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From YouTube: Summer Series: School Security
Description
Description
A
Good
evening
and
welcome
to
Anne
Arundel
County
Public
Schools
2018
Tuesday
summer
series
under
dr.
alot
OHS
leadership
in
an
effort
to
address
and
provide
information
on
topics
of
concern
to
residents
across
the
county
and
Aldo
County
Public
Schools
has
hosted
six
summer
series
sessions
tonight
being
the
final
for
programming
purposes.
Our
session
will
end
no
later
than
7
o'clock
p.m.
please
be
advised
that
this
session
is
being
recorded
and
will
be
posted
on
the
website
for
public
reference.
A
No
cards
have
been
provided
to
you
so
that
you
may
write
down
your
questions
pertaining
to
this
evenings
topic.
Questions
will
be
reviewed
and
read
by
our
moderator,
dr.
McMahon,
and
that
in
the
order
in
which
they
are
received,
only
questions
on
the
note
cards
will
be
acknowledged.
One
question
per
card
please,
and
we
ask
you
to
fill
out
the
information
on
the
front
so
that
we
may
follow
up
if
necessary,
personnel
and
private
issues
can
be
discussed
with
our
staff
and
guests
at
the
conclusion
of
the
meeting
this
evening.
A
B
B
B
Corey
Alec
worked
for
me
when
I
was
a
lieutenant
on
the
Anne
Arundel
County
Police
Department
as
a
brand
new
officer
in
Western
District,
so
I
have
known
this
officer
for
about
as
long
as
he's
been
on,
the
department
and
I
was
very
privileged
to
select
him
as
an
SRO
back
when
he
first
started.
We,
the
SRU
school
resource
unit
and
Shelley
Powell
Shelley
Powell,
is
a
veteran
homicide
detective
with
the
Anne
Arundel
County
Police
Department
when
I
met
her
and
we
had
the
misfortune
actually
of
working
together.
B
Our
first
time
on
a
homicide
case
where
a
young
girl
was
on
her
way
to
Old
Mill,
High
School
and
was
murdered
on
her
way
to
school
and
Shelley
was
the
lead.
Homicide
investigator
for
that
case
and
I
was
assigned
to
her
as
a
very
young
detective
to
help
track
down
the
leads
in
that
investigation.
So
when
we
say
that
we
have
a
partnership
in
a
history
and
a
knowledge
and
a
really
close
bond
with
each
other.
B
One
of
the
things
we
want
to
make
sure
that
everybody
has
a
good
appreciation
and
understanding
is
what
do
we
do
in
the
office
of
school
security
and
we'll
talk
more
about
these
relationships
and
what
a
lot
of
folks
want
to
know
in
light
of
world
events
and
things
that
are
going
on
or
how
do
we
prepare
our
staff
and
our
students?
Not
only
to
recognize
the
dangers
that
may
impact
their
learning
environment,
but
how
do
we
empower
them
to
act
immediately
and
to
communicate
what
they're
doing
and
what
they're
seeing
with
other
people?
B
The
best
years
of
my
career
were
hitting
the
school
resource
unit,
having
a
group
of
officers
assigned
to
schools
working
with
students
every
day
and
later
on,
we're
gonna
have
corporal
s.
Let
me
tell
you
a
little
bit
more
about
exactly
what
that
sounds
like,
but
I
transitioned
in
2015
to
this
role
into
heading
this
organization's
efforts
in
school
security
I
have
Shelley
Powell,
who
is
a
security
specialist
whose
primary
role
is
drilling
emergency
preparedness,
helping
me
train
individuals.
She
was
also
a
Anne
Arundel
County
police
department
trainer
at
the
at
the
police
academy.
B
So
adult
education
is
another
one
of
her
Forte's,
so
she
assists
me
directly
with
training
staff.
Allan
levy
is
a
school
project
specialist.
He
helps
with
the
cameras
he
he
oversees
access,
controls
and
hardware
type
of
implementation.
Ronald
Eisner
is
our
business
manager.
Andrew
Rosenblatt
is
our
internal
communications
operator.
When
problems
are
occur
in
schools,
they
have
one
number
to
call
in
through
the
central
office
so
that
the
right
people
can
be
mobilized
to
help
start
assisting
either
guiding
schools
or
with
helping
resolve.
Whatever
problem
they
have
Jonathan
Morales
is
a
student
support
specialist.
B
He
serves
specifically
our
Latino
population.
His
foreign
language
proficiency
allows
him
to
interact
with
students
specifically
at
the
Annapolis
cluster
and
in
the
Annapolis
cluster,
so
that
he
can
help
support
students
who
are
not
English
Proficient,
but
he
can
also
support
staff
to
ensure
that
the
needs
of
the
organization
in
the
district
as
far
as
gang
prevention,
interdiction
and
eradication
are
supported
so
that
if
we
do
have
the
unlikely
event
of
a
student
trying
to
recruit
or
intimidate
other
students
in
a
foreign
language
that
a
teacher
doesn't
understand.
We
have
mr.
B
Morales,
who
is
available
to
us
to
help
with
these
students
so
that
there's
not
a
language
barrier
that
enables
bad
behavior.
Lafayette
Harvey
is
a
tow
male
high
school,
an
intake
individual
to
help
at
the
front
door,
and
then
we
have
the
front
office
receptionist,
because
the
front
office
receptionist
here
in
this
building
are
actually
our
first
line
of
security.
B
One
of
the
things
that
we
do
that's
the
most
critical
for
our
office
and
for
me
specifically,
is
training
our
staff
and
in
this
graphic
you
I
had
the
privilege
of
actually
going
to
Columbine
High
School,
walking
the
halls
meeting,
Frank
DeAngelis
the
principal
who
was
there
at
the
time
and
then
later
learning
the
lessons
learned,
the
very,
very
hard
lessons
learned
from
what
happened
in
1999
and
then
going
forward
at
the
time.
I
was
a
police.
Lieutenant
I
was
the
commander,
but
those
lessons
are
going
all
the
way.
B
When
you
think
of
all
the
professionals
that
actually
work
together
between
law
enforcement,
the
fire
department,
medical
service,
these
folks
speak
different
languages.
They
have
different
life
perspectives
and
part
of
our
biggest
role
in
this
office
is
to
bridge
those
gaps
and
to
bring
those
professionals
together.
So
we
can
understand
each
other.
B
B
So
bringing
these
external
professionals
together
and
liaison
between
our
internal
stakeholders
and
external
professionals
is
a
critical
role
of
the
office,
but
that's
not
to
say
that
we
don't
assist
with
investigations
on
school
properties
and
we
oversee
emergency
preparedness
drills.
We
work
definitely
in
close
partnership
with
our
state
partners
and
again
we
train
train
train
not
only
receiving
but
delivering
and
with
that
I'm
going
to
turn
it
over
to
Shelley
Powell
for
a
second
to
talk
about
the
emergency
preparedness
drills
and
to
kind
of
give
you
an
idea.
B
C
Evening,
thank
you
all
for
being
here,
so
we
what
we
do
is
we
train
everyone.
In
the
past
we
had
learned
that
it
was
really
only
the
it
had
only
been
the
administrative
staff
that
were
trained
principals,
and
you
know
the
teachers,
however,
when
when
dole
and
I
got
into
the
office,
and
actually
when
I,
when
I
got
in
there.
Also,
we
learned
that
we,
a
lot
of
people,
were
left
out.
That
includes
our
front
office
secretaries.
C
Whenever
we
would
do
training
at
schools,
they
would
be
left
behind
because
someone
had
to
man
the
front
office,
so
they
were
left
behind.
Our
custodial
staff
was
never
trained.
Our
food
service
workers
were
never
trained.
Our
bus
drivers
were
never
trained
and
we
just
did
a
comprehensive
bus
driver
training
to
all
of
our
bus
drivers
last
year
and
sort
of
gave
them
an
empowerment
to
do
things
they
thought
they
could
do.
C
But
what
really
weren't
used
to
having
someone
say
if
this
then
this
so
and
that
will
be
an
ongoing
thing,
that
we
will
continue
to
do
we're
going
to
get
them
involved
in
our
emergency.
Drills,
our
emergency
preparedness,
drills
or
partly
from
trends
that
have
changed
over
the
years
and
more
of
lessons
learned.
C
C
Evacuation,
drills,
reverse
evacuation,
drills,
always
we
do
weather
drills
and
we
do
hazmat
roles
as
well,
and
then
we
empower
the
principals
and
the
administrative
staff
to
do
more
go
above,
and
we
have
several
principles
that
do
some
spot
drills
with
their
team
and
they
are
really
really
good
at
doing
lock
downs.
Now.
Are
there
really
good
at
going
into
the
correct
positions
for
tornado
or
earthquake
whatever
it
may
be?
And
we
do
these
drills
through
discussions.
Sometimes
we
might
do
them
as
a
tabletop.
C
They
might
be
an
actual
drill
that
they
have
to
do
and
we
are
always
available
and
many
times
I
just
invite
myself
to
the
school
when
they're
doing
the
drills
and
I
help
them
with
it.
And
it's
great
for
me,
because
I
can
see
some
things,
that
schools
do,
that
are
awesome
and
I
can
take
what
they're
doing
and
I
can
impart
that
to
the
other
schools
when
I
go
to
the
other
schools
or
when
they
call
and
say
we're
having
a
problem
with
this.
C
We
think
we
have
it,
but
we
just
need
a
little
bit
more
help
and
then
I
can
say:
I
got
the
perfect
solution
for
you,
Bell
Grove
Elementary
is
doing
it
this
way
and
it
works
awesome
for
them,
so
we're
getting
out
there
more
and
we're
showing
things
that
work.
Moving
away
from
a
lot
of
the
things
that
we
used
to
do
in
the
past
that
have,
unfortunately
not
worked
and
we're
empowering
our
people
and
our
students,
you
know
to
be
survivors.
B
The
term
lockdown
is
nothing
more
than
a
universally
now
recognized
initiating
term
that
we
have
a
problem
inside
the
building
and
that
we
need
to
stop
what
we're
doing
for
a
second
and
I
need
the
people
who
are
not
with
students
who
are
non
instructional
staff,
our
administrators,
our
custodians
are
people
who
can
come
and
assist
the
principal
or
the
AP
or
whoever
might
be
in
charge
in
not
only
finding
the
problem
identifying
the
problem
and
then
resolving
the
problem.
Now
that
resolution
may
take
several
forms,
but
I'll
give
you
a
common
example.
B
The
common
example
is
a
dispute
between
two
parents
over
custody
in
an
elementary
school,
where
one
parent
believes
that
it's
their
weekend
and
they're
going
to
take
the
child,
a
dismissal
on
a
Friday,
and
this
situation
can
escalate
very
quickly
and
it
can
actually
be
evident
to
hundreds
of
students,
other
parents.
It
can
be
traumatizing
to
these
children
psychologically
and
it
can
and
does
occasionally
result
in
physical
violence,
not
only
between
the
two
people
involved.
But
now
we
have
potential
other
people
injured,
trying
to
intervene
in
some
way.
B
Moving
the
kids
away
from
this
evacuating
them
out
of
the
space
having
them
go
to
classrooms
where
they
are
locked
into
their
classrooms,
so
that
they're
safe
at
the
time
isolated
medical
practitioners
have
the
ability
to
come
in
and
resolve
whatever
problem.
There
is
law
enforcement
if
it's
a
law
enforcement
issue
has
a
way
that
they're
not
having
these
distractions.
B
These
kind
of
issues
happen
every
day
somewhere
in
this
nation.
In
fact,
with
a
school
system
our
size
with
over
a
hundred
and
twenty
educational
sites
over
80,000
children,
10,000
employees,
it
would
be
unusual
if
something
odd
didn't
happen
in
one
of
our
buildings
or
on
one
of
our
campuses
during
the
day.
So
we
have
to
be
prepared
to
stop
what
we're
doing
and
that
word
lockdown
should
not
ever
mean
to
parents
active-shooter.
It
is
not
synonymous,
it
might
be
used
in
that
event,
but
hearing
the
word
your
school
is
on.
B
We
put
our
kids
in
the
safest
place
possible,
and
sometimes
that
might
mean
having
to
move
them
outside
of
the
building,
because
their
place
that
they
were
in
may
have
been
the
cafeteria,
and
we
may
not
be
able
to
hold
that
in
a
locked
area.
We
might
just
have
to
move
them
out
like
it
was
a
fire
and
that
outside
space
during
lockdown.
These
are
the
lessons
learned
throughout
the
nation
about
how
you
do
things,
but
they
are
not
the
same
conventional
things
that
you
might
have
heard
before.
B
We
keep
learning,
we
keep
evolving
so
again,
lockdown
is
not
active
shooter
and
we
use
it
quite
frankly.
More
than
most
people
would
probably
think,
but
it's
for
the
problems
that
happen
daily
and
therefore
smaller
problems
to
mitigate
smaller
problems
from
becoming
larger
problems.
So
then
we
have
other
actions
that
we
can
do
evacuate
in
the
term.
Shelter
shelter
is
a
softer
version,
many
times
of
lockdown,
where
we're
not
letting
folks
in
and
out
of
the
building,
but
we
may
be
able
to
continue
the
normal
order
of
business
in
the
school.
B
For
example,
shelters
time
typically
used
in
the
problem
is
outside
the
building
when
medevac
needs
to
land
on
one
of
our
school
properties
for
an
auto
accident
in
the
community.
That
has
nothing
to
do
with
school.
We
don't
want
our
children
outside
on
playgrounds,
and
we
don't
want
to
dismiss
them
into
an
area
where
they
may
be
negatively
impacted.
B
Sometimes
our
processes
to
allow
the
safest
action
to
happen,
and
then
the
one
thing
that
some
folks
also
get
a
little
confused
on
is
independent
response.
Independent
response,
in
a
nutshell,
is
allowing
adults
to
make
reasonable
decisions
based
on
their
own
knowledge,
their
own
training,
their
own
experience,
their
own
life
ability
that,
if
you
were
in
their
NAPLAN
small
and
an
emergency
broke
out
to
protect
your
own
family,
your
own
loved
ones,
to
potentially
evacuate
to
secure
them
in
some
safe
place
to
take
some
action.
B
B
So
we
empower
our
adults
to
make
responsible
decisions
based
on
what
they
see
and
what
they're
experiencing
at
the
time,
and,
to
be
honest,
that's
a
tough
thing
for
a
lot
of
folks
to
really
wrap
their
heads
around,
because
people
want
a
procedure,
they
want
a
procedure
for
all
kinds
of
things.
Well,
there's
a
general
idea,
but
the
situations
and
the
dynamics
change.
So
we
don't
want
our
folks
to
be
followers
our
adults.
B
B
B
We
want
them
to
give
them
the
opportunity
to
actually
try
it
and
the
the
stress
of
trying
an
event
something
you're
uncomfortable
with
in
front
of
your
peers
without
violence
and
nobody's
getting
hurt
or
hit
having
to
move
to
your
classroom
from
a
place
that
you
might
be
down
the
hall
and
do
it
in
a
hurry
and
try
to
secure
your
door
under
a
little
bit
of
stress
these
kind
of
actions.
They
pay
dividends,
but
they
are
harder
than
a
simple
watch.
A
video
lecture.
B
B
We
want
people
in
our
community
to
feel
warm
and
to
feel
welcome,
and
we
know
that
if
you
were
passing
a
convenience
store
with
bars
on
the
windows
and
bulletproof
glass
on
the
exterior
that
you
would
likely
drive
past
it
to
go
to
a
place.
That
did
not
feel
that
way.
We
want
our
schools
feeling
warm
and
inviting
so
these
security
layers
that
many
people
don't
see
that
are
there.
We
want
to
make
that
part
of
the
layer,
and
some
of
the
things
that
you
do
see
are
the
cameras.
B
In
the
end,
some
of
the
communicative
equipment,
the
visitor
tracking
system.
The
reason
why
people
come
in
and
are
assets
scan
their
identification
is
because
that
system
exists
to
check
against
registered
sex-offender
databases
in
all
50
states,
and
we
have,
on
average,
one
alert
per
month
every
school
year,
whether
it
be
an
outside
person
who
is
new
to
the
area?
Who
did
not
realize
that
this
is
what
we
do.
B
Again,
the
partnership
is
is
the
key.
We
cannot
do
this
by
ourselves.
We
cannot
say
enough
about
the
Anne
Arundel
County
Police
Department,
where
I'm
from
Annapolis
City
the
fire
marshal's
office,
Fort
Meade
our
partners
in
the
Maryland
State
Department
of
Education
we're
all
together.
We
were
together
in
training
today.
B
You
know
we
it's
ongoing
and
continual
and
the
school
resource
unit
as
a
law
enforcement
organization
is
the
single
largest
investment
in
County
resources
of
security
dedicated
to
the
county
school
system
by
the
police
department.
They
pay
all
the
salaries,
they
give
all
the
benefits,
all
the
equipment.
It's
all.
That
is
a
true
true
partnership
and
I'm
gonna
have
Corey
s.
Look
tell
you
a
little
bit
about
more
about
what
he
does
as
an
SRO.
Thank
you
to.
D
Him
as
a
school
resource
officer
I
think
this
one's
working
as
a
school
resource
officer.
My
main
function
is
I'm,
a
full
uniformed
police
officer,
just
like
I
tell
the
kids
when
I
talk
to
them.
I
am
just
like
the
police
officer
that
you
see
out
on
in
the
community.
That's
running
traffic,
that's
responding
to
911
calls,
but
the
the
unique
part
of
my
job
is
I'm
specifically
trained
to
deal
with
children.
D
I
go
through
a
40-hour
training
class
that
specifically
trains
me
to
talk
with
children
to
work
with
children
to
deal
with
children
in
crisis
moments.
But
the
other
thing
that
I
do
is
I.
Am
there
to
build
a
relationship
with
the
kids
I'm
there
to
build
a
relationship
with
the
principals
I'm
there
to
build
a
relationship
with
anybody?
That's
in
that
building
my
primary
role
is
police
officer.
D
Most
people
come
in
contact
with
a
police
officer
in
one
of
their
worst
moments:
either
they're
getting
pulled
over
or
they've
had
a
crime
committed
against
them
or
they're
a
victim
or
something
like
that.
Well,
I
get
to
interact
with
parents,
I
get
to
interact
with
students
when
they're
comfortable
when
they're
not
involved
in
a
heightened
state
of
emergency.
So
I'm
able
to
answer
questions
for
kids
and
for
adults
when
the
situation
is
over
and
they
don't
understand
I'm
able
to
give
them
a
little
bit
more
clarity.
D
I've
had
many
students
come
into
my
office
and
say:
hey
I
got
involved
in
something
in
the
community
and
I.
Don't
understand
why
that
officer
acted
this
way,
I'm
able
to
take
the
time
and
kind
of
let
them
understand
where
that
officer
came
from
to
understand
why
that
officer
did
some
things
that
they
did
and
I'm
able
to
have
hard
conversations
with
him
and
say
you
know
what
I
don't
know
why
that
officer
did
what
he
did
there.
D
You
know,
but
this
is
how
it
should
have
happened,
so
I'm
able
to
be
that
the
main
important
word
of
what
I
am
is
a
school
resource
officer.
The
officer
comes
last
and
is
hopefully
something
I
never
have
to
do
in
a
day
to
day
operation.
I
want
to
be
that
resource
to
prevent
me
from
having
to
do
that
officer,
job
and.
B
I
hope
you
hear
in
the
passion
that
we
all
have
for
what
we
do,
that
passion
is
just
as
evident
with
our
police
officers
and
Corey
is
an
exemplary
model,
but
he
is
one
of
many
of
his
peers.
That
sounds
just
like
this.
Every
day
give
you
another
idea
of
some
of
the
things
he
specifically
works
with
the
softball
team
as
a
volunteer
coach,
and
we
have
other
officers
who
work
with
not
only
extracurricular
athletics,
but
clubs
and
other
sports.
So
it's
not
just
officer.
B
In
fact,
the
officer
pieced,
one
of
the
important
things
about
him
in
uniform
is
that
his
personality
and
the
personality
of
law
enforcement
as
a
positive
influence
comes
through
that
uniform.
So
when
people
wonder
why
we
don't
have
them
in
softer
clothes
or
something
different
that
doesn't
look
as
intimidating
as
as
the
uniform,
the
uniform.
He
is,
the
good
guy
and
his
personality
will
come
through
and
so
we're
very,
very
proud
of
that
relationship
and
everything
that
they
do.
B
Technology
was
maybe
not
and
you
guys,
as
our
families
are
also
our
partners,
so
we
know
that
sometimes
they're
inconveniences
and
sometimes
they're
things
that
we
want
you
to
feel
warm,
and
we
want
you
to
feel
welcome.
But
we're
gonna
do
everything
we
can
to
keep
your
kids
safe,
and
there
are
things
that,
when
you
want
to
participate
in
certain
activities
that
are
going
to
require
a
background
check
for
criminal
history,.
B
Depending
on
what
the
activity
is,
is
the
depth
of
the
of
the
background
check
summer
fingerprint
some
are
just
a
commercial
background
check.
We
have
more
information
available
on
our
website
as
to
these
different
levels,
and
I
always
remain
available
to
you.
If
you
have
questions
on
what
is
needed
for
an
event
and
you
can
check
with
the
school,
but
you
can
also
certainly
contact
me
for
additional
information.
B
Pardon
while
we
we
get
back
up
here
for
a
second
one
of
the
other
things,
that's
important
tonight
that
we
take
away
is
to
know
that
we
have
a
student
safety
hotline
that
anytime
24
hours
a
day,
365
days
a
year
that
any
time
anyone
has
they
feel
threatened.
They
see
something
they
want
to
say
something,
but
they
don't
want
to
be
the
person
identified
as
saying
we
have
a
way
to
report
bullying,
we
have
a
way
to
report
threats
online.
B
We
have
a
way
to
report
fraud,
waste
abuse,
anything
that
people
see
that
they
want
to
tell
us.
We
want
to
tell
somebody
and
have
it
investigated.
We
tend
to
have
when
these
things
happen
and
corporal
s,
like
has
been
a
part
of
this.
We
on
holidays
weekends,
night
times,
2:00
a.m.
in
the
morning
when
that
number
comes
in
it
calls
me
and
the
service
that
answers
it.
They
report
this
to
me
middle
of
the
night.
A
Thank
you
all
so
much.
That
was
a
lot
of
great
information
and
a
very
timely
topic.
At
this
point,
we
will
ask
you
if
you
have
any
questions
or
perhaps
comments
or
areas
of
clarification,
a
reminder.
One
question
per
card-
and
we
know
we
have
limited
time
this
evening,
so
we
will
end
programming
at
7
o'clock
but,
as
I
said
before,
our
team,
as
well
as
our
visitors,
will
be
available
for
a
few
minutes
after
official
programming
has
ended.
A
E
You
Miss
Jackson
mr.
baton
and
team.
Thank
you
so
much
tonight.
The
first
question
comes
from
a
stakeholder
who
asks
we
know
you
do
a
lot
of
drills
during
the
year
with
both
school
administration
and
sometimes
when
the
students
are
in
the
building.
What's
the
procedure
for
alerting
parents
that
these
drills
are
going
to
happen
or
if
there
isn't
one
can
parents
be
alerted
absolutely.
B
B
Anxiety-Producing
is
that
maybe
I
hope
we
kind
of
turned
that
language
to
we
didn't
know
it
was
coming
either,
but
we
reacted
and
we
are
preparing
and
we're
all
safe.
So
the
language
is
just
as
important
after
the
drill
it
as
it
as
before.
To
tell
our
folks
we're
all
safe,
everybody
did
well
and
we're
learning
from
our
experience.
Thank.
E
You
in
that
same
vein,
during
your
talk,
you
spoke
about
lock,
downs.
Sometimes
the
stakeholder
asks.
Sometimes
we
have
substitute
teachers
or
part-time
teachers
in
buildings
that
may
not
have
keys
to
rooms
or
have
it
really
not
have
the
ability
to
lock
down
a
space
in
which
they
are
the
facilitator?
What
happens
then?
That's.
B
A
great
question
and
I'll
take
it
one
step
further.
We
have.
We
have
language
out
in
the
in
the
industry
that
talks
about
run
hide
fight,
avoid
deny
defend.
We
need
to
take
it
even
one
step.
Further.
We
have
students,
we
have
adults
who
are
not
ambulatory
who
are
auditory,
they
have
auditory
needs,
nee
have
wayfinding
needs,
we
have.
B
We
emphasize
special
needs
preparation,
so
I
don't
want
to
diminish
the
substitute
issue,
but
at
the
same
time,
it's
in
the
same
vein
that
we
have
to
be
prepared
to
help
one
another,
and
so
it's
not
just
a
matter
of
with
substitute
teachers,
giving
them
an
overview
of
what
might
be
expected
in
a
lockdown
or
another
emergency
declaration,
it's
site-specific!
So
when
we
have
these
environments,
where
we
cannot
necessarily
secure
a
room,
we
may
have
to
leave
that
room
and
be
prepared
to
go
to
another
space.
B
That
kind
of
thinking.
If
I'm
in
a
room
and
I
don't
have
the
keys,
all
right,
I
may
have
to
be
prepared
to
give
the
directions
to
do
something
and
that's
what
we're
doing
is
working
our
way
forward
into
preparing
people
to
think
on
their
feet,
evaluate
ahead
of
time
and
then
decide
what
to
do
when
they
need
to
this.
E
Next
question
is
really
related
to
that
in
many
of
our
sites.
From
year
to
year,
we
may
have
new
learning
cottages
or
portable
classrooms.
If
you
will
what
happens
there,
where
maybe
there's
no
fencing,
maybe
there's
no
easy
way
to
secure
that
kind
of
a
facility.
This
stakeholder
is
asking
what
direction
is
given
to
those
educators.
It's.
B
Have
someone
wearing
no
shirt
sweating
profusely
on
a
winter
day
banging
on
my
door,
trying
to
break
it
in
that
is
very
the
same
event
very
different
language
and
initiates
a
very
different
response,
potentially
so
again
people
it's
the
communication,
it's
the
training,
it's
to
getting
people
used
to
a
line
of
thinking
and
comfortable
with
being
direct
and
forthcoming,
and
and
to
not
try
to
convince
themselves
that
they're
not
seeing
what
they're,
seeing
that
many
of
us
have
a
tendency
to
try
to
talk
ourselves
out
of
a
problem,
but
it
really
is
the
problem.
Thank.
E
D
D
E
B
For
good
or
bad
I
had
to
in
this
one
anyway,
actually
you
know
we
do.
We
have
a
collaborative
partnership
and
one
of
the
things
that
most
people
don't
realize
is
not
only.
Is
it
very
difficult
to
be
a
police
officer
these
days
for
the
expectations
our
community
has
and,
as
they
rightly
should,
have
very
high
expectations,
but
our
SROs
are
the
most
scrutinized
officers
in
the
county
every
day.
Everything
they
do
is
on
camera
overhead
or
on
us
on
a
student's
cell
phone.
B
Every
action
they
take
is
subject
to
being
recorded
at
every
angle
in
the
world
and
they
could
easily
end
up
on
CNN
in
even
when
they
are
right.
The
optics
can
look
wrong,
and
so
they
have
to
have
an
understanding
coming
in
that
they
are
going
to
be
heavily
scrutinized
and
everything
that
they
do
is
going
to
have
to
be
articulated
later,
not
just
in
court
but
to
the
court
of
public
opinion
and
everything
that
they
do
has
the
potential
to
destroy
an
entire
program.
B
That's
helpful
to
students
helpful
to
the
community
just
by
one
act
of
poor
judgment.
So,
as
far
as
that
selection
process
goes,
I
am
I
could
not
be
more
proud
of
the
the
unit
and
the
men
and
women
who
have
come
through
the
unit
through
the
years.
They
have
just
recently
been
once
again
awarded
a
departmental
citation
for
excellence
in
policing
just
a
few
months
ago
by
the
chief
of
police
and
it
would
it
was
not
their
first
one,
so
they
are
a
very
distinguished
group
and
it's
a
very
selective
process.
B
You
have
to
keep
all
in
mind.
We
we
don't
want
officers
who
are
timid
and
afraid,
but
at
the
same
time
we
don't
necessarily
want
officers
who
are
whose
first
response
is
to
necessarily
use
force.
When
may
be,
another
option
might
be
warranted.
You
have
you're
gonna,
see
these
same
kids
in
these
same
families
every
day.
Just
because
you
arrest
them
today
doesn't
mean
you
won't
see
them
in
school
tomorrow,
the
next
day.
So
the
mindset
that
these
guys
have-
and
these
women
have
is
remarkable.
B
E
B
With
any
funding
your
your
representatives
at
the
local
level
state
level
in
any
level
that
you
want
to
speak
to
your
elected
representatives
regarding
the
funding
and
the
priorities
that
the
chief
of
police,
for
both
Annapolis
and
for
Anne
Arundel
County
again,
are
remarkable
and
amazing
partners
selections.
As
far
as
the
number
of
school
resource
officers
are
at
their
sole
discretion
we
have
in.
We
have
input
on
where
we
believe
they
might
be
the
most
helpful,
but
at
the
same
time
the
ultimate
discretion
on
where
a
chief
of
police
assigns
his
officer
is
their
discretion.
B
B
The
threats
come
in
in
a
variety
of
sources
and
there's
a
contagion
effect
that
happens.
When
something
happens
in
the
nation,
we
can
anticipate,
we
will
have
copycat
and
we
will
have
other
residual
events
or
things
that
people
may
have
dismissed
before
may
come
to
their
attention
and
they
will
again
report
these
these
acts
or
these
comments.
We
are
very
aggressive
in
the
way
that
we
respond
and
investigate,
and
when
I
was
saying
earlier,
it
doesn't
matter
if
it's
Christmas,
Eve
and
I've
had
an
episode
where
that
happened.
B
It
does
not
matter
when,
where
whatever
we
have
to
do
in
one
episode,
which
was
really
remarkable
this
past
school
year
and
an
SRO
in
Texas
had
the
name
and
only
the
first
name
of
a
student
that
she
believed
wasn't
involved
in
a
suicide
pact
with
a
it
was
an
allegedly
at
Anne,
Arundel
County
school
student,
with
only
the
first
name
known,
was
involved
in
a
suicide
pact
with
a
student
in
Texas
and
the
only
way
she
believed
it
was
Anne.
Arundel
County
was
an
Annapolis
or
something
address.
B
It
was
very
minimal
information
through
our
partnership.
With
this,
with
the
Maryland
Center
for
school
safety,
the
we
were
able
to
figure
out
exactly
who
that
was
in
under
two
hours
and
have
interdict
of
services
to
that
student
in
our
county
in
under
two
hours.
The
way
that
happened
was
the
officer
was
calling
every
county
in
Maryland
by
alphabetical
order
got
to
Anne
Arundel.
Pretty
quick
and
I
suggested.
Tell
you
what?
B
Let's
use
our
partnership
to
our
advantage,
and
we
put
the
information
out
and
we
had
our
identified
in
under
two
hours
and
services
rendered
all
the
way
from
Texas.
So
I
don't
know
where
anybody
can
do
any
more
or
any
better
than
that
moment.
That
was
very
satisfying
to
me
and
it
really
ties
in
the
exemplary
nature
of
being
involved
at
the
state
level
and
having
really
really
close
partnerships
with
our
state,
not
only
public
but
private
school
partners
so
that
we
can
solve
these
kind
of
problems
and
and
with
that
kind
of
expediency.
B
E
You,
the
stakeholder,
asks
a
question
about
a
school
shooting
that
happened
in
the
state
of
Maryland,
but
not
in
Anne
Arundel
County
over
the
past
12
months
and
the
question:
is
they
noticed
that
the
students
were
sent
to
a
neighboring
school
when
parents
were
also
sent
there?
What
is
what
is
the
reason
for
that,
and
and
how
would
parents
learn
where
their
student
is
going
to
be
when
such
a
crisis
occurs?
That's.
B
Do
the
investigation
and
all
those
sorts
of
things
at
some
point
we're
going
to
have
to
move
the
children
out
of
that
school
who
are
not
affected
or
who
might
need
to
be
interviewed
a
lot
of
other
things.
But
you
really
can't
bring
parents
into
that
environment
is
congested
and
as
difficult
as
that
is.
The
lessons
learned
throughout
the
nation
have
shown
that
you
cannot
reunify
parents
with
students
at
the
school
that
is
affected.
B
We
don't
want
to
say
specifically
where
any
particular
school
might
go
in
advance,
because
the
circumstances
that
lead
to
that
are
not
known
to
us
at
the
time.
We
do,
however,
have
plans
and
reunification
sites
that
we
are
continually
refining
the
processes
of
how
we
would
notify
parents
through
our
Communications
Officer,
through
social
media,
through
the
radio
stations
on
where
to
go
and
do
that
very
early.
Now.
One
of
the
examples
that
we
had
was
an
elementary
school
that
had
to
evacuate
because
of
a
gas
leak
and
the
gas
leak
source
was
not
determined.
B
When
the
school
was
cleared,
we
were
able
to
take
them
back
to
their
school
and
dismiss
them
as
normal,
but
we
were
able
to
practice
something
and
learn
something
a
lot
of
something's
and
that's
what
we
know
now
that
we
have
a
plan
and
it's
just
a
matter
of
refining
it
as
time
goes
on
through
practice.
Hopefully
we
don't
have
to,
but
what
we
do
have
a
plan.
We
just
won't
be
able
to
tell
you
in
advance
where
we're
going
to
go,
because
the
nature
of
what
we're
doing
may
change
the
location
or
circumstances.
Thank.
E
You
this
is
the
last
question
in
the
Union
you've,
given
us
so
much
information
and
and
it's
it's
very
emotional
when
we're
talking
about
the
lives
of
our
young
people.
So
if
you'd
like
to
leave
us
with
one
or
two
things
that,
if
you're
a
parent
out
there,
what
would
you
want
that
parent
to
know
about
school
security
that
maybe
you've
already
said?
Or
maybe
it's
just
you're,
leaving
us
a
tip
or
you're,
leaving
us
something
to
think
about
one
or
two
most.
C
B
C
You
know,
and
if
you
have
questions
you
can
always
write
to
us
or
you
can
always
call
in
and
we're
more
than
happy
to
explain
our
processes
so
I
just
think
again.
We
have
the
partnerships
but
I
look
more
of
the
parchment
partnerships
that
we
have
with
our
staff
and
our
parents
and
how
we're
making
our
say
our
schools
so
much
safer
for
our
students.
Thank.
D
My
final
comments
would
be
for
parents
to
realize
that
your
Police
Department
is
doing
the
best
that
they
possibly
can
to
secure
your
children
and
to
keep
your
children
safe
and
that
every
single
SRO
that's
in
this
unit,
goes
to
school
every
single
day
and
holds
that
school
as
their
own
and
they
are
there
and
those
are
their
children
as
much
as
they
are
your
children
and
we
are
doing
the
best
to
make
them
better
people
and
better
citizens
of
Anne
Arundel
County.
Thank.
B
You
my
thing
is:
our
schools
are
infinitely
safer
than
any
place
that
your
children
can
be
on
any
given
day.
They
are
safer
any
day
than
the
communities
that
they
sit
in
because
of
the
in
the
intense
supervision
that
they
were
given
by
adults,
the
interactions
that
they
have
and
we
will
always
have
problems
with
each
other,
interacting
with
each
other.
As
long
as
human
beings
interact
with
each
other,
there
will
always
be
bullying.
There
will
always
be
unpleasantness
between
human
beings.
B
It's
not
acceptable,
but
we
work
at
it,
but
no
matter
what
you
can
send
your
kids
to
school
in
Anne,
Arundel
County
and
know
that
there
are
people
who
are
passionate
about
making
sure
that
they
come
back
to
you
better
than
you
send
them
to
us.
So
with
that
I
think.
That's
really
I
think
that's
the
end
game
for
everybody
in
the
school
system,
and
it
certainly
is
from
my
office
Thank.
A
So
again,
thank
you
all
very
much,
especially
thank
you
to
mr.
batten
to
corporal
s
liqu
and
Miss
Powell
for
this
very,
very
informative
presentation.
Thank
you
to
all
of
our
stakeholders
who
attended
this
evening
as
well.
I
am
especially
grateful
for
the
support
of
the
a
a
CPS
awesome
team
who
have
presented
over
the
past
few
weeks
and
who
have
worked
behind
the
scenes
to
ensure
the
success
of
our
Tuesday
summer
series
in
order
to
better
inform
our
community
under
the
direction
of
our
superintendent
dr..
A
Our
lotto
I
would
like
to
also
take
this
opportunity
to
thank
dr.
McMahon
mr.
Schack
Novick
mr.
Moser
mr.
gray,
Miss
Hulk
mr.
sanera
mr.
Cole
and
dr.
Guillen's,
for
all
of
the
work
that
they
have
done
behind
the
scenes
to
ensure
the
success
of
our
Tuesday
summer
series
and
finally,
thank
you
to
our
boy
of
Education
for
their
tremendous
support
of
this
and
many
other
initiatives.
Thank
you
have
a
good
evening
and,
as
I
stated
before,
our
staff
will
be
available
for
a
few
minutes
to
further
clarify
or
answer
any
other
questions.