Sep 28, 2023 Board of Education

[00:00:06]

GOOD EVENING. I CALL THE CALVERT BOARD OF EDUCATION MEETING TO ORDER. WE WILL BEGIN WITH THE PLEDGE OF ALLEGIANCE FOLLOWED BY A MOMENT OF SILENCE.

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

[2.02 Change Order]

ED. >> MS. WARNER, MS. STEVENS.

GOOD EVENING. PRESIDENT CLAGGETT, AND MEMBERS OF THE BOARD. I'M MS. WARNER DIRECTOR OF SCHOOL CONSTRUCTION. AND WE ARE HERE WITH YOU TODAY TO PRESENT AND ASK FOR APPROVAL OF CHANGES FOR THE PLUM POINT MIDDLE SCHOOL HVAC SYSTEMATIC RENOVATION PROJECT.

I WILL QUICKLY RECAP THE CHANGE ORDER PROPOSE AGO.

THERE ARE A TOTAL OF 10 ITEMS OR PCOS TOTALING $60T 4403.20.

THEY ARE LISTED UP THERE FOR YOU.

ITEM NO. 1 CONSISTS OF PCO NO. 1 FOR THE REPLACEMENT OF THE EXISTING FIRE HARM ANUNS YATER PANEL WHICH IS UNRELIABLE, NO LONGER SUPPORTED AND EXTREMELY EXPENSIVE TO MAINTAIN.

THIS WAS A DECISION IN ORDER TO REDUCE THE LEVEL OF MAINTENANCE AND IMPROVE THE RELIABILITY OF THE SYSTEM.

ITEMS NO. 2, 4, 5, 8, AND 9 CONSISTING OF PCOS 3, 5, 6, 10 AND 11 ARE DUE TO A DIFFERENCE IN DOCUMENTED CONDITIONS VERSUS ACTUAL FIELD CONDITIONS ONCE THE CONTRACTOR STARTED DEMOLITION.

COIL HOOK-UP ARRANGEMENT FOR ROOFTOP UNIT, AIR HANDLER.

NO. 4, WHICH REQUIRED MORE PIPING AND INSULATION THAN ORIGINALLY ANTICIPATED. PCO NO. 5 INVOLVED THE EXISTING CHILLED WATER PIPING SIZING WHICH WAS LARGER THAN AS-BUILT DOCUMENTED, THEREFORE REQUIRED AN UPSIEGZ FOR THE TIE-IN WORK.

PCO NUMBER 6 INVOLVED DEDUCT TRANSITION TO THE UNIT, WHICH -- DUCT TRANSITION TO THE UNIT WHICH REQUIRED -- I'M SORRY.

IT REQUIRED PCO NUMBER 6. LET'S SEE HERE.

I JUST WANT TO MAKE SURE. OKAY.

NO, THAT ACTUALLY HAS TO DO WITH AN EXISTING CHASE WALL THAT HAD TO BE DEMOLISHED AND REBUILT IN ORDER TO TIE IN THE DUCT WORK

TRANSITION. >> SO THERE WAS A CHASE BALL THAT WAS DISCOVERED ONCE THE DEMOLITION OCCURRED ABOVE CEILING. PCO NUMBER 10 HAD TO DO WELL ADDITIONAL DUCT WORK THAT WAS REQUIRED DUE TO A DIFFERENCE IN THE EXISTING FIELD CONDITIONS VERSUS THE OLD DRAWINGS AND PCO11 INVOLVES SEVERAL LARGE EXISTING ELECTRICAL PANELS WHERE REPLACEMENT OF THE EXISTING DISCONNECT BREAKERS WHEN THE PANELS WERE OPENED UP, IT WAS NOTED THAT THE MOUNTING HARDWARE OR THESE -- FOR THESE LARGE PANELS WERE MISSING AND HAD TO BE ORDERED AND BROUGHT IN FROM CALIFORNIA.

SO THEY HAD TO BE PURCHASED AND INSTALLED.

IF WE GO TO ITEM NO. 3 OR PCO NO. 4, THIS INVOLVED US ADDING, BUILDING AUTOMATION CONTROLS TO SEVERAL EXISTING UNITS THAT HAD NOT BEEN CALLED OUT ON THE DESIGN DOCUMENTS.

SO THIS WAS IN ADDITION. ITEM NUMBER 6 OR PCO NO. 7 IS A CREDIT FOR BUILDING AUTOMATION CONTROLS THAT WERE DELETED FOR SEVERAL EXISTING REMAINING UNITS.

THESE UNITS ARE PLANNED FOR REPLACEMENT DURING ANOTHER PHASE PROJECT THAT WE ARE CURRENTLY PLANNING ON, AND YOU MAY NOTE THAT THE CREDIT AND THE ADDITION ARE A LITTLE BIT DIFFERENT THAN ONE ANOTHER BECAUSE WE WERE DELETING CONTROLS FOR ONE -- FOR TWO UNITS AND ADDING CONTROLS FOR TWO OTHER UNITS.

WHAT ENDED UP HAPPENING WAS THE DECISION FOR THE PHASE 2 WORK, WHICH WE'RE PLANNING ON TRYING TO DO THIS UPCOMING SUMMER, THAT

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SO THOSE CONTROLLERS HAD ALREADY BEEN BOUGHT, AND THEY HAVE BEEN HANDED OVER TO CCP S, SO HENCEFORTH THE CREDIT FOR THAT WORK THAT WAS DELETED IS A LITTLE BIT LESS THAN WE HAD FOR THE OTHER UNITS. ITEM NO. 7 PCO NUMBER 9.

CURRENT THREE WILL ARE ABSOLUTELY NO ISOLATION VALVES IN THE BUILDING AND ITEM NO. 10, PCO12 TO DO WITH EXISTING DIGITAL CABLES WHEN THE ABOVE-CEILING WORK INSPECTION WAS DONE. THE INSPECTOR NOTED THAT THEY NEEDED TO BE TODAY TO OFF, EXISTING CONDITIONS, WHICH SOMETIMES INSPECTOR DOES ASK TO US TAKE CARE OF.

SO THAT WORK WAS DONE ON A LABOR CHARGE.

THAT SUMMARIZES THE PCOS THAT ENCOMPASS CHAIN ORDER NO. 1 FOR THE PLUM POINT MIDDLE SCHOOL PROJECT.

FUNDING WOULD COME FROM LOCAL CIP FUNDS THAT HAVE BEEN RESERVED, SPECIFICALLY FOR THE PLUM POINT MIDDLE CHANGE ORDERS AND WE WILL TAKE ANY QUESTIONS THAT YOU MAY HAVE AT THIS TIME.

>> MS. WITH A LYNSKEY? >> YES, WERE YOU SURPRISED AT THE NUMBER OF ITEMS THAT WERE FOUND THAT NEEDED TO BE

ADDRESSED. >> IN TERMS OF EXISTING CONDITIONS IT SOMETIMES BECOMES A LITTLE BIT OF A ROLE -- I THINK SOME OF THE BUILDINGS THAT ARE A LITTLE BIT EARLIER, THE AS-BUILT INFORMATION IS NOT QUITE AS ACCURATE.

THEY DO ABOVE-CEILING INVESTIGATION AND SURVEY WORK BUT IT IS OFTENTIMES LIMITED BECAUSE SOMETIMES YOU COULD BE SURVEYING LITERALLY FOR WEEKS AND WEEKS, SO NOT ALL OF THOSE THINGS CAN BE FOUND. AND LIKE A GREAT EXAMPLE IS THE PANELS. THESE ARE HIGH VOLTAGE PANELS.

YOU WOULD HAVE TO DO A COMPLETE SHUTDOWN IN ORDER TAKE THE COVERS OFF AND SEE THAT THAT HARDWARE IS MISSING.

SO THOSE ARE SOME OF THE ITEMS THAT CANNOT BE SEEN A LOT OF THE TIMES. YOU KNOW, YOU MIGHT BE LOOKING IN SEVERAL THE ABOVE CEILING CONDITIONS AND MAY NOT FIND EACH AND EVERY SINGLE THING. ONE OF THE THINGS WE TRY DO MOVING FORWARD IN ORDER TO IMPROVE THE SITUATION IS, WE REQUIRE, YOU KNOW, A RED LINE AS-BUILT FROM THE CONTRACTORS, SO THAT ANY OF THESE CHANGES THAT ARE FOUND IN ANY OF THESE CHANGE ORDERS THAT NEED TO BE DOCUMENTED IN ANY DIFFERENT FIELD CONDITIONS THEY ARE NOTED AT LEAST AFTER THE FACT SO WE WOULDN'T RUN INTO THAT KIND OF% ISSUE AGAIN.

>> OKAY. I GUESS DIDN'T EXACTLY WHAT YOU SAID. IT SEEMS LIKE YOU HAVE USED THE ARCHITECT AND ENGINEERS QUITE A BIT AND I WOULD HAVE THOUGHT THAT THEY WOULD BE ABLE TO HAVE ACCESS TO DO INSPECTIONS.

PREJOB, PREQUOTING. SO THERE IS ENOUGH FUNDING IN

THE CURRENT CIP. >> THERE ARE CONTINGENCY FUNDS FOR UNFORESEEN CONDITIONS AND ANY ADDITIONAL ITEMS THAT WE MIGHT WANT TO PURCHASE SUCH AS THE ANUNS YATER PANEL AND ADDING VALVES THAT MIGHT HELP MAINTENANCE DO THEIR JOB A

LITTLE BIT BETTER. >> I WANT TO THANK YOU FOR HOW KNOWLEDGEABLE ARE YOU. YOU CAN TELL YOU'RE VERY INVOLVED WITH WHAT'S GOING ON, YOU KNOW WHAT'S GOING ON AND SO DETAILED IN YOUR REPORT. I GREATLY APPRECIATE THAT.

>> THANK YOU. >> ANY OTHER QUESTIONS?

DO WE HAVE A MOTION. >> A MOTION IN A SECOND ON THE FLOOR TO APPROVE THE CHANGE ORDER REQUEST.

ANY FURTHER DISCUSSION? >> HEARING NONE, THOSE IN FAVOR?

>> AYE MOTION PASSES. THANK YOU.

>> THANK YOU. >> NEXT ON OUR AGENDA IS THE

[2.03 Budget Approval - Food Services & School Construction Fund]

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>> THANK YOU, GOOD EVENING. MY NAME IS SCOTT JOHNSON AND SERVE AS THE DISTRICT'S CHIEF FINANCIAL OFFICER.

THIS EVENING IT'S RECOMMENDED THAT THE BOARD OF EDUCATION APPROVE THE FISCAL YEAR 200024 FOOD SERVICE FUND BUDGET IN THE INITIAL FISCAL YEAR 2024 SCHOOL CONSTRUCTION FUND.

HAVE YOU DETAILED COPIES FOR THE PROPOSED BUDGETS FOR BOTH FUNDS ARE PROVIDED IN THIS PACKET. THE BUDGETS ARE PRESENTED WITH THE REVENUES OF THE MEETING OF THE FUND AND SPEND TOURS IMMEDIATELY AFTERWARDS. THE BOARD APPROVES THE BUDGET AT THE BUDGET CATEGORY LEVEL FOR INFORMATIONAL PURPOSE HOWEVER THE DETAILED LINE IS ALSO INCLUDED IN THE PACKET.

ED THEY'RE PART OF A PURPOSEFUL -- FEDERAL REGULATIONS PER CHILD FOOD PROGRAMS LIMIT SCHOOL DISTRICTS' FUND BALANCE FOR THE FOOD SERVICE FUND.

THE FOOD SERVICE FUND REVENUES AND EXPENDITURES PRINTED ON THE ATTACHMENT ALIGNED WITH THE PAGES, PAGES 133 AND 134 OF THE FISCAL YEAR 200024 BUDGET BOOK. SCHOOL CONSTRUCTION FUND BOOK IS RECOMMENDED FOR ADOPTION. THEY ARE ON THE SPREADSHEET LINED WITH THE AMOUNTS OF PAGE 136 OF FISCAL YEAR 200024.

RECOMMENDATION IS THAT THE BOARD OF EDUCATION ADOPT THE FISCAL YEAR 2024 FOOD SERVICE FUND BUDGET AND THE FISCAL YEAR 2024 SCHOOL CONSTRUCTION FUND BUDGET AS PRESENTED.

>> MOTION TO APPROVE. >> SECOND.

>> WE HAVE A MOTION AND A SECOND FOR CONSIDERATION OF THE BUDGET.

IS THERE ANY DISCUSSION? MS. GRINIS.

>> YEAH, I'M JUST CURIOUS AS TO WHAT KIND OF THINGS WOULD BE INCLUDED IN THE MISCELLANEOUS INCOME FOR OVER $2 MILLION.

>> THAT INCLUDES REVENUE THAT COMES THROUGH THE ONLINE PAYMENT SYSTEM FROM PARENTS FOR THEIR CHILDREN'S LUNCH OR BREAKFAST.

>> HOW IS THAT DIFFERENT FROM THE STUDENT PAYMENT SLASH FEES

OF $1 MILLION? >> I'LL BE HAPPY TO DOUBLE-CHECK. I BELIEVE THAT THE -- THAT ONE OF THEM IS ONLINE PAYMENTS AND ONE IS CASH PAYMENTS BUT I'LL

VERIFY THAT. >> AND ONE MORE...

SORRY. >> I HAVE A QUESTION ABOUT AN

LINE ITEM HERE. >> IS THERE A REASON THAT WE DON'T HAVE THE FOOD SERVICE WORKERS AND STAFF IN THE TOTAL STAFFING BUDGET? WHY DO WE BREAK THEM OUT

SEPARATELY? >> WE HAVE A SEPARATE FUND FOR THE FOOD SERVICE FUND AND THAT'S COMMON FOR PUBLIC SCHOOL DISTRICTS TO HAVE A SEPARATE FUND FOR THE FOOD SERVICE

PROGRAM. >> IT'S LIKE THEY'RE THEIR OWN

ENTERPRISE. >> AND WHAT IS THE MISS LANE WAS CONTRACTED SE. THERE'S NO PAGE NUMBER.

OH, THANK YOU. >> IT'S NOT A LOT BUT I'M CURIOUS TO KNOW WHAT IS MISCELLANEOUS CONTRACTED SE.

>> YES, CONTRACTED SERVICES. >> YOU CAN GIVE ME AN EXAMPLE OF WHAT THOSE CONTRACTED SERVICES MIGHT BE.

>> OH, IT COULD BE EQUIPMENT REPAIRED, IT COULD BE OTHER TYPES -- I'D BE HAPPY TO LOOK UP SPECIFIC EXAMPLES FOREYOU.

>> THANK YOU SO MUCH. I'D APPRECIATE THAT.

>> MS. WITH A LYNSKEY. >> SO YOU TALKED -- MS. BALANCE

LISS SCENE. >> YOU TALKED ABOUT THE SPENDDOWN OF AN EXISTING BALANCE.

IF I REMEMBER CORRECT LET'S LOOK WELL OVER $3 MILLION, RIGHT, COULD BE $4 MILLION FOOD SERVICES ENTERPRISE FUND ENDED

THIS PAST YEAR. >> YES.

>> THE MOST RECENT YOU AD LIT SHOW IT'S AT 32,023.

JUST UNDER 4 MILLION. WE'RE LIMITED TO THREE MONTHS OF EXPENDITURES. IS.

>> SO A 1.220 MILLION IS THAT PART OF YOUR FUND BALANCE AND INTO THE REVENUE SIDES AND MATCHES WHAT THE SPINDOWN FOR 20 -- NEXT YEAR, FOR 2024 WILL BE? IS THAT A CORRECT STATEMENT? SO A PORTION OF THAT WILL BE

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YEAR, THIS COMING YEAR. >> I'M NOT SURE I UNDERSTOOD THE QUESTION. BUT, YES, WE DO EXPECT TO SPEND DOWN PART OF THE FUND BALANCE IN THIS COMING -- IN THIS NEW FISCAL YEAR. IS THAT THE QUESTION?

>> YEAH. EXCEPT FOR I'M JUST -- IS IT THE $1.2 MILLION? SO YOU HAD TO BALANCE YOUR EXPENSES AND YOUR REVENUES, AND SO THAT PUSHED THE PRIOR FUND BALANCE, TO ME, MEANS THAT THAT'S WHAT YOU'RE DOING.

YOU'RE UTILIZING THAT FUNDING. >> THAT'S CORRECT.

>> OKAY. >> AND WILL WE BE GETTING A MONTHLY UPDATE AGAINST THIS BUDGET THEN?

>> YES. WE'LL BE PROVIDING A MONTHLY BUDGET TO ACTUAL REPORT FOR THE REVENUE AND EXPENDITURES FOR THE FOOD SERVICE FUNDS BEGINNING NEXT MONTH.

>> AND IN THE PAST, WHAT WE HAD GOTTEN IS THE NUMBER OF MEALS.

I ALWAYS FOUND THAT TO BE VERY INTERESTING.

BECAUSE IT'S WELL BELOW THE NUMBER OF STUDENTS, RIGHT.

YOU KNOW, I JUST WANT TO USE THAT AS A GAGE FOR HOW SUCCESSFUL OR NOT SUCCESSFUL OUR CAFETERIAS ARE.

BUT ALSO -- SO THAT WOULD BE GOOD, IF YOU COULD CONVINCE THEM TO REPORT ON NOT ONLY THIS YEAR'S NUMBER OF MEALS IN THE PAST MONTH, BUT THEY ALSO GIVE US LAST YEAR'S.

AND, YOU KNOW, I THINK IT'S INTERESTING AND HELPS US UNDERSTAND WHAT THEY'RE DEALING WITH.

>> THANK YOU. >> ANY OTHER DISCUSSION?

>> HEARING NONE. WE HAVE A MOTION IN A SECOND ON THE FLOOR TO APPROVE THE BUDGETS.

ALL THOSE IN FAVOR. >> AYE

>> ANY OPPOSED. >> MOTION PASSES.

[2.04 Budget Transfers]

>> THANK YOU. 55.15 APPROVAL IS REQUESTED FOR THE INTERN CAT NEGOTIATION BUDGET TRANSFERS SEEN BELOW.

THIS INCLUDES THE INTRUCK CATEGORY TRANSFERS INCLUDE IN THE ATTACHMENT. THE TOTAL EXPENDITURE BUDGET WITH THESE PROPOSED CHANGES WILL BE UNCHANGED FROM THE ORIGINAL BUDGET. THE PURPOSE OF THESE TRANSFERS IS TO UPDATE AND REBALANCE BUDGET ACCOUNTS, AGAIN, WITHOUT CHANGING THE OVERALL BUDGET. SOME OF THIS REBALANCING IS FOR BLUEPRINT COST THAT IS WERE BUDGETED IN ONE BUDGET CATEGORY AND BASED ON NEW INFORMATION THIS SUMMER WILL INSTEAD BE CHARGED TO MULTIPLE BUDGET CATEGORIES.

ANOTHER EXAMPLE THE REBALANCE SOMETHING TO TRANSFER THE BUDGET FOR ALL SAFETY ADVOCATES, FROM THE INSTRUCTIONAL CATEGORY, ORIGINALLY THE STUDENT SERVICES BUDGET CATEGORY.

AND REMIND ACTION IS THAT THE BOARD OF EDUCATION APROFIT GENERAL FUND AS BUDGET TRANSFERS ARE PRESENTED.

>> MOVE TO APPROVE. >> THERE'S A MOTION, IS THERE A

SECOND? >> SECOND.

>> THERE'S BEEN A MOTION AND A SECOND ON THE FLOOR TO APPROVE THE BUDGET TRANSFERS. IS THERE ANY DISCUSSION?

MS. GRINIS. >> YEAH.

UNDER OTHER INSTRUCTIONAL COSTS, WHAT KIND OF THINGS HAVE THE OTHER INSTRUCTIONAL COSTS PAID FOR LAST YEAR, AND WHAT DO WE

EXPECT THIS YEAR. >> OR ARE YOU PROVIDE SOME EXAMPLES OF WHAT OTHER CONSTRUCTION COSTS MIGHT BE.

>> IF I MAY... >> SURE.

YEAH. >>> THANK YOU, MR. JOHNSON, FOR HAVING THAT BOOK HANDY. SOME OF THE EXAMPLES ARE IN THE BUDGET BOOK ON PAGES 67 THROUGH 71.

SOME EXAMPLES WOULD INCLUDE -- SOME SIGNIFICANT CHANGES INCLUDE... CT CERTIFICATION COSTS AND

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>> BUT THIS HAS ALSO BEEN WHERE THE A.P. TESTING TO THE STUDENTS THAT TAKE IT IN THE COUNTY, THAT WOULD BE ANOTHER EXAMPLE OF WHERE SOMETHING LIKE THIS MAY FALL?

>> YES. SORRY, LISA.

I HIJACKED YOUR QUESTION. >> MS. GRINIS, ARE YOU GOOD?

DO YOU HAVE A FOLLOW-UP? >> ALL RIGHT.

THANK YOU. >> ARE THERE ANY FURTHER QUESTIONS? SEEING NONE, WE HAVE A MOTION ON THE FLOOR FOR APPROVAL OF THE INTERAND INTERCATEGORY BUDGET TRANSFERS. ALL OF THOSE IN FAVOR?

>> AYE MOTION PASSES. THANK YOU, MR. JOHNSON.

[2.05 MTSS (Multi-Tiered System of Support)]

MTSS. >> GOOD EVENING, PRESIDENT CLAGGETT, DR. TOWNSEL AND MEMBERS OF THE BOARD OF EDUCATION. I'M JACKIE AND WITH ME THIS

EVENING IS... >> CECILIA LOUIS, DIRECTOR OF STUDENT SERVICES. THE.

>> SUZANNE MCGOUWAN SUPERVISOR OF STUDENT SERVICES.

>> AND MS. ANDERSON, DIRECTOR OF SPECIAL ED.

>> AS PRESIDENT CLAGGETT SAID, WE ARE HERE THIS EVENING TO PRESENT TO YOU AN OVERVIEW OF CALVERT COUNTY SCHOOLS MULTITIERED SYSTEM OF SUPPORT WHICH WE LIKE TO CALL MTSS.

MTSS IS DESIGNED TO PROVIDE EQUITABLE ACCESS TO LEARNING AND MEET NEEDS OF ALL STUDENTS BY ENSURING OPTIMIZED DATA-DRIVEN, DECISION-MAKING, MONITORING AND EVIDENCE-BASED SUPPORTS AND STRATEGIES WITH INCREASING INTENSE TOILET SUSTAIN STUDENT GROWTH STUDENTSES ARE PROVIDED TO THE TIER BASED ON THEIR ACADEMIC, SOCIAL AND EMOTIONAL AND BEHAVIORAL NEEDS.

MTSS IS AN ONGOING AND FLUID PROCESS SUPPORTED BY DATA FROM UNIVERSAL SCREENERS, DIAGNOSTIC ASSESSMENTS, MONITORING AND HOW A STUDENT RESPONDS TO ONE LEVEL OF AN INTERVENTION.

MTSS IS NOT JUST ABOUT TIERED INTERVENTIONS BUT RATHER HOW ALL SYSTEMS IN A SCHOOL DISTRICT FIT TOGETHER TO ENSURE HIGH QUALITY EDUCATION FOR ALL STUDENTS. TO GAIN AN UNDERSTANDING OF MTSS, I WANTED TO CALL YOUR ATTENTION TO OUR MTSS LOGO AND HIGHLIGHT A FEW OF THE COMPONENTS.

THE FOUNDATION -- OR IN THIS IMAGE, THE ROCKS -- REPRESENT THE THREE FOCUS AREAS OF SUPPORTING STUDENTS IN THE MTSS FRAMEWORK. THEY ARE ACADEMIC, SOCIALLY EMOTIONAL AND BEHAVIORAL. THE LIGHTHOUSE DEFINES THE SUPPORT PROVIDED TO EACH STUDENT THAT MEETS THEIR NEEDS.

TIER 1 REFERS TO EQUITABLE AND INCLUSIVE LEARNING ENVIRONMENTS, CORE CURRICULUM AND UNIVERSAL INSTRUCTION AND SUPPORTS FOR ALL STUDENTS. ACADEMIC, SOCIAL, EMOTIONAL AND BEHAVIORAL INSTRUCTION AND SUPPORT ARE DESIGNED AND DIFFERENTIATED FOR ALL STUDENTS IN ALL SETTINGS.

TIER 1 IS NOT A PROGRAM, RATHER A WAY FOR TEACHERS TO THINK EFFECTIVELY ABOUT WHOM THEY TEACH, THE ENVIRONMENT IN WHICH THEY TEACH, AND HOW THEY TEACH TO MAXIMIZE POTENTIAL.

TIER 1 INSTRUCTION IS A KEY COMPONENT OF THE MTSS FRAMEWORK IN WHICH ALL STUDENTS RECEIVE HIGH QUALITY, EVIDENCE-BASED AND DIFFERENTIATED INSTRUCTION. TIER 1 INCORPORATES THE CORE ACADEMIC CURRICULUM ALIGNED WITH STATE STANDARDS.

THE SOCIAL-EMOTIONAL CURRICULUM ALIGNED TO THE COMPETENCY, THE BEHAVIORAL EXPECTATION GUIDED BY THE PBIS FRAMEWORK.

THE GOAL IS FOR ALL STUDENTS TO RECEIVE HIGH-QUALITY, STANDARD TO LINE INSTRUCTION USING CULTURALLY RESPONSIVE TEACHING THAT MEETS THE FULL RANGE OF STUDENTS' NEEDS.

TIER 2 REFERS TO STRATEGIC SUPPLEMENTAL INTERVENTIONS AND SUPPORTS FOR SOME STUDENTS. THESE ARE NOT PROGRESSING OR RESPONDING TO TIER 1 UNIVERSAL INSTRUCTION AS EXPECTED.

INSTRUCTION, INTERVENTION AND SUPPLEMENTAL SUPPORTS ARE

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TIER 2 IS PROVIDED IN ADDITION TO AND ALIGNED WITH ACADEMIC, SOCIAL-EMOTIONAL AND BEHAVIORAL CURRICULUM AND INSTRUCTION.

INSTRUCTIONAL INTERVENTION AND SUPPORTS ARE DELIVERED THROUGH SMALLER GROUPS AND ADMINISTERED WITH SPECIFIC DOSAGE AND INTENSITY BASED ON DATA. THE COMPOSITE SKILLS OF THE STUDENTS ARE IDENTIFIED THROUGH DATA ANALYSIS, A COLLABORATIVE PROBLEM-SOLVING PROCESS AND COMPARED TO THE EXPECTED SKILL SETS OF GRADE-LEVEL PEERS. STUDENTS PROGRESS IS MONITORED AND THE RATE OF GROWTH WHILE TIER 1 UNIFORM INSTRUCTION CONTINUES. THE EXPECTATION IS THAT THE SUPPLEMENTAL INSTRUCTION, INTERVENTION AND SUPPORT, ARE TEMPORARY AND THAT STUDENTS WILL MAKE SIGNIFICANT GROWTH THAT ENABLES THEM TO SUCCEED IN TIER 1.

TIER 3 REFERS TO THE INDIVIDUALIZED INTERVENTION AND SUPPORT FOR VERY FEW STUDENTS, ACUTELY FOCUSED AND INTENSIVE INSTRUCTION IN ADDITION TO SUPPORT AND THE ACADEMIC, SOCIAL-EMOTIONAL CURRICULUM AND INSTRUCTION ARE PROVIDING THE STUDENTS WITH THE GREATEST NEEDS.

TIER 3, INTRODUCTION AND INTERVENTION, THEY'RE FOR STUDENTS NOT MEETING THE STANDARDS.

THE NUMBER OF STUDENTS RECEIVING TIER 3 SUPPORT IS MUCH LESS THAN TIER 2. TIER 3 IS PROVIDED IN ADDITION TO TIER 1 AND POSSIBLY TIER 2. THE INTENTION IS TO ACCELERATE STUDENTS' PROGRESS AND RATES OF LEARNING TO INCREASE SUCCESS IN TIER 1. AT THIS TIME, I WILL FOCUS ON MTSS THROUGH THE LENS OF ACADEMICS.

CCP S PROVIDES UNIVERSAL INSTRUCTION TO INCLUDE A RIGOROUS CURRICULUM ALIGNED THROUGH STANDARDS AND PERFORM THE DESIGN OF INSTRUCTION TO MAKE SURE IT IS ACCESSIBLE AND EFFECTIVE FOR ALL. TIER 1 INSTRUCTION FOCUSES ON THE PLANNING AND DELIVERY OF BEST PRACTICES OF REMOVING LEARNING BARRIERS BY KNOWING EACH STUDENT.

UNDERSTANDING THE CORE CURRICULUM AND IMPLEMENTING THE CORE CURRICULUM AS INTENDED AND WITH FIDELITY PROVIDING DIFFERENTIATION AND SCAFFOLDED SUPPORTS.

TEAR 1 INSTRUCTIONAL PRACTICES ARE CULTURALLY RESPONSIVE AND INCLUES ASSIST TO FOSTER ACADEMIC MINDSETS AND DEVELOP INDEPENDENT LEARNERS. CULTURALLY RESPONSIVE INSTRUCTIONAL PRACTICES ARE BASE ON LEARNING THEORY AND COGNITIVE SCIENCE WHICH IS CULTURAL KNOWLEDGE TO CUSTODY RATE IS INDEPENDENT LEARNERS CREATING A SAFE SPACE FOR LEARNING.

INCLUSIVE PRACTICES ENSURE THAT ALL STUDENTS ARE FULL MEMBERS OF THE LEARNING COMMUNITY AND LEARN THE CORE CURRICULUM AND GENERAL EDUCATION SETTING. STRONG TIER 1 IS AT HEART OF MTSS AND IS DELIVERED IN EVERY CLASSROOM.

AS YOU CAN SEE ON THE SCREEN, THE COMPONENTS OF STRONG TIER 1 INCLUDE OUR LESSON COMPONENTS AND LESSON PLANNING.

UTILIZING THE READY FOR RIGOR FRAMEWORK.

ACADEMIC MINDSETS. CULTURE RESPONSIVE INSTRUCTION, RESEARCH BASED LEARNING STRATEGIES, SCAFFOLDING AND DIFFERENTIATION. UNIVERSAL DESIGN FOR LEARNING AND SPECIALLY DESIGNED INSTRUCTION.

TIER 1 UNIVERSAL INSTRUCTION IS FOR ALL STUDENTS AND SHOULD OCCUR IN EVERY CLASSROOM. FOR THE ACADEMIC SIDE, TIER 2 AND TIER 3 SUPPORTS IN INTERVENTIONS FOCUSED ON READING

AND MATHEMATICS. >> CALVERT COUNTY PUBLIC SCHOOLS IS COMMITTED TO IMPLEMENTING, CREATING AND MAINTAINING EQUITABLE AND INCLUSIVE LEARNING ENVIRONMENTS.

WE RECOGNIZE THAT WHEN A STUDENT FEELS A SENSE OF BELONGING IN EVERY CLASSROOM AND WITHIN THEIR COMMUNITY, HE AND SHE BELIEVES THAT SUCCESS IS POSSIBLE AND THAT IS THE CORE BEHIND SOCIAL AND EMOTIONAL LEARNING. WE WANT STUDENTS TO ROCKIES AND TO BELIEVE -- TO RECOGNIZE AND TO BELIEVE THAT THEIR LEARN SOMETHING WITHIN THEIR CONTROL. THEY'RE TAKING ACCOUNTABILITY BECAUSE THEY FEEL SAFE. THAT SETS A -- SENSE OF BELONG ALSO HELPS EACH CHILD SEE RELEVANT, WHICH ARE KEY COMPONENTS TO SUCCESS. THUS EACH STUDENT MORE LIKELY TO PERSIST THAT THE ACADEMIC TASKS AT HAND, DESPITE ANY SETBACK AND EXPERIENCES THAT THEY EXHIBIT, THEY ARE ABLE TO PERSEVERE AND

[00:30:05]

WHICH ULTIMATELY LEADS TO THE LEARNING AND SCHOOL SUCCESS.

>> LOOKING SPECIFICALLY AT UNIVERSAL SUPPORTS FOR SOCIAL AND EMOTIONAL LEARNING IN THE TIER 1 SPHERE, THIS IS WHERE STUDENTS DEVELOP THE COMPONENTS OF THE ACADEMIC MINDSE, WHICH IS THE NECESSARY FOUNDATION FOR THEM TO ACCESS THEIR LEARNING.

STUDENTS WITHIN -- WHO HAVE A POSITIVE ACADEMIC MINDSE DEMONSTRATE INCREASED ACADEMIC PERSEVERANCE AND IMPROVED ACADEMIC BEHAVIORS THAT LEAD TO ULTIMATE PERFORMANCE.

OUR CORE SOCIAL-EMOTIONAL PRACTICES AND OUR STANDARDS ARE ALIGNED TO THE COLLABORATIVE FOR ACADEMIC AND SOCIAL AND EMOTIONAL LEARNING FRAMEWORK. THIS INTEGRATES WITH ACADEMICS, POSITIVE PREVENTION AND CONNECTS TO OUR ACADEMIC AND BEHAVIORAL EXPECTATIONS ACROSS ALL CALVERT COUNTY PUBLIC SCHOOL SETTINGS.

OUR OF FRAMEWORK GIVES US THE FIVE CORE SOCIAL-EMOTIONAL LEARNING COMPETENCIES, THIS IS WHAT WE'RE TALKING ABOUT WHEN WE TALK ABOUT SOCIAL-EMOTIONAL LEARNING IN CALVERT COUNTY SCHOOLS. THESE ARE AT THE FOREFRONT OF WHAT WE DO RELATED TO SOCIAL AND EMOTIONAL DEVELOPMENT.

FIRST, WE FOCUS ON SELF AWARENESS.

THEN SELF MANAGEMENT. SOCIAL AWARENESS.

RELATIONSHIP SKILLS. RESPONSIBLE DECISION-MAKING.

WE ENSURE THAT STUDENTS AND STAFF RECOGNIZE HOW THESE COMPONENTS WORK TOGETHER IN ORDER TO DEVELOP A COMPETENT, SOCIAL AND EMOTIONAL LEARNER WHO IS READY TO ACCESS THE ACADEMICS, THE RIGOROUS ACADEMICS WITHIN ALL TIER 1 COMPONENTS. SOCIAL AND EMOTIONAL INTERVENTION IS DRIVEN BY DATA. AND THAT DATA IS RETRIEVED BY SOCIAL AND EMOTIONAL ASSESSMENTS AND PROGRESS MONITORING.

SEL COMPONENTSES ARE EMBEDDED INTO OUR ACADEMIC CONTENT AND NON-ACADEMIC SEL SUPPORTS WILL PROVIDE ADDITIONAL INTERVENTION FOR IDENTIFYING STUDENTS SUCH AS UTILIZING TRAUMA-INFORMED PRACTICES WHILE WE WORK WITH EACH STUDENT WHO NEEDS THAT SUPPORT. SUZANNE MCGOUWAN WILL NOW SPEAK ABOUT OUR TIER 2 AND 3 INTERVENTIONS AND SUPPORTS THAT ARE AVAILABLE ACROSS SOCIAL AND EMOTIONAL LEARNING.

>> MOVING TO TIERS 2 AND 3 AND STILL WITHIN SEL FOR EQUITABLE AND INCLUSIVE LEARNING ENVIRONMENTS, THESE INTERVENTIONS ARE TAILORED TO STUDENTS NEEDS AS IDENTIFIED BY THE UNIVERSAL SCREENER OR ANY OTHER DATA COLLECTION TOOLS THAT THE SCHOOLS MIGHT USE. IN TIER 2, WE'RE DOING EXPLICIT INSTRUCTION PROVIDED ON ONE OR MORE OF THE CASEL CORE COMPETENCIES AND THOSE MIGHT BE OCCURRING IN SMALL GROUPS.

OUR MENTAL HEALTH PROFESSIONALS, SOCIAL WORKERS, SCHOOL PSYCHOLOGISTS OR SCHOOL COUNSELORS WILL CONSULT WITH TEACHERS TO ASSIST WITH SMALL GROUP INTERVENTIONS FOR STUDENTS OR THEY MIGHT PULL GROUPS OF STUDENTS OUTSIDE OF THE CLASSROOM TO REINFORCE LESSONS. SOME EXAMPLES OF THE STRATEGIES AND PROGRAMS THAT WE USE ARE ZONES OF REGULATION, STOP AND THINK, LIFE SPACE CRISIS INTERVENTION, ALSO CALLED LSCI, THAT'S HOW YOU MIGHT KNOW IT, RESTORATIVE PRACTICES, AND RETEACHING OF SPECIFIC SEL LESSONS IN SMALL GROUPS AND IN ADDITION TO THOSE MENTAL HEALTH PROVIDERS, YOU MIGHT HAVE INSTRUCTIONAL ASSISTANCE WHERE TEACHERS PROVIDING SOME OF THESE INTER77S. MOVING OVER TO TIER 3.

SOME OF THE SAME INTERVENTIONS ARE USED BUT APPLIED WITH MORE RIGOR OR A ONE ON ONE SETTING WITH A PROFESSIONAL IN THE SCHOOL. SOME OF THE EXAMPLES NOTED IN TIER 2 MIGHT BE COLLABORATIVE AND PRACTICE SOLUTIONS, PBIS STRATEGIES, CHECK-IN AND CHECKOUT AND RETEACHING SPECIFIC SEL LESSONS. IN TIER 3 WE WANT TO MAKE SURE WE'RE INCREASING THE FREQUENCY, DOSING AND THAT THESE INTERVENTIONS ARE REGULARLY EVALUATED.

STUDENTS WHOSE DATA DOES NOT INDICATE THAT THEY'RE MAKING FLOG THESE TIER 2 AND TIER 3 INTERVENTIONS MIGHT BE REFERRED TO THE STUDENT SERVICES TEAM IF THEY'RE NOT ALREADY.

>> IT SHOULD BE NOTED THAT THE BEHAVIORAL INTERVENTIONS CONNECT TO SEL PRINCIPLES AS WELL, AND IN CALVERT COUNTY PUBLIC SCHOOLS, WE HAVE SUPPORTS THAT IMPLEMENT THE PBIS FRAMEWORK AS PART OF TIER 1 INCLUSIVE AND EQUITABLE LEARNING ENVIRONMENTS.

EACH SCHOOL WILL HAVE A PBIS TEAM, WHICH WILL INCLUDE

[00:35:02]

THE TEAM WILL USE POSITIVE A BEHAVIORAL SUPPORTS AS A REINFORCER. THE KEY TO THIS IS STARTING WITH THE TEAMS THAT HAVE AN ENGAGED BUILDING ADMINISTRATOR WHO MEETS REGULARLY AND MESSAGES POSITIVELY BEHAVIORAL INTERACTIONS AS A DAILY PRIORITY.

CHARACTER STRONG, COLLABORATIVE PROACTIVE SOLUTIONS AND THE SECOND STEP TEACH TECHNIQUES TO SUPPORT BEHAVIOR AND/OR PRO SOCIAL SKILLS TO ALL STUDENTS. TIER 2 AND TIER 3 ARE SIMILAR TO THE OTHER AREAS. IN TIER 2, THE BEHAVIOR SPECIALISTS ARE AVAILABLE FOR INDIVIDUAL SKULL TATETIVE SERVICES TO SCHOOL TEAMS. CONSULTATION TAKES A MULTIDISCIPLINARY APPROACH THAT OFFERS EVIDENCE-BASED BEHAVIORAL STRATEGIES AND IDENTIFIED STUDENTS MAY HAVE SKULLTATIVE SERVICES IN THEIR IEP O OR STUDENTS WITHOUT AN IEP MAY HAVE BEHAVIORAL SUPPORT, PLANNED INTERVENTIONS THEMSELVES.

BUT THE BEHAVIOR SPECIALISTS WILL ASSIST THE TEAM IN PROVIDING SERVICES LISTED IN THE IEP.

TIER 3, BEHAVIORAL TEAM STAFF WILL BRING THEIR EXPERTISE TO SUPPORT STAFF IN ADDRESSING HIGHLY DISRUPTIVE STUDENT BEHAVIORS. THEY WILL PROVIDE SUPPORT IN CREATING AND REVIEWING FBAST AND BIPS AND BEHAVIOR INTERVENTION PLANS, THEY MAY ASSIST IN DESIGNING INSTRUCTION FOR THE ACQUISITION OF PRO SOCIAL SKILLS AND MODELING THE REVIEWING IN CRISIS MANAGEMENT SYSTEMS. IF YOU HAVE ANY QUESTIONS AT THIS TIME, WE CAN FIELD THOSE.

>> MS. GRIN PARTNERSHIPS. >> I'M GOING TO ASK YOU THE QUESTION THAT I AM MOST OFTEN ASKED BY STAFF, PARENTS AND THE STUDENTS. AND IT APPLIES TO NUMEROUS SITUATIONS OR INSTANCES IN OUR SCHOOLS.

REGARDING A SAFE SPACE FOR LEARNING, IN CLASSROOM WHERE IS THERE ARE STUDENTS WITH SEVERE BEHAVIORAL PROBLEMS, HOW ARE THE REST OF THE STUDENTS AND STAFF BEING PROVIDED A SAFE SPACE AS A SUCCESSFUL LEARNING ENVIRONMENT THAT.

>> WE HAVE ALL SORTS OF PLANS DEPENDING ON THE STUDENT AND SCENARIO. WE HAVE PLANS WHERE STUDENTS CAN HAVE A TIME-OUT. WE HAVE CALMING ROOMS WHERE THEY HAVE FIDGETS AND AREAS FOR THEM TO REREGULATE THEMSELVES, AND WE HAVE SPECIFIC PLANS FOR STUDENTS WHO WE CAN THEAPT WITHED IT VARIES FROM SETTING TO SETTING SO THAT'S JUST ONE KIND OF

ANSWER. >> HOW MANY MENTAL HEALTH PROVESSALS HAVE WE HIRED? ARE YOU REFERRING TO SCHOOL DAYS MENTAL HEALTH AUDITED BY THE SCHOOL SYSTEM?

>> YES. >> CURRENTLY WE HAVE SEVEN FULL-TIME SCHOOL PSYCHOLOGISTS. SEVERAL OF THOSE PEOPLE ARE -- SOME OF THOSE POSITIONS ARE DIVIDE AMONGST SEVERAL PEOPLE, SO WE MIGHT HAVE I THINK 9 TOTAL OR 10.

AND THEN SCHOOL SOCIAL WORKERS CURRENTLY, THERE'S A SOCIAL WORKER EITHER IN ONE SCHOOL OR IN TWO SCHOOLS.

HOWEVER, CURRENTLY WE HAVE TWO SCHOOLS THAT HAVE A VACANCY FOR

A SOCIAL WORKER. >> I WANTED TO GO BACK TO THE FIRST QUESTION, I'M TALKING ABOUT THE REST EVER STUDENTS NOT THE BEHAVIOR STUDENTS. I THINK YOU MISUNDERSTOOD MY QUESTION OR I DIDN'T EXPLAIN IT WELL.

I UNDERSTAND HOW IN KEEPING THE BEHAVIOR CHILD SAFE, HOW ARE WE KEEPING THE OTHER 25 STUDENTS IN THE CLASSROOM SAFE?

>> SO-- >> HOW DID YOU STATE IT -- A

SAFE -- >> EQUITABLE LEARNING

ENVIRONMENT. >> A SAFE SPACE.

>> SO THAT'S GONNA DEPEND ON THE SCHOOL AND THE RESPONSE THAT THE SCHOOL HAS SET UP. WE ARE ESTABLISHING AND MANY SCHOOLS HAVE ESTABLISHED A BEHAVIORAL HEALTH TEAM, SO WHEN A CHILD IS EXPERIENCING DISREGULATION IN THE CLASSROOM, THE FIRST STEP WOULD BE TO TRY TO HAVE A TEAM MEMBER, AN ADMINISTRATOR TO COME DOWN TO THE CLASSROOM AND HELP REGULATE THE CHILD WITHIN THE CLASSROOM. IF THE BEHAVIORS BECOME UNSAFE, A MEMBER OF THE HEALTH TEAM OR ADMINISTRATOR MIGHT REMOVE THE

[00:40:01]

ENVIRONMENT OR A SENSORY ROOM. >> BUT THAT -- JUST TO DEAL WITH THAT CHILD, EITHER AN INSTRUCTIONAL ASSISTANT OR A TEACHER IS BEING PULLED FROM THE OTHER STUDENTS, CORRECT?

>> AGAIN, IT DEPENDS ON HOW THE SCHOOL IS OPERATING WITH ITS BEHAVIORAL HEALTH TEAM. IN CERTAIN SCHOOLS, WE HAVE THE CAPABILITIES OF HAVING COUNSELORS, SOCIAL WORKER, BEHAVIOR TECH TO COME RESPOND, OR IF THAT CHILD -- HIM OR HERSELF, HAS ADVANCED STAFFING, THAT PERSON MIGHT BE COMING TO HELP RE-REGULATE THE CHILD. BUT WE WOULDN'T BE TAKING A TEACHER FROM ANOTHER CLASSROOM NECESSARILY OR AN INSTRUCTIONAL ASSISTANT. IT WOULD BE IDENTIFIED STAFF

MEMBERS. >> LET'S SUPPOSE STUDENTS ARE IN GROUPS, SMALL GROUP INSTRUCTION. IF THAT TEACHER HAS TO DEAL WITH THAT BEHAVIOR ISSUE, THE OTHER CHILDREN ARE LEFT WITHOUT

INSTRUCTION. >> AGAIN, TRYING TO BUILD THE CAPACITY OF STAFF MEMBERS BY IMPROVING THEIR ABILITY TO MEET TIER 1 DEMANDS, UNIVERSAL, SOCIAL-EMOTIONAL SUPPORT AND GOES BEYOND WHAT A TEACHER IS ABLE TO DO AND STILL MAINTAIN INSTRUCTION, THAT'S WHEN WE INSTRUCT TEACHERS TO CALL TO THE OFFICE OR FOR BEHAVIORAL SUPPORT PERSON AND THEN AN ADDITIONAL PERSON WOULD COME TO THE CLASSROOM TO HELP RE-REGULATE THE CHILD OR IF NECESSARY TO REMOVE THE CHILD TO A DIFFERENT

LOCATION. >> BUT WITH THE LIMITED NUMBER OF RESOURCES WE HAVE WITH PSYCHOLOGISTS OR MENTAL HEALTH EXPERTS, THEY'RE NOT IN ALL OF THE BUILDINGS AND SOMETIMES THERE'S MORE THAN ONE ISSUE GOING ON.

SO THESE TEACHERS ARE OFTEN LEFT WITHOUT ANY SUPPORT SYSTEMS IN

PLACE. >> AND I WOULD SAY THAT ARE YOU CORRECT, THERE ARE TIMES, AND IT'S FAR AND FEW BETWEEN WHERE THERE'S NO MENTAL HEALTH SUPPORT AVAILABLE.

WE HAVE A ROTATING SCHEDULE FOR ALL OF OUR MENTAL HEALTH PROFESSIONALS IN EVERY SCHOOL, SO THERE'S SOMEONE AVAILABLE IN ADMINISTRATION -- AND ADMINISTRATION IS AVAILABLE.

BUT I WOULD JUST KIND OF CENTER US BACK TO OUR TIER 1 SUPPORTS, AND WE HAVE A VERY NICE INTERSECTION BETWEEN THE DANIELSON FRAMEWORK AND DOMAIN 2, WHICH TALKS ABOUT THE CLASSROOM ENVIRONMENT IN WHICH TEACHERS ARE WELL VERSED AND TRAINED BECAUSE THAT'S THEIR EVALUATION TOOL ON MANAGING BEHAVIORS. THAT IS ONE OF THEIR COMPONENTS FOR THEIR EVALUATION. AND THERE'S A LOT OF SUPPORT THAT THE DEPARTMENT OF INSTRUCTION WITH THEIR SUPERVISORS AS WELL AS THEIR ADMINISTRATION, WITH ONE PROVIDING FEEDBACK THROUGH THE EVALUATION PROCESS ON HOW TO SO THAT IS A PRIORITY FOR US, JUST GENERAL TIER 1 BEST PRACTICE FOR MANAGING STUDENT BEHAVIORS, AND THAT BENEFITS EVERY CHILD. SO YOUR QUESTION ABOUT HOW THE OTHER STUDENTS ARE KEPT SAFE, IT'S USING THESE TECHNIQUES THAT WE -- THAT WE'RE TRAINED TO, YOU KNOW, SUCCESSFULLY IMPLEMENT.

AND WHEN THERE ARE EXTREME CASES, THEN WE HAVE TEAMS IN PLACE TO ADDRESS IT WITHIN THE SCHOOL ACCORDINGLY.

IT'S VERY -- IT'S -- EVERY CASE IS EXTREMELY UNIQUE.

BUT YOU ARE CORRECT, WE DON'T, YOU KNOW -- TO EVERY EXTENT POSSIBLE, WE DON'T PULL TEACHERS AWAY FROM INSTRUCTION, BECAUSE THAT'S WHAT WE'RE IN THE BUSINESS FOR.

BUT WHEN WE'RE THINKING ABOUT THE DANIELSON FRAMEWORK IN THAT CLASSROOM ENVIRONMENT IN GENERAL, THERE ARE MANY COMPONENTS THAT SUPPORT STUDENT BEHAVIORS IN A POSITIVE WAY WHERE OTHERS, WHO ARE NOT ENGAGED IN THE DISRUPTIVE

BEHAVIOR, ARE SAFE. >> I GUESS THE POINT I'M MAKING IS THAT WE CAN'T FULLY ACHIEVE THIS -- WHAT DO YOU WANT TO CALL THIS -- SYSTEM OF SUPPORT WITHOUT A FULLY STAFFED BUILDING, AND THAT'S WHERE MY CONCERN IS.

DO WE HAVE ENOUGH STAFF TO ACTUALLY PURPOSELY AND

POSITIVELY TO DO THIS. >> WELL, I CAN SAY -- I WAS AT ST. LEONARD ELEMENTARY VISITING, AND I WAS WITH SHERRY MANSFIELD AND AN INCIDENT HAPPENED. A STUDENT WAS GOING THROUGH A SITUATION AND I WAS LIKE, HOLY SMOKES.

IT WAS LIKE THEY ALL KNEW WHAT TO DO.

THEY HAD A TEAM, THEY WERE ABLE TO GET THE CHILD OUT, GET THE CHILD IN A ROOM, AND THIS CHILD WAS REALLY GOING -- HAVING A TIME, AND I WAS LIKE PRETTY SHOCKED AND AMAZED HOW CALM EVERYONE WAS. YEAH, I THINK HIS NAME WAS MR. WHITE WAS THERE, SHERRY MANSFIELD, TWO OR THREE PEOPLE THAT WERE ABLE TO HANDLE THAT SITUATION VERY, YOU KNOW -- IT

[00:45:05]

SO I'M NOT SAYING THAT WOULD BE THE CASE ALL THE TIME IN ALL THE SCHOOLS, I KNOW IN THAT INSTANCE THEY WERE ABLE TO TAKE CARE OF

IT SUCCESSFULLY. >> IN YOUR PROFESSIONAL OPINION DO YOU THINK WE HAVE ADEQUATE SUPPORT STAFF TO IMPLEMENT THIS?

>> I THINK WE NEED MORE SUPPORT, HEALTH PROFESSIONALS.

BUT THAT'S NOT FOR A LACK OF TRYING.

THEY'RE NOT NECESSARILY ALWAYS AVAILABLE.

I THINK WE COULD USE MORE PRESENCE TO PROVIDE MORE SERVICES IN THE SCHOOL TO TRAIN OTHER STAFF MEMBERS TO BE ABLE TO RESPOND TO EXTREME SITUATIONS.

THERE'S A STATEWIDE SHORTAGE OF THESE PEOPLE, AS WELL.

>> THANK YOU. AND THAT'S MY CONCERN.

IF WE DO NOT HAVE A FULLY STAFFED BUILDING, THIS IS SETTING NOT ONLY THE STUDENTS, THE TEACHERS, THE PRINCIPAL, EVERYONE UP FOR FAILURE, AND I THINK WE NEED TO REALLY CLOSELY EXAMINE WHAT COMPONENTS NEED TO BE STRENGTHENED.

AS FAR AS THE HIRING PROCESS AND WHAT WE CAN DO --

>> THE SCHOOLS THAT HAVE STAFFING AND ABLE TO DEVELOP THESE ROUTINES, THEY'VE ENGAGED A LOT OF PROFESSIONAL DEVELOPMENT AND WORK WELL TOGETHER AND IT'S BEEN SUCCESSFUL. THE TIER 1 LEVEL BY TRAINING STAFF MEMBERS TO BE RESPONSIVE WITH REGARD TO EMOTIONAL FUNCTIONING AND BEHAVIOR IN THE CLASS.

>> SO IF I MAY... >> I CAN SPEAK NOW?

>> I SUPPOSE. >> I HAVE A QUESTION, WHAT IS

THE ZONE REGULATION? >> THE ZONING REGULATION IS A PROGRAM THAT IS USED TO HELP REGULATE STUDENTS.

SO A QUICK EXAMPLE, STUDENTS ARE TAUGHT TO CONCEPTUALLIZE THEIR REGULATION BY BEING IN BLUE, WHICH IS UNDER-RINGLATED AND NOT PEPPED UP ENOUGH FOR LEARNING OR THEY MIGHT BE FEELING LOW, DEPRESSED. A CHILD MIGHT BE IN GREEN, AND THAT'S WHERE WE WANT CHILDREN TO BE.

THEY'RE READY TO LEARN. THEIR BODIES AND MINDS ARE READY TO LEARN. WHEN THEY GET TO YELLOW, THEY'RE FEELING SLIGHTLY DISREGULATED AND IT MIGHT NOT BE A NEGATIVE FEELING BUT NOT READY FOR LEARNING AND WHEN YOU GET TO RED YOU'RE MORE OUT OF CONTROL. SO WE TEACH KIDS TO IDENTIFY THEIR -- WHERE THEY ARE AND WHAT STRATEGIES THEY CAN USE TO GET BACK TO GREEN. AND THAT COULD BE USED ACTUALLY IN TIER 1 AS A CLASSROOM WIDE INTERVENTION AND CAN ALSO BE USED IN SMALL GROUPS AND INDIVIDUAL STUDENTS HERE.

>> ARE THEY BEHAVIOR TECHS? >> SOME.

>> SOME. SO ARE THEY ASSIGNED TO A CERTAIN NUMBER OF SCHOOLS, THAT HOW IT WORKS? THEY'RE ASSIGNED EITHER TO A PROGRAM AND/OR A SCHOOL AND THE, OFTEN TRYING NOT TO BE AT THE SAME PLACE AT THE SAME TIME UNLESS THEY ARE HOLDING A MEETING, TO MAKE SURE WE STRATEGIZE AND HAVE SUPPORT WHERE WE NEED IT.

>> SO THEY'RE BROKEN UP BY ONE BEHAVIOR SPECIALIST OR BEHAVIOR TECH TO SERVICE EIGHT SCHOOLS, OR SEVEN SCHOOLS, OR --

>> WE HAVE TWO TO SERVE SPECIFIC REGIONAL PROGRAMS BECAUSE THE FRAMEWORK IS VERY SPECIFIC, AND THEN THE REMAINDERS SERVICE VARIOUS SCHOOLS. AND THEY EACH HAVE A TECH.

AND WE'RE DOWN A POSITION AND A HALF RIGHT NOW, WHICH IS --

>> WHERE DO THOSE BEHAVIOR TECHS SURVIVE? WHERE'S THEIR HOME BASE, IF YOU WILL?

IS IT A SPECIFIC SCHOOL? >> THEY EACH HAVE OFFICE SPACE IN VARIOUS PLACES BUT THEY'RE VERY FLUID.

AND SO WE -- I OFTEN JUST TEXT THEM BECAUSE I DON'T EXPECT TO SEE THEM IN AN OFFICE. THEY'RE NOT REALLY EFFECTIVE IF

THEY'RE IN AN OFFICE. >> BUT IF THEY WERE IN A SCHOOL, EVEN IF IT WASN'T ONE OF THOSE SCHOOLS THAT'S ASSIGNED TO THEM SPECIFICALLY OR IT WAS OUTSIDE -- MAYBE IT'S ONE THAT'S A REGIONAL PROGRAM AND NOT WHATEVER THE OTHERS ARE.

WOULD THERE BE AN EXPECTATION THAT THEY ASSIST, IF THERE WAS A NEED FOR A CHILD IN THAT SCHOOL? OR IS IT I ONLY SERVICE THESE EIGHT SCHOOLS AND CAN'T HELP WITH YOU THAT.

>> NO, THEY'RE PRETTY FLUID AND BECAUSE WE HAVE SOME SHORTAGES THEY DO COVERAGE BACK AND FORTH. I'M SORRY, I TALK WITH MY HANDS.

>> I DO TOO THEY SORT OF TRIAGE AND OFTENTIMES THERE'S SCHOOLS

[00:50:02]

IT'S ALWAYS IN THE BEST INTEREST OF THE TEAM AND THE STUDENTS.

>> OKAY. THANK YOU FOR THAT.

AND I KNOW THAT THIS IS NEW WHERE IMPLEMENTING THIS -- SO THERE MAY NOT BE A LOT OF DATA RIGHT NOW TO SUPPORT THAT, BUT WE HAVE BEEN USING THINGS LIKE PBIS.

DO WE HAVE DATA TO SHOW HOW 19 IS TO DATE? WELL, IT'S UP TO THE SCHOOL TO DETERMINE HOW THEY'RE GOING TO IMPLEMENT THEIR PBIS PROGRAM, THAT MIGHT BE THROUGH INTERVENTIONS, IDENTIFY CERTAIN STUDENTS WITH ATTENDANCE ISSUES AND VARIOUS ISSUES AND THEY THEMSELVES WILL COME UP WITH HO THEY'RE GOING TO REINFORCE BEHAVIORS AND WHAT -- LIKE WHAT THEIR BEHAVIOR TARGETS MIGHT BE IN VARIOUS AREAS OF THE SCHOOL, SO IF YOU WANTED TO COLLECT DATA YOU WOULD HAVE TO COMPARE A SCHOOL'S DATA TO ITSELF IT WOULD BE HARD TO SAY THE PROGRAM AS A

WHOLE COULD BE MEASURED. >> SO IF IT WAS A SCHOOL THAT PRESENTED, HERE'S OUR PLAN, THIS IS WHAT WE USE, THESE ARE THE KIND OF REINFORCEMENTS WE HAVE, HERE'S HOW WE REWARD POSITIVE AREA, WHATEVER, AND AT THE END OF THE YEAR THERE'D BE A SUMMARY OF WHAT WORKED AND WHAT DIDN'T WORK.

I THINK THAT WOULD BE REALLY GREAT INFORMATION FOR ANYBODY, AND MAYBE IT'S AN ELEMENTARY SCHOOL, IT CERTAINLY WOULD BE DIFFERENT FOR MIDDLE SCHOOL AND HIGH SCHOOL BUT MAY BE REALLY GREAT INFORMATION OR DATA TO SHARE SO THAT SCHOOLS MAYBE DON'T WASTE TIME DOING SOME OF THE THINGS THAT MAY OR MAY NOT WORK NECESSARILY. IT WOULD BE GREAT TO HAVE THAT INFORMATION AND BE ABLE TO DISSEMINATE THAT.

AND I DO ECHO MS. GRANIS' SENTIMENTS.

WE'RE ONLY IN THE FIFTH WEEK -- OR IS IT THE SIX WEEKS? I DON'T EVEN KNOW. I KNOW THAT ESPECIALLY FOR ELEMENTARY SCHOOL, THAT'S REALLY HARD BECAUSE PARENTS ARE THERE'S NEW PARENTS AND SCHOOLS AND LOTS OF THINGS THAT ARE HAPPENING, COMBINE THAT WITH THE SHORTAGE AND I AM CONCERNED THAT THERE IS SIGNIFICANT LEARNING LOSS IN ALL OF THE CLASSROOMS WHERE THINGS MIGHT -- YOU KNOW, BEHAVIORS MAY BE OCCURRING NOT JUST WITH THE DAYS THAT ARE IN THE CLASSROOM BUT THE ONE WHO DOESN'T LIKE TO STAY IN THE CLASS, RUNNING EVERY CHANCE HE OR SHE GETS.

THOSE ARE LEGITIMATE CONCERNS AND IT WOULD BE HARD IF A CHILD NEVER STAYS STILL IN A CLASSROOM, FOR THERE TO BE LEARNING. AND IF THERE'S A CONSTANT DISTRACTION IN THE CLASSROOM EVERY DAY IT WOULD BE HARD FOR ANY CHILD TO LEARN FOR SURE. SO IT ALL LOOKS GOOD ON PAPER.

I'M EXCITED TO SEE, YOU KNOW, HOW THE SCHOOL YEAR GOES.

I WOULD LOVE TO SEE SOME ACTUAL DATA, YOU KNOW, TOWARD THE END OF THE SCHOOL TO SEE HOW THESE THINGS, ALL OF THE IMPLEMENTATION THAT HAS OCCURRED IS WORKING OR ISN'T WORKING.

I'D BE INTERESTED IN KNOWING THAT TOO AND HOW WE CHANGE THINGS FOR THE FUTURE. I THINK THAT'S ALSO GOING TO BE REALLY IMPORTANT. THE ONLY OTHER THING, AND I'LL SAY -- I KNOW THAT WE'VE HAD RESTORATIVE PRACTICES TRAINING AND WORKING ON THAT. I THINK THERE WAS A SIGNIFICANT AMOUNT DONE AT THE ELEMENTARY SCHOOL LEVEL, WHICH IS AMAZING.

I THINK THAT THAT ISED THE MOST IMPORTANT BECAUSE IF WE CAN TAKE CORRECTIVE ACTION AND HELP ANY CHILD OR PARENT AT THE ELEMENTARY SCHOOL LEVEL, ESPECIALLY IF THERE WAS TRAUMA OR SOMETHING, THEN THAT PREVENT AS BIG KID FROM HAVING TRAUMA THAT WAS NEVER RESOLVED MOVING INTO MIDDLE SCHOOL AND HIGH SCHOOL. I WOULD SAY AS WE MOVE THROUGH THESE THINGS AND TALKING ABOUT THEM, I THINK THE PRACTICING AND TRAINING WILL BE EQUALLY IMPORTANT IN HOPES THAT WE CAN FIND A WAY TO SHARE THE WEALTH WITH THE MIDDLE SCHOOLS AND HIGH SCHOOLS, BECAUSE I THINK THAT IN MANY CASES THEY'RE EQUALLY IN NEED, THE TEACHERS ESPECIALLY, YOU KNOW, ON HOW TO DEAL WITH THE KIDS. I THINK THERE'S A CERTAIN NUMBER, I DON'T KNOW THAT ALL TEACHERS HAVE HAD AN OPPORTUNITY, AND I KNOW THAT'S PROBABLY A HUGE PRICE TAG.

I GET IT. BUT JUST LOOKING AT IF WE WERE TO ADD THINGS TO -- WANT TO HAVE, NEED HAVE, YOU KNOW, I WOULD LIKE TO SEE THAT ONE MOVE CLOSER TO THE WE NEED TO HAVE IT AND NOT IT WOULD BE NICE TO HAVE.

[00:55:02]

>> AND WE DO HAVE A TRAINING PLAN.

>> THANK YOU. >> YOU CAN ACTUALLY TELL US WHAT RESTORATIVE PRACTICES -- WHAT THAT MEANS.

>> RESTORATIVE PRACTICE IS A FRAMEWORK WHEREBY YOU -- WHETHER IT'S DISCIPLINE OR CONFLICT THAT STUDENTS ARE HAVING WITH ONE ANOTHER, CONFLICT THAT STUDENTS MIGHT BE HAVING WITH ADULTS, IT CAN BE USING EMPATHY, YOU'RE USING PERSPECTIVE-TAKING TO UNDERSTAND THE HARM THAT YOU MIGHT HAVE CAUSED SOMEBODY ELSE.

THEY'RE ABLE TO HAVE THEIR VOICES HEARD AND YOU'RE REPAIRING THE HARM, YOU'RE RESTORING THE RELATIONSHIP.

THAT COULD BE DONE IN INDIVIDUAL ONE ON ONE CONVERSATIONS, THAT CAN ALSO BE DONE IN RESTORATIVE CIRCLES IN A CLASSROOM.

SO IF THE CLASSROOM WAS HAVING A COMMON PROBLEM, THE TEACHER, WHO'S TRAINED IN THESE PRACTICES, MIGHT DRAW ON ANOTHER PERSON IN THE BUILDING, A MENTAL HEALTH PROFESSIONAL, TO COME IN AND DO A RESTORATIVE CIRCLE WHERE THEY'RE IDENTIFYING THE PROBLEM, TALKING ABOUT HOW THEY'RE FEELING ABOUT IT AND STILL A SENSE OF COMMUNITY IN THE CLASSROOM.

>> JUST TO EXTEND -- BEING SO THOROUGH ON, THAT BUT TO EXTEND ON, IT THE FOUNDATION OF RESTORATIVE PRACTICES IS COMMUNITY. SO THE CONVERSATION, THE STARTER IS ABOUT THIS IS OUR COMMUNITY, AND THERE'S REGULAR CONVERSATION ACROSS TEAMS AND CLASSROOMS ABOUT WHAT IT LOOKS LIKE IN OUR COMMUNITY, WHAT IT SHOULD FEEL LIKE, SO BUILDING THAT SAFETY AND SECURITY MODEL UPFRONT. SO WHEN THERE IS AN INCIDENT THAT IS AN INFRACTION AGAINST THE COMMUNITY, THEN WE ADDRESS IT FROM THE COMMUNITY PERSPECTIVE IN ORDER RESTORE OUR COMMUNITY. SO ALTHOUGH YOU'RE ADDRESSING MAYBE AN INDIVIDUAL INCIDENT, THE BIG PICTURE IS THIS IS OUR HOME, OUR BUILDING, OUR SCHOOL. THIS IS OUR HOME AND WE WANT TO ENSURE THAT EVERYONE HERE IS SAFE AND FEELS INCLUDED AND SO IF SOMETHING HAPPENS, THEN WE RESTORE IT.

ALSO, AS MS. MCGOUWAN SO ELOQUENTLY EXPLAINED, THE RESPONSE SIDE OF RESTORATIVE PRACTICES, THERE IS A PROACTIVE SIDE, AND THAT SIDE IS WHERE YOU'LL SEAL COMMUNITY CIRCLES IN CLASSROOMS, WHERE IT'S KIND OF JUST GETTING TO KNOW YOU, BUILDING THOSE RELATIONSHIPS AND EMBEDDING SOME ACADEMIC PIECES IN CIRCLES. SO AS YOU'RE VISITING CLASSROOMS, YOU'LL OFTEN SEE CIRCLES, THAT'S A PARTICIPANT OF RESTORATIVE PRACTICES, AND THAT'S A PROACTIVE APPROACH TO

BUILDING THAT COMMUNITY SPACE. >> I'D LIKE TO GO BACK TO TIER 3. IF YOU HAVE A STUDENT WHOSE DATA DOES NOT INDICATE PROGRESS, THEY WOULD BE REFERRED TO THE SST

TEAM, CORRECT? >> IN MOST CASES, YES.

SO IF WE WERE TO TRY TO PUT THESE THINGS IN PLACE, IF THEY'RE NOT WORKING WE WOULD REFER TO SST.

>> TYPICALLY, HOW LONG WOULD IT TAKE UPON AVERAGE FOR A CHILD TO ACTUALLY GET SOME TYPE OF A -- SOME TYPE OF SERVICE? YOU KNOW, I'M HEARING OF CHILDREN IN KINDERGARTEN SHOWING SEVERE BEHAVIORAL PROBLEMS, AND THEN IN THIRD GRADE, THEY'RE STILL HAVING SEVERE BEHAVIORAL PROBLEMS. AT WHAT POINT DOES SOMETHING -- SOME TYPE OF INTENSE INTERVENTION TAKE PLACE? HOW LONG SHOULD THAT GO ON, AT WHAT POINT -- IF YOU HAVE A CHILD IN KINDERGARTEN, AT WHAT POINT SHOULD THESE SERVICES BE TAKING PLACE?

>> WITH REGARD TO SOCIAL AND EMOTIONAL FUNCTIONING AND BEHAVIOR, IF YOU HAVE A CHILD WHO'S DEMONSTRATING DISREGULATION OR SIGNIFICANT DIFFICULTIES, THERE IS NO WAITING. WHETHER OR NOT YOU GO RIGHT TO SST OR CONVENE, FOR EXAMPLE THE BEHAVIOR HEALTH TEAM, ARE YOU STARTING TO COLLECT DATA IMMEDIATELY AND STARTING TO INTERVENE IMMEDIATELY WITH THE APPROPRIATE RESPONSES.

BASED ON THE SEVERITY OF IT AND THE RESPONSE TO THAT INTERVENTION, WHICH DETERMINE THE NEXT STEP.

SO IF THE TEAM IS ABLE TO MEET, COLLECT DATA AND DESIGN AN INTERVENTION, AND THEY'RE ABLE TO IMPLEMENT IT, AND THE DATA SHOWS THAT IT'S WORKING, THEN YOU WOULD JUST CONTINUE DOWN THAT PATH. IF YOU KEEP COMING BACK AND THAT INTERVENTION IS NOT WORKING, THEN YOU MIGHT SAY WE NEED SOMETHING MORE SIGNIFICANT AND GO TO SST.

THERE'S NO TIME FRAME ABOUT WHETHER OR NOT -- YOU KNOW, WHEN YOU HAVE TO WAIT IN ORDER GO TO SST FOR A CHILD WITH BEHAVIORAL

PROBLEMS. >> BUT HOW LONG SHOULD IT TAKE FOR A CHILD TO ACTUALLY GET AN IEP? YOU KNOW, FROM KILLED GARTON THIRD GRADE, SHOULD THAT HAVE -- FROM KINDERGARTEN TO THIRD GRADE, SHOULD THAT HAVE HAPPENED

BY THEN? >> AGAIN, THERE ISN'T A PRESCRIBED TIME FRAME. THERE ARE PRESCRIBED TIME FRAMES ONCE YOU SIGN TO EVALUATE. SOMETIMES WHAT HAPPENS BETWEEN

[01:00:03]

SO THERE'S NOT A CUT AND DRY ANSWER.

IN A WORLD WHERE THE BEHAVIOR STAYS CONSTANT, ONCE YOU GO TO SST AND THE TEAM SAYS THEY WANT AN EVALUATION, YOU HAVE THE 60 DAYS AND THEN MOVING FORWARD. I'LL ANTICIPATE ANOTHER QUESTION AND GO ONE STEP FURTHER. ONCE YOU HAVE AN IEP, IT DOESN'T MEAN THAT YOU AUTOMATICALLY ALWAYS CARRY BEHAVIOR BOWLS OR BEHAVIOR INTERVENTION PLANS. WE SEE THE SAME THING THERE.

THERE ARE STUDENTS WHO HAVE PERIODS OF TIME WHERE THEY DO REALLY, REALLY WELL, AND THEY BACK OFF OF THE BEHAVIOR INTERVENTION PLAN. THEY MIGHT JUST GO TO A CONSULTATION, AND THEN SOMETHING HAPPENS, IT COULD BE, YOU KNOW, JUST BASIC CHILD DEVELOPMENT AND THE BEHAVIOR CHANGES.

WHEREAS THE STUDENT GROWS, IF THEY HAVE A MEDICAL PLAN ALONG WITH IT, IT'S NOT EFFECTIVE ANYMORE, AND THEN WE HAVE TO GO BACK TO THAT. SO IT'S NOT EXACT WHERE HERE'S A NUMBER AND THIS IS WHAT HAPPENS. IT'S THAT EBB AND FLOW OF WHAT IS THE STUDENT DISPLAYING, WHAT SKILLS ARE WE TEACHING, HOW ARE THEY GROWING AND WHAT DO WE NEED TO SUPPORT THEM, AND THAT JUST CHANGES THROUGHOUT THE DEVELOPMENT OF ANY STUDENT.

>> MS. HAYES. >> I HAVE A COUPLE OF QUESTIONS.

FIRST, YOU SAID REGULATION A LOT, AND I'M SORRY IF YOU'VE ALREADY DEFINED IT, BUT WHAT DO YOU MEAN BY "REGULATION."

>>> SO A CHILD OR ANYBODY, AN ADULT -- ABILITY TO MONITOR THEIR PERFORMANCE, TO MONITOR AND ADJUST THEIR BEHAVIOR, ADJUST AND MONITOR THEIR EMOTIONS.

AND THERE'S AN OPTIMUM LEVEL OF REGULATION THAT WE WOULD NEED TO PERFORM A TASK. SO LEARN, TO ENGAGE IN SOCIAL INTERACTIONS, YOU HAVE TO BE ABLE TO REGULATE ALL OF THOSE THINGS, YOUR THOUGHTS, YOUR FEELINGS, YOUR BEHAVIORS.

YOU LOOK VERY REGULATED RIGHT NOW.

YOU'RE ABLE TO PAY ATTENTION TO WHAT'S HAPPENING AND YOUR EMOTIONS ARE REGULATED. THAT'S WHAT WE WANT -- WHEN WE TALK ABOUT STUDENTS BEYOND GLEAMING, WE WANT THEM -- GREEN, WE WANT THEM TO BE REGULATED AND READY FOR LEARNING.

>> WHEN TALK ABOUT RESTORATIVE PRACTICES, STUDENTS WORK TOGETHER AND TALK ABOUT COMMUNITY AND THEY BENEFIT FROM THAT, WHEN YOU BRING IT UP TO A HIGHER LEVEL SUCH AS MIDDLE AND HIGH SCHOOL, HOW EXACTLY HAVE YOU FOUND THAT STUDENTS OR STAFF APPLYING IT TO STUDENTS -- HAVE REACTED TO IT AND TAKEN IT IN?

>> I CAME FROM A HIGH SCHOOL AND WE HAD PERIODS OF TIME WHERE THERE WAS A LOT OF -- FROM MY PRIOR POSITION, NOT HERE IN CALVERT COUNTY. AND WE HAD INCIDENTS WITH PHYSICAL ALTERCATIONS. WE USED THIS OFTEN.

AND IT WAS -- IT'S A STRUCTURED WAY TO GET STUDENTS THAT HAVE A CONFLICT THAT THEY DIDN'T COPE WELL BECAUSE SOMEBODY PUTS HANDS ON SOMEBODY ELSE. IT'S A STRUCTURED WAY TO HAVE THAT CONVERSATION, AND THEY MAY NOT COME OUT AS FRIENDS, BUT THEY MAY COME OUT WITH AN UNDERSTANDING OF HOW THEY CAN BE TOGETHER IN THE COMMUNITY AND SORT OF WHAT THOSE GROUND RULES ARE, AND IT WORKS REALLY NICELY WITH HIGH SCHOOL TEAMS, BECAUSE AS YOUNG ADULTS, THAT'S A REALLY GREAT LIFE SKILL FOR YOU, AND WE DO EVERY DAY, AND SO IT JUST CREATES SOME STRUCTURE FOR STUDENTS THAT MAY NOT HAVE HONED THAT SKILL YET.

>> THANK YOU SO MUCH. >> I HAVE ONE MORE QUESTION REGARDING PBIS. I REMEMBER YEARS AGO WHEN IT WAS PUT IN, I SLOWLY SAW IT BECOMING MORE ABOUT BEHAVIOR ISSUES, TRYING TO CATCH THE CHILD BEING GOOD REWARDING IT.

BUT WHAT ENDED UP HAPPENING IS THAT THE CHILDREN WHO ON A REGULAR BASIS WERE SHOWING POSITIVE BEHAVIORS AT SCHOOL, SEEMED TO BE IGNORED IN A SENSE BY PBIS.

HOW IS THAT BEING HANDLED NOW? >> I CAN SPEAK FROM EXPERIENCE, RECENTLY BEING IN A BUILDING ADMINISTRATOR, CERTAINLY THERE IS A FOCUS ON ADDING POSITIVE REFERRALS TO STUDENTS.

SO THERE IS A HEIGHTENED PRIORITY FOR POSITIVE ATTENTION.

SO IT'S NOT THAT THIS STUDENT MISBEHAVEDDED AND NOW WE'RE GOING TO REWARD YOU BECAUSE YOU'RE BEHAVING.

[01:05:03]

SO POSITIVE REFERRALS ARE EMBEDDED WITHIN CALVERT COUNTY PUBLIC SCHOOL BUILDINGS. SOME CHILDREN ON A REGULAR BASIS COMMONLY MAKING GOOD CHOICES ARE BEING RECOGNIZED AS WELL.

>> THEY ARE. >> AND I WAS WONDERING DO YOU HAVE PARTNERSHIPS WITH OTHER COMMUNITY ORGANIZATIONS LIKE THE COMMUNITY MEDIATION CENTER OR ANYTHING LIKE THAT TO HELP WITH SOME OF THE THINGS THAT YOU HAVE GOING ON IN THE SCHOOLS?

>> WE DO. WE HAVE A ROBUST PARTNERSHIP WITH OUR LOCAL AGENCIES TO SUPPORT THOSE TYPES OF THINGS, LIKE RESTORATIVE PRACTICE IN THE CALVERT COUNTY MEDIATION CENTER.

WE'RE CURRENTLY IN THE PROCESS OF ACCEPTING APPLICATIONS FOR THE MARYLAND CONSORTIUM GRANT, WHICH WILL FURTHER ENHANCE OUR PARTNERSHIPS WITH MENTAL HEALTH, SUPPORTS FOR OUR STUDENTS.

SO THAT APPLICATION IS CURRENTLY LIVE.

IT WILL BE ENDING SOON AND THEN WE'LL BE REVIEWING THE APPLICATIONS FOR A DISTRICT LETTER OF SUPPORT TO BRING IN MORE AGENCIES AND ORGANIZATIONS TO SUPPORT THOSE THINGS.

>> THANK YOU. I ALREADY KNEW THAT.

>> JUST ONE MORE... >> I APPRECIATE THE EXPLANATION ABOUT RESTORATIVE PRACTICES, AND I REALLY LIKE THE EMPHASIS ON COMMUNITY. SO I JUST WANTED TO ADD THAT ANY OPPORTUNITY THAT WE HAVE TO ENGAGE A PARENT, A CLOSE FAMILY MEMBER, A GUARDIAN, ESPECIALLY WHEN IT'S IN REGARDS TO A CHILD, ANYTHING THAT WE CAN DO TO ENCOURAGE AND GENTLY INSIST THAT PARENTS OR WHOMEVER THE CHILD IS CLOSE TO, I THINK WE WILL BEGIN TO SEE GREATER SUCCESSES. SO I JUST WANT TO APPLAUD FOR

CALLED PATIENTS. >> THANK YOU.

-- CALLED PARENTS. >> ONE MORE.

WITH OUR NEW PRE-K PROGRAM, IT'S BECOMING VERY -- THE SHIFT BETWEEN SPECIAL ED TEACHERS AND GENERAL ED TEACHERS IS BECOMING VERY CLOUDY IN A SENSE. SO IF YOU WOULD HAVE A CLASSROOM -- AND I'M JUST GOING TO RANDOMLY PICK NUMBERS.

IF YOU WOULD HAVE A CLASSROOM IN PRE-K WITH MAYBE FIVE STUDENTS WITH AN IEP. THAT WOULD BE CONSIDERED TIER 3

FOR THOSE STUDENTS, CORRECT? >> FOR THE IEP STUDENTS.

>> YES. >> YES.

>> AND THEN YOU PROBABLY HAVE ANOTHER COUPLE -- LET'S SAY 3, THAT PROBABLY NEED IEPS EVENTUALLY.

WHAT IS THE ROLE NOW OF THE SPECIAL EDUCATION TEACHER IN THAT BUILDING TO THOSE STUDENTS? WHAT'S THE RESPONSIBILITY?

>> THE RESPONSIBILITY'S DRIVEN BY THE SPLUMENTAL AIDES AND SERVICES WRITTEN INTO EACH IEP AND IT HAPPENS AT A TEAM MEETING AND BASED ON DATA. THERE'S NOT A ONE ANSWER TO THAT. BOX OFFICE THOSE FIVE, THREE OF THEM MAY BE SPEECH OBVIOUSLY IEPS.

THEY MAY NOT BE -- THEY MAY JUST THAT ONE SERVICE.

THEY MAY NOT BE A FULL -- >> WELL, LET'S SUPPOSE THEY A ARED -- THEY'RE NOT YOUR SPEECH STUDENTS, WOULD THE SPENDER OCCASION TEACHER BE EXPECTED TO COME IN AND WORK WITH SMALL GROUPS ON A DAILY BASIS OR TO CHECK IN WITH THOSE CHILDREN? WHAT IS HER -- LET'S JUST FOCUS ON THE CHILDREN OTHER THAN THE

IEPS. >> OF THE FIVE IEP STUDENTS IN THE CLASSROOM, IT WOULD BE VERY RARE THAT YOU DON'T HAVE SPEECH ONLY. IT WOULD BE VERY RARE THAT THERE WERE FIVE THAT HAVE COMPLEX NEEDS IN THE FIVE SEATS.

SO THAT'S THE FIRST THING -- I'M NOT SAYING IT WOULDN'T HAPPEN BECAUSE AS KIDS MOVE IN AND OUT -- BUT IT WOULD BE RARE BECAUSE WE TRY TO BE DELIBERATE ABOUT THAT.

AGAIN, IT'S DRIVEN BY THE IEP. THE SPEECH-ONLY STUDENTS, IT WOULD TELL YOU EXACTLY WHEN THE CONSULTATION WAS GOING TO HAPPEN AND WHO, AND IF IT HAD -- IF THE CASE HAD ACADEMIC GOALS, YOU WOULD KNOW IS IT A FLEXIBLE SERVICE, IS THERE A PUSH-IN.

IS THERE A PULL-OUT. IT'S DRIVEN RIGHT IN EVERY IEP.

>> WHO DETERMINES THE NUMBER OF MINUTES THAT THAT IEP IS GOING

TO BE GIVEN TO THE PRESCHOOLS? >> THE IEP TEAM, WHICH INCLUDES PARENTS, GENERAL EDUCATION, SPECIAL EDUCATION AND SERVICE PROVIDERS. IT'S A TEAM DECISION.

[01:10:01]

>> OKAY. THANK YOU.

>> MS. BALINSKI. >> THANK YOU.

I'VE GOT LOTS OF MY QUESTIONS ANSWERED.

I APPRECIATE ALL OF THE QUESTIONS.

I'VE BEEN ON THE BOARD FOR 10, 11, 12 YEARS.

WHEN I FIRST STARTED IT WAS ALL ABOUT DIFFERENTIATED LEARNING, RIGHT, AND THIS EFFECTIVELY -- MY QUESTION IS IS MTSS DIFFERENTIATED LEARNING WITH A LOT MORE PILED ON AS FAR AS THE TEACHERS WITH THEIR PROFESSIONAL DEVELOPMENT AND CULTURALLY RESPONSIVE INSTRUCTION, READY FOR RIGOR AND THINGS LIKE THAT.

IS IT MORE THAN WHAT WE USED TO DO 10, 15, 20 YEARS AGO?

IN GENERAL. >> I WOULD ANSWER THAT THROUGH THE LENS OF MTSS TAKES THE APPROACH OF BEING PROACTIVE VERSUS REACTIVE. AND SO IT REALLY IS LOOKING AT OUR UNIVERSAL SCREENING DATA TO IDENTIFY POTENTIAL NEEDS AND TO BE ABLE TO PROVIDE THOSE EARLY, ONE, TO HOPEFULLY ALLEVIATE SOMEONE NEEDING ADDITIONAL SUPPORTS OR MORE INTENSIVE SUPPORTS. WHEN WE THINK ABOUT THE READY FOR RIGOR FRAMEWORK AND ACADEMIC MINDSETS, THOSE BRING INTO OUR PLANNING PROCESS TO CONSIDER -- LENDS US TO CONSIDER.

AS WE ARE THINKING ABOUT PLANNING LESSONS, THE WHOLE IDEA OF CREATING LEARNING PARTNERSHIPS.

HOW ARE WE BUILDING INDEPENDENT LEARNERS WITHIN OUR CLASSROOMS, HOW ARE STUDENTS PROCESSING THE INFORMATION.

SO THESE THINGS HELP GUIDE OUR PLANNING.

OUR PLANNING IS OUR PLANNING THROUGH THE CONTENT AND HOW DO WE UTILIZE THESE SKILLS? SO WHEN WE LOOK AT OUR LESSON PLANS, ARE WE BUILDING OR -- WITH OR ACADEMIC MINDSETS, ARE WE BUILDING A SENSE OF BELONGING? SO IT REALLY HELPS FRAME THAT REFLECTIVE THINKING IN THE PLANNING PROCESS TO BE ABLE TO PROVIDE THE SUPPORTS THAT A STUDENT MIGHT NEED IN THAT STRONG TIER 1 ENVIRONMENT.

SO REALLY THAT'S WHAT MTSS DOES, IS IT MOVES FROM BEING REACTIVE, WAITING FOR SOMETHING TO HAPPEN, TO THINKING ABOUT WHEN WE'RE PLANNING OUT LESSONS HOW DO WE THINK AHEAD OF WHAT MIGHT BE A BARRIER FOR A STUDENT, WHETHER IT'S AN ENVIRONMENTAL BARRIER OR A BARRIER TO LEARNING THE CONTENT, AND HOW MIGHT WE PUT SOME STRATEGIES IN PLACE THAT ARE GOING TO SUPPORT THAT STUDENT SO THAT THEY CAN BE SUCCESSFUL.

SO REALLY THAT'S WHAT MTSS DOES, IS IT REALLY ENHANCES THAT THOUGHT PROCESS THROUGH THE PLANNING.

OF INSTRUCTION. >> SO IT'S THE NEW BALL GAME THEN, IS IT? IS IT MOTHER COMPLEX?

>> I THINK TEACHING IN GENERAL -- IS IT MORE DUPLEX.

>> I THINK TEACHING IN GENERAL HAS ALWAYS BEEN MORE COMPLEX.

WE ARE LOOKING FORWARD DOING THIS SO WE CAN RAISE IT TO THE NEXT LEVEL. WHEN WE PUT THE REFLECTIVE PIECES IN PLACE IN THE FRONT, WE ARE GOING TO HAVE BETTER OUTCOMES IN THE END. AND SO I THINK THESE PROVIDE JUST A REALLY REFLECTIVE LENS THAT WE CAN UTILIZE, AND THEN WE ALSO HAVE THE IDEA OF THESE INSTRUCTIONAL STRATEGIES THAT ARE RESEARCH-BASED AND HIGH YIELD AND SHOWING IF YOU DO THESE THINGS, THEY'RE GONNA BE SUCCESSFUL IN THE CLASSROOM.

SO LET'S PICK THIS VERSUS PICKING THIS OVER HERE.

SO WHAT IS GOING TO HAVE THAT HIGHEST EFFECT SIZE.

SO WE HAVE A LOT OF RESEARCH THAT HAS HAPPENED OVER THE YEARS THAT IS REALLY GONNA HELP US PLAN DIFFERENTLY THAN WE HAVE IN THE PAST. WE'VE ALWAYS HAD TO PLAN.

IT'S ALWAYS BEEN COMPLEX, BUT THIS PROVIDES US THOSE REFLECTIVE PIECES THAT HELP US TO REALLY IMPACT STUDENT

LEARNING. >> YEAH, IT'S ONLY FOR THE BETTER THAT WE'RE TRYING TO ADDRESS THE WHOLE CHILD AND WHOLE MEANT HEALTH ISSUES. SPEAKING OF THAT, IS THE HEALTH DEPARTMENT STILL -- DO THEY STILL HAVE THERAPISTS IN THE

SCHOOLS? >> YES, THEY DO.

>> BECAUSE THAT WAS A VERY UNIQUE SITUATION SEVERAL YEARS AGO FOR THE SCHOOL DISTRICT IN MARYLAND.

IT SOUNDED LIKE IT WAS VERY, VERY PROACTIVE, LIKE YOU SAID, TO TRY TO HEAD OFF THINGS SO THAT PARENTS COULD DO INTAKES IN THEIR OWN HOME. SO THAT'S STILL GOING ON?

>> YES, IT IS. THE HEALTH DEPARTMENT -- OUR LOCAL HEALTH DEPARTMENT IS A VERY STRONG PARTNER WITH US IN OUR MENTAL HEALTH SUPPORTS AND WE HAVE A THERAPIST THAT SUPPORTS THAT, AS WELL, WELL, A COUPLE THERAPISTS THAT SUPPORTS

[01:15:01]

US. >> I HAD HEARD A VERY ELOQUENT PLEA FROM A PARENT THAT WAS LAST YEAR AT SOMETIME TO IMPLEMENT FULLY THE COLLABORATIVE PROACTIVE SOLUTIONS AND I'M GLAD TO SEE THAT'S LISTED HERE. COULD SOMEONE DESCRIBE IT WHAT

THAT MEANS AND DOES? >> COLLABORATIVE PRACTICE FRAMEWORK DEVELOPED BY DR. ROSS GREEN.

WE HAVE IMPLEMENTED IT IN, I BELIEVE, EIGHT SCHOOLS WHERE COHORTS OF STAFF ARE BEING TRAINED AND THAT STAFF IS NOT LIMITED TO MENTAL HEALTH PROFESSIONALS.

IT INCLUDES ADMINISTRATORS INSTRUCTIONAL ASSISTANTS, TEACHERS, COUNSELORS, PSYCHOLOGISTS, SOCIAL WORKERS AND A WAY TO HELP IDENTIFY CHILDREN'S LAGGING DECISION, FOR EXAMPLE, THAT MIGHT BE IN -- THEIR ABILITY TO MANAGE TRANSITIONS OR THEIR ABILITY TO MANAGE THE INTINLTS OF THEIR EMOTIONS. AND THE THEN IDENTIFY WHAT THESE UNSOLVED PROBLEMS ARE. THEIR INABILITY TO MANAGE TRANSITIONS IS LEADING TOLE BEHAVIOR IN THE HALLWAYS, NOT ABLE TO MANAGE THEIR BEHAVIOR WALKING FROM ONE LOCATION TO THE OTHER. SO IT TEACHES THEM HOW TO IDENTIFY THOSE LAGGING SKILLS, ADDRESS THE UNSOLVED PROBLEMS AND COME UP WITH A PLAN IN COLLABORATION WITH THE STUDENT TO ADDRESS, A, THE PROBLEM WHAT WE CAN DO TEMPORARILY TO ADDRESS THE PROBLEM AND SIMULTANEOUSLY BUILD THE SKILLS OF THAT CHILD, AND IT'S A VERY DIFFERENT WAY OF LOOKING AT PROBLEM BEHAVIOR.

INSTEAD OF LOOKING AT BEHAVIOR AS LACK OF MOTIVATION OR A KID DOESN'T WANT TO DO SOMETHING, YOU'RE IDENTIFYING THE FACT THAT THERE'S ACTUALLY A SKILL SET GETTING IN THE WAY.

SO CHANGES AN EDUCATOR'S LENS. >> AND IS THAT GOING TO EVENTUALLY BE IMPLEMENTED ALL AROUND?

>> THAT OPPORTUNITY EXIST RIGHT KNOW FOR SCHOOLS TO PARTICIPATE IN THAT, IF THAT SCHOOL IS READY FOR THAT.

HOWEVER, YOU DON'T NEED TO BE ENGAGED IN THE FULL TRAINING TO BENEFIT FROM THE PROGRAMS. FOR EXAMPLE, I HAVE A MEETING WITH A -- AN ADMINISTRATOR WHOSE TEAM IS NOT TRAINED IN THIS AT ALL YET BUT SHE WANTS TO START UTILIZING THE TOOLS AND THE METHODS, AND THAT'S PERFECTLY OKAY.

WE CAN GET A SCHOOL STARTED ON THAT WAY OF THINKING AND EVEN HIRE INTO THE TRAINING AND THAT MIGHT BE A WAY TO HAVE A SCHOOL JUMP ON BOARD AND SAY THEY'RE READY FOR THAT TRAINING AS WELL.

AND WE ARE ALSO STILL LOOKING AT HAVING SEVERAL STAFF MEMBERS ON CALVERT COUNTY PUBLIC SCHOOL STAFF BE TRAINERS, SO THEY CAN HELP TRAIN THE TEAMS IN THE SCHOOLS.

>> CAN I TAG ON THAT. WE ALSO HAVE A GRANT TO DO A SATURDAY SESSION. I'LL SEND YOU ALL OF THE INFORMATION. I DON'T WANT TO GIVE YOU BAD INFORMATION BECAUSE I'M IN THE FINAL CONFIRMATION RIGHT NOW BUT IT WOULD BE FOR PARENTS AND STAFF ALL DAY ON A SATURDAY TO HAVE ONE OF THE SPEAKERS FROM ROSS GREEN'S AGENCY COME AND TALK ABOUT THIS, AND AFTER THE HOLIDAY, I DO BOOK STUDIES WITH THE C-KAK BOOK, WE'RE DOING THE LOST AT SCHOOL BOOK.

ANYBODY'S WELCOME TO JOIN. WE DO THEM VIRTUALLY, JUST A NICE WAY FOR PARENTS TO USE SOMETHING AT HOME THAT IS SIMILAR TO WHAT STUDENTS ARE HEARING AT SCHOOL.

AND THROUGH THE BOOK STUDY, JUST LIKE YOU SAID, WE CAN START WITH THE PHILOSOPHY AND THE WAY OF TALKING TO STUDENTS WITHOUT THE FULL-BLOWN TRAINING BUT ALSO CREATES THAT INTEREST.

>> MS. GRINIS. >> I HAD A QUESTION REGARDING SPECIAL ED AGAIN. NOW THAT TEACHERS ARE BECO BECOMING RESPONSIBLE FOR ADDRESSING IEPED PUPILS, THERE IS A TIME OF DAY THAT'S BEEN TARGETED FOR SPECIAL ED AND TONIGHT PLAN AND ENSURE THAT THE MINUTES ARE BEING MET.

>> YES, THERE'S A FORMULA FOR THE COLLABORATION ON TIME SHEETS. THEY COME TO ME TO APPROVE THEM.

>> AND WHAT DO WE DO REGARDING TEACHERS WHO CAN'T DO THAT, MAYBE THEY HAVE TO GET HOME TO PICK UP CHILDREN OR, YOU KNOW --

>> WE WORK CREATIVELY. THERE'S NOT A ONE SIZE FITS ALL ANSWER. BUT WE DO DEFINITELY SEE THE

IMPORTANCE OF COLLABORATION. >> ALL RIGHT.

ANY FURTHER QUESTIONS? >> THANK YOU, LADIES.

[2.06 State Assessments]

[01:20:04]

>> GOOD EVENING, PRESIDENT CLAGGETT, DR. TOWNSEL, MEMBERS OF THE BOARD OF EDUCATION. MY NAME IS JACKIE JACOBS.

DURING THIS PRESENTATION WE ARE GOING TO GO OVER THE DATA RESULTS FOR THE MARYLAND COMPREHENSIVE ASSESSMENT PROGRAM FOR MATHEMATICS AND ENGLISH LANGUAGE ARTS.

THE FIRST PART OF THE PRESENTATION WILL FOCUS ON MATHEMATICS AND WITH NEWS 3 ME THIS EVENING IS.

>> JULIE MORRISON, ELEMENTARY MATH SUPERVISOR.

>> MR. SITTON, SECONDARY MATH SUPERVISOR MUCH THE FIRST SLIDE COMES FROM THE COUNTY OFFICE AND USED FOR THE STATE BOARD OF EDUCATION. AT FIRST I'M GOING TO SHARE SOME STATE DATA, MATH PROFICIENCY GREATS FOR GRADES 3 THROUGH 8 COMBINED AND IN ALGEBRA 1 HAVE IMPROVED SINCE THE SCHOOL YEAR 21/22 BUT HAVE NOT YET RETURNED TO PRE-PANDEMIC PERFORMANCE.

THIS TREND IS CONSISTENT ACROSS MOST STUDENT GROUPS INCLUDING RACE, ETHNICITY AND GENDER. THE PERCENTAGE OF STUDENTS SCORING AT THE LOWEST M-CAT PERFORMANCE LEVEL DECREASED BY 2 TO 5 PERCENTAGE POINTS FROM SCHOOL YEAR 21/22 TO SCHOOL YEAR 22/23 FOR MATH IN GRADES 3 THROUGH 8 COMBINED IN ALGEBRA ONE. BETWEEN 11 AND 17% OF STUDENTS ACROSS THE STATE IN MATH WERE ON THE CUSP OF PROFICIENCY.

STATEWIDE, THE PERCENTAGE STUDENTS SCORING PROFICIENT ON MATH GRADES 3 THROUGH 8 TESTS WAS 25%.

SCHOOL SYSTEMS VARY FROM A LOW OF 9% TO A HIGH OF 47% GOSHZ.

AND YOU CAN SEE ON THIS SCREEN, CALVERT COUNTY PUBLIC SCHOOLS WAS AT -- WAS AT 36%, SORRY. SO WHEN WE THINK ABOUT THE PROFICIENCY IN 3 THROUGH 8 AT THE STATE RANGE BETWEEN 9 AND 47 AND THEN CALVERT COUNTY WAS AT 36%.

THIS GRAPHIC IS STATEWIDE THE PERCENTAGE OF STUDENTS PROFICIENT IN MATHEMATICS GRADES 3 THROUGH 8 INCREASED BY 2.5 PERCENTAGE POINTS FROM SCHOOL YEAR 21/22, AND SCHOOL YEAR 22/23. CALVERT COUNTY AS FAR AS GROWTH RANKED FOURTH WITH AN IMPROVED SCORE OF 8.2 PERCENTAGE POINTS.

STATEWIDE ALGEBRA 1 TEST PROFICIENCY WAS 17%.

SCHOOLS VARIED FROM A LOW OF 6% TO A HIGH OF 36% PORT.

AT THIS TIME, MS. MORRIS AND MR. SUTTON WILL SHARE ADDITIONAL DATA AND INFORMATION REGARDING THE M-CAT MATH ASECTION

ASSESSMENTS. >> THANK YOU FOR ALLOWING ME TO SHOW YOU THE STRENGTH OF CCP S STUDENTS, TEACHER AND STAFF.

WE ARE WORKING TOGETHER TO GROW OUR STUDENTS' ABILITY TO BE EFFICIENT ON OUR STATE, MATH M-CAP ASSESSMENTS.

1.3% MORE THAN THE STATE AND WE PLACED FOURTH OUT OF 24 LEAS FOR OUR AMOUNT OF GROWTH WE ARE PROUD OF THE WORK BEING DONE BY OUR STUDENTS, TEACHER AND STAFF TO ACHIEVE THESE NUMBERS.

IN GRADES THREE THROUGH FIVE, WE HAVE AN AVERAGE GROWTH OF 15.3%.

PLEASE SEE THIS UNFOLD. IN 2022, FOR GRADES 3, 4 AND 5, THE STATE WAS AT 36%, 28% AND 24% CCP S IN THE SAME YEAR WAS AT 52%, 42, AND 33%. LAST YEAR THE STATE WAS AT 40% IN THIRD, 32 PARTLY CLOUDY AND 27%.

[01:25:05]

GRADES 3 INCREASED BY 17% GRADE 4 BY 20% AND GRADE 5 BY 9%.

WE ARE GROWING THE PERCENT OF STUDENTS THAT ARE PROFICIENT.

WE ARE ALSO MOVING UP IN RANK AMONG THE 24LEAS.

GRADE 5 IN 2022 WAS EIGHTH IN THE STATE, WE ARE NOW SEVENTH.

GRADE 4 WAS FIFTH AND WE ARE NOW THIRD IN THE STATE, AND GRADE 3 WAS FOURTH, AND WE ARE NOW THIRD IN THE STATE.

WE ARE CONTINUING TO WORK FOR THE OPPORTUNITY FOR ALL OF OUR STUDENTS TO GROW IN THEIR PROFICIENCIES.

>> AND IN 2022, CALVERT COUNTY PUBLIC SCHOOL STUDENTS WERE SCORING PROFICIENT AT A HIGHER RATE THAN SECONDARY COURSES AS WELL. IN 2022, HERE WERE STUDENTS IN CALVERT COUNTY PUBLIC SCHOOLS... THE STATE DID IMPROVE IN 2023.

AND SO DID STUDENTS IN CALVERT COUNTY.

>> FOR US IN THE STATE, WE DO SEE A DROP IN PROFICIENCY WHEN WE GO FROM GRADE 7 TO GRADE 8 ASK IT'S IMPORTANT TO UNDERSTAND THE DYNAMICS THAT LEAD TO THIS. IN 2022, CALVERT COUNTY PUBLIC SCHOOLS HAD 238 STUDENTS SCORE PROFICIENT ON THE MATH 7 TEST.

209 OF THOSE PORT STUDENTS WENT ON TO ALGEBRA 1 INSTEAD OF MATH 8. THE STUDENTS IN OUR MATH 8 CLASSROOMS SHOWED TREMENDOUS INDIVIDUAL GROWTH AMONG THE HIGHEST IN THE STATE. AND THEN THE 209 ALGEBRA STUDENTS EXTENT THAT YEAR LEARNING A YEAR AND A HALF CONTENT STANDARDS AND TOOK A TEST TWO LEVELS HIGHER THAN MATH 7. THIS EXPLAINS SOME OF THE DIP, THOUGH, THE DEEPER DIVES WE'VE DONE INTO THE DATA HAVE REVEALED THAT STUDENT GROWTH IN ALGEBRA DOES NEED MORE ATTENTION FROM

US. >> SO CALVERT COUNTY PUBLIC SCHOOLS CLIMBED THE RANKINGS IN MATH 7 AND MATH 8 AND WE LOST SOME GROUND IN MATH 6 AND ALGEBRA 1.

AND THAT HAS OUR ATTENTION FOR SURE.

IN GEE METAIRIE AND ALGEBRA 2, PROFICIENCY FELL BECAUSE WE ONLY TESTED STUDENTS WERE BENEFIT FROM TESTING IN 2023 FOR THE FIRST TIME, WHICH IS TO SAY THAT WE ONLY HAD STUDENTS THAT WERE NOT YET COLLEGE AND CAREER READY BECAUSE THEY HADN'T BEEN PROFICIENT IN M-CAT HIGH SCHOOL TEST YET.

WE CHANGED THE POPULATION OF STUDENTS WE TOOK THOSE FOR ASSESSMENTS. SO PROFICIENCY RATE ISN'T AN APPROPRIATE WAY TO LOOK AT OUR SUCCESS WITHIN THESE COURSES.

I TALK A LOT ABOUT PROFICIENCY VERSUS GROWTH.

I THINK PROFICIENCY IS A GREAT VISION THAT WE CAN GET ALL KIDS MOVING TOWARD PROFICIENCY. BUT IN ORDER TO EVER REACH YOUR VISION, YOU HAVE TO HAVE A STRONG MISSION.

AND FINDING THAT MISSION IS LOOKING AT WHAT GROWTH IS HAPPENING IN EVERY BUILDING, EVERY TEAM, EVERY CLASSROOM FOR EVERY STUDENT. HOW MANY STUDENTS ARE MOVING FORWARD IN PROFICIENCY. SO, WE KNOW FROM PREVIOUSLY YARS OF TESTING THAT THE MOST EFFECTIVE WAY TO IMPACT CHANGE WITH OUR DATA IS TO DRILL DOWN TO FIND WHERE WE ARE AND NOT SUCCEEDING. WE LOOK AT TEACHERS, TEAMS, GRADE LEVELS OR BUILDINGS THAT HAVE MORE OR LESS THAN NORMAL SUCCESS IN GROWING STUDENTS TOWARD HIGHER LEVELS OF PROFICIENCY AMONG AGGREGATED CROSS SECTIONS OF OUR STUDENTS.

WE WORK TO SPREAD THE PRACTICES THAT WE SEE LEADING TO UNCOMMON SUCCESS AND INTERRUPT THE PRACTICES THAT WE SEE LEADING TO UNCOMMON LACK OF GROWTH. THROUGHOUT THIS PROCESS WE REDISTRIBUTE TIME, RESOURCES AND LEARNING EXPERIENCES TO MAXIMIZE OUR TEACHERS AND OUR STUDENTS' GROWTH.

BUT IT'S REALLY IMPORTANT, AND I'M GOING TO EXPLAIN THIS IN JUST A MINUTE. IT'S REALLY IMPORTANT THAT WE SEEK OUT CONTEXT AND AVOID KNEE JERK REACTIONS.

AS AN EXAMPLE ON THIS GRAPH, IT SHOWS WHAT HAPPENS WHEN EVERY STUDENT IN THESE COURSES, IF THEY'RE IN GREEN IN THE GRAPH, THEY STAYED THE SAME PROFICIENCY LEVEL.

SO MAYBE THE PRIOR YEAR THEY SCORED A 2 AND THEN THAT YEAR THEY SCORED A 2 AGAIN. WE'VE INTERESTED IN SEEING HOW MANY STUDENTS CAN WE MOVE FORWARD IN PROFICIENCY, AND WHEN WE DO THIS, WE'RE REALLY PUTTING EVERYONE ON AN EQUAL PLAYING FIELD, THAT EVERY STUDENT CAN AND SHOULD GROW.

SO ON THIS GRAPH, WE FOUND THAT OUR STUDENTS WERE FALLING A LEVEL MORE OFTEN THAN GAINING. FOR EXAMPLE, MATH 6 IS ONE OF THOSE PLACES, GEE SOME METAIRIE, YOU CAN SEE THE ORANGE BAR IS A LITTLE LARGER THAN THE BLUE BAR. IN THE MATH SIX AND GEE METAIRIE COURSES, IT'S A LITTLE MORE CHALLENGING.

[01:30:10]

SO REALLY GOOD WORK BEING DONE BY OUR TEACHERS AND STUDENTS IN THOSE ROOMS. WE DO -- AS WE DID THAT, WE NOTICED THAT ALGEBRA 1, WHICH DOESN'T REALLY STAND OUT HERE TOO MUCH, THAT CURRENTLY HAS OUR ATTENTION AS THE ONLY COURSE THAT WE'RE NOT OUT-PERFORMING THE STATE AND PRODUCING GROWTH IN STUDENTS, AND THAT'S SOMETHING THAT WE ACTUALLY IDENTIFIED NEAR THE END OF LAST YEAR THROUGH OUR LEADING INDICATORS. WE WERE STARTING TO DETECT ON OUR BENCHMARKS THAT WE MAY NEED TO TAKE A DIFFERENT APPROACH WITH THE STUDENTS THAT NEED MORE HELP.

IMPORTANTLY WE CONTINUE TO ANALYZE AND SHARE DATA NARRATIVES TO EMPOWER OUR TEACHERS, TEAMS AND LEADERS TO MAKE INCREMENTAL PROGRESS YEAR OVER YEAR.

THAT'S OUR GOAL, IS TO KEEP DOING BETTER.

THIS PERSPECTIVE IS ONE OF MANY WAYS WE ANALYZE AND UNPACK OUR DATA TO FIND BOTH SUCCESS STORIES TO CELEBRATE AND RELATIVE WEAKNESSES TO GENERATE URGENCY FOR NEXT STEPS WITH OUR

TEACHERS AND LEADERS. >> AT THIS TIME WE'RE GOING TO PAUSE AND SEE IF YOU HAD ANY QUESTIONS RELATED TO

MATHEMATICS. >> MS. HAYES.

>> IF YOU COULD JUST GO BACK TO THE PREVIOUS SLIDE.

SO THE GREEN IS FOR ALL OF THE WITH STUDENTS STAYED THE SAME, CORRECT. THEY DIDN'T INCREASE IN

PROFICIENCY LEVEL? >> YES.

IS THIS ACCOUNTING FOR STUDENTS WHO WERE ALREADY AT THE HIGHEST

PROFICIENCY LEVEL? >> IT IS, AND IN DEEPER DATA DIVES WE TAKE THE GREEN BAR COUNTRY AND PACK IT, BECAUSE A STUDENT WHO IS AT THE LOWEST PROFICIENCY RATING, STAYING THERE IS NOT GREEN FOR US. AND A STUDENT THAT WAS AT THE HIGHEST AND STAYED HIGHEST, THAT'S BLUE FOR US.

WE'RE CONTINUING TO REACH THE HIGHEST LEVELS.

WE'VE DONE A LOT OF DEEPER DIVES BECAUSE IT'S WHAT'S NECESSARY TO SEE WHAT'S UNDER THE HOOD OF THOSE PROFICIENCY NUMBERS, WHAT HAPPENED AND WHERE DID IT HAPPEN?

>> THANK YOU. AND ONE MORE QUESTION, YOU DISCUSSED HOW ALGEBRA 1 IS THE ONLY AREA THAT WE HAVEN'T, I GUESS, OUTGREW THE STATE. YOU DISCUSSED WE WERE ALSO LOOKING AT DIFFERENT APPROACHES TO HELP THE STUDENTS WHO NEED THE ADDITIONAL SUPPORT. HAVE WE DETERMINED ANY NEW APPROACHES THAT ARE ALREADY BEING PUT IN PLACE THIS YEAR?

>> YES. SO WE DID A LONGITUDINALES OF THE SUCCESSIVE STUDENTS TAKING A COURSE CALLED ALGEBRA LAB, AN ADDITIONAL SUPPORT THAT SOME STUDENTS TAKE.

AND WE DIDN'T SEE THE GROWTH THAT WE WERE HOPING TO SEE IN THAT COURSE, WHETHER IN OUR BENCHMARK DATA OR MATH DATA.

WE HAVEN'T YET DONE THE M-CAP ANALYSIS BECAUSE THE DATA IS SO NEW BUT KNEW WE HAD TO LOOK CLOSER AT THIS.

S WE TOOK THE TEAM TOGETHER AND DISCUSSED IS THIS A STRUCTURE WE'RE GOING TO DISCONTINUE OR DO BETTER WITHIN THE STRUCTURE.

THE TEAM UNANIMOUSLY SAID I KNOW THIS HAS POTENTIAL WE'D LIKE TO TRY WITH A DIFFERENT RESOURCE. SO THIS YEAR WE'RE PILOTING AN INSTRUCTIONAL PROGRAM THAT GIVES TEACHERS THE POWER TO USE A DATA-DRIVEN SUPPORT AND GIVES STUDENTS SUPPORT THAT IS A ANY OF THE PROGRAMS WE'VE EVER TRIED TO USE IN ALGEBRA.

IT HAS A LITTLE BIT OF COMPONENTS OF AI TO HELP THEM IN THIS. IT'S CALLED THE SANDBOX OF LEARNING. SO THERE IS SOMETHING THAT WE SEE THAT HAS POTENTIAL AND WE'VE DESIGNED A STUDY THAT WE'RE GOING TO BE CONDUCTING ALL YEAR TO SEE, DO WE HAVE EVIDENCE THAT THIS STUDENT IS GROHING STUDENTS MORE SINCE WE'VE HAD THAT

STRUCTURE. >> THANK YOU.

>> YOU'RE VERY WELCOME. >> FIRST OF ALL, CONGRATULATIONS. NO MATTER HOW BIG OR HOW SMALL, WE'RE GOING IN THE RIGHT DIRECTION, SO THANK YOU FOR YOUR LEADERSHIP. I DO HAVE A CONCERN THOUGH, IF I'M READING THIS RIGHT, IT LOOKS LIKE WE HAVE RENEW STUDENTS WHO HAVE GAINED TWO LEVELS. I WOULD CONSIDER THOSE ADVANCED

STUDENTS. >> I ACTUALLY WAS CURIOUS ABOUT THAT. GAINING TWO LEVELS, THAT WOULD BE GOING FROM LPT PROFICIENT TO ADVANCE JUMPS OVER SAY BY AN EXTRA 50 POINTS.

TURNS OUT THAT WAS A LESS THAN 1% PHENOMENON IN THE STATE AND WE ACTUALLY DID BETTER THAN THE STATE IN-GROWN LEVELS.

WE WERE ABLE TO GROW ONE LEVEL AND TWO LEVELS MORE THAN STUDENTS ACROSS THE STATE OF MARYLAND WITHIN OUR CLASSROOMS.

>> SO ARE WE PUTTING A PLAN IN PLACE TO GET CHILDREN FROM

PROFICIENT TO ADVANCE? >> WE ARE.

SO WHAT WE DO, IT'S REALLY IMPORTANT FOR US BECAUSE WE CAN'T HAVE TEACHERS OR TEAMS OR BUILDINGS WAITING FOR US TO TELL THEM WHAT THE PROBLEM IS. WE GET THIS DATA TO THEM AS QUICKLY AS POSSIBLE AND HAVE THEM GO THROUGH A ROOT CAUSE, WHAT IS THE POTENTIAL SOLUTION IDEA.

WHERE DO YOU SEE ROOM FOR GROWTH.

EVERY TEACHER PASSIONATELY CARES ABOUT DOING AS WELL AS POSSIBLE

[01:35:01]

>> I CONGRATULATED YOU BUT I ALSO WANT TO MAKE SURE THE CONGRATULATIONS GOES OUT TO THE TEACHERS FOR THIS, BECAUSE THEY'RE PUTTING IN THE WORK, THE STUDENTS ARE PUTTING IN THE WORK AND THIS IS WHAT WE WANT TO SEE? YES, IT'S DIFFICULT TO BE HIGH AND STILL CONTINUE TO OUTPACE IT.

IT'S REALLY GOOD WORK, THOUGH. >> I DID HAVE ONE FOLLOW-UP QUESTION, THAT I WAS TRYING TO FIGURE OUT AND COULDN'T UNDERSTAND IT. IF YOU LOOK AT SLIDE 6 WHY DID THE GRADE 6 -- IT'S SHOWN ON 7. YOU HAVE TO KIND OF FLIP BETWEEN 6 AND 7. GRADE 6 RANKING DECREASEDS ON SLIDE 7 WHILE THE PROFICIENCY FOR GRADE 6 SHOWED AN INCREASE

ON SLIDE 6. >> YES.

>> HOW DO YOU EXPLAIN THAT? >> YEAH, WE ARE ALSO INTERESTED IN THINGS LIKE THAT IT TURNS OUT THERE ARE A FEW DISTRICTS THAT WERE ABLE TO GROW MORE THAN US. WE HAD A STATE BRIEFING TODAY WITH ALL OF THE SUPERVISOR INSIDE MARYLAND AND HAD AN OPPORTUNITY TO TALK TO THE SUPERVISORS FROM THOSE DESCRIBES AND KIND OF PICK THEIR BRAIN DIDN'T SAY WHAT IS IT THAT YOU'RE DOING, HOW DID YOU -- HOW DID YOU GAIN ON US AND HOW DID YOU PASS US, WHAT DO YOU THINK IT IS? AND BECAUSE SO MANY PEOPLE IN OUR PROFESSION, THEY DIDN'T BECOME A TEACHER TO HELP PEOPLE IN IMAGINARY BOUNDARIES.

WE WANT TO HELP KIDS EVERYWHERE. IT'S A VERY COLLABORATIVE AND SHARING COMMUNITY IN TRYING TO RAISE ALL GROWTH.

>> VERY GOOD. THANK YOU.

>> MS.

LYNSKEY? >> YES.

CONGRATULATIONS. IT'S SO GREAT TO SEE THAT GROWTH. AND IT'S WHAT -- I KNOW IT TAKES A LOT OF EFFORT. BUT I QUESTION THE TEST ACTUALLY WHEN I SEE THINGS -- WE ARE TYPICALLY A GOOD SYSTEM, OUR KIDS PERFORM WELL AND THIS WOULD SAY BASED ON THIS SCORES, WE START OUT AT THIRD GRADE OVER 50% PROFICIENT AND BY FIFTH GRADE WE'RE JUST BARELY GETTING 30% AND THEN WE'RE LESS THAN 25%. SO 25% OF KIDS ARE NOT PROFICIENT IN MATH. I DON'T THINK OUR COUNTY GRADES REFLECT THAT, WHAT ARE PEOPLE SAYING?

>> SO I CAN SPEAK TO THAT A LITTLE BIT.

THE TEST IS NEW, AND IT BECAME ADAPTIVE THIS YEAR, AND IT WAS THE FIRST TIME. AND SO THE BANK THAT THEY'RE USING FOR QUESTIONS IS MUCH SMALLER THAN WHAT THEY -- THE TEST IS NOT AS SEASONSTIVE AS IT COULD BE.

I THINK IT'S IMPORTANT AT THIS POINT TO REMEMBER THAT WE ARE FAR EXCEEDING WHAT THE STATE HAS.

WE GET A DOCUMENT CALLED AN EVIDENCE STATEMENT, AND IT GOES BY OUR STANDARDS AND SHOWS US WHERE WE PREPARE, AND IN EVERY ONE, IN OUR FIFTH GRADE IN OUR FOURTH GRADE AND THIRD GRADE, ALL OF THEM, WE ARE WELL ABOVE WHERE EVERYONE ELSE IS PERFORMING. WE DON'T REST IN THAT.

WE'RE GONNA KEEP WORKING, AND I THINK THAT WE WILL CONTINUE TO

SEE THIS GROWTH. >>> AND THE REASON WE'RE CONFIDENT WITH THIS IS WE SAW THIS HAPPEN WITH MS. PAT AT MARYLAND FUNCTION DISMAL MSA AND PARK.

EVERY TIME EVERYONE SAID THIS IS IMPOSSIBLE AND EVERY YEAR WE DEFIED. WE'RE ALMOST EXACTLY -- I THINK ABOUT A YEAR AGO, I CAME IN AND SHOWED HOW CLOSE OUR RESULTS WERE IN ALE 22 TO 2015, THE FIRST YEAR IN PARK, WE SAW A VERY SIMILAR GAIN THIS YEAR IN OUR SECOND YEAR OF M-CAP AND WHAT WE SAW IN YEAR 3 WAS A SHARPER INCREASE BECAUSE FOR THE FIRST TIME WE HAD TWO STRAIGHT YEARS OF DATA, THEY GAVE US THE GROWTH DATA THAT EMPOWERED OUR TEACHERS TOWARDS SPECIFIC PROJECTS FOR THEIR GEARS OF ACTION.

>> WE LOOK FORWARD TO IT EVERY YEAR.

[01:40:01]

>> MS. GRENIS. THE ONE THING I NOTICED ON SLIDE 4, AND I'M NOT SURE -- YOUR MIDDLE SCHOOL HIGH SCHOOL, CORRECT? SO YOU MIGHT NOT BE ABLE TO ANSWER THIS. BUT I NOTICE IN GRADE 3, AND THIS WAS THE SAME TREND WHEN WE HAD MSA.

THIRD GRADE WAS ROCKET HIGH AND THEN WE DECREASED IN FOURTH GRADE, AND THEN WE DECREASE IN FIFTH GRADE.

WHAT -- AND I ALWAYS THOUGHT IT WAS THE TEST, AND HERE WE ARE WITH ANOTHER TASK -- I ALWAYS THOUGHT IT WAS THE TASK AND HERE WE ARE WITH ANOTHER TASK AND THE SAME TREND.

WHAT IS THAT ABOUT? >> TO BE HONEST, SINCE I'VE BEEN IN MY POSITION FOR TWO MONTHS, I'M ABOUT TO FIND OUT.

WE HAVE A NEW DIAGNOSTIC THAT WE'RE WORKING WITH THIS YEAR, SO IT'S GONNA BE MORE SENSITIVE FOR OUR TEACHERS TO BE ABLE TO SEE WHAT'S HAPPENING WITH THE STANDARDS AS THEY'RE MOVING THROUGH THE YEAR. SO WE'RE NOT KIND OF WAITING, YOU KNOW, TILL WE TAKE THE TEST AT THE EDGE OF THE YEAR AND FIND OUT. I ALSO BELIEVE IT HAS TO DO WITH THE COMPLEXITY OF THE STANDARDS THEMSELVES.

AND THE MORE THAT IT'S REQUIRING THE STUDENT IN FIFTH GRADE, AND EVEN THOUGH WE'RE TEACHING THEM, WE HAVE TO REMEMBER THAT EVERYONE DOESN'T LEARN AT THE EXACT SAME PACE, AND SO EVEN THOUGH THEY MIGHT GET THE STANDARD, THEY MIGHT NOT HAVE IT ON THAT EXACT DAY. I WILL GIVE YOU MORE INFORMATION

AS I DISCOVER IT. >> BUT IF THE STANDARDS ARE NOT -- IF THAT'S CREATING SOME TYPE OF A PROBLEM.

>> I DON'T KNOW IF IT'S SO MUCH ABOUT THAT BECAUSE EVEN AS WE TALK TODAY AT THE STATE BRIEFING MANY HAVE THE STRATEGY THAT WE USE FOR ADDITION AND SUBTRACTION, THEY WORK WHEN WE GET TO FRACTIONS AND WHEN WE GET TO DECIMALS.

BUT THE MODELING AND REASON SOMETHING AN AREA WE'RE DEFINITLY FOCUSING ON, AND THE LEVEL OF MODELING AND REASONING INCREASES AS THE GREEN LEVELS GO UP AND THOSE QUESTIONS ARE WORTH A LOT MORE POINTS AS THEY TAKE THE TEST SO I THINK INHAICIALTLY ANY OF OUR TESTS -- INHERENTLY, WHETHER IT'S M-CAP, THE MODELING AND REASONING PORTION IS SOMETHING THAT WE HAVE TO

CONTINUE TO WORK ON. >> THANK YOU.

>> ANY ADDITIONAL QUESTIONS AND MS. HAYES.

>> SO WE HAVE THIS BAND OF TEST SCORES ACROSS THE GRADE LEVELS BUT ARE WE ABLE TO SEE THE TEST SCORES THAT WE SEE FROM

DIFFERENT TEACHERS? >> WE ARE.

THOSE GROWTH GRAPHS THAT I SHOWED WHERE THEY'RE GOING UP A LEVEL, STAYING ON A LEVEL, WITH A COUPLE CLICKS OF A BUTTON, QUESTION THEN SAY, OKAY, HOW DID GRADE 7 LOOK WITHIN ALL OF THE BUILDINGS. LET ME ZOOM IN WITHIN ANY OF THESE BUILDINGS. HOW DID THIS LOOK FOR THE THREE TEACHERS ON THE TEAM. AND WHAT WE ACTUALLY DO WHEN WE MEET WITH EACH OF THESE TEACHERS IS GIVE THEM THEIR DATA AND WHEN THEY SEE IT, THEY HAVE NUMBERS WITH THE BARS, AND IF THEY DOUBLE CLICK THOSE NUMBERS, EVERY SINGLE TEACH KERR SEE EXACTLY WHICH STUDENTS FELL BACK, WHAT IMPLICATIONS DOES IT HAVE FOR THIS YEAR'S SET OF STUDENTS, WHAT PATTERNS DO I RECOGNIZE HERE. WE COMPARE THIS IN MANY, MANY DIFFERENT WAYS AND IT'S IN WAYS THAT ARE ALWAYS GEARED FOR A TEACHER TO DO BETTER THE NEXT TIME.

IT'S IMPORTANT FOR US TO HAVE THEM SEE THAT DATA, THEY REALLY, REALLY CARE. THAT'S NOT BARS, BUT A KID THEY WORK WITH FOR 180 DAYS. THEY REALLY WANT TO DO WELL.

>> IS THERE A SYSTEM THAT WE HAVE IN PLACE FOR TEACHERS ACROSS THE COUNTY WHO TEACH IN CLASS CAN WORK TOGETHER TO REFINE THEIR TEACHING METHODS SO THAT STUDENTS ARE ABLE TO

PERFORM BETTER IN THE FUTURE? >> YES.

I THINK THAT WAS ONE OF THE THINGS THAT -- THE BIGGEST MESSAGE THAT WE RECEIVED COMING OUT OF THE PANDEMIC WAS PLEASE DO NOT LOSE THE ABILITY FOR US TO COLLABORATIVELY GROUP.

WHETHER IT'S THROUGH OUR PROFESSIONAL LEARNING DAYS, WHETHER IT'S THROUGH A WORK SHOP OPPORTUNITY WHERE WE BRING TEACHERS TOGETHER, THERE ARE A LOT OF TEACHER THAT COME TOGETHER AND SHARE WHAT IS WORKING AND WHAT'S NOT.

AND THAT'S WHERE WE'VE GOTTEN SOME OF OUR BEST IDEAS.

AN EXAMPLE IS ONE TEACHER THAT HAD UNCOMMON GROWTH SWEARS THAT IT'S INCREASING STUDENT WRITING AND THE EDITING OF WRITING, THIS INTERIM PROCESS OF CREATING BETTER AND BETTER PROMPTS, RESPONSES TO A PROMPT. IN THAT ROOM, EVERYBODY WAS LISTENING. THEY WANTED TO KNOW WHAT STRATEGIES DID YOU USE FOR WRITING.

WHAT WERE THE ROUTINES, WHAT WERE YOUR PROTOCOLS.

SO THEY'RE REALLY INTERESTED IN GROWING TOGETHER.

>> IT'S ALSO TRUE AT THE ELEMENTARY LEVEL, THEY HAVE PLC THAT'S ARE COUNTY WIDE AND SO THEY'RE GETTING THE OPPORTUNITY TO INTERACT WITH EACH OTHER IN ADDITION TO THE COUNTY AND WE ALSO HAVE AFTER-SCHOOL WORKSHOPS.

[01:45:04]

>> THANK YOU VERY MUCH. >> ANY OTHER QUESTIONS?

>> MY ONLY REQUEST IS COULD YOU PROVIDE THE BOARD MEMBERS THE DATA BROKEN DOWN BY DEMOGRAPHIC AND IF YOU COULD USE THE DEMOGRAPHICS, THE MSD USES, THAT WOULD BE APPRECIATED.

>> THAT ACTUALLY IS BEING DEVELOPED RIGHT NOW.

THAT REQUEST CAME IN EARLIER, SO WE'RE TRYING TO GET THAT TOGETHER FOR YOU SO YOU CAN SEE IT ACROSS THE SYSTEM.

>> THANKS SO MUCH. >> ALL RIGHT.

THANK YOU. >> AT THIS TIME, FOR THE SECOND HALF OF THE PRESENTATION, I'D LIKE TO INVITE OUR ELA

SUPERVISORS TO THE TABLE. >>> I'M MARCY GROUPER, THE ELEMENTARY ENGLISH PROVIDER FOR LANGUAGE ARTS.

>> AND I'M LAUREN BEDROOM, I SUPERVISOR SECONDARY ELA.

>> SO SIMILAR TO THE BEGINNING OF THE LAST PART OF OUR PRESENTATION THIS SLIDE THAT COMES DIRECTLY FROM THE ACCOUNTABILITY OFFICE AND COMES TO THE STATE BOARD.

ELA PROFICIENCY RATES FOR GRADES 3 THROUGH 8 COMBINED WITH ENGLISH 10 ARE AT THE HIGHEST SINCE THE STATE TRANSITIONED TO PARK TESTS IN 2018. THIS TREND IS CONSISTENT ACROSS MOST STUDENT GROUPS INCLUDING RACE, ETHNICITY AND GENDER.

ELA PROFICIENCY IN GRADE 3 INCREASED BY 2 PERCENTAGE POINTS FROM SCHOOL YEAR 21/22 TO 48% IN SCHOOL YEAR 22/23.

IN GRADE 3, ELA PROFICIENCY RATES REACHED A 9-YEAR HIGH.

THE PERCENTAGE RATES OF STUDENTS GROWING AT THE LOWEST M-CAP PERFORMANCE LEVEL DECREASED BY 2 TO 5 PERCENTAGE POINTS FROM 21/22 TO SCHOOL YEAR 22/23 FOR ELA IN GRADES 3 THROUGH 8 AND ENGLISH 10. BETWEEN 16 AND 22% OF STUDENTS ACROSS THE STATE IN ELA WERE ON THE CUSP OF PROFICIENCY, DEFININGED AS MEETING ONE AVERAGE AND ADDITIONAL ONE TO THREE CORRECT ANSWERS TO REACH PROFICIENCY.

STATEWIDE, BE 47% OF STUDENTS ARE PROFICIENT IN ELA, GRADES 3 THROUGH 8 TESTS, SCHOOL SYSTEMS VARIED FROM A LOW OF 25% TO A HIGH OF 68% AND STUDENT PROFICIENCY RATES, CALVERT COUNTY WAS AT 61%. STATEWIDE, THE PERCENTAGE OF STUDENTS SCORING PROFICIENT IN ELA3 THROUGH 8 TESTS INCREASED BY 2.9 PERCENTAGE POINTS FROM SCHOOL YEAR 21/22 TO SCHOOL YEAR 22/23. WE ARE PROUD THAT CALVERT COUNTY PUBLIC SCHOOLS WAS RANKED FIRST IN GROWTH WITH AN AVERAGE IMPROVEMENT OF 8.9 PERCENTAGE POINTS.

THIS IS 2.9 PERCENTAGE POINTS HIGHER THAN THE NEXT LEADING COUNTY. THIS IS ALSO A POINT OF PRIDE FOR US BECAUSE WE WERE ALREADY A HIGH PERFORMING DISTRICT HEADING INTO THIS TESTING IN SPRING 2023.

STATEWIDE, THE PERCENTAGE OF STUDENTS SCORING PROFICIENT ON ENGLISH 10 WAS 51%. FOR SCHOOL YEAR SCHOOL SYSTEMS VARIED FROM A LOW OF 31% TO A HIGH OF 82% IN PROFICIENCY PERCENTAGES. CALVERT COUNTY, ENGLISH 10, WAS NO. 1 IN THE STATE WITH 82% OF STUDENTS PROFICIENT.

AT THIS TIME, I'M GONNA HAVE DR. GROOVE AND MRS. GREEN AS TO SHARE ADDITIONAL DATA AND INFORMATION REGARDING THE M-CAP ELA ASSESSMENTS. S.

>> OW ELEMENTARY ELA DATA COMPARED TO THE STATE FOR 2022 SHOW THAT EACH GRADE WAS HIGHER THAN THE STATE AVERAGE.

>> LAST YEAR THE STATE AVERAGE INCREASED FOR EVERY GRADE AND CALVERT SURPASSED THAT OF THE STATE FOR GRADES 3, GRADE 4 AND GRADE 5. THIRD GRADE INCREASED BY 7.8 PERCENTAGE POINTS. FOURTH GRADE FOR US INCREASED BY 10.4 PERCENTAGE POINTS AND GRADE 5 BY 5.3 PERCENTAGE POINTS.

THIS SLIDESHOWS OUR STATE RANKINGS.

IN 2022, OUR FIFTH GRADE WAS RANKED 12TH IN THE STATE.

LAST YEAR OUR RANKED MOVED UP TO 6.

FOURTH GLADE 2022 WAS RANKED 9TH AND LAST YEAR WE MOVED UP TO 3RD. AND THIRD GRADE IN 2022 WAS

[01:50:02]

WE ATTRIBUTE OUR SUCCESS TO OUR HIGHLY KNOWLEDGEABLE TEACHERS AND SUPPORT STAFF. CCP S HAS FOLLOWED THE SCIENCE OF READING RESEARCH FOR WELL OVER A DECADE.

AND OUR TEACHERS CAN SPEAK TO LITERACY BEST PRACTICES.

I ALSO WANT TO ACKNOWLEDGE THAT THE PARTNERSHIPS WE HAVE WITH OUR FAMILIES, WE KNOW STUDENTS ARE MORE SUCCESSFUL WHEN WE ARE WORKING TOGETHER. IT'S NOT A PARENT OR GUARDIAN'S RESPONSIBILITY TO TEACH A CHILD HOW TO READ.

THAT'S OUR JOB, BUT IT DEFINITELY HELPS WHEN THEY ARE A PARTNER WITH US AND THEY DO A LOT AND CAN DO A LOT TO SUPPORT THEIR CHILD'S LITERACY AT HOME. OUR SUCCESS IS ALSO A RESULT OF THE COLLABORATIVE EFFORTS WITHIN OUR SYSTEM.

THERE ARE A LOT OF PEOPLE WHO WORK BEHIND THE SCENES TO ENSURE THAT OUR PROGRAM IMPLEMENTATION IS SUCCESSFUL.

IN CALVERT ELEMENTARY WE HAVE ALSO INCREASED THE USE OF HIGH QUALITY INSTRUCTIONAL TEARS SO THAT OUR STUDENTS AND TEACHERS HAVE CONSISTENT CURRICULAR RESOURCES THAT UTILIZE BEST PRACTICES IN LITERACY. WHILE THIS IS REALLY IMPORTANT, WE KNOW THAT INFORMED TEACHERS ARE OUR BEST ASSURANCE AGAINST READING FAILURE AS DR. LOUISA ASSERTS, THEREFORE WE HAVE INVESTED IN OUR TEACHERS BY PROVIDING A STRONG PROFESSIONAL DEVELOPMENT SERIES IN THE AREA OF LITERACY.

OUR GOAL IS TO BE IN THE TOP 3. WE'RE NOT THERE FOR ALL GRADES YET. BUT OUR DATA CONTINUES TO SHOW THAT WE ARE MOVING IN THE RIGHT DIRECTION.

>> ALL RIGHT. HELLO.

>> THIS SLIDESHOWS OUR COMPARISON DATA FOR GRADES 6 THROUGH 8 AND 10. NOTE THAT THERE IS NO ELA AND PATH ASSESSMENT FOR GRADE 9. WE HAD GAINS IN ALL GRADE LEVELS, IN CALVERT COUNTY FOR THE 22/23 SCHOOL YEAR, GRADE 6 WAS 64% PROFICIENT, THIS IS AN INCREASE OF 12 PERCENTAGE POINTS. GRADE 7 WAS 60% PROFICIENT.

THIS IS AN INCREASE OF 6 PERCENTAGE POINTS.

GRADE 8 WAS 67% PROFICIENT, AN INCREASE OF 11 PERCENTAGE POINTS. 10 WAS 82% PROFICIENT AND AN INCREASE OF 7 PERCENTAGE POINTS. WE HAD COHORT GAINS.

LOOKING AT THIS SIDE THERE WOULD BE COMPARING THE DARK BLUE BAR FROM THE PREVIOUS GRADE TO THE LIGHT BLUE BAR IN THE FOLLOWING GRADE. LAST YEAR SIXTH-GRADERS, THE COHORT IMPROVED BY 19 PERCENTAGE POINTS.

LAST YEAR'S SEVENTH-GRADERS AND CURRENT EIGHTH GRADE COHORT IMPROVED BY 8 PERCENTAGE POINTS. LAST YEAR'S EIGHTH GRADE STUDENTS IMPROVED BY 13 PERCENTAGE POINTS.

HERE IS THE SECOND ELA STATE RANKINGS.

THE YELLOW BAR IS '22, THE BLUE BAR IS '23.

YOU CAN SEE THAT WE MOVED UP IN THE RANKS FOR GRADES 6 THROUGH 8. GRADE 6 MOVED FROM 8TH TO 3RD, GRADE 7 MOVED FROM SIX ISTH TO 5TH AND GRADE 8 MOVED FROM 4TH TO 2ND AND WE MAINTAINED OUR RANKING FOR GRADE 10. MOVING FORWARD WE WANT TO CONTINUING DISTANCING OURSELVES FOR EACH LEVEL FROM THE STATE AVERAGE. WE WANT TO IMPROVE COHORT GROWTH AND KEEP LEARNING MORE ABOUT THE CURRENT VERSION OF THE M-CAP ASSESSMENT SO WE CAN KEEP IMPROVING.

THANK YOU. >> AT THIS TIME, ARE THERE ANY QUESTIONS ABOUT ELA AND ENGLISH 10?

>> MS. BALINSKI. >> ALL I CAN SAY IS IT'S GOING TO BE HARD TO IMPROVE ON THAT BECAUSE AS YOU GET HIGHER, THE PERCENTAGES GET SMALLER. YOU KNOW, THE INCREASE.

BUT THIS IS ABSOLUTELY FANTASTIC.

WE KNOW HOW IMPORTANT LITERACY IS THROUGH OUR ENTIRE ACADEMIC PERFORMANCES WITH OUR STUDENTS. THIS IS JUST WONDERFUL.

AND ALL I CAN SAY IS, YOU KNOW, HOW OPTIMISTIC ARE YOU, YOU KNOW, WITH -- IS ANYTHING NEW GOING ON THAT MIGHT EVEN BRING

THESE SCORES HIGHER? >> YES.

WE'RE REALLY EXCITED FOR OUR ELA PROGRAM IN ELEMENTARY.

AS I MENTIONED, WE NOW HAVE CONSISTENT MATERIALS FOR OUR TEACHERS AND STUDENTS AND WE'RE REALLY BUILDING ON THOSE FOUNDATIONAL SKILLS IN THE PRIMARY GRADES.

SO THAT YEAR AFTER YEAR, STUDENTS HAVE FAMILIARITY WITH ROUTINES. WE ARE INSTRUCTING THEM THROUGH INSTRUCTION LITERACY, WHICH RESEARCH HAS PROVEN TO BE THE MOST EFFECTIVE STRATEGY FOR LITERACY INSTRUCTION.

AND INSTRUCTION LITERACY IS THE EXPLOSIVE DIRECT INSTRUCTION OF

[01:55:06]

WE TONIGHT LOOK AT OUR STUDENTS WHO ARE IDENTIFIED AT RISK FOR READING DIFFICULTIES AND PROVIDING SUPPLEMENTAL INSTRUCTION TO THOSE STUDENTS THAT WE CAN CLOSE THE GAPS.

TWO YEARS AGO, MARYLAND HAD -- HAS FULLY ENACTED MARYLAND'S READING ACT. AND WE'VE SEEN TREMENDOUS RESULTS ACTUALLY MOVING STUDENTS OUT OF THAT AT-RISK CATEGORY.

WE ARE ANTICIPATING THE SAME TREND, ALTHOUGH YEAR AFTER YEAR, WE HAVE LESS STUDENTS WHO ARE IDENTIFIED AS AT RISK BECAUSE OUR TEACHERS ARE DOING AN AMAZING JOB GETTING THEM THOSE

CRITICAL LITERACY SKILLS. >> YEAH, THINK THERE'S LOTS TO BE OPTIMISTIC ABOUT. I'M EXCITED TO SEE HOW WE CAN CONTINUE TO BE MORE RESPONSIVE TO STUDENTS, THAT'S AN ASPECT OF OUR TIER 1 MODEL FOR MTSS. AND THE WAY THAT TRANSLATES IN THE SECONDARY ELA CLASSROOM IS OUR TEACHERS WORK REALLY HARD TO VERY INTENTIONALLY SEND A MESSAGE TO STUDENTS THAT THEY MATTER, THEY BELONG, WE CARE WHAT YOU HAVE TO SAY.

AND WE WANT STUDENTS TO RECOGNIZE THAT THERE'S A WRITER BEHIND EVERY THAT'S THEY NEED AND THAT'S A PERSON.

YOU CAN NOTICE WHAT THIS PERSON IS DOING AND TAKE THOSE SAME WRITING MOVES TO SUPPORT YOUR OWN SELF EXPRESSION AND COMMUNICATION. AND SOME SPECIFIC EXAMPLES OF THIS WOULD BE AN INCREASE IN STUDENT VOICE IN THE CLASSROOMS. THERE'S THINGS LIKE STUDENT-LED DISCUSSION, FREQUENT CONFERENCES THAT ALLOW TEACHERS TO GET SPECIFIC FEEDBACK AND ALLOW STUDENTS TO SEE THEIR OWN GROWTH, THOSE ASPECTS AND ACADEMIC MINDSETS MS. JAKOBS REFERRED TO IN HER MTSS PRESENTATION. FREQUENT OPPORTUNITIES FOR STUDENT CHOICE AND READING AND WRITING TOPICS.

AND I'M EXCITED TO KEEP LEARNING MORE ABOUT THIS ASSESSMENT.

IT IS STILL A NEW ASSESSMENT AND THE MORE WE LEARN ABOUT THE DATA, THE MORE WE CAN USE THAT TO INFORM ACTIONS WE TAKE IN TERMS OF OUR CURRICULUM AND OUR INSTRUCTIONAL PRACTICES AND IN TERMS OF TEACHERS MAKING DECISIONS IN THE CLASSROOM AND HOW TO BEST SUPPORT THE INDIVIDUALS.

AND LASTLY I WOULD ADD THAT IN SECONDARY ROLE, ESPECIALLY IN TENTH GRADE, WE BENEFIT FROM THE CUMULATIVE IMPACT OF EXCELLENT INSTRUCTION KIDS HAVE RECEIVED THROUGHOUT THEIR SCHOOL CAREER LIKE MS. GRANIS SAID EARLIER. THESE STANDARDS ARE RECURSIVE AND OUR CURRICULUM IS VERY INTENTIONALLY RECURSIVE WITH THE IDEA THAT ALMOST IN A SENSE PRACTICE MAKES PERFECT.

SO WE DO FOLLOW THE SAME SEQUENCE OF LEARNING VERY INTENTIONALLY FROM GRADES 6 THROUGH 10 LEADING UP TO THIS ASSESSMENT WITH THE IDEA OF THE TEXTS AND THE TYPE OF WRITING KIDS PRODUCE GETTING MORE AND MORE COMPLEX.

SO AGAIN, THEY CAN SEE THEIR GROWTH OVER THE COURSE OF THEIR

SECONDARY SCHOOL EXPERIENCE. >> MS. GRANIS.

>> I JUST HAVE TO ONCE AGAIN CONGRATULATE THE STUDENTS, THE STAFF, AND LEADERSHIP FOR THESE AMAZING RESULTS.

WE APPRECIATE YOUR WORK. I WAS NOTICING THAT IN MATH AND READING WE ARE NOT MONITORING THE ADVANCED AND THE -- IS THERE

A REASON FOR THAT? >> AT LEAST WE'RE NOT BEING

PRESENTED WITH THAT. >> SO I THINK THAT'S PART OF WHAT'S GOING TO BE PRESENTED EVENTUALLY.

THIS IS MEANT TO BE MORE OF AN OVERVIEW.

WE DEFINITELY MONITOR OUR NUMBER OF STUDENTS --

>> I DIDN'T NINA WAY. >> WE ARE VERY -- I DIDN'T MEAN

IT THAT WAY. >> FOR EXAMPLE, WE HAVE NOTICED THAT IT'S A STATE TREND, A LOCAL FRIEND AND A STATE TREND THAT THERE ARE MANY STUDENTS IN THE RANGE OF TWO, WHICH IS PROFICIENT AND MANY IN 3, BUT THERE ARE NOT MANY IN THE 4 RANGE. HOW CAN WE MAKE THAT HAPPEN.

AND OF COURSE WE WANT TO MOVE STUDENTS, WE WANT TO SEE THEM GROW FROM BEGINNING TO DEVELOPING INTO THESE POSITIONS.

BUT THAT'S NOT IN THIS DATA BUT CERTAINLY DATA WE MONITOR SO

THAT WE CAN SEE HOW WE'RE DOING. >> I WOULD LOVE TO SEE THAT.

>> THANK YOU. >> ANY ADDITIONAL QUESTIONS?

MS. HAYES. >> SO AT THE VERY BEGINNING OF THIS PRESENTATION WHERE YOU DISCUSSED MATH, IT WAS NOTED

[02:00:02]

>> AT THE STATE LEVEL THEY TALKED ABOUT FOR MATHEMATICS HAS NOT MADE IT BACK TO THE PRE-COVID STATE ASSESSMENTS, BUT

IN ELA IT HAS. >> OKAY.

THANK YOU. SO I GUESS MY QUESTION WOULD BE MATH BASED IF YOU'RE ABLE TO ANSWER.

HOW CLOSE ARE WE TO MEETING THOSE STANDARDS ONCE AGAIN OR --

>> I'D HAVE TO GO BACK AND LOOK. CAN I GET THAT FOR YOU.

. >>> OKAY.

THANK YOU. >> ANY OTHER QUESTIONS? ALL RIGHT. THANK YOU SO MUCH FOR YOUR

PRESENTATION. >> THANK YOU.

[3.01 Public Comments]

MR. CAVARRO. THE BOARD OF EDUCATION PERMITS THE PUBLIC TO ADDRESS THE BOARD ON ISSUES OF CONCERN.

THE NUMBER OF SPEAKERS IS LIMITED TO 20.

WHEN ARE YOU CALLED TO SPEAK, PLEASE STATE YOUR NAME FOR THE RECORD AND LIMIT YOUR COMMENTS TO 3 MINUTES.

PERSONS ON THE SIGN-UP SHEET MAY NOT CONVEY, TRANSFER OR RELINQUISH ANY PART OF THEIR SPEAKING TIME TO ANOTHER PERSON OR GROUP. IF YOU HAVE HAND-OUTS OR WRITTEN TESTIMONY, PLEASE GIVE THEM TO THE BOARD MEMBERS.

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

ALL COMMENTS ARE TO BE MADE IN A CIVIL MANNER.

ANYONE NOT FOLLOWING THESE GUIDELINES WILL BE ASKED TO STOP SPEAKING AND FORFEIT THEIR RIGHT TO SPEAK IN THE FUTURE BOARD MEETINGS. PLEASE UNDERSTAND THAT WHILE THE BOARD OF EDUCATION VALUES YOUR COMMENTS, CONCERNS, THIS IS A BUSINESS MEETING AND THE BOARD CANNOT RESPOND TO YOUR QUESTIONS OR ENTER INTO A DISCUSSION WITH YOU DURING THE MEETING.

CALVERT COUNTY PUBLIC SCHOOLS WILL RESPOND TO THE ISSUES YOU RAISE IF YOU PROVIDE THE CONTACT INFORMATION WHEN YOU SIGN IN.

WRITTEN COMMENTS ARE WELCOME AT ANYTIME, FOR MORE INFORMATION, PLEASE CONTACT... 443-550-8006.

>> OUR FIRST SPEAKER IS MYRA GALLONS.

>> GOOD EVENING, DOCTOR, BE COUNCIL AND STAFF AND THE BOARD.

I WANTED TO SHARE SOME THINGS WITH YOU TODAY IS AND I KNOW EVERYBODY CAN'T SEND THEIR CHILD TO A PRIVATE SCHOOL.

THAT'S AN IMPOSSIBILITY. BUT I DO WANT TO SHARE WITH YOU WHAT YOUR TEACHERS HAVE TOLD ME WHEN I WAS DOING DUE DILIGENCE A WHILE BACK. AND THEY FEEL THAT THE ADMINISTRATION DOES NOT UNDERSTAND WHAT THEY HAVE TO GO THROUGH DAILY. THEY BELIEVE THE ADMINISTRATION DOES NOT HAVE THEIR BACK. THEY ALSO HAVE ASKED ME TO TALK TO YOU ABOUT THE CHILDREN ON THEIR CELL PHONES, THE YINGSTERS ON THEIR CELL PHONES, AND THEY'RE TAKING PICTURES OF THE TEACHERS AND THEN THEY'RE WRITING DIRTY COMMENTS AND TEXTING THEM. THEY REPORT THIS, BUT NOTHING HAPPENS. THEY ALSO WANT ME TO LET YOU KNOW THAT THE HOODIES -- AND I DON'T WANT TO BE DISRESPECTFUL TO MS. HAYES BECAUSE I KNOW WHAT YOU HOLIDAY? ONE EVER THE LAST TWO MEETINGS ABOUT THE HOODIES AND THEY'RE COMFORTABLE AND ALL. BUT THE HOODIES ARE NOT -- THESE KIDS ARE GETTING READY AT THE SENIORS SCHOOL -- THEY'RE GETTING READY TO ENTER A VERY CRUEL AND ANXIOUS WORLD AND I BELIEVE THIS DOES NOT HELP THEM TO MOVE ON AND MOVE OUT AND TAKE THEIR PLACE EITHER IN COLLEGE OR IN THE TRADES, AS MAYBE SOME BLUE COLLAR ARISTOCRATS. THEY ALSO COVER UP THEIR EARBUDS AND THE KIDS HAVE EARBUDS IN AND THEY'RE LISTENING TO MUSIC.

THEY ALSO ASKED ME TO LET YOU KNOW THAT THE STUDENTS IN THE CLASS THAT ARE A PROBLEM ARE NOT TAKEN OUT OF THE CLASSROOM.

HOW, I APPRECIATE ALL OF THIS INFORMATION THAT YOUR STAFF AND ADMINISTRATION JUST GAVE US. IT'S DISRUPT I'VE IN THE WHOLE CLASSROOM AND THE TEACHER HAS ASKED IN SOME DISTANCES TO REMOVE THE CHILD FROM THE CLASSROOM AND THEY WILL NOT DO

[02:05:02]

IT WAS VERY ILLUMINATING. I DO BELIEVE ONE THING WAS LEFT OUT, AND THAT IS THE PARENTS MUST BE INVOLVED, AND MUST KNOW

SO THEY CAN REINFORCE -- >> WOULD YOU FINISH YOUR

SENTENCE PLEASE. >> YES.

THE PARENTS CAN REINFORCE THE TEACHERS' EFFORTS.

THANK YOU. >> THANK YOU FOR YOUR COMMENTS.

>> OUR NEXT SPEAKER IS BETH FUD Z'ER.

>> COUNCIL, PRESIDENT CONFEDERATE FLAG SET AND MEMBERS, I'M HERE TODAY TO REVEAL THE EQUITY OF CASH DISBURSEMENT FOR THE STUDENTS AT NORTHERN HIGH SCHOOL ESPECIALLY THE GIRLS TENNIS, SOFTBALL, FIELD HOCKEY, GIRLS SOCCER, BOYS TENNIS. STUDENTS WITH DISABILITIES.

THE PRACTICE FIELD IS TWICE AS LARGE ON THE BOYS FIELD AS A FOOTBALL FIELD AND HOME GAMES ARE PLAYED IN THE FOOTBALL STADIUM. HOW MANY PAID COACHES INCLUDING THE HEAD COACH, SPECIAL TEAMS, OFFENSIVE COORDINATOR, DEFENSIVE COORDINATOR AND ASSISTANTS TO THE VARIOUS SIT AND JV FOOTBALL TEAMS HAVE? DOES THE SCHOOL PURCHASE THE 130 UNIFORMS AND HELL MITTS FOR THE TEAMS? HOW DID NORTHERN HIGH SCHOOL RECRUIT OR ENTICE THE FORMER HEAD FOOTBALL COACH FROM A SUCCESSFUL PROGRAM AT TUSTIN HIGH SCHOOL TO NORTHERN WITH A STRUGGLING FOOTBALL PROGRAM, PENALIZED WITH SANCTIONS. THE FORMER HEAD COACH STATED FOUR OF THE NEW COACHES WILL BE FORMER HEAD FOOTBALL COACHES AND MANY OF THE ASSISTANT COACHES HAVE WORKED AT PROGRAMS IN MARYLAND. MOST OTHER SPORTS TEAMS HAVE A PAID HEAD COACH AND ONE OR TWO ASSISTANTS.

WHAT WAS THE BUDGET OF THE FORMER HEAD COACH, FOUR NEW COACHES AND ASSISTANT COACHES. AFTER THREE YEARS THE COACH STEPPED DOWN AND LEFT FOR A HIGH SCHOOL THAT HAS A TOP NATIONALLY RANKED FOOTBALL PROGRAM. NORTHERN'S PRESENT FOOTBALL COACH IS FROM MOUNT ST. JOSEPH HIGH SCHOOL IN BALTIMORE WE ARE COACHED THE TEAM TO THE FIRST STATE CHAMPIONSHIP.

HOW IS NORTHERN ABLE TO RECRUIT A TOP COACH? WHAT WAS THE ENTICEMENT? IS IT ANALOGOUS TO COACH NICK SABAN LEAVING ALABAMA TO COACH AT TALLISON UNIVERSITY OR FORMER DUKE BASKETBALL COACH K TO LEAD DUKE TO COACH AT RUTGERS.

HOW MUCH DID THAT COST? THERE'S BEEN AN UPGRADE TO THE FOOTBALL STADIUM SINCE THE NEW NORTHERN HIGH SCHOOL HAS BEEN BUILT, HOME TEAM BLEACHERS, A ANOTHER SECTION OF BLEACHERS, NEW PRESS BOX, P.A. SYSTEM, LIGHTS AND FLAG POLES, TEMPORARY NEW LOCKER ROOM PROJECTED, I HEARD IT THERE'S NO BUDGET FOR ATHLETIC TRAINING AT THE HIGH SCHOOLS AND YET NORTHERN HIGH SCHOOL'S FOOTBALL STADIUM GETS NEW VISITING TEAM BLEACHERS AND A SCOREBOARD JUST THREE MONTHS AGO.

HOW DOES THAT HAPPEN? WHO MAKES THAT DECISION? ABOUT 100 YARDS AWAY FROM THE FOOTBALL PRACTICE FIELD, THE COMBINED VARSITY AND JV HOCKEY TEAM SHARE PRACTICE FIELD WITH THE GIRLS VARSITY SOCCER TEAM, THE BOYS VARSITY SOCCER TEAM.

LET ME REITERATE, THAT IS FOUR TEAMS PRACTICING ON ONE FIELD.

WE'RE TALKING ABOUT 120 ATHLETES ON ONE FIELD THAT IS OUTRAGEOUS.

AND PUTS THESE ATHLETES ENGAGING IN THESE SPORTS AT A MAJOR DISADVANTAGE TO ACHIEVE OPTIMAL PERFORMANCE.

IT CREATES A KAY OUT AND PICK INEFFICIENT ATMOSPHERE TO ALL COACHES AND TEAMS NEEDED TO FACILITATE CONSTRUCTIVE PRACTICES. AN ADDITIONAL TURF FIELD IS A NECESSARY AND FAIR INVESTMENT TO AVOID THIS INEQUITY.

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

>> OUR NEXT SPEAKER IS MARY BALKER.

>> GOOD EVENING, EVERYONE. I DO HAVE TO START OFF BY SAYING THOSE -- THAT THAT IS VERY IMPRESSIVE, I DO THANK THE TEACHERS AND EVERYONE FOR MAKING THAT HAPPEN.

AS A CITIZEN OF THE COUNTY, I'M VERY GRATEFUL TO SEE THAT.

[02:10:03]

ONLY FOUR COURTS WERE BUILT. THEREFORE MANY ARE WONDERING WHAT HAPPENED WITH THE REST OF THE MONEY FOR THE FOUR TENNIS DHOORTS WERE NOT BUILT. -- COURTS THAT WERE NOT BUILT, HONEY TOWN HIGH SCHOOL HAD EIGHT TENNIS COURTS BUILT 19 YEARS AGO COMPARED WITH NORTHERN'S FOUR TENNIS COURTS FOUR YEARS AGO.

AS A RESULT NEITHER THE GIRLS NOR THE BOYS VARSITY TEAMS HAVE ENOUGH COURTS TO PLAY A HOME GAME AGAINST A VISITING HIGH SCHOOL. AT NORTHERN HIGH SCHOOL.

IN ORDER TO PLAY A VARSITY TENNIS GAME, 9 COURTS ARE ACTUALLY NEEDED. THE INEQUITY BETWEEN THE NUMBER OF TENNIS COURTS BETWEEN THE HUNTING TOWN HIGH SCHOOL GIRLS AND BOYS TEAMS PUT THEM AT A DISADVANTAGE.

AS A RESULT, NORTHERN'S TENNIS PRACTICE TIMES EXTEND PAST THE LIMITED THREE-HOUR SESSION RULES STATED IN THE CALVERT COUNTY PUBLIC SCHOOL PHILOSOPHY AND INTERSCHOLASTIC ATHLETICS HANDBOOK. IT IS NEARLY IMPOSSIBLE TO HAVE AN EFFICIENT PRACTICE WITH 32 TENNIS PLAYERS SHARING 4 COURTS.

A CASE IN POINT REST WITH A FRIEND OF MINE WHOSE DAUGHTER PLAYED NO. 1 GIRLS SINGLES HER SENIOR YEAR IN HIGH SCHOOL.

AT NORTHERN. TO RETAIN THIS POSITION, SHE HAD TO PLAY FROM 3 TO 5 P.M. WITH A TEAM AND STAYED AN EXTRA TWO TO THREE HOURS AFTER PRACTICE TO GET QUALITY TIME WITH THE COACHES TO LEARN HOW TO PLAY HER POSITION.

IN FACT, MOST OF OUR VARSITY TENNIS PLAYERS WERE FORCED TO PRACTICE THREE AND A HALF, FIVE HOURS A DAY BECAUSE THERE WAS NO ROOM TO PRACTICE WITH 32 OTHER PLAYERS ON FOUR COURTS.

TO SUMMARIZE THE SITUATION, A HIGH SCHOOL VARSITY TENNIS GAME CONSISTENT OF 9 GAMES -- CONSIST OF 9 GAMES AND FOUR TENNIS COURTS RESULT IN A MATCH PLAYED IN SHIFTS TAKING TWO TO THREE TIMES LONGER THAN AN AVERAGE BASEBALL GAME.

SO APPARENTLY THE CALVERT COUNTY PUBLIC SCHOOL'S PHILOSOPHY OF INTERSCHOLASTIC HANDBOOK STATES THE ACTIVITY'S DIRECTOR AND PRINCIPAL SHALL BE RESPONSIBLE FOR AT LET'SIC'S BUDGET, THEREFORE PURCHASES OF ANY AND ALL EQUIPMENT AND SUPPLIES FROM THE BOARD ACCOUNTS MUST BE APPROVED BY THE SUPERVISOR OF ATHLETICS AND PRINCIPAL. THE HANDBOOK CONTINUESES AND STATES THAT THE PRINCIPLE ACTIVITY'S DETECTOR AND SUPERVISOR OF ATHLETICS HAVE COMPLETE CONTROL OVER THE ATHLETICS BUDGET FOR EVERY CULVERT COUNTY PUBLIC SCHOOL.

IN SUMMARY, THERE NEEDS TO BE ACCOUNTABILITY FOR HOW THE MONEY

IS SPENT -- >> MS. BALKER, THAT IS YOUR TIME. COULD YOU FINISH YOUR SENTENCE.

>> YES. THE SENTENCE IS SINCE AN ODDITY IS BEING CONSIDERED, THIS SEEMED LIKE AN OPPORTUNE TIME TO RAISE THIS ISSUE. THANK YOU SO MUCH.

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

JOHNSON. >> GOOD EVENING.

I APPRECIATE EVERYBODY BEING HERE TONIGHT.

RATHER LENGTHY WITH THE MTSS. AND I THOUGHT TO DIRECT A LITTLE ATTENTION TO THAT MIGHT SHIFT A LITTLE BIT TONIGHT, THERE'S ALWAYS ANOTHER NIGHT. CLAYTON'S DATA, DATA, DATA, I'VE NEVER SEEN SO MUCH DATA. DATA SHOWS THE POLICY COMES IN LARGE PART BY IDEOLOGY. NOT DATA.

THERE'S NO DATA SHOWING ITS SUCCESS.

POLICIES SUCH AS THIS HAVE BEEN IMPLEMENTED IN BALTIMORE.

BALTIMORE JUST TESTED THEIR GRADUATES AT 13 HIGH SCHOOLS.

THEY TESTED 0 IN COMPREHENSION IN MULTIPLE SUBJECTS.

AS MS. GRENIS INTELLIGENTLY ALLUDED WE DON'T EVEN HAVE STAFF TO SUPPORT IT. FAILED POLICY WITH NO WAY TO IMPLEMENT IT. SEVEN PSYCHOLOGISTS, 9, 10, YOU KNOW IT'S IMPORTANT WHEN WE'RE RESPONSIBLE THAT WE HAVE AN EDUCATED APPROACH. WITHOUT DATA, I FIND VERY DIFFICULT TO BELIEVE HOW ANYONE COULD MOVE FORWARD WITH THIS.

JUST THOUGHT I'D MENTION THAT. I DID PRESENT ALSO TODAY SOME INFORMATION TO YOU. THE PRESIDENT OF OUR BOARD IS QUITE DECORATED. I APPRECIATE ALL OF THE EDUCATION, ACCOUNTING, FINANCE MANAGEMENT, UNIVERSITY OF MARYLAND, MASTER'S DEGREE IN ACCOUNTING, THERE'S DIFFERENT LEVELS INSIDE, AND I BELIEVE A SENIOR AUDITOR WAS IN THERE, AS WELL. SO YOU HAVE AN ACCOUNTANT, YOU HAVE A CPA, YOU HAVE AN ASSOCIATE AUDITOR, YOU HAVE AN AUDITOR, A SENIOR AUDITOR, A LOT OF DIFFERENT LEVELS HERE.

AND YOU KNOW, WHEN WE HAVE A $24 MILLION SURPLUS, ASKING FOR $24

[02:15:04]

SO I THINK WHAT THE TAXPAYERS WOULD BE ASKING IS WHY IS THE BOARD NOT CALLING FOR AN AUDIT? BECAUSE I THINK ANY ONE OF RATIONAL THOUGHT WOULD KNOW AT THIS POINT THE INDIVIDUAL THAT WOULD BE INVOLVED -- I DON'T KNOW IN A PRIVATE SECTOR HOW YOU'D STILL BE EMPLOYED, AND I WOULD BELIEVE THAT THE TAXPAYERS DO DESERVE THE RIGHT TO KNOW. I'M SURE THAT THERE'S SOME PLAUSIBLE EXPLANATIONS. I DON'T KNOW ABOUT $24 MILLION, BUT WE DEFINITELY NEED TO FIND THEM.

AND YOU'VE HEARD THE CONCERNS TONIGHT THAT CITIZENS DEFINITELY HAVE. SOME OF THE INEQUITIES THAT ARE BEING PRACTICED AND WITH A $24 MILLION SURPLUS, I THINK WE NEED TO FIND THE ANSWERS. APPRECIATE THE EVENING.

>> THANK YOU FOR YOUR COMMENTS. >> THAT CONCLUDES OUR SPEAKERS

[3.02 Board Comments]

THIS EVENING. >> THANK YOU, DR. JOHNSON.

>> WE WILL NEXT MOVE INTO BOARD COMMENTS.

MS. HAYES. >> THANK YOU ALL AGAIN FOR HAVING ME TONIGHT AND TO ALL OF THOSE WHO PRESENTED AND SHARED COMMENT. I KNOW IT'S A BIT LATE.

I'D LIKE TO START THIS OFF BY SAYING, GO, PANTHERS.

THE FOOTBALL TEAM WAS CHOPPED A 43-0, AND WHILE I'M VERY SAD THAT I WASN'T ON SITE TONIGHT LIKE I USUALLY AM, I'M ALWAYS GRATEFUL TO SPEND TIME IN THE BOARD ROOM, I'D LIKE TO EXTEND A THANK YOU FOR MR. FULTON FOR WELCOMING TO BEACH ELEMENTARY SCHOOL LAST WEEK AND MR. HELDERS FOURTH GRADE CLASS FOR GREAT CONVERSATION. AND MS. HAWKERS FOR WELCOMING TO MUTUAL ELEMENTARY AND MS. BUTLER'S FIRST GRADE CLASS FOR BEING AMAZING READING BUDDIES.

FINAL PRESENTATION ON STATE TESTING DATA WAS VERY EXCITING.

THANK YOU TO ALL THE TEACHERS WHO WORKED SO HARD TO TEACH THE COUNTY PUBLIC SCHOOL STUDENTS IS APPARENT IN YOUR STUDENTS AND DATA THAT ARE YOU DOING A FANTASTIC JOB.

THE PRESENTATION WAS AN AMAZING VISUAL OF JUST HOW HIGH QUALITY AND EFFECTIVE AND EDUCATION CULVERT BOYS AND THIS BRINGS A LOT OF COMFORT TO KNOWING MYSELF AND MY PEERS ARE RECEIVING AN

EXCELLENT EDUCATION. >> TO CLOSE I SHARED AT PAST MEETINGS INFORMATION ABOUT THE ADVISORY COUNCIL.

AFTER DISCUSSING WITH MY PIERS AND WORK WITH THE DOCTOR, I DECIDED TO AFFECT MY GOALS, WILL BE THROUGH AN OPEN FORUM.

I KNOW THIS TITLE DOESN'T SOUND VERY APPEALING BUT OUR FIRST BOARD WILL BE IN NOVEMBER AND BETWEEN NOW AND THEN I'LL BE SHARING INFORMATION VIA SOCIAL MEDIA.

BE ON THE LOOKOUT FOR IT. ALL SUGGESTIONS ARE ENCOURAGED TO ATTEND, SPEAK THEIR MINDS AND OF COURSE ENJOY SOME GREAT FOOD.

THANK YOU. >> THANK YOU, MS. HAYES.

MS. GRENIS. >> TEACHERS DON'T ALWAYS GET THE RECOGNITION THEY DESERVE, AND I WANT TO MAKE SURE THAT THEY KNOW THAT THEY ARE GREATLY APPRECIATED AND THOSE SCORES REFLECT HOW HARD THEY'RE WORKING, HOW DILIGENTLY THEY'RE EFFORTS ARE BEING PUT FORTH AND IT'S -- WHATEVER YOU'RE DOING, IT'S WORKING. KEEP GOING.

I'D ALSO LIKE TO THANK THE MANY STAFF MEMBERS AND PARENTS WHO HAVE REACHED OUT TO ME SINCE THE BEGINNING OF THE YEAR TO INFORM ME OF CONCERNS AND ISSUES THAT ARE OCCURRING IN OUR SCHOOLS.

YOUR WORDS ARE NOT FALLING ON DEAF EARS.

TRANSPARENCY IS PARAMOUNT, AND IT'S IMPORTANT TO ME AS A BOARD MEMBER TO KNOW WHAT IS HAPPENS IN OUR BUILDINGS.

I WILL CONTINUE TO BE PROACTIVE AND A SUPPORTIVE VOICE FOR YOU.

I DID MEET WITH DR. TOWNSEL AND DR. JOHNSON EARLIER THIS WEEK, AMONG OTHER ISSUES THAT WERE DISCUSSED, I REQUESTED A SURVEY BE SENT OUT TO TEACHERS AND PRINCIPALS REGARDING THE DRESS CODE POLICY. NUMBER 3170.

IF A POLICY IS CHANGED, IT IS OUR RESPONSIBILITY TO MONITOR @WHETHER THE CHANGES ARE BEING ENFORCED.

TWO SPECIFIC AREAS OF INTEREST ARE SECTION 4-F, CERTAIN BODY PARTS MUST BE COVERED FOR EACH STUDENT.

CLOTHES MUST BE WORN IN A WAY SUCH THAT, CHEST, NAVAL, PELVIC, GROIN AREA AND BUTTOCKS ARE COVERED WITH MATERIALS THAT IS NOT TRANSPARENT. I'M VERY INTERESTED IN KNOWING IF THAT IS OCCURRING IN OUR SCHOOLS.

THE SECOND ONE IS SECTION 4-G, NO. 1, IT PERMITS HATS, HOODS, OR HEAD WARE AS LONG AS THE STUDENT'S FACE AND EARS ARE VISIBLE AND NOT OBSCURED AND THE STUDENT'S IDENTITY IS NOT CONCEALED. I WOULD LIKE TO KNOW IF THAT IS ACTUALLY BEING ENFORRED IN OUR SCHOOLS.

I ENCOURAGE, IF THIS SURVEY DOES GO OUT -- I ENCOURAGE EVERYONE TO COMPLETE IT SO WE CAN COLLECT ACCURATE DATA.

LASTLY, I'D LIKE TO THANK OUR COUNTY COMMISSIONERS FOR MOVING FORWARD WITH THE DOE AUDIT. ANY SAVINGS WOULD BE A GREAT BENEFIT TO OUR SCHOOLS AND OUR COMMUNITY.

[02:20:01]

THANK YOU. >> THANK YOU, MS. GRENIS.

MS. POST. >> WELL, I WAS GONNA SAY THAT LISA STOLE PART OF MY SPEECH, BUT SHE HAD HERS WRITTEN DOWN AND I DIDN'T WRITE ANYTHING. SO HERE WE ARE.

I ALSO WANT TO COMMEND THE TEACHERS AND STAFF AS THE SUPERVISORS HERE AT THE BOARD. -- AT CENTRAL OFFICE, RATHER.

THAT'S REALLY GREAT WORK. I'M REALLY GRATEFUL AND SO THANKFUL TO SEE THAT THERE ARE SCORES THAT ARE IMPROVING AND I'M EXCITED TO SEE WHAT MATH, YOU KNOW, AND HOW THOSE SCORES WILL IMPROVE IN THE FUTURE. I'M ALSO REALLY EXCITED TO SEE DATA REGARDING THE MULTITIERED SYSTEM OF SUPPORT AS THAT IS IMPLEMENTED. AND MONITORED THROUGHOUT THE SCHOOL YEAR. I TOO WANT TO THANK THE STAFF AND PARENTS WHO ARE REACHED OUT. I THINK IT IS IMPORTANT THAT WE BE APPROACHABLE AND THAT WE LISTEN AND BE ABLE TO COMMUNICATE OUR CONCERNS WITH MEMBERS HERE AT THE CENTRAL OFFICE AND DR. TOWNSEL, AND THAT CERTAINLY HAVE HAPPENING.

SO I'M GRATEFUL FOR THAT, AS WELL.

AND LAST BUT NOT LEAST, SHOUT-OUT TO THE GIRLS SOFTBALL TEAM AT NORTHERN HIGH SCHOOL FOR KILLING IT YEAR AFTER YEAR, AND FINALLY GETTING SOME ATTENTION TO THEIR FIELD, THAT THEY DESERVE. THANK YOU.

>> THANK YOU, MS. POST. MS. BALINSKI.

>> YEAH, I'M ALWAYS A CHEERLEADER FOR THE SCHOOLS, AND WE'RE JUST BLOWING IT OUT THE PARK.

WONDERFUL. CONGRATULATIONS TO EVERYBODY.

WE WILL BE -- I THINK MOST, IF NOT ALL OF OUR BOARD MEMBERS, WILL BE AT OUR ASSOCIATION BOARD OF ED'S CONFERENCE IN ANNAPOLIS MONDAY, TUESDAY, AND WEDNESDAY. AND THAT'S -- I'M REALLY LOOKING FORWARD IT, ESPECIALLY GIVEN SOME OF OUR RANKINGS AMONG THE DISTRICT, BUT IT'S A WONDERFUL TIME FOR US TO DISCUSS WITH OTHER DISTRICTS, YOU KNOW, WHAT THEY'RE DOING, HOW THEY'RE FAIRING, YOU KNOW, WHAT KIND OF DRESS CODE THEY PUT IN AND HOW -- WHAT IMPACT THAT HAS HAD. SO IT'S A GOOD TIME.

GET SOME KEYNOTE SPEAKERS AND HOPEFULLY WE'LL BE COMING BACK ALL ENERGIZED AGAIN. ALSO, I'M LOOKING FORWARD TO MEETING THE NEW CAREER COUNSELORS THAT HAVE BEEN HIRED IN AS PART OF THE BLUEPRINT. I WRITE THIS ARE CLOSE TO 9 OR 10 OF THEM -- I THINK THERE ARE 9 OR 10 OF THEM AND I'LL BE MEETS THEM NEXT WEDNESDAY AT THE CTA.

SO REALLY EXCITED TO HAVE IN-SCHOOL CAREER COUNSELING FOR OUR STUDENTS. I THINK THE STATE IS WHO'S PAYING FOR THIS RIGHT NOW, AND I WAS VERY I OATH VERY FORETHINKING IN THAT REGARD. IT HELPS KIDS -- IT'S PART OF THEIR SELF AWARENESS JOURNEY AND HELPS THEM TO TRY TO START TAILORING THEIR EDUCATION TO WHAT THEIR INTERESTS ARE.

I SEE THAT AS BEING VERY IMPACTFUL FOR OUR STUDENTS.

AND I DO APOLOGIZE, I WILL NOT BE HERE AT THE NEXT MEETING.

MY SON THE YOU AD DAS TOILET MOVE TO OREGON -- AUDACITY TO MOVE TO OREGON AND ALSO GET ENGAGED.

SO WE'RE VISITING THEM FOR THE FIRST TIME IN THE SECOND WEEK OF OCTOBER. AND WE'RE ALSO TAKING ADVANTAGE OF THE ANNUAL ECLIPSE WHICH WILL BE RIGHT AROUND THAT AREA.

SO I WILL LISTEN IN AND I'LL PROBABLY PROVIDE QUESTIONS, BUT

I DO APOLOGIZE I WON'T BE HERE. >> THANK YOU, MS. BALINSKI.

MR. WHITE. >> YES.

GOOD EVENING, EVERYONE. THERE'S BEEN A LOT OF THINGS GOING ON IN THE COUNTY, AND I WAS DEFINITELY IN A DARK PLACE BECAUSE I WAS GONNA COME AND SPEAK ON SOME OF THE THINGS THAT HAVE BEEN TAKING PLACE, SOME OF THE TAX THAT ARE CONSTANTLY -- ATTACKS THAT ARE BEING WAGED AGAINST THE SCHOOL SYSTEM, BUT THAT'S NOT WHAT I NORMALLY DO SO I'M NOT GOING TO LET THAT AFFECT ME AND NOT GOING TO SPEAK ON THAT.

INSTEAD, I'M GOING TO SPEAK ON YESTERDAY.

I WAS AT CALVERT COUNTRY AND THERE WAS A PROGRAM FOR PARENTS AND GUARDIANS OF CHILDREN FROM 0 TO 3.

THEY HAVE A SERIES OF PROGRAMS THAT THEY'RE GOING TO BE HAVING, AND WE HAD SEVERAL PROGRAMS THERE.

WE HAD HEAD START, THE CALVERT COUNTY PUBLIC SCHOOLS, TODDLERS, THE LIBRARY, HIPY. THERE ARE SO MANY PEOPLE THERE THAT ARE REALLY TRYING TO HELP OUR STUDENTS GET A GOOD HEALTHY FOUNDATION. BACK IN THE DAY, THERE WAS A PROGRAM FROM UNITED WAY CALLED SUCCESS BY 6.

AND A LOT OF THE PEOPLE WHO WERE THERE -- MY SON IS 23 NOW -- THEY'RE STILL THERE. HIS PARENT JORDAN IS ONE OF THEM. SHE'S STILL PUTTING IN THE WORK TO MAKE SURE WE GET A GOOD FOUNDATION FOR OUR KIDS.

I'LL BE HOSTING THOSE. THERE'S SOMETHING IN NOVEMBER,

[02:25:02]

ON SATURDAY, I WAS ASKED TO GO TO CROSSROADS CHURCH, THE TUSTIN CHURCH HAD A CELEBRATION OF LIFE CEREMONY AND I WAS ABLE TO GO WITH SOME OF OUR STUDENTS FROM ST. LEONARD ELEMENTARY, CALVERT MIDDLE AND THE HIGH SCHOOL. THEY WERE LIGHTING CANDLES IN OBSERVANCE OF SOME OF THE SCHOOL VIOLENCE AND SOME OF THE KIDS WHO HAD BEEN TOUCHED BY DIFFERENT VIOLENT ACTS AND THINGS IN SCHOOLS. SO IT WAS DEFINITELY A VERY NICE PROGRAM TO REMEMBER THOSE THAT WE'VE LOST.

TODAY -- TODAY KIND OF REMINDED ME, WAS A REFRESHER TO WHY I'M -- I LOVE BEING ON THE BOARD.

I WAS INVITED TO THE ELEMENTARY WHICH KRISTEN BRAYDEN, FIFTH GRADE TEACHER AT ST. LEONARD. SHE'S A PART OF THE ARISE ADVANCE, PROJECT BASED LEARNING COHORT, AND THE STUDENTS ARE REVISING THEIR ADMISSION STATEMENT, THEIR PLEDGE AND SOME OF THESE STUDENTS, THEY'RE FIFTH-GRADERS SOME OF THE QUESTIONS THAT THEY WERE ASKING AS FAR AS DIFFERENT COMMUNITY ORGANIZES AND ASKING ME AS FAR AS DO I LIKE BEING ON THE BOARD AND WHY I GOT ON THE BOARD AND ALSO WITH OTHER YOUTH ORGANIZATIONS THAT I'M A PART OF, IT'S JUST REASSURING AND REFRESHING TO KNOW THAT THESE STUDENTS ARE LOOKING TO TAKE OWNERSHIP AND I THINK THAT JUST THE TEACHERS WHO ARE A PART OF THAT ARE LISTENING TO THE STUDENTS AND GIVING THEM OPPORTUNITIES TO AND TO BE HEARD.

SO IT WAS JUST SUCH A GREAT TIME TO BE THERE.

OF COURSE, THEY'RE FIFTH-GRADERS SO, YOU KNOW, I HAD TO -- I LIKE THE PHILADELPHIA EAGLES AND HAD TO GO THROUGH ALL, THAT BUT WHEN IT WAS OVER, A YOUNG LADY GAVE ME A NEW BADGE.

ON THIS BADGE IT HAS BOARD OF EDUCATION, IT'S A PICTURE OF ME WITH MY JACKET, WITH MY BADGE, MY SHIRT, MY HEIGHT, EVERYTHING.

SO TO ME SHE LET ME KNOW THAT I WAS BEING HEARD.

SHE LISTENED TO WHAT I WAS SAYING, SHE TOOK INTO CONSIDERATION WHAT I WAS WEARING AND SHE GAVE IT TO ME.

SO SHE GAVE ME SOMETHING THAT I THINK WE NEED TO GIVE TO ALL OF OUR STUDENTS AND TO EACH OTHER, WE JUST NEED TO TREAT EACH OTHER BETTER SO WE CAN MAKE SURE THAT WE CAN MOVE FORWARD WITH THINGSES AND THE LAST THING THAT I WANTED TO SAY IS THERE ARE A LOT OF SPORTS, A LOT OF ACTIVITIES GOING ON.

YEAH, THE PANTHERS ARE REALLY ROLLING.

ALL OF THE SCHOOLS ARE DOING VERY WELL IN FOOTBALL AND OTHER SPORTS TOO. YOU KNOW, TRY TO GET OUT THERE AND SUPPORT OUR KIDS. I WANTED TO SAY I THINK THAT THE BOARD, WHO WAS RESPONSIBLE FOR BRINGING DR. TOWNSEL IN, I THINK THAT YOU GUYS DID A GREAT JOB. TO THE 800 PEOPLE WHO SIGNED THE PETITION, I'M GOING TO GO AHEAD AND STOP THERE.

THANK YOU GUYS FOR BEING HERE. AND ALSO I SEE PEOPLE WHO ARE HERE WHO WERE FROM THE STRATEGIC PLANNING AT COUNTY TOWN HIGH SCHOOL. I'M GLAD TO SEE YOU'RE HERE AND ACTUALLY GETTING INVOLVED, AND SOME OF THE THINGS THAT YOU HEARD THERE AS FAR AS HOW OUR GRADES AND SCORES ARE IN THE TOILET, NOW YOU KNOW THAT COME TO THESE THINGS, FIND OUT THE% TRUTH FOR YOURSELF. DON'T JUST LISTEN TO THE TALKING HEADS OUT HERE WHO LIKE TO JUST SAY WHATEVER THEY WANT WITHOUT FACTS. THANK YOU.

>> THANK YOU, MR. WHITE. I WILL SAY CONGRATULATIONS TO ALL OF THE TEACHERS AND STUDENTS ACROSS THE DISTRICT.

THE TEACHERS, BECAUSE THEY PUT IN THE TIME IN THE CLASSROOM TO ACHIEVE THE INCREASES IN STUDENT ACHIEVEMENT THAT WE SAW REPORTED OUT TONIGHT, SO THANK YOU TO OUR TEACHERS ACROSS THE DISTRICT.

YOU ARE OUR CHAMPIONS, AND WE SUPPORT YOU, AND THOSE ABOVE YOU IN CENTRAL OFFICE AND DR. TOWNSEL, THANKS SO YOU ALL ALSO FOR PUTTING TOGETHER SUCH A MAGNIFICENT TEAM OF TEACHERS, MAKING SURE THAT THEY RECEIVE THE RESOURCES THAT THEY NEED TO ENSURE THAT STUDENT ACHIEVEMENT CONTINUES TO INCREASE IN OUR DISTRICT. THE NUMBERS WERE VERY SATISFYING AND IT'S GOOD TO SEE. AND I WOULD LIKE TO SEE THE MINIMUM 1% INCREASE GETTING BETTER EACH YEAR, LIKE DR. TOWNSEL. SO THANK YOU FOR YOUR HARD WORK.

AND MR. WHITE, I THINK I WAS THERE MYSELF TO WITH SOME OF THE DARKNESS THIS WEEK, BUT I HAVE TO CONTINUE TO KEEP IN MY HEAD THAT THE LION DOES NOT OFTEN CONCERN ITSELF WITH THE OPINION OF THE SHEEP. SO AS WE MOVE FORWARD, I HOPE THAT TOGETHER WE WILL CONTINUE TO ENSURE THAT THE STUDENTS OF CALVERT COUNTY ARE ALWAYS PUT FIRST, AND THAT POLICIES THAT THIS BOARD CHAMPION ARE DIRECTLY FOR OUR STUDENTS TO ENSURE THAT OUR STUDENTS FEEL SAFE, SECURE, AND THAT THEY CAN BE SUCCESSFUL

[02:30:03]