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From YouTube: Parent Connection January 2020
Description
Bob Mosier, Chief Communications Office & Maisha Gillins, Ph.D.,
Executive Director of Equity & Accelerated Student Achievement explain the development of the AACPS calendar & professional development days for educators.
A
Hello
and
welcome
to
another
edition
of
parent
connection
I'm
your
host
Gentleman
Bharti.
During
today's
show
we
are
going
to
learn
about
the
creation
of
the
school
calendar.
Bob
Moser
chief
communication
officer
for
Anne
Arundel
County,
Public
Schools,
has
joined
us
today
because
he
facilitates
the
calendar
development
process
for
Anne
Arundel
County
Public
Schools.
He
will
help
us
better
understand
the
ins
and
outs
of
how
the
calendar
is
created.
Welcome
Bob
thanks.
A
B
The
calendars
changed
a
lot
over
the
years
and
new
implementations
of
state
law,
new
requirements
from
school
system,
employee
bargaining
units,
all
of
those
types
of
things
play
into
what
we
have
to
take
into
account
when
we
create
the
school
calendar,
I
like
to
think
of
it
as
a
huge
jigsaw
puzzle,
and
you
have
to
arrange
pieces
to
make
it
best
work
for
students.
So.
A
B
So
schools
are
free
to
create
their
calendars
in
terms
of
beginning
when
they
want
and
ending
when
they
want,
but
they
still
have
to
meet
certain
stipulations
in
the
law.
For
example,
you
have
to
have
a
hundred
and
eighty
school
days
for
students
right.
Your
employee
bargaining
units
have
to
have
a
certain
number
of
contracted
work
days
here
in
Anne,
Arundel
County,
our
teachers
work
191
days,
so
the
180
day
school
day
calendar
has
to
match
up
with
191
day
teacher
your
calendar
right.
So
that's
what
I
mean
by
the
jigsaw
puzzle,
piece:
okay,.
A
B
There's
a
minimum
number
of
days
for
students,
190,
there's
a
minimum
number
of
seat
hours
for
students,
a
thousand
and
eighty
at
the
elementary
and
the
middle
school
levels
slightly
more
than
that
at
the
high
school
level,
and
then
there
are
required
days
that
school
systems
have
to
be
closed.
For
example,
school
systems
are
closed
on
Easter
Monday
and
school
systems
are
closed
from
Christmas
Eve
through
New
Year's
Day,
so
to
open
on
any
of
those
days.
You
would
need
a
waiver
from
the
State
Department
of
Education,
so.
A
B
A
B
B
Correct
because
it's
negotiated
right,
you
can't
you
have
to
have
one
non
student
day
there,
because
that's
part
of
the
teachers
association
agreement.
In
fact,
if
you
have
snow
on
the
last
day
of
the
second
marking
period
right,
we
have
slid
the
marking
period
before
and
to
accommodate
quarterly
assessments
and
those
kinds
of
things.
And
then
you
still
have
to
have
one
day
where
students
are
not
in
school
between
the
2nd,
the
3rd
Martin,
okay
and.
B
B
A
B
Well,
between
the
last
two
days
of
each
of
our
four
marking
periods,
our
to
our
early
dismissals.
Those
are
intended
to
allow
teachers
to
complete
grades
again
in
time
for
report
cards
and
those
kinds
of
things.
So
we've
gone
from
two
days
in
the
first
and
the
third
marking
period
and
four
days
in
the
second
and
the
fourth
marking
period
in
terms
of
early
dismissals
to
two
in
each
of
the
four
marking
periods,
because
we
move
from
semester,
exams
quarterly
assessment.
A
That
makes
a
lot
of
sense
of
of
why
now
we
have
to
at
the
end
of
each
marking
period,
because
they
were
the
days
that
were
at
the
end
of
the
semester
right,
okay!
Well,
that
really
helps
us
understand
some
of
the
limitations
that
is
not
giving
us
autonomy.
But
after
that,
and
we
really
we
know
what
limits
us
and
we
have
a
skeleton
built.
What's
the
process
that
we
would
then
use
to
actually
build
a
calorie.
B
Between
semesters
is
the
easy
example:
Eastern
Monday,
you
have
to
be
closed,
Christmas
Eve,
you
have
to
be
closed.
Those
kinds
of
things
so
what
happens
in
the
process
here
in
Anne,
Arundel
County
is
the
superintendent
develops
a
recommended
calendar
and
it
presents
he
presents
it
to
the
calendar
committee.
B
A
B
B
Of
those
meetings
is
a
session
for
public
comment
where
the
public
can
come
weigh
in
the
public.
Could
then
email
the
board?
They
could
call
the
board.
They
could
write
the
board
in
some
other
way,
but
we
make
very
public
what
the
calendar
Committee's
recommendation
is
it's
on
our
website,
it's
on
our
social
media
pages,
so
that
everybody
can
understand
it
and
weigh
in
with
the
board
before
they
take
that
action
step.
Okay,.
A
So
let
me
just
clarify
to
make
sure
I
understand,
so,
if
I'm,
a
parent
I
can
actually
go
on
the
website,
see
the
draft
after
it's
been
presented
the
first
time
for
information
and
if
I
feel
very
strongly
about
something
in
the
calendar
that
does
not
violate
one
of
the
laws
or
the
negotiated
agreements
of
any
of
the
unions.
I
could
come
and
speak
to
that
at
the
board
meeting
and
the
board
members
would
hear
my
perspective
of
what
I
would
like
right.
B
So,
let's
take
a
real
example
from
this
year
right,
so
one
of
the
big
debates
was
whether
we
start
before
Labor
Day
or
after
Labor
Day.
The
board
ultimately
decided
to
start
after
Labor
Day.
The
calendar
committee
decided
to
recommend
starting
before
Labor
Day.
If
you
believe
strongly
in
one
of
those
or
the
other,
you
could
certainly
come
to
the
board
or
you
could
email
the
board
and
not
come
to
a
meeting
if
you're
unable
to
attend
and
express
your
views
on
that,
so
that
they
have
your
input
before
they
get
to
that
action.
Meeting.
B
A
B
A
B
And
so
we
would
come
back
to
the
board
if
we
had
to
go.
Ask
a
waiver
of
the
state,
for
example
right
because
in
our
calendar
we
build
in
language.
That
says
we
have
two
snow
days
built
in
and
we've
set
aside
a
third
day
as
a
conditional
third
day.
So
if
we
need
that
third
day,
it's
usually
in
March,
but
let's
just
say
we
had
seven
snow
days
before
we
get
to
March
right
and
so
then
we've
got
to
do
something
right
and
so
typically
we
put.
B
We
would
put
those
days
on
the
end
of
the
calendar.
But
if
you're
in
a
situation
where
you
only
build
in
three
and
you've
got
seven,
you
know,
then
we're
gonna
talk
about
waivers
and
that
kind
of
stuff
with
the
state.
All
of
that
would
happen,
and
basically,
in
a
public
session
before
the
board,
okay.
A
B
Come
up
with
the
calendar
committee,
I
mean
people
talk
about
year-round
schools
a
lot
and,
and
especially
around
the
country.
I've
been
at
conferences
around
the
country.
Where
this
has
come
up.
It's
never
gained
a
lot
of
traction.
You
know
to
my
knowledge
here
in
Maryland.
It
would
have
to
be
I
would
think
a
statewide
thing.
B
You
couldn't
have
a
situation,
I,
don't
think
we're
Anne
Arundel
County
could
do
year-round
school,
not
that
we're
considering
doing
it,
but
just
hypothetically
and
Baltimore
County
doesn't
write
in
the
easiest
example.
I
would
give
you
is.
How
would
your
athletic
schedules
line
up
right?
Where
would
your
football
season
be,
and
so
you
can
play
state
playoffs
and
those
kinds
of
things?
Where
would
your
in
your
science
fairs
be?
Where
you
know
you
can
you
have
people
from
other
counties
involved
in
that
kind
of
stuff?
So
logistically
it
would
be
really
difficult.
A
That
really
makes
the
analogy
of
a
jigsaw.
I
mean
that
it's
a
true
jigsaw.
Now
there
are
some
things
that
are
built
in
the
calendar
that
are
not
required
by
state
law
and
just
moved
forward,
because
Anne
Arundel
County
thinks
that
they're
good
things
to
do
such
as
parent-teacher
conferences
and
professional
development.
Can
you
explain
a
little
bit
more
to
me
about
how
they're
built
in.
B
Sure
so,
obviously
we
value
parent-teacher
conferences
greatly
and
we
want
parents
to
be
involved,
and
so
we
build
in
time
for
parent-teacher
conferences.
That's
taken
a
lot
of
different
forms
over
the
years
it
used
to
be
several
years
ago.
We
did
them
the
first
two
days
of
Thanksgiving
week,
and
so
there
were
no
students
in
school
for
all
of
Thanksgiving
week.
B
It
has
been
important
to
the
board,
but
there's
no
state
law
governing
a
if
you
have
to
dedicate
time
to
them
or
B.
If
you
do
what
kind
of
time
you
know
you
have
to
dedicate
to
it,
does
it
have
to
be
a
full
day
off
for
students?
Can
it
be
a
two
hour
early
dismissal?
Those
are
all
conversations
that
you
would
have
within
a
given
school
system.
So.
A
B
More
support
for
students,
and
so
we
tried
to
put
one
in
each
of
the
first
three
marking
periods
and
then
elementary
principals
had
a
conversation
with
the
superintendent
and
said:
look.
We
don't
have
enough
time
in
a
single
day
to
bring
all
of
our
parents
through
here.
Those
conferences
are
typically
longer
than
a
middle
school
conference
or
a
high
school
conference,
and
so
is
there
a
way
that
we
can
make
this
work,
and
so
we
made
it
work
by
the
fact
that
our
high
school
we
had
a
hundred
and
eighty
one
day
calendar.
B
You
know,
I
need
a
hundred
and
eighty
member
we
talked
about
that
earlier.
We
had
a
hundred
eighty
one
day
counter
because
we
closed
our
high
schools
on
the
days
of
their
graduations,
and
so
they
have
180
days,
but
the
elementary
has
had
a
hundred
eighty-one.
So
we
converted
180
first
to
another
parent-teacher
conference
day
to
help
that
need.
Oh.
A
B
A
B
And
so
that
impacts
the
end
of
the
school
year.
So
every
day
you
want
to
close
school
for
students,
you
extend
the
school
year,
one
more
day
right.
So
if
you
have
a
two
hour
early
dismissal
on
which
you're
going
to
have
parent-teacher
conferences
that
counts
as
a
school
day
and
I
don't
need
to
move
the
end
of
the
school
year
by
day,
but
when
I
close
for
students
on
this
day,
I
have
to
make
it
up
somewhere.
I
have
to
make
that
day
up
somewhere.
B
That's
the
same
conversation
that
happens
around
Easter,
Spring
Break
right.
So
if
Easter
Spring
Break
is
three
days
which
we
in
this
county
have
had
for
several
years
right:
Thursday,
Friday,
Monday
on
Monday.
We
have
to
close
and
actually
Friday.
We
have
to
close
also
those
are
by
state
law,
but
we
don't
have
to
close
on
the
Thursday
before
Easter
and
some
counties
don't.
But
so
we
have
that
three-day
spring
break.
B
A
B
D
B
We
are
pretty
safely
above
it
at
the
high
school
level,
but
if
we
had
a
dozen
days
on
which
we
had
to
open
two
hours
late,
we
might
run
into
a
problem
there
and
there
are
other
counties
that
have
run
into
that
problem.
So
we
have,
we
do
watch
that
and
we
track
it.
What
people
fail
to
understand.
Sometimes,
as
we
talk
about
the
calendar,
is
they
say
well,
we
could
get
out
earlier
if
you
didn't
have
these
to
our
early
dismissal
days.
B
B
A
A
D
The
writing
on
the
walls
course
was
designed
to
create
an
exciting
experience
for
students
who
might
not
normally
consider
taking
an
art
course.
We
examine
modern
artists
in
a
modern
material
and
they
encourage
students
to
find
their
voice
and
tell
their
story
through
their
work.
Writing
on
the
walls
is
such
a
fun
class.
It's
a
fun
way
to
approach
art.
This
was
the
first
time
I
realized
I.
Might.
C
A
Am
here
with
dr.
Myesha
Guillen's
executive
director
of
equity,
an
accelerated
student
achievement
for
Anne
Arundel
County
Public
Schools.
We
have
four
early
dismissal
professional
development
days
built
into
our
calendar.
Dr.
Gillings
is
with
us
today
to
help
us
understand
what
happens
in
the
schools
after
students
go
home.
Thank
you
for
joining
us
today,
dr.
Gailen.
Thank.
A
E
What
happens
and
interesting
enough
I
also
have
two
children
in
the
school
system,
so
my
own
children
always
ask
me
the
question:
why
do
we
have
the
early
dismissal
days
so
the
for
early
dismissal
days
in
Anne,
Arundel
County
are
intended
to
build
teacher
capacity
and
staff
capacity.
It's
training
professional
development,
around
equity,
to
ensure
that
we're
elevating
all
students
and
eliminating
of
the
achievement
and
opportunity
gaps
that
we
find
in
some
of
our
students
and
Anne
Arundel
County
Public
Schools.
A
E
E
For
sure,
in
support
of
our
strategic
plan,
all
means
all,
and
so
we
know
that
in
some
of
our
schools
that
do
we
do
have
certain
student
groups
who
are
struggling
to
meet
standards
alongside
other
student
groups
and
one
of
the
foundations
of
our
strategic
plan
is
relationship
building.
So
every
early
dismissal
really
starts
out
with
that
relationship
building
among
staff.
So
then
they
can
in
turn
establish
positive
relationships
with
their
students.
So.
A
What
I
think
I'm
hearing
is
so
this
cornerstone
of
relationship
building
that
is
part
of
this
strategic
plan.
Part
of
the
driving
values
is
professional.
Development
is
provided
for
teachers
and
to
build
relationships
amongst
themselves.
Yes,
and
then
they
can
use
that
in
their
classroom
to
build
relationships
with
their
students
and
among
their
students
correct
and
that
benefits
every
student,
not
just
students
that
aren't
achieving
or
struggling.
E
That
is
correct
because
again,
our
goal
here
is
to
elevate
all
students-
okay,
along
with
eliminating
all
gaps
as
well,
so
you're,
absolutely
right.
Our
focus
is
for
all
all
students
all
means
all
and
relationship
building,
as
according
to
research,
shows
that
students
really
do
prosper
and
do
well
when
they
have
caring
adults
and
fostering
positive
relationships
among
the
adults
in
the
building
and
the
students
and
the
school
community
as
well.
We're
talking
families,
community
members
that
come
into
buildings
and
they
feel
like
they're,
welcomed
that
they've
established
that
positive
school
community
relationship.
Okay,.
E
Question
so
we
have
many
schools
in
Anne,
Arundel,
County,
Public,
Schools
from
northern
part
of
the
county,
southern
part,
East,
West,
etc.
So
because
of
that,
we
wanted
to
really
make
sure
that
we're
creating
opportunities
for
school
leaders
to
choose
professional
development
that
really
really
fits
the
need
of
their
individual
student
population.
It
wouldn't
be
fair
or
appropriate
for
us
to
say:
oh
everyone,
you
know
we're
all
doing
the
same
thing
now.
However,
in
the
past
we
have
chosen
items
like
implicit
bias
that.
A
E
Did
feel
like,
as
a
district,
all
employees,
all
staff
at
school
levels,
we
could
benefit
from
the
information
on
implicit
bias
and
it
can't
again
I'll
call
schools.
We
did
decide
to
do
that.
However,
for
the
remainder
three
early
dismissal
days,
schools
do
have
choice
and
which
of
those
choices,
look
like.
Certainly,
they
can
range
from
looking
at
equitable
practices.
So
every
teacher
we
have
what
we
called
a
teaching
and
learning
cycle.
These
are
expectations
of
what
quality
teaching
looks
like
every
single
day,
and
so
what
some
schools
did.
E
They
chose
that
module
to
really
unpack
what
good
teaching
look
like
as
it
relates
to
equitable
practices.
So
an
example
would
be
when
students,
interior
room
call
them
by
their
their
name
and
appropriately
pronunciation
of
names
can
be
something
as
simple
as
having
a
student
feel
very
welcomed
in
in
your
particular
classroom.
So.
A
E
And
it
makes
you
as
an
individual,
valued
I
have
a
name.
My
first
and
my
last
name
are
very
difficult
and
difficult
to
pronounce
and
I
really
do
light
up
when
someone
can
pronounce
something
as
simple
as
pronouncing
someone's
name,
and
it
also
shows
the
time
that's
been
taken
for
the
adult
to
really
get
to
know
who
their
students
are
and
how
their
names
are
pronounced.
So
something
is
really
really
simple
in
low-level.
As
that,
that's
a
good
example.
A
E
Some
schools
can
choose
from,
we
have
trauma-informed
classrooms.
We
know
that
many
of
our
students
may
be
in
environments
in
which
trauma
is
occurring
and
trauma
can
range
from
a
family
parents
divorcing
and
a
student
could
be
impacted
by
that
it
could
be
perhaps
even
substance
abuse
occurring
either
in
the
family
or
around
them,
and
students
can
be
impacted.
E
A
A
E
A
E
Another
option
is
what
we
will
call
an
equity
literacy
framework,
and
that
looks
like
we
know
that
again,
each
school
has
different
situations
that
occur,
and
so,
for
instance,
let's
say
we
have
a
situation
in
which
a
student
may
need
to
have
earbuds
on
going
out
on
a
fire
drill
right.
But
if
it's
a
surprise
fire
drill,
do
we
have
that
student
in
an
authentic
situation,
and
so
some
of
the
conversation
could
be
really
what's
the
best
for
the
student
okay
right.
Do
we
want
to
cause
any
further
concern
for
the
student
being
uneasy
about?
E
Let's
say
the
fires
are
going
off
for
the
noise,
and
so
the
equity
literacy
framework
allows
staff
to
have
a
conversation
that
goes
very
deeply
on.
What's
the
best
for
the
student
at
the
end
of
the
day,
yeah,
because
we
do
we
have
defeat,
we
do
encounter
different
issues
in
our
schools,
whether
it
be
gendered
bathrooms
is
definitely
we
have
transgender
guidelines
in
our
district,
and
so
this
framework
definitely
allows
us
to
have
collegial
conversations
around
tough
topics.
Okay,.
E
A
Dr.
killins
I
really
appreciate
your
time
and
you
being
here
today,
because
I
really
think
that
our
audience
probably
has
a
much
better
understanding
of
what
happens
when
the
kids
come
home
and
the
teachers
are
still
there.
What
are
they
doing?
So.
Thank
you
for
your
time.
Thank
you
and
thank
you
for
joining
us
for
another
edition
of
parent
connection.
See
you
next
time.
C
The
new
kindergarten,
first
and
second
grade
curriculums
are
designed
to
engage
students
in
a
variety
of
learning
opportunities
that
involve
cooperation
and
problem-solving
student
discourse
and
structure
play
developed
social
foundations
through
peer
interactions.
This
learning
bloc
promotes
curiosity,
imaginative
thought
and
responsiveness.
The
primary
focus
is
on
the
work
of
young
children
play
the
use
of
tools
and
materials.
Allow
students
to
share,
take,
turns
and
develop
the
confidence
to
make
effective
decisions
in
school
and
in
life.
Ask
your
child
how
they
interacted
with
their
friends
today,
while
engaging
in
structured
play.