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From YouTube: BOE 5-04-2016 General Session Meeting
Description
Description
A
B
B
C
For
modification,
sorry
for
the
april
6
exec
session
minutes,
it
accurately
notes
that
I
arrived
at
9
55,
but
the
motion
to
close
still
notes
zero,
so
that
should
be
changed
to
eight
zero.
E
Our
participants
in
this
academy
represent
12
different
nationalities
and
speak
11
different
languages
throughout
the
sessions
they
have
learned
about
each
other
and
how
the
education
work
system
works
in
this
country,
and
specifically
here
in
aacps,
as
is
the
case
every
year,
we
have
learned
as
much
from
them
as
they
have
from
us.
Together,
we
have
worked
hard
to
develop
necessary
leadership.
Skills
made
progress
toward
becoming
culturally
proficient
leaders
and
discussed
at
length.
The
many
challenges
facing
immigrant
students
and
their
families-
the
work
of
course,
will
continue
far
beyond
today.
F
F
Where
are
we
at?
We
have
chung
lindsay
from
korea.
F
A
I
Many
schools
across
the
united
states
are
testing
out
an
alternative
to
the
way
classrooms
have
been
arranged
for
decades,
where
students
typically
spend
up
to
two
thirds
of
their
day
sitting.
One
teacher
commented
I
started
thinking
about
how
many
times
a
day
I
asked
my
students
to
sit
down
or
to
stay
seated
and
yet
being
sedentary
all
day.
Seated
at
desk
might
not
be
the
best
way
to
learn.
With
that
in
mind,
the
board
of
education
would
like
to
recognize
an
educator
in
our
school
system,
who
really
teaches
his
students
to
think
on
their
feet.
I
Chris
wukitz,
seventh
grade
social
studies,
teacher
at
meade
middle
school
had
an
innovative
idea.
One
day
and
after
a
brainstorming
session
with
the
school's
tech,
ed
teacher
came
up
with
the
ever
popular
wookie.
Mr
wukit's
wookie
is
simply
a
stack
of
milk
crates
with
a
hard
desktop
attached,
so
that
students
can
stand
at
their
desk
and
learn.
I
Teachers
at
the
school
have
said
that
the
wookie
has
promoted
positive
changes
in
the
growth
of
the
students,
as
it
allows
them
to
learn
in
a
way
that
was
not
available
to
them
before
a
stand-up
desk
offers.
Many
benefits
for
health,
comfort
and
ergonomics
using
one,
can
make
you
more
alert,
energetic
and
focused
on
the
task
at
hand.
It
also
encourages
you
to
stay
active
throughout
the
day,
as
movement
is
a
good
way
to
stay,
fit
and
healthy
during
the
school
day.
Chris
wukitch
always
has
the
children's
best
interest
at
heart.
At
all
times.
I
He
knows
that
standing
throughout
the
day
increases
blood
circulation,
and
thus
alertness
studies
have
shown
that
children
no
matter
their
age,
pay
more
attention
when
they
aren't
sitting
for
long
periods
of
time.
If
you
want
productive
and
focused
students
in
your
classroom,
assign
them
a
wookiee
chris
wukit,
you
are
on
the
cutting
edge
of
classroom
innovation
study
after
study
across
america
and
canada
have
shown
the
benefits
of
the
stand-up
desk
for
students.
I
Your
wookies
have
become
a
very
popular
idea
amongst
the
students
at
mead,
middle
and
staff
at
the
school
have
become
excited
with
the
prospect
of
using
wookies
in
their
classroom.
We
understand
that
the
wookies
can
be
shown
to
all
schools
within
the
district
and
easy
to
follow.
Videos
can
be
made
to
help
other
schools
give
children
the
option
to
stand
and
learn,
so
they
don't
feel
restricted
to
simply
sitting
so,
hopefully
other
schools
will
stand
up
for
themselves
and
jump
on
the
wookie
bandwagon.
I
On
a
personal
note,
mr
wukich
taught
my
twins
last
year,
so
I
know
that
he's
an
excellent
teacher
all
the
way
around
wookies
and
everything
on
behalf
of
the
board
of
education
and
the
students,
teachers
and
staff
of
anne
arundel
county
public
schools.
We
are
pleased
to
recognize
you
educator
of
the
month
for
may
2016..
I
K
K
1500
extracurricular
club
activity,
advisors
and
coaches
in
doing
so
k
supports
the
school
system
by
communicating
guidelines
establishing
and
maintaining
rosters
issuing
season
contracts,
completing
the
verification
process
and
issuing
payment
to
the
advisors
and
coaches
kay
is
extremely
thorough,
thoughtful
and
organized
in
her
approach
to
this
work,
she
has
managed
transitions
in
software
systems
and
protocol
with
a
sense
of
detail
and
pride
in
doing
the
job
perfectly
additionally,
kay
brings
to
her
job.
An
institutional
knowledge
base
that
is
invaluable
with
the
office
of
athletics
is
often
faced
with
questions
about
unique
circumstances.
K
Kay
is
always
there
to
cite
precedent
and
provide
supporting
documentation
after
having
retired
from
teaching
pe
for
many
years
at
glen,
burnie
high
school
kay
pulford
began
working
in
the
office
of
athletics
over
11
years
ago.
Throughout
her
time,
she
has
been
a
consistent
presence
offering
support
and
training
to
many
others
who
have
come
through
the
office
remaining
steadfast
and
diligent
in
ensuring
all
procedures
are
followed.
K
Kay
has
a
great
sense
of
humor,
a
fun
personality
and
an
ability
to
balance
the
behind-the-scenes
detailed
nature
of
her
work,
with
a
sense
of
the
overall
picture
of
athletics.
In
our
county,
her
work
as
a
contract
specialist
impacts
classrooms
instruction
by
providing
the
necessary
support
to
schools
to
offer
a
wide
variety
of
after-school
programs
that
keep
students
engaged
in
their
educational
process.
K
Those
who
have
been
working
at
the
board
for
some
time
know:
kate
paulford.
She
sips
around
the
parham
building
working
with
many
departments
to
connect
the
dots
needed
in
order
to
get
coaches
and
club
advisors
under
contract
throughout
the
county.
Kay
palford
you
take
professionalism
to
a
new
level,
seeing
the
standard
for
your
entire
department.
K
K
A
K
M
M
Today.
The
board
of
education
is
proud
to
join
the
grateful
staff
of
arundel
middle
school
to
honor,
mrs
sandy
vogel
as
may's
volunteer
of
the
month.
Mrs
vogel,
a
devoted
parent
volunteer,
has
impacted
the
arundel
middle
school
students,
teachers
and
community
with
her
enthusiastic
involvement
for
three
years.
M
She
warmly
recruits
volunteers
and
coordinates
schedules
to
ensure
events
are
fully
staffed
and
teachers
requests
are
fulfilled
in
this
role,
mrs
vogel
realized
a
need
for
an
efficient
system
for
classroom
teachers
to
communicate
their
needs
to
volunteers,
so
she
established
one
when
the
staff
learned
that
it
was
mrs
vogel
who
was
organizing
this
project.
They
knew
it
was
destined
to
be
a
success.
M
M
In
addition
to
tackling
large
projects,
mrs
vogel
contributes
countless
hours
each
week
to
making
copies
organizing
classroom
materials
and
lab
equipment
or
whatever
tasks
teachers
request
of
her.
They
know
they
can
depend
on
her
to
complete
even
the
most
mundane
tasks
with
meticulous
attention
to
detail,
while
her
workload
can
be
tedious
and
time-consuming.
M
Mrs
vogel
always
welcomes
each
opportunity
to
provide
teachers
with
more
time
to
focus
on
their
students
as
an
active
member
of
the
parent
teacher
association
and
school
advisory
committee,
mrs
vogel
is
a
vital
asset
to
the
ams
family.
She
attends
meetings
and
other
in-school
functions,
participates
in
team
building
and
even
host
summer
staff
parties
at
her
house.
The
opinions
and
suggestions
she
shares
from
her
parents
perspective
are
highly
regarded
and
are
a
testament
to
how
deeply
the
faculty
and
staff
value
their
relationship
with
mrs
vogel.
M
It
is
for
all
of
these
reasons
that
the
faculty
staff
and
administrators
of
arundel
middle
school
wholeheartedly
nominated
sandy
vogel
for
volunteer
of
the
month
award.
Thank
you,
mrs
sandy
vogel.
Would
you
please
come
forward
with
great
appreciation?
I
would
like
to
present
this
volunteer
of
the
month
certificate
and
bell
to
you.
J
M
B
D
Well,
on
saturday,
the
board
of
education
with
the
chesapeake
bay
foundation
had
a
wonderful
environmental
retreat.
We
spent
the
day
the
morning
hearing
from
students
and
schools
in
our
county
and
the
impact
that
environmental
education
has
in
our
county
across
all
80
000
students
have
environmental
education
integrated
into
the
curriculum,
and
the
students
themselves
were
so.
It
was
just
so
great
to
hear
the
impact
they've
had
in
their
communities
and
how
they've
really
realized
through
this
program
that
they
can
make
a
difference.
D
So
it
was
great
the
afternoon
the
we
spent
on
the
skipjack
doing
activities
that
the
students
actually
have
an
opportunity
to
do
so
it
was
wonderful,
and
I
want
to
thank
chesapeake
bay
foundation,
and
I
want
to
hope
in
the
future
we're
going
to
have
some
of
the
students
come
in
and
really
share
publicly
what
all
is
being
done
in
environmental
education
in
our
county.
We
are
a
lead
in
the
state
and
indeed
in
the
nation,
for
our
environmental
education
program,
and
I
want
to
thank
all
that
that
contribute
to
this.
P
Thank
you.
So
last
week
I
had
a
wonderful
opportunity
to
participate
in
the
first
annual
nchs
college
signing
day
we
had
students
from
the
senior
class
of
2016
that
sat
at
a
table
with
their
college
colors
in
the
gear
and
spoke
to
the
underclassmen
about
why
they
chose
that
college.
What
their
major
is
and
just
everything
about
the
perks
of
going
to
college.
We
also
had
a
guest
representative
from
the
white
house
to
speak
to
us
about
paying
for
college.
P
Why
college
is
a
great
opportunity
to
go
to
and
how
we
should
utilize
it
once
we
go
into
the
workforce,
because
not
many
students
have
the
same
opportunity
for
us
to
get
the
funding
and
everything,
but
a
number
of
my
friends
will
be
going
to
the
wonderful
maryland
schools,
towson
frostburg
university,
maryland
college
park.
A
few.
My
friends
are
going
to
mit
university
of
pennsylvania
harvard
and
yale.
P
I
Miss
pickard
and
I
were
able
to
go
to
phoenix
academy
for
a
presentation
from
the
rotary
club
of
parole
who
have
donated
eighty
thousand
dollars
to
phoenix
academy
to
build
a
greenhouse
that
will
expand
their
their
programs
that
deals
with.
Oh,
I
forget
the
name
of
the
room.
I
What
is
it
agriculture
there
we
go,
there's
my
word
agriculture
and
things
and
if
you've
never
been
to
phoenix,
it's
really
an
amazing
place
and
it's
a
such
a
supportive
environment
and
this
greenhouse
is
going
to
give
so
much
more
to
the
students
as
they
work
there
to
have
it,
and
so
we're
so
grateful
for
partners
like
the
rotary
parole
that
have
stepped
in
and
adopted
our
some
of
our
schools
and
helped
us
with
that.
I
also
went
to
meade
high
school
for
the
international
baccalaureate
middle
years
program.
Personal
projects-
showcase.
I
If
you
ever
have
a
chance
to
go
to
one
of
our
ib
schools
and
see
those
programs.
It
is
just
amazing
what
these
kids
do.
They
each
get
to
pick
their
own
thing,
that
they're
passionate
about
and
the
variety
of
topics
that
they
choose
and
that
they
research
from
extended
genealogy
projects
to
an
anti-bullying
campaign
to
planning
a
girl
planned
her
funeral.
So
there
was,
I
mean
when
I
say
there
was
a
wide
range.
I
I
We
also
had
the
great
opportunity
to
tour
arnold
elementary
school
with
interim
state
superintendent
jack
smith,
to
recognize
arnold,
as
one
of
our
blue
ribbon
schools,
one
of
only
a
very
few
in
the
state-
and
I
want
to
thank
principal
shawna
kaufman,
because
that
was
a
great
day
to
see
everything
that's
going
on
there
and
their
terrapin
mascot
that
came
out
to
celebrate.
He
was
the
hit.
The
free
cookies
were
more
exciting.
Cookies
from
mrs
fields
were
much
more
exciting
to
the
kids
than
any
of
the
other
awards.
I
That
came,
but
it
was
a
great
day
and
they're
doing
great
things
at
arnold,
and
I
just
want
to
echo
what
ms
nally
said
that
we
had
a
great
day
with
our
literacy
retreat.
Also,
all
the
arlington
echo
folks
were
here
at
the
board
board
offices
on
earth
day
and
had
a
great
presentation
out
there
to
show
everything
that's
going
on
and,
as
she
said,
our
county
is
just
a
leader
in
the
nation
when
it
comes
to
environmental
literacy,
as
as
evidenced
by
the
fact
that
broad
neck
high
school
was
just
named.
I
Q
Q
But
if
I
could
take
that
one
step
further
and
I
think
ms
nally
mentioned,
I
recently
received
a
letter
from
john
king
who's,
the
secretary
of
education
and
he
wrote
saying
dear
dr
arlatto.
Congratulations
on
being
recognized
as
a
2016
u.s
department
of
education,
green
ribbon,
school
district
sustainability
award.
This
award
acknowledges
your
district's
achievements
in
taking
a
comprehensive
approach
to
sustainability.
Q
He
went
on
to
say
I
commend
you
for
your
commitment
to
environmental
stewardship,
health
and
sustainability
and
for
inspiring
your
entire
district
to
aim
high.
You
are
representative
promising
practices
that
improve
it.
Excuse
me
to
improve
achievement
and
equity,
not
only
for
aspiring
green
districts
for
all
districts.
Q
I
look
forward
to
celebrating
your
accomplishments
during
the
u.s
department
of
education's
green
ribbon
schools,
recognition
on
july
20th
in
washington
dc
this
upcoming
summer,
and
so
it
is
very
timely
that
we
are
able
to
have
our
environmental
retreat
with
the
board
review
the
wonderful
things
that
are
happening
and
to
say
thank
you
to
to
lisa
seaman,
crawford
who's
here
and
melanie
parker,
along
with
michelle
batt
and
mary
talar
and
many
others.
This
is
a
joint
effort.
I
thank
you.
It
is
a
it
is.
B
I
just
want
to
echo
all
the
things
that
we've
mentioned
and
also
add
that
my
board
members
and
I
have
been
out
and
about
attending
town
halls
and
budget
meetings
so
far
with
the
county
executive,
advocating
on
behalf
of
all
of
you
for
the
budget
that
we've
put
forward.
So
we're
going
to
keep
up,
keep
up
the
advocacy
with
you
all,
mrs
hummer.
I
One
thing
forgot:
we
all
attended
the
excellence
in
education
awards
and
katrina
griffin
from
north
county
high
school
is
named
the
county
teacher
of
the
year
and
will
go
on
and
compete
for
the
state
honors
as
well,
so
hats
off
to
all
the
finalists,
all
the
nominees,
and
especially
to
katrina,
griffin
and
all
the
folks
who
work
with
her
at
north
county.
J
I
would
like
to
publicly
thank
those
members
that
are
leaving
judith
keeler
stephen
riley,
sherry,
howard,
marcia
turner,
jennifer,
bryant,
latoya,
staton,
pamela,
murray,
maria
dominguez,
lisa
short
and
kathy
flaherty
for
their
commitment
to
cac
and
to
our
students
last
on
may
2nd
the
cac
elected
officers
for
our
2016-17
school
year
and
congratulations
to
melanie
teichert
who've
joined
us
today.
She'll
be
the
new
chair,
kelly
pernell,
vice
chair
and
greg
novak
will
be
our
secretary.
Thank
you
very
much.
B
R
R
The
primary
purpose
of
our
group
is
to
advise
the
superintendent
and
you
the
board
of
education
on
issues
that
are
relevant
to
international
families.
Here
in
aacps,
it
has
been
such
an
enriching
experience
for
to
meet
with
like-minded
parents
who,
despite
our
diverse
backgrounds,
all
share
the
same
goal
in
growing
highly
educated,
global-minded
young
people.
R
R
Most
of
our
members
are
graduates
of
the
international
parent
community
leadership
academy,
like
these
folks
behind
me,
although
we
may
come
from
a
wide
array
of
ethnic
and
social
economic
backgrounds,
our
group
is
united
in
commit
in
our
commitment
to
assisting
aacps,
with
fostering
great
schools,
nurturing
great
kids
and
building
a
great
global
community
by
capitalizing
on
our
own
international
experiences.
We
strive
to
give
vital
input
that
will
enable
aacps
to
further
elevate
all
students
and
eliminate
all
gaps.
R
Each
community
has
different
needs
and
concerns,
and
laura
gardner
of
the
school
and
family
partnerships
is
able
to
help
clarify
questions
and
concerns
or
direct
us
to
the
department
that
could
help
answer
those
concerns.
For
example,
one
of
our
chinese
reps
recently
discussed
questions.
Her
community
had
about
park
assessment.
R
R
In
the
fall
we
met
with
the
director
of
workforce
diversity
and
shared
our
online
directory
of
contacts,
along
with
suggestions
on
how
hr
recruit
staff
might
better
access
potential
candidates
from
each
of
the
international
communities.
For
example,
there's
a
county-wide
hispanic
list
serve
that
we
shared
with
hr
and
to
increase
access
to
the
hispanic
community.
This
was
very
helpful.
R
We
also
raised
awareness
on
opportunities
for
recruitment
such
as
our
county-wide
hispanic
women's
day.
Our
second
major
goal
and
it's
ongoing,
is
to
help
aacps
with
increasing
the
global
mindedness
and
cultural
proficiency
in
our
schools.
This
year
we
met
with
the
social
studies
and
ib
coordinators
to
learn
how
we
could
assist
the
triple
e
and
ib
programs.
R
We
shared
ideas
on
how
each
of
the
programs
could
partner
with
the
international
communities
communities
to
offer
a
more
authentic
learning
opportunity
for
all
of
our
students.
As
a
result
of
these
conversations,
many
of
us
have
been
involved
in
various
collaborations
throughout
the
year,
such
as
such
examples
are.
Our
west
african
representative
went
and
spoke
with
the
ib
students
at
macarthur
middle.
R
Incidentally,
that
representative,
miss
chen
is
also
this
year's
candidate
to
the
msde
parent
involvement
matters
award,
so
we're
very
proud
of
her.
Lastly,
some
of
us
spoke
to
a
group
of
25
teachers
in
a
five-week
cultural
immersion,
professional
development,
facilitated
by
laura
gardner
and
of
the
school
and
family
partnerships.
R
Our
hispanic
representative,
shared
of
shared
with
this
group
of
teachers
about
the
school
system
in
el
salvador
and
her
personal
journey
to
the
u.s.
In
addition
to
these
two
main
goals,
we
continue
to
help
with
each
year's,
international
parent
and
community
leadership
academy
to
help
grow
more
international
parent
leaders.
R
Lastly,
we
continue
to
engage
with
the
budget
process
and
educate
other
international
parents
about
it,
so
they
too
have
an
opportunity
to
share
their
voice.
Specifically,
we
continue
to
advocate
for
more
bilingual
facilitators,
esau
teachers
and
other
positions
that
will
help
the
international
communities.
R
As
you
know,
we
will
never
be
able
to
elevate
our
children
or
eliminate
all
gaps
if
we
can't
even
communicate
with
the
parents
in
closing,
with
a
growing
number
of
international
families
joining
our
school
system.
Our
group
strongly
believes
that
this
is
a
crucial
time
in
firming
up
the
foundations
for
a
more
collaborative
and
interconnected
network
of
communities,
programs,
resources
and
initiatives.
R
Our
number
one
aim
is
to
connect
aacps
with
the
different
international
communities
around
the
county.
We
hope
that
by
doing
so,
we
will
help
the
newest
members
of
our
community
feel
more
welcome,
as
well
as
empower
the
more
established
family
members,
members
of
our
community
to
become
more
active
participants.
R
The
international
parents
and
community
advisor
board
is
committed
to
aiding
you
here
at
aacps
in
raising
healthy
well-adjusted
young
people,
equipped
with
the
skills
and
mindset
of
progressive
global
citizens.
We
look
forward
to
reporting
to
you
about
our
initiatives
in
the
future
and
would
like
to
end
with
an
invitation
similar
to
citizens
advisory
board
or
cac.
We
would
like
to
formally
invite
a
board
member
to
attend
each
of
our
meetings
next
year.
R
B
B
B
B
A
A
A
A
A
A
A
A
A
A
A
A
A
I
B
B
We'll
now
move
on
to
the
public
comment
portion
of
the
meeting.
Anyone
wishing
to
speak
on
an
item
not
on
today's
agenda
may
offer
testimony
during
this
public
comment
portion
speakers
will
be
allotted
three
minutes
each
and
the
board
asks
that
comments
remain
civil
and
appropriate
for
the
various
audiences
that
may
be
watching
or
viewing
the
meeting
student
specific
and
personnel
matters
are
confidential
and
cannot
be
discussed
in
this
forum.
B
This
time
is
intended
for
speakers
to
voice
their
opinion
and
not
necessarily
as
a
question
and
answer
period.
Speakers
may
pose
questions,
but
answers
will
be
counted
toward
the
three-minute
allotment.
For
the
record,
please
give
your
name
before
speaking
and
handouts
should
be
given
to
the
board
assistant.
A
S
Today,
I'm
going
to
focus
on
special
needs
transportation,
because
the
testimony
from
last
me
from
the
seacac
crystallized
some
things.
For
me,
the
602
000
already
in
this
year's
budget
was
intended
to
decouple
some
of
the
special
needs
and
non-public
placement
routes
from
the
rest
of
the
bus
tiers,
which
in
turn
was
to
allow
healthier
school
hours.
S
While
this
is
an
efficient
reuse
of
that
bus
for
multiple
tiers,
it
comes
to
the
expense
of
the
special
needs
students
on
that
bus.
There
also
appears
to
be
some
excess
capacity
on
many
special
needs
buses.
I
see
st
mary's
county
very
small
buses
deliver
the
few
students
that
carries
to
summit
school
edgewater.
Every
morning
the
smallest
anne
arundel
county
buses
appear
to
be
about
twice
as
big
and
often
with
just
as
few
students
on
it.
Surely
the
smaller
bus
from
saint
mary's
is
less
expensive
than
anne
arundel's.
S
I
would
argue
that
it
also
ought
not
to
take
an
hour
for
the
baltimore
lab
us
to
drop
off
three
students
between
bwi
and
crofton,
or
pick
up
the
crofton
student
at
5
50
in
the
morning
two
hours
before
baltimore
labs
doors
open
for
class.
That
starts
like
20
minutes
later
or
the
two-hour
bus
ride
from
shadyside
to
ellicott
city
to
linwood
center
in
ellicott
city
could
out
of
the
box.
Thinking
help
improve
some
of
these
routes
because,
unlike
magnet
schools,
these
bus
rides
are
not
particularly
optional
for
these
students.
S
The
code
of
maryland
allows
for
single
rider,
taxis
and
summit
school
actually
sub-contracts,
to
accompany
kidsportation
to
transport
students
in
passenger
vans,
including
some
anne
arundel,
non-public
placements.
Why
does
aacps
not
utilize
these
kinds
of
available
services?
More
often
for
some
of
its
unique
special
needs
bus
routes?
S
Surely
responsible
drivers
can
be
hired
by
companies
like
crofton,
couriers
or
kidsportation,
who
meet
the
requirements
of
the
maryland
public
service
service
commission
for
taxi
drivers
without
the
need
for
cdl
licenses,
increasing
the
pool
of
available
employees
in
the
bus
shortage
that
we
have
now
it's
my
understanding
from
speaking
with
leon
langley
at
msce
and
linda
bluth,
formerly
of
msc
it's
up
to
each
jurisdiction
to
determine
what
constitutes
safe
operations
for
special
needs.
Transportation.
S
S
As
for
timing,
bus
routes
for
special
needs,
children
constantly
change
as
ieps
and
placements
change
you
can
institute
this
now
start
the
contracts
even
with
the
10
buses,
and
be
able
to
implement
it
mid-year
and
only
impact
a
small
number
of
students,
and
then
we
will
continue
to
address
the
school
start
time
issue.
So
the
county
council
gave
you
600
000
in
good
faith,
let's
not
delay
its
use
any
further.
Thank
you.
T
Hello,
my
name
is
claudia
o'keefe
in
the
old
north
school
district.
I
just
wanted
to
provide
some
information.
I
know
several
of
you
are
new
on
the
board
and
at
the
previous
board
meeting
options
were
presented
for
what
you
can
do
under
current
funding
to
delay
school
start
times,
and
the
question
arose.
What
good
is
15
or
18
minutes?
Gonna
do
so.
I've
got
an
article
here.
I
brought
copies
if
you
would
like
to
see
them-
and
this
is
this
is
an
older
study,
but
I
just
want
to
read
one
quick
paragraph
from
it.
T
T
U
Good
morning,
dr
alato
members
of
the
board,
I
want
to
say
thanks
to
dr
alato,
mr
alston.
Miss
cares
for
meeting
with
concerned
parents
and
students,
as
well
as
committed
community
members
on
yesterday
evening
regarding
the
issues
taking
place
at
north
county
high
school.
I
implore
anne
arundel
county
public
school
leadership
to
strongly
consider
the
recommendations
that
were
discussed
last
evening.
Just
to
recap
a
bit
we
are
looking
for
the
true
enforcement
and
intentional
and
deliberate
to
be
intentional
and
deliberate
around
the
bias
motivated
behavior
policy
leadership
needs
to
denounce
and
enforce
that
particular
policy.
U
We're
looking
for
an
increase
in
the
number
of
community
ambassadors,
as
it
was
noted
earlier
today
from
cac
the
citizens
advisory
committee,
we're
also
looking
for
anne
arundel,
county
public
schools
to
provide
race
relations
and
cultural
sensitivity,
training
to
all
of
your
students
and
faculty
again.
You've
got
the
academy
leadership
international
parent
board.
U
U
This
can
be
a
collaborative
effort.
Again
we
had
students
present
last
night
parents,
their
civic
organizations.
I've
talked
to
mr
alston.
You
have
several
civic
organizations
within
anne
arundel
county
that
are
quite
diverse,
they're
willing
to
do
their
part
in
this
process.
My
sorority
delta,
sigma
theta,
is
present
at
north
county
high
school
we've
been
present
at
meade
high
school
we've
been
pres
present
at
van
bokkelen
elementary
school.
We
need
to
do
something,
and
the
time
is
now.
U
I
do
not
have
a
child
in
anne
arundel
county
public
schools,
I'm
a
graduate
of
anne
arundel
county,
I'm
a
graduate
of
university
of
maryland
for
undergrad
and
graduate
I'm
taking
my
time.
Why?
Because
I
care
this
is
a
school
system
that
I
grew
up
in,
and
I
expect
to
see
some
change
because
it
feels
like
nothing
different
from
when
I
graduated
89
from
south
river
high
school.
This
must
change.
The
time
is
now
you're
in
position
to
do
it.
Let's
make
it
happen.
B
B
Q
B
I
I
was
looking
at
this
list
last
night
and
has
a
list
of
some
of
our
retirees.
For
this
year
we
have
19
retirees
with
nearly
500
years
of
teaching
experience
among
them.
That's
just
incredible.
That's
I
mean
that's
just
floors
me.
The
average
length
of
service
for
these
retirees
was
over
26
years
each
and
I'm
going
to
holler
out
specifically
to
mr
banks,
who
teaches
art
at
arundel
middle
school
for
43
years,
miss
balderson
of
music
at
broadneck,
high
school
38
years
and
mr
harrick
at
broadneck
high
school
pe
37.5
years.
I
P
B
V
Good
morning,
jessica,
kutch's
policy,
legislative
council,
the
division
of
professional
growth
and
development
and
the
division
of
human
resources,
bring
policy
gbm
to
you
for
first
reading,
the
policy
was
last
updated
november,
7th
1990,
the
updated
policy
and
the
new
regulation
recognized
the
importance
of
continuing
education,
coursework
and
position
related
training
intended
to
meet
the
specific
professional
improvement
needs
of
staff.
The
policy
will
be
posted
on
our
website
for
30
days
for
a
public
comment,
and
we
will
answer
any
questions
or
I
will
answer
any
questions
you
have
at
this
time.
M
V
Oh
so
we
added
it
was
at
that,
as
you
can
see
from
the
old
language,
it
was.
The
old
title
was
professional
development
teachers
and,
given
that
the
focus
is
on
all
staff,
we
wanted
to
ensure
that
our
policy
reflected
that
value.
Okay.
I
wasn't.
B
M
Q
Ma'am,
I
recommend
approval
of
this
course
for
the
2016-2017
school
year.
I
Okay,
I
just
want
to
say
that
this
course
sounds
really
cool
and
my
kids
will
love
this.
Is
this
going
to
be
available
at
all?
Schools?
Is
this
being
approved
for
all
schools
or
for
specific
programs.
W
Good
morning,
for
the
record,
my
name
is
skiply,
I'm
the
director
of
curriculum
at
this
time
the
course
has
been
approved
for
chesapeake
and
northeast.
It's
a
we
don't
like
to
use
the
word
pilot
year,
but
we
do
need
to
work
out
how
the
course
is
going
to
be
administered
and
the
the
platform
over
which
it's
going
to
be
utilized.
I'd
like
to
also
defer
to
stephanie
kelly
from
the
office
of
instructional
technology.
B
Q
Yes,
ma'am,
I
recommend
no
increase
in
the
food
and
nutrition
services.
Pricing
for
the
2016-2017
school
year.
I
The
different
kinds
of
meals
that
we
offer
could
you
just
tell
me
real
quickly
what
there
are
maryland
meals
for
achievement
breakfast
with
class
second
chance
breakfast?
What's
the
difference
between
the
different
meals.
Y
I
sure
can
good
morning
for
the
record
jody
rissey
supervisor
of
food
and
nutrition
services.
The
maryland
meals
for
achievement
is
a
free
breakfast
program
in
the
classroom.
So
if
it's
offered
in
47
of
our
schools,
the
meals
are,
breakfast
meals
are
delivered
to
the
classroom,
so
the
class
eats
together,
regardless
of
your
eligibility
status,
paid,
free
or
reduced,
everybody
eats
free.
We
also
have
the
teachers
eat
with
them,
so
they
exhibit
the
role
modeling
and
the
benefits
of
breakfast
breakfast
with
class
is
also
in
the
classroom.
Y
But
the
students
proceed
through
our
serving
line
and
they
pay
their
appropriate
amount
paid
for
or
reduced.
They
then
go
to
the
classroom
and
eat
together
in
a
community
setting.
Second
chance
breakfast
is
in
three
of
our
high
schools.
What
we
do
is
we
open
in
the
morning
and
we
provide
breakfast
for
those
who
are
interested.
We
then
again
open
after
first
period
and
we
do
kiosks
throughout
the
school
and
we
let
them
do
breakfast
at
a
later
point
and
then
they
also
take
that
to
their
classrooms.
Z
M
Two
questions:
first,
which
high
schools
do
the
second
chance
breakfast.
Y
It
is
northeast
high
school-
oh
my
gosh,
I'm
sorry
northeast
glen,
burnie
and
arundel
high
school,
okay.
M
M
I
Z
Essentially,
claims
paying
ability,
we
will
end
fy16
the
current
year
within
that
parameter
and
we
are
projected
to
end
fy
17
again
within
that
parameter.
Even
if
you
maintain
prices
stable.
So
we
will
not
be
falling
outside
of
the
range
that
the
board
policy
and
budget
committee
have
guided
us
towards.
So.
Y
Well,
I
think
we
have
a
fantastic
team,
so
support
from
you
all,
obviously,
first
and
foremost,
but
we
have
a
great
team
out
there
and
we
continue
to
look
at
ways
to
really
enhance
our
service
and
provide
the
best
food
that
we
could
and
outside
the
traditional
school
day.
So
we
do
dinner
programs
and
we
serve
meals
in
a
school
on
christmas
day.
We
do
saturdays
so
as
we
continue
to
grow
and
obviously
just
the
economies
of
scales
helps
us
what
we
do.
AA
M
Y
AB
Good
morning
good
morning,
I
just
have
to
say
that
my
day
spent
with
mr
reesey,
my
mic's
on
what
in
february
was
one
of
my
top
favorite
days
as
a
board
member,
and
I
would
encourage
all
board
members
and
certainly
new
board
members
to
take
some
time
to
understand
how
we
deliver
meals
and
other
food
services
to
to
the
students
of
anne
arundel,
county
and
and
families
in
the
summer.
AB
So
maybe
that
skipjack
trip
could
turn
into
a
next
year
a
little
orientation
with
our
food
service,
because
they
do
a
fantastic
job
and
you
will
not
only
learn
about
what
we
do
with
food
service.
But
you
also
learn
about
the
communities
we
serve
and
the
population
that
lives
in
this
county.
So
thank
you.
C
Thank
you
and
mrs
picker
just
stole
what
I
was
going
to
say
because
we
had
a
conversation.
She
recommended
that
I
spend
some
time
with
you
and
I'd
love
to
do
that.
Look
forward
to
to
arranging
that.
My
one
question
and
it's
just
a
quick
question
now,
but
I'd
love
to
delve
more
deeply
later,
at
the
end
of
the
day,
what
happens
to
the
cooked
food
that
can't
be
reused.
Y
Y
If
it's
something
that's
fresh
and
still
of
value,
it
can
be
served
the
next
day
according
to
our
komar
regulations.
If
it
is
not,
it
is
discarded
at
that
time,
but
it
is
very
low.
It's
very
limited
in
our
county.
Some
schools
also
do
share
tables.
So
if
there
was
something
that
went
out
into
the
cafeteria
and
it
was
left
over,
a
student
who's
still
hungry
can
capitalize
on
that
share.
Table.
P
Thank
you
jody.
I
just
want
to
say
thank
you
for
all
your
hard
work.
I
know
you
spoke
to
the
middle
and
high
school
students
of
anne
arundel
county.
This
past
fall
through
a
workshop,
and
the
students
really
appreciated
what
you
presented
them
and
how
we
understand
how
food
works
in
this
county,
especially
in
the
school
district.
I
just
want
to
say
thank
you
so
much
again,.
B
I
Could
you
clarify
so
looking
through
for
the
ed
specs
so,
for
instance,
looking
at
the
one
for
edgewater
and
it
says
with
it,
the
new
construction
will
be
87
502
square
feet
and
then
50
080
of
it
is
eligible
for
state
funding.
How
is
it
determined
how
much
is
eligible
for
state
funding
and
how
much
is
not,
because
I
know
it's
that's
consistent
across
all
of
the
construction
projects.
Z
Sure
the
the
state
has
a
very
prescriptive
algorithm
for
for
what
is
ineligible,
but
one
of
the
big
matters
is
involved
with
surrounding
neighborhood
schools
as
well,
so
there's
deduct
so,
for
example,
if
the
joining
school
had
space
for
10
more
students,
they
say
those
10
students
very
readily
could
just
simply
move
to
the
joining
school.
So
they
say
those
10
students
are
worth
this
many
square
feet
and
we
take
that
away.
Z
So
it's
a
very
complicated
balancing
act,
but
it's
a
uniform
application,
so
they
have
a
regimented
way
to
tabulate
that
and
all
24
jurisdictions
adhere
to
that
exact
same
set
of
guidelines,
so
that's
part
of
it.
Another
very
good
example
is,
as
you
know,
we
have
a
very
robust
partnership
with
anne
arundel,
county
recreation
and
parks,
and
the
state
will
support
up
to
3
000
square
feet
of
community
use
space
space
shared
between
the
school
and
community,
but
because
of
the
the
lacquered
shortage
of
gym
space,
for
example,
and
also
before
and
after
care.
Z
Like
our
sac
program,
we
actually
wind
up
building
in
partnership
with
the
county
government,
supported
by
them
financially
and
directly
with
reckon
parks.
We
wind
up
building
more
square
footage
than
the
3
000.
So
again,
every
square
foot
we
build
in
partnership
with
reckon
parks
in
excess
of
the
3
000
is
also
deemed
ineligible.
So
there's
many
many
of
these
examples
and
they
add
up
kind
of
to
the
bottom
line.
B
I
have
a
question
about
some
of
the
school
sizes.
Tyler
heights
elementary
would
be
654
students,
given
that
we're
getting
ready
to
open
a
contract
school
in
the
annapolis
area.
Is
that
still
an
appropriate
size
for
now,
for
that
particular
elementary
school.
Z
Well,
I
think
we've
got
a
couple
issues,
one.
We
don't
really
know
how
the
whole
contract
was
going
to
play
out
because
it's
going
to
be
a
lottery
for
the
entire
annapolis
feeder
district
and
that
lottery
won't
really
transpire
to
a
year
from
now.
So
there
might
be
an
opportunity
later
on,
once
we
get
into
the
design
phase
to
make
some
adjustments,
but
annapolis
is
still
a
growing
area,
as
you
see
the
the
turnover
rate,
so
they're
continuing
to
aggregate
more
youngsters
into
that
feeder
pattern.
Z
So,
while
the
contracts
will
clearly
will
help,
it
will
help
the
annapolis
feeder
system
in
its
totality
specifically
how
it
will
apply
to
tyler
and
because
it's
going
to
be
a
lottery
each
and
every
year
you
know
we
sort
of
have
to
make
sure
that
we
are
planned
properly
to
absorb
whatever
the
maximum
impact
is,
I
think,
once
we
get
some
real-time
data
and
actually
know
how
that
plays
out
a
little
bit
better.
We
may
be
able
to
fine-tune
this
slightly.
Z
Potentially,
I
think
the
much
like
our
budgetary
process
we
operate,
what's
called
an
encumbrance-based
budget
which
essentially
is
the
the
higher
the
the
high
water
mark
worst
case
scenario.
So
we
want
the
fiscal
authorities.
We
want
the
state,
planning
authorities
etc
to
grant
us
approvals
at
that
high
water
mark,
nobody
yells
at
you
if
you
bring
a
job
in
a
little
bit
cheaper.
Nobody
else
at
you
if
you
bring
a
job
in
a
little
bit
sooner
and
if
they
approve
it
at
that
high
water
mark.
Z
If
we
can
make
the
case
that
we
can
shrink
the
size
of
the
building,
I'm
sure
the
county
funding
officials
would
love
to
not
have
to
pay
for
that
additional
square
footage
and
the
state
department
of
education
and
planning,
I'm
sure
again,
based
on
data,
would
concur
with
us
to
reduce
it.
It's
much
easier
to
reduce
a
project
scope
as
it
is
to
increase
it.
After
fact,.
Z
Z
Unfortunately,
I
think
really,
at
the
end
of
the
day,
a
school
has
to
fit
the
community,
and
so
crofton
is
a
planned
development
community
and
it
would
be
very
hard-pressed
to
figure
out
which
of
crofton's
five
elementary
schools
would
not
go
to
the
high
school.
That's
a
mere
two
or
three
miles
away
from
their
elementary
school.
Z
So,
while
on
a
policy
statement
that
may
be
desirable,
the
application
I
think
has
to
be
uniquely
tailored.
If
you
remember,
the
state
of
maryland
came
out
with
through
a
study
that
they
did
with
sort
of
the
optimal
on
a
planning
basis,
an
optimal
size
of
a
high
school
of
1
600.
Z
Our
mgt
study
said
1700,
so
1696
kind
of
fits
right
right
between
those
things,
but
optimal
was
really
a
planning
tool
right,
so
that's
a
desired
state.
You
may
not
be
able
to
hit
that
in
each
and
every
case.
Similarly,
we've
got
schools
like
northeast
or
southern
that
that
are
much
smaller
and
we
would
never
want
to
build
a
school
of
16
or
1700
kids
in
in
that
community,
because
simply
the
the
demography
would
never
justify
that.
So
it's
sort
of
the
right
fit
right
time
right,
climate
opportunity.
B
A
I
The
specs
for
the
crofton
high
school
says
that
there
were
updates
to
our
standard
high
school
specs
to
changes
that
the
department
of
instruction
were
looking
for.
I
know
there's,
probably
thousands
of
them
that
are
changes
for
uniquely
for
that
school.
But
could
you
maybe
address
what
are
some
bigger
things
that
that
we're
tailoring
specifically
for
that
high
school.
G
For
the
record
mary
patz
architect
in
the
design
office
at
facilities,
some
of
the
as
we
developed
to
the
crofton
area
high
school,
ed
spec,
I
met
with
the
associate
superintendent
assistant
superintendents
to
talk
about
the
21st
century
classroom
and
to
talk
about
as
well
as
looking
at
recent
high
schools
that
we've
completed
northeast
high
school
and,
of
course,
several
park
high
school.
G
That's
under
construction
now,
so
part
of
part
of
the
exercise
in
developing
this
ed
spec
was
to
to
take
lessons
learned
from
those
schools
and
also
incorporate
what
were
what
I
learned
from
the
the
curriculum
instruction
folks
in
this
building
too.
So
specifically,
would
you
like
examples
of
specific
rooms
or
spaces
that
have
changed
or
yeah
sure?
G
Okay,
one
one
example
was
the
flex
classroom
we're
providing
three
oversized
classrooms
within
the
general
classroom
wing,
and
these
classrooms
will
be
they'll,
look
a
little
different
from
a
regular
classroom.
They
won't
necessarily
have
a
teacher,
that's
in
scots
there
at
all
times,
but
when
I,
when
I
spoke
to
both
dr
kubic
and
dr
mcmahon
about
this
type
of
room,
they
envisioned
these
rooms
as
being
flexible
learning
spaces.
G
Carpeted
we'd
have
so
that
we
could
have
computer
access
throughout
the
rooms
we'd.
We
may
have
large
screen
tvs
in
these
rooms.
Interactive
whiteboards.
I
think
these
are
types
of
rooms
that
would
be
would
allow
for
larger
groups
of
students
to
work
together
in
a
collaborative
way,
flexible
furniture
and
they're
sort
of
envisioning
these
as
the
classrooms
of
the
future.
G
G
So
we
made
adjustments
in
those
ways
and
I
had-
and
I
was
able
to
meet
with
the
coordinators
of
athletics
and
pe
to
kind
of
tailor
exactly
what
we're
going
to
what
what
have
we
learned
at
northeast?
What
have
we
learned
at
severna
park?
How
do
we
need
to
make
these
gyms
work?
Have
this
new
gym
work
for
us,
appropriately
team
rooms
and
so
forth?
So
those
there
there
probably
are
not
any
major
changes
to
curriculus
curriculum
spaces,
other
than
kind
of
taking
what
we've
always
done
and
tailoring
it
to
what's.
AB
Yes,
I
have
the
just
to
get
back
to
the
school
size.
I
had
the
pleasure
of,
if
you
call
it
that
of
sitting
in
on
the
conference,
call
with
the
consultants
that
created
the
school
size
report
and
really
our
schools.
AB
I
guess
it
depends
on
how
you
want
to
interpret
that
data
that
they
collected
our
high
school
size
is
actually
spot
on
right
in
the
middle
of
what
they
feel
is
optimal
for
achievement
and
economies
of
scale
and
everything
else.
So,
between
from
what
I
remember
hearing-
and
I
was
trying
to
find
it
for
proof,
but
sixteen
hundred
between
sixteen
hundred
and
twenty
four
hundred
were
actually
what
those
consultants
came
out
in
that
report.
B
K
B
Z
Z
So,
just
this
week
on
monday
may
2nd,
the
county
executive
released
his
recommended
operating
and
capital
budgets
for
not
only
the
board
of
education
but
the
other
component
units
of
the
county,
as
well
as
the
county
general
county
government
as
well.
Z
So
with
respect
to
the
operating
budget,
we
always
begin
with
the
revenue
side
of
the
picture
and
it's
the
exhibit
is
as
depicted
on
the
screens
in
front
of
you
and
behind
you.
So
on
the
revenue
side,
the
federal
government,
the
county
executive's
budget,
matches
the
board's
request
in
the
arena
of
the
federal
government
revenue.
It
matches
the
board's
request
exactly
on
the
state
revenue
side,
so
14.9
million
dollars
from
the
state
government
it
does
alter.
Then
in
the
next
category
county
and
I'll
elaborate
on
that
a
little
bit.
Z
The
board
had,
in
its
adopted
budget
back
in
february,
requested
approximately
36.2
million
dollars
of
revenue
in
the
county
executive's
budget
release
in
county
revenue.
He
has
recommended
11.3
million
dollars
directly
split
accordingly,
so
6.2
million
of
that
11.3
million
is
what
we
classically
refer
to
as
maintenance
of
effort.
Z
In
addition
to
that,
there's
approximately
4.9
million
dollars,
that's
above
maintenance
of
effort
and
then
finally,
there's
221
thousand
dollars
worth
of
non-recurring
costs
that
are
tied
to
the
implementation
of
the
triple
e
initiatives
at
both
the
northeast
and
the
chesapeake
high
school,
complex
or
feeder
systems
going
down.
We
had
requested
154
000
increase
in
the
local
contribution
and
a
five
hundred
thousand
dollar
increase
in
the
risk
fund.
Z
Balance
contribution
both
concurred
with
on
the
restricted
side
of
the
budget,
both
the
restricted
grants,
the
internal
service
fund
for
health
care
and
the
food
service
revenue
accounts,
the
county
executive's
recommendations,
matched
again
with
the
board.
Z
There
is,
however,
a
new
category
of
non-recurring
costs
that
was
approved
recently
by
the
maryland
state
department
of
education
via
their
non-current
cost
waiver
process,
to
allow
the
county
government
to
provide
10
million
dollars
of
one-time
funds
that
would
go
into
the
health
care
reserve
fund,
so
in
totality
there's
34
just
under
34.8
million
dollars
of
revenue,
year-over-year
fy17
over
fy16,
then
switching
over
to
the
expense
side
and
just
hitting
some
of
the
highlights.
Z
You'll
see
that
the
county
executive's
recommendation
does
fully
fund
the
board's
requests
in
terms
of
compensation
placeholders,
which
essentially
is
equivalent
to
a
full
step
for
all
eligible
employees
or
a
step
equivalent
for
non-represented
units.
Naturally,
that's
all
subject
to
the
negotiated
agreements
and
the
outcomes
of
those
negotiations.
Z
Z
Z
If
you
remember
that
shift
actually
begun
back
in
approximately
the
2012
timeline,
and
there
was
a
multi-year
phased-in
approach
that
concluded
in
2016
and
in
2017
there
was
going
to
be
a
mathematical
true
up.
Well,
this
is
the
mathematical
true
up.
Essentially
the
the
expenses
were
slightly
higher
than
revenue
estimates,
so
actuarially
we
owe
the
state
approximately
2.6
million
dollars
and
the
reason
I'm
taking
the
liberty
of
discussing
this
item
is.
Z
As
you
recall
this
past
session,
the
general
assembly
took
some
actions
to
help
localities
of
24
localities
pay
and
absorb
some
of
this,
and
approximately
1.9
million
dollars
was
set
aside
within
the
state's
adopted
budget
for
the
purpose
of
helping
localities
address
the
teacher
component
of
the
pension
shift.
Z
That,
however,
does
require
the
direct
action
of
the
governor
to
release
those
dollars
to
date.
That
has
not
occurred,
so
we
have
to
essentially
budget
and
operate
as
if
we
are
responsible
for
that.
The
county
government
does
concur.
So
that
2.6
million
dollars
will
fully
meet
that
state
obligation.
Z
Z
The
next
line
item
you'll
see.
We
had
asked
about
1.9
million
dollars
in
terms
of
other
fixed
charges
for
fico
workers,
comp
unemployment
claims
again
those
are
actually
calculated.
We
receive
those
numbers
from
the
county
government
because
we're
self-insured
essentially
but
under
their
plan,
so
when
the
county
recomputed
again
based
on
lost
experience
based
on
claims
information
that
we
received
from
the
state
of
maryland,
cetera
they
recomputed
that
amount
and
actually
it
lowered
the
actual
expense
to
approximately
871
thousand
dollars.
Z
So
while
it
does
show
a
revenue
reduction,
that
is
not
a
negative.
That
is
perfectly
fine,
because
that
is
the
amount
that
we
will
need
to
to
pay.
Our
claims
so
don't
view
that
as
a
reduction,
the
charter
school,
the
charter
schools
in
general
are
fully
funded.
So
that's
part
and
parcel
with
the
101
students
for
the
contract
school
out
in
laurel,
but
remember
that
when
our
budget
increases
the
all
of
the
charter
and
contract,
schools
also
receive
a
commensurate
increase.
Z
So
part
of
this
1.46
million
dollars
will
also
flow
to
the
other
three
schools.
In
addition
to
the
enrollment
growth
at
the
laurel
contract
school,
everything
else
going
down,
the
page
to
a
large
extent,
is
fully
funded
and
fully
matched,
so
I'm
not
going
to
go
through
each
and
every
one
I'll
cover
the
exceptions,
then
so
really
the
exceptions
that
aren't
fully
funded
the
first
one
will
be.
The
professional
development
initiative
about
226
thousand
dollars
was
not
funded.
Z
The
five
dollar
an
hour
bump
up
for
the
home
hospital
evening
and
summer
school
hourly
stipends
was
not
supported.
That
would
have
been
about
594
thousand
dollars
the
10
teachers
for
sort
of
retroactive
class
size
reduction
to
help
bring
down
the
class
sizes
from
some
of
those
years
when
we
were
not
able
to
keep
up
in
terms
of
teachers
for
enrollment,
they
were
not
approved.
Z
The
next
item
was
retracted
by
the
county.
So
again,
it's
not
a
reduction.
If
you
remember
this
current
year,
the
year
we're
in
the
county
government
came
to
us
and
essentially
gave
us
seven
hundred
fifty
thousand
dollars
so
that
we
in
turn
could
give
that
seven
hundred
fifty
thousand
dollars
back
to
them.
So
they
could
continue
to
build
out
their
underground
and
much
more
robust
fiber
ring
high-speed
network
system
and
they're
connecting
our
schools
as
they're
building
out
the
system.
So
that's
a
benefit
to
us.
Z
We
no
longer
have
to
pay
comcast
or
verizon
or
broad
stripe,
and
again
it's
a
much
more
robust
and
a
much
more
secure
system,
their
project's
taking
a
little
bit
longer
than
they
anticipated.
So
they
don't
need
the
900
000.
I
would
suspect
that,
probably
next
year
they
will
come
to
us
and
say
hey.
We
want
to
give
you
x
amount
of
dollars,
so
we
can
continue
to
build
out.
Z
So
that's
again,
not
a
cut
they're
actively
working
with
that
750
000
that
we
had
this
current
year
and
finally,
in
the
area
of
school
start
and
dismissal
times,
the
board
of
education
requested
1.4
million,
and
that
was
not
funded
so
overall.
On
the
position
control
side,
the
board's
budget
had
asked
for
a
hundred
positions.
The
authority
to
bring
on
a
hundred
ftes
and
90
of
those
ftes
were
approved
again.
Z
The
delta
between
the
90
and
100
was
those
10
teachers
for
class
size
reduction,
enrollment
size
reductions,
but
for
those
years
in
arrears,
so
90
to
100
ftes
and
overall,
as
you'll,
see
again
that
37
34.8
million
dollar
expense
increase
matches
the
34.8
million
dollar
revenue
increase.
So
year
year
in
over
year,
17
over
16,
it's
a
3.2
percent
increase
in
its
totality.
M
Two
things
I
guess:
maybe
we
should
rethink
adding
professional
development
for
everyone
in
the
school
system
if
we're
not
getting
any
more
professional
development
dollars.
Also,
I
I
know
that
we've
come
to
an
agreement
with
the
state
and
and
the
county
on
the
the
health
care
funds,
but
I
find
it
kind
of
odd
that
it's
listed
as
county
funding
for
non-recurring
costs
health
care.
I
mean
I
just
want
to
make
sure.
We
all
know
that
it
really
is
recurring
costs.
M
Z
Right
the
way
the
healthcare
plan
essentially
is
structured
is
that
we
have
a
an
internal
service
fund,
a
healthcare
account
that
captures
all
the
revenues
that
come
in
from
from
the
government,
so
either
federal
grants
or
county
government.
The
employee's
contribution.
Z
Contribution
so
there's
an
internal
service
fund
that
captures
all
the
revenue
and
from
that
internal
service
fund
are
paid
all
the
expenses,
so
no
additional
county
revenue
is
going
into
that
internal
service
fund
essentially
separate,
and
apart
from
that
is
we
have
a
health
care
fund
balance
that
in
a
way
is
fenced
off,
and
it
is
explicitly
there
for
the
purpose
of
being
able
to
absorb
those
times
when
expenses
exceed
revenues
or
we
have
higher
than
anticipated
utilization
or
atypical
claims,
so
very
high,
but
very
rare
one-time
claim.
Z
Z
That,
though,
does
not
solve
the
structural
imbalance
that
we
currently
have
and
will
continue
to
have
on
that
internal
service
fund.
So
yes,
you're
right
and
it's
going
to
require
a
multi-tiered
approach,
certainly
we're
looking
at
opportunities
so
to
the
extent
that
we
have
leftover
monies
funds
in
fy
16,
which
we
do
to
some
very
small
extent.
Each
and
every
year,
we'll
be
looking
to
transfer
via
fourth
quarter
transfer
money
into
the
fund
to
sort
of
increase
its
health.
Z
We've
had
conversations
both
with
our
health
care
providers
and
our
bargaining
units,
because
essentially,
there's
going
to
need
to
be
some
shared
responsibility
and
some
partnering
together
to
help
manage
the
claims
again,
that
is,
on
the
the
provider
side,
as
well
as
on
the
employee
and
retiree
participant
side
and
then,
finally,
without
a
doubt,
long
term.
We're
going
to
have
to
work
at
writing
that
structural
imbalance
by
providing
permanent,
recurring
revenue
into
that
internal
service
fund
piece.
So
we
didn't,
as
as
mr
mosher
I'll,
give
him
all
the
credit
for
this.
Z
He
said
you
know
we
didn't
get
into
this
hole
over
in
one
fell
swoop
and
overnight,
and
we're
not
going
to
get
out
of
it.
So
it's
going
to
be
multiple
bites
of
this
apple,
multiple
sizes,
multiple
sides
of
the
apple
and
will
continue
to
whittle
away
at
this
issue.
To
the
point
that
again,
we
eradicate
the
structural
balance
have
a
a
health
care
internal
service
fund
that
is
capable
of
fully
supporting
its
expenses
and
also
have
a
health
care
fund
balance.
Z
M
And
and
the
reason
that
the
the
service
fund
doesn't
have
the
revenue
that
it
would
is
because
18
million
dollars
a
year
was
diverted
to
salaries
by
over
the
last
couple
of
years.
So
there's
less
money
going
in
there,
which
then
caused
the
health
care
fund
balance
to
be
lower
than
it
would
have
been.
Otherwise.
H
Thank
you
very
much
for
your
thoughts
here.
I
I'd
like
to
see
if
you
could
help
me
a
little
bit
with
this
structural
imbalance
and
and
health
care
costs,
and
I
realize
you
may
not
have
these
numbers
offhand,
but
I
would
be
curious
to
know
the
cost
of
of
health
care
for
an
individual
that
has
that
service
provided
by
our
school
system
and
either
you
know,
potentially
the
total
amount
of
money
or
percentage
that
the
school
system
pays
or
the
employee
pays.
Can
you
help
me
with
that.
Z
Unfortunately,
I
think
your
initial
statement
is
there's
a
lot
of
numbers
and
a
lot
of
different
percentages.
It's
probably
easier,
if
we
sort
of
put
that
in
writing
and
provide
it
to
you
and
your
colleagues
rather
than
us,
trying
to
recite
those.
Because
again,
it
varies
depending
on
which
bargaining
unit
it
varies,
depending
on
which
plan
it
varies
depending
upon
years
of
service.
So
there's
sort
of
many
sliding
scales,
and,
quite
honestly,
we
couldn't
do
it
justice
to
try
to
explain
it
to
you
orally.
Z
I
think
put
that
on
paper
will
be
much
more
useful
to
you
and
your
colleagues.
H
I,
I
think,
that's
a
great
answer.
It
is
definitely
a
complicated
and
a
difficult
issue.
I
certainly
understand-
and
I
think
everybody
else
understands
nationally-
things
have
changed
a
great
deal
and
how
those
numbers
work
out
here
with
the
school
system,
I
think,
would
be
worthwhile
information
for
all
of
us.
Thank
you.
AB
Thank
you,
so
it's
my
understanding
that
even
going
to
the
state
and
getting
this
waiver,
which
is
fantastic
stopgap,
we're
going
to
be
have
to
monitor
our
claims
very
closely
in
this
next
year
and
there
may
be
a
need
to
go
back
to
county
council
by
the
fourth
quarter
to
shore
this
up
to
pay.
Our
claims
is
that.
Z
Yes,
ma'am
we've
had
those
discussions
with
with
the
county
administration
already.
So
again,
I
think
you
know.
AB
Z
Waiver,
the
non-recurring
waiver
essentially
is
is
the
county,
a
county
government,
so
it
operates
the
same
way
again,
no
matter
where
we
are
in
the
24
jurisdictions,
but
it's
the
county
government
and
the
school
system
collaboratively
going
to
the
state
saying
we're
going
to
work
together
on
this
issue.
We
had
a
very
good
meeting
with
the
interim
superintendent
and
the
ceo
of
the
of
msde,
dr
lotto
county
executive
shu,
his
budget
officer
attended
as
well,
and
essentially
we
elaborated
to
them
much
the
same
approach
that
I
just
answered
to
miss
bird.
Z
Z
Z
Any
changes
that
we
can
make
in
terms
of
changes
with
again
our
plan
providers,
our
planned
participants,
both
active
retirees,
etc,
will
continue
to
shape
and
better
inform
each
and
every
month,
this
moving
target,
and
by
the
time
we
get
to
the
spring
of
fy
17.
So
you
know
we'll
be
into
the
calendar
year
17.
At
that
point
in
time
we
may
have
to
work
collaboratively
with
the
county
government,
in
spite
of
our
best
efforts
to
shore
up
the
health
care
plan.
At
that
11th
hour,.
B
K
Z
Right
so
one
of
the
options
we
have
employee
only
so
we've
essentially
one
person
a
one-person
plan.
We
have
a
two-person
plan
which
could
be
employee
and
spouse
or
employee
and
and
a
family
member,
a
youngster
typically
or
we
have
a
family
plan.
The
family.
K
Z
I
will
I
can't
say
all,
but
it
is,
it
is
typical.
It
is
typical
in
the
education
sector
that
dependent
coverage
is
offered.
So
the
answer
is
yes
most,
but
I
can't
say
all,
but
most
do
have
a
comparable
structure
but
you're
right
in
the
private
sector
in
a
private
sector.
Many
not
all
some
offer
dependent
coverage.
Z
Many
don't
and
increasingly
more
plans
are
moving
away
from
providing
coverage
for
dependents,
and
I
think
that's
just
part
of
the
cost
containment
activities
that
different
corporations
and
different
private
entities
are
going
through
to
constrain
this
expense.
The
you
know
the
two
areas
of
the
economy
that,
on
the
expense
side,
continue
to
far
outstrip
outpace,
the
general
cost
increases
the
consumer
price
index
etcetera,
but
those
two
are
healthcare
and
higher
education
costs.
Z
So
healthcare
and
higher
education
are
both
going
on
a
much
more
aggressive
trajectory
in
terms
of
cost
growth
than
the
cost
of
everything
else,
essentially
that
we're
experiencing
so
not
just
here
in
anne
arundel,
but
statewide
and
nationally.
All
of
us
are
trying
to
wrestle
with
you
know.
If
you
have,
you
know,
3.2
percent
revenue
growth
at
the
bottom
line,
but
health
care
costs
are
growing.
Z
Six,
eight,
nine,
whatever
percent
a
year
that
health
care
cost
train
is
moving
much
faster
than
the
rest
of
our
budget
train
and
we
are
going
to
all
again.
I
stress
all,
because
it's
going
to
take
the
actives,
the
retirees,
the
plan
providers
and
us
as
the
employer
to
collaboratively
work
on
bringing
down
the
total
cost
of
health
care
and
also
looking
at
increasing
the
contribution
that
the
beneficiaries
are
making
towards.
Z
Deductibles
right,
so
we
don't
operate.
Essentially
we
don't
have
a
co-insurance,
there's
many
different
flavors
of
insurance,
but
we
do
not
have
the
structure
that
says
we
will
pay
up
to
x
dollars
and
then
it's
truncated
and
everything
else
you're
on
your
own.
That's
not
the
type
of
plan
that
we
currently
have.
Okay,.
M
I
wanted
to
ask
a
question
about
what
might
happen
next
year.
Is
there
looking
at
this
whole
waiver
that
we
got
for
non-recurring
costs,
I'm
guessing?
This
is
not
a
trough.
We
can
go
to
again
for
the
same
thing
that
they,
we
probably
could
not
go
to
the
state
again
to
ask
for
a
waiver
for
10
million
dollars
for
non-recurring
costs,
because
they
might
say
you
said
last
year
that
this
was
a
non-recurring
cost.
Z
Sure
so,
each
and
every
year,
no
later
to
march
31
all
24
jurisdictions
again
collaboratively
and
it
has
to
be
collaboratively
with
their
local
county
government
can
apply
for
a
waiver.
You
essentially
have
to
present
a
business
case
for
it
and
it's
heavily
vetted
and
scrutinized,
and
you
essentially
have
to
convince
the
state
that
this
is
something
that
meets
their
criteria
and
is
worthy
of
them
granting
a
waiver.
So
there
is
never
the
thought
that,
just
because
you
got
it
one
year,
you
automatically
get
it
next
year.
Z
Z
That
being
said,
I
will
tell
you
my
own
personal
opinion
is
that
if
we
go
back
to
the
state
next
year
with
just
a
please,
can
we
have
another
ten,
an
approval
for
a
fill
in
the
blank
amount
of
dollars
and
have
not
shown
to
them?
Because
that's
many
of
the
questions
and
dr
lotto's
nodding
said
many
of
their
questions
were
okay.
So
where
do
we
go
from
here
right?
This
is
a
one-time
kind
of
waiver.
Z
A
one-time
waiver
is
not
a
long-term
plan,
so
I
think
that
if,
if
we
had
to
go
back
to
the
state
march
30th
of
next
year,
they
would
fully
expect
that
the
school
system
and
the
county
government
had
essentially
a
better
handle
on
a
short
and
long
range
plan
to
again
eradicate
this
imbalance
and
sort
of
right
size.
Z
The
internal
service
fund,
as
well
as
come
to
an
agreement
about
what
should
be
the
right
size
of
the
of
this
shock
exorbitant
reserve
fund
that
we
have
and
they're
fully
entitled
to.
To
do
that.
I
would
expect
nothing
less
as
a
taxpayer
of
them
to
challenge
us
and
the
county
government
before
granting
any
type
of
waiver.
B
I
just
had
a
question
the
home
hospital
evening
high
summer
school
line.
Could
you
remind
us
when
the
last
time
is
that
they've
had
any
kind
of
increase.
Z
So
maybe
these
comments
will
for
for
miss
corblak,
you
and
your
colleagues
that
were
here
last
year,
it
may
be
as
yogi
berra
would
say:
deja
vu
all
over
again.
The
capital
budget
is
very
well
positioned.
If
you
take
a
look
at
the
fy
17
capital
budget,
you'll
see
in
the
far
left
hand
side
that
the
request
that
the
board
put
forward
was
255.6
million
the
appropriation
authority
that
the
county
executive
is
recommending
is
242
million
dollars.
Z
So
it
is
very
nearly,
as
I
said
to
a
reporter.
The
fy
17
budget
is
either
fully
funded
or
nearly
fully
funded
in
each
and
every
category
in
the
categories
that
are
not
fully
funded
are
manageable
to
some
extent.
So
the
way
that
we
traditionally
look
at
this
exhibit
is
those
line.
Items
that
are
banded
in
a
in
a
white
font
are
essentially
fully
funded.
So,
for
example,
if
you
look
at
priority
number
two
security
related
upgrades,
the
board
of
education
asks
for
a
million
dollars.
Z
The
county
executive's
recommendation
is
to
fund
it
at
a
million
dollars.
Therefore,
this
exact
match
again
that
white
banding,
just
above
that
you'll
see
in
the
health
and
safety
category
party
number
one
we'd
requested
a
million
dollars
in
that
category.
Z
The
county
executive's
proposal
is
to
fund
it
at
750,
000,
miss
seaman
crawford
and
her
colleagues
went
through
a
detailed
analysis
of,
for
example,
that
health
and
safety
we
have
some
prior
year,
monies
that
are
still
available
and
some
of
the
projects
have
come
in
with
with
favorable
pricing,
so
that
allowed
us
some
flexibility.
So,
even
though
we're
reducing
the
new
revenue
into
that
account,
it's
not
unduly
going
to
constrain
our
ability
to
undertake
the
projects
that
we
had
intended
to
anyway.
Z
So
you
know
for
lack
of
a
better
word,
it's
kind
of
like
not
a
cause
for
alarm,
so
the
other
differential
is
then
the
maintenance
backlog
we'd
ask
for
seven
again,
five
million.
That
is
going
to
require
trimming
of
some
projects.
Again,
we
do
have
some
pri
prior
monies
to
roll
forward.
Again
we
continue
to
to
have
experience
and
continue
to
hope
experience
some
favorable
bidding
activity,
price,
preferential
activity
which
will
allow
us
to
undertake
more
projects.
Z
Asbestos
abatement
and
barrier-free
were
trimmed
modestly,
but
again
we
don't
there's
not
really
going
to
be
a
curtailment
to
activities
in
those.
We
think
we're
still
fully
able
to
support
those
projects
in
the
year
ahead.
Z
The
next
category
crofton
area
high
school
you'll
see
it's
banded
in
blue
and
there's
a
500
500
000
differential
from
our
original
request
of
6.7
to
6.2.
But,
as
you
recall,
the
county
council
in
march
adopted
a
resolution
that
provided
500
000
of
advanced
funding
for
for
the
design
activities
at
crofton
through
the
extension
of
that
original
viability
study,
so
that
reduction
again
does
not
in
any
way
adversely
impact
that
project.
It's
essentially
recognizing
the
500
000
investment
that
has
already
occurred
in
the
16
year.
Z
Health
room
modifications,
it's
a
modest
hundred
thousand
dollar
reduction.
Again
it
doesn't,
it
won't
really
curtail
the
activities
that
is
different,
then,
for
priority
29
auditorium
seating
replacements.
We
had
requested
400
000
to
do
an
additional
high
school
that
was
not
funded.
We
would
not
be
able
to
undertake
the
seat
replacements
at
the
high
school
that
we
had
designated
the
playground
improvements
that
was
not
funded
as
well,
so
we
will
not
be
positioned
to
undertake
either
supplemental
playground
installations
or
playground
replacement
projects
in
the
year
going
forward.
Z
If
that
is
not
funded,
something
unique,
you'll
see
in
the
athletic
stadium
improvements.
Actually,
the
recommendation
is
for
at
a
funding
level,
that's
higher
than
what
we
originally
asked
for
through
the
general
assembly's
actions,
the
general
assembly
approved
some
bond
program
or
grant
funding
to
both
glen
burnie
and
to
broadneck
high
school,
and
so
the
reason
it's
higher
is
essentially
they're
recognizing
the
revenue,
the
additional
revenues
that
were
not
previously
anticipated
for
this
program.
Z
The
driveway
parking
lot
project
was
trimmed,
but
again
we
have
some
prior
years
money
and
we
can
sort
of
right
size
some
of
these
projects,
so
it
won't
adversely
impact
that
and
then
finally,
the
school
off-site
program
is
fully
funded.
Mr
anderson
who's,
the
engineering
manager
for
the
traffic
bureau,
traffic
engineering,
bureau
of
public
works,
co-manages
the
project
and
it's
a
wonderful
program
where
collaboratively
the
school
district.
Z
If
you
flip
to
the
next
page,
is
oriented
in
a
landscape
manner
and
I'll
just
quickly
breeze
through
this,
so
you'll
see
on
the
right
hand,
side
shaded
in
blue
is
the
county
executive's
proposal
and
it's
juxtaposed
to
the
original
request.
So
in
terms
of
the
county
funding
directly,
we
had
asked
for
just
over
107
million
dollars.
The
county
executive's
recommendation
is
101.6
million,
so
very
close
on
this
date
we
had
originally
asked
for
54.3
million
dollars
from
the
state.
Z
I
think
you
saw
a
press
release
that
came
out
from
the
superintendent
mr
mosher
just
recently,
that
is
a
essentially
a
record
all-time
high
in
state
support
for
the
public
school
construction
program,
the
the
governor's
office
and
the
two
presiding
officers,
senator
miller
and
speaker
bush,
just
as
recently
as
last
week,
very
openly
and
very
forcefully
advocated
for
their
continued
support
and
funding
of
public
school
construction,
both
in
terms
of
expanding
the
size,
the
the
capacity
of
schools
not
only
here
in
anne
arundel
county
but
across
the
state,
and
then
also
more
specifically,
to
begin
to
tackle
this
large
infrastructure
backlog
of
aged
schools,
both
in
terms
of
their
infrastructure
and
the
suitability,
their
educational
or
programmatic
deficits.
Z
That
again,
are
not
only
here
but
elsewhere.
So
the
state
obviously
committed
to
helping
into
the
tune
of
46.4
million
dollars
again
historic
level
of
funding
both
from
the
executive
branch
and
from
the
legislative
branch
of
county
government,
and
we
will
not
in
great
detail,
go
over
the
last
two
pages
other
than
simply
to
orientate
you
to
the
the
nomenclature,
so
those
you'll
see
in
each
and
every
category
the
specific
project.
Z
So
if
you
look
at
health
and
safety,
you'll
see
that
we
ask
for
a
million
dollars
in
each
year
of
the
six-year
program,
beginning
in
17
and
going
out
to
2012.
the
county.
Executive's
recommendation
is
just
below
that
in
a
blue
font
and
the
blue
font
designates
that
it
is
not
a
match.
So
you'll
see
that
in
17
an
accounting
executive
has
recommended
750,
000
and
then
500
000
in
each
of
the
out
years.
Z
Z
If
you
go
down
further,
for
example,
to
the
playground,
almost
at
the
bottom
of
that
very
first
page
you'll
see
it's
all
in
red
font,
so
we've
requested
300
000
in
each
and
every
year
his
current
six
year
plan
has
zero
dollars
in
it.
So
the
final
comments
with
respect
to
the
capital
budget
are
as
such.
Z
Remember
that,
unlike
the
operating
budget,
they
are
completely
line
item
appropriated
both
the
county
and
the
state
government
has
complete
and
unilateral
line
item
authority.
We
are
not
at
liberty,
we
are
not
at
liberty
to
move
a
single
penny
or
a
single
dollar
from
any
category
or
any
project
to
any
other
category
or
project.
Again,
that's
that
explicit
line
item
authority.
Z
Z
Grant
that
we're
applying
for
for
the
fort
meade
high
school
could
position
us
very
well
heading
into
the
year
ahead,
and
with
that
I
believe,
we'll
turn
it
over
to
you
for
questions.
M
My
first
question
is
about
jessup
and
arnold.
I
saw
that
the
state
did
not
fund
those
two
projects,
but
yet
we
are
still
fully
funded
because
the
county
then
made
up
that
funding.
So
does
that
mean
they're?
I
guess
they're
forward
funding
for
us,
then
the
full
amount
of
those
projects
is
that
correct.
Z
Z
The
state
has
approved
both
of
those
projects
right
so
they've
gone
through
the
entire
vetting
process
by
the
state.
The
state
has
approved
them
and
has
committed
to
funding
them.
However,
because
of
affordability
indices,
so
they've
got
capital
debt
affordability
models
that
they
have
to
comply
with
as
well.
Z
Those
projects
while
approved
and
approvable
were
not
funded
because
some
of
these
cash
constraint
requirements,
so
the
county
is
fully
anticipating
that
they
have
forward
funded
it
knowing
full
well
that,
hopefully,
next
year
or
if
not
next
year,
over
the
span
of
the
next
two
years,
the
state
will
reimburse
them
and
at
the
end
the
county
will
be
fully
made
whole.
It's
been
my
experience
now
for
over
two
and
a
half
decades.
Z
That
is
what
they
will
fund,
albeit
maybe
not
as
rapidly
as
any
of
us
had
hoped.
I
think
the
county
government
has
had
that
same
experience
and
has
the
same
confidence
in
the
state
and
therefore
they're
willing
to
take
the
risk
to
forward
fund
it,
knowing
that
the
state
will
make
it
up
in
the
next
two
or
three
years.
M
Z
M
I'm
very
I'm
very
pleased
to
see
that
you
know
overall,
I'm
really
happy
with
the
current
year
budget.
I
know
that.
That's
the
only
thing,
that's
the
actual
law,
I'm
really
disappointed
in
the
six-year
plan
that
was
presented
by
the
county
executive.
I'm
really
disappointed
for
the
kids
at
tyler
heights
and
the
kids
at
edgewater
and
old
milk.
Kids
there's
a
whole
lot
of
red
zeros.
M
Z
The
county
executive
two
observations,
one
as
we
have
done
each
and
every
year,
so
on
may
2nd.
The
county
executive
introduced
this
proposal,
but
just
like
we
have
each
and
every
year
as
we
go
through
the
public
hearing
process
and
through
the
county
council
work
session
and,
ultimately
that
the
county
council's
budget
adoption
will
continue
to
aggressively
advocate
for
restoring
those
projects.
Z
I
know
the
superintendent
is
committed
absolutely
to
to
fighting
for
the
restoration
of
those
projects
in
their
totality,
but
if
I
can
just
elaborate
a
little
bit
further
on
the
schools
that
are
affiliated
with
the
I'm
loosely
coining,
it
sort
of
the
old
mill
project.
Z
We
are
currently
in
the
process
of
doing
a
very
large
scale,
viability
study
on
all
of
on
the
old
mill
project,
which
is
inclusive
of
what
do
we
do
with
the
existing
old
mill
school
and
again,
the
project's
looking
at
splitting
it
into
two
schools,
a
replacement
for
the
existing,
as
well
as
the
new
middle
school.
What
do
we
do
with
the
two
existing
middle
schools
that
have
to
be
replaced?
Z
Z
Z
In
all
likelihood,
we
know
we
highly
suspect,
and
I'm
sure
the
county
government
also
suspects
that,
in
spite
of
the
plan,
that's
here
on
paper,
the
execution
of
the
whole
old
mill
project,
depending
on
which
options
are
finally
recommended,
which
options
are
finally
adopted
by
this
board
by
the
state
and
by
the
county
may
reshape
or
reorder
the
terracing
of
those
projects.
Again,
the
two
high
schools,
the
two
middle
schools,
the
two
elementary
schools
and
possibly
even
the
cat
north
center.
Z
M
Assuming
that
it
will
be
substantially
different
than
this
plan
and
and
with
all
due
respect,
we
put
those
schools
behind
crofton
for
the
very
reasons
that
you
just
said.
So
it
already
was
behind
a
school
that
was
more
ready
to
go
so
zeroing
out
for
six
years,
don't
think
is
appropriate,
because
if
a
plan
is
due
in
june,
we
would
know
before
six
years.
M
AB
Z
Sure
so
we
we
tackle
that
through
two
different
avenues:
one
is
through
our
comprehensive
renovation
replacement
project
so,
for
example,
and
I'll
just
randomly
pick,
you
know
manner
of
your
high
point.
I
mean
they've
got
existing
antiquated
air
conditioning
systems
and
when
those
buildings
are
completely
renovated
or
replaced,
naturally
they'll
get
a
brand
new
system.
So
that's
that's
a
small
part
of
the
puzzle,
the
bigger
part
of
the
puzzle,
the
one
that
you're
specifically
asking
for
is
your
priority.
Number
five
building
system
renovations,
the
state
calls
them
systemics
and
that
was
fully
funded.
Z
So
that
is
the
primary
avenue
through
which
we
replace
or
upgrade
existing
air
conditioning
systems.
AB
AB
Okay
and
then
I
guess,
if
you
knew
a
timeline
for
the
federal
grant,
you
would
have
told
us
so
I'm
just
eager
for
that
answer.
Apparently.
Z
Think
so
the
conversations
we've
had
with
the
with
the
county
government
and
with
the
state
officials
as
well
is
the
county
executive's
recommendation
and
we're
hoping
the
council
concurs
is
essentially
to
give
us
the
authority,
the
appropriation
authority
so
create
the
vessel
pre-approved
such
that.
If
the
grant
is
approved,
we
already
had
the
pathway
to
execute
the
project.
Z
If
they
give
us
that
appropriation
authority
that
appropriation
authority
has
life,
I
mean
it
will
live
so
anytime
over
the
course
of
the
next.
You
know
year,
plus
that
we
get
that
of
approval
and
as
long
as
it's
at
94.1
million
dollars
or
less
we're
fully
approved
to
go,
we
don't
have
to
go
back
and
do
sort
of
a
reapproval
type
process,
and
the
county
government
understands
that
and
I
think
the
county
executive
clearly
has
created
that
framework.
For
us.
AB
Q
Okay,
we
really,
we
really
don't
know,
but
I
think
the
question
is
a
good
one
that
you're
putting
forward
and
certainly
for
the
public
to
know
that
as
slow
as
the
process
is
moving.
So
this
started
with
us
in
sort
of
a
clandestine
meeting
in
crystal
city,
with
the
powers
that
be
at
the
military
with
alex,
and
I
as
well
as
some
fort
meade
representation
this
past
july,
we
did
actually
have
a
visit
this
week.
Q
Q
Q
I
think,
but
it's
a
slow
process,
but
I
appreciate
your
question
and
the
opportunity
to
share
with
the
public,
both
here
and
at
large
that
it
is
moving
all
though
slowly
it
is
moving
forward
and
we
had
a
full
day
meeting
with
the
powers
that
be
from
around
the
country
descended
upon
fort
meade.
This
past
monday.
AB
Well,
that's
great,
I
I
I'm
crossing
all
fingers
and
toes
for
that
grant,
but
I
will
say:
I've
been
in
many
many
high
schools
this
year
and
as
I've
also
been
in
need
for
my
own
child's
events.
The
middle
school
going
over.
It
needs
some
love.
It
definitely
needs
some
love
and
I
hope
if
we
are
stalled,
that
maybe
we
could
give
it
some
some
attention.
Well,.
Z
So
I
think
the
way
their
position
today
is
incrementally
better
than
they
were
just
four
to
five
years
ago,
but
they
have
a
long
way
to
go.
That's
that's
my
first
comment.
The
second
comment,
though
I
can
tell
you
from
personal
experience
walking
into
that
building
today
the
the
bricks,
mortar
and
drywall.
That's
one
thing,
but
that
school
is
a
vastly
different
school
today
than
it
was
and
has
been
recently.
AB
Okay
and
then
I
I
wanted
to
echo
a
little
bit
what
my
colleague
said.
It
is
disappointing
to
see
these
three
elementary
schools
being
pushed
down
pushed
down
the
the
line
those
students
are
currently
sitting
in
those
schools
or
in
those
mobile
classrooms
and
with
other
other
issues
beyond
just
overcrowding,
and
it's
sort
of
a
call
to
action
to
the
communities
that
are
attending
those
schools
to
get
out
there.
Just
like
crofton
did
and
advocate
for
yourselves,
and
I
will
be
happy
to
help
come
july.
1.
Z
Z
Those
members
of
the
public
wishing
to
testify
can
show
up
to
those
two
sites
at
6
pm,
beginning
at
6
pm
and
fill
out
cards
speaker
cards
to
get
on
the
roster
to
be
able
to
testify
to
the
council.
So
to
the
extent
that
you
can
you
and
your
colleagues
and
help
get
the
word
out
about
those
two
county
council
public
budget
hearings.
That
would
be
tremendous.
B
Okay
and
sort
of
going
along
the
lines
for
advocacy
for
those
elementary
schools.
Can
you
just
walk
us
through
a
little
bit
when
we
do
a
feasibility,
feasibility
study
and
design
in
the
same
year?
How?
How
long
does
a
feasibility
study
take
until
it
comes
back
to
us
and
then
when
would
you
move
into
a
design
typically
on
an
elementary
school?
We.
Z
We
typically
bring
the
feasibility
study
back
to
the
board,
occasionally
in
october
november,
is
probably
our
norm.
So
if
we
get
the
funding
authority
july
1
by
the
time
we
get
a
you
know,
go
through
purchasing,
get
a
contract,
get
your
approval
either
at
that
july
or
august
meeting,
depending
on
the
timing
that
deliverable
typically
comes
back
to
us,
usually
in
that
november
time
frame
and
then
from
there
we
would
hope
to
remember.
We
look
at
five
different
options
so
from
there
we
would
bring
it
back
to
the
board.
Z
Z
Z
It
depends
on
we
could
get
approved
as
early
as
january
or
before
january,
when
we
get
that
when
the
board
of
public
works
meets
in
annapolis
in
january,
so
it
could
be
as
early
as
that
or
even
maybe
a
little
bit
sooner.
It
could
be
as
late
as
may,
typically,
typically,
not.
Typically,
the
state
is
really
good
about
evaluating
and
providing
that
feedback
to
all
24
jurisdictions,
because
they
know
that
the
board,
the
work
has
already
been
done
for
the
feasibility.
The
board
has
already
taken
a
position.
Z
B
So
we
could
transmit
we'd,
have
the
feasibility
study,
the
state
approves
it
and
we
could
be
designing
edgewater
tyler
heights,
richard
henry
lee
in
the
spring
of
2017..
If.
B
So,
according
to
this
six
year
plan
we're
going
to
do
this
design
we're
going
to
do
the
feasibility
study
we'll
have
it
say,
october
november,
we'll
decide
what
we
want.
We
get
it
to
the
state
we
get
it
approved
in
january
ish
and
then
we're
going
to
sit
on
it
for
three
years.
B
Z
All
of
the
above
many
times
many
we
have
on
many
occasions
been
funded
for
design
and
feasibility
the
same
year.
Sometimes
they
split
them
and
it's
feasibility
study
one
year
designed
the
very
next
year.
Sometimes
it's
feasibility
study
one
year
and
a
couple
skip
years
until
we
get
funded
for
design.
So
they've
come
in
every
flavor
across
the
past
two
and
a
half
decades.
B
B
We
have
a
community
that
is,
has
been
active
in
advocating
and-
and
I
applaud
them,
but
let's
face
it-
that's
a
first
world
problem
to
say
that
we
need
our
entire
zip
code
under
one
roof
before
we
need
to
address
schools
that
have
overcrowding
and
facilities
issues,
and
I
just
I'm
I'm
deeply
concerned
that
this
has
a
bunch
of
zeros
in
it,
and
I
agree
with
allison
and
teresa
that
our
communities
need
to
activate.
If
this
is
a
concern
to
them,
it
can't
just
be
a
concern
of
mine
and
allison
and
and
teresa's.
Q
If
I
could
just
jump
in
real
quick
before
my
colleagues
speak,
so
as
alex
said,
this
is
something
we're
going
to
continue
to
advocate,
for,
as
this
board
knows,
and
the
public
knows,
or
to
refresh
everybody's
memory,
this
process
is
not
finished
right.
So
the
county
executive's
moved
forward
with
his
recommendations.
Q
Fabulous
he's
been
willing
to
work
with
us
on
on
many
of
these
issues,
but
in
these
in
the
the
cases
that
you're,
referring
to,
in
particular
with
these
elementary
schools
myself,
mrs
nalley
will
be
in
front
of
the
county
council
on
monday
afternoon
as
part
of
our
our
yearly
meeting
with
them
to
go
over
our
budget.
Q
Each
department
within
this
within
the
county,
are
called
before
the
the
the
county
council
and
we
will
present
our
budget
both
on
the
operating
side
and
things
that
we'd
like
to
see,
changed
and
and
added
to,
as
well
as
the
capital
side.
So
we
will
be
advocating
for
that.
Miss
nelly-
and
I
and
alex
will
be
by
our
side
to
answer
questions
and
we'll
spend
probably
several
hours
with
them
on
monday
and
then
again,
we'll
be
speaking
officially
monday
evening
during
public
testimony
in
front
of
the
county
council.
Q
So
this
process
is
not
over.
The
county
council
will
not
strike
their
budget
into
the
middle
of
july,
so
it
leaves
us
time
june,
15.,
I'm
sorry
june.
15Th
excuse
me
middle
of
june,
so
at
least
time
for
us,
this
administration
and
board
to
continue
to
work
with
the
members
of
the
county
council
on
this
process
and
some
of
the
others
within
the
budget,
but
in
particular
what
you're
bringing
to
concern
at
this
time.
Q
B
I
Yes,
I
am
I'm
going
to
echo
what
my
colleagues
have
said.
I'm
very
grateful
that
everything
has
been
funded
up
to
this
point,
that
up
to
there
it's
kind
of
finishing
the
projects
we've
begun
under
the
old
mgt
study.
So
those
things
are
coming
up.
Having
experienced
first-hand
with
my
children's
school,
that
was
on
the
mgt
study,
the
10-year
plan,
but
because
it
was
not
funded
fully
every
year
was
continuously
bumped
up
and
now
the
school
isn't
even
on
the
plan
anymore,
because
it
was
bumped
back
so
many
years.
I
I
know
the
dangers,
the
risks
that
come
out
when
it's
not
fully
funded
to
keep
up
with
that
10-year
plan
that
we
all
agreed
the
county
and
the
school
system
together
made
a
10-year
plan
to
improve
these
things.
And
so
it's
wonderful
that
we
are
fully
funded
to
finish
up
those
projects
for
under
there.
But
again,
we've
got
to
start
keeping
up
with
with
the
ones
on
the
10-year
plan,
if
we're
actually
going
to
get
them
done
in
the
next
decade,
and
these
schools,
edgewater,
is
a
school
that
was
built
in
1950
and
tyler
heights.
I
So
those
are
concerning
and
again
grateful
for
that
we're
going
to
finish
up
all
these
projects
and
that
those
are
all
fully
done
and
won't
be
put
back,
but
I
will
continue
and
encourage
the
community
to
advocate
that
we
go
ahead
and
we
start
off
our
new
10-year
mgt
study
that
we
all
bought
into
and
agreed
to
that
we
start
that
off
on
target
and
I'm
in
place
so
that
these
children
at
these
elementary
schools
can
have
the
proper
facilities
that
they
need.
Thank
you
all
for
all.
You
do.
D
Well,
I
want
to
echo
my
colleagues
sentiments.
I've
been
on
the
board
nine
years.
I've
watched
tyler
heights
edgewater
and
I've
watched
the
the
the
others.
Oh
richard
henry
lee,
quarterfield
helsmere
they
have
waited
patiently,
but
now,
as
they've
waited
these
schools
are.
D
I
look
at
tyler
heights
and
it
breaks
my
heart
and
I
agree
100
percent.
It
is
an
equity
issue
and
it
is
where
we
hold
our
values.
Those
children
do
not
do
not
deserve
to
go
to
school,
the
way
they're
going.
So
I
feel
strongly
I
want
to
echo
my
colleagues
and
say
we
need
to
forge
ahead.
We
need
to
look
at
that
mgt
study.
We
need
to
get
out
and
really
talk
about
where
these
children
are
going
to
school,
what
the
future
2022
it
isn't.
D
AB
It's
my
understanding
that
the
the
500
000
that
got
accelerated
to
crofton
was
in
order
to
place
it
in
a
position
to
get
funding.
This
fall
to
get
to
start,
and
I
could
be
wrong.
I
don't
want
to
misspeak
sure.
Z
So
that
it's
an
un,
it's
an
unbuilt
unoccupied
site,
so
we
don't
have
any
experiential
history
on
it
that
was
transferred
over
to
us.
So
a
large
percentage
of
that
effort.
It's
really
a
viability
study
which
is
different
in
feasibility,
so
the
viability
study
essentially
took
a
look
at.
Is
the
property
developable
and
are
there
any
environmental?
Z
Are
there
any
other
impediments
that
would
preclude
that
property
that
we
own
adjacent
to
the
crofton
middle
school
from
in
fact
being
built
upon
and
having
both
structures,
fields,
road
access
ways
etc?
So,
just
like
any
developer,
it's
essentially
a
due
diligence
activity
before
you
go,
invest
six.
You
know
6.7
million
dollars
into
something
you
invest
a
very
small
amount
of
money
into
it
to
make
sure
to
essentially
prove
your
hypothesis
that
it
is
buildable
that
what
you
wish
to
execute
can
in
fact
be
executed
on
that
parcel
of
land.
Z
So
the
purpose
of
that
of
the
viability
study
that
was
funded
by
the
county
government
on
the
county
government's
ledger
that
the
money
was
not
transferred
to
the
school
district,
so
it
was
funded
on
their
ledger,
was
essentially
to
do
that.
Litmus
test
activity
on
that
property
to
make
sure
that
before
we
make
that
big
heavy
investment
that
we're
not
going
to
be
surprised
by
something
that
x
percentage
of
the
way
into
it,
we've
got
a
slam
on
the
brakes
and
regrouping
and
maybe
go
somewhere
else,
let
alone
look
at
some
other
options.
Well,.
AB
AB
They
made
a
choice
to
put
to
accelerate
funding
for
that
project.
They
could
have
made
that
choice
for
any
one
of
these,
and
I
mean
that's
just
a
choice
and,
like
my
colleagues
have
said,
it's
also
to
me
a
value
judgment.
This
is
exciting.
I
mean
we
do
it's
great,
the
capital
budget,
the
bottom
line
dollars,
I
think
we
are
many
of
us,
are
concerned
about
the
choices
are
we're
making
and
the
equity
issues
that
come
forward.
That
was
my.
That
was
my
point.
H
You
mentioned
the
mgt
study
and
perhaps
for
me
and
the
other
folks,
you
could
remind
us
about
when
the
original
mdgt
study
was
made
and
then
it
was
updated,
and
I
wonder
if
it
might
be
of
value
to
bring
that
to
the
public
attention
that
there
was
a
a
methodology,
a
rubric
for
determining
when
and
what
schools
would
be
built
at
what
time.
And
I
I
wonder
if
that
might
help
move
the
process
forward
and
more
people
were
aware
of
that.
Z
Sure,
well,
the
the
original
the
original
study
was
initiated
in
2005
and
published
in
july
of
2006,
and
it
was
always
intended
to
be
a
a
10
year,
essentially
master
plan,
a
guiding
document
to
plan
the
next
10
years
forward.
Knowing
that
that
shelf
life
of
that
10-year
plan
was
was
coming
to
an
end.
In
the
current
in
the
last
budget,
adoption
cycle,
the
county
government
funded
us
or
provided
funding
to
refresh
to
redo
that
study.
Z
It
took
a
look
at
the
educational
suitability
of
those
properties
took
a
look
at
the
technology,
the
state
of
technology,
readiness,
technological
readiness
for
those
properties
and,
finally,
the
site,
so
the
driveways,
the
walkways,
the
playgrounds,
the
play,
fields
etc,
and,
as
you
said
dr
frank,
they
had
a
prescriptive
scoring
rubric
that
all
that
data.
Z
All
that
analysis
was
put
into,
thankfully,
through
the
help
of
our
public
information
office,
the
entire
mgt
study,
as
well
as
the
the
backup
material
for
it,
is
all
available
through
our
website
through
a
link
on
the
front
page
of
our
website
and
any
member
to
public.
I
would
encourage
them
to
to
explore
that
and
essentially
get
up
to
speed
on
those
recommendations.
H
M
So
I'm
not
sure
if
the
only
reason
he
wanted
the
plan
was
so
that
he
could
justify
building
a
crofton
high
school
and
that
to
me
is
very
disheartening
that
we
went
forward
with
a
plan
for
how
we
wanted
to
proceed
for
the
next
10
years,
just
so
that
he
could
justify
building
a
high
school.
That
wasn't
what
I
thought
we
were
doing.
I
thought
we
were
trying
to
make
good,
solid,
fact-based
decisions
and
yet
the
very
first
year
that
he
presents
a
six-year
plan.
K
When
I
went
to
the
board
meeting
in
boston,
there
was
a
company
there,
which
was
p3
the
pi
public
and
private
partnership
company,
and
I
thought
it
was
just
an
outstanding
because
it
had
to
do
with
construction
of
all
of
these
dilapidated
schools
and
not
only
schools
but
all
of
the
government
entities,
and
I
brought
back
some
information
that
I
would
like
to
share
later
on,
because
literally
they
will
do
the
whole
construction.
They
do
the
design
they
do
everything.
K
Another
penny
is
placed
until
the
building
is
delivered
to
the
institution
and
not
only
that,
but
they
maintain
the
building
part
of
the
plan.
Is
they
maintain
the
building
for
30
years
and
when
they
give
it
back
according
to
the
contract,
they
give
it
back
with
a
15-year
guarantee,
meaning
the
heating,
the
air
condition
and
everything
like
that
will
have
the
lifetime
of
whatever
it
is
50,
and
I
thought
that
was
just
an
outstanding
solution
to
the
problems
and
that's
what
they
were
talking
about.
K
It
was
an
outstanding
solutions
to
the
idea
that
nowadays,
the
government
or
the
public
does
not
have
enough
money
to
rebuild
the
structures
that
are
getting
dilapidated,
and
I
will
share
that
with
yourself
and
dr
alyotto,
because
they
will
come
and
basically
sit
down
with
you
and
go
through
everything
of
what
they
will
do
and
how
they
could
do.
It.
P
Z
Yeah,
the
only
high
schools
that
essentially
are
mathematically
over
capacity
right
now
are
south
river
high
schools,
mathematically
over
capacity,
and
I
think
that
might
be
it.
Okay,.
P
Z
Like
a
you
know,
a
nice
edge
kind
of
situation
on
many
of
them,
but
I
think
the
only
entire
feeder
system,
for
my
recollection,
that's
close
to
subdivision
and
development
activities
is
currently
the
south
river
district.
P
Z
P
So
we're
building
a
high
school
for
our
community,
that's
been
advocating
really
I
mean
I
used
to
live
in
crofton,
so
I
commend
them
for
what
they've
been
doing
but
we're
putting
that
forward
compared
to
elementary
schools
that
our
entire
need
and
have
been
a
need
to
for
renovations,
reconstructions
and
everything
for
a
high
school
where
we
could
put
students
in
other
schools
that
are
perfectly
fine.
So
that's
what
I'm
getting
from
the
county
executive's
proposal.
So
thank
you
for
that.
T
Q
That's
so
so
part
of
the
good
news
in
terms
of
this
particular
project
and
something
that
was
alluded
to
with
miss
pickard's
question
is
the
fact
that
we've
already
put
25
million
dollars
into
meat
high
school
and
in
our
initial
conversations
and
since
that
time,
but
that
was
brought
forward
when
alex
and
I
and
the
base
co
met
in
crystal
city
in
july
about
what
we've
already
put
in
that
building
and
the
current
structure
is
that
that
can
count
towards
the
match.
Q
And,
and
just
before,
you
guys
so
thank
you.
This
is,
there
are
always
issues
with
budgets,
both
on
the
operating
the
capital
side.
We
are
in
a
much
healthier
place
on
both
structures,
capital
operating
because
of
the
work
of
the
three
of
you
and
your
teams-
and
I
just
want
to
thank
you.
B
V
Good
afternoon
for
the
record,
I
am
jessica,
kutches,
legislative
and
policy
council.
Today
I
have
the
pleasure
of
presenting
with
dr
maureen
mcmahon,
deputy
superintendent
for
academics
and
strategic
initiatives.
Dr
kathy
kubick
associate
superintendent
for
school
performance
and
mr
jason
dykstra
executive
director
of
instructional
data.
V
Collectively
we
are
going
to
discuss
revisions
to
the
superintendent's
regulation
on
grading.
We
will
review
some
background
in
history
regarding
this
regulation,
highlight
the
improvements,
clarifications
and
philosophy
around
the
changes
and
explain
how
this
will
be
implemented
in
our
schools
in
order
to
meet
the
needs
of
students
and
staff.
The
grading
regulation
is
a
fluid
document
that
has
been
updated
eight
times
over
the
past
13
years.
V
The
specific
provision
related
to
redos
or
opportunities
for
mastery
was
included
in
the
grading
regulation
in,
for
the
first
time
in
two
thousand
twelve,
as
we
promised
in
the
fall
when
we
brought
you
quarterly
assessments,
we
are
now
back
to
you
for
this.
The
specific
purpose
of
amending
the
grading
regulation
regarding
the
redo
policy,
the
redo
practice,
all
other
provisions
related
to
the
grading
policy
and
regulation
are
not
contemplated
for
discussion
at
this
time.
V
As
these
improvements
are
specifically
related
to
obtaining
mastery
by
redoing
certain
assignments
in
order
to
provide
the
enhancements
to
the
regulation
that
we
will
discuss
today,
the
concepts
and
language
of
the
regulation
went
through
an
extensive
vetting
process.
First,
there
was
a
cross-disciplinary
grading
committee
that
met
and
continues
to
meet
regularly
regarding
the
grading
regulation.
V
Throughout
the
revision
process,
we
met
with
the
cac
crasque,
the
superintendent's
teen
advisory,
the
county
council
of
pta's
piac
principles,
tech
and
teachers.
I
would
like
to
extend
an
a
specific
thank
you
to
the
cac
for
their
partnership
regarding
this
effort,
as
they
provided
an
extensive
survey
with
a
summary
of
the
feedback
that
they
received
from
their
survey.
V
L
So
we,
including
all
the
stakeholders
that
miss
couches
referred
to,
we
all
want
students
to
gain
ultimately
and
reach
their
ultimate
potential
through
the
the
ability
to
learn
and
sometimes
relearn
the
content
and
then
be
reassessed
on
it.
So
the
notion
is:
if
the
philosophy
is
one
of
mastery
and
and
one
of
a
growth
mindset,
we
have
to
have
opportunities
for
students
to
relearn
and
be
reassessed.
L
So
then,
there
are
many
questions
that
arise
when
you
say
opportunities
for
reassessment.
So
what
does
that
really
mean?
Well,
if
every
learner
is
unique
and
every
learner
learns
in
a
different
way,
then
they
also
stumble
or
struggle
with
different
information,
and
so
we
have
to
allow
assignments
assessments
projects.
We
have
to
allow
an
open
free
choice
of
what
is
redone,
what
is
able
to
be
reassessed
by
each
student?
Now,
of
course,
that
comes
with
some
exceptions.
L
L
L
L
Now
we
move
on
to
the
items
during
the
last
week
in
the
marking
period
at
that
point
in
time
we're
trying
to
bring
closure
to
things
both
in
ideas
and
move
towards
that
quarterly
assessment.
So
items
due
the
last
week
of
the
marking
period
are
not
open
for
redo,
but
we
will-
and
my
colleague
here
dr
kubic
will
speak
to
the
fact
that
professional
development
will
be
available
such
that
high
stake
items,
don't
fall
in
that
last
week
of
the
marking
period
and
finally,
quarterly
assessments.
L
Those
quarterly
assessments
are
meant
to
be
cumulative
and
they're
meant
to
actually
assess
a
student's
understanding
and
their
synthesis
of
a
lot
of
material,
so
they're
not
open
for
redo.
However,
we
are
going
to
go
over
the
quarterly
assessments
with
students.
We
want
them
to
learn
from
them
and
we
want
their
parents
to
learn
from
them,
so
we
will
be
sending
them
home
and
they're
open
for
a
discussion,
but
not
a
formal
redo.
L
L
So
all
the
stakeholders
and
us
together
came
up
with
no
fewer
than
three
no
more
than
five
opportunities
during
any
one
marking
period
and
that'll
be
determined
actually
we're
empowering
the
teacher
to
make
good
sense
and
and
and
with
good
sense
make
that
decision
unless
they're
part
of
a
team,
and
then
the
teachers
will
get
together
and
make
a
recommendation
and
come
up
with
one
answer
like
an
english
nine
team,
they
would
come
up
with
three
assignments
for
all
students
in
english,
nine.
L
L
O
So
what's
this
mean
for
our
kids
next
year,
so
this
is
actually
pretty
neat
right
now,
a
child
is
able
to
redo
a
certain
number
of
assignments,
but
it
really
might
depend
on
where
they
are
in
their
middle
or
high
school
in
our
county.
Are
they
in
the
northern
part,
the
southern
part?
Are
they
at
a
middle
school,
a
high
school?
Do
they
have
mr
dykstra
for
geometry,
or
do
they
have
ms
cubic,
so
it
really
could
depend
classroom
to
classroom.
O
The
idea
is
that
next
year,
kids
will
know
that,
no
matter
where
they
are
in
the
county,
no
matter
what
classroom
what
course
it's
going
to
be
three
four
or
five,
so
teams
can
work
together
and
the
principal
can
approve.
So
that's
going
to
mean
a
new
way
to
think
about
grades
and
reduce
for
kids,
so
it
means
professional
development.
O
The
principal
will
be
responsible,
obviously
for
understanding
this
policy
and
supporting
teachers
to
implement
it.
But
what
that
means
for
teachers
is.
We
have
to
get
kids
to
advocate
for
their
own
grade,
because
I
need
to
be
able
to
think
how
many
do
I
have
in
a
nine
weeks
and
which
one
do
I
want
to
redo
because,
as
you
saw,
there's
timelines
associated.
So
that's
a
professional
development
opportunity
as
we
bring
this
into
the
schoolhouse.
O
O
So
one
tool
that
we're
going
to
have
is
the
course
outline
curriculum
instruction
has
devised
a
proposed
statement
that
can
go
in
every
course
outline
and
it's
the
same
again
classroom
to
classroom
course,
to
course
school
to
school,
and
it
basically
outlines
for
teachers
and
kids
and
parents
that
they
have
so
many
opportunities
to
redo.
And
as
you
see
and
read
up
there,
this
teacher
chose
for
so
kids
will
clearly
know
at
the
beginning
what
kinds
of
assignments,
the
number
of
assignments
and
how
many
of
them
they
get
to
redo.
AC
So
once
a
student
actually
submits
and
and
completes
a
redo
assignment
and
gives
it
to
the
teacher
when
the
teacher
is
doing
their
grades,
the
teacher
will
actually
make
a
note
of
the
redo
grade
in
the
original
grade
and
what
that
will
do
is
trigger
a
symbol
or
an
icon
automatically
into
both
the
teacher's
gradebook
and
also
on
parent
connect
and
which
is
where
our
students
and
parents
can
access.
You
know
kind
of
up-to-date
snapshot
of
grades.
So
what
will
happen
in
the
gradebook
is?
AC
If
you
go
on
to
parent
connect,
either
the
student
or
the
parent,
you
will
see
a
little
icon
highlighted
right
before
you.
A
little
paper
sign
and
all
a
student
or
parent
actually
has
to
do
is
hover
over
that
icon
and
a
box
will
pop
up
the
box
in
front
of
you
says:
redo
score
is
now
a
seven
out
of
eight
and
the
original
score
was
a
five
out
of
eight
and
then
simply
looking
at
the
icons.
AC
AC
So
how
we're
going
to
do
this?
Well,
we
start
tomorrow.
This
team
will
be
before
the
high
school
principals
tomorrow
with
this
presentation,
and
we
will
be
going
over.
We've
already
worked
with
lots
of
principals
and
teachers
on
the
update
of
this
regulation
and
we'll
continue
that
we
anticipate
and
expect
that
our
principals
will
begin
the
discussions
with
their
teachers
now
until
the
end
of
the
year,
as
we
kind
of
start
looking
at
next
year.
AC
We're
going
to
develop
a
video
series
as
well,
where
that
would
be
available
for
students
and
teachers
and
parents,
both
explaining
the
philosophy
of
redos
and
how
they
work,
and
also
some
of
the
technical
parts
as
well
with
that.
We
thank
you
very
much
for
your
time,
we're
open
to
any
questions
that
you
have
and
we
also
have
a
sample
video
for
you
kind
of
highlighting
what
we've
kind
of
shared
with
you
here
today.
N
E
N
I
Yes,
just
to
clarify
the
video
did
answer
a
little
bit
so,
but
it
would
be
hopefully
they're
getting
remediation
and
we'll
have
a
higher
score
with
the
redo.
But
if
there's
not
the
the
higher
of
the
two
scores
will
be
counted
and,
let's
say,
for
instance,
it's
an
algebra
test
and
there's
ten
questions
and
they
got
five
questions
correct
and
five
and
for
the
redo
would
they
have
to
redo
the
entire
ten
questions
or
just
the
ones
that
they
miss?
It's
really
up
to
the
teacher
at
that.
L
Point
in
time,
but
the
teacher
has
the
ability
to
say
you
know
you
really
only
constant.
You
need
to
concentrate
on
these
areas,
and
so,
when
you
come
in,
I'm
only
going
to
be
retesting
you
or
reassessing
you
on
those
areas,
or
they
could
say
no.
My
policy
is
you're
going
to
take
a
quiz
very
much
like
this
one
again.
So
the.
L
I
AB
AB
Her
teacher
at
lunch
understand,
get
a
better
understanding
of
a
concept
she
didn't
understand
and
improve
her
grade,
and
I
can't
think
of
a
better
way
to
prepare
our
students
for
what
life
is
really
like,
and
I
know
we've
used
the
example
of.
If
you
know
not,
everybody
passes
the
bar
the
first
time
or
not.
AB
Everybody
passes
their
driver's
license
test
the
first
time
and
if
we're
not
taking
time
to
give
our
students
the
opportunity
to
get
that
mastery
of
a
concept
they're
not
going
to
succeed
as
many
subjects
build
on
themselves,
certainly
in
math-
and
I
just
want
to
say
again
thank
you
and
I
know
it's
not
going
to
be
a
simple
task
to
roll
it
out.
But
I
know
you
guys
will
do
a
tremendous
job
this
summer
and
I
know
georgia
will
be
making
sure
her
teachers
follow
the
follow.
The
policy.
AE
B
H
I'd
like
to
address
this
to
dr
kubick
with
some
concern,
because
my
children
graduated
from
school
when
she
was
there-
and
I
like
to
ask
questions
kind
of
on
both
sides.
Question
number
one
is
a
student
may
get
an
a,
but
he
wants
to
be
an
a
plus
and
a
is
not
good
enough
wants
to
get
an
a
plus,
it
can
can
the
can
a
child
take
the
test
again
and
then
the
question
on
the
other
side
is
well.
You
know
I
just
wanted
to
pass.
You
know.
O
P
Thank
you.
I
just
had
one
quick
question
in
the
first
slide,
where
I
gave
the
timeline
of
the
review
policy,
it
said
june
2012
the
first
inclusion
of
redo.
Can
you
explain
what
that
meant?
I
might
listen.
V
P
Q
Thank
you
yeah,
so
it
was,
if
I
can
jump
in
it
was
2012
when
we
introduced
that-
and
there
has
been
some
consternation
over
time
as
we've
implemented.
So
the
concept
of
redo
and
mastery
is
not
new,
and
so
it
was
written
into
the
actual
regulatory
language
back
in
2012
and,
as
time
has
gone
on
in
consultation
with
principals
and
teachers
and
parents
and
students.
Q
As
you're
well
aware
in
some
of
those
meetings,
we
needed
to
do
a
better
job,
with
the
language
and
and
and
and
a
better
job,
with
standardizing
how
this
can
be
done
across
the
element
across
all
of
our
schools,
particularly
our
secondary
schools.
And
so
that's
the
reason
now
to
bring
it
back
before
you
with
sort
of
tighter
language
that
is
more,
we
believe,
will
be
more
readily
accepted
and
easier
to
standardize
and
accept
across
all
of
our
schools.
M
Yeah
I
I
know
that
standardization
was
a
big
problem
because
weren't
there
some
schools
who
would
not
let
you
redo
it.
If
you
had
a
90
and
other
schools,
would
let
you
redo
it
if
you
had
a
90.,
so
I
could
try
and
get
a
99,
but
if
you
were
at
a
different
school
you
couldn't
try
and
get
a
99
okay,
but
so
now
everyone's
going
to
know
that
there's
no
grade
limit
on
it
all
right.
That's!
Okay!
All
right!
M
B
AB
C
Thank
you
and
thank
you
to
all
of
you.
I
think
this
is
great.
You
know
my
day
job
so
to
speak.
You
know,
is
overseeing
aspects
of
our
curriculum
development
process
and
I
can
tell
you
higher
ed
is
moving
in
this
direction
and
you
know,
as
we
evolve
and
do
more
online.
There
are
certainly
a
lot
of
tools
that
can
really
validate
this
with
online
learning
aspects
as
well,
so
again
kudos
to
all
of
you
and
and
best
of
luck,
as
you
start
to
roll
this
out.
C
My
question
is:
is
just
about
equity,
and
you
know,
we've
talked
a
little
bit
about
standardization
and
I
just
want
to
ask
what
auditing
requirements,
if
any
are
in
place
to
ensure
that
one
school
is
is
not
skirting
the
system
so
to
speak,
so
that
all
of
our
students,
as
they
start
to
compete
for
for
colleges
etc,
are
on
a
level
playing
field.
C
And
then,
if
I
can
just
ask
a
follow-up
and-
and
some
of
this
we
can
certainly
perhaps
even
go
offline
on
if,
if
need
be,
for
overriding
grades
in
particular
teacher
enters
grade
x,
we'll
use
different
letters.
You
know
in
this
case
teacher
enters
x
and
believes
that
that
student
really
has
earned
x
for
the
semester
for,
for
particular
assessment.
O
So
I
guess
I'll
field
that
one.
I
think,
if
there's
a
comes
a
time
where
there's
a
discontinuity
in
what
the
teacher
believes
and
what
the
administrator
believes.
That's
a
conversation
for
those
two
to
have
and
in
our
regulation
it
does
say
we
have
to
have
how
we
determine
the
final
grade.
So
it
would
come
down
to
the
two
of
them
discussing
their
belief
on
what
the
final
grade
that
the
student
receives
should
be
and
looking.
C
Kind
of,
like
I
mean
and
again
forgive
the
question,
I'm
thinking
higher
ed
lens,
you
know,
department,
chair
dean,
you
know
type
appeal
process
that
does
that
exist.
You
know
student
says
you
know
what
darn
it
my
b
should
be
an
a
and
your
you
teacher
looked
at
this
with
the
wrong
lens.
You
know.
Is
it
a
department
chair
that
that.
M
That
may
be
something
you
want
to
pay
more
attention
to,
because
I
have
heard
stories
from
teachers
of
grades
being
changed
without
their
knowledge
or
permission
because
they
gave
zeros
because
they
felt
that
a
zero
was
warranted,
because
no
no
work
was
actually
done
and
an
administrator
changed
it
to
a
50.
Because
50
is
the
supposed
to
be
the
lowest
you
you
can
get,
but
the
teacher
felt
that
zero
was
warranted
because
of
the
absolute
lack
of
effort
that
went
into
something.
V
Absolutely
and
thank
you
for
the
opportunity
to
just
make
a
quick
comment
about
that.
As
you
saw
from
the
timeline,
this
grading
regulation
is
we've
looked
at
in
pieces
because
it's
so
complicated
and
it's
so
labor
intensive
on
our
administrators
and
our
teachers
that
we've
ensured
that
we've
taken
pieces
of
it.
So
we
did
quarterly
assessments,
as
we
said,
we
would
in
the
fall.
V
We
did
redos
now
this
spring
and,
as
we've
discussed
before
in
this
coming
up
fall,
we
will
look
again
at
the
exact
concept
that
you're
talking
about
zeros
to
50,
making
sure,
there's
clarity,
making
sure
the
implementation
is
clean,
clear,
effective
for
our
schools
and
then
also
the
way
that
we
honor
valedictorian
salutatorians
and
the
concept
of
the
kumade
system.
C
Thank
you
just
to
dovetail
on
on
what
mrs
burge
was
saying.
I
I
I'm
glad
we're
we're
going
to
have
that
conversation
and-
and
I
know
it's
regulation
it.
You
know,
you
guys-
are
sharing
it
with
us
and
that's
great,
but
as
just
one
board
member
I
I
would
request
that
we
really
define
and
and
put
strong
definition
and
behind
good
faith
effort
and
what
that
means
what
that
entails,
and
I
don't
know
you
know
again
from
from
a
mechanism
perspective.
C
You
know,
give
out
the
syllabus
in
the
beginning
of
of
of
the
year
or
beginning
of
the
term,
you
know:
do
students
sign
something
that
says
you
know
sort
of
like
the
handbook
you
know
hey,
you
know.
I
acknowledge
that
this
is
the
syllabus
that
I
received,
and
you
know
I'm
going
to
adhere
to
my
end
of
the
bargain.
You
know
we're
asking
teachers
to
do
a
lot.
C
You
know
I,
as
a
student,
I'm
going
to
ensure
that
I
you
know
I
I
provide
good
faith
effort
and
if
you
know
whatever,
that
definition
is
certainly
with
you
know
some
sub
bullets
if
need
be.
But
if
I
don't
adhere
to
this,
you
know-
and
I
don't
get
good
faith
effort,
then
you
know
I.
I
certainly
need
to
acknowledge
that
I
get
a
zero
instead
of
that,
you
know
50.
That
seems
to
be
you
know
from
what
I've
heard.
C
L
B
I
just
want
to
thank
you
guys,
the
visual
with
the
inconsistency
on
the
map
in
the
county,
very
strong
and
powerful
message
that
we've
been
able
thanks,
steve
gray,
yeah.
E
AC
No,
they
they
could
do
more
technically,
if
they're,
not
following
the
regulations.
B
AC
Them
from
they
they
own
their
grade
book,
so
they
certainly
could
input
another
score
if,
if,
if
they
wanted
to.
Z
AF
When
we
engage
and
excite
our
students
through
learning,
we
have
the
ability
to
transform
their
lives,
it
doesn't
matter
the
content
or
curriculum
it's
how
we
engage
them
in
the
learning.
Research
informs
us
that,
when
our
students
are
not
engaged
in
school,
their
self-confidence
is
diminished.
This
leads
to
a
lack
of
hope,
which
in
turn
increases
the
likelihood
that
students
will
become
disengaged
and
potentially
drop
out
of
school
or
struggle
with
seeing
their
role
in
their
community
or
on
life
as
a
whole.
AF
Aacps
strives
provide
students
with
rigorous
academic
programs
personalize
and
encourage
specific
learning
experiences
and
social
and
emotional
skills
that
prepare
them
for
the
global
to
be
global
citizens.
In
an
ever-changing
world,
we
are
educating
a
generation
of
innovators
students
who
are
driven
by
ideas
and
inspired
by
innovations.
W
Thank
you
anthony
hello,
my
name
is
skip
lee
and
I'm
the
director
of
curriculum
and
division
of
curriculum
instruction,
I
believe
to
better
understand
where
we're
going.
We
benefit
from
looking
briefly
back
at
where
we
have
been
and
what
we've
accomplished
so
far.
For
decades,
anne
arundel
county
public
schools
has
graduated
high
school
students
onto
the
work
into
the
workforce
and
onto
college
campuses
near
and
far
in
some
cases
very
far
early
on.
W
We
recognize
the
importance
of
affording
students
the
opportunity
to
access
rigorous
course
work
and
through
the
efforts
of
this
board,
we
established
partnerships
with
the
college
board
to
provide
advanced
placement
courses
course
opportunities
to
our
high
school
students.
Additionally,
we
recognized
the
value
of
the
college
experience
and
collaborated
with
anne
arundel
county.
Excuse
me,
anne
arundel
community
college
to
implement
the
jump
start
program
in
the
year
1997-98
when
two
of
our
schools
were
on
a
four-period
day.
W
As
you
know,
anne
arundel
county
excuse
me,
anne
arundel
community
college's
jump
start
program
is
now
called
ecap
or
early
college
acceptance
program
in
the
fall
of
2000.
We
had
87
students
enrolled
in
the
program
by
2008,
those
in
those
numbers
increased
to
approximately
200,
and
as
of
this
fall
2015,
our
numbers
far
exceed
600,
in
fact,
643
to
be
exact
and
they're
currently
enrolled
in
anne
arundel,
county
public
schools
and
taking
courses
at
the
community
college.
This
represents
a
639
percent
increase
in
the
last
15
years.
AG
Good
afternoon,
members
of
the
board
and
thank
you
skip,
as
he
said.
My
name
is
richard
berger,
I'm
the
signature
program
specialist
I'd
like
to
continue
the
ccr
journey.
By
sharing
with
you
the
many
opportunities,
anne
arundel
county,
public
schools
and
our
incredible
partners,
I
must
say
at
anne
arundel
community
college
have
created
for
our
students
and
to
describe
the
latest
in
new
and
amazing
opportunities
offered
in
each
of
our
comprehensive
high
schools.
AG
AG
AG
There
are
four
ways
to
earn
college
credit,
while
in
high
school,
these
include
articulated
credit,
anne
arundel
community
college
credit
is
awarded
for
the
successful
completion
of
a
high
school
program.
This
college
credit
is
awarded
in
this
case,
in
articulated
credit
without
a
grade.
For
example,
the
database
academy
offered
at
glen
burnie
includes
a
course
that,
when
completed
in
the
sequence
at
the
high
school
is
credited
at
anne
arundel
community
college.
AG
AG
AG
Three
college
credits
for
an
individual
high
school
course,
concurrent
courses,
students
take
a
college
course
outside
of
their
school
day
or
during
the
day
if
they
are
seniors
with
partial
schedules,
unless
they
are
taking
a
course
approved
for
dual
credit.
In
this
case
they
only
get
anne
arundel
community
college
credit,
for
example,
at
south
river
high
school.
We
have
com,
111
fundamentals
of
oral
communication
that
is
given
during
fourth
period.
AG
Seniors,
who
have
released
status
enrolled
in
this
course
have
the
potential
to
earn
college
credit,
since
the
course
is
not
approved
as
a
dual
credit
course
they're
simply
getting
college
credit.
This
course
is
heavily
populated
with
south
river
signature,
global
communications,
students
and,
finally,
dual
credit
courses
in
dual
credit
courses.
Students
are
recognized
for
taking
a
college
course
that
is
also
recognized
for
high
school
credit
in
this
2015-16
school
year.
There
are
82
courses
in
the
program
of
study
for
which
our
high
school
students
can
earn
college
credit.
AG
One
example
of
this
is
at
north
county,
where
students
are
taking
bpa,
235,
introduction
to
transportation
and
logistics
as
anne
arundel
county
public
schools
has
approved
to
this
course
for
dual
enrollment
students
will
receive
college
credit
as
well
as
elective
high
school
credit.
This
allows
even
junior
level
students
to
enroll
still
using
the
course
to
meet
their
general
education
requirements
while
earning
college
credit.
AG
At
the
same
time,
it
is
also
important
finally
to
note
that,
under
the
early
college,
access
program,
students
taking
dual
or
concurrent
courses
for
college
credit
are
eligible
for
a
50
percent
tuition
waiver
at
the
college.
So
all
of
these
college
credits
are
being
earned
by
our
high
school
students
at
half
price.
AG
AE
AE
This
is
a
culmination
of
school
community
partnerships
facilitated
by
the
it3
signature
program.
We
have
a
school
with
a
50
percent
poverty
rate
in
a
community
where
only
18
percent
of
our
citizens
go
on
to
earn
their
college
degrees.
We
understand
that
access
is
one
of
the
biggest
barriers
to
our
students
success
at
nchs.
AE
We
have
tried
to
overcome
these
barriers
by
bringing
the
college
campus
and
the
professors
to
them.
Our
ninth
grade
it3
students,
represent
the
most
demographically,
diverse
cohort
we
have
ever
had.
We
have
more
students
of
color,
more
ell
and
more
farm
students
than
the
school's
average.
The
equity
office
has
supported
our
efforts
by
providing
us
with
additional
staffing
for
our
college
courses.
AE
This
program
is
not
only
accessible
to
a
narrow
group
of
students,
but
through
expanded
partnerships
with
avid
technology,
facts
esau
and
even
our
stem
magnet
program.
We
aim
to
make
college
access
career
coaching
and
work
first
workforce
development
integrated
into
all
of
our
departments
and
part
of
our
school-wide
culture.
AE
AE
X
X
College
credits
are
earned
through
articulation
agreements
and
college
assessments
that
award
proficiency
credit.
Since
the
inception
of
the
anne
arundel
community
college
proficiency
credit
program
in
2010
296
students
have
earned
a
total
of
888
college
credits,
career
and
technology.
Education
students
are
leaving
high
school
prepared
to
enter
two
and
four-year
colleges,
technical
schools,
apprenticeship,
programs
and
or
the
workforce.
X
X
X
The
internship
program
is
a
vital
component
of
college
and
career
readiness.
Currently,
35
percent
of
high
school
students
participate
in
an
internship.
This
number
represents
students
in
cte,
magnet
and
signature
programs,
but
please
remember
that
all
students
are
eligible
for
internships
through
their
high
school
signature
program.
X
X
Business
partners
that
are
involved
in
our
schools
through
program
advisory
and
integrated
community
stakeholder
meetings
routinely
express
the
value
of
an
internship
for
career
readiness.
An
internship
gives
students
a
clear
advantage
as
they
pursue
college
and
career
opportunities,
and,
to
put
this
all
in
perspective,
I'm
honored
to
introduce
susan
love.
Specialists
in
the
office
of
school
counseling,
susan.
AA
Students
participate
in
developmentally
appropriate
tasks
at
each
grade
level,
beginning
with
self-discovery
through
naviance
activities.
Students
learn
about
their
strengths,
reflect
on
their
interests,
explore
how
to
apply
those
strengths
to
school,
career
and
life.
Career
planning
and
assessment
tools
help
students
and
families
to
learn
about
career
options
based
on
their
strengths
and
interests.
AA
School
counselors
use
naviance
as
a
communication
mechanism
to
support
students
and
families
in
an
understanding
how
selecting
particular
courses
will
help
them
in
their
academic
planning
for
life
after
high
school.
This
includes
information
about
scholarship
parent
events
and
including
upcoming
workshops,
students
and
families,
access
naviance
college
planning
tools
to
assist
in
making
informed
decisions
about
their
options
by
comparing
colleges,
universities,
exploring
scholarship
opportunities
and
applying
to
post-secondary
institutions.
AA
AA
That's
awesome
at
the
central
office
level
and
in
individual
schools,
school
counselors
and
others
use
naviance
to
track
student
preparation
for
college
and
career
reports
generated
from
our
naviance
allows
an
assessment
of
how
effectively
the
school
and
the
school
system
support
an
alignment
between
students,
aspirations
and
their
actual
outcomes.
This
allows
for
program
adjustments
and
service
provisions.
As
needed
since
moving
to
district
naviance
this
past
july,
I
would
like
to
share
some
a
snippet
of
data.
AA
AA
AF
I
hope
you
are
as
energized
by
what
you
have
heard
today,
as
I
am
as
you've
learned
all
about
from
my
colleagues
the
opportunities
and
supports
for
students
to
become
college
and
career
ready
in
animal
county.
Public
schools
are
immense
and
growing
each
and
every
day,
and
as
you
see,
there
are
stakeholder
groups
and
the
school
system
and
across
our
account,
communities
are
engaged
in
this
work.
AF
With
the
maryland
college
and
career
readiness
and
college
completion
act
of
2013,
formerly
known
as
senate
bill
740.,
we
are
poised
to
continue
our
collaboration
with
our
higher
education
partners,
especially
anne
arundel
county
community
college,
to
ensure
a
seamless
transition
from
high
school
to
college
for
all
of
our
students.
These
are
exciting
times
and
we
are
ready.
AF
These
are
exciting
times,
as
we
ready
all
of
our
students
to
find
their
passions,
engage
meaningfully
in
classroom
and
co-curricular
opportunities
plan,
their
future
achieve
their
potential
and
successfully
attain
their
dreams.
My
colleagues
and
are
welcome
to
address
any
questions
that
you
may
have
for
us.
C
Thank
you
and
thank
you
to
all
of
you
for
this
presentation.
I
spent
the
better
part
of
the
last
few
years
working
with
our
network
of
universities
in
central
and
south
america
doing
similar
things
here
and
I'll,
be
very
honest
and
very
candid
with
you.
I
think
this
is
a
blueprint
for
success
anywhere
and
I
really
think
it
should
be
modeled.
C
Certainly
you
know
I'm
using
it
in
a
different
lens
when
I'm
I'm
doing
work,
but
this
is
just
awesome
and
you
know
I'm
saying
awesome
without
my
sentence-
enhancer
that
I
usually
say
before
the
word
awesome,
but
it
really
is,
but
I
I
usually
have
a
qualifier
for
that
word,
but
I
I
I
do
want
to
just
a
moment
of
personal
privilege
though.
Madam
president,
mr
berger
was
my
ninth
grade
english
teacher
and
I
didn't.
C
You
know
you,
you
were
a
good
disciplinarian
so,
but
but
but
truly-
and
I
mean
this
genuinely-
I
owe
my
success
to
quite
a
few
teachers,
but
some
have
really
stood
out.
C
You
know
in
my
years
in
the
school
system
and
you're,
one
of
them,
and
I
I
genuinely
thank
you
for
all
that
you
did
you
know
to
to
help
me
and
and
many
of
the
other
students
during
my
time-
and
you
know
again,
I
just
can't
thank
you
enough
for
for
all
the
lives
you've
touched.
You
have
made
a
difference,
certainly
for
me.
So
thank.
I
Thank
you.
This
is
incredibly
exciting.
This
is
to
hear
that
there
are
students
that
are
graduating
with
19
credits
of
college.
My
parents
would
have
killed
for
that.
That
would
have
been
great.
So
this
is
you
know,
it's
just
amazing,
and
I
hope
thank
you
all
for
all
you
do
with
this,
and
I
hope
that
we
continue
reaching
out
as
many
students
as
possible
to
get
them
ready
so
that
they
know
what
they're
doing.
But
this
is
this
is
like
terry
said.
This
is
a
model
for
every
for
everywhere
to
use.
B
AB
Yeah
I
echo
sentiments
of
my
colleagues.
It's
fantastic.
AB
I
was
recently
sometime
in
march,
questioned
about
this
exact
topic
and
I
know
a
few
people
in
the
community
that
could
use
this
presentation
so
I'll
get
bob
moser
to
maybe
tell
me
the
exact
minutes,
and
I
have
a
few
people
in
the
community
that
could
could
benefit
greatly
from
understanding
exactly
what
we're
doing
to
prepare
our
students
for
college
and
career,
exciting
fantastic.
AB
Q
Q
This
is
an
amazing
team
and
it
just
really
spells-
and
this
board
has
heard
me
say
it-
and
certainly
my
colleagues
heard
me
say
it
there's
so
much
that
we
do
that
rarely
gets
measured
or
discussed,
and
these
are
critical
opportunities
for
the
growth
of
our
children
that
don't
show
up
on
a
parked
test
score
that
may
or
may
not
show
up
on
an
s.a.t
or
an
act
but
they're
critical
to
building
the
success
of
our
children,
and
this
is
about
access
and
opportunities,
and
so
whether
it's
naviance
or
access
to
the
community
college
or
the
four-year
institutions,
cargo
and
logistics,
and
this
awesome
program
at
north
county.
Q
That
is
a
model
for
what
we're
going
to
be
doing.
Building
signatures
to
absolutely
connect,
what's
happening
in
the
classroom,
to
what's
happening
in
the
real
world
because
the
because
the
data,
the
research,
is
really
clear.
That's
what
makes
a
difference
for
students
when
they
can
see
the.
Why,
as
opposed
to
the
what-
and
we
talked
about
this
at
senior
staff
earlier
this
week,
and
so
I
thank
you
for
the
work
that
you're
doing.
Q
B
I'd
just
like
to
thank
you
all
too,
mrs
carrich,
you
stole
my
son's
english
teacher
from
arundel
high
school
to
create
this
wonderful
industry
certification
program
in
north
county
and
I've
stayed
in
touch
with
her
and
she's
the
one
that
was
sharing
a
lot
of
what
you
guys
are
doing
there,
and
I
I
really
wanted
the
public
to
hear,
because
I
don't
think
unless
we're
up
in
in
north
county
high
school.
I
don't
think
folks
realize
that
students
are
graduating
with
19
college
credits.
It's
just
a
fantastic
program
and
and
the
internship
option.
B
My
fellow
board
members
have
followed
me
through
this
journey
with
my
daughter
this
year,
but
this
is
no
joke.
She
had
135
hours
to
do
in
her
senior
year
before
she
could
graduate
from
the
pba
program.
So
this
isn't
like
popping
in
on
a
business
for
a
couple
hours
and
checking
it
out.
It's
real
world
hardcore
work
and
for
a
number
of
hours.
P
This
is
no
joke
and
I'm
I'm
getting
my
stem
endorsement,
so
I
can
show
what
I've
learned
from
this:
the
stem
program
and
just
from
being
at
north
county
high
school
and
the
teacher
that
you
stole
from
arundel.
I
love
her
dearly
and
she
is.
I've
never
had
her
as
an
actual
teacher,
but
she
has
taught
me
so
many
things
that
will
prepare
me
for
college
and
just
for
future
goals.
B
B
Nope,
okay,
consent
items,
we're
gonna
pull
out
6.05
for
a
minute,
so
we're
gonna,
I'm
gonna
ask
if
we
could
bundle
6.01
through
6.04
plus
6.06
and
move
it
from
information
to
action
all
those
in
favor.
B
Any
board
questions
any
public
comment,
all
those
in
favor
all
right.
The
motion
passes.
6.05
is
the
last
information
to
action
item.
Do
you
have
a
motion
to
move
it
from
information
to
action
all
those
in
favor?
C
C
My
work
with
gilliland
group,
I
have
business
relationships
with
two
of
these
firms,
one
of
which
is
a
winner,
one
of
which
is
not,
and
for
that
reason,
even
though
I
don't
touch
this,
I'm
nowhere
near
this,
I
just
want
to
be
above
the
fray
and
abstain
from
from
voting
on
this.
B
Motion
passes
eight
zero
one.
I
just
had
a
couple
of
announcements.
The
next
board
of
education
meeting
is
wednesday
may
18th
at
7
pm.
The
next
board
policy
committee
meeting
is
wednesday.
May
11th
at
1
pm
in
conference
room
2a
and
the
next
board
budget
committee
meeting
is
wednesday.
May
18th
at
4
30
pm
mrs
nelly.
D
I
move
that
the
board
goes
into
closed
session,
to
consult
with
council,
to
obtain
legal
advice
on
legal
matter
and
to
convert
collective
bargaining
negotiations
or
consider
matters
that
relate
to
the
negotiations.