaking.
AA
I've
reviewed
the
old
male
master
plan
study
discussed
today
and
I'm
pleased
to
see
an
in-depth,
comprehensive
master
plan.
I
interpret
this
as
a
welcome
and
positive
sign
that
these
projects
will
continue
to
move
forward
with
design
and
construction
in
reviewing
the
current
fiscal
year
18
budget
and
six-year
plan.
My
question
relates
to
the
timing
of
the
initial
design
and
construction
fees
for
the
old
mill,
complex
schools.
Last
year's
six-year
plan
included
fiscal
year,
18
design
funding
for
both
rippling
woods
and
old
mill
west
high
school.
AA
The
fiscal
year
18
budget
presented
today
has
pushed
these
funds
to
fiscal
year
19,
thus
pushing
the
project
start
out
one
year
with
a
comprehensive
study
already
in
hand.
Why
is
there
a
delay
in
funding?
I
will
continue
to
speak
up
at
board
meetings
as
well
as
county
council
meetings,
to
ask
that
the
old
mill
schools
retain
their
place
in
line
for
funding
so
that
these
important
projects
are
not
delayed.
Thank
you.
H
Hi,
claudia
o'keefe
parent,
my
son
currently
goes
to
old
middle
south.
It
does
take
some
working
out
to
get
through
the
quarters,
but
they
manage
it's
a
good
challenge
for
them.
I
just
wanted
to
request.
If
it's
at
all
possible,
it
would
be
helpful.
I
know
in
the
mgt
study
the
the
feeder
system
for
old.
The
new
old
mill
west
is
proposed
to
include
two
or
three
glen
burnie
elementary
schools,
a
couple
of
old
mill,
elementary
schools
and,
I
think,
a
mead
area
school.
H
A
B
F
M
Check
no
chief
operating
officer,
so
essentially
this
is
a
multi-step
proposal,
evaluation
process,
so
we
have
a
multi-discipline
team,
that's
evaluators
on
it.
In
any
of
these
specific.
In
any
of
these
solicitations,
we
put
out
a
specification
that
describes
the
steps
or
the
sequence
that
is
to
be
followed,
and
we
give
them
in
rather
exacting
detail
to
a
high
degree
of
specificity,
how
we
want
those
responses
structured
so
essentially
in
this
solicitation,
there's
three
parts
to
it.
M
The
first
round
is
a
is
a
static
submission
which
is
essentially
a
binder
filled
with
information
that
contains
the
exact
elements
that
we've
asked
them
to
respond
to,
so
that
static
exhibit
is
reviewed
first
by
the
evaluation
team
called
through
and
tr
and
match
benchmarked
against
the
decision-making
rubric
or
the
algorithm
that
was
prescribed
again.
That
is
telegraphed
to
all
the
bidders,
so
they
know
how
they're
going
to
get
evaluated,
and
that
essentially,
is
a
first
cut
to
allow
us
to
rank
order.
M
The
entities
that
appear
to
have
a
good
chance
to
be
successful
going
on
the
second
step,
then,
is
to
invite
the
ones
that
score
higher,
essentially
to
an
in-person
interview
and
demonstration.
It
gives
us
the
ability
to
now
not
just
on
paper
but
to
actually
see
a
demonstration
of
the
prof
product.
Take
a
look
at
how
that
looks
to
us
as
administrators,
how
that
will
look
to
our
employees
on
the
on
the
receiving
end?
What
kind
of
reports
can
they
generate?
What
are
the
security
features
of
their
system?
M
We
are
dealing
with
financial
assets
here
and
sensitive
information,
so
some
people
call
it
a
dog
and
pony
show.
I've
heard
it
refer
to
that
in
the
past,
but
really,
but
really
that
second
cut
is
an
in-face
demonstration
and
a
much
deeper
dive
by
individuals
that
are
from
our
human
resources
department
from
our
budget
office
from
our
technology
department.
M
All
querying
the
individuals
and
and
you've
probably
witnessed
in
your
own
experience,
miss
hummer
that
you
know
something
looks
nice
in
a
catalog
or
it
may
look
nice
on
paper,
but
then,
when
you
actually
go
and
kick
the
tires
or
go
to
the
store
and
and
use
it,
it's
not
everything
you
thought.
So
it's
not
uncommon
that
again,
you
know,
that's
why
we
do
it.
So
it's
really
a
three-part
scoring.
So
the
first
part
is:
how
does
it
look
statically
on
paper
now?
How
does
it
look
live?
M
Plus
again,
we
can
ask
much
more
in-depth,
clarifying
questions
and-
and
I'm
only
going
to
focus
on
security
because
of
the
sensitivity
of
the
information
here.
That
is
a
big
deal,
not
just
hr
and
budget,
but
our
technology
folks,
so
that
then
we
re-score
them
now
based
on
this
much
deeper
dive
and
then
the
third
and
final
element
is
the
cost
of
the
product.
M
We
telegraphed
everybody
in
this
solicitation
that
70
percent
of
the
value
of
the
composite
evaluative
score
was
tied
to
that
technical
evaluation.
Those
two
parts-
the
remaining
30
percent-
was
tied
to
the
pricing
proposal
of
the
product
and
that's
how
we
revive
arrived
at
the
at
the
responsible,
responsive
vendor,
that's
being
proposed
for
award
today.
M
Absolutely
and
the
state
for
select
areas
the
state
procurement
act
does
in
fact,
under
the
education.
Article
does
in
fact
allow
us
to
do
multi-step
and
technical
solicitations
that
are
of
this
nature,
and
it's
exactly
to
the
point.
Some
things
are
much
more
complex
to
buy
we're
not
simply
buying
a
number
two
pencil
that
we
could
probably
get
a
pretty
good
idea.
Just
off
of
you
know
off
of
a
paper
copy
of
what
it
really
looked
like,
but
these
are
very
complex.
A
A
The
next
board
budget
committee
is
wednesday
september
21st
at
4
30
pm.
The
next
board
of
education
meeting
is
wednesday
september
21st
at
7
pm,
and
that
will
include
a
public
hearing
on
the
fy
2018,
cip
and
capital
budget,
where
we
will
accept
public
testimony
and
the
next
board
policy
committee
meeting
is
wednesday
september
28th
at
1
pm,
mrs
hummer.