Mar 09, 2023 Board of Education

[2.01 Pledge of Allegiance/Moment of Silence]

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MICHAEL CALLED THE CALVERT COUNTY BOARD OF EDUCATION MEETING TO ORDER TODAY IS MARCH 9, 2023.

WELCOME EVERYONE WHO HAS JOINED US TODAY.

WE WILL BEGIN WITH PLEDGE OF ALLEGIANCE IN A MOMENT OF SILENCE. I WILL ASK YOU TO PLEASE STAND.

[2.02 Proclamation for Disabilities Awareness Month]

>> YOU MAY BE SEATED AND WE WILL BEGIN OUR MEETING WITH THE PROCLAMATION FOR DISABILITIES AWARENESS MONTH.

>> ALRIGHT, FOR OUR PROCLAMATION, CAN I HAVE DOCTOR ANDERSON, MS. OWENS, MS. SANDERS AND [INAUDIBLE] PLEASE COME TO THE FRONT. YOU CAN COME UP, YEAH.

ARE WE STILL WAITING FOR ONE PERSON OR SHOULD WE GET STARTED? PERFECT. THANK YOU.

ALRIGHT THIS CUP UNDER PROCLAMATION IS FROM THE GOVERNOR OF MARYLAND WERE DEVELOPMENT OF DISABILITIES AWARENESS MONTH FOR MARCH OF 2023.

WHERE AS WE BELIEVE IN A MARYLAND WHICH RECOGNIZES UNLIMITED POTENTIAL FOR ALL OF OUR CITIZENS INCLUDIN THOSE WITH DEVELOP MENTAL DISABILITIES TO LIVE, WORK AND DRIVE IN OUR MENTAL DISABILITIES AWARENESS MONTH IS AN OPPORTUNITY TO RECOGNIZE THE IMPORTANCE OF ENSURING INCLUSIVE ENVIRONMENTS WITH EQUAL ACCESS TO COMMUNICATION, EDUCATION, EMPLOYMENT, HOUSING, TRANSPORTATION AND PUBLIC ACCOMMODATION AND WHERE AS MARILYN SUPPORTS THOSE WITH THIS UNDERDEVELOPMENT OF DISABILITIES TO MAKE THEIR OWN DECISIONS WHERE IN WHOMEVER THEY CHOOSE AND RECEIVE THE SUPPORT THAT THEY NEED TO BE SUCCESSFUL, PRODUCTIVE AND INDEPENDENT COMMUNITY MEMBERS AND WHERE AS WE ARE CHANGING MARILYN FOR THE BETTER BY PROMOTING EQUALITY OF OPPORTUNITY, ACCESS, AND CHOICE FOR MAINLANDERS WITH DEVELOPMENTAL DISABILITIES.

WE ARE COMMITTED TO THE PROMISE OF A MARYLAND IN WHICH ALL PEOPLE WITH DEVELOPMENT OF DISABILITIES HAVE THE KNOWLEDGE, OPPORTUNITY AND INFLUENCE TO MAKE A DIFFERENCE IN THEIR LIVES AND THE LIVES OF OTHERS. NOW, THEREFORE WESTMORE, THE GOVERNOR OF MARYLAND DOES HEREBY PROCLAIM MARCH 2023 AS DEVELOP MENTAL DISABILITIES AWARENESS MONTH OF MARYLAND AND DOES COMMEND THIS OBSERVANCE TO ALL OF OUR CITIZENS AND RECOGNIZE THAT OUR COMMUNITIES ARE STRONGER WHEN EVERYONE PARTICIPATES. IF ANY OF YOU WOULD LIKE TO SPEAK YOU ARE WELCOME TO I WANT TO THINK EVERYBODY IN OUR STUDENTS AT WORK SO HARD AND HER TEAM THAT PROVIDE SUPPORT AROUND THEM. THANK YOU.

[3. Consent Agenda]

>> ALL TAKE A MOTION TO CONSIDER FOR THE CONSENT AGENDA.

>> MOTION TO APPROVE THE CONSENT AGENDA.

>> SECOND. >> OF MOTION AND THE SECOND, ANY DISCUSSION? , HEARING NONE, THOSE IN FAVOR.

[4.01 Public Comment]

>> AYE. >> ANY OPPOSED, THE CONSENT AGENDA HAS BEEN APPROVED. NEXT WE WILL MOVE INTO PUBLIC

COMMENT. >> THE BOARD OF EDUCATION PERMIT 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

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IF YOU HAVE HANDOUTS OR WRITTEN TESTIMONY PLEASE HAVE THEM TAKE KAREN TO BE DISTRIBUTED TO THE BOARD MEMBERS.

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

ALL COMMENTS WILL BE MADE IN A CIVIL MANNER, ANYONE NOT FOLLOWING THESE GUIDELINES WILL BE ASKED TO STOP SPEAKING AND MAY FORFEIT THE RI RIGHT TO SPEK AT FUTURE BOARD MEETINGS.

PLEASE UNDERSTAND WHAT THE BOARR COMMENTS, CONCERNS IT 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 ISSUES YOU RAISE IF YOU PROVIDE YOUR CONTACT INFORMATION WHEN YOU SIGN IN.

WRITTEN COMMENTS ARE WELCOME ANYTIME IN MORE INFORMATION, PLEASE CALL OR ASK TO SPEAK TO MS. MAXEY.

>> OUR FIRST SPEAKER IS JOSH JOHNSON SPEAKING ON BEHALF OF A

GROUP. >> HELLO MY NAME IS JOSH JOHNSON I REPRESENT CONCERNED PARENTS OF CALVERT COUNTY.

IN THE LAST COUPLE OF WEEKS CALVERT COUNTY PUBLIC HAS VOICED CONCERNS REGARDING THE BUDGET FISCAL RESPONSIBILITY, LOW TEST SCORES, VIOLENCE IN SCHOOLS AND THE SCHOOL CALENDAR.

MELISSA GOSCH ORNE SAID THE BUDGET, LINE ITEMS IN REALITY DO NOT LINE UP, A CALL FROM AN AUDIT FROM THE COMMISSION.

THIS CONCERN FOR PARENTS LOSS OF INCOME WITH STUDENTS BEING OUT OF SCHOOL APPROXIMATELY 29 DAYS WITH THE LOWEST TEST SCORES IN CALVERT HISTORY THE STUDENTS SHOULD BE IN THE CLASSROOM.

A SCHOOL BOARD MEMBER IN THE SUPERINTENDED KNOW YOU COULD IMPROVE YOUR SKILLS IF NOT SITTING ON THE BENCH.

IF SO LITTLE TIME IS IN THE CLASSROOM, WHY, AND THIS IS EFFECTIVE, WHY ARE WE HAVING THE LOWEST TEST SCORES IN HISTORY? EDUCATORS WANT TO PRACTICE EDUCATION.

RATHER THAN BE AND COUNTLESS SEMINARS.

IT'S IMPORTANT FOR THE KIDS AND ALSO FOR THE EDUCATORS TO HAVE THE OPPORTUNITY. CHRIS CALLOWAY GAVE FAX TO WHY NOT IS VALID CONCERN ABOUT FISCAL RESPONSIBILITY, JUST COMPENSATION FOR OUR EDUCATORS, JENNIFER TILLY ADDRESS SCHOOL VIOLENCE, DATA SHOWS 100 ARRESTS WERE SCHOOLS YEAR-TO-DATE SIX-MONTH, HIGHEST EVER.

IT WOULD BE NICE TO FIND OUT WHY THAT IS.

I WOULD SAY THE BLUEPRINT HAS A LOT TO SAY BECAUSE THIS IS BEEN FACED IN SLOWLY. WE ALL KNOW THIS, IT'S NOT BEEN TALKED ABOUT YET IN THE MEETINGS THAT I WITNESSED BUT IT WAS AND HAS BEEN FOR A NUMBER OF YEARS NOW REMEMBER WEBER HAVING THE VIOLENCE. THE SUPER BOWL , THE SUPERINTENDENT HAS SAID 860,000 WAS NOT MEANT FOR THE PLAYBOOK, REWARD FOR STUDENTS TO JUST SHOW UP.

TO THAT POINT I WONDER WHAT EMPLOYER WOULD PAY AN EMPLOYEE JUST TO SHOW UP. REGARDING THE FUNDS IN EMPLOYER REVEALED E-MAIL STATING 860,000 WAS FOR THE PLAYBOOK, INDEED IT WAS FOR THE PROGRAM DESIGN FOR A BUYOUT FOR BAD BEHAVIOR RATHER THAN SUPPORT THE STUDENTS TALENTS TO ENSURE A MEANINGFUL IMPACT FOR THEMSELVES AND FOR SOCIETY.

DOES THIS PROGRAM REALLY WORK? AROUND 2020 THE AREA SCHOOLS IN MICHIGAN WERE SHATTERED OR MEANT TO BE SHATTERED BECAUSE OF STUDENT RETENTION RATES, THEY WERE IN FACT AT OR BELOW 6% ACROSS THE BOARD. PRETTY BIG FOR A GOVERNOR WAS ALIGNED WITH THOSE FISCAL RESPONSIBILITY TO WANT TO SHUDDER THAT OUR CURRENT SUPERINTENDED USES SUPER BOWL PLAYBOOK BACK IN BED HARBOR, DID IT WORK, THE YEAR THE SUPERINTENDENT LEFT THEN HARBOR AFTER IMPLEMENT IN THE PLAYBOOK THE INTENTION RATES WERE 30% WORSE.

30%. I WILL LEAVE THAT TO YOU, THE PROGRAM FAILED, NO THE PLAYBOOK DOES NOT LOOK, IT FAILED BEND HARBOR, CALVERT COUNTY. SAID THEY DON'T WANT IT AND EVEN THE STUDENTS ARE CRITICIZING IT. SCHOOLS EVERYWHERE ARE FUNDED BY TAXPAYER DOLLARS. IT IS TIME THAT WE STARTED TO LOOK AT THIS AS FISCAL RESPONSIBILITY AS WELL.

YES, WE DO WANT TO MAKE SURE THAT THE KIDS THAT DESERVE A REWARD GET ONE. DO WE NEED TO SOLVE SOME OF THE VIOLENCE IN THE SCHOOLS, YES WE DO, THIS IS NOT THE BEST WAY FORWARD. BUS AIDS NEED TO BE PAID ON TIME. THERE HAS BEEN PRACTICES THAT A BEEN INVOLVED IN THE SCHOOL BUSES IN THE WAY THEY HAVE BEEN CONSTRUED, TO SAVE MONEY THE HEAD OF THE BUS ROUTES PUT STUDENTS WITH BEHAVIORAL ISSUES ON THE SAME BUSES OF SPECIAL

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IN FACT IT DID HAPPEN THE NEW CHILD WHO COULD NOT SPEAK AND COULD NOT DEFEND HERSELF WAS BEATEN THIS WAS LITERALLY INCOMPETENT DECISION AND I WOULD ASK FORMALLY THAT THE INDIVIDUAL INVOLVED THAT IS RESPONSIBLE FOR THIS FORMALLY RESIGN AND ASKED THE COMMISSION WHETHER MAKING BUDGETARY DECISIONS THAT THEY SHOULD ALSO ASK FOR THIS RESIGNATION, THERE IS WAYS TO SAVE MONEY WE SHOULD NOT ENDANGER OUR KIDS BY DOING SO.

ALIGNMENT WITH ORGANIZATION DEFINED BY BUT UNDER DIVISIONS, ONE BOARD OF EDUCATION MEMBER HAS YACHT PICTURES TAKEN WITH THE NAACP, THE SAME PERSON CALLS HERSELF A PART OF THE SQUAD OF A LEFT-WING GROUP OF HAYSEED UNITED STATES.

THIS IS THE SAME PERSON I BELIEVE GENDER IDENTITY EDUCATION SHOULD BE TAUGHT TO A 5-YEAR-OLD AT A TIME WHEN A CHILD IS DOING THE BEST THAT THEY CAN TO BE POTTY TRAINED TO ACTIVELY BE INVOLVED SOLELY BY RAISED OF THIS DIVISIVENESS AND WHAT IT LEADS TO AND IT FOLLOWS THAT OUR SCHOOLS WILL AS WELL AND IT SEEMS TO BE RIGHT NOW, THE PEOPLE HAVE SPOKEN, WITH THEIR VOTE THEY VOTED IN THAT SPEAK TO OUR VALUES AND HOPE EVERYONE ELSE WILL START TO LISTEN AS WELL.

THANK YOU FOR YOUR TIME. >> THANK YOU FOR YOUR COMMENTS.

>> OUR SECOND SPEAKER IS DONNA SPEAKING ON BEHALF OF A GROUP.

>> GOOD AFTERNOON MY NAME IS DONNA I BEEN AN EMPLOYEE WITH CALVERT COUNTY PUBLIC SCHOOLS FOR 34 YEARS AS AN ELEMENTARY SCHOOL TEACHER AND CURRENTLY THE PRESIDENT OF CALVERT EDUCATION ASSOCIATION. I WOULD LIKE TO THINK ELECTED BOARD FOR MAKING SMALLER CLASS SIZES AND ADDITIONAL COUNSELORS A PRIORITY OVER THE LAST SEVERAL YEARS AND MOST RECENTLY FOR HOLDING THE SPECIAL MEETING ON MARCH 2 TO DISCUSS THE BUDGET.

I DO UNDERSTAND THE ENORMOUS UNDERTAKING IT IS TO CREATE A BUDGET I QUESTION WHETHER THE PROPOSED BUDGET FOR FY20 FOUR IS EQUITABLE AND IF IT IS NOT WHAT CHANGES ARE GOING TO BE MADE BEFORE IT IS ADOPTED ON THE 23RD PERIOD OVER THE PAST SEVERAL YEARS WE HAVE HEARD MANY PRESENTATIONS ABOUT THE VALUE OF BRINGING DIVERSITY, EQUITY AND INCLUSION INTO OUR WORKPLACE IN CLASSROOMS. EVEN TODAY WORKING TO BE PROVIDED AN UPDATE IN THE STRATEGIC PLAN ON EQUITY.

ELEVATING ACCESS AND OPPORTUNITY FOR ALL.

ON FEBRUARY 9 WE HEARD FROM YOU. WHO EXPRESSED HER CONCERNS ABOUT HER CHILD SITTING ON THE SIDEWALK IN HER WHEELCHAIR DURING RECESS BECAUSE SHE COULD NOT ACCESS THE PLAYGROUND.

THEN ON MARCH 2 WE HEARD THAT PLAYGROUND AMENITIES ARE GRANDFATHERED IN AND SEE C.P.S. IS NOT OUT OF COMPLIANCE IN TERMS OF THE LAW. AS A SYSTEM, DO WE BELIEVE THAT WE ARE PROVIDING OPPORTUNITIES FOR ALL OF OUR STUDENTS INCLUDING STUDENTS WHO HAVE DISABILITIES.

I FIND IT EMBARRASSING THAT WE CAN TALK ABOUT EDUCATIONAL EQUITY, ENSURING ACCESS FOR ALL TO HAVE SOCIAL AND EMOTIONAL RESOURCES AND OPPORTUNITIES. YET WE HAVE ELEMENTARY CHILDREN WHO CANNOT PARTICIPATE IN RECESS WITH THEIR PEERS.

AT THE MARCH 2 MEETING WE LEARNED THAT DOCTOR RIGGS HAD ASKED FOR AN ADDITIONAL 10 GIFTED AND TALENTED TEACHERS.

ONE FOR EACH OF THE ELEMENTARY SCHOOLS THAT DO NOT CURRENTLY HAVE THIS RESOURCE IN THEIR SCHOOL.

IN COLMAR, EDUCATIONAL EQUITY PURPOSE STATES THAT EACH MARYLAND SCHOOL WILL PROVIDE EVERY STUDENT EQUITABLE ACCESS TO THE EDUCATIONAL RIGOR, RESOURCES AND SUPPORT THAT ARE DESIGNED TO MAXIMIZE THE STUDENT ACADEMIC SUCCESS AND SOCIAL EMOTIONAL WELL-BEING AS A SYSTEM WHERE WE ELEVATING THE ACCESS AND ADVANCEMENT OF EDUCATIONAL RIGOR FOR EVERY GIFTED AND TALENTED STUDENT AT ALL 12 ELEMENTARY SCHOOLS OR ONLY TO? AT THE OTHER 10 ELEMENTARY SCHOOLS ARE WE ALLOCATING THE RESOURCES AND OPPORTUNITIES NEEDED FOR EACH STUDENT TO REACH AN EQUAL OUTCOME AS IN THE TWO SCHOOLS THAT HAVE GIFTED AND TALENTED TEACHERS. BECAUSE THAT IS WHAT EQUITY MEANS. AT THE FEBRUARY 9 BOARD OF ED MEETING I BUDGETED FOR SPECIAL EDUCATION.

I SHARED THERE WAS A SHIFT IN THE DELIVERY OF SERVICES AND FOR THE INCLUSIVE PRACTICE UNDER PRACTICE STRUCTURE TO WORK WE NEED ADDITIONAL STAFF. ADDITIONAL STAFF TO ENSURE

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ENKE. >> THANK YOU FOR YOUR COMMENTS.

>> OUR NEXT SPEAKER IS SHELLEY SPEAKING AS AN INDIVIDUAL.

>> GOOD AFTERNOON BOARD MEMBERS. I AM AGAIN ADVOCATING FOR ADDITIONAL TRAINING OF COLLABORATIVE AND PRACTICE SOLUTIONS. FROM THE LIVES OF THE BALANCE FOR ALL CALVERT COUNTY SCHOOLS. I WOULD LIKE TO BRING TO THE BOARD'S ATTENTION THERE ARE SEVERAL TRAINING OPPORTUNITIES OFFERED BY THE LIVES IN THE BALANCE IT OFFERS HAVE TAKEN A FULL DAY AND TODAY BASIC TRAINING COURSES THESE OPTIONS WOULD ALLOW FOR BASIC TRAINING ON A SHORT AMOUNT OF TIME AND ACCOMMODATE A LARGE STAFF, HAVING STAFF TRAINED IN ALL SCHOOLS IN ADDITION TO THE CORE GROUP RECEIVING PROFICIENCY TRAINING WOULD PROACTIVELY REDUCE THE CONCERN BEHAVIOR PROBLEM, DURING THE LAST PART OF EDUCATION MEETING DOCTOR JOHNSON INFORMED THE BOARD THAT THERE WERE EIGHT SCHOOLS CURRENTLY IN TRAINING WITH LIVES OF THE BALANCE, THE TRAINING FOR 10 STAFF MEMBERS FOR 15 WEEKS IN THE GROUP ME AND JIMMY' BIWEEKLY, THE TRAINING IS REFERRED TO AS EMERGENCY THE SCHOOL SYSTEM IS LESS THAN 1% OF THE STAFF YEARLY WHO ARE EXPERIENCING THE BEHAVIORS AND AGGRESSIONS, BASIC TRAINING FOR THE C.P.S. MODEL SHOULD BE EXTENDED TO THE STAFF IN ALL SCHOOLS IN ADDITION TO THE POOR COUNTRY CORE GROUP.

SEE C.P.S. SHOULD UTILIZE THE OTHER TRADING OPTIONS TO REDUCE BEHAVIOR PROBLEMS IN ALL SCHOOLS.

ROSS GREENE IS THE AUTHOR OF THE BOOK IN THE ORIGINATOR OF THE COLLABORATIVE PRACTICE SOLUTIONS OR C.P.S. MODEL.

CHALLENGING BEHAVIOR CIVILLY THE MEMES BY THE CHILD COMMITTEE CASE IT IS HAVING DIFFICULTY MEETING CERTAIN EXPECTATIONS.

SIMPLY PUT, BEHAVIOR IS A FOUR YOU MEDICATION, C.P.S. HELPS KIDS SOLVE THE PROBLEM THEY'RE HAVING WITH BEHAVIOR WITHOUT SHAME, PLANE OR CONFLICT, WHAT IS A STUDENT TELLING THE TEACHER WITH THE CONCERTED BEHAVIOR WHY IS THE STUDENT HAVING BEHAVIOR CHALLENGES, WHAT IS THE WHY KIDS DO WHAT THEY CAN.

IF THEY ARE NOT DOING WELL IS BECAUSE SOMETHING IS GETTING IN THEIR WAY, WHAT IS GETTING IN THE WAY, THE WHY, LACKING SKILLS OR UNSOLVED PROBLEMS, BASIC STEPS TO THE COLLABORATIVE AND BASIC SOLUTIONS, THE FIRST CHANGE THE WAY THAT YOU SEE THE BEHAVIOR FROM A GENUINE RELATIONSHIP WITH THE STUDENT, HAVE A WERE ACCURATE, COMPASSION, UNDERSTANDING OF THE STUDENTS CONCERN BEHAVIOR. STEP TWO, IDENTIFY THE LOGGING SKILLS OR UNSOLVED PROBLEM WHAT IS EXPECTATION THAT THE CHILD IS HAVING DIFFICULTY, ASK THE STUDENT STEP TO RESOLVE THE PROBLEM COLLABORATIVELY AND PROACTIVELY ASKED THE STUDENT FOR SUGGESTIONS ON HOW TO SOLVE THE PROBLEM, TEACH THE SKILLS THAT ARE CAUSING THE DIFFICULTIES TO MEET EXPECTATION THE C.P.S. MODEL REPLACES PUNITIVE EXPULSION OR PRACTICES WITH A COMPASSIONATE OR EFFECTIVE APPROACH DESIGNED TO HELP SOLVE THE PROBLEM CAUSING THE CONCERNING BEHAVIORS, STUDENTS DO ALL THEY CAN, TEACHERS DO ALL THE CAN I WOULD ENCOURAGE EVERYONE WHO'S LISTENING IN THIS ROOM TO EXPLORE THE INFORMATION ON THE WEBSITE LIVES IN THE BALANCE.ORG. THANK YOU.

>> THANK YOU FOR YOUR COMMENTS. >> OUR NEXT SPEAKER IS JOE

SPEAKING ON BEHALF OF A GROUP. >> GOOD AFTERNOON BOARD OF EDUCATION. MY NAME IS JOE AND HERE TO SPEAK ON BEHALF OF OF THE SPECIAL EDUCATION CITIZENS ADVISORY COMMITTEE. LET ME SAY THANK YOU FOR RECOMMENDING DEVELOP MENTAL DISABILITIES AWARENESS MONTH PRETTY IS ENCOURAGING TO SEE LOCAL SUPPORT FOR STUDENTS OF ALL ABILITIES. I WOULD ALSO LIKE TO CELEBRATE WITH YOU WITH YOUR SUPPORT WE HAVE OVER 80 NOMINATIONS FOR THE SEATBACK AWARDS THIS YEAR AND WERE ON TRACK TO BE OVER A

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AS THE BOARD CONTINUES TO EVALUATE THE BUDGETARY LEGISLATIVEHE STATE OF PLAYGROUNDS BEING COMPLIANCE WITH THE LETTER OF THE LAW DOES NOT HELP THE LITTLE GIRL IN A WHEELCHAIR PLAY WITH HER PEERS, BEING GRANDFATHERED INTO 20-YEAR-OLD REQUIREMENTS DOESN'T HELP THE VISUALLY IMPAIRED THE WAY BEEN INCLUDED IN THE MOST SUPPORTIVE SOCIALIZATION, PLAY. I URGE YOU TO REACH OUT TO OUR PARTNERS WITH THE DEPARTMENT PARKS AND THE BOC SEE TO GENERATE A CIP TIMELINE OF WHEN THESE PLAYGROUNDS WILL BE ACCESSIBLE FOR ALL, MAKERS WILL PLAGUE IS A PLACE FOR THE COMMITTEE TO CAN GATHER AFTER SCHOOL OR ON THE WEEKENDS AND DURING THE SUMMER. OUR PLAYGROUNDS AND COMPLIANCE DOES NOT MEAN THEY ARE ACCESSIBLE.

IT IS FRUSTRATING TO HEAR THOSE WORDS AND I KNOW THAT YOU ARE IN COMPLIANCE YOUR MANDATE IS TO PROVIDE A FREE AND APPROPRIATE PUBLIC EDUCATION IN THE LEAST RESTRICTIVE ENVIRONMENT.

AND THERE IS NOTHING LEAST RESTRICTIVE OF A CHILD SITTING ON THE SIDELINES WHILE THEIR PEERS PLAY.

THERE'S NOTHING ABOUT APPROPRIATE ABOUT A CHILD BEING EXCLUDED FROM THE PLAYGROUND WE ONLY HAVE THOSE KIDS FROM PRE-K FOR LUCKY THROUGH FIFTH GRADE AT THE TIME APPEARING SEE THE PROBLEMS AND START TO COMPLAIN ABOUT A PROBLEM THERE KID IS IN MIDDLE SCHOOL AND THEY STOPPED CARING.

IT IS GOING TO TAKE THE BOARD OF EDUCATION WHO LOOKS AT THE ENTIRE PROCESS EVERY YEAR TO BE INVOLVED IN THAT.

I'M GOING TO BE THE SQUEAKY WHEEL FROM NOW ON AND I'M GOING TO ASK YOU EVERY MONTH WHAT ARE WE DOING ABOUT PLAYGROUNDS WHERE IS THAT IN THE CIP. I DON'T CARE IF IT COMES FROM THE PARKS AND BACK BUDGET I DON'T CARE IF IT COMES FROM JEEP, CHRYSLER, DODGE, PLAGUE AND FACILITIES, WE CAN BUILD PLAYGROUNDS THAT ARE ASSESSABLE FOR EACH CHILD AND MAKE THEM ASSESSABLE FOR OUR ENTIRE COMMUNITY.

IT IS SO IMPORTANT IN THE EARLY AGE NOT JUST FOR THE STUDENT TO BE INCLUDED BUT WHEN THEIR PEERS SEE THEM OFF TO THE SIDE THAT STICKS TO THEM WHEN THEY GET TO MIDDLE SCHOOL AND HIGH SCHOOL AND THEY SAY THEY'RE OFF TO THE SIDE, THAT IS OKAY, SHOULD NEVER BE OKAY FOR A CHILD TO BE ON THE SIDELINE.

SO WITH THAT I WILL THANK YOU, I WILL SAY THAT MARYLAND SURVEY THE MARYLAND PARENT SURVEY.COM SPECIAL EDUCATION SURVEY IS LIVE ON THE WEBSITE. IF YOU HAVE A CHILD WITH SPECIAL EDUCAION NEEDS PLEASE FILL FILL OUT THE SURVEY SO WE CAN GET THE FEEDBACK AND ADJUST THE SYSTEM. THANK YOU SO MUCH I APPRECIATE YOUR CONTINUED SUPPORT OF SEATAC, HAVE A GOOD EVENING.

>> THANK YOU FOR YOUR COMMENTS SPINNAKER NEXT SPEAKER IS STEVE PLYLER SPEAKING AS AN INDIVIDUAL.

>> LAST TIME I WAS HERE I'M APPRECIATING FOR THE WORK THAT YOU DO NOW IS GOING TO, ABOUT THE PLAYGROUND PROGRAM.

MY STORY MIGHT HELP YOU I'M JUST A CITIZEN LIVING IN OWENS AND I CAME TO A MEETING IN A CONTROVERSY ABOUT THE PROGRAM HOW THE MONEY WAS SPENT AND HE WAS QUALIFIED IN ALL OF THAT SO I EMBARKED UPON MY GROUP TO FIND OUT WHAT IS THE CRITERIA SO I CALLED THE BOARD OF EDUCATION MORE THAN ONCE, NO ONE SEEMED TO BE ABLE TO GIVE ME AN EXPLANATION THAT I SHARE WITH PEOPLE BECAUSE I WAS FOR MR. THOMAS, I LIKE WHAT HE DOES.

THEN I DID A WRITTEN QUESTION IN REGARD OF THE QUANTITATIVE BECAUSE THEY THINK THE NUMBERS TELL THE STORY SO I AM WAITING FOR AN ANSWER. BUT I DID SEE A SUMMARY IN THE NUMBERS SEEM TO TELL THE STORY WE ARE NOW MORE THAN DOUBLE THE AMOUNT OF MONEY THE WAY I UNDERSTAND IT.

YOU LOOK AT THE REPORT YOU GO TO PAGE EIGHT WERE SPENDING ABOUT $2000 PER STUDENT AND YET WE LOOK AT THE RESULTS AND WE LOOK AT THE CURRENT CCP AS THE FOUR CATEGORIES, REFERRALS, UNLAWFUL ABSENCES, TOTAL ABSENCES AND GPA IMPROVEMENT WHICH TO ME I THINK WOULD BE THE CATEGORY WE MOST WANT TO SEE KIDS DO BETTER.

AND IF YOU LOOK AT THE RATIOS THE PERCENTAGES YOU SEE OVERALL AND MISERABLE IMPROVEMENT. THEN IF YOU GO BACK TO WHAT I GOT STARTED ON PEOPLE WERE CHALLENGING AND I WAS FOR THE PROGRAM BUT I CANNOT DEFEND THE PROGRAM, I MADE CALLS.

THAT MEANS THAT THE COMMUNICATION IS VERY POOR BUT THE RESULTS NOW CONFIRM THAT THE PEOPLE I WAS SPEAKING TO SAID OKAY WERE SPENDING THIS AMOUNT OF MONEY CAN WE NOT DO IT A DIFFERENT WAY WITHOUT SPENDING THAT AMOUNT OF MONEY SO THE NUMBERS SAY FOR EXAMPLE GPA 34% PLAYBOOK WAS 34%, THE ONLY ONE

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AND YET THE LATE PERSON THE CITIZEN PAYING TAXES WHEN YOU'RE SPEAKING TO THEM ALL AND THEN WE GET THE BALANCE.

EVERYBODY TALKS ABOUT BALANCE. IN THE CATEGORIES GOOD TEACHERS IN AN ENVIRONMENT. THAT SHOULD BE THE TOP PRIORITY.

THANK YOU FOR YOUR TIME. >> THANK YOU FOR YOUR COMMENTS.

>> OUR NEXT SPEAKER IS MELISSA SPEAKING FOR AN ORGANIZATION.

HELLO I AM ALYSSA, I'M GOOD BE SPEAKING ON FOUR ITEMS TONIGHT, THE FIRST IS A QUICK UPDATE ON THE PEDOPHILIA BOOK BLANKETS, WAS APPROVED TO REMAIN BY THE RECONSIDERATION COMMITTEE AND IT WAS ALSO APPROVED TO REMAIN FOR THE FIRST APPEAL I AM APPEALING AGAIN AND I'M DUE TO YOUR RESPONSE BACK NEXT WEEK.

THE SECOND IS REGARDING THE SCHOOL CALENDAR, I KNOW YOU GUYS RECEIVED A TON OF COMMENTS FROM THE PUBLIC IN A TRULY HOPE YOU VOTE NO TO THE CALENDAR AS IT EXISTS TODAY AND REQUEST THE SCHOOL SYSTEM MAKE A FEW CHANGES PRIORITIZING THE STUDENT STARTING AFTER LABOR DAY TRYING TO CLOSELY ALIGN THE DAYS OFF WITH FEDERAL HOLIDAYS BUT ALSO A BUNCH OF OTHER RANDOM DAYS.

HALF DAYS REDUCING THE NUMBER OF HALF DAYS AND MAYBE HAVING THEM CORRESPOND WITH THE DAYS THAT ARE OFF OVER A LONG WEEKEND OR SOMETHING LIKE THAT JUST WHAT WORKS BETTER WITH APPARENT SCHEDULES. THE THIRD ITEM I WANTED TO BRING UP IS A PLAYBOOK DATA BASED ON THE NUMBERS, I FORGET WHAT SLIDE TWO OR THREE IT LOOKS LIKE WE HAD A REDUCTION IN PARTICIPATION BY 11% OR 21 KIDS. HOWEVER, WHEN YOU DIG INTO THE NUMBERS THE 21 LOST WE GAINED THREE HISPANIC AND FOUR MULTI-RACE AND LOOKS LIKE WE MAY HAVE DROPPED SOME STUDENTS ALSO ADDED SOME STUDENTS I'M NOT TOTALLY SURE HOW MANY TOTAL LOSSES WE HAVE VERSUS WHAT THE DATA SHOWING.

ALSO AS MR. PRYOR MENTIONED IN HIS SPEECH ON THE LAST SLIDE IT% DOES GIVE A REAL CLEAR PICTURE ON OVERALL IMPROVEMENT REFERRALS AND WHAT IS THE DEFINITION OF THAT I WILL RESTATE WHAT HE SAID. LASTLY I WANT TO TALK ABOUT EQUITY. WE HAVE ANOTHER EQUITY PRESENTATION BE DISCUSSED AT THE MEETING TODAY.

THE DEFINITION OF EQUITY IS FAIR AND IMPARTIAL BUT WHEN WE TALK ABOUT EQUITY IN THE SCHOOL SYSTEM WE TALK ABOUT GIVING EACH STUDEN WHAT THEY NEED. BASED ON RESEARCH, CHILDREN NEED A FULL BELLY AND A SAFE LEARNING ENVIRONMENT AS A BARE NECESSITY.

WE CURRENTLY AREN'T FEEDING ALL OF HER CHILDREN AND WORSE WERE HOUNDING FAMILIES FOR A DOLLAR AND 50-CENT BALANCES ON THE LUNCH ACCOUNT AND WE HAVE HEARD OVER AND OVER AGAIN THAT WE ARE NOT CREATING SAFE ENVIRONMENT AND ALL OF OUR CLASSROOMS. THE PRESENATION THAT YOU WILL HEAR TODAY IS NOT A REPRESENTATION OF EACH STUDENT. IT IS NOT FAIR OR IMPARTIAL SLIDE SIX OF THE PRESENTATION HAS A LIST WITH SEVEN BULLETS AND IT SAYS EACH STUDENT THAT EXPANDS POVERTY ARE GIFTED AND TALENTED, BLACK AND BROWN, I DID ADVISE LGBTQ TWO PLUS ENGLISH LEARNERS, COMPLEX SUPPORT NEEDS AND DISABILITIES.

I'M CURIOUS WHAT ABOUT THE STUDENTS WHO ARE NOT LIVING IN POVERTY IN ON THE GENERAL EDUCATION POPULATION ARE NOT BLACK AND BROWN ARE NOT LGBTQ+, THE ENGLISH SPEAKERS, DO NOT HAVE COMPLEX SUPPORT NEED TO DO NOT HAVE IDENTIFY DISABILITIES.

IT SEEMS AS IF HER ENTIRE SCHOOL SYSTEM BUILDS EVERY PROCESS, PROGRAM IT INITIATIVE AROUND SUBGROUPS LEAVING EACH CHILD AT A COMPLETE DISADVANTAGE AND PROBABLY 80% OF THEM BEING TOTALLY OVERLOOKED AND LEFT BEHIND IN OUR STRATEGIC PLANS, SCHOOL PROGRAMS AND OVERALL INITIATIVES.

UNTIL EACH STUDENT HAS FOOD SECURITY IN A SAFE CLASSROOM TO ATTEND EVERY DAY WE ARE FALLING IN MEETING EACH STUDENT WHERE THEY ARE. F WE CONTINUE TO FOCUS ON SPECIALIZED GROUPS IN OUR POPULATION WE ARE NOT BEING FAIR OR IMPARTIAL AND THEREFORE OPERATING INTENTIONALLY IN AN EQUITABLE SCHOOL SYSTEM. I WILL LEAVE YOU TO THIS OR WITH THIS PAY CLOSE ATTENTION TO THE IMAGE ON SLIDE FIVE.

I WANT YOU TO REPLACE HEIGHT AND THAT IMAGE WITH ACADEMIC ACHIEVEMENT. YOU WILL SEE HOW THE GOAL IS NOT TO INJURE EACH CHILD IS GIVEN WHAT THEY NEED TO REACH THEIR OWN PERSONAL VERSION OF ACADEMIC SUCCESS BUT TO ENSURE ALL CHILDREN HAVE EQUITABLE OUTCOMES.

THANK YOU. >> THANK YOU FOR YOUR COMMENTS.

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>> OUR NEXT SPEAKER STACY ORGANIZATION.

>> AFTERNOON PRESIDENT, DOCTOR TOWNSEL AND MEMBERS OF THE BOARD. I AM STACY, A 27 YEAR EDUCATION SUPPORT PROFESSIONAL CURRENTLY SERVING AS THE PRESIDENT OF THE CALVERT ASSOCIATION OF EDUCATIONAL SUPPORT STAFF TIME ALSO A MEMBER OF THE CALENDAR COMMITTEE.

I HAVE READ THE PUBLIC COMMENT IN THE TIME TAKEN TO SUBMIT PUBLIC COMMENT IS GREATLY APPRECIATED.

IT IS DIFFICULT FOR ANYONE WHO HAS NOT PARTICIPATED ON THE COMMITTEE TO UNDERSTAND ALL OF THE WORKING PART THAT HAVE TO BE CONSIDERED. WE HAVE STUDENTS HAVE TO BE IN SCHOOL FOR 180 DAYS IN AN EMPLOYEE WERE PAID ON CONTRACT FOR 181 DAYS, 183, 190, 210, 220, 245, ALL OF THAT HAS TO GO INTO THE WAY THAT CALENDAR IS CRAFTED.

ONE BIG MISUNDERSTANDING STAFF ARE NOT PAID FOR HOLIDAYS, WINTER BREAKS OR SPRING BREAK AND THEY ARE NOT PAID FOR THE WEEKS IN THE SUMMER UNLESS THEY ARE WORKING ANOTHER JOB.

I WOULD LIKE TO COMMEND JACKIE JACOBS WHO CHAIRED THE COMMITTEE FOR THE FIRST TIME THIS YEAR SHE WAS THOROUGH, ORGANIZED IN SHE INSURED THE EVERYBODY ON THAT COMMITTEE WAS HEARD, THE COMMITTEE HAS REPRESENTATIVES FROM EVERY STAKEHOLDER GROUP AND WE WORKED INDIVIDUALLY AND COLLECTIVELY TOOK OFF THE CALENDAR. DO I LOVE EVERYTHING ABOUT IT, NOPE, BUT THAT IS NOT WHAT COMMITTEE WORK IS ABOUT WE WORK FOR THE GOOD OF THE WHOLE. CURRENTLY THE PROPOSED START DATES ARE SHIFTED THREE DAYS EARLIER THAN LAST YEAR, THE WAY THESE DATES FALL SHORT IN THE SUMMER WEEKS IN THE AMOUNT OF TIME THAT TWELVE-MONTH EMPLOYEES HAVE TO COMPLETE THE SUMMER DUTIES HAS BEEN SHORTENED. IF THE START DATE STAND IS PROPOSED, I AM ASKING SEE C.P.S. TO HAVE A PLAN IN PLACE TO ENSURE OUR ESSENTIAL OPERATIONAL DEPARTMENTS HAVE THE NECESSARY SUPPORT TO ENSURE THEY ARE ABLE TO MEET A SHORTENED TIMELINE.

WHETHER IT BE PAYROLL, HIRING, INTAKES, CREATING CLASS SCHEDULES, ENROLLING STUDENTS, CLASS LIST FINISHING BUILDING EXPENSES. INSPECTIONS, THERE IS A LOT THAT HAPPENS BETWEEN THE CLOSE OF ONE SCHOOL YEAR AND THE START OF ANOTHER. I'M NOT ADVOCATING TO CHANGE THE CALENDAR. THAT IS NOT WHAT I'M SPEAKING, I'M JUST ASKING IF THERE IS LESS TIME BETWEEN THE CLOSE OF ONE AND THE START OF THE OTHER THAT THERE BE MORE SUPPORT FOR THOSE STAFF MEMBERS WHO ARE HERE DURING THE SUMMER MONTHS, THANK

YOU FOR YOUR TIME. >> THANK YOU FOR YOUR COMMENTS.

>> OUR LAST SPEAKER IS [INAUDIBLE] SPEAKING AS AN

INDIVIDUAL. >> PLEASE PRESS A BUTTON AND PULL THE MICROPHONE CLOSE TO YOU.

THANK YOU. >> DEAR BOARD OF EDUCATION, MY NAME IS [INAUDIBLE] AND I'M SPEAKING FOR THE RIGHT OF MUSLIM STUDENTS TO CELEBRATE THEIR RELIGIOUS HOLIDAYS WITHOUT ECONOMICWITH THE RECENT WE ARE STILL STRUGGLING WITH STUDENTS WERE FREELY PRACTICING RELIGIOUS HOLIDAYS DO NOT FOLLOW THE MAINSTREAM IN THE SCOPE OF IMPLANTATION OF PRACTICES IN EQUITY. HOW DOES ONE DETERMINE WHICH HOLIDAYS HAVE THE RIGHT TO BE CELEBRATED.

IN A FREE COUNTRY LIKE THE UNITED STATES WHERE NO OFFICIAL RELIGION ONE SHOULD NOT HAVE TO CHOOSE BETWEEN PRACTICING THEIR RELIGION OR GETTING AN EDUCATION.

THIS HAS ONLY TWO A YEAR. IT MARKS THE END OF THE HOLY MONTH OF RAMADAN AND THEY CELEBRATE THE COMPLETION OF THOUSANDS OF PEOPLE, BOTH DAYS HOLD THAT SIGNIFICANCE FOR PRACTITIONERS OF ISLAM AND CELEBRATED WITH PRAYERS, FEASTING FAMILY GALLERIES ASKING STUDENTS TO ATTEND SCHOOLS AND APPOINTED UNDERLINES A DIVERSITY THE CALVERT COUNTY PUBLIC SCHOOL SHOULD MAKE OF THE CULTURE AND RELIGION DESPITE THE MINORITY STATUS WHILE TEACHERS AND CURRICULUMS CAN ADVOCATE FOR ACCEPTANCE OF CULTURES AND EMBRACE THE DIVERSITY THAT IS QUICKLY UNDERMINED BY REAL PRACTICES IMPLANTED WITHIN THE SYSTEM ONE CANNOT ASK STUDENTS TO EMBRACE DIVERSITY OF THE MINORITY STUDENTS HOLIDAYS WILL BE TREATED WITH THE SAME

[00:35:01]

IT IS ONLY LOGICAL TO WORK TOWARDS AN ACADEMIC CALENDAR AND TAKING INTO ALL DEMOGRAPHICS. WHAT THIS MEANS MAY BE NEW INFORMATION THE STUDENT COMMUNITY HAS BEEN HARD AT WORK AND IN FACT STUDENTS HAVE ADVOCATED FOR STAFF WITH THE LEGAL SCHOOL CLOSING IN THEIR SCHOOLS AND A SOCIAL MEDIA CAMPAIGN. OVER 200 PEOPLE HAVE SIGNED THE PETITION LAST WEEK FOR THIS CAUSE AND THE NUMBERS INCREASE EVERYDAY, PETITION FOR NOT HAS BEEN PROVIDED TO SHOW VERY STUDENTS, TEACHERS AND PARENTS WHO HAVE SIGNED UP ALL OVER THE COUNTY WITH EXAMPLES ALL OVER THE COUNTY I KNOW THIS IS NOT IMPOSSIBLE, SCHOOL SYSTEMS AND CALVERT COUNTY IN AROUND THE COUNTY HAVE BEEN GIVEN TODAY OFF TO EAT FOR STUDENTS, BALTIMORE% COUNTY HAS BEEN GIVEN STAFF DEVELOPMENT DAYS OFFER STUDENTS, CALVERT COUNTY CAN ALSO CHANGE NOT ONLY FOR THE BETTERMENT OF MUSLIM STUDENTS BUT MAKES DRIVES FOR EQUITIES FOR ALL STUDENTS.

THANK YOU FOR YOUR TIME AND I HOPE TO ENGAGE IN WORK AND

MITIGATION REGARDING THE MATTER. >> THANK YOU FOR YOUR COMMENTS.

[5.01 Maggie Rathgeb]

>> THAT CONCLUDES OUR SPEAKERS FOR TODAY.

>> THANK YOU, DOCTOR JOHNSON. >> THE STUDENT MEMBER OF THE

BOARD REPORT MS. RATHGEB. >> AFTERNOON WHEN I WOULD LIKE TO THANK EVERYONE WHO CAME UP FOR THE STUDEN ADVOCACY NIGHT THIS MONDAY ESPECIALLY THE CENTRAL OFFICE STAFF WE INTEGRATE CONVERSATION IN THE KNOWLEDGE THAT STAFF WAS ABLE TO SHARE WAS INSIGHTFUL AND WE DEEPLY APPRECIATE THE TIME THAT YOU TOOK TO LISTEN AND INTERACT WITH US ON MONDAY, I'M ALSO EXCITED TO SHARE ABOUT MY TRIP TO MOUNT HARMONY LAST FRIDAY I GOT THE OPPORTUNITY TO SPEAK WITH THE THIRD THROUGH FIFTH GRADE STUDENT COUNCIL ABOUT THE IMPORTANCE OF LEADERSHIP IN USING YOUR VOICE AS A STUDENT PRETTY WAS WONDERFUL TO HEAR

[6.01 Dr. Andrae Townsel]

THANK YOU. >> THANK YOU FOR THAT REPORT.

NEXT THE SUPERINTENDENT REPORT, DOCTOR TOWNSEL.

THANK YOU, PRESIDENT AND GOOD AFTERNOON EVERYBODY.

WE HAVE BEEN CELEBRATING WITH OUR STAFF FOR THE SERVICE AWARD RECOGNITION WE GIVE SERVICE AWARDS TO INDIVIDUALS WHO SERVED FOR 20, 25, 30, 35, 40, 45 YEARS OF SERVICES.

SERVICE ALL THE WAY UP SO FAR WE FOR 45.5 YEARS WE CELEBRATED THE ISSUE, WERE VERY EXCITED ABOUT THAT THEY HAVE BEEN RECOGNIZED WITH THEIR SCHOOLS DURING THE STAFFING IS CALVERT COUNTY HAS 70 DEDICATED STAFF MEMBERS AND WERE EXCITED TO BE PART OF THE CELEBRATION. I HAD THE PRIVILEGE TO VISIT AND SPEND TIME WITH THE HIGH SCHOOL STUDENTS AS THEY COMPETE IN THE MATHWORKS MATH MODELING CHALLENGE WHERE THEY WILL CONDUCE A SOLUTION TO REAL-WORLD MATH PROBLEMS IN TEAMS THAT YOU WILL GET MONEY FOR COLLEGE AND TOP TEAMS WITH TRANSPORTATION AND ACCOMMODATION TO TRAVEL TO NEW YORK CITY TO PRESENT TO A PANEL OF JUDGES, NETWORK WITH PROFESSIONALS AND FOREVER KNOWN AS WINNERS AND M3 CHALLENGE FINALIST.

I ALSO HAVE THE OPPORTUNITY TO MEET WITH THE NEW PRESIDENT OF THE COLLEGE OF SOUTHERN MARYLAND DOCTOR UGANDA WILSON WE TALKED EXTENSIVELY ABOUT A PARTNERSHIP AND LOOKING FORWARD TO MEETING WITH HER AGAIN TO TALK ABOUT OUR DUAL ENROLLMENT OPPORTUNITIES.

I ALSO MET WITH TIA MEYERSON TO STAFF MEMBERS FROM THE EAST ON COMMUNITY CENTER. MS. MYERS IS THE CHAIR OF CLOSING THE GAP COMMITTEE WE WERE ABLE TO TALK ABOUT THE CONTINUED SUPPORT OF CALVERT COUNTY PUBLIC SCHOOLS.

I WAS PRESENT AT THE CALVERT COUNTY PUBLIC SCHOOL FISCAL YEAR 24 BUDGET COMMISSIONERS WORK SESSION THIS TUESDAY.

THEY HAD A LOT OF QUESTIONS ABOUT HER BUDGET AND THEY DO UNDERSTAND OUR BUDGET AND CHALLENGES THAT ARE PRESENTED ESPECIALLY WITH THE BLUEPRINT UPON US.

CONSTITUENT NIGHT RECEPTION WHERE HAD THE OPPORTUNITY TO MEET WITH OUR LEGISLATURES, SENATOR MICHAEL JACKSON, DELEGATE MARK FISHER, KEVIN AND DELEGATE JEFFREY LONG JUNIOR ALSO IN ATTENDANCE WERE MEMBERS OF HER BOARD OF EDUCATION OF CALVERT COUNTY COMMISSIONERS. ON FEBRUARY 28TH WE HELD OUR

[00:40:02]

THERE WERE OVER 1500 ATTENDEES. I WOULD ALSO LIKE TO COMMEND THE CALVERT ASSOCIATION OF STUDENT COUNCILS FOR HOSTING THE ADVOCACY NIGHT ON MARCH 6. THEY HAD A ROUNDTABLE DISCUSSION AND ALL ATTENDEES WERE GIVEN A CHANCE TO SPEAK, THE TIME IS DEDICATED TO DISCUSS THE ENVIRONMENT, MENTAL HEALTH, SCHOOL SAFETY, EQUITY, STUDENT ADVOCACY.

PARTICIPANTS WERE ABLE TO GAUGE STUDENTS WITH ADULT EXPERIENCES ESTABLISHING A SENSE OF UNDERSTANDING.

I WOULD LIKE TO CONGRATULATE ALL 19 OF VERSE AND WHO COMPLETED THIS YEAR'S NEXT LEVEL LEADERSHIP ACADEMY, THE ACADEMY IS LED BY THE CHIEF ACADEMIC OFFICER DOCTOR JOHNSON IN COLLABORATION WITH THE REGION FOR COMPREHENSIVE CENTER TO PREPARE THE NEXT GENERATIONAL CALVERT COUNTY PUBLIC SCHOOL LEADERS THIS ACADEMY IS A YEAR-LONG ACCELERATED PROFESSIONAL LEARNING EXPERIENCE DESIGNED TO PREPARE CURRENT AND FUTURE ADMINISTRATORS FOR THE PRINCIPALSHIP.

IT IS A GROW YOUR OWN MODEL POTENTIAL LOUDLY DEVELOPED TO MEET THE UNIQUE NEEDS OF FUTURE PRINCIPLES IN OUR DISTRICT.

WE ARE EXCITED TO EXPAND THE PARTNERSHIP NEXT YEAR.

JUST A REMINDER MARCH 31 AT THE END OF THE THIRD-QUARTER.

AS WELL AS A TWO HOUR EARLY DISMISSAL FOR STUDENTS.

SCHOOLS WILL BE CLOSED FOR% SPRING RECESS ON APRIL 3 THROUGH APRIL 10 AND WILL REOPEN ON APRIL 11.

APRIL 11 WILL BE A TWO HOUR DELAY FOR THE WHOLE STUDENTS.

[7.01 Policies for Review]

NEXT ACTION ITEMS A PART OF HER AGENDA BEGINNING WITH POLICIES

FOR REVIEW. >> AFTERNOON PRESIDENT, BOARD OF EDUCATION AND SUSAN JOHNSON THE CHIEF ACADEMIC OFFICER FOR TODAY I HAVE TWO POLICIES FOR YOU, THE FIRST ONE IS 1330, THE POLICY REGARDING ADMINISTRATION AND CONDUCT OF INTERSCHOLASTIC ATHLETICS TO THE SOUTHERN REAL AND ATHLETIC CONFERENCE, THIS IS BEEN REVIEWED AND WE DO NOT HAVE ANY CHANGES TO THIS POLICY.

>> ANY QUESTIONS OR DISCUSSION? , SCENE ONE THE POLICY WILL BE

POSTED FOR A 30 DAY REVIEW. >> THE SECOND POLICY IS A POLICY STATEMENT ON 3215 REGARDING STUDENT BEHAVIOR INTERVENTION, WE HAVE SEVERAL CHANGES TO THIS POLICY AND THAT IS BECAUSE SECLUSION IS LEGALLY RESTRICTED IN THE STATE OF MARYLAND SO THEREFORE WE HAD TO REMOVE ALL LANGUAGE ALIGNED TO ANYTHING REGRDING STUDENT SECLUSION. IF YOU MOVE DOWN WE DID ADD TO G THAT THE RESTRAINT AND SECLUSION DATA FORMALLY AND RESTRAINT DATA MOVING FORWARD WOULD BE MADE PUBLICLY.

WE JUST ADDED ON THE CALVERT COUNTY WEBSITE SO PEOPLE WOULD KNOW WHERE TO FIND THAT IT IS CURRENTLY SITUATED ON A TAB IN STUDENT SERVICES AND ALSO IN SPECIAL EDUCATION ON THE WEBSITE. UNDER DEFINITION D4 SECLUSION WE DID ADD THE STATEMENT THAT SECLUSION IS PROHIBITED IN MARYLAND AND CALVERT COUNTY PUBLIC SCHOOLS THAT SECLUSION IS PROHIBITED. IF WE MOVE DOWN TO ROOM A NEW FOUR IN THE STANDARDS WE DID TAKE OUT A LOT OF THE LANGUAGE IN D AND SIMPLY SAID THEY USE IS PROHIBITED AND CALVERT COUNTY SCHOOLS. JUST AS A NOTE FOR EVERYONE WE HAD MADE THE REVISIONS PRIOR TO THE LAW PASSING AND STILL IN PART OF THE SCHOOL YEAR LAST YEAR WHICH IS WHY SOME OF THE SECLUSION LANGUAGE STAY IN THEIR HE WILL SEE THE PROVISION WILL END ON AUGUST OF 22 THE LAW CAME INTO EFFECTIVE JULY 22.

THAT'S WAS LEADING TO THESE PIECES TAKEN OUT.

THOSE ARE THE CHANGES THAT WERE RECOMMENDED IN THIS POLICY.

>> I HAD A COUPLE OF QUESTIONS. IN SECTION FOUR PARAGRAPH A IT SAYS ONLY TRAINED STAFF MEMBERS, HOW MANY ARE REQUIRED TO BE

[00:45:01]

TRAINED PER SCHOOL. >> THERE IS NO MAGIC NUMBER AT EACH SCHOOL THEY LOOK AT THE NUMBER OF STUDENTS AT THE SURF AND THE TYPES OF NEEDS BASED ON THEIR IEP'S AND 504 PLANS AND THEY TRAINED APPROPRIATE STAFF FOR THE PROGRAMS THAT ARE IN EACH BUILDING. THE REASON WHY ONLY CERTAIN PEOPLE ARE TRAINED IN THESE MEASURES IS BECAUSE WE WANT TO ENSURE ONLY TRAINED PEOPLE ARE RESTRAINING STUDENTS INTO USING APPROPRIATE MANNERS TO DO THAT. WE DON'T DO WIDESPREAD TRAINING SO ANYBODY CAN RESTRAIN A STUDENT WE ONLY HAVE VERY PARTICULAR PEOPLE WHO CAN RESTRAIN THE STUDENT IF THE BEHAVIOR WAS AT A POINT WHERE THEY NEEDED TO BE RESTRAINED.

>> THERE IS NOT A MINIMAL NUMBER OF PEOPLE?

>> NO. >> DO WE HAVE ANY SCHOOLS

WITHOUT A TRAINER. >> MOST SCHOOLS HAVE A CRISIS INTERVENTION TEAM AND THEY IDENTIFY WHO THE PEOPLE ARE AT THE BEGINNING OF THE SCHOOL YEAR, IT COULD RANGE 3 - 5 AT THE SMALLEST NUMBERS AND THOSE PEOPLE ARE TRAINED THEY ARE TRAINED AND PROTOCOLS FOR CRISIS INTERVENTION PREVENTION, CPI, CRISIS PREVENTION INTERVENTION, PROTOCOLS FOR CPI AND

DE-ESCALATION ET CETERA. >> ONE FINAL QUESTION I'M THINKING AT THE HIGH SCHOOL LEVEL OR CONFRONTATION CAN GET VERY PHYSICAL. IS THERE ANY PROTECTION FOR THE TRAINED STAFF MEMBERS IF THEY GET A BROKEN BONE OR SOMETHING.

>> IF SOMEONE WERE INVOLVED IN WORKING WITH THE STUDENT THAT WAS A LITTLE BIT MORE VOLATILE OF COURSE ALL OUR WORKERS COMP LANGUAGE FALLS INTO PLACE IF THEY WERE TO GET HURT.

I WANT TO CLARIFY ACCORDING TO KOMAR, STATE LAW IF HER BREAKING UP FIGHTS IT DOES NOT FALL TO THIS LEVEL THIS IS FOR A VERY PARTICULAR INDIVIDUAL, BEHAVIORS THAT ARE RISING INTO A MORE VOLATILE STATE THAT WE WOULD HAVE TO RESTRAIN THEM IN ORDER TO MOVE THEM INTO A NEW LOCATION.

>> I WAS JUST THINKING TRYING TO RESTRAIN A CHILD A CHILD COULD RESIST AND THEN THE ADULT FALLS AND GETS FIERCELY INJURED.

>> A WORKERS COMP PROGRAM WOULD HELP SUPPORT THE ESTIMATE HE

WERE TO GET INJURED. >> AND Q.

>> MS. BALINKSKI. >> I HAD A MINOR THING.

I'M SO PROUD THAT WE REMOVE SECLUSION, WHEN I WAS READING THE DEFINITION, D, THE SECLUSION IS DEFINED AND THEN YOU GO THROUGH AND LIST EVERYTHING THAT IT IS NOT.

ALL I ASK PLEASE PUT THE LAST SENTENCE, INCLUSION IS PROHIBITED HIM MARYLAND RIGHT AFTER THE DEFINITION, SECOND.

>> MOVE IT UP IN THE PARAGRAPH. >> OKAY.

>> THEN WE CAN TALK ABOUT IS NOT A TIMEOUT IT'S NOT THIS, BUT% RIGHT OFF THE BAT THAT'S A MAJOR POINT HERE THAT IS PROHIBITED.

>> DO WE HAVE ANY SCHOOLS WILL OUT A CRISIS INTERVENTION TEAM

WILL. >> I WILL SAY NO BUT I WILL VERIFY THAT WITH YOU. EVERY SCHOOL IS CHARGED WITH

HAVING A CRISIS RESPONSE TEAM. >> THANKS.

ANY OTHER QUESTIONS OR DISCUSSION?

>> I'M FINISHED. >> WE WILL POST THIS POLICY FOR

A 30 DAY REVIEW. >> WILL POST IT WITH THE CHANGE THAT MS. BALINKSKI REQUESTED. THINK YOU.

>> I WOULD LIKE AT THIS TIME TO MAKE A MOTION TO BRING UP POLICY 22305 SELECTION OF MOI AND MEDIA MATERIALS AND POLICY 23 - 15, CURRICULUM DEVELOPMENT AND REVISION TO REVIEW AND DISCUSS

APRIL 20 BOARD MEETING. >> WITH A MOTION ON THE FLOOR,

DO WE HAVE A SECOND? >> SECOND.

>> WE HAVE A MOTION IN THE SECOND, ANY DISCUSSION?

, HEARING NONE, THOSE IN FAVOR. >> AYE.

>> ANY OPPOSE QUESTION WORKS - MOTION PASSES.

[7.02 Playbook Update]

>> NEXT WE WILL HAVE OUR PLAYBOOK UPDATE.

>> AGAIN MRS. CLAGGETT, MEMBERS OF THE BOARD I WOULD INVITE OUR HIGH SCHOOL PRINCIPALS TO JOIN ME AT THIS TIME.

[00:50:11]

>> GOOD AFTERNOON PRESIDENT CLAGGETT AND MEMBERS OF THE BOARD OF EDUCATION. WITH ME TODAY I HAVE THE PRINCIPAL FROM EACH OF THE HIGH SCHOOLS BEGINNING WITH THIS AND THEY'LL DO THEIR OWN INTRODUCTIONS.

>> DALE, PRINCIPAL OF CALVERT HIGH SCHOOL.

>> BETH MORTON. >> PRINCIPLE OF HIGH.

>> STEVE, PRINTABLE NORTHERN HIGH SCHOOL.

>> ANTHONY PRINCIPAL AT PATUXENT HIGH.

>> TODAY WE ARE OFFERING AN UPDATE ON THE PLAYBOOK FOR YOU AS REQUESTED SO YOU CAN GET AN IDEA OF THE PROGRAM AND ALSO SEE WHAT DATA WE HAVE AVAILABLE FOR THE PROGRAM THIS FAR.

OUR PLAYBOOK PROGRAM EXPECTATIONS ARE ABOUT INCREASING LITERACY, DEVELOPING LEADERSHIP SKILLS IN DEVELOPING TEAMBUILDING SKILLS. OVERALL GOALS ARE FOR STUDENTS TO MAINTAIN A POSITIVE OUTLOOK IN THEIR ACADEMICS AND BEHAVIOR IN THEIR ATTENDANCE. THE OVERALL GOAL WITH THE PROGRAM ALSO WAS TO IDENTIFY A GROUP OF 50 STUDENTS WITH THE MOST NEED AND PROVIDE THEM WITH THE NECESSARY SUPPORT THROUGH MONTHLY PLAYBOOK SESSIONS FOCUSED ON GOALSETTING, MEETING GOALS AND INCREASING LITERACY. THE OUTCOME OF THOSE MEETINGS WOULD BE OUR STUDENTS WOULD BE INCREASING THEIR ACHIEVEMENT IN DECREASING THE NUMBER OF DAYS ABSENT THAT THEY HAD AND DECREASING THEIR REFERRALS. I DID PUT OUR PROGRAM SELECTION AT THE BEGINNING OF THE YEAR. THE FIRST ONE IS BASED ON PERCENTAGES PRETTY COULD SEE THE PERCENTAGES OF STUDENT AT THE BEGINNING AND REMEMBER WE STARTED THIS AT THE BEGINNING OF NOVEMBER. THESE ARE THE PERCENTAGES OF STUDENTS AND THE BREAKDOWN BASED ON GENDER, RACE AND GRADE LEVEL AND HE CAN SEE HER CURRENT PERCENTAGES AS NOTED IN OUR PUBLIC COMMENT. THOSE NUMBERS HAVE CHANGED A BIT BUT YOU CAN SEE THE PERCENTAGES IN THE BREAKDOWN LINE AS WELL PRODUCE A LITTLE BIT EASIER TO SEE STUDENT SELECTION BY THE NUMBERS. SO WITH THOSE NUMBERS YOU CAN SEE THE ACTUAL NUMBERS FROM EACH SCHOOL AT THE BEGINNING AND THEN YOU SEE THE SPECIFIC NUMBERS BROKEN DOWN BY THE DEMOGRAPHIC GROUPS. AT THE BEGINNING 197 STUDENTS WERE IDENTIFIED FOR THE PROGRAM AND AT THE END OF THE SECOND MARKING. THERE WERE 176 STUDENTS IN THE PROGRAM. THE PLAYBOOK EXPERIENCE INCLUDED A FULL SCHOOL MOTIVATIONAL SECTION WITH DOCTOR ERIC THOMAS AND HIS TEAM, HE PROVIDED IN PERSON SESSION WITH EACH OF THE 50 STUDENTS AT EACH SCHOOL. HE DID A PARENT SESSION WITH THE SELECTED STUDENTS. YET IN PERSON OPTIONAL SESSION WITH HIGH SCHOOL STAFF AND EXPERIENCE ALSO INCLUDED THE YOUTH OUTREACH EXPOSURE. THESE ARE OPPORTUNITIES THAT OCCUR OUTSIDE THE NORMAL SCHOOL DAY ALLOWING STUDENTS TO CONNECT AND NETWORK WITH PEERS. SOME OF THOSE OPPORTUNITIES INCLUDED SATURDAY MORNING MO MOVIES, THEY HAD THE BOOKMOBILE AT DIFFERENT SESSIONS AND THEN WE HAVE ALSO THE SUPER BOWL EXPERIENCE. IN WORKING WITH THE PRINCIPLES AND LOOKING AT THE PROGRAM THERE ARE STRENGTHS TO THE PROGRAM.

DOCTOR THOMAS MOTIVATIONAL SESSION THE PEP RALLY POSITIVE STAGE FOR THE PROGRAM THE FULL SCHOOL MOTIVATIONAL SESSION, DOCTOR THOMAS HAS MADE VIRTUAL APPEARANCES AT OUR VIRTUAL MEETINGS. THERE FOCUSED ON THE STUDENTS WITH THE HIGHEST NEED AND THE NEEDS OF STUDENTS WHETHER THEY BE ACADEMIC, BEHAVIORAL ATTENDANCE OR ALL THREE.

THE MONTHLY VIRTUAL MEETINGS FOCUS ON GOALSETTING, LITERACY STORIES FROM THE SPEAKERS GIVES STUDENTS PERSPECTIVE ON HARDSHP AND ALSO LET THEM KNOW MAYBE THEY'RE NOT AS BAD OFF AS OTHERS IN UNEXPECTED RELATIONSHIPS BETWEEN STUDENTS GREW WITHIN THE GROUP AND HIS MONTHLY OPPORTUNITY TO CHECK IN WITH THE STUDENTS. THERE IS TEAMBUILDING, STUDENT ADVOCACY, YOUTH OUTREACH EXPOSURE AND OPPORTUNITIES TO CONNECT, CREATE A CONNECTION WITH SCHOOL STAFF AS WELL BECAUSE THERE'S ALWAYS A SCHOOL STAFF MEMBER IN WITH THE STUDENTS WHEN THEY ARE WORKING WITH THE PLAYBOOK STAFF.

THERE ARE AREAS OF GROWTH AND IMPROVEMENT THAT CAN BE MADE AND LOOKING AT THE PROGRAM, SELECT STUDENTS PRIOR TO THE BEGINNING OF THE YEAR THIS PROGRAM STARTED IN THE FIRST QUARTER AND HIGH

[00:55:01]

WE DO TRACK A LOT OF DATA OVER TIME SO THEY ALWAYS HAVE A HANDLE ON THE STUDENTS THAT ARE IN THE MOST NEED OF THEIR BUILDINGS BUT IF WE WERE TO CONTINUE THE PROGRAM BEING ABLE TO SELECT THE STUDENTS IN THE PRIOR YEAR AT THE END OF THE SCHOOL YEAR IN THE SPRING WOULD ALLOW THEM TO HOLD SUMMER SESSIONS TO SUPPORT THE KIDS AND SESSIONS TO BE MORE INTERACTIVE THROUGHOUT THE SUMMER AND WHEN WE HAVE THE VIRTUAL SESSION, THEY WOULD RECOMMEND THAT THE SESSIONS BE MORE INTERACTIVE AND USE THE BREAKOUT ROOMS AND VIRTUAL INSTRUCTION TO HELP SUPPORT KIDS IN DIFFERENT WAYS. DETERMINE WAYS FOR STUDENTS TO BE HELD MORE ACCOUNTABLE TO THE PLAYBOOK SESSION LEADERS.

THERE IS A LITTLE BIT OF A DISCONNECTED NOT FASHION SO THEY FEEL LIKE THEY WOULD HAVE TO BE TIGHTENED UP.

MORE TIME FOR STUDENTS TO GATHER AND REALLY WORK OUT OPTIMAL TIMES FOR THE YOUTH EXPOSURE OPPORTUNITY.

FOR EXAMPLE THE STUDENTS WERE INVITED TO HAVE TICKETS THAT WERE PAID FOR TO GO TO THE MOVIES ON A SATURDAY MORNING BUT THE TURNAROUND TIME WAS TIGHT SO THE MINISTRY OR IN THE SCHOOL STAFF HAD TO WORK TO GET THOSE THINGS DONE QUICKLY AND MANY TIMES SOME OF THE STUDENTS HAD OTHER ACTIVITIES THAT THEY WERE PLANNED FOR. AS WE LOOK AT THE CURRENT DATA.

BECAUSE WE ARE ONLY AT THIS POINT OF THE YEAR, TWO MARKING PERIODS, THE FIRST MARKING PERIOD WAS OUR BASELINE DATA AND WHEN WE LOOKED AT THE DATA WE HAD TO COMPARE TO THE SECOND MARKING PERIOD AND OBVIOUSLY WE WILL CONTINUE TO COMPARE TO THE THIRD MARKING.ÚAND THE FOURTH AK SESSIONS CONTINUE BUT I WANT TO TALK ABOUT HOW THIS DATA IS DISPLAYED THIS IS CURRENT DATA FROM THE STUDENTS, WE COMPARED THE PLAYBOOK STUDENTS TO ALL HIGH SCHOOL STUDENTS THE DATA IS BEFORE A PLAYBOOK, WHEN YOU'RE LOOKING AT THE END OF THE FIRST MARKING PERIOD IT WAS BEFORE ANY IMPLEMENTATION OF THE PUBLIC SESSIONS AND ALWAYS GENERALLY AROUND THE END OF THE FIRST MARKING PERIOD THEN WE COMPARED IT TO THE SECOND MARKING PERIOD WHICH WE ARE NOW CURRENTLY A LITTLE BIT MORE HALFWAY THROUGH THE THIRD MARKING.

HE WILL SEE THE TIMELINE SHIFT. THE NUMBER OF ALL STUDENTS IS ACTUALLY 4978 WHICH IS LISTED AT THE BOTTOM OF THE SLIDE IN THE NUMBER OF THE STUDENTS IN THE PLAYBOOK IS 176.

SO WHEN WE COMPARE STUDENTS WITH A DECREASE IN REFERRALS TA IF WE IN CALVERT COUNTY 183 OF THEM HAD A DECREASE IN REFERRALS WHICH RESULTED IN 4% IF WE LOOK AT THE PLAYBOOK 176 STUDENTS, 28 OF THOSE HAD A DECREASE IN REFERRALS WITH THE PERCENTAGE OF 16%. WE LOOKED AT ATTENDANCE IN TWO WAYS, UNLAWFUL ABSENCE MEANS THEY DON'T HAVE AN EXCUSED ABSENCE AND WE LOOKED AT A DECREASE IN TOTAL ABSENCE.

WHEN WE LOOK AT THOSE YOU SEE 880 STUDENTS OF ALL STUDENTS OR 18% HAD A DECREASE IN UNLAWFUL ABSENCES.

176 STUDENTS ARE 22% OF THE PLAYBOOK STUDENTS HAD A DECREASE IN THEIR UNLAWFUL ABSENCE. WE LOOK AT TOTAL ABSENCES YOU HAVE 1136 STUDENTS OF ALL OVERALL ATTENDANCE AND FOR THE PLAYBOOK STUDENTS WEIGHTED 25% DECREASE BECAUSE 44% OF THE 176 HAD A DECREASE IN TOTAL NUMBER OF ABSENCES FROM THE FIRST QUARTER TO THE SECOND QUARTER. WHEN WE LOOK AT GPA WE HAVE 1692 STUDENTS OF THE 497834% WHO HAD AN INCREASE IN THEIR GPA IN THE PLAYBOOK STUDENTS 60 OF THE 176 STUDENTS OR 34% HAD AN INCREASE IN THEIR GPA. IT WAS IMPORTANT TO SEE HOW ALL STUDENTS DO AND HOW THE SELECT GROUP OF STUDENTS WERE DOING COMPARED TO THESE MEASURES. WITH THAT WE WILL MOVE INTO

DISCUSSION AND QUESTIONS. >> MS. GRANNIS.

>> I HAD THE PLEASURE OF MEETING WITH ALL THE PRINCIPLES TO GET THE PERSPECTIVE AND THEY SEEM VERY POSITIVE ABOUT IT.

BUT I ALSO HAD THE PLEASURE OF TALKING TO COMMUNITY AND TEACHERS AND HEARING OTHER SITES.

THERE ARE POSITIVE AND NEGATIVES, I WANTED TO GET LITTLE DEEPER INTO SOME OF THE QUESTIONS WHEN WILL THIS PROGRAM

OFFICIALLY END. >> THEM LAST PROGRAM IS IN MAY

ACCORDING TO THE PROJECT. >> THE LAST VIRTUAL SESSION IS

IN MAY. >> WHAT CRITERIA WAS USED TO A IDENTIFY THE STUDENTS I GOT TO GO TO THE SUPER BOWL , HOW WERE

[01:00:01]

>> WE WORK CLOSELY WITH THE PLAYBOOK PROGRAM SCHOOL DAYS FOUNDATION SO IS BASED ON THE PERIMETER THAT WE SAID AT THE BEGINNING OF THE SCHOOL YEAR WE LOOKED AT THE ATTENDANCE, THEIR BEHAVIOR AND ACADEMICS. SO WE MONITORED AND COLLECTED THAT DATA WEEKLY FROM THE TIME THAT WE PUT THE STUDENTS IN THE PROGRAM COULD WE LOOKED AT THE DATA WEEKLY AND WE COMMUNICATED WEEKLY WITH SCHOOL DAYS FOUNDATION AND THEN THE STUDENTS WERE SELECTED AT A CERTAIN POINT MAYBE ABOUT TWO WEEKS BEFORE, I'M SORRY MAYBE THREE WEEKS BEFORE THE SUPER BOWL WE DEFINED WHO THE STUDENTS WOULD BE.

AND ONCE WE GOT CLOSER AND CLOSER WE DEFINED FIVE STUDENTS FROM MY SCHOOL IT WORKED OUT PERFECTLY BECAUSE WHEN WE DRILL DOWN AND STARTED LOOKING AT THE STUDENTS FIVE OF THE STUDENTS STOOD OUT AND THEY MAINTAINED ACADEMICS, THEY ARE GRADE STAYED AT PAR, THEY STAY THE SAME OR THEY INCREASED AND WE HAD NO

ISSUES WITH THEM WITH BEHAVIOR. >> THAT WAS THE SAME THING FOR HUNTING TOWN HI WOULD WE LOOKED AT THE TOP FIVE STUDENTS THAT HAD THE MOST GROWTH IN THEIR GPA, AN INCREASE IN THEIR ATTENDANCE AND DEFINITELY A DECREASE IN REFERRALS.

NONE OF THE FIVE STUDENTS, THIS IS ALSO IN THE CONTRACT WITH THE STUDENTS IN THIS WORKED OUT VERY WELL FOR US AND DID NOT HAVE ANY ADDITIONAL REFERRALS FROM WHEN WE BEGAN THE PROGRAM IN NOVEMBER FROM WHEN WE MADE THE DETERMINATION.

>> ALL SPEAK TO THE ORIGINAL SELECTION.

PRIOR TO PICKING THE 50 STUDENTS THAT WE MET WITH THE TIGHTEST APARTMENT, ALL ARE APS ARE PAIRED UP WITH THE COUNSELOR SO THEY KIND OF TALKED THROUGH WHO ARE THE STUDENTS THAT WE THINK WILL BE MOTIVATED AND BENEFIT FROM THIS EXPERIENCE AND AS WE WENT TO THE PROCESS WE ALSO CONSIDERED EXTENUATING CIRCUMSTANCES. OUR GOAL IS TO FIND IT IDENTIFY STUDENTS THAT MAY NOT BE SEEN IN OUR BUILDING BUT MAY BE STRUGGLING WITH VARIOUS REASONS, FROM THAT WE CREATED A LIST AND THEN WE NARROWED THE LIST DOWN WE STARTED WITH A CERTAIN AMOUNT OF STUDENTS AND WE WENT THROUGH AND SET UP A CAN OFFER THIS FIRST TODAY WHAT TO BE A PART OF IT AND IF THEY DO HOW CAN WE ENSURE THAT THERE GOING TO STAY WITH THE PROGRAM READ ALL OF THAT WENT INTO CONSIDERATION IN COMING UP WITH THE ORIGINAL

NUMBER. >> PATUXENT I WAS ON BOARD WITH EVERYONE ELSE. AS OPPOSED TO NORTHERN, OUR COUNSELORS ARE BY ALPHABET SO WE MET AT A BIG TABLE AND HASHED IT OUT AND WENT TO THE STUDENT LIST AND IDENTIFY THE STUDENTS AND NERO THE FIELD. AND WHEN SELECTING STUDENTS FOR THE SUPER BOWL THE STUDENTS DID HAVE SOME RECOMMENDATIONS BUT THE BIGGEST THING THAT FILTERED STUDENTS OUT WAS WHEN THEY GOT THE REFERRALS AND CONCERNS AND WE LOOKED AT THE GPA AND WHO

INCREASED THEIR GPA. >> THINKING.

WE WERE TOLD AT THE ONSET OF THIS PROGRAM I BELIEVE THAT 10 CHILDREN FROM EACH HIGH SCHOOL WAS SUPPOSED TO GO.

HOW DID YOU END UP GOING DOWN TO FIVE STUDENTS FROM EACH SCHOOL.

>> I JUST WANT TO BE CLEAR NOTHING THAT WE PAID FOR WITH THE PLAYBOOK WAS FOR ANY EXPOSURE OPPORTUNITY.

THAT WAS DONATED THROUGH FOUNDATION.

AND THAT'S WHAT THEY HAD AVAILABLE.

>> IT ALSO SPEAKS TO STUDENTS. IT WAS ALSO CLEAR TO STUDENTS THAT YOU HAD TO MEET THE CRITERIA TO HAVE THE OPTION OF GOING TO THE SUPER BOWL SO YOU HAD TO MAINTAIN THOSE THREE CRITERIA'S, YOUR ACADEMICS, YOUR BEHAVIOR AND YOUR ATTENDED.

>> WAS ONLY FIVE CHILDREN QUALIFIED THAT IT WENT FROM 10 .

>> YOU HAD THE OPPORTUNITY. WE WERE NEVER GIVEN A SPECIFIC NUMBER WE WERE TOLD EACH STUDENT HAD THE OPPORTUNITY SO IT WAS UP TO EACH INDIVIDUAL STUDENT TO DO THEIR PART IN MAINTAINING THE CRITERIA FOR THE PLAYBOOK PROGRAM.

>> OKAY. >> I DON'T KNOW WHO I WOULD DIRECT THIS QUESTION TWO, CAN SOMEONE SEND TREND DATA ON WING KIDS DROPPED AFTER THE PROGRAM. FOR EXAMPLE WITH THE DEATH OF BEGINNING OF THE PROGRAM FOR AFTER THEY WERE SELECTED FOR THE SUPER BOWL . WINTER KIDS DROPPING OUT OF

THIS? >> I WOULD SPEAK TO THAT LITTLE BIT. YOU LOOK AT THE DATA SPECIFICALLY FOR NORTHERN HIGH SCHOOL THAT WAS PART OF OUR CONVERSATION WHAT ARE WE GOING TO DO IS STUDENTS DO DROPOUT.

[01:05:01]

WE DID CONSIDER THAT. BUT EVEN AFTER THE SUPER BOWL WE STILL HAD A CONSIDERABLE AMOUNT STUDENTS THAT ARE STILL PARTICIPATING AND STILL HAVE THOSE CONNECTIONS WITH THE ADMINISTRATION WHICH REALLY KEEPS THEM PART OF THE PROGRAM

AS WELL. >> OKAY.

>> HUNTING TOWN I CREATED A SCHOOL-AGED FOLDER THAT'S ONE WAY THAT WE COMMUNICATE WITH FAMILIES AND THE KIDS.

I'M TRYING REALLY HARD TO COMMUNICATE DIRECTLY WITH THE STUDENTS. THEY ARE YOUNG ADULTS IN TRYING TO BUILD A SENSE OF RESPONSIBILITY.

EACH AP CALLS UP AND MEETS WITH HER STUDENTS AND REMINDS THEM ABOUT THE MEETINGS AND TALKS TO THEM.

SO WE ARE CONTINUING NOT TO THE REST OF THE YEAR JUST TO CONTINUE FOCUSING ON THE GOAL SETTING AND FOCUSING ON BRINGING YOUR GPA UP. THERE WAS A STUDENT THE OTHER% DAY AND DOCTOR COUNSEL WAS IN THE BUILDING THROUGH THE STUDENT WAS NOT SELECTED FOR THE PLAYBOOK DID NOT QUITE MEET THE CRITERIA BUT HIS GPA HAS MAINTAINED WAS UNDERGROWTH AND IS VERY PROUD OF HIMSELF OR THAT.

WERE CONTINUING TO WORK WITH THE STUDENTS THAT ARE STAYING IN THE PROGRAM, CONTINUING TO TALK TO THEM ABOUT GOAL SETTING.

HE EVEN ACKNOWLEDGED TO US ON MONDAY HE INCREASED HIS GPA HE'S GOING TO KEEP IT THERE BECAUSE HE DOESN'T WANT TO PLAY SPORTS.

THAT'S BEEN A BIG PLUS FOR US. SOME STUDENTS I DON'T DISAGREE THAT THEY PROBABLY DID GET, I DON'T KNOW IF I WOULD SAY LESS MOTIVATED BUT, THE SUPER BOWL IS OVER IN THE SELECTION BUT WE'RE STILL WORKING WITH THEM TO KEEP THE FOCUS BECAUSE IT'S REALLY ABOUT CHANGING BEHAVIOR AND HELPING THEM BE ACADEMICALLY SUCCESSFUL BECAUSE THESE ARE OUR STUDENTS THAT AS THE MOST.

>> DOCTOR TOWNSEL AT ONE OF OUR MEETINGS HAD A CHART SHOWING THE DECREASE IN SUSPENSIONS. COMPARING APPLES TO APPLES THIS TIME THE LAST TIME THIS YEAR. I WOULD LIKE TO KNOW IF IN SCHOOL SUSPENSION HAS INCREASED OR DECREASED?

>> I CAN SHARE THAT DATA I DO HAVE THE DATA I CAN SHARE THAT

WITH THE BOARD. >> WHO PAYS FOR THE BUSES TO THE MOVIES, PIZZA, RENTING OUT THE MOVIE THEATER, WHERE IS THAT

MONEY COMING. >> THAT CAME FROM THE FOUNDATION

THAT WAS DONATED TO A. >> THAT WAS PART OF THE 344.

>> PART OF THE YOUTH EXPOSURE. >> I WOULD ADD ONE MORE PIECE TO THAT THE BUSES TO THE MOVIE THEATER I BELIEVE WE ONLY USED ONE BUS SO THAT SATURDAY MORNING NORTHERN HIGH SCHOOL USED A BUS IN THAT WAS PAID FOR WE USED RS OR FUNDS TO PAY FOR THAT RIGHT.

>> WOULD YOU SAY THIS IS ALLEVIATED AFTER THE SUPER BOWL ABSOLUTES, FIGHTS, OR ARREST AFTER THE SUPER BOWL , HAVE

THERE BEEN? >> FOR OUR PLAYBOOK STUDENTS?

>> YES. >> OUR STUDENTS ARE PERFORMING THE WAY THEY WERE PERFORMING BEFORE WE WENT TO THE SUPER BOW AND AFTER SUPER BOWL . THE ACCEPTABLE LEVEL THAT WE EXPECT THEM TO DO WE SPEAK WITH HER STUDENTS WEEKLY.

OUR ADMINISTRATION BRINGS IN OUR GROUP OF STUDENTS AND WE SPEAK TO THEM WEEKLY AND THEY ARE MEETING EXPECTATIONS THAT WE PUT IN PLACE, THERE HAS BEEN NO WE WILL MAINTAIN THOSE EXPECTATIONS UNTIL THE PROGRAM ENDS IN MAY AND BEYOND BECAUSE THEIR HOPE WITHIN OUR SCHOOL IS TO STILL MAINTAIN THIS PROGRAM WHETHER IT IS FUNDED BY WHOEVER BUT WE HOPE TO STILL MAINTAIN THE STUDENTS SO WE CAN FOLLOW THEM AND PROVIDE A POSITIVE ENVIRONMENT FOR THEM BECAUSE IT IS A SENSIBLE LONGING FOR THEM NOW. WE DON'T WANT TO STOP THAT SO THEY FEEL THIS IS A SAFE PLACE AND WE WANT TO CONTINUE TO PROVIDE THE OPPORTUNITY FOR THEM SO WE WILL CONTINUE TO DO THOSE

THINGS. >> OF THE 20 STUDENTS THAT WENT TO THE SUPER BOWL . DO WE HAVE AN INCREASE OF ABSENCES, FIGHTS, REFERRALS OR ARREST OF ANY OF THOSE 20

STUDENTS. >> OF THE FIVE I'M RESPONSIBLE

[01:10:01]

THEY'RE STILL COMING TO SCHOOL. ATTENDANCE IS THE SAME OR EVEN BETTER THERE GPA IS RIGHT ON POINT AND SAME THING WITH THE

DISCIPLINARY ACTIONS. >> THERE'S NO DROPOUT.

OUR KIDS ARE STILL DOING THE SAME AS I SAID THERE STILL DOING THE SAME THINGS BE MCKESSON'S MIXING WITH US, AS A MATTER OF FACT IS BECAUSE THE RELATIONSHIPS WE HAVE WITH THE STUDENTS READ TODAY I WAS DOING LUNCH DUTY AND ONE OF THE KIDS SAYS HEY MR. WILLIAMS I WANT YOU TO KNOW I'M GETTING SUSPENDED AFTER SPRING BREAK FOR FIVE DAYS TRYING TO JOKE WITH ME.

PREVIOUSLY BECAUSE OF THE BRIAN REED ONE THING I WOULD LIKE TO POINT OUT ONE THING THAT WE CAN'T QUANTIFY WITH THE DATA IS THE STUDENTS WHO CHOSE TO MAKE THE RIGHT DECISION BECAUSE OF THE PROGRAM BECAUSE OF THE RELATIONSHIP THAT WE HAVE WITH THEM. BECAUSE THEY KNOW I'M TRACKING THE DATA. I SEE THEM IN THE HALLWAY AND I SAY WHAT'S GOING ON. I SEE YOU SLIPPED A LITTLE BIT.

>> I KNOW MR. WILLIAMS I'M GOING TO WORK ON IT, I'M GOING TO WORK ON IT. THAT'S PART OF THE DATA THAT WE CAN SAY LISTEN WE KNOW THIS IS BEEN IMPACTFUL BUT EVERY SINGLE PERSON IN THIS ROOM HUSBAND EXPERIENCE AND I CAN'T PUT A PRICE TAG ON WHAT THAT IS THAT CHANGES A STUDENT'S LIFE FOR THEM TO GO ON AND DO MORE. IF WE ARE ASKING FOR A DETERMINATION OF THAT I CAN'T GIVE YOU THE ANSWER OF THE PRICE OR VALUE BUT I CAN TELL YOU THAT ONE STUDENT IN PARTICULAR WROTE TO HIS ENGLISH TEACHER, IT'S BECAUSE OF THIS EXPERIENCE OF GOING TO THE SUPER BOWL AND BEING AROUND OTHER STUDENTS IN THE INNER CITY OF CHICAGO HAVING TO LISTEN TO THEIR STORIES THAT IS THE REASON WHY THEY WANT TO GO ONE AND HELP STUDENTS IN THE INNER CITY LATER AS AN ADULT. FOR THAT TO ME IS A WIN.

>> TO BE CLEAR YOU HAVE NO ABSENCE, FIGHTS OR REFERRALS OR ARREST AFTER THE SUPER BOWL THAT'S WHEN I'M LEANING IN ON.

>> ABSOLUTELY. >> THE RELATIONSHIPS OF THE BILL AMONG THE FIVE OF THEM HAS BEEN NEAT TO WATCH AS THEY GO THROUGH THE HALLWAYS THEY ARE ALL GOOD FRIENDS AND THEY TALK ABOUT THEIR EXPERIENCES PRETTY TRULY HELP THEM I THINK SOCIALLY, SOCIAL EMOTIONAL HELP HAS BEEN GREATER THAN ANYTHING BECAUSE NOW THEY HAVE A NETWORK THERE WALKING TALL AND FEEL LIKE THERE'S SOMEBODY BECAUSE THESE ARE STUDENTS AND SOMETIMES THAT WERE KNOWN FOR ANYTHING POSITIVE AND NOW PEOPLE KNOW WHO THEY ARE AND THE STAFF IS EMBRACE THEM AND THE OTHER STUDENTS AROUND THEM AND THERE WALKING TALL IN THE HALLWAYS AND IT'S NICE TO

SEE. >> THE SPEAK LOUD AND CLEAR TO ME THAT SMALLER CLASS SIZES AND MORE STAFF IN THE BUILDING IS GOING TO HAVE A HUGE IMPACT AND THAT MAKES ME QUESTION PUTTING THE MONEY INTO MORE STAFF AS OPPOSED TO AN ACTUAL PLAYBOOK PROGRAM. I'M A HUGE ADVOCATE FOR SMALL CLASS SIZES PRAY THAT'S WHERE YOU CAN BUILD THOSE RELATIONSHIPS GRADE CAN WE GO TO SLIDE FOUR PLEASE.

>> THIS DID NOT QUITE MAKE SENSE TO ME SO ALL I'M LOOKING FOR IS A LITTLE CLARIFICATION ON THIS. WE STARTED WITH 197 STUDENTS IN THE CURRENT STAT HAS A SET 176 STUDENTS MEANING WE LOST 21 STUDENTS WERE 11% SO FAR, IS THAT CORRECT?

>> THAT IS CORRECT. >> BUT WHEN I LOOK AT THE BREAKDOWN BY RACE WE HAVE GAINED THREE MORE HISPANIC AND FOR MORE MULTI RACE STUDENTS, IS THAT CORRECT?

>> YES. >> IT SEEMS THAT WE LOST MORE STUDENTS OVERALL THAN THESE TABLES REPRESENT? AND WE ADDED MORE STUDENTS TO THE PROGRAM SINCE THE BEGINNING?

>> FROM THE ORIGINAL NUMBERS I GUESS I WOULD ASK THE PRINCIPALS WERE THERE KIDS THAT DROPPED OFF AND ADDED AFTER THE ORIGINAL

NUMBERS WERE PULLED? >> YES.

WHEN WE WERE FIRST BRINGING THE STUDENTS TOGETHER AND SPEAKING FOR HUNTING TOWN HI AND WE EXTENDED THE INVITATION FOR THE 50 STUDENTS AND WENT THROUGH THE PROCESS, THEY WERE STUDENTS THAT ORIGINALLY STARTED IN VERY NEW IN THE PROGRAM AND THEY DROPPED OFF SO WE EXTENDED IT TO OTHER STUDENTS TO TRY TO MAINTAIN AND KEEP THE 50 STUDENTS IT DID CHANGE BUT NOT A LOT BUT SOME.

>> AT NORTHERN WE HAD, WE NEVER HAD THE WHOLE 50 WE INVITED A

[01:15:04]

>> DID THEY TELL YOU WHY THEY TURNED AN OPPORTUNITY?

>> THEY JUST WERE INTER INTERES. >> CAN YOU GIVE US DATA WHO WAS SELECTED BY SCHOOL, GENDER, RACE AND GRADE FOR EACH SCHOOL.

>> YOU WANT TO KNOW THE STUDENTS IS WHAT YOU'RE ASKING?

>> WE CAN PULL THE AND PRESENTED TO YOU.

>> AND YOU SURE THAT WITH THE BOARD.

>> ABSOLUTELY. >> ON SLIDE SIX.

WAS THERE ONLY ONE SESSION PER MONTH, THE SLIDE SAYS MONTHLY SO

I WAS NOT SURE. >> CAN YOU REPEAT YOUR QUESTION?

>> WAS THERE ONLY ONE SESSION PER MONTH?

>> YES THERE IS A VIRTUAL SESSION MONTHLY WITH SCHOOLDAYS FOUNDATION. WE MEET MONTHLY.

>> A DIFFERENT SESSION FOR EACH SCHOOL.

>> OKAY. CAN YOU SHARE THE CALENDAR OF EACH SESSION THAT WAS HELD BY SCHOOL AND INCLUDE THE START AND END TIME OF EACH SESSION, CAN WE GET THE INFORMATION?

>> TO ADD INFORMATION TO THE SCHOOLDAYS FOUNDATION SENT EVERY SCHOOL THEY HAVE SENT THE LINK SO THERE IS AN INVITE SO IS ON THE TEAMS CALENDAR AND THE STUDENTS HAVE ACCESS TO THAT AS

WELL. >> OKAY, WHAT WAS THE TOTAL AMOUNT OF TIME AND THINK HOW MANY MINUTES DID EACH VIRTUAL SESSION LAST WITH A LIVE SPEAKER?

>> GENERALLY IN OUR. >> ABOUT AN HOUR?

>> YES, MA'AM. >> WERE VIRTUAL APPEARANCES

RECORDED AT EACH SCHOOL? >> THEY MAY RECORDED.

>> WE DON'T RECORDED. >> YOU DO NOT RECORDED QUESTION EXPECT NO MA'AM, WE DO NOT RECORD IT.

>> WHO DISCUSSES THE INDIVIDUAL GOALS WITH EACH STUDENT AND THE PROGRAM AND ASSIST THEM WITH THAT GOAL?

>> SOME OF THE STUDENTS HAVE MENTORS, SOME OF THE STUDENTS MENTORS ARE ADMINISTRATION AND LIKE I WAS SAYING THEY CALM DOWN THE MINISTRY TO HER AND THEY TALK WITH HER GRADE LEVEL STUDENTS. MY ENGLISH DEPARTMENT AT HUNTINGTOWN HIGH HAS REALLY TAKEN OF ACTIVE ROLE WITH THE STUDENTS ESPECIALLY WITH THE LITERACY PIECE.

WE HAVE A MENTORING PROGRAM THAT ONE OF MY OTHER STAFF ORGANIZES.

IF THEY HAVE A MENTOR AND A TEACHER THERE WORKING WITH, BECAUSE DURING THEIR FLEX LUNCH THEY MADE SOME CONTACTS WITH TEACHERS THAT ARE THERE MENTORS PRETTY JUST DEPENDS ON WHO THE STUDENT IS AND WHO THE MENTOR IS.

MY ENGLISH THE PARTNER HAS BEEN VERY INVOLVED IN THE

ADMINISTRATION. >> TO ALL THE SCHOOLS HAVE MENTOR PROGRAMS FOR THESE CHILDREN?

>> WE HAVE TWO MENTORS THAT WORK WITH HER PLAYBOOK STUDENTS AS WELL AS ADMINISTRATION MENTORS OF ALL STUDENTS.

>> DID YOU MEET WITH THESE CHILDREN, ALL THE CHILDREN ON A

REGULAR BASIS QUESTION. >> SOME OF THEM?

>> WITH MY GROUP YES WE MEET WITH OU STUDENTS REGULARLY AND

THE TWO MENTORS MEET WITH THEM. >> FOR US AS THE COUNSELOR AND THE PRINCIPAL THAT CONTINUE TO MEET WITH THEM.

>> SAME HERE MAINLY THE ADMINISTRATION AND OR SELECT FEW GROUP OF STUDENTS THAT HAVE MENTORS BUT NOT ALL 50.

>> HAVE WE CAPTURED THE GOALS FOR EACH PARTICIPANT AND ARE WE MEASURING HOW MANY MET THEIR GOALS AT THE END OF THE PROGRAM?

>> PATUXENT HI WITHOUT THE STUDENTS CHOOSE THEIR OWN GOALS AND WE DO NOT MAKE THEM RECORD, THEY WERE GIVEN JOURNALS FROM THE PLAYBOOK THAT THEY REPORTED THEIR GOALS AND AND WE LET THEM KEEP THE PERSONAL AND THEY REVISITED IN THE VIRTUAL MEETINGS BUT WE DID NOT KEEP RECORD OF THEM OR MAKE THEM TURN IT IN OR ANYTHING LIKE T THAT.

>> ALL THE STUDENTS GOALS ARE BASED UPON DATA THAT WAS COLLECTED SO THE DATA THAT WE COLLECT EACH QUARTER.

>> WEEKLY. >> BUT WHAT WE RECORD AND SHARE IN THE PLAYBOOK WITH THE PLAYBOOK STAFF THAT IS A MAJOR OF THEIR GROWTH OR IF THEY'RE NOT HAVING THE GROWTH THAT THEY WANTED. INSTEAD OF REINVENTING THE WHEEL AND HAVING MULTIPLE THINGS THE PIECES THAT WE ARE LOOKING AT,

[01:20:01]

>> I WOULD SAY WITH EVERY PROGRAM THERE IS GOING TO BE FAILURE, DEPENDING UPON HOW YOU LOOK AT IT BUT IF YOU LOOK AT IT FROM THE LENS OF THE STUDENT AND LOOK AT THE GROWTH FROM WHERE THEY STARTED TO WEAR THEIR ENDING.

THERE HAS BEEN SIGNIFICANT GAINS.

IS THE GOAL GOING TO MATCH MY GOAL, I WOULD NOT SAY EVERY KID IS GOING TO GET A 90% EVERY SINGLE CLASS OR COME TO SCHOOL EVERY SINGLE DAY BUT FROM THEIR STARTING POINT TO WHERE THEY'RE GOING TO END I SAY CONFIDENTLY BECAUSE OF THE RELATIONSHIP THAT WE HAVE THE KIDS THAT IS GOING TO BE A SUCCESS IF YOU LOOKING

AT IT FROM THAT LENS. >> GOING BACK TO SLIDE SIX CAN YOU EXPLAIN THE TEAMBUILDING EXERCISES CONDUCTED TO DATE.

>> THE INITIAL MEETING THAT WE HAD THAT WAS FACE-TO-FACE.

THE STAFF FROM THE PLAYBOOK THEY CONDUCTED, I CAN'T RECALL EXACTLY WHAT THEY WERE BUT THEY CONDUCTED TEAMBUILDING ACTIVITIES FROM STUDENTS TO GET IT STARTED AND DURING THE SESSIONS THEY WOULD DO THINGS WITH QUESTIONS THEY WOULD ASK AND HAVING STUDENTS POST AND SHARE THINGS EACH SESSION

VIRTUALLY. >> OKAY.

>> LAST QUESTION, CAN YOU EXPLAIN WHAT THIS SLIDE MEANS ABOUT STRENGTHEN STUDENT ADVOCACY?

>> I THINK THE PLAYBOOK WITH THE 50 STUDENTS OR THE STUDENTS THERE HELPED US BE ALL MORE% INTENTIONAL FOR STUDENTS THAT NEEDED US TO BE INTENTIONAL FOR THEIR GROWTH.

>> I WOULD ALSO ADD TO THE ON THE STUDENT SIDE FOR THEM TO ADVOCATE AND NO THEY HAVE SUBBED IN THE BUILDING THEY CAN REACH OUT TO AND ASSIST THEM WHEN THERE POSSIBLY GOING TO MAKE A WRONG DECISION, A STUDENT YESTERDAY WE WERE IN THE MIDDLE OF DISMISSAL AND SHE WAS GETTING READY TO GO TO PRACTICE AND WE TALKED ABOUT HOLD THE THOUGHT WILL MEET TOMORROW AND WE'LL TALK SO REALLY JUST ABOUT THEM COMING TO US IN KNOWING THEY HAVE SOMEBODY IN THE BUILDING THAT IS LOOKING OUT FOR THEM AND HOW THEY CAN NAVIGATE WHETHER IT'S IN THE CLASSROOM OR CONFLICT FOR FORK IS THE POINT OF A SUSPENSION OR A REFERRAL.

SPEAK FOR THEMSELVES. RIGHT NOW WE ARE MENTORING THEM SO THE HOPE IS WE STILL MENTOR THEM BUT THEY DEVELOP A SENSE OF EFFICACY FOR THEMSELVES AND BEGIN TO DO FOR THEMSELVES AND OTHERS NOT TO DO FOR THEM. RIGHT NOW WERE WORKING WITH THEM AND GIVING THE GROWTH MINDSET THE ACADEMIC MINDSET THAT THEY BECOME SELF EFFICIENT AND WE DON'T HAVE TO DO IT FOR THEM.

>> THROUGH THIS IN THE GOALSETTING THEY CAN CHANGE THEIR NARRATIVE, YOU CANNOT CHANGE THINGS IN THE PAST AND A LOT OF THESE KIDS DO HAVE STORIES AND EXPERIENCES BUT THAT'S WERE TRAINED TO EMPHASIZE WITH THEM THEY HAVE THE POWER TO CHANGE THEIR NARRATIVE AND THAT'S ONE OF THE THINGS THAT WE EMPHASIZED INTENTIONALLY THROUGH THE PROGRAM.

>> OKAY CAN WE GO TO SLIDE EIGHT.

>> OKAY, THIS TABLE SHOWS REFERRALS, ABSENCES AND GPA.

IS THIS CATEGORY OF REFERRALS INCLUDE ALL SITES, SEXUAL ABUSES, IN SCHOOL SUSPENSION, OUT OF SCHOOL SUSPENSION, DRUGS ARREST AND ALL THE OTHER INCIDENT CATEGORIES.

REFERRAL IS ANY INCIDENT THERE NOT THE CONSEQUENCES IN THESE REFERRAL THE MISBEHAVIOR THAT LEADS TO REFERRAL THAT IS WHAT IS DOCUMENTED IT DOESN'T MATTER WHAT TYPE OF BEHAVIOR THAN THAT COUNTED. EVEN IF IT IS A MINOR BEHAVIOR.

THEY RECEIVED A REFERRAL AND POSSIBLY THE AFTERSCHOOL DETENTION THEN THAT IS ALSO COUNTED.

SATA CONSEQUENCES REFERRAL IT IS BEHAVIOR.

>> THAT'S ALL WITHIN THOSE NUMBERS.

>> THINK YOU. >> HAVE ANY OF THE STUDENTS THAT WENT TO THE SUPER BOWL DROPPED OUT OF THE PROGRAM, I THINK WE WENT INTO THE ALREADY. WERE STUDENTS AND ADMINISTRATORS ALL SEATED TOGETHER TO ENSURE PROPER SUPERVISION OF THE SUPER

BOWL ? >> THE ANSWER TO THAT IS NO IMPARTED THAT BECAUSE WHEN YOU'RE TRYING TO PURCHASE

[01:25:03]

>> YOU HAD STUDENTS, LIKE YOUR FIVE STUDENTS WITH A SUPERVISOR.

THEY HAD NO DIRECT SUPERVISION. >> WAS SIMILAR TO A SITUATION LIKE WE WENT TO THROUGH THE STUDENT THE WHOLE ENTIRE TIME BUT WE DID CHECK IN POINTS AND MADE SURE WE MONITOR THEM THROUGH TEXT MESSAGES AND GOT TOGETHER FOR A MEAL AT THE MIDWAY POINT AND SAW THEM AT THE END.

>> THE SUPER BOWL WAS CONSIDERED A FIELD TRIP AND WHEN WE GO ON ANY FIELD TRIP WE ALLOW STUDENTS TO VENTURE AND THERE TE ARE ALWAYS CHECK IN POINT, THIS IS NO DIFFERENT THIS IS A FIELD TRIP SPONSORED BY CALVERT COUNTY PUBLIC SCHOOLS.

>> NOT TO BE DISRESPECTFUL BUT I FIND A DIFFERENCE BETWEEN A FIELD TRIP THAT IS IN OUR AREA AND CHILDREN WERE TAKEN ON AN AIRPLANE AND TAKEN TO ANOTHER STATE AND PUTTING INTO A DIFFERENT ENVIRONMENT. THAT IS A LITTLE CONCERNING.

BUT THANK YOU SO MUCH FOR YOUR ANSWERS AND BEING VERY UPFRONT AND HONEST WITH YOUR RESPONSES TO MAKE ANY OTHER QUESTIONS?

>> MS. BALINKSKI. >> YES, WHEN WE FIRST PUT EQUITY IS ONE OF THE HIGHEST PRIORITIES OVER SCHOOL SYSTEM THE BOARD INSTRUCTED THE STAFF IN THE AGENDA VERY GOOD JOB OF IDENTIFYING THE AREA OF HIGHEST NEED IN OUR SKILL SYSTEM AND ALLOCATING RESOURCES TO THEM ADDITIONAL RESOURCES TO THEM ACCORDINGLY. OVER THE LAST EIGHT YEARS OR HOWEVER, LONG IT IS BEEN WE PUT ADDITIONAL TEACHERS, WE PUT ADDITIONAL FUNDING WE PUT ADDITIONAL EQUIPMENT AND THE LIKE FOUR AREAS OF STUDENT POPULATION THAT HAVE THE GREATEST NEED AND THAT IS WHAT EQUITY IS INNOCENCE.

I WOULD JUST ACT TO HEAR FROM EACH OF YOU, THE BIGGEST CRITIQUE ABOUT THIS PROGRAM THAT I HAVE HEARD IS RETURNING RESOURCES TO A VERY RELATIVELY SMALL-GROUP OF STUDENTS AND THAT SEEMS INEQUITABLE TO THE REST OF THE STUDENT POPULATION.

I HAVE TWO QUESTIONS, JUST THE GENERAL THOUGHT ON IF YOU FEEL THAT IS INEQUITABLE? AND SECOND YOU HAVE AN IDEA OF WHAT THE OTHER STUDENTS IN YOUR BUILDING FEEL, HOW THEY FEEL ABOUT THE PLAYBOOK, I KNOW THAT IS A GENERALIZATION AND IF THERE'S 1500 KIDS THEY CAN HAVE 1500 OPINIONS.

JUST IN GENERAL IF YOU HAVE HEARD INPUT FROM THE STUDENT

BODY. >> AT PATUXENT HIGH I THINK IT STARTS WITH HOW THE STUDENTS ARE CHOSEN AND I THINK WERE VERY EQUITABLE WE BROUGHT IN ALL STAKEHOLDERS, THE DIRECTOR, THE COUNSELORS, THE VPS THERE, BEING A NEW PRINCIPAL TO THE BUILDING I DID NOT HAVE EXPERTISE AS THEY DID AND WE REALLY TARGETED WHAT THE STUDENTS NEEDED RATHER THAN EQUITY VERSUS EQUALITY AND SOME STUDENTS NEED MORE THAN WHAT THEY'RE OFFERING AND WHAT DOCTOR TOWNSEL PROPOSED THIS IDEA WE THOUGHT ABOUT A MOTIVATIONAL PIECE FOR THE STUDENTS THAT WE STRUGGLE TO REACH BEFORE OR STRUGGLED TO HUNT DOWN THE FULL POTENTIAL.

WE SAW THIS AS A WAY TO DO THAT. SO I KNOW WHEN YOU LOOK AT OUR DEMOGRAPHICS AT PATUXENT WE TRIED TO TARGET THOSE GROUPS WHERE THERE IS AN ACHIEVEMENT GAP AND TRYING TO USE US AS A SUPPORT TO TRY TO NEUTRALIZE THAT.

>> I KIND OF WOULD AGREE THAT FOR THE FIRST QUESTION, WHAT WAS

[01:30:01]

>> THE SECOND QUESTION DID YOU HEAR FROM OTHER STUDENTS IN YOUR BUILDING, THOSE WHO WERE NOT CHOSEN THOSE IN THE GENERAL POPULATION IF THERE IS ANY DISSATISFACTION WITH THAT

PROGRAM? >> DID WE SURVEY THEM, NO, DID I HEAR OF ANYTHING, I CAN'T HONESTLY SAY THAT I DO NOT.

I'M SURE THAT SOME TEACHERS HAD CONVERSATIONS WITH STUDENTS IN CLASS BUT THAT WOULD BE WITH EVERY PROGRAM.

NOT EVERY PROGRAM IS DUE TO BE OFFERED EVERY STUDENT.

DO I THINK THOSE CONVERSATIONS ESPECIALLY BECAUSE OF SOME OF THE CONVERSATIONS THAT BEEN GOING ON HERE MADE THEIR WAY TO THE CLASSROOM, ABSOLUTELY. CAN I SAY AYE KNOW HOW THEY FEEL

ABOUT IT, I CAN'T SAY THAT. >> I WOULD AGREE WITH WHAT THEY'VE SAID. I THINK WITH ANYTHING YOU'RE GOING TO HAVE SOME STUDENTS. YOU KNOW LET'S TALK ABOUT THE ELEPHANT IN THE ROOM THERE WAS A LOT OF THINGS POSTED ON SOCIAL MEDIA THAT PEOPLE SAW AND I THINK THAT HAD AN IMPACT ON PEOPLE I DID NOT HAVE, I ONLY HAD ONE CONCERN AND I ANSWER THAT QUESTION FROM IT. I DID NOT RECEIVE ANY COMPLAINT TO MY OFFICE AND MY COMMUNITY AND TO ACKNOWLEDGE THE SUCCESS OF OTHER STUDENTS. I THINK WHEN YOU'RE TALKING ABOUT STUDENTS, IT WAS CALLED THE BODY AND RANKING FORM, WHEN EXPERIENCE OF BEING AT THE ELEMENTARY LEVEL FOR EIGHT YEARS. I KNOW HOW HARD WE WORK AT THE ELEMENTARY FOR STUDENTS AND SOME OF THE STUDENTS WE STILL HAD ON THE PLAYBOOK LIST AND WE ARE TRYING TO BE VERY EQUITABLE BUT IT'S STILL NOT WORKING FOR SOME OF OUR STUDENTS SO THE INTENTIONALITY OF IT AND WHAT THE PLAYBOOK BROUGHT.

I THINK IT WAS WORTH IT. BECAUSE THE STUDENTS THAT WE NEEDED TO REACH ALL OF OUR EFFORTS THUS FAR AND TAKE INTO CONSIDERATION, EQUITY AND EVERYTHING ELSE WE HAVEN'T

NECESSARILY MET THEIR NEEDS. >> EVERY STUDENT NEEDS A NEED, THE 50 STUDENTS THAT WE SELECTED THERE WAS SOME NEED AND SOME SORT OF FASHION SO COLLECTIVELY AS AN ADMINISTRATIVE TEAM WE ARE MEETING THE NEEDS OF THE STUDENTS ACADEMICALLY, EMOTIONALLY, MENTALLY AND PHYSICALLY.

WERE DOING EVERYTHING THAT WE COULD DO TO HELP HER STUDENTS AND WERE MEETING THEM WHERE THEY ARE AND WHEN WE HAVE THOSE CONVERSATIONS AND WHATEVER THOSE NEEDS ARE WE MEET THOSE NEEDS WE DO OUR BEST TO MEET THOSE NEEDS AND IF WE ARE NOT ABLE TO MEET THOSE NEEDS AND WE FIND THAT THE RESOURCES THAT WE CAN SUPPORT THE WE MAY GO THROUGH THE SST OR OUR SCHOOL GUIDANCE DEPARTMENT TO MEET THE NEEDS OF THE STUDENTS WHATEVER IT MAY BE.

WE ARE HEARING THEM, LISTENING TO THEM AND TRYING TO FIND HOW WE CAN SUPPORT THEM. IN REGARD TO ANY ANIMOSITY BETWEEN OTHER STUDENTS IN OUR SCHOOL, WHAT I'VE HEARD AND WHAT I'VE SEEN THOSE STUDENTS HAVE BEEN EMBRACED HAVE THE OPPORTUNITY OF A LIFETIME, YES EVERY KID WANTED TO GO BUT THEY WERE ABLE TO GO BUT THEY APPLAUDED THEIR PEERS THAT WENT AND THEY WISH THAT THEY COULD BE PART OF A PROGRAM.

>> HAD ANY STUDENTS CENSUS APPROVAL, THOUGH SPECIFIC 20 STUDENTS HAVE ANY OF THEM DROPPED OUT OR STOPPED ATTENDING

VIRTUAL MEETINGS. >> FOR CALVERT HIGH, NO WE HAD OUR SESSION THIS MORNING WITH A SCHOOLDAY FOUNDATION IN ALL OF HER STUDENTS THAT ARE IN THE PROGRAM INCLUDING OUR FIVE STUDENTS WERE PRESENT THIS MORNING.

>> WE HAD A LOWER ATTENDANCE AT THE FABRY MEETING AND IT I DON'T IF THAT WAS THE TIMING OF IT, I WOULD LIKE TO ANSWER YOUR QUESTION AFTER MARCH MEETING. WE DID HAVE ONE STUDENT THAT SAID THAT THEY WERE GOING TO COME BACK BUT THEIR ATTENDANCE TO THE MEETING WASN'T STRONG ANYWAY.

THE FIVE STUDENTS AT THE SUPER BOWL , I THOUGHT YOU ASKED ABOUT

IN GENERAL. >> DID ANY OF YOUR STUDENTS

DROPOUT. >> NO THERE ALSO COMING ON ONE SHOW UP LATE USE WORKING WITH HIS AP TEACHER.

>> NO DROPOUTS HERE EITHER. THEY WERE THE FIRST ONES THERE.

SPIN MCKAY WOULD LIKE TO GET YOUR DATA ON STUDENTS ON THE STUDENTS HE WENT TO THE SUPER BOWL IF THERE WERE ANY FIGHTS, DRUGS, REST IN SCHOOL OR OUT OF SCHOOL SUSPENSIONS SINCE THE SUPER BOWL IS OVER, THE SHORT TIMEFRAME TO SEE IF IT CARRIES

[01:35:06]

OVER. >> MISCREANTS, FOR CLARIFICATION ON YOUR QUESTION, ARE YOU ASKING AS A SCHOOL IF THOSE THINGS ARE HAPPENING OR IS THAT THE KIDS THAT WENT TO THE SUPER BOWL.

>> THE SUPER BOWL CHILDREN I WANT TO SEE IF IT MAINTAINS

AFTER THE SUPER BOWL. >> AFTER THE SUPER BOWL , THANK

YOU. >> MR. WYATT.

>> GOOD EVENING, EVERYONE. MINE WILL BE VERY SHORT.

I WAS AT NORTHERN HIGH SCHOOL WHEN MR. THOMAS AND THE OTHER GENTLEMEN PRESENTED IN IT WAS A MOST LIKE A ROCK CONCERT, THE EXCITEMENT IN THE ROOM AND AFTER IT WAS OVER I THANK YOU HAD TO SAY SEVERAL TIMES, NO, LEAVE THEM ALONE, WE HAVE OTHER THINGS TO DO. WHEN WE GOT INTO THE LIBRARY, THE WAY THAT YOU FRAMED IT UP, THERE IS LEADERSHIP POTENTIAL AND ALL OF YOU AND THERE WAS A WIDE RANGE OF STUDENTS MALE, FEMALE. I THINK THE WAY THAT YOU PRESENTED IT WAS PRETTY AMAZING AND JUST A MERE FACT THAT WE TRIED SOMETHING NEW, WE DID NOT KNOW EXACTLY WHAT WAS GOING TO HAPPEN OR HOW IT WAS GOING TO PAN OUT BUT IN ORDER TO REACH STUDENTS YOU HAVE TO TRY DIFFERENT THINGS SOMETIMES SO I DEFINITELY COMMEND YOU ALL FOR DOING THEM IN TAKING THIS PROGRAM AND MAKE IT WORK THE WAY THAT IT DID.

AND DEPENDING ON WHERE YOU ARE, I WAS IN STORES OR I WENT TO THE BARBERSHOP IN THE BARBER WAS SO EXCITED BECAUSE HIS SON DID NOT CARE ABOUT SCHOOL, HE DID NOT SHOW ANY INTEREST OR ANYTHING ELSE BUT JUST OPPORTUNITY TO BE A PART OF SOMETHING LIKE THIS CHANGED EVERYTHING, SO FOR HIS DAD TO BE IN THE BARBERSHOP BRAGGING ABOUT HIS SON AND HIS EXCITEMENT FOR SCHOOL THAT IS SOMETHING THAT I SAW. I JUST WANT TO SAY AYE COMMEND YOU GUYS FOR WHAT YOU DOING AND HOW YOU TOOK THIS PROGRAM AND MADE IT WORK. LIKE YOU SAID, YOU CANNOT MEASURE EVERYTHING YOU CANNOT MEASURE EVERYTHING.

THANK YOU GUYS FOR WHAT YOU DOING AND WE'LL SEE WHAT HAPPENS

ON THE ROAD. >> I WOULD HAVE TO AGREE WITH MR. WHITE. I KNOW DURING SCHOOL I'VE HEARD MANY, MANY CONVERSATIONS ABOUT THIS PROGRAM.

I DEFINITELY HEARD SOME GREAT THINGS ABOUT IT BUT I JUST HAVE A COUPLE OF QUESTIONS. FOLLOWING THE PROGRAM WITH THE PURCHASE OF THE OUTCOME DATA CONTINUE TO BE TRACKED ONCE THE

PROGRAM IS OVER? >> WE WILL TAKE THE NUMBER OF STUDENTS AT THE END OF THE YEAR AND FOR THOSE THAT ARE FRESHMEN, SOPHOMORES OR JUNIORS WILL BE ABLE TO CHECK THE DATA FOR SENIOR DATA AND THERE WHICH YOU DO HAVE A FEW SENIORS IN THE GROUPS WE WOULDN'T BE ABLE TO TRACK ANY DATA NECESSARILY FOR THEM BUT WE CAN DEFINITELY CONTINUE TO CHECK TO SEE HOW THIS PARTICULAR GROUP OF KIDS PERFORM.

>> THANK YOU. ALSO FOR THIS PROGRAM DO ANY OF THE STUDENTS EVER HAVE TO MISS CLASS TIME TO PARTICIPATE IN IF SO HOW MUCH

CLASS TIME ARE THEY MISSING. >> AT HUNTINGTOWN HIGH WE HELD IT DURING OUR FLEX LUNCHTIME SO THEY DO NOT MISS CLASS.

>> FOR US IT WAS A TIMING SCHOOL DAYS THEY SCHEDULED THE TIMES.

SOME OF HER STUDENTS THEY MISSED SOME OF THE FIRST AND SOME OF

THE SECOND BUT NOT ALL OF IT. >> OURS FALLS DURING PATRIOT TIM BUT THEY DO MISS PART OF ONE PERIOD.

>> SANG WITH US AND STARTS DURING LUNCH BUT THEY MISSED

SOME DURING THE PERIOD. >> THANK YOU, I WANT TO THANK EACH OF YOU FOR COMING IN TODAY TO DISCUSS THE PLAYBOOK PROGRAM, VERY COMPREHENSIVE PRESENTATION, VERY MUCH APPRECIATED.

I WOULD JUST WRAP UP BY SAYING I WHOLEHEARTEDLY BELIEVE THE IMPACT UPON A STUDENT CANNOT BE MEASURED THERE IS QUANTITATIVE, THERE'S ALSO QUALITATIVE DATA IN TERMS OF DATA THAT CAN BE MEASURED AND THAT IS IN MY MIND NOT SOMETHING WE WILL EVER KNOW HOW WE IMPACTED THE STUDENT OR MADE A DIFFERENCE IN THE STUDENTS LIFE. SPENDING LESS THAN 1% OF OUR BUDGET ON IMPACTING A STUDENT THAT IS NOT BEEN SEEN IN MAKING THAT STUDENT FEEL SEEN AS VERY IMPORTANT IN FAQ FOR THE

IMPORTANT WORK THAT YOU DO. >> NEXT WE WILL MOVE INTO THE

[7.03 Bid Approvals]

BID APPROVALS. >> GOOD AFTERNOON PRESIDENT,

[01:40:12]

I'M FINANCE PROCUREMENT, TODAY FOR YOUR REQUEST FIRST CONSIDERATION 20 METERS MS. WARNER DIRECTOR OF SCHOOL CONSTRUCTION TO PRESENT THE FIRST REQUEST WHICH IS THE AWARDING OF THE NORTHERN HIGH SCHOOL MARY HARRISON CENTER

PARCEL REROOFING PROJECT. >> IN AFTERNOON.

>> PURSUANT TO THE CALVERT POLICY 5510H.

FOR THE PARTNERS CONTRACT FOR ROUTINE SUPPLIES AND SERVICES, WATERPROOFING AND RELATED PRODUCTS AND SERVICES, CONTRACT NUMBER PW 1925 FOR THE PARTIAL ROOF REPLACEMENT OF THE NORTHERN HIGH SCHOOL AND MARY HARRISON CENTER AT 2950 CHAINING VILLE ROAD OWENS MARYLAND ALL FUNDING WILL BE THROUGH THE STATE HEALTHY SCHOOL FACILITY FUND AND LOCAL CIP FUNDS, WE RESPECTFULLY REQUEST THAT THE BOARD APPROVE THE USE OF THE IDENTIFIED CONTRACT FOR THE PARTIAL REPLACEMENT OF THE NORTHERN HIGH SCHOOL THE MARY HARRISON CENTER AND AWARD THE CONTRACT TO GARLIN DBS OF CLEVELAND, OHIO IN THE AMOUNT OF $1,460,000.

>> MOVED TO APPROVE. >> SECOND.

>> WITH EMOTION AND A SECOND, ANY DISCUSSION.

>> HEARING NONE, THOSE IN FAVOR. >> AYE.

>> ANY OPPOSED? MOTION PASSES.

>> MR. MATT WITH INFORMATION TECHNOLOGY MR. JOE PALMER SUPERVISOR INFORMATION TECHNOLOGY WOULD JOIN ME FOR THE SECOND AND FINAL REQUEST WISHES TO GAIN APPROVAL FOR THE USE OF THE SAVANNA PURCHASING PROGRAM FOR MICROCOMPUTERS COOPERATIVE CONTRACT, NUMBER PPE DPM 2020 THE PURCHASE OF TEACHER LAPTOP DOCKING STATIONS. ALL FUNDING FOR THIS PROJECT WILL BE THROUGH THE EMERGENCY CONDUCTIVITY FUND GRANT AND WE RESPECTFULLY REQUEST THAT THE BOARD APPROVE THE USE OF THE IDENTIFIED CONTRACT FOR THE PURCHASE OF 1260 LAPTOP DOCKING STATIONS AND AWARD THE CONTRAT OF CWD FOR CHICAGO, ILLINOIS IN

THE AMOUNT OF $304,290. >> WE HAVE A MOTION IN THE SECOND. ANY DISCUSSION, HEARING NONE.

YOU ARE GOING WAY TOO FAST. >> IS THIS A REPLACEMENT QUESTION ASKED OF THE TEACHERS ALREADY HAVE DOCKING STATIONS

FOR THE LAPTOP. >> YES THIS IS A REPLACEMENT TO GO WITH THE REPLACEMENT LAPTOPS AND THEY REQUIRE NEW DOCKING

STATIONS TO CONNECT TO THEM. >> WERE THESE NEVER PART OF THE

LEASING. >> NO WE TRIED NOT TO LEASE DOCKING STATIONS BECAUSE THEY CAN EXTEND PAST THE LIFE OF THE

LAPTOP. >> THAT MAKES SENSE.

>> THAT'S WHY THIS IS A FULL OUT PURCHASE AND IS LUCKY THAT WE CAN HAVE IT ALL BOOK THAT WE HAVE A FUND THAT WE CAN PAY FOR.

SUPER ANY OTHER QUESTIONS OR DISCUSSION, HEARING NONE.

>> THOSE IN FAVOR. >> AYE.

[7.04 Budget Transfers]

>> ANY OPPOSED? MOTION PASSES NEXT WE WILL HAVE

BUDGET TRANSFERS. >> GOOD AFTERNOON PRESIDENT CLAGGETT, DOCTOR TOWNSEL, MEMBERS OF THE BOARD I'M SCOTT JOHNSON I SERVE AS THE CHIEF FINANCIAL OFFICER.

THIS AFTERNOON HERE TO RECOMMEND THAT THE BOARD OF EDUCATION APPROVED THE INTRA- CATEGORY BUDGET TRANSFERS FOR THE GENERAL FUND AND FOR THE FOODSERVICE FUND.

MOST OF THESE TRANSFERS ARE TO REALLOCATE FUNDS FROM OR WITHIN CATEGORIES OF LUMP-SUM AMOUNTS FOR ALL SCHOOLS INTO INDIVIDUAL AMOUNTS FOR EACH SCHOOL. IN THIS ALLIANCE WITH THE BLUEPRINT PARADIGM AND EXPECTATION THAT DISTRICTS WILL EVENTUALLY DEMONSTRATE THAT THEY'RE SPENDING A BLUEPRINT SPECIFIED PERCENTAGE OF SCHOOL DISTRICT COST AT THE BUILDING LEVEL. AS WE WIND DOWN THE FISCAL YEAR OVER THE NEXT FEW MONTHS ADDITIONAL BOARD APPROVALS WILL LIKELY BE RECOMMENDED FOR INTERIM BUDGET CATEGORY TRANSFERS, SOME ENTER CATEGORY TRANSFERS AND SOME BUDGET ADJUSTMENTS THAT WILL REQUIRE BOARD APPROVAL IN APPROVAL FROM

COMMISSIONERS. >> MOVED TO APPROVE.

[01:45:07]

>> SECOND. >> WAVE MOTION AND THE SECOND,

ANY DISCUSSION. >> MS. BALINKSKI.

>> I JUST HOPE WE DON'T HAVE TO SEE THIS LEVEL OF DETAIL FOR A GENERAL MONTHLY REPORT. RIGHT?

>> IS NOT GOING TO SAY. >> THIS IS AN INCREDIBLE AMOUNT OF DETAIL AND I WORRY ABOUT THE IMPACT ON YOUR STAFF AND YOU SAID YOUR STAFF IS ABLE TO HANDLE IT ONCE IT IS IN PLACE IN

THE UPFRONT COMPUTER ALLOCATION. >> ARE YOU REFERRING TO BUDGETING THESE ALKALINE OR THE BUILDING LEVEL? REQUIRED BY BLUEPRINT WE DON'T HAVE A CHOICE.

>> IS A REQUIREMENT, OKAY. >> ANY OTHER QUESTIONS? , HEARING NONE, THOSE IN FAVOR. ANY OPPOSED? , MOTION PASSES. THANK YOU MR. JOHNSON.

[7.05 SY 2023-24 Calendar Approval]

CONSIDERATION. >> GOOD AFTERNOON PRESIDENT CLAGGETT, DOCTOR TOWNSEL, MEMBERS OF THE BOARD OF EDUCATION MY NAME IS JACKIE JACOBS INSTRUCTIONAL PERFORMANCE. I AM HERE TODAY TO SHARE WITH THE PUBLIC COMMENT THAT WAS RECEIVED BASED ON THE PROPOSED SCHOOL CALENDAR PRESENTED AT THE FEBRUARY 9 BOARD OF EDUCATION MEETING. IT IS ALSO MY UNDERSTANDING THAT THE BOARD MAY LIKE TO DISCUSS THE START DATE, PLACEMENT OF SPRING BREAK IN THE MAJOR RELIGIOUS HOLIDAYS.

I PUT TOGETHER A LITTLE BIT OF INFORMATION THAT I WOULD LIKE TO SHARE WITH YOU FIRST. I JUST WANTED TO GO OVER THE REQUIRED DAYS BASED ON THE STATUTE AND KOMAR AND THE REQUIRED WORKDAYS OF EARLY DISMISSAL, DELAYED OPENING DAYS BASED ON THE NEGOTIATED AGREEMENTS.

WHEN WE COME TOGETHER TO BUILD A CALENDAR WE ARE REALLY RESTRICTED IN CERTAIN AREAS. THE FIRST WE HAVE TO HAVE UNDER THE STATE STATUTE EDUCATIONAL ARTICLE 7103 REQUIRED SCHOOL DAYS AND STATES WE MUST HAVE 180 SCHOOL DAYS WITHIN A 10 MONTH PERIOD MAY NOT BE OPEN ON SATURDAY, SUNDAYS AND HOLIDAYS.

THESE ARE THE PUBLIC SCHOOL HOLIDAYS THAT ARE INCLUDED WITHIN THE STATE STATUE. THANKSGIVING DAY IN THE DAY AFTER HIS PERCEIVED AND FROM THROUGH JANUARY 1, MARTIN LUTHER KING JR. DAY, PRESIDENTS' DAY, THE FRIDAY BEFORE EASTER, FROM THEM MONDAY AFTER EASTER, MEMORIAL DAY PRIMARY ELECTION AND GENERAL ELECTION DAYS MINUS THE ELECTION DAYS AND 13 REQUIRED DAYS OFFER STUDENTS WITH NO SCHOOL IF YOU INCLUDE LABOR DAY AND FOR LOOKING AT 14 DAYS.

>> THERE IS A PROVISION IN THE ARTICLE FOR CALVERT COUNTY TO REMAIN OPEN AND IN SESSION ON PRIMARY AND GENERAL ELECTION DAYS. WE ARE ONE OF SIX SCHOOLS HAVE A PROVISION AND WHAT MAKES IT DIFFICULT AS OTHER SCHOOLS ARE USED AS ELECTION SITES SO WE TYPICALLY DO NOT HAVE SCHOOLS ON THOSE DAYS. THE NEGOTIATED AGREEMENTS, TALK ABOUT TEN-MONTH STAFF WORKING 190 DAYS, 12 MONTH STAFF, 245 DAYS, AND WE DO HAVE 11 MONTH STAFF IN THE NUMBER OF DAYS THAT THEY WORK IS DIFFERENTIATED BASED UPON THE NEGOTIATED AGREEMENT THAT THEY FOLLOWED HER.

WITHIN THE CEA CONTRACT IT IS SPECIFICALLY NEGOTIATED AND STATES THAT THERE WILL BE A TOTAL OF SIX TO OUR EARLY DISMISSAL OR OPENING DAYS FOR STUDENTS DESIGNATED AS TEACHER WORK TIME. IN ONE OF THOSE DAYS SHALL BE DESIGNATED AS SLO WORK TIME FOR TEACHERS.

TEACHER WORK TIME WITHIN THE CALENDAR IS SCHEDULED AROUND THE MARKET. THE TEACHERS TO FINALIZE THEIR GRADES. WE RECEIVED THE PUBLIC, FROM 70 INDIVIDUALS THEY WERE CATEGORIZED IN THE GRAPH THAT REPRESENTS THOSE RESULTS THERE WERE 55 THAT SHARED CONCERNS REGARDING THE START DATE OF AUGUST 24, THE REQUEST TO START AFTER LABOR DAY OR THE WEEK OF AUGUST 28 IF YOU SUGGESTED THE COMMUNITY WOULD LIKE MORE NOTICE IF THE SYSTEM WERE TO START EARLIER IN THE LAST WEEK OF AUGUST THERE WERE FOUR RESPONSES THAT DID NOT LIKE THE LAST DAY OF SCHOOL BEING JUNE 11 AND STARTING EARLIER IN AUGUST. THERE WERE 22 PUBLIC COMMENTS REGARDING THE EARLY DISMISSAL AND LATE ARRIVAL DAYS, 14 OF THOSE RESPONSES DID NOT LIKE THE USE OF EARLY DISMISSAL AND

[01:50:03]

THEY DID ONLY HAVE ONE PUBLIC, THE SAID THEY LIKE THE PLACEMENT OF THOSE DAYS, 11 PUBLIC COMMENTS THIS YEAR THEY DID NOT WANT TO HAD ANY SYNCHRONOUS DAYS IN THE CALENDAR CURRENTLY THE CALENDAR STATES APRIL 23 WOULD BE USED AS A SYNCHRONIZATION WE COULD STILL HAVE SCHOOL ON THE PRIMARY ELECTION DAY.

THERE WERE FOUR PUBLIC COMMENTS ENSURE THAT THEY DID NOT LIKE THE PLACEMENT OF SPRING RECESS AND ANOTHER FOR PUBLIC COMMENTS THAT SPRING RECESS WAS TOO LONG. THERE WERE THREE PUBLIC COMMENTS THAT SHARED THAT WINTER BREAK WAS TOO SHORT, THERE WERE THREE PUBLIC COMMENTS THAT SHARED DURING THE SCHOOL YEAR THERE WERE THREE PUBLIC COMMENTS THAT SHARED HAVING INCLEMENT WEATHER DAYS BUILT INTO THE CALENDAR AND THERE WAS ONE PUBLIC COMMENT WAS IN FAVOR OF IT AND ADDITIONAL HOLIDAYS FOR STUDENTS TO BE AND THERE WAS ONE PUBLIC, THEY DID NOT LIKE THE PROFESSIONAL DEVELOPMENT DAYS FOLLOWING WINTER BREAK OR SPRING RECESS AND TWO PUBLIC COMMENTS THAT LIKE THE PLACEMENT OF THOSE DAYS. THE MAJORITY OF THE PUBLIC, THAT WAS REGARDING THE START DATE. THE SLIDE OF THE 19 COUNTIES THAT HAVE POSTED CALENDARS FOR THE 23 - 24 SCHOOL YEAR.

OF THOSE DISTRICTS 10 ARE STARTING ON AUGUST 28.

ONE IS STARTING ON THE 29TH. TO STARTING ON AUGUST 23, 3 STARTING ON SEPTEMBER 5, TO STARTING ON SEPTEMBER 6.

ONE SYSTEM HAD TO CALENDARS THAT THEY WERE PROPOSING AT THIS TIME TO EITHER START ON AUGUST 28 OR SEPTEMBER 5.

LOOKING BACK OVER THE CALENDAR SINCE 2002 CALVERT COUNTY SCHOOLS HAS STARTED IN AUGUST 17 OF THOSE 21 YEARS.

THE EARLIEST START DATE HAS BEEN AUGUST 19 AND THE LATEST HAS BEEN SEPTEMBER 5. THE EARLY START DATE WAS PROPOSED AS A WAY TO ADD SOME FLEX ABILITY WITHIN THE CALENDAR OF THE STATE ASSESSMENT WHICH SOME STATE ASSESSMENT STARTING EARLIER TRYING TO GET IN SCHOOL LITTLE BIT EARLIER BEFORE THOSE TESTING WERE TO OCCUR. THE NEXT HIGHEST CONCERN SHARED WAS THE PUBLIC, THE USE OF EARLY DISMISSAL AND LATE ARRIVAL DAYS, 13 RESPONSES OVERALL DID NOT LIKE THE USE OF THESE DAYS IN ADDITIONAL EIGHT DID NOT LIKE THEM IN JUNE.

THE PROPOSED CALENDAR HAS 13 DAYS, FIVE DELAYED OPENINGS IN EIGHT DISMISSAL DAYS, WE ALTERNATE BETWEEN OPENING AND CLOSING TWO HOURS EARLY OR DELAYED STARTS DUE TO A HAVE TO PROGRAM IN PREKINDERGARTEN OF THE 13 DAYS THEY ARE REQUIRED TO THE CEA CONTRACT AT THE REMAINING 71 WAS PLACED ON OCTOBER 9 TO ALLOW FOR PARENT CONFERENCES AND THE STATE IS SELECTED TO PROVIDE AN OPPORTUNITY FOR CONFERENCES WITHIN THE FIRST SIX WEEK OF SCHOOL TO IN THE CALENDAR SEPTEMBER 13 AND EIGHTH ARE DESIGNATED AS PROFESSIONAL LEARNING TIMES, JUNE 5 AND 6 ARE FOR GRADUATION WE TYPICALLY DO EARLY GRADUATION JUNE 10 AND 11TH WE PLACED A MODEST INTERVIEW CLOSE OUT THE LAST TEACHER DAY WAS THE LAST STUDENT DAY WE PROVIDED AN OPPORTUNITY TO MOVE THE LAST TEACHER DAY WHICH IS A PROFESSIONAL DEVELOPMENT DAY WITHIN THE SCHOOL CALENDAR WITH THE STUDENTS AND TEACHERS ENDING AT THE SAME TIME, WE PROVIDED TWO ADDITIONAL EARLY DISMISSAL DAYS FOR TEACHERS TO MAKE SURE THE ROOMS WERE PREPARED FOR THE END OF THE YEAR. ACROSS THE DISTRICT BETWEEN FOUR AND 14 IF I LOOK AT CHARLES AND ST. MARY'S, HAS 13 DAYS IN ST. MARY'S HAS 10. HER CURRENT CALENDAR HAS 15.

AS COMPARED TO THE 13 WITHIN THIS CALENDAR.

THERE WERE EIGHT TOTAL COMMENTS REGARDING SPRING RECESS, FOUR FOR THE PLACEMENT AND FOR SAYING THAT SPRING RECESS WAS TOO LONG.

THIS SLIDE SHOWS OTHER DISTRICTS SPRING RECESS RANGES FROM 3 - 6 DAYS TOTAL AND YOU CAN SEE THE START DATE OF SPRING RECESS

[01:55:06]

WE DO HAVE OUR PROFESSIONAL DEVELOPMENT DAYS ON OCTOBER 20, NOVEMBER 10, JANUARY 2, FIBBER 16 AND APRIL 8.

THOSE ARE REQUIRED DAYS BUT THEY CAN MOVE WITHIN THE CALENDAR.

AND AT THIS TIME I WAS GOING TO SEE IF THERE WAS A PLACE WHERE YOU WOULD LIKE TO START A SPARSE DISCUSSION FOR CHANGES IN THE

CALENDAR QUESTIONING. >> I WILL ACCEPT EMOTION SO WE

CAN MOVE INTO DISCUSSION. >> I MOVED TO APPROVE.

>> WE HAVE A MOTION. YOU HAVE A SECOND.

>> I HAVE A DISCUSSION. >> SECOND.

>> IS THERE A SECOND FOR THE MOTION.

>> THANK YOU. WE HAVE A MOTION AND THE SECOND, MS. GRENIS SPINNAKER HAVE SOME QUESTIONS. WAS THERE ANY SURVEY OR ANYTHING SENT OUT TO PARENTS ASKING WHEN THEY LIKE TO LENGTHEN THE CHRISTMAS OR SHORTEN EASTER BREAK OR SPRING BREAK OR START SCHOOL BEFORE LABOR DAY OR AFTER, WAS ANYTHING SENT OUT TO GET A FEEL OF WHAT THE PEOPLE ACTUALLY AFFECTED BY THE CALENDAR. TEACHERS AND OUR STAFF AND

PARENTS? >> THERE WAS NO SURVEY SENT OUT.

OUR COMMITTEE REPRESENTS A DIFFERENT RANGE OF STAKEHOLDERS% WE HAVE A COMMUNITY REPRESENTATIVE, WE HAVE REPRESENTATIVES FROM THE TEACHERS UNION, THE SUPPORT PROFESSIONALS AND ALSO THE MINISTRY THERE'S IN DIFFERENT DEPARTMENTS WITHIN THE CENTRAL OFFICE.

>> MY MAIN CONCERN WITH THEM IF IT GETS APPROVED NOW PARENTS SHOULD'VE ALREADY MADE ARRANGEMENTS FOR VACATIONS AND CAMPS THAT ARE NONREFUNDABLE. VACATIONS FOR EXAMPLE.

IF THE STARTING NEXT YEAR IT SEEMS LIKE WE NEED TO MAKE THESE KIND OF CHANGES SOONER. IT'S ONE OF THE THINGS THAT THE CALENDAR COMMITTEE DID DISCUSS WHEN WE WERE LOOKING AT THE PUBLIC COMMENT AND ALSO WHEN WE STARTED OUR WORK WITH THIS CALENDAR WE REALLY TALKED ABOUT THE NEED ONCE THIS CALENDAR IS APPROVED AND MOVE FORWARD THAT WE WOULD BEGIN WORK THE FOLLOWING YEARS CALENDAR SO THAT IT IS NOT DONE SO LATE.

AND THERE CHANGES THAT NEED TO BE MADE AND ADJUSTED, WE CAN DO THAT NOW OR HOWEVER, THAT WORKS, I'M NOT SURE.

>> COULD YOU REPEAT THE 55 THAT RESPONDED, THE PERCENTAGE FOR OR

AGAINST? >> IT WAS ON SLIDE FOUR.

>> WE HAD 70 TOTAL COMMENTS. OF THE 70, 55 COMMENTED THAT THEY DID NOT LIKE THE START DATE, THEY WOULD LIKE IT TO EITHER BE THE 28TH OF AUGUST OR AFTER LABOR DAY.

THE MAJORITY OF THE COMMENTS HAD SAID AFTER LABOR DAY BUT IF NOT AFTER LABOR DAY I WOULD LIKE AUGUST 28 START DATE.

>> COULD ANYTHING BE DONE TO RECTIFY THIS.

A CHANGE IN THE START DATE? IF THAT IS WHAT YOU WOULD LIKE

TO PROPOSE. >> ON SLIDE SIX.

>> JUST CHECKING. >> IN EARLY DISMISSAL AND

DELAYED OPENINGS. >> OF SIX ARE REQUIRED BY THE CONTRACT, SHOULDN'T WE STAY AT THE LOW END OF THAT INSTEAD OF THE HIGH END OF 13 BECAUSE OF THE DISRUPTIVE NATURE?

>> WE HAVE OVER THE LAST COUPLE OF YEARS CONTINUE TO ADD EARLY DISMISSAL AND LATE ARRIVAL DAYS FOR DIFFERENT THINGS SUCH AS COLLABORATIVE PLANNING FOR TEACHERS AND PROFESSIONAL

[02:00:04]

WHAT DID IMPACT THE INCREASED NUMBER OUTSIDE THE REQUIRED SIX FOR THE END OF THE YEAR. WE HAVE THE JUNE 10 AND 11TH FOR CLOSEOUT. REALLY WHEN YOU LOOK AT THE EARLY OF NUMBER DISMISSAL DAYS OF THE SIX REQUIRED BY THE CONTRACT IN CALVERT COUNTY HAS TRADITIONALLY HAD OFF THE TWO DAYS FOR GRADUATION SO THAT PUTS US AT EIGHT WE WERE LOOKING AT OCTOBER 9 AND THAT IS COLUMBUS IN INDIGENOUS PEOPLE STAY OF BEING A GOOD OPPORTUNITY FOR PARENT CONFERENCES WITHIN THE FIRST SIX WEEK TO MAKE SURE WE ARE GETTING IN TOUCH WITH THE STUDENTS WHO NEEDED THE MOST FROM THE BEGINNING OF THE SCHOOL YEAR. TYPICALLY USE THE EARLY DISMISSAL DAYS THAT WOULD'VE BEEN SEPTEMBER 13 AND DECEMBER 8 DATES THAT ARE NOTED, WE REDUCED IT BY TWO.

AND WE DID PUT THE CALENDAR TOGETHER.

>> OF THE VERY NEXT LINE THAT WAS THE PLACE OF A PROFESSIONAL DEVELOP A DAY, THE SPRING RECESS WAS SIX DAYS FOR STUDENTS OR SEVEN DAYS FOR STUDENTS, SIX DAYS FOR 10 AND 11 MONTH EMPLOYEES THAT WAS TO PROVIDE THE OPPORTUNITY FOR AFTER SPRING RECESS FOR TEACHERS TO COME BACK TO HAVE SOME TIME TO COLLABORATE AND PLAN AND BE PREPARED FOR THE STUDENTS WHEN THEY COME BACK THE FOLLOWING DAY TO RECORD IT WITH THE OTHER COUNTIES AS FAR AS GETTING SPRING BREAK BEFORE OR AFTER.

>> THE HARD PART WHEN WE WERE BUILDING THIS CALENDAR AND WHEN WE STARTED WE DID NOT HAVE OTHER CALENDARS FROM OTHER COUNTIES THAT HAD BEEN POSTED YET. WE TYPICALLY PULL AS MANY AS WE CAN FIND OFF THE WEBSITES AND I CAN'T TELL YOU OFF THE TOP OF MY HEAD WHEN WE RECEIVED THE CHARLES COUNTY AND ST. MARY'S BUT I DID PLACE IS UP THERE SO YOU ARE AWARE OF WHEN THEY ARE

IF THAT IS A CHANGE. >> THE ONE THAT I'M HAVING AN ISSUE WITH HIS INCLEMENT WEATHER MAKEUP DAYS, FEBRUARY 2, MARCH 1 AND MAY 24, I THINK THAT IS THE NEXT LINE.

>> IF THESE DAYS WERE NOT UTILIZED WHY WOULD WE NOT HAVE THEM AT SCHOOL DAYS SO WE COULD GET OUT THREE DAYS EARLIER MORE ENCOURAGED AT THAT POINT IN THE YEAR THAN THE LAST THREE DAYS OF

SCHOOL. >> A COUPLE OF THINGS THAT CAME INTO PLAY WITH THIS. WE GOT A LOT OF FEEDBACK OVER THE REOPENING PLAN SURVEY WOMAN PLACED INCLEMENT WEATHER DAYS WITH SPRING RECESS THAT THAT IS NOT A GOOD PLACE TO PUT THEM.

WE HAVE GOTTEN FEEDBACK IN THE PAST WE HAD TO ADD THEM AT THE END OF THE SCHOOL YEAR, THE CALENDAR THAT WAS CREATED WAS 180 DAY CALENDAR. WE COULD CREATE 183 CALENDAR AND THEN WE TAKE THE DAYS OFF AT THE END BUT THAT ISN'T SOMETHING THAT HAS BEEN PUT IN PLACE FOR A COUPLE OF YEARS SO WHEN OUR TEAM MET WE WERE CREATING 180 DAY CALENDAR AND WERE TRYING TO LOOK AT WHAT ARE SOME WAYS THAT WE CAN MAKEUP WHETHER WE HAVE IN, WHETHER DURING THE YEAR VERSUS HAVING TO WAIT TO THE END OF THE YEAR BECAUSE PRIOR TO TESTING AND ALL OF THOSE OTHER THINGS THAT HAPPEN. THAT WAS A PROCESS TO HAVE DAYS

IDENTIFIED WITHIN THE CALENDAR. >> ONE LAST THOUGHT.

>> WHEN I THINK OF THOSE LAST THREE DAYS BEING EARLY DISMISSALS IN THE TEACHERS LEAVING THE SAME TIME AS THE STUDENTS. THAT IS A GREAT THOUGHT FOR GRADES THREE THROUGH 12. I GUESS 12-FOOT CARDI B OUT.

WHEN I THINK OF OUR PRE-K K1 AND TWO TEACHERS.

IT IS PRETTY HARD TO TAKE DOWN A ROOM WHEN YOU HAVE THESE LITTLE ONES RUNNING AROUND. THAT DOES NOT SEEM EQUITABLE THAT THOSE TEACHERS, A HIGH SCHOOL TEACHER WHO HAS PLENTY OF HELP IF THEY NEED CARRYING BOOKS BACK TO THE BOOKWORM AND ALL THOSE OTHER THINGS INVOLVED IN CLOSING UP THE SCHOOL YEAR, THE AMOUNT OF PAPERWORK THAT YOU HAVE TO FILL OUT, ALL OF THOSE

[02:05:02]

YOU ARE ALMOST REQUIRING PRIMARY TEACHERS BEYOND THE SCHOOL YEAR

TO FINISH UP CLOSING OF A ROOM. >> I WOULD SAY AND THE DISCUSSION THAT WE HAD IN OUR GROUP IS THIS ENOUGH TIME AND WE FELT LIKE IT WAS BUT THAT WOULD% BE SOMETHING THAT WE WOULD HAVE

TO LOOK AT. >> THAT MIGHT ALSO GO DOWN TO WHAT THE PRINCIPAL REQUIREMENTS ARE.

SOME PRINCIPLES WILL LET YOU COVER A BULLETIN BOARD WITH PAPER AND OTHERS REQUIRE EVERYTHING TO COME DOWN.

MAYBE WE NEED CONSISTENCY WITH. >> THANK YOU SO MUCH.

I THINK THIS IS ONE JOB THAT WOULD BE INCREDIBLY CHALLENGING TO TACKLE. THANK YOU.

>> IT WAS A LOT OF COMBINED EFFORT AND WE HAD SOME GREAT DISCUSSIONS AND REALLY TALKING THROUGH ONE OF THE CONSTRAINTS VERSUS WHAT ARE SOME THINGS THAT WE CAN DO TO MAKE IT THE BEST

CALENDAR WE CAN. >> THERE IS NO CALENDAR THAT

WILL SATISFY 100% OF THE PEOPLE. >> I REALLY DO HAVE TO THINK OUR COMMITTEE, THEY DID A PHENOMENAL JOB.

>> THANK YOU. >> MS. BALINKSKI.

>> YES. >> MY MAIN QUESTION IS IF WE DID PUSH THE START DATE THAT HAS THE MOST OF THE COUNTIES THAT YOU

SURVEYED WA. >> THAT WAS ONE OF THE THINGS TAKEN INTO CONSIDERATION HAVING THE MOST INSTRUCTIONAL DAYS HAPPENED PRIOR TO ANY ASSESSMENT THAT IS GIVEN SO SOME OF THOSE ASSESSMENTS ARE BEING MOVED UP A LITTLE BIT EARLIER SO THAT WAS ONE OF THE THINGS THAT WE WERE LOOKING AT.

>> WE DID GET FEEDBACK I DON'T KNOW IF YOU SAW IN YOUR NUMBERS OF PEOPLE WHO SAID YES, I PREFER THIS, I THINK THEY WERE TEACHERS, WE PREFER STARTING EARLIER AND OUR KIDS ARE BACK FOR SPORTS ANYWAY KIND OF THING. SO IT IS UNFORTUNATE THAT PEOPLE MAY HAVE ALREADY BOOKED, THAT IS UNFORTUNATE.

IN MARYLAND THEY SHOULD'VE BEEN WORRIED ABOUT LABOR DAY ANYWAYS BECAUSE AT ONE POINT THE GOVERNOR TOLD US WHEN TO START, WE'VE HAD THIS BOUNCING BACK AND FORTH BETWEEN LABOR DAY AND BEFORE LABOR DAY. I HAVE TO RELY, PERSONALLY AS FAR AS MY DECISION GOES, I KNOW YOU GUYS HAVE HASH THIS OUT FOR A LONG TIME AND IT WILL NEVER APPEAL TO ANYTHING.

BUT I AM SURPRISED WITH THAT HIGH OF NUMBER WITH THE

PROFESSIONAL 13. >> THE EARLY DISMISSAL DAYS?

>> THE EARLY AND THE LATE START. >> THAT IS TRYING TO FIT IN ALL PROFESSIONAL DEVELOP IT, IS THAT A CORRECT STATEMENT.

>> THE EARLY DISMISSAL IN THE LATE ARRIVAL DAYS ARE TEACHER WORK TIME. WE PUT AN ADDITIONAL PARENT CONFERENCE DAY, PARENT CONFERENCE TIME.

>> THAT IS APPARENT WHICHEVER MOTHER OR FATHER CAN STAY WITH THE KIDS AND SHOW THEM INTO SCHOOL DURING THE LATE START OR PICK THEM UP EARLY YOU TRY TO BE A COMMUNITY-BASED SOLUTION.

>> SEE NO FURTHER QUESTIONS. >> I DON'T HAVE A QUESTION I JUST WANT TO REITERATE THE SENTENCE SHARED FROM OVERWHELMING MOVEMENT OF STUDENTS ADVOCATING FOR THE ISLAMIC HOLIDAY FOR SCHOOLS TO BE CLOSE OR BECOME A PROFESSIONAL DEVELOP A DAY I JUST WANT TO SHARE SPEAK EARLIER DURING THE PUBLIC COMMENT WITH THE BOARD OF EDUCATION AND RECEIVED 257 SIGNATURES FROM VARIOUS STAKEHOLDER GROUPS REGARDING MAKING THIS HOLIDAY AUDIT PRESENT UNDER PROFESSIONAL DEVELOP A DAY OR A DAY FOR SCHOOLS TO BE CLOSE.

I THINK THAT IS IMPORTANT TO SHARE AND TO BE ABLE TO SUPPORT OUR MUSLIM STUDENTS. REITERATING WHAT WE SAID EARLIER, ANOTHER CALENDAR COMMITTEE IS VERY COLLOCATED WORK, I THANK YOU FOR ALL THE BACK, AND I UNDERSTAND IF THIS HOLIDAY CANNOT BECOME A DAY OFF. WE HAVE A MOTION IN THE SECOND ON THE FLOOR, DO WE HAVE ANY FURTHER DISCUSSION?

[02:10:06]

[7.06 Strategic Plan Update - Equity]

CALENDAR PASSES 2 - ONE. >> THANK YOU NEXT WE WILL MOVE

TO THE STRATEGIC PLAN UPDATE. >> AFTERNOON PRESIDENT CLAGGETT% AND PRESIDENT OF THE BOARD, I AM A SUPERVISOR OF EQUITY IN SCHOOL PERMIT AND AM EXCITED TO GIVE YOU AN UPDATE ON OUR STRATEGIC PILLAR EQUITY AS WELL AS EQUITY IN OUR SYSTEM.

I HAVE THREE DIRECTORS WITH ME HERE TODAY WHO WILL INTRODUCE

HIMSELF. >> JACKIE JACOBS, INSTRUCTIONAL

PERFORMANCE. >> INDY ANDERSON, DIRECTOR OF

SPECIAL ED. >> ZACH SOLD DIRECTOR OF HUMAN RESOURCES. WE WILL BE FOCUSED IN THE CCS STRATEGIC PLAN DATA, PROGRESS ON UP LAMENTING THE MULTITIER SYSTEM AMONG SUPPORT AND THE CONNECTION TO CULTURALLY RESPONSIVE INSTRUCTION. IN INCLUSIVE PRACTICES, RECRUITMENT, HIRING SUPPORT AND RETENTION AND STUDENT ENGA ENGAGEMENT. FIRST TO JUST PUT OUR WORK IN A BROAD PERSPECTIVE IN 1983 1983 NATIONAL REPORT DESCRIBE THE STARK REALITY OF HIGH SCHOOL STUDENTS LACKING BASIC SKILLS OF STUDENT PERFORMANCE AND INCREASED COMPETITION FROM INTERNATIONAL COMPETITORS IN THE NO CHILD LEFT BEHIND ACT IN 2001, THIS LAW PLACES SPECIAL FOCUS ON ENSURING THAT SCHOOLS THAT STATES AND SCHOOLS BOOST THE PERFORMANCE OF CERTAIN GROUPS OF STUDENTS SUCH AS ENGLISH LEARNERS, STUDENTS RECEIVE SPECIAL EDUCATION SERVICES, STUDENTS EXPERIENCING POVERTY AND BLACK AND BROWN STUDENTS WHOSE ACHIEVEMENT ON AVERAGE LAG BEHIND THEIR PEERS. FOR THE FIRST TIME DISTRICT WERE REQUIRED TO DISAGGREGATE DATA TO HAVE A BETTER UNDERSTANDING OF HOW OTHER STUDENTS WERE VIEWED. IN CALVERT COUNTY PUBLIC SCHOOLS THERE ARE CONTINUED ACHIEVING GAPS SPECIFICALLY WITH STUDENTS WITH DISABILITIES AND STUDENTS WITHOUT DISABILITIES BETWEEN AFRICAN-AMERICAN STUDENTS AND STUDENTS OF ALL OF THE RACES IN BETWEEN ECONOMIC DISADVANTAGE STUDENTS AND THOSE STUDENTS DO NOT IDENTIFY AS ECONOMICALLY DISADVANTAGED.

AND IMPROVE THE REGULATION REGARDING EQUITY FOR EDUCATIONAL RIGOR WITH EACH STUDENT, REMOVING BARRIERS TO EDUCATIONAL OPPORTUNITIES AND IMPROVING ACHIEVEMENT FOR ALL STUDENTS WHILE ELIMINATING ACHIEVEMENT GAPS.

AS A MEMBER OF THE COMMITTEE'S TASK OF WRITING THIS REGULATION IN THE EQUITY AND EXCELLENCE GUIDANCE DOCUMENT MADE AVAILABLE TO ALL DISTRICT IN MARYLAND, I CAN UNEQUIVOCALLY SAY IN THE STATE OF MARYLAND EQUITY IS A NONNEGOTIABLE.

IT IS ACKNOWLEDGED AS VITAL, IT MUST BE SEEN IN ALL LO LOCAL SCL SYSTEMS INCLUDING C.P.S. THIS IS OUR WORKING DEFINIION OF EQUITY AS WELL AS RC C.P.S. DEDICATED ELEVATED ACCESS AND OPPORTUNITY TO ALL SPECIFICALLY EACH AND EVERY STUDENT.

[02:15:07]

IT'S IMPORTANT TO BE SURE THAT WE SPEAK TO THE DATA AND DETERMINE NEEDS NOT ONLY IS HE C.P.S. BUT ALSO AS WELL IN MARYLAND. IN RESPONSE TO ADDRESSING EXPECTATIONS CREATED FOR EQUITY THIS IS THE LEARNING PATH OR SCHOOL DISTRICT HAS FOLLOWED TO% HELP BUILD THE CAPACITY FOR ALL STAFF TO PROVIDE EQUITABLE ACCESS TO EDUCATIONAL RIGOR FOR EACH STUDENT, REMOVE BARRIERS TO EDUCATIONAL OPPORTUNITIES AND IMPROVE ACHIEVEMENT FOR ALL STUDENTS WHILE ELIMINATING ACHIEVEMENT GAPS. THIS PATHWAY STARTED WITH UNDERSTANDING OUR OWN CULTURAL IDENTITY AND CULTURAL LENS BECAUSE BOTH GUIDE HOW WE PROCEED AND INTERACT WITH OTHERS. WE TOOK A DEEP DIVE INTO UNDERSTANDING RACE FROM A HISORICAL, SCIENTIFIC AND CULTURAL LENS. FOR THE LAST TWO YEARS WE HAVE APPLIED THIS LEARNING TO CULTIVATING ACADEMIC, SOCIAL DEVELOPMENT OF ALL STUDENTS. FOR TODAY'S STRATEGIC PLAN UPDATE, I WILL BE FOCUSING ON THE FOLLOWING EQUITY PILLAR GOALS. EQUITABLE LEARNING OPPORTUNITIES FOR EACH STUDENT TO BECOME A MOTIVATED INDEPENDENT CIVIL AND SUCCESSFUL LEARNER. ENSURING A CULTURALLY COMPETENT AND RESPONSIVE WORKFORCE. THERE ARE FIVE PIECES OF DATA THAT WE ARE GOING TO LOOK AT. THE FIRST THREE ARE HERE, WE CAN SEE WE HAVE BEEN CONSISTENT WITH STUDENTS PERCEIVING THEIR TEACHERS HAVING HIGH EXPECTATIONS FOR THEM, THERE IS A 1% DECREASE FROM 2019 AND STILL A 1% INCREASE FROM 2018.

YOU CAN ALSO SEE THE TWO YEARS DURING COVID WHERE OUR SURVEY WAS NOT GIVEN INSTEAD IT WAS A REOPENING SURVEY THAT WAS GIVEN TO THE STUDENTS AND COMMUNITY. THE SECOND DATA POINT SHOWS SINCE 2020, WE HAVE BEEN CONSISTENTLY BUILDING THE CAPACITY OF 96 - 97% OF OUR STAFF ON EQUITY TRAINING.

THE THIRD DATA POINT IS STAFF PERCEIVING STAFF, OTHER STAFF AS HOLDING A HIGH EXPECTATION FOR ALL STUDENTS.

AGAIN WE HAVE CONSISTENT WITH 2019 WHICH IS A 3% POINT DECREASE FROM 2018. WE HAVE INCREASED, AN INCREASE OF THREE PERCENTAGE POINTS WITH STUDENTS WHO REPORT THAT THEY ARE TREATED WITH RESPECT BY THEIR TEACHERS, FINALLY WE CAN SEE THE INCREASE PERFORMANCE OF EQUITY TEAMS EACH BUILDING HAS AN EQUITY LIAISON YOU IN COLLABORATION WITH THEIR LEADERSHIP TEAM IS RESPONSIBLE FOR SUPPORTING THE BUILDING GOALS, INITIATIVES THROUGH AN EQUITY LENS.

A PERFORMANCE TOOL IS BOTH A GUIDE AND INDICATOR FOR SUCCESS AND GROWTH, COMPONENTS OF THIS RUBRIC INCLUDE SUCCESS IN IMPLEMENTATION ACTION PLAN COMMUNICATE WITH STAFF, COLLABORATING WITH OTHER SCHOOL-BASED TEAMS AND IMPLANTATION OF LEARNING OPPORTUNITIES.

HIS A BETTER INDICATION OF A GROWTH OF EQUITY TEAMS. THEY EXIST TO BUILD THE KNOWLEDGE AND SKILLS AS EDUCATORS OF BIAS AND EQUITY. THIS WORK IS GAINING A GREATER UNDERSTANDING OF DIFFERENT POPULATIONS EXPERIENCE OR SCHOOL DISTRICT INTO EXTENT RACE INTERFACE SYSTEMIC BARRIERS SO WE CAN REMOVE THOSE BARRIERS. THE EQUITY LIAISONS HAVE WORKED TIRELESSLY BUILDING THEIR OWN CAPACITY AS WELL AS THE CAPACITY OF THE TEAM AND THEY HAVEÚIMPLED DIFFERENTIATED LEARNING OPPORTUNITIES, SUPPORTED THE SCHOOL PERMIT TEAMS IN THEIR POSITIVE BEHAVIOR INTERVENTION TEAMS INTO VARIOUS TEAMS THAT ARE UNIQUE TO EACH SCHOOL OR ACROSS OR SCHOOL DISTRICT.

AND THEY'VE ACTED AS THOUGHT PARTNERS FOR BUILDING LEADERSHIP. THEY HAVE INCREASED BY 35% 2017 INTO 81 - 84% IN THE LAST TWO YEARS, THIS IS A DIRECT RESULT OF THE COURAGE AS WELL AS HER TENACITY, THEY HAVE PAID THE WAY FOR SUCCESSFUL COUNTYWIDE EQUITY PROFESSIONAL LEARNING AS AN EXAMPLE 94% OF EQUITY PROFESSIONAL LEARNING REPORTED HAVING A BETTER UNDERSTANDING AND APPLICATION FOR THE READY FOR BIGGER FRAMEWORK, THIS FRAMEWORK WHICH WILL BE

[02:20:03]

SUPPORT. >> CALVERT COUNTY PUBLIC SCHOOLS PROVIDE SUPPORTS IN INTERVENTION TO STUDENTS WHO NEED THEM THROUGH THE LENS OF ACADEMIC, SOCIAL, EMOTIONAL LEARNING AND BEHAVIOR. ONE GRAPHIC ON THE SCREEN THAT PROVIDES AN IMAGE OF A MULTITIERED SYSTEM OF SUPPORT WERE REFERRED TO AS M TSS. WITHIN THE M TSS MODEL, THE UNIVERSAL SUPPORT SUCH AS HIGH-QUALITY, CULTURALLY RESPONSIVE AND EVIDENCE-BASED CORE CURRICULUM THE UNIVERSAL INSTRUCTION AND ASSESSMENT ARE PROVIDED TO ALL STUDENTS.

IN TSS IS AN ONGOING AND FLUENT PROCESS SUPPORTED BY DATA FROM THE UNIVERSAL SCREENERS, DIAGNOSTIC ASSESSMENT AND PROGRESS MONITORING. TIER TWO SUPPORT INTERVENTION ARE PROVIDED BASED ON WHEN ADDITIONAL SUPPORT IS IDENTIFIED IN ADDITION TO RECEIVING TIER ONE.

BECAUSE TIER ONE IS THE FOUNDATION OF MTSS AND WHAT IS HAPPENING DAILY IN A GENERAL EDUCATION ENVIRONMENT CALVERT COUNTY PUBLIC SCHOOLS HAS FOCUSED ON CREATING STRONG TIER ONE ENVIRONMENTS AND INSTRUCTION AT EACH AND EVERY CLASSROOM.

TIER ONE EQUITABLE AND INCLUSIE LEARNING ENVIRONMENTS PROVIDER STUDENTS WITH THE BEST OPPORTUNITIES FOR SUCCESS BEHAVIORALLY, SOCIALLY AND EMOTIONALLY WHICH LEADS TO ACADEMIC SUCCESS IN THE SCHOOLS INCLUSIVE AND EQUITABLE LEARNING ENVIRONMENTS PROACTIVE TEACHING OF SCHOOLING EXPECTATION FOR ENGAGEMENT AND INTERACTION IN THE LEARNING COMMUNITY.

ADDITIONAL BEHAVIOR AND SOCIAL EMOTIONAL SUPPORT ARE PROVIDED FOR STUDENTS WHO NEED THEM BASED ON THE SCREENING.

WE ARE LOOKING AT THAT INCLUDING A RIGOROUS CURRICULUM ALIGNED TO GRADE LEVEL STANDARDS AND DELIVER THROUGH RESEARCH-BASED STRATEGIES AND EVIDENCE-BASED PRACTICES, THEN INFORM THE DESIGN OF INSTRUCTION AND THAT IS INACCESSIBLE AND EFFECTIVE FOR ALL. TIER ONE INSTRUCTION FOCUSES ON PLANNING AND DELIVERY OF BEST PRACTICES TO REMOVE LEARNING BARRIERS BY KNOWING EACH CHILD, UNDERSTANDING THE CORE CURRICULUM, IMPLEMENTING THE CORE CURRICULUM AS INTENDED, PROVIDING DIFFERENT ENTER DIFFERENTIATION AND SUPPORT.

TIER ONE INSTRUCTIONAL PRACTICES ARE RESPONSIVE AND INCLUSIVE TO FOSTER ACADEMIC MINDSETS AND DEVELOP INDEPENDENT LEARNERS AND RESPONDENT PRACTICES ARE BASED ON LEARNING THEORY AND COGNITIVE SCIENCE WHICH USES CULTURAL KNOWLEDGE FOR LEARNERS BY CREATING A SAFE SPACE FOR LEARNING, INCLUSIVE PRACTICES ENSURE THAT ALL STUDENTS ARE MEMBERS OF THE LEARNING COMMUNITY IN THE CORE CURRICULUM OF THE GENERAL EDUCATION SETTING TIER ONE IS BILL ON INSTRUCTION AS INDICATED ON THE PREVIOUS SLIDE IN WITH OUR STAFF AT THE LAST COUPLE OF YEARS.

THE FIRST IS THE MIDDLE IMAGE, THE COMPONENT OF THE ACADEMIC MINDSET IN ORDER FOR STUDENTS TO BE SUCCESSFUL, IT'S IMPERATIVE THAT WE HELP EACH STUDENT THAT THEY BELIEVE TO THE ACADEMIC COMMUNITY THAT THEIR ABILITY AND CONFIDENCE GROW WITH THEIR EFFORT AND THE WORK HAS VALUE FOR THEM.

THEY ARE READY FOR BIGGER FRAMEWORK SHOWN ON THE LEFT LAYS OUT FOUR SEPARATE PRACTICE AREAS THAT ARE INTERDEPENDENT, WHEN THE TOOLS AND STRATEGIES OF EACH AREA ARE BLENDED TOGETHER THEY CREATE THE SOCIAL, EMOTIONAL, COGNITIVE CONDITION THAT ALLOWS STUDENTS TO ENGAGE MORE ACTIVELY AND TAKE OWNERSHIP OF THEIR LEARNING PROCESS, THE PRACTIE AREAS ARE AWARENESS, LEARNING PARTNERSHIP, INFORMATION PROCESSING AND COMMUNITY LEARNING ENVIRONMENT. FINALLY, IT PROVIDES TEACHERS WITH HIGH YIELD STRATEGIES THAT ARE PROVIDED THROUGH A

CULTURALLY RESPONSIVE LENS. >> GOOD EVENING THIS SLIDE REPRESENTS THAT. WHY INCLUSION OVER THREE YEARS OF RESEARCH AND ULTIMATELY IT REQUIRES THE PLACEMENT DECISIONS START WITH THE GENERAL EDUCATION CLASSROOM.

SENATOR RON MINDSET RELATED TO ACCESS AND INTERSPACE FOR STUDENTS WHO HAVE COMPLEX LEARNING NEEDS.

THIS DATA IS LRE LEAST RESTRICTIVE ENVIRONMENT DATA

[02:25:06]

OUR GROWTH AS EVIDENCED BY THE IMPROVEMENT YEAR AFTER YEAR IN COMPARISON TO THE STATE DATA. THIS SLIDE REPRESENTS A PROCESS FOR BUILDING CAPACITY ACROSS ALL SCHOOLS RELATED TO INCLUSIVE PRACTICES AS WE WORK TOWARDS IMPROVEMENTS TO OUR LEAST RESTRICTIVE ENVIRONMENT DATA. IN THIS SLIDE, YOU CAN SEE HOW WE UNROLLED ONBOARDING WITH SCHOOLS THAT SHARE SLATED TO BE PLUMP POINT ELEMENTARY, NORTHERN HUNTINGTOWN HIGH AND THEN THE FOLLOWING YEAR WILL BE THE FINAL THREE SCHOOLS WINDY HILL ELEMENTARY, WINDY HILL MIDDLE AND NORTHERN HILL HIGH SCHOOL.

MOST IMPORTANT AND LIKE TO POINT OUT INCLUSIVE PRACTICES STRUCTURES INCLUDE THE FIVE POINTS LISTED ABOVE THE SUPPORTS ARE BUILT UPON THE SPECIFIC NEEDS OF THE SCHOOL AND THE STUDENTS SERVED. WE ADDRESS THINGS SUCH AS SCHEDULING WITH NATURAL PROPORTION, INDIVIDUAL STUDENT PLANNING, COLLABORATIVE PLANNING, COLLABORATIVE RELATIONSHIPS AND PROFESSIONAL LEARNING.

>> GOOD EVENING, AN ADDITION TO THE LIMITATION STRATEGIES AND INITIATIVES THAT MR. WALKER AND THE OTHERS HAVE SHARED, THE PRIMITIVE HUMAN RESOURCES ALSO FOCUSED ON ENSURING WERE BEING% CULTURALLY RESPONSIVE ON ALL OF OUR WORK AND ALSO THAT WERE BUILDING THE WORKFORCE UNDERSTANDS AND REPRESENTS OUR BELIEFS. THE PILLARS OF OUR WORK IN HUMAN RESOURCES INCLUDE RECRUITMENT, HIRING AND SUPPORT OR RETENTION.

ALTHOUGH OUR PRIMARY RECRUITING SEASON FOR NEW TEACHERS IS CURRENTLY HAPPENING IN IN THE SPRING OF EACH YEAR WE EXPANDED OUR RECRUITMENT CYCLE TO EXTEND TO YEAR-ROUND RECRUITMENT GIVIN% US MORE ACCESS AND EARLIER ACCESS TO TEACHER CANDIDATES AND IN MANY CASES HARD TO FILL TEACHER CANDIDATES.

IN ADDITION WE EXPANDED OUR OUTREACH WITH RECRUITMENT INCLUDING OUT-OF-STATE COLLEGES AND UNIVERSITIES AGAIN GIVING US MORE ACCESS TO HIGH-QUALITY CANDIDATES FOR SCHOOLS.

OUR HIRING PROCESSES ARE ALSO BEING EXAMINED SPECIFICALLY OUR INTERVIEW PROCESSES TO ENSURE OUR CURRENT PRACTICES ARE NOT LIMITING OUR ACCESS TO HIGHLY QUALIFIED CANDIDATES.

WE CONTINUE TO REQUIRE INTERVIEW BIAS TRAINING FOR THE ADMINISTRATORS AND SUPERVISORS IN EACH YEAR WE EXPANDED THIS TRAINING TO INCLUDE ADDITIONAL EXPECTATION AND CONSIDERATION.

THIS YEAR WE FOCUSED ON ENSURING OUR INTERVIEW QUESTIONS HOW SPECIFIC INDICATORS THAT CAN BE USED BY INTERVIEW PANELS TO MAKE THE READINGS LESS SUBJECTIVE AND ENSURE THE BASED ON A PERFORMANCE DRIVEN INDICATOR. WE'VE ALSO FOCUSED ON NOT ONLY ENSURING INTERVIEW QUESTIONS ARE DRIVEN BY THE REQUIREMENTS OF HER JOB DESCRIPTIONS WITHIN HER QUESTIONS INCLUDE AN OPPORTUNITY FOR US TO SHARE COMMITMENT TO EQUITY AND INCLUSION AT OUR CANDIDATES CAN REFLECT AND SHOW WHERE THEY SEE THEMSELVES IN HER EQUITY PRIORITIES. TEACHER SUPPORT IS PROVIDED IN LARGE PART THROUGH THE DEPARTMENT OF INSTRUCTION IN THE FORM OF ORGANIZED AND STRATEGIC MENTORING IN THE NEW TEACHER INDUCTION PROGRAM. THE DEPARTMENT FOCUSES ON PROVIDING SUPPORT TO TEACHERS TO BUILD POSITIVE RELATIONSHIPS WITH STUDENTS AND ESTABLISH INCLUSIVE AND EQUITABLE LEARNING ENVIRONMENTS TO EACH OF THEIR STUDENTS.

IN ADDITION SCHOOL-BASED MENTOR TEACHERS AND THE MENTOR TEACHER SPECIALIST ARE ASSIGNED TO NEW TEACHERS TO PROVIDE ONGOING SUPPORT. ONE OF THE RECOMMENDATIONS THAT WAS MADE DURING THE WORK WITH WEST ED WAS TO FACILITATE EMPLOYEE RESOURCE GROUPS WITH EMPLOYEES AS A METHOD OF EMPLOYEE RETENTION WE ARE CURRENTLY WORKING WITH WEST ED AGAIN AS PART OF THE MARYLAND LEAD GRANT DEVELOP A PROCESS OF OFFERING EMPLOYEE RESOURCE GROUPS.

WE ARE IN THE PLANNING STAGES OF IMPLEMENTATION NOW BUT WEST ED RESEARCH TO PROVIDING RESOURCE GROUPS SHARE THE OFFERING THESE TO EMPLOYEES MAY HELP TO ATTRACT AND DEVELOP EMPLOYEES AND CONTRIBUTE TO A DIVERSE EMPLOYEE NETWORK.

WEST ED HAS ALSO SHARED OFFERING THESE GROUPS HELPS TO DEVELOP A MORE INCLUSIVE AND ACCEPTING CLIMATE FOR EDUCATORS ACROSS THE

DISTRICT. >> FOR THE LAST CATEGORY LET'S SPEND SOME TIME TALKING ABOUT STUDENT ENGAGEMENT PRE-STUDENT ENGAGEMENT IS IMPORTANT TO MOVING OUR SYSTEM FORWARD IN EQUITY AND WANT TO CREATE A SAFE AND INCLUSIVE ENVIRONMENT FOR ALL STUDENTS IN THE PLAY AN IMPORTANT ROLE IN MAKING THAT HAPPEN. ALL OF OUR SCHOOLS PREPARE STAFF IN DEVELOPING THE CAPACITY AND LANGUAGE THROUGH THE GUIDANCE OF

[02:30:01]

THEY SEE, THEY HEAR AND THEY WISH SOMEONE WOULD SPEAK UP ABOUT THAT. AND STAFF HAS TAKEN INPUT FROM STUDENTS PRACTICE HOW TO SPEAK UP APPROPRIATELY AND EFFECTIVELY ADDRESS BIAS AND HATEFUL LANGUAGE.

NO PLACE FOR HATE IS A PROGRAM THAT ENGAGES STUDENTS AND STAFF IN AN EFFORT TO COMBAT BIAS IN BULLYING AND PROMOTE CONNECTIONS AND UNDERSTANDING CRITICAL MEDIA VOLUNTEER STUDENT LEADERS ASSESS THE SCHOOLS CLIMATE, IMPLEMENT ACTIVITIES WITH ENTIRE SCHOOL HAS THE OPPORTUNITY TO PARTICIPATE ON POSITIVE INCLUSIVE SCHOOL COMMUNITY SCHOOLS WHO COMPLETE THE FULL PROCESS EARNED A NO PLACE FOR HATE DESIGNATION FROM THE ANTIDEFAMATION APPROXIMATELY 900 OR SO SCHOOLS ACROSS THE COUNTRY EARNED THE DESIGNATION EACH YEAR.

STUDENTS WERE INVITED, STUDENTS AND ADULTS WERE INVITED TO PARTICIPATE IN A VIRTUAL CONVERSATION WITH ST. CLAIR DIETRICH JEWELS THE AUTHOR OF MY BEAUIFUL BLACK HAIR 100 HEAR STORIES FROM THE SISTERHOOD, STUDENTS SHARED THAT EITHER RELATED TO THE STORIES IN HER BOOK OR THEY HAD NO IDEA HAIR WAS SUCH A BIG DEAL TO SOME CULTURES.

THE AUTHOR WAS SUCH A BIG HIT THAT WE ARE HAVING CONVERSATIONS WITH HER ABOUT COMING BACK POTENTIALLY IN A SMALLER MORE INTIMATE ENVIRONMENT FOR MORE DEEPER DISCUSSION WITH STUDENTS.

ADDITIONALLY OFFERING THE OPPORTUNITY TO PARTICIPATE IN NEXT OR CURRICULAR BOOK CLUB OFFERING MEG MEDINA THE NEWLY APPOINTED BASSET FOR YOUNG PEOPLE'S LITERATURE ALLISON GREEN MYERS WINNER OF THE SNYDER FAMILY FOUNDATION AUTHOR AWARD FOR 2022, LAMAR JOEL'S THE TWO TIME AWARD FINALIST FOR YOUNG PEOPLE'S LITERATURE. STUDENTS ALSO PARTICIPATED IN VIRTUAL TEAM WEBINAR WITH THESE AUTHORS OVER 150 STUDENTS LOGGED INTO THE EVENT WHICH WAS TITLED WE ALL BELONG IN ALLOWED STUDENTS TO EMBRACE THEIR UNIQUE IDENTITIES.

SO WITH EVERYTHING THAT WE SHARED TODAY WE ARE MOVING OUR SYSTEM TOWARD BEING A CULTURAL RESPONSIVE SYSTEM IN ORDER TO ENSURE THAT EACH LEARNER IS A FULL MEMBER OF THE SCHOOL COMMUNITY WERE ACADEMIC BEHAVIORAL AND SOCIAL EMOTIONAL NEEDS ARE MET. IN ORDER TO ENSURE THAT WE CONTINUALLY MOVE TOWARDS BEING A CULTURALLY RESPONSIVE SYSTEM WE EACH NEED TO LEAVE FOR EQUITY FOOD WE MUST EACH HAVE MORE COURAGE, TENACITY AND EQUITY LANDS IN THE SENSE OF ABILITY ALL STAFF MUST BE HELD COUNTABLE FOR ACTIONS DEDICATED TO ENDING THE PREDICTABILITY OF ACHIEVEMENT AND PERFORMANCE AMONG CERTAIN GROUPS IN OUR SCHOOLS AND AS WELL IN OUR WORKSITES. AND THAT CONCLUDES OUR PRESENTATION FOR TODAY AND WE WILL OPEN IT TO ANY QUESTIONS.

>> QUESTIONS? >> COULD YOU TELL ME WHAT PERFORMANCE RATING FOR THE EQUITY TEAM, WHAT DOES THAT LOOK

LIKE? >> THAT PERFORMANCE RATING IS BASICALLY A PERFORMANCE RUBRIC IT INCLUDES HIGH TO LOW.

IT INCLUDES COMMUNCATION WITH STAFF, IT INCLUDES THE AMOUNT AND TYPES OF PROFESSIONAL LEARNING THAT IS PROVIDED, IT INCLUDES HOW AND WHAT THEY'RE DOING WITH OTHER TEAMS. IT ALSO INCLUDES HOW THEY FUNCTION.

WHEN THAT WAS FIRST AND PLUMMETED.

SHOULD I GO BACK TO THAT SLIDE. THERE WE GO IN 2017 WE FIRST STARTED USING THAT RUBRIC, LIAISON.

WHAT IT REALLY TAKES TO MOVE EQUITY THROUGH A SYSTEM BECAUSE IT'S INSIDE, OUTSIDE WORK IN MINDSET WORK.

AS WE LOOKED AT THE RUBRIC WE THOUGHT HOW ARE WE GOING TO DO THIS. THAT IS WHY WE CREATED THE STRATEGIC PLAN WE SAID IF WE CAN SCORE 60% WE COULD START REALLY INCLUDING STAFF AND HAVING SOME MOVEMENT IN THAT.

THAT'S WHY I THOUGHT IT WAS IMPORTANT TO SHOW THIS PARTICULAR SLIDE. TWO YEARS LATER WE RELY 60% WE WERE PERFORMING WELL. SO WE ADDED MORE THINGS ON THE

[02:35:02]

ABOUT WHAT'S REALLY HAPPENING. >> ANY OTHER QUESTIONS?

>> MS. GRENIS. >> PAGE, SLIDE FOUR.

>> IT WAS KOMAR 13 A. >> AT THE VERY BOTTOM, SEE, ACHIEVEMENT WILL PREFER ALL MARYLAND STUDENTS IN ACHIEVEMENT GAPS WILL BE ELIMINATED. IN LAYMAN'S TERM AND YOU EXPLAIN

WHAT ACHIEVEMENT GAPS ARE. >> SURE, WILL BE TALK ABOUT ACHIEVEMENT GAPS WE ARE TALKING ABOUT OUTCOMES TYPICALLY WITH TESTING WHEN WE TALK ABOUT ACHIEVEMENT GAPS WE TALK ABOUT PREDICTABILITY IF WE SAY WERE GIVEN A TEST TOMORROW I THINK MOST PEOPLE IN THE ROOM CAN TELL YOU WHICH STUDENT GROUP, WHICH SUBSETS WILL OVERALL PERFORM AT A LEAST SUCCESSFUL RATE WHEN

COMPARED TO OTHER GROUPS. >> IT'S ABOUT GETTING THE LOWER KIDS WERE ON PAR WITH ELIMINATING THIS, THE GAP SPIVAK

I WOULD SAY YES. >> ELIMINATING THE

PREDICTABILITY. >> WHEN I GO TO THE NEXT SLIDE THIS IS WHAT I FIND CONCERNING PETE IF YOU LOOK AT THE CHILDREN ON THE LEFT AND THE VERY FIRST CHILD BUT SUPPOSE THAT CHILD CAN READ THE WORD CAT. YOU HAVE CAT ON THE PAPER AND THEY READ THE WORD CAT, THE JACKET CHILD MIGHT HAVE TO SOUND IT OUT PRETTY DOESN'T HAVE THAT IN READING IT YET WERE THE THIRD ONE AB DOES UNDERSTAND THE BOWEL SOUNDS.

SO THE STUDENTS ON THE RIGHT, THE FIRST CHILD CAN STILL READ THE WORD CAT AND WE PROVIDE ADDITIONAL PRACTICE WITH SHORT VOWEL SOUNDS BECAUSE INSTEAD OF CAT MAYBE THEY READ CUP OR CUT IN THE LAST WHEN THIS CHILD MAYBE HAVE NO CLUE WHAT THE WORD WAS THERE IS NO DIFFERENCE IN THIS CHILD ON THE RIGHT HAND SIDE CAN READ THE WORD CAT, WHAT ARE WE DOING TO ELEVATE THE

FIRST CHILD. >> ONE OF THE THINGS MS. JACOB TALKED ABOUT WAS THE MULTITIER SYSTEM, THAT IS MEETING STUDENTS WERE WE ARE PROVIDING THEM WITH THE NEED.

>> ONE OF THE THINGS MS. JACOB TALKED ABOUT WITH THE MULTITIER SYSTEM OF SUPPORT WAS IDENTIFYING STRENGTHS AND NEEDED SUPPORTS OF ALL STUDENTS AND PROVIDING THEM WHAT THEY NEED ACROSS THE SYSTEM WE HAVE DONE NUMEROUS THINGS SUCH AS INCREASING THE EFFICIENCY AND EFFECTIVENESS OF OUR GIFTED AND TALENTED PROGRAM IN WORKING WITH EDUCATION OPPORTUNITY SCHOOLS TO IDENTIFY OR STUDENTS WHO ARE READY FOR INCREASED RIGOR SUCH AS AP COURSES. WE ALSO TALKED A LOT IF YOU GO BACK TO THE READY FOR RIGOR FRAMEWORK THAT WE TALKED ABOUT IT IS REALLY WORKING WITH THE INDIVIDUAL STUDENT AND MEETING THEIR NEEDS. THAT HAS BEEN THE CONVERSATION AND CONTINUE TO BE SO. WHEN WE TALK ABOUT ELEVATING ACHIEVEMENT AND ACCESS FOR ALL STUDENTS, WE MEAN ALL STUDENTS.

>> THE HIGHER THE FIRST CHILD GOES.

WHAT YOU'RE TALKING ABOUT, WILL THERE ALWAYS BE A GAP? AND WHAT WE FOCUS ON AND HIGHLIGHT IS THE ELEVATION OF

ACHIEVEMENT. >> ON SLIDE SIX, WHICH I THINK

[02:40:08]

OUR ENTIRE POPULATION. >> WHAT I MENTIONED EARLIER WHEN I SHOWED THE SLIDE I SHARED, WHEN I SAID EACH STUDENT I SAID WE WANT TO ENSURE THAT WE DON'T FORGET THE STUDENT GROUPS AND THAT IS SIMPLY BECAUSE OF THE DATA WITH MARYLAND STATE HAS IN THEIR GUIDELINES AS WELL AS AN KOMAR IN HER OWN DATA HISTORICALLY AND THROUGH DATA THESE OTHER GROUPS THAT HAVE HISTORICALLY AND THEY KEEP STAYING HISTORICALLY BECAUSE THAT IS VERY IMPORTANT. IT'S BIGGER THAN SEE C.P.S. IS REALLY A NATIONAL HISTORY OF OUR COUNTRY AND REALLY WHEN WE THINK ABOUT THESE GROUPS WE CAN WALK THROUGH HISTORY AND TALK ABOUT AN EQUITY IN BARRIERS THAT LIMIT PUT UNDER PUT IN PLACE FOR THESE PARTICULAR GROUPS, ALL GIVE YOUR RECENT EXAMPLE: IF WE LOOK BACK ON THE COVID DATA AND COPE WITH THE HAD A GREAT IMPACT ON THE ENTIRE WORLD BUT OUR ENTIRE COUNTRY AND WE PEEL BACK THE DATA, UC THIS EVENT THE IMPACTED GOOGLE IMPACTED SOME GROUPS HAD A GREATER IMPACT OF SOME GROUPS ON OTHERS.

WE ARE TALKING ABOUT EQUITY, A PART OF THE REALITY IS SPEAKING TO THE TRUTH AND SPEAKING HONESTLY TO WHAT THE DATA SAYS AND WHAT HISTORY SAYS. IN KEEPING ALL OF THAT IN MIND SO WHEN WE WORK WITH ALL OF HER STUDENTS WE ARE WORKING FROM A STRENGTH-BASED MINDSET. ALSO, ADDITIONALLY I WOULD SAY WHEN NO STUDENT IS ONE OF THESE BREAD WE HAVE STUDENTS ACROSS THE SPECTRUM HE RECEIVES SPECIAL EDUCATION SERVICES OR MAY HAVE DISABILITIES OR BLACK AND BROWN. IT IS SORT OF BEING SPECIFIC TO

THE DATA. >> DO WE HAVE ANY STATISTICS FROM THE START OF THIS INITIATIVE TO NOW.

>> SHOWING THAT THIS INITIATIVE IS WORKING.

I WOULD SPEAK TO THE HISTORY THAT WE EXIST IN AND THE WORK OF WHY WE ARE COMBATING REALLY 600 YEARS OF INEQUITIES.

A LARGE PART OF THE WORK IS SPEAKING TO OUR STUDENTS AND HAVING THESE CONVERSATIONS. IT IS ONE OF THE THINGS THAT I RECOMMENDED WHENEVER I COME UP I RECOMMEND TO THE BOARD WOULD HAVE CONVERSATIONS ABOUT STUDENTS ABOUT THEIR EXPERIENCE, PRE-COVID WE HAD SOME GROWTH AND MOVEMENT.

THEN WE HAD COVID AND THEN WE HAD NEW TESTING.

WE ARE WORKING OUR WAY THROUGH THAT.

>> IF YOU GO TO SLIDE EIGHT, HAS A LIGHTHOUSE.

ALTHOUGH THE DISTRICT PRIORITIES IN ORDER OF IMPORTANCE OR THEY JUST THE PRIORITIES, IS THERE ANY HIERARCHY TO THAT?

>> THOSE ARE THE PRIORITIES. THAT IS JUST THE ORDER THAT THEY ARE IN. WHEN THE STEERING COMMITTEE, BACK THEN MET WE HAD A LONG DISCUSSION ABOUT EQUITY AND WE HAD A DISCUSSION, IS IT THAT THERE IS A SEPARATE PILLAR OF EQUITY OR IS IT THE EQUITY IS INTERTWINED AND ALL THE OTHER AREAS. WHAT WE DETERMINE, IF YOU LOOK AT STUDENT OUTCOMES, CLIMAT AND CULTURE, WORKFORCE AND COMMUNITY ENGAGEMENT. WHENEVER ANYONE IS PRESENTING ON THOSE TO THE BOARD, THEY ARE DOING AN EQUITY PRESENTATION AND HOWEVER, WE FELT IT WAS IMPORTANT FOR EQUITY TO BE NAMED SO IT IS THERE AS A SEPARATE CATEGORY, HOWEVER, IT WAS NOT LISTED AS ONE BUT IT WAS LISTED AS ONE, LIKE I MENTIONED CRUCIAL

TO ALL THOSE AREAS. >> ON SLIDE 11 BUILDING EQUITY TEAMS AND SHOWS A CONSTANT INCREASE.

[02:45:04]

AND MEASURED. >> ARE YOU SPEAKING TO THE TOOL?

>> I SPEAKING TO THE TOOL. >> WHAT WE HAVE IS A RUBRIC AND THAT RUBRIC IS A GUIDE, IT IS A GUIDE FOR WHAT TO DO IT'S ALSO AN EVALUATION PIECE TO SEE WHERE TO GROW AND WHAT OTHER AREAS TO

GO TO. >> ON SLIDE 14, TIER ONE.

IF EQUITABLE AND INCLUSION LEARNING IS TIER ONE, WHY IS IT SEPARATED FROM UNIVERSAL INSTRUCTION?

IS THERE A REASON FOR THAT. >> TIER ONE HITS BOTH BUT WE WANTED TO MAKE SURE THAT WE WERE THANK YOU ABOUT INSTRUCTION THROUGH THE LENS OF THE ENVIRONMENT THAT THE STUDENTS ARE SITTING IN AND THROUGH THE INSTRUCTION THAT THEY ARE RECEIVING. WE WERE LOOKING AT IT IN THE OTHER PIECE OF IT, UNDERINCLUSIVE AND EQUITABLE LEARNING ENVIRONMENT AND WERE TALKING ABOUT THROUGH THE LENS OF HOW WE ARE SUPPORTING SOCIAL AND EMOTIONAL LEARNING AND BEHAVIOR AND HOW DOES THAT WRAP AROUND OUR PBI S SO WE WERE REALLY LOOKING AT IT HOW DO WE CREATE THE INCLUSIVE LEARNING ENVIRONMENT SO LEARNING CAN HAPPEN AND WERE THANK YOU ABOUT THE INSTRUCTION THAT IS HAPPENING, THAT IS TO THE UNIVERSAL INSTRUCTION PIECE RATE ALTHOUGH WE DO KNOW THEY MARRIED TOGETHER YOU CAN HAVE ONE WITHOUT THE OTHER, IF THE ENVIRONMENT IS NOT THERE THE LEARNING IS NOT GOING TO HAPPEN. IF THE LEARNING IS NOT THERE EVEN THOUGH THE ENVIRONMENT IS GREAT THE STUDENTS STILL AREN'T LEARNING ANYTHING PAID WE WERE JUST TRYING TO DEFINE IT A LITTLE BIT MORE IN DETAIL ABOUT THOSE TWO THINGS EVEN THOUGH

THEY DO OVERLAP. >> TAKE YOU FOR EXPLAINING TH

THAT. >> SLIDE 15 CULTURALLY

RESPONSIVE INSTRUCTION ALL. >> US AS WE NEED TO CREATE AN INTELLECTUALLY AND SOCIALLY SAFE ENVIRONMENT FOR LEARNING.

HOWEVER, WE'VE BEEN LEARNING FOR YEARS THAT IT IS GETTING WORSE, DO WE HAVE A CORRECTIVE PLAN OF ACTION TO ADDRESS THESE ISSUES? AND CAN YOU PLEASE SHARE WITH US WHAT THAT MIGHT BE.

>> CAN YOU REPEAT THAT ONE MORE TIME?

>> ON THERE IT SAYS WE NEED TO CREATE AN INTELLECTUALLY AND SOCIALLY SAFE ENVIRONMENT FOR LEARNING BUT WE HAVE BEEN HEARING OVER THE PAST FEW YEARS AND THAT THE BEHAVIOR IS GETTING WORSE, WERE HAVING A LOT OF BEHAVIOR ISSUES, DO WE HAVE A CORRECTIVE PLAN OF ACTION TO ADDRESS THESE ISSUES?

>> SPECIFICALLY THROUGH THESE THREE RESOURCES, WE ARE REALLY LOOKING AT HOW, WHAT IS THE ENVIRONMENT IN WHICH THE STUDENTS ARE IN AND HOW WE CAN USE THESE RESOURCES TO ADDRESS CERTAIN THINGS SO REALLY THINK ABOUT HOW DOES THE BRAIN WORK, HOW DO WE CREATE INDEPENDENT LEARNERS AND REALLY BUILD THE LEARNING PARTNERSHIP BETWEEN THE STUDENTS AND THE TEACHER AND TO BE ABLE TO BUILD THOSE ACADEMIC MINDSETS.

AS WE ARE THINKING ABOUT IF WE CAN CREATE THOSE ENVIRONMENTS AND REALLY SUPPORT STUDENTS IN THEIR LEARNING AND THEY FEEL LIKE THEY BELONG TO THIS ACADEMIC COMMUNITY THROUGH THE ACADEMIC MINDSETS THAT WE ARE HOPING THAT ADDRESSES A SPECIFIC INDIVIDUAL STUDENT BEHAVIOR. I WOULD WANT TO TURN OVER TO DOCTOR ANDERSON IF SHE WANTED TO RESPOND TO THAT PIECE.

>> WE DO HAVE PLANS TO BUILD CAPACITY AROUND BEHAVIOR.

WE HAVE INSTITUTED A REFERRAL SYSTEM THAT INVOLVES TRAINING BUILDING LEVEL TEAMS AS WERE ALSO DEVELOPING BEHAVIOR INTERVENTIONS AROUND PROGRAMS AND PROVIDING A FULL CONTINUUM OF SERVICES AND IT IS BASED ON BOTH REFERRAL AND INTERNAL DATA THAT I WILL BE WITH MY SUPERVISORS IN TRYING TO CONNECT THOSE PIECES TO CREATE THE FRAMEWORK OVERALL.

>> I PROMISE I AM ALMOST DONE ON SLIDE 15.

IT IS THE SAME ONE WE NEED TO USE PRINCIPLES OF RESTORATIVE JUSTICE BUT THE LARGE MAJORITY OF OUR STAFF HAVE NEVER BEEN TRAINED IN RESTORATIVE PRACTICES SO WHAT METHODS ARE WE FOLLOWING IN THE MEANTIME AND WHAT GUIDANCE HAS BEEN PROVIDED TO

TEACHERS AND STAFF. >> WE CURRENTLY HAVE A PLAN WE'VE BEEN WORKING WITH STAFF TO TRAIN STAFF.

[02:50:01]

ENVIRONMENT. >> OKAY, ON SLIDE 18, LET ME GET

THERE. >> 7.1% OF STUDENTS IN GENERAL EDUCATION, 80% OF THE DAY, CORRECT?

>> THE OVERALL GOAL IS THAT YOU ARE MOVING FROM THE MINDSET OF STARTING WHY A STUDENT SHOULD BE IN A GENERAL EDUCATION SETTING VERSUS THIS IDEA OF HAVING A CONVERSATION OR WHY THEY SHOULD NOT BE THERE THE NUMBERS THEMSELVES AND WHY SHARE THEM INITIALLY IF YOU LOOK AT 2013 TWOMAC 2014.

WE WERE 8.4 POINTS BEHIND THE STATE TARGET SO EACH YEAR OUR DATA IS REPORTED AGAINST STATE TARGETS.

THAT IS HOW THE PROJECTS WITH MC I.E. CAME TO BE BECAUSE OF THOSE NUMBERS AND WE WERE DISCREPANT AGAINST THE STATE TARGET.

WHAT I'M TRYING TO SHOW YOU BEATING THE STATE TARGET WITH WHAT WE ARE DOING AROUND INCLUSIVE SETTINGS.

>> I GUESS I AM VERY CONCERNED ABOUT THE UNDERSTAFFING THAT WE HAVE. MANY PARENTS AND TEACHERS ARE AWARE OF HER UNDERSTAFFING AND IS EXCEEDING THE SCHOOL HELPING THE STUDENTS ARE HURTING THE STUDENT OVERALL.

LET ME GO TO A DIFFERENT SLIDE. >> LET ME ADDRESS STAFFING REALLY QUICKLY. IN THE DEPARTMENT WE MADE SOME CONSCIOUS EFFORTS NOT TO FILL POSITIONS THAT WOULD REMOVE STAFFING FROM DIRECT CONTACT WITH STUDENTS.

AS MUCH AS REFACING THE SAME ATIONAL SHORTAGE THAT EVERYBODY ELSE'S. EVERY SINGLE DAY THE TEAM LOOKS AT HOW DO WE MAKE SURE HOW DO WE HAVE THE BEST IMPACT WITH KIDS FACE-TO-FACE. THERE IS A NUMBER OF POSITIONS THAT HAVE BEEN POSTED AND FILLED SO WE CAN DO THAT AND WE'VE BEEN RECRUITING EARLY ON AND HAVE BEEN HIRING FOR NEXT YEAR ALREADY IF EVERYTHING GOES AS PLANNED WE HAVE FOR FOR NEXT YEAR. UNDERSTAND I FEEL THE PRESSURE IN URGENCY AND PERSONALLY IN THE TEAM FEELS THAT EVERY DAY.

>> I WANT TO BE PERFECTLY CLEAR I'M NOT CRITICIZING HER TEACHERS OR STAFF, I THINK THEY ARE DOING EVERYTHING UNDER THE SUN POSSIBLE BUT WE NEED TO MAKE SURE THEY ARE SET UP FOR SUCCESS BY HAVING ENOUGH SPECIAL ED TEACHERS AND ENOUGH ASSISTANCE

FOR THEM TO BE SUCCESSFUL. >> I AGREE.

THING CAN BE SUCCESSFUL WITHOUT MEETING THE GOAL.

>> I AGREE. I DID NOT TAKE IT AS CRITICISM.

I WANTED YOU TO KNOW THE INTERNAL MINDSET.

>> OKAY, THANK YOU VERY MUCH. I PUSHED YOUR RESPONSES.

>> THE KEY FOR THE PRESENTATION TODAY, I WILL SAY MUCH THAT HAS BEEN PRESENTED IS NOT NEW TO MED FOR SEVERAL YEARS AND WE HAVE BEEN DOING THIS WORK OF EQUITY OVER THE YEARS THAT I'VE BEEN ON THE BOARD AND I'M GRATEFUL FOR THE EQUITY WORK.

I WILL SAY EQUITY IS NOT AN INITIATIVE, IT IS THE LAW.

IT IS COMFORTING TO ME TO SEE THAT STAFF WORKING TO CONTINUE TO CARRY THROUGH OR ATTEMPT TO CARRY THROUGH TO FIDELITY, WHAT MS TE AND KOMAR HAS SET BEFORE US TO ACHIEVE SO THANK YOU FOR THAT WORK, THINKING FOR THE PRESENTATION TODAY AND I WOULD SAY MOST IMPORTANT TO ME IS A METRIC THAT CANNOT BE MEASURED BY END.

I WONDER HOW MUCH OF OUR STAFF IS BUYING INTO THE EQUITY WORK AND TRULY MAKING THE DIFFERENCE WITH EACH OF OUR STUDENTS AS THEY MOVE THROUGH OUR DAY. I WILL JUST ASK THAT YOU ALL CONTINUE TO DO THE TRAININGS, CONTINUE TO REITERATE THE LAW,

[02:55:06]

THANK YOU. >> THANK YOU.

[7.07 Blueprint Plan Update]

>> NEXT, WE WILL HAVE OUR BLUEPRINT UPDATE.

>> GOOD EVENING PRESIDENT AND COUNSEL AND MEMBERS OF THE BOARD MY NAME IS JOE SAMPSON THE THIRD AND THE COORDINATOR OF THE MARYLAND LEADS GREAT BLUEPRINT FOR CALVERT COUNTY.

WITH ME IS MR. JOE SUTTON, SUPERVISOR OF SECONDARY MATHEMATICS AND CHAIRPERSON FOR THREE, MR. SANDY WALKER, EQUITY IN SCHOOL IMPROVEMENT AND CHAIRPERSON FOR PILLAR FOUR AND MR. JAMES KURTZ DIRECTOR OF STUDENT SERVICES AND CHAIRPERSON FOR PILLAR FIVE-POINT TODAY YOU WILL BE PROVIDED WITH AN OVERVIEW OF THE IMPLEMENTATION PLAN WRITING FOR PILLARS THREE,

FOUR AND FIVE. >> PILLAR THREE IS COLLEGE AND CAREER READINESS. THE FOUR REQUIRED FOR THIS YEAR'S PLAN ARE OBJECTIVE 1 - 4 WHICH PROVIDED OPPORTUNITIES TO BECOME COLLEGE AND CAREER READY OR CCR AND SHALL MEET THE CCR STANDARD AND KEEP STUDENTS ON TRACK TO MEET CCR AND IMPLEMENT CCR PATHWAYS AND PROVIDE HIGH QUALITY CAREER COUNSELING IN CTE PROGRAMS. THE OBJECTIVES LISTED ON THE SLIDE ON THE LEFT ARE NUMBERED SO 3.1.3 INDICATES THAT SCHOOL DISTRICTS WILL IMPLEMENT A FULLY ALIGNED INSTRUCTIONAL SYSTEM IN CONSULTATION WITH EXPERIENCED AND HIGHLY EFFECTIVE TEACHERS.

OUR RESPONSES ARE ON THE RIGHT AS THEY GO THROUGH THE SLIDE TO THOSE OBJECTIVES AND THE DRAFT AND WILL MENTATION DRAFT TEMPLATE. OUR RESPONSE FOR THAT ONE INDICATES SYSTEMIC GOALS ARE MEASURED TO KEY PERFORMANCE MEASURES TO MAJORS AND THE STRATEGIC PLAN SPECIFICALLY, THE STUDENT OUTCOMES PILLAR WHICH INCLUDES PROMOTING GROWTH FOR EACH STUDENT, LIMITING ACHIEVEMENT GAPS AND ENHANCING OPPORTUNITIES FOR HIGH ABILITY LEARNERS PREPARING STUDENTS TO TRANSITION SUCCESSFULLY TO POST SECONDARY EDUCATION AND/OR CAREER FOCUSED OPTIONS. AMONG THE CONTENT SUPERVISORS AND SPECIALIST SUPPORTS ARE PROVIDED BASED ON TEACHER TEAM NEEDS AND DETERMINED BY THE MASTER SCHEDULE AND TEACHER IN TEAM AVAILABILITY. COACHES PROVIDE SUPPORT AND TWO TEACHERS WITH ONGOING JOB AND VETTED PROFESSIONAL DEVELOPER.

MONTHLY PROFESSIONAL LEARNING COMMUNITY MORNINGS OF EACH GRADE LEVEL ARE INCLUDED IN THE SUPPORT 3.2 .3 INDICATES THAT ELLIOTT SHALL CREATE A NINTH GRADE STUDENT TRACKING SYSTEM WE HAVE FORMED A TEAM FOR A LONGITUDINAL STUDY OF APPROXIMATELY 16000 STUDENTS TO DETERMINE WHAT FACTORS BEFORE NINTH GRADE PREDICT FAILURE TO GRADUATE ON TIME AND CALVERT COUNTY. OF COURSE COMPLETION WARNING FLAGS HAVE BEEN IDENTIFIED AS PREDICTABLE STUDENT FAILURE TO GRADUATE ON TIME SUCH THAT IN THE STUDY STUDENTS WITH HERO WARNING FLAGS GRADUATED AT 96% OF THE TIME STUDENTS WITH ONE WARNING GRADUATED ON TIME AT THE 66% RATE AND STUDENTS WITH THREE OR MORE WARNING FLAGS GRADUATED ON TIME 32% OF THE TIME.

IN THOSE WARNING FLAGS INCLUDE SUCH AS HIGH SCHOOL STUDENTS FAILED IN EIGHTH GRADE CORE CLASS WITH A METRIC APPROXIMATELY 70% OF STUDENTS ARE LIKELY NOT TO GRADUATE ON TIME. THAT NUMBER IS APPROACHING THE 100% OF STUDENTS FOR ELA EIGHT. FOR MIDDLE SCHOOL D OR E A GRADE OF D OR E IN MATH SIX, SEVENTH OR EIGHTH APPROXIMATELY 45% OF THE STUDENTS ARE LIKELY TONIGHT GRADUATE ON TIME AND THAT IS MATH AND ELA. FOR ELEMENTARY A GRADE OF D OR E IN ELA AND FOURTH OR FIFTH GRADE APPROXIMATELY 50% OF THE

[03:00:02]

3.3.1 PROVIDE A CCR SUPPORT PATHWAY FOR STUDENTS.

WE ARE CURRENTLY EXPLORING CULTURALLY RESPONSIVE LESSONS PROJECT-BASED AND PROBLEM-BASED PEDAGOGY AND VARIED INSTRUCTIONAL TIMELINE. STUDENTS IN NEED OF EXTRA SUPPORT ARE IDENTIFIED AND OFFER ADDITIONAL SUPPORT BOTH DURING AND AFTER THE SCHOOL DAY. SUPERVISORS WILL WORK WITH THE SPECIALIST AND TEACHER LEADERS TO DEVELOP SUPPORT OPTIONS FOR STUDENTS. AS A DEFINITION OF CCR IS CHANGING, SUPPORT PATHWAYS MAY LOOK VERY DIFFERENT THAN THEY WOULD UNDER THE SINGLE TEST PROFICIENCY MODEL.

THREE-POINT 3.2, HIGH SCHOOLS OFFER PATHWAYS TO ALL CCR STUDENTS FROM GRADE 11 THROUGH 12 TO EARN EARLY COLLEGE CREDITS AND CREDENTIALS AND CTE CREDENTIALS AT NO COST TO THE STUDENT. TO ENSURE THIS MIDDLE AND HIGH SCHOOL STUDENTS ARE AWARE OF THE PATHWAYS TO SCHOOL SYSTEM ENGAGES THEM IN MULTIPLE ACTIVITIES.

FOR EXAMPLE, SCHOOL COUNSELORS MEET WITH OUR MIDDLE AND HIGH SCHOOL STUDENTS TO REVIEW THEIR FOUR-YEAR PLAN AND DISCUSS CCR OPTIONS SEE C.P.S. AND SCHOOL PRINCIPALS PROVIDE INFORMATION TO FAMILIES VIA NEWSLETTERS OUTLINING OPTIONS AND NECESSARY STEPS TO BE ELIGIBLE FOR THE OPPORTUNITIES, OR SCHOOL COUNSELORS USE THE LOW AND ONLINE RESOURCE AND STUDENTS CAN IDENTIFY THEIR INTEREST AREAS AND ALTITUDE AREAS, SCHOOLS ALSO PARENTS DURING REGISTRATION TO INFORM PARENTS ABOUT DIFFERENT PROGRAMS AND OPPORTUNITIES. 3.4.4, OFFER A ROBUST CTE PROGRAM FOR STUDENTS TO LEARN AN INDUSTRY RECOGNIZED CREDENTIAL POST SECONDARY CERTIFICATE OR COMPLETE IN A PARTICULAR PROGRAM. OUR SYSTEM USES PROGRAM ADVISORY COMMITTEES TO ENGAGE PARTNERS AND ENCOURAGE THEM FOR WORK-BASED LEARNING ACTIVITIES. SUCH AS HEALTHCARE, HVAC, TEACHING AND CULINARY ARTS, THOSE ARE SOME OF OUR STRONGEST AREAS OF PARTNERSHIP. DESPITE MANY EMPLOYERS BEING WILLING TO ENGAGE STUDENTS IN OUR WORK-BASED LEARNING OPPORTUNITIES, RECRUITING FULL REGISTERED OF PARTNERSHIP PARTNERS HAS PROVEN TO BE DIFFICULT, MANY EMPLOYERS AND CALVERT COUNTY ARE SMALL BUSINESSES WITHOUT THE MANPOWER, CAPITAL OR EVEN CAPACITY TO TRAIN OUR EMPLOYEE YOUTH APPRENTICE. THE NEXT PIECE TALKS ABOUT EQUITABLE ACCESS AND TRACKING. FOR ELEMENTARY DATA REVIEWED REGULARLY TO DETERMINE APPOPRIATE PLACEMENT FOR INTERVENTION OR STUDENTS NEED OF GIFTED AND TALENTED SERVICES, MIDDLE SCHOOL ARTICULATION MEETINGS TAKE PLACE AND THAT HAPPENS AT THE END OF FIFTH GRADE TWO THEN HAVE ASSESSMENTS DURING MIDDLE SCHOOL TO ENSURE APPROPRIATE PRICE UNDER PLACEMENT. AND THE GOAL IS TO AVOID THE PRACTICE OF TRACKING STUDENTS. ALLOWING THEM TO BE PLACED IN APPROPRIATE ACADEMIC SETTING. FOR HIGH SCHOOL, STUDENTS HAVE ACCESS TO ACADEMIC HONORS, ADVANCED PLACEMENT, CTE IN DUAL ENROLLMENT COURSES SO THAT THEY CAN TAKE COURSES TO MEET THEIR ACADEMIC NEEDS. SUPPORTS ARE ALSO IN PLACE TO HELP STUDENTS AND ADDITIONAL SUPPORTS ARE PROVIDED TO STUDENTS FIRST TIME AP TAKERS WHICH ARE STUDENT THE TAKE DUAL ENROLLMENT COURSES. FOR PILLAR FOUR, MORE RESOURCES FOR STUDENTS TO BE SUCCESSFUL, THERE ARE THREE OBJECTIVES FOR US FOR THIS SCHOOL YEAR IMPROVING THE EDUCATION OF ENGLISH LEARNERS. IMPROVING EDUCATION FOR STUDENTS WITH DISABILITIES. AND ENHANCING STUDENT HEALTH SERVICES. 4.2.2 REQUIRES IN PLUMMETING THE ENGLISH LEARNER WORKGROUP RECOMMENDATIONS.

AND COMMONLY UTILIZED METHODS APPARENT INVOLVEMENT BASED ON THE RECOMMENDATION INCLUDING TELEPHONE AND IN PERSON INTERPRETATION BY LANGUAGE FACILITATORS AND PARENT LEADERSHIP ACADEMY ENGLISH LEARNER PARENT OUTREACH AND ENGAGEMENT ACTIVITIES AND WE ALSO HAVE SUBSCRIPTIONS AND SEE C.P.S. SUCH AS TRANSACTION WHICH PROVIDES STANDARDIZED LETTERS AND DOCUMENTS IN THE LANGUAES OF OUR FAMILIES.

LANGUAGE LINE INTERPRETING SERVICE AND ALSO SCHOOL MESSENGER WHICH ALLOWS MESSAGES TO BE TRANSLATED INTO THE LANGUAGE OF OUR FAMILIES. WE USE MOORE'S AND ELECTRONIC NEWSLETTER AND THEN WE HOST DIFFERENT FAMILY EVENTS AS WELL.

SEE C.P.S. IS CURRENTLY INVESTIGATING THE HIRING OF AN ENGLISH LANGUAGE FAMILY CORRELATOR AS PART OF THE

[03:05:01]

AND WE RECOGNIZE THE NEED TO INCREASE THE NUMBER OF ESO WELL CERTIFIED TEACHERS TO THEN REDUCE THE STUDENT TO TEACHER RATIO AND CONTINUE THE OVERALL SUCCESS.

OBJECTIVE THREE, 4.3.1 IMPROVE EDUCATION FOR STUDENTS WITH DISABILITIES USING THE INCREASED PEOPLE FUNDING CURRENT DATA INDICATES THAT AN INCREASE IN THE NUMBER OF STUDENTS WITH DISABILITIES BEING EDUCATED IN THE LEAST RESTRICTIVE ENVIRONMENT FOR 80% OR MORE A DAY.

AS A RESULT THERE IS A NEED FOR GREATER PROFESSIONAL DEVELOPMENT AS YOU HEARD IN THE LAST PRESENTATION AROUND CODEVELOPMENT, CO-EVALUATION OF SPECIALLY DESIGNED INSTRUCTION AND COLLABORATIVE PLANNING. IT WILL ALSO BE NECESSARY TO INCREASE THE CAPACITY OF OUR GENERAL EDUCATION TEACHERS REGARDING SPECIALLY DESIGNED INSTRUCTION MOVING FORWARD AS WELL AS UTILIZE FUNDING TO INCREASE STAFFING AND PROFESSIONAL DEVELOPMENT IN CERTAIN AREAS SUCH AS PROACTIVE APPROACHES TO CHALLENGING BEHAVIORS WHILE THE TEARS A SYSTEM OF SUPPORT AND AS YOU HEARD EARLIER THIS EVENING AS WELL. 4.5.1, EMPLOYEE BEHAVIORAL HEALTH COURTNEY DISPROVED THE HUT UNDER BEHAVIORAL HEALTH SERVICE CORPS NADER IS PROVIDED OPPORTUNITIES TO PARTICIPATE IN STAFF DEVELOPMENT AND PROVIDED FUNDING TO ATTEND CONFERENCES OUTSIDE OF THE SCHOOL SYSTEM IN AN EFFORT TO PROVIDE SEE C.P.S.

STAFF WITH THE MOST RELEVANT SUPPORT TO ADDRESS BEHAVIORAL HEALTH IN OUR SCHOOLS. 4.5.2 EACH LOCAL SYSTEM DEVELOP A PLAN TO ENHANCE AND EXPAND BEHAVIORAL HEALTH SUPPORT, MEETING THE NEEDS OF STUDENTS IS CRITICAL FOR HELPING OUR STUDENTS ACHIEVE SUCCESS. A CHALLENGE THAT WE HAVE IS A SHORTAGE OF MENTAL HEALTH PROFESSIONALS SO STRATEGIES TO OVERCOME THESE CHALLENGES HAD BEEN TO PROVIDE INCREASED SALARIES FOR LICENSE RENEWAL AND WHAT IT IS FOR ATTENDANCE AT PROFESSIONAL DEVELOPMENT. SCHOOL SITE PSYCHOLOGIST FOR EXAMPLE WITH NATIONALLY CERTIFIED SCHOOL PSYCHOLOGIST CERTIFICATION RECEIVE A SALARY ADJUSTMENT OF $2500, THE SAME WITH SOCIAL WORKERS WITH ALCS. THAT IS PENDING THEIR CERTIFICATION. ADDITIONALLY ALL CERTIFIED STAFF ARE ANNUALLY TRAIN IN SUICIDE PREVENTION AND TRAUMA.

PILLAR FIVE. ACCOUNTABILITY FOR TWO OBJECTIVES OF THIS YEAR, SUPPORT BLUEPRINT IMPLEMENTATION TRAINING AND MONITOR BLUEPRINT OUTCOMES.

5.1.3 TALKS ABOUT THE AIB AND MSD REVIEWING IMPLEMENTATION PLANS THAT ARE SIMILAR BY DISTRICTS AND THEY WILL EITHER APPROVE OR DISAPPROVE THOSE PLANS.

FOR OUR RESPONSE FOR THE TEAM STRUCTURE AND COMMUNICATION, CALVERT COUNTY PUBLIC SCHOOLS CREATED FIVE DISTINCT SUBCOMMITTEE GROUPS BY SELECTING EXPERIENCED EDUCATORS AND INDIVIDUALS WITH DIVERSE EXPERIENCES IN EDUCATION TO ENSURE REPRESENTATION FROM A WIDE ARRAY OF POSITIONS IN THE DISTRICT THESE INDIVIDUALS REPRESENT A CROSS-SECTION OF POSITIONS OF THE DISTRICT WHO ACKNOWLEDGE AND EXPERTISE WITH SPECIFIC AREAS WITHIN THE PILLARS OF THE BLUEPRINT.

FOR WRITING IMPLEMENTATION PLAN. THESE SUBCOMMITTEE TEAMS ARE MADE UP OF CENTRAL OFFICE STAFF, BUILDING BASE STAFF, DISTRICT SUPERVISORS, PRINCIPAL, ASSISTANT PRINCIPAL AND WE ALSO HAD TEACHERS PARTICIPATE AND PROVIDE FEEDBACK AND REACHED OUT TO SUPPORT STAFF FOR THEIR INPUT AS WELL.

SUBCOMMITTEE CHAIRS REPORTED BACK TO THE STEERING COMMITTEE UNDER VEGA THE BASIS TO PROVIDE UPDATE PROGRESS AND ADDRESS CURRENT ISSUES WITH THE MAJOR RESPONSIBILITY OF THE SUBCOMMITTEE MEMBERS TO RESEARCH THE ASSIGNED PILLAR AND DETERMINE HOW WE WERE GOING TO IMPLEMENT THE REQUIREMENTS OF THE BLUEPRINT. WE ARE ALSO WORKING IN CONJUNCTION WITH THE CALVERT COUNTY BLUEPRINT COMMITTEE TO ALLOW FOR STAKEHOLDER FEEDBACK TO AID AND PLAN AND DEVELOP

[03:10:02]

4.5.2 TALKS ABOUT MONITORING, MONITORING THE BLUEPRINT FUNDING. THIS IS DONE THROUGH A FINANCE DEPARTMENT WITH THE SCHOOL DISTRICT FINANCE STAFF HAVE CREATED NUMEROUS NEW GENERAL LEDGER ACCOUNTS, ACCOUNT NUMBERS TO FACILITATE TRACKING AT THE SCHOOL BUILDING.

IN ADDITION COST ARE ALREADY BEING CHARGED TO AND TRACKED IN THE SCHOOL LEVEL EXPENDITURE ACCOUNTS.

IN ADDITION FINANCE STAFF WILL REVIEW VARIOUS GENERAL LEDGER EXPENDITURE ACCOUNTS THAT ARE CURRENTLY BUDGETED AND CHARGED AT THE DISTRICT LEVEL INTO THE EXTENT FEASIBLE WILL CREATE THESE COSTS WILL BE BUDGETED,H- TRACKED.

I DIDN'T REALIZE -- THAT SUMMARIZE OVERALL PROMULGATE PLAN RESPONSES FOR PILLARS THREE THROUGH FIVE FOR ANYONE THAT WANTS TO PARTICIPATE IN A MORE DETAILED LOOK AT HER IMPLEMENTATION BY PILLAR WE HAVE CONDUCTED AN INDIVIDUAL PILLAR SESSION TO ALLOW COMMUNITY MEMBERS TO ENGAGE WITH THE RESPONSES AND PROVIDE FEEDBACK. WE HAVE TWO REMAINING, PILLAR FOUR IS TOMORROW NIGHT AT 6:30 P.M. IN THE CENTRAL OFFICE AND PILLAR FIVE IS MONDAY NIGHT, MARCH 10 AND MARCH 13 AND AGAIN, AT 630 AT THE CENTRAL OFFICE. WE WILL ALSO MAKE A DRAFT OF HER IMPLEMENTATION PLAN AVAILABLE TO THIS BOARD NEXT WEEK BEFORE OUR SUBMISSION TO OUR SUBMISSION IS MARCH 15 OUR STEERING COMMITTEE WILL MEET ONE FINAL TIME BEFORE SUBMISSION ON MONDAY BUT WE WILL HAVE AN EXTENSIVE REVIEW AND FEEDBACK SESSION DURING THAT TIME. ANY QUESTIONS?

>> MS. BELINSKY. >> THANK YOU VERY MUCH.

THE BLUEPRINT, YOU COULD HEAR OVER AND OVER, THE MASSIVE AMOUNT OF WORK THAT NEEDS TO BE DONE TO GO INTO PLANNING FOR BUT YOU KNOW WHAT I WOULD LIKE, I RAN IT BY DOCTOR TOWNSEL AND HE SAID WE NEED TO TALK ABOUT THIS. IN DISCUSSION, I'M GETTING THE MAN ON THE STREET AND EVERYBODY KNOWS I TALK IN GENERAL WITH THE TEACHING PROFESSION THAT IS HUGELY PROFESSIONAL AND STUFF.

WHAT I NEED TO BE ABLE TO TALK ABOUT AND INTERNALIZE MYSELF.

WHAT HAVE WE DONE THIS YEAR, THE FIRST YEARS THAT HAVE REALLY A MOVING AND SHAKING ON THE BLUEPRINT.

JUST PULL THE POINTS AND MAYBE ALL THE PILLAR CHAIRS CAN PROVIDE THAT PRETTY FISCAL YEAR 2023.

WHAT YOU HAVE LISTED WE'VE ALWAYS BEEN OUT THERE LOOKING TO APPROACH STUDENTS TO BE FIRST TIME AP TAKERS WERE ALWAYS LOOKING FOR COUNSELORS TO TALK TO HER STUDENTS ABOUT THEIR INTEREST AND THINGS LIKE THAT. THIS IS JUST POINT THAT YOU BROUGHT UP THE BEST POINT OF THE BLUEPRINT THAT IS WHAT THEY WANT US TO HONE OVER TRYING TO MEET THEIR CCR GOALS.

IS THERE A WAY, WHAT REALLY STICKS OUT MAJOR, WHAT ARE THE MAJOR CHANGES THAT WE HAVE MADE THAT WE'VE BEEN ABLE TO DO BECAUSE OF THE DATA BLUEPRINT FUNDING OR BECAUSE WERE SINKING IN DIFFERENT WAYS OR WHATEVER. IT IS A BLUEPRINT REQUIREMENT AND WHAT HAVE WE ACCOMPLISHED IN 2023 AND AS WE GO ALONG IN 2024 AND THE LIKE THESE ARE WHAT IS COMING ABOUT, WE ALREADY KNOW THAT WE HAVE A BUDGET THAT PUTS IN SALARY COMPONENTS PAID WE% KNOW ABOUT THAT. WE KNOW WE'RE GOING TO START PAYING FOR THE ENROLLMENT AND THINGS LIKE THAT.

THOSE ARE PART OF IT. BUT THERE IS PROBABLY THINGS

[03:15:01]

AS I SAID I'M JUST TRYING TO INTERNALIZE WHAT THE BLUEPRINT IS MEANT, THE IMPACT THE BLUEPRINT IS HAVING ON OUR STUDENTS AND OUR TEACHING STAFF. THAT IS THE ONLY THING, I APPRECIATE THE WORK THAT IS BEING DONE AND I WAS ABLE TO PARTICIPATE IN ONE OF YOUR BLUEPRINT MEETINGS, VERY GOOD

DISCUSSIONS. >> MS. GRENIS.

>> I ALSO WANT TO GIVE A HEARTFELT GRATITUDE FOR THE INDIVIDUAL PILLAR SESSIONS, I HAVE LEARNED SO MUCH ABOUT THE BLUEPRINT IT IS A HUGE BEAST THAT WE HAVE TO TRY TO WRAP HER HEAD AROUND AND SO MANY OF YOU SITTING HERE TONIGHT ARE PUTTING IN A LOT OF TIME WITH AFTERSCHOOL SESSIONS BUT THEY ARE SO VALUABLE IN SOMEONE WHO REALLY WANTS TO UNDERSTAND IT BETTER. THANK YOU VERY MUCH.

I HAVE ONE OR TWO QUESTIONS I WANTED TO ASK.

THE OBJECTIVE NUMBER FOUR WAS PROVIDE HIGH-QUALITY CAREER COUNSELING IN CTE PROGRAMS. IT IS ALSO ON PAGE FIVE IT IS A PRETTY GENERIC QUESTION, HOW ARE WE MEETING THE DEMAND OF CTA APPLICANTS. MY UNDERSTANDING 100 STUDENTS WERE TURNED AWAY. THESE ARE CHILDREN SAYING I KNOW WHAT I WANT TO DO AND THERE BEING LEFT IN THE CLASSROOM, PERHAPS IN AN ENVIRONMENT. SOME KIDS AREN'T BOOK LEARNERS SOME KIDS ARE HANDS-ON HOW ARE WE GOING TO DEAL WITH ACCOMMODATING MORE OF THE STUDENTS WHO KNOW THEY WANT TO

BE ON ONE OF THOSE TRACKS. >> GOOD EVENING I AM JOE SUTTON.

WE HAVE HAD CONVERSATIONS WITH THE CTA DIRECTOR AND PRINCIPAL.

THIS IS PART OF IMPLEMENTATION OF THE BLUEPRINT THAT'S GOING TO BE ADAPTING TO CHANGES THAT DISPERSE, WHAT ARE THE CHANGES THAT WE JUST SAW WAS AN ELEVATION OF WHAT WE CAN DO IS CTE AND A CORRESPONDING MAZE AND THE NUMBER OF REQUEST THAT WE'VE HAD. I KNOW THAT IN THE PAST WHEN I SAID THEY HAD A LOTTERY SYSTEM OR A SYSTEM WHERE SHE'S WAS ABLE TO GET EVERYONE EITHER FIRST OR SECOND CHOICE WHEN THEY APPLY TO THE PROGRAM. THIS IS THE FIRST TIME WE'VE EVER SEEN THIS MUCH INTEREST AND I KNOW SHE'S ALREADY TALKED ABOUT WHY SHE DOESN'T THINK THIS IS GOING TO BE A PATTERN THAT WE'RE GOING TO SEE MORE AND MORE KIDS NOT ABLE TO BE INCLUDED BUT THERE'S ALSO DISCUSSIONS OF WHAT WILL WE DO HOW WILL WE MAKE SURE AS WE TRY TO MAKE SURE EACH OF OUR KIDS GET INTO THE PATHWAY BASED O A DESIRED FUTURE AND NOT THE PAST THAT THEY HAVE DONE HOW ARE WE GOING TO BE ABLE TO GET STUDENTS TO WHATEVER VERSION

OF SUCCESS THAT THEY WANT. >> THE OTHER QUESTION WAS ABOUT% THE WARNING FLAGS, WHO FEELS THAT OUT? IS THAT SOMETHING THE STUDENT DOES, THE TEACHER, CAN YOU JUST TALK ABOUT THAT AND EXPLAIN WHAT THAT LOOKS LIKE?

>> WE TOOK A LOOK THROUGH 1000 DIFFERENT DATA POINTS, WHAT HAPPENS IF YOU GET IN 0 IN SECOND GRADE SOCIAL STUDIES, WHAT ABOUT AN, WHAT ABOUT E.G. IT WOULD BE TO TABLE OF HOW PRODUCTIVE IF YOU GET IN 0 IN SECOND GRADE SOCIAL STUDIES YOU WILL GRADUATE AND IF YOU DON'T YOU WON'T GRADUATE.

SOME OF THEM WERE NOT PRED PREDICTIVE.

WE WERE ABLE TO FIND NINE OF THOSE FLAGS JUST TAKEN A LOOK INSTEAD OF 16000 STUDENTS WE WERE ABLE TO FIND NINE OF THOSE FLAGS THAT WERE REALLY STUNNING, REALLY COMPELLING THAT WE HAVE THIS DATA AND WE KNOW ALL OF THE WORK, ALL OF HER TEACHERS AND COUNSELORS AND LEADERS ARE DOING BUT SOMEHOW THEY STILL DID NOT GRADUATE. AND A LOT OF IT HAS TO DO WITH WHAT THE PREVIOUS PERSON WAS TALKING ABOUT, SERVICING THE WHOLE CHILD THROUGH THE PROBLEM WITH A LOT OF THE STUDENTS WAS NOT THAT THEY DIDN'T KNOW HOW TO SOLVE AN EQUATION, THE PROBLEM WAS THEY DID NOT SEE THEMSELVES AS VIABLE STUDENTS, THEY DID NOT SEE THAT WORK WAS GOING TO LEAD TO MORE CONFIDENT.

THEY DID NOT SEE THAT THIS HAD VALUE TO THEM AND IT WAS WORTH THEM PUTTING FORTH THE EFFORT. ALL OF THEM PUT TOGETHER IS ONE OF THE THINGS THAT HAS US EXCITED ABOUT US THINKING DIFFERENTLY. NOW THAT WE'VE DONE THIS STUDY AND WE KNOW WHO THE STUDENTS ARE WHAT ARE WE GOING TO DO DIFFERENTLY THAT IS GOING TO CHANGE A THING ABOUT THIS

OUTCOME. >> THAT IS EXCITING, I'M THRILLED TO HEAR THIS IS SOMETHING THAT IS IN THE WORKS.

THANK YOU. >> I'M A LITTLE DISAPPOINTED

[03:20:01]

>> I WILL SEE YOU AT THE NEXT MEETING.

>> I LOOK FORWARD TO IT EVEN TO JUST PIGGYBACK ON THAT THAT IS ALSO THE MESSAGE THAT WE WANT THE COMMUNITY TO HEAR THAT YOUR INPUT IS NEEDED FOR PHASE TWO. WHEN WE DO THESE COMMUNITY MEETINGS AND WE HAVE THE PILLAR SESSIONS THE NEXT PHASE OF IMPLEMENTATION IS A THREE-YEAR PLAN AND WE ARE ASKING FOR INPUT BECAUSE WE WANT TO KNOW WHAT WERE GOING TO CHANGE HOW ARE WE GOING TO DO THINGS DIFFERENTLY IF WE DON'T GET THE FEEDBACK

THEN IT WILL BE AS EFFECTIVE. >> THANK YOU FOR EVERYTHING THAT YOU ARE DOING. ANY OTHER QUESTIONS? SPIN MCKAY HAD NO QUESTIONS. THANK YOU FOR THE PRESENTATION.

[7.08 Change Orders]

>> THANK YOU. >> NEXT WE WILL MOVE INTO CHANGE

ORDERS. >> AFTERNOON PRESIDENT CLAGGETT I AM DIRECTOR OF SCHOOL CONSTRUCTION AND I AM HERE BEFORE YOU TODAY TO PRESENT AND ASK FOR APPROVAL OF TWO CHANGE ORDERS, THE FIRST IS CHANGE ORDER NUMBER ONE FOR THE SOUTHERN MIDDLE SCHOOL OF AN ETCS SYSTEM REPLACEMENT PROJECT.

THE SECOND IS A CHANGE ORDER NUMBER ONE FOR THE HUNTINGTON ELEMENTARY SCHOOL SYSTEM RENOVATION PROJECT.

I WILL QUICKLY RECAP THE CHANGE ORDER PROPOSAL THAT ENCOMPASS CHANGE ORDER NUMBER ONE AND I WILL OPEN IT UP ANY QUESTIONS THAT YOU MAY HAVE, FIRST LET'S TAKE A LOOK AT SOUTHERN MIDDLE SCHOOL ON THE SCREEN BEFORE YOU THERE ARE A TOTAL OF 12 ITEMS FOR PCO'S TOTALING $73667.14. PCO'S 1 - 4 ARE DUE TO WORK REQUIRED BECAUSE OF THE NEED TO UPSIZE THE BREAKERS OF THE POWER TO VERSUS USING THE EXISTING BREAKERS FOR THE EXISTING PANELS. PCO SIX IS ADDED DOB ABOVE CEILING THAT WAS ADDED TO THE SCOPE OF WORK FOR REPLACEMENT, PCO SEVEN IS RELATED TO A NUMBER OF NEW ROOFTOP UNITS THAT THEN CAN BE ADEQUATELY SUPPORTED VIA A CURB ADAPTER TO THE ROOF CURBS. THEREFORE CURBS ARE REQUIRED WHICH THEN REQUIRE ADDITIONAL FRAMING AND ROOF REPAIRS TREE PCO EIGHT, 11 AND 13 ARE RELATED TO THE WORK THAT WAS REQUIRED BECAUSE ROOFTOPS 0 ONE AND 0 FIVE THERE ARE ROOFTOPS AT THE SCHOOL THERE ARE ROOFTOPS ONE IN THE ROOFTOP 0 SO IF THERE IS ANY CONFUSION THERE ARE TWO SEPARATE PIECES OF EQUIPMENT.

SO PCO'S EIGHT, 11 AND 13 WERE RELATED TO WORK THAT WAS REQUIRED BECAUSE ROOFTOPS ONE, 0 ONE AND 0 FIVE NEEDED TO SHIFT LOCATIONS ADDITIONALLY SCOPE DETECTORS NEEDED TO BE ADDED CODE REQUIREMENTS IN A TOILET EXHAUST FAN WITHOUT APPEARING PCO NUMBER 10 AND PCO NUMBER 12 ARE RELATED TO ELECTRICAL WORK THAT WAS NOT NOTED IN THE DESIGN DRAWINGS OR THE PLANS AND LASTLY PCO 14 HAS TO DO WITH ADDING BALANCE VALVES TO THE EXISTING PERIMETER HEATING UNITS AT THE SCHOOL FOR BETTER TEMPERATURE REGULATION. THAT SUMMARIZES THE PCO'S ENCOMPASS CHANGE ORDER NUMBER ONE FOR SOME OF THEIR MIDDLE SCHOOL FOR THE SOUTHERN MIDDLE SCHOOL PROJECT, FUNDING FOR THE CHANGE ORDERS WOULD COME FROM LOCAL CIP FUNDS THAT HAVE BEEN RESERVED SPECIFICALLY FOR SOUTHERN MIDDLE SCHOOLS POTENTIAL CHANGE ORDERS. IF YOU WOULD LIKE I COULD MOVE INTO HUNTINGTOWN ELEMENTARY SCHOOL NEXT AND WE CAN GO INTO QUESTIONS. LET'S GO AHEAD AND OPEN THAT UP.

>> INDIVIDUALLY? OKAY.

>> I MOVED TO APPROVE THIS CHANGE ORDER FOR THE MIDDLE

SCHOOL, SOUTHERN MIDDLE SCHOOL. >> LISA CENTER ADDITIONAL MEMBER

[03:25:06]

>> THANK YOU. >> WE HAVE A MOTION AND A SECOND SO WE ARE NOW IN DISCUSSION. DOES ANYONE HAVE ANY QUESTIONS?

>> DO THESE DELAY THE PROJECT AT ALL?

>> YES THE COMPLETION DATE WOULD'VE BEEN THE END OF LAST SUMMER, HOWEVER, A LOT OF THAT WORK WAS DONE DURING THE COURSE OF THE PROJECT BUT WE DO HAVE A LITTLE BIT OF WORK TO FINISH UP WHICH IS GOING TO BE COMPLETED AFTER THE APPROVAL TODAY.

HE DID NOT NECESSARILY DELAY THE PROJECT BECAUSE WHAT WE HAVE TO DO A LOT OF TIMES WITH ANY KIND OF WORK THAT WE'RE DOING, A LOT OF THESE DECISIONS NEED TO BE MADE SO THE CONTRACTOR DOESN'T HAVE TO BE MOBILIZE. THE REASON WHY YOU SEE IN ADDITION I BELIEVE 224 DAYS IS NOT FOR ALL OF THIS WORK TO BE DONE, IT IS SO THEY CAN COMPLETE THE FINAL BALANCING THAT THEY NEED TO DO FOR THE PROJECT. ESSNTIALLY DONE AND THOSE UNITS ARE OPERATIONAL IN THEIR FUNCTIONING WITHIN THE SCHOOL.

>> THANK YOU. >> ANY OTHER QUESTIONS? HEARING NONE. THOSE IN FAVOR.

>> AYE. >> ANY OPPOSED? MOTION PASSES BE MET WE WILL NOW MOVE INTO HUNTINGTOWN ELEMENTARY SCHOOL. FOR HUNTINGTOWN ELEMENTARY SCHOOL THERE ARE TWO ITEMS WERE PCO'S THAT ENCOMPASS THE CHANGE ORDER TOTALING $46503.30. AGAIN I WILL BRIEFLY GO OVER THE PARTICULARS OF THE PCO'S, PCO NUMBER ONE IS FOR REPLACEMENT OF A NUMBER OF EXISTING SHUT OFF VALVES THROUGHOUT THE SCHOOL'S HYDRONIC PIPING SYSTEM THAT IT DETERIORATED TO THE POINT THAT THEY NO LONGER WORK, THEY WERE FOUND TO BE PROBLEMATIC WHAT THE CONTRACTOR WAS WORKING ON THE PROJECT.

PCO NUMBER TWO IS FOR REPLACEMENT OF BALANCING VALVES THROUGHOUT THE BUILDING THAT ALLOW FOR BETTER TEMPERATURE REGULATION OF THE HEATING SIDE THROUGH THE BUILDING.

WHEN THE CONTRACTOR BEGAN THE WATER BALANCING TOWARDS THE END OF LAST SUMMER THEY FOUND THAT THE VALVES WERE UNRELIABLE AND NONWORKING CONDITION SO THE SCOPE OF WORK RELATED TO PCO2 HAS NOT BEEN COMPLETED YET. IT WAS THE ISSUES FOUND TOWARDS THE END OF LAST SUMMER SO WITH THE APPROVAL TODAY WHAT WE WOULD DO WE WOULD GIVE THE CONTRACTOR THE GO AHEAD TO WORK EVENINGS TO FINISH THE WORK AND THEY WOULD FINISH THE WORK PARTLY IN THE EVENINGS AND PARTLY DURING SPRING BREAK WHICH WOULD ALLOW THEM TO FINISH THE PROJECT IN MID MAY.

THAT SUMMARIZES THE PCO'S THAT ENCOMPASS CHANGE ORDER ONE FOR HUNTINGTON TOWN ELEMENTARY SCHOOL, AGAIN FUNDING FOR THIS CHANGE ORDER WOULD COME FROM LOCAL CIP FUNDS THAT HE BEEN RESERVED SPECIFICALLY FOR HUNTINGTOWN ELEMENTARY SCHOOLS POTENTIAL CHANGE ORDERS. I WILL OPEN IT UP TO ANY

QUESTIONS. >> MOVE TO APPROVE THIS CHANGE ORDER FOR HUNTINGTOWN ELEMENTARY SCHOOL.

>> WE HAVE A MOTION AND A SECOND, ANY DISCUSSIONS?

[7.09 Revised CIP Approval]

>> AYE. >> ANY OPPOSED?

MOTION PASSES. >> THANK YOU.

>> WE WILL MOVE NEXT INTO ARE REVISED CIP APPROVAL.

>> THANK YOU, GOOD EVENING PRESIDENT CLAGGETT AND DOCTOR TRAN12 AND MEMBERS OF THE BOARD. I AM DIRECTOR OF SCHOOL CONSTRUCTION, AND BEFORE YOU TO PRESENT THE REVISION TO THE FY 2024 CIP AND ASK FOR YOUR APPROVAL OF SUCH REVISION SO WE MAY SUBMIT THE UPDATED REVISED CIP TO THE STATE BY THE DEADLINE OF MARCH 17, 2023. ON FEBRUARY 17, 2023 THE INNER AGENTS ON SCHOOL CONSTRUCTION OR IEC VIA A MEMO REOPEN THE FY 2024 CIP AND ENCOURAGE SCHOOL DISTRICTS TO APPLY FOR ADDITIONAL STATE ELIGIBLE CIP PROJECTS.

THE CONSTRUCTION DEPARTMENT HAS BEEN IN COMMUNICATION WITH COUNTY FINANCE TO IDENTIFY POTENTIAL PROJECTS FOR INCLUSION IN THE FY 2024 CIP. IF YOU TURN TO PAGE 13 OF THE DOCUMENT WHICH IS PDF PAGE 18, YOU WILL SEE THE NEW STATE ELIGIBLE PROJECTS HAVE BEEN ADDED AS PRIORITIES FOUR AND FIVE. THERE THEY ARE HIGHLIGHTED.

[03:30:02]

HOWEVER, THE SCOPE OF WORK HAS INCREASED THEREBY ALLOWING THE PROJECT TO BECOME ELIGIBL FOR STATE FUNDS FOR THE COUNTY ALLOCATION HAS HER TO BEEN RECEIVED IN A PRIOR CIP, THEREFORE THE CIP REQUEST WILL BE FOR STATE FUNDS ONLY.

NUMBER FIVE PRIORITY THAT YOU SEE BEFORE YOU IS SUNDERLAND ELEMENTARY HIGH-BACK SYSTEM DESIGN SERVICES.

THE CIP REQUEST IS FOR THE STATE PORTION OF DESIGN FUNDING ASSOCIATED WITH THE FY 2026 HVAC RENOVATION PROJECT, THE SCOPE OF THE FUTURE PROJECT INCLUDES REPLACEMENT OF HVAC EQUIPMNT DATING BACK TO THE ORIGINAL 1988 BUILDING.

HE MAY RECALL THAT WE ARE IN THE PROCESS OF DOING A PROJECT IN SUNDERLAND THE SUMMER NOT ONLY ADDRESSES THE CHILLER INDICATOR GARDEN ADDITION ROOFTOP UNIT REPLACEMENT, THOSE TWO PIECES OF EQUIPMENT ARE THE MOST CRITICAL, THE LOCAL GOVERNMENT HAD ASKED US TO DIFFER THE REMAINING SYSTEMIC PROJECT FOR A FUTURE CIP WHICH IS WHAT WE DID, THIS DESIGN FUNDING WOULD REQUES THE STATE ALLOCATION BECAUSE THE STATE NOW PARTICIPATES IN DESIGN FUNDING SO WE ASK FOR THE STATE ALLOCATION OF THE DESIGN FUNDING TO THIS REVISED CIP. SO THAT ENCOMPASSES THE TO REQUEST THAT WE HAVE AND I WILL GO AHEAD AND TAKE YOUR QUESTIONS

AT THIS TIME. >> I DON'T HAVE ANY QUESTIONS.

I'M GLAD THEY OPENED UP THE CIP FOR FURTHER PROJECTS.

THIS IS UP FOR VOTE FOR APPROVAL.

>> YES IT IS. >> WE WOULD LIKE YOUR APPROVAL,

WE NEED THAT. >> I WOULD LIKE TO MAKE A MOTION THAT WE APPROVE THE CIP FOR 25 -- 24.

>> THE SYSTEM FOR THE FY24 CYCLE WHICH ARE TRYING TO GET APPROVED

FOR THIS UPCOMING JULY 1. >> FISCAL YEAR 2024 THROUGH

[7.10 Budget Discussion]

2029. >> SECONDS WE MET THERE IS A MOTION AND A SECOND, ANY DISCUSSION, SEE NONE.

THOSE IN FAVOR. >> AYE.

>> ANY OPPOSED? MOTION PASSES.

THANK YOU. >> OUR FINAL ITEM ON THE AGENDA IS BUDGET DISCUSSION, THAT WAS PLACED THERE AS A BULLET JUST TO SEE IF THERE WERE ANY FINAL QUESTIONS ABOUT THE BUDGET THAT COLLEAGUES WANTED TO ASK, WE ARE TWO WEEKS BEFORE OUR DECISION ON HOW TO MOVE THE BUDGET FORWARD TO THE COUNTY COMMISSIONERS SO%

ONE LAST OPPORTUNITY? >> IS GRENIS, MS. BALINKSKI, YOU DON'T HAVE TO SAY ANYTHING IF YOU DON'T HAVE ANY QUESTIONS.

>> I JUST DON'T KNOW WHERE ALMOST $25 MILLION IS COMING FROM. IT'S JUST AN EXTREME AMOUNT OF

MONEY. >> I DON'T THINK THAT IS IN, UPON US TO DECIDE. THE LOG REQUEST THAT THE LOCAL COUNTY CONSIDER OUR BUDGET REQUEST AND THAT A FUND EDUCATION. I BELIEVE OUR STAFF HAS DONE A GREAT JOB AT PUTTING THE BUDGET TOGETHER CONSIDERING THE PRIORITIES THAT WERE PRESENTED TO THEM AND COMING UP WITH WHAT IT TAKES FOR ALMOST 16000 STUDENTS AND TO BE ABLE TO GET THE RESOURCES THAT THEY NEED TO ACADEMICALLY PERFORM IN A SUCCESSFUL MANNER. I DON'T THINK IT'S COME TO UPON US TO DECIDE WHERE THE 25 MILLION WOULD COME FROM.

I THINK OUR LOCALS WILL DECIDE WHAT THEY HAVE TO GIVE AS MUCH AS THEY CAN GIVE AND CONVERSATIONS WILL CONTINUE.

>> I GUESS IN RESPONSE I JUST WANT TO SAY AYE WILL FEEL MORE COMFORTABLE IF WE HIRE AN ACCOUNTANT OR AN ACCOUNTING CONSULTANT TO CONDUCT BEST COST ANALYSIS FOR THE BUDGET, WE NEED TO BE CONFIDENT THAT THE FUNDS ARE BEING SPENT RESPONSIBLY AND WISELY AND WE ARE JUST DEALING WITH A LOT OF MONEY.

FOR THAT KIND OF INCREASE WE ARE LOOKING AT TAXES BEING RAISED WE HAVE TO MAKE SURE WE ARE DOING EVERYTHING POSSIBLE TO MAKE SURE THAT THIS MONEY IS A NUMBER THAT WE NEED TO BE AT, THANK YOU.

>> MS. BALINKSKI. >> ALL REITERATE, THAT KIND OF ANALYSIS WOULD TAKE A YEAR BUT I DON'T THINK -- WE THE TRUST OR STAFF OR WE DON'T, THAT'S WHY WE HIRED THE SUPERINTENDENT TO BRING IN A VERY PROFESSIONAL STAFF.

IT IS A SCARY NUMBER. BUILDING A BUDGET IS DIFFICULT,

[03:35:04]

I HAVE GONE THROUGH IT OVER AND OVER AND THANKS FOR THE PEOPLE SITTING DOWN WITH ME AND HELP ME TRY TO UNDERSTAND IF WE CANNOT GET THIS LEVEL OF SPENDING THEN WE WILL HAVE TO MAKE SOME VERY, VERY HARD DECISIONS JUST A FEW THINGS THAT ARE OUTSTANDING FOR ME THAT WE NEED TO FIND OUT FROM THE STATE WHAT THE 923,000 OTHER WORKFORCE DEVELOPMENT DOES THAT MEAN, ARE WE GOING TO HAVE TO SPEND THAT SEPARATELY MEANING BRING ON NEW PEOPLE, NEW RESOURCES, THAT'S HOW HAVE A BUILT IN OUR BUDGET THAT THERE IS ADDITIONAL SPENDING, IF THERE IS NOT, MAYBE WE DO IT WITH THEIR OWN PEOPLE OR WE JUST IMPLEMENT NEW INITIATIVES AND IT DOES NOT NEED US TO SPEND $923,000, I WOULD LIKE TO HAVE MORE INFORMATION ON THAT. ALSO THE IT THAT IS SOMETHING THAT WE MIGHT BE ABLE TO PUSH OR PUT SOME OF THESE PEOPLE BACK THAT WE HAD IN OUR HEADCOUNT MAYBE THAT IS STILL QUESTION AND THEN PRE-K THAT WAS ONE QUESTION WE ASKED WHY THERE WAS A LARGE INCREASE IN FISCAL YEAR 2023 HAVE WE'VE BEEN SPENDING IT, IF WE DID WHAT DID WE SPEND IT ON WHY WAS THERE SUCH A PRECIPITOUS DROP IN 2024, I THANK YOU BROUGHT THAT UP VERY EARLY ON.

THOSE SMALL THINGS THE FISCAL YEAR 2023 THE REVENUE FROM THE STATE, THE STATE HAS BEEN GIVEN SO MANY CHANGES IN THE NUMBER THEY ARE ALLOCATING AND WHAT OF THE CHANGES WAS IN 2023.

I JUST WANTED TO GET THAT RESOLVED AS WELL AS I GO THROUGH MY DELIBERATIONS. THANK YOU.

>> I JUST WANT TO CLARIFY TO ME IS NOT ABOUT TRUST.

MY UNDERSTANDING THE PEOPLE THAT ARE DONE LEGALLY THAT IS VERY DIFFERENT FROM HIRING SOMEBODY TO MAKE SURE THINGS ARE DONE PRUDENTLY. THERE IS A DIFFERENCE.

EVEN IF IT CANNOT BE DONE THIS YEAR, WE COULD GET THINGS IN MOTION FOR NEXT YEAR. I WANT TO TALK ABOUT THE PLAYBOOK FOR A MOMENT, THIS IS 150% INCREASE FROM 344,860 AND I REALLY WOULD LIKE A COMMITMENT TO WHAT THAT MONEY IS BEING USED FOR IF YOU'RE ASKING FOR CLOSE TO A MILLION DOLLARS I WOULD LIKE TO KNOW WHAT IT IS BEEN SPENT ON BECAUSE I'M NOT AGAINST THE PRESENT OF THE PLAYBOOK BUT I'M WONDERING IF IT COULD BE DONE MORE COST EFFICIENTLY INSTE BIG-MONEY GOING FOR THE MOTIVATIONAL SPEAKERS THAT ARE VIRTUAL, COULD WE NOT FIND LOCAL PEOPLE THAT COULD COME IN AND SPEAK ON BEHALF OF GOING THROUGH HARDSHIPS IN OVERCOMING IT. PEOPLE IN OUR COMMUNITY WOULD BE VERY MOTIVATIONAL TO THE STUDENTS PAIRED WITH MIGHT NOT BE ABLE TO SEND THEM TO THE SUPER BOWL BUT WE COULD CERTAINLY SEND IN TO KINGS DOMINION OR EVEN A RAVENS GAME

AT A FRACTION OF THE COST. >> I JUST WANT TO SHARE, THE MONEY IS NOT SPECIFICALLY FOR THE PROGRAM.

IT IS TO SUPPORT BEHAVIOR IN CALVERT COUNTY PUBLIC SCHOOLS, MULTIPLE PROGRAMMING OPPORTUNITIES THAT ARE AVAILABLE WE JUST NEED A BUDGET SO WE CAN DO, PREVIOUSLY THERE IS NO BUDGET SO RETURNED TO FIGURE THINGS OUT BUT THAT IS NOT SPECIFIC TO THE PLAYBOOK THROUGH THE PLAYBOOK WAS DONE THIS YEAR PAID WE DID USE THAT NUMBER TO ESCALATE CALLS FOR ALL MIDDLE SCHOOLS IN ALL HIGH SCHOOLS IF WE DID IT AND IF NOT HOW MUCH IS THAT PER SCHOOL THAT'S LIKE 34000 PER SCHOOL.

>> THAT'S WHAT I'M SAYING IF WE DID SOMETHING ELSE WE COULD DRASTICALLY REDUCE THAT NUMBER, THAT IS ONE EXAMPLE FOR SAVINGS.

>> I DO HAVE ONE LAST REQUEST, MR. JOHNSON IF YOU COULD PUT TOGETHER THE COST THAT WOULD BE REQUIRED IF THE BOARD WERE TO CONSIDER ADDING TO GATE TEACHERS TO THE CURRENT PROPOSED BUDGET.

I WOULD LIKE TO SEE WHAT THAT NUMBER IS.

I THINK WE POSSIBLY HAVE AN OPPORTUNITY THERE TO CONTINUE ON A TRAJECTORY THAT HAS BEEN LAID UP PREVIOUSLY TO REACH WITH WHAT

[03:40:05]

I WILL JUST SAY, LISA, I DO HEAR YOUR COMMENTS ABOUT PLAYBOOK AND INVITING PEOPLE INTO OUR SCHOOLS WHO LIVE IN A LOCAL COMMUNITY, I THINK THE SCHOOL SYSTEM HAS DONE THAT FOR MANY YEARS PARENTAL AND COMMUNITY ENGAGEMENT, ARE SCHOOLS DOING BETTER COMMITTED TO COMING IN MANY I TALKED TO HAVE ATTEMPTED TO MENTORSHIP PROGRAMS IT'S HARD FINDING COMMUNITY MEMBERS TO COME INTO THE SCHOOLS TO SPEAK TO THE STUDENTS AS WELL AS TO BE MENTORS, SOMETIMES ARE PTAS AND PTS OWES HAVE A PROBLEM WITH MEMBERSHIPS. I THINK OVER THE YEARS THERE HAS BEEN A CONCERTED EFFORT FOR THE COMMUNITY TO COME AND JOIN THE SCHOOL SYSTEM AND PARTICIPATE IN THEIR LOCAL SCHOOL WHETHER YOU HAVE A CHILD HERE OR WHETHER YOU DON'T.

THE DOORS HAVE BEEN OPEN. I THINK OUR PRINCIPLES CONTINUE TO INVITE THOSE OPPORTUNITIES. I DO HEAR YOU.

IT MAY BE MORE ABOUT COMMUNITY NOW THAT WERE HAVING THESE DISCUSSIONS AND WILL BEGIN TO PARTICIPATE AS WELL, THAT IS MY

HOPE. >> SEEING NO FURTHER DISCUSSION,

[8.01 Comments by the Board]

>> I WOULD LIKE TO APPLAUD AND THANK [INAUDIBLE] AS WELL AS THE OTHER STUDENTS INVOLVED IN ADVOCACY EFFORTS RELATED TO THE ISLAMIC HOLIDAY. I APPRECIATE ALL OF YOUR HARD WORK AND IT IS VERY MUCH SEEN AND ALTHOUGH IT WAS NOT SUCCESSFUL THIS YEAR I KNOW THIS MOVEMENT WILL CONTINUE THROUGHOUT THE NEXT FEW YEARS IN YOUR SETTING A GREAT EXAMPLE OF STUDENT ADVOCACY AND LEADERSHIP. THANK YOU.

>> I WOULD LIKE TO THANK EVERY MEMBER OF THE BOARD OF ED TO HOUSE BILL 119, THIS BILL WAS INTRODUCED TO REQUIRE LOCAL SCHOOL SYSTEMS TO ADOPT THE STATE HEALTH CURRICULUM IN PRIMARY AND SECONDARY SCHOOLS, THE STATE HAS NOW REVISED THE BILL TO TAKE OVER ALL CURRICULUM FRAMEWORK STANDARDS EVEN THE INSTRUCTIONAL MATERIALS. THIS WOULD LIMIT THE BOARD'S ABILITY TO MAKE DECISIONS IN THE BEST INTEREST OF CALVERT COUNTY.

IT WOULD LIKELY HAVE NEGATIVE IMPACTS IN OUR SCHOOLS.

WE ARE TRYING TO PREVENT GOVERNMENT OVERREACH LIKE THIS AND CALL ATTENTION TO THE ATTEMPT OF STRONG-ARMING LOCAL SCHOOL BOARDS BY WITHHOLDING MONEY, WERE TRYING TO KEEP THINGS AT THE LOCAL LEVEL WHERE I PERSONALLY WILL LEAVE THAT THEY BELONG. I HOPE THIS ACTION ENCOURAGES OTHER COUNTIES IN MARYLAND TO DO THE SAME.

AGAIN THANK YOU TO THE BOARD MEMBERS FOR THEIR RESPONSE ON

THIS BILL. >> THANK YOU.

MS. BALINKSKI. >> YES, I AM VERY PLEASED TO SEE A YOUNG STUDENT COMMON AND SPEAK THIS IS SOMETHING THAT WE NEED TO ADDRESS. HE GOT 257 SIGNATURES AND THAT IS WONDERFUL IT'S GOOD TO SEE THE STUDENT ADVOCACY THERE.

AND CONGRATULATIONS ON THE ENGINEERING AND SCIENCE EXPO, THAT WAS FANTASTIC, STUDENTS WERE SO ENERGIZED I LEARNED A TREMENDOUS AMOUNT BY STOPPING BY AND GOING THROUGH THE EXHIBITS THAT THE STUDENTS HAVE AND IT DID LOOK LIKE WHEN I WALKED IN IT WAS A TRAFFIC JAM JUST TO GET INTO CALVERT HIGH AND IT LOOKED LIKE THERE WERE ENTIRE FAMILIES THERE FROM TWO -YEAR-LDS TO GRANDPARENTS. IT LOOK LIKE THE ENTIRE COMMUNITY CAME OUT FOR THAT EVENT AND AGAIN, SHE DID EXCELLENT JOB AND EVERYONE ENJOYED IT.

THANK YOU. >> I WOULD LIKE TO SAY CONGRATULATIONS TO ALL THE NEXT LEVEL LEADERSHIP ACADEMY GRADUATES THAT GRADUATED LAST NIGHT I ATTENDED THE ASPIRING LEADERS PROGRAM AND IT WAS EXCITING TO SEE SO MANY OF OUR CURRENT LEADERS WITHIN THE SYSTEM WHO WANT TO GO TO THE NEXT LEVEL AND REMAIN HERE AT SEA C.P.S. AND CONTINUE TO HAVE A POSITIVE IMPACT ON OUR STUDENTS.

THAT WAS ENCOURAGING AND I ALSO WANT TO THINK THE STUDENT WHO CAME THIS EVENING TO GET PUBLIC COMMENT.

I ALWAYS SAY THIS IT CAN BE SCARY TO SOME, ESPECIALLY A STUDENT TO COME INTO BEFORE THE BOARD AND GIVE PUBLIC COMMENTS.

SO I ENCOURAGE THAT AND I ENJOY WHEN STUDENTS COME AND SHARE THE PUBLIC COMMENTS AND SHOW THEIR ADVOCACY SKILLS AND ALSO

[03:45:05]

I'M SEEING TONS OF POST ON FACEBOOK FOR EACH AWARDEE AND I HAVE NOT BEEN ABLE TO CLICK LIKE OR THE HEART BUTTON ON ALL OF THEM SO I WANTED TO TAKE THE OPPORTUNITY TO SAY CONGRATULATIONS TO THE ENTIRE GROUP.

THANK YOU FOR YOUR LOYALTY TO SEA C.P.S. AND WE APPRECIATE YOUR SERVICE. I WILL SAY MAKE IT A DECISION ON THE CALENDAR THIS YEAR WAS VERY DIFFICULT WE DID GET A NUMBER OR A SIGNIFICANT NUMBER OF MORE RESPONSES THAT WE HAD PASSED ON THE CALENDAR REGARDING POSSIBLE CHANGES, HOWEVER, TO ME I STILL HAVE TO THINK ABOUT THE ENTIRE POPULATION OF HER SCHOOL SYSTEM.

WHEN I RECEIVED 70 COMMENTS OR THINK ACTUALLY RECEIVED 100 PLUS BECAUSE SOME OF THE COMMENTS CAME DIRECTLY TO ME AND I'M NOT SURE STAFF SOLVE THOSE TO ADD THEM INTO THEIR STATISTICS, THERE IS STILL A LARGE GROUP OF FAMILIES WHO HAVE NOT COMMENTED ON THE CALENDAR HE WHINED SAYING IN MY MIND, ARE THEY FINE WITH IT? BECAUSE THEY ARE NOT SAYING ANYTHING. WHEN I WEIGH IN ON A DECISION I TAKE THE ENTIRE POPULATION OF OUR SCHOOL SYSTEM INTO CONSIDERATION IN A HAVE TO MAKE A DECISION THAT IS OFTEN TOUGH BUT I DO WANT TO CONSIDER THE COMMENTS AND I ASKED THAT HER CALENDAR COMMITTEE DOES GET STARTED A LOT EARLIER FOR THE 2025 SCHOOL YEAR SO WE CAN ALLOW FOR MORE PUBLIC COMMENT AND POSSIBLY MEET MORE OF A COMPROMISE WHEN SCHOOL STARTS, SPRING BREAK, PROFESSIONAL DEVELOPMENT DAYS JUST TO GIVE US AN OPPORTUNITY OF OUR SCHOOL SYSTEM IS MOVING FORWARD.

I HAVE NO FURTHER COMMENTS, THINK YOU ALL FOR ATTENDING AND WE ARE

* This transcript was compiled from uncorrected Closed Captioning.