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From YouTube: BOE Public Session 9 02 2015
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Thank
you
today.
The
board
of
education
honors,
an
educator
in
our
school
system,
who
has
a
deep
understanding
of
student
needs
and
her
growth
mindset
goes
far
beyond
the
curriculum
in
which
she
teaches
penny.
Dusak
second
grade
teacher
at
deal
elementary
school
is
thorough
in
her
planning
and
engages
her
students
in
the
learning
process.
C
Her
philosophy
of
student
learning
is
obvious,
as
she
provides
a
structured
learning
environment
that
is
differentiated
to
meet
all
of
her
students
needs.
Mrs
dusak
is
results,
oriented
and
uses
student
achievement
data
to
guide
her
next
steps.
Mrs
dusak
fully
commits
to
everything
she
does
for
the
well-being
of
all
students
at
her
school.
As
the
advisor
for
the
sea
perch
club
at
deal
elementary
penny
provides
students
with
hands-on
real-world
stem
experiences.
C
She
provides
excellent
feedback
to
students
and
parents
through
her
quarterly
report
cards
describing
the
here
and
now,
as
well
as
what
can
be
expected
in
the
future
penny
dusak
is
on
at
all
times.
She
is
focused,
planned
and
goal-oriented
each
day,
there's
a
deliberateness
to
her
decision-making
and
a
seriousness
about
her
role
as
the
teacher
each
and
every
day.
Because
of
this
she
expects
the
best
of
herself
and
her
students.
Her
daily
efforts
in
and
out
of
the
classroom,
help
promote
positive
growth
for
the
students
at
deal
elementary.
C
Her
commitment
to
providing
enriching
and
engaging
lessons
truly
makes
an
impact
on
the
students,
both
academically
and
socially.
The
positive
impact
of
her
thoughtfully
planned
lessons
and
the
personal
connections
she
makes
are
demonstrated
through
the
success,
her
students
experience
and
the
relationships
she
builds
with
each
child
penny
dusak.
You
are
an
exemplary
model
for
your
primary
colleagues.
Your
outstanding
contributions
are
neither
heavy-handed
nor
assertive,
but
they
reflect
the
respect
and
generous
spirit
that
you
hold
for
all
people.
As
the
saying
goes,
a
rising
tide
lifts
all
ships.
C
D
F
D
G
Today
we
celebrate
an
employee
in
our
school
system,
who
is
motivated
in
her
position
and
takes
great
pride
in
her
school.
Her
pride
comes
from
caring
and
her
motive
comes
from
the
students
of
point
pleasant,
elementary
school.
When
valenda
jones
began
her
new
role
last
year
as
chief
custodian,
she
did
it
with
gusto
during
her
interview,
she
said
that
she
would
treat
point
pleasant
as
her
home
and
she
has
proven
exactly
that.
G
She
learned
very
quickly
how
to
navigate
a
very
large
elementary
facility,
and
she
does
it
every
day
maintaining
the
highest
of
standards
from
the
floors
down
the
main
hallway
to
the
floors
of
her
boiler
room.
Miss
jones
strives
to
maintain
a
pristine
place
for
students
and
staff
to
come
and
learn
last
december
during
winter
holiday,
ms
jones
buffed
all
the
floors
in
the
school
and
when
a
staff
member
complimented
her
on
the
floor,
she
said
I
just
want
to
make
sure
the
school
looks
good.
G
If
the
school
looks
good,
then
the
students
want
to
learn
now.
That's
motivation.
Miss
jones
is
a
quick
responder
when
it
comes
to
pitching
in.
She
has
lent
an
extra
hand
during
lunch
duty
and
always
interacts
with
the
students
in
a
pleasant
and
positive
manner.
She
can
always
be
found
in
the
early
morning
fulfilling
requests
by
teachers
and
staff
who
comment
on
how
quickly
she
responds
her
calm,
demeanor
and
strong
work
ethic
make
her
an
invaluable
employee.
G
Vlinda
jones
sets
a
good
example
for
other
custodians
and
she
emulates
this.
Through
her
actions
and
her
words,
she
encourages
her
crew
to
work
hard
and
take
pride
in
what
they
do.
She's
been
known
to
work
shoulder
to
shoulder
with
the
evening
crew
to
show
them
how
she
expects
the
areas
to
be
cleaned.
She
would
never
ask
her
crew
to
do
anything.
She
would
not
do
herself.
Instead,
she
pushes
up
her
sleeves
and
works
side
by
side
on
her
own
time.
Vlinda
jones,
you
perform
consistently
with
a
high
degree
of
professionalism.
G
You
demonstrate
good
work,
ethics
on
a
daily
basis
by
being
punctual
hard
working
and
paying
close
attention
to
the
smallest
of
details.
You
keep
a
positive
attitude
and
you
always
look
for
the
good
in
all
people
because
of
you
point
pleasant
elementary
school
shines.
So,
for
these
reasons
and
more,
the
board
of
education
is
pleased
to
recognize
you
employee
of
the
month
for
september
2015..
H
Thank
you,
miss
corberlack,
as
is
true
for
many
of
our
wonderful
school
volunteers.
September's
volunteer
of
the
month
began
with
weekly
dedicated
visits
to
her
daughter's
kindergarten
classroom,
her
school
involvement
soon
extended
to
spearheading
fundraisers,
competently
assisting
teachers
and
staff
and
working
effectively
with
struggling
students
across
the
grades.
H
H
Mrs
kelsa
mclaughlin,
mrs
mclaughlin,
constantly
extends
help
to
all
teachers
and
staff
always
willing
to
undertake
any
task
that
allows
them
more
time
with
their
students.
The
entire
school
community
deeply
appreciates
this
volunteer's
commitment
to
student
achievement
and
her
organizational
talents.
H
Through
her
years
as
a
volunteer
classroom
assistant,
mrs
mclaughlin
observed
many
students
desire
to
improve
their
writing
skills
when
the
hills
mayor
staff
committee
was
actively
seeking
ways
to
inspire
and
improve
students.
Written
expression,
mrs
mclaughlin
and
a
few
other
volunteers
eagerly
joined
the
challenge.
H
The
idea
of
an
after-school
writing
and
publishing
program
was
hatched,
but
funds
were
needed
for
the
supplies
and
after-school
buses.
No
problem,
mrs
mclaughlin
recruited
and
organized
the
hillsmeer
running
team
for
the
ripley
race
and
earned
heelsmere
two
thousand
dollars
in
february
of
2014.
The
hillsmeer
publishing
company
was
launched.
H
This
innovative
enrichment
program
continues
to
spark
an
infectious
enthusiasm
for
excellent
expressive.
Writing
among
hillsmeer
students
with
loads
of
encouragement,
writing
guidance
and
many
drafts.
Students
submit
their
final
drafts
to
mrs
mclaughlin
for
typing
and
binding
each
author
is
honored
to
read
their
published
pieces
aloud
to
classmates
from
the
very
special
hillsmear
publication
company
author's
chair.
H
No
wonder
the
hills.
Mayor
publishing
company
won
an
aacps
exemplary
program
award
at
at
last
may's
volunteers,
recognition,
tea,
mrs
mclachlan's
dedication
and
loving
persistence
to
enrich
hills.
Mayor
elementary
school
in
so
many
ways
has
earned
her
grateful
praise
from
the
entire
school
community.
Thank
you,
mrs
mclaughlin.
Would
you
please
come
forward
with
great
appreciation?
I
would
like
to
present
this
volunteer
the
month
certificate
in
bail
to
you.
D
My
two
daughters,
nora
natalie,
my
husband
reed,
my
partner
in
crime
in
volunteering,
kathy
shaffer,
our
awesome
kindergarten
teacher
where
I
began
it
all
miss
norris
and
our
school
staff.
Mr
mitchell
and
mrs
roman
chuck.
H
J
Well,
my
favorite
beginning
of
school
is
always
visiting
schools
and
this
year
during
the
over
the
last
couple
of
weeks,
dr
arlatto
and
the
majority
of
our
school
board,
members
have
visited
schools
and
it
has
been
a
remarkable
beginning.
J
I
went
to
I
visited
16
schools,
a
friend
of
mine,
called
and
said
what
are
you
doing
for
lunch
today?
I
said.
Oh
I'm
traveling
from
van
bachman
to
tracy's
that's
37
miles.
She
said
what
I
said:
I'm
touring
schools
and
I
am
having
the
best
time
ever.
I
I
was
impressed
with
the
dr
arlatto
and
I
noted
you
know
the
the
instruction
was
underway
right
away
yesterday
morning
visiting
I
was
downtown
annapolis
elementary.
I
have
three
grandchildren
there.
They
were
all
happy
to
see
me.
J
They
are
in
elementary
school,
they
wouldn't
be
later,
but
it
was
so
exciting.
I
also
want
to
tell
you
that
I
am
impressed
and
appreciative
of
how
many
of
our
elected
officials
have
taken
the
time
out
of
their
schedule:
county,
executive,
shu,
jerry
walker
and
and
amelie
brandenburg
of
the
education
liaison
to
the
for
mr
xu.
J
It
is
so
important
and
I
invite
the
elected
officials
to
come
and
walk
our
into
our
schools.
Look
at
what
our
teachers
are
doing,
what
our
school
secretaries
have
done,
what
our
custodial
staff
these
school
these
buildings
are
shining
and
watch.
These
smiling
faces,
come
in
and
and
do
and
use
all
the
technology
that
thank
you
very
much.
Our
elected
officials
are
making
sure
we
have
in
our
schools,
and
it
is
just
impressive
and
I
just
think
every
day
how
lucky
I've
been
to
work
with
this
school
system.
Thank
you.
K
It's
absolutely
amazing,
because
on
the
first
day
of
school
I
remember
the
first
well,
I
remember
some
of
the
first
days
of
school,
but
I
you
know
you
were
busy
putting
your
locker
learning
how
to
open
your
lockers.
You
were
busy,
you
know
just
trying
to
learn
names
and
things
like
that.
There
was
really
no
learning
going
on
and
there's
definite
learning
going
on
on
the
first
day
of
school.
K
It's
absolutely
it's
absolutely
amazing
to
me,
and-
and
it's
also
amazing
to
me
for
some
of
these
teachers
in
these
elementary
schools
who
have
you
know
like.
Unfortunately,
some
of
our
classes
are
a
little
larger
than
than
we'd
like,
but
they
know
their
kids
names
right
away.
I
mean
they.
You
know
third
day
of
school,
they
know
all
of
their
kids
names.
I'm
just
I'm
overly
impressed
with
the
fact
that
they've
they
connect
so
quickly
because
that's
always
a
big
thing
people
are
talking
about.
K
You
know
our
kids
aren't,
connect
aren't
connected
with
our
teachers
and,
and
they
are
what's
going
on
in
our
buildings-
is-
is
second
to
none
in
any
place
in
in
maryland.
I
don't
think
there's
anybody's
doing
as
good
as
we
are,
so
I
I
thank
all
the
people
who
are
working
in
our
school
system.
Thank
you
for
being
here.
Thank
you
for
letting
us
invade
your
classrooms,
because
sometimes
there
was
quite
large
contingencies
of
us
walking
through,
but
the
teachers
were
just
right
on
point.
They
they
didn't
deviate,
they
were
they
kept.
K
B
G
The
past
week
and
I
loved
every
one
of
them
it
always
brings
back
wants
me
to.
I
want
to
be
back
in
the
classroom
because
I
get
so
excited
all
the
teachers
were
so
engaged
and
enthusiastic
and
the
buildings
just
shone.
Like
I
said,
the
custodian
makes
the
breakers
the
school
and
those
schools
look
great
this
past
week
and
the
kids
were
ready
to
go.
G
I
thoroughly
enjoyed
getting
to
go
to
various
parts
of
the
county
and
see
the
things
that
are
going
on
talk
to
the
tripoli
teachers
as
they're,
getting
ready
to
start
up
their
programs
and
just
see
the
the
wide
variety
of
things
we
visited.
Two
schools
that
are
starting
up,
ib
pyp's
programs
been
just
so
many
exciting
new
things
coming
out
there.
I
think
my
favorite
moment
was
the
little
kindergartner
at
seven
oaks
who
told
me
you
sound
just
like
a
cowgirl,
and
I.
G
L
Good
morning,
everyone
I
just
wanted
to
say
to
all
the
folks
in
the
audience,
elected
officials,
but,
more
importantly,
everyone
else.
That's
out
there.
Before
I
got
on
the
school
board,
I
would
sit
out
there
in
the
audience
and
there
were
always
a
lot
of
seats
that
were
available,
I'm
glad
to
see
that
most
of
them
are
full
today.
I
hope
you'll
come
back
again.
This
is
your
school
board.
You
paid
for
this.
Thank
you
for
being
here.
M
Thank
you,
I've
got
I've
got
lots
to
say
so.
Settle
in
it
is
fabulous
to
be
back
in
another
school
year.
Having
empty
buildings
during
the
summer
is
just
no
fun,
and
so
we've
got
the
kids
back
in
the
building
over
80
000
strong
and
it's
just
been
a
fabulous
week
and
a
half
to
start
the
school
system
to
start
the
school
year.
I've
been
in
28
buildings
so
far
and
they
look
fabulous.
M
I
was
able
to
attend
the
opening
of
lothian
and
if
you
haven't
seen
the
new
lothian,
you
need
to
get
down
there
and
see
it.
It
is
beautiful,
a
wonderful
design,
fabulous
natural
light
throughout
the
building.
On
both
the
first
and
second
floor.
It
is
wonderful.
We've
welcomed
flori,
almost
600
new
teachers
that
to
our
school
system.
We
are
delighted,
they've
joined
us
as
part
of
their
career
and
their
adventure
in
life.
We
are
delighted
with
the
almost
600
teachers
that
we've
hired
we've
opened
pyp
our
prime
years
program
and
two
new
sites.
M
This
year,
we've
opened
up
triple
e:
we've
moved
on
from
just
not
just
north
county,
but
now
in
the
mead
and
the
southern
clusters.
Thank
you
to
the
team
for,
for
making
that
happen,
it
is
very
exciting
to
introduce
tripoli
into
those
schools
miss
jones.
I
am
so
delighted
you
are
here
because
I
wanted
to
comment
on.
If
you
will
the
the
beauty
of
our
buildings,
some
are
newer
than
others.
Some
are
not
so
new
and
it
is
you
and
your
colleagues
that
do
an
amazing
job.
M
M
Chris
is
here
mike
mccaffrey,
you
and
your
team
have
done
an
amazing
job,
along
with
all
our
chiefs
and
custodians
to
get
the
buildings
ready,
because
that's
important,
we
don't
get
a
second
first
day
that
first
day
for
each
of
our
kindergartners
or
second
graders
or
seventh
graders
or
twelfth
graders,
is
as
important
as
day
two
three
and
four.
So
I
thank
you
for
your.
Thank
you,
mr
jones.
M
I'm
delighted
that
you're
here
again,
our
facilities
team
done
amazing
job
technology
over
17,
000
of
computers
and
and
and
tablets
and
chromebooks,
and
the
rest
of
it
up
and
running
in
the
buildings
all
of
our
smart
boards.
It's
wonderful
to
see
them
all
in
action,
transportation,
not
an
easy
task.
We
welcome
a
new
transportation
director.
Thank
you
less
we're
delighted
that
you've
joined
us
here
in
anne
arundel
county
and
and
we're
delighted
that
you're
you're
part
of
the
team.
It
has
just
been
a
fabulous
opening.
M
Jenny
is
our
third
state
finalist
in
the
last
five
years,
and
the
teacher
of
the
year
will
be
named
on
october
9th,
so
stay
tuned.
Many
of
you,
the
best
thing
about
seeing
the
schools,
as
I've
always
said,
is
seeing
the
people,
our
staff
members
and
our
children
and
their
smiling
faces.
That
has
been
fabulous
and
many
of
you
have
seen
the
photos
with
our
hashtag
aacps
back
to
school
back
to
awesome
campaign,
so
many
of
the
schools,
so
many
parents.
M
So
many
of
you
have
taken
pictures
of
your
children
on
the
first
couple
days
of
school
and
sent
them
in.
It
has
been
an
overwhelming
success,
our
folks
in
design
and
print
and
communications
put
the
best
of
those
together
into
three-minute
videos
that
contain
more
than
500
photos,
and
we
want
to
share
a
little
bit
of
that
with
you
today.
So
here's
some
of
the
video
bob.
M
M
M
M
M
Thank
you
to
your
team
of
communications,
bob
and
and
design
and
print
fabulous.
All
the
hundreds
and
hundreds
of
pictures
sent
in
and
those
three
videos
that
we
pushed
out
from
the
communications,
design
and
print
offices
were
viewed
more
than
eighteen
thousand
times,
so
we
had
our
hashtag
at
the
beginning
of
school,
hashtag
acps
back
to
awesome
campaign
and
we
are
awesome,
and
so
the
campaign
going
forward
for
us
will
be
hashtag
aecps
awesome,
because
there
are
some
school
systems
that
want
to
be
good.
There
are
others
that
want
to
be
great.
M
B
Thank
you.
I
would
like
to
echo
what
my
colleagues
and
dr
orlando
said:
miss
jones.
Our
buildings
are
a
plus
everywhere
we
went
thank
you
to
you
and
your
colleagues,
and
I
want
to
also
thank
tac
president
richard
benford
for
coming
on
the
visits
with
us.
I
think
you
made
it
to
every
school.
Thank
you.
It's
important.
B
I
think
a
couple
of
my
favorite
highlights.
I
I
got
to
have
a
poetry
lesson
with
the
third
grade
and
then
get
my
car
and
do
a
poetry
lesson
with
my
13th
graders,
that
was
that
was
really
awesome
and
but
the
the
number
one
thing
we
had
was
very
first
day
of
school.
This
little
boy
saying:
oh,
I
think
this
this
guy
here
is
like
the
president
of
all
the
schools
and
his
little
friend
says.
Well,
then,
who
are
these
people?
B
B
A
B
B
B
B
N
My
name
is
ed,
humble,
and
I
am
the
director
of
the
education
business
unit
for
for
mgt.
That
sounds
more
official
than
it
is.
I
I
get
to
come
to
places
like
anne
arundel
and
help
you
solve
problems
for
kids
and
it's
so
exciting
to
see
all
those
opening
of
school
and
happy
faces,
and-
and
thank
you
for
allowing
us
to
be
here
and
part
of
this
time
of
year
with
you.
O
And
I'm
dodge
cromwell
vice
president
for
facility
services
at
mgt
and
working
with
mgt
for
20
years
now,
and
was
here
to
help
you
do
the
2006
study
and
very
glad
to
be
back
again.
E
And
so,
by
way
of
background,
I
I've
had
a
very
good
fortune
to
be
a
part
of
a
very
historic
and
courageous
project
that
occurred
here
in
this
district
in
2005
and
2006..
E
At
that
time,
four
key
entities
who
are
all
represented
here
today,
but
the
then
superintendent
of
schools,
the
then
board
of
education,
county
executive
and
county
council,
decided
that
we
needed
to
take
a
very
analytical,
clinical,
impartial
and
professionalized.
Look
at
the
facilities
situation
here
in
anne
arundel
county.
Both
existing
buildings,
as
well
as
the
programmatic
needs.
The
capacity
needs
at
that
time,
as
well
as
into
the
future,
and
it
was
decided
at
that
time
that
we
wanted
to
bring
in
this
professionalized
approach.
E
Because
that's
not
what
we're
talking
about
we're
talking
about
buildings,
that
architects
and
engineers
are
charged
with,
assessing
and
being
able
to
evaluate
and
we're
talking
about
instructional
suitability
that
educational
experts
can
weigh
and
judge
and
provide
professional
judgment
and
values
to.
So
it
is
that
approach
that
brings
us
here
today.
That
original
report
has
withstood
the
test
of
time.
It
was
done
very
well.
I've
shared
that
with
you
and
the
members
of
the
public,
often
repeatedly
over
the
course
of
the
last
nine
years,
but
we
are
nine
years
later,
so
things
do
change.
E
Our
buildings
have
deteriorated
further.
Our
growth
and
development
patterns
in
this
county
have
changed
somewhat.
Our
in-migration
out-migration
birth
rates,
both
localized
and
across
the
state,
have
altered
somewhat
as
etc.
So
it
is
time
that
we
arrive
at
this
moment
that
we
are
now
going
to
reanalyze
our
buildings,
reanalyze
our
programmatic
offerings,
reanalyze
our
site
and
grounds
and
reanalyze
the
technology
footprint
of
our
buildings
and
provide
new
information
that
I'm
hopeful
will
shape
and
aid
us
in
shaping
and
formulating
what
our
plan
is
for
the
next
10
years.
E
O
Madam
president,
board
members
superintendent
I'd
like
to
thank
you
for
having
us
here
today,
I'd
like
to
just
start
off
by
by
thanking
you
for
allowing
mgt
to
be
a
part
of
this
important
study.
O
O
As
you
can
see,
our
presentation
outlines
we're
going
to
go
through
all
the
different
parts
of
the
of
the
report.
I'd
like
to
start
by
just
recapping
the
the
2006
plan,
as
alex
touched
on.
In
that
time,
we
identified
the
facility
needs
and
then
we
established
recommended
priorities
and
then
I
think,
most
importantly,
we
created
a
decision
making
tool
for
the
district
that
would
allow
you
to
make
decisions
on
an
objective
basis
as
circumstances
and
and
elements
changed
in
the
district
over
time.
O
As
you
can
see,
we
identified
projects
by
priority
and
by
grade
configuration
of
the
schools,
it
was
quite
quite
a
lot
to
get
done
over
1.4
billion
dollars.
We
projected
in
project
budgets
and
since
then,
with
the
state
and
county
appropriations
of
over
1.2
million,
you've
you've
been
able
to
accomplish
more
than
90
percent
of
the
plan,
which
is
just
fantastic.
O
So
building
on
that,
we
established
the
goals
for
the
2015
plan
and
the
first
goal
was
to
update
the
2006
strategic
facilities,
utilization
master
plan
to
provide
recommendations
for
the
10
years
next,
10
years
for
facility
capital
improvements
and
building
utilization,
examine
best
practices
regarding
school
size
and
to
provide
an
inclusive,
transparent
process
for
planning
and
finally,
to
provide
a
data
driven
recommendations.
O
Now,
that's
a
big
that's
a
big
job
to
get
all
that
done
and
as
a
colleague
of
ours
used
to
say
you
know
he
would
ask
the
question:
how
do
you
eat
an
elephant?
Well
one
bite
at
a
time,
but
you
better
have
a
plan.
O
O
We
take
that
data
and
combine
it
with
your
school
capacities
and
look
at
how
full
or
how
empty
your
schools
are
going
to
be
in
the
future.
Do
you
need
additional
space,
or
do
you
have
excess
space
that
might
vary
throughout
the
county
and
going
through?
All
of
this
process
is
a
is
a
community
public
involvement,
community
collaboration
process
where
we
try
to
engage
the
community
in
what
we
consider
a
conversation
to
develop
an
excellent
plan?
O
O
O
N
As
dodd
said
we,
you
know,
we
lay
that
plan
out
and
there's
all
these
pieces
that
we
have
to
look
at,
and
certainly
you
saw
that
list
on
there
and
there's
all
there's
the
facility
conditions
and
there's
the
number
of
kids
and
there's
the
capacities,
it's
not
by
accident
that
the
first
one
listed
and
the
first
one
we
talk
about
and
the
first
one
we
deal
with
when
we
come
to
a
school
district
is
the
educational
priorities
because
believe
it
or
not.
N
Some
people
around
the
country
think
of
facilities
plan
is
about
facilities
and
it's
not
it's
about
education
of
kids
and
it's
about
then
the
spaces
that
we
utilize
to
really
support
that
educational
program.
So
therefore,
we
have
to
start
off
and
really
understand
your
educational
program.
I
want
to
make
it
clear:
our
job
is
not
to
come
in
here
and
tell
you
anything
about
what
you
should
be
should
or
shouldn't
be
doing
an
educational
program.
N
That's
your
job,
your
staff
that
all
gets
worked
out
here,
but
it's
our
responsibility
to
really
understand
that
and
understand
where
anne
arundel
county
school
district
wants
that
educational
program
to
go.
So,
therefore,
we
can
go
out
when
we
go
out
and
assess
facilities,
we're
assessing
the
facilities
as
to
how
well
do
they
support
the
program
you
want
to
have
and
where
are
their
needs?
Are
we
not
don't
we
are?
Do
we
not
have
the
music
spaces
that
support
what
we
want
music
to
do?
N
Do
we
not
have
the
science
spaces
that
support
what
we
want,
science
to
be
and
all
those
different
kinds
of
things
and
and
vocational
spaces
and
things
things
that
really
are
evolving
and
we
don't
really
know
exactly
where
they're
headed,
but
we
kind
of
got
some
direction
for
it.
So
we
spend
quite
a
bit
of
time
at
the
beginning
and
what
this
slide
is
telling
you
and
there's
a
lot
more
detail
on
the
report
and
when
you
get
a
chance
to
really
read
through
that,
you'll
see
that.
N
But
what
this
slide
is
showing
you
is
that
we
go
out
and
really
identify
what
your
mission
goals
programs
are.
We
do
that
through
interviews
with
your
staff.
We
do
that
through.
You
know
what
what
are
the
facility
implications
and
defining
that
of
what
those
programs
are,
and
we
end
up
with
what
we
call
the
educational
suitability
and
technology
readiness
guide.
That's
just
a
sample
page.
You
can't
read
there,
but,
but
you
have
copies
of
the
of
the
complete
guide
that
we
ended
up
with
and
what
that
is.
N
There's
a
section
like
that
for
each
of
the
different
curricular
areas,
program
areas,
sometimes
support
areas,
there's
a
there's,
a
definition
there,
and
here
are
the
facility
implications.
N
We
also
do
what
we
call
the
technology
readiness
guide,
which
is
kind
of
a
supplement
to
this,
and
that
is
where
do
we
want
technology
to
go?
How
do
we
want
to
be
utilizing
technology?
We
don't
go
out
and
count
the
number
of
of
computers
in
classrooms.
We
say:
does
the
facility
have
the
infrastructure
to
support
the
number
of
computers
you
want
or
the
way
that
you
want,
your
your
staff
and
your
students
to
access
technology?
Do
you
have
the
infrastructure
to
support
that?
So
that's
what
we're
looking
for
there.
N
I'm
left-handed
too,
so
that's
why
this
always
goes
backwards.
For
me.
We,
as
don
said
we
have
a.
We
really
want
to
know
what
the
community
is
saying
about
schools.
What
are
the
community
goals
directions?
What
do
we?
Let's?
Let's
find
out,
we
did.
We
did
some
some
open
kind
of
meetings.
We
called
them
community
engagement
sessions.
N
We
did
a
first
round
where
we
asked
the
community
for
input
did
that
at
both
annapolis,
high
school
and
old
mill
high
school
back
in
march,
not
not
great
turnouts
87,
but
87
people
that
were
that
were
passionate
about
what
they
wanted
to
tell
us,
and
so
we
heard
them.
We
also
put
the
same
questions.
N
The
same
format
that
we
did
at
the
public
engagement
sessions
online
did
that
in
both
english
and
spanish,
and
had
that
available
for
a
couple
of
months
period
of
time,
and
we
got
another
512
respondents
that
certainly
gave
us
some
more
some
more
data,
and
then
we
came
back
and
got
feedback
sessions
because
then
we
came
back
after
we
had
assessed
the
schools.
Had
some
data
to
share
with
the
people
came
back.
Did
two
meetings?
N
Very
low
turnout-
I
I
wish
we
could
have
gotten
more,
but
on
the
other
hand,
the
same
thing
again
on
online,
we
had
nearly
800
participants
there,
so
all
of
that
data
put
together.
What
did
all
that
data
put
together,
tell
us
well,
they
they
some
things
were
that
we
expected
some
things,
maybe
a
little
bit
different.
N
Certainly
the
public
said
repair
these
the
specific
building
deficiencies.
You
know
my
my
child's
school's
got
hvac
problems,
it's
always
too
hot,
or
it's
always
too
cold
or
we've
got
a
roof
that
leaks.
Let's
get
in,
let's
really
find
those
okay,
we're
gonna
we're
gonna.
Do
that:
okay,
general
classroom
kinds
of
issues.
We
heard
lots
from
the
schools
that
have
not
yet
corrected
the
open
concept.
N
Would
you
do
that?
Please?
Would
you
make
that
a
priority?
So
we
heard
some
of
those
kinds
of
things
we
size
of
schools.
We
were
told
from
day
one
that
school
size
is
an
issue
in
anne
arundel
county,
and
the
public
also
told
us
that
that
are
our
schools
too
large.
Will
you
look
at
that?
Is
there
a
way
for
what
should
we
be
doing?
Is
there
advantages
to
changing
the
size
of
schools?
So
will
you
make
that
a
part
of
this?
N
N
You
know
the
crofton
folks
were
organized
in
there
and
out
there,
and
we
often
see
that
kind
of
thing
you're
going
to
see
the
results
of
that
here
in
a
little
bit,
but
we
found
out
that
there's
a
lot
of
areas
of
the
county
that
have
some
needs
that
have
some
needs
and
we've
tried
to
put
that
into
this
whole
plan
and
we're
going
to
we're
going
to
lay
that
out
for
you
here
in
just
a
little
bit.
The
next
section
that
I
want
to
talk
about
is
we.
N
You
know
you
asked
for
when
you
when
you
brought
us
in
for
this
time
around
you
said
school
size
is
an
issue,
and
so
would
you
look
at
that
for
us?
Would
you
really
do
some
some
research
on
school
size
and,
what's
being
said
around
the
country
and
compare
that
to
what's
going
on
in
anne
arundel
county?
N
So
we
did
that
and
the
fir
this
is
this
just
lists
the
the
kind
of
the
review
of
literature,
the
studies
that
we
looked
at
in
depth
and
we
tried
to
find
some
of
the
most
recent
data,
some
of
the
most
recent
studies
that
are
available
on
school
size
that
would
be
appropriate
for
anne
arundel
school
district
for
your
size,
school
district,
for
public
schools
in
in
general
for
all
of
those
kinds
of
things.
So
the
first
four
you
see
listed
on
there.
N
Those
are
all
either
from
2013
to
2015
and
and
and
there's
detail
in
the
report
about
each
of
those
and
what
each
of
those
said.
Okay,
we
also
looked
real
closely
at
one-
that's
a
little
older,
but
that's
the
evaluation
of
the
gates
foundation
high
schools,
because
if
you
remember
back,
the
gates
foundation
gave
grants
and
they
put
grants
out
for
if
you
would
for
for
specifically
for
creating
small
high
schools
and
they
said
their
desired
size.
High
school
was
400
and
they
wouldn't
allow
they
wouldn't
give
a
grant
for
anything
over
600.
N
We
wanted
to
include
that,
even
though
that
goes
back
to
2006,
and
then
we
really
wanted
to
look
at
the
maryland
equity
project
because
there's
a
lot
of
good
information
there
about
specifically
for
maryland
and
we
had
through
the
first
half
of
this
we
had
the
interim
report
and
by
the
time
we
were
done,
we
had
the
final
report,
so
we
got
to
be
able
to
see
that
and
make
some
comparisons
with
that
the
detail
of
each
of
these
is
in
there.
What
did
we
find?
What
did
we
find?
N
N
There's
there's
a
lot
of
them
kind
of
in
between
that
show
that
okay,
in
total,
the
the
bulk
of
the
studies,
do
say
that
there's
an
advantage
to
smaller
schools
in
both
academic
achievement
and
student
behavior
that
academic
achievement,
and
not
always
in
all
areas.
Some
studies
would
find
that.
Well,
the
you
know
the
the
the
stem
areas,
the
science
technology
was
was
an
engineering
and
mathematics
was
really
was,
was
really
improved
with
smaller
schools,
but
some
other
areas
might
not
have
been
language.
Arts
might
not
have
been.
N
Student
behavior
seemed
to
to
be
improved
with
smaller
schools
and
again
we
don't
really
know
the
definition
of
that
there.
The
other
side
of
this
slide,
I
think,
is
very
important
and
that,
throughout
those
studies
that
there
are,
it
really
depended
on
which,
when
you,
when
they
when
they
would
find
schools
that
they
said
that
they
could
point
to
and
say,
yeah
there's
the
academic
achievement
and
student
behavior
is
better
in
the
school,
but
a
lot
of
times
it
had
to
do
with
the
leadership
structure
in
that
school.
N
It
had
to
do
with
what
the
program
offerings
are
in
that
school.
It
had
to
do
with
what
the
extracurricular
offerings
are
in
that
school.
So
therefore,
we've
really
come
school
size
is
a
factor
and
it
is
a
factor,
and
it
is
a
factor
that
should
be
considered,
but
it's
one
factor
among
many
that
that
lead
to
student
achievement,
okay
and
in
one
this
one
was
out
of
the
state
of
north
carolina
where
they
they
did
a
really
detailed.
N
N
We
need
to
have
a
policy
and
we
believe
we're
recommending
that
you
as
a
board
adopt
a
policy
regarding
school
size
to
to
set
direction.
Here's
what
we've
used
in
the
study
that
and
the
results
we're
going
to
give
you
today.
Okay,
that
says,
preferred
school
size.
Okay,
that
doesn't
say,
build
them
at
this
number.
Okay,
you
may
want
to
build
them
smaller
than
that,
and
this
is
the
preferred
school
size
preferred
school
size
in
anne
arundel,
county
of
we
say:
high
schools
at
sixteen
hundred
middle
schools
at
twelve
hundred
and
elementaries
at
six
hundred.
N
Now,
when
I
compare
that
with
what
the
maryland
equity
project,
because
it
came
out
with
what
it
thought
is-
the
preferred
school
sizes
in
the
state
of
maryland-
okay,
it
had
1700
for
high
school,
we're,
saying
1600.
it
had
900
for
middle
school
and
we're
saying
1200
a
little
bigger.
It
had
700
for
elementary
and
we're
saying
600.
Okay,
it's
not
that
we
just
want
to
disagree
with
the
maryland
equity
project.
We
think
those
numbers
fit
the
anne
arundel
school
district.
You
know
you
it's
very
important
to
people
in
this
district
to
your
to.
N
We
heard
it
over
and
over
again
that
we
don't
want
to
have
split
elementary
split
middle
schools.
We
want,
we
don't
want
to
have
half
the
students
from
a
middle
school,
go
to
one
high
school
and
half
to
another.
We
really
like
those
those
those
the
the
the
the
the
the
regular.
What's
the
word,
I'm
thinking
about.
N
Feeder
pattern,
I'm
sorry
the
regular
feeder
pattern.
We
really
want
to
have-
and
that's
important
to
us
now
to
the
degree
that
you
can.
We
think
those
numbers
really
work
better
for
anne
arundel
county
and
for
your
number
of
schools
and
the
number
of
schools
that
we're
proposing
when
we
get
into
this,
please
don't
go
away,
saying
that
mgt
said
this
is
the
size
school
to
build
because
it
it's
not
necessarily,
you
might
want
to
build
some
high
schools
of
of
1200.
N
If
that's
the
right
number
and
the
feeder
patterns
work
right
and
we'll
show
that
as
we
as
we
get
into
this,
but
as
a
guide
as
a
guideline,
we
think
those
are
good
numbers.
Okay,
then,
if
you
adopt
this
policy,
we
really
think
that
this
policy
needs
to
be
a
factor
in
determining
these
priorities.
So
therefore,
we
kind
of
got
a
little
bit
of
a
of
a
catch-22
there
and
that
we
said
so.
We
developed
these
the
priorities
we
gave
you
based
on
this
on
those
sizes
right.
N
There
needs
to
be
implemented
on
an
ongoing
basis,
we're
not
going
to
snap
our
fingers
and
make
schools
of
1600
1200
and
six
hundred
in
anne
arundel
county
school
next
week.
Okay,
that
we
all
understand,
that's
not
gonna
happen.
We're
not
it's
not
even
gonna
happen
next
year,
but
you
can
certainly
head
that
direction
over
the
course
of
a
ten-year
plan,
and
so
therefore,
the
ten-year
plan
should
hedge
you
in
that
direction.
So
what
I
always
say
is
great
about
a
a
master
plan.
Is
that
we're
here
today?
N
We
know
we
want
to
be
over
there
in
10
years.
So
let's
go
that
way,
let's
not
head
off
this
way
to
start
with,
and
so
it
can
head
you
in
that
direction.
Okay,
we
think
high
school
size
reduction
should
be
one
of
the
priorities
as
you
implement
this,
your
high
schools
are
large,
there's.
No,
everybody
knows
that
and
and
you're
not
going
to
solve
that
problem.
N
If
it
is
a
problem,
we're
not
going
to
solve
it
in
a
day
or
two,
but
you
can
head
that
direction
and
it
should
be
a
priority
and
then,
finally,
I
have
to
say,
monitor
the
progress
of
the
proposed
state
small
schools
grant,
because
when
you
read
the
maryland
equity
project,
it
has
the
recommendations
for
school
size
and
it
has
a
recommendation
that
the
states
implement
a
plan
for
helping
districts.
Now
I
don't
know
when
I
look
right
now
at
the
detail
of
that.
N
I
don't
know
that
anne
arundel's
ever
going
to
qualify
for
any,
but
I
still
have
to
say
keep
monitoring
it
keep
keep.
You
know,
keep
lobbying
when
you
have
the
opportunity
to
do
that,
because
it
looks
like
your
state
is
going
to
be
headed
towards
towards
trying
to
assist
school
districts
with
implementing
this
okay,
and
so
you
should
keep
that
up
as
we
go.
Okay,
I'm
going
to
give
it
back
to
dodds
who's.
Now
going
to
take
you
through,
I
like
to
say
all
the
boring
stuff
now.
A
O
Let's
talk
about
some
of
the
data
you
know,
but
I
do
want
to
comment
and
thank
the
the
public
school
staff.
We
work
closely
with
them
in
collecting
a
lot
of
this
data
and
generating
a
lot
of
it
and
and
as
they
were
in
2006,
they
were
very
energetic,
very
cooperative
work
with
us
and
very
professional.
So
I
want
to
thank
them.
Well,
let's
start
talking
about
demographics.
O
Oh,
thank
you
ed
going
forward
and
it
also
showed
that
the
the
elementary
school
age
children
were
kind
of
projected
to
decrease
in
the
county
based
on
census
data
and
then
one
of
the
other
data
elements
that
we
had
was
that
your
capture
rate
as
a
district
of
the
children
who
are
born
in
the
county
and
then
how
many
of
those
children
end
up
in
kindergarten.
The
capture
rate
is
less
than
100,
which
indicates
that
some
children
born
in
the
county
are
either
going
to
school
out
of
the
system
or
migrating
out
of
the
county.
O
O
If
you
will
and
general
consensus
that
the
county
is
going
to
continue
to
grow,
there's
going
to
be
more,
my
immigration
of
of
people
there's
going
to
be
as
the
economy
picks
up,
there's
going
to
be
additional
building
going
on
so
using
the
district's
cohort
survival
method
and
then
looking
at
housing
starts
that
are
projected
to
happen
in
the
county.
We
we
updated
from
our
the
2006
study.
We
updated
the
the
student
per
household
ratios
and
actually
made
that
a
little
bit
made
those
numbers
a
little
bit
more
granular.
O
So
we
could
look
at
different
communities
and
how
different
types
of
housing
produce,
different
numbers
of
students
and
that
sort
of
thing
and
and
then
the
district
using
a
cohort
survival
method
projected
the
enrollments
for
the
next
10
years,
and
those
enrollments
show
that
you're
going
to
increase
slightly
overall
as
a
district
you're
currently
at
about.
Well,
I
guess
you
opened
up
a
little
bit
over
80
000.
O
We
use
the
the
october
4
2014
enrollment,
so
at
about
79
000
and
then
in
10
years,
you'll
you'll
be
we're
projecting
an
enrollment
of
86
thousand
500
district
y.
That's
all
k-12
students,
so
that's
a
little
less
than
a
seven
percent
increase
over
the
next
10
years
at
the
elementary
school
level.
That's
it's
going
to
be
pretty
steady,
go
from
about
37,
1,
37
100,
to
about
37
600
or
37
600
middle
school
and
17.
O
O
O
Now
each
one
of
those
resulted
in
a
score
on
a
100
point
scale,
so
you
might
have
a
building
that
has
a
building
condition,
score
of
80
and
an
educational
suitability,
score
of
75
and
so
on.
So
forth,
so
to
help
the
reader
and
and
staff
understand
and
help
rate
and
prioritize
school
needs.
We
create
a
combined
score
where
we
weight
the
building
condition,
scores
55
percent,
the
educational
suitability,
score
35
and
then
the
the
site
and
technology
scores
5
respectively,
so
that
we
get
a
combined
score
for
each
school.
O
So
we
kind
of
get
an
overall
picture
of
of
the
condition
of
that
school
and
you
could
see
by
this
key
that
it
it's
much
like
reading
the
grades
that
your
child
brings
home
90
and
above
is
excellent
or
like
new
and
in
the
building.
80
to
89
is
considered
good,
70
to
79,
fair
60
to
69,
poor
and
then
below,
60
unsatisfactory,
and
that's
when
we
really
start
questioning
the
long-term
viability
of
a
building.
When
we
see
those
kinds
of
scores.
O
The
first
assessment
the
building
condition
assessment.
This
was
data
gathered
by
the
district
staff
based
on
their
knowledge
of
the
buildings
and
looks
at
the
condition
the
physical
condition
of
the
buildings
under
the
roofs
leaks
are
the
hvac
systems
working
well,
the
floors
worn
that
sort
of
thing
and,
as
you
can
see,
we
had
quite
a
range
of
scores
from
at
the
elementary
schools
from
58
up
to
100
100
reflects
the
new
or
renovated
schools.
Obviously,
middle
schools
range
from
64
to
96
in
the
high
schools
from
60
to
100.
O
The
next
assessment
talk
about
is
the
educational
suitability,
and
so,
as
ed
mentioned,
we
look
at
the
educational
program.
We
look
at
the
facility
implications
of
that
program
and
then
we
go
out
and
assess
the
buildings
against
those
standards
that
we
derive.
So
we're
looking
at
things
like
are
the
classrooms
the
appropriate
size
are
the
science
rooms
the
appropriate
size?
O
Do
those
classrooms
have
the
appropriate
equipment
in
them?
Are
they
located
in
the
best
place
with
regard
to
other
classes?
What's
the
overall
environment
of
the
school
like?
What's
it
look
like
on
the
outside,
when
kids
are
delivered
in
the
morning
or
when
they're
picked
up
in
the
afternoon,
is
it
vehicular
pedestrian
chaos,
or
is
it
orderly
and
well
managed
and
safe?
O
So
we
look
at
all
of
those
kinds
of
things
and
again
we
had
quite
a
range
in
in
schools
and
but
again
we
a
little
bit
lower
than
the
building
condition
scores,
but
a
lot
of
the
elementary
schools
were
in
that
good
range.
I
think
one
of
the
one
of
the
factors
here
was
that
you
had
numerous
schools
built
in
the
70s
under
the
open
school
model
and
since
then,
you've
gone
in
to
some
of
them.
O
You
still
have
some
of
them
in
that
and
that
open
plan,
but
you've
gone
in
and
and
added
walls
into
some
of
those
buildings,
and
you
know
it's
well-intentioned,
but
it's
it's
putting
walls
in
a
building
designed
for
an
open
school
plan
is
about
is
kind
of
like
putting
a
cube
in
an
egg.
You
know
it
just
doesn't
fit.
I
mean
it's
just
not
efficient,
and
so
those
aren't
always
the
best
solutions.
O
And
then
the
plans
that
are
still
open
are
are
hard
acoustically
to
perform
in.
So
I
think
that
was
one
of
the
the
major
things
we
found
in
the
suitability
of
the
schools
site,
condition
again,
looking
at
the
condition
of
the
roads
or
the
driveways,
the
sidewalks,
the
fields
and
that
sort
of
thing
again,
I
think
pretty
good
scores
in
the
in
the
80s
in
the
good
range
that
I
don't
remember
any
overall
issues
there
and
then
technology
readiness
looking
at
the
building
infrastructure
that
supports
technology.
O
So
do
you
have
sufficient
air
conditioning
in
your
computer
labs?
You
have
sufficient
electrical
outlets
for
the
computers
and
and
wi-fi
drops,
and
this
do
you
have
a
sufficient
phone
system
to
communicate
back
and
forth
to
teachers.
So
again
we
had
quite
a
range
of
scores
there
and,
on
the
average,
a
little
lower
than
the
other
on
the
other
categories.
O
So
when
we
take
those
four
assessments
and
put
them
together
in
the
combined
scores
and
the
weighting
that
I
mentioned
earlier,
then
we
can
see
that
we
have
overall
a
combined
score.
That's
that's
pretty
good.
It's
in
the
at
high
70s
to
the
80s,
so
we
have
room
for
improvement,
but
we're
in
overall
pretty
good
shape.
We
have
some
schools
that
need
more
attention
than
others,
and
those
will
will
pop
up
as
kind
of
the
priority
one
schools
that
we
need
to
address
in
the
in
the
10-year
plan.
O
This
show
this
chart
shows
you
kind
of
how
this
the
schools
scored
based
on
different
grade
levels,
so
we've
got
24
schools
that
scored
in
above
90
or
in
that
excellent,
like
new
range
at
47
schools
in
the
good
range,
that's
great
of
38
schools
in
the
fair.
Those
are
schools
that
need
some
attention
and
we've
got
10
schools
in
the
poor
range.
They
need
a
little
more
attention.
The
good
news
is,
we
don't
have
any
schools
in
that
red
line
down
below
in
the
unsatisfactory
range,
so.
O
So
we
take,
as
I
mentioned
earlier,
the
enrollment
projections
that
we
we've
done
looking
at
enrollments
out
for
the
next
10
years.
We
take
that
and
align
it
with
the
capacity
of
the
schools
and
we
come
up
with
a
utilization
factor
and,
as
you
can
see
at
the
top
of
this
chart,
we've
kind
of
marked
that
something
over
110
percent
utilization
is
inadequate.
O
101
110
is
approaching.
Inaccurate
85
to
109
is
adequate
utilization.
So
that's
that
range
where
we
would
like
to
be-
and
that
gives
us
efficient
use
of
the
building
of
our
facilities,
but
still
gives
us
some
room
for.
O
When
they
increase
or
fluctuate
and
then
below,
85
we're
starting
to
get
inefficient
and
then
below
75,
we
kind
of
consider
that
an
efficient
use
of
a
utilization,
so
this
is
just
a
chart
as
a
sample
of
the
of
some
schools
and
as
you
can
see,
we've
got
the
first
column
is
the
school
name.
The
second
column
is
the
state
rated
capacity
for
those
schools.
O
Then
the
sec.
The
next
column,
is
the
2024
state
rated
capacity
or
projected
capacity.
O
O
That's
going
to
maintain
consistent
middle
schools
are
now
about
73
percent,
so
you've
got
a
little
room
to
grow
there,
but
it's
gonna,
you're,
gonna,
grow
and
you're
gonna
be
up
in
the
80
percent
utilization
range
in
in
10
years,
and
then
high
schools
are
now
at
about
88
percent
and
it's
projected
that
they're
going
to
go
up
to
106
percent
overall
utilization
with
some
of
those
schools
over
over
that
106.
Obviously,
so
these
are
averages.
O
O
N
So,
as
dad
said,
we
take
all
these
pieces
of
information,
bring
that
together
into
a
combined
score.
Now,
how
do
we
prioritize?
What's
the?
How
do
we
come
up
with
what
are
the
highest
priorities
and
and
dodge
indicated
that
in
a
lot
of
the
areas
you
know
you,
you
should
feel
really
good,
and
I
know
I
think
you
do
and
and
alex
should
feel
really
good
and
your
your
community
should
feel
really
good,
because
your
scores
compared
to
a
lot
of
school
districts.
We
do
this
in
school
districts
all
over
the
country.
N
Your
scores
on
average
are
pretty
good.
Okay.
Having
said
that,
remember
you
had
10
schools
that
scored
in
the
poor
category.
When
you
add
all
that
up,
okay,
we
we
we
better
look
at
those
and
we
better.
That
should
be
a
priority.
So
we
looked
at
a
really
a
three-prong
priority
for
for
how
we
would
prioritize
the
the
10-year
plan
for
anne
arundel
county
schools.
Well,
one
of
them
is
those
schools
that
scored
low.
Let's,
let's
see,
let's
fix
those
up.
Remember
everything.
N
We
said:
that's
all
data
driven,
okay,
the
second
piece
of
that
prong
is,
you
know:
where
are
we
overcrowded?
Where,
where
are
we
gonna?
We
we
need
to
deal
with
schools
that
are
going
to
be
over
either
our
or
are
projected
to
be
over
110
percent
of
utilization
that
that
there's
just
all
kinds
of
problems
that
come
with
that
and
we
all
know
what
those
issues
are.
The
third
prong
in
anne
arundel
county
is:
how
do
we
move
toward?
We
came
earlier
on.
N
I
think
it's
chapter
three,
we
said
get
a
put
a
policy
in
place
for
what
school
size
you
want
to
head
toward.
Well,
how
do
we
move
toward
that?
So
there's
really
there's
three
prongs:
that
we
said
that
we
really
want
to
look
at
and
how
do
we
get
there?
Okay,
so
prioritization
we've
we
looked
at
and
I
I
started
to
say
we
first,
we
looked
at
a
whole
bunch
of
different
ways
that
we
can
make.
These
cut
points.
Okay,
but
we
said
okay,
if
it's
a
combined
score
of
less
than
75.
N
If
you
remember,
you
know
when
it
gets
into
the
60s,
it's
poor,
the
70s
is
that
kind
of
you
know
a
satisfactory
range,
but
the
lower
70s.
We
probably
should
be
looking
at
those
and
making
some
changes
to
those
in
within
a
within
a
10-year
master
plan:
okay,
where's
the
projected
utilization
over
110
percent.
Okay:
where
are
we
going
to
have
overcrowded
schools?
Let's
deal
with
that?
Okay
and
then,
where
do
we
need
new
schools
in
order
to
provide
solutions
to
overcrowding,
accommodate
projected
development
and
really
start
to
move
us
toward
smaller
schools?
N
If
that's,
if
that
is
a
goal
to
be
able
to
move
toward
that?
So
that's
those
three
prongs
we're
talking
about
that
we
dealt
with
so
we
laid
that
out
and
I'm
hesitating
because
the
next
slide
is
going
to
show
you
the
list.
It's
going
to
show
you
schools
and
it's
going
to
show
you
here's
what
our
recommendations
are.
N
So
now
these
phase
ones
aren't
going
to
happen
all
in
one
year
and
we
do
have
it's
and
in
your
report
it's
laid
out
as
to
here's.
What
is
in
year,
one
of
the
plan
year
two
year,
three:
here's
how
much
it
costs
for
each
of
those
years
and
lays
it
out
all
the
way.
But
these
three
things
we
think
really
are
that's
phase
one
and
it's
the
facility
master
plan
and
now
we're
going
to
make
it
more
complicated
because
there's
a
phase
one
and
a
phase,
one
a
but
bear
with
me
I'll.
N
I
will
I'll
explain
that
to
you
as
we
go
through
so
phase
one.
Let's
take
a
look
at
the
things
that
we've
said
should
be
on
phase
one
well,
schools
that
scored
less
than
65..
N
Well
there
there
you
go,
and
you
know
it's
it's
dangerous,
but
we
do
it
anyway,
even
though
it's
dangerous
to
list
schools
by
their
exact
number,
because
all
my
schools,
you
know
school
if
a
school
scored,
62.59
or
63.31
or
64.06,
they
all
need
attention
and
there
isn't
any
one
of
them,
that's
more
important
than
another
one.
They
all
score
in
that
below
65
range
and
they
need
they
need
to
be
addressed.
Okay,
we've
put
those
down
as
replacement
budget,
and
you
know
I.
N
I
think
that
on
those
first
ones
on
there,
that's
likely
what
you
will
do
is
replace
those
facilities
when
they
get
to
that
level.
But
it's
this
is
a
high
level
master
plan
alex
and
his
people
have
to
now
dig
in
there
may
be
pieces.
There
may
be
a
gym
that
you
do
want
to
save
from
one
of
those
and
you
design
around
that
there
may
be
so
I
don't
want.
N
I
want
you
to
understand
this
is
a
high
level,
but
I'd
rather
give
you
the
replacement
budget
and
then
find
out
that
oh,
we
can
do
this
for
a
little
less
than
to
give
you
a
less
budget.
And
then
then
you
get
mad
at
me
and
say:
hold
it
hold
up
that
wasn't
enough
money,
and
so
I'd
rather
go
that
route.
So
that's
that's
the
budget
for
replacing
it
they're
going
to
do
a
lot
of
study
on
what
you
do
for
each
of
these.
N
If
this
plan
gets
adopted,
but
there's
the
list
of
schools
you'll
see
in
there
right
away,
we've
put
in
two
new
high
schools,
we've
put
in
a
new
high
school
for
crofton.
You
know
what,
as
I
said
earlier,
I
was
going
to
come
back
to
it.
They
they.
N
You
know,
we
heard
from
that
community
loud
and
clear
when
we
looked
at
the
data
and
we
give
you
a
data-driven
plan,
they're
right,
they're
right,
you
ought
to
have
a
high
school
in
that
part
of
the
of
the
county,
and
so
we've
put
it
in
there
and
we've
said:
that's
it
and
and
that's
a
big
number.
But
that's
what
new
high
schools
cost?
Okay,
and
so
we
put
that
in
there
and
we
think
that
you
should
be
looking
at
that.
N
That
helps
then
toward
toward
I'm
going
to
get
into
to
you're
going
to
have
to
make
boundary
adjustments
on
a
regular
basis,
especially
as
you
do
new
schools
and
I've
put
that
in
here,
but
that
that
helps
you
with
being
able
to
solve
overcrowding
in
some
facilities
and
start
this
move
towards
some
smaller
schools.
So
it
helps
you
to
do
that.
We
also
think
you're
going
to
need
to
replace
old
mill
and
we
think
you
start
with
old
mill
west
and
in
the
detail
in
your
plan.
N
It
shows
you
what
we
think
is
probably
going
to
be
the
boundaries
around
that
because
we
think
there's
going
to
be
an
old
mill
west
and-
and
you
know,
there's
a
and
and
an
old
mill
we'll
see
how
the
other
one's
east.
N
N
Get
next
we
got
a
middle
school
going,
north
and
south
and
a
high
school
going
east
and
west
and
you're
a
big
school
district.
This
gets
complicated,
but
you
know
that
very
well,
so
we
think
we
start
with
that.
One
and
you'll
see
that
on
the
maps,
when
you
look
at
that,
then
we
see
some
now
we
still
said
replacement
on
on
rippling
woods,
even
though
it's
a
little,
you
know
we,
we
always
almost
always
say
under
65.
N
You
really
should
look
at
replacing
that
building,
because
you're
mo
more
often
than
not
your
money
ahead
to
replace
it
rather
than
renovate
it.
With
those
caveats
that
I
said
earlier,
when
you
get
over
65,
we
say
you
might
want
to
look
at
that,
but
rippling
woods.
It
sits
in
the
flight
pattern
and
that
kind
of
thing,
and
so
you
really
want
you-
may
want
to
replace
that
one
as
well
you're
going
to
as
you
get
further
down
the
list
and
the
numbers
get
a
little
higher.
N
Then
you'll
see
where
that
gets
a
little
bit
different.
That's
the
this
continues
on.
It
says
continued
on
the
next
slide.
So
when
you
continue
this
on
you'll
see
that
all
of
those
there
there's
there
is
what
we
see
as
the
phase
one
and
all
of
the
schools
that
fit
that
phase,
one
that-
and
that
is
schools
that
are
that
are
under
65
and
or
projected
at
over
110
capacity
with
the
exception,
and
this
comes
to
910
million
dollars
over
a
10-year
period.
Okay,.
A
N
That's
you
know
when
you
look
at
what
you've
spent
in
the
past
10
years
that
comes
to
910
million
over
a
10-year
period,
this
one
doesn't
fade,
doesn't
count
in
the
inflation
in
the
and
every
year
thing
and
I'll
get
that
we'll
get
to
that
here
in
a
little
bit.
But
now
it's
the
phase
1a,
because
I
promised
I
was
going
to
confuse
you
all
that
I
could
here
and
the
phase
1a.
These
don't
have
dollar
signs
with
them.
N
But
this
is
how
you
address
over
time,
the
schools
that
are
over
110
percent
capacity,
but
we're
not
recommending
that
you
replace
that
school
or
that
you
renovate
that
school
or
you
do
an
addition
onto
that
school,
because
their
numbers
were
high
enough
south
river
high
school.
You
don't
you
don't
need
to
do
you
don't
need
to
replace
south
river
high
school.
You
don't
need
to
do
an
addition
to
it.
You
need
to
redistrict
it
with
southern
high
school.
That's
what
you
need
to
do,
and
so
that's
how
you
can
solve.
N
So
this
is
how
you
solve
those.
A
lot
of
this
redistricting
is
with
some
of
the
new
schools
that
we're
talking
about
you
building.
So
once
again,
I
want
to
emphasize
again
well
you're
not
going
to
do
all
this
redistricting
next
year.
You're
going
to
do
this
at
this
is
going
to
be
a
10-year
process.
But
if
your
goal
is
smaller
schools,
your
goal
is
to
solve
these
problems.
N
N
If
you're
going
to
meet
these
goals-
and
so
blame
me,
but
when
you
when
you're
out
there
he's
shaking
his
head
like
yeah,
I
will
but,
but
it's
okay,
because
you're
going
to
because,
if
you're
going
to
meet
these
goals,
you're
probably
going
to
be
doing
those,
let
p
we're
going
to
have
some
recommendations
here.
Let
people
know
well
ahead
of
time.
N
Okay,
if
you
want
to
see
that,
as
I
said,
phase
one
is
those
ones
we
do
have
in
the
report
of
phase
two
in
a
phase:
three,
that's
for
informational
purposes,
we're
not
recommending
those
schools
be
included
in
this
10-year
plan.
Phase
2
are
the
schools
that
scored
below
80.
greater
than
75
below
80.,
so
they're
kind
of
the
ones
next
on
the
list.
If
people
want,
if
you
want
to
be
able,
people
say
how
come
my
school
is
not
there.
N
Well,
it's
scored
right
here
and
it's
next
on
the
list:
okay,
school,
the
phase
three
is
all
the
other
schools
and
where
they
scored,
and
so
you
have
those
we
think
those
are
quite
a
ways
down
the
line.
N
But
if
you
can-
and
you
want
to
keep
up
the
maintenance
and
all
those
kinds
of
things
the
buy
year
for
each
of
this
is
listed
on
on
page
108-
exhibit
106
of
your
report
the
buy
year,
it's
just
too
long
and
complicated
to
show
on
a
slide
that
anybody
could
read
here,
but
you
have
that
and
the
total
comes
to
just
over
1.3
billion
dollars
over
the
10-year
period.
When
you
add
it
up
by
year
with
the
inflationary
factor
put
in
as
well.
N
So
that's
where,
where
we
are
with
that
okay,
I'm
gonna
keep
going
here
and
just.
N
That
that
is
the
master
plan,
that
is
the
schools
that
are
on
the
master
plan.
That
is
the
and,
as
I
say,
you
have
how
that's
laid
out
over
a
10-year
period.
There's
the
dollars
that
we're
showing
with
that
and
you'll
be
able
to
see
each
school
by
year.
N
We
have
some
supporting
recommendations.
We
always
do
okay
and
the
first
one
is
that
you
implement
the
the
non-instructional
facility
improvements
in
conjunction
with
the
10-year
plan
and
we've
listed
them
there
there's
some
there's
a
list
of
some
non-instructional
facilities,
some
of
your
support
facilities,
some
of
your
maintenance
facilities,
some
of
your
warehouse
facilities.
We
think
there's
some
needs
there
and
we've
listed
those
out
and
we've
incorporated
those
dollars
into
the
10-year
the
10-year
plan
as
well
and
shown
where
those
fall
on
the
10-year
plan.
So
you
need
to
implement
those
as
well.
N
Okay,
again
monitor
the
proposed
competitive
grant
program
to
support
the
construction
of
small
schools
or
renovation
of
large
school
buildings.
The
state
of
maryland
and
the
maryland
equity
report
says
the
state's
going
to
do
that
right
now.
The
rules-
anne
arundel,
probably
wouldn't
qualify
under
the
current
rules.
For
for
access
to
those
grants,
but
keep
monitoring
that
and
maybe
keep
lobbying
that
okay
annually
review
boundary
adjustments.
N
I
know
that's
an
awful
one
to
say
and
I'm
a
former
superintendent
myself
and
I'd,
throw
things
at
somebody
that
said
that,
but
but
it's
but
you're
going
to
have
to
in
order
to
meet
the
goals
that
you've
laid
out
you're
going
to
have
to
annually.
Okay
regularly
update
the
educational
specifications
for
these
programs
keep
changing.
We've.
N
This
on
we
based
this
and
we
assessed
them
based
on
your
programs.
Your
programs
over
the
next
10
years
will
change,
so
you
want
to
annually
do
that
you've
done
a
good
job
of
that
in
the
past,
you've
kept
your
ed
specs
up
to
date,
but
keep
doing
that.
Okay
continue
to
update
those
long-range
enrollment
projections,
okay
and
the
last
ones,
the
the
shortest
one
on
there,
but
maybe
the
most
critical
is
communicate.
Let
people
know
what's
coming
when
so.
N
They
understand
because
there
is
going
to
be
changes
occur
over
a
10-year
period
and
while
it's
difficult
for
people,
it's
a
lot
less
difficult.
When
you
understand
the
reason
you
understand
when
it's
coming
and
you
prepare
for
it
and
so
that
that
makes
it
an
awful
lot
easier
to
deal
with,
and
you
would
have
that
over
time,
so
that's
kind
of
where
that's
it,
there's
the
what
we
did
and
what
our
recommendations
are
and
thank
you
so
much
for
allowing
us
to
come
back.
Thank
you
for
we're,
we're
we're!
N
You
know
I
I
know
I
get.
I
start
rambling
on,
but
alex
said
early
on
that
that
he
brings
in
you
bring
in
a
company
like
ours
because
we're
a
disinterested
third
party
and
no
offense
to
alex,
and
I
and
I
enjoy
working
with
alex
a
great
deal.
You
guys
have
one
of
the
best
there
is,
but
we're
not
disinterested.
N
We
are
we're
from
we're
from
where
we're
we're
we're
from
outside
of
anne
arundel
county.
No
question
about
that,
but
everybody
in
our
firm.
We
hire
our
people
because
we
have
a
passion
for
education
and
I
get
I
I
take
pride
in
watching
things,
get
better
for
kids
in
school
districts
around
the
country
and
it's
and
I
get
a
lot
of
pride
in
that.
So
I
appreciate
the
opportunity
to
be
a
part
of
that
in
anne
arundel.
N
Where
we're
disinterested
is
that
I
I
don't
care
if
it's,
if
the
students
in
the
north
end
of
the
county
or
the
south
end
of
the
county
or
the
middle
part
of
the
county,
we
want
to
address
the
needs
based
on
the
data
for
all
of
the
kids
throughout
the
county
and
and
that's
what
we
hope.
We've
done
once
you've
hired
us
you're
stuck
with
us.
E
B
I
Councilman
walker,
dr
alato.
Madam
president,
madam
vice
president,
thank
you
for
having
us
this
morning.
Most
of
all,
thank
you
for
moving
forward
with
the
mgt
study.
I
especially
want
to
say
thank
you
for
including
the
legislative
branch
of
government
in
this
process
and
recognizing
us
as
a
stakeholder
in
the
process
when
we
started
this
process
a
few
months
ago.
I
sat
right
here
and
committed
publicly
to
wait
for
the
results
of
the
study
and
to
support
its
recommendations.
Regardless
of
the
outcomes
I
made
this
commitment.
A
I
It
represents
a
third
party
objective
opinion,
as
was
just
stated
of
our
infrastructure,
focused
on
our
children,
our
school
system
and
the
most
efficient
use
of
our
county
taxpayer
dollars.
While
I've
not
had
the
opportunity
to
study
the
whole
document,
I'm
thrilled
that
a
new
and
long-awaited
high
school
is
slated
for
our
community
crofton.
I
Mr
shaknovich
already
mentioned
that
this
was
not
about
lobbying
efforts,
but
about
a
third
party
objective
opinion.
As
you
know,
while
I
have
not
been
well,
I've
been
down
here
lobbying
for
a
crofton
high
school
for
the
past
four
and
a
half
years.
The
real
credit
goes
to
the
community
of
crosston
who,
for
the
last
40
years,
has
waited
patiently
lobbied
phone
called
emailed
and
showed
up
here
at
the
council
and
at
the
boe
in
their
purple
shirts.
I
I
especially
want
to
thank,
say
a
huge
thank
you
to
jonathan
boniface
for
his
relentless
dedication
and
persistence
in
the
build
crofton
high
school
movement.
He
is
here
today
joined
by
his
wife,
rebecca
and
other
faithful
volunteers,
shannon
highland
marissa,
holden
and
christy
bruner
they've
organized
community
meetings
sent
out
emails,
set
up
a
facebook
page
and
used
their
own
money
to
buy
t-shirts
and
bumper
stickers
congrats
to
them
and
the
community
of
crofton.
I
I
look
forward
to
seeing
dr
alato's
capital
budget
and
I'm
hopeful
that
this
important
project
will
be
included
when
it's
unveiled
later
today.
My
only
request
is
to
make
sure
that
the
crofton
high
school
is
built
to
accommodate
all
the
current
students
of
crofton
and
also
account
for
growth
I'll
end
by
saying,
thank
you
to
the
board
again
for
moving
forward
this
study
and
for
including
the
legislative
branch
of
government
in
this
process.
We
are
all
partners
in
providing
in
the
process
of
providing,
as
dr
olato
said,
a
truly
awesome
school
system.
Thank
you.
P
P
This
is
a
great
day
for
anne
arundel
county.
This
study
confirms
what
many
residents
and
educators
have
known
for
years
that
a
crofton
high
school
needs
to
become
a
reality.
P
I'd
like
to
acknowledge
the
hard
work
of
everyone
involved,
especially
ed,
humble
and
dodds
cromwell
of
mgt
of
america,
alex
shaknovich,
our
school
construction
genius
and
superintendent,
george
arlatto,
who
continues
to
be
a
critical
partner
in
and
the
indispensable
leader
of
our
county's
educational
progress
during
this
process,
both
the
school
system
and
the
administration
have
made
a
concerted
effort
to
work
together
in
this
mgt
study.
As
a
reflection
of
that
spirit
of
cooperation,
this
study
is
not
just
a
blueprint
for
school
construction
in
our
county
for
the
next
decade.
P
But,
more
importantly,
is
an
example
of
a
process
that
is
a
model
for
the
rest
of
our
state
in
anne
arundel
county.
We
do
not
determine
school
construction
projects
based
on
whose
district
they
are
in
or
who
supports
them,
but
rather
through
an
unbiased
and
scientific
formula
based
on
demonstrated
need
across
our
county.
P
By
undergoing
a
study
like
this,
we're
able
to
take
politics
out
of
the
process
and
put
forth
a
plan
based
on
thoughtful
study
and
science
even
more
exciting.
This
study
is
an
example
of
what
can
happen
when
all
sides
come
together.
The
county
administration,
including
our
ace
educational
officer
and
former
board
member
emily,
brandenburg,
the
county
council,
the
school
board
and
the
superintendent
to
create
a
better
future
for
our
children.
P
Today
is
the
first
day
of
a
new
era
of
school
construction
in
this
county,
I'm
honored
to
be
part
of
it,
and
I
thank
you
for
this
opportunity
to
be
part
of
the
many
ground
breakings
that
will
follow
on
the
heels
of
this
report,
and
I
also
just
want
to
mention.
As
an
aside,
I
was
just
looking
at
the
you
know
the
big,
the
big
chart
of
all
the
projects
that
are
being
recommended
over
the
next
10
years,
including
severna
park
high
school.
P
There
are
six
high
school
projects
on
that
chart
for
the
next
10
years,
including
three
renovations
and
three
completely
new
high
schools.
I
don't
believe
there
has
ever
been
a
time
in
anne
arundel,
county
history,
where
a
school
board
or
the
county
administration
has
ever
been
willing
and
able
to
undertake
a
construction
program
of
that
magnitude,
and
I,
if
you
like,
to
go
forward,
I
just
want
to
assure
you
that
you
will
have
the
full
support
of
my
administration
and,
and
I'm
so
excited
to
be
working
with
you
on
this
important
project.
P
This
this
this
next
10
years
has
is
an
opportunity
to
completely
change
the
nature
of
the
educational
system
of
this
county,
and
I
look
forward
to
working
with
you
to
be
part
of
it.
Thank
you.
L
I'd
like
to
thank
the
folks
from
mgt,
I
hope,
they're
still
sitting
in
the
background
there
I'd
like
to
say
to
you
folks
and
to
everyone
in
the
audience,
with
an
engineering
background,
I
hope
you
appreciate
some
of
the
things
that
they
said.
They
said
that
they're
going
to
make
an
independent
outside
rational
data-driven
determination.
L
K
I
had
a
question
related
to
the
demographics
when
we
did
the
study
ten
years
ago,
we
had
all
the
angst
of
brac
and
what
was
going
to
be
happening
and
so
forth
like
that.
So
I
know
that
that
may
have
skewed
some
of
our
numbers
because
we
weren't
we
were,
we
were
guesstimating,
you
know
I
mean
we,
we
did,
I
think
pretty
well.
So
how
close
were
we
with
the
numbers
that
we
did
then?
E
I
think
we
came
very
close
at
that
time.
Brac
did
in
fact
materialize
as.
I
E
E
Mgt
took
a
tremendous
amount
of
due
diligence
and
not
just
relied
on
data
that
the
school
system
provides
but
reached
out
to
the
county
planning
and
zoning
and
demographers.
The
maryland
state
department
of
planning
health
department
data
census
department
data,
so
they
receive
input
from
many
many
many
sources
that
work
together
and
help
reinforce
the
projections
that
are
put
forward.
So
I
have
a
high
degree
of
confidence
that
they
will
serve
us
well
in
the
next
10
years.
K
Oh,
that's
that's
great
because
that's
always
seems
to
be
a
sticking
point.
People
never
seem
to
believe
that
our
you
know
we
have
more
people
here.
We
have
less
people
here,
and
some
of
the
problem
we
had
too
was
where
we
did
not
anticipate
growth,
but
they
had
built
some
communities
that
were
55
and
older,
and
then
the
people
in
those
established
communities
moved
into
those
55
older
and
younger
people
moved
in,
which
was
a
little
bit
of
some
unanticipated
growth
in
certain
areas,
which
kind
of
right.
E
Much
of
that
growth,
miss
virtue,
was
tied
to
the
economic
downturn
that
that
forced
some
families
to
make
decisions
that
they
may
have
not
otherwise
made
in
the
early
to
mid
2000s
so
that
that
changed
the
dynamic,
but
as
good
as
we
are.
Even
the
federal
reserve
board
didn't
fully
predict
the
economic
or.
K
I
know,
and
that
that
I
mean
it
impacted
so
many
ways,
so
it's
it's
very
good
to
know
that,
and
I
also
went
through
was
checking
off
and
so
all
the
projects
that
were
on
the
original
mgt
study
that
are
now
percolating
up
to
the
top,
those
that
have
waited
patiently
their
turn.
If
you
will
they're
still
all
in
the
high
priority
list,
they're,
not
they
haven't
dropped
off.
If
I've
looked
at
it,
I've
ticked
them
all
off
and
so
the
way
that
they
presented
this
list.
K
E
It
is
both,
it
is
both.
It
is
clearly
it's
a
demonstration
of
needs,
so
it
is
in
rank
order
in
terms
of
the
demonstration
of
need.
The
capital
budget,
ultimately,
is
the
superintendents
to
recommend
and
the
boards
to
to
accept,
alter
or
reject.
So
it
will
be
your
capital
budget,
ultimately,
but
much
as
the
the
initial
study
informed
and
shaped
the
cip
that
we
use
for
the
last
nine
years.
K
K
H
Mr
shaknovich,
I'm
looking
at
the
enrollment
projections.
The
study
is
showing
a
seven
percent
increase
over
the
next
10
years.
I'm
just
wondering
I
did
they
did
mention
the
projected
live
birth
rate
to
go.
Go
down.
Was
immigration
considered
in
those
figures.
E
Yes
and
again,
I
think
what
they
spoke
to
is,
while
the
birth
rate
is
declining
here
in
the
county
statistically,
and
certainly
some
of
the
youngsters
that
are
born,
do
go
to
private
school
or
do
move
out.
There's
factors
that
work
against
that
decline,
I.e.
We
gain
students
by
folks
moving
in
to
the
county,
either
through
new
development
or
buying
homes
or
emigrating
into
this
county
from
elsewhere.
So
all
of
those
various
factors
some
cause
projections
to
go
down
some
cause
projections
to
go
up
in
aggregate
taken.
E
All
those-
and
I
just
named
a
few
but
taken
all
of
those
many
many
many
different
data
points
into
into
account.
We
are
a
school
district,
that's
growing!
We
are
one
of
the
fastest,
at
least
by
percentage,
growing
school
districts
here
in
the
state
of
maryland.
Thankfully,
I
think
partly
because
anne
arundel
is
such
a
wonderful
place
to
live,
and
we
have
such
a
terrific
school
district
that
we
continue
to
attract
and
retain
families
here
in
anne
arundel
county.
E
But
we
will
continue
to
grow
as
the
data
demonstrates
and
there's
far
more
far,
far
more
detail
in
the
actual
report
to
back
up
those
numbers.
But
we
will
grow
from
the
almost
81
000
that
we
have
currently
up
to
about
86
and
a
half
thousand
by
the
end
of
this
10-year
planning
time.
The
2024-2025
school
year.
E
C
So
going
back
to
ms
ritchie's
question
about
whether
or
not
the
list
could
or
would
be
changed.
I
guess
my
thought
is
the
report
and
the
recommendations
are
based
on
an
assumption
that
we
are
adopting
a
policy
recommendation
based
on
questions
that
we
asked
in
the
report
that
we
haven't
necessarily
determined
that
we're
going
to
do,
which
is
a
certain
high
school
size.
C
This
board,
as
far
as
I
know,
has
not
yet
made
a
decision
that
that
is
what
we
want
to
follow.
We
may
very
well
do
that,
but
I
don't
think
that
it's
a
given
that
we
have,
as
a
board
said
1600
students
is
the
appropriate
size
for
our
county,
and
so
I
think,
that's
important
for
us
to
realize
as
we're
looking
at
this,
that
it's
not
a
given
that
what
they
said
in
their
recommendation
from
their
research
is
what
we
think
is
appropriate.
C
I
mean
I
know
that
when
mrs
brandenburg
was
on
the
board,
she
frequently
said
that
our
high
schools
are
the
appropriate
size
for
school
districts
of
our
size
that
it's
very
appropriate
to
have
between
sixteen
hundred
and
twenty
two
twenty
four
hundred
students
in
a
high
school
when
you're
about
an
eighty
thousand
student
school
district
and
that
it
works
very
well
for
school
districts
our
size.
So
it's
just
something
we
need
to
take
into
consideration
when
you're
a
school
district,
our
size,
what
works
best
for
us.
C
That's
not
going
to
be
what
we're
based
on
we're
going
to
base
it
on
what
we
think
is
best
for
our
district.
But
again
that
was
just
something
that
we
asked
to
be
considered
in
the
study.
It's
not
something
that
we
said
once
they
tell
us
what
the
number
is
we're
going
with
it.
So
I
think
that
needs
to
be
considered
and
I
would
have
loved
I'm
I'm
glad
the
public
is
able
to
see
the
report
right
now.
I
haven't
had
a
chance
to
see
it
yet.
B
H
Mr
shatnowitz,
can
I
assume
that
we
made
regarding
size
that
we
made
a
apple
samples
comparison
when
looking
at
these
other
districts,
that
they
were
high
schools
that
were
ninth
to
through
twelfth
and
we
weren't,
comparing
to
ten
through
twelve
high
school
or
eight
through
12
high
school?
But
everything
was
on
the
same
level
9
through
12.
E
Again,
there
was
well,
the
research
reports
are
reviewed,
are
are
listed
there
in
the
exhibit,
and
certainly
they're
elaborated
upon
much
further
in
the
in
the
finished
product.
The
full
report
that
goes
on
for
triple
digits
numbers
of
pages,
but
the
answer
is
yes,
so
the
taking
a
look
at
research
that
speaks
to
best
practices
that
speaks
to
districts
that
are
of
our
size,
comparably
situated.
All
of
that
was
taken
into
consideration.
B
E
Yes,
ma'am.
Our
cat
centers
are
special
education
facilities.
Our
regional
schools,
such
as
a
phoenix
center
that
has
a
county-wide
attendance
boundary.
E
Could
also
be
water
towers,
sewage
treatment
plants,
warehouses.
E
Classically
a
true
traditional,
elementary
school
or
through
traditional
middle
school,
okay.
E
They
are
broken
down
in
great
detail
by
name
by
site
by
location
within
the
context
of
the
the
full
many
page
report.
B
I
also
just
the
enrollment
projections
to
say
that
it's
going
to
take
us
10
years
to
get
to
86
568
students
sounds
conservative
to
me
since
we've
grown
what
about
2
000
students,
perhaps
we
won't
have
the
official
numbers
till
later,
but
if
we
kept
going,
if
we're,
if
we're
hovering
around
81
000
this
year,
is
it
really
going
to
take
10
years
to
get
to
86.5?
Well.
E
E
They
are
projections
to
begin
with
under
projections
using
the
best
available
information
that
we
have
at
this
point
in
time
and
the
best
knowledge
that
we
have
regarding
how
all
of
these
various
situations
are
going
to
evolve
over
time
on
a
going
forward
basis,
absent
some
very
large
or
seminal
shift
in
either
policy
or
economy
or
general
development,
growth
in
growth
planning
and
zoning,
etc.
So
this
comports
with
the
state
of
maryland,
has
a
growth
and
development
plan.
B
My
last
two
questions
have
to
do
with
the
phase
one
ten
year
plan
list.
My
first
question
is
that
the
combined
score
of
old
mill
high
school
replacement
is
63.1,
which
would
put
it
if
we
were
doing
it
mathematically
in
order
right
after
tyler
heights.
Instead,
it's
it's
much
further
down
on
that
first
page
list.
B
E
Not
under
tyler
heights,
certainly
so,
as
you
know,
right
now,
by
good
fortune,
the
county
government
has
allocated
five
hundred
thousand
dollars
and
it
was
upon
the
recommendation
of
the
county
executive
and
the
county
council
concurred
with
that
to
do
a
viability,
study
of
the
old
mill
project
that
money
is
in
place
in
the
current
year
and
that
is
underway.
But
the
old
mill
campus
is
a
very
complex
piece
of
property.
As
the
board
knows,
the
old
mill
complex
has
under
one
roof
and
a
high
school.
E
E
In
fact,
so
it's
a
very
complex
piece
of
property
and
it's
a
very
complex
project,
and
the
analogy
I
use
with
everyone
is
essentially
it
is
a
multi-layer
onion
that
we
have
to
begin
unpeeling
one
layer
at
a
time
and
so
through
the
viability
study,
we're
studying,
not
just
the
property
that
we
have
at
old
mill.
We're
also
studying
other
properties
that
are
in
the
adjacent
or
immediate
area
that
are
in
the
public
ownership
portfolio,
be
that
parks
and
rec
land.
E
But
this
unlayering
essentially
would
unfold
in
that
we
would
be
constructing
a
brand
new,
not
presently
existing
old
mill
high
school
likely
off
of
the
current
campus
as
it
exists
today,
and
that
is
that
old
mill
west
high
school,
so
that
high
school
once
constructed,
would
have
to
have
a
catchment
area
created
for
it,
and
some
of
the
students
that
currently
attend
old
mill
high
school
as
well
as
some
of
the
surrounding
areas,
would
begin
occupying
that
new
school.
That
would
begin
slowly.
E
I
should
have
maybe
said
at
the
outset
that
there
are
on
the
order
of
about
5,
000
children,
currently
between
a
high
school
and
two
middle
schools.
There's
almost
5
000
kids.
Under
one
roof.
We
don't
have
a
holding
facility
for
5
000
children.
E
Again,
we
can't
relocate
them
to
chesapeake
or
to
annapolis
middle
or
to
southern,
as
we
have
successfully
been
able
to
do
with
some
of
our
smaller
elementary
school
projects,
so
we're
going
to
have
to
continue
to
keep
the
existing
facility
in
place
for
a
period
of
time
while
we
build
those
other
assets
and
over
that
period
of
time,
begin
to
move
the
youngsters
into
the
new
building.
So
it
is
not
that
we're
saying
that
the
63.1
combined
scores
school
that
you
referenced
previously
miss
core
black
is
the
lowest
priority.
E
B
Okay,
thank
you
and
then
my
last
question
just
has
to
do
with
the
new
schools
that
are
on
the
list,
since,
of
course,
they
don't
have
a
combined
score.
The
crofton
area,
high
school
old
mill,
west
high
school,
are
are
on
the
list
together
and
again
on
the
second
page,
the
west
county
area,
high
school
and
elementary
school.
B
E
Well
again,
ultimately,
that
will
be
governed
by
the
capital
improvement
budget
that
we're
going
to
undertake,
but
it
is
essentially,
it
is
essentially
a
recommended
order
of
processing
of
of
execution
of
these
projects.
Remember
that
the
crofton
for
both
the
crofton
high
school
project,
as
well
as
the
old
mill
project,
we're
currently
undergoing
those
viability
studies.
E
You
know
that
if
we
go
about
the
process
of
reconstructing
or
demolishing
or
replacing,
we
have
to
do
feasibility
studies,
so
the
logistics
involved
with
old
mill
will
certainly
take
longer,
there's
more
approval
processes
that
we're
going
to
have
to
go
through
as
well
so
the
crofton
project,
given
that
it
does
not
have
a
current
building
in
at
that
site,
we're
not
going
to
have
to
go
through
the
formal
feasibility
study.
We
won't
have
to
go
through
weighing
those
five
options:
convincing
the
state.
What
is
the
correct
option?
E
The
renovation
replacement,
modernization,
revitalization,
etc,
so
that
project
will
certainly
have
a
quicker
execution
window
in
order
for
us
to
be
able
to
deliver
that
old
mill,
as
I
said,
is
much
more
complex
and
has
more
regulatory
hurdles
that
we're
going
to
have
to
cross,
as
well
as
just
given
the
the
size
and
sheer
volume
of
space
we're
going
to
have
to
construct
and
fund
it's
going
to
play
out
over
a
longer
period
of
time.
So
it's
not
that
one's
easier
one's
harder
ones,
more
important
ones
less
important.
E
Potentially
again,
that's
what
the
viability
study
is
taking
a
look
at
land
that
the
board
of
ed
currently
owns
any
other
land,
that's
in
the
public
domain,
so
it
could
be
land
owned
by
wrexham
park.
It
could
be
land
owned
by
the
county
government
for
other
purposes
and
it's
looking
at
privately
owned
land.
So
it's
not
a
foregone
conclusion
that
we're
going
to
have
to
go
through
a
property
acquisition.
C
Two
questions:
one
is
really
quick
schools
like
mary
moss.
If
it
was
a
con
land
property,
we
were
releasing
that
wasn't
considered
in
the
study.
Is
that
correct,
correct.
E
Because
mary
moss,
as
you
know,
we've
we
have
relocated
that.
E
C
But
we
wouldn't
have
considered
the
crownsville
because
that
would
have
been
really
low
on
them.
Correct,
okay,
I
just
wanted
to
make
sure-
and
I
also
wanted
to
clarify
when
you
were
going
through
the
process
for
old
mill.
At
one
point
you
said
after
we
did
the
new
west
high
school,
then
we
would
have
to
build
the
two
new
high
schools.
You
meant
two
middle
schools
right.
E
K
I
think
you
just
alluded
to
it
before
one
of
the
things
we
were
hoping
to
get
from
information
and
I
just
kind
of
scrolled
through
so
I
don't
know
if
it's
in
the
full
report
was,
you
know
where
is
land
available.
So
where
is
that
in
this
report?
Or
is
that.
K
E
A
E
The
first
solution,
everything
is
to
use
our
land,
the
second
solution.
Everything
is
to
use
land
that
is
again
in
the
public
portfolio,
but
not
under
our
direct
control.
The
the
final
last
solution
would
be
to
acquire
private
or
commercial
property
that
we
that
nobody
in
the
public
sector
currently
owns
right.
K
E
E
K
And
then
the
other
piece
that
I
wanted
to
kind
of
go
back
to
a
little
bit.
Is
the
the
piece
of
redistricting
and
and
it'll
be
really
hard
when
we
get
into
the
redistricting
for
people
to
remember
that
they
had
a
part
in
deciding
what
the
goals
were
for
our
school
system
and
what
our
plans
were
and
what
we
wanted.
K
Sometimes
you
get
what
you
ask
for
and
redistricting
is
a
part
of
that,
and
and
it's
a
part
that
we
you
know,
other
counties
do
on
a
regular
basis
and
nothing
is
written
in
stone
and
in
terms
of
you
know,
when
people
move
into
communities
and
so
forth,
like
that
and
and
that
we've
done
a
lot
of
work
to
ensure
that
all
of
our
schools
are
schools
that
everybody
wants
to
go
to.
I
don't
think
we
have
any
schools
that
I
would
and
I
routinely
get
calls.
K
I
don't
know
how
they
find
my
number,
but
I
get
calls
and
because
it's
hard
to
find
on
the
website,
but
people
will
say
you
know
what
school
would
you
recommend
and
I'd
say
any
school,
but
if
you're
married
to
a
school
make
sure
you
move
into
the
middle
of
the
district,
don't
move
into
don't
move
into
the
boundaries
cause?
You
know
that
the
possibility
of
redistricting
is
very
real.
B
H
Mr
shaknovi,
just
to
clarify
something
master
plan
on
the
master
plan
recommended
projects
phase
one
as
far
as
the
total
budget.
For
that
the
recommended
project
should
I
be
adding
columns
for
addition,
renovated
and
replace.
B
The
next
item
on
the
agenda
is
the
public
comment
portion
of
the
meeting.
Anyone
wishing
to
speak
on
an
item
not
on
today's
agenda
may
offer
testimony
during
this
public
comment
portion
speakers
will
be
allotted
three
minutes
each
and
the
board
asks
that
comments
remain
civil
and
appropriate
for
the
various
audiences
that
may
be
watching
or
viewing
the
meeting
student
specific
and
personnel
matters
are
confidential
and
cannot
be
discussed
in
this
forum.
This
time
is
intended
for
speakers
to
voice
their
opinion,
not
necessarily
as
a
question
and
answer
period.
B
B
Okay,
we'll
move
on
to
action
items,
item
5.01,
administrative
personnel
appointments.
We
have
no
recommendations
for
this
meeting
item
5.02
personnel,
dr
alado,
your
recommendation.
B
J
A
M
B
C
B
Is
there
any
word
comment
any
public
comment
on
this
item.
B
B
F
B
E
And
we're
here
to
present
item
5.07,
it's
an
information,
only
item
regarding
the
superintendent's
recommended
fiscal
year,
2007
capital
budget,
as
well
as
the
six-year
and
state
capital
improvement
plan.
E
As
the
board
is
well
aware,
we
are
required
by
state
requirements
to
turn
in
our
state
capital
improvement
program
this
year
by
october
5th
of
2015
by
the
very
nature
of
the
state
cycle,
the
state
budgetary
process
and
cycle
being
out
of
phase
with
the
county
government.
The
state
cycle
begins
in
october
with
the
mandated
submission
by
each
of
the
24
leas
and
concludes
in
april,
when
the
general
assembly
finishes
their
work
for
the
fiscal
year
to
craft
their
look
forward
budget.
E
Our
local
budgetary
cycle
here
in
anne
arundel
county
requires
us
to
conclude
our
deliberations
by
february,
so
we
can
transmit
our
budget
to
the
county
executive's
office
by
march.
The
county
executive's
office
has
until
mid-may
to
work
on
not
just
the
board
of
education's
budget,
as
well
as
the
other
entities
here
within
anne
arundel
county.
So
they
can
be
remitted
to
the
legislative
branch
at
the
county
council.
E
That
by
county
charter
must
conclude
their
work
by
the
15th
of
june,
so
it
is
for
that
out
of
phase
out
of
cycle
nature,
do
we
appear
before
you
today
as
a
requirement?
It's
important
to
know
that
this
is
a
very
complex
in
matter
that
we
are
laying
before
you,
and
it
is
for
that
purpose
that
we've
scheduled
a
workshop
that
will
be
held
here
in
this
room
on
the
15th
of
september
at
6
00
p.m.
It's
certainly
open
to
the
public.
E
It
will
provide
an
opportunity
for
the
student,
superintendent
and
staff
to
share
details
with
the
board
and
allow
the
board
ample
opportunity
to
interact
with
the
superintendent
and
superintendent
and
staff
to
gain
further
insight
and
clarity
and
get
questions
and
rationale
resolved
at
that
time.
However,
the
public
is
not
able
to
participate
in
a
in
a
testimony
matter
on
the
15th.
They
will
be
afforded
that
opportunity
on
the
next
day.
So
on
the
16th
of
september,
the
board
of
education
will
meet
again
here
in
this
room
and
it's
part
of
that
budget
process.
E
E
So,
by
way
of
a
very
high
level
background,
let
me
give
you
a
snapshot
of
the
current
fiscal
year
and
the
year
ahead.
So
in
the
current
fiscal
year,
which
is
fy
16,
the
final
approved
recommendation.
The
recommended
request
from
the
board
of
education
that
went
forward
to
the
state
and
county
government
was
for
163.1
million
dollars.
E
Ultimately,
151.7
million
dollars
was
approved,
separated
as
follows:
with
the
state
of
maryland,
contributing
36.4
million
dollars
towards
the
16
budget
and
the
county
government
contributing
the
balance,
which
was
115.3
million
before
you
as
a
request,
as
it
relates
to
the
fy
17
budget,
in
which
the
superintendent
is
recommending
that
we
ask
for
159.9
million
dollars
in
total
split
again
as
follows,
the
state
of
maryland
would
be
asked
to
contribute
54.3
million
dollars,
and
the
county
government
would
be
asked
to
contribute
105.6
million
dollars.
E
So
if
you
allow
me
to
orientate
you
through
the
next
four
pages
of
the
exhibit,
because
I
think
just
understanding
the
landscape
and
the
layout
of
the
exhibit
would
aid
your
review
of
it
in
the
in
the
days
ahead
as
we
lead
up
to
the
workshop
and
prep
you
for
questions
that
you
may
have
or
information
that
you
may
require.
So
the
very
first
sheet
of
the
exhibit
is
the
fy
17
capital
budget.
It's
the
official
request
that
the
board
is
making
and
it's
orientated
as
follows.
So
this
is
the
superintendent's
recommendation.
E
The
far
left
hand
column
shows
the
fy
17
priority
order.
The
next
column
over
to
the
right
will
show
your
fy
16
priority,
as
they
currently
exist.
You'll
see
that
some
of
the
numbers
are
missing
and
some
of
the
numbers
are
missing
because
we
have
completed
and
paid
off
those
projects.
Many
of
you
had
the
opportunity
to
join
us,
for
example,
at
lothian
elementary
school
or
we'll
be
joining
us
at
mills,
parole
elementary
school
or
at
crofton
elementary
school
shortly.
E
So
those
projects,
while
in
their
final
completion
stages
right
now,
have
been
fully
paid
for
in
terms
of
the
amount
of
funding
required
to
complete
those
projects.
Therefore,
they
no
longer
exist
on
the
sheets,
so
the
numbers
that
are
missing
are
all
tied
to
projects
that
we've
either
completed
or
have
all
the
money
required
for.
As
you
go
further
down
the
list,
you'll
see
some
projects
that
do
not
have
numbers
in
them
in
a
16
column
and
those
are
projects
that
did
not
exist
in
the
fy
16
year.
E
It's
the
superintendent's
recommendation
that
they
be
added
now
for
the
first
time
into
the
priority
list.
The
third
column
is
the
requirement
by
by
title
or
by
program
name,
it's
important
to
remember
that
the
capital
budget
is
line,
item
appropriated
and
both
the
state
and
the
county
have
complete
and
unilateral
line
item
authority
over
each
and
every
one
of
these.
So
we
have
to
break
them
out
in
this
very
linear,
prescriptive
fashion,
so
that
the
decision
makers
on
the
appropriation
side
of
the
state
and
county
government
can
make
those
funding
decisions.
E
Ultimately,
the
fourth
column
over
is
the
superintendent's
request
for
each
individual
line
item
and
finally,
the
fifth
column
is
the
cumulative
or
running
total,
as
we
go
down
to
page
finally
to
the
bottom,
amassing
to
that
159.9
million
dollars.
E
The
next
page
of
your
exhibit
has
the
information
much
the
same,
except
as
I
said
earlier
here
in
the
state
of
maryland.
We
are
very
fortunate
that
the
state
of
maryland
does
in
fact
participate
in
to
a
degree
to
a
portion
towards
public
school
construction,
and
because
of
that,
we
do
break
our
request
up
into.
How
much
are
we
specifically
asking
from
local
county
government
and
how
much
are
we
specifically
asking
from
the
state?
E
The
second
piece
of
the
activity
is
a
look
forward,
so
a
six-year
capital
improvement
plan.
We
are
required
to
to
allow
the
funding
our
publix
and
the
funding
authorities
to
take
to
be
able
to
look
forward
six
years
into
what
our
request
would
be,
what
those
funding
obligations
will
be
and
what
is
the
sequence
in
which
projects
would
be
undertaken
and
the
duration
of
those
projects.
So
this
basically
shows
you
the
six-year
plan
and
it's
divided
into
two
halves.
E
The
top
half
are
recurring
projects,
so
these
are
projects
we
have
each
and
every
year,
for
example,
our
upgrades
as
they
relate
to
ada
and
accessibility
or
our
upgrades
as
they
replace
relate
to
vehicle
purchases,
etc.
That's
an
ongoing,
continuous
need
that
the
district
has,
and
it
shows
the
dollar
values
that
we're
asking
for
in
each
of
the
next
six
years.
Obviously,
in
addition
to
the
current
fy
year,
the
bottom
half
of
the
exhibit
then
shows
those
named
projects.
E
The
larger
scale,
projects
that
are
not
cyclical
in
nature
you'll
see
in
the
far
left
hand,
column
that
a
number
of
those
have
existing,
and
specifically,
I
will
point
out
severna
park,
high
school
and
then
manorview
high
point,
george
cromwell
jessup
and
arnold
elementary
schools.
Those
were
projects
that
we
had
already
received
funding
for
from
the
county
in
terms
of
either
feasibility
study
or
design
monies.
E
E
Efforts
for
those
george
cromwell
was
not
funded
for
designs
for
design
in
the
current
fiscal
year,
so
we're
asking
for
the
design
money
for
george
cromwell,
but
all
of
those
projects
again
are
in
the
order
that
you
are
accustomed
to
seeing
those
because
in
the
in
the
phraseology
that
I've
used
with
many
to
explain,
the
train
is
already
left
in
those
projects
and
they're,
either
actively
under
construction
actively
under
design
or
we've
passed.
E
The
the
approvals
process
to
get
this
project
started,
and
certainly
there
is
funding
in
place
for
all
of
those,
so
it
is
below
arnold
then,
and
your
exhibit
that
you
will
see
the
recommendations
of
the
superintendent
each
of
the
next
six
years
and
they
are
correlated
with
the
10-year
exhibit
the
10-year
recommendations
that
were
put
forward
by
mgt
in
a
presentation
that
you
saw
earlier.
That
is
a
10-year
plan.
E
You
only
see
the
first
six
years
of
that
plan
here,
because
that
is
requirement
prescriptively,
that
we
are
obligated
to
put
forward
to
the
state
and
the
county
government,
so
it
does
take
into
account
our
existing
obligations,
those
that
we
have
already
underway
and
we
fully
intend
to
continue
to
fulfill
and
discharge,
as
well
as
launching
into
the
new
era
of
capital
improvement
projects
that
are
informed
by
the
information
that
was
gleaned
from
the
from
the
mgt
studies
and
then
finally,
the
fourth
page
is
the
state
subset.
E
It
is
the
same
six-year
plan,
but
the
state
wants
to
wants
us
to
depict
for
them.
What
is
their
projected
obligation
over
that
next
six
year
span
as
well,
so
that
they
can
begin
to
take
stock
of
of
what
our
funding
requests
will
be
in
the
out
years?
What
type
of
obligations,
or
are
we
going
to
be
asked
them
to
help,
support
and
contribute?
E
So
with
that?
That
concludes
our
presentation.
As
I
said
earlier,
we
will
have
a
much
more
thorough
briefing
and
we'll
have
some
extended
period
of
time
set
aside,
where
we
will
go
into
each
and
every
one
of
the
projects.
Uniquely
talk
about
the
the
aspects
of
it,
the
funding
requirement,
the
timing
aspects,
the
anticipated
state-rated
capacities,
etc.
We
will
go
project
by
project
by
project
on
during
the
workshop.
The
evening
of
the
15th
again
will
be
scheduled
for
6
p.m.
E
Certainly,
if
there's
information
that
you
want
us
in
addition
to
what
we
are
already
ready
to
come
prepared
to
present
to
you
during
the
workshop,
if
there's
other
information,
you
want
certainly
work
with
the
superintendent
on
those
we'll
be
happy
to
amass
that,
so
that
we
can
come
fully
prepared
to
place
you
in
an
informed
decision
at
the
conclusion
of
the
workshop,
so
that,
at
the
end
of
the
workshop
and
given
the
public
input
that
you'll
receive
at
your
board
of
education
meeting
that
next
evening,
you're
in
a
good
position
to
be
able
to
take
action
on
the
superintendent's
request
and
with
that
man.
C
B
C
I
just
wanted
real,
quick
clarification
on
fernbark
high
school
replacement
on
the
page
that
talks
about
county
funding
and
state
funding.
Did
the
county
forward
fund
that
project?
Yes,.
E
C
E
Time
it
is
something
that
I
would
love
to
work
collaboratively
with
the
administration
and
the
council
to
see
if
we
can
look
for
forward
funding
opportunities,
as
well
as
increasing
our
capacity
to
do
projects.
As
you
know,
the
mgt
work
and
and
we'll
go
into
this
in
much
more
detail,
essentially
outlined
about
a
2.1
billion
billion,
with
a
b
liability
for
this
district.
The
prior
mgt
study
at
that
time
had
about
a
one
and
a
half:
1.5
billion
dollar
liability,
that's
grown
to
2.1,
largely
because
we
have
grown
as
a
county.
E
E
G
I'm
sure
some
of
these
will
be
answered.
Some
of
my
concerns
will
be
answered
at
the
workshop,
but
I
did
have
one
question
as
we
look
at
the
mgt
study
and
we
talk
about
how
the
priorities
that
are
set
based
on
the
most
need,
so
that
special
interests
or
things
can't
bring
ahead.
But
I
do
see
that,
based
on
this
capital
budget,
the
crofton
high
school
is
ahead
of
two
of
the
elementary
schools
that
are
on
the
mgt
priority
list.
Why
is
that.
E
It
largely
has
to
do
with.
We
have
again
we
have
the
capacity
at
crofton
because
we
do
not
have
an
existing
building.
We
do
not
have
to
cross
that
feasibility
study
hurdle.
We
are
currently
doing
the
viability
study
with
the
350
thousand
dollars.
There
has
been
a
portion
to
that
that
will
pre-position
and
get
a
lot
of
those
sight
and
civil
environmental
assessments
done
in
the
current
year
that
come
next
year,
we'll
be
able
to
move
right
into
full
design
on
the
crofton
project.
E
While
we
will
have
to
be
going
through
the
feasibility
studies
of
those
existing
schools,
so
that's
got
a
lot
to
do
with.
It
was
simply
the
logistics
pending
availability
of
funds,
the
logistical
hurdles
and
obstacles
to
the
crofton
project
are
not
as
intense
as
some
of
the
existing
projects.
That's
one
piece
of
it.
The
second
piece
of
it
is
there
is
a
cash
flow
and
affordability
element
to
it.
There
always
will
be,
and
this
is
going
to
be-
maybe
some
of
the
biggest
discussions
going
back
to
mrs
burgess,
a
question
earlier
with
the
county.
E
We
are
on
the
cusp
of
finishing
to
pay
off
severna
park.
High
school,
certainly,
the
state
needs
to
help
us
repay
the
county
because
of
the
forward
funding
element,
but
we'll
be
paying
that
off.
We
will
be
looking
to
construct
not
just
the
crofton
high
school,
but
two
old
mill,
high
schools
and
the
two
middle
schools,
etc.
E
So
being
able
to
begin
crofton
and
begin
to
construct
it
and
pay
it
off
helps
the
cash
flow
perspective
as
well
and
again,
we
can
go
into
that
in
more
details,
but
for
funding
authorities
who
have
to
set
tax
rates
for
to
have
to
set
bonds
etc,
and
some
of
those
are
already
locked
in
at
the
current
rate.
They
don't
have
the
ability
to
ride
this
huge
roller
coaster
of
up
and
down
revenue
streams,
because
tax
rates
or
capital
gains
rates,
or
whatever
only
change
incrementally
in
every
any
given
year.
E
So
a
lot
of
it
has
to
do
again
with
the
logistics,
and
we
will
spend
a
lot
of
quality
time
talking
about
that
during
the
workshop.
I
I'm
imagine
so
there's
a
logistical
aspect
to
it
and
then
there's
a
funding
or
a
fiscal
fundability
aspect
to
it
as
well
and
I'll
be
glad
again
when
we
have
a
chance
to
meet
go
into
both
of
those
in
much
greater
depth.
B
A
M
B
The
board,
as
mr
czechnovich
said,
will
hold
a
workshop
on
the
fy
2017,
cip
and
capital
budget
at
6
pm
tuesday
september
15th
here
in
the
board
room
and
the
public
is
welcome
to
attend,
but
no
public
testimony
will
be
taken
until
our
board
meeting
on
september
16th,
which
is
an
evening
meeting
at
7
pm
and
we'll
have
a
hearing
on
the
2017,
cip
and
capital
budget.
Then
we
also
have
a
policy
committee
meeting
coming
up
on
wednesday
september
9th
at
1
pm,
and
I
will
have
mrs
nelly.
J
I
would
like
to
move
that
we
go
into
closed
session,
to
consult
with
council
to
obtain
legal
advice
on
a
legal.