Jan 11, 2024 Board of Education

[2.01 Pledge of Allegiance/Moment of Silence]

[00:00:07]

MEETING TO ORDER. WE WILL BEGIN WITH THE PLEDGE OF ALLEGIANCE FOLLOWED BY A MOMENT OF SILENCE AS I ASK YOU TO PLEASE STAND.

[2.02 Election of Officers]

>> I AM VERY PLEASED WE HAVE PEOPLE ON THIS BOARD. SEVERAL OF WHOM WHO HAVE STEPPED UP AND OFFERED TO BE AN OFFICER. AND I WOULD LIKE TO RECOMMEND ANTOINE WHITE AS PRESIDENT AND INEZ

CLAGGETT AS VICE PRESIDENT. >> DO WE HAVE A MOTION. ANY

DISCUSSION? >> I AM SORRY.

>> ALL RIGHT. THEN I WILL CALL FOR THE VOTE. THOSE IN FAVOR, SAY AYE. ANY OPPOSED? MOTION PASSES 3-2.

>> THANK YOU AND CONGRATULATIONS.

>> NOT TODAY. WE WILL DO IT NEXT TIME.

>> I DEFER TO THE PRESIDENT. HE DOES NOT WANT TO MOVE HIS FEET.

>> THANK YOU.

LOOK FORWARD TO SERVING IN THIS CAPACITY. OKAY. WE WILL MOVE

[3. Consent Agenda]

TO THE CONSENT AGENDA. >> SO MOVE.

>> SECOND. >> IT HAS BEEN PROPERLY MOVED

AND SECONDED. >> ALL IN FAVOR?

[4.01 Public Comment]

>> AYE. >> ALL OPPOSED? THE MOTION PASSED 5-0. NEXT, WE WILL MOVE INTO PUBLIC COMMENT.

>> THE BOARD OF EDUCATION PERMITS THE PUBLIC TO ADDRESS THE BOARD ON ISSUES OF CONCERN. THE NUMBER OF SPEAKERS IS LIMITED TO 20. WHEN YOU'RE CALLED TO SPEAK, PLEASE LIMIT YOUR COMMENTS FOR THREE 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 HANDOUTS OR WRITTEN TESTIMONY, PLEASE GIVE THEM TO KAREN MAXEY. TO PROTECT CONFIDENTIALITY, PLEASE DO NOT MENTION INDIVIDUAL STUDENTS OR STAFF MEMBERS IN YOUR REMARKS. ALL COMMENTS WILL BE MADE IN A CIVIL MANNER. ANYONE NOT FOLLOWING THESE WILL BE ASKED TO STOP SPEAKING AND WILL FORFEIT THEIR RIGHTS TO SPEAK AT FUTURE MEETINGS. PLEASE UNDERSTAND THAT WHILE THE BOARD OF EDUCATION VALUES YOUR COMMENTS AND WRIST GUARDS, THIS IS A BUSINESS MEETING.

CALVERT COUNTY PUBLIC SCHOOLS WILL RESPOND WHEN YOU SIGN IN WITH WRITTEN COMMENTS WELCOMED AT ANY TIME. FOR MORE INFORMATION PLEASE CALL MS. MAXEY AT 443-550-8306. THANK

YOU. >> THANK YOU, TONY.

>> OUR FIRST SPEAKER IS DON COLLINS.

[00:05:13]

>> THANK YOU. DOES THIS SUFFICE? GOOD AFTERNOON. MY NAME IS DON COLLINS, AND I WHOLEHEARTEDLY BELIEVE THAT THE TERM WHITE SUPREMACY NEEDS TO STAY IN THE POLICY STATEMENT OF THE CALVERT COUNTY PUBLIC SCHOOLS SYSTEM. THE REASON FOR MY POSITION IS THE NEED TO BEGIN WITH A TRANSFORMATIVE PROCESS NECESSARY TO DECONSTRUCT THE HARMFUL IMPACT OF THE TERM AND AS ITS USE AS AN IDEOLOGY DESIGNED TO DEVALUE HUMANITY AND THOSE NOT INCLUDED IN THIS SPECIFIC SOCIETAL GROUP. THAT USE OF THIS TERMINOLOGY IS NOT INCLUDED TO DIVIDE OR TO BE USED AS AN INSTRUMENT OR RIDICULED AGAINST OTHERS. INSTEAD, IT IS NECESSARY TO IDENTIFY THE TERM AS AN INSTRUMENT OF EXPLOITATION OF THOSE DISADVANTAGED BY THE INEQUITABLE TREATMENT BASED ON ONE'S RACE. AS WITH ANY INJURY, ILLNESS, OR DISABLING CIRCUMSTANCES IN LIFE, THE FIRST STEP TOWARDS HEALING AND RECOVERY MUST FIRST BEGIN WITH IDENTIFYING THE ROOT OF THE ISSUE AND THEN CONFRONTING IT DIRECTLY. IN 2017, ON THE CAMPUS OF THE UNIVERSITY OF MARYLAND AT COLLEGE PARK, THE FLAGSHIP UNIVERSITY, A BEAUTIFUL, YOUNG LIEUTENANT WAS TAKEN AWAY BY A MURDEROUS MONSTER WHO EMBRACED THE IDEOLOGY OF WHITE SUPREMACY. ACCORDING TO DOJ, HATE FUELED VIOLENCE IS AT A HISTORICAL HIGH IN OUR NATION. OUR FAMILY HAS HAD THE TRAGIC MISFORTUNE TO EXPERIENCE THE DEADLY CONSEQUENCE OF THE PRACTICE OF THIS IDEOLOGY. THE PROMISING FUTURE OF A 23-YEAR-OLD LIEUTENANT WAS STOLEN BY A BRUTAL ACT OF HATE-FUELED VIOLENCE. REMOVING THIS TERMINOLOGY INSULTS THE MEMORY OF THOSE LIKE OUR NEWLY COMMISSIONED SON WHO LOST HIS LIFE AT THE HANDS OF SOMEONE WHO EMBRACED THIS DANGEROUS IDEOLOGY. THANK YOU.

>> THANK YOU. >> OUR NEXT SPEAKER IS SVAN

TETSON. >> GOOD AFTERNOON. IS THAT ON? MY NAME IS SVAN TETSON. NOW IT IS NOT. I AM A TEACHER AT ONE POINT MIDDLE SCHOOL, AND I AM ALSO A MEMBER OF CALVERT NEGOTIATIONS ASSOCIATION TEAM. I'M HERE TO ASK YOU TODAY TO PLEASE DIRECT DR. TOWNSEL TO ACQUIRE THE NEGOTIATIONS TEAM TO BEGIN THE DISCUSSIONS ABOUT SALARY NOW BEFORE HE PRESENCE YOU WITH THE BUDGET. STAFF SALARIES ARE THE LARGEST LINE ITEM IN THE BUDGET. ANY BUDGET PRESENTED TO YOU BEFORE OUR TEAMS HAVE COME TO CONSENSUS COULD NOT POSSIBLY BE ACCURATE.

TEACHERS AND SUPPORT STAFF WORKED TIRELESSLY DAY IN AND DAY OUT TO PROVIDE THE BEST EDUCATION TO OUR STUDENTS POSSIBLE. I THINK THAT LATER IN THIS MEETING WHEN YOU REVIEW THE REPORT CARD, YOU WILL SEE THE FRUITS OF THAT LABOR. GOSH.

I CAN DO THIS IN FRONT OF A WHOLE CLASSROOM OF KIDS ALL DAY. WE SPENT COUNTLESS HOURS PLANNING LESSONS, GRADING ASSIGNMENTS, AND PROVIDING US REPORTS TO STUDENTS BOTH ACADEMICALLY AND EMOTIONALLY. IT IS ONLY FAIR WE ARE MET WITH THE SALARY THAT REFLECTS OUR VALUE. COMPETITIVE SALARIES WILL NOT ONLY HELP RETAIN OUR TALENTED TEACHERS AND EDUCATORS, BUT ALSO ATTRACT NEW EDUCATORS WHICH WE NEED TO DO.

IT IS CRUCIAL THAT WE REMAIN COMPETITIVE IN THE EDUCATION MARKET IN ORDER TO CONTINUE PROVIDING A HIGH QUALITY EDUCATION FOR OUR STUDENTS. FAIR COMPENSATION IS NOT ONLY A MATTER OF FINANCIAL SECURITY FOR OUR EDUCATORS AND SUPPORT STAFF, BUT IT ALSO DIRECTLY IMPACTS OUR MORALE, MOTIVATION, AND ULTIMATELY THE QUALITY OF EDUCATION THAT OUR STUDENTS ARE GETTING. SURROUNDING SCHOOL SYSTEMS HAVE ACKNOWLEDGED -- THIS IS A EDUCATOR SHORTAGE -- AND ARE PROVIDING LARGER COST-OF-LIVING ALLOWANCES AND STEPS FOR STUDENTS. THE CCPS INITIAL PROPOSAL PROVIDED ZERO COST-OF-LIVING ALLOWANCE, AND AFTER THE 2025 SCHOOL YEAR, NO STEPS. EFFECTIVELY FREEZING OUR

[00:10:09]

IT IS IMPORTANT. >> THANK YOU.

>> OUR NEXT SPEAKER IS JOSEPH CORRIER.

>> GOOD AFTERNOON. IF YOU COULD ALL JUST STRIKETHROUGH PRESIDENT CLAGGETT RIGHT INTO PRESIDENT WHITE. GREETING MEMBERS OF THE BOARD, COUNSEL, AND STUFF. MY NAME IS JOSEPH CORRIER AND I LIVE IN DISTRICT 3 HERE IN TALBOT COUNTY. IMES HERE TO SPEAK IN SUPPORT OF MY BROTHERS AND SISTERS HERE. WHEN WE MAKE SURE THAT EVERY DOLLAR GOES TO ENRICHING STUDENT OUTCOMES, SUDDENLY IT BECOMES ABSTRACT. A SHELL GAME OF LINE ITEMS AND PERCENTAGES. I WANT TO REFOCUS ON MANPOWER. WE CAN HAVE A FLEET OF BUSES BUT WITHOUT THE CONTRACTORS TO DRIVE. THEY DO NOT GO ANYWHERE. WE CAN HAVE THE BEST FIELDS, TRACKS, AND DUGOUTS TO RIVAL BALTIMORE, BUT WITHOUT COACHES AND MAINTENANCE STAFF NO ONE GETS TO PLAY. WE CAN HAVE AUDITORIUMS AND LIGHTS TO RIVAL BROADWAY, BUT WITHOUT TEACHERS AND SUPPORT STAFF THE CURTAIN NEVER RISES AND THE MUSIC IS NEVER SUNG. CAN CLASSES AND LABS AND MEDIA CENTERS WITH MORE TECHNOLOGY THAN PUT NEIL ARMSTRONG ON THE MOON, BUT WITHOUT ARMS STAFF WHAT WILL CHILDREN LEARN? ALEX JULY ON STAFF EACH WITH THEIR OWN SPECIFIC STAFF AND EXPERTISE TO MEET WHERE THEY ARE. OUR ABILITY TO MAINTAIN STAFF, WE MUST ASSIST THEM. 42% OF MY TAXES GO TOWARDS EDUCATION.

THEY MADE SURE TO PUT THAT ON THERE. COINCIDENTALLY, CALVERT COUNTY JUST RELEASED A LIST OF LARGEST EMPLOYERS. THE TOP OF THE LIST IS CCPS WITH OVER 2200 STAFF DEDICATED TO THE 1500 STUDENTS AND THEIR FAMILIES. TWICE AS MANY STAFF AS ALL THE DEPARTMENTS OF COUNTY GOVERNMENT COMBINED. WE ARE A HUGE PART OF THEIR BUDGET BECAUSE WE ARE A HUGE PART OF THEIR BUDGET. SO LET US REFOCUS THE CONVERSATION AND MAKE A HIGH SCHOOL THAT WANTS TO WORK FOR CCPS. LET US SUPPORT OUR STUFF THAT MAKES OUR NEIGHBORING COUNTIES AND STATES WANT TO COME HERE AND BE A PART OF OUR COMMUNITY. A THRIVING WAGE FOR ALSO NO ONE NEEDS A SECOND JOB AFTER WORKING 40 HOURS PER WEEK. REASONABLE REALISTIC AND ARTICULABLE WORKLOADS SO WE CANNOT BURN PEOPLE OUT. AS A PARENT, THE FOCUS MIGHT BE ONLY ON WHO HAS OUR INDIVIDUAL STUDENT FOR SEVEN HOURS A DAY, 180 DAYS PER YEAR, BUT NOT ALL THAT TIME IS SPENT IN THE DIRECT PRESENCE OF A SINGLE STAFF MEMBER. IT HAPPENS BECAUSE OF ALL OF OUR STAFF MEMBERS. CLEANING.

PREVENTATIVE MAINTENANCE. I.T. FOOD-SERVICE. RECORDS KEEPING AND THE HUNDREDS OF OTHER SERVICES A COUNTY WILL PROVIDE.

SO I AM ASKING YOU TO REFOCUS YOUR VIEW AND DIRECT DR.

TOWNSEL AND THE TEAM TO ZOOM OUT AND REFOCUS ON MANPOWER AS THEY BUILD A COMPREHENSIVE STAFFING PLAN AND CONTRACTS.

TEAMWORK MAKES THE DREAM WORK UNION STRONG. I ALSO WNT TO PLUG DR. ANDERSON WHILE THE DEPARTMENT OF SPECIAL ED IS DOING A BOOK STUDY THE LAST SATURDAY OF JANUARY AND THE FIRST THREE SATURDAYS IN FEBRUARY FOR ROSS GREENE'S "LOST AT SCHOOL." THANK YOU SO MUCH AND HAPPY NEW YEAR.

>> THANK YOU. >> OUR NEXT SPEAKER IS AMY COX.

AMY COX. I AM ON THE NEGOTIATIONS TEAM. I AM IN THE CLASSROOM ON A DAILY BASIS AND VOLUNTEER HOURS OF MY OWN TIME TO MAKE OUR CLASSROOMS BETTER. I AM AS DEVOTED TO EDUCATION AS ANY CCPS EMPLOYEE, AND I HOPE YOU TREAT MY COMMENTS WITH AS MUCH WEIGHT AS YOU WHAT A DIRECTOR OR SUPERVISOR. I CANNOT OVERSTATE HOW WORRIED I AM ABOUT THE TEACHERS SHORTAGE DUE TO UNREALISTIC WORKLOADS, LACK OF DISCONNECT, AND NOW TEACHERS ARE LEAVING IN DROVES. LOOK AT THE EVIDENCE. SOME LEFT TEACHING FOREVER AND OTHERS WENT TO NEIGHBORING DISTRICTS TO WORK. IF YOU WANT TO KNOW WHY, LOOK AT THE PROPOSED CONTRACT OF DR. TONSILS TEAM. THE LACK OF RESPECT AND FORESIGHT IS BREATHTAKING. AND WHERE ARE THE COST-OF-LIVING INCREASES? NOT ONLY WILL TEACHERS NOT RECEIVE STEPS, BUT CCPS IS ASKING US TO WORK AN EXTRA HOUR EVERY DAY. THIS

[00:15:02]

I HAVE BEEN ON CCA'S NEGOTIATION TEAM AND THERE IS A COMPROMISE. EACH SIDE STARTS AT ONE END AND HOPEFULLY MEET IN THE MIDDLE. THEY EXPECT ADDITIONAL WORKTIME WITHOUT PAY. BY ASKING FOR ONE HOUR, THEY ARE ASKING US TO AGREE TO 45 OR 30 MINUTES. THE ANSWER IS SIMPLY NO. WHAT IS ALSO ALARMING IS THE LACK OF PROACTIVE WORK FROM DR.

TOWNSEL'S TEAM PRIOR TO OUR MEETINGS. THEY HAD A YEAR BEFORE STARTING NEGOTIATIONS TO WORK WITH CCA TO COME WITH A LEGALLY MANDATED CAREER LETTER. IT WOULD HAVE BROUGHT BOTH SIDES CLOSER TO AN AGREEMENT. THEY MET WITH US BUT DID NOT COME UP WITH ANY SUGGESTIONS. MEANWHILE, CCA WITH ONLY TWO PAID EMPLOYEES AND THREE VOLUNTEERS CAME UP WITH A CAREER LETTER PROPOSAL THAT WAS FAIR AND REASONABLE.

CCA'S NEGOTIATION TEAM SAYS THEY STILL DO NOT HAVE A PROPOSAL CAREER LEVER UNTIL THE END OF FEBRUARY. WHAT WERE THEY DOING FOR A YEAR? DR. TOWNSEL HAS LOWERED THE BAR FOR THE NEGOTIATIONS TEAM. JUST FOR THE RECORD, NOT ALL NEGOTIATIONS ARE AS CONTENTIOUS AS THEY ARE IN CALVERT COUNTY. A BUDGET OF 3% BEFORE NEGOTIATIONS STARTED. THAT IS OUR BASEMENT. 0%.

HOPEFULLY DR. TOWNSEL'S BUDGET PROPOSAL WILL SHOW US THE RESPECT WE DESERVE AND HELP RETAIN TEACHERS FOR CALVERT COUNTY. DUE TO THE THREE MINUTE LIMIT, THIS IS ONLY ONE ISSUE EXPLAINED AT THE SURFACE LEVEL SO PLEASE ASK YOUR NEGOTIATION TEAM HARD QUESTIONS AND ASK IF THIS PROPOSAL WAS ACCEPTED, WOULD IT RETAIN AND RECRUIT TEACHERS TO CCPS. IF YOU HEAR ANY ANSWER OTHER THAN NO, THEY ARE LYING TO YOU.

>> THANK YOU. >> OUR NEXT SPEAKER IS PAMELA

COUSINS. >> GREETINGS MEMBERS OF THE BOARD OF EDUCATION. CONGRATULATIONS TO PRESIDENT WHITE. MRS. CLAGGETT. POLICY STATEMENT 1018: AND TIGHT RACISM IS ESSENTIAL IN CALVERT COUNTY PUBLIC SCHOOLS AND I SUPPORT IT WITH NO CHANGES.

MANY CITIZENS IN THIS COUNTY WILL NOT DENY THAT RACISM IS STILL PREVALENT HERE. IN HIS BOOK, "HOW TO BE A ANTI-RACIST," THE OPPOSITE OF A RACIST IS NOT "NOT A RACIST." IT IS "ANTI-RACIST." ONE EITHER ALLOWS RACIAL INEQUITIES TO PERSEVERE OR PREVENTS THEM AS A ANTI-RACIST. THERE IS NO IN BETWEEN. SAFE SPACE IS NOT "NOT RACIST." THE ICS THEY FACE INCLUDE ZERO-TOLERANCE, BEING DISCRIMINATED AGAINST, BEING DISCIPLINED MORE HARSHLY, BEING LESS LIKELY TO BE IDENTIFIED AS GIFTED OR HAVE ACCESS TO QUALITY TEACHERS, AND BEING OVER POLICED AND SEGREGATED. WHAT IS WRONG WITH TEACHING STUDENTS ABOUT THE HISTORY OF DIFFERENT RACIAL GROUPS? ALL STUDENTS CAN LEARN ABOUT THE FOUNDING FATHERS AND THE HARLEM RENAISSANCE. THIS POLICY IS TO ENSURE THAT DISADVANTAGED STUDENTS RECEIVE THE SAME STANDARDS OF EDUCATION THAT PRIVILEGD STUDENTS DO.

WHEN WHITE SUPREMACY AS DESCRIBED IN POLICY 1018 : THE ANTIRACISM STATEMENT, AND RESOLUTION IS THE BELIEF THAT WHITE PEOPLE CONSTITUENT A SUPERIOR RACE AND SHOULD THEREFORE DOMINATE SOCIETY. TYPICALLY TO THE EXCLUSION OR DETRIMENT OF OTHER RACIAL AND ETHNIC GROUPS. IF THIS IS NOT DEFINED AND RECOGNIZED, IT WILL BE CHALLENGING TO ENSURE A SAFE ANTI-RACIST AND EDUCATIONAL ENVIRONMENT FOR EACH STUDENT AND STAFF. IT IS THE ROLE OF THE ELECTED BOARD OF EDUCATION TO NOT ONLY DENOUNCE RACISM BUT COMMIT TO ANTI-RACIST

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THANK YOU. >> THANK YOU.

>> OUR NEXT SPEAKER IS MIKE SCHISSLER.

>> GOOD AFTERNOON AND HELLO AGAIN. MZ. CLAGGETT, MZ. POST.

I AM MIKE SCHISSLER. I AM SPEAKING HERE TODAY AS A REPRESENTATIVE FOR THE BIG CONVERSATION STEERING COMMITTEE. THE BIG CONVERSATION WANTS TO EXPRESS ITS STRONG CONTINUED SUPPORT FOR THE BOARD OF EDUCATION'S ANTIRACISM POLICY. FOR THE PAST 13 YEARS, BIG CONVERSATION HAS BEEN SPONSORED IN LUGS BE. IT IS TO DISMANTLE LACK OF PRIVILEGE IN SOUTHERN MARYLAND. AND EMPHASIZE CIVIL CONVERSATIONS AND SHARED CONVERSATIONS ABOUT THE TOPICS IMPACTED BY RACISM AND PRIVILEGE. WHY ARE WE HERE TODAY? WHY DO THE BOARD OF EDUCATION AND PUBLIC SCHOOLS HAVE A ANTIRACISM POLICY? WE ARE HERE BECAUSE OUR SCHOOL SYSTEM'S MAIN DUTY AND OUR COMMUNITY'S MAIN DUTY IS TO PROVIDE A SAFE ENVIRONMENT WHERE EVERY CHILD IS RESPECTED, PROTECTED, AND LOVED. OUR KIDS' LEARNING AND GROWTH DEPEND ON OUR COMMITMENT TO OUR FULFILLMENT OF THAT MAIN DUTY. THAT DUTY ALSO EXTENDS TO OUR STAFF MEMBERS. THAT DUTY SHOULD ALSO EXTEND TO OUR COMMUNITY MEMBERS. YES. I AM STATING WHAT YOU ALREADY KNOW. BEFORE MY 180 SECONDS EXPIRE, I HAVE GOT TO SWITCH GEARS SLIGHTLY AND WITH THE HELP OF DR. JOHNSON SHARE A DIALOGUE FROM THE CLASSIC "PEANUTS" FOUND IN THE SUNDAY COMICS. SINCE THERE ARE TWO CHARACTERS IN MOST OF CHARLES SCHULTZ'S DIALOGUES AS USUAL I WILL READ THE PART OF CHARLIE BROWN SINCE WE SHARE SIMILAR HAIRSTYLES. DR. JOHNSON WILL READ THE YOUTHFUL PART OF SALLY, HIS SISTER. IMAGINE WE ARE SITTING AT THE SAME TABLE.

IMAGINE SALLY IS WRITING HER LETTER TO SANTA.

>> DEAR SANTA CLAUS -- >> ACTUALLY, THERE IS NO SANTA

CLAUS. >> THIS YEAR PLEASE BRING ME A CAMERA, A PONY, AND A BICYCLE.

>> THERE COMES A TIME WHEN WE HAVE TO STOP TRUSTING CERTAIN

LEGENDS. >> SOME MONEY, A DESK, A GOLDFISH, A RECORD PLAYER, A BRACELET.

>> AS WE GROW OLDER, WE HAVE TO FACE LIFE'S REALITIES.

>> A HAIRDRYER. A RADIO. A PORTABLE TV. AND SOME SWEATERS

AND JEANS. >> MYTHS HAVE TO BE REPLACED BY

TRUTH. >> YOU WANT ME TO PUT YOU DOWN

FOR A BASEBALL GLOVE? >> YES. THAT WOULD BE VERY

NICE. >> AND A BASEBALL GLOVE FOR MY

BROTHER. >> 'TIS THE SEASON TO BE WISHY-WASHY. 'TIS THE SEASON TO BE WISHY-WASHY.

>> CAN YOU FINISH YOUR LAST SENTENCE PLEASE?

>> WE ADULTS HAVE TO CONTRADICT CHARLIE BROWN, WE ADULTS CANNOT BE WISHY-WASHY. FOR THE SAKE OF EACH KID AND OUR CALVERT COMMUNITY, WE HAVE TO SAFEGUARD AND RESPECT AND LOVE EACH ONE OF OUR KIDS. THANK YOU FOR OUR TIME AND EFFORTS. STAY SANE.

STAY HEALTHY. >> THANK YOU.

>> OUR NEXT SPEAKER IS KELLY DYLAN.

>> GOOD AFTERNOON. MY NAME IS KELLY DYLAN. I AM A PARENT OF THREE CURRENT CCPS STUDENTS AND A TEACHER OF 21 YEARS AT CCPS. CURRENTLY, WE HEAR FROM THE BOARD OF EDUCATION THE NEED TO RECRUIT AND RETAIN TEACHERS. HOWEVER, THERE ARE SEVERAL

[00:25:01]

THIS MEANS THE KINDERGARTEN TEACHER MUST MODIFY THEIR PLANS FOR THE DAY AT THE LAST MINUTE. I CAN ATTEND TO THIS PERSONALLY BECAUSE THE IA IS PULLED FROM MY CLASS, SOMETIMES EVERY WEEK.

NOT TO MENTION THE ADDITIONAL LAST-MINUTE WORK TEACHERS HAVE TO HAVE TO RE-PLAN. IMAGINE THE NEGATIVE IMPACT THIS HAS ON STUDENTS AND STAFF WHEN IT OCCURS MULTIPLE TIMES A WEEK.

AT THE BUILDING CANNOT PULL A INSTRUCTIONAL ASSISTANT TO BECOMES A SUBSTITUTE, SOMETIMES THEY WILL DIVIDE THE CLASS UP AND PUT THEM IN OTHER GRADE LEVEL CLASSES. THIS HAPPENS MOSTLY AT THE ELEMENTARY SCHOOL LEVEL. THIS HAS HAPPENED TO MANY OF MY COLLEAGUES ACROSS THE COUNTY. WHILE IT MAY NOT SEEM LIKE A PROBLEM, IT IS. ADDING SIX TO EIGHT MORE STUDENTS IN THE CLASSROOM AT THE LAST MINUTE, EATING ADDITIONAL SUPPLIES AT THE LAST MINUTE, AND HAVING TO HAVE A TEACHER REPLAN AT THE LAST MINUTE DIRECTLY IMPACTS STUDENTS AND STAFF. THE SITUATION IS NOT CONDUCIVE TO LEARNING, AND IT IS UNFAIR TO ALL. TEACHERS THAT HAVE STUDENTS ADDED TO THEIR CLASSROOM ARE NOT GETTING EXTRA PAY. THE SCHOOL SYSTEM DOES NOT HAVE TO PAY FOR A SUBSTITUTE THAT THEY ULTIMATELY MAKING MONEY OFF THE SITUATION. IN THE CONTRACT, THEY HAVE PROPOSED THAT TEACHERS WORK AN ADDITIONAL HOUR MORE THAN WE CURRENTLY DO. THIS EQUATES TO 190 ADDITIONAL WORK HOURS AND 27 MORE DAYS A YEAR. THEY ARE ALSO PROPOSING ONE STEP OVER FOUR YEARS WITH NO COST-OF-LIVING INCREASE. THEY ARE BASICALLY ASKING TEACHERS TO WORK ALMOST 30 MORE DAYS A YEAR FOR FREE. ARE THERE OTHER JOBS WHERE EMPLOYEES ARE ASKED TO WORK MORE HOURS AND DOCUMENT COMPENSATION FOR IT? I DON'T THINK SO. AS SO MANY TEACHERS LIKE MYSELF ARE READY DO, WE WERE COUNTLESS HOURS OUTSIDE OF OUR CONTRACTED DAY. WE DO THIS TO BE PREPARED AND PLANNED SO WE CAN BE THE BEST TEACHER FOR OUR STUDENTS. IMAGINE THE NEGATIVE IMPACT ADDING A OUR WILL HAVE WITH NO COMPENSATION.

ASKING TEACHERS TO ONCE AGAIN DO MORE WITHOUT GIVING ANYTHING IN RETURN, RETAIN THE CURRENT STAFF. CAN WE RECRUIT TEACHERS WITH THE WORKING CONDITIONS THAT I HAVE DESCRIBED? WE CURRENTLY HAVE COUNTLESS TEACHING AND STAFF POSITIONS VACANT. THIS WILL INCREASE IF THIS IS HOW WE ARE TREATED. I LOVE MY JOB. I TRULY LOVE TEACHING IN THIS COUNTY.

HOWEVER, THE MORALE AMONG STAFF MEMBERS IS AT A ALL-TIME LOW.

IT IS TIME TO LITERALLY RAISE THE BAR AND DO BETTER FOR YOUR

STAFF. THANK YOU. >> THANK YOU.

>> OUR NEXT SPEAKER IS LINDSAY 10.

HAROL . >> THERE IT GOES. MY NAME IS LINDSAY HAROL. I AM THE CHAIRPERSON FOR THE CEA WORKGROUP. IN THE SPRING OF 2023, WE SENT A SURVEY TO ALL CEA MEMBERS ASKING FOR CONCERNS WITHIN THIS CURRENT SYSTEM. THE RESULT OF THAT SURVEY WERE I-OPENING. ONLY 27% OF TEACHERS ADDRESSED THEY HAVE COLLABORATIVE PLANNING TIME WITH THEIR CO-TEACHERS. MOST REPORTED WORKING BEYOND THEIR CONTRACTS WILL HOURS. BECAUSE THERE IS NOT ENOUGH TIME AVAILABLE IN OUR SCHEDULES TO PERFORM THESE ESSENTIAL LEGAL REQUIREMENTS FOR THESE DUTIES, TEACHERS REPORTED NOT HAVING ENOUGH TIME AT THE BEGINNING OF THE YEAR TO EVEN LOOK AT IEP'S BEFORE WE BEGAN SERVICING STUDENTS, SO OUR SOLUTION WAS TO ASK CCPS FOR SOME POLICIES AT THE BEGINNING OF THIS YEAR TO HELP COMBAT SOME PROBLEMS. WE ASKED FOR EDUCATIONAL COACHES FOR NEW SPECIAL EDUCATION TEACHERS TO HELP WITH RECRUITMENT AND RETENTION. WE ASKED FOR THE ABILITY TO HAVE SPECIAL EDUCATORS BUILT INTO THEIR DAY AND FOR SPECIAL EDUCATION TEACHERS AND JEN ED TEACHERS TO BE ABLE TO MEET BEFORE THE SCHOOL YEAR BEGINS TO LOOK AT IEP'S. YOUR RESPONSE WAS TO SAY THAT THESE ITEMS ARE IMPORTANT AND WE SHOULD NEGOTIATE FOR THEM. WELL, WE ARE TRYING. HOWEVER, CCPS'S RESPONSE TO WHAT WE HAVE ASKED FOR SATIRICALLY PLANNING TIME FROM SPECIAL EDUCATORS BY PROPOSING THAT IT CAN BE BROKEN UP INTO MULTIPLE SECTIONS THROUGHOUT OUR DAY AND TO -- I LOST MY PLACE. SORRY. AND TO PROPOSE THAT WE

[00:30:01]

PLEASE CONSIDER THE PROPOSED CHANGES TO THE LEGISLATION AND

ALSO FOR OUR ADMINISTRATORS. >> THE NEXT SPEAKER IS CLAIRE

HILL. >> GOOD AFTERNOON. PLEASE CONSIDER PEACEFULLY ACCEPTING ANTIRACISM POLICIES. WE MUST BE UNITED AGAINST RACISM. MY TIME SERVED IN THE U.S. ARMY WAS A LEARNING OPPORTUNITY FOR ME. I LEARNED DRAWING MY BASIC TRAINING THAT WE CANNOT EXCEL WITHOUT EVERYONE IN OUR TEAM.

WE CANNOT LEAVE ANYONE BEHIND. WE ARE THE STRONGEST AS A COMMUNITY, NOT AS A INDIVIDUAL. WE INTENSIFY OUR WEAKNESSES WHEN WE SEEK TO COMPETE AGAINST OUR NEIGHBORS AND THEIR CHILDREN. WE HAVE A STELLAR AND EXCEPTIONAL EDUCATION SYSTEM IN CALVERT COUNTY. THANK YOU MEMBERS AND STAFF, AND DR.

TOWNSEL, FOR THAT. WE ARE TIRED OF THE EXTREMISTS IN THE COMMUNITY. EXTREMISM GROUPS SUCH AS MOM'S FOR LIBERTY, WHO ARE LISTED BY OUR GOVERNMENT AS A ANTIGOVERNMENT GROUP. PLEASE DO NOT KOWTOW TO THEM. DON'T KOWTOW TO THE SCREAMERS WHILE DISABLING THEIR OWN STUDENTS AND THEIR OWN CHILD BECAUSE OF THEIR OWN LIMITATIONS OR LACK OF EDUCATION. NOT UNDERSTANDING THAT THEY ARE LIMITING THEIR OWN STUDENT OR CHILD BY SQUEEZING OR HURTING OTHER STUDENTS. MAY WE PLEASE RETURN THE DEFINITION OF LETTER "I." AS IT READS "I ." A POLITICAL SYSTEM IN WHICH WHITES OVERWHELMINGLY CONTROLLED POWER AND MATERIAL RESOURCES. 2. CONSCIOUS AND UNCONSCIOUS IDEAS OF SUPERIORITY AND ENTITLEMENT. 3. EXCUSE ME. 3. THE SELF-CONSCIOUS RACISM OF WHITE SUPREMACIST HATE GROUPS. WHITE SUPREMACY IS A UGLY WORD, BUT IGNORANCE IS THE BACKBONE TO RACISM AND BIGOTRY. PLEASE HELP TO REUNITE ALL OF OUR CITIZENS AGAINST THE DIVISION. WE NEED OUR TEAM MEMBERS AND OUR NEIGHBORS. PLEASE DO NOT REMOVE "LETTER I."

>> THANK YOU. >> OUR NEXT SPEAKER IS ANGELA

COX. >> HELLO. MY NAME IS ANGELA COX. THE '21-2022 STUDENT ADVISER OF THE YEAR AND THE RECIPIENT OF THE 2023 TECH FOR A LEARNING INNOVATOR OF THE YEAR AWARD. THIS IS MY 23RD YEAR OF TEACHING AND I ABSOLUTELY LOVE WHAT I DO. THE REASON I AM COMING FORWARD BEFORE YOU TODAY IS TO PLEAD FOR YOUR HELP IN ADDRESSING SCHOOL VIOLENCE, SPECIFICALLY STUDENTS WHO PHYSICALLY ATTACKED TEACHERS AND STUDENTS. I KNOW THAT ALL OF THE BOARD MEMBERS HAVE RECEIVED A LETTER. SORRY. FROM A COLLEAGUE OF MINE AND I WOULD LIKE TO ECHO HER PLEA FOR ASSISTANCE, AS WELL AS ADD MY STORY TO HERS. THIS YEAR IN SEPTEMBER, I WAS PUNCHED WITH A CLOSED FIST IN THE JAW BY A STUDENT WHO WAS A

[00:35:05]

SHOW ME YOUR BUDGET AND I WILL TELL YOU WHAT YOU VALUE. WHEN THE BUDGET COMES OUT PLEASE SHOW US THAT YOU VALUE THE STUDENTS, PARENTS, AND TEACHERS OF SOUTHERN MIDDLE SCHOOL BY ALLOCATING ADDITIONAL MENTAL HEALTH PROFESSIONALS BY HELPING US HELP OUR STUDENTS LEARN APPROPRIATE COPING STRATEGIES TO DEAL WITH THEIR EMOTIONS. THANK YOU.

>> THANK YOU. >> MY APOLOGIES. CHELSEA GALLAHUE IS NEXT IN THE LINEUP.

>> GOOD AFTERNOON, BOARD MEMBERS. I AM CHELSEA GALLAHUE.

I AM A NATIONALLY CERTIFIED SCIENCE TEACHER AT MIDDLE CREEK MIDDLE SCHOOL. I HAVE A LOT TO SAY ABOUT CREATING A BUDGET WITHOUT KNOWING WHERE YOUR MONEY GOES. BUT TODAY IS NOT ABOUT THAT. A LITTLE BIT OF BACKGROUND. I GREW UP IT CHESAPEAKE BEACH. SHOUT OUT TO THE CLASS OF 2005. I TAUGHT CHEST PACKETS TO EVERY ELEMENTARY SCHOOL IN CALVERT COUNTY. MY STUDENT TAUGHT AT NORTHERN HIGH SCHOOL. I SUBBED AT WENDY HOME MIDDLE AND HUNTINGTON HIGH BEFORE I WAS HIRED AT CREEK. BASED ON MY LIFETIME OF EXPERIENCE IN SCHOOLS ACROSS CALVERT COUNTY, I FEEL CONFIDENT TELLING YOU THAT STUDENT ' NEED IN THE NORTH END AND SOUTH END ARE DIFFERENT. WILL BE ANALYZED POLICY 1015 REGARDING EQUITY.

THE FIRST QUESTION FROM MY BUILDING SAYS, THIS WILL BE SHOWING FUNDING IS EQUITABLE. WILL IT BE? THE ANSWER WAS A RESOUNDING NO. EQUAL FUNDING IS NOT APPROPRIATE AND SEEMS TO VIOLATE 1018 UP FOR REVIEW TONIGHT. IT DOES NOT JUST STRIKE WHITE SUPREMACY BUT ALSO STRIKES INSTITUTIONAL RACISM, WHITE PRIVILEGE, AND CONTINUES TO EXIST IN OUR SCHOOLS. I SUPPORT POLICY 1018 WITH NONE OF THE PROPOSED CHANGES THAT SHOWED UP TODAY. IT SEEMS TO VIOLATE 1018 UP FOR TONIGHT.

ITEM 1E, WITH ITEMS RELATED TO RACE AND CLASS RELATED TO SUCCESS. MENTAL HEALTH, SUBSTANCE , SCHOOL COUNSELING, SOCIAL WORKERS, TUTORING, BEHAVIORAL INTERVENTION STAFFING, ALL OF THEM MUST BE BASED ON A GREATER NEED.

PROGRAMS THAT WOULD HAVE PREVIOUSLY SUPPORTED STUDENTS WITH GAPS IN BEHAVIORAL SKILLS ARE DISMANTLED OR UNAVAILABLE DUE TO LACK OF STAFFING. THIS RESULTS IN OUR MOST VULNERABLE STUDENTS STAGNATING AND IN MANY INSTANCES DISRUPTING THE LEARNING OF OTHERS BECAUSE THEIR NEEDS ARE NOT BEING MET.

THE SOLUTION I AM GOING TO SUGGEST YOU IS PROBABLY ONE YOU CANNOT AFFORD OUR STAFF BUT WANT TO CONSIDER AS YOU DO THE BUDGET. IT IS CCPS'S POSITION THAT ALL STUDENTS SHOULD BE INCLUDED REGARDLESS OF NEED OUR BEHAVIOR. CLASS SIZES ARE CLASS -TO-STUDENT RATIO NEEDS TO BE DECREASE. THERE CAN BE CLASSES OF 30 WITH ONE ADULT WHO HAS 50 MINUTES OF PLANNING A DAY.

IF YOU WANT TO RAISE THE BAR AND TEST SCORES, YOU NEED TO INVEST IN THE SOUTH END OF THE COUNTY. IT HAS THE MOST ROOM TO

[00:40:05]

HORRIFYING. >> THANK YOU.

>> OUR NEXT SPEAKER IS DONNA STENZO.

>> GOOD AFTERNOON. MY NAME IS DONNA STENZO. I AND A ELEMENTARY SCHOOL TEACHER AND CURRENTLY THE PRESIDENT OF THE CALIBER EDUCATION ASSOCIATION. OVER MY 35 YEARS WITH CALVERT COUNTY, I HAVE BEEN INVOLVED IN MANY DISCUSSIONS ABOUT BUDGETS. SURPRISINGLY THIS YEAR DURING NO BOARD MEETINGS HAVE THERE BEEN ANY TALKS REGARDING BUDGET PRIORITIES OUR WISH LISTS. YET DR. TOWNSEL AND HIS STAFF ARE BUSY CREATING A BUDGET THAT HE WILL BE PRESENTING IN TWO WEEKS. I AM CURIOUS HOW DR. TOWNSEL WILL CREATE A BUDGET WITH SO MANY UNKNOWNS. LAST YEAR, I CHALLENGED DR. TOWNSEL TO CREATE A BUDGET THAT WAS PROACTIVE INSTEAD OF REACTIVE.

ONE THAT ADDRESSED THE NEEDS OF OUR SCHOOL SYSTEM. ONE THAT FULFILL THE OBLIGATIONS ARTICULATED IN THE BLUEPRINT FOR MARYLAND'S FUTURE. ONE THAT CREATED INITIATIVES TO CLOSE THE ACHIEVEMENT GAP. ONE THAT FILLED HOLES IN OUR CURRICULUM. ONE THAT INCREASED STAFF AND RESOURCES FOR THE SOCIAL AND EMOTIONAL WELL-BEING OF OUR CHILDREN. ONE THAT ENHANCED OPPORTUNITIES FOR HIGH ABILITY LEARNERS AND THRIVE AND BE ACADEMICALLY CHALLENGED. THIS YEAR, MY CHALLENGE TO DR.

TOWNSEL AND THE ELECTED BOARD OF EDUCATION IS TO BUILD A BUDGET THAT MAKES RECRUITING AND RETAINING EDUCATORS A PRIORITY. IT IS REALLY THAT SIMPLE. THERE IS AN EDUCATOR SHORTAGE. THE PIPELINE IS DRY. THE TALK USED TO BE ABOUT HIRING THE BEST OF THE BEST. NOW IT IS SIMPLY ABOUT HIRING A CERTIFIED EDUCATOR. SO WE HAD BETTER HAVE A STRONG RECRUITMENT OFFER TO ATTRACT NEW EDUCATORS TO CALVERT. OUR STARTING PAY IS 18 IN THIS STATE. WE ARE PROPOSING FOR ALL NEW HIRES, REGARDLESS OF EXPERIENCE, TO WORK TWO ADDITIONAL DAYS FOR FREE AND PARTICIPATE IN A MANDATORY TEACHER INDUCTION PROGRAM AFTER THEIR CONTRACTUAL WORKDAY. DOES THIS OFFER SEEMED VERY ATTRACTIVE TO YOU? OUR EDUCATORS ARE WHAT MAKE CCPS LOOK GOOD. RETAINING EDUCATORS IS MORE IMPORTANT THAN EVER BECAUSE, AGAIN, PEOPLE ARE NOT GOING TO COLLEGE TO BE EDUCATORS. OUR TENURED TEACHERS BRING A WEALTH OF KNOWLEDGE TO THE CLASSROOM AND THEIR PROFESSION. YOU CANNOT PUT A PRICE TAG ON THEIR EXPERIENCE WITH CLASSROOM MANAGEMENT, KNOWLEDGE OF CONTENT, AND GRADE LEVEL MATERIALS, AND THE RELATIONSHIPS THEY HAVE BUILT WITH FAMILIES WITHIN THEIR COMMUNITIES. HOW WILL THE BUDGET PRIORITIZE RETENTION? NOT BY PROPOSING ONE STEP OVER FOUR YEARS AND A 0% QUOTA IN THOSE SAME FOUR YEARS. MAYBE IT IS BY INCREASING THE HOURS THEY WORK WITHOUT ADDITIONAL CONVERSATION OR BY DEDICATING MORE THAN 27 YEARS OF THEIR CAREER TO CALVERT COUNTY. I REMEMBER THE DAY WHEN CALVERT COUNTY WAS THE BEST SCHOOL SYSTEM IN THE STATE, AND EVERYONE WAS KNOCKING ON THE DOOR TO COME WORK HERE.

UNFORTUNATELY, I NO LONGER HEAR THAT KNOCK. THANK YOU.

>> THANK YOU. >> OUR NEXT SPEAKER IS DEBORAH

HARRIS. >> GOOD AFTERNOON. I AM DEBORAH JONES HARRIS, PRESIDENT OF THE NAACP OF CALVERT COUNTY, AND I

[00:45:04]

ALL CHILDREN. THANK YOU. >> THANK YOU.

>> OUR NEXT SPEAKER IS CALEB MCCOY. GOOD EVENING. AND OTHER BOARD MEMBERS. MY NAME IS CALEB MCCOY. I AM IN EIGHTH GRADER HERE AND HAVE BEEN RULED IN CCPS SINCE FOURTH GRADE. I AM PRESIDENT OF THE GOVERNMENT PREP ASSOCIATION AS WELL AS THE CHIEF OF STAFF AIDE. AND FOR POSITIVITY IN CALVERT COUNTY WHICH I AM HERE ON BEHALF OF TODAY. OUTSIDE OF SCHOOL, A PLAY TRAVEL SOCCER, WHICH BEING ON MY TEAM HAS GIVEN ME MY UPS AND DOWNS IN LIFE BUT HAS GIVEN ME A TEAM THAT I KNOW I CAN TRUST, AND I HAVE MADE MANY GOOD FRIENDS ON. I AM ON THE MIDDLE SCHOOL TRACK TEAM RIGHT MET MY COACHES WHO TAUGHT ME TO PUSH THROUGH FAILURE AND MAKE IT TO THE OTHER SIDE OF THE FINISH LINE. I LOOK FORWARD TO ATTENDING EVERY YEAR. THROUGH STUDENT GOVERNMENT, I HAVE DISCOVERED THE IMPORTANCE OF BEING A GOOD LEADER AND MENTOR. IT HAS GIVEN ME A PASSION FOR LEADING AND CAN HELP ME IN HELPING MY COMMUNITY. THROUGH SENATE GOVERNMENT, I HAVE MET AND GAINED MANY GOOD FRIENDS AND MENTORS, MENTORS THAT HAVE LED ME TO BE HERE TODAY. THESE ARE THE PEOPLE PUSHING ME TO SUCCEED AND HAVE HELPED ME GET PUSHED TO SUCCEED IN STUDENT GOVERNMENT. ALL THIS IN MY SERENITY -- THIS IS MY COMMUNITY AND I WANT TO HELP THEM AS I GROW INTO WHAT I NEED T BE TO SUCCEED WHERE I NEED TO BE IN LIFE IN MY FUTURE. THANK YOU.

>> THANK YOU. >> MIGHT NEXT SPEAKER IS

LINDSAY ON. >> GOOD EVENING. I AM LINDSAY OWEN. I WAS NOT PLANNING TO SPEAK TONIGHT. I DO NOT HAVE A SPEECH, BUT I WANTED TO THANK YOU ALL FOR LEADING OUR WONDERFUL COUNTY, CALVERT COUNTY PUBLIC SCHOOLS. I GREW UP IN CALVERT COUNTY. ALL THROUGH ELEMENTARY AND HIGH SCHOOL. AND I AM SO GRATEFUL FOR THE LESSONS THAT I HAVE LEARNED. I AM NOW ACTUALLY A TEACHER AT CALVERT MIDDLE SCHOOL. AND ONE OF THE THINGS THAT I AM MOST THANKFUL FOR GROWING UP IN CALVERT COUNTY WAS THE FACT THAT WE WERE TAUGHT FIRST TO LOOK AT PEOPLE'S HEARTS. WE WERE NOT TAUGHT TO LOOK AT SKIN COLOR OR BLAME ANYTHING ON ANYONE WHO DID NOT WRONGED YOU. SO ONE OF THE FIRST -- ALSO I WILL SAY,

[00:50:03]

AGAIN, THEIR SOULS. AND I WOULD LIKE TO, MAYBE, BE THAT 10TH MAN IN THE ROOM TO BRING UP THE OPPOSING VIEW. THAT IS ANOTHER THING I LEARNED IN CALVERT COUNTY PUBLIC SCHOOLS, TO VALUE OPPOSING VIEWPOINTS. I WOULD LIKE THE BOARD TO CONSIDER REMOVING ANY RACIAL LANGUAGE FROM THE ANTIRACISM POLICY, 1018. I BELIEVE THAT FIGHTING RACISM IS A WONDERFUL THING, BUT FIGHTING IT WITH MORE RACIAL DISCRIMINATION IS THINK THAT WHEN I WAS IN SCHOOL WE WERE TAUGHT NOT TO JUDGE ANYBODY BASED ON THE COLOR OF THEIR SKIN, WHAT DO YOU THINK THEY ARE EXTREME ARE NOT. WHETHER YOU DON'T -- I DON'T KNOW. HOW THEY LOOK OR WHAT THEY'RE MAYBE ANCESTORS MIGHT HAVE DONE TO YOUR OWN ANCESTORS. BUT, YEAH, I FEEL LIKE THE RACIAL LANGUAGE IN THE POLICY HARMS STUDENTS, HARMS STAFF, WHEN THEY HAVE TO CONSTANTLY LOOK AT IT AND SAY, WELL, THERE IS JUSTICE FOR OTHER GROUPS BUT MAYBE NOT MY OWN. THAT WAS ALL I WANTED TO SAY. SINCE I DID NOT HAVE A SPEECH IT IS NOT AS ELOQUENT AS I HAD THOUGHT IT OUT IN MY HEAD BUT I HOPE YOU AT LEAST CONSIDER THAT. I ALSO WANTED TO SHARE OUT ON THE BUDGET AND CONCESSIONS FOR TEACHERS AND THE CUTTING OF THE PLANNING TIME. I KNOW THE TEACHER SHORTAGE HAS AFFECTED ME A LOT BECAUSE I AM A SPANISH TEACHER AND NOW I HAVE TO TEACH HEALTH, AND I GET LESS PLANNING TIME THIS YEAR THAN I DID LAST YEAR. I ROUGHLY WORKED THREE HOURS A NIGHT WHEN I GET HOME FROM SCHOOL, UNPAID. SO THANK YOU.

>> THANK YOU. >> THAT CONCLUDES OUR SPEAKERS

[5.01 Jordan Hayes]

FOR TODAY. >> NEXT, WE WILL MOVE INTO THE STUDENT MEMBER OF THE BOARD, JORDAN HAYES.

>> HI, EVERYONE. THIS YEAR IS SHAPING UP TO BE A VERY BUSY ONE. SO TO KICK THIS OFF, MY SECOND BIMONTHLY STUDENT FORUM WILL BE TAKING PLACE WEDNESDAY JANUARY 31ST HERE AT THE CENTRAL OFFICE FROM 6:00 TO 7:30 A.M. WE WILL BE TALKING ABOUT HOW IT IMPACTS STUDENTS. I'M EXCITED TO ANNOUNCE THERE WILL BE A PANEL OF EXPERTS AND ALL STUDENTS ARE WELCOMED TO ATTEND AND PARENTS OF ELEMENTARY-AGED STUDENTS ARE ENCOURAGED TO LISTEN AS WELL. I HAD THE OPPORTUNITY TO MEET WITH OUR CHILD NUTRITION OFFICER LAST WEEK. SHE WAS SO INCREDIBLY INVITING AND SHARED WONDERFUL INFORMATION WITH ME.

FOOD AVAILABILITY AND THE SCHOOL SYSTEM ARE BEGINNING TO WORK TOWARDS THE VARIOUS RESOURCES THAT ARE AVAILABLE TO US. IF YOU'RE INTERESTED IN BEING PART OF THIS GROUP OF STUDENTS, PLEASE LET US KNOW. I ALSO HAD A CALL WITH OUR ATHLETICS DIRECTOR. THE CALL WAS INCREDIBLY INFORMATIVE AND I FOUND THAT THE STUDENT CONCERNS I ADDRESSED HAD ALREADY HAVE ACTION BEING TAKEN. THEY BROUGHT ME CONCERNS TO BE SPREAD FOR UPCOMING SOLUTIONS. THIS MONTH, I HAVE MEETINGS WITH A MULTITUDE OF STUDENT REPRESENTATIVES FOR EACH HIGH SCHOOL. I AM EXCITED TO MEET SO MANY PASSIONATE

[6.01 Dr. Andrae Townsel]

BE HERE. THAT IS ALL I HAVE. >> THANK YOU, MS. HAYES.

>> THANK YOU, PRESIDENT WHITE. WE CONTINUE OUR RECOGNITION OF STAFF SERVICE AWARDS. THE CAMPUS, OFFERING MEMBERS OF CALVERT COUNTY PUBLIC SCHOOLS WHO SERVED IN THE FIELD OF EDUCATION FOR 20 YEARS OR BETTER. SO CONGRATULATIONS TO ALL OF THESE SERVICE AWARD RECIPIENTS SO FAR AND WE WILL KEEP IT ROLLING. I HAD THE OPPORTUNITY TO JOIN ALL OTHER MARYLAND SUPERINTENDENTS IN THE STATE WITH A MEET AND GREET WITH THE NEW INTERIM STATE SUPERINTENDENT DR. RIGHT. WE LOOK FORWARD TO WORKING COLLABORATIVELY WITH THE MARYLAND STATE DEPARTMENT OF EDUCATION AND THE STATE BOARD OF EDUCATION TO ENSURE THAT WE CAN EFFECTIVELY EXECUTE THE BLUEPRINT FOR MARYLAND'S FUTURE. SCHOOL IN THE LAST FEW WEEKS HAVE BEEN VERY INTERESTING AND ENJOYABLE. AT THE HIGH SCHOOL, I HAD THE OPPORTUNITY TO SHARE IN THE STUDENT'S PRESENTATION OF THE WORLD FOR COLUMBIAN EXPOSITION

[00:55:03]

[7.01 Policies for Review]

>> THANK YOU. NEXT, WE WILL MOVE UP INTO ACTION ITEMS. WE WILL REVIEW POLICY 1018, ANTIRACISM. THIS IS MARKEL

GROSS .'S >> GOOD AFTERNOON. I AM CAN NINE. WE ARE DEMANDING WHEN CHANGE. THE REMOVAL OF THE DEFINITION OF WHITE SUPREMACY. THE REMOVAL OF THE DEFINITION OF WHITE SUPREMACY IS BEING PROPOSED BECAUSE WHITE SUPREMACY IS A TERM NOT USED IN THE POLICY. PER POLICY 1012, POLICIES ON POLICY DEVELOPMENT, THAT STATES THAT DEFINITIONS AND POLICIES ARE CLARIFIED WHEN IT IS USED WITHIN A POLICY. IT SHOULD BE NOTED THAT THE TERM DOES APPEAR IN PROCEDURES AND CAN BE DEFINED WITHIN THE PROCEDURAL DOCUMENT.

>> DISCUSSION? >> AND I -- APOLOGIES. SORRY.

IT IS LAST-MINUTE BUT I DID PROPOSE SOME ADDITIONAL CHANGES TO THE POLICY. AND I THINK MAXI HAS IT. ONE IN PARTICULAR, IF YOU GO UNDER PURPOSE TO LETTER A. IT IS TO ACKNOWLEDGE THAT PERSONAL INSTITUTIONAL RACISM HAVE AND CONTINUE TO EXIST IN OUR SCHOOLS. AND I WAS HOPING THAT WE COULD SAY THAT IT HAS HISTORICALLY EXISTED. TO STATE THAT IT CONTINUES TO EXIST WOULD INDICATE THAT WE ARE NOT DOING ANYTHING ABOUT IT AND WE ARE AWARE OF IT. OR MAYBE THERE IS ANOTHER SUGGESTION THAT WE MIGHT HAVE IN REGARDS TO THAT STATEMENT.

>> SO WHEN I LOOK IN THAT STATEMENT A. -- IS THAT THE

STATEMENT YOU ARE LOOKING AT? >> YES.

>> IT ACKNOWLEDGES THAT THERE IS INSTITUTIONAL RACISM AND HAVE HISTORICAL AND HISTORICALLY HAS EXISTED IN OUR SCHOOLS WOULD BE AN ACCURATE STATEMENT. I DO NOT BELIEVE IT IS A PAST TENSE STATEMENT. IT IS CURRENTLY ACCURATE.

>> SO THERE ARE SPECIFIC INSTANCES THAT WE HAVE TO DATE WHERE RACISM IS OCCURRING RIGHT NOW WITHIN OUR SCHOOLS?

>> YES. >> OKAY. AND WE HAVE SPECIFIC DATA TO SUPPORT HOW WE ARE ADDRESSING THOSE EVENTS THAT ARE HAPPENING ARE THOSE INCIDENTS THAT HAVE OCCURRED?

>> I DO NOT HAVE SPECIFIC DATA NOW BUT IF YOU ARE REQUESTING SPECIFIC DATA ABOUT RACIAL INCIDENTS WITHIN OUR SCHOOL SYSTEMS, THAT CAN BE PROVIDED.

>> I JUST WANT TO ENSURE THAT THERE ARE THINGS LIKE THAT THAT ARE OCCURRING THAT WE ARE ADDRESSING THEM MUCH LIKE WE WOULD ADDRESS ANY OTHER KIND OF BEHAVIORAL ISSUE THAT WOULD

[01:00:01]

>> AGREED. >> YEAH.

>> I AM SORRY. THOSE ARE ALL MY CHANGES. IS THAT ALL RIGHT?

>> HAVING TO DO WITH THIS QUALITY?

>> SURE. >> SO THE NEXT ONE -- AND I WILL LEAD INTO THAT. SO THE NEXT ONE WAS TO REMOVE WHERE IT STATES TO ACKNOWLEDGE AND UNDERSTAND THAT CONCEPT OF WHITE PRIVILEGE AND ITS IMPACT ON ACHIEVING EQUITY. FOLLOWED BY REMOVING D., WHICH IS INSTITUTIONAL RACISM. I DID LOOK AT INSTITUTIONAL RACISM VERSUS SYSTEMIC AND STRUCTURAL.

IT SEEMS THEY ARE KIND OF USED INTERCHANGEABLY AND I DID FIND SOME INFORMATION ABOUT INSTITUTIONAL RACISM ON ENCYCLOPAEDIA BRITANNICA BUT THEN LOOKED AT THE DEFINITION ON MERRIAM-WEBSTER. I TRIED TO COMPARE APPLES TO APPLES BUT WASN'T ABLE TO DO THAT. AND I HAD SUGGESTED A CHANGE TO STRUCTURAL SYSTEMIC RACISM DEFINITION BASED ON WHAT THE DEFINITION IN MERRIAM-WEBSTER IS. AND THEN THE LAST ONE IS TO REMOVE WHITE PRIVILEGE AS WELL. THOSE WERE ALL OF MY

CHANGES THAT I SUGGESTED. >> A RESPONSE. WHITE PRIVILEGE IS FOUND WITHIN THE POLICY LANGUAGE AND THEREFORE DEFINED IN THE DEFINITIONS AS IT RELATES TO THE STRUCTURAL AND SYSTEMIC RACISM PEACE. REMOVING THE HISTORICAL AND CULTURAL ELEMENTS OF THAT DEFINITION COULD IN FACT CHANGE THE DEFINING TERM OF STRUCTURAL SYSTEMIC RACISM AND WHAT IT MEANS, SO I WOULD KEEP IN THOSE ELEMENTS.

>> SO I -- THE ONE THING THAT CONCERNS ME THAT WHITE PRIVILEGE IN AND OF ITSELF IS A RACIST TERM. I DO NOT KNOW THAT CALLING OUT WHITE PEOPLE AND CALLING OUT WHITE PRIVILEGE AND SAYING THOSE SORTS OF THINGS CREATES A -- I THINK IT CREATES A FURTHER DIVIDE. IT DOES NOT BRING PARTIES TOGETHER, AND I AM ALL IN FAVOR OF HAVING A ANTIRACISM POLICY FOR SURE BUT I JUST DO NOT NEED TO CALL OUT WHITE PRIVILEGE AS

IT IS STATED HERE. >> THANK YOU, FOLKS. MS. HAYES? PRIVILEGE EXISTS. WE HAVE TO ACKNOWLEDGE THAT IT EXISTS. I THINK BY INCLUDING IT AND KEEPING IT INCLUDED IN OUR POLICY, WE ARE SHOWING THE STUDENTS AND THE STAKEHOLDERS AND THE FAMILIES OF CALVERT COUNTY THAT WE ARE ACKNOWLEDGING THAT IT IS SOMETHING THAT EXISTS AND IT IS SOMETHING THAT CANNOT CONTINUE TO DIVIDE OUR SCHOOL

SYSTEM. >> SO I APPRECIATE THAT MS. HAYES. BUT DO WE HAVE IN HERE SOCIAL ECONOMIC PRIVILEGE BECAUSE THAT ALSO EXISTS. IF WE ARE GOING TO CALL OUT PROBLEMS THAT EXIST FOR WHITE PEOPLE THEM I WOULDN'T WE JUST SAY

ALL PRIVILEGE IN GENERAL? >> IT IS CERTAINLY SOMETHING THAT IS USED, BUT I BELIEVE THIS IS A ANTIRACISM POLICY SO IT WOULD POINT OUT PRIVILEGE THAT IS DIRECTLY CONNECTED TO

RACE. >> THANK YOU. ANYMORE, MS.

HAYES? >> I DO NOT KNOW IF YOU GUYS ON MY PENCIL MOVING THERE DURING PUBLIC COMMENTS. I DID WANT TO SPEAK TO THE NOTATIONS AND CHANGES TO "PURPOSE." SO THE CHANGES TO PURPOSE PART A. AND RACISM STILL EXISTS IN OUR SCHOOLS. WE ARE NO LONGER RECOGNIZING A CONTINUING ISSUE AT OUR SCHOOLS. WE ARE GOING SO FAR AS TO SAY IT IS AN ISSUE THAT HAS BEEN SOLVED. BUT IT HASN'T. NO MATTER HOW MUCH WE ARE EXCITED TO GO TO SCHOOL ARE EXCITED TO BE PART OF CCPS, THIS IS STILL AN ISSUE THAT ALMOST EVERYTHING CAN SAY THEY HAVE FIRST-HAND EXPERIENCE WITH OR HAVE HEARD. SIMPLY, IT JUST NEEDS TO CONTINUE TO STAY IN THE POLICY BECAUSE IT STILL EXISTS NO MATTER HOW MUCH WE DON'T WANT TO RECOGNIZE IT AND DO NOT WANT TO ADMIT THAT OUR EFFORTS HAVE NOT BEEN AS SUCCESSFUL AS WE HOPE THEY WOULD BE. AND THEN THE LAST THING, I PROMISE. PURPOSE, PART I. , WHILE WHITE PRIVILEGE IS A PART OF IT, THE DEFINITION SHOULD STAY. THAT IS HOW IT WORKS. WE HAVE TO ACKNOWLEDGE IT AND SHOW STUDENTS THAT WE ARE ACKNOWLEDGING THIS. BY SAYING THAT THIS PRIVILEGE IS

[01:05:03]

>> THANK YOU, MS. HAYES. MS. CLAGGETT?

>> THANK YOU. I AM VERY APPRECIATIVE OF THOSE. I WOULD SAY I DO NOT SUPPORT THE CHANGES THAT MS. POST PROVIDED FOR THE POLICY. I WOULD SAY THAT CONVERSATIONS WE HAD AS BOARD MEMBERS THAT ARE NOT PRIVY TO PUBLIC KNOWLEDGE HAVE SUPPORTED THAT THERE IS RACISM THAT EXISTS IN OUR SCHOOL SYSTEM. SO I DO NOT FEEL AS THOUGH MS. GROSS NEEDS TO PROVIDE DATA AS WE SHOULD ALREADY KNOW THE DATE OF. ALSO UNDER ITEM I. WHERE IT SAYS TO ACKNOWLEDGE AND UNDERSTAND THE CONCEPT OF WHITE PRIVILEGE, I WOULD LIKE TO ASK THAT THAT STATEMENT REMAIN IN THE POLICY, THAT MY POLYS SUPPORT THAT, AND AS WELL AS AFTER WHITE PRIVILEGE AND WHITE SUPREMACY, SO THAT THE WHITE SUPREMACY DEFINITION ALSO STAYS IN THE POLICY. PLACES A COMMA AND THEN SAYS PLACES A HINDRANCE ON ACHIEVING EQUITY. AND AS FAR AS ITEM D. AND F., I WOULD ASK THAT D. REMAIN ALSO AND F. WOULD REMAIN AS DEFINED. MY REVISION WOULD THEN ALSO ADD BACK H. AND I.. THAT IS WHAT I AM ASKING MY COLLEAGUES TO SUPPORT.

>> THANK YOU. DAWN. >> AS USUAL I HAVE WRITTEN MINE SO I DO NOT RAMBLE. BUT THESE ARE MY THOUGHTS ON THE ANTIRACISM POLICY. TWO OF THE HIGHLIGHTS IN MY 12 YEARS ON THE SPORT HAVE BEEN THE PASSAGE OF OUR EQUITY POLICY AND ARE ANTIRACISM POLICY. I AM VERY PROUD OF OUR SCHOOL SYSTEM. WE LIKE THE REST OF THE COUNTRY HAVE MADE GREAT STRIDES IN REDUCING DISCRIMINATION, INTOLERANCE, AND RACISM AROUND US, BUT WHEN OUR BOARD AND ADMINISTRATION SAW CONTINUED INSTANCES OF BIAS, INTOLERANCE, AND HATE SPEECH INSIDE OF OUR SCHOOL BUILDINGS, WE ACKNOLEDGED IT AND PUT IN PLACE POLICIES AND ACTIONS TO HELP OUR SCHOOL SYSTEMS OVERCOME THESE FAILINGS. THE ANTIRACISM POLICY AND PROCEDURES PUT THE RESPONSIBILITY ON ALL OF US, THE BOARD, THE ADMINISTRATION, THE TEACHERS AND SUPPORT STAFF, AND THE STUDENTS TO ENSURE THAT OUR SCHOOLS STAND A SAFE HARBOR FOR ALL STUDENTS AT ALL TIMES. IT IS INTENTIONALLY SHINING A LIGHT ON CERTAIN BEHAVIORS AND PRACTICES THAT HARM OTHERS SO THAT WE CAN TAKE SOME STEPS NECESSARY TO CORRECT THEM. OUR SCHOOL SYSTEM HAS REFUSED TO LET THESE HARMFUL VESTIGES OF OUR PAST LIVE IN THE SHADOWS, AND WE ARE DETERMINED TO ELIMINATE THEM BY REMINDING US ALL OF OUR RESPONSIBILITIES THROUGH THIS POLICY. SOME PEOPLE OPPOSE THE USE OF THE TERM WHITE PRIVILEGE BELIEVING THAT IT IS ACCUSATORY OF THEM PERSONALLY. THAT IS NOT THE WAY, I BELIEVE, ONE SHOULD LOOK AT IT. I GREW UP IN ALABAMA IN THE '60S, SURROUNDED BY PRIVILEGE AND DID NOT LEARN ABOUT THINGS ABOUT JIM CROW LAWS, HOUSING DISCRIMINATION, AND ECONOMIC DISCRIMINATION UNTIL I WENT TO COLLEGE. I DO NOT FEEL GUILTY BECAUSE I WAS WHITE. I DID NOT FEEL THAT I WAS BEING DISCRIMINATED AGAINST BECAUSE I WAS WHITE JUST BY ACKNOWLEDGING WHITE PRIVILEGE.

WHAT I FELT WAS THAT I WAS ANGRY AT MY SCHOOL SYSTEM AND THE ADULTS AROUND ME WHO HAD FAILED TO TEACH ALL OF US YOUNG PEOPLE ABOUT HOW NOT TO REPEAT HISTORICAL WRONGS. THE TERM WHITE PRIVILEGE TO ME CLEARLY DESCRIBES A REALITY AND OUR HISTORY THAT ONE SEGMENT OF SOCIETY HAD ADVANTAGES OVER ANOTHER. IT MAY NOT DESCRIBE THE REALITY OF TODAY IN YOUR OWN COMMUNITY OR IN YOUR FAMILY, BUT IT IS JUST A DESCRIPTOR OF ONE OF THE SYMPTOMS OF RACISM IN OUR PAST.

BUT IT IS A REALITY AND THEREFORE IT NEEDS TO BE ACKNOWLEDGED. YOU KNOW, YOUNG PEOPLE TODAY -- A PERFECT EXAMPLE IS MS. JORDAN. THEY KNOW THE MORE SOCIETY HERE'S

[01:10:04]

>> THANK YOU, MS. BALINSKI. IS THERE ANY OTHER DISCUSSION? I ALSO AGREE THE POLICIES SHOULD STAY THE WAY IT IS AND HAVE WHITE SUPREMACY ADDED WITHIN THE POLICY SO WE CAN MAKE IT FIT WITH THE OTHER POLICIES THAT WE HAVE IN PLACE. YES, MS.

GRIMACE? >> I HAVE A PROBLEM BECAUSE WHITE BLOOD SUGGESTS THAT WHITE PEOPLE HAVE PRIVILEGE.

SOME DO AND SOME DON'T. I DO NOT KNOW IF YOU CAN GENERALIZE THAT ALL WHITE PEOPLE HAVE PRIVILEGE.

>> SO THE POLICY PURPOSE STATEMENT SAYS TO ACKNOWLEDGE AND UNDERSTAND THE CONCEPT. THAT DOESN'T MEAN THAT EVERY WHITE PERSON HAS WHITE PRIVILEGE, NOR IS A WHITE SUPREMACIST. THEY ARE CONCEPTS. SO PUTTING THOSE WORDS IN THE PURPOSE STATEMENT SIMPLY SAYS THAT THEY ARE CONCEPTS.

>> IT SEEMS LIKE DIVISIVE LANGUAGE.

>> THERE IS PLENTY OF DIVISIVE LANGUAGE IN OUR WORLD, IN OUR LIVES, AND IN OUR COMMUNITIES, AND HEAR THE PLACEMENT OF THOSE TWO WORDS IS NOT POINTING A FINGER AT ANY INDIVIDUAL. IF YOU ARE ACCEPTING THAT RESPONSIBILITY THAT YOU HAVE WHITE PRIVILEGE OR ARE A WHITE SUPREMACIST, YOU ARE ACCEPTING THAT RESPONSIBILITY AND HOPEFULLY ACCEPTING THAT RESPONSIBILITY TO WORK ON YOURSELF AND YOUR BIAS.

HOWEVER, THIS STATEMENT DOES NOT POINT A FINGER AT ANY ONE INDIVIDUAL. AGAIN, IT SAYS IT IS A CONCEPT. AND I DO NOT SEE THIS STATEMENT AS DIVIDING BUT AS SAYING THAT OUR SCHOOL SYSTEM WILL ACKNOWLEDGE AND UNDERSTAND THE CONCEPTS. SO OUR STUDENTS SHOULD UNDERSTAND THOSE CONCEPTS. OUR STAFF SHOULD UNDERSTAND THOSE CONCEPTS SO THAT WHEN WE ARE WORKING WITH OUR STUDENTS AND CHECK OUR BIASES AT THE DOOR TO ENSURE THAT ALL PEOPLE ARE TOLERATED.

>> IS THERE ANY OTHER DISCUSSION?

>> THIS IS GOING TO GO UP AS IS THEN WITH THE ONE EDITION FOR

30 DAY REVIEW. >> YES. SO, YES. THE POLICY WILL STAY AS IS. IT WILL BE UP FOR 30 DAY REVIEW.

>> ALL RIGHT. THANK YOU. DR. JOHNSON?

>> I JUST WANTED TO MAKE SURE THAT WHAT WE ARE ASKING -- SO YOU WANT MRS. GROSS TO MAKE THE EDITS RETURNING WHITE SUPREMACY AND ADDING WHITE SUPREMACY TO --

>> IN THE ACTUAL POLICY. >> AND I CAN REACH OUT TO MS. GROSS IF SHE HAS ANY QUESTIONS AS TO WHAT I STATED.

>> NEXT, WE HAVE GRANTS, PROJECTS. THIS IS DR. JOHNSON.

PRESIDENT WHITE. DR. TOWNSEL. MEMBERS OF THE BOARD OF EDUCATION. I AM SUSAN THOMPSON, THE CHIEF ACADEMIC OFFICER. I WILL BE UP HERE FOR A LITTLE WHILE. THE FIRST POLICY IS POLICY 1310, WHICH IS REGARDING DEVELOPMENT OF COMPETITIVE GRANTS AND PROJECTS AND APPLICATIONS. AS WE REVIEW THIS POLICY, WE FEEL LIKE IT IS STILL IN LINE WITH THE EXPECTATIONS OF THE BOARD OF EDUCATION AND ARE NOT SUGGESTING ANY EDITS AT THIS TIME FOR THIS POLICY.

>> ANY DISCUSSION? THANK YOU. NICE. I AM GOING TO MOVE ON TO

[01:15:01]

-- >> YOU WILL HAVE THAT POSTED

FOR 30 DAYS? >> YES. POSTED 30 DAYS FOR REVIEW. NEXT, WE ARE GOING TO MOVE ONTO THE NEXT ONE.

>> I AM SEEING WHICH ONE MRS. MAXEY PUT UP THERE.

>> 1620. >> SO 1620 IS THE RETURN OF THE INFORMATION PUBLIC ACT REQUEST. SO THIS POLICY WAS TABLED AND AT THE LAST BOARD MEETING YOU VOTED TO GIVE IT BACK. WE HAVE REPOSTED IT WITH A SUGGESTION AS A RESULT OF A PUBLIC COMMENT THAT WAS NEED. SO WE ADDED THE DEFINITION TIMELY MANNER. AND AGENCY IS NORMALLY EXPECTED TO COMPLY WITH A PIA REQUEST WITHIN 30 DAYS, BUT THERE MAY BE DAYS WHEN A AGENCY NEEDS ADDITIONAL TIME TO LOCATE AND REVIEW THE REQUESTED RECORDS.

WE HAVE ADDED THAT AT THAT RECOMMENDATION AND REQUEST THAT IT BE POSTED FOR 30 DAYS IF THERE IS NOTHING ELSE TO

REVISE. >> SO I DO NOT HAVE ANY ADDITIONAL REVISIONS TO THE POLICY, BUT I WOULD ASK DR.

TOWNSEL IF HE WOULD CONSIDER NAMING SOMEONE ON HIS STAFF TO BE OUR INDIVIDUAL WHO IS RESPONSIBLE FOR PIA REQUESTS.

AS YOU KNOW, MS. MAXEY HAS BEEN RESPONSIBLE FOR DOING THAT TASK IN THE CLASS. AND BECAUSE OF THE SHEER NUMBER THAT WE RECEIVE, IT HAS BECOME SOMETHING THAT IS QUITE BURDENSOME. SO IF A STAFF PERSON COULD ASSIST WITH THAT OR BE NAMED AS THE INDIVIDUAL WHO WORESPONSIBLE FOR THOSE REQUESTS, AND THEN CAN CARRY OUT THE POLICY, I THINK THAT WE MAY BE ABLE TO LIVE WITH THE CHANGES THAT WERE MADE

TO THE POLICY. >> HE IS ACKNOWLEDGING YES.

THANK YOU. SO THAT POLICY WILL GO OUT FOR REVIEW FOR 30 DAYS.

NEXT, WE HAVE POLICY 3010. >> YES.

>> SO POLICY 3010 IS REGARDING GRADUATION REQUIREMENTS. THIS POLICY WAS BROUGHT TO YOU IN THE FALL. AND AS IT WAS REVIEWED WHEN WE WERE LOOKING AT IT BEFORE THE BREAK IN REGARDS TO OUR SENIOR CLASS, WE DID OMIT ONE STATEMENT THAT NEEDED TO BE ON HERE FOR OUR SENIOR CLASS, AND THAT STATEMENT IS ONE ADDITIONAL MATH CREDIT FOR STUDENTS WHO ENTERED NINTH GRADE IN THE 2020-2021 SCHOOL YEAR OR EARLIER. THIS STATEMENT ACTUALLY TAKES CARE OF THE FACT THAT WE DO REQUIRE OUR STUDENTS TO HAVE FOUR MATH CREDITS BUT THEY DO NOT REQUIRE IT AFTER THIS YEAR. EVERYBODY WILL HAVE FOUR MATH CREDITS AND WE WILL TAKE THAT AWAY. WE DID NOT WANT TO OMIT THAT FOR OUR CURRENT SENIOR CLASS BECAUSE THAT IS SOMETHING WE HAVE A EXPECTATION FOR IN OUR

GRADUATION REQUIREMENTS. >> AND DISCUSSION? YES,10.

>> I JUST WANTED TO CLARIFY, IS THIS GOING TO PREVENT ANY CURRENT SENIORS FROM GRADUATION?

>> KNOW. EVERYONE HAS THEIR MATH CREDITS. WE JUST WANTED TO MAKE IT OFFICIAL THAT THERE WAS NO CHANGE TO THE SENIOR CLASS.

>> ANY OTHER DISCUSSION? >> SO THIS MEANS THE CHANGES

BACK AFTER -- >> WE COULD JUST LET IT SUNSET FOR THE NEXT THREE-YEAR PERIOD. BECAUSE IT IS -- WE PUT A DATE ON HERE SO IT IS VERY SPECIFIC TO THE NINTH GRADE THAT WAS ENTERED IN '20 AND '21, SO TECHNICALLY WE COULD GO AND LET

IT GO FOR THE REVIEW DATE. >> ANY OTHER DISCUSSION? THANK YOU. I WILL PUT 30 DAYS REVIEW.

>> THANK YOU VERY MUCH. >> NEXT WE HAVE --

>> SO THANK YOU MR. TAYLOR FOR JOINING US THIS EVENING TO DISCUSS POLICY 5510. I REQUESTED LATE LAST YEAR TO HAVE THIS POLICY CALLED UP SO WE COULD REVIEW IT AND MAKE REVISIONS TO THE POLICY. I WAS CONCERNED REGARDING OUR LAST OFFICE OF LEGISLATIVE AUDITS AUDIT REPORT IN THAT THERE WERE MISSING PIECES FROM POLICIES AS STATED BY AUDITORS. SO I WANTED TO BRING THIS POLICY FORWARD TO INCORPORATE THEIR FINDINGS AND THEIR RECOMMENDATIONS INTO THE POLICY. SO MY EDITS WERE IN THE POLICY STATEMENT WHERE I ADDED ITEM B. TO ESTABLISH THERE IS A STATE LAW THAT ALLOWS US TO

[01:20:04]

CHANGES. >> SO JUST IN KEEPING IN LINE WITH WHAT IS ALLOWABLE OR THE PROCESSES THAT WE HAVE, JUST ALL THE OPTIONS ESSENTIALLY I WILL NOT READ FROM. BUT I DID LOOK TOWARD SOME OTHER FORMS OF EDUCATION TO SEE WHAT WAS IN THEIR POLICIES. AND THEY CALLED SOME THINGS OUT SPECIFICALLY. I DO NOT NEED TO REALIGN. AND I DID TRACK CHANGES SO YOU COULD SEE WHAT WAS THERE VERSUS WHAT IS IT. IT WAS ADDING ALL THE DIFFERENT AVENUES THAT WE HAVE AVAILABLE IN WHICH WE WOULD PROCURE GOODS AND SERVICES OR REAL PROPERTY.

>> SO HAVE YOU HAD TIME TO LOOK AT THESE LAST CHANGES?

>> YES. I DID HAVE TIME TODAY TO BRIEFLY GO OVER THE CHANGES.

I THINK THE FINANCE DEPARTMENT AND THE OFFICE IS IN AGREEMENT WITH THE MAJORITY OF THESE. WE WILL HAVE SOME THAT WE WANT TO ADD IF POSSIBLE. I DO NOT THINK WE WANT TO GIVE IT HERE TODAY GIVEN THE TIMEFRAME THAT WE GOT THESE CHANGES. IT IS NO PROBLEM. WE WOULD LIKE TO HAVE MORE TIME TO SIT DOWN AND REVIEW AND MAYBE IT BACK YOU ALWAYS SOMEWHERE. WE DO SUPPORT MOVING A LOT OF THE PROCEDURE TO THE POLICY.

>> AND THAT IS FINE. POLICIES DO TEND TO TRY TO BE OVERARCHING. AND IF THE PROCEDURES DID NOT HAVE SOME OF THIS THAT WOULD BE A GOOD WAY.

>> RIGHT. I WILL MAKE A SUGGESTION. MS. POST, IF YOU WOULD WORK WITH ME AND THE FINANCE OFFICE TO MASSAGE THIS BEFORE IT GETS POSTED OUT FOR A 30-DAY REVIEW SO IT IS IN ACCORDANCE WITH WHAT STAFF WANT AS WELL AS WHAT THE BOARD MAY DESIRE AND THEN BRING IT BACK TO OUR AGENDA FOR ANOTHER

[7.02 FY2025-26 Calendar Approval]

>> ALL RIGHT. GREAT. >> THANK YOU.

>> NEXT, WE WILL MOVE ON TO FY25-26 CALENDAR APPROVAL.

MISS JACKIE JACOBS. >> GOOD EVENING. MY NAME IS JACKIE JACOBS AND I AM THE DIRECTOR OF SYSTEMIC PROFESSIONAL PERFORMANCE AND I'M HERE TO PRESENT YOU THIS EVENING THE OUTCOME OF THE SURVEY THAT WENT OUT REGARDING THE '25-26 SCHOOL YEAR CALENDAR. AND THE PREFERENCE FOR OPTION A. OR OPTION B. FOR THE 2025-26 SCHOOL YEAR. IT CONSISTED OF JUST TWO QUESTIONS. THE FIRST QUESTION ASKED BY THE RESPONDENT TO SELECT THEIR CALENDAR PREFERENCE, AND THE SECOND QUESTION ASKED THEIR AFFILIATION WITH THIS SYSTEM. WHETHER OR NOT THEY WERE A EMPLOYEE OR GUARDIAN THAT IS ALSO AN EMPLOYEE OR A STUDENT.

WE RECEIVED 4568 RESPONSES. OF THOSE RESPONSES, 37% SELECTED OPTION CAPITAL A.. AND 63% SELECTED OPTION BE. IF WE BREAK THAT DOWN BY THE AFFILIATION GROUPS, THE EMPLOYEES WHO WERE NOT PARENTS WHO RESPONDED, 56% PREFERRED OPTION B.. 67% PREFERRED OPTION B. OF THE GUARDIANS WHO ARE NOT EMPLOYEES, 62% PREFERRED OPTION B., AND OF THE STUDENTS WHO

RESPONDED -- >> MISS JACOBS, COULD I ASK YOU TO GO BACK A LITTLE BIT? COULD YOU GO BACK TO BEGINNING OF THE EMPLOYEES WHO WERE NOT GUARDIANS OR WHO DID NOT HAVE

STUDENTS IN THE SYSTEM? >> YES. SO OF THE GUARDIANS WHO ARE NOT EMPLOYEES, 62% PREFERRED OPTION B. , AND THEN FINALLY FOR STUDENTS WHO RESPONDED, 58% PREFERRED OPTION

B. >> AND WHAT WERE THE FIRST TWO YOU READ? 66% PREFERRED B. WHAT WAS THAT GROUP?

[01:25:04]

>> AND EMPLOYEES WHO ALSO RESPONDED AS A GUARDIAN. THAT WAS AT 67%. AND THE STUDENTS WERE 68%.

>> STUDENTS WERE AT 58%. >> 58.

>> CELL ACROSS THE BOARD, ALL CATEGORIES WERE IN PREFERENCE

TO B.? CORRECT? >> AROUND 62% TO 67%. STUDENTS WERE MORE SPLIT WITH 58% FOR OPTION B AND 42% FOR OPTION A.

>> AND MY QUESTION IS, WHY WOULDN'T WE RELY ON THIS DATA EVERY SINGLE YEAR TO MAKE THE DECISION ON WHEN WE START? ARE THERE ISSUES THAT COME UP IN THE CALENDAR COMMITTEE THAT NOT EVERYONE IS PRIVY TO? YOU KNOW? THAT MAKE IT A LOT MORE

DIFFICULT TO JUST DO IT? >> SO ONE OF THE THINGS WE CAN DO AS WE WORK THROUGH THE CALENDAR COMMITTEE EACH YEAR IS WE CAN'T COME UP WITH EITHER DIFFERENT REQUIREMENTS OF THE CALENDAR AND SEND OUT A SURVEY AND BUILD THE CALENDAR FROM THAT INFORMATION, OR WE CAN BUILD CALENDARS AND SEND OUT A SURVEY TO SEE WHETHER OR NOT THEY WOULD PREFER ONE CALENDAR OVER THE OTHER. WE HAVE SEEN SCHOOL SYSTEMS DO IT DIFFERENTLY. THEY EITHER DO IT AHEAD OF CREATING THE CALENDAR OR THEY DO IT AFTER CREATING THE CALENDAR. SO IF THERE IS A PREFERENCE, WE CAN DEFINITELY DO THAT MOVING AHEAD IN THE

FUTURE. >> FROM WHAT I HAVE SEEN, THE BIG CONTROVERSY ALWAYS SEEMS TO BE WINTER BREAK. AND, YOU KNOW, I SEE THAT THE MAJORITY LIKE OPTION B. BUT I WAS LOOKING AT THIS CALENDAR IN DECEMBER AND WE HAVE A TWO HOUR EARLY RELEASE ON THE 10TH, AND A TWO HOUR EARLY RELEASE ON THE 23RD.

I WAS WONDERING, WITH MORE CONSISTENCY -- AND THIS IS ONE THING I DO REGRET. WE DID NOT ASK FOR COMMENT FROM PARENTS. I THINK WE PUT A SURVEY OUT AGAIN AND SHOULD ALWAYS ASK FOR COMMENTS. BUT WOULD IT BE ADVANTAGEOUS TO PUT THAT TO OUR EARLY RELEASE. CHANGE IT FROM THE 10TH TO THE 22ND, SO THAT THOSE TWO DAYS BEFORE CHRISTMAS ARE TO OUR EARLY RELEASES, AND THEN THAT TENT CAN BECOME A INSTRUCTIONAL FULL DAY. I JUST THINK THAT BEFORE CHRISTMAS, IT MIGHT BE BETTER TO THROW THOSE EARLY RELEASES IN. MORE CONSISTENCY FOR PARENTS, TOO.

AND MORE CONSISTENCY FOR INSTRUCTION.

>> SO, CURRENTLY RIGHT NOW, AS IT STANDS, DECEMBER 10TH IS A LATE ARRIVAL DAY FOR PROFESSIONAL LEARNING AND DECEMBER 23RD WAS A TWO HOUR EARLY DISMISSAL FOR TEACHER WORKTIME. SO THIS SUGGESTION I AM HEARING IS THAT THE TENTS BE MOVED TO THE 22ND AND THAT WE WOULD HAVE TWO EARLY DISMISSAL DAYS AND THEN THREE DAYS PER WINTER BREAK.

>> SO I WOULD ACTUALLY LIKE TO AGREE WITH THAT. I DO NOT KNOW HEALTH TEACHERS WOULD FEEL ABOUT HAVING A PROFESSIONAL LEARNING DAY MOVED RIGHT BEFORE CHRISTMAS BUT ON THE STUDENTS' SIDE OF IT, I DO BELIEVE THIS WILL TAKE ADVANTAGE OF THE INSTRUCTIONAL TIME WE HAVE. TOO MUCH HIGHER LEVEL. HAVE NOT BEEN AT CCPS SINCE I WAS IN KINDERGARTEN. I DO NOT THINK I HAVE EVER ONCE NOT WATCHED "THE POLAR EXPRESS" BEFORE CHRISTMAS DAY. I JUST THINK IF WE HAD A FULL DAY ON THE 10TH, WE COULD TAKE ADVANTAGE IN THE CLASSROOMS VERSUS THE 22ND WHERE WE WOULD NOT BE AS SUCCESSFUL.

>> I UNDERSTAND WHAT YOU ARE SAYING. YES. ONE OF THE CONVERSATIONS THAT WE HAVE HAD WHEN WE ARE IN THE CALENDAR COMMITTEE AND NOT SPECIFIC TO THIS CALENDAR BUT WHEN WE LOOK AT WINTER BREAK AND WHERE IT FALLS, MOVING THAT 22ND TO A EARLY DISMISSAL DAY OR A LATE ARRIVAL OR VICE VERSA, WILL THAT IMPACT ATTENDANCE WOULD JUST BE A QUESTION , WITH IT BEING TWO EARLY DISMISSAL DAYS. I AM NOT THINK YOU SHOULD ALL YOU SHOULDN'T IF THAT IS A RECOMMENDATION THAT YOU MAKE.

BUT THAT WOULD BE A CONSIDERATION FOR ATTENDANCE

THAT WEEK. >> THANK YOU, MR. PRESIDENT. I

[01:30:04]

THEY DON'T MIND LATE ARRIVALS IF THEY CAN PLAN FOR THEM BECAUSE THEY ARE KNOW THEY ARE GOING TO HAPPEN HERE AND HERE AND HERE. YES, WE CAN LOOK AT A CALENDAR AND KNOW WHEN THEY WERE GOING TO OCCUR BUT IF WE HAD A CONSISTENT MANNER IN WHICH THEY WOULD A CARE EVERY YEAR, THEY CAN PLAN OUT THE FUTURE. SO WHEN I AM GETTING A BABYSITTER, ALL THAT BABYSITTING SERVICES KNOW EVERY WEDNESDAY WE ARE GOING TO GET OUT EARLY AND THEY WILL HAVE ALL THE CHILDREN OR PARENTS NEED TO TAKE OFF WORK EVERY WEDNESDAY. IF THEY ACCEPT A NEW JOB, THEY WILL SAY EVERY WEDNESDAY I HAVE TO BE OFF TO GO GET OUR CHILDREN. SO IF STAFF COULD TAKE A LOOK AT THAT AND SEE IF THAT IS SOMETHING WE COULD DO HERE, I DO THINK THAT COULD HELP ALLEVIATE OR RESOLVE AROUND SOME OF THE LATE ARRIVALS OR EARLY DISMISSALS BECAUSE THAT IS A CONTRACTUAL THING. SO IT HAS GOT TO BE IN THE CONTRACT. WE HAVE GOT TO DO IT. IT IS JUST, CAN WE FIND A WAY WHERE EVERYONE IS HAPPY

WITH IT? >> ABSOLUTELY. I WILL SAY WHERE THEY ARE PLACED CURRENTLY AND IN THE PAST HAS ALWAYS BEEN AROUND WITHOUT MARKING PERIOD ENDS, SO WE CAN MAKE SOME ADJUSTMENTS TO THAT OR LOOK AT THE IMPACT OF MOVING THAT DAY AND WHAT IMPACT IT MIGHT HAVE ON WHEN TEACHER'S GRADES ARE DUE AND THINGS LIKE THAT. BUT THAT IS CERTAINLY SOMETHING

THAT WE COULD CONSIDER. >> AND RIGHT NOW, WE DO THE LATE ARRIVAL AND EARLY DISMISSAL JUST TO EVEN OUT THE PRE-K. THE HALF-DAY PRE-K. IS THAT CORRECT?

>> RIGHT. THE PRE-K WITH ALL THREE AND FOUR-YEAR-OLDS. WITH FOUR-YEAR-OLDS, WE ARE CURRENTLY FULL DAY BUT WE STILL HAVE A HALF-DAY THREE YEAR-OLD PROGRAM, SO WE WILL BE LOOKING AT WHAT THAT WILL LOOK LIKE AND HOW WE WILL EXPAND THAT TO FULL DAY. ONCE THAT IS EXPENDED TO FULL DAY, WE WOULD NO LONGER NEED TO DO A EARLY ARRIVAL OR LATE DISMISSAL BACK-AND-FORTH.

WHAT WE DO FIND IS THAT WE HAVE MORE EARLY DISMISSALS THAN LATE

ARRIVALS AT THIS POINT. >> THAT WILL MAKE IT A LOT. WE CAN BE MORE CONSISTENT WITH THE PARENTS. WE CAN JUST KEEP IT EITHER ALL EARLY OR ALL LATE. BUT AS FAR AS THE REQUESTED CHANGE, I DON'T KNOW. WHAT YOU THINK? CALENDAR COMMITTEE, WOULD YOU KNOW? WOULD YOU KNOW WHAT THEIR PREFERENCE IS FOR

THE 10TH OR THE 22ND? >> I DO NOT KNOW IF THERE IS A PREFERENCE WITH THE CALENDAR COMMITTEE. KEEPING THAT FOR PROFESSIONAL LEARNING AND ENSURING THAT THAT HAPPENS IS IMPORTANT. THE OTHER ONE IS TEACHER WORK TIME. IT IS THROUGH THE NEGOTIATED AGREEMENT. BUT MOVING THAT TO THE 22ND, THE ONLY THING THAT COMES TO MIND WITH THAT CHANGE WOULD BE THE ATTENDANCE DURING THAT WEEK. HAVING THREE DAYS OFF AND TWO EARLY DISMISSALS DOES NOT MEAN THAT IT WILL IMPACT THAT. IT COULD BE TRIED IF THAT IS WHAT THE BOARD WOULD

LIKE TO DO. >> MS. CLAGGETT?

>> I MAKE A MOTION TO MOVE THE CALENDAR AS PROPOSED BY THE CALENDAR COMMITTEE. I TOO AM CONCERNED ABOUT MOVING THAT DAY TO THE 22ND, BECAUSE THAT MAY CREATE SOME ABSENTEE ISSUES OR, YOU KNOW, STUDENTS MAY DECIDE NOT TO ATTEND BECAUSE OF THE HOLIDAY. SO I AM COGNIZANT OF THAT SO I MOVE AS PROPOSED BY

THE CALENDAR COMMITTEE. >> IS THERE A SECOND?

>> WELL, I AM IN A HARD SPOT BECAUSE I DO NOT REALLY KNOW.

I LIKE THE IDEA. I UNDERSTAND.

>> SO THERE IS A MOTION ON THE BOARD.

>> AND THERE WASN'T A SECOND. YOU NEED TO HAVE A SECOND TO

[01:35:07]

DISCUSSION? >> OKAY. NOW I CAN SPEAK. I DID LIKE THE IDEA OF THAT WHOLE WEEK BEFORE CHRISTMAS WAS A FULL WEEK. AND GET AS MUCH IN AS YOU CAN. I THINK THAT DOES MAKE SENSE. AND THOSE STUDENTS WHO DO CHOOSE TO NOT ATTEND, LIKE YOU SAID, THEY MIGHT BE MISSING, YOU KNOW, A VIDEO. I KNOW IT IS ROUGH TO SAY THAT, BUT THERE MAY NOT BE AS MUCH BECAUSE OF THE EXCITEMENT IN THE CLASSROOMS RIGHT BEFORE CHRISTMAS. SO I TEND TO AGREE WITH THE 22ND.

>> A SECOND DOESN'T MEAN AGREEMENTS. IT IS JUST TO PUT IT OUT THERE AND YOU MOVE INTO DISCUSSION.

>> ANY OTHER DISCUSSIONS? I THINK FOR ME AS I AM SITTING HERE, I TEND TO LOOK AT THE AUDIENCE AND LOOK AT THE EDUCATORS AND THE PEOPLE IN THE AUDIENCE, AND THAT KIND OF HELPS ME TO BASE MY OPINION, AND FROM THE HEAD NODS THAT I AM RECEIVING, MOVING FROM THE 10TH TO THE 22ND DOES NOT REALLY SEEM TO BE SOMETHIG THAT THEY ARE IN APPROVAL OF.

MS. CLAGGETT? >> I WOULD LIKE TO ASK DR.

JOHNSON HER OPINION. SHE IS ONE OF THE TOP LEADERS IN THE SCHOOL SYSTEM. SHE HAS BEEN IN THE SCHOOLHOUSE AS WELL AS IN CENTRAL OFFICE. WHAT IS YOUR FEELING?

>> SO MY PERSONAL OPINION IS THAT WHEN WE HAVE TWO HOUR LATE ARRIVAL OR EARLY DISMISSAL DAYS, THERE IS A SCHEDULE CHANGE, AND THAT DECREASES THE TIME THAT KIDS HAVE IN CLASS.

SO I ALREADY RECOGNIZE THAT WHEN WE HAVE A SCHEDULE CHANGE THERE IS AN IMPACT TO THAT. WHEN I HEAR MS. HAYES INDICATING WHAT IS HAPPENING ON TO OUR LATE ARRIVAL OR EARLY DISMISSAL DAYS, I KNOW THAT ARISES CONCERN, BUT THERE IS A LARGE CONTINGENT OF EDUCATORS WHO ARE GIVING FINAL TESTS AND THINGS TO CLOSE OUT BEFORE THE HOLIDAY AND BEFORE THE BREAK.

SO I UNDERSTAND BOTH SIDES OF THAT. I DO HAVE A CONCERN ABOUT THE ATTENDANCE PEACE. AS WHEN WE START TO SHARE WHAT WE WILL BE SHARING NEXT, ATTENDANCE IS GOING TO COME UP. AND WHILE WE HAVE ATTENDED TO CHRONIC ABSENCE, IT IS STILL THERE.

EVEN WITHOUT BEING A ISSUE, WHEN YOU HAVE TWO HALF DAYS AND THREE DAYS OFF BEFORE A BREAK, IT JUST LEAVES A MUCH GREATER OPPORTUNITY BECAUSE I FEEL LIKE IT MIGHT CONVEY THAT THOSE TWO DAYS ARE LESS IMPORTANT THAN THE REST OF THE DAYS. WHEN A TWO HOUR EARLY DISMISSAL OR LATE ARRIVAL HAPPENS DURING THE SCHOOL YEAR, IT WORKS INTO THE SCHEDULE BECAUSE IT USUALLY IS NOT COMBINED WITH OTHER TIMES. WHEN WE SEE IN THE PAST THAT WE HAVE HAD A TWO HOUR EARLY DISMISSAL BEFORE A PROFESSIONAL LEARNING DAY THAT HAPPENS ON THE DAY AFTER PRESIDENTS' DAY, THERE WERE TIMES THAT WE HAD PROFESSIONAL LEARNING THE DAY AFTER PRESIDENTS' DAY AND A TWO HOUR EARLY DISMISSAL FOR WORK TIME. WE KNOW THT ABSENTEEISM WENT UP ON THAT FRIDAY PRIOR TO. SO THOSE ARE THINGS THAT I HAVE SEEN IN THE PAST THAT MIGHT NEED TO BE CONSIDERED OR JUST PUT INTO THE ROOM SO THAT YOU HAVE A DIFFERENT VIEWPOINT.

>> THANK YOU FOR SHARING. >> MS. POST?

>> IF I MAY JUST OFFER BECAUSE I THINK THAT THERE MAY NOT BE ANY ONE PARTICULAR RIGHT ANSWER, BUT SPEAKING FROM SOMEONE WHO HAS KIDS IN MIDDLE SCHOOL AND HIGH SCHOOL, WHILE I COMPLETELY AGREE THAT I THINK A FULL DAY OF LEARNING WOULD BE MORE EFFECTIVE, I ALSO TELL YOU THAT HAVING KIDS WHO ARE IN THE SCHOOL -- YOU KNOW, IT IS ONLY TWO HOURS. I MIGHT AS WELL STAY AT HOME. THEY ARE CONSTANTLY TRYING TO NEGOTIATE WITH ME FOR A TWO HOUR DELAY. I ALSO HAVE A WHO IN THE WORLD, WHAT KIND OF TEACHER WOULD GIVE A TEST THE WEEK BEFORE A HOLIDAY. ON THE FLIPSIDE OF THAT I HEAR, I CANNOT WAIT TO GO TO SCHOOL TODAY BECAUSE WE ARE HAVING PIZZA AND WATCHING A MOVIE BECAUSE IT IS ALMOST HOLIDAY BREAK. SO IT IS ALL OF THE ABOVE. WHILE SOME MAY TAKE WHEEL JOY IN KNOWING THEY ARE GOING TO WATCH "THE POLAR EXPRESS," AS THEY GET OLDER I

[01:40:09]

SOMETIMES A VERY YOUNG MIND MIGHT NOT BE CONSIDERING THAT.

I SEE ALL OF THE VALUE IN ALL OF THESE THINGS. I JUST DO NOT KNOW THAT ONE IS BETTER THAN THE OTHER. I JUST KNOW THAT THE BIGGEST THING IN CONCERN IS A ATTENDANCE ISSUE.

>> IF I CAN -- I LOVE THAT YOU ARE LOOKING AT IT FROM ALL SIDES. IT IS FANTASTIC ESPECIALLY SINCE YOU HAVE THE KIDS WHO ARE NOT IN HIGH SCHOOL. I WOULD NOT CONSIDER WHAT IT WOULD BE LIKE TO BE IN MIDDLE SCHOOL FOR A HOT MINUTE BECAUSE I AM A JR. MY BIGGEST THING WHEN DISCUSSING THIS IS LEARNING LOSS. BY HAVING A FULL DAY IN THE MIDDLE OF THE WEEK, TEACHERS WILL CONTINUE TEACHING WHAT THEY WERE TEACHING NOT CONCERNED ABOUT HAVING SHORTENED TIME. BUT A TWO-DAY WEEK COMING UP FOR CHRISTMAS DAY, AUTOMATICALLY STUDENTS WILL BE CHECKED OUT BY MONDAY. HAVING TEACHERS WHO ARE TRYING TO TEACH AND GET NEW INFORMATION, IT IS JUST NOT GOING TO RESONATE WITH THE STUDENTS. I WOULD LIKE TO CREATE AN OPPORTUNITY FOR STUDENTS TO LEARN MORE DURING THE MONTH OF DECEMBER THAN WHAT THEY COULD ON THAT 22ND IF THAT

MAKES SENSE. >> BECAUSE THEY HAD THAT ONE FULL DAY AND A EARLY RELEASE BEFORE CHRISTMAS DAY, KIDS WHO ARE NOT GOING TO, ARE NOT GOING TO COME. KIDS WHO WILL BE

COMING WILL BE COMING. >> AS LONG AS THERE IS PIZZA.

>> MAKE IT A PIZZA DAY. >> IS THERE ANY OTHER DISCUSSION? SO THE MOTION IS TO KEEP THE CALENDAR THE WAY THE COMMITTEE PRESENTED IT. AND WAS THAT THE MOTION? OKAY. THAT WAS

THE MOTION. SO ALL IN FAVOR. >> AYE.

>> WAIT, TO MOVE THE -- >> NO. THE MOTION IS TO KEEP THE CALENDAR THE WAY IT IS CURRENTLY.

>> AYE. >> AYE.

>> OPPOSED? SO WE HAVE IT SO I WOULD HAVE TO DEVOTE SO I AGREE WITH LEAVING THE CALENDAR THE WAY THAT IT IS SO THE MOTION

PASSES. >> SO PRESIDENT WHITE, I HAVE ONE OTHER QUESTION AS IT RELATES TO THE CALENDAR. I KNOW YOU GUYS STILL HAVE TO VOTE ON THE CALENDAR OVER ALL.

>> JUST DID. BUT GO AHEAD. >> SO WE ARE MOVING FORWARD

WITH OPTION B.? >> YES.

>> THE 24-25 CALENDAR AND 25-26 CALENDARS, THERE ARE THREE DATES NOTED. ONE IN 24-25 AND TWO IN 25-26. THEY ARE FEBRUARY 12TH IN THE 24-25 CALENDAR, OCTOBER 13TH AND FEBRUARY 11TH IN THE 25-26 CALENDARS. THEY BOTH STATE ASYNCHRONOUS OR LATE ARRIVAL DAYS. IS THERE A PREFERENCE WITH THE BOARD IN WHETHER OR NOT THIS SCHOOL SYSTEM WILL CONTINUE TO USE ASYNCHRONOUS DAYS OR WOULD WE RATHER DO LATE ARRIVAL DAYS ON

THOSE THREE DATES? >> DISCUSSION?

>> SPEAKING FROM THE STUDENT PERSPECTIVE, I THINK THAT PEOPLE WOULD PREFER THE ASYNCHRONOUS DAYS BECAUSE EVEN THOUGH THEY HAVE TO STILL GET UP AND DO WORK AND WE MIGHT SEE LESS ASSIGNMENTS TURNED AND THEN WE WOULD LIKE TO SEE, IT IS REALLY BENEFICIAL FOR STUDENTS YOU HAVE A BREATHER, ESPECIALLY IN THOSE MONTHS WHERE IT FEELS JUST UNENDING FOR US. I MEAN, THE MONTH OF FEBRUARY, IT FEELS LIKE THERE IS NO DAYS OFF. AS A STUDENT, ALL YOU SEE IS TEST AFTER TEST AFTER TEST. YOU ARE GETTING CLOSER TO THE AP TESTING. IT IS A VERY STRESSFUL MONTH. THEN YOU HAVE THE KICKOFF AND YOU JUST MADE IT TO . WHILE YOU ARE STILL REQUIRED TO LEARN, IT IS A NICE BREATHER FOR STUDENTS AND I THINK IT COULD BE SOMETHING BENEFICIAL FOR US. SO I DON'T KNOW HOW THE REST OF

THE BOARD FEELS ABOUT THAT. >> THANK YOU. ANY OTHER

DISCUSSION? >> SO SPEAKING FROM THE PARENT PERSPECTIVE, ASYNCHRONOUS DAYS, ESPECIALLY IF YOU HAVE CHILDREN

[01:45:02]

SO I AM MORE INCLINED TO SAY THAT A DELAYED ARRIVAL ORDERED EARLY DISMISSAL OR WHATEVER WOULD BE A BETTER OPTION THAN

ASYNCHRONOUS. >> ANY OTHER DISCUSSION? DR.

JOHNSON? DO YOU HAVE A TAKE ON THIS?

>> I AM REALLY MORE INTERESTED IN HEARING WHAT YOU ALL THINK.

>> RIGHT ANSWER. >> ALMOST THREW YOU UNDER THE

BUS THERE. >> MOST OF THE FEEDBACK WE GOT I BELIEVE ON OUR CALENDAR COMMENTS WAS TO ELIMINATE THE ASYNCHRONOUS. AND NOT HAVING KIDS IN THE SYSTEM ANYMORE, I KNOW THAT IT DID PRESENT A LOT OF PROBLEMS. BUT FOR SOME STUDENTS, IT WAS GREAT. JUST LIKE FOR ALL OF US WHO ARE IN THE WORKFORCE, WORKING REMOTELY IS WONDERFUL. WE WANT TO DO THAT. IT IS A BENEFIT. AND CORPORATIONS ARE COMING AROUND NOW. IT IS THE SAME FOR STUDENTS. ANYWAYS, PARENTS AND

TEACHERS TENDED TO -- >> AND I HAVE A MIXTURE. I HAVE A COUPLE THAT, YOU KNOW WHAT, THEY WOULD SIGN ON AND DO EVERYTHING THEY WERE SUPPOSED TO DO. BUT WE DON'T HAVE INTERNET ISSUES OR OTHER THINGS THAT THEY WOULD FORGET ABOUT.

SO THERE IS NONE OF THAT. >> SO I WILL SHARE THIS YEAR WE HAVE ONE ON PRIMARY ELECTION DAY. SO IT COULD BE THAT WE COME BACK AFTER THAT DAY AND CONTINUE THE DISCUSSION OR YOU COULD MAKE THE DECISION TODAY. BUT WE DO HAVE IT SCHEDULED FOR MAY 14TH, WHICH IS PRIMARY ELECTION DAY, TO HAVE A ASYNCHRONOUS DAY SO WE COULD STILL HAVE SCHOOL ON A DAY WHEN OUR SCHOOL IS BEING USED IN A DIFFERENT CAPACITY, AND WE ALSO HAVE ON THE 24-25 CALENDAR FOR ELECTION DAY THE SAME THING FOR NEXT YEAR WHICH IS IN NOVEMBER. I JUST WANTED TO SHARE THAT

INFORMATION. >> SO WE JUST LEAVE IT SAYING

"OR"? >> WE WILL HAVE A LITTLE MORE

DISCUSSION. MS. CLAGGETT? >> COLLEAGUES, KEEP IN MIND WHAT OTHER SCHOOL SYSTEMS ARE DOING THROUGHOUT THE STATE OF MARYLAND. IT IS MY UNDERSTANDING THAT MOST SYSTEMS ARE INCORPORATING ASYNCHRONOUS LEARNING DAYS INTO THE CALENDAR, AND AS WE CONSIDER OUR TEACHER SHORTAGE, WE DON'T WANT TO MAKE DECISIONS THAT WOULD DETER A TEACHER FROM WANTING TO TEACH HERE IN CALVERT COUNTY OR THAT WHAT HAVE ONE OF OUR TEACHERS LEAVING AND WANTING TO GO TO ANOTHER COUNTY JUST FOR THIS PARTICULAR THING. SO JUST KEEP

THAT IN MIND. >> I BELIEVE IT WOULD BE BENEFICIAL TO WAIT ON MAKING A DECISION UNTIL AFTER THE 14TH.

MY ONLY THINK WITH THAT AS WE MORE THAN LIKELY WOULD SEE A LARGE GROUP OF 11TH GRADERS IN THE COUNTY NOT PARTICIPATING BECAUSE THEY HAVE AP TESTING THAT DAY. TRULY, AFTER I GET HOME FROM MY AP TEST I WILL TAKE A NAP. I AM NOT GOING TO DO SCHOOLWORK. THAT WILL BE QUITE A DISCREPANCY AT LOOKING AT HOW THESE ASYNCHRONOUS DAYS WORK. BUT BESIDES THOSE 11TH GRADERS, I THINK IT WILL BE A GREAT PRECURSOR FOR THE COMING

YEARS. >> THANK YOU. SO IS IT THE OPINION TO WAIT UNTIL AFTERWARDS TO MAKE THE DECISION OR ARE YOU GUYS PREPARED TO MAKE A DECISION TODAY?

>> I AM FINE WITH WAITING. >> WE WILL HAVE TO REVISIT THIS

[7.03 Maryland School Report Card]

LATER. >> ALL RIGHT. THANK YOU.

>> THANK YOU. NEXT, WE HAVE THE MARYLAND STATE REPORT CARD. DR.

JOHNSON? >> GOOD AFTERNOON, PRESIDENT

[01:50:10]

>> I AM THE COORDINATOR OF ACCOUNTABILITY AND

INSTRUCTIONAL DATA. >> WE ARE HERE TODAY TO PROVIDE AN OVERVIEW OF THE MARYLAND REPORT CARD DATA THAT WAS RELEASED IN DECEMBER. WE ARE EXCITED AS WE CELEBRATE INCREASES AND WE IDENTIFY AREAS TO FOCUS. OUR PURPOSE TODAY IS TO SHARE HOW THE REPORT CARD IS DETERMINED AND TO SHARE THE BIG PICTURE RESULTS. THE MARYLAND ACCOUNTABILITY SYSTEM IS BASED ON A TOTAL OF 100 POINTS ON VARIOUS INDICATORS FOR EACH GRADE. THE ELEMENTARY AND MIDDLE SCHOOLS FOLLOW SIMILAR METHODOLOGY FOLLOWING ACADEMIC ACHIEVEMENT, ACADEMIC PROGRESS, ENGLISH LANGUAGE PROFICIENCY, AND SCHOOL QUALITY AND STUDENT SUCCESS. THIS FACTOR INCLUDES CHRONIC ABSENTEEISM, THE RESULTS OF THE MARYLAND SCHOOL SURVEY, AND ACCESS TO A WELL-ROUNDED CURRICULUM. THE SCORES ALL REFLECT STUDENTS WHO TESTED IN THE PREVIOUS YEAR. HIGH SCHOOLS DO NOT HAVE ACADEMIC PROGRESS. RATHER, THEY HAVE GRADUATION RATE AND READINESS FOR POSTSECONDARY SUCCESS. AND WHEN WE LOOK AT THE HIGH SCHOOLS, IT IS ALWAYS BASED ON EXIT DATA OF THE SENIOR CLASS. THIS YEAR'S REPORT CARD REFLECTS SOME METHODOLOGY CHANGES IN THE AREAS OF STUDENT GROWTH, IMPACTING ELEMENTARY AND MIDDLE SCHOOLS, CHRONIC ABSENTEEISM WHICH IMPACTS THE OVERALL SCORES FOR ALL SCHOOLS, AND ACADEMIC ACHIEVEMENT WHICH IMPACTS HIGH SCHOOLS.

>> SO WE ARE GOING TO GO OVER A COUPLE OF THE CHANGES BETWEEN THE SY22 AND SY23 REPORT. STUDENTS IN YEARS 4 THROUGH 8 ARE PART. BUT SINCE SCALES WERE NOT ASSIGNED TO THE 2021 M CAP ASSESSMENT, THE 21-22 GROWTH SCORECARD COLLATIONS WERE BASED ON THE CHANGE IN LEVELS ONLY BETWEEN THE FALL 2021 AND THE SCHOOL SPRING 2022 ASSESSMENTS. IN 22-23, THIS CALCULATION RETURNED TO THE MEETING GROWTH CALCULATION MODEL. THIS MODEL INVOLVES LOOKING AT THE GROWTH OF STUDENTS COMPARED TO OTHERS IN THE STATE WITH THE SAME SCALE SCORE, AND BEING ASSIGNED POINTS BASED ON THE RANKING OF THAT MEDIAN. THE RETURN TO THE MEETING GROWTH CALCULATION HAS HAD A NEGATIVE IMPACT IN 12 OF THE 18 ELEMENTARY SCHOOLS IN ELA AND 17 OF THE 18 SCHOOLS IN MAZA. THIS DOES NOT MEAN THAT STUDENTS DID NOT MAKE GREAT PROGRESS OR SHOW GROWTH. IT IS A DIRECT RESULT OF THIS CALCULATION BEING CHANGED. ONE OF THE OTHER CHANGES AS TO CHRONIC ABSENTEEISM MEASURE. IT MAKES UP 15 POINTS OF THE 100 POINT TOTAL FOR EACH ELEMENTARY, MIDDLE, AND HIGH SCHOOL. STUDENTS THAT ARE ABSENT FOR ANY REASON FOR MORE THAN 10% OF THE DAYS THAT THEY ARE ENROLLED ARE CONSIDERED CHRONICALLY ABSENT. IN THE 22-23 ACROSS THE STATE OF MARYLAND, THERE WAS SUCH A INCREASE IN CHRONICALLY ABSENT STUDENTS THAT A ONE-YOUR ADJUSTMENT WAS APPLIED TO THIS MEASURE. AS WITH THE GROWTH PERCENTILE, THE CHRONICALLY ABSENT MEASURE REVERTED TO THE HOOKUP USED IN PRIOR YEARS. ALL CCPS SCHOOLS SHOWED LESS STUDENTS BEING CHRONICALLY ABSENT IN THE 22-23 SCHOOL YEAR, HOWEVER WITH RETURN TO THE OLDER SYSTEM, 50% OF THE SCHOOLS RECEIVED LESS POINTS FOR THIS MEASURE THAN IN THE PREVIOUS YEAR. ANOTHER ADDITIONAL CHANGE WAS THE WAY THAT HIGH SCHOOL CALCULATIONS WERE MADE. HIGH SCHOOL CALCULATIONS, AS DR. JOHNSON MENTIONED, ARE NORMALLY BASED ON THE GRADUATING SENIORS AND INCLUDE TEST SCORES FOR THE FOUR YEARS THEY ARE IN HIGH SCHOOL. FOR THE 21-22 SCHOOL YEAR, MOST GRADUATING SENIORS HAD NOT TAKEN A TEST IN HIGH SCHOOL BECAUSE THEY WERE AWAY FOR COVID-19. FOR THIS REASON, THEY APPLIED A ONE YOUR ADJUSTMENT IN HIGH SCHOOLS AND REPORTED THE STATUS OF THE THEN-11TH GRADERS. FOR THE 22-23, THIS MEASURE REVERTED TO GRADUATING SENIORS MEETING THE DATA REPORTED FOR BOTH 21 AND -- I AM SORRY. 21-22-23 WERE BASED ON THE SAME STUDENTS. THE LAST CHANGES THE SOCIAL STUDIES ASSESSMENT WHICH WAS OPERATIONAL FOR THE FIRST TIME IN THE 2022-23 SCHOOL YEAR AND ADDED TO THE ACADEMIC PROGRESS INDICATOR FOR MIDDLE SCHOOLS FOR THE FIRST TIME.

>> SO LET'S TAKE A LOOK AT THE ELEMENTARY FRAMEWORK. AS YOU

[01:55:07]

SO THIS IS THE PERCENT OF OUR ENGLISH LEARNERS WHO ARE ON TRACK TO OBTAINING ENGLISH LANGUAGE PROFICIENCY, WHICH IS MEASURED BY THE ACCESS TEST. AND THEN THE FINAL 35% IS ON SCHOOL QUALITY AND STUDENT SUCCESS, WHICH INCLUDES THE PERCENT OF STUDENTS NOT CHRONICALLY ABSENT , THE SCHOOL SURVEY RESULTS, AND THE PERCENT OF STUDENTS ENROLLED IN FINE ARTS, PE, HEALTH, AND COMPUTATIONAL LEARNING. YOU WILL SEE IN THE MIDDLE SCHOOL FRAMEWORK THAT IS VERY SIMILAR TO THE ELEMENTARY SCHOOL WITH THE FOLLOWING EXCEPTIONS. THE ACADEMIC PROGRESS INCLUDES THE PERCENT OF STUDENTS PROFICIENT IN THE SOCIAL STUDIES ASSESSMENT AS WELL AS THE SCIENCE. IT ALSO INCLUDES THE PERCENT OF STUDENTS WHO WILL EARN A PASSING GRADE IN ELA, MATH, SCIENCE, AND SOCIAL STUDIES. THE ONLY CHANGE FROM ELEMENTARY AND MIDDLE SCHOOL IS ACADEMIC PROGRESS, AND THAT IS CREDIT FOR A WELL-ROUNDED CURRICULUM. AND THEN AS WE LOOK AT THE HIGH SCHOOL, THAT FRAMEWORK IS -- IT LOOKS VERY DIFFERENT. SO 30% IS ACADEMIC ACHIEVEMENT. AND, AGAIN, THAT IS THE PERCENT PROFICIENT IN ELA AND MATH AND THE AVERAGE PERFORMANCE ON THE ELA AND MATH ASSESSMENTS. 15% IS GRADUATION RATE, WHICH INCLUDES BOTH THE FOR YOUR ADJUSTER GRADUATION RATE AND A FIVE-YEAR ADJUSTED GRADUATION RATE. 10% GOES TO ENGLISH LEARNERS AND HOW MANY ARE ON TRACK TO OBTAINING ENGLISH LANGUAGE PROFICIENCY IS MEASURED BY THE ACCESS TEST. AND THEN 10% IS READINESS FOR POSTSECONDARY SUCCESS, AND THAT IS THE PERCENT OF NINTH GRADERS LEARNING CREDITS IN ELA, MATH, SCIENCE, SOCIAL STUDIES, AND OR WORLD LANGUAGE AND THE PERCENT OF STUDENTS COMPLETING HIGH SCHOOL AND EARNING CREDIT FOR ACHIEVING OTHER ACADEMIC BENCHMARKS. 35% IS SCHOOL QUALITY AND STUDENT SUCCESS WHICH INCLUDES, AGAIN, THAT PERCENT OF STUDENTS NOT CHRONICALLY ABSENT, SCHOOL SURVEY RESULTS, AND THE PERCENT OF STUDENTS COMPLETING HIGH SCHOOL AND ENROLLED IN OTHER OPPORTUNITIES BEYOND THE CORE COURSEWORK.

>> THERE ARE THREE SUMMARY SNAPSHOTS TO LOOK AT HOW SCHOOLS ARE DOING. THE FIRST OF THE TOTAL EARNED PERCENT. EACH SCHOOL CAN HAVE UP TO 100 POINTS AND THE POINTS EARNED ARE DIVIDED BY THE TOTAL POSSIBLE POINTS TO CATCH LATE THE TOTAL EARNED PERCENT. SCHOOLS WILL OFTEN NOT BE ELIGIBLE FOR ALL 100 POINTS DUE TO THE STUDENT POPULATION. IN THE EXAMPLE THAT YOU HAVE ON THE SCREEN, THIS SCHOOL HAS A TOTAL POSSIBLE POINTS OF 85. THEY HAVE EARNED 55. THEREFORE THEY HAD A TOTAL EARNED PERCENTAGE OF 65%. THE SECOND IS THE STARS AWARDED BASED ON THE TOTAL EARNED PERCENTAGE.

YOU CAN SEE THE BREAKDOWN ON THE RIGHT WITH A TOTAL EARNED PERCENTAGE AT 75 OR GREATER BEING AWARDED FIVE STARS. 74.9 TO 60% EARNING FOUR STARS AND SO ON. SO THAT EXAMPLE WE HAVE AT OUR CITY 5% WILL BE AWARDED FOUR STARS. AND, FINALLY, WE HAVE THE PERCENTILE RANK WHICH ALLOWS SCHOOLS TO SEE HOW THEY COMPARE TO OTHER SCHOOLS WITHIN THE STATE. SCHOOLS ARE RANKED BY SPAN, AND ABOUT 77% OF MARYLAND ELEMENTARY SCHOOLS EARN LESS THAN 67% OF THEIR TOTAL POSSIBLE POINT, SO THIS PARTICULAR ELEMENTARY SCHOOL TOTAL EARNED POINTS OF 65% WOULD ACTUALLY BE IN THE 77 PERCENTILE AND A BETTER THAN 77% OF ELEMENTARY SCHOOLS IN MARYLAND. ON THIS SLIDE, WE ARE LOOKING AT THE DIFFERENCE IN THE DISTRIBUTION OF STAR RATINGS BETWEEN THE 21-22 SCHOOL YEAR AND THE 22-23 SCHOOL YEAR. ACROSS ALL SCHOOL TYPES, MORE STARS FOR SCHOOLS IN 22-23 AS OPPOSED TO THE 21-22 SCHOOL YEAR. THIS TREND IS ACCOMPANIED BY A DECREASE IN THE NUMBER OF SCHOOLS RECEIVING FIVE STARS, AND IT IS ALSO IMPORTANT TO NOTE THAT THERE WERE NO FIVE-STAR RATING SCHOOLS OF ANY SCHOOLS IN THE STATE OF MARYLAND FOR 22-23. THIS SHOWS YOU A CROSS TAB TABLE FROM THE STATE FOR 21-22 AND 22-23 SCHOOL YEARS AND THE

[02:00:05]

THIS IS THE EXACT SAME CHART, BUT SHOWING ONLY CALVERT COUNTY. SO IN CALVERT COUNTY, WE HAD A VERY SIMILAR -- WE HAD VERY SIMILAR DATA TO THE STATE. MOST OF OUR DATA STAYED THE SAME. WE DID HAVE SIX SCHOOLS THAT CHANGED OUR RATINGS WITH ONE INCREASING AND FIVE DECREASING ALL BY ONE STAR. AND CCPS STILL DOES NOT HAVE ANY TWO STAR OR LOWER OVERALL SCHOOLS. HERE, WE CAN SEE THE CHANGE BY EACH SCHOOL. AS NOTED, MOST SCHOOLS STAYED THE SAME FOR THEIR STAR RATING. AS DISCUSSED EARLIER, THE RETURN TO THE PREVIOUS CALCULATION METHOD HAD A PREVIOUS IMPACT ON SOME OF OUR SCHOOLS. THEY CAN IMPROVE IN EVERY CATEGORY AND NOT CHANGE THEIR STAR RATING.

FOR EXAMPLE, WE HAD TWO SCHOOLS THIS YEAR WITH A THREE STAR RATING THAT IMPROVE THEIR PROFICIENCY FOR ELA AND MATH AND IMPROVE THE AVERAGE PERFORMANCE LEVEL FOR ELA AND MATH, IMPROVED GROWTH, AND IMPROVED IN THE NUMBER OF STUDENTS NOT CHRONICALLY ABSENT, WHICH ARE ALL OF THE MAIN, BIG CATEGORIES YET RETAINED A THREE STAR RATING.

ALSO, A 58.99 EARNS YOU A THREE STAR RATING SO ONE SCHOOLS WITHIN 6/10 AND TWO SCHOOLS ARE ABOUT A POINT OF GOING UP A STAR. CALVERT COUNTY HAS THREE MIDDLE SCHOOLS THAT ARE IN THE 91ST PERCENTILE OR HIGHER FOR THE STATE OF MARYLAND. THEY

JUST HAVE A FOUR-STAR. >> SO HOW DID OUR ELEMENTARY SCHOOLS DO? WHEN WE LOOK AT THE COUNTY REPORT CARD, WE CAN SEE IN THE ELEMENTARY SCHOOL GRADES BAND THAT OUR STUDENTS IMPROVED IN MEETING THE ACHIEVEMENT TARGETS. SO IF YOU LOOK TO THE FAR RIGHT, THERE IS A CHECK IN ACADEMIC ACHIEVEMENT THAT OUR STUDENTS SAW IMPROVEMENT. AND THEN YOU CAN ALSO SEE THAT OUR STUDENTS WHO ARE ENGLISH LEARNERS INCREASED THEIR IMPROVEMENT ON ENGLISH LANGUAGE PROFICIENCY AND THEY ALSO MET THE ANNUAL TARGET. YOU CAN SEE WHERE IT IS MARKED AS A X FOR IMPROVEMENT THAT OUR ELEMENTARY GRADES SPAN DID NOT SEE AN IMPROVEMENT IN ACADEMIC PROGRESS AS MEASURED BY THE STATE OR STUDENT QUALITY AND SUCCESS. AND THEY WERE STILL WORKING ON MAKING SURE THAT WE MEET THE ANNUAL TARGET FOR ACHIEVEMENT. IN MIDDLE SCHOOLS, YOU CAN AGAIN SEE A SIMILAR TREND. SO OUR MIDDLE GRADE SPAN SAW A IMPROVEMENT IN ACADEMIC ACHIEVEMENT AND THEY SAW IMPROVEMENT IN THE PROFICIENCY OF OUR EL STUDENTS BUT WE DID NOT MEET IN ACADEMIC ACHIEVEMENT OR IN THE ENGLISH LANGUAGE PROFICIENCY. AND THEN WE LOOK AT OUR HIGH SCHOOLS. SO WITH OUR HIGH SCHOOLS, YOU CAN SEE FOR GRADUATION RATE, WE MET THE TARGET AND WE ALSO DEMONSTRATED IMPROVEMENT. AND THEN OUR EL STUDENTS DEMONSTRATED IMPROVEMENT IN EL PROFICIENCY. WE HAVE NOT MET FOR THE HIGH SCHOOL GRADE SPAN THE TARGET FOR ACADEMIC ACHIEVEMENT OR ENGLISH LANGUAGE PROFICIENCY, AND WE DID NOT SEE ACROSS THE SYSTEM IMPROVEMENT IN ACADEMIC ACHIEVEMENT, READINESS FOR POSTSECONDARY SUCCESS, OR SCHOOL QUALITY AND STUDENT SUCCESS. AS WE LOOK AT OUR PARTICULAR STUDENT GROUPS, SO YOU CAN SEE FROM THE REPORT CARD THAT WE HAVE HAD A LOT OF CHECKS WHICH IS A VERY NICE THINGS. SO WHEN YOU LOOK AT MATH IMPROVEMENT, EVERY STUDENT GROUP SHOWED IMPROVEMENT IN THEIR MATH SCORES AND MATH ACHIEVEMENT. HOWEVER, ONLY ONE OF THOSE GROUPS, OUR ASIAN STUDENTS, SAW THAT THEY MET THE ANNUAL TARGET. AND WHEN WE LOOK AT ENGLISH LANGUAGE ARTS, NOT ONLY DID ALL OF THE GROUPS SHOW IMPROVEMENT IN THEIR SCORES, BUT WE SAW THAT ALL GROUPS WITH THE EXCEPTION OF OUR STUDENTS WITH DISABILITIES MET THE ANNUAL TARGET. IT IS IMPORTANT TO NOTE THAT THE ANNUAL TARGETS ARE SET FROM THE 2017 PARK ASSESSMENT, AND FROM THERE,

[02:05:02]

SO THE ANNUAL TARGETS WE ARE TRYING TO MEET ARE BASED ON THE PARK ASSESSMENT, EVEN THOUGH WE ARE WORKING OFF THE NEWER M CAP ASSESSMENT. AND FINALLY WHEN WE LOOK AT GRADUATION RATES, YOU CAN SEE THAT WITH THE ADJUSTED FOR YOUR GRADUATION COHORT, NOT ONLY DID WE SEE IMPROVEMENT WITH ALL OF OUR STUDENT GROUPS, BUT WE ALSO MET THE ANNUAL TARGET AND THEN WITH THE FIVE-YEAR ADJUSTED GRADUATION RATE WE HAVE ALL STUDENTS -- ALL STUDENT GROUPS -- WITH THE EXCEPTION OF ECONOMICALLY DISADVANTAGED MEETING THE ANNUAL TARGET AND ALL GROUPS WITH THE EXCEPTION OF OUR BLACK AND AFRICAN-AMERICAN STUDENTS AND ECONOMICALLY DISADVANTAGED

SHOWING IMPROVEMENT. >> SO WE WANTED TO LEAVE YOU GUYS WITH SOME CELEBRATIONS. THERE IS IMPROVEMENT IN ELA THAT OCCURRED IN EVERY SCHOOL AND EVERY STUDENT GROUP IN SY23. ALMOST THREE FOURTHS OF THE SCHOOLS SAW IMPROVEMENT IN MATHEMATICS. CCPS CONTINUES TO HAVE ONE OF THE HIGHEST GRADUATION RATES IN THE STATE AND STILL SHOWS IMPROVEMENT AND MET THEIR ANNUAL TARGETS FOR THE FOUR YEAR ADJUSTED RATE. 12 OF OUR SCHOOLS ARE RATED IN THE 80TH PERCENTILE OR HIGHER AMONG OTHER STATE SCHOOLS, AND FIVE ARE IN THE 90TH PERCENTILE OR HIGHER. SEVEN SAW IMPROVEMENT IN THEIR STATE PERCENTILE RANKING WITH ONE INCREASING FROM THE 71ST PERCENTILE TO THE 92ND PERCENTILE, A INCREASE OF 21 PERCENTILE POINTS. CCPS IS SECOND IN THE STATE WITH THE PERCENTAGE OF SCHOOLS EARNING A FOUR OR A FIVE. AND WE ARE ONE OF ONLY SEVEN DISTRICTS IN THE STATE THAT DO NOT HAVE ANY SCHOOLS EARNING A ONE OR TWO

RATING. >> SO WE INVITE YOU FOR ANY QUESTIONS THAT YOU MIGHT HAVE OR COMMENTS.

>> MS. CLAGGETT? >> THANK YOU, MR. PRESIDENT. IF WE GO BACK TO SLIDE 17 , I THINK THAT IS THE SLIDE. YES.

STUDENT GROUP PERFORMANCE. THE PERCENTILE IS SHOWING THREE PERCENTAGES. ARE THOSE FOR YEARS?

>> THOSE ARE FOR ELEMENTARY, MIDDLE AND HIGH. SO IF YOU LOOK AT ALL STUDENTS AND IT IS UNDER MATH, IT SAYS 48.7. SO THE TARGET FOR ELEMENTARY STUDENTS WAS 48.7% PROFICIENT. AND HIGH SCHOOLS WERE 45.4% PROFICIENT. WHEN I MADE REFERENCE TO THE FACT THAT THE TARGETS WERE BASED ON 2017 PARK ASSESSMENT THEY WERE FOR EACH GROUP AND THAT IS WHY YOU START TO SEE A DIFFERENCE IN THE NUMBER BETWEEN EACH PERFORMANCE GROUP.

>> AND WHO SETS THE TARGET? >> THE STATE OF MARYLAND.

>> ALL RIGHT. AND BACK ON THE EARLIER SLIDE, THERE WAS A MENTION THAT SOME OF THE SCHOOLS HAD A STAR RATING CHANGE? WHETHER THAT WAS UP OR DOWN. IS STAFF WORKING TO DETERMINE WHAT DROVE THAT CHANGE?

>> YES. BACK IN MAY, WE WERE ABLE TO FIND OUT WHO THE SCHOOLS WERE. WE WERE ABLE TO LOOK AT ONE OF THE SCHOOLS THAT WERE TARGETED FOR IMPROVEMENT. WE WERE ABLE TO IDENTIFY THOSE SCHOOLS AND WITH THAT WE WERE ALSO ABLE TO GET REPORT CARD DATA TO SHOW WHERE THEY WERE HAVING SOME DEFICITS.

SO MRS. DOSTER CAN SPEAK A LITTLE BIT MORE ABOUT THE REPORT SHE CREATED AND DIG DEEP AND FIND SOME REALLY LOW HANGING FRUITS. SO, FOR EXAMPLE, WHY DIDN'T ALL THE STUDENTS WHO WERE SUPPOSED TO TAKE THE SURVEY TAKE THE SURVEY AND WHY WERE THERE CERTAIN GROUPS OF KIDS WHO MAY NOT HAVE TAKEN IT AS OFTEN AS ANOTHER GROUP OF STUDENTS? SO HOW DO WE MAKE SURE WE ADDRESS THAT? IN ORDER FOR THAT PART OF THE SCORE TO GO UP, WE NEED THE STUDENTS TO TAKE THE SURVEY.

THROUGH STUDENT SERVICES AND OUR WORK IN THE SCHOOLS, OUR PRINCIPLES ARE VERY MUCH IN TUNE WITH WHO IS NOT PRESENT IN SCHOOL AND THEY ARE -- THEY HAVE PLANS THAT ARE BEING PUT IN PLACE TO ADDRESS CHRONIC ABSENTEEISM SO THEY WORK WITH THE STAFF AND STUDENT SERVICES TO IDENTIFY THOSE STUDENTS. OUR TEACHERS HAVE BEEN CRITICAL WHEN OUR STUDENTS HAVE BEEN OUT FOR SEVERAL DAYS. THEY ALSO NOTIFY THE ADMISSION OF OFFICE AND IDENTIFY THOSE. TWO OR THREE MEETINGS AGO, WHEN WE HAD EITHER THE SCIENCE AND SOCIAL STUDIES ARE MATH AND ELA PRESENTATIONS, OBVIOUSLY OUR SCHOOLS BUT ALSO OUR SUPERVISORS ARE LOOKING DEEPLY INTO THE DATA. WE HAVE CONVERSATIONS AROUND THAT DATA AND LOOK AT THE STRATEGIES THAT HAVE MADE A DIFFERENCE AND REINFORCE THOSE STRATEGIES

[02:10:01]

>> ALL RIGHT. THANK YOU FOR THAT ANSWER. AND YOU PRETTY MUCH ANSWERED MY THIRD QUESTION WHICH IS ABOUT HOW THE DATA WAS USED IN THE SCHOOL HOUSE. THANK YOU.

>> MS. HAYES? >> I HAVE A COUPLE OF QUICK QUESTIONS. BEFORE I ASK THIS ONE, SLIDE 17, I JUST WANTED TO CLARIFY YOU SAID THE ANNUAL TARGET WAS BASED OFF OF THE PARK ASSESSMENT. IS THAT CORRECT? SO IN THE COMING YEARS WHEN WE SEE REPORT CARDS FOR THE NEXT YEAR, WILL WE SEE A DECLINE IN GROUPS WHO HAVE MET THE ANNUAL TARGET BECAUSE IT WILL BE SHIFTED TO A NEW TEST?

>> SO KNOW. THE M CAP TEST HAS BEEN IN PLACE SINCE 2021. THE ASSESSMENT IS BASED OFF IN PART CONTINUE UNTIL 2032. THE TARGETS ARE NOT BEING ADJUSTED. IF YOU MEET YOUR TARGET OR DO NOT MEET YOUR TARGET IT DOES NOT CHANGE. IT WAS SET IN 2017.

SO THE FACT THAT WE HAVE A NEW TEST DID NOT COME INTO PLAY WITH BEING ABLE TO CHANGE THOSE TARGETS.

>> THANK YOU. AND BACK INTO SLIDE 16, WE ARE 9.4 OUT OF 10 POINTS FOR READINESS FOR POST SECONDARY SUCCESS WHICH SEEMS LIKE A INCREDIBLY HIGH NUMBER TO MEET. I JUST WANT TO UNDERSTAND, WHY IS THERE NO ANNUAL TARGET FOR THAT?

>> IT IS NOT SOMETHING THAT CAN BE MEASURED SPECIFICALLY FOR EACH GROUP. SO IT WAS NOT SET AS A TARGET. EACH OF THE TARGETS THAT YOU SEE ARE GOING TO BE BASED OFF OF SOME TYPE OF TEST OR GRADUATION RATE. THOSE ARE WHAT WE ARE DEALING WITH.

READINESS FOR POST SECONDARY IS A COMBINATION OF TWO DIFFERENT MEASURES THAT ARE DONE SO THEY DID NOT SET RATES FOR THOSE.

>> OKAY. AND LAST QUESTION. THESE ARE JUST CLARIFYING QUESTIONS. AT THE VERY BEGINNING WE DISCUSSED CHRONIC ABSENTEEISM. IT STATED IF THERE ABSENT MORE THAN 10% OF THE DAYS. IS THIS INCLUDING LEGAL ABSENCES?

>> YES. AND IT IS 10% OF HOWEVER MANY DAYS THEY ARE ENROLLED. IF A STUDENT COMES IN NOW AND IS ENROLLED FOR 90 DAYS THEY CANNOT BE ABSENT FOR MORE THAN NINE DAYS. SOME PEOPLE THINK IT IS 18. IT IS HOWEVER MANY DAYS.

>> THANK YOU VERY MUCH. >> FIRST OF ALL, THANK YOU.

THAT WAS A REALLY GREAT PRESENTATION. I JUST COULD NOT UNDERSTAND ON SLIDE 18 , HOW CAN, WITH BLACK AFRICAN-AMERICA N, HOW CAN YOU MEET YOUR ANNUAL TARGET WITHOUT SHOWING IMPROVEMENT? I COULDN'T FIGURE THAT OUT?

>> WE WERE HIGHER LAST YEAR. WE WENT DOWN BUT STILL MET OUR TARGET, WHICH MEANS WE JUST OVER EXCEEDED OUR TARGET LAST

YEAR. >> GOT IT. THAT MAKES SENSE. I NOTICE WHEN WE TALK ABOUT M CAP AND THIS, WE NO LONGER TALK ABOUT ADVANCED. ANY INSIGHT ON THAT?

>> SO THREE OUT OF FOUR ARE CONSIDERED A PROFICIENT RANGE.

IT IS JUST NOT THE WAY THAT THE STATE REPORTS IT ANYMORE.

>> SO HOW DO WE MONITOR OUR ADVANCED CHILDREN? BECAUSE OUR ADVANCED CHILDREN ARE PERFORMING PROFICIENT BUT THAT

IS NOT A GOOD THING. >> SO WE LOOK AT ALL THE STUDENT GROUPS WHENEVER WE LOOK AT THE DATA. OUR GIFTED STUDENTS. OUR STUDENTS WITH DISABILITIES. ANY OF OUR SUBCATEGORY GROUPS. ANY GROUP THAT THAT STUDENT MIGHT COME IN, WE LOOK AT THAT AND EACH STUDENT LOOKS AT THAT AS WELL.

AND THEY ARE SEGREGATED INTO TONS OF DIFFERENT WAYS SO THAT WE CAN MAKE SURE THAT EVERY STUDENT IS REACHING THAT

POTENTIAL THAT WE HAVE. >> WOW. THANK YOU.

>> AND WHEN THEY GET THAT DATA, THEY ARE VERY, VERY QUICK TO START LOOKING AT INDIVIDUALS, SO THEY MIGHT START LOOKING AT THE COLLECTIVE AND SAY THIS IS WHERE WE ARE. BUT WITHIN THOSE STUDENT GROUPS THEY START TO SAY, WHO IS ACHIEVING WELL? WHO SCORED HIGH? WHO SCORED MEDIUM? WHO SCORED LOW? SO THEY ARE CONSTANTLY LOOKING AT VARIOUS LEVELS WITHIN THE SCHOOL HOUSE TO MAKE SURE THEY ARE ADDRESSING INDIVIDUAL STUDENTS, AND NOT JUST GROUPS OF STUDENTS.

>> THANK YOU. >> DO YOU GUYS CONSIDER HALF

[02:15:03]

>> HALF-DAY'S COUNT AS .5. >> THEY DO COUNT AT .5? I WAS JUST LOOKING AT OUR ATTENDANCE PROCEDURES AND IT LOOKS LIKE YOU CAN BE IN SCHOOL FOR 10% AND THAT BE COUNTED AS A HALF-DAY. AND SO THAT WAS CHANGED IN 2021. IS THAT BASED ON GUIDANCE THAT WE RECEIVED FROM THE STATE?

>> YES, MA'AM. >> OKAY.

>> IT IS HALF OR WHOLE. THERE IS NOTHING ELSE.

>> MZ. BALINSKI? >> THE NUMBERS ON THE BACK PAGE LOOK GREAT WHERE YOU PUT CONGRATULATIONS. HOW DID THE STUDENT GROUPS PERFORM? ONLY ONE OF THOSE GROUPS MADE A MATH TARGET. WE ALWAYS HEARD IT IS DIFFICULT AND THERE WERE ISSUES WITH THE CURRICULUM VERSUS THE TEST AND THINKS LIKE THAT.

>> THIS IMPROVEMENT IS NOT BASED ON THE PARK ASSESSMENT.

THE ONLY THING THAT HAS TO DO WITH PARK IS THE TARGETS THAT WERE SET. WHEN WE LOOK AT THE ANNUAL TARGET, IT IS IF -- IF -- LET'S JUST TAKE THE TOP LINE. DID 48% OF OUR STUDENTS SCORE A PROFICIENT SCORE ON MATH AT THE ELEMENTARY SCHOOL? THAT WAS THE TARGET FOR THIS YEAR. AND THEN THERE IS A CAPITAL X THERE BECAUSE THEY DID NOT. WE DID NOT MEET THAT TARGET. WHEN YOU LOOK AT IMPROVEMENT, I AM GOING TO LET MRS. DOSTER GET INTO IT. IT IS BASED ON THE FALL TEST THAT WE GAVE AND THEREFORE WE ARE LOOKING AT THE FALL M CAP TEST SO THE PARK ASSESSMENT DOES NOT COME INTO PLAY AS FAR AS THE CONTENT OR WHEN IT WAS DELIVERED. IT IS JUST SETTING

THE TARGETS. >> THE ANNUAL TARGET IS BASED ON HOW THE SCHOOL SCORED IN 2017 AND IT IS SET FOR THE 13 YEARS. THE IMPROVEMENT IS BASED ON WHAT YOU DID LAST YEAR COMPARED TO THIS YEAR. SO EVERYONE IMPROVE WHERE THEY WERE LAST YEAR. WE ARE JUST NOT TO THAT TARGET THAT WAS SET.

>> I AM REALIZING I WAS SORT OF BACKWARDS BECAUSE I THOUGHT THAT STUDENT PERFORMANCE LOOK FOR IN MATH BASED ON THE PARK SCORES. IT WAS SORT OF AN ODD TEST. WE SHOULD BE MEETING THESE TARGETS . ALL ACROSS THE STATE OF MARYLAND BACK IN 2017.

OKAY. SO IT LOOKS LIKE REGARDLESS OF WHAT IT WAS ORIGINALLY BASED ON, WE STILL HAVE A LONG WAY TO GO TO GET OUR KIDS. THERE IS A TARGET THAT SAYS ONLY 26% OF STUDENTS ARE GOING TO BE PROFICIENT IS SCARY. I AM GLAD WE ARE SEEING THE IMPROVEMENT AND KEEPING UP WITH THE ENTIRE STATE OF MARYLAND. THAT IS GREAT. YOU KNOW, IT LOOKS GREAT IN ELA.

60%. 80%. THAT IS WONDERFUL. THAT 20% TO 50%. I WISH WE WERE

HIGHER. >> I BELIEVE WE WILL BE. AND WHEN I BEGAN THIS PRESENTATION, THERE WERE AREAS TO CELEBRATE AND TO FOCUS. AND WHEN MRS. MORRISON AND MR. SUTTON WERE IN HERE TALKING ABOUT MATH ASSESSMENT PREVIOUSLY, THEY WERE TALKING ABOUT THERE ARE THINGS THEY ARE TRYING TO PUT IN PLACE TO HELP WITH MATH INSTRUCTION TO MAKE SURE TEACHERS ARE COMFORTABLE WITH THE INSTRUCTIONAL PIECES AND THAT THEY ARE ASSESSING STUDENTS APPROPRIATELY SO IT IS IN LINE WITH THE M CAP ASSESSMENT. SO I THINK THE THINGS THEY'RE DOING WITH THE TEACHERS TO BUILD THE MATH PROGRAM WILL RECEIVE RESULTS.

>> MS. CLAGGETT? >> MAYBE IT IS ME BUT WHY WOULDN'T THEY SET THE SAME TARGET FOR EACH STUDENT GROUP? DIFFERENCE BETWEEN 100% AND THE TARGET THAT WAS SET IN 2017. SO

[02:20:02]

>> THANK YOU. >> AND I APPRECIATE THE QUESTION. ACTUALLY DURING THE ROAD TO RECOVERY PLAN, I WOULD COME IN AND PRESENT AND THERE WERE MANY COMMENTS THAT I WOULD RECEIVE FROM THE COMMUNITY THAT YOU DO NOT HAVE HIGH EXPECTATIONS FOR PARTICULAR STUDENT GROUPS. WE HAVE HIGH EXPECTATIONS FOR ALL OF OUR STUDENTS. WE HAVE HIGH

EXPECTATIONS FOR ALL OF >> LAST ONE. I PROMISE. SO GOING BACK, ARE WE ABLE TO BREAK DOWN HOW AND WHERE WE NEED TO IMPROVE THE VARIOUS GROUPS TO MEET THE ANNUAL TARGETS? DO WE HAVE A WAY OF SAYING, THIS IS WHERE WE STRUGGLED ON THIS TEST? AND THEN MORE SPECIFICALLY, HOW ARE WE ADDRESSING THIS THIS YEAR? TO MAKE SURE THAT WE DO MEET

THOSE TARGETS? >> WITH THE MATH SPECIFICALLY? I THINK WHEN WE THINK ABOUT A CURRICULUM AS A WHOLE, ONE OF THE THINGS WE DO IS, AS WE ARE WORKING WITH TEACHERS MAKING SURE THAT TEACHERS UNDERSTAND THE CONTENT STANDARDS. WHILE THAT SEEMS LIKE THAT IS SIMPLISTIC, UNDERSTANDING HOW TO UNPACK THOSE STANDARDS FOR STUDENTS AND MAKING SURE THAT THEY UNDERSTAND WHAT IS GOING TO BE ASSESSED AND WHAT THEY HAVE TO LEARN AS A RESULT OF THOSE BECOMES FOUNDATIONAL.

FROM THAT, THEY ARE LOOKING AT VERY SPECIFIC INSTRUCTIONAL STRATEGIES THAT INCREASE STUDENT DISCOURSE IN THE CLASSROOM TO GET STUDENTS TALKING ABOUT MATH. TO GET STUDENTS TO LOOK AT VARIOUS WAYS OF PROBLEM-SOLVING. TO MAKE SURE THAT THEY ARE USING DIFFERENT MATH PRACTICES AND CAN THEY MAKE A JUDGMENT AND EVALUATE THE ANSWER OR WERE THEY CLOSE. DO THEY THINK THAT IS A REASONABLE GUESS SO THAT THEY CAN START TO MOVE THEIR THINKING ABOUT MATHEMATICS AND NOT JUST THE COMPUTATION AROUND MATHEMATICS.

>> THANK YOU VERY MUCH. >> ANY OTHER DISCUSSIONS? I JUST WANTED TO PIGGYBACK ON WHAT MY COLLEAGUES HAVE SAID AND ALSO WITH THIS REPORT CARD , AND PREPARATION FOR THE PRESENTATION WE RECEIVED, IT IS DEFINITELY PERFECT TO HAVE THIS AT THIS TIME WHEN WE ARE IN NEGOTIATIONS AND TALKING ABOUT OUR TEACHERS AND STAFF AND THINGS LIKE THAT AND SEE THE RESULTS OF WHAT THEY ARE DOING IN THE CLASSROOM AND IN OUR STUDENTS. THANK YOU VERY MUCH FOR YOUR PRESENTATION.

[7.04 Bid Approvals]

>> THANK YOU. AND NEXT, THE APPROVALS. MR. TAYLOR. MR.

PALMER. >> GOOD EVENING, PRESIDENT WHITE. MEMBERS OF THE BOARD. MY NAME IS SHELDON TAYLOR, SUPERVISOR OF FINANCING PROCUREMENT. I HAVE ONE REQUEST FOR YOUR CONSIDERATION. JOINING ME TODAY IS THE DIRECTOR OF INFORMATION TECHNOLOGY. AND THE SUPERVISOR OF INFORMATION TECHNOLOGY. FURTHER REQUEST, WHICH IS TO GAIN APPROVAL FOR USING THE PENNSYLVANIA EDUCATION PURCHASING PROGRAM FOR THE COOPERATIVE CONTRACT NUMBER. PPM2002 FOR THE IMPLEMENTATION OF THE DISTRICT'S EXISTING SOFTWARE.

NOW, THE I.T. DEPARTMENT RESEARCH COMPETITIVE AWARDS FOR THE MARYLAND ENTERPRISE CONSORTIUM TO WHICH WE ARE A MEMBER, AND COMPARED FOUR DIFFERENT COOPERATIVE CONTRACT THAT MET ALL REQUIREMENTS NECESSARY TO PROVIDE INCREASED EFFICIENCY AND CONTINUES TO SUPPORT CALVERT COUNTY PUBLIC SCHOOLS REGARDING ASSET INDUSTRY. IT IS TRUE TO THE RESOURCE THAT THE I.T. DEPARTMENT DETERMINE THE PPM2002 CONTRACT RESPECTIVELY PROVIDES THE BEST VALUE IN REPLACING AND IMPLEMENTING NEW INVENTORY SOFTWARE. AND AT A SIGNIFICANTLY LESS PRICE THAN THE OTHER THREE COOPERATIVE CONTRACTS COULD PROVIDE. MR. PALMER, WITHIN THE WRITTEN CONVERSATION, AND THE PROCESS AND THE SOFTWARE AND IMPLEMENTATION SERVICES, AS NOTATED ON THE MEMO, THE FOLLOWING SOFTWARE AND SERVICES WILL BE PROVIDED. EASY OFFICE INVENTORY SOFTWARE WILL BE PROVIDED FOR $20,980 AND EASY

[02:25:06]

>> UTILIZED IN THE CLASSROOM. ANYTHING WE CAN DO TO MAKE IT EASIER IS GOING TO MAKE LEARNING SO MUCH EASIER.

>> THANK YOU. ANY OTHER DISCUSSION?

>> NOW THAT WE HAVE YOU IN FRONT OF US, I HAVE ODD QUESTIONS THAT HAVE NOTHING TO DO WITH IT. HOW OFTEN -- WHAT KIND OF RESERVE DO YOU HAVE TO KEEP OR HOW OFTEN DO STUDENTS DAMAGE EQUIPMENT AND IS IT A PROBLEM FOR THE I.T. DEPARTMENT TO MANAGE THE ONE-ON-ONE ENVIRONMENT THAT WE ARE IN FROM DAMAGE AND JUST TECHNICAL ISSUES?

>> BEFORE WE GET TOO FAR ONTO THAT, DO WE HAVE A MOTION ON THE FLOOR? SO IT HAS BEEN PROPERLY MOVED AND SECONDED TO APPROVE THIS BID. ALL IN FAVOR?

>> AYE. >> OPPOSED? THE BID PASSES.

>> THANK YOU. >> OKAY. SORRY. SO, YES, WE DO HAVE THE IMAGE LAPTOPS. STUDENTS -- THE NICE THING IS EVERY LAPTOP HAS AN ACCIDENTAL POLICY AND I DO STRESS ACCIDENTAL BECAUSE, BELIEVE IT OR NOT, WE DO HAVE SOME INTENTIONAL DAMAGE AND SOMETIMES SOME NEGLECT THAT IS IN THERE, THAT WE DO WORK WITH -- WE HAVE AN INVESTIGATION

[02:30:01]

>> AND I WOULD JUST ADD THAT THOSE PROCESSES ARE DESIGNED TO TRY TO PROACTIVELY LIMIT THE NUMBER OF DAMAGES WE HAVE AND THE AMOUNT OF LOSS THAT IS OUT THERE. WE DO BUDGET THE INDUSTRY STANDARD FOR DASHES UPWARDS 15%. WE'VE BEEN ABLE TO KEEP OURS UNDER 10% AND WE ARE TRYING TO CONTINUE OUR EFFORTS WITH THESE PROCESSES TO CONTINUE MORE.

[7.05 Change Orders]

>> THANK YOU. NEXT WE HAVE CHANGE ORDERS. MISS WARNER? ONE FIRST. THE ONE THAT YOU HAVE YOUR MOUSE ON. THANK YOU.

GOOD EVENING, PRESIDENT AND MEMBERS OF THE BOARD. I AM THE DIRECTOR OF SCHOOL CONSTRUCTION AND I AM HERE BEFORE YOU TO PRESENT AN ASK FOR APPROVAL OF TWO CHANGE ORDERS. FIRST I WILL PRESENT CHANGE ORDER NUMBER ONE FOR THE SUNDERLAND ELEMENTARY SCHOOL CHILLER AND ROOFTOP UNIT NUMBER ONE REPLACEMENT PROJECT.

CHANGE ORDER NUMBER ONE CONSISTS OF A SINGLE CHANGE RESULTING FROM AN UNFORESEEN LIFE SAFETY CONDITION THAT THE CONTRACTOR FOR THE PROJECT DISCOVERED WHILE ON-SITE. THE MAIN BREAKER IN THE PRIMARY PANEL THAT FEEDS IS HVAC, SECURITY, AND MULTIPLE RECEPTACLES AND NEEDED TO BE TURNED OFF IN ORDER TO ACCOMMODATE PROJECT RELATED ELECTRICAL WORK. HOWEVER, THIS 600 VOLT, 1000 AMP BREAKER WAS STUCK IN AN OPEN POSITION AND FURTHER INVESTIGATION FOUND IT DEFECTIVE, REQUIRING IT TO BE REPLACED. THE CHANGE ORDER IN THE AMOUNT OF $24,985 WILL INCREASE THE SUM FOR THE PROJECT TO $798,722 AND THE FUNDING FOR THE CHANGE ORDER WOULD COME FROM LOCAL CIP FUNDS THAT HAVE BEEN RESERVED SPECIFICALLY FOR THE ELEMENTARY SCHOOL ROOFTOP UNIT REPLACEMENT PROJECT. WITH THAT I ASK FOR THE BOARD'S APPROVAL AND I WILL TAKE ANY QUESTIONS YOU HAVE AT THIS TIME.

>> MOVED TO APPROVE THE CHANGE ORDER.

>> SECOND. >> IT HAS BEEN PROPERLY MOVED AND SECONDED TO APPROVE THE CHANGE ORDER. ANY DISCUSSION?

MISS CLAGETT? >> GIVEN THIS CHANGE ORDER, HOW MUCH IS REMAINING THAT CAN BE ALLOCATED OR GIVEN TO THIS PROJECT IN THE FUTURE SHOULD ANYTHING ADDITIONAL OCCUR?

>> SO, WE DO STILL HAVE SEVERAL THOUSAND DOLLARS LEFT IN RESERVES FOR THE CONTINGENCY ACCOUNT. WE WERE ACTUALLY ABLE TO GET A LITTLE BIT MORE STATE MONEY, THEREFORE REDUCE THE LOCAL ALLOCATION WHICH HELPS WITH THE CONTINGENCY AMOUNT.

I'M PRETTY COMFORTABLE, THE PROJECT IS GOING TO REALLY WRAP UP WITHIN A MONTH OR SO. I DON'T FORESEE ANY OTHER ISSUES SO I AM PRETTY CONFIDENT WE SHOULD BE OKAY.

>> THANK YOU. >> I KNOW THIS SEEMS LIKE A VERY GENERIC STATEMENT, BUT ALMOST $25,000 TO REPLACE A MAIN BREAKER FOR IT PANEL AND BECAUSE I AM NOT AN ELECTRICIAN AND I'M NOT EXPERIENCED IN THIS, MY QUESTION IS, WHAT RESEARCH DID WE DO OR HOW DO WE KNOW THAT THIS AMOUNT OF MONEY RIGHTHERE IS A FAIR PRICE THAT WE ARE PAYING?

>> THAT'S A GREAT QUESTION. NOT ONLY DO WE ASK FOR BACKUP QUOTE FOR THE ELECTRICAL SUPPLY HOUSE, BUT WE DID OUR OWN RESEARCH TO LOOK AT QUOTES THAT WE COULD FIND JUST GENERIC PRICING. WE DID ASK OUR MAINTENANCE ELECTRICAL DEPARTMENT TO CHECK WITH THEIR SUPPLY HOUSE. AND WE ALSO

[02:35:01]

PRESENCE OF A CONTRACTOR. >> IT LOOKS LIKE WE IDENTIFIED WHAT COULD'VE BEEN A POTENTIALLY SERIOUS SAFETY ISSUE AND WERE ABLE TO FIX IT. I JUST WANTED TO MAKE SURE THAT WAS IN LINE WITH MARKET STANDARD. THANK YOU.

>> NOW MY QUESTION, WAS THIS A DANGEROUS SITUATION THAT WAS

UNKNOWN? >> YES, THE FACT THAT IT WAS STUCK IN AN OPEN POSITION CERTAINLY COULD CAUSE IT TO OVERHEAT AND IT COULD CAUSE A FIRE. IN THE MAIN. YES.

>> HAVE WE HAD THESE TYPES OF BREAKERS AND OTHER SCHOOLS?

>> WE DO HAVE -- EVERY BUILDING HAS A SWITCHBOARD AND A MAIN THAT FEEDS EQUIPMENT. I USUALLY , GENERALLY SPEAKING, WE DO A VERY GOOD JOB OF BEING ABLE TO LOOK AT EQUIPMENT. I'M NOT SURE EXACTLY HOW, BUT, OUR ELECTRICIANS DON'T NECESSARILY GO IN TO LIVE EQUIPMENT TO NECESSARILY TURN OFF OR SHUT DOWN AN ENTIRE BUILDING SO IT IS KIND OF IN A CASE BY CASE SCENARIO THAT SOMETHING LIKE THIS WOULD BE OBSERVED OR UNCOVERED. BUT, ELECTRICAL INSPECTIONS OCCUR ON A VERY FREQUENT BASIS. WE HAVE INSPECTIONS MADE IN TERMS OF SPECIFIC CHECKOUTS THAT OCCUR. I WOULD HAVE TO DEFER TO

MAINTENANCE. >> MS. HAYES?

>> ARE THERE SAFETY PROCEDURES IN PLACE OR CAN WE IMPLEMENT SOME PROCEDURES TO MAKE SURE THAT A SITUATION LIKE THIS DOESN'T OCCUR OR DOESN'T HAVE A CHANCE OF OCCURRING IN OTHER

SCHOOLS? >> I WOULD HAVE TO DEFER TO FACILITIES IN TERMS OF THE SAFETY PROCEDURES. THERE IS PREVENTATIVE MAINTENANCE THAT OCCURS ON A RECURRING BASIS AND WE DO STATE INSPECTIONS WHERE ALL OF OUR ELECTRICAL PANELS ARE LOOKED AT. WE ALSO DO INSPECTIONS WITH OUR INSURANCE CARRIER ON AN ANNUAL BASIS, SO ALL OF THOSE THINGS ARE IN PLACE. SOMETIMES THINGS ARE JUST YOU KNOW, COVERED AND ARE NOT ABLE TO BE SEEN, SO IT'S NOT NECESSARILY THAT IT A SITUATION WHERE NOTHING IS BEING LOOKED AT OR ADDITIONAL SAFETY PROCEDURES MIGHT NEED TO BE ENHANCED, CERTAINLY, THAT COULD HAPPEN BUT I WOULD AGAIN HAVE TO DEFER TO FACILITIES.

>> I THINK THAT, I DON'T KNOW IF YOU HAVE TO DEFER WHAT I'M ABOUT TO SAY TO SOMEBODY ELSE BUT I THINK THAT NOW THAT WE KNOW THIS IS AN ISSUE THAT CAN ARISE AND IT HAS COME UP IN A SCHOOL, THAT WHATEVER WAS DONE TO UNCOVER IT NEEDS TO OCCUR IN THE REST OF THE SCHOOLS IN CASE THIS IS AN ISSUE HAPPENING IN

OTHER SCHOOLS. >> WELL, I WILL CERTAINLY SPEAK WITH FACILITIES ABOUT THAT. IN TERMS OF WHAT OCCURS. AS FAR AS PROCEDURES, I WILL PASS THAT ON.

>> THANK YOU. >> ANY OTHER DISCUSSION? I WORKED AT THE NAVAL ACADEMY AND, YES, THAT'S HOW MUCH THESE BREAKERS ARE THESE DAYS. I WAS WONDERING, WAS ANY THOUGHT GIVEN TO HAVING ANOTHER ONE? SOMETHING ON STANDBY, TO HAVE THESE SORT OF BREAKERS, MAYBE NOT ONE THIS SIZE BUT HAS ANY THOUGHT GONE INTO HAVING SOME SPARES IF THERE WAS

AN EMERGENCY? >> WE ACTUALLY DO HAVE SOME SPARES, HOWEVER, THE TYPE OF PANEL THAT THIS WAS WAS NOT COMPATIBLE SO OUR FACILITIES DEPARTMENT , THEY DO A REALLY

[02:40:08]

CHECK. >> THANK YOU.

>> MOVED TO APPROVE THE CHANGE ORDER.

>> OKAY. IT HAS BEEN PROPERLY MOVED AND SECONDED. ALL IN FAVOR? OPPOSED? IT IS APPROVED. MOVED TO THE SECOND ONE?

>> YES. WE WILL MOVE TO THE SECOND CHANGE ORDER. IN EXCHANGE ORDER I'M PRESENTING TO YOU IS CHANGE ORDER NUMBER TWO, THE HAZARDOUS MATERIAL ABATEMENT PROJECT AT BEACH ELEMENTARY SCHOOL. NUMBER TWO CONSISTS OF REMOVAL AND DISPOSAL OF UNDERGROUND TRANS I'D STORM DRAIN PIPING THAT WAS TESTED AND FOUND TO BE ASBESTOS-CONTAINING. THIS MATERIAL WAS DISCOVERED UNDER THE SITE AS THE CONTRACTOR WAS GRADING THE STAFF PARKING AREA AND NEEDED TO BE REMOVED TO ACCOMMODATE THE PARKING LOT AND THE BILE PONDS. THE CHANGE ORDER IN THE AMOUNT OF $4800 WILL INCREASE THE CONTRACT SUM FOR THE PROJECT TO 106,000, $125 IN FUNDING FOR THE CHANGE ORDER WOULD COME FROM THE LOCAL CIP FUNDS NUMBER RESERVED SPECIFICALLY FOR THE HAZARDOUS MATERIAL ABATEMENT PROJECT AT EACH ELEMENTARY SCHOOL. WITH THAT, ASK FOR THE BOARD'S APPROVAL AND I WILL TAKE ANY QUESTIONS YOU MAY HAVE AT THIS

TIME. >> MOVED TO APPROVE.

>> SECOND. >> PROPERLY MOVED AND SECONDED.

ASBESTOS, RIGHT? >> ASBESTOS-CONTAINING PIPE,

CORRECT. >> HAS THIS BEEN DONE BEFORE?

>> WE DID HAVE -- THE PERSON IN THE AUDIENCE IS CORRECT. WE DID HAVE SOME ASBESTOS-CONTAINI NG PIPE THAT WAS UNDER THE SLAB IN THE ORIGINAL BUILDING THAT WAS REMOVED A COUPLE OF MONTHS AGO. THIS IS A DIFFERENT TYPE OF PIPE. THIS WAS UNDISCOVERED AND IT HAD BEEN UNACCOUNTED FOR. SO, WHEN THE GRADING WORK STARTED, THIS PIPE WAS FOUND AND IT HAD NOT BEEN NOTED IN THE SURVEY. AS EXISTING. AND, IT LOOKED LIKE IT MIGHT BE TRANSLATE PIPE WHICH IS ASBESTOS-CONTAINING, SO WE DID OUR INDUSTRIAL HYGIENIST COME OUT AND TEST IT. IT IS NON-FRIABLE BUT IT IS REQUIRED TO BE REMOVED BECAUSE IT WAS INTERFERING WITH THE CONSTRUCTION. SO, WHEN I SAY NON-FRIABLE, THAT MEANS IT CAN'T NECESSARILY BECOME AIRBORNE, SO IT'S NOT A DANGER WHEN IT IS THERE, HOWEVER, IT DOES NEED TO BE DISPOSED OF PROPERLY BY A CERTIFIED ASBESTOS ABATEMENT CONTRACTOR OR PER THE STATE OF MARYLAND.

WAS DONE ABOUT TWO MONTHS AGO, SO WOULDN'T THE COMPANY BE RESPONSIBLE FOR COMING BACK AND GETTING WHAT THEY DIDN'T GET? IT DIDN'T EXIST, BECAUSE THEY WOULD BE BIDDING ON WHAT THEY KNEW EXISTED. THEY ARE BIDDING A PARTICULAR QUANTITY. IF THEY DON'T KNOW THAT SOMETHING DOESN'T EXIST, THEY CAN'T PROVIDE A PRICE FOR IT, SO IT WAS UNFORESEN.

>> MS. HAYES? >> JUST TO BE ON THE SAFE SIDE, SINCE THIS WAS OVERLOOKED, OR MISSED, IS THERE A POSSIBILITY WE COULD CONTINUE TO FIND MORE OF THIS? OR --

>> THERE COULD BE A POSSIBILITY, AS WE FINISH THE FINAL PHASE, WHICH IS THE BUS LOOP, WHICH IS WHERE THE CONTRACTOR IS RIGHT NOW, WE DO HAVE UNIT PRICING IN PLACE, IN CASE THERE IS MORE OF THE SAME EXACT PIPE THAT IS DISCOVERED, SO THAT UNIT PRICING WOULD BE APPLIED AND I MIGHT HAVE TO COME BEFORE YOU ONCE AGAIN FOR ANOTHER CHANGE ORDER.

>> ANY OTHER DISCUSSION? ALL IN FAVOR?

>> AYE. >> OPPOSED? THE BID IS

APPROVED. >> THANK YOU. NEXT WE HAVE

[7.06 Legislative Positions Discussion]

[02:45:04]

>> JUST AS IN THE PAST, WE HAVE ISSUED LEGISLATIVE PRIORITIES FOR 2024, MAEVE IS OUR MARYLAND ASSOCIATION OF BOARD OF EDUCATION'S WHICH ADVOCATES ON THE BOARD OF EDUCATION BROUGHT THE STATE OF MARYLAND. THIS IS A COLLECTIVE EFFORT.

THIS IS THE BASELINE FOR WHICH MABE WOULD ADVOCATE AND HOW THIS IS -- THIS OUTLINES WHAT MABE'S AND THE BOARD OF EDUCATION SUPPORT SO WHEN THE LEGISLATURE PUTS FORTH LEGISLATION , IT ASSISTS MABE IN DETERMINING HOW THEY SHALL ALL BE FOR OR AGAINST THE PIECE OF LEGISLATION BECAUSE WE'VE ALREADY HAD DISCUSSION ABOUT WHAT WE SHOULD AND SHOULD NOT SUPPORT WHEN IT COMES TO STATE-LEVEL LEGISLATION , SO I KNOW EVERYONE HAS TAKEN TIME TO READ THROUGH, SO I WILL NOT GO THROUGH THESE INDIVIDUALLY. THEY ARE PRETTY STANDARD, FROM YEAR TO YEAR AND THEY HAVE NOT REALLY CHANGED A LOT, SO I WILL

LEAVE THE DISCUSSION THERE. >> MABE IS A PRIVATE LOBBYING GROUP. IT DOES NOT DICTATE POLICY AND IT'S NOT LEGISLATIVE MANDATED. IT HAS NO AUTHORITY OVER US. IT CAN MAKE

RECOMMENDATIONS BUT WE ARE NOT >> ANY OTHER DISCUSSION?

>> YOU KNOW, I FIND THAT MABE'S LEGISLATIVE CAPACITY TO

HELP -- HELPS US TREMENDOUSLY. >> BUT IT LOBBIES. IT DOESN'T

CREATE. >> THAT IS TRUE. YEAH. IT IS -- IT ANALYZES ON BEHALF OF THE SCHOOL SYSTEM. PUBLIC SCHOOL SYSTEMS IN MARYLAND. THE LEGISLATION MOVING THROUGH AND THERE HAVE BEEN TIMES WHEN THESE ARE EXTRAORDINARILY COMPLICATED BILLS WITH UNIMAGINABLE FINANCIAL IMPACT AND THEY BREAK IT ALL DOWN FOR US. THEY HELP US UNDERSTAND.

>> AND I APPRECIATE THAT, I JUST WANT TO MAKE IT CLEAR THAT IT DOES NOT DICTATE POLICY AT ANY LEVEL. WE ARE NOT BOUND BY THEM TO FOLLOW THEIR RECOMMENDATIONS.

>> RIGHT. >> TRUE, WE ARE NOT BOUND. IT IS A LEGISLATIVE POSITION WHICH MEANS THAT POSITION DETERMINES HOW MABE WOULD SUPPORT OR NOT SUPPORT A PIECE OF LEGISLATION AT THE STATE LEVEL. MABE IS, IN MY OPINION, A GOOD THING, BECAUSE THEY SUPPORT LOCAL AUTHORITY AND GOVERNANCE OVER THE SCHOOL SYSTEM, WHICH PRETTY MUCH, FOR ME, IS THE BASIS OF HOW A SCHOOL SYSTEM SHOULD BE GOVERNED. IT SHOULD BE GOVERNED LOCALLY AND I THINK, IF IT WEREN'T FOR MABE, THE GENERALLY ASSEMBLY WOULD TAKE GOVERNANCE AND SCHOOL SYSTEMS AWAY FROM US AND HAND IT TO THE STATE AND I THINK THAT IT IS BECAUSE OF MABE THAT WE CONTINUE TO HAVE LOCAL BOARDS OF EDUCATION WHICH GOVERN. MABE DOES NOT STATE THAT WE NEED TO AGREE WITH ALL OF THEIR LEGISLATIVE PRIORITIES AREA THEY KNOW THAT EACH INDIVIDUAL COUNTY HAS THEIR OWN NEEDS.

THEY JUST SIMPLY PUBLISH THESE LEGISLATIVE PRIORITIES AND SAY, THIS IS HOW THEY WILL LOBBY AT THE STATE LEVEL FOR SURE IF WE DO NOT AGREE WITH SOMETHING, OR SOME PIECE OF LOBBYING OR SUPPORT THEY ARE DOING, WE ARE FREE TO GO TO ANNAPOLIS TO DO OUR OWN LOBBYING AND, I'M SURE SEVERAL PEOPLE HAVE SEEN ME IN ANNAPOLIS ON MORE THAN ONE OCCASION DURING EACH ANNUAL GENERAL ASSEMBLY SESSION, SO, YES, YOU ARE CORRECT.

>> I JUST WANT TO SAY THAT WHILE I APPRECIATE THEIR POINT OF VIEW ON SOMETHING, THEY ARE A LOBBYING GROUP SO WE ARE NOT MANDATED TO FOLLOW WHAT THEY RECOMMEND.

>> WELL I AM A MEMBER OF THE LEGAL SERVICES AND WE HAD OUR MEETING ON MONDAY AND I THINK THAT IT'S VERY IMPORTANT TO BE A PART OF SOMETHING LIKE THAT BECAUSE IT ALSO TELS US WHAT'S GOING ON AROUND THE COUNTRY TO KIND OF REPAIR US FOR WHAT'S COMING NEXT SO WE CAN GET AHEAD OF OR AT LEAST HAVE AN UNDERSTANDING OF WHAT'S GOING ON. IT'S THROUGHOUT THIS STATE, SO EVERYONE CAN COLLABORATE AND NETWORK TO FIND OUT WHAT'S GOING ON, SO I FULLY UNDERSTAND

WHAT YOU ARE SAYING BUT, -- >> OKAY, IT'S ALSO POLITICAL,

SO. >> MABE IS A GREAT ADVOCATE AND THEY HAVE A GREAT BASE IN ANNAPOLIS AND THEY DO A GREAT

[02:50:03]

FIFTH OF THIS BOARD. >> YOU KNOW, BACK IN THE DAY, I THINK WHEN IT WAS EARLY ON THE BOARD, THERE WAS A DEDICATED PERSON AT THE STAFF LEVEL AND THE COPPER COUNTY PUBLIC SCHOOLS WHO WOULD SIT IN ANNAPOLIS DURING THE ENTIRE GENERAL ASSEMBLY AND PROPOSE IF NEEDED, BILLS THAT HAD SOMETHING TO DO WITH COPPER COUNTY. AND, AFTER THAT PERSON LEFT I REMEMBER I WAS ASKED, CAN YOU PUT TOGETHER CALVERT COUNTY PRIORITIES SO I LABORED VERY HARD AND IT'S VERY DIFFICULT AND EFFECTIVELY, WE BELIEVE IN LOCAL GOVERNMENT.

ALL OF THAT KIND OF THING, SO IT EFFECTIVELY MIRRORED WHAT MABE -- BECAUSE WE ARE NOT OUT THERE WITH OUR INDIVIDUAL COUNTY BILLS, THERE WAS NOTHING ELSE TO ADD BESIDES WHAT WE AGREED, AS FAR AS HOW WE WANT OUR SCHOOL SYSTEM TO BE VIEWED FROM THE STATE. SO, THAT IS WHY WE DON'T HAVE OUR OWN CALVERT COUNTY PUBLIC SCHOOLS POSITIONS AND PRIORITIES. YOU ARE MORE THAN WELCOME TO CREATE IT IF YOU DON'T LIKE THE WAY THAT MABE'S PRIORITIES ARE WORDED . WE REALLY CAN'T VOTE

ON THAT AS A BOARD. >> I'M JUST SAYING, WE ARE NOT BOUND. THEY ARE A POLITICAL LOBBYING GROUP AND WE ARE NOT BOUND BY THEIR RECOMMENDATIONS. THEY HAVE THEIR PURPOSE. WE CAN LOOK AT THEM FOR GUIDANCE AND CLARIFICATION ON THINGS, BUT WE ARE NOT BOUND. THEY HAVE NO LEGAL AUTHORITY OVER US.

>> IS THERE ANY OTHER DISCUSSION.

>> YES. I HAVE A QUESTION. ARE WE DISCUSSING SOLELY MABE'S POSITION RIGHT NOW OR CAN I BRING IN AN OUTSIDE IDEA?

>> WELL, WE ARE KIND OF DISCUSSING MABE RIGHT NOW.

>> IT IS LEGISLATIVE BASED, I JUST DIDN'T KNOW IF --

>> I WILL ALLOW IT. >> I DON'T KNOW IF YOU ALL KNOW, BUT I'VE BEEN VERY AWARE OF THIS AS A STUDENT BOARD MEMBER. THERE IS A BILL GOING THROUGH LEGISLATIVE SESSION THIS YEAR THAT IS FOR BOARD MEMBER RIGHTS AND WHILE I DON'T HAVE AS MUCH INFORMATION ON IT AS I WOULD LIKE TO HAVE AT THIS TIME BECAUSE OPENING SESSION WAS JUST YESTERDAY SO I JUST GOT ACCESS YESTERDAY, I WOULD LIKE TO PROPOSE -- AND I DON'T KNOW HOW TO DO THIS . PLEASE HELP ME. I WOULD LIKE TO PROPOSE MAYBE BRINGING IT INTO DISCUSSION AT OUR NEXT MEETING TO DISCUSS HOW THE BOARD WOULD FEEL ABOUT SUPPORTING THIS.

>> I WOULD SUPPORT THAT. >> OKAY, SO, YEAH. MISS

CLAGETT. >> SO, IF SHE IS SUPPORTING IT, I WAS GOING TO SUPPORT IT ALSO ADDING IT TO FUTURE AGENDA FOR

DISCUSSION. >> OKAY, YES. IF WE COULD ADD THAT TO A FUTURE MEETING. OKAY. MISS HAYES WILL SEND YOU DETAILS ABOUT WHAT SHE IS TALKING ABOUT.

>> DO YOU KNOW WHO IS THE AUTHOR?

>> NO, I HAVE THE BARE MINIMUM INFORMATION, I KNOW IT WAS DISCUSSED AMONG THE STUDENT MEMBERS IN MARYLAND THAT THIS WAS SOMETHING WE SHOULD BE DISCUSSING WITH OUR BOARDS, SO I WANT TO PUT IT ON YOUR RADAR RIGHT NOW SO THAT YOU ARE ALL

[7.07 Financial Reports]

AWARE OF IT. >> THANK YOU. ANY OTHER DISCUSSION? SEEING NONE, NEXT, WE WILL GO TO FINANCIAL

REPORTS. MR. JOHNSON? >> THANK YOU, PRESIDENT WHITE, MY NAME IS SCOTT JOHNSON AND I SERVE AS THE DISTRICT'S CHIEF FINANCIAL OFFICER. THIS EVENING I WILL PRESENT THE NOVEMBER FINANCIAL PACKAGE. THE FIRST REPORT ON PAGE TWO IS THE REVENUE BUDGET TAX REPORT FOR THE GENERAL FUND AS OF NOVEMBER 30, THE DISTRICT RECEIVED $105 MILLION WITH 39% OF THE TOTAL REVENUE BUDGET FOR THIS FUND. THE NEXT FEW REPORTS ARE

[02:55:02]

COMBINED, THIS REPRESENTS 70 1/2% OF THE TOTAL GENERAL FUND EXPENDITURE BUDGET. JUMPING TO THE FIFTH REPORT ON PAGES EIGHT THROUGH 18, THIS IS A DETAILED EXPENDITURE REPORT OF A BUDGET TAX ROLL AND IT IS THE MOST DETAILED OF THE EXPENDITURE REPORTS IN THE MONTHLY FINANCE REPORT PACKAGE. NEXT MONTH, BUDGET TRANSFERS WILL BE RECOMMENDED TO ADDRESS SEVERAL OF THE NEGATIVE BALANCES. THE NEXT REPORT ON PAGES 19 THROUGH 23 IS THE NOVEMBER BUDGET TAX EXPENDITURE REPORT FOR THE GRANT FUND AND AS OF NOVEMBER 30, THE DISTRICT HAD EXPENDED OR COMMITTED 20.5 MILLION DOLLARS OR 78.9% OF THE FISCAL YEAR 24 BUDGET. AND THE LAST FEW REPORTS ARE FOR THE FOOD SERVICE FUND. THE FIRST REPORT COMPARES ACTUAL REVENUE THROUGH NOVEMBER 30 WITH TOTAL REVENUE BUDGET AND THE NEXT TWO FOOD SERVICE FUND REPORTS ARE EXPENDITURE BUDGET ACTUARY REPORTS. THE FINAL REPORT IS A RELATIVELY NEW MEAL PARTICIPATION REPORT THAT SHOWS THE NUMBER OF MEALS, BREAKFAST AND LUNCH, SERVED AT EACH SCHOOL, IN NOVEMBER OF 2023, VERSUS NOVEMBER THIS YEAR, THAT CONCLUDES THE PRESENTATION OF THE FINANCIAL REPORTS AND I WOULD BE HAPPY TO RESPOND TO

ANY QUESTIONS YOU MAY HAVE. >> ANY DISCUSSION?

>> MR. JOHNSON, ON A FEW OF THE RESTRICTED LINE ITEMS, I SEE THAT WE'VE GONE INTO THE NEGATIVE. DOES THAT MEAN WE ANTICIPATE REVENUE COMING IN? BECAUSE THERE WAS NOTHING BUDGETED. IT IS A RESTRICTED FUND.

>> YES. WE HAVE -- IF NOT ALL OF THOSE WHERE IT SAYS GRANT AWARDS EXCEED BUDGET SO THESE ORIGINAL BUDGET FIGURES WERE ESTIMATED BACK IN LATE MAY OR EARLY JUNE AND SINCE THEN, WE'VE RECEIVED AWARD AMOUNTS AND IN SEVERAL CASES THE AWARD AMOUNT EXCEEDED THE BUDGET SO WE'VE EXPENDED MORE THAN THE ORIGINAL BUDGET AMOUNT, OR THE AWARD EXCEEDED THE ORIGINAL

BUDGET AMOUNT AS WELL. >> OKAY, BUT NOT NECESSARILY THOSE ITEMS THAT I DO APPRECIATE THAT NOTATION WHEN YOU GIVE IT TO US. BUT, SOME OF THE ITEMS LIKE , THEY ARE SMALL AMOUNTS BUT THEY ARE STILL CONCERNING TO ME BECAUSE WHEN YOU ADD THEM UP, THEY CAN BE LARGE NUMBERS LIKE PROGRAM NUMBER 70 52 ON PAGE 20. THE LINE ITEM. 7051. YOU'VE GOT DON PUBLIC PRIOR -- OH, NO, IT'S 52. SORRY. PRE-K TO TWO, THREE YEAR. SO WE HAVE EXPENDED $77,000 YEAR TO DATE BUT THERE IS NOTHING BUDGETED THERE. AND THAT IS A RESTRICTED RUN. SO

WHAT HAPPENS TO THOSE AMOUNTS? >> I BELIEVE IN THOSE CASES WE HAVE SINCE RECEIVED BUDGET AWARDS, BUT I WOULD BE HAPPY TO

DOUBLE CHECK ON THOSE. >> OKAY, SO EXPENDITURES ARE BEING CHARGED TO A RESTRICTED ACCOUNT WHERE WE ARE ANTICIPATING AN AWARD TO OCCUR, PRIOR TO RECEIVING THE AWARD?

>> NO, WE'VE ALREADY RECEIVED THE AWARD BUT A NOTE PERHAPS HADN'T BEEN ADDED THERE FOR THE NEW ALLOCATION OR FOR ALLOCATION FOR A NEW GRANT. I'D BE HAPPY TO DOUBLE CHECK

FOR YOU. >> OKAY.

>> LIKE ON PAGE 19. >> I SEE IT ON SEVERAL PLACES BUT IT'S ALMOST LIKE THE WHOLE BUDGET WASN'T LOADED OR SOMETHING IS MISSING. BECAUSE THAT CONCERNS ME. THAT WE WOULD BE SPENDING DOLLARS THAT WE ARE ANTICIPATING BUT WE HAVE NOT

RECEIVED. >> WE HAVE A PRE-K EXPANSION GRANT, DON'T WE? I MEAN, THAT IS PART OF THE BLUEPRINT.

RIGHT? IT SAYS HERE WE ARE 170 2K IN THE HOLE.

>> SO, I DO KNOW THIS YEAR THAT PRE-K EXPANSION GRANT CAME LATE. WE KNEW OUR TOTAL, BUT IT DID NOT GET TO THE SYSTEM AT THE TIMEFRAME THAT THEY ORIGINALLY HAD SAID. IT IS MUCH SMALLER THAN LAST YEAR'S, I REMEMBER, BUT IT CAME LATE.

OKAY. >> BUT WE SHOULD -- IF WE ANTICIPATE IT, IT IS STILL A BUDGET, SO SHOULDN'T WE STILL HAVE A BUDGET? FOR IT? I MEAN, IF WE ARE ANTICIPATING IT, I WOULD THINK THAT WE WOULD HAVE A BUDGETARY AMOUNT IN THE FY 24

[03:00:04]

BUDGET. >> RATHER THAN OVERESTIMATE THE GRANT, OR ASSUME THAT WE RECEIVE GRANT AWARDS, WELL AND ABOVE THE AMOUNT THAT WE KNEW WE WOULD GET, WE PURPOSELY BUDGET A LITTLE BIT CONSERVATIVELY, ALTHOUGH WE DID INCLUDE SOME CONTINGENCY IN THE GRANT BUDGET. THIS IS THE FIRST YEAR IN WHICH WE SIGNIFICANTLY TIGHTENED THE BUDGET RECOMMENDATION AMOUNT . IN PREVIOUS YEARS, THE DISTRICT HAD INCLUDED A GRANT FUND BUDGET, THE AMOUNT OF THE FULL AWARD EVEN THOUGH IT CROSSED FISCAL YEARS, SO THIS YEAR, WE MADE AN EFFORT, SUCCESSFULLY TIGHTENED THE GAP BETWEEN REVENUE AND OR THE ACTUAL REVENUE AND BUDGET REVENUE LIKE WITH EXPENDITURES FOR THE GRANT FUND. WE WILL BE HAPPY TO LOOK

INTO THOSE. DIFFERENCES. >> THE SECOND QUESTION IS, IS THERE ANYTHING IN THIS REPORT THAT IS CONCERNING TO YOU THAT YOU FEEL WE AS THE BOARD SHOULD HE MADE AWARE OF?

>> I WILL BE BETTER POSITIONED TO ANSWER THAT NEXT MONTH BECAUSE I'VE BEEN FOCUSING ON THE DEVELOPMENT OF THE FISCAL YEAR, 2025 BUDGET. I DO HAVE THAT HIGH ON MY PRIORITY LIST AND AS SOON AS THAT'S DONE --

>> ALL RIGHT, THANK YOU. >> YOU ARE WELCOME.

>> ANY OTHER DISCUSSION? >> I DID, I HAVE A QUESTION. ON THE REVENUE PAGE, FIRST PAGE, THE BLUEPRINT COORDINATOR SHOWS UP AS HAVING SOME INCOME, SO, DID THIS GET MOVED FROM OUR RESTRICTED FUND AND WE JUST DIDN'T TRANSFER THE BUDGET?

>> NO, I BELIEVE THIS IS THE NEW ALLOCATION FOR THE

DISTRICT. ONE $80,000. >> I THOUGHT THAT THE STATE GAVE EVERY COUNTY $88,000 FOR BLUEPRINT COORDINATOR AND WE HIRED SOMEONE? AND SO, WE SHOULD HAVE A BUDGET THERE. I GUESS IT WAS NOT IN OUR ORIGINAL BUDGET.

>> IT WAS NOT IN THE ORIGINAL BUDGET.

>> WE MUST'VE THOUGHT IT WAS GOING TO COME THROUGH RESTRICTED OR SOMETHING. OKAY. AND THEN, SECONDLY, SPECIAL ED TRANSPORTATION. IS THAT JUST BEING BROKEN OUT SEPARATELY? WE SHOW 203,000 OVER REVENUE THAT DOESN'T LOOK LIKE IT HAS ANY BUDGET ASSOCIATED WITH IT , BUT I THINK IT'S PROBABLY IN THE STATES TRANSPORTATION ALLOCATION? MAYBE YOU GUYS JUST DECIDED TO BREAK IT OUT SEPARATELY?

>> I'M SORRY, ARE YOU REFERRING TO THE REVENUE PAGE,

PAGE TWO? >> THE $203,000 SHOWING OVER AND ABOVE WITH NO BUDGET TO IT? THAT WE'VE RECEIVED?

>> WE HAVE A REVENUE ACCOUNT SPECIFICALLY FOR SPECIAL ED TRANSPORTATION. WE ALSO HAVE AN EXPENDITURE ACCOUNT FOR SPECIAL ED TRANSPORTATION. DOES THAT ANSWER YOUR QUESTION?

>> IT'S JUST THAT YOU DON'T SHOW ANY BUDGET FOR THE SPECIAL ED, SO, MY THING IS, IT'S PROBABLY SITTING IN THE 7 1/2 MILLION TOTAL TRANSPORTATION. SO IF YOU ARE GOING TO TRY TO TRACK IT TEPIDLY FOR US, YOU MIGHT AS WELL BREAK DOWN HOW MUCH IS IN THAT SEVEN -- $7,565,000. IF THAT'S WHERE IT WAS. I DON'T THINK THE STATE IS GIVING US -- THE STATE HAS NOT INCREASED THEIR ALLOCATION TO US, RIGHT?

>> I WOULD BE HAPPY TO CHECK RIGHT OFF THE TOP AREA

>> I THINK IT'S PROBABLY GOING TO COME OUT OF THAT TRANSPORTATION BUDGET. AND IF IT'S RESTRICTED FUNDING, IT SHOULDN'T BE IN OUR BUDGET. IN OUR OPERATING REVENUES.

YEAH. SO, COULD YOU CHECK THAT SPECIAL ED TRANSPORTATION, 120-3979, WHAT THE BUDGET ASSOCIATED WITH THAT IS? THANK YOU.

[8.01 Comments by the Board]

MISS HAYES? >> THANK YOU. I WILL MAKE IT SHORT AND SWEET FOR YOU ALL. I MIGHT JUST TALK FAST. I HAVE A LOT OF POINTS. I WANT TO SAY THANK YOU TO THE HIGH SCHOOL

[03:05:16]

I ASPIRE TO BE A PART OF EDUCATION AS AN ADULT AND REMAIN OUT OF IT IN A CAPACITY WHEN I GRADUATE HIGH SCHOOL AND I'M CONTINUALLY PROUD OF EACH AND EVERY ONE OF THESE BOARD MEETINGS THAT I GO TO TO SEE THAT I'M GROWING UP IN A STRONG SCHOOL SYSTEM THAT SETS A STRONG FOUNDATION FOR ME TO PURSUE A CAREER IN EDUCATION. I WANT TO EXTEND A THANK YOU TO EVERYONE THAT'S A PART OF THAT. THE TEACHERS, THE BOARD MEMBERS, FAMILIES, AND THE SUPPORTERS. THAT'S MY COMMENT.

THANK YOU. >> THANK YOU.

>> THIS IS OUR FIRST MEETING BACK SINCE THE NEW YEAR, SO I HOPE EVERYONE HAD A WONDERFUL HOLIDAY BREAK . FOR ME IT WAS A GOOD TIME TO REFLECT ON OUR 2023 SUCCESSES AND PREPARE FOR THE CHALLENGES AHEAD OF US. SO, WHAT CAN THE CITIZENS OF CALVERT COUNTY EXPECT FROM THEIR BOARD OF EDUCATION? OUR WEBSITE SAYS SCHOOL BOARDS ARE GOVERNED BY STATE LAW AND MUST CARRY OUT THAT LAW. THIS RESPONSIBILITY INCLUDES ESTABLISHING THE POLICIES BY WHICH LOCAL SCHOOLS ARE GOVERNED. IN ADDITION, THE BOARD IS TASKED WITH REPRESENTING THE PUBLIC'S VOICE AND PUBLIC EDUCATION AND SETTING STANDARDS FOR ACHIEVEMENT. AS SEE CPS'S GOVERNING BODY WE ARE TASKED WITH MAKING SURE SCHOOLS OPERATE AT THE HIGHEST LEVEL POSSIBLE. REFLECT THE VALUES OF OUR COMMUNITY AND SET THE STANDARDS FOR ACADEMIC ACHIEVEMENT. I SEE MANY OPPORTUNITIES THIS YEAR FOR THE BOARD TO SUPPORT THESE GOALS AND IMPROVE THE OVERALL LEARNING EXPERIENCE. THIS INCLUDES UNWAVERING SUPPORT FOR OUR TEACHERS AND STAFF. LISTENING TO OUR PARENTS AND ENSURING FULL TRANSPARENCY AND ACCOUNTABILITY ACROSS CCPS. WE NEED TO ENSURE THAT OUR BUDGET PRIORITIES, HIRING AND RETAINING THE MOST QUALIFIED STAFF, AND PROVIDING EQUITABLE BEHAVIORAL SUPPORT SYSTEMS THROUGHOUT OUR COUNTY. I WOULD LIKE TO THANK THE TEACHERS WHO SPOKE OR ATTENDED TODAY AND WOULD BE HAPPY TO MEET WITH YOU AFTER THIS MEETING. WE ALSO NEED TO STRENGTHEN OUR CODE OF CONDUCT, TO PROTECT OUR TEACHERS AND STAFF FROM STUDENT ASSAULTS AND VIOLENCE. OUR TEACHERS AND STAFF ARE NOT JUST ASKING FOR OUR HELP. THEY ARE BEGGING FOR SOMETHING TO BE DONE. WE MUST PUT SAFETY FIRST VERSUS ACCOMMODATING THE OFFENDERS. WE CAN STRENGTHEN OUR CODE OF CONDUCT WHILE STAYING WITHIN GUIDELINES. WE ALSO NEED TO GET CELL PHONES OUT OF THE CLASSROOM. I CONTINUE TO HEAR FROM TEACHERS THAT CELL PHONES NEGATIVELY IMPACT THE LEARNING EXPERIENCE. NOT ONLY ARE THEY A DISTRACTION, SOME STUDENTS USE THEIR CELL PHONES TO CYBER BULLY THEIR CLASSMATES. AGAIN, OUR CODE OF CONDUCT IS VAGUE ON WHEN AND WHERE CELL PHONES CAN BE USED AT SCHOOL. IT ONLY STATES THAT CELL PHONES CANNOT BE USED DURING IN SCHOOL SUSPENSION AND BY STUDENTS IN ALTERNATIVE EDUCATION. TO BE CLEAR, I AM NOT CALLING FOR A BAN ON CELL PHONES. JUST ELIMINATING CELL PHONE USE IN THE CLASSROOM AND LESS -- UNLESS DEEMED APPROPRIATE BY THE TEACHER. IN CLOSING, EVERYTHING I HAVE MENTIONED TODAY SUPPORTS THE BOARD OF EDUCATION'S STATED PURPOSE. QUOTE, TO SET THE STANDARDS FOR ACADEMIC ACHIEVEMENT, UNQUOTE. THESE MAY SEEM LIKE SMALL STEPS, BUT EACH CAN HAVE A HUGE IMPACT ON IMPROVING OUR

SCHOOLS. THANK YOU. >> SO, I SAW A QUOTE OR A MEME ON SOCIAL MEDIA THAT SAID JANUARY WAS THE LONGEST MONDAY EVER. AND, I'M FEELING IT. EVEN THOUGH IT'S ONLY JANUARY

[03:10:02]

ONE SAID SOMETHING ABOUT EXTRA CREDIT AND I HEARD, I DON'T KNOW IF IT WAS A TEACHER , THEY SAID HE HAS 103% SO EXTRA CREDIT WON'T REALLY MATTER, NONETHELESS, THEY STATED IT WAS A LITTLE BIT STRESSFUL GETTING OFF TO -- EATING THE MEAT STARTED. ESPECIALLY WITH THREE TEAMS AND LOTS OF GROWN-UPS BREATHING DOWN YOUR NECK AND STARING OVER YOUR SHOULDERS AND IN A HURRY. THEY DID A FANTASTIC JOB AND I WAS SO HAPPY TO SEE ALL OF THE KIDS AND I THANK THEM FOR THEIR PARTICIPATION IN THAT. IT WAS A SUCCESS. THANK YOU.

>> THANK YOU FOR EVERYONE WHO CAME OUT, WE STARTED THE YEAR OFF WITH A BANG WITH OUR ANTIRACISM POLICY AND IT WAS A LONG, DRAWNOUT DISCUSSION BUT I'M VERY PROUD OF THAT AND I HOPE THAT WE STILL RECEIVE ÚCOMMENTS ON THIS. IT IS UP FOR 30 DAYS. AND, THEN, WE WERE RECENTLY INVITED TO A NORTHERN HIGH SCHOOL HEALTH EDUCATION TEACHER, HAD -- HER CLASSES DO POSTERS AND CLASSES DEALING WITH DRUGS AND ALCOHOL AND WHAT THEY WOULD TELL THEIR PEERS AND WHAT ARE THE PROS AND THE -- WHAT ARE THE IMPACTS TO THE COMMUNITY ON THESE TWO WHEN ALCOHOL AND DRUGS BECOME A PROBLEM AND I WAS JUST BLOWN AWAY. I WASN'T ABLE TO ATTEND BUT I ASKED WHAT -- FOR THE COPIES OF THE DIFFERENT PROJECTS AND I WAS ONLY ABLE TO SEE LIKE THREE OUT OF THE FIVE OR SIX CLASSES THAT SHE SHOWED, BUT, IT WAS AMAZING AND, THE PROJECT, THE PDFS THAT THEY CREATED AND THE POSTERS THEY CREATED OUR SUCCINCT. THEY ARE CREATIVE. THEY REALLY TOUCH ON ISSUES THAT IMPACT FAMILIES AND STUDENTS AND THE COMMUNITY AND I THINK IT'S FANTASTIC AND IF WE CAN DISSEMINATE -- FIND A WAY TO DISSEMINATE THAT MESSAGE, MAY BE EVERY HIGH SCHOOL HEALTH CLASS CAN COME UP WITH THEIR OWN IDEAS, BUT THAT'S THE KIND OF THING, WHEN YOU ARE TALKING TO YOUR PEERS ABOUT WHAT THESE THINGS CAN DO AND THE IMPACTS THEY CAN HAVE, MAINLY NEGATIVE AS WE ALL KNOW, AND EVEN LEGAL, THEY WERE TALKING ABOUT HOW YOU CAN BE IN A CAR AND IF YOU ARE DRUNK, YOU CAN GET PROCESSED. YOU CAN GET ARRESTED. SO, IT WAS AN INTERESTING THING AND I WANT US TO KEEP THE -- THE NUMBERS ARE SO ALARMING AS FAR AS DUIS AND THE FATALITIES ON OUR ROADS AND THE NEGATIVE IMPACTS OF DRUG ADDICTION IN OUR SCHOOLS, SO IF WE CAN GET STUDENTS TELLING OTHER STUDENTS -- EDUCATING THEM -- THAT WOULD BE WONDERFUL. IT WAS AN EXCELLENT THING AND I WANT TO

CONGRATULATE THEM. THANKS. >> THANK YOU FOR SENDING THAT THANK YOU OUT . THAT WAS A GREAT PRESENTATION TO REVIEW. I WAS NOT ABLE TO ATTEND BUT I LOVE THE PICTURES AND THE INFORMATION THAT YOU REQUESTED -- OUR TEACHERS ARE DOING WONDERFUL THINGS WITH OUR STUDENTS AND OUR STUDENTS GET IT, SO I AM VERY HAPPY. WE HAVE NOT DISCUSSED BOARD PRIORITIES AS A BOARD AND I AM GOING TO USE THIS TIME TO PUT OUT ONE OF MY PRIORITIES FOR THIS BUDGET SEASON. AND I WOULD HOPE THAT AS A SCHOOL SYSTEM, OUR SUPERINTENDENT SHIFTS RESOURCES TO OUR MIDDLE SCHOOLS, ESPECIALLY TO ASSIST THOSE STUDENTS WITH BEHAVIOR PROBLEMS . OUR TEACHERS ARE COMING FORWARD AND SEEING THAT THERE ARE CONTINUOUS BEHAVIOR PROBLEMS IN THEIR CLASSROOMS AND IT APPEARS THAT WE NEED TO

[03:15:05]

THANK YOU. >> YES, GOOD EVENING, EVERYONE.

THOSE OF YOU THAT ARE STILL HANGING OUT WITH US, I WANT TO SAY THANK YOU TO ALL THE COMMENTERS, STAFF, MY COLLEAGUES FOR MAKING MY FIRST MEETING PAINLESS. I WOULD LIKE TO SAY, THANK YOU TO MR. JULIE COMBER, CAE MIDDLE SCHOOL, SHE INVITED ME TO COME FOR CAREER DAY TO SPEAK WITH SOME OF THE STUDENTS THERE AND I ALSO WOULD LIKE TO THANK THE THIRD-GRADE TEACHER AT -- ELEMENTARY SCHOOL. I HAVE BEEN INVITED TO ATTEND THEIR PROGRAM AND I REALLY VALUE THIS PROGRAM. I RAN INTO A STUDENT AT CALVERT HIGH SCHOOL WHO WALKED UP TO ME AND SAID, MR. WHITE, A MADE IT, I MADE IT, I'M OKAY. AND I COULDN'T REMEMBER WHO HE WAS BUT I REMEMBER WORKING WITH HIM WHEN HE WAS IN THE FOURTH GRADE AT ST. LEONARD, SO SOME OF OUR EFFORTS ON THE THINGS THAT WE DO TO OUR YOUNG PEOPLE, WE HAVE NO IDEA, THE EFFECT WE ARE HAVING ON THEM UNTIL LATER ON IN LIFE, SOMETIMES. I LIKE TO SAY, THANK YOU TO MISS SAMMONS FROM HONEY TOWN HIGH SCHOOL.

ONE OF HER STUDENTS, BRITTA, IS WORKING ON A PRESENTATION. I THINK SHE'S GOING TO BE GETTING IN CONTACT WITH MS. MAXEY TO TRY TO COME GIVE A PRESENTATION. I'D ALSO LIKE TO SAY THANK YOU TO ASHLEY AND SCOTT MCCALLUM. I WAS ABLE TO PRESENT TO THE NEW TEACHERS FOR THE NEW TEACHER ORIENTATION AND OTHER THAN THAT, I ONCE AGAIN WELCOME EVERYONE BACK AND I LOOK FORWARD TO WORKING WITH MY COLLEAGUES. WE HAD SOME SMILES AND I LOVE THE CONVERSATION AND COLLABORATION THAT THEY WERE TALKING ABOUT, SO ONCE AGAIN,

* This transcript was compiled from uncorrected Closed Captioning.