►
From YouTube: BOE Public Session 7 10 2019
Description
No description was provided for this meeting.
If this is YOUR meeting, an easy way to fix this is to add a description to your video, wherever mtngs.io found it (probably YouTube).
A
A
A
A
A
A
A
A
A
A
Welcome
to
this
meeting
of
the
board
of
education,
this
meeting
is
being
televised,
live
on
aacps
tv
and
live
streamed
on
the
internet.
General
information
and
protocols
for
the
meeting
are
posted
on
the
sign
by
the
doorway
as
you
enter
the
room.
So
please
make
sure
you
read
those.
If
you
have
not
already
item
2.03
is
approval
of
the
minutes.
Is
there
a
motion
to
approve
minutes
motion?
Is
there
a
second
second
any
discussion
or
edits
to
the
minutes?
A
Seeing
none
all
those
in
favor
say:
aye,
close.
No,
the
ice
habit
minutes
are
approved.
Item
2.04
is
established
agenda
order.
We
have
one
edit
that
we'd
like
to
make
at
this
time
and
and
to
make
that
motion
I
like
to
defer
to
our
newest
member,
who
will
introduce
momentarily
but
miss
alvey.
A
A
Seeing
none
in
the
agenda
will
stand
as
revised
item.
2.05
is
board
recognitions,
and
today
we
have
no
formal
recognitions,
but
I'd
like
to
welcome
a
couple
of
special
guests
that
we
have
with
us
in
the
audience.
First:
county
executive,
stuart
pittman,
mr
pittman,
thank
you
for
being
here
with
him
as
well.
He
has
his
chief
of
staff
jennifer
purcell,
and
then
we
also
have
adrian
mickler,
who
is
the
executive
director
of
the
anne
arundel
mental
health
agency?
Thank
you
for
being
here
as
well.
A
C
Good
morning,
thank
you
to
this
board
of
education
for
a
warm
welcome.
I
look
forward
to
working
with
you.
I
would
also
like
to
thank
the
students
of
anne
arundel
county
for
not
only
their
encouragement
and
support
for
me
to
pursue
this
position,
but
for
gifting
me
the
honor
to
serve
all
of
you
and
the
greater
anne
arundel
community.
C
I
believe
that
the
board
of
education
holds
immense
power
and
potential
to
better
our
county
and,
I
hope
to
act
as
a
unifier
among
the
differing
ideologies,
reflective
of
the
diversity
of
thought
in
our
school
system
to
push
the
needle
forward
on
big
issues.
I
plan
to
focus
on
mental
health,
equity
and
diversity
in
my
short,
but
already
valued
one
year's
time.
Thank
you
and
I
look
forward
to
the
coming
year.
A
Today,
mr
live
is
not
with
us
for
a
very,
very
special
reason.
As
many
know,
he
is
a
retired
naval
officer
and
proud
graduate
of
the
u.s
naval
academy,
but
today
he's
a
proud
father-in-law
he's
asked
me
to
read
the
following
statement.
I
sincerely
regret
having
to
miss
our
july
10
board
of
education
meeting.
However,
my
wife
and
I
will
be
traveling
to
wilmington
north
carolina
to
attend
the
change
of
command
for
marine
heavy
helicopter
squadron
366
completing
his
highly
successful
command
tour.
A
My
son-in-law
lieutenant
colonel
wylan
ledbetter
will
be
relinquishing
his
command
at
the
squadron
of
15
ch-53
helicopters,
the
largest
helicopter
in
the
u.s
armed
forces.
This
is
a
once-in-a-lifetime
event,
steeped
in
tradition
and
pageantry,
and
one
that
I
simply
cannot
miss
semper
fi.
So
thank
you,
mr
leib,
and
I
wish
to
say
thank
you
to
your
son-in-law
for
his
service.
A
A
D
Well,
things
have
died
down
a
little
bit
now,
so
I
just
have.
One
thing
I
want
to
mention
was
the
the
annual
eight.
I
guess
aacps
conference
leadership.
D
The
leadership
conference
I
was
able
to
attend
that,
and
I
was
blown
away
by
the
experience,
there's
a
whole
lot
of
energy
and
excitement
among
our
leadership
staff,
and
I
was
honored
to
take
a
part
of
that.
Thank
you.
A
Thank
you,
miss
ellis
michelle
hein.
F
Good
morning,
thank
you.
Yes,
I
also
attended
attended
the
unlocking
your
potential
conference
and
it
was
amazing
and
it
was
like
for
me.
It
was
like
going
to
a
restaurant
with
too
many
amazing
choices,
and
I
you
know
I
would
have
loved
to
have
attended
nearly
all
of
the
breakout
sessions
and
the
ones
I
did
get
to
the
ones.
You
know,
because
you
choose
one
per
time.
Slot
were
incredible
and-
and
I
especially
loved
the
one
about
diversity
week,
some
folks
from
glen
burnie
were
there.
F
They
were
amazing
and
the
wheel,
and
then
you
know
identifying
all
the
things
that
all
your
characteristics
you
know,
so
it
could
be
like
gender
and
nationality,
and
you
know
favorite
sports
team
or
whatever
it
is.
I
I
thought
was
a
great
way
to
unify
people,
because
we're
more
alike
than
we
are
different
and
kudos
to
all
the
staff
involved.
It
was
I
just
I
just
loved
it.
F
I
also,
along
with
several
of
us,
attended,
miss
elvis
swearing
in,
and
it
was
just
a
wonderful
and
proud
moment
for
our
community
for
her
and
her
family.
I
you
know
we're
all
parents
up
here,
and
so
it
was
I'm
sure
it
was
a
proud
moment
for
your
family.
It
was.
F
It
was
definitely
amazing
to
see
the
the
student's
voice
represented
again
and-
and
I
can
already
tell
that
the
the
shoes
are
being
filled
just
fine
and,
and
then
this
afternoon,
we're
going
to
as
a
as
a
little
outing.
We're
going
to
a
bunch
of
us
are
going
to
go
see
into
our
goshen
farms
and
for
those
who
might
not
know
that's
a
historic
property
on
the
broadneck
peninsula.
F
G
Yes,
again
I'll
give
a
shout
out
to
helen
madioski
and
her
crew
with
professional
development.
Once
again,
the
conference
was
wonderful
and
I
love
that
that
conference
includes
all
of
our
staff
across
all
areas.
It
wasn't
just
principals,
it
wasn't
just
senior
staff,
it
was
everyone
and
everybody
having
a
chance
to
to
learn
there.
G
While
we're
saying
it's
slow,
everybody
here
is
still
working
really
hard.
I
was
at
an
event
last
night
and
I
met,
I
spoke
with
two
teachers
who
are
participating
in
curriculum
writing
for
the
summer.
So
I
hats
off
to
the
staff,
who
was
the
teachers
who
were
still
delving
in
with
professional
development
and
curriculum
writing
all
this
summer?
Long
and
my
kids
and
I
have
made
it
out
to
several
of
the
summer's
meal
sites
for
the
to
get
lunch,
and
I
encourage
everybody
to
do
it.
G
A
Thank
you
and
I'll
just
add
a
very
special
thank
you
to
ms
madioski
and
and
the
entire
team
for
the
conference
and
whoever
added
in
the
school
of
rock
beatles.
Thank
you
for
that.
Oh
gladio,
vlada
and
love
me
do
two
great
classics.
So
thank
you
for
for
such
a
great
conference,
any
other
school
and
community
highlights
seeing
none
we'll
move
to
item
2.07,
which
is
the
pta
report.
Is
there
a
report
today?
No
report
item
2.08
cac
report,
no
report:
okay,
we'll
move
to
item
3.01,
which
is
a
special
presentation.
H
Good
morning
president
gillen
members
of
the
board
of
education
and
dr
arlato
for
the
record-
I
am
monique
jackson,
deputy
superintendent
for
student
and
school
support.
I
am
providing
information
on
the
formation
of
the
mental
health
task
force,
as
requested
at
the
may
15th
meeting
of
the
board
of
education.
H
H
H
H
We
are
grateful
that
mr
voglin
and
miss
michler
have
agreed
to
co-chair
the
task
force.
The
initial
meeting
will
take
place
in
september
with
subsequent
meetings
in
november
january
and
march,
with
a
final
report
to
the
board
of
education
in
may.
Subcommittees
will
be
formed
as
needed
and
may
meet
on
a
different
schedule.
H
The
outcomes
for
the
meetings
will
be
to
develop
an
overview
of
services
provided
through
anne
arundel,
county
public
schools
and
anne
arundel
county
government
agencies,
conduct
a
gap.
Analysis,
establish
subcommittees
and
provide
recommendations
for
next
steps.
The
task
force
will
prevent
report
its
findings
publicly
to
this
board
in
may.
A
Thank
you
very
much,
mrs
jackson.
Before
we
move
to
board
questions,
I
I'd
like
to
welcome
to
the
podium
county
executive
pittman.
I
know
he
has
a
few
remarks
he'd
like
to
make.
I
Thank
you,
and
I
want
to
thank
the
board
for
requesting
that
this
task
force
be
created.
I
think
one
of
the
ways
that
you
can
measure
the
success
of
government
is
the
health
of
its
people.
I
would
like
to
be
judged
that
way.
Our
transition
committee
told
us
that
we
should
be
every
piece
of
legislation.
The
county
does
should
have
a
mental,
should
have
a
health
note
with
it,
and
I
also
you
know.
I
believe
that
parents
judge
their
own
success
and
their
kids
success
based
on
mental
health
grades
are
great.
I
You
know,
standardized
tests
are
great,
but
if
kids
aren't
happy
and
well
adjusted,
that's
where
the
problems
lie.
So
we
knew
that
when
I
came
in,
you
know
we
looked
at
what
the
previous
administration
had
done
out
of
his
office.
Not
my
child
was
one
of
the
successes.
It
was
a.
It
was
a
way
to
bring
parents
together
around
their
concerns
for
their
kids.
It
was,
it
was
focused
on
addiction
and
we
were
pretty
clear
right
away
that
we
wanted
to
do
something
similar
but
focus
on
mental
health
of
our
youth.
I
And
so
when
you
all
came
up
with
the
idea
of
this
task
force-
and
I
I
sit
down
with
with
superintendent
arlato
about
once
a
month
and
and
have
a
free
willing
conversation
and
I
usually
throw
out
a
lot
of
questions.
And-
and
one
was
what
about
this
mental
health
task
force
and
based
on
everything
we
had
talked
about.
It
was
a
no-brainer
that
this
should
be
a
county
and
school
board
thing.
I
If
you
look
at
the
list
of
of
agencies
that
are
going
to
be
involved,
they're
they're,
largely
county
agencies,
so
I
had
met
with
the
students
from
our
minds
matter.
I
had
met
with
the
parents,
from
the
stop
bullying,
group
and
and-
and
I
have
been
at
the
at
at
the
school's,
the
the
arlatos
event
at
chesapeake
middle
school,
about
bigotry
and
hatred
and
all
of
those
are
bringing
the
community
together
with
the
school
district
and
bringing
the
rest
of
county
government
together
the
school
district.
I
So
I
am
looking
forward
to
this
this,
this
task
force
being
created
and
probably
stop
in
on
a
few
meetings.
If
I'm
invited
and
out
of
it,
we
really
intend
to
do
something
robust
out
of
our
office,
and
I
know
that
you
will
do
things
as
well
and
we
want
to
be
measured
based
on
our
success.
So
thank
you
very
much
for
doing
this.
D
First
of
all,
county
executive.
Thank
you
so
much
for
for
reaching
out
and
partnering
with
our
schools
this.
This
is
a
project,
that's
very,
very
dear
to
me.
I
am
so
excited
to
see
this
moving
forward
and
I
can't
thank
you
enough
for
your
support.
D
I
envisioned
this
a
couple
months
ago
and
and
to
be
here
at
this
point
and
see
your
presentation.
D
It's
it's
turning
into
exactly
what
I
wanted
to
see
happen
for
our
for
our
students,
so
I'm
I'm
very
excited
about
it.
Thank
you
for
all
of
your
hard
work
and
I
know
there's
other
people
behind
the
scenes
that
have
been
working
on
this.
So
thank
you.
Everyone.
D
Can
we
get
hard
copy
or
digital
copy
of
the
presentation?
Okay,
great
and
I
wasn't
able
to
re
review
in
detail
since
it
was
a
brief
presentation,
the
the
members
of
the
task
force.
So
I
you
know
I'd
love
to
look
at
that
more
closely
and
just
sort
of
process
it.
But
it's!
This
is
just
looking
marvelous,
I'm
so
excited
to
see
this
get
started.
E
Thank
you
if
I
could
jump
in
so
this.
This
lacks
some
specifics,
purposefully.
E
So
what
you
asked
is:
could
we
sort
of
rally
around
the
concept
which
we
absolutely
did
and
I'm
delighted
that
that
mr
pittman
and
his
team
have
done
the
same
and
are
going
to
join
hand-in-hand
with
us?
This
is
a
brainstorm
as
you
and
I
talked
about
as
the
team
talked
about
about
who
might
very
well
be
involved,
we're
going
to
leave
it
to
the
chairs
to
sort
of
get
together
to
decide.
Are
we
hitting
all
the
right
folks.
E
Adrian
does
an
amazing
job
and
and
knows
some
resources
and
folks
that
we
simply
don't
interact
with
all
the
time,
though
we
get
to
participate
monthly
with
as
board
members,
but
now
it
will
be
up
to
the
chairs
to
sort
of
sit
down
to
put
some
meat
on
those
bones.
If
you
will
so
it's
purposely
not
rich
in
lots
of
detail.
This
is
just
sort
of
a
brainstorm
of
who
might
be
involved.
We
now
have
to
get
to
some
specifics,
then
set
dates
and
get
invites
out.
Those
kinds
of
things.
F
I
also
wanted
to
say
thank
you.
Thank
you,
dr
alato,
for
taking
this
on.
Thank
you,
county,
executive
pittman,
for
your
support
and
and
enthusiasm,
and
thank
you
to
all
of
you
for
the
presentation
and
for
your
commitment
to
this
effort.
I
think
this
is
fabulous.
I'm
just
as
delighted
as
miss
ellis
is,
and
I
I
look
forward
to
seeing
its
good
work
and
just
collaboration
information
sharing.
It's
all
wonderful.
J
J
I
would
I
would
request
that
we
in
our
partnerships
also
consider
as
a
veteran
and
as
an
african-american
as
a
minority,
that
we
also
reach
out
please
for
partnering
with
the
naacp,
as
well
as
our
our
military
partners
that
are
already
partnering
with
us
to
be
part
of
this,
because
I
believe
that
the
mental
health
focus
from
those
from
the
mental
health
focus
that
those
organizations
may
be
focusing
on
could
shed
light
on
some
other
details
on
how
we
can
manage
this
better.
So
thank
you.
Thank
you
guys
very
much.
H
Thank
you,
and
that
was
our
intent.
We
did
not
want
to
present
an
all-inclusive
list.
We
were
very
vegas,
dr
alado
said
because
we
don't
want
to
include
one
group
and
then
miss
another
group.
So
again
our
we
will
absolutely
consider
that.
J
Most
certainly
it
just
is
it's
a
check
for
myself
as
well,
so
that
I
can
keep
an
eye
out
on
those
kinds
of
things
as
well.
I
know
that,
especially
for
the
military
child,
that
that
is
a
very
unique
life
experience
and
having
someone
that
understands
that
on
our
on
our
team
would
be
very
important
as
we
move
forward.
So
thank
you.
Thank
you
for
that.
C
C
Somehow,
I
think,
would
be
helpful
because,
as
a
high
school
student,
I
know
it's
easier
for
us
to
get
out
there
and
take
part
in
things
like
this,
but
the
middle
school
voice
is
also
important,
and
their
interpretation
of
how
mental
health
should
be
taken
in
the
school
system
is
a
little
bit
different.
So
just
something
to
consider.
H
G
And
I
have
one
more
suggestion:
I
want
to
make
sure
that
these
some
one
from
the
special
education
community
is
included
so
that
we
make
sure
that
some
of
our
students
who
are
suffering
from
mental
health
issues
and
making
sure
they're
addressed
and
included.
So
when
you're
looking
at
those
I'm,
I
see
that
other
many
different
areas
of
the
school
system.
That
would
probably
be
inclusive,
but
I
just
want
to
make
sure
and
throw
that
out
there
as
well.
But
I
think
it
looks
great.
Thank
you.
K
I
just
want
to
take
a
minute
to
express
my
gratitude.
I
was
I'm
very
excited
to
see
miss
mickler
and
ryan,
taking
on
the
reigns
as
chair,
and
I
know
we're
definitely
in
good
hands.
I've
had
the
fortune
of
working
with
miss
muscular
in
the
past,
and
I
know
she
has
strong
working
relationships
and
what
I
don't
think
most
people
see
in
the
background
is
miss
jackson
and
miss
mickler
and
the
county
executive
and
his
team
already
have
these
core
groups
that
are
working
interactively
so
to
culminate
that
in
an
exterior
capacity.
K
Thank
you,
ms
ellis,
for
bringing
that,
because
I
think
that
that'll
definitely
go
a
long
way
in
helping
our
communities
find
a
find
a
way
to
improve
our
health,
and
that
is
always
inclusive
of
mental
health
in
particular,
and
that
the
consequences
are
of
what
we
face
and
the
outcomes
of
those
are
are
dire
and
we've
been
suffering
as
a
community
for
so
many
years
with
this,
and
I
think
this
is
another
great
tool
in
the
toolbox
to
further
reach
out
for
prevention,
for
care
and
also
for
healing
as
well.
K
So
I
look
forward
to
hearing
the
outcomes
of
that
and
the
progress
reports
and
thank
you
guys
once
again,
I
know
when
these
task
forces
are
formed,
there's
a
lot
of
work
involved.
So
I
will
just
thank
you
in
advance
for
going
above
and
beyond,
because
you
guys
still
got
to
keep
a
keep
the
ship
sailing
on
top
of
this.
So
thank
you
once
again
and
county
executive.
K
F
A
Great
thank
you
and,
and
I'll
just
echo,
my
thanks
for
for
everyone.
Coming
together
and
again,
I
know
others
have
said
the
the
true
collaborative
spirit
between
the
school
system
and
the
county
government.
This
doesn't
always
happen
by
chance.
It
happens
because
people
work
hard
to
make
it
happen.
So
I
appreciate
that
spirit
of
collaboration.
A
At
this
time.
I
see
no
further
board
questions,
we'll
move
to
public
comment
and
we
have
a
couple
of
of
individuals:
who've
signed
up
chitra
singh.
I
hope
I
said
that
right.
I
apologize
lisa
van
buskirk
and
we've
got
a
couple
additional
seats.
If
there's
anyone
else
who
would
like
to
testify
on
this
particular
topic,
you're
welcome
to
come
forward
at
this
time.
L
L
N
Good
morning,
lisa
van
buskirk
we're
start
school
later
in
anne
arundel
county.
I'd
like
to
say
this
looks
really
great,
I'm
enthusiastic
about
what
this
could
help
identify
and
help
resolve
in
our
community.
I'd
also
like
to
refer
you
to
a
2014
task
force
put
together
by
this
board.
The
school
start
time
task
force,
and
specifically
I
printed
out
a
page
from
it
and
I'm
going
to
read
it
to
you.
N
Specifically,
the
study
found
that
adolescents,
getting
less
than
eight
hours
of
sleep,
reported
higher
symptoms
of
depression.
So
considering
only
21
of
our
high
school
students
are
getting
eight
hours
of
sleep,
then
I
think
we
have
some
symptoms
of
depression.
Also
in
2014
sleepless
in
fairfax,
virginia
was
published
just
one
hour,
and
the
report
concludes
just
one
hour.
N
Less
of
weekday,
sleep
was
associated
with
significant
greater
odds
of
feeling
hopeless
seriously,
considering
suicide
suicide,
attempts
and
substance
use,
feeling
sad
or
hopeless
hopelessness,
increased
38
percent
suicide,
consideration,
increased
21
percent
suicide
attempts,
increased
58
tobacco
marijuana
and
alcohol
use,
increased,
23
percent
and
illicit
prescription,
drug
use,
increased
37,
but
more
recently,
just
actually,
last
month,
at
the
sleep
conference
in
texas,
there
was
a
published
of
insufficient
sleep
and
mental
health
symptoms
and
collegiate
students
and
deep
down,
there's
not
a
whole
lot
of
difference
between
a
high
school
senior
and
a
college
freshman
with
every
additional
night
of
insufficient
sleep.
N
So
I
hope
that,
as
this
board
moves
forward
with
the
transportation
consultant
later
in
and
we
start
addressing
the
school
start
times
that
that
at
least
one
is
one
piece
that
we
can
remove
from
the
mental
health
task
force
as
something
that
this
board
is
attempting
to
address.
So,
thank
you
very
much
and
I
look
forward
to
the
work
of
this.
Thank
you.
J
Thank
you,
miss
sauers
and
miss
van
burskirk
for
your
contributions
and
your
recommendations,
miss
van
burskirk.
What
would
you
share
with
us?
If,
if
possible,
could
you
email
that
to
our
board
office
so
that
we
could
get
a
copy
of
that
as
well?
Please
thank
you.
So
much.
F
I
also
wanted
to
say
thank
you
to
ms
hours
and
mrs
van
buskirk
as
a
I
was
once
a
sleep-deprived
teen
who
suffered
from
depression,
and
so
I
I
definitely
think
that,
including
that,
as
within
the
groups
that
are
coming
together
for
the
task
force,
I
think,
is
a
valid
data
point
to
look
at.
Thank
you.
A
A
A
Mr
shawheim
did
you,
oh
okay,
sorry
and
and
just
in
in
full
transparency
we're
going
to
move
to
this
next
item,
which
is
election
of
officers
and
then
based
on
the
the
outcome
of
the
two
elections,
the
board's
going
to
have
about
a
five
minute
recess
at
the
conclusion
of
the
election,
so
that
we
can
do
some
shifting
up
here
at
the
diocese
as
necessary.
A
At
this
time
we
will
move
to
election
of
officers
as
prescribed
by
law,
to
occur
at
the
board's
annual
meeting.
As
we
proceed,
we
will
have
nominations
and
then
votes
first
for
president
and
then
for
vice
president
and
both
votes
require
an
affirmative
vote
of
at
least
five
members
pursuant
to
state
law
and
board
policy.
A
A
The
board
members
will
vote
by
roll
call
by
designating
their
name
of
choice.
If
one
of
the
nominees
receives
at
least
five
votes,
that
person
will
be
elected
and
if
no
nominee
receives
at
least
five
votes,
the
chair
will
entertain
further
motions
at
this
point.
Are
there
any
nominations
for
president
mrs
ellis.
A
Thank
you
for
that.
Any
discussion
on
president
or
any
further
nominations
for
president
I'm.
D
I
do
think
it's
appropriate,
even
if
there
is
only
one
candidate
that
we
share
with
the
public,
why
we
feel
this
is
the
right
choice.
So
I,
mr
gilliland,
for
me
personally,
you
have
been
a
model
of
a
leader
for
this
board.
You
have
been
extremely
supportive
of.
D
The
ongoing
transition
to
an
elected
board-
you
have
helped
help
sort
of
bring
us
all
together
and
we
sorry
I'm
a
little
bit
at
a
loss
for
words
right
now.
I
I
consider
you
a
a
uniter
and
and
that's
why
I
I
feel
that
you
are
the
right
person
for
that
seat.
Me
personally,
I
aspire
to
be
as
eloquent
as
you
when
I
go
and
speak
in
public
venues,
so
you
have
represented
us
very
well
in
that
regard
too.
A
Thank
you,
mrs
ellis,
mr
shawheim
and
sorry
for
the
report.
F
I
want
to
second
that
sentiment.
You
are
have
been
a
leader
among
equals
and
always
willing
to
discuss
always
willing
to
to
share
your
opinion,
and
you
really
bring
all
of
us
together.
You
include
everyone
and,
and
it's
I
couldn't
think
of
a
better
person.
So
thank
you
for
everything
you've
done
to
this
point
and
and
for
the
the
work
to
come.
Thank
you
thank.
J
So
beyond
the
board,
terry,
you
have
the
respect
and
the
know-how
that
it
takes
to
manage
a
system
as
unique
and
powerful
as
our
county
school
system
since
taking
it
on
and
you
guys
can
go
watch
the
tapes.
Terry
was
kind
of
he
took
on
something
that
that
was
was
kind
of
rough
going
on
and
you
took
the
bull
by
the
horns
without
complaints,
and
you
made
sure
that
a
a
hybrid
board
like
ours
was
fully
representing
the
best
interest
of
our
students
and
certainly
the
established
excellence
of
our
school
system.
J
A
Thank
you,
miss
antwine,
any
further
discussion,
I'll
just
say.
If,
if
I
could
be
granted
a
moment
of
personal
privilege,
thank
you
for
for
the
comments
and
and
and
for
the
continued
confidence.
You
know.
I've
always
said
I
I
love
consensus
and,
and
I
love
trying
to
achieve
compromise
even
when
that
means
everyone
doesn't
get
what
what
they
want.
A
But
but
we
understand
that
we've
got
to
find
that
that
that
happy
middle
at
times-
and
I
think
that
was
evident
even
at
our
last
meeting,
with
with
such
a
complex
topic
that
that
this
board
spent
spent
months
addressing
with
with
our
prior
vice
president,
mr
reya,
I
I
think
some
of
you
watch
me
a
little
too
closely,
counting
my
my
diet,
mountain
dew,
consumption
and
and
and
and
some
other
things,
but
but
I
I
do
appreciate
the
fact
that
that
we've
been
able
to
achieve
a
lot,
whether
out,
here
or
or
a
little
more
quietly
in
in
the
caucus
room.
A
When
we
have
some
some
difficult
conversations
at
times
and
and
again,
my
my
mo
is-
is
all
about
understanding
and
appreciating
the
fact
that
this
is
a
diverse
board,
and
this
is
a
board
that
has
diverse
viewpoints
as
well
and
sometimes
opposing
viewpoints,
and
it's
important
that
that
everyone
have
their
voice
heard
and
that's
my
continued
goal
so
again.
Thank
you.
Everyone,
I've
seen
no
further
questions
or
or
comments
we'll
now
move
for
a
vote
on
president,
mrs
howe.
For
the
first
time,
mrs
howell,
would
you
please
call
the
roll.
O
P
A
Thank
you,
mrs
howell,
and
thank
you
to
the
board,
we'll
now
move
to
nominations
for
vice
president,
mrs
schallheim.
A
R
Q
Board
members,
the
first
going
in
alphabetical
order,
is
candice
antoine
I'm
pleased
to
make
that
nomination.
Q
Candace
has
brought,
in
my
view,
perhaps
the
most
sort
of
exceptional
and
singular
perspective
of
any
board
member
to
the
board,
and
I
even
times
when
I
disagree
with
her,
I'm
always
impressed
by
the
insights.
She
brings
she's,
always
thinking
about
students,
and
I
you
know.
I
hope
that
she'll
be
considered.
The
one
thing
I'll
say
in
particular
is
that
it's
it's
kind
of
inspiring
to
see
how
quickly
she
gets
results
from
her
from
her
views
and
getting
things
like
the
bullying
report
institutionalized
and
made
a
regular
agenda
item.
Q
That
is
precisely
the
kind
of
muscular
board
influence
that
I
want
to
see
from
all
of
us.
Frankly,
on
even
things
that
I
don't
agree
with,
it's
just
it's
what
we
should
be
doing.
So
that's
my
first
nomination
and
my
the
second
nomination
is
for
michelle
corkdale,
for
vice
president
I've
known
ms
corcodell
for
like
nine
years,
but
I've
really
gotten
to
know
her
a
lot
better
sitting
next
to
sitting
next
to
her
up
on
this
dais,
and
I
learned
a
lot
more
about
her
and
how
she
approaches
things.
Q
She
takes
a
really
long
view
on
behalf
of
the
students
in
the
school
system
and
sometimes
to
my
frustration,
I'll
lean
over
and
kind
of
ask
her.
Q
You
know
which
way
she's
going
to
vote
on
something,
but
she
hasn't
made
up
her
mind
yet
because
she's
still
listening
to
everybody
and
considering
all
sides-
and
I
think
that's
exactly
what
we
want
up
here-
she's
got
a
long,
long
record
of
public
service
throughout
the
county
in
many
different
positions,
most
recently
as
the
professional
director
of
constituent
services
for
the
county
executive's
office,
and
I
think
she
brings
that
same
kind
of
spirit
of
dedication
and
not
just
dedication
but
knowing
how
to
get
things
done
to
this.
Q
To
this
position
on
the
board
and
she's
already
demonstrated
that
for,
for
example,
in
her
in
her
chairmanship
of
the
policy
committee,
so
I
think
she's
worthy
of
our
consideration
as
well.
A
Thank
you
very
much,
mr
grant,
so
that
in
full
transparency,
we've
got
three
names
now
in
nomination.
We've
got
mrs
ellis.
We've
got
mrs
corcodale
and
we've
got
miss
antwine.
I'm
sorry!
I
didn't
do
that
in
alphabetical
order,
but
we
we
have
them
further
discussion.
At
this
point.
Mrs
shalham.
F
Thank
you.
I
also
wanted
to
state
how
much
I
respect
my
three
colleagues
who
put
their
name
in
the
hat
or
had
their
name
nominated
on
their
behalf.
You
know
we
we
all
have
we've
been
working
together,
very
well,
the
last
many
months
we
all
have
to
work
together
after
this.
I
respect
all
of
them,
and
I
know
that
each
of
them
would
treat
this.
F
The
vpc
with
integrity
and
build
consensus
and
again
lead
among
equals.
All
of
those
things
are
important
to
me
personally,
and
I
also
wanted
to
say,
because
I
don't
think
it'll
go
unnoticed
that
you
know
three
of
the
four
elected
people
put
the
name
in
the
hat
I
intentionally
did
not-
and
I
believe
in
my
colleagues
at
this
point
also
medically.
F
I
don't
think
it
would
be
a
wise
move,
there's
medical
stuff
going
on
all
the
time
with
me,
and
so
I
I
I
value
their
their
leadership
and
you
know
my
day
will
come.
D
D
I
want
to
say
a
few
words
about
why
I
accept
this
nomination
and
why
I
I
do
believe
I
could
be
a
good
option
for
this
position.
First,
I
have
a
very
diverse
background
that
has
provided
me
knowledge
and
experience
in
several
areas,
including
education,
human
resources,
management
and
logistics,
as
well
as
a
degree
in
psychology.
D
D
D
I
do
admire
the
way
mr
gilliland
has
served
and
believe
he
sets
an
excellent
example
as
a
uniter
and
I
do
intend
to
serve
in
the
same
manner.
And
finally,
I
want
to
say
a
word
about
dr
arlato
and
his
team.
I
came
into
this
seat
with
big
plans
and
much
that
I
would
like
to
accomplish,
and
I
do
believe
at
times
that
it
may
have
been
perceived
by
some
that
I
am
critical
of
our
administration.
D
While
I
do
tend
to
have
lots
of
questions
in
order
to
make
informed
decisions,
and
sometimes
I
have
a
different
perspective
philosophically
than
dr
arlatto
or
members
of
his
team.
I
greatly
admire
the
way
dr
arlatta
leads
our
school
system
in
so
many
ways,
and
I
will
never
stop
applauding
the
amazing
team.
Dr
arlato
has
put
together,
I
am
particularly
overjoyed
today
I
mean
really.
I
was
giddy
from
the
from
that
mental
health
task
force
presentation.
D
I
I'm
particularly
overjoyed
that
we
are
working
together
to
address
student.
Mental
health
concerns
through
the
task
force
that
I
proposed,
and
this
board
agreed
is
the
right
thing
for
our
students.
I
look
forward
to
collaborating
with
this
team
on
many
more
ambitious
efforts
on
behalf
of
our
students.
J
Thank
you.
It
is
sincerely
humbling.
We
are
guys
we
are
an
outstanding
board.
We
were
challenged
from
the
beginning,
basically
our
very
first
meeting
to
come
here
and
continue
the
excellence
that
has
been
established
in
our
school
system.
I
believe
as
a
board.
We
have
worked
towards
that.
I
also
strongly
believe
that
we
have
a
lot
more
work
to
do
and
in
doing
that
work
we
have
to
establish
trust
relationships.
J
Back
in
december
and
again
january
february,
time
frame,
I
was
actually
approached
about
going
for
vp
earlier
on
and
in
much
of
this.
For
the
same
reasons,
I
I
had
some
circumstances
that
definitely
took
priority
over
my
full
focus
as
vp
at
that
time.
J
I
brought
that
institutionalized
understanding
to
this
board
and
and
to
the
decision-making
process
through
that
and
through
the
the
support
of
the
entire
board,
dr
alato
and
yours,
and
your
staff.
I've
been
able
to
visit
almost
every
school
in
district
1
to
date,
20
schools.
J
I
have
been
able
to
talk
to
students
to
parents
to
others
that
influence
the
way
we
move
forward,
and
I
have
to
say
there
is
this
system
is
incredible.
I
also
am
a
mom
and
a
proud
mom
of
a
recent
graduate
from
meade
high
school,
and
that
was
one
of
the
most
in
it.
I
can't
I
will
not
describe
because
I
cannot
describe
what
that
meant,
but
it
was
because
of
the
leadership
in
place
that
my
son
was
able
to
achieve
the
success
he
achieved.
J
So
with
that,
I
requested
my
my
fellow
members
that
you
please
consider
the
fact
that
I
now
have
the
time
the
flexibility
and
certainly
the
heart
and
the
dedication
to
serve
in
the
capacity
of
vp
and
as
ms
ellis
shared.
Despite
the
outcomes,
my
dedication
will
not
change.
Thank
you.
K
K
This
is
a
moment
of
personal
honor
for
me,
but
also
a
deep
personal
responsibility.
I
do
not
take
the
position
lightly.
I
fully
understand
the
responsibilities
of
the
position,
and,
should
I
be
honored
by
a
majority
of
my
fellow
members
votes,
look
forward
to
interacting
with
our
education
community
as
a
leader
ready
to
assist
the
president
and
representing
aacps
in
a
professional,
meaningful
manner
that
is
worthy
of
the
dignity
of
the
position.
K
K
K
If
my
nomination
is
confirmed
by
my
fellow
members,
I
intend
to
take
the
legacy
of
our
trailblazers
and
unifiers
in
our
board's
history
and
their
predecessors
upward
and
forward.
You
already
know
my
vision
for
acps
the
priorities.
I
would
like
to
introduce
my
background,
my
relevant
leadership
experience.
K
K
I
know
that,
regardless
of
today's
outcome,
each
one
of
us
will
keep
doing
what
we
do
best
with
enthusiasm,
integrity,
innovation
and
continued
hope
for
our
students
futures.
We
have
much
to
do
and
all
possess
the
drive
to
continue
making
differences
in
the
lives
of
so
many
others
unified.
We
are
even
stronger
and
I
am
confident
that
together,
we
will
achieve
great
things
and
continue
the
education
legacy
that
started
so
humbly
for
this
organization
over
150
years
ago.
Thank
you.
A
A
M
M
M
M
M
M
M
M
M
M
P
A
Anyone
wishing
to
speak
on
an
item
not
on
today's
agenda
may
offer
testimony
during
this
public
comment
portion
of
the
meeting
speakers
are
allowed
at
three
minutes
each
and
may
not
allocate
their
time
to
others.
A
tone
will
sound
when
time
has
expired.
The
board
asks
that
comments
remain
civil
and
appropriate
for
the
various
audiences
that
may
be
watching
or
viewing
this
meeting
student
specific
and
personal
matters
are
confidential
cannot
be
discussed
in
this
forum.
It
is
not
the
board's
general
practice
to
engage
in
question
and
answer
sessions
with
speakers
for
the
record.
A
Please
give
your
name
before
speaking.
Handouts
should
be
given
to
the
board
assistant,
and
I
was
I
would
be
remiss
if
I
you
know
we
were
introducing
some
people
earlier,
and
we
announced
at
the
last
meeting
that
diane
howe
would
be
the
the
new
board
assistant,
replacing
molly
connolly
as
she
trots
off
into
her
retirement
well-deserved,
but
I
also
would
like
to
introduce
diane's
assistant
who's
at
the
table
with
her
and
it's
jackie
money,
so
welcome.
A
At
this
time,
we'll
move
forward
with
those
who
have
have
signed
up
in
advance,
jody
donnie
or
dhoni.
If,
if
I
pronounced
that
right,
I
hope
I
did
and
and
kathy
flaherty
if
either
of
them
are
here
yet.
Yes,.
S
Morning,
mr
gilliard,
dr
alato
and
members
of
the
board,
my
name
is
kathy
flaherty
and
I
have
two
children
in
our
high
school
schools
in
our
in
high
school
in
our
school
system.
I
was
pleased
to
see
my
friend
and
fellow
parent
jeanne
song
sheriff
ccac,
give
the
urine
c-cac
report
last
meeting.
I
was
even
more
pleased
to
hear
the
mention
and
short
discussion
of
choice:
exceptional
students.
I
appreciate
miss
antwine's,
curiosity
and
honesty
last
meeting
when
she
was
unfamiliar
with
the
term
and
asked
about
it.
I'd
urge
the
rest
of
you.
S
If
you
don't
know
of
these
challenges,
to
spend
just
a
little
bit
of
time,
learning
about
it,
an
older
term
not
used
so
much
more
is
gtld
gifted
learning
disabled
nationally.
It's
estimated
that
choice.
Exceptional
students
comprise
only
about
six
percent
of
students
with
a
learning
disability,
so
we're
talking
about
six
percent
of
10
percent
of
the
student
population
or
0.6
percent
of
our
aacps
population.
Maybe
500
of
our
over
80
000
all
means
all
students.
I
get
it.
It's
a
small
number,
however,
with
all
percentages.
S
If
it's
you,
it's
100
of
your
reality
also
2e
students
can
eat
up
a
much
higher
percentage
of
school
resources
if
the
educational
programming
is
not
appropriate
for
their
individual
needs.
I
understand
it's
a
complicated,
unique
personal
learning
issue.
I
also
understand
the
challenges
twice.
Exceptionality
may
and
does
present
for
students,
parents
and
teachers
as
a
2e
student
attempts
to
navigate
a
public
school
system
in
our
society
with
increased
levels
of
autism
and
asperger's.
Some
people
confuse
2e
and
asperger's
syndrome.
Most
students
with
asperger's
are
2e.
S
S
They
may
appear
to
be
a
good
student
and
achieve
good
grades,
but
often
be
considered
as
simply
lazy,
not
motivated
or
just
doesn't
care
advanced
learning
opportunities
that
they
need
may
be
elusive
for
them.
They
may
be
able
to
keep
up
aptitude
wise,
but
not
able
to
keep
up
organizationally
or
such
as
other
ways
such
as
distractibility
in
a
class
often
there's
defined
disabilities
that
are
hidden
processing.
Speed
deficits
are
very
common
for
2e
students.
S
I
know
there
are
many
people
here
at
central
office
who
are
aware
and
interested
in
tui
students,
because
I've
had
many
conversations
with
many
of
them
over
the
years.
I
remain
concerned
that
the
teachers
on
the
ground
don't
really
understand
the
issue
when
a
tui
student
is
in
their
charge.
Such
a
student
may
repeat
the
same
pattern
over
and
over
with
teachers
continually
frustrated
with
his
learning
pattern
and
style
only
to
have
teachers
and
staff
realize
at
the
end
of
the
year.
S
What
has
been
known
for
years
simply
to
repeat
it,
the
next
year
or
at
the
next
level?
How
would
we
expect
such
a
kid
to
remain
engaged
and
successful
in
his
education?
Unfortunately,
I
don't
know
the
answers.
I
think
awareness
of
the
gravity
of
life
for
a
2e
student
in
their
family
is
a
beginning
and
increased
focus
and
training
for
the
staff
at
the
school
level.
Thank
you.
A
Thank
you
very
much
for
being
here.
Miss
antoine.
J
Thank
you
for
that
presentation.
Last
last
meeting
it
was
extremely
informative,
as
you
shared
when
the
exponent,
the
definition
and
explanation
was
shared
with
me.
It
made
a
lot
more
sense
to
me
because
I
am
I
I
am
related
to
children
who
are
would
be
considered
to
e.
I
did
have
a
question
for
dr
alato.
J
It
are
similar
to
when
teachers
are
are
trained
in
their
development,
to
look
for
indicators
of
maybe
abuse
or
or
other
indicators
that
they
are
legally
obligated
to
look
for
in
the
classroom.
Are
there
indicators
that
teachers
generally
look
for
when
it
comes
to
students
that
are
considered
twice
exceptional
or
could
be
considered
twice,
exceptional.
E
So
the
short
answer
is
it's
not
my
expertise,
so
I'm
not
really
sure
the
longer
answer
would
be
either
it
would
be.
There's
not
there's
there's
not
a
checklist
that
I'm
aware
of
to
use
that
term,
where
a
teacher
would
check
off
certain
boxes
to
say
this
is
what
I'm
looking
for
twice
exceptional.
E
It
is
really
characteristics
that
the
student
displays
not
just
at
school
but
at
home
and
on
the
playground,
and
so
as
we're
their
time
with
us
is
six
and
a
half
hours
a
day,
plus
what
the
parent
shares
their
characteristics
that
when
you
put
those
together,
you
then
say
we
have
a
twice
exceptional
student,
so
I
don't
believe
that
there
is
a
checklist
per
se.
But
again
let
me
go
back
to
rb
and
it's
not
my
expertise.
J
And
the
only
reason
I
accident
in
your
testimony,
you
shared
that
there
may
be
often
there.
There
may
be
some
indicators
that
may
be
overlooked
and
or
or
misunderstood
on
by
teachers
on
the
ground.
So
if,
if
dr
lotto
thank
you
for
going
back
to
check
that,
but
if,
if
we
find
that
this
may
be
something
we
want
to
start
introducing
in
our
development,
is
I
don't
remember
per
se
if
that
was
introduced
in
the
presentation?
J
But
I
think
it
would
be
a
good
idea
if
we're
not
already
supporting
those
that
that
we,
we
consider
that
in
our
development
of
our
teachers.
Q
Yeah,
just
briefly,
this
isn't
fully
dispositive
of
the
question
that
ms
antoine
raised,
nor
of
the
very
valid
concerns
that
were
just
expressed
by
a
member
of
the
public
at
the
podium
there.
But
I
I
know
somewhat
from
personal
experience
that
at
least
for
a
certain
subset
of
students,
there
is
there's
a
completely
independent
determination
made,
for
example,
if
they
have
a
disability
learning
disability
that
is
best
dealt
with
through
an
iep
and
then
entirely
separate
consideration
as
to
whether,
for
example,
they
meet
the
requirements
for
the
gifted
entitlement
program.
Q
So
there
are
students
that
are
getting
ieps
because
they
have
learning
disabilities
one
time
or
another,
but
are
in
the
gifted
talent
program,
because
they're
performing
a
level
that
that
warrants
that
again,
that
doesn't
fully
address
the
concerns.
I
do
think
we
should.
We
should
look
more
at
this,
and
this
is
one
of
those
things
where
sometimes,
I
think
it's
our
responsibility
in
terms
of
communicating
effectively
with
the
public
to
to
kind
of
use
the
nomenclature
that's
being
used
in
these
discussions
that
I
did
raise
to
the
to
the
board
in
the
past.
Q
The
idea
that
other
counties
are
using
this
label
of
twice
exceptional
and
that,
while
we
are
providing
services
that
are
meeting
the
needs
of
many
students
who
qualify
as
twice
exceptional,
we're
not
using
the
nomenclature,
as
prominently
as,
for
example,
is
used
in
montgomery
county.
So
just
in
terms
of
making
known
to
the
public.
What
is
already
in
place
and
what
is
effectively
being
sort
of
done
for
students
that
qualify.
That's
just
something
that
we
might
consider.
A
Thank
you,
mr
brennan,
one
more
time:
jody
donny.
Okay,
thank
you
very
much.
We'll
now
move
to
our
departmental
reports
and
just
to
be
very
transparent.
There
are
usually
four
departmental
reports.
The
two
that
are
missing
have
been
interwoven
in
into
specific
agenda
items
that
one
of
which
we'll
get
to
momentarily,
which
is
the
transportation
consultant,
so
as
we
get
to
those
items,
certainly
will
be
flexible.
A
If,
if
we,
you
know
somewhat
deviate
from
the
the
specific
agenda
item
there
to
cover
a
broader
question
that
may
be
in
those
topics,
we
can
certainly
do
that
at
that
time,
if
it's
okay
with
with
the
board,
but
this
time
we'll
move
to
item
5.01,
which
is
the
safety
and
security
report.
Mrs
jackson,
welcome.
H
Good
morning,
president
gilland
vice
president
corcodell
members
of
the
board
of
education
and
dr
arlato
for
the
record,
I'm
monique
jackson,
deputy
superintendent
for
student
and
school
support.
I
am
providing
a
monthly
update
on
security,
as
requested
in
june,
mr
batten
and
ms
powell
completed
the
state
mandated
40-hour,
sro
training
course
with
the
anne
arundel
county
police
department
sros
under
the
direction
of
the
maryland
center
for
school
safety.
H
H
A
J
Much
for
that
presentation,
I'm
noticing
a
lot
of
of
construction
for
our
vegetables
specifically
and
and
upgrades
for
security
measures.
So
I
thank
you
and
your
entire
all
your
safety
and
security
departments
for
the
aggressive
actions
that
you're
taking
there.
I
wanted
to
understand-
and
this
is
certainly
yes
or
no,
because
we
cannot
discuss
what
we
do
in
terms
of
safety
and
security,
but
with
the
constructions
going
on
with
the
vestibules
and
other
items
physically
happening.
H
Absolutely
yes,
ma'am,
and
I
wanted
to
add
to
your
original
comment
that
I
speak
a
lot
when
I'm
speaking
to
addressing
the
board
about
partnerships
and
it's
not
just
a
partner.
It's
not
just
school
security,
but
it's
a
true
partnership
with
mr
shaknovich
and
his
office
as.
O
A
H
Good
morning
again,
president
gilland
vice
president
corcodell
members
of
the
board
of
education
and
dr
arlato
again
for
the
record,
I'm
monique
jackson,
deputy
superintendent.
This
morning,
I'm
speaking
on
behalf
of
dr
miesha
gillens,
executive,
director
of
equity
and
accelerated
student
achievement,
I
am
providing
the
monthly
update
on
diversity.
Inclusion,
as
requested
the
office
of
equity
and
accelerated
student
achievement,
continues
to
be
intentional
in
their
efforts
in
assisting
schools
and
eliminating
the
achievement
gap
for
your
consideration.
H
I
present
to
you
two
highlights
of
the
work
of
the
office
over
the
past
month.
First,
as
several
of
you
have
mentioned,
we
are
very
proud
of
the
unlocking
our
potential
growing
ourselves
to
grow
others
leadership
conference
that
was
held
on
june
27th
over
800
attendees,
including
board
members,
school-based
administrators
teachers,
support
staff
and
central
office
personnel
assembled
at
northeast
high
school
for
the
conference.
The
partnership
between
professional
growth
and
development
and
the
office
of
equity
and
accelerated
student
achievement
and
planning
for
that
event
has
been
incredible.
H
H
Two
amazing
student
leaders,
one
from
arundel
high
school
and
the
other
from
north
county
high
school,
spoke
about
just
that.
The
impact
of
a
caring
adult
in
their
lives.
Participants
then
engaged
in
three
professional
development
sessions
that
were
broken
down
into
three
strands.
All
means
all
ready,
set,
launch
and
sound
stewardship
which
all
align
with
our
current
strategic
plan.
H
These
sessions
were
facilitated
by
a
wide
variety
of
individuals,
including
todd
nasoni.
Author
of
kids
deserve
it
aacps,
administrators
teacher
leaders
and
other
administrative
staff
based
on
the
feedback
that
was
provided
to
us.
Participants
left
feeling
inspired,
motivated,
energized
and
better
informed
on
how
to
meet
the
needs
of
our
diverse
student
population.
H
Secondly,
for
the
second
year,
the
office
of
equity
and
accelerated
student
achievement
has
provided
anne
arundel
county
public
school
staff
with
a
summer
resource
guide
for
building
equity,
which
includes,
but
is
not
limited
to
a
summary
of
the
takeaways
from
the
early
dismissal.
Professional
development
modules.
H
Potential
interview,
questions
that
promote
the
hiring
of
equity-minded
staff
summer
equity,
professional
development
opportunities
recommended
summer
reads
that
promote
equity
diversity
and
inclusion,
and
information
on
selecting
the
right
equity
leads
and
creating
an
effective
equity
team.
Thank
you
and
this
clues
concludes
the
update,
and
I
am
open
to
answering
any
questions
that
you
may
have.
A
Thank
you
again,
mrs
jackson,
and
and
because
you
referenced
the
the
conference,
and
I
know
she's
here
today.
I
just
want
to
say
a
big
thank
you
to
mary,
jo
childs,
for
that
song.
You
have
a
beautiful
voice.
J
I
I
thank
you
all
for
the
work
that
you
you
did.
I
know
since
december
it
has
been
some
real
heavy
lifting
on
your
part
to
make
change,
especially
in
the
area
of
diversity
and
inclusion,
an
area
that
is
fragile
and
and
quite
unique.
J
You
all
have,
I
believe,
this
a
very
good
idea
of
how
to
move
forward,
and
I
believe
it
was
march
that
I
requested
of
you
all
a
five-year
reporting,
a
a
five-year
chart
that
identifies
the
reports
we've
received
on
hate
incidents,
and
I,
although
I
requested
a
lot
of
details,
you
guys
shared
some
high
levels
with
me,
and
I
appreciate
that
it
was
so
high
level
that
I'm
requesting
that
we
talk
about
it
a
bit
now
on
that
chart,
there
were
still
some
major
concerns
to
include
a
percentage
delta
between
the
last
five
years,
increasing
in
reporting
so
diane.
J
Oh
okay,
so
we're
having
technical
difficulties
so
on
the
chart,
though,
there
is
in
some
cases
there
was
almost
100
percent,
more
reports
being
made
in
some
areas,
areas
and
categories,
specifically
in
race
and
and
gender
bias.
H
I
believe
that
the
reporting
is
going
up
and
that's
what
we
want
them
to
do.
We
want
our
students
to
report
because
we
only
know
and
can
work
with
and
can
mitigate
what
that,
which
we
know,
and
so
I
believe
it's
my
belief
that,
because
we
have
such
a
focused
emphasis
on
advisory,
professional
development,
all
of
those
things
that
we
are
beginning
to
turn
the
tide
that
everyone
understands.
H
Where
do
we
see
our
area
focused
and
I've
said
several
times
middle
schools,
but
without
that
reporting
data
and
that
increase
in
reporting?
I
wouldn't
know
that,
and
so
I'm
encouraging
everyone
publicly
to
continue
to
report
there
is
it's
reporting
is
a
helpful
tool
to
the
entire
school
system
and
it
gives
us
valuable
data
to
help
us
guide
the
work
of
not
just
dr
gillen's
office,
but
the
entire
school
system.
J
Thank
you
for
that,
ms
jackson,
I
I
figured
it
had
a
positive
twist
to
it,
but
there
is
that
still
that
element
that
it
may
not
be
that
positive
twist,
and
I
I
would
the
reason
I
requested
the
details
that
I
I
requested
was
so
that
we,
as
decision
makers
on
the
board,
can
go
back
and
look
at
that
at
those
deltas
and
those
considerations
would
you
be
able-
and
I
guess
I
need
to
motion
this,
but
would
you
all
be
able
to
share
with
us
some
of
the
things
that
do
influence
that
outcome
so
that
we
can
know
for
sure
that
it's
is
it's
a
positive
reporting
situation
rather
than
the
other
side
of
it,
where
it
may
be
something
that
we
have
to
consider
in
terms
of
management.
H
And
I
would
say
to
you
we,
my
hypothesis,
that
I
just
shared
with
you
is
probably
the
best
hypothesis
that
I
could
give
you,
because
I
don't
know.
I
can't
specifically
say
what
the
increase
is
due
to.
H
H
I
was
a
assistant
principal
principal,
all
the
way
through
central
office
and
I'm
basing
what
I'm
telling
you
based
upon
my
experience
that
we
have
over
the
last
four
to
five
years,
really
had
a
focused
effort
on
bullying,
bias-motivated
behavior
changes
to
our
our
code
of
student
conduct
to
make
sure
that
all
students
really
all
means
all
students
feel
safe
and
secure
when
they
are
coming
to
school.
H
So
I
don't.
I
don't
know
how
to
give
you
a
more
in-depth
answer
other
than
we'll
continue
to
monitor
and,
as
we
see
trends,
we
will,
in
our
reports,
continue
to
report
the
trends
such
as
middle
schools
and
continue
to
talk
about
what
we
are
doing
to
combat
those
trends,
such
as
advisory
and
middle
school
guest
speakers.
A
Thank
you
any
further
board
questions
or
comments
at
this
point.
Seen
on
any
public
comment
on
diversity
and
inclusion.
Yes,
ma'am.
L
Hello
again
jennifer
sauers,
anne
arundel,
county
parent
coalition.
I
had
sent
you
guys
a
summary
of
some
of
the
emergency
calls
and
communications
from
the
schools
across
the
county,
and
you
know
that
data
has
not
been
disseminated
and
analyzed.
J
The
request
that
I
made
back
in
in
march,
I
want
to
say,
was
march,
was
based
on
a
lot
of
the
work
that
you
have
done
and
the
information
that
you
shared
with
us
and
others
in
the
community
that
brought
brought
these
things
to
my
attention,
which
is
why
my
request
to
you
guys
was
was
so
detailed
and
very
important
that
those
details
be
relayed
so
that
we,
amongst
with
on
the
board,
can
make
decisions
on
how
to
work
with
dr
alato
and
and
you
all
to
to
make
changes
where
they
need
to
be
made.
J
I
would
still
request
that
you
all
take
the
time
to
give
me
the
info
that
I
requested,
because
it
will
tell
a
different
type
of
story.
I'm
positive
as
you
are
that
that
story
is
because
we
are
promulgating
information,
that's
necessary,
that
positive
change
is
coming,
but
without
key
details.
It's
hard
to
tell
that.
A
Okay,
thank
you
miss
antoine
any
further
comments
from
the
border
from
the
public
on
diversity
and
inclusion
scene
on
we'll
now
move
to
our
consent,
calendar
and
before
we
before.
I
ask
for
a
motion
to
bundle
just
to
clarify
what
I'd
like
to
do
just
to
clear
to
clear
the
business
more
efficiently,
I'd
like
to
ask
for
a
motion
to
bundle
6.1
through
6.6,
but
remove
6.14
and
hear
that
separately,
because
I
think
that
conversation
is
going
to
be
a
bit
more
extended.
So
so
that's
the
rationale
behind
that.
A
M
A
A
A
F
Thank
you.
Yes,
I
have
a
question
about
6.06
through
6.09
and
she
said
I.
I
hope
that
it's
a.
I
hope
that
it's
a
simple
question
this
all
relates
to
construction
of
vestibules
and
but
they're
all
to
different
companies.
Is
that
because
one
individual
company
doesn't
have
the
capacity
to
do
all
of
that
work,
that
was
my
assumption.
R
T
A
competency,
quality
assurance
basis,
they're
all
of
the
same
capacity,
but
it's
really
a
volume
issue.
We
now
that
the
funding
has
been
secured
by
both
the
county
government
and
a
state
grant
that
we
received
there's
a
timeliness
issue.
We
need
to
complete
the
work
before
the
expiration
date
of
the
grant
so
to
make
that
as
efficient
and
timely
as
possible.
We
split
the
work
amongst
a
few
firms,
so
we
could
sort
of
push
to
work
at
an
accelerated
pace.
F
Sorry
getting
myself
together
here,
oh
yes-
and
this
is
probably
just
a
accounting
question,
but
can
you
explain
the
the
deduction
the
alternate
number
one
deduction
on
the
back
side
of
the
yellow
page?
I
I
guess
I
just
don't
know
what
that
means.
It
was
for
the
the
the
award-winning
contract
and
also
for
the
other
body
that
that
didn't
receive
the
contract,
and
I
just
I
guess
I
just
want
to
know
what
the
alternate
number
one.
T
Sure,
there's
essentially
two
ways
to
to
provide
a
reflective
surface
on
the
roof.
One
way
is
to
put
a
modified
bitumen
cap
sheet,
which
is
a
sort
of
an
extra
thick
asphaltic
paper,
with
white
stone,
granule
chips
that
are
basically
embedded
in
it.
That's
one
technology.
The
second
technology
is
to
use
a
white
stone
aggregate.
We
typically
use
a
texas
number
7
white
chip
here,
it's
very
reflective
of
the
sun
and
the
modified
cap
sheet
version
typically
is
a
little
bit
more
costly,
but
again
they
provide
the
same
durability.
T
They
provide
protection
to
the
roof,
not
just
from
sun
damage,
uv
degradation,
but
also
from
workers
walking
on
a
roof
or
putting
down
their
toolboxes.
So
it's
really
two
ways
to
skin
the
same
cat
essentially
and
we're
choosing
the
the
more
cost
effective
of
the
two
wonderful.
F
T
So
so
the
answer
to
that
is
yes.
At
the
margins
here
in
the
state
of
maryland,
we
work
with
the
maryland
state
department
of
the
environment
and
the
coast
guard
on
matters
such
as
this.
Essentially,
the
feds
delegate,
the
authority
to
the
state
of
maryland
because
they
deemed
that
the
state
is
competent
in
this
area
to
serve
in
their
stead,
so
the
jurisdiction
as
long
as
again,
the
feds
maintain
a
level
of
confidence
we'll
be
interacting
with
the
state
department
of
the
environment
and
the
coast
guard.
F
So
although
the
contract
is
awarded
to
the
to
the
to
the
company
listed,
is
this?
Is
this?
Is
the
budgeted
amount,
the
the
amount
of
the
contract
to?
F
T
Yes,
this
is
the
the
cost
to
remediate
the
the
oil
contamination.
There's
a
plan,
so
the
the
process,
michelle
heim,
just
for
the
board's
quick
edification,
is
essentially
in
collaboration
with
the
regulatory
officials.
You
have
to
put
together
a
written
plan,
it's
really
a
multi-agency
approach.
Once
that
plan
has
been
vetted
and
approved,
then
you
go
and
you
price
that
plan.
So
the
plan
is
to
execute
the
remediation
efforts
that
have
essentially
been
blessed
by
the
regulators.
T
You
don't
want
to
sort
of
go
down
one
path
and
then
it's
it's
not
the
way
that
all
parties
have
agreed
to.
So
the
plans
been
vetted
and
then
the
price
then
matches
that
vetted
plan.
That's
the
process
here.
F
Okay,
oh
and
it
wasn't,
it
is
an
emergency
thing,
but
it
we
also
have
the
cont
the
funding
to
accommodate
the
funds
to
come.
Okay.
Thank
you.
So
much
always
lots
of
questions.
Thank
you.
J
Hello,
I
I
wanted
to
commend
you
and
your
team.
I
once
I
went
through
this.
I
noticed
there
were
areas
of
cost
savings
when
there
were
renewals
of
contracts
even
up
to
20,
which
is
above
the
norm,
the
standards
of
10
to
15,
so
that
I
really
commend
you
all
for
doing
that.
A
lot
of
your
work
includes
looking
for
efficiencies
on
how
we
we
can
save
money
and
how
we
can
best
support
our
system
in
doing
that.
So
thank
you
for
that.
J
I
also
have
one
question:
when
we
do
operating
and
capital
funds
a
hybrid
to
cover
the
cost,
is
it
is
it
a
clear-cut
situation
where
only
the,
for
only
this
type
of
money
can
go
here.
Only
this
type
of
money
can
go
there
and
if
so,
in
terms
of
operating
funds,
does
it
does
does
all
of
those
do
all
of
those
funds
come
out
of
facilities
or
does
it
come
from
different
areas
throughout
the
system.
T
Sure
so
you
asked
two
questions.
Let
me
give
you
two
different
examples,
so
sure
that
that's
okay
so
say
we
have
to
buy
science
balance
beams.
Okay
and
we
are
currently
constructing
the
brand
new
crofton
area
high
school.
We
will
be
using
capital
dollars
to
buy
the
initial
set
of
science
balance
beams
as
part
of
the
outfitting
process
for
that
school.
Those
will
be
funded
by
capital
dollars,
but
should
southern
high
school
or
north
county
high
school
break
lose
damage
or
just
need
three
more
because
of
enrollment
growth?
T
They
would
be
using
operating
dollars.
So
we
take
a
look
at.
There
are
rules
governing
the
type
of
procurement
activity
and
the
funding
thereof
and
we're
very
careful
to
adhere
to
those
I
will
say
in
general.
The
rules
around
capital
funding
are
much
more
intensive
and
deliberate,
so
we
are
very
careful
whenever
we're
using
capital
dollars
or
grant
dollars
to
make
sure
that
we're
comporting
with
the
irs
regulations
etc.
So
I
mean
those
are
discrete
under
applications.
T
You
know
based
in
terms
of
then
the
the
acquisitions,
the
acquisitions
again
can
go
sort
of
across
across
the
departments.
Some
acquisitions
can
be
made
at
the
school
level.
Some
can
be
made
here
at
the
central
office,
for
example,
by
like
a
science
department
of
the
school
district,
and
some
of
them
are
made
by,
for
example,
our
facilities
team
when
we're
outfitting
schools
et
cetera.
So
but
our
finance
and
accounting
division
really.
J
Okay,
thank
you.
So
when
you
give
us
the
total
dollar
amount,
it
is
quite
possible
that
only
about
ten
dollars
would
be
coming
out
of
operating
funds
and
the
rest
of
the
capital
funds,
and
otherwise
it's
there's.
No,
this
amount
goes.
J
This
amount
goes
towards.
This
amount
comes
out
of
capital
funding.
This
specific
amount
for
these
type.
This
type
of
work
always
has
to
be
covered
under
operation.
Correct.
T
T
A
Thank
you,
miss
antwine,
any
further
questions
on
the
consent
calendar
again,
with
the
exception
of
6.14.
A
P
A
Thank
you
so
much
we'll
now
move
to
item
6.14,
which
is
the
student
transportation
consultant
and
again
just
separating
that,
because
I
know
we've
got
some
public
comment
and-
and
I
expect
some
board
questions
and
comments
specific
to
this.
D
So
can
you
walk
us
through
the
process
a
little
bit
of
how
we
got
to
this
one
vendor,
and
do
you
feel
that
you
had
a
large
enough
pool
to
select
from
because
I
only
see.
T
Sure,
if
you
can
take
a
look
again
for
the
record,
alex
shacknow,
the
chief
operating
officer,
so
the
solicitation
was
actually
sent
out
to
471
entities.
Obviously
across
you
know,
multiple
interest
spectrums
on
a
project
like
this.
T
It's
potential
that
you
can
have
a
lead
with
subcontractors
etc.
So
to
sort
of
canvas
the
marketplace
we
sent
out
notifications
to
as
far
and
wide
as
we
possibly
could.
That's
our
initiation
going
out.
In
addition
to
that,
we
obviously
are
required
to
advertise
it
in
certain
locations
posted
on
the
state
of
maryland
soon
soon
to
formally
be
called
e
maryland
marketplace
they're
coming
up
with
a
new,
a
new
gimmick
for
it,
but
so
we
use
a
multi-channel
approach
to
broadcast
the
solicitation.
T
Ultimately,
we
did
have
a
number
of
vendors
that
expressed
sufficient
interest
in
it
that
they
did
come
in
and
we
hold
what's
called
a
pre-bid
meeting
and
it's
essentially
an
opportunity
for
us
at
a
very
high
level
to
go
over
the
specifications
and
the
the
project,
the
scope,
etc
and
then
allow
the
vendors
an
opportunity
to
ask
any
questions
that
they
may
have
of
us
clarifying
type
of
questions
and,
of
course,
any
of
those
q.
A
type
of
exchanges
are
always
documented
in
writing
and
then
redistributed
back
out.
T
So
it's
not
just
a
formal
exchange
of
information.
It's
a
it's
catalogued
in
a
written
format.
So
there's
no
disagreement
later
on
in.
In
terms
of
what
was
said
and
what
wasn't
said,
I
would
say
to
the
limiting
factors
really
on
the
solicitation:
are
twofold
and
I'll,
just
sort
of
generally
categorize
those
one.
Quite
honestly,
we're
we're
a
big,
complex
school
district,
and
this
is
a
complex
topic.
T
B
T
It's
a
different
sort
of
thing.
T
The
second
piece
and
and
probably
more
importantly,
so-
is
that
there
is
a
ethics
and
conflicts
of
interest
provision
in
any
solicitation
like
this,
and
it's
very
important
that
that
exists
and
very
important
that
we
adhere
to
it
and
the
project
offerers
adhere
to
it
and
specifically
on
any
project
such
as
this,
you
want
to
avoid
a
potential
that
a
vendor
or
a
contractor
an
offer,
etc
would
put
forward
a
list
of
recommendations
that
could
potentially
benefit
them
or
could
be
structured
in
a
way
that
at
some
point
in
time
they
would
be
the
only
ones
that
could
bid
on
it,
etc.
T
So
that
is
a
consideration
that
a
company
has
to
make.
But
again
it's
a
very
purposeful,
very
deliberate
endeavor.
So
there
were
a
few
firms
that
notified
us
and
said
in
light
of
the
the
conflict
of
interest,
essentially
non-compete
provisions
that
they
would
withdrawal
further
consideration.
D
Okay,
so
I
I
see
just
a
few
numbers
here,
but
can
you
give
me,
after
this
overall
process
that
you've
been
through
your
feeling
about
this
vendor's
capability
to
achieve
the
goals
that
we
had
put
forth
in
this
consultation.
T
T
T
No,
we
actually
call
my
counterpart
or
transportation
head
or
business
management
services
head,
etc
of
those
jurisdictions.
We
also
asked
them
to
give
us
excerpts
or
links
to
deliverables
that
they've
provided
to
other
clients,
so
we're
able
to
take
a
look
at
the
type
of
product
that
they
are
capable
of
generating,
and
this
firm
is
not
self-performing
in
its
entirety.
They
do
have
two
subcontractors
that
are
working
with
them
and
we
also
do
reference
checks
and
check
the
the
capacity,
the
credibility,
the
reliability
of
their
subcontractors
as
well.
D
Thank
you
and
just
to
clarify
why
I
asked
that
question.
I
certainly
would
never
question
that
you
would
put
something
forward
as
a
recommendation
that
that
you
didn't
believe
in,
but
I
I
was
asking
the
question,
because
we
only
see
one
company
here,
and
you
mentioned
the
limitations
or
the
challenges
for
finding
someone
for
this
work.
I
just
wanted
to
hear
from
you
that,
despite
all
that,
you
do
feel
like
we
have
identified
someone
who
can
meet
our
goals.
T
I
do
and
and
I'll
tell
you
this
firm
has
so
I
mean
the
report
that
we're
asking
for
is
a
sort
of
a
a
a
it's
broad
in
terms
of
transportation,
but
it's
just
focused
on
transportation.
Q
T
Just
offer
that
this
company
is
a
multi-discipline
firm
and
has
done
a
variety
of
educational
related
activities
for
other
school
districts.
So,
in
addition
to
obviously
understanding
transportation,
because
that's
the
focus
of
the
study
and
that's
the
only
yardstick
we
applied
to
them-
they
actually
have
performed
work.
T
Everything
from
policy
review
to
organizational
structures
of
boards
and
school
districts-
and
you
know
other
types.
So
they
understand
the
business
of
schools
and
then
obviously
the
business
of
transportation-
and
I
think,
that's
in
in
a
way
beneficial
to
this
work
product,
because
there's
a
high
degree
of
technical
nature
just
in
transportation
but
maybe
doing
transportation
for
a
school
district
or
a
sizable
school
district
is
maybe
different
than
than
transporting
oranges
or
orange
juice
from
florida
to
here,
that's
transportation
as
well.
T
D
T
Well,
so
the
answer
to
that
is
yes,
I
would
say
our
ask:
is
a
little
bit
more
comprehensive.
This
board
wanted
something
you
know
a
lot
of
times.
The
work
is,
is
more
narrowly
tailored
or
niche
focused
to
address
a
specific
problem.
We
it's
our
understanding
as
staff
and
as
the
superintendent
that
this
board
wanted
a
very
broad-based
sort
of
an
overarching.
T
You
know
multi-faceted
and
that's
why,
if
you
recall
the
scope,
the
scope
was
pretty
extensive
and
no
one
part
is
any
less
or
any
more
important
than
the
others.
We
expect
them
to
deliver
on
all
of
those
points,
and
I
think
that
would
put
us
as
an
entity
and
you
as
a
governing
body
in
a
better
place.
J
So
I
my
question
was:
I
noticed
here
the
term
date
once
once
approved
or
if
approved
they
start
tomorrow.
So
I
wanted
to
know:
are
they
only
working
with
the
transportation
department
or
will
they
be
able
to
work
with
different
departments
as
they
make
as
they
do?
This
review
and
sure.
T
So
if
they
only
work
with
transportation,
this
would
be
a
miserable
failure.
The
the
solicitation
actually
requires
them
to
work
with
other
departments
and
entities,
everything
from
schools
who
are
our
customers
to
parents,
but
also
special
education,
athletics
office,
school
performance,
etc.
So
budget
finance.
M
T
J
T
So
yes,
and
so
once
prospectively,
should
the
board
approve
this
contract
today
then
there's
obviously
a
document
exchange.
You
know
we
have
to
actually
formally
enter
into
a
contract
and
exchange
all
that
legal
paperwork,
but
soon
thereafter,
we'll
have
a
a
kick-off,
essentially
a
a
kick-off
meeting,
it's
much
more
than
just
to
get
to
know
each
other.
It's
really
to
develop
a
schedule,
develop
contact
points,
develop
a
list
of
information.
They're
gonna
we're
gonna
have
to
do
a
lot
of
data
dumps
on
them,
so
we're
gonna
have
to
understand.
T
T
I
say
it's
a
kickoff
meeting:
it's
just
not
a
a
one-time
event.
So
if
you
do
not
get
the
kick
off,
it's
almost
like
designing
a
building.
If
you
don't
design
it
right,
having
helped
you
trying
to
construct
it
and
have
it
last
for
50
years,
so
we
want
to
purposely
go
a
little
intentionally
slow
at
that
initiation
phase
to
make
sure
that
we
understand
the
project
that
we
have
the
right
resources
available,
that
they
have
the
contact
information
for
the
right.
T
You
know,
touchpoint,
folks,
etc,
and
then
from
there
it's
not
sort
of
like
a
linear
project
from
there
it's
going
to
branch
out,
because
again
they
it's
not
going
to
be
a
one-man
team.
They
do
have
a
team
of
individuals
with
different
subject
matter
expertise,
so
they
will
branch
out
then
and
begin
working
more
discreetly.
So
here
at
the
central
office,
we're
going
to
be
operating
a
little
bit
like
air
traffic
control.
Does
it
bwi.
J
And
then
my
last
question
would
be
concerning
an
extension
should
they
get
to
say
december
and
they
foresee
they're
unable
to
accomplish
what
they
felt
like
they
could
for
whatever
re
the
reason
are,
are
we
are
we
have
we,
in
our
contract,
considered
extending
their
term
if
necessary,.
T
So
we've
not
considered
that
we
were
very
explicit
that
we
want.
B
T
F
I
just
once
again
wanted
to
say
thank
you
for
this.
I
know
that
this
is
something
that
a
lot
of
us
have
desired
for
some
time,
and
this
is
a
wonderful
moment.
I
just
had
one
very
small
question
just
because
I
don't
I
remember
the
scope
and
I
don't
remember
all
the
milestones
within
that
need
to
be
accomplished
within
the
the
work
period
are.
Is
there
any
opportunity
for
they're
going
to
be
reporting
to
you?
T
No
typically,
not
because
again,
the
the
the
work
product
starts,
narrow
and
then
goes
wide
and
it's
got
to
because
of
function
and
time.
So
it's
goes
wide
and
there's
a
lot
of
activities
all
happening
at
the
same
time
and
then
it's
sort
of
brought
back
together
in
terms
of
the
the
final
product.
So
we're
going
to
be
watching
those
discrete
elements
to
make
sure
that
they
hit
the
timeline.
T
There's
about
there's
about
11
phases
to
this
project
and
we're
going
to
be
holding
projects,
progress,
meetings
with
them
and
the
timelines
are
are
too
directional.
Remember
I
mean
obviously
they
they
have
to
hit
their
timelines,
but
they're
relying
upon
us
hitting
our
timelines
too.
So
we're
going
to
deliver
information
timely
or
in
the
right
format,
or
give
them
access
to
the
right
individuals
or
functions
here
within
the
school
district.
So
it's
more
of
a
collaborative
effort
to
make
sure
that
we
hit
those
timelines.
F
Wonderful,
so
I
guess
the
reason
for
my
question
is-
and
I
know
that
the
that
the
ti
the
term
is
intentional
to
I
believe,
to
align
to
our
budget
cycle
and
our
final
budgetary
decisions.
F
F
T
It's
it's
our
understanding
that
the
board
wanted
it
after
the
delivery
of
the
superintendent's
budget
and
basically
co-terminus
when
you're
going
to
be
holding
your
your
workshops
and
your
hearing
so
you're
going
to
have
ample
time
with
it
in
your
hands
to
arrive
at
any
amendments
or
anything.
You
wish
to
do
during
the
the
latter
part
of
january
and
into
february
very.
D
An
area
where
you,
you
might
build
a
superintendent
might
build
into
his
budget;
in
other
words,
the
final
won't
come
till
january.
But
if,
if
information
comes
out
of
this
consultation
that
oh,
we
need
to
be
doing,
this
is:
do
you
foresee
that
as
a
potential.
T
T
So
I'm
not
sure
how
many
of
those
actionable
things
will
be
fully
flushed
out
with
fiscal
notes
and
whatever
else
might
be
required
by
the
time
we
have
to
put
the
wrap
on
the
the
superintendent's
version
of
the
report,
so
to
the
extent
that
that
we're
aware
of
things
and
can
wrap
our
arms
around
them
and
price
them
accordingly,
etc.
That's
something
that
the
superintendent
can
certainly
consider
his
level
and
if
not,
then
the
board
is
at
their
liberty
to
do
his
junior
colleagues
please
afterwards.
A
Okay,
thank
you,
mrs
ellis,
seeing
no
further
board
questions
at
this
time.
We
could
do
any
summary
comments
momentarily
I'd
like
to
defer
to
public
comment.
If,
if
that's
okay
and
we
have
one
card
initially
and
that's
lisa
van
buskirk-
and
if
there's
anybody
else
who
would
like
to
speak
on
the
student
transportation
consultant,
please
feel
free
to
come
forward
now.
N
Hello
again,
lisa
van
buskirk
start
school
later
in
anne
arundel
county.
When
I
saw
the
meeting
stuff
posted
on
the
website
with
the
name,
I
started
googling
them
and
I
was
pleasantly
surprised
because
I
don't
know
all
the
transportation
consultants
that
are
out
there.
But
when
I
was
looking
at
some
of
the
reports
for
calvert
county,
for
instance,
that
they
did
in
2017
and
then
some
of
the
smaller
districts
they
did
where
they
did
very
comprehensive
reviews
but
included
elements
of
transportation.
N
It
looked
like
they
can
offer
you
some
solid
recommend,
commendations
and
recommendations
for
things
you
acps
does
well
and
things
that
can
be
improved
upon
and
taken
together
with
the
2007
2014
and
the
upcoming
2020
or
so
office
of
legislative
audit
recommendations.
I
think
they'll
really
be
able
to
move
acps's
transportation
to
be
the
best
in
the
state,
particularly
from
the
calvert
county's
recommendations.
N
Some
things
that
stood
out
for
me
that
I'm
hopeful
they'll
be
able
to
address
for
aacps
is
a
recommendation
in
calgary
county
to
use
gps
tracking
software,
comparing
route
expenditures
versus
actual
time
and
mail
age
data,
optimizing
bus
routes,
assignments,
monitoring,
non-performance
of
bus
routes,
developing
an
optimized
set
of
regular
routes
with
the
existing
bell
times,
or
hopefully
the
gold
bell
times
to
assess
the
level
of
inefficiency.
N
In
a
halifax
virginia
report,
they
specified
a
ridership
goal
of
75
percent
for
their
buses,
anyways
continuing
caliber,
consider
options
for
merging
or
extending
routes
and
considering
the
use
of
smaller
buses
for
low-density
routes
that
exist
following
optimization
and
observe
normal
operations
of
school
buses
on
school
grounds,
at
least
weekly.
To
ensure
compliance
to
safety
and
standards
is
outlined
in
the
operations
mayo,
blah
blah
blah.
So
there's
some
very
detailed
recommendations
that
they
gave
to
calvert
county,
and
so
I
expect
the
same
level,
if
not
more
detail
for
anne
arundel
county.
N
N
The
response
was
that
all
schools
start
and
end
between
8
am
and
4
pm,
and
I
think
that
is
a
great
start,
and
so
I
look
forward
to
any
modifications
that
they
may
recommend
recommend
based
on
that
and
the
orange
ribbon
for
healthy
school
hours,
which
has
no
elementary
school
before
eight
and
no
middle
school
or
high
school
before
8
30
that
msde
could
award
to
us.
So
thank
you
very
much.
It
looks
like
great
work,
so
thank
you.
A
Thank
you,
mr
van
buskirk.
Any
further
public
comment.
Any
further
board
comment:
seeing
none
on
both
we'll
now
move
to
a
vote
on
item
6.14
student
transportation
consultant.
I
I
am
so
sorry,
I'm
moving.
Can
we
have
dr
arlotta
your
recommendation
on
this
specific
item?
Yes,.
A
Second,
all
right
great:
I
apologize
for
that
jump
in
the
gun
here,
any
further
discussion,
seeing
none
any
further
public
comments.
Seen
on
okay,
let's
move
for
the
vote
on
item
6.1
for
student
transportation
consultant,
mrs,
how
would
you
please
call
the
roll
aye.
F
A
A
A
E
I
recommend
board
of
recommend
board
approval
of
the
personnel
listed
on
the
attached
sheet,
be
promoted
and
or
appointed.
A
F
I
turned
off
my
mic
instead
of
turning
it
on.
I
want
to
say
that
this
list
of
appointments
is
very
impressive
and
I
just
had
one
and
one.
F
Actually
I
don't
really
my.
My
question
was
answered
in
my
review.
Sorry,
so
I
did.
I
did
want
to
say
that
it's
very
impressive
and
I'm
excited
about
these
and
I
think
my
question
is
actually
in
the
next.
J
It's
just
a
comment.
I
I
really
appreciate
this
recommendation.
Dr
alato,
after
visiting
the
schools
I
did
not,
I
took
for
granted
the
importance
of
especially
the
assistant
principles
to
the
principal
into
the
to
the
individual
schools.
This
list
is
is
incredible
the
what
I've
read
about
the
individuals.
I
want
to
congratulate
you
guys
for
your
hard
work
and
totally
definitely.
J
And
this
is
really
good.
I'm
excited
about
the
upcoming
year.
A
A
F
Hi,
thank
you,
yeah
just
a
comment,
so
I
was
looking
through
this.
You
know
it's
how
I
said
when
when
people
leave-
and
I
did
notice
some
some
striking
things
so
it
looks
like
sixty
percent
of
our
regula
of
our
resignations
are
going
to
be
teaching
elsewhere
and
and
that's
made
up
of
various
components
and
and
state
out
of
state
private
schooling
etc,
and
I'm
just
sad
that
you
know
folks
choose
to
leave
some
of
them
with
a
fair
number
of
a
fair
amount
of
experience.
F
36
percent
36
of
them
teaching
in
another
maryland
county,
and
so
I've
said
it
before.
But
I'll
say
it
again.
This
stresses
to
me
the
importance
of
equity
and
for
our
continued
work.
You
know
we.
We
made
some
progress
this
with
this
budget,
a
lot
of
progress,
and
I
can
I
commend
everyone.
F
Responsible
for
that,
including
our
county
council
and
our
county
executive,
but
this
also
eliminates
for
me
the
continuing
work
that
we
need
to
do,
and
the
importance
of
of
pay
and
equity
and
and
making
up
doc
steps.
I
I
I
don't
assume
for
a
second
that
that
is
the
specific
reason
for
any
of
these,
but
I
I
want
to
reaffirm
my
commitment
to
to
working
on
that
and
and
getting
that
resolved
in
the
upcoming
year.
Thank
you.
G
I
have
a
question,
dr
alado,
on
some
of
these
when
it
shows
like
a
resignation.
It's
we
have
a
column
that
says
total
experience,
and
then
we
have
one
that
says
a
cps
experience
and
some
of
the
aacps
experience
shows
zero
time.
E
M
G
A
Great
any
further
questions
from
the
board
or
comments
I
I
would
be
remiss
I
I
see
there
are
two
of
our
athletic
directors,
one
moved
to
florida,
dave
lanham
from
severn
park,
high
school
and
then
a
retirement
of
ken
kasmerick
from
from
broad
neck
high
school,
both
led
solid
contributions
to
the
athletic
program
for
this
county,
and
I
just
want
to
publicly
thank
them
as
well
as
one
other
retirement
and
that's
pam
bukowski,
who
those
of
us
who
were
appointed,
went
through
the
school
board
nominating
or
school
board.
A
D
A
K
Yes,
I
move
that
the
the
named
individuals
named
on
the
on
our
enclosed
sheet
of
item
705
shall
be
appointed
to
fill
the
existing
vacancies
on
the
countywide
citizen
advisory
committee.
A
Can
we
have
a
second
please?
Second,
okay,
we've
got
a
motion
and
a
second
any
board
questions
at
this
point,
mr
shahi.
F
Yes,
I
have,
I
have
quite
a
few
actually
so
bear
with
me
before
I
get
into
them.
I
want
to
say
that
you
know
this
is
my
first
radio
with.
F
With
selecting
members
for
the
cac
and
so
just
bear
with
me,
because
I
do
have
a
lot
of
questions
but
before
I
get
to
these
I'd
like
to
thank
diane,
miss
howe
actually
for
requesting
and
receiving
all
the
applications
per
the
board
policy.
The
board
has
the
final
oversight
and
management
of
the
cac
and
and
the
board
shall
make
the
final
determination
for
membership
upon
the
consideration
of
the
recommendations
of
the
screening
committee
and
therefore,
I
truly
felt
that
it
was
our
responsibility
really
to
to
have
all
the
application
materials
in
hand.
F
So
I'm
grateful
for
that.
I
don't
know
who
to
direct
these
questions
to
since
no
one's
sitting
up
there
at
all
yeah.
F
Okay
and
I'll
try
my
best
all
right.
Thank
you,
terry.
I
do
appreciate
that,
so
I
guess
I
know
we
have
some
goals
in
mind
when
filling
these
seats,
and
so
do
you
remember
what
some
of
those
goals
were
when
recommending
members
yeah,
I.
A
I,
based
on
on
the
the
conversation
that
that
we
had.
I
know
there
was
a
special
focus
on
special
education.
A
I
I
think
there
were
a
number
of
of
applicants
who
were
parents
of
of
of
children
with
special
needs
and
they
were-
and
I
apologize
for
not
giving
you
the
exact
number,
but
but
there
were
a
number
of
these
parents
who
who
noted
that
on
their
application
and
and
forgive
me
for
not
knowing
the
exact
number,
but
that
was
something
that
that
was
a
focus
given
the
the
increased
conversation
around
that
that
broader
topic
or
what
I'll
just
call
a
broader
topic
at
this
point.
A
So
so
that
was
one
I
I
know
with
regard
to
the
military.
There
was
some
increased
emphasis
on
that,
not
just
with
the
military
representative,
but
there
there
was
another
through
and
forgive
me
for
not
remembering
the
exact
system
or
feeder
system
chesapeake
who
yes.
A
So
we
had
a
parent
who
was
a
military
parent
and
then
the
military
representative,
I
I
know,
was
one
who
was
an
active,
active
duty
officer
in
in
the
military,
and
we
thought,
while
it
could
be
an
active
duty
officer
or
it
could
be
a
spouse
of
a
military
officer,
that
the
active
duty,
representative
or
active
duty
officer
would
be
an
ideal
military
representative.
A
Is
is
always
difficult
to
define
and-
and
I
I
think,
probably
that
third
category
was
diversity-
diversity
to
the
extent
possible,
among
the
applicants
that
that
were
presented
to
us
and
and
again
that
could
mean
a
number
of
things:
the
diversity
in
in
what
was
presented
to
us
on
the
application
by
way
of
backgrounds,
professional
backgrounds,
parents
who,
while
they
may
represent
an
elementary
portion
of
a
feeder
system
or
secondary
portion
of
a
feeder
system.
A
Parents
who
had
multiple
children
who
could
speak
to
needs
and
broader
needs
as
necessary
that
that
that
came
up
in
the
discussion
and
by
no
means
at
all
was
was
that
a
determining
or
final
determining
factor.
But
but
I
would
say
it
was
a
robust
conversation
in
full
disclosure.
A
F
Okay,
thank
you
for
that.
The
regulation
also
states
I'm
going
to
quote
here
that,
in
order
to
ensure
that
all
nominations
are
considered
to
accomplish
the
intended
purpose
to
comprise
an
executive
committee
that
is
balanced
and
diverse
in
every
sense,
and
then
the
sentence
goes
on,
but
that
that's
the
phrase
I
want
perverse
in
every
sense
and
so
in
looking
at
some
of
the
applications,
specifically
the
chesapeake
cluster,
which
we
all
know
has
had
multiple
incidents
of
bias,
racism,
anti-semitism,
etc.
F
I
do
see
that
some
of
the
applicants,
at
least
to
me,
talk
about
their
diverse
community
or
at
least
an
interest
in
serving
a
diverse
community,
more
than
others,
and
so
you
mentioned
military.
Is
that
why
this
particular
applicant
was
recommended
over
the
others.
A
I
I
don't
recall
specifically
I
I
know
that
that
was
of
course,
that
was
near
and
dear
to
me
at
least
the
the
military
background,
but
I
I
again,
I
don't
know
that
that
was
the
only
qualifier
and-
and
I
can't
say
with
100
certainty,
because
I
and
again
I
don't
have
the
list
of
the
others
in
front
of
me.
I'm
just
looking
at
the
the
list
of
the
recommendations.
A
I
I
don't
know
the
names
offhand
of
of
the
other,
the
other
applicants.
B
A
And
I
don't
recall
specific,
I
I
don't
recall
there.
We
are
specifics
to
to
the
applicants
that
were
not
selected.
Okay,.
A
F
No
doubt
I
read
all
of
them,
and
I
have
no
doubt
of
I
have
no
doubt
of
that,
so,
okay,
so
back
to
wanting
quote
diversity
in
every
sense
on
the
cac.
F
So
I'm
looking
at
the
list
of
recommended
applicants-
and
I
you
know-
I
read
all
the
applications
and
two
to
speak-
of
their
careers
at
religious
institutions
under
the
same
sort
of
umbrella,
of
a
singular
religion
and
and
also
notice
that
there's
at
least
one
other
applicant
who
wasn't
recommended
but
is
quite
possibly
known
by
the
school
system
because
of
the
multiple
anti-semitic
incidents
her
children
have
witnessed
or
been
a
victim
of,
and
happens
to
be
part
of
a
different
religious
group
by
religious
minority.
F
A
G
I'm
concerned
that
we
may
be
getting
into
personnel
issues
when
we're
talking
about
a
specific,
even
though
the
name's
not
being
shared
before
getting
into
a
specific
person's
application.
I
just
want
us
to
be
careful
when
we
go
into
that
that,
if
we're
getting
into
specific
applications
and
why
one
person
was
chosen
over
another
something
we're
moving
into
personnel
territory,
I
think
I.
F
Disagree
because
this
is
a
voluntary
committee
and
because,
as
as
fulfilling
our
purpose
and
having
final
quote
on
our
policy,
final
oversight
and
management
of
the
of
the
committee
and
on
the
regulation,
the
board
shall
have
final
determination
for
membership
upon
consideration
of
recommendations.
That
doesn't
mean
we
I'm
not
suggesting
or
nor
am
I
moving
in
any
point
in
time.
F
Nor
do
I
plan
to
to
adjust
the
list,
but
I
think
it's
part
of
our
responsibility
to
to
be
thoughtful
in
our
and
our
selection
and
not
just
handed
a
list
of
names
and
told
to
get
on
with
it.
Had
we
got
have
we
done
that
and
not
gotten
the
application
materials
literally.
All
we
would
have
is
a
list
of
names
and
their
and
their
cluster.
F
Now
I
wouldn't
know
these
people
if
they
stopped
me
on
the
street,
because
I
don't
know
any
of
them
personally
either,
and
so
I
felt
that
it
was
our
responsibility
to
to
dig
deeper
and
to
ask
questions
when
I,
when
needed.
That's
what
I'm
doing
so
to
go
back
to
my
question
was:
was
there
any?
F
Do
you
recall
any
specific
reason
why
things
that
might
not
be
a
rephrase
my
question
in
a
different
way,
things
that
might
not
be
like
printed
on
the
applications
but
might
be
the
names
might
be
familiar
for
whatever
reason
you
know,
I
assume
that
some
of
these
folks
were
known
to
one
or
more
of
the
committee
members,
just
by
virtue
of
being
fabulous
applicants
and
obviously
engaged
parents.
Was
there
any
consideration
of
things
beyond
what
was
typed
on
the
application.
A
Not
during
the
meeting
and
again
I,
I
would
just
say
again,
a
full
full
public
disclosure
for
the
board
for
the
public.
I
only
knew
one
of
the
individuals
and
again
I
did
not
know
any
of
the
other
names
among
either
those
who
were
selected
to
be
recommended
to
the
board
or
among
those
who
did
not
make
the
cut
so
to
speak.
A
And
I
can
tell
you
during
the
the
the
meeting
that
we
had,
it
was
roughly
a
30
minute,
45
45-minute
meeting.
I
I
don't
recall
the
the
specific
time
but
30
to
45
minutes
of
discussion.
No
individual
was
disqualified
because
of
again
just
to
best
my
recollection
at
this
time.
A
No
one
was
mentioned
specifically
and
and
because
of
that
disqualified,
I
I
I
don't
believe
anybody
I.
I
can't
speak
for
the
others,
but
I
don't
no
one
said
I.
I
really
know
this
person,
I
really
like
them
or
I
don't
know
this
person
or
I
really.
I
know
this
person
and
I
don't
like
them
sure.
F
F
Yeah
yeah
yeah,
so
I've
I've
a
final
bit
to
to
ask
about
so
last
question.
I
noticed
that
the
cac
application
requests
some
optional
information
from
applicants
such
as
gender
and
ethnicity
and
again
these
are
these-
are
noted
as
optional
on
the
application.
F
Because
again,
I
wouldn't
know
these
folks
if
they
stopped
me
on
the
street.
But
that
way
we
would
know
for
sure,
because
there
is
more
to
diversity
than
gender
and
ethnicity,
including
representation
from
one
more
than
one
family
of
religions,
education,
family
structure,
social,
economic
status,
ability
and
otherwise
and
again,
if
additional
open-ended
questions
were
to
be
added.
We
might
know
for
sure
if
we
have
a
heterogeneous
committee
or
not,
and
so
I
would
like
to
officially
request
that
we
add
this
policy
and
its
regulation
to.
F
K
F
K
Thank
you,
ms
scholheim,
for
the
reiteration
for
the
benefit
of
the
public.
As
I
noted
in
my
monthly
report
at
our
last
business
meeting,
this
is
one
of
the
items
that
is
on
the
list
for
consideration
for
next
year
and
will
be
finalized
and
is
dually
noted.
I
also
just
wanted
to
say
that
I
was
a
little
concerned
with
it.
K
I
I
would
just
like
to
note
in
in
response
to
miss
some
of
mr
alhams
questions
that
perhaps
if
the
board
would
like
to
do
a
formal
review
of
the
out
all
the
applications,
a
work
session
or
something
like
that
could
be
conducted,
I
gotta
admit
I'm
not.
I
was
not
comfortable
with
you
reading
a
parse
selection
of
a
couple
applications
without
their
presence,
and
you
know
for
for
knowledge
that
we
were
going
a
little
bit
further.
K
K
I
would
just
like
to
say
that
I
I
just
think
that
advanced
notice
would
have
been
appropriate.
I'm
not
saying
that
we
shouldn't
do
our
due
diligence,
but
I
think
that
in
fairness
of
all
the
applicants,
if
I
just
heard
one
or
two
being
parsed
out,
I
would
kind
of
be
like
what's
going
on.
I
would
sound
actually
worse
than
what
has
has
been
occurring
in
prior,
so
we
can
probably
address
some
of
the
policy
in
in
that
regard.
J
J
A
Okay,
we've
got
that
motion
now
and
in
a
second
to
have
a
what
we'll
just
loosely
define
at
this
point
as
as
a
reception.
You
know
that
can
mean
a
couple
of
things,
but.
A
A
Discussion
on
this
motion,
which
is
a
reception
for
the
cac
members,
seeing
seeing
nothing
specific
to
that,
I
think
these
other
lights
were
for
the
broader
vote.
Mrs
howell,
that
miss
antoine's
motion's
been
moved
and
seconded
for
the
board
to
sponsor
a
reception
and
we'll
define
the
sort
of
a
general
meet
and
greet,
and
we
can
def
to
find
some
of
the
rest
of
that
offline.
Okay,
would
you
please.
A
Okay,
that
clarifies
that
miss
antoine
was
that
all
you
were.
G
Yes,
I
just
want
to
clarify
one
thing:
miss
antoine.
You
made
a
comment
about
the
large
number
of
vacancies-
that's
normal
this
time
of
year,
because
they're
on
rotating
terms,
so
that
as
they
go
off,
you
know
of
their
term.
G
You
know
their
their
terms
are
only
two
years
with
a
possible
extension
for
a
third
year
if
they
want
to
stay
on,
and
so
there's
normally
going
to
be
half
the
clusters
are
turning
over
each
year
when
it
comes
through,
but
I
just
want
to
say,
as
someone
now
having
served
on
the
board
for
a
number
of
years
and
twice
serving
on
the
committee
for
this
election,
I'm
always
so
impressed
by
the
number
of
parents
that
reach
out
to
be
a
part
of
this
and
reading
the
applications.
G
I
generally
don't
know
or
only
know,
one
or
two
of
the
people
that
apply.
I'm
always
so
impressed
with
the
qualifications
and
the
passion
for
parents
to
be
in
there,
and
it's
always
a
difficult
choice,
because
there's
very
a
large
number
of
very
good
people
that
really
can
ben
can
give
us
a
lot
in
turn.
Reading
these
applications
this
year
was
no
different.
G
I
also
want
to
stress
that
I
know
our
department
of
family
partnerships,
the
people
that
are
not
selected
for
the
cac
before
whatever
reason
they
keep
them
on
a
list
and
they
call
them
for
other
things
throughout
the
year.
So
they're
asked
to
apply
nes
for
perhaps
kayak
or
the
international
students
or
any
other.
You
know
focus
groups
or
things
we
may
have.
They
keep
them
on
hand
because
they
know
these
are
people
who
want
to
be
interested,
so
they
are
not
discarded.
G
This
is
we
keep,
because
these
are
people
that
we
want
to
be
involved
and
be
a
part
of,
and
so
just
want
to
stress
that
to
the
public
too,
and
for
anyone
that
wasn't
selected,
please,
you
know
apply
again
and
also
know
that
we'll
be
reaching
out
to
you.
C
Forgive
me
for
my
lack
of
understanding,
but
for
the
cac
there
is
a
representative
from
each
school.
Is
that
correct.
A
C
A
Okay,
thank
you.
Miss
alvi,
any
further
board
questions
at
this
point
on
on
the
the
main
motion,
which
was
the
the
filling
of
vacancies
at
this
point.
A
Do
we,
I
don't
think,
there's
public
comment?
No.
Okay,
mrs
howe,
this
is
a
vote
on
item
7.05
filling
of
vacancies
on
the
executive
committee
of
the
county-wide
cac.
Would
you
please
call
the
roll.
A
A
A
A
A
F
F
A
Okay,
miss
antoine.
J
A
mine,
it's
just
a
comment.
Congratulations
well
deserved
the
work
in
our
partnerships
for
our
charter
schools.
It's
just
incredible.
U
A
You
okay
looks
like
we
have
no
more
board
questions
or
comments
at
this
point.
Any
public
comment
seeing
none.
Mrs
howell,
this
is
a
vote
on
item
7.07,
monarch,
academy,
public
charter
school
contract.
Would
you
please
call
the
roll.
F
A
A
V
The
record
jeannette
ortiz
legislative
and
policy
counsel,
dr
mcmahon
and
I
just
have
one
slight
recommendation
to
the
title.
Just
for
further
clarification.
We
would
recommend
that
we
add
academic
in
front
of
opportunities.
So
then
the
title
would
be
academic
opportunities
for
students
just
for
clarifying.
K
I
so
moved
to
amend
the
existing
proposed
policy
revision
to
add
the
word
academic
to
its
title
prior.
A
Second,
and-
and
we
have
any
discussion
on
that-
I
think
this
is
a
a
very
friendly
edit.
So
can
we
just
say
all
in
favor
say
aye
opposed
no.
Okay,
great.
Thank
you.
Any
further
comments
on
this
yeah.
F
I
just
have
one
quick
question
and
I
don't
know
if
I
don't
know
if
we
generally
see
this
or
not
after
we
approve
of
this,
but
are
there
regs
that
that
go
along
with
this,
and
I
know
we
only,
we
only
look
at
them
as
a
courtesy
or
whatever,
but
can
we
see
them
once
you.
V
All
have
them,
so
this
policy
did
not
have
any
regulations.
It
was
actually,
if
very
simple,
if
you
turn
to
your
second
page,
it
was.
M
V
Like
one
sentence
policy,
so
we
expanded
it
a
little
bit
more
to
be
more
encompassing,
but
there
aren't
any
regulations
so
we're
not
any
regulations
and
we
don't
have
any
regulations
for
the
policy.
Okay.
Thank
you.
You're.
A
Welcome
any
further
board
questions
or
comments.
Any
public
comment.
Okay,
this
is
on
third
reading
for
final
approval.
Mrs
howell,
would
you
please
call
the
roll
aye.
D
A
Thank
you
we'll
now
move
to
second
reading
calendar
item:
7.09
confidential
communication,
reporting
of
at-risk
student
behaviors
policy
code
gad,
ms
ortiz
again.
A
A
V
C
So
it
says
here
the
superintendent
shall
establish
at
least
one
acps
behavioral
threat
assessment
team
to
coordinate
among
school
officials.
Is
that
already
established
and
like
in
process.
V
To
everyone,
so
this
policy
is
a
new
new
issue:
it's
technically
a
new
policy
in
accordance
with
new
state
law
and
the
state
model
policy
and
behavioral
threat
assessments.
Okay,
a
lot
of
this
context
in
this
policy
was
already
in
gad,
which
is
why
we
brought
it
back,
even
though
we
looked
at
it
last
year.
Okay,
so
we
pulled
out
the
vast
majority
of
the
information
from
gad
and
created
j
n.
So,
yes,
we
have
behavioral
threat
assessment
teams.
V
Already
the
law
says
that
we
shall
have
at
least
one,
and
so
that's
why
that
language
is
in
there.
Okay-
and
I
don't
know
if
ryan
or
kelly
would
like
to
ask-
add
anything
more.
But
yes,
we
were
already
doing
the
vast
majority
of
what
is
required
in
state
law.
Okay,.
N
V
State
model
policy,
so
we're
kind
of
ahead
of
the
game,
and
so
the
you
know
the
new
requirements
established
by
the
state
we
added
in
there,
but
we've
already
been
moving
in
that
direction
and
dr
lotto
and
ryan
voglin
and
kelly
anderson
were
part
of
the
state
statewide
team
that
established
the
state
model
policy.
So
we've
been
very
involved
and
we're.
Basically,
you
know
a
leader
in
the
state
on
this
issue.
C
K
J
So
my
question
is
about
the
definitions:
are
these
definitions
aligning
with
something
else?
What
where,
how
did
we
determine
these
definitions?
Please.
V
The
reason
why
those
are
have
sort
of
two
names
is
because
we,
as
a
school
system,
define
them
called
them
one
thing,
but
the
state
is
calling
them
something
else,
even
though
the
definitions
were
substantially
the
same,
so
we
wanted,
we
didn't
want
to
have
to
change
the
terms
and
something
that
we've
been
used
to
referring
to
as
a
school
system
and
our
staff.
So
we
just
kind
of
included
the
state
reference
to
these
types
of
threats,
but
yes,
they
are
in
accordance.
So
it's
what,
with?
J
Authorities
outside
of
the
school
system-
I'm
looking
here
and
scanning,
but
I
read
last
night
there
was
an
option
for
a
staff
member
to
contact
police
authorities
or
authorities
within
the
county
directly
if
they
were
unable
to
report
to
a
principal
or
someone
else
in
the
at
that
or
his
destiny.
So
to
speak.
O
A
Thank
you
miss
antoine
any
further
board
questions
or
comments
at
this
point.
Any
public
comment
seeing
none.
We
will
be
back
on
third
reading
with
this
policy
in
august.
Great.
Thank
you.
So
much
we'll
now
proceed
with
our
first
reading
calendar,
but
before
doing
so
just
a
logistical
detail,
I
was
just
conferring
with
with
dr
arlatto.
I
know
we're
going
to
have
some
questions
on
on
these
next
two
policies
that
are
on
our
first
reading
calendar,
but
I
don't
think
we're
going
to
be
too
terribly
long.
A
V
V
Some
key
revisions
to
the
regulation
include
updated
definitions
to
bullying
harassment,
intimidation
and
retaliation,
clarification
in
the
procedures,
a
cross-reference
to
the
new
bias,
behavior
and
language
policy,
and
the
policy
will
be
on
our
website
for
a
30-day
public
comment
period.
We
are
happy
to
answer
any
questions.
I'm
going
to
just
ask
my
colleagues
to
introduce
themselves.
G
A
Thank
you
for
for
the
overview
and
and
certainly
for
the
introductions,
we'll
proceed
now
with
board
questions
and
comments.
Miss
antoine.
J
I
am
completely
excited
that
this
policy
has
come
to
the
forefront
and
so
that
we
can
really
introduce
the
considerations
for
my
parents.
The
reporting
that
you
all
have
done
over
the
last
few
months
and
the
real
need
within
our
system
to
mitigate
bullying
concerns
intimidation,
harassment,
otherwise
in
our
system.
Thank
you
very
much
and
thank
you
special
thanks
to
the
policy
committee
for
ensuring
that
we
got
this
up
front
and
early
before
the
start
of
the
next
school
year.
I
did,
though,
of
course
have
some
concerns
and
questions.
J
J
Let
us
know
what
your
needs
are.
I
know
it's
your
summer.
I
know
what
I
did
through
my
summer,
but
take
the
time
please,
and
it
was
not
important
to
my
board
so
but
please
sincerely
seriously.
This
is
a
critical
policy
for
our
school
system.
It
is
a
tool
that
helps
us
to
manage
something
that
is
compromising
academic
success
in
our
schools.
J
It
is
acceptable
that
that
phrase
is
acceptable
in
some
cases
when
we're
talking
about
bullying
but
not
exactly
all
cases.
So
I
wanted
to
better
understand
why
we're
choosing
to
put
that
back
into
our
regulation.
Please.
V
So
that's
a
good
question,
thank
you,
so
that
is
actually
part
of
the
state
and
state
law
definition
and
msde
definition
of
bullying,
and
so
that's
why
it
is
in
there.
V
And
so
you
know,
we
also
have
additional
definitions,
although
I
do
want
to
point
that
on
page
two
under
bullying,
I
also
need
to
add
a
pattern
of
behavior
repeatedly:
exposing
a
student
and
two
intentional
negative
actions,
etc,
because
that's
with
how
the
state
defines
it,
and
so
if
we
are
submitting
a
bullying
report
to
the
state
of
maryland,
that's
what
they
would
consider
bullying,
so
they
have
their
requirements
and
so
between
the
state
law
and
msde
definitions
and
their
model
policy
and
the
bullying
form.
J
J
V
And
we
can
look
at
that
because,
as
if
you
look
on
page
two
you'll
see,
bullying
has
a
like
even
more
specific
definition:
cyber
bullying
harassment,
intimidation
which
don't
necessarily
focus
on
a
pattern.
So
if
we
can
I'll
look
back
to
see
if
we
can
just
stick
that
to
bullying,
because
even
though
it
may
not
meet
the
state's
definition
of
bullying,
it
would
could
still
be
considered
harassment
and
intimidation
so
we'll
go
back
and
look
at
it.
Yes,.
J
A
Great
thank
you,
mrs
scholheim.
F
Hi,
I
am
delighted
about
this.
I
was
looking
forward
to
this
for
quite
a
while.
This
is
a
heavy
lift,
and
so
overall
I
am
thrilled.
I
so
and
thank
you
because
you
know
you
know
that
a
lot
of
this
is
you,
so
you
know
thank
you
for
for
doing
this
work
as
you
do
on
all
of
our
policies
and
regulations
that
come
before
policy
committee.
F
I've
already
started
to
receive
just
a
few
little
questions
from
the
public,
and
so
I
just
wanted
to
go
through
them,
hopefully
fairly
quickly,
regulation
page
two,
the
at
the
top
of
that
it
lists
you
know,
person,
person
or
group
of
persons,
and
then
you
know,
there's
a
long
list.
You
know
race,
national
origin,
marital
status,
sexual
sex,
sexual
orientation,
etc,
etc.
Is
there
a
reason
why
ethnicity
wasn't
part
of
that.
V
So
yes,
this
comes
directly
from
the
state
policy
model
policy
on
bullying.
So
this
list
here,
and
so,
if
you
see
in
the
bias
policy
regulation,
we
do
cover
ethnicity
in
there,
and
so
the
language
comes
like
verbatim,
except
for
homelessness,
which
I
added,
because
that,
in
the
state
of
maryland,
it's
considered
a
bias
and
could
be
a
hate
crime.
And
so
I
added
that
to
align
with
state
law.
V
But
that's
that
came
from
the
state.
But
we
can
certainly
look
at
that.
Given
that
ancestry
and
national
origin
are
in
there
to
me,
it
would
make
sense
and
we'll
definitely
discuss
as
a
as
a
team
about
including
that,
even
though
it's
not
specifically
in
the
model
policy,
because
I
think
that
was
probably
intended
to
cover
yeah.
F
That
would
be
great.
That
was
a
comment
someone
made
and
I
thought
best
to
ask
the
experts
on
that
same
page
under
bowling
another
comment
someone
had
was
so
we
we
talk
about
exposing
a
student
to
intentional
negative
actions
on
the
part
of
one
or
more
other
students.
V
No
that's
a
great
question,
it's
funny,
because
I
was
looking
at
it
yesterday
when
I
start
second
guessing
myself
sometimes
so
this
is
a
student
policy
for
student
behaviors,
it's
in
the
student
section
and
that's
why
we
specifically
point
out
students.
However,
let
me
see
if
I
can
find
the
page.
There
is
a
reference
to
reporting
bullying
by
aacps
staff,
volunteers
or
other
third
parties
to
our
office
of
investigations
in
the
regulation.
I
just
need
to
find
where
and
so
that
would
be
handled
and
then.
V
V
V
Yes,
bottom
of
page
seven
right
and
so
that
discusses
alleging
complaints,
alleging
bullying,
cyber
bullying,
harassment,
intimidation
by
an
aacps,
employee,
volunteer
or
other
third
party
shall
be
referred
to
the
office
of
investigations
for
appropriate
action.
And
then,
if
you
see
the,
I
believe,
we've
yeah
and
we
can
what
we
can
do
then
to
further
clarify
that
is
cross
reference.
V
The
personnel
policy
which
I'm
blanking
on,
I
think
it's
gag
and
I
think
ac
talks
about
non-discrimination
or
maybe
that
one
goes
in
jail.
But
we
can
cross
reference
over
unrelated
entries
on
the
top
of
the
first
page
of
the
policy
and
regulation
to
kind
of.
F
F
D
Hi
there
excuse
me,
I
have
a
few
questions
that
I
don't
know
about
if
it's
appropriate
or
an
opportunity
to
address
in
the
policy
or
the
regulation,
but
I
want
to
bring
them
up
to
just.
I
guess,
get
your
input
and-
and
these
questions
are
based
on
patterns
that
I've
seen
based
on
what
parents
have
concerns
they've
expressed
to.
P
D
D
Going
back,
I
just
want
to
clarify
going
back
to
miss
antoine's
question,
because
one
of
the
concerns
I've
heard
about
frequently
is
an
incident
happens
and
a
student
reports
it
and
if
it
is
considered
bullying,
it
goes
on
a
bullying
report
and
then
it
goes
through
that
channel
and
then
it
could
be
a
one-time
incident
and
then
it's
handled
differently
sort
of
more
in-house.
That's
my
understanding!
D
That's
what
I've,
but
intimidation
could
fall
in
that
category
therefore,
could
go
on
this
report
correct,
yes,
so
any
time
a
student
has
an
incident
where
they
have
felt
intimidated.
D
B
D
I
want
to
make
sure
I
understand
that
and
then.
M
V
Also,
parents
and
students
have
the
ability
to
go
online
and
do
the
bullying
report
themselves
so
and
that's
in
the
reporting
process
of
the
regulation
which
speaks
to
you
know
the
student
may
do
it
and
I
think
it's
on
the
top
of
the
procedures
which
talks
about
who
has
the
page
for
they're
under
procedures.
V
So
state
law
provides
that
a
student,
a
parent
guardian
or
close
adult
relative
of
the
student
or
a
school
staff
member
can
report.
So,
yes,
there
are
instances
where
maybe
that
doesn't
happen
and
they
go
to
the
school
staff
or
the
school
administrator,
but
they
also
can
report
it
and
push
it
through
the
system
and
then
it'll
come
to
safe
and
orderly
schools.
D
D
Okay,
another
question
and
here's
one
I
I
hear
about
a
lot
is
a
student.
Let's
say
is
a
victim
of
some
sort
of
incident,
bullying
harassment
and
the
the
ma
it's
reported.
D
Perhaps
whatever
happens
beyond
that
point,
it's
often
a
big
concern
and
very
important
to
the
family
of
the
victim
or
the
victim
themself
to
understand
what
has
happened
beyond
that
point,
and
so
they
asked
the
question
and
often
I've
heard
I
hear
cases
where
they're
told
we
can't
share
that
with
you
and
that's
why
I
wonder
if
this
can
be
addressed
in
any
way,
perhaps
in
the
regulation
that
when
that
question
is
asked
that
we
have
a
that,
it
is
part
of
our
procedure
that
that
student
is
counseled
or
their
family
is
counseled
on
specifically
what
is
in
this
student
code
of
conduct
at
that
point,
in
other
words,
the
answer,
instead
of
being,
we
can't
tell
you
the
answer
is
well,
this
is
what
happens
according
to
our
code
of
conduct
and
we
are
following
the
code
of
conduct.
D
B
W
About
parent
conference
contact
minimal
consequences,
but
at
least
they're
being
educated
about
what
they're
doing,
okay
you're
talking
about,
say:
sexual
harassment,
victim
and
fear,
you're,
teetering
at
level
three
fours
and
five
of
removal
for
the
alleged
offender.
W
P
W
If
something
required
a
restoration,
a
community
circle
or
restorative
practice,
or
community
conferencing
and
the
agreement
from
the
victim
and
the
offender
was
to
come
together
as
families
and
express
their
concerns
about
what
occurred.
Then,
of
course
they
would
know
the
outcome
and
that
would
speak
to
the
lower
level
tiers
of
intervention
or
multi-tiered
systems
of
support.
W
But
to
that
we
are
not
able
to
discuss,
you
know
their
discipline,
but
those
would
be
circumstances
where
I
think
that
the
parent,
the
clarity,
but
I
think
customer
service,
we
always
say,
goes
a
long
way
and
if
parents
the
victim
especially
and
their
rights.
Yes,
they
have
the
right
to
know
that
something's
being
done,
but
the
specifics
to
that.
But
if,
depending
on
the
level,
they
would
probably
end
up
knowing.
D
Right
and
I'm
not
suggesting
the
specifics,
in
other
words,
you
you
don't
say
well,
yes,
johnny
was
suspended,
you
say
well,
you
reported
this
we've
investigated
according
to
our
student
code
of
conduct.
This
is
how
we
handle
that
and
we
are
following
the
code
of
conduct.
You
haven't
said
specifically
what
the
consequence
was
for
johnny,
but
you
have
assured
that
family
that
something's
done
there
has
been
sure
you
know.
G
D
M
M
P
W
D
You're
welcome
and
then
one
more
question.
This
is
one
that
I've
heard
about
and
no
anecdotally
in
a
couple
of
cases,
but
okay,
a
a
child,
is
a
victim.
D
D
She
still
feels
intimidated
not
by
that
student's
behavior,
but
by
what
has
already
occurred
and
if
that's
happening,
my
understanding
is
if,
if
janie's
family
wants
that
to
stop
happening,
her
only
option
is
to
be
the
one
to
move
from
the
class
or
whatever.
So.
W
I
I
can
resp,
we
don't
move
victims
and
if
that
is
occurring
again
we're
talking
about
transparency
and
professional
development
and
support,
so
the
counseling
support
psychology.
You
know
school
psychologists,
every
you
know
get
involved
with
the
family
if
there's
some
outside
therapy
going
on
for
that
child,
but
if
they're
still
uncomfortable
if
trauma
was
that
that
severe?
B
W
Offended
their
child
or
them,
and
so
when
this
happens,
we
have
to
find
ways
to
mitigate
that
particular
situation
and
give
the
support
to
the
victim,
rather
than
rushing
through
to
discipline,
then
impose
consequences
for
the
offender
both
have
to
be
leveraged
so
that
we
show
the
families
of
the
child
that
brought
forth
the
concerns
and
is
is
been
hurt
is
addressed,
and
so
again
we
would
need
to
know
because
that
that's
the
first
I'm
hearing
our
our
goal.
D
Let
me
give
you
can
I
give
you
an
example
sure
I
mentioned
in
a
case
that
came
to
me
a
while
back,
but
it
was
a
student
who
had
gone
through
some
some
trauma
due
to
another
student's
actions.
It
was
bullying
and
I
guess
they
went
through
the
the
process
and
consequences
occurred
according
to
the
student
code
of
conduct
and
then
all
was
said
and
done,
and
these
two
students
are
still
in
classes
together.
D
W
I
don't
know
where
or
how
we'll
take
it
back.
Supervisors
are
behind
me
in
terms
of
how
that
would
be
structured,
what
it
would
look
like,
but
our
goal.
If
they
cannot
be
remedied,
they
shouldn't
be
back
together,
but
the
victim
is
not
the
one
that
moves
it's
the
offender
and
if
it
was
that
severe,
you
know
again
without
having
investigation
notes
or
knowing
what
occurred
you
know,
but
if
the
child
still
left
feeling
that
way,
then
of
course
we
would
need
to
provide
the
other
supports
for
that
student.
D
W
U
I
was
gonna
say
also
many
times
miscellaneous.
We
put
we
put
safety
plans
in
place
for
those
students
too,
that
can
include
working
with
the
administration
to
figure
out.
What's
the
best
supports
for
the
students,
but
it
can
include
working
with
school,
counselors,
school
psych,
school
social
workers
just
to
make
sure
that
that
student
feels
supported.
U
J
I
appreciate
your
responses
to
ms
ellis's
questions
and
concerns,
because
these
things
have
come
up
not
once
not
twice
but
consistently
before
and
after
we
were
elected
and
and
as
the
victim.
J
Sometimes
even
these
occasions
are
unfounded,
but
it
doesn't
necessarily
say
it
didn't
happen,
and
so
those
those
students
need
the
opportunity
to
learn
successfully
and
safely
still
so
to
hear
that
the
safety
plans
are
in
place
that
you
don't
remove
victims
that
if
they
are
happening,
we
we
know
who
to
point
them
to
immediately,
so
it
can
get
resolved
because
it's
definitely
happening
and
students
and
parents
are
certainly
concerned.
J
There
was
something
else
that
miss
ellis
pointed
out
concerning
updating
the
right
here
in
writing.
How
we
manage
that.
I
agree
with
that
wholeheartedly.
We
you
mentioned
levels
which
indicates
tearing.
M
J
Indicates
hey
when
this
happens.
This
is
our
procedure
and
forgive
me
sliding
candy
around
so
when
they,
when
these
things
happen,
you
all
know
what
procedures
to
take
because
you're,
superb
and
you
you
train
and
you
develop.
M
J
V
So
our
student
code
of
conduct
has
several
pages
that
breaks
down
the
tears
for
various
offenses,
including
bullying,
harassment,
intimidation,
bias,
behavior
and
language
and
a
host
of
other
things,
and
it
breaks
it
down
by
elementary
middle
and
high
school,
so
that
stu,
so
students
and
parents
get
that
because
the
parents
get
the
parent
handbook
with
that
information
as
well,
so
that
information
is
available
and
given
to
families
in
the
beginning.
I
think
what
we're
hearing
is
just
sort
of
tweaking
what
you
would
like
to
see.
V
Is
you
know
administrators
tweaking
and
how
they
communicate
as
opposed
to
saying
you
know
this
is
confidential.
Unfortunately,
we
can't
share
that
information
and
saying
you
know
we
are
addressing
it
in
accordance
with
the
student
code
of
conduct
which
they
do
have
access
to,
and
so
I
think
that's
done
as
ms
swift
was
stating
before
you
know
just
professional
development
and
emphasizing
that
information
which
we
provide
professional
development
throughout
the
year
to
our
administrators.
V
So
I
think
that's
something
she's
noted
so
that
the
next
time
she's
before
administrators,
that
that's
something
that
can
be
raised
as
feedback,
but
the
tiers
are
definitely
you
know
made
available.
F
J
And
applied
it
accordingly,
we
know
that,
but
that,
but
we
are
still
getting
reports
of
they
shut
me
out
right.
They
said
it's
for
privacy
reasons,
otherwise
so
they're
there.
I
just
don't
believe
it
would
hurt
us
to
go
back
and
copy
and
paste
and
put
that
in
other
places,
even
so
that
when
this
occurs,
we
have
emphasis
on
this
and
we're
giving
them
more
than
we're
sincerely
closing
the
loop.
So
then
the
impression
that
nothing
is
happening
and
then
the
stories
I'm
hearing
from
my
child
sounds
like
nothing's
occurring.
J
V
Yeah,
we'll
we
can
look
at
that
and
we
can
talk
to
dr
alago.
We
do
reference
on
page
nine
in
dealing
with
the
consequences
that
things
are
addressed
in
accordance
with
the
code
of
stupid
conduct.
So
we
can
certainly
chat
with
the
team
chat
with
dr
logo
if
there's
a
better
way
to
clarify
how
that's
communicated
in
the
regulation.
D
P
D
Conduct
and
put
it
into
regulation,
I'm
simply
saying
putting
in
there
counseling
the
victim
on
what
is
in
this.
In
other
words,
what
what
happened
to
to
my
bully?
What
what
was
done?
We
can't
tell
you
that's
the
wrong
answer.
I
also
don't
think
the
right
answer
is
it's
in
the
student
code
of
conduct.
D
D
A
V
So
the
office
of
equity
and
accelerated
student
achievement
office
of
eo
compliance
and
the
division
of
student
support
services
are
bringing
policy
j.o,
biased,
behavior
and
language
before
you
unfirst
reading.
This
is
a
new
policy
which
has
been
developed
to
specifically
address
biased,
behavior
and
language
at
aacps.
V
The
policy
emphasizes
aacps's
commitment
to
providing
students
a
safe
and
supportive
environment,
free
of
bias,
behavior
and
language,
and
some
of
the
key
provisions
of
the
regulation
include
definitions
that
align
with
state
requirements,
clarification
in
the
procedures,
cross-referencing
to
the
bullying
policy
and
just
as
a
reminder,
a
lot
of
this
or
a
good
amount
of
what's
in
the
policy
and
regulation
were
in.
What's
in
the
current
jcc,
a
bullying
policy
and
regulation,
and
so
while
it
seemed
like
it
could
be,
oh
and
easy
just
pluck
things
out
and
put
them
in
a
new
policy.
V
V
That's
why
you'll
see
that
particular
list
of
protected
classes,
and
also,
as
I
mentioned,
you
know,
bias
behavior
bias
incidents,
while
some
of
it
aligns
with
bullying,
and
some
of
it
may
be
considered
bullying
and
could
be
reported
via
the
bullying
report.
We
also
have
a
bias
incident
report.
We
have
a
bias
motivated
a
referral
program
which
students
participated
in,
so
it
was
just
really
teasing
all
of
that
out
and
ensuring
that
it
was
accurately
represented.
A
Okay,
thank
you
very
much,
mr
shawheim.
F
I
thank
you
again
again.
I'm
very
excited
about
this.
This
and
the
last
policy
are
amazing
and
I'm
delighted
and
thrilled.
Thank
you
to
the
entire
team.
Sorry,
if
I
didn't
reiterate
that
enough
last
time,
you
all
are
wonderful.
Thank
you.
I
have
just
a
couple
quick
questions
on
the
regulation
page,
one
under
definitions,
one
and
a
b,
just
like
the
first,
the
other
policy,
if
is
there,
is
there
any
way
we
can
add
ethnicity
to
that
list
too.
Yeah.
V
We'll
look
at
that
and
again
because
we
pulled
it
from
the
state
and
how
the
state
defines
bias,
behavior
and
and
discrimination,
but
we'll
definitely
look
at
that
as
well.
That's.
F
Under
disability
bias,
I
think
personally-
and
I
know
I
know
this
is
probably
pulled
from
the
state's
definition,
but
if
we
can
also
reference
not
just
mental
and
physical
but
intellectual
and
an
emotional
condition
that
that
would
be
wonderful.
That
was
again.
This
is
based
on
feedback.
I've
received
and
it's
my
duty
to
be
transparent
and
sure.
V
F
Intellectual,
intellectual
and
emotional,
yes,
thank
you,
yeah.
Thank
you.
So
much
we'll
look
at
that
for
sure.
I
also
believe
just
like
on
the
first
page
that
ethnicity
bias
should
be
its
own
own
call
out
or
national
slash,
ethnicity,
origin,
so
either
its
own
number,
its
own
classification
or
called
out.
V
And
we'll
look
at
that,
and
so
the
reason
why
we're
a
little
even
more
specific,
with
this
policy
in
particular,
is
because
we're
talking
about
state,
recognized,
protected
classes
and
you'll
see
in
the
definition
of
national
origin
bias
ethnicities
listed
in
there,
but
we'll
we'll
take
a
look
at
that
the
so
the
concern
is
always
you
know
if
it's
something
that's
protected
by
the
state
and
then
we
go
above
and
beyond.
That's
always
the
the
concern,
but
we'll
look
at
that
to
see
if
it
makes
sense
too.
F
I
very
much
appreciate
that,
and
so
this
one
I'm
not
sure
either,
but
it
was
brought
to
me
that
maybe
there
should
be
an
other
category
definitions
to
include
things
like,
and
I
can
type
out
a
list.
I
don't
expect
you
to
like
write
all
this
down
right
now,
but
to
include
child-bearing
characteristics
such
as
pregnancy,
childbirth,
breastfeeding
citizenship
and
immigration.
V
Right
so
again,
because
this
is
these
are
state
protected
classes,
those
classes
are
not
protected
by
the
state.
However,
we
do
have,
did
you
say,
nursing
or
breastfeeding.
We
have
a
policy
that
we
actually
adopted.
I
think
it
was
last
year,
asha
policy
and
regulation
providing
protections
for
nursing
parents
at
aacps
and
providing
them
certain
opportunities.
V
F
V
V
F
V
In
the
related
entries,
which
I
need
to
do
in
the
bullying
so
like
gag
and
its
regulation
cover
a
lot
of
probably
covers
a
lot
of
those
things
specifically
which
applies
to
everyone.
But
these
are
very
student
specific,
but
we'll
go
back
and
look
and
chat
with
dr
lago
to
see
if
you
could
send
that
list
of
suggestions.
That
would
be
super
helpful.
F
Absolutely
I
will
and-
and
you
you
you
did
touch
on
this
in
the
last
one,
but
just
for
transparency
purposes-
and
I
know
I
know
the
answer
to
this,
but
I'm
just
gonna
ask
you
anyway,
so
why
just
students
in
violation
of
biased
behavior,
but
both
students
and
employees
for
retaliation
and
then
the
the
comment
was
everyone
should
face
consequences
for
bias.
Behavior
the
due
process
would
just
be
different.
F
V
Right
so
the
same,
and
I
will
try
to
find
it
here
too,
so
we
inserted
similar
language
to
the
bias
regulation.
That's
in
the
bullying
regulation
regarding
complaints,
alleging
biased
behavior
language
by
aacps,
employee
volunteer
other
third
party,
which
would
go
to
miss
smith's
office
of
eeo
compliance,
and
you
said
page
four.
F
V
Yeah
so
page
four
g
there
addresses
oh.
F
J
J
These
are,
are
sincere
entities
that
can
our
educational
system
and
it
could
damage
our
students
for
a
lifetime,
not
just
for
those
moments,
so
we
we
want
to
get
this
right
as
right
as
possible
in
managing
this.
I
appreciate
the
team
that's
sitting
before
me.
I've
I've
been
able
to
work
with
you
guys
over
the
last
few
months
and
you
you
definitely
work
hard.
J
J
Basically,
what
I
took
from
that
was
if
there
is
a
circumstance
where
the
parents
are
unable
to
be
notified,
we
will
move
forward
still.
Is
that
the
proper
interpretation
for
for
this
one
or
is?
Are
there
certain
circumstances
where
the
parents
you've
tried
and
tried
and
tried,
and
parents
just
are
not
responsive?
J
W
Sure
it
could
be
a
combination
of
things.
The
goal
is
to
notify,
I
mean
they
kind
of
go
hand
in
hand,
but
there
are
some
parents
that
may,
depending
on
who,
what
side
of
the
bias
conversation
your
victim
or
offender
who
wants
who
to
talk
to
their
child?
The
goal
is
to
find
out
in
the
moment
once
it's
reported,
because
the
more
time
that
is
wasted,
I
hate
to
say
the
less
information
we
can
get
to
make
the
best
determination.
W
You
know
within
the
hour
letting
the
parent
know
look.
This
is
what's
going
on.
This
is
what
we
have
to
do.
There
are
certain
instances
where
the
police
or
the
sro
and
the
school
may
be
involved
based
on
the
information
they
have
and
there's
a
separate
decision
and
process
that
they
have
to
make
all
this
stuff
is
usually
going
on
at
the
same
time,
but
the
goal
is
to
definitely
contact
the
parents
or
guardians
and
to
let
them
know
what
is
occurring
depending
on
what
side
the
child
is
on
in.
G
I
just
want
to
apologize
again.
I
know
this
has
been
a
process
over
the
past
year.
This
has
been
going
on
for
a
very
long
time
as
we,
you
know,
waited
for
the
state
to
come
out,
but
also
you
know
to
fine-tune
ours,
and
so
I
want
to
thank
y'all
for
all
the
hard
work
that
it's
finally
coming
together.
I'm
I'm
glad
that
we
are
separating
the
two
out
and
we're
bringing
added
emphasis
to
the
two,
and
I
appreciate
all
your
hard
work.
Thank
you.
Thank
you.
K
B
V
I
will
be
in
that
I'll.
Try.
Thank
you
yes,
so
we
so
the
so.
As
ms
hummer
stated,
this
is
something
that
we
had
been
working
on
in
2018.
We
started
kind
of
looking
at
it
and
thinking
about
it
during
the
summer
and
the
fall,
and
then
when
the
new
board
members
came
on
board,
they
also
expressed
an
interest
that
we
kind
of
held
back
to
kind
of
see
where
the
board
wanted
to
move,
which
was
where
we
were
thinking,
which
was
to
separate
the
the
policy.
V
V
But
given
the
and
ms
smith
could
speak
on
this,
if
I
fail
to
include
information
the
way
the
nationally
through
the
state
and
nationally
how
they've
been
moving
in
dealing
with
sexual
harassment
in
particular,
we
really
wanted
to
just
take
a
little
bit
more
time
over
the
summer
to
work
on
the
sexual,
sexual
harassment
policy
and
regulation
for
students.
Now
you
know
we
have
something
in
place
for
staff
that
would
still
technically
you
know,
would
could
still
fall
under
the
bullying
and
the
bias
policy
and
regulation.
V
But
we
just
wanted
to
make
sure
we
did
our
due
diligence
and
spending
a
little
bit
of
extra
time
just
because
things
have
been
changing
around
the
state
and
nationally
and
how
this
is
addressed.
And
so
we
wanted
to
have
the
most
up-to-date
information,
and
so
the
plan
is
to
have
that
in
the
fall,
whether
it
be
in
the
september
or
the
october
policy
committee
meeting,
and
then
I
think
the
set
of
policies
and
regulations
will
be
complete
as
it
relates
to
all
of
these
interwoven
issues.
So
thank
you
for
bringing
that
up.
A
Thank
you
any
further
board
questions,
seeing
none
at
this
point.
Any
public
comment
on
this
policy.
V
A
A
F
Have
two
very,
very
brief
questions
good
afternoon.
One
is
on
it's
the
same
question,
but
once
on
page
eight
one's
on
page
14
and
it's
under
status,
and
it
says
that
that
well
for
page
eight
for
hillsboro,
it
says
educational
specifications
were
approved
by
the
board
on
may
15th
and
that
the
professional
services
contract
for
feasibility
study
has
been
submitted
for
approval
at
the
july
10
2019
board,
meeting
page
14
for
old
mill
west
says
something
similar.
A
You're
awesome
all
right
any
further
questions
on
on
the
construction
status
report:
excellent,
seeing
none
any
public
comment,
seeing
none:
okay,
8.02,
a
word
of
contracts,
any
board
questions
or
comments
on
this
item
miss
antoine.
J
T
T
M
T
S
R
J
One-
and
that
makes
total
sense
now
that
you
put
it
in
that
perspective,
also
I'm
picking
up
that
there's
some
product
support
integration
in
that
in
that
that
there's
there's
this
centralized
contract
that
we
can
reference
to
get
get
our
needs
when
we
need
it.
T
Correct
and
it's
it's
based
on
a
procurement
that
uses
economies
of
scale,
so
we're
not
the
only
jurisdiction
utilizing
this,
so
the
contractors
to
bid
on
it
are
hopeful
that
they're
gonna
receive
a
large.
You
know
a
body
of
work
from
multiple
jurisdictions
that
allows
the
price
per
unit
to
go
down.
O
J
Excellent,
thank
you.
It
clicks
now
so
with
award
number
seven,
I
noticed
that
there
was
about
a
five,
maybe
six
month
base
period
for
their
performance
and
then
several
a
couple
of
option
years
after
that
it.
What
was
the?
T
So
we
are
actually
piggybacking
or
riding
a
howard
county
contract.
That's
already
existing
okay.
W
T
Contract
has
already
existed
for
longer,
we're
just
jumping
onto
the
train
at
this
point
in
time,
but
it
has
already
been
moving
for
a
period
of
time,
so
there's
five
months
left
in
the
current
performance
window
and
then
we're
we're
exercising
the
right
to
extend
to
avail
ourselves.
So
the
contract
extension
should
that
be
beneficial
to
this
organization.
J
So
so
it's
more
of
a
safeguard
for
us
as
well,
but
in
case
what
whatever
contract
we
piggybacking
off
of,
we
would
have
something
in
place
for
ourselves
in
those
options
once
the
contract's
involved.
T
Correct,
thank
you
and
again
we
routinely
and
you'll
see
this
through
many
of
the
items
we
routinely
aggregate
quantities
with
other
jurisdictions.
T
You
saw
earlier
one
from
meek,
which
is
actually
a
consortium
of
all
24,
k-12
school
districts
and
all.
T
M
A
A
Okay,
this
concludes
the
the
business
of
today.
The
next
general
board
meeting
will
be
on
wednesday
august
21st
2019
at
10
a.m,
and
the
next
meeting
of
the
policy
committee
will
be
wednesday
september
25th
2019
at
4
p.m.
Here
in
the
board
room
and
is:
is
there
a
budget
committee
meeting.
B
A
Okay,
great
and
then
the
budget
committee
is
is
meeting
today.
I
believe
approximately
one
hour
after
the
conclusion
of
this
meeting
or,
if
not
sooner
and
and
for
the
board
to
know
we
have
just
a
couple
of
appeals
that
I
I
think
will
be
very,
very
quick
for
us
to
proceed
through.
So
at
this
point,
can
we
have
a
motion?
I'm
sorry.
A
M
A
Is
just
so,
mr
shaknovich
and
team?
No
we're
going
to
postpone
the
budget
committee
meeting.
Okay,
thank
you
for
that,
mrs
corcodel.
Can
we
have
the
motion
please.