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From YouTube: BOE Public Sesion 6 05 2019
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Welcome
to
this
meeting
of
the
board
of
education,
this
meeting
is
being
televised,
live
on
aacps
tv
and
live
streamed
on
the
internet.
General
information
and
protocols
for
the
meeting
are
posted
on
the
sign
by
the
doorway
as
you
enter
the
room.
So
please
make
sure
you
read
those
if
you
have
not
already
item
2.03
is
approval
of
the
minutes.
Is
there
a
motion
to
approve
the
minutes?
A
C
Mr
president,
I
move
that
we
table
item
5.10
and
move
it
to
next
meetings
agenda,
just
in
light
of
giving
the
public
another
couple
of
weeks
to
look
over
this
policy
and
the
amendment
as
well
as
us
hearing
that
big
policy
changes
like
this
would
be
better
done
at
night
meetings
for
attendance.
Second,.
A
And
if,
if
I
may,
just
just
for
clarification,
I
know
you
use
the
word
table.
Would
a
friendlier
word
if
you
accept
the
friendly
amendment
be
removed
from
today's
agenda
for
the
the
june
19th
meeting?
Is.
A
Okay,
it's
been
moved
and
seconded
any
discussion
on
this,
miss
antoine
for
this
or
okay.
Any
other
discussion
on
that
motion.
Seen
on
all
those
mr
alive.
E
I'm
just
questioning
this
has
been
published.
It's
been
made,
you
know
public
today
was
the
day
we're
supposed
to
vote
on
it.
I
don't
understand.
We
have
a
quorum,
why
we
don't
conduct
our
businesses,
businesses,
schedule.
C
A
Mr
live
any
any
further
comment:
see:
oh
okay,.
C
A
Okay,
at
this
point,
mrs
connolly,
this
is
a
vote
to
remove
item
5.10
from
the
agenda.
Would
you
please
call
the
roll.
G
E
H
Thank
you,
president
gillan.
I
I
would
just
like
to
add
today
under
action
items
5.14,
I
plan
to
make
a
motion
concerning
economic
and
financial
literacy
in
our
schools.
H
So
so
I
am
planning
to
motion
for
a
vote
from
the
board
requesting
an
action
from
dr
alato
and
his
team,
and
I
put
it
under
five.
I
I
put
on
five
four
since
under
other
action
items,
but
if
it
belongs
somewhere
else,
I'm
good
with
that.
A
Let
me
let
me
suggest
this
miss
antoine
if
you
would
be
open
to
this,
rather
because
you
can
make
a
motion
at
any
time,
certainly
for
presentation,
but
if,
if
you
would
be
open
to
it,
maybe
when
we
get
to
item
2.10
superintendent's
update,
I
I
believe
dr
alato,
in
the
interest
of
time
and
some
of
the
the
the
presentations
we
have
today
was
going
to
forego
the
superintendent's
update.
A
A
Thank
you
all
right
so
that
that
motion's
been
withdrawn.
Mr
crookedale,
if
you're,
okay,
okay,
all
right
any
further
comments
on
the
agenda,
seeing
none
the
agenda
will
stand
as
revised
item.
2.05
is
board
recognitions.
Mrs
connolly,
do
we
have
any
recognitions
today.
A
I
I
think
we
may
have
a
recognition
and
it
may
be
appropriate
to
bring
some
people
into
the
boardroom.
B
A
Ladies
and
gentlemen,
for
those
who
don't
know,
mrs
connolly
has
been
the
board's
executive
assistant
for
the
last
18
years
and
she
shared
with
us
a
few
months
ago
that
she
would
be
retiring,
effective
june
30th,
and
she
sets
the
board
agenda.
A
So
you
know
for
us
to
pull
a
surprise
like
this
without
her
knowing
and
mrs
conway.
A
So
obviously
a
number
of
people
were
here,
including
some
former
board
members,
I'm
just
going
to
to
call
them
out:
stacy
corbilek,
debbie,
ritchie,
pattynally,
solon
webb,
our
previous
board
council,
tyson
bennett,
a
number
of
of
your
close
personal
friends
and
colleagues
here
at
at
the
central
office,
or
are
here
along
with
this
entire
board,
to
to
say
thank
you
and
and
getting
your
family
here
and
and
again
without
you,
knowing
was
was
no
small
task.
So
we'd
like
to
thank
diane
howe
for
for
pulling
that
off.
A
But
I
know
some
of
our
former
board
members
would
like
to
make
a
few
comments.
So
I'm
going
to
defer
to
the
former
board
members
we'll
let
the
current
board
members
make
a
few
comments.
And
then
we
have
a
presentation,
we'd
like
to
make
to
you
and
then
we'll
have
a
couple
of
photos
and
if
you'd
like
to
introduce
your
your
family
as
well.
J
K
I
I
think
about
all
the
things
we
went
through
and
and
how
you
you
were
the
mainstay
you
were
always
a
dependable
one.
You
were
the
one
that
were
willing
to
take
my
phone
calls
when
I
was
all
the
time.
So.
Thank
you.
Thank
you.
Thank
you
for
everything
you
did
for
the
school
system
for
the
school
board
and
I
want
to
say
that
I
am
so
thrilled
that
diane
is
now
going
to,
and
I
think
you
are,
I
know
you
are
too
diane
is
going
to
do
a
great
job
in
following
your
footsteps.
G
Molly,
I
just
want
to
echo
what
patty
said
for
those
who
don't
know
you
are
the
glue
that
holds
this
board
together
and
you
always
have
been
and
we're
so
grateful
for
your
service
to
all
of
us
and
to
the
school
system,
and
we
know
that
that
we're
all
still
in
good
hands,
they're
all
still
in
good
hands
with
diane,
but
you're
going
to
be
missed.
Thank
you.
A
I
I
think
current
board
members
that
would
like
to
make
a
comment.
Then
we'll
take
some
some
photos.
Mrs
hummer.
L
So
molly
I
there
are
no
words.
I
don't
think
that
the
public
often
realizes
how
much
molly
does
to
keep
things
rolling
and
how
always
calm
and
reassuring
and
informative.
She
is
to
upset
parents
who
sometimes
call
or
she
as
she
helps
them,
navigate
the
school
system
and
how
to
do
things
and
she
has
she
serves
students.
She
serves
staff,
she
serves
the
board
and
she
has
made
an
indelible
imprint
on
the
school
system.
How
many
superintendents
have
you
served
with
now
molly
six,
including
the
interim
six?
L
Yes,
six
different
superintendents
and
she
has
weathered
through
them
all
and
as
and
I'm
sorry
but
I'll
say
this
she's
she's.
I
we
can't
even
begin
to
count
how
many
board
members
she
has
weathered
through.
So
that's
an
even
greater
accomplishment
as
she's
gone
through
the
dozens
and
dozens
of
board
members.
She
has
and
kept
us
all
in
line
and
on
target.
So
thank
you,
I'm
thrilled
for
you
that
you
are
going
to
be
able
to
enjoy
the
grand
babies
and
enjoy
your
retirement
now,
but
you
will
be
greatly
missed.
M
M
This
is
for
the
best
interest
of
the
board
member,
the
superintendent
and
just
goes,
and
does
it
without
even
thinking
of
herself,
and
so
that
is
something
to
definitely
cherish,
and
I
know
that
you're
going
to
so
enjoy
the
grandchildren
and
the
family
now
full
time
and
I'm
going
to
miss
you.
N
First
of
all,
I
have
to
apologize
because
those
two
seconds
between
when
terry
said
no,
I
think
we
do
have
a
board
recognition
and
people
walking
in
had
to
feel
like
five
minutes
of
what
the
heck
is
he
talking
about.
I
said
I
worked
on
this
agenda,
so
you
must
have
been
sweating
a
little
bit
about
what
was
going
on,
but
but
I'm
so
glad
we
did
it.
I
I
have
to
thank
you
as
as
a
new
board
member,
obviously
we're
as
soon
as
we
get
here.
N
E
Molly
and
I
have
worked
together
for
20
years,
my
previous
time
on
the
staff
of
the
school
system,
even
when
I
was
with
the
county
government
now
back
again
as
a
board.
Member
molly
is
a
key
link
to
not
only
the
board
members
but
to
all
the
other
members
of
the
staff
of
anne
arundel,
county
public
schools
and
most
of
all,
molly
you've
been
a
dear
friend
to
me,
and
for
that
I
will
forever
be
grateful
and
always
remember.
You're,
always
molly
bedali.
A
I
I
just
want
to
echo
what
everyone
else
has
said
so
eloquently
we're
going
to
miss
you
you,
you
answer
all
my
questions,
all
my
millions
of
questions
and
you
got
us
up
to
speed
so
quickly
and
your
wonderful
resource
and
source
of
information.
I
H
By
february
I
placed
my
name
on
the
ballot
and
by
march
on
my
son's
birthday,
they
found
blood
clots
on
both
of
my
lungs
may
2018.
I
was
still
in
recovery
and
molly.
I
called
you,
I
told
you
molly.
Thank
you
for
all
your
help,
but
I'm
not
going
I'm
done.
I
can't
do
this
and
I
knew
based
on
what
you
shared
with
me
and
those
and
the
words
that
you
shared
that
you
and
I
know
about
the
public
would
never
understand
or
no,
you
basically
said,
candace
go
forward.
H
A
C
Molly,
I'm
going
to
miss
you
so
much.
I
just
it's
like
the
little
things
with
you,
whether
you
like
share
smile
or
story
or
talk
about
my
prom
with
me.
You
just
are
such
a
supportive
and
sweet
person,
and
I
want
you
to
know
because
you
always
tell
me
about
all
the
other
student
members
and
you're
like
oh.
This
is
so
funny,
that's
so
funny
he
was
did
this.
They
all
talk
about
you,
too
I've
known
about
the
past
four
or
five.
I
don't
remember
exactly
board
members
and
every
time
I
asked
them.
C
Oh,
what
do
you
remember?
Would
you
like
you're
always
brought
up?
They
always
throw
this
say
the
sweetest
and
kindest
things
about
you,
whether
it's
you
answering
their
questions,
as
everybody
else
said,
or
just
being
there
to
like
share
sentimental
moments
and
even
rita
said:
oh
you're,
the
sweetest
person
like
you've
helped
through
so
much
because,
like
it
is
scary,
coming
in
the
first
day
and
hearing,
ask
me
text
like
all
these
acronyms.
C
It's
like
whoa
hold
on,
but
you've
always
been
there
molly
to
like
step
it
through
with
me
and
help
me
out,
and
I
really
cannot
thank
you
for
that
enough
and
really,
like
I
mean
you're
more
than
just
the
board
secretary
to
all
of
us,
you're
really
like
the
mother
of
the
board.
Almost
like
you
take
care
of
all
of
us,
even
when
I
forget
my
packet
that
I've
written
on
you
like
will
bring
me
a
new
one
without
anybody
knowing
like
honestly,
you've
made
this
experience
like
10
times
more
better.
C
A
Thank
you,
mr
raya.
First,
my
my
old
seat,
mate.
I
I
I
miss
you
dearly,
but
you
know
mrs
nolly
only
you
could
make
the
announcement
that
diane
howe
was
replacing
molly.
We
haven't
announced
that
yet,
but.
A
Molly,
I
I
think
the
world
of
you
you've
been
a
great
friend,
a
great
friend
of
my
wife,
great
friend,
of
my
in-laws,
and
I'm
going
to
miss
you
here.
But
I'm
not
going
to
miss
you
because
I
know
where
you
hang
out
and
I'm
sure
we'll
we'll
connect.
A
When
I
was
the
student
board,
member
gene
herbert
was
the
board
assistant
and
she
created
the
role
and
yeah.
I
know
mr
live
will
remember
jean
tyson
bennett
and
darren
burns,
certainly
remember
jean
and
and
the
work
that
she
did
in
establishing
the
role-
and
I
know
she's
looking
down
right
now,
smiling
because
you've
exemplified
all
that
she
envisioned
when
this
role
was
created
and
you've
made
this
board
a
better
board.
A
You've
made
this
board
room
a
better
and
more
fun
room
and
you've
made
the
caucus
room
a
little
fun,
and
I
just
can't
thank
you
enough
for
your
service
and
all
that
you've
done
for
the
board
of
education
and
for
anne
arundel
county
public
schools,
and
it's
at
this
time.
I'd
like
to
present
you
with
a
small
token
on
behalf
of
the
board
and
then
ask
that
the
board
and
again
we
normally
coordinate
this
stuff
through
you.
So
I'm
winging
it
right
now.
B
A
N
B
P
F
A
Item
2.06
is
the
educator
of
the
month.
Mrs
hummer,
okay,.
L
Today
we
honor
an
educator
in
our
school
system
who
works
tires
tirelessly
to
make
reading
and
the
love
of
learning
part
of
the
culture
of
glen
burnie
high
school
andreas
iv.
Library,
media
specialist,
sees
the
mission
of
the
library
media
center
as
a
source
of
exploration,
discovery
and
learning.
She
is
the
acknowledged
technology
leader
at
her
school
and
she
shares
her
technology
expertise
to
empower
her
students.
L
Ms
bohr
passionately
promotes
technology
reading
her
students,
her
school
and
the
library
profession
as
the
library
media
specialist
at
glen,
burnie
high
andrea,
develops
relationships
with
all
departments
in
the
school
as
she
helps
teachers
integrate
media
and
technology
into
their
classes.
She
has
worked
with
the
physical
education
department
and
the
english
department
on
the
champion
reading
program
where
student
athletes
visit
surrounding
elementary
schools
and
read
to
students
working
collaboratively
with
the
social
studies
department.
L
She
developed
a
history,
honor
society
and
she
also
works
closely
with
the
esau
teachers
to
provide
learning
opportunities
and
materials
for
english
language
learners.
Andre
spore
is
a
master
teacher
who
plans
and
delivers
highly
effective
instruction
to
her
students.
She
accomplishes
this
goal
by
planning
with
teachers
to
ensure
that
her
media
instruction
supports
content
standards
and
objectives.
L
She
brings
a
love
of
learning
to
her
instruction
and
clearly
demonstrates
her
ability
to
work
across
content
areas
and
curricular
demands.
Technology
is
incorporated
seamlessly
into
her
instruction.
She
uses
technology
to
empower
her
students
to
take
control
of
their
learning.
As
a
former
avid
coordinator,
she
is
well
versed
in
teaching
students,
the
skills
and
behaviors
they
need
for
academic
success
and
enforcing
strong
student
teacher
relationships.
L
Andrea
is
the
broadcasting
and
website
lead
for
her
school.
Her
media
website
provides
an
easy
portal
for
library,
resources,
research
tips,
maker
space
summer
reading
information,
her
quarterly
newsletter
and
her
twitter
feed.
She
is
dedicated
to
promoting
the
love
of
reading
and
the
use
of
technology
to
engage
her
students
and
guide
them
toward
academic
success.
L
Ms
spoor
has
a
positive
attitude
and
is
generous,
caring
and
sensitive
to
the
needs
of
others.
She
is
a
forward
thinker
who
sees
the
big
picture
and
is
recognized
at
both
the
school
and
district
level
as
an
exceptional
teacher
and
leader,
andrea
spohr
is
a
s
in
a
self-created
environment
which
is
conducive
to
learning.
Your
library
program
promotes
the
concepts
of
open
access
to
information,
intellectual
freedom
and
lifelong
learning,
and
for
these
reasons
and
more,
the
board
of
education
is
pleased
to
recognize
you
as
educator
of
the
month
for
june
2019.
L
Now,
as
wonderful
as
the
write-up
is,
it
doesn't
include
everything
the
the
first
young
adult
literature
conference
was
held
this
year
and
the
sport
totally
spearheaded
that
and
had
a
wonderful
author
come
in
to
speak
with
kids
and
as
a
parent
I
will.
I
have
a
child
who
lives
in
the
media
center
at
glen,
burnie
high
school
every
day.
L
That's
where
he
goes
spence's
lunch
and
he
takes
part
in
her
book
clubs,
and
I
can
say
that
she
has
had
an
enormous
impact
on
him
and
making
him
feel
welcome
and
there,
although
he
tells
me
that
he
can't
find
any
books
in
the
library
that
aren't
about
some
kids
breaking
the
norms
or
love
affairs.
So
you
need
to
find
them
something
else
to
read.
L
So
how
did
that
get
you
here
this
morning,
I
thought
we
were
all
being
recognized
for
the
literature
conference.
B
M
Too
so
that's
kind
of
so
I
think
my
husband's
here
chris
bria
diana
and
my
principal
cat
mcguire,
caroline
mccurdy,
becky
edmonds.
I
have
my
colleagues.
I've
worked
with
avid
happens
to
be
sitting
right
next.
K
C
C
L
K
B
L
E
E
E
Her
skills
are
put
to
the
test
every
day,
with
not
only
organizing
students
schedules,
data
sheets
and
activities,
but
also
a
plethora
of
paperwork.
The
classroom
generates
ms
hubbard
embraces
training
opportunities
to
increase
her
daily
instructional
techniques
and
understanding
of
students,
learning
and
development.
E
E
M
G
E
How
many
beagles
do
you
have
now
one
the
hubbard's,
I've
known
kathy's
husband
bill
for
many
years
for
purchasing
and
they've
always
had
beagles
in
their
household
always
and.
I
I
I
Folger
mckenzie's
calendar
of
events
is
a
perfect
example.
Each
summer
ms
butler
arranges
for
the
pto
executive
team
to
meet
with
folger's
administrative
team.
Before
the
meeting
ms
butler
creates
surveys
to
elicit
input
from
the
community
regarding
upcoming
school
activities,
which
activities
would
the
school
community
like
to
keep
and
perhaps
turn
into
a
folger
tradition?
I
I
We
have
a
mission
for
the
school
year
established
before
it
is
even
begins.
Exclaims
principal
lenoir,
fox
assistant
principal
kathy
jones,
remarked
on
ms
butler's
knack
for
organization
as
well
stating
her
organization
of
committees,
activities
and
meetings
is
comparable
to
none
that
I
have
ever
encountered
in
my
29
years
with
aacps
sustainability
is
another
hallmark
of
ms
butler's
work.
She
creates
videos
and
slideshows
to
train
new
volunteers.
I
She
also
works
to
ensure
there
are
binders
for
each
committee,
chairperson
to
pass
along
to
those
who
may
serve
in
that
role
in
the
future.
These
resources
help
encourage
new
volunteers
and
improve
program
fidelity
from
year
to
year.
States
principal
fox
butler,
is
also
a
great
communicator
principal
fox
says
she
has
the
natural
ability
to
listen
to
input
from
all
stakeholders
provide
polite
and
timely
feedback
and
work
tirelessly
to
implement
initiatives.
I
Ms
medler,
you
are
a
great
asset
to
the
folger
mackenzie
elementary
school
and
the
entire
anne
arundel
county
public
schools
community,
and
we
are
truly
grateful
for
your
service
as
a
volunteer
and
for
your
willingness
to
share
your
leadership
skills.
Would
you
please
come
forward
is
with
great
appreciation.
I
would
like
to
present
the
volunteer
of
the
month
certificate
in
bell
to
you.
I
So
how
did
they
get
you
down
here
today?.
A
What
I'd
like
to
do
with
the
board?
Since
we
went
a
little
long
and
I
know
our
photos
should
be
taken.
I
I'd
like
to
take
the
recess
momentarily
and
then
we'll
come
back
and
do
school
community
highlights,
but
but
first
there's
two
more
thank
yous
that
I
I'd
like
to
make
as
we've
done
our
our
final
round
this
school
year
of
employee
of
the
month,
educator
of
the
month
and
volunteer
of
the
month.
A
First,
I'd
like
to
just
thank
tony
anzaloni
for
all
of
his
work
that
he
does
with
educator
and
employee
of
the
month
each
year
and
again
we
really
appreciate
all
that
you
have
done
continue
to
do,
and
we
hope
you're
back
next
year
to
do
this
again
for
us.
A
I
also
would
like
to
say
a
very,
very
special
thank
you
to
teresa
tudor
each
month.
She
writes
the
volunteer
of
the
month
script
that
that
is
read
by
the
board
members,
and
we
know
that
you
are
off
to
a
better
place.
Come
june
30th
as
you
retire
as
well,
and
this
school
system
owes
you
a
debt
of
gratitude
for
all
that
you
have
done.
So.
Thank
you
for
your
work.
A
N
N
N
N
N
N
N
N
N
H
H
H
H
Good
morning,
so,
instead
of
the
standard
two
weeks,
we
were
absent
from
you
guys
for
three
weeks,
if
I'm
doing
my
math
correctly,
so
that
means
more
to
do
in
the
community
and
more
to
get
involved
with
in
terms
of
education,
for
our
students.
First
thing
I
want
to
highlight
today
is
the
mo
gaba
fundraiser.
H
H
Last
time
we
talked
to
you
guys
by
reading
the
nfl
draft,
pick
in
braille,
the
first
to
do
so
mo
god
bless
you.
My
prayers
are
with
you
and
anyone
that
wants
to
know
someone
whose
heart
is
significant
and
strong.
Please
get
to
know
mo
then
the
safe
schools,
town
hall,
I
believe,
was
doing
this
this
past
three
weeks,
and
I
have
to
tell
you
all
these
years
of
the
military,
20
plus
years
of
being
in
in
security
in
different
forms.
H
There
were
still
considerations
that
were
brought
out
in
that
that
town
hall
that
I
would
have
never
considered
it
was
very,
very
moving,
and
I
commend
everyone
who
coordinated
that
it
is
important
to
our
school.
So
we
get
that
information
out
and
those
considerations
out
so
that
we
all
can
work
together
to
keep
our
schools
safe.
H
Finally,
my
school
visits
are
complete
and
I
have
shared
with
you
all
before
that
I
am
planning
to
do
a
report
and
after
action
report,
I
am
working
with
dr
alato
and
his
staff
to
get
that,
but
I
want
to
give
a
sincere
thank
you
to
every
school
in
district
1
that
opened
up
their
doors
to
me.
Welcomed
me
fed
me.
H
The
students
who
you
know
were
just
amazing.
There
was
so
much
that
went
on
in
the
schools
that
I
simply
not
visiting
would
have
never
fathomed.
H
I
thank
you
all
for
what
you
do
every
single
day
for
our
students
and
us
very
special
thanks
to
our
students,
who
you
know
we
do
it
all
for
you,
but
we
cannot
do
it
without
you,
then
the
class
of
2019
congratulations,
the
best
to
all
of
you,
especially
somebody
sitting
beside
me
in
your
futures,
I'm
looking
forward
to
the
this
week's
and
next
week's
graduations.
H
I
Oh,
what
a
busy
three
weeks
it
has
been,
so
I
also
attended
the
safe
schools.
Town
hall.
I
thought
it
was
very
moving.
Everything
was
relevant.
I
learned
a
lot
and
I'm
just
so
grateful
for
the
team
we
put
on
an
excellent
job.
You
know
coordinating
that
effort
and
and
bringing
in
ms
gay
who
lost
her.
You
know
a
child
at
sandy
hook.
She
was
the
she's,
the
executive
director
of
the
safe
and
sound
schools,
and
she
she
was
the
speaker
and
it
was.
I
I
Fabulously
attended,
the
the
the
volunteers
that
were
recognized
do
amazing,
amazing,
amazing
things
and
all
across
the
county,
and
you
know
we
couldn't.
We
couldn't
run
what
we
run
without
all
of
their
hours
of
service,
and
I
was
really
lovely
to
be
a
part
of
that.
I
also
attended
a
volunteer
brunch
for
that
folger
mckenzie
puts
on
for
its
volunteers
because,
as
you
know,
I
volunteer
there
too,
and
that
was
always
it's
always
a
joy.
To
be
part
of
that.
I
I
attended
our
our
minds
matter
rally
down
in
annapolis
on
a
saturday.
This
is
a
group
that
of
students,
mostly
smyrna
park,
students
who
are
lobbying
for
more
and
and
greater
mental
health
services
and
our
schools
and
otherwise,
and
that
was
that
was
moving
and
motivational,
and
you
know
they.
They
really
did
a
wonderful
job,
putting
that
together
and
we
should
all
be
concerned
about
students,
mental
health
and
and
that
that
helped
remind
all
of
us
to
do
so.
I
The
muslim
council
invited
a
bunch
of
us
to
celebrate
ramadan
iftar,
and
that
was
amazing.
I've
never
seen
anything
like
it
and
it
was
just
wonderful
to
be
part
of
the
celebration
and
they're
so
warm
and
welcoming,
and
they
really
wanted
a
a
massive
elected
officials
and
police
and
firefighters
were
there
and
they
they
all
wanted
all
of
us
to
be
there
in
support
of
their
celebration,
and
that
was
it
was
just
fabulous
to
to
be
there.
I
I
attended
yesterday
a
ribbon
cutting
at
the
carrie
whedon
early
education
center,
and
I
love
that
place
in
general
and
love
all
the
people
in
it
specifically
and
the
kids
are
wonderful
and
they
everything
they
do
is
great.
So
that's
a
model
for
us
to
replicate
elsewhere,
and
I
just
I
just
love
being
a
part
of
it.
I
Incidentally,
the
first
when
it
was
a
school,
initially,
the
first
principal
of
that
school
from
night
back
in
1961,
I
think
I
heard
said,
was
in
attendance,
and
that
was
that
was
just
a
joy
to
see
her.
And
then
there
were
four
graduations
that
I
attended
and
all
of
them
were
special
in
their
own
way
and
congratulations
to
the
entire
class
of
2019
spread
your
wings
and
fly,
and
it
was
just
wonderful
to
be
a
part
of
that
I've.
I
I
never
thought
I
would
give
any
sort
of
a
dress
at
any
sort
of
graduation
anywhere.
So
yesterday
was
a
first
for
me
and
I
enjoyed
every
second
of
it,
and
it's
just
wonderful,
seeing
to
seeing
our
students
get
to
that
moment
and
celebrate
that
with
their
with
their
loved
ones,
was
wonderful.
So
yes,
lots
of
stuff
in
the
last
three
weeks,
and
it
was
all
amazing.
H
To
colonel
abraham,
forgive
me
I
had
it
written
and
did
not
read
it.
We
were
at
the
iftar
together
and
it
was
incredible
to
see
different
faiths
doing
it.
The
way
it
I
believe,
sincerely
should
be
done
in
unity,
happiness
and
and
positive
forward
movement.
The
the
iftar
allowed
that.
So.
Thank
you
very
much
for
that
opportunity.
N
Thank
you
yes,
I'll
echo
that
I
was
very
honored
to
be
invited
to
the
ramadan
iftar
and
what
a
wonderful
learning
experience
it
was
for
me,
and
it
was
a
fabulous
event
and
amazing
food
okay.
So,
yes,
it
has
been
a
busy
few
weeks,
I'm
just
going
to
touch
on
a
couple
of
things:
the
the
volunteer
tea
that
we
attended
gosh.
It's
been
a
couple
weeks
ago
now.
N
I
guess
I
was
in
awe
of
the
sheer
number
of
people
that
are
coming
together
to
volunteer
their
time
to
support
our
schools
and
our
students
that
that
to
me
was
the
biggest
takeaway.
I
was
just
in
awe
and
then
certainly
to
hear
some
of
the
really
great
projects
that
are
that
are
going
on
in
our
schools
through
volunteer
work
that
were
recognized
and
received
awards
is.
N
It
was
really
great
and
I
have
attended
a
couple
of
graduations.
I
have
several
more
coming
up.
I
love
graduation
season.
It
used
to
make
me
sad
until
I
had
my
first
student
of
my
own
graduate
and
I
just
realized
it's
not
sad.
It's
actually
very,
very
joyous
and
exciting
a
special
congratulations
to
our
student
board
member.
It
was.
It
was
a
real
honor
just
to
sit
there
on
the
stage
and
see
you
walk
across.
M
M
M
That
is
an
amazing
amazing
number
to
me,
and
so,
if
you
are
a
volunteer
or
ever
have
many
kudos
and
thank
you
and
I
don't
think
a
tea
could
express
the
gratitude
that
our
students
and
our
staff
and
the
administration
and
the
school
board
has
for
you.
So
a
secondary
shout
out,
because
not
everybody
was
able
to
attend
of
all
the
volunteers
that
were
there.
M
I
did
have
the
fortune
of
visiting
edgewater
elementary's
construction
progress
for
their
renovation,
and
things
are
going
very,
very
well
and
as
more
walls
go
up
and
get
painted
the
more
exciting.
I
think
it's
going
to
be
so
I
look
forward
to
seeing
it
in
a
couple
months
when
those
crazy
relocatables
were
eventually
going
to
be
taken
down
a
relocatable
park,
and
that
is
probably
the
more
more
exciting
than
the
brand
new
wall
going.
I
can
assure
you
they've
got
a
whole
complex
there
and
we're
all
very
excited
for
that.
M
After
the
event,
I
was
approached
by
a
couple
of
the
residents
who
had
previously
well
and
heavily
supported
the
science
lab
programs
that
had
been
going
on,
and
it
was
heartening
to
me
to
hear
them
express
so
much
joy
for
this
purpose
that
it's
going
to
serve
to
the
community
and
they're
looking
forward
to
many
more
years
of
sharing
the
new
carrie
whedon
mission
and
will
be
well
supporting
it.
I
was
told
so
kudos
to
everyone,
miss
jackson
and
the
superintendent
arlato.
M
That
was
absolutely
fabulous
and
I
even
got
it
one
of
your
teachers
when
the
teacher's
there
is
my
son's
former
kindergarten
teacher,
so
that
was
pleasant
to
see
us
carrying
the
talent
over.
I
did
have
an
opportunity
to
attend
one
of
the
southern
anne
arundel
county
chamber
of
commerce's
community
service
awards.
M
It
was
previously
known
as
the
gene
hall
awards,
and
it's
been
going
on
for
quite
a
few
years
now
and
what's
special
about
this-
is
that
these
every
single
award
recipient
is
someone
who
is
giving
back
an
inadvertently
every
single
recipient
that
I've
experienced
in
my
five
years
of
attending
is
someone
who
gives
back
to
the
education
community
in
droves,
and
I'm
not
going
to
take
the
time
for
the
adults
that
were
awarded.
But
I
wanted
to.
We.
W
M
Of
the
year-
and
I
wanted
to
shout
out
kayla
bennett
because
she
was
the
award
recipient
and
she
was
awarded
I
wanted.
I
do
want
to
quote
what
she
was
awarded
for
for
demonstrating
super
like
qualities.
She
stands
up
for
those
that
are
excluded
or
bullied
volunteering
in
her
communities
and
spends
copious
hours
in
extracurricular
activities.
M
She
goes
above
and
beyond
to
be
the
best
kid
she
can
be
and
truly
a
summer
as
a
fellow
south
county
resident,
can
tell
you
that
her
and
her
family
are
great
models
of
that
success,
and
so
congratulations
once
again
to
kayla
bennett
and
speaking
of
bullying
and
standing
up
to
matters.
I
want
to
give
a
special
thank
you
to
the
staff
who
coordinated
to
make
our
community
conversation
at
central
middle
school,
a
huge
success,
and
I
look
forward
to
more
conversations
like
that.
M
The
iftar
is
always
a
wonderful
celebration
and
I
want
to
thank
the
macaw
learning
center
for
hosting
us
on
a
series
of
two
nights:
the
elected
officials
in
the
interest
of
unity.
The
uma
was
incredibly
gracious
along
with
all
of
those
and
and
just
like
every
single
year,
as
melissa
pointed
out,
awesome
food,
awesome
conversation
and
a
sense
of
community
building.
That
is
like
none
other
and
happy
summer.
Everyone.
L
C
I
attended
quite
a
few
of
the
events
as
well,
so
I'm
going
to
try
to
keep
mine
short
as
well,
but
I
went
to
the
safe
schools,
town
hall
as
well
and
as
michelle
haimes
said,
it
was
very
eye-opening,
especially
hearing
the
mother's
experience
with
her
daughter
and
her
reaction
and
just
wanting
to
protect
her
children.
C
I
also
had
the
amazing
opportunity
to
go
to
the
iftar
celebration
and
it
was
very
eye-opening,
because
not
only
do
a
lot
of
my
friends
actually
attend
that
mosque
and
practice
that
faith,
but
I
had
never
been
in
a
situation
like
that.
Never
walked
into
a
mosque
and
I
got
to
see
them
actually
pray
and
talk
to
a
couple
of
sisters
and
the
followers
about
what
it
is
to
practice.
C
That
faith
and
the
whole
message
that
whole
time
was
of
unity
and
coming
together,
whether
or
not
you
practice
that
same
faith
and
just
to
celebrate
diversity
in
our
county.
So
it
was
very
eye-opening
and
a
wonderful
experience.
I
really
enjoyed
it
and
then
I
also
got
the
opportunity
this
week
to
go
into
my
little
sister's
elementary
school
and
read
to
her
class.
Actually,
as
a
board
member,
so
it
was
really
I've
never
done
that
before
it
was
awesome,
it
was
they
were
so
cute.
C
I
walked
in
and
all
you
hear
was
josie's
sister
or
lexi's
sister's.
Here
it
was
amazing.
I
read
to
them.
Two
books
skip
john
jones
and
oh,
the
places
you'll
go
yeah.
I
know
that's
a
good
one,
and
actually
it
was
given
to
me
by
michelle
heim
as
a
gift,
and
I
actually
had
them
sign
the
book
after
so
it's
like
a
little
token.
They
were
so
excited
and
it
was
just
a
wonderful
experience
on
my
part
yeah.
Thank
you.
A
Thank
you
and
I'll,
just
very
briefly,
say
you
know
I
had
a
dad
moment
during
the
sverna
park.
Graduation,
as
I
watched
mr
raya
walk
across
the
stage
and
I'm
thinking
of
my
daughter
and
and
I'm
I'm
holding
back
a
tear,
but
I
don't
mean
to
call
him
out,
but
mr
dykstra,
then,
when
he
came
up
and
and
handed
his
daughter,
his
diploma
and
your
eyes,
welled
up
with
tears
my
eyes
welled
up
with
tears
at
that
point-
and
you
know
I
just
thought
wow,
just
an
amazing
celebration.
A
So
congratulations
to
you
and
your
family
as
well
on
that,
were
you
amazing
awesome?
Well,
thank
you.
Everyone
item
2.10
is
the
superintendent's
update
and,
as
I
mentioned,
dr
arlatto
in
the
interest
of
time,
wanted
to
forego
an
update,
but
but
also
we
know
that
miss
antwine
wanted
to
make
a
request
during
that
time
and
and
then
I
know,
we've
got
another
question
as
well,
so,
ms
antoine
did
you
want
to
formally
make
that
request
now.
H
H
I
have
taken
my
time
to
to
do
some
research,
since
I've
had
my
own
hits
with
financial
illiteracy.
I
wanted
to
ensure
the
school
visits
allowed
me
to
understand,
really
what's
going
on
in
terms
of
the
operations
and
what's
being
called
in
schools.
So
my
request,
though,
is
I
don't
expect
that
you
all
will
have
this
ready
to
go
within
even
a
month.
My
request
would
be
that
the
presentation
be
be
made
in
august
2019.
A
Second
and
miss
antoine
just
to
clarify,
I
know
it's
a
motion,
but
we
certainly
can
accommodate
the
presentation
requests
you
know
and
we
we
can
do
that
if
we
want
to
target
august
and
assuming
that
that
that
that
should
be
enough
time,
you
know
to
to
bring
together
the
the
financial
literacy
aspects.
I
was
just
whispering
with
the
superintendent
he
said
we
can.
We
can
certainly
do
that
without
a
formal
motion.
O
Completely
up
to
the
board:
it's
just
a
it's
a
request,
more
information
to
the
board,
because
we
present
information
to
you.
We
present
information
to
the
public,
so
we're
certainly
glad
to
share
that.
I
will
say
august
might
not
be
the
best
month
to
do
that,
because
you
will
see
this
will
be
your
first
time
going
through
in
august,
you'll
have
a
lengthy
presentation
for
a
number
of
people.
That's
where
we
we
deliver
to
the
board.
O
In
that
august
meeting
a
school
readiness,
so
you'll
hear
from
all
aspects
of
the
school
system
about
how
we're
readying
for
the
upcoming
school
year.
It's
a
pretty
lengthy,
but
if
you
would
like
to
add
this
to
that
agenda,
it's
not
a
timing
issue.
We
can
certainly
prepare
the
information,
but
there
is
a
lengthy
presentation
that
this
staff
will
be
delivering
on
all
aspects
of
the
school
system.
To
give
you
an
update
on
the
readiness
of
the
school
system
for
the
new
school
year,.
H
Wonderful,
I
because
of
its
significance,
I
did
do
the
motion
for
the
vote
from
the
board
so
that
we
we
as
a
board,
can
move
forward
on
it
and
have
a
unified
understanding
if
it's
a
consensus
that
we
do
I'm
good
with
that
as
well,
and
then
I'm
good
for
july.
I
just
don't
want
to
get
into
the
busyness
of
the
next
school
year
and
we
are
kind
of
not
as
proactive
as
we
could
be.
H
O
You
I
would,
I
think
july,
I
believe
now
has
been
targeted
by
the
board
for
mental
health.
You've
asked
me
to
bring
you
a
information
recommendation
on
a
task
force,
and
so
that
will
be
the
focus
for
us.
That's
what
we're
focusing
on
now
for
the
july
meeting.
Okay,.
A
B
O
H
So
I'm
I'm
I'm
requesting
an
as-is
state
rather
than
with
the
task
force,
it's
a
little
bit
of
digging.
So
I'm
I'm
thinking,
maybe
in
july.
If,
if
we're
doing
that,
at
least
by
the
end
of
july,
I
think
the
as
is
state
is
all
I'm
requesting
and
I
think
the
presentation
could
could
possibly
be
done.
No
realizing.
That
august
is
going
to
be
a
pretty
lengthy
meeting.
H
Feasible,
I'm
I'm
flexible,
but
I
kind
of
want
this
before
the
starting
school.
A
Got
it
okay
and
I
I
will
ensure
that
we've
got
agenda
a
place
on
the
agenda,
for
it.
A
Sure
sure,
if
you
would
like
okay
so
yeah,
so
at
this
point
I
just
asked
for
consensus
any
objection
to
mrs
antoine's
motion.
Okay,
great.
Thank
you
awesome,
mr
shaheen.
I
So
there
were
a
couple
questions
that
were
raised
in.
I
think
it's
been
a
few
meetings.
I
think
it
was
the
end
of
april.
Maybe
it
was
the
beginning
of
april,
and
so
I
just
and
we
talked
about
dr
lauder
and
I
talked
about
these
things
offline,
but
for
the
benefit
of
those
two
questions
being
raised
in
a
public
meeting
and
then
having
a
response
in
a
public
meeting.
I
So
the
two
questions
were:
how
can
how
does
the
mobile
can
the
mobile
crisis
unit
interact
with
persons
minor
children
under
the
age
of
18,
without
parent
consent?
That
was
the
first
one
right.
I
O
Of
the
public
trying
to
answer
the
questions,
thank
you.
The
answer
is
no
the
mobile
crisis
unit
when
they're
at
one
of
our
schools
in
one
of
our
buildings,
they're
working
with
adults.
This
is
something
that
we've
talked
about
publicly
in
this
forum.
In
the
past,
our
teams,
our
school
psychologists,
our
counselors,
our
trained
mental
health
staff
work
with
the
students
and
the
mobile
crisis
unit
is
engaged
to
work
with
adults,
and
so
that's
the
work
that
they
do.
O
There
is
a
crisis
intervention
team
which
is
separate
than
the
mobile
crisis
unit
and
the
crisis
intervention
team.
If
they're
called
on
an
emergency
basis,
they
bring
along
with
them
a
trained
officer
or
officers
along
with
a
mental
health
specialist,
and
they
can
engage
with
somebody
under
the
age
of
18
in
an
emergency
basis.
If
that
student
is
in
danger
of
harming
themselves
or
others,
we
always
typically,
we
will
always
reach
out
to
the
parent
to
let
them
know
the
child
is
in
crisis.
O
We've
had
to
call
the
crisis
intervention
team
for
an
evaluation
and
sometimes
a
transport
for
an
evaluation
to
a
medical
unit.
The
hospital
emergency
room,
we'll
contact
the
parents
to
make
sure
they're
aware
of
it,
but
that's
the
time
that
a
separate
unit
could
be
and
could
engage
with
a
student
under
the
age
of
18
in
an
emergency
basis,
but
is
a
separate
unit
and
they
have
to
have
a
sworn
officer
or
officers
with
them.
I
O
So
we
have
to
better
define
terminology
and
that's
the
reason.
I
asked
you
to
define
that
because
we
have
to
better
define
terminology,
a
a
crisis.
Intervention
team
or
another
unit
may
use
language
that
we
don't
so
when
we
have
an
emergency
in
a
building
when
we've
had
the
death
of
a
student
or
the
passing
of
a
staff
member
and
we
are
providing
services
to
that
community
that
school
community,
we
may
or
may
not
ask
the
crisis
intervention
team
to
join
us
in
that.
O
It
all
depends
on
on
a
case
by
case
basis
and
so
there's
difference
to
say,
stand
down
or
you're
not
allowed
versus
we're
good.
We've
got
this
right,
and
so,
when
we
talk
to
a
principal
and
you've
heard
me
say
this
in
this
venue
in
the
past,
we
send
out
a
team
to
a
school
to
evaluate
the
situation.
How
many
students
are
in
need?
How
many
adults
are
in
need?
How
is
the
community
hurting?
O
They
do
an
evaluation
and
then
we
decide
we
need
to
send
more
aacps
staff
and
do
we
need
to
engage
other
services
from
around
the
county,
including
the
mobile
crisis
unit,
and
so
there's
a
big
difference
between
doing
an
evaluation
saying
we're
good
we're
handling
our
adults,
we're
handling
our
students
and
everybody's,
getting
the
services
that
they
need
versus
to
say,
stand
down.
We
don't
use
that
terminology.
We
don't
tell
people
to
stand
down.
I
Perfect
and
as
a
as
a
subpart
to
that
question,
how
how
will
crisis
response
be
engaged
with
us
moving
forward
in
our
evaluations
of
assessments.
O
As
you've
heard
me
say,
on
a
number
of
times
now,
mr
schallheim
we've
got
an
excellent,
excellent
rapport
with
and
a
relationship
with,
the
mobile
crisis
unit,
anne
arun
county
police
department,
the
anne
arundel
county
mental
health
agency.
We
work
with
all
these
groups
on
a
continuous
basis,
and
so
I
think
our
relationship
is
outstanding.
What
we've
agreed
to
do
with
the
mobile
crisis
unit
is
that
in
specific
acute
situations,
they
will
come
into
the
building
with
us
and
work
with
our
assessment
team
to
see
the
needs
of
the
building.
O
I
L
And
just
one
I
have
a
question
on
that.
So
when
we
call
in
the
crisis
response
team,
if
we
called
them
in
to
join
us
for
initial
assessment
summit,
sometimes
the
crisis
response
team
is
not
available
to
come
to
our
schools
on
a
moment's
notice
because
they
may
have
another
issue.
Another
crisis
going
on
correct.
O
It
is
a
we're
hoping
that
the
county
builds
more
crisis
mobile
units.
I
know
those
can.
Those
conversations
are
happening
among
the
county
executive
and
his
team,
but
yeah
there
are
times
right,
so
so
we're
serving
83
000
students
and
the
mobile
crisis
teams
are
serving
over
500
000
residents.
So
there
are
opioid
issues
that
are
happening
and
crimes
and
deaths
and
suicides
there's
many
other
things,
and
that
mobile
crisis
unit
is
also
responsible
for
death
notification.
So
in
any
time,
there's
a
death
in
a
traffic
accident.
O
Those
kinds
of
things
there's
def
that
part
of
that
group
does
part
of
what
their
one
of
their
responsibilities
is
death
notification,
so
they
may
not
be
available,
but
we've
asked
them
and
we've
worked
out
through
a
meeting
with
their
leadership
that
they
will
join
us
in
schools.
Is
their
availability
warrants.
B
I
Sorry
one
more
thing
we
were
well,
I
was
told,
as
a
result
of
I
don't
know
which
group
this
is:
oh,
yes,
the
annapolis
education
commission
that
one
of
our
schools
under
our
purview,
monarch
academy,
is
moving
its
start
times
from
9
30
to
8
30
next
year.
Can
you
confirm
that.
I
I
know
we
can't
look
at
it
for
this
next
year
now
that
I've
been
part
of
the
budget.
I
understand
that,
but
I
I
just
want
to
reiterate
that
the
importance
of
of
of
moving
those
late
starting
elementary
school
start
times
to
a
more
reasonable
healthy
hour,
and
I
would
love
to
get
confirmation
from
you
if
you're
able
to
get
that
if
this
information
is
accurate
or
not.
Regarding
monarch
annapolis,
right.
O
P
C
Hi,
dr
lotto,
I
just
had
a
quick
question
for
understanding.
So,
for
example,
when
the
mobile
crisis
team
goes
in
they
are
they
only
given
orders
by
the
county
and
you
or
are
they
given
orders
by
specific
principles
as
well
of
that
school.
J
O
C
O
Again,
stand
down:
it's
not
terminology
that
we
use,
but
you'll
have
to
give
me
more
specifics,
mr
aya,
but
but
it
would,
I
would
expect,
and
I'm
not
there.
O
I
would
expect
that
they
would
coordinate
their
efforts
as
to
where
they're
going
to
place
themselves,
who
they're
going
to
see
who
they're
going
to
be
in
contact
with
again
they're
going
to
be
focusing
on
the
adults
while
we're
focusing
on
the
students
there
could
be
a
it
could
be
a
circumstance,
maybe
where
typically
in
a
situation
like
this,
where
we've
had
the
death
of
a
student,
the
the
the
principal
call,
an
emergency
faculty
meeting
to
start
the
day,
ask
everybody
to
come
in
and
they'll
talk
about.
O
It
make
sure
all
the
relevant
information
that
we
have
is
given
to
the
staff
before
the
students
arrive.
That's
typically
what
happens
and
the
mobile
crisis
unit
might
be
invited
to
that
meeting
or
they
might
not
be
invited
to
that
meeting
and
that
would
have
to
be
up
to
the
principal
and
our
assessment
team.
That's
on
the
ground
working
with
the
principal
is
there
managing
this
tragedy.
C
A
Okay,
that
looks
like
the
end
of
our
lights
for
the
superintendent's
update,
so.
A
We'll
now
move
to
public
comment:
were
there
any
cards?
A
A
Second,
second
discussion
see
none
all
in
favor
say:
aye
opposed
no,
the
ice
have
it.
We
now
have
a
bundled
consent
calendar
which
is
a
full
action
item.
Dr
arlato,
can
we
have
your
recommendation?
Please.
G
A
Great
now
board
questions
and
comments.
We'll
start
with
mrs
ellis.
N
Thank
you
for
item
4.01.
N
N
We
we,
we
have
a
list
here
of
the
bids
and
the
contract
was
awarded
to
a
company
that
bid
significantly
higher
than
another
company,
and
it
says
the
company,
with
the
lower
bid,
was
rejected
due
to
not
submitting
a
complete
mbe
attachment
b
with
their
bid.
Is
it
in
our
best
interest
to
ask
them
to
correct
that
or
follow
up
with
that?
I'm
I'm
new
to
this
process,
so.
U
Well,
thank
you.
I
just
want
to
say
good
morning
to
president
gilliland.
Vice
president
uraya
superintendent
are
a
lot
of
members
of
the
board.
I
am
mary,
jo
childs,
I'm
the
supervisor
of
purchasing
and
that's
an
excellent
question.
Ms
ellis,
we
actually
are
restricted
by
state
law.
We
have
minority
business,
enterprise
policies
and
procedures
which
are
based
on
state
law,
and
it
actually
provides
very
little
discretion
for
us
to
accept
bids
when
the
mbe
forms
have
material
defects
in
them.
In
this
case,
it
actually
wasn't
even
a
close
call.
U
They
completely
did
not
submit
one
of
the
required
forms,
so
it
is
a
source
of
great
frustration
for
us.
We
conduct
annual
trainings.
We
do
a
multitude
of
outreach
to
try
to
ensure
contractors
are
giving
us
legally
responsive
bids,
but
it's
a
rock.
We
will
continue
to
roll
up
hill
and
it
is
equally
frustrating
to
us,
but
we
will
continue
to
try
to
make
inroads
in
that
in
that
problem.
U
Sealed
bid
process
is
fairly
unforgiving.
The
bid
is
as
submitted,
they
don't
get
a
they
call
it
a
second
bite
at
the
apple,
so
we
have
to
base
the
acceptance
acceptability
of
their
bid
based
on
what
they
give
us
at
the
time
bids
are
due
so.
N
If,
if
we
see
that
as
problematic
for
this
process
and
perhaps
sort
of
bureaucracy,
red
tape,
the
change
would
have
to
be
made
at
the
state
is
that
what
you're
saying.
N
Okay,
thank
you
and
then
sorry,
I'm
looking
the
contractor
avid
center.
U
I
actually
I
got
some
additional
information
from
miss
arita.
I
don't
know
if
she
is
here
might
be
able
to
speak
to
it.
We
actually
had
to
increase
it
monarch,
global
with
the
avid
program.
So
that's
part
of
the
cause.
Okay,.
J
Thank
you.
I'm
dada,
rita
coordinator
for
avid
the
big
cost
of
the
the
contract
was
through
monarch,
global
they're.
Adding
a
secondary
program
they've
always
had
an
elementary
program.
Their
total
cost
is
just
under
eight
thousand
dollars.
Forty
six
hundred
of
that
is
a
one-time
library
fee.
All
of
that
will
be
submitted
back
to
our
office.
So
I
don't
have
the
money
in
my
budget
to
fully
pay
the
contract.
They
will
submit
that
money
to
my
budget
to
cover
their
cost.
J
The
site
fee
has
gone
up
a
hundred
dollars
a
year
per
site
for
the
last
three
years.
That's
the
only
real
addition
to
the
contract
that
we
saw
this
year.
Okay,.
A
Okay,
miss
antoine.
H
Miss
charles
hello,
how
are
you
I
I
would
like
to
share
with
the
public?
Your
your,
I
think,
is
you
and
one
other
member
in
the
purchasing
office.
Is
that
true,
oh.
H
H
So
take
that
back
off
the
table.
So
what
so
I'll
move
on
and
say
this,
you
all
do
an
incredible
job
as
a
person
that
has
spent
years
in
acquisition
at
the
federal
level.
I
don't
know
how
you
do
it,
but
you
do
it,
and
I
thank
you
for
that.
I
did
have
some
questions
I
visited.
My
last
school
was
jessup
elementary
and
I
got
to
see
the
construction
projects
that
are
going
on
there
is
this
type
of
award
part.
It's
the
company,
that's
re,
requesting
this
contract.
H
Are
they
doing
the
renovating
projects
at
jessup,
or
is
this
a
sub
contractor
to
that
contractor?
That's
doing
the
work
because
it
just
seems
to
me
this
level
of
disposal
should
be
part
of
the
game
and
we
shouldn't
have
to
pay
extra
for
that.
It's
so
I'm
kind
of
misunderstanding.
What's
going
on,
that's.
U
X
Sure
so
jessup
is
a
unique
situation:
I'm
kyle
roof
supervisor,
planning,
design
and
construction,
so
jessup
is
a
replacement
school.
So
we
have
the
schools
built
right
now,
it's
occupied
with
furniture
and
ready
for
use.
The
second
phase
of
the
project
involves
demolition
of
the
old
building.
So
what
we
use
on
our
cm
projects,
we
use
construction
management
as
an
agent
and
we
use
multiple
primes.
So
it's
not
one
contractor
that
we
use
to
build
a
school,
it's
multiple,
so
this
would
be
a
separate
bid
package
associated
with
that
project.
H
Okay,
understood
thank
you
for
that,
and
then
for
for
the
security
vestibules.
I
I
just
I
wanted
to
with
the
new
constructions
that
are
are
going
on
are.
Are
we
cons?
Are
we
integrating
those
efforts?
Basically,
if
we're
gonna,
if
we're
gonna,
do
this
work
and
then
have
these
renovation
projects
coming
up
in
the
future?
Are
those
considerations
are
there?
Are
those
things
being
integrated
as
the
work
goes
on.
X
The
answer
is
yes,
okay,
any
addition
k
edition
or
regular
edition
to
a
school
or
whether
it
be
a
replacement
or
modernization.
H
H
Oh
understood,
I'm
just
saying
with
if
we're
awarding
contracts
for
security
vest
festivals
at
this
time,
and
we
have
these
future
design,
design
projects
and
other
reconstructions
coming
on.
Are
we
coordinating
the
work
there
so
that
we
don't?
We
don't
spend
money
now
that
we
end
up
just
wasting
later
space,
basically
to.
N
U
No,
and-
and
thank
you
for
that,
I
apologize
when
we
printed
off
the
spreadsheet.
We
dropped
one
of
the
lines
line.
P
we've
submitted
corrected
spreadsheets,
we
dropped
a
viola
so
that
difference
should
be
explained
in
that
line
p.
Where
there's
it's
roughly
seventeen
thousand
dollars
that
differential
is
explained
in
that
line.
I
apologize.
It
was
an
error
in
printing
and
I
didn't
catch
it.
We
didn't
get
it
okay.
Thank
you.
Okay,
thank
you.
A
F
A
O
A
A
A
F
A
A
A
F
A
A
We've
got
a
motion
in
a
second
and
we've
got
some
some
board
questions,
but
first
I
just
want
to
say
thank
you
for
the
the
revised
cover
sheets
with
the
the
flowchart
at
the
bottom
helps
me.
A
We've
got
a
couple
of
questions,
we'll
start
with
mrs
ellis.
T
So
this
comment
is
a
directive
information
for
our
architectural
team
and
it
came
out
of
conversations
with
the
principal
at
arundel
middle
school
and
what
he
talked
about
was
the
ability
to
kind
of
allow
adult
supervision
of
the
entire
space,
but
if
there
was
some
way
to
kind
of
create
smaller
spaces
within
the
space,
not
not
not
completely
discreet
and
separate,
but
to
allow
students,
so
students
necessarily
looking
all
the
way
across
the
cafeteria
at
a
potential
person
that
they
might
not
be
getting
along
with
et
cetera.
T
So
he
felt
it
was
a
way
to
begin
to
control
the
control
the
students,
while
they're
in
there
a
little
bit.
So
his
request
was-
and
we
will
look
at
this
during
the
design
process-
was,
as
we
build
out-
probably
most
likely
to
the
front
of
the
school.
With
this
addition,
can
we
create
any
kind
of
like
low
walls
or
other
ways
to
kind
of
separate
students
into
different
areas
within
the
space.
T
To
ask
those
questions:
it's
large!
It's
it's,
not
something!
We've
looked
at
before
it's
something
that
I
think
for
this
situation,
we'll
take
a
look
at
it
and
discuss
that
with
him
during
the
design
process,
and
typically
our
architects
will
do
that.
Anyway,
they
will
talk
to
the
principal
about
how
the
how
the
lunch
is
run,
how
many
students
are
there.
T
You
know
what
are
the
problems
you
have
and
in
a
middle
school
you
know
lunch
time
could
be
one
of
the
more
challenging
times,
so
we
we
always
want
to
listen
to
our
principles
about
these.
These
issues.
N
T
No,
I
think
this
is
strictly,
I
think,
in
addition,
we'll.
Actually,
this
is
strictly
in
addition
on
to
the
existing.
J
N
N
And
then
can
you
explain
what
the
the
circulation
building
operations
part
of
the
project
is
5.0603.
T
Oh,
that's
just
it
that's
to
account
for
the
classroom
corridors,
but
we
don't
count
the
net
square
footage
for
that.
That
gets
counted
in
that
gets
counted
in
the
efficiency
adjustment
number
down
at
the
bottom.
But
we
do
want
to
describe
those
corridors
to
our
consultants,
so
they
understand
that
they
might
have
lockers,
they
might
have
tax
strips
there
might
be,
they
need
to
be
a
minimum
width.
So
it's
more
about
having
a
qualitative
description.
N
T
Exactly
the
words
of
the
principal
as
well.
A
I
Good
morning,
you'll
be
delighted
to
know
that
after
reading
a
few
of
these,
I
only
have
one
question
today:
I'm
sure
that
all
thrills
you
so
under
student
restrooms,
I
just
had
a
question
or
is
there
a
plan
to
have
any
non-gender
specific
restrooms
as
part
of
this
renault.
T
So
at
this
point
we
have
not
made
a
decision
about
this.
I
did
not
call
for
it
in
this
ed
spec.
We
have
not
had
a
we
did.
We
didn't
have
the
kind
of
conversations
we
had
in
the
design
of
the
new
high
school
about
this,
so
I
don't
have
an
answer
for
that
at
this
moment.
I
I
Okay,
just
something
to
consider
and
also
thank
you
so
much
for
the
flow
chart.
It
helps
me
too,
as
I
learn
and
grow
in
this,
and
also
I
did.
It
didn't
go
unnoticed
to
me
that
the
specific
call
out
of
solar
and
geothermal
and
all
that
stuff-
and
I
know
I'm
beating
that
drum
again,
but
thank
you
for
for
the
additional
or
at
least
letting
the
public
know
about
the
oh,
the
the
consideration
that
you
always
always
put
into
those
things.
So
thank
you
so
much.
L
Miss
hummer!
Yes,
so
when
we
say
on
here,
it's
the
cover
sheet
tells
us.
The
project
includes
an
ad
alternate
to
expand
the
cafeteria.
So
does
that
mean
that
these
are
really
two
separate
projects?
We
have
the
addition,
and
then
we
have
the
cafeteria
and
we'll
be
presenting
both.
Are
we
presenting
them
all
together
as
one.
D
B
D
Of
course,
we
would
like
to
do
both,
but
the
addition
is
our
for
the
10
classrooms
is.
L
Our
main
purpose
is
the
main
priority
to
have
so
I'm
thinking.
I
know
it's
not
exactly
the
same
but
similar
to
what
we
did
with
jessup.
That
jessup
was
designed
ready
to
have
an
addition,
if
need
be,
and
funds
were
available,
but
the
initial
plan
was
just
for
the
building
and
then
funds
came
available.
The
need
was
there
and
we
were
all
ready
to
go
with
an
addition
on
there.
So
this
is
kind
of
a
similar
type
thing
if
the
funding
is
available,
we're
ready
to
go
with
the
expanding
project.
L
So
when
I
hear
you
talking
about
the
alternative
seating
in
the
middle
school
cafeteria
and
I
may
be
wrong,
I
would
like
to
talk
to
the
principal
too
to
see
what
he's
envisioning
on
this
too.
L
But
I
know
cafeterias
can
be
large
and
cavernous,
and
very
echoing
and
kids
want
to
be
in
their
social
groups
and
to
have
that,
and
so
maybe
looking
for
a
way
to
make
it
almost
not
secluded
areas
but
more
personal
spaces
that
they
can
be
in
which
helps
where
they
can
be
socializing,
and
that
eliminates
some
behavior
problems,
but
also
gives
them
a
better
social
sense.
If
they
can
feel
like
there's
a
specific
area
rather
than
just
the
giant
cafeteria
with
tables.
Is
that
kind
of
what
you
think
he
was
aiming
toward.
T
T
Why
the
idea
was
that
there
would
again
adult
adults,
obviously
are
walking
around
the
cafeteria
they're
not
sitting,
and
everything
would
still
be
visible
to
them,
but
you're
right
students
would
have
a
a
sense
of
a
smaller
grouping
or
space
within
that
within
that
area.
L
Well,
I
know
that
I
mean
at
some
of
our
charter
schools
that
have
had
some
in
their
cafeterias.
They
have
rounded
tables,
you
know
so
that
the
kids
almost
like
picnic
tables
to
sit
in
there
rather
than
the
long
benches,
and
that
gives
a
little
more
sense
of
a
sense
of
camaraderie
as
they're
sitting
with
their
group.
So
maybe
looking
for
the
same
kind
of
options,
what
can
architecturally
can
we
do
some
things
that
would
foster
that?
Yes,
okay,
thank
you.
M
Thank
you
guys.
I
had
a
couple
questions
and
it's
more
financial
related
and
so
we're
adding
19
543
square
feet
is
in
the
proposals,
tech
at
spec
ads
and
at
10
million
dollars.
That
puts
us
at
511.70.
B
T
Million
dollars
is
the
total
project
cost
or
budget
at
this
point,
so
that
would
also
include
architects
fees,
site
site
work,
furniture
et
cetera,
so
the
actual
construction
cost.
T
The
current
state
number
for
construction
is,
I
think,
329
dollars
a
square
foot
plus,
I
believe,
about
58
dollars
for
site
work
which
so
we
used
as
I
developed
this.
It
was
a
number
of
about
four.
I
think
in
terms
of
four
hundred
dollars,
a
square
foot
to
be
conservative.
T
B
M
So
that
I
took
a
look
because
we
have
a
lot
of
these
going
on,
and
I've
been
doing
a
little
background
here
and
it
seems
like
we
are
coming
in
a
little
bit
high.
Are
we
doing
prevailing
wages?
M
Do
we
have
a
prevailing
wage
requirement
that
would
create
an
environment
that
would
us,
you
know,
create
a
more
inflated
cost
or
do
we
or
is
it
just
straight
lowest
bidder?
You
know
it
is
a
prevailing
wage.
J
M
Contract,
so
when
we're
checking
in
these
numbers
are
really
coming
in
higher
in
part
due
to
that
okay
and
it
because
the
cost
I
mean
has
almost
doubled.
We
were
like
at
242
in
2015,
and
now
we're
up
this
high
that
wow
it's
going
to
get
a
lot
more
expensive
to
build
these
buildings.
It's
sounding,
like
many
things,
are
going.
M
Things
like
that
well
yeah.
Well,
that's
always
a
flexi
flexible,
moving
correct!
That's
always
a
moving
ball
clearly
and
when
we're
doing
this
is
this
you
know,
and-
and
this
is
probably
something
you
hear
a
lot
too
is
that
we
have
other
municipalities,
and
I
know
that
we
build
our
buildings
for
a
40-year
scope.
Is
that
still
correct
right,
we're
building
still
at
40.,
and
so
we've
been
watching
some
of
our
neighbors
do
this
for
a
while-
and
this
is
not
a.
M
This
is
just
a
comment
in
of
insight
here
we
have
other
municipalities
that
are
building
to
the
20
into
the
30
year
mark,
yet
the
buildings
are
staying
up
for
just
as
long
it
seems
like
before
we
have
to
do
major
renovations
and
a
lot
of
our
buildings
are
needing
renovations
additions,
et
cetera,
et
cetera
before
the
40
years.
M
I
would
just
suggest
that
we
consider
rethinking,
as
we
move
forward
with
such
an
aggressive
facility
capital
program
in
the
future,
because
this
number
is
just
really.
It
gives
me
a
big
indigestion,
especially
when
we
know
that
we
can
build
adequate
facilities
for
perhaps
a
little
less
and
not
in
the
40-year
scope,
but
thank
you
guys
very
much
for
keeping
track
of
that
and
clarifying
some
of
the
things
in
addition
to
the
prevailing
wage.
Is
there
other
factors
that
are
static
in
here
that
we
have
less
control
over,
as
it
relates
to
construction
costs.
M
X
It's
it's
not
just
the
prevailing
wage,
that's
squeezing
the
market
right
now.
Labor
forces
are
down
for
construction
industry
as
a
whole,
so
whether
you
go
prevailing
or
not
prevailing,
there's
still
a
need
for
labor
in
other
municipalities,
other
governments,
other
projects
that
are
private
so
to
draw
those
labor
forces
in
they
do
need
to
increase
the
cost.
So
you're,
not
actually
at
this
point
in
time,
you're
not
seeing
that
dramatic
of
a
difference
between.
I
I
M
X
Information,
no,
this
is
we've
held
to
our
norms
on
what
our
space
requirements
are.
So.
M
We're
spending
then
a
hundred
and
well
it's
387,
so
we're
spending
125
almost
dollars
per
square
foot
on
things
that
are
not
the
hard
construction
costs,
as
you
had
specified,
is
that
the
number
is
that
a
accurate
statement
roughly.
M
D
M
Back,
oh
yeah
yeah.
This
is
an
understanding
of
where,
as
it
relates
to
our
construction,
because
the
number
just
keeps
going
up
and
that
will
affect,
I
think,
how
quickly
and
aggressively
we
can
address
our
overcrowding
in
our
facilities.
So
it's
more
information.
It's
not
ripping
on
you
guys.
M
I
know
you
I
I
know
lisa,
that
your
team
does
an
excellent
job
of
that
and
coming
from
the
industry,
you
guys
follow
the
standard
to
the
letter,
and
that
was
just
my
understanding
and
watching
these
numbers.
Unfortunately,
you
get
a
lot
of
indigestion
on
those
numbers
and
something
tells
me
they're
going
to
keep
on
going
up.
I
know
roofing
and
asphalt's
already
near
doubled
and
we're
going
to
be
there
in
short
order.
I
wish
we
would
have
had
that
roofing
additional
million
on
that
roofing
budget
item.
Thank
you.
So
very
much.
N
Hi,
sorry,
a
couple
more
things,
first
of
all,
so
based
on
what
I'm
looking
at
we're
we're
not
looking
at
improving
this
school
at
this
time
in
any
way,
even
though
it's
been
nearly
40
years,
this
is
simply
to
add
capacity,
correct,
correct,
so
I
I
don't
know.
Can
I
get
any
kind
of
education
on
what
our
process
is
for
deciding
a
school
is
knee
in
need
of
improvement.
D
N
So,
okay
and
shoot
I
got
distracted
by
oh
10
classrooms.
How
was
how
was
that
number
determined?
Because
I
know
I
I'm
hearing
that
some
were
expecting.
It
would
be
more
so
what?
What
is
that
number
based
on.
X
The
number
was
based
off
of
the
if
you
turn
to
page
one:
it's
based
off
of
the
educational
master
plan
of
2018.,
where
we
looked
at
the
21
22
school
year
enrollment.
X
N
X
Is
that
what
you
said,
that's
what
it
size
for
so
there's
certain
limitations
to
what
the
school
can
actually
handle
with
the
core
spaces.
Hence
why
we
went
and
added
an
ad
alternate
for
the
cafeteria
there's
also
other
core
spaces
within
the
building
that
limit.
How
big
you
want
this
building
to
go.
X
There's
a
number
of
social
and
economic
factors
that
play
into
those
projections,
whether
those
housing
developments
actually
materialize
or
whether
they
stay
stagnant,
whether
there's
an
uptick
in
interest
rates
which
which
prevents
people
from
purchasing
those
are
all
a
number
of
factors
to
look
at.
X
So
projections
are
as
good
as
the
day
that
they're
printed
and
there's
a
number
of
factors
that
can
go
into
effect.
That
could
change
those,
so
we're
cautiously
moving
forward
with
what
the
projections
will
be
for
this.
This
school
all.
D
Right,
thank
you,
and
it
also.
We
have
to
prove
to
the
state
using
those
projections
to
get
their
funding.
So,
in
order
to
maximize
the
state
funding,
we
utilize
the
projections
and
they
would
fund.
You
know
our
best
guess
at
this
point
is
they
would
fund
half
of
that
edition.
O
They
match
their
projections
two
hours
to
make
sure
that
they
are
within
a
couple
of
percentage
points
and
if
they're
not,
then
they
write
back
to
us,
and
so
they
could
adjust
projects
so
they're.
Our
projections
are
verified
by
the
county
and
the
state,
because
they're,
actually
the
funders,
so
school
systems
could
say
lots
of
things
about
what
they
want
to
build.
But
if
the
numbers
don't
show
that,
then
then
the
county
and
the
state
won't
fund
it.
So
they
have
their
own
method
of
double
checking
triple
checking
in
this
case
projected
enrollment
figures.
L
L
What
they
have,
and
so
it
touched
on
about
where
arundel
was
and
the
the
list
for
mgt.
I
actually
had
just
done
some
research
on
this
and
answered
some
questions
from
some
arundel
parents
that
had
reached
out
to
me,
and
I
just
for
the
public's
information.
L
The
mgt
study
studied
every
single
one
of
our
buildings
and
gave
them
a
score
based
on
different
criteria,
and
our
priority
list
is
based
on
the
schools
with
the
lowest
score
are
put
first
in
the
queue
to
be
renovated,
replaced
or
whatever
and
as
old
as
arundel
may
be,
and
what
it
has.
There
are
seven
middle
schools
that
have
lower
scores
than
arundel
middle
that
are
were
deemed
to
be
less.
L
You
know,
in
worse
condition
in
various
areas
than
arundel
middle
was
so
yes,
when
we
look
at
the
long-term
projection
as
much
as
we
may
want
to
do,
arundel
in
any
of
our
schools,
there's
others
that
really
fall
ahead
of
them
on
that
list.
So
I
and
I
know
that
because,
as
I
said
just
this
past
week,
I
was
doing
that
research
to
get
some
back
to
some
of
the
parents
there.
So,
thank
you.
M
M
Do.
How
are
we
interfacing
in
the
general
development
plan
and
and
then
to
what
extent
is
the
county
sharing
going
to
be
exchanging
the
information?
Do
we
have
a
liaison
on
their
committee
and
who's
that
person
and
maybe
a
little
briefing
on
how
they're
interfacing,
because
I
know
in
the
past
we've
had
some
issues
as
a
school.
M
Well,
not
when
I
was
here,
but
you
guys
have
had
in
accuracy
of
information
coming
out
of
planning
and
zoning
on
a
anime
on
an
anima
basis,
and
it
seems
like
this
new
big
number
would
go
a
long
way
in
the
realignment
and
assuring
that
the
mgt
study
would
now
be
four
years
old.
That
is
still
meeting
the
needs.
X
X
M
Okay,
okay,
thank
you
very
much
and
then
to
that
effort
then
dr
alato.
Would
we
then
consider
I
I
guess,
based
on
the
outcome
of
that,
if
it's
too
far
from
the
mark,
then
we
would
go
through
the
process
of
realignment,
or
I
mean
if
if
the
gdp
puts
us
in
a
position,
then
what
what
would
that
next.
B
M
O
Y
O
It's
not
we
warm
it's.
We
just
can't
change
on
a
dime
right
once
you've
broken
ground
and
we've
gotten
all
the
approvals
we
go
to
build,
and
sometimes
it
gets
to
and
nantucket
was
an
example
where
we
designed
and
built
and
by
the
time
we
got
it
built.
It
was
already
overcrowded
and
we
had
to
start
adding
portables
on
day
one
because
things,
but
we
we
don't
have
a
chance
to
then
all
of
a
sudden
change
the
design
start
adding
additions
immediately
in
the
construction
process.
No.
M
No,
I
wrote
later-
oh
no,
I
understand,
and
then
we
have
to
get
in
the
pipeline
for
any
capital
program
monies
and
that
can
take
years
and
there's
criteria
that
have
to
be
met
by
the
state.
But
I'm
just
thinking
that
it
sounds
like
we're
going
to
have
to
be
doing
some
manipulating
when
we
get
to
that
moment
in
time,
because
that
was
using
antiquated
numbers
off
of
an
old
gdp.
M
Originally
with
some
live
modif,
you
know
with
some
minor
modifications
to
it,
so
it
just
sounds
like
we're
going
to
have
a
little
bit
of
work
out
of
us
in
the
future.
But
I
was
curious
as
to
how
interactive
they
were
during
that
mgt
study
and
that's
good
to
hear
that
seemingly
accurate
at
the
time.
L
So
just
an
mgt
clarification
for
for
y'all.
So
when
we
did
the
list
mgt
created
a
prioritized
list
of
their
suggestions,
but
then
we
have
also
tweaked
it
somewhat
as
to
what
to
have.
For
instance,
this
edition
is
not
on
the
mgt
study
but
based
on
enrollment
growth
and
things,
that's
something
that
we
added
in.
We
are
adding
in.
L
So
the
mgt
study
is
not
set
in
stone
based
on
everything,
but
we're
trying
to
follow
when
it
comes
to
renovations
and
things
we're
trying
to
follow
the
mgt,
but
when
it
comes
to
renovations,
so,
for
instance,
kindergarten
editions
are
not
part
of
the
mgt
study.
That's
a
separate
funding
source
from
the
state
that
we're
doing
separate
from
anything
on
the
mgt
priority
list,
correct,
correct,
okay,
and
so
so.
This,
for
instance,
would
not
be
part
of
the
mgt
priority
list.
L
A
B
F
A
Thank
you,
and
I
know
mr
grant
had
a
work
conflict
today.
Item
5.05
is
the
mead
high
school
schematic
design?
This
is
an
action
item.
Dr
arlato,
can
we
have
your
recommendation?
Please.
A
D
Lisa
seaman
crawford
director
of
facilities
and
with
me
is
kyle
roop
supervisor
of
planning,
design
and
construction.
Mary
patz
is
our
lead
architect
in
the
design
office
and
ron
echovich
from
sei
we're
here
to
present
the
schematic
design
for
meade
high
school.
The
educational
specifications
for
the
renovation
additions
were
approved
in
february
2018..
D
D
Brief
history
of
the
project
in
2010,
yes,
nine
years
ago,
the
dod
assessed
the
physical
conditions
of
all
schools
on
military
bases
worldwide.
Then,
in
2011,
a
facilities
assessment
report
was
issued,
which
indicated
at
that
time
meet
high
school's
facility
assessment
score
equated
to
a
poor
rating.
D
D
X
All
right,
thank
you.
The
packet
in
front
of
you
represents
a
30
design
submittal
and
incorporates
comments
from
the
design
advisory
group,
as
well
as
technical
requirements
from
the
educational
specifications
approved
by
this
board.
In
february
of
2018.,
the
existing
site
of
meade
high
school
is
comprised
of
approximately
56
acres
and
contains
the
high
school
building
two
separate
bus
loops,
four
separate
parking
lots
and
several
athletic
fields.
X
X
X
Primary
access
from
the
site
from
the
unsecured
side
will
be
at
the
signalized
intersection
of
26th
street
and
be
running
down
f
line
road
to
macarthur
road.
This
will
provide
visitors,
staff
and
students
in
easily
identifiable
view
of
the
front
entrance
of
the
building
and
buses
will
be
separated
and
routed
down.
26Th
street
to
one
dedicated
bus
loop
in
the
back
of
the
building
site,
circulation
and
parking
will
also
be
upgraded.
The
new
main
parking
area
and
dedicated
parent
drop
off
will
be
located
on
the
northeast
side
of
the
building.
X
X
The
existing
fort,
mead
or
mead
high
school
building
rather
has
a
src
or
state
rated
capacity
of
25
27
and
an
overall
size
of
approximately
351
thousand
gross
square
feet.
The
facility
is
made
up
of
three
distinct
components:
a
two-story
structure,
composing
of
the
instruction
and
administrative
spaces
and
a
one-story
structure,
housing,
the
theater
gym
and
food
services,
and,
finally,
a
two-story
addition
that
was
added
in
2014..
X
X
This
is
this
was
originally
designed
to
provide
independent
access
points
for
the
base
and
public
side
of
the
building.
The
administrative
areas
are
currently
located
in
the
core
of
the
building
and
without
the
ability
to
surveil
either
entry
point.
The
overall
layout
of
the
building
makes
supervision
extremely
difficult.
X
X
X
The
final
edition
will
be
for
the
theater
support
programs
and
dance
studio.
This
will
be
located
directly
adjacent
to
the
existing
auditorium
and
music
suite,
resulting
in
a
performing
arts
wing
renovations
within
the
existing
portions
of
the
building
will
range
from
small
changes
to
architectural
reconfiguration
and
systematic
upgrades.
X
X
At
the
same
time,
core
instructional
programs
will
be
located
adjacent
to
shared
educational
programs.
An
example
of
this
adjacency
would
be
the
science,
tech,
ed,
math
and
art
classrooms
all
being
located
near
or
with
one
within
the
new
addition.
Safety
and
security
measures
will
also
be
considered
in
the
design.
X
A
new
single
point
of
entry
is
identified
and
controlled
by
a
security
vestibule
which
guides
visitors
to
the
administrative
suite.
This
main
entry
will
serve
all
students
arriving
via
bus
or
drop
off,
as
well
as
visitors
parking
from
both
sides
on
and
off
the
base
upon.
Approval
of
this
schematic
design.
These
document
by
the
board,
the
team
will
move
forward
with
the
design
development
phase.
In
this
phase,
the
schematic
design,
plans
and
elevations
will
be
reviewed,
revised
and
expanded
to
incorporate
details
and
specifications
required
for
construction
by
the
end
of
the
design
development.
A
Okay,
thank
you
so
much
for
the
presentation.
Let
me
just
make
a
logistical
announcement
now
we'll
move
through
questions
on
on
this
item
and
depending
on
how
long
we
go.
I
I'd
like
us
to
break
at
some
point
around
one
o'clock
so
that
we
can
do
some
closed
session
items
over
a
working
lunch.
So
we'll
go
through.
A
This
item
see
how
how
we
work
against
the
clock
and
and
then
we
might
have
time
to
take
one
or
two
more
additional
items
depending
on
how
the
flow
works
and
then
we'll
we'll
take
that
short
recess.
So
with
that,
we've
got
a
a
number
of
of
board
lights
on
this
item.
Mrs
hummer.
L
So
I'm
so
excited
I
mean
this
is
this
is
awesome.
I
love
the
timeline.
I
hope
that
the
dod
will
come
through
with
the
funds
in
there
because
looking
at
it,
my
my
daughter
will
have
to
be
there
through
all
the
construction
time,
but
it
will
be
finished
and
completed
before
my
youngest
graduates,
and
that
would
be
exciting
and
as
wonderful
as
I
think,
all
the
classes
are
anybody
who's
ever
driven
to
meet
high
school.
The
part
of
this
that
really
gets
my
heart.
L
A
flutter
is
the
improved
parking
and
driveway
in
there,
because
it
is
the
worst
thing
on
earth
and
the
parking
is
terrible
and
looking
at
these
beautiful
parking
lots,
don't
you
agree,
miss
antwine,
it's
like,
oh,
my
goodness.
Wouldn't
this
be
fabulous,
so
all
of
it
looks
great.
Thank
you
all
for
all
this
work.
You
know
it
was
patience
and
persistence
to
bugging
the
dod
for
the
past
nine
years
to
do
this,
and
I
appreciate
y'all's
perseverance
and
it's
great
to
see
this.
Finally
moving
forward.
H
Hello,
so
being
bragging
in
me
close
to
10
years
ago,
we
had
some
understandings
about
the
schools
in
need
and
and
the
dod
support
to
that.
I'm
glad
to
see
that
finally
moving,
but
I
I
have
to
say,
despite
the
excitement,
I
have
some
major
concerns
with
what
I
saw
in
here.
I
know
the
work
that
has
been
invested
and
the
weight
allowed
a
lot
of
planning.
H
However,
I
I
just
don't
see
how
we're
moving
that
much
further
ahead.
For
example
in
the
summary
here,
it
indicates
that
the
class
the
the
class
sizes
are
going
to
go.
The
improvements
will
only
allow
maybe
10
10
up
to
20
more
students
in
a
very
overcrowded
school.
I
I
wanted
to
also
understand
the
drawings.
In
the
back.
There
was
a
community
communicating
space,
I'm
not
too
familiar
with
that.
H
I
know
in
our
media
centers
that
she
left,
but
I
know
in
our
media
centers
they
do
have
those
types
of
collaboration
spaces.
My
first
question
would
be:
what
is
this
space
me
looking
at
this?
I
just
see
opportunities
for
negative
activities
for
the
students,
especially
I
also
see
stove
piping
and
otherwise
not
being
able
to
see
how
that
particular
collaboration
space
enters
into
the
picture.
I
just
see
it
as
as
a
danger
to
the
students
and
not
a
support.
H
H
Finally,
I
would
like
to
hear
from
the
team
that
you
all
mentioned
about
some
of
the
input
that
they
had.
I
understand
that
that
team
included
people
from
dignitaries
from
fort
meade
as
well
as
community.
I
I
would
just
want
to
understand
the
the
thought
I
I
appreciate
the
presentations.
H
I
understand
that
portion,
but
there
are
some
details
that
I
believe
is
missing,
and
I
want
to
be
be
able
to
make
a
sound
decision
at
this
time.
Based
on
what
I'm
seeing
here,
I
just
don't
think
at
the
tune
of
almost
140
million
dollars,
we're
doing
everything
we
can
with
that
money
to
improve
the
school.
H
The
first
question:
my
apologies,
I'm
on
my
soapbox.
I
have
just
been
at
meet
a
long
time
and
I
know
the
need
is
great
right.
The
poor
rating
was,
I
think,
very
accurate
for
for
the
students
ability
to
learn
effectively.
There's
mr
yore
has
done
an
outstanding
job
with
his
team
to
accommodate
and
improvise
and
to
so,
if
we're
having
funding
coming
to
us
that
it's
not
coming
out
of
any
of
our
budgets.
H
O
Well,
that
the
as
they're
communicating
spaces,
if
I'm
not
mistaken,
is
is
a
big
large
hallway
right.
It
is
a
two-story
that
will
run
the
length
of
that
new
piece
from
the
from
the
the
where
you
are
entering
the
building
and
on
page
70.
O
72
gives
a
cross-section
of
that
right
and
it's
a
terminology
of
art
in
terms
of
education
and
and
the
space
design
of
a
communicating
space
where
students
can
congregate.
But
it's
a
it's
a
two-story
hallway.
Y
To
move
students,
that's
correct
and
part
of
the
safety
and
security
concern
was
supervision,
visibility
and
cohesion
of
the
circulation
pattern.
If
you'll,
if
you'll
move
back
two
slides,
oh
yeah,
to
the
existing
plan,
one
more,
please
thank
you
to
see
the
the
way
that
the
existing
circulation
pattern
in
the
building
is
it
really
doesn't
allow
neither
a
single
point
of
entrance
which
can
be
controlled
by
the
administration
from
a
security
standpoint.
Y
Nor
does
it
allow
an
opportunity
for
supervision
from
a
minimal
number
of
points.
So
a
significant
intent
of
the
new
design
was
to
regularize
the
circulation
pattern
within
the
existing
building.
So
if
you
can
see
in
the
white
the
the
labyrinth
of
quarters
that
exists
through
the
existing
building
moving,
then
again,
I'm
sorry
for
two
slides
one
more.
The
intent
was
to
now
consolidate
a
single
main
entrance
which
could
be
controlled
by
the
administration's
suite,
so
that
vestibule
would
occur
in
this
case
on
the
right
side
of
the
drawing.
Y
Any
visitors
would
have
to
go
through
there,
but
also
a
majority
of
the
students
that
are
being
dropped
off
for
parking
in
the
morning
will
come
in
through
that
main
entrance.
So
there's
a
large
quantity
of
students
coming
in
that's
the
need
for
communicating
space
and
communicating
space
really
is
a
code
definition
of
a
volume.
Space
is
the
name
of
it,
but
it
offers
opportunities
also
for
collaborative
learning
and
other
types
of
instructional
areas,
as
we
continue
to
define
the
spaces
and
the
types
of
activities
that
occur
in
those
spaces.
Y
So
imagining
the
the
loop
circulation,
that's
coordinated
with
the
new
addition
wrapping
around
the
back
administrators
at
either
point
could
now
supervise
down
all
of
those
quarters
from
fewer
locations,
so
the
intent
is
to
improve
circulation
within
the
building
clarify
the
circulation
path.
So
there
are
no
nooks
and
crannies
as
they
are
today
to
create
security
concerns
and
really
offer
the
opportunity
for
surveillance
for
the
administration
down
those
corridors.
Y
So
the
the
collection
of
the
circulation
patterns
into
the
communicating
space
we
had
number
of
goals.
We
had
the
goals
of
improving
natural
light.
We
have
goals
of
improving
simplicity
and
surveillance
and
in
goals
of
improving
the
circulation
pattern
throughout
the
building,
all
with
the
challenges
of
the
split
floor
plate
that
we
were
trying
to
accomplish
simultaneously,
so
that
would
define
the
intent
of
the
communicating
space.
H
It
would
help
if
I
turn
my
mic
on
right,
so
I'm
able
to
see
what
it
what
those
things
may
look
like,
I'm
looking
at
the
front
of
the
building,
but
the
back
of
the
building,
which
used
to
be
the
front
for
historical
reference
because
it
was
a
dod
school.
H
I
don't
see
here
where
the
how
we're
making
that
accommodation
is
any
work
being
done
on
the
on
the
significant
work
on
the
base
side,
or
is
that
another
step
in
the
planning
later
on?
No.
Y
There
will
be
the
addition
which
wraps
around
is
going
to
create
a
significant
new
massing
on
the
back
of
the
building.
In
addition,
we'll
be
re-skinning
the
buildings
so
that
it
will
all
appear
to
be
cohesive
when
we're
complete
with
the
project,
and
we
worked
pretty
diligently
with
base
representation
to
make
sure
that
they
were
appropriately
represented
from
the
school
side
and
a
significant
move
on
the
site
plan
was
to
to
collect
the
site
circulation,
vehicular
circulation.
So
you'll
see,
we've
created
an
access
drive
if
you'll
go
back
to
the
site
plan.
Y
So
now
everyone
has
an
equal
opportunity
to
walk
in
through
the
front
door,
whether
you're
coming
from
bay
side
or
not
bayside,
and
one
of
the
challenges
we
talked
to
with
the
stakeholder
advisory
group.
During
the
process
was
how
do
we
manage
the
security
of
two
independent
entrances,
so
early
concepts
looked
at
both
having
two
separate
entrances
and
distinct
administration
components
versus
bringing
them
all
into
one
cohesive
component.
Y
It
was
determined
through
that
stakeholder
process
with
mr
yore
and
and
all
of
the
stakeholders
that
collecting
that
into
a
single
secured
entrance
and
making
these
site
manipulations
to
make
it
a
cohesive
drop-off
was
the
more
secure
and
more
appropriate
manner
of
dealing
with
the
school
security
and
the
true
front.
Now
the
true
front
of
of
the
building.
H
So
then,
we
want
to
talk
in
terms
of
cyber
security
and
and
cyber
security
learning
for
this,
for
the
students,
med
high
is
very
unique
in
in
that
it
has
interactions
with
fort
meade
and
the
cyber
security
efforts,
especially
at
this-
I
I
am
looking
at
this
and
I
just
don't
see
where
we're
moving
to
to
expand,
to
allow
more
classroom
learning
in
terms
of
the
cyber
security
labs
that
mr,
your
I
know
has
been
requesting.
H
X
If
you
look
at
the
floor
plan,
there's
kind
of
up
at
the
upper
portion
of
the
page,
there's
a
pink
area
and
then
there's
also
a
blue
area
to
the
left
of
that
and
that
is
designated
as
homeland
security,
which
would
also
help
serve
with
your
cyber
security.
H
So
I
have
the
the
delta
question
about
the
with
140,
or
so
I'm
seeing
that
this
is
one
100
meal
here.
So
my
delta
question
was
going
to
be
what
happened
to
the
other
30
mil,
so
you
answered
that,
but
it's
still,
I'm
just
afraid.
Once
we
get
this
money-
and
this
is
not
coming
from
the
state-
it's
not
coming
from
the
county.
This
is
money.
That's
coming
from
the
department
of
defense.
H
We
just
have
a
lot.
We
could
do
without
those
standard
restrictions
with
in
terms
of
the
improvement
in
the
use
of
those
funds,
as
if
we
are
just
going
to
it.
Just
appears
to
me
that
we
are
are
just
sprucing
up
and
not
really
in
the
long
term,
doing
what
what
is
needed
for
the
school,
and
we
understand
and
know
that
in
these
construction
projects
and
capital
projects
it
went
maybe
forever
before
the
school
gets
these
opportunities
again.
H
H
D
D
H
I'm
just
using
examples
of
of
some
of
the
and
provisions
that
I
know
for
at
least
four
years
meat
high
has
had
to
make,
and
now
they
are
getting
money
outside
of
what
the
outside
of
the
standard.
So
I
just
believe
we
should
think
about
how
to
improve
beyond
the
standard.
B
H
And
accommodate
the
workarounds
that
are
already
there
and
I
just
based
on-
and
I
wasn't
in
february
of
course
it
may
have
been
presented
and
I'm
definitely
not
undermining
or
trying
to
put
you
all
down.
I
just
don't
want
us
to
put
a
band-aid
on
a
real
serious
wound
wound
here,
because
they
they
there
are
so
many
needs
there,
and
this
is
money
available
to
meet
that
need,
and
I
just
don't
see,
based
on
what
I
received
here
about
12
pages,
where
that
need
is
being
met.
X
H
I
understand
that
what
I'm
getting
at
is
the
poor
rating
that
came
about
was
the
indication
that
it
wasn't
at
a
standard
in
the
first
place,
so
we
are
going
to
bring
it
up
to
standard
or
or
the
efforts
to
make
that
standard.
I
don't
even
see
that
here
and
when
you
have
parts
of
a
school
that
you
cannot
successfully
supervise
because
of
those
things,
and
I
don't
see
where
that
is
going
to
make,
make
that
even
more
successful.
H
In
fact,
some
things
I
see
in
here
make
make
it
harder
and
again
I
haven't,
sat
in
you
know
the
couple
of
years
that
you
all
have
to
plan
this.
It's
just
I'm
basing
these
comments
on
what
I
received
and
what
I'm
receiving,
I
don't
even
see
it
up
to
par
for
the
need
of
the
school,
which
is
what
those
funds
are
being
used
for.
I'm
not
asking
that
would
make
the
the
school
float
right.
X
If
I
may
again,
part
of
the
design
was
to
address
the
concerns
of
the
dod,
so
they
like
lisa,
mentioned
previously,
that
they
did
an
assessment
in
2011.
They
looked
at
various
areas
within
the
school
and
they
gave
a
score
and
a
condition
index
for
that
area
of
the
building.
Part
of
the
terms
and
conditions
of
this
grant
process
is
that
we
address
those
specific
concerns.
X
Some
of
those
concerns
included
special
needs
areas,
food
services
and
with
this
design,
with
those
areas
receiving
d's
and
f
ratings,
we
are
upgrading
both
the
cafeteria
and
the
special
needs
areas
within
the
building.
Other
areas
within
the
building
that
are
being
kept
actually
received.
A
ratings,
the
art
area
within
the
building
which
you
can
see
next
to
the
courtyard
in
the
pink
right
inside
the
original
building
outside
of
the
edition,
is
actually
going
to
be
kept
and
very
minimal
upgrades
and
that
actually
received
an
a
condition
during
that
assessment.
X
So
we
are
addressing
the
concerns
of
those
of
the
assessment
in
2011
we're
taking
those
into
context,
as
well
as
the
educational
specifications,
and
then
any
of
the
comments
made
at
the
advisory
design
committee.
Those
ron
has
worked
very
collaboratively
with
our
group
and
I
think
representatives
from
the
base
could
speak
the
same.
H
I'd
I'll
move
it
along.
I,
if
I
could
I
would
I
I
would
like
the
motion
that
we
get
that
group
in
here,
so
we
can
get
more
details,
I'm
unable
to
support
what
I'm
seeing
here
and
and
I'm
normally
one
a
person
that
moves
forward.
I
I
know
the
needs
of
that
school
and
based
on
what
I'm
seeing
here
that
was
prepared
here.
H
Y
I
could
relay
some
additional,
I'm
not
sure
the
full
package
has
a
description
of
the
scope
that
was
derived
during
the
grant
review
process
that
we
followed
and
it
it
describes
the
level
of
renovation.
So
forgive
me
if
it
wasn't
in
the
clear
to
in
in.
In
the
document
there,
the
level
of
renovations
are
broken
up
into
three
distinct
categories:
what
we're
calling
level
one
renovation
level
two
and
level
three
level.
Y
One
renovation
is
where
there's
little
to
no
work,
as
as
mr
roof
said
where,
where
we
got
eight
categories,
so
the
2014
edition,
for
example,
there's
little
to
no
work
necessary
to
bring
that
up
to
current
educational
specification
standards.
Level.
Two
are
minimal
changes.
Those
are
areas
where,
over
the
years,
you've
invested
to
bring
classrooms
into
enclosed
classrooms,
bring
technology
into
the
classroom.
What
have
you?
Those
are,
what
we're
calling
level
two
renovations?
Those
are
about
52
000
square
feet,
so
that
art
suite
is
actually
part
of
that
level.
Y
Two
where
we
will
be
bringing
in
new
systems.
Hvac
upgrades
new
technology
to
meet
today's
educational
standards,
but
the
volume
of
the
space
is
adequate
to
meet
the
the
requirements
of
the
ed
spec
today.
So
those
are
the
two
little
pieces
where
we're
not
touching
as
extensively
a
majority
of
the
renovation.
However,
169
000
square
feet
is
what
we're
qualifying
as
level
three
renovation
and
they
include
complete
architectural
reconfiguration
and
that
reconfiguration
is
intended
with
the
goal
of
achieving
the
educational
specification
for
this
capacity
of
students,
as
this
board
approved
in
february
of
2018..
Y
Y
So
I
I
would
just
like
to
share
with
you
that,
through
that
stakeholder
process,
the
meeting
the
instructional
goal
was
the
number
one
priority
of
the
project
and-
and
we
did
strive
to
achieve
that
within
the
scope
of
work
that
was
permitted
by
the
dod
grant.
So
I'm
sorry
that
you
didn't
get
that
from
the
package
that
we've
given
to
you.
H
I
have
here
at
the
the
cost
of
tax
dollar,
that's
being
submitted
to
one
school
for
these
improvements.
It
just
didn't
say
that
and
then
a
person
that
has
practically
lived
in
the
school.
To
my
son's
dismay
for
the
last
four
years,
I
know
those
needs,
and
especially
with
the
ada
considerations.
Those
needs
are
huge
and
even
that
I
wasn't
able
to
see
here
right
and
so
that
that
is
my
concern.
H
I
am
still
unable
until
I
get
better
details
about,
what's
really
going
on
unable
to
support
what
I'm
seeing
here
today,
but
let
me
make
it
very
clear:
I
know
firsthand
what
you
all
have
put
in
and
please
don't
take
what
I'm
sharing
here.
I
just
know
looking
in
the
long
term,
we
have
to
get
this
right.
The
first
time.
Thank
you.
N
Thank
you.
First
of
all,
having
visited
this
school
several
times
now.
Every
time
I
walk
through
those
doors,
I
have
parents
talking
about
the
need
for
improvements
at
this
high
school,
so
indeed
this
is
very
exciting.
N
I'm
wondering
can
you
and
I'm
sorry
if
I
missed
something
here,
but
can
you
share
a
little
bit
of
the
history?
My
understanding,
if
I'm
piecing
this
together
correctly
from
what
I
was
been
told
in
the
past
dod
reached
out
to
aacps?
Am
I
correct
can
do
you
know
what
drove
that
was
it
parents.
O
I'm
gonna
going
to
jump
in
here.
If
I
can,
it's
we
keep
saying
dod
for
the
federal
government
is
the
office
of
economic
advancement.
O
Thank
you,
they're,
the
ones
that
reach
out
to
us.
O
The
long
story
short
is.
As
you
know,
there
are
schools
on
military
bases
around
the
country.
Many
of
those
were
dod
operated
schools
which
has
its
own
infrastructure,
its
own
superintendent's,
own
curriculum.
They
are
operated
separately
and,
apart
from
local
public
schools,
leasing
states
over
time,
a
number
of
those
dod
schools
have
been
transferred
over
to
the
local
control
of
the
local
lea,
which
is
where
we
are
with
our
fort
meade
schools.
They
are
our
schools
on
a
military
installation.
O
Lack
of
communication
between
who's
responsible
for
the
upkeep
of
those
buildings.
Is
it
the
department
of
defense?
Is
it
the
local
lea
and
in
certain
parts
around
the
country?
O
Those
schools
have
fallen
into
dilapidated
conditions
because
nobody
was
taking
responsibility
for
them
in
jurisdictions
around
the
country.
That
was
never
the
case
in
anne
arundel
county
anne
arundel
county
has
always
kept
those
buildings
up.
We
have
rebuilt
just
finishing
up
manor
view:
we've
rebuilt
pershing,
we've
redone
west
meade,
so
we
have
we've.
We
built
the
new
middle
school,
and
so
we
have
always
done
that,
but
that's
not
the
case.
O
The
list
and
that's
when
we
were
called
and
said,
come
meet
with
us,
which
mr
shaknovich
and
I
and
ed
rice
at
the
time
who
was
a
ceo
at
the
post,
met
us
there
and
we
met
with
them
for
the
first
time
and
they
said
we
want
to
give
you
money.
This
is
we
didn't
know.
Any
of
this
was
happening
because
we've
always
updated
our
buildings.
We've
always
maintained
our
buildings.
We
didn't
know
this
list
existed
until
we
were
called
in
2014
to
say.
O
We
would
like
to
we're
going
to
start
this
process,
and
so
it
is
now,
five
years
later,
when
we
were
first
initially
contacted
to
say
now
we
have
some
monies
moving
in
our
direction
and
they
have
come
out
to
visit
us.
There's
a
team
from
this
office
of
economic
adjustment
they've
been
out
to
our
jurisdiction.
Several
times,
they've
been
to
the
post,
they've
seen
meet
high
school
we've
taken
them.
They
wanted
to
see
other
buildings.
O
Mr
roof
talked
about
how
they
want
to
make
sure
that
we're
not
doing
anything
different
than
we
would
for
our
other
schools.
They
went
out
and
visited
northeast
high
school.
I
think
was
that
right
they
took
a
tour
of
northeast
high
school
to
see
what
a
newly
constructed
high
school
would
look
like
for
us
in
anne
arundel
county.
So
they
could
make
some
comparisons.
If
that's
correct,
that.
O
Else
to
add
to
that
explanation
to
senior
crawford,
so
that's
sort
of
the
history
and
why
we're
here
today,
that
is
they
did
a
the
military,
did
a
survey
of
all
these
buildings
and
then
set
money
aside
by
congress.
Congress
set
money
aside
and
they're
now,
starting
to
they're
getting
to
those
lists,
and
we
got
moved
up
the
list
in
2014.
N
Thank
you,
so
what
so?
What
drives
a
lot
of
this?
These
plans
is
based
on
their
assessment
of
what
the
school
needs.
Am
I
correct
about
that
correct,
but,
based
on
what
dr
arlatto
just
said,
I
think,
because
my
next
question
was
so
this
school,
in
other
words,
this
school
isn't
being
designed
based
on
some
design
that
they
have
that
they're
implementing
throughout
the
country.
This
is
them
telling
us.
N
D
Okay,
at
the
same
time,
which
would
be
the
same
things
that
we
would
address,
they're,
not
other
than
the
force
protection,
and
things
like
that,
the
rest
of
it
is
is
just
like
we
would
do
for
northeast
or
any
of
our
other
schools
and.
N
Okay,
so
they
haven't
seen.
N
Okay
and
then,
finally,
it's
it's
becoming
increasingly
known
that
the
impact
that
the
environment
that
someone
is
in
has
on
mental
health
and
I'm
looking
at
the
design
and
these.
What
do
we
call
them
communicating
spaces,
and
particularly,
what's
important
to
me,
is
when
you
speak
about
bringing
in
natural
light
and
those
aspects
of
school
construction
are
very,
very
important
to
me,
and
I'm
really
happy
to
see
that.
C
Hi,
so
I
would
like
to
agree
with
miss
ellis
because
I
know
from
my
school
we
have
the
giant
courtyard
in
the
center
with
lots
of
natural
light,
and
it
just
like
brings
a
different
air
into
the
room.
But
my
question
because
at
the
safe
schools,
town
hall,
we
did
hear
how,
unfortunately,
on
sandy
hook,
the
shooter
saw
the
admin
button
but
had
a
gun
and
just
shot
down
the
glass
window
and
walked
inside.
C
So
I
was
just
wondering
with
these
very
tall
if
I'm
correct
on
page
12
as
well
like
when
you
look
at
the
exterior
exterior
aerial
view,
you
see
the
giant
windows
walking
in
and
then
also
in
the
perspective,
drawing
the
giant
windows
from
the
ceiling
to
the
floor
with
the
door.
I'm
just
I'm
just
wondering
how
we
maintain
safety
with
those
windows
as
well.
That's
just
my
question.
Y
So
it
is
an
early
sketch
and
we
we
can
also
do
things
such
as
films
on
the
glazing
that
can
eliminate
the
so
what
you
described
at
sandy
hook.
We
call
smash
and
grab
where
you're
shooting
through
the
window
to
to
be
able
to
unlock
the
door
from
the
back
side.
So
there
are,
we
have
films
and
other
methods,
whether
it
be
a
laminated
glazing
where
the
when
you
shoot
through
it,
it
doesn't
break,
it
doesn't
shatter
it.
C
A
I
I
I
If
we
didn't
have
that
in
mind,
what
would
what
would
we
have
wanted
to
do?
That
would
be
above
and
beyond,
to
serve
this
very
special,
very
important
part
of
our
population?
Is
there
anything
that
was
on
the
table
that
was
taken
off
as
a
result
of
of
that
sort
of
back
and
forth?
With
with
what
we,
what
we've
seen
in
other
schools
like?
I
just
I
just
wonder,
because
you
know
this
is
a
special
situation
by
the
way
I
I.
I
The
reason
that
I
don't
have
tons
of
questions
is
because
everyone's
already
hit
on
a
lot
of
them
and
because
you
know
I
I
this
is
sort
of
outside
of
beyond
anything
that
lee
did
for
me
at
least
so
yeah
I
mean
I
appreciate
all
of
this,
and
I
know
that
it'll
be
fantastic.
I
just
wondered
if
there
was,
there
were
other
things
that
you
were
considering
but
took
off
the
table
as
a
result
of
those
conversations.
X
since
that
time
we've
taken
lessons
learned
from
crofton
high
school
in
areas
like
that
and
we've
built
upon
that
and
mary
with
the
help
of
the
architect
that
works
on
crofton
high
school
collaborated
and
built
a
table
full
of
changes
that
that
have
been
implemented
on
that
project,
which
we
are
using
on
this
one
wonderful.
So
it's
a
it's
a
constant
living
document
that
we
use
to
make
sure
that
we're
moving
in
the
right
direction
and
everyone's
and.
I
I
appreciate
that
I
appreciate
that
very
much
yes,
I
wish
I
had
had
the
benefit
of
that
document,
not
that
I
want
to
document
not
that
I
want
to
down
more
trees
for
that
document.
However,
five
of
us
weren't
weren't
seated
here
and
she
didn't
have
the
benefit
of
the
back
story.
So
thank
you
so
much
for
everything
that
you're
doing.
P
O
E
E
D
D
It
is
south
river
rundle
north
county
and
meet
high
school,
so
there
were
other
high
schools
ahead
of
it.
There.
E
Having
been
the
the
you
know,
the
base
realignment
enclosure
coordinator
for
anne
arundel
county
and
the
chairman
of
the
fort
george
g
meade
regional
growth
management
committee.
I
remember
very
clearly
when
this
initiative
began
and
we
coordinated
with
the
school
system,
to
answer
the
questionnaire
developed
by
the
federal
government,
the
office
of
economic
adjustment
and
and
to
be,
quite
frankly,
I
had
great
reservations
that
this
would
ever
come
to
pass
number
one.
E
E
When
I
see
this
coming
to
fruition,
where
the
federal
government,
through
the
office
of
economic
adjustment,
has
made
funds
available
to
correct
deficiencies
noted
as
a
result
of
the
survey
from
the
federal
government,
I
just
applaud
it
and
I
say
why
it
may
not
be
correcting
everything
that
we
all
may
would
love
to
have
done
at
meade
high
school.
This
is
a
major
step,
an
improvement
for
meade
high
school
and
reminds
me
of
this
phrase
I
used
to
hear
growing
up.
E
Was
you
know
how
how
you
know
perfect
sometimes
is
the
enemy
of
good
or
don't
let
perfect
get
in
the
way
of
good,
and
so
this
is
a
very
good
step
for
fort
george
g
meade
and
mead
high
school,
and
I'm
very
very
pleased
to
see
this
come
to
fruition,
where
these
are
not
county
funds.
These
are
not.
You
know,
state
funds.
E
These
are
federal
funds
and
they're,
doing
something
to
step
to
the
plate,
to
support
the
service,
men
and
women,
women
and
the
students
of
anne
arundel,
county
public
schools
in
good
faith,
and
I
commend
the
office
of
economic
adjustment
for
bringing
this
to
pass,
and
I
thank
you
or
our
members
of
the
school
system
for
working
so
diligently
over
the
years
to
get
us
to
this
point.
Thank
you.
N
I
have
one
more
question
about
about
the
funding.
I
I
have
some
experience
with
federal
government
and,
first
of
all
I
am.
I
am
so
grateful
for
our
county
that
that
this
school
is
is
getting
these
funds
to
do
this.
It
obviously
it
benefits
me
benefits
me
high
school,
but
it
also
benefits
our
county,
because
some
other
project
will
now
be
able
to
move
up,
and
that's
wonderful,
but
I
do
have
a
question
about
the
funding
process.
N
I'm
very
excited
that
we're
moving
forward,
but
I
know
things
can
fluctuate
based
on
economic
conditions,
political
climate,
so
forth
so
are.
Are
these
funds
solidified
like
what
is
the
point
that
we're
actually
receiving
the
money
to
do
the
work
and
what
could
potentially
happen
between
now
and
then.
X
As
you've
mentioned,
you
know
things
change
politically
and
and
in
other
situations
we
have
had
meetings
several
meetings
with
the
office
of
economic
adjustment.
Discussing
those
very
issues
we
met
most
recently
in
march,
discussing
that
topic
and
they've
assured
us
that
the
funds
are
secured
for
projects
of
this
type,
not
necessarily
our
project,
but
projects
of
this
type.
X
So
we're
going
through
this
process,
part
of
the
terms
and
conditions
to
receive
that
construction
grant
funding,
is
to
move
from
design
development
to
construction
documents
and
then,
ultimately,
at
that
stage
we
could
apply
for
the
construction
grants.
They
want
to
see
a
final
design
work
through
with
us
through
this
process,
and
at
that
point
they
would
be
open
to
reviewing
that
and
potentially
awarding
the
grant.
N
H
Thank
you.
So
that
was
a
good
question.
So
do
we
do
we
have
any
kind
of
memorandums
of
agreement
or
anything
because
we,
you
all,
are
putting
in
some
some
real
work
here
based
on
you
know
hopefuls,
but
those
moas
will
or
something
of
that
nature,
or
do
they
exist?
It's
one
thing
for
them
to
tell
you
well
we're
putting
money
towards
a
project
that
project
doesn't
even
have
to
be
it's
federal
funding
it.
It
could
go
anywhere
in
the
world
literally
how?
How
do
we
know
for
sure
that
this
funding
is
coming
to
meet?
X
So
there
is
a
priority
list
set
aside
for
the
schools
ranked
worldwide
on
what
schools
need
to
be
worked
on
right
now,
we've
received
the
grant
funding
for
the
design,
so
we
have
locked
that
money
in
for
the
design,
so
this
portion
of
the
project
is
locked
in.
We
do
have
those
funds
and
we
do
have
massive
amounts
of
documentation
to
support
that.
We
work
with
the
do
dod
office
of
economic
adjustment.
H
It
certainly
does,
but
I
I
know
too,
that
you
guys
blame
it
on
politics.
I
blame
it
on
the
needs
of
the
dod
and
that
money
can
moments
known
as
be
unavailable
without
it
being
committed,
especially
in
that
budget
cycle,
and
so
I
was
just
trying
to
find
out
where,
if
there
there's
some
signatures
somewhere
that
says
we
will
be
giving
this
money
to
me.
Even
if
it's
20
years
from
now
me
will
be
getting
this
money
and
that
that's
that's
in
some
agreement
somewhere.
H
D
We
do
have
correct
construction,
I
mean
design
funds,
they've,
granted
us
5.8
million
dollars
to
design
the
building.
So
we
do
have
that
committed.
We
don't
have
the
construction
committed
until
we
submit
in
2020.
H
And
understand
that
that's
based
on
release
of
funding,
but
you
guys
I'm
looking
at
a
specific
number
here
for
the
need
of
meat
so
somewhere
I
would.
I
would
expect
that
somewhere,
someone
has
agreed
to
that
amount
of
money
that
can
can
make
that
kind
of
agreement
right.
So
I
was
we
wanted
we,
while
the
money
has
not
been
released
yet.
H
But
there
is
nothing
beyond
the
estimate
that
we
can.
We
can
hold
on
to
right
now
at
this
time.
A
Okay,
it
looks
like
we
are
finished
with
our
board
questions
and
comments
at
this
time.
Is
there
any
public
comment
seeing
none?
Okay,
mrs
connolly,
this
is
a
vote
on
item
5.05.
Would
you
please
call.
F
A
Thank
you
at
this
time.
As
I
stated
earlier,
there
are
some
things
that
the
board
needs
to
do
in
closed
session,
and
I
know
some
people
are
getting
a
little
anxious
for
lunch.
So
so,
let's
have
that
natural
pause
now
and
we'll
we'll
be
back
at
some
point.
Let
let's
call
it
about
1
45.
A
If
that's
okay,
with
the
board,
that
that
will
let
us
get
some
things
done
and
then
we
can
come
back
out
and
for
those
who
are
waiting
for
other
items
that
gives
them
an
estimate
of
when
we'll
be
here
to
resume,
and
with
that
mr
urea.
A
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
A
A
A
A
As
opposed
to
another
closed
session,
so
the
before
that,
come
back
to
order,
we
left
off
with
meat
high
school
schematic,
design,
item
5.05.
We
are
now
on
item
5.06,
which
is
the
folger
mckinsey
elementary
school
third
party
project,
playground,
equipment.
A
H
D
H
A
Great.
Thank
you,
ms
antoine
mrs
ellis.
N
This
is
just
a
huge
applause
to
the
pto
for
using
funds.
This
way,
how
exciting
for
for
this
school-
and
this
is
this-
is
what
it's
all
about
exactly
right.
Thank
you
so
much
paul
jim
kinsley.
I
I'm
also
delighted,
I
think,
that
that
pto
works
very
hard
to
to
raise
the
funds
that
raise
and
to
use
them
in
a
in
a
way
that
will
enhance
the
school.
Looking
at
the
the
color.
A
A
A
Sports
right
we've
got
a
motion
and
a
second
board
questions.
Mrs
shawn.
I
Not
a
question
just
a
comment
again
about
how
fantastic
our
ptos
and
ptas
are
in
championing
the
needs
of
our
students
where,
where
we
might
not
have
readily
the
funds
to
do
so-
and
this
is
just
another
example
of
that-
and
I'm
I'm
again
very
thrilled
about
this
one
too.
So
good
work,
pto.
A
C
A
A
A
A
So
moved
second,
okay,
we've
got
a
motion
in
a
second
again.
This
is
board.
Action
does
not
require
the
superintendent's
recommendation.
So
is
there
any
board
question
any
board,
questions
or
comments?
Seeing
none
any
public
comments.
Seeing
mrs
conley,
would
you
please
call
the
wrong
item
five
point:
zero.
Nine
miss.
F
A
S
Right
so
the
division
of
student
support
services
is
bringing
policy
gad
confidential
communication
reporting
of
at-risk
student
behaviors
before
you
on
first
reading,
the
policy
was
last
updated.
Almost
a
year
ago,
today,
june
20th
2018,
so
we're
once
again
revisiting
this
policy
and
accompanying
regulation
to
align
with
the
maryland
safe,
to
learn,
act
which
passed
in
2018
and
a
recent
model
policy.
The
maryland
model
policy
for
behavior
threat
assessment.
S
Accordingly,
the
key
revisions
in
the
policy
and
regulation
remove
references
to
procedures
regarding
threats
against
others
and
property.
These
particular
references
removed
from
gad
and
gadra
and
they're
placed
in
a
new
policy
which
I
will
be
discussing
next.
So
the
policy
will
be
on
our
website
for
a
30-day
public
comment
period
and
we're
happy
to
answer
any
questions
you
may
have.
S
Yes,
so,
as
I
mentioned
last
year,
in
2018,
the
general
assembly
passed
legislation,
the
maryland
safe
to
learn,
act
and
the
purpose
of
that
legislation
was
to
really
address
school
safety
issues.
You
I'm
sure
everyone
already
is
aware
of
the
tragedy
in
florida
at
parkland
and
the
the
the
situation
there,
and
we
also
had
a
school
shooting
in
maryland
as
well,
and
so
the
legislature
really
moved
swiftly
to
put
in
place
things
to
address
school
safety
matters
in
the
state,
and
so
you
know
we
were
very
involved.
S
I
participated
in
all
of
those
work
groups
and
in
revising
and
amending
the
legislation
in
a
place
where
was
really
workable
for
school
systems,
and
so
as
a
result
of
that
legislation,
part
of
the
requirements.
Many
there
are
many
many
requirements
and
different
timelines.
One
of
those
things
is
that
msd
was
required
to
establish
a
model
policy
dealing
with
behavioral
threat
assessment,
so
we
already
had
a
lot
of
what
is
required
in
this
model
policy
in
gad.
S
N
Right
so
all
of
these-
I
guess
at-risk
behaviors-
are
concerns,
but
we're
able
to
now
sort
of
pull
that
out
and
focus
on
it
as
a
separate
issue
of
safety
for
all
the
students.
S
Right,
yes,
absolutely
they're,
all
you
know
of
concern
and
things
that
we
take
very
seriously
and
something
that
miss
egan
and
her
team
have
been
working
on
in
the
school
system
for
a
very
long
time
now,
but
because
of
the
state
requirements
we
had
to
just
pull
out
certain
provisions.
Thank
you.
You're
welcome.
Q
L
S
Right,
so
thank
you
for
pointing
that
out.
So
what
happened
is
at
the
policy
committee
meeting.
It
was
requested
that
we
add
that
explicit
parental
notification
that
was
referenced
in
the
next
policy,
and
so
when
I
just-
and
it
was
in
another
section
which
dealt
with
the
the
threats,
so
I
inadvertently
included
the
language
dealing
with
victims,
so
that
I
will,
I
already
have
it
crossed
out
in
my
document.
S
So
when
you
see
it
when
I
post
it
up
for
public
comment
that
will
be
deleted
and
when
you
see
it
on
second
reading,
that
language
will
be
deleted
because
it's
not
appropriate
here,
so
that
was
a
good
catch.
Thank
you
for
letting
me
know.
Okay
about
that
yeah.
That
was
just
a
drafting
error.
Okay,
thank
you.
Yeah
you're.
A
Welcome
any
other
board
questions
or
comments,
seeing
any
public
comments
seeing
none.
This
policy
will
be
back
before
the
board
on
july
10th.
For
second
reading,
we'll
now
move
to
item
5.12,
which
is
student,
behavioral
threat,
assessment
policy
code,
jn.
S
So
the
division
of
student
support
services
is
bringing
policy
j
and
student
behavioral
threat
assessments
before
you
on
first
reading.
As
I
mentioned,
this
is
a
new
policy
which
has
been
developed
in
accordance
with
the
maryland
safe
to
learn,
act
and
the
maryland
model
policy
for
behavior
threat
assessment,
and
so,
as
I
mentioned
previously,
the
purpose
of
the
model
policy
is
to
address
school
safety
issues
and
to
have
school
systems
establish
at
least
one
threat
assessment
team,
and
so
the
policy
gives
us.
S
You
know
the
guidance
on
establishing
those
that
team
or
those
teams,
and
so,
as
I
indicated,
we
were
already
ahead
of
the
game
here
at
aacps.
A
Z
Yes,
hi
good
afternoon
mr
gilliland,
dr
arlatto
and
members
of
the
board,
the
negotiating
teams
for
the
board
of
education
and
the
american
federation
of
state
county
and
municipal
employees.
Local
1693
and
the
board
of
education
of
anne
arundel
county
have
reached
a
tentative
agreement
for
fiscal
year,
2020,
subject
to
your
approval.
Z
In
brief,
the
summary
of
changes,
as
agreed
upon
by
both
parties
include,
but
are
not
limited
to
one
full
step
increase
to
eligible
unit,
3
employees,
a
two
percent
cola
for
all
unit,
three
employees
and
a
backup
step,
or
a
catch-up
step
for
eligible
unit.
Three
employees
who
did
not
receive
a
negotiated
step
in
the
2008-2009
year
or
have
not
changed
bargaining
units
and
have
not
reached
the
top
of
their
salary
scale.
Z
The
negotiating
teams
diligently
work
to
reach
an
agreement
that
serves
the
best
interest
of
anne
arundel
county
public
schools,
afscme
members,
and
supports
their
commitment
to
students,
staff
and
the
community
at
large.
I
would
like
to
take
a
moment
to
thank
corey
blake,
the
special
assistant
to
the
executive
director,
afscme
council,
67
and
roland
johnson,
president
of
afscme
local
1693,
for
their
dedicated
excuse
me
dedicated
efforts
during
fy
20
negotiations
on
may
25th,
2019
afscme
ratified
this
agreement
and
I
respectfully
request
your
approval
and
ratification
of
the
noted
summary
of
changes.
O
F
I
I
don't
have
a
question.
I
just
wanted
to
say
thank
you
for
all
your
hard
work
on
this,
and
this
is,
it
shows
and
I'm
grateful
to
be
able
to
ratify
this
today.
Thank
you.
Thank
you.
A
W
R
R
Today's
presentation
will
focus
on
the
identification
process,
the
iep
review
process,
classroom
environments,
strategies
and
interventions
and
accountability,
we'll
start
with
identification
as
parents,
pediatricians,
educators
or
others
begin
to
recognize
concerns
about
a
child's
development
performance
or
growth.
Multiple
options
exist
within
the
public
school
system
to
support
that
child
and
help
him
or
her
succeed.
R
R
A
young
student
may
not
be
keeping
up
with
his
or
her
peers
in
the
reading
content
of
a
first
grade
classroom
or
a
sixth
grader
who
suddenly
exhibits
frustration
in
their
math
class
by
putting
their
head
down
avoiding
class
or
behaving
inappropriately
all
can
be
assisted
in
a
variety
of
ways
for
these
students
and
others
like
them.
Our
system
offers
teams
at
every
school
and
five
additional
teams
strategically
located
around
the
county.
R
R
Additionally,
teams
must
consider
all
assessments
shared
by
the
family
that
have
been
completed
by
any
private
providers
to
ensure
an
accurate
perspective
of
the
student's
performance.
All
assessment
should
include
a
personal
observation
of
the
student,
a
complete
review
of
the
student's
record
and
input
from
both
family
members
and
school
staff
once
the
assessments
are
completed.
The
second
step
of
the
process
occurs
at
the
eligibility
meeting.
R
Students
who
are
determined
to
require
specialized
instruction
are
eligible
for
an
individualized
education
plan
or
iep.
If
a
student's
needs
can
be
addressed
through
accommodations
alone,
the
student
may
receive
those
services
through
a
504
plan.
Those
plans
are
delivered
through
the
division
of
student
services
for
students
who
require
specialized
instruction.
AA
If
a
student
is
not
making
the
expected
growth
towards
meeting
a
goal
at
the
end
of
an
academic
quarter,
the
iep
team
must
meet
to
determine
what
changes,
if
any,
should
be
made
to
the
specialized
instruction,
including
modifications
and
or
accommodations
to
increase
the
students.
Growth
ieps
are
reviewed
annually
to
ensure
that
they
are
appropriately
designed
to
assist
the
student
in
growing
towards
meeting
stated
iep
goals.
AA
AA
AA
In
addition
to
these
students,
we
provide
ifsp
services
for
another
thousand
three
hundred
and
five
children
from
birth
to
age.
Five,
educators
and
service
providers
work
with
our
youngest
learners
in
homes,
child
care,
centers
and
even
public
libraries,
if
that
is
what
works
best
for
families,
much
of
this
work
incorporates
coaching
parents
and
strategies
that
they
can
use
to
support
their
children's
growth
throughout
daily
routines.
AA
According
to
the
world
health
organization,
approximately
eight
percent
of
humans
have
an
educational
disability.
The
united
states
office
of
special
education
programs
reports
that
the
national
average
of
identified
educational
disabilities
is
13
percent
in
maryland,
about
12
percent
of
students
are
currently
served
by
ieps
in
terms
of
a
child's
educational
setting.
Federal
and
state
law
require
that
students
receive
services
within
the
least
restrictive
environment.
AA
AA
If
these
additional
supports
do
not
meet
the
child's
needs,
we
will
look
within
the
same
cluster
to
identify
the
nearest
school
that
can
deliver
the
services
on
the
child's
iep.
If
that
option
is
not
available
within
the
feeder
system,
the
child
could
be
recommended
to
attend
a
regional
program
which
is
designed
to
address
more
significant
needs.
AA
AA
AA
Q
To
ensure
that
services
are
being
delivered
appropriately,
the
department
of
special
education
must
meet
state
and
local
accountability
measures.
The
division
of
early
intervention
and
special
education
services
at
msde,
for
example,
holds
us
accountable
to
50
instructional
and
compliance
indicators.
Q
These
include
graduation
rates
student
performance
on
state
assessments,
disproportionality
in
the
number
of
students
with
ieps
being
suspended,
parent
satisfaction
rates,
student
post-secondary
outcomes
and
compliance
with
federal
timelines.
Msde
also
completes
a
comprehensive
monitoring
process
with
our
department
every
two
to
three
years,
most
recently
completing
one
this
past
winter
msde
and
our
own
special
education
citizens.
Advisory
committee
produce
separate
parent
surveys
annually
the
department
analyzes
this
data
thoroughly
each
year
and
tracks
statistical
improvement
or
regression.
Q
Specific
feedback
is
shared
directly
with
identified
instructional
staff
or
the
school,
as
well
as
with
the
regional
assistant,
superintendent
and
director.
The
information
provided
by
these
surveys
contributes
greatly
to
the
department's
goals.
Every
year,
every
august
the
department
distributes
a
state
of
special
education
report
to
the
leadership
team
of
each
school.
Q
This
report
reflects
multiple
year
trend.
Data
on
items
such
as
student,
identification
least
restrictive
environment
placements
disproportionality,
the
performance
gap
between
students
with
special
needs
and
non-disabled
students
on
state
assessments,
compliance
with
federal
and
state
regulations
and
the
delivery
of
specialized
instruction
and
other
instructional
best
practices
within
the
school.
Q
Our
department
also
monitors
our
own
progress
and
regression
on
the
county-wide
version
of
this
report.
The
department
of
special
education
believes
that
partnership
between
families
and
instructional
staff
is
paramount
to
the
success
of
each
student.
Therefore,
improving
our
customer
service
is
a
goal.
Part
of
this
effort
includes
the
expansion
of
our
partners
for
success
program.
Q
These
services
are
delivered
by
teams
consisting
of
an
educator
and
a
parent
or
guardian
of
a
child
with
an
identified
disability.
These
teams
work
proactively
to
increase
parental
understanding
of
the
iep
process,
the
transference
of
skills
and
instructional
tools
into
the
home
and
supporting
the
effect
effective
transitioning
of
students,
as
they
graduate
into
their
adult
life.
Q
A
Thank
you
for
such
a
strong
presentation.
I
appreciate
it
we'll
turn
to
board
questions
now.
Mrs
shaw.
I
I
I
like
seeing
the
pictures
too,
so
thank
you
for
that.
My
first
question
has
to
do
with
some
of
the
statistics,
so
I
think
I
wrote
this
down
right,
but
please
correct
me
if
I'm
wrong,
so
we
currently
serve
11.3
percent
of
our
student
population
and
that's
below
both
the
u.s
statistic
and
the
maryland
statistic
of
13
and
12
respectively.
R
I
Q
In
in
the
state
of
maryland
the
in
school
systems,
they
are
serving
anywhere
from
eight
percent
to
about
15.5
percent.
Q
We
are
guided
by
the
state
department
to
not
over
identify
children,
which
was
a
problem
in
this
county
many
years
ago,
and
we've
worked
hard
to
make
sure
that
the
identification
rate
is
that
I
mean
that
the
identifications
are
accurate
and
appropriate.
So
with
with
identifying
children
with
disabilities,
you
you
don't.
We
can't
target
a
number
and
say:
okay,
we've
got
to
now
go
find
another
seven
percent.
In
fact,
frankly,
we're
approaching
eleven
point.
Four
percent
today.
B
L
B
Q
Just
since
the
time
we
collected
the
data
a
month
ago,
but
so
you
know
it
it,
it's
not.
We
are
not
concerned
that
we
are
below
the
12
average.
Q
When
the
office
of
special
ed
programs
publishes
the
13,
they
express
caution,
because
that
reflects
the
entire
country
and
in
some
systems
they
are
over
identifying
students
and
some
they
are
ident
under
identifying.
So
I
mean
it's
we're
pretty
comfortable
where
we're
at.
We
definitely
are
not
over
identifying
and
we
do
not
appear
to
be
under
identifying.
If
we
were
at
eight
percent
or
six
percent,
then
we
might
need
to
be
concerned
about
that.
Okay,.
I
Thank
you
for
that
first
question.
The
next
has
to
do
with
the
non-public
placements
of
552.
R
Thank
you
for
that
question
so
bobby
and
our
team
are
continuing
to
work
on
building
our
continuum
so
that
we
are
able
to
continue
to
provide
students,
the
least
restrictive
environment
in
our
in
our
school
system.
And
so
as
we
continue
through
our
budget
cycle,
we
will
continue
to
be
requesting
additional
staffing
for
those
types
of
programs,
therefore
not
having
to
send
our
students
to
some
of
the
non-public
sectors
and
just
for.
I
The
purposes
of
educating
the
public
who
might
be
watching
or
listening
are
you?
Are
there
specific
areas
on
the
special
needs?
Spectrum
is
the
wrong
word,
but
within
the
the
special
needs
needs
that
we
are
specifically
focusing
on
to
work
on
to
to
make
that
circle.
Smaller,
specifically
in
terms
of
disability
types.
R
So
one
of
the
areas
we're
continuing
to
focus
on
is
our
students
that
are
autistic
with
significant
behavior
challenges
that
require
another
level
of
attention
that
we're
working
to
build
in
our
programs
that
we
currently
don't
have
in
place.
That's.
I
Wonderful,
I
had
a
conversation,
I
don't
remember
his
name
at.
I
I
Fantastic-
and
I
just
for
also
the
purposes
of
the
public
when
we
collaborate
and
when
we
build
new
schools
or
do
massive
reno's
and
have
the
ability
to
expand
our
special
needs
footprints.
I
Some
of
my
best,
the
most
special
site
visits
so
far,
have
included
some
of
these
sites
and
attending
a
central
specialist
graduation.
The
other
day
was
was
was
wonderful.
I
have
one
more
question
about
of
two
more
questions.
One
has
to
do
with
outside
assessments
and
just
for
again
the
purposes
of
the
public.
You
know
we've
had
conversations,
but
is
there
if,
if
these,
if
these
outside
assessments
come
from
licensed
medical
professionals
in
that
area,
so
you're
not
having
a
podiatrist
look
at
an
autism
diagnosis
or
whatever
are
you
are
you?
I
I
So
if
they
provide,
you
know
if
it's
an
eye
exam
and
and
or
I
mean
excuse,
my
not
my
medical
knowledge
of
this-
is
not
robust
but
say
it's
a
it's
a
it's
an
eye
exam
and
and
and
they
and
they
deter
the
the
medical
provider.
Determines
that
there's
some
sort
of
processing
deficiency
that
is
relatable
to
an
educational
there's,
educational
impacts.
I
R
I
I
And
then
my
last
question
and
sorry
folks,
but
I'm
almost
done,
has
to
do
with
student
records.
So
the
review
of
the
record
is,
I
assume
that
that
record
is
has
lots
of
different
components
like
not
just
your
your
standard.
You
know
graded
paperwork
or
whatever,
but
also
communications
between
staff
to
in
conversations
of
what's
going
on
with
the
child.
Are
those
sorts
of
things
included
in
this.
R
So
that's
what
we
would
consider
anecdotal
information,
so
it
could
be
observations.
It
could
be
formative,
assessments,
students,
exit
tickets
class
work.
We
would
be
looking
for
that.
Even
the
teacher
or
the
parents
input
through
a
verbal
conversation.
They
would
provide
that
information
as
well
and
then.
I
A
Thank
you.
I
may
have
a
question
or
two
at
the
end
after
others
have
asked,
but
just
one
clarifying
question
something
mrs
shawham
referenced:
that
map
with
the
dots
do
those
dots
signify
if
we're
able
to
go
back,
mrs
howe
or
who,
who
the
the
the
map
of
maryland
with
murphy's
law,
the.
R
Q
A
A
A
A
few
of
them
so
so
and
again,
forgive
me
just
an
additional
clarifying
question
that
that
helps
us
understand
this
radius.
For
a
moment,
I
I
know
we
send
students,
forgive
me
whether
the
dots,
timonium
or
hunt
valley,
it's
one
of
those.
I
know
we
we
send
students
on
a
daily
basis
to
northern
baltimore
county.
What's
the
longest
bus
ride
on
a
daily
basis
that
we
send
students
to
take
the
residentials
out,
but.
B
Q
Wow
now
I'd
like
to
also
point
out
that
some
of
these
students
attending
schools
in
other
jurisdictions,
they
have
been
recommended
through
our
school
system
for
a
non-public
placement,
but
the
school
that's
selected
has
something
to
do
with
the
parents.
Q
So,
for
example,
we
have
a
parent
who
works
in
the
washington
dc
area
and
maybe
once
but
they're
not
up
there,
because
that's
pending
right
now,
but
we
have
some
of
these
students
are
transported
by
their
parents,
because
the
parent
happens
to
be
working
in
that
jurisdiction
and
wants
to
take
their
child
to
school
and
bring
them
back.
So
not
all
of
these
children
are
bust
and,
like
the
maryland
school
for
the
blind
students
who
attend
there,
that's
a
residential
program
for
some
students
and
some
students.
It's
a
daily
program.
A
A
It's
in
the
secret
that
I
completely
I'm
just
trying
to
understand:
it's
not
necessarily
debating
the
merits,
but
then
my
last
clarifying
question
on
that
the
amount
of
instruction
that's
occurring
so
if
we've
got
two
hours
and
15
minutes
and
two
hours,
so
we've
got
four
and
a
half
hours
of
road
time.
What's
the
instructional
time
or
or
the
actual
school
day
time.
For
this.
B
N
I
too,
I
learn
every
time
and
it's
I
know
the
public
can
learn
a
lot
if
they
they
tune
in.
I
have
a
few
questions
and
my
questions
are
all
based
on
the
most
common
concerns
that
have
been
brought
to
me
over
the
past
year
now
so
bear
with
me.
I
it
would
be
great
to
get
these
questions
asked
in
a
public
forum
and
and
hear
from
aacps
and
how
we
deal
with
these
issues.
So
thank
you
for
the
opportunity.
N
N
N
AA
The
result
of
that
may
or
may
not
be
a
change
in
the
student's
ability
to
qualify
for
special
education
services,
since
the
services
are
only
delivered
for
students
who
require
specialized
instruction,
even
if
they
do
have
a
disability
if
they
can
participate
within
the
general
curriculum.
Without
that
specialized
instruction,
it
may
not
require
a
change
in
the
determination
by
the
team.
N
Okay,
so
my
next
question:
it's,
I
don't
want
to
be
to
be
taken
the
wrong
way,
but
I
feel
like
it
should
be
asked
so
that
the
public
can
hear
the
school
aacps
response.
But
is
there
any
reason
for
an
administrator
to
resist
the
identification
of
special
needs
for
a
child?
In
other
words,
or
is
there
any
focus
on
numbers
tied
to
an
administrator's
performance?
Is
there
is
there
any
motivation
whatsoever
to
not
identify
a
child
who.
R
No,
our
our
administrators
are
not
rated
on
any
performance
indicators
per
identification
of
a
student
for
so.
N
Okay,
thank
you.
So
I
have
been
reading
a
lot
in
education
journals
about,
and
I
know
the
pendulum
always
swings
as
far
as
how
things
are
taught
especially
reading,
but
I've
been,
I
have
been
reading
in
journals
recently
that
perhaps
the
large
incidents
that
we
seem
to
be
having
not
we
as
in
this
county,
but
nationwide
of
dyslexia
may
have
to
do
with
the
early
reading
programs
that
are
being
used
and
in
particular,
perhaps
a
lack
of
phonics.
R
R
As
we
roll
out
professional
development
over
this
year
this
summer,
they
will
be
all
be
participating
in
that
and
we're
also
in
the
process
of
putting
out
an
rfp
for
a
screener
for
dyslexia.
So
we
will
be
implementing
that
as
a
pilot
this
coming
school
year.
That
will
then
be
a
universal
screener
for
all
kindergarten
students
in
2021.
R
N
Great
news,
so
going
back
to
your
first
point,
there
there's
a
so
there's
a
change
or
an
addition
coming
to
the
curriculum
that
will
apply
to
all
students
as
they're
learning
to
read.
Yes,.
R
N
That's
wonderful
to
hear.
Thank
you
a
couple
more
questions.
Sorry,
I'm
jumping
around.
Can
you
talk
about
the
process
for
ending
an
iep?
Does
the
fact
that
an
iep
is
working
because
a
student
is
succeeding,
meaning
that
they
no
longer
need
that
support
how's?
That
determination
made.
My
observation
is
that
there's
often
a
lot
of
anxiety
with
the
ending
of
an
iep,
because
perhaps
that
student
is
succeeding
because
of
it
and
may
still
need
it?
So
can
you
speak
to
that.
R
Yes,
thank
you
so,
as
mentioned,
one
of
the
things
we're
required
to
do
is
the
regular
timeline
of
evaluations
and
review
of
the
of
the
students
iep,
and
so,
as
we
progress,
monitor
the
student,
it's
always
brought
back
to
the
team
as
to
the
success
the
student
is
making,
or
maybe
in
some
cases,
not
the
success.
So
again,
it's
always
a
team
decision.
And
yes,
there
are
many
conversations
that
go
around
that
decision
to
make
sure
we're
making
a
decision
based
on
evidence
to
exit
the
student
from
an
individual
education
plan.
Q
No
just
that
we're
very
cautious
about
that.
We,
you
know
it's
not
like
a
quarter
comes,
and
the
student
performs
very
well,
and
we
say:
okay,
it's
time
to
consider
dismissal.
It's
done
over
studied
over
a
period
of
time.
Q
We
we
definitely
start
fading
some
of
the
specialized
instruction
to
make
sure
that
they're
still
in
need
of
it
and
and
that
they're
still
doing
well
and
holding
their
own
as
we
fade
back
more
sometimes,
a
student
will
be
recommended
for
consultative
services,
which
is
an
attempt
to
remove
the
specialized
instruction,
maintain
the
accommodations
and
make
sure
that
they're
managing
well
before
a
team
would
even
consider
a
dismissal.
Q
Q
They're
they're
scoring
very
well
they're,
considered
a
leader
in
the
classroom
and
a
strong
student,
so
a
dismissal
may
happen
a
little
more
quickly
for
a
child
like
that,
but
and
at
any
time,
if
a
student
is
dismissed,
if
say
three
years
later,
as
the
curriculum
becomes
more
rigorous
and
there's
concerns
or
or
something's
changed
in
their
life,
and
you
know,
they're
they're
living
in
a
different
place
or
their
parents
been
deployed
or
something's
changed
to
cause
them
to
not
perform
as
well.
Q
N
And
finally,
I
think,
finally,
so
how
are
our
kids
identified
for
the
birth
to
five
program?
Is
that
strictly
based
on
diagnosis?
Are
there
other
factors
that
go
into
that.
AA
I
certainly
can
so
for
our
youngest
learners
are
served
under
the
federal
federal
regulations
guided
under
part
c.
There
are
three
different
eligibility
criteria
which
are
not
guided
by
any
diagnosis,
so
what
they
will
do
is
a
child
will
come
in
and
be
run
through
a
series
of
assessments
to
determine
one
if
they
have
an
a
a
delay,
a
developmental
delay,
not
a
diagnosis,
necessarily
of
of
25
or
greater
that's
the
standard
set
by
our
state
and
that's
the
most
common
way
children
are
are
brought
in.
AA
You
bring
up
diagnosis,
we
look
at
what
what
are
referred
to
in
the
guidelines
as
pre-qualifying
conditions.
There
are
certain
conditions
that
children
may
be
diagnosed
with
from
a
pediatrician
or
from
a
neurologist
or
whatever
it
may
be,
which
lend
them
to
a
propensity
for
a
developmental
delay
later
on.
So
they
may
come
in
demonstrating
no
delay,
but
with
one
of
those
pre-qualifying
conditions.
AA
We
can
then
qualify
them
for
service
and
then
finally,
we
can
qualify
a
child
under
an
atypical
development
code
which
allows
us
to,
although
they're
performing
close
enough
to
age
expectations
and
don't
have
a
pre-qualifying
condition
to
look
at
them
and
use
our
professional
judgment
and
say
this
is
a
child.
Who
does
need
some
support
to
make
sure
that
they
are
prepared
to
receive
services
or
even
better
to
be
exited
from
services.
Come
school
age.
N
B
AA
So
we
we
have
a
public
outreach
plan.
We
work
very
closely
with
the
local
nicu's
and
pediatricians
to
make
sure
our
information
is
out
and
available
to
the
public.
We
also
have
a
number
of
other
community
partners
that
share
information
about
our
programming
and
the
one
of
the
wonderful
parts
about
working
with
our
youngest
learners
is
that
anyone
can
make
the
referral.
AA
AA
Child
care
providers
do
also
make
referrals
to
us
and
of
course
the
first
question
we
ask
is:
is
the
parent
aware,
because
we're
not
going
to
engage
in
service
without
the
parents
consent?
However,
they
can
make
the
referral
on
behalf
of
the
parent
pediatricians.
Make
referrals
to
us
daily,
we're
currently
receiving
in
the
neighborhood
of
15
to
20
refers
referrals
a
day
which
then
all
have
to
be
screened
and
evaluated
and
determined
eligible
or
eligible
for
service,
and
they
come
from
a
plethora
of
of
different
locations.
A
Thank
you,
mrs
hummer.
L
Yes,
thank
you
all
so
much
when
we
were
talking
about
the
not
our
non-public
students,
we
saw
the
map
with
the
locations
everywhere.
We
also
have
some
non-public
settings
within
our
school
buildings
as
well,
and
those
were
those
included
on
that
map.
L
L
It
does
so
some
of
those
students
are
still
in
our
buildings
correct,
but
just
in
a
non-public
setting
correct.
So
I
know
504
is
a
prize,
are
not
part
of
special
education
and
they
just
pride,
the
accommodations,
but
roughly
how
many
students
we
have
serving
being
served
under
504
plans.
Can
I'm
throwing
that.
Q
L
Many
five
thousand
five
thousand,
so
in
addition
to
our
9
600
children
with
ieps,
we
also
have
another
5
000
who
are
receiving
accommodations
of
various
things.
So
that's
that's
an
another
significant
number,
not
special
education,
but
that
includes
in
that.
So
I
really
appreciate
the
accountability
piece
and
then
going
back
and
that
you
have
people
that
are
going
back
and
looking
at
ips
when
I
first
my
first
teaching
job
I've
always
wished.
I
could
have
saved
one
of
the
ieps
I
had
because
I
had
the
worst
objectives.
I'd
ever.
L
L
There
is
a
wonderful
scenario,
because
I
know
that
person
I
inherited
from
could
have
used
some
extra
eyes
looking
at
those
way
back
when
all
the
different
steps
you
have
on
everything
that
you
brought
up,
our
ex
our
family
has
gone
through
at
some
point.
We
started
with
birth
to
five
and
ours
was.
We
were
one
of
the
identified
ones
with
premature
children.
L
Through
everything-
and
I
mean
truly
everything-
you
said
the
consultation
we
did,
that
you
know
we
backed
off
of
our
ip
and
went
to
consultation
mode,
to
make
sure
that
the
progress
was
continuing
before
we
remove
services,
and
so
I
I've
we've
had
very
positive
experiences
with
that
and
on
all
different
grade
levels
and
I'd
love
to
see
how
y'all
are
continuing
to
expand.
So
thank
you
for
sharing
this
and
again.
B
H
First,
of
course,
thank
you
guys.
It
takes
an
incredible
team
and
a
an
exquisite
level
of
expertise
to
introduce
such
a
significant
program
for
our
students.
So
thank
you
for
that,
and
I
have
had
experiences
outside
of
the
county
in
this
area,
for
students,
either
by
relationship
or
or
just
supporting
others,
and
yours
is
top
notch.
H
R
So
miss
antwine,
thank
you
for
recognizing
the
incredible
work
of
our
team
and
I'd
just
like
to
say
we
have
some
of
our
members
here
to
show
support,
so
I
just
want
to
give
a
shout
out
to
them
for
all
their
hard
work.
So
so
I'm
going
to
turn
that
question
over
to
bobby.
To
give
a
little
bit
of
explanation
there.
R
Q
Really
is
no
difference
between
the
title
or
the
definition
of
a
student
with
a
special
need
or
a
student
with
a
disability,
it's
more
semantics
and
an
effort
in
the
in
the
field
to
move
away
from
the
term
disability,
and
so
I've
been
working
on
changing
my
terminology
for
the
last
two
years
and
our
teams
are
and
to
just
say
they
have
special
needs
and
and
not
it's
not
a
disadvantage
or
a
disability.
H
Thank
you
for
that.
So
then,
then,
the
next
question
would
be
the
extensive
support
that
can
go
from
literally
from
birth
to
21
years
of
age.
There's
when
that
support
is
no
longer
there,
that
is
heavy
for
those
students.
You
talked
about
the
partnerships
you
have.
Can
you
share
a
little
bit
more
about
the
transitional
services
that
are
provided
when
the
students
are
no
longer
with
us
and
the
transition?
You
know
as
they
transition.
R
Q
So
we
have
a
responsibility
to
help
students
be
as
independent
as
possible
by
the
time
they
leave
us
at
21
and
we
have
several
innovative
programs.
We
have
a
program
at
the
college
campus.
We
have
a
program
called
project
search
where
some
of
our
students
spend
two
years
at
either
the
medical
center
or
the
bwi
hilton,
where
they're
rotated
through
different
departments
to
get
experience
on
those
job
sites
and
many
of
those
students
are
hired
by
those
organizations.
Q
We
also
we
have
job
enclaves
so
so,
when
we
think
of
the
traditional
classroom,
setting
and
instructional
staff,
I
mean
special
education
goes
way
beyond
that.
We've
got
teachers
that
leave
the
building
every
afternoon
from
high
school
to
go,
support
students
at
job
sites
and-
and
that
is
something
she's
not
with
us
right
now,
but
diane
mcgowan,
one
of
our
coordinators
of
specialized
instruction
and
pam
carson,
who
is
with
us.
H
Excellent,
so
you
shared
about
the
signs
and
the
the
requests
from
parents
once
ieps
are
established.
H
R
We
typically
when
well,
the
students
are
typically
they're
allowed
to
be
at
the
table
as
any
point
their
parent
wants
to
invite
them,
but
most
most
usually
we
see
them
at
the
secondary
level
that
they
will
start
attending
the
meetings
on
behalf
of
themselves.
Q
And
transition
planning
is
legally
mandated
at
age
16,
but
we
in
anne
arundel
county
started
at
14,
and
actually
we
encourage
our
staff
to
start
having
those
conversations
with
students
in
grade
four
and
five.
You
know
what
what
do
you
see
as
your
future
and
just
some
additional
consulting
with
them,
be
above
and
beyond
what
they're
getting
through
the
general
ed
setting
and
we're?
Q
We
are
seeing
many
more
families
opting
for
a
longer
period
of
time
for
a
diploma
bound
student
who
was
maybe
trying
to
graduate
along
with
their
age,
appropriate
or
age,
equivalent
peers.
They
may
stay
for
five
or
six
years
so
that
they
can
get
the
the
maximum
benefit
from
the
services.
H
Thank
you,
and
then
I
see
the
all
means
all
tenant
in
your
presentation.
You
share
that
there
is
a
even
though
94
is
extremely
high,
the
the
the
other
small
percentage.
What
is
happening
there?
That
is
not
at
100
what
made
what
are
some
of
the
variables
that
keep
us
from
supporting
the
other
six
percent.
R
H
They
may
be
for
medical
reasons
or
something
like
that.
Q
H
Jurisdiction,
oh
excellent,
and
finally,
let's
talk
about
another
tenant
ready
set
launch
as
the
student
especially
gets
older,
the
the
school
environment
is
just
not
conducive
for
learning
sometimes
do
are
we
do?
We
have
programs
that
allow
them
to
learn
at
home
completely
100
percent
of
the
time,
or
do
we
just
do
do
residential
visits
or
how
does
that
work?
If,
if
a
parent
says
hey,
my
child
is
not
doing
well
at
physically
at
the
school,
I
would
prefer
getting
total
home
support.
Is
that
available
to
to
a
student.
R
So
that
would
be
individualized
to
the
student
we
do
have
home
on
hospital
services
and
and
and
sometimes
those
are
for
medical
reasons-
often
times
it
is
there.
May
there
may
be
an
academic
component
that
we
provide
through
that
home
setting,
but
typically
that
that
is
not
always
the
case,
so
it
may
be
an
option
for
some
children.
H
I
that
particular
question
is
deriving
from
some
of
the
bullying
concerns
that
I've
gotten
from
parents
of
teenagers,
especially
whether
eventually
they
get
to
a
point
where
the
independent
sets
in
and
they
decide
that
they
don't
want
to
go
to
school
at
all
anymore
and
then
so.
I
was
trying
to
see
if
that,
when
that
does
become
the
case,
what
some
of
the
alternatives
were
for
the
for
those.
R
Students
and
we
continue
to
explore
options
for
online
settings
for
any
of
our
students,
not
necessarily
those
students
with
disabilities,
and
so
our
digital
classrooms
continue
to
expand
under
mrs
tullar's
leadership
so
that
we
have
that
opportunity
pathway
for
for
any
child.
Should
they
choose.
I
Just
a
couple
more
questions:
well,
one
comment
and
one
question.
So:
firstly,
I
think
that's
awesome
about
the
screener
for
dyslexia.
We
all
know
that
early
intervention's
best.
I
applaud
your
efforts
there
and
you
know
when
we,
when
we
do
more
early
on,
then
perhaps
it
lessens
the
the
the
need
for
individualized
instruction
later.
So
thank
you
for
doing
that
in
advance.
I
I
I
G
Q
I
L
I
just
wanted
this
was
outside
of
your
presentation,
but
one
thing
that
I
saw
at
graduation.
So
when
we
implemented
latin
honors,
part
of
latin
honors
for
laude
was
a
3.4
non-weighted
gpa
and
that
would
allow
students
no
matter
their
course
of
study.
If
they
excelled
in
their
particular
course
of
study,
they
could
still
be
recognized
and
we
have
students
who
have
modified
curriculum,
who
are
who
are
not
necessarily
regular
diploma
bound,
but
they
excel
in
their
curriculum
that
they
have
and
one
of
the
graduations
I
was
at
this
week.
R
C
I
just
had
just
one
question
about
whether
or
not
like
504
plans
or
ieps
if
some
of
them
have
built-in
mental
health
services
with
them.
R
So
that
is
individual
to
to
the
student
and
as
a
reference,
the
individual
education
plan,
they
may
have
services
on
there
from
our
student
services
department
as
far
as
504.
Those
are
more
along
the
lines
of
accommodations,
so
that
would
be
different.
A
Great,
I
I
had
a
couple
of
questions
that
I
wanted
to
ask
personally,
but
I
I
know
our
time
is
is
is
going
along
today
we
were
doing
well
for
a
couple
meetings
and
now
we're
back
to,
but
I
I'm
hoping
just
very
briefly
though-
and
perhaps
this
can
be
a
follow-up.
One
is
in
the
area-
and
I
forget
who
forgot,
who
mentioned
digital
learning
and
okay,
the
opportunities
that
that
offers
students
and,
in
particular,
students
who
have
special
needs.
A
A
How
many
are
not
but
ada
compliant
does
not
necessarily
mean
an
ideal
learning
experience,
and
I
I
know
we
probably
can't
get
into
that
granular
level
of
detail
right
now,
but
I
I'd
like
to
know
how
our
user
experience
user
interface
is
for
students
with
special
needs,
because
that
is
an
extremely
complicated
and
complex
learning
environment
and
and
to
achieve
the
the
level
that
that
is,
is
likely
needed
for
those
students,
I
know,
is
not
easy
to
build
from
an
instructional
design
online
instructional
design
perspective,
but
I
also
know
it's
not
cheap
and
in
fact
it's
on
the
the
other
end
of
that
spectrum
when
it
comes
to
cost.
A
So
I
I'd
love
to
learn
a
little
bit
more
about
that
and
how
that
dynamic
works.
The
the
other
thing
I
wanted
to
mention
dr
arlatto
and
I
were
whispering
a
few
minutes
ago
about
the
funding
around
pre-k.
A
I
know
that
pre-k
students
are
not
part
of
the
state
funding
formula,
which
is
a
problem
leas
all
over
the
state
are
having,
but
with
regard
to
special
needs
students
that
are
pre-k
if,
if
they're,
how
that
funding
works
and
and
if
anyone
and
I'm
asking
you
without
mr
shaknovich
here
so
forgive
me-
you
know
the
the
the
second
part
of
that
and-
and
mrs
hummer
may
know
this
from
from
mabe
and
some
of
the
work
in
that
area.
But
whether
kerwin
is
is
going
to
address
special
needs
for
pre-k
students
in
particular.
R
So
I
do
know
kerwin
is
addressing
our
move
to
full
day
pre-k
programs
and
the
funding
that
will
come
along
with
that.
So
I'm
certainly
increasing
our
students,
who
we
identify
as
category
1
students
economically
disadvantaged,
and
then
those
students
may
also
be
our
students
with
special
needs.
It
is
a
topic
of
conversation
that
our
team
members
continue
to
review
and
discuss
as
we
look
for
appropriate
placements
and
certainly
looking
to
increase
the
number
of
seats,
but
right
now
how
the
criteria
is
ordered
that
is
considered
the
the
category.
R
A
And
then
the
the
last,
it's
not
so
much
a
question,
but
but
a
comment
that
kind
of
goes
back
to
what
what
some
other
members
have
have
mentioned
with
with
regard
to
non-public
placements,
as
as
we
have
new
high
schools
on
the
horizon
and
what
I'll
just
call
new
building
structures.
You
know
for
for
a
broader
term
and
and
the
ability
to
potentially
house
some
additional
students
and-
and
I
know,
we've
got
some
schools
with
some
excess
capacity
that
potentially
can't
be
redistricted
because
of
a
number
of
variables
in
that
that
space.
A
I
I'm
just
wondering
if,
if
we
are
able
to
look
at
that
radius
and
find
a
way
to
to
naturally
shorten
the
radius
and
and
look
at
what
I'm
just
going
to
call
right
now
that
timonium
score
the
hunt
valley
school
and
and
see
if
there's
a
chance
to
get
those
services
in
county,
and
you
know
the
cecil
county
one.
I
know
this
is
not
you
guys,
but
I
just
find
that
unacceptable.
A
That
a
student
is
on
the
road
two
and
a
half
hours
each
way
and
if
there's
a
way
to
draw
that
in
and
prioritize
where
we've
got
excess
capacity
or
when
we've
got
a
new
school
on
the
horizon,
that
that
can
can
really
be
become
a
greater
priority
for
us.
So
again,
I
know
we're
we're
moving
in
that
direction.
It
and
it's
no
one,
individuals
fought
or
groups
fought
here,
but
I
just
get
frustrated
by
that.
Mrs
hummer,
I
think,
have
one
more
comment.
I'm.
L
Just
going
to
follow
up
on
something
said,
I
just
want
to
be
clear
that
we
have
some
students
in
non-public
settings
that
we
will
never
be
able
to
serve
in
in
our
setting
just
because
their
needs
are
too
great,
and
so,
like
students
who
are
in
the
residential
setting,
need
a
24-hour
care
that
we
wouldn't
be
able
to
provide.
So
I
I
certainly
want
to
bring
back
as
many
as
we
can
and
offer
what
we
can
in
the
place,
but
I
just
want
for
the
public.
L
A
I
I
just
to
clarify
I'm
not
disputing
that.
My
my
point
is
not
the
residential.
My
point
is
when
we've
got
a
student,
that's
on
a
bus
for
four
and
a
half
hours
a
day,
something's
wrong,
I'm
sorry!
And
if,
if
we
were
with
all
due
respect,
our
friends
and-
and
you
know
some
other
superintendents
and
board
members
going
to
get
irritated
with
me
for
saying
this.
A
A
They
don't
have
the
resources
we
have,
but
we
are
one
of
the
leading
school
systems
in
this
state
and
we're
recognized
nationally
for
being
leaders
in
so
many
areas,
and
this
is
just
an
opportunity
for
us
to
to
raise
the
flag
and
say:
hey
guess
what
we're
doing
so,
my
point's,
not
necessarily
on
the
residential.
I
I
just
I
come
back
mr
shawheim
or
someone
mentioned
the
the
bus.
A
A
C
I
also
just
wanted
to
say
thank
you
as
well
for
everybody
that
came
here
today
and
just
my
experience
this
one
year.
Limited
experience
on
the
board
has
really
shown
me
so
much
about
special
education,
the
department
and
all
you
guys
do
for
the
students,
whether
it
be
like
the
pe
showcases
that
I
go
to
or
just
walking
around
in
school
visits.
It's
it's
just.
I
see
how
much
you
all
do
for
students
and,
as
mr
gillian
said,
like
you
all,
really
try
your
best,
and
I
know
it's
difficult.
C
A
A
I
This
was
awarded
to
the
university
of
alabama
and
recently
the
state
comptroller
urged
divester
in
the
state
of
alabama,
due
to
the
passing
of
some
sensitive
laws
and
the
creation
of
some
very
negative
publicity.
I
wonder
if
anyone
can
speak
to
that
and
if,
if
that's
signed
and
sealed
and
in
stone
or
if
that's
something
that
can
be
reconsidered,.
U
Hi
hi
again
mary,
jo
child
supervisor,
purchasing.
Thank
you
for
the
question
now,
mr
schellheim.
I
think
the
appropriate
person
to
answer
that
would
be
mr
ryan
boglen,
and
if
it's,
if
it's
possible,
can
we
possibly
get
that
answer
to
you
later?
I
I
know
the
grant
expires
august
31st.
But
beyond
that
I
can't
speak
to
the
substance
and
the
merits
of
the
program
itself.
I
Yes,
I
would
love
that
information
and
I
would
love
to
know
if
there's
a
if
it
hasn't
been
written
in
stone,
given
what
the
state
has
has
suggested.
I
I
would
urge
us
to
look
elsewhere
for
the
similar.
U
H
Just
one
general
question
about
the
cat
programs
for
cat
north
cat
south:
the
needs
are
different
when
they
come
up
for
contractual
requests,
are
do,
does
the
money
get
split
based
on
those
needs
or
does
it
get
shared
amongst
the
two
programs.
O
So
they
are
so
the
the
cat
north.
The
cap
programs,
are
funded
through
majority
threat,
funded
through
perkins
funds,
which
are
federal
funds
for
career
technology
education,
so,
whether
it's
food
service
or
automotive,
or
one
of
the
or
cosmetology
many
of
those
programs.
So
funding
needs
could
be
coming
through
perkins
funds
or
through
operating
funds.
But
it's
based
program
by
program.
O
They
build
their
budget
just
as
the
and
then
our
coordinator
of
cte,
deb
kremer
brings
all
that
together
to
bring
it
to
the
budget
and
eventually
to
the
budget
group
and
then
eventually
to
the
board
for
approval.
H
A
Okay,
I
love
that
in
the
interest
of
time
all
right.
I
think
that
concludes
our
our
business
today.
A
Just
just
for
the
record,
our
next
general
board
meeting
will
be
wednesday
june
19th
2019
at
7
p.m,
and
the
next
meeting
of
the
policy
committee
will
be
on
wednesday
june
12
2019
at
1
pm
in
this
room.
Is
there
a
motion
to
adjourn?