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From YouTube: 5.02 Modifications to High School Student Schedules
Description
Excerpt from the Anne Arundel County Board of Education Public Session, August 23, 2023
To view the full meeting, go to https://youtube.com/live/DzdlQFoZgsI
A
This
next
presentation
is
a
very
important
presentation,
because
I
mean
you
heard
from
one
of
our
student
speakers,
one
of
our
seniors
at
Annapolis,
High
School
I,
take
every
decision
that
I
make
as
it
pertains
to
the
well-being
of
students
seriously
I'm,
never
going
to
put
students
in
a
harmful
situation
with
the
decisions
that
we
make.
I
also
think
it's
important
for
the
record
that
I
say
to
everybody.
A
You
know
part
of
my
job
is
sometimes
I
have
to
protect
us
from
ourselves,
and
in
doing
that
means
that
some
of
the
decisions
aren't
going
to
be
popular
in
this
presentation
that
you
will
get
with
modifications
to
the
high
school
student
schedules.
We're
going
to
give
you
context
we're
going
to
give
you
the
process
that
we
went
through
before
we
made
the
decision
and
then
we're
going
to
provide
data
to
you
as
to
why
we
feel
that
this
is
important
and
give
you
comparison.
Data
to
what
other
school
districts
are
doing.
A
B
A
All
and
I
think
in
our
County,
we've
been
very,
very
generous
and
the
data
is
telling
us
that
we're
going
to
have
to
do
something
different
if
we
really
want
to
truly
make
sure
that
all
of
our
kids
are
graduating
out
of
this
school
district,
globally,
competitive
and
ready
to
thrive.
So
Dr
Duarte
is
going
to
take
us
through
this
presentation
and
then
at
the
conclusion
of
it.
We'll
we'll
be.
We
will
be
very
excited
to
field
any
questions
that
any
of
you
may
have
all.
C
In
a
lot
of
my
prior
comments
about
graduates
who
are
College
and
Career
ready,
as
well
as
globally
competitive
I
thought,
it'd
be
prudent
to
begin
with
two
key
principles:
first,
that
our
core
work
is
a
public
school
system
is
improving,
teaching
and
learning.
Second,
both
in
terms
of
research
and
anecdotally,
we
know
that
learning
is
primarily
the
summation
of
two
factors:
teaching
time
and
targeted
instruction.
C
C
Here
is
a
comparison
of
last
year's
bell
schedule
juxtaposed
with
our
modified
schedule
for
this
coming
school
year,
most
notably,
and
what
the
concern
lies
is
the
absence
of
the
am
Flex
Block
in
the
2023-2024
school
year.
Schedule.
Please
note
that
the
additional
Flex
mod
in
last
year's
schedule
was
a
response
to
students
needs
during
and
immediately
following
covet
19..
It
was
never
intended
to
remain
in
perpetuity.
C
There
was
a
three-pronged
rationale
for
this
decision.
First,
the
modified
schedule
actually
enhances
our
pre-pandemic
high
school
schedule
by
ensuring
all
schools
have
30
daily
minutes
of
flex
time.
As
some
board
members
Might
Recall,
there
were
schools
prior
to
Dr
bedell's
arrival
that
had
zero
daily
minutes
of
flex
time
now,
as
a
matter
of
equity,
all
schools
have
Flex
time.
C
C
This
is
a
substantial
amount
of
time
that
places
our
students
at
a
disadvantage
in
terms
of
being
College
and
Career,
ready
and
globally
competitive.
In
essence,
our
students
would
have
15
hours
less
time
to
master
the
content
and
stay
required
and
assess
courses
like
English,
10
and
algebra,
as
well
as
advanced
placement
and
IB
courses.
C
C
C
Remember:
last
year's
schedule
was
never
intended
to
be
permanent.
It
was
a
bridge
from
the
immediate
aftermath
of
covid
and
back
to
normalcy.
The
decision
wasn't
remains
about
student
achievement,
which
is
even
more
important,
given
the
students,
pandemic-based
learning
loss
and
due
to
the
following
data.
C
C
C
C
As
someone
who
is
a
high
school
counselor,
High,
School
teacher
and
high
school
principal
and
someone
who
essential
office
experience
in
both
student
support
services
and
in
academics,
I,
along
with
all
of
our
staff,
understand
the
need
for
balance,
and
our
current
schedule
strikes
that
balance
follow
this
logic
chain
of
sorts
for
students
to
belong.
They
need
social,
emotional
support.
Our
schedule
provides
for
this
need
for
students
to
grow.
They
need
ample
instructional
time.
Our
schedule
provides
for
this
need.
If
students
belong
and
grow,
they
will
succeed.
C
C
That
is,
we
recognize
that
maybe
some
schools
need
more
Flex
time
that
is
focused
on
social,
emotional
learning,
while
other
schools
need
more
Flex
time
for
clubs
and
additional
learning
support.
However,
what
we
all
know
is
that
all
of
our
students
need
more
instructional
time,
I'd
like
to
return
to
where
we
began
by
once
again,
reframing
Robert,
almost
again
framing
the
importance
of
two
key
principles.
C
Our
core
work
as
an
education
Enterprise
is
teaching
and
learning,
and
we
must
not
lose
sight
of
this
time.
Is
our
scarcity
resource
in
school
and
in
life,
and
our
best
tool
for
improving
student
learning
is
time
on
task.
We
did
not
take
time
away
from
students.
We
simply
reinvested
that
time
in
a
manner
that
provides
the
ideal
Ideal
Balance
between
support
for
students,
social
emotional
needs
without
compromising
students.
Academic
needs.
D
E
Thank
you
Dr
Tobin,
so
this
is
not
a
new
issue
for
me
having
been
in
the
classroom,
not
that
very
long
ago
and
I
would
suggest
for
the
past
15
to
20
years
of
my
career.
We
had
many
discussions
about
Flex
time
and
there
were
changes
made
so
I'm
just
going
to
make
a
couple
comments.
I
don't
have
any
questions.
I
do!
Thank
you
for
your
presentation.
It
was
really
great
Dr
Dorothy,
a
reminder
for
students
having
been
there
and
knowing
that
there
are
many
of
our
students
that
use
their
time
wisely.
E
There
are
also
many
of
our
students
that,
with
the
added
Flex
time
did
not
use
it
really
for
educational
purposes.
They
use
it
for
social
time
and
so
I
I
caution.
Our
our
students
out
there
time
is
precious
use
that
time
appropriately
and
wisely.
Now,
when
this
was
actually
first
brought
to
me,
I
did
I
did
have
a
few
recommendations
and
of
course
that's
all
they
are.
E
One
of
them
is
I
was
a
bit
concerned
about
perhaps
additional
times
for
clubs
and
activities
because
some
of
our
students
there
are
a
reason
for
being.
They
come
to
school
because
of
their
music
programs
or
their
art
programs,
and,
of
course,
this
schedule
does
have
some
time
for
that
over
the
course
of
time
we
may
find
out.
Maybe
we
need
to
make
some
adjustments
to
allow
some
additional
time
for
that
when
it
comes
to
remediation
with
this
schedule,
teachers
have
a
lot
more
time.
E
Students
have
a
lot
more
time
in
class
and
I
would
say
to
teachers.
This
should
give
you
the
opportunity
to
be
able
to
build
within
your
lessons
time
for
retention,
relearning
remediation
and
help
for
students.
Every
teacher
should
be
doing
that
in
my
mind.
So
once
again,
for
me,
this
is
not
a
new
issue.
It
is
a
very,
very
important
issue.
I
think
it's
absolutely
the
right
decision
and
I
thank
Dr
Bedell
for
that.
Thank
you.
F
Okay,
so
one
of
the
concerns
that
I
had
was
probably
a
little
bit
different
than
some
of
my
colleagues
as
we
are
increasing
our
SEL
staff,
and
you
know
we
have
some
budget
focus
on
social
emotional
learning.
I
was
not
under
the
impression
as
we
moved
forward
with
that.
That
would
be
sort
of
distributed
to
all
students.
It
seemed
to
me
that
we
had,
after
covid
a
lot
of
students
with
very
particular
needs
and
very
particular
requirements
for
extra
support.
F
So
my
concern
with
this
schedule
is:
if
students
do
not
have
SEL
needs
that
are
inherent
in
their
ability
to
succeed.
Why
would
be
we
be
requiring
that
in
a
schedule,
and
why
would
we
be
creating
that
I
absolutely
support
the
need
for
more
instructional
time,
but
in
this
case
I
think
for
students
who
could
have
more
instruction,
you're
kind
of
taking
that
by
by
presenting
things
that
they
may
not
need.
G
C
So
understand
your
concern.
Point
will
Taken
and
I
think
that
goes
back
to
one
of
the
closing
slides.
We
said
we're
open
to
an
ongoing
conversation
and
that
principles
can
work
with
their
student
associations
and
organizations
with
their
constituent
groups
to
really
look
at
the
framework
that
we've
laid
out
as
guidance
for
high
school
principals
and
then
figure
out
what
works
for
their
particular
School
community
and
so
to
your
point,
does
every
student
need
a
30-minute
block
of
social
emotional
learning
every
day?
Obviously
the
answer
to
that
question
is
every
student.
C
No,
but
some
students
do
so
we're
trying
to
get
to
a
point
that
schools
can
be
responsive
to
their
particular
School
community.
So
we
set
up
a
guidance,
it's
framework
with
a
fixed
number
of
times
now
how
they
move
some
of
those
components
within
that
time.
That's
what
we're
open
to
in
a
conversation
allowing
our
principals
to
work
like
I,
said
with
those
student
groups
to
figure
out
what
works
best
for
their
student
body.
Okay,.
C
So
a
lot
of
that
conversation
in
terms
of
reorientation,
the
reorientation
of
that
framework
will
be
left
up
to
School
principles.
Now
it's
best
practice
for
them
and,
as
we
talked
about
didn't
just
say,
student
organization
associations
I
also
talk
about
constituent
groups
which
include
parents.
So
as
principals
of
having
these
conversations
with
those
organizations
student
organizations,
they
also
should
be
our
looping
parents
into
any
modification
they
may
make
within
the
context
of
framework
that
we've
laid
out
and.
C
F
Okay,
I
would
want
to
look
into
something
like
that.
I
would
be
interested.
I
would
not
allow
my
students
if
they
were
in
high
school
to
partake
in
these
particular
types
of
Engagement.
I.
Don't
want
I,
don't
want
that
for
my
kids,
because
I
think
that
their
focus
should
be
on
academics,
I'm
sure
that
there
are
other
parents
who
probably
feel
the
same
way.
Thank
you.
H
Thank
you
and
thank
you
for
the
presentation.
I
think
it's
very
important.
Excuse
me,
I
know:
Dr
Bedell
did
send
a
letter
to
the
community,
but
I
I
think
it
still
left
some
questions
in
people's
minds
and
so
I
think
this
is
a
more
thorough
dive
into
what
went
into
this
decision.
I
still
have
some
questions
and
concerns,
so
I
am
I'm
gonna
raise
that
now,
but
but
I
do
think
that
this
was
very
helpful,
so
I
appreciate
it.
H
H
I
know
that
they're,
not
the
only
students
that
traveled
to
other
locations
but
they're
the
ones
I
know
of
and
I,
do
know
that
the
seniors
and
the
Apex
theater
program,
at
the
very
least
go
every
single
day
to
Studio
39.
And
so
the
question
is:
how
is
this
Equitable
to
them
and
how
are
we
going
to
give
them
the
opportunity
and
also
I'm
sorry
if
I
recalled
the
new
schedule,
so
lunch
happens
during
my
three
right,
which
is
when
Studio
39
Begins
for
many
students,
when
are
they
eating
lunch?
So.
C
C
H
H
C
In
full
transparency
that
that
is
kind
of
an
unintended
consequence
that
you,
whenever
you
make
a
scheduling
decision,
that's
in
the
best
interest
of
the
aggregate
student
body,
they're
always
going
to
be
and
I
apologize
for
this
expression,
there's
always
going
to
be
a
peripheral,
Fringe
groups
of
students
who
it
doesn't
meet
their
their
scheduling,
requirements
and
criteria.
That
being
said,
and
going
back
to
I
believe
one
of
the
last
slides,
we
talked
about
accessing
our
full
complement
of
student
support
services.
C
So
if
those
students
who
are
traveling
to
places
like
cat
or
Studio
39
have
social
emotional
learning
needs
and
need
that
support,
then
they
should
work
with
their
home
school
to
figure
out
how
to
get
that
support
prior
to
traveling,
but
yes
to
to
be
in
full
disclosure.
Yes,
those
students
do
miss
out
on
some
of
that
block.
H
C
That
that's
not
a
stated
position.
We're
taking
I
think
you
could
make
that
implication
that
there's
more
time
on
task
during
a
school
day
that
it's
likely
in
some
cases
that
teachers
would
have
less
need
to
assign
homework.
But
that's
not
a
position.
We're
taking,
because
homework
really
should
be
decided
at
the
discretion
of
an
individual
teacher
left
at
their
discretion
based
on
student
needs.
H
Okay
and
I'm
just
going
to
point
out
a
couple
things
that
I
I
still
have
concerns
about.
Obviously
this
is
this
is
an
operational
decision,
but
I
know
that
Dr
Bedell,
as
you
said,
you
you
make
decisions
you
implement
and
you
try
and
you
revise
as
you
need
to
so
I
think
it's
important
to
go
ahead
and
share
up
front
what
you
know.
Some
of
the
things
I
think
should
be
looked
out
for
Mr
silkworth
mentioned
a
lot
for
some
students.
H
Often
it's
relationships
and
some
students
have
one
or
two
friends,
and
that
is
that
is
a
that
is
a
very
normal
personality
type.
Some
people
just
cultivate
a
couple
of
close
relationships,
and
now
they
may
end
up
not
having
lunch
or
any
sort
of
opportunity
to
engage
in
those
relationships
on
a
daily
basis,
the
way
they
did
last
year.
So
that's
one
concern
that
I've
heard
from
students
mentioned
classroom
time
being
used
for
you
mentioned
for
re-teaching
and
Remediation
I.
H
Think
that's
what
a
lot
of
students
used
that
Flex
time
for
last
year,
where
not
all
students
in
the
classroom
had
that
need,
but
those
that
did
were
able
to
go
and
get
that
more
individualized
support,
but
I
want
to
point
out
one
more
thing
so
in.
In
my
perspective,
high
school
students
are
young
adults
that
we're
preparing
to
send
out
into
the
world
and
therefore
I
have
concerns
about
managing
every
minute
of
their
day.
H
I
think
that
if
we're
gonna
properly
prepare
students
for
leaving
high
school,
they
need
a
little
greater
flexibility
and
self-accountability
if
they're
to
be
fully
prepared
to
be
citizens.
You
know
outside
of
school
and
one
more
thing
to
point
out.
So
a
typical
college
student
has
five
classes.
A
typical
class
is
150
minutes
per
week.
They
spend
in
that
class
we're
with
the
proposed
schedule.
We
have
students
200
minutes
per
week
on
average
and
they
have
eight
classes
versus
five.
H
That's
just
an
thinking
about
I
I
fear
that
it's
mentally
taxing
not
to
give
students.
Those
breaks,
I
think
instruction.
Time
is
important,
but
there's
there's
got
to
be
a
point
of
diminishing
returns
and
if
students
don't
have
those
mental
breaks
and
less
structured,
more
downtime
I
worry
a
little
bit
about
about
the
return
on
investment.
There.
A
And
I
think
we'll
we'll
track
data
and,
like
you
said,
we'll
make
pivots,
but
the
bottom
line
is
in
that
presentation.
I
mean
people
feel
like
we
we've
completely
destroyed
student
schedules.
They
get
300
minutes
that
most
school
districts
don't
get
at
all.
Howard
County
only
gives
30
minutes,
then
the
top
five
and
everything,
and
when
I,
have
to
sit
behind
this
diocese
and
listen
to
people
come
and
speak.
Oh
your
scores,
suck
I
mean
people.
People
use
that
on
us
when
we're
not
as
competitive
as
we
need
to
be
and
I.
Think
for
us.
A
I'm.
Looking
at
the
data,
that's
coming
in
I'm,
looking
at
where
we're
ranked
it's
not
acceptable,
it's
not
acceptable
and
I
I
I've
said
this
in
every
single
lesson:
in
a
learning
tour
I'm
not
interested
in
being
a
superintendent
people
coming
to
this
school
district
expecting
to
get
a
bag
of
goods
and
the
products
we're
creating
we're
giving
them
a
bag
of
bricks.
In
the
end,
we
have
to
make
these
decisions.
A
Just
I
can't
operate
that
way
and
I
know
like
in
the
end.
At
the
end,
I'm
gonna
be
held
accountable
for
the
data.
That's
what
these
media
folks
going
to
be
questioning
what
what
is
happening
with
the
district?
Why
is
the
district
performing
like
this
I
hear
it
all
the
time
behind
the
diocese?
When
people
come
up
here
and
they're
speaking
well,
we
should
be
focusing
on
making
sure
that
our
kids
are
learning,
arithmetic
and
math
and
reading,
and
all
of
that
I
hear
it
over
and
over
and
over
So
I
responded.
H
Thank
you,
Dr
Bedell
I,
and
you
know
we're
we're
fully
aligned
yeah
we're
fully
aligned
on
you
know.
Our
number
one
job
is:
is
the
success
of
our
students
so
I,
just
as
as
a
parent
who's
had
experience
with
the
flex
hour
since
2017?
Maybe
when
that
started,
I
I
know
what
it
did
for
students.
So
I
just
had
to
point
out
my
concerns:
I'm,
not
at
all
faulting
you
or
blaming
you
or
even
saying
Dr
Bedell.
You
and
your
staff
are
wrong.
H
H
G
I
just
want
to
say,
I
greatly,
appreciate
the
response,
responsiveness
of
the
superintendent
and
know
that,
just
like
with
any
great
program,
I,
occasionally
update
and
tweak
and
and
make
sure
that
we're
well
meeting
the
need
so
I
know
that
as
we
move
forward,
we'll
be
able
to
probably
expand
our
support
for
some
of
these
little
gaps.
So
thank
you
very
much
for
being
so
responsive.
I
I
want
to
thank
you
for
the
presentation
and
I'm
I
just
want
to
say
for
the
record
for
everyone
in
this
room
and
listening
elsewhere:
I
trust
our
superintendent.
This
is
his
Lane
and
this
is
his
call
and
we
can't
understand
how
it's
going
to
go
until
we've
till
we're
in
it
we're
not
in
it
yet
y'all
if
school
doesn't
start
till
next
week.
So
you
can't
know
if
you
like
a
specific
car
until
you
test
drive
it.
So,
let's
test
drive
the
car.
I
Let's
get
some
data
and
I
know
that
he
will
pivot
if
he
needs
to
and
I
trust
him
I
also
believe
in
unstructured
time
or
minimally
structured
time,
Club
time
all
that
good
stuff
it's.
This
is
something
I
fought
for
for
Severna,
Park,
High,
School
and
those
who
those
in
this
room
will
remember
that
argument
and
that
fight
and
my
passion
around
this
and
we
got
it
finally
and
I
like
it
and
I
think
we're
gonna
I,
think
we're
gonna
have
to
work
with
this
and
see,
see
how
it
goes.
I
B
D
Thank
you,
I
just
want
to
add
a
couple
of
things.
I
do
think,
and
I've
shared
this
with
Dr
Bedell
and
some
of
my
colleagues.
First
of
all,
thank
you
for
the
presentation
and
I
applaud
the
work.
That's
being
done,
I
think
we
did
need
to
respond
to
that
data
and
we
would
have
been
as
a
system
negligent
if
we
had
not.
So
thank
you
for
that
and
yes,
we
are
offering
more
Flex
time
than
many
of
our
surrounding
counties,
and
you
know
that's
that's
important
to
note.
D
However,
it's
also
the
case
and
Ms
Ellis
alluded
to
this.
That
I
think
there's
some
deeper
questions.
We
have
to
engage
with
with
regard
to
our
high
school
schedule
in
general
and
like
Miss
Alice,
my
daughter
was
in
high
school
well,
she
had
one
year
because
she
and
Sam
were
in
the
same
year,
so
she
had
one
year
where
there
was
no
flex
time
her
freshman
year
and
then
the
flex
time
came
in
her
sophomore.
I
D
And
it
was
like
night
and
day
for
her
but
I
think
well,
I
I'm,
a
firm
believer
in
a
per
you
know,
unstructured
time
increasing
Independence
as
students
get
closer
and
closer
to
graduation.
All
of
those
things
I
think
the
desperate
need
for
the
flex
time
is
actually
a
symptom
of
a
of
a
basic
problem
with
our
schedule,
which
is,
we've
got
kids
shouldering
eight
courses,
a
semester
in
high
school
and
I,
don't
know
who
else
around
us
is
doing
that,
but
nationally
it's
my
understanding,
standing,
not
many
art
and
for
the
public.
D
D
For
those
who
are
intending
to
go
to
college,
there
is
no
reason
to
take
eight
courses
in
high
school.
As
a
former
college,
professor
I'll
tell
you.
Five
courses
is
an
overload
in
college,
so
it's
not
a
matter
of
having
to
take
eight
courses
to
sort
of
figure
out
how
to
do
college
work
and
I
think
what
we're
seeing
is
just
the
squeeze
of
this
right
that
there's
a
lot
now.
This
is
not
in
my
purview
and
I'm,
not
like
Mr
silkworth
and
all
my
colleagues.
D
D
We've
got
to
consider
this
so,
however,
I
I
know
that
Dr
Bedell,
our
entire,
your
entire
team,
has
done
incredible.
Work
to
bring
this
to
us
we'll
continue
to
do
amazing
work
tracking
it
pivoting
as
necessary,
if
necessary,
I
trust
you
completely
and
I'm
I'm
thrilled
to
see
you
doing
this
I.
Just
think
that
we
might
at
some
point,
want
to
think
about
addressing
the
kind
of
deeper
issues
at
stake,
and
then
I
would
just
add
to
that
along
with
blueprint,
and
this
is
not
something
we
can
fix
as
a
system.
D
But
it's
a
it's
a
call
to
continued
advocacy
with
AI
the
accountability
and
implementation
board
and
and
the
state
we've
got
to
figure
out
how
to
make
sure
that,
for
example,
our
cat
students
who
who
go
say
to
cat
North
and
are
doing
one
of
the
environmental
programs
there.
It's
my
understanding
that,
right
now,
if
they
take
a
science
sort
of
biology
class
related
to
that
and
Cat
they,
they
don't
get
their
science
credit
for
that
they
have
to
come
back
to
their
home
school
and
then
take
that
science
class
and
again.
D
This
is
right
now
not
in
our
control
but
I'm,
putting
it
out
there
because
I
think
this
is
another
part
of
the
problem
that
we
we
don't
want.
Duplicative
work.
We
heard
from
students
previously
on
another
topic,
talk
about
kind
of
feeling,
like
they're
in
class,
where
they're
having
to
learn
stuff,
they
already
know,
and
so
the
point
of
blueprint
as
I
understand
it
is
to
get
away
from
the
check
the
box
structure.
D
I
think
this
is
one
place
where
we
aren't
right
now
there
yet
and
so
I'm,
just
suggesting
that
in
making
this
change,
you
Dr
Duarte
you
Dr,
Bedell
and
the
whole
team
has
recognized
a
critical
issue
raised
and
and
brought
forth
what
I
support
as
as
the
right
way
to
address
it
immediately,
but
also
that
I
think
we
have
sort
of
a
bigger
structural
question
that
we
need
to
continue
to
address.
So
so
those
are
just
my
thoughts
on
that
and
I
just
want
to.
Thank
you
very
much
for
the
presentation.
D
A
Want
to
right,
yeah
I
think
you
raised
an
important
concern.
I
think
I
had
a
call
or
the
other
day
when
I
saw
Miss
Ellis.
We
talked
about
the
same
thing
at
the
workshop,
some
of
the
constraints
that
our
students
have
in
their
calendar
on
their
schedules
because
of
the
way
that
things
are
set
up.
We
can't
be
in
a
position
where
we're
shooting
ourselves
in
our
own
in
our
own
feet.
That's
what
we're
doing
right
now
and
I'll.
Give
you
a
couple
of
examples.
A
We
require
26
credit
hours
when
other
districts
require
just
the
state
requirement
of
24.,
but
then
we
have
we're
ranked
18
out
of
24
in
graduation
rates.
So
the
question
is:
are
we
shooting
ourselves
in
the
foot
because
we
we
are
putting
more
on
our
kids
than
what
needs
to
be
put
on
them
and
then,
even
when
you
think
about
some
things,
we
have
to
phase
out
quarter
credit
courses
I've
never
seen
anything
like
that.
I
mean
we.
We
offer
quarter
credit
courses
for
students
and
when
they,
when
they
fall
behind
on
those
those.
A
When
you
talk
about
building
a
master
schedule,
you
have
single
tens,
double
tens
triple
tens,
and
you
have
quarters
and
think
about
how
hard
it
is
to
place
those
quarters
in
a
master
schedule
when
a
kid
may
need
two
or
three
of
them
in
order
to
get
the
appropriate
credits.
So
when
we
talk
about
what
blueprint
is
calling
for
us
to
do,
this
is
part
of
the
conversation.
I
said
from
day.
One
we're
gonna
have
to
dismantle
and
redesign
makes
people
feel
uncomfortable
when
you
say
that,
but
that's
the
reality
of
it.
A
The
current
structures
are
rigid,
Antiquated
outdated
and
it's
causing
more
harm,
in
my
opinion
than
it
is
helping,
and
we
have
an
opportunity
to
do
that
and
that's
what
we're
going
to
do.
We're
going
to
take
a
look
at
all
of
this
over
time
in
conjunction
with
our
strategic
plan.
So
we
can
make
sure
that
our
kids
get
the
most
fruitful
experience
going
through
our
school
district,
where
we're,
in
some
cases,
constraining
them
because
of
adult-centered
decisions
that
we
made
right.
This
is
what
I've
said
from
day.
A
One
I
talk
about
Equity
I
talk
about
Equity
from
how
the
system
has
been
designed,
but
I
talk
about
equity,
on
the
decisions
that
we
made
as
adults
internally,
that
are
harming
children,
and
we
have
a
responsibility
to
attack
both
and
I.
Think
that
we
have
the
people
here.
Who
will
be
able
to
do
it?
I
feel
like
we
have
a
very
supportive
board
and
as
long
as
we
provide
the
data
and
give
you
context
and
give
the
community
context
I
think
in
his
first
year
we've
demonstrated
that
we
are
a
trustworthy
system.
A
C
Dr
Patel
Just
Just
for
a
point
of
clarification
and
we'll
certainly
be
bringing
your
recommendation
as
the
academic
team
we're
looking
at
eliminating
quarter
credits
as
they
are
scheduled
and
they
format
not
the
content
of
those
courses
itself.
So
we're
looking
at
opportunity
and
saying
look
at
these
quarter
credits.
How
do
we?
How
do
we
bolster
these
and
make
them
have
credits
which
helps
with
scheduling
efficiency,
but
we're
not
taking
anything
away?
C
So
it's
it's
not
really
an
elimination
of
quarter,
credit
content,
it's
just
the
concept
of
quarter
credits
will
be
shifted
to
half
credits
which
again
will
benefit
the
school
in
terms
of
scheduling
efficiency
but,
more
importantly,
it's
going
to
benefit
the
students
in
the
community
because
they
also
have
access
to
those
particular
courses.
So
we'll
certainly
have
a
recommendation
with
some
more
details
for
you
next
week,.
A
E
In
Anne
Arundel
County,
it
was
22.,
but
that
was
before
we
adopted
a
a
four
period
a
day
b
day
and
I.
I
wanted
to
mention
that
on
Monday
we
had
a
workshop
where
we
talked
about
our
legislative
platform
and
one
of
the
key
components
of
that
is
this
180
day
rule
that
that
we're
trying
to
see
if
we
can
get
eliminated,
not
the
minutes.
E
We
want
to
keep
the
same
minutes,
but
Dr
Bedell
is
telling
us
that
that
is
it's
kind
of
tying
his
hands,
and
so
hopefully,
we'll
be
able
to
accomplish
that.
So
that
will
then
allow
for
a
lot
of
flexibility
in
scheduling
and
then
Miss
Ellis
is
right,
I
mean,
if
you
think
about
it.
Students
have
eight
courses.
If
you
consider
that
three
credits
per
course,
that's
24
credits.
E
What
what
college
students,
even
if
you're
a
junior
software
and
what
college
student
has
that
and
they
don't,
and
so
we
do
need
to
take
a
look
at
the
four
period
day
and
there
can
be
a
lot
of
creative
flexibility
and
modifications
to
that
to
help
meet
the
needs
of
all
of
our
students.
So
thank
you.