►
From YouTube: BOE Special Session, 3-30-21
Description
No description was provided for this meeting.
If this is YOUR meeting, an easy way to fix this is to add a description to your video, wherever mtngs.io found it (probably YouTube).
A
Good
evening
and
welcome
to
the
march
30th
2021
special
session
of
the
board
of
education,
I'm
the
board
president
melissa
ellis.
This
meeting
is
being
televised,
live
on,
aacps
tv
and
streamed
live
on
aacps's
youtube
channel.
If
we
are
interrupted
during
the
broadcast
of
this
evening's
meeting,
the
meeting
will
be
stopped
and
we
will
take
a
short
recess
until
we
can
continue.
If,
for
some
reason,
we
cannot
continue,
we
will
notify
you
as
soon
as
possible
when
a
new
meeting
will
be
scheduled.
A
The
limited
public
format
of
this
meeting
of
the
board
of
education
is
due
to
the
covet
19
emergency
and
is
necessary
in
light
of
the
serious
health
risks
associated
with
public
gatherings,
as
well
as
the
governors
and
county
executives,
various
executive
orders
limiting
public
gatherings
consistent
with
the
open
meetings
act.
Steps
have
been
taken
to
ensure
that
this
meeting
includes
alternate
accessibility,
features
that
the
open
meetings,
compliance
board
and
the
courts
have
reviewed
and
approved,
such
as
broadcasting.
A
The
meeting
with
video
and
audio
on
cable
tv
and
on
the
web
and
allowing
written
public
comment
to
agenda
items
to
be
filed
with
the
board
office
and
considered
by
the
board.
The
board
attorney
has
opined
that
the
modified
public
access
provided
by
this
technology
makes
this
virtual
meeting
reasonably
accessible
to
the
public
and
provides
appropriate
opportunity
to
observe
the
conduct
of
the
board's
public
business
consistent
with
prevailing
best
practices
during
this
emergency
situation
and
therefore
complies
with
the
open
meetings
act
as
the
legal
and
health
parameters
evolve.
A
A
A
Do
I
have
a
second
any
discussion,
consensus,
no
dissent,
all
right
the
agenda
has
been
established,
and
so
now
we
are
on
public
comments.
A
We
did
receive
one
moment,
I'm
toggling
through
my
information
here
we
received
73
total
public
comments.
44
were
received
in
advance
of
this
evening's
meeting
and
they
can
be
those
can
be
viewed
online
and
then
there
were
29
additional
emailed
into
the
board
office.
C
Fantastic,
thank
you
so
much,
madam
president,
and
members
of
the
board,
as
always
for
the
opportunity.
We
continue
to
face
the
challenges
of
changed
information
as
we
go
through
this
process
of
reopening
and
yet
again
we
have
been
a
week
ago
friday.
C
Some
additional
information
get
new
guidance
regarding
the
reopening
of
schools,
and
so
we
have
spent
a
great
deal
of
time,
analyzing
that
and
seeing
how
it
fits
into
our
reopening
plan,
as
well
as
talking
to
our
colleagues
around
the
state,
as
well
as
our
local
department
of
health
and
the
maryland
department
of
health
in
the
maryland
state
department
of
education.
So
my
plan
briefly
is
to
go
through
a
fairly
short
presentation
to
lay
the
groundwork
with
regard
to
sort
of
the
key
components
of
what
the
cdc
has
outlined
in
new
guidance.
C
With
regard
to
reopening,
I'm
then
going
to
transition
into
referencing
the
board's
questions.
Several
of
you
submitted
questions
to
the
board
office
in
advance.
I
received
those
friday
afternoon
and
I'm
going
to
walk
through
those
questions
that
the
board
had
and
then
from
there
I'll
open
it
up
to
the
board's
questions
for
further
questions
or
clarification.
If
that
suits
your
needs,
president
ellis
I'm
going
to
go
ahead
and
get
started.
A
Great
can
can
I
interrupt
you
for
just
a
moment,
and
that
sounds
great.
I
should
have
taken
roll
call.
I
know
at
least
one
of
our
members
was
not
able
to
join
by
video,
but
all
members,
I
believe,
are
here
so
let's
just
establish
that
I'll
start
with
dr
tobin
here
miss
corcodell
here,
ms
antwine,
mr
silkworth,
here,
mr
smith,.
B
C
What
what
most
of
the
talk
has
been
about?
As
you
all
well
know,
around
the
country
in
the
media
and
here
locally
in
anne
arundel
county,
is
the
fact
that
the
cdc
has
relaxed
their
guidance
with
regard
to
the
distancing
between
students
in
the
classroom
and
so
elementary
schools,
and
they
divide
that
out
between
from
elementary
schools
and
secondary
schools.
C
That
is
that
our
young
students
are
not
as
susceptible
to
to
acquiring
the
virus
or
susceptible
to
the
severity
of
illness
as
adults
are,
and
so
that
guidance
through
research
has
moved
from
six
feet,
distancing
to
three
feet:
distance
thing
again
as
long
as
everyone
is
mass,
which
fits
exactly
where
we
are
in
anne
arundel
county
and
regardless
of
community
transmission.
C
So
you
know
that
the
cpc
you'll
remember
has
their
own
color
coding
system
with
regard
to
the
metrics
of
community
spread
and
they
have
a
low
transmission
rate,
a
moderate
transition
rate,
a
substantial
transition
and
a
high
transmission
rate,
and
they
are
that
is
color-coded,
so
the
secondary
schools
likewise
can't
be
at
three
feet
apart
as
long
as
that
transmission
is
low,
moderate
or
substantial,
but
they
recommend
that
students
should
be
six
feet
apart
in
the
secondary
schools.
C
Again
when
everyone's
passed
when
the
transmission
is
high
or
and
if
cohorting
is
not
possible,
and
so
it's
it's
important
for
everyone
to
remember
that
cohorting
is
when
students
are
kept
together
with
their
same
peers
and
staff
throughout
the
school
day.
You'll
you'll
know
that
that's
exactly
how
our
elementaries
are
planned,
so
the
students
are
in
cohorts
of
monday
and
tuesday
or
thursday
and
friday,
and
they
also
stay
within
that
cohort
for
the
day
at
the
elementary
level.
C
At
the
secondary
level,
the
degree
to
which
we
can
cohort
the
students
is
at
least
putting
them
in
cohorts
for
monday
and
tuesday
or
thursday
and
friday,
but
they
are
not
cohorted.
Throughout
the
day,
our
secondary
students
move
from
class
to
class
from
first
period
to
second
period
to
third
period
and
so
on,
so
they
are
not
cohorted
throughout
the
day,
the
the
cdc
in
on
their
website.
C
They
have
a
covid
tracking
website
where
you
can
go
to
states
and
by
county,
and
they
will
tell
you
on
a
week-to-week
basis
where
that
county
lies
with
regard
to
their
low,
moderate,
substantial
or
high
ranking
and
currently,
and
since
the
guidance
came
out
on
the
19th
so
that
week
and
this
past
week
up
through
the
26th
anne
arundel
county
is
still-
and
this
is
a
this-
is
a
screenshot
from
today
from
their
website
that
we
are
still
currently
in
the
high
range.
With
regard
to
community
transmission,
as
per
the
cdc.
C
So
the
cdc
also
states
that
this
three,
the
change
in
distancing,
relates
to
the
classroom,
and
you
saw
there
primarily
the
elementary
classroom.
The
six
foot,
distancing
requirements
and
recommendations
of
guidance
still
is
in
place
throughout
the
school
building
and
on
school
campus
and
between
adults
and
between
adults
and
students
that
that
has
not
changed.
That
guidance
has
not
changed
as
a
result
of
the
latest
release
of
the
new
reopening
guidance
from
the
cdc,
and
likewise
the
cdc
also
recommends
that
that
people
remain.
C
Students
in
particular
remains
at
six
foot
distance
when
their
mass
cannot
be
worn,
such
as
when
eating
that
could
also
be
a
time
if
they
are
playing
instrument
or
singing
or
there
could
be
some
other
activity
going
on,
but
in
particular
they
mentioned
when
students
are
eating
should
be
at
least
six
feet
apart
again,
the
cdc
is
a
recommendation,
and
we
confirm
this
through
the
maryland
department
of
health,
as
well
as
the
maryland
department
of
education,
that
there
is
no
change
to
the
recommendation
distancing
on
school
buses.
So
our
bus
capacity.
C
Right
now
we
are
at
roughly
20
to
24
students
per
bus
depending
on
the
age
of
the
bus
and
the
number
of
seats,
but
we
will
continue
to
transport
students
at
one
student
per
seat
on
the
bus,
so
the
three
foot,
the
three
feet,
change
in
distancing
between
students
does
not
include
buses.
C
One
of
the
interesting
things
that
the
cdc
guidance
is
silent
on,
and
I
was
able
to
confirm
this
with
our
maryland
department
of
health
as
well
as
our
local
department
of
health
is
when
it
comes
to
contact
tracing.
So
so,
for
those
of
you
who
are
familiar
with
the
contact
tracing
protocols,
the
current
and
present.
C
The
current
excuse
me
contact
tracing
protocols,
ask
whether
the
person
that
is
that
could
be
considered
a
close
contact
of
a
positive
case
is
within
six
feet
of
that
positive
case
for
15
minutes
or
more
during
a
24-hour
period.
C
So,
but
we
are
doing
contact
tracing
within
our
schools.
Those
are
the
basic
questions
that
our
contact
tracers
are
at
contact.
Tracers,
excuse
me
are
asking:
how
long
were
you
close
to
that
positive
case,
whether
it's
an
adult
or
a
student,
and
one
of
the
questions
that
that
we
have
posed
is
with
the
distancing
guidelines
of
students
now
sitting
possibly
three
feet
apart
in
the
elementary
classroom?
Will
the
contact
tracing
protocols
change
to
meet
that
same
guideline?
Will
they
be
reduced
from
six
feet
to
three
feet?
The
answer
is
no.
C
The
contact
tracing
protocols,
we're
told
by
the
departments
of
health,
will
remain
at
six
feet.
So
here
is
just.
This
is
one
of
the
concerns
that
we
have
by
bringing
in
a
significant
number
of
students
into
a
classroom
at
three
feet
apart
that
when
contact
tracing,
if
there
is
a
positive
case
and
the
student
is
three
feet
apart
or
within
three
feet
radius,
you
could
have
likely
close
contacts
to
that
positive
case
at
the
six
foot
distance
and
that's
again,
if
the.
C
We
may
very
well
have
to
quarantine
entire
classes
of
students
if
there
is
a
positive
case-
and
you
all
have
seen
through
the
emails
that
you
receive
regularly
from
mr
mosher
and
those
that
are
posted
to
our
covid
covent
website-
are
that
we
have
had
a
significant
increase
in
the
number
of
positive
cases
in
the
past
week
and
a
half
or
so
two
weeks
of
both
students
and
adults,
as
well
as
within
the
realm
of
athletics,
that
the
number
of
positive
cases
has
increased.
C
It
is
a
reflection
of
the
community,
so
has
been
increasing
in
anne
arundel
county,
where,
when
we
began
at
march
first,
I
think
we
were
roughly
around
15
cases
per
100
000,
we're
now
over
20
in
anne
arundel
county,
and
that
is
reflecting
the
increased
number
of
positive
cases
of
students
and
adults
in
our
buildings.
C
So
as
a
quick
recap-
and
then
I
want
to
launch
into
the
board's
questions,
the
three-foot
distancing
is
primarily
for
elementary
schools
and
the
middle
school
and
high
schools
are
recommended
to
remain
at
six
feet.
The
three
feet
distancing
pertains
only
to
within
the
classroom
and
there's
no
change
to
the
distancing
on
buses
or
throughout
the
school,
including
cafeterias,
gymnasiums
and
auditoriums.
C
And
lastly,
there
is
no
change
in
the
contact
tracing
protocols,
and
so
we
do
predict
that
we
will
see
if
increasing
significant
increase
in
the
number
of
students
in
a
classroom
will
have
an
increased
number
of
students
being
quarantined.
C
So
we
have
to
keep
a
close
eye
on
this
reese
and
her
team
to
ensure
that
they
are
being
well
supported.
Unfortunately,
we've
had
a
couple
of
positive
cases
among
the
fns
staff,
and
so
we
do
have
a
couple
of
schools
that
are
have
been
significantly
impacted
by
adults
being
quarantined
because
of
either
positive
cases,
or
they
are
close
contacts
positive
cases.
C
One
of
the
concerns
we
continue
to
have
and
talk
about
is
supervision
at
the
midday
block,
as
well
as
instructional
staff
accommodations.
We
have
a
number
of
staff
that
have
secured
either
a
medical
accommodation
for
themselves
because
of
their
own
health,
a
medical
accommodation
because
somebody
they're
caring
for
in
their
home
or
they
have
secured
a
child
care
accommodation
and
any
one
of
those
three
or
all
three
of
those
will
limit
our
ability
to
expand
the
number
of
students.
We'll
get
a
chance
to
talk
about
that
in
a
little
bit.
C
The
number
of
students
that
we
can
have
in
buildings,
because
we
of
course
need
the
instructional
staff,
both
teachers,
administrators,
counselors,
tas
and
others
available,
as
we
increase
possibly
increase
the
number
of
students
in
our
schools.
C
So
with
that,
I'm
going
to
transition
over
to
some
of
the
board's
questions
and
let
me
pull
those
up
and
let
me
go
through
those
and
then
I'll
open
it
up
to
questions
and
clarifications
for
the
board.
C
So
the
first
question
was:
how
are
we
to
solve
the
logistical
issues
surrounding
lunch
at
all
levels
so
that
more
children
can
be
in
the
classroom
and
the
short
answer
is
there
is
no
easy
way
to
solve
that
logistical
issue
of
bringing
students
in
and
having
them
space.
Three
feet
apart
during
the
instructional
time
and
then
having
them
six
feet
apart
or
more
when
they
take
their
masks
off
to
eat.
C
We
do
know
that
and
you
all
or
you,
as
the
board,
are
well
aware
that
we
have
not
yet
even
reached
capacity
at
six
foot
distancing
in
our
classrooms
and
in
our
schools.
We
are
roughly
about
37
to
40
percent
of
our
students
have
chosen
to
come
back
to
school
in
person
in
the
hybrid
model,
which
leaves
us
at
63
to
60
of
those
students.
C
So
the
majority
of
our
students
are
still
accessing
their
instruction
in
100
virtual
model,
so
we
still
have
room
to
add
students
and
still
remain
at
that
six
foot,
distancing
or
close
there
too.
C
So
we
know
that
we
can
not
only
add
students,
but
I
think
the
three
foot
distancing
guidelines
of
the
cdc
gives
us
a
little
bit
of
wiggle
room
where
we
can
add
not
only
students
at
six
foot
distancing
but
probably
get
in
a
couple,
one
two:
three
more
desks
per
classroom
where
we
can
most
likely
add
some
additional
students
and
still
be
able
to
maintain
what
the
cdc
is
recommending
during
that
lunch
time
of
six
foot
distancing,
but
that
will
continue
to
remain
a
challenge.
C
We'll
talk
a
little
bit
more
about
that
as
well
through
some
of
the
other
questions.
The
next
question.
Why
can't?
Why
can't
the
rest
of
the
furniture
return
that
return
to
the
classrooms,
even
if
unused
and
utilize
the
cafeteria
gym
or
auditoriums
for
social
distance
lectures,
which
is
which
is
a
wonderful
question
and
certainly
right
on
target?
C
There
are
a
couple
of
variables
that
are
at
play
here.
The
first
is:
we
made
a
conscious
decision
to
take
out
as
much
unneeded
furniture
in
the
classrooms
as
possible,
and
it
wasn't
so
much
that,
because
the
students
wouldn't
be
sitting
in
those
desks
or
utilizing
that
furniture,
it
was
really
to
create
adequate
space
for
the
students
and
adults
to
move
throughout
the
classroom.
C
So,
while
we
could
certainly
return
desks,
we
would
be
creating
very
narrow,
aisle
ways
and
distances
around
the
water
fountain
or
the
pencil
sharpener
or
the
teacher's
desk,
or
the
smart
board
or
whatever
it
might
be.
As
you
picture
an
elementary
classroom
in
your
mind,
you
certainly
can
return
that
unused
furniture
and
take
it
out
of
the
cafeterias
or
other
places
hallways
where
it's
being
stored,
not
always,
but
in
cafeterias
and
some
other
gym
spaces
where
it's
being
stored.
C
So
when
a
when
we
have
the
midday
break
and
students
are
eating
lunch
in
their
classroom,
that
teacher
and
all
teachers
have
to
be
able
to
go
somewhere
to
eat
their
lunch
as
well
as
do
their
planning,
and
we
can't
utilize
the
staff
lounges
anymore,
because
they're
just
too
small,
you
just
can't
get
the
staff
into
the
staff
lounge
because
they're
just
too
small.
C
So
many
of
the
schools,
the
principals
worked
out
with
their
staff
to
set
up
stations
within
their
cafeteria,
where
the
teachers
can
spread
out
and
eat
their
lunch
or
do
their
planning
and
be
appropriately
distanced
from
their
colleagues
who
are
doing
the
same
thing
at
the
same
time.
So
those
are
a
couple
of
variables
that
constrict
our
use
of
the
cafeteria
for
student
use
during
that
one
during
those
lunch
periods.
C
The
next
question
asks
can
a
four
day
in-person
school
week,
be
established
whenever
possible,
based
on
space
and
in
other
words,
must
all
schools
either
stay
hybrid
or
transition
to
a
four-day
in-person
week.
So
they're
again,
as
with
anything,
there
are
several
variables
that
would
impact
this.
C
That
certainly
is
a
possibility,
but
that's
in
those
schools
that
have
very
few
students
that
have
returned
we've
got
other
schools
that
have
a
high
number
of
students
that
have
returned,
and
those
cohorts
on
monday
and
tuesday,
wednesday
and
thursday
are
already
full,
and
so
there's
no
room
to
add
also
to
bring
those
students
in
it's
the
availability
of
space
on
the
buses.
Again,
we
are
left
with
no
additional
space
on
buses.
C
We
still
have
one
child
per
seat
so
to
bring
an
additional
students
limited
by
what
we
can
do
for
those
families
that
require
and
need
transportation,
and
then,
of
course,
the
third
big
factor
is
to
go
from
two
days
a
week
to
four
days
a
week.
We
have
to
have
the
staff
available,
so
we
have
a
number
of
staff
members
that
are
on
an
accommodation
where,
for
instance,
they
may
be
in
person
teaching
on
monday
and
tuesday,
but
their
accommodation
is
to
be
at
home
on
when
on
thursday
and
friday
well,
wednesday,
thursday
and
friday.
C
So
that
teacher
would
not
be
able
to
pick
up
additional
thursday
friday
cohort
of
classes
as
an
example
to
give
you
that
example-
and
we
have
been
working
with
our
staffs
and
as
the
board
and
emotion
of
this
board
several
early
on
when
we
introduced
what
the
first
of
march
was
going
to
look
like
and
our
reopening
plan
the
board
real,
really
coalesced,
that
there
was
a
unanimous
positive
vote
around
emotion.
C
That
asked
me
to
work
with
teachers
and
staff
and
give
them
as
much
flexibility
to
telework
as
possible.
C
Availability
of
space
on
buses
to
transport,
those
that
need
transportation
and
the
availability
of
teachers
are
all
logistical
obstacles
that
we
would
have
to
overcome
to
increase
the
number
of
of
days
per
week,
you'll
also,
we
would
also
have
to
ask
ourselves
based
on
how
this
question
is
worded.
Would
we
be
okay
with
some
schools
or
classrooms
going
four
days.
D
C
And
some
just
going
two
days
a
week
is
that
the
equity
and
a
quality
that
we
are
looking
for,
that
we
might
be
able
to
ask.
We
might
be
able
to
offer
some
students
four
days
a
week
and
others
two
days
a
week
and
that's
something
that
this
board
and
this
administration
would
have
to
wrestle
with.
C
If
we
choose
to
go
down
that
path,
you
do
know
that
we
are
already
working
on
as
soon
as
we
get
back
from
the
easter
spring
break,
we'll
begin
to
bring
in
some
of
those
priority
groups
of
students
at
four
days
a
week
that
will
include
we'll
begin
with
our
special
centers.
C
We
will
then
begin
to
offer
that
to
our
students
in
the
autism
clusters,
the
acc
classrooms,
as
well
as
two
of
our
alternative
programs,
j
albert
adams,
at
mary
moss
academy
and
the
phoenix
academy-
and
this
is
something
this
board
has
talked
about
on
a
number
of
occasions.
As
have
I
that
when
we
are
able
to
expand
our
offerings,
we
want
to
focus
first
and
foremost
on
those
students
that
will
have
the
greatest
need.
C
These
are
students
that
believe
have
the
greatest
need
for
in-person
instruction,
so
they'll
be
the
first
groups
that
will
begin
to
offer
to
their
families
the
four
day
a
week
model
and
build
that.
I
think
there's
some
real
lots
of
positivity
around
that
with
the
administrators
and
staffs
in
those
buildings,
as
they
have
begun
to
reach
out
to
families,
to
begin
to
plan
for
that
and
offer
that
as
a
possibility.
C
First-
and
that's
exactly
it
and
part
of
what-
and
I've
mentioned
this
support
meetings
in
the
past
and
again
a
little
bit
this
evening
that
our
idea
would
be
to
because
we
still
have
room
to
grow
even
at
six
foot
distancing
in
the
cohorts
that
exist
now
in
most
classrooms.
In
most
schools.
That's
not
all.
There
are
some
schools
that
are
at
capacity
at
the
six
foot
distance,
but
most
schools
in
most
classrooms
do
have
room
to
add
students.
C
We
can
begin
to
look
at
adding
horizontally
meaning
more
days
of
the
week,
but
we
think
it's
important
to
offer
our
families,
because
what
we've
talked
about
at
this
up
to
this
point
has
been
two
days:
a
hybrid
model
involving
two
days.
So
we
think
it's
important
that
for
those
families
that
still
remain
and
it's
the
majority
of
our
students
still
remain
in
the
100
virtual
format
that
we
would
give
them
an
opportunity
first
to
come
into
the
two-day
format.
C
Let's
then
see
where
the
numbers
are
and
if
we
can
then
expand
at
schools
or
across
the
system.
We
certainly
can
take
a
look
at
that,
but
we
think
it's
important
to
offer
our
families
first,
what
we
the
plan
that
we've
already
built-
and
they
are
thinking
about
which
is
the
two
day
a
week
model
and
then
build
from
there
next
question:
let
the
individual
schools
address
their
own
lunch
challenges
with
some
guidance
from
the
board
of
ed.
C
C
There
are
some
intricacies
when
serving
meals
that
we
have
to
be
involved
in,
because
there
are
usda,
cdc
and
msde
guidelines
around
physically
serving
meals,
and
so
we
have
to
make
sure
that
all
of
those
laws
and
guidelines
are
followed
very
carefully.
So
there
certainly
has
to
be
some
input
and
guidance
from
central
office,
but
many
of
the
schools
have
worked
out
how
they're
able
to
not
just
deliver
lunches,
but
really
in
the
midday
monitoring.
They
have
worked
with
their
ptas
other
local
groups
and
they
have
been
able
to
really
cover.
C
C
C
C
We
certainly
could
spread
out
a
class
or
two
within
a
gym,
say
to
sit
down
and
eat
lunch,
but
that
would
not
accommodate
all
classrooms
because
they're
all
eating.
At
the
same
time,
and
so
that
creates
a
bit
of
an
issue
because
we
wouldn't
have
enough
space
to
spread
all
the
students
out
and
still
leave
sick
and
still
give
them
six
foot
distance
in
each
of
their
classrooms.
C
So
that
does
create
a
bit
of
a
conundrum
for
us
there's
a
question
about
plexiglas,
and
this
is
interesting
because-
and
the
question
is,
why
not
put
plexiglass
around
the
children's
desks,
so
that
was
something
that
was
discussed
early
on.
There
were
school
districts
around
a
country
that
utilized
it.
Interestingly
enough,
if
you
read
carefully
the
new
guidance
of
the
cdc,
the
guidance
has
completely
removed
all
reference
to
plexiglas.
C
That's
because
the
data
is
showing
that
it
doesn't
work
in
terms
of
curbing
spread
within
a
school.
Certainly
if
it's
a
an
immediate
close
contact
like
a
visitor
coming
into
the
school
and
speaking
with
the
front
office
secretary,
we're
going
to
continue
to
maintain
plexiglas
there,
because
it's
sort
of
a
closed
contact
of
that
person,
the
cdc,
has
actually
removed
all
reference
to
plexiglas
from
their
updated
reopening
guidance.
C
There's
talk
about
students,
eating
and
shifts,
and
this
is
part
of
my
reference
when
talking
about
the
gyms
by
having
the
students
eat
in
shifts.
That
means,
let's
say
half
the
class-
could
stay
in
the
classroom
and
eat
at
six
foot
distancing.
That
means
the
other
half
have
to
go
somewhere
else,
and
the
difficulty
is
where
is
that?
C
Where
is
that
somewhere
else,
because
it's
not
just
one
classroom
but
remember
all
of
our
students
are
eating
at
the
same
time
during
this
midday
break,
and
we
did
that
purposely
so
that
we
could
have
lunches
served
to
the
students
that
are
virtual
or
home
at
the
in
the
hybrid
model,
so
that
creates.
We
wouldn't
have
enough
adults
to
watch
those
students
that
are
eating
shifts
that
are
not
in
that
classroom.
C
There's
a
question
about
using
storage
pods
to
storage
for
unused
furniture
again,
certainly
can
be
done.
We
could
we
could,
if
available.
We
certainly
could
contract,
write
a
contract
and
look
for
storage
pods
to
store
furniture
that
was
empty
out.
The
cafeteria
gym,
but
again
many
of
those
spaces
are
being
used
by
adults
during
that
time,
but
certainly
the
use
of
storage
pods
is
something
that
we
can
look
at
further.
Likewise,
there
was
a
suggestion
or
a
question
about
providing
tents
for
outdoor
eating,
certainly
something
that
we
could
do.
C
We
could
look
into
contracting
for
tents.
I
would
suspect
that
there
is
a
pretty
tight
market
for
that
right
now,
because
lots
of
different
people,
including
restaurants,
are
utilizing
the
tents
that
are
available,
but
that
doesn't
mean
that
we
could
look
for
a
contract
with
a
vendor
or
vendors
to
provide
tents
again.
This
would
this
would
require
additional
adults,
so
you
have
adults
having
to
that
they,
but
also
those
that
go
out
to
the
tent
to
eat.
C
We
have
to
have
adults
there
as
well,
so
we'd
have
to
that
would
be
a
bit
of
a
an
issue
to
overcome.
Certainly.
C
But
but
I
think
we
could,
we
could
work
through
that
I'd
be
a
little
worried
about
as
we
get
into
the
spring
season
and
storms
and
weather
also
how
we
would
be
able
to
secure
the
tents
chairs,
desks
tables
that
would
be
in
those
tents
overnight
to
make
sure
that
they're,
safe
and
for
and
ready
for
appropriate
use
on
each
day.
We
also
when.
E
C
Guidelines
with
regard
to
spaces
outside
of
classrooms,
where
students
are
so,
we
have
to
make
sure
that
we
have
electrical
hookups.
We
would
have
to
have
the
pa
system
run
out
there
for
safety
and
security
reasons,
all
things
that
we
could
work
through
if
we
felt
that
acquiring
tents
for
outdoor
eating
was
a
was
something
we
wanted
to
focus
on.
C
We
have
moved
a
significant
number
of
students
off
the
waitlists,
and
I
met
with
all
of
the
principals
last
week
and
gave
them
the
green
light
to
start
to
clear
their
wait
lists.
It
said
between
then
last
week
and
us
beginning
the
easter
spring
break
that
as
they
see
fit
with
the
number
of
seats
available
and
the
access
to
transportation
that
those
students
that
they
can
fit
in
their
buildings.
Even
six
foot
distancing
they
should
clear
their.
C
D
C
Schools,
in
addition,
how
many
hybrid
enrollees
previously
signed
up
for
self
transport
now
require
bus
transportation
or
on
the
wait
list.
I
think
the
majority.
C
Next
question:
if,
when
we
open
a
new
registration
opportunity
for
more
students
to
engage
in
hybrid,
what
is
our
estimated
number
of
additional
students
that
we
will
be
enrolling?
So
good
question
don't
know
again
we're
currently
37
to
40
of
our
families
that
have
picked
to
join
the
hybrid.
We
still
have
room
again
at
most
schools
in
most
classrooms.
Not
all
some
are
full.
Some
are
at
capacity,
but
we
do
have
room
to
grow,
so
our
plan
would
be
clear.
C
The
wait
lists
and
then,
as
this
question
suggests,
then
ask
our
parents
one
more
time-
you're,
currently
whatever
state
you're
in
either
hybrid
or
virtual,
if
you're,
currently
virtual-
and
you
see
that
the
landscape
has
changed-
you
see
what's
happening
in
the
classroom.
You
understand
the
safety
protocols,
the
mitigation
strategies
that
are
in
place.
Maybe
you
feel
better
that
all
staff
has
gotten
their
second
dose
of
the
vaccine.
You
feel
better
about
sending
their
child
back
to
school.
Whatever
those
reasons
may
be
that
that
a
parent
chose
to
keep
their
children
home
or
child
home.
C
I
think
we
would
want
to
give
them
the
opportunity
to
now
pick
the
hybrid
model.
We
would
then
give
them
the
opportunity
to
pick
the
hybrid
model
two
days
a
week.
Based
then
on
how
many
parents
do
make
that
change,
then
we
can
possibly
look
at
moving,
as
I
said
from
vertically
to
horizontally
and
including
more
days
as
a
possibility.
C
And
recognizing,
similarly
recognizing
the
next
question
that
there
are
unique
barriers
for
some
families
that
are
hindering
or
limiting
their
choice,
to
send
the
students
back
to
hybrid
what
elements
of
our
plan
strategies
are
noteworthy
in
solving
some
of
those
issues
and
creating
causing
those
barriers.
So
those
are
the
barriers.
I
just
spoke
to
there's
a
number
of
reasons
why
parents
have
picked
to
keep
their
children
or
child
at
home.
Again
it
could
be
a
medical
condition
of
the
child.
It
could
be
a
medical
condition
of
somebody
the
child
is
living
with
at
home.
C
It
could
be
child
care
that
they
that
the
parent
doesn't
have
access
for.
They've
worked
out
child
care
because
of
their
own
circumstance,
and
they
don't
want
to
disrupt
that.
And
so
there
are
a
number
of
reasons
why
adults
not
being
vaccinated
early
on
and
now
they
are.
There
are
a
number
of
reasons
that
our
families
have
chosen
that
so
one
of
the
things
that
in
answering
this
question,
one
of
our
strategies
is
that
we
are
a
post
post.
C
C
So,
instead
of
maybe
just
a
call-in
where
lots
of
students
get
physics
help,
it
might
be
a
physics
teacher
that
focuses
on
just
a
couple
of
students
at
that
high
school
level
or
at
the
level,
and
really
target
students
that
are
not
being
successful
and
see
if
that's
still
in
the
fully
virtual
model
and
see
if
we
can
target
them,
do
some
additional
tutoring.
C
And
there
was
a
question
about
hiring:
there
are
a
few
staff
and
contractor
positions
that
we
continue
to
try
to
hire
more
of
and
alleviate
some
of
the
challenges
that
hybrid
learning
has
created,
logistically
operationally
and
with
transportation
services
and
so
on,
and
so
ask
for
an
update.
So
we
have.
C
Which
is
extraordinary
just
so
proud
of
the
team
we
have
41
in
the
post,
fingerprinting
vetting
process.
As
you
know,
we
have
a
20-day
because
of
the
maryland
law.
We
have
a
20-day
process
of
doing
background
checks
on
anybody
that
we
hired
has
contact
with
students.
So
we've
got
41
of
those
now
that
have
gone
through
fingerprinting
and
they're
in
that
vetting
process,
and
we
have
another.
52
have
been
offered
opportunities,
but
have
yet
to
be
fingerprinted.
So
there's
another
52
that
have
cleared
that
process.
C
We've
invited
them
to
join
us
the
day,
monitors
and
they
have
they
have
not
gone
through
officially
the
fingerprint
process.
So
we
still
have
the
good
news.
Is
we've
hired
many
and
we
still
have
many
that
are
in
the
pipeline,
but
we
still
need
to
to
continue
to
hire
more.
We
still
have
114
midday
monitoring
slots
currently
covered
by
central
office
staff.
C
C
Knowing
that
substitutes
would
be
a
bigger
issue.
In
this
virtual
and
now
hybrid
environment,
we
have
given
each
school
the
ability
to
hire
three
additional
long-term
substitute
teachers
that
they
can
have
on
their
staffs.
Not
all
these
positions
have
been
filled,
but
but
we've
given
each
school
the
ability
to
hire
three
more
long-term
subs
that
they
can
have
on
their
staffing
role.
So
I
think,
up
to
this
time,
we've
placed
309
long-term
subs.
C
In
114
schools-
and
we
have-
I
think
that-
and
we
do
have
some
tas
a
number
of
tas
that
are
also
helping
cover
with
long-term
sub
coverage.
C
C
And
we,
in
recent
conversations
with
their
own
county
department
of
health,
is
currently
recruiting
and
hiring,
but
they
have
a
need
for
10
nurses,
10
rns
for
our
schools
and
23
health
assistants
and
three
nursing
supervisors
all
needed
for
aacps.
C
And
lastly,
how
many
of
the
initial
800-ish
elementary
wait-listed
students
are
now
back
in
school
or
how
many
more
elementary
students
have?
We
returned
to
in-person
learning
following
the
initial
return
from
the
first
week,
which
was
march
1st
so
of
the
initial
800,
which
turned
into
almost
a
thousand
elementary
students
who
wanted
to
return
to
in-person
learning.
We've
returned
approximately
80
of
them
to
the
schools
two
days
a
week,
and
so
there
were
since
the
first
there
were.
C
So
as
of
today,
we
have
15
799
elementary
hybrid
students
in
one
of
the
cohorts.
One.
One
of
two
cards
monday,
tuesday
or
thursday
friday,
and
so
with
that
I
am
going
to
take
a
sip
of
iced
tea
and
glad
to
take
questions
and
I'll
leave
that
to
you.
President
ellis.
A
All
righty,
so
we're
going
to
do
a
round
of
questions.
A
We
just
did
one
round
of
questions
board
members
were
invited
to
submit
their
questions
ahead
of
time,
so
we're
going
to
try
to
knock
this
out
with
one
round
of
questions,
I
want
to
remind
everyone
that
we're
stepping
to
sticking
to
the
topic
of
the
impact
or
the
the
impact
the
new
cdc
guidelines
have
on
our
spring
reopening.
A
So
this
is
not
a
full
reopening
report
where
you
might
ask
questions
about
things
like
graduation
or
something
like
that
that
that
will
be.
You
know
we'll
address
more
of
the
expanded
topic
in
our
board
meeting
next
week.
So
with
that,
we
start
with
dr
tobin.
F
Thank
you.
Thank
you,
president
ellis,
and
thank
you,
dr
alato,
for
that
presentation
was
very
helpful
and
you
anticipated
a
lot
of
additional
questions
I
had
so.
Thank
you,
but
a
couple
of
things.
I
wanted
to
ask
two
questions.
F
The
first
question
I
wanted
to
ask
is
about
the
impact
of
these
guidelines
and
therefore
the
potential
for
increase
in
hybrid
students,
either
vertically
or
ultimately
horizontally,
as
you
put
it
on
our
current
fully
virtual
students
and
and
and
the
reason
what
I'm
asking
and
the
reason
I'm
asking
is
that,
as
you
noted,
we
have
a
majority
of
our
students
still
in
fully
virtual
and
I'm
aware
of,
certainly
in
my
district
and
others,
families,
for
whom
hybrid
is
not
a
rational
choice
because
of
the
danger
to
the
family,
either
the
very
crowded
living
conditions
of
the
family,
high
infection
rate
in
their
particular
community
parents,
breadwinners
who
work
hourly
jobs,
who
can't
risk
being
out
of
work
because
they're
ill
and
possibly
no
health
insurance
and
those
often
are
the
same
students
who
are
our
most
vulnerable
students
to
begin
with,
for
whom
virtual
may
not
be
the
best
option,
but
is
for
that
family
the
only
option,
and
so
I'm
I
want
to
understand
a
little
better.
F
What
you
think
the
impact
would
be
if
we
were
to
bring
more
students
into
hybrid
with
regard
to
the
teachers
having
to
juggle,
as
they
are
right
now,
the
virtual
and
the
hybrid,
and
and
continue
that,
with
more
and
more
the
students,
potentially
in
hybrid.
C
So
we
will,
let
me
go
back
to
where
I've
stayed.
We
want
to
bring
back
as
many
students
that
want
to
return
to
in
person
that
we
can
do
so
in
a
in
a
safe
and
healthy
manner
and
follow
all
the
guidance
that
we
have
been
given
from
the
health
experts
and
so
where
we
think
we're
where
we
can
increase.
We
want
to
do
that
and
offer
families
that
opportunity
it.
C
Likewise,
there
is
a
reason
why
some
family
families
have
chosen
to
allow
their
child
to
return
two
days
a
week
and
I've
heard
from
some
parents,
of
course,
they're
saying
we
need
to
open
five
days
a
week
or
at
least
four
days
a
week,
and
that
should
happen
tomorrow.
Right
and
I
completely
get
that
and
understand.
C
I've
got
some
other
families
that
are
saying
you
know.
I
chose
two
days
a
week
because
it
was
going
to
be
small
classes
right.
It
was
only
going
to
be
eight
or
ten
students,
and
I
was
comfortable
with
them
being
spread
out
and
being
in
a
classroom
with
their
teacher
and
their
classmates
just
two
days
a
week
because
of
mitigation
strategies
and
to
reduce
risk.
C
If
you
now,
dr
alato
fill
up
that
classroom
with
many
more
students,
I
might
just
reverse
my
decision.
That's
gonna
make
me
uncomfortable
by
now
you're
saying
it
went
from
eight
students
to
16
or
20
students
and
now
and
they're
back
to
being.
You
know,
they're
three
feet
apart,
at
least
that
that
makes
me
nervous,
and
so
I
think
that
has
an
impact
as
well,
but
the
teacher
and
the
teacher
having
to
juggle
these
two
worlds:
the
hybrid
world
I
mean
the
students
in
front
of
them
and
the
and
the
virtual
students.
C
What's
the
word
I'm
looking
for
that?
That's
made
it.
I
don't
want
to
see
easier
because
that's
just
not
appropriate.
None
of
this
is
easy
for
our
teachers,
but
what's
made
it
more
manageable
in
learning
this
new
pedagogy.
This
new
system
is
that
the
numbers
in
the
classroom
have
been
fairly
small,
so
that's
easier
to
manage
for
the
teacher.
C
It
doesn't
make
it
any
easier
because
you're
also
managing
a
group
of
students
online.
I
get
that,
but
your
point
is
if
more
students
would
return.
What's
the
impact,
I
think
your
question
is,
and
I
think
that
would
become
more
difficult
for
teachers,
because
you've
got
those
students.
One
thing
again
that
I
think
has
been
more
manageable.
I
want
to
say
easier
but
more
manageable
is
the
numbers
have
been
fairly
small
and
they've
been
able
to
work
with
those
students
that
are
face
to
face
that
they
have
in
the
classroom.
If
that
answers
your
question.
F
My
second
question
and
you
referenced
this,
but
I
just
I
want
to
make
sure
I'm
clear
and-
and
you
and
I
have
discussed
this,
I
brought
it
up
in
board
meetings
before
and
and
I
support
what
you
say-
that
as
you've
always
said,
and
as
the
staff
has
always
said,
we
have
these
targeted
high
needs
groups
that
need
in
in-person
learning
special
centers,
english
language,
learners,
etc,
etc.
F
I
I
do
want
to
make
sure
I'm
hearing
you
correctly,
that
you
would
not
consider
expanding
hybrid,
to
say
four
days
a
week
for
anybody
who
wants
it
or
whatever
other
possibility
may
emerge
in
any
way
that
would
put
at
risk
those
students,
those
targeted
groups
being
able
to
be
in
person
four
days
a
week.
F
If
you
know,
as
as
you
said,
we're
beginning
to
offer,
because
in
my
mind,
that
that
has
to
be
our
first
priority,
those
students
with
the
greatest
need.
So
I
just
want
to
make
sure
I
I
understood
what
what
you're
saying
about
that.
C
Yes,
ma'am,
that's
exactly
right
again,
I
think
we
have
an
obligation
to
offer
our
families
an
ability
to
come
in
those
two
days
a
week
if
they
now
their
family
landscape
or
the
landscape
of
covet
has
changed
that
they
feel
now
comfortable
setting
their
child
and
and
absolutely
those
small
priority
groups
that
I've
mentioned.
C
We
focused
on
them
in
the
fall
and
we're
able
to
bring
them
back
to
some
degree
in
a
hybrid
format,
and
that
also
included
the
cats,
but
we're
not
talking
about
expanding
cats
to
four
days
a
week,
because
their
programming
is
only
two
days
a
week
anyway
right.
So
we're
not
talking
about
bringing
them
out
doubling
their
time
because
their
time
in
at
the
cat
center's
two
days
a
week
anyway.
C
But
the
butcher
point
is
a
good
one,
that
the
plan
would
be
to
expand
those
to
four
days
a
week,
those
students
that
we
feel
needed
the
most
first,
those
priority
groups.
I
think
the
next
group
that
we
would
then
look
at
for
four
days
a
week.
C
Dr
tobin
would
be
those
students
that
are
in
that
are
in
the
regular
programming
right,
if
they're,
not
in
part
of
the
acc
or
the
autism,
or
the
special
centers
or
or
ed
or
alternative
they're
in
the
regular
ed
programs,
including
some
of
our
iep
students
and
possibly
expanding
them
to
four
days
a
week
right.
So
that
would
be
the
next
impression.
C
I
think
I
was
a
little
long-winded,
so
I
apologize
that
if
we
expand,
if
we,
if
we
open
up
everybody
to
four
days
a
week,
we
may
very
well
box
out
the
students
that
need
it
the
most,
and
I
want
to
be
able
to
do
this
in
a
progression
in
a
thoughtful
manner
that
we're
targeting.
This
is
something
this
board
has
talked
about
for
months
and
months
and
months
and
months
back
in
the
fall.
This
board
was
talking
about.
C
Hey,
how
do
we
focus
on
the
students
that
need
it
the
most
when
we're
able
to
bring
students
back
into
the
building?
And
so
I
think,
that's
an
important
piece
is
that
we
want
to
build
this
first,
those
priority
groups
of
special
needs
students
and
then
the
next.
This
is
something
I
met
with
all
of
the
principals
last
week.
I
think
I
mentioned
that
in
my
previous
comments.
C
I
had
the
opportunity
to
meet
with
all
the
principals.
We
went
over
a
number
of
things,
but
this
is.
This
very
point
is
something
I
made.
I
said
you
should
be
identifying
now,
which
of
course,
they
already
know
who
they
are,
but
I
said,
identify
those
students
that
could
really
benefit
from
being
in
school
four
days
a
week,
not
the
special
needs
groups,
necessarily
the
students
that
are
struggling.
It
could
be
an
iep
student.
C
It
could
be
a
student
that,
because
of
whatever's
happening
and
it's
an
attendance
issue,
and
if
we
invite
them
in
four
days
a
week,
they'll
show
up
four
days
a
week
and
I
said,
identify
them
now,
so
that
when
we
get
to
a
place
where
we
can
expand
to
four
days
a
week,
we
know
who
they
are.
We
can
invite
them
in.
G
Thank
you,
president
ellis,
and
thank
you
to
the
staff
and
everybody
for
doing
such
a
great
outstanding
job.
G
We're
almost
done
with
our
vaccine
clinic,
and
that
is
definitely
noteworthy.
We
have
what
one
more
week
after
this.
C
Week
we
have
so
so
no
vaccine
clinic
this
week,
yeah
because
of
the
holiday
week,
but
the
week
after
we
will
have
our
last
clinic,
which
will
be
the
last
of
the
second
doses.
It
will
be
a
large
clinic.
It
could
be
very
well
over
twenty
two
thousand,
but
that
will
be
our
last.
It's
just
been
a
so
thank
you.
I'm
just
gonna
take
a
quick
second,
as
you
did.
C
G
Yeah,
I
I
think
we'd
be
remiss
not
to
dr
adlat.
G
I
had
a
question
as
it
relates
and
to
some
of
the
options
that
were
talked
about
through
the
question
answer
phase
and
I
do
not
have
an
elementary
student,
so
I'm
not
as
tapped
into
the
details
and
the
implications
on
the
scheduling,
but
they
do
have
a
recess
time
correct,
and
so,
if
they
have
a
recess
time
and
we
used
to
have
them
having
lunch
at
different
times
a
day
when
they
were
actually
in
the
building,
I'm
just
wondering
if
I
I
don't
know,
if
it's
a
question
or
just
a
consideration
that
would
I'd
greatly
appreciate
some
feedback
on
of
the
idea
of
splitting
the
class
of
recess
and
lunch.
G
So
you're
actually
kind
of
balancing
that
in
between
so
that,
because
there's
one
and
one
of
each
and
and
so
there
would
be
an
opportunity.
You
know
like
good.
The
people
getting
recess
are
even
though
they're
waiting
a
little
longer
for
lunch,
you're
still
getting
the
break,
and
vice
versa,
the
ones
that
let
you
know
I
think
there
may
be.
G
G
You
know
for
the
rainy
days
and
for
for
the
other
things
and
as
well
as
the
the
hiring,
and
I
think,
that's
probably
the
biggest
barrier
in
the
room
would
be
the
hiring
of
the
additional
staff,
because
you
would
basically
be
doubling
our
midday,
but
recognizing
all
that
if
you
could
just
share
some
pros
cons
beyond
what
I'm
thinking
about
that
in
that
type
of
scenario,
right,
you're
going
to
be
in
that
level
of
weeds,
but
I
think
we
did
bring
up
in
some
questions.
C
Yes,
ma'am,
no,
it's
it's
a
it's
a
it's
a
good
thought
and
I
think
you
hit
the
nail
on
the
head.
It's.
We
would
have
to
double
the
number
of
adults
right
so
that
midday
monitor
with
those
students
as
they're
eating
their
lunch
and
then
can
transition
them
to
recess.
So
we
would
need
additional
adults.
C
I
know
the
team
has
talked
about
this,
so
unless
dr
mcmahon,
if
you've
got
something
else
to
share
of
with
regard
to
mrs
crocodell's
question
about
the
possibility
of
taking
those
students
and
splitting
the
class
again
her
suggestion
is,
I
don't
want
to
put
words
in
in
her
mouth,
but
half
the
students
eating
while
the
other
half
are
at
recess
and
then
they
can
flip-flop.
That
gives
a
chance
to
spread
them
out
and
give
that
six
percent
when
eating
is.
I
believe,
her
point.
H
Right,
that's
a
great
question,
mrs
corcodellin.
We
really
did
look
into
that
because
we
were
thinking
that
might
be
an
answer,
but
what
we
came
across
is
the
fact
that
we
need
to
re.
We
need
to
keep
these
students
remaining
relatively
in
cohorts
so
that
they
can
return
back
to
their
classrooms.
H
So
we
have
a
an
adult
that
has
to
watch
students
and
while
that
adult
could
watch
students
in
shifts,
that's
not
a
problem
when,
when
the
students
go
outside
relatively
speaking,
you
have
to
keep
your
eyes
on.
You
know
the
12
to
15.,
and
so
the
other
12
to
15
are
back
in
the
classroom.
Another
adults
watching
those.
So
no
matter
which
way
we
played.
We
couldn't
save
ourselves
the
duplication
of
adults,
the
need
for
twice
as
many
adults
and
more
than
one
or
two
savings
here
or
there.
H
When
you,
you
know
you're
watching
students,
because
we
need
not
just
to
watch
them
but
to
engage
with
them,
especially
the
little
ones
if
they
have
needs,
while
they're
playing
in
recess.
So
it's
a
great
question
you're
asking
it's
just
a
challenge
that
was
bigger
than
we
actually
initially
thought.
It
would
be,
and
so
we're
we're
back
to
where
we
started
with
the
one
adult
for
the
student
per
student
cohort
group.
G
So
it
sounds
like
in
theory
if
we
could
have
this
mass
hiring
and
people
would
just
start
showing
up
to
apply
and
we
could
accelerate
some
background.
Checks
could
actually
probably
pull
something
like
that
off,
because
that
seems
like
the
cleanest
and
cleanest
way
and
my
my
small
little
elementary
school
used
to
do
stuff
like
splits
all
the
time.
So
that's
where
I
got
the
idea,
but
I
did
have
a
second
question
as
well.
G
So
dr
tobin
had
mentioned
our
our
vulnerable
population
groups
and
you
know
some
have
multiple
vulnerable
vulnerabilities
coexisting
and
others
very
targeted
and
focused.
G
I
know
that
they've
had
great
success,
regardless
of
how
we're
landing
in
the
return
to
hybrid
versus
staying
virtual,
because
those
are
still
family
decisions
and
our
offer
of
choice
does
not
limit
those
decisions
for
any
of
those
members.
G
But
I
do
know
that
on
many
of
the
social
services,
as
well
as
our
vaccine
efforts,
because
that
those
vulnerable
families
are
often
more
hesitant
to
take
the
vaccine.
For
example,
what
have?
Could
you
explain?
Maybe
I
know
you
guys
were
in
discussion
and
have
been
and
started
to
implement
some
more
intimate,
counselor
services
and
ptw
services
to
them.
G
Could
you
explain
a
little
bit
more
because
it
seems
like
that
door-to-door
approach
I
mean
literally,
the
churches
knocked
on
the
door
and
said:
hey
come
and
had
a
person
who
got
the
vaccine
right,
and
so
we
know
that
those
conversations
and
those
more
intimate
targeting
of
certain
communities
who
may
have
unique
questions
or
barriers
that
need
kind
of
fleshed
out
in
a
more
intimate
discussion
than
we
are
talking
about
the
broader.
Could
you
give
us
an
update
on
some
progress
of
that
miss
jackson?
G
I
I
you
may
be
able
to
also
share
some
things
about
how
we
are
engaging,
because,
yes,
I
think
they
remain.
They
weigh
heavy
on
on
all
of
our
conscience,
and
you
often
feel
like
I
wish
I
could
do
more.
So
maybe
we
could
talk
about
what
we
are
doing
and
planning
on
doing,
and
I
think
that
may
help
us
unders
better
understand
some
of
these
nuances
of
of
the
hybrid
and
the
return
in
the
registration
numbers.
We
saw
quite
frankly.
C
Sure,
thank
you,
mrs
corkdale,
and
and
I'm
gonna.
Let
mrs
jackson
speak
to
those
student
support
services
as
as
they're
under
her
leadership.
C
But,
as
you
know,
and
you
help
coordinate,
we
had
a
a
nice
turnout
of
folks
several
weeks
ago
for
a
a
town
hall
conversation
around
mental
health
supports
not
just
within
the
school
system
but
across
the
county,
really
introducing
families
to
those
supports
that
exist
again
here
in
aacps,
as
well
as
throughout
the
county,
and
I
think
it
was
well
attended
and
certainly
well
worth
our
time
and
efforts
in
introducing,
as
you
are
saying,
making
sure
families
know
that
they
can
access
the
supports
that
are
there.
I
Good
evening,
everyone
and
thank
you
so
much
for
the
opportunity
to
continue
to
serve
our
students
in
this
capacity.
I
think
you
are
absolutely
correct,
miss
corcodel
that
our
students
are
being
served
in
a
different
manner.
We
continue
to
add
services,
as
we
are
becoming
more
comfortable
with
in-person
interaction
with
our
families,
and
I
want
to
reiterate
that
word
families,
so
anne
arundel
county
public
schools
throughout
the
pandemic
has
not
just
supported
our
students,
but
our
families
and
one
way
in
which
we
do
that.
I
As
you
know,
ms
corcodell
very
well
is
every
other
week
I
meet
as
well
as
you
do
with
the
anne
arundel
county
partnership
with
youth
services,
so
that
we
can
continue
to.
I
think
one
of
the
the
good
things
that
have
come
from
this
collaborative
effort
is
our
relationship
with
the
anne
arundel
county
government,
and
so
through
that
we
have
increased
our
collaboration
and
therefore
our
services,
both
food,
mental
health,
support
internet.
All
of
those
things
we
talk
about
every
other
friday.
I
So
thank
you
to
you
and
that
team
for
that
collaboration
and
then
finally
I
mean
you
talked
a
little
bit
about
the
equity
and
I
was
asked
to
join
as
the
representative
for
anne
arundel,
county
public
schools,
the
anne
arundel
health
equity
committee
and
we
meet
on
a
regular
basis
and
we
talk
about
just
those
things
that
you're
talking
about
access.
I
I
We've
collaborated
with
our
partners,
such
as
the
community
college
and
the
libraries
to
get
all
of
that
information
out
about
vaccinations
about
testing
testing
hasn't
gone
away
right,
just
because
vaccinations
are
here
doesn't
mean
that
testing
goes
away,
and
so
we
continue
to
help
our
citizens
with
testing
as
well
as
some
of
the
financial
needs
that
they're
having,
as
well
as
opening
up
our
school,
our
school
campuses
on
saturdays
to
some
of
those
drive-through
food
banks.
I
So
we
continue
to
support
families
in
that
way,
and
we
will
continue
to
do
that
both
in
person
and
virtually,
and
I
think
that's
important
to
note
that
we
have
to
do
the
robust
support
for
the
students
that
are
in
person
as
well
as
those
that
are
virtual
who,
as
dr
tobin
mentioned,
there
is
a
real
need
to
help
families
who
do
have
some
sort
of
an
issue
to
overcome
with
in-person
instruction.
G
Thank
you,
miss
jackson.
I
I
so
greatly
appreciate
that
and
dr
lotto,
because
you
know
some
of
these
said
that
covet
is
not
an
equitable
crisis.
It's
it.
It
has
affected
in
in
such
disproportionate
measures.
We
still
have
an
obligation
to
move
forward
and
always
pray.
G
You
know
I'm
a
big
proponent
of
providing
as
many
choices
as
possible,
and
so
I
want
to
thank
you
and
thank
our
part
just
take
a
second
to
thank
our
partners
too,
because
this
these
groups
that
have
been
convening
have
overcome
many
obstacles
and
very
unique
think
outside
of
the
box
ways.
Quietly.
G
In
the
background
I
mean
all
of
our
food
pantry
services
are
all
coordinated
by
what
78
folks,
through
majority,
through
the
partnership
with
dr
brown's
group
and
they're,
not
getting
the
thank
you,
the
accolades
or
anything
even
with
alongside
our
food
service
service
workers
that
we
often
recognize
here.
So
it's
good
to
hear
that.
G
I
think
that,
as
we
continue
to
proceed,
everybody
is
coming
together,
regardless
of
what
that
decision
is
and
making
the
best
situation
and
continuing
to
reach
out,
but
we're
going
to
have
to
continue
that
reach
out,
and
I
just
hope
that
our
communities
recognize
the
role
that
they
need
to
play
to
support
us
in
our
efforts
and
support
their
fellow
neighbors,
because
we
need
all
hands
on
deck.
For
that.
G
E
C
I
don't
I
I
don't
know
this
is
antwine
I'll
I'll
see
if
I
can
get
one
of
my
somebody
to
count
on
the
calendar
for
you,
it's
a
good
question.
I
just
don't.
I
don't
know
exactly
how
many
days
we
have
left
in
the
school
year.
E
So
my
other
question
would
be,
of
course,
I'm
focused
on
education.
I
believe
education
is
pivotal.
Despite
all
that's
going
on,
and
the
students,
parents
and
otherwise
are
proving
daily
that
they
are
performing
much
better
in
person
in
many
many
cases
than
they
are
virtually
so
could
we
work
some
things
in
parallel,
for
example,
giving
that
second
chance
to
those
that
may
not
have
opted
for
a
hybrid
choice
before
but
feel
it
would
be
more
beneficial
now.
Could
we
do
that
at
this
point
in
time,
so
that
so
that
those?
C
So
I
want
to,
I
believe
I
understand
the
question.
Let
me
try
and
respond
first,
as
my
team
is
amazing,
there
are
54
days
remaining
in
the
school
year.
C
And
student
days
left
in
the
school
year
54.,
I
believe
your
question
mrs
santoyan
is:
can
we
add
more
students
to
the
hybrid
roles?
Is
that
your
question
that
those
that
are
currently
fully
virtual?
Can
we
add
them
to
the
hybrid
rolls.
E
What
I
heard
earlier
in
your
presentation
and
based
on
some
of
the
questions
put
before
you
a
few
minutes
ago,
it
was
a
dependency
factor.
Once
we
do
this,
then
we
would
do
that,
and
I
am
trying
to
understand
what
we
can
do
simultaneously.
E
C
Okay,
so
so
we
are,
we
are
doing
things
simultaneously,
so
we
want
to.
We've
asked
the
the
principals
to
clear
their
wait
lists
so
that's
happening.
C
They
are
contacting
families
and
saying,
if
you
want
in,
if
you
want
to
move
from
virtual
to
hybrid
and
they
have
space
either
in
the
bus
in
the
classroom
or
both.
So
that
is
happening
simultaneously.
C
We
are
focusing
on
those
special
needs:
students,
ed
regional
programs,
special
centers.
D
C
So
so
that's
the
struggle.
The
struggle
is
opening
it
up
to
all
students
four
days
a
week
is
exactly
the
struggle
that
we've
been
talking
about,
that
we
have
distancing
barriers
that
we
would
have
to
overcome
transportation
barriers
that
we
would
have
to
overcome,
because
we
could
still
only
transport
the
same
number
22
to
24
students
on
bus.
If
we
then,
for
example,
just
using
that
one
example
in
transportation,
open
it
up
and
say:
okay,
anybody
that
wants
to
come
back
four
days
a
week.
C
You
can
do
that
we
won't
be
able
to
transport
them
and
so
appropriately.
So
that's
the
reason
we
wanted
to
build
incrementally
and
possibly
get
to
that
four
days
a
week
for
those
priority
groups
of
students.
D
Thank
you,
president
ellis
I'd
like
to
thank,
of
course,
dr
lotta,
for
his
presentation.
I
wanted
to
mention
just
a
couple
things
and
I
had
maybe
one
question.
The
mission
of
the
board
of
education
of
anne
arundel
county
is
to
provide
leadership,
vision
and
support
to
anne
arundel
county
public
schools
that
ensures
an
equitable
world-class
education
and
creates
a
lifelong
learning
by
promoting
community
collaboration,
developing
responsive
policies
and
holding
ourselves
accountable
to
the
results.
D
So
I
wanted
to
focus
a
little
bit
on
the
promoting
community
collaboration,
we're
all
getting
lots
and
lots
of
emails,
and
I
I
thought
about
three
c
words:
can
anybody
think
of
three
c
words?
D
Now,
if
I
give
you
guys
a
quiz
which
one
of
them
would
be
the
bad
word,
some
people
would
say
it's
change,
we're
getting
a
lot
of
emails
from
people
that
are
talking
about
change.
We
don't
need
more
change.
They're
also
saying
we
do
need
consistency,
that's
clear,
but
they're
also
talking
about
the
need
that
they
have.
D
D
So,
having
said
that,
the
word
clarity,
so
my
question,
I
guess
dr
lotta
would
be
actually
I
had
two
but
you've
pretty
much
answered
the
first
one,
because
the
first
one
was
something
like.
What
would
you
think
would
be
one
of
the
wisest
courses
of
action
for
the
rest
of
the
school
year
based
upon
the
missions
that
we
have
you've
pretty
much
outlined
that
I
believe,
and
so
in
terms
of
clarity
and
also
in
terms
of
collaboration.
C
It's
it
it's
open.
I
had
to
make
sure
I
was
helping
you
it's
certainly
something
we
can
do.
I
I
guess
the
question
I
would
ask
without
thinking
too
deeply.
Mr
silkworth
is
to
what
end
right
I
want
to.
If
we're
going
to
survey
people-
and
I
like
to
do
that,
because
I
like
to
hear
directly
from
folks.
But
what
are
the
questions
we
want
to
ask
and
then
to
what
end?
Do
we
anticipate
using
that
information?
C
Because
one
of
the
things
that
I
think
you
are
hearing
loud
and
clear
from
from
most?
If
not
all,
stakeholders
is
we
want
to
open
the
school
year
next
school
year
in
as
normal
or
regular
a
process
as
we
can
right
our
plan
and
we
are
focusing
on
building
that
so
that
we
can
bring
back.
D
C
Of
our
students
five
days
a
week
back
to
that,
I
think
that's
a
real
focus
for
many
folks
again,
there
are
many,
as
you
have
said,
that
that
are
asking
for
no
change
and
we've
gotten
into
a
routine
as
a
family.
We've
got
daycare
or
or
or
child
care
taken
care
of,
and
things
are
working
right,
and
then
there
are
others
that
are
saying
it's
not
working
for
my
child.
C
My
child
needs
to
be
in
four
days,
if
not
five
days
a
week,
there
are
others,
as
we've
talked
about
this
evening
that
are
saying,
regardless
of
what
you're
doing
I
I've
got
to
keep
my
child
at
home
for
their
safety
safety
of
my
family
or
others.
C
So
there
are
there's
no
easy
answer
to
any
of
this.
I
don't
know
that
that
we
could
make
a
decision
make
everybody
happy,
but
I'll
go
back
to
if
we're
going
to
survey
folks.
What
is
it
that
we're
asking,
and
what
do
we
intend
to
do
with
that
information?
Because
I,
I
think
people
want
to
answer
a
survey,
but
they
also
know
that
it's
actionable.
What
are
we
going
to
do
with
the
information.
D
Great
thank
you.
I
was
a
little
surprised
a
few
minutes
ago
when
the
question
was
asked
about
the
number
of
days
left
and
and
and
drake
didn't
chime
in
the
senior
there.
I
would
have
thought
he
would
have
come
out
and
he
would
have
known
it
right
away.
These.
D
President
alice,
I
do
thank
you
for
the
opportunity
that
we've
all
had
this
evening.
I
think
my
word
about
clarity.
I
think
there
has
been
a
good
bit
of
clarity
that
that
has
been
shown
this
evening
in
terms
of
where
we
are
and
where
we
think
we
need
to
go
for
the
benefit
of
our
kids.
So
thank
you
so
much.
A
And
mr
smith,.
B
But
thank
you,
dr
arlotto,
for
your
presentation
and
I
guess
my
question
is
on
a
question
just
for
clarity.
So
we
already
kind
of
put
it
out
there
or
advertise
two
parents
that
if
you
originally
picked
that
you're
going
to
remain
hybrid,
that
you
can
get
on
a
wait
list,
I
mean
remain
virtual.
You
can
get
on
a
wait
list
to
become
a
hybrid
correct
and
that
was
you
said
it
was
like
800
folks
and
we
got
it
down
to
now.
We
only
have
about
140
students
county-wide
still
on
that
wait
list
right.
B
C
It
happened.
It
happened
organically,
so
meaning
that
that
people
chose
either
virtual
or
hybrid.
When
we
began
to
reopen
schools
for
march
first,
then,
as
the
hybrid
as
one
day
turned
into
two
turned
into
a
week
turned
into
two
weeks,
organically
families
began
to
then
request
of
their
schools.
Hey.
C
With
their
teacher
and
said,
hey,
I
want
to
be
part
of
that,
and
so
that's
so
it
very
much
happened
organically
that
that
those
families
began
to
make
those
requests
of
principles,
principles
with
them
in
transportation
to
make
it
occur,
and
we're
currently
at
now
down
to
140.
As
you
say,
on
that
wait
list.
B
And
I
guess,
and
your
I
don't
know
best
estimate
is
probably
a
loaded
question,
but
do
you
think
if
we
were
to
put
another
survey
out
to
families?
That
said
I
mean,
do
you
think
they
would
you
think
we
get
an
increase
in
parents
and
say
they
would
want
to
return
hybrid,
just
just
hybrid,
not
you
know
just
two
days
a
week.
C
Yes,
so
so
you
this
is,
this
is
a
question
we
are.
We
are
wrestling
with
mr
smith,
so,
yes,
I
believe
if
we
gave
parents
another
opportunity,
I
think
many
of
many
families,
obviously
over
800,
have
taken
taken
advantage
of
that
possible
move
and
gone
through
that
process.
C
There
may
very
well
be
some
more
that
that
didn't
know
that
that
was
an
option
and
that's
the
reason
that
I
am
sort
of
keen
on
putting
a
to
use.
Your
word
survey
out,
because
these
800
maybe
sort
of
families
in
the
know
and
push
the
envelope
there
may
be
families
out
there
that
do
want
to
make
a
change.
They
didn't
know
that
that
was
a
possibility,
so
I
want
to
give
them
that
ample
opportunity
to
choose
hybrid
if
they
want
to
now.
C
The
other
side
of
that
coin
is
mr
smith,
as
you
probably
know,
and
maybe
some
of
your
classmates
well
we've
got
some
students
that
are
going
from
virtual
to
hybrid
we've
got
some
that
are
going
from
hybrid
back
to
virtual,
and
so
we
have
seen
that
trend,
particularly
at
the
high
school
level,
at
high
school
seniors
who
have
chosen.
They
thought
they
wanted,
the
hybrid
wasn't
working
for
them.
B
B
Could
we
do
a
lottery
for
four
days
a
week
right?
So
at
first
we
pinpoint
all
the
priority
groups
of
students
in
that
school
right
and
we
say:
okay,
all
the
priority
groups
will
be
coming
in
four
days
a
week
and
we
have
an
x
amount
of
slots
open
to
you
know
have
I
guess
you
know
the
other
students
come
in
four
days
a
week
and
we're
going
to
put
it
up
to
a
lottery
for
students
already
that
are
already
in
the
hybrid
environment
has
any
thought
input
into
a
lottery
of
that
might.
C
Like
so
I
so
I
haven't
put
any
time
or
thought
into
a
lottery.
My
initial
concern
and
I'll
certainly
talk
about
with
my
team.
Mr
smith,
is
that
if
you
go
to
a
lottery,
there
are
some
that
win
the
lottery
to
use
that
terminology
and
some
that
don't
and
I'd
rather
target
the
students
for
use
of
the
four
days.
C
But
I
also
don't
see
we
would
put
an
extended
burden,
I
believe,
on
teachers,
if
teachers
now
have
some
students
that
are
only
two
days
a
week
and
some
of
those
students
that
are
four
days
a
week,
it
really
needs
to
be
all
of
those
students
in
that
cohort
are
four
days
a
week.
If
we
go
to
that
either
they
remain
two
days
a
week
or
we
spend
that
whole
cohort
to
four
days
a
week.
B
Oh
yeah
yeah,
that's
a
good
point
and
that's
why
I
said
you
know
we're
you
know
applicable.
You
know
where
we
have,
I
guess
a
smaller
amount
of
students
returning,
you
know
hybrid,
and
you
know
they.
I
guess
they
have
that
leeway
to
do
a
lottery
just
because
I
think
I
think
people's
goals
is
just
you
know
where
we
can
do
it
safely
and
effectively.
B
I
think
you
know
that's
what
they
want
instead
of
just
doing,
like
you
know
blanket
statement
just
you
know
I
don't
know,
but
I
think
the
answer
is
my
question.
I
mean
it
literally
just
popped
in
my
head,
as
you
were,
you
know
answering
the
questions
because
you
know
I
just
thought
you
know
we
do
lotteries
for
for
all.
You
know
for
the
magnet
programs
and
for
some
of
the
charter
schools.
So
I
just
thought,
but
thank
you
for
thank
you
for
your
answer.
A
J
I
have
a
question
about
the
140
students
on
on
waitlists,
because
I
I
represent
a
district
where
a
huge
percentage
of
kids
in
most
schools
went
back.
Can
you
can
you
tell
me
if
you
see
any
trends
in
that
number?
Are
they
mostly
focused
in
particular
clusters
and
how
many
of
that
140
are
seniors
or
juniors,
and
do
you
have
that
information.
J
C
J
No,
I
just
want
to
know
how
many
seniors
and
juniors,
and
if
there's,
if,
if
of
that
140
are,
are
they
mostly
concentrated
in
a
particular
cluster
or
clusters?
If
there's
any
trends
along
that,
because
you
know,
unlike
a
lot
of
the
clusters
in
the
county,
I
have
some
schools
with
almost
80
percent
of
the
kids
are,
are
are
back,
and
so
it's
it's
unlike
most
of
the
county
in
that
way,
so
I
just
wanted.
I
you
know,
I
want
to
know
where
we're
at
with
the
waitlist
and
in
interesting
circuit
five.
J
You
know
a
lot
of
a
lot
of
my
previous
questions
were
were
answered
and-
and
you
know
you
you,
you
checked
all
the
boxes
for
what
I
was
hoping
you
would
say
with
regard
to
bringing
back
various
groups
and
to
into
clearing
those
weight
lists
as
much
as
possible.
First
before
we
expand
the
number
of
days,
I
heard
in
the
priority
groups
a
bunch
of
groups
of
students
all
all
very
much
needing
to
be
back
four
days
a
week.
J
Okay,
I
have
received
a
few
emails,
as
you
might
imagine,
about
504s
and
and
then
being
met
or
not,
and
so,
if
you
can
keep
that
on
on
your
list
of
many
lists
of
groups
of
students
to
come
back,
that
would
be
great.
The
other
question
is
about
not
necessarily
bus
capacity,
but.
J
C
Yes,
and
that's
exactly
what
sort
of
my
point
I
made
several
times
so
far-
is
that
we
have
room
to
grow
even
at
the
current
six
foot
right
in
the
previous
six
foot
recommendation
of
distancing
in
the
classroom
around
school
and
on
buses,
we
still
have
some
room
to
grow,
yes,
okay,
but
that
is
again-
and
you
know
this-
but
I'm
going
to
say
this
really
for
the
public
again,
it's
on
a
case-by-case
basis
right,
one
bus
route
could
be
running
at
full
occupancy
and
the
other
one
could
have
four
or
five
students.
J
Okay,
I
mean,
I
think,
that's
all
I
have
at
the
moment.
I
just
I
just
from
where
I
sit.
It
can't
be
a
one
size
fits
all
because
we
don't
have
a
one
size
fits
all.
Now
I
mean
we
have
some
schools
that
have
80
of
their
students
back.
We
have
some
schools
with
20
of
their
students
back
and
everywhere
in
between,
and
so
I
would
I
would
hate
for.
J
However,
we
decide
to
carry
out
the
remainder
of
the
year
to
be
hampered
by
by
trying
to
do
a
one-size-fits-all
model,
and
that
might
not
be
a
popular
statement,
but
if
there's
certainly,
if
there's
room
in
various
schools
in
various
clusters
to
grow
the
number
of
students
that
we
can
reach
back
in
buildings
by
god,
we
should
do
that.
And
so
I
mean
that's
what
I
heard
you
say,
and
I
think
and
and
I'm
really
happy
about
that-
and
I
I
think
that
should
be.
J
I
think
that
should
be
the
key
and-
and
I
also
feel
that,
if
there's
room
for
for
various
clusters
or
various
schools
to
go
back
four
days
a
week,
even
if
others
can't
because
of
spacing
I
it
would
just
I
hear
about
equity
but
there's
also
an
inequity
and
not
doing
that
and
reaching
those
students.
So
I
a
lot
of
what
you
said.
I
I'm
very
much
in
support
of,
and
I'm
very
grateful
for
this
opportunity
to
hear
it
all.
So.
Thank
you
so
much.
C
A
F
E
K
Not
have
any
questions,
but
I
am.
I
would
like
to
introduce
emotion.
I
am
trying
to
construct
it
as,
as
I
hear
board
members
weigh
in
so
I
apologize,
but
I
know
that
we
have
a
a
very
short
time
tonight,
so
I
just
wanted
to
state
that,
as
we
increase
our
focus
on
providing
opportunity
for
all
students
and
in
looking
at
our
role
through
a
student
wellness
lens
that
includes
mental
health
and
support
and
giving
families
options
for
more
in-person
instruction
time
more
instruction
time.
K
In
light
of
the
recent
updates
in
the
cdc's
recommendation
on
physical
distancing
and
strategy
for
safe
school
reopening,
as
well
as
the
other
information
we
have
heard
this
evening,
I
move
that
aacps
take
the
necessary
steps
to
allow
families
the
option
to
send
students
to
an
in-person
learning
environment
four
days
per
week,
beginning
immediately
in
all
schools,
where
the
superintendent
determines
this
can
be
safely
accomplished,
based
on
current
enrollment
and
cdc
guidelines
for
special
education.
Oh
I
apologize.
A
F
No
questions.
Thank
you.
D
C
C
No,
I
don't
I
don't
know,
I
guess
it
just
depends
on
how
you
define
leeway.
I
I
understand
the
motion.
I
think
everything
that
we've
talked
about
tonight
and
that
I've
shared
is
captured
in
terms
of
the
spirit,
maybe
not
exactly
in
the
words,
but
in
the
spirit
of
everything
that
we
are
spelled
out.
Our
next
steps
are
and
where
we're
headed
with
bringing
more
students
back
into
school.
C
I
don't
know
that
the
motion
significantly
changes
anything
that
we
are
doing.
A
J
Shalheim
for
me,
I
want
to
be
supportive
of
everything
I
heard
tonight
and
so
for
me,
and
an
upvote
on
this
would
speak
would
would
show
you,
dr
alado,
that
I'm
supportive
of
what
you've
already
said
that
you're
doing,
and
so
that's
all
I
wanted
to
say
so
that
that's
how
I
see
this
and
I
I
hope
I
hope
that
you
don't
see
this
as
us
treading
into
your
lane.
So
much
as
us
supporting
your
efforts
that
we
heard
you
speak
to
tonight
is:
do
you
feel
that
way.
C
I
I
just
don't
know
the
I
would.
I
would
like
to
think
that
motions
are
to
give
direction
to
the
superintendent,
and
I
think
unless
I've
said
something,
that's
that
that
wasn't
clear.
We
are
going
to
work
towards
priority
groups
of
students,
who've
already
begun
to
make
contact
to
bring
them
in
four
days
a
week,
that's
already
underway,
and
our
plan.
A
K
I'm
gonna
follow
up
with
a
second
motion,
but
just
the
comments
that
I
heard
tonight
from
board
members
a
couple
of
board.
Members
really
seemed
to
want
to
segment
this
group.
So
I
guess
I
was
really
just
trying
to
capture
what
it
seemed.
The
the
feeling
of
the
board
was
along
with
with
the
recommendations
of
the
superintendent,
where
it's
not
intended
to
step
on,
toes
or
reiterate,
but
just
to
sort
of
help
to
collaborate
that
the
board
and
the
superintendent
are
both
on
the
same
page.
K
F
In
light
of
the
fact
that
everything
I
heard
tonight
supports
I'm
in
support
of
I,
I
don't
end
up
feeling
that
we
need
emotions,
so
I'm
an
a
miss
corked
corcodale.
B
Can
you
all
hear
me?
Yes,
yes,
okay,
my
internet
cut
out
worst
time,
but
just
so
we're
clear
we're
still
voting
on
this
frank's
motion.
As
it
was
stated,.
G
President
ellis,
in
light
of
the
technical
issues,
might
I
suggest
we
conclude
the
roll
call
and
withhold
the
final
call
so
that
we
can
try
to
reestablish
before
concluding
the
vote
and
and.
A
A
If
you
have
an
issue,
mr
burns,
please
weigh
in
otherwise
we'll
proceed,
in
which
case
I
will
go
back.
To
miss
frank,
I
see
mr
smith.
Oh,
mr
smith,
are
you
here.
J
K
My
second
motion,
that
is,
in
light
of
the
recent
updates
in
the
cdc's
recommendation
on
physical
distancing
and
strategies
for
safe
school
reopening,
as
well
as
the
other
information
we
have
heard
this
evening.
I
move
that
aacps
take
the
necessary
steps
to
allow
families
the
option
to
send
students
to
an
in-person
learning
environment.
B
A
Have
a
motion
and
a
second
okay,
so
again,
we've
had
a
lot
of
discussion.
A
lot
of
questions
answered
so
I'll
go
around,
but
keep
that
in
mind.
So,
starting
with
dr
tobin.
F
K
Light
of
the
recent
updates
in
the
cdc's
recommendations
on
physical
distancing
and
strategies
for
safe
school
reopening,
as
well
as
the
other
information
we
have
heard
this
evening.
I
move
that
aacps
take
the
necessary
steps
to
allow
the
option
to
to
send
students
to
an
in-person
learning
environment.
K
Four
days
per
week,
beginning
april
15
2021
the
start
of
the
fourth
marking
period
in
all
schools,
where
the
superintendent
determines
this
can
be
safely
accomplished
when
current
based
on
current
enrollment
and
cdc
guidelines,
while
still
providing
the
highest
quality
instruction
for
those
who
wish
to
remain
virtual
and-
and
I
did
send
this-
but
I
just
sent
it
just
a
few
moments
ago.
So,
if
you
guys
need
to
put
eyes
on
it,
I
could
turn
it
out.
F
Again,
I
believe
this
is
in
accord
with
what
we've
heard
from
dr
lotto
this
afternoon.
So
I
don't
believe
emotion
is
necessary,
so
I'm
a
nay.
G
Thank
you,
president
ellis.
I
don't
have
questions,
but
I
do
have
a
statement
to
make.
Just
in
general,
I
have
consistently
since
day
one
supported
as
many
choices
as
possible
for
our
students.
G
I
think
that
what
the
staff
and
under
dr
alato's
leadership
has
provided
is
a
realistic
snapshot
of
that,
as
the
motion
has
states,
and
I
also
recognize
the
importance
of
leaders
coming
together
and
showing
mutual
support,
and
I
think
a
resolution
is
not
quite
there.
I
think
it
was
adequate
for
us
for
many
moments
in
time
in
the
beginning,
but
I
think
us
standing
united
behind
that
affirming
it
by
motion.
G
I
understand
motions
can
serve
multiple
purposes
and
I
am
not
typically
a
fan
of
statement
based
motions
and
have
frequently
said
no
to
them
for
that
purpose.
But
reopening
is
clearly
unique,
and
I
think
now,
where
divides,
are
so
frequent
in
our
society
that
it's
important
for
us
to
recognize
the
unity
that
we
can
present
as
leaders,
and
so
we
can't
control
cdc.
We
cannot
control
how
many
buses
we
can
roll
out.
We
cannot
control
the
state
board
of
education.
G
There
are
many
things
that
we
don't
have
the
power
to
control,
but
I
think
that
us,
showing
that
we
support
what
we
do
have
a
role
in
and
the
board
clearly
does
have
a
role
in
these
matters
on
reopening
I
don't
I
I
see
that
it
is
capturing
the
provisions
of
the
spirit
intent
I
I
would
hope
that
the
staff
would
not
interpret
it
nor
the
residents
as
a
mantra
of
a
mandate,
and
it
was
carefully
language
that
wordsmith
does
such.
G
I
also
understand
that
sometimes
people
do
misinterpret
those
as
a
mandate,
and
so
I'm
just
going
to
say
out
loud,
I'm
not
voting
as
a
mandate,
but
voting
to
show
my
support
and
continued
team
effort
for
our
are
moving
forward.
Everything
I
heard
seems
like
it
is
meeting
our
needs
and
I
think
affirming
that
out
loud,
an
emotion
is
appropriate
in
this
case,
if
not
in
reopening
the
largest
decision
of
our
school
board,
considering
all
that
we
do
affirm
along
the
way,
I
think
this
is
probably
the
biggest
one.
G
So
I
will
be
a
yes
and
we'll
continue
to
support
the
spirit
and
intent
of
the
motion
that
it
is
designed
for.
A
E
President,
so
poor
miss
frank,
are
you?
Are
you
recommending
that
a
survey
go
back
out?
How
do
you
envision
families,
letting
that
soil
and
his.
K
D
Yes,
I
I
think
dr
alata
clearly
stated
where
we
need
to
go
and
how
we
need
to
get
there.
I
I
I
I
think
we
really
need
we've.
Had
we've
allowed
our
parents
to
have
choices
about
whether
they
wanted
to
stay
at
home,
whether
they
wanted
two
days
we've
met
them.
The
needs
of
our
special
needs
children
as
we
move
forward
toward
the
end
of
the
year.
D
Earlier
I
talked
about
those
three
c's
consistency,
change,
we've
gotten
lots
of
emails
from
many
of
our
our
teachers
and
and
and
parents
that
have
said
please,
no
more
change.
They
need
to
be
able
to.
Many
people
have
said
that
they
need
to
be
able.
D
A
C
C
I
have
yet
to
see
the
other,
the
second
for
the
second
motion
in
writing,
but
now
that
I've
heard
it
read
a
couple
of
times,
it
will
absolutely
tie
our
hands
because
now
I'm
gonna
have
competing
groups.
I'm
gonna
be
working
on
four
days
a
week
for
special
groups
and
then
basically,
an
emotion
is
a
mandate.
You're
now
mandating
me
and
my
staff
to
open
up
the
four
days
a
week.
That's
in
essence
what
I'm
hearing
I
haven't
been
able
to
see
it
writing
yet.
C
The
second
motion
outweigh
that
and
I've
got
to
focus
on
the
needs
of
all
the
general
students
and
getting
them
in
four
days
a
week,
despite
the
fact
that
we've
got
issues
that
are
that
we
have
yet
to
figure
out
and
overcome
like
transportation,
if
I
then
begin
to
open
things
up
for
folks,
so
this
is
a
I
I
don't
know
how
to
balance.
This
second
motion
with
the
first
function.
B
A
J
Have
to
get
off
the
line
in
a
second,
it
is
passover,
but
for
the
reason
some
of
my
colleagues
have
already
stated
I'm
a
nay
on
this
one.
Thank
you.
A
And
I
believe,
I'm
the
last
one
to
speak
before
we
end
with
miss
frank,
but
we'll
go
back
to
mr
smith
real
quickly.
Afterwards,
look
I
I've
been
saying
it
throughout
this
pandemic.
A
A
That
we
can
and
should
have
students
in
the
classroom
as
much
as
possible
and
that's
why
the
elementary
school
level
is
so
much
more
lenient
than
the
middle
and
high
school
we've
seen
we've
seen
the
test
scores,
I
mean
not
test
scores,
sorry
grades,
the
report
that
came
out
with
msde
last
week
it
we
cannot
identify
all
of
those
struggling
students
because
we
hear
from
parents
all
the
time
who
are
telling
us
how
their
students
are
struggling,
but
they're,
not
it's
not
necessarily
reflected
in
their
grades,
but
this
has
had
a
horrendous
effect
on
our
on
our
students,
development,
social,
emotional,
academic,
everything.
A
I
don't
see
these
as
competing
motions.
I
see,
I
see
the
first
motion
saying
prioritize
these
students
and
then
open
up
in
every
way
possible
the
option
to
the
rest
of
our
students,
and
so
that's
that's.
I
think
the
basis
for
how
I
can
support
this.
For
those
for
those
who
have
been
writing
and
saying,
please,
no,
more
change,
no
one
is
taking
your
options
away
from
you,
but
we
have
families
who
are
in
great
need
to
have
their
students
in
the
classroom.
A
And
you
know,
when
I
look
through
the
cdc
website,
I
see
phased
mitigation
strategies
layered
when
possible
is
riddled
throughout
there.
We
do
everything
we
can
to
keep
our
students
safe
and
then
we
provide
them
the
opportunity
for
an
education.
So
with
that
being
said,
I
certainly
am
in
support
back
to
mr
smith.
Dr
arlotto,
do
you
have
anything
to
add,
I
believe
or
mr
smith,
you
can
go
ahead
and
ask.
B
Afterwards,
your
answer.
C
Yeah,
my
answer
is
the
same.
It's
I
feel
this
is
now
a
a
competing
motion
that
that
we're
going
to
focus
on
the
needs
of
those
those
priority
needs
students
and
or
to
get
them
back
in
the
classroom.
Four
days
a
week.
C
B
But,
and
just
quickly,
I
know
the
motion,
it
says
as
you
deem
fit
and
where
you
see
we
can
safely
accomplish
this,
doesn't
that
put
the
power
in
your
hands
sort
of?
C
Well,
I
don't
this
is
so
the
board
makes
a
motion
to
make
a
mandate
and
to
direct
the
superintendent's
work.
So
while
the
terminology
says
that
that,
as
you
are
saying,
the
superintendent
and
staff
have
the
power,
that's
not
how
many
people
will
read
it
and
you
will
hear
from
constituents
will
say
the
board
directed
you
to
do
this,
dr
alato,
and
now
you're
not
doing
it
right.
C
So
the
board
directed
me
also
some
time
ago
to
provide
as
much
teleworking
opportunities
to
staff
as
possible,
which
we
have
done
and
now
that
does
and
while
the
right
thing
to
do
it
does
limit
our
ability
to
expand.
That's
one
of
the
issues
expanding
the
four
days
a
week.
Do
we
have
the
staff
available
to
work
before
I
shouldn't
say
work
four
days:
that's
not
appropriate
because
they
are
working
but
they're
working
remotely.
C
C
A
B
B
No,
no
and
the
reason
I
ask
this
question
because
you
know
I
go
to
meet
high
school
right
and,
like
we
all
know
this
lesson
like
what
25
is
going
back
to
the
school.
I
see
where
there
is
the
at
my
school
right
where
I'm
coming
from.
There
is
a
there
is
the
possibility
to
bring
students
back
four
days
a
week.
I
know
other
schools
like
savannah
park,
broadneck
broadneck
and
those
clusters
not
so
much
right.
B
I
just
want
to
make
sure
that
I
just
want
the
public
to
be
aware
that
you're,
not
just
gonna,
not
do
anything
right,
no
matter
what
gets
passed
right,
you're
still
going
to
you
and
your
team,
as
you
have
always
done,
you're
gonna
take,
I
guess
every
you
know
basically
leave
no
stone
unturned
right,
you're
gonna,
you
know
look
at
every
possibility
to
bring
you
know
an
increased
number
of
students
back
first
and
foremost
and
then
increase
the
number
of
days.
Students
are
going
back,
correct.
C
B
Okay,
great,
so
I
guess,
after
hearing
all
that
the
motion,
it's
the
motion,
the
intent
of
the
motion
is
to
support
you
right
and
we
all
support
you,
but
we
know
that
some
people
in
the
community
are
going
to
take
it.
As
you
know,
we
have
to
do
it,
we
have
to
do
it.
If
you
don't
do
it
you're,
failing
the
kids
right
you're,
not
doing
what
the
board
told
you
when,
in
fact
the
motion
is
stated
where
it
gives
you
the
leeway
so
we're
kind
of
between
a
rock
and
a
hard
place.
B
So
I
guess
I'm
really
just
thinking
all
this
out
right
now
because,
like
I
said
coming
from
a
place
where
I
know
some
schools
can
do
it,
and
I
know
that
this
motion
says
that,
but
you
know
what
the
public
sees.
So
I
guess,
dr,
I
trust
you.
You
know,
I
trust
you
and
the
team,
so
I
guess
I'm
just
gonna
really,
you
know
leave
it
all
up
to
you.
So
I
I
guess
well,
you
know
we'll
let
the
vote
come
out,
but
thank
you,
president
ellis.
A
Sure-
and
I
I'm
sorry,
I
meant
to
offer
friendly
amendment
and
you
know
see
if
it's
amenable
but
april
19th
is
a
monday,
gives
a
little
more
time
in
breathing
room.
I
know
the
fourth
quarter
starts
on
april
15th,
but
that's
a
thursday
would
that
be
acceptable.
A
Sorry
I
didn't
hear
okay,
sorry,
I've
got
I
I'm
just
checking
a
member
got
booted
off
the
call.
Oh,
I
believe
she's
back
okay.
K
In
the
interest
of
time,
I'll
just
say
that
you
know
just
trying
to
give
folks
as
many
choices
as
possible
and
let
them
know
that
we're
in
alignment
with
where
we
need
to
go
and
just
sort
of
articulate
to
the
public
that
you
know
not.
Everyone
can
watch
these
to
our
meetings
and
when
dr
arlatta
says
he's
working
towards
xyz.
Sometimes
I
feel
that
motion
captures
that
better
than
a
very
lengthy
board
meeting.
So
I
really
want
to
acknowledge
that.
No
we're
not
going
to
be
bringing
students
back.
K
You
know
in
every
school
for
every
student
five
days
a
week
and
obviously
I'm
not
suggesting
that
that's
what
this
motion
represents,
but
I
absolutely
do
want
to
just
ensure
to
the
public
that
we
are
bringing
back
as
many
students
as
dr
arlato
is
able
to
do
in
as
soon
a
timeline
as
we
are
able,
and
it's
sort
of
our
promise
to
the
public
that
we're
continuing
to
do
that.
J
L
K
A
A
L
A
G
President
alice,
in
light
of
the
failed
motion,
I
I
would
like
to
offer
a
resolution.
A
G
And
I'm
winging
this
so
I'll
just
ask
if
there
is
a
there's,
a
problem.
Let
me
know,
but
I
I
really
do
feel
it's
important,
that
we
show
unity
and
I
I
am
a
little
disappointed
that
we
weren't
able
to
come
to
language
that
that
made
that
possible.
But
I
think
we
can
resolve
as
a
board
to
I
move
that
the
board
resolve
makes
the
following
resolution.
G
G
And
further
that
the
board
of
education
requests
that
we
continue
to
do
so
with
haste
for
as
many
students
as
possible
prior
to
the
conclusion
of
the
school
year.
G
Please
don't
ask
me
to
repeat
that
I
literally
did
that
off
the
top
of
my
head,
but
basically
yeah.
A
G
Or
should
I
I
mean
if
we
can
stand
for
a
minute,
I
I
can
try
to
retype
it,
but.
L
L
G
Ellis,
if
I
may,
if
we
could
stand
at
ease
for
like
as
long
as
it
would
take
me
to
type
it,
and
I
can
get
that
over
to
miss
helen,
the
members.
As
long
as
it
takes
me
to
type
an
email.
A
Okay,
okay,
just
I'm
just
gonna,
ask
everyone
to
hang
tight.
We
did
promise
a
short
meeting.
A
G
G
No,
no,
no,
I
was
just
asking
for
a
brief
stand
at
ease,
because
I
honestly
didn't
think
that
I
I
thought.
G
K
G
A
Bit
I
will
unmute.
Thank
you,
mr
smith.
Yeah,
I
think
miss
corcodel
maybe
wants
to
write
it
more
succinctly
now
that
she's
typing,
but
thank.
E
E
E
E
G
President
alice,
I
want
to
thank
you
and
my
fellow
members
and
colleagues
and
staff
for
entertaining.
I
don't
think
it's
absolutely
perfect
in
my
version
of
perfect,
but
I
do
believe
it
captures
what
I
had
intended,
which
was
to
number
one
move
this
to
a
resolution
and
that
wait.
A
second
looks
like
I
have
an
error
hold
on
in
one
of
them.
Let
me
see
if
that
fixes
it.
E
G
G
Okay,
my
my
sincere
apologies,
but
so,
as
I
said,
my
goal
is
to
it
sounded
like
this
was
maybe
a
little
too
strong
of
of
a
statement.
And
although
I
disagree
with
the
interpretation,
I
do
recognize
the
need
to
for
varying
comforts.
So
I'm
proposing
a
resolution
instead
of
emotion
that
calls
out
the
affirmation
and
dr
alato,
I
believe,
you're
included
on
this.
G
So
I'm
going
to
reread
this
into
the
record.
Miss
president
ellis.
If
you
would
like-
and
I
had
and
miss
hal
has
a
copy
as
well.
G
Let
it
let
it
hereby
be
resolved
that
the
board
of
education
fully
supports
the
plans
outlined
during
the
meeting
of
march
30th
21
2021,
whereby
it
was
advised
that
as
many
choices
as
possible
will
be
acted
upon
to
add
additional
hybrid
opportunities
for
both
two-day
and
four-day
choices
within
the
most
recent
cdc
guidelines
and
recognizing
the
operational
hiring
and
health
issues
that
exist
and
that
it
occur
as
soon
as
possible.
B
F
F
E
I
only
have
a
question
about.
I
understand
the
motions
the
motion
was
interpreted
as
a
mandate,
even
though
clarification
was
shared.
How
would
the
resolution?
What
would
the
resolution
be
doing
outside
of
saying
we
support
what
dr
alato
has
has
said
as
the
manager
of
the
schools?
I
am
not
understanding
why
we
need
the
record.
E
A
G
No,
no,
no
don't
apologize.
I
was
just
making
sure
that
we,
our
president,
is
recognized
in
her
authority.
So
my
answer
is
that
number
one
is
one.
It
was
emotion
that
and
it
has
failed,
so
we
did
not
have
a
majority
of
that,
and
that
is
where
my
concern
is.
I
do
not
likewise
for
the
sa
same
and
similar
reasons
that
dr
alato
pointed
out
of
interpretation.
G
We
are
now
have
a
motion
that
had
indicated
support
to
the
superintendent
that
has
failed.
I
think,
ultimately,
I
I
remain
committed
to
the
importance
of
us
being
sup
co-supportive
of
one
another's
efforts
and
do
not
want
the
votes.
The
the
failed
motion
to
also
have
an
indication
that
could
be
detrimental
to
people's
trust
in
their
school
system
and
trust
that
we
are
working
together
for
everybody's
best
interest,
and
I
thought
that
the
best
compromise
would
be
a
resolution
where,
by
which
we
are
making
a
statement.
G
That's
what
resolutions
do
is
say
that
we
have
a
position
and
the
position
that
I
am
proposing,
I'm
offering
to
my
colleagues
tonight,
is
a
support
of
the
superintendent
and
a
recognition
of
the
challenges
that
he
is
thusly
facing,
as
well
as
our
interest
of
timely
support.
G
You
know
timely
delivery
of
what
as
much
as
we
can,
which
is
obviously
what
we
have
been
doing
along,
but
I
think,
based
on
our
practice
of
having
motions
and
resolutions
in
this
category
that
this
would
perhaps
clean
up
that
now
new
negativity
that
was
created
as
a
result.
E
Well,
well,
thank
you
for
what
I'm
understanding
that,
because
the
motion
that
would
have
for
lack
of
a
better
term,
it
would
have
done
to
support
this
revolution,
is
doing
you're,
introducing
a
resolution
which,
which
is
the
statement
rather
than
the
perceived
mandate,
so
that
the
public
understands
support.
G
Yes,
one
correct,
yes,
you're,
correct
one
is
an
action.
One
is
a
statement
we
are,
and
that
is
why
they
are
different
enough
also
to
be
heard.
At
the
same
time,.
E
I
I
believe,
with
this
meeting
in
itself,
is
an
indication
of
how
important
this
is
to
us
as
the
board.
Overall,
I
believe,
all
of
our
members
have
emphasized
our
support
to
educating
our
students,
especially
those
who
are
clearly
struggling
in
the
current
status
status,
quote
environment.
E
I
I
I
plan
to
support
the
resolution
as
I
did
the
motion,
but
I
want
to
make
it
very
clear
to
everyone
listening.
This
is
in
support
of
our
school
system
and
he
who
leads
it,
which
is
dr
alato
for
the
best
interest
of
our
students.
Our
students
have
to
be
educated.
They
are
demonstrating
that
the
education
right
now
is
in
jeopardy
and
whatever
it
takes
to
ensure
that
they
get
the
proper
education.
I
support.
A
D
Well,
the
resolution
is
clearly
different
than
the
motion
that
failed.
So
I
clearly
in
in
support
and
I've
said
that,
and
I
think
most
of
our
board
members
have
said
the
same
thing-
that
we
are
in
support
of
the
work
that
dr
a
lot
and
his
staff
have
already
done
in
terms
of
where
we
are
and
where
we
need
to
go.
Based
upon
the
mission
statement
that
we
have
I,
this
is
clearly
again
not
the
same
as
the
the
motion.
D
I
can
certainly
probably
support
this
because
it
it's
it's.
It's
just
reaffirming
our
support
for
all
of
the
plans
that
we've
heard
this
evening,
which
do
include
efforts
to
be
able
to
get
as
many
of
our
students
back
whether
it's
two
days
for
those
that
are
not
back
or
or
four
days
for
those
that
are
back
two
days.
I
think
it,
I
think,
that's
important.
So
having
said
that,
I'm
not
quite
sure
we
need
the
resolution,
but
I
think
I
could
vote
for
this.
B
Thank
you,
president.
Dr,
like
I
asked
you
before
I
mean
before
we
all
know,
resolutions
are
supposed
to
support
a
cause
or
support
someone.
So
this
resolution,
just
you
know
so
I
asked,
will
it
support
you
or
do
you
feel,
like
it's
gonna,
add
more
pressure.
A
Okay
and
I
keep
getting
lost
frank.
K
I
have
a
couple
comments
that
I
kind
of
didn't
say
the
last
time
around,
so
I
just
were
not,
as
I
guess,
pressed
for
dime,
as
I
thought
we
were.
I
did
want
to
say
that
one
concern
that
I've
had
is
that
there
have
been
a
lot
of
changes
this
year.
D
K
And
there
have
been,
and
everyone's
life
has
changed
in
some
way
and
when,
when
people
say
that
you
know
we,
we
should
stop
change
just
for
that
sake,
I
think
about
our
kindergarten
students,
where
20
of
their
life
is
their
year
of
kindergarten
already.
K
So
I
know
that
even
if
we
could
give
them
a
short
time,
a
short
window
of
learning
in
their
accelerated
learning
time,
that's
significant
for
them,
and
I
and
I
think
it's
worth
getting
as
many
kids
back
as
we
possibly
can
in
any
situation,
and
if
it's
one
school
over
another,
then
it's
as
many
kids
as
we
can
get
into
a
building,
and
I
support
any
effort
to
continue
with
that.
K
I
do
want
to
say
in
the
spirit
of
unity
and
and
some
of
the
things
that
I
think
miss
corbin
is
trying
to
accomplish
with
this
resolution,
that
every
day
is
an
incredible
honor
to
serve
with
the
members
of
this
board
and
dr
alato,
and
in
the
short
time
that
I've
been
here,
we've
tackled
some
extremely
challenging
issues
with
compassion,
grace
thoughtfulness
and,
I
believe,
teamwork,
and
I
will
continue
to
support
that
mission.
Thank
you.
A
So
I
think
a
little
bit
to
piggyback
off
what
miss
frank
just
said.
You
know
just
briefly,
I
I
have
disagreed
with
every
single
board
member
I've
ever
served
with.
I've
certainly
disagreed
with
dr
arlotto
at
times
that
does
not
imply
a
lack
of
unity.
I
support
every
decision
the
board
has
made
and
I
haven't
voted
in
favor
of
every
decision
the
word
has
made,
and
so
I
I
hope
that
what
I
have
to
say
is
not
received.
A
I
hope
everyone
understands
the
spirit
in
which
I'm
saying
this.
Of
course
I
support
dr
alato.
I
made
that
very
clear.
I
believe
I
even
gave
a
speech
about
it
in
our
last
public
meeting.
I
don't
support
where
we're
going
right
now.
A
So,
for
that
reason
I
I
cannot
support
this
resolution
because
I
I
have
to
I
I
I
have
to
take
a
position
for
our
students
and
in
this
case,
and
so
again,
it's
it's
not
a
lack
of
unity
with
the
board.
It's
not
a
lack
of
support
in
our
superintendent.
A
G
Thank
you,
president
ellis,
and
I
appreciate
the
candor
I
there
was
a
lot
that
I
was
going
to
say
that
miss
antwine
said
very
well.
We
have
this.
We
have
as
a
board,
considered
miss
frank's
motion.
I
supported
it.
G
G
This
is
a
support
motion
for
you,
I
think,
leaves
a
gray
cloud
in
an
otherwise
pending
continuing
storm
of
covet,
and
we
have
made
resolutions
like
this
that
have
greatly
benefited
our
students
and
moved
the
mark
and
move
the
ball,
and
this
is
not,
in
my
opinion
and
all
or
nothing,
each
and
every
single
time
we
make
the
strides.
We
take
the
steps
and
there's
a
time
for
principled
action
and
there's
also
a
time
to
remind
everybody
that
we
are
together,
and
I
believe
that
that
is
what
this
does.
G
G
I
know
that
that's
usually
a
no,
but
that
is
how
the
origin
of
this
came
to
be,
and-
and
so
I
think,
it's
important
that
we
understand
the
history
of
how
we
got
here
and
so
upon
conclusion
of
that
vote.
It
occurred
to
me
that
I
I
think
we
do
need
to
end
on
what
I
thought
would
be
a
unified,
and
I
respect
if
not,
but
I
would
just
ask
you
to
consider
that,
regardless
of
the
outcome
of
this
vote,
we
have
opportunities
to
continue
to
have
these
conversations.
G
We
have
a
still
ongoing
mandate
of
this
board
to
receive
reopening
updates
and
have
the
purview
of
based
upon
that
information.
Continuing
those
motions
in
the
here
and
now
I
think
I
I
would
prefer
leaving
this
meeting
telling
my
constituents
that
this
is
at
least
what
we
know
we
can
do,
and
I
think
saying
at
least
this
is
we
know.
What
we
know
we
can
do
is
how
we've
got
how
we
were
able
to
accelerate
it
so
quickly
and
how
we
would
have
been
able
to
accelerate
and
meet
those
needs.
G
So
I
just
would
encourage
everyone
to
think
of
it,
perhaps
with
a
different
twist
of
not
about
how
you
feel
about
four
days.
Five
days,
everybody,
nobody
choices,
no
choices,
but
rather
to
recognize
the
language
that
I
chose
and
take
it
for
its
face
value
and
that
tomorrow
is
a
new
day
and
we'll
have
many
more
opportunities
to
continue
this
conversation
and
we
do
meet
next
week.
So
that's.
F
F
A
A
Okay,
so
I
think
we've
been
through
every
member,
so
I
think
that's
going
to
conclude
the
meeting
this
evening,
we'll
be
meeting
again
noon.
I
believe,
on
april
7th
and
thanks
everyone.