[00:00:07] >> GOOD EVENING, EVERYONE. I AM CALLING THE CALVERT COUNTY [2.01 Pledge of Allegiance/Moment of Silence] BOARD OF EDUCATION MEETING TO ORDER. WE WILL START WITH THE PLEDGE OF ALLEGIANCE, FOLLOWED BY A MOMENT OF SILENCE. EVERYONE, PLEASE STAND. >> 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. >> THANK YOU. GOOD AFTERNOON, EVERYONE. I WOULD LIKE TO INTRODUCE YOU TO MS. GRACE MINAKOWSKI, OUR NEWEST MEMBER. WELCOME TO YOUR FIRST MEETING. >> [2.02 Approval of Negotiated Agreements] CONSENT AGENDA. I WOULD LIKE TO MAKE A MOTION TO APPROVE. >> SORRY. WE WILL MOVE INTO NUMBER TWO, APPROVAL OF NEGOTIATED AGREEMENTS. MR. JOHNNY NAVARRO? >> GOOD AFTERNOON, PRESIDENT WHITE, VICE PRESIDENT CLAGGETT, MEMBERS OF THE BOARD OF EDUCATION. I AM TONY NAVARRO, CHIEF OPERATIONS OFFICER. AS REQUIRED BY MARYLAND EDUCATION LAW, THE CALVERT EDUCATION ASSOCIATION GENERATED A TENTATIVE AGREEMENT, NOW RATIFIED BY MEMBERSHIP. THE SUCCESSOR AGREEMENT IS FOR A TERM OF FOUR YEARS, IT INCLUDES THE BLUEPRINT FOR MARYLAND'S FUTURE, AS WELL AS MEETING BLUEPRINT SALARY REQUIREMENTS. THE NEW SALARY STRUCTURE IS THE REQUIRED BLUEPRINT OF FY 2025 AND FOR FUTURE INVITATION. MEETING THE BLUEPRINT SALARY REQUIREMENTS WILL SUPPORT SYSTEM EFFORTS TO IMPROVE AND RETAIN TEACHERS AS WE HAVE CONTINUED CHALLENGES WITH VACANCIES ACROSS THE PANDEMIC PERIOD. UPON RATIFICATION, WILL BE SUBMITTED TO THE ACCOUNTABILITY AND IMPLEMENTATION BOARD FOR APPROVAL AS REQUIRED BY LAW. IN ADDITION, TEAMS FOR THE BOARD AND THE CALVERT EDUCATION SUPPORT STAFF ALSO NEGOTIATED A TENTATIVE SUCCESSOR AGREEMENT, THE AGREEMENT IS NOW RATIFIED BY MEMBERSHIP. THE SUCCESSOR AGREEMENT IS FOR A TERM OF FOUR YEARS AND ALSO INCLUDES OVERALL HOURLY WAGE INCREASES OVER THE FOUR YEARS OF THE AGREEMENT, AS WELL AS OTHER IMPROVEMENTS. TODAY, MEMBERS OF THE CEA AND THE CASE NEGOTIATIONS TEAM ARE HERE SO THAT BOTH PARTIES CAN SIGN THE AGREEMENTS. I WOULD LIKE TO ACKNOWLEDGE AND COMPLEMENT BOTH NEGOTIATIONS TEAMS FOR THEIR PROFESSIONALISM AND DEDICATION TO REACH AGREEMENTS, FOR MANY LONG HOURS OF LISTENING, COLLABORATING, THINKING, AND COMPROMISING TO GET US TO A BETTER TOMORROW WITH SUCCESSOR AGREEMENTS. CCPS TEACHERS AND SUPPORT PROFESSIONALS ARE VERY DESERVING OF THESE AGREEMENTS FOR THEIR WORK FOR CALVERT COUNTY PUBLIC SCHOOLS. SO, NOW WE BEGIN. >> THANK YOU TO EVERYONE WHO [3. Consent Agenda] [00:12:33] WAS INVOLVED, AND CONGRATULATIONS ON FINALLY [00:12:37] GETTING THIS TAKEN CARE OF. NOW, WE HAVE A MOTION TO PRESENT AGENDA. >> MOTION TO APPROVE. >> SECOND. >> THERE IS A PROPER MOTION AND SECOND ON THE FLOOR. ALL IN FAVOR? UP FOR DISCUSSION. ALL IN FAVOR? >> AYE. >> OPPOSED? THE MOTION PASSES, 5-0. NEXT, WE WILL MOVE INTO [4.01 Public Comment] PUBLIC COMMENT. >> THE BOARD OF EDUCATION PERMITS THE PUBLIC TO ADDRESS THE BOARD ON ISSUES OF CONCERN. THE NUMBER OF SPEAKERS IS LIMITED TO 20. WHEN YOU ARE CALLED TO SPEAK, PLEASE STATE YOUR NAME FOR THE RECORD AND LIMIT YOUR COMMENTS TO THREE MINUTES. PERSONS ON THE SIGN-UP SHEET MAY NOT CONVEY, TRANSFER, OR RELINQUISH ANY PART OF THEIR SPEAKING TIME TO ANOTHER PERSON IN THE ROOM. IF YOU HAVE HANDOUTS OR WRITTEN TESTIMONY, PLEASE GIVE THEM TO KAREN MAXEY TO BE DISTRIBUTED TO BOARD MEMBERS. TO PROTECT INDIVIDUAL CONFIDENTIALITY, PLEASE DO NOT MENTION SPECIFIC STUDENTS OR STAFF MEMBERS IN YOUR REMARKS. ALL COMMENTS ARE TO BE MADE IN A CIVIL MANNER. ANYONE NOT FOLLOWING THESE GUIDELINES WILL BE ASKED TO STOP SPEAKING AND WILL FORFEIT THEIR RIGHT TO SPEAK AT FUTURE BOARD MEETINGS. PLEASE UNDERSTAND THAT WHILE THE BOARD OF EDUCATION VALUES YOUR COMMENTS AND CONCERNS, THIS IS A BUSINESS MEETING AND THE BOARD CANNOT RESPOND TO YOUR QUESTIONS ARE INTO -- ENTER INTO A DISCUSSION WITH YOU DURING THE MEETING. CALVERT COUNTY PUBLIC SCHOOLS WILL RESPOND TO THE ISSUES YOU RAISE IF YOU PROVIDE CONTACT INFORMATION WHEN YOU SIGN IN. WRITTEN COMMENTS ARE WELCOME AT ANY TIME. FOR INFORMATION, PLEASE CONTACT THE ADMINISTRATIVE ASSISTANT. >> TODAY, WE HAVE SEVEN [00:15:08] SPEAKERS AND THE FIRST SPEAKER IS JOSEPH COMBER. >> GOOD AFTERNOON, BOARD OF EDUCATION. MY NAME IS JOE, SERIAL COMMENTOR FOR CALVERT COUNTY. IT IS NICE FOR ALL OF US TO BE HERE IN A NONEMERGENT MEETING THIS AFTERNOON. TODAY, I JUST WANT TO TALK ABOUT SMART PHONES, HOW TO CREATE THEM, AND HOW TO USE THEM TO GET THE DESIRED OUTCOME. WHETHER IT IS A FIRST-TIME PARENT SITTING AT THE TABLE WITH INFANTS AND TODDLERS FOR AN INDIVIDUAL SERVICE PLAN OR A GUARDIAN RETURNING TO THE TABLE FOR THE 100TH TIME FOR THE PERSONALIZED EDUCATION PLAN FOR THEIR STUDENT, IT IS IMPORTANT TO HAVE YOUR DUCKS IN A ROW BEFORE YOU SIT DOWN. IT IS ALSO IMPORTANT TO KEEP IN MIND THESE DOCUMENTS ARE NOT WRITTEN IN STONE, THEY ARE WRITTEN AGREEMENTS THAT CAN BE CONTINUALLY ASSESSED, ADAPTED AS NEEDED. IT IS SAID THAT THE MISSION OF THE SCHOOL SYSTEM IS TO GET FROM POINT A TO POINT B, POINT B HOPEFULLY BEING GRADE LEVEL BENCHMARKS AND MASTERY. POINT B IS DIFFERENT LEVEL FOR EVERY STUDENT, BUT WE CAN TEST THEIR ACADEMIC PERFORMANCE. THIS IS WHERE THERE ARE STRENGTHS AND WEAKNESSES ACROSS MANY FACETS, SUCH AS FINE MOTOR CONTROL, SELF-CARE, FEEDING, TOILETING, SOCIAL BEHAVIOR, EMOTIONAL REGULATION, ALL THE THINGS. SO, WHAT ARE SMART GOALS? THEY ARE SPECIFIC, MEASURABLE, ACHIEVABLE, RELEVANT, AND TIMED OUT. AS WE BEGAN TO DEVELOP OUR GOALS, WE HAVE TO IDENTIFY THAT POINT A TO POINT B. WHILE WE WANT TO REACH ALL OF THOSE BENCHMARKS, A CHILD READING AT A THIRD-GRADE LEVEL IN SIX GRADE IS NOT GOING TO CLOSE THAT GAP IN 40, 90, OR 120 DAYS. WHAT ARE WE TRYING TO ACHIEVE? WHAT IS THE BENCHMARK WE ARE LOOKING AT? THE GOAL SHOULD BE SPECIFIC, CLEARLY STATE ACADEMIC CRITERIA FOR SUCCESS. FOR EXAMPLE, INSTEAD OF SAYING "FRANK WILL IMPROVE HIS WRITING." THE TEAM WILL SAY, GIVEN A PROMPT, FRANK WILL WRITE A FIVE GRAPH -- FIVE PARAGRAPH ON PAPER WITH PENCIL. EVERYTHING IS DATA DRIVEN. WE ARE JUST YELLING INTO THE VOID. WE WANT TO BE ABLE TO TRACK PROGRESS ON THAT JOURNEY FROM POINT A TO POINT B. THE GOALS ATTAINABLE AND ACHIEVABLE, JUST LIKE OUR OVERARCHING DESIRED OUTCOME A, EACH TO BE ACHIEVABLE, BASED ON THE INTENSITY OF PROGRAMMING AVAILABLE AND MAKE THE GOALS RELEVANT AND TIMED OUT. ESTABLISH A DEADLINE FOR THE TIMEFRAME OF THOSE GOALS. OVER THE LAST SIX MONTHS, WE HAVE BEEN HERE IN THE BOCC DISCUSSING THIS BUDGET, AND I ENCOURAGE YOU TO USE THESE SMART GOALS AS A TECHNIQUE AS YOU BEGIN THE FY 2026 PROCESS. WHAT ARE WE ASKING? WHAT ARE WE LOOKING TO ACHIEVE? WHAT ARE OUR PRESENT LEVELS? OF COURSE, WE WANT YOU TO HONOR THE CONTRACT YOU JUST SIGNED BUT NOT UNDER THE LEVERAGE OF MORE FUNDING. WE WANT YOU TO ALWAYS DO IT. YOU MIGHT SEE AN IEP, WE WANT TO SEE MIKE CROSS THE STREET THREE OUT OF FIVE TIMES SAFELY, THAT IS NOT A GOOD GOAL, WE WANT MIKE TO CROSS THE STREET SAFELY EVERY TIME, JUST LIKE WE WANT YOU TO HONOR THE CONTRACT EVERY TIME, NOT UNDER LEVERAGE. ADOPT 3% CUTS ACROSS THE BOARD. IS THAT ACHIEVABLE? IS THAT SPECIFIC? IS THAT MEASURABLE? WHAT DOES THAT MEAN? CONTINUE DISCUSSIONS AMONG STAFF. IT IS WHEN A PARENT COMES IN AND SAYS, I WANT TEACHERS TO TELL ME WHAT IS GOING ON IN THE CLASSROOM. THAT IS GREAT, BUT HOW ABOUT GIVEN A DETAILED REQUEST FOR DATA SETS, CCPS WILL PROVIDE A WRITTEN RESPONSE WITHIN 2 TO 20 DAYS, AND AN EXPLANATION OF THE TIMEFRAME WHEN IT WILL BE AVAILABLE TO YOU. TOGETHER, WE CAN DO THIS. HAVE A GREAT SUMMER. >> THANK YOU. >> SPEAKER IS CHRISTINE GUTHRIE. >> IT AFTERNOON, I AM CHRISTINE GUTHRIE AND I AM NOT A SERIAL COMMENTOR, I AM A FIRST TIMER. I JUST FINISHED MY 36TH YEAR IN EDUCATION. FOR THE PAST SIX YEARS, I HAVE HAD THE LIVE PRIVILEGE OF SERVING CCPS AS A LEARNING SPECIALIST. MY GOAL IS TO SUPPORT STUDENT LEARNING THROUGH THE PURPOSEFUL INTEGRATION OF TECHNOLOGY. I RECOGNIZE THAT BUDGETARY DECISIONS ARE DIFFICULT AND THIS YEAR, PARTICULARLY CHALLENGING. I AM HERE TONIGHT TO ASK YOU TO CONSIDER THE FOLLOWING BEFORE MAKING FUTURE CUTS TO OUR LAPTOP PROGRAM. HOW MUCH IS BEING SAVED, AND AT WHAT COST? LET'S FIRST TALK ABOUT DOLLARS AND CENTS, AS A SYSTEM, WE HAVE ALREADY INVESTED FUNDS IN DIGITAL TOOLS AND RESOURCES THAT WILL NO LONGER BE ACCESSIBLE IN THE SAME WAY. SPECIFICALLY, MONEY HAS BEEN SPENT ON THE TEXTBOOKS, SUPPORTING FOURTH AND FIFTH GRADE SOCIAL STUDIES CURRICULUM, FOR THE MUSIC PROGRAM, DIGITAL DATABASES, PERSONALIZED PLATFORMS, AND MUCH MORE. MOVING FROM A ONE-TO-ONE PROGRAM REQUIRES [00:20:02] PURCHASING CHARGING CARDS, INCREASING PAPER CONSUMPTION, DEMANDS ON COPYING MACHINES, WILL THESE AND HAVE THESE COSTS BEEN CONSIDERED? ONCE THESE NUMBERS ARE CALCULATED, WHAT IS THE COST TO INSTRUCTION AND THE LEARNING ENVIRONMENT? SHIFTS NOW NEED TO BE MADE BY SUPERVISORS, TEACHERS, AND STUDENTS. WHAT IS THE VALUE OF TIME NEEDED TO REVISE LEARNING ACTIVITIES? WHAT IS THE VALUE OF TIME NEEDED TO CREATE NEW LEARNING ACTIVITIES? WHAT IS THE VALUE OF TIME LOST IN TRANSITION, SIGNING IN AND OUT OF LAPTOPS? WHAT IS THE COST TO MEETING THE NEEDS OF OUR STUDENTS? ACCESSIBILITY TOOLS LIKE SCREEN READERS, TRANSLATORS, AND DICTATION ARE NOW NOT AT THE READY FOR OUR STUDENTS. THE PERSONALIZED PLATFORMS WE HAVE INVESTED IN, ALEXIA AND IPAD CANNOT BE UTILIZED IN THE SAME WAY TO HELPING MEET STUDENTS' INDIVIDUAL NEEDS. CREATIVITY TOOLS LIKE MIXI, ADOBE, AND FLIP WILL BE A CHALLENGE TO BUILD INTO OUR LEARNING ENVIRONMENTS. LEVERAGING TECHNOLOGY TO ENHANCE LEARNING SHOULD NOT COME DOWN TO CHOOSING BETWEEN A STAFF MEMBER AND A LAPTOP. LAPTOPS ARE A VITAL TOOL TO THE QUALITY OF CCPS INSTRUCTION TO OUR STUDENTS. THANK YOU. >> THANK YOU. >> OUR NEXT SPEAKER IS PATTY MCGLYNN. IS THAT CORRECT? OUR FOURTH SPEAKER IS CHELSEA GALLO WHO. >> HEY, Y'ALL. I TEACH EIGHTH GRADE AT MILLCREEK MIDDLE SCHOOL. I ASPIRED TO BE A SERIAL PUBLIC COMMENTOR. SO, I WANT TO START OFF WITH, HAPPY SUMMER. I HEARD SOMEONE IN SOME MEETING YESTERDAY SAY THAT WE NEED TO BE BUCKET FILLERS AND NOT BUCKET DIPPERS. SO, I WANTED TO SAY THANK YOU TO EVERYONE, KIND OF. I WANTED TO START WITH EDUCATORS ACROSS THE COUNTY. THANK YOU FOR YOUR TIRELESS DEDICATION TO OTHER PEOPLE'S CHILDREN, OFTEN AT THE EXPENSE OF YOUR OWN. I WANT TO SAY, THANK YOU, DR. TOWNSEL, FOR CONTINUOUSLY MEETING AND COMMUNICATING WITH THE COUNTY BOARD OF COMMISSIONERS, FOR BUILDING BRIDGES, AND PERSEVERING THROUGH A DIFFICULT BUDGET. PRESIDENT DWIGHT, I WANT TO SAY THANK YOU FOR LEADING WITH CONSIDERATION WHAT IS BEST FOR THE KIDS, ALWAYS, THANK YOU FOR YOUR CANDOR AND DEDICATION TO RESTORING PRACTICES. VICE PRESIDENT CLAGGETT, I WANT TO THANK YOU FOR FIERCELY ADVOCATING FOR STUDENTS. I WANT TO THANK YOU FOR SAYING WHAT MOST OF US HAVE BEEN THINKING IN THE MOST PROFESSIONAL WAY AND ALWAYS BEING A VOICE OF REASON. MS. BALINSKI, I WANT TO SAY THANK YOU FOR ASKING QUESTIONS TO CLARIFY FOR EVERYBODY BECAUSE I AM THINKING IT, AND THEN YOU ASK IT. AND ALWAYS BEING CALM AND LEVELHEADED. MS. POST, I WANT TO THANK YOU FOR SEEKING TO BE BETTER AND NOT THROWING STONES. AND MS. MINAKOWSKI, I WANT TO THANK YOU FOR GOING ABOVE AND BEYOND TO REPRESENT YOUR PEERS. THANK YOU. >> THANK YOU. >> OUR NEXT SPEAKER IS TIFFANY OATES. >> IT AFTERNOON. MY NAME IS TIFFANY OATES. I AM A PARENT, FORMER HIGH SCHOOL TEACHER, AND NOT TOO LONG AGO I USED TO BE THE ATTORNEY FOR THE STATE EDUCATION OFFICE IN THE DISTRICT OF COLUMBIA. THANK YOU FIRST FOR TAKING SOME TIME TODAY. I SENT YOU ALL AN EMAIL ABOUT MY SON TODAY. I SENT YOU AN EMAIL ABOUT MY SON, MY SON IS INCREDIBLY GIFTED IN MATH. I MADE A FORMAL REQUEST BACK IN APRIL TO THE STAFF TO HAVE HIM TAKE ALGEBRA OVER THE SUMMER, SO THAT HE COULD BE IN GEOMETRY IN THE FALL ONLY BECAUSE THIS WEEK -- IF WE ASK THAT HE SIT IN ALGEBRA FOR A FULL SCHOOL YEAR, A COURSE HE HAS ALREADY TAKEN SEPARATELY, I WORRY HE WILL BE FRUSTRATED, HIS LEVEL OF MATH WILL DIMENSION -- DIMINISH AND WE WILL NOT ALLOW HIM TO CONTINUE TO GROW IN AN AREA HE CAN REALLY THRIVE IN. I AM COMING TO YOU TODAY BECAUSE WE ARE AT THE BEGINNING OF SUMMER AND I NEED TO FIGURE OUT WHAT MY SON IS GOING TO DO THIS SUMMER. SO, THE ONLINE COURSE STARTS ON MONDAY, AND THE STATE [00:25:02] GIVES GREAT LATITUDE IN DEFERENCE -- TO THE LOCAL SUPERINTENDENT TO DETERMINE, APPROVE, AN ALTERNATIVE PATHWAY FOR GRADUATION REQUIREMENTS. I UNDERSTAND GEOMETRY IS A GRADUATION REQUIREMENT, HE IS NOT TRYING TO SKIP IT. HE IS WILLING TO SIT THROUGH IT OVER THE SUMMER TO PROPERLY CREATE -- PLACING IN GEOMETRY, A CLASS HE IS ACTUALLY TAKING NOW IN THE EVENINGS, AND HE IS 11. SHE DID A PRACTICE TEST ON A GLOBAL MATH COMPETITION, ON THE HARDER GEOMETRY RESTAURANTS -- QUESTIONS HE SCORED 18 OUT OF 25. LAST YEAR IN THAT TEST, KIDS THAT SCORED 17 WERE IN THE TOP 5% IN THE WORLD. THAT TEST WILL TAKE PLACE IN JANUARY. BY THE TIME JANUARY COMES AROUND, IF HE CONTINUES TO BE DILIGENT, HE CONTINUES TO WORK HARD, HE MAY GET A PERFECT SCORE. HE JUST NEEDS TO GET A 21 TO BE IN THE TOP 1%. SO, I AM ASKING THE BOARD TO PLEASE, WITHIN THE NEXT DAY OR SO, ALLOW US TO HAVE SOME KIND OF DECISION THAT WILL ALLOW HIM TO TAKE ALGEBRA ONLINE. WE ARE WILLING TO PAY FOR IT OURSELVES. WE ARE JUST ASKING FOR PERMISSION AND APPROVAL. APEX IS APPROVED BY THE STATE. IT IS AN NCA ELIGIBLE COURSE, HOPE SO HOPEFULLY HE WILL PLAY BASKETBALL IN COLLEGE, AS WELL. IT WILL BE A GREAT DISSERVICE IF MY SON HAS TO SIT THROUGH ALGEBRA FOR AN ENTIRE YEAR BECAUSE I HAVE NOT BEEN ABLE TO GET A DECISION OUT OF CALVERT COUNTY PUBLIC SCHOOLS. THANK YOU. >> THANK YOU. >> OUR NEXT SPEAKER IS STACY TAMBLYN. >> I THOUGHT I HAD MORE TIME. GOOD AFTERNOON. I AM STACY TAMBLYN, PRESIDENT OF THE CALVERT ASSOCIATION OF EDUCATION SUPPORT STAFF. I WOULD LIKE TO TAKE THE TIME TO THANK THE CALVERT COUNTY PUBLIC SCHOOLS NEGOTIATIONS TEAM FOR ALL OF THEIR WORK, THEIR COUNTLESS HOURS, THE ENDLESS COLLABORATION, AND DISAGREEMENT, AND MOVING TOWARD AN AGREEMENT THAT I FELT VERY PROUD PUTTING MY SIGNATURE ON THIS AFTERNOON. SO, I LIVE REALLY LOOK FORWARD TO THE NEXT FOUR YEARS OF GROWTH, AND I THANK THE ELECTEDBOARD FOR HELPING US FINALIZE THAT DOCUMENT. I WOULD ALSO LIKE TO USE MY TIME TO ADDRESS SOME THINGS THAT HAPPENED LAST NIGHT AT THAT EMERGENCY MEETING. MS. GRENIS, I DON'T KNOW WHAT YOU WERE THINKING. YOUR BEHAVIOR WAS EMBARRASSING AND IT REFLECTED ON ALL OF US HERE AT CALVERT COUNTY PUBLIC SCHOOLS. I WOULD LIKE TO RESPECTFULLY RECOMMEND THAT YOU BETTER VENT YOUR SOURCES, AND TO LOOK INTO AN ISSUE BEFORE JUST EXPLOITING IT. WE HAVE PROFESSIONALS THAT DO THIS WORK, AND WE ARE AT THE READY WITH A PHONE CALL TO CLARIFY, TO HAVE A CONVERSATION. UNFORTUNATELY, YOU AND I HAVE NEVER HAD A CONVERSATION, BUT WE ARE HERE, AND WE CAN HELP YOU IN THIS JOURNEY. BUT, LAST NIGHT, AS IT LOOKED AS IF THE TALKS WERE PROGRESSING, YOU SPOKE OUT LIKE A PETULANT CHILD WHO IS NOT GETTING HER WAY WITH ONE PARENT, SO YOU WENT TO ANOTHER ONE. YOU REPRESENT US, AND YOU EMBARRASSED US. >> THANK YOU. >> OUR NEXT SPEAKER IS DONNA STENZEL. >> GOOD AFTERNOON. MY NAME IS DONNA STENZEL AND I AM THE PRESIDENT OF THE CALVERT EDUCATION ASSOCIATION. I DON'T HAVE A SPEECH WRITTEN -- WHICH IS VERY UNLIKE ME -- BUT, THIS IS MY LAST MEETING TO BE ABLE TO ADDRESS THE BOARD AS THE CPA PRESIDENT. SO, I DIDN'T WANT TO NOT TAKE THAT OPPORTUNITY. I AM FILLED WITH A LOT OF MIXED EMOTIONS TODAY. EXCITEMENT, HAPPINESS, NERVOUSNESS, AND SADNESS. THERE HAVE BEEN A LOT OF HIGHS AND LOWS THROUGH MY CAREER, AS A TEACHER, AND IN [00:30:05] THIS ROLE AS PRESIDENT. I HAVE SEEN MANY THINGS COME AND GO. I HAVE SEEN -- I HATE TO SAY IT, I WAS MAKING LITTLE LISTS HERE, AND HOW MANY OF THE THINGS HAVE TO DO WITH BUDGET? THINGS THAT DON'T NECESSARILY HAVE CONTROL OF US. WHETHER IT WAS FIXED THE FUND, OR THE KERWIN COMMISSION, OR THE BLUEPRINT FOR MARYLAND SCHOOLS, LOCAL FUNDING, CONTRACT NEGOTIATIONS, THE PANDEMIC. THINGS THAT A PRESIDENT WOULD HAVE NEVER THOUGHT THEY WOULD HAVE SEEN IN THEIR CAREER. I WANT TO BE REMEMBERED FOR ALWAYS HAVING HAD THE BEST INTEREST IN THE SCHOOL SYSTEM AT HEART, FOR EDUCATORS, FOR STUDENTS, AND FOR OUR COMMUNITY. I TRULY BELIEVE, WITH COMMUNICATION, THAT IF WE ALL WORK TOGETHER, WE WILL BE NUMBER ONE, AND IN MY HEART, WE ARE THERE NOW. ON PAPER, IT MIGHT NOT QUITE LOOK LIKE THAT. I WOULD LIKE TO END WITH JUST A THANK YOU, A THANK YOU TO MY CEA EXECUTIVE FOR IT, WHO HAS SUPPORTED ME. BECAUSE AS WE KNOW, PRESIDENTS DON'T DO IT BY THEMSELVES. THEY HAVE A TEAM THAT SUPPORTS THEM. SPEAKING OF TEAMS, MY NEGOTIATIONS TEAM THAT GAVE A TREMENDOUS AMOUNT OF THEIR OWN PERSONAL TIME IN ORDER TO WORK WITH CCPS TO BE HERE TODAY TO GET THAT CONTRACT SIGNED. TO MY MEMBERS, 1050 STRONG, I AM SO PROUD OF THEM AND THE ADVOCACY, AND THE LISTENING, AND THE PAYING ATTENTION, WATCHING FROM HOME, WATCHING IN, COMMENTING. AND LAST, BUT NOT LEAST, I WOULD LIKE TO THANK CALVERT COUNTY PUBLIC SCHOOLS FOR MY CAREER BECAUSE WHEN YOU THINK THAT YOU HAVE SPENT 35 PLUS YEARS OF YOUR LIFE IN ONE PLACE, I REALLY WON'T BE ABLE TO PUT IT INTO WORDS AND I DON'T WANT TO GET EMOTIONAL. SO, THANK YOU, AND THAT IS, I GUESS, ALL. >> THANK YOU. >> I JUST WANTED TO CIRCLE BACK TO PATTY. THAT CONCLUDES OUR SPEAKERS FOR TODAY. >> THANK YOU. NEXT, WE ARE [5.01 Grace Minakowski] GOING TO MOVE INTO THE STUDENT MEMBER OF THE BOARD. IS MINAKOWSKI? >> GOOD AFTERNOON, EVERYONE. MY NAME IS GRACE MINAKOWSKI AND I AM BEYOND THRILLED TO BE DELIVERING MY FIRST REPORT OF THE 2024-2025 STUDENT MEMBER OF THE BOARD. I AM A RISING SENIOR AT HUNTINGTON HIGH SCHOOL AND IT FEELS QUITE SURREAL TO SIT IN THIS CHAIR. I HAVE LONG ADMIRED THE ADULTS AND OF COURSE THE STUDENTS WHO HAVE TACKLED THE JOB OF REPRESENTING SUCH A DIVERSE BODY OF CCPS STAKEHOLDERS AND I AM EXCITED FOR THE CHALLENGE AND REWARD OF SERVICE. I WOULD LIKE TO EXTEND A HUGE THANK YOU TO JORDAN HAYES, OUR PREVIOUS STUDENT MEMBER, WHO HAS BEEN SO GRACIOUS IN RESPONDING TO MY MANY, MANY, MANY QUESTIONS ABOUT THE ROLE. SHE IS AN INCREDIBLE LEADER WHO I HAVE HAD THE PLEASURE OF CALLING MY FRIEND SINCE SIXTH GRADE, AND I KNOW I HAVE VERY, VERY BIG SHOES TO FILL. SHE EVEN LEFT ME HER LUCKY PEN TODAY. I WOULD ALSO LIKE TO THANK MY FELLOW BOARD MEMBERS, ESPECIALLY PRESIDENT WHITE AND MS. MAXEY FOR HELPING ME FIND MY FOOTING IN THIS POSITION. I COULD NOT DO THIS WITHOUT YOU. SINCE STARTING MY TERM ON JUNE 1ST, I HAVE BEEN QUITE BUSY. I AM EXCITED TO ANNOUNCE THE STUDENT MEMBER OF THE BOARD STUDENT ADVISORY COUNCIL, A GROUP WHICH WILL MEET 1 TO 2 TIMES MONTHLY, VIRTUALLY, TO DISCUSS ISSUES AT OUR SCHOOL AND POTENTIAL SOLUTIONS TO THESE ISSUES, WHICH I CAN VOICE TO MY COLLEAGUES. THIS GROUP IS NOT EXCLUSIVE AND DOES NOT PROVIDE AN APPLICATION FOR ALL MIDDLE AND HIGH SCHOOL STUDENTS ARE WELCOME. THERE IS ONLY A SHORT FORM TO FILL OUT, SO I CAN CONTACT YOU SECURELY, AND ALL OF THIS INFORMATION IS ON THE CCPS WEBSITE OR YOU CAN DIRECTLY EMAIL ME. ADDITIONALLY, I WORKED WITH MR. MCCOMBS TO HAVE VOTER REGISTRATION INSERTS IN ALL OF OUR 2024 GRADUATES' PACKETS SO THEY WILL BE EMPOWERED TO VOTE AS THEY ENTER A NEW CHAPTER OF THEIR LIVES. FINALLY, I SENT AN EMAIL TO ALL CCPS PRINCIPLES I CAN ATTEND BACK TO SCHOOL EVENTS AND GET MYSELF OUT IN THE COMMUNITY. I LOOK FORWARD TO HEARING FROM ALL OF THEM. AS I CLOSE, I WOULD LIKE TO SHARE [00:35:02] SOME EXCITING WORK I HAVE BEEN DOING OUTSIDE OF MY POSITION. LAST WEEK, I HAD THE PLEASURE OF MEETING WITH CONGRESSMAN CINDY POIRIER ON BEHALF OF THE STUDENT COUNCIL, TO BRING AWARENESS TO THE BARRIERS FACED BY OUR GENERATION IN THE CIVIC PROCESS. THIS TUESDAY, I WAS BACK ON THE HILL TO MEET WITH SENATOR BEN CARDIN, REPRESENTATIVE JANIE RASKIN AND SENATOR VAN HOLLEN, AND THE AFTERSCHOOL ALLIANCE TO ASK FOR INCREASED FUNDING FOR THE CHILDCARE DEVELOPMENT GRANT, INCREASE FUNDING FOR 20% FOR THE CENTER'S FULFILLMENT OF STEM RELATED PROMISES UNDER THE CHIPS AND SCIENCE ACT, AND AN ENTRANCE INTO THE AFTERSCHOOL CAUCUS ALL WITH THE GOAL OF EXPANDING AFTER SCHOOL AND ACTIVITIES AND PROGRAMS TO ALL STUDENTS IN MARYLAND INCLUDING IN CALVERT COUNTY. FINALLY, I HAVE HAD THE PLEASURE OF SERVING ON A WORKGROUP WITH THE MARYLAND DEPARTMENT OF EDUCATION, OUR STUDENT MEMBER OF THE BOARD, AND THE MARYLAND ASSOCIATION OF STUDENT COUNCILS, TO PERFORM OUR SELECTION AND PROMOTION PROCESS FOR THE STATE OF THE BOARD. I AM SO EXCITED TO WORK WITH AND HEAR FROM MEMBERS OF THIS BEAUTIFUL COMMUNITY, WHICH I HAVE CALLED HOME SINCE KINDERGARTEN. PLEASE CONTINUE TO EMAIL ME AND CONTACT ME THROUGHOUT THE SUMMER WITH YOUR CONCERNS AND THANK YOU TO EACH OF YOU WHO HAVE SUPPORTED ME THROUGHOUT MY JOURNEY. THANK YOU. >> I THINK THE STUDENTS OF CALVERT COUNTY WHO ELECTED YOU [6.01 Dr. Andrae Townsel] DID A PHENOMENAL JOB, GRACE. NEXT, WE WILL MOVE INTO SUPERINTENDENCE REPORT. DR. TOWNSEL? >> THANK YOU, PRESIDENT DWIGHT. FIRST, I WOULD LIKE TO GIVE A CONGRATULATIONS TO ALL THE GRADUATES OF 2024, THEIR FAMILIES. I HOPE THAT YOU GO OFF AND LIVE YOUR DREAMS, KEEP THOSE DREAMS TO LIFE. JUST KEEP IT ALIVE AND KEEP PURSUING YOUR GOALS. BUT CONGRATULATIONS TO THE GRADUATING CLASS OF 2024. ALSO, I WOULD LIKE TO GRADUATE OUR UNDERCLASSMEN, WHO HAVE THE OPPORTUNITY TO GO TO SCHOOL. A LOT OF OUR UNDERGRADUATE AWARDS TO VARIOUS MIDDLE SCHOOLS, HIGH SCHOOLS, AS WELL AS OUR ELEMENTARY SCHOOLS, SO CONGRATULATIONS TO ALL OF THOSE YOUNG PEOPLE WHO DID EXCEPTIONALLY WELL THIS ACADEMIC YEAR AND THOSE YOUNG PEOPLE WHO WILL RECEIVE THE SUPERINTENDENCE OF SCHOLASTIC PEACE, THOSE ARE YOUNG PEOPLE WHO ARE 90% OR HIGHER IN EACH COURSE THAT IS BENCHMARKED. CONGRATULATIONS TO ALL OF OUR YOUNG PEOPLE FOR THAT ACHIEVEMENT IN ATHLETICS AND THE ARTS. I WOULD LIKE TO SHARE THAT SAFETY WALKS WERE CONDUCTED THROUGHOUT THE MONTH OF MAY AND UP THROUGH JUNE. I WILL CONTINUE TO WORK COLLABORATIVELY WITH ALL AGENCIES, BUT CONDITIONALLY SPECIFICALLY WITH OUR SHERIFF'S DEPARTMENT TO ENSURE THAT ALL OF OUR YOUNG PEOPLE ARE SAFE IN OUR SCHOOLS, OUR SCHOOLS ARE AS SAFE AS WE CAN POSSIBLY BE. THOSE SAFETY WALKS I HAVE DONE WITH COMMISSIONER COX, WE RANDOMLY SELECT A DAY TO WALK INTO A SCHOOL, LOOK FOR HOTSPOTS, GO INTO THE BATHROOMS, WHATEVER. SO, RANDOMLY JUST HAVE OUR HAND ON THE PULSE. I LOOK FORWARD TO SCHEDULING SOME OPPORTUNITIES LIKE THAT IN THE UPCOMING ACADEMIC YEAR. UPDATE ON OUR STRATEGIC PLAN, IT IS IMPORTANT TO KNOW, LADIES AND GENTLE MAN, THAT WE ARE MOVING INTO PHASE FOUR OF OUR STRATEGIC PLAN. THAT WILL INVOLVE DISCUSSIONS, GOALSETTING STRATEGIES, AND EVALUATION MEASURES TO THE PRIORITY AREAS OF WHAT I PREVIOUSLY SHARED. OUR STAFF WILL BE MEETING ON THURSDAY AND FRIDAY, JUNE 20TH, JUNE 21ST, TO WORK ON THOSE GOALS. THE GOAL IS TO BRING THAT INFORMATION BACK BEFORE OUR BOARD OF EDUCATION ULTIMATELY FOR REVIEW AND APPROVAL OF OUR STRATEGIC PLAN OF THE NEXT 3 TO 5 YEARS. I ALSO WANT TO THANK OUR CALVERT EDUCATION ASSOCIATION, CALVERT EDUCATION ASSOCIATION'S SUPPORT STAFF, CALVERT COUNTY PUBLIC SCHOOLS NEGOTIATION TEAMS, FOR COMING TO A SUCCESSOR AGREEMENT. WE TRULY APPRECIATE THE HARD WORK AND COLLABORATION YOU DID THERE. THERE WERE LONG NIGHTS, TOUGH CONVERSATIONS, BUT BY THE GRACE OF GOD, WE ARE HERE, AND I DO BELIEVE THE NEXT FOUR YEARS WILL BE GOOD. AT THIS TIME, I WOULD LIKE TO ASK OUR BOARD OF EDUCATION TO AFFIRM SOME ADMINISTRATIVE APPOINTMENTS. FIRST, I HAVE JAMIE SMITH AS PRINCIPAL OF DOWELL ELEMENTARY SCHOOL. MS. SMITH HAS BEEN THE PRINCIPAL OF SOUTHERN MIDDLE SCHOOL SINCE 2019. BEFORE ASSUMING THIS ROLE, SHE SERVED AS A DEAN, ASSISTANT PRINCIPAL, AND ELEMENTARY TEACHER. SHE EARNED HER BACHELOR OF ARTS IN ELEMENTARY EDUCATION IN 2007, HER MASTERS OF EDUCATION AND ADMINISTRATION AND SUPERVISION FROM UNIVERSITY OF TEXAS ARLINGTON. AND DURING THE 2022-2023 SCHOOL YEAR, SHE PARTICIPATED IN OUR NEXT LEVEL LEADERSHIP PRINCIPAL ACADEMY. I'M ASKING YOU TO AFFIRM THE APPOINTMENT OF MS. JAMIE SMITH TO THE POSITION OF PRINCIPAL OF DOWELL ELEMENTARY SCHOOL. >> MOVED TO APPROVE THE SUPERINTENDENCE RECOMMENDATION. >> SECOND. >> IT HAS BEEN PROPERLY MOVED [00:40:01] AND SECONDED. ANY DISCUSSION? ALL IN FAVOR? >> AYE. >> ANY OPPOSED? MOTION PASSES, 5-0. CONGRATULATIONS. >> >> THANK YOU SO MUCH, DR. TOWNSEL, AND THE BOARD FOR THIS. I AM EXCITED TO BE THE NEXT PRINCIPAL AND I WILL LOOK FORWARD TO WORKING WITH MY NEIGHBORING LEADERS AND LOOK FORWARD TO BUILDING A STRONG COMMUNITY THAT I ALSO LIVE IN, AND ALSO HOPE TO BRING THOSE CONNECTIONS THROUGHOUT THE -- SORRY -- I AM USED TO TALKING IN FRONT OF PEOPLE BUT THEY ARE ALL RECORDING ME BACK HERE. I WANT TO STRENGTHEN THOSE RELATIONSHIPS WE HAVE WITH OUR COMMUNITY IN THE SOUTH AND I BELIEVE WITH OUR CURRENT STANDING PRINCIPLES THAT WILL BE MEETING WITH ME NEXT YEAR, WE WILL BE ABLE TO DO THAT AND I ALSO LOOK FORWARD TO STRIKING THAT CONNECTION THAT MR. PERRONE HAS STARTED FOR US, SO THANK YOU SO MUCH. >> THANK YOU, CONGRATULATIONS. >> NEXT, RYAN SAMMONS AS ASSISTANT PRINCIPAL AT CAREER AND TECHNOLOGY ACADEMY. MR. SAMMONS IS CURRENTLY SERVING AS AN INCLUSIVE EDUCATION FACILITATOR. HE HOLDS A BACHELOR OF SCIENCE DEGREE FROM THE INDIANA UNIVERSITY OF PENNSYLVANIA AND A MASTER OF ARTS FROM THE COLLEGE OF NOTRE DAME OF MARYLAND. IT EDUCATION JOURNEY BEGAN AS A SPECIAL EDUCATOR IN CALVERT COUNTY, WHERE HE WORKED ACROSS MULTIPLE CAMPUSES FROM 2005 220 13. SUBSEQUENTLY, HE TRANSITIONED TO THE ROLE OF DEAN OF STUDENTS AT MILL CREEK MIDDLE SCHOOL BEFORE ASSUMING THE ASSISTANT PRINCIPAL POSITION AT VARIOUS MIDDLE SCHOOLS. I AM ASKING THAT YOU AFFIRMED THE APPOINTMENT OF MR. BRIAN SAMMONS AS ASSISTANT PRINCIPAL OF THE CAREER AND TECHNOLOGY ACADEMY. >> MOVED TO APPROVE THE SUPERINTENDENT'S RECOMMENDATION. >> SECOND. >> IT HAS BEEN PROPERLY MOVED AND SECONDED. ANY DISCUSSION? ALL IN FAVOR? >> AYE. >> AND OPPOSE? MOTION PASSES, 5-0. >> OKAY, I JUST WANT TO SAY THANK YOU FOR THIS OPPORTUNITY. I WAS OUTSIDE CUTTING MY GRASS ABOUT AN HOUR AGO WHEN THEY CALLED ME, SO I DON'T HAVE A REALLY LONG SPEECH READY. JUST, SHORT AND SWEET, JUST SAY SOMETHING. THANK YOU. I AM LOOKING FORWARD TO THIS APPLICATION TO BE AN EDUCATIONAL LEADER. IN MY CURRENT ROLE, I HAVE HAD SOME CHANCES TO WORK AT CTA WITH PRINCIPAL CARRIE AKINS AT ALL OF THEIR STAFF AND STUDENTS, AND ALL OF THOSE EXPERIENCES HAVE BEEN NOTHING BUT POSITIVE AND THAT IS REALLY WHY I APPLIED FOR THIS JOB. I'M LOOKING FORWARD TO THIS CHALLENGE AND I CAN'T WAIT FOR THE SCHOOL YEAR TO GET STARTED. THANKS. >> YOU MAY HAVE TO BUY SOME LARGER SUITS, BECAUSE THE CULINARY ARTS PROGRAM THERE -- >> HUFFMAN, AS ASSISTANT PRINCIPAL AT MOUNT HARMONY ELEMENTARY SCHOOL. MS. MELISSA HUFFMAN HAS BEEN ASSISTANT PRINCIPAL AT MUTUAL ELEMENTARY SCHOOL SINCE AUGUST OF 2023. BEFORE ASSUMING THE POSITION, SHE TAUGHT FIRST AND THIRD GRADES AT HUNTINGTON ELEMENTARY SCHOOL, AS WELL AS SECOND GRADE AT KINGSBURY ELEMENTARY SCHOOL. MS. HUFFMAN EARNED HER BACHELOR OF SCIENCE DEGREE IN ELEMENTARY EDUCATION FROM THE UNIVERSITY OF MARYLAND COLLEGE PARK AT HER MASTER OF SCIENCE AND CURRICULUM AND INSTRUCTION. I AM ASKING THAT YOU AFFIRMED THE APPOINTMENT OF MS. MELISSA HUFFMAN TO THE POSITION OF ASSISTANT PRINCIPAL OF MOUNT HARMONY ELEMENTARY SCHOOL. >> I MOVED TO IMPROVE -- APPROVE THE SUPERINTENDENT'S RECOMMENDATION. >> SECOND. >> IT HAS BEEN PROPERLY MOVED AND SECONDED. ANY DISCUSSION? ALL IN FAVOR? >> AYE. >> OPPOSED? MOTION PASSES, 5-0. CONGRATULATIONS. [00:45:10] >> GOOD AFTERNOON. I WILL ALSO KEEP THIS SHORT AND SWEET, BECAUSE IT WAS VERY LITTLE NOTICE. BUT, I AM SUPER EXCITED TO CONTINUE THIS JOURNEY AS AN ASSISTANT PRINCIPAL FROM MUTUAL AM ELEMENTARY TO HARMONY ELEMENTARY. THANK YOU. >> OKAY. WILLIAM MET THOMAS LAURA CURRENTLY SERVES AS AN INCLUSIVE EDUCATED PHILS FACILITATOR. SHE EARNED HER MASTER OF SCIENCE AND CURRICULUM INSTRUCTION AND ASSESSMENT FROM MCDANIEL COLLEGE. MS. THOMAS LAURA AND BARKED ON HER TEACHING CAREER IN CALVERT COUNTY PUBLIC SCHOOLS IN 2001. ADDITIONALLY, SHE CONTRIBUTES TO THE MARYLAND STATE DEPARTMENTS EXPERT REVIEW TEAM. I AM ASKING YOU TO AFFIRM THE APPOINTMENT OF MS. WILLIAM MET THOMAS LAURA AS PRINCIPAL OF MIDDLE SCHOOL. >> I LOOK TO MOVE THE PRESIDENTS RECOMMENDATION. >> IT HAS BEEN PROPERLY MOVED AND SECONDED. DISCUSSION? ALL IN FAVOR? >> AYE. >> OPPOSED? MOTION PASSED, 5-0. >> GOOD AFTERNOON, PRESIDENT WHITE, DR. TOWNSEL, MEMBERS OF THE BOARD. I LOOK FORWARD TO SERVING STUDENTS, FAMILIES, AND STAKEHOLDERS WILL BECOMING A MEMBER OF THE SOUTHERN MIDDLE SCHOOL COMMUNITY. ALSO, GRACE, #PROUDTEACHER. >> UP NEXT, ANGELICA AS ASSISTANT PRINCIPAL OF MUTUAL ELEMENTARY SCHOOL. SHE BEGAN HER TEACHING CAREER AS A KINDERGARTEN TEACHER AT CARL'S TOWNS. SHE LATER TRANSITIONED TO TEACHING SECOND GRADE BEFORE JOINING CALVERT COUNTY PUBLIC SCHOOLS. INITIALLY, SHE SERVED AS A HYBRID TEACHER DURING THE 2020-2021 SCHOOL YEAR, THEN TAUGHT FIRST GRADE AT HUNTINGTON ELEMENTARY SCHOOL. CURRENTLY, SHE HOLDS THE POSITION OF DEAN OF STUDENTS AT WINDY HILL ELEMENTARY SCHOOL. SHE EARNED HER BACHELOR'S DEGREE FOR THE UNIVERSITY OF MARYLAND COLLEGE PARK, AND HER MASTERS DEGREE FROM TOWSON UNIVERSITY. I AM ASKING YOU TO AFFIRM THE APPOINTMENT AS ASSISTANT PRINCIPAL AT MUTUAL ELEMENTARY SCHOOL. I APOLOGIZE FOR THE NAME. >> I MOVE TO APPROVE THE SUPERINTENDENT'S RECOMMENDATION. >> SECOND. >> IT HAS BEEN PROPERLY MOVED AND SECONDED. ANY DISCUSSION? ALL IN FAVOR? >> AYE. >> OPPOSED? MOTION PASS, 5-0. CONGRATULATIONS. >> OKAY, SO, IT IS ANGELICA VAN BEEVEL. >> I APOLOGIZE. >> THAT IS OKAY. I AM INCREDIBLY HONORED TO ACCEPT THIS POSITION. I WOULD LIKE TO EXPRESS MY SINCERE GRATITUDE FOR INTERESTING ME WITH THIS OPPORTUNITY. I DO NOT TAKE IT LIGHTLY. THIS POSITION, IT REQUIRES IMMENSE RESPONSIBILITY AND THE IMPACT I WILL HAVE ON OUR STUDENTS, I JUST REALLY TAKE THIS TO HEART. I WOULD LIKE TO TAKE A MOMENT TO QUICKLY GIVE THANKS TO MY FAMILY FOR THEIR UNWAVERING SUPPORT AND ENCOURAGEMENT, AND TO MICHELLE SCHMIDT, FOR HER GUIDANCE AND WILLINGNESS TO PROVIDE ME WITH SUCH AN ARRAY OF EXPERIENCES THIS YEAR AS A DEAN. I LOOK FORWARD TO COLLABORATING WITH THE STAFF, STUDENTS, FAMILIES AND I PROMISE TO PROMOTE AN ENVIRONMENT WHERE EVERY CHILD FEELS VALUED, SUPPORTED, INSPIRED TO REACH THEIR FULL POTENTIAL. THANK YOU. >> LAST APPOINTMENT, MR. REGIS [00:50:15] AS PRINCIPAL OF PLUM POINT MIDDLE SCHOOL. MR. REGIS CURRENTLY SERVES AS PRINCIPAL OF FERGUSON PRE-THROUGH EIGHT SCHOOL IN THE CITY OF YORK. OTHER POSITIONS HELD WERE VICE PRINCIPAL, ACADEMIC ADVISER, COORDINATOR, PRINCIPAL TRAINER, INSTRUCTIONAL DESIGNER, AND GUIDING COUNSELOR. MR. REGIS ALSO SERVED IN THE UNITED STATES MARINE CORPS AS A NONCOMMISSIONED OFFICER FOR SIX YEARS. HE RECEIVED HIS BACHELOR OF SCIENCE DEGREE IN INTERDISCIPLINARY STUDIES AT HIS MASTER OF ARTS IN SCHOOL COUNSELING BOTH FROM NORFOLK STATE UNIVERSITY. I AM ASKING YOU TO APPROVE THE APPOINTMENT OF MR. RON REGIS AS PRINCIPAL OF PLUM POINT MIDDLE SCHOOL. >> I LOOK TO APPROVE THE SUPERINTENDENT'S RECOMMENDATION. >> SECOND. >> IT HAS BEEN PROPERLY MOVED AND SECONDED. ANY DISCUSSION? ALL IN FAVOR? >> AYE. >> OPPOSED? MOTION PASSED, 5-0. CONGRATULATIONS. >> GO AHEAD, DR. JOHNSON. OH, HE IS NOT HERE, BECAUSE HE HAS SOMETHING TODAY AND HE IS COMING -- >> OH, WELL. WE WILL WELCOME HIM WHEN HE GETS HERE. >> VERY LAST, THANK YOU SO MUCH, PRESIDENT WHITE, AND MEMBERS OF THE BOARD. I WOULD JUST LIKE TO SAY, I WISH EVERYONE A HAPPY -- HAPPY SUMMER TO ALL OF OUR STUDENTS, STAFF, FROM EVERYONE AT CALVERT COUNTY PUBLIC SCHOOLS, WE HOPE [7.01 Policies for Review] YOU HAVE A HAPPY AND SAFE SUMMER. THANK YOU. >> THANK YOU. NEXT, WE WILL MOVE INTO ACTION ITEMS, POLICIES FOR REVIEW. WE HAVE POLICY 1135, DIPLOMAS FOR VETERANS. MR. JOHNSON? >> GOOD AFTERNOON, PRESIDENT WHITE, DR. TOWNSEL, MEMBERS OF THE BOARD OF EDUCATION. I AM REVIEWING 1135 POLICY, DIPLOMAS FOR VETERANS. WE DO NOT HAVE ANY RECOMMENDED CHANGES FOR THIS POLICY. YOU MIGHT HAVE NOTED THERE WAS A COMMENT THAT WAS ASKED. THE LANGUAGE THAT IS IN THIS POLICY COMES RIGHT OUT OF LAW, SO AS IT IS WRITTEN, ONE, TWO, AND THREE, THEY MUST HAVE BEEN HONORABLY DISCHARGED FROM THE MILITARY SERVICE. THEY MUST HAVE WITHDRAWN FROM THE REGULAR FULL-TIME PUBLIC OR PRIVATE HIGH SCHOOL ACCREDITED BY THE MARYLAND STATE BOARD OF EDUCATION TO ENLIST, AND THEY MUST EITHER RESIDE IN CALVERT COUNTY OR HAVE WITHDRAWN FROM A QUALIFIED SCHOOL LOCATED IN CALVERT COUNTY IN ORDER TO GET THIS DIPLOMA. >> THANK YOU. ANY DISCUSSION? THANK YOU. SO, WE WILL POSTPONE FOR 30 DAYS. >> YES, PLEASE, THANK YOU. I AM ALSO HERE TO REVIEW POLICY 1210, CITIZEN ADVISORY COMMITTEE. THIS POLICY WAS REVIEWED AND THERE WAS A LOT OF DISCUSSION AROUND THIS POLICY. WE HAVE ONE ADJUSTMENT TO THIS POLICY, AND THAT IS IN 2B, THAT THE BOARD WILL APPOINT MEMBERS TO THE COMMITTEE FOR ONE YEAR TERMS. WHICH, WE WOULD PROBABLY WANT TO CORRECT A LITTLE BIT MORE, A ONE YEAR TERM, THROUGH A PROCESS THAT ENSURES DIVERSE REGIONAL REPRESENTATION. SO, THAT IS THE ONLY RECOMMENDATION WE ARE MAKING AT THIS TIME. >> ANY DISCUSSION? WE WILL POST IT FOR 30 DAYS. >> THANK YOU VERY MUCH. >> NEXT, WE HAVE POLICY 3005, STUDENT ATTENDANCE. >> GOOD AFTERNOON, PRESIDENT WHITE, DR. TOWNSEL, MEMBERS OF THE BOARD OF EDUCATION. I AM SICILIA LEWIS, DIRECTOR OF STUDENT SERVICES. TODAY, I AM PRESENTED BEFORE YOU ADMINISTRATIVE POLICY 3005, REGARDING STUDENT ATTENDANCE. OUR TEAM HAS REVIEWED THIS POLICY AND WE MAKE THE FOLLOWING RECOMMENDATIONS THAT ALIGN WITH A COUPLE OF GRAMMATICAL SUGGESTIONS, AS WELL AS SOME LANGUAGE THAT BEST [00:55:02] ALIGNS WITH OUR CURRENT PRACTICE IN CALVERT COUNTY PUBLIC SCHOOLS. THIS PARTICULAR POLICY IS TO ENSURE REGULAR SCHOOL ATTENDANCE FOR ALL CALVERT COUNTY PUBLIC SCHOOLS STUDENTS, AS WE KNOW, STUDENTS ARE NOT PRESENT, THEY ARE NOT LEARNING. OUR FIRST RECOMMENDATION IS OUTLINED IN THE POLICY STATEMENT, SECTION A, WHERE WE WOULD MAKE AN ADJUSTMENT IN THE WORD "PROPHET," AND CHANGE THAT TO "BENEFIT." AND TO ADD THE LANGUAGE OF "STUDENT SUPPORTS," WHICH IS A LARGE PART OF OUR WORK AT CALVERT COUNTY PUBLIC SCHOOLS. SO, NOW, THIS SENTENCE WOULD READ "NO STUDENT TWO IS EXCESSIVELY ABSENT DURING THE SCHOOL YEAR CAN FULLY BENEFIT FROM EDUCATIONAL PROGRAMS, STUDENT SUPPORTS, AND ACTIVITIES OFFERED AT THE SCHOOL." IN ADDITION, FURTHER DOWN IN THAT PARAGRAPH, WE ARE RECOMMENDING CHANGING THE WORD "SELF-DISCIPLINE" TO "SOCIAL AND EMOTIONAL COMPETENCIES" TO CAPTURE THE FIVE CORE COMPETENCIES AND NOT JUST ONE PARTICULAR AREA OF FOCUS. AND LAST, WE ARE RECOMMENDING TO MAKE AN ADJUSTMENT IN THE LAST PORTION OF THAT PARAGRAPH THAT READS "IN ORDER TO," TO DELETE THE ENTIRE PART TO JUST LEAVE ANY QUESTIONS? >> THANK YOU. WE WILL POST IT FOR 30 DAYS. >> THANK YOU. >> NEXT, WE HAVE POLICY 3160, FOREIGN EXCHANGE STUDENTS. THAT IS MS. JACOBS. >> GOOD AFTERNOON, PRESIDENT WHITE, DR. TOWNSEL, BOARD OF EDUCATION. MY NAME IS JACKIE JACOBS, AND STRUCTURE OF STRUCTURAL PERFORMANCE. I'M HERE TO PRESENT POLICY 3160 REGARDING THE REGISTRATION, WITHDRAWAL, AND TRANSFER OF FOREIGN EXCHANGE STUDENTS. THIS POLICY HAS BEEN REVIEWED AND WE ARE NOT RECOMMENDING ANY CHANGES AT THIS TIME. >> I HAVE A QUESTION. SO, WE HAVE JUST RECEIVED AN EMAIL, I AM SURE YOU HAVE SEEN, THAT SAYS CALVERT COUNTY PUBLIC SCHOOLS IS NO LONGER ACCEPTING FOREIGN EXCHANGE STUDENTS. IS THAT CORRECT? >> SO, BASED ON THE BUDGET CIRCUMSTANCES PRIOR, WE WERE NO LONGER ACCEPTING THAT. WE WILL GO BACK AND REVIEW THAT DECISION, BUT AT THIS TIME, WE CURRENTLY -- PRIOR TO TODAY -- HAVE THREE STUDENTS THAT HAVE BEEN ACCEPTED, PRIOR. >> SO, FOR STARTING NEXT YEAR? >> YES. >> SO, THIS LATEST ONE, YOU WILL BE ABLE TO REVIEW THAT CASE, THEN? AND IF EVERYTHING IS ACCEPTABLE, WE CAN PROCEED AND START? >> YES, WE WILL GO BACK AND REVIEW THE DECISION TO SEE IF WE HAVE PLACEMENT, YES. >> AND JUST ON A PERSONAL BASIS -- THIS ONE REALLY TOUCHED ME BECAUSE THIS CHILD LIVES ON AN ISLAND WAY OVER ON THE OTHER SIDE OF THE WORLD THAT IS SUCCUMBING TO SEA LEVEL RISE. SO, JUST THINK ABOUT IT, SITTING NEXT TO SOMEBODY IN CLASS AS AN AMERICAN IN CALVERT COUNTY, REALIZING THIS PERSON MAY LOSE THEIR ENTIRE HOME DUE TO CLIMATE CHANGE. SO, I JUST THINK THAT IS THE BENEFIT OF THESE FOREIGN EXCHANGE STUDENTS, WITH DIFFERENT EXPERIENCES THAT THEY BRING. >> ANY OTHER DISCUSSION? >> THANK YOU. WE WILL POST FOR 30 DAYS. >> THANK YOU. >> NEXT, WE HAVE EMPLOYEE TRAVEL REIMBURSEMENT, MR. SCOTT JOHNSON. >> GOOD AFTERNOON, PRESIDENT WHITE, DR. TOWNSEL, MEMBERS OF THE BOARD. MY NAME IS SCOTT JOHNSON, I SERVICE DISTRICT CHIEF FINANCIAL OFFICER. ON REVIEWING POLICY 5600, NO REVISIONS ARE RECOMMENDED AT THIS TIME. >> ANY DISCUSSION? WE WILL POST IT FOR 30 DAYS. THANK YOU. [7.02 Textbooks for Review] NEXT, WE WILL MOVE TO ACTION ITEM NUMBER TWO, TEXTBOOK REVIEW. THAT IS JACKIE JACOBS AND LAURA GRIMES. >> WE HAVE ONE MORE. >> OH, SORRY ABOUT THAT. RETURN T WORK PROGRAM. WE ARE GOING TO HAVE TO MAKE THIS LARGER. I AM GETTING OLD. >> GOOD AFTERNOON. THANK YOU, [01:00:03] PRESIDENT WHITE, DR. TOWNSEL, MEMBERS OF THE BOARD. MY NAME IS AXEL, I AM THE DIRECTOR OF HUMAN RESOURCES FOR CALVERT COUNTY PUBLIC SCHOOLS. IN REGARDS TO POLICY 6200 REGARDING THE TRANSITIONAL TEMPORARY RETURN TO WORK PROGRAM, THIS PROVIDES AN ALTERNATIVE AND TEMPORARY RETURN TO WORK PROGRAM THAT COULD BE CONSIDERED FOR OUR EMPLOYEES THAT ARE RETURNING FROM WORKERS COMPENSATION AND INJURY. WE HAVE REVIEWED THIS POLICY AND AT THIS TIME, WE ARE NOT RECOMMENDING ANY CHANGES. >> ANY QUESTIONS? >> THANK YOU. WE WILL POST IT FOR 30 DAYS. >> THANK YOU. >> NOW, WE ARE GOING TO HAVE THE TEXTBOOK REVIEW. THAT IS JACKIE JACOBS AND LAUREN GRIMES. >> HELLO, GOOD EVENING. I AM LAUREN GRIMES. GOOD EVENING, BOARD MEMBERS. I AM LOREN GRIMES, SUPERVISOR SECONDARY, ENGLISH LANGUAGE ARTS. I AM ASKING THAT YOU APPROVE SUBMISSION IN TEXTBOOK FOR PUBLIC REVIEW, THE TEXTBOOK IS, EVERYTHING IS AN ARGUMENT, NINTH EDITION, BY LUNSFORD AND ROSCOE IT'S. NOW, THIS TEXTBOOK IS FOR THE HONEST COMPOSITION AND RHETORIC COURSE. THIS IS A DUAL ENROLLMENT COURSE WITH CSM, THE COLLEGE OF SOUTHERN MARYLAND. OUR MEMORANDUM OF UNDERSTANDING WITH CSM STATES THAT WE ARE TO USE THE SAME TEXTBOOK FOR ENGLISH ENROLLMENT COURSES AND THIS IS THE TEXTBOOK CSM USES. THE COST OF THE BOOK IS $70.94. WE PURCHASED 300 BOOKS, WHICH IS TWO CLASS SETS PER HIGH SCHOOL, INCLUDING THE CAREER AND TECHNOLOGY ACADEMY. THE TEXTBOOK IS PUBLISHED BY BEDFORD SAINT MARTINS OF MCMILLAN LEARNING. IT HONORS WITH COMPOSITION AND RHETORIC CCPS AND CSM COURSE REQUIREMENTS. THE TEXTBOOK HAS FOUR PARTS, READING AND UNDERSTANDING ARGUMENTS, WRITING ARGUMENTS, STYLE AND PRESENTATION OF ARGUMENTS, AND RESEARCH IN ARGUMENTS. I'M HAPPY TO ANSWER ANY QUESTIONS YOU MIGHT HAVE, AND PENDING RESULTS OF PUBLIC REVIEW, I CAN RETURN FOR A ANOTHER MEETING, IF NECESSARY. >> ANY DISCUSSION? THANK YOU. >> DID YOU -- OH, SORRY. DID YOU GET THE QUOTES ON THIS BOOK? >> YES. SO, IT IS $70.94 PER BOOK, I ORDERED 300, THAT IS AROUND $21,000. >> NO, I MEANT, LIKE, DID YOU LOOK AT OTHER BIDS? >> NO, THIS IS -- SO, WE HAVE A MEMORANDUM OF UNDERSTANDING, SO THE PROCESS IS A BIT DIFFERENT THAN OUR OTHER PROCESS BECAUSE THE STUDENTS WHO DUAL ENROLL IN THIS COURSE GET CREDIT FOR THE COURSE FROM THE COLLEGE OF SOUTHERN MARYLAND. WE HAVE TO USE THE RESOURCES THEY ARE USING TO ENSURE THAT IT IS SIMILAR INSTRUCTION AND THEY HAVE EARNED THE CREDIT. SO, THIS IS THE TEXT THEY USE, SO THIS IS THE TEXT WE NEED TO USE. >> OKAY. >> I THINK WHAT MS. BALINSKI IS ASKING IS, WE KNOW YOU HAVE TO USE THAT BOOK, BUT DID YOU GET QUOTES FROM THREE DIFFERENT PLACES TO PURCHASE THE BOOK? >> I DON'T BELIEVE IT IS AVAILABLE THROUGH ANYONE BUT THE PUBLISHER. >> OKAY, THANK YOU. >> I CAN CHECK THAT, LIKE, I COULD CHECK MAY BE USED OPTIONS OR SOMETHING, BUT MY UNDERSTANDING IS IT WOULD ONLY BE AVAILABLE THROUGH BEDFORD. >> ANY OTHER DISCUSSION? THANK YOU. I WILL POST IT FOR 30 DAYS. >> THANK YOU. >> IT AFTERNOON, PRESIDENT WHITE, DR. TOWNSEL, MEMBERS OF THE BOARD OF EDUCATION. I AM JACKIE JACOBS, DIRECTOR AND ASSISTANT IN INSTRUCTIONAL PERFORMANCE. I AM HERE ON BEHALF OF SCOTT MCCOMB, THE SUPERVISOR OF SOCIAL STUDIES, TO REQUEST YOUR APPROVAL FOR A 30 DAY PUBLIC REVIEW OF A U.S. HISTORY TEXTBOOK ENTITLED "U.S. HISTORY RECONSTRUCTION TO THE PRESENT". PUBLISHED BY SAVANT, A LEADING PUBLISHER OF SOCIAL STUDIES TEXT BOOKS IN THE UNITED STATES. "U.S. HISTORY RECONSTRUCTION TO THE PRESENT" ALIGNS WITH MARYLAND FRAMEWORK FOR U.S. HISTORY AND CALVERT COUNTY PUBLIC SCHOOLS CURRICULUM. ADDITIONALLY, THE TEXTBOOK IS SUPPORTED BY A ROBUST DIGITAL LEARNING PLATFORM THAT ALIGNS WITH CCPS' 21ST CENTURY LEARNING PRIORITIES. THE U.S. HISTORY INTERACTIVE LEARNING PLATFORM IS BASED ON THE SOCIAL STUDIES COLLEGE , CAREER, AND CIVIC LIFE FRAMEWORK. STUDENTS EXPLORE HISTORY FROM MULTIPLE PERSPECTIVES, AND GAIN VALUABLE INQUIRY SKILLS. THE TEXTBOOK WAS SELECTED BY A COMMITTEE OF CCPS EDUCATORS, INCLUDING GENERAL EDUCATION AND SPECIAL EDUCATION TEACHERS, AND DIGITAL LEARNING SPECIALISTS. ALIGNED WITH OUR POLICIES AND PROCEDURES. THE DIG ALERT A [01:05:02] LEARNING SPECIALIST DESCRIBED THIS IS THE BEST PLATFORM FOR A BLENDED LEARNING APPROACH. THE LEARNING PLATFORM ALSO MEETS ALL ACCESSIBILITY REQUIREMENTS. THE COST OF THE TEXTBOOK, WHICH INCLUDES A SIX YEAR LICENSE, IS $142. THE PURCHASE WOULD INCLUDE CLASS SETS OF THE TEXTBOOK AT ALL CCPS HIGH SCHOOLS, FOR U.S. HISTORY CLASSROOMS. INCLUDED IN THE TEXTBOOK IS A SIX YEAR SUBSCRIPTION WITH THE DIGITAL LEARNING PORTAL, WHICH PROVIDES THE DIGITAL TEXTBOOK, FULL TEACHER RESOURCES, AND A FULL SUITE OF LEARNING RESOURCES FOR STUDENTS TO ACCESS. MR. MCCOMB IS ASKING FOR THIS BOOK TO BE PLACED ON A 30 DAY PUBLIC REVIEW, AND IT WILL BE FOUND ON MS. MAXEY'S DESK, FOR ANYONE WHO WOULD LIKE TO REVIEW IT. >> ANY DISCUSSION? >> CAN I ASK A QUESTION? THIS BOOK IS FOR HIGH SCHOOL EUROS HISTORY, CORRECT? >> CORRECT. >> IS THERE A SPECIFIC REASON THE BOOK WAS CENTERED AROUND RECONSTRUCTION TO THE PRESENT? LIKE, SPECIFICALLY THAT ERA? I WAS JUST CURIOUS AS TO THE REASON BEHIND THAT. >> IT WAS BASED ON OUR CURRENT STANDARDS FOR U.S. HISTORY AND ALIGNED WITH THE STATE STANDARDS, SO IT IS ALIGNED WITH OUR CURRENT CURRICULUM. >> OKAY, THANK YOU. >> ANY OTHER QUESTIONS? WILL [7.03 On Call Professional Services Approval] POST IT FOR 30 DAYS. THANK YOU. >> THANK YOU. >> NEXT, WE HAVE ON-CALL SERVICE APPROVAL. >> GOOD AFTERNOON, PRESIDENT WHITE, DR. TOWNSEL, MEMBERS OF THE BOARD. MY NAME IS MICHELLE TAYLOR, I AM THE SUPERVISOR OF FINANCIAL PROCUREMENT. CHIEF WARNER, DIRECTOR OF SCHOOL CONSTRUCTION, WILL JOIN ME FOR THE REQUEST TO GAIN APPROVAL TO AWARD ARCHITECTURAL ENGINEERING FIRMS FOR ON-CALL DESIGN SERVICES. CALVERT COUNTY PUBLIC SCHOOLS POSTED A REQUEST FOR PUBLICATIONS FROM ARCHITECTURAL ENGINEERING FIRMS IN FEBRUARY 2024 TO PROVIDE DESIGN SERVICES FOR THE TIME OF FY 25 THROUGH FY 27. SO, THERE IS A CORRECTION ON THE MEMO HERE. IT SAYS THROUGH FY 28, BUT THAT IS ACTUALLY THROUGH FY 27. THROUGH THIS PROCESS, 28 FIRMS SUBMITTED PACKAGES, A QUALITY-BASED SELECTION PROCESS WAS USED BY THE CCPS SELECTION COMMITTEE. 17 FINALISTS WERE SCHEDULED, AND BASED ON THE OVERALL EVALUATIONS IN THE INTERVIEW PROCESS, WE RESPECTFULLY REQUEST THAT THE BOARD APPROVED THE FOLLOWING ARCHITECTURAL AND ENGINEERING SERVICES FOR AN ON-CALL BASIS FOR THE PERIOD OF FY 25 THROUGH FY 27. WE HAVE CRABTREE AND ASSOCIATES, ARCHITECTS OUT OF TOWSON, MARYLAND. GW OH, ARCHITECTS OUT OF MULTIPLE, MARYLAND. MOSTLY ARCHITECTS OUT OF BALTIMORE, MARYLAND. BURDETTE, KOHLER, MURPHY AND ASSOCIATES, MECHANICAL ENGINEERS OUT OF BALTIMORE, MARYLAND. OHMAN, MECHANICAL ENGINEERS OUT OF TOWSON, MARYLAND. EB ENGINEERS, OUT OF BALTIMORE, MARYLAND. JAMES POSEY ASSOCIATES, MECHANICAL ENGINEERS OUT OF MARYLAND. JAMES COLIP AND ASSOCIATES, CIVIL ENGINEERS OUT OF PRINCE FREDERICK, MARYLAND. ABE MORTON THOMAS AND ASSOCIATES, CIVIL ENGINEERS, MARYLAND. AND GAIL ASSOCIATES, ROOFING SERVICES, OUT OF TOWSON, MARYLAND. >> MOVE TO APPROVE. >> SECOND. >> THERE IS A PROPER MOTION AND SECOND. ANY DISCUSSION? >> DO YOU EVER -- THESE ARE A LOT OF FAMILIAR MAINS. I AM JUST WONDERING, DOES SOMEONE EVER FALL OFF THE LIST? >> GOOD AFTERNOON. I AM TO CHEETAH WARNER, DIRECTOR OF SCHOOL CONSTRUCTION. YES, IN FACT, THERE ARE SOME NAMES THAT HAVE FALLEN OFF THE LIST, SO WE DO HAVE SOME FAMILIAR FOLKS WHO USED TO BE PART OF OUR ON-CALL, FELL OFF, CAME ON AGAIN, HOWEVER THERE ARE SOME NEW FACES. >> AND MY LAST QUESTION WAS, HOW MANY ARE NEW TO CALVERT COUNTY ON THIS? DO YOU HAVE A NUMBER? >> YES, GAIL ASSOCIATES IS NEW. BOWMAN, THEY ARE NEW ON THIS LIST, AS IS ABE MORTON THOMAS AND MOSTLY ARCHITECTS. [01:10:08] >> ANY OTHER DISCUSSION? ALL IN FAVOR? >> AYE. >> OPPOSED? MOTION PASSED, 5-0. [7.04 Bid Approvals] >> THANK YOU. SO, I GUESS I WILL CONTINUE WITH NEEDED APPROVAL. BEFORE YOU THIS AFTERNOON ARE FIVE REQUESTS FOR YOUR CONSIDERATION. I WILL REMAIN FOR THE FIRST REQUEST WHICH IS TO GAIN APPROVAL FOR USING CONTRACT 1925 FOR A ROOF SECTION REPLACEMENT AT PATUXENT ELEMENTARY SCHOOL. DOWN ONE. PATUXENT. DOWN ONE. YEAH. YOU CAN USE THAT. THAT IS IT, YEAH. THANKS, KAREN. THE ROOF AT PATUXENT ELEMENTARY SCHOOL HAS HAD ISSUES WITH LEAKS IN THE PAST AND USING THE OMNI PARTNERS CONTRACT, GARLAND, DBS, CAME OUT AND ASSESSED THE SITUATION AND THEN THROUGH A COOPERATIVE AGREEMENT WITH OMNI PARTNERS, ADMINISTERED A COMPETITIVEPROCESS FOR MAINTAINING QUOTES FOR THE PROJECT. BASED ON THE ROOF ASSESSMENT, THE FOLLOWING SCOPE OF WORK WHICH IS BEFORE YOU AND PRESENTED ON THE SCREEN, IS NECESSARY TO FIX THE CURRENT LEAK ISSUES. I WILL PAUSE FOR A SECOND SO YOU CAN ALL SEE THE SCOPE OF WORK THERE. THE RESULTS OF THE QUOTE PROCESS REVEALED THAT JB K CONTRACTING PROVIDED THE LOWEST BID FOR THE SCOPE AND WILL BE SUBCONTRACTED TO DO THE WORK. THE OMNI APARTMENTS CONTRACT WAS AWARDED USING A COMPETITIVE SOLICITATION PROCESS AND THE AWARDED CONTRACT TO BE USED BY CALVERT COUNTY PUBLIC SCHOOLS. WE RESPECTFULLY REQUEST THAT THE BOARD APPROVE USING THE CONTRACT TO REPLACE THE ROOF AT PATUXENT ELEMENTARY SCHOOL, FOR $64,985, BASED UPON THE SCOPE OF WORK, FUNDING FOR THIS PURCHASE WILL BE THROUGH THE SCHOOL CONSTRUCTION BUDGET. >> MOVE TO APPROVE. >> SECOND. >> IT HAS BEEN PROPERLY MOVED AND SECONDED. ANY DISCUSSION? >> I HAVE A QUESTION. SO, GARLAND IS THE CONTRACTOR WHO WILL INSTALL THE ROOF? >> SO, GARLAND HAS THE OMNI CONTRACT AND THEY ESSENTIALLY ACT AS A GENERAL CONTRACTOR, AS YOU WILL. BUT, GARLAND DBS STANDS FOR DESIGN BUILD SERVICES, SO THEY ARE THE GENERAL CONTRACTOR BUT ALSO PROVIDE ALL OF THE MATERIALS, SO IT IS GARLAND ROOFING PRODUCTS THAT ARE USED THAT ARE PART OF THE CONTRACT, SO WE ARE ABLE TO GET THE MATERIALS AT A VERY, VERY COMPETITIVE PRICE AND THEY HAVE A UNIT PRICE CONTRACT, BUT THEY ALSO GO OUT AND ACTUALLY BID THE PROJECT TO THE LOCAL MARKET, AND THAT IS WHY YOU SEE SEVERAL BIDS. SO, IT IS REALLY THE BEST OF BOTH WORLDS IN THIS INSTANCE. >> BUT, TO ME, THE BIDS WAS THE QUOTE FOR THE MATERIAL. BUT, DOES THIS ALSO INCLUDETHEIR FEE? >> THIS INCLUDES EVERYTHING. THE BIDS WERE FOR INSTALLATION AND FOR THE MATERIALS THAT WERE PROVIDED THROUGH GARLAND, THROUGH THE PRICING. >> AND THEN, FOR THE TYPE OF ROOF, WHAT DO THEY CURRENTLY HAVE? I WASN'T FAMILIAR WITH THIS PRODUCT, IT IS SORT OF LIKE OLD MEMBRANE SYSTEMS, RIGHT? >> THAT IS CORRECT. >> THAT IS WHAT THEY CURRENTLY HAVE? >> THAT IS WHAT WE CURRENTLY HAVE ON MOST OF OUR GROUPS. THAT IS WHAT WILL BE DONE AND THAT IS WHAT IS PART OF THE WARRANTY FOR THIS PARTICULAR ROOF. WE WILL ALSO BE CHANGING OUT ROOF DRAINS SO THOSE WILL BE NEW AND PART OF THE SCOPE OF WORK, AS WELL. >> THANK YOU. >> ANY OTHER DISCUSSION? ALL IN FAVOR? >> AYE. >> OPPOSED? MOTION PASSED, 5-0. >> OKAY, THANK YOU. I WILL REMAIN FOR THE SECOND REQUEST WHICH IS TO GAIN APPROVAL FOR USING THE COOPERATIVE CONTRACT [01:15:02] 1925 FOR REPAIRS AND TAPE METAL PANEL REPLACEMENT AT PLUM POINT MIDDLE SCHOOL. THE ROOF AT PLUM POINT MIDDLE SCHOOL HAS ALSO HAD MAJOR ISSUES WITH LEAKS FOR YEARS. THE USE OF THIS CONTRACT ALLOWED GARLAND TO COME OUT AND ASSESS THE SITUATION AND PUT HER -- PER THE AGREEMENT, MAINTAIN COMPETITIVE QUOTES FOR THE PROJECT. BASED ON ASSESSMENT, THE FOLLOWING SCOPE OF WORK, WHICH IS PRESENTED BEFORE YOU, IS NECESSARY TO FIX THE CURRENT LEAKS AT PLUM POINT MIDDLE SCHOOL. THE RESULTS OF THE QUOTE PROCESS BY GARLAND REVEALED THAT ROUGH ROOFING PROVIDED THE LOWEST BASED BID FOR THE SCOPE AND WOULD BE SUBCONTRACTED FOR THE WORK. WE RESPECTIVELY REQUEST THE BOARD APPROVE USING THE REPLACEMENTS FOR $59,998. FUNDING FOR THIS PROJECT WOULD BE THROUGH THE SCHOOL CONSTRUCTION BUDGET. >> MOVED TO APPROVE STAFF RECOMMENDATION. >> SECOND. >> IT HAS BEEN PROPERLY MOVED AND SECONDED. ANY DISCUSSION? ALL IN FAVOR? >> AYE. >> OPPOSED? MET MOTION PASSES, 5-0 POINT >> THANK YOU, MR. WARNER. >> MR. JOE PINER, SUPERVISOR OF INFORMATION TECHNOLOGY WILL JOIN ME FOR THE THIRD REQUEST WHICH IS TO GAIN PERMISSION FOR THE MSA CONTRACT 772410 FOR THE PURCHASE OF MICROSOFT SUPPORT SERVICES PROGRAM. THIS YEARLY PROGRAM PROVIDES VITAL SUPPORT SERVICES FOR THE MICROSOFT PRODUCTS AND ONLINE SERVICES USED BY CCPS. MICROSOFT IS THE ONLY -- FOR THESE PATENT AND SUPPORT SERVICES FOR MICROSOFT THAT IS USED THROUGHOUT THE SCHOOL DISTRICT. WE REQUEST THE SCHOOL DISTRICT USE THE IDENTIFIED CONTRACT FOR THE PURCHASE OF MICROSOFT UNIFIED ENTERPRISE SUPPORT SERVICES THE MICROSOFT SUPPORT OF REDMOND, WASHINGTON, FOR $56,000. THE FUNDING FOR THIS PURCHASE IS THROUGH THE DEPARTMENT OF INFORMATION BUDGET. >> MOVED TO APPROVE. >> SECOND. >> THERE HAS BEEN A PROPER MOTION AND SECOND. ANY DISCUSSION? >> >> RIGHT, $51,006. >> SO, DO WE CURRENTLY HAVE THE SERVICE THROUGH MICROSOFT? >> YES, MA'AM, WE DO. THIS IS OUR SECOND YEAR OF USING IT. IT HAS BEEN A TREMENDOUS HELP. WE GET 24 HOUR, SEVEN DAYS A WEEK SUPPORT WITH THEM. WE USED TO HAVE TO PAY WITH A CREDIT CARD WHENEVER WE DO THIS, NOW WE JUST PICK UP THE PHONE. WE HAVE A DEDICATED CUSTOMER SUPPORT MANAGER THAT WE LITERALLY CAN JUST PICK UP AND CALL AND SAY WE NEED ESCALATED SERVICE NOW, WE ARE HAVING TROUBLE. WE HAVE DONE NUMEROUS PROJECTS WITH THEM. IT JUST PAYS FOR ITSELF. >> IT DOES? THAT'S WHAT I WAS SAYING. >> ABSOLUTELY. >> IF IT WAS A STANDALONE CREDIT CARD, MAYBE IT DIDN'T ADD UP TO $56,000? >> THERE ARE OTHER SERVICES WE HAVE BEEN ABLE TO UTILIZE FOR IT. THEY HAVE BEEN USING IT ON THE BACK END TO GO THROUGH A PROJECT OF MODERNIZING. MODERNIZATION OF OUR SHAREPOINT ENVIRONMENT WITHIN OUR MICROSOFT ENVIRONMENT. AND WITHOUT THE HELP OF MICROSOFT, IT WOULD HAVE BEEN A REALLY BIG CHALLENGE, A VERY TALL MOUNTAIN TO CLIMB. WE HAVE USED IT ON MANY OCCASIONS TO KIND OF UNLOCK SOME OF THE DEVICES THAT HAVE BEEN LOCKED UP WITHIN THEIR SYSTEM. THEY HAVE ESCALATED THAT FOR US WHERE WE WOULD HAVE BEEN OUT OF THOSE DEVICES FOR WEEKS. MANY OF THOSE DEVICES TURN AROUND IN A NUMBER OF HOURS TO DAYS, SO THE TURNAROUND IS VERY, VERY FAST. WE PAY FOR IT, BUT IT HELPS A LOT OF THE BEHIND THE SCENES THINGS HAPPEN SEAMLESSLY SO WE DON'T HAVE ANY INTERRUPTIONS. >> I IMAGINE IT GETS INCREDIBLY COMPLICATED WHEN YOU DO THAT. >> IT CAN BE. THIS HELPS, THOUGH. IT DEFINITELY HELPS STREAMLINE THINGS. >> THANK YOU. >> ANY OTHER DISCUSSION? ALL IN FAVOR? >> AYE. >> OPPOSED? MOTION PASSED, 5-0. >> THANK YOU. MR. PALMER WILL REMAIN AND MR. SCOTT JOHNSON, THE CEO, WILL JOIN ME FOR THE OURTH REQUEST, WHICH IS THE PURCHASE OF LAPTOPS, WHICH WILL REPLACE THE APRIL 5TH, 2024, REQUEST FOR LEASING THE SAME LAPTOPS. AND WE HAVE A POWERPOINT PRESENTATION FOR THIS REQUEST. [01:20:06] >> LET ME GET THAT CLICKER DOWN, PLEASE. >> IT'S ON, NOW. THANKS. ALL RIGHT. ON APRIL 25TH, 2024, THE BOARD OF EDUCATION OF CALVERT COUNTY APPROVED A REQUEST TO LEASE 1365 NINTH-GRADE LAPTOPS TO ENSURE INCOMING FRESHMEN WOULD HAVE DEVICES AVAILABLE TO USE THROUGH THEIR SENIOR YEAR. TODAY'S REQUEST IS NOT FOR ADDITIONAL LAPTOPS, BUT TO LAPTOPS TO PURCHASING THEM. WITH CONSIDERATION AND APPROVAL OF THE PURCHASE REQUEST, CALVERT COUNTY PUBLIC SCHOOLS WOULD NO LONGER LEASE THE 1365 NINTH-GRADE LAPTOPS. THIS NEW REQUEST WOULD ELIMINATE THE NEED FOR LEASING NINTH-GRADE LAPTOPS ALTOGETHER. IT WOULD PROVIDE CCPS WITH ADDITIONAL FLEXIBILITY AND BENEFITS FOR DEVICE USAGE GOING FORWARD. THE REASON WHY CCPS NEEDS TO ACQUIRE THE 1365 LAPTOPS HAS NOT CHANGED FROM THE INITIAL REQUEST. INCOMING FRESHMEN WOULD NOT HAVE LAPTOPS FOR USE THROUGH GRADUATION WITHOUT OBTAINING THE DEVICES. THE ORIGINAL DEPARTMENT OF INFORMATION TECHNOLOGY REQUEST TO PURCHASE WAS CHANGED TO THE LEASE OPTION BY FINANCE ON THE CURRENT FINANCIAL ENVIRONMENT. THE FINANCE DEPARTMENT REVISITED THIS REQUEST TO SEE IF THERE WAS A PLAUSIBLE WAY TO PURCHASE THE LAPTOPS AND SAVE MONEY OVER FOUR YEARS OF LEASING. BASED ON THAT REVIEW, PURCHASING IS FEASIBLE AND PROVIDES THE DISTRICT WITH CERTAIN BENEFITS. THIS IS A SLIDE OF BENEFITS OF PURCHASES VERSUS LEASING. IN GREEN ARE THE BULLETS THAT THE NOTE BENEFITS OF PURCHASING, RED ARE THE BULLETS THAT THE NOTE THE COAST -- COSTS ASSOCIATED WITH LEASING. I WILL GO THROUGH THESE. THE TOTAL PRICE OF PURCHASING IS $888,884.05 FOR THOSE 1365 LAPTOPS. THE TOTAL PRICE OF LEASING THE 1365 LAPTOPS IS 941,537 NOT -- WHICH IS $200,000 A YEAR OVER THE FOUR YEAR LEASE. CCPS WOULD SAVE THE COST OF INTEREST THAT IS BUILT INTO THE LEASE WITH PURCHASING. THE ADDITIONAL CALLS FOR LEASING OVER FOUR YEARS, WOULD COST $52,691. THE ADDITIONAL COST WOULD BE THAT AMOUNT. STAFF WOULD AVOID SPENDING TIME AND MONEY PACKAGING AND SHIPPING COMPUTERS BACK AFTER FOUR YEARS. WITH LEASING, THERE IS DECREASED PRODUCTIVITY BECAUSE THERE IS A SIGNIFICANT AMOUNT OF TIME, EFFORT, AND COST THAT GOES INTO TRACKING THESE LAPTOPS, PACKAGING, AND SHIPPING THEM BACK WITHIN A VERY TIGHT WINDOW OF TIME AT THE END OF THE SCHOOL YEAR. THE COST IS AROUND $500,000 PER YEAR IN SHIPPING COSTS ALONE. FOR PURCHASING A LAPTOP, PURCHASE WOULD SAVE APPROXIMATELY $13,500 IN PROPERTY TAXES EACH YEAR, AN ADDITIONAL $54,000 IN FOUR YEARS. THE ESTIMATED FOUR YEAR SAVINGS IS THAT $52,691 THAT WE SAVE IN COSTS FOR LEASING AND THE $54,000 WE SAVE IN THE PERSONAL PROPERTY TAX OVER FOUR YEARS, FOR A TOTAL SAVINGS WITH A PURCHASE OF $106,691. THE SAVINGS OF THAT $106,691 DIVIDED BY THE TOTAL PURCHASE OF THE $888,847 EQUALS A 12% SAVINGS IN ADDITION TO OTHER BENEFITS I JUST NAMED FOR A PURCHASE OF THOSE LAPTOPS. HERE IS THE BOARD MEMO. HERE IS THE QUOTE FROM CEWG. WE RESPECTFULLY REQUEST THAT THE BOARD SEND THE APPROVAL OF 1395 LAPTOPS AND ALLOW THE PURCHASE OF THE SAME NUMBER OF DEVICES FOR INCOMING FRESHMEN, TO USE THROUGH THEIR SENIOR YEAR. PURSUANT TO THE CALVERT COUNTY PUBLIC SCHOOLS POLICY 5510, THE USE OF PENNSYLVANIA EDUCATION PURCHASING PROGRAM FROM MICROCOMPUTERS PURCHASING CONTRACT 2022 PROVIDED THE BEST VALUE TO THE DISTRICT FOR PURCHASING THESE LAPTOPS AND WARRANTY SERVICES FOR THE SCHOOL DISTRICT. WE ASKED THE BOARD AWARD THE CONTRACT PURCHASE OF THE 1365 LAPTOPS TO VERNON HILLS, ILLINOIS, IN THE AMOUNT OF $888,847.05. AS [01:25:14] MENTIONED THROUGHOUT THE PRESENTATION, THIS PURCHASE WILL REPLACE THE APRIL 25TH, 2024 REQUEST FOR LEASING THE SAME NINTH-GRADE LAPTOPS. >> MOVED TO APPROVE STAFF RECOMMENDATION. >> SECOND. >> IT HAS BEEN PROPERLY MOVED AND SECONDED. DISCUSSION? >> I HAVE SOME QUESTIONS. SO -- AND FORGIVE ME, BECAUSE THIS IS A LAST-MINUTE REQUEST I I'M JUST SEEING THIS. I JUST WANT TO START OUT BY SAYING I LOVE A BY LEASE ANALYSIS, I REALLY, REALLY DO. IT IS HELPFUL IN MAKING A DECISION IN WHICH IS THE BEST WAY TO GO, WHICH IS THE MOST COST-EFFECTIVE, SO I REALLY DO APPRECIATE HAVING THAT. I AM HOPING THAT YOU GUYS HELP ME CLARIFY A COUPLE OF THINGS. SO -- AND FORGIVE ME BECAUSE I WASN'T HERE ON THE APRIL 25TH MEETING, BUT I DID MY DUE DILIGENCE AND I WENT BACK AND WATCHED IT. ON APRIL 25TH, THERE WAS THIS DOCUMENTATION THAT WAS IN BOARD DOCS FOR THE SAME NUMBER OF LAPTOPS, AND THE REQUEST WAS FOR A FOUR YEAR LEASE ACQUISITION. IT IS THE SAME DOCUMENT WITH THE SAME DATE, BUT IT HAS BEEN CHANGED TO PURCHASE THAT SAME AMOUNT OF MONEY. SO, IN YOUR BY LEASE ANALYSIS YOU ARE SAYING THE SALE TO LEASE IT WAS $941,000, BUT THIS MEMO SAYS $888,000. AT THE SAME WANT TO PURCHASE THEM SAYS $888,000. SO, THE NUMBERS ARE THE SAME FOR THE LEASE VERSUS THE PURCHASE. BUT, WITH THIS ANALYSIS HERE THAT YOU HAVE, IT SAYS THAT THE LEASE PRICE WAS HIGHER THAN WHAT WAS ORIGINALLY INDICATED. >> SO, I THINK WE HAVE THE APRIL 5TH, 2024 MEETING, THE AMOUNT THAT IS ON THAT DOCUMEN IS THE AMOUNT FOR THE LEASE OF THE LAPTOPS. WE MAY NOT HAVE FACTORED IN THE ADDITIONAL COST OF THE ACTUAL LEASING OVER FOUR YEARS. SO, WE DID THE LEASE PURCHASE ANALYSIS FOR THIS TIME AROUND, THAT IS FACTORED IN. >> OKAY. IT ALSO SAYS HERE AT THE BOTTOM THAT THE ANNUAL PAYMENTS WOULD HAVE BEEN APPROXIMATELY $212,000. SO, WE ALL HAVE A RESPONSIBILITY TO ENSURE THAT WHAT YOU PRESENTED TO US AND WHAT WE ARE VOTING ON IS ACCURATE. THIS OBVIOUSLY IS NOT ACCURATE. WE WERE ASKED TO APPROVE SOMETHING FOR A DOLLAR AMOUNT THAT WASN'T CORRECT. AND NOW, WE ARE BEING ASKED TO DO SOMETHING ELSE, SO YOU CAN SEE WHERE EVEN THE PUBLIC THAT IS LOOKING AT THESE DOCUMENTS MIGHT WONDER, WHAT THE HECK IS GOING ON? THEY'RE HAVING MEETINGS IN THE MIDDLE OF THE NIGHT, HAVING DOCUMENTS THAT ARE SAYING, WE NEED TO SHARPEN OUR PENCILS ABOUT THINGS LIKE THIS. I DON'T EVER WANT TO HAVE TO ASK 475 QUESTIONS ABOUT A PURCHAS. I WANT TO KNOW CONFIDENTLY THAT YOU GUYS HAVE DONE YOUR DUE DILIGENCE AND YOU HAVE DONE THE MARKET RESEARCH THAT THE DOCUMENTATION HAS PRESENTED, THAT THE NUMBERS PRESENTED IN FRONT OF US ARE ACCURATE. THAT DOESN'T PAINT THIS PICTURE TODAY, SO IT IS REALLY HARD, ESPECIALLY AS WE ARE ALL TAKING DOWN THIS BUDGET AND WE DON'T HAVE GOOD NUMBERS TO GO ON. >> UNDERSTOOD. >> THANK YOU FOR DIGGING THAT UP. I DIDN'T REALIZE THAT THE PRICES WERE DIFFERENT. SO, THE QUESTION, REALLY, BECOMES A BUDGETARY ISSUE, RIGHT, DR. TOWNSEL? WHERE WHETHER WE CAN AFFORD 650,000, SOMETHING LIKE THAT, ADDITIONAL MONEY FOR A LAPTOP PURCHASE? SO, BECAUSE WE ARE BEING PRESENTED WITH THIS, IS THIS WHAT YOUR DECISION IS, YOUR RECOMMENDATION IS? >> YES, MA'AM. >> YEAH, IT HAS BEEN BUILT INTO THE BUDGET, BUT WE DIDN'T GET THE BUDGET THAT WE WANTED. >> CAN YOU SPEAK TO THIS? >> I WOULD BE GLAD TO SPEAK TO THIS. I AM SCOTT JOHNSON, DISTRICT CHIEF FINANCIAL OFFICER. THE BUDGET PROPOSED FOR TODAY FOR FY 25 DOES NOT INCLUDE A REDUCTION OF APPROXIMATELY $250,000 TO RECOGNIZE THE POTENTIAL SAVINGS FROM NOT LEASING AND INSTEAD PURCHASING THIS FISCAL YEAR, THAT WOULD BE FY 24. ESSENTIALLY, WE WOULD BE PULLING THOSE LEASE FUNDS, THE COST OF THAT LEASE OUT OF THE FY 25 BUDGET, PUTTING THAT INTO THE FY 24 BUDGET AMENDMENT, AND WE HAVE OTHER REDUCTIONS IN EXPENDITURES, IN THE GENERAL FUND BUDGET, AND IN CONTROL [01:30:03] REVENUES THAT WE PUT IN THIS BUDGET RESOLUTION FOR FY 24. SO, IT WILL BE ONE OF THE LEADING DRIVERS FOR THIS RECOMMENDATION, WE WERE SCOURING THE FY 25 ARE WAYS THAT WE COULD REDUCE COSTS WITHOUT IMPACTING STAFF, WITHOUT REDUCING STAFF FURTHER. FURTHER THAN WHAT WE NEEDED TO, IF WE DIDN'T HAVE THE MEETING LAST NIGHT. ONE OF THE OPPORTUNITIES FOR REDUCING COSTS IN 2025 WAS TO REPLACE THESE COMPUTERS WITH A PURCHASE INSTEAD OF A LEASE, TAKING $250,000 OUT OF THE 2025 BUDGET. RENTED, IT DOES ADD BUDGET -- DOLLARS TO THE 2024 BUDGET, BUT WE HAVE ADDITIONAL REVENUES FROM THE PREVIOUS YEARS HERE, FIRST. >> PULLING IT FORWARD INTO '24, SO YOU WOULD BE ABLE TO -- WHEN WITH THESE BE DELIVERED? >> SO, IT IS UNPRECEDENTED, WE HAVE NEVER ORDERED THEM THIS LATE. WE DON'T REALLY HAVE AN ESTIMATE, AND HONESTLY, ORDERING THEM THIS LATE IN THE GAME, I AM NOT SURE THEY WILL BE HERE IN TIME FOR THE SCHOOL START. I WILL DEFINITELY EXPRESS OUR CONCERN AND DRIVE OUR PARTNERS TO HOPEFULLY DELIVER AS QUICKLY AS THEY CAN. AND OF COURSE, ONCE THEY ARE DELIVERED, THEY WILL BE DELIVERED TO STUDENTS. BUT, WE HAVE ORDERED THIS LATE. >> SO, WHAT IS THE BACKUP PLAN IF THERE ARE NO LAPTOPS FOR NINTH GRADE STUDENTS? I NEED TO KNOW IF I NEED TO START PANHANDLING IN A NEIGHBORING COUNTY, OR NOT, BECAUSE I HAVE 3/9 GRADERS. >> SO, MR. PARMER IS LOOKING OVER TO ME. I SUPPOSE WHAT I WOULD SAY IS IF THESE COMPUTERS ARE NOT ABLE TO GET IN, WE WILL MAKE ADJUSTMENTS WITH THE CURRICULUM AND MAKING SURE THAT WE HAVE MULTIPLE WAYS OF DELIVERING CURRICULUM, BUT WE WOULD GET THOSE OUT A LITTLE BIT LATER. WHEN WE SPOKE, I THINK WE WERE HOPING AT THE LATEST THEY WOULD BE TWO WEEKS LATE BUT I KNOW THAT MR. PARMER HAS HAD CONVERSATIONS WITH THE COMPANY AND THEY SAID THEY WILL GET HERE BEFORE SCHOOL STARTS. I THINK THE BIGGEST ISSUE IS ONCE THEY GET HERE, MAKING SURE THAT THEY ARE -- WHAT IS THE TERM? >> IMAGED. >> IMAGED, THANK YOU, CORRECTLY, AND MAKING SURE WE HAVE THE PARAMETERS ON THERE TO ENSURE SAFETY. >> WHAT HAPPENED TO THE LAPTOPS THAT THEY USED IN EIGHTH GRADE? >> SO, THAT IS A GOOD QUESTION. SO, THE LAPTOPS THAT WERE FROM EIGHTH GRADE, THEY WERE ALL PART OF THE LEASE THAT IS NOW UP. SO, THEY ARE ACTUALLY BEING BOXED AND IN OUR WAREHOUSE AT THE I.T. DEPARTMENT RIGHT NOW. ONCE JULY 1 HITS, WE ARE GOING TO CALL THE SHIPPING COMPANY, THAT IS A PART OF THE SHIPPING COST THAT MR. TAYLOR WAS SPEAKING OF, SO WE CAN SEND THEM BACK TO FULFILL OUR LEASE. >> SO, I KNOW FOR MANY YEARS, WE HAVE BEEN LEASING, CORRECT? >> CORRECT. >> SO, IF THIS WERE THE BETTER METHOD, WHY ARE WE JUST DISCOVERING THAT NOW? I AM TRYING TO UNDERSTAND WHAT THE -- >> I WOULD BE HAPPY TO RESPOND TO THAT. AS MENTIONED A MOMENT AGO, THE DISTRICT WILL END FY 24 WITH SOME SIGNIFICANT IMPROVEMENTS, ONE BEING ON THE REVENUE FROM INTEREST EARNINGS THAT WILL BE OVER $1 MILLION IN FY 24. THAT IS THE HIGHEST AMOUNT IN DECADES, LONGER THAN DECADES. AND ADDITIONALLY, THE DISTRICT HAS RECEIVED ALREADY, $1.9 MILLION IN CAREFIRST FOR DENTAL, VISION, INSURANCE REFUNDS. WE BUDGETED APPROXIMATELY $1.2 MILLION, SO WE HAVE SEVERAL HUNDRED THOUSAND DOLLARS THERE. IN ADDITION, WE WILL HAVE REDUCED EXPENDITURES AND OPERATING SURPLUS, IN OTHER AREAS OF THE BUDGET. SO, WE HAVE AN OPPORTUNITY IN FY 24 TO MAKE THIS MORE AFFORDABLE IN OTHER FISCAL YEARS. IN OTHER FISCAL YEARS IT IS NOT AS AFFORDABLE TO MAKE A PURCHASE THIS BIG AT ONE TIME. >> AND IS OUR TECH DEPARTMENT -- ARE THEY TRAINED TO REPAIR THESE COMPUTERS? >> ANOTHER GREAT QUESTION. SO, RIGHT NOW, WE ARE NOT. BUT, WE ARE WORKING ON IT. WE ARE ACTUALLY WORKING ON GETTING CERTIFIED FROM LENOVO WHICH ACTUALLY GIVES US AN EXTRA BONUS, BECAUSE WE HAVE ACCIDENTAL PROTECTION ON EACH OF THESE DEVICES AND LENOVO WILL PAY CCPS $40 PER DEVICE THAT WE PREPARE. SO, THAT WILL ACTUALLY BE SOME REVENUE WE CAN [01:35:01] GENERATE BY PREPARING THESE IN HOUSE. RIGHT NOW, UNTIL WE CERTIFY, THOUGH, WE ARE NOT ABLE TO TAKE ADVANTAGE OF THAT. >> WITH OUR CURRENT TECHNICIANS BE THE ONES THAT ARE TRAINED FOR THIS? >> NO, WE ARE ACTUALLY LOOKING TO HIRE A CERTIFIED REPAIR TECH. HIS ABILITY -- AVAILABILITY IS ACTUALLY OPEN RIGHT NOW, INTERNALLY. >> SO, ONE PERSON WOULD REPAIR ALL OF THE COMPUTERS? >> SO, WHEN WE POLLED OUR CURRENT VENDOR THAT WE USE FOR REPAIRS RIGHT NOW AND THE PREVIOUS VENDOR THAT WE USE, THEIR AVERAGE TECHNICIAN COULD ACTUALLY REPAIR ABOUT 20 TO 25 DEVICES PER DAY. AND IT VARIES, IT DEPENDS ON IF WE ARE REPLACING THE KEYBOARD, OR REPLACING THE MOTHERBOARD, MAYBE A LITTLE BIT MORE INTENSIVE THAN REPLACING A SCREEN OR A MISSING KEY, OR EVEN THE TOP OF A COVER. EACH OF THOSE WOULD BE SOMETHING THAT WOULD GENERATE REVENUE FOR US THROUGH THAT. SO, IT JUST DEPENDS ON THE AMOUNT OF TIME IT WOULD TAKE. BUT THE AVERAGE INITIAL REPAIR TECHNICIAN COULD TAKE IN AND DO ABOUT 20 TO 25 PER DAY, WHICH AVERAGES OUT AT ROUGHLY 100 PER WEEK AND THAT IS ABOUT THE AMOUNT THAT WE SEND OUT. THE GOOD NEWS IS, BECAUSE OF ALL THE ONES THAT WE HAVE ALREADY LEASED AND PURCHASED, WE ALREADY HAVE BUILT IN THAT OTHER VENDORS COST. SO, WHILE THAT NEW PERSON IS COMING ON BOARD AND IF THEY GET OVERWHELMED, WE ALWAYS HAVE THAT OPTION RIGHT NOW DURING THE PERIOD OF TIME, EVEN IN THESE DEVICES, THAT WE CAN ALWAYS SEND THEM TO THAT ALL OTHER COMPANY. OF COURSE, WE WOULDN'T GET THE $42 FOR THOSE WE SEND OUT, BUT WE WOULD AT LEAST MAKE SURE THAT THOSE DEVICES ARE GETTING DONE. >> SO, I AM JUST WONDERING, IF WE HAVE TO HIRE NEW PERSONNEL ON TOP OF THEIR BENEFITS AND THEIR SALARY, WHAT IS THE ACTUAL SAVINGS IN THIS? PLUS, I WOULD IMAGINE WE STILL HAVE TO PAY FOR WARRANTIES, BECAUSE THERE ARE INEVITABLY GOING TO BE THINGS THAT THEY CANNOT REPAIR THAT THEY WOULD HAVE TO SEND OUT? >> SO, THEY SHOULD BE ABLE TO REPAIR ANYTHING THAT IS ON THERE. AND TO END, COMPLETELY TAKING THE ENTIRE MACHINE APART, LENOVO ACTUALLY PROVIDES US WITH THE AVAILABILITY AND THE SKILL SET TO BE ABLE TO REPAIR ANYTHING THAT IS IN THERE. AS LONG AS A DEVICE IS UNDER WARRANTY, THEY OVERNIGHT THE PART TO US AND WE WILL BE ABLE TO REPLACE IT AND SEND THE OLD ONE BACK AND OF COURSE THAT THE $42 PER DEVICE. I DON'T HAVE THE NUMBERS IN FRONT OF ME, BUT WHEN WE DID A COST ANALYSIS ON WHETHER OR NOT THIS POSITION WOULD ACTUALLY BE FEASIBLE, AND OF COURSE WE WANTED TO MAKE SURE THAT THEY WOULD AT LEAST PAY FOR THEMSELVES. THERE IS ACTUALLY THE POTENTIAL FOR A SIGNIFICANT AMOUNT OF FUNDS THAT WOULD BE GENERATED FROM THIS PERSON DOING IT, IN EXCESS TO PAYING FOR THE SALARY AND BENEFITS. >> AND ONE MORE QUESTION, WHAT WOULD HAPPEN WHEN THE COMPUTERS BECOME OBSOLETE? COULD WE SELL THEM? TRADE THEM IN? >> ANOTHER GREAT QUESTION. THAT IS ONE OF THE GREAT THINGS ABOUT US HAVING THIS OPPORTUNITY TO PURCHASE THESE DEVICES, WE CAN ACTUALLY -- BECAUSE WE DON'T HAVE TO SEND THEM BACK, WE CAN EITHER EXTEND THEM OUT, SO THE FOUR YEAR WARRANTY, WHEN THAT IS UP, WE COULD EXTEND THEM FOR ANOTHER YEAR AND THEN THE CERTIFIED REPAIR TECH COULD USE OTHER DEVICES AND SALVAGE PIECES FROM OTHER PARTS TO BRING OTHER MACHINES UP, TO KEEP THEM GOING EVEN LONGER. WE ALSO HAVE A PARTNERSHIP WITH A RECYCLING PROGRAM THAT THEY OFFER A RECYCLING PROGRAM WHERE THEY COME IN AND PICK UP OUR OLD AND DECREPIT DEVICES, AND THEY ACTUALLY PAY US -- IT IS NOT MUCH -- BUT, WE DO GET PAID -- SOMETIMES, IT IS JUST SALVAGE, BUT SOMETIMES, THEY DO ACTUALLY RESELL THOSE DEVICES AND THEY TURN AROUND AND GIVE US MONEY FOR THOSE. >> I DO WANT TO -- >> AND THEN I HAVE ONE MORE. >> I WANT TO ASK SOME INFORMATION. LOOKING AT THE HISTORICAL DATA OF THE SCHOOL YEAR OF '22, CALVERT COUNTY PUBLIC SCHOOLS HAD 3931 LAPTOPS REPAIRED. THIS POSITION WOULD HAVE GENERATED APPROXIMATELY $165,102 TO CALVERT COUNTY PUBLIC SCHOOLS. THE POSITION WOULD, THEREFORE, PAY FOR ITSELF AND BRING TENS OF THOUSANDS OF EXTRA DOLLARS TO CALVERT COUNTY, PER YEAR. >> WHAT IS THE PURPOSE OF HAVING THIS $87,000 OF BREAK SERVICE IF WE ARE GOING TO PAY SOMEBODY TO DO IT? IF WE ARE GOING TO HAVE AN IN-HOUSE PERSON AND WE WILL PAY TO GET THEM TRAINED, AND I AM ASSUMING THEY WILL BE A YEAR-ROUND EMPLOYEE, RIGHT, A 12 MONTH EMPLOYEE? WHY WOULD WE PAY [01:40:05] ALMOST $88,000 TO HAVE THE BREAK-FIX SERVICE WHEN WE HAVE THE IN-HOUSE TECHNICIAN. >> THAT IS A GREAT QUESTION. SO, THAT DOESN'T JUST INCLUDE THE BREAK SERVICE. THAT IS ACTUALLY THE IMAGING SERVICE THAT IS IN THERE. AS YOU CAN IMAGINE, WHEN WE GET THESE 1300 PLUS DEVICES WHEN THEY COME IN, THEY ARE ALL IN BOXES, THEY ARE ALL BUBBLE WRAPPED. SO, INSTEAD OF US RECEIVING 1360 DEVICES, HERE AS CALVERT COUNTY PUBLIC SCHOOLS, AND HAVING THE MANPOWER AND THE TIME TO BE ABLE TO UNBOXED THEM ALL, THE AMOUNT OF TRASH IT WOULD GENERATE, TO BE ABLE TO IMAGE THEM ALL, ASSET TAG THEM ALL, AND WE GET TO SUBMIT ALL OF THE INFORMATION TO MICROSOFT IN ORDER TO GET THEM ENROLLED IN WHAT IS CALLED OUR TENANT. THAT SERVICE ACTUALLY DOES THAT ALL FOR US. SO, WE GET THOSE DELIVERED TO US FROM THAT THIRD PARTY. ALREADY, BASICALLY, THEY PULLED THEM OUT OF THE BOX AND THEY ARE IN A BOX, THEY COME TO US IN A BOX WITH HANDLES. THE TECHNICIANS LITERALLY GRAB THEM OFF THE TRUCK AND SHIP THEM OFF TO THE SCHOOLS. >> OKAY. WHAT IS THE LIFECYCLE OF THESE DEVICES? >> THE NINTH GRADE DEVICES, WE HAVE FOUR YEAR WARRANTIES ON THEM. AND USUALLY AFTER THAT FOURTH YEAR, THEY ARE KIND OF STRUGGLING A LITTLE BIT. BUT, THE GOOD NEWS IS, WITH THESE DEVICES BECAUSE THEY DO HAVE AN INCREASED AMOUNT OF RAM IN THEM, THEY DO HAVE THE PENNY PROCESSOR, THEY COULD POTENTIALLY GO TO A FIFTH YEAR IF WE ARE IN A BIND LIKE WE ARE NOW. >> I ASK A QUICK QUESTION? >> ABSOLUTELY. >> I WANT TO CLARIFY TWO THINGS BEFORE I MAKE A COMMENT. 2/8 GRADE STUDENTS THAT ARE CURRENTLY TRANSITIONING TO THEIR FRESHMAN YEAR, DO THEY, RIGHT NOW, HAVE LAPTOPS FOR OVER THE SUMMER? >> WE ACTUALLY HAD TO COLLECT THEM ALL SO WE COULD TURN THEM IN. >> AND FOR LEASING VERSUS PURCHASING, DOES THAT AFFECT WHETHER STUDENTS HAVE LAPTOPS OVER THE SUMMER, THROUGHOUT THEIR HIGH SCHOOL CAREER? >> NOT AT ALL. IT JUST AFFECTS THE WAY THAT WE FUND IT. >> THANK YOU. I JUST WANTED TO MAKE A QUICK COMMENT WITH THE POTENTIAL DELAY FOR PURCHASING LAPTOPS. FOR STUDENTS WHO ARE ADJUSTING TO HIGH SCHOOL, THAT FIRST TWO WEEKS, HAVING A DEVICE IS CRITICAL. I KNOW I CAN'T SPEAK AS AN EXPERT ON THE BUDGET, BUT I DO WANT TO SAY THAT NOT HAVING LAPTOPS POTENTIALLY FOR UP TO TWO WEEKS, IT IS NOT ONLY A BURDEN ON THE STUDENTS, IT IS A BURDEN ON THE TEACHERS, AS WELL. I THINK THAT IS SOMETHING WE WANT TO CONSIDER AS WE MAKE THIS DECISION. THANK YOU. >> WELL, I AM SORT OF SURPRISED, BECAUSE WHY WEREN'T THEY ORDERED AFTER, AGAIN, APRIL? IT WAS FOR -- I THOUGHT IT WAS FOR FISCAL YEAR 25? DID YOU HAVE THAT PIECE OF PAPER AGAIN? >> BOTH OF THESE SAY FOR FY 25. >> YOU WERE ASKING WHEN YOU APPROVED IT, WHY DIDN'T WE ORDER? WE WERE ACTUALLY -- ACTUALLY, WITH ALL OF THE BUDGET STUFF THAT WAS HAPPENING, WE WERE ACTUALLY KIND OF IN THE MIX OF TRYING TO FIGURE OUT WHETHER WE COULD PURCHASE THEM. WHETHER WE COULD COME UP WITH SOME OTHER SCENARIOS OF COST SAVING MEASURES. WORKING WITH DR. JOHNSON, WE ACTUALLY LEADS -- REACHED OUT TO THE CURRENT LEASING COMPANY AND SAID, HEY, IF WE EXTENDED THIS LEASE, HOW MUCH WOULD THAT COST? AGAIN, TRYING TO OPEN UP THOSE DOORS. IT WAS A CONSIDERABLE AMOUNT, A LOT MORE MONEY TO DO THAT. SO, WE WERE TRYING TO COME UP WITH DIFFERENT AVENUES FOR COST SAVING MEASURES. AND THEN, THANKFULLY, MR. JOHNSON WAS ABLE TO COME UP WITH THIS WAY, SO WE CAN ACTUALLY PURCHASE THEM INSTEAD OF LEASING THEM, WHICH AGAIN, SAVES SO MUCH MORE MONEY FROM THE PROPERTY TAX COMPONENT, TO THE SHIPPING COST, TO THE LABOR COST, TO OUR TECHNICIANS, TO BOXING THAT STUFF UP. AND WE GET THOSE OPTIONS OF EXTENDING THOSE OUT FURTHER OR SALVAGING THEM, OR RESELLING THEM TO RECYCLERS. >> I AM CONFUSED ON THE PROPERTY TAX. WHY WOULD WE HAVE TO PAY PROPERTY TAX ON THE LEASE? >> IN SOME STATES, PERSONAL PROPERTY TAXES ARE LEVIED ON PERSONAL PROPERTY THAT INCLUDES PERSONAL PROPERTY OWNED BY NOT-FOR-PROFIT ORGANIZATIONS, INCLUDING SCHOOL DISTRICTS. >> BUT, WE DON'T OWN IT, WE ARE LEASING. >> THAT'S CORRECT. BUT, BECAUSE IT IS LEAST, WE ARE REQUIRED TO PAY PERSONAL PROPERTY TAXES ON ITEMS. >> WELL, IF WE OWN IT, WE HAVE TO PAY PROPERTY TAXES, AS WELL, RIGHT? >> NO. IF WE OWN IT, WE DO NOT PAY PROPERTY TAXES. IF WE LEASE IT, WE DO. [01:45:07] >> MY QUESTION IS REGARDING THE BUNDLED PRICE OF THE IMAGING SERVICE AND THE BREAK-FIX. ARE THOSE PRICES REQUIRED TO BE BUNDLED? OR, DID WE ASK FOR THEM TO BE UNBUNDLED SINCE WE ONLY NEED ONE OF THOSE? >> WE LEFT THOSE, THE BREAK-FIX SERVICE IN THERE. IT ACTUALLY DOES DECREASE EACH DEVICE BY I WANT TO SAY $8.55 IS WHAT WE PAY FOR THAT SERVICE TO HAVE THE COMPANY COME OUT TO US, PICK THOSE DEVICES UP, SERVICE THEM, REPAIR THEM, THEN RETURN THEM BACK TO US. WE WERE JUST KIND OF LIKE IN FLUX OF TRYING TO MAKE SURE -- WHETHER OR NOT WE COULD ACTUALLY GET A CERTIFIED REPAIR TAX ON IF WE WOULD ACTUALLY BE ABLE TO FIX IT AND WE WANTED TO MAKE SURE THAT WE WEREN'T GOING TO WHERE WE WEREN'T ABLE TO HAVE THESE DEVICES FIXED. IT WAS JUST BECAUSE OF EVERYTHING HAPPENING, WE WANTED TO GO ON THE SIDE OF CAUTION, AND MAKE SURE THAT WHILE THIS PERSON WAS TRANSITIONING IN, THAT THEY HAD ANOTHER AVENUE, SO THAT THEY ARE NOT OVERWHELMED WITH THE AMOUNT OF DEVICES IF, FOR SOME REASON, WE GET HIT WITH 300 ALL IN ONE WEEK AND THEY ARE ONLY ABLE TO GET TO 100, WE ARE NOT HOLDING UP STUDENTS FROM GETTING THOSE DEVICES BACK AND WE COULD STILL HAVE THAT AVENUE. MY HOPE IS, THOUGH, WHEN WE MEET AGAIN NEXT YEAR, TO DO THIS AGAIN, THAT THAT LINE ITEM WILL BE ELIMINATED. >> THANK YOU. >> ONE MORE QUESTION. IS IT POSSIBLE TO FIND OUT HOW LONG IT WOULD TAKE TO SHIP THEM BEFORE WE GO? >> I HAVE ASKED, I HAVE ACTUALLY ASKED AS OF YESTERDAY AND THEY SAID, TIME IS CRITICAL. ALL THEY ARE TELLING ME IS THEY ARE GETTING HIT WITH ORDERS FROM SCHOOLS ALL ACROSS THE COUNTRY, AND IT JUST NEEDS TO BE -- THEY NEED TO ORDER, IS WHAT THEY ARE TELLING ME. THEY WON'T GIVE ME A TIMELINE BECAUSE THEY JUST DON'T KNOW. THEY ARE NOT HERE IN THE UNITED STATES, THEY ARE MANUFACTURED OVERSEAS, AND THEN THEY HAVE TO GO ON A CARGO SHIP AND MAKE IT OVER HERE. >> MR. JOHNSON, IS THERE A FINANCE POLICY THAT GOVERNS PURCHASES AND THE RECEIPT OF PROPERTY OR PERFORMANCE OF SERVICE? AND WHEN IT CAN BE REPORTED ON YOUR FINANCIAL RECORDS, BASED UPON RECEIPT OF THE ITEM? IN MY EXPERIENCE, TYPICALLY, IF YOU DO NOT RECEIVE PRODUCTS WITHIN 60 DAYS, YOU TYPICALLY CANNOT RECORD IT ON YOUR BOOKS. AND WE ARE OVERLAPPING FISCAL YEARS SO THAT IS MY CONCERN HERE, BECAUSE I AM NOT AWARE OF ALL OF YOUR POLICIES, NOT WORKING IN OUR OFFICE, I AM NOT AWARE OF ALL OF THE POLICIES WITHIN YOUR OFFICE THAT MAY GOVERN THIS. SO, I AM CONCERNED YOU MAY RECEIVE THEM AFTER A TIME PERIOD, AND ACCORDING TO YOUR OFFICES POLICIES, WE COULD RECORD IT AS FY 24. >> THERE IS, INDEED, THAT RISK. HOWEVER, IF THE DEVICES ARRIVE AFTER THAT DATE, THEN WE WOULD NOT EXTEND THE FUNDS IN FY 24 SO THAT WOULD INCREASE THE OPERATING SURPLUS FROM FY 24 AND COULD BE USED IN FY 25. >> OKAY, SO YOU ARE THINKING THAT THE FUNDS WOULD THEN JUST NOT BE USED IN '24, REVERT TO FUND BALANCE, AND IT WOULD BE REAPPROPRIATED FROM FUND BALANCE IN '25 TO PAY FOR THE ITEMS? >> YES, THANK YOU. >> OKAY. >> BUT, PERHAPS, SHELDON, YOU CAN GO BACK AND GET US SOME DOCUMENTATION THAT WAS SHOW US WHY -- I THOUGHT IF YOU GO OUT TO LEASE, YOU WOULD BE GETTING QUOTES FOR THE LEAST AMOUNT, NOT FOR THE PURCHASE AMOUNT, YOU KNOW? SO, I DON'T KNOW WHAT HAPPENED TO THE $52,000 INTEREST. YOU KNOW, WHY WE WERE PRESENTED WITH THE PURCHASE AMOUNT, NOT THE LEASE AMOUNT. MAYBE YOU COULD FOLLOW UP WITH THAT. >> CERTAINLY. WE DO HAVE THE CONTRACT FOR THE LEASE THAT WE CAN PROVIDE. >> ANY OTHER DISCUSSION? ALL IN [01:50:01] FAVOR? >> THIS IS DIFFICULT, BECAUSE EVEN IF WE HAVE THE HEALTHCARE SETTLEMENT AND OTHER INTERESTS, THAT COULD GO TOWARD OTHER THINGS. IF THERE IS NO REAL DIFFERENCE BESIDES THE TIME, YOU KNOW, THAT IT TAKES YOU GUYS IN FOUR YEARS TIME TO SEND IT BACK, IF THERE IS NO REAL DIFFERENCE, IN THE OPERATIONS AND IT WOULD STILL COME IMAGED AND STUFF LIKE THAT, RIGHT? SO, WE WOULD BE SPENDING $650,000 MORE NOW OF MONEY WE MIGHT BE ABLE TO USE FOR OTHER THINGS NEXT YEAR. BUT, FOR THE POTENTIAL SAVINGS OF SOME SMALLER AMOUNT OF INTEREST OVER THE FOUR YEARS, PLUS SAVING THE TIME IN FOUR YEARS FOR YOU GUYS TO PACKAGE AND SHIP. SO, I DON'T KNOW. >> THE OTHER BIG PIECE, TOO, IS AT THE END. IT IS NOT JUST THE TIME, BUT HAVING THE DEVICES IN THE END. OF COURSE, WE NEVER KNOW WHAT MIGHT HAPPEN, RIGHT? SO, IF, FOR SOME REASON, FOUR YEARS FROM NOW, WHEN WE WOULD HAVE SHIPPED THEM BACK, THAT WE ARE IN ANOTHER BUDGET CRISIS, AND WE CANNOT PURCHASE ANYTHING, WE HAVE, BECAUSE WE OWN THEM, WE HAVE THAT CAPABILITY OR ABILITY TO EXTEND THOSE FORWARD. I CAN USE THE EXAMPLE OF -- BECAUSE WE WERE FORTUNATE ENOUGH TO PURCHASE THE FOURTH AND SIXTH GRADE LAPTOPS LAST YEAR -- WE OWNED THOSE. SO, NORMALLY, WE COME EVERY YEAR AND ASK TO IMPROVE THIRD GRADE, SIXTH GRADE, NINTH GRADE RENEWALS. EVERY YEAR, IT IS THIRD GRADE FOR THREE YEARS, SIXTH GRADE FOR THREE YEARS, AND NINTH GRADE, A FOUR YEAR LEASE. NORMALLY, AS WE GO THROUGH THOSE, THOUGH, BECAUSE WE WERE ABLE TO PURCHASE THOSE AND THE CHANGES WITH THE 1 TO 2 RATIO IN ELEMENTARY SCHOOL, WE WERE ABLE TO UTILIZE THAT AND MAKE SURE THAT THOSE DEVICES WERE PLACED IN OTHER AREAS. SO, WHERE WE DIDN'T HAVE TO SEND THOSE BACK. SO, WE ACTUALLY HAD A LOT MORE FLEXIBILITY WITH THOSE BECAUSE WE PURCHASED THEM AND WE CAN EXTEND THOSE OUT FURTHER AS WE NEED TO, TO KIND OF MAKE THEM EXTEND, OR USED AS SALVAGE, OR WHATEVER THAT WE NEED TO. >> THERE IS ONE OTHER BENEFIT I SHOULD HAVE ALSO SHARED. IN ADDITION TO SAVING APPROXIMATELY $250,000 FROM THE FY 25 BUDGET, THOSE SAVINGS WOULD CASCADE FOR THE NEXT SEVERAL YEARS. SO, WE ARE FACED WITH A POSSIBILITY THAT FY 26 WILL ALSO POSE A CHALLENGE FOR THIS SCHOOL DISTRICT. BY PURCHASING THE DEVICES, WE WOULD BE ABLE TO SAVE APPROXIMATELY $250,000 AFTER THE SCHOOL YEAR. >> IS THERE ANY OTHER DISCUSSION? SO, A MOTION WAS MADE AND SECOND, WE FINISHED THE DISCUSSION. ALL IN FAVOR? ALL OPPOSED? >> WAIT -- I WAS GOING TO VOTE IN FAVOR. >> OKAY, LET'S TRY THIS AGAIN. WE HAVE A MOTION AND A SECOND ON THE FLOOR. ALL IN FAVOR? >> AYE. >> OPPOSED? >> OPPOSED. >> ABSTENTIONS? NO? SO, HOW MANY HERE? >> PASSED, 3-1, WITH ONE ABSTENTION. >> THANK YOU. >> THANK YOU, MR. PARMER. MR. JOHNSON WILL REMAIN FOR THE FINAL REQUEST WHICH IS FOR THE MULTIFUNCTIONAL PRINTER, FRESH MAINTENANCE IT AND MANAGEMENT. IN NOVEMBER 2023, MEMBERS OF THE FINANCE TEAM HAD DISCUSSED THE DISTRICTS NEED FOR MULTIFUNCTIONAL PRINTERS. CONSIDERING THE CURRENT AGREEMENT WITH MERIDIAN IMAGING SOLUTIONS WAS SET TO EXPIRE ON JUNE 30TH, 2024. THE CURRENT AGREEMENT THAT IS SET TO EXPIRE PROVIDES THE DISTRICT WITH 123 DEVICES FOR $125,083 AND AN ANNUAL BASE MAINTENANCE COST OF $124,000 FOR A TOTAL COST PER YEAR OF $250,563. $30 MILLION [01:55:08] BLACK AND WHITE COPIES, AND COLOR COPIES. REGARDLESS OF HOW MANY THE DISTRICT PRINTED. FOR FY 23, THE DISTRICT PRINTED 21,470,752 BLACK AND WHITE PRINTS, BASED ON THE FIXED ALLOWANCE, FOR THE ADDITIONAL BLACK AND WHITE PRINTS, EVEN THOUGH WE NEVER PRINTED THEM. IN CONTRAST, WE WERE OVER THE COLOR PRINT ALLOWANCE BY 93,976 PRINTS. THE FY 23 CUMULATIVE SAVINGS THE DISTRICT LOST ON AN ALLOWANCE BASED DRAG WAS $25,582. THE LOSS OF SAVINGS WAS EVEN HIGHER FOR FY 22, PRINTING WAS I BELIEVE 17,600,000 BLACK AND WHITE COPIES. BASED ON THIS INFORMATION, COOPERATIVE AND PIGGYBACK CONTRACTS FOR THE TOP VENDORS WERE REVIEWED IN AN EFFORT TO SEE IF CCPS NEEDED TO CONDUCT THEIR OWN RFP PROCESS . BASED ON THE RESULTS OF THAT REVIEW IT WAS DETERMINED THAT THE RIGOROUS PROCESS OF THE MULTIFUNCTIONAL PRINTER RFP WAS NOT NECESSARY, AS MULTIPLE LARGER COUNTIES WITHIN MARYLAND AND VIRGINIA ARE THERE JUST FINISHED OR WERE CURRENTLY IN THE PROCESS. THERE WERE ALSO MULTIPLE COOPERATIVE CONTRACTS AVAILABLE THAT CCPS COULD USE. IN FEBRUARY 2024, THE PROCESS OF MEETING WITH THE TOP FOUR VENDORS TO SECURE THE BEST AGREEMENT FOR MSPS, THAT WILL PROVIDE THE DISTRICT WITH NEW EQUIPMENT, A BETTER MAINTENANCE READ, AND PRINT MANAGEMENT SOFTWARE IN THE GAME, AFTER MONTHS OF MEETINGS, PRESENTATIONS, AND OPPOSES, TWO VENDORS WHO BOTH HAVE COOPERATIVE PURCHASING AND PIGGYBACK A BULL AGREEMENT PLACED. THEY WERE CHOSEN AND ASKED TO PROVIDE BEST AND FINAL PRESENTATIONS. AFTER ONE AND A HALF MONTHS OF NEGOTIATIONS, RESEARCH REGARDING THE TWO FINALISTS, THE RECOMMENDATION TO AWARD IS WITH CCPS'S OVERALL VALUE, WHICH INCLUDES UPGRADED EQUIPMENT, PRINT MANAGEMENT SOFTWARE THAT WILL BE USED TO MONITOR THE PRINTING ENVIRONMENT WITHIN THE DISTRICT, A LOWER ANNUAL MAINTENANCE RATE, AND SATISFACTORY SERVICE CALL TIMES. IT WAS DETERMINED THAT MERIDIAN IMAGING SOLUTIONS WOULD PROVIDE THE DISTRICT WITH THAT BEST VALUE AND MINIMAL DISRUPTION DURING THE SUMMER OF 2024, AND HAVE ALL MSPS IN PLACE FOR THE NEW SCHOOL YEAR. THE USE OF THE FAIRFAX COUNTY GOVERNMENT CONTRACT NUMBER 440-001-2320 PROVIDES CALVERT COUNTY PUBLIC SCHOOLS A SAVINGS OF, AT MINIMUM, $83,160 OVER FIVE YEARS, BASED ON FY 23 ACTIONABLE BLACK AND WHITE AND COLOR PRINTS. AS THE CONTRACT IS BASED ON A COST PER PAGE MODEL OF .0030 FOR BLACK AND WHITE PRINT AND .04 OR FOUR CENTS PER PAGE FOR COLOR PRINTS, THE SAVINGS POTENTIAL PER PAGE FOR BLACK AND WHITE PRINTS AND COLOR PRINTS WILL GROW AS THE PRINT SOFTWARE THAT WE ALSO WANT TO IMPLEMENT IN DISTRICT PRINTS IN A MORE SECURE MANNER, IT IS IMPORTANT TO NOTE THAT THE PRINT MANAGEMENT SOFTWARE WILL ALSO PROVIDE DISABILITY ON THE 800 PLUS SINGLE FUNCTION PRINTERS THAT ARE CURRENTLY ON OUR NETWORK. THEY PROVIDE AN OPPORTUNITY FOR SOME SIGNIFICANT SAVINGS WITH DEVICES TO BE REMOVED FROM THE NETWORK THAT HAVE A HIGHER COST PER PAGE, HIGHER MAINTENANCE COSTS, AND HIGHER TONER COST. THE LONG-TERM GOAL WAS TO SUCCESSFULLY PRINT WITHIN A DISTRICT USING LITTLE TO NONE OF THE 100 PLUS DEVICES AND TRAINING USERS TO PROVIDED THE PROVIDED MSPS AND SEND LARGER PRINT JOBS TO THE BOARD COPY ROOM. WE ASK THAT THE BOARD AWARD THIS REFRESH TO MERIDIAN IMAGING SOLUTIONS FOR THE PAGE COST OF .00380 FOR BLACK AND WHITE PRINTS IN FOR A PAGE COST OF FOUR CENTS PER COLOR PRINT, WHICH HAS AN ESTIMATED ANNUAL MAINTENANCE COST BASED UPON FY 23 ACTIONABLE USAGE OF $96,486. THAT IS AT 100% OF THE ACTUAL USAGE FOR FY 23. OUR GOAL IS TO BE LESS THAN THAT, TO BE 80% OF THE 100% USAGE WITH THE PRINT MANAGEMENT SOFTWARE THAT WE IMPLEMENT. I THINK WE WILL BE ABLE TO SHIFT SOME OF THOSE LARGER PRINT JOBS WE HAVE AT THE SCHOOLS TO OUR COPY CENTER WHICH HAS AN EVEN STEEPER DISCOUNT WHEN IT COMES TO PRINTS PER PAGE IN COLOR AND BLACK-AND-WHITE. I HAD ASTERIX THERE, AND HE PRINT OVER THE FY 23 ACTIONABLE USAGE WOULD INCREASE THIS ESTIMATED COST. SO I JUST WANTED TO THROW THAT [02:00:01] IN THERE JUST SO YOU KNEW. NOW, THE REFRESH OF THE FLEET IS 427 DEVICES. FROM THE LAST LEASE TO THIS ONE, THERE WERE FOUR EXTRA DEVICES THAT ARE NOW ON BOARD FOR THE SCHOOL SYSTEM THAT WEREN'T ON BOARD ON THE ORIGINAL LEASE THAT WE ARE UNDER NOW AND WILL TRANSITION INTO A NEW DEVICE. THOSE COST OF THOSE 127 NEW DEVICES IS $121,000. AND THE PRINT MANAGEMENT SOFTWARE THAT INCLUDES CARD READERS IS $15,778, SO A LITTLE BIT MORE INFORMATION ABOUT THE BLASTOFF PRINT SOFTWARE. THE VISION IS TO USE OUR BADGES AS A WAY TO GET OUR PRINT JOBS. SO, I THINK WHAT THAT DOES FOR THE DISTRICT IS FOR ONE, WE WILL USE LESS PAPER AS A DISTRICT. I THINK EVERYONE KNOWS THAT YOU CAN PRINT, AND IF YOU FORGET TO PRINT SOMETHING, PRINT IT AGAIN AND WHEN YOU GO TO PICK IT UP BECAUSE EVERYBODY IS USING THE SAME PRINTER, IT IS GONE, IT IS MISSING, AND YOU END UP PRINTING AGAIN. WITH THE BADGE READERS, ONCE YOU SEND A DOCUMENT TO A PRINTER, YOU WANT TO RETRIEVE IT UNTIL YOU TAP IT WITH YOUR BADGE, IT WILL COME UP ON YOUR PRINT JOBS, YOU CAN SELECT THE PRINT JOBS YOU ACTUALLY WANT TO PRINT AT THAT TIME, SO THERE IS NO MORE WAITING IN LINE FOR PRINT JOBS. SOMETIMES, PRINT JOBS GET LOST BECAUSE PEOPLE PRINT THEM AT THE SAME TIME, SO IF SOMEONE GOES TO THE PRINTER, THEY PRINT, THEIR JOB COMES OUT. THE NEXT PERSON GOES UP, THEY PRINT, THE JOB COMES OUT. I KNOW THERE WAS SOME CONCERN ABOUT THE TIMEFRAME IT WOULD TAKE FOR THAT, BUT LARGER PRINT JOBS WILL TRY TO DIRECT TO THE COPY CENTER, ANYWAY. SO, SOMEBODY IS WAITING FOR A PRINT JOB, 200 PAGES, WE ARE GOING TO TRY TO TRAIN FOLKS TO PLAN ACCORDINGLY, TO SEND THAT JOB TO THE PRINT SHOP WELL IN ADVANCE AND NOT HAVE TO SIT THERE AND WAIT FOR THOSE 200 COPIES TO COME OUT BEFORE SOMEONE ELSE CAN USE THAT PRINTER. SO, THAT IS PART OF THE VISION FOR HAVING THE CARD READERS. NOW, THE PRINT MANAGEMENT SOFTWARE WILL ALSO PROVIDE US WITH AN IN-DEPTH VIEW OF ANYONE WHO IS PRINTING ON OUR SYSTEM. SO, WE WILL BE ABLE TO TRACK -- MAYBE TRACK IS A BAD WORD -- BUT WE WILL BE ABLE TO SEE WHO IS PRINTING WHAT OUT THERE BASED ON THE CARD READER. EVERY PRINT JOB FOLLOWS THE CARD READER. WE CAN ALSO SET IT UP SO THAT THE COST FOR THAT PRINT JOB FOLLOWS THE CARD READERS, AS WELL. SO, WHAT THAT MEANS IS, FOR THE MAJORITY OF FOLKS IN THE DISTRICT, THEY WON'T NEED TO PRINT IN OTHER LOCATIONS. THEY CAN STILL PRINT AT THEIR LOCATION. BUT, IF ANYONE OF YOU, ANYONE OF THE ADMINISTRATIVE PRINCIPLES, WHOEVER WE SELECT, AT ANY LOCATION, THEY CAN BADGE IN AT A DIFFERENT SCHOOL AND GET THEIR PRINT JOB TO SHOW UP AT ANY MACHINE IN THE DISTRICT. SO, I THINK THAT IS A GREAT BENEFIT FOR THE DISTRICT. IT DOES OFFER US WITH SOME SECURE PRINTING. I KNOW DOWN IN FINANCE, PAYROLL CAN SECURE FINANCIAL DOCUMENTS, IT IS NOT FOR EVERYBODY'S VIEW. SO, THAT WILL SAVE SOME OF THOSE DOCUMENTS FROM GETTING LOST IN THE SHELF. NOT TO SAY THAT HAPPENS A LOT, BUT MAYBE NOW IT CAN'T HAPPEN. IT WILL ALSO, LIKE I SAID, SHOW US INFORMATION ON THE 800 PLUS SINGLE FUNCTION PRINTERS OUT THERE. THAT IS A LOT, THAT IS A LOT OF EXTRA PRINTERS IN THE SYSTEM. SO, I THINK IF WE CAN -- EVEN IN THE FUTURE, IF WE INCLUDED MORE OF THESE DEVICES SO WE CAN MAKE SURE OUR FOLKS STILL HAVE SOMETHING THEY CAN PRINT ON IF THEY NEED -- BUT, THE COST OF TONER ALONE FOR SOME OF THESE SINGLE FUNCTION PRINTERS IS MORE THAN THE MACHINE ITSELF. SO, IF YOU ARE CHANGING OUT THAT TONER TWO TIMES A YEAR, YOU HAVE PAID FOR THAT DEVICE THREE TIMES NOW. AND IN USAGE -- WHICH WE DON'T KNOW BECAUSE WE DON'T HAVE SOFTWARE CURRENTLY -- WE DON'T KNOW HOW MUCH TONER IS GOING TO COST FOR SINGLE FUNCTION PRINTERS. EVEN THE SINGLE FUNCTION PRINTER I HAVE ON MY DESK, I HAVE NEVER USED IT. IT IS STILL ON, IT IS STILL BURNING TONER. SO, IF I GO TO USE IT NOW, IT COULD BE EMPTY, ÚI WOULD HAVE TO PAY FOR NEW TONER TO PUT IN THAT PLACE. SO, WE HAVE ALREADY ELIMINATED SOME OF THESE SINGLE FUNCTION DEVICES, BUT THERE IS A TON LEFT OUT HERE. SO, THE GOAL IS, BY THE NEXT TIME I SIT IN FRONT OF YOU IN FIVE YEARS, I CAN SAY THAT WE HAVE MAYBE 100 TO 200 PRINTERS ON OUR SYSTEM, ON OUR SERVERS, AND MAYBE WE NEED TO INCREASE THE AMOUNT OF DEVICES THAT WE HAVE, OVERALL. SO, I SOFTWARE CAN SAVE US ANYWHERE BETWEEN I THINK THE INDUSTRY STATES ABOUT 20% ON PRINTING, AND THAT IS JUST, YOU KNOW, TO SECURE PRINTING. PRINTING LESS PAPER WE WILL NEED BECAUSE WE ARE NOT SENDING ADDITIONAL PRINT JOBS TO THE PRINTER AND [02:05:01] JUST OVERALL, I THINK -- I HATE TO SAY IT -- BUT, WE CAN SEE WHAT IS BEING PRINTED OUT THERE, IT MAKES US MORE RESPONSIBLE, AS WELL. SO -- AND I WILL JUST THROW THIS OUT HERE, THE ESTIMATED ANNUAL TOTAL COST OF THE AGREEMENT WOULD BE $238,921 PER YEAR. AND AGAIN, THAT CAN BE LESS, GIVEN THAT WE ARE TRYING TO NOT HIT THAT 100% MARK THAT WE HIT IN FY 23, TRYING TO GET LOWER THAN THAT. IT COULD BE MORE AND I WANT TO MAKE SURE TO ADD THAT IN HERE BECAUSE I DON'T WANT TO BE STUCK ON THAT NUMBER IF SOMEHOW WE END UP PRINTING MORE THAN WE DID LAST YEAR. >> MOVE TO APPROVE. >> SECOND. >> THERE HAS BEEN A PROPER MOTION AND SECOND. DISCUSSION? >> I HAVE A DISCUSSION. OR, A REMARK. YOU CAN COME BACK TO ME, BECAUSE -- SO, YOU MENTIONED FIVE YEARS, MAYBE THAT WAS AN ESTIMATE. BUT, IS THERE ANY WAY THAT WE CAN WORK TO MAYBE EXPEDITE THAT, AND HAVE IT NOT BE FIVE YEARS? BECAUSE I THINK THAT AS WE HAVE SEEN, PAPER, PRINTING, AND TONER IS EXPENSIVE. I WOULD ALSO SAY THAT I LIKE THE INITIATIVE THAT THE DISTRICT IS TAKING TO HAVE A LITTLE BIT MORE ACCOUNTABILITY AND OVERSIGHT. YOU MAY OR MAY NOT ALL HAVE BEEN THOSE PEOPLE AT ONE TIME IN OUR LIFE, BUT WE JUST SHOULDN'T DO IT. WE ARE HERE, AND WE HAVE A FIDUCIARY RESPONSIBILITY. SO, I REALLY DO LIKE THAT. I ALSO REALLY LIKE THE FACT THAT WE ARE TAKING INTO CONSIDERATION SECURE PRINTING BECAUSE THERE IS A LOT OF PERSONALLY IDENTIFIABLE INFORMATION AND SENSITIVE DOCUMENTS THAT ARE PRINTED. THIS MAKES SURE THAT THE WRONG PRINT JOB DOESN'T END UP WITH SOMETHING THAT MAY GO TO SOMEBODY ELSE. SO, THANK YOU FOR THAT. >> YOU'RE WELCOME. AND WE ARE WORKING HARD, HARD WITH I.T. TO TRY TO GET THOSE ON THE SERVER DOWN. I KNOW MINE CAN GO, AND I SAID 800 PLUS BECAUSE THAT WAS THE NUMBER WHEN WE STARTED THIS PROCESS, BUT I THINK WE ARE ALREADY ELIMINATING MAYBE 100, 150 OF THOSE, ALREADY. SO, WE ARE WORKINGON IT AND IT WILL BE SIGNIFICANTLY LOWER BY THIS TIME NEXT YEAR. >> THAT IS GREAT NEWS. THANK YOU. >> ANY OTHER DISCUSSION? >> MY QUESTIONS ARE RELATED TO THIS BEING A REFRESH VERSUS CONSIDERATION FOR POSSIBLY MOVING TO A NEW VENDOR TO SUPPLY MAY BE A DIFFERENT MANUFACTURER OF MACHINE OR MAYBE JUST A NEW SUPPLIER OF THE SAME MACHINE. WAS ANY RESEARCH GIVEN TO THAT IDEA? >> SO, YEAH, WE DID LOOK AT OTHER VENDORS. WE LOOKED AT THE TOP FOUR VENDORS, WHEN IT CAME TO LOOKING AT THE DIFFERENT COOPERATIVES, PIGGYBACK CONTRACTS THAT THEY HAD. WHEN IT CAME DOWN TO LOOKING AT THE DEVICES ITSELF, THE MOST RESEARCH I DID WAS JUST TO LOOK AT THE COLLABORATIVES AND SEE WHICH ONE COULD PROVIDE THE BEST PRICING. MERIDIAN IMAGING SOLUTIONS SEEMED TO HAVE A BETTER PRICE THAN GOING THROUGH CONOCO OR ALTER ITSELF. KIND OF A PERSONAL TOUCH, AS WELL. WE ARE ABLE TO WORK WITH FOLKS WHO ARE LOCAL TO US. THEY ARE OUT OF, I THINK, IT IS FAIRFAX THEY ARE OUT OF. SO, I WAS ABLE TO GO THERE MULTIPLE TIMES WITH THE TEAM TO LOOK AT THE DEVICES, TALK ABOUT WHAT WE ACTUALLY WANTED, SHOW THEM WHAT MY VISION WAS FOR PRINTING FOR THE FUTURE AND HOW THEY COULD HELP OUR DISTRICT. THEY WERE ABLE TO PROVIDE US WITH WHAT I RESEARCHED AS THE BEST PRICE. >> SO, SINCE IT IS THE END OF THE LEASE, WAS ANY CONSIDERATION GIVEN TO MOVING TO A DIFFERENT TYPE OF MACHINE? SAY, XEROX VERSUS,? >> YES. THIS PROCESS STARTED BACK IN NOVEMBER 2023, BUT WE STARTED MEETING VENDORS IN FEBRUARY. THE TOP FOUR VENDORS ARE ALL VERY STRONG. WE GOT IT DOWN TO TWO VENDORS AND WE HAD TO MAKE SOME REALLY TOUGH DECISIONS, SO WHAT WE DID IS WE BOUGHT DEVICES IN HERE -- I THINK ONE WAS IN THE MULTIPURPOSE ROOM, ONE OF THE TOP VENDORS WAS THE OTHER VENDOR WE HAD IN THE MEDIA CENTER AND WE ASKED THEM TO COME THROUGH AND TAKE A LOOK AT THEM AND PROVIDE FEEDBACK ON HOW THEY FELT ABOUT THE DEVICES. THAT FEEDBACK IS PART OF HOW WE ARE MAKING A DECISION TODAY. IT WASN'T JUST FINANCE MAKING A DECISION, BUT FEEDBACK FROM OUR END-USERS, AS WELL. AND THE INPUT FROM THE I.T. DEPARTMENT BECAUSE CURRENTLY, THEY MANAGE ALL OF THE PRINTERS IN OUR SYSTEM. THE 127 DEVICES, PLUS THE 800 PLUS DEVICES. SO, PRINT MANAGEMENT SOFTWARE THAT WE ARE IMPLEMENTING, WE HAVE TO [02:10:02] BE REALLY COMFORTABLE WITH HOW THAT IS GOING TO IMPACT WHAT THEY DO, AND IN SOME INSTANCES, IN SOME WAYS, MAKES IT EASIER WITH WHAT THEY DO, SO IT TAKES SOME OF THEIR RESPONSIBILITIES AWAY. PRINT MANAGING SOFTWARE IS A SECURE, CLOUD-BASED SOFTWARE. SO, FOR RIGHT NOW, THE 127 PROPOSED DEVICES WILL BE MANAGED BY ONE SERVER, SO THAT IS 127 DEVICES THAT I.T. WOULDN'T HAVE TO MANAGE ANY LONGER. THE SINGLE FUNCTION DEVICES CURRENTLY STILL MANAGE THOSE ON THE SOFTWARE THAT WE USE FOR THAT, UNTIL WE CAN MAKE SURE THAT THE BLASTOFF SOFTWARE CAN HANDLE THOSE DEVICES. WE DON'T WANT TO PULL THE PLUG ON WHAT WE CURRENTLY DO FOR THOSE DEVICES, JUST IN CASE. NOW, THROUGH TALKING TO THE I.T. TEAM FOR MERIDIAN, THEY BELIEVE THEY CAN SUPPORT THOSE DEVICES, AS WELL. BUT I AM THINKING THE FIRST YEAR, WE WILL GO OVER TO THE PRINT MANAGER SOFTWARE THAT WE HAVE, KEEP THOSE FUNCTIONING DEVICES ON THERE, INSTEAD OF IMPLEMENTING THEM OVER AND ALL OF A SUDDEN THEY DON'T WORK. WITH THE LONG-TERM GOAL OF BEING WE WON'T HAVE TO WORRY ABOUT THOSE DEVICES. >> IF I JUST MAY ADD BRIEFLY TO MR. TAYLOR'S COMMENTS. WE DID BRING IN A SECOND VENDOR, CANON, CANON COPIERS, AND GAVE SERIOUS CONSIDERATION TO THEM. THEY WERE VERY COMPETITIVE, VERY, VERY COMPETITIVE. IT WAS A VERY DIFFICULT DECISION NARROWING DOWN THE RECOMMENDATION TO OUR CURRENT PROVIDER, BUT WE DID SERIOUSLY CONSIDER ANOTHER PRODUCT. >> OKAY, THANK YOU. AND THEN, LAST QUESTION, WAS CONSIDERATION GIVEN FOR SHORTENING THE LEASE TERM? IT SEEMS LIKE FIVE YEARS IS A LONG LIFE FOR A COPY MACHINE WHEN IT GETS REGULAR USE IN A BUILDING. SO, WAS THERE ANY CONSIDERATION GIVEN TO A SHORTER LEASE TERM? AND DID YOU DO ANY SORT OF ANALYSIS TO SEE WHICH WOULD ACTUALLY BE CHEAPER? >> YES, SO, SHORTER LEASE TERMS ARE MORE EXPENSIVE. THE COST PER COPY IS MORE EXPENSIVE. JUST THE OVERALL COST, IN GENERAL, FOR THE DEVICES, WE CAN CHARGE MORE DEVICES, AS WELL, FOR A SHORTER LEASE. SO, MERIDIAN GAVE US A FIVE YEAR AND A SIX YEAR, TO LOOK AT HOW WE COULD LEASE THE DEVICES. WE FELT COMFORTABLE WITH FIVE YEARS, WE RAN A FIVE-YEAR BASIS BEFORE. THE DEVICES HOLD UP VERY WELL. THEY DID THE LAST TIME AROUND. EVERY DEVICE WE CURRENTLY HAVE, PENDING APPROVAL, MERIDIAN WILL COME AND TAKE THOSE DEVICES AND REFRESH EVERY DEVICE THAT WE HAVE. SOME DEVICES ARE GOING TO BE IMPROVED UPON, SO SOME LOCATIONS THAT PRINTED HEAVILY MAY GET A LARGER DEVICE. THERE ARE SOME AREAS THAT MAY GO DOWN IN SIZE, BASED OFF OF PRINTING. WE DON'T WANT TO HAVE A LARGER DEVICE OUT THERE THAT TAKES MORE ELECTRICITY, MAINTENANCE EFFORT, ALL OF THAT, IF IT IS NOT GETTING THE USE. >> THANK YO. >> YOU'RE WELCOME. >> ANY OTHER DISCUSSION? ALL IN FAVOR? >> AYE. >> OPPOSED? ABSTENTIONS? MOTION PASSED, 5-0. >> THANK YOU. >> NEXT, WE WILL HAVE THE [7.05 Blueprint Update] BLUEPRINT UPDATE. DR. SAMPSON? >> GOOD EVENING, PRESIDENT WHITE, DR. TOWNSEL, MEMBERS OF THE BOARD OF EDUCATION. I AM JOE SIMPSON THE THIRD, COORDINATOR OF THE BLUEPRINT FOR MARYLAND'S FUTURE. TODAY, I WILL GIVE A BRIEF UPDATE ON WHERE WE ARE, WITH REGARD TO OUR IMPLEMENTATION PLAN AND FEEDBACK. AN UPDATE ON OUR CAREER ADVISERS STATUS, AND REMAINING FY 24 TIMELINE AND NEXT STEPS. SO, WE RECEIVED -- AND HAPPY TO REPORT -- THAT WE GOT FEEDBACK ON OUR INITIAL SUBMISSION, FROM THE AIB, WHICH WE WILL ADDRESS IN OUR NEXT SUBMISSION, DUE IN JULY. SPECIFIC CLARIFICATION ASKED BY MDE CENTERED ON STAKEHOLDER ENGAGEMENT. SPECIFICALLY, THEY WANTED US TO PROVIDE A SPECIFIC ADAPTATION OF CURRICULUM AND RESOURCES FOR A CERTAIN STUDENT GROUP. THEY WANTED US TO BE MORE SPECIFIC IN WHAT THAT LOOKS LIKE. AND THEN, ADDITIONAL DETAILS ON HOW [02:15:01] PROGRESS MONITORING OF DATA IS SPECIFICALLY USED TO SUPPORT THOSE TWO. SO, THOSE WERE JUST THE TWO PIECES OF CLARIFICATION THAT THEY ASKED FOR. REGARDING OUR CAREER ADVISERS STATUS, I AM HAPPY TO REPORT THAT WE MET OUR GOAL OF HAVING SIXTH GRADERS AND NINTH GRADERS RECEIVE INDIVIDUALIZED CAREER COUNSELING THIS YEAR. THE GOAL WAS 100%, BUT TECHNICALLY, WE DIDN'T GET TO 100. WE FELL AT ABOUT 99%, AND THAT WAS DUE TO SOME STUDENTS BEING CHRONICALLY ABSENT AND THINGS OF THAT NATURE. SO, WE WERE BETWEEN 30% AND 60% FOR OTHER GRADE LEVELS, AND THAT VARIES BY SCHOOL. WE RECENTLY MET TO THINK THROUGH WHAT OUR NEXT STEPS ARE GOING TO BE IN DETERMINING HOW TO SCALE THE WORK TO MAKE SURE THAT NEXT YEAR, WE ARE AT LEAST 98% ACROSS THE DISTRICT IN ALL GRADES. SO, WHAT WE HAVE TO LOOK FORWARD TO FOR THE REST OF THIS YEAR, DUE BY JULY 1ST, THERE ARE A COUPLE OF THINGS THAT ARE DUE TO THE AIB, AS INDICATED ON THIS SLIDE. OUR PRE-K THROUGH 12TH GRADE COMPREHENSIVE LITERACY PLAN SUBMISSION IS DUE BY THE 28TH OF JUNE. A 10% SALARY INCREASE AT ATTESTATION, THAT WAS FOR THE TIME FROM JUNE 1ST, 2019 THROUGH JUNE 30TH, 2024, IN THAT TEACHERS IN THE COUNTY RECEIVED A 10% SALARY INCREASE ABOVE THE NEGOTIATED, SCHEDULED SALARY INCREASES BETWEEN THOSE DATES. AND THIS ATTESTATION IS DUE ON JULY 1ST. FOR THE CAREER LADDER, OUR PLANNED DOCUMENTS ARE DUE TO THE AIB BY JULY 1ST, AND THAT SHOULD INCLUDE A DETAILED SUMMARY OF WHAT WAS NEGOTIATED AND AGREED UPON FOR LEVELS ONE THROUGH THREE OF THE CAREER LADDER, AND AS WELL AS THE RESULTING SCALE SHOWING HOW TEACHERS ARE PLACED AND MOVED THROUGH LEVELS ONE THROUGH THREE. SO, IT DOES NOT INCLUDE LEVEL FOUR. THAT IS NOT A REQUIREMENT FOR THIS YEAR. SO, OUR NEXT STEPS INVOLVE MONITORING AND EXPANDING THE PROCESS FOR TEACHERS TO RESUME NATIONAL BOARD CERTIFICATION. THE PHASE TWO TA, WHICH IS TECHNICAL ASSISTANCE STRATEGIC PARTNERSHIP. SO, WHAT WE HAVE DONE IS WE WERE ABLE TO PUT OUR APPLICATION LIVE ON OUR APPLICANT TRACKING SOFTWARE FOR TEACHERS WHO ARE INTERESTED IN THE NATIONAL BOARD CERTIFICATION PROCESS FOR NEXT YEAR. WE DID THAT SO WE CAN HAVE EARLY ACCESS TO THE TEACHERS, AND BE ABLE TO PROVIDE INFORMATION OVER THE SUMMER, AND PLAN OUR SUPPORT A LOT SOONER THAN THE FALL. SO, I'M HAPPY TO REPORT THAT THE NUMBER OF INITIAL CANDIDATES, AS OF FRIDAY OF LAST WEEK, WE HAD 26 INITIAL APPLICANTS, SO THAT IS 26 NEW TEACHERS LOOKING TO PURSUE NBC. AS FAR AS THE PHASE TWO STRATEGIC PARTNERSHIP, WE ARE GOING TO CONTINUE WORKING WITH OUR STRATEGIC FACILITATOR ON PROGRESSING TOWARD OUR GOALS. THE PLAN IS TO CONDUCT SCHOOL VISITS IN THE FALL TO MEET WITH PRINCIPALS, TEACHERS, AND STUDENTS, THAT WILL ALSO ADDRESS THE STAKEHOLDER ENGAGEMENT FEEDBACK THAT THE AIB GAVE US TO TALK ABOUT PLANS THAT SCHOOLS ARE DOING IN ORDER TO BE MEETING BLUEPRINT REQUIREMENTS, INNOVATIVE THINGS THAT MIGHT BE HAPPENING. AND WHAT I WOULD LIKE TO DO, LASTLY, IS JUST PUBLICLY THANK ALL OF OUR WRITING TEAMTHE FOLK CONTRIBUTED OVER THE LAST TWO YEARS WITH OUR BLUEPRINT IMPLEMENTATION, AND PERSONALLY THANKED DR. JOHNSON AND MR. NAVARRO FOR HELPING GUIDE THE PROCESS AND FOR YOUR LEADERSHIP OVER THE PROCESS OVER THE LAST COUPLE OF YEARS, ALONG WITH OUR STUDENT COMMITTEE AND OUR CALVERT COUNTY BLUEPRINT COMMITTEE WORKING IN PARTNERSHIP THROUGH THIS PROCESS. SO, I JUST WANTED TO THANK THOSE. ANY QUESTIONS? >> I HAVE A COUPLE QUESTIONS. SO, IN YOUR COMMUNICATIONS WITH OTHER SCHOOL BOARDS OR SCHOOL SYSTEMS, HAS ANYONE SHARED A DETAILED FINANCIAL ANALYSIS IN REGARDS TO THEIR SPECIFIC SCHOOL SYSTEM ABOUT WHAT THE IMPACT IS GOING TO BE FOR IMPLEMENTATION OF THE BLUEPRINT? >> NO ONE HAS GIVEN A DETAILED -- >> HAS ANYBODY MENTIONED -- I KNOW ST. MARY'S COUNTY HAS DONE IT. BUT, I THINK A MEMBER OF THE BLUEPRINT COMMITTEE SENT A MESSAGE BACK IN JANUARY, URGING US TO DO THAT. I THINK I HEARD FROM A COUPLE PEOPLE ON THAT, I AM NOT SURE ABOUT YOU ON THAT, SO IF YOU DIDN'T GET [02:20:05] THAT, MY APOLOGIES. BUT, I ASKED THAT QUESTION BECAUSE WHEN YOU TALK ABOUT NATIONA BOARD CERTIFICATION, THINGS LIKE THAT, WE KNOW THAT THOSE TEACHERS ONLY HAVE TO BE IN THE CLASSROOM 60% OF THE TIME, AND JUST KIND OF LOOKING THROUGH THE LENS OF WHAT IT IS GOING TO TAKE TO CONTINUE TO FUND OUR SCHOOL SYSTEM, AND ALSO I THINK IT IS SAFE TO SAY WE SHOULD ALL HAVE SOME SERIOUS CONCERNS ABOUT HOW THAT IS GOING TO HAPPEN BECAUSE I DON'T KNOW HOW A TEACHER CAN BE IN THE CLASSROOM ONLY 60% OF THE TIME AND BE ABLE TO HIRE THE AMOUNT OF STAFF THAT WOULD BE NEEDED TO SUPPORT ALL OF THOSE CLASSROOMS. HAS THERE BEEN ANY CONVERSATION ABOUT DOING A DETAILED FINANCIAL ANALYSIS HERE? >> SO, THERE HAS BEEN DISCUSSION ABOUT IT, AND I KNOW THAT MR. JOHNSON ACTUALLY WAS A PRESENTER AT ONE OF OUR CALVERT COUNTY BLUEPRINT COMMITTEE MEETINGS. HE PRESENTED SOME INFORMATION TO THAT GROUP. AS FAR AS OTHER DISTRICTS SHARING DETAILED INFORMATION ABOUT WHAT THEY ARE PLANNING, THAT HASN'T HAPPENED IN OUR COORDINATOR MEETINGS, BUT THAT IS SOMETHING THAT OUR TEAM COULD GET TOGETHER AND DISCUSS IN TERMS OF HOW WE WOULD GET TO THAT IN THE FUTURE. >> I THINK IT WOULD BE REALLY IMPORTANT FOR US TO BEGIN TO DO THAT, ESPECIALLY IN LIGHT OF ALL OF THE THINGS, BUDGET RELATED, AND JUST KNOWING WHAT, YOU KNOW, KIND OF -- WELL, THE SPECULATION ABOUT WHAT A HEAVY LIFT THE BLUEPRINT WILL BE. AND IN SOME CASES, MAYBE NOT KNOWING. SO, I THINK IT WOULD BE HELPFUL FOR US TO BE ABLE TO MAKE SOME DECISIONS DOWN THE ROAD IF WE HAVE A BETTER PICTURE AND UNDERSTANDING OF WHAT THIS REALLY IS. THANK YOU. >> I COULDN'T AGREE WITH YOU MORE. >> THANK YOU. >> THAT INFORMATION, WITH RESPECT TO THE CAUSE, AND HAD THE OPPORTUNITY TO MEET WITH THE CFO. AS A MATTER OF FACT, THEY HAVE A FULL-TIME BLUEPRINT IN THE COUNTY. THEY HAVE FULL-TIME DUTIES AND RESPONSIBILITIES. THEY JUST REPORT THE BLUEPRINT AND THE COSTS. IT IS DEFINITELY PAYING OFF, IN TERMS OF FINDING THE ACTUAL COSTS. THAT IS HOW THEY ARE ABLE TO DO THAT. >> I ALSO THINK TO HAVE THAT, IT WOULD LEVERAGE THE LOCALS, AND TO BE ABLE TO GO AND SPEAK, AT THE STATE LEVEL, ABOUT WHAT WILL WORK, WHAT WON'T WORK, BECAUSE AT SOME POINT, YOU KNOW, ALL OF THE BUCKETS ARE GOING TO BE EMPTY. THANK YOU. >> I HAD TWO QUESTIONS. IT LOOKS LIKE WE ARE SUPPOSED TO BE AT 98% ACROSS THE DISTRICT? THE CAREER ADVISER GOAL? >> THAT IS JUST THE GOAL, YES. >> SO, DO WE KNOW WHAT THE BARRIERS ARE THAT ARE STOPPING US FROM EXCEEDING THE 30% TO 60% THAT WE HAVE NOW? >> I DON'T KNOW THAT THERE WILL BE BARRIERS NEXT YEAR. I KNOW THAT THIS YEAR, BECAUSE OF THE LATE START WITH THE CAREER ADVISING PROGRAM, AND THERE BEING ONE INDIVIDUAL TRYING TO MEET WITH EVERY STUDENT IN THE BUILDING, THAT CREATED THAT ISSUE. AND SO, BEING ABLE TO START THE SCHOOL YEAR OFF NEXT YEAR NINTH GRADERS HAVING ALREADY HAD THAT, THEN YOU ARE REALLY ONLY HAVING TO WORRY ABOUT THE REST OF THE STUDENTS IN THE BUILDING, AND I THINK THAT SHOULD BE EASILY ACCOMPLISHED. >> THAT MAKES SENSE. THANK YOU. ALSO, FOR THE STAKEHOLDER ENGAGEMENT, SPECIFIC ADAPTATION OF RESOURCES FOR SPECIFIC STUDENTS, IS THAT OUR SPECIAL EDUCATION POPULATION? >> IT IS RELATED TO PILLAR FOUR, IN GENERAL. SO THAT IS FOR STUDENTS TO BE SUCCESSFUL, WE ARE PROVIDING WHETHER THAT STUDENT WITH SPECIAL NEEDS, WHETHER THAT BE ENGLISH-LANGUAGE LEARNERS, OR WHAT HAVE YOU. SO, THERE ARE SEVERAL STUDENT GROUPS WE ARE LOOKING AT, WHEN WE ARE TALKING ABOUT CLOSING ACHIEVEMENT GAPS, OR IMPROVING ACADEMIC PERFORMANCE OVERALL. SO, THAT IS REALLY WHAT THEY ARE LOOKING AT WHEN THEY ASK US TO BUILD SPECIFICS. >> THANK YOU. >> DO YOU KNOW -- NOW THAT WE HAVE SIGNED OUR INITIATIVE AGREEMENTS -- DO YOU KNOW HOW CALVERT STANDS IN RELATION TO THE GENERAL OTHER AVERAGE DISTRICT, AS FAR AS MEETING THE 10%? WE KNOW WE GOT THE 10% SALARY INCREASE IN THE CAREER LADDER. >> I DO KNOW THAT A [02:25:05] PRESENTATION AT THE MARYLAND STATE DEPARTMENT OF EDUCATION, ONE OF THEIR MEETINGS WAS ATTENDED BY THE MSDE PRESIDENT, CHERYL BOZEMAN, AND THEY WERE NOT MOVING ON WITH RECOMMENDATION SUCCESSFULLY. THEY HAVE A LIST OF WHICH ONES CAN BE -- NEGOTIATION SERVICE MEETING IN APRIL, ONLY A COUPLE SCHOOL SYSTEMS HAD CONCLUDED THEIR CAREER LADDER NEGOTIATIONS. >> SO, ARE WE ON TRACK TO HAVE EVERYTHING IN BY JULY 1ST THAT IS REQUIRED? >> YES, WE ARE. >> OKAY. AND I KNOW THAT YOU HAVE COMMUNICATION WITH THE COMMISSIONERS ON THIS, ALSO. SO, THEY ARE UP TO SPEED? >> YES, THE COUNTY ADMINISTRATOR IS ON OUR CALVERT COUNTY BLUEPRINT COMMITTEE. SO, WHEN IT COMES TO TIMELINES, HE IS PART OF OUR STEERING COMMITTEE, SO HE IS IN ON THOSE MEETINGS AND DISCUSSIONS WITH REGARD TO OUR IMPLEMENTATION STAFF, AND THAT IS COMMUNICATED TO THE TEAM, AS WELL. >> AND I WANT TO SAY THANK YOU FOR TAKING THIS. THIS IS SOMETHING THAT CAME ABOUT, AND IT IS LIKE BUILDING AN AIRPLANE MIDFLIGHT. SO, THANK YOU FOR ALL YOU HAVE BEEN DOING WITH THIS. ANYONE ELSE? >> MAY I ASK A QUICK QUESTION? >> ABSOLUTELY. >> FOR THE ADAPTATION OF CURRICULUM RESOURCES FOR SPECIFIC STUDENTS, I KNOW YOU MENTIONED HAVING WORKGROUPS, WHERE THERE ANY OTHER FLOATED IDEAS FOR ENGAGING STUDENTS IN THAT PROCESS? >> NOT SPECIFICALLY, BUT WE ARE OPEN TO SUGGESTIONS WHEN IT COMES TO THAT BECAUSE WE KNOW THAT NOT ALL FORMS OF COMMUNICATION OR ATTEMPTS TO ENGAGE STAKEHOLDERS HAVE BEEN SUCCESSFUL. SO, ANY FEEDBACK OR SUGGESTIONS ARE DEFINITELY WELCOMED. >> THANK YOU. >> ANY OTHER DISCUSSION OR QUESTIONS? >> I JUST HAD TO SAY THANK YOU, AS WELL. IT WAS -- YOU KNOW, YOU ARE FORGING NEW TERRITORY, AND A LOT OF IT IS SO MANY QUESTIONS THAT ARE STILL UNANSWERED AT THE STATE LEVEL. [7.06 Approval of Code of Conduct] SO, THANK YOU. >> THANK YOU. >> THANK YOU VERY MUCH. NEXT, WE HAVE APPROVAL OF THE CODE OF CONDUCT. THAT IS CECELIA LEWIS. >> GOOD EVENING, PRESIDENT WHITE, DR. TOWNSEL, MEMBERS OF THE BOARD OF EDUCATION. I AM CECELIA LEWIS, DIRECTOR OF STUDENT SERVICES. WITH ME HERE TODAY, I HAVE -- >> MARY TITUS, COMMUNITY RESOURCE AND SCHOOL STAFFING. >> MR. TITUS HAS BEEN A LONGTIME MEMBER OF THE CODE OF CONDUCT COMMITTEE, AND WILL BE ABLE TO PROVIDE HISTORICAL PERSPECTIVE OF ANY QUESTIONS THAT MAY COME UP IN THAT REGARD. >> I THOUGHT YOU WERE GOING TO SAY THAT HE WAS A LONGTIME COMMUNITY MEMBER, LONGTIME LAW-ENFORCEMENT, USED TO HANG OUT AT MCDONALD'S AND HARASS ALL THE KIDS THAT PLAY AFTER SCHOOL. >> THAT, TOO. >> THAT, AS WELL. THANK YOU FOR HIGHLIGHTING THAT ABOUT MR. TITUS. SO, WE ARE GOING TO FIRST START WITH JUST AN UPDATE ON CHANGES THAT WERE MADE FOLLOWING THE MAY 9TH BOARD OF EDUCATION MEETING IN WHICH WE FIRST PRESENTED THE COURT OF CONDUCT RECOMMENDATIONS AND THOSE SUMMARY OF CHANGES WERE SHARED WITH YOU IN THE BOARD DOCUMENTS, AS WELL. BUT, I AM GOING TO HIGHLIGHT SOME OF THOSE CHANGES, PER YOUR RECOMMENDATIONS. THE FIRST THING THAT WE CHANGED WAS THE STATEMENT OF UNDERSTANDING FORM. WE UNDERSTAND IT -- INCLUDED THE SMART WATCH MISUSE LANGUAGE AS A SPECIAL ITEM AS REQUESTED. WE ALSO UPDATED THE ELECTRONIC NICOTINE DEVICE LANGUAGE TO ALIGN WITH THE UPDATED POLICY. AND THAT FORM WAS ALSO SENT TO YOU, WITH THE UPDATED CHANGES OUTLINED THERE. ON THE LEVELS OF RESPONSE CHART, WE ADDED THE CELL PHONE AND SMART WATCH LANGUAGE TO THE ELECTRONIC AND COMMUNICATION DEVICE LEVELS RESPONSE ROW AND IN THE DEFINITION. IN THE ALTERNATIVE EDUCATION PROGRAM SECTION, WE ADDED "STUDENTS ARE RESTRICTED FROM EXTRACURRICULAR ACTIVITIES WHILE ENROLLED IN THE ALTERNATIVE EDUCATION PROGRAM IF PLACEMENT IS BECAUSE OF DISCIPLINE." AND WE ALSO MODIFIED THAT "STUDENTS MAY BE RESTRICTED FROM EXTRACURRICULAR [02:30:07] ACTIVITIES WHILE ENROLLED IN THE ALTERNATIVE EDUCATION PROGRAM IF PLACEMENT IS BECAUSE OF ANY REASON OTHER THAN DISCIPLINE." WITH REGARD TO THE ELECTRONIC AND COMMUNICATION DEVICES SECTION, WE ADDED THE SMART WATCH LANGUAGE BULLET IN THE INTRODUCTION SECTION. WE CHANGED CELL PHONES, "SHOULD NOT BE USED, TO OPEN" TO "MUST NOT BE USED," HOTSPOTS. ADMINISTERED OF THE APPROVED CLASSROOM ACTIVITIES THROUGHOUT ELECTRONIC DEVICE AND THE CELL PHONE SECTION. WE ONLY SAW IT ONCE IN THE HIGH SCHOOL STUDENT SECTION, BUT WE MADE ALL OF THE ADJUSTMENTS ACCORDINGLY SO THAT TEACHERS DO NOT FEEL THAT THEY HAVE TO MAKE THOSE INDIVIDUAL DECISIONS. IN THE THIRD PARAGRAPH OF THE ELECTRONIC AND COMMUNICATION DEVICES SECTION, WE REPLACED THE STATEMENT " WHILE THEY CAN ENHANCE INSTRUCTIONAL PRACTICES," WITH THE FOLLOWING -- "HOWEVER, BASED ON LOCAL AND NATIONAL DATA, CELL PHONES HAVE THE POTENTIAL TO DISRUPT CLASSROOM INSTRUCTION AND THE OVERALL SCHOOL CLIMATE." WE ALSO CHANGED THE CELL PHONE REGISTRATION FORM TO ELEMENTARY STUDENT CELL PHONE REGISTRATION FORM, SINCE THIS WAS THE ONLY LEVEL IN WHICH IT APPLIES. IN THAT ACTUAL CODE OF CONDUCT AND THE FORM ITSELF, WE MADE THAT ADJUSTMENT IN THE NAME. AND LASTLY, IN THE TRANSPORTATION SECTION, WE ADDED VAPING AS A RESTRICTION ON SCHOOL BUSES TO THAT PARTICULAR SECTION. I THINK WE CAN GO TO QUESTIONS CONNECTED TO THAT BEFORE WE GO INTO THE SURVEY. >> THE SURVEY DATA WAS THE POWERPOINT. >> I DID HAVE A QUESTION. SO, WHEN YOU SAY, UNDER ELECTRONIC COMMUNICATION DEVICES, THE ONE ABOUT THE THIRD PARAGRAPH, DOES THAT MEAN THAT TEACHERS ARE BEING ASKED NOT TO USE CELL PHONES IN ANY OF THEIR INSTRUCTIONS? >> IT IS NOT. THERE IS NO LANGUAGE THAT OUTLINES THAT A TEACHER CANNOT. AS A MATTER OF FACT, IT ACTUALLY SPECIFIES THAT IT CAN BE USED WITH ADMINISTRATIVELY APPROVED PURPOSE. SO, WE WANT THAT TO BE RUN THROUGH THE ADMINISTRATOR FIRST SINCE THEY ARE THE ONES THAT HAVE TO ENFORCE ANY VIOLATION FOR INAPPROPRIATE USE. SO, IT IS NOT INTENDED TO INDICATE THAT IT IS NOT ALLOWED FOR INSTRUCTIONAL PURPOSES, IT IS JUST THAT THAT IS OUTLINED SOMEWHERE ELSE ALREADY IN THE SECTION. >> SO, AND MY QUESTION IS NOW THAT WE HAVE THE LAPTOP, WHY WOULDN'T THE TEACHER BE USING THE LAPTOP AS THE INSTRUCTIONAL DEVICE, VERSUS CELL PHONE? >> WE HAD A COUPLE EXAMPLES AND FEEDBACK FROM VERY SPECIFIC AREAS, SO FOR EXAMPLE, FOR CTA, THERE WERE INSTANCES WHERE -- WHEN STUDENTS NEED TO TAKE PICTURES UNDERNEATH A CAR. YOU CAN'T TAKE THE LAPTOP -- WELL, YOU CAN, BUT IT WOULD BE VERY DIFFICULT. SO, WE HAD SOME VERY UNIQUE, SPECIFIC FEEDBACK POINTS THAT WE WANTED TO MAKE SURE WE HAD THAT ALLOWANCE, BUT IT SHOULD BE VERY MINIMAL WITH THE LAPTOPS AVAILABLE TO ALL STUDENTS. >> ALL RIGHT. YOU MENTIONED IN HERE THAT AN SRO OFFICER CAN TAKE POSSESSION, ONLY IF THEY HAVE AN INCLINATION OR REASONABLE SUSPICION THAT IT CONTAINS CDS, SUCH AS MARIJUANA. HOWEVER, COULD WE MAKE A STRONG STATEMENT IN THE CODE OF CONDUCT BY SAYING, EVERY VAPE FOUND ON THE POSSESSION OF A STUDENT WILL BE TURNED INTO AN ADMINISTRATOR AND REQUIRE PARENT/GUARDIAN TO PICK UP THE VAPE IN ORDER TO RETURN IT TO ITS OWNER, WE MUST REMEMBER THAT IT IS ILLEGAL FOR ANYONE UNDER THE AGE OF 21 TO PURCHASE A VAPE. SO, IT IS NOTHING THEY SHOULD HAVE POSSESSION OF. >> WE ARE TOLD BY LAW ENFORCEMENT THAT WE -- >> I CAN'T HEAR YOU. >> WE ARE TOLD BY LAW ENFORCEMENT THAT IT IS NOT ILLEGAL FOR THEM TO POSSESS IT UNLESS IT CONTAINS CANNABIS, OR SOME TYPE OF ILLEGAL DRUG. SO, THEY WILL NOT TAKE POSSESSION OF IT. >> WELL, EVEN IF IT'S NOT ILLEGAL, COULD WE MAKE THAT STAND THAT IF YOU HAVE A [02:35:04] POSSESSION OF A VAPE, THAT WE ARE GOING TO REPORT IT -- IT IS GOING TO GO TO AN ADMINISTRATOR AND A PARENT OR GUARDIAN WOULD HAVE TO PICK IT UP? >> WELL, WE KIND OF HAD THAT DOWN. IF A VAPE IS CONFISCATED BY ADMINISTRATION, THE PARENT HAS A CERTAIN AMOUNT OF TIME WHERE THEY CAN RECOVER THAT DEVICE. MOST CASES, THEY DON'T. MOST CASES, THEY DON'T WANT IT, BECAUSE IT IS ALREADY CAUSING DISCIPLINARY PROBLEM FOR THEIR CHILD. SO, WE DO THAT ALREADY. BUT, IN MOST CASES, WE END UP HAVING TO DISPOSE OF OR DESTROY THOSE DEVICES. >> RIGHT. IT IS OUR PRACTICE -- WE TALKED TO ADMINISTRATORS ALL THE TIME WHO HAVE VAPES IN THEIR POSSESSION BECAUSE THEY CONFISCATE THEM. SO, WE DON'T LET THE STUDENT KEEP THE VAPE. I THINK THE INITIAL QUESTION -- WHICH IS WHY WE RESPONDED -- IS THAT THE SROS GOT CLARITY THAT THEY WOULD NOT TAKE IT UNLESS -- >> I UNDERSTAND THAT. I JUST THINK IT WOULD BE A POSITIVE THING TO MAKE A STATEMENT ABOUT IT, SO THAT STUDENTS ARE AWARE THAT IF THEY HAVE POSSESSION OF IT, IT IS GOING TO BE CONFISCATED. JUST MY OPINION. >> I, PERSONALLY, DON'T THINK THERE IS AN ISSUE WITH PUTTING A STATEMENT. I WOULD NOT USE LANGUAGE, HOWEVER, IN EVERY DOCUMENT, JUST BECAUSE IF SOMETHING IS NOT -- YOU KNOW, THAT IS PRETTY STRONG. BUT, CERTAINLY, WE CAN DRAFT SOME LANGUAGE TO OUTLINE THAT A VAPE WILL BE CONFISCATED. >> THANK YOU. >> NO PROBLEM. >> I JUST WANT TO COMPLIMENT YOU BECAUSE YOU DID A FANTASTIC JOB, UPDATING THAT CODE OF CONDUCT. I KNOW IT WAS A LOT OF WORK AND YOU GOT A LOT OF FEEDBACK. I THOUGHT THE CHANGES WERE VERY ORGANIZED AND I LOVED THE PRESENTATION, AND I APPRECIATE ALL OF YOUR WORK AND YOUR INPUT, AS WELL. >> THANK YOU. IT CERTAINLY WAS A COLLECTIVE. THIS WAS A PERFECT EXAMPLE OF PARTNERSHIP AND TEAM. SO -- >> IT SURE WAS. >> BUT, WE APPRECIATE THE FEEDBACK BECAUSE THE TEAM DID PUT A LOT OF TIME AND EFFORT TRYING TO CAPTURE THE VOICES. >> IT WAS GREAT. I WELCOME CHANGE, AS NECESSARY. SO, THANK YOU. >> THANK YOU. THE SECOND PORTION OF OUR PRESENTATION TODAY WAS TO PROVIDE FEEDBACK FROM THE REQUESTED SURVEY REGARDING OUR DRESS CODE, SPECIFICALLY RELATED TO HOODS. THAT SURVEY WAS ADMINISTERED, AND WE WERE ABLE TO GET A SIGNIFICANT NUMBER OF STAFF TO PROVIDE SOME VERY VALUABLE INSIGHT AS TO THEIR IMPRESSIONS, RELATED TO THE DRESS CODE AND HOODS. SO, THE FIRST THING I JUST WANTED TO HIGHLIGHT -- THERE WERE TWO WELLS -- 12 TOTAL QUESTIONS PRESENTED TO THOSE WHO CHOSE TO RESPOND AND WE CAN OPEN TO THIS ON THE NEXT SLIDE, PLEASE, MAXIE. OKAY, I CAN CLICK IT. OKAY, THANK YOU. OKAY. PERFECT. I WANTED TO HIGHLIGHT THAT THERE WERE A TOTAL OF 1271 RESPONSES AND THE BREAKDOWN OF THAT -- SO, IT SHOWS YOU THAT THIS WAS QUESTION TWO OF THE SURVEY BUT I CHOSE TO PULL THIS IS THE FIRST LINE BECAUSE I THOUGHT IT WAS REALLY IMPORTANT SO YOU COULD SEE WHO THE RESPONDENTS ARE. I ALSO THOUGHT IT WAS IMPORTANT TO HIGHLIGHT THAT WE DID AN ANALYSIS OF THE BREAKDOWN OF THE STAFF THAT RESPONDED. AND SO, IT ALSO REPRESENTS THE TOTAL AMOUNT OF STAFF, SO YOU CAN SEE A FULL PERCENTAGE TO HIGHLIGHT THAT PIE CHART. SO, OF THE EDUCATIONAL SUPPORT PROFESSIONALS THAT WE HAVE IN CALVERT COUNTY PUBLIC SCHOOLS, WE HAVE A TOTAL OF 889. SO, WE HAD 299 RESPONDENTS IN THAT CATEGORY, SO A TOTAL OF 34% OF OUR ESP TEAM MEMBERS. CERTIFICATED PROFESSIONALS, WE HAVE A TOTAL OF 1288, AND 826 OF THEM RESPONDED TO THE SURVEY, SO 64%. AND THEN, ADMINISTRATIVE OR SUPERVISORY, THERE IS A TOTAL OF 107 ON STAFF, AND 71% OF THOSE RESPONDED. YOU WILL NOTICE IN THE PIE CHART THAT THERE IS ALSO A SECTION FOR "OTHER." THAT ACCOUNTS FOR ANYONE WHO WOULD NOT DESIGNATE AS THE OTHER CATEGORIES SUCH AS CONTRACTOR, GRANT EMPLOYEES, AND POTENTIALLY SOME CHILDCARE WORKERS. SO, SOME OF THEM DID RESPOND, AND YOU WILL NOTICE SOME OF THAT REPRESENTATION IN THE RESPONSES GOING FORWARD. SO, THE FIRST QUESTION ASKED THEM, WHICH OPTION BELOW DESCRIBES THEIR LEVEL OF [02:40:04] RESPONSE, SO THIS GIVES YOU A FURTHER DELINEATION OF WHO THE RESPONDENTS ARE AND WHO THEY SUPPORT ON A DAILY BASIS. AND SO, YOU CAN SEE THAT BREAKDOWN, THERE, WITH REGARDING TO THE ELEMENTARY, MIDDLE, AND HIGH SCHOOLS. LOOKING AT THIS QUESTION, WE RECEIVED FEEDBACK RELATED TO ENFORCEMENT, AND SO THAT IS A QUESTION THAT OFTEN COMES UP, AND WE KNOW THAT ENFORCEMENT COMES AT THE SCHOOL LEVEL, SO THESE INDIVIDUALS ON THE FRONTLINE WERE ABLE TO VALUABLE INSIGHT ABOUT THEIR - IMPRESSIONS OF HOW OFTEN DRESS CODE IS ENFORCED IN THEIR SCHOOLS. SO, OF THE RESPONDENTS, I DID A BREAKDOWN, AN ANALYSIS, THERE ARE A TOTAL OF 315 RESPONDENTS, WHICH IS APPROXIMATELY 25%, WHO BELIEVE IT IS ENFORCED ALL OR MOST OF THE TIME. THERE WERE 601 RESPONDENTS, APPROXIMATELY 47%, WHO BELIEVE THAT IT IS ENFORCED OCCASIONALLY OR RARELY. 203 RESPONDENTS, OR 16% SAYS THAT THE DRESS CODE IS NEVER ENFORCED. AND 152 RESPONDENTS, ABOUT 12%, SAID THAT THEY WERE UNSURE AND THAT WOULD OBVIOUSLY APPLY TO THEIR RULE. FOUR, THEN NOT KNOWING WHETHER OR NOT THERE IS FEEDBACK RELATED TO DRESS CODE. THE NEXT QUESTION ASKED ABOUT INDIVIDUAL CLASSROOM PERSPECTIVE AS IT RELATES TO THE DRESS CODE. THE QUESTION IS, HOW SIGNIFICANTLY DID DRESS CODE ISSUES IMPACT LEARNING IN YOUR CLASSROOM? SO, THIS WOULD BE VERY PERSONAL FOR THE RESPONDENT. 549 RESPONDENTS, OR 43%, BELIEVE THAT THERE IS NO IMPACT OR A VERY SLIGHT IMPACT TO THEIR INDIVIDUAL CLASSROOMS. 365, OR 28%, BELIEVE THAT THERE IS A MODERATE IMPACT TO THE LEARNING IN THEIR CLASSROOM. 203, OR 16% BELIEVE THERE IS AN EXTREME IMPACT AND 154, OR 12%, WERE UNSURE OF THE IMPACT OF THE DRESS CODE AND LEARNING IN THE CLASSROOM. >> I DON'T KNOW IF ANYBODY ELSE NOTICED WHEN YOU WERE GOING THROUGH THIS, IF ANYBODY ELSE KEPT THINKING OVER AND OVER, WELL, THOSE THAT SAY NOT AT ALL AND SLIGHTLY ARE ELEMENTARY. DID ANYBODY ELSE THINK THAT? >> NO, I TOOK THAT AS IT COULD BE PEOPLE WHO ARE OUTSIDE THE CLASSROOM THAT MAY NOT BE AWARE OF IT. I ALSO -- WHEN I DID MY PERCENTAGES, I DID NOT INCLUDE "UNSURE," WHICH CHANGES THE PERCENTAGES DRASTICALLY. IF THEY WERE UNSURE, THEY DIDN'T GIVE A RESPONSE. >> WELL, THEIR RESPONSE WAS "UNSURE," SO ANYTIME YOU COLLECT THAT AS A DATA POINT, YOU WANT TO MAKE SURE TO NOTE IT. >> RIGHT, BUT WE REALLY WANTED TO KNOW THE PEOPLE WHO RESPOND. >> THEY DID RESPOND. THEY JUST WERE UNSURE OF THE PARTICULAR IMPACT, AND WE DON'T KNOW -- OF COURSE, WE KEPT IT SHORT AND BRIEF. WE WOULD HAVE TO DIVE A LOT DEEPER IN ORDER TO DETERMINE OR TRY AND MAKE ANY TYPE OF DETERMINATION AS TO WHY THEY CHOSE THAT CHOICE. SURELY, SOME MAY NOT BE IN THE CLASSROOM AS THE OTHER PERCENTAGE WAS MENTIONED AT THE VERY BEGINNING, BUT IT COULD BE THAT THEY JUST DON'T KNOW, BECAUSE SOME SAY IT IS HARD TO MEASURE, WHERE THEY CAN'T HAVE A VALID MEASUREMENT OF THE CORRELATION BETWEEN DRESS CODE AND LEARNING. SO, THERE IS A LOT OF POTENTIAL THERE. >> OKAY. OFF YOU GO, THROUGH THIS. I COULD SHARE MY PERCENTAGES POINT >> SURE. >> THANK YOU. >> NUMBER FIVE, IT TALKS ABOUT NOT JUST THE INDIVIDUAL CLASSROOM, BUT HOW DRESS CODE IMPACTS SCHOOL CULTURAL PERSPECTIVE AND HOW THAT IMPACTS THE LEARNING ENVIRONMENT. 474, 37%, SAID THERE WAS NO IMPACT OR SLIGHT IMPACT ON DRESS CODE IMPACTING THE WHOLE SCHOOL. 413, OR 33% SAID THERE IS A MODERATE IMPACT. 242, OR 19%, SAID AN EXTREME IMPACT, AND 141, 11%, SAID THEY ARE UNSURE OF THE IMPACT ON THE SCHOOL'S OVERALL LEARNING ENVIRONMENT, REGARDING DRESS CODE. THERE IS A SKIP TO NUMBER SEVEN AND I WILL GET TO [02:45:04] THAT AT THE END, BECAUSE NUMBER SIX WAS COMMENTS, SO IT WAS NOT A SELECTION THERE. NUMBER SEVEN -- ACTUALLY, QUESTIONS SEVEN THROUGH 11, THEY GAVE RESPONDENTS AN OPPORTUNITY TO PROVIDE FEEDBACK FOR STUDENTS' ABILITY TO WEAR HOODS. WHERE THE PREVIOUS QUESTIONS WERE FOCUSED GENERALLY ON DRESS CODE, THESE QUESTIONS WERE GEARED SPECIFICALLY TOWARD THE WEARING OF HOODS. THE FIRST ONE TALKS ABOUT HOW SIGNIFICANT THE STUDENT WEARING A HOOD IMPACTED THE LEARNER. SO, THIS IS A REFLECTION OF THEIR VIEW ON THE IMPACT ON THE INDIVIDUAL STUDENT LEARNING. 353, OR 28%, SAY THAT THERE IS NO IMPACT OR SLIGHT IMPACT ON THE STUDENTS' LEARNING. 368, OR 29%, BELIEVE THERE IS A MODERATE IMPACT. 463, OR 36%, BELIEVE THERE IS AN EXTREME IMPACT. AND 87, OR 7%, HAVE AN UNSURE OPINION ABOUT THE IMPACT ON THE INDIVIDUAL STUDENTS' LEARNING. QUESTION NUMBER EIGHT, HOW SIGNIFICANTLY DOES STUDENTS WEARING HOODS IMPACT THE LEARNING ENVIRONMENT OF THE SCHOOL? SO AGAIN, WITH HOODS, WE ARE LOOKING AT THEIR BELIEFS RELATING TO THE IMPACT OF THE OVERALL SCHOOL IMPACT. 376, OR 30%, BELIEVE THAT HOODS DO NOT HAVE ANY IMPACT OR HAVE SLIGHT IMPACT ON THE SCHOOL'S LEARNING ENVIRONMENT. 374, OR 29%, BELIEVE IT HAS A MODERATE IMPACT. 417, OR 33%, BELIEVE THAT HOODS HAVE AN EXTREME IMPACT. AND 104, OR 8%, ARE UNSURE OF THE IMPACT OF WEARING HOODS IN THE OVERALL SCHOOL ENVIRONMENT. NUMBER NINE, THERE WAS A SPECIFIC QUESTION RELATED TO THE IMPRESSION OF WEARING HOODS AND ITS IMPACT ON SCHOOL SAFETY. 431, OR 5%, BELIEVE THAT HOODS DO NOT IMPACT SAFETY OR HAVE A SLIGHT IMPACT. 342, OR 27%, BELIEVE THERE IS A MODERATE IMPACT ON SCHOOL SAFETY. 376, 30%, AN EXTREME IMPACT ON SCHOOL SAFETY. AND 112, OR 9%, BELIEVE THAT THEY ARE UNSURE OF THE IMPACT OF WEARING HOODS AND SCHOOL SAFETY. NUMBER 10, DO YOU FEEL THAT THE CURRENT DRESS CODE REGARDING STUDENTS WEARING HOODS WITH HER EARS OUT AND FACES VISIBLE IS ENFORCEABLE? SO, THE ENFORCEABILITY OF WEARING HOODS, WHETHER OR NOT THEY ARE ALLOWED. CURRENTLY, THEY ARE ALLOWED. 363, OR 29% OF RESPONDENTS SAID THAT, YES, THEY BELIEVE IT IS ENFORCEABLE. 709, OR 56%, BELIEVE THAT IT IS NOT ENFORCEABLE. AS YOU CAN SEE, THERE IS 199, AS WELL, WHO ARE UNSURE AS TO WHETHER IT IS ENFORCEABLE. DO YOU BELIEVE STUDENTS SHOULD BE ALLOWED TO WEAR HOODS IN YOUR SCHOOL? 236, OR 19%, SAY YES, HOODS SHOULD BE ALLOWED TO BE WORN IN SCHOOL. AND THERE WAS AN OVERWHELMING RESPONSE OF 1035 OF THE RESPONDENTS, 81% BELIEVE THAT HOODS SHOULD NOT BE ALLOWED IN SCHOOLS. AGAIN, I AM JUST EXPLAINING THE CAVEAT HERE WHEN WE SWITCHED AROUND A LITTLE BIT WITH THE QUESTIONS, THAT IS BECAUSE QUESTIONS SIX AND 12 HAD OPEN-ENDED RESPONSES. THERE WERE 76 PAGES WORTH OF RESPONSES. I HAVE REVIEWED ALL OF THE RESPONSES, AND DID A SUMMARIZATION AND CATEGORIZATION OF THE KEY POINTS. YOUR ANSWERS WOULD CLARIFY RESPONSES TO ANSWERS REGARDING THE DRESS CODE IN GENERAL. REMEMBER, THAT WENT THROUGH QUESTIONS ONE THROUGH SEVEN, AND THEN QUESTION 12 SAYS, PLEASE SHARE ANY COMMENTS THAT WOULD CLARIFY YOUR RESPONSES REGARDING STUDENTS WEARING HOODS. AND SO, OF THE RESPONSES, 53% OF THOSE RESPONDENTS PROVIDED SOME FEEDBACK AND 56% PROVIDED FEEDBACK ON QUESTION NUMBER 12. AND HERE IS A BRIEF SUMMARY OF THOSE 76 PAGES OF COMMENTS FROM THOSE TWO QUESTIONS. WITH QUESTION NUMBER SIX, SOME OF THE COMMENTS, CHALLENGES, WERE [02:50:08] CONCERNS THAT WERE REPEATED, THAT STUDENTS WEARING PAJAMAS, SHORT SHORTS, SUNGLASSES, HOODS, SKI MASKS, AND BRAS OF TOPICS OF CONCERN. HOODS, HIGH EARBUDS, THE ENDURING ENGAGEMENT IN THE CLASSROOM, SOME STUDENTS FAKED DISCREETLY BY PUTTING UP THERE HOODS IN CLASS IN SCHOOL. ADMINISTRATORS ADDRESS DRESS CODE VIOLATIONS AND CONSISTENTLY YOUNGER STUDENTS PLAYING WITH THEIR HOODIE STRINGS CAN DISTRACT FROM LEARNING, SO THAT WOULD BE VERY SPECIFIC TO THE ELEMENTARY LIKE YOU MENTIONED. THERE WERE MIXED VIEWS ON DRESS CODE IMPACT. SOME BELIEVE DRESS CODE DOESN'T POSE A PROBLEM AT THE ELEMENTARY LEVEL, SOME BELIEVE THAT THE DRESS CODE IS DISPROPORTIONATELY TARGETING FEMALE STUDENTS AND ARE UNFAIR. SOME SAY THAT AIR PODS HAS EXACERBATED DISTRACTION CAUSED BY THE HOODS, AND STAFF WANTS TO FOCUS MORE ON EDUCATION AND TEACHING RATHER THAN ENFORCING STRICT RULES. QUESTION 12 WAS VERY SPECIFIC AS IT RELATED TO HOODS, AND THE COMMENT CHALLENGES AND CONSIDERATIONS THAT WERE PROVIDED WERE SAFETY CONCERNS, AND I CATEGORIZE THESE BASED ON THE RESPONSES AND KIND OF JUST MADE A GENERALIZATION OF THE COMMON TOPIC. MANY ARGUE THAT HOODS SHOULD NOT BE ALLOWED FOR SAFETY CONCERNS. WHEN STUDENTS WEAR HOODS, THEIR FACES ARE PARTIALLY OR COMPLETELY COVERED, MAKING IT DIFFICUT TO IDENTIFY THEM OR MONITOR THEIR BEHAVIOR. CONCERNS RELATED TO RESPECT AND DISTRACTION, HOODS CAN BE DISTRACTING, LEADING TO DISENGAGEMENT AND DECREASED FOCUS IN THE CLASSROOM. COMFORT AND INDIVIDUALITY WAS A THEME. SOME ARGUE THAT HOODS PROVIDE A COMFORT AND A SENSE OF SECURITY FOR STUDENTS. ALLOWING HOODS MAY HELP STUDENTS FEEL MORE AT EASE. THERE WERE QUITE A FEW COMMENTS RELATED TO AGE AND CONTEXT. THE APPROPRIATENESS OF HOODS VARIES BY AGE GROUP. ELEMENTARY STUDENTS WEARING HOODS DON'T POSE THE SAME CHALLENGES AS MIDDLE OR HIGH SCHOOL STUDENTS. AND THERE WAS SEVERAL COMMENTS ABOUT BALANCING SAFETY AND INDIVIDUAL RIGHTS OF EXPRESSION. BALANCING SAFETY MEASURES WITH INDIVIDUAL RIGHTS IS IMPORTANT. IDEALLY, WE CAN FIND A BALANCE THAT ASSURES SAFETY WITHOUT INFRINGING ON THE STUDENTS' COMFORT OR INDIVIDUALITY. ANY QUESTIONS? >> I WOULD LIKE TO GO TO QUESTION NUMBER SEVEN. BECAUSE FROM 7 TO 11, THAT IS WHERE I BELIEVE COUNTING "UNSURE," OR "DOESN'T KNOW," IS SKEWING THE DATA. THE ONES ABOVE THAT, IT WASN'T AS BIG OF A DIFFERENCE IN PERCENTAGE, BUT NUMBER SEVEN, HOW DOES A HOOD IMPACT LEARNING FOR THAT STUDENT? IF YOU LOOK AT THE GREEN AND RED, IT IS 70%, AND BLUE AND ORAGE, MEANING -- WELL, LET ME EXPLAIN THAT. WHEN I SAY, GREEN AND RED, I AM LOOKING AT MODERATELY AND EXTREMELY. WHEN I LOOK AT BLUE AND ORANGE, IT IS NOT AT ALL OR SLIGHTLY. SO, THESE ARE PEOPLE WHO EXPRESSED AN OPINION. IT WAS 70% TO 30%. IF YOU GO TO THE NEXT QUESTION, NUMBER EIGHT, COMPARING THE SAME COLORS, IT WAS 68% VERSUS 32%. IF YOU GO TO NUMBER NINE -- I'M SORRY, I SHOULD SAY WHAT QUESTIONS BUT HOW SIGNIFICANTLY THOSE STUDENTS WEARING HOODS IMPACT THE SAFETY OF YOUR SCHOOL? IT WAS 62% THINK IT IMPACTS THE SAFETY AND 38% DID NOT. IF YOU GO TO NUMBER 10, DO YOU FEEL THE CURRENT DRESS CODE REGARDING STUDENTS WEARING HOODS IS ENFORCEABLE? NO IS 66% AND YES IS 34%. AND NUMBER 11, I HAVE THE SAME DATA AS YOU, THAT 81% OF OUR STAFF DOES NOT WANT THE STUDENTS WEARING HOODS, AS OPPOSED TO 19%. AT THIS POINT, I WOULD LIKE TO MAKE A MOTION TO REMOVE THE WORD "HOODS" FROM THE DRESS CODE POLICY 3170, WHERE IT STATES, "STUDENTS ARE PERMITTED TO WEAR HATS, HOODS, OR HEADWEAR, AS LONG AS THE STUDENTS' FACE AND EARS ARE [02:55:03] VISIBLE AND ARE NOT OBSCURED." IN ADDITION, I PROPOSE THAT WE ADD TO POLICY 3170, "HOODS ARE NOT PERMITTED TO BE WORN ON THE HEAD INSIDE CCPS SCHOOL BUILDINGS." >> SECOND. >> SO, IT HAS BEEN PROPERLY MOVED AND SECONDED. DISCUSSION? >> COULD YOU CLARIFY YOUR MOTION? DID YOU SAY THAT THE HOOD CANNOT BE WORN ON THE HEAD, BUT YOU CAN WEAR A HOOD? OR, ARE YOU SAYING THAT THEY CANNOT WEAR THE ARTICLE OF CLOTHING AT ALL? >> I'M SORRY, I AM JUST TALKING ABOUT THE HOOD ON THE HEAD. THEY CAN WEAR HOODIES TO SCHOOL. IF YOU ARE REFERRING TO THE SWEATSHIRT. I'M JUST SAYING A HOOD CANNOT BE PULLED UP OVER THE HEAD. >> OKAY. THANK YOU FOR THAT CLARIFICATION. >> CAN I ASK A FEW QUESTIONS ON THIS SUBJECT? FOR THIS DATA, DO WE HAVE A BREAKDOWN OF THE QUESTIONS REGARDING ENFORCEMENT, INSTRUCTION, ET CETERA, BASED ON MIDDLE CHOOL, ELEMENTARY SCHOOL, AND HIGH SCHOOL? LIKE, WE HAVE THIS DATA, BUT IT IS ALL LUMPED TOGETHER ACROSS SCHOOL GRADE LEVELS, CORRECT? >> RIGHT, IN TERMS OF THE INDIVIDUAL QUESTIONS, WE HAVE NOT DESEGREGATED IT BY LEVEL, AND I DO NOT BELIEVE -- WE CANNOT DO THAT, WITH THE WAY IT WAS ASKED. AND THEN, MY OTHER QUESTION, BECAUSE -- YOU DID AN AMAZING JOB SORTING THROUGH ALL OF THAT FEEDBACK, THAT WE GET AN IDEA OF WHETHER THE IMPACTS TO THE LEARNING ENVIRONMENT WERE PRIMARILY BASED ON HOODS ALLOWING FIGHTS AND VAPING, OR WHETHER THEY WERE ALLOWING AIR PODS AND MUSIC? >> CAN YOU ASK IT AGAIN? >> BASED ON THE FEEDBACK, WHEN WE WERE LOOKING AT THE DATA THAT SAID TEACHERS BELIEVE WEARING HOODS WERE AFFECTING STUDENTS' LEARNING, BASED ON THE FEEDBACK, DID WE GET AN IDEA OF WHETHER OR NOT THAT FEEDBACK WAS PRIMARILY BASED ON ALLOWING AIR PODS OR MUSIC OR BASED ON THE FACT THAT HOODS CAN EMPOWER STUDENTS TO BE FOUR TO FIGHT? >> I THINK THE KEY WORD YOU SAID "PRIMARILY," THE MAJORITY OF THE FEEDBACK WAS RELATED TO AIR PODS. THERE WERE, HOWEVER, SOME COMMENTS -- AND I WOULD SAY ENOUGH ABOUT VAPING, AS WELL. BUT, PRIMARILY, IT WAS ABOUT THE WEARING OF AIR PODS OR ANY FORM OF YOUR GOD, AND TEACHERS OR STAFF HAVING TO NAVIGATE HAVING THEM TAKE THEM OUT AND ENGAGE IN LESSONS. >> THANK YOU. IF I COULD JUST KIND OF SHARE THE STUDENT PERSPECTIVE ON THIS, I WANT TO FIRST SAY THAT I SEE THE DATA IN FRONT OF ME AND I COMPLETELY UNDERSTAND THE EFFECTS ON LEARNING. WHAT I DO WANT TO BRING UP THAT CONCERNS ME IS THAT A SWEEPING BAN ON HOODS DOES NOT ADDRESS THE DIFFERENCE BETWEEN SCHOOL LEVELS THAT WE ARE NOT ABLE TO SEE IN THE DATA. AND I THINK IT CONVEYS A DISTRUST IN STUDENTS THAT DOESN'T, YOU KNOW, CONSIDER THE FACT THAT WE ARE WRITING THE CODE OF CONDUCT SO OBVIOUSLY, WE HAVE TO MAKE IT GENERAL ENOUGH THAT IT PROTECTS ALL STUDENTS AND MAKES SURE STUDENTS ARE SAFE, AS WELL AS TEACHERS. ONE OF THE CONCERNS THAT I HAVE IS WITH THE CELL PHONE BAN, IF THE BAN IS BASED ON AIR PODS USE AND WE ARE IMPOSING A STRICTER CELL PHONE POLICY AND NOT ALLOWING FOR STUDENTS TO WEAR AIR PODS AND USE THEIR CELL PHONES, I DON'T SEE THE POINT IN BANNING HOODS. AT LEAST, WITH NOT A FURTHER BREAKDOWN OF WHETHER THE IMPACT IS FULLY BASED ON -- OR, PRIMARILY BASED ON -- WEARING HOODS AND WEARING AIR PODS. AND AGAIN, I JUST WANT TO RESTATE THAT I AM CONCERNED WITH THE EFFECTS ON LEARNING TO STUDENTS, AND I AM NOT HERE TO SAY LIKE, THERE IS NO EFFECT ON LEARNING, BECAUSE THAT WOULD BE NAÏVE AND SIMPLY NOT THE CASE. BUT, I THINK WE WOULD ALSO WANT TO CONSIDER WAITING UNTIL THE START OF THE SCHOOL YEAR TO SEE, OR HOODS STILL CAUSING A HUGE EFFECT ON LEARNING? AND TRYING TO GET, ALSO, SOME STUDENT PERSPECTIVE, BECAUSE THERE IS NO STUDENT PERSPECTIVE REPRESENTED HERE, AND I THINK THAT IS EQUALLY IMPORTANT. THANK YOU. >> I WANT TO RESPOND TO THAT. I THINK WHEN YOU THINK ABOUT THE AIR PODS, THEY ARE NOT NECESSARILY HAVING THEIR CELL PHONE OUT. THEIR CELL PHONE COULD BE IN THEIR POCKET, IN THEIR BACKPACK, IN THEIR COAT POCKET, WHATEVER, AND STILL LISTENING TO MUSIC ON AN AIR PODS. I ALSO THINK WE CANNOT DISCOUNT SAFETY. AND WHEN A CHILD IS RUNNING DOWN THE HALL WITH A HOOD ON AFTER HAVING DONE SOMETHING, WE CANNOT IDENTIFY WHO THAT CHILD IS. I SENT A VIDEO TO DR. TOWNSEL, I MENTIONED THIS BEFORE, YOU COULD NOT SEE THE FACE. THERE WAS AN INCIDENT HAPPENING, AND YOU COULD NOT IDENTIFY WHO THE [03:00:08] CHILDREN WERE THAT DID IT. SO, IT IS ALSO A SAFETY ISSUE. I SEE IT AS BOTH AN ACADEMIC ISSUE AND A SAFETY ISSUE THAT NEEDS TO BE ADDRESSED. AND IT IS A SIMPLE SOLUTION. WEAR YOUR SWEATSHIRT WITH A HOOD TO SCHOOL, JUST DON'T PUT IT UP OVER YOUR HEAD. >> YEAH, I COMPLETELY UNDERSTAND THAT, AND THAT MAKES SENSE. BUT AGAIN, I THINK WE ALSO NEED TO CONSIDER WHETHER THAT IS PRIMARILY HAPPENING IN HIGH SCHOOLS, IN MIDDLE SCHOOLS, AND WE DON'T WANT TO JUST ENFORCE A SWEEPING BAN ON ALL HOODS IF THE FIGHTING ISSUE IS PRIMARILY AN ISSUE IN HIGH SCHOOLS. >> I'M GOING TO ADDRESS THIS FROM A FIRST PERIOD TEACHER PERSPECTIVE. IF I ASKED A CHILD TO PUT THE HOOD DOWN, THEY WOULD. MOST ELEMENTARY CHILDREN ARE COMPLIANT, RESPECTFUL. BUT AT THE HIGH SCHOOL LEVEL, YOU ARE DEALING WITH DIFFERENT ISSUES WITH IT. WEARING A HOOD IN ELEMENTARY ISN'T NECESSARILY -- WELL, IT COULD BE DANGEROUS, BUT IT IS MORE OF A HIGH SCHOOL PROBLEM. BUT, I THINK OUR POLICIES NEED TO BE CONSISTENT. >> MR. TITUS, HAS THIS BEEN AN ISSUE? HAVE YOU NOT BEEN ABLE TO IDENTIFY STUDENTS BECAUSE OF HOODS? >> YES. I HAVE TO AGREE WITH MS. GRENIS. IDENTIFYING A STUDENT WITH A HOOD ON -- NOT ONLY A STUDENT, BUT AN INDIVIDUAL -- IT COULD MAKE IT VERY DIFFICULT FOR ADMINISTRATORS AND FOR OUR CAMERAS TO IDENTIFY. WE HAVE HAD SITUATIONS AT OUR SCHOOLS WHERE INDIVIDUALS HAVE COME IN, WHO WERE PREVIOUS PRIOR GRADUATE STUDENTS, OR EVEN INTRUDERS WEARING HOODIES THAT BLEND RIGHT IN WITH THE OTHER STUDENTS, AND THERE WAS NO WAY OF IDENTIFYING THEM, IF OUR STUDENTS DIDN'T SAY, JOHN DOE HAS SHOWED UP IN OUR SCHOOL, HE HAS NO BUSINESS OF BEING THERE, AS WELL AS THE STUDENTS THAT ARE OFF ON SUSPENSION. THEY COULD INFILTRATE AND GET INTO THE SCHOOL BECAUSE THEY ARE WEARING HOODIES AND THEY JUST BLEND IN WITH THE CROWD. AND THEN, WHEN WE GO TO INVESTIGATE, USING OUR SURVEILLANCE CAMERAS, WE CAN'T IDENTIFY WHO THE STUDENTS ARE, BECAUSE MANY OF THEM DRESSED THE SAME, DARK-COLORED HOODIES SEEM TO BE VERY POPULAR AMONG STUDENTS. AND WHEN WE TRY TO INVESTIGATE, IT MAKES IT EXTREMELY DIFFICULT BECAUSE THEY SHIELD THEIR IDENTITY BY WEARING THE HOODS. >> THANK YOU. >> AND I WOULD JUST LIKE TO FOLLOW THAT UP WITH -- ACCORDING TO THE SURVEY, 81% OF THE STAFF SURVEYED INDICATED THAT THE WEARING OF HOODS ARE DISRUPTIVE, POSES SAFETY RISKS, AND SHOULD NOT BE ALLOWED. >> WHAT ABOUT THE BALL CAPS? SO, HATS ARE ALLOWED, DO BALL CAPS OBSCURE CAMERAS AND THINGS LIKE THAT? >> THEY CAN, THEY CAN, BUT NOT AS MUCH AS THE HOODIE, BECAUSE THE HOODIE COVERS MORE OF THE PERSON'S IDENTITY. >> YEAH, YOU CAN PROBABLY SEE SOME HAIR UNDERNEATH. >> CORRECT. BALL CAP, IF YOU ARE DIRECTLY UNDER A CAMERA, YES, IT WOULD OBSCURE IT. BUT, WHEN YOU WALK AWAY, THEN IT WILL SHOW THE FACIAL FEATURES. >> IF I COULD ADD A QUICK POINT, ON QUESTION 10, WHEN WE ASK WHETHER WE THINK THE CURRENT DRESS CODE FOR STUDENTS IS ENFORCEABLE, A SIGNIFICANT CHUNK OF THE RESPONDENTS SAY, NO, IT IS NOT ENFORCEABLE. AND I THINK WHEN WE CHANGE THE LANGUAGE TO "STUDENTS CANNOT WEAR HOODS," TO "STUDENTS CAN WEAR HOODS WITH THEIR EARS OUT," I DON'T KNOW IF THAT WOULD NECESSARILY CHANGE THE ENFORCEMENT ISSUE OF THE POLICY. AGAIN, I CAN'T SPEAK TO IT HISTORICALLY, I KNOW YOU HAVE A LOT MORE EXPERTISE ON THIS, SO THAT IS NOT MY QUESTION TO WHAT YOU JUST SAID. AND I ALSO WANT TO FLAG THAT PART OF THE PROLEM IS IMPLEMENTATION, SO IS THIS POLICY GOING TO BE EQUITABLE? WHEN WE SAY THAT WE ARE BANNING HOODS, OUR STUDENTS WHO ARE ALREADY INCLINED TO VAPE OR LISTEN TO MUSIC, ARE THEY GOING TO LISTEN -- OR, EXCUSE ME -- ARE THEY GOING TO OBEY THAT POLICY? HOW ARE WE GOING TO ENSURE THAT NOW WE ARE BANNING HOODS COMPLETELY, VERSUS SAYING YOU CAN WEAR A HOOD BUT HAD YOUR EARS OUT, HOW WOULD THAT NECESSARILY CHANGE WITH THE STUDENTS WHO ARE DOING -- WHO AREN'T INCLINED TO FOLLOW THAT POLICY IN EITHER FORM? JUST SOMETHING, ANOTHER CONCERN I WANTED TO RAISE. I DON'T THINK THAT BANNING HOODS ADDRESSES THE UNDERLYING ISSUES OF STUDENT VAPING AND STUDENTS GETS INTO FIGHTS, AND THAT IS WHAT CONCERNS ME, THE FACT THAT -- I THINK THE CELL PHONE POLICY ADDRESSES THE MUSIC PART OF IT, BUT IT CONCERNS ME THAT WE ARE NOT LOOKING TOWARD, WHY ARE STUDENTS GETTING IN FIGHTS, WHERE STUDENTS VAPING? WE ARE JUST GOING FOR THE QUICK GRAB, LET'S BAN THIS. >> IF I COULD JUST ADD A [03:05:01] CLARIFICATION, SO, MS. BALINSKI, YOU ASKED, DO WE KNOW ELEMENTARY, MIDDLE, OR HIGH? GOING BACK TO THE SURVEY, WE DID ASK FOR THEIR LEVEL. SO, WE WOULD HAVE TO DO A QUICK CALCULATION OF WHAT THE DATA SAYS, BUT I JUST WANT TO GIVE YOU SOME NUMBERS. SO, FOR THE QUESTION, THE STRESS COULD IMPACT MY CLASSROOM AND RESPONDING EXTREMELY OR MODERATELY AT THE ELEMENTARY LEVEL, WE HAD 550 RESPONDENTS THAT MARKED "ELEMENTARY." OF THOSE, 184 INDICATED EXTREMELY AND MODERATELY, THAT DRESS CODE IMPACTS THEIR CLASSROOM, STUDENT LEARNING. >> SO, YOU DO HAVE IT BY -- >> YES, WE JUST DIDN'T HAVE IT ON HERE BECAUSE THIS FORMAT IS WITHIN FORM, SO IT WAS CREATED. SO, WHEN WE LOOK AT THE NUMBER OF RESPONDENTS AT ELEMENTARY SCHOOL, THE 550 MARKED, THAT SAID HOODS IMPACT LEARNING, 172 RESPONDED EITHER EXTREMELY OR MODERATELY. ELEMENTARY? ELEMENTARY. >> THAT IS HIGHER THAN I WOULD HAVE EXPECTED. >> AND THAT IS THE QUICK CALCULATIONS THAT I CAN DO RIGHT NOW. WE CERTAINLY CAN LOOK AT THEM BY LEVEL, IF YOU WOULD LIKE TO HAVE JUST MORE INFORMATION AFTER THIS. >> OKAY, THANK YOU. OKAY, SO, THE UNSTATED THING HERE IS EQUITY, YOU KNOW? I HAVE BEEN TOLD THAT THERE COULD BE -- THERE IS MANY REASONS WHY KIDS WOULD LIKE TO WEAR HOODS, AND IT IS NOT ALL NEFARIOUS. I KNOW SOME OF IT IS JUST BECAUSE YOU ARE HAVING A BAD HAIR DAY, OR YOU ARE NOT PREPARED TO JUST LET YOURSELF OUT THERE. SO, I DON'T KNOW. WE DIDN'T ASK THAT. I SHOULD'VE THOUGHT ABOUT THAT BEFORE WE PUT THIS OUT., IS THERE A WAIVER SYSTEM THAT MAKES SENSE? THAT WOULD BE VERY DIFFICULT. >> I HOPE NOT, I HAVE ONE THAT HAS A BAD HAIR DAY ALL THE TIME AND I AM GOING TO HAVE TO TELL HIM NO AND THAT WILL BE A LOT. >> I CAN SAY THAT OUR PRACTICES ARE ALWAYS IN EMPATHY. WHEN WE WORK WITH STUDENTS WITH INDIVIDUAL NEEDS, PRIOR TO A GREAT DRESS CODE POLICY, YOU KNOW, BEING IMPLEMENTED, THERE WAS A TIME WHEN STUDENTS COULD NOT WEAR HATS AND THERE WERE STUDENTS, AS A BUILT IN BASED PRINCIPLE THAT WOULD HAVE SOME THINGS GOING ON PERSONALLY AND THEY NEEDED TO WHERE IT THAT DAY AND THERE WERE CIRCUMSTANCES WHERE WE WOULD ALLOW THAT. SO, WHEN YOU ARE LOOKING AT EQUITY, WERE LOOKING AT THE INDIVIDUAL STUDENT NEED AND THERE ARE SOME UNSTATED CULTURAL THINGS. SOMETIMES, WHEN YOU HAVE BRAIDS AND YOU TAKE YOUR HAIR OUT AND IT TAKES FIVE HOURS TO PULL THOSE BRAIDS OUT, YOU ARE SLEEPY AND YOU NEED TO GO TO BED AT 2:00 IN THE MORNING, YOU ARE NOT WANTED TO COME TO SCHOOL WITH YOUR HAIR OUT HERE AS AN AFRICAN-AMERICAN WOMAN, I CAN JUST SPEAK FROM PERSONAL EXPERIENCE. SO, THERE WERE CASES THAT WE HAD TO CONSIDER, WHAT IS GOING TO PRESERVE THE STUDENTS' DIGNITY? WE ARE HAPPY YOU ARE HERE. AND IF WE HAVE TO DO SOME THINGS TO ACCOMMODATE THAT ON AN INDIVIDUAL BASIS ON OCCASION AS LONG AS SOMEONE IS NOT ABUSING IT, I KNOW MY PEERS, WE DO THAT. SO, THAT IS TAKEN INTO ACCOUNT IN EVERY DECISION WE MAKE WHEN WE ARE WORKING WITH THE STUDENTS. >> I WOULD LIKE TO RESPOND TO THAT. WE ARE NOT REMOVING ALL THINGS THAT CAN BE WORN ON YOUR HEAD, WE ARE REMOVING ONE. YOU CAN STILL WEAR A SCARF, YOU CAN WEAR A CAP, YOU CAN WEAR ALTERNATIVE THINGS THAT WON'T IMPACT THE LEARNING AND WILL NOT ENDANGER STUDENTS. >> I AGREE. I WASN'T SAYING THAT. I WAS RESPONDING TO MS. BALINSKI'S POINT ABOUT OTHER TIMES WHEN EXCEPTIONS CAN BE MADE? AND THERE ARE, AS WITH ALL THINGS. >> I AM GLAD TO HEAR THAT, THAT IT IS POSSIBLE AND IT IS JUST UP TO THE STUDENT, UP TO THE STUDENT TO COME FORWARD. >> I THINK WHAT WE REALLY NEED TO DIGEST RIGHT NOW IS THIS STAFF HAS SPOKEN LOUD AND CLEAR. THEY DO NOT WANT HOODS TO BE WORN IN THE BUILDING FOR SAFETY, AND IN THE CLASSROOM FOR ACADEMIC ACHIEVEMENT. >> IS THERE ANY OTHER DISCUSSION ON THIS? WHO IS GRANTING THE MOTION? ALL IN FAVOR? >> AYE. [03:10:05] >> AYE. >> AYE. >> OPPOSED? ABSTENTIONS? >> I ABSTAIN. >> MOTION PASSED. >> CAN YOU LOG YOUR VOTE? WOULD YOU LIKE TO LOG YOUR VOTE? >> NAY. >> SO, HER VOTE WOULD BE NAY? OR, NO. SO, THE MOTION PASSES, WITH TWO ABSTENTIONS, SO, THE ABSTENTIONS. >> NOW, CAN WE GET THE CELL PHONES? I LIKE WHAT IS IN THE POLICY. OR, THE CODE OF CONDUCT. I STILL THINK WE ARE LEAVING THE BURDEN TO BE ON THE TEACHER, RIGHT? AND HE ADMINISTERED HER. BECAUSE CELL PHONES CAN BE HIDDEN. AND IF THERE IS EVER A FIGHT -- SO, HERE IS THE BIG QUESTION. SO, THERE IS A FIGHT AND YOU COME UPON IT, AND THERE ARE 12 PEOPLE VIDEOING IT. WHAT DO YOU DO? BECAUSE THERE ARE SEVERAL THINGS GOING ON THERE. THE FIGHT IS THE MAIN DISCIPLINARY EFFECT, BUT NOW VIDEOING HIS BEING A DISCIPLINARY THING. SOMETHING THAT NEEDS TO BE DISCIPLINED. SO, WHAT DO YOU THINK WOULD HAPPEN? >> I THINK THAT WOULD BE AT THE DISCRETION OF THE ADMINISTRATOR, AND THEY CONDUCT AN INVESTIGATION FOR THE ROLE THE INDIVIDUALS PLAY THAT WAS INVOLVED IN THE FIGHT, AS WELL AS THE ROLE THAT THOSE PLATE WHO ARE VIDEOING THE FIGHT AND THEY ISSUE THE DISCIPLINE BASED ON THEIR INVESTIGATION. IT HAS BEEN MY EXPERIENCE, SOMETIMES, THESE CELL PHONES ARE USED TO PROMOTE FIGHTS, TO CREATE FIGHTS, OR ORGANIZE FIGHTS. AND THAT IS LEARNED WITHIN THE INVESTIGATION, AND THAT WILL BE AT THE ADMINISTRATORS DISCRETION. THEN, THERE ARE SOME THAT JUST HAPPENED TO BE THERE, AND OF COURSE, THE ADMINISTRATOR WOULD HAVE TO, WHATEVER THE RESULTS OF THE INVESTIGATION IS, TO DOLE OUT DISCIPLINE BASED ON THEIR FINDINGS. >> IT WAS ALSO SHARED WITH ME BY A COUPLE OF TEACHERS THAT THEY ARE USING THEIR CELL PHONES TO MEET UP IN THE BATHROOM TO VAPE AND OTHER THINGS, SO THERE ARE SOME OUTLIERS, PROBABLY, THAT THAT IS ALSO CAUSING A DISRUPTION. I DON'T KNOW IF THAT IS THE FEEDBACK RECEIVED, BUT THERE IS A LOT OF THOSE MESSAGING THINGS THAT ARE HAPPENING HERE. AND COMING FROM A PARENT WHO HAS A KID AND CAME HOME AND SAY, WHAT IS THIS? AND I PURPOSELY DIDN'T SAY ANYTHING BECAUSE I KNEW, BUT WHAT IS THIS NO CELL PHONE POLICY? THAT IS THE MOST RIDICULOUS THING I HAVE EVER HEARD. WE HAD A NICE, LITTLE CONVERSATION ABOUT THAT BECAUSE I DO UNDERSTAND THAT FOR SOMEONE IN HER POSITION, SHE CAN'T QUITE SEEM TO UNDERSTAND. BUT, I SHARED SOME OF THE FEEDBACK THAT YOU HAD GIVEN AT THE FIRST MEETING ABOUT SOCIAL EMOTIONAL LEARNING AND THAT IMPACT BECAUSE WE ARE SEEING A GENERATION OF KIDS THAT DON'T REALLY KNOW HOW TO SPEAK TO ONE ANOTHER, THEY DON'T KNOW HOW TO RESOLVE CONFLICTS, AND THERE ARE A LOT OF THINGS THAT ARE GOING ON BEHIND THE CELLULAR DEVICE AND THE INTERNET AND THINGS LIKE THAT. SO, I FEEL VERY STUCK IN THE MIDDLE BECAUSE I APPRECIATE HOW THERE ARE MANY KIDS THAT ARE CAPABLE OF BEING IN SCHOOL AND USING THEIR CELL PHONE. UNFORTUNATELY, THAT NUMBER HAS DIMINISHED AND THE OTHER THINGS ARE REALLY IMPACTING THE SYSTEM AS A WHOLE AND I THINK THAT IS WHERE WE ARE AT. >> MAY I ALSO JUST THROW IN A REMINDER THAT THE DECISION-MAKING OR THE RECOMMENDATIONS WERE BASED OFF OF FEEDBACK AND MANY VOICES AND THERE WAS VERY STRONG DATA, JUST LIKE WE SAW WITH THE HOODS, WHERE STAFF -- THEY SAID 70% OF STAFF DISCUSSED THE DISRUPTIONS, AND CONCERNS RELATED TO THIS DISRUPTIONS THAT CELL PHONES CREATE AND REQUESTED FOR THEM TO BE REGULATED AND BANNED THROUGH OUR CODE OF CONDUCT. >> AND YOU KNOW, I REALLY APPRECIATE THE INPUT FROM ALL [03:15:03] THE PERSPECTIVES, ESPECIALLY FROM A STUDENT PERSPECTIVE. I UNDERSTAND THAT. BUT, I THINK WE HAVE NOW TURNED THE PAGE AND IT IS HIGH TIME WE START TO LISTEN TO OUR TEACHERS AND OUR STAFF IN OUR BUILDING BECAUSE THEY ARE THE ONES EVERY DAY THAT ARE THE MOST IMPACTED BY THIS. WHICH, ULTIMATELY, IMPACTS OTHER STUDENTS. BUT, I THINK WE HAD HEARD THEM AND IT IS TIME THAT WE LISTEN. >> IF THERE IS NO MORE COMMENTS ABOUT CELL PHONES, I WOULD LIKE TO MOVE ON TO SOME OTHER -- >> AND I JUST ADD ONE THING? I JUST WANT TO SAY TO THE COMMENT, I UNDERSTAND THE CELL PHONE POLICY. ESPECIALLY IN MY CLASSES. I THINK THAT IS WHY GOING FORWARD IT IS IMPORTANT TO GET THAT STUDENT FEEDBACK AND WORK WITH STUDENTS TO HELP THEM UNDERSTAND, YOU KNOW, YOU MIGHT FEEL FRUSTRATED RIGHT NOW BECAUSE WE HAVE THE CELL PHONE USE IN OUR SCHOOLS BUT MOVING FORWARD, HELPING THEM TO UNDERSTAND, HERE IS WHY WE ARE DOING THIS, AND HOW IT IS POSITIVELY IMPACTING YOU. >> THE TEACHER ADMINISTRATION DOES HAVE THE AUTONOMY TO GIVE POSITION, SHOULD THAT BE SOMETHING THAT WORKS IN THAT PARTICULAR CLASSROOM OR WHERE YOU ARE. SO, THAT SORT OF EASES THE TENSIONS A LITTLE BIT, AT LEAST IN MY HOUSE. >> I WILL HAVE TO SAY, THE VERY BEGINNING OF SCHOOL IS WHEN THAT HAS TO START. WHEN I GO TO MY DAUGHTER'S SCHOOL, THE FIRST DAY, THE PRINCIPLES SENTIMENT IS ECHOED BY THE TEACHER, THAT THERE IS ZERO CELL PHONE USE IN MY CLASSROOM, AND I LET THE PARENTS KNOW, IF YOUR CHILD HAS THEIR PHONE OUT, ON THE WALL IS WHERE YOUR CHILD'S PHONE IS GOING TO BE AND YOU ARE GOING TO HAVE TO COME AND PICK IT UP. SO, FOR ME TO HEAR THAT ALONG WITH MY DAUGHTER, WE HAD THAT UNDERSTANDING FROM THE VERY BEGINNING. SO, I THINK WHEN WE GO BACK TO SCHOOL, AS LONG AS THAT IS IN SUPPORT AND THEY KNOW IT RIGHT FROM THE START, I THINK WE WILL BE ABLE TO KEEP CONTROL OF IT, BECAUSE THERE IS ONE SET OF TEACHERS THAT FEEL, HEY, I KNOW THESE KIDS THAT ARE INVOLVED IN OUTDOOR ACTIVITIES, SPORTS, THINGS LIKE THAT. SO, THEY HAVE ALLOWED STUDENTS TO USE THE PHONE. I WAS SHARING WITH SOME PEOPLE LAST NIGHT, THERE IS A SCHOOL IN ANNE ARUNDEL COUNTY WITH TEACHERS THAT 10 USE OF PHONE IN THEIR ROOM, THEY HAVE A SIGN OUTSIDE OF THEIR DOOR THAT SAYS, NO CELL PHONE USE IN MY CLASSROOM. SO, WHEN THE STUDENT WALKS IN, THEY AUTOMATICALLY KNOW AS SOON AS THEY WALK IN, THAT IS NOT ACCEPTABLE. SO, I GUESS WHAT HAPPENS WHEN THIS POLICY IS BROKEN, IS THE THING THAT IS REALLY HARD FOR THE TEACHERS IS, OKAY, PUT YOUR CELL PHONE AWAY, PUT YOUR CELL PHONE AWAY. THE FIRST TIME THEY ARE FOUND WITH THEIR CELL PHONE, OR USING IT, AND NOT COMPLYING WITH THE CODE OF CONDUCT, MAYBE IT IS NOT PUNITIVE THE FIRST TIME, JUST A WARNING, HEY, PUT YOUR PHONE AWAY, NOTHING HAPPENING. THAT MIGHT BE ENOUGH TO WORK FOR SOME STUDENTS, BUT THE ONES THAT HAVE HABITUALLY BREAK THAT A SECOND TIME, WHATEVER THAT COURSE OF ACTION IS GOING TO BE, IS GOING TO HAPPEN RIGHT THEN, THAT VERY FIRST TIME FOR THAT STUDENT, THEN EVERYONE ELSE WILL ADJUST TO IT. SO, I AM GLAD WE DID GET BACK INTO THIS, AND WE ARE PUTTING THEM INTO ITS PLACE. LIKE I SAID, I THINK IF WE CAN GET THAT ASSISTANCE ACROSS THE BOARD FOR EACH GOAL, THAT WOULD DEFINITELY HELP WITH THIS CELL PHONE ISSUE. IT SEEMS AS IF SOME ADULTS, SOME PARENTS WHO HAVE KIDS THAT ARE YOUNG, THEY SAY, HEY, TAKE THIS CELL PHONE, TO KEEP THEM QUIET, OR ENTERTAIN THEM. NOW, WE ARE SEEING THE RESULTS OF THAT YING TO GO BACK TO TAKING IT BACK. SO, I THINK THAT IS STARTING OFF STRONG AT THE VERY BEGINNING WITH THAT. BUT, THANK YOU FOR REVISITING AND SHAPING THAT POLICY. >> ANYBODY ELSE, CELL PHONES? OKAY. CAN I MOVE ON? OKAY. >> I HAVE COMMENTS, BUT NOT RELATED TO THE CELL PHONES. SO, IF ANYBODY HAS A CELL PHONE COMMENT -- >> JUST ONE LAST THING. I SENT THIS AROUND TO EVERYONE, BUT I LOOKED THIS MORNING AND I DID NOT SEND THIS INFORMATION THAT I HAD GATHERED AROUND. I SPOKE WITH YONDER, WHO ARE THE PEOPLE WHO MAKE THE CELL PHONE POUCHES. WE KNOW LIKE 2 MILLION PEOPLE ACROSS THE WORLD YOU USE IT NOW AND IT IS JUST TAKING OFF. IT IS HELPING SCHOOLS WHO HAD PRETTY BAD ISSUES WITH TEACHERS NOT BEING ABLE TO CONTROL THE CELL PHONE USAGE. AND SO, IT IS PRETTY SIMPLE, THEY GOT IT DOWN TO A PRETTY GOOD -- IT IS COSTLY, $35 A [03:20:02] POUCH OR SOMETHING LIKE THAT. BUT, COME SEPTEMBER, WHEN WE HAVE THE NEW POLICY AND PERHAPS IT HAS A BUMPY START, I WOULD LIKE US TO THINK OF POSSIBLY DOING A PILOT, AND WHATEVER SCHOOL ADMINISTRATOR SUGGESTS THIS. BECAUSE THE KIDS PUT IT IN THE POUCH, IT GETS LOCKED, THEY CARRY THEIR OWN PHONE AROUND WITH THEM EVERY DAY AND UPON LEAVING SCHOOL, THEY JUST SWIPE IT, AND IT UNLOCKS, THEY TAKE THE POUCH HOME AND THE LIKE. REMEMBER, WHEN JORDAN AND I READ THAT ARTICLE ABOUT IT, IT LITERALLY BREAKS THE ADDICTION PRETTY QUICKLY. AND WITH ALL OF THE BENEFICIAL THINGS TO GO ALONG WITH THAT. AND SO, ANYWAY, I WOULD JUST LIKE US TO, YOU KNOW, MAYBE KEEP A LITTLE RESERVE IN THE BUDGET IN CASE, TO TRY A HIGH SCHOOL OR ONE -- I DON'T KNOW. BUT, IF IT IS TOO TOUGH FOR TEACHERS TO JUST HAVE TO KEEP ENFORCING IT OVER, AND OVER, AND OVER, THIS REMOVES THAT. >> I JUST WANT TO ADD TO THAT, MS. BALINSKI, THAT I SPOKE TO A SUPERINTENDENT WHERE THE SCHOOL DISTRICT DID IMPLEMENT IT, AND HE SAID IT CHANGED THE ENTIRE CULTURE AND CLIMATE OF THE BUILDING. STUDENTS STARTED COMMUNICATING WITH EACH OTHER, FACE-TO-FACE, RATHER THAN THROUGH A DEVICE. LUNCH TIME BECAME ABOUT CONVERSATIONS RATHER THAN -- YEAH. HE SAID IT MADE A SIGNIFICANT IMPACT. THANK YOU. >> I MAKE A MOTION TO APPROVE THE CODE OF CONDUCT WITH THE AMENDMENT PUT FORWARD AND PASSED BY BOARD MEMBER GRENIS. >> SECOND. >> I HAD ADDITIONAL COMMENTS. >> YES? >> SO, THERE HAS BEEN A MOTION AND A SECOND. WE ARE HEARING DISCUSSION. HEARING DISCUSSION ON CODE OF CONDUCT? >> YES. ON PAGE 23 OF THE CODE OF CONDUCT, WE NEED TO REMOVE "PUTTS," FROM THE LANGUAGE. ON PAGE 14, IT SAID ELECTRONIC COMMUNICATION DEVICES ARE NOT PERMITTED IN SCHOOL INTERVENTIONS OR IN SCHOOL SUSPENSIONS. COULD WE ADD "SMART PHONES" TO THAT LANGUAGE, AS WELL? CELL PHONES AND SMART PHONES? I'M SORRY, SMART WATCHES, YES. >> WHAT PAGE WAS THAT? >> PAGE 14. >> PAGE 14. >> SO, ADD SMART WATCHES, LIKE WE DID IN THE OTHER SECTIONS, WE ADDED SMART WATCHES IN OTHER SECTIONS. >> WELL, IN PARENTHESES, IT SAYS "CELL PHONES." SO, I WAS RECOMMENDING WE HAD "CELL PHONES AND SMART WATCHES." FRONT OF ME, SO I JUST WANTED TO MAKE SURE I CAPTURE THAT TO TRANSFER THAT. >> OKAY. AND ON PAGE 38, I -- >> COULD WE GO BACK TO THE PAGE 14 ITEM? WHERE IS THAT ON PAGE 14? >> YOU SAID WHERE IT SAYS IT IS NOT PERMITTED IN IN SCHOOL INTERVENTION OR IN SCHOOL SUSPENSION? >> YES. >> ELECTRONIC COMMUNICATION DEVICES, AND THEN IN PARENTHESES, "CELL PHONES," NOT PERMITTED IN IN SCHOOL INTERVENTIONS OR IN SCHOOL SUSPENSIONS. I JUST THINK WE OUGHT TO CLARIFY THAT WITH "CELL PHONES AND SMART WATCHES." >> I DON'T SEE THAT ON PAGE 14. >> OH , I -- BUT WHICH SECTION IS IT IN? >> I HAVE NUMBER 14. I'M NOT SURE IF -- >> WELL, WHATEVER THE CASE, IF WE SAY "CELL PHONES AND SMART WATCHES," IT SHOULD BE CONSISTENT THROUGHOUT THE DOCUMENT. >> RIGHT, JUST ADD "SMART WATCHES," WHEREVER WE HAVE "CELL PHONES." >> AND I THINK THAT IS IN OTHER PLACES, MAYBE THIS ONE IS -- >> WE WILL DO A SEARCH TO CAPTURE TO MAKE SURE WE GET THIS IN. >> THIS IS BUT. EXCUSE ME FOR ONE SECOND. IT IS ON PAGE 14, PER THE CODE. IT IS UNDER DISCIPLINE POLICY 112 -- 11-12. IT IS THE PAGE, IT SAYS MIDWAY DOWN, ELECTRONIC DEVICES, CELL [03:25:02] PHONES. AND THEN LETTER A UNDERNEATH SAYS, "IN SCHOOL." IT ACTUALLY LOOKS LIKE PAGE 62 OF THE PDF. SO, IF YOU PUT 62 IN THE TOP, I THINK THAT GETS TO THE PAGE MS. GRENIS IS SPEAKING ABOUT, BECAUSE ACTUALLY ON THE BOTTOM OF THE PAGE, IT SAYS 14. >> YES, IT IS PAGE 14. >> WE MUST HAVE TWO DIFFERENT DOCUMENTS. >> YOU HAVE TO KEEP SCROLLING. MY PAGE 14 DOES NOT LOOK LIKE THAT. >> ARE YOU ONTO THE DRAFT? AT THE TOP? >> THE ONE THAT WAS POSTED IN BOARDDOCS TODAY. >> THAT IS THE ONE I GOT. SO, IF YOU PUT 62 AT THE TOP, IN OUT OF THE 80 PAGE DOCUMENT, IT COMES TO THIS, AND IT HAS PAGE 14 AT THE BOTTOM, WHICH I AM NOT SURE EXACTLY WHY THAT IS. >> I DON'T KNOW. WE WILL LOOK AT THAT. >> SO, THIS IS PAGE 14, FOR THE LEVEL OF RESPONSE FOR STUDENT BEHAVIOR? >> NO, IT'S A STUDENT DISCIPLINE POLICY 11 AND 12. >> WHEN I GO TO PAGE 62 OF 80, IT IS IN THE SECTION LABELED RESPONSE. >> THAT IS CORRECT. >> THAT IS CORRECT. AND THEN, YOU MOVE DOWN POINT >> OH, OKAY. THERE IS A PAGE 14 OF THE DOCUMENT, BUT THEN THERE IS ALSO A PAGE 14 FOR THIS LEVELS -- BECAUSE THE NUMBERING STARTS OVER AGAIN, WHICH MAKES THE DOCUMENT KIND OF CONFUSING, BECAUSE THERE ARE TWO PAGE 14'S. >> GOT IT. THANK YOU FOR BRINGING THAT TO OUR ATTENTION. WE WILL FIX THAT. I DID NOT REALIZE THAT. DID NOT CATCH THAT ONE, MS. POST. >> ALL RIGHT, IF YOU THOUGHT THAT ONE WAS HARD, THIS ONE WAS LABELED PAGE ZERO, BUT IT WAS THE PAGE AFTER PAGE ZERO, ACTUALLY LABELED PAGE 38. SO, IF YOU COULD -- I DIDN'T KNOW HOW ELSE TO DO IT. >> WE WILL CORRECT THE NUMBERING IN THE DOCUMENT THROUGHOUT. BUT, WHAT IS THIS SECTION? >> I'M GOING TO TRY TO -- >> WHAT IS THE -- WHAT ARE YOU TRYING TO DO? >> IT SHOULD BE ON THIS PAGE. LEVEL TWO STATES MAY INCLUDE EXCLUSION WITHIN THE SCHOOL BUILDING, WHICH IS ISS. LEVEL TWO STUDENTS SHOULD BE REMOVED FROM THE CLASSROOM, AS WELL. FOR EXAMPLE, UP WHERE THE LEVELS ARE FOR LEVEL TWO, THAT SHOULD BE EASY ENOUGH TO FIND, WHERE YOU DESCRIBE THE LEVELS OF RESPONSE FOR STUDENT BEHAVIOR, THAT IS WHERE I AM REFERRING TO. >> MRS. MAXEY, AT THE TOP, IF YOU WOULD GO TO 48? >> YES, 48, THAT MIGHT BE THE EASIEST WAY TO DO IT, SLIDE 48, 48 ON THE PDF. SO, IF YOU LOOK AT LEVEL TWO, IT STATES AT THE VERY BOTTOM IN THE LAST SENTENCE, MAY INCLUDE EXCLUSION WITHIN THE SCHOOL BUILDING, WHICH IS ISS. BUT, WHEN I LOOKED AT SOME OF THE EXAMPLES THAT ARE LEVEL TWO, THINGS LIKE BIAS BEHAVIOR, OR BULLYING, INTIMIDATING, HARASSING, CYBER BULLYING, WE ARE BASICALLY SAYING, YOU CAN STAY IN THE CLASSROOM, BUT AT SOME POINT, YOU ARE GOING TO BE PUT INTO IN SCHOOL SUSPENSION. SHOULDN'T THEY IMMEDIATELY BE REMOVED FROM THE CLASSROOM? WHICH IS WHY I AM RECOMMENDING WE SAY, LEVEL TWO STUDENTS SHOULD BE REMOVED FROM THE CLASSROOM, AS WELL. >> WE CAN'T SAY ANY INDIVIDUAL CIRCUMSTANCES WILL AUTOMATE TO PUTTING A STUDENT OUT OF THE CLASSROOM. WE HAVE TO INVESTIGATE AND LEARN WHAT HAPPENED. >> THAT IS PROGRESSIVE DISCIPLINE, THAT IS THE PROCESS OF GIVING AN OPPORTUNITY OF DUE PROCESS. SO, I WOULD NOT RECOMMEND THAT WE PUT ANYTHING THAT SAYS THAT SOMETHING WILL AUTOMATE THAT. THAT IS WHY WE CHANGE THAT TO PROGRESSION. >> OKAY, COULD WE CHANGE THAT TO "STUDENTS MAY BE REMOVED FROM THE CLASSROOM?" >> VERSUS SAYING, "MAY INCLUDE EXCLUSION?" >> KNOW, IN ADDITION TO. MAY BE REMOVED FROM THE CLASSROOM -- >> THAT IS WHAT THAT STATEMENT -- [03:30:01] >> AND INCLUDED -- AND INCLUDE EXCLUSION WITHIN THE SCHOOL BUILDING. >> EXCLUSION WITHIN THE SCHOOL BUILDING IS REMOVAL FROM THE CLASSROOM. SO, ARE YOU ASKING FOR CLARIFICATION? WHICH, WE CAN ADD THAT. >> YEAH, THAT IS NOT I UNDERSTOOD IT. >> OKAY, THAT IS ACTUALLY JUST DIRECT BURBAGE FROM THE MARYLAND DISCIPLINARY MANUAL, BUT WE CAN CERTAINLY CLARIFY THAT THAT MEANS EXCLUSION FROM THE CLASSROOM. >> OKAY, THANK YOU. >> YOU'RE WELCOME. >> AND THEN, LEVEL THREE STATES SHORT-TERM REMOVAL OF A STUDENT FROM A CLASSROOM, THAT MIGHT NEED TO BE CLARIFIED, AS WELL. IS THIS FOR ONE CLASS, OR IS THIS FOR THE REST OF THE DAY? >> THAT DEPENDS ON THE INDIVIDUAL CIRCUMSTANCE, AS WELL. >> COULD WE ADD, DEPENDING ON THE SITUATION? >> I THINK ALL OF THESE -- >> EVERYTHING IS DEPENDING ON THE -- >> OKAY, ALL RIGHT. ONE FINAL -- OH. WE HAD SOMEONE REACH OUT AND ASK IF GUM IS PERMITTED ON THE BUS. IS IT PERMITTED ON THE BUS? >> I AM SEEING A CLEAR NO, IT IS NOT PERMITTED ON THE BUS. ARE YOU A BUS DRIVER? >> PERMITTING GUM IN THE CLASSROOMS? MY UNDERSTANDING IS, GOVERNMENT IS PERMITTED IN THE CLASSROOMS. COULD WE GET CLARIFICATION ON THAT? >> YES, BECAUSE I AM NOT SURE. I DON'T THINK I HAVE SEEN ANY LANGUAGE RELATED TO -- I HAVE NEVER SEEN LANGUAGE RELATED TO "GUM IS PROHIBITED." I KNOW THERE ARE INDIVIDUAL TEACHERS WHO SPECIFY, NO FOOD, NO DRINKS, NO GUM, THINGS LIKE THAT, BUT WE DON'T HAVE ANYTHING SPECIFICALLY WRITTEN AS AN OVERALL CODE THAT WOULD PREVENT THAT. >> IT WAS JUST A GENERAL UNDERSTANDING. >> OKAY. >> THINGS HAVE CHANGED. >> I MIGHT BE SHOWING MY AGE. >> YEAH, WHERE SPECIFICALLY IT DOESN'T SAY UNDER THE SCHOOL BUS RULES THAT YOU DO NOT EAT, DRINK, OR CHEW GUM ON THE BUS. >> YES, BUT NOT IN TERMS OF THE ENTIRE SCHOOL BUILDING OR INDIVIDUAL CLASSROOMS. THAT IS MORE CLASSROOM MANAGED. >> I HAD A THOUGHT. MY THOUGHT IS, WITH THE GUM IN SCHOOL, IS THERE A PROBLEM WITH TRYING TO SOLVE -- LIKE, IS GUM CAUSING A PROBLEM IN SCHOOL WHERE WE SHOULD ELIMINATE GONE -- GONE FROM SCHOOL? >> THAT IS MY QUESTION, A TEACHER SAID THAT, I AM WONDERING, ARE THEY STICKING GUM UNDER THE CHAIRS, BUT UNDER THE TABLES? >> I BELIEVE JUST FROM PRACTICE, WHENEVER SOMEONE IS RESPONDING TO A CONCERN THAT IS THAT SPECIFIC TO THEIR CLASSROOM, TEACHERS WILL THEN EMPLOY SOME POLICY WITHIN THEIR CLASSROOM, SO THEY HAVE THAT DISCRETION TO DO SO. >> OKAY, THAT IS FAIR. ONE FINAL COMMENT I WOULD LIKE TO MAKE, A TEACHER SENT THE FOLLOWING MESSAGE AND I WOULD LIKE TO SHARE -- ALTHOUGH, I AM PROBABLY GOING TO PARAPHRASE IT -- BECAUSE I AM IN STRONG AGREEMENT WITH HER. SHE SAID, WE NEED TO CREATE A SYSTEM THAT INCREASES LEVELS OF RESPONSE AS STUDENTS CONTINUE WITH BEHAVIORS THAT REQUIRE A RESPONSE, EVEN IF IT IS NOT THE SAME BEHAVIOR. THIS WOULD REQUIRE A WAY TO TRACK BEHAVIOR SO THAT EACH TIME A STUDENT NEEDS A RESPONSE, THE SEVERITY OF THE RESPONSE WILL INCREASE. CURRENTLY, THERE IS NO INCREASE IN THE SEVERITY OF THE RESPONSE IF THERE ARE MULTIPLE BEHAVIOR ISSUES. WE NEED TO SEND THE MESSAGE THAT WHEN POOR BEHAVIORS ARE EXHIBITED, THE MORE SERIOUS THE RESPONSE WILL BE. WHAT ARE YOUR THOUGHTS WITH THAT? >> SO, I WOULD FIRST DISPUTE THE STATEMENT THAT CURRENTLY THERE ARE NO PROGRESSIVE CONSEQUENCES BECAUSE THE DATA DOES NOT SUPPORT THAT. WE COULD CERTAINLY PULL DATA FROM INDIVIDUAL STUDENTS WHO HAVE MULTIPLE OFFENSES AND SEE THAT THERE HAS BEEN ESCALATION AND RESPONSE. SO, THAT IS NOT AN ACCURATE STATEMENT. THERE HAVE BEEN CIRCUMSTANCES WHERE INDIVIDUAL STUDENTS MAY NOT HAVE RECEIVED A PROGRESSION, BUT WE DO NOT KNOW THE INSIGHTS AS TO WHY, SO IT IS HARD TO DETERMINE WHETHER OR NOT -- OFTEN TIMES, WE HAVE A CHALLENGE OF THINGS HAPPEN AND PEOPLE DON'T KNOW ABOUT IT, AS WELL. SO, JUST BECAUSE THERE IS NOT A KNOWN RESPONSE, DOESN'T MEAN THAT NO RESPONSE OCCURRED. >> AND THIS COULD BE AN ADMINISTRATION ISSUE, BECAUSE I HAVE BEEN TOLD BY OTHER TEACHERS THAT WHEN THEY TURN IN [03:35:04] A REFERRAL OR WHATEVER THE SITUATION, MAYBE THEY HAD TWO OF THE SAME RESPONSES, BUT THEN WHEN A THIRD REFERRAL GOES IN, THEY ARE TOLD IT MUST BE THE SAME BEHAVIOR. SO, THAT MIGHT BE A LEADERSHIP ISSUE THAT HAS TO BE ADDRESSED. >> I WILL SHARE, WE MET WITH OUR -- SORRY. WE MET WITH OUR UNION REPRESENTATIVE PRESIDENT MULTIPLE TIMES ABOUT REFERRAL BEHAVIORS. THAT, SPECIFICALLY, HAS NOT COME UP ABOUT THE REFERRAL PROCESS, OR SOMETHING LIKE THAT. >> I AM NOT TALKING THAT THEY ARE NOT PROCESSED. THIS TEACHER IS CLAIMING -- AND I'M JUST SPEAKING ON HER BEHALF -- THAT WHEN SHE TURNS IN A REFERRAL, LET'S SAY IT IS, I DON'T KNOW, SAYING A BAD WORD. I DON'T EVEN KNOW THAT YOU WOULD TURN A REFERRAL FOR THAT. >> I CAN GIVE YOU SOME EXAMPLES OF SOME BAD WORDS, IF YOU WANT. >> SO, SHE TURNS A REFERRAL, AND THEN IT HAPPENS AGAIN AND SHE TURNS A REFERRAL IN. BUT THEN, THE THIRD TIME, WHEN THEY THROW SOMETHING IN THE CLASSROOM, THEY ARE TOLD, NO, IT HAS TO BE THE SAME THING THREE TIMES BEFORE A DISCIPLINE ACT IS BEING GIVEN, OR A CONSEQUENCE. >> MS. GRENIS, CAN I ASK YOU A QUESTION, JUST TO CLARIFY? >> YEAH. >> SO, A STUDENT CUSSES IN CLASS, GETS A REFERRAL. STUDENT CUSSES IN CLASS -- >> THAT IS A POOR EXAMPLE. >> I WILL JUST GO WITH IT FOR A LITTLE BIT. THE SECOND ONE, CUSSES IN CLASS. THE SAME STUDENT THEN THROWS SOMETHING IN CLASS, AND YOU ARE SAYING THAT THE ADMINISTRATOR IS SAYING IT IS NOT PROGRESSIVE BECAUSE HE HASN'T CUSSED FOR THE THIRD TIME, THIS IS A NEW BEHAVIOR, SO THEY ARE STARTING OVER, WHERE THEY ARE ADDRESSING THAT BEHAVIOR SEPARATELY FROM JUST PROGRESSION? >> YES, YOU EXPLAINED THAT BEAUTIFULLY. YES. >> SO, WHAT IS THE QUESTION? >> IS THAT PROGRESSIVE DISCIPLINE OR NOT? AND WHY DOESN'T IT ESCALATE? >> SURE. SO, EVERY INCIDENT HAS TO BE INVESTIGATED AND DUE PROCESS EMPLOYED. THERE ARE SO MANY VARIABLES THAT GO INTO DECISION-MAKING, WE CANNOT SIT HERE AND GIVE YOU AN ABSOLUTE ANSWER AS IT RELATES TO WHY, OR WHEN, OR WHAT HAPPENS TO A PARTICULAR STUDENT IN A PARTICULAR CIRCUMSTANCE. SO, IF THERE IS A STUDENT -- WE DO HAVE LANGUAGE THAT SPEAKS TO CHRONIC DISRUPTIONS ACROSS MULTIPLE SETTINGS. IF THE STUDENT IS ESCALATING WITH A VARIANCE IN BEHAVIORS, THAT CAN BE ADDRESSED ACCORDINGLY TO THE FIRST TIME THEY DO SOMETHING, THEY CAN GET A HIGHER LEVEL OF RESPONSE. THERE IS NOTHING THAT SAYS THAT YOU HAVE TO START AT GROUND ZERO, AND MOVE UP BCAUSE SOMETIMES, IT IS ONE TIME, AND EVEN THE RANGE COULD BE FROM 1 TO 3, WE MIGHT START IT AT TWO. BUT, AGAIN, HYPOTHETICALS -- WE CAN'T OPERATE IN MAKING DECISIONS THAT WAY OR RESPOND BECAUSE EVERY SITUATION IS VERY NUANCED. >> YOU KNOW WHAT? IF I MAY, I THINK WHAT THIS SOUNDS LIKE TO ME IS THAT MAYBE THERE WAS -- AND I AM TOTALLY SPECULATING -- BUT, THIS IS A SITUATION WHERE MAYBE THERE WERE LOOKING FOR AN OUTCOME OR MAYBE IT WAS AN INTERPRETATION. BUT THE REALITY IS, A CLASSROOM DISRUPTION IS A CLASSROOM DISRUPTION. SO, YOU KNOW, WHATEVER THAT MIGHT LOOK LIKE, IF IT IS A DISRUPTION, THEN THAT BASICALLY COULD BE PROGRESSIVE. SO, I THINK YOU SAID IT, WHEN YOU SAID THAT MAYBE THIS IS ISOLATED TO A SPECIFIC INCIDENT OR SCHOOL. >> IT COULD BE. >> I AM HAPPY TO SEE THAT SIGNIFICANT CHANGES HAVE BEEN MADE TO STRENGTHEN OUR CODE OF CONDUCT. I BELIEVE THIS IS A STEP IN THE RIGHT DIRECTION, AND I WILL CONTINUE TO SEEK FEEDBACK FROM STAFF FOR ADDITIONAL RECOMMENDATIONS IN THE FUTURE. THANK YOU SO MUCH FOR YOUR WORK. >> THANK YOU FOR THE FEEDBACK. >> ONE LAST QUESTION, OR, KAREN, CAN YOU PUT IN PAGE THREE UP AT THE TOP? >> AMEN, KAREN. AMEN. >> I PROMISE! >> THAT'S IT. THAT'S -- WE SEE SOMETHING ODD THERE. I THINK IT IS A SCREENSHOT. >> SO, I ACTUALLY SAW THIS IN PUBLIC COMMENT, I REVIEWED IT AND WANTED TO KIND OF PROCESS IT MYSELF. THIS NOT ONLY APPLIES TO SCHOOL. SO, IF YOU ARE AT HOME AND YOU SEE SOMETHING ON SOCIAL MEDIA, WE OFTEN HAVE THINGS SPILL OVER INTO THE SCHOOL. SO, WE WOULD WANT YOU TO NOT PASS THAT POST [03:40:01] THROUGHOUT MULTIPLE PEOPLE'S TIMELINE OR POST, WE WOULD WANT THE STUDENT TO CAPTURE IT, IF IT IS OF CONCERN, BECAUSE THIS TYPICALLY WOULD RELATE TO CYBER BULLYING WHICH UNFORTUNATELY IS BECOMING MORE AND MORE COMMON. SO, YOU WOULD WANT THAT SCREENSHOT VERSUS PASSING IT AROUND. DID YOU GUYS SEE THIS? DID YOU SAY THAT? THAT IS WHAT THAT MESSAGE IS SAYING, THERE ARE TIMES WHEN IT IS APPROPRIATE TO TAKE A SCREENSHOT -- NOT AT SCHOOL BECAUSE YOU SHOULD NOT BE ON SOCIAL MEDIA, EVEN WHEN CELL PHONES WERE PERMITTED, OR IF THEY ARE PERMITTED AS OF LAST YEAR NOW -- WHEN THEY WERE PERMITTED, WE SHOULD NOT BE ON SOCIAL MEDIA. BUT, THAT IS JUST TO HELP US CAPTURE AND TO NOT CONTINUE TO SPREAD THINGS THAT COULD BE HARMFUL TO OTHERS. >> RIGHT. >> ANY OTHER DISCUSSION? ALL IN FAVOR? >> AYE. >> OPPOSED? MOTION PASSED, 5-0. >> THANK YOU FOR LETTING US DRAW THIS OUT. >> NO, I APPRECIATE THE FEEDBACK. I LEARNED A LOT [7.07 FY 25 Budget Approval] THROUGH THE PROCESS AND I'M LOOKING FORWARD TO CONTINUING TO GET MORE VOICES AND TO MAKE IT EVEN BETTER THE NEXT TIME AROUND. >> OKAY, NEXT, WE HAVE FY 25 BUDGET APPROVAL. SCOTT JOHNSON. >> GOOD EVENING, PRESIDENT WHITE, DR. TOWNSEL, MEMBERS OF THE BOARD. MY NAME IS SCOTT JOHNSON, CHIEF FINANCIAL OFFICER. WOULD YOU LIKE ME TO DO THE -- I'M SORRY, THE TRANSFER IS NEXT? LAST EVENING, THE BOARD OF COUNTY COMMISSIONERS AFFIRMATIVELY VOTED TO INCREASE FUNDING FOR CALVERT COUNTY PUBLIC SCHOOLS IN FY 25 OVER THE CURRENT FISCAL YEAR. THERE ARE 2 TO 3 CLARIFICATIONS THAT WILL BE REQUESTED REGARDING THE VERY HELPFUL ACTION OF SUPPORT LAST EVENING. A SUMMARY OF THE PROPOSED FY 25 BUDGET HAS BEEN PREPARED, THAT INCLUDES THE INCREASED FUNDING FROM CALVERT COUNTY. IN THE PROPOSED BUDGETS FOR SCHOOL CONSTRUCTION FUND IS A VERY TENTATIVE AND LIKELY WILL HAVE A PROPOSED BUDGET RESOLUTION RECOMMENDATION LATER THIS CALENDAR YEAR. THE PROPOSED FY 25 BUDGET INCLUDES PROJECTED COSTS FOR RECENTLY NEGOTIATED CPA AND CASE COLLECTIVE BARGAINING AGREEMENTS. I WOULD BE HAPPY TO RESPOND TO ANY QUESTIONS YOU MAY HAVE. >> I MAKE A MOTION TO APPROVE THE FISCAL YEAR 25 PROPOSED BUDGET, AS SHOWN ON THIS SCREEN. >> SECOND. >> IT HAS BEEN MOVED AND SECONDED. IS THERE ANY DISCUSSION? >> I JUST WANTED TO -- BECAUSE I'M GOING TO KEEP MY BOARD COMMENT REALLY, REALLY SHORT, SHORTER THAN YOUR ADMISSION SPEECH. SHORTER THAN THAT. BUT, I JUST WANTED TO MENTION -- AND NOT TO BEAT THE DEAD HORSE BECAUSE WE KNOW WE HAVE DRAINED OUR FUND BALANCE AND ALL OF THOSE THINGS -- BUT, I AM GOING TO IMPLORE THE SUPERINTENDENT AND THE SCHOOL SYSTEM TO BEGIN TO WORK NOW. IT IS GOING TO BE A PRETTY BIG LIFT. WE REALLY DO NEED TO HAVE A BETTER UNDERSTANDING OF WHAT THE FINANCIAL APPLICATIONS WILL BE FOR THIS BLUEPRINT. ADDITIONALLY, THE STATE DOESN'T GENERALLY ALLOW A FUND BALANCE TO BE USED FOR REOCCURRING EXPENSES. AND IF, FOR SOME REASON, WE DO NOT GET THAT $22 MILLION REINSTATED FROM THE STATE WHICH, YOU KNOW, FOR ALL THINGS THAT POINTS NORTH, IT DOESN'T SEEM LIKE THAT IS GOING TO HAPPEN. WE WILL BE IN THE SAME POSITION OR WORSE NEXT YEAR WITH THE COUNTY COMMISSIONERS BECAUSE WE HAVE REMOVED EVERYTHING WE HAD IN OUR BALANCE AND WE HAD TO ASK THEM FOR MORE MONEY. SO, I AM THANKFUL THAT WE WERE ABLE TO KIND OF GET TO THIS POINT. BUT, I THINK WE SHOULD PROBABLY START NOW. THANK YOU. >> THANK YOU. >> I WOULD JUST SAY THAT, I WOULD LIKE US TO GET CONFIRMATION FROM THE COUNTY. THE NUMBER IS 719,000, BECAUSE I THOUGHT IT WAS JUST GOING TO BE AROUND 164. BUT, WE CAN ALWAYS MAKE A BUDGET ADJUSTMENT, OR FINALIZE IT LATER, IF THEY COME BACK AND SAY IT IS A DIFFERENT NUMBER. [03:45:01] >> WE CAN'T, AND THAT IS ONE OF THE TWO CLARIFICATIONS WE ARE GOING TO SEEK. >> ANY OTHER DISCUSSION? ALL IN FAVOR? >> AYE. >> OPPOSED? MOTION PASSED, 5-0. >> NOW, I HAVE A STATEMENT THAT I WAS GOING TO READ ABOUT THE BUDGET, AND IT IS SAYING SOMETHING AKIN TO WHAT MS. POST WAS TALKING ABOUT, AS FAR AS OUR STARTING OUR NEW BUDGETING CYCLE. SO, I AM JUST GOING TO GO AHEAD AND READ IT. IT WAS SUCH A RELIEF LAST NIGHT THAT THE COMMISSIONERS DID NOT CUT OUR BUDGET BY 2 1/2 MILLION FROM THIS YEAR, WHICH IS WHAT THEY PROPOSE. THEY INSTEAD AGREED TO USE A PORTION OF THEIR $85 MILLION FUND BALANCE AND TO REALLOCATE $1.5 MILLION FROM THE OPEC CONFIRMATION TO GIVE TO US. SO, WE HAVE A TOTAL OF $12 MILLION NEW MONEY FOR COMPARED TO THAT ORIGINAL THING, FY 25. AND THEY WERE RIGHT WHEN THEY SAID THE REVISED $164 MILLION LEVEL WOULD BECOME THE FLOOR FOR THE MAINTENANCE OF EFFORT, AND THEY WOULD WRITE THAT BODS EXPENSES WILL CONTINUE TO INCREASE OVER THE YEARS. OVER THE NEXT COUPLE OF YEARS, THROUGH IN LARGE PART TO SALARY MOVEMENTS REQUIRED BY THE BLUEPRINT. SO, IT IS INCREDIBLY IMPERATIVE THAT IN THE VERY NEAR FUTURE AS WE BEGIN BUILDING OUR BUDGET FOR FISCAL YEAR 26, THE CODE POINT PROBLEM GETS FIXED. WE HAVE TO FIX THE CODE POINT PROBLEM. THAT IS THE ONE THAT RESULTED IN NOT ONLY A REDUCTION OF OUR BUDGET OF 22 1/2 MILLION DOLLARS, BUT IT ALSO RESULTED IN THE BUDGET OF PAYMENTS TO THIS COUNTY, SO IT IS LIKE A DOUBLE WHAMMY FOR CALVERT COUNTY. AND I HAVE TRIED TO WORK WITH THE DEPARTMENT OF LEGISLATIVE SERVICES ON THE BOARD OF EDUCATION SIDE TO UNDERSTAND THAT THE $22 MILLION REDUCTION, THE MAN WHO WAS AHEAD OF DLS, SAID, WELL, THE COUNTY IS GOING TO GET THE OFFSET INCREASE IN COUNTY REVENUES. AND I SAID, WELL, THAT DIDN'T HAPPEN. SO, CAN YOU HELP ME FIGURE OUT A WAY TO RESOLVE THAT AT THE STATE LEVEL? AND SHE SAID, IT IS YOUR PROBLEM, TALK WITH YOUR COUNTY. SO, THAT IS WHY I HAVE TALKED TO THE COUNTY MANY TIMES SINCE MARCH, AND I HAVE BEGGED THEM TO ELEVATE THE ISSUE. I HAVE BEGGED THEM TO ELEVATE THE ISSUE AND THEY SAID, YES, WE ARE TRYING TO GET A MEETING WITH THE GOVERNOR, THEY SAID THAT SEVERAL TIMES, AND FOR SOME REASON, I DON'T KNOW WHY, BUT THEY HAVE NOT BEEN SUCCESSFUL. AND SO, AND THEN, THEY SAY THEY FILED AN APPEAL. SO, WHILE WE ARE WAITING FOR THE RESULTS OF THE APPEAL, I STILL FEEL VERY STRONGLY THAT OUR TWO ORGANIZATIONS NEED TO CREATE OUR TALKING POINTS. WE NEED TO SAY, THIS IS THE IMPACT ON OUR SCHOOL SYSTEM, AND IT IS BASED ON THEIR FORMULAS, WHICH HAVE ASSESSED VALUES, UTILITIES, AND ALL OF THAT STUFF. WE NEED TO PUT THE NUMBERS TOGETHER ON A PIECE OF PAPER THAT MAKES IT PRETTY SIMPLE AND SAY, THIS IS THE SCHOOL SYSTEM SIDE, WHY WE LOST $22 MILLION. AND I HAVE ASKED THE COUNTY FOR SPECIFIC DATA TO HELP ME BUILD THIS SCHEDULE BECAUSE I ALREADY KNOW HOW THE $22 MILLION HAPPENED. WE ALREADY KNOW THAT. BUT, ON THE COUNTY SIDE, IT IS NOT REALLY CLEAR. SO, I HAVE ASKED THEM FOR SOME DATA LIKE, WHERE DOES IT GO? WHERE DOES IT FIT INTO THE TAX REVENUES? IS THE STATE LOOKING AT THAT SAME DATA AND THE LIKE? ANYWAY, CRICKETS. SO, THAT IS NOT WORKING. BUT, IT NEEDS TO START WORKING. WE CAN'T JUST SIT PASSIVELY AND WAIT FOR SOME UNKNOWN BUREAUCRATIC APPEAL. SO, AND I KNOW THAT THE COUNTY MIGHT NOT BE CRAZY ABOUT PUBLICIZING SOME OF THE FINANCIAL STREAMS THAT THEY HAVE, BUT THIS IS SUCH A SERIOUS ISSUE. THEY THINK THAT GIVING US $12 MILLION THIS YEAR WAS LARGE? WAIT UNTIL NEXT YEAR WHEN WE DON'T HAVE 22 1/2 MILLION DOLLARS -- OR, $25 MILLION NOW -- OF ONE BALANCE TO HELP PAY FOR OUR SCHOOL SYSTEM. IT IS AN ABSOLUTE IMPERATIVE THAT WE GET THIS CODE POINT PROBLEM FIXED, NOW. AND ESPECIALLY SO THAT WE CAN START ON THE BUDGETING CYCLE THAT MAKES SENSE. SO, ANYWAY, I AM JUST IMPLORING, AGAIN, SO MR. JOHNSON, YOU ARE GOING TO BE WORKING WITH MR. MILLER? >> YES. >> AND WE JUST HAVE TO TRY TO -- I WANT US TO HAVE A UNITED [03:50:09] FRONT. WE WILL BE STRONGER THAT WAY, IF WE HAVE A UNITED FRONT, AND WE GO TO THE STATE DEPARTMENT AND SAY, THIS IS THE ISSUE, WE UNDERSTAND -- I MEAN, THE COUNTY SAID THEIR CONSULTANTS HAVE WORKED ON IT, THEY HAVE DATA, THE COUNTY HAS DATA, WE JUST NEED TO MAKE OUR STATEMENT. SO, TO ME, THEN BEING SO RELUCTANT TO TALK ABOUT IT MAY -- THEY ARE NOT BEING TRANSPARENT, SO I JUST -- MAYBE I AM MAKING THINGS MORE DIFFICULT FOR THEM BY CONTINUING TO BRING THIS UP, BUT THEY WON'T TALK TO ME. SO, I FEEL IT IS OUR BOARD MEMBER RESPONSIBILITY TO FIGHT THIS THING AS MUCH AS WE CAN TO TRY TO GET SOME SANE PERSON AT STATE TO TRY TO LOOK AT IT. SO, WE ARE GOING TO NEED THE COUNTY HELP TO DO THAT BECAUSE THEY WERE THE ONES THAT NEGOTIATED THE PILOT AND THEY ARE THE ONES [7.08 FY 24 Budget Amendment] THAT HAVE ALL THE DATA FROM THE COUNTY SIDE. SO, THAT IS MY SPIEL. >> THANK YOU. NEXT, WE HAVE BUDGET AMENDMENTS . >> THANK YOU. WITH THE END OF THE FISCAL YEAR IN APPROXIMATELY TWO WEEKS, IT IS RECOMMENDED THAT THE BOARD APPROVED ONE MORE SET OF INTER-AND INTRA-CATEGORY BUDGET TRANSFERS FOR FY 24. THESE TRANSFERS AND ADJUSTMENTS INCLUDE GENERAL FUND REVENUE INCREASES. OVERALL, A $1,650,000. MOST OF THIS INCREASE IS DUE TO STRONGER THAN EXPECTED EARNINGS ON FUNDS. THE SECOND REASON FOR THIS INCREASE IS THE LARGER THAN PREVIOUSLY ESTIMATED HEALTH INSURANCE CAREFIRST. ON THE EXPENDITURE SIDE, ON THE PROPOSED BUDGET REVISION AND THE BUDGET TRANSFERS, THE PROPOSED FISCAL YEAR END TRANSFERS AND ADJUSTMENTS INCLUDE AN OVERALL ADJUSTMENT OF OVER $1 MILLION IN THE FY 24 UNRESTRICTED FUND BUDGET. I WOULD BE HAPPY TO RESPOND TO ANY QUESTIONS YOU MAY HAVE. >> I MOVED TO APPROVE THE STAFF RECOMMENDED TRANSFERS. >> SECOND. >> THERE IS A MOTION AND A SECOND. DISCUSSION? >> I UNDERSTAND THE REVENUE SIDE. WHAT DID YOU SAY ABOUT THE EXPENSE SIDE? I DIDN'T SEE THAT. >> ON THE EXPENSE SIDE, THE PROPOSED FISCAL YEAR BUDGET TRANSFERS AND YEAR END TRANSFERS AND ADJUSTMENTS INCLUDES AN OVERALL REDUCTION FOR ALL OF THE EXPENDITURES OVERALL OF $1 MILLION, FROM THE UNRESTRICTED FUND BUDGET. AND A FEW EXAMPLES INCLUDE REDUCTION IN STUDENT TRANSPORTATION COSTS, REDUCTION IN COSTS FOR THE ATHLETIC TRAINERS BECAUSE WE DIDN'T ACCRUE THOSE UNTIL LATE IN THE FISCAL YEAR. >> WHAT IS THE REDUCTION FOR THE TRANSPORTATION? I THOUGHT WE HAD A RISK THERE? >> THE TRANSPORTATION BUDGET INCLUDES A REDUCTION BECAUSE IN PART, BECAUSE WE HAD OVER BUDGETED OR UNDER EXPENDED SOME CONTRACTED SERVICE ACCOUNTS. LAST YEAR OR THE YEAR BEFORE, WE HAD INCREASED REVENUE EXPENDITURES IN THAT CATEGORY, SO WE ADDED ADDITIONAL FUNDS AND THIS YEAR, WE ARE ABLE TO UNDER EXPENDED FOR ALL BUDGET CATEGORIES. >> SO, IT IS NOT THE BUS CONTRACTOR? AS THE LINE ITEM. >> THAT IS ONE OF THE SEVERAL Ú CATEGORY 209 FOR THE TRANSPORTATION CATEGORY. >> SO, DOES THAT MEAN WE DROVE LESS MILES? >> NOT NECESSARILY, NO. ANOTHER REDUCTION, THOUGH, IN THAT CATEGORY, SO IT IS NOT STRICTLY TRANSPORTATION, IT ALSO INCLUDES REDUCTION IN SALARY COSTS BECAUSE WE HAVE HAD SOME SALARY ATTRITION AT THE ADMINISTRATOR, SUPERVISOR DIRECTOR LEVEL. >> OKAY. WELL -- >> ALSO -- >> SO, THIS MEANS WE ADDED 1.92 REVENUE AND WE ARE TAKING AWAY $1 MILLION IN EXPENSES? SO NOW, BOOM, WE HAVE TO $.9 MILLION SURPLUS, IS THAT WHAT YOU ARE SAYING? >> ALMOST BROKE THE REVENUE SIDE IS AN INCREASE OF $1,650,000. AND ON THE EXPENDITURE SIDE, IT IS $1 MILLION. THE EXPENDITURE REDUCTION WOULD ALSO INCLUDE SOME REDUCTIONS IN THE WORKFORCE DEVELOPMENT EXPENDITURE ACCOUNTS. WE WOULD LOSE APPROXIMATELY $400,000 OVERALL, BECAUSE THAT PROGRAM STARTED TO GET UP AND RUNNING AFTER THE FISCAL YEAR BEGAN. SO, BECAUSE OF THAT, WE REDUCED [03:55:08] IN THE BUDGET TRANSFER PROPOSALS THIS EVENING, IN NUMBER OF THE WORKFORCE DEVELOPMENT EXPENDITURE ACCOUNTS. YOU WILL ALSO SEE A PROPOSED REDUCTION IN STATE AID BECAUSE THE WORKFORCE DEVELOPMENT REVENUE AS PART OF THE STATE AID BUDGET, AND FOR THE NEXT FISCAL YEAR, WE WILL PROBABLY SPLIT THAT ACCOUNT OUT TO SHOW THE WORKFORCE DEVELOPMENT FUNDS SEPARATE FROM THE STATE AID. SO, SINCE WE ARE REDUCING THE EXPENDITURES, THE BUDGETS FOR WORKFORCE DEVELOPMENT AND FY 25, WE HAVE ALSO INCLUDED A REDUCTION IN STATE AID FOR WORKFORCE DEVELOPMENT, BECAUSE WE WANT TO RECOGNIZE THAT REVENUE SINCE WE DIDN'T EXPENDED ALL. >> SO, WHEN I LOOKED -- I DON'T KNOW IF YOU SAW -- BUT, WHEN I LOOKED UNDER THAT BUDGET AMENDMENT, IT WAS JUST THE APRIL REPORT. THE GENERAL FUNDS APRIL REPORT. REALLY? OKAY. WELL, I FOUND THAT QUITE INTERESTING AND I HAD SOME QUESTIONS ON IT. SO, I WILL -- BUT, YOU HAVE TO HAVE THE APPROVAL? >> >> NEXT TIME? WHAT DO YOU MEAN? JULY? >> I KNOW WE CAN SHARE ADDITIONAL INFORMATION WITH YOU BEFORE THEN. THERE IS A POSTING, TIMING ISSUE THAT RESULTED IN OVERSTATING AVAILABLE BALANCE IN SALARY AND WAGE ACCOUNTS. >> OKAY, SO YOU WERE STILL MAKING ADJUSTMENTS? OKAY. WELL, ONE OF THE ITEMS I WAS GOING TO QUESTION THAT THIS MIGHT IMPACT YOUR BUDGET ADJUSTMENT WAS THE COUNTY SEEMS TO BE LOW ON THEIR ALLOCATION TO US. SO, WHEN I LOOKED AT IT, THERE WAS ONLY TWO MONTHS LEFT, AND THERE WAS $42 MILLION THAT WE WERE STILL WAITING ON, THAT IS LEFT TO BE DELIVERED TO. DID THEY -- THEY ARE STILL COMMITTED TO THE $154.7 MILLION BUDGET TO GIVE US, RIGHT? >> YES, THAT REPORT WAS JUST APRIL, SO THERE ARE TWO SUBSEQUENT MONTHS WHERE WE WOULD RECEIVE ANYWHERE FROM -- >> EXACTLY, BUT EACH MONTH WAS SUPPOSED TO BE LIKE $11,000, $12,000. SO, THAT MEANS THEY HADN'T BEEN DOING THAT. >> I WILL CHECK TO SEE IF THEY ALSO MAKE A PAYMENT IN JULY THAT IS ACCRUED BACK TO. >> OH, OKAY. >> I WILL GO CHECK. >> I WANT GO THROUGH THAT, THEN. >> ANY OTHER DISCUSSION? ALL IN FAVOR? >> AYE. >> OPPOSED? ABSTENTIONS? MOTION PASSED, 4-0, WITH ONE ABSTENTION. >> AND THIS ITEM WILL GO TO THE [8.01 Comments by the Board] COMMISSIONERS FOR APPROVAL, CORRECT? THANKS. >> OKAY, NEXT, WE ARE MOVING TO BOARD MEMBER COMMENTS. WE WILL START WITH MS. MINAKOWSKI? >> I WANT TO SAY THANK YOU TO ALL OF MY FELLOW BOARD MEMBERS FOR A VERY EXCITING FIRST MEETING. A FEW QUICK COMMENTS, I WANT TO SAY CONGRATULATIONS TO ALL OF OUR 2024 GRADUATES. I WAS ABLE TO ATTEND HUNTING TOWNS GRADUATION AND IT WAS A BEAUTIFUL CEREMONY. YOU GUYS HAVE ACCOMPLISHED SO MUCH. CONTINUE TO SEEK OUT THOSE OPPORTUNITIES AND ACADEMIC EXPERIENCES WITH CURIOSITY, COMPASSION, AND HUMILITY. I ALSO WANT TO EXTEND MY CONGRATULATIONS TO THE MEMBER OF THE CALVERT STUDENT EXECUTIVE BOARD WHO WERE RECENTLY SELECTED TO SERVE, YOU GUYS ARE GOING TO DO AN AMAZING JOB SERVING OUR COUNTY. AND FINALLY, AS OUR YEAR COMES TO A CLOSE, CONGRATULATIONS TO ALL OF OUR STUDENTS, TEACHERS, STAFF MEMBERS, AND PARENTS FOR AN AMAZING YEAR. AND A SPECIAL SHOUT OUT TO ALL OF OUR TEACHERS AND STAFF WHO ARE RETIRING THIS YEAR. THANK YOU FOR EVERYTHING YOU HAVE DONE TO SERVE YOUR COMMUNITY. I WANT TO GIVE A SPECIAL SHOUT OUT TO MR. SCOTT GOLDSTEIN, WHO RETIRED THIS YEAR, WHO HAS BEEN DEDICATED TO HIS STUDENTS FOR HIS WHOLE TEACHING CAREER. A REMINDER TO ALL OF THE STUDENTS TO CONTINUE LEARNING THIS SUMMER. READ BOOKS, ENGAGE IN CAMPS, TRAVEL, AND INTERACT WITH PEOPLE, NOT ONLINE. I HOPE YOU GUYS HAVE AN AMAZING SUMMER. >> THANK YOU, MS. GRENIS? >> FIRST, I WOULD LIKE TO THANK -- EXCUSE ME -- FIRST, I WOULD LIKE TO ADD MY PERSONAL COMMITMENT TO THE COUNTY COMMISSIONERS THAT WITH THE ADDITIONAL FUNDS, THERE WILL BE NO STAFF LAYOFFS. DR. TOWNSEL, [04:00:02] DO WE HAVE YOUR PROMISE? >> >> WITH ANOTHER SCHOOL YEAR HAVING COME TO A CLOSE, I WOULD LIKE TO THANK ALL OF OUR TEACHERS AND STAFF FOR THEIR TREMENDOUS DEDICATION TO THE SUCCESS OF OUR STUDENTS. IT WAS A PRIVILEGE TO ATTEND CEREMONIES THROUGHOUT THE COUNTY, WHERE ACHIEVEMENT, EFFORT, AND PERSEVERANCE WERE CELEBRATED. ACADEMIC ACHIEVEMENT, DESPITE THE CHALLENGES WE FACED THIS YEAR, REMAINS OUR TOP PRIORITY. THANK YOU TO EVERYONE WHO COMPLETED THE DRESS CODE SURVEY. CLEARLY, OUR TEACHERS AND STAFF OVERWHELMINGLY WANT CHANGES MADE, AND FOR STUDENTS NOT TO WEAR HOODS IN SCHOOL AND IN THE CLASSROOM. YOUR VOICES HAVE BEEN HEARD. IT IS OUR RESPONSIBILITY TO ENSURE THAT BEHAVIOR AND DISCIPLINE IN THE CLASSROOM ARE ACKNOWLEDGED AND DEALT WITH. THIS INCLUDES ENFORCING THE CODE OF CONDUCT. A BIG PART OF THE MISSION STATEMENT IS ACCOUNTABILITY. THAT IS A KEY DUTY OF BEING A BOARD MEMBER. I AM HERE TO FIGHT FOR OUR STAFF, STUDENTS, AND THEIR PARENTS, AND THE CALVERT COUNTY COMMUNITY. WE ARE ENTRUSTED WITH OUR COMMUNITIES CHILDREN AND THEIR TAX DOLLARS. I THINK WE CAN DO BETTER WITH THE LATTER. I AM EXCITED FOR NEXT YEAR AND LOOK FORWARD TO FINDING MORE WAYS TO IMPROVE OUR SCHOOLS AND THE CCPS LEARNING ENVIRONMENT AND EXPERIENCE. IT IS AN HONOR TO BE ON THE BOARD, AND BY WORKING TOGETHER, WE CAN MAKE THE 2024-2025 SCHOOL YEAR OUR BEST YEAR, EVER. HAVE A WONDERFUL SUMMER. >> MS. POST? >> DOES ANYBODY KNOW WHAT THE RECORD IS FOR THE LONGEST BOARD OF EDUCATION MEETING? I FEEL LIKE THAT SHOULD BE A SUMMER PROJECT, WE SHOULD DO SOME RESEARCH AND FIND OUT. I AM NOT GOING TO SAY ANOTHER WORD OTHER THAN, HAVE A GREAT SUMMER. >> MS. BALINSKI? >> I AM GOING TO BE BRIEF, TOO. WELCOME. WE ARE THRILLED TO HAVE YOU, AND IT IS GREAT TO HAVE JORDAN STILL AMONGST US SO SHE CAN GIVE INPUT, AS WELL. AND I TOTALLY ENJOYED ALL OF THE AWARDS CEREMONIES. THE GRADUATIONS, OF COURSE, THOSE ARE THE HIGHLIGHTS OF THE YEAR. AND SPECIFICALLY, THE FIFTH GRADERS. THEY ARE STILL SO HAPPY AND INNOCENT, YOU KNOW? AND EXCITED ABOUT MOVING ON. SO, ANYWAY, I WISH EVERYONE A WONDERFUL SUMMER. AND WE HAVE A LOT OF REALLY SUPERIOR TEACHERS, AND ADMIN THAT SUPPORT PERSONNEL WHO ARE RETIRING THIS YEAR. THE WHOLE LIST. SO, THANK YOU SO VERY, VERY, VERY MUCH. THE ONES THAT I KNEW, I HAVE SAID THAT TO, PERSONALLY. BUT TO ALL OF THEM'S SOME OF THE ONES I DIDN'T KNOW, WE REALLY APPRECIATE IT. I WISH THEM ALL THE BEST. >> VICE PREISDENT CLAGGETT? >> THANK YOU, MR. PRESIDENT. WELCOME, GRACE. I LOOK FORWARD TO WORKING WITH YOU THROUGH THE END OF MY TERM IN DECEMBER, AND LOOK FORWARD TO THAT. CONGRATULATIONS TO THE CLASS OF 2024, AND EVERYONE WHO WILL BE RETURNING NEXT YEAR, I HOPE YOU HAVE A GREAT, SAFE, RESTFUL, AND GET IN PLENTY OF RELAXATION THIS SUMMER AND COME BACK TO THE SYSTEM READY TO CONTINUE OUR GREAT ACADEMIC ACHIEVEMENTS. THANK YOU. >> YES. AS THIS MEETING COMES TO A CLOSE, I JUST WANTED TO SAY A COUPLE OF THINGS. THE CALVERT COUNTY LIBRARY IS HAVING AN EVENT ON JUNE 18TH. SO, IF YOU HAVE AN OPPORTUNITY TO GET OUT THERE AND SEE THAT AND ALSO GET OUR STUDENTS READING OVER THE SUMMER, CONGRATULATIONS TO THE EIGHTH-GRADERS WHO WERE INDUCTED TO THE NATIONAL JUNIOR HONOR SOCIETY. THE GRADUATIONS WERE PRETTY AMAZING. THANK YOU TO EVERYONE WITH THE BLOOD, TEARS, AND SWEAT TO GET THIS BUDGET TAKING CARE OF AND ALL OF THE CONTRACTS, ALSO. EVERYONE, HAVE A REALLY SAFE SUMMER. MS. REED, I DON'T KNOW IF I SAW YOU AT THE LAST MEETING OR NOT, BUT IT IS NICE TO SEE YOU IN THE AUDIENCE ONCE AGAIN. AND FOR YOU GUYS WHO STAYED HERE FOR FIVE HOURS FOR THIS MEETING, I REALLY APPRECIATE IT. IT SHOWS YOUR DEDICATION TO EVERYTHING. SO, WITH THAT, I BRING THIS * This transcript was compiled from uncorrected Closed Captioning.