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From YouTube: BOE 7-10-2019 General Session Meeting
Description
Description
A
A
A
A
A
B
B
B
Welcome
to
this
meeting
of
the
Board
of
Education,
this
meeting
is
being
televised,
live
on
a
ACPs,
TV
and
live
streamed
on
the
Internet
general
information
and
protocols
for
the
meeting
are
posted
on
the
sign
by
the
doorway
as
you
enter
the
room.
So
please
make
sure
you
read
those
if
you
have
not
already
item
2.03
is
approval
of
the
minutes.
Is
there
a
motion
to
approve
minutes?
C
B
Discussion
or
edits
to
the
minutes,
seeing
none
all
those
in
favor
say:
aye
opposed.
No.
The
ice
habit
minutes
are
approved.
Item
2.04
is
established
agenda
order.
We
have
one
edit
that
we'd
like
to
make
at
this
time
and
to
make
that
motion
I'd
like
to
defer
to
our
newest
member,
who
will
introduce
momentarily
but
Miss
Alvey.
D
State
law
requires
that
this
board
vote
on
its
officers
at
its
annual
meeting
in
July,
given
that
I
move
that
we
take
items
7.01
election
of
board
officers
out
of
order
earlier
in
our
meeting
and
conduct
the
item
after
the
presentation
on
mental
health
task
force,
which
is
item
3.0
1
on
the
agenda.
There's.
B
B
2.05
is
board
recognitions,
and
today
we
have
no
formal
recognitions,
but
I'd
like
to
welcome
a
couple
of
special
guests
that
we
have
with
us
in
the
audience.
First:
county
executive,
Stuart
Pittman.
Mr.
Pittman,
thank
you
for
being
here
with
him
as
well.
He
has
his
chief
of
staff
Jennifer
Purcell,
and
then
we
also
have
Adrienne
McClure,
who
is
the
executive
director
of
the
Anne
Arundel
mental
health
agency?
Thank
you
for
being
here
as
well.
Today
is
also
a
very
very
special
day
for
us,
because
it
is
our
first
meeting
of
the
new
fiscal
year.
D
B
You
miss
Alvey
and
welcome
to
the
board
today.
Mr.
live
is
not
with
us
for
a
very,
very
special
reason.
As
many
know,
he
is
a
retired
naval
officer
and
proud
graduate
of
the
u.s.
Naval
Academy,
but
today
he's
a
proud
father.
In-Law
he's
asked
me
to
read
the
following
statement:
I
sincerely
regret
having
to
miss
our
July
10th
Board
of
Education
meeting.
However,
my
wife
and
I
will
be
traveling
to
Wilmington
North
Carolina
to
attend
the
change
of
command
for
marine
heavy
helicopter
squadron
366,
completing
his
highly
successful
command
tour.
B
My
son-in-law
Lieutenant
Colonel
wildin
Ledbetter,
will
be
relinquishing
his
command
at
squadron
of
15
ch-53
helicopters,
the
largest
helicopter
in
the
US
Armed
Forces.
This
is
a
once-in-a-lifetime
event,
steeped
in
tradition
and
pageantry,
and
one
that
I
simply
cannot
miss
Semper
Fi.
So
thank
you.
Mr.
live
and
I
wish
to
say
thank
you
to
your
son-in-law
for
his
service.
Also.
B
B
E
A
F
Good
morning,
thank
you.
Yes,
I
also
attended,
attended
the
unlocking
your
potential
conference
and
it
was
amazing
and
it
was
like
for
me.
It
was
like
going
to
a
restaurant
with
too
many
amazing
choices
and
and
I.
You
know,
I
would
love
to
have
attended
nearly
all
of
the
breakout
sessions
at
the
ones
I
did
get
to
the
ones
you
know.
Cuz,
you
choose,
one
per
timeslot
were
incredible
and
and
I
especially
loved
the
one
about
diversity
week
and
some
folks
from
Glen
Burnie
were
there.
F
They
were
amazing
and
the
wheel,
and
then
you
know
identifying
all
the
things
that
all
your
characteristics
you
know,
so
it
could
be
like
gender
and
nationality,
and
you
know
favorite
sports
team
or
whatever
it
is
I
thought
was
a
great
way
to
unify
people,
because
we're
more
alike
than
we
are
different
and
kudos
to
all
the
staff
involved.
It
was
I
just
I,
just
loved
it
and
I
also
won
with
several
of
us
attended,
Miss
Alvey
swearing-in,
and
it
was
just
a
wonderful
and
proud
moment
for
our
community
for
her
and
her
family
I.
F
You
know
we're
all
parents
up
here,
and
so
it
was
I'm
sure
it
was
a
proud
moment
for
your
family.
It
was,
it
was
definitely
amazing
to
see
the
students
voice
represented
again
and
and
I
can
already
tell
that
the
the
shoes
are
being
filled.
Just
fine
and,
and
then
this
afternoon,
we're
going
to
as
a
as
a
little
outing.
F
We're
going
to
a
bunch
of
us
are
going
to
go
see
into
our
Goshen
farms
and
for
those
who
might
not
know
that's
a
historic
property
on
the
Braddock
Peninsula
that
includes
an
18th
century
farmhouse
on
a
mostly
wooded
22,
acre
property,
that's
actually
owned
by
a
CPS
and
I.
Just
can't
wait
to
see
the
property
of
never
been
and
learn
about
the
programs
that
occur
there.
Thank
you
so
much
thank.
G
Again,
I'll
give
a
shout-out
to
Helen,
Maggie,
auskey
and
her
crew
with
professional
development
of
it.
Once
again,
the
conference
was
wonderful
and
I
love
that
that
conference
includes
all
of
our
staff
across
all
areas.
It
wasn't
just
principals,
it
wasn't
just
senior
staff,
it
was
everyone
and
everyone
having
a
chance
to
learn
there,
while
we're
saying
it
slow,
everybody
here
is
still
working
really
hard.
I
was
at
an
event.
Last
night
and
I
met.
I
spoke
with
two
teachers
who
are
participating
in
curriculum
writing
for
the
summer,
so
I
hats
off
to
the
staff.
G
He
was
best
teachers
who
were
still
delving
in
with
professional
development
and
curriculum
writing
all
this
summer.
Long
and
my
kids
and
I
have
made
it
out
to
several
of
the
summer
meals
sites
for
the
to
get
lunch
and
I
encourage
everybody
to
do
it.
The
food
is
good
and
it's
a
great
way
to
go.
We
have
them
all
over
the
county,
so
check
the
website
and
bring
your
kids
out
and
get
free
lunch
Monday
through
Thursday
for
the
next
five
six
weeks.
B
Thank
you
and
I'll
just
add
a
very
special
thank
you
to
miss
Mattie
husky
and
the
entire
team
for
the
conference
and
whoever
added
in
the
School
of
Rock
beetles.
Thank
you
for
that
whoo
glad
you
bled
out
and
loved
me
due
to
great
classics.
So
thank
you
for,
for
such
a
great
conference,
any
other
school
and
community
highlights
seeing
none
we'll
move
to
item
two
point:
zero,
seven,
which
is
the
PTA
report,
their
report
today.
H
Good
morning,
president
Gillen
members
of
the
Board
of
Education
and
dr.
Earl
Otto
for
the
record
I
am
Monique
Jackson,
deputy
superintendent
for
student
and
school
support.
I
am
providing
information
on
the
formation
of
the
mental
health
task
force,
as
requested
at
the
May
15th
meeting
of
the
Board
of
Education
I
am
joined
today
by
Miss
Sally
Egan
assistant,
superintendent
of
student
support
services,
mr.
Ryan
bogan,
director
of
student
services.
Thank
you
so
much
for
the
opportunity
to
share
the
plans
for
the
development
of
the
mental
health
task
force.
H
In
addition
to
these
two
members
of
our
Anne
Arundel
County
Public
Schools
team
I
want
to
recognize
the
Honorable
Stuart
Pittman
Anne
Arundel
County
Executive,
miss
Jennifer
Purcell
mr.
Pittman
chief
of
staff
and
miss
Adrienne
Mike
ler,
who
is
with
me
today,
executive
director
of
the
Anne
Arundel
mental
health
agency.
Their
presence
here
today
represents
the
true
partnership
between
Anne
Arundel
County,
Public
Schools
and
the
Anne
Arundel
County
government.
H
The
goals
of
the
task
force
are
to
identify,
contribute,
contributing
factors
to
increasing
mental
health
needs
of
our
students,
better
coordinate
services
and
communication
between
an
among
school
system,
county
government
and
service
providers
identify
proactive
measures
and
best
practices
and
make
recommendations
for
improved
delivery
of
services
to
children
and
families.
The
task
force
will
seek
to
identify
various
factors
leading
to
the
increase
in
mental
health
issues
among
children.
H
H
H
We
are
grateful
that
mr.
vogelin
and
miss
McClure
have
agreed
to
co-chair
the
task
force.
The
initial
meeting
will
take
place
in
September
with
subsequent
meetings
in
November,
January
and
March,
with
a
final
report
to
the
Board
of
Education
in
May.
Subcommittees
will
be
formed
as
needed
and
may
meet
on
a
different
schedule.
H
The
outcomes
for
the
meetings
will
be
to
develop
an
overview
of
services
provided
through
an
Arundel
County
Public
Schools
and
Anne
Arundel
County
government
agencies
conduct
a
gap.
Analysis,
establish
subcommittees
and
provide
recommendations
for
next
steps.
The
task
force
will
prevent,
will
report
its
findings
publicly
to
this
board
in
May.
That
concludes
our
presentation
and
we
are
open
to
any
questions
you
may
have.
B
I
Thank
you
and
I
want
to
thank
the
board
for
requesting
that
this
taskforce
be
created.
I,
think
one
of
the
ways
that
you
can
measure
the
success
of
government
is
the
health
of
its
people.
I
would
like
to
be
judged
that
way.
Our
transition
committee
told
us
that
we
should
be
every
piece
of
legislation
that
County
does
should
have
a
Mel.
Have
a
health
note
with
it
and
I
also.
You
know
I
believe
that
parents
judge
their
own
success
and
their
kids
success
based
on
mental
health
grades
are
great.
I
You
know,
standardized
tests
are
great,
but
if
kids
aren't
happy
and
well-adjusted
that's
where
the
problems
lies,
so
we
knew
that
when
I
came
in,
you
know
we
looked
at
what
the
previous
administration
had
done
out
of
its
office.
Not
my
child
was
one
of
the
successes.
It
was
a.
It
was
a
way
to
bring
parents
together
around
their
concerns
for
their
kids.
It
was,
it
was
focused
on
addiction,
and
we
were
pretty
clear
right
away
that
we
wanted
to
do
something
similar
but
focused
on
mental
health
of
our
youth.
I
And
so
when
you
all
came
up
with
the
idea
of
this
task.
Force
and
I
sit
down
with
with
superintendent,
are
a
lot
Oh
about
once
a
month
and
and
have
a
freewheeling
conversation
and
I
usually
try
out
a
lot
of
questions,
and-
and
one
was
what
about
this
mental
health
task
force
and
based
on
everything
we
had
talked
about.
It
was
a
no-brainer
that
this
should
be
a
county
and
school
board
thing.
I
If
you
look
at
the
list
of
agencies
that
are
going
to
be
involved,
there
they're
largely
County
agencies,
so
I
had
met
with
the
students
from
our
minds
matter.
I
had
met
with
the
parents,
from
the
stop
bullying,
group
and
and
and
I
have
been
at
the
at
the
schools
that
the
are
lottos
event
at
Chesapeake
middle
school,
about
bigotry
and
hatred
and
all
of
those
are
bringing
the
community
together
with
the
school
district
and
bringing
the
the
rest
of
county
government
together.
The
school
district.
So
I
am
looking
forward
to
this
this.
I
E
E
Envision
this
a
couple
months
ago
and
and
to
be
here
at
this
point
and
see
your
presentation,
it's
it's
turning
into
exactly
what
I
wanted
to
see
happen
for
our
for
our
students,
so
I'm
I'm
very
excited
about
it.
Thank
you
for
all
of
your
hard
work
and
I
know,
there's
other
people
behind
the
scenes
that
have
been
working
on
this.
So
thank
you.
Everyone.
E
Can
we
get
a
hard
copy
or
digital
copy
of
the
presentation?
Okay,
great
and
I
wasn't
able
to
review
in
detail,
since
it
was
a
brief
presentation,
the
members
of
the
task
force
so
I.
You
know
I'd
love
to
look
at
that
more
closely
and
just
sort
of
process
it,
but
it
this
is
just
looking
marvelous
I'm,
so
excited
to
see
this
get
started.
Thank.
K
J
What
you
asked
is:
could
we
sort
of
rally
around
the
concept
which
we
absolutely
did
and
I'm
delighted
that
that
mr.
Pittman
and
his
team
have
done
the
same
and
are
going
to
join
hand
in
hand
with
us?
This
is
a
brainstorm
as
you
and
I
talked
about,
as
the
team
talked
about
about
who
might
very
well
be
involved,
we're
going
to
leave
it
to
the
chairs
to
sort
of
get
together
to
decide.
Are
we
hitting
all
the
right
folks?
J
The
Adrian
does
an
amazing
job
and
and
know
some
resources
and
folks
that
we
simply
don't
interact
with
all
the
time,
though
we
get
to
participate
monthly
with
as
board
members,
but
now
it
will
be
up
to
the
chairs
to
sort
of
sit
down
put
some
meat
on
those
bones.
If
you
will
so
purposely,
not
rich
in
lots
of
detail,
this
is
just
sort
of
a
brainstorm
of
who
might
be
involved.
We
now
have
to
get
to
some
specifics,
then
set
dates
and
get
invites
out
those
kinds
of
things:
okay,.
F
Also
wanted
to
say
thank
you
thank
you,
dr.
alato,
for
taking
this
on
Thank
You,
County,
Executive
Pittman
for
your
support
and
enthusiasm,
and
thank
you
to
all
of
you
for
the
presentation
and
for
your
commitment
to
this
effort.
I
think
this
is
fabulous
I'm,
just
as
delighted
as
miss
Alice
is
and
I
look
forward
to
seeing
its
good
work
and
just
collaboration
information
sharing.
It's
all
wonderful.
Thank
you.
Doctor.
A
lot
of.
H
L
Certainly,
it
just
is
a
check
for
myself
as
well,
so
that
I
could
keep
an
eye
out
on
those
kinds
of
things
as
well.
I
know
that,
especially
for
the
military
child
that
is
a
very
unique
life's
experience
and
having
someone
that
understands
that
on
our
on
our
team
would
be
very
important
as
we
move
forward.
So
thank
you.
Thank
you
for
that.
Thank.
M
D
The
only
cross
was
on
there
a
student
representation
and
because
this
is
such
a
pressing
issue
that
you
know
touch
touches
the
lives
of
students
every
day,
if
possible,
to
include
middle
school
voices.
Somehow
I
think
would
be
helpful
because,
as
a
high
school
student
I
know
it's
easier
for
us
to
get
out
there
and
take
part
in
things
like
this,
but
the
middle
school
voice
is
also
important,
and
their
interpretation
of
how
mental
health
could
be
taken
in
the
school
system
is
a
little
bit
different.
So
just
something
to
consider
absolutely.
H
G
I
have
one
more
suggestion:
I
want
to
make
sure
that
these
some
ones
in
the
special
education
community
is
included
so
that
we
make
sure
that
some
of
our
students
who
are
suffering
from
mental
health
issues
and
making
sure
they're
addressed
and
included.
So
when
looking
at
those
I'm
I
see
that
in
many
different
areas
of
the
school
system,
that
would
probably
be
inclusive
but
I
just
want
to
make
sure
for
that
out
there
as
well,
but
I
think
it
looks
great.
Thank
you.
C
C
For
so
many
years
with
this
and
I
think
this
is
another
great
tool
in
the
toolbox
to
further
reach
out
for
prevention,
for
care
and
also
for
healing
as
well
so
I
look
forward
to
hearing
the
outcomes
of
that
and
the
progress
reports,
and
thank
you
guys
once
again.
I
know
when
these
task
force
are
formed,
there's
a
lot
of
work
involved.
So
I
will
just
thank
you
in
advance
for
going
above
and
beyond,
because
you
guys
still
got
to
keep
it
keep
the
shift
sailing
on
top
of
this.
C
F
B
Thank
you
and
I'll,
just
echo,
my
thanks
for
everyone
coming
together
and
again,
I
know,
others
have
said
the
true
collaborative
spirit
between
the
school
system
and
the
county
government.
This
doesn't
always
happen
by
chance.
It
happens
because
people
work
hard
to
make
it
happen.
So
I
appreciate
that
spirit
of
collaboration
at
this
time,
I
see
no
further
board
questions,
we'll
move
to
public
comment,
and
we
have
a
couple
of
individuals:
who've
signed
up,
chitra,
nursing,
I,
hope,
I
said
that
right,
I
apologize,
Lisa,
Van,
Buskirk
and
we've
got
a
couple
additional
seats.
N
Good
morning,
I'm
Jennifer
sours,
with
the
an
early
County
parent
coalition
I
just
want
to
say
thank
you
to
dr.
alato
and
thank
you
to
Melissa
and
everybody
that
voted
for
the
mental
health
task
force
and
also
thank
you
to
mr.
Pittman
for
helping
put
it
together.
I
did
want
to
make
a
recommendation
that
I
think
that
adding
someone
from
Juvenile
Services
would
be
beneficial
so
that
we
can
see
what
they
think
the
missing
pieces
are
once
a
student
gets
to
that
point,
I
think
that
would
be
beneficial
as
well.
So
thank
you.
Thank.
O
P
Good
morning,
Lisa
Van,
Buskirk
or
start
school
later,
Anne
Arundel,
County
I
like
to
say
this
looks
really
great
I'm
enthusiastic
about
what
this
could
help
identify
and
help
resolve
in
our
community.
I'll
also
like
to
refer
you
to
a
2014
task
force
put
together
by
this
board.
The
school
start
time
task
force,
and
specifically
it
printed
out
a
page
from
it
and
I'm
going
to
read
it
to
you.
Sleep
impacts,
every
aspect
of
child's
mental
and
physical
health
in
2014,
dr.
P
Kyle
walls
from
the
director
of
the
Applied
Research
&
Education
improvement
at
the
University
of
Minnesota,
conducted
a
3-year
study
across
three
states
to
on
the
impact
of
later
high
school
start
times
on
health
and
academic
performance.
Specifically,
the
study
found
that
adolescents,
getting
less
than
eight
hours
of
sleep,
reported
higher
symptoms
of
depression.
So
considering
only
21%
of
our
high
school
students
are
getting
eight
hours
of
sleep.
That
I
think
we
have
some
symptoms
of
depression,
also
in
2014
sleepless
in
Fairfax,
Virginia
was
published
just
one
hour,
and
the
report
concludes
just
one
hour.
P
The
risk
of
experiencing
mental
health
symptoms
increased
on
average
by
more
than
20%,
including
an
increased
risk
of
21%
for
depressed
mood,
21
24
percent
for
hopelessness,
24
percent
for
anger,
25
percent
for
anxiety,
25
percent,
bizarre,
her
desire
to
self-harm
and
28
percent
for
functional
problems
and
28
percent
for
suicide.
Ideation.
So
I
hope
that
as
this
board,
my
sword
with
the
transportation
consultant
later
in
and
we
start
addressing
the
school
start
times
that
that
at
least
one
is
one
piece
that
we
can
remove
from
the
mental
health
task
force.
P
L
F
Wanted
to
say
thank
you
to
miss
hours
and
miss
Van
Buskirk,
as
a
I
was
once
a
sleep-deprived
teen
who
suffered
from
depression,
and
so
I
definitely
think
that,
including
that,
as
within
the
groups
that
are
coming
together
for
the
task
force,
I
think
as
a
valid
data
point
to
look
at.
Thank
you.
B
B
Mr.
Schine
did
you?
Oh
okay,
sorry,
and
just
in
in
full
transparency
we're
going
to
move
to
this
next
item,
which
is
election
of
officers
and
then
based
on
the
outcome
of
the
two
elections.
The
board
is
going
to
have
about
a
five
minute
recess
at
the
conclusion
of
the
election,
so
that
we
can
do
some
shifting
up
here
at
the
Dyess
as
necessary.
At
this
time
we
will
move
to
election
of
officers
as
prescribed
by
law,
to
occur
at
the
board's
annual
meeting.
B
As
we
proceed,
we
will
have
nominations
and
then
votes
first
for
president
and
then
for
vice
president
and
both
votes
require
an
affirmative
vote
of
at
least
five
members
pursuant
to
state
law
and
board
policy.
If
there
is
only
one
nomination
for
an
office,
we
will
still
have
discussion
and
then
call
a
roll
call
vote
for
the
yeas
and
nays.
If
there
are
multiple
nominations,
we
will
move
all
names
into
nomination
and
then
we'll
have
open
discussion
before
calling
the
roll
with
multiple
nominations.
B
The
board
members
will
vote
by
roll
call
by
designating
their
name
of
choice.
If
one
of
the
nominees
receives
at
least
five
votes,
that
person
will
be
elected
and
if
no
nominee
receives
at
least
five
votes,
the
chair
will
entertain
further
motions
at
this
point.
Are
there
any
nominations
for
president
mrs.
Ellis.
Q
E
A
E
E
You
have
helped
help
sort
of
bring
us
all
together
and
we
sorry
I'm
a
little
bit
at
a
loss
for
words
right
now.
I
consider
you
a
uniter
and
and
that's
why
I
feel
that
you
are
the
right
person
for
that
seat.
Me
personally,
I
aspire
to
be
as
eloquent
as
you
when
I
go
and
speak
in
public
venues,
so
you
have
represented
us
very
well
in
that
regard
too
so
anyway.
I
just
want
to
thank
you
for
your
service
and
I
am
glad
to
see
you
continue.
Thank.
F
I
want
to
second
that
sentiment.
You
are
been
a
leader
among
equals
and
always
willing
to
discuss,
always
willing
to
to
share
your
opinion,
and
you
really
bring
all
of
us
together.
You
include
everyone
and,
and
and
it's
I
couldn't
think
of
a
better
person.
So
thank
you
for
everything
you've
done
to
this
point
and
for
the
work
to
come.
Thank
you
thank.
L
B
You
miss
antwine,
any
further
discussion,
I'll
just
say
if
I
could
be
granted
a
moment
of
personal
privilege.
Thank
you
for
the
comments
and
and
and
for
the
continued
confidence.
You
know,
I've
always
said:
I,
love,
consensus
and
and
I
love
trying
to
achieve
compromise.
Even
when
that
means
everyone
doesn't
get
what
what
they
want.
B
When
we
have
some
difficult
conversations
at
times
and
again,
my
my
mo
is
is
all
about
understanding
and
appreciating
the
fact
that
this
is
a
diverse
board,
and
this
is
a
board
that
has
diverse
viewpoints
as
well
and
sometimes
opposing
viewpoints,
and
it's
important
that
that
everyone
have
their
voice
heard
and
that's
my
continued
goal
so
again.
Thank
you.
Everyone,
I've
seen
no
further
questions
or
comments,
will
now
move
for
a
vote
on
president
mrs.
Howe
for
the
first
time.
This
is:
how
would
you
please
call
well
I.
K
B
B
Q
O
To
make
that
nomination,
Candace
has
brought,
in
my
view,
perhaps
the
most
sort
of
exceptional
and
singular
perspective
of
any
board
member
to
the
board
and
I
even
times
when
I
disagree
with
her
I'm
always
impressed
by
the
insights.
She
brings
she's,
always
thinking
about
students,
and
you
know
I
hope
that
she'll
be
considered.
The
one
thing
I'll
say
in
particular
is
that
it's
kind
of
inspiring
to
see
how
quickly
she
gets
results
from
her
from
her
views
and
getting
things
like
the
bullying
report
institutionalized
and
made
a
regular
agenda
item.
O
I
O
My
first
nomination
and
my
second
nomination
is
for
Michelle
Cordell,
for
vice
president
I've
known
miss
quirk
Adele
for
like
nine
years,
but
I've
really
gotten
to
know
her
a
lot
better
sitting
next
to
him.
Next
to
her
up
on
this
dais
and
I
learned
a
lot
more
about
her
and
how
she
approaches
things.
She
takes
a
really
long
view
on
behalf
of
the
students
in
the
school
system
and
sometimes
to
my
frustration,
I'll
lean
over
and
kind
of
ask
her.
O
You
know
which
way
she's
going
to
vote
on
something,
but
she
hasn't
made
up
her
mind
yet
because
she's
still
listening
to
everybody
and
considering
all
sides
and
I
think
that's
exactly
what
we
want
up
here.
She's
got
a
long,
long
record
of
public
service
throughout
the
county
in
many
different
positions.
Most
recently,
as
the
professional
director
of
constituent
services
for
the
county,
executive's
office
and
I
think
she
brings
that
same
kind
of
spirit
of
dedication
and
not
just
dedication,
but
knowing
how
to
get
things
done
to
this.
B
F
Thank
you.
I
also
wanted
to
state
how
much
I
respect
my
three
colleagues
who
put
their
name
in
the
Hat
or
had
their
name
nominated
on
their
behalf.
You
know
we
all
have
well
and
working
together
very
well.
The
last
many
months
we
ought
to
work
together
after
this
I
respect.
All
of
them
and
I
know
that
each
of
them
would
would
treat
this
the
VP
seat
with
integrity
and
build
consensus
and
again
lead
among
equals.
F
All
of
those
things
are
important
to
me
personally
and
I
also
wanted
to
say,
because
I
don't
think
it'll
go
unnoticed,
that
you
know
three
of
the
four
elected
people
put.
The
name
in
the
Hat
I
intentionally
did
not
and
I
believe
in
my
colleagues
at
this
point
also
medically
I,
don't
think
it'd
be
a
wise
move.
There's
medical
stuff
going
on
all
the
time
with
me
and
so
I
value
their
their
leadership,
and
you
know
my
day
will
come.
E
Thank
you
and
thank
you,
mrs.
Shaw
home,
for
your
confidence.
First
of
all,
I
want
to
take
a
moment
to
recognize
what
a
positive
sign.
This
is
that
three
newer
board
members
are
step
are
being
considered
today,
for
vice
president
I
am
honored
to
be
among
these.
Ladies
and
I
believe
we
each
bring
important
qualities
to
the
table.
So
wherever
we
end
up
today,
this
board
is
going
to
move
forward
in
a
very
positive
way.
I
want
to
say
a
few
words
about
why
I
accept
this
nomination
and
why
I
I
do
believe.
E
I
could
be
a
good
option
for
this
position.
First
I
have
a
very
diverse
background
that
has
provided
me
knowledge
and
experience
in
several
areas,
including
education,
Human,
Resources,
Management
and
logistics,
as
well
as
a
degree
in
psychology.
This
knowledge
allows
me
to
have
a
good
understanding
of
various
aspects
of
our
school
system,
which
has
served
me
well
as
I
ask
questions
and
make
decisions
as
a
board
member
and
will
be
a
great
benefit
as
I
assist
our
president
and
can
step
into
that
role
in
his
absence.
E
I'm
sorry
I
I
just
had
to
take
a
moment
having
having
educated
my
own
kids
and
prepared
them
for
successful
high
school
careers.
I
do
bring
a
unique
perspective
that
encouraged
us
encourages
us
as
a
board
to
to
look
at
through
the
educational
lens
a
little
differently
and
as
we
work
with
our
school
system
to
deliver
the
best
educational
experience
for
our
students.
I
do
think
that
perspective
lends
well
to
the
board.
I
have
served
in
leadership
roles
throughout
my
life,
both
professionally
and
in
volunteer
work
and
I.
E
E
Our
Lotto
and
his
team
I
came
into
this
seat
with
big
plans
and
much
that
I
would
like
to
accomplish
and
I
do
believe
at
times
that
it
may
have
been
perceived
by
some
that
I
am
critical
of
our
administration,
while
I
do
tend
to
have
lots
of
questions
in
order
to
make
informed
decisions,
and
sometimes
I
have
a
different
perspective.
Philosophically
than
dr.
our
lotto
or
members
of
his
team
I
greatly
admire
the
way
dr..
Our
lotto
leads
our
school
system
in
so
many
ways
and
I
will
never
stop.
E
Applauding
the
amazing
team
doctor
our
lotto
has
put
together.
I
am
particularly
overjoyed
today,
I
mean
really.
I
was
giddy
from
the
from
that
mental
health
task
force.
Presentation
I
am
particularly
overjoyed
that
we
are
working
together
to
address
student.
Mental
health
concerns
through
the
task
force
that
I
proposed,
and
this
board
agreed
is
the
right
thing
for
our
students.
I
look
forward
to
collaborating
with
this
team
on
many
more
ambitious
efforts
on
behalf
of
our
students.
E
L
L
Thank
you
is
sincerely
humbling.
We
are
guys
we
are
an
outstanding
Board.
We
were
challenged
from
the
beginning,
basically
our
very
first
meeting
to
come
here
and
continue
the
excellence
that
has
been
established
in
our
school
system,
I
believe
as
a
board.
We
have
worked
towards
that.
I
also
strongly
believe
that
we
have
a
lot
more
work
to
do
and
in
doing
that
work
we
have
to
establish
trust
relationships
back
in
December
and
again
January
February
timeframe.
L
I
was
actually
approached
about
going
for
VP
earlier
on
and
and
much
of
this
for
the
same
reasons,
I
had
some
circumstances
that
definitely
took
priority
over
my
full
focus
as
VP.
At
that
time.
I
did
relay,
though,
that
once
I
got
my
house
in
order
for
lack
of
a
better
phrase
that
I
would
be
ready
to
serve
in
that
capacity,
and
this
is
why
I'm
requesting
of
my
fellow
board
members
that
you
please
consider
that
this
is
time
for
action.
L
That
I
now
have
the
flexibility
to
dedicate
myself
to
the
needs
of
the
school
system,
to
support
president
Gilliland
as
needed
as
we
move
forward
and
to
support
most.
Certainly
the
83,000
plus
that
depend
on
us
every
single
day.
I
also
want
to
build
better
relationships
with
our
staff,
with
the
support
and
and
help
and
recommendations
from
dr.
alato
I
am
ready
to
serve
we
bit
about
me
if
you
guys
didn't
pick
it
up.
L
In
the
last,
almost
seven
months,
I
have
spent
20
years
of
service
to
the
country
under
the
umbrellas
of
the
Department
of
Defense
and
the
Department
of
Homeland
Security,
and
in
that
I
have
created
passionate
areas
of
concern
that
I
dedicate
myself
to
as
well.
I
brought
that
institutionalized
understanding,
I'll
just
speak
louder.
I
brought
that
institutionalized
understanding
to
this
board
and
and
to
the
decision-making
process
through
that
and
through
the
support
of
the
entire
board.
Dr.
alato
and
yours
and
your
staff
I've
been
able
to
visit
almost
every
school
in
district
1.
L
To
date,
20
schools
I
have
been
able
to
talk
to
students
to
parents
to
others
that
influence
the
way
we
move
forward
and
I
have
to
say
there
is
this
system
is
incredible.
I
also
am
a
mom,
the
problem
of
a
recent
graduate
from
Meade
high
school,
and
that
was
one
of
the
most
in
it.
I
can
I
work.
I
will
not
describe
because
it
cannot
describe
what
that
meant,
but
it
was
because
of
the
leadership
in
place
that
my
son
was
able
to
achieve
the
success
he
achieved.
So
with
that
I
requested.
L
C
C
This
is
a
moment
of
personal
honor
for
me,
but
also
a
deep
personal
responsibility.
I
do
not
take
the
position
lightly.
I,
fully
understand
the
responsibilities
of
the
position
and
should
I
be
honored
by
a
majority
of
my
fellow
members
votes,
look
forward
to
interacting
with
our
education
community
as
a
leader
ready
to
assist
the
president
and
representing
a
ACPs
in
a
professional,
meaningful
manner
that
is
worthy
of
the
dignity
of
the
position.
It
is
also
a
moment
of
reflection
and
respect.
We
are
all
here
because
of
the
tireless
service
of
path.
C
150
years
to
1865,
when
the
amended
charter
established
the
board
of
school
commissioners,
which
eventually
became
what
we
know
is
the
Board
of
Education
around
the
year.
1916
I
personally
am
here
today,
because,
through
the
will
and
grace
of
God
I
have
a
family
that
has
given
me
their
full
support.
Unconditional
love
and
constant
encouragement.
I'm
blessed
to
have
a
meaningful
career
have
had
meaningful
career
political
and
civic
opportunities.
C
Experiences
stretching
the
course
of
over
30
years
and
outstanding
members
and
colleagues
along
the
way
who
have
and
continue
to
help
me
develop
into
a
better
leader
and
I
would
be
remiss
not
honor.
The
confidence
and
support
the
residents
of
district
7
gave
me
by
electing
me
to
represent
them
on
this
distinguished
board.
If
my
nomination
is
confirmed
by
my
fellow
members,
I
intend
to
take
the
legacy
of
our
Trail
Blazers
and
unifiers,
and
our
boards
history
and
their
predecessors
upward
and
forward.
You
already
know
my
vision
for
ACPs
the
priorities.
C
I
would
like
to
introduce
my
background.
My
relevant
leadership
experience
I
have
the
commitment,
passion
and
humility
to
serve
my
fellow
members
with
honor
ethics
and
dignity.
I
have
the
determination
to
achieve
the
highest
possible
level
of
outcomes
for
all,
and
I
am
confident
that
collectively
we
have
the
power
to
do
so.
We
just
need
to
be
very
smart
in
our
planning
and
priority
setting
and
streetwise
in
our
actions
which
we
have
been
so
far
to
date.
Rest
assured
that
I
will
work
tirelessly
with
my
eyes
and
the
goals
we
agree
on
together.
C
My
ears
open
to
the
voices
of
all
and
my
heart
committed
to
all
students,
which
is
what
we're
really
here
about.
I,
know
that,
regardless
of
today's
outcome,
each
one
of
us
will
keep
doing
what
we
do
best
with
enthusiasm,
integrity,
innovation
and
continued
hope
for
our
students
futures.
We
have
much
to
do
and
all
possess
the
drive
to
continue
making
differences
in
the
lives
of
so
many
others
unified.
C
B
O
F
D
B
A
A
A
A
B
We'll
now
reconvene
and
resume
with
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
a
lot
of
three
minutes
each
and
may
not
allocate
their
time
to
others.
A
tone
will
sound
when
time
has
expired.
The
board
asks
the
comments
remain
civil
and
appropriate
for
the
various
audiences
that
may
be
watching
or
viewing
this
meeting
student
specific
and
personal
matters
are
confidential
cannot
be
discussed
in
this
forum.
B
It
is
not
the
board's
general
practice
to
engage
in
question
and
answer
sessions
with
speakers,
for
the
record,
please
give
your
name
before
speaking.
Handouts
should
be
given
to
the
board
assistant
and
I
was
I
would
be
remiss
if
I
knew.
We
were
introducing
some
people
earlier,
and
we
announced
at
the
last
meeting
that
Diane,
how
would
be
the
the
new
board
assistant,
replacing
Molly
Connelly
as
she
trots
off
into
her
retirement
well
deserved,
but
I
also
would
like
to
introduce
Diane's
assistant
who's
at
the
table
with
her
and
it's
Jackie
money.
So
welcome.
R
Good
morning
mr.
Gilyard,
dr.
alato
and
members
of
the
board,
my
name
is
Kathy.
Flaherty
and
I
have
two
children
in
our
high
school
schools
in
our
in
high
school
in
our
school
system,
I
was
pleased
to
see
my
friend
and
fellow
parent
Jeanne
song
sheriff
C
CAC
give
the
year
NC
tech
report
last
meeting.
I
was
even
more
pleased
to
hear
the
mention
in
short,
discussion
of
choice.
Exceptional
students,
I
appreciate
miss
antwine,
curiosity
and
honesty
last
meeting
when
she
was
unfamiliar
with
the
term
and
asked
about
it.
I'd
urge
the
rest
of
you.
R
If
you
don't
know
of
these
challenges,
to
spend
just
a
little
bit
of
time,
learning
about
it,
an
older
term
not
used
so
much
more,
is
gTLD
gifted
learning
disabled
nationally.
It's
estimated
that
twice
exceptional
students
comprise
only
about
6%
of
students
with
a
learning
disability,
so
we're
talking
about
6%
of
10%
of
the
student
population
or
0.6
percent
of
our
a
ACPs
population.
Maybe
500
of
our
over
80,000
all
means
all
students
I
get
it.
It's
a
small
number,
however,
with
all
percentages.
R
If
it's
you
it's
a
hundred
percent
of
your
reality
also
to
e
students
can
eat
up
a
much
higher
percentage
of
school
resources
if
the
educational
programming
is
not
appropriate
for
their
individual
needs.
I
understand
it's
a
complicated,
unique
personal
learning
issue.
I
also
understand
the
challenges
twice.
Exceptionality
may
and
does
present
for
students,
parents
and
teachers
as
an
2e
student
attempts
to
navigate
a
public
school
system
in
our
society
with
increased
levels
of
autism
and
Asperger's.
Some
people
confuse
2,
E
and
Asperger
syndrome.
Most
students
with
Asperger's
are
2
e.
R
However,
not
all
2
e
students
have
Asperger's
often
allowing
these
students
to
fly
under
the
radar
many
times
struggling
without
appropriate
support
for
their
entire
school
career.
One
of
the
challenges
for
these
students
is
that
often
they
don't
qualify
for
special
education
under
IDE,
a
a
IDE
a
they
may
appear
to
be
a
good
student
and
achieve
good
grades,
but
often
be
considered
as
simply
lazy,
not
motivated
or
just
doesn't
care
advanced
learning
opportunities
that
they
need
may
be
elusive
for
them.
R
They
may
be
able
to
keep
up
aptitude
wise
but
unable
to
keep
up
organizationally
or
such
as
other
ways
such
as
distractibility
in
a
class
often
there's
defined
disabilities
that
are
hidden
processing.
Speed
deficits
are
very
common
for
tui
students.
A
student
may
have
a
mental
level
IQ,
but
not
be
able
to
access
that
knowledge
stored
in
his
brain
at
the
same
speed
as
age
level
peers,
it
can
be
frustrating
for
the
student
and
baffling
for
staff
who
work
with
them.
R
I
know
there
are
many
people
here
at
central
office
who
are
aware
and
interested
in
tui
students,
because
I've
had
many
conversations
with
many
of
them
over
the
years.
I
remain
concerned
that
the
teachers
on
the
ground
don't
really
understand
the
issue
when
a
tui
student
is
in
their
charge.
Such
a
student
may
repeat
the
same
pattern
over
and
over
with
teachers
continually
frustrated
with
his
learning
pattern
and
style
only
to
have
teachers
and
staff
realized
at
the
end
of
the
year.
R
What
has
been
known
for
years
simply
to
repeat
it,
the
next
year
or
at
the
next
level?
How
would
we
expect
such
a
kid
to
remain
engaged
and
successful
in
his
education?
Unfortunately,
I
don't
know
the
answers.
I,
think
awareness
of
the
gravity
of
life
for
a
to
e
student
and
their
family
is
a
beginning
and
increased
focus
and
training
for
the
staff
at
the
school
level.
Thank
you.
L
Thank
you
for
that
presentation
on
last
last
meeting.
It
was
extremely
informative,
as
you
shared
when
the
exponent,
the
definition
and
explanation
was
shared
with
me.
It
made
a
lot
more
sense
to
me
because
I
am
I
am
related
to
children,
who
are
would
be
considered
to
E.
I
did
have
a
question
for
dr.
Otto
if
are
similar
to
when
teachers
are
trained
in
their
development,
to
look
for
indicators
of
maybe
abuse
or
or
other
indicators
that
they
are
legally
obligated
to
look
for
in
the
classroom.
J
J
It
is
really
characteristics
that
the
student
displays
not
just
at
school
but
at
home
and
on
the
playground,
and
so,
as
we
read
their
time
with
us,
the
six
hours
a
day,
plus
what
the
parent
shares
their
characteristics
that
when
you
put
those
together,
you
then
say
we
have
a
twice
exceptional
student,
so
I
don't
believe
if
there
is
a
checklist
per
se.
But
again,
let
me
go
back
to
our
me
and
it's
not
my
expertise.
L
The
only
reason
I
asked
and
in
your
testimony
you
share
that
there
may
be
often
there.
There
may
be
some
indicators
that
may
be
overlooked
or
or
misunderstood
on
by
teachers
on
the
ground.
So
if
that's
a
lot,
oh
thank
you
for
going
back
to
check
that.
But
if,
if
we
find
that
this
may
be
something
want
to
start
introducing
in
our
development
is
I.
O
Just
briefly,
this
isn't
fully
dispositive
of
the
question
that
miss
antwine
raised,
nor
of
the
very
valid
concerns
that
were
just
expressed
by
a
member
of
the
public
at
the
podium
there.
But
I
know
somewhat
from
personal
experience
that
at
least
for
a
certain
subset
of
students.
There
is
there's
a
completely
independent
determination
made,
for
example,
if
they
have
a
disability
learning
disability
that
is
best
dealt
with
through
an
IEP
and
then
entirely
separate
consideration
as
to
whether,
for
example,
they
meet
the
requirements
for
the
gifted
and
talented
program.
O
So
there
are
students
that
are
getting
IPS
because
they
have
learning
disability
to
one
part
or
another,
but
are
in
the
gifted
Alec
program,
because
they're
performing
a
level
that
that
warrants
that
again,
that
doesn't
fully
address
the
concerns.
I
do
think
we
should.
We
should
look
more
at
this,
and
this
is
one
of
those
things
where
sometimes
I
think
it's
our
responsibility
in
terms
of
communicating
effectively
with
the
public
to
to
kind
of
use
the
nomenclature
that's
being
used
in
these
discussions
and
I
did
raise
to
the
to
the
board
in
the
past.
O
The
idea
that
other
counties
are
using
this
label
of
twice
exceptional
and
that,
while
we
are
providing
services
that
are
moving
the
needs
of
many
students
who
qualifies
twice
exceptional,
we're
not
using
the
nomenclature,
as
prominently
as,
for
example,
is
used
in
Montgomery
County.
So
just
in
terms
of
making
known
to
the
public.
What
is
already
in
place
and
what
is
effectively
being
sort
of
done
for
students
that
qualify.
That's
just
something
that
we
might
consider.
B
We'll
now
move
to
our
departmental
reports
and
just
to
be
very
transparent.
There
are
usually
four
departmental
reports.
The
two
that
are
missing
have
been
in
or
woven
into
specific
agenda
items
that
one
of
which
we'll
get
to
momentarily,
which
is
the
transportation
consultant.
So
as
we
get
to
those
items,
certainly
we'll
be
flexible.
If
we,
you
know
somewhat
deviate
from
the
specific
agenda
item
there
to
cover
a
broader
question
that
may
be
in
those
topics.
B
H
Morning,
president
Gilliland
vice
president
cork
Goodell
members
of
the
Board
of
Education
and
dr.
Otto
for
the
record
I'm
Monique,
Jackson,
deputy
superintendent
for
student
and
school
support.
I
am
providing
a
monthly
update
on
security,
as
requested
in
June.
Mr.
batten
and
Miss
Powell
completed
the
state
mandated
40-hour,
SRO
training
course
with
the
Anne
Arundel
County
Police
Department
SROs,
under
the
direction
of
the
Maryland
Center
for
school
safety.
Mr.
batten
provided
security
related
training
to
all
assistant
principals
in
the
annual
assistant
principal
professional
development
in
June.
H
The
office
of
school
security
is
reviewing
next
steps
in
relationship
to
the
grant
funded
school
security
assessments.
In
addition,
the
office
of
school
security
has
provided
six
two-hour
training
sessions
to
school
secretaries
and
front
office
staff.
Thank
you.
This
concludes
the
update
and
I'm
available
to
answer
any
questions
that
you
may
have
thank.
L
Miss
Jackson,
thank
you
very
much
for
the
presentation.
I
am
noticing
a
lot
of
of
construction
for
our
vegetables
specifically
and
an
upgrades
for
security
measures,
so
I.
Thank
you
and
your
entire
of
your
safety
and
security
departments
for
the
aggressive
actions
that
you're
taking
there
I
want
it
to
understand,
and
this
is
certainly
yes
or
no,
because
we
cannot
discuss
what
we
do
in
terms
of
safety
and
security,
but
with
the
constructions
going
on
with
the
vestibules
and
other
items
physically
happening.
H
A
B
H
Morning
again,
president
Gilliland,
vice
president
Corky
Bell
members
of
the
Board
of
Education
and
dr.
otto
again
for
the
record
I'm
Monique
Jackson
deputy
superintendent.
This
morning,
I'm
speaking
on
behalf
of
dr.
Meyer
Gillan's
executive,
director
of
equity
and
accelerated
student
achievement
I'm,
providing
the
monthly
update
on
diversity.
Inclusion,
as
requested
the
office
of
equity
and
accelerated
student
achievement,
continues
to
be
intentional
and
their
efforts
and
assisting
schools
and
eliminating
the
achievement
gap
for
your
consideration.
I
present
to
you
two
highlights
of
the
work
of
the
office
over
the
past
month.
H
First,
as
several
of
you
have
mentioned,
we
are
very
proud
of
the
unlocking
our
potential
growing
ourselves
to
grow
others
leadership
conference
that
was
held
on
June
27th
over
800
attendees,
including
board
members,
school-based
administrators
teachers,
support
staff
and
central
office
personnel
assembled
at
Northeast
high
school
for
the
conference.
The
partnership
between
professional
growth
and
development
and
the
office
of
equity
and
accelerated
student
achievement
and
planning
for
that
event
has
been
incredible.
H
The
conference's
opening
was
truly
student-centered,
a
child's
wrought.
A
children's
rock
band,
kicked
off
the
conference
and
they
were
amazing.
Dr.
Otto
gave
greetings
and
spoke
about
the
tenets
of
our
strategic
plan
within
special
emphasis
on
all
means
all
and
the
importance
of
self
care,
so
that
we
can
be
our
best
selves
so
that
we
can
support
our
students.
H
Students
across
the
district
were
featured
along
with
a
diverse
group
of
AAA
CPS
staff,
singing
a
very
powerful
song
entitled
don't
give
up
on
me.
The
song
emphasized
the
importance
of
every
child
having
a
caring
adult
in
their
lives.
Too
amazing
student
leaders,
one
from
Arundel
High
School
and
the
other
from
North
County
High
School,
spoke
about
just
that.
The
impact
of
a
caring
adult
in
their
lives.
Participants
then
engaged
in
three
professional
development
sessions
that
were
broken
down
into
three
strands.
H
All
means
all
ready,
set,
launch
and
sound
stewardship
which
all
align
with
our
current
strategic
plan.
These
sessions
were
facilitated
by
a
wide
variety
of
individuals,
including
Todd
Missoni,
author
of
kids
deserve
it,
a
CPS
administrators
teacher
leaders
and
other
administrative
staff
based
on
the
feedback
that
was
provided
to
us.
Participants
left
feeling
inspired
motivated,
energized
and
better
informed
on
how
to
meet
the
needs
of
our
diverse
student
population.
H
Secondly,
for
the
second
year,
the
office
of
equity
and
accelerated
student
achievement
has
provided
an
Toronto
County
public
school
staff
with
a
summer
resource
guide
for
building
equity,
which
includes,
but
is
not
limited
to
a
summary
of
the
takeaways
from
the
early
dismissal.
Professional
development
modules.
Potential
interview,
questions
that
promote
the
hiring
of
equity
minded
staff,
summer
equity,
professional
development
opportunities
recommended
summer
reads
that
promote
equity
diversity
and
inclusion,
and
information
on
selecting
the
right
equity
leads
and
creating
an
effective
equity
team.
H
B
L
So
I
I,
thank
you
all
for
the
work
that
you
did
I
know
since
December.
It
has
been
some
real
heavy
lifting
on
your
part
to
make
change,
especially
in
the
area
of
diversity
and
inclusion,
an
area
that
is
fragile
and
quite
unique.
You
all
have
I
believe,
there's
a
a
very
good
idea
of
how
to
move
forward
and
I
believe
it
was
March
that
I
requested
of
you
all
a
five
year
reporting
a
five
year
chart
that
identifies
the
reports
we've
received
on
hate
incidents
and
I.
L
Although
I
requested
a
lot
of
details,
you
guys
share
some
high
levels
with
me
and
I
appreciate
that
it
was
so
high
level
that
I'm
requesting
that
we
talk
about
it
a
bit
now
on
that
chart,
there
were
still
some
major
concerns
to
include
a
percentage
Delta
between
the
last
five
years,
increasing
in
reporting
so
Diane.
If
you
can
pull
the
chart
up.
L
Oh
okay,
so
we're
having
technical
difficulties
so
on
the
chart,
though,
there
is
in
some
cases
there
was
almost
100%
more
reports
being
made
in
some
areas,
areas
in
categories
specifically
in
race
and
gender
bias.
I
wanted
to
understand.
From
your
perspective,
what
the
variables
may
have
been
that
it
was
if
those
reports
drastically
increased
rather
than
I'm
thinking
with
all
the
work
we're
doing,
they
should
decrease
absolutely.
H
And
I
had
this
discussion
with
a
couple
of
your
colleagues
just
several
days
ago.
I
believe
that
our
school
system,
as
has
been
mentioned
several
times,
with
the
increased
professional
development
for
our
staff
and
when
I
say
staff
I,
don't
mean
just
teaching
staff,
but
our
custodians.
Our
bus
drivers,
things
of
that
nature,
as
well
as
the
increased
focus
with
our
student
population,
I,
believe
that
the
reporting
is
going
up
and
that's
what
we
want
them
to
do.
H
Where
do
we
see
our
area
focus
and
I've
said
several
times
middle
schools,
but
without
that
reporting
data
and
that
increase
in
reporting,
I
wouldn't
know
that
and
so
I'm
encouraging
everyone
public
to
continue
to
report
there
is
its
reporting
is
a
helpful
tool
to
the
entire
school
system
and
it
gives
us
valuable
data
to
help
us
guide
the
work
of
not
just
dr.
Guillen's
office,
but
the
entire
school
system.
Thank.
L
Would
you
be
able
and
I
guess
I
need
to
motion
this,
but
would
you
all
be
able
to
share
with
us
some
of
the
things
that
do
influence
that
outcome
so
that
we
can
know
for
sure
that
it's
a
positive
reporting
situation
rather
than
the
other
side
of
it
were?
It
may
be
something
that
we
have
to
consider
in
terms
of
management
and.
H
I
would
say
to
you
and
we,
my
hypothesis,
that
I
just
shared
with
you
is
probably
the
best
hypothesis
that
I
could
give
you
because
I
don't
know.
I
can't
specifically
say
what
the
increase
is
due
to
I
would
say
that
we're
going
to
continue
to
monitor
it
over
the
years
and
provide
support
for
our
students
I've.
Also,
again,
that's
anecdotal
data.
Based
upon
my
experience
in
the
school
system,
I
was
a
teacher
classroom.
Teacher
I
was
a
assistant
principal
principal,
all,
the
way
through
central
office
and
I'm.
H
Basing
what
I'm
telling
you
based
upon
my
experience
that
we
have
over
the
last
four
to
five
years,
really
had
a
focused
effort
on
bullying,
bias-motivated
behavior
changes
to
our
our
Code
of
Student
Conduct,
to
make
sure
that
all
students
really
all
me
thought
all
students
feel
safe
and
secure
when
they
are
coming
to
school.
So
I,
don't
I,
don't
know
how
to
give
you
a
more
in-depth
answer.
H
Other
than
will
continue
to
monitor
and
as
we
see
trends
we
will,
in
our
reports,
continue
to
report
the
trends
such
as
middle
schools
and
continue
to
talk
about
what
we
are
doing
to
combat
those
trends,
such
as
advisory
and
middle
school
guest
speakers.
Looking
at
assemblies
some
of
the
work
that
we're
doing
in
the
communities
involving
our
in
double-a-c-p
and
working
with
members
of
our
n-double-a-cp
and
other
community
organizations
to
really
do
a
community
grassroots
effort.
B
L
Thank
you
for
that,
mr.
Royce.
Actually,
just
to
let
you
know,
the
request
that
I
made
back
in
March
I
want
to
say
was
March
was
based
on
a
lot
of
the
work
that
you
have
done,
and
the
information
that
you
share
with
us
and
others
in
the
community
that
brought
brought
these
things
to
my
attention,
which
is
why
my
request
to
you
guys
was
so
detailed
and
very
important
that
those
details
be
relayed
so
that
we,
amongst
with
on
the
board,
can
make
decisions
on
how
to
work
with
dr.
L
alato
and,
and
you
all,
to
to
make
changes
word.
They
need
to
be
made.
I
would
still
request
that
you
all
take
the
time
to
give
me
the
info
that
I
requested,
because
it
will
tell
it
a
different
type
of
story.
I
am
positive
as
you
are
that
that
story
is
because
we
are
promulgating
information,
that's
necessary,
that
positive
change
is
coming,
but
without
key
details
is
hard
to
tell
that.
B
Okay,
thank
you.
Miss
antwine,
any
further
comments
from
the
border
from
the
public
on
diversity
and
inclusion,
seeing
on
will
now
move
to
our
consent,
calendar
and
before
we
before
I
ask
for
a
motion
to
bundle
just
to
clarify
what
I'd
like
to
do
just
to
clear
to
clear
the
business
more
efficiently,
I'd
like
to
ask
for
a
motion
to
bundle
six
point,
one
through
six
point:
six
but
removed
six
point,
one
four,
and
here
that
separately,
because
I
think
that
conversation
is
going
to
be
a
bit
more
extended.
So
that's
the
rationale
behind
that.
B
O
B
Okay,
discussion
on
that,
seeing
none
we'll
just
go
with
the
yeas
and
nays
all
those
in
favor
say:
aye
opposed
no,
the
ice
have
it.
Okay
will
now
ask
for
a
consideration
of
six
point:
zero
one
to
six
point,
one:
six
exclusive
six
point,
one
four:
as
action
items,
dr.
Arellano,
can
we
have
your
recommendation
points.
J
B
F
Thank
you.
Yes,
I
have
a
question
about
six
point:
oh
six,
through
6.09
and
she
said
I
hope
that
it's
a
I
hope
that
it's
a
simple
question.
This
all
relates
to
a
construction
of
vestibules,
and
but
there
are
all
two
different
companies
is
that,
because
one
individual
company
doesn't
have
the
capacity
to
do
all
of
that
work,
that
was
my
assumption.
C
T
On
a
competency,
quality
assurance
basis,
they're
all
of
the
same
capacity,
but
it's
really
a
volume
issue.
We
now
that
the
fundings
been
secured
by
both
the
county
government
and
a
state
grant
that
we
received
there's
a
timeliness
issue.
We
need
to
complete
the
work
before
the
expiration
date
of
the
grant
so
to
make
that
as
efficient
and
timely
as
possible.
We
split
the
work
amongst
a
few
firms,
so
we
could
sort
of
push
to
work
at
an
accelerated
pace.
Perfect.
F
Sorry
getting
myself
together
here:
oh
yes-
and
this
is
probably
just
a
accounting
question,
but
can
you
explain
the
the
deduction
the
alternate
number
one
deduction
on
the
backside
of
the
yellow
page,
I?
Guess
I,
just
don't
know
what
that
means.
It
was
for
the
award-winning
contract
and
also
for
the
other
body
that
that
didn't
receive
the
contract
and
I.
Just
I.
Guess
I
just
want
to
know
what
the
alternate
number
one
sure.
T
There's
essentially,
two
ways
to
to
provide
a
reflective
surface
on
the
roof.
One
way
is
to
put
a
modified
mint
cap
sheet,
which
is
a
sort
of
an
extra-thick
asphaltic
paper
with
white
stone,
granule
chips
that
are
basically
embedded
in
it.
That's
one
technology.
The
second
technology
is
to
use
a
white
stone
aggregate.
We
typically
use
a
Texas
number
seven
white
chip
here,
it's
very
reflective.
The
Sun
and
the
modified
cap
sheet
version
typically
is
a
little
bit
more
costly,
but
again
they
provide
the
same
durability.
T
Q
F
T
So
so
the
answer
to
that
is
yes.
At
the
margins
here
in
the
state
of
Maryland,
we
work
with
the
Maryland
State
Department
of
the
Environment
and
the
Coast
Guard
on
matters
such
as
this.
Essentially,
the
feds
delegate,
the
authority
to
the
state
of
Maryland,
because
they
deemed
at
the
state,
is
competent
in
this
area
to
serve
in
their
stead,
so
the
jurisdiction
as
long
as
again,
the
feds
maintained,
a
level
of
confidence
will
be
interacting
with
the
State
Department
of
the
Environment
and
the
Coast
Guard.
So.
F
Although
the
contract
is
awarded
to
the
to
the
company
listed,
is
this?
Is
this?
Is
the
budgeted
amount
the
amount
of
the
contract
to?
Is
that
essentially
getting
written
to
the
contractor,
but
then
rewritten
to
the
fir
for
the
environmental
cleanup
port
I
mean
this?
Is
the
fee
for
the
environmental
cleanup.
T
Yes,
this
is
the
the
cost
to
our
mediate.
The
the
oil
contamination
there's
a
plan,
so
the
the
process
Michelle
I'm,
just
for
the
board's
quick
catification
is
essentially
in
collaboration
with
the
regulatory
officials.
You
have
to
put
together
a
written
plan,
it's
really
a
multi-agency
approach.
Once
that
plan
has
been
vetted
and
approved,
then
you
go
and
you
place
that
plan.
So
the
plan
is
to
execute
the
remediation
efforts
that
have
essentially
been
blessed
by
the
regulator's.
T
F
Oh
and
it
wasn't,
it
is
an
emergency
thing,
but
it
we
also
have
the
contending
to
accommodate
the
Funston
okay.
Thank
you.
So
much
always
lots
of
questions.
Thank
you.
Thank.
L
Hello
I
I,
wanted
to
commend
you
in
your
team.
I
was
I,
went
through
this
I
noticed
there
were
areas
of
cost
savings
when
there
were
renewals
of
contracts
even
up
to
20%,
which
is
above
the
norm,
the
standards
of
10
to
15%,
so
that
I
really
commend
you
all
for
doing
that.
A
lot
of
your
work
includes
looking
for
efficiencies
on
how
we
can
save
money
and
how
we
can
best
support
our
system
and
doing
that.
So
thank
you
for
that.
L
I
also
have
one
question:
when
we
do
operating
and
capital
funds
a
hybrid
to
cover
the
cost,
is
it
is
it
a
clear-cut
situation
where
only
the
four?
Only
this
type
of
money
can
go
here.
Only
this
type
of
money
can
go
there
and
if
so,
in
terms
of
operating
funds,
does
it
that
does
all
of
them?
Do
all
of
those
funds
come
out
of
facilities,
or
does
it
come
from
different
areas
throughout
the
system?
L
T
So
you
asked
two
questions,
so
let
me
give
you
two
different
examples,
so
sure
that
that's
okay
so
say
we
have
to
by
science
balance
beams
okay
and
we
are
currently
constructing
the
brand-new
Crofton
Area
High
School.
We
will
be
using
capital
dollars
to
buy
the
initial
set
of
science
balance
beams
as
part
of
the
outfitting
process
for
that
school,
those
be
funded
by
catherynne
hours,
but
should
Southern
High,
School
or
North
County
High
School
break
lose
damage
or
just
need
three
more
because
of
enrollment
growth.
They
would
be
using
operating
dollars.
T
So
we
take
a
look
at.
There
are
rules
governing
the
type
of
procurement
activity
and
defunding
thereof,
and
we're
very
careful
to
adhere
to
those
I
will
say
in
general.
The
rules
around
capital
funding
are
much
more
intensive
and
deliberate.
So
we
are
very
careful
whenever
we're
using
capital
dollars
or
grant
dollars
to
make
sure
that
we're
comporting
with
the
IRS
regulations,
so
I
mean
those
are
discrete
and
ER
applications.
T
You
know
based
in
terms
of
then
the
the
acquisitions,
the
acquisitions
again
can
go
sort
of
across
across
the
departments.
Some
acquisitions
can
be
made
at
the
school
level.
Some
can
be
made
here
at
the
central
office,
for
example,
by
like
a
science
department
of
the
School
District,
and
some
of
them
are
made
by,
for
example,
our
facilities
team
when
we're
outfitting
schools
etc.
So,
but
our
Finance
and
Accounting
division
really.
L
Okay,
thank
you.
So
when
you
give
us
a
total
dollar
amount,
it
is
quite
possible
that
only
about
ten
dollars
will
be
coming
out
of
operating
funds
and
the
rest
of
the
capital
funds,
and
otherwise
it's
there's.
No,
this
amount
goes
towards
this
amount
goes
towards.
This
amount
comes
out
a
capital
funding,
this
specific
amount
for
these.
This
type
of
work
always
has
to
be
covered
under
operation.
Correct.
T
T
B
E
K
Q
B
T
If
you
can
take
a
look
again
for
the
record,
Alex
check
no
chief
operating
officer,
so
the
solicitation
was
actually
sent
out
to
471
entities.
Obviously
across
you
know,
multiple
interest
spectrums
on
a
project
like
this.
It's
potential
that
you
can
have
a
lead
with
subcontractors
etc.
So
to
sort
of
canvas
the
marketplace
we
sent
out
notifications
to
as
far
and
wide
as
we
possibly
could.
That's
our
initiation
going
out.
T
Ultimately,
we
did
have
a
number
of
vendors
that
expressed
sufficient
interest
in
it
that
they
did
come
in
and
we
hold
what's
called
a
a
pre-bid
meeting
and
it's
essentially
an
opportunity
for
us
at
a
very
high
level
to
go
over
the
specifications
and
the
project,
the
scope,
etc
and
then
allow
the
vendors
an
opportunity
to
ask
any
questions
that
they
may
have
of
us
clarifying
type
of
questions.
And,
of
course,
any
of
those
QA
type
of
exchanges
are
always
documented
in
writing
and
then
redistributed
back
out.
T
So
it's
not
just
a
formal
exchange
of
information.
It's
a
its
catalog
in
a
written
format.
So
there's
no
disagreement
later
on
and
in
terms
of
what
was
said
and
what
wasn't
said,
I
would
say
to
the
limiting
factors
really
on
the
solicitation
or
twofold
and
I'll
just
sort
of
generally
categorize
those
one
quite
honestly
we're
a
a
big,
complex,
School
District,
and
this
is
a
complex
topic.
T
T
So
there
are
provisions
in
the
contract
that
says
that
that
not
only
the
prime
company,
but
any
of
the
subcontractors
would
be
precluded
from
either
having
active
engagements
with
the
school
district
or
having
or
being
able
to
essentially
bid
or
participate
either
as
a
primer
as
a
sub
on
any
work
here
in
the
school
district
for
a
period
of
five
years.
So
that
is
a
consideration
that
a
company
has
to
make,
but
again
it's
a
very
purposeful,
very
deliberate
endeavor.
T
E
T
Well,
quite
honestly,
we
wouldn't
be
sitting
here
before
you
asking
for
your
approval,
Ziff,
we
weren't
confident
if
it
if
we,
if
this
firm
was
not
in
our
estimation
capable
of
delivering,
we
would
have
wrestle
isset
'add
potentially.
So
that
is
not
the
case
here.
Not
only
that
their
proposal
addressed
all
of
the
required
elements
that
we
were
seeking
information
on.
T
They
provided
us
an
extensive
list
of
references
we
reached
out
to
those
references,
school
districts
that
are
comparable
in
size
or,
if
not
at
least,
certainly
in
complexity,
I
believe
Greenwich
Calvert,
County
Chesapeake,
County
Virginia.
There
was
a
number
of
school
districts
that
this
firm
has
done,
similar
type
of
work
or
activities
for
so
we
obviously
not
just
take
the
word
of
the
company,
because
they're
going
to
say
a.
I
M
T
Actually
call
my
counterpart
or
transportation
head
or
business
management
services
head,
etc
of
those
jurisdictions.
We
also
ask
them
to
give
us
excerpts
or
links
to
deliverables
that
they've
provided
to
other
clients,
so
we're
able
to
take
a
look
at
the
type
of
product
that
they
are
capable
of
generating,
and
this
firm
is
not
self
performing
in
its
entirety.
They
do
have
two
subcontractors
that
are
working
with
them
and
we
also
do
reference
checks
and
check
the
the
capacity
to
credibility,
the
reliability
of
their
subcontractors
as
well.
Thank.
E
You
and
just
to
clarify
why
I
asked
that
question
who
that
I
certainly
would
never
question
that
you
would
put
something
forward
as
a
recommendation
that
that
you
didn't
believe
in,
but
I
was
asking
the
question,
because
we
only
see
one
company
here,
and
you
mentioned
the
limitations
or
the
challenges
for
finding
someone
for
this
work.
I
just
wanted
to
hear
from
you
that,
despite
all
that,
you
do
feel
like
we
have
identified
someone
who
can
meet
our
goals.
I
do.
T
And
and
I'll
tell
you
this
firm
has
so
I
mean
the
report
that
we're
asking
for
is
a
sort
of
a
its
broad
in
terms
of
transportation.
But
it's
just
focused
on
transportation.
I
will
just
offer
that
this
company
is
a
multi-discipline
firm
and
has
done
a
variety
of
educational
related
activities
for
other
school
districts.
So,
in
addition
to
obviously
understanding
transportation,
because
that's
the
focus
at
a
study
and
that's
the
only
yardstick
we
applied
to
them-
they
actually
have
performed
work.
T
Everything
from
policy
review
to
organizational
structures
of
boards
and
school
districts-
and
you
know
other
types.
So
they
understand
the
business
of
schools
and
then
obviously
the
business
of
transportation
and
I
think
that's
in
a
way
beneficial
to
this
work
product,
because
there's
a
high
degree
of
technical
nature,
just
in
transportation
but
maybe
doing
transportation
for
a
school
district
or
sizable
school
district
is
maybe
different
and
then
transporting
oranges
or
orange
juice
from
Florida
to
here.
That's
transportation
as
well.
T
E
T
So
the
answer
that
is
yes,
I
would
say:
our
ask-
is
a
little
bit
more
comprehensive.
This
board
wanted
something
you
know
a
lot
of
times.
The
work
is,
is
more
narrowly
tailored
or
niche
focused
to
address
a
specific
problem.
We
it's
our
understanding
as
staff
and
as
the
superintendent
of
this
board
wanted
a
very
broad-based
sort
of
an
overarching.
T
You
know
multifaceted
and
that's
why,
if
you
recall
the
scope,
the
scope
was
pretty
extensive
and
no
one
part
is
any
lesser,
any
more
important
than
the
others.
We
expect
them
to
deliver
on
all
of
those
points
and
I
think
that
would
put
us
as
an
entity
and
you
as
a
governing
body
in
a
better
place.
That's.
L
T
So
if
they
only
work
with
transportation,
this
would
be
a
miserable
failure.
The
the
solicitation
actually
requires
them
to
work
with
other
departments
and
entities,
everything
from
schools
who
are
our
customers
to
parents,
but
also
special
education,
athletics
office
of
school
performance,
etc.
So
budget
finance
so.
A
T
L
T
And
so
once
prospectively,
should
the
board
approve
this
contract
today
then,
there's
obviously
a
document
exchange.
You
know
we
have
to
actually
formally
enter
into
a
contract
and
exchange
all
that
legal
paperwork,
but
soon
thereafter,
we'll
have
a
kickoff,
essentially
a
kickoff
meeting,
it's
much
more
than
just
to
get
to
know
each
other.
It's
really
to
develop
a
schedule,
develop
contact
points,
develop
a
list
of
information
or
going
to
we're.
Gonna
have
to
do
a
lot
of
data
dumps
on
them,
so
we're
gonna
have
to
understand.
You
know
what
their
data
requests
are.
A
T
I
say
it's
a
kickoff
meeting:
it's
just
not
a
a
one-time
event.
So
if
you
do
not
get
the
kickoff,
it's
almost
like
designing
a
building.
If
you
don't
design
it
right,
haven't
helped
you
trying
to
construct
it
and
have
it
last
for
50
years.
So
we
want
to
purposely
go
a
little
intentionally
slow
at
that
initiation
phase
to
make
sure
that
we
understand
the
project
that
we
have
the
right
resources
available,
that
they
have
the
contact
information
for
the
right.
T
You
know,
touch
point,
folks,
etc
and
then
from
there
it's
not
sort
of
like
a
linear
project
from
there
it's
going
to
branch
out,
because
again
they
it's
not
going
to
be
a
one-man
team.
They
do
have
a
team
of
individuals
with
different
subject
matter
expertise,
so
they
will
branch
out
then
and
begin
working
more
discreetly.
So
here
at
the
central
office,
we're
going
to
be
operating
a
little
bit
like
air
traffic
control.
Does
it
BWI
we're.
Q
M
T
F
Just
once
again
wanted
to
say
thank
you
for
this.
I
know
that
this
is
something
that
a
lot
of
us
have
desired
for
some
time,
and
this
is
a
wonderful
moment.
I
just
had
one
very
small
question,
just
because
I
don't
I,
remember
the
scope
and
I,
don't
remember
all
the
milestones
within
that
need
to
be
accomplished
within
the
the
work
period
or
is
there
any
opportunity
for
they're
going
to
be
reporting
to
you?
T
Typically,
not
because
again,
the
the
work
product
starts
narrow
and
then
goes
wide
and
it's
got
to
because
of
function
in
time.
So
it's
goes
winders
a
lot
of
activities
all
happening
at
the
same
time
and
then
it's
sort
of
brought
back
together
in
terms
of
the
the
final
product.
So
we're
going
to
be
watching
those
discrete
elements
to
make
sure
that
they
at
the
time
liner,
is
about
there's
about
eleven
phases
to
this
project
and
we're
going
to
be
holding
projects.
Progress,
meetings
with
them
and
the
timelines
are
two
directional.
Remember.
A
T
Mean
obviously
they
they
have
to
hit
their
timelines,
but
they're
relying
upon
us
hitting
our
timelines
too.
So
we're
going
to
deliver
information
timely
or
in
the
right
format,
or
give
them
access
to
the
right
individuals
or
functions
here
within
the
school
district.
So
it's
more
of
a
collaborative
effort
to
make
sure
that
we
hit
those
timelines.
F
Supported
me
yes,
and
so
I
assumed
that
we
would
have
their
FLE
say
like
bowel
schedules
or
anything
that
they
would
produce
as
a
recommendation
or
scenario
would
be
given
to
us.
It
looks
like
with
enough
time
for
us
to
then
to
then
add
to
if
we
needed
to
or
amend
the
the
budget
that
allows
for
that
timing,
correct.
T
It's
it's
our
understanding
that
the
board
wanted
it
after
the
delivery
of
the
superintendent's
budget
and
basically
coterminous
when
you're
going
to
be
holding
your
your
workshops
and
your
hearing
so
you're
going
to
have
ample
time
with
it
in
your
hands
to
arrive
at
any
amendments
or
anything.
You
wish
to
do
during
the
the
latter
part
of
January
and
into
February
very.
E
Yeah
one
more
question:
after
after
those
questions,
it
came
to
mind
so,
based
on
the
milestones,
are
there
opportunities
for
you
to
receive
information
and
perhaps
identify
an
area
where
you
you
might
build
the
superintendent
might
build
into
his
budget?
In
other
words,
the
final
won't
come
till
January.
But
if,
if
information
comes
out
of
this
consultation
that
oh,
we
need
to
be
doing,
this
is:
do
you
foresee
that
as
a
potential,
so.
T
Q
T
Order
to
arrive
at
that
we've
kind
of
put
the
budget
in
the
can
a
little
bit
ahead
of
that
schedule.
So
I'm
not
sure
how
many
of
those
actionable
things
will
be
fully
flushed
out
with
fiscal
notes
and
when
whatever
else
might
be
required
by
the
time,
we
have
to
put
the
wrap
on
the
superintendent's
version
of
the
report
so
to
the
extent
that
that
were
aware
of
things
and
can
wrap
our
arms
around
them
and
price
them
accordingly,
etc.
T
F
B
Okay,
thank
you,
mrs.
Ellis,
seeing
no
further
board
questions
at
this
time.
We
could
do
any
summary
comments
momentarily
I'd
like
to
defer
to
public
comment.
If
that's
okay
and
we
have
one
card
initially
and
that's
Lisa
Van
Buskirk-
and
if
there's
anybody
else
who
would
like
to
speak
on
the
student
transportation
consultant,
please
feel
free
to
come
forward
now.
P
Hello
again,
Lisa
Van
Buskirk
start
school
later
in
Arnold
County,
when
I
saw
the
meeting
stuff
posted
on
the
website
with
the
name,
I
started,
googling
them
and
I
was
pleasantly
surprised
because
I
don't
know
all
the
transportation
consultants
that
are
out
there.
But
when
I
was
looking
at
some
of
the
reports
for
Calvert
County,
for
instance,
that
they
did
in
2017
and
then
some
of
the
smaller
districts
they
did
where
they
did
very
comprehensive
reviews
but
included
elements
of
transportation.
P
It
looked
like
they
can
offer
you
some
solid
recommendations
and
recommendations
for
things
you
a
see
PSO
as
well,
and
things
that
can
be
improved
upon
and
taken
together
with
the
2007-2014
in
the
upcoming
2020
or
so
office
of
legislative
audit
recommendations.
I
think
that
we'll
really
be
able
to
move
a
CPS
as
transportation
to
be
the
best
in
the
state,
particularly
from
the
covered
counties,
recommendations.
P
Some
things
that
stood
out
for
me
that
I'm
hopeful
they'll
be
able
to
address
for
a
CPS
is
a
recommendation
in
Calvert
County
to
use
GPS
track
software
compared
route,
expenditures
versus
actual
time
and
mileage
data,
optimising
bus
routes,
assignments,
monitoring,
non
performance
of
bus
routes,
developing
an
optimized
set
of
regular
routes
with
the
existing
belt
times,
or
hopefully
the
goal
bell
times
to
assess
the
level
of
inefficiency.
In
a
Halifax
Virginia
report,
they
specified
a
ridership
goal
of
75%
for
their
buses.
P
Anyways
community
calvert,
consider
options
for
merging
your
exchange
rates
and
considering
the
use
of
smaller
buses
for
low-density
routes
that
exist
following
optimization
and
observe
normal
operations
of
school
buses
on
school
grounds,
at
least
weekly,
to
ensure
compliance
to
safety
and
standards,
as
outlined
in
a
person's
mail
bubble
of
luck.
So
there's
some
very
detailed
recommendations
that
they
gave
to
Calvert,
County
and
so
I
expect
the
same
level,
if
not
more
detail
for
Anne
Arundel,
County.
So
I
think
that
will
be
a
great
thing.
P
I
was
also
incredibly
pleased
in
the
frequently
asked
questions
addendum
to
the
bid
documents.
The
question
about
school
hours
specified.
The
response
was
that
all
schools
start
and
end
between
8
a.m.
and
4
p.m.
and
I
think
that
is
a
great
start
and
so
I
look
forward
to
any
modifications
that
they
may
recommend
recommend
based
on
that
and
the
orange
ribbon
for
healthy
school
hours,
which
has
no
elementary
school
before
8
and
no
middle
school
or
high
school
before
8:30
that
MSDE
could
award
to
us.
So
thank
you
very
much.
B
B
Q
B
C
B
K
B
F
Turned
off
my
mic
instead
of
turning
it
on
I
wanted
to
say
that
this
list
of
appointments
is
very
impressive
and
I
just
had
one
ed
one.
Actually,
I,
don't
really
like.
My
question
was
answered
in
my
review.
Sorry
I'm
so
I
did
I
did
want
to
say
that
it's
very
impressive
and
I'm
excited
about
these
and
I
think.
My
question
is
actually
in
the
next.
The
next
agenda
item
so
I'll
just
leave
it
there.
Thank
you
so
much.
Okay,.
L
Just
a
comment:
I
I
really
appreciate
this
recommendation.
Doctor
a
lot
Oh
after
visiting
schools,
I
did
not
I
took
for
granted
the
importance
of
especially
the
assistant
principals
to
the
principal
into
the
to
the
individual
schools.
This
list
is
incredible:
the
what
I've
read
about
the
individuals
I
want
to
congratulate
you
guys
for
your
hard
work
and
totally
definitely.
B
M
K
B
F
Think
you're
just
a
comment,
so
I
was
looking
through
this.
You
know
it's
always
sad
when,
when
people
leave
and
I
did
notice,
some
some
striking
things
so
it
looks
like
60%
of
our
regular
resignations
are
going
to
be
teaching
elsewhere
and
and
that's
made
up
of
various
components
and
in
state
I
would
say
private
schooling,
etc
and
I'm.
Just
sad
that
you
know
folks
choose
to
leave
some
of
them
with
a
fair
number
of
a
fair
amount
of
experience,
36
percent,
36
percent
of
them
teaching
in
another
Maryland,
County
and
so
I've
said
before.
F
F
Responsible
for
that,
including
our
County
Council
and
our
County
Executive,
but
this
also
eliminates
for
me
the
continuing
work
that
we
need
to
do,
and
the
importance
of
pay
and
equity
and
making
up
dock
steps.
I
I,
don't
assume
for
a
second
that
that
is
the
specific
reason
for
any
of
these.
But
I
want
to
reaffirm
my
commitment
to
to
working
on
that
and
and
getting
that
resolved
in
the
upcoming
year.
Thank
you.
Thank.
G
A
question
dr.
lado
on
some
of
these
when
it
shows
like
a
resignation,
its
we
have
a
column
that
says
total
experience,
and
then
we
have
one
that
says
a
ACPs
experience
and
some
of
the
a
ACPs
experience
shows
zero
time.
So
were
they
actually
employee
and
didn't
work
for
us
at
all?
So
they
may
have
accepted
the
position
and
got
a
offer
at
another
location
and
they
turned
our
stand
before
they
even
started
correct.
J
G
B
Any
further
questions
from
the
board
for
comments
I
would
be
remiss
I
see.
There
are
two
of
our
athletic
directors,
one
moved
to
Florida
Dave
Lanham
from
Smyrna,
Park,
High,
School,
and
then
a
retirement
of
Kent
as
Merrik
from
from
broad
neck
high
school.
Both
led
solid
contributions
to
the
athletic
program
for
this
county
and
I
just
want
to
publicly
thank
them
as
well
as
one
other
retirement
and
that's
Pam
Joukowsky,
who
those
of
us
who
were
appointed,
went
through
the
school
board
nominating
or
school
board.
E
K
Q
B
C
B
F
Yes,
I
have
I,
have
quite
a
few
actually
so
bear
with
me
heron
before
I
get
into
them.
I
want
to
say
that
you
know
this
is
my
first
rodeo
with.
F
With
selecting
members
for
the
CAC,
and
so
just
bear
with
me,
because
I
I
do
have
a
lot
of
questions,
but
before
I
get
to
these
I'd
like
to
thank
Diane,
it
was
how
actually
for
requesting
receiving
all
the
applications
per
the
board
policy.
The
board
has
the
final
oversight
and
management
of
the
CAC
and.
F
And
the
board
shall
make
the
final
determination
for
membership
upon
the
consideration
of
the
recommendations
of
the
screening
committee
and
therefore
I
truly
felt
that
it
was
our
responsibility
really
to
to
have
all
the
application
materials
in
hand.
So
I'm
grateful
for
that.
I,
don't
know
who
to
direct
these
questions
to
since
no
one's
sitting
up
there
at
all
I.
B
F
B
F
F
Okay
and
I'll
try
my
best
all
right,
Thank,
You,
Terry
I,
appreciate
that
so
I
guess
I
know
we
have
some
goals
in
mind
when
filling
these
seats,
and
so
do
you
remember
what
some
of
those
goals
were
when
recommending
members
I.
B
B
But
but
there
were
a
number
of
these
parents
who
noted
that
on
their
application-
and
forgive
me
for
not
knowing
the
exact
number,
but
that
was
something
that
that
was
a
focus
given
the
increased
conversation
around
that
that
broader
topic
or
what
I
just
call
a
broader
topic
at
this
point.
So
that
was
one
I
I
know.
With
regard
to
the
military.
There
was
some
increased
emphasis
on
that,
not
just
with
the
military
representative,
but
there
there
was
another
through
and
forgive
me
for
not
remembering
the
exact
system
or
feeder
system.
That's.
A
Q
B
Is
is
always
difficult
to
define
and
and
I
think,
probably
that
third
category
was
diversity,
diversity
to
the
extent
possible.
Among
the
applicants
that
were
presented
to
us
and
and
again
that
could
mean
a
number
of
things:
the
diversity
in
in
what
was
presented
to
us
on
the
application
by
way
of
backgrounds,
professional
backgrounds,
parents
who,
while
they
may
represent
an
elementary
portion
of
a
feeder
system
or
secondary
portion
of
a
feeder
system.
B
Parents
who
had
multiple
children
who
could
speak
to
needs
and
broader
needs
as
necessary
that
that
came
up
in
the
discussion
and
by
no
means
at
all
was
was
that
a
determining
or
final
determining
factor.
But
but
I
would
say
it
was
a
robust
conversation
in
full
disclosure.
I
only
knew
of
one
applicant
personally
I
did
not
know
any
of
the
applicants
on
a
personal
basis
and
I
want
to
say
that
that
was
the
case
with
the
others
who
were
engaged
in
in
the
this
election.
F
Thank
you
for
that.
The
regulation
also
states
I'm
going
to
quote
here
that,
in
order
to
ensure
that
all
nominations
are
considered
to
accomplish
the
intended
purpose
to
comprise
an
executive
committee
that
is
balanced
and
diverse
in
every
sense,
then
the
sentence
goes
on,
but
that
that's
the
phrase
I
want
the
verse
in
every
sense,
and
so
in
looking
at
some
of
the
applications
specifically
to
Chesapeake
cluster,
which
we
all
know
has
had
multiple
incidents,
the
bias,
racism,
anti-semitism,
etc.
F
B
Don't
recall
specifically
I
know
that
that
was
of
course,
I
was
near
and
dear
to
me
at
least
the
the
military
background,
but
I
again,
I,
don't
know
that
that
was
the
only
qualifier
and
and
I
can't
say
with
100%
certainty,
because
I
and
again
I
don't
have
the
list
of
the
others
in
front
of
me,
I'm.
Just
looking
at
the
the
list
of
the
recommendations.
B
F
B
F
F
Looking
at
the
list
of
recommended
applicants
and
I,
you
know:
I
read
all
the
applications
and
to
speak
of
their
careers
at
religious
institutions
under
the
same
sort
of
umbrella
of
a
singular
religion
and
I'd
also
noticed
that
there's
at
least
one
other
applicant
who
wasn't
recommended,
but
is
quite
possibly
down
by
the
school
system
because
of
the
multiple
anti-semitic
incidents
or
children
of
witnessed
or
been
a
victim
of.
It
happens
to
be
part
of
a
different
religious
group
and
religious
minority.
B
G
I
just
have
a
quick
point
of
order,
sure
I'm
concerned
that
we
may
be
getting
into
personnel
issues
when
we're
talking
about
a
specific,
even
though
the
names
not
being
shared
we're
getting
into
a
specific
person's
application.
I
just
want
us
to
be
careful
when
we
go
into
that
that,
if
we're
getting
into
specific
applications
and
why
one
person
was
chosen
over
another
something
we're
moving
into
personnel
territory
on
I,
think
I.
F
That
doesn't
mean
we
I'm
not
suggesting
or
nor
am
I
moving
at
any
point
in
time,
nor
do
I
plan
to
to
adjust
the
list,
but
I
think
it's
part
of
our
responsibility
to
to
be
thoughtful
in
our
in
our
selection
and
not
just
handed
a
list
of
names
and
told
to
get
on
with
it.
Had
we
got
have
we
done
that
and
not
gotten
the
application
materials
literally,
all
we
would
have
is
a
list
of
names
and
their
and
their
cluster.
F
B
During
the
meeting
and
again
I
would
just
say
again,
a
full
public
disclosure
and
for
the
board
for
the
public.
I
only
knew
one
of
the
individuals
and
again
I
did
not
know
any
of
the
other
names
among
either
those
who
were
selected
to
be
recommended
to
the
board
or
among
those
who
did
not
make
the
cut
so
to
speak.
A
B
B
No
individual
was
disqualified
because
of
again
just
the
best
of
my
recollection.
At
this
time
no
one
was
mentioned
specifically
and
and
and
because
of
that
disqualified,
III
I,
don't
believe
anybody
I
can't
speak
for
the
others,
but
I
don't
know
one
said:
I
I
really
know
this
person
I
really
like
them
or
I.
Don't
know
this
person
all
right,
I,
really
I,
know
this
person
and
I
don't
like
them.
Sure.
F
F
F
If
they
stopped
me
on
the
street.
But
that
way
we
would
know
for
sure,
because
there
is
more
to
diversity
than
gender
and
ethnicity,
including
representation
from
one
more
than
one
family
of
religions,
education,
family
structure,
social,
economic
status,
ability
and
otherwise
and
again,
if
additional
open-ended
questions
were
to
be
added.
We
might
know
for
sure
if
we
have
a
heterogeneous
committee
or
not,
and
so
I
would
like
to
officially
request
that
we
add
this
policy
and
its
regulation
to
I
know.
C
Thank
You
Michelle
Haim
for
the
reiteration
for
the
benefit
of
the
public,
as
I
noted
in
my
monthly
report
at
our
last
business
meeting.
This
is
one
of
the
items
that
is
on
the
list
for
consideration
for
next
year
and
will
be
finalized
and
is
duly
noted.
I
also
just
wanted
to
say
that
I
was
a
little
concerned
with
it.
C
C
Reading
a
parsed
selection
of
a
couple
applications
without
their
presence,
and
you
know
for
for
knowledge
that
we
were
going
a
little
bit
further
I
would
think
the
applicants
probably
would
want
to
know
that
there
was
another
vetting
process
to
at
least
have
presence,
if
not
an
understanding
of
it.
But
it's.
C
Approval,
if
I
may
finish,
be
sure
that
I
I
was
the
one
to
happy.
I
would
just
like
to
say
that
I
think
advance
notice
would
have
been
appropriate.
I'm,
not
saying
that
we
shouldn't
do
our
due
diligence,
but
I
think
that,
in
fairness
of
all
the
applicants,
if
I
just
heard
one
or
two
being
parsed
out
I
would
kind
of
be
like.
What's
going
on,
I
would
sound
actually
worse
than
what
has
has
been
occurring
in
Prior.
So
we
can
probably
address
some
of
the
policy
in
that
regard.
C
L
B
B
B
Discussion
on
this
motion,
which
is
a
reception
for
the
CAC
members,
seeing
seeing
nothing
specific
to
that
I
think
these
other
lights
were
for
the
broader
vote,
mrs.
Howe
that
miss
Antoine's
motion
has
been
moved
and
seconded
for
the
board
to
sponsor
a
reception
and
will
define
the
sort
of
the
general
meet-and-greet
when
we
can
define
some
of
the
rest
of
that
offline.
Okay,
would
you
please.
K
G
G
I
generally
don't
know
or
only
know,
one
or
two
of
the
people
that
apply
I'm,
always
so
impressed
with
the
qualifications
and
the
passion
for
parents
to
be
in
there,
and
it's
always
a
difficult
choice,
because
there's
a
very
large
number
of
very
good
people.
That
really
can
then
can
give
us
a
lot
in
turn.
Reading
these
applications
this
year
was
no
different.
G
I
also
want
to
stress
that
I
know
our
Department
of
family
partnerships,
the
people
that
are
not
selected
for
the
CAC
before
whatever
reason
they
keep
them
on
a
list
and
they
call
them
for
other
things
throughout
the
year.
So
they're
asked
to
apply
for
perhaps
kayak
or
the
international
students
or
any
other.
You
know
focus
groups
or
things
we
may
have.
They
keep
them
on
hand
because
they
know
these
are
people
who
want
to
be
interested,
so
they
are
not
discarded.
B
Okay,
thank
you.
Miss
Alvey,
any
further
board
questions
at
this
point
on
on
the
the
main
motion,
which
was
the
the
filling
of
vacancies
at
this
point,
do
we
do
I,
don't
think?
There's
public
comment,
no
okay!
This
is
how
this
is
a
vote
on
item
seven
point:
zero:
five
filling
the
vacancies
on
the
executive
committee
of
the
countywide
CAC.
Would
you
please
call
the
roll.
K
B
J
B
K
B
B
A
F
And
I
sincerely
apologize
if
this
was
my
oversight,
always
lots
to
read
and
I
try
to
read
every
word
as
you
all
know,
but
it
says
that
the
contract
was
provided
electronically.
It
was
that
to
us
and
did
I
just
space
it
do
we
have
a
copy
of
the
contract
for
which
we
are.
A
L
Mine
is
just
a
comment.
Congratulations
well
deserved
the
work
and
our
partnerships
for
our
charter
schools.
It's
just
incredible.
I
monarch
Academy,
is
one
of
the
schools
that
I
hear
the
most
about
actually
in
terms
of
our
charter
schools
that,
of
course
the
Chesapeake
science
point,
but
the
work
you
all
are
doing
in
the
partnerships
that
we're
doing
within
our
system
as
it's
completely
commendable
and
I'm
excited
to
vote
for
this
agreement.
Thank.
U
B
F
K
K
B
A
V
The
record
Jeanette
words
he's
legislative
and
policy
counsel.
Dr.
McMahon
and
I
just
have
one
slight
recommendation
to
the
title.
Just
for
further
clarification.
We
would
recommend
that
we
add
academic
in
front
of
opportunities.
So
then
the
title
would
be
academic
opportunities
for
students
just
for
clarifying
okay.
Q
C
B
F
Have
one
quick
question
and
I
don't
know
I,
don't
know
if
we
generally
see
this
or
not
after
we
approve
of
this,
but
it's
are
the
regs
that
that
go
along
with
us
and
I
know.
We
only
really
look
at
it
as
a
courtesy
or
whatever,
but
can
we
see
them
once
you
all
have.
V
B
B
V
B
B
V
D
D
Q
V
To
everyone,
so
this
policy
is
a
new
new
ish.
It's
an
technically
new
policy
in
accordance
with
new
state
law
and
the
state
model
policy
on
behavioral
threat
assessment.
Okay,
a
lot
of
this
context
in
this
policy
was
already
in
GA
D,
which
is
why
we
brought
it
back,
even
though
we
looked
at
it
last
year,
so
we
pulled
out
the
vast
majority
of
the
information
from
GA
D
and
created
J
n.
So,
yes,
we
have
a
behavioral
assessment
teams.
V
P
V
State
model
policy,
so
we're
kind
of
ahead
of
the
game,
and
so
the
you
know
the
new
requirements
established
by
the
state
we
added
in
there,
but
we've
already
been
moving
in
that
direction,
and
dr.
lotto
and
Vine
Moglen
and
Kelly
Anderson
were
part
of
the
state
statewide
team
that
established
the
state
model
policy.
So
we've
been
very
involved
and
we're.
Basically,
you
know
a
leader
in
the
state
on
this
issue.
That's.
L
V
So
the
definitions
are
in
accordance
with
the
state
definitions.
For
the
most
part,
you
will
find
on
page
two
when
you're
talking
about
transient
flash
low
risk
threat,
serious
substantive,
/,
moderate
risk
threat
and
very
serious
substantive
/
high
risk
threat.
The
reason
why
those
are
have
sort
of
two
names
is
because
we,
as
a
school
system
defined
them
called
them
one
thing,
but
the
state
is
calling
them
something
else,
even
though
the
definitions
were
substantially
the
same,
so
we
want
it.
V
We
didn't
want
to
have
to
change
the
terms
and
something
that
we've
been
used
to
referring
to
as
a
school
system
and
our
staff.
So
we
just
kind
of
included
the
state
reference
to
these
types
of
threats,
but
yes,
they
are
in
accordance.
So
it's
what
with
what
is
in
the
state
model,
policy
and
behavioral
threat,
assessment
and
state
law.
Thank.
L
You,
madam
and
then
I
have
a
second
question
about
contacting
authorities
outside
of
the
school
system
I'm
looking
here
and
scanning,
but
I've
read
last
night
there
was
an
option
for
a
staff
member
to
contact
police
authorities
or
authorities
within
the
county
directly
if
they
were
unable
to
report
to
a
principal
or
someone
else
in
the
ethic
at
for
his
designee.
So
to
speak.
M
M
B
Thank
you,
miss
antwine,
any
further
board
questions
or
comments
at
this
point.
Any
public
comment
seeing
none.
We
will
be
back
on
third
reading
with
this
policy
in
August
great.
Thank
you.
So
much
will
now
proceed
with
our
first
reading
calendar.
But
before
doing
so,
just
a
logistical
details,
just
conferring
with
with
dr.,
are
a
lot.
Oh
I
know
we're
going
to
have
some
questions
on
on
these
next
two
policies
that
are
on
our
first
reading
calendar
but
I,
don't
think
we're
going
to
be
too
terribly
long.
B
V
V
We've
also
removed
references
to
bias
in
the
policy
and
regulation,
and
these
particular
references
have
been
moved
to
a
newly
establish
policy
which
I
will
be
discussing
that
we've
emphasized
in
the
policy,
a
ACPs
commitment
to
prohibiting
bullying
cyber
bullying,
harassment
and
intimidation.
Some
key
revisions
to
the
regulation
include
updated
definitions
to
bullying
harassment,
intimidation
and
retaliation,
clarification
in
the
procedures
across
reference
to
the
new
bias,
behavior
and
language
policy,
and
the
policy
would
be
on
our
website
for
30-day
public
comment
period.
We
are
happy
to
answer
any
questions.
G
B
L
Am
completely
excited
that
this
policy
has
come
to
the
forefront
and
so
that
we
can
really
introduce
the
considerations
from
our
parents.
The
reporting
that
you
all
have
done
over
the
last
few
months
and
the
real
need
within
our
system
to
mitigate
bullying
concerns
intimidation,
harassment
or
otherwise
in
our
system.
Thank
you
very
much.
Thank
you.
A
special
thanks
to
a
policy
committee
for
ensuring
that
we
got
this
up
front
and
early
before
the
start
of
the
next
school
year.
I
did,
though,
of
course,
have
some
concerns
and
questions.
L
My
real
concern
is
often
we
don't
get
responses,
but
I
can
tell
you
there
are
concerns
out
there.
We
need
to
I
I
want
to
plead
to
our
public
to
comment
on
this
help
us
to
understand
what
those
needs
are,
especially
our
students.
Let
us
know
what
your
needs
are.
I
know
it's
your
summer,
I
know
what
I
did
through
my
summer,
but
take
the
time
please,
and
it
was
not
reporting
to
my
board
so,
but
please
sincerely
seriously.
This
is
a
critical
policy
for
our
school
system.
L
It
is
a
tool
that
helps
us
to
manage
something
that
is
compromising
academic
success
in
our
schools.
The
questions
that
I
would
have,
though,
actually
was
in
regulations.
If
that's
okay,
I
noticed
that
we
are
adding
back
the
pattern
of
behavior
and
for
many
of
our
students
that
have
talked
to
me
and
some
of
the
some
of
my
readings
and
studying
studies
thanks
to
miss
hours
and
others
that
have
been
working
diligently
on
this
subject
matter.
L
L
I
appreciate
that
so
I
understand
being
unaligned
with
the
state,
but
there
are
circumstances
where
these
things
occur.
One
time
and
it's
severe
enough
to
be
considered
part
of
these
categories
right.
It's
not
necessarily
a
pattern.
We
understand
that
in
sadness.
Could
we
then
rephrase
nothing
regulations
doctor
a
lot
of
us?
That's
your
spot,
but
if
we're
going
to
update
the
policy
to
say
considerations
of
patterns
of
behavior
rather
than
saying
this
is
if
it
is
not
a
pattern,
then
it's
not
one
of
these
categories.
Yeah.
V
And
we
can
look
at
that
because,
as
if
you
look
on
page
two
you'll
see,
bullying
has
a
like
even
more
specific
definition:
cyber
bullying,
harassment,
imitation,
which
don't
necessarily
focus
on
a
pattern.
So
if
we
can
all
look
back
to
see
if
we
can
just
stick
that
to
bullying,
because
even
though
it
may
not
meet
the
state's
definition
of
bullying,
it
would
could
still
be
considered.
Harassment
and
intimidation
so
we'll
go
back
and
look
at.
L
F
I
am
delighted
about
this.
I
was
looking
forward
to
this
for
quite
a
while.
This
is
a
heavy
lift,
and
so
overall
I
am
thrilled.
F
I
am
so,
and
thank
you
because
you
know
you
know
that
a
lot
of
this
is
you,
so
you
know
thank
you
for
for
doing
this
work
as
you
do
on
all
of
our
policies
and
regulations
that
come
before
policy
committee,
I've
already
started
to
receive
just
a
few
little
questions
from
the
public,
and
so
I
just
wanted
to
go
through
them,
hopefully
fairly
quickly,
regulation,
page
to
the
top
of
that.
It
lists
you
know,
person,
person
or
group
of
persons,
and
then
you
know,
there's
a
long
list.
F
V
Yes,
this
comes
directly
from
the
state
policy
model
policy
on
bullying.
So
this
list
here,
and
so,
if
you
see
in
the
bias
policy
regulation,
we
do
cover
ethnicity
in
there,
and
so
the
language
comes
like
verbatim,
except
for
homelessness,
which
I
added,
because
that
in
the
state
of
Maryland,
it's
considered
a
bias
and
could
be
a
hate
crime
and
so
I
added
that
jail
line
with
state
law.
But
that's
that
came
from
this
date.
But
we
can
certainly
look
at
that.
F
F
V
No
that's
a
great
question,
it's
funny,
because
I
was
looking
at
it
yesterday
when
I
start
second-guessing
myself
sometimes
so.
This
is
a
student
policy
for
student
behaviors,
it's
in
the
student
section
and
that's
why
we
specifically
point
out
students.
However,
let
me
see
if
I
can
find
the
page.
There
is
a
reference
to
reporting
bullying
by
a
CPS
staff,
volunteers
or
other
third
parties
to
our
office
of
investigations
in
the
regulation.
V
V
Yes,
bottom
of
page
seven
right
and
so
that
discusses
alleging
complaints,
alleging
bullying,
cyber
bullying,
harassment,
intimidation
by
a
a
CPS,
employee,
volunteer
or
other
third
party
shall
be
referred
to
the
office
of
investigations
for
appropriate
action.
And
then,
if
you
see
the
I
believe
we've
yeah,
we
can
what
we
can
do
then
to
further
clarify
that
is
cross-reference.
The
personnel
policy
which
I'm
blanking
on
I
think
it
G,
AGG
and
I
think
AC
talks
about
non-discrimination
or
maybe
that
one
goes
in
jail.
F
F
E
Hi
there
excuse
me:
I,
have
a
few
questions
that
I
don't
know
about
if
it's
appropriate
or
an
opportunity
to
address
in
the
policy
or
the
regulation,
but
I
want
to
bring
them
up
to
just
I
guess
get
your
input
and,
and
these
questions
are
based
on
patterns
that
I've
seen
based
on
what
parents
have
concerns
they've
expressed
to.
M
E
Going
back,
I
just
want
to
clarify
going
back
to
miss
antwine
question,
because
one
of
the
concerns
I
have
heard
about
frequently
is
an
incident
happens
and
a
student
reports
it
and
if
it
is
considered
bullying,
it
goes
on
a
bullying
report
and
then
it
goes
through
that
channel
and
then
it
could
be
a
one-time
incident
and
then
it's
handled
differently
sort
of
more
in-house.
That's
my
understanding,
that's
what
I've,
but
intimidation
could
fall
in
that
category.
Therefore,
it
could
go
on
this
report.
E
Correct
yes,
so
anytime,
a
student
has
an
incident
where
they
have
felt
intimidated.
This
is
the
channel
that
their
reporting
would
take
correct.
Am
I
understanding
that
correctly?
Yes,
okay,
so
in
other
words,
if
it
in
a
case
where
that's
not
happening,
it's
a
matter
of
educating
the
administrator
on
the
proper
procedures.
A
V
Parents
and
students
have
the
ability
to
go
online
and
do
the
bullying
report
themselves
so
and
that's
in
the
reporting
process
of
the
regulation
which
speaks
to
you
know
the
student
may
do
it
and
I
think
it's
on
the
top
of
the
procedures.
What
talks
about
who
has
the
page
for
there
under
procedures,
so
state
law
provides
that
a
student,
a
parent
guardian
or
close
adult
relative
of
the
student
or
school
staff
member
can
report.
Q
E
E
E
S
Q
S
About
parent
conference
contact
minimal
consequences,
but
at
least
they're
being
educated
about
what
they're
doing
okay
you're
talking
about,
say:
sexual
harassment,
victim
and
fear,
you're,
teetering
at
level
three
fours
and
five
of
removal
for
the
alleged
offender.
So
I
don't
know
where
and
how
the
parents
of
the
victim
may
be
in
their
process
and
who
it
is
that
you're
talking
about.
But
we
have
instances
like
that.
We
would
not
communicate
an
extended
suspension
to
a
victim's
parents.
A
great
all.
S
If
something
required
a
restoration,
a
community
circle,
our
restorative
practice
or
community
conferencing
and
the
agreement
from
the
victim
and
the
offender
was
to
come
together
as
families
and
express
their
concerns
about
what
occurred.
Then,
of
course
they
would
know
the
outcome
and
that
would
speak
to
the
lower
level
tiers
of
intervention
or
multi-tiered
systems
of
support.
But
when
you're,
looking
at
your
higher
levels
of
discipline,
I
think
that
in
some
of
the
instances
of
feedback
you
may
be
receiving,
they
may
not
see
that
child
anymore
in
that
building.
S
The
student
may
have
had
to
be
administratively
transferred
and
possibly
excluded
for
a
period
of
time.
But
to
that
we
are
not
able
to
discuss,
you
know
their
discipline,
but
those
would
be
circumstances
where
I
think
that
the
parent,
the
clarity
but
I
think
customer
service,
we
always
say,
goes
a
long
way
and
if
parents
the
victim
especially
and
their
rights
you.
Yes,
they
have
the
right
to
know
that
something's
being
done,
but
the
specifics
to
that.
But
if,
depending
on
the
level,
they
would
probably
end
up
knowing
I'm.
E
Right
and
I'm
not
suggesting
the
specifics.
In
other
words,
you
you
don't
say
well,
yes,
johnny
was
suspended,
you
say
well,
you
reported
this
we've
investigated
according
to
our
Student
Code
of
Conduct.
This
is
how
we
handle
that
and
we
are
following
the
code
of
conduct.
You
haven't
said
specifically
what
the
consequence
was
for
Johnny,
but
you
have
assured
that
family
that
something
still
there
has
been,
or
you
know.
E
P
A
S
E
E
Let
me
get
organized
a
sample
or
I
mentioned
in
a
case
that
came
in
a
lot
back,
but
it
was
a
student
who
had
gone
through
some
some
trauma
due
to
another
student's
actions.
It
was
bullying
and
I
guess
they
went
through
the
the
process
and
consequences
occurred
according
to
the
Student
Code
of
Conduct
and
then
all
of
a
sudden
done,
and
these
two
students
are
still
in
classes
together.
E
Q
S
I,
don't
know
where
or
how
we'll
take
it
back.
Supervisors
are
behind
me
in
terms
of
how
that
would
be
structured,
what
it
would
look
like,
but
our
goal.
If
they
cannot
be
remedy,
they
shouldn't
be
back
together,
but
the
victim
is
not
the
one
that
moves
it's
the
offender
and
if
it
was
that
severe,
you
know
again
without
having
investigation
notes
or
knowing
what
occurred
you
know,
but
if
the
child
still
left
feeling
that
way,
then
of
course
we
would
need
to,
by
the
other
supports
for
that
student.
S
E
W
U
Was
gonna
say
also
many
times
themselves
would
put
put
safety
plans
in
place
for
those
students
to
that
can
include
working
with
the
administration
to
figure
out
what's
the
best
support
for
those
students,
but
it
can
include
working
with
school,
counselors,
school
cycle,
social
workers
just
to
make
sure
that
that
student
feels
supported.
But,
like
mrs.
Webb
said
you
know,
we'd
have
to
know
the
details
of
the
situation,
but
definitely
including
so
a
support
plan
would
be,
would
be
helpful.
L
There
was
something
else
that
Miss
Ellis
pointed
out
concerning
updating
the
right
here
in
writing.
How
we
manage
that
I
agree
with
that
wholeheartedly.
We
mentioned
levels
which
indicate
steering
which
indicates
when
this
happens.
This
is
our
procedure
and
forgive
me
a
sliding
of
candy
around
so
when
they,
when
these
things
happen,
you
all
know
what
procedures
to
take
because
you're,
superb
and
you
train
and
develop.
L
However,
if
I
am
the
victim
telling
me,
you
know,
I
heard
you
were
on
it,
just
isn't
good
enough
and
I'm
the
parent
of
that
victim
I'm,
going
to
be
more
aggressive
about
finding
out
what's
going
on,
because
my
child
is
still
hurting,
my
child
is
still
intimidated
or
whatever
the
case
is
so
I
believe
we
should
introduce
that
tearing
structure
that
she
referred
to
in
in
our
regulations,
our
overarching
policy,
so
they
can
see
what
happens
at
level
1.
What
are
those
procedures
and
then
we
can
relate
back
to
them.
L
V
Unfortunately,
we
can't
share
that
information
and
saying
you
know
we
are
addressing
it
in
accordance
with
the
Student
Code
of
Conduct,
which
they
do
have
access
to,
and
so
I
think
that's
on
them,
as
Miss
Swift
was
taking
me,
for
you
know
just
professional
development
and
emphasizing
that
information
which
we
provide
professional
development
throughout
the
year
to
administrators.
So
I
think
that's
something
she's
noted
so
that
the
next
time
she's
before
administrators
at
that's
something
that
can
be
raised
as
feedback,
but
the
tears
are
definitely
intimated
available.
F
L
V
Well,
we
can
look
at
that
and
we
can
talk
to
dr.
Lago.
We
do
reference
on
page
nine
and
dealing
with
the
consequences
that
things
are
just
in
accordance
with
the
Code
of
Student
Conduct.
So
we
can
turn
certainly
chat
with
the
team
chat
with
dr.
Lago.
If
there's
a
better
way
to
clarify
how
that's
communicated
in
the
regulation.
E
Just
getting
you
know
back
into
that
discussion,
I
just
want
to
make
sure
I
I'm
clarifying
that
I
I'm,
not
suggesting
that
we
pull
out
all
that
stuff
code
of
conduct
and
put
it
into
regulation,
I'm,
simply
saying
putting
in
there
counseling
the
victim
on
what
is
in
the
state.
In
other
words,.
E
What
what
happened
to
to
my
bully?
What
what
was
done?
We
can't
tell
you
that's
the
wrong
answer.
I
also,
don't
think
the
right
answer
is
it's
in
the
Student
Code
of
Conduct
I.
Think
the
right
answer
is
just
go
ahead
and
pull
out
the
Student
Code
of
Conduct
and
read
that
part
of
it
with
the
student
as
a
counseling
session,
and
it's
such
a
small
step
and
I
think
it
would
alleviate
a
whole
lot.
So
I
just
want
to
make
sure
I
clarify.
E
B
V
The
office
of
equity
and
accelerated
student
achievement
office
of
EO
compliance
in
the
division
of
student
support
services
are
bringing
policy
Jo
vice
behavior
and
language
before
you
on
first
reading.
This
is
a
new
policy
which
have
been
developed
to
specifically
address
bias
behavior
in
language
ACPs.
V
What's
in
the
current
JCCC,
a
bullying
policy
and
regulation,
and
so
while
it
seems
like
it
could
be,
oh
and
easy
just
pluck
things
out
and
put
them
in
a
new
policy.
No
because
not
everything
applies
to
bullying
applies
to
bias,
and
so
how
the
state
handles
biased,
behavior
and
discrimination
is
different,
and
so
we
really
had
to
go
through
as
a
team
and
look
at,
for
example,
the
definitions.
V
Is
a
protected
class
in
the
state
of
Maryland
and
I
actually
wrote
that
law
many
many
years
ago
when
I
was
in
legislative
services,
so
that
was
included
in
there
and
since
we
chose
to
to
what
the
state
considers
protected
classes.
That's
why
you'll
see
that
particular
list
of
protected
classes
and
also,
as
I
mentioned,
you
know,
bias
behavior
bias
incidents,
while
some
of
it
aligns
with
bullying,
and
some
of
it
may
be
considered
bullying
and
could
be
reported
via
the
bullying
report.
We
also
have
a
bias
incident
report.
V
We
have
a
bias
motivated
a
referral
program
which
students
participate
in
so
I
was
just
really
teasing
all
that
out
and
ensuring
that
it
was
accurately
represented.
So
that's
what
you'll
see
in
the
policy
and
the
regulation
and
so
it'll
be
on
our
website
for
a
30-day
public
comment
period
and
we
can
answer
any
questions.
You
may
have
right.
F
Think
you
again
again
I'm
very
excited
about
this,
this
in
the
last
policy,
I'm,
amazing
and
I'm
delighted
and
thrilled.
Thank
you
to
the
entire
team.
Sorry,
if
I
didn't
reiterate
that
enough
last
time,
y'all
are
wonderful.
Thank
you.
I
have
just
a
couple
quick
questions
on
the
regulation
page
one
under
definitions,
one
a
be
just
like
the
first,
the
other
policy.
If
is
there
a?
Is
there
any
way
we
can
add
ethnicity
to
that
list
too.
Yeah.
V
F
Under
a
disability,
bias,
I
think
personally
and
I
know
I
know
this
is
probably
pulled
from
the
state's
definition,
but
if
we
can
also
reference
not
just
mental
and
physical
but
intellectual
and
emotional
condition
that
that
would
be
wonderful.
That
was
again.
This
is
based
on
feedback
I've
received
and
it's
my
duty
to
be
transparent
and.
F
F
F
Or
intellectual
unemotional,
yes,
thank
you
yeah.
Thank
you.
So
much
look
at
that
for
sure.
I
also
believe
just
like
on
the
first
page
that
ethnicity
bias
should
be
its
own
own,
call-out
or
national,
slash
as
this
the
origin,
so
either
its
own
number,
its
own
classification
or
called
out.
You
know
as
part
of
the
national
origin,
bias
or
nationality.
V
And
we'll
look
at
that,
and
so
the
reason
why
we're
a
little
even
more
specific,
with
this
policy
in
particulars,
because
we're
talking
about
state-recognized,
protected
classes
and
you'll
see
in
the
definition
of
national
origin,
biased
ethnicities
listed
in
there,
but
well
we'll
take
a
look
at
that.
But
so
the
concern
is
always.
You
know
if
it's
something
that's
protected
by
this
day
and
then
we
go
above
and
beyond.
F
I
very
much
appreciate
that,
and
so
this
one
I'm
not
sure
either
but
I.
It
was
brought
to
me
that
maybe
there
should
be
an
other
category.
Definitions
to
include
things
like
and
I
can
type
out
a
list.
I
don't
expect
you
to
like
write
all
this
down
right
now,
but
to
include
child
bearing
characteristics
such
as
pregnancy,
childbirth,
breastfeeding
citizenship
and
immigration.
V
So
again,
because
this
is
these-
are
state
protected
classes,
those
classes
are
not
protected
by
the
state.
However,
we
do
have,
did
you
say,
nursing
or
breasts?
First.
Q
V
F
V
And
so
again,
because
this
is
a
student
specific
policy
not
to
say
that
we
can't
have
you
know
pregnant
students
or
nursing
students,
it's
a
little
bit
more
narrowly
defined.
Then
let's
say
if
you
look
our
anti-discrimination
policies,
that
we
have
on
the
personnel,
so
we'll
go
back
and
look
at
that.
It
might
just
be,
and
I
did
actually
cross-reference
those
policies.
V
In
the
related
entries
yeah
another
which
I
need
to
do
in
the
bullying,
so
like
gee
AGG
and
its
regulation
cover
a
lot
of
probably
covers
a
lot
of
those
things
specifically
which
applies
to
everyone.
But
these
are
very
student
specific,
but
we'll
go
back
and
look
and
chat
with
dr.
Lago
to
see
if
you
could
send
that
list
of
suggestions.
That
would
be
super
absolutely.
F
I
will
and-
and
you
you
did
touch
on
this
in
the
last
one,
but
just
for
transparency
purposes.
I
know,
I,
know
the
answer
this
run's
casket
anyway,
so
why
just
students
and
violation
of
bias
behavior,
but
both
students
and
employees
for
retaliation
and
then
the
the
comment
was
everyone
should
face
consequences
for
bias.
Behavior
the
due
process
would
just
be
different.
So
right.
V
So
this
theme
and
I
will
try
to
find
it
here
too.
So
we
inserted
similar
language
to
the
bias
regulation.
That's
in
the
bullying
regulation
regarding
complaints,
alleging
biased
behavior
language
by
a
a
CPS
employee,
volunteer
or
other
third
party,
which
would
go
to
miss
Smith's
office
of
e
Oh
compliance,
and
you
said
page
four,
so.
F
L
Thank
you
again.
I
want
to
re-emphasize
to
the
public
that
this
is
available
and
you
have
the
opportunity
to
shape
the
final
outcome.
So
please
take
advantage.
These
are
sincere
entities
that
can
our
educational
system
and
it
could
damage
our
students
for
a
lifetime,
not
just
for
those
moments.
So
we
want
to
get
this
right
as
right
as
possible
in
managing
this
I
appreciate
the
team.
That's
sitting
before
me,
I've
been
able
to
work
with
you
guys
over
the
last
few
months
and
you
you
definitely
work
hard
I,
especially.
L
Thank
you
for
the
homelessness.
Note,
homelessness
isn't
just
no
roof
over
my
head.
It
falls
into
so
many
categories
and
to
find
out
that
the
state
of
Maryland
has
protected.
That
class
is
even
more
encouraging.
So
thank
you
for
that
emphasis.
Throughout
both
regulations.
My
only
question
here
would
be
an
understanding
of
parent
reporting,
their
own
page
in
the
center
of
page
five
of
seven
Roman
numeral
five.
L
Basically,
what
I
took
from
that
was,
if
there
is
a
circumstance
where
the
parents
are
unable
to
be
notified,
we
will
move
forward
still.
Is
that
the
proper
interpretation
for
for
this
one
or
is?
Are
there
certain
circumstances
where
the
parents
you've
tried
and
tried
and
tried?
And
parents
just
are
not
responsive
I,
believe
there
were
key
differences
in
I
called
miss
antwine
and
she
didn't
pick
up
the
phone
and
I've
been
trying
to
reach
out
to
mr.
Anton
over
the
last
couple
of
days,
and
we
have
to
move
forward
with
our
investigation.
S
Should
be
a
combination
of
things,
the
goal
is
to
notify
I
mean
they
kind
of
go
hand
in
hand,
but
there
are
some
parents
that
may,
depending
on
what
side
of
the
biased
conversation
your
victim
or
offender,
who
wants
to
talk
to
their
child.
The
goal
is
to
find
out
in
the
moment
once
it's
reported
because
the
more
time
it
is
wasted,
I
hate
to
say
the
less
information
we
can
get
to
make
the
best
determination
word
of
mouth
can
get
around
witnesses.
S
They
take
the
information
and
then
we
may
have
more
of
a
problem,
but
the
goal
is
to
call
the
parent
early
and
often
as
soon
as
they
we
get
word
that
this
is
allegedly
occurred
and
that
the
school
based
team
jumps
in
and
conducts
the
interviews
and
investigates,
and
if
the
parent
is
unable,
then
the
goal
then
again
customer
service,
while
they're
handling
the
case,
then
of
course,
someone
designated
either
the
assistant
to
the
administrator
is
on
that
phone.
You
know
within
the
hour
letting
the
parent
know
look.
This
is
what's
going
on.
S
This
is
what
we
have
to
do.
There
are
certain
instances
where
the
police
with
the
SRO
and
the
school
may
be
involved
based
on
the
information
they
have
and
there's
a
separate
decision
and
process
that
they
have
to
make
all
this
stuff
is
usually
going
on
at
the
same
time,
but
the
goal
is
to
definitely
contact
the
parents
or
guardians
and
to
let
them
know
what
is
occurring
depending
on
what
side
the
child
is
on
in.
With
regards
to
this
particular
policy.
Yes,.
G
Just
want
to
applaud
you
again.
I
know
this
has
been
a
process
over
the
past
year.
This
has
been
going
on
for
a
very
long
time
as
we,
you
know,
waited
for
the
state
to
come
out,
but
also
you
know
to
fine-tune
ours,
and
so
I
want
to
thank
y'all
for
all
the
hard
work
that
it's
finally
coming
together.
I'm
I'm
glad
that
we
are
separating
the
two
out
and
we're
bringing
added
emphasis
to
the
two
and
I
appreciate
all
your
hard
work.
Thank.
C
V
Than
I
will
be
in
that
yes,
so
we
so
the
so
as
miss
hammer
stated,
this
is
something
that
we
had
been
working
on
in
2018.
We
started
kind
of
looking
at
it
and
thinking
about
it
during
the
summer
and
this
fall,
and
then,
when
the
new
board
members
came
on
board,
they
also
expressed
an
interest
that
we
kind
of
held
back
to
kind
of
see
where
the
board
wanted
to
move,
which
was
where
we
were
thinking,
which
was
to
separate
the
the
policy
up.
V
You
know
the
bullying
from
the
bias
and
then
the
issue
of
sexual
harassment
has
come
up,
and
so
the
plan
was
to
also
have
a
third
separate
sexual
harassment
policy,
and
that
is
still
the
plan.
But
given
the
and
Miss
Smith
could
speak
on
this,
if
I
fail
to
include
information
the
way
the
nationally
through
the
state
and
nationally
how
they've
been
moving
to
in
dealing
with
sexual,
her
in
particular,
we
really
wanted
to
just
take
a
little
bit
more
time
over
the
summer
to
work
on
the
sexual,
sexual
harassment
policy
and
regulation
for
students.
V
Now
you
know
we
have
something
in
place
for
staff
that
would
still
technically
you
know,
could
still
fall
under
the
bullying
and
the
bias
policy
and
regulation.
But
we
just
wanted
to
make
sure
we
did
our
due
diligence
and
spending
a
little
bit
of
extra
time
just
because
things
have
been
changing
around
the
state
and
nationally
and
how
this
is
addressed.
V
And
so
we
wanted
to
have
the
most
up-to-date
information,
and
so
the
plan
is
to
have
that
in
the
fall,
whether
it
be
in
the
September
or
the
October
policy
committee
meeting
and
then
I
think
the
set
of
policies
and
regulations
will
be
complete
as
it
relates
to
all
of
these
interwoven
issues.
So
thank
you
for
bringing
that
up.
C
Thank
you
very
much
and
just
on
a
note
to
go
back
to
Michele
Huns
comment
where
she
had
listed
off
a
couple.
Other
considerations
and
I
believe
I
brought
it
up
in
committee,
and
so,
if
we
do
decide
to
incorporate
an
other
category,
I
would
like
to
redress
the
possibility
of
including
political
affiliation
or
non
political
affiliation
we've
seen
at
the
national
level
and
the
media
where,
where
people
get
targeted
for
that,
just
as
significantly
as
as
other,
so
if
it
is
decided,
I
think
that
would
be
a
good
inclusion.
Thank
you
very
much.
B
Q
B
F
One
is
on
it's
the
same
question,
but
once
on
page
8
ones
on
page
14
and
it's
under
status,
and
it
says
that
that
edge
well
for
page
8
for
Hills,
where
it
says
educational
specifications
were
approved
by
the
board,
a
May
15,
and
that
the
professional
services
contract
for
feasibility
study
has
been
submitted
for
approval
at
the
July
10th
2019
board.
Meeting
at
page
14
for
Old
Mill
West
says
something
similar
did
I
miss
something
I,
although
I
thought
I
felt
old
Mel
was
earlier
on
the
agenda.
F
F
Q
B
L
T
T
Foot
of
four
foot
tall,
so
you
go
through
like
a
menu
and
you
figure
out
the
quantities.
The
price
per
quantity
has
already
been
pre
competed
pre-established.
So
it's
really
scoping
out
the
number
of
units
of
each
type
of
quantity.
So,
if
you're
building
a
wall,
for
example,
there
will
be
a
price
per
the
wall,
which
is
the
studs
in
the
drywall,
and
there
will
be
a
separate
price
for
the
paint
you
have
to
match
the
kitta
parts
together
to
get
the
total
price.
T
A
L
T
We
are
actually
piggybacking
or
writing
a
Howard
County
contract.
That's
already
existing
their
contract
has
already
existed
for
longer.
We're
just
jumping
onto
the
train
at
this
point
in
time,
but
it
has
already
been
moving
for
a
period
of
time.
So
there's
five
months
left
in
the
current
performance
window
and
then
were
we
were
exercising
the
right
to
extend
to
avail
ourselves
that
a
contract
extension
should
that
be
beneficial
to
this
organization.
L
T
T
B
B
Okay,
this
concludes
the
the
business
of
today.
The
next
general
board
meeting
will
be
on
Wednesday
August
21st
2019
at
10:00
a.m.
and
the
next
meeting
of
the
policy
committee
will
be
Wednesday,
September,
25th
2019
at
4:00
p.m.
here
in
the
boardroom,
and
is
there
a
budget
committee
meeting
too
and
okay
great
and
then
the
Budget
Committee
is
meeting
today,
I
believe
approximately
one
hour
after
the
conclusion
of
this
meeting
or,
if
not
sooner
and
for
the
board
to
know
we
have
just
a
couple
of
Appeals.