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From YouTube: BOE 2-7-2018 General Session Meeting
Description
Description
A
A
A
A
B
Good
morning,
president
Hummer
vice
president
Gilliland
members
of
the
Board
of
Education
and
dr.
a
lot.
Oh
I'm,
Cathy,
Lane,
director
of
alternative
education
and
I,
have
the
pleasure
of
presenting
this
morning's
recognition
before
I.
Again
begin,
I'd
like
to
ask
the
members
of
the
board
and
dr.
alato
to
please
come
down
from.
B
The
Phoenix
Academy
is
both
a
PBIS
and
a
kids
at
Hope
school.
As
you
may
be
aware,
our
kids
at
Hope
provides
a
guiding
philosophy
for
a
student-centered
school
culture,
while
PBIS
provides
the
framework
for
interventions
and
supports
our
students
so
often
need
the
Phoenix.
Academy's
vision
certainly
speaks
to
these
values
and
the
school
accesses
all
available
resources
and
supports
to
ensure
that
every
student
meets
with
academic
success,
no
exceptions.
B
It
is
the
Phoenix
Academy's
mission
that
every
child
has
afforded
the
belief,
guidance
and
encouragement
that
creates
a
sense
of
hope
and
optimism,
supported
by
a
course
of
action
needed
to
experience
success.
Today's
recognition
is
a
classic
example
of
how
the
staff
of
the
Phoenix
Academy
inspires,
empowers
and
transforms
the
lives
of
children
every
day.
The
Phoenix
Academy
is
unique
in
that
it
is
Anne
Arundel
County,
Public
Schools,
one
of
very
few
K
to
12
schools
with
five
year
olds
and
21
year
olds
attending
school
under
the
same
roof.
B
This
unique
configuration
affords
staff
and
students
not
only
many
unique
challenges,
but
also
myriad
amazing
opportunities.
One
example
of
such
an
opportunity
occurred
when
Jacob
Kinser,
a
junior
at
the
Phoenix
Academy,
wrote
a
rap
song
inspired
by
the
kids
at
Hope,
pledge
that
the
students
recite
every
morning,
Jacob
turned
the
Pledge
into
original
rap
song
in
mr.
Lyons
music
class
and
then
taught
the
rap
to
miss
Cooley
arts
kindergarten.
Through
third
grade
students.
We've
taken
the
liberty
of
adding
some
photos
to
the
soundtrack,
so
take
a
look
and
listen.
C
E
F
B
Jacob
was
recognized
for
his
original
song
and
awarded
a
Chromebook
at
the
recent
Martin
Luther
King
jr.
revitalizing,
the
dream
celebration
sponsored
by
the
healthcare
and
life
science,
division
of
Anne,
Arundel,
Medical
Center
and
the
Dell
corporation
as
Jacob
and
others
involved
in
come
forward.
Please
join
me
in
thanking
them
for
reminding
us
that
all
means
all
and
that
every
child
is
capable
of
success,
no
exceptions.
A
G
February
is
a
very
special
month
in
the
world
of
Education,
as
this
week,
February
5th
through
9th.
We
celebrate
national
school
counseling
week,
and
this
year's
theme
is
helping
students
reach
the
Stars
and
speaking
of
stars.
The
bohr
would
like
to
recognize
a
real
star
in
a
cps
world
of
counseling.
Mr.
John
Heiser.
G
School
counselor
at
Southern,
Middle,
School,
John
Heiser,
has
played
a
tremendous
role
as
a
leader
in
southern
middle
school
as
well
in
the
lives
of
its
students.
His
role
affords
him
the
opportunity
to
assist
in
mold
today's
youth,
an
academic,
personal,
social
and
emotional
levels.
His
dedication
to
the
school
allows
him
to
build
an
effective
and
positive
rapport,
not
only
with
his
students
but
with
staff
members
as
well,
while
mr.
Heiser
has
helped
to
coordinate
various
fundraisers
for
family
and
needs
within
the
community.
G
The
most
impressive
initiative
he
has
piloted
at
Southern
Middle
School,
is
the
pure
meditation
program.
The
program
ensures
that
students
can
resolve
potential
conflicts
in
a
safe
supportive
environment
rather
than
the
classroom,
hallways
or
cafeteria.
Mr.
Heiser
recruits
and
trains
about
fifteen
to
twenty
eighth
graders
as
pure
meditators
each
year
to
help
other
students
resolve
conflicts
and
explore
options
on
how
to
move
forward
in
respectful
manner.
There
have
been
great
success
with
a
pair
of
meditation
program
over
the
years
and
it
is
truly
do
the
time,
effort
and
dedication
of
John
Heiser
mr.
G
Heiser
utilizes
his
importance
counseling
strategies
on
a
daily
basis
with
students,
parents
and
staff
members,
active
listening,
empathy,
passion,
conflict
resolution
and
collaboration,
Digitas,
credibility
and
high
degree
of
professionalism.
He
has
been
nominated
and
selected
on
several
occasions
of
employee
of
the
week
by
students
and
staff.
His
caring
and
humorous
nature
truly
helps
to
ensure
the
southern
middle
fosters
a
positive,
safe
and
supportive
environment
for
students
to
learn
working
at
Southern
for
25
years.
Mr.
G
G
He
can
put
a
smile
on
any
student
or
staff
members
face.
His
positivity
is
infectious
John
Heiser
a
wonderful
and
vital
resource
of
your
students,
especially
for
those
who
may
not
have
strong
family
support
at
home.
You
are
motivating
counselor
as
you
assist
in
encourage
students
to
reach
their
full
potential,
no
matter
what
obstacles
may
stand
in
their
way.
So
for
these
reasons
and
more
the
Board
of
Education
congratulate
you
on
being
selected
educator
of
the
month
for
February
national
counseling
month
2018.
Congratulations.
H
I
H
H
D
J
K
Affluent
the
chance
to
go
to
our
national
conference
over
the
weekend
on
equity
and
advocacy
that
happened
to
be
in
DC,
so
it
was
just
down
the
street,
but
I
know
at
some
point
during
that
Saturday
session.
One
of
the
national
presenters
said
all
means
also.
Our
our
slogan
is
catching
and
we're
very
proud
to
have
the
equity
program
that
we
have
ACPs
missin.
L
Ally,
just
a
quick
shout
out
to
john
barzell
principal
a
deal
doctor
alato
and
I
visited
deal
and
saw
the
wonderful
things
going
on
at
that
at
that
school,
and
it
was
especially
great
for
me
to
see
john.
His
first
assignments
administrator
was
assistant
principal
at
davidson,
ville
with
me
so
glad
to
see
his
successes
thanks,
John.
A
Last
Friday,
dr.
Laden
and
I,
presented
before
the
Anne
Arundel
County
delegation
state
delegation
to
share
some
legislative
priorities
and
kind
of
a
state
of
the
school's
address,
and
it
was
great
to
be
a
part
of
that
in
educating
and
collaborating
with
our
state
officials.
So
that
went
well
and
then
yesterday,
as
part
of
the
advocacy
symposium
I
spent
the
day
on
the
hill
with
other
school
board,
members
from
around
the
state
visiting
our
house
of
representatives
and
Senators,
and
we
had
great
one-on-ones
with
several
of
the
elected
officials
as
well
as
their
staff.
A
K
Thank
you
today
we
recognize
an
employee
in
our
school
system,
who
is
all
about
problem
solving
and
taking
preventive
action
so
that
his
building
can
be
in
top
condition
at
all
times.
Brian
Brennaman,
chief
custodian
at
paneer
Orchard
elementary
school,
has
an
outstanding
work
ethic
and
takes
a
lot
of
pride
in
the
school
and
its
appearance.
He
also
cares
about
the
teachers
needs
and
goes
above
and
beyond
to
make
sure
they
have
what
they
need
to
be
happy
when
the
building
has
issues
with
air
conditioning.
Mr.
K
Brenneman
makes
sure
teachers
and
students
are
comfortable
in
their
classrooms
by
voluntarily
bringing
in
fans
and
dehumidifiers.
He
takes
the
initiative
in
seeking
out
problems
in
the
building.
Without
the
request
of
teachers
and
staff,
he
anticipates
possible
problems
and
takes
preventative
actions
to
avoid
them.
Mr.
Brennaman
is
willing
to
help
with
any
concern
and
is
persistent
in
finding
a
solution
in
a
very
timely
manner.
K
When
a
framed
piece
of
art
was
donated
to
the
school,
he
led,
he
had
it
hanging
in
the
front
foyer
within
an
hour
now,
that's
timely,
Brian
Brennaman
is
a
familiar
and
friendly
face
to
everyone
in
the
Pioneer.
Sir
family,
just
his
presence
in
the
building,
makes
the
children
feel
safe
and
welcomed
in
the
school.
He
demonstrates
that
he
cares
about
the
teachers
and
staffs
and
students
which
promotes
a
positive
learning
and
work
environment
for
all
involved.
His
sense
of
humor
has
a
way
of
boosting
a
sense
of
morale
in
the
school.
K
He
understands
teachers,
frustration
frustrations
at
times
and
always
offers
a
smile
and
joke
to
lighten
the
situation.
Mr.
Brennaman
has
a
gregarious
personality,
even
though
you
only
have
to
meet
him
once
to
become
his
friend.
He
still
addresses
all
staff
in
a
professional
manner.
At
times
he
is
at
the
school
prior
to
or
long
after
his
duty
hours,
even
on
weekends.
He
is
always
willing
to
complete
a
request,
no
matter
how
mundane
for
making
sure
the
school
is
running
properly
to
catching
a
spider
for
a
frightened
teacher.
K
He
will
get
the
job
done
and
always
keep
a
smile,
Brian
Brennaman,
the
time
to
talk
to
all
stakeholders,
making
problem-solving,
a
collaborative
effort
in
addition
to
staff
members
appreciating
your
work,
parents
have
also
voiced
their
appreciation
over
the
cleanliness
of
the
building
and
the
attention
to
detail
with
the
maintenance
of
the
school
building.
The
high
expectations
you
have
for
yourself
and
for
your
crew
is
very
apparent.
So,
for
these
reasons
and
more
the
Board
of
Education
congratulate
you
on
being
chosen
as
Employee
of
the
Month
for
February
2018.
K
M
Many
of
us
who
serve
on
the
Board
of
Education
are
parents
and
her
teachers.
We
know
firsthand
what
years
of
research
consistently
conclude
about
parent
involvement
in
their
children's
schools
engaged
parents
are
more
supportive
of
the
school
goals
their
children
achieve
more
academic.
Success
and
teachers
benefit
with
more
time
for
individual
students
and
lesson
planning.
Parent
volunteers
have
real
and
lasting
impact
on
the
entire
school
community.
M
Today
we
honor
one
of
those
valuable
parent
volunteers
who
has
spent
the
past
15
plus
years
working
to
make
a
real
and
lasting
impact
on
a
ACPs
Schools
mary-rose
hubscher
has
been
a
consistent
and
dependable
volunteer
for
Anne
Arundel,
County,
Public,
Schools
and
schools.
Staff
and
students
at
all
grade
levels
have
benefited
from
her
positive
influence.
M
Lisa
sure
says:
mrs.
huxter
became
an
a
a
CPS
volunteer
when
her
children
attended
South
Shore
Elementary.
15
years
ago,
she
took
on
leadership
roles
on
the
PTA
and
recruited
many
parents
to
volunteer
at
the
school
as
mrs.
hub
stirs,
children
grew
and
moved
on
to
new
schools.
She
continued
to
volunteer
tirelessly
at
those
schools
as
well
becoming
PTA
president
at
om,
ms
Carolyn
Burton
Paige,
who
was
principal
at
Old,
Mill
middle
school
south,
while
mrs.
Hope
sure
was
PTA.
President.
There
said
mrs.
M
hub
sure
was
a
huge
supporter
and
advocate
and
sought
to
recruit
others
to
support
the
school.
She
also
remarked
that
mrs.
hub
sure
communicated
effectively
with
the
staff
and
school
community
and
demonstrated
involvement
by
representing
and
promoting
PTSA
at
most
school
functions
and
supported
school
community-based
activities,
while
mrs.
hub
sure
was
PTA.
President,
the
om
ms
PTA
received
the
Anne
Arundel
County
Council
of
PTA
Award
of
Excellence,
mrs.
hub
sugar,
has
organized
countless
activities
for
the
students
and
staff
of
South
Shore
Elementary
Old,
Mill
middle
school,
south
old
high
school
and
North
County
high
school.
M
She
has
worked
tirelessly
to
engage
community
volunteers,
establish
lines
of
communication
between
school
staff
in
the
community
advocate
for
families
and
students,
and
build
positive
relationships
between
families
and
their
schools.
Among
her
significant
contributions
is
her
dedication
to
the
steel
drum
band
at
Old,
Mill
high
school
Michael
Miller,
the
music
department
chair,
says
she
diligently
promotes
the
band.
So
that
the
entire
Old
Mill
community
can
take
pride
in
the
accomplishments
of
this
unique
musical
group
of
students,
mrs.
M
hub
stirs
involvement
with
a
steel,
drum
band
has
encouraged
the
students
as
to
the
worth
of
their
diligent
practice
and
sacrifice
of
time.
Mrs.
hub
sure
is
also
an
advocate
for
the
faculty
of
the
school.
She
serves
dr.
Kevin,
Hamlin
former
principal
at
Old,
Mill
high,
says
she
supports
the
faculty
through
various
appreciation
events,
as
Katie
foya
heard,
current
principal
and
southern
high
school
says:
Mary
Rose
was
always
assisting
where
needed,
including
luncheons
for
staff
manning
the
pts
a
table
at
evening
events
and
celebrating
teachers
whenever
the
school
had
need
for
a
specific
task.
M
She
immediately
reached
out
to
her
contacts
for
support.
So
for
all
these,
and
all
the
reasons
that
were
mentioned,
the
Board
of
Education
is
proud
to
award
this
volunteer
of
the
month.
Oh,
there
was
a
back
mary-rose
Webster
I
was
gonna,
I
was
gonna
wing,
it
mary-rose
hub
sure.
We
truly
thank
you
for
15
plus
years
of
dedicated
service
to
our
community.
Would
you
please
come
forward
with
great
appreciation?
I
would
like
to
present
this
volunteer.
The
most
significant
end.
I'll
see
you.
Q
P
R
D
Q
I'm
telling
you
I
feel
horrible
that
I
missed
last
month
as
well,
because
another
one
of
our
PTA
leaders
got
recognized
and
I
would
like
to
say
that
I
love
that
our
PTA
is
working
so
hard
at
making
an
impact
in
the
community
that
is
getting
recognized
and
I
hope
they
continue
and
see
that
all
the
work
that
they're
doing
is
wonderful
in
our
community.
So
with
that
said,
I
do
want
to
say
that
we
are
looking
for
leaders.
Q
In
our
end,
we
would
like
to
see
if
any
of
these
wonderful
leaders
that
are
making
a
change
in
their
community
can
come
and
make
a
bigger
change
and
join
our
board,
as
we
always
need
a
lot
of
hands
to
continue
to
spread
the
message
and
give
each
other's
back
and
make
sure
that
we
keep
this
movement
of
helping
our
school
and
students
go
forward.
I
would
also
like
to
do
a
couple
of
dates:
February
13th.
We
have
our
board
meeting
here
at
5:30.
It's
just
a
general
board
meeting
everybody's
invited.
Q
We
talked
about
some
things
and,
of
course
any
PTA
or
PTSA
then
feels
they
need
to
come.
Talk
to
us
they're,
more
than
welcome
to
come
to
our
meeting
or
email
or
call
me.
I
am
always
here
when
I
can
and
I'm
available.
Founders
Day
is
April
20th.
This
is
our
big
celebration
for
all
our
PTA
s.
To
say
thank
you
for
all
the
wonderful
work
they've
been
doing,
and
they
keep
doing.
We
want
to
recognize
them
for
everything
they
do,
so
we
want
to
throw
them
a
party
and
on
something
earlier
actually
I.
Q
Miss
was
February
8th.
Our
Maryland
PTA
is
having
a
night
in
Annapolis
from
6
to
8
p.m.
that
they're,
gonna
kind
of
have
all
the
Maryland
PTA
groups
come
together
and
talk
to
the
state
level
about
things
that
are
going
on
in
their
community.
So
this
is
a
great
time
for
our
local
PTAs
to
come
and
speak
and
see
and
kind
of
get
to
know
people
and
how
to
make
their
community
more
predominate
and
the
issues
they
have
with.
That
said,
I
can't
say
enough.
Thank
you
for
recognizing
the
PTA.
Q
I
know
these
parents,
because
I've
been
there.
I
am
one
that
we
come
when
we
can
and
we
do
everything
we
can
with
our
heart
and
our
time
is
very
valuable
for
us
to
give
to
the
community.
So
thank
you
for
recognizing
us
and
I
hope
to
see
you
next
month
and
not
miss
another
one
of
our
PTA
leaders
have
a
wonderful
day.
Thank
you.
S
Good
morning,
I
am
Kelly
Pernell,
the
vice
chair
of
CSC.
Our
big
news
this
morning
is
that
we
have
a
Facebook
page,
a
CAC,
Facebook
page,
that's
active
and
live
and
running.
All
of
the
CAC
representatives
now
have
CAC
specific
emails
that
will
stay
consistent,
year-to-year,
regardless
of
who
the
representative
is.
So
we
are
working
now
on
publicizing
our
page.
We
look
forward
to
utilizing
that
to
disseminate
information
to
our
clusters
and,
of
course,
if
you're
on
Facebook,
you
can
find
us
in
like
us
and
help
us.
S
We
had
a
delayed
meeting
in
January
due
to
the
weather,
but
we
did
have
our
annual
presentation
from
that
stansky
at
the
end
of
January,
and
it's
always
so
helpful
and
informative
and
we're
working
on
getting
that
information
out
to
our
clusters.
We
continue
to
work
in
our
subcommittees
and
we
hope
to
have
further
updates
next
month.
We
are
finalizing
speakers
for
the
remainder
of
the
year.
Certainly
if
the
board
has
a
particular
area
of
interest
or
suggested
speaker,
you
can.
S
T
Good
morning,
madam
chair
members
of
the
board,
my
name
is
Doug
Smith.
Could
you
put
our
next
slide
up?
Please?
We
are
here
to
talk
about
start
the
adventure
in
reading.
This
is
a
volunteer
program.
We
have
over
a
hundred
and
sixty
tutors
that
go
into
the
Anne
Arundel
County
Schools
after
the
school
day
and
tutors,
some
of
the
most
wonderful
second
graders
you'd
ever
want
to
meet
I
serve
as
the
board
chair.
T
U
Good
morning,
I
am
Linda
barber,
the
executive
director
of
stair
start
the
adventure
in
reading
stair
does
one
thing
read:
our
mission
is
to
tutor
next
slide.
Please
second
graders
referred
by
their
teachers
who
are
reading
below
grade
level
and
get
them
to
a
grade
level
or
above
by
the
end
of
the
school
year.
Why?
U
Because,
once
you
reach
third
grade,
you
read
to
learn
and
if
you
can't
read
well,
your
path
is
a
slippery
slope
with
a
downward
trajectory
towards
dropping
out
of
high
school
and
worse
stair
works
after
school,
in
partnership.
Right
now,
with
ten
schools,
seven
elementary
schools
and
three
community
centers
supported
by
three
schools
in
Anne,
Arundel
County.
We
are
tutoring
78,
amazing,
amazing
students.
This
year,
stairs
tutors,
sorry,
I'm,
really
nervous,
stair,
tutors
read
with
and
to
their
students.
They
work
on
fluency
comprehension
and
accuracy
using
an
edge
hater
written
and
approved
curriculum.
U
Our
students
come
to
us
afraid
to
read
because
they
may
have
been
laughed
at
or
concerned
about
how
they
read
so
by
year-end.
We
have
them
shouting.
Let
me
read:
I
want
to
read.
Let
me
read:
I
want
to
be
the
Cat
in
the
Hat
stare
tutors
work
for
one
hour
twice
a
week
with
their
students
same
tutor
or
set
of
tutors
matched
with
the
same
students
all
year
long
a
relationship
is
built
and
Trust
is
given.
Last
year,
stair
volunteers
gave
five
thousand
two
hundred
and
sixty
five
hours
of
tutoring
slide.
U
Please
we
read
two
thousand
eight
hundred
and
twenty
eight
books,
and
this
slide
shows
Heather
at
Severn,
Elementary
being
presented
with
a
scroll
at
Christmas
that
showed
all
of
the
books
that
the
children,
seven
of
them
at
seven
elementary,
had
read
from
October
through
Christmas
break
and
she
cried
and
so
did
I
next
slide.
Please
so
some
other
facts:
stair
gave
away
2000
take-home
books
to
build
home
libraries
for
students,
because
many
of
our
students
do
not
have
books
in
their
homes.
U
Ninety
percent
of
our
budget
goes
directly
to
our
students
in
the
form
of
books
and
materials
and
tutoring
hours.
Stair
has
graduated
339
students.
In
the
last
12
years.
A
good
number
returned
to
read
to
the
new
crop
of
stair
students.
Our
graduates
talked
to
their
tutors
and
tell
them
about
their
successes.
This
is
so
important
to
us
to
see
our
students
come
back
to
visit
us
and
tell
us
how
they
are
doing
in
school.
U
Stair
is
a
safe
place.
All
tutors
are
background,
checked.
All
coordinators
are
fingerprinted.
We
care
about
the
safety
of
stair
students,
so
all
tutors
must
attend
yearly
training
and
pass
background
checks
and
twice
a
year.
We
have
tutor
workshops
where
educators
come
and
talk
to
our
students.
At
sorry
talk
to
our
tutors
about
techniques
they
can
use
with
our
students.
U
We
just
had
a
very,
very
successful
tutor
workshop,
which
was
presented
by
Lindsay
O'keefe
about
how
you
move
letters
around
to
make
words
and
the
tutors
loved
it,
because
it's
something
solid,
that
they
can
work
with
and
I
was
at
Robin
wood
Center
yesterday
and
that
was
being
used
in
May.
We
have
a
graduation
party
and
each
site,
and
you
are
all
invited,
and
each
student
receives
a
photo
book
and
I
think
you
have
some
of
those
up
on
the
podium.
Every
child
receives
a
hardback
copy.
U
They
find
it
very
cool
because
they
are
in
a
book.
You
know
all
those
pictures
you
take
on
your
phones.
Where
do
they
go
on
your
phone
right?
So
this
is
what
they
see
at
the
event
that
students
come
and
read
to
their
parents
and
other
relatives
to
hear
about
how
much
fun
they
have
had
it's
tear
and
also
to
show
their
newfound
reading
skills
so
summer.
Reading
loss
is
a
real
reality,
we're
seeing
this
this
year
after
the
very
long
summer.
U
So
we
play
a
very
small
part
in
trying
to
help
that
by
running
a
week-long
summer
camp
in
conjunction
with
the
Housing
Authority
city
of
Annapolis.
Last
year,
for
the
past
few
years,
we've
worked
the
camp
at
Robin
wood
and
this
year
we'll
have
a
second
camp
at
East
port
community
center.
The
kids
are
grouped
by
age
and
grades.
They
perform
a
play
a
day,
no
memorization.
They
read
at
the
culmination
of
the
week,
there's
a
production
for
parents
to
be
invited
to
you
and
the
children
Seve
there
applause.
U
So
we
build
on
the
work
done
by
reading
specialist
teachers
and
principals,
who
give
us
advice
and
share
space,
and
those
people
work
hard
many
hours
a
day
to
create
a
place
where
children
can
learn.
We
are
very
appreciative
of
all
the
help
we
receive
from
all
of
our
teachers
and
principals,
and
principally
the
board,
who
supports
getting
kids
reading
well
by
the
end
of
2nd
grade.
U
So
how
can
you
help
come
and
visit
our
sites
read
to
our
and
your
students
and
tell
your
friends
who
are
looking
for
a
chance
to
change
the
life
of
a
child,
tell
them
to
check
out
stare?
Thank
you.
We
love
our
children.
They
are
a
passion.
Thank
you.
I'd
like
to
introduce
Barbara
Pratt,
one
of
our
tutors.
E
Good
morning,
I'm
one
of
the
hundred
and
sixty
tutors
that
that
Linda
mentioned
earlier
I've
been
involved
with
the
program
since
January
of
2014
I
got
involved
because
I
love
books,
I
love
to
read,
and
here
was
a
chance
to
open
children's
worlds
to
what
they
can
see
through
books.
So
I
went
through
the
training
as
Linda
described
it.
I
studied
the
lesson
plans.
I
was
given
guidance
on
how
to
structure
a
lesson
and
how
to
deal
with
behavior
issues
and
I
walked
into
my
first
session.
Totally
intimidated.
E
I
just
felt
this
huge
responsibility
that
it
was
up
to
me
to
get
this
child
to
second
grade
reading
level,
or
they
would
be
condemned
to
a
life
of
unemployment
and
poverty.
From
here
on
out.
It
was
a
huge
weight
to
bear.
Fortunately,
that
feeling
passed
helped
tremendously
by
the
other
tutors
my
site
coordinator
and
my
student,
who
was
an
old
hand
at
stair
by
the
time
I
joined
him
in
January
and
I
would
be
remiss
if
I
did
not
note
with
gratitude.
E
The
support
the
second
grade
teachers
and
reading
specialists
at
Hills
Mayor
have
provided
they
even
met
with
all
the
Robin
Hood
tutors
during
the
last
parent
conference
stay,
so
we
could
exchange
observations
and
they
could
give
us
suggestions
as
to
how
we
could
better
support
our
students.
One
word
describes
the
Steyr
environment
from
me,
and
that
word
is
happy.
The
kids
get
off
the
bus
and
on
to
join
us.
E
The
primary
reason
that
the
kids
enjoy
stare
and
that
the
kids
make
progress
in
stare
is
because
it's
one-on-one,
in
addition
to
the
fact
that
each
child
is
getting
individual
attention
from
a
caring
adult
twice
a
week.
One-On-One
tutoring
means
that
no
child
is
behind.
We
meet
them
where
we
are
where
they
I'm
sorry,
we
meet
them
where
they
are
in
their
reading
skills
and
go
from
there.
We
can
focus
on
books
of
interest
to
them
and
spend
time
on
areas
that
they
are
working
to
master.
E
We
can
match
the
rhythm
of
a
session
to
the
needs
of
one
particular
child,
and
these
are
luxuries
that
are
not
available
to
teachers
with
a
classroom
full
of
kids
working
with
these
children
inevitably
gives
one
glimpses
into
their
lives.
Kids,
who
never
mention
their
dads,
those
who
reference
their
aunt
at
have
returned
kids,
who've
mentioned
siblings,
who
live
elsewhere,
and
those
who
list
all
six
of
them
on
they're.
All
about
me,
page
kids,
who
taste
blueberries
and
even
bananas.
E
For
the
first
time
we
hear
stories
from
school
from
one
student
I
found
a
toad
while
I
was
waiting
for
the
school
bus
and
I
put
it
in
my
pocket
and
I
took
it
to
school
I.
Let
it
out
to
show
some
of
the
other
kids
and
it
got
loose
in
the
lunchroom.
But
it's
okay,
because
no
adults
saw
we
get
pearls
of
wisdom
from
a
little
girl
who
ate
her
snack
in
Reverse
preference
order,
because
my
grandma
says
if
you
eat
all
your
favorites
first,
you
end
up
with
just
green
beans
on
your
plate.
E
We
celebrate
the
successes
of
our
students
Jordan,
who
is
way
behind
in
reading
and
in
special
ed
found
his
voice
in
poetry,
which
he
both
read
and
wrote.
Duke,
who
is
extremely
reluctant
to
read
aloud
even
with
justice,
tutor
present
came
back
to
stare
the
following
year,
specifically,
so
he
could
read
to
a
younger
child
and
we
can
be
wild
by
our
students.
Iva
responded
to
her
classmates,
hesitant
reading
aloud
of
a
story.
E
He
wrote
by
leading
the
applause
for
him
and
for
all
the
students
who
followed
darn
Eze,
who,
when
asked
to
alphabetize
his
list
of
colors,
first
put
them
in
rainbow
order
and
Marcus
who
can't
verbalize
answers
easily,
but
shows
that
he
understands
the
words.
He
reads
by
writing
cry
with
a
single
tear
hanging
off
the
Y
and
the
letters
of
float
gently
bobbing
on
the
surface
of
a
pond.
I
got
in
to
stare
because
it
was
about
reading
and
books,
but
I
stay
in
stare
because
of
the
kids.
Thank
you.
T
C
Morning,
everyone,
my
name,
is
andre,
Dillard
and
I
have
the
privilege
of
being
the
principal
of
Georgetown
each
elementary
school,
the
best
elementary
school
in
Anne
Arundel
County.
Don't
anybody
tell
you
differently
so
Georgetown
East
is
a
kids
at
up
school
and
miss
lane
talked
a
little
bit
about
kids
at
hope.
C
Part
of
the
program
of
kids
at
Hope
is
there
are
four
pillars
or
four
aces.
I
should
say,
and
one
of
those
aces
is
other
caring,
other
caring
adults,
adults
other
than
their
parents.
So
Georgetown
East
is
very
fortunate
to
have
the
stare
movement
cast.
Air
is
not
a
program.
It's
a
movement,
it's
about
the
people
who
are
moving
and
making
a
change.
So
the
stare
movement
is
that
Georgetown
ease,
and
we
could
not
be
more
excited
about
that.
C
This
movement,
its
they've,
talked
a
lot
about
the
program.
The
program
is
it's
very
important
or
the
move
that
you
say
is
very
important.
It's
touching
some
of
our
struggling
second
graders.
It's
building
their
confidence,
it's
building
their
fluency,
their
comprehension,
all
those
things,
but
it's
really
about
building
their
account
and
building
their
confidence,
but
there's
also
about
relationships
and
these
individuals
within
this
their
movement.
C
They
build
relationships
with
our
students,
they
do
things
that
is
almost
impossible
and
when
I
think
about
programs
that
come
especially
after-school
programs,
a
lot
of
our
kids
when
the
school
day
is
done,
they
want
to
leave.
They
want
to
go
home
when
it
comes
to
stare,
they
love
being
there.
They
absolutely
love
it.
We
have
students
that,
at
the
end
of
the
day,
or
maybe
it's
second
half
of
the
day,
they're
struggling
they're
having
some
struggles
something's
going
on
and
they
might
be
upset
when
they
get
to
stare.
It's
completely
different.
C
They
have
done
a
180
and
they
are
just
so
excited
to
be
there.
These
individuals,
they
breathe
life
into
our
children,
and
it's
again,
it's
not
just
about
them.
Building
their
reading,
comprehension,
their
fluency,
it's
about
breathing
this
life
and
making
our
children
feel
like
they
have
self-worth
and
that
they
are
important.
C
Just
yesterday,
I
was
talking
with
my
leadership
teams
and
the
leaders
within
my
building,
and
we
were
talking
about
qualities
that
make
a
good
educator.
We
talked
about
all
these
different
things
and
ways
that
we
can
try
to
support
some
of
our
teachers
who
aren't
as
sound
as
some
of
our
other
other
teachers,
and
we
talked
about
these-
are
qualities,
qualities
and
how
we
can
provide
these
PD's,
who
can
provide
trainings.
C
They
all
have
these
qualities
that
you
just
can't
teach
they
have
these
qualities
of
just
wanting
to
be
with
children,
support
them
to
learn
about
them
and
not
just
about
what's
going
in
school,
but
their
lives
outside
of
school,
which
is
very
important
because
that's
where
you
can
bridge
that
gap
and
you
can
build
those
relationships.
So
we
talked
about
these
innate
qualities
and
the
cool
thing
about
the
stare
movement
and
the
leadership
is
when
they
find
tutors.
They
find
tutors
that
have
the
same
mindset.
C
These
Funt
they
find
tutors
debt
not
only
want
to
help
children
success
to
be
successful,
but
they
find
tours
that
can
build
relationships.
They
care
about
kids
that
want
to
hear
about
what's
going
on
their
lives
beyond
reading
it
goes
beyond
reading
this,
their
movement
is
so
important,
is
so
powerful
and
I
am
truly
honored,
and
it's
such
a
privilege
to
stand
here
to
be
asked
to
talk
about
stare.
I
know
they
could
have
chosen
so
many
people
that
they
chose
me
and
I'm
very
harmed
by
that
privilege.
C
So
just
like
miss
Barbara's
law,
mr.
Smith
said
please
come
out
and
visit
the
stare
locations
talk
to
the
individuals
but,
more
importantly,
talk
to
the
students
we
had
a
student
last
year.
He
was
in
stare
two
years
ago.
He
came
back,
he
wanted
to
come
back
last
year
and
he
wanted
to
come
back
because
those
relationships
and
he
wanted
to
come
back
because
it
was
so
powerful
and
he
just
wanted
to
be
around
those
those
individuals
one
more
year,
and
this
is
a
student
who,
after
school,
he
wants
to
go
home.
C
C
U
So
last
year
our
80
students
began
stare
with
only
9%
of
them.
Reading
at
second
grade
level
by
the
end
of
stare,
75%
of
our
students
were
reading
at
grade
level
or
above
stare,
can't
take
all
the
credit,
because
there
are
lots
of
educators
out
there
working
very
hard
every
day,
but
the
atmosphere
we
provide
and
the
stuff
that
we
give
to
the
kids
two
hours
a
week
every
week
from
October
through
May
makes
that
happen
and
next
slide.
Please,
you
can
help
us
in
several
ways.
U
You
can
volunteer
one
or
two
days
a
week,
it's
after
school,
so
plenty
of
time
we
always
are
looking
for
donors.
We
take
jewels
cash
stocks,
bonds,
cheques
and
please
come
and
join
us
for
stare
celebrations.
The
children
love
to
read
to
you.
They
love
to
see
your
faces
and
they
love
to
show
you
how
well
they
are
doing
in
their
lives.
So
thank
you
very
much
for
letting
us
present
to
you.
The
photo
books
are
on
the
diets.
Please
look
through
those
are
our
students
they're
your
students.
Thank
you.
T
Let
me
just
close
by
saying
we
couldn't
do
this
without
the
great
partnership
we
have
with
Anne
Arundel
County
Public
Schools.
We
get
so
much
help
and
you'll
notice
on
you.
The
report
that
you
all
have
a
very
famous
guy
gave
us
a
really
nice
quote
so
he's
on
the
cover,
but
we're
pleased
to
be
a
part
of
all
this.
Thank
you
for
your
support.
A
A
Next
will
be
our
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
are
allotted
three
minutes
each
and
may
not
allocate
their
time
to
others.
A
tone
will
sound
when
time
has
expired.
The
board
asks
that
comments
remain
civil
and
appropriate
for
the
various
audiences
that
may
be
watching
or
viewing
this
meeting
student
specific
and
personnel
matters
are
confidential
and
cannot
be
discussed
in
this
forum.
A
V
Good
morning,
Board
of
Education,
dr.
alato,
Lisa,
Van
Buskirk,
representing
start
school
later,
Anne
Arundel
County
I'm
here
to
observe
a
few
anniversaries.
Firstly,
the
third
anniversary
that
was
February,
2nd
of
the
3rd
or
the
third
anniversary
of
the
passing
of
County
Council
resolution
615
on
February,
2nd,
which
was
unanimously
approved
by
all
council
members
and
recommended
this
board
of
it.
V
And
healthy
high
school
hours,
so
on
this
three
years
and
a
couple
of
days
anniversary,
are
we
still
moving
expeditiously
towards
that
goal?
I
like
to
observe
the
nineteenth
month
anniversary
of
meeting
of
two
of
you
in
which
I
was
assured
George
Meany,
dr.
alato,
will
progressively
shift
over
four
years
to
8:00
to
8:30
high
school
start
times,
as
we
close
that
our
second
budget
cycle
into
that
four
year
goal:
I'm
curious
where
that
commitment
now
is
or
if
that
wasn't
really
what
dr.
V
a
lot--oh
intended
when
he
told
you
some
of
you
that
that's
what
he
wanted
to
do
later
this
year,
the
2014
task
force
will
observe
its
fourth
anniversary.
I
can
no
longer
believe
that
those
cost
estimates
are
truly
accurate,
and
so
that
is
why
I
couldn't
come
before
you
for
the
budget
cycle
or
budget
testimony,
because
I
don't
know
what
how
much
to
ask
for
and
to
you
guys
ask
a
CVS
to
use
your
transportation
software
to
give
you
new,
updated
cost
estimates.
V
I
can't
really
use
that
nearly
four-year
old
ones
to
advocate
before
you.
Perhaps
a
CPS
could
also
give
you
some
updated
timeline.
That
would
meet
your
goals
whatever
they
may
be,
as
you
prove
your
strategic
meeting
later
this
plan
later
this
month,
I'd
like
to
remind
you
that
your
metric
of
increasing
the
percentage
of
students
attending
schools
on
a
daily
basis
would
be
improved.
But
if
you
change
the
to
later
middle
and
high
school
start
times,
this
is
shown
to
improve
attendance
and
decrease
tardiness.
V
Similarly,
as
you
consider
the
slight
decrease
in
overall
graduation
rates,
I'd
like
to
remind
you
that
later
middle
and
high
school
times
have
been
shown
to
increase
graduations,
especially
for
pipi,
quotes
one
from
dr.
Judith
Owens.
It
was
the
lead
author
from
the
2014
American
Academy
of
Pediatrics
recommendation
and
who
had
testified
before
this
board
several
years
ago.
To
do
nothing
is
to
do
harm
and
then,
as
I
heard
at
the
Annapolis
women's
March
last
month
from
a
speaker,
inaction
is
not
an
option.
So
I
look
forward
to
your
continued
work
on
school
sours.
I
W
A
Are
there
any
board
questions
or
comments
regarding
these
contracts?
There
any
public
comment.
Okay,
all
those
in
favor
motion
passes.
Eight
zero,
okay
item,
five
point:
zero,
one,
its
administrative
personnel
to
appointment,
and
there
are
no
appointments
for
this
meeting.
Item
five
point:
zero.
Two
is
personnel
doctor
a
lot
of
your
recommendation.
Yes,.
A
I
W
X
X
So
it
is
our
pleasure
today
to
return
to
seek
your
approval
of
our
new
five-year
strategic
plan.
As
you
may
remember,
on
December
6th
of
last
year
we
presented
the
strategic
plan
to
you
and
at
that
time,
based
on
public
input
and
your
thoughts,
you
guided
us
to
make
some
small
targeted
adjustments.
So
let
us
now
highlight
the
changes
that
we
made.
Thank.
Y
You
first
we'll
review
our
driving
values,
as
you
suggested
in
December.
We
have
recognized
the
values,
reorganize,
the
values,
grouping
them
by
theme
and
add
any
value
related
to
our
business
practices.
Let's
look
at
the
website
to
see
the
results
of
the
work.
Please
remember
that
relationships.
Rigor
and
readiness
is
the
overall
theme
of
our
new
strategic
plan,
and
this
will
play
out
as
we
address
the
edited
values.
Y
Y
A
belief
that
rule
didn't
an
employee
well-being
and
ultimately,
they
are
key
to
elevating
all
students,
as
gaps
are
eliminated.
Rigor
can
be
embraced
more
fully
when
strong
relationships
and
positive
communication
paths
are
in
place.
Readiness
is
more
easily
achieved
when
the
relationships
between
people,
specifically
adults
and
students,
provide
the
foundation
of
learning.
Our
second
value
ready
set,
launch
follows
under
this
value
heading.
We
have
two
focus
areas:
all
students
are
prepared
for
college
career
and
community,
both
inside
the
classroom
and
beyond
the
classroom
walls.
X
X
That
the
indicators
now
fall
into
three
main
areas:
those
related
to
relationship
building
those
definitely
focused
on
academics
and
those
where
the
relationship
building
in
the
academics
intersect
all
linking
to
the
relationships,
rigor
and
readiness
for
our
students.
This
plan
is
about
elevating
all
students
and
eliminating
all
the
gaps.
No
questions
asked
it
was
designed
and
built
with
significant
public
input
over
18
months.
K
A
Are
there
any
other
board
questions
or
comments?
Are
there
and
is
there
any
public
comment?
So
I
will
echo
I
like
it
too,
and
I
appreciate
all
the
hard
work
and
the
great
emphasis
on
getting
input
from
as
many
people
as
possible
so
that
they
could
all
be
brought
in
so
definitely
a
team
effort?
Yes,
everybody
coming
in
there.
A
O
Good
morning
for
the
record,
two
networks
he's
superintendent
for
Student,
Support,
Services
and
Karen
Sisco
Director
of
Nursing
Bureau
of
school
health
in
support
with
Anne
Arundel,
County
Department
of
Health,
and
so
today
we
have
policy,
jec,
be
storage
and
use
of
no
oxen
or
other
overdose.
Reversing
medication
before
you
for
first
reading,
but
before
we
discuss
the
new
policy,
I've
asked
Karen
to
provide
the
board
background
information
on
this
issue,
and
this
is
information
she
has
presented
to
a
ACPs
coaches
and
athletic
directors.
So
I
will
turn
it
over
to
Karen.
AA
Thank
you
really
appreciated.
As
you
know,
school
nurses
are
in
the
trenches
and
are
in
the
health
rooms.
I
have
to
say
when
I
looked
at
the
stats,
the
number
of
health
room
visits
for
students
coming
in
under
the
influence
that
we
suspect,
under
the
influence
of
substance
abuse
in
the
last
five
years,
has
doubled
because
of
that
back
in
2000,
the
fall
of
2015
I
started.
Looking
at
I
wanted
to
put
in
a
lock
stone,
which
is
an
overdose
reversing
medication
for
opioid
overdose
into
every
school
nan
around
the
county.
AA
I
didn't
really
I
thought
that
would
be
a
pretty
easy
thing
to
do.
I'd
look
at
the
funding
and
just
put
it
in
the
schools
and
develop
a
policy.
What
I
didn't
realize
at
the
time
is
that
our
staff
couldn't
be
trained
because
of
the
state.
Training
was
for
known
substance
abuse
users.
It
was
not
for
pediatric
population
and
our
population
is
very
different
because
some
of
the
signs
and
symptoms
of
opioid
overdose
mimic
that
of
an
opioid
overdose
of
chronic
health
conditions,
certain
chronic
health
conditions.
AA
So
our
staff
needed
to
know
the
difference
of
when
to
Glatt,
grab
an
EpiPen
for
an
allergy
glucagon
for
diabetes,
dice
at
first
seizure
or
even
an
ad
for
cardiac
condition.
So
we
went
ahead
and
the
state
before
I
could
put
in
a
lot
Sun
in
the
school.
We
had
to
develop
our
own
training
and
we
had
to
become
a
training
entity
under
the
state's
overdose
response
program
so
that
we
did
and
March
of
2016
we
put
in
a
lock
stone
in
every
school
Nana
on
the
county.
AA
My
feeling
was
I,
didn't
what
was
interstate
and
in
our
County
I
figured
eventually
one
day
would
be
in
our
schools
and
I
wanted
to
be
prepared.
I
didn't
want
to
child,
unfortunately,
to
die
or
overdose
or
something
in
school,
and
for
us
not
to
be
prepared.
So
I
put
it
in
the
schools,
and
there
were
a
lot
of
counties.
I
have
to
say
that
we're
very
reluctant
and
didn't
want
it
in
their
schools.
They
didn't
think
it
was
necessary.
They
thought
it
was
a
big
waste
of
money
and
we'd.
AA
Never
give
it
and
I
spoke
to
doctor
a
lot
about
it
and
he
said,
go
ahead
and
do
it
Karen,
let's
be
proactive,
so
we
did
and
I
have
to
say
ten
days
after
we
put
it
in
school,
we
gave
it
and
we
saved
a
life.
A
student
came
into
the
health
room
within
minutes.
She
became
unresponsive
and
she
stopped
breathing.
AA
It
took
the
nurse
two
doses
of
narcan
to
bring
her
back
to
life
since
then,
we've
given
it
to
additional
times
so,
a
part
of
the
role
of
school
nurse
is
not
only
the
emergency
care
and
responding
to
it.
It's
also
health
education.
So
we
work
with
those
school
counselors
and
teachers
in
doing
health,
education
and
talking
to
students
about
substance
abuse.
We
do
PowerPoint
presentation
their
piece
of
it.
It
overdose
in
this
crisis
is
that
we
needed
to
get
two
student
out.
AA
AA
Thousand
and
fourteen
heroin,
the
blue
line
is
heroin.
The
orange
line
is
fentanyl
that,
as
you
can
see,
it
was
steady
and
then
all
of
a
sudden
it
spikes
and
then
in
Anne
Arundel
County.
Where
do
we
fall
in
the
state?
Surprisingly,
Anne
Arundel
County
has
the
third
highest
than
Anne
Arundel
County,
and
where
is
this.
AA
You
Hector
says
pretty
much:
this
is
something
for
the
pain,
that's
an
opioid,
so
an
opioid.
If
you
go
back
one
is
the
list
of
them,
is
right
here,
you'll
see
it's
morphine
its
oxy
cotton.
It's
codeine,
Demerol
percocet
vicodin,
but
it's
also
heroin
chart
with
marylin
it
had
fentanyl
and
heroin.
That's
where
the
deaths
are
coming
from.
Eighty-Three
percent
of
the
deaths
in
Anne
Arundel
County
is
due
to
a
combination
of
fentanyl
and
heroin.
Now
fentanyl
is
given
in
hospitals
generally
before
surgery
and
it's
fifty
to
a
hundred
times
more
powerful
than
morphine.
AA
Now
car
fentanyl
you'll
just
start
hearing
that
has
come
and
been
reported
in
Anne
Arundel
County.
That
is
ten
thousand
times
more
powerful
than
morphine.
We
don't
ever
give
it
in
a
hospital
because
it's
used
for
elephants
and
rhinoceroses.
We
don't
give
it
now.
How
are
you
aids
in
heroin
related
well
they're
chemically
related?
They
interact
on
the
body,
opioid
receptors
exactly
the
same
way,
so
they
get
the
same
high.
Now
the
thing
is:
prescription
pills
on
the
street
are
very
expensive.
AA
Okay,
thank
you
to
eight
pathways,
for
addiction
is
sitting
in
the
not
my
child,
I
have
to
say,
I've
heard
two
different
ways
and
research
supports
it
gateway
drugs,
which
is
where
they
start
drinking
marijuana
and
they
go
into
heavier
drugs
or
misusing
prescription
pain,
medication
now
what's
happening
in
and
around
the
county.
Every
year
the
high
school
students
are
surveyed.
It's
called
a
youth
risk,
behavior
survey
and
ask
them
about
their
usage
of
tobacco
marijuana
alcohol.
You
can
see
here
the
last
report
we
have.
We
don't
have
this.
AA
The
results
of
everything
yet
is
from
2014,
which
correlates
also
remember,
with
the
spike
from
the
state
of
Maryland
27
percent
of
Anne
Arundel
County
high
school
students
reported
using
a
tobacco
product.
In
the
last
30
days,
52
percent
admitted
drinking
alcohol,
almost
19
percent
using
marijuana
and
here's
the
surprising
thing.
AA
Four
years
ago,
over
14
percent
had
already
admitted
to
using
prescription
drugs
medications
without
a
doctor's
order,
now
adolescents,
nationally
83
percent,
on
the
supervised
access
to
their
prescription
pills
and
most
of
them
when
they
misuse
it,
they
use
it
from
their
own
prescriptions
or
their
friends.
Now
the
stages
of
addiction
is
experimental,
use
to
regular
use
to
risky
use
to
addiction.
Adolescents
go
through
those
phases,
much
faster
than
adults
do
and
the
reason
why
is
because
the
brain
is
still
developing.
It
is
not
fully
developed
until
they
are
25
years
old.
AA
Now
the
problem
with
the
thing
with
the
brain
is
it
actually
develops
in
the
back
first,
where
their
emotions
are
and
then
comes
forward.
So
the
prefrontal
cortex
is
the
last
thing
to
develop,
which
is
your
logic,
and
your
reasoning
and
substance
abuse
actually
disrupts
the
development
of
the
brain
and
it
makes
more
chemically
primed
for
it,
but
I'm
developing
an
addiction
later
in
life.
Now,
when
is
an
adolescent
prescribed,
an
opioid
for
an
injury
or
from
their
wisdom,
teeth
removed
so
now,
short-term
use
of
opioids
is
not
as
rarely
really
causes.
Addiction.
AA
Long-Term
use
absolutely
has
been
related
to
it,
and
most
long-term
use
come
from
treating
acute
pain.
It
was
only
meant
to
be
given
a
short
period
of
time
now.
How
it
long
is
it
safe
to
take
was
a
nurse
I
can
tell
you
a
day
or
two:
absolutely
you
don't
need
it
more
than
three
days
and
never
more
than
seven
days.
Psychological
addiction
studies
show
start
after
the
third
day,
and
this
is
a
piece
I
want
parents
to
know.
AA
So
if
their
child
is
injured,
you
need
to
know
what
to
do
and
how
to
handle
it
now.
Are
there
other
options
out
there
surprisin
way,
starting
to
get
into
this
research
I
found
that
over-the-counter
tylenol
and
motrin
when
given
together,
is
50%
more
powerful
and
better
at
controlling
the
pain
than
an
opioid.
So
the
Green
Line,
the
long
one
that
you
see
is
the
pain
control
they
get
from
Tylenol
motrin
together,
where
the
third
one
down
is
actually
an
opioid.
So
parents
are
wanted
them
to
hear
this
message.
AA
You
click
on
the
next
message
and
this
PowerPoint
is
on
your
website.
It's
under
under
the
athletics
section
and
here
I'm
not
going
to
go
through
all
the
dosing,
but
tells
the
dosing
that
this
study
found,
but
the
biggest
most
important
piece
of
this
is
those
two
medications
have
to
be
given
together
because
separately:
they're
not
as
effective
now
for
injuries.
I
want
to
talk
to
parents
just
about
resting
an
injury,
ice,
I
love
it
putting
an
Ace
bandage
on
it.
Those
things
are
all
great
to
do
at
first.
AA
If
it
doesn't
work,
go
see
your
doctor
develop
a
plan.
Talk
about
this
injury.
How
long
true?
Is
it
going
to
take
to
recover
realistic
expectations?
The
goal
is
not
to
be
pain-free.
Pain
is
actually
a
good
thing.
It
is
our
guide.
It
lets
us
know
that
we
are
injured.
We
need
to
rest
not
to
overexert
ourselves.
Unless
there's
no
one,
we
heal
it
is
our
guide.
Is
there
a
body
way
of
telling
us
that
we're
injured
and
we
need
to
take
it
easy
and,
as
a
parent,
we
need
to
know
our
options.
AA
If
a
doctor
writes
us
a
prescription
for
an
opioid,
say:
hey
wait
a
minute.
What
else
do
I
have?
Is
there
something
else
I
can
take
what
about
Tylenol
motrin
first
and
then
let's
work
our
way
and
not
50
bills?
How
about
five
and
then
follow
up
with
their
doctor?
Now,
if
you're,
given
a
prescription,
I'm
going
to
talk
to
parents
about
for
an
opioid
find
out
about
it,
what
are
the
benefits?
What
are
the
side
effects?
How
long
and
I
look
in
a
day
or
two
or
what
am
I
looking?
AA
How
long
is
he
gonna
need
it
or
she
need
it,
and
what
are
the
warning
signs?
Cuz?
What
if
things,
aren't
healing
and
aren't
going
really
well,
I
also
want
to
talk
to
them,
which
is
so
very
different
at
this
age
group,
a
lot
of
adolescents,
they're
old
enough
they're
old
enough
to
take
a
time
off.
They
have
a
headache,
but
not
with
a
new
Buick.
AA
If
they're,
given
a
prescription
of
a
painkiller,
they
need
the
parent
needs
to
hold
those
pills,
they
need
to
keep
them
locked
up
and
they
need
to
dispense
them
one
pill
at
a
time
and
if
anybody
has
extra
medication
in
their
medicine
cabinet,
they
need
to
lock
it
up
and
get
rid
of
it
and
parents.
Let
me
take
a
grandparents,
are
notorious
for
having
their
medicine
cabinet
fill
of
medicine,
so
I'm
gonna
encourage
everybody,
go
home,
go
to
your
parents
house
and
get
their
meds
too,
and
dispense
them
and
a
safe
place.
AA
Every
Police
Department
has
dispenses
that
you
can
use
medication
and
drop
off
these
pills.
I
also
want
to.
Let
them
know
that
there
is
a
school
nurse
at
every
school
and
I'm
gonna
have
the
school
nurses
there,
so
I
can
introduce
them.
If
there's
an
injury,
your
child
has
surgery
reach
out
to
the
school
nurse
she's
a
wonderful
resource
for
you.
She
can
work
with
you
and
your
doctor
in
developing
a
plan
of
care,
because
they're
gonna
need
this.
So
during
their
recovery
phase
they
can
come
to
school
and
have
access.
AA
AA
I
AA
AA
AA
We
started
to
give
the
second
dose
as
the
paramedics
were
coming
in
and
they
looked
at
us
and
said:
go
you
know,
yeah
you're,
doing
the
right
thing,
and
not
only
after
that
it
was
the
inter
paramedic
turn
to
the
nurse
and
said:
do
you
have
any
more
because
she
just
gave
two
doses
and
she
said
no
now
I'm
out
and
he
said,
let
me
go
to
my
ambulance.
Let
me
give
you
two
more
doses
of
it.
So
he
came
in
restock
or
supply.
AA
AA
K
Black
sure
I
just
want
to
thank
you
for
educating
the
public
I
know
when
this
education
piece
started
with
the
county.
I
have
teenagers
who
were
getting
their
wisdom,
teeth
out
and
had
I
not
been
informed.
We
were
not
allowed
to
leave
the
oral
surgeons
office
without
them,
calling
in
a
prescription
for
opioids.
They
would
not
even
let
us
leave
and
had
I
not
been
been
informed.
I
would
have
given
them
to
my
children.
Instead,
we
went
the
Tylenol
motrin
route
and
all
four
of
them
were
fine,
so.
G
AA
I
had
a
few
years
ago
in
surgery
and
I
think
they
wrote
me
a
prescription
for
about
a
hundred
pills.
So
it's
just
as
important
message
to
write
that
everybody
needs
to
know.
There
are
other
options
and
the
goal
isn't
pain-free.
You
know
it's
a
great,
actually,
it's
a
good
way
for
a
body,
letting
us
know
what's
going
on
in
the
process
of
healing
and
recovery.
So
thank
you.
AA
L
Talley
again,
I
too,
want
to
echo
the
sentiments
of
my
fellow
board
members.
I'm
was
a
wonderful
educational.
I
enjoyed
your
presentation.
My
daughter
is
ahead
school
nurse
in
a
very
small
district
in
Mississippi
and
she
they
are
experienced
and
with
only
six
goals,
but
they
are
experiencing
this
and
she's
talked
about
this
I'd,
like
a
copy
of
your
slide
presentation
to
share
with
her
absolutely.
C
AA
Myself
and
the
deputy
director
Aisha
Austin,
we
went
a
national
level
and
presented
this
and
shared
our
training
and
our
policies
and
procedures
with
everyone,
so
it's
actually
even
on
the
Health
Department
website.
So
your
daughter
can
go
to
the
Health
Department
website.
She
can
see.
I
mean
I
can
share
my
powerpoint
and
happy
to,
but
that
is
the
training
that
we
actually
trained
our
staff
with.
So
she
can
use
that
and
it
has
our
policy
our
procedures,
protocol.
AA
Everything
is
out
there
I
wanted
it,
have
everyone
to
have
free
access
to
it,
so
they
can
implement
it
in
their
County
and
I
have
been
contacted
by
nurses
in
Michigan,
West,
Virginia,
North
Carolina,
all
asking
me
about
it
because
they
want
to
do
the
same
thing
they
want
to
address
and
put
it
into
their
schools.
So
thank.
AA
Z
O
This
is
a
new
policy
and
accompanying
regulation,
which
is
in
accordance
with
new
state
law
that
passed
last
legislative
session,
and
so
essentially,
the
policy
requires
all
schools
to
store
and
use
naloxone
and
other
overdose
reversing
medication
in
accordance
with
the
state
law.
It
also
requires
a
a
CPS
to
notify
parents
and
guardians
of
this
new
policy,
which
is
also
in
accordance
with
the
state
law,
and
so
the
regulations
provide
the
procedures
on
how
we
would
store
and
utilize
the
medication.
O
M
AA
Of
information
and
has
communicated
with
health
care
providers,
but
that's
a
part
of
it,
is
I
know
the
hospitals
are
now,
but
that's
a
part
of
it.
Getting
this
message
out
and
talking
to
oral
surgeons
and
the
Health
Department
is
doing
it
as
well
as
hospitals
and
as
well
as
the
county
executive
is,
but
you
know
I'm,
not
sure,
that's
why
I
think
it's
important
for
to
talk
to
parents
about
it,
so
we
put
them
with
the
knowledge,
so
it
that
we
missed
a
health
care
provider
or
health
care
provider.
AA
AA
Some
people
don't
think
that
you
know
when
you
go
to
a
pharmacy,
even
though
they
write
you
a
prescription
for
30
or
50
pills,
you
know
get
it
filled,
you
can
tell
them.
I
only
want
five
of
these.
You
know
you
don't
have
to
have
the
whole
thing,
though,
or
you
can
hold
on
to
the
prescription.
Just
try
Tylenol
motrin.
First,
a
lot
of
people
do
not
realize
that
that
actually
is
more
effective
because
it's
over-the-counter,
so
you
think
it's
weaker,
but
it
actually.
It
isn't.
So.
Thank
you
for
sharing.
A
Z
W
Radio
station
run
by
our
students
tracked
by
students.
We
could
certainly
put
together
a
program
piece
that
we
could
we
could
record
and
play.
We
also
have
the
opportunity
to
if
you've
not
yet
been
interviewed
by
Teresa
Tudor
on
a
CPS
TV.
That's
another
way
that
we
can
begin
to
get
the
word
out,
but
the
bottom
line
here
is
thank
you.
Karen
I'm
Karen
I've
had
a
number
of
conversations
over
the
years.
W
She
is
on
the
forefront
of
this
and
she
came
to
me
several
years
ago
and-
and
there
was
no
reason
why
we
shouldn't
do
it
other
than
there
was
some
fear
in
the
public
that
we'd
be
admitting
something
that
it
didn't
really
matter.
We
need
to
work
to
save
our
students
and
our
and
we've
had
adults
on
campus.
Also,
it's
no
surprise
to
you.
While
Karen
is
not
a
member,
an
official
member
of
our
team,
she's,
absolutely
on
speed-dial
and
so
she's
she's
there
with
us
every
step
of
the
way.
So
thank
you.
Thank.
AA
You
for
the
appreciate
and
I'm,
even
thinking
that
maybe
back-to-school
night
and
having
a
flyer
have
something
out
to
let
parents
know,
because
this
is
such
an
important
message,
because
we
just
need
to
do
something
with
this
epidemic
and
we
don't.
We
don't
need
anymore
users.
We
need
to
save
our
children.
Thank.
A
You
are
there
any
other
questions
or
comments
on
this
policy,
so
it
will
be
going
out
for
comment
and
it's
kind
of
and
I'm
actually
through
the
Health
Department
tomorrow
they
do
offer
narcan
training
and
so
I'm
going
tomorrow
to
get
in
our
cantering
so
that
I
can
learn.
This
show
I
hope
I
never
have
to
use
it,
but
I'm
hearing
the
stories
that
that'd
be
helpful.
So
I
encourage
people
to
look
up
the
health
department
website
for
more
information.
A
O
Also,
the
Division
of
Student
Support
Services
is
also
bringing
policy
jec
administering
medicines
to
students
before
you
for
first
reading,
this
policy
was
last
revised
on
February
6
2006.
The
updated
policy
clarifies
when
staff
may
safely
administer
medicines
to
students
and
also
clarifies
that
the
administration
of
medicine
shall
be
in
accordance
with
school
health
guidelines
and
Maryland
state
laws
and
regulations.
The
policy
will
be
posted
on
our
website
for
30
days
for
public
comment,
and
we
can
answer
any
questions
you
may
have
are.
A
Second,
okay:
are
there
any
questions
or
comments
on
this
policy
all
right
and
there
is
there
any
public
comment?
Okay,
all
those
in
favor
motion
passes.
Thank
you
very
much.
All
right
item.
5.07
is
items
of
legislation.
This
is
an
Information
Act
action.
I'm
do
I.
Have
a
motion
move
this
from
information
to
action.
A
AA
O
Right
so
I
have
one
bill
be
for
you
today
for
vote
its
House
bill,
679
public
schools
school
year,
completion
date,
as
we
all
know,
in
2016,
the
governor
issued
an
executive
order
which
required
schools
to
start
post
labor
day
and
end
by
June
15th
and
as
we've
experienced
and
other
school
systems
around
the
state
we've
experienced
a
calendar
crunch.
It's
been
very
difficult
to
schedule
our
school
calendars
within
that
time
frame.
O
So
this
legislation
being
introduced
by
our
delegate,
Pena
Melnik,
would
allow
for
the
flexibility
by
allowing
authorizing
schools
to
close
no
later
than
the
third
Friday
in
June,
and
so
therefore,
the
third
Friday
in
June
would
change
every
year
in
accordance
with
the
calendar.
So
on
the
years
that
Labor
Day
starts
a
little
bit
later,
June.
The
third
Friday
would
be
a
little
bit
later
and
really
allow
for
that
much-needed
flexibility
that
school
systems
are
lacking.
M
O
O
The
difference
is
that
you
know
we
would
still
have
to
meet
the
180
days.
We
just
have
a
longer
time
frame
at
the
end
of
the
calendar.
I
do
want
to
point
out.
It
does
not
touch
the
postal
Labor
Day.
It
just
deals
with
the
end
of
the
school
year,
and
so
we
just
allow
school
systems
the
flexibility
to
meet
those
180
days.
A
O
That
is
correct.
It's
affected
counties
around
the
state
I
will
say
that
the
maryland
association
of
Boards
of
Education
supports
this
pazam
supports
this
there's
a
lot
of
support
within
the
legislature.
We've
reached
out
to
the
governor's
office
and
I've
met
with
his
staff
to
discuss
and
hoping
that
they
would
also
support
it
as
well.
A
O
I
met
with
the
governor's
office,
they
did
not
give
me,
you
know
a
yes
or
no,
that
they
would
support,
or
they
did
say
they
don't
publicly
suppose
so.
Typically,
the
governor's
office
is
not.
This
governor's
office
does
not
take
position
on
bill
unless
it
impacts
their
of
state
agencies
directly
and
even
then
they
may
not
submit
testimony,
but
what
I
am
hearing
through
the
grapevine
that
there
is
a
lot
of
general
support
for
this
legislation,
and
so
our
hope
is
that
what
I've
requested
is
that
you
know
if
the
governor
doesn't
want.
O
You
actively
support
the
bill
that
he
would
you
know
if
it
were
to
pass
through
the
legislature
that
he
would
not
veto
it.
So
that's
our
requests.
Of
course
we
would
love
for
him
to
support
it.
We
feel
that
this
legislation
truly
is
within
the
spirit
of
the
original
executive
order.
That
year,
June
15th
was
actually
the
third
Friday
in
June,
and
so
we
feel
that
this
is
consistent
with
the
executive
order.
You
know,
I
will
be
I've,
followed
up
again
with
a
staff
to
kind
of
circle.
A
K
Just
had
a
quick
question,
one
of
the
bills
that
was
under
our
legislative
program
that
didn't
require
a
vote.
Last
time
we
met
with
Senate
bill
92
the
maryland
school
overcrowding
act
of
2018
I
wondered
if
you
had
any
updates.
We
had
we've
been
approached
by
the
bill.
Sponsor
a
couple
of
us
have
about
Meiko
supporting
it
with
amendments.
We
wondered
if
you
had
any
information
about
that.
O
The
Commission
has
not
endorsed
the
legislation,
and
so
they
are
also
looking
at
innovative
ways
to
for
public
school
construction,
and
so
we
just
had
concerns
with
the
legislation.
We
felt
that
it
did
not
necessarily
meet
the
requirements
of
you
know
innovation
and
certainly
concerns
with
circumventing
state
law
regulation.
The
bill
hearing
was
last
week,
and
so
the
bill
has
not
moved.
There's
no
update
on
the
bill.
O
K
O
A
Z
A
R
A
AB
Good
morning,
I
am
Jessica
Koch's
executive
director
of
Human
Resources
the
pleasure
to
introduce
the
panel
up
here.
So
we
have
Misha
Nika
McKenzie,
our
workforce
diversity,
specialist,
dr.
dawn
Lucarelli,
regional
assistant,
superintendent
and
mr.
bill.
Goodman
senior
manager
for
human
capital
management
I
am
thrilled
to
sit
before
you
today
and
share
a
review
of
our
2017
hiring
season.
We
have
some
good
news
to
share
regarding
both
recruitment
and
retention
of
educators
in
our
school
system.
As
of
October
8th
Anne
Arundel
County
Public
Schools
hired
571
unit
1
employees
for
vacant
positions.
AB
This
is
a
20%
decrease
in
the
number
of
teachers
hired
versus
that
same
time
last
year
and
reflects
an
overall
increase
in
teacher
retention.
It
is
also
worth
noting
that
of
those
hired
23
were
Anne
Arundel
County
public
school
employees
working
in
other
capacities
who
became
certified
teachers
61
of
our
new
hires,
completed
their
student
teaching,
internships
in
Anne,
Arundel,
County,
Public,
Schools
and
104
142
of
our
new
hires.
Nearly
25%
were
graduates
of
Anne
Arundel
County
Public
Schools,
as
we
continue
to
value
diversity
and
recognize
the
enrichment
and
benefits
diversity
brings
to
our
students.
AB
Educational
experiences.
We're
excited
to
report
that
approximately
twenty
two
point,
six
percent
of
our
new
teachers
were
diverse
and
seventeen
point
three
percent
were
male
as
of
October
eighth.
Well,
this
is
a
slight
decrease
in
the
percentage
of
males
hired
at
one
point:
five
percent:
it
is
a
four
percent
increase
in
the
diverse
new
teachers
when
compared
to
the
same
point
last
year,
this
increase
in
diversity
is
even
more
significant,
as
it
is
rare
as
it
represents
the
largest
percentage
of
newly
hired,
diverse
educators
reported
since
these
updates
began
in
2009.
AB
P
A
CPS
recruitment
staff
attended
35
college
and
teacher
IDI
job
events
during
the
2017-18
recruitment
season.
Nearly
25
percent
of
the
events
attended
where
diversity
focused
job
fairs
or
visits
to
colleges
and
universities
with
higher
proportions
of
students
from
underrepresented
groups.
We
extended
over
188
open
contracts
to
strong
candidates
in
order
to
secure
their
employment
with
our
district
top
diverse
applicants
and
high-performing
student
interns
were
specifically
targeted.
P
96
of
the
candidates
who
were
offered
open
contracts
accepted
positions
with
a
ACPs
which
is
51
percent
of
total
offers.
33
percent
of
teacher
candidates
who
accepted
our
open
contracts,
were
also
diverse.
Applicants
HR
representatives
proactively,
reached
out
to
principals
to
help
identify
highly
qualified
student
interns
to
offer
these
open
contracts
with
the
assistance
of
dedicated
staff
in
the
office
of
workforce
diversity,
we
contacted
nearly
900
diverse
teacher
applicants
applying
to
positions
in
our
district.
P
During
these
calls,
candidates
were
informed
of
missing
information
in
their
application
profile,
scheduled
for
interviews
and
encouraged
to
participate
in
upcoming
teacher
recruitment.
Events
on
April
1st,
a
CPS
hosted
our
teacher
diversity
job
fair,
held
at
North
County
High
School.
The
event
was
attended
by
nearly
120
applicants
and
over
60
a
ACPs
schools
teachers
eligible
to
attend
our
diversity.
P
Job
fair
was
fallen
to
one
of
the
following
three
categories:
educators
from
underrepresented,
racial
and
ethnic
groups,
male
educators,
professionally
certified
in
elementary
or
early
childhood
education,
educators
of
all
races
certified
in
Hodgenville
areas
such
as
mathematics,
chemistry
is
technology,
education,
special
education
and
worlds
in
classical
languages.
In
May,
we
once
again
held
our
annual
teacher
diversity.
Recruitment
weekend,
which
invites
candidates
from
across
the
country
to
our
district
attendees
of
our
diversity
weekend
must
meet
the
same
criteria
as
those
who
attended
our
earlier
job.
P
Fair
candidates
who
attended
this
weekend
event
had
the
opportunity
to
visit
a
ACPs
schools
network
with
administrators
and
explore
our
community
at
the
culmination
of
our
diversity
weekend,
VPS
house,
our
teacher
recruitment
job
fair.
This
job
fair,
was
open
to
teacher
candidates
in
all
subject
areas,
however,
priority
and
scheduling
interviews
were
given
to
those
who
attended
our
diversity
weekend
event.
Nearly
200
teacher
candidates
attended
this
event.
P
Although
our
diversity
recruitment
weekend
has
assisted
in
our
recruitment
efforts,
we
believe
that
our
teacher
diversity
job
fair,
provides
our
school
system
with
a
greater
opportunity
to
connect
with
potential
candidates
earlier
in
the
year.
In
addition,
it
is
much
easier
for
many
applicants
to
participate
in
the
one-day
event
than
in
a
multi-day
event.
Therefore,
we
have
decided
to
forego
a
diversity
weekend
for
2018
and
redirect
those
funds
during
some
other
recruitment
efforts,
including
increasing
the
size
of
our
upcoming
diversity.
P
During
the
summer
months,
ACP
has
hosted
two
diversity,
networking
event,
events
for
candidates
who
had
completed
the
application
process
and
were
eligible
to
be
hired
by
our
principals.
These
candidates
were
able
to
mingle
with
principles
that
had
current
vacancies
during
the
two
one-hour
meet-and-greet
events,
nearly
30
candidates
and
over
20
schools
participated
in
the
events.
In
addition
to
the
aforementioned
efforts,
HR
also
launched
a
new
applicant
tracking
system,
effective
February,
1st
2017.
P
The
HR
navigator
allows
candidates
to
submit
an
application
using
mobile
technology
and
provides
more
searching
features
for
both
our
HR
recruiters,
as
well
as
our
principals
to
allow
them
to
find
the
best
applicants
for
their
positions.
Hr
navigator
also
provides
a
VPS
with
the
ability
to
post
jobs
nationally
to
the
Sprint
School
spring
teacher
job
board,
which
helps
to
increase
our
organization's
visibility
in
June,
a
CPS
also
launched
a
new
website
and
new
recruitment
web
pages.
P
P
We
are
continuing
to
grow
our
social
media
presence
on
both
Facebook
and
Twitter,
and
are
actively
using
these
sites
to
share
information
on
a
CPS
jobs
programs
and
to
become
and
to
promote
upcoming
recruitment
events.
While
a
CPS
will
always
strive
to
identify
innovative
ways
to
enhance
our
recruitment,
we
will
also
still
continue
to
utilize
the
recruitment
methods
that
have
been
most
successful
on
November
29th.
We
once
again
hosted
our
so
you
think
you
can
teach
information
session
for
career
changers
interested
in
pursuing
a
second
career.
P
As
a
classroom
teacher
nearly
70
candidates
participated
in
this
information
session
on
March
3rd.
We
will
host
our
second
annual
teacher
diversity.
Job
fair.
This
year's
job
fair
will
be
held
at
Severna
Park
High
School,
moving
the
job
fair
to
Severna
Park
will
provide
a
larger
venue
and
will
allow
more
candidates
in
all
a
ACPs
schools
to
participate.
P
Given
the
success
from
our
first
trip,
ACPs
will
hold
a
second
recruitment
event
in
San
Juan
Puerto
Rico
in
March
of
2018
HR
will
continue
its
partnership
with
the
office
of
school
formance,
which
has
been
instrumental
in
our
recent
success.
We
are
greatly
appreciative
from
the
support
of
this
board,
dr.
alato
and
the
executive
team,
and
our
efforts
to
increase
the
diversity
of
our
district.
In
addition,
all
HR
staff
receives
training
from
the
office
of
equity
and
our
County's
current
district
203
initiative
here
to
discuss
our
partnership
with
the
office
of
school
performance
is
dr.
N
Morning
as
a
member
of
the
workforce,
diversity
monitoring
team
representing
the
office
of
school
performance,
my
role
is
to
ensure
regular
communication
with
the
other
regional
assisters
assistant
superintendents,
so
that
our
initiatives
make
their
ways
into
the
schools
and
I
bring
the
school's
perspective
to
the
team.
In
doing
so,
we've
been
able
to
actively
support
our
County's
goal
to
increase
diversity
and
retention.
This
year,
each
regional
as
part
of
the
supervisory
visits
with
principals
included
questions
relating
to
diversity
and
retention.
N
For
example,
principals
were
asked:
how
do
you
promote
the
need
to
value
and
value
of
diversity
with
your
staff
and
what
structures
and
support
do
you
have
in
your
school
to
ensure
all
employees
feel
welcomed,
support
it
and
part
of
the
team?
This
has
led
to
rich
discussions
and
conversation
and
action
that
keeps
diversity
top
of
the
mind
for
all
of
our
school
leaders.
It's
also
our
expectation
that
principals
attend
the
upcoming
diversity.
Job
fair
and
we've
changed
the
lens
from
hiring
at
each
school
to
hiring
for
our
County.
N
Our
office
and
principals
also
participate
in
many
of
the
diversity
related
events.
Each
semester,
our
office
holds
an
aspiring
leaders
cohort
and
we
include
human
resources
as
part
of
that
class.
We've
also
invited
human
resources
to
take
part
in
our
regional
cluster
meetings
and
had
engaged
in
multiple
book
studies,
with
their
principals
around
positive
leadership
and
creating
a
welcoming
culture
in
our
schools.
Finally,
our
mission
in
the
office
of
school
performance
is
to
relentless,
relentlessly
grow,
develop
and
support
our
school
based
leaders.
N
AC
AC
AC
Second
year
there
was
a
significant
increase
in
the
retention
of
minority
certified
educators
when
compared
to
the
previous
year,
when
retention
was
78
percent.
There
was
a
slight
decrease
in
the
retention
of
non
minority
staff,
which
was
89
percent.
During
the
previous
year,
retention
of
minority
and
non-minority
conditionally
certified
staff
was
62
percent
and
72
percent
respectively.
These
numbers
are
down
from
the
previous
year
when
conditional.
AC
AC
This
workshop
was
held
in
November.
It
was
attended
by
approximately
40
teachers,
ACPs
hon
February
6th.
We
continue
to
host,
never
hitters
with
an
opportunity
to
spend
time
with
colleagues
outside
of
the
classroom.
Our
networking
event
held
in
October
was
its
30th
ACPs,
hosted
a
leader
ready
to
lead.
AC
AC
J
Sysm
that
I'm
about
to
make,
but
I
don't
want
that
to
overshadow
the
positive
aspects
of
this.
My
criticism
is
that
we
were
given
a
report
very
similar
to
this
last
year,
same
format
and
what
I
had
asked
for
when
we
were
comparing
minority
to
non
minority
and
males
to
females
was
what
was
the
number
of
minority
males
versus
number
of
minority
females
and
I
still
think
that
that
is
a
tremendous
gap
and
I.
J
When
they
see
an
african-american
male
teacher,
that's
the
only
African
American
father
figure.
They
see
when
some
of
those
students
see
a
a
Latino
male
teacher.
That's
the
only
Latino
male
father
figure
that
they
see
and
I
would
really
like
to
know
how
our
recruitment
is
relative
to
African,
American
male
teachers
and
Latino
male
teachers,
because
again
minority
versus
non
minor
minority
I
think
these
are
great
statistics
and
from
2016-2017
2017-18
we're
trending
up.
So
that's
positive.
P
While
we
did
not
bring
that
statistic
today,
we
can
definitely
we
do
have
that
data.
We
just
didn't
provide
it
in
this
report.
I
can
tell
you
that
when
we
talk
about
males
overall
being
a
low
lower
number,
when
you
minority
males,
it
is
a
significantly
lower
number
than
that,
and
that
is
a
challenge
that
is
across
the
board
and
that
we
are
finding
fewer
minorities
going
into
teaching,
but
significantly
fewer
male
minorities
going
into
teaching.
P
P
It
is
a
constant
area
that
we
are
continuing
to
try
to
work
on
because
we're
just
not
finding
the
numbers,
which
means
we
have
to
look
at
more
innovative
strategies
and
possibly
look
at
ways
to
pull
people
into
the
profession
that
aren't
doing
so
through
just
going
into
a
traditional
teacher
education
program.
But
we'd
be
happy
to
send
you.
Those
figures
specifically
at
the
end
of.
J
I
P
You
have
not
gone
to
their
job
fair,
but
we
have
been
working
with
them
in
other
ways.
For
example,
we've
done
some
things
with
the
school
directly
where
students
from
Howard
have
actually
come
to
the
come
to
Anne
Arundel
County,
to
do
some
things
and
learn
about
our
programs
and
we're
actually
going
to
be
participating
in
a
spring
retreat.
They
have
that's
outside
of
their
job
fairs.
P
We
have
found
that
a
lot
of
the
candidates
when
we
were
going
to
the
job
fairs
didn't
really
know
who
we
were
so
we
weren't
getting
getting
a
lot
of
traffic,
so
we
decided
to
back
up
and
maybe
form
a
better
partnership
in
terms
of
kind
of
to
the
campus
before
the
job,
fair
events
and
kind
of
building
our
notoriety
on
their
campus,
and
so
we're
doing
that
in
non-traditional
ways.
So
we're
not
necessarily
going
to
their
job
fairs,
but
we
are
still
participating
and
working
with
their
students
and
have
contacts
within
those
campuses.
Well,.
W
What
if
I
could
add
so
one
of
the
things
along
with
miss
McKenzie,
dr.
McMahon
and
her
team
have
begun
a
partnership
with
Howard
one
of
things
that
we've
seen
over
time
is
the
Howard
E
D
students.
We've
had
a
difficult
time.
It's
been
about
transportation,
they've
not
been
willing
to
go
from
DC
and
their
ed
programs
out
to
us
to
do
internships
and
be
part
of
our
professional
development
schools.
So
we're
trying
to
overcome
some
of
those
barriers.
W
But
we've
begun
conversations
for
the
Dean
of
their
ed
school
about
ways
we
can
partner
with
some
of
their
master's
and
PhD
candidates
that
we're
visiting
not
just
an
idjit,
not
just
in
in
teaching,
but
some
of
their
counselors
and
social
workers,
and
so
we're
looking
at
trying
to
expand
that
and
bring
them
into
the
county.
One
things
the
barriers-
you
say,
the
proximity,
it
is
close
relatively,
but
does
a
does
an
undergraduate
IDI
major.
Have
the
ability
to
get
out
here
to
do
in
to
work
in
our
schools
and
internships.
AC
Absolutely
we
can,
and
just
through
that
partnership
with
dr.
McMahon
we've
actually
already
given
out
three
open
contracts
that
are
signed
for
Howard
University
grads
for
next
year.
We
actually
hired
one
today
this
year,
who
already
had
enough
a
contract
for
next
year,
so
that
partnership
is
definitely
coming
along,
but
I
completely
agree.
Yeah.
I
P
I
P
Have
tried
both
of
those
areas?
We
haven't
found
this
much
success
because
they
can
find
jobs
there.
We
found
that
in
Puerto
Rico
there
is
more
of
a
desire
to
come
to
the
states
and
so
therefore,
in
our
first
effort,
which
was
in
the
summer,
which
really
is
way
after
the
recruitment
season,
the
main
recruitment
season.
The
fact
that
we
had
50
people
coming
out
to
one
an
interview
and
actually
were
able
to
offer
five
people.
P
Jobs
was
actually
quite
good,
and
we
realized
that
if
we
were
to
start
going
earlier,
like
other
school
systems
in
the
spring,
we
might
be
able
to
even
yield
larger
numbers
of
people
that
are
actually
looking
to
come
to
the
area
looking
to
relocate,
sometimes
in
New,
York
and
Florida,
because
there
are
so
many
schools.
A
lot
of
people
want
to
stay
within
those
communities.
Z
Musasa
I
would
like
to
thank
you
first
for
going
to
Puerto
Rico.
That
is
very
good,
but
at
the
same
time,
if
you
know
the
situation
in
Puerto
Rico
right
now,
there
was
1,100
schools
and
300.
The
governor
ordered
them
closed.
So
if
you
can
get
there
as
soon
as
possible
to
get
those
300
people
and
but
at
the
same
time
I
sent,
there
was
a
stem
teacher
male
stem
teacher
in
Puerto
Rico
that
contacted
me
and
I
sent
you
the
email,
so
I
just
hope
you
got
it
and
did
you
grab
him
before?
Z
He
goes
because
I
think
he
was
in
the
military,
so
he's
very
fluent.
Also
in
the
English
language
and
one
of
the
things
that
I
would
recommend.
I
don't
know
who
were
the
four
people
that
went
but
I
hope
you
go
with
somebody
that
is
from
Puerto
Rico,
because
there
are
certain
areas
in
Puerto,
Rico,
I'm,
just
an
advice.
You
know
that
I
have
gone
and
spoken
to
the
people.
Z
Let's
say
the
observatory
in
Puerto
Rico,
the
scientific
Observatory,
the
people
who
basically
give
you
the
lectures
and
take
you
around
their
teachers,
students
and
I
spoke
with
them,
and
one
of
my
questions
was:
would
you
love
to
come
the
United
States?
When
you
finish
teaching
and
their
answer
was
yes,
you
know.
So
those
are
the
people
that
you
can
grab
them
before
any
tourist
areas
where
they
have
translators,
see
if
you
can
get
to
them,
take
a
couple
of
tourist
trips
and
then
just
recruit
them.
Z
You
know
and
there's
some
Park
Rangers
too,
that
are
really
really
good
to
recruit.
Just
obviously
they
speak
fluently,
different
languages
and
one
of
the
questions
that
I
would
say,
because
I
was
speaking
to
the
four
girls
that
came
from
Puerto
Rico
that
were
at
Fort
Meade
and
one
of
the
things
that
I
think
you
can
look
into
is
basically
housing,
because
it
is
really
crucial
when
you
get
people
from
there
over
here
and
it
could
be.
Z
You
know
I'll
help
you
in
that,
since
I'm
a
real
estate
broker,
but
I
know
that
when
they
come
no,
the
fact
is,
you
know
you
cannot
sell
them
a
house
and
you
can't
put
them
into
a
rental.
So
you're
gonna
have
to
basically
work.
How
can
you
put
them
together
so
that
the
cost
of
living
is
basically
less
for
them?
Because
it
really
is
an
issue
for
them.
I,
don't
know
how
we
could
be
sold,
but
that's
something
you
can
look
at
and
then
this
one
you
can
laugh
if
you
have
an
empty
suitcase.
Z
M
There's
there's
so
much
to
unpack
there,
pardon
the
pun,
okay,
so
I'm,
gonna,
I'm
gonna,
go
way
back
to
mr.
Gilliland,
asking
about
diverse
male
candidates
and
diverse
males,
currently
working
in
the
system
I
can
I
can
tell
you
anecdotally
that
in
my
time
at
North,
County
I
was
proud
to
hire
the
only
african-american
male
working
in
an
academic
capacity
at
the
school
that
year.
That
was
quite
a
surprise
for
me,
but
it
was
clear
as
soon
as
mr.
Harris
started
with
us.
M
His
classroom
was
flooded
with
an
impromptu
meetings
and
and
chats
from
our
students
who
were
just
waiting
just
waiting
to
have
a
person
who
looked
like
them
in
the
building.
That
leads
me
to
that.
We
offered
nine.
We
offered
188
open
contracts,
96
accepted
so
with
those
open
contracts.
Am
I
correct
and
understanding
that,
with
an
open
contract,
teachers
can
be
placed
where,
where
there
are
openings
anywhere
in
the
district,
is
that
a
correct
understanding?
We.
AC
M
AC
I
think
that's
the
partnership
with
office
of
school
performance
in
the
regionals
involving
the
principals.
As
you
noticed
the
question
during
their
their
meetings
at
their
school
level
is
not
only
you
know,
what
does
your
staff
look
like
the
demographics
of
your
student
population,
but
also,
how
are
you
supporting
people
when
they
come
here,
and
that
would
be
everybody
obviously,
but
especially
diverse
candidates
at
schools
that
they're
not
a
lot
of
diverse
educators.
There
right.
M
Because
I'm,
looking
at
the
charts
on
page
five
in
the
document
that
we
were
provided
and
although
we
hired
if
I'm,
correct,
approximately
22%,
diverse
candidates
this
school
year,
we're
still
looking
at
a
13.3%,
diverse
teacher
workforce,
that's
not
representative
of
our
population,
nor
the
kids
in
our
system
and
and
we're
we're
chipping
away
incrementally.
But
you
know
when
you
have
500
hires
in
thousands
of
employees
that
percents
going
to
creep
up
slowly,
so
anything
we
can
do
is
going
to
be
a
huge
help.
M
So
you
mentioned
in
your
presentation
that
you're
you're
looking
for
methods
that
are
best
practices
that
that
we
know
work
and
one
of
those
that
really
stood
out
to
me-
was
that
10%
of
our
new
hires
this
year
from
existing
interns
within
the
system,
so
that
we
were
able
to
grow
those
interns
get
them
comfortable
in
our
system.
So
what
are
we
doing
as
a
system
to
not
only
increase
our
possibilities
for
internships
but
specifically
with
our
HP
C's?
Yes,
that's.
AC
A
two-fold
question:
we,
with
the
interns
we
look
early
on
to
see
where
they
are
in
their
school
and
it
said
in
a
manner
from
like
dealing
with
the
principal
or
anybody
else.
We
can
give
them
a
recommendation.
We've
been
super
aggressive
the
last
couple
years
we're
trying
to
hire
them
into
our
system.
As
for
increasing
that
level
or
number
of
interns,
that's
something.
We've
been
working
with
dr.
AC
McMahon's
office
on
to
try
to
look
at
really
broadening
PDS
schools
and
trying
to
figure
out
a
way
to
bring
in
more
interns
but
you're
exactly
right
if
we
can
get
in
and
meet
them
early.
So
an
example
would
be
the
graduates
from
the
end
of
this
semester
we
have
reached
out
to
we
had
a
special
sub
processing
here,
to
get
them
employed
and
attempt
status
and
try
to
work
them
at
the
schools
to
get
to
know.
AC
P
We
have
a
relationship
with
all
of
the
HBCUs
I
visit
their
campuses
two
to
three
times
a
year,
specifically
to
talk
with
their
interns,
so
even
before
they
come
to
Ann,
Arundel,
County
and
even
the
ones
that
don't
come
to
enter
our
unders
County,
because
the
reality
is
with
the
PDS,
but
the
PDS
system.
Most
interns
are
split
from
a
college
between
multiple
schools,
so
we're
only
gonna
see
maybe
three
or
four
or
five,
depending
on
how
big
the
program
is.
P
So
our
goal
is
to
yes
builds
our
relationship,
the
ones
that
are
in
our
building,
but
also
at
the
ones,
know
that
aren't
coming
to
our
schools.
Hey
we're
still
here.
We
still
want
to
have
you
as
a
part
of
our
system,
we're
still
encouraging
you
to
apply
we're,
also
very
aggressive
with
principals,
and
that,
within
the
first
six
to
eight
weeks
of
the
internship,
we're
reaching
out
to
the
principals
and
saying
hey,
tell
us
who
your
rock
stars
are:
tell
them
who's
dynamite,
because
they're
gonna
be
really
the
best
people
to.
P
Let
us
know
who
should
get
an
open
contract
who
should
will
be
moving
on
quickly
because
others
to
another
district
is
gonna
snap
them
up.
That's
how
we
partner
with
our
schools,
to
determine
where
our
strong
interns
during
our
visits
as
recruiters,
we
try
to
visit
those
interns
classrooms,
make
sure
they
know
who
we
are,
make
sure
that
they've
applied
online
to
our
system,
so
we're
trying
to
do
as
much
as
we
can
to.
Let
them
know
that
we
want
you
here.
P
M
So
we
we
also
saw
some
statistics
of
once.
Once
we
have
the
the
candidates
they're
hired
they're,
now
teaching
we're
we're
we're
doing
good
work
here
in
eliminating
what
we
could
call
a
retention
gap
between
our
minority
and
non-minority
Canada's
I'm
on
page
7,
chart
1
or
chart
I
excuse
me,
and
so
it's
certainly
in
in
1617,
we've
really
chipped
away
at
that.
So
we
all
know
about
right,
start,
advisors
and
and
what
they're
doing
the
building?
R
N
As
far
as
school
based
leadership,
I
can
tell
you
that,
as
I
said
in
my
presentation,
my
piece
of
the
presentation
is,
we
have
been
working
very
closely
with
principals
in
cluster
meetings
about
positive
the
power
of
positive
leadership.
You
went
in
the
locker
room
booked
such
as
that
to
build
cultures
and
schools
that
are
welcoming
the
other
thing
is
we
have
been
directly
helping
each
other
come
up
with
strategies
of
how
to
support
our
diverse
candidates
and
the
one
deploy
EES
that
we've
hired,
for
example,.
M
So
we
we
also
saw
some
statistics
of
once.
Once
we
have
the
the
candidates
they're
hired
they're,
now
teaching
we're
we're
we're
doing
good
work
here
in
eliminating
what
we
could
call
a
retention
gap
between
our
minority
and
non-minority
can
exam
on
page
7,
chart
1
or
chart
I
excuse
me,
and
so
it
certainly
in
in
1617,
we've
really
chipped
away
at
that.
So
we
all
know
about
right,
start
advisers
and
and
what
they're
doing
the
building
Oh?
R
N
You
went
in
the
locker
room
book,
such
as
that
to
build
cultures
and
schools
that
are
welcoming
the
other
thing
is
we
have
been
directly
helping
each
other
come
up
with
strategies
of
how
to
support
our
diverse
candidates
and
the
one
that
pleased
that
we've
hired,
for
example,
I,
have
a
couple
principals
that
meet
with
them
regularly
what
you
need.
How
are
things
going?
Are
you
particular
in
our
larger
schools,
because
you're
right,
a
right
start
advisor,
may
be
in
a
building
twice
a
week
or
there
may
be
someone
there
full
time.
N
The
other
part
is.
We
do
have
a
liaison
at
each
school
that
helps
new
teachers.
The
building
teacher
liaison
the
the
new
teacher
liaison
in
each
school
that
builds
relationships
with
all
the
new
teachers
and
supports
them
tells
them
where
things
are
makes
them
feel
welcome.
It's
all.
Those
on
said
norms
that
that
people
need
to
learn
and
we
help
them
with
that
make
them
feel
comfortable
and
welcome.
N
So
we've
done
a
lot
with
that
over
the
last
couple
years,
we've
increased
our
efforts
and
have
been
purposeful
about
doing
so
so
helping
each
other
with
strategies
and
what's
working,
and
we
see
principals
implementing
those
every
day.
The
other
piece
of
that
each
of
the
regionals
mentor
Divac
possible,
diverse
candidates
for
leadership
position
as
well.
So
we've
also
talked
to
principals
about
look
around
your
school
for
leadership,
opportunities
and
think
beyond
the
assistant
principal
principal
role,
but
as
DC's
as
your
leadership
team,
are
they
represented
of
your
school
community?
N
M
So
we
certainly
realize,
with
the
current
low
unemployment
levels,
how
challenging
it
can
be
to
attract
to
attract
talented,
let
alone
diverse
candidates,
so
water,
one
of
things,
I,
think
Anne,
Arundel
County
can
really
be
proud
of,
is
how
many
homegrown
teachers
we
have
here.
How
many
folks
grew
up
in
the
system
and
stay
in
the
system?
What
are
we
doing
to
continue
to
encourage
our
young
people
here
in
Anne
Arundel
County,
to
pursue
education
as
a
viable
career.
AC
K
AC
Think
for
all
of
us
it's
about
touch
points.
If
you
can
connect
with
somebody
in
there
there
is
some
type
of
relationship
there.
That
seems
to
be
the
key
right
now
to
recruiting.
We
have
a
national
decrease
and
you've
heard
numbers
all
over
the
place,
people
going
into
the
profession,
so
it's
really
about
getting
them
early,
connecting
with
them
and
following
up
with
them.
So
really
that's.
AC
What
we
could
all
do,
I
think
is
a
group
as
for
accepting
the
open
contract,
I
think
doctor
a
lot
of
said
it
a
couple
years
ago
that
you
know
everybody
has
choices
in
life
and
teachers
and
are
different,
and
in
this
case,
if
you're
really
good,
then
people
want
you,
and
so
our
goal
is
to
show
how
good
we
are.
We
know
how
good
we
are
so
to
show
that
and
to
try
and
connect
with
them
and
get
them
to
come
here
as
much
as
possible
are.
AB
In
some
areas,
that
is
a
challenge
in
some
of
our
to
fill
positions
but
I
think
mr.
Goodman
really
hit
at
home
and
where
we
use
other
strategies
when
our
salaries
aren't
where
we
want
them
to
be.
However,
as
he
mentioned,
we
do
feel
that
our
retention
piece
in
our
better
numbers
this
year
are
related
to
our
step,
increases
that
teachers
received
last
year
and.
AC
From
the
perspective
of
the
diversity
job,
fair
that
we
had
two
job
fairs
last
year
again,
you
have
principals
there
and
so
I'm
coming
as
a
candidate
wanting
a
job
and
I
get
to
meet
with
multiple
principals.
So
now
I'm
getting
big,
not
only
connect
with
people,
but
to
see
if
that
vision
or
this
vision
is
something
I
want
to
be
a
part
of.
So
that
seems
to
be
another.
M
One
more
sir,
the
we've
seen
a
lot
of
this
presentation
of
the
time
we
take
in
the
spring
of
doing
our
diversity
recruitment
efforts.
Are
we
going
to
repurpose
any
of
that
money
from
the
weekend
that,
were,
you
know,
we're
now
rearranging
to
look
at
offseason,
such
as
a
late
fall
diversity
Fair?
In
order
to
encourage
our
winter
grads.
P
That
is
something
we
could
look
into.
We
do
do.
We
do
have
recruitment
events
in
the
fall,
so
we
do
visit
campuses
in
the
fall.
We
have
not
I
think
our
first
venture
and
say
that
was
our
graduate
event
for
our
interns
that
were
graduating,
so
that
was
kind
of
like
a
baby
step
in
that
direction
of
looking
at
how
do
we
start
doing
more
events
to
capitalize
on
those
interns
that
are
coming
out
of
those
people
that
are
graduating
in
the
December
time
frame
versus
just
the
spring?
A
Thank
you.
Thank
you.
I
know
how
hard
he'll
work
all
year
long,
it's
nice
to
see
that
overall
turnover
is
down
in
and
unit
one
and
that
we're
kind
of
holding
steady
with
the
national
trend
of
about
nine
ten
percent
of
the
workforce.
Turning
over
and
I
know
that
some
large
part,
because
of
what
y'all
do
to
keep
to
recruit
well
and
keep
them
here
and
I'm
going
to
throw
in
again
y'all
need
to
go
to
UVA
and
recruit.
Dr.
A
AC
A
A
A
Alright
item
6.02
is
a
review
item
award
of
contracts.
Are
there
any
board
questions
or
comments
on
any
of
these
items?
Alright,
as
any
a
public
comment.
Okay
then
that
concludes
the
next
board.
Meeting
will
be
Wednesday
February
21st
at
7
p.m.
the
next
policy
meeting
is
Wednesday.
February
21st
at
4:30
p.m.
the
board
will
will
be
going
into
closed
session
for
a
short
period
and
then
immediately
following
that
we
will
have
the
Budget
Committee
meeting
here
in
the
boardroom,
so
that
should
be
in
about
half
an
hour
or
so
so
mr.
Gilliland
thank.