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From YouTube: Summer Series: Programs of Choice
Description
Description
A
Good
evening
welcome
to
Anne
Arundel
County
Public
Schools
2018
Tuesday
summer
series
under
the
leadership
of
dr.
otto,
in
an
effort
to
address
and
provide
information
on
topics
of
concern
to
residents
across
the
county.
Anne
arundel
county
public
schools
has
been
hosting
six
summer
series
sessions
tonight
being
the
fourth
for
programming
purposes.
Our
session
will
end
no
later
than
7
o'clock.
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
for
you
to
write
down
questions
pertaining
to
this
evenings
topic.
Please
complete
the
front
so
that
our
team
may
follow
up
as
appropriate
questions
will
be
reviewed
by
our
moderator,
dr.
McMahon
and
read
in
the
order
in
which
they
are
received.
Only
questions
on
the
note
cards
will
be
acknowledged.
One
question
per
card-
please
personnel
and
private
issues
can
be
discussed
with
our
staff
at
the
conclusion
of
the
meeting
and
we
will
have
a
few
minutes
after
the
programming
for
discussion
of
private
or
personnel
issues.
A
This
evenings
session
topic
is
seen
in
front
of
you.
Programs
of
choice
in
Anne,
Arundel,
County,
Anne,
Arundel,
County,
Public
Schools
with
us
this
evening
is
Miss
Mary
Toole,
our
assistant
superintendent,
for
Advanced
Studies
and
programs,
missile
Expo,
poganski,
Avot,
specialist
Miss,
Mary
Austin
coordinator
for
inter
entered
the
International
Baccalaureate
program.
Mr.
rich
burgher,
signature,
specialist
and
mr.
Pat
crane
senior
manager
of
alternative
programs,
as
well
as
miss
Deb
Kramer
coordinator
for
Career
and
Technology.
B
I'm
gonna
say
good
evening
and
welcome
I'm,
looking
at
all
of
you
and
I'm,
so
grateful
that
you're
here
this
evening,
as
stated,
my
name
is
Mary
T
Lauren.
It
is
truly
my
honor
to
be
the
assistant
superintendent
for
Advanced
Studies
and
programs.
Anna
rana
counties,
program
of
choice
options,
whether
offered
in
the
division
of
Advanced,
Studies
and
programs
ASP
as
we
refer
to
it
or
alternative
education,
provides
students
with
specialized
curricular,
instructional
or
instructional
and
co-curricular
activities
that
meet
their
specific
intellectual
interests
and
needs.
B
B
All
options
are
rooted
in
the
development
and
delivery
of
powerful
teaching
that
promotes
engaged
learning
having
our
students
voice
is
important,
as
is
the
collaboration
that
can
be
provided
to
our
students
through
interaction
that
is
immersive.
We
believe
in
rigorous
instruction,
authentic
application
and
Community
Connections
all
options
prepare
our
students,
your
students,
to
the
expert
and
accountable
learners
in
their
educational
journey.
As
noted
on
the
slide,
we
are
dedicated
to
preparing
our
students
to
communicate
precisely
work.
Cooperatively.
C
C
C
Pleasant
elementary
school
is
going
to
be
a
showcase
site
next
year
for
other
counties
to
come
and
visit
and
see
how
avid
really
works
at
the
elementary
level
and
college
and
career
preparation
is
very
evident
in
avid,
as
we
are
all
extremely
proud
to
report
that
our
528
avid
seniors
earned
over
43
million
dollars
in
scholarship
and
grant
money,
and
that
will
help
them
to
attend
their
four-year
college
or
university.
In
the
fall
and
80%
of
our
avid
elective
students
were
accepted
into
a
four-year
college
or
university.
C
So
it
is
a
program
that
we
were
all
everyone
that
works
with
it,
we're
incredibly
passionate
about,
and
we
can
see
in
the
data
that
it's
working
for
students
and
helping
them
achieve
their
college
and
career
readiness
goals
as
well.
Now
introduce
you
to
Mary
Austin
coordinator
of
IB,
who
is
going
to
talk
to
us
about
magnets.
D
Good
evening
again,
a
knurled,
the
County
Public
Schools
offers
a
variety
of
magnet
programs
for
our
students
and
Families
students
who
are
entering
at
the
middle
school
or
high
school
level
can
choose
some.
The
International,
Baccalaureate
or
IB
program
and
IB
is
really
designed
for
students
who
have
a
love
of
learning,
enjoy
thinking
outside
the
box
and
solving
problems.
Real-World
problems
in
a
global
context.
D
They
can
also
choose
from
our
Performing
and
visual
arts
or
PV
a
magnet
program,
and
this
really
is
designed
for
students
who
are
interested
in
fostering
their
maximum
potential,
both
artistically
and
academically.
Our
middle
and
high
school
students
can
look
at
the
STEM
science
technology,
engineering
and
math
program
for
students
who
are
interested
in
exploring
STEM
subjects
as
they
work
in
everyday
life.
D
Magihour
system,
our
inclusive
programs
of
choice,
we
cast
a
very
wide
net
as
we
seek
to
find
students.
Excuse
me
attract
students
based
on
their
talents,
passions
and
interests
in
our
County
magnet
schools
and
programs
are
used
as
a
lever
for
change
and
innovation.
We
offer
ongoing
opportunities
for
our
students
and
staff
to
explore
and
share
ideas
that
are
that
are
important
in
their
local
and
global
communities.
In
magnet
programs.
D
D
Magnus
students
have
leave
our
programs
well
equipped
college
and
career-ready,
often
with
generous
scholarships
opportunities
for
specialized
programs
and
experiences
abroad,
and,
as
you
can
see
on
the
slide,
our
programs
are
offered
at
a
variety
of
middle
and
high
schools
across
the
county.
The
IB
program
is
offered
a
three
middle
school
in
three
high
school
sites,
stem
and
Bheema
program.
Again,
a
three
middle
and
three
high
school
sites
are
performing.
D
E
E
Signature
themes
are
chosen
by
the
community,
not
by
the
Board
of
Education.
So
business
and
community
partners
are
brought
into
the
program
to
inform
the
correction
to
inform
the
curriculum
in
signature
and
content
classes.
Students
are
exposed
to
the
working
of
and
the
needs
of
local
businesses.
Industry
government
nonprofits
gaining
a
career
understanding,
a
deeper
understanding
of
the
skills
they
need
for
future
careers
within
their
community.
E
Signature
classes
took
more
than
100
trips
out
of
school
into
the
workplace,
so
that
students
were
exposed
to
the
working
world
after
students
take
introductory
classes
in
their
signature
themed
area,
they
may
take
more
career.
Specific
courses
like
the
geographic
information
program
at
the
homeland,
security
at
Meade,
high
school
or
the
transportation
and
logistics
college
program
at
North,
County
high.
E
Consequently,
signature
answers
the
Y
in
classroom
learning,
giving
students
the
opportunity
to
learn
material
and
connect
that
material
to
their
lives.
This
is
so
important
for
learning
and
retention
of
material
to
have
that
connection
to
one's
life
and
one's
future
aspirations.
Our
next
presenter
will
be
Pat,
Crane
senior
manager
of
alternative
programs.
F
Thank
you
rich
for
that
introduction.
Again.
My
name
is
Pat
crane,
senior
manager
of
alternative
programs,
and
it's
a
pleasure
to
be
here
this
evening
with
you
all
to
talk
a
little
bit
about
our
charter
on
contract
schools
and
so
keeping
with
the
theme
we
heard
about
our
magnet
programs
and
those
art
schools.
Those
are
choice.
Programs
with
in
Anne,
Arundel,
County
charter
and
contract
schools
also
offer
a
choice
for
parents
in
our
community.
F
They
offer
innovative
learning
opportunities
and
they
become
they've,
become
wildly
popular
within
our
school
district,
as
evidenced
by
pretty
large
waiting
lists
in
each
of
our
schools.
Our
next
school
year,
2018-19
will
serve
over
2,600
students
in
grades
K
to
12
our
Charter
and
contract
schools
falls
under
the
division
of
alternative
education.
So,
in
addition
to
two
alternative
schools,
we
also
have
four
schools
that
fall
under
the
Charter
and
contract
school
methodology.
F
The
question
I
get
the
most,
though,
is
what
is
a
charter
school
or
what
is
a
contract
school,
and
so
there
are
similarities
and
differences,
probably
more
similarities
than
differences.
As
you
can
see,
the
similarities
are
that
they're
both
authorized
by
the
Anne
Arundel
County
Public
Schools
Board
of
Education.
F
You
usually
see
that
they're
in
very
non-traditional
type
buildings,
so
they
do
have
some
flexibility
around
where
they
build
their
schools,
they're
both
operated
by
outside
nonprofit
entities
and
they're,
both
publicly
funded.
So
if
your
child
does
attend
to
charter
a
contract
school,
it
is
tuition
free,
it
is
a
public
school.
F
It
is
solely
funded
by
Anne
Arundel
County
Public
Schools,
some
differences,
our
charter
schools
are
governed
by
state
law,
so
there's
a
very
specific
law
that
governs
how
charter
schools
are
to
operate
within
the
state
of
Maryland
and
that
can
differ
from
the
way
they
operate
in
DC
or
the
way
they
operate
in
other
states.
Maryland
has
a
very
unique
charter:
school
law
that
puts
the
charter
schools
under
the
school
district,
they're
open
to
all
County
scoot,
all
County
students.
F
So,
for
example,
if
you
were
to
attend
monarch
Academy
in
Glen
Burnie
and
you
lived
in
South
County,
you
could
do
that
in
a
charter
school
and
we
do
provide
transportation
for
your
child
to
and
from
school
and
usually
charter.
Schools
are
open
based
on
specific
themes
or
programs.
So,
for
example,
we
have
an
expeditionary
learning
school.
We
have
a
math
science
technology
charter
school
now.
Contract
schools
are
a
little
bit
different
in
that
they're,
not
governed
by
any
state
law.
So
contrac
schools
are
opened
in
partnership
with
Anne
Arundel,
County
Public
Schools.
F
Another
really
popular
question
that
I
get
from
parents
is
I
found
a
school
that
I
want
my
child
to
go
to
how
do
I
get
them
enrolled,
and
so
the
application
process
mirrors
the
magnet
process
in
terms
of
the
dates
that
the
application
opens.
So
our
window
this
coming
year,
will
open
October,
15th
and
close
on
November
30th.
No,
it's
not
a
first-come,
first-served,
so
whether
you
enroll
or
fill
out
an
application
on
October
15th
or
you
fill
out
an
application
on
November
30th.
F
Those
applications
are
going
to
have
the
same
weight,
and
so
once
that
window
closes
then
we'll
take
a
look
at
the
number
of
applicants.
We
got
versus
the
number
of
open
seats.
If
there
are
more
applicants
than
open
seats,
then
by
law
we
have
to
have
a
lottery
for
enrollment.
That
lottery
is
held
in
mid-january
and
then
in
early
February
parents
will
be
notified,
whether
their
student
was
accepted
through
the
lottery
or
placed
on
a
waitlist.
F
So
the
first
charter
school
I'll
talk
about
is
monarch
Academy
in
Glen
Burnie
monarch.
Academy
is
the
first
charter
school
that
we
open
here
in
Anne,
Arundel
County.
It's
wildly
popular,
that's
dues.
It
serves
students
in
grades
K
to
8,
and
they
have
approximately
800
students
on
a
waitlist.
So,
as
you
can
see
when
I
say
it's
wildly
popular,
it
has
become
one
of
the
most
highly
coveted
schools
here
in
our
county
in
terms
of
charter
schools
and
it
blends
to
educational
programs.
F
It
blends
a
transit
model
which
is
through
the
children's
guild,
their
operational
model
for
how
they
operate.
Schools
in
an
expeditionary
learning
model,
also
known
as
IL,
which
is
very
similar
to
project-based
learning.
If
we're
familiar
with
that
Chesapeake
science
point
another
charter
school
a
little
bit
differently,
they
serve
students
in
middle
and
high
school.
So
currently
it's
our
only
high
school
charter,
school
option
and
they're
a
math
science
and
technology
focus
school
again.
Also
a
pretty
extensive
wait
list
for
Chesapeake
science,
Point
and
then
I
alluded
to
contract
schools.
F
F
We
worked
with
the
operator
of
that
school
to
create
a
catchment
zone
to
alleviate
overcrowding
in
those
three
elementary
schools
and
again
it's
a
children,
skilled
school,
it's
a
transit
school
and
it's
an
IB
primary
years
program
at
the
elementary
level
and
project-based
learning
at
the
middle
school
level
and
finally,
monarch
Academy
in
Annapolis.
Our
most
recent
school
just
opened
this
past
fall.
It
serves
students
in
grades
kindergarten
through
five
and
that
isn't
the
Old
Capitol
Gazette,
building
right
off
West
Street.
F
A
We
have
cards
again
to
remind
you
that
one
question
per
card
and
please
put
your
contact
information
on
the
cards
and
please
pass
them
to
dr.
McMahon
as
she
will
review
and
sort
and
ask
questions
of
the
team.
That's
here
and
again
a
reminder
for
anyone
who
joined
us
a
little
after
we
started
that
any
question
that
pertains
to
your
child
personally
or
a
personnel
issue.
We
would
be
more
than
happy
to
answer,
but
we'll
do
that
at
the
conclusion
of
the
public
viewing
so
at
this
point,
I'll
turn
it
back
over
to
dr.
A
G
C
There
will
be
there's
an
apply
Now
button.
You
can
certainly
feel
print
out
an
application
from
there
and
then
your
best
set
is
going
to
be
to
contact
your
home
school
and
find
out
your
avid
coordinator
at
that
school
and
get
them
the
application
that's
filled
out
and
from
there
they're
you
there
will
be
an
interview
process
and
different
things,
and
each
school
has
a
little
bit
we're
not
quite
as
streamlined
as
the
magnets
with
our
application
process,
as
each
school
has
a
little
bit
of
their
own
process
for
that.
C
But
that's
where
you
would
start
with
filling
out
the
application
which
you
can
get
either
from
your
home
schools
avid
coordinator.
Every
secondary
school
has
one
or
get
it
from
the
website,
and
you
could
always
contact
my
information
as
well
as
the
coordinator
of
Avid's.
Information
for
data.
Rita
is
also
right
there
on
the
website.
We
could
direct
you
to
exactly
you
need
to
talk
to,
but
that
is
where
you
would
start
and.
G
H
I
B
I
could
chime
in
on
that.
Obviously
we
want
our
children
to
be
prepared
for
college
and
career
readiness.
Understanding
strategies
that
they
can
own
and
actually
take
to
their
learning
is
critical.
Avid
allows
that
to
happen.
In
addition
to
the
elective
course
that's
available
in
our
secondary
schools.
We've
also
recognized
that
school-wide
avid
and
preparing
our
children
through
I'm,
going
to
say
a
pedagogical
journey,
but
it
really
is
understanding
the
strategies
that
they
can
organize
their
information.
B
Think
of
ways
to
master
it
with
tips
and
tricks
as
they
engage
in
discipline
and
content
domains.
It's
critical
because
we
want
them
to
leave
us
and
be
independent
and
avid
that
allows
that
to
happen.
We
purposely
have
infused
to
have
its
strategies
across
all
the
ASPR
Advanced
Studies
and
program
offices,
because
it
should
never
be
a
silo.
It
should
be
the
know-how
to
which
we
can
actually
facilitate
the
learning.
D
So,
within
the
magnet
program,
specifically,
students
can
opt
to
take
an
avid
course
as
one
of
their
electives
as
part
of
their
schedule
during
the
day
and
again,
as
mr.
Lars
said,
across
the
Advanced
Studies
and
programs
offices.
But
in
this
case,
specifically
with
magnet
programs,
we
work
hard
to
be
sure
those
avid
strategies,
those
approaches
to
teaching
and
learning
strategies
are
built
into
the
instructional
units
that
we
offer
to
our
students,
sometimes
at
the
high
school
level,
in
a
magnet
program.
D
As
students
get
towards
the
upper
years
in
particular
11th
to
12th
grade,
it
can
pose
a
bit
more
of
a
challenge
to
have
avid
in
as
a
full-time
elective.
The
option
is
there,
but
that's
gonna
differ
a
little
bit
student
by
student,
just
based
on
the
choices
they
make
for
their
program.
Their
electives.
F
I'll
just
echo
what
everyone
has
set
up
here
in
relation
to
avid
in
their
programs,
and
it
would
fit
really
nicely
within
our
Charter
and
contract
schools.
We
don't
currently
have
any
avid
programs
within
our
Charter
and
contract
schools.
I
would
love
to
adopt
a
vigy
within
our
schools,
I
think
it's
a
perfect
fit
for
what
we
do
programmatically
so
again,
as
you've
heard,
there's
really
a
natural
fit
for
what
we
do
as
well.
G
F
So
charter
and
contract
schools
are
public
schools
and
we
do
not
ask
at
the
time
of
application
whether
your
child
has
an
IEP
whether
your
child
has
learning
differences.
We
can't
ask
any
of
those
questions,
so
everybody
is
on
equal
footing
when
they
apply.
If
your
child
has
an
IEP
or
has
learning
differences
and
they
get
accepted
into
a
charter,
a
contract
school,
we
follow
the
same
rules
and
laws
as
every
other
public
school
in
terms
of
serving
the
needs
of
your
student.
That
may
be
if
they
have
an
IEP
or
they
have
a
504.
F
We
certainly
have
to
follow
that,
and
so
there
is
no
I
guess
you
know
we
would
modify
curriculum,
obviously
as
needed
within
our
schools
to
serve
those
students.
So
we
certainly
welcome
all
students
in
our
charter
on
contract
schools
and
we
would
educate
them
just
like
you
would
any
other
school.
So.
B
Pet,
if
you
don't
mind,
I'll
pick
you
back
from
yours.
We
also
through
the
magnet
programs,
believe
strongly
in
equitable
access,
and
we
do
not
look
at
a
child
learning
profile
in
terms
of
requiring
an
IEP
or
a
504
plan
until
after
the
application
and,
if
necessary,
lottery
process.
Our
goal
at
that
point,
then,
is
to
work
with
the
division
of
special
education
to
ensure
that
the
appropriate
accommodations
can
be
put
into
place
and
that
services
are
held
appropriately.
E
Our
signature
classes
are
open
for
enrollment
to
any
child
in
any
high
school.
Obviously,
modifications
are
made
as
necessary,
even
if
a
child
is
not
in
a
signature,
specific
class,
many
of
our
field
trips,
many
of
our
extracurricular
activities,
many
of
the
opportunities
to
go
out
to
workplaces
are
open
to
the
whole
school.
Many
of
our
guest
speakers
are
open
to
the
whole
school,
so
these
children
can
participate
in
a
variety
of
ways
through
the
signature
as
well
and.
C
For
avid,
while
the
avid
elective
does
serve
the
student
in
the
academic
middle,
one
of
the
reasons
why
each
school
has
a
little
bit
of
a
different
timeline
for
recruitment
and
acceptance
is
because
we
truly
do
every
avid
site
coordinator
looks
at
the
whole
child.
The
whole
story,
if
there
is
support
that
is
needed,
and
that
student
has
the
individual
determination
and
wants
to
take
the
class.
You
know,
there's
not
a
hard
line
anywhere.
That
says
that
they
won't
be
able
to.
You
know,
be
accepted
into
the
part
of
the
avid
program.
Thank.
G
You
this
is
a
question
for
our
career
and
tech
coordinator,
so
the
old
vote-
Tech
Center
as
many
of
us
or
maybe
our
parents-
knew
it
really
seems
gone,
and
in
these
current
days,
can
you
talk
a
little
bit
about
the
types
of
programs
offered
and
who's
now
choosing
to
attend
our
vote.
Tech
centers
that
are
now
called
our
career
in
technology,
education,
centers,
absolutely.
H
H
As
what
we
would
call
dual
completers,
so
they
complete
a
CTE
program
as
well
as
meet
all
the
university
system
requirements,
so
they
really
do
kind
of
have
the
best
of
both
worlds.
Their
options
are
wide
open
as
to
what
they
would
want
to
do
and
we
are
preparing
them
for
whatever
they
want
to
do
so.
G
G
E
Beautiful
question:
thank
you
very
much.
The
original
vision
of
signature
was
that
we
would
have
partners
from
government
from
industry
from
business
from
the
medical
field
from
media.
Each
school
would
be
supported
through
an
array
of
partners
so
that
no
matter
what
the
theme
was,
students
would
have
the
opportunity
to
interact
with
partners
in
a
wide
range
of
career
areas
and
would
see
the
way
the
theme
could
be
affected
through
a
wide
array
of
career
areas.
E
I
cannot
guarantee
that
every
one
of
our
12
high
schools
has
all
sectors
represented
in
their
I
CST
their
integrated
community
stakeholders
team,
but
we
work
very
hard
to
bring
in
as
wide
an
array
as
possible
whenever
we
can.
As
far
as
the
college
part
goes.
Thank
you.
Whoever
posted
that
question
I
am
very
very
proud
that,
right
now
we
have
a
college
credit
program
working
with
Anne
Arundel
Community
College,
to
bring
college
classes
into
our
high
schools
so
that
there
is
not
an
issue
of
transportation.
E
There
is
not
an
issue
of
getting
students
out
of
school
to
go
to
college
students
at
North,
County
High,
School
right
now
can
go
from
second
period.
English
to
third
periods,
college
transportation
and
logistics,
we've
got
an
18
credit
college
program
at
North,
County
High
School,
to
prepare
students
in
the
international
trade,
transportation
and
logistics,
trade,
transportation
and
tourism
signature
for
jobs
at
the
Port
of
Baltimore
as
transportation
and
logistics
specialists
at
the
end
of
their
program
at
North
County,
they
will
receive
their
high
school
diploma.
E
We're
building
a
similar
program
at
Meade,
high
school
right
now
in
homeland
security
and
the
intention
and
the
cooperation
of
the
colleges
that
we
will
have
college
programs
either
for
certificate
or
to
build
credits
toward
an
a
a
degree
at
every
one
of
our
high
schools
within
the
next
five
years.
Okay,.
G
F
So
Chesapeake
science
point
which
we
talked
about
earlier,
serve
students
in
grades
6
through
12.
We
actually
have
a
pretty
unique
partnership.
There,
Anne
Arundel,
County
Community
College
sends
professors
into
the
school
to
teach
ACC
courses
and
students
in
grades
9
through
12
can
graduate
from
Chesapeake
science
point
with
an
AAA
degree.
So
there
is
a
really
really
really
exciting
opportunity
there
for
those
students
to
walk
out
of
high
school,
with
already
almost
30
credits
towards
graduation
from
a
four-year
college,
and
so
obviously,
from
a
parent's
perspective.
Financially,
that's
pretty
nice
from
a
student's
perspective.
F
G
Is
a
question
about
learning
from
the
innovation
happening
in
programs
of
choice
and
then
the
charters
and
contract
schools
and
what
happens
do
we
observe?
Do
we
learn
from
the
most?
You
know,
edgy
innovation
that
we
have
potentially
across
the
district?
How
do
we
actually
take
that
learning
if
any
and
put
it
back
into
our
schools,
our
comprehensive
schools,
a
large.
B
Schools,
so
the
magnet
programs
were
really
developed
or
designed
through
an
R&D
model
where
we
could
really
look
at
the
greatest
in
innovation
and
educational
research
and
apply
it
with
our
students
tested
out.
In
essence,
a
trial
run
to
see
how
it
not
only
supported
academic
learning,
but
also
really
supported
our
children
and
being
a
part
of
the
learning
process.
We
definitely
want
them
to
be
experts
when
they
leave
us
where
they
can
apply
their
knowledge
in
a
variety
of
ways,
as
has
been
explained
earlier
this
evening.
B
So
as
we
find,
whether
it
be
an
instructional
framework
or
strategy,
really
working
well
on
children
really
being
able
to
utilize
that
to
master
their
learning
and
apply
their
learning
in
authentic
ways.
We
then
take
that
out
and
have
it
as
part
of
a
focused
professional
development
for
the
system
as
an
example
project
based
learning,
you
heard
about
that
earlier.
It's
a
process
of
learning,
it's
not
just
creating
a
diorama
or
a
product
at
the
end
of
a
learning
unit.
B
G
F
So
very
similar
to
to
what
Mary
just
said
in
our
charter
schools.
We
do
some
really
unique
and
innovative
things
around
culture
and
climate,
in
particular
our
three
monarch.
Schools
subscribe
to
something
that
I
alluded
to
earlier
called
trans
ed
and
that's
the
children's
guilds
methodology
for
how
adults
operate
within
a
school
building
and
how
students
operate
within
a
school
building
from
a
brain-based
research,
and
so
we've
done
a
lot
to
bring
our
traditional
school
teachers
into
the
children's
guild
schools
to
really
show
them
a
model
for
them.
F
What
these
schools
do
around
culture
and
climate
and
what
these
schools
do
around
attitudes
of
adults
and
how
that
impacts
students.
We
just
had
recently
a
professional
development
at
monarch,
Glen
Burnie,
where
we
had
about
25
teachers
from
our
comprehensive
schools,
and
we
use
that,
as
sort
of
you
know
a
model
school,
if
you
will
to
walk
them
around
the
bill,
we
show
them
how
that
school
operates
and
what
they
do
differently
around
culture
and
climate.
So
thank
you.
E
E
G
I'm
hearing
what
we
learn
in
each
of
your
areas,
we
are
taking
district-wide
as
we
learn
how
to
do
it
and
what
the
best
practices
really
are
great.
This
is
a
question
about
our
wait
lists
and
also
what
we
do
about
them
right
so
with
such
long
wait
lists
for
many
of
our
programs,
and
this
author
speaks
specifically
about
stem
programs.
But
how
are
we
trying
then,
to
bring
aspects
of
those
programs
where
the
wait
lists
exists
to
all
schools
and
I?
B
So
we
have
wait
lists
in
the
magnet
programs
every
single
year,
in
particular
more
to
the
stem
programs.
We
have
a
man
IB
as
well
and
and
in
certain
Prime's
of
the
PBA.
So
what
we've
really
tried
to
do
to
ensure
that
we
do
not
in
any
way
have
a
negative
impact
on
a
student's
passion?
Is
we've
built,
co-curricular
opportunities
that
can
bring
stem-based
fields
or
global
explorations,
or
arts
and
humanities
into
a
child's
life?
But
we
do
it
through
a
co-curricular
engagement
opportunity.
Thank.
G
B
Not
specifically
just
to
gifted
students
all
of
our
children,
we
strongly
believe
philosophically
deserve
an
instructional
match
with
the
appropriate
degree
of
rigor.
So
our
gifted
talented,
a
program
or
our
students
are
identified,
as
gifted
talented,
absolutely
have.
Their
instructional
needs
met
through
specialized
curriculum,
designed
to
give
them
deeper
investigations
and
or
standard
exploration.
But
we
do
that
within
the
comprehensive
school
we
do
it
through
flexible
grouping
practices.
G
B
Understanding
we
look
at
not
just
specialized
curriculum
in
terms
of
M,
Squared
or
hands-on
equation.
We
also
have
a
program
in
fifth
grade
call.
It
helps
Plus
that
allows
the
students
to
really
explore
as
a
precursor
the
upcoming
standards
for
the
next
year
in
a
very
intimate
and
collaborative
way,
so
that
it's
not
just
exposure.
It's
also
an
opportunity
to
look
at
standards
through
a
I,
don't
say
sheltered,
but
ancillary
way
where
they
can
be
supported
and
feel
that
they
can
be
successful
within
that
engagement,
yeah.
G
B
G
D
So
the
International,
Baccalaureate
or
IB
program,
again
as
dr.
McMahon
suggests,
exists
at
the
elementary
level
as
well.
Our
IB
PYP
schools.
You
heard
mr.
Crain
as
well
speak
about
two
of
our
contract
schools
being
PYP
schools,
so
at
those
schools,
teachers
work
together
to
take
the
school
systems,
curriculum
and
transform
that
into
thematic
units
and
within
those
somatic
units.
D
There
are
opportunities
for
them
to
explore
further
with
the
teacher
on
their
own
and
groups
of
like-minded
students
if
they
can
satisfy
their
curiosity
and
meet
their
educational
needs
by
the
same
token,
students
who
sometimes
by
struggle
with
something
we
can
also
build
an
opportunities
for
them
to
be
equally
engaged
and
supported
within
the
IB
primary
rogram
schools.
Thank.
I
G
So
this
question
is
about
meeting
the
needs
of
the
whole
child.
So
what
kind
of
structures
are
in
place
in
the
non
classroom?
Instructional
time
that
would
actually
address
the
needs
of
the
whole
child
in
kindergarten
through
sixth
grade,
so
that
would
include
some
of
what
we're
doing
in
the
middle
level,
the
beginning
of
the
middle
years.
D
So
again,
within
magnet
programs,
as
we've
heard
already,
there
is
a
variety
of
co-curricular
offerings
that
are
offered
for
students.
We
work
very
hard,
as
I
noted
during
the
bullet
points,
from
magnet
programs
to
really
look
at
the
whole
child
again
with
magnet
programs
of
these
application
based
programs,
we
tried
very
hard
to
provide
opportunities
for
students
to
indicate
interest
in
being
part
of
these
programs,
not
solely
based
on
their
academics
and
again
casting
that
very
wide
net.
Looking
at
at
academics
as
one
aspect
of
a
child's
profile,
what
interests
them?
D
What
are
they
passionate
about?
What
do
they
want
to
explore
and
then,
within
the
program
we
try
to
offer
the
schools
we
try
to
offer
a
variety
of
wraparound
services.
So
again,
the
co-curricular
is
for
students
to
expand
upon
interest
talents
to
explore
new
things,
a
variety
of
support
services
for
students
and
teachers,
so
that
that
the
needs
of
the
whole
child
can
be
met
on
a
daily
basis
when
something
occurs
and
on
the
ongoing
basis
to
support
them
in
their
learning.
I
would.
B
Also
add
on
that,
yes,
our
programs
are
rigorous
and
they're
designed
to
be
that
way,
but
it's
also
about
building
the
individual
as
an
individual.
So
we
believe
strongly
in
letting
our
children
see
the
power
of
collaboration
and
understanding
what
empathy
means
in
their
role
as
they
take
action
and
share
their
learning
with
others.
So
the
way
it's
designed
in
the
philosophical
nature
of
our
programs,
because
we
really
do
want
to
have
a
well-rounded
child
that
can
apply
their
knowledge,
but
also
be
a
good
steward
of
the
community
to
be
our
outcome.
C
Perfectly
piggyback
off
of
that
with
avid,
we
like
to
call
ourselves
we're
the
avid
family,
and
it
really
does
you
see
a
family
sort
of
cohort
occur
in
all
of
our
you
know:
middle
and
high
schools.
We
provide
extensive
opportunities
for
relational
capacity,
which
is
helps
foster
that
family
atmosphere
within
our
students
and
then
try
to
provide
a
ton
of
sort
of
wraparound
support,
so
starting
in
as
early
as
sixth
grade.
What
are
your
interests,
what
kinds
of
careers?
C
What
what
could
we
possibly
be
interested
in
and
bringing
in
speakers
or
taking
them
out
into
real
world
to
let
them
have
some
of
those
college,
and/or
career
experiences
just
starting
to
explore
those,
and
also
we're
really
really
heavy
into
creating
opportunities
for
our
students
to
be
involved
in
service?
We
know
that
that
is
huge
to
a
whole
child,
well-rounded
citizen.
It's
also
especially
important
for
college
applications.
So
we
try
to
and
within
that
again
not
you
know
those
service
going
in
providing
service
within
your
community
really
gonna
helps
foster
that
family
feel
can.
H
So
our
applied
tech
centers
generally
run
programs
for
high
school
students,
but
we
do
want
to
give
middle
school
students
an
opportunity
to
explore
some
possible
career
interests.
We
run
summer
camp
for
middle
school
students
to
come
in,
and
then
they
have
an
opportunity
after
they
experience
a
couple
days
of
different.
H
They
can
choose
different
career
opportunities
during
that
one
week,
they'll
spend
one
day
in
each
opportunity,
but
then
they
can
expand
that
in
the
ninth
grade
and
do
an
explorations
program
or
that
I'll
sign
up
for
a
whole
semester
where
they
get
to
spend
four
weeks
in
four
different
programs
for
the
semester,
so
really
gives
them
that
feel
of
exactly
what
that
industry
kind
of
looks
like
it
feels
like
what
does
the
lab
look
like?
What
kind
of
tools
do
they
use?
H
It's
really
difficult
for
our
younger
students,
particularly
in
middle
school,
to
try
to
make
some
of
those
decisions
when
there's
no
way
they
can
possibly
know
what
that
industry
really
is
about
or
what
that
career
really
is
about
for
it.
So
it's
great
for
them
to
get
in
the
industrial
kitchen
if
they
think
they
want
to
be
a
chef
or
in
the
lab
if
they
think
they
want
to
be
a
nurse
and
actually
touch
some
of
the
equipment
that
nurses
use.
So
those
experiences
are
fantastic
for
building
that
capacity
to
understand
great
so.
G
This
is
this
last
question:
I'm
gonna,
do
it
in
two
parts?
One
of
it
is,
we
really
don't
want
any
of
our
families
ever
feeling
like
the
programs
of
choice,
are
anyway
a
narrow
in
scope.
We
really
I
think
all
of
you
have
done
a
fine
job.
Talking
about
the
doors,
aren't
truly
wide
open.
So
this
question
is
about
what
are
we
looking
for
in
an
application,
then?
Is
there
anything
that
the
family
should
know,
and
that
includes
understanding
the
programs
a
little
more?
G
This
goes
on
to
say
what
is
what
does
it
mean
academic
middle,
so
that
the
families
would
understand
that
what
does
it
mean,
interests
and
passion?
Is
it
really
just
broadly
defined?
Could
all
of
you
say
something
that
would
help
our
families
know
that
these
are
open
programs
and
and
what
are
we
looking
for.
F
Because
mine's,
probably
the
easiest
so
charter
and
contract
schools,
we
don't
ask
any
identifying
questions
about
students
during
the
application
process.
So
we
can't
ask
for
grades.
We
can't
ask
for
them
to
try
out.
We
don't
judge
our
applicants
based
on
a
talent,
it's
simply
information
about
your
child
and
that
goes
into
a
random
lottery.
So
but
that's
bait,
that's
because
of
we
have
a
charter
law
that
requires
that
we
don't
ask
any
of
that
information.
F
E
C
So,
for
avid
students,
the
the
academic
middle
I
mean
it
was
very
broad
term
right.
So
our
teachers
are
gonna
pull
test
scores.
They
are
gonna,
look
for
students
sort
of
in
that
middle
score
range,
but
really
that's
just
their
their
basis
for
a
recruitment
list
that
does
not
again.
That
does
not
mean
if
your
students
scores
don't
fall
exactly
an
academic
middle
that
you
shouldn't
apply
or
that
really
your
student
shouldn't
apply
it's
about
your
students,
individual
determination
and
what
they
want
to
do
to
make
themselves
a
better
student.
C
So
academic
middle
could
mean
one
thing,
but
it
could
mean
you're
getting
straight
A's
but
you're
in
sort
of
all
your
standard
level.
So
that
means
that
you
could
be
pushed
up
to
honors
or
even
AP,
with
a
little
level
of
support
or
you're
struggling
in
those
honors
and
AP
classes,
and
might
need
that
level
of
support.
Again,
we
are
not
clear-cut,
because
we
do
look
individually
at
every
whole
child
and
again,
if
the
need
of
support
is
there
and
your
student
feels
that
they
need
that
I.
C
I
H
So
our
applied
tech
centers
actually
offer
30
different
programs
ranging
everything
from
computer
networking,
game
simulation
and
design.
So
really,
what
we
want
is
for
students
to
be
able
to
explore
career
opportunities
if
they
sign
up
for
a
level
one.
They
don't
have
to
have
had
that
ninth
grade
option
that
I
talked
about
earlier.
That's
a
great
opportunity
for
them
just
get
in
and
kind
of
taste.
It
excuse
me
in
different
areas,
but
as
a
tenth
grader,
they
could
take
any
of
the
level
one
courses.
H
A
H
D
Programs,
the
application
process
looks
again
at
many
aspects
of
the
child.
We
do
ask
families
to
the
application
process
to
submit
grades
and
PARCC
testing
scores.
We
look
at
both
so
we're
making
an
allowance
where
some
kids
may
shine
and
one,
but
not
in
the
other.
On
a
given
day.
Additionally,
we
asked
the
students
and
significant
adults
in
their
lives
had
to
have
the
opportunity
to
write
a
letter
of
reflection.
D
If
you
will
a
reflection
piece
about
that
student
and
about
themselves,
letting
us
know
why
they
feel
they're
a
good
fit
why
they
would
like
to
be
a
part
of
that
magnet
program,
and
that
is
a
non
evaluative
piece,
but
rather
just
a
piece
for
students
to
spend
a
bit
of
time
and
families
to
spend
some
time
thinking
about
the
commitment
that
they're
making
to
that
three-year
middle
school
program
about
four-year
high
school
program.
Lastly,
this
year
we're
introducing
something
called
a
day
in
the
life
of
where
we're
asking
all
of
our
magnet
students.
D
Who've
been
offered
seats
in
the
programs
to
spend
a
few
hours
with
us
outside
of
the
school
day,
hands-on,
interacting
with
things
that
are
representative
of
those
magnet
programs
to
really
help
the
students
make
the
best
decision
possible
for
them
about
whether
they
want
to
select
us.
So
it's
kind
of
a
two-way
street
with
magnets.
Thank.
A
You
thank
you
all.
So
very
much.
We've
come
to
the
end
of
our
programming
time,
but
I'd
like
to
reiterate
that
we
will
have
a
few
minutes
after
programming
has
ended
that
if
our
audience
has
any
questions
for
our
team,
please
feel
free
to
stick
around
and
ask
questions
or
if
you
asked
a
question
earlier,
but
need
clarification,
please
feel
free
to
do
so
at
that
time
again,
thank
you
to
dr.
A
McMahon
for
being
our
moderator
this
evening
and
I
invite
all
of
you
all
to
join
us
next
Tuesday
August
the
7th,
when
we
will
present
an
overview
of
curriculum
and
instruction
and
again
this
was
a
very,
very
informative
hour
and
I
from
the
bottom
of
my
heart.
Sincerely
thank
everyone
that
has
been
part
of
our
panel
this
evening
for
their
hard
work
and
for
answering
the
questions
and
providing
so
much
wonderful
information.
Thank
you
and
have
a
good
evening.