Jan 13, 2022 Board of Education

[00:00:07]

>> GOOD AFTERNOON, I CALL THE CALVERT COUNTY, MD - BOARD OF EDUCATION MEETING TO ORDER. TODAY'S THURSDAY, JANUARY 13TH, 2022. IT IS 3:30 P.M. I WILL ASK YOU WE WILL BEGIN OUR

[2.01 Pledge of Allegiance]

(LOST AUDIO) >> YOU MAY BE SEATED.

[2.03 Mission Statement]

>> THE CALVERT COUNTY BOARD OF EDUCATION ENSURES EXCELLENCE IN

[2.04 Election of Board Officers]

TAKE A MOTION. >> I WOULD LIKE TO NOMINATE MS. PAM COUSINS AS PRESIDENT OF THE BOARD OF EDUCATION.

>> SECOND. >> WE HAVE A MOTION AND A

SECOND. ANY DISCUSSION? >> HEARING NONE.

>> THOSE IN FAVOR? (CHORUS OF AYES)

>> ANY OPPOSED. >> ALL RIGHT. WE HAVE A NEW BOARD PRESIDENT, MISS PAMELA COUSINS.

>> I WOULD LIKE TO NOMINATE MS. INEZ AS VICE-PRESIDENT.

>> I SECOND. >> ALL IN FAVOR?

>> (CHORUS OF AYES)

>> CONGRATULATIONS MS. CALL GET.

[3. Consent Agenda]

>> BEFORE I ASK FOR A MOTION FOR APPROVAL IS THERE ANYTHING THAT NEEDS TO BE REMOVED FROM THE CONSENT AGENDA?

>> HEARING NONE, IS THERE A MOTION?

>> I MOVE TO APPROVE. >> SECOND.

>> MOTION TO APPROVE MY MS. CLAGE IT, T AND SECOND BY MS.

[4.01 Public Comment]

>> NEXT ITEM ON THE AGENDA, DO WE HAVE PUBLIC COMMENTERS TODAY?

>> WE HAVE ONE. GO AHEAD AND READ THE RULES FOR PUBLIC COMMBOARD OF EDUCATION PERMITS THE PUBLIC TO SPEAK ON ISSUES OF CONCERN. WHEN YOU ARE CALLED TO SPEAK, STATE YOUR NAME FOR THE RECORD AND LIMIT YOUR COMMENTS TO THREE MINUTES. IF YOU OFFICIALLY REPRESENT AN ORGANIZATION, YOU MAY SPEAK FOR FIVE MINUTES. PERSONS ON THE SIGN UP SHEET CANNOT TRANSFER OR RELINQUISH YOUR TIME TO ANOTHER INDIVIDUAL OR GROUP. TO PROTECT CONFIDENTIALITY, PLEASE DO NOT MENTION SPECIFIC STUDENTS OR STAFF MEMBERS IN YOUR REMARKS.

ALL COMMENTS ARE TO BE MADE IN A CIVIL MANNER ANYONE NOT FOLLOWING THESE GUIDELINES WILL BE ASKED TO STOP SPEAKING AND MAY FORFEIT THEIR RIGHT TO SPEAK AT FUTURE MEETINGS. PLEASE UNDERSTAND THAT WHILE THE BOARD OF EDUCATION UNDERSTANDS YOUR COMMENTS AND CONCERNS, THIS IS A BUSINESS MEETING AND THE BOARD CANNOT ANSWER QUESTIONS OR ASK DISCUSSIONS WITH YOU DURING THE MEETING. I BELIEVE WE HAVE DWIGHT BISHOP JR.

>> COME UP AND HIT THE BUTTON ON THE MIKE AND MAKE IT SHINE

GREEN. >> YOU GOT TO GET REAL CLOSE.

DWIGHT. HIT THE GREEN BUTTON. >> THE GREEN LIGHT RIGHT HERE, DO YOU SEE THE BUTTON ON THE BASE?

>> HIT IT. THERE YOU GO. YOU GOT A GREEN LIGHT.

>> YOU GOT TO GET CLOSE. THE >> OKAY, CAN YOU HEAR ME NOW?

>> YES. >> THE FIRST THING IS THE BUS AIDES, I'M REALLY CONCERNED ABOUT THE LACK OF BUS AIDES, IT'S A REAL PROBLEM, WE'RE STARTING TO HAVE BUSES EVEN NOT RUNNING BECAUSE OF IT. I WAS A FORMER ASSISTANT SUPERVISOR IN SPECIAL ED, IT'S UNLAWFUL, IT'S AGAINST THE LAW NOT TO HAVE A

[00:05:05]

ESPECIALLY IN COVID TIMES WHEN PEOPLE ARE TALKING ABOUT COVID TRACING AND YOU GOT AIDES JUMPING FROM BUS TO BUS TO BUS TO BUS. I DON'T KNOW WHERE THIS IS GOING TO GO BUT NONE OF IT LOOKS GOOD FROM WHERE I'M SITTING AS A BUS CONTRACTOR AND A BUS DRIVER, BECAUSE IT HAPPENED SEVERAL TIMES ON A BUS THAT I WAS DRIVING AND MADE ME UNCOMFORTABLE EVERY TIME. AND THE SAME THING GOES FROM OTHER DRIVERS THAT I'M GET COMPLAINTS FROM OTHER CONTRACTORS AND FROM OTHER LOTS. WE DON'T UNDERSTND WHY THAT'S HAPPENING. I'M ALSO HERE TO TALK ABOUT AN ISSUE THAT I WAS HAVING ABOUT A SPARE BUS USAGE FEE. THAT'S THE FEE THAT GOES ALONG WHEN YOU RUN TRIPS, THAT HAS CREATED AN ISSUE THAT I RAISED MYSELF BACK IN MAY. IT'S BEEN THE SAME THING FOR OVER 10 YEAR, COME ON, NOW EVEN MCDONALD'S HAS GONE OFF OF THE DOLLAR MENU BECAUSE IT'S NOT WORKABLE. I TALKED ABOUT RAIING IT, AND I WAS TOLD I COULD TALK TO SOMEBODY ABOUT MOVING THE PLAN NEXT YEAR, AND I WAS TOLD, WELL, I GUESS I HAVE TO MAKE BUSINESS DECISIONS. AND I'M SORT EVER DISAPPOINTED THAT THEY'RE PAYING OTHER CONTRACTORS TO COME AND RUN THE SAME TRIPS BUT FOR MORE MONEY. SO, IT'S COSTING THEM MORE MONEY THAN IT WOULD COST THEM IF THEY WOULD PAY ME WHAT I ASKED PLUS THE ACCELERATED RATE. SO, I DIDN'T THINK THAT WAS LIKE THAT. AND THAT'S REALLY BOTHERSOME AND THE LACK OF RESPECT THAT I GOT INITIALLY OF NOBODY E-MAILING ME BACK OR TALKING TO ME OR ANYTHING, I FELT LIKE IT WAS PERSONAL, BECAUSE IT'S NOT ABOUT MONEY ANYMORE WHEN YOU'RE WILLING TO PAY SOMEONE ELSE TO COME FROM PRINCE FREDERICK TO DO TRIPS IN LUSBY AS OPPOSED TO NEGOTIATING OR WORKING IT OUT WITH ME SO I COULD DO IT, SO, I TOOK IT PERSONALLY UNDER THOSE CONDITIONS BECAUSE IT'S NO LONGER ABOUT MONEY WHEN YOU'RE WILLING TO PAY THAT SAME THING.

AND OTHER CONTRACTORS FROM THE OTHER END OF THE COUNTY HAVE MENTIONED THE SAME THING TO ME. THAT THEY DON'T UNDERSTAND WHY THE CONTRACTORS IN PRINCE FREDERICK ARE BEING ASSIGNED THESE TRIPS AND IT'S COSTING MORE MONEY FOR THE TRIPS TO COME FROM PRINCE FREDERICK TO GO TO BEACH ELEMENTARY WHEN YOU HAVE A CONTRACTORS IN HUNTINGHAM IS DOING IT. NO ONE CAN SEEM TO

UNDERSTAND WHY THAT IS OCCURS. >> IN REFERENCE TO RUNS THAT

ARE GOING ON. >> SIR, YOU'RE TIME IS UP.

>> OKAY. >> THANK YOU.

>> I WILL FOLLOW UP WITH A WRITTEN THING. THANK YOU.

>> THANK YOU. >> THE NEXT ITEM ON THE AGENDA

[6.01 Dr. Daniel D. Curry]

IS THE SUPERINSUPERINTENDENT'S >> GOOD AFTERNOON, EVERYONE.

FIRST ITEM IS CALENDAR, I WOULD LIKE TO REMIND EVERYONE THAT OUR DECEMBER 9TH MEETING WE RESCHEDULED THE OCTOBER 29TH WEATHER DAY AT THE END OF THE SCHOOL YEAR RATHER THAN IN ONE OF THE PREVIOUSLY IDENTIFIED DAYS FOR MAKING UP DAYS. AND WE INDICATED THAT BECAUSE WE WERE AWARE OF STRESSES AND STRAINS IN THE COMMUNITY AND FOR OUR STAFFIOUS WE WANTED TO PROTECT

[00:10:01]

VACCINATED. >>> FINALLY, IF YOU WEREN'T AWARE THE GOVERNOR DID HAVE A PRESS CONFERENCE THIS AFTERNOON, HE ANNOUNCED EXPANDING TESTING SITES AND HE ALSO ANNOUNCED THAT THEY WILL BE DISTRIBUTING 20 MILLION N95 AND KN 95 MASKS THROUGH THE HEALTH DEPARTMENT, SO WE ANTICIPATE THAT WE'LL GET MANY OF THOSE MASKS AVAILABLE FOR OUR STAFF. AND WE ENCOURAGE FOLKS TO CONTINUE TO VACCINATE AND GETTING THE BOOSTER SHOTS WHEN ELIGIBLE AND WEAR THEIR MASKS AND FOLLOW ALL THE PROPER

HYGIENE AS WELL. THAT IS IT. >> THANK YOU, DR. CURRY.

[7.01 General Funds]

>> NEXT UP ON THE AGENDA ARE OUR ACTION ITEMS. THE FIRST ITEM TODAY IS THE GENERAL FUNDS. HUTCHINS, THANK YOU.

>> GOOD AFTERNOON, AND HAPPY NEW YEAR TO ALL OF YOU HAVE.

>> HAPPY NEW YEAR, >> AS YOU SAID, I'M EDEATH HUTCHINS, CHIEF FINANCIAL OFFICER. THE REPORT THAT YOU'VE BEEN PROVIDES IS THE REPORT FOR THE PERIOD ENDING DECEMBER 31ST, OF 2021. LOOKING AT THAT REPORT, YOU SEE THAT THE YEAR TO DATE INCOME, TOTAL OF $99.5 MILLION WHICH REPRESENTS 41.8% OF THE BUDGETS INCOME, THE YEAR TO DATE EXPENDITURES AND EMCOME BRONZES TOTALLED IT $2,157 MILLION WHICH REPRESENTS 91.1% OF OUR EXPENDITURES THIS YEAR. THERE ARE A FEW ITEMS THAT WE WILL DISCUSS THIS AFTERNOON AND AT THAT TIME, IF YOU HAVE ANY QUESTIONS ABOUT ANYTHING ELSE ON THE REPORT, PLEASE FEEL FREE TO ASK. WE'RE GOING TO START WITH THE REVENUE PAGE, YOU WILL SEE THIS REPORT SHOWS THAT WE HAVE NOT RECEIVED ANY IMPACT AID PAYMENTS YET THIS YEAR. THE IMPACT AID, THAT'S A FEDERAL EDUCATION PROGRAM UNDER WHICH THE FEDERAL GOVERNMENT PROVIDES FINANCIAL SUPPORT TO SCHOOL DISTRICTS THAT HAVE TAX EXEMPT FEDERAL PROPERTY IN HER COUNTIES, OR THAT HAVE STUDENT ENROLLMENTMENT THAT INCLUDES CHILDREN OF MILITARY PERSONNEL OR CIVILIAN EMPLOYEES OF THE FEDERAL GOVERNMENT. THE DEPARTMENT OF EDUCATION HAS NOT RECEIVED IT'S FULL APPROPRIATION THIS YEAR FOR IMPACT AID, IT'S CURRENTLY OPERATING UNDER A CONTINUING RESOLUTION THAT WAS PASSED BY CONGRESS, IT EXPIRES ON FEBRUARY 18TH. WE ARE, AT THIS TIME ONE OF THOSE COUNTIES NOT RECEIVING ANY FUNDS BECAUSE THEY ONLY HAVE A SMALL PERCENTAGE OF THEIR FUNDING SO FAR. SO, THEY'RE ONLY ISSUING INITIAL PAYMENTS TO THOSE DISTRICTS THAT REALLY NEED THE MONEY TO MEET THEIR CURRENT OPERATIONAL NEEDS. BASED ON THE INFORMATION POSTED ON THEIR WEBSITE, WE CAN ANTICIPATE THAT WE'LL GET OUR INITIAL APPROPRIATION STARTING SOMETIME

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HAVING SAID THAT, THAT WILL REQUIRE A BUDGET ADJUSTMENT TO INCREASE OUR FISCAL YEAR 2022 OPERATING BUDGET, SO WE ARE HOPING TO IRON OUT THE DETAILS FOR THIS IN TIME FOR US TO PRESENT TO YOU A BUDGET ADJUSTMENT MEMO FOR THE MEMBER MEETING AS WELL. AT THIS TIME, THIS IS ALL THAT WE HAD TO BRING TO YOUR ATTENTION. DID YOU HAVE ANY QUESTIONS ABOUT ANYTHING?

>> I DID. THE $200,000 THAT YOU SAY WE MIGHT NEED TO ADJUST THE OVERTIME BUDGET FOR, THAT INCLUDES ACROSS OUR ENTIRE SYSTEM, RIGHT, NOT JUST TRANSPORTATION?

>> NO, THE $200,000 IS FOR TRANSPORTATION.

>> OKAY. BECAUSE I SAW THAT THERE WERE OVERTIME OVERAGES NOT LARGE, BUT IN MID LEVEL ADMIN AND INSTRUCTION IN SALARIES, I FIGURED WE PROBABLY HAVE PEOPLE DOING STUFF ALL OVER THE SYSTEM THAT'S OVER AND ABOVE REGULAR DUTITIES.

>> CORRECT, BUT TRANSPORTATION RIGHT NOW IS THE CATEGORY WHERE WE ARE SEEING A SIGNIFICANT INCREASE IN THE OVERTIME. BUT YOU ARE CORRECT, WE DO HAVE OVERTIME CHARGES IN OTHER CATEGORIES, BUT THOSE AT THIS POINT ARE NOMINAL RIGHT NOW.

>> SO THIS IS THE ONE THAT WE'RE ADDRESSING RIGHT NOW?

>> YES. >> THAT'S ALL I HAVE.

>> ANYONE ELSE? >> THANK YOU MS. HUTCHINS.

[7.02 Bid Approval]

>> THANK YOU. >> NEXT ITEM WE HAVE TWO BID

APPROVALS. >> I'LL BE KEVIN MICHAEL, IS ABSENT, HE'S GIVEN ME THE SCRIPT FOR WHAT HE WOULD NORMALLY SAY.

HERE'S THE SUPER OF CHILD NUTRITION TO PRESENT THE FIRST REQUEST WHICH IS TO APPROVE THE UTILIZATION OF THE PURCHASE AND

[00:20:03]

TO SAY THE REST. >> THE FUNDING FOR THIS WILL COME FROM OUR BUDGET, WE'RE USING LAUDEN COUNTY AS A PIGGY BACK. THE ALLOCATIONS HAVE RUN OUT THIS CURRENT YEAR, SO WE NEED TO CONTINUE TO PURCHASE PRODUCE AND THIS WILL BE A SEAMLESS PROMISE IF WE CONTINUE TO USE THIS FOR OUR PROGRAM. WE SPEND ROUGHLY $100,000 TO DATE FOR FRESH PRODUCE, WHICH INCLUDES, APPLES, ORANGES, TOMATOES, THOSE ARE JUST SOME OF THE ITEMS THAT WE USE FOR THE SCHOOL YEAR.

>> I DON'T HAVE A QUESTION ABOUT THIS PER SE, EXCEPT TO ASK IF, NUMBER ONE, YOU ARE SEEING PRICE INCREASES THROUGHOUT THE SYSTEM, THAT'S ONE QUESTION, AND THE SECOND QUESTION IS: DO WE HAVE -- ARE WE EXPERIENCING PROBLEMS IN GETTING PRODUCE TO US? YOU KNOW, THE GROCERY STORES HAVE TOTALLY EMPTY AISLES SOMETIMES AND I'M WONDERING HOW THAT'S IMPACTING OUR DELIVERY OF

FOOD FOR CALVERT COUNTY? >> THAT'S CURRENTLY HAPPENING TO US ON A WEEKLY BASIS. WE HAVE SHORTAGES GIVEN TO US AND WE HAVE TO MODIFY AND CHANGE OUR MENU ITEMS AS WELL. PRICE INCREASES HAPPEN DAILY OR WEEKLY ON ITEMS. GIVEN THE FACT OF SHORTAGES OF DRIVERS AND INCREASE OVERALL OF SUPPLY AND DEMAND. SO, WE'RE DEFINITELY SEEING AN INCREASE IN OUR FOOD COST THIS YEAR, IF THAT ANSWERS YOUR QUESTION.

>> DO WE KNOW IF IT'S A BIG ENOUGH PROBLEM WHERE IT MIGHT

IMPACT OUR ENTERPRISE FUND? >> IT WILL NOT, I THINK WE'RE SAFE TO SAY THAT OUR PROGRAM WILL BE SELF SUFFICIENT THIS YEAR. WE DID RECEIVE SOME ADDITIONAL FUNDING FROM THE FEDERAL GOVERNMENT FOR MEALS SERVED ALMOST AN ADDITIONAL DOLLAR, SO, RIGHT NOW, WE ANTICIPATE ANY FOOD COSTS CURRENTLY COMING IN WOULD BE COVERED WITH THOSE APPROPRIATE FUNDS. BUT, STAY TUNED... THAT COULD CHANGE.

>> IT MUST BE CHANGING DRASTICALLY ALL THE TIME.

>> SO, I'LL MAKE A MOTION TO APPROVE THE BID.

>> SURE. >> SECOND.

>> MOTION BY MS. BALINSKI, SECOND BY MS. CLAGET, ANY

FURTHER DISCUSSION? >> ALL IN FAVOR?

>> (CHORUS OF AYES)

>> PRESENT THE SECOND REQUEST TO ASK YOU TO APPROVE THE AWARD FOR THE HVAC SYSTEM RENOVATION IN HUNTINGTOWN ELEMENTARY.

>> GOOD AFTERNOON, SO, WE ISSUED A SOLICITATION FOR THIS WORK IN NOVEMBER 2021, AND SIX FIRMS SUBMITTED PROPOSALS, OR SEALED BIDS, THE SUMMARY OF THE PROPOSALS IS PROVIDED TO YOU IN THE MEMO. FUNDING FOR THIS PROJECT WILL BE THROUGH THE CAPITAL IMPROVEMENT PROGRAM. AND WE'RE REQUESTING FOR THE HCAV THIS WOULD BE FOR THE BASE BID AS WELL AS ALTERNATES ONE, FOUR, AND 6. THE TOTAL BID IS 1,351,000, $702. ARE THERE ANY

QUESTIONS. >> IS THERE A MOTION TO

APPROVE? >> I'LL MAKE A MOTION.

>> SECOND. >> I DO HAVE A QUESTION. YOU MENTIONED THE BASE BID, ONE, FOUR, AND SIX-A, WHAT HAPPENS TO THE OTHER ITEMS, 2, 3, 5, ET CETERA?

>> SURE, WELL, FOR ONE THING, WE ESSENTIALLY HAVE ABOUT $1.4 MILLION. SO WE WANT TO MAKE SURE THAT WE NOT TAKE, WE CAN'T AFFORD TO TAKE ALL OF THE ALTERNATES BECAUSE WE WON'T HAVE ENOUGH OF A CONTINGENCY IN THE EVENT THAT WE NEED TO ISSUE CHANGE ORDERS FOR ANY UNFORESEEN CONDITIONS. WE IDENTIFIED ALL OF THE ALTERNATES BASED ON DISCUSSIONS WITH MAINTENANCE ALTERNATE NUMBER 2 IS FOR CLEANING EXISTING DUCT WORK AND AIR DEVICES, REALISTICALLY, IT'S NOT AS IMPORTANT OF AN ALTERNATE TO TAKE FOR MAINTENANCE AS WAS ALTERNATE NUMBER ONE, FOUR AND 6-A, ALTERNATE 4 ALLOWS THE ENERGY MANAGEMENT SYSTEM ALL OF THE CONTROLS FOR THESE UNITS TO BE TIED TO OUR FRONT END SO IT'S

[00:25:04]

ALTERNATE 6 A IS WRERECTIFING US THAT WAS OVERSIZED. THE DUCT MOUNTED HEATING COILS WERE UNDER SIZED AT THAT POINT, SO WE'RE FIXING THAT SITUATION, AND WE FELT THAT IN ORDER TO TAKE CARE OF THE HEATING NEEDS FOR THE BUILDINGS THAT'S AN ALTERNATE THAT WE WANTED TO TAKE. WE ESSENTIALLY WORKED THROUGH THE ALTERNATES THAT ARE THE MOST IMPORTANT AND ARE ABLE TO TAKE THOSE AND STILL HAVE A LITTLE BIT OF MONEY LEFTOVER FOR

POTENTIAL CHANGE ORDERS. >> THANK YOU.

>> SURE. WE HAVE A MOTION FROM MS. BALINSKI, SECOND BOY MS. CLAGETT? ANY FURTHER DISCUSSION?

>> ALL IN FAVOR? >>

(CHORUS OF AYES) >> MOTION'S APPROVED.

[7.03 Bullying, Harassment and Intimidation Policy Discussion]

>> THANK YOU. THANK YOU. >> OUR NEXT ACTION ITEM IS OUR BULLYING HARASSMENT AND INTIMIDATION POLICY DISCUSSION.

GOOD AFTERNOON, MR. KURTS. >> GOOD AFTERNOON, MS. COUSINS, PRESIDENT CLAGETTE AND MEMBERS OF THE BOARD OF EDUCATION. I'M JAMES KURTS, DIRECTOR OF HUMAN SERVICES AND I'LL BE DOING A PRESENTATION ON UPDATE TOSS OUR PROCEDURE TOSS OUR HARASSMENT, INTIMIDATION AND BULLYING PROCEDURE IN CALVERT COUNTY PUBLIC SCHOOLS. SO JUST A LITTLE BACKGROUND ON THIS POLICY, IN 2008, THE GENERAL ASSEMBLY DIRECTED MARYLAND DEPARTMENT OF EDUCATION TO ADAPT A MODEL POLICY AND THAT WAS ADOPTED IN 2009 AND THAT MODEL POLICY IS TO BE UPDATED EVERY FIVE YEARS, IT WAS LAST UPDATED IN 2016, AND SO THEREFORE IT'S DUE TO BE UPDATED NOW. WE RECEIVED THE MODEL POLICY IN DECEMBER FROM THE STATE DEPARTMENT OF EDUCATION AND WE HAVE INCORPORATED ALL OF THE REQUIRES CHANGES AND THE RECOMMENDED CHANGES IN OUR PROCEDURES AND THAT'S WHAT I

WILL HIGHLIGHT TODAY. >> YOU CAN GO TO THE NEXT

SLIDE. >> I JUST WANT TO POINT OUT THAT THERE ARE SEVERAL PROCEDURES THAT FALL UNDER POLICY 111-A FOR DISCRIMINATION, THAT'S A BROAD POLICY THAT SPANS SEVERAL AREAS OF DISCRIMINATION THAT ARE PROHIBITED IN OUR SCHOOL SYSTEM AND ONE OF THOSE AREAS IS PROCEDURES 1118.3 WHICH ADDRESSES BULLYING, HARASSMENT AND INTIMIDATION AND THOSE ARE THE PROCEDURES THAT I WILL REVIEW WITH YOU THIS AFTERNOON.

OKAY. JUST A COUPLE OF HIGHLIGHTS TO THE CHANGES THAT WE RECEIVED FROM MSDE, THERE WERE EXPANDED DEFINITION FOR BULLYING, CYBER BULLYING, HARASSMENT AND INTIMIDATION THERE WAS ADDED LANGUAGE FOR PROHIBITION OF BULLYING AND THERE WAS EXPECTATIONS WITH FAMILIES AND STAKE HOLDER AND THERE WERE UPDATED PROCEDURES FOR REPORTING PROVIDING NOTICE, INVESTIGATING AND GIVING CONSEQUENCES AND ACTIONS AND

[00:30:03]

>> ONE OF THE FIRST REQUIREMENTS THAT WAS MADE BY MSDE IS THAT ALL POLICIES OR PROCEDURES HAVE A PURPOSE STATEMENT AND THIS PURPOSE STATEMENT THAT YOU SEE WAS TAKEN DIRECTLY FROM THE MODEL POLICY THAT WE RECEIVED FROM THE STATE DEPARTMENT OF EDUCATION AND IT OUTLINES THE POLICY TO PROHIBIT BULLYING, HARASSMENT AND INTIMIDATION. HERE YOU COULD SEE THAT THE DEFINIIONS WERE EXPANDED SIGNIFICANTLY AND WHAT I DID FOR YOU WAS I PUT THE OLD DEFINITIONS THAT WERE PART OF OUR PROCEDURES HERE, AND UNDER THOSE DEFINITION, I LISTED THE NEW DEFINITIONS THAT WERE ALSO TAKEN DIRECTLY FROM THE MODEL POLICY. THESE DEFINITIONS ARE REQUIRED TO BE IN OUR PROCEDURES AND POLICIES SO, IN OUR PROCEDURES PRIOR TO THOSE UPDATES, HARASSMENT AND INTIMIDATION WAS ONE DEFINITION, THE NEW MODEL POLICY HAS THAT SEPARATED AND THERE YOU COULD SEE THE OLD DEFINITION AND THE TWO NEW DEFINITION FORCE HARASSMENT AND INTIMIDATION AS THEY'RE SEPARATED OUT. NEXT.

WE HAVE ADDED A STATEMENT TO OUR POLICY ALSO TAKEN FROM THE MODEL POLICY THAT COMES FROM COMAR THAT SAYS THAT OUR EMPLOYEES ARE NOT CIVILLY LIABLE FOR ANY ACT OR OMISSION FOR REPORTING OR FAILING TO REPORT AN ACT OF BULLYING, HARASSMENT OR INTIMIDATION. NEXT. ALSO, UPDATED WERE THE TIMELINES OF NOTIFICATION FOLLOWING A REPORT OF BULLYING HARASSMENT AND INTIMIDATION FOR THE TIMELINES, THE TARGETED STUDENT'S PARENT SHOULD BE NOTIFIED NO MORE THAN THREE DAYS AFTER THE REPORT IS RECEIVED AND THE PERPETRATOR OR ALLEGED PERPETRATOR SHOULD BE NOTIFIED NO MORE THAN FIVE DAYS AFTER THE REPORT IS RECEIVERED.

OUR REPORTING FORMS HAVE BEEN UPDATED TO REFLECT THE NEW DEFINITIONS AND THE NEW FORMS RECEIVE FROM THE STATE

DEPARTMENT OF EDUCATION. >> MAY I ASK A QUESTION?

>> YES, MA'AM. >> THE NOTIFICATION DAYS, IS THAT RECOMMENDED BY MSDE OR IS THAT WHAT WE'RE RECOMMENDING?

>> THAT IS DIRECTLY IN THE MODEL POLICY FROM MSDE, THOSE

NUMBER OF DAYS. >> THAT'S THE MINIMUM REQUIREMENT OR IS THAT THE REQUIREMENT?

>> AS I UNDERSTAND IT, IT IS, I WOULD IMAGINE THAT THAT WOULD BE

THE MINIMUM REQUIREMENT. >> I ONLY QUESTION IT BECAUSE OF THE WITHIN THREE BUSINESS DAYS SEEMS AND WITHIN FIVE BUSINESS DAYS FROM THE PARENT OF THE ALLEGED PERPETRATOR SEEMS LIKE A LONG TIME FOR A LOT OF RUMORS, CONFUSION, UPSET PARENTS BECAUSE THEY DIDN'T KNOW UNTIL THREE DAYS LATER, OR AT LEAST, IN TERMS OF THE PERPETRATOR, I WOULD THINK THAT THEY WOULD BE NOTIFIED IMMEDIATELY AS WITH THE OTHER STUDENT WHO WAS THE

TARGETED STUDENT. >> RIGHT. RIGHT, AND I THINK THAT OUR PRACTICE IN OUR SYSTEM DOES NOT SUPPORT TWO DAYS AND FIVE DAYS. BUT, I DID BRING THIS LANGUAGE OVER BUT WE CERTAINLY CAN CONSIDER THAT FOR CHANGES.

>> SO, IT'S GIVING TIME FOR AN INVESTIGATION. IF WE'RE GOING TO HARDWIRE SOMETHING IN, YOU KNOW, IT SHOULD BE WHAT OUR WHOEVER SUBMITTED THE COMPLAINT, THE BULLYING FORM, IF THAT'S THE WAY IT STARTED THE INVESTIGATION, PEOPLE IN REALITY HAVE PROBABLY ALREADY BEEN NOTIFIED, RIGHT, IT'S THE PARENT

OF A CHILD AND... >> YES, AND THERE ARE SOME OTHER TIMELINES IN HERE ABOUT THE DISPOSITION AS WELL THAT COME ALONG A BIT LATER IN THE PRESENTATION. I WOULD THINK THAT IT WAS THE PRACTICE OF MOST OF OUR ADMINISTRATORS TO MAKE

[00:35:01]

BUSINESS. >> THANK YOU. AND THAT'S HOW I WAS READING THE STATEMENT. IT WAS THE NOTIFICATION OF THE REPORTED INCIDENT, NOT AFTER THE INVESTIGATION BECAUSE THAT'S A DIFFERENT TIMELINE, I WOULD THINK.

>> IT IS. THIS IS, YES. >> THANK YOU.

>> YOUR WELCOME. ANY OTHER QUESTIONS AT THIS POINT?

>> OKAY. YES? >> I DO HAVE A QUESTION.

>> GO BACK TO CYBER BULLYING. >> GO BACK TO WHAT?

>> TO CYBER BULLYING. >> CYBER, OKAY, YES?

>> IS THAT WHEN THEY ARE WITHIN THE SCHOOL OR IS THAT WHEN THEY'RE HOME? WHEN DOES IT BECOME A LAW ENFORCEMENT MATTER

AS OPPOSED TO A SCHOOL MATTER? >> THAT'S A VERY GOOD QUESTION, WHEN IT IS DIRECTED AT ANOTHER STUDENT AND IT CAUSE AS DISRUPTION IN THE SCHOOL, IT BECOME AS SCHOOL ISSUE. IF IT POSE AS SAFETY CONCERN WITH WITHIN OUR SCHOOLS, IT BECOME AS SCHOOL ISSUE, AND SOMETIMES IT ALSO BECOME AS LAW ENFORCEMENT MATTER AS WELL. BUT JUST BECAUSE IT TAKES PLACE OUTSIDE OF THE SCHOOL DOESN'T MEAN THAT THE SCHOOL WON'T WORK TO RESOLVE

IT. >> HAVE YOU HAD TO DO THAT?

THAT'S GOT TO BE DIFFICULT. >> IF WE HAVE KNOWLEDGE AND WE HAVE CONCERN ABOUT THE SAFETY OF A STUDENT, WE HAVE TO DO SOMETHING TO MAKE SURE THAT WE KEEP THE STUDENT SAFE. IF LAW ARE BROKEN, AND WE HAVE KNOWLEDGE, WE HAVE THE OBLIGATION TO REPORT TO POLICE. BUT, IF IT'S NOT CAUSING A DISRUPTION IN THE SCHOOL, AND THERE'S NO CONCERN FOR SAFETY, I WOULD ASSUME THAT IT WOULD BE RESOLVED AS A COMMUNITY MATTER.

BUT, MOST OF THE TIME WHEN IT HAPPENS BETWEEN TWO STUDENTS AND IS BROUGHT INTO THE SCHOOL, GENERALLY SPEAKING, WE WANT TO WORK TO RESOLVE THE PROBLEM BETWEEN THE TWO PARTIES.

>> I UNDERSTAND THAT PART. MY ONLY CONCERN IS IF ONE STUDENT OR TWO STUDENTS OR A STUDENT HAS A PROBLEM AND THEY SAY, YOU KNOW WHAT, I'M GOING TO GO TO SCHOOL AND TELL THEM THAT THIS PERSON SAID THIS ABOUT ME. I MEAN. THAT'S GOING TO HAPPEN, PE

>> YES. >> WE WANT TO CREATE AN ATMOSPHERE IN OUR SCHOOLS WHERE STUDENTS FEEL COMFORTABLE AND GET ALONG AND WORK WITH WITH THEIR PEER, SO IF WE FEEL LIKE THERE'S CONCERN OR ANXIETY BETWEEN YOUR OUR STUDENTS, WE WOULD WORK TO POINT OUT THOSE MATTERS.

>> LET ME POINT OUT, THAT SOME PEOPLE USE THE WORD BULLY, LOOSELY. THAT'S WHY WE NEEDED A DEFINITION FOR BULLYING.

>> OKAY. I UNDERSTAND. >> AND I KNOW, I GUESS A COUPLE OF WEEKS AGO, THERE WAS SOME SORT OF INTERNET SCARE WITH CHS, MY PHONE WAS RINGING OFF THE HOOK, AND I DEFINITELY P REACHED OUT TO DR. CURRY AND ALSO TO LAW ENFORCEMENT, AND IT WAS A PLEASURE TO SEE THAT THEY TOOK IT VERY SERIOUSLY AND ACTED UPON IT. SO, IT HAPPENED OUTSIDE OF THE SCHOOL BUT IT JUST SAID CHS, SO THAT COULD BE A NUMBER OF SCHOOLS, BUT I DID SPEAK WITH SOMEONE FROM THE SHERIFF'S DEPARTMENT SO THEY WERE ON IT AND I GUESS A COMMUNICATION HAD TAKEN PLACE AND THE PARENTS WERE PUT AT EASE, AND IT WAS NICE TO SEE HOW THAT WORKED AND THE

COMMUNICATION BETWEEN EVERYONE. >> THANK YOU FOR SAYING THAT, I'M AWARE OF WHAT YOU ARE TALKING ABOUT AND THERE WAS A NATIONAL TREND WITH RUMORS GOING AROUND. WE WORKED VERY CLOSELY WITH LAW ENFORCEMENT THROUGH THE EVENING TO MAKE SURE THAT NONE OF THE THREAT PRIVATE SECTOR CREDIBLE TO OUR SCHOOLS. AND THAT WAS PROBABLY A PART OF WHAT YOU ARE REFERRING TO, SO, THANK

YOU. >>> KAREN, THIS ONE'S NOT

[00:40:01]

MAKE THAT HAPPEN. NEXT SLIDE. >> THAT TIME IT WORKED.

>> OKAY. THE TWO STATEMENTS THAT YOU SEE HERE, ONE IS WITH RESPECT TO FERPA AND IT SAY THAT IS THESE REPORTS CANNOT BE PART OF A STUDENT'S PERMANENT EDUCATIONAL RECORD, AND THE SECOND ONE IS WHAT WE WERE JUST TALKING ABOUT A SECOND AGO WITH THE TIMELINESS OF INVESTIGATIONS AND THE SECOND STATEMENT HERE TALKS ABOUT THE FACT THAT WE HAVE TO GIVE STUDENT DUE PROCESS, AND THAT IT SPECIFIES THAT THE INVESTIGATION SHOULD BE COMPLETED WITHIN 2 DAYS OF THE RECEIPT OF THE REPORT OR AS TIMELY AS POSSIBLE. THE NEXT TWO ADDED STATEMENTS TALK ABOUT THE PROHIBITION OF RETALIATION AND THE NOTIFICATION OF THE OFFENDER BEING INFORMED THAT THERE SHOULD BE NO RETALIATION AND THAT DELINQUENT ACTS NEED TO BE REPORTED TO LAW ENFORCEMENT PER COMAR. THE NEXT SLIDE IS A OVERVIEW OF THE CHANGES AND REALLY, THESE ARE JUST ADDITIONS TO THE CONSEQUENCES AND THE REMEDIAL ACTIONS. THAT ARE PART OF THE THAT ADMINISTRATORS WOULD USE, IT EMPHASIZES TO CONSIDER SAFETY AS I JUST MENTIONED A SECOND AGO. THAT THERE SHOULD BE A FAIR, CONSISTENT AND EQUITABLE CONSEQUENCE AFTER A THOROUGH INVESTIGATION. THAT THE NOTIFICATION OF THE OFFENDER OF RETALIATION IS PROHIBITED AND THAT SHOULD BE STATED EXPLICITLY. RESTORATIVE PRACTICES SHOULD BE USED AND WE SHOULD DO THIS IN A CULTURALLY RESPONSIVE TRAUMA INFORMED MANNER TO REPAIR AND RESTORE RELATIONSHIPS AMONG THE STUDENTS. AND LASTLY, THERE IS A COMMUNITY AWARENESS PIECE THAT IS ADDED THAT SPEAKS TO MAKING SURE THAT THE COMMUNITY IS AWARE AS TO THE PREVAILANCE, CAUSES AND CONSEQUENCES OF BULLYING, HARASSMENT AND INTIMIDATION.

AND THAT IS THE SUMMARY OF THE CHANGES THAT WE'VE RECEIVED AND HAVE BEEN INCORPORATED INTO OUR PROCEDURES. ANY QUESTIONS?

>> YES. I WAS WONDERING IF YOU HAVE ANY SORT OF COMMUNICATION WITH LOCAL BEHAVIORAL HEALTH AUTHORITY WITH THE COUNTY?

>> I MEAN, THE HEALTH DEPARTMENT COMES DIRECTLY IN INTO OUR SCHOOLS. THAT COME IN AND WORK WITH OUR STUDENTS AND PROVIDE COUNSELLING IN OUR SCHOOLS FROM THE HEALTH DEPARTMENT, SO, THAT WOULD BE ONE EXAMPLE, YES.

>> OKAY. THANK YOU. >> THESE ARE CHANGES TO THE 1118 PROCEDURES, WAS THERE ANY DEFINITION CHANGES REQUIRED FOR

THE POLICY? >> I DON'T BELIEVE THERE ARE ANY CHANGES REQUIRED TO THE POLICY BASED ON THE LANGUAGE AND THE IT'S VERY BROAD IN THE POLICY AND IT'S ALSO MY UNDERSTANDING THAT THE POLICY WAS WRITTEN IN 2008 AS A RESULT OF A RESOLUTION TO AN OCR COMPLAINT WILL YOU CONSULTATION WITH CONSULTANTS AND WITH PK LAW AND I THINK OUR POLICY HAS BEEN REVIEWED AND HAVE THESE CHANGES BASED ON THOSE RECOMMENDATIONS.

>> YES, I REMEMBER BACK IN 2010 WHEN I FIRST STARTED ON THE BOARD, THE DROP WORD WAS BULLYING, IT WAS A VERY HOT TOPIC. AND OUR SCHOOL SYSTEM WAS BEING ACCUSED OF ADULTS IN THE BUILDING NOT PAYING ATTENTION. AND NOT RESPONDING WELL AND SO, THE WHOLE FILLING OUT THE FORM, WE TRIED TO MAKE A

[00:45:02]

CASE THAT SCHOOL EMPLOYEES? >> I'LL BE -- THAT'S THE FIRST I HAD EVER SEEN THAT STATEMENT. BUT, WE DID LOOK IT UP, AND IT IS WRITTEN IN COMAR, BUT I DON'T KNOW HISTORICALLY HOW LONG THAT'S EXISTED, BUT THAT REFERENCE IS A COMAR REFERENCE.

>> THAT MEANS IF A LAWSUIT'S FILED AGAINST THE SCHOOL SYSTEM, IT CAN'T BE SPECIFICALLY ATTRIBUTED TO A SCHOOL EMPLOYEE, I THINK? IS THAT WHAT THAT MEANS?

>> I WOULD THINK SO, YES. >> ANYMORE QUESTIONS?

>> THANK YOU, MR. KURTS. >> THANK YOU.

[7.04 Strategic Plan Update - Equity]

>> OUR NEXT ACTION ITEM IS A STRATEGY PPLAN UPDATE ON EQUITY

MR. WALKER. >> MR. WALKER AND A BIG TEAM.

AND JUST BY WAY OF INTRODUCTION. WE HAVE FIVE PRIORITY AREAS IN OUR STRATEGY PLAN, AND ONE OF THEM IS EQUITY. AND OUR MAIN PURPOSE IS TO GIVE YOU WHAT WOULD BE THE ANNUAL UPDATE ON WHERE WE STAND WITH OUR EQUITY EFFORTS. MR. WALKER.

>> MY NAME IS SANDY WALKER I'M THE SUPERVISOR OF EQUITY AND

SCHOOL IMPROVEMENT. >> KAREN JORDAN, I'M THE PROGRAM COORDINATOR FOR THE JUDY CENTER EARLY LEARNING HUBS AT

PAC AND CES. >> GOOD EACH, JACKIE JACOBS.

>> KRISTIE HARRIS, DIRECTOR OF SPECIAL EDUCATION.

>> CRYSTAL RICKS, COORDINATOR OF GIFTED AND ADVANCED LEARNING.

>> OKAY. GOOD AFTERNOON, PRESIDENT CLAGGETT.

>> MOVE THE MIC CLOSER, PLEASE. >> I NEVER KNOW IF I'M SHOUTING OR TOO LOW WITH THE MASK. SO, I'LL TRY AND DO BETTER.

>> GOOD AFTERNOON, PRESIDENT CLAGGETT, MEMBERS OF THE BOARD.

I'M EXCITED TO PROVIDE OUR ANNUAL EQUITY REPORT. THERE'S A LOT OF WORK THAT TAKES PLACE IN OUR SYSTEM AND ANY OPPORTUNITY TO SHARE AND TALK ABOUT THE WORK THAT WE'RE DOING IS ALWAYS LOOKED FORWARD TO. AND OUR STRATEGY PLAN, THERE ARE THREE FOCUS AREAS FOR EQUITY. TODAY WE'RE GOING TO HIGHLIGHT THE PROVISION OF EQUITABLE LEARNING OPPORTUNITIES AND THE PROFESSIONAL DEVELOPMENT IN THE AREA OF CULTURALLY RESPONSIVENESS. THE WORK OF CCPS AND IN SCHOOLS ACROSS THE NATION WAS NOT PROMPTED BY A RECENT SOCIAL PHENOMENON THERE'S ACTUALLY A LONG HISTORY TO IT. IN 1983, THE NATION REPORT A NATION AT RISK DESCRIBED STARK REALITIES OF HIGH SCHOOL STUDENTS LACKING BASIC SKILLS, A FALL IN OVERALL STUDENT PERFORMANCE AND INCREASED COMPETITION FROM INTERNATIONAL COMPETITORS, THIS LED TO CONGRESS PASSING THE NO CHILD LEFT BEHIND ACT OF 1991. THIS ENSURING THAT STATES AND SCHOOLS BOOST THE PERFORMANCE OF STUDENTS SUCH AS ENGLISH LANGUAGE LEARNERS, STUDENTS EXPERIENCING POVERTY AND BLACK AND BROWN STUDENTS WHO ACHIEVEMENT ON AVERAGE LAGGED BEHIND THEIR PEERS. TODAY ACROSS THE NATION, SCHOOL DISTRICTS ARE MEASURING THE PROGRESS OF STUDENTS OF EVERY RACE AND INCOME LEVEL AND HOLDING THEMSELVES ACCOUNTABLE FOR THEIR PERFORMANCE. DATA HAS AND CONTINUES TO REVEAL A DISTURBING REALITY. THERE ARE DEEP INEQUITIES WITHIN SCHOOL DISTRICTS ACROSS THE NATION. AS A DISTRICT, WE HAVE TWO OPTIONS, IGNORE THE DATA AND PLACE BLAME AND ONUS ON OUR STUDENTS WHO ARE UNDERREPRESENTED AND UNDERSERVED, OR RECOGNIZE THAT SYSTEM ARE DESIGNED TO PRODUCE THE RESULTS THAT THEY PRODUCE.

AND, DO THE DIFFICULT WORK OF CREATING A SYSTEM THAT BETTER MEETS THE NEEDS OF ALL STUDENTS. IN 2018, MARYLAND APPROVED THE CODE OF MARYLAND REGULATIONS REGARDING EQUITY THAT REQUIRES SCHOOL DISTRICTS TO PROVIDE FOR EDUCATIONAL EQUITY. HERE'S THE DEFINITION OF EDUCATION EQUITY AND OUR CCPS EQUITY MISSION NOTICE THE WORK PERTAINS TO EACH AND ALL STUDENTS. ALL STUDENTS

[00:50:05]

INEQUITIES, HOW DO WE KNOW? >> WE DID OUR RESEARCH. WE GATHERED QUALITATIVE AND QUANTITATIVE DATA AND TO BE CLEAR, OUR HYPER FORMING SYSTEM HAS GAPS IN OPPORTUNITY AND ACHIEVEMENT. OUR EQUITY WORK IS GROUNDED IN AND AN EXTENSION OF STATE WIDE AND NATIONAL EFFORTS TO BETTER MEET THE NEEDS OF ALL STUDENTS. THIS IS EVIDENCED BY THE LOCAL STUDENTS SUCCEEDS ACT, THE BLUE PRINT FOR MARYLAND'S FUTURE, THE MARYLAND GUIDE TO EQUITY AND EXCELLENCE, THE DANIELSON INSTRUCTIONAL FRAMEWORK AND THE CCPS EQUITABLE POLICY AMONG OTHERS. THERE IS A CLEAR EXPECTATION FOR OUR SCHOOL DISTRICT AND IT'S STAFF MEMBER TOSS CREATE EQUITABLE LEARNING ENVIRONMENTS. SO, HOW IS CCPS PROGRESS TING TO CREATE EQUITABLE OPPORTUNITIES FOR ALL? WE WILL START WITH KAREN JORDAN, BY LOOKING AT WORK IN OUR EARLY

INTERVENTION PROGRAMS. >>> THANK YOU MEMBERS OF THE BOARD, DIANA ADAMS WHO COULD NOT BE HERE TODAY SERVES AS THE COORDINATOR FOR THREE NATIONALLY RECOGNIZED EVIDENCE-BASED HOME VISITING PROGRAMMING HERE IN CALVERT COUNTY. THOSE PROMISES ARE HIFPI WHICH STANDS FOR HOME INSTRUCTION FOR PARENTS OF PRE-SCHOOL YOUNGSTERS, HEALTHY FAMILIES OF CALVERT COUNTY AND PARENTS AS TEACHERS. THE PROGRAMS SERVE CALVERT FAMILIES PRENATURE ALLEY, TO AGE 5 AND PROVIDE A CONTINUUM OF SERVICES FOR THE FAMILIES THEY SERVE. FAMILIES CAN JOIN PRENATALLY AND HAVE THE OPTION OF STAYING UNTIL THEY GO TO SCHOOL AT AGE 5. THE PURPOSE OF HEAHEALTHY FAMILIES CALVERT COUNTY IS TO PROVIDE SUPPORTIVE HOME VISITS TO TEENS AND FIRST-TIME PARENTS EITHER PRENATALLY OR AT THE BIRTH OF THEIR CHILD ON A VOLUNTARY BASIS AS OUTLINED AND DEFINED BY THE HEALTHY FAMILY AMERICA'S 12 CRITICAL ELEMENTS. FROM BIRTH TO AGE 3, THE PROGRAM FOCUSES ON PARENT EDUCATION AND CHILDREN'S GROWTH AND DEVELOPMENT, PARENT CHILD INTERACTION AND INCREASING PARENT AND CHILD BONDING.

>> MS. ADAMS, CAN YOU BRING THE MIC CLOSER TO YOUR MOUTH,

PLEASE. >> THANK YOU.

>> I'M SORRY. >>> FAMILIES CAN JOIN THESE PROGRAMS THROUGH HEALTHY FAMILIES AMERICA OR THROUGH PARENTS AS TEACHERS, PARENTS AS TEACHER CAN SERVE FAMILIES WHO WANT SERVICES OUTSIDE OF THE HEALTHY FAMILIES AMERICA MODEL.

AT AGE 3, CHILDREN CAN TRANSFER TO THE HOME INSTRUCTION FOR PARENTS AND PRE-SCHOOL YOUNGSTERS. THIS IS THE PROGRAM WHERE THEIR CHILDREN GET READY FOR SCHOOL. THE GOAL IS TO EMPOWER PARENTS AS THEIR CHILD'S FIRST TEACTEACHER. HEALTHY FAMS SERVES UP TO 28 FAMILIES, PARENT AS TEACHERS, UP TO 15 FAMILIES AND HIPPI CAN SERVE UP TO 110 FAMILIES. ELIGIBLE FAMILY ARE REFERRED TO PROGRAMS THROUGH THE CALVERT COUNTY HEALTH DEPARTMENT, THE JUDY CENTER, HEADSTART, INFANTS AND TODDLERS CHILD FIND AND OTHER PROGRAMS. THE FUNDING FOR THESE PROGRAMS COMES FROM A VARIETY OF SOURCES, MSDE, THE GOVERN'S OFFICE FOR CHILDREN, AND PARTNERSHIPS WITH THE JUDY CENTER AND HEADSTART, THESE PROGRAMS HAVE BEEN LEVEL FUNDED SINCE 1999. CALVERT COUNTY HAS TWO JUDY CENTERS LOCATED AT THE POE TUXENT APPEAL CAMP PUSS AND BASED ON SO WE COULD START BUILDING RELATIONSHIPS WITH THOSE PARENTS BEFORE THEIR CHILDREN COME TO SCHOOL. WITHIN THESE COMMUNITIES, THE JUDY CERTAINTY WORKS WITH PRE-KK AND HEAD START TO SUPPORT CLASSROOM

[00:55:03]

INSTRUCTION. >> IDEALLY, WE LIKE TO MEET PARENTS WHEN THEY'RE PREGNANT OR WHEN THEIR CHILDREN ARE INFANTS BECAUSE THIS GIVES US ENOUGH TIME TO HAVE A LOT OF MEANINGFUL INTERACTIONS SO THAT WE COULD DO THE WORK OF EARLY INTERVENTION.

OUR COMMUNITY GOALS ARE TO IMPROVE SCHOOL READINESS FOR CHILDREN ENTERING SCHOOL WHICH ENCOMPASSES ACADEMIC AS WELL AS NON-ACADEMIC NEEDS. AND WE WORK WITH COMMUNITY PARTNERS TO PROVIDE THAT CONTINUUM OF SERVICE THAT WE TALKED ABOUT EARLIER. IN CALVERT COUNTY WE HAVE A NETWORK OF COMMUNITY PARTNERSHIPS WITH OTHER CHILDHOOD ENTITIES SUCH AS HEAD START, HIPPI AAND HEALTHY FAMILIES AND THE INFANTS AAND TODDLERS PROGRAM WE ALL WORK VERY CLOSELY TOGETHER FOR OUR FAMILIES. THE JUDY CENTER PLANS EVENTS AND DEVELOPING MATERIALS TO SUPPORT PARENTS OF CHILDREN 0-4 WHO ARE NOT IN SCHOOL SUCH AS THE CALVERT DIAPER BANK WHICH NOW SERVES 130 CHILDREN THROUGHOUT CALVERT COUNTY. INFANT MASSAGE CLASSES, WEEKLY IN-PERSON AND VIRTUAL PLAY GROUPS, PARENT WORKSHOPS THAT DELVE INTO TOPICS LIKE CHILD DEVELOPMENT AND HEALTHY COOKING AND WE HAVE VIRTUAL FAMILY NIGHTS AS WELL. WE OFFER SUMMER PROGRAMMING FOR TODDLERS, CHILDREN COMING INTO PRE-K, AND CHILDREN GOING TO K WETHER OR NOT THEY'VE HAD SCHOOL EXPERIENCE BEFORE. SUMMER PROGRAMMING INCLUDES A HEALTHY BREAKFAST AND LUNCH AS A PART OF THE SUMMER FOOD PROGRAM, THE MSDE SUMMER FOOD PROGRAM. THREW THESE EVENTS, THE JUDY CENTER GIVES PARENTS THE OPPORTUNITY TO EXPERIENCE ENRICHMENT ACTIVITIES THAT PROMOTE CONSISTENT, NURTURING RELATIONSHIPS AND STABLE, ONGOING ROUTINES FOR CHILDREN AGES BIRTH TO 5, WE SURVEY PARENTS TO FIND OUT THEIR INTERESTS AND WE OFFER PROGRAMMING THAT ALIGNS WITH THEIR INTERESTS. THE SUPPORT TO HEAD START, PRE-K AND KINDERGARTEN CONSISTS OF, BEFORE COVID WE FUNDED FIELD TRIPS, WE FUNDED ADDITIONAL CLASSROOM MATERIALS FOR PRE-K AND K. AS COVID PROGRESSED, THE JUDY CENTER FUNDED TAKE-HOME KITS DURING THE VIRTUAL LEARNING PERIOD AND NOW WE'RE DOING IN-BE SCHOOL FIELD TRIPS AS WELL AS CLASSROOM MATERIALS. THE JUDY CENTER ALSO COLLABORATES WITH THE UNIVERSITY OF MARYLAND'S SNAP ED EDUCATORS, PARKS AND REC, THE CALVERT LIBRARY, THE FAMILY DAYCARE ASSOCIATION AND THE PROMISE RESOURCE CERTAINTY FOR FAMILY EVENTS AND TO PROMOTE TRAINING AND PROFESSIONAL GROWTH FOR CHILDCARE PROVIDERS AND THEIR PROGRAMS. WE PROVIDE NINE FREE LOCAL TRAINING EACH YEAR FOR OUR LOCAL CHILDCARE PROVIDERS. I'M GOING TO TALK ABOUT CALVERT BASICS, THEY'RE FIVE EVIDENCE-BASED PARENTING AND CARE GIVING PRINCIPLES THAT ENCOMPASS MUCH OF WHAT EXPERTS FIND IS IMPORTANT FOR CHILDREN FROM BIRTH TO AGE 3. EVERY CHILDREN CAN BENEFIT FROM CONTINUING TO LEARN EXPERIENCES FROM THE CALVERT BASICS, IT'S INSPIRED BY THE FACT THAT 80% OF BRAIN GROWTH HAPPENS IN THE FIRST THREE YEARS OF LIFE.

DURING THIS PERIOD, SKILL GAPS BETWEEN SOCIAL ECONOMIC RACIAL AND ETHNIC GROUPS BECOME CLEARLY APPARENT. THE FIVE TENANTS OF CALVERT BASICS SHOW EVERYDAY INTERACTIONS BETWEEN CHILDREN, THEIR PARENTS AND OTHER CAREGIVERS PROVIDE ABUNDANT OPPORTUNITIES TO GIVE CHILDREN FROM EVERY BACKGROUND A MORE EQUAL START AT LIFE. CALVERT BASICS IS WORKING THROUGH A BROAD RANGE OF PARTNERS LIKE OUR EARLY CHILDHOOD GRANTEES, THE CHILDHOOD LIBRARY TO ENSURE THAT EVERY PARENT AND CAREGIVER IS SUPPORTED BY FAMILY AND FRIEND TO USE THE CALVERT BASIC PRACTICES IN EVERYDAY LIFE. I HAVE BROUGHT SOME MATERIALS THAT ARE IN YOUR BOXES THAT YOU WILL RECEIVE LATER TO SHOW JUST THE

[01:00:04]

>>> IN ADDITION NOT WORK THAT WE DO WITH THE COMMUNITY AND IN OUR OUTREACH, WE CAN'T WORK IN A SILO, IT'S IMPORTANT WITH THE CONNECTIONS AND SUPPORT THAT WE RECEIVE FROM OUR COMMUNITY. IN ADDITION TO OUR EARLY CHILDHOOD WORK, CULTURAL RESPONSIVE INSTRUCTION IS ANOTHER WAY WE'RE PROGRESSING IN CREATING EQUITABLE LEARNING ENVIRONMENTS. OUR DEPARTMENT OF INSTRUCTION IN SPECIAL EDUCATION HAVE SPENT THE PAST TWO YEARS BUILDING IT'S CAPACITY FOR UNDERSTANDING CULTURALLY RESPONSIVE INSTRUCTION AND HOW TO MAKE IT A CORNER STONE OF OUR SYSTEM. THE ULTIMATE GOAL IS TO EMPOWER ALL STUDENTS TO BE INDEPENDENT LEARNERS. THE READY FOR LEARNING FRAME TO MEET THE SOCIAL EMOTIONAL AND COGNITIVE NEEDS. WITH THIS UNDERSTANDING WE CAN HELP OUR STUDENT TOSS PROMOTE THE ACADEMIC MINDSETS THAT PROMOTE STUDENT'S SUCCESS. THESE MIND SETS INCLUDE, I CAN SUCCEED AT THIS, THIS WORK IS VALUABLE FOR ME AND MY ABILITY AND CONFIDENCE GROW WITH MY EFFORT. CCPS, WITH INPUT FROM TEACHERS AND LEARNING SPECIALISTS HAVE CREATE ADD RESOURCE THAT PROMOTES CULTURAL INSTRUCTION PRACTICES. THIS EXPLAINS AND PROVIDES EXAMPLES OF SEVEN HIGH LEVERAGE PRACTICING. THE BOOK IS PART OF THE SYSTEM WIDE PD AND WILL REMAIN SO MOVING FORWARD. IT'S NOT ADDITIONAL, NEW, STRATEGIES, THAT'S ONE MORE THING, INSTEAD, THAT'S RATHER HOW CAN WE LOOK AT THE PRACTICES THAT WE DO CURRENTLY THROUGH A CULTURALLY RESPONSIVE LENS. NOW, JACKIE JACOBS, DIRECTOR OF INSTRUCT NAIL PERFORMANCE WILL SHARE HOW WE'RE WORKING TO INSTALL A MULTISYSTEM OF SUPPORT AS A FRAMEWORK TO SUPPORT ALL

STUDENTS. >> THANK YOU.

>> SO, AT THE NOVEMBER BOARD MEETING, DURING THE PRESENTATION FOR STUDENT OUTCOMES AND AS A CONSOLIDATED PLAN, TWO FOCUS AREAS WERE SHARED. THE FIRST WAS CREATING A STRONG TIER 1 UNIVERSAL INSTRUCTION, THE SECOND WAS CREATING A STRONG TIER ONE INCLUSIVE AND EQUITABLE LEARNING ENVIRONMENTS. BOTH OF THESE FOCUS AREAS ADDRESS A LARGE COMPONENT OF A MULTITIERED SYSTEMS OF SUPPORT FRAMEWORK OR MTSS. WHERE ARE WE AS A SYSTEM IN IMPLEMENTING A MULTITIERED SYSTEMS OF SUPPORT FRAMEWORK? SO, LET'S START WITH WHAT IS IT? AN EFFECTIVE MULTITIERED SYSTEM OF SUPPORT IS DATA DRIVEN TO IDENTIFY, SELECT AND MONITOR, NECESSARY INTERVENTIONS AND SUPPORTS IN ACADEMIC, BEHAVIORAL AND SOCIAL EMOTIONAL. THERE ARE THREE TIERS OF INTERVENTIONS AND SUPPORTS FOR EACH AREA, THE FIRST IS OUR TIER ONE UNIVERSAL.

AS WE SHARED IN NOVEMBER, CREATING THAT STRONG TIER ONE UNIVERSAL INSTRUTION WE TALKED ABOUT DOING THAT THROUGH OUR CURRICULUM. THROUGH UTILIZING A UNIVERSAL SCREENER, THROUGH RESEARCH AND EVIDENCE-BASED PRACTICES AND STRATEGIES IN THE CLASSROOM. ACCELERATION STRATEGIES, UTILIZING THE READY FOR RIGGER FRAMEWORK AND ACADEMIC MINDSETS. WE TALKED ABOUT THE STRONG TIER ONE EQUITABLE LEARNING ENVIRONMENT, LOOKING AT THINGS LIKE THE READY FOR RIGOR FRAMEWORK. TRAUMA INFORMED INSTRUCTION AND THINGS LIKE CALMING SPACES AND MINDFULNESS ACTIVITIES. SO, WHEN WE IDENTIFY THAT THAT STRONG TIER ONE IS NOT ENOUGH FOR SOME, WE THEN ADD ON A LAIR OF TIER 2 TARGETED SUPPORT. AND THIS IS PROVIDED TO SOME STUDENTS WHO MIGHT NEED A LITTLE EXTRA SUPPORT OR ADDITIONAL SUPPORT, AND IF WE IDENTIFY THAT EVEN PROVIDING THAT STRONG TIER

[01:05:01]

YOU. >> SO, YOU CAN'T PROVIDE HOW STUDENTS... YOU CAN NOT TRULY PROVIDE ALL STUDENTS WITH WHAT THEY NEED THROUGH A MULTITIERED SYSTEM OF SUPPORT WITHOUT INCLUSIVE PRACTICES. THE DIRECTOR OF SPECIAL ED WILL PROVIDE ON OVERVIEW OF INCLUSIVE PRACTICES.

>> CALVERT COUNTY PUBLIC SCHOOLS IS COMMITTED TO IMPLEMENTING AN INCLUSIVE PRACTICES THROUGH A SYSTEM'S CHANGE PROCESS WHICH WE ENGAGED WITH IN PARTNERSHIP WITH THE MARYLAND COALITION OF INCLUSIONSIVE EDUCATION. CAKE PUBLIC SCHOOLS IS IN ALIGNMENT WITH THE MSDE EQUITABLE AND INCLUSIVE ENVIRONMENTS. WHY INCLUSION OF STUDENTS WITH DISABILITIES? THAT'S SIMPLE. IT'S THE RIGHT THING TO DO.

IT'S BENEFICIAL FOR EVERYONE AND IT'S GROUNDED IN RESEARCH AND THE LAW. THERE'S OVER 40 YEARS OF RESEARCH THAT PROVES INCLUSIVE EDUCATION WORKS. AND THE LAW REQUIRES THAT PLACEMENT DECISIONS FOR STUDENTS WITH DISABILITIES START WITH CONSIDERATION IN THE GENERAL ED CLASSROOM. TO ENSURE THAT STUDENTS WITH DISABILITIES INDIVIDUAL I. EP NEEDS ARE MET.

THIS REPRESENTS THAT PROCESS AND INCLUDING ALL LEARNERS. IT STARTS WITH PHASE ONE THE FIRST YEAR WHERE A SCHOOL IS REALLY ENGAGED WITH PREPARING TO INCLUDE ALL OF OUR STUDENT IN A GENERAL ED ENVIRONMENT. THAT INVOLVES A LOT OF PROFESSIONAL LEARNING AND PLANNING. MOVING INTO FACE TWO WHICH IS USUALLY, THE SECOND YEAR, THEY ARE FOCUSED ON INCLUDING MAY BE 2 OR THREE GRADE LEVELS OF STUDENTS IN GENERAL EDUCATION. AND THEN WHEN THEY MOVE INTO PHASE THREE, THAT'S WHERE THEY'RE INCLUDING ALL STUDENTS ALL GRADE LEVELS IN THE SCHOOL, IN GENERAL EDUCATION. PHASE FOUR INVOLVES SUSTAINING AND REFINING THE WORK. IN ORDER FOR INCLUSIVE PRACTICES TO BE SUCCESSFUL, WE NEED TO BE SURE THAT WE HAVE CERTAIN KEY STRUCTURES IN PLACE.

THESE STRUCTURES INCLUDE SCHEDULING WITH NATURAL PROPORTIONS WHICH MEANS SPREADING STUDENTS WITH DISABILITIES OUT ACROSS CLASSROOMS IN THE GRADE LEVEL,

[01:10:05]

STUDENTS WITH DISABILITIES. PAL >> SO, AS WE'VE TRANSITIONED TO EXPAND OUR CONVERSATION ABOUT INCLUSIVE ENVIRONMENTS AND PRACTICES FOR ALL STUDENTS, WE SPENT THE LAST THREE YEARS WORKING TO PROVIDE EQUITABLE ACCESS AND OPPORTUNITIES FOR STUDENTS WHO ARE SERVED AND ARE GIFTED AND TALENTED PROGRAM.

DR. RICKS WILL BE DISCUSSION HOW WE'RE MOVING FORWARD IN THIS

AREA. >> AND BEFORE WE DO THAT, I HAVE A QUESTION. I'M CONFUSED ABOUT THE DEMONSTRATION SITES.

WHAT'S THE DIFFERENCE? >> SO, WHEN WE USE THE TERM DEMONSTRATION SITES, THEY'RE THE SCHOOLS THAT WE'VE BEEN ABLE TO MORE INTENSIVELY SUPPORT AND ENGAGE IN THAT SYSTEM'S CHANGE PROCESS. SO, THE SCHOOLS THAT WERE LISTED THERE IN BLUE, THE 10 SCHOOLS, WE'VE WORKED WITH THOSE SCHOOLS OVER THE COURSE OF SEVERAL YEARS TO FOCUS ON INCLUDING ALL OF THEIR STUDENT IN GENERAL EDUCATION, BECAUSE CURRENTLY THERE ARE SOME STUDENTS WHO ARE NOT INCLUDED IN GENERAL EDUCATION AND IF ALL OF THOSE STRUCTURES AREN'T IN PLACE, IT'S HARDER TO SET STUDENTS UP FOR SUCCESS TO RECEIVE THEIR SPECIAL ED SERVICES IN GENERAL ED, DID I ANSWER YOUR QUESTION?

>> I THINK SO. I WOULD HAVE TO GET FURTHER INSTRUCTIONS. OKAY.

>> THANK YOU. >> GOOD AFTERNOON, AS WE STRIVE TO ENSURE THAT WE ARE PROVIDING EQUITABLE OPPORTUNITIES AND ACCESS FOR OUR STUDENTS IN THE GIFTED AND TALENTED PROGRAM, WE USE OUR DISTRICT STRATEGY PLAN AND COMAR TO PROVIDE DIFFERENTIATED CURRICULUM AND ACADEMIC BASED PROGRAMS AND TO PROVIDE DIFFERENT SERVICES BEYOND WHAT IS PROVIDED BY THE REGULAR SCHOOL PROGRAM WHICH ARE FACILITATED BY OUR GIFTED AND TALENTED PROGRAMS. IN THE UPDATE THAT I PROVIDED TO THE BOARD OF EDUCATION IN MAY 2021, YOU MAY RECALL THAT FORMAL SERVICES WERE PROVIDED FOR STUDENTS IN 4-10TH GRADE. THE 10TH GRADE STUDENTS ARE CURRENTLY 11TH GRADE STUDENTS.

SO, AS OF DATE WE PROVIDE GIFTED AND TALENTED SERVICES TO 1,360 STUDENTS WHICH IS 14% OF OUR STUDENT POPULATION IN GRADES 4-11. IN ORDER TO PROVIDE EQUITABLE OPPORTUNITIES, WE PURCHASED LANGUAGE ARTS MATERIALS FOR GIFTED AND TALENTED STUDENTS IN GRADES 4-5, IN COLLABORATION WITH THE SUPERVISOR OF ELEMENTARY READING AND LANGUAGE ARTS, WE WILL WORK WITH THE CORE GROUP OF CLASSROOM EDUCATORS TO IMPLEMENT THIS NEW CURRICULUM. IN ADDITION, WE'RE CURRENTLY PILOTING A NEW MATH CURRICULUM THIS PALLET IS BEING FACILITIED AT THE COACH AT PATUXENT APPEAL, MATH CURRICULUM WILL BE PURCHASED FOR STUDENTS THAT QUALIFY FOR GIFTED AND TALENTED SERVICES WITH ACCESS FOR STUDENTS WHO MAY REQUIRE EXTENSIONS AND OR ACCELERATION

[01:15:04]

OUR LONG-TERM GOAL IS TO BUILD ARTS INTEGRATED EDUCATIONAL PATHWAYS FOR MORE CREATIVE AND DIVERSE WORK FORCE HERE IN

CALVERT COUNTY WITH A SP. >> P AS DOCTOR JOHNSON SHARED IN NOVEMBER DURING THE STUDENT OUTCOMES PORTION OF THE STRATEGY PLAN, CCPS CONTINUES TO WORK WITH EQUAL OPPORTUNITY SCHOOLS TO DISRUPT THE ACCESS GAP FOR ADVANCED PLACEMENT COURSES. WE GATHER CONTEXT AND EXAMINE CRITICAL DATA WHILE CREATING A SET OF STRATEGIES FOR EN GAUGEMENT AND ADVOCACY THAT WILL LEAD TO ENROLLMENT OF STUDENTS IN AP COURSES AS WELL AS OUR STUDENTS IT FEELING LIKE THEY BELONG. THE QUOTES FROM THIS SIDE ARE INDICATIVE OF MANY STUDENTS WHO NEVER ENVISIONED THEMSELVES IN AP COURSES IN OUR DISTRICT. IN ADDITION, WE RECENTLY RECEIVED A GRANT FROM THE STATE THAT WILL CONTINUE TO SUPPORT OUR PROGRAMMING AND PROVIDING ACCESS TO ALL P STUDENTS IN OUR HIGH SCHOOLS. THIS FUNDING WILL PROVIDE AN OPPORTUNITY FOR SCHOOLS TO CONDUCT AP BOOTCAMPS, TRAINING TO HELP STAFF SUPPORT STUDENTS, MEET AND GREETS WITH STUDENTS ENROLLED IN AP COURSES AS WELL AS STUDENTS CONSIDERING ENROLLING IN AP COURSE, FAMILY NIGHTS, SATURDAY AP REVIEW SESSIONS AS WELL AS PAYMENT ASSISTANCE FOR AP ADMINISTRATION FOR OUR STUDENTS. THIS YEAR, THE GIFTED AND TALENTED LIAISONS WERE TASKED WITH THREE MARNL ROLES, PROVIDING ONGOING FACE-TO-FACE ENRICHMENT OPPORTUNITIES FOR COMMUNITIES AND COLLABORATING WITH MYSELF AND COMMUNICATING REGULARLY WITH OUR STAKE HOLDER. THE GIFTED AND TALENTED LIAISON CONTINUE TO SERVE AS ASSETS IN THE SCHOOLS OF WHICH THEY ARE ASSIGNED.

PROFESSIONAL DEVELOPMENT IS A CORNERSTONE FOR US TO BUILD A SUSTAINABLE GIFTED AND TALENTED PROGRAM. IN COLLABORATION WITH BOWIE STATE UNIVERSITY, AND CALVERT LIE BRIAR WE WILL PROVIDE PROFESSIONAL DEVELOPMENT TO SUPPORT IN BUILDING STEM PROMISING AND TO MEET THE DIVERSE NEEDS OF OUR STUDENTS.

OUR FOCUS AREA FOR PROFESSIONAL DEVELOPMENT WILL CULTIVATE SAFER SPACE FOR STUDENTS WHILE TEACHING DIVERSITY, EQUITY ACCESS AND INCLUSION MUCH THE GRANT THAT I THESE INDIVIDUALS WILL PRIMARILY WORK WITH CLASSROOM EDUCATORS IN OUR SCHOOLS THAT SERVE STUDENTS IN 4-8TH GRADE OVER THE NEXT FIVE YEARS. THE PROFESSIONAL DEVELOPMENT THAT WE WILL PROVIDE TO STAFF WILL BE AN ESSENTIAL COMPONENT AS WE MOVE OUR SYSTEM FORWARD. IN ORDER TO STRENGTHEN OUR ABILITY TO PROVIDE EQUITABLE ACCESS AND STUDENTS TO OUR GIFTED AND TALENTED POPULATION.

WE SUBMITTED A REQUEST TO GIFTED AND TALENTED TEACHERS TO ENSURE THAT OUR STUDENTS RECEIVE REGULAR SERVICES EVERYDAY. AT THIS TIME, I'LL TURN IT BACK OVER TO DR. WALKER WHO'LL DISCUSS CLIMATE CONTROL IN BUILDINGS.

[01:20:02]

>> SO, WE KNOW THAT KIDS LEARN BEST IN AN IDENTITY SAFE ENVIRONMENT. THAT MEANS THAT OUR ENVIRONMENTS NEED TO REPRESENT THE ENVIRONMENTS OF STUDENTS EVEN THOSE DIFFERENT FROM OURSELF. IN THAT VAIN, WE CONTINUE TO ADDRESS OPPORTUNITIES FOR STAFF TO LEARN AND WE PARTNERED WITH THE ANTIDEFAMILIMATION LEAGUE AND CURRENTLY CAMPAIGN INCLUDES COMMITTEE OF STAFF, STUDENTS AND COMMUNITY VOLUNTEERS WHO ASSESS THE CLIMATE AND NEEDS OF THEIR BUILDING AND PLAN FOR SCHOOL WIDE AWARENESS ACTIVITIES. SCHOOLS WHO SUCCESSFULLY COMPLETE THE REQUIREMENTS ESTABLISHED BY THE ANTIDEFAMILIMATION LEAGUE ARE DESIGNATED A NO PLACE FOR HATE SCHOOL. LAST YEAR, APPROXIMATELY 1,000 SCHOOLS ACROSS THE NATION EARNED THIS DESIGNATION. BIASSED WORDS OR ACTIONS. THESE STRATEGIES ARE IMPORTANT BECAUSE OFTEN PEOPLE ARE UNSURE OF HOW TO RESPOND WHEN THEY SEE OR HEAR HATEFUL ACTIONS. THIS YEAR, WE WILL BE HOSTING AN OPTIONAL VIRTUAL BOOK CLUB OPPORTUNITY AT EACH OF OUR MIDDLE SCHOOLS, THE THEME IS WE ALL BELONG. STUDENTS CAN CHOOSE ONE OF THREE BOOKS TO READ THAT RELATE TO THE "WE ALL BELONG" THEME, FOLLOWING THE BOOK CLUB, STUDENTS WILL HAVE THE OPPORTUNITY TO INTERACT WITH THE THREE AUTHORS DURING A VIRTUAL Q & A SESSION. AND FINALLY, PROFESSIONAL DEVELOPMENT HAS BEEN CRITICAL TO HELPING OUR SYSTEM BUILD A LENS NECESSARY TO DO ALL OF THE WORK THAT WE'VE JUST SPENT THE LAST BIT OF TIME TALKING ABOUT. OUR GOAL, IN SHORT, IS TO BE A CULTURALLY RESPONSIVE SYSTEM. THIS IS THE PATH OF LEARNING WE'VE USED TO MOVE OUR SYSTEM CLOSER TO BEING CULTURALLY RESPONSIVE. IN ORDER TO KNOW, UNDERSTAND, VALUE AND SERVE THOSE WHO ARE DIFFERENT FROM US, WE NEED TO KNOW OURSELVES, OUR OWN LENS AND OUR WAY OF PERCEIVING AND INTERACTING WITH THE WORLD. WE HAVE EXPLORED CULTURE AND RACE IN ORDER TO EMPOWER OURSELVES WITH THE EQUITY LENS NECESSARY TO ADVOCATE FOR ALL STUDENTS. WHEN EVERYONE ADVOCATES FOR EQUITY, WE CREATE A CULTURALLY RESPONSIVE SYSTEM. THIS MEANS WE'LL CONTINUE TO BUILD OUR CAPACITY FOR BETTER MEETING THE NEEDS OF ALL STUDENTS, ESPECIALLY STUDENTS WHO HAVE BEEN HISTORICALLY MARGINALIZED. SO, TODAY, WE TALKED ABOUT MANY THINGS THAT WE'RE CURRENTLY IN THE PROCESS OF DOING TO HELP MOVE OUR SYSTEM TOWARDS CULTURAL RESPONSIVENESS. THERE'S A SAYING MY PASTOR USED TO SAY WHEN I WAS A KID, AND IT WAS AT THE END OF EVERY SUNDAY HE SAID: I AIN'T ALL THAT I OUGHT TO BE BUT I'M A LONG WAY FROM WHAT I USED TO BE. AND WHEN WE THINK ABOUT THE NUMBER OF STAFF ACROSS THIS SYSTEM WHO HAVE ENGAGED IN THIS WORK, YES WE HAVE OUR EQUITY TEAMS, WE HAVE OUR MEMBERS WHO ARE CONSTANTLY, 24/7 ENGAGING IN THIS WORK AND PROVIDING SUPPORT TO THEIR COLLEAGUES, TO THEIR BUILDINGS AND ADMINISTRATOR ITS, HELPING TO CREATE CULTURALLY RESPONSIVE ENVIRONMENTS, AND WE HAVE MANY STAFF WHO HAVE LOOKED TO CHANGE THEIR INTERACTIONS, LOOKED TO MAKE ADJUSTMENTS IN THEIR LESSONS, WHO HAVE REALLY LOOKED AT THEMSELVES, AND CONSIDERED HOW CAN THEY ASSIST STUDENTS WHO HAVE BEEN MARGINALIZED, AND WE'RE REALLY TALKING ABOUT EMPATHY, WE'RE TALKING ABOUT EMPATHY, HUMILITY, AND HUMANITY, IT'S BEEN EXCITING TO ENGAGE WITH PEOPLE ACROSS THE DISTRICT WHO HAVE ENGAGED IN THIS WORK.

AND WITH THAT BEING SAID, WE'RE ON A PATH OF MOVE PING FORWARD AND GROWING AND WE'VE TALKED ABOUT A LOT OF THINGS TODAY, BUT NO ONE'S PLANTING A FLAG. WE KNOW THAT WE HAVE A LOT OF WORK TO DO AND WHAT'S EXCITING IS THAT THERE ARE A LOT OF

[01:25:04]

QUESTIONS? >> WELL, THANK YOU ALL VERY MUCH. THIS IS SUCH A WONDERFUL AMOUNT OF WORK THAT'S BEING DONE. IT IS, YOU KNOW, THE IDEA OF THE RISING TIDE FLOATS ALL BOATS, YOU KNOW, IF WE MAKE A CHANGE AND AN IMPROVEMENT IN THE ACADEMIC PERFORMANCE AND SOCIAL EMOTIONAL AND THE WHOLE GAMUT OF OUR CHILDREN WHO HAVE AS YOU SAID IN THE PAST BEEN MARGINALIZED BEFORE AND THE CONVERSATION IS OUT THERE AND EVERY CLASSROOM THAT SAYS, YOU KNOW, NO PLACE FOR HATE, AND UM, TEACHING ONE HOW TO CONTROL YOUR OWN BEHAVIOR. THIS IS TEACHING LIFE LESSONS TO OUR VERY YOUNG ALL THE WAY THROUGH HIGH SCHOOL THAT ARE SO VERY IMPORTANT. AND ACADEMICALLY, IT JUST HAS TO MAKE A DIFFERENCE AND IT'S SUCH A SHAME THAT COVID CAME ALONG AND BLEW US ALL UNDER. I BELIEVE THAT WE'VE BEEN MAKING SUCH GREAT PROGRESS AND NOW WE CAN'T EVEN PROVE THAT WE MADE SAID PROGRESS AND SOME PEOPLE MAY HAVE TAKEN STEPS BACKWARDS BECAUSE OF THE ISOLATION. SO, I APPLAUD YOUR WORK. I DID HAVE A QUESTION ABOUT THE EARLY CHILDHOOD, SO ALL OF THE STEPS FROM THE CALVERT BASIC TO JUDY CENTER AND THE HIPPI, AND THE WONDERFUL WORK WITH THE FAMILIES, DO WE HAVE DATA THAT SHOWS THAT ONCE A CHILD AND FAMILIES HAVE GONE THROUGH THOSE STEPS THAT THEIR CHILDREN ARE KINDERGARTEN READY?

DO WE KNOW THAT? >> WE DO HAVE DATA FOR HIPPI AND FOR JUDY CENTER, ABOUT HOW THOSE PROGRAMS MAKE A

DIFFERENCE, YES. >> IT HAS TO, WITH THAT AMOUNT OF WRAP-AROUND SERVICES, THAT WOULD BE A VERY WELL POSITIONED CHILD, TO COME IN, I WOULD HOPE. AND I HOPE THAT, DO WE HAVE ANY PLANS TO EXPAND JUDY CENTER OR IS THERE CERTAIN?

>> I AM SO GLAD YOU ASKED THAT QUESTION. SO, WE OPENED OUR CALVERT JUDY CENTER LAST MARCH, AND THE LIMITING FACTOR FOR OPENING ANOTHER JUDY CENTER IS THAT INITIALLY THEY HAD, JUDY CENTER HAD TO BE TIDE TO A TITLE 1 SCHOOL. SO, MSDE IS LOOKING AT THAT LANGUAGE. I WON'T KNOW UNTIL THE RFP COMES OUT, BUT I'M HEARING THAT THEY'RE LOOKING AT NOT TIEING THE JUDY CENTER TO A TITLE 1 SCHOOL AND IF THAT'S THE CASE, WE WILL BE WRITING FOR ANOTHER JUDY CENTER WITH PERMISSION FROM DR. CURRY.

>> THE LAST QUESTION I WOULD HAVE IN THAT AREA, DO WE HAVE TROUBLE FILLING SLOTS, OR IS IT WELL-ENROLLED?

>> SO, OUR WE SUPPORT CHILDREN AGE 0-4. SO, AT PAK WE'RE SUPPORTING RIGHT AROUND 56 CHILDREN 0-4 NOW, FOR PLAY GROUPS AND FOR ACTIVITY PACKETS, WE'RE INTRODUCING INFANT ACTIVITY PACKETS, SO WE HOPE THAT OUR NUMBERS WILL GO UP.

AND WE'RE ALSO INTRODUCING INFANT MASSAGE. SO, OUR NUMBERS HAVE SKYROCKETED AT THE CALVERT LOCATION. THEY'RE SERVING 95 CHILDREN NOT IN SCHOOL, AS WELL AS WE BOTH SERVE PRE-KK AND HEAD START. THIS MORNING, I TOOK A LOAD OF NEW MATERIALS DOWN TO KINDERGARTEN AND ONE LITTLE BOY WAS LIKE, WHY DOES SHE KEEP BRINGING THAT WAGON? SO, WE'RE HAPPY TO SUPPORT OUR CHILDREN IN SCHOOL AND HAPPY TO FIND MORE CHILDREN IN THE COMMUNITY. IT'S A LITTLE BIT HARDER WITH COVID RIGHT NOW, BUT WE'RE STILL DOING

THAT WORK. >> OKAY. GREAT, THANK YOU VERY

[01:30:07]

MUCH. >> ANY OTHER QUESTIONS?

>> I WOULD DEFINITELY, DR. RICKS, MY DAUGHTER GOES TO BARSTOW, AND YOU KNOW, WITH COVID AND WITH EVERYTHING GOING ON, SHE WAS PRETTY EXCITED WHEN SHE RECEIVED YOUR LETTER OF BEING ACCEPTED TO THE GIGIFTED D TALENTED AND SHE ASKED, AND I SAID, WHAT DO YOU THINK ABOUT IT, AND SHE SAID, IT MAY BE A LOT OF WORK AND I'M NOT SURE IF I WANT TO DO IT. AND I SAID, OKAY, DO YOU WANT TO DO IT, AND SHE SAID, I'M NOT SURE, AND I SAID, WELL, YOU DON'T HAVE A CHOICE. BUT SHE'S VERY EXCITED ABOUT THE COMMUNICATION THAT WE'VE BEEN RECEIVING AND SHE'S EXCITING ABOUT GETTING THE MATERIALS AND THEY GAVE RESOURCES AND DIFFERENT GAME THAT IS SHE COULD START WITH, SO, I'M VERY EXCITED TO WATCH HER GROW AND THANK YOU FOR ALL THE WORK THAT YOU GUYS ARE DOING.

>> THANK YOU FOR THAT FEEDBACK. ALSO FOR YOUR RESPONSE TO YOUR DAUGHTER, YOU DON'T HAVE A CHOICE, THANK YOU.

>> THANK YOU, MR. WALKER FOR THE BRIEFING, AND I'M ENCOURAGING BY YOUR COMMENT REGARDING THE NUMBER OF STAFFS THAT'S TRAINED AND PREPARED AND ACCEPTED THIS WORK THAT WE MUST DO IN THE DISTRICT BECAUSE I KNOW YOU COULDN'T HAVE THIS TESTIMONY A FEW YEARS AGO ABOUT THE VOLUME OF EMPLOYEES THAT WERE ON BOARD SO I'M ENCOURAGED BY THAT SO, THANK YOU FOR THAT.

I DO HAVE ONE QUESTION REGARDING, I THINK IT WAS MS. JACOBS, ACCELERATION STRATEGIES, YOU SAID THAT STUDENTS HAD TO BE IDENTIFIED, HOW ARE THEY IDENTIFIED FOR THAT?

>> SO, WHEN WE TALK ABOUT ACCELERATION STRATEGIES, WE'RE LOOKING FOR STUDENTS WHO MIGHT NOT HAVE BACKGROUND KNOWLEDGE TO BE ABLE TO ENGAGE IN THAT LESSON THAT DAY, SO THAT ACCELERATION STRATEGY MAY BE THAT WE MIGHT PREVIEW SOME OF THAT MATERIAL WITH THEM BEFORE. SO A LOT OF THAT IDENTIFICATION FOR ACCELERATION HAPPENS IN THE CLASSROOM BY THE TEACHER THROUGH INFORMAL ASSESSMENTS THAT THEY MIGHT GIVE OR JUST THROUGH AS THEY'RE GOING THROUGH THE LESSON, THEY IDENTIFY A STUDENT MAY NOT BE ABLE TO KEEP UP, SO THEY'RE GOING TO IDENTIFY WHAT STRATEGIES THEY MIGHT PUT IN PLACE. SO, WHEN WE TALK ABOUT THE MULTITIERED SYSTEMS OF SUPPORT MOVING FROM A TIER 1 TO A TIER 2, WE'RE REALLY LOOKING AT OTHER TYPES OF ASSESSMENTS THAT WE MIGHT BE ABLE TO PROVIDE. WE MIGHT BE LOOKING AT BOTH FORMATIVE AND ANECDOTAL EFFORTS.

>> AND I HAVE ONE MORE QUESTION FOR DR. RICKS.

>> IT'S ON YOUR SLIDE WITH THE TOTAL NUMBER OF STUDENTS IN 4-11TH GRADE. ARE THESE CURRENT NUMBERS OR ARE THESE NUMBERS THAT YOU HAVE REFERENCED BEFORE AT THE PREVIOUS BRIEFING?

>> THESE ARE CURRENT NUMBERS. >> IS THERE AN EXPLANATION FOR BASED ON PROPORTIONALITY, 7TH GRADE STUDENTS SEEM TO BE LESSEN

ROLLED. >> SO WITH OUR 7TH GRADE POPULATION THERE WAS A SHIFT WITH OUR IDENTIFICATION PROCESS DURING THAT TIME AND MR. WALKER AND I HAVE TALK ABOUT THAT WAS PRIOR TO ME STEPPING INTO THIS POSITION, BUT THERE WAS A SHIFT IN THE WAY THAT WE IDENTIFIED OUR STUDENTS AND ONE OF THE MEASURES THAT WE WERE PLANNING TO USE THAT YEAR, WE WERE NOT ABLE TO USE TO IDENTIFY. SO, OUR NUMBERS DROPPED. WE WERE NOT ABLE TO IDENTIFY THE NUMBERS THAT WE TYPICALLY IDENTIFY EACH YEAR, BUT THAT'S THE REASON THAT YOU SEE A DIP OR A DIFFERENCE

BETWEEN THE NUMBERS. >> IS THERE ANYTHING ELSE,

MR. WALKER THAT YOU WANT TO ADD? >> DR. RICKS HAS WORKED TIRELESSLY TO GO BACK TO THE STUDENTS AND TO SORT THROUGH STUDENTS AND REVIEW DATA AND LOOK AT DATA AND HELP TO SEEK

OUT WHO WE MAY HAVE MISSED. >> CHANGING OUR IDENTIFICATION PROCESS I'LL ADD, WE WERE ABLE TO GO BACK AND CATCH SOME OF THOSE STUDENTS THAT WE MISSED FROM PREVIOUS YEARS. AND SO, EVEN AS WE LOOK ACROSS EACH GRADE LEVEL, OUR STUDENT POPULATIONS IT'S REPRESENTATIVE OF THE STUDENTS THAT WE SERVE.

SO, WE'RE CLOSING THAT GAP AS IT RELATES TO ONE POPULATION OF STUDENTS WHITE STUDENTS VERSUS STUDENTS OF COLOR, WE'RE CLOSING THAT GAP AND WE'RE PROVIDING EQUITY ACCESS TO OUR STUDENTS.

[01:35:03]

STUDENT GROUPS. >> THANK YOU.

>> SO, I DO HAVE ONE OTHER QUESTION I WOULD RATHER ASK A DUMB QUESTION THAN MAKE A FOOL'S MISTAKE.

>> THE CURRENT DEMONSTRATION SITES, ONCE AGAIN, HOW DID THEY GET THERE AND WHY DO YOU HAVE DEMONSTRATION SITES AND NON-DEMONSTRATION SITES? IS IT A MATTER OF EDUCATIONAL?

>> IT'S REALLY A MATTER OF HAVING THE RESOURCES TO SUPPORT THE SCHOOL IN THE PROFESSIONAL LEARNING AND THE PREPARATION THAT GOES WITH THE SYSTEM'S CHANGE PROCESS, IT IS A MULTI-YEAR PROCESS AND DURING THE PANDEMIC WE DIDN'T ADD ON ADDITIONAL SCHOOLS. SO, WE'VE BEEN AT 10 SCHOOLS NOW, I GUESS

FOR AT LEAST TWO OR THREE YEARS. >> AND WHAT IS YOUR OUTLOOK

FUTURE WISE IN TIME? >> OUR GOAL IS TO ADD FOUR SCHOOLS FOR THE NEXT SCHOOL YEAR AND WE'RE ALREADY IN THE PROCESS OF WORKING WITH THE ADMINISTRATORS OF THE FOUR SCHOOLS THAT WE'RE ADDING. PART OF WHAT WE'RE AIMING DO IS TO COMPLETE THE PATTERN IN THE SOUTHERN END OF THE SCHOOL AND WORK THROUGH PATTERNS SO THAT WE HAVE OUR ELEMENTARY SCHOOLS WHO ARE REALLY FOCUSED ON ALL OF THOSE INCLUSIVE PRACTICES AND THE STUDENTS ARE BEING EDUCATED IN THEIR HOME SCHOOL IN THEIR GENERAL EDUCATION CLASSROOMS SUCCESSFULLY, AND THEN MOVING ONTO MIDDLE SCHOOL AND TO HIGH SCHOOL.

>> THANK YOU. >> SURE.

>> DR. RICKS, MS. HARRIS, MS. JACOBS AND THANK YOU SO MUCH FOR

THE PRESENTATION TODAY. >> THANK YOU.

>> THANK YOU. >> OUR LAST ACTION ITEM IS THE

[7.05 School Reopening Plan]

MR. KURTS? >> GOOD EVENING, PRESIDENT COUNSINS, MEMBERS OF THE BOARD OF EDUCATION AND DR. CURRY, I APPRECIATE THE OPPORTUNITY TO SHARE SOME INFORMATION TODAY ABOUT OUR REOPENING PLAN. I HAVE WITH ME JAMES KURTS, DIRECTOR OF STUDENT SERVICES AND MRS. CANODE WHO IS THE SUPER VICAR OF SCHOOL HEALTH AND THEY WILL BE SHARING INFORMATION AS WE GO FORWARD AS WELL. TO CLARIFY, JUST FOR THE COMMUNITY, THE REOPENING PLAN IS NAMED THE REOPENING PLAN BECAUSE THAT IS WHAT WAS DICTATED BY MSDE. AND IT WILL REMAIN THE REOPENING PLAN THROUGH 2024, AND THE REQUIREMENTS THAT ARE OUTLINED IN THE REOPENING PLAN ARE DICTATED BY MSDE. AND WITH THAT REQUIREMENT MSDE ALSO REQUIRES THAT WE GATHER FEEDBACK, REVIEW, AND UPDATE THE REOPENING PLAN EVERY SIX MONTHS. SO, AS PART OF OUR WORK TO GET FEEDBACK AND TO REVIEW OUR REOPENING PLAN, WE WANT TO MAKE SURE THAT WE ALSO SHARE IT WITH YOU, SO THAT YOU HAVE THE OPPORTUNITY TO ASK QUESTIONS AND COMMENT ON IT.

SO, THROUGHOUT THE COURSE OF THE FALL, SINCE WE HAD THE REOPENING PLAN POSTED IN JULY, WE DID MAKE SOME UPDATES FOR SEPTEMBER.

FROM SEPTEMBER ON, WE HAVE RECEIVED COMMENTS FROM THE COMMUNITY, WE HAVE RECEIVED COMMENTS FROM STAFF MEMBERS AND MOST RECENTLY, IN DECEMBER, WE SENT OUT A COMMUNITY SURVEY, WE SURVEYED STUDENT IN GRADES 6-12 AND THEN JUST RECENTLY, THE SURVEY FOR STAFF JUST CLOSED LAST NIGHT. SO, WE HAVE USED THE DATA THAT WE GOT FROM THE COMMUNITY SURVEY, USED THE INFORMATION THAT WE HAD GAINED FROM THE STUDENT SURVEY AND WE WILL BE USING THE INFORMATION THAT WE HAVE FROM THE STAFF'S SURVEY JUST TO BE SURE THAT WE'RE ON TRACK WITH WHAT OUR REOPENING PLAN SAYS. AS A RESULT OF OUR REVIEW FROM ALL OF OUR DEPARTMENTS, WE'VE ONLY MADE A FEW ADJUSTMENTS. SO, OUR ADJUSTMENTS REALLY ALIGN TO MORE UP-TO-DATE INFORMATION. ONE OF THE THINGS THAT WAS NOTED IN BOTH THE COMMUNITY AND THE STUDENT SURVEYS WAS THAT THEY DIDN'T HAVE ACCESS TO THE MOST

[01:40:04]

ANOTHER COMMENT THAT WAS MADE WAS WHERE ARE YOU BASING ALL OF OUR INFORMATION ON? SO, WE HAD LAID OUT IN THE REOPENING PLAN THAT WE WORK WITH THE CALVERT COUNTY HEALTH DEPARTMENT, WE GET GUIDANCE FROM THE MARYLAND DEPARTMENT OF HEALTH, WE USE OUR C.D.C. GUIDANCE AND WE GET ADDITIONAL GUIDANCE FROM MSDE.

IN ORDER TO MAKE IT EASIER FOR OUR COMMUNITY AND TEACHERSIOUS THOSE LINKS THAT TAKE YOU RIGHT TO THE COVID-19 PAMGS OF EACH OF THOSE ORGANIZATIONS ARE THERE FRONT AND CENTER FOR ANYBODY TO ACCESS. SO, IF THEY WANTED TO FIND OUT DATA AND STATISTIC, THEY'RE ABLE TO CLICK ON THE LINKS FROM THE REOPENING PLAN AND FIND THOSE THINGS. THROUGHOUT THE COURSE OF THE FALL, WE DID HAVE A COUPLE OF THINGS IN OUR WORK BASE LEARNING PROGRAMS. ALL OF THESE WORK BASE LEARNING PROGRAMS ARE TYPICALLY TIDE TO CAREER TECHNOLOGY EDUCATION. SO, ONE OF THOSE THINGS IS WETHER OR NOT STUDENTS MUST BE VACCINATED TO GO INTO THE WORKPLACE OR WETHER OR NOT THEY HAVE TO BE TESTED.

SO, WE WANTED TO MAKE SURE THAT WE WERE VERY CLEAR TO THE COMMUNITY THAT MRS. AIKENS, THE PRINCIPAL WORKS CLOSELY WITH THE EMPLOYERS OF OUR COUNTY WHERE STUDENTS MAY GO. AND THIS INCLUDES OUR HEALTH PROFESSIONS AREA, THAT IF THERE'S AN EXPECTATION OF THEIR EMPLOYEES TO BE VACCINATED OR TESTED REGULARLY, THEN WE HAVE TO LOOK AT THAT FOR OUR STUDENTS. SO, ONCE OUR STUDENTS LEAVE OUR VENUE, EVEN THOUGH THEY ARE STUDENTS, IF THEY ARE GOING INTO A WORKPLACE THAT HAS VACCINATION OR TESTING MANDATES, THEN WE HAVE TO WORK WITH THAT EMPLOYER TO MAKE SURE THAT IF WE HAVE STUDENTS WHO ARE NOT VACCINATED THAT THERE'S A WAY FOR THEM TO BE ABLE TO ACCESS INSTRUCTION.

SO, WE ADDED THAT TO THE REOPENING PLAN SO THAT THEY'RE AWARE OF THAT PIECE. THE OTHER REQUIRED AREA THAT WE NEEDED TO ADD IS BASED ON OUR FALL MCAT SCORES. IN THE FALL AND IN NOVEMBER, I SHARED WITH YOU THAT WE HAD THE FALL MCAT SCORE SHALL, SINCE THEN, YOU'VE PROBABLY SEEN THAT THEY'RE NOT STRONG. WE DEFINITELY TOOK A DIVE, ESPECIALLY IN MATHEMATICS.

SO WHEN YOU LOOK ACROSS THE BOARD, THIS WE'RE, PREVAIL IN MCAP THERE WERE FIVE LEVELS. NOW FOR THIS FALL ADMINISTRATION IT DROPPED DOWN TO THREE LEVELS. IF A STUDENT SCORED IN THE 2 OR 3 LEVEL RANGE, THEY'RE DEEMED PROFICIENT. HOWEVER, WE HAD NO STUDENTS IN MATH THAT SCORED IN THE HIGHEST LEVEL. SO, THAT IS OBVIOUSLY A CONCERN. WHEN YOU HOOK AT OUR ALA SCORES, YOU ALSO SEE THAT WHILE STUDENTS SCORED BETTER THAN THEY DID IN MATH, THEY'RE CERTAINLY LESS THAN WHAT WE TYPICALLY SEE IN CALVERT COUNTY. I THINK THAT GOES BACK TO THE FACT THAT WE DO SEE EVIDENCE OF LEARNING LOSS. THAT SCHOOL WAS VIRTUAL AND IN-PERSON AND HYBRID LAST YEAR, THAT WE HAVE CURRICULUM THAT DIDN'T GET TAUGHT AND ALL THOSE THINGS WERE OKAY, BECAUSE IT WAS IN THE PANDEMIC, BUT NOW WE REALLY HAVE TO BE SURE THAT OUR STUDENTS ARE WORKING TO MEET THE STANDARDS THAT WILL ASSESSED IN THE SPRING. JUST A FEW THINGS TO NOTE ABOUT THE FALL TEST, IT WAS A BRAND NEW TEST. PREVIOUS GRADE LEVEL AND CONSENT WAS ASSESSED. SO, I MIGHT HAVE BEEN A 9TH GRADER SITTING IN 9TH GRADE, BUTTERY TOOK THE 8TH GRADE TEST THAT I HAD NOT SEEN ANY CONTENT ON FOR THE FIRST MONTH. I COULD HAVE BEEN A 10TH

[01:45:01]

ALSO, BECAUSE IT WAS A NEW TEST, THERE WERE A LIMITED NUMBER OF ITEMS AND ONLY SELECTED RESPONSE WERE SCORED. SO, IN THE SPRING, WE ALSO HAVE TO SET DATA PROJECTIONS. IT WOULD BE VERY EASY JUST TO SAY, OH, GOSH, OUR SCORES WERE VERY LOW SO, WE'RE NOT GOING TO SET DATA PROJECTIONS VERY HIGH. BUT WE FEEL LIKE WE NEED TO. SO, PRIOR TO THE PANDEMIC, WE WERE WORKING ON MSDE TARGETS FOR EACH OF OUR AREAS, SO, WE WERE UP TO 2,019.

BECAUSE NO TESTING OCCURRED, THE TARGETS FOR 2020 WEREN'T TESTED.

AND 2021 WEREN'T TESTED. IT'S THE RECOMMENDATION OF THE STATE THAT THE 2020 TARGETS, WILL BE THE 2022 TARGETS. WE'RE GOING TO USE THE 2020 TARGETS AS OUR DATA PROJECTIONS. WE WANT OUR STUDENTS TO GET BACK TO WHERE THEY WERE SCORING PRIOR TO THE PANDEMIC. WE THINK IT'S AMBITIOUS, WE KNOW IT WILL BE TOUGH. BUT WE DO HAVE ONE THING GOING FOR US, AND THAT'S STUDENTS ARE ENROLLED IN SCHOOL EVERYDAY THROUGHOUT THE COURSE OF THE YEAR GETTING A FULL CURRICULUM. ONE OF THE THINGS THAT I SAW IN THE SURVEYS WAS BOTH STAFF, STUDENTS BOTH COMMUNITY AND STUDENTS FELT LIKE THEIR KIDS HAD ADJUSTED TO THE FULL SCHEDULE. THERE WERE SOME THAT SAID IT WAS MORE DIFFICULT BUT, FOR THE MOST PART THEY WERE ABLE TO ADJUST TO THE FULL SCHEDULE. SO, THAT ONLY HELPS PROPEL THEM IN LEARNING THE CONTENT FOR THE REST OF THE YEAR. AND THEN, FINALLY, JUST FOR SAYING IT OUTLOUD AGAIN. IN THE MONTH OF DECEMBER, WE DID REDUCE THE VISITOR SPECTATOR REQUIREMENTS FOR ATHLETICS AND FINE ARTS EVENTS. AND WE DID THIS BECAUSE WE CERTAINLY FELT LIKE WE NEEDED TO REDUCE THE NUMBER OF PEOPLE WITHIN OUR GYMS AND AUDITORIUMS, WE DID THIS THROUGH THE MONTH OF JANUARY AND WE WILL REEVALUATE IT IN THE COMING WEEKS TO DETERMINE WHAT WE'RE DOING IN FEBRUARY. SO, THOSE UPDATES ARE ALSO MADE IN THE REOPENING PLAN, AND THEN FINALLY, THE AREAS THAT I WOULD LIKE MR. KURT AND MS. CANODE TO SPEAK TO ARE THE HEALTH DEPARTMENT, ON ISOLATION AND QUARANTINE HOW WE CONTACT TRACE, AND OUR SCREENING. SO, I'M GOING TO TURN IT OVER TO

MR. KURTS AND MRS. CANODE. >> GOOD AFTERNOON, SO

BASICALLY, I JUST SUMMARIZED. >> WILL YOU MOVE YOUR MIC

CLOSER. >> BASICALLY, I WANT TO SUMMARIZE SOME OF THE MAJOR CHANGES THAT WE'VE MADE TO THE CONTACT TRACING PROCESSES AND OUR ISOLATION AND QUARANTINE PROCESSES. SO, THE CHANGES TO THE HEALTH AND SAFETY PLAN OR THE REOPENING PLAN WERE MADE IN COLLABORATION WITH THE CALVERT COUNTY HEALTH DEPARTMENT AND BASED ON RECENT GUIDANCE CHANGES FROM THE C.D.C., MARYLAND DEPARTMENT OF HEALTH AND MARYLAND DEPARTMENT OF EDUCATION. IN RELATION TO THE COVID-19 REQUIREMENTS. THE FIRST CHANGES IS WHEN A STAFF OREM STUDENT TESTED POSITIVE FOR COVID, THEIR ISOLATION PERIOD IS NOW FIVE DAYS INSTEAD OF 10 IF SYMPTOM ARE RESOLVING OR IMPROVING. THE SECOND CHANGE IS WHEN A STUDENT OR STAFF MEMBER IS EXPOSED TO SOMEONE POSITIVE FOR COVID THEIR QUARANTINE IS NOW FIVE DAYS INSTEAD OF 10 FOR THOSE OVER 5 YEARS-OLD WHO CAN PROPERLY AND CONSISTENTLY MASK UPON RETURN TO SCHOOL OR WORK.

AS BEFORE, EXPOSED STUDENTS AND STAFF WHO ARE FULLY VACCINATED AND BOOSTED AND FREE OF SYMPTOMS ARE NOT REQUIRED TO QUARANTINE.

ARE THE THIRD CHANGE MADE WAS REGARDING CURRENT CONTACT TRACING PRACTICES AND BASED ON DATA SUPPORTING THAT COVID-19 IS PRIMARILY BEING TRANSMITTED IN HOUSEHOLD SETTINGS, SOCIAL SETTINGS, AND NOT SCHOOLS WHEN MITIGATION STRATEGIES HAVE BEEN IMPLEMENTED. CCPS CONTINUES TO INTENSIVELY CONTACT TRACE ANY POSITIVE CASE DEEMED TO BE A DIRECT HIGH-RISK EXPOSURE WHERE MITIGATION STRATEGIES ARE NOT ABLE TO BE IMPLEMENTED. HIGH

[01:50:04]

SO, WHAT ARE EXAMPLES OF THOSE SITUATIONS THAT WE WOULD CONTACT TRACE INTENSIVELY? ATHLETICS, AFTER SCHOOL ACTIVITIES, CLUBS, BAND, CHORUS, THEATER, CLASSROOMS IN WHICH STUDENTS OR STAFF ARE UNABLE TO MASK, AND STUDENTS AND STAFF WHO REQUIRE CLOSE CONTACT AND SUPPORT TO ACCESS THEIR EDUCATION. EVEN THOUGH WE'RE NOT INTENSIVELY CONTACT TRACING EACH POSITIVE TRACE, WE ARE TRACKING AND MONITORING CASES FOR CLASSROOM AND COHORT AND SCHOOL OUTBREAKS. RECOMMENDATIONS ARE FOLLOWED BY THE HEALTH DEPARTMENT AND STATE EPIDEMIOLOGIST WHEN COHORT OUTBREAKS OCCUR AND ADDITIONAL MEASURES NEED TO BE TAKEN.

LINKS TO THE GUIDANCE DOCUMENTS USED TO MAKE PRACTICE DECISIONS WILL BE LOWE'SED ON THE COVID-19 SECTION UNDER QUICK LINKS OF THE CCPS WE SITE. WE'VE HEARD SOME FEEDBACK FROM PARENTS THAT THEY ARE EMBEDDED INTO THE REOPENING P P PLAN, NOW THAT THEY'VE HAD AN OUTSIDE EXPOSURE. THOSE ARE THE BRIEF SUMMARIES. DID YOU GUYS HAVE ANY QUESTIONS OR ANYTHING SPECIFIC?

>> I HAVAL QUESTION REGARDING THE DIRECT EXPOSURE, BECAUSE I'VE HEARD A PARENT OR TWO SAY AND I CAN'T CRORROBORATE THE STORY BUT THESE ARE THINGS I HEAR. I HEARD MY STUDENTS FRIEND IN CLASS WAS TESTED POSITIVE BUT WE WEREN'T CONTACTED. SO, COULD THAT MEAN THAT THEIR STUDENT WAS NOT IN DIRECT CONTACT WITH THAT STUDENT?

>> THAT IS CORRECT. >> OKAY.

>> SO, BASICALLY WHAT WE FOUND BY ALL OF THE NUMEROUS HOURS THAT OUR SCHOOL STAFF, OR ADMINISTRATORS AND NURSES AND CONTACT TRACING ASSISTANCE HAVE DONE TO PRESENT IS THAT WHEN MITIGATION STRATEGY ARE IMPLEMENTED TO THE BEST OF OUR ABILITIES, WHICH IS DISTANCING, THE VENTILATION STRATEGIES, THE AIR SCRUBBERS, THE CLEANING, WHEN ALL OF THAT IS IN PLACE WE WERE QUARANTINING LARGE NUMBERS OF STUDENTS AND WE WEREN'T SEEING TRANSMISSION IN SCHOOLS. SO, NOW WE'VE MOVED FORWARD AND SAID IF WE HAVE MITIGATION STRATEGIES IN PLACE, WE'RE NOT GOING TO BE QUARANTINES LARGE NUMBERS OF STUDENTS BECAUSE WE'RE NOT SEEING TRANSMISSION IN CLASSROOMS. I TALKED ABOUT HIGH RISK DIRECT EXPOSE SURE, SAY IT'S A POSE STUDENT ON THE WRESTLING TEAM, WE'RE GOING TO TRACK THAT BECAUSE YOU CAN'T DISTANCE AND MASK IN THAT ENVIRONMENT. IF WE HAVE AN ACTIVITY WHERE THERE'S AN INTERVENTION WHERE WE'RE GETTING STUDENTS TOGETHER AT LUNCHTIME FOR A MATH INTERVENTION AND THEY EAT TOGETHER AND THEY'RE NOT DISTANCED AND NOT MASKED AND WE COME TO LEARN THERE'S A POSITIVE IN THAT COHORT, OBVIOUSLY, WE WOULD CONTACT TRACE THOSE SITUATIONS. WE'RE JUST NOT SEEING SPREAD WHEN WIRE ABLE TO IMPLEMENT THE STRATEGIES THAT WE WORKED VERY HARD FROM THE BEGINNING OF THIS PANDEMIC AND WE REALLY WANT STUDENTS IN CLASSROOMS FACE-TO-FACE WITH THEIR TEACHERS AND NOT SITTING AT HOME. AND OF COURSE, OUR LITTLE ONES, THEY DON'T BENEFIT BY HAVING THE VIRTUAL OPTION.

SO, WE FELT THIS WAS IN COLLABORATION WITH THE HEALTH DEPARTMENT THAT THIS WAS A GOOD MOVE FORWARD IN ADDITION TO IMPLEMENTING THE NEW QUARANTINE AND ISOLATION STRATEGIES.

>> THANK YOU. >> SO, I'VE BEEN HOLDING MY BREATH ON THIS FIRST WEEK AND THERE HAVE BEEN LARGE NUMBERS THAT I'VE SEEN COME ACROSS ON THE DAILY LETTERS, BUT, SO FAR, I HAVEN'T HEARD OF WHERE ANY KIND OF CLASSROOM HAD BEEN CLOSED OR SCHOOL BECAUSE OF IN-SCHOOL TRANSMISSION. SO, YOU'RE SAYING THAT WE ARE STILL HAVING GOOD PERFORMANCE IN THAT

AREA? >> YES. YES. NOW, WE HAVE HAD SOME CLASSROOMS, AND THIS IS WHAT CATCHES US, AND THIS IS THE

[01:55:01]

OBVIOUSLY, YOU KNOW WE HAVE CLASSROOMS IN SOME OF OUR SCHOOLS THAT HAVE SPECIAL PROGRAMS WHERE WE HAVE STUDENTS WHO CANNOT DO THAT FOR MEDICAL REASONS, SENSORY REASONS, SO, IN THOSE SITUATIONS, WHERE WE CONTACT TRACE BECAUSE MITIGATION STRATEGIES HAVEN'T BEEN ABLE TO BE IMPLEMENTED, WE HAVE HAD TO, IT'S NOT NECESSARILY CLOSING THE CLASSROOM BUT WE CONTACT TRACED AND IN CONTACT TRACING, IT IS A SMALL COHORT SO IT ENDS UP SOMETIMES BEING A CLASSROOMS. BUT OTHER THAN THOSE SITUATIONS

WE HAVE BEEN VERY FORTUNATE. >> HOW ARE YOU DETERMINING IF TRANSMISSION IS OCCURRING INSIDE THE CLASSROOM OR OUTSIDE THE

CLASSROOM? >> THAT'S DONE THROUGH THE COVID QUESTIONNAIRE PROCESS AND WE COLLECTED WE WATCHED DATA FROM THE BEGINNING WHEN WE WERE CONTACT TRACING AND QUARANTINING STUDENTS. THE COVID QUESTIONNAIRES THAT WE SHARED WITH THE HEALTH DEPARTMENT ARE VERY INTENSIVE QUESTIONNAIRES, THEY'RE THREE PAGES, STUDENT, TEACHER, HOW DO THEY GET TO SCHOOL, DO THEY GO TO DAYCARE, DO THEY HAVE SIBLINGS IN OTHER SCHOOL, WHEN DID THEIR SYMPTOMS STARTMENT IF THEY DIDN'T HAVE SYMPTOMS, WHEN DID THEY TEST POSITIVE, WERE THEY IN THE SCHOOL ENVIRONMENTS. SO, CLOSE CONTACTS ARE BEING IDENTIFIED, SO WE HAD THOSE LISTS OF STUDENTS AND SCHOOL NURSES WERE TRACKING THAT. WE WEREN'T SEEING A LARGE NUMBER OF CLOSE CONTACTS IDENTIFIED IN THE SCHOOL SETTING WHO WERE TESTING POSITIVE. WE ALSO HAD SOME DATA FROM THE HEALTH DEPARTMENT BECAUSE WHEN THEY IMPLEMENTED THE TESTING OUT, THE RETURN EXCEPTION, THE TESTING OUT OPTION ON DAYS 5, 6, OR 7, STUDENTS THAT WE IDENTIFIED AS CLOSE CONTACTS AT SCHOOL HAD ACCESS FOR PCR TESTING AT THE SITE. SO THEY WERE MONITORING THE PCR RESULTS THAT CAME BACK ON OUR STUDENTS THAT WE IDENTIFIED A) CLOSE CONTACTS AND WE WEREN'T SEEING A HIGH NUMBER OF TRANSMISSION WITH THOSE STUDENTS. WE WERE SEE CAN SOME.

THAT'S WHERE OUR INFORMATION IS COMING FROM. THE HEALTH DEPARTMENT ALSO THROUGH THEIR COMMUNITY CONTACT TRACING AND THE NUMEROUS QUESTIONS THEY ASK, THEY ARE SEEING THAT IT IS HAPPENING THROUGH COMMUNITY EVENTS OR DANCE CLASSES, BASICALLY SITUATIONS WHERE MITIGATION STRATEGIES ARE DIFFICULT TO IMPLEMENT. IN OUR CLASSROOMS, MOST OF OUR CLASSROOMS IT'S A MORE STRUCTURED ENVIRONMENT SO IT'S EASIER TO USE THOSE MITIGATION STRATEGIES. I DON'T HAVE SPECIFIC NUMBERS AND THERE'S NO RAW DATA BECAUSE THE PCR TESTING SITE DOESN'T JUST TEST OUR STUDENTS, THEY'RE ALSO TESTING OTHER PEOPLE. SO, I CAN'T GIVE YOU A CLEAR NUMBER BUT THROUGH OUR PROCESS AND OUR TRACKING, WE CAN SEE OF THOSE CLOSE CONTACTS, DID WE HAVE ANYBODY THAT BECAME POSITIVE BEFORE THEY WERE ABLE

TO RETURN. >> THANK YOU FOR THAT ANSWER.

IT'S ASSURING TO HEAR THAT YOU ALL WERE FOLLOWING THAT DETAILED DATA. AND ENSURING THAT STUDENTS WHO WERE IN CLOSE CONTACT WERE BEING TESTED. BECAUSE WE ALL KNOW THAT THERE ARE THOSE WHO ARE ASYMPTOMATIC SO THAT'S WHY I WAS CURIOUS AS TO HOW YOU WERE COMING UP WITH THE DECISION THAT TRANSMISSION WAS NOT NECESSARILY OCCURRING IN THE CLASSROOM. SO, THANK YOU.

>> YOUR WELCOME. >> I HAVAL QUESTION FOR SUSAN, CAN YOU RUN US THROUGH WHAT STUDENT ARE VIRTUAL NOW? WE KNOW THAT WE SET ASIDE SOME CAN YOU TELL ME HOW THAT'S BEING HANDLED WITH QUARANTINING AND ALL OF THAT.

>> SO WE HAVE STUDENTS IN GRADES 3-8 IN VIRTUAL INSTRUCTION, ALL SEATS ARE FILLED. THERE'S STILL A WAIT LIST AND PERIODICALLY, WE WILL GET FOLKS WHO SAY, THINKS HAVE CHANGES AND IS THERE ANY OPPORTUNITY TO GET INTO THE VIRTUAL COMMUNITY. WHERE EVER THERE'S A SPACE, WE WILL HAVE THAT. WE HAVE HAD SOME STUDENTS IN THE VIRTUAL ACADEMY WHO HAVE

[02:00:04]

>> WHAT ABOUT THE KIDS OFF IN QUARANTINE, HOW DOES THAT WORK?

>> SO, IN GRADES 3-12, STUDENTS ON REQUIRED QUARANTINE IMMEDIATELY GET ACCESS, I SHOULD NOT SAY IMMEDIATELY, BECAUSE IN OUR SURVEY IT'S RANGED FROM 2-5 DAYS THAT THEY GOT ACCESS TO THE TEAM'S LINKS, I THINK OVER TIME IT GOT BETTER. SO, STUDENTS GET ACCESS TO THE TEAM'S LIPPING AND THEY'RE ABLE TO VIEW INSTRUCTION, SOME TEACHERS HAVE THEM VIEW INSTRUCTION, A LOT OF TEACHERS POST RESOURCES IN SCHOOLOLOGY, SOME TEACHERS ARE TEACHING CONCURRENTLY AND SOME TEACHERS ARE WORKING WITH KIDS AT DIFFERENT TIMES TO MAKE SURE THAT THEY'RE GETTING CAUGHT UP ■ WITH THE MATERIAL THAT'S ON THERE. STUDENTS IN PRE-K THROUGH 2 GET LEARNING PACKETS. TEACHERS, ONCE THEY RETURN, THEY COLLECT THE LEARNING PACKETS AND WORK WITH STUDENT TOSS CATCH THEM UP WITH THE MATERIAL THAT THEY MISSED.

>> ANYMORE QUESTIONS? >> THANK YOU, SO MUCH.

>> SO, JUST FOR THE COMMUNITY, I WOULD JUST LIKE TO STATE THAT THE REOPENING PLAN, WILL BE POSTED ON THE WEBSITE. WE'RE GOING TO POST THE NEW PLAN ON THE WEBSITE WITH THE UPDATED LINKS THAT WERE REFERENCED, NEXT WEEK. ALL THE CHANGES ARE

HIGHLIGHTED IN THE PLAN. >> ISN'T IT AMAZING THAT TWO YEARS AGO WE WOULDN'T BE DOING ANY OF THIS.

>> IT'S JUST AMAZING TO ME. >> IT HAS CHANGED PEOPLE'S JOB DESCRIPTIONS AND IT'S A SHAME BUT WE'VE LEARNED SOME THINGS AND BUT, I APPRECIATE ALL THE HARD WORK, I KNOW IT'S FRUSTRATION BECAUSE IT'S ALWAYS CHANGING.

>> THANK YOU, MS. CANODE, MR. KURTS AND DR. JONSON. THANK

[8.01 Comments by the Board]

YOU VERY MUCH. >> THANK YOU.

>> WE'RE MOVE INTO TOUR BOARD COMMENTS IF YOU HAVE ANY. WE'LL

START WITH BOARD MEMBER WHITE. >> GOOD EVENING, FIRST I WOULD LIKE TO CONGRATULATE PAM COUNSINS AND MS. CLAGGETT, I THINK YOU'RE GOING TO DO WONDERFUL IN THEIR POSITIONS.

AND I WOULD LIKE TO SHARE THE ART WORK FROM THE STUDENTS IN THE COUNTY. I WOULD ALSO LIKE TO SAY WINTER SPORTS HAS STARTED, I'VE BEEN ABLE TO GO TO A FEW SCHOOLS AND HAVE CONVERSATIONS WITH SOME OF THE ADS, TO SCRAMBLE AROUND TO TRY AND MAKE SURE THAT EVERYONE IS AS SAFE AS POSSIBLE THROUGHOUT THESE EVENTS WHERE THEY HAVE TO GO TO A DIFFERENT SCHOOL OR WHAT HAVE YOU, LIMITING THE NUMBER OF SPECTATORS AND THINGS LIKE THAT, SO, THEY ARE CONSTANTLY WORKING HARD. LAST NIGHT, I HAD THE PLEASURE OF OFFICIATING AT PATUXENT HIGH SCHOOL AND THEY HAD THEIR BAND PLAYING. TO SEE AND HEAR A BAND WAS ALMOST A SENSE OF NORMALCY AGAIN. AND BESIDE THAT, I WOULD LIKE TO THANK THE CEA I HAD PRETTY GOOD CONVERSATIONS WITH THEM TO KEEP A PULSE OF WHAT'S GOING ON AND TO SAY THANK YOU TO ALL THE TEACHERS AND STAFF MEMBERS FOR EVERYONE THAT THEY ARE DOING AND IT'S NICE TO SEE YOU GUYS AGAIN. THANK YOU.

>> THANK YOU. >> MR. NUTTER?

>> CONGRATULATIONS TO PAM FOR TAKEN OVER, I'M SURE THAT YOU

[02:05:03]

>> MOTION BY MR. NUTTER, AND SECOND BY MS. CLAGGETT, ANY

DISCUSSION? >> ALL IN FAVOR SAY AYE.

> (CHORUS OF AYES) >> ALL OPPOSE SAY NAY.

>> NAY. >> MOTION FAILS 3-2.

>> CAN I SAY ONE OTHER THINGS CHAIR?

>> YES, SIR. >> THIS FELLOW THAT WAS HERE, THE ONE SPEAKER WHO WAS HERE, I KNOW WE HAVE TO HAVE RULES, AND HE USED UP, OBVIOUSLY, HE THOUGHT THIS WAS SOMETHING PERSONAL THAT HAPPENED TO HIM, THERE WAS NOBODY ELSE HERE THERE WOULD HAVE BEEN NO HARM IN GIVING THE SPEAKER AN EXTRA 30-45 SECONDS TO FINISH HIS STATEMENT. AND THAT'S ALL I GOT

TO SAY. GOOD LUCK. >> MS. BELINSKI.

>> THIS IS OUR FIRST WEEK BACK AND IT'S A SHAME THAT IT HAS TO BEBURG THIS BLIZZARD OF THE PANDEMIC. BUT THANK YOU, EVERYONE AND ALL THE FAMILIES FOR WORKING WHEN THE BUSES AREN'T THERE AND THE TEACHERS FOR COMING IN DAY-TO-DAY AND WE REALLY APPRECIATE ALL THE HARD WORK AND SOME OF THE PEOPLE OUT THERE ARE SAYING THAT WE'RE GOING TO ECONOMIC IT THROUGH THIS, AND THAT WE'RE AT A PEAK, PERHAPS, AND THAT IT SHOULD START REDUCING SO THAT WE DON'T HAVE TO WORRY SO MUCH ABOUT EVERYONE'S HEALTH. BUT, MS. COOKE SENT THE ARTWORK, IT WAS AT THE END OF THE A LONG DAY WHEN I GOT A CHANCE TO LOOK AT IT, AND IT JUST RAISED MY SPIRITS TREMENDOUSLY TO SEE THAT THE YOUNG KIDS ARE OUT THERE DOING WHAT THEY'RE SUPPOSED TO BE DOING, LEARNING AND CREATING AND THAT WAS SPECIAL AND I THANKED HER FOR SENDING THAT BECAUSE IT WAS PERFECT TIMING.

NO, I'M HOPING THAT WE CAN REALLY GET DOWN TO WORK AND DO REALLY GREAT THINGS. OUR BUDGET'S COMING UP NEXT, AND I THINK WE ARE ALLOWING AS MANY PEOPLE THAT WOULD LIKE TO SPEAK TO US TO DO SO ABOUT THE BUDGET. WE HAVE A LOT OF CHANGES COMING DOWN THE PIKE WITH THE BLUEPRINT AND WHAT'S GOING ON IN THE GENERAL ASSEMBLY, SO, KEEP IN TOUCH WITH US. THANK YOU.

>> MS. CLAGGETT. >> CONGRATULATIONS MS. COUNSINS FOR BEING ELECTED PRESIDENT OF THE BOARD TONIGHT. AND THANK YOU TO MY COLLEAGUES FOR ALSO PLACING ME IN THE SEAT OF VICE CHAIR, AND THANK YOU TO MS. COOKE FOR THE WONDERFUL ART THAT SHE HAS PROVIDED. ALL OF THE OUTSTANDING ARTISTS WITH CALVERT COUNTY PUBLIC SCHOOLS, IT WAS DEFINITELY A BRIGHT SPOT IN A DIM TIME. SO, THANK YOU FOR SENDING ALONG THAT INFORMATION.

>> THANK YOU, COLLEAGUES FOR EN TRUSTING ME WITH THIS WORK.

THANK YOU, AND CONGRATULATIONS INEZ FOR ACCEPTING THE ROLE AS VICE PRESIDENT FOR ALL STAFF MEMBERS, BUS DRIVERS AND EVERYONE ASSOCIATED WITH EDUCATING AND PROTECTING OUR STUDENTS, THE WORK HAS NOT GONE UNNOTICED. I KNOW IT'S TREMENDOUS AND BURDENING TO YOU AND YOUR FAMILIES AND LOVED ONE.

[02:10:01]

(MEETING ADJOURNED)

* This transcript was compiled from uncorrected Closed Captioning.