►
From YouTube: BOE Public Session 10-20-2021
Description
No description was provided for this meeting.
If this is YOUR meeting, an easy way to fix this is to add a description to your video, wherever mtngs.io found it (probably YouTube).
A
A
A
A
A
A
A
A
A
A
A
A
A
B
Welcome
to
this
meeting
of
the
board
of
education,
this
meeting
is
being
televised,
live
on
aacps
tv
and
streamed
on
aacps's
youtube
channel
general
information
protocols
for
the
meeting
are
posted
on
the
sign
by
the
doorway
as
you
enter
the
room.
So
please
make
sure
you
read
those
if
you
have
not
already
and
now
for
the
invocation.
B
D
Second,
madam
president,
oh
sorry.
B
B
This
is
establish
agenda
order
before
we
get
started
on
this
agenda
item
improving
the
agenda.
I
do
wanna
just
give
a
little
logistical
note.
So
dr
tasha
prieto
of
prismatic
services
must
join
us
virtually
tonight
to
deliver
her
final
report
on
school
start
and
dismissal
times.
B
B
While
I
don't
anticipate
other
items
taking
very
long,
you
may
also,
if
you
wish,
choose
to
travel
home
or
some
other
venue
to
view
the
discussion
at
that
time
so,
except
for
a
short
break
to
begin
the
zoom
portion
of
the
meeting.
The
broadcast
on
aacps
tv
and
aecps's
youtube
channel
should
be
uninterrupted,
so
I
hope
that
makes
sense
to
everyone.
D
G
B
H
D
B
F
F
The
data
on
student
diversity,
teachers,
counselors,
test
scores
and
district
spending
can
help
families
find
the
right
school
for
their
child
shipley's
choice.
Elementary
was
recently
named
the
number
one
maryland
elementary
school
and
the
number
one
elementary
school
in
anne
arundel
county
by
the
u.s
news
and
world
report.
Shipley's
choice
elementary
school
was
founded
in
1988
and
is
nestled
in
the
shipley's
choice
community
located
in
millersville
along
a
tributary
to
the
chesapeake
bay.
The
community
was
originally
settled
in
1681
by
adam
shipley,
the
land
chosen
for
its
beauty
and
resources.
F
F
The
vision
of
shipley's
choice
is
to
create
a
nurturing
collaborative
learning
community
that
engages
and
inspires
students
to
first
persevere
and
achieve
shipley's
choice.
Elementary
is
the
proud
recipient
of
the
maryland
blue
ribbon
in
1995
and
again
in
2016,
the
school
was
awarded
national
blue
ribbon
in
2017..
F
The
national
blue
ribbon
schools
program
is
a
united
states
government
program
created
in
1982
to
honor
schools,
which
have
achieved
high
levels
of
performance
or
made
significant
improvements
in
closing
the
achievement
gap
among
student
subgroups
shipley's
choice,
elementary
school
students
are
unique
learners
and
represent
a
what
a
range
of
learning
differences
that
are
cultivated
by
a
skilled
and
caring
staff.
As
a
result,
the
school's
reputation
is
one
of
the
major
reasons
that
many
families
move
into
the
community
with
us.
F
This
evening
is
shibley's
choice:
elementary
school
principal,
dr
beth
burke,
regional
assistant,
superintendent,
miss
jeanine
robinson
and
a
few
guests
who
dr
burke
can
introduce.
Dr
burke,
we
welcome
you
to
the
podium
for
brief
remarks,
and
then
we
will
take
a
few
photos
to
capture
this
momentous
occasion.
I
I
I'm
really
just
humbled
and
excited
to
be
here
and
I'm
so
glad
to
hear
that
our
school
is
being
recognized
for
the
excellence
that
I
see
every
day.
It's
a
really
truly
amazing
community,
very
supportive
families
who
are
always
there
ready
to
just
dig
in
and
give
us
their
time
or
anything
else
that
we
need.
We
have
amazing
students
who
show
curiosity
and
grit
and
growth
mindset
every
day
and
the
most
important
factor,
our
teachers.
I
We
have
amazing
instructors
who
are
deeply
dedicated,
love
their
students
and
work
hard
and
I've
never
seen
such
an
amazing
group
of
teachers.
I
brought
just
a
couple
I
wanted
to
bring
everyone
today,
but
I
brought
just
a
couple
with
me
to
represent.
We
have
shelby
queen
who
was
there
when
the
school
first
opened
in
1988.
I
A
J
B
Our
next
general
board
meeting
will
be
wednesday
november
3rd
at
noon.
Our
policy
committee
will
be
meeting
tuesday
november
2nd
at
3
pm.
Our
equity
committee
will
be
meeting
tuesday
november
9th
at
11
30
a.m,
and
those
meetings
are
virtual.
The
budget
committee
will
be
meeting
tuesday
november
16th
at
3
pm,
also
virtual,
and
then
on
monday
november
15th.
The
board
will
be
holding
a
workshop
and,
following
that
will
be
at
6
30
p.m.
B
The
board
will
hold
a
public
hearing
and
that
will
be
on
topics
of
of
the
public's
interest
to
testify.
G
Thank
you,
president
ellis.
So,
in
our
last
equity
meeting
we
basically
finished
off
some
tabled
items,
so
we
began
to
consider
ways
to
honor
mrs
antwine,
who
passed
in
july
and
we're
mainly
focusing
on
connecting
to
the
military
community
so
giving
military
students
who
obviously
have
a
very,
very
different
experience
when
it
comes
to
high
school,
middle
school,
etc,
opportunities
to
help
them
when
it
comes
to
their
academics
and
socializing
with
the
rest
of
the
community.
G
G
We
also
discussed
critical
race
theory
and
other
similar
topics
and
where,
basically,
our
school
system's
place
is
in
that,
considering
that
we
don't
teach
it,
and
it
is
a
graduate
level
course,
but
there
is
a
lot
of
grievances
across
the
community
related
to
that
topic.
So
that's
something
that
we
discussed
and
that
we
are
continuing
discussing
in
our
future
meetings.
F
Yes,
the
budget
committee
met
yesterday
and
we
spoke
amongst
other
things.
We
got
a
an
sr-3
funding
update.
We
talked
about
the
fy
23
board
office
budget,
our
upcoming
budget,
binder
format,
super
fun
and
the
time
of
the
next
meeting.
I
know
you
announced
it
might
well
change
due
to
accommodate
members
and
staff's
schedule,
so
that
is
tbd
and
we'll
we'll
get
that
settled
as
soon
as
possible
and
then
we'll
release
that
as
we
do
through
our
normal
channels.
B
F
So,
by
way
of
background,
miss
candace
and
twine
was,
as
you
all
know,
my
colleague
and
a
dear
friend
she
passed
unexpectedly
in
july
and
then
the
the
meeting
immediately
following
that
we
approved
unanimously
a
way
to
a
lasting
way.
F
To
remember
her
would
be
to
name
establish
and
also
name
a
scholarship
after
her,
and
I
thought
we
thought
it
would
be
fitting
for
that
scholarship
to
be
for
a
student
in
anne
arundel
county
public
schools
to
that
once
has
been
accepted
to
attend
an
rotc
program,
a
scholarship,
to
go
towards
funding
that
endeavor
and,
of
course
that
means
a
commitment
to
serving
our
country,
which
we
all
strongly
believe
in.
So
the
scholarship
committee
was
established.
F
It
is
myself,
dr
tobin
and
ms
dent,
and
we
have
worked
on
a
a
loose
outline
of
of
where
we're
where
this
is
headed,
and
so
I
just
want
to
sort
of
walk
through
for
for
members
for
your
benefit.
What
we've
come
up
with,
so
we're
gonna.
We
were
thinking
of
basing
the
the
scholarship
application
very
loosely
after
the
national
rotc
scholarship
application,
and
so
that
includes
you
know
various
components,
including
some
essay
questions.
F
Obviously
personal
information,
the
the
college
that
they're
interested
in
going
to
and
then
we're
adding
to
that
a
an
interview
as
well
and
and
also
like
listing
of
extracurricular
activities
and
potential
letters
of
of
recommendation-
and
this
is
just
all
you
know-
and
its
ideas
form
right
now,
and
so
you
know
for
for
consensus,
hopefully
with
the
entire
board.
We'll
move
forward
with
that,
and
the
essay
questions
were
going
to
be
mirrored
exactly
after
the
national
rotc
scholarship
program.
F
Part
of
the
review
process
would
include
a
review
panel
and
we
would
work
with
dr
arlatto
to
figure
out
who
might
from
his
staff
would
be
good
to
include
on
that
panel.
I
I
imagine
it
would
include
a
member
of
this
of
this
board,
and
so
we
would
work
together
on
finalizing
those
those
persons
the
endowment.
F
You
know
because
nothing's
free-
and
we
want
this-
to
benefit
a
student.
We
can
work
out
the
details
of
that
some
ideas
for
how
we
can
endow
that
could
include
fundraising
activities
either
as
a
board
or
individually,
and
the
21st
century
foundation
has
agreed
to
house
to
sort
of
hold
that
money
manager
for
us,
and
so
they
would
like
they
do
for
a
lot
of
their
other.
F
Fundraising
activities
would
be
a
page
on
the
21st
century
foundation
and
people
could
go
and
and
donate
from
the
public
if
they
chose
to
do
so,
and
and
that's
where
we
would
and
through
our
any
number
of
fundraising
activities,
direct
folks
there
to
make
contributions
to
endow
the
award.
Obviously
we
can't
draw
that
money
out
of
our
operating
budget.
It's
something
that
we're
going
to
have
to
build
to
then
be
able
to
award
to
a
student.
F
I
imagine
to
for
the
scholarship
to
be
useful
and
hefty
would
probably
need
to
be
somewhere
around
a
two
to
three
thousand
dollar
scholarship,
and
then
we
can
talk
about
the
pros
and
cons
of
it
being
a
single
year,
singular
year,
scholarship
or
a
multi-year
scholarship.
You
know
a
lot
of
times.
Rotc
students
find
other
ways
to
support
their
education
in
the
third
and
fourth
year.
F
It
could
be
a
lovely
way
to
to
to
carry
it
to
carry
it
on
and
and
not
just
have
it
end
abruptly
after
the
first
year.
We
also
thought
that
this
the
uses
for
this
scholarship
should
be
anything
that
is
directly
related
to
the
successful
attendance
and
completion
of
the
first
year
or
their
second
year
of
rotc.
So
it
could
be
used
for
transportation,
room
and
board
uniforms
textbooks
school
supplies.
F
All
of
those
things
are
important
and
a
lot
of
times.
Other
scholarships
don't
cover
that
kind
of
thing.
So
that's
what
we
were,
how
we
thought
the
uses
would
go
in
terms
of
communications.
Obviously
we
would
work
to
leverage
our
our
fantastic
communications
team
in
various
channels.
We
would
send
this
out
to
all
school
counselors.
F
We
would
make
sure
that
all
of
our
current
rotc
junior
rotc
instructors
have
that
information,
but
since
it
would
be
open
to
any
student
in
anne
arundel
county
public
schools
that
we
would
want
to
make
sure
that
that
that
the
message
gets
that
far
and
wide.
I
anticipate
that
if
we
move
forward,
as
we've
agreed
unanimously,
that
we
would
that
we
would
have
the
the
application
open
sometime
in
the
after
the
new
year
and
that
the
that
the
review
panel
meet
sometime
in
march
or
april
for
an
award
or
a
recommendation
to
the
board.
F
For
then
an
award
in
may
is
the
timeline.
I
was
thinking,
and
so
you
know,
unless
folks
have
huge
issues
with
anything.
I've
said.
I
think
we
continued
to
to
move
forward
and
work
out
the
the
details
and
and
hopefully
have
a
our
first
award
of
the
candace
c.w
antoine
memorial,
scholarship,
rotc
scholarship
in
in
may.
After
we
finalize
some
details
so
yeah
just
looking
for
your
consensus,
basically
I'm
seeing
a
lot
of
nodding
heads
so
yeah
yeah
great.
B
And
on
behalf
of
this
board,
certainly
myself
personally,
we,
you
know
we
all
felt
a
deep
loss
and
I
I
appreciate
the
work
that
you
are
doing
to
carry
that
on.
Thank
you.
Next,
we
have
the
item
3.05
crass
report,
mr
fletcher
report.
K
K
Carlotta's
got
a
good
time
there
too,
all
right
well
good
evening,
president
ellis
vice
president
shaw,
heim
members
of
the
board
and
dr
alato.
My
name
is
fletcher
port.
I'm
a
senior
at
siverna
park
high
school,
my
pronouns!
Are
he
him
and
I'm
proud
to
serve
as
the
crash
secretary
of
education,
I
want
to
start
by
saying
happy
unity
day.
K
No
orange
all
across
the
county
today
looks
great
and
we,
as
crass,
are
proud
to
be
in
a
county
that
brings
equity
to
the
spotlight
crass
executive
team,
appointed
sebashi
pradhan,
a
sophomore
from
north
county
high
school
to
fill
the
recently
vacant
position
as
legislative
liaison.
We're
excited
for
her
to
join
the
team.
Since
our
last
crash
report,
crass
received
a
special
delivery
from
overseas
air
force.
K
We
extend
our
sincerest
thank
you
to
captain
herrera
and
and
hope
to
have
him
join
us
at
a
future
crash
meeting
on
october
12th
crash
zone
parliamentarian
brenton,
mead
was
recognized
by
the
aacps
office
of
equity
and
accelerated
student
achievement
and
the
caucus
of
african-american
leaders
of
anne
arundel
county
is
this
month's
recipient
of
the
caucus
of
african-american
leaders.
Student
recognition
award
we're
so
proud
of
brenton
and
cannot
think
of
a
more
deserving
recipient.
The
first
meeting
of
the
district-wide
gender
and
sexuality
alliance,
meeting
or
gsa
for
short,
will
take
place
tomorrow.
K
At
6
pm,
students
looking
to
attend
can
scan
the
qr
code
on
the
let's
talk
justice
website
to
be
entered
into
the
brightspace
classroom
and
gain
access
to
the
meeting
link
on
saturday
november
20th
maura
babb,
minuet,
hoyt,
tara,
kim
and
arusa
malik
and
kraske
alum
connor
kern
will
present
at
the
maryland
association
of
student
council's
fall.
Leadership
conference
participating
in
this
conference
helps
students
improve
their
leadership
skills.
K
While
meeting
student
leaders
from
across
the
state
we
encourage
eligible
and
interested
students
to
reach
out
to
their
sga
advisor
to
register,
to
attend
at
previous
board
meetings.
Public
comments
have
expressed
frustration
with
what
have
some
considered
to
be
a
terrible
reopening
crass
decided
that,
as
the
county-wide
student
government,
we
would
take
the
initiative
to
collect
photos
to
capture
in-person
student
life
over
these
past
six
weeks.
These
photos,
as
seen
in
the
presentation
on
display
throughout
my
report,
come
from
across
the
district
moments
that
our
students
were
dreaming
of
just
a
couple
months
ago.
K
Krask
acknowledges
that,
while
some
areas
can
improve,
we
feel
that
these
images
illustrate
how
happy
students
are
to
be
back
in
in
person
in
an
in-person
environment.
We
would
like
to
thank
all
of
those
who
have
been
a
part
of
this
tireless
process
to
get
our
students
back
in
classrooms,
cafeterias,
sports
fields,
etc.
K
B
L
The
cac
will
conduct
our
meetings
virtually
on
the
second
monday
of
each
month
from
6
45
to
8
45
pm.
Our
schedule
is
posted
on
the
aacps
cac
web
page
located
under
the
board
tab.
Our
next
regularly
scheduled
meeting
is
november
8th
the
cac
held
its
regular
meeting
virtually
monday
october
11th.
We
are
pleased
to
report
this
month,
perspectives
and
impact
highlighted
the
coordination
opportunities.
L
Our
members
awareness
only
strengthens
our
ability
to
serve
and
engage
whole
community
impact.
Additionally,
tax
subcommittees
have
undertaken
the
necessary
work
efforts
and
I
am
pleased
to
update
the
board
on
board
policy
areas.
As
a
reminder,
these
particular
committees-
all
completed
reports,
are
submitted
to
the
board
policy
committee.
Emergency
plans
pandemic
response.
The
team
is
finalizing
reports
highlighting
five
key
perspectives:
risk
mitigation,
social,
emotional
well-being,
accountability,
transparency
and
school
specific
implementations.
L
Our
focused
research
policies
within
and
outside
maryland
define
food,
allergy
scope
and
issues
inherent
in
management
and
accommodations
impacts
on
healthy
start
and
other
disadvantaged
demographics,
and
outline
coordination
efforts
for
delivery
in
person
via
vending
options
and
virtual
naming
of
school
facilities.
This
subcommittee
was
established
and
will
have
its
initial
huddle
next
week,
redistricting
and
attendance
areas.
The
team
is
finalizing
the
report
and
will
transmit
their
updated
report
later.
This
month,
student,
attire
and
personal
appearance,
the
team
is
continuing
work
on
the
topic
wellness
lens.
L
L
An
initial
huddle
was
held
during
our
regular
work
session
and
parameters
were
discussed
in
initial
research
and
create
areas
surrounding
developing
and
using
early
literacy
learning
standards,
early
literacy,
focus
of
effective
curriculum
accountability
and
assessment,
teacher
education
and
professional
development,
home
school
connections,
student
recess,
work
group,
its
membership
and
will
coordinate
their
initial
kickoff
meeting.
In
november.
L
We
received
the
nominations
for
the
aac
pta
and
wellness
council
completing
all
cac
aacpas,
cps
liaison
committees,
membership
assignments,
miss
dent.
You
were
seated
a
day
after
our
acknowledgement
to
the
board
of
your
employee
appointment
last
month.
We
wanted
to
take
this
time
in
person.
To
reiterate,
we
are
thrilled
to
have
the
opportunity
to
work
with
you
in
your
vast
experience
with
our
military
and
veteran
community,
which
aligns
with
our
perspectives
and
impact
initiative.
A
L
L
Thank
you
for
your
support
of
the
cac
and
looking
forward
to
our
continued
work,
strengthening
the
cac
overall
and
supporting
future
assistance
to
the
board
in
its
goals
and
meeting
the
challenges
at
hand
and
into
the
future.
As
always,
we
welcome
your
feedback
and
we
look
forward
to
a
year
with
purpose
direction
and
results.
Thank
you.
M
Thank
you,
madam
president,
members
of
the
board.
I
have
several
updates
in
several
different
areas
that
I'd
like
to
share
with
you
this
evening.
First
fall.
Academic
testing
is
coming
to
a
conclusion.
This
week
we
have
administered
over
a
hundred
thousand
tests
over
a
roughly
two
week
period.
As
a
reminder,
state
mandated
academic
testing
was
postponed
last
school
year
and
moved
forward
to
this
fall.
This
was
unique
and
challenging
as
academic
testing
typically
takes
place
in
the
spring
of
each
school
year.
M
Our
schools
assess
students
in
grades
four
through
twelve,
in
the
mcap
for
ela
and
math,
as
well
as
the
misa
science
assessment.
The
assessments
were
administered
online
since
school
began.
On
september
8th,
there
were
3656
unique
participants
in
159
sections
of
aacps
professional
development
classes,
staff
from
all
personnel
units
participate
in
professional
development
opportunities
and
are
represented
in
those
total
numbers.
M
There
are
1433
students,
isolated
or
quarantined
and
47
staff
members,
as
you
can
see
from
the
dashboard,
the
numbers
are
fluid,
as
coveted
cases
rise
and
fall
regarding
some
trend.
Data,
as
it
relates
to
our
students.
The
number
of
students
quarantining
is
down
268
since
october
1st,
and
the
number
of
active
student
cases
is
down
82
since
october
1st.
That
is
good
news.
M
Our
transportation
issues
continue,
as
I
have
shared
previously.
We
appear
to
be
taking
positive
steps
forward
in
the
effort
to
hire
the
needed
bus
drivers
so
as
to
resolve
the
uncovered
routes.
Unfortunately,
we
have
drivers
that
are
having
to
quarantine
and
there
are
no
substitute
drivers
available,
which
means
the
numbers
of
uncovered
routes
ebbs
and
flows
on
a
daily
basis.
M
We
were
able
to
take
advantage
of
the
mva's
new
saturday
testing
program
for
school
bus
drivers
this
past
saturday,
as
we
had
11
candidates
test
five
of
those
candidates
passed
the
test
and
are
being
deployed
this
week.
Those
that
did
not
pass
will
participate
in
re-teaching
and
practicing
and
will
have
the
opportunity
to
retest
our
partners
of
the
anne
arundel
county
office
of
workforce
development
in
this
vein
are
partnering
with
us
to
host
a
job
fair
for
not
only
bus
drivers
but
others,
including
food
nutrition
services
and
custodians.
M
As
I've
said
in
the
past,
our
efforts
now
focus
on
keeping
schools
open
for
the
entire
school
year,
while
we
all
want
to
return
to
normal
and
put
the
pandemic
completely
behind
us.
We
are
not
yet
in
a
place
to
do
so
for
the
health
and
safety
of
our
students
and
staff
and
our
focus
on
keeping
our
schools
open
for
the
entire
school
year.
We
must
continue
to
be
vigilant.
We
must
also
make
decisions
with
those
priorities
in
mind.
M
M
D
Yes,
thank
you,
dr
alato,
for
that
update
lots
of
good
news
there.
I
wanted
to
ask
about
some
of
the
protocols
around
quarantine
and
the
information
that
is
given
to
a
student
and
a
family
when
they're
notified
that
they
are
going
to
be
quarantined.
Dr
mcmahon
has
spoken
to
us
previously
on
all
the
work
that
goes
on
with
the
academics,
but
I'm
also
interested
in
you
know
all
the
other
information.
So
obviously
a
lot
of
our
students
depend
on
school
for
food.
D
M
For
the
student
that
would,
that
is,
information
that
is
up
on
the
food
and
nutrition
service
site
with
the
contact
number.
We
are
also
going
to
be
including
that
information
in
the
quarantine
letter.
It
has
not
up
to
this
point,
but
we're
going
to
add
that
to
the
quarantine
letter
with
that
contact
information,
should
the
parent
want
to
take
advantage
of
the
meal
the
daily
meal.
M
Yeah,
I
don't
know
so.
The
answer
is
yes.
Mr
mosher
is
giving
me
the
nod.
Yes,
okay,
I
know
it
was
in
the
works
right.
Okay,
I
had
about
an
hour-long
conversation
with
miss
reecey
from
food
nutrition
services.
Today
great,
and
so
they
have
been
able
to
supply
some
meals
to
already
up
to
this
point,
but
then
we'll
include
it
as
an
additional
way
to
out
of
outreach.
N
Yes,
thank
you
very
much
for
the
update
two
quick
questions.
The
first
one
was
in
this
morning's
newspaper
when
they
were
going
over
says
officials
turning
their
vaccination
focus
to
children
towards
the
end
of
the
article.
I
was
a
little
surprised
to
see
because
it
and
apologies-
if
I
didn't
hear
it
in
the
past-
that
dr
kaliana
ramen
has
re,
has
identified
and
has
been
approved
for
20
schools
to
be
vaccination
sites.
Could
you
go
into
the
details
on
that
planning.
M
Yes,
ma'am
we've
been
planning
for
many
months
waiting
for
the
five-year-old
to
eleven-year-old
vaccine
to
be
approved
and
released,
so
we've
been
working
behind
the
scenes
with
the
department
of
health
to
get
ready
for
that
whenever
it
can
be
released
so
that
we
are
not
behind
correct
and
so
as
soon
as
it
gets
released.
We'll
begin
to
work.
We've
identified
schools
throughout
the
county
that
we'll
be
able
to
set
that
we'll
work
with
the
department
of
health
to
set
up
clinics.
M
We
won't
be
able
to
do
that
until
they
have
the
personnel
that
can
deliver
the
the
vaccine
and
that
they
have
the
right
number
of
doses.
But
once
that
part
is
good
to
go,
then
we
will
we've
identified
schools
that
that
we'll
a
lot
that
students
will
be
able
to
go
to
their
parents
could
take
them
to
to
get
vaccinated.
N
President
alice
could
the
board
receive
maybe
a
list
availability
as
soon
as
that,
the
schools
have
been
identified,
a
list
of
that
available
for
the
board,
but.
M
N
Great
and
then
my
second
question
is
so
some
of
our
students
who
are
getting
alternative
transportation
until
the
until
we
stabilize
the
unavailable
route.
N
Service
for
those
students,
because
some
are
waiting
in
the
carpool
line
for
30
45
minutes
and
even
arriving
at
past
bell
time
in
some
instances
to
their
first
period
and
the
choice
of
eating
versus
missing
and
a
year
of
learning
loss.
M
Thank
you
for
the
question,
so
I
don't
have
an
immediate
answer.
I
think
it's
a
little
different
at
each
of
the
schools.
Certainly,
we've
got
lots
of
teachers
that
are
managing
breakfast
in
the
classroom,
for
the
students
or
students
are
getting
to
the
cafeteria.
There
are
certainly
we've
got
students
that
are
arriving
late.
So
it's
a
it's
a
great
question,
but
I
can't
answer.
I
don't
think
that
it's
standard
at
every
school
and
how
they're
going
to
work
with
each
student
that's
coming
in
late.
O
O
That
has
been
our
practice,
not
just
for
this
school
year,
but
you
know,
that's
happened.
You
know.
As
long
as
I've
been
a
principal,
for
example,
there
have
been
students
who
come
to
school,
they've
missed
breakfast
they've,
missed
lunch
and
we've
always
tried
to
find
a
way
to
provide
for
students.
Thank
you.
N
If
so,
our
I
mean
our
breakfast
program,
this
year
is
available
to
all,
and
that
is
not
always
the
case,
so
very,
very
good
blessing
there.
That
usda
was
able
to
provide
that
extension
for
covet
has
have
the
individual
schools
communicated
their
version
of
how
that
would
work
to
those
students
affected
by
the
bus
routing
issues
so
that
they
kind
of
know
or
is
it
on
a
they
have
to
ask
basis.
O
So
speaking
from
my
experience
as
a
building
principal,
what
I
can
tell
you
about
the
process
that
process
in
any
process
is
that
the
principal
finds
their
own
unique
way
of
communicating
that
process
or
any
other
process
to
the
school
into
the
school
community.
If
there
is
an
issue,
I
can
guarantee
you
that
the
school
principal
has
reached
out
to
the
regional
and
has
worked
with
the
regional
to
resolve
that
issue.
No
issues
have
come
to
my
attention
so
either
they're
at
the
resolution
stage
at
the
school
level
or
at
the
regional
assistance
superintendent
level.
N
F
To
your
points
about
the
the
vaccination
sites
for
the
five
to
11
year
olds,
firstly,
that's
wonderful
will,
do
you
anticipate
those
being
weekend
endeavors
or
after
school,
or
both.
M
Up
to
the
podium
again,
it's
a
good
question.
We
have
several
different
work
groups
that
have
been
working
on
several
different
issues
behind
the
scenes,
and
this
is
one
of
them,
and
so
mrs
jackson
can
share
the
latest
information
and.
O
Much
I
appreciate
it
again
for
the
record:
monique
jackson,
deputy
superintendent,
so
our
team
from
the
office
of
school
performance
has
been
working
with
principals
to
set
up
the
potential
sites.
The
reason
that
we
haven't
advertised
or
sent
communication
out
about
these
sites
right
now
is
because
they
are
potential
sites.
Still
we
don't
know,
we
have
to
figure
out
the
vaccine.
O
The
20
the
the
sites
are
have
been
chosen.
You
know
for
a
variety
of
reasons,
but
we
took
a
look
at
the
map
to
see
accessibility
for
students,
as
we
do
with
everything
we
took.
We
looked
at
our
decision-making
model
and
we
looked
at
the
decision-making
matrix
as
well
as
we
looked
at
this
decision
through
an
equity
lens
and
and
went
through
our
protocol
in
that
manner
as
well.
F
Thank
you
for
that.
Obviously,
there's
there's
benefits
for
weekend,
but
there's
also
benefits.
While
you
know,
students
are
like
an
after-school
thing.
Well,
parents
might
be
around
that
kind
of
thing.
Just.
O
Yes,
just
something
absolutely
and
it's
all
very
exciting,
absolutely
so
there
will
be
after
school
as
well
as
saturday.
We
have
not
extended
to
sunday
right
now
again,
tentative!
I
want.
C
O
Very
clear
again
because
it
is
dependent
upon
not
just
aacps
staffing,
but
our
department
of
health
and
whatever
partner
will
be
helping
us.
Their
availability
of
staffing.
A
O
B
So
I
I
want
to
I
want
to
speak
for
our
our
high
school
students.
I
have
heard
unanimously
from
those
I've
heard
of
about
flex
time
how
incredibly
important
that
time
is
from
from
the
social
emotional
aspect
and,
and
you
know
the
need
for
interaction
and
other
types
of
opportunities
during
the
day.
B
That
being
said,
I
understand
that
at
least
in
a
couple
of
our
high
schools-
and
this
could
be
across
the
board-
I
don't
know-
and
I'm
sure
miss
omasori
can
speak
to
it,
but
in
in
at
arundel
there's
a
little
bit
of
of
chaos
involved
in
students
being
able
to
access
whatever
activity.
It
is
that
they're
attempting
to
do
so.
I
I
know
of
at
least
two
schools
from
feedback.
B
I
have
where
it's
flex
time
a
student
shows
up
at
a
classroom
where
they
intend
to
go
for
this
block
and
they've
reached
capacity,
and
so
that
student
has
to
have
a
second
choice
and
then
they
go
to
the
second
choice,
and
sometimes
that
is
at
capacity.
So
it
can
turn
into.
And
I
miss
omasori
do
you
is
I'm
bringing
us
a
missouri
and
because
perhaps
if
it's
not
an
issue
at
arundel,
are
they
doing
it
differently
and
and
should
these?
Should
our
high
schools
be
sharing
best
practices
to
perhaps
eliminate
some
of
the
confusion.
B
G
All
right:
well,
personally,
I
have
a
half
schedule,
so
I
usually
leave
at
that.
F
G
But
I
do
stay
a
lot
for
clubs
and
I've
heard
of
what
you're
talking
about
happen,
usually
at
classes
where
that's
really
popular,
so
yeah
yeah.
L
G
Like
I
mean
like
half
of
the
school
takes
you
at
the
same
time,
something
like
that
might
occur.
I
haven't
heard
it
as
a
huge
problem,
but
that's
just
a
rundle
and
from
what
I've
heard
it
might
happen
in
other
schools.
So.
O
This
is
our
first
year
with
county
wide
implementation
of
this
schedule,
and
so
it
is
absolutely
not
perfect
and
I
don't
want
anyone
to
think
that
it
is
perfect.
I
will
also
be
meeting
with
principals-
and
I
actually
do
have
a
meeting
next
week
about
flex
time
with
our
regional
assistant
superintendents,
so
that,
as
you
said,
we
can
continue
to
share
best
practices.
So
absolutely
it's
on
our
radar
and
we
also
want
to
make
sure
it's
the
safest
environment
possible.
O
I
would
encourage
anyone
who
has
feedback
to
also
send
that
to
the
principal
as
well
as
the
regional
assistant
superintendent.
I
also
have
a
15
year
old.
That
does
not
say
that
that
says
that
he's
able
he
and
his
comrades
are
able
to
get
into
their
classes
and
do
exactly
what
they
need
to
and
get
the
support
that
they
need.
O
B
I
have
no
doubt
absolutely
and
that's
why
I
started
out
by
highlighting
the
importance
of
this.
Yes,
there
might
be
a
little
bit
of
work
to
do
to
to
fully
get
it
right,
but
you.
J
P
B
B
B
Okay:
next,
we
have
the
public
comments
portion
of
our
meeting
in
just
a
brief
statement
for
public
comment.
Speakers
will
be
allotted
two
minutes
each
and
may
not
allocate
their
time
to
others,
and
speakers
are
to
speak
on
the
topic
in
which
they
were
approved
to
speak
on
and
the
the
bell
will
indicate
when
your
time
has
expired.
B
The
board
asks
that
comments
remain
civil
and
appropriate
for
various
audiences
that
may
be
watching
or
viewing
this
meeting
student
specific
and
personnel
matters
are
confidential
and
cannot
be
discussed
in
this
forum.
It
is
not
the
board's
general
practice
to
engage
in
question
and
answer
session
with
speakers.
For
the
record.
Please
give
your
name
before
speaking.
Handouts
should
be
given
to
the
board
assistant.
B
And
first
up
we
have
speaking
on
agenda
item
3
3.07,
the
superintendent's
report
on
school
operations
update.
We
have
mr
russell
leone
here
speaking
on
behalf
of
the
teachers
association
of
anne
arundel
county
good
evening,
mr
leone.
Q
Good
evening,
sorry,
you
can't
see
me
smiling,
but
hello,
how
are
you
tonight?
My
name
is
russell
leone,
I'm
the
president
of
the
teachers,
association
of
anne
arundel
county
and
then
elementary
school
educator.
So,
first
of
all,
dr
elata,
thank
you
for
presenting
the
information.
Those
numbers
are
very
enlightening
for
us
and
for
the
board
to
hear
one
thing
I
would
request.
Q
Is
you
have
said
that
families,
students
and
educators
are
a
priority,
and
we
we
want
to
believe
that
is
true.
We
want
to
make
sure
that
we
feel
that
right
now,
many
of
our
teachers
are
not
feeling
that.
So
we
ask
politely
that
you
continue
to
engage
in
meaningful
collaboration
with
us,
and
that
includes
how
pd
is
implemented.
Testing
administ
is
administered
and
quarantining
restrictions,
and
we
look
forward
to
helping
bargain
with
you
on
this.
Q
I
would
also
request
that,
especially
around
those
issues
that
are
impacting
all
staff
that
you
bring
together,
not
just
the
teachers
association
but
the
other
bargaining
units
together
collaboratively-
and
one
thing
I
will
also
ask
of
the
board
members
here
tonight-
is
to
really
examine
beyond
the
the
numbers
that
are
presented
tonight.
I
heard
you
ask
a
lot
of
great
questions
about
our
students.
Q
We
also
need
to
ask
questions
about
our
teachers
and
the
impacts
that
those
numbers
have
had
on
our
teachers,
for
example,
in
terms
of
the
buses.
How
much
does
that
impact
our
educators,
who
have
to
stay
late
beyond
their
work
hours,
to
make
sure
that
our
students
stay
safe
and
also
the
impact
on
teachers
being
pulled
to
cover
other
classes
when,
when
we
are
not
able
to
get
substitute
teachers
or
our
teaching
assistants
are
also
pulled
from
us?
Please
continue
to
ask
these
questions.
Q
They
are
important
because
our
teachers
are
as
you
as
you
may
have
seen
some
of
the
signs
tonight
they're
burned
out
and
they
are
exhausted.
So
we
ask
that
you
please
continue
to
collaborate
meaningfully
with
us
and
really
dive
deep
beyond
the
numbers
that
you
hear
in
these
type
of
reports.
Thank
you.
B
And
I
am
going
to
go
ahead
and
call
out
the
next
four
speakers.
You're
all
welcome
to
come
forward
and
be
seated
and
then
it's
your
choice.
You
can
stand
up
and
go
to
the
podium
or
there's
also
microphones
at
the
desk,
so
I
have
lisa
van
buskirk,
catherine
davis,
melissa,
eidelman.
R
Good
evening
board
of
education,
lisa
van
buskirk
start
school
later,
anne
arundel
county.
This
is
my
eighth
school
year
to
appear
before
you
and
your
predecessors
to
speak.
I
think,
ninth,
since
I
started
attending
meetings
on
the
topic
of
school
start
times
at
one
of
my
first
testimonies,
I
had
a
toddler
and
a
preschooler
and
said
that
I
had
10
years
before
this
would
affect
my
children
we're
getting
really
close
to
that
date,
but
we're
also
really
close
to
a
solution.
R
Other
advocates
have
seen
their
children
graduate
high
school
college,
graduate
school
start
careers
and
have
children
of
their
own.
The
last
time
I
was
in
this
room
was
for
cosmetic
services
march
2020
presentation.
I
left
the
meeting
feeling
the
board
was
indeed
moving
towards
healthy,
safe
and
age-appropriate
school
hours
for
all
students.
Now
we
are
back
to
finalize
your
decision
on
behalf
of
thousands
of
supporters
of
start
school
later
in
anne
arundel
county
and
me
personally.
R
I
would
like
to
express
my
deepest
gratitude
to
prismatic
services
for
their
two
years
of
work
with
aacps
in
the
past
six
months.
They
accomplished
what
aacps
has
failed
to
do
in
the
past
six
years,
use
the
routing
software
to
develop
solutions
and
options
for
school
start
times.
Every
cent
of
their
contract
is
well
spent.
Now
you
must
approve
an
implementation
date.
You
are
faced
with
january
2020
as
previously
approved
or
delayed
until
september
2022.
R
There
are
many
reasons,
both
logistical
and
emotional.
That
could
be
argued
for
each
date.
The
entire
school
system
is
overwhelmed
this
school
year,
changing
start
times
may
sound
like
piling
on
a
chaos,
but
it
could
actually
help
with
student,
resiliency
and
mental
health.
We
could
hear
tonight
that
transportation
is
ready
for
either
date
with
no
additional
resources
needed.
That
piece
of
the
puzzle
is
solved.
R
Now
you
need
to
hear
from
dr
alato
and
his
staff
regarding
concrete
details
and
plans
about
all
the
other
pieces,
as
I
learned
in
the
military,
if
you
wait
until
the
last
minute,
it
only
takes
a
minute,
but
that
plan
doesn't
always
it,
but
that
does
not
always
yield
a
plan
that
survives
first.
Contact
with
the
enemy
is
dr
alato's
plan
ready
for
january.
R
If
not,
what
assistance
does
he
and
his
staff
need
to
guarantee
success
in
september,
when
we
talk
implementation
logistics,
it
can
be
easy
to
forget
that
there
are
real
faces
names
and
families
all
impacted
by
the
late
elementary
and
early
high
school
start
times.
When
will
you
offer
them
relief?
Thank
you.
P
P
P
If
that
sounds
like
common
sense
to
you,
then
it's
probably
because
you've
gone
through
life
consistently
treat
it
as
an
individual.
I
recommend
austin
channing
brown's
book,
I'm
still
here.
She
provides
insightful
examples
of
what
it's
like
to
not
be
seen.
I
encourage
you
to
keep
putting
in
the
work.
P
S
Hello,
melissa,
eidelman
in
review
of
your
new
draft
drafted
policy.
The
board
will
be
discussing.
We
came
up
with
many
items
of
concern,
let's
start
with
a
quote
from
our
very
own
superintendent,
dr
aletto,
introducing
ideas
and
concept
without
having
these
courageous
conversations
with
parents
of
students
from
all
walks
of
life,
no
matter
the
relationship.
We
also
must
be
willing
to
have
courageous
conversations,
even
when
they
may
be
painful.
S
Our
executive
team
will
study
robin
d'angelo's
white
fragility.
Why
it's
so
hard
for
white
people
to
talk
about
racism
this
summer,
in
addition
to
our
student
forum,
our
office
of
equity
and
accelerated
student
achievement
will
team
with
kindness
grows
here
to
host
an
adult
forum
later
this
month.
This
is
a
path
that
can
engage
and
uplift,
not
just
our
children,
but
our
communities.
The
realities
of
these
ideas
and
paths
we
feel
is
the
exact
opposite,
and
this
new
policy
drafted,
as
many
has
many
areas
of
concerns
for
many
of
us.
S
S
B
S
S
Some
examples
that
contribute
to
recent
violence
and
vandalism
are
unlawful
medical
requirements
and
the
singling
out
of
staff
and
student
athletes
to
start
to
dive
in
and
dissect
what
you
currently
have
drafted.
We
ask:
why
do
you
have
in
here
certain
verbiage,
but
not
others
such
as,
if
you
are
adding,
in
the
word
noose
what
about
anti-police
sediments
for
the
students
and
staff
of
police
families?
S
If
you're
going
to
mention
homeless
students,
you
need
to
mention
kids
from
two
parents
homes
as
well
as
single
parent
homes.
What
is
the
board
stance
on
board
members
that
feel
threatened
or
think
they
are
being
threatened
by
parents
exercising
their
first
amendment
rights?
Could
you
add
wording
in
this
section
as
to
not
infringe
on
parents
right
expressing
their
concerns
at
these
meetings?
S
What
kind
of
assistance
from
what
law
enforcement
agency
may
be
used
against
parents
trying
to
encourage
and
mobilize
them
to
give
public
comment?
Are
you
trying
to
paint
concerned
parents
of
committing
act
of
violence?
You
are
not
very
specific
in
this
policy
and
we
are
asking
for
more
from
you.
This
policy
feels
and
makes
us
feel
very
uneasy
yet
again
with
an
environment
you
are
creating.
S
B
And
so
now
we
are
on
item
section,
six
consent
items
award
of
contracts,
we
have
item
6.01,
snow
removal
and
6.02
water
testing.
D
N
F
D
B
Miss
frank.
C
Just
very
briefly,
I
wanted
to
thank
you,
dr
arlatta,
for
continuing
with
the
water
testing,
especially,
I
know
that
that
a
few
years
ago
that
was
such
a
concern
to
so
many
parents
and
I'm
glad
that
we're
kind
of
getting
back
on
track
with
that,
and
also
I
just
want
to
thank
the
staff
at
the
forza
malad
facility.
I,
before
I
was
a
board
member,
I
met
with
them.
They
were
fantastic.
C
M
Thank
you.
They
are
an
outstanding
group
and
we
are
glad
that
we
can
get
back
on
track
as
it
were.
With
the
water
testing
with
one
of
the
rules
is
you
have
to
have
students
in
the
school
so
that
the
water
is
moving
through
the
pipe
so
that
you
can
test
it
appropriately
and
now
that
we're
back
in
full
and
personal
learning?
We
can
get
back
to
that.
So
thank
you.
N
Really
quick
question,
dr
elato,
with
snow
removal.
I
know
these
are
one
of
those.
It
is
in
a
category
that
we've
been
seeing
similar
in
construction
and
in
subcontracting
arenas
is
having
shortages
as
well,
not
to
bring
up
a
not
to
lift
off
a
band-aid
off
of
an
already
sore
wound.
But
I
was
just
wondering:
are:
are
we
anticipating
a
potential
of
experiencing
that
through
things
like
snow
removal
and
stuff
or.
M
You
are
a
maybe
clairvoyant.
M
With
members
of
my
team
earlier
today,
mr
shaknovich
actually
shared
an
article
with
several
of
us.
I
think
it
was
from
ohio
where
they
are
already
predicting
500
driver,
plow
drivers
short
for
the
upcoming
winter
season,
and
so
we
had
a
bit
of
an
email
exchange
to
talk
about
that
very
thing,
and
so
it
is
of
course,
a
concern.
This
you
know
having
contracts
with
people
in
advance
helps
us
do
that,
but
you
are
absolutely
right
on
that.
M
It
could
be
something
that
is
impacted
to
not
have
at
first
the
state
level,
so
the
main
roads
are
cleared
and
then
the
local
levels,
but
then
our
ability
to
then
clear
parking
lots.
So
it's
all
it
all
connects,
and
so.
N
It
could
be
a
problem
so
as
a
follow-up
to
that.
I
know
in
the
past,
like
when
we've
had
predictions
of
the
snowmageddon
years
and
and
fall
into
naturally
existing
shortages
that
are
because
of
quantity,
not
because
of
overall
labor
force
availability.
N
Many
of
our
schools
that
are
relying
on
walking
have
to
rely
on
the
individual
residents
as
having
response
full
responsibility
at
all
times
to
keep
that
sidewalk,
clear
and
many
communities
subcontract
that
out.
I'm
just
wondering
maybe
we
should
be
considering.
That
is
a
factor
too.
I
know
in
the
past,
though,
our
parents
have
showed
up
with
shovels
and
and
helped
out
when
we're
we've
been
in
a
bind
on
the
bigger
ones,
but
it
sounds
like
you
know,
heads
up
folks,.
M
But
that's
part
of
what
is
assessed
when
the
teams
are
out
there
on
the
road
at
3am
and
checking
in
all
the
different
areas
of
the
county.
That's
one
of
the
things
that
is
assessed
to
see.
Can
our
students
walk?
What
do
the
sidewalks
look
like
how
how
high
is
the
snow
piled
up
from
the
plows
along
the
edge
of
the
street
and
are
those
things
that's?
So
that's
all
part
of
the
algorithm
that
we
use
in
making
those
decisions
sounds.
N
Good
sounds
like
our
hoas
may
want
to
invest
in
considering
that,
but
thank
you
very
much.
B
And
thank
you
for
bringing
that
up.
Miss
corcodell
and
I
know
it's
not
related
now
directly
to
this
contract
out
dr
alato.
But
since
the
conversation
is
happening,
two
questions
real
quick.
So
are
we
taking
the
position
now
that
perhaps
it's
going
to
snow
next
week
and
therefore
we're
planning
now
how
we're
going
to
creatively
get
our
schools
operational
as
quickly
as
possible
instead
of
waiting
until
you
know
and
I'm
not
suggesting
you're
waiting,
I'm
just
suggesting.
Are
we
looking
at
those
creative
solutions?
B
Now,
perhaps
even
a
volunteer
list
at
schools
to
pitch
in
if
needed,.
M
M
Thank
you.
We
have
the
ability
to
clear
our
sidewalks
and
our
lots.
We
have
that
that
capability,
it's
everybody
else,
moving
around
the
county
to
then
get
to
the
cleared
lots
at
the
schools.
That's.
B
So
the
second
part
of
my
question
is
this:
could
this
could
create
potentially
additional
days
of
of
school
closures
just
because
we
haven't
been
able
to
clear
as
a
county
quickly
enough
right?
So
where
are
we
with
the
possibility
of
remote
learning
as
snow
days,
if
necessary,
if
it
gets
us
into
a
big
long?
Like
many
days
closed.
M
We
are
waiting
for
approval
from
maryland
state
department
of
education,
okay,
so
we
are
superintendents
around
the
state
are
having
that
conversation.
In
fact,
we've
there
is
a
work
in
msde
work
group
that
is
looking
at
attendance
and
virtual
now,
capabilities
of
all
the
school
systems
that
we
now
have
and
how
we're
able
to
utilize
that,
if
allowed
on
a
given
snow
day,
okay.
B
Yeah
yeah,
so
forgive
me,
was:
was
there
a
motion
and
a
second
to
okay,
miss
howell.
M
Thank
you,
madam
president,
I
recommend
that
the
personnel
listen
under
that
sheet
be
promoted
and
or
appointed.
T
I'm
happy
I
have
the
tall
chair
again
good
evening
for
the
record
jeanette
ortiz
legislative
and
policy
council,
and
I'm
here
with
my
colleague.
T
All
right
so
policy,
ac
non-discrimination
is
before
you
on
first
reading,
this
policy
was
last
revised
on
january
7
2015..
The
policy
has
been
amended
to
do
a
few
things
add
an
issue
section
update
the
list
of
protected
classes
in
accordance
with
maryland
state
law,
clarify
that
aacps
complies
with
federal
state
and
local
laws
that
prohibit
discrimination.
T
Please
note
that
some
of
the
language
in
the
policy
regarding
symbols
of
hate
mayor's
language
in
2021
legislation
before
the
maryland
general
assembly,
which
this
board
supported
this
policy,
will
be
on
the
aacps
website
for
a
30-day
public
comment
period.
We
are
happy
to
answer
any
questions
you
may
have.
Thank.
F
Yes,
thank
you
for
being
here
good
evening,
so
one
of
our
public
testimonies
we
heard
tonight
address
a
few
other
various
groups,
and
so
just
for
the
record,
how
can
we
potentially
add
those
in
may
they
be
added
in?
How
will
that?
How
would
that
work
or
not
work.
T
Yeah,
thank
you
for
that
question,
so
the
groups
that
are
identified
so
this
policy
deals
with
unlawful
discrimination
in
accordance
with
maryland
state
and
federal
laws.
The
reason
why
I
stated
that
it
was
updated
the
policy
to
align
with
maryland
state
laws,
because
maryland
state
law
goes
a
little
further
than
federal
law
as
it
relates
to
homeless
individuals
who
are
homeless.
T
We
do
have
federal
laws
that
relate
to
students
who
are
homeless,
but
not
necessarily
like
employees
and
other
individuals,
and
so
the
language
is
aligned
with
the
law.
We
cannot
create
additional
protected
classes.
We
do
have
other
policies,
such
as
our
bullying
bias
as
student
sexual
harassment,
misconduct,
which
is
broader
to
address
some
of
the
other
groups
that
were
mentioned
in
the
policy,
but
as
far
as
unlawful
discrimination.
F
Thank
you
for
that,
and
just
as
a
one
one
more
question
of
my
two
questions
allotment
on
second
page
4a,
just
a
word
just
jumped
out
at
me,
and
I
just
want
to
make
sure
I
understand
symbols
of
hate
may
include.
Why
is
it
may
and
not
shall
in
this
instance.
T
So
the
reason
why
it
may
include
is
because
right
it's
a
list
that
the
the
last
portion
of
that
subsection
or
that
paragraph
states
any
symbol
used
or
identified
by
a
known
hate
group
designed
to
promote
the
messaging
of
the
hate
group
right.
We
don't
know
what,
yet
what
those
symbols
may
or
may
not
be,
and
what
could
meet
the
constitutional
standard
to
be
prohibited,
and
so,
given
you
know
that
we
don't
have
every
potential
symbol
of
hate
listed
right
because
there
could
be
new
ones.
T
That's
why
the
may
is
there.
We
can't
just
say
a
shout.
The
other
reason
why,
as
well,
you'll
notice
the
subject
to
a
reasonable
forecast
of
disruption,
that's
the
constitutional
standard.
I
will
submit
to
you,
however,
that
a
new,
swastika
and
a
confederate
flag
can
be
reasonably
forecasted
to
cause
disruption
and
meet
that
constitutional
standard.
B
Next,
we
have
item
8.02
policy
revision.
E
T
T
This
policy
has
been
amended
to
align
with
maryland
state
law,
specifically
2020
changes
to
maryland
hate
crimes,
law,
which
this
board
also
supported.
The
board
may
recall
that
the
maryland
hate
crimes
law
was
revised
due
to
an
experience,
unfortunate
abhorrent
experience
at
one
of
our
middle
schools,
where
in
2017,
where
noose
was
strung
at
the
school.
T
T
So
policy
bbe
board
committees
is
before
you
on
first
reading,
this
policy
was
last
revised
on
september
11
2013..
This
policy
has
been
amended
to
clarify
the
purpose
and
issue
sections.
T
B
Yeah
so
item
9.01
fiscal
year,
2021
operating
budget
closeout,
dr
alato.
M
F
Yes,
thank
you
good
evening.
It's
been
so
long
since
I
last
saw
you
both
whole
24
hours.
So
I
have
a
question
about
the
fy
21
closeout.
So
we've
heard
time
and
again
the
the
magic
number
four
or
the
hopeful
magic
number
four
budget
surplus
is
around
13
million.
It
looks
like
our
surplus,
at
least
on
the
unrestricted
side,
was
north
of
16
and
a
half
million,
and
so
what
happens
to
the
extra
3
million?
Is
that?
How
is
that
being
assigned
appropriated?
F
That
kind
of
thing,
for,
I
guess,
part
of
fy22's
budget,
sure.
U
So
let
us
introduce
ourselves
alex
shaknow,
the
chief
operating
officer.
U
U
Additionally,
as
you
recall,
there
was
just
slightly
north
of
three
million
dollars
of
uncovered
salary
that
the
county,
executive
and
county
council
elected
not
to
pick
up
as
a
result
of
a
negotiated
settlement
and
the
direction
we
received
from
the
funding
appropriators
were
that
we
needed
to
set
that
aside
and
because
we
have
to
actually
cover
it.
U
F
And
just
remind
me,
because
I
don't
remember-
it's
been
a
millionaire
since
june,
at
least
for
me
what
the
what
the
county
council
established
as
a
increase
of
the
fun
remind
me
of
of
what
they
changed
and
then
what
our
projected
figure
going
forward
will
be.
J
They
increased
that
to
15.3,
so
2.3
million
dollar
increase,
and
that
was,
if
you
remember,
to
offset
the
revenue
loss
of
interest
income
that
we
were
receiving,
so
they
they
so
right
off
the
bat
we
needed
to
hit
a
two
million
dollar
target
higher
target
and
then,
as
mr
shack
know,
what
to
leave
you
to
there's
the
three
million
dollars
roughly
that
we
needed
to
cover
from
the
settlement
of
salary
increases
in
fy
21
that
went
unfunded
by
the
county
as
well.
F
U
F
F
Okay
heard,
but
going
forward,
will
our
target
figure
now
be
15.3
going
forward,
or
was
that
this
just
an
anomaly
based
on
market.
U
It
essentially
it's
a
one
year
I
mean
obviously
we're
in
the
midst
of
of
looking
at
the
budget
landscape.
Right
now
and
by
the
time
the
superintendent
delivers
his
recommendation
to
the
board.
You
know
we'll
have
a
better
picture
on
the
interest
rate
environment.
U
D
B
F
Are
we
looking
towards
having
their
whole
projected
amount
of
the
fund,
balance
not
being
appropriated
up
front
and
being
treated
as
that
smaller
amount?
Page?
I
don't
remember
you.
I
used
to
be
able
to
quote
them.
U
So
a
couple
answers
one
that
well
fortunately
unfortunate,
it
really
doesn't
matter.
That's
simply
not
the
way
that
the
maryland
school
financing
laws
are
structured,
that's
not
a
a
revenue
source.
That
number
did
go
down
it's
lower
this
year
than
it
was.
You
know,
last
year
and
lower
than
it's
been
in
the
past
couple
years.
U
So
you
know
if
you're
operating
north
of
a
1.3
billion
dollar
budget
now
and
you've
got
about
a
two
point.
You
know
three
million
dollar
shock
absorber.
A
lot
of
stuff
can
happen
between
now
and
next
june.
30Th,
like
a
lot
of
stuff,
can
happen,
and
we
have
a
cavalry
the
size
of
about
2.3
million
dollars
to
tackle
you
know
a
1.3
billion
dollar
budget.
So
it's
prudent
for
us
to
have
an
emergency
fund
of
some
sort
to
cover
unanticipated.
U
You
know
activities,
and
that's
really
I
mean
that's
really.
What
the
unassigned
category
then
then
results
in
is
is
that
household
emergency
account
should
our
water
heater
writ
large,
you
know
break
or
the
roof,
you
know
get
blown
off,
etc.
So,
just
recently
you
know
we
suffered
some
pretty
significant
storm
damage
at
one
of
our
facilities
that
wasn't
budgeted
we've.
U
We
don't
see
a
lot
of
reimbursement
activity
coming
down
the
pike,
so
most
of
that's
going
to
have
to
be
covered
out
of
pocket
to
the
extent
that
that
storm
damage
is
going
to
cost
a
rather
sizable
sum,
we've
already
been
turned
down
by
fema
and
other
sources
that
we've
made
applications
to
that's
likely
going
to
come
out
of
this
unassigned
fund
balance
and
draw
that
number
down
pretty
pretty
drastically.
Between
now
and
next
june.
N
Thank
you,
president
ellis,
thank
you,
mr
chignovich
and
mr
stansky,
so
just
a
quick
question
to
refresh
my
memory,
because
it's
been
a
few
years-
and
I
got
to
thinking
about
this
again.
The
state
enables
the
county
to
have
a
rainy
day
fund
and
to
populate
it
in
with
local
education
agencies
like
it's,
not
in
our
category
right
now,
but
in
order
for
it
to
maybe
be
created
in
future.
Would
that
be
something
that
would
require
state
enabling
legislation
or
does?
N
How
would
that
work?
If
we
wanted
to
have
a
you
know,
a
lockbox
contingency,
similarly
set
up
that
other
local
government
agencies
have,
because
you
know
other
school
districts,
and
when
you
leave
the
state
of
maryland,
they
have
that
because
they're
a
fun
they're,
they're
they're
able
to
fund
themselves,
so
that
I
mean
they
create
the
funding.
So
they
usually
do
that.
I
was
just
wondering:
what
would
what
would
we
have?
What
mountain
would
we
have
to
climb
in.
U
Order
to
get
us
there,
yeah
very
I
mean
very
important
point
right.
Maryland
is
like
a
state
like
you
know,
unlike
no
other,
because
we
cannot
raise
that.
We
don't
have
taxing
authority,
we
don't
have
the
ability
to
raise
revenue
outside
of
really
the
minimum
minimal.
You
know
sort
of
revenue,
so
essentially
our
funds
do
have
to
be
budgeted
currently,
the
at
a
minimum.
It
would
require
msde
action,
probably
at
a
minimum.
U
Remember
I
mean
counties:
do
not
live
under
the
same
umbrella
as
we
do,
or
municipal
governments
in
terms
of
finance
hours
is
much
more
prescriptive
and
constrained.
They
don't
just
have
a
revenue,
I
mean
they've
got
a
fund
balance,
they
have
a
revenue,
stabilization
fund,
they
have
a
rainy
day
fund.
I
mean,
I
think
the
county's
got
four
or
five
different
funds.
Yeah.
U
U
Yeah
they
gotta
look
forward
to
there,
so
we
really
don't
have
that
and
that's
just
not
the
way.
That's
just
not
the
way
schools
within
the
state
of
maryland
are
contemplated
by
the
state
of
maryland
to
operate,
so
it
would
really
at
a
minimum.
It
would
take
some
msde
involvement
and
then
it
would
be.
You
know,
with
input
from
you
know,
from
the
external
auditors
and
maybe
ag
involvement
as
well
to
see
what
the
constraints
are.
You
know
the
setting
something
up,
but
we
we
couldn't
just
unilaterally
do
that
ourselves.
Absolutely.
N
Yeah,
that's
why
I
was
asking
like
where,
where
do
we
need
to
poke
if
we
wanted
to
get
there,
because
when
you
think
about
some
of
the
things
that
have
occurred
and
how
long
our
process
is
to
go
back
for
the
mother?
May
I
in
in
critical
crisis
situations
being
it's
their
money
anyways
to
manage
and
operate,
and
it
would
be
in
the
same
level
of
criteria.
B
A
A
T
T
A
A
A
A
A
A
A
A
B
All
right
we're
back
and
ready
for
item
5.01,
prismatic
services,
final
recommendation,
dr
arlato
I'll
hand
it
over
to
you.
M
We
are
delighted
that
dr
prieto
from
prismatic
has
joined
us
this
evening.
Unfortunately,
she
was
unable
to
join
us
in
person,
but
through
some
great
work
of
our
team
and.
M
M
W
Thank
you.
Thank
you,
superintendent.
Thank
you,
members
of
the
board,
superintendent,
district
leadership
and
stakeholders
for
for
joining
me
in
this
presentation.
Also,
thank
you
very
much
for
allowing
me
to
do
this.
Virtually
I
had
another
board
presentation
earlier
today
in
texas
and
with
air
travel
being
what
it
is.
I
did
not
want
to
risk
trying
to
make
a
flight
from
here
to
there
and
try
to
get
there
in
time
tonight,
I'm
going
to
review
phase
2
stage
2
of
our
transportation,
consulting
work
and
for
just
the
benefit
of
dr
dent
phase.
W
1
was
the
report
that
we
presented
to
the
school
board
back
in
march
of
2020,
which
was
the
review
of
the
transportation
department,
a
broad
review
of
the
entire
department
phase
two
has
been
the
routing
work
and
analysis
to
and
analyze
what
the
requirements
might
be
for
changes
in
school
start
times
next
slide,
please
so
phase
two
stage.
One
is
what
I
reported
to
the
board
on
in
june.
W
That
was
where
we
took
data
existing
data
from
the
district
and
essentially
did
a
massive,
lengthy
spreadsheet
exercise.
Re-Tiering
within
attendance
zones
using
the
existing
runs
and
data
on
run
times
and
deadhead
times
between
schools
and
drops
and
pickups
pickup
areas
to
see
you
know
at
the
twenty
thousand,
thirty
thousand
foot
level
you
know,
is
it
possible
to
to
get
to
the
desired
school
start
times
with
sort
of
the
existing
runs
and
and
routes?
W
And
I
reported
to
you
on
that
in
june
that
you
know
proof
of
concept
wise
it
looked
like
it
would
be
close.
It
was
a
question
of
you
know,
would
further
optimization
work
and
in
actually
looking
through
the
routing.
Would
that
get
us
to
where
we
needed
to
be
to
be
potentially
cost
neutral
in
doing
new
school
start
times
and
proof
of
concept
in
stage
one
said.
Yes,
the
board
gave
approval
at
that
point
for
us
to
go
into
stage
two,
which
is
where
we
are
now
next
slide,
please.
W
So
our
work
in
stage
2
is
a
lot
more
data,
intensive
additional
data
collection,
we're
working
with
a
different
student
database
for
many
of
the
attendance
zones,
we're
working
in
mapping,
students
to
stops
applying
the
lessons
that
we
learned
in
the
proof
of
concept
work
and
that's
the
nitty-gritty
details
of
you
know
over
here
in
this
attendance
zone.
It
looks
like
we
could
probably
combine
these
things.
We
learned
about
middle
schools
that
could
be
transported
together,
and
so
we
could
combine
buses
there,
where
it
makes
sense.
W
All
of
those
kinds
of
lessons
that
we
learned
in
stage
one
were
applied
here
then
improving
run
efficiency.
This
is
the
the
areas
where
we
talked.
We've
talked
about
the
last
two
times
I
presented
talking
about
things
like
taking
short
run
times
and
adding
you
know
two
bus
runs
of
ten
minutes.
A
piece
would
become
one
bus
run
to
20
minutes
a
piece
two
buses,
each
with
10
or
15
students
assigned,
would
become
one
bus.
W
Those
kinds
of
things
are
what
considered
run
efficiencies
and
then
having
the
transportation
department,
check
the
work
and
developing
the
routing
plan.
We're
currently
cycling
back
and
forth.
Between
those
last
three
dots
on
the
arrow,
improving
run
efficiency,
having
aacps
check
and
developing
the
routing
plan,
next
slide,
please
and
then
just
to
as
a
reminder,
the
proof
of
concept
methodology
that
is
carried
through
from
stage
one
into
stage
two.
W
Is
that
we're
reworking
to
get
to
these
goals
elementary
schools,
starting
between
eight
and
nine
a.m,
middle
schools
between
8,
30
and
9
15,
and
then
high
schools
at
8,
30
to
to
borrow
alex's
terminology,
8
30
hills,
high
school
start
time
is
our
stake
in
the
ground
on
this
project
and
everything's
kind
of
rotating
around
that,
then
we're
optimizing
within
attendance
zones
to
work
towards
a
total
of
about
518,
red,
regular
education,
buses
in
service
for
aacps
schools.
W
W
W
Time
frame,
but
we
are
going
to
have
some
starting
as
late
as
9
o'clock.
That's
going
to
result
in
elementary
schools
getting
out
between
225
and
325,
and
although
this
wasn't
a
specific
plan
when
we
started
it's
looking
like
putting
all
of
the
middle
schools
at
9,
15
starts
with
the
355
end.
Time
is
going
to
work
best
within
the
routing,
and
then
this,
of
course
leads
to
8.
30
is
still
the
stake
in
the
ground
for
high
schools
with
a
318
dismissal
time.
W
So
that's
what
we're
working
towards
and
that's
sort
of
what
it's
looking
like
for
all
of
the
schools.
Next
slide,
please,
this
slide
has
a
lot
of
details
on
it.
It
also
includes
a
typo.
It
is
the
stage
two
results
for
the
morning.
So
please
ignore
the
column.
With
the
am
pm,
I
managed
to
repeat
an
error
from
the
last
time
I
presented
this
slide.
W
These
are
all
am,
and
so
what
you
see
on
this
slide
is
the
number
of
buses
used
originally
what
you
are
currently
doing
in
in
in
regular
routing
work,
and
so
for
annapolis.
There
are
53
buses
used
in
the
morning
to
provide
all
the
runs
and
routes
that
are
within
the
annapolis
attendance
zone.
When
you
add
those
up
by
attendance
zone,
you
don't
get
to
518,
you
get
to
713.
W
the
difference
between
those
are
border
crossers,
and
so,
for
example,
you
may
have
a
bus
that
does
one
run
in
the
chesapeake
attendance
zone
and
then
bops
across
the
border
and
does
two
runs
in
the
northeast
attendance
zone
and
you've
got
a
number
of
those.
In
fact,
you
have
almost
200
of
those
in
existence
right
now,
in
your
routing
plan,
when
we
started
this
project,
we
wanted
to
try
to
simplify
to
clean
things
up
one
of
the
things
that
my
team
had.
W
The
advantage
of
that
the
transportation
department
didn't
have
the
luxury
of
being
able
to
do
is
we
were
able
to
start
from
scratch,
and
so
we
said
all
right.
It
makes
a
lot
of
sense
operationally
and
management
wise
as
much
as
possible
to
put
all
the
attendant
zone
buses
in
and
keep
them
all
within
an
attendance
zone
so,
and
it
also
makes
the
analysis
easier
to
be
able
to
pull
and
look
at
just
annapolis,
just
arundel
just
broadneck
and
look
at
the
routing
and
the
tiering
and
timing
within
attendance
zones.
W
So
what
you
see
in
the
fourth
column
is
where
we
are
right
now:
phase
two
stage:
two
with
how
many
buses
we're
using
in
the
solutions
that
we're
proposing
so
for
annapolis,
we're
proposing
a
a
solution
that
uses
36
buses
within
that
attendant
zone
and
so
on,
and
so
forth.
W
All
the
way
down
to
southern,
which
is
my
least
favorite
attendance
zone,
where,
right
now,
where
we
need
more
buses
than
are
currently
being
used
to
service
that
zone
you'll,
see
that
we've
gone
from
713
to
561,
which
is
a
change
of
152..
Please
note
these
are
not
actual
buses.
W
W
W
next
slide,
please
the
next
four
weeks
of
work
that
we
have
planned.
We
have
weekly
meetings
already
scheduled
every
friday
with
the
transportation
department
to
review
the
planned
warning
reworks
that
we've
submitted
and
we've
submitted
seven
of
those
already
and
then
an
eighth
will
be
happening
this
week,
we're
gonna
tackle
them
one
or
two
each
week
and
and
figure
out.
You
know
where
transportation
department
has
any
remaining
concerns.
You
know
what
their
expertise
on
the
ground
tells
us
about.
W
You
know
what
we've
got
and
what
may
work
better
or
what
needs
to
be
reworked
those
kinds
of
things.
We
also
have
additional
optimization
work
within
the
eight
attendance
zones
that
we
have
tackled
in
the
compass
say
on
routing
sandbox
that
we
have.
W
We
have
not
done
much
work
at
all
yet
in
terms
of
optimization
combining
five
minute,
two
five
minute
runs
into
a
10
minute,
run,
putting
a
better
filling
bus
to
buses
and
thus
thus
reducing
the
need
for
buses,
and
we
have
not
begun
to
look
at
okay,
we're
at
five
x
and
to
get
to
518.
Do
we
need
to
reintroduce
some
border
crossing
buses
if
we
have
a
little
capacity
in
one
zone
and
we
can
use
it
over
in
an
adjacent
zone,
so
those
pieces
still
need
to
happen.
W
We
also
need
to
then
confirm
that
the
morning
reworks
function
effectively
during
the
afternoon
runs
now
for
those
of
you
who
do
routing.
Usually
you
know
you
do
either
the
morning
or
the
afternoon
you
flip
it
over
and
essentially
see
you
know
how
much
of
that
works
in
mirror
in
the
afternoon,
and
then
you
make
adjustments
around
the
edges
where
it
doesn't
quite
work.
Remember
your
schools
do
not
all
have
the
same
length
of
school
day,
and
so
that
may
result
in
some
adjustments
being
needed
next
slide,
please.
W
Nevertheless,
at
this
point,
the
prismatic
team
is
willing
to
affirm
that
it
is
possible
to
adjust
school
start
end
times
with
little
to
potentially
no
increase
in
the
number
of
regular
education
buses,
and
that's
with
the
parameters
that
we've
been
assigned.
There
is
an
asterisk
to
this
affirmation.
However,
this
does
not
include
any
additional
buses.
The
district
may
wish
to
use
to
address
existing
overcrowding.
W
We
spoke
about
that.
I
think
at
length
in
june,
and
I
think
again
in
august
our
work
in
looking
at
essentially
how
many
students
you
have
assigned
to
a
school
enrolled
in
a
school
that
are
eligible
for
busing
versus
how
many
buses
you
had
assigned
to
provide
services
to
those
students
straight
spreadsheet
exercise.
W
We
calculated
as
many
as
32
buses
would
be
needed
with
28
of
those
needed
in
high
schools.
These
high
schools,
annapolis,
broad
neck
croft
in
north
county,
northeast
and
severna
park,
to
the
extent
that
we
can
we're
going
to
try
to
get
that
need
down
during
the
next
four
weeks.
You've
got
even
within
those
six
different
high
schools.
We
have
some
buses
that
don't
currently
have
a
full
load
already
assigned
to
them.
W
W
Prismatic
recognizes
that
the
the
school
start
and
end
time
discussion
is
really
a
school
board
decision.
You've
asked
us
to
tell
you
whether
or
not
it
could
be
done
with
the
existing
transportation
assets
that
you
have
for
regular
education
busing.
We
say
that,
yes,
you
can
adjust
to
the
parameters
you've
given
us
with
little
to
potentially
no
additional
increase
in
buses.
W
However,
we'd
be
remiss
if
we
didn't
again
say
you
know,
they're
adjusting
the
routing
plan
for
new
school
start
times
is
really
only
step
one
if
you're
doing
a
change
as
dramatic
as
the
board
is
considering.
There
are
many
other
pieces
that
would
have
to
come
into
play
once
you
make
a
decision
on
what
the
new
school
start
times
will
be.
There's
a
community
messaging
plan
that
needs
to
be
developed.
W
Parents
need
to
you
know,
know
for
sure
what
their
new
school
start
time
is
going
to
be,
but
then
they
also
need
to
potentially
adjust
their
work
schedules
adjust.
For
you
know,
new
child
care
requirements.
Students
need
to
understand
what
the
changes
are
going
to
be.
Daycares
need
to
adjust
their
offering
hours
to
to
meet
the
new
school
start
and
end
times
in
their
local
community.
W
W
Changes
to
the
school
start
times
will
result
in
changes
to
breakfast
and
lunch
schedules.
It
could
also
which
impacts
your
employees,
but
it
could
also
impact
you
know
when
your
deliveries
are
scheduled
for
food
deliveries
to
the
schools.
W
Contracts
for
employees
that
include
specific
hours
of
work
would
need
to
be
renegotiated.
If
you
adopt
the
schedule
that
you've
asked
us
to
explore
your
athletic
directors
probably
need
to
design
a
whole
new
set
of
game
schedules.
For
example,
there's
many
pieces
to
adjusting
school
start
times
within
the
transportation
world
again
the
the
new
school
start
times
is
just
the
first
step.
W
Everything
that
we've
looked
at
in
your
routing
system
indicates
that
you
know
we're
going
to
have
to
renegotiate
almost
every
one
of
your
bus
contracts,
even
if
you
know
by
some
small
miracle.
One
of
your
contractors
ends
up
with
pretty
much
the
same
set
of
runs,
which
would
be
they'd,
definitely
be
in
the
minority
to
begin
with,
but
even
if
they
do
that
are
in
that
group,
their
their
school
times
will
be
different,
and
so
their
hours
of
work
will
be
different,
and
so
we're
going
to
have
to
renegotiate
those
things.
W
Given
a
change
of
this
magnitude,
it's
always
a
best
practice
to
do
dry
runs
of
your
new
bus
routes
in
actual
conditions,
which
means,
if
you're
shifting
from
a
7
30
high
school
time
to
an
8,
30
high
school
start
time.
Your
new
bus
run
would
be
run
on
a
weekday
during
that
7
30
to
8
30
time
period.
So
we
can
see
what
actual
traffic
conditions
look
like
and
with
a
change
of
this
magnitude
this.
This
can't
be
something
that
you
do
the
day
before
schools,
the
new
school
start
times
are
implemented.
W
We
may
need
to
negotiate
new
agreements
with
local
law
enforcement
wherever
they've
been
providing
assistance
and
smooth
flow
of
traffic.
We're
gonna
have
to
ask
them
to
assist
in
those
things.
So
there's
a
lot
of
pieces
once
you
decide
to
move
forward.
If
you
decide
to
move
forward
with
new
school
start
times
that
need
to
come
into
play
even
after
the
routing
piece
is
done
next
slide,
please
be
happy
to
entertain
any
questions.
The
board
has
about
the
work.
B
Oh,
did
I
disappear.
Sorry,
oh
hearing,
sorry,
technical
difficulties
here,
dr
pieto.
Thank
you
very
much
for
your
presentation
and
we
miss
you
here
in
the
boardroom
and
I
I
think
it
makes
sense
on
this
one
I'm
gonna
go
around,
and
certainly,
if
you
don't
have
a
question,
then
great
and
as
long
as
they
don't
get
too
involved
like
it
could
be.
You
know
a
quick
question
but
use
your
judgment
I'll
say
two
to
three
questions
per
board
member
and
then
we'll
go
around
that
way.
F
Oh,
my
thank
you
so
much
for
your
presentation.
I
really
appreciate
it.
It's
good
to
see
you,
albeit
virtually
I
do,
have
a
couple
of
just
super
quick
questions.
F
So
I
assume
that
this
board
is
going
to
move
forward.
It's
just
a
matter
of
a
month
of
of
implementation,
not
if,
but
when,
and
so
to
make
sure
that
this
happens
successfully.
F
Do
we
know,
are
you
helping
us
champion
this
through
or
is
that
the
the
the
the
transportation
department?
Can
you
help
me
understand
like
how
who
has
there
been
someone
assigned
to
help
shepherd
this
through
to
make
sure
it's
successfully
rolled
out.
W
W
One
of
the
things
I
didn't
talk
about
a
lot
in
the
presentation
is
that
between
the
last
time,
I've
spoken
now,
we've
actually,
you
know,
gone
on
a
slightly
different
track
and
how
we're
doing
the
nitty
gritty
of
the
work
and
we're
working
directly
in
a
sandbox
within
the
district's
own
routing
software.
W
W
Okay
turn
it
on
and
use
that
as
your
your
routing
package,
and
so
I
think
that's
one
of
the
benefits
of
the
the
additional
path
we
decided
to
take
and
we
hope
to
leave
the
transportation
department
with
a
set
of
routes
that
that
functions
within
the
parameters
that
we
provided
now.
W
Please
note
we're
working
with
this
year's
data,
and
so
you
know
one
of
the
things
that
will
have
to
happen.
If
you
elect
to
adopt
it
to
starting
next
year,
is
you
know
some
massaging?
Kids
come
into
the
school
kids
go
out
of
the
school?
We
may
need
to
make
some
further
adjustments.
You
know
there
there
are
other
pieces,
and
so
you
know,
we'd
be
happy
to
you
know,
stay
on
to
help
with
that
work.
W
W
If
you
choose
to
do
an
opt-in
program,
you
will
quite
likely
gain
substantial
efficiencies
from
the
number
of
parents
who
are
willing
to
stand
up
and
say
you
know
what
I
drive
my
kid
to
school
every
day.
That's
not
gonna
change.
W
You
can
take.
You
can
give
away
my
seat
on
the
bus,
and
we
talked
about
that
a
lot
in
the
last
board
meeting
once
you
do
that
in
order
to
gain
those
additional
efficiencies,
you're
going
to
want
again
look
at
the
routes
and
say:
okay,
you
know
at
this
elementary
school
we
had
five
buses
running
enough.
Parents
said
that
they
did
not
want
to
take
the
bus
or
not
use
the
bus,
but
now
we
only
on
paper
need
three
buses,
but
what
does
that
look
like
you
know?
It's
not
just
that.
W
I
keep
doing
the
same
five
routes
with
three
buses.
I
obviously
want
to
reroute
and
route
down
to
where
I
actually
need
to
provide
service,
and
so
that
would
be
additional
efficiencies.
This
work
is
not
assuming
that
you
do
that.
I
think
I
was
my
my
hopes
for
that.
You
all
would
do
that
were
pretty
clear,
the
last
board
meeting
just
because
I
think
it
it
would
be
additional
benefit
to
you,
but
that
would
be
additional
routing
work
afterwards.
F
Fantastic
and
then
very
quickly,
last
question:
we've
had
stops
in
the
past
that
were
sort
of
on
or
along
a
street.
Obviously,
that's,
not
a
bus.
Stop
that's
a
general
place
on
a
road.
Are
those
disappearing.
I
hope
with
with
your
work
with
the
transportation
department.
W
In
order
to
to
route
in
a
transportation
system,
those
have
to
disappear,
and
so
what
are
they
replaced
by
they're
replaced
by
if
we
have
it
on
along
one
of
the
things
that
I
think
is
largely
true
in
your
you
know
the
way
your
transportation
department
does
routing
those
on
and
alongs
indicate
it's
not
neces.
It's
not
safe
to
establish
a
bus.
Stop
on
this
road,
so
you're
gonna
drive
down
that
road
on
and
along
and
you're
gonna
pick
up.
W
Kids
who
live
on
that
that
that
road,
and
so
what
that
is
replaced
by
in
a
computerized
routing
system,
is
each
year
how
many
kids
live
on
that
on
and
along
we're
gonna
have
a
bus
stop
for
each
one
of
those
kids.
Now,
if
it
turns
out
not
to
be
true
that
it's
not
safe
and
you
could
have
a
bus
stop,
you
would
establish
one,
but
I
think
generally,
what
it
is
is
the
on
and
alongs
are
replaced
by.
D
F
D
H
Is
that
better?
Yes,
it's
always
great
to
have
the
help
of
your
colleagues.
Thank
you
so
much
and
once
again,
dr
prieto,
thank
you
so
much
for
the
report.
Just
a
couple
questions.
You
gave
a
good
bit
of
information
about
some
plans
that
need
to
be
made
before
this
would
be
start
at
the
start
time.
So
I
think
the
last
time
you
were
here,
I
did
ask
you
a
question
about
the
mid-year
implementation.
H
You
made
the
comment
that
you've
not
you've,
never
seen
that
done
in
another
school
system.
So
I
want
you
to
comment
about
that
and
a
couple
other
things
in
terms
of
the
buses:
how
filled
will
these
buses
be?
Will
there
be
three
children
per
seat?
Will
there
be
standing
room
only
and
two
other
points
and
then
I'll?
Let
you
take
over.
H
W
W
You
know
the
comment
was
well.
We
managed
to
you
know,
flip
to
different
start
times
for
virtual
learning
during
covid.
So
you
know
flexing
again,
may
not
be
so
difficult.
You
know
I
I
can't
speak
to
that.
I
wasn't
there
for
the
district's
experience
of
that
flip
and
then
the
flip
back
with
in-person
learning.
I
I
do
think
that
you
know
this.
W
The
there's
no
rally,
I
was
gonna,
say
standard,
but
there's
really
no
standard,
but
the
general
practice
has
been
to
you
know:
do
it
at
a
a
new
school
year
that
gives
people
time
to
adjust
things
that
gives
the
transportation
department
time
to
not
only.
W
You
know
fine
to
comb
the
the
new
routing
plans,
but
also
do
that
with
the
new
student
body,
and
so
I
think
that
that's
the
the
the
traditional
method
of
doing
this,
I
you
know
there
are
always
so
many
things
that
that
come
to
light
when
you
make
a
big
change
like
this,
and
and
I'm
not
overstating
it
to
say
that
this
will
affect
everybody
in
the
district.
W
And
so
you
know
I
I
would
advise
caution
in
terms
of
you
know
when
you
make
this
when
we
make
the
switch
in
terms
of
item
number.
Two
number
of
students
proceed.
Our
analysis
using
our
trans
finder
path
is
not
overfilling
the
seats
we
worked
with
the
transportation
department
and
agreed
that
at
the
high
school
level,
two
students
per
seat
is
considered
a
full
bus.
At
the
elementary
level.
W
We
are
looking
at
two
and
a
half
students
per
seat
as
a
full
bus
and,
as
we
are
doing,
the
work
in
the
the
compass
sandbox
we're
checking
to
see
what
what
routes
with
the
existing
student
data
exceed
those
limits
and
we're
flagging
those
as
we
go,
because
those
do
need
to
be
reworked.
W
So
no,
it's
not
a
three
student
proceed
in
any
iteration
that
we're
looking
at
as
far
as
the
current
crisis,
no
our
work
is
is
independent
of
what's
currently
going
on.
What
I
do
think
may
be
a
result
of
this.
W
Is
you
know
if
the
the
district
decides
to
go
with
this
new
school
start
time
schedule
and
implements
the
routing
plan
that
we're
developing
for
the
district?
You
know
there
are
potentially
some
efficiencies
within
there.
I'm
not
saying
we're
going
to
get
below
the
518,
but
maybe
we're
making
schedules
that
are
more
palatable
for
some
of
your
contractors
in
the
sense
of
you
know
trying
to
eliminate
border
crossers.
You
know
what
does
that
do
for
a
contractor
that
eliminates
deadhead
time.
W
You
know
if
I'm,
if
I'm
circling
around
within
the
the
broad
neck
attendant
zone,
providing
services
and
doing
three
runs
in
there
as
a
contractor,
that's
potentially
better
in
terms
of
less
deadhead
than
doing
one
run
in
chesapeake
and
going
over
and
doing
two
in
the
northeast,
and
so
maybe
the
runs
are
more
rationalized
and
more
palatable.
W
I
would
suggest
to
you
also
that
if
you
do
elect
to
do
an
opt-in
that
should
reduce
your
need
for
busing
and,
and
that
may
help
with
your
crisis,
and
so
then
the
what
was
the
fourth
thing
you
asked,
mr
stewart,
I'm
sorry
it's!
Okay!
I'm
sorry.
H
W
W
You
know:
they've
been
living
with
a
system
that
they've
had
for
decades,
and
so
one
of
the
the
luxuries
that
my
team
has
had
is
that
we
are
artificially
starting
with
a
blank
slate
and,
and
so
we
adopted
some
rules
and
right
as
far
as
what
we
would
look
at
in
terms
of
walk
distances.
Let
me
flip
to
you
decided
there.
A
W
And
so
one
of
the
rules
that
we
did
in
our
transfinder
work,
students
can
be
expected
to
walk
a
reasonable
distance
to
a
bus.
Stop
provided
the
path
to
the
stop
is
safe.
Pre-K
and
kindergarten
students
can
walk
up
to
a
quarter
mile
to
a
stop.
Elementary
students
can
walk
up
to
a
half
a
mile
and
middle
and
high
school
students
can
walk
up
to
three
quarters
of
a
mile.
This
was
a
newly
explicit
consideration
in
in
district
route
planning.
W
This
was
not
something
that
previously
was
explicit
in
what
the
district
was
doing,
and
I
will
say
that
in
looking
at
the
totality
of
your
existing
routing
in
some
cases,
you
are
already
applying
that
kind
of
walk
distances,
but
in
other
cases
you
were
not
so
for
a
board
member.
W
The
next
question
will
be:
you
know
how
many
phone
calls
am
I
going
to
get
from
angry
parents,
because
the
bus
stop
is
no
longer
at
the
end
of
my
driveway,
more
than
a
few,
probably,
but
that
that
will
be
necessary
in
order
to
you
know
achieve
the
efficiencies.
You
need
to
keep
this
at
a
fairly
cost
neutral
solution.
B
Mr,
would
you
like
me
to
come
back,
you
miss
frank.
C
Yes,
thank
you.
I
just
have
one
question
kind
of
to
piggyback
off
of
some
of
the
thoughts
that
I
think
mr
silkworth
had.
Are
we
going
to
see
an
increase
in
the
number
of
students
who
will
not
be
eligible
for
a
bus
now,
and
do
you
have
an
approximate
number
of
of
how
many
students
are
going
to
need
to
increase
their
walk
distance.
W
So,
in
answer
to
the
first
part
of
your
question,
we
are
not
denying
we're
not
increasing
the
the
walk
zones
around
any
of
the
schools,
and
so
your
existing
no
bus
transportation
zones
around
each
school
are
one
and
a
half
miles
from
middle
and
high
schools.
One
mile
for
elementary,
but
a
half
a
mile
for
pre-k
kindergarten.
W
The
exception
to
that
is
collector
stops
from
magnet
schools
which
can
be
more
than
a
mile
and
a
half
from
a
student's
house.
But
that's
part
of
the
conversation
when
a
family
signs
up
for
a
magnet
school
and
they're.
Aware
of
that
and
agree
to
that.
So
we're
not
changing
those
at
all
in
terms
of
how
much
further
students
may
have
to
walk
and
how
many
of
the
students.
W
Gosh,
it
really
depends
attendant
zone
by
attendance
zone.
What
we're
looking
at
and
in
many
cases
what
you
know
where
we
see
the
greatest
potential
for
optimization
is
within
neighborhoods,
where
you
know
we
previously
had
three
stops
that
are,
you
know,
900
feet
apart
now,
we're
going
to
make
one
stop
in.
W
And
so
I
know
I
wouldn't
call
a
450
foot
walk
an
increase.
Technically,
it
is
mathematically,
it
is,
but
you
know
I
think,
the
the
heart
of
what
you're
asking
is
you
know
how
many
kids
are
we
going
to
be
expecting
to
now
walk
three
quarters
of
a
mile
when,
before
the
bus
stop
was
in
front
of
their
door?
W
Those
cases
are
few,
it's
more
so
we're
consolidating
some
stops
in
order
to
speed
run
times
up,
because
every
time
we
stop
a
bus,
it
costs
us
a
minute
minute
half
and
we
want
to
consolidate
a
number
of
buses
where
you
know
you're
playing
the
game
between
filling
the
bus
and
a
reasonable
run
time,
and
so
you
know
consolidating
stops,
helps
us
with
that
run
time
piece
I
don't
know
quite
honestly
with
the
routing
system,
if
we
will
be
able
to
provide
you
an
explicit
answer
to
that
question
when
we're
done,
but
I
will
ask
the
routing
team:
if
that's
something
that
we
can
pull
out.
C
Okay,
thank
you,
and
I
just
wanted
to.
C
Just
to
make
sure
that
as
we're
increasing
walks
and-
and
I
know
last
time,
we
talked
about
getting
dark
and
I
just
want
to
make
sure
we're
still
on
track
with.
We
don't
have
any
kids
walking
in
the
dark
because
of
how
far
they
have
to
walk
and
how
how
their
time
is
adjusted.
That's
all
the
same,
correct.
W
Yes,
we
we're
working
towards
a
goal
of
elementary
bus,
stop
pickup
trucks
because
they're
going
to
be
the
first
tier
right
at
10,
7
10
or
later,
because
civil
twilight
is
as
late
as
7
11.
and
in
so
far
that's
not
shaken
out
to
be
a
huge
concern.
W
We
may
have
a
few
places,
but
what
I'm
also
finding,
as
we
begin
to
optimize,
is
we
have
a
few
more
schools
every
week,
shifting
from
an
8
a.m,
start
the
elementaries
to
an
8,
30
or
9
a.m,
start,
and
so
that
takes
them
totally
out
of
the
civil
twilight
concern
and
it
just
happens
to
work
out
to
be
the
best
solution:
routing
wise,
okay,
excellent.
Thank
you.
N
See
if
I
can
get
okay
is
that
better
there
we
go
so
you
had
mentioned
some
deadhead
time
in
your
findings
as
you've
been
working
through
it.
Can
you
are
you
able
to
provide
an
overview
of
what
the
amount
of
deadhead
time
that
we're
experiencing
currently.
W
For
the
border
crossing
buses
or
for
your
system
in
total,
both
actually
not
off
the
top
of
my
head-
and
I
don't
have
those
figures
right
now,
but
it's
actually
something
we
could
provide
to
you
once
we
are
completed
at
least
in
round
numbers.
N
I
think
it
will
be
helpful
in
our
oversight
in
the
coming
years
too,
for
any
implementation
as
a
benchmark,
because
that
is
that
is
where
any
trucking
industry
has
never
went
dead
head
time
when
possible.
Thank
you
very
much.
I
don't
have
any
other
specific
questions
that
you
did
not
answer
the
last
time
or
have
not
been
provided.
Thank
you.
G
All
right,
can
you
hear
me,
so
I
don't
have
a
lot
of
questions
that
haven't
already
been
asked,
but
I'd
like
to
thank
you,
first
and
foremost
for
being
able
to
join
us
and
you've
made
it
very,
very
clear
that
this
kind
of
will
change
everything.
So
it
puts
a
lot
of
things
in
perspective.
G
One
question
I
have
this
is
just
kind
of
like
a
sidebar.
I
didn't
notice
chesapeake
science
point
on
your
initial
list
and
I'm
wondering
how
many
buses
that
would
add
or
kind
of
subtract
to
get
kids
back
and
forth
from
that
school.
U
G
U
Our
list,
our
charter
and
contract
schools
in
the
missouri
are
independent.
They
arrange
for
their
own
transportation
services
and
they
actually
even
elect
what
the
rules
by
which
their
transportation
services
you
know,
need
to
operate.
So
that
is
outside
of
the
scope
of
prismatic
and
it's
actually
outside
of
the
scope
of
anne
arundel
county
schools,
because
we
allow
them
the
luxury
of
operating
independently,
including
their
transportation
decisions.
G
Okay,
all
right.
Well,
then,
my
only
question
and
I'm
not
sure
if
this
is
already
asked.
But
how
will
this
plan
I
don't
know
if
you
have
to
take
the
current
bus
shortage
into
account
but
affect
the
prospect
of
activity
buses
and
buy
that
extension
extending
at
your
buses
to
more
schools.
W
So
I
think
that
a
lot
of
that
part
remains
to
be
seen.
I
think
that
the
potential
for
activity
buses
for
middle
schools
increases
greatly
just
by
looking
at
it,
because
all
the
middle
schools
will
be
the
last
school
served,
and
so
they
can
do
their
runs,
and
then
they
have
no
other
assignments
potentially,
except
for
activity
runs
or
sports,
how
it
impacts
the
high
schools.
W
I
don't
know
that
we
get
a
huge
amount
of
activity,
buses,
additional
activity,
bus
capacity
out
of
this,
because
of
how
we're
stacking
things
up
we've
got.
Let's
see
you
previously
had
a
two
to
four.
Now
we've
got
a
three
to
four.
I
I
think
you
may
get
a
few
more
constraints
within
the
high
school
world.
It's
just
in
terms
of
if
the
regular
buses
are
what
were
also
your
activity.
Buses.
W
Your
high
schools
may
be
a
little
more
constrained
because
most
of
your
attendance
zones
have
as
their
limiting
factor
the
number
of
high
school
runs
that
are
necessary.
You
have
big
high
schools,
they
take
the
most
buses,
and
so
they
do
their
runs,
and
then
they
have
to
go
on
and
do
the
middle
school
runs.
There's
a
in
most
cases.
W
There
are
a
few
exceptions
to
this,
but
in
most
cases
let's
say
you
have
25
runs
for
the
high
school
and
then
you
probably
have
20
runs
for
the
the
the
middle
school
in
that
attendance
zone,
and
so
you've
got
a
few
extra
buses
there
that
once
they
finish
the
high
school,
they
could
provide
activity
services
there,
but
I
don't
think
we're
gonna
have
it
you're
not
gonna
have
huge
additional
possibilities
for
activity
runs
at
the
high
school
level.
U
And
if
I
can
just
build
slightly
on
what
dr
prieto
already
indicated,
though,
is
remember
that
all
of
the
19
middle
schools
are
going
to
be
running
after
the
high
schools.
So
to
dr
prieta's
point.
Not
only
do
we
need
those
buses
to
run
those
19
middle
schools,
but
also
our
13
comprehensive
high
schools
have
pretty
robust
athletic
schedules
because
the
high
schools
will
be
ending
about
45
minutes
earlier
give
or
take
than
the
middle
schools
will.
U
G
W
I
don't
think
we
see
a
huge
potential
to
gain
anything
for
activity
buses
for
the
high
school
level.
No,
I
think
that
you
know
where
you
might
see
some
daylight
in
that
area
is
if
we
get
further
efficiencies
and
we
can
reduce
the
high
school
burden
in
terms
of
regular
education
needs
for
those
buses,
then
maybe
we
free
up
some
other
resources
there.
W
But
you
know
our
first
priority
is
making
sure
that
our
regular
education
program
is
covered,
and
then
we
have
to
go
outside
of
that.
One
of
the
things
that
the
district
could
attempt
with
co-curricular
extracurricular
is
that
can
be
done
outside
of
this
bus
fleet.
W
You
know
we're
talking
about
a
portion
essentially
of
the
buses
that
are
serving
your
district,
we're
not
talking
in
this
about
518
buses,
the
special
education
buses,
we're
not
talking
about
the
buses
assigned
to
provide
services
to
the
private
schools
within
the
district.
W
These
are
not
the
only
buses
that
are
available,
but
I
I
recognize
that
historically,
these
are
the
buses
that
have
been
doing
your
sports
and
your
activities,
and
I
don't
think
we're
going
to
get
huge
gains
for
high
school.
In
terms
of
additional
activity,
availability.
D
Thank
you,
dr
prieto.
It's
good
to
see
you
again,
so
I
have
a
couple
of
a
couple
of
questions.
So
with
regard
you
said
something
about
earlier
about
safety.
You
know
of
of
of
roots
and
stops.
D
W
Not
to
the
degree
you're
asking
about
one
of
the
the
rules
of
engagement
that
we
adopted
for
this
project
was
an
assumption
that
existing
bus
stops
are
considered
to
be
safe.
This
project
did
not
have
the
the
the
the
time
or
the
budget
bandwidth
to
go
ahead
and
assess
the
safety
of
every
single
stop.
I
mean
that
requires
you
know
an
on
the
ground.
Let's
go
look,
and
so
we
assumed
your
current
stops
are
safe.
W
One
of
the
things
that
we
are
not
doing
as
much
of
in
the
sean
sandbox
as
we
attempted
to
do
in
our
transfinder
work
is
you
know
explicitly
you
know,
dragging
out
walk
zones.
Perhaps
you
know
to
the
limit
kind
of
thing,
we're
not
doing
as
much
of
that,
because
we're
finding
efficiencies
in
in
other
ways
in
how
we're
combining
the
runs
and
how
we're
stacking
the
pieces
together
into
the
tiering
you
know,
could
you
be
doing
more
of
that
later
on
in
the
transportation
department?
Sure
you
know,
that's.
W
Work
for
transportation
department,
but
no,
we
did
not
explicitly
analyze
specific
stops
to
say
that
that
one's
unsafe.
We
assume
that
the
stops
that
you
currently
have
are
safe.
D
Okay,
thank
you
and
this
I
don't
know
if
this
is
a
question
just
for
you
or
also
for
dr
alato,
but
it's
an
extension
to
some
extent.
I
think
of
a
question
ms
scholheim
asked
earlier
and
that
is
sort
of
the
handoff
of
this
to
our
transportation
department.
D
How
do
you
think
that's
going
to
work?
You
know
when
big
agencies
that
have
a
huge
initiative
will
often
hire
you
know
a
czar
of
some
kind,
somebody
to
oversee
this
particular
thing.
Obviously,
we're
probably
not
in
a
position
to
do
that,
but
it
does
seem
to
me
based
on
one
of
your
slides,
where
you
know
you
rightly
laid
out
for
us
all
the
other
pieces
of
the
work
that
has
to
be
done
to
make
this
happen.
Everything
from
messaging
to
contract
negotiations,
and
so
on,
is
going
to
require.
D
K
D
W
So
the
the
list
we
provided
to
you
is,
you
know,
sort
of
our
lessons
learned
from
working
with
various
school
districts
over
the
years.
You
know
my
goal
is
to
if
you
choose
to
adjust
school
start
times
to
help
you
avoid
as
many
potholes
in
the
road
as
possible,
and
you
know
that's
the
the
origin
of
that
laundry
list
of
here's
everything
that
you
know
you
need
to
think
about
in
terms
of
districts
that
I
have
seen
make
changes
they
they
have
had.
W
You
know
a
point
person
usually
within
the
district,
often
with
some
external
consulting
support,
but
there's
usually
a
point
person
within
the
district
who
leads
that
and
and
I'm
gonna
end
up,
throwing
mr
sagnovich
under
the
bus
and
in
the
other
district
we
work
with.
It
was
the
ceo.
W
I
didn't
know
this
question
was
coming,
otherwise
I
would
have
compared
you,
and
so
you
know,
but
it
stands
to
reason
that
that,
within
that
reporting
structure,
because
many
of
the
things
we're
talking
about
are
operational
in
nature,
obviously
there's
also
a
heavy
hr
component
to
it.
W
If
we're
renegotiating
contracts
for
your
tas
and
your
and
the
crossing
guards,
you
know
there's
an
hr
component
to
it
as
well,
but
it
is
a
it's
not
it's,
not
a
small
lift
for
someone
who
already
has
you
know
full-time
work
on
their
plate
in
terms
of
where
your
transportation
department,
routing
team
is,
I
you
know,
I'm
thrilled
that
y'all
hired
the
writing
fte
that
we
recommended
for
you,
and
I
think
that
they
are.
You
know,
even
in
the
last
nine
months,
where
you
know
my
conversations
with
them.
W
You
know
back
at
the
beginning
of
this
year
to
where
we
are
now.
You
know
we're
we're
growing
by
leaps
and
bounds
there
in
terms
of
our
their
ability
to
you
know
dynamically.
Take
on
new
things.
You
know.
One
of
the
pieces
that
isn't
necessarily
in
their
control
is
how
we
we
condition
your
contractors
to
be
dynamic
and
flexible,
because
we've
all
been
you
know
some
of
them
have
been
fairly
static
contracts
for
years
and
so
we're
going
to
have
to
work
with
that.
W
You
know,
I
don't
know
that
I
would
say.
Are
you
asking
me
you
know?
What's
going
to
be
the
the
limiting
factor
and
the
success
in
the
transportation
department
side?
I
don't
think
it's
going
to
be
the
routing
department.
I
think
you
know
our
our
ability
to
negotiate
the
the
contractors
and
have
them
understand.
You
know
we're
doing
something
different
and-
and
I
know
you
know,
your
bus
driver
has
been
doing
the
same
run
for
20
years,
but
it's
time
to
to
do
something
different.
You
know,
I
think
that
you
know.
W
Experience
tells
me
that
that
may
be
the
bigger
hole
in
the
road
when
we
get
there.
M
If
I
made
dr
tobin
to
to
expand
on
your
question
and
dr
prieto's
response,
we
will
have
an
implementation
team
as
we
do
in
any
major
project.
We
already
have
that
in
part
of
that
implementation,
team
up
and
running-
and
that
has
already
been
meeting
behind
the
scenes
to
talk
about
a
number
of
those
issues
that
are
that
are
on
dr
prieto's
list.
M
Of
course,
it's
great
to
have
the
the
experience
that
her
team
has
in
doing
this
around
the
country,
and
so
we
can
learn
and
not
have
to
reinvent
the
wheel
as
it
were,
but
we
already
have
a
partial
implementation
team
up
and
running
and
discussing
some
of
those
issues,
we'll
also
assign
a
project
manager
to
this,
and
just
because
he's
listening
in
maybe
I'll
nominate
walt
fedorwitz
for
that
he
might
really
enjoy
taking
on
that
role
and
responsibility,
so
I'll
nominate
walt
there.
You
go
pal
that
one's
for
you.
M
That's
what
you
get
for
not
being
here,
sorry
so,
but
we
will
have,
we
will
have
a
project
manager.
We
have
already
discussed
mr
shaknovich
and
I
the
possibility
of
hiring
an
outside
person
for
that
as
a
possibility
or
others
that
can
assist
us.
This
is,
as
dr
prieto
says,
this
will
be
a
big
lift
in
lots
of
areas,
not
the
least
of
which
will
be
the
renegotiation
of
contracts
with
all
15
of
our
of
our
current
vendors.
M
That
will
be
a
big
lift,
but
lots
of
things
will
be
happening
in
parallel
once
this
work
is
done
in
the
next
month
or
so
when
all
those
routes
get
handed
off
to
our
to
our
routers,
as
dr
pierrot
said,
they're
in
the
sandbox
and
they'll
be
able
to
be
easily
transferred
over
into
our
system,
or
it
is
the
same
system
and
we'll
be
able
to
do
that
work
going
forward.
B
Okay,
so
I
jotted
down
some
questions
tonight.
I
think
these
are
somewhat
related,
so
I'll,
try
and
whittle
it
down.
So,
dr
prieto,
you
talked
about
little
to
no
cost.
You
mentioned
32
buses
needed
28
are
high
schools,
so
just
to.
B
Revisit
that
briefly,
this
is
this
is
based
on
your
team
meeting,
certain
parameters
that
we're
currently
not
meeting
so
you're
talking
about
meeting
certain
parameters
that
every
student
eligible
to
ride
has
a
seat,
and
you
know,
based
on
the
students
for
bus
parameters
that
you're
working
with
right,
so
to
revisit
the
additional
buses
that
are
needed.
B
B
And
you
could,
you
could
potentially
still
find
greater
efficiency
if
we
were
not
relying
on.
In
other
words,
if
someone
took
on
the
project,
let's
say
within
the
transportation
department
down,
the
line
of
sort
of
starting
from
scratch,
and
not
relying
on
on
current
runs
could
come
up
with
a
totally
different
scenario
that
might
be
even
more
efficient.
Is
that
right.
W
Yes,
I
I
would
suggest
to
you
that
you
know
the
next.
You
know
large
routing
effort,
potentially
start
with
where
we're
going
to
leave
you,
because
I
think
we've
tried
to
take
out
some
historical.
W
You
know
we
need
another
bus
over
here,
but
now
we've
got
another
bus.
Let's
do
some
extra
over
here.
You
know
we're
trying
to
rationalize
that
out
as
we
work
within
attendance
zones,
so
I
would
suggest
perhaps
starting
from
there
and
then
seeing
where
we
can
whittle
down
further
and
but
yeah
I
mean
absolutely,
and
you
know
if
you
know
if
the
district
decided
that
within
the
parameters
that
we're
currently
working
with
that
you
know
you
know.
W
Let's,
let's
maximize
you
know,
let's
fill
every
bus,
even
if
it
takes
us,
you
know
closer
to
we're
working
at
a
preferred
maximum
ride,
time
of
45
minutes
or
less.
But
let's
fill
every
bus,
and
if
that
gets
us
over
on
average
over
45
minutes
yeah,
we
could
find
you
could
find
additional
efficiencies
there.
You
know
your
limiting
factors
are
always
how
many
students
you're
going
to
put
on
the
bus
and
how
long
you're
willing
to
let
that
that
first
student,
who
gets
on
the
bus
ride.
B
Right
and
I'm
I,
I
think
it
would
be
a
goal
of
every
board
member
to
minimize
ride
times
as
much
as
possible.
Dr
alato,
you
had
something
to
add.
M
I
did
thank
you
just
in
terms
of
because
you
were
appropriately
asking
the
question
regarding
the
32
buses
needed
and
being
able
to
separate
for
the
board
and
the
public
that
one
is
not
needed
for
the
other
that
that
dr
prieto
and
her
team
were
able
to
make
this
work
and
not
need
the
32
buses,
though
that's
working
towards
more
of
an
ideal,
but
as
of
right
now,
based
on
the
data
that
was
shared
tonight,
there
is
still
and
correct
me
if
I'm
wrong,
dr
prieto
you're,
still
looking
to
whittle
down
43
buses
you're,
currently
at
561
in
your
current
routing
and
you
and
your
team
want
to
get
to.
M
W
Accurate
correct-
and
you
know
if,
along
the
way,
we're
able
to
try
to
address
some
of
the
buses
that
are
currently
within
the
existing
day-to-day
runs
that
you're
doing
now
over
subscribe,
meaning
they
have
more
than
the
two
per
seat.
We're
trying
to
address
some
of
that
as
we
go,
and
that
would
eat
into
that
28
bus
figure
for
the
high
schools,
because
it's
primarily
at
the
high
schools,
where
we're
seeing
that.
B
B
Thank
you
and
just
to
follow
up
on
that
real
quick.
If
oh
shoot,
I
lost
my
train
of
thought.
B
Oh
I'll
it'll
come
back
to
me,
but
moving
on
my
other
questions
are,
and
my
other
question
is
about
activity
buses.
But
can
you
remind
me
what
time
you
have
for
a
middle
school
end
time,
355.,
355.?
Okay?
So
currently
we
have
high
schools.
B
Are
there
not
gains
to
be
found
there
and,
in
addition,
some
of
our
many
of
our
high
schools
share
a
campus
with
a
middle
school,
and
could
we
get
creative
there
with
activity
buses?
In
other
words,
I
I
don't
know
for
high
school
students
to
leave
later.
If
you
could
speak
to
that.
W
I
think
that
the
the
so
what
we're
changing
the
biggest
the
bigger
piece
that
we're
changing
that
affects
the
activity
runs
is
high.
School
is
going
to
end
before
the
middle
school,
which
is
what
you
currently
have.
However,
all
your
middle
schools
are
going
to
end
at
the
same
time
and
the
difference
is
smaller
than
what
you
currently
have,
and
so
your
middle
school
and
the
you
know,
you
know
the
big
limiting
factors
in
doing
this
right.
W
We've
got
this
stack
for
high
school
runs
that
have
to
be
done
and
then
usually
a
slightly
smaller
stack
of
runs
that
have
to
be
done
for
middle
schools
and
by
the
time
you're
going
to
have
to
do
your
middle
school
runs
before
you
can
even
think
about
freeing
those
buses
up
to
do.
Activity
runs
for
the
high
school.
What
I
I'm
not
clear
on
is
you
know,
do
you
need
an
activity
run
two
hours
after
high
school?
Let's
out,
in
which
case
you
know,
maybe
you
have
some
more.
W
You
have
more
free
play
there
if
it's
an
hour
and
a
half
after
school
high
school
lets
out.
That
might
be
more
difficult
because
your
middle
schools
are
getting
out
of
355.
Some
of
those
runs
are
45
minutes
long
and
then
they've
got
a
cycle
back
around
to
get
to
the
high
school.
You
know
an
hour
and
a
half
might
not
be
enough
time
to
repurpose
that
you
know.
W
B
But
you're
not
just
to
make
sure
I
understand
correctly
you're,
not
you're,
not
seeing
this
as
a
negative
impact
to
current,
whatever
we're
doing
with
activity
buses
you're
just
saying
you're,
not
seeing
a
big
gain
for
our
high
schools.
At
this
point.
W
Right,
miss
omnisworth's
question
is
whether
or
not
it
freed
up
a
lot
more
activity
runs
and
and-
and
I
don't
think
that
a
lot
more
buses
for
activity
runs.
I
don't
think
I
see
that
and
depending
on
when
you
need
those
activity
runs
for
the
high
school.
You
know
I
I
think
you're
looking
at
probably
about
the
same
amount
of
resources
you
have
now
now
the
middle
schools.
I
think
you're
going
to
have
lots
of
potential
additional
activity,
bus
resources
because
they're
the
last
here.
F
W
Please
inform
you
which,
which
non-bus
transportation
legislation
is
being
discussed.
I.
M
So
michelle
I'm
referring
to
the
the
legislation
passed,
but
the
regulations
have
not
been
written,
so
we
can't
access
that
or
put
it
into
play.
But
what
she's
referring
to
dr
prieto
is
our
state
legislation
has
changed
what
you
your
first
recommendation
from
your
original
report
was
to
look
at
changing
legislation
and
what
kinds
of
vehicles
could
be
used
in
the
state
of
maryland,
and
so
a
change
to
that
has
been
made
by
the
legislature
in
the
last
session
and
went
into
law
last
spring
early
summer.
M
But
the
the
regulations
have
to
be
written
in
conjunction
between
the
maryland
state
department
of
education
and
the
maryland
transportation
authority
and
they've
not
done
that.
Yet
so
it's
not
actually
accessible
to
the
school
districts,
but.
W
I
I
can
respond
to
that
a
I
think.
It's
a
wonderful
thing
that
maryland
is
doing
and
and
b
once
it
is
possible
for
you
to
put
that
into
play
two
things.
I
think
the
board
ought
to
look
at
one,
a
recommendation
that
we
made
in
the
original
report
of
you
know:
shifting
homeless
transportation
to
something
that
is
more
easily
adaptable
to
the
homeless
student
situation,
and
that
would
be
you
know
smaller
vehicles
providing
more
quickly
responsive
transportation
off
the
top
of
my
head.
W
I
think
it
was
four
buses
assigned
to
homeless
transportation
within
the
district
right
now
that
would
free
up
those
buses
to
do
other
things
for
which
buses
are
better
adapted
to
do.
I
think
it
also
opens
the
possibility-
and
we
did
not
touch
on
this
in
the
report,
but
it's
something
my
team
and
I
have
talked
about,
is
you
know,
as
you're
looking
at
how
you
provide
transportation
services
to
students
who
want
to
go
to
magnet
schools,
particularly
you
know
the
3ds
and
4zs
who
want
to
go
from.
W
W
It's
not
something
that
will
impact
your
traditional.
You
know
regular
education
busing,
however,.
U
Okay,
thank
you
so
much
and
if
I
may
miss
I'd
just
like
to
add
one
more
group
that
I
believe
really
should
be
explored
as
well
and
that's
our
non-public
school.
We
do.
We
also
transport
youngsters
to
fairly
remote
and
far
distance,
non-public
schools,
but
they
in
many
cases
are
in
small
numbers
and
so
being
able
to
use
utilize.
A
smaller
vehicle
for
a
lengthy
but
lightly
populated
run
would
certainly
be
a
benefit
to
the
school
district
as
well.
So
I
just
want
to
keep
that
on
the
radar
of
everybody.
B
B
B
V
Okay,
great,
I
think
that
I
can
hear
me
now:
okay,
good,
dr
prieto.
Thank
you
very
much
for
not
only
being
so
detailed
in
your
update.
No
I'm
good,
not
just
please!
Thank
you
so
much.
I
got
a
lot
of
help.
This
is
great.
This
is
the
most
welcoming
board
I've
ever
been
on.
V
So
I
appreciate
you
all,
but
my
question
is
really
not
about
the
is
really
more
managing
my
expectations,
because
I've
heard
a
lot
of
conversation
about
training,
I've
heard
and
throughout
the
report
it
talked
a
lot
about
training.
I
talked
a
lot
about
implement
standard
operating
procedures
into
a
lot
of
the
processes
in
order
for
us
to
be
able
to
implement
a
lot
of
the
recommendations.
V
Realistically,
how
realistic?
I
guess
I
should
ask
first
before
I
make
my
ask
my
second
question-
that
we
would
actually
implement
this.
This
count
this
school
year.
How
realistic
is
that.
W
Changes
in
school
start
times
are
mentally
a
board
decision.
If
you're
asking.
If
I
would
recommend
that
you
jump
in
january,
I
would
say
no,
I
I
think
that
you
know
to
hearken
back
to
something.
You
know
one
of
the
speakers
earlier
tonight
said
you
know.
If
you
only
have
a
minute
left
to
plan,
you
know
you'll
get
it
done,
but
you
know
you're,
you
know
your
execution
may
not
survive.
First
contact.
You
know.
I.
I
think
that
there's
a
lot
of
you
know
potential
truth
in
that.
W
My
worry,
if
you
do
it
in
january,
is
not
necessarily
whether
the
transportation
department
will
be
ready.
It
is
whether
or
not
all
the
contractors
will
be
on
board,
not
just
contractually,
but
whether
or
not
they
will
have
had
time
to
fully
communicate
to
their
bus
driver
of
20
years,
no
you're
not
doing
what
you've
done
for
the
last
20
years.
W
I
need
you
to
do
something
else,
starting
january
and
also
you
know
the
all
the
pieces
outside
the
transportation
department
that
take
time
you
know
I
I
work
with
a
lot
of
school
districts.
W
I
haven't
worked
intimately
with
every
part
of
your
school
district
and
even
though
I've
given
you
the
list
from
all
the
years
of
working
with
other
districts,
I
would
bet
a
quarter
at
least
that
I've
missed
something.
That's
that's
totally
particular
to
your
school
district
that
once
you
start
thinking
deeply
about
it.
Okay,
we're
going
to
do
this.
W
If
you
decide
to
do
it,
you
know
that
oh
my
gosh,
what
about
x
and-
and
I
you
know,
recognize
I
from
the
transportation
side
of
the
house,
if
you
decide
to
do
it,
I
strongly
recommend
that
you
do.
Your
dry
runs
two
weeks
prior
to
implementation,
so
we
have
time
to
make
adjustments
now.
What
does
that
mean?
That
means
that
maybe
there
are
two
or
three
runs
that
when
we
go
out
there
and
do
them
in
actual
field
conditions,
the
run
time
is
not
10
minutes.
W
It's
20
minutes
because
there's
a
particular
light
and
traffic
that
you
know
going
into
a
plant
or
something
that
isn't
accounted
for,
and
so
we
have
to
adjust
that
run
now,
that's
a
fairly
simple
matter
to
do
within
the
transportation
department.
But
what
does
that
mean
for
the
parents?
Parents
have
been
told,
okay,
your
your
bus,
stop
is
here
and
it's
going
to
be
at
8,
10.,
we've
adjusted
the
run.
Now
we've
got
to
go
back
out
and
communicate
to
parents-
oh
no.
No,
it
needs
to
be
7
50.
W
and
we're
doing
all
of
that
just
a
week
or
two
before
the
actual
implementation.
You
know,
I
think,
in
that
kind
of
a
situation,
there's
a
really
high
chance
that
you
know
you
know
balls
will
get
dropped
and
and
it'll
be
more
confusing
than
it
has
to
be.
You
know
that
said
I
you
know.
I
applaud
the
district
for
having
flip
school
start
times
with
covet
and
flipping
back.
I
mean
you
know:
you've
demonstrated
flexibility
that
I
don't
see
in
a
lot
of
school
districts.
W
So
I'm
not
saying
it's
impossible,
but
it
is
the
board's
decision.
V
Thank
you.
My
follow-on
question
to
that
is
is
that
I
saw
a
little
bit
about
special
education
about
the
process
that
we
use
right
now,
it's
manually
and
in
the
new
systems
and
recommendations
to
the
new
systems.
How
likely
will
that
implementation
occur
in
the
first
run,
or,
if
is
that
being
considered
altogether,
that
all
of
this
will
happen
simultaneously
and
then
this
will
not
that
it
will
be
smooth
selling,
but
that
that
communication
will
get
out
to
those
parents
as
well
in
the
same
manner
that
it
is
with
everyone
else.
W
So,
in
order
to
you
know
we're
looking
specifically
at
regular
education
runs.
You
know
the
district
has
its
own
internal
operations
to
meet
most
of
your
special
education
requirements
for
transportation
and
what
would
happen
with
those
students
if
they
attend
a
a
a
school
that
also
has
regular
education
programming,
and
we
shift
that
school
start
time
from
7
30
to
8
30
that
the
the
special
education
students
would
need
to
shift
as
well
and
yeah.
W
W
In
many
cases
you
don't
have
any
control
over
when
those
schools
start
and
end
anyway,
and
so
much
of
their
life
remains
unchanged,
they're
being
transported
on
special
education
transport
to
an
out
of
school
at
a
district
school
they're.
Not
they
will
see
nothing
from
this,
but
the
special
education
students
who
are
educated
within
buildings
that
also
provide
regular
education.
Their
schedules
will
have
to
change
in
order
to
provide
them
with
the
same
educational
opportunities.
I
don't
think
we've
had
any
discussions
about.
W
U
And
if
I
can
just
add
one
other
another
point
to
that
is
that
we
do
have
nine
nine
schools,
nine
I'll
call
them
special
schools,
as
well
as
two
vocational
schools
that
are
not
within
the
scope
of
what
prismatic
is
working
with.
U
Once
we
understand
the
structure
of
the
belt
times
and
the
routing
for
the
for
the
regular
ed
population,
which
is
within
the
scope
of
the
prismatic
work,
we're
going
to
have
to
identify
where
we
can
essentially
place
those
nine
special
schools
and
those
two
vocational
schools
such
that
they
also
work.
But
there
will
be
adjustments
to
those
that
is
not
a
part
of
dr
prieto's
work
and
it
will
be
work
that
can
be
done
after
we
receive
the
output
of
her
initial
phase
of
work.
N
Thank
you,
president
alice
just
really
quick.
This
is
more
for
staff
than
it
is
for
our
consultant.
It's
sounding
like
when
I
was
looking
at
that
and
based
on
our
previous
conversation
as
it
related
to
certain
contracts
and
snow.
N
I
I
was
looking
at
that
a
little
closer,
and
am
I
reading
this
correct
that
our
start
time
adjustments
would
be,
or
could
mean
so,
for
example,
if
we're
at
a
two
hour
delay,
because
at
seven
a.m
and
that
7
15,
the
7
30
start
times
that
we
currently
have
are
more
like
9,
9
30,
then
in
reality
we
could
end
up
with
a
one
hour
delay
and
actually
be
increasing
the
overall
time
of
educa
of
education
in
in
some
of
those
circumstances,
am
I
reading
that
correctly
that
there's
a
potential
additional
benefit
of
the
start
time?
U
So
let
me
try
to
tackle
that
one.
Mr
essentially
one
hour,
delays
operationally
really
don't
work
very
well.
You
know.
So
I
I
don't
know
if
we
would
bifurcate
that
and
begin
having
one
hour
delays
versus
two
hour
delays,
but
two
clear
benefits
of
of
a
later.
U
A
later
first
run
of
schools
is,
for
example,
you
know
we're
making
decisions
that
you
know:
3
30,
4,
4
30
in
the
morning
right.
So
if
the
whole
school
system
slides
30
minutes
well,
we
get
to
start
the
radars
for
30
more
minutes,
and
you
know
talk
to
our
colleagues
for
30
more
minutes
no
seriously,
which
could
improve
the
accuracy
of
the
decision.
That's
the
first
piece
and
the
second
piece
is
and
again
every
storm
has
its
own
unique
character.
U
But
you
know
my
storm
stops
at
3am
and
I
currently
only
have
from
3am
to
you
know
7
18
or
7
30,
but
now
I'll
have
until
eight
again
that
that
gives
our
cruise
another
30.
Another
38
minutes
48
minutes
to
continue
to
work
the
conditions
which
could
improve
the
on-scene
arrival
conditions
for
the
school
and
then,
finally,
again,
depending
on
the
month
of
the
year,
there
potentially
could
be
some
enhanced
daylight.
Obviously
you
know
as
well,
which
would
help
our
walkers
etc.
U
M
No,
I
think
you
made
thank
you
alex.
I
think
you
made
all
the
appropriate
points,
particularly
as
as
it
relates
to
now
daylight.
That's
one
of
the
things
that
I
think
storms
look
better
in
the
daylight
than
they
do
in
the
dark,
and
so
that
is
helpful.
That's
one
of
the
things
that
we
talk
about
in
getting
us
to
the
daylight
as
a
possible
two-hour
early
dismissal.
M
Again,
as
alex
said
a
one
hour
operationally.
I
don't
know
what
that
gains
us,
it's
something
we
certainly
could
have
on
the
books
in
terms
of
schedules
that
are
prepared
in
case.
We
wanted
to
go
that
way,
but
two
hours
is
something
that
has
given
us
time
to
make
sure
that
our
our
lots
and
sidewalks
are
cleared
as
needed
and
that
everybody
can
make
the
appropriate
adjustments.
But
certainly
looking
at
an
hour
is
a
possibility.
All
depends
on
the
storm
at
a
given
time
period.
N
And
this
is
a
follow-up
then.
Likewise,
if
we're
doing
a
when
we
get
into
the
scenario
of
a
the
service
that
we
were
talking
about,
where
the
the
parents
would
sign
up
for
transportation
as
opposed
to
each
and
every
we
would
need
accommodations,
possibly
additional
ones.
For
that,
and
also
for
the
amount
of
students
we
average
coming
into
the
school
system
throughout
the
school
year.
Is
that
correct?
M
Factors,
if
you,
if
we
go
to,
if
the
board
chooses
to
go
to
an
opt-in,
then
we
would
not
have
wiggle
room.
It
would
be,
and
right
now,
there's
wiggle
room
for
parents
to
make
decisions.
But
if
you
go
to
an
opt-in
and
you
look
to
gain
the
efficiencies
that
dr
prieto
mentioned
as
a
distinct
possibility,
miss
carcado-
you
wouldn't
have
any
wiggle
room
for
them
when
the
parent
makes
the
decision,
because
it's
a
one
hour
delay
or
two
hour
delay.
M
N
And
the
tran
students
that
transfer
in
throughout
the
school
year
how?
How
would
that
be
like?
How
many
do
we
even
have
I
mean
I've
heard,
is
upshot
a
couple
hundred
in
a
year,
and
I
know
it
varies
from
year
to
year.
That's
what
we're
averaging.
I
know
in
some
of
our
other,
but
that
that's
been
a
pretty
steady
number
and
then
the
amount
on
the
military
has
varied
from
year
to
year.
How
much?
How
many
new
kids
do
we
end
up
with
between
our
september
30
count
and
the
end
of
the
year.
M
I
don't
so
I
don't
have
a
number
in
front
of
me,
but
what
has
worked
is
that
as
we're
gaining
students,
we
also
lose
students,
so
over
the
top
over
time
it
has
balanced
out
and
we'll
be
able
to
meet
the
needs
of
the
students
that
are
coming
in
because
we
always
have
students
leaving
the
system.
At
the
same
time,.
N
But
in
the
opt-in,
then
we're
in
that
precision,
seating
and
the
place
where
we're
going
to
be
gaining
the
seat
may
not
necessarily
be
where
the
new
family
is.
Is
that
so
that
would
that
would
be
something
we
would
have
to
kind
of
build
in
in
some
way?
In
other
words,
like
not
necessarily
100
percent
we're
at
our
max,
but
have
those
some
of
those
flex.
Maybe
they're.
M
N
B
Okay,
I
see
no
more
questions.
First
of
all
on
dr
prieto,
thank
you
for
your
work
and
your
presentation.
I
think
there's
going
to
be.
You
know
perhaps.
B
Some
board
discussion
here
aboard
action.
I
don't
know
if,
if
it
would
be
helpful
for
you
to
stick
around
in
case
there's
questions
around
the
board
action
or,
but
I
just
wanted
to
thank
you
and
I
I
don't
know,
do
you
have
a
few
more
minutes?
I
don't
think
it'll
be.
B
All
right,
so
I
see
I
see
no
lights
right
now.
I
do
have
a
motion
but
yeah.
I
guess
if
we've
asked
all
of
all
of
our
questions,
so
just
real
briefly
sorry,
I'm
pulling
up
some
information,
real,
quick.
B
Let
me
get
that
whittled
down
there.
We
go
so
we
this
is.
This
is
a
discussion.
That's
been
going
on
for
years
in
the
school
system,
there's
been
a
great
deal
of
interest
in
addressing
healthy
start
times
for
students
based
on
the
mountains
of
research.
That
shows
the
benefits
of
this.
So
last
january.
I
believe
it
was.
B
For
the
board
to
receive
a
plan
based
on
implementing
healthy
start
times
around
certain
parameters
in
march,
dr
alato
and
his
team
contracted
with
prismatic
to
help
work
through
the
transportation
aspect
of
this
and
then
in
june
june,
2nd.
I
believe,
prismatic
presented
their
initial
findings,
which
was
that
we
could
accomplish
those
parameters
that
the
board
was
seeking
at
little
to
no
cost.
B
B
So
that
was
that
was
an
action
that
the
board
took
to
to
establish
that
we
are
going
to
implement
healthier
start
times
and
the
the
question
that
has
been
left
unanswered
is
when
again
dr
prieto
presented
to
us
on
the
transportation
aspect
of
this,
I'm
to
be
frank,
a
little
frustrated
that
we
couldn't
after
that
june
meeting,
be
moving
all
the
other
pieces
in
place,
because
initially
the
board
did
set
january
as
the
goal
for
this
for
this
implementation.
B
B
So
and
I'm
sorry,
I
did
not
construct
in
writing,
but
I
think
it's
going
to
be
very
simple.
If
ms
howe,
could
you
take
this
down?
It'll
be
very
simple,
I
think
so,
based
on
the
board's
action.
B
B
V
A
R
V
Can
you
hear
me
now?
Yes,
okay,
good,
thank
you.
So
I
agree
with
the
motion
as
in
it's
in
this
contextually
I
would
just
want
to
know.
Is
there
a
possibility
for
us-
and
this
may
not
necessarily
be
for
anyone
other
than
dr
lotto's
team-
it
the
possibility
of
doing
the
test
run
prior
to
the
end
of
the
school
year,
the
this
fiscal
year?
V
I'm
sorry
this
calendar
this
school's
calendar
year,
and
I
say
that
in
the
manner
that
we
set
a
goal
realistic
or
not
for
january
of
2022,
and
I
think
that
if
we
could
just
do
some
testing
prior
to
the
end
of
school
year,
notwithstanding
that
there
wouldn't
be
to
need
to
do
any
more
testing.
But
maybe
this
will
eliminate
a
lot
of
the
frustration
that
we
know
that
it's
going
to
occur
with
a
little
bit
of
planning
into
the
new
fiscal
year.
So
it
just
only
asks.
Is
that
an
opportunity
to
do
that.
M
Thank
you,
ms
dent,
for
the
question.
I
I
don't
know
that
there's
an
opportunity
to
do
that.
It's
certainly
something
we
can
explore.
We
are
very,
very
familiar
with
doing
dry,
runs
it's
something
that
school
systems
do
year
in
and
year
out.
M
Of
course,
you
can
only
do
it
when
you
have
drivers
available
and
you
don't
have
students
on
the
buses
right,
so
it
has
to
be
done
at
a
time
when
students
are
not
in
school.
That's
the
reason
it's
typically
done
during
the
end
of
the
summer
months,
because
you
meet
those
two
qualifications.
You
don't
have
students
on
the
buses
when
you're
doing
all
of
your
dry
runs
your
empty
runs
and
you've
got
the
bus
drivers
available.
M
So
for
us
to
do
something
before
the
end
of
this
school
year,
we
would
most
likely
have
to
negotiate
something
with
each
of
the
contractors
where
they
would
have
to
on
a
I'm
going
to
make
this
up
for
conversation
sake,
miss
den
during
spring
break
when
students
are
not
in
school,
we
utilize
a
day
to
run
for
them
all
to
get
the
runs
in
the
difficulty
with
that
and
I'll
just
add
another
piece
of
this,
because
I'm
I'm
thinking
out
loud
is
that
you
don't
have
the
drivers
that
you
have
right
now
may
not
be
the
same.
M
Drivers
that'll
run
those
routes
next
school
year,
and
that's
not
a
that.
That's
that's
not
a
show
stopper,
but
there's
a
couple
of
variables
here
that
we
would
have
to
work
out
again
we're
very
familiar
with
doing
these
kinds
of
runs,
but
it's
typically
done
just
as
the
drivers
are
coming
back
on
board
and
under
contract
at
the
end
of
the
summer
before
the
children
start
to
board
the
buses,
we
can
certainly
explore
your
suggestion
of
doing
something
before
the
end
of
the
school
year.
C
C
N
Yeah,
thank
you,
president
ellis.
I
too
will
be
supporting
this.
I
think
that,
based
on
the
doing
well
and
the
parameters
that
our
consultant
outlined,
along
with
our
staff
and
given
our
current
crisis-
that
although
some
would
definitely
benefit
at
a
midterm
this
year,
it's
important
that
we
get
this
right,
and
so
I
want
to
thank
everybody
again,
because
this
is
hard
and
it's
even
harder,
because
it
seems
like
the
goal
posts
may
be
moving
for
folks,
but
it's
very
important.
D
Thank
you,
yeah.
I
want
to
just
echo
some
of
the
other
comments
and
to
say
I
fully
appreciate
that
there
are
a
lot
of
families
out
there.
I've
seen
the
heartfelt
emails
from
families
who
are
quite
desperate
to
have
this
change
come
as
soon
as
possible.
D
Speaking
as
the
mother
of
a
member
of
the
class
of
2020
at
annapolis
high,
I
watched
what
my
child
went
through,
and
I
saw
her
come
here
in
the
fall
of
29
2019
to
testify
for
start
time,
changes
and
it
shocked
me
that
she
did
because
that's
she's
generally
not
a
fan
of
putting
herself
into
those
public
kinds
of
settings,
and
she
was
a
senior
and
I
asked
her
why
she
did
it
and
knowing
that
it
would
make
no
change
for
her,
and
she
said
because
I
don't
want
the
kids
who
come
behind
me
to
go
through
what
I
went
through,
and
so
I
do
understand
that
it's
hard
to
see
this
move
a
little
further
away.
D
But
it
is
my
sincere
hope
that
we
don't
just
make
these
changes.
We
make
them
as
well
as
possible,
and
I
would
also
say
that
it
is
my
practice
as
it
has
been
in
a
number
of
important
decisions
that
we've
made
to
follow
the
advice
of
experts,
and,
in
this
case,
we've
heard
from
an
expert
who's
been
looking
at
this
very
closely,
and
so
I
think
it
is
the
wisest
course-
and
I
thank
my
colleagues
for
coming
together
on
this.
Thank
you.
F
Want
to
echo
everyone
else's
comments
on
this,
obviously
there's
something
that's
been
near
and
dear
to
my
heart,
since
I
was
a
candidate
as
a
parent
of
an
elementary
school
child
who
starts
school
starts
enormously
late,
it
was
9
40.
Now
it's
9
35.
I
want
to
speak
to
those
elementary
school
parents
out
there
that
are
all
so
desperate
for
this
change
to
apologize,
that
that
won't
be
happening
seemingly
this
school
year,
but
that
relief
is
in
sight.
F
G
So,
okay,
in
the
same
spirit
as
dr
tobin's
daughter,
I
am
thinking
oh
gosh,
did
I
really
miss
it
by
one
year
also
also
as
someone
who
has
to
get
to
school
at
7
30
class
at
7
30
tomorrow,
I'm
also
thinking
we
were
so
close
yeah.
But
I
I
share
the
same
sentiment
and
I
was
originally
thinking.
It
sounds
like
we
all
feel
the
same
way
buddy
they
keep
talking.
G
I
have
to
go
to
school
tomorrow,
but
I
do
think
this
is
really
important
and
I
think
that
I'm
going
to
be
very
excited
to
tell
my
constituents,
which
I
guess
in
this
case,
is
the
students
who
will
mostly
reap
the
benefits
of
this,
that
they
will
no
longer
have
to
wake
up
before
the
sun
when
it
comes
to
going
to
school,
and
so
I
would
just
like
to
thank
prismatic
for
all
the
work
that
they've
done
and
for
the
board
being
able
to
come
to
these
conclusions
before
I
was
even
able
to
sit
upon
this
dios
and
although
I
will
be
in
college
taking
god
knows
some
types
of
classes
and
waking
up
at
whatever
hours.
G
B
Thank
you
and
first
to
miss
oma
story.
The
silver
lining
here
is
at
least
my
two
college.
Students
have
never
had
to
get
up
nearly
as
early
for
any
of
their
college
classes.
So
choose
your
classes
wisely,
yeah
right,
look,
I
I
do
have
to
very
quickly
address
those
those
families
and
those
students
who
are
struggling
and
I've.
I've
now
had
four
students
who
have
struggled
with
getting
up
before
the
sun.
B
It's
just
they're
fighting
their
body
every
day
and
I
still
have
two
who
are
dealing
with
that
one
who
is
a
senior,
so
she
too
will
not
be
able
to
so
I
real
quickly
wanted
to
address.
I
recognize
I
fully
recognize
and
it
it
actually
pains
me
to
have
to
have
made
this
motion
to
implement
in
the
fall
rather
than
january.
B
It
pains
me
for
my
own
household,
and
it
pains
me
for
all
of
the
all
of
the
families
we've
been
hearing
from
I've
been
getting
lots
of
emails
please
implement
in
january,
please
implement
in
january,
and
the
value
in
that
is
that
is
when
it
gets
really
hard.
The
months
of
january,
through
march
are
so
so
difficult
for
a
lot
of
our
students,
and
I
I
just
want
to
I-
I
just
implore
you
to
to
know
that
there
is
a
light
at
the
end
of
the
tunnel.
B
These
days
are
coming
to
an
end
of
of
waking,
our
students
up
before
the
sun,
and
I
appreciate
all
of
my
colleagues
coming
together
on
this
and
us
actually
getting
it
done.
Dr
elatto
I've.
I
was
very
heartened
to
hear
of
the
fact
that
an
implementation
team
has
has
begun
to
be
assembled
and
that
you
will
be
identifying
a
project
manager
and
that
we
are.
We
are
ready
to
lead
our
community
through
this,
and
we
are
here
for
you
and
we
want
to
hear
from
you
and
we
want
to
help.
B
E
Yes,
you
can
okay,
based
on
the
board's
action
at
its
june,
2nd
2021
meeting
to
implement
healthier
start
times.
Miss
ellis
moved
that
the
implementation
of
the
new
start
times
be
at
the
beginning
of
the
2022-2023
school
year.
Miss
shalhheim
seconded
miss
schoheim
hi,
miss
dent
mr
silkworth
hi,
miss
frank
hi,
miss
quirkido
hi,
miss
omasori
hi,
dr
tobin
aye.
Ms
ellis
aye
motion
passes
eight
zero.