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From YouTube: BOE Public Session 7 08 2015
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A
A
A
All
those
in
favor
motion
passes
nine
zero
zero.
I
haven't
been
able
to
say
nine
for
a
while
welcome
jake,
oh
debbie's,
not
in
her
seat.
Eight.
A
Later
item,
okay,
would
you
like
to
raise
your
hand,
so
I
can
say
9-0-0.
A
And
before
I
move
on
welcome
to
to
jacob,
we
got
to
attend
his
swearing-in
on
july
1st,
so
we
are
now
a
full
board
again
very
exciting
item
2.04
established
agenda
order.
The
order
stands
as
published
item
2.05
recognitions.
We
don't
have
any
recognitions
today,
so
that
brings
us
to
2.06
school
and
community.
Highlights
mrs
nelly.
C
Well,
I
wanted
to
bring
to
your
attention
an
event
that
I
attended
on
june
27th
saturday.
It
was
the
first
biennial
breakfast
celebration,
fundraiser
honoring,
living
legends
and
distinguished
educators
from
from
the
wylie
h,
bates
legacy
center
board
of
directors,
and
it
was
a
truly
amazing
morning
that
I
spent
with
over
250
attendees
and
at
the
risk
of
taking
a
little
bit
too
much
time.
I
want
to
say
that
the
living
legends
were
miraculous.
They,
they
were
just
wonderful
and
I
want
to
list
name
them.
C
C
C
There
were
four
different
students
who
came
forward
and
gave
eloquent
speeches
about
the
impact
that
their
educator
their
teachers
had
had
on
their
on
their
lives
and
on
their
successes.
It
was
just
a
wonderful
wonderful
time,
and
I
want
to
thank
dr
boyd
and
her
team
who
planned
this
event
and,
like
I
said
it's
going
to
be
biennial
and
I
will
look
forward
to
attending
it
in
the
times
to
come.
C
C
The
legacy
center
is
dedicated
to
preserving
and
presenting
the
history
of
wiley
h,
bates
school,
formerly
1933-1966,
the
only
high
school
for
african
americans
in
anne
arundel
county.
It
is
a
unique
cultural
arts
heritage
center,
displaying
historical
documents
and
collections
that
preserve
the
african-american
experience.
C
They
also
honored
and
I
won't
read
them
all,
but
honored
distinguished
educators,
african-american
educators
and
there
were
maybe
some
20
of
those
honored.
So
it
was.
It
was
quite
a
celebration,
and
I
I
really
enjoyed
sitting
at
at
the
table
with
rose
tasker,
with
whom
I
had
worked
at
van
gaachlin
and
with
the
current
principal
at
van
bakken
felicia
hardy,
and
it
was
just
it
was
just
a
wonderful
day.
Thank
you.
A
The
only
other
thing
I
have
is
dr
alato
and
I
were
invited
and
able
to
attend
iftar
last
night
with
the
muslim
community
of
annapolis
out
in
gambles,
and
it
was
just
a
wonderful
celebration
evening
with
them
and
we
were
really
grateful
for
their
hospitality.
A
The
next
item
on
the
agenda
is
public
comment.
Anyone
wishing
to
speak
on
an
item
not
on
today's
agenda
may
offer
testimony
during
this
public
comment.
Portion
of
the
meeting
speakers
will
be
allotted
three
minutes.
Each.
The
board
asks
that
comments
remain
civil
and
appropriate
for
the
various
audiences
that
may
be
watching
or
viewing
the
meeting
student
specific
and
personal
matters
are
confidential
and
cannot
be
discussed
in
this
forum.
A
This
time
is
intended
for
speakers
to
voice
their
opinion,
not
necessarily
as
a
question
and
answer
period.
Speakers
may
pose
questions,
but
answers
will
be
counted
toward
the
three-minute
allotment.
For
the
record,
please
give
your
name
before
speaking
and
handouts
should
be
given
to
the
board
assistant.
A
I
have
five
cards
that
have
been
filled
out
for
this
portion
of
the
public
comment:
jacqueline
allsup
bill
jones,
richard
downes,
elena
downs
perez
and
lisa,
rodvichi
or
roger.
D
I've
come
today
to
welcome
the
newly
appointed
board
members.
Mr
thomas
frank,
miss
julie,
hummer,
miss
allison
pickard.
According
to
each
of
your
applications
to
the
school
board
nominating
commission,
you
all
have
stated
that
you
believe
closing
the
achievement
gap
in
our
public
school
system's
biggest
concern
for
this.
We
are
grateful
and
we
applaud
your
veracity
in
recognizing
what
we
have
known
for
a
very
long
time.
D
We
thank
you
for
your
courage
in
bringing
this
issue
back
to
the
board
and
hope
you
remain
steadfast
in
your
convictions
and
promises
to
ensure
that
this
issue
remains
front
and
center
in
in
the
affairs
of
the
board.
We
also
welcome
student
board
member
jacob
horscamp
jacob.
We
hope
you
will
continue
to
bring
the
diversity
of
the
students
input
into
the
board
discussions
and
exercise
your
vote
on
their
behalf.
We
are
truly
glad
to
see
this
new
composition
of
the
board
members.
D
D
It
is
you
who
can
represent
the
hope
of
so
many
of
our
children
who
are
not
succeeding
in
this
district
of
plenty
in
this
county
of
plenty
in
the
state
of
plenty
and
in
this
country
of
plenty.
The
naacp
has
been
a
strong
advocate,
and
certainly
one
of
the
most
outspoken
on
the
achievement
gap,
discipline
disparities
in
community
engagement
in
a
time
of
great
racial
challenges
in
our
nation
and
indeed
in
our
communities.
D
D
As
a
reminder,
in
2005,
the
board
of
education
signed
onto
the
u.s
department
of
justice,
mediated
agreement
with
the
office
of
superintendent
and
the
naacp
and
other
complaints
on
behalf
of
african-american
students
and
parents
to
monitor
anne
arundel,
county
public
schools,
efforts
to
eliminate
disparate
treatment
and
educational
outcomes.
However,
our
engagement
with
anne
arundel
county
public
schools
did
not
just
begin
with
the
office
of
civil
rights
memorandum
of
agreement.
We
intend
to
continue
our
commitment
to
our
children
by
working
with
you
and
expect
not
to
be
shut
out
of
the
process.
D
D
E
Good
morning
morning,
president
corblak
ms
nalley
members
of
the
board,
both
old
and
new.
My
name
is
bill
jones,
I'm
the
executive
director
of
the
teachers
association
of
anne
arundel
county,
I'm
here
to
revisit
an
item
that
you
heard
much
from
my
local
president,
richard
benfir
about,
and
it
had
to
do
with
the
change
in
the
calendar
at
the
semester
change
of
next
school
year.
E
E
E
E
E
The
second
semester
is
almost
like
starting
the
year
over
new
seating
charts,
new
book
assignments,
new
book
collections
groups
created
clicker
assignments
and
classes
typed
into
the
program,
cognitive
tutor
for
algebra
1
teachers,
504
and
special
ed
information
collected
teacher
discussions
on
students
who
have
switched
teachers
to
minimize
the
relearning
of
students
grade
books
to
set
back
up
team
meetings
to
create
second
semester,
syllabi
copying
of
materials,
continuation
of
lebson
plans.
The
new
semester
is
like
a
new
year
and
then
the
respondent
in
all
caps,
followed
by
exclamation
points.
One
day
is
not
enough.
E
E
F
F
The
document
emphasizes
the
word
all,
but
I
emphasize
the
word
equal,
while
some,
including
my
daughter
may
argue,
with
the
fairness
of
a
randomized
lottery
to
be
fair,
any
admissions
process
must
also
balance
as
best
it
can.
The
number
of
students
that
feed
into
each
magnet
school
of
the
county's
19
middle
schools
11
feet
into
north
county
stem
and
8
into
south
river
stem
based
on
this
year's
school
enrollment
data.
That's
just
over
2
900
students
in
the
north
county
area
and
just
over
2
400
in
the
south
river
area.
F
F
This
means
that,
while
on
the
surface
about
500,
more
students
are
in
the
pool
for
north
county
stem
when
you
factor
in
msa
scores
with
enrollment
of
those
schools.
There
is
an
approach.
There
are
approximately
350,
more
students
that
scored
advanced
to
proficient
on
the
math
msa
at
the
schools
which
feed
into
south
river.
F
Looking
at
the
final
high
school
waitlist
for
the
past
four
years,
south
river
stem
has
an
average
final
waitlist
size
of
70,
with
a
low
of
51..
North
county
stem
has
an
average
funnel
weightless
size
of
24
and
has
only
ended
up
above
20
once
beyond
the
stem
high
school
wait
list.
There
is
a
disparity
in
the
way
that
the
two
schools
lists
move.
F
F
Just
to
wrap
this
up.
If
I
can
very
quickly,
the
combination
of
south
river
stems
having
a
higher
application
rate
and
a
lower
decline
rate
than
north
county
hits
home
with
me,
my
daughter,
applied
to
south
river
stem
and
started
the
process
in
the
mid
50s
on
their
wait
list.
If
we
lived
in
an
area
covered
by
north
county
stem
and
she
had
started
at
the
exact
same
position
on
their
wait
list,
she
would
have
a
seat
offer
and
currently
be
around
90
on
that
list.
F
F
I
believe
that
the
information
I've
highlighted
this
morning
shows
that
the
system
is
out
of
balance
in
the
northern
end
of
the
county.
I
would
ask
the
board
to
ask
the
magnet
office
to
look
into
this
and
report
back
to
the
board
on
the
issue
of
geographic
balance
in
the
stem
magnet
school
admissions
process.
Thank.
A
F
G
Good
morning
my
name
is
eliana
downs
perez
and
I
am
a
resident
of
lothian
maryland
and
I
am
here
to
talk
to
you
all
on
the
subject
of
the
magnet
school
lottery.
The
current
system
is
a
total
lottery
where
students
are
assigned
numbers
and
those
numbers
are
randomly
assigned
to
a
place
in
either
the
list
of
seat
offers
or
a
wait
list.
G
G
G
G
The
thomas
jefferson
school
has
a
completely
merit-based
system
where
students
are
evaluated
based
on
grades,
their
score
on
the
school's
entrance,
exam
teacher
recommendations
and
an
essay.
The
school
also
has
higher
standards.
Concerning
grades,
a
student
with
a
gpa
less
than
3.0
does
not
qualify.
G
G
G
H
Good
morning,
president
corbilak
vice
president
nally
members
of
the
board
and
dr
arlatto,
my
name
is
lisa
rodvian
and
I
am
a
secondary
teacher
in
anne
arundel
county
public
schools.
First,
I
want
to
thank
you
and
congratulate
you
for
taking
meaningful
steps
towards
the
implementation
of
later
school
start
times
as
the
educational
policy
leaders
for
aacps.
H
H
Nonetheless,
these
students
would
come
to
school
to
try
and
earn
the
ever
coveted
high
school
diploma,
but,
that's
not
to
say
they
would
come
to
school
with
ease
many
days
as
many
as
50
percent
of
my
students
were
absent
among
the
students
who
did
arrive
at
school,
I
recall
tapping
on
the
desks
of
many
sleepy
students.
I
also
learned
that
when
your
family
has
no
car
or
when
your
parents
shifts
start
early
in
the
morning
and
they
leave
the
house
before
you,
wake
up
missing
the
bus
means
missing
school.
H
Many
other
students
have
the
luxury
of
a
parent
or
a
classmate
who
can
drive
them
to
school
if
they
oversleep,
but
our
most
at-risk
students
usually
do
not.
One
of
my
students
told
me
that
oversleeping
his
alarm
and
missing
his
bus
meant
that
the
only
way
to
get
to
school
would
be
to
dig
into
his
own
part-time
job
earnings
and
pay
the
twenty
dollars
for
a
cab
ride
to
school.
H
While
the
dedication
of
this
student
is
admirable,
most
students
in
his
shoes
would
probably
stay
at
home
and
lose
a
day
of
their
education.
These
students
need
our
help
and
support
and
with
school
schedules,
working
against
their
teenage
night
owl
biology.
They
deserve
our
help
and
support.
I
look
forward
to
the
2016-2017
school
year
when
at
last
our
school
schedule
support
rather
than
hinder
academic
achievement
for
all
our
students,
but
especially
for
our
disadvantaged
students
who
will
benefit
the
most
from
the
change.
Thank
you.
I
I
signed
up,
but
I
checked
off
both
agenda
and
public
comment.
My
name
is
debra
wood,
I'm
the
founding
director
of
chesapeake
children's
museum
in
annapolis,
and
I
also
want
to
echo
the
importance
of
starting
school
later
for
the
disadvantaged
students,
this
optimizes
brain
function,
which
should
be
a
priority
for
a
board
of
education.
I
Sleep
phases
are
both
light
sleep
and
deep
sleep
and
they
get
long.
The
light
sleep
phase
of
dreaming
gets
longer
as
the
night
goes
on,
so
that
when
you're
dreaming
you're
processing
the
information,
your
thoughts,
your
emotions
from
the
day
before,
so
that
you
can
retrieve
them
from
storage
for
the
next
day's
lessons
optimal.
Sleep
also
supports
the
immune
system
to
rid
the
body
of
germs.
So
you
get
sick
less
often,
and
we
know
that
the
sleep
shift
shift.
I
One
was
that
the
magnet
programs
are
not
being
optimized,
because
if
you
can't
afford
that
hour
to
hour
and
a
half
commute,
then
you
can't
do
it
or
if
your
parents
don't
know
about
it
to
sign
you
up.
One
student
told
me
that
she
was
at
bates
middle
school
and
she
saw
the
performing
a
visual
arts
program
and
wondered
what
it
was
and
asked
her
mother
who
didn't
know
anything
about
it.
So
she
missed
the
chance
to
get
in
it.
I
The
lack
of
parent
involvement
was
cited
as
a
possible
cause
or
symptom
or
related
problem
with
the
achievement
gap,
and
so
the
students
talked
with
me
about
well.
How
can
we
get
more
parents
in
the
building
and
or
involved
in
education
in
general,
even
if
they
can't
get
to
the
building
because
of
work
schedules
or
lack
of
a
car?
I
And
this
led
to
talking
about
lack
of
transportation
in
our
areas,
especially
where
low-income
families
live
getting
to
school
is
a
big
problem,
as
lisa
mentioned,
if
you
don't
catch
that
early
bus
getting
to
work
is
also
a
problem.
So
if
we
were
to
find
find
ways
to
have
more
employment
opportunities
and
volunteer
opportunities
that
are
walkable
in
the
low-income
communities,
that
would
provide
help
for
families
today,
as
well
as
give
kids
motivation
and
role
models
and
possible
out-of-school
opportunities
for
them
that
they
can
see
for
themselves.
I
That
lack
of
motivation
was
talked
about
a
lot.
They
saw
other
kids
at
school,
dropping
out
or
not
putting
in
any
effort,
because
they
didn't
know
what
it
was
for.
They
couldn't
relate
being
in
school
to
any
future
that
they
could
imagine,
which
leads
me
to
the
kids.
That
hope
belief
that
all
children
are
capable
of
success,
no
exceptions.
But
children
need
to
be
able
to
visualize
a
future
for
themselves,
both
through
education
and
career
home
and
family.
What
kind
of
family
life
can
they
visualize
for
the
future?
I
J
A
A
A
C
A
Before
I
call
for
the
boat,
I
just
wanted
to
say
the
reason
we're
doing
this
is
because
the
county
council
has
until
june
15th
to
adopt
their
budget,
and
we
were
going
to
have
our
meeting
on
the
same
day
and
we
decided
that
wouldn't
be
very
wise,
so
we'll
have
an
extra
week
to
look
at
their
budget.
K
A
A
Our
next
items
are
policy
revisions.
These
are,
these
are
information
items
only
item.
4.08
is
a
first
reading
for
medical
benefits,
retirees
code
gao.
We
have
a
brief
presentation.
Yes,.
L
The
division
of
human
resources
brings
policy
gao,
retiree
health
care
benefits
to
you
for
first
reading,
this
policy
was
last
updated
october,
2nd
1996
and
the
regulation
was
last
revised
september.
15
2002..
The
policy
and
its
accompanying
regulation
provide
updated
definitions
and
information
regarding
retiree
healthcare.
The
policy
will
be
posted
on
our
website
for
30
days
for
public
comment,
and
we
welcome
any
questions
you
have
regarding
this
policy
and
regulation.
A
M
N
Employees
can
change
plans
during
open,
enrollment
right,
so
there's
no
requirement
that
you
have
to
be
in
a
certain
plan
for
x
amount
of
time.
You
just
have
to
be
participating
and
make
changes
during
open
enrollment.
So.
M
M
C
Well,
I
read
this
because
I
am
a
retiree
and
I
really
wanted
to
make
sure
I
and
I've
read
it
numbers
of
times.
What,
in
your
opinion,
is
the
major
difference
and
is
there
something
that
retirees
in
there
I've
read
and
I
can't
really
see:
is
there
something
that
retirees
are
losing
that
they
currently
have
from
this
new
policy?
Or
is
this
more
a
re-writing
to
meet
regulations.
N
This
is
more
of
an
update
to
the
policy
and
rewriting
it
there's
no
change
at
all
here,
nor
contemplated
to
retiree
healthcare
benefits.
It's
just
updating
the
language
to
the
new
format
and
inserting
some
definitions
that
were
perhaps
missing
also
making
sure
that
there's
some
clarity
about
people's
retirement
from
the
retirement
agency.
N
C
N
No
right-
and
so
there's
some
clarity
around
that,
because
there
was
the
word
vested
in
anne
arundel
county
and
it's
you're
vested
in
the
retirement
agency,
not
in
anne
arundel
county.
So
there's
no
change
here
to
anything
that's
being
proposed
with
regard
to
current
retiree
healthcare
benefits.
C
So
if
current,
if
I
know
I've
received
some
calls
from
retirees
from
the
retired
teachers
association,
so
if
they
have
questions
as
they
look
over
this,
they
can
certainly
post
that
their
opportunities
to
make
comments
and
to
to
seek
clarity
in
case
they.
They
do
look
at
something
and
it's
because
it
is,
you
know
you
read
it
and
you
think.
Well,
it's
not
any
different,
but
then.
N
N
L
A
L
The
chief
operating
officer
of
the
division
of
human
resources
and
the
communications
office
bring
policy
gai,
workdays,
inclement
weather
to
you
for
first
reading.
This
policy
was
last
updated
october,
2nd
1996..
The
policy
and
its
accompanying
regulation
describe
our
current
guidance
and
instructions
regarding
the
operation
of
schools,
central
office
and
support
offices
during
periods
of
inclement
weather.
The
policy
will
be
posted
on
our
website
for
30
days
for
public
comment,
and
we
will
answer
any
questions
you
have
at
this
time.
A
L
The
office
of
the
superintendent
brings
policy
gba
executive
team
to
you
for
first
reading
this
policy.
This
updated
policy
combines
two
related
policies:
executive
staff
and
superintendents
council,
which
were
last
updated
september,
4th
1996
and
november
20th
1989
respectively.
The
policy
describes
the
need
and
purpose
for
any
for
the
superintendent's
executive
team.
It
will
be
posted
along
with
the
others
for
30
days
for
public
comment
on
our
website,
and
we
will
answer
any
questions
you
have,
or
I
will
answer
any
questions
you
have
about
that
at
this
time
we,
the
general
we.
A
I
don't
have
any
board
questions.
Are
there?
Is
there
any
public
comment
on
this
item?
Okay,
so
three
up
on
the
web
for
30
days?
Yes,
the
next
three
policies
are
second
readings:
item
4.11
information,
item
policy,
jl
student
services
and
we
had
no
public
comment.
No
is
there
any
board
questions
about
this?
O
A
A
B
Feel
like
I
should
at
least
sit
up
here
and
smile
and
say
thank
you.
P
C
B
It
was,
it
was
such
a
hit
and
they
loved
it,
and
so
all
of
these
are
wonderful
extra
enrichment
type,
things
that
combine
meaning
the
standards
and
I
think,
they're
fabulous,
and
I
want
to
take
book
club
in
middle
school
as
well.
P
P
P
Thank
you.
A
year
ago,
our
office
embarked
on
a
journey
to
create
a
new
web
of
support
for
schools
and
further
assist
them
through
a
more
integrated
process
and
closing
gaps,
achievement,
discipline
and
opportunity
throughout
our
school
system.
Many
believe
the
gap
is
just
about
numbers
and
this
fall.
We
will
share
with
you
an
in-depth
report
of
that
data,
but,
as
you
know,
every
data
point
is
attached
to
a
student,
our
students.
P
P
Q
Anyone
with
an
interest
in
the
discussion
around
limiting
achievement
gap
in
anne
arundel
county
would
be
relieved
if
the
achievement
gap
no
longer
existed.
While
closing
the
achievement
gap
remains
an
elusive
goal.
I
am
confident
we
are
building
a
framework
that
will
achieve
the
goals
of
the
ocr
agreement.
Q
Q
Even
though
there's
a
lot
of
work
left
to
be
done,
I
and
many
others
remain
committed
to
continue
to
help
in
that
work,
and
we
remain
excited
about
continuing
this
journey
together.
In
closing,
I
encourage
everyone
within
the
sound
of
my
voice,
to
become
familiar
with
the
new
k1
curriculum.
If
you
are
not
already
thank
you.
T
Thank
you,
mr
emanuel,
for
your
support
and,
yes,
we
are
excited
about
our
new
k1
curriculum.
The
system-wide
focus
on
our
youngest
students
has
the
potential
to
engage,
excite
and
motivate
our
early
learners
at
the
start
of
their
educational
journey.
When
seeking
to
elevate
all
students
and
eliminate
all
gaps.
The
beginning
of
a
student's
journey
is
the
perfect
place
to
start
when
the
classroom
door
opens
this
fall.
Our
youngest
learners
will
be
greeted
by
their
teachers
with
a
mission
launch.
T
T
Children
are
not
built
to
sit
still
so
move
move,
move
will
get
them
up
and
moving
from
the
mission
launch
each
morning
to
the
mission
debrief
at
the
close
of
each
day,
our
students
will
be
the
center
of
their
own
learning.
Each
day
will
be
exciting
and
engaging,
and
with
our
growth
mindset
in
focus
for
all
children,
we
will
look
for
academic,
social
and
emotional
growth,
while
the
children
are
on
their
daily
learning
lessons
and
on
their
daily
learning
missions.
T
For
example,
we
have
woven
the
administration
of
the
fonteson
panel
reading
assessment.
We
know
it
as
fnp
into
our
curriculum,
so
the
teachers
not
only
teach
reading,
but
they
also
assess
routinely,
and
then
they
use
those
outcomes
to
make
better
decisions
about
their
teaching.
On
a
student
by
student
basis,
all
student
classroom
supports
will
be
tailored
to
fit
the
students
unique
strengths
and
their
needs.
T
With
our
tripoli
program,
we're
moving
forward
to
close
achievement
gaps
through
the
innovative
work
with
both
our
teachers
and
students,
as
mr
olsen
suggested,
as
you
can
see,
we're
very
proud
of
the
work
we're
doing
with
our
elementary
students
this
year.
But
let
me
also
take
a
moment
to
tell
you
some
of
the
exciting
news
at
the
secondary
level
as
well.
T
It
is
when
teachers
in
a
building
are
moving
all
students
towards
independence
with
college
and
career
readiness.
Skills,
school-wide
avid,
reflects
systemic
changes
in
attitude.
A
strong
avid
system
transforms
the
leadership,
the
systems,
the
instruction
and
the
culture
of
a
school,
ensuring
college
readiness
for
all
students
for
all
students.
T
All
students
can
become
college
and
career
ready
when
a
school
goes
avid,
school-wide,
all
administrators,
all
teachers
counselors,
they
are
all
trained
to
address
low
student
achievement,
establish
challenging
and
achievable
goals,
provide
access,
equity
and
support
for
all
students
in
the
rigorous
of
curricula,
implement
meaningful
school
structures,
shape
college
and
career-ready
cultures
and
create
coherence
in
the
responsibilities
and
roles
of
students,
staff,
administrators
and
parents
at
r3
school-wide
avid
sites.
All
students
are
being
supported,
academically,
socially
and
emotionally
on
their
journey
to
college
and
beyond.
T
In
a
very
short
time,
they
will
join
the
rank
of
this
year's
avid
seniors,
who
earned
more
than
23.8
million
dollars
in
scholarship
and
grant
money
that's
up
over
to
100
from
last
year.
Our
avid
program
has
helped
us
to
close
opportunity
and
achievement
gaps
for
avid
students
in
our
schools.
For
years
now,
but
now
at
a
few
of
our
schools,
our
secondary
schools
that
we
named
avid
school-wide
will
assist
us
to
increase
student
success
for
all
students
enrolled
at
those
schools.
R
At
the
end
of
the
summer,
my
son
noticed
that
trevlin
hadn't
come
around
anymore
and
he
wondered
why
he
had
disappeared
as
quickly
as
he
had
appeared.
It
became
clear
to
me
that
these
sudden
moves
were
not
an
unfamiliar
experience
for
trevlin.
However,
shortly
thereafter
I
was
visiting
my
alternative
one
teacher
at
north
county
high
school,
when
mr
laser
was
called
into
a
classroom
to
support
a
student
who
was
disrupting
the
class.
R
R
Mr
laser
entered
the
classroom
and
asked
the
disruptive
student
to
step
out
into
the
hallway
for
a
moment
as
he
exited
the
classroom.
Trevlin
was
as
surprised
as
I
was
to
see
him
come
around
the
corner,
while
the
programs
that
dr
mcmahon
highlights
are
amazing
and
engaging
and
designed
to
create
21st
century
learners.
If
students
like
trevlin
are
not
in
the
class,
they
miss
these
critical
opportunities,
intent
are
keeping
our
kids
in
our
classrooms,
feeling
safe,
supported
and
engaged
our
system
embraced
pbis.
R
Together,
we
put
we
established
this
positive
climate
across
our
school
system
and
then
set
out
to
develop
tier
two
supports
for
students
for
the
15
percent
of
students
who
require
targeted
interventions
to
make
positive
choices.
For
example,
trevlin
participated
in
check-in
check-out
alternative
one
and
most
recently
with
the
support
of
the
office
of
equity
and
accelerated
student
achievement
restorative
practices.
R
Together,
these
supports,
in
conjunction
with
evening
high
school
twilight
school
summer
school,
all
of
which
trevlin
attended
and
other
alternative
programs.
We
enable
95
percent
of
our
students
to
be
in
class
and
access
the
amazing
programs
now
offered
in
anne
arundel
county
public
schools.
We
continue
our
efforts
today
by
enhancing
our
tier
three
supports,
including
counseling,
through
our
expanded
school-based
mental
health
initiative
and
community
conferencing.
R
Over
the
past
five
years,
we
have
seen
reductions
in
referrals
of
all
students
in
our
pbis
secondary
schools
decreased
by
70
percent
75
percent
for
african-american
students.
Similarly,
we've
seen
53
percent
sustained
decreases
in
suspensions
for
all
students
and
55
54
for
african
american
students.
R
These
outcomes
are
not
so
much
about
decreased
referrals
and
suspension,
as
they
are
about
creating
equitable
access
to
our
inspiring
instructional
environments
and
increased
opportunities
to
engage
students
in
meaningful
21st
century
learning,
environments,
which
enables
students
like
trevlin
to
graduate
and
pursue
their
passions
in
post-secondary
opportunities.
I'm
proud
to
say
that
trevlin
graduated
in
four
years
from
north
county
high
school
and
plans
to
attend
florida
southern
college
in
the
fall.
S
Good
morning,
I've
worked
in
anne
arundel,
county
public
schools
for
11
years
and
just
completed
my
first
year
as
principal
at
northland
elementary
school.
I
can
tell
you
without
a
doubt
that
the
support
system
that
you've
heard
about
this
morning,
from
offices
and
departments
throughout
our
school
system
have
made
a
huge
difference.
At
my
school,
it's
been
my
experience
that
students
at
a
young
age
start
sorting
themselves:
smart,
dumb,
jock,
non-athlete,
musician
or
tone
deaf
teacher's
pet
problem
child
once
adhered.
These
labels
are
hard
to
peel
off.
S
S
One
third
grade
student
introduced
himself
to
me,
hello,
my
name's
kyron,
and
I'm
not
good
at
reading.
I
spent
a
lot
of
time
last
year
with
the
last
principal.
So
I
guess
I'll
see
you
a
lot
this
year
to
this.
I
assured
the
student
that
I
always
make
time
for
students
doing
the
right
things
with
a
smile
and
a
squeeze.
S
I
told
him
that
we
all
learn
in
our
own
ways
in
our
own
time,
and
I
was
sure
that
if
he
worked
hard
this
year,
he
would
grow
as
the
reader
to
do
all
this
good
hard
work
of
teaching.
It
is
imperative
that
we
in
the
school
house
possess
the
appropriate
mindset
through
professional
development,
focused
on
creating
positive
school
culture.
The
equity
team
took
our
staff
on
an
inspirational
journey
this
year.
S
Self-Reflection
growth
mindset,
the
universal
truths
of
learning
and
the
power
of
yet
became
the
cornerstones
from
which
we
built.
As
a
member
of
my
leadership
team,
my
equity
liaison
would
provide
support,
as
we
would
craft
professional
development
around
concepts
shared
at
the
equity
liaison
meetings
with
school
improvement
goals
and
initiatives.
S
A
chicken
or
the
egg
relationship
was
created
as
we
shared
and
coached
teachers
on
the
impact
that
a
growth
mindset,
coupled
with
quality,
rigorous
relevant
instruction,
would
have
on
students
through
building
meaningful
relationships
with
students
and
focusing
on
the
process,
the
grit,
the
perseverance
and
the
hard
work.
Instead
of
just
the
product,
the
being
smart,
we
saw
a
shift
at
north
glen.
S
One
warm
afternoon,
while
outside
dismissing
students
in
june,
I
looked
up
to
see
kyron
bouncing
over
to
me
with
an
ear
to
ear,
grin
guess
what
guess
what
mrs
thomas
chiron
proceeded
to
tell
me
how
he
had
went
from
an
fmp
level,
l
which
was
below
reading
level
at
the
beginning
of
the
year
to
a
level
q
which
was
advanced
on
his
latest
reading
screening
throughout
the
year.
Kyron
also
went
from
being
a
below
level
to
an
advanced
level.
S
Math
student,
as
we
celebrated
this
growth
I
leaned
down
and
asked
kyron
why
he
had
thought
he
had
grown
so
much
this
year.
He
shared
that
he
had
worked
really
hard
and
since
mr
miss
vanderback,
his
teacher
never
gave
up.
Neither
did
he,
as
dr
arlatto
always
says,
time
and
time
again,
it's
all
about
the
people.
S
S
We
have
a
lot
of
work
to
do,
but
I
can
tell
you
the
change
in
progress.
I've
seen
this
year
have
left
me
enthusiastic
and
excited
for
what's
to
come
through
continuing
our
work
with
growth
mindset,
providing
opportunities
to
grow
through
initiatives
such
as
triple
e
program
and
stem
in
society
and
helping
students
build
more
strong
relationships
with
mentors
through
the
senior
to
senior
corps.
The
sky
is
the
limit
for
the
students
at
northland
elementary.
P
P
Several
years
ago,
this
board
went
to
the
county
council
and
our
general
assembly
delegation
and
talked
passionately
about
changing
the
conversation.
With
regard
to
the
perception
of
our
school
system.
I
tell
you
today
that
we
are
changing
the
conversation
as
well
as
the
outcome
for
our
children.
There
is
much
more
work
to
be
done
and
many
more
challenges
to
be
met.
We
will
con.
M
But
I
wanted
to
say
a
couple
things
one.
This
was
a
hard
road
to
go
through
this,
the
prog,
the
changing
and
the
directions.
M
Change
is
always
difficult,
but
I
think
that
you
all
have
done
an
admirable
job,
because
what
I'm
seeing
here
is
some
implementations
that
are
really
going
to
get
to
the
root
of
it.
You
know
we
no
we're
not
where
we
need
to
be,
and
the
fact
of
the
matter
is
we
can't
get
there
overnight
and
it
will
take
us
years.
I
mean,
let's
be
honest
about
it.
It's
going
to
take
a
while,
because
we've
got
to
get
those
paces
in
into
place.
M
When
you
talk
about
the
k1
and
and
talking
about
helping
kids
to
understand
about
sharing
and
learning
about
how
to
cooperate
with
one
another,
you
know
that's
just
another
level
of
pieces
that
may
be
missing
that
we're
able
to
fill
in
as
part
of
the
normal
part
of
learning,
and
so
therefore,
when
they
move
forward,
they
can
they
can
do
those
things.
M
Pbis,
I've
been
a
strong
proponent
of
pbis
for
ever,
and
I've
constantly
talked
about
the
fact
that
you
need
to
make
sure
that
the
parent
piece
is
in
there,
because
it's
one
thing
to
teach
children
at
school:
how
to
do
this
and
to
be
positive
learners,
but
to
be
able
to
carry
that
into
the
home
environment
and
help
people
to
understand
how
to
do
that.
M
You
know
through
their
kids,
need
discipline,
and-
and
but
this
is
a
way
to
help
them
to
learn
how
to
to
do
discipline
in
a
way
that's
supportive
of
children
and
not
just
punitive,
and
so
I
you
know,
I'm
wonderful
about
that
avid
off
the
chart
with
avid.
M
I
just
love
avid,
I
think,
that's
an
excellent
program
and
to
see
these
three
schools
going
to
school-wide
avid
programs
again
another
tool
that
will
help
students
to
to
feel
surrounded
by
support,
and
you
know,
and
that's
the
only
way
I
can
really
kind
of
put
it
is.
They
are
surrounded
by
the
support.
So
they
can
do
the
hard
work
of
of
being
a
good
student
and
advancing
and
moving
forward,
and
I'm
so
very
pleased
with
our
school
system
to
see
where
we
are
now
in
terms
of
really
addressing
the
very
beginning
part
of
schools.
M
We've
got
some
really
great
things
in
place
and
now
to
be
able
to
put
those
that
really
strong
foundation
to
make
good
learners
is,
is
going
to
be
crucial
in
getting
that
done,
and
I
I
thank
you
all
for
the
the
hard
work
that
you've
done
and
I
think
your
office
for
the
hard
work
that
they
continue
to
do
and-
and
it's
not
easy,
but
I
think
you
all
have
done
a
great
job.
J
I
just
want
to
say
you
know
this
this
board
last
year
said
you
know,
we
didn't
feel
that
we
were
doing
enough
to
eliminate
gaps
and
we
directed
the
superintendent
to
do
more
and
we
felt
like
the
community.
Relations
were
in
a
very
good
place,
but
the
school
supports
were
what
needed
to
be
augmented,
and
I
just
feel
like
what
you
all
have
been
able
to
do
in
a
year.
J
Even
building
on
the
community
supports
that
were
there
and
doing
so.
Much
for
the
schools
in
just
this
time
is
it's
far
beyond
what
I
imagine
could
have
been
done
in
a
year.
I
mean
it's
it's
beyond
what
I
think
we
expected
to
happen.
I
mean
we
knew
it
needed
to
be
better
and
thank
you
so
much
for
all
the
work
and
effort
that
has
been
put
into
this,
because
we
as
a
group
said
we're
not
doing
enough
we're,
not
meeting
the
needs
of
our
kids
and
we
need
a
different
direction.
A
O
As
you,
as
you
said,
we're
not
there
yet,
but
this
is
this
is
a
great
start.
We
need
this,
this
type
of
spark
to
really
get
things
going
and
I've
just
got
a
couple
of
questions.
I
mean
there's
there's
so
much
more
that
I
want
to
learn
about
what
you're
doing,
how
many
schools
have
you
been
able
to
reach
out
and
touch
so
far.
P
V
P
Also
on
the
early
dismissal
days
since
prince
for
report
cards,
since
principals
are
not
able
to
work
with
their
teachers,
I
mean
that's
a
teacher
work
day.
We
host
a
principal's
academy,
we're
able
to
bring
all
of
our
principals
in,
and
this
is
the
optional
meeting,
support
them
with
growth
mindset
and
and
to
support
with
building
the
culture
in
their
building.
Tomorrow,
we're
having
a
first
year
principal
retreat,
we're
again
bringing
our
first
year
principles
together
to
reflect
and
provide
additional
ways
to
build
the
capacity
of
their
teachers,
develop
the
culture
within
their
building.
P
So
we
also
attend
every
leveled
principles
meeting.
So
that's
three
a
month,
one
for
elementary
one
for
middle
and
one
for
high
school
to
support
them
with
that
as
well,
and
to
continue
the
work
that
we've
been
doing
with
our
equity
liaisons.
To
share
that
with
our
principals.
We
also
go
and
support
all
the
first-year
principals
second-year
principals,
first-year
ap's
second-year
aps
and
experienced
aps
through
the
their
regular
meetings
that
they
have
through
the
office
of
professional
wealth
and
development.
O
And
also
looking
at
my
notes
here,
this,
the
schools
you
mentioned-
cochrane
middle
glen,
burnie,
high
and
mead
high
for
school-wide
abbott-
is.
Is
there
a
particular
reason
why
those
three
were
chosen.
S
So
starting
this
fall
in
north
glenn.
Elementary
school
is
going
to
pilot
a
senior
to
senior
corps,
and
so
right
now
we're
reaching
out
in
the
community
and
we're
also
reaching
out
and
collaborating
with
north
county
high
school
to
create
mentorships
for
all
of
our
k-1
and
2
students
starting
next
year.
So
we're
still
meeting
with
organizing
with
julie
carras
the
principal
at
north
county
high
school,
but
we're
excited
for
to
build
another
layer
of
that
meaningful
relationship
with
our
students.
B
T
Q
Can
I
can,
I
add
one
thing?
Actually
I
just
want
to
mention
so
you
know
most
of
you
all
are
aware
that
I've
worked
with
the
school
system
in
many
capacities
over
the
years
and
recently,
probably
in
the
last
year.
I've
worked
closely
with
anthony
in
a
lot
of
different
ways
and
I've
learned
more
and
I
think
part
of
it
was
learning.
Q
You
know
everyone's
perspective,
and
so
it
depends
on
where
you
sit.
Of
course,
you
know
what
your
perspective
is
and
then
what
level
of
your
involvement.
Q
I've
worked
with
you
and
talked
with
many
of
you
over
the
years,
and
so
one
thing
I
would
like
to
do,
though,
if
I
could
take
off
my
first
book
hat
and
put
on
my
ocr
advisory
committee
hat,
and
I
just
want
to
mention-
and
I
know
you
all
are
so
busy
when
you
go
out
to
school-
something
that
you
can
do.
That
would
really
make
a
difference.
Q
If
you
talk
about
what
board
members
can
do-
and
this
may
even
include-
I
know
dr
alato-
does
this
a
lot
and
I
know
many
members
of
his
executive
team
do
this
a
lot
when
you
go
to
schools-
and
this
just
occurred
to
me
today-
I
made
a
note
of
it,
as
I
think
it
was
dr
mcmahon
was
talking.
I
forget
who
was
talking
about.
I
made
a
note
of
it
because
I
was
talking
to
dr
ashworth
earlier
today
when
I
came
in
and
jackie
elsa.
Q
We
were
sitting
and
talking
and
something
occurred
to
me
as
this
all
came
together,
and
it
is
that
my
wife
works
for
the
school
system.
As
some
of
you
all
know,
something
that
someone
did
from
the
central
office
made
a
big
difference
in
a
positive
way
for
her,
and
it
was
simply
the
acknowledgement
of
her
in
front
of
the
leadership
of
her
school,
and
she
said
the
leadership
you
know
wasn't
very
welcoming
to
her
and
wasn't
very
warm
to
her.
Q
But
then,
when
people
from
the
central
office
came
there
and
recognized
her
by
name,
they
saw
her,
they
recognized
her
and
they
spoke
to
her
and
they
hugged
her.
They
changed
the
way
they
treated
her.
So
I
think
you
all
can
set
a
positive
example.
If
you
visit,
schools
learn
the
names
of
some
of
the
black
people
in
school,
the
leadership,
the
principal
the
assistant
principals,
the
teachers,
behavior
specialists,
learn
their
names
and
seek
them
out,
and
the
way
you
treat
them
will
set
an
example
for
the
way
other
people
in
school
treat
them.
W
Thank
you
for
coming.
Can
you
hear
me
now?
I
think
that's
a
little
better
excuse
me.
You
used
an
interesting
word
perspective,
which
is
basically
where
I'm
coming
from,
since
this
is
only
my
second
school
board
meeting,
but
help
me
if
you
could.
W
P
W
Again
my
background
is
engineering,
I'm
a
numbers
guy.
I
I
need
to
hear
some
numbers.
I
don't
know
where
we
were.
I
don't
know
where
we
are.
I
don't
know
where
we're
going.
Could
you
give
me
some
numbers?
There
is
an
achievement
gap.
What
is
that
gap
today?
So,
as
we.
P
A
K
Dr
frank,
the
bottom
line
is:
we've
got
a
gap
in
many
many
areas,
whether
it's
discipline
or
ap,
whether
it's
reading
at
the
elementary
level
or
math
at
the
middle
school
level.
We
have
a
gap
that
that
still
exists
in
october,
as
mr
alston
said,
when
we
have
all
of
the
data,
because
much
of
it
comes
in
over
the
course
of
the
summer.
Ap
scores
sat
scores,
those
kinds
of
things
we
compile
it
and
we
present
each
october
to
the
board
and
to
the
public
and
we'll
share
absolutely
the
numbers.
K
K
Mr
manuel's
continued
to
work
very
diligently,
not
only
in
first
book
but
in
in
the
with
the
ocr
advisory
and
working
closely
with
anthony,
I
think
they're
in
contact
almost
daily.
You
guys
are
talking
about
one
thing
or
another:
you've
been
out
and
joined
us
for
some
of
our
professional
development
with
the
k-1
crick,
and
we
appreciate
you
being
there.
So
the
gap
exists
in
many
many
areas,
we're
going
to
present
the
data.
I
don't
believe
anthony's
prepared
to
present
any
hard
numbers
to
you
today.
K
K
I'm
not
sure
that
I
understand
the
question
in
light
of
what
I
just
said
earlier,
dr
frank,
we're
glad.
W
To
share
the
data
I
want
to
go
back
to.
There
was
a
federal
agreement
with
the
office
of
civil
rights
many
years
ago
and
as
a
member
of
the
public
as
a
member
of
the
school
board.
I
don't
know
what
progress
we've
made
and
I
don't
know
what
progress
we're
intending
to
make
and
I'd
like
to
know
what
that
is
and
I'd
like
the
public
to
know
what
that
is
as
soon
as
possible.
Sure.
K
Agreement
was
signed
and
for
every
year
since
then,
that
date
has
been
presented
to
the
board
and
to
the
public.
We've
presented
the
data
here
to
various
boards
since
2005
and
the
public
has
participated
in
that
we've
presented
it
to
the
county
council
on
several
occasions
at
their
invitation,
we'll
sometimes
go
to
council
chambers
at
one
of
their
evening
meetings
and
present
the
data
with
regard
to
the
gap
and
the
community.
The
ocr
advisory
has
sat
at
the
table
and
they've
had
conversations
likewise
with
the
county
council.
K
So
the
the
the
data
is
no
mystery.
That
data
has
been
presented
since
that
agreement
was
signed
in
2005
each
year.
Q
I
can,
I
just
add
something
quickly.
Dr
frank,
I
can
tell
you
that
as
a
member
of
the
community
and
as
someone
who
has
sat
in
on
nearly
monthly
meetings
with
the
superintendent,
as
well
as
his
executive
leadership
team
every
month
for
the
last
eight
years,
the
gap
isn't
where
we
would
want
it
to
be.
Q
Ideally,
there
would
be
no
gap,
but
there
is
a
gap,
and
the
important
thing
today
for
me-
and
I
can
only
speak
for
myself
on
this-
is
that
the
the
processes
that
the
programs,
the
supports
that
have
been
put
in
place,
that
dr
mcmahon
has
talked
about,
the
k-1
curriculum
triple
initiative.
The
things
that
dr
alato
and
his
team
have
worked
on
are
very
promising,
and
so
I
think
we're
in
the
best
place
we
could
be
today.
Q
It's
only
been
a
year
since
mr
alston
has
been
in
place,
but
the
work
that
has
gone
on
is
very
exciting
to
me
as
a
co-chair
of
the
oc
advisory
committee,
I
can
tell
you
that
nothing
more.
Could
possibly
have
been
done
in
the
last
year
than
what
has
been
done,
so
I'm
very
satisfied
with
where
things
stand
and
I'm
sure
we
can
have
a
public
forum
at
some
point
to
discuss
it
further
and
vet
other
points
of
view.
But
I
can
tell
you
that
I'm
very
excited
about
where
we
are
today.
B
I'm
excited
to
hear
all
the
programs
and
supports
in
the
schools.
I
do
have
a
couple
of
questions
just
for
clarification.
Going
back
to
the
avid
programs.
How
is
that
being
implemented?
School-Wide
is
every
student
having
an
avid
class,
or
is
it
just
across
the
curriculum.
T
So
it's
across
the
curriculum,
the
teachers
have
been
trained
on
how
to
do
cornell
notes,
how
to
do
study
skills,
how
to
do
time,
management
pieces,
and
so
all
teachers
infuse
it
throughout
the
their
their
normal
operation
within
the
classroom.
However,
there
is
also
the
opportunity
to
take
an
avid
elective.
B
T
Well,
what
we're
doing
is
really
watching
we're
looking
and
watching,
and
dr
aletto
was
able
to,
for
the
first
time
ever
in
the
history
of
avid,
have
the
avid
group.
The
organization
actually
offer
professional
development
in
anne
arundel,
county
public
schools,
and
so
we
were
able
to
take
advantage
of
allowing
many
many
staff
that
would
traditionally
have
had
to
have
flown
to
atlanta
for
training
to
have
training
here.
T
P
B
P
So
it's
a
multi-tier
approach,
so
looking
at
the
schools
that
we're
supporting
through
our
executive
oversight
committee,
where
we've
identified
14
schools
that
caused
us
the
greatest
concern
at
elementary
middle
and
high
school,
looking
at
some
of
our
title,
one
and
our
aaa
schools
also
looking
at
what
initiatives
our
regional
assistant
superintendents
have
in
place
and
how
we
can
support
that.
So
we
look
at
different
points.
P
This
year
we
really
thought
it
was
important
that
we
start
with
put
a
large
emphasis
with
our
first
year
principles,
because
it's
setting
this
age
and
getting
with
them
as
they
entered.
We
like,
I
said
we
met
with
each
of
them
and
walking,
alongside
of
them,
to
support
them
through
their
journey
and
we'll
continue
that
for
this
year
as
well,.
P
So,
currently,
in
kindergarten
through
second
grade,
all
students
have
been
evaluated
last
year
this
year,
we're
looking
to
expand
that
to
k5
model,
especially
for
our
students
that
we
know
are
struggling
with
reading.
So
you
get
an
idea
of
where
they
are
exactly
on
their
reading
level.
It
also
allows
the
teachers
an
opportunity
to
understand
what
causes
the
difficulty
with
reading.
So
there
is
that
miscue
analysis
they
can
see.
What
is
the
difficulty
in
regards
to
the
the
reading?
The
comprehension,
as
well
as
the
word
identification.
P
It's
administered
three
times
a
year
as
a
full
assessment.
However,
throughout
the
year,
there's
progress,
monitoring
that
goes
on
where
the
full
assessment
isn't
given,
but
a
shorter
version
is
given.
So
the
teachers
are
aware
of
the
current
reading
levels
of
their
students
opposed
to
just
fall
winter
and
spring.
C
C
C
They
look
at
you
as
a
and
your
team
as
partners
as
as
working
together
when
you
come
into
the
schools.
It
is
just.
It's
just
been
remarkable
to
me
that
the
change
in
the
dynamics
and
and
what
your
office
has
done.
C
I
just
sincerely
want
to
thank
you
very
much
for
all
that
you've
done
and
and
I'm
impressed,
and
I
just
can't
wait
to
your
next
report.
I
know
it's
going
to
get
better
and
better.
Thank
you
anthony.
Thank
you,
mrs
daley.
A
I
also
want
to
say
that
your
presentation
inspired
me.
You
reminded
me
of
some
books
I
need
to
put
on
my
summer
reading
list
like
growth
mindset,
you
make
me
really
want
to
be
back
in
my
classroom
in
seven
weeks.
I'm
very
excited
about
that,
but
I
also
wanted
to
thank
mr
manuel
for
being
here.
Q
Yeah
first
book
serving
anne
arundel
county,
so
first
book
is
a
national
organization
started
in
1992
by
an
attorney
she
was
teaching
or
reading
to
student
students,
children
in
soup
kitchens
in
dc
homeless,
shelters
on
her
lunch
hour
and
she
learned
that
they
didn't
have
books.
So
she
left
her
law
firm
and
started
first
book
and
so
in
92
they
donated
17
000
books
in
the
dc
area.
As
of
the
january
2015
they've
donated
over
125
million
books
nationwide.
Q
So
I
heard
when
I
became
the
education
chair
for
anne
arundel
county
in
2007.
I
wanted
to
start
a
reading
program
heard
about
first
book
started
first
book
anne
arundel
county
in
august
of
2008.
Since
then,
we've
donated
almost
half
a
million
books
in
within
anne
arundel
county,
so
these
books
are
totally
free
to
children,
brand
new
books,
totally
free
to
children
from
economically
disadvantaged
homes,
and
so
we
just
distribute
books
is
the
goal
we've
partnered
with
the
junior
league
of
annapolis.
Q
They
have
a
great
program,
as
you
all
know,
for
anyone
that
knows
about
junior
league
of
annapolis.
They
do
incredible
work
great
organization,
so
we
have
a
three-year
program.
We
just
started
with
junior
league
of
annapolis
to
revitalize
our
efforts
with
first
book
serving
anne
arundel
county,
and
we're
just
going
to
continue
to
make
progress
in
affecting
early
literacy
is
the
goal.
So
I
thank
you
all
for
your
support
and
I
and
I
have
learned
a
lot
you
know
in
in
working
closely
with
anthony
I've
learned.
Q
You
know
as
an
elementary
school
principal
I've
learned.
A
lot
from
I've
talked
to
other
principals
for
a
long
time
about
issues,
and
I
didn't
understand
them
as
well
as
when
I
talked
to
him
as
an
elementary
school
principal.
He
helped
me
understand
more
even
about
pre-k.
You
know
how
pre-k
works,
what
what
you
know
the
categories
of
students
category
one
two
and
three-
how
the
slots
are
used,
all
the
details
behind
that.
Q
Q
These
are
great,
dr
seuss
board
books,
just
incredible
books,
but
also
publishers,
donate
books
and
so
random
house
scholastic.
You
know
all
the
all
the
top
publishers
in
the
country
get
books.
They
they
have
orders
for
books,
they
they
over
print
books
so
that
on
the
second
printing,
their
margins
are
higher.
So
in
the
over
printing
of
the
second
set
of
books,
they
actually
end
up
donating
those
to
first
book
free.
Q
So,
first,
what
gives
them
away
if
you'll
drive
a
truck
to
where
they're
giving
them
away
could
be
anywhere
from
we've,
been
you
know
locally
here
all
over
the
anne
arundel
county,
linthicum
jessup.
As
far
we
we've
driven
as
far
north
as
north
brunswick,
new
jersey,
not
new
brunswick,
new
jersey,
but
north
brunswick,
new
jersey,
I
learned
the
difference
and
they
then
they
they
give
them
out.
Q
You
know
all
over
the
big
difference
and
and
so
especially
when
you're
driving
a
big
16-foot
truck,
but
but
then
you
know
they
give
them
out
all
over
the
country
and
california
all
over
the
country,
and
so
those
books
are
free
if
you'll
drive
to
pick
them
up,
they're
completely
free
and
so
but
but
if
you
don't,
if
you
don't
drive
to
pick
them
up,
they'll
ship
them
to
you
at
45
cents
per
book,
shipping
charge
is
all
you're
charged.
Q
P
So
we've
created
with
partnership
with
first
books.
We've
worked
with
little
free
libraries,
so
we've
partnered
with
chesapeake
science
point
as
well
as
phoenix
academy
and
they're
building
little
free
libraries,
we've
also
partnered,
with
the
housing
authority
and
head
start
to
place
the
little
free
libraries
and
so
we're.
We
have
two
step
interns
and
they're,
creating
an
app
for
us,
we're
able
to
label
the
books
according
to
the
fnp
level
fnp
levels,
so
the
books
will
be
in
the
community
for
those
who
don't
have
access
to
the
public
library.
P
M
Just
a
follow,
I
wonder:
do
you
do
some
stuff
with
the
pediatricians
and
things
in
terms
of
making
sure
that
the
books
are
available
or
that
the
pediatricians
know
about
that
as
well,
because
I.
Q
Know
that's
a
big
problem:
we've
donated
books
to
the
people's
clinic.
I
think
it
is
on
forest
drive,
english
and
spanish
books,
but
we
we've
gone
there's
another
clinic
in
brooklyn
park
we've
donated
to
so
we
go
wherever
you
know,
wherever
people
request
books-
and
so
you
know
first
book
has
such
a
great
relationship
with
publishers.
Q
They
actually
had
one
of
the
first
books
created
that
included
both
english
and
spanish
in
the
same
book
and
the
nice
thing
about
it
was
that
it
was
on
the
same
line
so
you're
like
are
you
my
mother,
was
in
english
and
spanish,
and
so
in
english
an
american
child
wanted
to
learn
spanish.
They
could
read
in
english
and
then
read
it
in
spanish
and
vice
versa.
So
a
spanish
child
could
read
it
in
spanish
and
then
read
it
in
english,
but
yeah.
We
so
yeah
we'll
go
wherever
there's
a
need
or
a
request.
M
Q
A
I
know
we
don't
have
a
presentation.
Do
we
have
any
word
questions
or
comments
on
this?
B
U
No
for
the
record
lisa
seaman,
crawford
director
of
facilities,
a
revitalization
is
more
of
a
modernization
light.
For
example,
if
the
educational
specification,
the
program
for
the
school,
required
a
thousand
square
feet
for
a
room,
and
we
already
had
an
existing
room
that
was
900,
we
would
not
expand
the
room
to
meet
the
educational
specification.
If
there
were
not
bathrooms
individual
bathrooms
and
classrooms,
and
they
had
group
bathrooms,
we
would
leave
them,
as
is
so.
It's
just
really
a
lighter
version
of
the
modernization
which,
in
modernization
all
of
the
rooms,
would
meet
the
educational
specifications.
A
So
I'm
very
anxious
to
see
our
mgt
study,
it's
just
incredible:
the
growth
and
the
subdivisions
that
have
been
approved
just
in
one
quarter.
Yes,
mrs
birch.
J
Yeah,
I
actually
have
a
question
along
those
lines.
The
the
one
subdivision
which
isn't
too
far
from
me
either,
which
has
come
up
many
times
in
the
past
here,
is
two
rivers
that
I
have
a
question
about.
So
two
rivers
is
now
in
the
list
and
apparently
approved.
Is
that
correct?
F,
two
rivers?
It's
in
sketch,
yes,.
V
V
J
So,
even
though
we
might
have
room
for
10
students
at
crofton
elementary
because
of
the
way
our
adequate
public
facilities
law
is
written,
if
we
have
room
for
10,
they
can
build
houses
that
would
give
us
228
students,
yes,
okay.
I
just
wanted
to
point
that
out
to
everyone
that
that's
the
way
our
law
works.
J
And
the
developers
of
that
development
did
offer
to
build
us
a
school
a
couple
years
ago
and
people
didn't
want
us
to
build
their
school
but
anyway,
okay.
So
so
we
could
be
getting
228
new
elementary
school
students
in
crofton.
J
Over
a
few
years-
yes,
okay
and
and
how
much
room
do
we
have
at
crofton
elementary
once
that
edition
is
completed.
U
U
J
A
B
A
K
Yes,
ma'am:
I
recommend
that
the
board
of
education
award
contracts
six
as
listed
on
today's
agenda
6.01
through
6.10,
inclusive.
A
With
any
board
questions
or
comments,
any
public
comment:
all
those
in
favor
motion
passes
nine
zero,
zero.
That
ends
this
portion
of
our
meeting
just
a
couple
of
housekeeping
items.
The
next
board
of
education
meeting
is
wednesday
august
19th
at
10
a.m,
and
just
before
that,
the
board
of
education
will
conduct
a
board
retreat
on
saturday
august
15th
at
annapolis,
elementary
school
starting
at
9
30
a.m.