Apr 11, 2024 Board of Education

[2.01 Pledge of Allegiance/Moment of Silence]

[00:00:16]

CALVERT COUNTY SCHOOL BOARD MEETING TO ORDER . PLEASE STAND FOR THE PLEDGE OF ALLEGIANCE.

>> I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA, AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

>> I CALLED THE MEETING TO ORDER. I APOLOGIZE FOR

[2.02 NHS Swim Team Recognitions]

SOME RECOGNITIONS. >> WHERE AS CEDAR NORTHERN HIGH SCHOOL, THE ATHLETIC ASSOCIATION, 2023 TO 2024 .

THIS IS RECOGNIZING THEIR IMPACT THE WOMEN'S INAUDIBLE ] AND NOW THIS IS NHS CHAMPIONS. AND WE WISH

SUCCESS IN HER FUTURE. >> CONGRATULATIONS.

>> I HAVE ONE MORE FOR THE WHOLE TEAM. WE HAVE ONE MORE.

WHEREAS THE NORTHERN HIGH SCHOOL NHS WOMEN'S SWIM TEAM, AND WHERE AS THEIR WORD THE FIRST STATE CHAMPIONS THAT NHS WOMEN'S VARSITY SWIM TEAM HAS WON THE FIRST EVER FOR CALVERT COUNTY PUBLIC SCHOOLS AND WHERE AS THIS IS THE FIRST TIME THE TEAM HAS WON THE STATE TITLE. WHERE AS NHA'S WOMEN'S VARSITY TEAM IS COACHED BY HEAD COACH MARGARET O'GRADY, ASSISTANT COACHES, APRIL RICHARDS AND KAREN GILBERT. AND WHERE IS THE WOMEN'S FIRST THE DATES WE

DOWN? >> CONGRATULATIONS.

[00:05:07]

APPLAUSE ]. >> DO WE HAVE ANY OF THE

COACHES? >> CONGRATULATIONS.

>> MR. WHITE ? >> NEXT WE HAVE THE NORTHERN

[2.03 NHS Track Recognitions]

>> PLEASE COME UP FRONT. >> WELCOME, THE FIRST RESOLUTION KAYLEE WAS THE CHAMP, SHOCK VOTE. GABBY WAS IN THE SSA, SHE IS THE CHAMPION IN SHOTPUT SHE HAS BEEN PART OF THE TEAM THROUGHOUT HER HIGH SCHOOL WORK. THE BOARD OF EDUCATION, FAMILY AND COACHES, THE BOARD OF EDUCATION EXTENDS THEIR CONGRATULATIONS FOR GABBY AND

HER FUTURE. >> ALL IN FAVOR?

CONGRATULATIONS. >> NEXT WE HAVE JORDAN. THE

LAST ONE IS FOR THE TEAM. >> WHEREAS JORDAN TUCK, IS THE CHAMPION THE SMAC FURTHER RESULT BOARD OF EDUCATION WOULD LIKE TO EXTEND THEIR CONGRATULATIONS TO JORDAN.

>> ALL IN FAVOR? CONGRATULATIONS.

>> AND THIS ONE IS FOR THE TEAM WHEREAS NORTHERN HIGH SCHOOL, NHS GIRLS TRACK AND FIELD TEAM HAS ONE THE 3A 2023, 2024, MARYLAND PUBLIC SECONDARY SCHOOL ATHLETIC ASSOCIATION TEAM CHAMPIONSHIPS FOR INDOOR TRACK WHERE AS NHS GIRL TRACK AND FIELD TEAM WERE THE 2023, 2024 SOUTHERN MARYLAND ATHLETIC CONFERENCE CHAMPIONSHIPS. WHERE AS THIS WAS THE THIRD STRAIGHT STATE CHAMPIONSHIP FOR NHA GIRLS TRACK AND FIELD TEAM HAVE ONE AND WHERE AS THIS IS THE FIFTH TIME IN THE PAST EIGHT YEARS THAT THE GIRLS TRACK AND FIELD TEAM HAVE WON THE STATE TITLE WHEREAS THE NHS GIRLS INDOOR TRACK AND FIELD TEAM IS COACHED BY HEAD COACH JOSH DAWSON,

[00:10:02]

CONGRATULATIONS. >> THEY ARE ON SPEAKER.

[2.04 NHS Wrestling Recognitions]

>> NEXT WE HAVE A WRESTLING RECOGNITION.

>> IF YOU ARE HERE YOU ARE MORE THAN WELCOME TO COME UP TO

THE FRONT. >> DO WE HAVE THE WRESTLING

TEAM? >> THE FIRST RESOLUTION , WHEREAS EMILY BOILING , NORTHERN HIGH SCHOOL , WON THE MARYLAND PUBLIC SECONDARY SCHOOL ATHLETIC ASSOCIATION CHAMPIONSHIP FOR WRESTLING, 235 POUNDS AND EMILY ALSO RECEIVED RECOGNITION FOR 2024 WASHINGTON POST ALL HONORABLE MENTION AND 2024 REGIONAL CHAMPION. WHEREAS EMILY IT'S COACHED BY TONY SPOT -- HIPSER , EMILY IS A JR. AT NHS. WHEREAS HER OVERALL VARSITY RECORD IS 30 -- 70 AND EMILY ENDED HER SEASON WITH AN UNDEFEATED RECORD, 18 -- ZERO FINISHING NUMBER ONE RANKED OVERALL.

>> ALL IN FAVOR? >> CONGRATULATION.

>> DREW MONTGOMERY NORTHERN HIGH SCHOOL ONE MARYLAND PUBLIC SECONDARY ATHLETIC IS OCH AND CHAMPIONSHIP FOR WRESTLING.

DREW ALSO RECEIVED RECOGNITION FOR 2024 WASHINGTON POST ON THAT FIRST TEAM, 2024 REGIONAL CHAMPIONSHIP, ANDREW IS A JR.

AT NORTHERN HIGH SCHOOL. HIS OVERALL VARSITY RECORD IS 133-5 AND DREW IS COACHED BY TONY, MIKE, CAN, DREW ENDED

[00:15:03]

DREW SUCCESS IN HIS FUTURE. >> ALL IN FAVOR?

CONGRATULATIONS. >>

>> COME ON UP COACH. >> COACHES? WOULD YOU LIKE TO

SAY ANYTHING? >> I AM IN -- EXACTLY SURE WHAT IS GOING ON UP HERE. BUT CONGRATULATIONS.

>> NEXT WE WILL APPROVE THE CONSENT THE AGENDA.

[3. Consent Agenda]

>> I MAKE A MOTION. >> I WILL MAKE A SECOND.

>> ALL IN FAVOR? ANY OPPOSED ? THE MOTION PASSES.

[4.01 Public Comment]

>> YOU ARE ABLE TO SPEAK, WHEN YOU ARE CALLED TO SPEAK PLEASE STATE YOUR NAME, YOU WILL HAVE THREE MINUTES PER THERE IS A SIGN-UP SHEET, IF YOU HAVE HANDOUTS OR TESTIMONY, IT WILL BE DISTRIBUTED TO THE BOARD MEMBERS. DO NOT SPECIFICALLY CALL OUT ANYONE BY NAME. PLEASE UNDERSTAND THAT THE BOARD OF EDUCATION UNDERSTANDS YOUR CONCERNS.

THIS IS A BUSINESS MEETING, AND THEY CANNOT RESPOND DURING THE MEETING. WRITTEN COMMENTS ARE WELCOME AT ANY TIME. FOR MORE INFORMATION PLEASE CONTACT THE BOARD. OUR FIRST SPEAKER IS AARON HAMMOND.

>> THANK YOU. >> GOOD AFTERNOON, MY NAME IS AARON HAMMOND. I AM A STAFF MEMBER AT CALVERT HIGH SCHOOL.

I WANT TO SHARE A CONCERN WITH THE MEMBERS OF THE BOARD IN THE COMMUNITY. ALL OF US ARE HERE BECAUSE WE DEEPLY CARE ABOUT

[00:20:02]

>> THANK YOU. >> NEXT SPEAKER IS JACKIE .

>> MY NAME IS JACKIE GAVE AN -- AND I WANT TO BUILD ON THE CONCERNS. SOME OF OUR STAFF AND STUDENTS, WE ARE SUPPOSED TO HAVE NO SMOKING, BEEPING OR DRUGS, BUT STAFF MEMBERS ARE NOT ALLOWED TO HAVE THESE ITEMS. BUT WE ALLOWED THE UNDERAGE STUDENTS. AND THIS GROUP OF STUDENTS WILL BRING IN MARIJUANA, AND THAT TEACHERS ARE TOLD THERE IS NOTHING THAT WE CAN DO ABOUT IT. AND THE STUDENTS DO PASS VAGUE PINS AROUND, THEY DO THIS ON THE THIRD FLOOR. I HAVE BEEN ASSAULTED BY STUDENTS. AND STAFF IS CONFRONTING STUDENTS ON WHERE THEY ARE SUPPOSED TO BE WITHOUT A PASS, IN A RECENT ASSIGNMENT THE STUDENT DISCUSSED HOW SHE IS NOT COMFORTABLE USING THE BATHROOM, BECAUSE OF THE WHEAT.

[00:25:04]

A CONCERN . >> THANK YOU.

>> THE NEXT SPEAKER IS DONNA. >> GOOD AFTERNOON, MY NAME IS DONNA, I AM A STAFF MEMBER AT CALVERT HI, I WILL BUILD ON MY PEERS. SOME OF THE STAFF AND THE STUDENTS REGARDING FIGHTING IN SELL PHONES. A STAFF MEMBER SHARED THIS EXPERIENCE, WHILE CLEARING OUT THE BATHROOM, THAT IS PART OF MY DUTIES, A STUDENT BRUSHED UP AGAINST ME AND STARTED TO CUSS ME OUT. AND IT ESCALATED, AND NOW THAT STUDENT HAD INSULTED ME, NO I WILL NOT GO NEAR THE BATHROOM FOR FEAR OF THEM ASSAULTING ME. IT IS SAD THAT I DO NOT FEEL SAFE IN MY SCHOOL, THAT PARTICULAR STUDENT IS BACK IN SCHOOL. ANOTHER STAFF, I HAVE BROKEN UP MULTIPLE FIGHTS WITH ASSISTANCE OF OTHER TEACHERS WE HAD A BROKEN UP BEFORE THE SAFETY ADVOCATE COULD GET THERE. I CANNOT WATCH SOMEONE GET HER AND NOT HELP THEM . THE NUMBER OF FIGHTS IS INSANE, I BROKE UP THREE IN ONE DAY. A STUDENT WAS ATTACKED YESTERDAY . THEY ARE NOT AFRAID OF ATTACKING EACH OTHER OR STAFF MEMBERS. I AM SURE THAT MANY PEOPLE HERE HAVE SEEN THE VIDEOS OF THE DIFFERENT FIGHTS THAT HAS OCCURRED AT THE HIGH SCHOOL. STUDENTS ARE RECORDING THE SITUATION WITH THEIR PHONES, THEY WANT TO CAPTURE THIS TO POST IT ON SOCIAL MEDIA. IT WILL GO VIRAL, AND IT WILL CONTINUE TO FEED THE CHAOS IN THE BUILDING. AND AS STUDENTS WILL KNOW ALL OF THE DETAILS EVEN BEFORE THE STAFF IS AWARE. AND STUDENTS YOU -- USE BPM -- VPN TO GET AROUND THE WI-FI. A SURVEY OF 96 STUDENTS 95 HAD VPNS , AND STUDENTS ARE TAKING VIDEO OF STUDENTS AND TAX WITHOUT -- STAFF WITHOUT THEIR PERMISSION. SELL PHONE USE IS

[00:30:01]

WELL-BEING. THANK YOU. >> THE NEXT SPEAKER IS

CATHERINE . >> GOOD AFTERNOON, MY NAME IS CATHERINE . I AM A MEMBER AT THE HIGH SCHOOL. YOU HEARD CONCERNS ABOUT THE STAFF, AND WE HAVE QUESTIONS AND SOLUTIONS. WHAT KIND OF LIABILITY IS FOR THE STAFF IF THEY DO OR DO NOT STOP A FIGHT? QUESTION NUMBER TWO, WHEN A STUDENT ATTACKS MULTIPLE STAFF MEMBERS, AND OTHER STUDENTS, WHAT CAN WE DO TO EXPEL THOSE STUDENTS? WHY HAS NO ACTION BEEN TAKEN WITH STUDENTS WHO ARE DEALING DRUGS AT SCHOOL? THE CODE OF CONDUCT SAYS THAT THE SCHOOL HAS THE AUTHORITY TO SEARCH A STUDENT, WITHOUT A WARRANT, IF THERE IS REASONABLE GROUNDS, IF THE STOUGHTON -- STUDENT IS VIOLATING RULES. WE DO WANT TO SHARE CONCERNS. SOLUTION NUMBER ONE, WE UNDERSTAND THE ISSUE WITH THE BUDGET, BUT WE NEED TO LOOK AT THE ADMINISTRATION IS TRYING. HAVING A FOURTH ASSISTANT PRINCIPAL WILL HELP MITIGATE SMALLER ISSUES. I AM TALKING ABOUT CLASS CARTING -- CLASS CUTTING AND TARDINESS. THAT ASSISTANT PRINCIPAL SHOULD BE OUT AND ABOUT IN THE BUILDING.

TAKING A PROACTIVE ACTIONS. IT IS TIME TO FACE THE REALITY THAT THIS SMALL PROGRAM DOES NOT MEET THE STUDENT POPULATION. WE SHOULD ELIMINATE THIS FROM CANVAS, SEVERAL ISSUES OCCUR , WHO ARE AT EMOTIONAL LEARNING AT THE SECONDARY LEVEL. THIS IS A COST-EFFECTIVE SOLUTION TO BEHAVIOR ISSUES. THIS IS INTERVENTION THAT SHOULD BE IMPLEMENTED FOR ALL STUDENTS.

WE NEED TO RESTORE THE BASIC CIVIL HUMAN ACTION -- INTERACTION . WE DO NOT THING THIS POOL HAS THE ANSWER, BUT YOU SHOULD EVALUATE BEHAVIOR THAT OFFENSES SHOULD NOT BE CONSIDERED LESS SERIOUS BY THE PRINCIPAL. THANK YOU FOR LISTENING . WE ASK YOUR SUPPORT REGARDING THIS BEHAVIOR.

>> THANK YOU. >> OUR NEXT SPEAKER IS PAGE -- PAIGE

CORRECTLY. >> I AM 15 YEARS OLD AND I AM A SOPHOMORE AT CALVERT HIGH SCHOOL BUT I AM HERE TO TALK ABOUT CONCERNS ABOUT THE HIGH SCHOOL ENVIRONMENT. MOST OF US WILL SAY, I AM UNCOMFORTABLE . I DO NOT FEEL SAFE. I DO NOT THINK THAT SHOULD BE THE FIRST THING OUT OF A CHILD'S MOUTH.

WE HAVE BEEN TAUGHT AS KIDS THAT A SCHOOL IS A SAFE PLACE, BUT THIS SCHOOL IS THE OPPOSITE. WHENEVER I WALK INTO THE ROOM, I THINK I AM IN PRISON. AND NO KID SHOULD HAVE TO FACE THIS. AND SCHOOL USED TO BE AN ESCAPE , NOW IT IS A BURDEN. WE HAVE TO FIND A SOLUTION TO THIS PROBLEM, I

[00:35:03]

GIVE US GUIDANCE FOR SECURITY. CALVERT IS A GREAT SCHOOL BUT WE ARE FOLLOWING -- FALLING APART .

>> THANK YOU. >> THE NEXT SPEAKER IS

JESSICA. >> MY NAME IS JOE . I WANT TO THINK -- THANKED THE STUDENTS AND THE TEACHERS TO SPOKE BEFORE ME . WE HAVE SEEN EXTREMES, WE'VE SEEN THE STATE CHAMPIONSHIP FIRM SPORTS, TO STUDENTS WHO ARE HAVING ISSUES. THE COACHES OF THOSE TEAMS ARE STAFF MEMBERS, THEY SUPPORT THE STAFF, AND WITHOUT THEM THE TEAM WOULD NOT HAVE THE DRIVE OR GET TO THAT LEVEL OF COMPETITION. STUDENTS WHO ARE STRUGGLING WITH THEIR BEHAVIOR, EXPULSION IS ONE AVENUE TO TAKE. WE NEED TO REMOVE THEM FROM THEIR SITUATION, THEY NEED TO BE TRAINED IN SOCIAL SKILLS, LIFE SKILLS , SO THAT THEY CAN EXIST IN THE COMMUNITY. WHAT HAPPENS WHEN THE BUS STOP STOPS COMING? WE NEED THIS FOR MIDDLE AND HIGH SCHOOL, WE NEED TO ADDRESS THE ALTERNATIVE EDUCATION NEEDS OF THE STUDENTS. IF THEY DO NOT WANT TO BE IN SCHOOL TODAY, WE SHOULD HAVE A CONVERSATION. IF THEY DO NOT WANT TO BE IN CLASS TODAY, WE HAVE TO HAVE A CONVERSATION WE HAVE TO BE HONEST WITH OURSELVES. IT IS GOING TO TAKE MORE STAFF, AND TRAINING, NOT LESS. THE SHERIFF'S OFFICE, WE NEED ALL OF OUR COMMUNITY RESOURCES WORKING TOGETHER TO HELP THESE KIDS FIND THEIR WAY, SO THAT THEY ARE NOT LOST FOREVER. THANK YOU.

>> NEXT SPEAKER IS STACY. >> GOOD AFTERNOON, I AM A 28 YEAR STAFFS SUPPORT EMPLOYEE. I WANT TO TO PROVIDE MY THOUGHTS ABOUT THE STUDY, THIS IS NOT AN ATTEMPT TO INAUDIBLE ], WE DID RECEIVE ANSWERS TO THE QUESTIONS THAT

[00:40:02]

THIS NEED FOR THE STUDY. >> THANK YOU.

>> THIS DOES CONCLUDE OUR SPEAKERS FOR TODAY.

[5.01 Jordan Hayes]

>> THANK YOU. NEXT WE WILL HAVE JORDAN HAYES.

>> WE ARE GOING TO GET INTO SOME FINAL READINGS. I WANT TO THANK THE EIGHT READERS -- 8TH GRADERS . THEY BRAINSTORM TO ADVOCATE FOR EDUCATION AND MORE OPPORTUNITIES. I AM EXCITED WITH THE STUDENTS AND THE NEW STRATEGY THROUGH MAY AND EARLY JUNE I WILL BE WORKING WITH THE STUDENTS, AS WELL AS TO DEVELOP STRONG ADVOCATES . THE GOOD OF CONDUCT MEETING TOOK PLACE OVER THE LAST MONTH, I AM EXCITED TO BE PART OF THIS GROUP. IT IS EXCITING TO HEAR ALL OF THE DIFFERENT STUDENT EXPERIENCES ACROSS CPS . THANK YOU FOR HAVING ME AGAIN. THAT IS ALL THAT I HAVE.

[6.01 Dr. Andrae Townsel]

>> DR. ANDRAE TOWNSEL QUESTION

>> THEY WERE NAMED THE CARSON SCHOLAR, SHE WILL BE RECOGNIZE . THE CARSON RECOGNIZES STUDENTS WHO

[00:45:10]

CONGRATULATIONS ISABEL . THESE ARE THE AWARD WINNERS, THIS IS BASED ON THEIR CONTRIBUTION TO THE COMMUNITY, LEADERSHIP IN THE SCHOOL AND ACADEMIC PERFORMANCE.

CONGRATULATIONS. WE CONTINUE TO GIVE RECOGNITION TO ALL OF OUR STAFF MEMBERS, AND THE SERVICE AWARDS, CONGRATULATIONS TO ALL OF THE STAFF MEMBERS WHO HAVE SERVED 20 YEARS IN EDUCATION. I WAS NOMINATED BY THE STATE SUPERINTENDENT TO BE PART OF THE TASK FORCE. AS WELL AS THE SUPERINTENDENTS WORKING GROUP. AND THE STATE SUPERINTENDENT TEAM DISCUSSED PHYSICAL CHALLENGES. I WILL CONTINUE TO ADVOCATE FOR CALVERT, I WANT TO DO MY PART . REGARDING FINANCES. I WANT TO SHARE THAT APRIL WE RECOGNIZE FINANCIAL LITERACY MONTH, THE NATIONAL CHILD ABUSE PREVENTION, NATIONAL OCCUPATIONAL THERAPY MONTH , AND SCHOOL LIBRARY MONTH, KEEP YOUR EYES AND EARS OPEN FOR THOSE ACKNOWLEDGMENTS.

CONGRATULATIONS TO CALVERT PUBLIC SCHOOL, WE EARNED BEST COMMUNITY FOR MUSIC EDUCATION AWARD. FROM THE NATIONAL ASSOCIATION OF MUSICIAN, A SECOND YEAR IN A ROW. THIS IS OUR COMMITMENT TO EXCELLENCE, TO FOSTER A CULTURE OF LEARNING. AND THIS IS AN EXCELLENT OPPORTUNITY TO CELEBRATE OUR EDUCATORS AND STUDENTS. AT THIS TIME I WOULD ASK YOU TO OUR FIRM ONE TRY WHAT A FIRM ONE POSITION. MR. KEVIN HOUCK HAS SERVED AS TRANSPORTATION DIRECTOR. HE WAS COLLEGE IN 1994, HE EARNED HIS TEACHING CERTIFICATE FROM SAULSBERRY UNIVERSITY. AND MOST RECENTLY HE COMPLETED HIS MASTERS DEGREE IN ADMINISTRATION IN 2020. I AM ASKING THAT YOU AFFIRM THIS APPOINTMENT , AS THE DIRECTOR

OF TRANSPORTATION. >> I MOVED TO APPROVE THE

MOTION. >> I WILL SECOND.

>> ALL IN FAVOR? ANY OPPOSED? THE MOTION PASSES.

CONGRATULATIONS. >> THANK YOU DR. ANDRAE TOWNSEL AND MEMBERS OF THE BOARD. I WANT TO THANK THE MEMBERS OF THE BOARD, DR. ANDRAE TOWNSEL , FOR YOUR CONFIDENCE IN ME. I WILL DO THE BEST THAT I CAN TO KEEP TRANSPORTATION EFFICIENT . SO THAT WE CAN HAVE THE BEST TRANSPORTATION THAT WE CAN HAVE.

>> THANK YOU. >> I WOULD LIKE TO ANNOUNCE THAT OUR CHIEF OPERATION OFFICER, SHARED WITH ME HIS INTENTION TO RETIRE AS THE CHIEF OPERATOR. HE BEGAN HIS CAREER IN 1984 AS A TEACHER, THEN ASSISTANT PRINCIPAL, THEN PRINCIPAL, HE WAS PRINCIPAL AT HARMONY ELEMENTARY SCHOOL. AND

[00:50:06]

AND SEVERAL TEAMS HAVE COMPLETED NUMEROUS PROJECTS, AND THIS IS IMPROVED OUR SCHOOL SYSTEM. THIS INCLUDES BUT NOT LIMITED TO, WORKING TRANSPORTATION TEAM , THAT CONDUCTED A STUDY REGARDING IMPROVEMENT. THE HEALTHCARE TEAM, THE HEALTHCARE COST RETAIN THE TEAM FOR AN ENTERPRISE SOFTWARE CONVERSION. AND HE SUPPORTED THE ELEMENTARY SCHOOL, HE HAS BEEN INSTRUMENTAL IN HIS ROLE AS TEACHERS CAREER, THIS IS A POSITIVE AND IMPACTFUL EXPERIENCE IN THE CLASSROOM. HE HAS BEEN ON THE MARYLAND ASSOCIATION TEAM, VIA MARYLAND ASSOCIATION OF BOARD OF EDUCATORS. HE IS ALSO A MEMBER OF LEGAL SERVICES ASSOCIATION, LOOKING AT CLOSELY WITH BOLTON HEALTH . WE DO RELY ON THEIR KNOWLEDGE AND EXPERTISE, ON HOW TO NAVIGATE . I AM HONORED TO BE ABLE TO WORK WITH HIM SINCE COMING TO CALVERT PUBLIC SCHOOLS, HE HAS BEEN A GREAT ASSET TO THE ORGANIZATION FOR MANY YEARS. WE WILL ALWAYS BE GRATEFUL TO HIM AND HIS SERVICE. WE WISH HIM THE VERY BEST IN THE NEXT CHAPTER OF

HIS LIFE THANK YOU. >> A FEW REMINDERS, TOMORROW REPORT CARDS WILL BE AVAILABLE. SENIORS WILL BE AVAILABLE ,

GRADES SIX THROUGH 11. >> ACTION ITEMS. DO WE HAVE

[7.01 Compensation and Classification Study Report]

TONY NAVARRO? >> MY NAME IS TONY NAVARRO, CHIEF OPERATING OFFICER, WITH ME I HAVE TRACY, AS YOU ARE AWARE WE CONTRACTED WITH CLASSIFICATION STUDY THIS STUDY BEGAN IN AUGUST. AND

HERE IS THE REPORT. >> I AM PLEASE TO BE HERE WITH YOU TODAY. I WILL WALK THROUGH THE PRESENTATION.

>> CAN YOU PLEASE GET A LITTLE CLOSER TO THE MICROPHONE?

>> I HAVE A BRIEF PRESENTATION, AND I ALSO HAVE A COPY OF THEIR REPORT. FEEL FREE TO ASK QUESTIONS ALONG THE WAY.

I KNOW THE GRAPHS ARE A LITTLE DIFFICULT TO UNDERSTAND. DO NOT HESITATE IF YOU HAVE A QUESTION. WE WILL START WITH AN INTRODUCTION. AND THEN WE WILL GO OVER THE PROJECT OVERVIEW AND RECOMMENDATIONS. WE ARE A SMALL BUSINESS. WE

[00:55:13]

[01:00:03]

PEOPLE WERE DILIGENT AND THOUGHTFUL, THEY TOOK THEIR TIME. THEY CLEARLY ARTICULATED WHAT THEY DID IN THEIR CHOPPER AND THIS IS A 10 PAGE QUESTIONNAIRE. AND IT IS IN THE REPORT. WE HAD A TON OF QUESTIONS, AND A TIME OF INFORMATION, LIKE WHAT THEY DO. AND THE FOLKS FILL THIS OUT.

AND THIS IS THE VOICE, THEY TOLD US WHAT THEY DO AT WORK.

WE DID NOT RELY ON THE SUPERVISORS, OR OTHERS, WE RELIED ON THEM DIRECTLY. AND WE COLLECTED THE SURVEYS AND WE WENT THROUGH THEM AND THEN WE HAVE THE NEXT, JOB EVALUATION.

WE TOOK ALL OF THE JOB DESCRIPTIONS, AND WE EVALUATED THEM. WE USE A POINT FACTOR METHOD , BEST IN CLASS, INDUSTRY-STANDARD. AND JOBS ARE BROKEN DOWN INTO CERTAIN FACTORS, AND HERE ARE THE FACTORS. YOU GET A POINT FOR EACH FACTOR . AND EVERY JOB WILL HAVE A POINT THERE , SO ONE COULD BE 300 AND ANOTHER JOB COULD BE 500 . AND THAT WAY YOU CAN SEE HOW THEY LINE UP. THIS HAS NOTHING TO DO WITH ANY PEOPLE, STRICTLY THE JOB DESCRIPTION. IT IS NOT ABOUT ONE PERSON , OR INDIVIDUAL PERFORMANCE, THIS IS ABOUT THE JOB TASK. I JUST WANT TO BE CLEAR, SOMETIMES IT IS EASY ESPECIALLY WHEN YOU KNOW THE PEOPLE . IT IS NOT ABOUT THE PEOPLE, IT IS ABOUT THE JOB DESCRIPTION. WE DRAFTED THE JOB EVALUATION, WE HAVE 10 FACTORS THAT ARE BASED ON THE RECOMMENDATIONS. AND THIS IS WHAT YOU WANT TO LOOK AT WHEN YOU ARE JAILED IN -- BUILDING THE JOB DESCRIPTION . THIS IS HOW TO EVALUATE THE JOB, OR WHERE THE JOB SITS. AND SO THESE ARE ALL BUILT INTO THIS. WE ASKED THE PROJECT TEAM TO RANK. OUT OF THE 10 FACTORS, WE WENT FROM THE MOST IMPORTANT TO THE LEAST IMPORTANT. YOU CAN SEE RIGHT HERE HOW THEY WERE RANKED. AND THE TOTAL POINTS OUT OF 1000 THIS IS THE MAXIMUM POINTS THAT YOU CAN GET FOR EACH CATEGORY. AND ONCE WE HAD THAT , THE RANKINGS AND THE POINTS, WE MIGRATED ALL OF THE JOBS, AND THIS IS FROM THE JOB DESCRIPTIONS. WE GOT QUITE A BIT OF FEEDBACK ON THE JOB DESCRIPTION. AND NOW WE CREATED A MODEL, WE RATED THEM WITH THIS MODEL. THE REASON WHY WE USE MARKET PRICING, AND I SHOW YOU WHY WE DO BOTH PIECES TOGETHER. FACTORING IS THE INTERNAL EQUITY FOCUS WE ARE LOOKING HOW JOBS ARE WORKING AGAINST EACH OTHER IN THE ORGANIZATION. THIS IS ANALYZING JOB CONTENT. AND THIS IS BASED ON THEIR RELATIVE WORK. SO ALL OF THE JOBS ARE ROUGHLY THE SAME LEVEL. YOU EXPECT THEM TO BE ON THE SAME SCALE FOR AN EXAMPLE. BUT IT DOES NOT TELL YOU WHERE THEY FIT IN THE MARKET, WITH MARKET PRICING, WE USE POINTS TO SEE WHAT SIMILAR JOBS IN THE MARKET PAY AND I JUST, ARE YOUR JOB ROLES COMPARABLE? YOU CAN DO ONE OR THE OTHER, BUT WE DO

[01:05:13]

TIMELY DATA MATCHES THE SCHOOL YEAR. GEOGRAPHICALLY APPROPRIATE, WE WANT TO BE ABLE TO LOOK IN THE SAME AREA, OR WHAT IS RELEVANT, LIKE EDUCATION VERSUS THE PRIVATE SECTOR. WE LOOK AT RATE AND CALENDAR ADJUSTED, 90 DAYS, 240, AND THAT IS WHY WE USE AN HOURLY RATE, WE WANT TO COMPARE APPLES TO APPLES . SO THAT THEY ARE DIRECT RELEVANT COMPARISONS. AND THEN JOB DUTY SPECIFIC. YOU MIGHT CALL SOMEBODY A SPECIALIST, I WOULD CALL THEM AT DIRECTOR. WE LOOK AT THE JOB TASK WE ARE LOOKING AT JOB DESCRIPTIONS AND THAT KIND OF THING NOT JUST TO MATCH UP A TITLE . SELECTING SOURCES FOR WE USE TWO SOURCES, THERE WERE NINE DISTRICTS THAT WERE IDENTIFIED WE PULLED THEIR COLLECTIVE BARGAINING AGREEMENT, AND WE USE THAT DATA. YOU WANT TO SELECT DATA SOURCES, WE DID NOT DO A CUSTOM SURVEY BECAUSE THE ENTITY AROUND HERE DO YOU HAVE COLLECTIVE BARGAINING AGREEMENT. HERE ARE THE LIST, THE NINE, THEY ARE IN PURPLE.

YOU CAN SEE THE SURROUNDING SCHOOL DISTRICTS THAT MADE THE

[01:10:02]

>> I HAVE A QUESTION. I IMAGINE THAT CPS HAS OWNERSHIP

[01:15:03]

>> WHEN WE DO THE FINAL HANDOUT THEY WILL GET THE GORY DETAILS. BUT THEY WILL HAVE THE LIST OF POINTS FOR ALL OF

THE JOBS IN THE MARKET DATA. >> I CAN SEE FOR US BEING IN SOUTHERN MARYLAND, I WANT TO RESTRICT THAT GRAPH TO SOUTHERN MARYLAND, SO WE KNOW EXACTLY THE THREE SCHOOL SYSTEMS THAT WE ARE COMPETING WITH, THAT WILL BE HELPFUL AS

WELL. >> YOU WILL HAVE AT LEAST

FIVE. >> THAT IS FINE.

STATISTICALLY YOU HAVE ALREADY MADE OR MANIPULATED THE DATA TO MAKE THE JOB DESCRIPTIONS EQUAL. YOU TRY TO SMOOTH OUT THE DIFFERENCES BETWEEN THE TITLES AND THE JOB

DESCRIPTIONS. >> WE MARCHED JOB TASKS, LIKE WHAT ARE THE FIVE KEY FUNCTIONS OF THIS JOB? AND SO

THESE TWO MATCH. >> THAT IS GREAT. AND YOU

HAVE TRAINED OUR PEOPLE? >> YES, WE WILL SCHEDULE THAT, WE WANT TO TRAIN THE TRAINER. AND WE ARE HAPPY TO SHARE OUR SKILLS. WE LOVE TO DO THAT. WE LOVE TO HELP PEOPLE MOVE

FORWARD. >> THANK YOU.

>> AND IT TALKS ABOUT WHY THIS WORKS TOGETHER, INTERNAL EQUITY, MARKET PRICING FOR COMPETITIVENESS.

CLASSIFICATION SYSTEM, THAT POINT FACTORING SYSTEM YOU HAVE A WAY TO LOOK AT THE JOBS IN NEW JOBS GOING FORWARD. WITH A NEW JOB, WE CAN CREATE 341 POINTS. THIS IS THE PAY SCALE.

ALL OF THE OTHER JOBS, SO YOU ENSURE EQUITY LONG-TERM CARE WE TOOK THE JOB DESCRIPTION AND WE GRADED IT WITH THIS MANUAL, AND IT CAME OUT TO 350 POINTS. PEOPLE CAN UNDERSTAND, BECAUSE IT IS VERY CLEAR AND LEGAL, KEEP THAT IN MIND IF SOMEBODY CHALLENGES THAT . YOU CAN SAY, THIS IS WHAT WE DO , AND IT IS FAIR AND EQUITABLE . THE ADJUSTMENT PHASE, TO ADDRESS 22 DELIVERABLES. ESTIMATE THE FINANCIAL IMPACT AND RECOMMENDATIONS. AND TO DO THE POINT FACTORING . YOU CAN DO THIS WITHOUT US, BUT WE ARE JUST A PHONE CALL AWAY. 22 DELIVERABLES, WE TALK ABOUT THE BLUEPRINT FOR FUTURE AND RECOMMENDATIONS . AND POTENTIALLY MOVE ]. CAREER PATHWAYS AND RECOMMENDATIONS , THIS IS ABOUT RECOMMENDATIONS FOR SEVEN OR EIGHT HOUR DAYS FOR JOB ROLES AND IMPACTS ON CAREER PATHWAYS . LIKE DO I HAVE TO TAKE A PAY CUT? BECAUSE IT MIGHT BE LESS HOURS, BUT MORE MONEY, SO IT IS THE SAME. SO IF SOMEBODY HAS QUESTIONS DOWN THE ROAD, THERE IS A RECOMMENDATION ON HOW TO REQUEST A REVIEW WITH YOU AND THIS WILL BE , LIKE DO YOU NEED TO MOVE THIS BASED ON THIS INFORMATION? PEOPLE OVERTIME CAN USE THE POINT FACTORING. DELIVERABLE 15, NO IMPACT FINANCIAL IMPACT WITH THE STUDY, NO IMMEDIATE FINANCIAL

[01:20:06]

OPERATIONAL SUPPORT , AND THIS WILL RUN THE DATA PROJECT FOR US. THE LAST PHASE WE ARE STAYING CONNECTED. FINANCE AND RECOMMENDATIONS. ALL STAFF SUPPORT JOB ROLES ARE WITHIN THE MINIMUM MARKET RANGE, SO GOOD JOB YOU GUYS ARE AT MARKET, SO KUDOS. THERE ARE 12 ROLES ABOVE THE MARKET, AND THAT IS PROBABLY A CONTENTIOUS DECISION. AND A FEW JOB ROLES HAVE DIFFERENT TITLES BUT SIMILAR JOB EVALUATION POINTS, SO WE WANT TO THINK ABOUT HAVING ONE POSITION MOVING FORWARD THEIR TASK ARE ALMOST IDENTICAL , THEY ARE DOING THE SAME THING. THERE ARE HR ROLES ON PAY, THEY ARE PAID MORE, NOT LESS . AND WHEN THIS IS UPDATED MAKE SURE IT MATCHES THE REALITY NO EVIDENCE OF GENDER OR RACE VALUATION TERMINATION IS FOUND IN THE DATA . KUDOS. WE HAVE BEEN DOING A LOT OF WORK, TWO YEARS AGO THIS PROBABLY WOULD HAVE LOOKED DIFFERENT. RECOMMENDATIONS. ALIGNING TITLES, BASED ON JOB EVALUATION POINTS, SALARY SCALE, TO CLARIFY JOB TITLE. FOR EXAMPLE YOU HAVE COORDINATORS , IF I AM A COORDINATORS SCHEDULE 8 AND IN A DIFFERENT DEPARTMENT THERE IS ANOTHER COORDINATOR , BUT TITLING MAKES IT UP HERE RECOMMENDATION IS TO CLEAN THAT UP MAKE SURE THE AGREEMENT, THE TITLE LISTED IN THE GALE AND SALARY MATCHUP. SO WE HAVE TO CLEAN UP THAT LIST AND MAKE SURE IT IS ACCURATE AS POSSIBLE FOR POSITIONS IN USE. RADIO JOB ROLES WITH DIFFERENT TASKS, TO REDUCE REDUNDANCY. WE ARE GOING TO HANDOUT THIS MANUAL, MY PROCESSES ARE PROCEDURE FOR AND FINALLY, SUCCESSION PLANNING . KUDOS ON RETENTION. BUT ON ANOTHER POINT, PEOPLE ARE RETIRED, SO YOU HAVE TO BEGIN SUCCESSION PLANNING FOR KEY POSITIONS. YOU HAVE TO THINK ABOUT, HOW TO BUILD A CAREER PATHWAY FOR PEOPLE AND THINGS LIKE THAT AND THESE ARE JUST A FEW RECOMMENDATIONS. THIS IS A SLIDE FOR QUESTIONS, AND IF YOU HAVE QUESTIONS THIS IS YOUR CHANCE. I KNOW THAT WAS A LOT OF INFORMATION.

>> DO WE HAVE ANY QUESTIONS? >> I HAVE A QUESTION. IT IS MORE FOR MY UNDERSTANDING. HOW DOES THE TOTAL WAGE AND BENEFIT

[01:25:06]

>> THAT IS HARD TO COMPARE, BECAUSE THE PRIVATE SECTOR DOES NOT HAVE THAT DATA. THEY DO NOT PUBLISH THEIR DATA, BENEFIT PACKAGE, 401(K), THEY DO NOT RELEASE THAT INFORMATION SO IT IS HARD TO COMPARE THAT. YOU COULD COMMISSION A SURVEY, HOPEFULLY THEY WILL FILL IT OUT. PRIVATE INDUSTRY IS NOTORIOUS FOR NOT GIVING OUT DATA, THEY DO NOT WANT THE COMPETITORS TO SEE THE DATA. SOME PEOPLE CAN DO THIS ANECDOTALLY. I HAVE A FRIEND WHO TOLD ME ABOUT A BENEFIT PACKAGE AT THE HOSPITAL, BUT WE DO NOT HAVE ANY CREDIBILITY

FROM THE PRIVATE SECTOR. >> THERE ARE EIGHT JOB ROLES BEING PAID HIGHER THAN THE MARKET . HOW IS THAT POSSIBLE? LIFE OR A CAFETERIA MANAGER, IT IS NOT REFLECTED IN THE CASE AGREEMENT. IT CAN BE UP TO COME I WOULD HAVE TO GET INTO THE DATA, BUT IT COULD BE , YOU KNOW, PEOPLE SHOULD BE PAID

CORRECTLY >> SEVERAL YEARS AGO WE MATCHED UP CAFETERIA MANAGERS AT THIS GAME SCALE AS THEY HAD MANAGER IN THE BUILDING. THAT WAS ELEMENTARY, IT MIDDLE SCHOOL AND HIGH SCHOOL. APPROXIMATELY 75 FOOD SERVER WORKERS WERE RAISED UP IN THAT SALARY. THE GOAL IS TO MATCH UP THEIR SALARY . BUT IT WAS NOT REFLECTED.

>> DO YOU DISCUSS THOSE EIGHT IN THE REPORT?

>> NO, BUT I AM HAPPY -- >> CAN YOU REPEAT WHAT YOU SAID

BECAUSE I CANNOT HEAR. >> WE DID NOT PUT THAT IN THE REPORT, BECAUSE SOME OF THEM ARE SINGLE PERSON , THAT WEIGHT THAT PERSON WOULD BE IDENTIFIED.

>> THE REASON THEY ARE NOT IN THE REPORT IS BECAUSE THEY ARE

SINGLE OCCUPIED. >> USE SET UPDATE THE INAUDIBLE ] DOES THIS MEAN THAT PEOPLE ARE GOING TO BE

REMOVED? >> ERA TITLES ON THAT LIST THAT HAVE NOT BEEN OCCUPIED FOR YEARS . LIKE A TRANSCRIPTIONIST . IT HAS NOT BEEN OCCUPIED FOR A LONG TIME. THERE IS NO REASON TO LEAVE IT ON THE LIST FOR LEGACY PURPOSES. THERE IS NOTHING IN THE REPORT THAT WILL SAY THAT WE ARE REMOVING ANY

POSITIONS. >> AND IT DOES SAY ADDING NEW POSITIONS, DOES THIS MEAN THAT WE ARE HIRING NEW POSITIONS OR

JUST THE NAME IS CHANGED? >> THE NAME IS CHANGED OR THEY WERE NOT PART OF THE LIST . SO THE LIST WAS NOT UPDATED, SO I

AM SAYING UPDATE THE LIST. >> I SAW ELECTRICIAN, IT WAS REMOVED, BUT IT SAYS IT ELECTRICIAN LYSING, SOME TITLES

HAVE TO HAVE A CERTIFICATION. >> UN TWO, ELECTRICIAN AND ELECTRICIAN LICENSE, THAT IS REDUNDANT . YOU JUST HAVE TO CLEAN UP THE ACTUAL JOB ROLE.

>> I READ THAT WE NEED A SIGN LANGUAGE INTERPRETER AND A

WATER TREATMENT SPECIALIST. >> THESE ARE POSITIONS THAT YOU MIGHT FEEL -- FILL . WE DO NOT WANT TO ELIMINATE THEM

[01:30:08]

WILL NEVER HAVE THAT AGAIN. >> DOES ANYBODY ELSE HAVE ANY

QUESTIONS? >> MY QUESTION IS FOR STAFF AS WELL AS EMI . I WILL START WITH SLIDE NUMBER NINE. THESE ARE THE DISTRICTS THAT WERE IDENTIFIED IN THE MARKET ANALYSIS. EXPLAIN WHY IN AROUND -- WHY THESE COUNTIES WERE INCLUDED, THEY ARE SIGNIFICANTLY DIFFERENT.

>> BECAUSE OF THE CLOSE PROXIMITY. WHEN WE TALKED ABOUT , I THINK IT WAS A COUPLE OF SLIDES BACK. IT IS GEOGRAPHY. SOME OF THEM ARE PICKED FOR GEOGRAPHY ALONE.

THEY ARE NOT YOUR SIZE OR BUDGET. SO IT IS A COMBINATION OF ALL OF THOSE TO GET A TOTAL MARKET PICTURE.

>> THE FIVE MARKET ANALYSIS SECTIONS, ARE THEY WEIGHTED EQUALLY? WHEN YOU DO YOUR ANALYSIS? DOES GEOGRAPHY WEIGH

THE SAME AS SIZE? >> ONCE WE PICKED UP THE INAUDIBLE ]. IS THAT WHAT YOU ARE ASKING? WE USE ALL OF THESE FACTORS TO DECIDE THE LIST, AND THIS IS THE LIST THAT WE ARE TO PULL DATA FROM, AND ALL OF THAT DATA IS WEIGHTED EQUALLY. IT COULD BE 10 TOTAL DATA POINTS .

>> WHEN YOU ARE CONSIDERING THE SIZE OF THE DISTRICT EVEN THOUGH YOUR JOB DUTIES MIGHT BE PARALLEL WHEN YOU DO THE MARKET ANALYSIS, IF THE DISTRICT IS LARGER YOU HAVE MORE STUDENTS, MORE JOB DUTIES, MORE ACTIVITIES, ALTHOUGH YOUR DUTIES MAY BE THE SAME, YOU MAY HAVE MORE TO DO BECAUSE OF THE SIZE OF THE DISTRICT IS LARGER. SO THE SCHOOLS ARE LARGER. TAKE A BUILDING SERVICE WORKER, AND THINK ABOUT THE SQUARE FOOTAGE OF THE SCHOOL WHEN YOU ARE CLEANING, AND THAT CAN BE DIFFERENT FROM A SCHOOL IN IN A DIFFERENT COUNTY THAT MIGHT BE LARGER. ARE YOU CONSIDERING THAT TYPE OF DATA WHEN YOU ARE ANALYZING JOB TO JOB? THAT IS WHY I ASK, WHAT ARE THE FACTORS, ARE THEY CONSIDER EQUALLY WHEN YOU DO THIS ANALYSIS?

>> 10 DATA POINTS ARE THE SAME. FOR AN EXAMPLE, THEY MAY HAVE A -- EIGHT BUILDING SERVER WORKERS.

>>

>> WE SAID THESE ARE THE MARKETS, THIS IS THE COMPARISON, AND THEY ARE BIGGER, LET'S SAY THEY HAVE FOUR PEOPLE AND YOU HAVE THREE, BUT THEY HAVE 10 DATA POINTS. THEY CAN BE AT 20 HOURS, OR 15 OR OTHERS.

>> I SEE WHERE YOU ARE GOING, BUT IN MY MIND HERE IN THE COUNTY YOUR DUTIES , LIKE IF YOU ARE FROM PRINCE GEORGES COUNTY YOU MAY HAVE MORE WORK. AND WE SHOULD DO THIS, LET'S SAY YOU ARE BEING PAID $17 AN HOUR, THEY HAVE MORE WORK TO DO. MAYBE THAT IS WHY YOU CAN MAKE MORE MONEY IN A DIFFERENT

LOCATION. >> IT IS ABOUT TASK, NOT TITLE. IN THE JOB DESCRIPTION IT DOES HAVE THE BUILDING

[01:35:07]

SQUARE FOOTAGE. >> IT WILL TALK ABOUT HOW MANY WORKERS YOU SHOULD EMPLOY AND THAT KIND OF THING.

>> A QUESTION ABOUT THE COMPENSATION STUDY PROJECT TEAM, HOW WERE INDIVIDUALS CHOSEN TO BE ON THE TEAM?

>> DIFFERENT DEPARTMENTS, FINANCE, WE CHOSE FROM DIFFERENT DEPARTMENTS. INFORMATION TECHNOLOGY,

FINANCE, PROCUREMENT . >> CAN I ADD SOMETHING? MS. DANIELS WAS ON THE TEAM UNTIL SHE RESIGNED.

>> WERE THERE 12 QUESTION MATT

>> IT WAS SEVEN P.M. WILL -- SEVEN .

>> THEY REPRESENT DIFFERENT DEPARTMENT. THEY ARE FAMILIAR WITH THE DUTIES AND RESPONSIBILITIES FOR THE

DIFFERENT ROLES. >> YOU TALKED ABOUT WHY PRIVATE ORGANIZATIONS WERE NOT CONSIDERED COMPETITORS BECAUSE THEY DO NOT RELEASE THEIR COMPENSATION DATA .

>> SHE DID ASK IF WE COULD GET BENEFITS , BUT FROM A PRIVATE ENTITY THAT CAN BE DIFFICULT TO DO. YOUR MARKET IS K-12.

UNLESS THERE IS AN ASK FOR AN UNUSUAL ANALYSIS. THE DAYS ARE NOT THE SAME, THE CALENDARS ARE NOT THE SAME. THIS IS NOT PART OF THE MARKET FOR THE K-12. WE CAN SAY, I WANT TO KNOW , YOU KNOW, IT COULD BE FOR 3000 STAFF MEMBERS. WHAT ARE YOU PAYING THE FINANCIAL ANALYST FOR SCHMIDT THAT WAY WE CAN

PULL IT. >> GIVEN THE CURRENT ECONOMIC ENVIRONMENT, I THINK WE SHOULD TRY TO INCLUDE PRIVATE , BECAUSE PEOPLE ARE CHOOSING POSITIONS TO BE ABLE TO WORK TO SUSTAIN A HOUSEHOLD. I AM NO LONGER POSSIBLY MAKING A DECISION BASED ON, YOU KNOW, MY CHILDREN WHO ARE OUT OF SCHOOL DURING THE SUMMER AND I HAVE TO BE WITH THEM, BUT I HAVE TO SUSTAIN MY HOUSEHOLD. I MAY LEAVE A K-12 ENVIRONMENT TO GO TO A PRIVATE , WE HAVE HIGH INFLATION. WE HAVE HIGH POCKETS OF VIOLENCE IN OUR SCHOOLS. SO STAFF MIGHT BE LEAVING FOR THAT REASON, THEY MIGHT BE LEAVING FOR THE PRIVATE SECTOR BECAUSE THEY DO NOT WANT TO DEAL WITH THIS ANYMORE. AND PEOPLE BELIEVE PUBLIC WORKS TO GO TO PRIVATE I THINK A CONSIDERATION SHOULD BE GIVEN TO CONCERTED PRIVATE ORGANIZATION WITH THIS ANALYSIS THIS SIZE. I WILL ALSO

ASK STAFF -- >> CAN I ASK YOU A QUESTION? I WANT TO CAUTION WHEN YOU START TO LOOK AT PRIVATE ENTITIES VERSUS K-12, IF THOSE SALARIES COME BACK HIGHER, WHAT ARE YOU GOING TO DO ABOUT THAT? CAN YOU DESIGNATE POSITIONS THAT ARE HARD TO STAFF, OR DESIGNATE THIS GROUP , YOU KNOW, I.T., AS WE COMPETE . THE MARKET IS K-12 , BUT THEM PRIVATE MARKET, YOU KNOW, THERE HAS TO BE A BUDGET AND THAT CONSIDERATION OR A WILLINGNESS TO DO THAT. I NOW YOU HAVE THE DATA, AND NOW YOU KNOW, SO WHAT IS THE ACTION PLAN IF IT COMES BACK DIFFERENT?

>> UNDERSTOOD. I CAN ONLY SPEAK FOR ME PERSONALLY, IT IS

[01:40:09]

SOLVE THE REAL ISSUE. >> I LIKE A GOOD ROOT CAUSE

ANALYSIS. >> MR. NAVARRO, HOW OFTEN WAS THE UNION ENGAGE WITH THE SALARY STUDY, REGARDING INPUT? OF WORK, IN FEBRUARY BEFORE THE BID WENT OUT. ALONG WITH THE JOB ANALYSIS QUESTION NEAR. THE STAFF AND EMPLOYEES COMPLETED THIS DURING THE WORKDAY. AND WE WANTED THEM TO PARTICIPATE AND FACILITATE TO WORK WITH THE STAFF WITH THE

QUESTIONNAIRE. >> LEADERSHIP, DID THEY PROVIDE INPUT TO THE RFP BEFORE HE WENT OUT ON THE STREET? SO THEY WERE PROVIDED WITH THE SCOPE OF WORK WITH WHAT THE PROJECT TEAM CAME UP WITH?

>> YES. AND THIS IS THE SCOPE OF WORK THAT WE USED.

>> WHO CAME UP WITH THE 22 DELIVERABLES?

>> THE PROJECT TEAM . AND THERE WERE SEVERAL DEPARTMENTS.

IS EMI AVAILABLE TO ANSWER QUESTIONS AFTER TODAY, IN CASE WE GO THROUGH THE REPORT AND HAVE ADDITIONAL QUESTIONS?

>> YES, I AM HAPPY TO DO THAT. >> THAT WAS THE BULK OF MY

QUESTIONS. >> WHY WAS CASE SELECTED FOR

THIS STUDY? >> SEVERAL YEARS AGO COMPLETING THE NEGOTIATIONS THAT WERE DONE IN 2020, WE WORKED ON THE CASE REGARDING SEVERAL CONCERNS ABOUT INEQUITY OF THE POSITION. WE WORKED ON THAT FOR ONE YEAR. IT WAS GIVEN TO THE SUPERINTENDENT, AND CHANGES WERE MADE FOR CERTAIN POSITIONS FOR WE FELT IT WAS APPROPRIATE THAT WE CONDUCT A STUDY, AND WE LOOKED AT OTHER COUNTIES THAT DID THIS, LIKE CHARLES COUNTY. WE LOOKED AT THEIR COMPENSATION CLASSIFICATION STUDY, WE THOUGHT IT WAS APPROPRIATE TO DO THIS FOR OUR EDUCATIONAL PROFESSIONALS.

>> WHAT ABOUT THE OTHER TWO ?

>> WE WILL TAKE THAT IN CONSIDERATION. THERE IS ACCESS TO INFORMATION THAT CAN COMPARE SALARIES AND BENEFITS.

>> I THINK THE STUDY, I AM GLAD THAT WE GOT WHAT WE HAVE, UNDER THE MARKET, I WISH MORE OF US WERE ABOVE THE MIDDLE LINE. AND SO WHAT I AM TRYING TO GET AT, HOW MUCH INFORMATION ARE WE GOING TO GLEAM FROM ALL OF THE WORK THAT WAS DONE? ON THE SURVEY IT WAS CUT AND DRY, YOU ASKED SPECIFIC TASK, AND HOW THEY DIVIDE THEIR TIME, ALLOCATING THEIR PERCENTAGES. BUT ONLY AT THE VERY END, YOU SAID ADD

A COMMENT. >> IT IS ANYTHING YOU WOULD LIKE TO ADD, YOU CAN ADD RIGHT HERE.

>> WHAT I'M TRYING TO GET AT, WHAT IS THE TENDER OF OUR CASE WORKFORCE IN JOB SATISFACTION ? AND THE BURDEN OF THE HOURS WORK AND THINGS OF THAT NATURE, DOES THIS SURVEY, DID THEY

[01:45:01]

>> THERE WAS NOT A TON ON HOW I FEEL ABOUT MY JOB, THERE WERE COMMENTS, I HAVE THREE OTHER TASKS. OR THOSE TYPES OF COMMENTS. I'M NOT SAYING THAT NOBODY HAD AN OPINION ABOUT THEIR JOB, BUT IT WAS SMALL, AND IT IS HARD TO QUANTIFY IT, IT WAS LET ME SHARE WHAT I DO WITH MY JOB. OR OTHER TASKS WHERE I DID NOT KNOW WHERE TO PUT THE CERTIFICATION, THERE IS A SECTION FOR CERTIFICATION, AND THIS IS HOW THAT SECTION IS USED. THERE IS NOT A CUSTOMER CERTIFIED , YOU KNOW,

SURVEY . >> SO WE DO NOT HAVE AN IDEA THAT , YOU KNOW, YOU TALKED ABOUT HOW PEOPLE QUALIFY THE TASKS THAT THEY DO. WE HAVE HEARD FOR MANY YEARS THAT PEOPLE DO YOU A LOT OF TASK, MORE THAN WHAT THE TITLE WOULD SUGGEST. IF YOU WERE TO USE THAT TRUE INPUT, THE NUMBER OF TASK THAT THE EMPLOYEE DOES TOO, AND YOU ARE POINT FACTORING, WHATEVER THE TERMINOLOGY WAS, I THINK IT

WOULD BE VALID. >> WE TOOK AND WENT THROUGH ALL OTHER RESPONSES FOR IA1 , AND THESE ARE THE TASKS THAT EVERYBODY IA1DOES IN , AND THAT IS THE NEW JOB DESCRIPTION. AND THEY WERE SIMILAR. AND PEOPLE WERE CLEARLY TALKING TO THEIR FRIENDS BECAUSE THEY RESPONDED THE SAME. AND THIS IS THE TASK , AND THIS IS WHAT THEY SHARED WITH US, AND THIS IS THE POINTS. SO THOSE TASK, THAT IS THEM TELLING US WHAT WE REALLY DO IN THIS ROLE TODAY. THAT IS THEIR OPPORTUNITY, IT MAY NOT MERE WITH THE OLD JOB DESCRIPTION, BUT THIS IS WHAT THEY ARE SAYING THAT THEY ARE DOING CURRENTLY. AND THIS IS THE TASK IN THE JOB

DESCRIPTION. >> AND WHAT YOU DO IS HARD, THEN YOU HAVE TO EVALUATE , LIKE ST. MARY'S PEOPLE, LIKE IF YOU HAVE THE SAME DATA THAT YOU CAN COMPARE. IF THEY HAVE THE SAME TASK LOAD AS OUR PEOPLE.

>> YOU ARE LOOKING FOR MAJOR TASKS. IT IS NOT WHAT I DO 3% OF MY DAY. BUT WE PUT THE TASK IN A BUCKET, AND ARE THEY SIMILAR? WE ARE LOOKING FOR A MATCH WHEN WE ARE MATCHING UP THOSE JOBS, YOU KNOW, WE'RE HELPING THE KIDS, OR IN THE CLASSROOM, OR CLEANING. WE TRY TO MATCH UP THE TASKS. YOU MAY HAVE SOMEONE WHO HAS A TASK THAT MAY NOT BE THE SAME. BUT

THE BULK IS MATCHING. >> WHAT IF YOU FOUND SEVERAL USING YOUR EXAMPLE, EMPLOYEES, I THINK YOU USED IA , LET'S SAY THEY HAD A JOB TASK , WHAT HAPPENS ?

>> WE WOULD HAVE PULLED THEM OUT AND FLAG THEM. ALL OF THESE APPEAR TO BE IA1. AND WE WOULD HAVE LOOKED AT, IS IT A GREAT DIFFERENCE? OR DO THE DIFFERENT TASKS NOT CHANGE THE RATING , BECAUSE THEY MAY OR MAY NOT HAVE ENOUGH POINTS TO PUSH IT, FAR ENOUGH AWAY TO BE A DIFFERENT ROLE.

>> WHEN YOU HAVE A CATEGORY OF EMPLOYEES, HAVING TASK OUTSIDE

[01:50:05]

DO YOU DO WITH THAT DATA? >> I DO HAVE A SPREADSHEET, YOU HAVE TO LOOK AT THE TASKS. DO WE HAVE TO LOOK AT THE SEPARATELY OR IS THIS SOMETHING THAT WE HAVE DAVE LADD? -- OR HAVE TO FLAG . YOU WANT TO ADDRESS THIS

HOLISTICALLY. >> WAS I DISCUSSED WITH THE PROJECT TEAM ? I DID NOT SEE THIS OUTLINE IN THE REPORT.

>> IT WOULD BE JUST A CONVERSATION THAT WE WOULD NEED

TO HAVE ALONG THE WAY. >> WILL WE BE ABLE TO SEE THAT IN THE DATA THAT IS PASSED ALONG?

>> SOME OF THOSE. THERE ARE SOME THAT YOU CAN LOOK AT WITH A DATA AT THE END OF THE DAY, LIKE THE POINTS. AND STATISTICALLY THEY DO LINEUP, AND YEAR'S GALLERY NUMBERS, SHOULD GO UP, BUT THERE ARE OUTLIERS IN THAT DATA.

>> TONY, DO WE ACTUALLY -- I AM SO SORRY . DO WE ACTUALLY COLLECT EXIT DATA QUESTION THAT WHEN SOMEBODY LEADS, DO WE

HAVE AN EXIT DATA? >> HUMAN RESOURCE WILL HAVE AN EXIT INTERVIEW. I WILL TRY TO SEE IF I CAN GET THAT DATA.

>> THEY MIGHT BE LEAVING BECAUSE THEY MIGHT NEED MORE MONEY OR SOMETHING LIKE THAT. AND ALSO WITH THE SURVEY IS THE WORKLOAD ALSO INCLUDED, ARE THERE ANY QUESTIONS ON THE SURVEY ASKING ABOUT THE WORKLOAD?

>> CAN YOU BE MORE SPECIFIC? >> THE SALARY THAT THEY ARE RECEIVING, DO THEY FEEL IT CAN COMPENSATE THEIR JOB LOAD?

>> WE ASKED THEM DO DETAIL THEIR JOB ROLE . AND THAT IS THE JOB ANALYSIS PROCESS. THE QUESTIONNAIRE IS THE EASIEST, YOU CAN DO JOB SHADOWING, YOU CAN FOLLOW SOMEBODY ALL DAY AND WRITE-DOWN WHAT THEY DO. OR YOU CAN DO A TIME STUDY, WHERE THEY WRITE-DOWN EVERYTHNG THEY DO, EVERY HOUR, FOR A WEEK.

BUT THE QUESTIONNAIRE IS THE EASIEST. IT IS TIME INTENSIVE TO FOLLOW 700 PEOPLE AND TRACK WHAT THEY DO EVERY DAY. THIS WAY THEY COULD TELL US EXACTLY WHAT THEY ARE DOING.

>> THANK YOU. >> DAWN ?

>> I HAVE TO SAY AT THIS AHEAD A FEMALE ON THE PROJECT TEAM.

>> DO WE HAVE ANY OTHER QUESTIONS?

>> THANK YOU SO MUCH FOR YOUR WORK. I LOOK FORWARD, BUT I HAVE ONE THING, IS FAR IS RECOMMENDATIONS THAT YOU ARE GIVING THEM IS THERE A TIMELINE WHEN THEY ARE GOING TO BE

IMPLEMENTED? >> NOT YET.

>> IT WILL HAVE TO BE PRIORITIZED, WHERE DO WE WANT TO START, WHERE DO WE WANT TO POUR -- PRIORITIZE AND THAT KIND OF THING . DO NOT HESITATE TO REACH OUT IF YOU

[7.02 Policies for Review]

HAVE ANY FUTURE QUESTIONS. >> NEXT WE WILL MOVE ON TO

POLICIES FOR REVIEW . >> GOOD AFTERNOON DR. WHITE,

[01:55:31]

>> I AM CANDY ANDERSON. >> WE ARE PRESENTING POLICY STUDENT BEHAVIOR INTERVENTION. THIS ESTABLISH A UNIFORM POSITIVE BEHAVIOR IN A VISION -- INTERVENTION THAT SCHOOL PERSONNEL WILL USE BEFORE EXCLUSION AND RESTRAINT. WE ARE MAKING RECOMMENDATIONS REGARDING GRAMMAR AND EDITS THAT WILL FOCUS ON CLARITY. THE FIRST RECOMMENDATION TO EDIT STATEMENT A , TO ESTABLISH A UNIFORM CONTINUUM OF POSITIVE BEHAVIORAL INTERVENTION , STRATEGIES AND SUPPORT , CONSISTENT WITH THE STATE REQUIREMENTS FOR IN ADDITION THE DEFINITION OF PHYSICAL RESTRAINT HAD INCLUDE EXAMPLES ON WHAT DOES MEET AND DOES NOT MEET PHYSICAL CONSTRAINT . NOW I AM OPEN FOR QUESTIONS.

>> DO WE HAVE ANY QUESTIONS? >> MY QUESTION HAS TO DO WITH THE PROCESS, PROCEDURES VERSUS THE POLICY. I LEARNED THAT PLACING A PROBLEM STUDENT INTO ALTERNATIVE EDUCATION IS CUMBERSOME AND LENGTHY PROCESS. HOW LONG DOES IT TAKE TO GET A CHILD INTO A PERMANENT PROGRAM?

>> WE ARE GOING TO US THIS POLICY NEXT. I AM SORRY, I WAS

ON THE WRONG ONE. >> WE ARE ON 3215, REGARDING STUDENT BEHAVIOR INTERVENTIONS .

>> SO THE REPORTS THAT WE ARE GETTING, HOW THE STAFF CAN GET HURT. IS THERE SOMETHING THAT WE NEED TO DO POLICY WISE, AS FAR AS EMPHASIZING TRAINING? WHY CAN HELP US ? WHAT MIGHT BE MISSING? BECAUSE WE KEEP GETTING THESE REPORTS.

>> THAT IS A GREAT QUESTION, I BELIEVE THAT WE CAN DO BETTER.

OUR BEHAVIOR EXPECTATIONS ARE EXPLICIT, THEY ARE ACROSS ALL MEMBERS OF THE COUNTY SCHOOLS TO PROMOTE A HEALTHY AND SAFE AND LEARNING ENVIRONMENT. I BELIEVE EVERYBODY IN CALVERT COUNTY IS COMMITTED. CURRENTLY WE HAVE A COLLABORATION OF DIRECTORS AND SUPERVISORS AND CHIEFS WHO ARE WORKING ON BEHAVIORAL TRAINING PROGRAM ACROSS THE DRASTIC -- DISTRICT . THAT POLICY IS UNDER DEVELOPMENT, IT IS GOING TO FILTER THE RECOMMENDATIONS FOR WHEN WE TALK ABOUT BEHAVIOR INTERVENTION WE NEED TO TRAIN THE STAFF ON WHAT THAT IS. AND WE ARE CURRENTLY DOING THAT. THAT HAS BEEN IN PLACE FOR QUITE A WHILE, BUT WE RECOGNIZE THAT WE NEED INTENSIVE TRAINING. THAT EVERYONE UNDERSTANDS THE BASELINE. AND THIS IS WHAT POSITIVE BEHAVIOR INTERVENTION LOOKS LIKE, THIS IS HOW YOU DO IT, AND THIS IS WHY WE DO IT. THAT IS CURRENTLY UNDER CONSTRUCTION. AND IT WILL BE IN PLACE FOR THE

NEXT SCHOOL YEAR. >> IT IS MY UNDERSTANDING IF A TEACHER WANTS THAT TYPE OF TRAINING IT IS AFTER WORK

[02:00:01]

OFFERED DURING THE WORKDAY ? >> THOSE LOGISTICS ARE BEING LOOKED AT, THERE ARE BUDGETARY CONSTRAINTS, BUT WE ARE LOOKING AT HOW WE CAN MINIMIZE THE IMPACT ON INSTRUCTION.

ANYTIME WE TAKE THE STAFF MEMBER AWAY FROM THE STUDENT, THERE IS AN IMPACT THAT WE DO NOT DESIRE BUT WE ARE LOOKING AT A VARIETY OF OPTIONS, IF THE STAFF NEEDS TO ACCESS IT AND GET IT IN PLACE AS SOON AS POSSIBLE. WE HAVE ONE GOING ON RIGHT NOW, THAT OCCURS DURING THE SCHOOL DAY, NOTHING IS AFTER SCHOOL. WE HAVE VERY TARGETED TRAINING .

>> WE OFFER TRAINING BOTH DURING THE SCHOOL DAY AND AFTER. WE OFFER EXTENSIVE BEHAVIORAL TRAINING TO SPECIAL EDUCATOR, IN OCTOBER, I CANNOT REMEMBER THE DATE, SPECIAL EDUCATOR TRAINING. AND WE ARE ALSO EDUCATING FOR THE CLASSROOM. WE ARE TRYING TO BUILD THE CAPACITY, BUT EVEN TODAY IT IS A COMPLETE OPTION OF PRIORITIES DURING THE DAY

AND AFTER SCHOOL. >> TO PIGGYBACK ON THAT , WAS THIS INTENDED FOR SPECIAL EDUCATION OR THE ENTIRE SCHOOL

SYSTEM ? >> IT IS FOR THE ENTIRE SCHOOL SYSTEM FOR OUR PRACTICES ARE ACROSS THE SYSTEM, WE DO HAVE TARGETED TRAINING FOR SPECIAL EDUCATORS BECAUSE THEY ARE IN A MORE COMPLEX SITUATION MORE OFTEN, HOWEVER IT IS FOR

EVERYONE. >> I HAVE BEEN SAYING THIS OVER AND OVER IN MY HEAD, SO I DO KNOW THAT WE HAVE ELEVATED THE TIME OF TRAINING , OR THE TRAINING AVAILABLE TO CERTAIN FOLKS IN SCHOOLS FOR TRAINING. I WILL TELL YOU SOME OF THE FEEDBACK THAT I RECEIVED THIS IS GREAT IF THE ADMINISTRATOR RECEIVES THEIR TRUE -- THAT TRAINING MAY NOT BE IN THE SCHOOL. HOW DOES THE MULTITIER SYSTEM SUPPORT, IT DOES LOOK GOOD ON PAPER BUT HOW ARE WE GOING TO IMPLEMENT IT ? NOW WE HAVE OUR WHOLE HOST OF THINGS. I THINK WHAT WE HAVE BEEN DOING, BAJA -- POSITIVE BEHAVIOR INTERVENTION IT DOES NOT SEEM TO BE WORKING. WHAT ARE THE NEXT STEPS QUESTION MAKE WITH THAT MULTITIER SUPPORT , THOSE TEACHERS TALK TO US, THEY DO NOT FEEL SUPPORTED AT ALL .

>> I WORK WITH THE SCHOOL STAFF EVERY DAY, AND THE SUPPORT IS AVAILABLE, AND IT IS UNFORTUNATE IT IS TRANSLATED THAT WAY. HOWEVER, THE KEY IS TRAINING . EDUCATION IS THE FIRST STEP, WE ARE A SYSTEM OF EDUCATION, SO WE HAVE TO BE VERY INTENTIONAL AND TARGETED ON HOW WE TRAIN THE TEAM. AND TIME IS A GREAT RESOURCE, WE ARE OFTEN COMPETING WITH CONTENT TRAINING THAT HAS TO OCCUR . WE HAVE TO BUILD THE WHOLE LEVEL OF EXPECTATION FOR THE EDUCATORS. SO THE NEXT STEPS OF THE THINGS THAT WE HAVE COMMITTED TO IS TO BUILD A COMPREHENSIVE TARGETED STRATEGIC TRAINING PLAN SO THAT WE CAN SAY DEFINITELY THAT EVERY EDUCATOR, SUPPORT EDUCATOR, ANYBODY THAT TOUCHES A STUDENT WILL HAVE A BASELINE OF KNOWLEDGE. AND THAT THEY KNOW THIS. AND WE USELESS PAUSE -- POLICY . WE NEED TO BE IN

>> I WILL TELL YOU THEY WILL TELL ME, I HAVE MADE SUGGESTIONS, BUT THEY ARE NOT LISTENING TO ME. AND WITH THESE PROGRAMS, IT WOULD BE AMAZING, AND MAYBE YOU HAVE A PLAN IN PLACE, HAVE THE TEACHERS, SOME OF THEM IF THEY ARE WILLING TO VOLUNTEER AND PROVIDE DATA, I THINK IT IS HIGH TIME THAT WE START TO LISTEN.

>> WE HAVE TO BE CAREFUL WITH ABSOLUTES, IT IS DANGEROUS, WE HAVE TO HAVE DATA TO SUPPORT WHAT IS BEING SAID. WE DO

[02:05:12]

THE PROCESS. >> I AGREE WITH THAT, BUT I DO NOT BELIEVE A SINGLE TEACHER HERE TONIGHT , FEEL SUPPORTED.

SPECIALIST, IT IS MY UNDERSTANDING THAT THE BEHAVIORAL SPECIALIST IS TO BASICALLY GIVE GUIDANCE AND SUGGESTIONS. TO ME WHEN I THINK OF A CHILD IN CRISIS IT SHOULD BE ALL HANDS ON DECK, WHY IS THE BEHAVIORAL SPECIALIST NOT PART OF THAT ALL HANDS ON DECK?

>> I WOULD DISAGREE THEY ARE NOT ALL HANDS ON DECK. THERE IS A CLASSROOM WITH BEHAVIOR SPECIALIST ON THE FRONTLINE.

THERE ARE TIMES, BECAUSE THEIR WORK IS BROADER THAN MANAGING A STUDENT, SO SOMETIMES I THINK THEY GET MISREPRESENTED, THEY MIGHT BE ON A VIRTUAL MEETING. THEY MIGHT BE PREPARING SOMETHING TO SUPPORT THAT STUDENT. SO IT IS A DELICATE BALANCE. LIKE HOW ARE THEY GOING TO SUPPORT AND WHAT DOES THE SUPPORT LOOK LIKE? THERE MIGHT BE A DAY, BECAUSE OF THE WAY THEY ARE ASSIGNED, THEY MAY NOT BE THERE AND I NEED TO MAKE SURE THAT EVERYBODY KNOWS WHAT TO DO IN THOSE EVENTS. I HAVE WATCHED BEHAVIOR SPECIALIST BE SIGNIFICANTLY INVOLVED WITH KIDS AT A DIFFICULT TIME. I DO NOT WANT TO DIMINISH THE WORK

THAT THEY ARE DOING. >> WITH A BEHAVIORAL SPECIALIST, YOU SAID THEY MOVED FARM LOCATION TO LOCATION

THROUGHOUT THE DAY? >> YES, THAT IS CORRECT, WE DO

NOT HAVE ONE FOR EVERY SCHOOL. >> SO DOES THE ADMINISTRATOR AT THE SCHOOL KNOW WHERE THEY ARE? IS THE SCHEDULE TRANSPARENT SO THAT EVERYBODY KNOWS QUESTION

>> THERE ARE TIMES WHEN WE HAVE A DIFFICULT CASE, I MIGHT SAY OR A SUPERVISOR MAY SAY THIS IS A PRIORITY, AND ARE PROTOCOL, AND I AM POSITIVE ABOUT IT, A SPECIALIST WILL WORK WITH A TEACHER THAT WILL SUPPORT THAT STUDENT . TO BE ABLE TO DO THAT IT CANNOT BE , LIKE THEY SHOULD NOT BE USED FOR A DUTY. THEY ARE A RESOURCE THAT WE NEED TO APPLY TO A CASE. THEY ARE NOT IN A POSITION WHERE THEY ARE GOING TO BE IN A HALF-TIME POSITION , AND WHEN WE KNOW WE HAVE INTENSIVE CASES WE HAVE A PROTOCOL ON WHO IS GOING TO BE THERE. OR IF SOMEBODY IS OUT, DO WE HAVE A BACKUP? WE HAVE TO TRIAGE THAT. IT IS NOT PERFECT. WE HAVE TO LOOK AT IT AFTER THE FACT AND SAY WE NEED TO DO THIS DIFFERENTLY. I AM SURE YOU HAVE SOME STORIES, BUT THAT IS THE INTENT AND THAT IS WHAT WE ARE WORKING TOWARDS. AND THOSE PEOPLE WORK VERY HARD WITH OUR CHALLENGE STUDENTS IS

>> I STRONGLY BELIEVE THERE NEEDS TO BE LANGUAGE, THERE ARE CERTAIN TEACHERS IN DIFFERENT PHYSICAL POSITION. I KNOW IN MY SCHOOL, IF THERE IS A FIGHT, THE TEACHERS MAY NOT BE HERE AND BREAK IT UP BUT IT HAS BEEN BROUGHT TO MY ATTENTION FROM MULTIPLE SCHOOLS, WHERE TEACHERS WHO ARE INJURED, THEY ARE THE ONES WHO ARE BREAKING UP THE FIGHT.

HAVING TALKED TO TEACHERS WHO DO THIS, WHO ARE INJURED, THEY HAVE A RESPONSIBILITY TO MAKE SURE THAT THE STUDENT IS SAFE AND THEY DO NOT THINK ABOUT THEIR SAFETY. I THINK WE SHOULD INCLUDE LANGUAGE THAT WILL FOCUS ON TEACHER SAFETY. SO THEY KNOW THAT THEY CANNOT BE INVOLVED IN THE FIGHT BECAUSE OF THEIR SAFETY. I DO NOT KNOW HOW DOES STATE THAT IN THIS

[02:10:03]

YOU. >> THERE ARE SPECIFIC GUIDELINES RELATED TO PERSONNEL . I HAVE TO ENSURE THAT WE FOLLOW THE LAW AND EXPECTATIONS BUT I CAN SAY WE DO NOT HAVE AN EXPECTATION, NEVER HAS THERE BEEN COMMUNICATED THAT THE DOG HAS TO BE, BUT WE PROVIDE GUIDANCE, LIKE VERBAL PROXIMITY TO ESCALATE FIRST. THIS IS SOMETHING THAT WE WOULD NOT PROMOTE, BUT I THINK WE CAN CRAFT SOME LANGUAGE.

>> WHEN WE DO TRAINING , DE-ESCALATION, WE LOOK AT POLICY AND A PRACTICAL POINT. OVER SPRING BREAK I WORKED WITH BEHAVIORAL SPECIALIST , AND WE HAD A GOOD CONVERSATION AROUND THE DIFFERENCE BETWEEN A FIGHT AND DE-ESCALATION . AND WHAT CAN YOU DO TO SUPPORT THE TEAM THAT IS TRAINED IN THAT AREA? SO THIS IS PART OF A BIGGER PROTOCOL , BUT NOT DIRECTLY IN

THE POLICY AND PROCEDURE. >> I HEARD AN ADMINISTRATOR SAY, IT IS YOUR RESPONSIBILITY, BUT I THINK THE VAST MAJORITY OF TEACHERS ARE TRYING TO PROTECT THE STUDENTS SAFETY WHEN THERE IS A FIGHT. THERE COULD BE PERSONNEL POLICIES THAT WE SHOULD HAVE .

>> WOULD IT BE BENEFICIAL TO HAVE DONNA INVOLVED .

>> THAT HAS ALREADY BEEN DISCUSSED .

>> I KNOW MS. SANDERSON AND ZACH ARE GETTING THE UP TO PAR WITH THE TRAINING. WE HAVE STAFF IN CAFETERIA, WE HAVE A LOT OF PEOPLE IN THE BUILDINGS THAT COULD POSSIBLY USE THIS

TRAINING. >> WE CAN ACTUALLY PUSH IT OUT TO THE TEAM. TO DETERMINE WHETHER OR NOT IF SOMEBODY IS MISSING. WE ARE INCLUSIVE AS PRACTICAL, PRIORITIZING THOSE THAT SUPPORT THE STUDENTS DIRECTLY.

>> YOU PRETTY MUCH COVERED A AND F . I APPLAUD CALVERT, WE KNOW THAT TEACHERS HAVE A LOT GOING ON, THEIR JOB IS TO EDUCATE, BUT THEY ARE NOT PROPERLY TRAINED TO DEAL WITH WHAT IS GOING ON. I KNOW THERE IS A SCHOOL THAT IS BEEN WORKING WITH THE MEDIATION CENTER, THEY HAVE HAD A FEW OPPORTUNITIES TO WORK WITH SOME OF THE STUDENTS. THEY DID A FOLLOW-UP. I HOPE I AM NOT OVERSTEPPING BUT THERE WAS A FOLLOWED UP . THERE HAVE BEEN NO MORE INCIDENCES AND SOMETIMES PEOPLE WANT AN INSTANT RESULT WHEN YOU SAY EVERY AND ALL, IT IS NOT EVERY AND ALL IN EVERY SITUATION. I SAT AT A SCHOOL FOR A COUPLE OF HOURS TO SEE THE TRANSFORMATION OF THE MAIN PLAYERS. AND SOMEBODY MONITORING THEIR SOCIAL MEDIA , TO SEE IF THEY ARE AGGRESSIVE, AND IT BLOWS MY MIND, TO SIT AND TALK TO SOME OF THE STUDENTS, WE DO NOT KNOW THE ENVIRONMENT. SOMETIMES THE WAY THEY ARE SPEAKING OR ACTING IS THE WAY THEY, YOU KNOW, THEY ARE USED TO . AND WHEN THEY ARE IN SCHOOL AND HAS TO CHANGE, BUT IT IS A CULTURAL THING. AND A FEW SCHOOLS ARE REACHING OUT TO AN OUTSIDE RESOURCE TO ACTUALLY HELP WITH SOME OF THESE ISSUES. SO THINGS ARE BEING DONE. AND I COMMEND YOU GUYS. BECAUSE YOU ARE DOING

[02:15:03]

TEACHERS. THANK YOU. >> ANYONE ELSE ? NEXT WE HAVE , I THINK WE HAVE TO PUT THIS UP FOR 30 DAY REVIEW.

NEXT WE HAVE POLICY 3930. THIS IS REGARDING ALTERNATIVE EDUCATION. TO ENSURE THERE IS ALTERNATIVE METHOD OF INSTRUCTION FOR A STUDENT WHO IS EXPERIENCING DIFFICULT FUNCTIONING IN THE TRADITIONAL SCHOOL SETTING THE RECOMMENDED CHANGE IS TO UPDATE THE DEFINITION OF EXTENDED SUSPENSION, UNDER 2B. . THIS IDEATION WAS ADDED, AT THE BOTTOM OF THE POLICY. THIS IS A LEGISLATIVE CHANGE, ADDING THE COLMAR LANGUAGE AND UPDATING THE DEFINITION.

>> I WE NEED TO ADDRESS THE PROBLEMS AND NOT MAKING USES.

WE ARE NOT LOOKING FOR INSTANT RESULT, WE ARE LOOKING FOR ANY RESULTS, AND WE ARE NOT SEEING THEM, AND THAT IS A PROBLEM. MY QUESTION IS WITH THE PROCESS IN THIS POLICY INSTEAD OF THE POLICY ITSELF. I LEARNED THROUGH RESEARCH PLACING THE STUDENT IN ALTERNATIVE EDUCATION IS LENGTHY, IT CAN TAKE UP TO A YEAR. PAPERWORK, CASE-BY-CASE ASSESSMENT DELAYS THE REMOVAL OF STUDENTS WHO ACT OUT VIOLENTLY, AND PRESENT A THREAT TO TEACHERS AND STUDENTS. I HAVE THREE QUESTIONS. WHY DOES IT TAKE SO LONG ? WHAT CAN WE DO TO EXPEDITE THE PROCESS ? FOR STUDENTS WHO POSE A DANGER TO TEACHERS AND OTHER STUDENTS .

>> I HAVE NOT EXPERIENCED EXTENDED TIME FROM THE TIME I RECEIVED AN APPLICATION TO PLACEMENT. IF THE INCIDENT IF THERE IS A LACK, -- I GUESS I AM NOT AWARE OF THAT. IF YOU WANT TO SHARE INFORMATION REGARDING THE CONCERN I AM HAPPY TO DIVE INTO THAT DEEPER. ANYONE THAT I HAVE PLACED, IT HAS BEEN RAPID. USUALLY WITHIN ONE WEEK OR TWO .

>> YOU HAVE TO GO THROUGH PROCESS TO PROVE THAT YOU HAVE DONE SEVERAL THINGS TO TRY TO FIND THE TRIGGER, TO RESOLVE , AND IN MANY SITUATION THAT IS APPROPRIATE FOR A CHILD THAT IS A DANGER, TO ME THAT PROCESS NEEDS TO BE EXPEDITED. WE CANNOT MAKE ADMINISTRATORS JUMP THROUGH HOOPS WHY CHILDREN ARE BEING INJURED, AND TEACHERS ARE BEING INJURED. THAT IS WHY I SAY THERE NEEDS TO BE A SPECIAL PROCESS IN PLACE, TO EXPEDIT IT WHEN THE CHILD IS A DANGER.

>> THANK YOU FOR CLARIFYING, THEY WERE TAUGHT ABOUT THE APPLICATION PROCESS. BUT YES, DATA IS GATHERED, DEPENDING ON THE RECOMMENDATION. BY LAW IF THERE IS A SERIOUS HARM TO ANOTHER INDIVIDUAL, THE SCHOOL ADMINISTRATOR, THE PRINCIPAL, WOULD LIKELY SUSPEND THAT STUDENT . AND MAKE A RECOMMENDATION FOR AN EXTENSION. AND IN THAT CASE THEY WOULD COME TO A COURT HEARING, DISCIPLINARY MODEL, WE ARE GOING TO HOLD THE BOARD MEETING . TO MAKE E AGAIN LENGTH OF INTIMATE HARM, IS BASED ON A SUSPENSION . AND A

[02:20:08]

>> WHAT ABOUT IF THE CHILD IS IN ELEMENTARY AND WE DO NOT SUSPEND IN THAT CASE? IF THERE IS AN INTIMATE THREAT OR SERIOUS HARM, THAT IS AN IMMEDIATE REQUEST, PROMPTED BY THE SCHOOL ADMINISTRATOR FOR PLACEMENT. THERE HAS NOT BEEN ONE K WHERE THERE HAS BEEN PRESENTED TO MY OFFICE THAT THERE IS A THREAT, AND ANYBODY CAN DIRECT THEM TO THIS DAY, TO PROVE THAT THE CHILD IS A THREAT.

>> IF YOU KNOW OF A SPECIFIC EVENT I AM HAPPY TO INVESTIGATE . IF THERE IS SOMETHING WE CAN INVESTIGATE MA CORRECTIVE -- MAKE CORRECTIVE ACTION .

>> WHEN THAT TEACHER WAS INJURED, THAT STUDENT ONLY GOT ONE DAY SUSPENSION. HOW CAN A TEACHER BE INJURED, FIGHTS ARE HAPPENING, AND THEY SHOW UP IN THE CLASSROOM THE NEXT DAY?

>> I HAVE NOT HEARD OF AN INCIDENT, IF A CHILD IS INVESTIGATED, AND THE EVIDENCE SUPPORTS THERE IS AN INCIDENT OCCURRED WHERE THEY INJURED SOMEONE OR A HARM TO OTHERS, IT IS AT YOUR DISCRETION, THE ADMINISTRATOR HAS THE AUTHORITY TO SUSPEND . I DO NOT KNOW THE SPECIFICS OF THAT CASE, THAT IS SOMETHING THAT WE WILL HAVE TO LOOK CLOSELY. ANY WILL COME THROUGH ME, IT WAS NOT PRESENTED NOR WAS IT TURNED

DOWN. >> I THINK THE SITUATION THAT ARE BEING DISCUSSED ARE DIFFERENT, WE ARE TALKING ABOUT INTIMATE HARM AND DANGER, I BELIEVE YOU ARE TALKING ABOUT SCHOOL SETTINGS WHERE THE STUDENT GETS IN A FIGHT, SOMEONE INTERJECTS, AND THE PERSON WHO INTERJECT. HER.

THAT IS NOT WHAT MRS. LEWIS IS TALKING ABOUT, SHE'S TALK ABOUT

INTIMATE HARM. >> TIME TO THE CHILD IN THE CLASSROOM, LET'S SAY THEY PICKED UP A CHAIR AND THEY HIT SOMEBODY WITH IT. THAT TO ME IS A CHILD WHO POSES A THREAT .

OR IF A CHILD PUNCHES ANOTHER CHILD IN THE CLASSROOM BECAUSE OF SOMETHING THAT WAS SAID, BECAUSE HE DID NOT LIKE WHAT

WAS SAID. >> THAT CLARIFICATION WAS NEEDED, THE STAFF HAS TO UNDERSTAND WHERE YOU ARE COMING FROM VERSUS WHAT THEY ARE TRYING TO EXPLAIN.

>> SO IN 2009 A TASK GROUP BEGAN THROUGH THE STATE BOARD TO SHIFT THE DISCIPLINE REGULATION FOR THE STATE OF MARYLAND. THOSE REGULATIONS FINALLY SHIFTED IN 2014, IT WAS A FIVE-YEAR PROCESS. WE SHIFT FROM A ZERO TOLERANCE AS A STATE. THAT PROGRESSIVE DISCIPLINE MODEL THAT IS STATE LAW, IT REQUIRES THAT THE SCHOOL SYSTEM LOOK AT A PROGRESSIVE MODEL, PRIOR TO SUSPENSION OR EXPULSION. SO THE CONTINUUM OF RESPONSES THAT ARE OUTLINED IN THE STUDENT CODE OF CONDUCT, THE ADMINISTRATORS USE ON A REGULAR BASIS TO DETERMINE AFTER THE INVESTIGATION WHAT IS THE APPROPRIATE RESPONSE. WE NO LONGER SAY THAT CHILD PICKED UP THAT CHAIR AND HIT A CHILD NOW THEY ARE IN ALTERNATIVE EDUCATION. THIS IS SOMETHING THAT WE WOULD NOT DO. WE WANT TO LOOK AT THE INDIVIDUAL CASE. AND SUPPORT, OBVIOUSLY THERE IS A CONSEQUENCE, BROUGHT SUPPORT, SO WHEN THAT CHILD DOES RETURN THAT THEY ARE IN A BETTER PLACE. WHETHER THEY LEARN SOMETHING, RELEARN SOMETHING OR UNLEARN SOMETHING. THIS IS

[02:25:08]

>> I WANT TO CLARIFY THAT BEHAVIOR IS THE PROBLEM, NOT

THE CHILD. >> IT WILL TAKE ALL OF US, I FELT THERE WAS A MISUNDERSTANDING ABOUT DISCIPLINE AND SPECIAL EDUCATION STUDENTS. LAST SUMMER WE HAD THE ATTORNEY TALK ABOUT THE LANGUAGE, NOT TO SAY LET'S OPEN UP THE FLOODGATES FOR SUSPENSION. BUT WHAT DOES THAT MEAN? WHAT DOES THE LANGUAGE MEAN ? WE NEED TO HAVE A CONVERSATION AROUND , EVEN IF YOU ARE IDENTIFIED, ASPECTS OF COLMAR THAT PERTAIN TO YOU, HOW DO WE WORK THROUGH THAT AS A TEAM? MY PERSONAL OPINION AS GOTTEN BETTER AT THE BUILDING LEVEL WITH THIS UNDERSTANDING THAT THEY DID NOT SIT IN THE MEETING WITH THE ATTORNEY. BY DR. JOHNSON AND I CAME TO AN UNDERSTANDING WHAT COLMAR WAS SAYING AND WE ARE BETTER ABLE TO COMMUNICATE THAT FOR THESE DIFFICULT CASES

. >> YOU SPOKE EARLY ON ABOUT THE AMOUNT OF TIME IT TAKES THE ADMINISTRATOR, WHETHER YOU HAVE A STUDENT OR A STUDENT WITH DISABILITIES, ONE THING THAT I DO NOT KNOW THAT WAS ADDRESS IS THE NEED FOR DATA COLLECTION. SO WE HAVE TO DETERMINE WHETHER OR NOT THE BEHAVIOR IS ONE TIME ISSUE OR IF IT IS A BEHAVIOR THAT IS BEING DEMONSTRATED ACROSS THE BOARD. AND WE HAVE TO DEMONSTRATE THAT WE HAVE PUT STRATEGIES IN PLACE TO ADDRESS THE BEHAVIOR. AND WE HAVE NOT SEEN IMPROVEMENT. THAT FIRST SCENARIO, LIKE WHY IT TAKES SO LONG, I THINK THAT TRAINING THAT IS HAPPENING THROUGH DR. ANDERS OFFICE IS AROUND DATA COLLECTION, AND HOW WE CAN GET ACCURATE DATA. AND TO ADDRESS THE BEHAVIOR THAT THE STUDENT DEMONSTRATES. AND IF IT IS CONSISTENT, THE ADMINISTRATOR IS ABLE TO REFER THAT STUDENT FOR PLACEMENT FOR ALTERNATIVE EDUCATION. SHE WILL LOOK AT THAT DATA TO DETERMINE, YES WE TRIED THESE THINGS, AND WE CANNOT CHANGE THEIR BEHAVIOR. MANY TIMES AT THE ELEMENTARY LEVEL IN TANDEM WITH GENERAL ED STUDENTS , THIS IS THE PROCESS FOR IDENTIFICATION OF SPECIAL EDUCATION. AND THAT ALL DATA COLLECTION, TO GET INTO THE PROGRAM TO MEET THE NEEDS FOR THAT STUDENT WITH SPECIAL NEEDS.

>> A STUDENT WITHOUT IEP, IT SEEMS THAT THE MODEL IS NOT WORKING, BUT WHAT ABOUT THE VICTIM?

>> WE ARE WITHIN THE LAW. WE HAVE TO MODEL WHAT THE STATE BOARD SAYS THAT WE HAVE TO DO . IT IS A STATE REQUIREMENT. I AM HAPPY TO SHARE THE LITERATURE WITH THE TEAM. THERE IS A NICE OVERVIEW FROM THE TRANSITION FROM 2009 TO WHAT WE ARE TODAY, THAT IS A MARYLAND STANDARD AND WE CANNOT DEVIATE FROM THAT. AND THANK YOU DR. JOHNSON FOR BRINGING UP THE DATA PIECE, WHEN WE ARE LOOKING FOR PLACEMENT OF A STUDENT , WE ARE LOOKING TO DETERMINE WHETHER OR NOT THAT DATA SUPPORT, IS THERE A SKILL DEFICIT OR IS IT A PERFORMANCE DEFICIT WHICH MAKES DOES THE CHILD KNOW WHAT TO DO, BUT DOES NOT DO IT , OR DO THEY NOT HAVE THE SKILLS DEVELOPED ENOUGH TO DO THAT? WE ARE GOING TO FOCUS ON IDENTIFYING LAGGING SKILLS,

[02:30:10]

>> AN ALTERNATIVE EDUCATION IS DESIGNED FOR THOSE KIDS WHO NEED INTENSIVE SUPPORT TO HELP TEACH THAT.

>> WE ARE ALSO WERE GOING WITH THE FAMILIES AND THE PARENTS, BECAUSE THEY NEED TO UNDERSTAND HOW WE ARE DOING SO THEY CAN SUPPORT OUR WORK. WE WORK WITH FAMILIES AROUND LAGGING SKILLS. THE CONVERSATION WITH A PARTNER, YOU KNOW, WE HAVE

TO PARTNER WITH EVERYBODY. >> HOW DO WE HOLD THE PARENTS

ACCOUNTABLE FOR THIS? >> I DO NOT KNOW IF IT IS ACCOUNTABILITY, I THINK IT IS PARTNERSHIP I THINK OUR PARENTS ARE EAGER TO UNDERSTAND OUR APPROACHES, AND SEE HOW THEY CAN FIT IN, KIND OF BRAID RESOURCES TOGETHER WITH US. WE HAVE A STUDY AROUND PARROTING WITH -- PARTNERING . WE HAVE

TO FOSTER CHANGE . >> THIS IS ABOUT ACCOUNTABILITY, WE WANT TO MAKE THE HOME SCENARIO MORE

SUCCESSFUL. >> THAT IS THE PRIMARY GOAL.

WE ARE ALSO WORKING, MY OFFICE , SOCIAL WORKERS, SCHOOL PSYCHOLOGIST WILL PARTNER WITH BEHAVIORAL SPECIALIST, AND WE MEET REGULARLY IN ORDER TO DEVELOP WORKSHOPS AND TRAINING OPPORTUNITIES FOR OUR PARENTS. AND AGAIN IT IS A PARTNERSHIP AND WE RECOGNIZE THAT KIDS DO NOT COME TO SCHOOL AND SHED WHAT THEY EXPERIENCED AT HOME. OR WHAT THEY LEARN TO DO THEIR . WE ARE WORKING VERY HARD TO DEVELOP PARTNERSHIP TRAINING

FOR OUR FAMILIES. >> IT IS VERY HARD, WE HAVE EMAILS FROM PARENTS WHO CANNOT UNDERSTAND WHY THEIR CHILD IS BEING EXPOSED AND SOMETIMES EXPERIENCING, I REMEMBER A PARENT WHO HAD A VERY YOUNG CHILD, AND I CAN UNDERSTAND WHY THEY DID NOT UNDERSTAND WHY HE WAS SENT FROM ANOTHER CHILD. I CERTAINLY WOULD NOT WANT MY CHILD IN THAT

SITUATION. >> I REVIEWED THEM WHEN I SIT NEXT TO MY MOM, WHO ENDS UP ANSWERING. SHE AND I WERE TAUGHT ABOUT ALTERNATIVE EDUCATION, I THOUGHT IF THE STUDENT IS GETTING FIGHTS IN THEM TO ALTERNATIVE EDUCATION.

HOWEVER MY MOM , SAID A CHANGING ENVIRONMENT , MAYBE SOMETHING ELSE IS GOING ON. AND NOW I HAVE A BETTER UNDERSTANDING. WE ARE STILL WORKING ON PERFECTING IT. I HAVE A COUPLE OF QUESTIONS ON ALTERNATIVE EDUCATION. HOW OFTEN IS THE ENVIRONMENT, THE PEOPLE, AND EDUCATION CHANGES, LIKE HOW OFTEN DO YOU GET A NEW STUDENT OR A NEW

TEACHER QUESTION >> WE HAVE SUPPORT K-12, WE HAVE ONE VACANCY FOR ENGLISH, THAT IS BEING FILLED BY A

[02:35:04]

AND OUT WHEN NEEDED. >> ALTERNATE EDUCATION ARE THERE UNTIL YOU MEET A UNDERSTANDING. OR THE BEHAVIOR CHANGES. CAN YOU EXPLAIN THE STANDARD OR EXPECTATIONS? CAN YOU GIVE SOME LIGHT ON HOW THE CHANGING ENVIRONMENT MY IMPACT -- MIGHT IMPACT THE STUDENT WET

>> WHEN THE STUDENT TRANSITION BACK TO THEIR COMPREHENSIVE SCHOOL, THE REGULAR HOMESCHOOL, THEY ARE NOT BEHIND. SO THE TEACHER IN ALTERNATIVE EDUCATION PROGRAM WILL TEACH ALL OF THE CONTENT, BUT THEY COLLABORATE WITH THE OTHER TEACHERS . SO THEY UTILIZE ALL OF THE RESOURCES THAT EVERYONE ELSE DOES. THERE IS EXPECTED SOCIAL COMPONENT . THIS IS WHERE THE SOCIAL WORKER OR A PSYCHOLOGIST OR COUNSELOR WOULD COME IN , MEET WITH THE STUDENT, AND PRESCRIBE , WHETHER IN A GROUP OR INDIVIDUAL LIFE, TO LOOK AT SKILLS . EMOTIONAL SKILLS. IT IS ACADEMICALLY RIGOROUS AS WELL THERE IS A CONTINUITY OF LEARNING THAT IS ESTABLISHED THERE . AS FAR AS THE IMPACT ON THE IN AND OUT, IT IS ESTABLISHED BY WHO IS IN IT. THE TEACHER DOES A PHENOMENAL JOB, FOR ALL OF THE THINGS THAT ARE REQUIRED TO ENSURE THAT THE STUDENT IS SAFER AND TO ENSURE THEY RECOGNIZE THAT THEY DID WRONG, AND THEY UNDERSTAND IT IS GOING TO BE FLUID. AND IT WILL IMPACT , IF THEY BUILD A RELATIONSHIP IN THE SHORT TIME THAT THEY ARE THERE, WHEN THAT PERSON IS GONE THEY WILL HAVE AN IMPACT, A POSITIVE IMPACT AND IT IS MORE INDIVIDUALIZED, SUPPORT TO HELP THEM TRANSITION BACK TO BE

SUCCESSFUL. >> THANK YOU .

>> DO WE HAVE AN OUTREACH AND SUPPORT FOR THE CHILDREN THAT

BECOME A VICTIM? >> WE DO, IT IS A PART OF MY PRACTICE WHEN I MEET WITH THE PRINCIPAL OR THE ADMINISTRATIVE TEAM, IT IS CALLED SUPPORTIVE MEASURES. WE CALL THEM COMPLAINT SINCE , OF COURSE WE CANNOT FORCE THEM TO TAKE A MEASURE. IT IS CONNECTED WITH THE PROFESSIONAL, MENTAL

[02:40:02]

>> I WAS WONDERING IF THERE IS A PROCESS IN PLACE FOR THE INTAKE , PROGRESS AND THE COMPLETION OF THEIR TIME?

>> THERE IS AN INTAKE MEETING WITH THE STUDENT. AND THEIR PARENTS OR GUARDIANS. AND THE ADMINISTRATOR. AND USUALLY BOTH SCHOOLS, THE TEACHER AS WELL AS THE ADMINISTRATOR FROM THE SENDING SCHOOL. THE DATA WILL DETERMINE THE SUCCESS CRITERIA WELL IT WILL -- WHAT IT WILL LOOK LIKE . WE HAVE A FEEDBACK FORM, AND THERE IS GOAL SETTING . AS WELL AS ACADEMIC AND EMOTIONAL. WE EXPECT THEM TO DO EXTREMELY WELL ACADEMICALLY . AND HE CAN BUMP UP THEIR GRADES. WHICH IS A GREAT THING. AND THEY ARE DOING MUCH BETTER. SO THERE IS PROGRESS MONITORING AND THERE IS ALSO TRANSITION TIME, WITH THE ALTERNATIVE , THE COUNTY ALTERNATIVE PROGRAM, ALTHOUGH THEY HAVE LIMITED STAFFING, THEY HAVE BILLED TIME IN THE SCHEDULE TO GO TO THE RETURNING SCHOOL WITH THE STUDENTS . SO WHATEVER IS DETERMINED TO HELP THAT STUDENT TRANSITION BACK, AND SUPPORT FROM A TRUSTED ADULT.

>> YOU TALKED ABOUT A REENTRY PLAN. IS THERE A LIMIT OR MAXIMUM AMOUNT OF TIME THAT THE STUDENT CAN BE IN ALTERNATIVE

PROGRAM? >> THIS IS A HOT TOPIC. THERE IS 45 DAYS , THIS IS APPLIED TO A STUDENT WITH A DISABILITY, THEY CANNOT STAY LONGER THAN 45 DAYS PER THERE IS NOT DIRECT GUIDANCE THAT SAYS THAT THE STUDENT HAS TO STAY FOR 45 DAYS, THEY CAN STAY JUST 10 DAYS. WE ARE WORKING AS A DISTRICT TO CLARIFY THIS PRACTICE, ULTIMATELY WE WANT THE STUDENT TO RETURN BACK TO THEIR SCHOOL AS SOON AS POSSIBLE. BUT IT IS CASE-BY-CASE. SOME KIDS TRULY LEARN WHAT THEY NEED TO DO OR LEARN. NOW WE HAVE THE FLEXIBILITY, WE DO USE THAT 45 DAYS AS A GUIDELINE. SOMETIMES THE INTENT DOES SUPPORT THAT STUDENTS NEED.

>> WHILE A STUDENT IS INVOLVED, ARE THEY ABLE TO PARTICIPATE IN EXTRACURRICULAR ACTIVITIES ?

>> THEY ARE NOT . >> DOES THAT ALSO INCLUDES

SPORTS? >> THAT IS CORRECT.

>> ONCE THEY COME OUT AND THEY HAVE A SUCCESSFUL TIME, WHEN THEY GO BACK TO THEIR OWN SCHOOL CAN THEY GO BACK?

>> THEY HAVE TO MEET THE REQUIREMENTS , THERE IS NO HOLDOVER, WHERE THEY CANNOT PARTICIPATE .

>> AFTER A STUDENT, OR IF A STUDENT GOES THROUGH THE PROGRAM , AND THEY GO BACK TO THEIR SCHOOL, AND THEY ARE JUST NOT REALLY GETTING IT , IS THERE ANY OTHER , CAN SOMETHING ELSE HAPPEN AFTER EVERY METHOD HAS BEEN EXHAUSTED

[02:45:06]

? >> EVERY STUDENT IS GUARANTEED DUE PROCESS.THEY CAN GO BACK. WE DO HAVE STUDENTS WHO GO BACK TO ALTERNATIVE EDUCATION. WE DO NOT HAVE A LOT OF OPTIONS IN THE DISTRICT. THE NEXT STEP WOULD BE EXPULSION. BUT YOU HAVE TO MEET SPECIFIC CRITERIA TO BE EXPELLED. IT COULD BE A REPEAT TO ALTERNATIVE EDUCATION. WE DO WHAT WE CAN TO SUPPORT THE KIDS. THE PRIMARY GOAL IS TO HAVE THEM IN SCHOOL.

>> THANK YOU . >> IT IS MY UNDERSTANDING A CHILD WITH AN IEP CAN ONLY BE SUSPENDED FOR 10 DAYS FOR THE ENTIRE SCHOOL YEAR. SO IF THAT CHILD CONTINUES TO EXHIBIT BEHAVIORS , WHAT WOULD BE DONE? WHAT IS THE PROTOCOL ? ACCURATE, IT IS A MANIFESTATION OF THEIR DISABILITY. SOME OF OUR STUDENTS DO GO TO ALTERNATE EDUCATION SETTING, THE MOST IMPORTANT THING WHEN A STUDENT IS IDENTIFIED THERE ARE OTHER OPTIONS ON THE TABLE. OFTENTIMES A STUDENT MAY GO TO ALTERNATIVE ED AND WE ARE PARTNERING AND TALKING ABOUT IT, AND THEY MAY TRANSITION TO ANOTHER PLACE OR PROGRAM THAT IS MORE RESTRICTIVE BUT WE ARE WORKING THROUGH THAT. WE ARE NOT WAITING TO SEE IF THERE IS SOMETHING ELSE, WE CONSIDER ALL OPTIONS IN TANDEM IT IS NOT ABOUT THE NUMBER OF DAYS, BUT IT , LET'S SAY FOR EXAMPLE THEY HAVE A DISABILITY AND YOU EXPECT THEM TO BE IMPULSIVE, YOU CANNOT EXPEL THEM OVER IN OVER AGAIN. SO WE ARE CONSTANTLY WORKING THROUGH THOSE PIECES. WE WORK TOGETHER AS A TEAM, TRYING TO BUILD THE SKILLS SO THEY DO NOT DISPLAY NEGATIVE BEHAVIOR ANYMORE. AND PROVIDE SUPPORT FOR THAT STUDENT.

>> LET'S SAY THAT CHILD RECEIVED 10 DAYS, REPEATEDLY DESTROYS A CLASSROOM OR DISRUPTS , HOW WOULD THAT

SITUATION BE HANDLED? >> THAT IS NOT PHYSICAL HARM OR BODILY INJURY. IT IS A MANIFESTATION OF THEIR DISABILITY. BUT IF IT IS BODILY HARM OR THAT KIND OF THING WE CAN USE THOSE REMEDIES THAT ARE THERE AS WELL. IT REALLY IS CASE-BY-CASE. WHEN WE HAVE SIGNIFICANT CASES, I TRIED TO CONSULT WITH THE TEAM , OR SEND A SUPERVISOR TO CONSULT TO WORK THROUGH WHAT WE ARE CONSIDERING.

>> DO WE ACTUALLY NEED MORE ALTERNATIVE EDUCATION

PLACEMENTS AND TEACHERS ? >> I THINK IT WOULD BE VALUE ADDED TO OUR SYSTEM , IF WE HAD MORE ALTERNATIVES FOR THE STUDENT. BUT WE HAVE TO BE VERY CAREFUL TO UNDERSTAND ALTERNATIVE PLACEMENT DOES NOT MEAN DISCIPLINE . WE HAVE STUDENTS WHO HAVE ANXIETY, THAT WORK BEST IN A SMALL SETTING. DISTRICTS THAT HAVE COMPREHENSIVE ALTERNATIVE PROGRAMS, HAVE SUCCESSFUL PROGRAMS WHEN THE STUDENT IS NOT THEREFORE DISCIPLINE. AND ANY ADDITIONAL SUPPORT FOR LOOKING AT ALTERNATIVE MODELS OR EXPANDING OUR OPTIONS WOULD

BE GREAT . >> I AM A PROPONENT FOR ALTERNATIVE EDUCATION FOR CHILDREN WHO POSE A THREAT TO OTHERS IN EXPEDITED FASHION. THEY ARE BEING DEPRIVED OF AN EDUCATION AS WELL. BY PUTTING THEM INTO A SMALL GROUP SETTING YOU ARE MORE THAN LIKELY TO BE ABLE TO REACH THEM. THANK YOU.

TODAY , THIS IS A DIFFERENT SET OF BEHAVIOR BUT IT IS HARASSMENT. IT IS DISRESPECT . OBVIOUSLY, BREAKING THE LAW.

[02:50:04]

THEY CANNOT CONTROL THAT. >> WHAT HAS BEEN DUMB AND CURRENTLY IN PLACE, WE ARE REACHING OUT. WHEN WE ARE DEALING WITH COMMUNITY ISSUES WE ARE PULLING IN PARTNERSHIPS WITH THE COMMUNITY. AND SO WE HAVE PARTNERS THAT HAVE COME IN, MEDIATION CENTER IS FOR NONANIMAL TO THE COMMUNITY, TO HELP AND RESOLVE , BECAUSE MEDIATION IS VOLUNTARY. WE CANNOT MANDATE AS A COOL -- SCHOOL SYSTEM TO MANDATE THIS.

WE HAVE TO DO WHAT THE LAW ALLOWS US TO DO, ALL WE CAN DO IS PARTNER WITH OUTSIDE ORGANIZATIONS, WITH THE FAMILIES WITH THE STUDENTS ARE REGULARLY INVOLVED IN SUBSTANCE ABUSE BEHAVIOR. WE HAVE A PARTNERSHIP WITH CALVERT MENTAL HEALTH IN THE HOSPITAL DEPARTMENTS, THERE ARE RESOURCES AVAILABLE AS A COMMUNITY, AS A CALVERT WE HAVE EDUCATE EMOTIONALLY, AND ACADEMICALLY. THIS IS WHAT WE HAVE TO DO. WE ARE PUSHING OUT RESOURCES AND ENCOURAGING FAMILIES TO ATTEND THINGS NOT ONLY WHAT WE SPONSOR, BOARD -- WE ARE DOING THE BEST THAT WE CAN. THE SCHOOL ADMINISTRATORS ARE EXTENDING THEMSELVES WELL BEYOND. THEY WANT TO SUPPORT THE FAMILY IN THE STUDENTS TO MAKE BETTER CHOICES. BUT WE ARE RESPONDING APPROPRIATELY AND WE HAVE TO

KEEP IN MIND A CODE OF CONDUCT >> WE TALKED ABOUT THIS LAST WEEK, ONCE WE FINISH WITH MEDIATION, WE WANT TO GET TOGETHER WITH US FAMILIES CANNOT POSSIBLY HAVE A HOME VISIT WE WANT THESE FAMILIES TO BE PART OF THE CONVERSATION. BECAUSE WHEN WE HAVE A COMMUNITY ISSUE, YOU CAN KIND OF SHIELD YOURSELF FROM KAI DOING -- HIDING FROM THE SCHOOL . I PERSONALLY WANT TO SIT DOWN WITH THE FAMILIES WITH SOME OF THE HIGH FLYERS, TALK ABOUT EXPECTATIONS AND

CONSEQUENCES . >> HOW MANY HOME VISITS HAVE

WE DONE? >> THEY GO INTO HOMES EVERY DAY, AND THE SOCIAL WORKER, PBW'S , PULL TOGETHER IN ORDER TO EXTEND SUPPORT TO THESE FAMILIES . AND STUDENTS WHO ARE ENGAGE IN SOME OF THIS CONFLICT AND THEY ARE GOING TO HOMES, AND THEY OFFER RESOURCES THAT ARE AVAILABLE. WE CAN ONLY

OFFER AND INFORM . >> I AM THINKING ABOUT WHERE YOU HAVE A SINGLE FAMILY, WHERE THE MOM OR THE DAD OR AT WORK DURING THE DAY BUT IS THERE ANYTHING BEING DONE TO REACH

OUT IN THE EVENING? >> WE DO THAT, VERY EARLY IN THE MORNING, ESPECIALLY WITH THE PPWS IN ORDER TO CONNECT WITH FAMILIES. AND SOME DO WORK AT NIGHT. BUT THEY WORK WITH THE TIME THAT IS AVAILABLE .

>> IS THERE A COLLABORATION WITH THE STATE OR THE SHERIFF'S DEPARTMENT? IF SOMETHING SHOULD HAPPEN IN THE COMMUNITY OR THE NEIGHBORHOOD, IS THE SCHOOL AWARE OF IT ? FOR AN EXAMPLE, IF THERE WAS A FIGHT OR A SHOOTING THAT HAPPENED IN THE NEIGHBORHOOD, THOSE KIDS ARE GOING TO COME TO SCHOOL WITH THAT TRAUMA. IS THERE A WAY OF LETTING US KNOW WHAT HAPPENED? I REMEMBERED THAT WE HAD SOMETHING CALLED

HANDLE WITH CARE . >> THE EMTS SEND US WITH A NOTIFICATION , AND IT WILL HAVE DETAILS. THEY WILL SAY

[02:55:02]

>> I KNEW THAT, BUT I WANTED PEOPLE TO KNOW ABOUT IT. TO LET THEM KNOW IT DOES TAKE PLACE. AND WHEN A STUDENT COMES TO SCHOOL, THEIR MINDSET MIGHT BE A LITTLE OFF, JUST TO LET PEOPLE KNOW AND THE STAFF KNOW, THIS IS WHAT HAPPENED OVER THE

WEEKEND. THANK YOU. >> NOBODY IS SPOKEN THE WORST, SAFETY ADVOCATE, BUT THEY ARE INVOLVED WITH ALL OF OUR

BEHAVIOR ISSUES. >> THEY DO A PHENOMENAL JOB, NOT ONLY WORKING WITH THE STUDENTS, BUT THEY HAVE A NATURAL CONNECTION WITH OUR KIDS AND ALSO WITH THE FAMILIES BUT THEY MAKE GREAT CONNECTIONS WITH THE FAMILY. BUT YES THEY

ARE A GREAT ASSET TO US. >> I HAVE A RESOURCE , I WENT TO CONFERENCE OVER THE WEEKEND, WE THOUGHT ABOUT ALL OF THE DEPARTMENTS , AND WE TALKED TO SOME PROFESSIONALS, BUT WE THOUGHT IT WOULD BE BENEFICIAL TO CHECK INTO, YOU KNOW, OR AT LEAST HANG ONTO. YOU KNOW, IF WE SHOULD HIT THE LOTTERY.

>> I WOULD ACTUALLY LIKE TO REQUEST AFTER THE NUMBER OF TEACHERS WHO APPEARED HERE TONIGHT, WHO EXPRESSED THE CONCERNS. I AM WONDERING IF WE CAN MEET WITH THEM, HEAR THEIR CONCERNS, TO SEE WHAT COULD BE IN PLACE TO SUPPORT THEM? IF SO, THANK YOU DR. ANDRAE TOWNSEL .

>> ANYTHING ELSE? >> MR. Y, WILL THAT BE POSTED

FOR 30 DAYS ? >> YES . NEXT WE HAVE STUDENT TRANSPORTATION . DO WE HAVE KEVIN HOOK ?

>> GOOD EVENING . MY NAME IS KEVIN , DIRECTOR OF TRANSPORTATION AND ATHLETICS. I AM HERE FOR POLICY FOR 201, TO ENSURE THAT ARE TRANSPORTED TO AND FROM SCHOOL, AND EXTRACURRICULAR ACTIVITIES. AT THIS TIME I HAVE

NO CHANGES. >> I HAVE 75 QUESTIONS, I AM JUST KIDDING. I ALSO PICKED UP SOMETHING ABOUT TRANSPORTATION . THERE IS LITERATURE THAT I WILL LEAVE AS WELL.

>> THANK YOU. >> THANK YOU . AND THIS IS GOING TO BE POSTED FOR 30 DAYS. NEXT WE HAVE POLICY 5430 , ACTIVITY FUNDS. WE HAVE MR. JOHNSON ?

>> GOOD EVENING PRESIDENT WHITE AND MEMBERS I AM THE CHIEF FINANCIAL OFFICER. AFTER REVIEWING HANDLING ALL MONEY IN SCHOOL ACTIVITY FUNDS FOR I DO NOT HAVE ANY RECOMMENDATIONS OR CHANGES FOR

>> I THOUGHT YOU RECOMMENDED TO CHANGE SOFTWARE .

>> WE ARE CONSIDERING A NEW SYSTEM .

[03:00:02]

>> I HOPE YOU HAVE A DEEP CONVERSATION FOR THOSE WHO ARE DEEP IN THE TRENCHES DEALING WITH THIS, I IMAGINE THERE ARE MANY THINGS COMING AT THEM ALL OF THE TIME. I KNOW YOU WANT CONTROL. I KNOW YOU WANT TO CONTROL CREATION OF NEW VENDORS AND THINGS LIKE THAT. I HOPE WE DO NOT SLOW THEM DOWN TO MAKE THEIR LIVES MISERABLE. THAT IS JUST ONE CAUTION .

>> WE HAVE HAD COMMUNICATION WITH THE FINANCIAL SECTOR.

>> IS THIS ALSO FOR ITEMS LIKE FIELD TRIPS ?

>> DO YOU MEAN FOR PARENTS PAYMENT TO THE SCHOOL?

>> YES . >> I DO NOT ANTICIPATE THAT IT WOULD BE, WE HAVE DISCRETION . THIS IS PRIMARILY FOR CHECK WRITING FOR THE SCHOOL , INSTEAD OF USING A STANDALONE CHECKING ACCOUNT FOR EACH SCHOOL. THERE IS A DISTRICT ACCOUNT . AND THE PAYMENTS WOULD BE PROCESS FROM THE FINANCE SYSTEM, BUT ONCE AGAIN IT HAS NOT BEEN FINALIZED .

>> THE SERVICE FEE THAT I ALWAYS HAVE TO PAY, AND I HAVE TO RIDE A CHECK IT -- FOR MY FOUR KIDS. WHAT IS THE PERCENTAGE THAT WE ARE PAYING TO THIS SERVICE? DOES A PORTION OF THAT GET RETURN TO THE SCHOOL SYSTEM ? OR DOES THE SERVICE GET TO KEEP THOSE SERVICE FEES?

>> THOSE ARE COLLECTED BY THE VENDOR, PAID TO THE VENDOR. IT IS OPERATIONAL FEE, THAT IS THE COST.

>> ANOTHER BENEFIT IS TO IMPROVE COMPLIANCE, BECAUSE WE HAVE TO ISSUE 1099S TO ALL OF THE VENDORS .

>> MY QUESTION RELATES TO STUDENT ACTIVITY FUNDS. HOW

RECENTLY HAS BEEN UPDATED? >> IT HAS BEEN A WHILE, AND WE WILL TAKE A LOOK AT THATTO SEE WHAT CHANGES ARE NEEDED, AND THAT IS COVERED BY PROCEDURES RATHER THAN POLICIES.

>> YOU ARE CORRECT . BUT I JUST WANTED TO MAKE SURE THAT THIS WAS WHAT WE WERE DOING. THANK YOU.

>> DO WE HAVE ANY OTHER QUESTIONS?

>> THIS POLICY WILL BE POSTED FOR 30 DAYS. NEXT WE HAVE

POLICY 6032 . >> GOOD EVENING . MY NAME IS ZACH, DIRECTOR OF HUMAN RESOURCES. I AM HERE THIS EVENING TO LOOK AT POLICY 6032, REGARDING BACKGROUND CLEARANCE . I RECOMMEND CHANGES , A REVISION UNDER INAUDIBLE ] TO RECOMMEND THE CHANGES. THE FIRST PROPOSED CHANGE TO REVISE , CHANGE THE PREVIOUS EMPLOYEES THAT WERE IDENTIFIED, AND JUST USE THE TERM, EMPLOYEES BECAUSE IT COVERS ALL EMPLOYEES. I AM ALSO RECOMMENDING THAT WE CHANGE THE TERM SPORTS AND CLUBS, TO COACHES AND SPONSORS TO BETTER REFLECT THE INDIVIDUALS IN THESE POSITIONS THE LAST RECOMMENDATION IS THAT WE INCLUDED STUDENT TEACHERS, CONTRACTED EMPLOYEES, AND VOLUNTEERS, IT IS IMPORTANT TO

[03:05:04]

QUESTIONS? >> UNDER THE PURPOSE YOU INCLUDE COACHES AND SPONSOR , BUT THAT IS NOT IN THE POLICY

STATE. >> THAT MIGHT BE AN OVERSIGHT . THAT CHANGE AT THE END WAS SUPPOSED TO COVER THE CHANGE, BUT THIS CAN DEFINITELY BE ADDED.

>> THANK YOU FOR POINTING THAT OUT.

>> JUST TO CLEAN UP THE POLICY, CAN WE SPELL OUT ACRONYMS , THAT IS UNDER ITEM II . THAT IS UNDER ITEM C.

>> NOTED WEIRD THANK YOU. >> ARE WE REFERRING TO TAM STUDENTS WHO COME IN TO DO THEIR FINAL YEAR?

>> THIS DOES NOT REFER TO TAM STUDENTS, THEY ARE NO LONGER ACTING AS STUDENTS, THEY ARE ACTING AS EMPLOYEES. THEY ARE

DEFINED AS IN EMPLOYEE. >> THANK YOU .

>> CAN YOU DEFINE WHAT A VOLUNTEER IS?

>> IT IS A VOLUNTEER THAT WILL BE SUPERVISING OR MONITORING A OR GROUP OF STUDENTS WITHOUT STAFF MEMBER. THIS COULD BE A COACH, SPONSOR OF A CLUB, BUT IF WE HAVE A VOLUNTEER THAT IS GOING TO BE WORKING BY THEMSELVES, NOT WITH AN EMPLOYEE, THEY WOULD HAVE TO GO THROUGH THE FINGER -- FIGURE

PROCESSING . >> WHEN I HEAR STUDENT TEACHER, ARE THEY A LEVEL TO VOLUNTEER ?

>> THEY HAVE TO BE CLEARED IN ORDER TO BE ALONE WITH THE

STUDENT. >> THEY COULD NOT BE PULLED AS

A SUBSTITUTE? >> THEY SHOULD NOT, THAT IS

CORRECT . >> FOR THESE VOLUNTEERS, I GUESS I AM WONDERING WHAT IS THE PURPOSE OF LETTING THEM BE UNDER THE SUPERVISION WITHOUT THE STEP IT IS THAT SO THAT THEY COACHES

>> IT COULD BE LIKE A FIELD TRIP FOR AN EXAMPLE. THE VOLUNTEER MANUAL, WHICH IS REVIEWED EVERY COUPLE OF YEARS, IT WILL DEFINE WHAT THE VOLUNTEERS CAN AND CANNOT DO.

THEY ALSO GIVE EXAMPLES . >> DO WE HAVE ANY OTHER

QUESTIONS? >> IF THERE TRAINING THAT THE

[03:10:07]

VOLUNTEERS HAVE TO TAKE? >> YES, THEY ALL HAVE TRAINING BUT THERE ARE DIFFERENT LEVELS. THE VOLUNTEER HANDBOOK, AND IN THAT HAND BOOK THERE ARE TRAINING THAT HAS TO OCCUR.

WHETHER THEY WANT TO CHAPERONE A FIELD TRIP AS WELL.

>> I REMEMBER THE OVERNIGHT THING, AND PERHAPS BEING, YOU KNOW, UNDERSTANDING IS AN ADULT WHERE YOU DO NOT WANT TO PUT A CHILD IN A COMPROMISING POSITION OR BEING ALONE WITH THE STUDENT. THERE SHOULD BE ANOTHER ADULT AND THINGS LIKE

THAT >> WHO PAYS FOR

FINGERPRINTING ? >> IT IS A SHARED COST, WE DO PAY $45 . AND IN SOME CASE WITH THE EMPLOYEES THEY DO HAVE DRUG COSTING, AND THE COST IS A LITTLE OVER $70. SO THE EMPLOYEE PAYS $40 AND WE PAY THE REST.

>> IF SOMEBODY GOT A DUI OR DRUG ARREST WE WOULD BE

NOTIFIED ? >> WE WOULD. THERE ARE NOTIFICATIONS FROM OTHER DEPARTMENTS, WE HAVE SUPERVISORS AND SECURITY, AS WELL AS TRANSPORTATION TO BUS DRIVERS WHO ARE NOT OUR EMPLOYEES, BUT YES WE DO RECEIVE NOTIFICATION. THAT IS PART OF THE PROCESS.

>> THANKS. >> I KNOW THE BUDGET IS TIGHT, WHY ARE WE NOT PAYING FOR FINGERPRINTING?

>> IS A SHARED COST. ARE YOU ABOUT WHY WE DO NOT PAY FOR EVERYTHING? IT IS AN EXPENSE FOR THE SCHOOL, IT IS AN ADDED EXPENSE, THIS IS SOMETHING THAT WE COULD LOOK AT. THERE ARE ALSO RECOMMENDATIONS THAT WE SHOULD BE CHARGING MORE TO OFFSET THAT COST IT WORKED OUT WELL TO BE A SHARED COST . BUT THIS IS SOMETHING THAT WE CAN LOOK INTO.

>> ARGUED THE POINT OF CONTACT -- ARE YOU THE POINT OF CONTACT ? I KNOW THERE ARE STUDENTS WHO WANT TO VOLUNTEER AT THE ELEMENTARY LEVEL. I WOULD LOVE TO SEE MAKE THIS

PROCESS MORE ACCESSIBLE. >> I CAN BE THE CONTENT, TRACY CHAPLIN , SHE IS IN CHARGE OF THE VOLUNTEER PROCESS. ADDED IS A SHARED PROCESS, BECAUSE WE SHARE THAT WITH THE SCHOOLS AND SHARED PROCESSES, BUT YOU ARE MORE THAN WELCOME TO EMAIL ME. WE WILL BE ABLE TO WORK SOMETHING

OUT. >> ANYONE ELSE ? AND THIS IS GOING TO BE POSTED FOR 30 DAYS .

>> I AND THE DIRECTOR OF SCHOOL FACILITY, I AM HERE FOR POLICY 8120. AT THIS TIME I HAVE NO RECOMMENDED CHANGES FOR

THIS POLICY. >> DO WE HAVE ANY QUESTIONS?

>> IT WILL BE POSTED FOR 30 DAYS. THANK YOU.

>> NEXT WE HAVE BLUEPRINT UPDATE, DR. SAMPSON ?

[7.03 Blueprint Update]

>> GOOD AFTERNOON . MY NAME IS JOEL SAMPSON .

[03:15:06]

>> I AM THE PRINCIPAL AT

>> WE WILL TALK ABOUT THE IMPLEMENTATION PLAN STATUS FOR MARCH AND MAY. WE WILL TALK ABOUT UPCOMING REMISSIONS.

AND THEN WE WILL PROVIDE YOU WITH AN UPDATE. SINCE MY LAST UPDATING -- UPDATE . YOU MIGHT REMEMBER THE REQUIREMENTS WAS SUPPOSED TO BE A 10 PAGE NARRATIVE. TO GIVE AN OVERVIEW OF THE PAY IS AND INDICATE WHAT WE ARE CURRENTLY EXPERIENCING SUCCESS WITH AND CHALLENGES. THEN NARRATIVE HAVE FIVE MAJOR POINTS IS A CHALLENGE. THE MULTITIER SYSTEM SUPPORT, PRE-K EXPANSION, READINESS PATHWAYS .

AS YOU CAN SEE ON THIS SLIDE THAT IS ACTUALLY A SNAPSHOT OF ONE OF THE PAGES , WE LISTED FIVE PRIORITIES, THREE OF THEM DESIGN TO CREATE SYSTEMIC TRANSFORMATIONAL CHANGE FOR NOT ONLY MENTIONED THE THINGS THAT WE ARE CURRENTLY DOING, AND THE PROGRESS ASSOCIATED WITH EACH, AS WELL AS CHALLENGES. THIS WILL SHOW WHETHER THE CHANGES ARE SYSTEMIC, INDICATED GRADUAL CHANGES TO DESIGN FUNDAMENTALLY AFFECT THE SCHOOL SYSTEM OVER TIME. IN ADDITION THIS GRAPHIC SHOWS WHETHER THE PRIORITY IS CONNECTED TO A SPECIFIC PILLAR OR MULTIPLE PILLARS. I WANT TO TALK ABOUT TWO . THE FIRST ONE IS PRIORITY ONE, TO IMPROVE INSTRUCTION AND HIGH QUALITY MATERIAL. HERE ARE AN EXAMPLE OF THINGS THAT WE ARE DOING, FOCUSING ON TIER 1 INSTRUCTION. AS WELL AS FOCUSING ON SCIENCE AND READING, LANGUAGE . AND FOR TEACHERS READING AND ENHANCE INSTRUCTION IN ENGLISH LANGUAGE. PRIORITY TWO IS A SYSTEM CHANGE TO BUILD STRONG TEACHERS AND LEADERS. EVIDENCE OF THIS IS SHOWN THROUGH THE DEVELOPMENT LEADERSHIP ACADEMY, FOR OUR TEACHERS AND FUTURE OPPORTUNITIES AS WE LOOK AT THE DEVELOPMENT OF THE CAREER LADDER. YOU WILL NOTICE OUR CHALLENGES ARE LISTED, RELATED TO RESTRUCTURING THE SCHOOL DAY, TO ALLOW FOR MORE COLLABORATIVE TIME. AND TO PROVIDE TEACHERS WITH ADDITIONAL TRAINING AND RESOURCES TO ELEVATE OUR SUCCESS IN THE CLASSROOM. AND THE OBVIOUS FINANCIAL CHALLENGES TO IMPLEMENT THE BLUEPRINT IN THE NEXT EIGHT YEARS IS ALSO IN OUR RESPONSE.

THE NEXT STEPS, WE ARE GOING TO REVIEW THE DISTRICT SUBMITTED PLANS. WE WILL PROVIDE FEEDBACK BY APRIL 25, PHASE ONE . ACCORDING TO THE FEEDBACK PROVIDED, IT DOES NOT REQUIRE US TO MAKE CHANGES . ADDITIONALLY, PHASE NUMBER ONE, THEN NARRATIVE IS POSTED ON THE WEBSITE, THE BLUEPRINT PAGE. AND THE TEAM IS CURRENTLY WORKING TO COMPLETE PHASE NUMBER TO -- TWO, AND THE STEERING COMMITTEE WILL REVIEW IN THE NEXT WEEK OR SO. WE EXPECT TO GET FEEDBACK FROM THE CALVERT COUNTY BLUEPRINT MEMBERS. TALKING ABOUT THE RESPONSE REQUIREMENTS FOR THE 2024 PLAN REQUIREMENTS INDICATE THAT IT MUST BE NO MORE THAN 99 PAGES, IN ADDITION TO QUESTIONS PROVIDED. QUESTIONS TOTAL SHOULD BE 15 PAGES . THIS IS THE FINAL SUBMITTED PLAN, A TOTAL OF 114 PAGES. THIS IS AN EXAMPLE OF A QUESTION. I MENTIONED THE 15 PAGES OF QUESTIONS, AND WHAT YOU CAN SEE RIGHT HERE THEY PERTAIN TO CATEGORIES, IT IS LISTED AT THE TOP OF THIS

[03:20:03]

>> MAY I ASK A QUESTION? ARE YOU ABLE TO TALK ABOUT HOW WE ARE MEANINGFUL IN MAPQUEST MAKES

>> THE GOAL IS FOR US TO IDENTIFY HOW WE ARE GOING TO

DO THAT. >> WHY IS THERE NOT A CHALLENGE UNDER PRE-K? YOU ARE SELLING THAT -- SHOWING

CHALLENGES. >> ON THE PLAN THAT IS REQUIRED, WE WENT INTO DETAILS WITH SOME OF THOSE CHALLENGES.

THERE IS A CHALLENGE FOR EACH ASPECT . BUT SOME WILL HAVE

GREATER DETAIL. >> I AM GOING TO SUMMARIZE.

SO THE TIMING OF THIS PRESENTATION REGARDING THE UPDATES ON CAREER ADVISING COINCIDES WITH A MEETING THAT WE HAD WITH MEMBERS OF AIB, AND TRI-COUNTY COUNCIL, CSM. IT IS A CHECK IN AND THIS IS ALSO TECHNICAL ASSISTANCE IF NEEDED.

I WANT TO SHARE THE FEEDBACK THAT WE GOT FROM THEM AS FAR AS WHAT WE ARE PROVIDING, IT IS EXCEPTIONAL, WE ARE DOING GREAT THINGS. AND SO A LOT OF THIS IS INFORMATION . I WILL NOT READ IT. JUST TO GIVE YOU A HIGHLIGHT ON THE BIGGEST GREAT THINGS THAT WE HAVE DONE SO FAR THIS YEAR. WE SET THE GOAL TO MAKE SURE THAT THE CAREER ADVISORS HAVE AN OPPORTUNITY TO MEET WITH THE STUDENTS, TO PROVIDE INDIVIDUALIZED CAREER ADVISING SERVICES. AND SO WE ARE ON TRACK TO MEET THE GOAL THIS YEAR BUT NEXT YEAR THAT GOAL WILL EXPAND TO ALL STUDENTS, AND I WILL TALK ABOUT THAT IN A MOMENT. WE HAD GREAT SUCCESS WITH EVERYONE BEING INVOLVED. WHETHER IT WAS THE BOARD, BUSINESS COMMUNITIES, OR SPECIALIST, EVERYONE WAS EAGER TO BE INVOLVED . AND THAT IS GREAT. ONE THING THAT I AM EXCITED ABOUT, WE TOOK THIS APPROACH TO MOVE FROM TRANSACTIONAL WORK. THINGS THAT WE HAVE DONE, WE HAVE HAD CAREER AFFAIRS -- FAIRS. WHAT WE WANT TO BRING TO THE TABLE RIGHT NOW IS THE TRANSFORMATIONAL ADDITIONS..

WE HAD A CAREER FAIR AND SOMETIMES THE STUDENT WOULD TALK TO PEOPLE, THAT IS GREAT. BUT AFTER THAT NOW THEY HAVE AN OPPORTUNITY TO SIT DOWN AND TALK ABOUT WHAT YOU CAN SEE.

WE ARE GOING TO COLLECT DATA THIS YEAR, AND THIS YEAR IT IS JUST ABOUT THE BASELINE FOR AND THIS IS IN ACCORDANCE WITH WHAT WE LEARNED SO FAR, WHAT THEY WILL ASK US TO REPORT ON.

WE ARE GOING TO HAVE AN ADVISOR MEETING, WITH THE CLASSES STUDENTS, FROM A WHOLE CLASS PRESENTATION TO A SMALL GROUP PRESENTATION DOWN TO A INDIVIDUAL PRESENTATION. WE ARE DOWN WITH FIELD TRIPS THIS YEAR, WE WANT THE KIDS TO HAVE VARIOUS EXPERIENCES BUT WE HAVE GUEST SPEAKERS WHO WERE ABLE TO PAY A MORE ACTIVE ROLE IN THE SCHOOLS. WE WILL TAKE A

[03:25:01]

ALL THAT I HAVE. >> I HAVE A QUESTION ON FUNDING. IS THE TRI-COUNTY COUNCIL PROVIDING ANY ASSISTANCE IN THINGS LIKE PAYING FOR SPEAKERS ARE ARRANGING FOR SPEAKERS OR FIELD TRIPS ? WHAT ARE THEY BRINGING TO THE TABLE FOR US?

>> WHEN WE DEVELOP THE MOU AND THE BUDGET, WE DELINEATED FUNDS TO GO DIRECTLY TO THEM, AND SOME OF THOSE THINGS THEY ARE TAKING CARE OF. THE FUNDS THAT REMAIN IN OUR ACCOUNTS, ARE ALLOCATED TO CERTAIN ACTIVITIES.

>> AS WE MOVE FORWARD, OBVIOUSLY WHEN WE WROTE THAT INITIAL MOU , WE DID NOT KNOW WHAT WE WANTED TO LOOK AT. BUT NOW WE NEED TO UPDATE IT NOW THAT WE KNOW EVEN MORE. WE SHOULD REDEFINE OR REALLOCATE PARTS THAT ARE GOING DIRECTLY TO TRI-COUNTY COUNCIL IN TERMS OF PIECE OF FUNDING. AND THAT IS A CONVERSATION THAT WE SHOULD CONTINUE TO HAVE WITH

TRI-COUNTY. >> I HOPE THEY BRING VALUE

ADDED TO US. >> ARE PARTNERS THAT TRI-COUNTY ARE IMPORTANT TO THIS PROCESS, THAT IS THE WHOLE IDEA, THEY ARE THE EXPERTS. AND THEY CERTAINLY HAVE HELPED US CONNECTED TO A VARIETY OF DIFFERENT RESOURCES.

QUESTION, I HAVE SEEN THINGS WHERE LIKE , YOU CAN ACTUALLY PRACTICE A MEDICAL PROCEDURE VIRTUALLY, ARE WE THERE YET?

>> THROUGH THE TRI-COUNTY COUNCIL , THEY WROTE A GRANT IN WHICH WE GOT SOME VIRTUAL REALITY HEADSET -- HEADSETS.

IT IS VIRTUAL REALITY. AND IN THAT THERE IS CAREER EXPLORATION OPPORTUNITIES, SO YOU CAN VIRTUALLY CHANGE THE

[03:30:01]

>> I HAVE SOMETHING FOR YOU . SPEAKING OF FUNDING, SOME OF THE VIRTUAL-REALITY THINGS, YOU KNOW WHAT ? HALF $1 MILLION IS FINE, BUT THERE ARE OTHER THINGS THAT I WOULD LIKE TO SHARE. THEY HAVE SOME REALLY COOL PRODUCTS THAT KIND OF GO

ALONG THE SAME LINES. >> I HAVE A COUPLE OF QUESTIONS. FIRST OF ALL, GO BACK TO SLIDE NUMBER FOUR.

THESE ARE THE PRIORITIES AND CHALLENGES . THIS IS REGARDING PRIORITY TWO CHALLENGE, I AM RE-WANDERING -- WONDERING ABOUT RESCHEDULING THE DAY. WHAT IS THAT GOING TO LOOK LIKE

WHEN THERE IS A CHANGE? >> WE HAVE SOME IDEAS ON WHAT THEY CHANGE COULD LOOK LIKE, BUT THAT ISSUE IS IMPLEMENTING THE CHANGE. THE REQUIREMENT IS TO ACTUALLY IMPLEMENT THAT CHANGE OVER THE NEXT EIGHT YEARS . WE WILL DETERMINE HOW WE ARE GOING TO APPROACH THAT IN A MEANINGFUL WAY. AND NOT SAY WE ARE GOING TO PROVIDE MORE COLLABORATIVE TIME FOR TEACHERS EACH YEAR . SO IT IS DIFFICULT FOR US TO DEVELOP THAT, BUT IT IS SOMETHING THAT WE ARE WORKING ON.

>> FANTASTIC . CAREER ADVISOR , AND THIS IS SLIDE NUMBER 12, YOU ARE GOING TO FACE THIS IN . HOW MANAGEABLE ?

>> THE FIRST LEVEL WHAT THEY ARE DOING , IS THE WAY THAT WE SHAPE THE PROGRAM, YOU HAVE TO HAVE INTRODUCTION . NEXT YEAR THE KIDS WHO ARE IN 6TH GRADE ALREADY HAVE THAT, LIKE WE HAVE TO PHASE IT IN OVERTIME, AS KIDS COME THROUGH. WHAT WE ARE DOING THIS YEAR, NEXT YEAR, WHAT WE DO WITH THE NINTH GRADERS WILL LOOK DIFFERENT . AS FAR IS MANAGING THE LOAD IT IS A CONCERN, BUT THAT IS ALSO INTENTIONALLY. WE ARE BUILDING THE PROGRAM AROUND THIS IDEA OF BUILDING THE CAPACITY, FOR ALL OF THE PEOPLE WHO ARE WORKING WITH STUDENTS, THERE ARE OPPORTUNITIES ACROSS THE SCHOOL DAY, AUTOCROSS EXPERIENCES, SO PEOPLE CAN HAVE A MEANINGFUL CONVERSATION WITH THE STUDENTS.

AS LONG AS WE'RE SPEAKING THE SAME LANGUAGE, THAT WILL BENEFIT KIDS. IF THERE IS AN ENGINEERING CLASS, THEY MIGHT HAVE A CHANCE TO TALK ABOUT A CAREER IN ENGINEERING. AND THEN THE ADVICE YOU CAN PICK THAT UP WITHOUT HAVING TO START ALL

OVER AGAIN. >> HOW IN THE WORLD ARE THEY GOING TO MEET WITH ALL OF THE STUDENTS QUESTION IT HAVE WE LOOKED AT TARGETING TEACHERS REGARDING PATHWAY ?

>> THE TEACHERS HAD THAT TRAINING .

>> FANTASTIC. THANK YOU . >> UNDER DISTRICT PRIORITIES, PRIORITY NUMBER FIVE TO CONTINUE AND EXPAND COLLEGE AND CAREER PATHWAYS. THAT WAS NOT LISTED AS A SYSTEMATIC CHALLENGE OR A CHANGE OR A CHALLENGE. WHY IS THAT ?

>> ONCE AGAIN, SOME OF THE THINGS ON THIS GRAPHIC MAY NOT NECESSARILY SPECIFICALLY SHOW A CHALLENGE THAT IS

[03:35:01]

>> I JUST WANT TO SAY THANK YOU FOR EVERY TIME YOU BRING IN THIS BLUEPRINT , WE ARE MORE INFORMED.

>> THANK YOU. >> ANYONE ELSE ?

[7.04 Bid Approvals]

>> >> NEXT WE HAVE APPROVALS .

GOOD EVENING . MY NAME IS SHELDON TABER . I HAVE ONE REQUEST FOR YOUR CONSIDERATION, AND JOINING ME TODAY IS MR. WALKER , AND JOYCE KING . TO GAIN APPROVAL TO USE THE COOPERATIVE CONTRACT FOR THE PURCHASE AND THE INSTALLATION OF THE PLAYGROUND . THE SCOPE OF THIS PROJECT INCLUDES THE INSTALLATION OF A NEW PLAYGROUND EQUIPMENT THAT CONSISTS OF BUT NOT LIMITED TO THE FOLLOWING. A CUSTOM PRIME TIME PAY STRUCTURE FOR AGES TWO THROUGH THERE . FREESTANDING ACTIVITY PANEL CLUSTER WITH THE TOP AND THUNDER RING. GAME TIME PAY STRUCTURE. GAME TIME, WITH SMALL MUSHROOM CHAIRS. GAME TIME, FOR STORYTELLER CHAIR. OUTDOOR CLASSROOM SHADE STRUCTURE. INSTALLATION OF FREESTANDING EQUIPMENT AND SITE FURNISHING. SUPPLY AND INSTALL POOR IN-PLACE RUBBER SURFACING. REMOVAL AND DISPOSAL OF EXISTING PLAYGROUND EQUIPMENT. THE AWARDED CONTRACT CAN BE USED BY OTHER GOVERNMENT AGENCY. AS A MEMBER OF CONTRACT WAS AWARDED USING A COMPETITIVE SOLICITATION PROCESS AND CONTAINS LANGUAGE ADVISING THAT THE AWARDED CONTRACT MAY BE USED. WE FELT THIS CONTRACT PROVIDED THE BEST OVERALL VALUE . AND THE USE OF THIS CONTRACT WILL PROVIDE UNIFORMITY FOR ALL HEADSTART PLAYGROUNDS. THE PROPOSED VENDOR, HAS WORK CLOSELY WITH THE SCHOOL , TO LOOK FOR ANY HIDDEN COSTS REGARDING THE INSTALLATION OF THE PLAYGROUND . AND WE RECOMMEND TO AWARD THE CONTRACT TO

>> I WILL MAKE A MOTION TO APPROVE AND AWARD THE CONTRACT I WILL SECOND . DO WE HAVE A DISCUSSION ?

>> I READ THE JUSTIFICATION THAT THERE WERE OTHER PROJECTS AT OTHER SCHOOLS . IT IS GOING TO BE UTILIZE OUTSIDE OF

[03:40:02]

>> AS A MATTER OF FACT WE GOT A HUGE RESPONSE FROM THOSE AREAS, AND SO WINDY HILL IS THE FIRST ONE. THE EQUIPMENT IS FOR SMALLER CHILDREN. AND THAT IS WHY THE OTHER PLAYGROUNDS ARE NOT EQUIPPED WITH THIS, THEY ARE DESIGNED FOR OLDER CHILDREN. WE GOT A LOT OF FEEDBACK AND A LOT OF COMMENTS, WHERE THE PARENTS CAN WALK ON THIS SURFACE , OR WITH THEIR WHEELCHAIRS, IT IS ACCESSIBLE, AND IT IS INCLUSIVE. THERE ARE THINGS FOR CHILDREN WHO MIGHT BE DISABLED, BUT THEY WANT TO PAY THERE .

>> ARE THERE OTHER SCHOOLS THAT WE ARE LOOKING AT TO MAKE SURE THEY ARE MORE ACCESSIBLE AT THE ELEMENTARY LEVEL ?

>> WE LOOKED AT WHAT HEADSTART HAS ALREADY DONE, MAKING THINGS ACCESSIBLE. AND MAKING SURE THE EQUIPMENT IS INCLUSIVE. AND WE HAVE HAD A DISCUSSION AROUND THE TABLE. WHY WAS WINDY HILL SELECTED ? BECAUSE THEY ARE THE NEW HEADSTART LOCATION. WE WERE AT THREE SCHOOLS WE WERE AT A NEW LOCATION SO WE WERE ABLE TO ASK FOR A HEALTH AND SAFETY GRANT, SO THIS PLAYGROUND WOULD BE , YOU KNOW, WE WANT TO HAVE CONTINUITY FOR HEADSTART. IF IT WAS NOT FOR THE LOCATION WE PROBABLY COULD

RIDE ANOTHER GRAM. >> THANK YOU FOR WHAT YOU ARE

DOING . >> ALL IN FAVOR ? ANY POST ?

THE MOTION PASSES . >> NEXT WE HAVE CONTRACT

[7.05 Contract Approval]

APPROVAL . >> I AM HERE THIS EVENING ACTUALLY THE FIRST TIME IN 20 YEARS. IF YOU WOULD LIKE YOU HAVE BEEN HERE FOR HOURS, I CAN PARAPHRASE.

>> PLEASE PARAPHRASE . >> THE FIRST TIME IN 20 YEARS, SINCE I HAVE BEEN IN TRANSPORTATION, WE HAD MR. FOWLER BUS SERVICES REACH OUT TO US REGARDING THE CONTRACT.

HE HAS ASKED TO TAKE ONE CONTRACT FOR BUS 83 AND GIVE IT TO HIS SISTER, BARBARA FOX. THE CONTRACTOR WAS ASSIGNED TO ANOTHER PERSON WITH THE APPROVAL OF THE SCHOOL BOARD.

AND UNDER THE POLICY , I HAVE THE AUTHORITY TO LOOK INTO IT AND REVIEW IT AND ASK FOR YOUR SUPPORT AND THE APPROVAL OF IT. I AM HERE TO TO ASK THAT THE SCHOOL BOARD ASSIGN A VEHICLE CONTRACT BUS NUMBER 83 TO TRANSFER TO BARBARA FOX.

>> IT HAS BEEN PROPERLY MOVED AND S■ECOND

>> DO WE NEED TO CHANGE THE WORD FROM, TO ACTIVE

[03:45:11]

DIRECTOR ? IT SAYS, FROM . >> I GUESS THERE NEEDS TO BE A,

COMMA. >> ALL IN FAVOR ? ANY OPPOSED

[8.01 Comments by the Board]

? IT'S SO PASSES . >> NOW WE HAVE BOARD COMMENTS

. >> EVERY TIME I LOOK AT THE AGENDA FOR A BOARD MEETING, I THINK IT IS GOING TO GO BY FAST, BUT IT ALWAYS LAST FOUR HOURS. TAKE YOU FOR HAVING ME, I AM EXCITED ABOUT SPORTS, IT IS GREAT TO SEE THE STUDENTS WHO ARE INVOLVED IN ATHLETICS. I LOVE THAT. I WANT TO GIVE A CONGRATULATION TO THE STUDENTS WHO WERE RECOGNIZED TODAY. AND WHAT YOU DO FOR THE SCHOOL IS APPRECIATED. I WOULD LIKE TO DISCUSS THE DATA THAT IS PROVIDED BY THE STAFF, THE REFERRALS PER I THOUGHT IT WAS ENLIGHTENING AS A STUDENT, AS AN ADULT MEMBERS OF THE COMMUNITY IT SHOULD HAVE BEEN ENLIGHTENING TO YOU. I WOULD LIKE TO TAKE THE DATA FROM EACH HIGH SCHOOL AND COMPARE, WITH THE APPROACHES , SO WE CAN DETERMINE WHAT IS AND WHAT IS NOT WORKING. I THINK THIS IS A STEP IN RECOGNIZING AND IMPROVING THE SAFETY OF THE SCHOOL ENVIRONMENT, THIS IS SOMETHING THAT IS THE RESPONSIBILITY OF OURS. I WANT TO HIGHLIGHT THE COMMENTS FROM THE STUDENTS AND CALVERT HIGH SCHOOL AS STUDENTS WE CAN SPEAK AND ADVOCATE AND WE WERE TO EMPOWER OUR PEERS. BUT WE DO NEED HELP TO IMPROVE BEHAVIOR THAT WE ARE SEEING IN OUR SCHOOLS. WE ABSOLUTELY NEED HELP . WE SHOULD BE ABLE TO ATTEND SCHOOL AND USE THE BATHROOS. WE HAVE TO HAVE A COMFORTABLE AND SAFE ENVIRONMENT. I WILL WORK VERY HARD TO GAIN THE SUPPORT, TO GAIN IMPROVEMENT SPORTS DUNES TO BE SUCCESSFUL . -- FOR THE STUDENT TO BE SUCCESSFUL.

>> WE ARE TALKING ABOUT SCHOOL DISCIPLINE AND ACCOUNTABILITY ISSUES. TEACHERS, PARENTS AND STUDENTS WHO WANT TO LEARN HAVE HAD ENOUGH. WE HAVE A CODE OF CONDUCT FOR A REASON.

WHERE IT IS BEING ENFORCED THE PROBLEMS ARE LESS SEVERE, WHERE IT IS NOT YOU HAVE CHAOS FIGHT, DRUG USE, THEY BEING, BULLYING , INAPPROPRIATE USE MOBILE PHONES . ALMOST ON A DAILY BASIS. IN FAXON SCHOOL YEAR 2023 AND UP UNTIL NOW THERE HAVE BEEN 615 FIGHTS . THIS IS APPROXIMATELY EIGHT FIGHTS PER WEEK. THIS IS UNACCEPTABLE. IF LEFT UNCHECKED THIS TYPE OF BEHAVIOR IS GOING TO BE REPEATED, NORMALIZED AND ESCALATED FOR THE BROKEN WINDOW TO STUDY IN THEORY PUBLISHED IN 2021 SUMS IT UP -- SUMS IT UP BEST.

THE DECAY OF NEIGHBORHOODS, EDUCATIONAL INSTITUTES, STATES THAT THE VISIBLE SIGNS OF DISORDER AND MISBEHAVIOR IN THE THE ENVIRONMENT ENCOURAGES FURTHER DISORDER AND MISBEHAVIOR. LEADING TO SERIOUS CRIMES -- CRIMES .

[03:50:04]

>> MS. POST? >> I HAD THE PRIVILEGE OF ATTENDING A CONFERENCE LAST WEEKEND. I SIGHED -- ASIDE FROM ALL OF THE AMAZING INFORMATION THAT I RECEIVED, I HAD THE PRIVILEGE OF LISTENING TO SEVERAL KEYNOTE SPEAKERS.

ONE OF WHICH WAS MEMORABLE. AND I WANT TO SHARE SOMETHING THAT SHE SAID, HER NAME IS RUBY RICHES. I DID NOT KNOW WHO RUBY WAS BEFORE THE CONFERENCE, BUT I DO NOW. WHAT AN AMAZING HUMAN BEING SHE IS. AND SHE TALKS ABOUT, AND SHE IS NOT AN EDUCATOR, BUT SHE TALKED ABOUT THE EDUCATION SYSTEM. NOT ONLY DID SHE QUOTE DR. KING ABOUT JUDGING A PERSON ON THE CONTENT OF THEIR CHARACTER AND NOT THE COLOR OF THEIR SKIN. ONE THING THAT SHE SAID THERE RESONATED WITH ME, RACISM DIVIDES PEOPLE. AND EVIL DOES NOT COME IN A CERTAIN SHAPE OR COLOR, IT COMES IN ALL COLORS AND SHAPE ARE SHE TALKED ABOUT WHEN SHE WAS A CHILD AND HOW SHE GREW UP. SHE IS AN AUTHOR IN A CIVIL RIGHTS ACTIVIST. I WISH I HAD AN OPPORTUNITY TO HAVE A CONVERSATION WITH HER PERSONALLY, BECAUSE SHE SEEMS TO BE AN AWESOME HUMAN BEING. I CANNOT WAIT TO READ HER BOOK.

SHE IS OUT OF ROCKWELL, AND SHE IS PAINTING AND I THOUGHT THAT WAS AWESOME. WITH THE DISCIPLINE THING, I MADE A COMMENT MONTHS AGO HOW IT IS NOT A MATTER IF IT WILL HAPPEN, BUT RATHER WHEN IT WILL HAPPEN. IF WE FAIL TO ACT GREATER THINGS ARE GOING TO HAPPEN.

>> I WOULD LIKE TO THANK THE HIGH SCHOOL STAFF. I AM HOPING WE CAN GET TOGETHER WITH A GOOD PLAN, AND ADDRESS THESE ISSUES, SO THAT OUR STUDENTS ARE NOT SUFFERING EVERY SINGLE DAY . SECONDLY, WE GOT AN EMAIL EARLIER THAT SOMEONE WAS

[03:55:10]

CLAGGETT ? >> I ALSO ATTENDED THIS NATIONAL ASSOCIATION MEETING , IN NEW ORLEANS WE HAD A GOOD TIME. MY FRIEND, REGINA CONNOR , IS RUNNING THE NATIONAL ASSOCIATION THESE DAYS, AND SHE IS DOING A GOOD JOB IN RESURRECTING THAT ORGANIZATION.

>> SHE IS BRINGING QUALITY PROGRAMMING INTO THE BOARD OF EDUCATION MEMBERS ACROSS THE UNITED STATES, I WANT TO THANK HER FOR PUTTING THAT CONFERENCE TOGETHER. AND GIVING ME AN OPPORTUNITY TO MEET RUBY RICHES, I WAS FAMILIAR WITH HER STORY. AND IT WAS VERY ENLIGHTENING TO SIT WITH HER AND TALK TO HER . AND TO UNDERSTAND WHAT SHE WENT THROUGH AS A CHILD. AND HELP HER INTEGRATE SCHOOLS. IT WAS VERY ENLIGHTENING FOR ME. AND MS. POST I AM GLAD THAT YOU WERE THERE . I WANT TO THANK THE STUDENTS WHO CAME HERE FOR PUBLIC COMMENTS, I ALWAYS ENCOURAGE OUR STUDENTS TO COME OUT AND SHARE THEIR OPINIONS AND ISSUES THAT THEY WERE HAVING IN SCHOOLS. THE BOARD MEMBERS DO LISTEN. AND WE WILL CONTINUE TO ENCOURAGE OUR STUDENTS, IT WAS VERY BRAVE OF HER TO TALK TO US TONIGHT. AND THANK YOU TO THE STAFF WHO ALSO GAVE PUBLIC COMMENTS, TO ENLIGHTEN US ABOUT ONGOING ISSUE AT CALVERT HEIDI SCHOOL. WE ARE LISTENING, THIS IS A PROBLEM THAT I FEEL THAT WE DID NOT GET TO THE ROOT CAUSE. I BELIEVE WE ARE TRYING TO RESOLVE SOME SYMPTOMS WITH THE THINGS THAT WE ARE DOING. AND I BELIEVE THAT STAFF WILL UNCOVER THE ROOT CAUSE. AND WE WILL CONTINUE TO WORK ON THAT SITUATION AND MAKE AN ATTEMPT TO RESOLVE THAT. I WILL ASKED THAT WE KEEP IN MIND THAT, WE NEED TO REALIZE THAT THESE ARE STUDENTS WHO WILL GROW UP AND BECOME ADULTS IN OUR SOCIETY.

IT IS INCUMBENT UPON US

* This transcript was compiled from uncorrected Closed Captioning.