Nov 11, 2021 Board of Education

[2. Business Meeting - 3:30 p.m.]

[00:00:06]

>> GOOD AFTERNOON. I CALL THE CALVERT COUNTY BOARD OF EDUCATION MEETING TO ORDER. TODAY IS THURSDAY NOVEMBER 11TH, 2021. HAPPY VETERAN'S DAY TO ALL OF OUR VETERAN'S. I AM HONORED TO SIT BESIDE TO OF THEM. TO MY LEFT MS. PAM COUSINS TO MY

[2.01 Pledge of Allegiance]

WOULD YOU PLEASE STAND.

[2.02 Moment of Silence]

[2.03 Mission Statement]

>> YOU MAY BE SEATED. THE MISSION OF THE BOARD OF EDUCATION IS TO ENSURE EXCELLENCE IN EDUCATION FOR OUR STUDENTS THROUGH VIGILANT OVERSIGHT, SOUND POLICIES AND

[2.04 Auditor Report]

I TURN THE MIC OVER TO MS. HUTCHINS.

>> GOOD AFTERNOON. IT IS MY PLEASURE TO INTRODUCE TO YOU, I SHOULD SAY PRESENT TO YOU, AS THEY'VE BEEN HERE BEFORE. REPRESENTING THE FIRM OF CLIFTON ARSON ALLEN. AND WE HAVE MS. COLEMAN DIRECTOR. THEY TOOK THE LEAD FOR FINANCIAL AUDIT FISCAL YEAR 2021. AND THEY WILL BE PRESENTING TO

YOU THIS AFTERNOON. >> FIRST OF ALL I WANT TO THANK YOU ALL AGAIN. MY NAME IS SEAN WALKER.

I'M THE PRINCIPAL IN CHARGE OF DOING THIS JOB.

I WANT TO INTRODUCE. >> I'M ARIS COLEMAN.

>> ANCHOR: DOES A LOT OF THE DETAIL WORK.

>> I DO WANT TO THANK YOU AGAIN FOR ALLOWING US TO DO THIS TO SERVE YOU IN THE WAY THAT WE HAVE SERVED YOU.

IT'S BEEN A GREAT YEAR. GETTING BETTER THAN LAST YEAR WHEN WAS FULL COVID. EVERY YEAR WE'RE GETTING CLOSER TO A SENSE OF NORMALCY. THIS IS GREAT BEING HERE TODAY AS OPPOSED TO A ZOOM CALL LIKE LAST YEAR.

FIRST OFF WE TALKED ABOUT THE TEAM.

MYSELF AS THE PRINCIPAL. COLEMAN, SHE'S THE DIRECTOR.

THEY WERE THE ONES ON OUR TEAM. WE HAVE TO THANK THE TEAM HERE FINANCE TEAM E.DIE AND HER TEAM. WE HAD SMOOTH PROCESS THIS YEAR.

GOT CHUNKY AT THE END. WE DID GET THROUGH IT AND DID WELL. LITTLE DYNAMIC HERE.

WE DID PERFORM AN AUDIT OF THE FINANCIAL STATEMENTS IN ACCORDANCE WITH GOVERNMENT AUDITING STANDARDS.

WE DID HAVE 4 DELIVERABLES. WE DID THE INDEPENDENT AUDIT REPORT WHICH YOU HAVE IN FRONT OF YOU IN YOUR FINANCIAL STATEMENTS. I MEANT TO HAVE THIS OPEN HERE ON PAGE 1 AND 2 OF THOSE FINANCIAL STATEMENTS.

REFERRED TO AS UNMODIFIED OPINION.

THAT'S A GOOD THING. IT'S THE HIGHEST LEVEL OF THE ASSURANCE WE COULD OFFER YOU. THAT IS REQUIRED UNDER THE GOVERNMENT AUDITING STANDARDS. IT SAYS THAT WE'VE LOOKED AT THE DESIGN OF SOME OF YOUR CONTROLS AND DIDN'T FIND ANY -- I SHOULDN'T SAY THAT. IT'S A REPORT ON YOUR INTERNAL CONTROLS. WE'LL GET TO THAT IN A MINUTE.

WE HAVE A GOVERNANCE LETTER. WE'LL TALK ABOUT THAT IN A MINUTE. AND ACTUALLY THE MANAGEMENT LETTER WE DIDN'T HAVE ONE THIS YEAR.

[00:05:04]

THERE WILL BE 2 DELIVERABLES. WE ARE IN THE PROCESS OF THAT.

REPORT ON COMPLIANCE FOR EACH MAJOR PROGRAM.

TALK ABOUT THOSE PROGRAMS IN A MINUTE AND A DATA COLLECTION FORM. YOU WANT TO WORK THAT SO I DON'T

HAVE TO TRY. >> GOT YOU.

>> WE HAVE THE UNMODIFIED OPINION.

WE DID ISSUE A CLEAN OPINION. LIKE I SAID IT WAS ON PAGE 1 AND 2. IT'S THE HIGHEST LEVEL OF OPINION. THAT IS THE -- YOU KNOW THE PUBLIC DECLARATION IF YOU WILL. THE FINANCIAL STATEMENTS ARE FREE OF MATERIAL ERROR AND CAN BE RELIED UPON.

A COUPLE AREAS OF FOCUS. WE DID DO INTERNAL CONTROL OF FINANCE REPORTING. WE HAVE TO LOOK AT THOSE.

WE DID CASH AND CASH EQUIVALENCE.

THAT'S YOUR CASH HOLDINGS. RECEIVABLES FROM OTHER GOVERNMENTS. WE DID CRUDE LIABILITIES.

PENSION AND OLD LIABILITIES. PAYROLL EXPENDITURES.

GENERAL EXPENDITURES. THIS YEAR WE HAD IMPLEMENTED GASBY AREA WHICH IS THE STUDENT ACTIVITY FUNDS.

WE HAVE 2 PROGRAMS. GIVE THEM AN OVERVIEW OF WHAT

THOSE PROGRAMS ARE. >> SEAN MENTIONED.

SEAN MENTIONED THE SINGLE AUDIT, THE AUDIT OF FEDERAL EXPENDITURES IS IN PROCESS. AND WE ARE ON TARGET TO MEET THAT DEADLINE. THE 2 PROGRAMS THAT WERE SELECTED AS MAJOR THEY'RE GOING TO BE TESTED AND IN PROCESS ARE THE S.R. FUNDS PASSED THROUGH M.S.D.E..

PASSED THROUGH PART OF THE CARES PACKAGE.

PASSED THROUGH BY THE END OF FISCAL YEAR 20.

THE SCHOOL SYSTEM SELECTED TO SPEND THOSE FUNDS ON 21.

THE OTHER ONE IS THE CORONAVIRUS RELIEF FUNDS.

PART OF THAT CARE PACKAGE THAT WAS PASSED RETURNED PRESIDENT TRUMP. THOSE WERE SPENT DURING FISCAL YEAR 20. THEY MAY HAVE BEEN PASSED THROUGH THE STATE BUT THE U.S. TREASURE IS THE ONE FEDERAL AGENCY HANDLING THOSE FUNDS. AS OF RIGHT NOW THERE'S NOTHING TO REPORT OF REPORTABLE ITEMS, CONCERNS, AS WE'RE AUDITING THOSE FUNDS. IF ANYTHING WAS TO COME TO OUR ATTENTION WE WOULD MAKE COMMUNICATION WITH YOU AS

REQUIRED. >> THANKS AIRES.

>> YOUR SIGNIFICANT ACCOUNTING POLICIES ARE DEFINED IN YOUR FINANCIAL STATEMENTS. THERE ARE SIGNIFICANT ACCOUNTING ESTIMATES THAT ARE PRESENTED WITHIN YOUR FINANCIAL STATEMENTS. THE LARGEST ONES ARE THE DEPRECIABLE LIVES OF THE CAPITAL ASSETS.

FOOTNOTED AS TO WHAT THOSE ASSETS ARE MADE OF.

AND ALSO THE LIABILITIES FOR THE PENSION AND THE O.P.E.B.

BENEFITS. THOSE ARE DETERMINED LIABILITIES. WE LOOK AT ALL THOSE ESTIMATES TO ENSURE THEY ARE IN CONFORMITY WITH THE ACCOUNTING STANDARDS AND THAT THEY ARE REASONABLE. AND WE HAD NO ISSUE WITH THOSE.

NO CORRECTED OR UNCORRECTED MISSTATEMENTS.

SHE DOES A GREAT JOB OF PUTTING TOGETHER THE FINANCIAL STATEMENTS AND GETTING US NUMBERS.

THIS YEAR WE HAD NO INTERNAL CONTROL COMMUNICATIONS.

DID NOT IDENTIFY ANYTHING THAT WOULD BE A MATERIAL WEAKNESS AND SIGNIFICANT DEFICIENCY IN THE ABILITY TO PUT TOGETHER THE FINANCIAL STATEMENTS AND PRESENT NUMBERS.

THE GOOD NEWS OF THAT THE FINANCIALS ARE MANAGED IN SUCH A WAY THAT THE INTERIM DATA THAT YOU GET IS LIKELY TO BE ACCURATE AND TRUSTWORTHY THROUGHOUT THE YEAR AS WELL.

G.A.S.B. 84 WAS FIDUCIARY ACTIVITIES.

WE TALKED ABOUT THE NEED TO IMPLEMENT IT.

THE STUDENT ACTIVITY FUNDS WHICH WERE HELD OUT INTO AGENCY FUNDS ARE COMBINED INTO YOUR GENERAL FUND ACTIVITIES.

THAT WAS WHAT HAPPENED WHEN WE IMPLEMENTED THAT PARTICULAR STANDARD. ONE OF THE BIGGER ONES THAT'S OUT THERE THAT WE WANT TO TALK ABOUT TO MAKE SURE YOU ARE AWARE THAT'S OUT THERE IS THE G.A.S.B. 87 OVER LEASES.

THAT WILL NEED TO BE IMPLEMENTED NEXT YEAR BARRING ANY OTHER

[00:10:05]

YOU PAY A MONTHLY FEE FOR USE OF THAT ASSET.

YOU MAY NOT HAVE CAPITALIZED THAT IN THE PAST.

THEY TOOK AWAY THE IDEA OF AN OPERATING LEASE.

MOST LEASES WILL BE RECORDED AS A CAPITAL LEASE.

YOU'LL PUT A RIGHT TO USE ASSET ON THE BOOKS AND A LIABILITY ASSOCIATED WITH THAT COMMITMENT. SO THE CHANGE, THE BIGGEST CHALLENGE IN IMPLEMENTING THAT IS A LOT OF TIMES THE AUTHORITY TO ENTER INTO LEASE MAY BE DISTRIBUTED THROUGH AN ORGANIZATION WHERE YOU HAVE THE HARD PART IS IDENTIFYING WHERE ALL THE LEASES POSSIBLY ARE. I DON'T THINK THAT BASED ON OUR UNDERSTANDING HERE I DON'T THINK IT'S THAT HARD TO GET OUR HANDS AROUND THE IDENTIFICATION OF THE LEASES.

BUT IT ALSO HAS A CALCULATION THAT IS MORE COMPLICATED THAN NORMAL. IT'S AN INTERESTING STANDARD AND WE CAN'T WAIT TO START GET IT GOING.

ONE OF OUR CONCERNS WE WANT TO MAKE SURE THAT'S UNDER WAY THROUGHOUT THE FISCAL YEAR. SO IT'S NOT AN END OF THE YEAR ISSUE. WITH THAT I WOULD LIKE TO TAKE ANY QUESTIONS THAT YOU MAY HAVE RELATED TO ANY OF THE DOCUMENTS

THAT YOU HAVE IN FRONT OF YOU. >> I HAVE A QUICK QUESTION IF I MAY ABOUT THE G.A.S.B. 87 LEASES.

>> UH-HUH. >> IN YOUR DISCUSSIONS DOES THAT MEAN WE HAVE TO PULL OUR POLICY FORWARD TO MAKE MODIFICATIONS TO OUR C.C.P.S. VEHICLE POLICY IN ORDER TO MAKE THIS EFFECTIVE OR THE GOVERNANCE OVER IT FOR ANY REASON?

>> I DON'T BELIEVE SO. I DON'T BELIEVE YOU'LL HAVE TO MAKE A MODIFICATION TO YOUR POLICY.

IT'S A FINANCIAL REPORTING STANDARD.

IT'S GOING TO MAKE THE FINANCIALS LOOK DIFFERENT.

DOESN'T HAVE TO CHANGE YOUR OPERATIONS AND HOW YOU DO

BUSINESS. >> ALONG THOSE LINES WE LEASE OUR COMPUTERS, THE LAPTOPS, SO WOULD THIS IMPACT OUR OPERATING BUDGET? YOU'RE SAYING WE'RE GOING TO

NEED TO CAPITALIZE IT. >> I DON'T THINK IT WILL AFFECT

YOUR BUDGET. >> THIS IS DEALING WITH HOW WE REPORT INFORMATION IN OUR FINANCIAL STATEMENTS.

OPERATIONALLY YOU WON'T SEE CHANGES IN OUR BUDGET PROCESS AND HOW WE TRACK IT IN E FINANCE.

>> REPORTER: OKAY. >> YOU NOTED WE DID NOT HAVE A MANAGEMENT LETTER THIS YEAR. WAS THERE A REASON FOR THAT?

>> WE DETERMINED THAT THOSE THINGS HAVE BEEN RECTIFIED AND

DIDN'T IDENTIFY ANYTHING NEW. >> THANK YOU.

THANK YOU MS. HUTCHINS FOR YOUR WORK.

>> YOU HAD SAID SOMETHING ABOUT THERE WAS CHUNKY ISSUES THAT CAME UP AT THE END. I WONDER WHAT KINDS OF THINGS THAT RUNNING A SCHOOL FINANCIALS IS COMPLICATED.

>> IT WAS MORE ABOUT PROCESS AND GOING BACK AND FORTH AND REVIEWING THE DRAFTS AND GETTING THE THING ISSUED.

IF YOU ON'T ALREADY KNOW AND THIS IS ONE OF THE THINGS THAT'S UNIQUE ABOUT MARYLAND IS THAT THE DEADLINE OF THE 930 DEADLINE IS A TIGHT TIME LINE TO PREPARE FINANCIAL STATEMENTS HAVE THEM AUDITED AND ISSUED. WHEN YOU GET TO THE END THERE'S THIS LITTLE GOING BACK AND FORTH.

I DON'T REMEMBER WHEN WE GOT IT IN IT WAS AFTER 5:00.

>> 11:45. >> AFTER 5:00 ON THE DAY THAT IT WAS DUE. WE WERE GOING BACK AND FORTH AND

BACK AND FORTH. >> THANK YOU SYMPTOM APPRECIATE

[3. Consent Agenda]

YOU. >> I'LL TAKE A MOTION FOR CONSIDERATION OF OUR CONSENT AGENDA.

>> MOTION TO APPROVE. >>

SECOND.. >> I HAVE A MOTION AND A SECOND.

ANY DISCUSSION? HEARING NONE.

[4.01 Public Comment]

THOSE IN FAVOR. >> AYE.

>> AYE. >> ANY OPPOSED?

>> CONSENT AGENDA IS APPROVED. >> MOVE INTO OUR OPEN FORUM.

COULD YOU PLEASE READ THE RULES. >> YES, MA'AM.

THE BOARD OF EDUCATION PERMITS THE PUBLIC TO ADDRESS THE BOARD ON ISSUES OF CONCERN. THE NUMBER OF COMMENTERS IS LIMITED TO 10. WHEN YOU ARE CALLED TO SPEAK PLEASE STATE YOUR NAME FOR THE RECORD AND LIMIT YOUR COMMENTS TO YOUR ASSIGNED TIME WHETHER 3 OR 5 MINUTES.

IF YOU OFFICIALLY REPRESENT AN ORGANIZATION YOU MAY SPEAK FOR

[00:15:01]

TO PROTECT INDIVIDUAL CONFIDENTIALITY DO NOT MENTION SPECIFIC STUDENTS OR STAFF MEMBERS IN YOUR REMARKS.

ALL COMMENTS ARE TO BE MADE UNTIL A CIVIL MANNER.

ANYONE NOT FOLLOWING THESE GUIDELINES WOULD BE ASKED TO START SPEAKING. PLEASE UNDERSTAND WHILE THE BOARD OF ED VALUES YOUR COMMENTS AND CONCERNS THIS IS A BUSINESS MEETING AND THE BOARD CANNOT RESPOND TO YOUR QUESTIONS OR ENTER INTO A DISCUSSION WITH YOU DURING THE MEETING.

C.C.P.S. WILL RESPOND TO THE ISSUES YOU RAISE IF YOU PROVIDE YOUR CONTACT INFORMATION WHEN YOU SIGN IN.

OUR FIRST SPEAKER IS DONNA STENSO.

AND SHE WILL HAVE 5 MINUTES..

>> GOOD AFTERNOON MY NAME IS DONNA STENSO.

2 WEEKS AGO I CAME BEFORE YOU AND SPOKE ABOUT A PROBLEM FACING OUR COUNTRY, THE TEACHER SHORTAGE.

THE U.S. EDUCATIONAL SYSTEM HAS GAPS AND THOUSANDS OF TEACHER SHORTAGE AREAS IN EVERY STATE AND NEARLY EVERY DISCIPLINE.

40% OF DISTRICT LEADERS AND PRINCIPALS WOULD CALL THEIR STAFF SITUATION SEVERE OR VERY SEVERE THIS YEAR.

IN VIRGINIA LOUDEN COUNTY PUBLIC SCHOOLS WENT VIRTUAL IN NOVEMBER BECAUSE THE DISTRICT SAID IT COULD NOT FIND ENOUGH SUBS.

SEATTLE PUBLIC SCHOOLS IS CLOSED TODAY FOR VETERAN'S DAY.

THEY HAVE HAD TO CANCEL CLASSES TOMORROW DUE TO A SHORTAGE OF TEACHERS. THE NUMBER OF LEAVE REQUESTS AFTER A FEDERAL HOLIDAY IS INDICATIVE OF THE FATIGUE THAT STAFFS AND STUDENTS HAVE EXPERIENCED IN THE CLASSROOM.

ON TUESDAY MONTGOMERY COUNTY PUBLIC SCHOOLS ANNOUNCED THAT THEY WILL BE CLOSED THE DAY BEFORE THANKSGIVING BECAUSE OF THE SUBSTITUTE TEACHER SHORTAGE. INTERIM SUPERINTENDENT SAID A NATIONAL SUBSTITUTE TEACHER SHORTAGE HAS AFFECTED MONTGOMERY COUNTY PUBLIC SCHOOLS AND LED TO TEACHERS AND PARAEDUCATORS HAVING TO COVER EXTRA CLASSES WHEN A COLLEAGUE TAKES TIME OFF.

BECAUSE A LARGE NUMBER OF TEACHERS TAKE THE DAY BEFORE THANKSGIVING OFF THE DISTRICT EXPECTS TO HAVE SIGNIFICANTLY MORE VACANCIES THAT CANNOT BE COVERED.

THE HOWARD BOARD OF EDUCATION HAS APPROVED A MODIFICATION TO THE 2021-2022 ACADEMIC CALENDAR. CREATING 6 ADDITIONAL 3 HOUR EARLY DISMISSAL DAYS. THE EARLY DISMISSALS WILL PROVIDE STAFF HOURS TO COMPLETE PROFESSIONAL TASKS, GRADING, PLANNING, PREPARING MATERIALS AND INSTRUCTION, TENDING TO PERSONAL WELL BEING AND DEMANDS THAT HAVE BEEN PLACED UPON THEM DURING THE PANDEMIC. UNTIL WE RECOGNIZE TEACHERS AS THE BACK BONE OF THE EDUCATIONAL SYSTEM WE ARE GOING TO CONTINUE TO HAVE THIS PROBLEM. WE CANNOT ASK TEACHERS TO DO MORE TO COMPENSATE FOR THE SHORTCOMINGS OF OUR SCHOOL SYSTEM. TEACHERS HAVE THEIR HANDS FULL WITH THE CHANGING PLATFORMS. TEAMS, UNIFY, TALENT, PERFORM, CLEVER, RAPTOR, EAC, SMART FIND. BOOK STUDIES, PROFESSIONAL DEVELOPMENT ON LEARNING FOCUSSED.

TRAININGS ON TRAUMA, EQUITY, ACTIVE SHOOTING DRILLS, UPDATING SEATING CHARTS, LOADING THEM INTO ONE DRIVE.

DATA TRACKING FOR CCCIS. AND ALL AT THE SAME TIME BEING TOLD DON'T FORGET TO TAKE TIME FOR SELF CARE.

WE MUST ACKNOWLEDGE THAT THE OLD WAYS OF DOING THINGS ARE NOT WORKING. IT IS NOT BUSINESS AS USUAL.

WE NEED TO TAKE A LONG HARD LOOK AT WHAT IT IS PRIORITIZING RIGHT NOW. STUDENTS NEEDS ARE UNPRECEDENTED. TEACHING RESPONSIBILITIES ARE

[00:20:01]

MY PLEA TO THE CALVERT COUNTY PUBLIC SCHOOL LEADERSHIP IS TO LISTEN TO YOUR TEACHERS. INSTEAD OF HOLDING MEETINGS TO DISCUSS BENCHMARK SCORES, TALK TO YOUR TEACHERS ABOUT HOW THEY ARE FEELING. AND THEN SEEK TO FIND TIME IN YOUR CALENDAR TO ALLEVIATE THE WORK LOAD, THE FATIGUE BY FOLLOWING THE COURSE OF THE SURROUNDING JURISDICTIONS.

EARLY RELEASE DAYS, ASYNCHRONOUS LEARNING.

TOKENS OF APPRECIATION AND MENTAL HEALTH DAYS ARE NICE.

BUT ADDRESSING THE ROOTS OF TEACHER BURN OUT AND STUDENT HURT IS BETTER. THANK YOU.

>> NEXT SPEAKER IS BERNADETTE SAPANIC AND IT'S 3 MINUTES.

>> MY NAME IS BERNADETTE SAPANIC AND THIS IS MY 7TH YEAR TEACHING. MY FIRST YEAR TEACHING PRE-K AT SOUNDERLAND ELEMENTARY SCHOOL. THEY'RE THE REASON I KEEP GOING.

HONESTLY I DON'T KNOW HOW MUCH LONGER I CAN KEEP GOING.

LAST YEAR WE WERE EXPECTED TO PICK UP AND GO WITH MULTIPLE NEW CURRICULUMS. WE HAD TO LEARN A NEW WAY OF TEACHING AND HAD TO MEET OUR STUDENT'S NEEDS WHILE THEY WERE VIRTUAL AND GIVE SUPPORT WHEN THEY RETURNED IN PERSON.

I WORKED 18 HOUR DAYS LAST YEAR. BY FEBRUARY I WAS FEELING BURN OUT. BY SPRING BREAK I HAD TO CLOSE MY LAPTOP OR I WOULD BE COMPLETELY BURNED OUT.

THIS YEAR I DIDN'T MAKE IT TO NOVEMBER BEFORE I FELT BURNED OUT. WE HAD A MASS P.L.C. MEETING IN THE MORNING BEFORE OUR STUDENTS CAME IN.

THESE MEETINGS START AT CONTRACTUAL HOURS.

WE DON'T ALWAYS HAVE A CHANCE TO CHECK THEM BEFORE WE GET IN AND START OUR MEETING. WHEN I SIGNED IN ON TO THAT MEETING WE FOUND OUT THAT WE WOULD BE MAP TESTING OUR PRE-K STUDENTS. IT WASN'T ON THE TESTING CALENDAR. WE RAN THROUGH HOW TO SET UP TESTING GROUPS AND HOW TO ADMINISTER THE TESTS.

PRE-K TEACHERS NEVER HAD TO SET UP THESE TESTING SESSIONS BEFORE. SUPERVISORS CAME IN TO ADMINISTER THE TESTS. WHEN WE WERE ASKED ABOUT THIS WE WERE TOLD WE WOULD NOT BE RECEIVING HELP THIS YEAR AND REACH OUT TO OUR ADMINISTRATION FOR HELP.

I FORWARDED THE EMAIL THAT WE RECEIVED THAT MORNING TO MY ADMINISTRATION. THIS ISN'T ACCEPTABLE.

NOT ONLY IS THIS A COMMUNICATION PROBLEM.

IT'S ADDING MORE AND MORE TO TEACHER'S PLATES WHEN WE'RE EXPECTED TO FIGURE IT OUT ON OUR OWN TIME.

I LEARNED THAT THIS AFTERNOON I HAVE MORE STUDENTS COMING INTO MY ROOM, WHICH WILL MEAN I HAVE TO EDIT MY TESTING SESSIONS EACH MORNING SO I CAN TEST THOSE NEW STUDENTS.

THIS PAST COUPLE WEEKS WE WERE TESTING STUDENTS FOR A PELLY TEST A TEST OF THEIR LANGUAGE. NOW WE'RE GRADING THIS TEST.

TAKING 20 TO 30 MINUTES PER TEST.

WHEN WE'RE REFERRING TO ANSWERS IN THE TESTING MANUAL TO SEE WHICH SCORE WOULD BE APPROPRIATE FOR EACH ANSWER.

THIS IS A LARGE SUM OF TIME TAKEN AWAY FROM OUR PLANNING.

WE WERE INFORMED THAT WE WOULD BE INPUTTING ALL OF THIS DATA INTO A SYSTEM. I DID CONTACT MY SUPERVISORS AND ADVOCATED FOR EXTENDED PERIODS OF TIME TO LEARN THIS NEW SYSTEM. IF WE DIDN'T HAVE TIME TO LEARN THE PROCESS OUR SUPERVISORS WOULD INPUT THE DATA.

WHY ARE THERE SO MANY NEW SYSTEMS TO PUT DATA INTO.

THIS IS AN ADDITIONAL PIECE OF STRESS.

AND GETTING IT DONE IN A SHORT AMOUNT OF TIME INCREASES THE STRESS. THANK YOU.

>> NEXT SPEAKER. MS. TEDSTEN I'M SORRY I'M NOT

SURE. >> THAT'S FINE.

>> GOOD AFTERNOON THANK YOU FOR BEING HERE TO LISTEN.

I'M A MIDDLE SCHOOL TEACHER AT PLUM POINT ELEMENTARY.

THE WASHINGTON POST PUBLISHED AN ARTICLE ENTITLED TEACHERS ARE NOT OKAY. I'M HERE TO TELL YOU THAT THE TEACHERS OF CALVERT COUNTY ARE DEFINITELY NOT OKAY.

[00:25:03]

EVEN WORSE THAN LAST YEAR AND I DIDN'T THINK THAT WAS POSSIBLE.

THIS YEAR HAS COME WITH SO MANY NEW CHALLENGES THAT WE DIDN'T EXPECT. WE ARE ESSENTIALLY STILL CONCURRENTLY TEACHING. WE HAVE TO PLAN FOR BOTH SITUATIONS. WE GET EMAILS 5 MINUTES BEFORE CLASS THAT SOMEBODY IS ONLINE. AND I'M SORRY WE'RE TOLD THAT WE DON'T HAVE TO ACTUALLY TEACH. TURN THE CAMERA ON AND LET THEM WATCH. WE CAN'T DO THAT.

GOOD TEACHERS CAN'T DO THAT. SO WE PLAN THE BEST WE CAN.

AND IT TAKES A LOT OF TIME. A LOT.

WHICH BRINGS ME TO MY NEXT POINT PLANNING TIME.

WE'RE SUPPOSED TO GET 45 MINUTES A DAY.

I DON'T KNOW A TEACHER WHO HASN'T HAD TO GIVE UP AT LEAST 2 OR 3 IN A WEEK. I'M SPECIAL ED.

I RARELY HAVE TO GIVE UP TIME. COLLEAGUES HAVE TO GIVUM AT LEAST 2 OR 3 IN A WEEK PLANNING SESSIONS.

ALL OUR NONTEACHING DUTIES ARE DONE ON OUR OWN TIME LATE INTO THE NIGHT. IT'S NOT SUSTAINABLE.

I AM ALSO AWARE THAT MOST OF YOU ARE AWARE OF THE BEHAVIOR SITUATION WE HAD BEFORE THE PANDEMIC.

THEY ARE NOT BETTER. THE BEHAVIORS WE HAVE NOW ARE WORSE. AND THE NUMBER OF STUDENTS ARE MORE. WE NEED HELP.

TELLING US RESTORATIVE PRACTICES IS THE WAY TO GO IS NOT ACCEPTABLE UNLESS YOU TRAIN US IN RESTORATIVE PRACTICES.

WE HAVEN'T RECEIVED TRAINING IN THAT.

WE'RE EXHAUSTED. I PERSONALLY KNOW 5 TEACHERS THIS YEAR WHO HAVE HAD TO ADD BLOOD PRESSURE MEDICATION TO THEIR DAILY ROUTINE BECAUSE THEY'RE NOT WELL.

I KNOW 3 WHO HAVE SOUGHT THE HELP OF MENTAL HEALTH PROFESSIONALS BECAUSE THEY CAN'T HANDLE THE STRESS.

JUST THIS MORNING ANOTHER TEACHER SAID TO ME I AM ACTIVELY SEARCHING FOR A NEW CAREER. THAT SCARES ME.

OUR SYSTEM IS HEADED FOR A BAD PLACE.

IF SHE IS ONE PERSON WHO SAID IT THERE ARE MANY OTHERS THINKING IT. PLEASE PLEASE HELP.

WE ARE NOT OKAY. >>

>> HELLO MY NAME IS SUZY GOSHMORE.

I AM HERE TODAY TO TALK ABOUT SEGREGATION.

SEGREGATION BY DEFINITION IS THE ACTION OF SETTING SOMEONE OR SOMEONE APART FROM OTHER THINGS. SEGREGATION IS KNOWN TO NEGATIVELY IMPACT HOW STUDENTS INTERACT WITH EACH OTHER.

SEPARATING CHILDREN FROM PEERS CAN CAUSE THEM TO LOOK DIFFERENTLY AT EACH OTHER. IT'S BEEN SHOWN THROUGHOUT HISTORY, PSYCHOLOGY, SCIENCE AND MORE HOW SEGREGATING PEOPLE FROM THE OTHER HAS NEGATIVE SIDE EFFECTS.

HUMANS WERE CREATED TO CONNECT WITH OTHER HUMANS.

SOCIAL CONNECTIONS WITH LOWER ANXIETY AND DEPRESSION.

HELP REGULATE EMOTION AND ACTUALLY IMPROVE OUR IMMUNE SYSTEMS. HERE AT C.C.P.S. WE TAKE EVERY OPPORTUNITY TO REMOVE THAT CONNECTION TO OUR STUDENTS FROM SEGREGATION. STUDENTS IN FIRST GRADE WERE ASKED TO DRAW SELF PORTRAITS MAKING SURE TO ACCURATELY REPRESENT THEIR SKIN AND EYE COLORS.

SUCH AS BLACK, WHITE, BROWN R IRISH.

THEY REMEMBER ASKED TO SEPARATE THEMSELVES IN THE CLASSROOM BASED ON SKIN TONE. THE CHILDREN WERE FORCED TO LOOK AROUND THE ROOM AND SEE WHO WAS ALIKE AND DIFFERENT FROM WHO.

THESE CHILDREN WERE FORCED TO SEE THE DIFFERENCES FROM THEIR PEERS BASED ON MELANIN CONTENT. ONE OF THE MOST POLARIZING TOPICS IN AMERICA RIGHT NOW WE WANT TO FORCE CHILDREN TOP VISUALLY SEPARATE THEM IN A CLASSROOM.

ASKED TO RAISE THEIR HAND IF PARENTS THOUGHT MASKS WERE IMPORTANT AND NECESSARY. WHY ARE KIDS IDENTIFYING THEMSELVES BASED ON PARENTS' OPINIONS.

LET ME BE CLEAR. THESE ARE NOT EXERCISES ON WHO LIKES FRUIT SNACKS AND WHO LIKES CHOCOLATE CHIP COOKIES.

AND WE THINK IT'S GOING TO BRING UNITY AND PROGRESS IN THE CLASSROOM. IT'S ALL DONE IN THE NAME OF EQUITY. IT'S SICK AND WILL NOT FAREWELL AS TIME GOES ON. THE PRESENTATION THAT WAS MADE

[00:30:01]

THE PRESENTATION READS SPECIAL ATTENTION IS GIVEN TO THE HISTORICALLY MARGINALIZED STUDENT GROUPS.

NOT SPECIAL ATTENTION IS GIVEN TO STUDENTS FAILING ONE OR MORE CLASSES. IT READS HISTORICALLY MARGINALIZE READ GROUPS. WHAT DOES THE HISTORYHAVE TO DO WITH THE STUDENTS IN THE CLASSROOM RIGHT THIS MINUTE? CONTINUING TO DO THINGS IN THE NAME OF EQUITY WILL REDUCE THE POTENTIAL ACADEMIC ACHIEVEMENTINGS OF OUR STRONGER STUDENTS. WILL CONTINUE TO INCREASE THE STRESS AND DANGER ON TEACHERS, STAFF AND STUDENTS.

THE ISSUES OF A FEW RULE OVER THE ACADEMIC PROGRESS OF THE MANY. THOSE STRUGGLING SHOULD BE GIVEN SPECIAL ATTENTION. DON'T HOLD THE REST OF THE CLASS BACK TO DO IT. THE SCHOOL SYSTEM LACKS FORESIGHT AND LEADERSHIP. IT REACTS INSTEAD OF BEING A VISIONARY. CAUSED A 6-YEAR-OLD STUDENT TO GET THE COVID VACCINATION IN ONE OF OUR ELEMENTARY SCHOOLS IN ERROR. LITERALLY MY NIGHTMARE.

THIS LEADERSHIP TEAM THOUGHT IT WOULD BE A GOOD IDEA TO PUT YET ANOTHER THING ON THE PLATES OF OUR TEACHERS AND STAFF.

THE SCHOOL SYSTEM IS SUPPOSED TO EDUCATE OUR CHILDREN.

THEY ARE THE EDUCATORS. LET THESE TEACHERS GO BACK TO MATH AND READING. PARENTS THIS MEANS YOU NEED TO STEP UP. SUPPORT THE STAFF.

GET YOUR CHILDREN THE HELP THEY NEED OUTSIDE OF THE SCHOOL SYSTEM. AND HOLD THEM ACCOUNTABLE.

THIS VACCINE ERROR WAS AVOIDABLE AND SHOULD NEVER HAVE HAPPENED.

TO THE STAFF INVOLVED THIS IS NOT YOUR FAULT AND SHOULD NEVER HAVE BEEN PUT IN THIS POSITION. THE BUS DRIVERS PROVED IT.

IF YOU STAND TOGETHER THINGS WILL CHANGE IN YOUR FAVOR.

THANK YOU. >> THAT'S THE LAST SPEAKER.

[5.01 Hayden Kelly]

>> THANK YOU. NEXT WE WILL MOVE TO OUR STUDENT MEMBER OF THE BOARD REPORT. MR. KELLY.

>> HELLO EVERYONE. I'M THE STUDENT MEMBER OF THE BOARD OF EDUCATION. I'D LIKE TO SAY HAPPY VETERAN'S DAY AND THANK YOU TO ALL THOSE PREVIOUSLY OR CURRENTLY SERVING IN THE MILITARY. I'D LIKE TO SAY CONGRATULATIONS TO EVERYONE FOR MAKING IT THROUGH THE FIRST QUARTER OF THE SCHOOL YEAR. WE DID MAKE IT THROUGH.

AND I'D LIKE TO SAY SPECIAL CONGRATULATIONS TO ALL THE STUDENTS, TEACHERS, PARENTS, BUS DRIVERS AND EVERYONE ELSE IN THE CALVERT COUNTY PUBLIC SCHOOLS FAMILY.

THIS WAS THE FIRST IN PERSON QUARTER THAT WE'VE HAD IN WHAT SEEMS LIKE FOREVER AND WE MADE IT THROUGH.

THANK YOU ALL FOR ALL YOUR HARD WORK.

TO GET A RECAP OF THE FIRST QUARTER I SURVEYED THE ADVISORY COUNCIL. AS A GENERAL OVERVIEW OF THE LAST QUARTER THEY SAW IMPROVEMENT FROM THE START OF THE SCHOOL YEAR TO THE START OF THE SECOND QUARTER.

MOST OF THAT IMPROVEMENT WAS WITHIN THE COVID PROTOCOLS AND THE BUSSING. ONE OF THE HOT TOPICS THEY WANTED TO DISCUSS WAS THE BUSSING.

IN CONTRAST TO 3 WEEKS AGO IT WAS OVERWHELMINGLY POSITIVE.

EVERYBODY WAS HAPPY. THEY WERE ARRIVING TO SCHOOL ON TIME. AND THEY WERE ABLE TO RIDE THEIR BUSES ON A CONSISTENT BASIS ONCE AGAIN.

THAT WAS GOOD TO HEAR. TWO UPDATES FOR ME.

TWO EVENTS IN THE UPCOMING FUTURE IS THE BOARD MEETING NEXT WEEK. AND THE FALL LEADERSHIP CONFERENCE HOSTED BY THE MARYLAND LEADERSHIP COUNCILS.

I'VE ATTENDED THAT EVENT. I'VE ATTENDED THAT EVENT FOR THE PAST 6 YEARS. I'M EXCITED.

WHILE IT MAY BE VIRTUAL ALWAYS DOES A GREAT JOB.

THAT'S ABOUT IT FOR ME. THANK YOU SO MUCH.

HAPPY VETERAN'S DAY. AND THANK YOU TO YOU 2 FOR

[6.01 Dr. Daniel D. Curry]

>> THANK YOU MR. KELLY. WE HAVE OUR SUPERINTENDENT REPORT. DR. CURRY.

>> THANK YOU. WE HAVE AN ASSISTANT PRINCIPAL VACANCY I'D LIKE YOUR APPROVAL TO FILL.

AND I'D LIKE TO ASK YOUR APPROVAL TO APPOINT BETH WAGNER TO ASSISTANT PRINCIPAL AT NORTHERN MIDDLE SCHOOL.

TAUGHT MATHEMATICS AT 4 OF OUR MIDDLE SCHOOLS AND 2 OF OUR HIGH SCHOOLS. RECEIVED BACHELOR OF ARTS IN

[00:35:03]

HER FIRST TEACHING EXPERIENCE WAS STUDENT TEACHING AT NORTHERN MIDDLE. HER ASSIGNMENT WOULD GO FULL CIRCLE. I ASK YOUR APPROVAL.

>> MOTION TO APPROVE. >> SECONDISM MOTION AND A SECOND. ANY DISCUSSION.

SEEING NONE. THOSE IN FAVOR.

>> AYE. >> AYE.

>> ANY OPPOSED. MOTION PASSES.

>> THANK YOU. NEXT BIT ON COVID DATA.

OUR POSITIVE RATE IN CALVERT COUNTY DOES REMAIN HIGH.

THE STATE AVERAGE IS 3.12. ON 11/9 CALVERT COUNTY WAS 5.38.

OUR NUMBER OF POSITIVE CASES IN STUDENTS HAS GONE DOWN SIGNIFICANTLY IN THE LAST MONTH AS WELL AS THE NUMBER OF REQUIRED QUARANTINES. WE MUST CONTINUE TO DO THE GOOD WORK WE'RE DOING. WE CONTINUE TO ADVOCATE IN VACCINATIONS IN 5 TO 11. THE STATE BOARD IS CONSIDERING LIFTING THE STATE WIDE MASK MANDATE.

A WEEK OR SO AGO WE PUT THE WORD OUT THAL WE WERE EXPLORING THE POSSIBILITY OF TEST TO PLAY. COVID SCREENING FOR UNVACCINATED STUDENTS INVOLVED IN WINTER SPORTS OUTSIDE FROM INSIDE.

I'M BEGINNING TO DOUBT THE JUICE IS WORTH THE SQUEEZE ON THAT.

I WAS HOPING IT WOULD REDUCE THE NUMBER OF STUDENT QUARANTINES.

WE'RE NOT MOVING FORWARD WITH TESTING WINTER ATHLETES AND OTHER STUDENT ACTIVITIES AT THIS TIME.

I WOULD LIKE TO MENTION WE HAD A GREAT DAY FOR GROUND BREAKING AT BEACH ELEMENTARY TODAY. WONDERFUL OPPORTUNITY TO CELEBRATE SOMETHING NEW BEING BUILT.

WE HAD A LOT OF PARTICIPATION. IT WAS A BEAUTIFUL DAY AND A WONDERFUL CEREMONY. AND FINALLY I WANT TO ANNOUNCE THAT PUBLICLY -- I WANT TO ANNOUNCE PUBLICLY THAT IN SEPTEMBER I ADVISED THE CALVERT COUNTY BOARD OF EDUCATION OF MY INTENT TO RETIRE AT THE END OF THE SCHOOL YEAR.

I WANTED THEM TO HAVE TIME TO DO A PROPER SEARCH FOR THE NEXT SUPERINTENDENT. AT THE END OF THE SCHOOL YEAR I WILL HAVE 48 YEARS IN EDUCATION. IT'S TIME I TRY SOMETHING NEW.

THAT'S IT..

>> THE BOARD OF EDUCATION THANKS YOU DR. CURRY FOR YOUR DEDICATED SERVICE OVER THE PAST 7 ALMOST 8 YEARS.

NOW THAT'S BEEN ANNOUNCED. I'M SURE MANY ARE WONDERING WHAT IS NEXT. THE BOARD WILL BEGIN ACTIVE RECRUITMENT. TO ASSIST US IN FINDING A REPLACEMENT FOR DR. CURRY. THE SUPERINTENDENT SEARCH PROCESS WILL BE CONDUCTED OVER THE NEXT 6 TO 7 MONTHS.

PART OF THE PROCESS WILL BE DEVELOP A PLAN FOR STAKEHOLDER INPUT. OUR GOAL WOULD BE TO OBTAIN THE SERVICE OF AN EXCEPTIONALLY SKILLED LEADER AND HELP US TO ENSURE WE HAVE A SCHOOL SYSTEM WHERE EVERY CHILD IS AFFORDED AN EQUITABLE OPPORTUNITY TO SUCCEED.

WE ARE MOTIVATED TO HAVE THIS DYNAMIC LEADER IN PLACE A TAD BEFORE DR. CURRY'S CONTRACT. TO FULLY TAKE THE REIGNS ON JULY

[7.01 Policies for Review]

COUNTY PUBLIC SCHOOLS. >> GOOD AFTERNOON.

I'M THE DIRECTOR OF INFORMATION TECHNOLOGY.

BEFORE YOU TODAY IS THE REVIEW FOR POLICY 1315 REGARDING REQUESTS TO CONDUCT RESEARCH IN CALVERT COUNTY PUBLIC SCHOOLS.

WE PROPOSE NO CHANGES TO THE EXISTING POLICY AND ASK IT BE

POSTED FOR A 30 DAY REVIEW. >> SEEING NO COMMENTS FROM

COLLEAGUES. >> THANK YOU.

>> WE WILL MOVE TO POLICY 4305 REGARDING ADMINISTRATION AND OPERATION OF THE CHILD NUTRITION PROGRAM.

>> GOOD AFTERNOON. MY NAME IS VALERIE PART TIMA.

[00:40:06]

>> GREEN LIGHT. I GOT IT.

GOOD AFTERNOON PRESIDENT CLAGGETT, DR. CURRY, MEMBERS OF

THE BOARD. >> I'M HERE TODAY PRESENTING FOR REVIEW POLICY 4305 THAT IS THE ADMINISTRATION AND OPERATION OF THE CHILD NUTRITION PROGRAM. WE ARE NOT SEEKING ANY CHANGES

AT THIS TIME. >> SEEING NO COMMENTS FROM

COLLEAGUES. >> I HAVE ONE.

>> THE POLICY SAYS THAT WE SHOULD BE ORGANIZING THE CHILD NUTRITION PROGRAM ALONG THE SELF SUPPORTING BASIS.

I JUST WONDER SIDE THAT -- THAT HAS CHANGED DUE TO COVID.

YOU KNOW, WE ARE HAVING TO SUBSIDIZE THIS.

IS THIS GOING TO CHANGE OUR POLICY? WHAT'S GOING TO HAPPEN GOING FORWARD?

DO WE KNOW? >> THIS YEAR I BELIEVE IT IS

SELF SUSTAINING. >> WE DON'T ANTICIPATE THE NEED FOR ANY ADDITIONAL B.O.E. FUNDING.

>> REALLY? >> YEAH, PULL IT OFF THIS YEAR.

>> GOOD. SO IT SHOULD BEGIN THEN TO SELF

SUSTAIN. >> CORRECT.

>> THANK YOU. >> YOU'RE

WELCOME.. >> ALL RIGHT.

SEEING NO FURTHER COMMENTS. THANK YOU MS. PALMER.

>> THANK YOU. >> LASTLY 1450 POLICY REGARDING

NUTRITION AND WELLNESS. >> GOOD AFTERNOON MS. CLAGGETT, DR. CURRY, MEMBERS OF THE BOARD. ASSISTANT .

WE HAVE REVIEWED POLICY 1450 AND WE ARE SUGGESTING NO CHANGES AT THIS TIME. AND RECOMMEND A 30 DAY REVIEW.

>> ALL RIGHT. SEEING NO COMMENT HIS.

[7.02 General Funds]

>> GOOD AFTERNOON ONCE AGAIN. I AM EDITH HUTCHINS CHIEF FINANCIAL OFFICER. AND I WILL BE REVIEWING THE FINANCIAL REPORTS WITH YOU THIS AFTERNOON.

WE HAVE PROVIDED YOU TWO GENERAL FUNDS REPORTS.

THE SECOND REPORT IS THE OCTOBER REPORT FOR FISCAL YEAR 22.

WE'RE GOING TO START BY REVIEWING THE 2021 REPORT.

AND THEN WE WILL BRIEFLY GET INTO THE 2022 REPORT FOR THE MONTH OF OCTOBER. STARTING WITH THE 21 REPORT, YOU SEE THAT ON THE REVENUE PAGE YEAR TO DATE INCOME FOR FISCAL 21 TOTAL 200.269 MILLION DOLLARS.

THE MISCELLANEOUS INCOME ACCOUNT INCLUDED 2.8 MILLION DOLLARS IN A SETTLEMENT REFUND THAT WE RECEIVED FROM CARE FIRST LAST YEAR FOR THE 2019-2020 HEALTH INSURANCE PLAN.

REFLECTS A NET REDUCTION IN THE AMOUNT OF 1 MILLION 410,000 TRANSFERS THAT TOTAL TO THE CHILD NUTRITION AND CHILD CARE PROGRAMS AT THE END OF LAST YEAR.

AND THAT WAS OFF SET. THAT TOTAL TRANSFER WAS OFF SET BY THE RECORDING OF SOME MISCELLANEOUS REVENUES AT THE END OF 21. JUST AS A REMINDER THE TRANSFERS WERE MADE TO SUBSIDIZE THOSE 2 PROGRAMS BECAUSE OF THE REVENUE SHORTAGES THAT BOTH PROGRAMS EXPERIENCED LAST YEAR DUE TO NOT RECEIVING STUDENT PAYMENTS IN FISCAL YEAR 2021.

WE TRANSFERRED TO THE MISCELLANEOUS REVENUES ACCOUNT IN THE CAFETERIA FUND TO SUPPORT THAT PROGRAM SO IT WOULDN'T HAVE TO UTILIZE AS MUCH FUND BALANCE. THE PROGRAM ENDED UP UTILIZES DOLLARS OF FUND BALANCE FOR FISCAL YEAR 21.

WE TRANSFERRED IN MISCELLANEOUS REVENUES TO THE MISCELLANEOUS REVENUE ACCOUNT FOR THE CHILD CARE PROGRAM TO COVER THEIR 21 EXPENSES. AS WELL AS TO PROVIDE START UP MONEY FOR FISCAL YEAR 22. WE HAVE DISCUSSED AT PREVIOUS MEETING THAT WE EXPERIENCED SAVINGS ACROSS ALL CATEGORIES IN FISCAL YEAR 21. PRIMARILY DUE TO 2 FACTORS.

[00:45:02]

BUT ALSO BECAUSE OF THE EMERGENCY FEDERAL FUNDING THAT WE RECEIVED LAST YEAR TO SUPPORT INITIATIVES LIKE TUTORING, SUMMER SCHOOL, TECHNOLOGY PURCHASES AND THAT KIND OF THING. THE LAST PAGE OF THIS REPORT SHOWS THAT OUR EXPENDITURES FOR THE YEAR TOTALED $26.8 MILLION WHICH REPRESENTED 95.4% OF OUR BUDGETED EXPENDITURES.

THE AVAILABLE BALANCE THAT YOU SEE ON THAT PAGE REPRESENTS A BUDGETARY SAVINGS NOT AN ACTUAL SAVINGS.

WHICH MEANS THAT WE SPENT $10.3 MILLION LESS THAN WE BUDGETED.

OVERALL THIS PARTICULAR YEAR OUR BUDGETARY SAVINGS AND OUR ACTUAL SAVINGS ARE PRETTY CLOSE. TOTALED $1098826 THAT IS DERIVED BY DEDUCTING THE EXPENDITURES FROM THE YEAR FROM THE REVENUES.

THE 1009,000 INCREASED OUR FUND BALANCE WHEN WE ROLLED TO FISCAL YEAR 2022. WE PROCESS TRANSACTIONS WELL INTO THE MONTH OF AUGUST FOR FISCAL YEAR 21.

WHEN WE'RE CLOSING FISCAL YEARS WE'RE PROCESSING TRANSACTIONS BACK TO THE PRIOR YEAR FOR 6 TO 7 WEEKS.

THAT IS BECAUSE WITH ACCRUAL BASIS ACCOUNTING RECORDING YOUR REVENUES AND EXPENDITURES IN INTO WHICH THEY OBTAIN IS CRITICAL. USUALLY THE WEEK OF AUGUST WHEN WE FINISH PROCESSING IN THE PREVIOUS FISCAL YEAR.

IN THE MEANTIME AS WE PROCESS TRANSACTIONS THE UNASSIGNED FUND BALANCE UPDATES EVERY TIME WE PROCESS TRANSACTIONS AND SO THAT NUMBER IS CONSTANTLY CHANGING UNTIL WE FINISH.

WHEN WE FINISHED PROCESSING, FINALLY WE ENDED UP WITH THAT THAT ROLLED TO OUR UNASSIGNED BALANCE.

AS OF JUNE 30TH OUR UNASSIGNED FUND BALANCE WAS 19 CENTS.

WHEN WE ROLLED TO FISCAL YEAR 22 AND FINISHED OUR PROCESSING THE NET INCREASE TO THE UNASSIGNED FUND BALANCE -- THE NEW BALANCE BECAME -- AND WE'LL TALK MORE ABOUT HOW WE DERIVED THAT FUND BALANCE WHEN WE GET TO THE MEMO TO INCREASE OUR BUDGET FOR THE O.P.E.P. CONTRIBUTION. THAT'S ABOUT IT THAT I HAD FOR YOU FOR THE 2021 REPORT. DO YOU HAVE QUESTIONS ABOUT ANYTHING ON THE REPORT BEFORE WE MOVE FORWARD TO THE OCTOBER REPORT? OKAY.

SO WITH THAT BEING SAID THE REPORT FOR THE MONTH OF OCTOBER OF FISCAL YEAR 2022 SHOWS YEAR TO DATE INCOME OF $58.3 MILLION 25% OF OUR BUDGETED INCOME FOR 2022.

TOTAL $205.5 MILLION. REPRESENTS 88.3% OF OUR BUDGETED EXPENDITURES. AND AT THIS POINT JUST HAVE A COUPLE OF ITEMS TO SHARE WITH YOU.

ONE IS ON THE REPORT FOR OCTOBER.

ONE IS NOT. THE OTHER IS JUST A REALLY ADVANCED INFORMATION ABOUT SOMETHING COMING UP ON A FUTURE REPORT. WHEN YOU LOOK AT THE ADMINISTRATION CATEGORY PAGE YOU SEE THAT THE COMPENSATED ABSENCES ACCOUNT HAS A BALANCE OF $161,000.

THE PAYMENTS AT FISCAL YEAR END FOR THE PAST COUPLE OF YEARS HAVE EXCEEDED THAT AMOUNT. FOR FISCAL YEAR 21 WE PROCESSED ANNUALLY PAYMENTS TO OUR 12 MONTH EMPLOYEES WHO RETIRED OR RESIGNED. SO CURRENTLY WE'RE CONTINUING TO EXPERIENCE TURN OVER. CONTINUING TO PAY ANNUALLY PAY OUTS AS OUR 12 MONTH EMPLOYEES RESTINED DURING THE COURSE OF THE YEAR. WE ARE MONITORING THIS ACCOUNT SO WE CAN DETERMINE WHETHER OR NOT WE MAY NEED TO REQUEST A BUDGET TRANSFER TO PROVIDE ADDITIONAL FUNDING TO MAKE SURE WE HAVE SUFFICIENT MONEY AT THE END OF THE FISCAL YEAR TO MAKE THE PAY OUTS MADE AT THE END OF EACH FISCAL YEAR.

WE WILL KEEP YOU POSTED ON THAT. THE SECOND ITEM IS ABOUT CARE FIRST, WE ANTICIPATE RECEIVING A REFUND FROM CARE FIRST FOR THE

[00:50:02]

SOMETIME BETWEEN NOW AND THE END OF THIS CALENDAR YEAR.

THE EXPECTED AMOUNT OF THE REFUND IS -- THE CONSULTANT HAS PREPARED CALCULATIONS FOR US AND DETERMINED THAT $281509 OF THAT REFUND IS DUE TO OUR ACTIVE EMPLOYEES AND RETIREES. IF YOU WILL RECALL LAST YEAR THE CONSULTANT CALCULATED THAT THE ACTIVE EMPLOYEES AND RETIREES WERE DUE FROM THE REFUND WE RECEIVED LAST YEAR.

BECAUSE THE AMOUNT NEEDED TO PROVIDE A PREMIUM HOLIDAY FOR ONE MONTH WAS INSUFFICIENT. THIS AMOUNT FAIR PORTION OF REFUND WAS INSUFFICIENT TO PROVIDE THAT HOLIDAY.

WE DID SET ASIDE THAT MONEY IN A COMMITTED FUND BALANCE FOR PREMIUM HOLIDAYS. CURRENTLY WITH THAT AS THEIR SHARE OF THE CURRENT REFUND THAT WILL BRING THE AMOUNT DUE OUR EMPLOYEES AND RETIREES TO $1001590.

THE CONSULTANT DETERMINED THAT THE COST TO PROVIDE A ONE MONTH PREMIUM HOLIDAY FOR THIS YEAR IS -- WHEN WE SUBTRACT THAT FROM THE AMOUNT THAT IS OWED OUR EMPLOYEES AND RETIREES THAT LEAVES US WITH 154--$159544 THAT WILL NEED TO BE IN THE COMMITTED FUND BALANCE FOR PREMIUM HOLIDAYS AFTER WE MAKE THAT $800,000 PAYMENT DURING THIS FISCAL YEAR.

WE HAVE NOT RECEIVED THE MONEY YET.

WE EXPECT TO RECEIVE IT SOMETIME BETWEEN NOW AND THE END OF THE CALENDAR YEAR. WE WILL BE MONITORING DOING BUDGETING ANALYSIS TO DETERMINE WHETHER OR NOT WE NEED TO REQUEST A BUDGET TRANSFER IN ORDER TO PAY THE COSTS ASSOCIATED WITH THAT PREMIUM HOLIDAY.

RIGHT NOW IT IS EXPECT FEDERAL WE GET THE MONEY THIS CALENDAR YEAR AS EXPECTED THAT THE PREMIUM HOLIDAY WOULD OCCUR IN MAYBE JANUARY OR FEBRUARY. WE NEED TO GIVE THE STATE NOTICE FOR THEM TO BE ABLE TO CEASE THE REDUCTIONS FROM RETIREE PAYS IN ADVANCE OF THOSE BEING PROCESSED.

WE WILL KEEP YOU POSTED ON THAT. THAT IS IT FOR THE GENERAL FUNDS REPORT FOR TODAY. DO YOU HAVE QUESTIONS ABOUT THE OCTOBER REPORT BEFORE WE MOVE FORWARD ON THE BUDGET

ADJUSTMENTS. >> THE ONLY THING THAT I HAD ASKED OF FINANCE AND I HAD ASKED OUR BOARD MEMBERS BUT DIDN'T HEAR BACK FROM ANYONE. ON THE GOING FORWARD BASIS WITH THE AMOUNT OF MONEY FLOWING DOWN AND WE HAVE THE E FUNDS AND THE BLUE PRINT MONEY. HOW DIFFICULT WOULD IT BE -- WE NEED FINANCE TO TELL US. WE DON'T WANT TO CREATE UNDUE BURDEN. I SENT A DRAFT OF THE TYPE OF REPORTING THAT COULD BE DONE QUARTERLY OR WHATEVER IS EASIEST THAT WOULD SHOW IN THE MAJOR CATEGORIES SUCH AS TEACHER'S SALARY OR PRE-K, EARLY EDUCATION ON THE BLUE PRINT SIDE AND OTHER CATEGORIES ON THE ESTHER SIDE. YOU'RE CAPTURING THE DATA.

THEY'RE IN THE RESTRICTED FUND OR OPERATING SOMETHING WHEREVER IT COMES IN IF IT'S CONSIDERED OPERATING.

I WANTED TO KNOW IF YOU COULD TRACK THAT FOR US SEPARATELY?

>> BY CATEGORY? ARE YOU LOOKING FOR TRACKING OF GRANTS BY CATEGORY? REPORT FOR THE GRANT SIDE.

>> I'M LOOKING FOR MY. >> WE CAN PROVIDE YOU WITH A SIMILAR REPORT FOR THE RESTRICTED FUNDS SIMILAR TO WHAT YOU'RE GETTING FOR THE UNRESTRICTED SUPPORT.

IT WON'T SHOW YOU SPECIFIC GRANTS BUT SHOW YOU BY CATEGORY HOW MUCH WE BUDGETED AND WHAT OUR EXPENDITURES ARE FOR THE GRANT. WE CAN DO THAT.

>> OKAY I KNOW THAT WE'RE GOING TO BE ASKED THAT QUESTION.

THIS IS A VISIBLE HIGH PROFILE ALLOCATION OF FUNDING TO US.

WE WOULD LIKE TO SUMMARIZE IT IN CONVERSATION WISE PEOPLE.

>> OKAY. >> ON HOW THE MONEY IS BEING

[7.03 Budget Adjustments]

SPENT. >> WE CAN PROVIDE YOU WITH THAT.

>> SUPER THANK YOU. >> YOU'RE WELCOME.

>> WE WILL START WITH THE MEMO TO INCREASE.

THE REQUEST TO INCREASE THE OPERATING BUDGET FOR O.P.E.B..

[00:55:06]

I WAS NOT ABLE TO BE HERE. WE WILL COVER THIS TODAY.

AS WE DISCUSSED EARLIER THIS AFTERNOON OUR EXPENDITURES, I'M SORRY OUR REVENUES EXCEEDED OUR EXPENDITURES FOR FISCAL YEAR 21.

OUR HEALTHCARE PROVIDER CARE FIRST HOLDS A RATE STABILIZATION RESERVE ON OUR BEHALF. IT'S ABOUT $600,000.

THEY PAY US INTEREST ON THAT RESERVE ON A QUARTERLY BASIS.

FOR FISCAL YEAR 2021, WE RECEIVED $419 FOR INTEREST ON THE RESERVE. FOR PROPER ACCOUNTING WE RUN THAT INTEREST PAYMENT IF YOU WILL THROUGH OUR INCOME STATEMENT AND THEN IT FLOWS THROUGH TO THE BALANCE SHEET AS PART OF THIS -- FOR 21 AS PART OF THE SAVINGS THAT ROLL TO UNASSIGNED FUND BALANCE. WHETHER WE HAVE A SAVINGS OR DEFICIENCY THAT INTEREST IS IN THAT NUMBER THAT ROLLS TO THE UNASSIGNED FUND BALANCE. AT THE END OF THE DAY IT BELONGS IN THE COMMITTED FUND BALANCE FOR HEALTH INSURANCE.

WE HAVE TO DO A JOURNAL ENTRY CLOSING OUR BOOKS TO TRANSFER THE INTEREST RECEIVED FOR THE YEARS FROM THE UNASSIGNED BALANCE TO THE COMMITTED BALANCE FOR HEALTH INSURANCE.

THAT IS WHY YOU SEE THAT THE PU INCREASED BY A NET AMOUNT -- AND NOT THE FULL AMOUNT THAT YOU'RE SEEING AS THE TOTAL SAVINGS FOR THE YEAR. AGAIN, WITH 19 CENTS BEING THE BALANCE AT THE BEGINNING -- AT THE END OF FISCAL YEAR 21 THAT NET AMOUNT THAT ROLLED TO THE UNASSIGNED FUND BALANCE BROUGHT THE FUND BALANCE AMOUNT -- AND IS NOW EXPIRED WE HAVE TO SUBMIT BY WHATEVER'S IN EXCESS OF $5 MILLION IN UNSARKS SIGN READ FUND BALANCE TO THE COUNTY AS AN O.P.E.P.

CONTRIBUTION. OUR PAST HISTORY THAT HAS BEEN IN THE MONTH OF OCTOBER THAT WE COME TO REQUEST YOUR APPROVAL TO PROCESS THIS BUDGET ADJUSTMENT AND THE CONTRIBUTION.

BECAUSE AGAIN WE FINISHED OUR PROCESSING WHICH IS USUALLY NEARING THE END OF AUGUST. THEN WE HAVE TO MAKE SURE THAT AUDITORS DON'T HAVE RECOMMEND READ ADJUSTMENTS THAT WE NEED TO MAKE. ONCE THEY ISSUE FINANCIAL STATEMENTS AT THE END OF SEPTEMBER OUR NUMBERS ARE FINAL AND WE KNOW OUR FINAL FUND BALANCE NUMBER IS.

WE ARE REQUESTING YOUR APPROVAL TO INCREASE OUR PRIOR YEAR BALANCE ACCOUNT WHICH IS A REVENUE ACCOUNT AND THE TRANSFERS ACCOUNT IN THE BOARD OF EDUCATION PROGRAM WHICH IS IN THE ADMINISTRATION CATEGORY BY $5098408 EACH.

THAT WILL PROVIDE THE FUNDING IF YOU WILL FOR US TO TRANSMIT TO THE COUNTY GOVERNMENT THE O.P.E.P. CONTRIBUTION FOR THE SAME AMOUNT. SO WE ARE RECOMMENDING THAT YOU APPROVE THESE 2 REQUESTS. DO WE HAVE YOUR APPROVAL?

ISM MOTION TO APPROVE. >> SECOND.

>> WE HAVE A MOTION AND A SECOND.

ANY DISCUSSION? >> NO.

THANK YOU FOR ANSWERING MY QUESTIONS THAT I HAD.

I HOPE YOU'RE BETTER. >> OUR LAST --

>> WE NEED TO VOTE. THANK YOU.

SEEING NO FURTHER DISCUSSION. THOSE IN FAVOR.

>> AYE. >> AYE.

>> ANY OPPOSED. MOTION PASSES.

>> THANK YOU. I'M GETTING OLD.

MY MIND IS SHORT. OUR LAST MEMO IS A REQUEST TO INCREASE THE CONSTRUCTION FUNDS FOR FISCAL YEAR 2022.

WE RECEIVED FEDERAL FUNDING AND SOME CONSTRUCTION FUNDS THAT WERE NOT IN THE ADOPTED 2022 BUDGET.

ADDITIONALLY WHAT IS IN THE 2022 BUDGET BOOK FOR THE RETIREE DRUG SUBSIDEE IS LESS THAN THE BALANCE IT NEEDS TO BE.

EACH YEAR WE GET A REIMBURSEMENT FOR THE RETIREE DRUG SUBSIDEE AND IT GOES INTO THIS ACCOUNT. WE RECEIVED A FEW WEEKS AGO.

HOWEVER THE CURRENT BALANCE IS -- NEEDS TO BE $4.2 MILLION.

WHAT WAS IN THE BUDGET BOOK WAS $2.8 MILLION.

YOU SEE AN ADJUSTMENT REQUEST OF $1.4 MILLION FOR THAT.

[01:00:06]

DO WE HAVE YOUR APPROVAL TO INCREASE THESE BUDGETS?

>> MOTION TO APPROVE. >>

SECOND.. >> WE HAVE A MOTION AND A SECOND. ANY DISCUSSION? HEARING NONE. THOSE IN FAVOR.

>> AYE. >> AYE.

>> ANY OPPOSED? >> MOTION PASSES.

[7.04 Bid Approval]

>> THANK YOU. >> THANK YOU MS. HUTCHINS.

AND NEXT ON OUR AGENDA IS BID APPROVAL, MR. MICHAEL.

>> GOOD AFTERNOON MS. CLAGGETT, DR. CURRY AND MEMBERS OF THE BOARD. MY NAME IS KEVIN MICHAEL.

I'M THE DIRECTOR OF PROCUREMENT AND RESEARCH MANAGEMENT.

TO REQUEST APPROVAL OF CONTRACT AWARDS FOR ARCHITECTURAL AND ENGINEERING DESIGN SERVICES. IN AUGUST CALVERT COUNTY SCHOOLS POSTED A REQUEST FOR QUALIFICATIONS FOR A. AND A.

DESIGN SERVICES. A QUALIFICATION BASED SELECTION PROCESS WAS USED AND INTERVIEWS WITH 17 FINALISTS WERE HELD.

THE MEMO BEFORE YOU LIST 10 FIRMS THAT ARE RECOMMENDED TO PROVIDE ON CALL A. AND E. DESIGN SERVICES.

>> ARE THERE ANY QUESTIONS? >> I'LL TAKE A MOTION.

>> MOTION TO APPROVE. >> SECOND.

>> WE HAVE A MOTION AND A SECOND.

ANY DISCUSSION? HEARING NONE.

THOSE IN FAVOR. >> AYE.

>> AYE. >> ANY OPPOSED?

MOTION PASSES THANK YOU. >> THANK YOU.

[7.05 Student Outcomes and ESSA Consolidated Plan]

>> AND NEXT WE'LL HAVE A BRIEFING PRESENTATION ON STUDENT OUTCOMES AND THE E.S.S.A. CONSOLIDATED PLAN.

DR. JOHNSON. >> GET IT TOGETHER.

>> GOOD AFTERNOON PRESIDENT CLAGGETT, DR. CURRY AND BOARD OF EDUCATION. I HAVE TEAM MEMBERS HERE TODAY WHO WILL BE WORKING WITH ME TO SHARE OUR PROCESS ON THE STRATEGIC PLAN AND THE ESSA CONSOLIDATED PLAN.

JOINING ME TONIGHT ARE. >> SANDY WALKER SUPERVISOR OF STUDENT EQUITY AND SCHOOL IMPROVIMENT.

>> DIRECTOR OF SPECIAL EDUCATION.

>> JACKIE JACOBS, DIRECTOR OF SYSTEMS PERFORMANCE AND

INSTRUCTION. >> SO AS YOU KNOW WE HAVE GUIDED OUR WORK FROM THE CALVERT COUNTY STRATEGIC PLAN.

ON THE SCREEN YOU WILL SEE SYSTEM GOALS FOR STUDENT OUT COMES. OUR GOALS ARE PROMOTING GROWTH FOR EACH STUDENT. ELIMINATING THE ACHIEVEMENT GAPS. ENHANCING OPPORTUNITIES FOR HIGH ABILITY LEARNERS TO THRIVE AND CONTINUE ACADEMICALLY CHALLENGES. PREPARING AND GUIDING STUDENTS TO TRANSITION SUCCESSFULLY TO POST SECONDARY EDUCATION AND CAREER OPTIONS. AND EXPANDING AND SUPPORTING THE INTEGRATION OF DIGITAL LEARNING TO ENSURE THAT EACH STUDENT IS PREPARED FOR THE TECHNOLOGICALLY ADVANCED SOCIETY.

LAST YEAR WE HAD A BLIP IN OUR PROGRESS.

WE WERE TOTALLY VIRTUAL OR CONCURRENT THROUGHOUT THE YEAR.

WE RECOGNIZE THAT DURING THAT LEARNING OF VIRTUAL AND CONCURRENT INSTRUCTION THAT REALLY OUR NUMBER 5 PRIORITY OF

[01:05:02]

WE'RE EXCITED OF THE ADVANCEMENTS THAT WE MADE WITH DIGITAL INTEGRATION DURING THAT TIME.

WE CERTAINLY SAW OUR STAFF LEVERAGING HIGH YIELD PRACTICES WITH DIGITAL INTIN ORDER TO TEACH OUR STUDENTS THROUGHOUT

THE YEAR. >> WE WANTED TO TAKE A FEW MINUTES TO LOOK AT PAST DATA. WHEN WE LOOK AT OUR STATE ASSESSMENT DATA WE MADE INCREMENTAL GROWTH OVER THE 2017 BASELINE SCORES OF THE PERCENTAGE OF STUDENTS MEETING OR EXCEEDING EXPECTATIONS. THERE WERE 2 GRADE LEVELS IN 2018-2019 SCHOOL YEARS THAT FELL BELOW THE BASE LINE.

INDICATED IN RED. WE DID NOT GIVE THE 2020 OR 2021 MCAP SPRING ASSESSMENTS DUE TO THE PANDEMIC.

IN THE AGGREGATE THE DATA SHOWS WE ARE DOING WELL.

AS WE DIG DEEPER AND LOOK AT THE DISAGGREGATED DATA WE SEE THAT GAPS IN ACHIEVEMENT EXIST. A BISE LINE WAS SET FOR DETERMINING THE ACHIEVEMENT GAP FOR CERTAIN GROUPS.

THE ACHIEVEMENT GAP IS DETERMINED BY TAKING THE DIFFERENCE BETWEEN ALL STUDENTS AND THE IDENTIFIED GROUP OF STUDENTS. AN INCREASE IN THE GAP IS SHOWN IN RED. WE DID NOT DECREASE THE GAP WITH

ALL STUDENT GROUPS. >> NOW WE WANT TO TAKE A LOOK AT ACADEMIC DATA WHICH IS OUR UNIVERSAL SCREENER DATA.

WHICH IS MAP. MAP STANDS FOR THE MEASURE OF ACADEMIC PROGRESS. WE'RE IN OUR THIRD YEAR OF GIVING THE MAP. IF YOU LOOK AT THIS DATA YOU'LL SEE THAT WE WERE ABLE TO GIVE THE K. THROUGH 2 BY GRADE BAND WE WERE ABLE TO GIVE THE FALL AND THE WINTER ASSESSMENTS IN THE FIRST YEAR OF THE 19-20. LAST YEAR WE WERE ABLE TO GIVE ALL 3 ADMINISTRATIONS FOR FALL, WINTER AND SPRING.

THIS YEAR WE WERE ABLE TO GIVE THE FALL ADMINISTRATION FOR K THROUGH 5. IN THIS SLIDE AS WELL AS THE SLIDES THAT FOLLOW. THE AVERAGE SCORE IS 50.

THE SCORES REPRESENT AN AVERAGE SCORE FOR THAT GRADE BAND.

WE'VE SEEN SLIGHT DECREASES FROM SPRING TO FALL.

THIS REPRESENTS OUR THIRD THROUGH 5TH GRADE BAND.

AND YOU'LL SEE SIMILARLY A SLIGHT DECREASE THERE FOR LANGUAGE ARTS AS WELL AS MATH. THIS CHART REPRESENTS 6TH THROUGH 8TH GREAT FOR LANGUAGE ARTS AND MATH MAP DATA.

WE ONLY HAVE THE WINTER AND SPRING DATA HIGHLIGHTED UP THERE IN THE CIRCLE. WE DID NOT ADMINISTER THIS MAP ASSESSMENT IN THE FALL DUE TO THE MCAP TESTING HERE'S THE NINTH THROUGH 12TH GRADE DATA AND YOU'LL SEE

SMILAR TRENDS. >> SO THIS FALL IN CALVERT COUNTY SCHOOLS WE ADMINISTERED THE MCAP ASSESSMENTS.

THESE TESTS WERE FIELD TESTS, MSDE WILL COMPLETE RANGE FINDING THAT WILL TAKE PLACE THIS SPRING.

IN ESSENCE THE OCTOBER ADMINISTRATION WAS PUT IN PLACE, ONE, SO THAT WE HAD THE ASSESSMENT DATA AND NEEDED TO GIVE THE ASSESSMENTS. IT ALLOWED STUDENTS THE INTERACT WITH THE TESTING FORMAT. EXPOSED TEACHERS TO HOW STUDENTS WOULD REACT TO ONLINE TESTING. AND HOPEFULLY ALLEVIATE THE FEARS THAT COME UP WHEN TAKING ASSESSMENTS.

THIS MCAP ASSESSMENT WILL SERVE AS ONE DATA POINT.

SUPERVISORS ARE USING THE DATA TO DETERMINE WHICH STANDARDS TESTED WELL AND WHICH ONES DID NOT.

THE SPRING MCAP WILL BE USED TO TEST PROGRESS TOWARDS OUR STUDENT OUTCOMES. PARENTS ARE SUPPOSED TO RECEIVE SCORE REPORTS IN JANUARY BASED ON THE FALL ADMINISTRATION.

[01:10:05]

>> WE HAVE SEVERAL OTHER DATA POINTS WITHIN OUR --

>> MAY HAVE ELECTED NOT TO TAKE THE TEST.

AS WE LOOK AT THE NEXT SLIDE. THIS IS A TYPICAL REPORT THAT OUR SCHOOLS USE TO ANALYZE THE DATA FOLLOWING THE RELEASE OF OUR PUBLICATIONS. AS YOU CAN SEE FOR THE AP GOVERNMENT TEST FEWER STUDENTS ENROLLED IN THE COURSE TOOK THE

TEST. >> YOU SEE A LARGE INCREASE IN 2020. JUST TO BE SURE EVERYBODY IS CLEAR ON WHAT THAT WAS. WE DID A TRANSITION IN OUR GOVERNMENT COURSE FROM HAVING IT OFFER IN OUR JUNIOR YEAR TO BEING OFFERED THE SOPHOMORE YEAR.

THAT SHIFT DOUBLED THE ENROLLMENT IN AP GOVERNMENT FOR LAST YEAR. IF YOU GO BACK TO 2019 YOU SEE 776 BUT YOU SEE A DECREASE FROM THAT.

IF YOU LOOK ACROSS THE SCREEN YOU SEE A DECREASE IN THE NUMBER OF STUDENTS WHO ARE TESTING AS WELL AS THE NUMBER OF STUDENTS SCORING A 3 OR HIGHER. THEY USE THIS TYPE OF DATA IN THE SCHOOLS FOR EVERY COURSE THAT WE HAVE AND WE SEE SIMILAR PATTERNS IN OUR A.P. COURSES. 3 OF OUR SCHOOLS HAVE BEEN ENGAGED IN WORKING WITH A CONSULTANT EQUAL OPPORTUNITY SCHOOLS. OUR CONSULTANT WITH EQUAL OPPORTUNITY SCHOOLS IDENTIFIES AND ENROLLS STUDENTS FROM SCHOOL POPULATIONS WHO ARE MISSING FROM AP ENROLLMENT.

THIS IS NOT NEW WORK. IN OUR COUNTY FOR THE PAST 25 YEARS WE HAVE BEEN LOOKING TO INCREASE ENROLLMENT IN AP.

REGARDLESS OF WHO THEY ARE. PAYING SPECIAL ATTENTION TO OUR DEMOGRAPHIC POPULATIONS TO MAKE SURE THAT ALL STUDENTS HAVE ACCESS TO AP COURSE WORK. EVEN WITH ALL THE WORK THAT WE PUT INTO THOSE YEARS THERE WAS A GAP IN THE NUMBER OF MINORITY STUDENTS PARTICIPATING IN OUR AP COURSES.

IT'S NOT UNCOMMON. BUT IT'S SOMETHING WE WANTED TO LOOK AT TO FIGURE OUT WHY OUR STUDENTS WERE NOT ENGAGING IN OUR AP COURSES. THE PROCESS LOOKS AT MORE THAN ACADEMIC SCORES AND GRADES TO IDENTIFY STUDENTS FOR AP COURSE WORK. USING STUDENT AND STAFF SURVEYS INSIGHTS ARE OBTAINED ON STUDENT ASSETS.

THE STUDENTS SURVEY HELP THE CONSULTANT TO IDENTIFY A STUDENT'S GROWTH MIND SET. THEIR GRIT.

THEIR LEVEL OF COMMUNITY LEADERSHIP.

HOW THEY VIEW THEIR ACADEMIC SELF.

WHAT ACADEMIC STRATEGIES THEY POSSESS.

WHAT'S THE PURPOSE FOR LEARNING. AND THEIR LEVEL OF FOCUS.

ADDITIONALLY IT LOOKS FOR WHAT WOULD BE THE BARRIERS THAT MIGHT PREVENT STUDENTS FROM ENROLLING IN AP.

GENERAL KNOWLEDGE BARRIERS WHERE THEY MIGHT NOT KNOW WHAT AP IS ABOUT. SCHOOL ACCESS.

THEY MIGHT NOT KNOW HOW TO GO ABOUT SIGNING UP FOR AN AP

[01:15:06]

>> WHAT YOU SEE ON THE SCREEN ARE OPPORTUNITY GAP CHARTS REFLECTIVE OF THE SPRING OF 2021.

ONCE WE GO THROUGH ALL REGISTRATION THEN THEY PULL WHO HAS ENROLLED IN COURSES AND THEY LOOK TO SEE COMPARED TO THE SCHOOL POPULATION AND THE SCHOOL DEMOGRAPHICS HOW MANY KIDS ARE MISSING FROM EACH TYPE OF GROUP. FIND STUDENTS IN DIFFERENT GROUPS DEFINED BY RACE AND ECONOMIC BACKGROUND.

NOT INTENDED TO ENROLL EVERYONE IN AP.

SOMETIMES THERE'S A MISCONCEPTION THAT WE WANT EVERY STUDENT IN AP. THAT'S NOT NECESSARILY THE CASE.

WE'RE TRYING TO FIND MISSING STUDENTS WHO HAVE POTENTIAL BASED ON A MULTITUDE OF FACTORS. THERE ARE GAPS PRESENT IN OUR SCHOOLS. THESE CHARTS ARE ALSO ONLY REFLECTIVE OF 11TH AND 12TH GRADERS.

WE HAVE NINTH AND 10TH GRADERS SITTING IN AP CLASSES AS WELL.

MOVING ACROSS THE CHART SO EVERYONE IS CLEAR.

THE BLUE IS A HIGH MEDIUM AND THEN LOW INCOME ASIAN.

YELLOW IS HIGH MEDIUM AND THEN LOW INCOME BLACK.

ORANGE IS MULTI-RACE AND OTHER GROUPS.

AND GRAY IS WHITE. SO YOU CAN KEEP IN MIND THESE ARE PROPORTIONAL TO THE ACTUAL SCHOOL.

THERE IS A LINE THAT SHOWS THE TARGET.

IT'S AT 60%. NOT SAYING 100% OF THE STUDENT POPULATION WILL BE ENROLLED IN AP.

THEY ARE LOOKING TO FIND THOSE STUDENTS.

THEY'RE LOOKING FOR THE STUDENTS WHO ARE MISSING FROM THE AP PROGRAM. THE GREATEST BENEFIT THAT SCHOOLS ARE REPORTING ARE THE INSIGHT CARDS.

THEY LEARN SO MUCH MORE ABOUT OUR STUDENTS.

THEY IDENTIFY TRUSTED ADULTS IN THE SCHOOLS AND MENTORS FOR THEM. THAT HELPS TO SUPPORT STUDENTS ACROSS THE BOARD REGARDLESS OF WHETHER OR NOT THEY'RE GOING INTO AP. ONCE THEY IDENTIFY THESE STUDENTS OUR SCHOOLS ARE IMPLEMENTING A COMMUNICATION AND OUTREACH AND SUPPORT PLAN IN ORDER TO GET THE STUDENTS AND THEIR PARENTS TO UNDERSTAND WHAT'S INVOLVED IN TAKING AN AP COURSE AND SUPPORTING THEM IN THE PROCESS OF ENROLLING IN THE

AP COURSE. >> 3 OTHER DATA POINTS FOCUS ON CTE, DIGITAL INTEGRATION AND GIFTED AND TALENTED OR ADVANCED LEARNING. THE NUMBER THIS YEAR REFLECTS CTA CERTIFICATIONS NOT THE ENTIRE CTE PROGRAM.

OUTLINES EXPECTATIONS FOR SKILL ATTAINMENT FOR PROGRAMS. AS YOU KNOW THIS YEAR COST SHOULD NOT BE A FACTOR.

THEY GOT A SUBSTANTIAL DONATION FROM THE ROTARY CLUB TO COVER THE EXPENSES RELATED TO TECHNICAL SKILLS ASSESSMENTS.

WE'RE EXCITED ABOUT THAT. WE'RE MAKING PROGRESS WITH DIGITAL INTEGRATION. THAT STEPPED FORWARD IN THE PANDEMIC. IT CERTAINLY PROPELLED OUR WORK.

WE WERE 1 TO 1 IN GRADES 3 THROUGH 12.

AND WE WERE PREPARED TO DELIVER INSTRUCTION DURING THE PANDEMIC.

OUR INTEGRATION SPECIALISTS, SUPERVISORS AND TEACHERS ROSE TO THE OCCASION TO ENGAGE IN BEST PRACTICES FOR CONCURRENT LEARNING. WHAT WE LEARNED DURING THE PANDEMIC FOR INSTRUCTION IS THAT MANY OF THOSE LESSONS AND STRUCTURES SUPPORT IN PERSON AS WELL.

THEY WEREN'T LESSONS THAT ARE GOING TO BE LOST IN ONE YEAR.

THEY ARE THINGS THAT CAN BE CARRIED OVER TO IN PERSON INSTRUCTION. WE'RE MAKING STRIDES WITH OUR ADVANCED LEARNING PROGRAM. OUR COORDINATOR OF ADVANCED LEARNING IS WORKING WITH LIAISONS WHO IN TURN WORK WITH STAFF AND STUDENTS IN THE BUILDING.

LAST YEAR VIRTUAL STUDENTS WERE PROVIDED TO STUDENTS WHO

[01:20:05]

AND WE'RE EXCITED ABOUT THE GRANT SHE JUST OBTAINED IN COOPERATION WITH THE CALVERT COUNTY LIBRARY IN BUOY STATE.

CALVERT COUNTY SCHOOLS WILL BE THE RECIPIENT FOR THE NEXT 5 YEARS TO SUPPORT GT SERVICES. WHERE DO WE GO FROM HERE? IT WAS IMPORTANT TO THINK ABOUT THE STRATEGIC PLAN AND STUDENT OUTCOMES AS IT RELATED TO OUR ESSA CONSOLIDATED PLAN.

WE ARE REQUIRED BY FEDERAL LAW TO SUBMIT THE ESSA CONSOLIDATED PLAN. IT MUST BE ALIGNED TO EQUITY AND SUPPORT EXPECTATIONS THAT ARE LAID OUT IN THE ESSA FEDERAL LAW. IN MOVING FORWARD WE FELT IT WAS IMPORTANT TO HAVE OUR ESSA CONSOLIDATED PLAN TO SUPPORT GROWTH AND LEARNING FOR ALL STUDENTS.

AS A TEAM WE APPROACHED THE ESSA CONSOLIDATED PLAN THIS YEAR WE WANTED TO BUILD ON THE STRENGTH OF OUR SYSTEM, THE STRENGTH OF OUR WORK AND THE STRENGTH OF OUR TEACHERS.

2 AREAS OF FOCUS HAVE BEEN IDENTIFIED.

CREATING A STRONG TIER 1 UNIVERSAL INSTRUCTION.

AND CREATING STRONG TIER 1 EQUITABLE AND INCLUSIVE LEARNING ENVIRONMENTS. MULTI-TIERED SYSTEMS OF SUPPORTS ARE DESIGNED TO MEET THE NEEDS OF ALL STUDENTS WITHIN A SCHOOL.

PROVIDES CULTURALLY RESPONSIVE, ACADEMIC AND BEHAVIORAL SUPPORTS THAT CREATE ACADEMIC ENVIRONMENTS THAT ADDRESS A RANGE OF STUDENT NEEDS. WE KNOW NOT EVERY STUDENT IS ALIKE THAT COMES IN OUR BUILDINGS.

TIERED SPORTS ARE PROVIDED TO STUDENTS WHO NEED THEM, BASED ON THE RESULTS OF SCREENINGS, OTHER DATABASED DECISION MAKING PROCESSES. AS WE REVIEWED OUR PLAN, OUR SYSTEM AND SCHOOL DATA, AND OUR WORK THAT WE ENGAGED IN.

WE FOUND WE NEED TO CONTINUE TO STRIVE TO MEET THE NEEDS OF EACH STUDENT. MEETS THE NEEDS OF ALL LEARNERS.

CREATES INCLUSIVE AND EQUITABLE LEARNING ENVIRONMENTS THAT ENSURE THAT ALL STUDENTS HAVE EQUAL OPPORTUNITIES TO LEARN AT HIGH LEVELS. NOT JUST LEARN.

BUT LEARN AT HIGH LEVELS. AND ENSURES THAT STUDENTS ARE RECEIVING THE SUPPORT THEY NEED ACADEMICALLY, BEHAVIORALLY AND SOCIALLY AND EMOTIONALLY TO SUCCEED.

FOCUS AREA 1 IS STRONG UNIVERSAL INSTRUCTION THAT IS EVIDENT IN CLASSROOMS ACROSS OUR SYSTEM. WHEN SCHOOLS AND CLASSROOMS PROVIDE CURRICULA WITH HIGH QUALITY RIGOROUS OUTCOMES AND INSTRUCTIONAL APPROACHES, STUDENTS REGARDLESS OF RACE, SOCIAL ECONOMIC STATUS, LANGUAGE OR ABILITY DEVELOP THE SKILLS TO BECOME MOTIVATED INDEPENDENT AND SUCCESSFUL LEARNERS.

WHEN WE CREATE INCLUSIVE AND EQUITABLE LEARNING ENVIRONMENTS EVIDENT IN OUR CLASSROOMS WE INCLUDE UNIVERSAL SOCIAL AND EMOTIONAL BEHAVIORAL PRACTICES. STUDENTS REGARDLESS OF RACE, SOCIO ECONOMIC STATUS, LANGUAGE AND ABILITY, DEVELOP THE SKILLS AND THE RELATIONSHIPS TO ENGAGE AND INTERACT EFFECTIVELY WITH ALL MEMBERS OF THE SCHOOL COMMUNITY.

PRACTICING EMPATHY, PERSPECTIVE TAKING AND ACTIVE LISTENING TO BUILD DEPER CONNECTIONS WITH EACH OTHER.

SO LET'S LOOK AT UNIVERSAL INSTRUCTION.

>> SO A STRONG TIER 1 UNIVERSAL INSTRUCTION INCLUDES A RIGOROUS CURRICULUM ASSIGNED TO GRADE LEVEL STANDARDS.

THAT GUIDE THE DESIGN OF LEARNING ENVIRONMENTS THAT ARE ACCESSIBLE AND EFFECTIVE FOR ALL.

ADDITIONAL SUPPORTS ARE PROVIDED AS DR. JOHNSON TALKED ABOUT BASED ON THE RESULTS OF SCREENING AND OTHER DATABASE DECISION MAKING PROCESSES. WE FIRST LOOK AT OUR CURRICULUM.

OUR SUPERVISORS ARE COORDINATING EFFORTS TO ENSURE THAT OUR CURRICULAR DOCUMENTS OUTLINE STANDARDS, LEARNING GOALS AND SUPPORTS FOR LESSON PLAN DEVELOPMENT.

IT IS IMPORTANT FOR OUR CURRICULUM TO UNPACK STANDARDS FOR TEACHERS SO THAT ALL STUDENTS HAVE ACCESS FOR THOSE STANDARDS. USE OF A STRONG TIER 1 CURRICULUM IN CLASSROOMS IS SEEN THROUGH THE STRATEGIES, LEARNING ACTIVITIES AND THE ACTIVITIES TEACHERS PLAN BASED ON THE CURRICULUM. WHEN WE THINK ABOUT TIER 1 INSTRUCTIONAL APPROACHES THEY INVOLVE EDUCATIONAL BASED INSTRUCTION PROCESS THAT GIVE ALL STUDENTS ACCESS TO LEARN THE

[01:25:05]

WE EXPECT TO SEE DISTRIBUTIVE SUMMARIZING.

THERE ARE POINTS IN TIMES THAT ALLOW TEACHERS TO UPON PAUSE TO ALLOW STUDENTS TO SUMMARIZE WHAT THEY'VE LEARNED SO FAR.

CLASSROOMS WOULD USE FLEXIBLE GROUPING AND TARGETED SMALL GROUP INSTRUCTION THAT ALLOW FOR DEVELOPING THE UNDERSTANDING FOR THE CONTENT AND SKILLS. IN ORDER STUDENTS TO MEET CONTENT STANDARDS OUR TEACHERS UNDERSTAND THAT WITH STRONG UNIVERSAL INSTRUCTION THAT STUDENTS HAVE DIFFERENT ACCESS POINTS AND MAY NEED DIFFERENT STRATEGIES TO CATCH UP TO OTHERS. YOU MAY SEE DIFFERENT SUPPORTS FOR STUDENTS SUCH AS THE USE OF A GRAPHIC ORGANIZER TO HELP ORGANIZE LEARNING MATERIALS, WORD WALLS OR SPECIFIC VOCABULARY STRATEGIES THAT ARE USED.

AND YOU MAY SEE DIFFERENTIATED ASSIGNMENTS THAT ALLOW STUDENTS TO MEET THE CONTENT STANDARDS BUT IN MANY DIFFERENT WAYS.

>> TAKING A CLOSER LOOK AT THE UNIVERSAL SCREENER, I HAD SHARED WITH YOU THAT WE CURRENTLY ADMINISTER 3 TIMES A YEAR.

TEACHERS ARE USING THIS DATA TO MAKE INSTRUCTIONAL DECISIONS AS WELL AS TO IDENTIFY AT RISK STUDENTS.

THEY USE THE MAP DATA TO IDENTIFY WHERE THE AREAS OF WEAKNESS ARE. AND THEN TAILOR THE INSTRUCTION TO MEET THEIR NEEDS. REVIEWING THE DATA THEY COULD LOOK AT THIS FOR A SCHOOL. LOOK AT IT BY GRADE LEVEL.

LOOK AT IT AS FAR AS THE CLASSROOM AND THEN IDENTIFY WHERE THE STRENGTHS AND WEAKNESSES ARE OF PARTICULAR STUDENTS AND THEN TAILOR THAT INSTRUCTION.

ONE EXAMPLE OF THIS IS RECENTLY WHEN I WAS IN A CLASSROOM AN ELEMENTARY TEACHER HAD TAKEN THE MAP DATA IN THE AREA OF READING AND BROKEN IT DOWN INTO AREAS OF STRENGTHS AND NEED OF IMPROVEMENT. AND THEN HAD SMALL GROUP INSTRUCTION DIFFERENTIATED TO WORK ON THE SPECIFIC SKILLS FOR THOSE STUDENTS. SO THIS UNIVERSAL SCREENING DATA IS UTILIZED TO DRIVE THE INSTRUCTION.

>> WE KNOW THAT SOME STUDENTS AND SOME STUDENT GROUPS DO NOT ALWAYS FEEL CONNECTED TO THE CLASSROOM.

THEY DO NOT FEEL SEEN OR HEARD. THE READY FOR RIGOR FRAME WORK PROVIDES STRUCTURE TO CREATE RESPONSIVE ENVIRONMENTS THAT MEET THE NEEDS FOR EACH STUDENT. IN ORDER TO BETTER UNDERSTAND VALUE AND SERVE THE MANY IDENTITIES AND CULTURES OF ALL OF OUR STUDENTS. ESPECIALLY STUDENTS WHO HAVE BEEN HISTORICALLY MARGINALIZED. WITH THIS UNDERSTANDING WE CAN WORK THROUGH THIS FRAME WORK TO HELP OUR STUDENTS DEVELOP ACADEMIC MIND SETS THAT PROMOTE SUCCESS.

MIND SETS I CAN SUCCEED AT THIS, THIS WORK HAS VALUE FOR ME.

I BELONG TO THIS ACADEMIC COMMUNITY AND MY ABILITY AND COMPETENCE GROW WITH MY EFFORT. THIS SUPPORTS OUR EQUITY WORK AND TIER 1 INSTRUCTION. IT PROMOTES INSTRUCTION THAT EMPHASIZES A PARTNERSHIP BETWEEN STUDENTS AND TEACHERS.

FOR EXAMPLE, IN THE CLASSROOM YOU'LL SEE STUDENTS PROVIDED WITH A CLEAR PURPOSE FOR LEARNING.

AND STUDENTS DISCUSSING WHY THEIR WORK IS IMPORTANT.

OR STUDENTS REFLECTING ON LEARNING AND HOW IT CONNECTS TO THEMSELVES, THEIR COMMUNITY AND THE WORLD.

IT LOOKS LIKE CONSISTENT OPPORTUNITIES FOR OPPORTUNITIES TO INTERACT WITH THE TEACHER, THE CONTENT AND THEIR OWN THINKING. OPPORTUNITIES THROUGH TECHNOLOGY TO ENGAGE IN DIALOGUE WITH PEERS AND ANNOTATING TEXTS TOGETHER.

INFORMS OUR PRACTICE TO EXPAND THE INTELLECTUAL CAPACITY OF ALL OF OUR STUDENTS. WE WANT TO TEACH THROUGH OUR STUDENTS RATHER THAN TO OUR STUDENTS.

>> AND SHIFTING TO INCLUSIVE AND EQUITABLE LEARNING ENVIRONMENTS.

CHRISTY. .

>> STRONG TIER 1 UNIVERSAL ENVIRONMENT PROVIDES ALL STUDENTS WITH THE BEST OPPORTUNITIES FOR SUCCESS BEHAVIORALLY WHICH LEADS TO ACADEMIC SUCCESS IN SCHOOL.

INCLUDE PROACTIVE TEACHING AND WREINFORCEMENT OF SCHOOL AND CLASS WIDE EXPECTATIONS. WHICH PROMOTE ENGAGEMENT AND

[01:30:04]

ADDITIONAL BEHAVIORAL AND SOCIAL EMOTIONAL SUPPORTS ARE PROVIDED TO STUDENTS WHO NEED THEM. THIS INFORMATION IS BASED ON SCREENINGS AS WELL AS OTHER DATA TO DRIVE THOSE DECISIONS.

MTSS ALSO INCLUDES PROACTIVE TEACHING AND REINFORCEMENT OF SCHOOL AND CLASS WIDE BEHAVIORAL EXPECTATIONS AND SOCIAL EMOTIONAL SKILLS. OUR FIRST BULLETED ITEM UP HERE IS PBIS. ALMOST ALL OF OUR SCHOOLS ARE PBIS SCHOOLS. PBIS FOCUSES ON SCHOOL WIDE AND CLASS WIDE EXPECTATIONS. OUR TEACHERS ARE DOING A LOT ESPECIALLY THIS YEAR WITH SETTING THOSE EXPECTATIONS AND REALLY TEACHING THOSE EXPECTATION RISE, RITUALS AND ROUTINES TO OUR STUDENTS. PRACTICING THEM AND REINFORCING THEM TO SET OUR STUDENTS UP FOR SUCCESS.

>> I'M GOING TO TALK ABOUT THE READY FOR RIGOR FRAME WORK AGAIN. SUPPORTS INCLUSIVE AND EQUITABLE LEARNING ENVIRONMENTS. RESTORATIVE PRACTICES, PROVIDES A LENS FOR HELPING US CREATE AN ENVIRONMENT THAT'S INTELLECTUALLY SAFE FOR LEARNING.

YOU CAN SEE TEACHERS OPENING A LESSON ABOUT PERSEVERANCE AND CONNECTING TO THAT LESSON. STARTING WITH A MORNING MEETING DISCUSSING HOW THEY WORK THROUGH OR PERSEVERE THROUGH A PROBLEM.

OPPORTUNITIES LIKE THESE BUILD COMMUNITY, CREATE SPACE FOR VOICE AND IDENTITY. AND ULTIMATELY A WAY TO HELP STUDENTS FEEL CONNECTED AND SAFE IN ORDER TO BE READY FOR

LEARNING. >> IN ORDER TORSUPPORT SOCIAL EMOTIONAL LEARNING ELEMENTARY AND MIDDLE SCHOOLS IMPLEMENT SOCIAL AND EMOTIONAL CURRICULUM. ONE DAY A WEEK DURING HOME ROOM.

AND MIDDLE SCHOOLS DURING ADVISORY.

DURING THIS TIME THEY'RE PRACTICING EMPATHY, PROPRIETORSHIPIVE TAKING, ACTIVE LISTENING TO BUILD DEEPER CONNECTIONS WITH ONE ANOTHER. IN EARLY GRADES YOU MAY FIND A LESSON ON IDENTIFYING EMOTIONS. IN UPPER GRADES STUDENTS MAY BE LEARNING HOW TO LISTEN WITH ATTENTION OR MANAGE ANXIETY.

RESTORATIVE PRACTICES ARE TOOLS THAT EMPHASIZE POSITIVE HEALTHY SCHOOL CLIMATES. AND HELPING STUDENTS TO LEARN FROM MISTAKES. CURRENTLY ENGAGED IN TRAINING OUR STAFF ON RESTORATIVE PRACTICES.

IT'S JUST AT THE BEGINNING. IN CLASSROOMS YOU MAY SEE TEACHERS CREATING CLASSROOM COMMUNITY BY ENGAGING IN CIRCLES WHERE STUDENTS AND TEACHERS BUILD COMMUNITY THROUGH CONVERSATIONS. AT THE SCHOOL LEVEL, STUDENTS, PARENTS, TEACHERS AND ADMINISTRATORS MAY ENGAGE UNTIL RESTORATIVE CONVERSATIONS WHEN ONE OR MORE PEOPLE HAVE BEEN AFFECTED BY A BEHAVIOR. TIER 1 INCLUDES TRAUMA INFORMED INSTRUCTION. STUDENTS THAT EXPERIENCED TRAUMA HAVE DEVELOPED TRAUMA STRATEGIES THAT MIGHT BE -- PREDICTABLE ROUTINES, BUILD STRONG AND SUPPORTIVE RELATIONSHIPS AND EMPOWER STUDENT AGENCY SO THEY DEVELOP SELF REGULATION SKILLS.

ONE OF OUR GRANTS THAT WE RECEIVED THIS FALL WAS TRAUMA AND BEHAVIORAL HELL. THROUGH THIS GRANT OUR WELLNESS COORDINATORS ARE LEARNING AND SHARING WAYS TO INTEGRATE MINDFULNESS AND CALMING ACTIVITIES, AS WELL AS LICENSE ACTIVITIES FOR TEACHERS AND STUDENTS.

MATERIALS AND RESOURCES ARE PROVIDED SO THAT CALMING CORNERS CAN BE CREATED IN ELEMENTARY CLASSROOMS AND CALMING SPACES BE CREATED IN SECONDARY SCHOOLS WHERE STUDENTS CAN GO AND GET THEMSELVES TOGETHER AND QUICKLY RETURN TO CLASS FOR LEARNING.

THIS ALLOWS STUDENTS TO MOVE QUICKLY INTO AN AREA TO PROCESS FEELINGS WHEN THEY ARE EMOTIONAL.

THERE ARE ALSO SUPPLIES THAT ARE BEING PROVIDED.

SO SCHOOLS CAN CREATE MINDFULNESS AREAS SUCH AS ON THE PLAY GROUNDS. STUDENTS ARE PLAYING ON THE PLAY GROUNDS. THERE MIGHT BE A SIGN THAT TELLS THEM IN ORDER TO RELAX TAKE 3 BREATHS.

HELPING KIDS DEVELOP MINDFULNESS BEHAVIORS.

THE MOST IMPORTANT THING ABOUT THIS SET OF BULLETS IS THAT THEY'RE ALL RELATED AND SUPPORT THOSE INCLUSIVE EQUITABLE LEARNING ENVIRONMENTS AND THAT THEY HAVE HIGH EXPECTATIONS FOR LEARNING AND BEHAVIOR. AS PART OF EVERY CHILD SUCCEEDS ACT ESSA GRANT MONEY IS AVAILABLE.

[01:35:02]

THIS YEAR SPECIFICALLY FOCUSING ON ACCELERATING STUDENT LEARNING WHICH IS ABOUT CATCHING KIDS UP. STUDENTS ENTER EACH YEAR WITH GAPS. TEACHERS IDENTIFY THOSE GAPS AND WORK WITH THEM. BUT IT REALLY HAS BEEN EXACERBATED BY THE PANDEMIC. THEY'RE ALSO COMING IN WITH NEW ADJUSTMENTS TO SCHOOL AGAIN. AND THERE ARE GAPS IN BEHAVIOR.

TEACHERS ARE WORKING DILIGENTLY TO WORK THROUGH AND SUPPORT OUR STUDENTS IN THOSE EFFORTS OF CLOSING THOSE GAPS QUICKLY.

WE ALSO HAVE MONEY SET ASIDE FOR SECONDARY ELA TEACHERS THAT SUPPORTS WRITING INSTRUCTION, CONFERENCING AND FEEDBACK.

THE OTHER FOCUS AREA IN TITLE 2 IS OUR LETTERS, LANGUAGE ESSENTIALS FOR TEACHERS OF READING AND SPELLING.

THIS IS TRAINING PROVIDED TO ELEMENTARY SCHOOL TEACHERS TO STRENGTHEN OR DEEPEN THEIR UNDERSTANDING OF THE SCIENCE OF READING AND EVIDENCE BASED PRACTICES AND ASSESSMENTS THAT ALIGN WITH THE SCIENCE OF READING.

TITLE 4 FUNDS ARE USED TO PROVIDE TRAINING FOR THE READY FOR RIGOR FRAME WORK AND RESTORATIVE PRACTICES.

WE USE THESE FUNDS TO SUPPORT THE SOCIAL AND EMOTIONAL LEARNING MATERIALS. AND THIS GRANT ALSO FUNDS GIFTED AND TALENTED EXPERIENCES FOR OUR STUDENTS.

SPECIFICALLY THIS YEAR IS THE OPPORTUNITY STEAM TO STARS WHICH ENHANCES ADVANCED ENGINEERING AND SCIENCE OPPORTUNITIES FOR ADVANCED LEARNING STUDENTS. WE FUND FINE ARTS.

FINE ARTS IS EXPLORING HOW TO INCREASE THE DIVERSE ARTS EXPERIENCES THAT ARE CULTURALLY APPROPRIATE FOR OUR STUDENT.

SO WE ARE STRATEGICALLY BUILDING OFF THE FOUNDATION OF PBIS CURRICULUM AND INSTRUCTIONAL PRACTICES THAT OUR STUDENTS AND TEACHERS HAVE BEEN PUTTING IN PLACE SO THAT EVERY CHILD BELIEVES THEY BELONG TO THE ACADEMIC COMMUNITY THAT THEY CAN SUCCEED, AND UNDERSTAND THAT THEY CAN GROW IN ABILITY AND CONFIDENCE. AND THEY SEE THAT THE WORK THAT HAPPENS IN THEIR CLASSROOM HAS VALUE FOR THEM.

IF WE BUILD THESE ACADEMIC MIND SET FOR STUDENTS THROUGH A TIER 1 INSTRUCTION AND TIER 1 ENIRONMENT WE MEET THE NEEDS OF OUR STUDENTS SO THEY CAN GROW AND LEARN AND BE SUCCESSFUL.

OUR WORK FOR CALVERT COUNTY IS DONE IN THE EFFORT TO MEET THE GOALS OF THE STRATEGIC PLAN. WE STRIVE TO ELIMINATE THE ACHIEVEMENT GAPS. ENHANCE OPPORTUNITIES FOR THE HIGHEST ABILITY LEARNERS. EVERYONE LEAVES CALVERT COUNTY WITH ANY POST SECONDARY OPPORTUNITY.

THEY ARE ABOUT TO FUNCTION AND ABLE TO FUNCTION IN A TECHNOLOGICALLY ADVANCED SOCIETY.

DO YOU HAVE ANY QUESTIONS? >> YES THANK YOU.

AND I'M GLAD WE'RE GETTING A LOT OF THE FUNDING, YOU KNOW, TO TRY TO HELP US INCREASE OUR EFFECTIVENESS IN TRYING TO CATCH THESE KIDS UP. I JUST WANTED YOU TO -- I WANTED TO ASK, YOU KNOW WE'VE BEEN HEARING FOR MONTHS THAT IT'S STILL VERY TOUGH TO BE A TEACHER IN THE ENTIRE UNITED STATES AND PROBABLY THE WORLD. AND THERE'S NOT ENOUGH TIME IN THE DAY. AND THERE'S MORE AND MORE EXPECTATIONS. AND YOU'VE PUT WITH THE -- THE NEW MONEY COMING DOWN MAY GIVE RISE TO NEW TRAININGS, NEW PROFESSIONAL DEVELOPMENT, WHATEVER, NEW PLATFORMS COMING ON. DO YOU SEE A WAY WHERE TEACHERS TIME DURING THE DAY -- WE CAN BALANCE THE PRIORITIES OF WHAT NEW NEEDS TO COME IN TO TRY TO CATCH THE KIDS UP, WHICH IS OF COURSE INCREDIBLY IMPORTANT, VERSUS HOW NOT TO OVERBURDEN THE TEACHERS AND ESPECIALLY SINCE WE'RE IN A SHORTAGE.

TEACHER SHORTAGE SITUATION. I'M WONDERING HOW THAT BALANCING

ACT IS HANDLED. >> REPORTER: THE TEACHERS ARE WORKING EXTREMELY HARD. YOU GO INTO ANY BUILDING AND TALK WITH THE TEACHERS ONE EXAMPLE OF A CONVERSATION I HAD THE OTHER DAY. WE KNOW WHERE THE LEARNING GAPS

[01:40:05]

THEY DON'T HAVE SCHOOL SKILLS. 10TH GRADERS HAVEN'T HAD THAT OPPORTUNITY TO SEE WHAT UPPER CLASSMEN ARE DOING.

THEY HAVE A SOCIAL GAP. OUR SCHOOLS ARE TRYING TO BALANCE THOSE THINGS OUT. THEY'RE SPENDING A LOT OF TIME, TEACHERS, ADMINISTRATORS AND STAFF ARE SPENDING TIME HELPING TO TRANSITION THE KIDS. THINGS THAT WOULD HAVE HAPPENED VERY QUICKLY ARE NOT HAPPENING AS QUICKLY ANYMORE.

IT'S TAKING LONGER THIS YEAR. IT'S AN OPINION THAT IS DUE TO THE PANDEMIC. ONE OF THE BEAUTIES OF WHAT WE WERE TRYING TO DO HERE IS THAT YOU HEARD CHRISTY SHARED THAT WE'VE BEEN GIVING THE MAP ASSESSMENT.

IT IS ONE OF THE GOALS WITHIN THE ESSA PLAN.

THE UNIVERSAL SCREENER IS IMPORTANT TO IDENTIFY WHERE KIDS ARE. WE HAVEN'T HAD ENOUGH EXPERIENCE WITH IT TO UTILIZE IT TO THE POINT THAT'S EFFECTIVE.

WHAT IS OUTLINED HERE IS AN APPROACH TO SEE HOW EVERYTHING IS RELATED. SO THERE ARE PIECES THAT ARE RELATED. WE HAVE TEACHERS THAT ARE DOING SOME OF THESE THINGS ALREADY. AND WE HAVE TEACHERS THAT ARE WORKING ON SOME OF THESE THINGS. SO NOTHING IS BRAND NEW WITHIN THIS ESSA PLAN. IT IS ABOUT PULLING THINGS TOGETHER AND SEE HOW ALL OF IT IS INTERRELATED.

THE MOST BRAND NEW PIECE WOULD BE THE READY FOR RIGOR.

THAT IS WHERE THE CULTURALLY RESPONSIVE CLASSROOM AND ACCESS AND EQUITY COMES IN TO MAKING SURE ALL STUDENTS HAVE A SENSE OF BELONGING WITHIN THAT CLASSROOM AND CAN SEE THEMSELVES IN THAT CLASSROOM. WHEN YOU LOOK AT THE THINGS THAT ARE LISTED IN THERE, THEY ARE THINGS THAT TEACHERS HAVE BEEN DOING, ROUTINES AND RITUALS, HELPING TO BRING IN STUDENT VOICE. WE NEED TO UNDERSTAND THAT THROUGH THAT RIGOR THAT READY FOR RIGOR LENS AND MAKING SURE THAT ALL OUR STUDENTS ARE FEELING A PART OF THE CLASSROOM.

AND WE'RE SUPPORTING THEM TO ACCESS INSTRUCTION.

I THINK THE IMPORTANT PIECE OF THIS AND I EMPHASIZED IT BEFORE IS THAT WE WANT ALL STUDENTS TO LEARN AT HIGH LEVELS AND WE HAVE HIGH EXPECTATIONS FOR BEHAVIOR. WE HAVE TO HELP SUPPORT OUR KIDS TO GET THERE. I KNOW THAT DID NOT ANSWER YOUR

QUESTION TOTALLY. >> I KNOW IT'S A DIFFICULT PUZZLE TO PUT TOGETHER. I REMEMBER 2 YEARS AGO WHEN WE WERE INUNDATED WITH THE BEHAVIORAL PROBLEMS BROUGHT TO OUR ATTENTION. WE TALKED ABOUT RESTORATIVE JUSTICE AND WE TALKED ABOUT TRYING TO DIFFUSE THINGS BEFORE THEY STARTED. I'M WONDERING DO WE THINK WE'RE IN A BETTER SITUATION. KIDS COMING IN THAT HAVE FELT DISSOCIATED ISOLATED FOR A YEAR. THERE'S MORE DIFFICULTY FACING THOSE KIDS AND TRYING TO FIGURE OUT WHAT EACH ONE IN MY CLASSROOM HAS BEEN GOING THROUGH.

DO WE THINK WE'RE PREPARED? DO WE HAVE BOOTS ON THE GROUND TO COME IN AND HELP INDIVIDUAL CLASSROOMS? DO WE HAVE MORE OF THOSE TYPES OF PEOPLE AND THE LIKE?

>> WE DON'T HAVE A LOT OF PEOPLE.

WE HAVE OUR SUPERVISORS. WE HAVE 5 IN SPECIAL ED.

13 IN INSTRUCTION. WE HAVE 5 INSTRUCTIONAL SPECIALISTS. WE HAVE THE INTEGRATION SPECIALISTS AND SPECIALISTS IN SPECIAL ED.

WHENEVER THEY ARE CALLED ON, THEY ARE OUT IN THE BUILDINGS GENERALLY. IF THERE IS A PARTICULAR SCHOOL HAVING DIFFICULTY THEY SHIFT TO THAT SCHOOL.

WE DON'T HAVE A LARGE NUMBER OF PEOPLE THAT ARE NOT IN THE CLASSROOM THAT ARE READY TO BE IN THE CLASSROOMS TO SUPPORT TEACHERS. THAT IS WHY SO MANY OF OUR WORKS HAVE BEEN THROUGH THE TRAIN THE TRAINER.

THERE ARE PEOPLE WHO ARE KNOWLEDEABLE ABOUT DIFFERENT PROGRAMS WITHIN THE SCHOOL THAT CAN HELP TEACHERS WITHIN THE SCHOOL. THERE'S A PROBLEM IN THAT AS WELL. SOMETIMES IS THE COUNSELORS WHO ARE TRAIN THE TRAINERS ARE THE TRAINERS MAY NOT HAVE RELEASE TIME. THEIR TIME IS NOT CONNECTED TO A TIME THAT JACKIE IS AVAILABLE OR NEEDS IN HER CLASS.

THERE ARE FAULTS WITHIN THAT PROCESS AS WELL.

BY ESSENCE OF MAKING SURE WE'RE COMBINING THESE THINGS AND CONSTANTLY TALKING ABOUT THESE THINGS IT IS OUR HOPE THAT WE

[01:45:01]

WE DON'T WANT THAT STATEMENT JUST DO THIS.

SHOW TEACHERS HOW TO DO IT. OUR TEACHERS WANT TO DO WELL.

THEY WANT TO DO WELL AND THEY WANT THE SKILLS.

THEY WANT TO DEEPEN THEIR UNDERSTANDING OF SOMETHING PARTICULAR. IT IS OUR HOPE THAT WE WOULD BE

ABLE TO SUPPORT THEM IN THAT. >> MY QUESTION IS NOT A NEW QUESTION. IT'S ABOUT ACHIEVEMENT GAPS AND PREDATES COVID OF COURSE. SO WHEN I HEAR AND I'VE HEARD BUT THEN TODAY WAS A DIFFERENT EXPLANATION OF EMPLOYING THE SCREENERS AND THEN BEING ABLE TO DRILL DOWN TO STUDENT.

SO I GUESS I -- JUST HELP ME UNDERSTAND ONCE YOU DRILL DOWN TO THE STUDENT AND PROVIDE TARGETED INSTRUCTION FOR THE STUDENT WHAT DOES THAT LOOK LIKE? AND IN MY PRACTICAL THINKING THAT ONCE THAT HAPPENS, WHAT ARE BARRIERS OR OTHER ISSUES PREVENTING THE STUDENT TO MOVE FURTHER, INCREASE THEIR ACHIEVEMENT IF THEY'RE BEING

TARGETED BASED ON DEFICITS? >> SO THE INTENT WOULD BE TO CONTINUE DELIVERING THE GENERAL CORE CURRICULUM.

AND THEN THERE SHOULD BE OPPORTUNITIES TO DIFFERENTIATE FOR THE STUDENTS BASED ON THE SPECIFIC SKILLS THAT THEY'RE STRUGGLING WITH. SO IF THERE'S A PARTICULAR GROUP OF STUDENTS, A SMALL GROUP WHO IS STRUGGLING WITH PHONICS, THEN THE ELEMENTARY TEACHER WOULD TAKE A LOOK AT WHAT ARE THOSE SKILLS SPECIFICALLY THAT THIS GROUP NEEDS TO WORK ON.

AND WE DO ACTUALLY HAVE SOME PRETTY AMAZING RESOURCES NOW.

LIKE LEXIA FOR READING. IT'S VERY ADAPTIVE.

THAT IS ONE WAY TO HELP MEET THAT STUDENT'S NEEDS.

AND THEN THERE ARE LESSONS EVEN WITHIN LEXIA THAT WOULD SHOW.

SO THESE STUDENTS ARE STRUGGLING WITH THESE PARTICULAR SKILLS.

AND THEN THE TEACHER COULD PRINT OFF THOSE LESSONS.

DO THE SMALL GROUP WHICH MAY BE 10 OR 15 MINUTES TARGETING THAT INSTRUCTION. THEY'RE GETTING THE CORE CURRICULUM, THE GENERAL CURRICULUM.

AND THEN ALSO GETTING THE SUPPLEMENT OF THE INSTRUCTION BASED ON WHERE THEIR DEFICITS ARE.

DOES THAT ANSWER YOUR QUESTION? >> IT DOES.

IS THIS PRACTICED THROUGHOUT THE DISTRICT ALL GRATE GRADE LEVELS.

GETTING TO THE CONTINUED ACHIEVEMENT GAP ISSUE.

AT SOME POINT I'M THINKING IT GETS NARROWER AND NARROWER WITH

THESE INTERVENTIONS. >> ONE OF THE THINGS I WANTED TO SHARE WAS OUR LOOK AT ACCELERATION PRACTICES AND CATCHING KIDS UP IS THE IDEA THAT WE DON'T WAIT FOR SOMEONE TO FAIL. THAT WE WANT TO BE PROACTIVE AND IDENTIFY THROUGH THE UNIVERSAL SCREENERS AND PRE-ASSESSMENTS WHAT MIGHT IMPACT A STUDENT IN PARTICIPATING FULLY IN AN UPCOMING LESSON. IF WE CAN IDENTIFY THAT, WE CAN IDENTIFY STRATEGIES, MAYBE WE NEED TO PREVIEW VOKE LABARY WITH A SMALL GROUP OF STUDENTS WHEN THEY ENGAGE IN THAT LESSON WITH THEIR PEERS THEY ARE ABLE TO PARTICIPATE.

IF THERE IS A GRAPHIC ORGANIZER THAT WE ARE GOING TO USE FOR THE FIRST TIME BECAUSE IT IMPACTS THE THINKING SKILLS WE WANT THE STUDENTS TO BE ABLE TO DO, I MIGHT PREVIEW THAT WITH A GROUP OF STUDENTS WITH A TOPIC THEY'RE FAMILIAR WITH.

WHEN WE'RE UTILIZING IT IN THAT LESSON THEY HAVE A CONTEXT FOR THAT GRAPHIC ORGANIZER AND ENGAGE IN IT QUICKLY.

IF I'M NOT ABLE TO PREVIEW IT I MIGHT SCOFF OLD IT.

IT IS IDENTIFYING WHAT THE NEED OF THE STUDENT AND BEING PROACTIVE AND PROVIDING SUPPORTS PRIOR TO THE LESSON OR SCAFFOLDS WITHIN THE LESSON THAT HELP THEM TO PARTICIPATE IN THAT LESSON AS

[01:50:02]

REDUCE THE ACHIEVEMENT GAP. >> THANK YOU FOR THAT.

THE EVIDENCE OF THAT, IS THAT REALIZED LOOKING AT THE GRADES OF THE STUDENT AS THEY PROGRESS THROUGH THE SCHOOL YEAR.

I KNOW THE TESTING IS WHAT YOU'RE DERIVING THE SCREENING

FROM I WOULD IMAGINE. >> THE MAP ASSESSMENT IS GIVEN 3 TIMES A YEAR. IN BETWEEN THAT ELEMENTARY ARE USING LEXIA AND DREAM BOX TO LOOK AT WHERE KIDS ARE.

AT SECONDARY SCHOOLS WE HAVE CONTENT AREA ASSESSMENTS THAT TEACHERS USE IN ORDER TO LOOK AT HOW KIDS ARE PROGRESSING THROUGH THE ACTUAL CURRICULUM. IN FEBRUARY THEY'LL GET ANOTHER MAP ASSESSMENT. SCHOOLS AND TEACHERS ARE ABLE TO SEE WHICH KIDS ARE MAKING PROGRESS.

WHICH KIDS ARE ACHIEVING HIGH BUT DIDN'T MAKE ANY GROWTH.

WHICH KIDS ARE MAKING GROWTH BUT HAVEN'T MADE PROGRESS.

MIGHT HAVE MADE PROGRESS BUT NOT ACHIEVING IT AT THE GRADE LEVEL STANDARD. THEY'RE ABLE TO PIN POINT THAT PIECE AND WORK THROUGH THAT. WE'LL CONTINUE TO GIVE.

A VERY GOOD LOOK AT WHETHER THE KIDS ARE MAKING PROGRESS IN CURRICULUM ARE TEACHER MADE ASSESSMENTS WITHIN THE CLASSROOM. THE TEACHERS ARE USING THEIR OWN ASSESSMENTS TO IDENTIFY AND ENGAGE WHERE KIDS ARE ALONG THE CONTENT STANDARD. CURRICULAR WORK IS OUTLINED IN HERE. WE HAVE CLICK LA WORK TO DO.

SUPERVISORS SPENT TIME LAYING OUT IN THE CURRICULUM WHAT THE STANDARD MEANS. DROPPING IT DOWN TO LEARNING GOALS AND GIVING EXAMPLES OF THINGS THAT THEY CAN DO.

NOT EVERY CURRICULUM IS THERE. OUR SUPERVISORS ARE WORKING THROUGH THAT. I WOULD SAY WE'RE A THIRD OF THE WAY THROUGH. WE HAVE MANY OTHER GRADE LEVELS.

MANY OTHER COURSES THAT WE NEED TO DO.

IN REGARDS TO YOUR QUESTION ABOUT IS IT PREVALENT ACROSS OUR DISTRICT. THE REASON WE'RE FOCUSSED ON TIER 1, WE WANT TO MAKE IT CONSISTENT.

WHEN YOU WALK INTO ANY CLASSROOM WHEN A STUDENT GOES TO ANY TEACHER WE WOULD SEE SIMILAR PRACTICES.

YOU CAN WALK INTO CLASSROOMS RIGHT NOW AND SEE MANY OF THESE PRACTICES GOING ON. TEACHERS USING SMALL TARGETED GROUP INSTRUCTION. THIS GROUP IS DOING AN ACTIVITY EXTENDING THEIR LEARNING. THESE STUDENTS ARE DOING A PREVIEWING ACTIVITY. THESE STUDENTS ARE WORKING ON LEXIA. YOU SEE THAT GOING ON.

YOU SEE TARGETED SMALL GROUP INSTRUCTION MORE OFTEN AT ELEMENTARY SCHOOL. AND SECONDARY SCHOOLS WE'RE WORKING TO MANEUVER KIDS THROUGH A CLASSROOM TO HAVE DIFFERENT GROUPS. IS IT NONEXISTENT AT THE SECONDARY LEVEL? ABSOLUTELY NOT.

OUR GOAL IS TO MAKE IT CONSISTENT WHEN A STUDENT WALKS IN A CLASSROOM THEY GET A SIMILAR EXPERIENCE WITH LEARNING AND TYPES OF INSTRUCTION THAT TEACHERS ARE TAKING.

>> THANK YOU. AND THE LAST WE HEARD TONIGHT ABOUT NO NOTICE MAP TESTING. THAT MIGHT HAVE BEEN AN ANOMALY

MAYBE. >> I SENT A QUICK EMAIL ABOUT THAT. IN OUR ASSESSMENT PLAN THERE IS MAP ASSESSMENT FOR PRE-K IN THERE.

HOWEVER THERE WAS ANOTHER AREA THEY DID NOT GIVE THE COUNTY ASSESSMENT. THEY WANTED TO REPLACE IT WITH ANOTHER AREA OF MAP WHICH MAY HAVE BEEN NEW.

THAT IS THE BEST I CAN TELL YOU AT THIS POINT.

I KNEW THERE WAS SOMETHING ON OUR ASSESSMENT CALENDAR.

THAT SOUNDED LIKE IT WAS SOMETHING NEW THAT SHE WAS

DESCRIBING. >> THANK YOU.

>> I HAVE A QUESTION ABOUT THE ACHIEVEMENT GAP OF SPECIALIZED POPULATIONS CHART. IF YOU TURN TO THE CHART, I BELIEVE I KNOW WHAT THE GREEN AND THE RED MEANS.

CAN YOU EXPLAIN HOW YOU DETERMINE WHAT BLOCK IS GREEN

AND WHAT BLOCK IS RED? >> SO THIS IS FROM A 2019 ON OUR LAST STRATEGIC PLAN UPDATE. AND WHAT WE LOOKED AT -- IF A BLOCK. TAKE THE FIRST ONE.

ALA 3 AFRICAN AMERICAN. THE GAP BASE LINE WAS 21.

IN 2018 THE GAP DROPPED TO 16. AND IN 2019 THE GAP DROPPED TO 15. SO THEY'RE GREEN.

IT WAS CLOSING THE GAP. SO T WAS POSITIVE.

[01:55:03]

IT DROPPED TO 41.4 IN 2018. IT WAS GREEN.

IN 2019 IT ROSE TO 42.9. IT WIDENED AGAIN.

IF IT CLOSES IT TURNS GREEN. IF IT WIDENED IT TURNED RED.

>> SO ON THE LINE ELA 5 FOR AFRICAN AMERICAN.

>> THAT SHOULD BE RED. >> SHOULD THAT BE RED.

>> IT SHOULD BE RED. >> I HAVE A QUESTION OF ELA 10 IT WENT FROM 21 TO 21.8 SHOULD THAT BE GREEN?

>> THAT SHOULD BE GREEN. >> THEN I THINK THERE WAS ONE

MORE. >> WE'LL FIX THIS.

THIS WAS SNIPPED FROM OUR WEBSITE.

>> OKAY. >> IT WAS FROM OUR LAST.

IT IS ON OUR WEBSITE. WHAT WAS THE THIRD ONE.

>> I THINK IT WAS MATH 3 AFRICAN AMERICAN ON THE SECOND SIDE.

YEAH, IT WENT DOWN AND THEN. I JUST WANTED TO MAKE SURE THAT THE GREEN AND REDS WERE WHAT I UNDERSTOOD.

>> VERY KEEN EYE THANK YOU. >> THIS HAS BEEN SO SO DIFFICULT. MY FIRST TIME ON THE BOARD IN 2010. WE WERE LOOKING AT THE SAME NUMBERS AND WORSE. IT'S SO DIFFICULT TO MAKE AN IMPACT HERE. I WISH YOU GUYS ALL THE BEST THAT WE CAN GET THAT MAGIC COMBINATION.

AND THEN THE DANG PANDEMIC HIT. THIS IS MAKING IT SO MUCH MORE DIFFICULT. BUT ANYWAY.

>> I HAVE ONE LAST QUESTION. YOU TALKED ABOUT LEAD, HIRE AND THE EQUAL OPPORTUNITY SCHOOLS. IS THERE A REASON WHY -- ARE ALL OF OUR HIGH SCHOOLS IN THAT PROGRAM?

>> NO. >> CALVERT, NORTHERN -- UNDER THE DATA POINT. WHEN IT COMES TO THE RESULTS FOR 21 IT SAYS PA TUXON. SO IS IT CALVERT, NORTHERN PA

TUXON. >> PA TUXON.

>> THAT SHOULD SAY CALVERT, NORTHERN -- IS THERE A REASON

WHY HUNTINGTON DOESN'T PAYMENT. >> WHEN WE LOOKED AT OPPORTUNITY GAPS PROVIDED AT THE STATE LEVEL.

CALVERT HIGH AND PATUXON HIGH WERE CHOSEN BECAUSE THEY WERE THE SCHOOLS THAT HAD THE WIDEST GAPS.

NORTHERN AND HUNTINGTON TOWN HAS THOSE GAPS.

WHEN WE LOOKED 2 YEARS AGO TO DETERMINE IF NORTHERN SHOULD BE.

NORTHERN HAD GAPS AND HUNTING TOWN DID NOT HAVE SUBSTANTIAL GAPS. THEY MIGHT HAVE 1 OR 2 STUDENTS.

AT THIS TIME WE DID NOT FEEL THAT IT WAS NECESSARY FOR THEM

TO ENGAGE IN THE WORK. >> OKAY THANK YOU.

>> I JUST HAD ONE QUESTION. I VISITED ONE OF THE SCHOOLS IT WAS HUNTINGTON ELEMENTARY. TALKING ABOUT CALMING SPACES AND MINDFUL ACTIVITIES. THE PRINCIPAL THERE I THINK HE DID AN AMAZING JOB. 2 DISTINCT ROOMS. ONE ROOM FOR THE KID WHOSE SEEMED TO HAVE A LOT RECEIVE ENERGY. A SMALL TRAMPOLINE FOR THEM.

AND NEXT DOOR A ROOM WITH CALMING MUSIC AND THINGS LIKE THAT. IS THAT SOMETHING HE DID ON HIS OWN. OR IS THAT SOMETHING THEY'RE LOOKING TO DO IN ALL THE SCHOOLS.

>> THAT WOULD BE AN EXAMPLE OF A CALMING SPACE IN A BUILDING.

THAT WOULD BE AN EXAMPLE OF DR. MORRIS IN STUDENT SERVICES AND PSYCHOLOGICAL WORKERS WHO ARE WORKING TOGETHER ON THE HEALTH AND TRAUMA GRANT. PROVIDING FUNDS TO CREATE THOSE ROOMS. I'M GLAD YOU WERE ABLE TO SEE

ONE. >> THANK YOU YES.

>> ALL RIGHT. LOOKS LIKE MY COLLEAGUES DO NOT HAVE ANY FURTHER QUESTIONS. THANK YOU SO MUCH FOR THE

[8.01 Comments by the Board]

PRESENTATION. >> THANK YOU.

>> AND LASTLY WE WILL MOVE INTO BOARD COMMENTS.

START WITH OUR STUDENT MEMBER MR. KELLY.

>> HELLO EVERYONE AGAIN. FIRST I'D LIKE TO THANK EVERYBODY WHO CAME OUT FOR PUBLIC COMMENT.

NEXT, I WENT OVER MY BUSINESS TYPE STUFF IN MY REPORT.

AS A STUDENT I'M EXCITED FOR WINTER SPORTS.

[02:00:02]

I'M EXCITED FOR THE TEAM BONDING AND ALL THE SENSE OF COMMUNITY THAT COMES WITH PARTICIPATING IN A SPORT.

AND I KNOW THAT FEELING IS SHARED THROUGHOUT HUNTING TOWN AND THE SCHOOLS THROUGHOUT CAL VERT.

THAT'S ALL I HAVE. THANK YOU.

>> YOU ALL SHOULD KNOW THAT HE'S A WRESTLER.

AND IF YOU KNOW WRESTLERS THEY'RE ALWAYS TRYING TO MAKE WEIGHT. WHEN WE HAVE BOARD MEETINGS IT'S

GETTING A LITTLE HOT IN HERE. >> THANK YOU MR. KELLY.

MR. WHILE WHITE. >> GOOD EVENING EVERYONE.

I WANTED TO THANK THE NURSES. I'VE HAD A CONVERSATION WITH THE NURSES TODAY AND JUST CHECKING ON THEIR MENTAL HEALTH AND SEE HOW THEY'RE DOING. THEY'RE DOING A PHENOMENAL JOB.

THEY GO THROUGH HIGHS AND LOWS. A COUPLE OF WEEKS WHERE THINGS SEEMED TO CALM DOWN. CONCERNED ABOUT THE HOLIDAYS.

AFTER THE HOLIDAYS WE COME BACK WE HAVE SPIKES AND THINGS LIKE THAT. HOPEFULLY PEOPLE WILL BE MINDFUL OF THEIR HOLIDAY ACTIVITIES. I'VE HAD CONVERSATIONS WITH ALL THE ADS IN THE COUNTY. GREAT TO SEE THEY'RE WORKING HARD TO KEEP EVERYONE SAFE AND KEEP THE SPORTS GOING.

CONGRATULATIONS TO ALL THE ATHLETES AND SCHOOLS WHO PARTICIPATED IN FALL SPORTS. I'VE HAD THE OPPORTUNITY TO GO TO A LOT OF GAMES THIS YEAR. IT'S AMAZING TO WATCH ATHLETES TO COMPETE. I SHARE WITH YOU CAN'T WAIT FOR THE WINTER. CONGRATULATIONS TO ALL THE SEASONS AND GOOD LUCK TO THE TEAMS WE STILL HAVE COMPETING.

WE HAVE A LOT. FIND OUT WHAT TEAMS ARE COMPETING AND TRY TO GET OUT THERE TO SUPPORT OUR STUDENTS.

THANK YOU. >> THANK YOU MR. WHITE.

MS. BALINSKI. >> I WOULD LIKE TO THANK ALL VETERANS FOR THEIR SERVICE. A LOT OF BEAUTIFUL CEREMONIES WENT ON TODAY. WE KEEP THEM IN OUR HEARTS.

MY HEART GOES OUT TO THE TEACHERS AND BUS DRIVERS AND ALL OF THE WORKERS ALL OVER OUR SCHOOL SYSTEM.

YOUR WORK IS SO INCREDIBLY IMPORTANT AND IS SO APPRECIATED.

SO THANK YOU. AND THE GROUND BREAKING AT BEACH WAS VERY EXCITING. ONE OF OUR MOST BEAUTIFUL SCHOOLS, PERIOD, ONCE IT'S FINISHED.

HOPEFULLY IT WILL BE A GREAT WAY TO BRING MORE COMMUNITY INTO OUR SCHOOLS. AND THEN I'M LOOKING FOR TO THE PATUX ONHIGH SCHOOL PLAY TOMORROW.

I'VE GOT MY TICKETS. >> THANK YOU MS. BALINSKI, MS.

COUSINS. >> HAPPY VETERAN'S DAY TO MY

FELLOW VETS OUT THERE. >> THANK YOU.

I ECHO THE COMMEN

* This transcript was compiled from uncorrected Closed Captioning.