Feb 23, 2023 Board of Education

[2.01 Pledge of Allegiance/Moment of Silence]

[00:00:07]

>> GOOD EVENING. I CALL THE CALVERT COUNTY BOARD OF EDUCATION OPEN SESSION MEETING TO ORDER.

IT IS 7 P.M. WE WILL BEGIN WITH THE PLEDGE OF ALLEGIANCE FOLLOWED BY A MOMENT OF SILENCE.

I ASK YOU TO PLEASE STAND. >> YOU MAY BE SEATED.

[2.02 NMS Feasibility Study]

>> GOOD EVENING. KWR*PL I AM THE DIRECTOR OF SCHOOL CONSTRUCTION AND NOW I WILL HAVE THIS GENTLEMAN NEXT TO

ME INTRODUCE HIMSELF. >> GOOD EVENING.

I AM SCOTT MOYER WITH GWWO ARCHITECTS.

>> TO START OUT CCPS PROCURED THE SERVICES OF GWWO ARCHITECTS IN FALL OF 2022 TO CONDUCT A FEASIBILITY STUDY FOR THE NORTHERN MIDDLE SCHOOL PROJECT AFTER THE REQUIREMENTS FOR NORTHERN MIDDLE WERE DEVELOPED BY CCPS AND APPROVED BY THE BOARD ON JULY 14TH, 2022. FOR BACKGROUND, THE FEASIBILITY STUDY IS AN IMPORTANT PART OF THE PROCESS WHEN WE ARE PLANNING A MAJOR SCHOOL PROCESS. THE STATE REQUIRES A FEASIBILITY STUDY BE UNDERTAKEN BY SCHOOL DISTRICTS WHEN WE ARE PLANNING TO DISTURB MORE THAN 50% OF AN EXISTING BUILDING.

OPTIONS FOR RENOVATION AS WELL AS REPLACEMENT ARE REQUIRED TO BE STUDIED TO DETERMINE THE MOST COST EFFECTIVE APPROACH FOR ACHIEVING THE FUTURE PROJECTS PROGRAMIT -- PROGRAMATIC REQUIREMENTS. WE ASKED FOR RENOVATION PLUS ADDITION, WREN -- RENOVATION AND PARTIAL REPLACEMENT AND FULL REPLACEMENT. TONIGHT'S OBJECTIVES ARE AS FOLLOWS: WE WOULD LIKE TO PRESENT THESE OPTIONS TO YOU AS SCOTT NEXT TO ME WILL DO. WE ALSO WANT TO REVIEW THE STAKEHOLDER ADVISORY COMMITTEE'S RECOMMENDATION FOR THE BEST APPROACH TO CONSIDER FOR YOUR APPROVAL, AND LASTLY WE WOULD LIKE TO RECEIVE YOUR APPROVAL TONIGHT FOR THE APPROACH SO WE CAN MOVE FORWARD WITH THE PROJECT.

BASED ON YOUR APPROVAL OF THE SELECTED APPROACH, WE WILL THEN MOVE INTO THE NEXT PHASE OF THE PROCESS WHICH IS DESIGN OF THE PROJECT. I WANT TO EMPHASIZE A FEW KEY POINTS BEFORE WE MOVE ON TO THE NEXT SLIDE AND I HAND IT OVER TO SCOTT. THE OPTIONS THAT YOU SEE WITHIN THE FEASIBILITY STUDY TONIGHT ARE NOT FOR THE DESIGN.

THESE ARE ALL POTENTIAL APPROACHES THAT CAN BE TAKEN FOR THE PROJECT. AN APPROVAL OF A PARTICULAR APPROACH DOES NOT MEAN THAT WE ARE LOCKING INTO THE BASIC CONCEPT LEVEL DESIGN BEING PRESENTED FOR THAT APPROACH.

I WOULD LIKE FOR YOU TO KEEP THAT IN MIND.

SCOTT, I'LL HAND IT OFF TO YOU. >> THANK YOU.

THANKS AGAIN FOR HAVING ME. TONIGHT, AS SHE MENTIONED, WE ARE GOING THROUGH THE DIFFERENT OPTIONS.

BEFORE WE GET INTO THAT WE WILL DO AN OVERVIEW OF THE PROJECT IN GENERAL, AND THEN WE'LL GET INTO HOW WE GOT TO WHERE WE ARE AND ULTIMATELY THE ESTIMATED COST, SUMMARY AND RECOMMENDATION.

EXISTING NORTHERN MIDDLE SCHOOL HAS A STATE RATED CAPACITY FOR 680 STUDENTS. CURRENTLY THERE'S ANYWHERE AROUND 610 STUDENTS AT THE SCHOOL AND THE PROJECTIONS FOR THE SEVEN YEARS PUTS US CLOSER TO 675.

THE BUILDING ITSELF, THE EXISTING BUILDING, THE BUILDING PROPER IS JUST OVER 88,000 -- OR CLOSE TO 89,000 WITH THE PORTABLES ON SITE WE ARE ALMOST 94,000.

THE ED SPEC IS FOR A STATE RATED CAPACITY OF 775 STUDENTS.

[00:05:01]

SO THE STUDENTS WILL BE IN THE BUILDING OR ON CAMPUS THE ENTIRE TIME OF THE PROJECT. THAT ADDED A LEVEL OF COMPLEXITY IN HOW WE PHASE THIS. AS WE GO THROUGH THE PROCESS AND TOUCH ON THOSE PHASING RECOMMENDATIONS, IT WAS IN CONSIDERATION WITH STUDENT SAFETY AND MINIMAL DISRUPTION AS

POSSIBLE. >> SO BACK TO ME FOR ONE SECOND.

WE DO WANT TO MENTION THAT WE WERE LUCKY TO HAVE AN ENGAGED AND INQUISITIVE STAKEHOLDER ADVISORY COMMITTEE INVOLVED IN THE FEASIBILITY STUDY PROS -- PROCESS THAT STABGT -- STARTED IN OCTOBER OF 2022 AND ENDED EARLIER THIS MONTH.

TONIGHT A FEW MEMBERS OF THE COMMITTEE ARE HERE IN PERSON, AND I WOULD LIKE FOR THEM TO STAND UP AND JUST BE RECOGNIZED.

THESE INCLUDE JAIME WEBSTER, PRINCIPAL OF NORTHERN MIDDLE SCHOOL, BETH WAGNER, ASSISTANT PRINCIPAL, KRISTEN SCIATOS, TEACHER AT NORTHERN MIDDLE AND DARRELL FROM OUR VERY OWN CONSTRUCTION DEPARTMENT. AND NOW I WILL HAND IT OFF TO SCOTT TO GO OVER THE SCOTT TO GO OVER THE REST.

>> AND I WANTED TO TELL THE COMMITTEE THAT THEIR FEEDBACK WAS INVALUABLE IN COMING UP WITH THESE OPTIONS.

THANK YOU TO ALL OF YOU FOR YOUR HELP.

EXISTING CONDITIONS -- SO WE WILL LOOK AT EXISTING CONDITIONS AND WE'LL LOOK AT THE PROJECT ITSELF.

YOU ARE FAMILIAR WITH THE MIDDLE SCHOOL LOCATION ON THE WEST SIDE OF THE CAMPUS AND THE RECENTLY COMPLETED NORTHERN HIGH SCHOOL.

THINGS TO NOTE FOR THIS PROJECT IN PARTICULAR, IN GREEN IS THE U.S. WATERWAY THAT IS BEHIND THE SCHOOL.

AND THEN ON THE FRONT, THERE IS HANDICAPPED PARKING ASSOCIATED WITH THE MIDDLE SCHOOL THAT WAS PART OF THE HIGH SCHOOL PROJECT AND THAT IS INTENDED TO RAE MAIN.

AND SAME WITH THE -- TO REMAIN. AND THE SAME WITH THE BUS LOOP.

IT IS SHARED BETWEEN THE MIDDLE SCHOOL AND HIGH SCHOOL.

THESE ARE THINGS WE TOOK INTO CONSIDERATION AS WE MOVED FORWARD WITH THE OPTIONS THE EXISTING BUILDING, THIS IS THE PIECE THAT IS ABOUT 88,000 SQUARE FEET MINUS THE PORTABLES.

THERE IS A CLASSROOM WING TO THE NORTH NEAR THE MAIN ENTRY.

OH YEAH. I FORGOT I CAN DO THAT.

THE MAIN ENTRY HERE NORTH ON THE SHARED BUS LOOP JUST OFF THE SCREEN. THE CLASSROOMS AND THE MEDIA CENTER OCCUPY THIS AREA. IF YOU CAN SEE LARGELY DEVOID OF WINDOWS. THAT WAS A MAJOR ITEM TO CONSIDER AS WE MOVE FORWARD. AND THEN ON THE SOUTH END WERE LOAD ACCESSIBLE ENTRY FOR THE SCHOOL AT THE CAFETERIA AND THE MUSIC CLASSROOMS AND THE GYMNASIUM AND MECHANICAL SPACE HERE. WE WERE LOOKING AT RENOVATING IT AND REPLACING IT FOR OPTIONS. WITH ANY PROJECT, THE FIRST THING WE DO AT GWWO IS SET UP A FRAMEWORK AND PRINCIPALS HOW WE WILL APPROACH WHETHER IT IS A PLANNING PROJECT AS THIS IS OR A DESIGN PROJECT THAT COMES NEXT. FIRST AND FOREMOST, CREATE A FRAMEWORK FOR THIS TO SUPPORT DYNAMIC LEARNING.

AS WE MOVE INTO DIFFERENT TEACHING METHODOLOGIES AND LEARNING STYLES, HOW CAN WE CREATE A FACILITY OR PLAN A FACILITY THAT MEETS THE NEEDS OF ALL OF THE STUDENTS AND THE DIFFERENT WAY STUDENTS LEARN AND THE DIFFERENT WAY THE TEACHERS TEACH. A PRO-PLAN THAT IS FLEXIBLE AND SAFE AND SECURE MORE THAN ANYTHING, BUT INNOVATING AND ENRICHING TO THE STUDENTS. DEELOP A PLAN THAT HAS CLEAR CIRCULATION THROUGHOUT THE BUILDING THAT IS SAFE AND INTUITIVE AND EASY TO GET THROUGH.

A -- MAKE -- MAKING SURE THE PACES ARE NEXT TO THE SPACES THEY NEED TO BE LOCATED NEXT TO AND LOOKING AT COST.

IT IS THE BEST VALUE FOR THE BUCK.

MULTI-USE SPACES. AND THEN EMBRACING THE RELATIONSHIPS OF THE CAMPUS AND THE NEW HIGH SCHOOL AND THE EXISTING CULTURAL ART CENTER NEXT DOOR.

SO THE FIRST OPTION IS THE RENOVATION AND ADDITION OPTION.

IN YELLOW IS THE EXISTING BUILDING THAT WILL BE RENOVATED.

AND THE RED PIECES ARE THE ADDITIONS TO THE BUILDINGS THAT MEET THE ED SPEC. IN THE RENOVATION OF THE CLASSROOM YOU CAN SEE THE BLUE SPACES THAT ARE THE CORE LEARNING SPACES AND THEY MOVE TO THE OUTSIDE.

THE EXISTING BUILDING AND EVEN THE EXTERIOR WALL DOES NOT HAVE

[00:10:02]

AND THEN THE MAIN ENTRY MOVES FROM THIS CORNER TO HERE AND WHERE THE EXISTING CAFETERIA IS THE NEW ADMIN SUITE AND THE GYM IS THE CAFETERIA AND MUSIC AND THEN WE BUILD ON TO THE GYM, TECHNOLOGY, ART AND NEW BUILDING SYSTEMS. AS WE WORK THROUGH THIS, YOU WILL SEE THAT THE MAIN FOCUS AS WE FACE THESE PROJECTS OUT OR PHASE THESE OPTIONS OUT WAS TO LIMIT THE DISTURBANCE TO THE KIDS.

IF WE TOOK OUT A SPACE IN PHASE 1, IT WAS -- IDEALLY IT WAS PROVIDED BEFORE WE EVEN STARTED. YOU WILL SEE WHERE WE REMOVED SPACES IN PHASE 2 OR DISPLACED PLACES IN PHASE 2, THE PHASE PRIOR TO THAT WE ACCOUNTED FOR THE SPACES TO BE PROVIDED SO THERE IS NOT A LOSS OF SPACE. A FEW EXCEPTIONS THAT IS A CIRCUMSTANCE OF THE PROJECT AND THE SITE, BUT THERE ARE OPTIONS AVAILABLE. LOGISTICALLY, OPTION 1, THE ORANGE AREAS ARE TEMPORARY FACILITIES AND CONTROLS OF THE PROJECT WHETHER IT IS STAGING FOR CONTRACTORS AND THIS ACCESS ROAD HERE THAT CONNECTS FLINT HILL ROAD BACK TO THE SERVICE AREA FOR THE CULTURAL ART CENTER.

AND THAT IS ALSO THE SERVICE AREA FOR PART OF THE EXISTING SCHOOL AND WILL BECOME A LOCATION FOR TEMPORARY CLASSROOMS THAT ARE USED AS PART OF THE PHASING OPTIONS.

LOOKING AT CONSTRUCTION, WE ARE LOOKING AT FOR OPTION 1 APPROXIMATELY 45 MONTHS, SO JUST SHY OF FOUR FULL YEARS.

AND AS WE WORK THROUGH THAT, THIS WILL SHOW HOW WE GOT THERE.

I AM NOT GOING TO GO THROUGH ALL OF THE DETAILS.

IT GETS A LITTLE COME BETTER -- CUMBERSOME.

BUT WHAT WE NEED TO DO FOR OPTION 1 AND 2 IS FILL IN PART OF THIS U.S. WET LANDS WATERWAY AREA.

WE ARE ALREADY IN CONVERSATION WITH THE DEPARTMENT AND THE ENVIRONMENT TO IN-FILL THAT AREA BECAUSE THE AREA OF THE BUILDING REQUIRES NEED FOR THAT SPACE. AS WE ROTATE THROUGH AND ADD THE TEMPORARY CONTROLS AND THERE IS PART OF THE RENOVATION AND THE ADDITION SO WE ARE PROVIDING SPACES THAT WILL THEN BE DISPLACED AS WE MOVE THROUGH THE OTHER OPTIONS.

SO THIS PIECE BECAUSE WE ARE TRYING TO LIMIT THE DISTURBANCE DURING THE SCHOOL DAY BREAKS IT OUT TO SEVERAL LARGE PIECES.

THAT'S ALMOST 12 PHASED -- EXCUSE ME, PHASING -- LOST MY WORD. IT TAKES A LONGTIME TO DO THIS.

PUT IT THAT WAY. WE'LL CUT TO THE CHASE.

AT THE END OF THE DAY YOU END UP WITH A NEW NORTHERN MIDDLE SCHOOL THAT MEETS THE ED SPEC. IT IS SLIGHTLY BIGGER, BUT THE SPACES ARE ACCOMMODATING. THE DROP OFF LOOP, THERE IS A LOT OF STACKING. THE STACKING ENDS UP ON FLINT HILL ROAD. SO THE CHALLENGE IS FINDING A WAY TO ALLOW FOR THAT. I'M SORRY.

I WENT TOO FAST. I HIT A WRONG BUTTON.

APOLOGIES. NEW PLAY FIELDS.

NEW PLAY COURTS. AFTER HOURS ENTRANCE FOR THE GYM AND CAFETERIA. A SERVICE AREA.

YOU CAN SEE WHERE THE WET LAND WAS FILLED IN.

IT IS PERMANENT FOR THE SERVICE CENTER FOR THE CULTURAL CENTER AND OUTDOOR LEARNING AREA FOR TECHNOLOGY.

OPTION 2, PARTIAL REPLACEMENT. AGAIN, THE YELLOW IS THE RENOVATED PIECE AND THE RED IS THE ADDITION.

YOU CAN SEE THE DOT/DASH LINE AS THE FOOTPRINT OF THE BUILDING.

THE CONCEPT FOR THE SPACE THERE IS LARGELY THE SAME AS OPTION 1, BUT RATHER THAN A CUMBERSOME ADDITION IT TAKES OFF THE EXISTING BUILDING AND PUTS IT INTO A MORE COMPACT PIECE OF AN ADDITION. THE RENOVATION OF THE CLASSROOM WING IS EXACTLY THE SAME AS IN OTION ONE.

YOU COME IN THE NEW ENTRANCE AND YOU HAVE ADMIN HELP, ARE MUSIC SPACES, THE GYM, AND THEN IN THIS OPTION THE GYM AND CAFETERIA ARE OPEN TO EACH OTHER AND TECHNOLOGY ON THE SOUTH

[00:15:02]

IT IS IN THIS PIECE RIGHT HERE. THERE WE GO.

APOLOGIES. IT COVERS THE BOILER FROM THE ART CENTER. BEFORE THAT CAN COME OFFLINE -- AND THEN THE AFTER HOURS AT THE GYM AND THE PARKING FOR THOSE ACTIVITIES AS WELL. JAW LIS SKWREUBG -- LOGISTICALLY SIMILAR TO OPTION ONE. THERE IS A TEMPORARY ACCESS ROAD WITH TEMPORARY CLASSROOMS. THEY ALSO HAVE A TEMPORARY ADMIN SPACE WHEN THEY ARE DISPLACED. THIS OPTION IS A LITTLE MORE COMPLICATED. IT IS A LOT MORE COMPLICATED AND LONGER -- FOUR AND A HALF YEARS LONG TO CONSTRUCT THIS.

OPTION 1 IS TEMPORARY STAGING AREA AND WE START OTHER CONTROLS. AND WHEREAS IN OPTION 1 WE STARTED WITH THE ADDITION AND OPTION 2 WE START WITH RENOVATING IN THE CLASSROOM SPACES AND THEN WE MOVE AROUND THE BUILDING IN THE SAME MANNER. AT THIS POINT WE DISPLACED THE EXISTING ADMIN SPACE. AND THEY WILL SPEND PART OF THEIR TIME AND TEMPORARY BUILDING IN THE PARKING LOT WHICH IS IN THE MIDDLE OF THE EXISTING DROP OFF LANE SO THEY WOULD STILL HAVE THE CONTROL OF THAT AREA.

AND THEN IN OPTION 6 WE START THE DEMO OF PART OF THE EXISTING BUILDING FOR THE PARTIAL REPLACEMENT.

THIS REMOVES THE EXISTING AUXILIARY GYM AND THE MECHANICAL SPACE REPLACED BY THE NEW BUILDING, AND THEN WE CAN COME BACK IN AND IN FILL THERE AND PROVIDE THE NEW GYM SO THAT WHEN WE DEMO THE EXISTING CAFETERIA WE HAVE THE EXISTING GYM -- EXCUSE ME, WHAT IS NOW THE EXISTING GYM, THE NEW GYM, A SWING SPACE FOR THAT. BUILD A NEW CAFETERIA AND REDEVELOP THE SITE AND BE COMPLETE IN NOVEMBER OF 2028.

FOR A BUILDING THAT IS ABOUT 5% OVER THE ED SPEC, IT MEETS THE REQUIREMENTS OF THE ED SPEC, BUT IT HAS ITS CHALLENGES BECAUSE OF THE LIFE OF THE CONSTRUCTION AND THE DISRUPTION TO THE DAILY LIFE OF THE SCHOOL. AND A VERY SIMILAR OVERALL SITE PLAN. LASTLY, STUDY OPTION NUMBER THREE, THE FULL REPLACEMENT OPTION PUTS A BRAND-NEW BUILDING ON THE EXISTING SITE. THIS BUILDING HAS A BASEMENT FOR THE BUILDING SYSTEMS WHERE WE ARE CURRENTLY ON A SINGLE FLOOR OF THE EXISTING BUILDING AND BRINGING THOSE IN WHICH CAN BE PART OF THE EARLY PHASES AND THEN A THREE-STORY CLASSROOM WING WHICH ALLOWS FOR STACKING CLASSROOMS AND DOING MORE WITH THE SITE. THE NEW ENTRANCE IS AT LEVEL WITH WHAT THE EXISTING DROP OFF WOULD BE AND STUDENTS THAT RIDE THE BUS IN THE MAIN ENTRY WOULD COME THROUGH WITH ADMIN AND GUIDANCE TO YOUR LEFT AND MEDIA TO YOUR RIGHT AND TO A MAIN LOBBY THAT CONNECTS BACK TO WHAT IS THE CAR DROP OFF LOOP AND AN ENTRY THERE. THIS ENTRY IS INTENDED FOR AFTER HOURS AND KA*R DROP -- CAR DROP OFF ONLY DURING MORNING AND DISMISSAL. IT IS NOT RECOMMENDED FOR ACCESSING THE BUILDING AT ANY OTHER TIME.

EVERYBODY COMES INTO THIS MAIN LOBBY AND DISPERSES TO THE CLASSROOM WING TO START THEIR DAY.

THE GYM ON ONE SIDE AND CAFETERIA ON THE OTHER.

IT ALLOWS THE WHOLE AREA TO BE LOCKED DOWN IN THE EVENING FOR PUBLIC EVENTS OR OTHER ACTIVITIES.

HOW DO WE GET THERE? SIMILAR TO BEFORE WE HAVE STAGING AREAS TO THE SOUTH. WE WILL TAKE OVER PART OF THE EXISTING PARKING LOT FOR STAGING AND THEN MOVE SOME OF THE PARKING THAT'S LOST HERE TO THIS TEMPORARY LOT.

[00:20:04]

WE ARE PROPOSING A TEMPORARY RAMP SYSTEM TO GET TO THE MAIN ENTRY. THIS OPTION TAKES 36 MONTHS.

IN PHASE 1, IT IS WHAT WE ARE CALLING BUILD -- BUILDING A, IT IS A THREE-STORY BUILDING. ALL OF THE CORE LEARNING CLASSES WITH THE EXCEPTION OF THE MEDIA CENTER AND THE SPECIALTY ART, TECHNOLOGY AND MUSIC AND THE PE LOCKER ROOMS BECAUSE OF HOW IT LIGHTS UP AND THAT IS THE BASEMENT FOR THE BUILDING SYSTEMS PHASE 2, WHEN THAT PIECE IS BEING USED, THE EXISTING CLASSROOM WING CAN BE DEMOLISHED AND THE REST OF THE BUILDING WHICH IS GYM, CAFETERIA, ADMIN SUITE, MEDIA CENTER, ART, TECHNOLOGY, WOULD BE BUILT. THE STAGING WOULD MOVE FROM THE FRONT PARKING LOT TO BE REDEVELOPED SO WE CAN ACCESS THE NEW BUILDING TO THIS BACKSIDE TO SUPPORT CONSTRUCTION AND THEN DEMOLITION OF THE REST OF THE BUILDING AND DEVELOPMENT OF THE SITE COMPLETING IN NOVEMBER OF 2027.

OFF OF THE MEDIA CENTER WE HAVE OUTDOOR LEARNING.

THE CAFETERIA WE HAVE OUTDOOR DINING AND OFF OF TECHNOLOGY WE ALSO HAVE SOME MORE OUTDOOR LEARNING AREAS.

MARKING AND ACCESS TO THE GYM, NEW PARKING UP HERE ALONG THE CLASSROOM WING AS WELL. THIS IS THE SMALLEST OPTION.

WE ARE GETTING JUST OVER TWO AND A HALF PERCENT OVER THE ED SPEC.

IT IS GENERALLY -- YOU KNOW, WE ARE LOOKING AT GENERAL SIZES AND SPACES. BUT AS YOU WORK OUT SOME OF THE INTRICACIES, IT GETS TO BE A LITTLE BIGGER.

IT IS EASIER TO DO TO A NEW BUILDING TO GET IT DOWN.

AND FINALLY, THE DEVELOP SITE PLAN.

SCROLL UP. HANDICAP PARKING REMAINS.

PLAY COURTS REMAIN, EXISTING PLAY COURTS, AND ALL FIELDS ARE REDONE. THE KEY SO -- THE KEY TO THIS THAT HELPS THE PHASING AND SCHEDULE IS WE DON'T HAVE TO TOUCH THE WATERWAY BECAUSE WE DON'T NEED THAT SPACE IN THE BACK OF THE BUILDING TO BUILD A NEW BUILDING.

LOOKING AT ESTIMATED COSTS, OPTION 1 AND LOOKING AT ALL OF THE DIFFERENT COSTS PER SQUARE FOOT FOR DEMO AND WORKING ON THE SITE AND RENOVATION VERSUS NEW BUILDING AND THEN LOOKING AT PHASING AND ESCALATION AND LOOKING AT THE MID-POINT OF CONSTRUCTION KWH IS -- WHICH IS NOT FOR ANOTHER FOUR YEARS AND WE ARE AT APPROXIMATELY $ 80 MILLION.

OPTION 2 IS 87 MILLION. THE KEY IS THAT EVEN THOUGH THIS BUILDING IS SMALLER IT IS LONGER AND MORE COMPLICATED.

AND THEN FOR A BRAND-NEW BUILDING ON THE EXISTING SITE WE ARE 66 MILLION. THE PREMIUM GOES DOWN BECAUSE THERE IS LESS TIME AND LESS DISRUPTION.

YOU CAN SEE THE GRAYED OUT AREAS WHERE OPTION 1 AND OPTION 2 WE HAVE TO TOUCH THE WATERWAY, BUT WE DON'T HAVE AN ELEVATOR.

OPTION 3, WE DON'T HAVE TO TOUCH THE WATERWAY AND WE ARE SAVING AN ESTIMATED $3.5 MILLION OFF THE BAT, BUT HAVE TO ADD IN THE ELEVATOR FOR A SMALL AMOUNT OF MONEY.

AND THEN WE HAVE TO LOOK AT LIFE CYCLE COST.

HOW MUCH IS IT GOING TO OPERATE THE BUILDING FOR YOU IN THE FUTURE? RENOVATED BUILDINGS COST MORE TO OPERATE COMPARED TO A NEW BUILDING.

YOU WILL SEE THE OPERATION MAINTENANCE COSTS GO DOWN PER SQUARE FOOTAGE. A 40-YEAR LIFE SICKLE COST OF 95 MILLION FOR OPTION 1. 101 MILLION FOR OPTION 2.

DOWN TO 79 MILLION FOR OPTION 3. THOSE ARE THE THREE OPTIONS SIDE BY SIDE. ADVANTAGES AND DISADVANTAGES, OPTIONS 1 AND OPTION 2, THE CLASSROOMS GET WINDOWS, BUT A LOT OF THE BUILDING DOESN'T HAVE DAYLIGHT WITHOUT MAJOR MODIFICATIONS. IT DISTURBS A WET LANDS AND LIMITED NEW CONSTRUCTION FOR THOSE.

THE SPACE NOT HAVING WINDOWS BEING A DISADVANTAGE.

OPTION THREE THAT LEADS TO THE RECOMMENDATION HAS SEVERAL MORE ADVANTAGES THAN THE OTHER TWO. THE MAIN DISADVANTAGE IS A

[00:25:05]

IN TALKING WITH THE STAKEHOLDER COMMITTEE, OPERATIONALLY THERE ARE WAYS WE CAN WORK WITH YOU TO HANDLE THAT SO THERE IS NOT A LOSS OF INSTRUCTION. OUR RECOMMENDATION WAS UNANIMOUS ACROSS THE COMMITTEE AND THAT'S FOR OPTION 3, THE REPLACEMENT OPTION. IT IS THE LOWEST ANTICIPATED CONSTRUCTION COSTS AND THE SHORTEST CONSTRUCTION TIME AND LEAST AMOUNT OF DISRUPTION TO THE STUDENTS.

THOSE ARE ALL KEY TO THE RECOMMENDATION.

AT THE END OF THE DAY, PROVIDES THE BEST OPPORTUNITY FOR A LEARNING ENVIRONMENT AT THE SCHOOLS.

AND THEN GOING BACK TO SOME OF THE THINGS THE COMMITTEE HAD TO SAY, ALL CLASSROOMS HAVE WINDOWS IN OPTION 3.

STACKING MAKES IT GREAT FOR ORGANIZING THE SCHOOL.

NOT DISTURBING THE WET LANDS IS A HUGE PLUS.

ANY TIME YOU CANNOT DISRUPT A NATURAL ENVIRONMENT IT IS GREAT FOR THEN SRAOEURB -- ENVIRONMENT OR BETTER FOR THE ENVIRONMENT.

LESS DISRUPTIONS AND GETS THEM OFFLINE QUICKER.

WE HAVE TO LEAVE THEM ON AS MUCH AS POSSIBLE SO THE EXISTING BUILDING -- NOW I AM OPEN TO QUESTIONS AND COMMENTS.

>> SORRY ABOUT THAT. SO WE WILL OPEN IT UP TO COMMENTS AND QUESTIONS, BUT I DID WANT TO JUST NOTE A COUPLE OF IMPORTANT THINGS. ALL OF THESE OPTIONS, ALTHOUGH OPTION 3 IS OVERWHELMINGLY THE MOST ECONOMICAL, IT IS STILL OVER BUDGET, OUR CONSTRUCTION BUDGET, AND I WANTED TO CONVEY THAT BY APPROVING THE RECOMMENDED APPROACH WE ARE NOT ASKING THE BOARD OF ED TO APPROVE AN INCREASED BUDGET FOR THE PROJECT. IT IS SIMPLY AN AVENUE FOR US TO MOVE FORWARD WITH THE DESIGN PROCESS.

OUR INTENTION IS WE ARE GOING TO BE DOING SEVERAL THINGS TO ALIGN THE BUDGET WITH THE ESTIMATED COST.

A COUPLE OF FACTORS TO NOTE. SCOTT NOTED THE FACT THAT THE PROPOSED SCHEMES ARE BIGGER. THEY ARE ALL BIGGER THAN THE ED SPEC. SOME SQUARE FOOTAGE CAN BE TAKEN OFF AND IT CAN BE DONE DURING RE-- REFINEMENT OF DESIGN.

THIS IS OBVIOUSLY AN ESTIMATE THAT IS BASED ON A PER SQUARE FOOTAGE COST. AS WE REFINE THE DETAILING OF THE DESIGN, GENERALLY THOSE TYPES OF THINGS WOULD COME INTO A SHARPER FOCUS AT THAT POINT. A COUPLE OF OTHER THINGS I WANT TO NOTE AS WELL IS WE ARE BEGINNING TO HAVE CONVERSATIONS IN ORDER TO ALIGN THE BUDGET WITH THE ESTIMATED COSTS.

WE ARE BEGINNING TO HAVE CONVERSATIONS WITH MAINTENANCE TO TRY TO DEFER SOME FUTURE SYSTEMIC PROJECTS AND TO CAPTURE SOME LOCAL FUNDS TO INCREASE THE BUDGET.

AT THE SAME TIME WE WILL PRO -- PROCURE THE SERVICES OF A CONSTRUCTION MANAGER AS WE DID WITH EACH ELEMENTARY SCHOOL.

WE WOULD LIKE TO DO IT SOONER RATHER THAN LATER SO WE CAN INVOLVE THEM EARLY ON IN THE DESIGN PROCESS AND REALLY IDENTIFY SOME OPTIONS FOR ALTERNATES THAT COULD INCLUDE THINGS ALONG THE LINE OF POTENTIALLY HAVING A BID DESIGN THAT IS A LITTLE SMALLER, ABOUT YOU MEETS NORTHERN MIDDLE'S REQUIREMENTS AND PLANS FOR FUTURE GROWTH THAT COULD POTENTIALLY ACCOMMODATE NORTHERN MIDDLE AS WELL AS ADJACENT SCHOOLS. WE ARE GOING TO LOOK AT THAT OPTION AND WE WILL LOOK AT OPTIONS THAT INCLUDE POTENTIALLY BUILDING A BUILDING TO THAT ED SPEC SQUARE FOOTAGE AND EDGE OUT WHAT IS NEEDED FOR NORTHERN MIDDLE AND HAVE SPACES THAT ARE FITTED OUT AT A LATER TIME. THOSE AS WELL AS OTHER OPTIONS ARE GOING TO BE LOOKED AT AND DISCUSSED.

THOSE ARE ALL GOING TO BE ITEMS WE WILL STUDY.

THE FACT THAT WE COMPLETED A FEASIBILITY STUDY AND IT IS BASED ON REAL SITE FACTORS AND PHASING GIVES US A STARTING POINT TO BE ABLE TO DO THAT PLANNING AND STKAOUPB PROS -- DESIGN PROCESS. I WANTED TO STATE THAT AND I

[00:30:01]

>> JUST A REMINDER TO COLLEAGUES THAT MS. WARNER IS LOOKING FOR

ACTION FROM US TONIGHT. >> YOU KNOW I HAVE QUESTIONS.

SO WHAT IS THE PURPOSE OF A NEW SCHOOL? WHY DO WE NEED TO ADD ON OR TEAR IT DOWN AND BUILD A NEW ONE?

IS IT FOR STUDENT POPULATION? >> IT IS A COMBINATION OF SEVERAL FACTORS. TE NORTHERN MIDDLE SCHOOL, IT IS ESSENTIALLY REACHING THE END OF ITS LIFE CYCLE.

IT GETS TO A POINT WHERE WITH EVERY BUILDING, WHERE THE COMPONENTS, IF YOU TAKE THEM AND AGGREGATE THEM TOGETHER TO REPLACE EACH AND EVERY ONE OF THOSE COMPONENTS WOULD COST AS MUCH AS IT WOULD TO REPLACE THE BUILDING ITSELF.

AT A CERTAIN POINT YOU GET TO A POINT IN TIME YOU CANNOT KEEP UP WITH THE REPLACEMENT OF THE SYSTEM.

THE BUILDING HAS A LOT OF ISSUES.

AND THE GROWTH IN TERMS OF FUTURE ENROLLMENT PROJECTIONS IS ONE REASON WHY WE WOULD WANT TO AT LEAST PUT AN ADDITION ON.

BUT BECAUSE THE BUILDING HAS MAJOR SYSTEMIC FAILURES WE HAVE BEEN EXPERIENCING, THAT MAINTENANCE HAS BEEN EXPERIENCING, IT MAKES SENSE TO REPLACE THE BUILDING.

>> SO HOW MUCH OVER BUDGET? I'M SORRY I DON'T KNOW -- HOW

MUCH OVER BUDGET IS IT? >> THE BUDGET THAT WE HAVE FOR THE OVERALL PROJECT IS ABOUT 60 MILLION, BUT THE CONSTRUCTION BUDGET WE HAVE IS ABOUT 52.5. WE NEED TO ESSENTIALLY TAKE A LOOK TO SEE HOW WE WOULD CAUSE REDUCTIONS WITHIN THE ESTIMATE AND WE WILL TAKE A LOOK AT THAT AND WE WILL ALSO LOOK AT OPTIONS FOR INCREASING THE BUDGET SO THAT WE CAN COME TO AN

ALIGNMENT. >> WHAT HAPPENS IF WE REDIRECT -- REDISTRICT. WHAT IS THE CURRENT STRUCTURE AND THE STANDARD OF A NEW BUILDING?

>> I THINK RE -- REDISTRICTING IS A DECISION THAT THE BOARD OF ED WOULD MAKE, OBVIOUSLY, AND I THINK TO ANSWER THAT -- TO ANSWER THAT QUESTION I THINK IT WOULD DEPEND TO THE EXTENT THAT THE REDISTRICTING WOULD TAKE PLACE.

THAT IS CERTAINLY SOME -- AN APPROACH THAT COULD BE LOOKED

AT. >> SO HOW MANY STUDENTS NOW? I'M SORRY IF IT WAS THERE. I WAS CONCENTRATING ON THAT.

HOW MUCH DOES THE SCHOOL ACCOMMODATE VERSUS HOW MANY

WOULD IT OR COULD IT, I GUESS. >> THE CURRENT STATE RATE OF CAPACITY IS 680 STUDENTS. THAT'S FOR THE SCHOOL.

WHEN WE PLAN A SCHOOL, WE DO LOOK AT THE SUBJECT SCHOOL WHICH IS NORTHERN MIDDLE. THEY ARE A STATE RATED CAPACITY.

WE LOOK AT THEIR PROJECTIONS, THEIR SEVEN-YEAR PROJECTIONS AS WELL AS THE SEVEN-YEAR PROJECTIONS FOR ADJACENT SCHOOLS. THE ADJACENT SCHOOL FOR NORTHERN MIDDLE AS STATED WITHIN OUR FACILITY INVENTORY DATABASE THAT THE SCHOOL LOOKS AT IS WIND -- WINDY HILL MIDDLE.

TOSE ARE THE SCHOOLS THAT THEY DIRECTLY LOOK AT IN TERMS OF A REDISTRICTING CONVERSATION. THAT WOULD BE UP TO THE BOARD IN TERMS OF WHAT THEY WOULD WANT TO TAKE A LOOK AT.

>> SO IF WE TEAR IT DOWN AND BUILD A NEW ONE, WE ARE BUILDING IT FOR APPROXIMATELY 680 STUDENTS? THAT'S NOT REALLY CHANGING? I'M SORRY.

>> WE HAVE NOTED -- WE NOTED ON AN EARLIER SLIDE THAT OUR ED SPECS ARE FOR A STATE RATE CAPACITY OF 700 --

>> YES. SORRY.

IF WE TEAR IT DOWN, WHERE DOT KIDS GO IF WE TEAR THE WHOLE

BUILDING DOWN? >> WHEN GWWO SHOWED IN THE FEASIBILITY STUDY IS THE PHASE 1 THAT IS BUILT IN OPTION 3, WE ACTUALLY BUILD A FULL BUILDING AND THE STUDENTS WOULD MOVE INTO THAT BUILDING BEFORE WE TORE DOWN A PART OF THE EXISTING BUILDING. ANY RENOVATION OR A PHASED REPLACEMENT OPTION ACCOUNTS FOR THE FACT THAT STUDENTS HAVE TO GO SOMEWHERE. THEY HAVE TO HAVE A SWING SPACE OR A PERMANENT SPACE TO MOVE INTO BEFORE THE SPACE THAT THEY

[00:35:03]

THAT'S A SINGLE PHASE WHERE WE ARE BUILDING THE BUILDING AND THEN WE WILL DEMO THE EXISTING BUILDING.

PRIOR TO THAT, NORTHERN HIGH SCHOOL WE DID THE SAME THING AND THE SAME THING WITH CALVERT HIGH SCHOOL AS WELL.

>> SO WITH THE CENTER NEXT TO IT, IF MY MEMORY SERVES ME I KNOW THERE WERE OTHER ISSUES THAT MAY HAVE BEEN CORRECTED ALREADY, SO I GUESS THAT'S MY QUESTION.

HAVE THOSE ISSUES BEEN ADDRESSED AND TAKEN CARE OF IN TERMS OF LOOKING AT WHAT WE ARE -- I KNOW IT IS SEPARATE, BUT IT IS KIND OF ATTACHED AND ON THE SAME CAMPUS.

>> SURE. WE HAVE A RE-ROOFING PROJECT

GOING ON THIS SUMMER. >> THAT'S GOING TO BE TOTALLY SEPARATE AND WON'T BE DONE AT THE SAME TIME?

>> CORRECT. IT WILL BE SEPARATE AND AHEAD OF THIS PROJECT. AND THEN WE ALSO HAVE -- AS PART OF THE CIP FOR NEXT YEAR, WE WOULD LIKE TO TRY TO REPLACE THE AUDITORIUM UNIT AND SOME OTHER ANCILLARY UNITS WITHIN THE HARRISON CENTER AS WELL. THAT SHOULD REALLY TAKE CARE OF SOME OF THE CRITICAL ISSUES IN THE BUILDING.

>> AND ONE LAST QUESTION. I KNOW IN ALL OF THESE I KNOW THERE WAS LOTS OF WINDOWS AND NATURAL LIGHTING TALKED ABOUT.

HAS SCHOOL SAFETY BEEN TAKEN INTO CONSIDERATION WHEN YOU SPECED THE RENOVATION FOR A NEW BUILD?

>> I THINK THAT WAS ONE OF THE KEY COMPONENTS AND SCOTT CAN ADD TO IT. IN TERMS OF SECURITY ONE OF THE THINGS WE DEFINITELY WANT TO MAKE SURE OF IS WE CAN COMPARTMENTALIZE THE BUILDING SO PUBLIC SPACES VERSUS THE INSTRUCTIONAL SPACES. OF WE HAVE THE UH -- WE HAVE THE ABILITY TO LOCK OFF THE SPACES FROM THE INSTRUCTIONAL SPACES, AND THEN ALL OF THE KEY ASPECTS OF SECURITY THAT WE IMPLEMENT AT ALL OF OUR OTHER SCHOOLS, THOSE HAVE BEEN TAKEN INTO CONSIDERATION WITH EACH OF THESE OPTIONS.

>> THANK YOU SO MUCH. >> ABSOLUTELY.

ANY OTHER QUESTIONS? >> IT APPEARS TO ME THAT OPTION 3 HAS THE LEAST DISRUPTION TO LEARNING IS THAT CORRECT?

>> THAT IS CORRECT. >> AND DO WE HAVE ANY ENROLLMENT

ESTIMATES BEYOND SEVEN YEARS? >> WE DO OUR ENROLLMENT PROJECTIONS UP TO 10 YEARS, BUT THEY GET TO BE DIFFICULT REALLY AFTER -- REALLY EVEN AFTER FIVE YEARS IT BECOMES A LITTLE DIFFICULT BECAUSE UP TO FIVE YEARS WE HAVE CURRENT YEAR KINDERGARTEN AND THE BIRTHRATES THAT WE CAN UTILIZE TO BE ABLE TO PROJECT THOSE ENROLLMENTS. AFTER THAT IT IS MORE OF AN AVERAGE OF WHAT WE HAVE SEEN IN THE LAST, THREE YEARS, FIVE YEARS, 10 YEARS. YOU UTILIZE THAT DATA TO BE ABLE TO PROJECT THE OUT YEARS BEYOND THAT.

>> ONE LAST QUESTION. YOU TALKED ABOUT THE COST BEING OVER FOR THE COMPLETE REINSTRUCTION.

WHAT IS THE COST FOR THE PROPOSAL OF THE OTHER TWO

OPTIONS? >> I BELIEVE WE CAN GO BACK TO THAT SLIDE. THOSE ARE SIGNIFICANTLY OVER.

I THINK OPTION -- THERE THEY ARE.

IT IS OPTION 1 AND OPTION 2. THOSE ARE THE COST ESTIMATES.

A LOT OF THOSE ARE BECAUSE OF MULTIPLE, MULTIPLE PHASES THAT WOULD REQUIRE STUDENTS TO BE PLACED IN A SWING SPACE AND THEN WE WOULD RENOVATE SIX CLASSROOMS AT ONE TIME AND SO IT WAS A LOT OF TEMPORARY CONSTRUCTION AND WE HAVE AN EIGHT-CLASSROOM MODULAR THAT IS PART OF OPTION ONE AND OPTION TWO.

WHEN WE PUT A MODULAR BUILDING AND PUT STUDENTS IN THERE WE HAVE TO SPRINKLER THAT BUILDING. THERE ARE A LOT OF ADDITIONAL COSTS THAT WE ARE NOT REALLY REAPING THE BENEFITS OF FROM OPTION 1 AND OPTION 2 BECAUSE THEY REALLY ARE TEMPORARY IN

NATURE. >> WHAT ABOUT THE AIR QUALITY

FOR THE STUDENTS AND STAFF? >> SO THE AIR QUALITY WITH ANY OF THESE OPTIONS, OPTION 1, OPTION 2, OPTION 3, WILL BE BASED ON THE ASHRAY REQUIREMENTS WHICH WE HAVE TO DESIGN TO TODAY. THEY WILL MEET ALL OF THE

[00:40:02]

THAT IS NOT AN ISSUE WITH ANY OF THE THREE OPTIONS.

>> THANK YOU. >> ABSOLUTELY.

>> YOU CAN'T HELP BUT LIKE THE THIRD OPTION JUST BECAUSE IT SEEMS MORE COMPACT AND IT SEEMS MORE USER FRIENDLY FOR THE SITE AND THEN OBVIOUSLY HELPS THE WET LANDS.

I JUST HAVE A COUPLE QUESTIONS ON THE METHODOLOGY.

THE $420 A SQUARE FOOT THAT WAS USED FOR THE BULK OF THE COST INCREASE -- OR THE COST. IS THAT SOMETHING THAT IS SET BY

THE STATE. >> IN TERMS OF THE STATE A LOTMENT $4 -- STATE ALLOTMENT, THE GWWO UTILIZED A COST ESTIMATING FIRM TO ASSIST WITH THE COST ESTIMATING FOR THIS.

OUR ALLOCATION FOR WHAT WE WILL GET FROM THE STATE IS BASED ON CONSTRUCTION COSTS. IT IS AN AVERAGE OF THOSE COSTS WE ANTICIPATE NEXT YEAR THAT COST PER SQUARE FOOT NUMBER FROM THE STATE WILL GO UP BECAUSE CONSTRUCTION COSTS ARE GOING UP.

THEY ARE INDEPENDENT NUMBERS. >> THIS IS CURRENT CONSTRUCTION COSTS AND WHAT WE GET FROM THE STATE IS WHAT WE WILL GET FROM THE STATE. A THREE-YEAR AVERAGE MAKES IT

DIFFICULT WITH INFLATIONARY. >> YES.

>> AND I UNDERSTAND WHY THERE IS LESS PHASING PREMIUMS TO PUT IN BECAUSE THERE IS LESS LOGISTICALLY.

THE DESIGN CONTINGENCY, YOU DROPPED IT FROM 15% TO THE OTHER TWO OPTIONS TO 10%. IS IT BECAUSE IT IS A SIMPLER

DESIGN? >> PARTIALLY.

AND PARTIALLY BECAUSE YOU WILL INCOUNTER LESS UNFORESEEN CONDITIONS. WE ARE ALWAYS HIGHER WITH THE DESIGN CONTINGENCY. AS WE GET INTO SCHEMATIC DESIGNS, YOU CAN SEE THE COST ESTIMATES GOING DOWN.

THE DESIGN ITSELF IS MORE REFINED.

AT THE PLANNING STAGE IT IS THE HIGHEST.

THERE IS THE POSSIBILITY THAT THIS NUMBER WILL GO DOWN.

COST PER SQUARE FOOT MAY GO UP SO NOT PROMISING ANYTHING BECAUSE CONSTRUCTION COSTS ARE WIDELY VARIABLE THESE DAYS, BUT IF WE KEPT THE SAME NUMBERS AS THE DESIGN REFINES AND IT IS DESIGNED RATHER THAN PLANNED YOU CAN SEE SAVINGS OR EFFICIENCIES AND YOU CAN SEE THE CONTINGENCY BE LESS OF AN ISSUE.

>> AND RIGHT NOW WE ARE GOING TO GO FORWARD -- WE'LL APPROVE A PLAN TONIGHT AND THEN YOU WILL START TO BID OUT THE DESIGN.

THE DESIGN AT THAT POINT IS THAT WHEN WE NEED TO COME TO GRIPS WITH WHAT THE SQUARE FOOTAGE NEEDS TO BE, THEN RO*L -- THE ENROLLMENT PROJECTIONS? WHEN DO WE DO THAT AGAIN?

>> YES. I THINK WE ARE GOING TO HAVE TO STUDY ALL OF THE ITEMS IN PARALLEL.

WE ARE -- OUR INTENTION IS TO SOLICIT FOR THE DESIGN SERVICES TO PROCURE THE SERVICES OF THE DESIGN TEAM AND IN CONJUNCTION WITH THAT, ALSO SERVICES FOR CONSTRUCTION MANAGER.

BECAUSE WE WOULD LIKE TO REALLY, RIGHT AT THE SAME POINT IN TIME HAVE THE TWO PARTIES AND US COLLABORATE ON REALLY WHAT THE BEST AND MOST EFFICIENT MANNER FOR US TO ESSENTIALLY MAXIMIZE OUR BUDGET AS MUCH AS POSSIBLE AND REALLY HAVE THOSE CONVERSATIONS AT THAT POINT. OUR INTENTION IS TO BEGIN HAVING

THE CONVERSATIONS FAIRLY SOON. >> WELL, THANK YOU.

THIS IS A TREMENDOUS AMOUNT OF WORK ESPECIALLY PUTTING THE PIECES TOGETHER IN THE OTHER TWO OPTIONS.

[00:45:01]

>> YES. I HAVE A QUESTION.

I WAS CURIOUS ABOUT THE DISRUPTION TO STUDENT INSTRUCTION. WITH OPTIONS 1 AND 2 I SAW THE TEMPORARY CLASSROOMS. DO WE KNOW WHAT THEY WOULD LOOK LIKE OR HOW THEY WOULD BE STRUCTURED?

>> SO THE TEMPORARY CLASSROOMS TYPICALLY COME PRE-FABED AS AN EIGHT-CLASSROOM MODULAR. OTHER SCHOOL SYSTEMS HAVE THEM.

IT IS WHERE ESSENTIALLY YOU HAVE YOUR EXITS AND A HALLWAY AND YOU HAVE CLASSROOMS ON EITHER SIDE AND BOYS AND GIRLS TOILETS.

ESSENTIALLY IT IS A SELF-CONTAINED BUILDING, IF YOU WILL. THAT'S WHAT THEY WOULD LOOK LIKE. IF YOU WOULD WALK INTO ONE OF THEM, THEY WOULDN'T NECESSARILY -- THEY WOULD LOOK BETTER THAN THE EXISTING NORTHERN MIDDLE SCHOOL BECAUSE THEY WOULD HAVE WINDOWS. IT WOULD BE A FAIRLY TYPICAL

LOOKING CLASSROOM. >> SO TO GET TO THOSE THE STUDENTS WOULD SKR TO WALK OUT BETWEEN THE CLASSROOMS IN THE

NORMAL BUILDING AND THE MODULE. >> YES.

WE PLACED -- I DON'T KNOW, SCOTT, IF YOU WANT TO GO BACK TO ANY OF THE SLIDES THAT SHOW IT, BUT THE EIGHT-CLASSROOM MODULAR WE HAVE TUCKED IT IN PRETTY CLOSE TO AN ENTRANCE TO NORTHERN MIDDLE SCHOOL IN ORDER TO ALLOW FOR PRETTY DIRECT ACCESS BACK

AND FORTH. >> THERE IS A SET OF DOORS RIGHT ABOUT THERE. AT THE END OF THE HALLWAY IT CONNECTS BACK TO THE MAIN ENTRANCE AND THERE IS ANOTHER DOOR HERE AND ANOTHER DOOR DOWN HERE.

THERE ARE DOORS NEARBY WHERE WE PLACED THIS.

AND THERE IS OPPORTUNITY TO -- IT IS COVERED.

WHETHER IT IS ENCLOSED OR NOT IS SOMETHING TO BE CONSIDERED AS WELL. TYPICALLY WHEN WE HAVE TEMPORARY STRUCTURES ON THE SITE WE RECOMMEND A COVERED WALKWAY TO

PROTECT THE STUDENTS. >> GOOD EVENING.

I'M ASSUMING THAT -- I CAN SEE THE PRINCIPAL AND SOME OF THE STAFF ARE HERE ALSO, AND THEY HAVE WALKED THROUGH AND THEY AGREE WITH OPTION 3 ALSO WITH THEIR INPUT?

OKAY. >> THEY DO.

>> I CAN SEE A THUMBS UP. I WALKED THROUGH THE SCHOOL AND I KNOW THEY HAVE WATER DAMAGE AND SOME OF THE OPEN CLASSROOMS AND THINGS LIKE THAT, I KNOW THIS IS A VERY NEEDED PROJECT.

I WAS BETWEEN THE CAFETERIA AND THE GYMNASIUM.

YOU SAID IT WAS OPEN? >> WE SHOWED AN OPTION WHERE THEY WERE CONNECTED AND TWO OTHERS WERE SEPARATED.

THE OPTION WHERE IT WAS CONNECTED, WE TALKED ABOUT AN OPERABLE PARTITION AND USE THE GYMNASIUM FOR OVER FLOW FOR THE CAR TEAR YAW SPACE OR IF THERE IS AN ASSEMBLY, THERE IS AN OPPORTUNITY FOR THAT. THAT WAS IN OPTION 2.

OPTION ONE IT WAS THREE SPACES AND OPTION THREE THERE IS A CORRIDOR BISECTING. ARE THERE OPTIONS TO OPEN IT UP? YES. BUT THAT HAS NOT BEEN EXPLORED.

>> YES. AND A POINT TO REMEMBER THAT THIS IS JUST AN AN APPROACH OF HOW THEY FIT IN THE FOOTPRINT.

IT IS REALLY WHICH APPROACH DO WE WANT TO GO WITH? DO WE WANT THE FULL REPLACEMENT APPROACH? DO WE LIKE THE IDEA OF RENOVATING THE BUILDING? NOSE -- THOSE ARE THE FACTOR THAT'S ARE THE BASIS OF THE DECISION TODAY. IN TERMS OF THE GYM AND THE CAFETERIA SROEUPB -- JOINING VIA A PARTITION, THOSE ARE THE THINGS WE CAN REFINE. WHAT WE TYPICALLY DO WHEN WE GO INTO A DESIGN PHASE IS WE DO HAVE A COMMITTEE OF STAKEHOLDERS WE KEEP AS A TOUCH POINT TO MAKE SURE ANY DESIGN DECISIONS ARE BEING VETTED THROUGH TO MAKE SURE THEY ARE GOING TO WORK FOR THE SCHOOL. SO WE WOULD CERTAINLY CONTINUE

TO DO THAT. >> THANK YOU.

>> I WANT TO SAY THANK YOU TO THE STAKEHOLDER COMMITTEE FOR THEIR WORK ON ASSISTING WITH THIS.

I KNOW SINCE I'VE BEEN ON THE BOARD NORTHERN MIDDLE SCHOOL HAS BEEN TALKED ABOUT, REVIEWED, WE HAVE TAKEN A TOUR AND WE KNOW IT IS NOT GOING TO COME IN LINE WITH BUDGET.

WE KNEW IT WOULD BE OVERBUDGET ESPECIALLY WITH THE ESCALATION

[00:50:01]

I UNDERSTAND THAT AS WELL. I RECEIVED A FEW COMMENTS PRIOR TO TODAY THAT ASKED ABOUT WHY ARE WE CONSIDERING REPLACING OR RENOVATING NORTHERN MIDDLE SCHOOL, BUT NOT ALSO ADDING A MIDDLE SCHOOL TO OUR CCPS INVENTORY.

SO ADLE SCHOOL. SO WHEN YOU TALK ABOUT STATE-RATED CAPACITY AND HOW MANY STUDENTS THIS BUILDING IS BEING BUILT FOR, WHY WOULDN'T THERE BE CONSIDERATION FOR ADDING ANOTHER MIDDLE SCHOOL SO THAT STUDENTS HERE WOULD BE ACCOMMODATED IF WE HAVE ADDITIONAL POPULATION IN ANOTHER PART OF THE COUNTY. IT WOULD ACCOMMODATE THOSE

MIDDLE SCHOOL STUDENTS AS WELL. >> I CAN CERTAINLY ANSWER THAT QUESTION. FOR ANY PROJECT WE UNDERTAKE, WE HAVE TO SHOW THAT THE ENROLLMENT PROJECTIONS SUPPORT THAT PROJECT. I DON'T BELIEVE THAT WE COULD SHOW THAT WE HAVE ENOUGH GROWTH IN TERMS OF ENROLLMENT FOR A -- FOR A SEVENTH MIDDLE SCHOOL. I WOULD SAY THAT IS THE SIMPLEST ANSWER TO THE QUESTION. IT WOULD HAVE TO BE A LOCAL EXPENDITURE RATHER THAN THE 56 CENTS PER DOLLAR WE GET FROM THE

STATE FOR CONSTRUCTION. >> ALL RIGHT.

THANK YOU. I APPRECIATE THAT ANSWER.

IT IS TOUGH TRYING TO EXPLAIN SOMETIMES TO THE COMMUNITY WHY SPECIFIC DECISIONS ARE MADE. I UNDERSTAND THAT THE STATE DOES NOT PUT IN MONEY INTO A PROJECT UNLESS YOU CAN DETERMINE THAT THERE'S A NEED FOR THAT PROJECT TO OCCUR, SO THE STATE WOULD NOT CONTRIBUTE TO US ADDING A MIDDLE SCHOOL TO OUR INVENTORY BECAUSE THEY DON'T FORESEE THAT WE HAVE THE CAPACITY TO FILL A BRAND-NEW SCHOOL, AND THEY WOULD NOT FUND A SCHOOL THAT WOULD JUST BE PARTIALLY OCCUPIED. SO THANK YOU FOR THAT.

ANY OTHER QUESTIONS FROM COLLEAGUES?

>> JUST ONE QUICK CLARIFICATION. IS IT TRUE THAT WE WERE ABLE TO SAVE THE SPACE BECAUSE WE DID THE THREE-STORY CLASSROOM WING? AND IS IT TRUE TO SAY THAT IN ITSELF IS ONE OF THE COST-SAVING

FEATURES OF THE BUILDING? >> I WOULD SAY SO.

IT IS A TIGHT SITE. I THINK EVEN MORE SO THAN THE THREE STORIES, I THINK YOU CAN -- AND SCOTT YOU CAN ADD ANY VALUE TO THIS. THE LESS PHASES YOU HAVE, IF YOU CAN BUILD IT OUT IN ONE PHASE, THAT WOULD BE THE LEAST EXPENSIVE. ONE PHASE AS IN BUILD IT OUT AND THEN DEMO THE REMAINING. IN THIS CONFIGURATION IT IS TOUGH TO DO AND SO WE HAVE TO GO TO TWO PHASES.

ARE THERE SOLUTIONS SRAEUBLG -- AVAILABLE WHERE THE PHASING WOULDN'T BE ADDITIONALLY MINIMIZED? SURE WE CAN EXPLORE THAT. BECAUSE WE HAVE TO CREATE THE NUMBER OF CLASSROOMS WE HAVE, IT IS HELPFUL.

YOU CAN DO ALL OF THAT IN ONE PHASE.

>> SO WHEN YOU SAID PROVING THIS IS NOT -- APPROVING THIS IS NOT REALLY APPROVING THE DESIGN IF WE WANT TO STICK WITH THE DOLLAR AMOUNT, IT IS A GOOD IDEA. I THINK IT IS A GOOD IDEA IN GENERAL. I'M SORRY.

CLARIFICATION AGAIN. YOU SAID YOU ARE GOING TO MOVE EVERYONE TO WHERE? A TEMPORARY BUILDING?

>> WITH OPTION 3 BECAUSE THE VERY FIRST PHASE THAT OCCURS IS THE ACTUAL BUILDOUT OF THE CLASSROOM BUILDING WHICH IS

THREE STORIES, SIMILAR -- >> THAT'S RIGHT.

THAT'S RIGHT. >> WE WOULD BUILD THAT AND THE STUDENTS WOULD MOVE INTO THE BUILDING.

SO THERE WOULD NOT BE A TEMPORARY SPACE.

THERE IS NO A CLASSROOM PHOD AO. THEY WOULD JUST MOVE INTO THE

BUILDING. >> THANK YOU.

AND TO THE POINT THAT NORTHERN MIDDLE SCHOOL BEING IN OUR CAPITAL BUDGET, WE MUST HAVE HAD IT IN OUR -- TRIED TO HAVE IT IN OUR CAPITAL BUDGET FOR YEARS AND YEARS AND YEARS AND IT KEPT BEING A STANDING WAVE. FINALLY GOT BEACH DONE AND NOW WE ARE VERY, VERY HELPFUL WE CAN GET A BRAND-NEW SPANKING BUILDING AND SOMETHING OUR STUDENTS AND PARENTS WOULD BE PROUD OF. THIS LOOKS LIKE -- I'M GLAD THIS IS THE NEW BUILDING AND NOT TRYING TO BUILD ON THAT -- YOU KNOW, IT WAS ONE OF THE OLDEST BUILDINGS IN THE COUNTY.

[00:55:02]

WITH THIS. >> WHAT IS THE PLEASURE OF THE

BODY? >> MAKE A MOTION TO APPROVE.

>> SECOND. >> CAN YOU CLARIFY YOUR MOTION?

>> YES. WE ARE APPROVING THE FEASIBILITY

STUDY OPTION 3. >> SECOND.

>> WE HAVE A MOTION TO APPROVE FEASIBILITY STUDY OPTION 3 PRESENTED TONIGHT AND WE HAVE A PROPER SECOND.

ANY FURTHER DISCUSSION? HEARING NONE, THOSE IN FAVOR?

>> I. >> ANY OPPOSED? ALL RIGHT. MOTION PASSES.

THANK YOU. >> THANK YOU SO MUCH.

>> THANK YOU VERY MUCH. >> NEXT WE WILL MOVE TO BID

[2.03 Bid Approval]

>> GOOD EVENING PRESIDENT CLAGGETT AND MEMBERS OF THE BOARD. I AM WITH FINANCE AND PROCUREMENT. BEFORE YOU ARE TWO REQUESTS FOR YOUR CONSIDEATION. JOINING ME THIS EVENING IS MS. WARNER, DIRECTOR OF SCHOOL CONSTRUCTION TO PRESENT THE FIRST REQUEST WHICH IS THE AWARDING OF THE CALVERT ELEMENTARY SCHOOL HVAC SYSTEMIC AND PARTIAL ROOF REPLACEMENT

PROPBLG SKWREPBGT. >> -- PROJECT.

>> THANK YOU. CALVERT COUNTY CALVERT COUNTY PUBLIC SCHOOLS ISSUED A SOLICITATION FOR THIS WORK IN JANUARY OF 2023 AND FIVE FIRMS SUBMITTED PROPOSALS.

A SUMMARY OF THE PROPOSALS IS ATTACHED IN THE MEMO BEFORE YOU.

BASED ON THE BIDS RECEIVED FEBRUARY 15TH, 2023.

WE REQUEST AN AWARD FOR CONTRACT FOR HVAC TO GAGIN MECHANICAL FOR THE BASE BID ALTERNATE NUMBER 1 AND ALTERNATE NUMBER 5 IN THE TOTAL AMOUNT OF $2 MILLION 788, 041.

FUNDING FOR THIS PROJECT WILL BE THROUGH THE STATE AND LOCAL CIP

FUNDS. >> MOVE TO APPROVE.

>> SECOND. OF.

>> WE HAVE A MOTION AND A SECOND.

ANY DISCUSSION? HEARING NONE, THOSE IN FAVOR?

>> I. >> OPPOSE STPHED.

>> MOTION PASSES. THANK YOU.

>> THANK YOU. MS. WARNER WILL STAY FOR THE SECOND REQUEST. THE SECOND AND FINAL REQUEST WHICH IS TO GAIN APPROVAL FOR THE AWARDING OF DESIGN BILL

CONSTRUCTION SERVICES. >> CALVERT COUNTY POSTED A REQUEST FOR QUALIFICATIONS FOR DESIGN BUILD CONTRACTORS IN JANUARY OF 2023 TO PROVIDE DESIGN BUILD CONSTRUCTION SERVICES ON AN ON CALL BASIS AT VARIOUS SCHOOL SITES IN CALVERT COUNTY. 10 FIRMS SUBMITTED PACKAGES AND A QUALITY-BASED SELECTION PROCESS WAS USED BY THE SELECTION COMMITTEE. BASED ON THE OVERALL EVALUATION, WE RESPECTFULLY REQUEST THAT THE BOARD APPROVE KELLER CONSTRUCTION MANAGEMENT, OAK CONTRACTING LLC AND SHIBLE CONSTRUCTION AS THE FIRMS THAT WILL PROVIDE DESIGN BUILD SERVICES ON AN ON CALL BASIS AT VARIOUS SCHOOL SITES THROUGHOUT THE CALVERT COUNTY PUBLIC SCHOOLS DISTRICT FOR A TERM OF

THREE YEARS. >> MOTION TO APPROVE.

>> SECOND. >> WE HAVE A MOTION AND A SECOND. ANY DISCUSSION?

>> I DO. >> MS. BALINSKI.

>> I'M CONFUSED. WHEN WE GO OUT TO BID THE DESIGN ON NORTHERN MIDDLE SCHOOL, DOES THAT MEAN IT HAS TO BE ONE OF

THESE? >> NO.

THIS IS FOR A COMPLETELY SEPARATE SET OF PROJECTS THIS HAS NOTHING TO DO WITH NORTHERN MIDDLE SCHOOL WHATSOEVER.

WE UTILIZE DESIGN BUILD SERVICES SEVERAL YEARS AGO TO COMPLETE SOME SECURITY PROJECTS THROUGH THE SCHOOL SECURITY GRANT PROGRAM. WE INTEND TO DO THE SAME WITH THE SOLICITATION AND ON CALL CONTRACTORS AND WE CAN SEE THE ABILITY TO UTILIZE THEM FOR SOME SMALLER PROJECTS THAT MIGHT COME ALONG IN THE COURSE OF THE NEXT FEW YEARS.

THIS IS UNRELATED TO THE SEPARATE SAW LIS --

SOLICITATION. >> THIS IS OUR OWN SYSTEMIC WORK

THAT WE DO IN SMALLER PROJECTS. >> SMALLER PROJECTS AND THERE

[01:00:02]

THERE ARE OTHER OPPORTUNITIES AS WELL IN THE NEXT COUPLE YEARS

FOR SOME SMALLER WORK AS WELL. >> IF I MAY.

I'M NEW HERE. HOW LONG CAN I SAY THAT? A COUPLE MONTHS? A YEAR? OKAY. SO WE PAY DESIGN BUILD CONTRACTORS? I'M TRYING TO UNDERSTAND WHAT IS DESIGN BUILD CONTRACTORS AND HOW DO THESE THREE COMPANIES FIT INTO THIS? ARE THEY JUST DESIGN BUILD CONTRACTORS AND WE CONTRACT WITH THEM? DESIGN BUILD CONTRACTOR IS NOT ANOTHER CONTRACTOR SERVICE.

THEY ARE RECALLING THIS GROUP HERE?

>> IT IS A DIFFERENT DELIVERY METHOD WHERE YOU HIRE A FIRM, AN ARCHITECTURAL FIRM WHERE THEY MAY DESIGN A PROJECT OR AN ENGINEERING FIRM THAT DESIGNS A PROJECT AND THEN WE GO OUT TO BID AND WE RECEIVE BIDS. THERE IS A DESIGN PROCESS AND THEN THERE IS ADVERTISING SOLICITATION BID PROCESS AND AN AWARD PROCESS. THAT IS CALLED DESIGN BID BUILD.

THIS IS DESIGN BUILD WHERE THE CONTRACTORS WILL ACTUALLY PROCURE THE SERVICES OF A DESIGN FIRM UNDER THEM AS A SUB CONSULTANT. AND THIS TYPE OF DELIVERY METHOD IS USED WHEN WE NEED TO REALLY FAST TRACK PROJECTS.

WE HAVE SEVERAL PROJECTS WHERE THE STATE HAS GIVEN US MONEY FOR SCHOOL SECURITY GRANT WORK THAT SUNSETS BY A PARTICULAR TIME PERIOD. WE NEED TO MOVE QUICKLY.

BECAUSE THIS PARTICULAR DELIVERY METHOD ALLOWS US TO STREAM LINE THE PROCESS BECAUSE THE ARCHITECT OR ENGINEER IS WORKING DIRECTLY UNDERNEATH AND AS A JOINT TEAM MEMBER OF THE DESIGN BUILD ARPG -- ARRANGEMENT WE CAN MOVE FASTER.

ESSENTIALLY THESE ARE CONTRACTORS THAT WORK AS GENERAL CONTRACTORS AND THEY DO CONSTRUCTION MANAGEMENT AND WE

DO DESIGN BUILD. >> DOES THIS OFFER SAVINGS?

>> I BELIEVE IT DOES. AS AN OWNER WE WOULD GO TO THE DESIGN BUILD FIRM AND WE WOULD PROVIDE THEM WTH THE SCOPE, A GENERAL SCOPE. SOMETIMES IT IS -- IT CAN BE MORE DETAILED SCOPE AND WE PROVIDE THEM WITH A BUDGET.

THEY NEED TO MAKE SURE THEY TAKE IT ALL INTO CONSIDERATION AS THEY ARE GOING THROUGH AND DOING THE DESIGN.

THEY WILL SUBMIT FOR PERMITS WITH THE COUNTY AND IN TERMS OF COST ESTIMATES, IF THERE IS ANY REFINEMENT OR ANY TYPE OF VALUE THAT NEEDS TO GET DONE IT HAPPENS QUICKLY SO WE ARE NOT LOSING ANY TIME. AND TIME OBVIOUSLY MONEY THESE DAYS BECAUSE PRICES KEEP GOING UP THE LONGER WE WAIT.

I BELIEVE IT IS A COST SAVING MEASURE.

>> NEW FURTHER QUESTIONS? HEARING NO FURTHER DISCUSSION THERE IS A MOTION AND A SECOND ON THE FLOOR.

ALL THOSE IN FAVOR? >> I.

>> ANY OPPOSED? MOTION PASSES.

THANK YOU. >> NEXT WE WILL MOVE TO

[2.04 Strategic Plan Update - Student Outcomes]

DR. JOHNSON? >> GOOD EVENING MRS. CLAGGETT AND MEMBERS OF THE BOARD. I AM SUSAN JOHNSON, THE CHIEF ACADEMIC OFFICER. TONIGHT I AM HERE TO PRESENT OUR STRATEGIC PLAN UPDATE FOR STUDENT OUTCOMES.

OUR STRATEGIC PLAN WAS DEVELOPED SEVERAL YEARS AGO WITH FIVE AREAS IN MIND FOR STUDENT OUTCOMES.

[01:05:01]

IT IS IN THE AREAS OF ELA AND MATH.

THE PROCESS BEGAN FOLLOWING THE DEVELOPMENT OF THE STRATEGIC PLAN. THE MARYLAND STATE DEPARTMENT OF EDUCATION SET BASELINE TARGETS BASED ON PERFORMANCE OF THE PARK ASSESSMENT. THE PARK ASSESSMENT INCLUDED FIVE PERFORMANCE LEVELS WITH LEVELS 4 AND 5 MEETING PROFICIENCY. AS YOU CAN SEE IN THE CHART THE 2018 AND 2019 ACTUALS WERE REPORTED AND WE SAW SOME GAINS IN A FEW AREAS. SO JUST TO CLARIFY THIS CHART A LITTLE BIT, OUR BASELINE IS DETERMINED IN 2017 BY MS SDE.

WHAT WE SAW IS 55% OF THE STUDENTS REACHED PRO -- PROFICIENCY IN. 2018, 56.3 OF OUR THIRD GRADE ELA STUDENTS REACHED PROFICIENCY. THAT WAS AN INCREASE OVER THE 55 THE COLOR CODING SHOWS AN INCREASE FOR GREEN.

WHILE IT WAS SMALL IN 2019, THERE WAS AN ADDITIONAL INCREASE OF 56.5 SHOWING ALSO AS GREEN. IF WE GO DOWN TO ELA10 AND WE SEE THE BASELINE AT 66.0U -- BUT IN 2018 THERE WAS A DECREASE TO 65.5 AND THAT'S WHY IT SHOWS RED IN THE AREA.

AND YOU CAN SEE IT INCREASED AGAIN AT 73.1.

DURING THE PANDEMIC THERE WERE NEW ASSESSMENTS AS PART OF THE ASSESSMENT PROGRAM, MCAT FOR SHORT.

WE MAY HAVE HEARD IT, BUT IT WAS THE PARCC ASSESSMENT THAT WAS RENAMED. IT WAS STILL THE PARCC ASSESSMENT. WITH THE MCAP IT WAS A NEW ASSESSMENT. IT WAS FIELD TESTED IN THE FALL OF 21 AND IMPLEMENTED IN THE SPRING OF 22.

THE SCORES YOU ARE SEEING IN THE 2022 ACTUALS ARE THE RESULT OF THE MCAP FOR MATH AND ELA. FOR THE NEW MCAP ASSESSMENT THERE ARE FOUR PERFORMANCE LEVEL AND SKAOUPTS -- STUDENTS ARE PROFICIENT. WHILE CCPS GETS DAY -- DATA FOR ALL STUDENTS IN GRADES 3 THROUGH 8, 9 AND 10 DEPENDING ON THE TEST, WE REPORT OUT FOR THE STRATEGIC PLAN 3, 5, 8 ALGEBRA 1 AND ENGLISH 10. WIH THE ACTUALS IN 2022 YOU CAN SEE ELA3 AND ELA10 THERE WERE IMPROVEMENTS OVER THE 2019 ACTUALS. WHEN YOU LOOK IN ALL OF THE OTHER AREAS YOU SAW THAT WE HAD A DECREASE PROFICIENCY RATE WITH OUR STUDENTS IN ENGLISH AND IN MATH.

FOE -- TO SHOW UH COMPARISON ACROSS THE STATE -- TO SHOW YOU A COMPARISON YOU CAN SEE THE MCAT SCORES FOR ELA3, 5, 8 AND 10 OR -- FOR ELA ON THE SCREEN. WE ARE CERTAINLY SITTING IN GRADES 3, 8 AND 10 IN GOOD PROXIMITY AT THE TOP OF THE STATE. BUT YOU CAN SEE IN GRADE HAD 5 WE FALL TO THE CENTER OF THE PACK.

WE DON'T KNOW WHY THAT IS. OUR SUPERVISORS ARE MEETING TO FIND OUT WHAT IS GOING ON WITH THE CURRICULUM AND WHAT IS THE ALIGNMENT TO SKILLS AND WHAT WAS HAPPENING WITH THE STUDENTS DURING THE TESTS. IT IS S -- ALSO REACHING OUT TO FIND OUT WHAT WE ARE DOING DIFFERENTLY COMPARED TO WHAT THEY ARE DOING. YOU CAN SEE THE SAME THING IN MATH. IN THE AREAS OF MATH 3, 5, 8 AND ALGEBRA 1, IT SHOWS HOW OUR STUDENTS COMPARE TO OTHERS IN THE STATE. AND AS YOU CAN SEE THE PROFICIENCY DROPS. WE ARE NEAR THE TOP IN GRADE 3, BUT WE HAVE STARTED TO SEE THAT MOVEMENT DOWN.

YOU MIGHT ASK WHY THERE ARE COUNTIES THAT DON'T SHOW ANY BAR

[01:10:01]

WHEN COUNTIES DON'T HAVE ENOUGH STUDENTS THAT SHOW PROFICIENCY AND THAT'S 5% OR LESS, THE DATA SUPPRESSES THAT INFORMATION FROM BEING RELEASED. THAT'S WHY THE INFORMATION AT THE BOTTOM DON'T HAVE ANY MEASURES.

AGAIN OUR SUPERVISORS OF MATH ARE REACHING OUT TO FIND OUT WHAT IS GOING ON IN THE REST OF THE STATE TO SEE WHERE WE COMPARE AND WHAT THINGS WE MIGHT NEED TO CONSIDER AND WHAT THINGS ARE HAPPENING DIFFERENTLY IN THOSE COUNTIES THAT ARE AHEAD OF US. SO I WILL PREFACE THIS SLIDE.

THIS HAS TO DO WITH ACHIEVEMENT GAPS.

IT HAS RED AND GREEN COLORING. HOWEVER, THE RED AND GREEN COLORING ARE OPPOSITE. ANOTHER OUTCOME OF THE TRAU STAOE SKWREUBG PLAN WAS -- OUTCOME IS TO ELIMINATE THE ACHIEVEMENT GAP. THEY FOCUSED ON GROUPS WITH THE GREATEST GAPS SINCE 2017. WE REPORT OUT ON GAPS BETWEEN THE GROUPS AFRICAN-AMERICAN, STUDENTS WITH DISABILITIES AND STUDENTS WHO ARE ECONOMICALLY DISADVANTAGED.

WITH THIS CHART, WHEN YOU SEE A DECREASE IN SCORES, THE GAP IS GETTING SMALLER SO THAT IS GOOD AND IT IS GREEN.

WHEN YOU SEE A LARGER NUMBER, THAT MEANS THE GAP INCREASED AND IT IS RED. THAT IS THE OPPOSITE OF THE SLIDE YOU JUST SAW EARLIER. THE BASELINE WAS DETERMINED AS PART OF THE 20 WITHIN -- 2017 PARK ASSESSMENT.

IT IS FINDING THE DIFFERENCE BETWEEN THE PROFICIENCY LEVEL OF ALL STUDENTS AND THEN THE SPECIALIZED POPULATION.

WHEN THE GAP LESSENS SUCH AS GRADE 3 IN 2018, IT WAS AN IMPROVEMENT COMPARED TO IF YOU LOOK AT GRADE 8 ELA WHERE THE GAP INCREASED AND THERE WASN'T IMPROVEMENT.

SO FOR THIS YEAR WE COMPLETED THE GAP SIMILARLY WITH ASSESSMENT. AS YOU CAN SEE COMPARED TO 2019, YOU CAN SEE WHERE GAPS DECREASED, THUS IMPROVING AND WHERE THE GAPS HAVE INCREASED THUS SHOWING NOT IMPROVEMENT.

IF WE LOOK AT ELA3 FOR AFRICAN-AMERICAN STUDENTS, IN 2017, THE GAP WAS 21 PERCENTAGE POINTS.

THAT DECREASED TO 16.6 AND THEN IN 2019 IT DECREASED TO 15.3.

WITH THE ASSESSMENT IT INCREASED TO 18.9.

BUT IF YOU LOOK AT STUDENTS WITH DISABILITIES, SO THERE WAS A 43% GAP IN 2017. IT DECREASED IN 2018 TO 41.4.

IT INCREASED IN 2019 AT 42.9, AND IT DECREASED TO 32.8.

YOU CAN SEE SOME FLEXIBILITY AND VARIABILITY IN THOSE NUMBERS.

IF YOU LOOK AT THE ACHIEVEMENT GAP FOR MATHEMATICS DID LOOKS A LITTLE DIFFERENT. SIMILAR IS FOR MATH 3, 5, 8 AND ALGEBRA. THE YELLOW COLOR WAS ADDED BECAUSE THERE WAS NO DIFFERENCE BETWEEN THE BASELINE AND THAT YEAR. IF YOU LOOK AT MATH 8 FOR ALL THREE GROUPS THE GAP WAS THE SAME IN 2018.

IT IS COLOR CODED AS YELLOW AND NOT TO CONFUSE THE INCREASES AND DECREASES. AGAIN, THE GAP WAS DETERMINED BY FINDING THE DIFFERENCE BETWEEN THE PROFICIENCY LEVELS OF ALL STUDENTS AND THE SPECIALIZED GROUP AND YOU CAN SEE THAT THE GAP LESSENED IN EVERY AREA EXCEPT THIRD GRADE.

THE GAP IN 2019 WAS 22.6 PERCENTAGE POINTS AND FOR 2022 IT INCREASED TO 25.2 PERCENTAGE POINTS FOR ECONOMICALLY DISADVANTAGED. ALL THIS GREEN LOOKS WONDERFUL.

HOWEVER, FOR US IT IS NOT WONDERFUL.

IT IS NOT WONDERFUL BECAUSE WE HAVE TO NOTE THAT WHILE THIS GAP IS SMALLER COMPARED TO 2019 OUR OVER -- OVERALL MATH MAT TEUBLG

[01:15:08]

WE DON'T SEE THAT AS A WIN NECESSARILY.

FOR OUR STUDENTS. WE WANT TO TELL YOU ABOUT ALL PERFORMANCE GROUPS SO YOU CAN SEE THAT.

AND IN THE CHART YOU CAN SEE THAT THE STATE SET TARGETS.

ONE COMMENT I CONSISTENTLY GET BACK PERIODICALLY IS THAT WHEN YOU LOOK AT OUR SPECIALIZED GROUPS, THEIR TARGETS ARE MUCH LOWER THAN OTHER GROUPS AND DOES THAT MEAN THAT WE DON'T HAVE EXPECTATIONS OR HIGH EXPECTATIONS FOR THOSE PARTICULAR GROUPS? AND THE ANSWER TO THAT IS NO.

WE COULD -- WE DO HAVE EXPECTATIONS FOR THE GROUP.

IT IS BASED ON PERFORMANCE PRIOR TO 2017.

SO YOU CAN SEE THE TARGETS THAT ARE LISTED IN THE WHITE COLUMNS? THEY ARE ALL GIVEN BY MSDE. THE PURPLE COLUMN, YOU CAN SEE WHAT THE TARGET RESULTS WERE AND IN THE COLUMN YOU CAN SEE WHETHER OR NOT THAT PARTICULAR GROUP MET THE TARGET FOR THAT YEAR. YOU CAN SEE THE SAME THING IN THE BLUE COLUMNS AND THEN YOU CAN SEE WHICH GROUPS MADE PROGRESS AND WHICH GROUPS -- WHICH GROUPS MET THEIR TARGET AND WHICH GROUPS DID NOT. AND THEN FINALLY YOU CAN SEE 2022, THE OVERALL TARGET FOR EACH OF THE GROUPS AND WHETHER OR NOT THEY MET THEIR TARGET. IF WE LOOK AT THE LAST COLUMN, THEY WERE THE TARGETS FOR LAST YEAR.

ORIGINALLY THEY WERE THE TARGETS FOR 2021.

HOWEVER, THE STATE HAS DELAYED THOSE AND SHIFTED THE 21 TARGETS TO 2023. THOSE ARE THE NEW TARGETS WE ATTEND TO FOR ELA. AND THEN YOU CAN SEE A SIMILAR RESULT FOR MATH. AGAIN, YOU CAN SEE ALL STUDENTS AND AOEFRP OF THE SPECIALIZED GROUPS H -- EACH OF THE SPECIALIZED GROUPS. YOU CAN SEE TWOT 018 TARGETS -- THE 2018 TARGETS AND RESULTS AND WHETHER OR NOT THE GROUPS MET THEM. YOU CAN SEE THE 2019 RESULTS IN BLUE AND WHETHER OR NOT WE MET THOSE TARGETS, AND THEN YOU CAN SEE IN GREEN 2022 AND WHETHER OR NOT WE MET THAT.

INTERESTINGLY ENOUGH WITH SPECIAL EDUCATION AND WE DO NOT KNOW THE ANSWER TO THIS. WE ARE LOOKING INTO IT, BUT THE TARGET FOR SPECIAL EDUCATION IN ELEMENTARY SCHOOL WAS MET.

IT IS A VERY DIFFERENT PICTURE THAN WHAT WE TYPICALLY SEE.

IT IS SOMETHING WE DON'T TYPICALLY SEE.

WE ARE LOOKING INTO THAT AND FRT IS A GOOD THING THEY MET THEIR TARGET, BUT WE ARE TRYING TO DETERMINE WHAT HAPPENED IN ORDER TO MAKE THAT HAPPEN SO WE CAN REPLICATE IT.

AGAIN YOU CAN SEE THE TARGETS FOR 2023.

I DID WANT TO TAKE A LITTLE BIT OF TIME RIGHT NOW TO TALK WITH YOU JUST ABOUT THE MARYLAND REPORT CARD.

AT THE STATE BOARD MEETING NEXT WEEK THEY WILL BE PUTTING OUT THE REPORT CARD PRIOR TO THE PANDEMIC.

EACH SCHOOL GOT A REPORT CARD BASED ON CERTAIN INDICATORS.

I WANTED TO BRING THAT TO THE FOREFRONT NOW BECAUSE NEXT TUESDAY THEY WILL BE PRESENTING THE REPORT CARD INFORMATION FOR ALL OF OUR SCHOOLS. AND EVERY SCHOOL WILL GET A REPORT CARD FOR THE ELEMENTARY AND MIDDLE SCHOOLS.

THEY GET A REPORT CARD THAT IS BASED ON 65% PERFORMANCE IN ENGLISH AND MATH AND THEY LOOK AT GROWTH AND HOW MUCH GROWTH OCCURRED IN THE ASSESSMENTS. THEY LOOK AT A WELL-ROUNDED EDUCATION. DID OUR STUDENTS SCORE PROFICIENT IN THE SCIENCE TESTS? DO THEY HAVE PASSING SCORES IN SOCIAL STUDIES AND FINE ARTS AND PE AND HEALTH.

AND THEY LOOK AT E-SOLVE PROFICIENCY.

HOW ARE OUR STUDENTS DOING AND ARE THEY MEETING THE ELL STANDARDS? 35% OF THE REPORT CARD IS ALSO MEASURED ON SCHOOL QUALITY AND STUDENT SUCCESS.

CHRONIC ABSENTEEISM, STUDENTS WHO MISS 10% OR MORE ENROLLED IN SCHOOL. ANY PERSON FOR WHATEVER REASON, WHETHER IT IS LEGAL OR ILLEGAL COUNTS AS A DAY FROM SCHOOL.

IF THEY ARE ABSENT FOR SCHOOL FOR WHATEVER REASON, THAT'S PART OF THE TRAJECTORY. IF THEY ARE MISSING THREE DAYS

[01:20:01]

SO THEY TRACK THAT OVER THE TIME AND WE LOOK AT THAT AND FOLLOW-UP ON THOSE THINGS. THERE IS A SCHOOL CLIMATE SURVEY EVERY YEAR AND THE RESULT OF THE SCHOOL CLIMATE SURVEY ARE TABULATED AND INCORPORATED IN IT AND THEY LOOK AT ACCESS TO THE CURRICULUM. THEY LOOK AT THE COURSE OFF -- OFFERINGS THAT ARE AVAILABLE AND WHETHER OR NOT STUDENTS HAVE ACCESS TO THAT. IN MIDDLE SCHOOL, A WELL-ROUNDED CURRICULUM IS THE PERCENT OF PROFICIENT STUDENTS ON THE INTEGRATED SCIENCE TESTS. IT IS PROFICIENT IN SOCIAL STUDIES 8 AND PASSING GRADES IN MATH, ELA, SCIENCE AND SOCIAL STUDIES. IT LOOKS A LITTLE DIFFERENT FOR HIGH SCHOOL. WHEN YOU LOOK AT THE HIGH SCHOOL REPORT CARD, TWO DIFFERENCES FROM WHAT YOU JUST SAW IS THAT INSTEAD OF GROWTH THEY LOOK AT THE COHORT GRADUATION RATES, AND THEY ALSO ADD IN ON TRACK IN 9TH GRADE.

WE MONITOR THOSE THINGS REGULARLY FOR HIGH SCHOOLS TO MAKE SURE THINGS ARE IN PLACE AGAIN FOR 35% YOU SEE ABSENTEEISMS AND ACCESS TO A WELL-ROUNDED CURRICULUM.

WE ALSO MONITOR OTHER DATA POINTS FOR THE STRATEGIC PLAN.

SO THREE POINTS THAT ARE UP HERE ARE THE PERCENT OF MINORITY STUDENTS TAKING AP, THE PERCENT OF MINORITY STUDENTS SCORING A 3 OR HIGHER ON AP AND THE PERCENT OF STUDENTS ENROLLED IN CTE WHO ACTUALLY EARNED THEIR TECHNICAL SCHOOL ATTAINMENT.

CALVERT COUNTY HAS BEEN ENGAGED IN AP WORK FOR MORE THAN 20 YEARS, ENCOURAGING STUDENTS OF ALL BACKGROUNDS TO TAKE AP COURSES. EVEN WITH THIS WORK THERE IS A GAP IN THE NUMBER OF MINORITY STUDENTS WHO ARE ACCESSING AP.

AND THAT'S NOT UNCOMMON FROM OTHER DISTRICTS ACROSS THE STATE AND THE NATION. SO AS YOU CAN SEE IN 2017 THE NUMBER OF MINORITY STUDENTS TAKING AP WAS AT 72.4%.

IN 2021 WE SAW THAT ENROLLMENT DECREASE A GREAT DEAL.

THAT'S COMING OFF THE PANDEMIC. AS WE REVIEWED LAST YEAR WE HAVE YET TO SEE A RISE IN MINORITY STUDENTS ACTUALLY TAKING AP TESTS. IT GREW THIS YEAR TO 58.1% OF STUDENTS TAKING AND SCORING A 3 OR HIGHER ON THEIR TEST.

WE MAINTAINED ENROLLMENT AFTER THE DROP THROUGH THE PANDEMIC.

SO THIS YEAR AS WE LOOKED AT THE ENROLLMENT -- MOST COURSES HAVE STAYED THE SAME AND A FEW DECREASED AND A FEW INCREASED.

THE PERCENTAGE OF STUDENTS TAKING THE AP TEST IS EQUIVALENT TO WHAT WE HAVE HAD IN THE PAST WITH THE EXCEPTION OF THE YEARS DURING THE PANDEMIC. CALVERT HIGH IS ENGAGED IN THE WORK WITH EQUAL OPPORTUNITY SCHOOLS.

IT IS A PROGRAM WHERE YOU SURVEY STUDENTS AND YOU IDENTIFY AND ENROLL STUDENTS FROM THE STUDENT POP LYINGS WHO MIGHT BE MISSING FROM AP COURSEWORK. IT LOOKS AT MORE THAN AP SCORES AND GRADES TO IDENTIFY STUDENTS FOR AP USING STUDENT AND STAFF SURVEYS AND INSIGHTS ARE OBTAINED ON THE STUDENT ASSETS AND GROWTH AND MIND-SET AND GRIT AND COMMUNITY LEADERSHIP, ACADEMIC SELF, ACADEMIC STRATEGIES, PURPOSE FOR LEARNING AND FOCUS. IT CONSIDERS STUDENT BARRIER THAT'S WILL PREVENT A STUDENT FROM ENROLLING IN AP SUCH AS BENEFIT BARRIERS AND UNDERSTANDING GENERAL KNOWLEDGE OF AP, SCHOOL ACCESS BARRIERS, HOW DO I ACTUALLY ENROLL IN IT? UH -- ADULT ENCOURAGEMENT BARRIERS, WHETHER OR NOT THEY FEEL WELCOME IN THE CLASS AND IF THERE IS A SENSE OF TEACHER BELONGING OR A STUDENT BELONGING BARRIER.

DO I FEEL LIKE I BELONG IN THAT CLASS? WHETHER OR NOT I LOOK AT AP AND SAY I DON'T KNOW IF I FIT IN THE PROGRAM, OR I DON'T KNOW IF I ACTUALLY BELONG IN COLLEGE.

LOOKING AT ALL OF THOSE BARRIERS.

THE WORK THE STAFF DOES CONTINUES TO BENEFIT OUR STUDENTS BY IDENTIFYING ANY STUDENT WHO MIGHT BE MISSING FROM OUR AP COURSES COMPARED TO STUDENTS WHO ARE ALREADY ENROLLED IN AP. AND CTE, WE ALSO MONITOR THE NUMBER OF STUDENTS RECEIVING TECHNICAL SKILLS ATTAINMENT.

MSCE DEFINES A DECK NICK CAL SKILL ATTAINMENT -- TECHNICAL STILL ATTAINMENT THROUGH AN INDUSTRY CREDENTIAL OR COLLEGE CREDIT. OF THE 603 CTE COMPLETERS, 65% OF THE STUDENTS OBTAINED EITHER THE INDUSTRY CREDENTIAL OR COLLEGE CREDIT. THAT'S 365 STUDENTS.

[01:25:04]

THEIR TECHNICAL SKILL ATTAINMENT WAS THE P COMPLETION OF THE AZ FAB. THEY DO NOT HAVE ANY SCORES FROM LAST YEAR SO THEY CANNOT BE INCLUDED IN THIS.

WHEN WE LOOK AT CTA AND BUSINESS, 84% IS REPRESENTED LAST YEAR AND THAT NUMBER WOULD BE THE SAME.

SO THIS NUMBER HAS BEEN EXPANDED TO INCLUDE ALL CTE PROGRAMS AND WHAT THEY REQUIRE AS PART OF THEIR TECHNICAL SKILLS ATTAINMENT OR COLLEGE COMPLETIO. TWO THINGS TO BE EXCITED ABOUT IS THE INCREASE IN THE NUMBER OF STUDENTS TAKING THE TSA.

THIS IS LARGELY DUE TO THE TREMENDOUS DONATION OF THE ROTARY TO GIVE SCHOLARSHIPS TO STUDENTS WHO WANT TO TAKE ASSESSMENTS. AND THE SECOND THING WE REALLY NEED TO BE EXCITED ABOUT IS 21, 22 IS THE FIRST GROUP OF STUDENTS WHO WENT THROUGH THE FULL LOTTERY AND ENROLLED IN THE CTA. THAT MEANS THERE WERE NO QUALIFIERS IN ORDER TO GET TO THE CTA.

IF YOU ENROLLED THEN YOU GOT IN THE PROGRAM.

THE ONLY THING THEY ARE WORRIED ABOUT NOW IS THAT THEY PROBABLY HAVE OVER-- OVERENROLLMENT AND THEY DON'T HAVE ENOUGH TO SERVICE THE STUDENTS IN THE BUILDING.

I ALSO WANTED TO BRING UP A LITTLE ABOUT THE BLUEPRINT FOR THE FUTURE MAY HAVE TO REFINE THE DATA POINT.

THE EXPECTATIONS FROM THE BLUEPRINT WOULD BE TO COUNT ONLY INDUSTRY STANDARDS. AND IT IS NOT COLLEGE COUNTRY.

IF WE DID THIS OUR NUMBERS WOULD DROP TO 184 STUDENTS AND IT WOULD BE 30.5%. SO 30.5 OF CCPS AND CTE GRADUATES ARE HAVING RECOGNIZED CREDENTIALS.

IF YOU DIG A LITTLE DEEPER INTO THE BLUEPRINT, THAT METRIC ACTUALLY MIGHT BE THE NUMBER OF ALL GRADUATES IN THE INDUSTRY RECOGNIZED CREDENTIAL. SO IF IT GOES SO WIDE AS EVERY GRADUATE AND CCPS REPORTS THIS NUMBER, SO OF ALL CALVERT COUNTY GRADUATES ONLY 17% OF CCPS GRADS EARNED THE INDUSTRY RECOGNIZED CREDENTIAL. WE ARE LOOKING INTO THAT SO WE KNOW WHAT METRIC TO REACH AND WHAT METRIC THE BLUEPRINT WILL BE MEASURING. ON A BRIGHTER NOTE IN THIS ONE SLIDE CALVERT COUNTY HAD 57% OF OUR GRADUATING CLASS LAST YEAR WHO WERE ACTUALLY CTE COMPLETERS.

THEY MIGHT NOT HAVE GOTTEN THE INDUSTRY CREDENTIAL, BUT THEY WERE COMPLETERS WHICH PUTS US IN THE TOP OF THE STATE FOR CTE WHICH IS GREAT TO HEAR. ANOTHER AREA THAT WE IDENTIFY FOR REPORTING FOR STUDENT OUTCOMES IS DIGITAL LEARNING AND FUTURE READY. IN 2018 WE BEGAN A THREE-YEAR INTEGRATION OF 1 TO 1 IN GRADES 3 THROUGH 12 WHICH HELPED US IMMENSELY DURING THE PANDEMIC. CCPS DETERMINED THAT CLASSROOMS IN IN GRADES K-2 WOULD HAVE ONE IPAD FOR EVERY FOUR POINTS.

FOUR STUDENTS. AS WE LOOK BACK ON LAST YEAR WE STILL HAVE FULL IMPLEMENTATION OF THE 1 TO 1 LAPTOP DEVICE PROGRAM IN GRADES 3 THROUGH 12 AND A 1 TO 4 RATIO AND I -- IPADS IN PRE-K THROUGH 2. WE HAVE A 1 TO 4 RATIO OF TECHNOLOGY TO SUPPORT THE DEVELOPMENT OF BLENDED LEARNING AND OPPORTUNITIES FOR STAFF. WE HAVE COLLABORATION BETWEEN SPECIALISTS AND CONTENT SUPERVISORS TO PROVIDE BLENDED LEARNING OPPORTUNITIES IN THE CURRICULUM AND PRODUCED IN SCHOOLOGY. WE STARTED THE FULL TIME VIRTUAL PROGRAM IN GRADES 3 THROUGH 12. THIS YEAR WE SCALED BACK AND WE COULD ONLY OFFER FULL -- FULL TIME VIRTUAL PROGRAMS IN GRADES 3 THROUGH 8. WE HAVE ONE TECHNOLOGY INTEGRATION SPECIALIST THAT SERVES THE VIRTUAL ACADEMY TO PROVIDE THE DIGITAL NEED AND INTEGRATIONS OF THE VIRTUAL ACADEMY. AND WE HAVE VIRTUAL AND CONCURRENT HIGH SCHOOL CLASSES. LAST YEAR WE LOOKED AT CLASSROOMS WITH LOW ENROLL MEANT AND AN EXAMPLE IS WE HAVE A TEACHER THAT TEACHES RUSSIAN. THERE ISN'T A RUSSIAN AT ANY OTHER SCHOOLS. SHE TEACHES A VIRTUAL SESSION TO STUDENTS AT CALVERT HIGH AND NORTHERN HIGH SCHOOL SO THEY CAN ACCESS RUSSIAN AS WELL. SO WE LOOK AT THOSE NUMBERS

[01:30:03]

AND THEN A FINAL DATA POINT THAT WE LOOK AT IS GT SERVICES, ADVANCED LEARNING HAS BEEN AT THE FOREFRONT OF THE STRATEGIC PLAN SINCE ITS INCEPTION. WE APPOINTED DR. RICK AS THE COORDINATOR. WE REVIEWED REGULATIONS AND SHE CONNECTED WITH EXPERTS FROM SKPWROPB -- JOHNS HOPKINS.

IN THE FOLLOWING YEARS POLICY AND PROCEDURES WERE WRITTEN AND WE HAVE 24GT LIAISONS THAT ARE SERVICING EVERY SCHOOL.

THESE ARE EXTRA DUTY AND EXTRA PAY POSITIONS AND THEY OFFER ADDITIONAL PROGRAMS AT THE SCHOOL.

DR. RICKS APPLIED FOR AND RECEIVED THE GRANT IN PARTNERSHIP WITH THE CALVERT LIBRARY AND IN DRAMATIC RESULTS.

THE TWO CALVERT ENTITIES WORK IN ONE ECOSYSTEM TO SERVE THE DEMONSTRATION SITE FOR THE ECOSYSTEM.

AND BECAUSE OF THAT GRANT WE WERE ABLE TO HIRE TWO GT SPECIALISTS WHO HELPED DR. RICKS MOVE THE WORK OF ADVANCED LEARNING. WE MAIN TAEPBED -- REMAIN TAEUPBED THE MATH MIDDLE SCHOOL PROGRAM WHERE STUDENTS SCORING AT A CERTAIN LEVEL CAN TAKE ASSESSMENTS TO MATH COURSES IN MIDDLE SCHOOL SO THEY CAN ACCESS CALCULUS 3 BY THE TIME THEY ARE A SENIOR IN HIGH SCHOOL. AND WE CONTINUE TO OFFER ELEMENTARY AND MIDDLE SCHOOL AFTER SCHOOL SESSIONS.

ADDITIONALLY THIS YEAR WE WERE ABLE TO HIRE TWO GT TEACHERS.

THEY ARE PROVIDING SERVICES FOR STUDENTS THAT IDENTIFIED AS GIFTED THROUGH DIFFERENT SERVICES AND SUPPORTIVE SERVICES THROUGHOUT. WE DO NOT REPORT ON THE STRATEGIC PLAN FOR ESOL, ENGLISH SPEAKERS OF OTHER LANGUAGES, BUT I WANTED TO SHARE THE INFORMATION ABOUT OUR ESOL PROGRAM BECAUSE IT IS GROWING EXPO -- EXPONENTIALLY.

CURRENT ENROLLMENT IS 235 STUDENTS.

IT HAS INCREASED 69% IN THE LAST SIX YEARS.

AND 38 OF THE EL'S, ENGLISH LEARNERS HAVE IEP'S.

WE HAVE PROGRAMS AT THE HIGH SCHOOL AND THE MIDDLE SCHOOL AND FOUR ELEMENTARY SCHOOLS. THIS YEAR WE HAVE TO TAKE A LOOK AT THE NUMBER OF STUDENTS IN EACH OF THOSE PROGRAMS AND DETERMINE HOW TO SERVICE THOSE STUDENTS.

ONLY 31% OF THE STUDENTS IN GRADE 3 THROUGH 12 ARE ACTUALLY LITERAL IN THEIR FIRST LANGUAGE. THAT IS A BIG, COMPOUNDING FACTOR WHEN WE ARE TALKING ABOUT SUPPORTING STUDENTS WHO ARE NOT SPEAKING ENGLISH. WE HAVE HAD 68 NEW ENROLLEES SINCE THE NEW YEAR. THESE STUDENTS ARE COMING TO US WITH EITHER INTERRUPTED OR LIMITED FORMAL EDUCATION.

75% OF THE NEW ENROLLEES ARE LEVEL 1 OR LEVEL STUDENTS -- LEVEL 2 STUDENTS WHICH MEANS THEY RANGE FROM SPEAKING NO ENGLISH TO BEING ABLE TO COMMUNICATE IN SHORT PHRASES OR SIMPLE SENTENCES. AND WITHIN OUR PROGRAM WE HAVE 32 LANGUAGES REPRESENTED, 68% SPEAKING SPANISH,.

WE HAVE MONGOL -- MONGOLIAN REFUGEES AND STUDENTS FROM EUROPE, AFRICA AND ASIA. THIS I WANTED TO SHARE WITH YOU.

IT IS A REQUIREMENT OF THE BLUEPRINT TO MAKE SURE WE ARE PROVIDING SERVICES TO THE ENGLISH LEARNERS AND I WANTED TO MAKE SURE WE ALL HAD AN IDEA OF THE SCOPE OF THE ESOL PROGRAMS SO EFFORTS, WE HAVE THESE RESULTS.

WHAT HAVE WE BEEN DOING AND WHAT DO WE CONTINUE TO DO? WE LOOK AT OUR TIER1 INSTRUCTION.

TIER1 INSTRUCTION IS INSTRUCTION THAT IS HAPPENING IN EVERY CLASSROOM. WE WANT TO MAKE SURE THAT OUR CURRICULUM IS ALIGNED TO THE STANDARD AND OUR SUPERVISORS AND SPECIALISTS CONTINUALLY LOOK TO UNPACK OUR STANDARDS AND MAKE SURE THE CURRICULUM IS ALIGNED TO THAT.

THE TIER1 INSTRUCTION IS BUILT ON ACADEMIC MIND-SETS AND ENSURING THAT OUR STUDENTS BELIEVE THEY CAN DO THE WORK AND THE WORK HAS VALUE FOR THEM INTEGRATING THE PROGRAM THAT ELEVATES EVERY VOICE IN CLASSROOM INSTRUCTION.

WE HAVE BEEN DEVELOPING A SCOPE AND SEE -- SEQUENCE DOCUMENT AND A UNIT PLANNER THAT ARE USED CONSISTENTLY ACROSS ALL CONTENTS. THIS IS REALLY IMPORTANT BECAUSE THAT WAS A RESULT OF THE FEEDBACK WE GOT FROM TEACHERS, ESPECIALLY AT THE ELEMENTARY LEVEL WHEN THEY TAUGHT MULTIPLE CONTENT LETTERS. IT WAS DIFFICULT TO MANEUVER

[01:35:01]

HAVING RESOURCES IS IMPORTANT AND HAVING SOMETHING TO NAVIGATE AND A FOUNDATION TO DO THEIR WORK, BUT OUR TEACHERS ARE MAKING IT HAPPEN BY UNDERSTANDING THE STANDARDS, WORKING WITH KIDS IN SMALL GROUPS AND ENSURING THAT THEY ARE ADDRESSING THE GAPS NEEDED AND INTEGRATING WAYS TO ACCELERATE LEARNING FOR OUR STUDENTS.

NOW THAT WE HAVE RESULTS, IT IS A REALLY GOOD THING.

THIS MEANS WE CAN START TO DIVE INTO WHAT THOSE RESULTS MEAN.

DURING THE PANDEMIC WITH A NEW ASSESSMENT COMING WE WENT DATA DARK. WE DIDN'T HAVE STATE DATA TO COMPARE TO WHAT WE DID LOCALLY AND IT IMPACTED US GREATLY.

MSDE HAS RELEASED ACTION -- ACTIONABLE IMPACTS IN THE PAST WEEKS. THE TEAMS ARE EXCITED TO GET BACK TO THE SAME WORK THAT LEAD US TO THE GROWTH PRIOR TO THE PANDEMIC. OUR GRADE LEVEL TEAMS AND BUILDINGS WILL BE ANALYZING THEIR OWN STRENGTHS AND WEAKNESSES AND CHOOSING PERSONALIZED PROFESSIONAL LEARNING GOALS TO MAKE THE HIGHEST LEVERAGE GAINS AND THEY ARE MAKING SENSE OF THE RESULTS. AS WE MOVE FORWARD WE WILL ANALYZE EVERY BENCHMARK ITEM AND ENSURE THAT OUR BENCHMARKS RESEMBLE OUR NEW IMPACT TARGETS AND SUPERVISORS AND SPECIALISTS WILL WORK TO DETERMINE HOW ACCURATELY WE CAN PREDICT STUDENT PERFORMANCE ON MCAT BASED ON OUR MAP GROWTH AND SYSTEM-WIDE ASSESSMENTS AND IT WILL ALLOW US GUIDANCE TO TEACHERS AND ON POSSIBILITIES OF GROUPINGS AND FOCUS AREAS FOR TARGET INSTRUCTION SO THAT WE GET OUR STUDENTS CLOSER TO PROFICIENCY. DATA AND STKRUBGSAL -- DATA AND INSTRUCTIONAL CONVERSATIONS ARE TO HELP THE LEADERSHIP CONNECT WITH CLASSROOM PRACTICE TO ENCOURAGE POSITIVE IDEAS AND TO NETWORK TEACHERS WITH SIMILAR GOALS.

WE DO OFFER SEVERAL DIFFERENT TYPES OF PROFESSIONAL LEARNING.

ELA, AS YOU HEARD RECENTLY WE FOCUS ON LETTER TRAINING THAT WE WERE ABLE TO OFFER THROUGH OUR MARYLAND LEADS GRANT.

YOU KNOW, AGAIN, THE TRAINING IS A PIECE THAT IS OFFERED TO TEACHERS TO ENHANCE WHAT THEY ALREADY KNOW.

OUR ELEMENTARY TEACHERS ARE VERY SKILLFUL AND TEACHING READING AND UNDERSTANDING THOSE THINGS. HOWEVER, THE SCIENCE OF READING IS A PIECE THAT ENHANCES THEIR PRACTICE AND THEIR UNDERSTANDING SO THAT THEY CAN TAKE AN ASSESSMENT AND REALLY DIAGNOSE WHAT IT IS AND CAN PROVIDE SUPPORT.

MATH PROFESSIONAL LEARNING IS BASED ON A STUDENT PERFORMANCE.

WHETHER IT IS TRAINING AND PLANNING SESSIONS OR OBSERVATIONS WITH SUPERVISORS AND SPECIALISTS AND PRINCIPALS OR CONSULTANTS, OUR TEACHERS ARE IMPLEMENTING THE CURRICULAR RESOURCES AT THE ELEMENTARY AND SECONDARY LEVELS AND TEACHERS ARE PLANNING AND OBSERVING AND BRIEFING NEW LESSONS FOR THE USE OF PRACTICES AND STRENGTHS OF STAOUFPBT.

STUDENTS. FOR OUR ESOL POPULATION WE DID -- NOT JUST FOR OUR POPULATION, BUT FOR OUR TEACHERS WITH STUDENTS IN THE ESOL PROGRAM WE WERE ABLE TO GET DR.

CAROL SALVA TO COME IN. SHE PROVIDED TWO DAYS OF LANGUAGE RICH ENVIRONMENTS AND HOW TO BOOST ACHIEVEMENT OF UNDER SCHOOLED STUDENTS. OUR PROGRAM HAS A SIGN UP WORKSHOP THAT HAS PLC OPPORTUNITIES WHERE THEY GO AND WORK WITH TEACHERS AND ACTUALLY HELP THEM NAVIGATE THROUGH SOME OF THE PRACTICES THAT COULD BE BENEFICIAL FOR THEIR STUDENTS.

WE STILL ENGAGE OUR SCHOOLS AND INCLUSIVE PRACTICES BY UNDERSTANDING ENVIRONMENTAL CURRICULAR AND INSTRUCTIONAL BARRIERS OUR STUDENTS WITH SPECIAL NEEDS MAY COME TO A CLASSROOM WITH OR ARE EXPERIENCING.

THE UNDERSTANDING OF FLEXIBLE SERVICES AND COLLABORATIVE RELATIONSHIPS AND HOW THOSE THINGS WORK TOGETHER TO SERVICE OUR STUDENTS WITH DISABILITIES, AND THEY GET MORE INFORMATION ON STRUCTURES AND COOLS -- TOOLS AND COLLABORATIVE AND STUDENT PLANNING. AND THEN FOR SOCIAL STUDIES, JUST NEW THINGS THAT ARE ADDITIONAL, PROJECT-BASED LEARNING AND DELIVERED TO THE CLASSROOM.

THOSE ARE FUNDED THROUGH OUR MARYLAND LEADS GRANTS THAT ARE FOCUSED IN ON THE PROJECT-BASED LEARNING AND BEING ABLE TO

[01:40:02]

AND THIS YEAR WE ARE OFFERING EXTENSIONS OF GOLD BOOK THAT HELPS SPECIAL EDUCATION TEACHERS WRITE IEP'S BASED ON THE STANDARDS FOR EACH GRADE LEVEL. AND THEN IT GIVES SPECIFIC STRATEGIES FOR SUPPORTING INSTRUCTION.

AND THEN THEY OFFERED THIS YEAR UNDERSTANDING SPECIALLY DESIGNED INSTRUCTIONS AND SPECIAL EDUCATION TEACHERS TO ENHANCE THEIR PRACTICE AND SPECIALLY-DESIGNED INSTRUCTION.

SO THAT CONCLUDES THE STUDENT OUTCOMES UPDATE FOR THIS MEETING. I'LL BE HAPPY TO TAKE ANY OF

YOUR QUESTIONS. >> MS. POST.

>> YOU KNOW I HAVE QUESTIONS. THAT WAS A LOT OF INFORMATION.

THANK YOU SO MUCH. >> IT IS A LOT.

>> I READ IT BEFORE TONIGHT, BUT ONE OF MY QUESTIONS IS WHEN WE ARE LOOKING AT ALL OF THESE THINGS AND YOU SAID THAT YOU ARE CURRENTLY MEETING TO UNDERSTAND AND FIGURE OUT WHY THINGS ARE THE WAY THEY ARE, I THINK WE KNOW THAT THERE WAS A SIGNIFICANT AMOUNT OF LEARNING LOSS WHEN THE PANDEMIC OCCURRED.

I THINK THAT WE CAN ALL AGREE. BUT IN LOOKING AT ALL OF THESE THINGS NOW, ARE YOU ALSO CONSIDERING THE STUDENT TO TEACHER RATIO IN EVERY CLASS? THE LACK OF RESOURCES AND LIMITED RESOURCES SUCH AS INSTRUCTIONAL ASSISTANTS OR OTHER STAFF MEMBERS IN EACH SCHOOL? IN ADDITION TO THAT ARE YOU LOOKING AT THE AMOUNT OF CLASSROOM TIME THAT IS DISRUPTED BY BEHAVIORS? ARE ALL OF THOSE THINGS BEING INCLUDED WHEN YOU GUYS ARE

HAVING THESE DISCUSSIONS? >> SO FOR THIS PRESENTATION WHEN I TALK ABOUT LOOKING AT THE DATA, WE START WITH THE PIECES OF INFORMATION WE HAVE. WE HAVE THE LOCAL ASSESSMENT AND THE STATE ASSESSMENT. WITHIN THE STATE ASSESSMENT WE HAVE STUDENT STANDARD EVIDENCE STATEMENTS SO WE CAN SEE WHAT THE STANDARD IS. SO THEY LOOK AT THAT AND WHEN WE START TO LOOK AT THE SCHOOLS WE MIGHT LOOK AT A SCHOOL BY A DEPARTMENT. SO AT A MIDDLE SCHOOL WE MAY LOOK AT THE ELA DEPARTMENT. WHAT DO THE CLASSROOMS LOOK LIKE AND HOW ARE THE STUDENTS PERFORMING IN THE CLASSROOMS AND WHAT THINGS ARE THEY DOING WELL AND WHAT ARE AREAS OF IMPROVEMENT? IF WE START TO GET DOWN AND MAYBE WE SEE ANOMALIES WITH PARTICULAR CLASSROOMS, WE MAY LOOK AT THE CLASSROOM AND SAY WHAT IS THE STUDENT COMPOSITION OF THE CLASSROOM? WHAT ARE THE NUMBER OF STUDENTS IN THE CLASSROOM? WE DON'T NECESSARILY IN THIS PROCESS GET INTO STAFFING BECAUSE WE ARE DEALT THE STAFFING WE HAVE. IF WE COULD HAVE MORE STAFFING WE WOULD TAKE MORE STAFFING. I DON'T THINK ANYBODY WOULD TURN AWAY ANY ADDITIONAL INSTRUCTIONAL ASSISTANTS OR

TEACHERS TO UH SPORT THAT. >> NO.

SURE. >> WE TRY NOT TO DWELL ON THOSE THINGS. WE TRY TO REALLY FOCUS ON THE THINGS WE CAN CONTROL AND THE THINGS WE CAN HAVE IMPACT ON WHEN IT COMES TO SHIFTING THE RESULTS AND SUPPORTING OUR

TEACHERS AND DOING THAT. >> SO IN ADDITION TO THAT, I KNOW YOU TALKED ABOUT INCREASED DIGITAL LEARNING.

I HAPPEN TO HAVE FOUR THAT ARE COMING UP THROUGH THAT GENERATION OF DIGITAL LEARNING. AND MUCH LIKE EVERYONE LEARNS DIFFERENTLY, I ALSO WONDER HOW MUCH OF THAT IMPACT IS OCCURRING FOR STUDENTS BECAUSE IT IS PRIMARILY DIGITAL LEARNING, AND SOME CHILDREN MAY NOT NECESSARILY BE -- THEY MAY NOT THRIVE IN AN ENVIRONMENT WHERE IT IS ALL DIGITAL.

I CAN SAY THAT BECAUSE I HAD TRIPLETS AND I WAS VIRTUAL SCHOOL MOM, AND THEY FIRED ME OUT OF THE GATE.

IT WAS REALLY CHALLENGING FOR A THIRD GRADER TO USE A DEVICE, ESPECIALLY WHEN THEY ARE LEARNING.

WHEN THEY TRY TO LEARN A DEVICE AND THEN LEARN EVERYTHING THE DEVICE IS TRYING TO TEACH THEM, I WON -- WONDER HOW MUCH OF THAT IS AN IMPACT OTD -- ON THE STUDENT OUTCOME.

I WROTE SO MANY SCRIBBLE MARKS ON THIS PAPER.

I'M SO SORRY. I WOULD ALSO LIKE TO ASK THAT AS YOU RA LOOKING -- ARE LOOKING AT TRYING TO INCREASE THE STUDENT OUTCOMES, WOULD YOU LOOK AT SOME OF THE PROGRAMS THAT MAY BE LACKING SUCH AS TUTORING SERVICES AND THINGS THAT MAY BE SIGNIFICANTLY BENEFICIAL TO STUDENTS? I KNOW FOR ONE I HAVE TO PAY A TUTOR BECAUSE THE PROGRAM DOESN'T EXIST RIGHT NOW. I KNOW THAT I'M THANKFUL I CAN AFFORD THAT AMOUNT OF MONEY, BUT I KNOW THERE IS PROBABLY A LOT OF KIDS WHOSE PARENTS CANNOT. IT IS A SIGNIFICANT COST AND I

WONDER AS WELL IF THAT -- >> WE HAVE LOOKED AT DIFFERENT TUTORING PROGRAMS THROUGH ESSER. WE HAVE MONEY SET ASIDE FOR SUPPORT IN TUTORING. A LOT OF IT IS TIED UP WITH TEACHER SALARIES, AND THE STATE MADE IT VERY CLEAR THAT THERE IS A 4 TO 1 RATIO AND YOU HAVE TO HAVE ALIGNMENT TO THE GRADE

[01:45:01]

SO THE STIPULATIONS WITHIN THE TUTORING PROGRAM ARE VERY, VERY STRINGENT. WE HAVE LOOKED AT DIFFERENT TUTORING MODELS WE MAY BE ABLE TO PURCHASE TO SUPPORT THEM, BUT SO MANY OF THEM ARE VIRTUAL AND WE FELT LIKE THEY WOULD NOT NECESSARILY MEET THE NEEDS OF THE KIDS WHO REALLY NEED IT FOR THE SAME REASONS YOU SAID PREVIOUSLY.

>> 100%. I HAVE ONE THAT I SAY SIT HERE AND LEARN THIS MATH ON THE COMPUTER.

THAT'S NOT HAPPENING. >> AND SOME OF THE PROGRAMS WHILE THERE IS A REAL TEACHER ON THE OTHER END, IT IS STILL

THROUGH THAT VIRTUAL MODE. >> SURE.

SO I DO HAVE ONE OTHER QUESTION AND BACK TO THE AP.

DO YOU HAVE THE PERCENTAGES OF ALL OTHER STUDENTS THAT TAKE AP CLASSES? SORRY TO PUT YOU ON THE SPOT.

JUST CURIOUS. >> I'LL LOOK.

I THINK I GOT THAT. >> YOU CAN GET BACK TO ME.

>> I MAY HAVE TO GET BACK TO YOU, BUT I WILL LOOK REAL QUICK.

I DON'T HAVE IT BY CLASS, AND I DON'T HAVE IT BROKEN DOWN, BUT BE HAD -- WE HAD 2,680 SEATS. THAT MEANS IF MAGGIE IS IN 3AP

CLASSES SHE COUNTS THREE TIMES. >> OKAY.

>> SO SHE MIGHT BE ONE STUDENT FOR THREE SEATS, BUT 2,680 SEATS IN 2022. 2,327 TESTS WERE GIVEN.

SO 300 LESS. AND OF THOSE, 1,477 SCORED A 3

OR HIGHER WHICH IS 63%. >> OKAY.

SO HAVE YOU GIVEN YOURSELVES A DEADLINE AS TO WHEN YOU INTEND TO COME BACK TOGETHER TO PRESENE FINDINGS? FOR ALL OF THE DISCUSSIONS YOU ARE HAVING ABOUT THIS?

>> SO OUR -- WELL, WE CAN COME BACK AND REPORT ANY TIME YOU WOULD LIKE TO. PLACE -- BASED ON OUR STRATEGIC PLAN, THE REPORT COMES ONCE A YEAR.

THE REASON THIS IS FEBRUARY IS WE JUST GOT THE 2022 RESULTS IN JANUARY. OUR HOPE IS THAT WE WOULD HAVE THOSE RESULTS CLOSER TO AUGUST NEXT YEAR SO WE WOULD HAVE -- WE WOULD BE ABLE TO REPORT OUT SOONER ON WHERE WE ARE.

>> I THINK IT WOULD BE -- I THINK IT WOULD BE -- I WOULD LIKE TO KNOW. I HAVE FOUR IN THE SYSTEM NOW THAT HAVE BEEN A FAIR PART OF THIS.

I THINK IT WOULD BE REALLY GOOD TO KNOW THAT IF WE CAN AT SOME POINT REVISIT. I DON'T KNOW WHAT THAT NUMBER IS. BUT TO REALLY UNDERSTAND WHAT IS HAPPENING SO THAT WE CAN, YOU KNOW, SO WE KNOW REALLY WHAT CORRECTIVE ACTION IS BEING TAKEN OR WHAT WE HAVE IDENTIFIED AS WE THINK IS THE ROOT CAUSE FOR THESE THINGS.

>> SURE. >> IT WOULD BE GREAT TO KNOW THAT. THANK YOU.

>> I HAVE A COUPLE OF QUESTIONS. IN THE STRATEGIC PLAN ON YOUR VERY FIRST SLIDE, IT SAYS ENHANCING OPPORTUNITIES FOR HIGH ABILITY LEARNERS TO THRIVE AND BE ACADEMICALLY CHALLENGED.

I'M WONDERING WHAT OPPORTUNITIES ARE BEING OFFERED FOR HIGH ACHIEVERS THAT ARE DIFFERENT FROM OPPORTUNITIES OFFERED TO

ALL OTHER STUDENTS. >> SO AT THE ELEMENTARY AND MIDDLE SCHOOL THERE ARE DIFFERENT OPPORTUNITIES THAT ARE ONLY AVAILABLE TO OUR STUDENTS WHO ARE IDENTIFIED AS ADVANCED LEARNERS OR GIFTED STUDENTS. TYPICALLY THOSE ACTIVITIES HAPPEN OUTSIDE THE SCHOOL DAY. THEY ARE AFTER SCHOOL PROGRAMS THAT THEY HAVE AVAILABLE TO OUR STUDENTS AND I AM NOT GOING TO BE ABLE TO NAME THEM FOR YOU TONIGHT.

I CAN CERTAINLY GET THEM TO YOU. AT THE ELEMENTARY LEVEL AS WELL.

THAT IS THE DRAWBACK TO OUR PROGRAM RIGHT NOW THAT MANY OF THESE OPPORTUNITIES ARE OUTSIDE THE SCHOOL DAY.

WITH THE ADDITION OF THE TEACHERS A THE MOUNT HARMONY SERVICE -- SERVICES CAN BE PROVIDED IN A PUSH IN MODEL WHERE A TEACHER MAY BE GOING IN TO HELP SUPPORT A CLASSROOM.

IT COULD BE CONSULTATIVE WHERE THERE IS A CLUSTER OF HIGH VISIBILITY OF STUDENTS IN A CLASSROOM AND THERE IS AN OPPORTUNITY TO PROVIDE EXTENSIONS FOR THEM WITHIN THE

CLASSROOM. >> THAT'S A REAL PROBLEM IF ONLY STUDENTS WHO CAN GET TRANSPORTATION HOME ARE AFFORDED THE OPPORTUNITY TO GET ADVANCED CLASSES.

THAT NEEDS -- >> IT IS NOT ADVANCED CLASSES.

>> I KNOW. >> SO WITHIN OUR SCHOOL, THEY HAVE ACCESS TO A FULL CURRICULUM AND THE ADVANCED CLASSES --

>> ON SLIDE 3 YOU TALKED ABOUT THE PERCENTAGE OF STUDENTS WHO MEET OR EXCEED THE STANDARDS. THAT'S PRETTY SCARY LOOKING AT THOSE NUMBERS. 50% ARE FAILING IN ELA AND AT

THE BOTTOM OF MATH IT IS 100%. >> WAIT A MINUTE.

WHICH NUMBER? >> WAIT.

[01:50:04]

IN MATH, GRADE 3, 5, 8 AND ALGEBRA, EVERY ONE OF THOSE IS IN RED. WHERE IN THE TOP FOUR, TWO ARE IN RED AND TWO ARE IN GREEN. IT SEEMS TO ME THAT SERIOUS INTERVENTIONS NEED TO BE TAUGHT WITHIN THE CLASSROOM.

ARE TEACHER BEING GIVEN ANY TYPE OF PROFESSIONAL DEVELOPMENT TO SPECIFICALLY ADDRESS THESE KIDS WHO ARE STRUGGLING?

>> YES. SO WITHIN OUR SCHOOLS AND WITHIN OUR CONTENT AREAS, TEACHERS RECEIVE PROFESSIONAL LEARNING ON THE CONTENT, MAKING SURE THEY UNDERSTAND THE STANDARDS AND THE ASSESSMENT LIMIT. THEY GET PROFESSIONAL LEARNING ON THE MATH ASSESSMENT AND THEN THREE SCHOOLS WERE PILOTING I READY AND HOW TO USE THEM TO IDENTIFY DEFICIT AREAS FOR KIDS AND THEN HOW TO GROUP THEM. OUR TEACHERS ARE PROVIDED OPPORTUNITIES TO PLAN OUT HOW TO PROVIDE TARGETED INTERVENTIONS AND SUPPORTS WITHIN THAT CLASSROOM.

SO IF I'M GOING TO WORK WITH A SMALL GROUP OF KIDS, WHAT IS HAPPENING WITH THE REST OF THE KIDS AND WHAT SHOULD THE REST OF THE KIDS BE DOING? AND THEN I MEET WITH THE NEXT GROUP OF KIDS AND IT MIGHT BE A SIMILAR LESSON OR IT MIGHT BE A DIFFERENT LESSON BASED ON THE NEEDS.

>> I GUESS I'M LOOKING MORE SPECIFICALLY AT LIKE A RESEARCH-BASED PROGRAM THAT THEY COULD USE TO HELP CHILDREN.

>> TYPICALLY WHEN WE OFFER RESEARCH-BASED PROGRAMS MOST OF OUR READING INTERVENTIONS ARE OUTSIDE OF THE GENERAL KAU RICK HRAUPL. AND -- GENERAL CURRICULUM.

THERE ARE NOT TOO MANY MATH PROGRAMS ON THE MARKET.

WE HAVE A COUPLE WE USE, BUT THEY TAKE IT OUTSIDE THE

CLASSROOM. >> OKAY.

THE NEXT THING I WAS WONDERING IS WHAT PERCENTAGE OF THE TEACHERS ARE NOT CURRENTLY CERTIFIED?

IS THAT HAVING AN IMPACT? >> I DON'T KNOW THE ANSWER TO THAT QUESTION, BUT I COULD GET THAT FOR YOU.

WE HAVE CHIP -- TYPICALLY A SMALL NUMBER -- ALL TEACHERS HAVE A CERTIFICATE, BUT IT WOULD BE A PRO FISSION -- PROFIVIONOAL. MOST ARE EDUCATION, SCIENCE AND MATH IN THE UPPER LEVELS AND NOT SO MUCH IN ELEMENTARY SCHOOL.

>> I DON'T THINK WE CAN ARGUE THE FACT THAT THOSE SCORES ARE PROBABLY RELATED TO THE FACT THAT WE ARE HAVING PROBLEMS RE-- RETAINING TEACHERS SPECIFICALLY SPECIAL EDUCATION TEACHERS.

I THINK THAT NEEDS TO BE A HUGE FOCUS FOR OUR COUNTY IS RETAINING TEACHERS AND SUPPORT STAFF.

I'M ALSO HEARING THAT AT THE HIGH SCHOOL LEVEL A SPECIAL ED TEACHER MY -- MIGHT BE ASSIGNED TO THREE DIFFERENT CLASSROOMS DURING ONE PERIOD. SO THEN THE SUPPORT IS LEFT UP TO THE TEACHER, AND I DON'T SEE HOW A TEACHER CAN MANAGE -- YOU KNOW, ESPECIALLY IN AN HONORS CLASS WHERE THE TEACHER IS SUPPOSED TO BE EXTENDING THE CURRICULUM FOR THE HIGH KIDS AND TEACHING THE AVERAGE KIDS AND NOW REACHING CHILDREN THEY ARE

SUPPOSED TO HAVE EXTRA SUPPORT. >> THROUGH OUR INCLUSIVE PRACTICES AND FLEXIBLE SERVICES WHEN WE LOOK AT THOSE FLEXIBLE SERVICES, STUDENTS ARE IDENTIFIED AS NEEDING HIGH SUPPORT NEEDS OR LOW SUPPORT NEEDS AND WHEN YOU HAVE A SITUATION WHERE A TEACHER MIGHT BE IN THAT SITUATION WHERE THEY ARE IN A COUPLE DIFFERENT CLASSROOMS, IT IS TYPICALLY BECAUSE THAT CLASSROOM HAS A STUDENT OR TWO THAT HAVE LOW SUPPORT NEEDS. AND THEY MAY NEED TO BE CHECKED ON. AND MORE OF THE WORK IS THROUGH CONSUL DAY TIFF -- CONSULTATIVE MODELS.

HAVING SAID THAT, THAT COOK -- THAT COULD BE A REALITY AND I WILL WORK WITH THE BOARD OF SPECIAL EDUCATION.

>> WHO DETERMINES IF THEY ARE HIGH OR LOW SUPPORT?

>> THE TEACHERS. THE PREVIOUS TEACHERS.

>> THE PREVIOUS TEACHERS. OKAY.

AND I WAS LOOKING AT THE DATA ON SLIDES FOUR AND FIVE.

I'M GONNA SAY THIS IN ALL SERIOUSNESS.

WHEN YOU FLIP BETWEEN FOUR AND FIVE WE OBVIOUSLY HAVE SOME GRADE LEVELS THAT ARE TRULY STRUGGLING.

I AM LOOKING AT THE TOP RIGHT. I AM NOT SURE WHAT GRADE LEVEL

THAT IS. >> THAT IS ELA.

>> GO TO MATH AND YOU HAVE GRADES 5, 8 AND 10.

IF THIS PLAY -- PLAYBOOK PROGRAM WOULD CONTINUE, COULD WE NOT USE IT TO MOTIVATE OR HAVE AS A MOTIVATION FOR TEAMS THAT BLAKE

[01:55:09]

I THINK IT WOULD BE AN AMAZING OPPORTUNITY TO --

>> THANK YOU. I THINK ALL OPTIONS ARE OPEN.

ONE THING I AM EXCITED ABOUT IS WE HAVE A DEDICATED TEAM AND FOCUSED ON ACADEMIC ACHIEVEMENT FOR OUR STUDENTS.

EVERYTHING IS ON THE TABLE. I APPRECIATE THAT INPUT AND WE ARE GOING TO THE WAR ROOM AND FIGURE THAT OUT.

>> OKAY. I ALSO HAD A QUESTION ABOUT THE VIRTUAL ACADEMY. IT SEEMS LIKE THE NUMBERS PER GRADE LEVEL ARE EXTREMELY LOW. WHAT WARRANTS CONTINUING THIS WHEN YOU HAVE -- YOU KNOW, TEACHERS ARE HAVING 25 STUDENTS AND MORE IN A CLASSROOM. YET VIRTUAL MAY HAVE SIX.

>> AT THE END OF LAST YEAR DURING THE REGISTRATION TIME, WE LOOKED AT ENROLLMENT. WE HAD LARGER REGISTRATIONS FOR THE VIRTUAL ACADEMY. IN FACT, I GOT THE NUMBERS BECAUSE I THOUGHT IT MAY BE ASKED.

AS WE PLANNED FOR VIRTUAL ACADEMY I SAID IN THE PRESENTATION WE DIDN'T DO THE HIGH SCHOOL BECAUSE THE HIGH SCHOOL NUMBERS DROPPED SO SIGNIFICANTLY THAT WE DIDN'T THINK IT WAS OF VALUE TO CONTINUE THAT.

SO WE ONLY CONTINUED WITH THE THIRD THROUGH 8TH GRADE PROGRAM. AND AT THE BEGINNING OF THE YEAE ELEMENTARY CLASSES. THIS YEAR WE ONLY HAVE THREE.

SO BECAUSE OF ENROLLMENT WE ACTUALLY DROPPED OUR NUMBER OF CLASSROOMS IN THE VIRTUAL ACADEMY DOWN AND WE STARTED THE YEAR WITH 15 IN THIRD AND FOURTH AND FIFTH GRADE.

AND SINCE THE BEGINNING OF THE YEAR THE THIRD AND FOURTH GRADE PROGRAMS HAVE DROPPED TO SIX. THE FIFTH GRADE PROGRAM HAS DROPPED TO 9. THE 6TH GRADE PROGRAM HAS DROPPED TO 9. THE 7TH AND 8TH GRADE PROGRAM CONTINUES TO BE VIABLE. THEY HAVE 16 AND 20 AND THEY STARTED WITH 26 AND 24. THEY ARE STILL VIABLE.

AND IF THOSE NUMBERS WERE THE NUMBERS RIGHT NOW FORAGE STATIOO NEXT YEAR WE WOULD NOT BE ABLE TO OFFER THAT.

WE LOOK AT THOSE VERY CAREFULLY. OUR TEACHERS ARE A HUGE COMMODITY TO OUR SYSTEM. WE WILL LOOK AT THOSE NUMBERS.

IF IT IS NOT VIABLE TO MAINTAIN THAT PROGRAM, WE WOULD NOT BE ABLE TO DO THAT. SO IF WE WERE ONLY ABLE TO OFFER A MIDDLE SCHOOL PROGRAM BECAUSE THAT'S WHERE OUR NUMBERS WERE, THEN WE WOULD OFFER THAT, BUT WE MIGHT NOT OFFER AN EL IN ENTRY PROGRAM. WE ARE IN THE MIDDLE OF THE REGISTRATION PROCESS RIGHT NOW. I MET WITH THE DIRECTOR AND THE SUPERVISOR OF THE PROGRAM. THEY ARE TALKING WITH THEIR TEACHERS AND THEY ARE AWARE OF WHAT IT -- WHAT THE HORIZON LOOKS LIKE FOR THE VIRTUAL ACADEMY.

THERE ARE SOME PARENTS THAT WILL BE VERY DISAPPOINTED BECAUSE IT HAS BEEN VERY VALUABLE FOR THEIR STUDENTS.

BUT WE HAVE LOST KIDS TO -- SO SOME STUDENTS WERE ON PARENTAL ININSTRUCTION AND THEY THOUGHT IT WAS A VIABLE PROGRAM FOR THEM, BUT THEY WENT BACK OUT A PARENTAL INSTRUCTION.

WE HAD SOME STUDENTS WHO ENROLLED IN THE SYSTEM AND AT THE BEGINNING OF THE YEAR MOVED OUT OF STATE OR TO A DIFFERENT JURISDICTION. SOME STUDENTS WERE DOING WELL, BUT IT DIDN'T WORK OUT FOR THEM IN THE VIRTUAL SETTING AND AS WE TALKED ABOUT EARLIER, AND THEY RETURNED TO THE IN-PERSON SCHOOL. SO WE LOOK AT ALL OF THOSE THINGS AND MAKE A DETERMINATION. SO WE ARE GOING THROUGH THE REGISTRATION PROCESS NOW AND AS WE ARE DOING STAFFING AS WE START IN APRIL FOR THOSE PROCESSED AND AS WE LOOK AT STAFF WE WILL MAKE THE DETERMINATION.

>> MY UNDERSTANDING OF THE VIRTUAL OPPORTUNITY WAS DUE TO THE PANDEMIC. THE PANDEMIC IS NO LONGER WITH US. I'M EVEN CURIOUS WHY WE ARE EVEN

DOING VIRTUAL. >> YEAH.

I THINK THERE ARE SOME PARENTS WHO HAVE FOUND THAT THE VIRTUAL PROGRAM WORKS VERY WELL BECAUSE THEIR STUDENT -- THEIR CHILD MIGHT HAVE VERY PARTICULAR NEEDS.

WE SEE IT A LOT OF TIMES IN MIDDLE SCHOOL WHERE THE ANXIETY OF MOVING CLASSROOMS AND THE DYNAMICS OF A MIDDLE SCHOOL IN GENERAL, THE NUMBERS INCREASE AND THAT CREATES A DIFFERENT SITUATION FOR STUDENTS. THEY LIKE THAT VIRTUAL PROGRAM.

WE ALSO HAVE SOME STUDENTS WHO ARE IN PROGRAMS --

[02:00:04]

SO I THINK IT BECOMES MORE OF A -- NOT SO MUCH THE PANDEMIC NOW, BUT THIS MORE OF A PARENTAL WANT.

>> YEAH. AND YOU KNOW WHAT, TO ADD TO THAT -- I CAN TOTALLY APPRECIATE THAT BECAUSE I KNOW BETTER THAN ANYBODY HOW IF I COULD -- IF IT COULD MAKE MY LIFE MORE CONVENIENT I WOULD DO SO, BUT WHEN WE ARE TALKING ABOUT THE NUMBERS, WE HAVE TO CONSIDER THE 15,000 OTHER STUDENTS THAT WE HAVE AND NOT JUST THE 45 OR WHATEVER IT IS, 66, THAT ARE CURRENTLY ENROLLED. I KNOW THAT MIGHT NOT BE A POPULAR OPINION, BUT CAN YOU CLARIFY SOMETHING FOR ME? YOU MENTIONED -- YOU SAID PER CLASSROOM.

ARE THERE MULTIPLE TEACHERS IN MULTIPLE GRADES? SO LIKE FOR EXAMPLE GRADE 3 AS VIRTUAL TEACHERS.

OR IS IT ONE TEACHER IN MULTIPLE CLASSROOMS?

>> LAST YEAR WE HAD FIVE ELEMENTARY TEACHERS OVER THREE GRADES. ENROLLMENT DECREASED AND WE ONLY HAVE THREE TEACHERS. ONE THIRD GRADE TEACHER AND ONE FOURTH GRADE TEACHER AND ONE FIFTH GRADE TEACHER.

>> ONE LAST QUESTION, DO ALL OF THE ELEMENTARY SCHOOLS HAVE GIFTED AND TALENTED TEACHER PROGRAMS?

>> NO. PROGRAM?

>> OR THE TEACHERS. >> LAST YEAR THE BOARD ASKED US TO HAVE TWO GIFTED TEACHERS. LATER IN THE SCHOOL YEAR THEY WERE JUST HARD TO HIRE AND THEY WERE REPLACED AT SOME POINT.

AND SO WE ONLY HAVE TWO FULL TIME GIFTED TEACHERS RIGHT NOW.

>> THAT'S IT. FOR THE WHOLE COUNTY?

>> TWO SPECIALISTS THAT ARE SERVICED BY THE GRANT, BUT IF THE GRANT WERE TO RUN OUT, -RG THEN THOSE, THEN THOSE SPECIALISTS WOULD EITHER NEED TO BE ABSORBED BY THE SCHOOL SYSTEM OR THEY WOULD BE RETURNED TO THE CLASSROOM.

>> SO I WILL PIGGYBACK ON ONE OF THE QUESTIONS THAT JANA ASKED.

YOU TALKED ABOUT LOOKING AT ROOT CAUSES AS TO WHY WE SEE THE NUMBERS THAT WE SEE ON THE SCREEN, AND THEN YOU MENTION THAT THERE ARE THINGS THAT YOU CAN CONTROL AND THINGS THAT YOU CANNOT. WHAT JANA ASKED WAS ABOUT STAFFING AND YOU MENTIONED THAT THAT IS SOMETHING THAT YOU CAN'T CONTROL. WHY ARE WE AFRAID TO SAY THAT OUT LOUD, THAT STAFFING MAY BE A ROOT CAUSE FOR WHY WE SEE SOME OF THE NUMBERS? IS IT THAT THE STATE IS ASKING US NOT TO SAY THAT? I KNOW THAT INFORMATION GOES TO THE STATE AND THEY ARE ALSO LOOKING AT ROOT CAUSES, BUT WOULDN'T IT BE A GOOD IDEA TO SHARE WITH THEM HONESTLY WHAT IS CAUSING SOME OF THE LOWER PERCENTAGES TO APPEAR ACROSS OUR

STATE? >> OH, I DON'T -- I'M NOT SAYING WE SHOULDN'T SAY STAFF IS A ROOT CAUSE.

WHAT I WAS SAY WH-G I ANSWERED THAT QUESTION -- SAYING WHEN I ANSWERED THAT QUESTION IS WE ARE GIVEN THE STAFF THAT WE HAVE.

AND WITHOUT KNOWING WHAT ADDITIONAL STAFF WOULD DO I DON'T KNOW IF IT IS A ROOT CAUSE OR NOT.

YOU MAY ADD THREE MORE STAFF MEMBERS AND GET THE SAME RESULT IF WE ARE NOT TEACHING THE KAU RICK -- CURRICULUM.

RIGHT NOW WE JUST NEED TO LOOK TO SEE WHERE THE GAPS ARE.

IS IT SOMETHING WITHIN OUR CURRICULUM THAT WE CAN FIX? IS IT -- IS IT THE ASSESSMENTS THAT WE ARE USING TO PROJECT WHETHER OR NOT A STUDENT IS SUCCESSFUL? IS IT THE INSTRUCTIONAL PRACTICES THAT WE ARE USING? IT COULD BE A MYRIAD OF THINGS. ARE THEY THE RESOURCES WE ARE USING? MAYBE WE DON'T HAVE THE CORRECT RESOURCES. BUT LOOKING AT ALL OF THOSE THINGS, BEFORE WE JUST SAY, WAIT A MINUTE.

IT COULD BE STAFFING. WE NEED MORE TEACHERS.

>> I THINK THAT CONVERSATION COULD ALSO CROSS INTO BEHAVIOR AND INTO OTHER THINGS. AS WE, THE BOARD, DELVE INTO THE BUDGET IT IS IMPORTANT TO HAVE THE HONEST CONVERSATIONS AND TO RECEIVE THAT HONEST INFORMATION BECAUSE IF STAFF FEELS THAT BEHAVIOR IMPACTED A DECREASE ACROSS THE BOARD IN A CERTAIN GRADE, THEN I THINK IT'S IMPORTANT FOR THE BOARD TO KNOW THAT SO THAT WE CAN KNOW WHERE RESOURCES SHOULD BE CONCENTRATED AND ALLOCATED. SHOULD WE APPROVE THE BUDGET AS PROPOSED OR IS THERE SOMETHING THAT NEEDS TO BE DONE TO THE BUDGET TO SUPPORT POSSIBLE PROGRAMS THAT WE MAY NEED -- THAT WE MAY NEED TO ASK THE SUPERINTENDENT TO CONSIDER IMPLEMENTING? THE HONEST CONVERSATION I THINK IS SOMETIMES MISSING AND IT DOESN'T HELP US AS MEMBERS TO SHAPE WHAT WE ARE DOING GOING FORWARD AND THE DECISIONS THAT

[02:05:05]

THE ONLY THING I CAN THINK IS THE TEACHER DOESN'T HAVE TIME.

THE TEACHER IS OVER WORKED. THEY SAY THAT ALL THE TIME.

IF IT IS SAVING, BEHAVIOR OR ANYTHING, I THINK IT IS WORTH HAVING THAT HONEST CONVERSATION. AND REGARDING GIFTED AND TALENTED, AGAIN, AS I WENT THROUGH THE BUDGET, I DIDN'T SEE WHERE WE WERE ADDING A TEACHER FOR GIFTED AND TALENTED.

AND I THINK THE BOARD HAS SAID IN THE PAST THAT THAT WAS OUR PRIORITY. I THINK UNTIL WE SAY SOMETHING DIFFERENT, THEN THAT PRIORITY SHOULD BE CARRIED FORWARD.

SO I THINK THAT COLLEAGUES WE MAY NEED TO CONSIDER ASKING OR MAKING CHANGES TO THE BUDGET TO SUPPORT ADDING GIFTED AND TALENTED TEACHERS. WE CAN'T FORGET A SUBSET OF OUR STUDENT POPULATION. IN PUBLIC -- PUBLICATION EACH -- EACH -- NOT ALL, BUT EACH STUDENT MATTERS.

>> I JUST WANT TO ADD TO THAT THAT I BELIEVE WE ARE CREATING A NEW SUBGROUP OF UNDER SERVED STUDENTS AND THAT IS OUR HIGH ACHIEVING STUDENTS. FROM WHAT I HAVE SEEN WE ARE SIMPLY RENAMING PROGRAMS THAT USED TO BE JUST KIND OF LIKE CLUBS OR AFTER SCHOOL PROGRAMS SUCH AS MESA, MATH TEAM, DESTINATION IMAGINATION, THOSE WERE SIMPLY PROGRAMS WE HAVE DONE FOR MANY YEARS. NOW THEY ARE GIFTED AND TALENTED PROGRAMS. IT IS ALMOST DECEPTIVE TO REFER TO SOMETHING THAT IS -- THAT HAS ALWAYS EXISTED AS GIFTED AND TALENTED WHEN IT IS NOTHING NEW. IT IS WHAT WE HAVE ALWAYS

OFFERED. >> I HAVE TO SAY THAT AS FAR AS WITH THE GIFTED AND TALENTED WITH DR. RICKS COMING AND WHAT SHE IS DOING AND MY DAUGHTER IS INVOLED AND WHAT THEY ARE DOING IN ELEMENTARY SCHOOL AND THE PROGRAMS THEY ARE DOING WITH THE LIBRARY AND TEAMING UP WITH BUOY.

THE COMMUNICATION AND THE DIFFERENT OPPORTUNITIES THEY V I UNDERSTAND IT AS FAR AS TRANSPORTATION AND THINGS LIKE THAT, BUT THE COMMUNICATION THAT THEY HAVE WITH PARENTS AS FAR AS PEOPLE TRYING TO GET RIDES TOGETHER AND THINGS LIKE THAT, I THINK THEY ARE DOING A PRETTY AMAZING JOB.

ONCE AGAIN WHENEVER YOU ARE ASKING TEACHERS OR ASKING ANYONE TO DO ANYTHING EXTRA, IT IS TOUGH.

WE WILL HAVE TO SAY THE COMMUNICATION THAT WE CONSTANTLY RECEIVE AND WHAT MY DAUGHTER IS EXPERIENCING EVEN ON WEEKENDS AND THINGS LIKE THAT IS PRETTY AMAZING.

I THINK DR. RICKS IS DOING A PRETTY PHENOMENAL JOB.

I DO THINK HAVING GIFTED AND TALENTED STUDENTS AND STUDENTS THAT ARE STRUGGLING, THAT'S EXTRA WORK FOR TEACHERS.

IT IS EXTRA HARD. FROM WHAT I HAVE SEEN AND EXPERIENCED I THINK THEY ARE DOING IT.

>> I HAVE ANOTHER QUESTION. ON SLIDE 17, IT SAID PURCHASING HIGH-QUALITY INSTRUCTIONAL MATERIALS.

IS THIS FOR ALL SCHOOLS EQUALLY OR JUST CERTAIN SCHOOLS?

>> ALL SCHOOLS EQUALLY. WE PURCHASE MATERIALS CENTRALLY AND WHENEVER IT IS A NEW PRODUCT THE CENTRAL OFFICE INCURS THE KWO*S -- COST. SO WE WANT TO MAKE SURE ALL SCHOOLS HAVE WHAT THEY NEED. SO WE PURCHASE EVERYTHING FOR

EACH SCHOOL. >> OKAY.

AND YOU ALSO TALKED ABOUT INTENSIFIED AND PERSONALIZED LEVELS FOR LOWEST PERFORMING SCHOOLS INCLUDING PLANNING AND WALK THROUGHS WITH CONSENT-SPECIFIC CONSULT AT THE PRESENT TIMES. WHY IS THIS NOT BEING DONE IN ELA WHEN WE HAVE FIFTH GRADE SCORING IN THE 12TH PERCENTILE ON THAT UP THERE -- NOT PERCENTILE, BUT, YOU KNOW,

12TH PLACE ACROSS THE STATE? >> SO WHAT I OFFER TO YOU IS WHAT MATH IS DOING RIGHT NOW THROUGH THE LETTERS TRAINING AND MAKING SURE THAT EVERYBODY HAD THAT UNDERSTANDING THE SCIENCE OF READING. THE SUPERVISOR DIDN'T WANT TO ADD ANOTHER LAYER OF TO DO FOR THOSE INVOLVED IN THAT TYPE OF LEARNING. THE SUPPORT THEY ARE GETTING IS THROUGH THE LETTERS LEAD TEACHERS WHO HELP SUPPORT THEM IN THE IMPLEMENTATION OF THE TRAINING AND INTO THEIR READING

CLASSES. >> SO LETTERS TRAINING IS BEING

OFFERED TO FIFTH GRADE TEACHERS? >> SO RIGHT NOW IT'S PRE K THROUGH 2 AND THROUGH OUR MARYLAND LEADS IT IS ALSO OFFERED TO SPECIAL EDUCATION TEACHERS AND ESOL TEACHERS WHO

TEACH HIGHER GRADES. >> I GUESS MY QUESTION WAS WHAT

ARE WE DOING -- >> PRE-K THROUGH 3.

>> WHAT ARE WE DOING FOR THE FIFTH GRADE?

>> AND THAT IS AN AREA -- WE HAVE HAD CONVERSATIONS AND SHE

[02:10:01]

WE ARE REALLY IN THE BEGINNING STAGES OF SEEING WHAT THEY MEAN AND HOW WE CAN CORRECT THAT ACTION.

>> OKAY. THANK YOU.

>> HAVE WE EVER TAKEN A LOOK AT THIS DATA TO LOOK AT -- TO CONSIDER IT ON A COHORT BASIS? MEANING WHEN I LOOK AT THESE CHARTS EACH YEAR WE WILL GET IMPACT ELA3.

IT IS A DIFFERENT GROUP OF STUDENTS EVERY YEAR.

SO 18, 19, TWO DIFFERENT GROUPS OF STUDENTS.

22, DIFFERENT GROUPS OF STUDENTS.

DO WE EVER LOOK TO SEE HOW THE THIRD GRADE ELA PER -- PERFORMS WHEN THEY GET TO FIFTH GRADE AND TAKES THE MCAT OR WHATEVER TEST WE ARE USING AT THE TIME? AND LOOK AT AT THAT DATA TO SEE IF HOW THEY PERFORMED IN THIRD GRADE HAS GOTTEN BETTER AS THEY MATRICULATED TO FIFTH? MEANING, HAVE WE MADE UP OF POSSIBLY SOME OF WHAT THEY WERE LACKING AT THIRD GRADE OR DID WE SEE DID SOMETHING HAPPEN BETWEEN THIRD AND FIFTH GRADE FOR THOSE STUDENTS TO NOW NOT BE PROFICIENT?

>> ABSOLUTELY. OUR SUPERVISORS AND OUR TEAM IS NOT ONLY LOOKING AT THESE RESULTS THAT SHOW ACHIEVEMENT IN THAT MODEL BY GRADE, AND AS I SAID EARLIER WE HAVE RESULTS FOR ALL GRADES. THEY ALSO LOOK AT THE KIDS AND HOW THEY HAVE MOVED THROUGH TIME THEY CONSTANTLY LOOK AT WHERE THEY WERE WHEN WE GIVE OUR MAP -- MATH ASSESSMENTS AT THE BEGINNING OF THE YEAR. WHERE DID THEY START AND WHERE DID THEY FINISH LAST YEAR? ARE THERE GAPS THAT HAPPENED WITH SUMMER LAG? HOW ARE THEY PERFORMING IN THE WINTER? THEY ARE CONSISTENTLY LOOKING AT DATA ACROSS THE GRADE AND VERTICALLY THROUGH THE GRADES.

>> IT WOULD BE GOOD IF SOME OF THAT DATA IS ALSO SHARED WITH THE BOARD. I'M VERY INTERESTED IN SEEING HOW A COHORT OF STUDENTS ARE PERFORMING AS THEY MATRICULATE THROUGH THE SCHOOL SYSTEM BECAUSE THAT DATA MEANS A LOT.

SOMETHING DIFFERENT TO ME THAN SEEING STUDENTS WHO YEAR BY YEAR ARE PERFORMING AND BEING COMPARED -- THEIR TEST PERFORMANCE BEING COMPARED YEAR TO YEAR.

LIKE WE MENTIONED, BEHAVIOR CAN IMPACT THAT.

ANOMALIES CAN HAPPEN, ECONOMICS, COVID IMPACTS THAT.

IT WOULD BE INTERESTING TO SEE THAT DATA ON A COHORT BASIS.

>> I HAVE A QUESTION. LOOKING AT THE DATA REGARDING MINORITY STUDENTS ENROLLED IN ADVANCED PLACEMENT COURSES, SO I DO RECALL THE SURVEY -- THE STUDENT SURVEY ABOUT INDIVIDUAL -- LIKE YOUR PLACE IN AN ADVANCED PLACEMENT COURSE, SO I REMEMBER THAT SURVEY. I'M WONDERING FOLLOWIN THAT AND USING THAT DATA WHAT DIRECT ACTION IS BEING TAKEN TO GET MORE OF THESE STUDENTS INVOLVED IN THOSE COURSES FOLLOWING THAT

SURVEY OR FOLLOWING THE DATA? >> SO ONCE THE STUDENTS IN THE SCHOOL TAKE THE SURVEY, THEY COMPARE THE SURVEY RESULTS WITH DATA POINTS THAT WE PROVIDE SUCH AS STATE ASSESSMENT DATA AND GRADE POINT AVERAGES AND COURSES THAT THEY TAKE IN ENROLLMENT.

AND THEY PUT IT IN AN INSIGHT CARD.

SO THE SCHOOL STAFF HAS KIND OF LIKE A BASEBALL CARD FOR EVERY STUDENT. THEY GET A CERTAIN NUMBER OF SYMBOLS. IF THEY ARE SOMEBODY IDENTIFIED BEING EQUAL TO SOMEBODY ALREADY IN AP, BUT THEY ARE MISSING.

AND THEN EACH SCHOOL DEVELOPS A PLAN TO DO OUT REACH FOR THE STUDENT. THEY MIGHT INVITE THEM IN AND A PANEL OF THEIR PEERS. WE HAVE SOME SCHOOLS WHO DO HOME VISITS AND INDASH DARRIN -- INSTEAD OF PULLING PEOPLE OUT FOR AP NIGHT, THEY SEND PEOPLE OUT IN TWO'S TO A HOUSEHOLD AND SHARE INFORMATION ABOUT AP AND THEN INVITE THEM INTO A NIGHT.

AND THEN THEY -- WE HAVE OTHER SCHOOLS THAT WILL HAVE THEM SHADOW AN AP STUDENT FOR A DAY SO THEY GET THAT EXPERIENCE.

OR MAYBE THEY GO TO A PARTICULAR CLASS AND THEY HAVE AN INTEREST IN AND IDENTIFY MAYBE A HISTORY CLASS, SO THEY GET PAIRED UP WTH SOMEBODY WHO HAS HISTORY AND THEY GO IN THAT CLASSROOM FOR THE DAY. SO EACH SCHOOL IS TKWO -- IS DOING DIFFERENT THINGS TO OUCH -- OUT REACH TO THOSE, AND THEY CONTINUE TO PRESS ON AND EPBL -- AND ENCOURAGE THEM TO ENROLL. ONE OF THE COMPLICATING TPABG -- FACTORS IS DUAL ENROLLMENT. IF YOU ARE IN AN AP COURSE, THE RIGOR OF THE TEST IS THERE, BUT YOU HAVE TO TAKE THE TEST.

AND THEN THE POSSIBILITY OF EARNING THE COLLEGE CREDIT DEPENDING ON WHERE YOU GO. IF I TAKE A DUAL ENROLLMENT

[02:15:01]

WE LOOK AT HUMAN STUDENTS ARE ACCESSING DUAL ENROLLMENT.

THAT'S A NEW PIECE OF THE PROCESS SO THAT WE ARE NOT NEGATING THE DUAL ENROLLMENTS AS WELL.

>> I HAVE ONE LAST QUESTION. THIS IS ALL DATA FOR -- FROM LAST SPRING, AND SO THAT WAS OUR FIRST YEAR FULLY BACK.

IT IS TERRIFYING, BUT YOU GUYS ARE WORKING YOUR TAILS OFF.

THANK YOU. MY QUESTION IS, FIRST OF ALL, DID OUR LOCAL ASSESSMENT LAST YEAR MIRROR THAT LEARNING LOSS? AND THE SECOND PART OF THE QUESTION IS THERE ANY GOOD NEWS THIS YEAR, YOU KNOW, WITH THE DIAGNOSTICS THAT HAVE BEEN DONE IN MATH OR WHATEVER THE ASSESSMENT THAT WE HAVE DONE LOCALLY? IS THERE ANYTHING TO LIGHT UP

THE END OF THE TUNNEL. >> I AM GOING TO LEAD WITH OUR STAFF. THE GOOD NEWS IS WE HAVE A DEDICATED STAFF THAT WORK HARD FOR OUR KIDS AND TRY TO FIGURE THINGS OUT. SO WITH OUR MAST ASSESSMENTS AND EYE READY ASSESSMENTS, WE ARE DETERMINE FIGURE THAT IS A BETTER ASSESSMENT FOR TEACHERS AT THE ELEMENTARY LEVEL FOR EASE OF SHIFTING RIGHT INTO WHAT COULD BE DONE IN THE CLASSROOM.

SO WE ARE FINDING THAT SOME OF THE RESOURCES THAT ARE AVAILABLE THROUGH I READY COULD ACTUALLY HELP PINPOINT TARGETED INSTRUCTION AT THE ELEMENTARY LEVEL FOR TEACHERS WITH EASE AND INSTEAD OF TRYING TO FIND A REPORT AND MAP THAT SAYS THESE ARE THE AREAS OF DEFICIT. YOU CAN FIND THEM BOTH.

WHEN YOU LOOK AT THE ASSESSMENTS AT THE MIDDLE AND HIGH SCHOOL, YOU CAN SEE TRENDS THAT SHOW THAT KIDS ARE LEARNING.

THEY ARE NOT AS HIGH AS WHAT THEY WERE PRIOR TO.

WE ALSO HAVE TO REMEMBER THAT THIS TEST IS NEW.

IT WAS FIELD TESTED IN THE FALL OF 21, AND IT WAS BRAND-NEW WITH ALL ITEMS IN 2022. SO WE'RE EXCITED ABOUT THE FULL YEAR OF LEARNING THAT IS OCCURRING WITH OUR STUDENTS AND WITH OUR STAFF AND THE WORK THAT THEY ARE DOING AND WE ARE GETTING READY TO GO INTO THAT 2023 TESTING SEASON COME APRIL.

>> ANY OTHER QUESTIONS? ALL RIGHT.

THANK YOU, DR. JOHNSON. >> THANK YOU.

[2.05 Blueprint Implementation Plan Draft - Pillar 1 and 2]

>> MY AIM TODAY IS TO PROVIDE YOU A REVIEW OF THE IMPLEMENTATION PLAN IN WRITING AND SUMMARY FORM FOR PILLARS 1 -- PILLARS 1 AND 2. THE TWO OBJECTIVES ARE OBJECTIVES 1 AND 3 AND THAT IS TO EXPAND HIGH-QUALITY AND PUBLICLY FUNDED FULL DAY PRE-K AND EXPAND FAMILY SUPPORT.

EACH SECTION OF THE IMPLEMENTATION PLAN TEMPLATE IS ORGANIZED BY SUBSECTION THAT'S ARE ALIGNED TO THE STATUTE OUT WHICH IS REFLECTED IN THE NUMBERS, FOR EXAMPLE, THE 1.1.1 AND THE 1.1.2. WHAT I WILL DO IS DISCUSS EACH STATUTE OUT AND DISCUSS ON YOU WE HAVE ADDRESSED IT IN OUR IMPLEMENTATION RESPONSE. SO 1.1.1 AND 1.1.2 INDICATES TO EXPAND ACCESS TO FULL-DAY PRE-K TIER1 CHILDREN AND TIER2, 4-YEAR-OLD CHILDREN. IT IS FOR UH -- ASSESSING SPACE AND OPERATIONAL CHANGES WHICH IS MOVING ALL 4-YEAR-OLD PROGRAM TPOZ FULL DAY AND ENSURING EACH OF THE ELEMENTARY SCHOOLS HOUSES ONE FULL DAY CLASSROOM. INCREASING STAFFING FOR THE FOUR-YEAR-OLD PROGRAM BY HIRING 12 ADDITIONAL IA'S AND

[02:20:03]

1.1.3 IMPLEMENTS A HIGH-QUALITY MIXED DELIVERY SYSTEM FOR PRE-K.

THE CHALLENGES FACING THE DISTRIBUTION OF PUBLIC AND PRIVATE PRE-KINDERGARTEN SLOTS ARE NUMBER ONE.

LACK OF LARGE FRANCHISE CHILD CARE CENTERS ALONG WITH A WILLINGNESS TO PARTICIPATE. 2, THE ABILITY FOR THE PRIVATE PROVIDERS TO HIRE AND RETAIN PRE-KA* STAFF -- PRE-K STAFF THAT ULTIMATELY IMPACTS THE ABILITY OF THE SCHOOL SYSTEM TO SUPPORT THE DELIVERY OF INSTRUCTION AND SUPPORTS FOR GROUPS OF STUDENTS IN THE PRIVATE PROVIDER SETTING.

ALSO TO LEVERAGE RESOURCES WE WILL EXPLORE THE STAFFING MODELS AND THE PURCHASING OF MATERIALS AND THE PROFESSIONAL DEVELOPMENT MODELS THROUGH PARTNERING WITH HEADSTART IN SEVERAL WAYS AND TO PROVIDE THE NEARLY PROFESSIONAL OPPORTUNITIES PROVIDED BY THE SCHOOL SYSTEM. 1.1.4 INDICATES THAT LEA SHALL ENTER A MEMORANDUM OF UNDERSTANDING WITH MSDE AND EACH ELIGIBLE PRIVATE PROVIDER PARTICIPATING IN A PUBLICLY FUNDED PRE-K IN THE COUNTY AND ALL OTHER APPLICABLE GOVERNMENT AGENCIES. SO IDENTIFIED PARTNERS CAN EXPECT AN AGREEMENT TO FOCUS ON APPROPRIATE SERVICES, RESOURCES, PROTOCOLS, PROFESSIONAL LEARNING COSTS AND ALSO INVITED TO PARTICIPATE IN EACH STUDENT'S FAMILY SERVICE PLAN AND IEP AND VISUALIZED EDUCATION PLAN BASED ON THE UNDERSTANDING AND INPUT FROM PRIVATE PROVIDERS AS BEING VALUABLE AS A REFLECTION OF THE CHILD IN THEIR NATURAL ENVIRONMENT.

CURRENTLY THERE ARE NO AGREED UPON COSTS BETWEEN THE SCHOOL SYSTEM AND PRIVATE PROVIDERS. ADMINISTRATIVE COSTS MAY BE CONSIDERED AND IT INCLUDES EXPENSE FOR PERSONNEL, EXPENSES RELATED TO THE DEVELOPMENT AND IMPLEMENTATION OF THE MIXED DELIVERY SYSTEM AND EXPENSES RELATED TO THE DEVELOPMENT AND IMPLEMENTATION OF A TRANSPORTATION PLAN FOR FAMILIES WHOSE CHILDREN ARE ENROLLED WITH PRIVATE PROVIDERS.

THE NEXT ONE MSDE SHALL PROVIDE PUBLIC AND PRIVATE PROVIDERS TO MEET HIGH QUALITY STANDARDS TO RECEIVE PUBLIC FUNDING CCPS WILL WORK KHRAB BRA -- COLLABORATIVELY WITH KEY COUNTY AGENCIES AND PARTNERS TO ENSURE THAT STUDENTS AND FAMILIES HAVE ACCESS TO COMPREHENSIVE SERVICES.

CCPS WILL PARTNER WITH HEAD START AND WORKING COLLABORATIVELY ON CURRICULUM AND PROFESSIONAL LEARNING FOR ALL PRE-K STAFF AND PARTNERING WITH THE COLLEGE OF SOUTHERN MARYLAND AND LOCAL UNIVERSITIES SUCH AS BUOY STATE TO CREATE PARTNERSHIPS THAT WILL BUILD THE TEACHER PIPELINE FOR EARLY CHILDHOOD TEACHERS. CCPS WILL SUPPORT TEACHING ASSISTANTS IN OBTAINING THE NECESSARY CREDENTIAL REQUIREMENTS SET FORTH BY THE BLUEPRINT BEGINNING IN SCHOOL YEAR 2025/26. NEXT SESSION IS ADMINISTER AN UNBIASED KINDERGARTEN READINESS ASSESSMENT TO ALL INCOMING KINDERGARTEN STUDENTS. WE HAVE IMPLEMENTED STEPS TO ENSURE THE STAFF RESPONSIBLE FOR ADMINISTERING THE KRA RECEIVE THE GUIDELINES AND NECESSARY TRAINING TO INCLUDE MEETING WITH THE -- MEETING MONTHLY WITH THE SCHOOL TESTING COORDINATOR, SETTING UP MODULES FOR THE FIRST YEAR OF REGISTRATION AND REFRESHER COURSE IN SUBSEQUENT YEARS.

1.5.1 TALKS ABOUT JUDY CENTERS AND WE CURRENTLY HAVE TWO JUDY CENTERS IN THE COUNTY SERVICING 386 FAMILIES, AND IT IS PLANNING TO WRITE POSSIBLY FOR A THIRD JUDY CENTER FOR THE NEXT SCHOOL YEAR. ADDITIONALLY WE ARE EXPLORING THE VIABILITY OF ADDING A SATELLITE SITE AND THE PREREQUISITES OF BEING IN A TITLE 1 SCHOOL OR HAVING A COMMUNITY VULNERABILITY SCORE OF .6 LIMIT THE NUMBER OF JUDY CENTERS IN CALVERT COUNTY AND WE ARE EXPLORING OTHER OPTIONS TO SUPPORT FAMILIES. PILLAR 2, HIGH QUALITY DIVERSE TEACHERS AND LEADERS AND THERE ARE FOUR REQUIRED OBJECTIVES FOR THIS YEAR'S IMPLEMENTATION PLAN FOR PILAR2.

OBJECTIVES 1, 2, 3 AND 5. RECRUIT AND SUPPORT HIGH QUALITY AND DIVERSE TEACHERS AND INCREASE THE TEACHER PREP PROGRAM, ESTABLISH A NEW STATEWIDE CAREER LADDER AND IMPROVE EDUCATOR COMPENSATION. THE FIRST MONITOR IS THE QUALITY

[02:25:06]

THESE AREAS INCLUDE THE SECONDARY EDUCATION AREAS OF MATH AND SCIENCE AS WELL AS GRADE LEVELS -- ALL GRADE LEVELS IN IN SPECIAL EDUCATION. THIS IS EVIDENT USING THE VACANCY DATA AND TIMELINE DATA FOR HIRING IN THESE AREAS WHEN A VACANCY OCCURS. WE ARE WORKING WITH HR AND THEY HAVE PARTNERED WITH THE DPARTMENT OF INFORMATIONAL TECHNOLOGY TO CREATE A STUDENT AND STAFF DEMOGRAPHIC COMPARISON DASHBOARD THAT CAN BE USED TO TRACK OUR PROGRESS ON THE BLUEPRINT ALIGNED GOAL OF MATCHING OUR TEACHER AND STUDENT DEMOGRAPHICS. THE NEXT ONE IS REVISED TEACHER PREP PROGRAMS TO MEET NEW REQUIREMENTS.

ALTHOUGH THE REVISION OF TEACHER PREP PROGRAMS IS THE RESPONSIBILITY OF THE COLLEGE OR UNIVERSITY, WE HAVE ESTABLISHED RELATIONSHIPS WITH LOCAL COLLEGES AND UNIVERSITIES SUCH AS BUOY STATE UNIVERSITY OFFERING COLLEGE CREDITS AND SOUTHERN MARYLAND OFFERING CREDITS AND FROSTBURG UNIVERSITY TO NAME A FEW. THE NEXT SECTION IS DEVELOPING AND IMPLEMENTING PATHWAYS TO PREPARE PROFESSIONALS TO BECOME CERTIFIED TEACHERS. CCPS HOSTS THE TEACHER ACADEMY OF MARYLAND'S CTE PROGRAM AND ALL FOUR COMPREHENSIVE HIGH SCHOOLS WHICH FOCUSES ON HUMAN GROWTH AND DEVELOPMENT THROUGH ADOLESCENTS AND EDUCATION A YOU CAD ME -RB -- -- ACADEMY INTERNSHIP. STUDENTS CAN RECEIVE COLLEGE SCHOLARSHIPS TO SEVERAL TEACHER PROGRAMS. WE HOST A FUTURER TEACHER EDUCATION CONFERENCE AND THAT IS DESIGNED TO ENCOURAGE OR EXPOSE STUDENTS IN GRADES 8 AND 9 TO THE TEACHING PROFESSIONS, AND IT IS HELD THIS YEAR ON APRIL 14TH AT BUOY STATE UNIVERSITY.

THAT'S DONE THROUGH CTA. CCPS SUPPORTS OUR EDUCATIONAL SUPPORT PROFESSIONALS BY PROVIDING PATHWAYS TO OBTAINING MSDE TEACHER CERTIFICATION THROUGH REDUCED PRICING THROUGH EDUCATIONAL SUPPORT STAFF AND CONDITION OF TEACHERS.

2.4.1, SHALL IMPLEMENT A NEW PROGRAM TO ENCOURAGE TEACHERS TO OBTAIN AND MAINTAIN NATIONAL BOARD CERTIFICATION, PARTICULARLY TEACHERS FROM HISTORICALLY UNDERREPRESENTED POPULATIONS. WE HAVE ESTABLISHED COMMUNICATION WITH COUNTIES AND THEIR RESPECTIVE NATIONAL BOARD CERTIFICATION COORDINATORS THAT HAVE EXISTING PROGRAMS IN PLACE TO DETERMINE BEST PRACTICES THAT WE CAN IMPLEMENT HERE IN CALVERT COUNTY. ALSO ESTABLISH MBC FACILITATORS TO SUPPORT THE MBC TEACHER CANDIDATES.

THE GOAL IS TO DEVELOP A COHORT MODEL FOR OUR MBC CANDIDATE THAT'S WILL SUPPORT THEM THROUGHOUT THEIR JOURNEY.

IN COLLABORATION WITH HUMAN RESOURCES, WEE -- WE WILL SURVEY TEACHERS FOR INTEREST AND POTENTIAL BARRIERS IN ORDER TO TRY TO REACH OUR TEACHERS FROM THE UNDERREPRESENTED POPULATIONS. THE NEXT SECTION IS 2.4.2, LEA SHALL IMPLEMENT AN EDUCATOR CAREER LADDER ON OR BEFORE JULY 1ST, 2024. WE HAVE ESTABLISHED A CAREER LADDER DEVELOPMENT BOARD TO SET STANDARDS FOR TEACHERS TO ACHIEVE EACH TIER OF THE CAREER LADDER.

THIS IS OPTIONAL FOR SCHOOL DISTRICTS.

WE FELT IT BEST TO FORM THIS COLLABORATION TO BETTER PREPARE FOR THE IMPLEMENTATION OF THE CAREER LADDER REQUIREMENT.

THE NEXT SECTION, LEA SHALL ENCOURAGE TEACHERS TO OBTAIN MASTER'S DEGREES IN FIELDS THAT REQUIRE SPECIAL EXPERTISE AND HAVE SHORTAGE AREAS AND ENHANCE TEACHER PROFESSIONAL SKILLS AND QUALIFICATIONS SO THAT TEACHERS ARE ABLE TO TEACH DUAL-ENROLLMENT COURSES AS ADJUNCT FAM -- FACULTY AT POST SECONDARY INSTITUTIONS INCLUDING BOY PROVIDING ADDITIONAL COMPENSATION AS APPROPRIATE AND THROUGH COLLECTIVE BARGAINING.

WE HAVE AN AGREEMENT WITH THE COLLEGE OF SOUTHERN MARYLAND BEING TAUGHT DURING THE REGULAR SCHOOL DAY.

OUR SUPERVISORS WORK IN COLLABORATION WITH THE COLLEGE OF SOUTHERN MARYLAND TO MAKE SURE THAT THE COURSES OFFERED AT OUR LOCAL HIGH SCHOOLS MEET THE STANDARDS FOR DUAL ENROLLMENT COURSES. THE CHALLENGED IS TO IMPLEMENT THE BLUEPRINT AND INCLUDE FUNDING THOSE COSTS SUBJECT TO NEGOTIATIONS SUCH AS THE LOCAL SHERIFF FOR THE MBC SALARY

[02:30:02]

IN ADDITION THERE IS A NEED FOR STAFFING IN MANY AREAS OF THE SCHOOL SYSTEM TO IMPLEMENT THE BLUEPRINT REQUIREMENT.

2.5.4, IMPLEMENT INITIAL 10% SALARY INCREASE FOR TEACHERS BY JUNE 30TH, 2024. CCPS AND CEA HAVE AGREED UPON THE SALARY INCREASES THAT WILL SATISFY THIS BLUEPRINT MANDATE.

THE CHALLENGE IN THE FORTHCOMING YEAR TO IMPLEMENT THE BLUEPRINT INCLUDES FUNDING THE COSTS AND AGAIN SUBJECT TO NEGOTIATIONS FOR THE SALARY INCREASES MENTIONED PRIOR TO THIS SLIDE.

2.5.5 IMPLEMENT A MINIMUM $60,000 STARTING TEACHER SALARY BY 7/1/2026. PREPARATIONS TO SATISFY THE BLUEPRINT REQUIREMENT OF A MINIMUM SALARY INCLUDE DETERMINING ALL FISCAL OPTIONS AND A TIMELINE TO SATISFY THE REQUIREMENT AND UNDERSTANDING BY ALL STAKEHOLDERS THAT THE MANDATE IS A SHARED COST BETWEEN THE STATE AND THE COUNTY.

AND IT IS IMPORTANT THAT AN OUTCOME OF STAKEHOLDER ENGAGEMENT FOR UNDERSTANDING THAT THE BLUEPRINT FUNDING AND ACCOUNTABILITY NECESSITATES CHANGES TO THE PRESENT OPERATIONS OF CALVERT COUNTY PUBLIC SCHOOLS AND CONDUCT NEGOTIATIONS WITH CEA TO DEVELOP THE SALARY STILL.

IN THE AREA OF STAKEHOLDER ENGAGEMENT, THIS RESPONSE JUST IDENTIFIES WHO WE WORK WITH FOR COLLABORATION AND FEEDBACK SUCH AS THE CAREER LADDER DEVELOPMENT BOARD AND COUNTY COMMISSIONERS AND BARGAINING UNITS SUCH AS CEA AND CA S-RBG E AND CASA AND HOW WE ENGAGE THE COMMUNITY THROUGH BLUE PRINT MESSAGING THAT OCCURS THROUGH SOCIAL MEDIA, SCHOOL MESSENGER, EMAIL, VIRTUAL AND IN-PERSON STAKEHOLDER MEETINGS AND FOE -- FOCUS GROUPS.

SO OUR NEXT STEPS -- THAT SUMMARIZES THE OVERALL IMPLEMENTATION PLAN FOR WRITING PILARS 1 AND 2.

WE ARE GOING TO PRESENT A SIMILAR SUMMER OF THE IMPLEMENTATION DRAFT RESPONSES AT THE NEXT BOARD MEETING ON MARCH 9TH FOCUSING ON PILLARS 3, 4 AND 5.

A REMINDER THAT OUR TOWN HALL MEETING WILL BE ON FEBRUARY 28TH AT 6:30 P.M. AND THAT'S WHEN WE WILL GIVE AN OVERVIEW OF THE BLUEPRINT IN GENERAL.

AND THEN FOR ANYONE WHO WANTS TO PARTICIPATE IN A MORE DETAILS LOOK AT OUR IMPLEMENTATION PLANNED RESPONSES, EACH INDIVIDUAL RESPONSE BY PILLAR, WE WILL HAVE INDIVIDUAL PILLAR SESSIONS SCHEDULED TO ALLOW COMMUNITY MEMBERS TO ENGAGE WITH THE QUESTIONS AND RESPONSES AND PROVIDE FEEDBACK.

SO THOSE WILL HAPPEN AGAIN INDIVIDUALLY BY PILLAR AND THE DATES ARE LISTED FOR PILLAR 1, MARCH 6TH.

PILLAR 2 IS MARCH 1ST AND PILLAR 3 MARCH 7.

PILLAR 4 IS MARCH 10TH AND PILLAR 5 IS MARCH 13TH.

WHILE PILLAR 5 IS TWO DAYS BEFORE THE PLANNED SUBMISSION DATE, THE IDEA IS THAT FOCUSES ON ACCOUNTABILITY AND REPORTING AND THERE IS NOT A WHOLE LOT IN TERMS OF HOW WE REPORT BECAUSE A LOT OF THAT IS MANDATED. THAT'S WHY WE WERE ABLE TO DO THAT ONE A LITTLE CLOSER TO THAT DATE.

ANY QUESTIONS? >> YOU KNOW I HAVE QUESTIONS.

FIRST OF ALL, I LOVE, LOVE, LOVE THE TOWN HALLS.

AND I LOVE THAT WE WILL HAVE INFORMATION SESSIONS AND FEEDBACK. I THINK THAT'S WONDERFUL.

IN THAT HAVE WE MADE ANY STRIDES OR EFFORT TO REACH OUT TO THE COUNTY TO SEE ABOUT GETTING THIS INFORMATION TO FOLKS IN THE COMMUNITY THAT OWN DIRT, BUT DON'T HAVE CHILDREN IN THE SCHOOL SYSTEM? I KNOW A LOT OF THE INFORMATION GOES OUT TO US BECAUSE WE HAVE KIDS.

HAVE WE MADE AN EFFORT TO DO THAT YET?

>> SO OUR CALVERT COUNTY BLUEPRINT COMMITTEE MEETS MONTHLY. WE DID HAVE A CONVERSATION ABOUT OTHER MEANS OF COMMUNICATION AND OUT REACH.

THE COUNTY COMMISSIONER'S OFFICE IS TAKING EVERYTHING THAT WE PUT OUT AND PUTTING IT ON THEIR WEBSITE AS WELL AND TRYING TO DUPLICATE OUR EFFORTS. THAT'S ONE THING WE ARE DOING.

I HAVE ALSO CONNECTED WITH OUR CHIEF COMMUNICATIONS OFFICER TO FIND OTHER AVENUES OF REACHING OUT.

SO WE ARE LOOKING AT DEVELOPING A ONE-PAGER THAT WILL GO OUT VIA EMAIL AND POSTING VIDEOS ON EACH PILLAR AND THAT IS JUST

[02:35:01]

>> THANK YOU. ON YOUR 1.1.5, AND IT WAS REALLY RELATED TO PRE-K, DO WE KNOW HOW MANY PROVIDERS IN THE COMMUNITY ARE GOING TO PARTICIPATE? HAS THAT INFORMATION BEEN

DETERMINED, OR HAVE WE ASKED? >> THEY PARTICIPATE THROUGH A GRANT PROCESS. THE GRANT HAS NOT OPENED YET.

HOWEVER, WE HAD ONE PRY PROVIDER LAST -- ONE PRIVATE PROVIDER LAST YEAR WHO APPLIED AND IT WAS PULLED BACK.

AT THIS POINT IN TIME WE HAD OUT REACH WITH PRIVATE PROVIDERS IN MULTIPLE WAYS, AND WE ARE NOT GETTING AN INDICATION THAT ANYONE IS INTERESTED IN PARTICIPATING.

PART OF THAT IS THROUGH QUESTIONS OF GOING THROUGH THE PROCESS OF COMPLETING THE GRANT. THE OTHER PIECE OF THE GRANT REQUIRES THAT THEY HAVE A CERTIFICATED TEACHER OF EARLY CHILDHOOD IN THE CLASSROOM, AND THAT THEIR SALARY MATCHES OURS.

THAT TYPICALLY DOES NOT HAVE THE SAME THINGS WITHIN A PRIVATE PROVIDER DAYCARE SETTING. WE DO HAVE HEADSTART WHICH IS A GRANT-FUNDED PROGRAM THAT IS CONSIDERED PRIVATE PROVIDERS AND WE CONSIDER -- CONTINUE TO WORK WITH HEADSTARD.

AND THAT WILL BE PART OF THE PROVIDER PIECE, BUT WE HAVE NOT HAD ENOUGH BUY IN OR WANT TO APPLY FOR THE GRANT.

>> DO WE KNOW HOW MANY KIDS WE THINK WILL BE IN PRE-K HERE?

>> WE ARE STILL TRYING TO DETERMINE THAT.

PART OF THE PIECE WITH PILLAR 1 IS THAT WE HAVE TO BE ABLE TO PROVIDE ACCESS DO WHAT IS CONSIDERED TIER 1 WHICH 100% OF THE POVERTY LEVEL. TRYING TO IDENTIFY HOW MANY STUDENTS WE HAVE COMING INTO PRE-K OR WOULD BE PRE-K ELIGIBLE AND OF THOSE HOW WE DETERMINE THEIR INCOME LEVEL AND ELIGIBILITY. SO WE HAVE TRIED TO LOOK AT IT THROUGH SEVERAL DIFFERENT MEANS. ONE, WHAT DOES THE CURRENT PRE-K LOOK LIKE? WHAT DOES THE KEUBDER GAR -- KINDERGARTEN LOOK LIKE SO WE CAN FIGURE OUT WHAT THAT MIGHT BE.

BEFORE WE OFFER SERVICES TO STUDENTS WHO ARE BETWEEN 300 AND 600% OF THE POVERTY LEVEL, WE HVE TO HAVE SPACE FOR UP 300% AND THAT IS TIERED IN OVER A COUPLE OF YEARS.

WE ARE STARTING WITH THE 4-YEAR-OLDS TO SEE WHAT THAT WOULD LOOK LIKE AND HOW MANY PEOPLE WOULD BE INTERESTED

BECAUSE IT IS A CHOICE. >> AND THEN ALSO IN THE SAME BOX IT SAYS SUPPORTS INSTRUCTIONAL ASSISTANCE.

WHAT DOES THAT SUPPORT LOOK LIKE? ANY IA IN A PRE-K SETTING HAS TO HAVE THEIR -- IT WENT RIGHT OUT OF MY HEAD, A CDA OR A ASSOCIATE'S DEGREE.

AND WE ARE SUPPORTING OUR IA'S TO IDENTIFY IF THEY HAVE A BACHELOR'S DEGREE, AND IF THEY DON'T, WHAT THE PROCESS IS FOR THEM TO GO THROUGH TO GET THEIR CDA.

WE HAVE SOME IA'S WHO ARE ALMOST DONE WITH THEIR BACHELOR'S, AND WE HAVE BROUGHT IN IA'S HERE AT THE CENTRAL OFFICE AND PROVIDED PROFESSIONAL DEVELOPMENT ON THEIR PORTFOLIO THAT THEY WOULD PUT TOGETHER SO THEY CAN COMPLETE THE CDA PROCESS.

WE HAVE SEVERAL GOING THROUGH THAT CURRENT LOW.

CURRENTLY. >> I HAVE TWO MORE QUESTIONS AND THEN I PROMISE I WILL SHUT UP. UNLESS THERE IS ANOTHER PRESENT AND THEN I MAY HAVE MORE QUESTIONS FOR THE NATIONAL BOARD OF TEACHERS ONCE IT IS ACHIEVED THEY ONLY ARE IN A CLASSROOM 50% OF THE TIME. IN THAT, HOW DO WE INTEND TO FILL THE VOID IN THE CLASSROOMS WHEN WE DO HAVE WHATEVER THAT NUMBER LOOKS LIKE. I DON'T KNOW IF IT IS A RHETORICAL QUESTION AT THIS POINT.

IN THE SAME BREATH, WE ALSO ARE SAYING HOW MUCH OF AN INCREASED STAFF DO WE NEED TO IMPLEMENT? WHEN DO WE NEED TO SOUND THE ALARMS? I FEEL LIKE WE ARE THERE.

WE DON'T HAVE ENOUGH OF ANY OF THIS.

I JUST DON'T FOE HOW WE WILL SUSTAIN -- KNOW HOW WE WILL SUSTAIN AND GET OUR TEST SCORES UP AND INCREASE STUDENT OUTCOME

AND CLOSE THE GAP. >> I HAD A A QUESTION ABOUT THE ACTUAL BUILDING ITSELF. HAS ANYONE LOOKED INTO THE COST TO ACTUALLY CREATE THAT CLASSROOM? YOU HAVE TO HAVE RESTROOMS WITH LOWER COMMODES AND LOWER SINKS

[02:40:03]

>> SO OUR CONSTRUCTION DEPARTMENT, ARE WE HAVE BEEN WORKING CLOSELY WITH THEM TO IDENTIFY WHAT LOCATIONS WITHIN OUR CURRENT BUILDINGS ARE PROCESSED.

BUILDINGS. OUR PROCESS RIGHT NOW GOING INTO NEXT YEAR IS HOW WE MOVE INTO FULL DAY PROGRAMS. AND SO EXPANDING THAT PIECE OF IT AND LOOKING AT THE SCHOOLS THAT CURRENTLY DO NOT HAVE A PRE-K PROGRAM IN THERE, WHERE WITHIN THE BUILDING IS THAT SITUATE I HAD -- SITUATED? WE ARE WORKING TO IDENTIFY THOSE PIECES.

>> YOU HAD STATED THAT YOU ARE GOING TO SUPPORT STAFF AND THEIR EFFORTS TO BECOME CERTIFIED. YOU KNOW, IT SOUNDS A LOT LIKE MAKE SURE YOU ARE TAKING CARE OF YOUR MENTAL HEALTH.

TKPWHR TKAURB -- GREAT WORDS, GREAT SENTIMENT IS -- BUT WHAT DID WE DO TO SUPPORT THAT? WHAT DOES THAT LOOK LIKE? WHAT WILL BE DONE TO SUPPORT TAO*EFP -- TEACHERS TRYING TO

PURSUE THE CERTIFICATION. >> THE SUPPORT I WAS TALKING ABOUT WAS FOR INSTRUCTIONAL ASSISTANTS.

WE HAVE A COORDINATOR IN THE DEPARTMENT OF INSTRUCTION WHOE IS -- WHO IS SPECIFICALLY WORKING WITH THEM ONE ON ONE AND IN SMALL GROUPS. SHE REVIEWED THEIR PORTFOLIOS AND IDENTIFIED WHERE THEY NEED TO GO AND WHAT MIGHT MATCH WHAT THEY HAVE CURRENTLY DONE WITH WHAT ARE THE REURB -- REQUIREMENTS. IT IS PERSONALIZED SUPPORT WHERE SHE SITS DOWN WITH THEM AND WORKS OUT THE PROCESS.

>> IS THERE ANY TYPE OF LIKE GROUP THAT CAN GO THROUGH IT

TOGETHER, LIKE A SUPPORT GROUP? >> SO A COHORT.

YES. >> YEAH, A COHORT.

>> THEY HAD SEVERAL MEETINGS AND SO THEY WORK THROUGH AS A COHORT, BUT THEY ALSO ARE WORKING INDIVIDUALLY.

WHAT I MIGHT NEED MAY BE DIFFERENT THAN WHAT JOE MIGHT NEED BASED ON WHAT HE HAS DONE SO FAR OR WHAT COURSES HE HAS TAKEN. SO THE NICE THING IS THAT THERE HAVE BEEN SOME EVENING SESSIONS AND THERE WERE SOME DURING A 2-HOUR EARLY DISMISSAL DAY AND IT IS WITHIN THEIR WORK DAY AND THEY HAVE DONE THINGS VIRTUALLY WITH THE INSTRUCTIONAL ASSISTANTS TO THINK ABOUT WHAT DO THEY NEED TO SUPPORT THEM IN THIS PROCESS. OUR COORDINATOR IS DOING A PHENOMENAL JOB HELPING THEM UNDERSTAND THE PROCESS AND TO LOOK AT WHAT THEY HAVE CURRENTLY DONE AND HOW IT ALIGNS WITH THE REQUIREMENTS OF THE CDA OR IT DOESN'T AND WHAT THEY MIGHT NEED TO DO. THERE HAS BEEN THAT ADVISE -- INDIVIDUALIZED SUPPORT IN THE COHORT.

>> FANTASTIC. THANK YOU.

>> I HAVE A COMMENT REGARDING THE 60% AND 40% THAT YOU

REFERENCED. >> YES.

>> PARDON ME? >> THAT WAS MINE.

I WAS GONNA SAY, IT'S ON THIS TIME.

>> IT IS REGARDING THE 60% AND 40%.

TEACHERS ON LEVELS 1, 2 AND 3 OF THE CAREER LADDER WILL TEACH AN AVERAGE OF 60% OF THEIR DAY. THE OTHER 40% IS SPENT ON OTHER TEACHER ACTIVITIES INCLUDING IMPROVING INSTRUCTION, IDENTIFYING AND WORKING WITH AND TUTORING STUDENTS WHO NEED ADDITIONAL HELP AND WORKING WITH THE MOST CAL LENGTHING -- CHALLENGING STUDENTS AND LEADING AND PARTICIPATING IN PROFESSIONAL LEARNING. AND THE PHASE IN OF THAT 60/40 IS DONE OVER AN EIGHT-YEAR PERIOD BEGINNING JULY 1ST 2025 AND DETERMINED BY THE BOARD OF EDUCATION APPROVED BY THE ACCOUNTABILITY AND IMPLEMENTATION BOARD.

>> THANK YOU. >> ONE MORE QUESTION.

WHEN YOU ARE TALKING ABOUT THE TESTING OF THESE CHILDREN, IS THAT GOING TO BE DONE DURING THE TYPICAL SCHOOL WEEK WHERE TEACHERS ARE GOING TO HAVE TO FIGURE OUT HOW I AM GOING TO TEST THIS CHILD ONE ON ONE AND WHAT I WILL DO WITH THE OTHER 24

DURING THAT TIME. >> ARE YOU REFERENCING THE KRA? ADMINISTER K READINESS ASSESSMENT.

YOU MAKE SURE THE STAFF RECEIVES THE NECESSARY TRAINING.

>> YES. THE KRA IS DONE WITHIN THE KINDERGARTEN CLASSROOM WITH THE INSTRUCTIONAL ASSISTANT THERE TO SUPPORT. AND SO THEY WORK TOGETHER IN A COLLABORATIVE EFFORT TO MAKE SURE ALL STUDENTS ARE TESTED AT

THE BEGINNING OF THE YEAR. >> SO DURING THIS TESTING HOW MUCH ACTUAL INSTRUCTION TIME WILL BE LOST? I KNOW IN PRAOEF -- PREVIOUS YEARS IT TOOK I KNOW A SOLID WEEK IF NOT MORE TO TEST ALL OF THOSE CHILDREN.

DO WE HAVE ANY IDEA WHAT TIME FRAME THIS IS GOING TO TAKE TO

TEST THE KIDS? >> I DO NOT, BUT I CAN GET THAT

INFORMATION FOR YOU. >> OKAY.

>> WE GOT TOGETHER BEFORE THIS MEETING AND WE HAD A -- WE

[02:45:01]

TO GO BACK TO THE INSTRUCTIONAL ASSISTANCE AND HELPING THEM ACHIEVE GETTING A CERTIFICATE OR BACHELOR'S DEGREE, ARE THESE THE SAME INSTRUCTIONAL ASSISTANTS THAT THE STARBTING -- STARTING SALARY IS $14 OR $ 15 AN HOUR? ARE THOSE THE ONES WE ARE

TLKING ABOUT? >> I DON'T KNOW THE STARTING SALARY. IT IS THE IA2.

I BELIEVE THAT'S IN THE PRE-K PROGRAM.

IT WOULD BE AN ASSOCIATE'S DEGREE.

>> THANK YOU. >> SO AGAIN, MS. POST MENTIONED HOURLY RATES AND INSTRUCTIONAL ASSISTANCE -- ASSISTANTS ARE NOT THE ONLY ONES WITH LOW HOURLY RATES OR LOW SALARIES.

SO AGAIN, LET'S HAVE THE CONVERSATION ABOUT EACH AND NOT ALL AND NOT SOME. EACH.

THAT IS THE PURPOSE OF EQUITY. I THINK WE CAN SUPPORT OUR $22 MILLION BUDGET ASK BECAUSE OF THE CONVERSATIONS THAT WE ARE HAVING. AND THE IMPROVEMENTS BE NEED -- WE NEED TO MAKE IN THE SCHOOL SYSTEM.

ANY OTHER DISCUSSION? ALL RIGHT.

THANK YOU. >> THANK YOU.

[3.01 Public Comments]

>> WE WILL NOW MOVE TO PUBLIC COMMENTS.

DR. JOHNSON, DO YOU HAVE THE LIST? MR. NAVARRO CAN YOU READ THE RULES?

>> THE BOARD OF EDUCATION PERMITS THE PUBLIC TO ADDRESS THE BOARD ON ISSUES OF CONCERN. THE NUMBER OF SPEAKERS IS LIMITED TO 60 MINUTES. WHEN YOU ARE CALLED TO SPEAK, PLEASE 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 MAY NOT CONVEY, TRANSFER ORIE LINK WISH -- OR RELINQUISH THEIR SPEAKING TIME TO ANOTHER PERSON OR GROUP. IF YOU HAVE HANDOUTS OR TESTIMONY GIVE THEM TO BE DISTRIBUTED TO BOARD MEMBERS.

TO PROTECT CONFIDENTIALLY, 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 THEY FORFEIT THEIR RIGHT TO SPEAK AT FUTURE BOARD MEETINGS PLEASE UNDERSTAND THAT WHILE THE BOARD OF EDUCATION 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. CALVERT COUNTY PUBLIC SCHOOLS WILL RESPOND TO THE ISSUES YOU RAISE IF YOU PROVIDE YOUR CONTACT INFORMATION WHEN YOU SIGN IN.

WRING -- WRITTEN COMMENTS ARE WELCOME AT ANY TIME.

FOR MORE INFORMATION CALL AND ASK TO SPEAK.

>> OUR FIRST SPEAKER IS SHELL BAYDEN SPEAKING AS AN

INDIVIDUAL. >> HI.

YES. GOOD EVENING, BOARD MEMBERS.

MY NAME IS SHELLY BAYDEN AND I AM A PARENT OF AN EXPLOSION -- EXPLOSIVE CHILD. I AM ASKING FOR YOUR HELP ALLOCATING SPECIFIC FUNDS FROM GENEROUS BUDGETED PROPOSAL FOR BEHAVIORAL SUPPORT. I WOULD LIKE TO HAVE SPECIFIC FUNDS DEDICATED TO THE TRAINING OF COLLABORATIVE AND PROACTIVE SOLUTIONS ON DEVELOPMENT DAY. I HAVE A PACKET OF INFORMATION YOU HAVE ALREADY RECEIVED. I HOPE YOU WILL TAKE THE TIME LATER TO READ THROUGH ALL OF THE INFORMATION I HAVE ENCLOSED FOR YOU. EVERY BOARD OF EDUCATION MEETING THERE IS CONTINUALLY A STAFF MEMBER DISCUSSING THE BEHAVIOR ISSUES THEY ARE EXPERIENCING AND ASKING FOR YOUR ASSISTANCE WITH SOLUTIONS. IT'S NOT ONE TYPE OF STUDENT AND IT IS NOT AT ONE SCHOOL. A BEHAVIOR PROBLEM IS IN EVERY SCHOOL. I AM INFURIATED THAT CC PJ S HAS THE -- CCPS HAS THE SOLUTION TO ELIMINATE BEHAVIORAL PROBLEMS FOR THE PAST THREE YEARS. IN JANUARY OF 2020 THERE WAS A PILOT PROGRAM IMPLEMENTED AT FOUR ELEMENTARY SCHOOLS FOR THE COLLABORATIVE PROACTIVE SOLUTIONS.

THE APPROPRIATE TRAINING HAS NOT BEEN IMPLEMENTED AT ALL OF THE SCHOOLS. PARENTS AND STAFF, I SEE YOU AND I HEAR YOU. I AM THE PARENT OF THE STUDENT WHO USED TO BE AGGRESSIVE. I HAVE LIVED IT.

I HAVE READ THE BOOKS ON THE EXPLOSIVE CHILD.

I LEARNED THE PRO PROACTIVE STRATEGIES AND USE THEM DAILY.

[02:50:02]

I AM HERE TO SUPPORT FAMILIES AND ALL OF THE SCHOOL STAFF.

I AM NOT ASKING FOR A SOLUTION TO BEHAVIORAL PROBLEM I AM HERE TO ANSWER THE QUESTION AND TO GIVE THE SOLUTION, THE SOLUTIONS EVERYONE HAS BEEN ASKING FOR IS HERE IN THESE TWO BOOKS BY ROSS GREEN. "LOST AT SCHOOL" THE COLLABORATIVE PROACTIVE SOLUTIONS TRAINING BASED ON THESE TWO BOOKS AND NOW I AND THIS COMMUNITY NEED CCPS TO APPROVE THE FUNDS TO IMPLEMENT TRAINING THAT WILL REDUCE THE BEHAVIORS AND INCREASE LEARNING OPPORTUNITIES AT SCHOOL FOR EVERYONE. IMPLEMENT A COUNTY TRAINING OF COLLABORATIVE PROACTIVE SOLUTIONS FROM LIFE IN THE BALANCE. EXCITED THAT CCPS HAS A NEW SUPERINTENDENT AND NEW BOARD MEMBERS.

I AM HOPING WITH THIS LARGE PROPOSED BUDGET AND WITH THIS NEW GROUP OF DECISION MAKERS KR-RBG CPS WILL FINALLY MAKE THE THE DECISION TO IMPLEMENT COUNTY WIDE STRAINING -- TRAINING FOR THE SEATTLE GEES THAT WILLY -- AND THE STRATEGY TO ELIMINATE IT IN ALL SCHOOLS. DESIGNATE TRAINING TO PROACTIVE STRATEGIES FOR ALL SCHOOLS DURING PROFESSIONAL DEVELOPMENT DAYS. THEN AND ONLY THEN WORK CAN BEGIN ON THE UNSOLVED PROBLEMS AND THE STRATEGIES TO PREVENT THE BEHAVIOR FROM REOCCURRING. THEN AND ONLY THEN WILL WE STOP SEEING THE STAFF TALK ABOUT THE UH TKPWREBGS THEY DEAL WITH ON A REGULAR BASIS AT A BOARD OF EDUCATION MEETING.

THANK YOU. >> I HAVE THE BOOK IF ANYBODY NEEDS. IT [APPLAUSE].

>> OUR NEXT SPEAKER IS CHRIS GADAWAY SPEAKING FOR AN

ORGANIZATION. >> GOOD EVENING.

I AM CHRIS GADWIN AND AS I PREPARED MY COMMENTS I WAS LOOKING AT YOUR WEBSITE TO REFERENCE THE JOINT MEETINGS YOU HAD WITH COUNTY COMMISSIONERS LAST YEAR.

SURPRISINGLY I COULDN'T FIND THEM.

I WOULD LOVE TO KNOW IF AND WHY YOU DON'T HAVE THEM PUBLISHED.

A LOT OF INTERESTING THINGS HAPPENED IN THE MEETING AND IT WOULD BE A SHAME TO NOT SEE THE INTERACTIONS.

MOVING FORWARD, I AM CERTAIN THAT EVERY DAY THE MAJORITY OF TAXPAYERS IN THIS COUNTY TAKE PART IN SOME KIND OF HOME OR BUSINESS EXPENSE SAVINGS. EACH OF YOU MAY AS WELL.

MAYBE YOU SCAN A SAVINGS CARD AND PUTTING IN A PHONE NUMBER TO A RETAILER OR GO OLD SCHOOL AND CLIP COUPONS.

WE DO THIS TO SAVE MONEY SO BE CAN -- SO WE CAN SPEND IT ON SOMETHING ELSE EQUALLY AS IMPORTANT.

IT IS COMMONPLACE IN SOCIETY TO DO THAT.

BEST COST AS IT WAS PUT AT THE LAST MEETING CAN BE CALLED COMMON SENSE BY MOST PEOPLE. I DOUBT EACH OF YOU GOT A 10% RAISE LAST YEAR. THAT IS NOW WHAT YOU ARE ASKING THE TAXPAYERS OF THE COUNTY TO GIVE TO YOU WITHOUT ANY QUESTIONS OR ACCOUNTABILITY. LAST YEAR I HAD A PLAN OF WORKING TOGETHER WITH YOU TO GET THE TEACHERS AND SUPPORT STAFF COMPENSATION INCREASES OF 10% STARTING THIS YEAR.

A COUPLE OF YOU ADVISED ME THAT THE 1% PAY RAISE WAS TIED TO A UNION CONTRACT AND THAT CANNOT BE CHANGED.

AS A PAST UNION SHOP STEWARD I HAVE NEVER SEEN OF A UNION REJECTING ANY UNPAID -- I'M SORRY, UNPLANNED RAISES OR BENEFIT INCREASES. DURING THAT DISCUSSION EVEN ONE OF YOU WENT SO FAR AS IN A THREATENING WAY TO ADVISE THE COUNTY COMMISSIONERS IT WAS NONE OF THEIR BUSINESS TO SAY WHERE MONEY WOULD BE SPENT AND BASICALLY THE RIGHT TO CHECK.

IN A TIME OF TYPE -- HYPER INFLATION, THE GOVERNMENT HAS HELD THE INCREASE FLAT WHILE YOURS CONTINUES TO INCREASE YEAR AFTER YEAR AFTER YEAR WHILE YOUR STUDENT ENROLLMENT HAS BEEN DECREASING YEAR AFTER YEAR AFTER YEAR.

IT IS THE JOB OF EVERY LEVEL OF GOVERNMENT INCLUDING THE SCHOOL BOARD TO ENSURE IT IS SPEFPBT IN THE POST -- SPENT IN THE MOST EFFICIENT MANNER POSSIBLE. ALTHOUGH WE ARE CLOSE TO WASHINGTON D.C., UNLIKE THE TP*EDS WE CAN'T -- FEDS WE CAN'T PRINT MORE MONEY. THE BALTIMORES SCHOOLS SPENT THE HIGHEST AMOUNT ON STUDENTS WHILE NOT GRADUATING A SINGLE STUDENT COMPETENT IN MATHEMATICS. IS THAT THE FISCAL AND EDUCATIONAL RESPONSIBILITY ARE YOU AIMING FOR WITH YOUR REJECTION OF TEACHER AND SUPPORT STAFF RAISES BASED ON FISCAL RESPONSIBILITY DURING YOUR LAST MEETING'S VOTE? WHILE THE PAST AUDITS ACCORDING TO POLICY AND LAW, YOU HAD A

[02:55:04]

I AM NOT A HIGHLY QUALIFIED CPA, BUT I AM A BUSINESS OWNER AND A PARENT AND I RUN A HOUSEHOLD. WHEN YOU SENT ME OVER YOUR FIVE YEARS OF EXPENSES BYLINE ITEM LAST YEAR, I EASILY TARGETED MANY WAYS OF SAVING HUNDREDS OF THOUSANDS AND MILLIONS OF DOLLARS ANNUALLY. I ONLY SPENT 20 TO 30 HOURS GOING THROUGH THE DATA. IS THE BEST TO PAY THOUSANDS IN MILEAGE REIMBURSEMENT FOR VEHICLE THAT'S MAY NOT EVEN BE ENVIRONMENTALLY FRIENDLY OR MORE RESPONSIBLE TO PURCHASE FUEL-EFFICIENT AND ECONOMICAL POOL CARS.

IS IT THE BEST COST TO GIVE HUNDREDS OF THOUSANDS OF DOLLARS TO INDIVIDUAL COMPANIES WITHOUT PUTTING THOSE JOBS OUT FOR COMPETITIVE BIDDING LIKE SUGGESTED.

IS IT EFFICIENT TO HAVE 5,000 LINES OF EXPENDITURES JEWEL -- ANNUALLY TO OFFICE DEPOT WHILE STILL MORE TO SUPPLY COMPANIES LIKE STAPLES AND WB MASON? OUR SCHOOLS NEED THE BEST SUPPORT STAFF AVAILABLE NOT ONLY IN THE STATE, BUT THE ENTIRE REGION BECAUSE EACH OF OUR PARENTS AND CHILDREN DESERVE NO LESS THAN THE BEST. I URGE THE THREE WHO VOTED AGAINST THIS PLAN AT THE LAST MEETING TO RECONSIDER AND IMMEDIATELY START TO ADVOCATE FOR AN ON BOARD CPA FINANCIAL ANALYST TO FIND THE WASTE AND ABUSE OF TAXPAYER DOLLARS RAMPANT IN SCHOOLS AND ENSURE YOU HAVE THE FUNDS TO GIVE TEACHER AND SUPPORT STAFF THE INCREASES THEY DESERVE AND NEED.

WE DO NOT NEED TO MEET THE BLUEPRINT OF REQUIREMENTS.

WE NEED TO EXCEED THEM AND EXCEED THEM BEFORE THEY GO INTO EFFECT. ON A SIDE NOTE, THANK YOU FOR REMOVING THE ARBITRARY 10-PERSON LIMIT AND I URGE THE BOARD PRESIDENT AND VICE PRESIDENT AND MEMBERS TO START HAVING MORE OPEN AND CANDID DEBATE ON CAMERA ABOUT THE ISSUES THAT CONCERN TAXPAYER DOLLAR SPENDING AMONG OTHER TOP -- TOM PICKS AND NOT

HIDE THEM -- >> THAT IS YOUR TIME.

>> THANK YOU. [APPLAUSE].

>> THANK YOU FOR YOUR COMMENTS. >> OUR NEXT SPEAKER IS SARA BUTLER SPEAKING FOR AN ORGANIZATION.

>> GOOD EVENING. I COME TO YOU AS A CONCERNED PARENT IN OUR PUBLIC SCHOOL SYSTEM.

MY SON'S EXPERIENCE HAS OPENED MY EYES OF HOW WE ARE FAILING OUR CHILDREN. I AM NOT SURE WHAT EACH OF YOUR POSITIONS ARE PRIVY TO ON A DAY-TO-DAY BASIS IN THE SCHOOL SYSTEM, BUT I'M SURE YOU ARE ALL GIVEN THE SAME SUGAR-COATED VERSION THAT MAKES THIS SITUATION SOUND LESS EXTREME.

THE SAME ALTER TRUTH IS THE VERSION THAT PARENTS GET.

IF YOU ARE PRIVY TO WHAT IS HAPPENING IN THE CLASSROOMS, THEN YOU YOURSELF ARE PART OF THE FAILING SYSTEM.

I WOULD LIKE TO SHARE A FEW THINGS THAT I MYSELF WITNESSED WHILE IN SCHOOLS. WHAT MY SON HAS DIRECTLY WITNESSED AND HAD DONE TO HIM WHILE ATTENDING PUBLIC SCHOOL JUST THIS YEAR. ALSO SOME SITUATIONS OTHER PARENTS HAVE SHARED WITH ME. JUST THIS KWHRAOER AS I SAT WAITING IN THE MAIN OFFICE TO HAVE A MEETING WITH THE PRINCIPAL OF MY SON'S SCHOOL AND THE CHIEF OF OPERATIONS OFFICER, I WITNESSED WHAT I THOUGHT TO BE A GUN BEING OPENLY HANDED TO ANOTHER MOTHER. THIS MOTHER INFORMED THE PRINCIPAL HER SECOND GRADER PROBABLY HAS ONE IN HIS BOOK BAG ALSO. THE PRINCIPAL AT THIS POINT WALK I HAD TO THE SECOND GRADER'S CLASSROOM WHERE THE SECOND GUN WAS LOCATED IN THE BOOK BAG. THIS WAS THREE -- AROUND THREE HOURS INTO THE SCHOOL DAY. THE SECOND GRADER WAS NOT CALLED TO THE OFFICE AT THIS TIME. THE OLDER SIBLING WAS SITTING IN THE OFFICE HAVING CASUAL CONVERSATIONS WITH STAFF MEMBERS WHEN THE MOTHER TOOK BOTH GUNS HOME.

I DON'T KNOW WHAT CONSEQUENCES, IF ANY, CAME FROM WHAT I W-PBGSED, BUT I -- WITNESSED, BUT I KNOW BOTH CHILDREN REMAINED IN SCHOOL THAT DAY AND BOTH ATTENDED THE FUN RUN THAT WEEK. AN EMAIL LATER CAME OUTSTATING THAT ONE GUN WAS STOUPBD -- WAS FOUND, BUT NO MENTION OF THE SECOND GUN LOCATED IN THE SCHOOL BUILDING.

HOURS LATER WHEN I ADDRESSED -- WHEN I -- WHEN ADDRESSING THESE GUNNING -RB -- GUNS BEING HANDED TO A PARENT OPENLY I WAS TOLD POLICY WAS FOLLOWED. THIS THIS WAS EXTREMELY CONCERNING TO ME ESPECIALLY SINCE THE SECOND CHILD WAS NOT BROUGHT IN TO SPEAK TO ADMIN. THE CHILDREN EXPOSED TO THESE GUNS SHOULD HAVE RECEIVED A FOLLOW-UP DISCUSSION FROM ADMIN.

THIS WOULD HAVE BEEN A VERY TEACHABLE MOMENT.

[03:00:07]

I WAS NEVER NOTIFIED BY THE SCHOOL ABOUT THESE ACTIONS.

ANOTHER PEER KNOCKING MY SON TWICE WHILE USING THE RESTROOM.

AGAIN, I WAS NEVER NOTIFIED. ANOTHER INSTANCE MY SON WITNESSED WAS A CLASSMATE CHOKING ANOTHER CLASSMATE AND LEAVING FINGERNAIL MARKS ON THE CHILD'S THROAT, A PLASTIC BAG BEING PUT OVER A CLASSMATE'S HEAD AND THE CHILD WHO HAD THE BAG'S OWN HEAD. WHAT ARE WE ALLOWING OUR CHILDREN TO BE VICTIMS TO OR EXPOSED TO AND WHAT ARE GOING TO BE THE MENTAL EFFECTS TO THE EXPOSED TRAUMAS.

LEARNING STOPS EVERY TIME A CLASSMATE GETS UP, YELLS ACROSS THE CLASSROOM AND BICKERS WITH THE OTHER STUDENTS.

A STAFF MEMBER HAS TON -- HAS TO BE CALLED IN OR ESCORTS CALLED TO ACCOMPANY A CHILD TO THE BATHROOM BECAUSE OF BEHAVIORS.

LET'S NOT FORGET THE DAY-TO-DAY KIDS BEING KIDS.

AS THE STUDENT CODE CONDUCT STATES, ALL CHILDREN HAVE THE RIGHT TO A SAFE AND UNDISRUPTED EDUCATION.

AS I SHARED IN THE ABOVE EXAMPLES, THIS IS NOT BEING PROVIDED. I HAVE HEARD FROM SEVERAL STUDENTS CLASS LETS OUT DAY-TO-DAY AND THEY DECIDE HOW MUCH CLASS THEY PARTICIPATE IN AND WHERE AND WHO* -- WHO THEY WILL EAT WITH AT LUNCH. YET, ENTIRE CLASSES BEING TOLD THEY WILL BE PUNISHED AND GIVEN ASSIGNED SEATS FOR THREE OF THE CHILDREN'S ACTIONS. WHAT ARE WE TEACHING THE CHILDREN? TKA*EUPL -- DAILY THEY SEE THEY DON'T HAVE TO FOLLOW THE RULES -FPLS THEY CAUSE TRAUMA PARENTS, TEACHERS AND STAFF. WHEN DO THESE BEHAVIORS OUTWEIGH THE POSITIVE ATTITUDES OF THE KIDS WHO SHOW UP AND DO WANT TO LEARN? I HAVE HAD SEVERAL PHONE CALLS TO THE SCHOOL ADMINISTRATION AND THE CHIEF OPERATIONS OFFICER.

WHEN WE DISCUSSED THE BEHAVIORS AND CONCERNS I AM MET WITH, WE ARE HERE TO TEACH. I AM TOLD THAT WE ARE TEACHING THE CHILDREN HOW TO BEHAVE. WE ARE TEACHING YOUR SON AND OTHER STUDENTS TO COPE AND OUR HANDS ARE TIED.

I AM NO LONGER ACCEPTING ANY OF THESE RESPONSES AND I KNOW EVERYONE HAS THE RIGHT TO A FREE EDUCATION, AND I KNOW OUR TAXES

FUND THIS EDUCATION. >> THANK YOU FOR YOUR COMMENTS.

>> [APPLAUSE]. >> OUR NEXT SPEAKER IS MELISSA GUSHHORN SPEAKING AS AN INDIVIDUAL.

>> HELLO. I AM MELISSA AND I AM HERE TO TALK A LITTLE ABOUT THE SCHOOL CALENDAR.

A CHANGE OF PACE FOR ALL OF US. SO THERE ARE 260 WORKING DAYS IN A CALENDAR YEAR. WE HAVE IN THE PROPOSED SCHEDULE 29 DAYS OFF FOR STUDENTS AND 13 HALF DAYS.

IF WE LOOK AT THE MEDIAN HOUSEHOLD INCOME IN CALVERT COUNTY, WE ARE TAKING AWAY ESSENTIALLY 10% OF THE MEDIAN FAMILY'S INCOME TO ACCOUNT FOR THE 29 DAYS OF SCHOOL DAYS MISSED FOR STUDENTS AND ANOTHER 5% FOR THE 13 HALF DAYS WHERE PARENTS CANNOT MAKE UP THE TIME THAT THEY HAVE TO TAKE OFF TO ACCOMMODATE THESE LATE ARRIVALS AND EARLY DISMISSALS.

WHEN WE LOOK AT BALANCING THE CALENDAR, WE HAVE A LOT OF THINGS TO CONSIDER. I DO REALIZE WE WANT TO MAKE SURE OUR TEACHERS HAVE PLANNING TIME AND THERE IS TRAINING THAT NEEDS TO BE DONE IN THE MIDDLE OF THE DAY.

WE ALSO HAVE TO RECOGNIZE THAT THE COUNTY THAT WE LIVE IN CONSISTS OF MANY DOUBLE WORKING HOUSEHOLD FAMILIES AND MANY SINGLE PARENTS. THERE ARE LOTS OF PEOPLE THAT MISS COMPLETE CHUNKS OF THEIR SALARY, INCOME THEY TEED TO PROVIDE -- INCOME THEY NEED TO PROVIDE TO THEIR FAMILY BECAUSE WE ARE TAKING 29 DAYS OFF OR NEARLY SIX WEEKS DURING THE SCHOOL YEAR. GRANTED EIGHT AND A HALF OF THOSE DAYS ARE DURING I THINK WINTER BREAK.

SEVEN AND A HALF ARE FOR SPRING BREAK AND THREE DAYS FOR THANKSGIVING. BUT THEN THERE ARE OTHER DAYS SPRINKLED IN THE CALENDAR. WE ALSO HAVE THE CALENDAR STARTING SIX DAYS BEFORE LABOR DAY AND THE LAST FIVE DAYS OF

[03:05:02]

WE TALK ABOUT IN THE SCHOOL SYSTEM ABOUT EQUITY.

HOW IS IT EQUITABLE FOR OUR FAMILIES TO TAKE SIX WEEKS? MOST FAMILY THE AVERAGE NUMBERS OF DAYS A FAMILY GETS -- A PERSON GETS FOR PAID TIME OFF IS 11 IN AMERICA.

WE ARE ASKING THEM TO TAKE 29 DAYS JUST IN THE MIDDLE OF THE SCHOOL YEAR, 13 HALF DAYS AND THEN OBVIOUSLY WE ALL ENJOY SUMMER. AS YOU ARE LOOKING AT THE CALENDAR, I WOULD REALLY LIKE FOR YOU TO KEEP ALL OF THOSE THINGS INTO CONSIDERATION BECAUSE WE ARE NOT ONLY EMPLOYING STAFF, BUT WE ARE HERE TO TEACH CHILDREN AND WE HAVE FAMILIES THAT RELY ON THE SCHOOL SYSTEM TO TEACH THEIR CHILDREN IN A WAY THAT WORKS FOR EVERYBODY.

THIS PROPOSED CALENDAR DOES NOT DO THAT.

FURTHERMORE AS IT PERTAINS TO THE BUDGET AND THE CALENDAR, WE NEED TO ENSURE THAT THE BUDGET -- SORRY, THAT THE BUDGET INCLUDES TRAINING FOR EVERY SINGLE STAFF PERSON TO TKPWE THE RESTORATIVE TRAINING. I KNOW DR. TOWNSEL YOU HAD IT.

I THINK EVERY STAFF PERSON NEEDS TO BE TRAINED IN BEHAVIOR MANAGEMENT AND THAT SHOULD BE A PRIORITY.

THANK YOU. [APPLAUSE].

>> THANK YOU FOR YOUR COMMENTS. >> OUR NEXT SPEAKER IS CRYSTAL EDWARDS SPEAKING AS AN INDIVIDUAL.

>> HELLO. NICE TO SEE YOU GUYS.

MY NAME IS CRYSTAL EDWARDS. I AM THE PARENT OF A CALVERT COUNTY PUBLIC STUDENT. SHE WAS INVOLVED IN A SITUATION ON JANUARY 20TH AT THE ELEMENTARY SCHOOL.

LET ME FIRST SAY THAT I WANT WHAT'S BEST FOR EVERYONE.

I BELIEVE IN INCLUSION AND HOW LONG WILL WE BE ALLOWING THESE DANGEROUS AND DISRUPTIVE BEHAVIORS TO CONTINUE WITHOUT THE NECESSARY ACTIONS? IT BECAME CLEAR THAT THERE WERE UNINTENDED -- UNINTENDED CONSEQUENCES OF THE INCLUSION POLICY. TEACHERS AND FACULTY CANNOT TAKE NECESSARY PROMPT ACTION WHEN ISSUES ARISE.

THIS IS ENABLING BAD BEHAVIOR ALL-AROUND THE SCHOOLS.

THE ESCALATING ISSUES OF -- I'M SORRY ESCALATING OF ISSUES OCCURRING HAS MADE IT EVIDENT IGNORING THE ISSUES RESULTED IN CHILDREN BEING MORE DISRUPTIVE AND INCREASED VIOLENT BEHAVIORS FOR STUDENTS AND CLASSMATES. WE NEED CONSEQUENCES FOR ACTIONS. NOT DOING SO LEADS TO CHILDREN THINKING THEY CAN DO WHATEVER THEY WANT AND THERE IS NO REPERCUSSIONS FOR THAT. THERE ARE MANY WAYS THAT WE CAN EXPRESS HOW WE FEEL WITHOUT HARMING OTHERS OR YOURSELF.

WHICH IS WHY I BELIEVE WE NEED INCREASED BUDGET FOR SPECIAL EDUCATION. IN RESPONSE TO THE SITUATION THAT OCCURRED ON JANUARY 20TH, WHY WAS THIS NOT RELAYED TO ALL OF THE PARENTS OF THE STUDENTS PRESENT FOR THIS SITUATION ON THE DAY OF THIS TRAUMATIC EXPERIENCE? INSTEAD IT WAS 12 DAYS AFTER TO BE EXACT THAT THIS WAS MADE AWARE TO THE PARENTS. WHAT ELSE HAS TO HAPPEN -- IS HAPPENING WITHOUT THE PARENTS KNOWLEDGE OR CONSENT? IT MAKES EVERYONE QUESTION WHAT IS GOING ON.

THE POLICY OF INCLUSION IS RESULTING IN A SITUATION WHERE STUDENTS ARE NOT BEING TREATED EQUALLY.

ONE STUDENT IS ALLOWED TO OPT OUT AND DISRUPT THE CLASS WITHOUT RECOURSE. THIS IS A RESULT OF THE MAJORITY OF THE STUDENT FEELING BULLIED AND DISRUPTS THEIR ABILITY TO BE EDUCATED WHEN A SITUATION BECOMES IMMEDIATE TAKE -- DANGER. INCLUSION IS WELL INTENDED, BUT IT SHOULD NOT RETRACT FROM EQUITABLE LEARNING AND SAFETY FOR ALL STUDENTS. THE EQUALITY HAS BEEN LOST BECAUSE ONE CHILD IS NOT ALLOWEE OTHER CHILDREN TO FULLY LEARN IN A CLASSROOM SETTING AND TAKING THE SENSE OF SAFETY AWAY TAOFPLT INCLUSION FOR ONE IS IMPACTING EQUITY FOR ALL OF THE REST OF THE STUDENTS. FOR EXAMPLE THE MATH TESTING, MY CHILD'S CLASS WAS CUT SHORT BECAUSE OF A OUT -- OUTBURST WITH ONE CHILD SO THEY DID FINISH THE TESTING SO KHAOEUR SCORES ARE NOT ACCURATE. IT IS TIME TO CHANGE THE POLICY AND PROCEDURES AND WE ARE DOING A HUGE DISSERVICE TO OUR CHILDREN, STAFF, TEACHERS. THEY DO NOT FEEL SUPPORTED AND THEY WANT TO HELP, BUT THEY CANNOT WITHOUT THE PROPER PROL SEES AND PLACE -- PROPER POLICY AND PLACE TO DO SO.

PLEASE MAKE A CHANGE FOR OUR CHILDREN.

THANK YOU. >> THANK YOU FOR YOUR COMMENTS.

>> OUR NEXT SPEAKER IS KIM SANFORD SPEAKING AS AN

INDIVIDUAL. >> MY NAME IS KIM SANFORD AND I

[03:10:07]

I I HAVE FIRST-HAND KNOWLEDGE OF THE BEHAVIORAL ISSUES.

I AM NOT HERE TO DISPUTE THE NEED FOR INCREASED BEHAVIORAL SUPPORT SERVICES. I AM HERE TO STRESS MY STRONG CONCERNS REGARDING THE WAY THIS BOARD PLANS TO ADDRESS THE SPECIFIC NEEDS WITH THE PLAYBOOK PROGRAM.

MENTAL HEALTH AND BEHAVIORAL ISSUES ARE A MAJOR PROBLEM IN OUR SCHOOLS USE OF THE PLAYBOOK PROGRAM THAT IS DESIGNED TO AT BEST BENEFIT A VERY SMALL PERCENTAGE OF OUR STUDENT POPULATION IS A GROSS MISUSE OF OUR TAXPAYER FUNDS.

THERE ARE OVER 15,000 STUDENTS IN CALVERT COUNTY PUBLIC SCHOOLS AND THIS PROGRAM WILL ATTEMPT TO ADDRESS THE NEEDS OF 500 OF THE STUDENTS. 500.

THIS IS LESS THAN 4% OF OUR STUDENT POPULATION.

THIS YEAR'S PLAYBOOK SHOWED US THAT MANY STUDENTS EITHER DROPPED OUT OR GOT REMOVED FOR BEHAVIORAL ISSUES EARLY ON.

IN REALITY IT WOULD BENEFIT EVEN FEWER THAN THE 4% TARGETED TO START A PROGRAM. HOW CAN IT BE IN THE BEST INTEREST OF OUR KIDS, OUR SCHOOL SYSTEM AND OUR TAXPAYERS TO SPEND $860,000 WHEN THE LESS THAN 4% OF OUR STUDENTS WHO ARE CHOSEN ARE A MERE DROP IN THE BUCKET OF OUR STUDENTS WHO NEED BEHAVIORAL HEALTH AND MENTAL ASSISTANCE.

NOT ONLY DOES IT REACH A LIMITED NUMBER OF STUDENTS FOR A TOO BRIEF PERIOD OF TIME, WHERE IS THE DATA DEMONSTRATING THE EFFECTIVENESS OF THE PROGRAM? THE POLICEMAN -- THE PROGRAM REQUIRES READING ONE BOOK OUT OUT OF CLASS, ZERO DISCIPLINE -- DIS-- DISCIPLINE REFERRALS. THEY ARE ALL GREAT REQUIREMENTS.

OTHER THAN SELF-WORTH HOW WE ARE DETERMINING BOOKS ARE BEING READ AND SERVICES BEING PERFORMED. WHAT IMPROVEMENTS WE ARE SEEING IN DISCIPLINARY ACTIONS. OVERALL THE FEEDBACK TKWR-PL -- I AM HEARING FROM STAFF AND PLAYBOOK PARTICIPANTS AND WHAT I WITNESSED MYSELF SHOW THE PLAYBOOK PROGRAM DOES NOT JUSTIFY AN $860,000 PRICE TAG. MANY SCHOOLS DON'T HAVE FULL TIME SOCIAL WORKERS. THIS HAS CONTRIBUTED TO OUR SCHOOL COUNSELORS AND THERAPISTS BEING OVER WELL -- OVERWHELMED.

THEY MAKE A HUGE IMPACT IN THE EMOTIONAL ISSUES.

THE BENEFIT WILL BE BETTER FOR THE PROGRAM AND BENEFITING STUDENTS. INCREASED BEHAVIORAL SUPPORT SHOULD BE A FOCUS IN THIS COUNTY.

HOWEVER, THERE MUST BE A BETTER WAY THAT CAN IMPACT FAR MORE THAN 4% OF OUR STUDENTS OVER A 3-MONTH PERIOD.

INCREASED SOCIAL WORKERS AND INCREASED TRAINING SAW -- SUPPORT STAFF AND MENTORING PROGRAMS ARE A FEW VIABLE OPTION THAT'S MAKE A SIGNIFICANT LONG-TERM IMPACT ON THE EMOTIONAL AND BEHAVIORAL NEEDS OF OUR STUDENTS WHILE BENEFITING ALL MEMBERS OF THE SCHOOL COMMUNITY.

I AM RESPECTFULLY ASKING YOU TO NOT APPROVE THE BUDGET DAUGHTER EXPENDITURE FOR THIS PROGRAM AND PUT THAT MONEY INTO BETTER STUDENT INTERVENTIONS TO ADDRESS THIS OVERWHELMING NEED.

THANK YOU. >> THANK YOU FOR YOUR COMMENTS.

>> TURN ON YOUR MICROPHONE -- >> WATCHING THE EVENTS IN THIS COUNTY FOR A LONGTIME. KWR-FPL DABBING DABBING I AM NOE FACT THAT NOBODY HERE HAS CAUSED THE ISSUES THAT WE NOW FACE IN OUR SCHOOLS, BUT IN OTHER THINGS AND WHAT WE ARE NOT DOING IS PROVIDING SOLUTIONS. I HAVE SPENT THE LAST TWO YEARS TALKING WITH PARENTS AND TEACHERS AND DIFFERENT MEMBERS OF THE COMMUNITY AND THEY ARE DIS -- DISCOURAGED AND THEY LOST THEMSELVES. A WHOLE RANGE OF ISSUES.

I THINK THERE HAS BEEN A LOT OF TO FOCUS ON AND A LOT OF UNNECESSARY THINGS. WHEN YOU TALK TO PEOPLE IT IS LIKE THE STATE OF MARYLAND SAYS WHAT THE STATE OF MARYLAND SAYS.

THAT IS NICE, BUT THE STATE OF MARYLAND DOESN'T RAISE

[03:15:03]

I GUESS MY BREAKING POINT WAS THE OVERDOSES THAT RECENTLY HAPPENED IN THE SCHOOL. PAURPBTS *R -- PARENTS REPORT BEING NOTIFIED WHEN THINGS ARE HAPPENING IN AN APPROPRIATE AMOUNT OF TIME. THEY ARE BEING BLAMED FOR THINGS THAT THEY DON'T HAVE ANY CONTROL OVER.

IT IS VERY DISHEART -- DISHEARTENING AT THIS POINT.

THERE IS A LOT OF DIVISION AND WE CAN ALL DO BETTER WITH THAT.

WE NEED TO FOCUS LESS ON A -- ON EMOTIONS AND MORE ON A DECENT WAY OF LIFE FOR EVERYBODY. IT IS NOT WORKING.

IT HASN'T BEEN WORKING FOR YEARS.

I HAD TO PULL ALL OF MY CHILDREN WE NEED TO DO BETTER.

>> THANK YOU FOR YOUR COMMENTS. >> [APPLAUSE].

>> OUR NEXT SPEAKER IS STAOEUF N INDIVIDUAL.

>> THANK YOU FOR LETTING ME SPEAK.

FIRST OFF, I WOULD LIKE TO SAY HOW IMPRESSED WITH THE BOARD AND THE FACT THE JOB YOU DO LISTENING TO THE PRESENTATIONS WAS EXTREMELY DIFFICULT. TONIGHT, AGAIN I HEAR ABOUT THE VIOLENCE IN SCHOOLS AND I HAVE A LOT TO SAY.

LAST NIGHT I ATTENDED ANOTHER EVENT THAT IT WAS A DISPARITY -- HEART DISEASE AND OTHER DISEASES ABOUT CLOSING THE GAP IN CERTAIN PORTIONS OF THE POPULATION IN MARYLAND.

IT WAS AN ALL-STAR BOARD. IT ALL COMES BACK AND NOW TONIGHT I COME HERE AND IT SEEMS THAT EDUCATION IS EVERYTHING.

IT IS A CIVILIZATION TO SURVIVAL , YOUR MASSES HAVE TO BE EDUCATED, BUT IT TAKES LAW AND ORDER.

IT SEEMS WE HAVE A PROBLEM WITH THAT AND WE HAVE CONSEQUENCES TO BAD BEHAVIOR. WE WANT TO HAVE PROGRAMS WHERE WE WANT TO COME -- YOU KNOW, IF THERE ARE REASONS, YOU KNOW, WHERE BENEVOLENCE WANTS TO HELP PEOPLE, BUT WE DON'T HOLD EVERYBODY BACK. WE GO TO THE BUSHES.

A GREAT PROGRAM THEY THOUGHT THEY WERE INSURANCE -- INSTITUTING. NO CHILD LEFT BEHIND.

THAT WOULD BE NICE, BUT IT IS NOT POSSIBLE.

IT IS LIKE IF I AM SITTING HERE AND I LOOK AT DR. TOWNSEL.

HE HAD AN OPPORTUNITY TO EXCEL. HE EXCELLED.

COMPARED TO ME, I MEAN, HIS CREDENTIALS AND ALL, THAT'S LIFE. KIDS ALSO HAVE TO LEARN THERE ARE CONSEQUENCES TO MAKING BAD DECISIONS.

RESPECT. RESPECT FOR TEACHERS.

I HAVE BEEN TO SIX MEETINGS AND I KEEP HEARING THE SAME THING.

IT IS A BAD ENVIRONMENT. HOW ARE WE GOING TO HIRE GOOD TEACHERS IF THE ENVIRONMENT IS NOT GOOD? I MEAN, THEY ARE NOT FOOLS. IT IS NOT A LOT OF MONEY THEY MAKE. I BROUGHT ALONG A BOOK WHICH IS RECOMMENDED READING. IT IS ABOUT THE PARKLAWN MASSACRE. READ IT.

THE FAILURE WAS THAT YOUNG MAN SHOULDN'T HAVE BEEN IN SCHOOL.

HE WASN'T THAT DAY, BUT HE WAS A BEHAVIOR PROBLEM.

HE HAD 2 AVIS SITS FROM THE -- 28 VISITS BY THE POLICE TO HIS HOUSE. HE TORTURED CATS.

HE HAD PROBLEMS. HE WAS UNMERCIFUL IN HOW HE KILLED THE KIDS. THE CO-AUTHOR, HIS DAUGHTER WAS MORTALLY WOUNDED. SHE COVERED ANOTHER STUDENT.

HE CAME BACK DOWN THE HALL AND HE SHOT BOTH OF THEM.

THE POINT BEING IS WE WANT TO GIVE OUR STUDENTS THE BEST OPPORTUNITY AGAIN TO EXCEL. YOU HAVE A TOUGH ROAD AHEAD OF

[03:20:03]

IN REGARD TO THE PROGRAM THAT THE MONEY WAS SPENT -- I WANT TO DEFEND IT. I AM ACTUALLY A FAN OF MR. THOMAS. AND SO WHAT I'M SAYING CITY HAVEN'T HAD THE INFORMATION TO SAY, FOR EXAMPLE SHE --

>> MR. PLYLER YOUR TIME IS UP PLEASE FINISH YOUR SENTENCE.

>> AND THE COST AND WHO BENEFITED LIMITED ALL OF THE RULES. AND WE HAVE THAT.

PEOPLE LIKE THAT, LIKE ME, CAN DEFEND THE PROGRAM.

THANK YOU. >> THANK YOU FOR YOUR COMMENTS.

>> [APPLAUSE]. >> OUR NEXT SPEAKER IS BETTY GOLDSTEIN SPEAKING AS AN INDIVIDUAL.

>> AM I ON? I DIDN'T REALLY COME WITH ANYTHING PLANNED TO SPEAK, BUT JOSEPH COULD NOT BE HERE TONIGHT SO I TOLD HIM I WOULD PITCH THE ANNUAL CCAC AWARDS.

I WATCHED FROM HOME LAST TIME BECAUSE I AM AT SCHOOL LATE AND CAN'T ATTEND. THE ADVISORY COMMITTEE CCACC INVITES PARENTS, TKPWAUD YENS OR STUDENTS THEMSELVES TO NOMINATE THE CCPS STAFF MEMBER, INDIVIDUAL OR TEEN THAT HAS MADE A DIFFERENCE IN THEIR LIFE OF A CHILD WITH AN IFSP, IE OR 504 ACCOMMODATION PLAN IN THE 2022, 2023 SCHOOL YEAR.

NOMINATIONS CAN BE SUBMITTED ONLINE, BY MAIL OR DROP OFF AND THEY ARE DUE BY FRIDAY MARCH 10TH.

I WILL THROW OUT A COUPLE OF QUICK THOUGHTS THAT I WROTE DOWN. PRESIDENT CLAGGETT, ONE OF YOUR PREVIOUS GOALS HAD BEEN CLASS SIZE IN THE PRIMARY.

ONE OF THE QUESTIONS SOMEBODY JUST BROUGHT UP IN MY BUILDING AT BARSTOW, IS ANYBODY LOOKING AT OUR NUMBERS? WE ARE ALMOST 700. WE FIVE SECOND GRADE CLASSROOMS AND AT LEAST TWO OF US, ME BEING ONE, I HAVE 23 KIDS.

IMAGINE IF WE DIDN'T HAVE FIVE TEACHERS.

OUR FIRST GRADE HAVE FOUR AND THEY ARE ALL AT 25.

OUR KINDERGARTENS ARE AT 25. AND WE HAVE NO MORE ROOM IN OUR BUILDING. I HAVE NEVER HAD KIDS THAT ARE SOL -- SO LOW IN THEIR SKILLS, MATH SKILLS IN PARTICULAR, AS I DO THIS YEAR. I KNOW IT IS RELATED TO COVID, BUT HOW DOES HAVING A LARGER CLASS SIZE AT THAT BEGINNING AGE AND WHEN WE ARE TRYING TO MAKE PROGRESS, HOW IS THAT HELPING? I WILL ALSO THROW OUT THAT LIKE DURING ACTIVE SHOOTER TRAINING, WE GET TOLD, BUILD RELATIONSHIPS AND COME SEE US WHEN YOU KNOW THINGS, WHEN YOU SEE THINGS, WHEN YOU HAVE CONCERNS.

ONE OF THE THINGS I KEPT BRINGING UP -- WELL, FIRST OF ALL, RELATIONSHIPS, THAT'S HARD WITH THE MORE KIDS YOU HAVE.

NUMBER TWO, WE COME AND THINK NOTHING IS DONE SO MY VICE PRINCIPAL ASKED I AM ON A COMMITTEE AND WE ARE LOOKING AT THE CODE OF CONDUCT. WHAT DO YOU THINK? DO YOU HAVE ANYTHING? MY FIRST THING IS, IS IT BEING FOLLOWED? IS IT BEING IMPLEMENTED? BEFORE I START TALKING ABOUT WHETHER OR NOT IT IS GOOD AND THE WAY IT IS WRITTEN, KNOWING THAT THERE IS ACTUALLY GOING TO BE I'M PHRAU MEN STATION -- IMPLEMENTATION MATTERS.

THERE ARE SOME THIRD GRADE TEACHERS THAT ARE TAKING LETTERS, AND I'M THINKING THERE ARE EVEN 4TH AND MAYBE FIFTH. THERE ARE MORE PEOPLE DOING LETTERS. JUST A COUPLE OF THINGS.

AND IF YOU EVER WANT TO TALK DATA, MS. CLAGGETT, I JUST HAPPEN TO BE GRADING SOME PAPERS AND HERE IS MY DATA SHEET FROM WEDNESDAY AND TUESDAY THAT I UPDATE EVERY MORNING.

>> MS. GOLDSTEIN, YOUR TIME IS UP.

>> YEP. >> I APOLOGIZE.

>> NICE TO SEE YOU GUYS. >> THANKS FOR YOUR COMMENT.

>> THAT'S IT. >> [APPLAUSE].

>> THAT CONCLUDES OUR SPEAKERS FOR THIS EVENING.

[3.02 Board Comments]

>> THANK YOU DR. JOHNSON. WE WILL MOVE INTO BOARD COMMENTS AND WE WILL START WITH THE STUDENT MEMBER OF THE BOARD.

>> GOOD EVENING, EVERYONE. FIRST I WOULD LIKE TO THANK EVERYONE WHO CAME OUT TO SPEAK TONIGHT AND SHARE YOUR COMMENTS WITH US. A FEW UPDATES FROM ME.

LAST WEEK AND CONTINUING THROUGHOUT THE NEXT FEW WEEKS, I HAVE HAD THE OPPORTUNITY TO SERVE ON THE CODE OF CONDUCT COMMITTEE TO HELP CODE THE 23-24 SCHOOL YEAR.

OKAY. THANK YOU.

DOING MY BEST TO SHARE THE STUDENT PERSPECTIVE ON THIS

[03:25:03]

THIS EVENT WILL BE AN EVENING OF DISCUSSION AND COMMUNITY BUILDING THAT IS OPEN TO ALL, AND IT WILL CONSIST OF ROUND TAKES FACILITATED BY STUDENTS TO TALK ABOUT THE STUDENT EXPERIENCE. SO IT WILL BE A GREAT OPPORTUNITY TO MEET AND WORK WITH OTHER STUDENT LEADERS.

THIS OPPORTUNITY IS OPEN TO ALL. MOVING ON I WOULD LIKE TO SHARE MY CONGRATULATIONS WITH THE NORTHERN HIGH SCHOOL TKPWREUFRLS INDOOR TRACK AND ANOTHER BIG CONGRATULATIONS JORDAN HAYES OF PAW TUX SON HIGH SCHOOL WHO WAS ELECTED TO BE THE NEXT STUDENT MEMBER OF THE KWAL SRERT COUNTY -- CALVERT COUNTY BOARD OF EDUCATION. JORDAN IS INCREDIBLY HARD WORKING AND DRIVEN AND I'M SURE SHE WILL DO A WONDERFUL JOB IN THE POSITION. HER TERM WILL BEGIN IN JUNE.

THANK YOU. THAT'S ALL FROM ME.

>> THANK YOU. >> NEXT WE WILL MOVE TO MS. GRI.

>> I WOULD LIKE TO THANK THE PARENTS FOR COMING OUT TO SPEAK ON THE CHILD ISSUES. A PARENT STATED WHEN SHE DROPS HER CHILD AT SCHOOL SHE FEELS LIKE SHE IS LEAVING HER CHILD IN A DANGEROUS NEIGHBORHOOD. THAT'S SAD WHEN WE LIVE IN CALVERT COUNTY. PARENTS ARE BECOMING VERY AWARE THAT OUR SCHOOLS ARE EXPOSING CHILDREN TO INAPPROPRIATE BEHAVIORS OUR PARENTS SPEND 95% OF THE SCHOOL -- CHILDREN TO SCHOOL EVERY DAY READY TO LEARN AND EXPECTING A SAFE ENVIRONMENT. WHILE TRYING TO DEAL WITH ISSUES IN THE CLASSROOMS AND HALLWAYS AND RESTROOMS WE ARE EXPOSING AND CREATING DAMAGE TO ADDITIONAL CHILDREN.

THOSE CHILDREN ARE NOT BEING TALKED ABOUT.

THEY APPEAR TO BE SIDE CLASS -- SIDE COLLATERAL.

OUR CHILDREN ARE BECOME DESENSITIZED TO INAPPROPRIATE AND EVEN VIOLENT BEHAVIOR. OUR COUNTY USES THE DANIEL SON FRAMEWORK TO VALUE -- EVALUATE TEACHERS.

ONE OF THE FOUR CHARACTERISTICS INVOLVED IS CREATING A POSITIVE LEARNING ENVIRONMENT. IT STATES THAT BEFORE STUDENTS CAN SUCCEED ACADEMICALLY. THEY MUST FEEL SAFE BOTH PHYSICALLY AND MENTALLY. S STKARB -- OUR COUNTY WOULD BE UN UNSATISFACTORY IN MANY CASES. TRAINING IS CRUCIAL.

EARLY INTER -- INTERVENTION IS CRUCIAL.

WE NEED SUPPORT SYSTEMS AT THE ELEMENTARY LEVEL TO BE PROACTIVE RATHER THAN REACTIVE IN THE MIDDLE AND HIGH SCHOOL YEARS.

THANK YOU. >> THANK YOU.

NEXT WE WILL MOVE TO MS. POST. >> ONE OF THESE DAYS I AM GOING TO WRITE IT DOWN LIKELY SAW DOES, BUT NOT TONIGHT.

A LOT OF THE COMMENTS PAID TONIGHT BY MS. GRINAS AND FOLKS ECHO THE REMARKS I WAS GOINGS TO MAKE.

I AM SICK TO MY STOMACH TO HEAR SOME OF THE THINGS THAT HR HAPPENING. I KNOW SOMEWHAT FIRST HAPPENED BECAUSE MY CHILDREN COME HOME AND THEY THEY TELL ME THINGS HAPPENING IN THE SCHOOLS. ONE OF THE THINGS I AM OUT AND ABOUT IN THE COMMUNITY AND HAVE CONVERSATIONS WITH PEOPLE.

SOMEBODY SAID TO ME, WHEN I COME TO THE BOARD MEETINGS, THAT'S MY LAST RESORT. I HAVE DONE A LOT OF OTHER THINGS. I GOT TO THINKING ABOUT THAT AND I WONDER HOW MANY OF YOU HAVE DONE SO MANY OTHER THINGS AND THIS IS YOUR LAST RESORT. FOR WEEKS NOW I HAVE BEEN SITTING UP HERE LISTENING TO THE SAME EXACT THINGS.

FOR YEARS PREVIOUSLY TO THAT I WAS SITTING BACK THERE AND LISTENING TO THE SAME EXACT THINGS.

IT IS VERY, VERY CLEAR WHATEVER WE ARE DOING IS NOT WORKING.

IT IS NOT WORKING. IT IS NOT WORKING.

INSTEAD OF SITTING UP HERE AND SAYING HOW WE EMPATHIZE WITH ALL OF THE PEOPLE AND HOW TOUGH IT IS, WE NEED TO GET OUR HEADS OUT OF THE SAND, EVERYBODY. IF ADMINISTRATORS ARE TOLD NOT TO WRITE RE-- REFERRALS SOMEBODY BETTER PICK UP THE PHONE AND

[03:30:01]

THAT'S NOT HAPPENING. IF IT WAS, WE WOULDN'T BE SEEING WEEK AFTER WEEK WHAT IS HAPPENING.

WE CAN'T PRETEND LIKE IT IS -- A GUN? COME ON NOW. IT IS NOT A MATTER OF WHEN -- EXCUSE ME IF, IT IS A MATTER OF WHEN.

IT'S GONNA HAPPEN. AND IF THERE ARE CHILDREN THAT ARE GOING TO THE SCHOOLS WITH GUNS OR THERE ARE THREATS OF THAT HAPPENING, YOU KNOW WHAT? IT IS ONLY A MATTER OF TIME BEFORE ONE OF THEM IS INJURED OR THERE IS A MASS SHOOTING.

AND WE ARE NOT PREPARED, BUT WE WILL BE SO GOOD AT REACTING TO IT. WE'RE GONNA KILL IT IN THAT CATEGORY AS WE HAVE FOREVER. WE REALLY HAVE TO DO SOMETHING.

I AM SO SORRY, DR. TOWNSEL, YOU INHERITED A LOT HERE.

I KNOW YOU ARE LIKE, THESE PEOPLE DOWN HERE ARE A LOT.

AND WE ARE. WE ARE A LOT.

WHAT WE ALSO ARE NOT GOING TO DO IS GO AWAY.

WE ARE PERSISTENT. I REALLY AM ENCOURAGING THE BOARD OF EDUCATION AND ALL OF THE MEMBERS THAT WORK FOR THE SCHOOL SYSTEM AND YOU DR. TOWNSEL TO LOOK AT THE PRACTICES AND SEE WHAT IS GOING ON OR NOT GOING ON AND TO MAKE IMMEDIATE CORRECTIVE ACTION. WHEN WE HAVE SITUATIONS LIKE THIS THAT HAPPEN IN ELEMENTARY SCHOOLS, A KID BEING HELD HOSTAGE IN THEIR CLASSROOM, ANOTHER KID SEEING A GUN, THOSE ARE TRAUMATIC INCIDENTS THAT OCCUR.

TRAUMA IS DIFFERENT IN EVERY WAY AND IN EVERY SHAPE FOR EVERY PERSON. WHAT WE MAY NOT THINK IS TRAUMA MAY BE HUGELY TRAUMATIC TO SOMEBODY ELSE.

AND IT IS NOT OUR RESPONSIBILITY TO DISTINGUISH BETWEEN WHETHER SOMEBODY FELT TRAUMA OR NOT. IT IS OUR RESPONSIBILITY TO MAKE SURE CHILDREN ARE SAFE. WE ARE NOT DOING THAT.

WE ARE FAILING. WE ARE FAILING MISERABLY.

I ENCOURAGE ALL OF YOU IF THERE ARE INCIDENTS HAPPENING, YOU KNOW WHAT? TALK ABOUT IT.

I WON'T EVEN GO ON A RAMPAGE TONIGHT BECAUSE I FEEL LIKE I HAVE SAID ENOUGH. WHILE WE ARE TALKING ABOUT THE VIOLENCE, LET'S TALK ABOUT THE DRUGS.

LET'S TALK ABOUT THE KIDS WHO CAN'T GO INTO A BATHROOM BECAUSE OF THE VAPING ISSUES THAT ARE GOING ON.

IT'S ALL HERE AND IT IS ALIVE AND WELL.

AND I AM NOT TALKING ABOUT MARIJUANA.

I'M TALKING ABOUT HEROIN. I'M TALKING ABOUT ALL OF THE OTHER THINGS THAT ARE OCCURRING IN OUR SCHOOL SYSTEM AND WE HAVE CONTINUED TO PRETEND TO BE THIS PERFECT SLEEPY LITTLE COMMUNITY AND WE CANNOT DO THAT ANYMORE. IT'S OVER.

IT'S OVER AND IT IS TIME FOR US TO NOT PRETEND, YOU KNOW, AND TAKE SOME ACTION AND BE PROACTIVE FOR ONCE INSTEAD OF BEING REACTIVE. LASTLY, I'M GONNA SAY THAT I WOULD LIKE TO MAKE A DISCUSSION THAT I AM BRICKING TO -- BRINGING TO THE BOARD FOR REVIEW, THE NEXT MARCH 9TH MEETING. TWO POLICIES I WOULD LIKE TO BRING OUTSIDE THE NORMAL TIMELINE AND THAT IS POLICY 2305 AND 2315. I'M SURE MS. MAXIE WILL CAPTURE THAT FOR ME. THANK YOU.

>> JUST TO CLARIFY ARE YOU CALLING THOSE POLICIES UP FOR

REVIEW? >> AND DISCUSSION, PLEASE.

>> MS. PH-BGS -- MAXIE, PLEASE MAKE A NOTE.

THANKS. >> I APOLOGIZE.

NEXT IS MS. BALINSKI. >> THANK YOU, EVERYONE, FOR COMING OUT. IT HAS BEEN A LONG NIGHT SO I WILL KEEP MY COMMENTS SHORT. YES.

WE NEED TO ADDRESS BEHAVIORS IN SCHOOL.

WHEN I WASN'T IN 2018 OR I THINK THAT'S WHEN IT WAS, THIS WAS -- THERE WAS JUST AN OUTPOURING THAT WE WEREN'T HANDLING DISRUPTION IN THE CLASS LOOMS -- CLASSROOMS CORRECTLY AND IT WAS VERY DIFFICULT AND THEY PUT IN A LOT OF NEW PROCEDURES.

THERE WAS NEW METHODOLOGIES. AND IT IS AN ON GOING -- BEING A SCHOOL TEACHER -- BEING A SCHOOL ADMINISTRATOR IS DIFFICULT.

IT IS ONE OF THE MOST DIFFICULT JOBS IN THE WORLD.

YOU ARE DEALING WITH PEOPLE. YOU ARE DEALING WITH CHILDREN AND YOU ARE DEALING WITH LOTS OF DIFFERENT DISABILITIES AND LOTS OF DIFFERENT SENSIBILITIES. THEY ARE TRYING THEIR BEST.

YES, WE CAN DO BETTER AND WE WILL ALWAYS STRIVE TO DO BETTER.

WE WERE MAKING GOOD PROGRESS AND THEN THE PANDEMIC SENT EVERYONE A SUN TKER. ASUNDER AND THE DIVISIONS IN OUR NATION HAVE MADE LIFE EXTRAORDINARILY DIFFICULT.

I WOULD LIKE TO GIVE KUDOS TO THE TEACHERS OUT THERE AND ALL OF THE ADMINISTRATORS WHO ARE TRYING THEIR VERY, VERY BEST, AND I'M GLAD THE BOARD OF ED IS TAKING THE HEAT.

[03:35:01]

I DO NOT BELIEVE THAT IS TRUE. WE WILL TRY OUR BEST TO HELP GIVE THE SCHOOLS THE RESOURCES THAT THEY NEED TO PUT IN PLACE ANY POTENTIAL IMPROVEMENTS WE CAN MAKE TO HELP QUALM THESE DISRUPTIONS. SECONDLY, WE HAVE A BUDGET HEARING -- BUDGET DISCUSSION WITH THE BOARD NEXT WEEK.

PLEASE TUNE IN. I KNOW A LOT OF YOU HAVE SENT QUESTIONS IN AND THAT'S WONDERFUL.

I'M GLAD PEOPLE ARE LOOKING THROUGH THE BUDGET.

I THINK HOPEFULLY YOU WILL GET A LOT OF YOUR QUESTIONS ANSWERED.

I AM TRYING TO RESPOND TO PEOPLE WHEN I GET QUESTIONS MYSELF.

JUST STAY IN TOUCH THERE AND WE ARE ALSO HEARING ABOUT PEOPLE'S INPUT ON THE CALENDAR. SO WE WILL BE HAVING FURTHER DISCUSSIONS ON THE CALENDAR AS WELL.

AGAIN, THANKS, EVERYONE, FOR YOUR INPUT.

>> THANKS, MS. BAINSKI. MR. WHITE?

>> GOOD EVENING, EVERYONE. IS IT STILL EVENING? WE HAVE BEEN HERE SO LONG I THOUGHT MAYBE IT WAS MORNING.

I HAVE A COUPLE OF THINGS. FIRST, THANK YOU TO THE CTE.

I WAS HONORED TO BE THE KEYNOTE SPEAKER FOR THE NATIONAL TECHNICAL HONOR SOCIETY INDUCTION CEREMONY AND TO SEE AND HEAR AND INTERACT WITH THESE STUDENTS IS DEFINITELY LETTING ME KNOW THAT OUR FUTURE IS BRIGHT.

AND ALSO TALKING WITH MS. CLEMENTS, YOU KNOW, THE SKILL OLYMPICS AND THE NTHS, IT WAS ONLY OFFERED TO STUDENTS AT CTE AND CAL -- CALVERT HIGH SCHOOL.

I KNOW CTE IS AT OTHER SCHOOLS ALSO IT IS NICE TO OPEN IT UP SO THEY WOULD HAVE OPPORTUNITIES AT SCHOLARSHIPS AND THINGS LIKE THAT. ONE DAY MAYBE SHE WILL COME AND SPEAK TO THAT. PLAYOFFS START NEXT WEEK -- TOMORROW. PLAYOFFS START TOMORROW FOR BASKETBALL IN THE COUNTY. I KNOW THERE ARE A LOT OF OTHER SPORTS GOING ON. IF YOU CAN GET UP AND GET OUT AND CATCH SOME OF THOSE GAMES, IT WOULD BE PRETTY AWESOME.

CONGRATULATIONS TO NORTHERN. IS THAT THE SECOND YEAR IN A ROW? SECOND YEAR IN A ROW THEY HAVE BEEN STATE CHAMPIONS. THEY ARE PUTTING IN A LOT OF GOOD WORKUP THERE. I DON'T WANT TO LEAVE THE MIDDLE SCHOOL OUT. ON TUESDAY, THE 28TH, THE COUNTY CHAMPIONSHIPS WILL BEHELD AT HONEY TOWN HIGH SCHOOL.

IT WILL BE CALVERT MIDDLE SCHOOL VERSUS PLUM POINT MIDDLE SCHOOL IN BOYS AND WINDY HILL MIDDLE SCHOOL AND PLUM POINT VERSUS GIRLS. YOU WANT TO TALK ABOUT EXCITEMENT, YOU GET OUT TO THE MIDDLE SCHOOL GAMES AND THE KIDS HAVE THEIR FACES PAINTED AND SIGNS AND EVERYTHING ELSE.

IF YOU CAN GET OUT THERE, IT WOULD BE GREAT TO SEE THAT.

I WILL ALSO LIKE TO SAY THANK YOU TO THE COUNSELORS, THE AD'S AND DR. JOHNSON AND HER STAFF. BESIDES THE DUTIES THEY ALREADY HAVE, MENTAL WELLNESS IS DEFINITELY SOMETHING THAT IS VERY IMPORTANT TO A LOT OF PEOPLE.

THEY HAVE BEEN PUTTING A LOT OF TIME BEHIND THE SCENES TO PUT TOGETHER THE PROJECT THAT IS GOING TO HOPEFULLY HELP TONS OF STUDENTS. USING HIGH SCHOOL STUDENTS TO REACH OTHER STUDENTS THIS PROJECT I'M GONNA SPEAK ABOUT IT EACH TIME, BUT IT IS COMING IN MAY.

WE ARE STARTING TO GET ALL OF THE THINGS TOGETHER FOR IT RIGHT NOW. PLEASE UNDERSTAND THAT WE ARE LOOKING OUT FOR EVERYONE'S MENTAL WELLNESS AND WE WANT TO MAKE SURE THAT EVERYONE IS TAKEN CARE OF AND WE WILL CONTINUE TO DO THAT. THAT'S IT FROM ME.

>> SO I JUST WANT TO LEAVE YOU ALL WITH ONE WORD.

EACH. I MEANT IT WHEN I SAID IT.

EACH CHILD DESERVES ATTENTION, AND IT LOOKS DIFFERENT FOR EACH ONE OF THEM. SEEING NO FURTHER COMMENTS FROM THE BOARD, OUR

* This transcript was compiled from uncorrected Closed Captioning.