►
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
B
B
A
A
C
C
C
This
Workshop
is
being
broadcast,
live
on,
aacps
TV,
which
can
be
found
on
channel
96
on
Comcast
and
Broadstripe,
and
channel
36
on
Verizon
High
Definition
broadcast
can
be
seen
on
channel
996
on
Comcast
channel,
not
496
on
Broadstripe
and
channel
1961
on
Verizon.
It
will
also
be
streamed,
live
on
the
aacps
YouTube
channel.
Thank
you
for
joining
us
good
evening.
So
unfortunately,
Dr
Bedell
is
not
with
us
tonight.
C
He's
recovering
from
a
procedure,
so
Ms
Jackson
is
is
doing
double
duty
tonight
in
some
sense,
so
I
will
go
ahead
and
turn
it
over
to
you,
Miss
Jackson.
Thank
you.
D
D
Thank
you
so
much
for
the
opportunity
to
be
with
you
all
this
evening.
I
would
be
remiss
if
I
did
not
recognize
this
amazing
team.
That's
with
us
tonight,
although
Dr
lucarelli
and
I
are
the
ones
presenting
to
you.
It
is
really
due
to
their
hard
work
and
continual
effort
that
we
have
our
presentation
as
well
as
all
the
supports
that
you
will
see
embedded
within
our
presentation
in
July
at
last
year.
D
The
board
requested
the
workshop
related
to
discipline
due
to
the
number
of
level
four
and
five
incidents
that
were
occurring
in
our
secondary
schools
last
year
and
also
in
July.
We
indicated
that,
although
the
overall
number
of
office
referrals
had
declined,
we
still
were
concerned
about
the
number
of
level.
Four
and
five
incidents
in
our
schools.
E
E
We
recognize
that
for
many
of
our
students,
particularly
our
first
graders,
our
seventh
graders
and
our
10th
graders,
they
had
never
entered
some
of
our
buildings
and,
as
you're
aware,
we
had
additional
orientations
to
help
that
transition.
During
the
presentation.
You'll
note
that
pre-covet
are
numbers
of
level
four
and
level
five
code
of
conduct
and
fractions
were
improving.
E
E
E
E
E
E
E
Our
approach
to
student
coaching
is
focused
on
changing
behaviors,
not
punishing
students.
Our
students
should
be
treated
equitably
when
they
misbehave
and
consequences
are
based
on
an
ethic
of
care.
Appropriate
behaviors
are
encouraged
by
coaching
teaching,
guiding
directing
and
providing
opportunities
for
new
learning
to
occur.
Sometimes
we
call
these
replacement
behaviors
opportunities
for
students
to
practice
and
succeed
in
making
responsible
and
effective
choices
is
critical
to
helping
them,
reach
their
academic
potential
and
contribute
positively
towards
the
school
community.
E
Our
code
of
conduct,
lessons
are
designed
to
set
high
expectations
and
create
strong
classroom
and
school
cultures,
while
protecting
students,
rights
and
ensuring
the
rights
and
responsibilities
of
all
School
Community
stakeholder
groups.
The
code
of
conduct,
lessons
that
are
taught
within
the
first
two
weeks
of
school,
set
the
stage
for
the
school
year.
E
This
slide
depicts
the
three
tiers
of
our
multi-tiered
systems
of
support,
Tier
1
or
the
green
tier
represents
school-wide
interventions.
Those
things
first
begin
with
active
engagement
and
active
super
and
supervision
supervision.
Another
program
you
may
be
familiar
with
is
our
PBIS
program.
Among
other
school-wide
interventions.
Tier
two
are
the
yellow
represents
specialized
interventions
for
Learners
are
at
risk
for
academic
or
social
failure
due
to
behavior
challenges.
E
Our
multi-tiered
system
of
support
teams
support
schools
in
identifying
the
effectiveness
of
their
tier
one
universal
strategies,
which
typically
Encompass
about
80
percent
of
our
students,
supports
by
using
the
universal
screener.
The
same
Universal
screener
is
utilized
to
connect
students
to
the
appropriate
tier
two,
which
is
the
next
about
15
percent
and
tier
three,
which
encompasses
about
five
percent
of
our
student
population
on
a
daily
basis.
School
counselors,
School
psychologists,
social
workers,
support
students
in
developing
positive
social
skills
through
individual
and
group
counseling.
E
Those
students
who
need
more
intensive
mental
health
supports
are
referred
to
the
expanded
school-based
mental
health
program
they
received
therapy
in
school
during
school
hours.
Students
also
receive
lessons
on
bullying
prevention
relationship
building
through
our
core
School
counseling
curriculum
and
weekly
social,
emotional
learning
and
wellness
lessons.
E
E
Proactive
measures
around
bullying
occur
at
all
levels,
systemically
Anne,
Arundel,
County,
Public
Schools
will
continue
to
celebrate
our
quarterly
Unity
day,
which
happens.
This
Wednesday
that
emerged
out
of
our
middle
school
work
group
Unity
day
is
an
initiative
of
the
bullying,
National,
bullying
prevention
center,
designed
to
visibly
show
our
commitment
to
fostering
acceptance
and
inclusion
and
eliminate
hate
and
bullying.
E
Four
years
ago
after
looking
at
data
showing
that
a
reports
of
bullying
were
highest
at
our
middle
schools,
the
middle
school
bullying
prevention
work
group
was
formed.
The
committee
includes
both
school-based
Educators,
as
well
as
central
office
staff,
with
input
from
students
as
well.
The
committee
was
instrumental,
as
I
said
before,
in
establishing
our
system-wide
Unity
day
and
the
kindness
cup
challenge,
which
provides
Middle
School
opportunities
to
engage
in
activities
such
as
last
Spring's,
Public
Service
Announcement
around
the
contest
on
being
an
upstander.
E
The
Middle
School
advisory
is
in
its
third
year
and
was
established
to
provide
more
voice
to
our
students
at
the
middle
level
and
was
patterned
after
the
superintendent's
teen
advisory.
Students
from
across
our
middle
schools
provide
insights
into
school-based
issues
and
how
we
can
address
are
their
concerns
proactively
and
they're
very
happy
to
share
them
with
us.
We
have
Universal
targeted
and
intensive
interventions
at
our
middle
schools
as
well.
E
E
D
C
Thank
you.
Thank
you.
Miss
Jackson.
Thank
you.
Dr
lucarelli,
okay,
I'm,
going
to
offer
board
members
an
opportunity
to
ask
questions.
Michelle,
Heim
I
believe
your
light
went
on
first.
F
Foreign,
yes,
thank
you
for
the
presentation.
I
appreciate
all
of
your
hard
work.
Putting
this
together
so
I
have
some
questions
around
the
suspensions
by
student
groups,
slides
in
particular,
what
percentage
of
our
student
body
are
Black
and
Hispanic
and
are
Black
Or
Hispanic.
That's.
D
F
And
this
was
the
slide
that
troubled
me,
the
most
I
have
to
say
and
I
I
guess:
I
have
some
questions
about
how
we
got
to
this
place,
knowing
at
least
in
theory,
that
the
percentage
of
black
students
is
low
relative
to
the
percentage
there's
fewer
black
students
than
there
are
white
students
in
our
County.
So
what
can
you
offer
some
ideas
around
how
why
this
is
the
way
it
is.
D
So,
as
you
can
see,
we
started
out,
we
know
and
we've
recognized
as
a
school
system,
that
we
did
have
a
disproportionality
issue.
We
were
continuing
to
put
measures
in
place
to
reduce
the
disproportionality
as
you
see
early
on.
Unfortunately,
last
year
we
had
an
absolutely
hard
year
for
everyone.
We
know
that
we
had
some
Community
some
challenges
within
communities
that
spilled
over
into
our
schools.
D
We
know
that
again,
these
are
level
four
and
five,
and
so
these
are
really
code
of
conduct,
driven
suspensions,
and
so
these
aren't
I
didn't
bring
a
pencil
and
so
I'm
going
to
be
thrown
out
of
class
right.
This
is
fighting.
These
are,
are
things
of
that
nature,
and
so
we
had
to
take
a
look
at
the.
Why
right
and
so
again
we
looked
at
the.
Why?
Then
we
had
to
dig
down
another
layer
right.
D
So
what
was
what
was
the
issue
and
covid
really
exacerbated
and
again
not
for
just
our
for
one
particular
our
community?
This
data,
a
lot
of
this
information.
D
A
lot
of
this
data
is
essentially
first
marking
period
once
we
were
able
to
stabilize
and
and
and
it's
not
to
say
that
the
data
things
incidents
didn't
occur
third
and
fourth
marking
period,
but
we
began
to
stabilize
a
lot
more
and
so
again
we
continue
to
look
this
year
at
continuing
to
put
supports
in
place
for
our
students
that
we
know
are
experiencing
perhaps
trauma
at
home
or
are
having
issues
negotiating
conflict
within
the
school
day.
And
so
those
are
some
of
the
things
Dr
lucarelli.
E
Yeah
I
would
also
add.
If
you
look
back
at
2018
2019,
you
see
we,
there
isn't
as
much
of
a
gap
and
historically
I
can
tell
you
that
we
have
had
we've
been
talking
about
this
proportionality.
We
have
gone
out
into
schools
and
around
that
time
period,
probably
maybe
a
couple
years
earlier,
we
did
audits
of
suspension
data
to
see,
went
into
schools
and
did
audits
to
see
if
administrators
were
being
consistent
for
the
same
types
of
infractions.
E
Doing
things
like
that
pre-covet
also
part
of
our
efforts
around
equity
and
implicit
bias,
they're
the
things
that
address
these
kind
of
issues
that
we
need
to
continue
through
our
Equity
training.
That's
really
critical
to
making
sure
that
we
close
this
proportionality
or
this
student
group
Gap.
D
F
I'm
really
grateful
to
have
this
data
I
mean
like
the
Dr
Bedell
stated.
You
know
we
want
to
look
at
The,
Good,
the
Bad
and
and
the
Ugly
even
taking
out
the
21
22
school
year.
There
I
mean
it's,
it's
it's
still
staggering,
the
disproportionality,
and
so
you
know,
however,
I
can
be
of
help
to
to
address
that.
I.
Don't
know
how,
but
you
know
we
need
to
look
at
consistency.
We
need
to
look
at.
F
You
know
all
the
things
you
you
you
stated
and
and
making
sure
that
you
know
teachers
and
administrators
feel
supported,
because
I
would
love
to
see
this
reflect
the
each
the
percentage
match,
the
percentage
relative
to
the
whole
of
of
for
each
for
each
group
anyway.
Thank
you
appreciate
it.
D
And
I
would
love
to
see
the
day
where
we
really
don't
have
any
bars
right,
where
we
don't
and
and
because
then
that's
where
we
know
that
we
we've
reached
the
the
point
in
which
our
our
schools
are
really
safe
and
and
inclusive,
and
that
our
students
have
learned
replacement.
Behaviors
they've
learned,
you
know
not
to
mimic
some
of
the
things
that
they
see
in
adults,
and
so
that's
that's
kind
of
my
ultimate
goal.
F
If,
if
the,
if
white
students
are
50,
then
they
should
have
probably
50
percent
of
the
referrals,
and
if
black
students
are
20
percent,
and
it
should
be
it
should,
it
should
mimic
the
demographic
Center
and
our
community.
Thank
you.
So
much.
G
There
you
go
there,
we
go
all
right,
great
questions,
Michelle
Han,
you
actually
LED
right
into
my
question
without
asking
without
me
even
having
this
collaborate
age
conversation.
So
my
question
is
really
about
the
suspensions
the
length
of
time
for
this
suspension.
So
as
we
were
looking
at
the
report,
one
of
the
things
that
I
didn't
see
was
the
amount
of
time.
One
of
the
concerns
that
I
have
is
even
though
there
are
incidents
that
occur
within
the
school
system,
the
length
of
time
that
a
person
or
a
student
is
getting
suspended.
G
D
We
can
provide
sort
of
an
overview
of
that
data
and
we
can
certainly
get
some
of
that
information
suspensions.
We
have
long-term
suspensions,
we
have
short-term
suspensions
and
so
what
we
do
and
again
going
back
to
our
philosophy,
we
do
exactly
what
you're
saying
miss
that
we
tried
to
prevent
the
student
from
being
out
of
school
as
much
as
possible.
D
We
do
have
some
people
who
don't
like
that
philosophy
and
think
that,
as
soon
as
a
student
does
something
that
is,
you
know
any
anywhere
out
of
line
that
they
should
be
removed
immediately,
and
so
we
really
do
try
to
take
a
look
at
what
systems
can
we
put
in
place
to
keep
the
child
in
school?
But
when
there
is
such
an
egregious
behavior
that
they
do
have
to
be
out
of
school?
We
do
continue
again
to
try
to
put
supports
at
at
home,
continue
to
do
the
check
and
connect
with
the
students.
D
G
You
and
then
my
follow-on
question
to
that
is
I.
Think
it's
on
the
next
slide.
It's
about
the
data
that
goes
into
the
covet
about
how
many
incidents
were.
It
wasn't
broken
down.
I
thought
by
demographics.
I
thought
it
was
broken
down
by
the
months.
Maybe
I
missed,
but
it's
talking
about
how
many
incidents
that
occurred
so
covet
started
March
of
19
right
so
by
the
end
of
19,
March
of
20.
I'm,
sorry
March
of
20.
I
did
say
19.
G
So
I,
that
was
that,
like
me,
so
I,
my
question
is:
is
that
when
we
wanted
to
online
it
had
the
online
presence,
did
you
see
I
would
just
I
thought
it
would
be
lower,
but
because
of
that
people
do
a
lot
of
cyber
bullying
right.
Your
social
media,
building,
whatever.
G
E
in
fighting,
went
down
to
four
and
possession
use.
You
know
you
see
four,
you
see,
you
see
a
drop,
a
dramatic
drop
a
near
and
for
other
infractions
all
next
to
nothing
so
that
you
absolutely
see
the
clear
drop
exactly
what
you're
saying.
That's
exactly
what
happened,
and
we
saw
Next
To
None
of
the
level
four
level
five
code
of
conduct,
infractions.
G
Answer
my
question
is
with
all
the
mental
health
stuff-
and
this
is
my
last
question
with
all
the
mental
health
stuff
that
was
going
on
what
I'm
concerned
about
is
making
sure
that
we
capture,
what's
not
seen
right
and
so
what's
not
seen,
is
a
lot
of
the
cyber
bullying
a
lot
of
the
things
that
does
happen.
The
intimidations
that
happen
outside
of
the
school
system
that
ends
up
getting
played
out
on
our
playgrounds
right
that
we
don't
see
so
part
of
the
disciplinary
problems
that
we
encounter
or
have
been
encountering.
G
We've
tried
to
resolve
them
in
the
school
system,
but
the
truth
of
it
is.
They
have
a
well
before
they
ever
get
here
and
I
think
that
if
we
could
capture
that
data,
we
could
put
it
preventive
and
I.
Don't
know
this
fancy
team
back,
there
might
be
like
yeah
yeah.
We
got
that.
But
if
you
do
that's
fine,
you
can
say
it
but
I'm
thinking
that,
how
do
you
put
a
prevention
process
in
place?
Right?
G
Is
you
need
to
know
what's
going
on
before
it
ever
gets
to
your
playground
and
I,
just
gotta
believe
that,
with
all
the
things
that
are
happening,
we
may
have
not
seen
that
creep
scope
creep
of
what
was
happening,
but
it
doesn't
mean
that
it
wasn't
happening.
It's
just.
We
didn't
have
a
plate,
a
spot
in
a
process
in
place
to
capture
it.
G
E
D
And
if
you
remember
just
one
more
thing
about
that,
if
you
remember
also
that's
when
we
also
saw
the
rise
in
like
violence
in
our
communities,
and
so
our
our
students
were
witnessing
that
and
remember
they're
so
listless
to
come
and
tell
an
adult,
and
that
mechanism
was
not
exactly
fluid
and
so
hopefully
we'll
never
ever
have
a
pandemic
again,
but
in
any
emergency.
That's
something
that
we
have
learned
is
that
that
fluid
connection
between
a
caring
adult
at
the
school
level
and
the
student
at
home
is
is
an
absolute
must.
Yes,.
H
G
Literally
because
I
think,
if
we
would
have
had
a
process
in
place
when
that,
because
you
know
I
was
in
school
at
some
point
in
my
life
right
and
my
teacher
was
my
founder
board
like
I-
didn't
even
realize
that
I
was
a
child.
It
was
an
adult
because
I
could
talk
to
my
teacher.
I
can
tell
you
every
teacher
that
I
had
right,
because
I
could
talk
to
them
much
more
than
my
parents
much
more
than
my
friends,
and
they
were
that
counselor.
G
G
J
Thank
you,
so
I
clearly
would
like
to
thank
each
and
every
one
of
you
for
being
here
this
evening,
taking
your
time
and
I.
Thank
you.
So
much
for
the
presentation,
I
have
a
couple
questions
and
then
in
our
next
round,
I'll
have
some
comments,
but
for
now
just
a
few
questions.
Good
news,
great
news.
For
me:
we
have
over
84
000
plus
students,
and
we
do
have
some
concerns,
but
most
of
our
students
come
to
school.
They
do
the
right
thing
each
and
every
day,
and
everybody
needs
to
understand
that.
J
So
just
a
couple
questions
you
talked
about
future
actions
include
implementing
an
action
plan
developed
by
the
disproportionality
and
just
one
data
committee
and
I.
Don't
need
an
answer
right
now,
but
I
was
just
wondering
what
that
plan
might
look
like
if
you
have
some
idea,
if,
if
you,
if
you're,
not
ready,
that's
fine,
I,
just
and
I'll
give
you
my
other
question.
J
You
also
mentioned
the
Juvenile
Justice
therapeutic
crisis,
intervention
project
that
kind
of
tweaked
my
interest,
because
I
have
to
tell
you
if,
I'm
being
honest,
I,
know
a
good
bit
about
our
Juvenile,
Justice,
System
and
I.
Think
I
think
we
have
a
lot
of
issues
in
Anne,
Arundel
County
with
our
Juvenile
Justice
System.
There's.
B
J
D
So
for
your
second
question,
I'll
ask
my
one
of
my
colleagues,
Mr
voglin
or
Dr
Swift,
to
come
forward
to
answer
those
questions
that
question.
But
to
answer
your
first
question
about
the
disproportionality
committee
and
again,
the
report
will
be
available
to
the
board
prior
to
the
public.
But
it's
really
essentially
looking
at
the
three
areas
of
the
school
system.
D
The
structure
is
the
leadership
and
the
culture
and
taking
a
look
at
what
changes
need
to
be
made
and
things
of
that
nature,
and
so
again
it's
qualitative
and
quantitative
and
we
learn
the
most
from
our
students,
and
so
that's
actually
been
the
plus
side
of
that
journey
and
to
answer
your
second
question
for
the
record,
if
you
two
could
introduce
yourselves
and
for
their
colleagues
and
then
sure.
K
So
the
the
program
you're
referring
to
is
a
partnership
that
we
enter
into
with
the
State's
Attorney's
office.
So
they
got
some
grant
funding
and
they
were
able
to
hire
a
social
worker
and
we
we
met
collaboratively
to
figure
out
what
would
be
the
best
way
to
partner
and-
and
we
came
to
an
understanding
that
we
thought
it
would
be
best
to
Target
students
who
were
either,
who
either
had
an
extended
suspension
or
or
may
have
had
the
risk
factors
to
have
one
in
the
future.
K
So
we
entered
into
an
mou
with
the
State's
Attorney's
office
and
the
social
worker.
We
we
identified
a
few
schools
and
and
she's
reached
out
and
right
now,
she's
working
in
Annapolis,
High
School
in
MacArthur,
Middle
School,
with
the
opportunity
to
expand
to
a
few
other
middle
schools
and
high
schools.
It's
been
really
successful.
She
is
a
go-getter
and
she's
our
she
came
in
there,
especially
in
Annapolis,
and
just
hit
the
ground
running
and
picked
up
a
caseload.
So
it's
been
a
really
really
nice
partnership.
H
Know,
thank
you
and
the
other
side
of
the
work
from
safe
and
orderly
schools
would
have
information
regarding
our
house
bill,
459
and
our
responsibility
to
work
with
the
Department
of
Juvenile
services
and
our
Judicial
System.
We
have
students
that
do
come
through
as
transition
Youth,
and
so
when
they
do,
we,
my
office
and
some
of
the
team
members
we
meet
with
the
Department
of
Juvenile
services
on
Mondays.
We
collaborate
with
the
State's
Attorney's
office.
H
We
make
sure
that
we
are
in
alignment
with
minimum
age
of
jurisdiction
for
the
citation
students
receive
their
intake,
their
pre-court
supervision,
their
education
them
coming
through
the
detention
and
making
sure
that
we
adequately
place
them,
whether
it
be
in
the
alternative
setting
for
the
semester
or
if
they've
come
through,
and
we
feel
confident
that
they
will
make
it
and
Thrive
through
the
comprehensive
program.
But
there
may
be
some
issues
of
Probation
and
Community
Supervision
for
students
as
as
with
Ryan
and
overlap,
because
it's
a
gradual
process
process.
H
We
look
at
our
individual
student
or
that
targeted
child
in
the
tier
three
lane
that
may
go
through
a
reportable
offense,
come
back
through
the
court
system
after
being
on
an
extended
suspension.
This
is
the
end
game,
so
Ryan
and
I
were
colleagues
in
the
same
division
of
student
support,
so
we
lean
into
each
other.
H
If
there
are
students
in
crisis
Dawn
in
the
office
of
school
performance,
we
do
have
a
crisis
team
as
well
and
we
meet
with
schools
when
we
see
that
these
issues
are
creeping
up
or
we
may
have
information
ahead
of
time
to
be
more
proactive
with
our
response
for
our
students.
D
L
L
Have
thank
you,
yeah
I
appreciate
and
then
do
you
have
suspension
data
by
cluster.
L
I'm,
looking
at
the
the
graphs
that
we
have
and
just
some
sort
of
rough
sort
of
shaky
math
right
at
the
end
of
the
2019-2020
we
did,
we
did
not
have
that
last
marking
period.
So
it
looks
like
that
data
would
have
been
relative
to
the
year
preceding
that
is
that
more
or
less
accurate.
D
It's
hard
to
I
know
it's
hard
to
determine
that
you
know
as
as
one
of
our
former
Regional
assistant
superintendents,
you
say,
Hope's,
not
a
strategy,
but
you
know
we
really
did
we
had
a
lot
of
great
supports
that
school
year
and
we
were
hoping
to
see
that
trajectory
continue
to
go
down,
so
it
could
have
been
about
the
same
I.
Don't
see
based
upon
my
anecdotal
experience
that
year,
I
don't
see
where
it
would
have
been
a
huge
leap
as
far
as
a
lot
more
than
the
previous
year.
L
So
it
might
have
been
starting
to
reduce
a
little
bit,
but
we
just
got
cut
off
before
we
could
finally
sit
I
mean
if,
if
you
have
the
first
three
marking
periods
of
the
the
years
preceding
you
know,
maybe
we
could
look
at
that
too
to
see
if
we
were
on
a
on
a
good
path
and
then
yeah
I
guess
once
we
see
some
of
that
data,
I
could
kind
of
maybe
form
a
few
other
questions
and.
D
That
brings
up
a
very
good
question,
as
I
told
both
Dr
Tobin
and
Mr
silkworth.
You
know
this
doesn't
have
to
be
the
end
of
it.
I
would
be
more
than
happy
to
meet
one-on-one
with
any
board
member
who
would
like
to
dig
down
into
the
data
a
little
bit
more
I
plan.
You
know
if
you'd
like
to
you
know
if
you
get
follow-up
data
and
you'd
like
to
talk
to
me
or
have
a
question
about
something
again,
I'm
always
available,
and
so
I've
been
more
than
happy.
L
To
do
that,
yeah
I
know
you're,
always
you
know
please
reach
out
and
let
me
know
and
and
sometimes
I
don't
think
until
I
see
it
and
then
I
say
you
know.
I
would
really
like
to
compare
this
to
that.
So
it's
it's
a
great
starting
point,
I
appreciate
it
and
you
know
I,
don't
know
that
I
would
have
thought
to
ask
that.
B
M
A
couple
questions,
an
observation
so
I
wanted
to
piggyback
just
for
a
second
off
of
Miss
Dent's
comments
concerning
the
the
learning
loss
that
occurs
during
lengthy
suspensions
or
a
student
who
just
discontinuously
in
and
out
of
the
suspension
cycle
with
a
bunch
of
brief
went
have
what
to
what
extent
have
we
leveraged
and
perhaps
plan
to
leverage
in
the
future.
Our
virtual
learning
learning
potential.
M
The
suspension
is
designed
to
give
the
student
a
break
from
the
environment
to
allow
the
victim
their
time
to
breathe
and
also
demonstrate
that
this
is
an
environment
that
has
roles
that
must
be
followed.
That
being
said,
our
mission
of
ensuring
that
that
student
doesn't
fall
too
far
behind
and
does
have
those
opportunities
to
catch
up,
usually
experiencing
other
challenges.
D
You're
absolutely
On
Target.
We
do
have
a
work
group,
that's
studying
that
very
thing
and
we
hope
to
implement
it
hopefully
by
next
school
year
with
targeted
grade
levels
and
support,
and
it's
not
just
Mrs
corcadel.
As
you
know,
it's
not
just
about
the
support
that
a
student
gets
academically,
but
that
also
has
to
be
the
social
and
emotional
support
has
to
be
embedded
within
that
as
well,
and
it
also
has
to
be
appropriate
right.
They
also
have
to
be
able
to
have
the
support
at
home.
D
I
know
the
board.
Members
know
this,
but
for
those
that
are
viewing,
we
do
also
have
another
alternative
program
for
the
short-term
suspensions
called
the
ace
program
at
the
middle
school
level
that
we
piloted-
and
it's
actually
been
a
great
alternative
and
I'll
speak
as
a
middle
school
principal,
because
we
knew
that
our
children
were
going
to
be
safe.
We
knew
they
were
going
to
be
fed.
D
We
knew
they
were
going
to
have
a
mentorship,
but
we
also
knew
that
there
would
not
be
a
break
in
academics,
and
so
that's
something
that
we
would
like
to
continue
to
replicate.
And
so
we
thank
you
I
guess
two
years
ago
we
did
expand
it
maybe
three
years
ago,
within
our
budget,
and
so
we
do
thank
the
board
for
that
and
we
are
looking
continuing
to
look
at
alternative
means
to
keep
students
in
the
building
with
the
caring
professionals
that
they
need
to
be
supported
by.
D
M
You,
in
regard
to
my
second
point
or
question,
is
if,
if
I'm
reading
this
correctly,
and
we
have
a
greater
amount
of
incidents,
it's
that
are
occurring,
then
we
have
a
greater
number
of
victims
on
our
campuses.
So,
given
that
you
know
there
there's
a
lot
of
pull
and
tug,
we
have
invested
a
lot
and,
as
sure
we've
invested,
we
continue
to
invest
a
lot
from
our
budget
perspective.
Our
policies
continue
to
you
know
we
continue
to
adapt
to
try
to
better
address
them.
M
Are
there
other
ways
that
we
can
can
or
ourselves
the
community
be
supporting
our
victims,
or
are
we
looking
to
expand
on
some
of
those
resources?
Likewise,
given
the
numbers
have
to
be
increasing,
if
you
have
a,
if
you
have
a
person
who
per
you
know,
that
did
something
wrong
there's
at
the
the
receiving
end
of
victim,
so.
D
And
that's
again,
another
thought-provoking
question
is
gorkodel
because,
as
we
continue
to
learn
more
about
discipline
and
really
the
antecedent
of
the
behavior,
we
also
are
reaching
out
into
families
and
offering
support,
and
so
this
the
school.
The
good
news
is
the
school
has
sort
of
become
that
epicenter
of
support,
but
that
also
takes
a
toll
and
a
strain
on
our
resources
as
a
school
system
and
our
principals
and
the
teachers
and
the
counselors
all
for
good
right.
But
we
are
looking
to
help
balance
that
right
with
the
support.
D
As
you
are
well
aware,
people
like
Dr,
Pam,
Brown
and
and
I
think
that
was
one
of
the
things.
The
positive
unintended
consequences
of
covid
was
that
we
got
to
grow
our
partnership
at
the
county
level,
and
so
now
it
is
a
simple
email.
I
have
this
family
that
appears
to
be
in
crisis,
and
we
just
come
together.
D
M
That's
that
upgrade
I
call
it
the
you
know,
version
two
version:
five,
whatever
you
want
to
call
it
of
the
old
cricket
teams
and
it
is
successful.
I
do
think
it's
also
important
for
us
to
continue
to
have
that
higher
level.
Look
as
well,
so
it
sounds
like
we
are,
keeping
that
connection,
that's
all
great
and
then
lastly,
we're
starting
to
get
some
data
from
the
state.
We
saw
some
previews
at
our
conference.
It
may
I
actually
have
pulled
up
on
my
screen.
Our
poverty
map
for
Anna
Rundle.
M
They
released
all
the
poverty
maps
for
the
county
and
I
know
that
the
state
is
starting
to
Overlay.
Some
of
this
data,
as
it
relates
to
student
discipline,
we're
having
continued
conversations
about
new
state
legislation
as
it
relates
to
how
we
receive
information
about
reporting
of
juvenile
criminal
instances
that
are
referenced,
particularly
like
in
HB
459
and
a
couple
other
places.
Are
we
at
the
local
level?
Are
we
dependent
on
the
state
for
some
of
that
data?
M
Are
we
able
to
start
to
kind
of
piece
together
some
of
to
increase
our
ability
to
more
efficiently
Target
our
resources,
because,
if
I
have
that
and
I
have
like
another
map
that
shows
my
English
language
learner
communities?
Typically,
you
know
I
mean
like
there
are
different
ways
of
approaching
it,
but
it
seems,
like
our
programs
are
designed
to
embrace
that
data.
Could
you
expand
a
little
bit
more
on
how
we're
putting
this
data
together
and
then
what
that
means
to
us
absolutely.
D
And
Dr
lucarelli
can
expand
on
the
at
the
school
level.
I
know
at
central
office
level
and
at
the
school
level
you
know
being
a
foreign
principal,
as
was
Dr
lucarelli.
We
do
have
regular
team
meetings,
whether
it
be
our
leadership
team
that
take
that
data
and
and
and
and
take
a
look
at
it
at
the
school
level,
to
figure
out
what
supports
again.
It's
about
students,
it's
about
the
individual
families
that
a
student
or
their
family
needs
and
then
what
we've
done.
D
A
better
job
of
over
the
last
five
years
is
that
vertical
team
aspect
within
a
cluster
or
a
region
expanding
the
number
of
regionals
so
that
they
can
really
be
focused
on
some
of
our
areas
that
have
had
some
trouble
over
the
last
five
years
and
so
Mr
voglin
as
well
as
Miss,
Eagan
and
Miss
Swift
are
Dr
Swift
and
their
entire
team
really
come
together.
D
Miss
Egan
has
and
I'm
going
to
get
the
name
wrong
but
Monday
morning,
meetings
in
which
she
really
brings
all
of
those
all
of
all
of
those
direct
reports
together
to
sort
of
come
to
gather
to
figure
out.
Okay.
Is
it
a
health
problem?
We
even
have
miss
Karen
siska
creel
come
in
on
Monday
mornings
to
represent
our
health
department.
So
is
it
something
that
we
can
attack
at
the
community
level,
and
so
we
are
having
those
collaborative
conversations
regularly.
D
Looking
at
the
data,
I
will
tell
you
that
I
and
I
said
this
before,
and
those
people
behind
me
are
an
absolutely
amazing
team.
For
so
many
reasons,
but
I
don't
know
how
much
they
sleep
right.
Not
they
don't
get
as
much.
They
don't
stay
awake
as
much
as
Mr
Mosher,
but
nobody
does.
But
they
are.
You
know
if
you
were
to
take
a
look
at
their
calendar
and
I
try
to
get
on
their
calendars.
D
There
I'm
going
to
meet
with
this
team
in
the
county
and
I'm
going
to
meet
with
this
team
and
this
team,
and
so
they're
constantly
meeting
with
people
trying
to
pull
in
Resources
by
doing
that.
What
you're
saying
Mr
Squirtle
looking
at
the
school
level
data
and
the
at
the
child
and
and
Dr
lucarelli
can
sort
of
talk
to.
E
You
about
what
goes
on
to
that
point
at
the
school
level,
just
one
I'm
just
going
to
explain
one
process.
We
call
this
CDM
or
the
collaborative
decision
making
model,
and
that's
really
where
groups
of
students
groups
of
teachers
wrap
their
their
arms
around
students
that
are
brought
to
them
and
it
is
a
multi-disciplinary
team
at
different
levels.
E
This
person
seems
to
need
supports
here
and
it's
an
opportunity
to
collaborate
around
the
data
points
and
then
even
what
we're
calling
street
level
data
like
from
the
students
from
talking
to
the
students
talking
to
the
parents
talking
to
the
as
many
people
to
come
up
with
a
plan
for
that
student.
So
that's
just
that
just
wanted
to
provide
one
example
of
how
it
plays
out
at
the
schoolhouse,
and
there
are
teams
that
come
in
and
support
our
schools
on
how
to
run
that
process
effectively
and
it's
their
resource.
E
People
that
come
into
support
our
schools
that
need
additional
help
in
running
that
process
more
efficiently
for
our
students.
So.
M
Just
as
a
follow-up
and
then
I'll
wrap
up
for
the
members
is
so
I
know
when
we
did
like
some
of
the
older
preventive,
you
know
pre-covered
preventative
measurements
and
stuff.
We
always
got
that
magical
map
and
you
could
take
that
map
of
the
overdoses.
You
could
take
the
map
of
certain
level
and
tears
of
crime,
and
you
could
take
that
map
also
and
overlay
it.
And
it's
probably
looking
a
lot
like
this.
M
You
know
where
the
Reds
and
the
oranges
are
and
I'm
wondering
you
know:
I
I
think
what
I
don't
like
about
those
Maps
is.
It
creates
a
stigma
and
it
also
can
create
a
disparity
as
opposed
to
an
opportunity
for
a
community.
So
I
know
that
how
we
deliver
the
data
to
the
community
is
important
because
that's
how
the
students
create
have
the
opportunity
where
otherwise
they
don't
see
otherwise
we're
shrouding
it
from
them.
So
I'll
be
curious
to
see
how
how
we
tool
some
of
this
data
in
the
coming.
M
You
know
years
ahead
and
and,
like
Miss
Frank,
said
understanding
the
Clusters,
how
it
relates
to
our
budget.
Definitely
critical
but
I
don't
want
us
in
that
position
where
you
know
it
used
to
be.
Oh
and
here's.
You
know
here,
here's
ODI,
Road
and
here
is
you
know.
We
all
know
there's
certain
areas
that
have
Tendencies
towards
it,
but
we
don't
want
to
get
into
that
turn
the
identification
data
into
a
label
or
something
absolutely.
E
I
Thank
you.
It
was
a
great
presentation.
I
was
just
wondering
the
student
wellness
blog
and
like
homeroom
I,
think
it's
a
great
tool.
I
was
just
wondering
if
the
school
system
had
anything
in
place
to
ensure
the
efficacy
of
that
to
make
sure,
like
students
are
paying
attention,
that's
being
dispersed
to
all
students.
I
was
just
a
bit
interested
in
that
just.
D
Mr
McGrath
because
I
remember
about
three
years
ago
sitting
at
a
board
meeting
and
there
was
concern
about
the
wellness
block
and
should
we
is
it
really
necessary
and
should
we
get
rid
of
it
and
I
said
hey,
let's
give
it
a
few
years
and
let's
just
because
it's
sort
of
like
peas
and
carrots
right,
my
children
don't
understand
the
benefit
of
eating
peas
and
carrots
every
single
week
or
or
you
know,
eating
green
vegetables
every
single
week
right,
and
so
they
just
have
to
give
it
a
little
bit
of
time
and
and
I
remember
and
I
smile
when
I
say
that,
because
it
was,
it
was
Jackson
I
think
you
really
need
to
look
at
that,
and
now
we're
really
seeing
and
I
appreciate
you
saying
from
the
student
perspective
that
you
see
the
benefit
of
it,
but
it's
only
as
good
as
the
implementation
and
you're
absolutely
correct,
and
so
that's
really.
D
C
Thank
you
and
yes
to
add
to
that
I
I
think
I've
mentioned
to
you.
I
visited
Annapolis
High
a
couple
of
weeks
ago
and
had
a
presentation
on
there
wellness
program.
They
have
a
wellness
coordinator,
which
I
know
not
all
schools
do.
C
But
that
also
brings
me
to
another
question
I
had,
which
is
you
referenced,
Miss
Jackson
that
last
year
we
had
a
higher
number
of
incidents
in
the
first
part
of
the
year,
and
things
started
to
get
better
and
that
there
were
supports
in
place.
So
I
wonder
if
you
might
say
a
little
more
about
some
of
the
supports
you
did
put
in
place,
but
also
how
you're
monitoring
I
mean.
This
is
to
some
extent
like
Mr
McGrath's
question.
D
One
of
the
things
that
we
did
was
we
took
a
look
at
the
student
schedule
and
the
student
day
to
figure
out
how
to
best
support
them
academically
and
then
during
different
blocks
of
the
day,
giving
them
the
opportunity
to
if
they
needed
to
get
help,
because
that
was
a
huge
source
of
stress
right
and
so,
when
you,
when
they
came
back
into
in-person
instruction
and
they
felt
like
that,
our
students
felt
like
they
were
struggling.
They
needed
to
get
help,
and
so
the
structure
of
the
student
day.
D
Again.
Thank
you
to
this
amazing
team
behind
me.
Putting
structures
in
place
that
help
with
the
therapeutic
supports
during
the
day
and
then
something
as
simple
as
telling
the
students
that
these
things
were
in
place,
because
we
told
the
parents
but
informing
the
actual
students,
and
so
Mr
McGrath
can
probably
attest
to
it.
When
you
open
up
your
Chromebook
and
you're
on
the
splash
splash
page
there,
you
can
see
some
supports
that
are
on
the
splash
page
that
the
students
themselves
can
take
advantage
of.
D
D
It's
we
were
able
to
at
central
office
again
have
a
culture
of
you
needed
to
be
in
schools.
You
need
to
be
in
school,
supporting
you
needed
to
be
in
schools,
monitoring
and
you
need
to
be
in
schools
observing,
and
so
that's
really
what
a
lot
of
our
senior
staff,
especially
at
central
office,
have
been
doing
just
to
that
fact
of
monitoring
we
want
to
get.
We
want
to
take
a
look
at
the
end
of
the
first
marking
period.
D
We
believe
this
year
will
give
us
some
really
good
data
to
see
exactly
whether
or
not
you
know.
We
know
that
there
are,
you
know,
covets
still
around.
We
know
that
there's
some
mental
health
challenges,
but
we
weren't
where
we
are
here
were
we
we
are
not
where
we
were
a
year
ago,
and
so
we
feel
like
we're
at
a
better
area
of
recognition
of
where
students
are
again
socially
emotionally
and
academically,
and
so
that
end
of
the
first
marking
period.
D
As
you
know,
Dr
Bedell
has
really
been
pushing
us
to
take
a
look
at
at
that
data,
and
so
we're
going
to
take
a
look
at
a
lot
of
those
data
points
and
then,
finally,
again
the
rise
of
student
voice.
We
have
again
thank
you
to
Mr
treffer
and
his
team.
We
have
the
Middle
School
advisory
and,
if
you've
not
been
around
a
middle
schooler
recently,
they
will
tell
you
exactly
how
they
feel
about
everything
and
so
they've.
D
Given
us
lots
of
great
feedback
and
as
well
as
high
school
advisory
and
just
really
any
opportunity,
and
so
then
the
blueprint
has
also
offered
us
an
opportunity
to
take
a
look
at
the
way
we
are
Staffing
schools,
different
Staffing
models
and
and
that's
also
been
helpful
in
our
journey
and
then
finally,
thank
you
to
again
the
student
services
and
student
Support
Services
team.
We
were
able
to
end
this
in
this
board.
D
We
were
able
to
begin
our
first
Elementary
therapeutic
School
setting
and
we
hope
that
as
we
build
those
blocks
and
again,
that's
not
data
we're
going
to
get
at
the
end
of
first
marking
period
or
even
at
the
end
of
the
school
year.
But
as
we
build
the
blocks
from
elementary
and
then
Elementary
to
middle
and
then
middle
to
high
school,
we
will
see
that
reduction.
So
that's
going
to
take
a
few
years,
and
so,
but
but
we'll
continue
to
put
supports
starting
at
the
elementary
level.
D
C
K
C
Yes,
I
agree:
we
this
board
may
not
be
around
it
when,
when
some
of
that
comes
out,
but
that
would
be
interesting
to
see
because
you're
you're
right,
that
is
what
the
blueprint
is
aiming
at,
is
to
sort
of
move.
Everything
I
was
also
thinking,
as
you
were
discussing
the
various
supports,
especially
when
Dr
lucarelli
was
talking
about
what
goes
into
tier
one's
words,
for
example,
and
I
was
struck.
C
I
was
at
the
presentation
that
Dr
Brown
gave
last
Friday
on
her
latest
edition
of
the
poverty
admits
plenty
report
and
one
of
the
many
interesting
pieces
of
data.
There
was
a
recognition
that,
as
a
county,
we
really
are
behind
and
how
many
medical
providers
we
have
and
mental
health
providers
we
have,
and
so
I'm
wondering.
First
of
all
how
you
know
how
how
we're
wrestling
with
that,
and
along
with
that,
you
know,
one
thing
that
came
out
of
covid
was
Telehealth
right.
Tell.
B
C
And
how
accessible
is
that
for
a
student
in
the
course
of
the
school
day
who
has
a
therapist,
maybe
not
a
school
therapist?
Somebody
else,
you
know:
are
they
able
to
accommodate
those
Telehealth
sessions?
If,
if
that's
the
only
place
that
therapist
can
fit
them
in
or
something
like
that?
So
that's
that's!
A
bunch
of
questions
right.
D
So
answer
your
second
question
or
your
last
question:
first,
that's
something
that
we
continue
to
work
with
as
a
school
system.
We
don't
have
a
solid
answer
to
that
right
now,
because
again,
Telehealth
is
a
a
fairly
recent
phenomenon,
especially
with
our
younger
students
and
so
we're
looking
at
balancing
that
day-to-day
support
with
the
students
and
that
the
support
that
we
give
them
in
the
school
system.
D
With
that
support,
that's
that
is
provided
as
a
part
of
something
that
they
do
with
their
family
and
it's
not
a
part
of
their
regular
IP
Etc.
You
are
absolutely
correct
that
Telehealth
for
the
family
has
been
a
benefit
for
the
entire
school
system
and
I'm
very,
very
appreciative
of
our
providers
that
have
opened
that
door,
especially
in
the
evening,
because
that's
been
really
really
beneficial
and
then
your
first
question
the.
C
C
D
County
absolutely
and
Mr
voglund.
Would
you
like
to
come
and
talk
a
little
bit
about?
As
you
all
know,
Mr
voglin
is
part
of
is
the
co-chair
of
the
county-wide
mental
health
task
force
and
which
you
all
will
be
getting
an
update
in
several
months
on
the
task
force,
but
I
thought
Mr
voglink
could
just
provide
a
short
Opera
overview
of
some
of
the
things
they've
been
working
for
and.
K
Then
you
know
so
you
asked
about
just
providers.
K
So,
from
a
school
perspective,
just
speaking
about
student
services
stock,
you
know
when
you
look
around
the
state
and
the
hiring
issues
we're
having
School
counseling
School
psychology,
School
social
worker
shortage
areas
as
well,
but
we
have
we're
fully
staffed.
School
psychologists
are
fully
staffed.
School
social
workers
are
fully
staffed
and
we
have
about
four
vacancies
for
School
counseling
as
compared
to
some
of
our
other
counties
around
us
that
have
a
lot
more
than
that.
K
So
I
feel
good
about
where
we
are
from
a
school
system
in
terms
of
our
mental
health
supports
and
Staffing
and
those
schools
that
we
have
some
vacancies
with
School
counseling,
we're
figuring
out
sub
coverage
or
making
sure
that
the
social
workers
there
are
psych's
there.
So
we're
doing
a
good
job
of
that.
K
We
also
have
our
expanded
school-based
mental
health,
which
has
our
five
partner
agencies
and
they
are
experiencing
the
same
issues
around
finding
social
workers
licensed
social
workers,
so
yeah
some
of
them
are
struggling
for
sure
with
clinicians
and
they've
been
struggling
for
the
last
probably
three
years
on
that.
But
we
do
I
mean
I
feel
like
we
do.
Have
a
pretty
robust
number
of
clinicians
in
in
our
schools.
I
would
say:
I
would
say
about.
K
10
of
our
schools
are
without
like
don't
participate
in
the
expanded
school-based
model,
so
about
120
of
our
schools
do
and
that
program
has
expanded
a
lot.
So
we
do
have
a
lot
of
and
then
and
we've
also
expanded,
that
with
Grant
funds.
Now
we
have
students
that
weren't
able
to
get
it
access
to
it
before
with
insurance
issues
now
can
have
access
to
it.
So
we're
breaking
down
some
of
those
barriers
also.
K
So
so,
but
but,
like
you
said,
outside
the
system
and
and
with
our
expanded
school,
we
spent
off
there's
definitely
a
shortage
of
clinicians,
just
like
teachers.
A
K
E
And
I
I
simply
was
going
to
say
some
of
what
Ryan
said,
but
also
to
share
and
give
thanks
to
the
budget
process,
because
we've
been
able
to
expand
our
programs.
Our
school-based
supports
to
Mr
vogeland's
Point.
So
thank
you
for
that,
because
we
have
been
able
to
for.
K
C
Well,
that
brings
me
to
my
last
question.
So,
first
of
all,
thank
you
for
this
presentation
and
for
the
work
that
went
into
the
presentation
and
for
the
work
that
you
do.
That
is
behind
the
presentation.
C
What
do
you
need
if
you
you
know,
if,
if
you
could
make
the
world
the
way
you
want?
What?
What
do
you
need.
D
We
and
I'm
sure
once
we
leave
and
and
Dr
lucarelli
can
fill
in
the
blanks
and
I'm
sure
once
I
leave
here.
I'll
say:
oh,
that
was
a
better
answer,
but
we
need
continued
support
for
the
work
and
I'm
not
just
talking
about
financial
support,
as
Dr
Bedell
has
said.
D
You
know
there's
a
lot
in
here
that
we
are
not
proud
of
right
now:
2113
physical
fight,
that
doesn't
necessarily
mean
200,
1013
people,
it's
instances,
and
so
it
could
be
two
or
or
four
or
five,
but
it's
it's
a
representation
of
the
work
that
we
still
have
to
do
and
whether
it
be
from
like
I,
said
this
amazing
team.
It's
my
team
right!
Yes,.
A
D
My
amazing
team
behind
me-
or
you
know
our
students-
our
students-
have
really
been
the
forerunners
in
all
this,
and
our
our
teachers
have
done
a
wonderful
job.
They've
had
to
come
back
post
covid
they've
had
to
teach
curriculum,
they've
had
to
ensure
that
you
know,
ancillary
needs
are
met
and
our
principles,
our
principals
and
our
other
unit
staff
members,
our
assistant
principals.
So
it
really
takes
that
continued
support
when
we
will
be
putting
things
towards
in
the
budget
such
as
assistant
principals,
at
all
levels.
D
Again,
because
if
we're
talking
about
this
whole
idea
of
Elementary
support,
when
you
have
a
principal
that's
in
his
or
her
office,
helping
a
child
in
crisis,
then
we
want
them,
someone
else
to
be
able
to
go
out
into
the
classrooms
and
monitor
the
wellness
block
or
monitor
instruction
or
talk
to
a
parent
who
may
be
upset.
And
you
know
sometimes
our
students
in
crisis,
or
sometimes
our
students
who
are
experiencing
significant
behavioral
challenges,
do
take
a
lot
of
time.
D
And
so
that's
probably
one
of
the
things
we'll
continue
to
ask
for
the
appropriate
number
of
professional
school,
counselors
and
and
and
and
staff
and
again
Mr
voglin
has
taken
a
look
at
that
cost
benefits
analysis
right.
Would
we
love
to
have
80
counselors
more
counselors?
Absolutely,
would
we
be
able
to
find
80
counselors,
no,
not
at
all,
and
so
we
take
a
look
at
that,
and
so
we
put
forth
an
appropriate
budget.
So
you
know
again
we'll
look
at
the
budget,
but
then
the
support
again.
D
We
do
have
a
very
robust
alternative
education
program
under
Mr
Crane's
leadership,
but
we're
going
to
continue
to
expand
that
and
then
the
the
work
that
Dr
gillens
has
done
over
the
last
few
years
has
just
been
remarkable,
and
so
we
want
to
continue
to
uplift
that
work,
because
that
too
will
make
a
difference
in
how
the
outcomes
for
our
students
and
then
again
under
you
know,
Miss
Egan,
Dr,
Swift
and
Mr.
E
H
E
Classrooms,
which
are
extended
day
subs
and
the
things
that
we've
put
in
place
so
we
come
back,
are
really
critical
for
us
to
maintain
at
the
Esther
Cliff,
because
if
we
cannot
supervise
students
that
makes
it
a
bit
more
challenging,
which
is
why
Ms
Jackson
brought
up
APS
some
of
our
schools.
She
said
if
a
principal
goes
out:
there
is
no
supervision
for
the
rest
of
the
school.
E
Someone
else
has
to
step
up,
and
sometimes
it's
the
literacy
Specialist
or
the
counselor,
quite
frankly
that
have
to
become
the
teacher
in
charge
in
those
situations.
So
my
was
my
wish
list
from
the
office
school
performance
would
be
that,
along
with
all
the
other
things
that
that
we
need
and
we've
realized
that
priority,
we
have
to
also
prioritize.
B
E
We
say
it,
but
it's
really
important
I
see
it
in
my
own
household
that
we
model
that
for
our
students
as
hard
as
it
is
so
that
when
they
come
to
school,
you
and
it's
funny,
because
you
you're
here
because
you're
like
you
could
tell
someone-
is-
has
taught
them
those
things
that
they're
that
they're
saying
or
how
to
how
to
deal
with
those
situations.
So
we
I
just
asked.
E
We
appreciate
any
help
from
the
community
that
you
can
work
with
students
to
make
sure
they
continue
to
be
come
to
school,
ready
and
yeah
and
continue
to
report
anything
that.
E
J
Thank
you
and
I've
prepared
some
comments.
I'll
try
to
be
as
brief
as
I
can,
but
this
is
important
to
me.
My
comments
are
framed
to
be
informative,
helpful,
not
confrontational
and
food
for
thought,
in
support
of
all
efforts
to
elevate
our
great
students
and
staff.
J
J
The
mental
health
and
social
emotional
supports
must
always
be
at
the
Forefront
of
our
discipline
strategies,
and
the
teacher
of
me
is
coming
out.
If
there
are
any
teachers
out
there,
younger,
inexperienced
or
older.
Whatever
this
statement
is
for
you,
discipline
becomes
less
of
a
problem
when
positive
relationships
are
built
with
students
based
on
trust,
respect
and
caring.
If
I
didn't
say
anything
else
that
would
have
been
enough,
but
I
do
have
other
things
to
say.
The
goal
of
discipline
is
to
change
Behavior.
We
have
many
successes
throughout
each
day.
J
We
have
what
I
think
to
be
a
great
code
of
conduct,
but
for
whatever
reason,
consistency
is
missing
in
the
application
of
discipline
in
some
areas
in
some
schools
at
some
times,
many
of
our
staff
have
the
perception,
which
would
be
their
reality,
that
there
are
no
consequences
for
a
negative
behavior
in
our
schools.
I'm
just
putting
that
out
there,
discipline
or
professional
development
when
it
comes
to
discipline
is
key.
J
Training
for
our
staff
is
always
an
important
piece.
The
importance
of
consequences,
however,
in
matters
of
discipline,
in
my
mind,
really
need
to
be
a
part
of
that
training.
I'm,
not
referring
to
punishment
I'm,
referring
to
practices,
strategies
and
experiences
which
will
help
each
individual
student
realize
the
importance
and
the
value
of
a
positive
change
in
Behavior.
J
J
This
should
be
a
place
where
a
student
can
be
assigned
to
get
help
with
work
in
a
classroom
as
well
as
help
to
deal
with
issues
outside
of
the
classroom.
It
is
not
a
place
to
be
given
candy
sweets
and
to
chew
the
fat
with
friends
and
peers
and
adults.
I've
seen
it
function
quickly
and
I
know
as
well
that
it
is
a
disaster
in
some
schools.
We
must
do
a
better
job
with
the
creation,
Staffing
and
implementation
of
the
DMR.
J
Frustration,
I
would
be
remiss
if
I
did
not
say
that
there
appears
to
be
some
frustration
about
the
process
of
discipline
in
some
of
our
schools.
Some
students,
teachers,
parents
and
admin
staff
all
seem
to
have
some
level
of
frustration.
I
think
this
can
be
eliminated
to
some
degree
by
applying
our
code
of
conduct
in
a
fair
and
Equitable
manner,
with
a
focus
on
changing
the
behavior
fighting
in
schools.
J
Why
do
students
fight
in
schools
well
over
the
years
I've
come
to
believe
that
some
students
feel
that
it's
okay
to
fight
in
schools
because
of
the
lack
of
real
consequences
and
because
they
know
that
ultimately,
someone's
going
to
break
up
that
fight
and
for
them
it's
safer
to
fight
in
schools
as
opposed
to
flooding
out
in
the
community.
J
Large
numbers
of
the
fights
I
believe
are
a
result
of
the
inability
of
our
students
to
deal
with
social
issues
and
guess
what
relationships,
and
so
we
need
to
provide
services
and
help
to
these
students
so
that
they
they
can
cope
PBIS.
J
We
have
some
PBIS
scores
which,
and
a
lot
of
effort
goes
into
that
and
I
think
that
it's
absolutely
marvelous,
some
people
believe
strongly
in
the
value
of
P
by
it.
Pbis
I
will
tell
you.
However,
there
are
some
students
who
question
PBIS
as
a
strategy,
simply
because
it
seems
that
they're
being
rewarded
for
things.
That
is
a
an
expectation
anyway.
J
Many
staff
at
many
schools
have
worked
very
hard
to
implement.
Pbis
and
I
certainly
congratulate
and
thank
them
for
that
restorative
practices.
No,
no
news
for
me,
this
is
no
change.
I've
expressed
this
for
a
long
time.
Restorative
practices,
when
implemented
appropriately
by
well-trained
staff,
may
make
or
will
make
a
difference.
However,
the
fundamental
concern
for
me
is
still
the
lack
of
consequences
and
training
is
a
critical
issue.
There.
Restorative
practices
will
work
when
the
staff
are
very
well
trained
to
do
that.
J
In
my
mind,
it's
one
tool
in
our
bag
of
Pricks
to
be
used
when
appropriate
and
when
conducted
by
a
very
well
and
trained
staff,
and
so
those
are
just
few
thoughts
that
I
had
I
hope
it's
some
food
for
thought,
I'm,
going
to
repeat
that.
First,
one
because
I
believe
to
me
it's
so
important.
Discipline
becomes
less
of
a
problem
when
positive
relationships
are
built
with
students
based
on
trust,
respect
and
caring.
My
final
thought
would
be.
J
We
are
so
proud
to
have
Dr
Bedell,
a
new
superintendent
and
I've
had
some
talks
with
him
about
his
philosophy
of
discipline.
I
think
we
all
need
to
continue
to
have
those
discussions
and
I
said
earlier.
The
great
news
99.999
of
our
kids,
come
to
our
schools
and
do
great
things
every
single
day,
those
that
do
not.
We
cannot
throw
them
under
the
rug
we
have
to.
We
don't
have
alternative
settings
like
some
of
our
schools,
neighboring
schools
might
have.
We
have
to
come
up
with.
C
Thank
you,
Mr
silkworth,
Mr,
McGrath,.
I
Oh
I
just
wanted
to
talk
really
quickly
about
Mrs
Jackson
earlier
talked
about
the
new
opportunities
in
schools
for
students
to
get
help
in
the
day
for
like
academics,
I
just
wanted
to
say
personally
that
has
worked
wonders,
especially
for
my
physics
grade
last
year,
shout
out
to
Mr
Wimmer,
but
I
do
want
to
say
that
is.
That
was
just
such
a
great
initiative
and
I.
Think
similar
initiatives
would
be
great,
just
like
definitely
whoever
the
group
that
came
up
with
that
give
them
a
raise
I.
I
I
This
is
totally
just
like
my
personal
experience
and
the
experience
of
my
friends,
students
who
would
lash
out
usually
because
they
were
in
they
were
in
a
cycle
of
poor
grades
and
poor
academic
achievement
being
able
to
have
a
time
in
the
school
day
to
go
redo
a
test
or
get
academic
help
with
the
teacher
did
so
so
much
so
I
think
it
was
just
a
great
initiative
overall.
A
M
L
One
thing
that
you
mentioned
was
fascinating
to
me
and
I
had
never
considered
it.
So
I
just
wanted
to
reiterate
one
point
that
you
made
that
that
I
I
just
found
very
interesting
that
some
students
May
believe
that
it
is
safer
to
fight
in
schools
because
it
will
be
broken
up.
I
had
never
considered
that
and
I
guess
that
49
years
of
experience
is.
J
L
There's
there
were
a
few
things
that
you
mentioned,
that
I
that
I
do
want
to
incorporate
into
some
of
the
thoughts
that
I
had
and
and
I.
I
think
that
you
and
I
are
definitely
on
the
same
page,
so
I'm
glad
that
you
articulated
some
of
those
concerns
you
mentioned
PBIS,
you
mentioned
restorative
practices
and,
and
one
of
the
reasons
I
was
asking
for
cumulative
data
over
a
long
period
of
time
is
because
a
lot
of
what
we've
done
in
the
last
couple
of
years
have
been
fairly
recent.
L
So
one
thing
that
I
really
appreciate
about
Dr
Bedell
is
his
willingness
to
try
things
and
understanding
that
those
things
may
fail,
but
also
the
assurance
that,
if
they
do,
we
will
try
again
and
I
support
this
ethos
tremendously,
as
we
go
down
this
path
of
discussing
discipline
and
we
look
at
the
definitions
that
we
use
for
discipline,
not
my
particular
definition
in
my
household
but
I'm,
a
very
strong
disciplinary,
it's
it's
definitely
different
than
what
many
of
us
recall,
I,
think,
I'm,
second,
youngest,
on
this
board,
and
and
even
in
the
the
gap
between
my
educational
experience
and
what
I
see
today.
L
There
are
differences
in
the
mentality
of
discipline
and
are
those
initiatives
working.
Is
this
mentality
working
and
are
we
willing
to
evaluate
that?
Are
we
seeing
more
success
in
our
students,
based
on
the
way
that
we
frame
our
discussions
around
discipline
and
if
we're
not,
when
do
we
change
course
on
that?
When
do
we
decide
that
perhaps
what
we
did
worked
better
back
in
the
day
or
or
maybe
we
have
never
gotten
it
right
and
we
need
to
go
back
to
the
drawing
board.
L
So
I
just
say
that,
because
while
we
can,
we
can
look
at
the
data
and
say
there's
certainly
a
clear
indicator
that
covid
changed
a
lot
of
things
about
discipline.
Maybe
that
means
that
now
is
the
time
with,
with
these
spikes
that
we
have
to
sort
of
Start
Anew.
L
So
I
would
just
be
interested
in
some
of
the
the
suggestions
that
Mr
silkworth
made
for
sure
and
then
just
maybe
reimagine
this.
Maybe
this
is
sort
of
the
time
to
reimagine
how
we
do
things,
and
that
is
all
I
have
to
say.
Thank
you.
Thank.
C
You
I
think
Ms
Dent
was
next.
G
So
two
things
mine's
just
not
a
comment,
it's
more
of
a
request
for
data.
So
when
I
look
at
the
just
just
this
chart,
it's
all
of
them
together,
I
just
look
back
at
them,
but
I
heard
you
say:
Miss
Jackson
that
we'll
just
say
8
17,
to
keep
on
picking
on
the
fights
right.
G
Let's
talk
about
the
drug
possession,
so
that
number
like
blows
my
mind,
because
the
next
thing
I
think
about
is
how
many
students
and
you
say
to
school-
why
that's
a
lot
of
possessions
that
you
just
caught
I,
wasn't
saying
that
that's
all
that's
there!
So
when
you
said
earlier
that
this
is
not
necessarily
individuals,
they're
incident,
so
the
same
person
may
have
done
something
twice:
correct.
Okay,
so
when
you
start
breaking
down
data
right,
I
need
true
pictures
of
what's
happening.
G
So
if
I
just
look
at
the
demographics,
if
you
go
back
to
the
color
race,
demographics
there.
So
if
I,
just
look
at
the
incidents,
I
would
say:
okay
buy
this
data.
It
appears
right
that
more
African-American
students
get
in
trouble
than
white
students
where,
if
is
that
is
there?
Is
that
not
true?
I
don't
know
so.
I
would
like
to
see
a
little
bit
more
definitive
Data
before
I.
Make
any
recommendations
to
say:
do
I
have
a
problem.
G
G
It's
a
lot
of
weapons
getting
into
our
school
system,
there's
a
lot
of
weapons
that
are
getting
to
our
school
systems
that
get
caught.
So
when
I
look
at
prevention
method
methodologies,
yes,.
C
G
G
Other
plays,
can
things?
Can
we
put
in
place
as
a
prevention
to
prevent
things
like
weapons,
I,
I
put
down
here,
weapons
Control
process?
How
do
we
figure
out
how
to
get
weapons
out
of
our
school
system?
One
of
those
things
is,
you
know
active.
C
C
G
Yeah,
like
so
people
get
all
excited
about,
you
know.
Oh
don't
do
that,
but
you
do
it
every
time
you
walk
through
the
airport
right.
So
what
I'm
saying
is
I'm
not
asking
you
to
be
invasive.
What
I'm
saying
is
think
out
of
the
box.
How
do
we
put
preventions
in
place
so
that
we
don't
have
this
thing
right?
One
of
the
things
that
we
have
to
be
mindful
is
how
we
keep
children
students
out
of
trouble
right.
We
know
they're
going
to
get
in
trouble.
G
How
do
we
keep
them
out
of
trouble
because
once
the
infraction
we
go
beyond
what
we
can
control,
it
becomes
criminal
and
then
that
becomes
the
cycle
of
juveniles
going
into
the
system
right.
So
how
do
we
prevent
that
and
then
my
other
one
is
closely
tracking
the
suspensions
as
it
relates
to
the
incidents.
G
This
is
talking
about
suspensions
by
group,
not
necessarily
incidents
by
groups.
So
the
way
the
data
is
for
me,
it
just
kind
of
gets
a
little
bit.
It's
cute,
so
I
don't
want
you
to
have
to
do
a
lot
of
work.
What
I'm
asking
is
is
give
me
a
a
comparative
analysis
of,
or
you
may
know
it
looked
like.
Dr
lucarelli,
almost
like
I
got
it
already,
but
what
I'm
saying
is:
is
that
the
suspensions,
the
demographics
of
the
suspensions
and
then
I
see
another
spot
over
here?
G
That
says
the
incident
and
then
no
demographics
of
the
incidents,
and
then
how
did
that
all
all
intertwine
it
looks
like
it's.
A
lot
right
looks
like
it's
a
high
percentage,
but
is
it
really
so
I
would
just
ask
if
we
could
just
take
a
look
at
that
data
and
then
my
final
comment
is:
is
that
discipline
is
hard?
It
is
it.
You
have
to
make
a
decision.
Every
principal
got
to
decide
whether
they
got
it
I
mean,
and
you
have
126
of
them.
G
I
I,
don't
even
want
to
say
effort,
but
you
got
to
take
a
look
at
it
and
you
gotta
make
a
hard
decision
on
defining
which
direction
this
is
going
to
trajectory.
It's
going
to
send
that
child
on
right
or
that
student
on
and
forgive
me
for
all
the
students
out
that
I
keep
saying
child
I'll
get
that
later
on.
G
That
I
should
stop
saying
that,
but
I
do
think
that
we
have
a
opportunity
that
if
funds
are
needed
for
us
to
change
that
way,
we
can
get
that
because
we're
coming
out
of
a
era
to
where
discipline
and
behavior
or
start
people
are
actually
starting
to
look
at.
How
does
those
two
affect
it,
but
one
of
the
things
that's
happening
in
my
district
is
poverty,
so
poverty,
discipline
and.
G
All
if
I
look
at
every
last
one
of
those
things
I
think
that
I
could
try
to
come
up
with
a
way
to
do
a
prevention
plan
that
would
help
everybody,
but
I
can't
see
the
data
right
now
as
it
is
so
I
really
do
want
to
try
to
try
to
prevented
process,
but
I
really
need
good
data
that
I
can
go
into
that.
I
can
say:
hey
here's,
a
great
idea
and
I
I,
don't
know
if
that
is
true
or
not.
So.
Thank
you.
Thank
you
for
everything
you
guys
are
doing
a
remarkable
job.
G
I
do
not
want
to
ever
be
in
those
shoes.
I
I
seriously
say
that,
because
it
just
makes
me
cringe
when
I
find
out
of
students
being
ready
to
be
suspended
for
30
months,
30
I
mean
30
weeks.
It's
like
oh,
my
God.
What
will
they
do
so
I?
Don't
I
appreciate
what
you're
doing,
and
so
thank
you
very
much
seriously
and
from
all
of
the
parents.
G
F
Yes,
some
of
this
data
isn't
what
we,
what
necessarily
but
our
actions
to
this
point
and
the
ones
that
are
yet
to
come
all
will
will
help
I
think
there's
a
lot
of
things
that
were
put
in
place
over
the
time
that
I've
been
on
the
board
that
have
been
fantastic
and
I
want
to
I
want
to
acknowledge
that
and
yes,
we
have
someone
new
at
the
at
the
helm
with
a
different
set
of
ideas,
but
that
doesn't
mean
that
what
we
were
doing
before
wasn't
great
because
it
it
was,
and
it
continues
to
be-
and
it
continues
to
contribute
to
that.
F
So
I
wanted
to
acknowledge
that
and
and
yeah
I
I
don't
think
we
should
be
scared
to
to
look
at
all
of
it
going
forward
and
and
to
and
and
to
to
sit
with
that
data
and
how
that
makes
us
feel
and
how
and
how
we
want
to
move
forward
and
and
and
make
it
better
for
for
all
of
our
students
and
so
I'm
willing
and
able
to
to
to
sit
with
that
and
to
contribute
in
any
way
that
I
can
and
I
just
I
would
love
to
see
it
at
least
reflect
the
demographics
in
our
community
a
little
bit
better
and
then
I
love
our
Partnerships
with
the
the
various
groups
and
the
in
the
community
and
I
know
that
those
those
relationships
are
took
a
long
time
to
cultivate
and
and
are
are
in
place
now
and
or
are
yet
to
be
discovered
and
they
all
they're
all
fabulous,
because
you
know
it
takes
a
village
we're
not
just
on
an
island
by
ourselves.
F
C
Thank
you.
Thank
you
to
all
my
colleagues.
I
just
have
a
couple
of
last
thoughts.
One
is
around
some
of
the
methods
that
we
use
now.
Obviously,
restorative
work
is,
is
a
critical
part.
C
I
I
do
find
that
doing
restorative
work
with
Fidelity
is
very.
Very
hard.
School
systems
tend
to
be
very
good
at
implementing
programs.
Restorative
is
not
a
restorative.
Justice
is
not
a
program,
and
so
the
depth
and
and
Mr
silkworth
referred
to
this.
C
The
depth
of
training
that
goes
into
that
I
think
is,
is
critical
and
so
and
I
also
think
sometimes
restorative
justice
gets
kind
of
mushed
up
with
PBIS
and
they're,
not
the
same
thing,
and
so
I
do
think
as
we're
looking
as
my
colleagues
have
mentioned,
sort
of
really
looking
at
what
we're
doing
and
how
it's
working.
C
That
Fidelity
is
something
we
I'm
sure
you
are
focused
on
and
we
want
to
continue
to
be
focused
on,
because
I
think
the
truth
is
those
are
all
built
on
a
more
complex
idea
of
what
it
takes
to
help
young
people,
students
who
are
at
the
beginning,
young
children,
growing
into
older
adolescents,
develop
as
whole
human
beings
and
I.
Think
the
many
things
are
not
what
we
thought
we
experienced
as
children,
and
that
goes
for
academic
work.
You
know
I
routinely
hear
some
parents
say
well.
Why
does
my
kid
get
to
do?
C
Take
a
test
again
right.
Well,
as
a
college,
professor
or
former
college,
professor
I
can
say
to
them:
well
what
they're
learning
when
they
do.
That
is
what
it
means
to
learn,
not
just
to
pass
a
test
right,
and
so
you
know
these
are
complex
things
and
measuring
them
is
complex
and
so
I'm
sure
you
will
will
keep
keep
at
that.
C
So,
thank
you
for
everything
that
you're
doing
I
know
it's
it's
it's
an
ongoing
task
and
I
think
certainly
Dr
Bedell
has
has
been
referenced
tonight
is,
is
Keen
on
making
sure
that
we
see
the
data
I
think
this
has
been
very
useful
for
us
as
a
board,
and
and
we
we
do,
we
want
to
see
it
all
we're
grateful
for
saying
it
all,
because
that's
how
we
know
where
we
can
help
and
and
what's
needed.
C
A
D
Dr
Tobin
along
those
lines:
I
I,
I,
thanked
Dr
lucarelli
and
my
amazing
team
behind
me,
but
also
Mr
Mosher
and
Ms
Houck
and
his
team.
You
know
this
is
not
my
area
like
the
graphic
design
and
so.
D
C
Well,
it
was
it
was,
it
was
very
nicely
done
and,
yes
thank
you,
everyone
for
coming
out
on
this
rainy
night
and
spending
some
time
with
us,
and
everyone
have
a
good
evening
and
some
of
you
we
will
see
you
again
on
Wednesday.
So
yes,
good
night,
everyone.