May 08, 2025 Board of Education

[2.01 Pledge of Allegiance/Moment of Silence]

[00:00:17]

>> 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. UP NEXT WE HAVE OUR OUTGOING STUDENT MEMBER OF THE

[2.02 Outgoing SMOB Recognitions]

>> WHEREAS GRACE MICHALSKI SERVED FOR THE 24-25 SCHOOL YEAR AND WHEREAS DURING GRACE'S TENURE SHE REPRESENTED OVER 14,000 STUDENTS AND PROVIDED CRITICAL INSIGHTS REGARDING THE STUDENT EXPERIENCE IN CALVERT COUNTY AND WHEREAS DURING THE 24-25 SCHOOL YEAR GRACE EXHIBITED OUTSTANDING LEADERSHIP AND ADVOCACY SKILLS AND HER PARTICIPATION IN THE CALVERT ASSOCIATION OF STUDENT COUNCILS AND AS A STUDENT MEMBER OF THE BOARD. WHEREAS, GRACE WAS ALWAYS WELL-INFORMED REGARDING ISSUES BEFORE THE BOARD OF EDUCATION ALLOWING HER TO ASK THOUGHTFUL QUESTIONS AND OFFER UNIQUE INSIGHTS. WHEREAS, GRACE SOUGHT TO ENCOURAGE THE FREE EXPRESSION OF IDEAS AMONG THE STUDENTS OF CALVERT COUNTY. WHEREAS, GRACE PROVED TO BE A HIGHLY EFFECTIVE STUDENT MEMBER OF THE BOARD WHILE MAINTAINING AN EXEMPLARY RECORD OF ACHIEVEMENT IN ACADEMICS AND EXTRACURRICULAR ACTIVITIES. NOW THEREFORE BE IT RESOLVED, THAT THE MEMBERS OF BOARD OF EDUCATION OF CALVERT COUNTY COMMEND GRACE FOR CARRYING OUT HER RESPONSIBILITIES AS A STUDENT MEMBER IN AN OUTSTANDING MANNER AND BE IT FURTHER RESOLVED , THAT THE SCHOOL BOARD MEMBERS WISH HER SUCCESS IN ACHIEVING HER FUTURE PERSONAL, COLLEGIATE AND PROFESSIONAL GOALS . ADOPTED BY THE BOARD OF EDUCATION OF CALVERT COUNTY ON THIS EIGHTH DAY OF MAY, 2025. I JUST WANT TO SAY SHE HAS BEEN AN INCREDIBLE PART OF OUR TEAM. YOU HAVE REALLY ADVOCATED AND YOUR DEDICATION OF TIME YOU'VE COMMITTED TO THIS ARE GREATLY APPRECIATED.

>> THANK YOU SO MUCH. I WILL BE QUITE BRIEF, I WANTED TO SAY THANK YOU TO EVERY SINGLE STUDENT IN CALVERT COUNTY WHO TRUSTED ME TO REPRESENT THEM ON THE BOARD. THIS HAS BEEN THE BEST EXPERIENCE OF MY HIGH SCHOOL CAREER. IT HAS BEEN SUCH A PLEASURE TO GET TO SEE THE INS AND OUTS OF OUR SCHOOL SYSTEM AND HAS MADE ME SO HOPEFUL FOR OUR FUTURE GETTING TO VISIT THE ELEMENTARY SCHOOLERS AND MIDDLE SCHOOLERS AND HIGH SCHOOLERS .

OUR COUNTY IS DOING SUCH AN EXCELLENT JOB AND OUR STUDENTS ARE SHINING AND THE FACT I GOT TO REPRESENT THOSE OVER 14,000 STUDENTS HAS BEEN SUCH AN HONOR. THANK YOU SO MUCH TO EVERYONE WHO SUPPORTED ME AND THANK YOU TO THE BOARD MEMBERS. YOU HAVE BEEN WONDERFUL TO WORK WITH. I THINK THAT'S ALL I HAVE TO SAY.

THANK YOU.

[2.04 NHS Recognition]

[00:05:35]

>> WELCOME THE NORTHERN HIGH SCHOOL STUDENTS FOR THEIR RECOGNITION. COME ON UP. WHEREAS DREW MONTGOMERY OF NORTHERN HIGH SCHOOL WON THE MARYLAND PUBLIC SECONDARY SCHOOL ATHLETIC ASSOCIATION CHAMPIONSHIP FOR WRESTLING 144 POUNDS AND WHEREAS DREW HAS ALSO RECEIVED RECOGNITION FOR 2025 WAR ON THE SHORE CHAMPION , 2025 WASHINGTON POST FIRST TEAM THREE YEARS , 2025 REGIONAL CHAMPION FOR YEARS , SMACKED CHAMPION FOUR YEARS, 2024 MP SS AA 2023 STATE CHAMPION AND 2022 STATE RUNNER-UP AND WHEREAS DREW IS A SENIOR AT NHS AND WHEREAS HIS OVERALL RECORD WAS 175 TO 5 AND WHEREAS DREW IS COACHED BY MIKE , TONY, MIKE AND KAM WHAT KIDS AND WHEREAS DREW ENDED HIS SEASON WITH A RECORD OF 39-0 FINISHING AS A NUMBER ONE RANKED OVERALL 144 POUND WRESTLER IN THE STATE OF MARYLAND AND NUMBER ONE RANKED THREE A, FOR A LOWER EIGHT WRESTLER OF THE YEAR. NOW THEREFORE BE IT RESOLVED THAT THE BOARD OF EDUCATION OF CALVERT COUNTY COMMEND HIS FAMILY AND COACHES FOR AN OUTSTANDING YEAR WHICH RESULTED IN AMAZING ACHIEVEMENTS AND BE IT FURTHER RESOLVED THAT THE SUPERINTENDENT AND MEMBERS OF THE CALVERT COUNTY BOARD OF EDUCATION DO HEREBY EXTEND THEIR CONGRATULATIONS AND WISH DREW SUCCESS IN THE FUTURE.

CONGRATULATIONS. >> MOTION TO APPROVE.

CONGRATULATIONS.

>> NEXT WE WILL HAVE ALBERT. WHEREAS ALBERT IS 80 WAS THE CHAMPION AND THE ATHLETIC ASSOCIATION 2024-2025 3A, 2A, 1A INDIVIDUAL 100 BACKSTROKE AND WHEREAS ALBERT WAS THE MPSSAA 3A, 2A, 1A REGION ON SOUTH MARYLAND ATHLETIC CONFERENCE CHAMPION FOR THE 100 BACKSTROKE ALONG WITH NHS RECORD CENTER.

WHEREAS, ALBERT HAS BEEN A MEMBER OF THE NORTHERN HIGH SCHOOL SWIM TEAM DURING HIS FRESHMAN YEAR AND WE THANK HIM GREATLY FOR HIS IMPACT AND DEDICATION TO OUR TEAM. NOW, THEREFORE BE IT RESOLVED, THAT THE BOARD OF EDUCATION OF CALVERT COUNTY COMMEND HIS FAMILY AND COACHES FOR AN OUTSTANDING YEAR WHICH RESULTED IN AMAZING ACHIEVEMENTS AND BE IT FURTHER RESOLVED, THAT THE SUPERINTENDENT AND MEMBERS OF THE CALVERT COUNTY BOARD OF CONGRATULATIONS AND WISH ALBERT

[00:10:02]

>> MOVED TO APPROVE. >> SECOND.

>> CONGRATULATIONS.

>> NEXT WE HAVE CARLY .

WHEREAS CARLY DAMON OF NORTH HIGH SCHOOL GIRLS SWIM TEAM WAS A CHAMPION IN THE MARYLAND PUBLIC SECONDARY SCHOOL ATHLETIC ASSOCIATION MPSSAA 2024-2025 3A/2A/1A INDIVIDUAL 100 BACKSTROKE AND WHEREAS CARLY WAS THE MPSSAA REGIONAL CHAMPION FOR THE 100 BACKSTROKE AND WHEREAS CARLY HAS BEEN A MEMBER OF THE NORTHERN HIGH SCHOOL GIRLS SWIM TEAM DURING HER FOUR YEAR HIGH SCHOOL CAREER AND WE THINK ARE GREATLY FOR HER IMPACT AND DEDICATION TO OUR TEAM. NOW, THEREFORE BE IT RESOLVED THAT THE BOARD OF EDUCATION OF CALVERT COUNTY COMMEND HER FAMILY AND COACHES FOR AN OUTSTANDING YEAR WHICH RESULTED IN AMAZING ACHIEVEMENTS AND BE IT FURTHER RESOLVED THAT THE SUPERINTENDENT AND MEMBERS OF THE CALVERT COUNTY BOARD OF EDUCATION DO HEREBY EXTEND THEIR CONGRATULATIONS AND WISH CARLY SUCCESS IN HER FUTURE. CONGRATULATIONS.

>> MOTION TO APPROVE.

[2.03 CHS Recognition]

>> WHEREAS ETHAN VALDISERA OF CALVERT HIGH SCHOOL ONE OF THE AMERICAN PUBLIC SECONDARY SCHOOL ATHLETIC ASSOCIATION CHAMPIONSHIP WRESTLING 113 POUNDS AND WHEREAS ETHAN HAS ALSO RECEIVED RECOGNITIONS FOR FIRST PLACE AT THE 2024 MARYLAND STATE INDEPENDENT STATE CHAMPIONSHIP, FIRST PLACE AT THE 2025 PATRIOT CLASSIC, FIRST PLACE AT THE 2025 EAST IN NEW YEAR'S BRAWL, FIRST PLACE AT THE 2025 TOURNAMENT AND FIRST AT THE 2025 1A/2 A REGIONAL TOURNAMENT. HAS ETHAN IS A SOPHOMORE AT CALVERT HIGH SCHOOL AND WHEREAS HIS OVERALL VARSITY RECORD IS CURRENTLY 71-7 AND WHEREAS ETHAN IS COACHED BY GEORGE JUNIOR, CHARLES HIBBARD AND CONNOR AND WHEREAS ETHAN ENDED HIS 2025 SEASON WITH A RECORD 38-0, FINISHING AS THE SECOND RANKED OVERALL 113 POUND WRESTLER IN THE STATE OF MARYLAND. NOW, THEREFORE BE IT RESOLVED THAT THE BOARD OF EDUCATION OF CALVERT COUNTY COMMEND HIS FAMILY AND COACHES FOR AN OUTSTANDING YEAR WHICH RESULTED IN AMAZING ACHIEVEMENTS AND BE IT FURTHER RESOLVED THAT THE SUPERINTENDENT AND MEMBERS OF THE CALVERT COUNTY BOARD OF EDUCATION DO HEREBY EXTEND THEIR CONGRATULATIONS AND WISH ETHAN SUCCESS IN HIS FUTURE.

[00:15:03]

CONGRATULATIONS. >> MOTION TO APPROVE.

>> SECOND. >> CONGRATULATIONS.

[2.05 Appointments]

>> UP NEXT WE HAVE AN APPOINTMENT.

>> GOOD EVENING MEMBERS OF THE BOARD. MR. WATSON IS A PROVEN LEADER IN BOTH CALVERT COUNTY AND KING GEORGE COUNTY VIRGINIA WITH EXTENSIVE EXPERIENCES AS A TEACHER, COACH, ASSISTANT PRINCIPAL IN CHARGE OF ATHLETICS AND PRINCIPAL. HE OVERSEES ALL INSTRUCTIONAL AND ATHLETIC PROGRAMS BRINGING A WEALTH AND KNOWLEDGE OF CURRICULUM AND INSTRUCTION, OBSERVATION , EVALUATION AND SUCCESSFUL PROGRAM MANAGEMENT. MR. WATSON RECEIVED HIS BACHELOR OF SCIENCE IN SOCIAL SCIENCE EDUCATION FROM THE INDIANA UNIVERSITY OF PENNSYLVANIA AND HIS MASTER OF EDUCATION IN ADMINISTRATION AND SUPERVISION FROM NOTRE DAME UNIVERSITY OF MARYLAND. MR. WATSON IS DEDICATED TO RECRUITING, HIRING, SUPPORTING AND DEVELOPING EFFECTIVE AND CARING TEACHERS AND STAFF, FOSTERING A FACULTY THAT EXCELS EDUCATIONALLY . HE ENHANCES PROFESSIONAL KNOWLEDGE AND SKILLS THROUGH DIFFERENTIATED LEARNING OPPORTUNITIES AND PROVIDES ACTIONABLE FEEDBACK VIA RESEARCH-BASED SUPERVISION AND EVALUATION SYSTEMS. IN ADDITION TO ENGAGING FAMILIES IN THE COMMUNITY TO SUPPORT STUDENT SUCCESS, MR. WATSON MANAGES SCHOOL OPERATIONS AND RESOURCES, ENSURING COMPLIANCE WITH LAWS AND POLICIES. HE DRIVES CONTINUOUS IMPROVEMENT, SUPERVISOR ATHLETIC DIRECTOR AND THE DEPARTMENT EVALUATES BUDGETS, ALLOCATE SPENDING, PROVIDES TRAINING AND MENTORSHIP FOR CULTURES AND INSURERS ADHERENCE TO LOCAL, STATE AND NATIONAL REGULATIONS. HIS EXTENSIVE UNDERSTANDING OF CALVERT COUNTY AND THE MPSSAA REGULATION FURTHER UNDERSCORE HIS EXPERTISE. I'M ASKING YOU TO AFFIRM THE APPOINTMENT OF MR. MARK WATSON AS THE SUPERVISOR OF HEALTH, PHYSICAL EDUCATION AND

ATHLETICS. >> MOVED TO APPROVE.

>> SECOND. ALL THOSE IN FAVOR. CONGRATULATIONS.

>> IT EVENING. I HAVE TO TELL YOU I AM A LITTLE IN ALL OF THE STUDENTS THAT WERE JUST PRESENTED BECAUSE WHAT AMAZING ACCOMPLISHMENTS. THAT IS WHAT I MESSAGE TONIGHT IS THE POWER OF SPORTS. I WANT TO THANK DR. COUNCIL . MANY HAVE NOT HAD THE MEETING JUST YET BUT I LOOK FORWARD TO WORKING BESIDE YOU TO REALLY CONTINUE TO CREATE THIS WONDERFUL ENVIRONMENT OF LEARNING AND ATHLETICS THAT CALVERT COUNTY HAS CLEARLY SHOWN THROUGHOUT THE STATE WHETHER INDIVIDUAL OR TEAM SUCCESS .

STUDENT ATHLETES COMPETE IN THE CLASSROOM AND ON THE FIELDS OF THE COURTS EVERY DAY AND THEY DO IT WITH SPORTSMANSHIP, THEY DO IT WITH COURAGE AND GRACE AND COMPETITIVENESS . I'M VERY MUCH LOOKING FORWARD TO WORKING WITH ALL SCHOOLS IN THE CAPACITY OF PE AND HEALTH AND BECOMING PART OF THE CALVERT COUNTY FAMILY.

DRIVING OVER HERE WAS A LITTLE DIFFERENT FOR ME. IT'S BEEN THREE YEARS. I USED TO MAKE THE DRIVE WITH MY EYES CLOSED. IT

[00:20:05]

THAT IS A VERY IMPORTANT PART OF LEARNING AND GROWING. THANK YOU.

I AM HUMBLED WITH THE APPOINTMENT AND LOOK FORWARD TO GETTING STARTED AND WORKING WITH EVERYONE. THANK YOU SO MUCH.

[3. Consent Agenda]

>> UP NEXT WE HAVE OUR CONSENT AGENDA.

>> MOVE TO APPROVE. >> SECOND.

>> MUSTN'T AND SECOND , ANY DISCUSSION? ALL THOSE IN FAVOR?

[4.01 Grace Minakowski]

GRACE MINAKOWSKI. >> GOOD EVENING. I HOPE ALL IS WELL AND EVERYONE ENJOYED THEIR SPRING BREAK. IT WAS CERTAINLY MUCH NEEDED TIME TO REST AND RELAX. AS WE ARE IN THE THICK OF AP TESTING SEASON AND OTHER STATE TESTING I'M WISHING ALL OF OUR TEST TAKERS THE BEST OF FOCUS, PATIENCE AND SUCCESS ON THEIR TESTIS. WITH THAT I WOULD LIKE TO BEGIN MY REPORT BY TAKING A MINUTE TO SPEAK TO MY COLLEAGUES AND TO THE COMMUNITY FROM THE STUDENT PERSPECTIVE ON THE RECENT DECISION TO REMOVE SAFE SPACE STICKERS FROM OUR SCHOOLS. I RECOGNIZE THIS IS A SENSITIVE ISSUE AND MAKING STUDENTS IN OUR SCHOOL SYSTEM FEEL SEEN AND SAFE AND INAPPROPRIATE WAY IS A PROCESS THAT INVOLVES COLLABORATION BETWEEN PARENT, STAFF AND STUDENT STAKEHOLDERS. WITH MANY STUDENTS REACHING OUT TO ME IN THE WAKE OF THE DECISION TO SHARE THEIR CONCERNS AND QUESTIONS, MANY OF WHOM ARE ACTUALLY HERE TONIGHT, I FELT IT WAS IMPORTANT FOR THEIR SAKE AND FOR THEIR TIME REACHING OUT TO ME THAT THIS BE THE MOST CENTRAL PORTION OF MY REPORT TODAY.

FIRST, WE CANNOT IGNORE THE REALITY THAT LGBTQ PLUS STUDENTS FACE UNIQUE CHALLENGES WHEN IT COMES TO BEING INCLUDED AND SAFE IN SCHOOLS. LGBTQ PLUS TEENS ARE MORE LIKELY TO COMMIT SUICIDE THAN THEIR PEERS. THERE ARE 2.5 TIMES AS LIKELY TO EXPERIENCE DEPRESSION , ANXIETY AND SUBSTANCE ABUSE IN THEIR LIFETIME. I RECENTLY TOOK SOME TIME TO LOOK INTO THE MOST RECENT DATA FROM CALVERT COUNTY MARYLAND REPORT CARD AND THE 2021 CIVIL RIGHTS DATA COLLECTION AND REPORTING SHOWED THAT OUR COUNTY REPORTED 22 SEPARATE CASES OF BULLYING AND HARASSMENT ON THE BASIS OF SEXUAL ORIENTATION REPORTED TO THE OFFICE FOR CIVIL RIGHTS IN THE DATASET. AS OF NOW, ONCE ADMINISTRATORS COMPLETE AN INVESTIGATION FOR BULLYING, HARASSMENT AND INTIMIDATION IF THEY'VE DETERMINED THE EVIDENCE SUPPORTS THERE WAS A DISCRIMINATORY ELEMENT INVOLVED THEY MUST SELECT THE APPLICABLE DISCRIMINATORY ELEMENT DURING DATA ENTRY INTO EACH SCHOOL. TO DATE THERE ARE FOUR INCIDENTS OF BULLYING, HARASSMENT AND INTIMIDATION DOCUMENTED RELATED TO SEXUAL ORIENTATION WHICH IS FAR TOO HIGH FOR A SMALL COUNTY LIKE OUR OWN. THIS DOESN'T COUNT FOR THE COUNTLESS STUDENTS WHOSE EXPERIENCES OF DISCRIMINATION GO UNREPORTED DUE TO STIGMA. PAST THESE MERE STATISTICS I'VE GOTTEN THE OPPORTUNITY TO MEET WITH LGBTQ+ STUDENTS THERE MY STUDENT ADVISORY COUNCIL AND OTHER OUTREACH EFFORTS SHARED STORIES OF HARASSMENT , BULLYING BOTH IN PERSON AND CYBER AND FEELING LEFT OUT OF THEIR SCHOOL COMMUNITY ON THE BASIS OF THEIR SEXUAL OR GENDER IDENTITY. I TELL YOU THIS NOT TO SPARE THE PROGRESS CALVERT HAS MADE IN ENSURING THE ACADEMIC AND FUTURE SUCCESS OF ITS LGBTQ+ STUDENTS BUT TO UNDERSCORE WE ARE NOT YET WHERE WE NEED TO BE. LGBTQ+ STUDENTS DO REQUIRE SAFE SPACE IN SCHOOLS , WHETHER IT IS INDICATED WITH A STICKER OR NOT.

WITH THAT, I LEARNED FROM MY FELLOW BOARD MEMBERS IT IS IMPORTANT TO COME TO THE TABLE WITH SOLUTIONS. FIRST, I WOULD RECOMMEND TO MY COLLEAGUES ON THE BOARD THAT BAND BE REPEALED UNTIL A MORE COMPREHENSIVE POLICY ON CLASSROOM DISPLAYS AN IDEOLOGICAL NEUTRALITY CAN BE DEVELOPED AND VOTED ON AT THE VERY LEAST EXTENDED TO INCLUDE OTHER DISPLAYS OF AFFILIATION SUCH THAT THIS MOVE IS NOT SPECIFICALLY TARGETING OUR LGBTQ+ STUDENTS WHICH MANY STUDENTS FEEL IT CURRENTLY IS.

ALTHOUGH MY TERM IS COMING TO AN END AT THE END OF THIS MONTH I WOULD BE MORE THAN WILLING TO ASSIST THE NEXT UNIT MEMBER IN SETTING UP LISTENING SESSIONS WITH STUDENTS SO WE CAN BETTER

[00:25:01]

>> EXCUSE ME. YOU ARE ALL TO BE REMINDED THIS IS A BUSINESS MEETING SO PLEASE HOLD YOUR APPLAUSE. THANK YOU. IT'S NOT A

SHOW. >> FIRST I HAD THE INCREDIBLE OPPORTUNITY TO TRAVEL TO SUNDERLAND ELEMENTARY SCHOOL AND VISIT THEIR STUDENT GOVERNMENT AND I WAS BLOWN AWAY BY THESE YOUNG PEOPLE. THEY HAD SUCH THOUGHTFUL QUESTIONS AND WERE ABLE TO ARTICULATE THEIR CONCERNS AND VISION FOR A BETTER SCHOOL SYSTEM AS FIFTH-GRADERS. NEXT I HAD THE PLEASURE OF TRAVELING TO CLEVELAND, OHIO TO SPEAK ON THE CLEVELAND CITY PANELS CALLED ASSESSING INFORMATION IN THE SOCIAL MEDIA ERA AND IT WAS AN INCREDIBLE EXPERIENCE. I HAD SO MUCH FUN AT MY FINAL GENERAL ASSEMBLY WITH THE CALVERT ASSOCIATION OF STUDENT COUNCILS HOSTED AT MY HOMESCHOOL OF HUNTINGTOWN HIGH SCHOOL. CONGRATULATIONS TO OUR NEW OFFICER TEAM . I'VE ALSO BEEN WRAPPING UP MY FINAL PROJECTS WITH THE MARYLAND ASSOCIATION OF STUDENT COUNCILS INCLUDING OVERSEEING A COMMUNITY SERVICE PROJECT BEFORE A FINAL EXECUTIVE BOARD MEETING AND HELPING PLAN A WEBINAR RELATED TO YOUTH MENTAL HEALTH. THE CCP IS STUDENT RIGHTS RESPONSIBILITIES CODE OF CONDUCT WORKGROUP MET LAST WEEK TO DISCUSS PROPOSED CHANGES IN RECOMMENDATIONS TO OUR 2025-26 CODE. PREPARED QUESTIONS AND FEEDBACK FROM STUDENT SERVICES, MOSTLY RELATED TO THE ROLE OF A.I. IN OUR SCHOOLS AND HOW WE CAN BEST NAVIGATE THE TECHNOLOGY IN THE CLASSROOM. FINALLY, I'M EXCITED TO PERSONALLY INVITE ALL SEE CPS STUDENTS TO THE FIRST EVER FORUM HOSTED BY MYSELF IN THE CALVERT ASSOCIATION OF STUDENT COUNCILS AT THE LIBRARY FROM 5:00 TO 6:30 P.M. ON MAY 19TH. THIS HAS BEEN RESCHEDULED BECAUSE THE PREVIOUS DATE I CAUGHT THE FLU AND SLEPT FOR 30 HOURS . WE WILL BE WORKING TOGETHER TO DISCUSS THE CHALLENGES RELATED TO FREE EXPRESSION IN OUR COMMUNITY AND WE WILL ALSO BE JOINED BY GUEST SPEAKER SENATOR MICHAEL JACKSON . YOU CAN REGISTER FOR THIS EVENT WITH THE FORM LINKED ON MY SOCIAL MEDIAS AND EMAIL ME IF YOU HAVE ANY QUESTIONS , WOULD LIKE THE FLYER OR IF TRANSPORTATION SUPPORT IS NEEDED. THIS WRAPS UP MY LAST REPORT AS A STUDENT MEMBER AND I WILL GET SAPPY DURING MY COMMENTS. I WILL END BY SAYING THANK YOU FOR YOUR TIME AND I HOPE YOU HAVE A WONDERFUL

EVENING. >> THANK YOU. THANK YOU. ONTO

[5.01 Dr. Andrae Townsel]

THE SUPERINTENDENT'S REPORT. >> THANK YOU. I WANT TO SAY GRACE IT'S BEEN A PRIVILEGE WORKING ALONGSIDE YOU THIS ACADEMIC YEAR. I DO KNOW YOUR FUTURE IS BRIGHT. THE REST OF YOUR LIFE WILL BE THE BEST. CONGRATULATIONS ON EVERYTHING .

LADIES AND GENTLEMEN, THIS WEEK IS TEACHER APPRECIATION WEEK. A SPECIAL TIME DEDICATED TO HONORING AND CELEBRATING THE INCREDIBLE CONTRIBUTIONS OF OUR EDUCATORS. IF YOU HAVEN'T ALREADY, PLEASE TAKE A MOMENT TO THINK YOUR TEACHERS, SHARE YOUR APPRECIATION AND CELEBRATE THE DIFFERENCES THEY MAKE EVERY SINGLE DAY . WE THANK YOU FOR ALL YOU DO. I AM THRILLED TO ANNOUNCE THAT EACH ELEMENTARY SCHOOL REPLACEMENT PROJECT HAS RECEIVED A PROJECT OF DISTINCTION AWARD AT THE 2025 ASSOCIATION FOR LEARNING ENVIRONMENTS NORTHEAST REGIONAL CONFERENCE . THIS AWARD RECOGNIZES AN EXCEPTIONAL EDUCATIONAL PROJECT THAT EXCELS IN FOR THEMED AREAS. COMMUNITY ENVIRONMENT, THE LEARNING ENVIRONMENT, THE PHYSICAL ENVIRONMENT AND THE PLANNING PROCESS. CONGRATULATIONS TO ALL OF OUR DEDICATED STAFF AND TEAM. PLEASE JOIN US IN CELEBRATING THE TALENTED STUDENT AUTHORS , NOVELISTS, PLAYWRIGHTS, JOURNALISTS, ESSAYIST , PUBLISHED , SONGWRITERS AND COMICS AT THE 2025 GALLERY OF WORD SPRING SHOWCASE. OUR

[00:30:04]

TO 3:00 P.M. . THE END-OF-THE-YEAR AWARD CEREMONIES ARE STARTING. WE WOULD LIKE TO EXTEND A HUGE CONGRATULATIONS TO ALL OF OUR STUDENTS AND THE FAMILIES OF THEIR OUTSTANDING STUDENT ACHIEVEMENT IN SCHOOL. WE WISH EVERYONE THE BEST AS OUR SCHOOL YEAR COMES TO A CLOSE. HIGH SCHOOL GRADUATIONS WILL TAKE PLACE ON JUNE 4TH AND FIFTH AND EACH CEREMONY WILL BE STREAMED LIVE AGAIN THIS YEAR . DETAILED INFORMATION WILL BE AVAILABLE ON OUR WEBSITE. VERY LAST, AS A REMINDER, THE LAST DAY FOR SCHOOL , THE LAST DAY OF SCHOOL FOR STUDENTS WILL BE FRIDAY, JUNE 13TH , 2025. WE WILL HAVE A TWO HOUR EARLY DISMISSAL. THAT CONCLUDES MY COMMENTS.

[6.01 Policies for Review]

>> THANK YOU. UP NEXT WE HAVE OUR POLICIES FOR REVIEW. WE HAVE 1460 , I INVITE MRS. CELIA LEWIS .

>> GOOD EVENING PRESIDENT POST, DR. COUNCIL, MEMBERS OF THE BOARD OF EDUCATION. I'M CECELIA LEWIS AND WITH ME TODAY IS --

>> MOLLY , SUPERVISOR IN STUDENT SERVICES.

>> TODAY WE PRESENT TWO PROPOSED UPDATES TO POLICY STATEMENT 1460 REGARDING THE MARYLAND CHILD ABUSE AND NEGLECT LAW IN CALVERT COUNTY PUBLIC SCHOOLS. THE PURPOSE OF THIS POLICY IS TO PROTECT CALVERT COUNTY PUBLIC SCHOOL STUDENTS WHO ARE VICTIMS OF CHILD ABUSE AND NEGLECT. IT ALSO SERVES TO INFORM EMPLOYEES , CONTRACTORS AND VOLUNTEERS OF THEIR LEGAL OBLIGATION TO REPORT SUSPECTED CHILD ABUSE AND NEGLECT TO THE LOCAL DEPARTMENT OF SOCIAL SERVICES AND OR LOCAL LAW ENFORCEMENT AGENCIES. AND OF THEIR FROM CRIMINAL PENALTY IN MAKING A REPORT. UPON REVIEW OF THIS POLICY , THE FIRST RECOMMENDATION IS TO UPDATE THE DEFINITION OF VOLUNTEERS OUTLINED IN THE DEFINITION SECTION G TO READ ANY PERSONS AT THE REQUEST OF THE PRINCIPAL OR DESIGNEE WHO PROVIDES SERVICE FOR CALVERT COUNTY PUBLIC SCHOOL SYSTEM WITHOUT RECEIVING MONETARY COMPENSATION. THE SECOND AND FINAL RECOMMENDATION IS TO ADD ADMINISTRATIVE POLICY 8123 REGARDING PARENT, CAREGIVER COMMUNITY INVOLVEMENT TO THE RELATED POLICY SECTION AT THE BOTTOM OF THIS POLICY. WE ARE HAPPY TO RESPOND TO ANY QUESTIONS YOU MAY HAVE.

>> YES. I HAVE SOME QUESTIONS. SO, CAN WE ADD SOME LANGUAGE IN THIS POLICY SPECIFICALLY AROUND I KNOW IT SAYS IN HERE WE INFORM EMPLOYEES AND VOLUNTEERS OF THEIR LEGAL OBLIGATION TO REPORT. I THINK WE NEED TO STRENGTHEN THE LANGUAGE AROUND HOW WE DO TRAINING . MAYBE THE FREQUENCY IN WHICH WE DO TRAINING AND MAYBE THE FACT, SORRY. THERE NEEDS TO BE LIKE AN ACTUAL TEST TO MAKE SURE THE VOLUNTEERS SPECIFICALLY, I KNOW THE TEACHERS GO THROUGH THIS TRAINING OFTEN. I VOLUNTEERED IN SCHOOLS A LOT AND I'VE NEVER HAD TO PROVE THAT I UNDERSTAND THIS INFORMATION. THE NUMBER OF VOLUNTEERS WE HAVE IN AND OUT OF

[00:35:04]

LOOP. THANK YOU. >> MAY I ASK CLARIFICATION? JUST TO ENSURE I'VE CAPTURED YOUR REQUEST, FREQUENCY OF TRAINING AT SOME LANGUAGE RELATED TO THAT AND YOU SAID A POSSIBLE

ASSESSMENT? >> NORMALLY WHEN YOU TAKE A TRAINING COURSE YOU HAVE TO COMPLETE A QUIZ AND GET A CERTIFICATION TO PROVE YOU ACTUALLY UNDERSTOOD THE TRAINING. I THINK WE SHOULD DO SOMETHING LIKE THAT BASED ON HOW IMPORTANT THIS PARTICULAR TOPIC AREA IS.

>> WOULD AN ACKNOWLEDGMENT SUFFICE?

>> I THINK THEY NEED TO PROVE THEY UNDERSTAND WHAT THEY'RE

SUPPOSED TO DO. >> THERE CAN BE TRAINING AND

THEY WOULD ACKNOWLEDGE . >> I'M OPEN FOR THAT

DISCUSSION. >> THIS MIGHT BE TOO FAR IN THE WEEDS, HOW DO WE CAPTURE THAT? HOW DO WE KNOW WHO TOOK IT?

>> THE LEARNING MANAGEMENT, YEAH.

>> ARE YOU SPEAKING SPECIFICALLY TO VOLUNTEERS? THIS IS CLEARLY DOCUMENTED FOR OUR STAFF. THE ANNUAL REQUIRED TRAINING STAFF MUST SIGN OFF. THERE IS DOCUMENTATION OF WHO ATTENDED .

SAFE SCHOOLS IS CHILD ABUSE AND NEGLECT COVERED WHICH IS REQUIRED ANNUALLY FOR ALL STAFF . YOU ARE ASKING SPECIFICALLY FOR VOLUNTEERS TO HAVE AN ADDITIONAL COMPONENT TO POTENTIALLY ACKNOWLEDGE THE REPORTING REQUIREMENT ?

>> IS IT FREE? THAT'S TOO BAD.

>> SPECIFICALLY AROUND VOLUNTEERS.

>> I WILL COLLABORATE AND PARTNER WITH THE DEPARTMENT OF HUMAN RESOURCES BECAUSE VOLUNTEERS ARE PROCESSED THROUGH THEIR OFFICE AND ALL OF THE REQUIREMENTS IN ORDER TO OBTAIN A VOLUNTEER STATUS IS MANAGED THERE. I WILL CERTAINLY COLLABORATE WITH THEM AND ESTABLISH STRONGER LANGUAGE RELATED TO THAT AS WELL AS A FOLLOW-UP PROCESS WHICH IS MOST APPROPRIATE VERSUS DEVELOPMENT OF AN ASSESSMENT. THE OTHER THING IS YOU SAID RELATED TO A FOLLOW-UP PROCESS.

>> WHEN THERE IS REPORTING TO MAKE SURE IN THE POLICY ESTABLISHING EVERYTHING IS GOING TO BE FOLLOWED UP UPON.

>> REPORTING IS THROUGH THE DEPARTMENT OF SOCIAL SERVICES.

OUR M.O. YOU WITH THEM OUTLINES THEIR PROCEDURAL EXPECTATION AS AN OUTSIDE AGENCY WE CANNOT DICTATE THEIR PROCESSES.

>> MAYBE I AM MISTAKEN. I THOUGHT YOU REPORT TO TWO

PLACES. >> CORRECT. OUR STAFF RECEIVES GUIDANCE AS FOR THEIR PROCEDURES , THIS YEAR THEY RECEIVED A QR CODE DURING THEIR TRAINING IN ORDER TO ACCESS THAT IN ORDER TO REVIEW THE EXPECTATIONS . IT'S VERY CLEAR OUTLINING OUR PROCEDURES AS TO WHAT STEPS NEED TO BE TAKEN TO WHOM THE REPORT IS TO BE SENT TO EVEN TO THE DEGREE OF HOW MANY COPIES OF THE REPORT . A REPORT IS SENT TO MY OFFICE SO INTERNALLY THAT'S HOW THIS MANAGED. IT IS HOUSED IN THE DEPARTMENT OF STUDENT SERVICES HOWEVER WHAT HAPPENS WITH LAW ENFORCEMENT AND DEPARTMENT OF SOCIAL SERVICES AS MANY REPORTS AS THEY RECEIVE ON A DAILY BASIS BECAUSE I KNOW HOW MANY I GET ON A DAILY BASIS TO REVIEW AND SIGN OFF ON, I GUESS THE QUESTION IS WHAT DO YOU MEAN BY FOLLOW-UP LIST OF MARKED THERE IS NOT FOLLOW-UP WITH THAT

INDIVIDUAL STAFF MEMBER PER SE. >> I WASN'T MEANING THIRD PARTY, I MEANT INTERNALLY TO MAKE SURE WE ARE ALWAYS CLOSING

THE LOOP . >> I NEED CLARIFICATION ON WHAT THE LOOP IS. THE EXPECTATIONS ARE CLEAR AS TO WHERE THINGS ARE

TO GO. >> I THINK WHAT SHE IS SAYING IS WE WANT TO INSURE WHEN A REPORT IS MADE OR WHEN SOMETHING OCCURS THERE IS ALWAYS A FOLLOW-UP AND THERE IS A SYSTEM IN PLACE SO A REPORT GETS MADE AND IT NEVER GOES ANYWHERE ELSE AND DOESN'T LINGER ANYWHERE . DOES THAT MAKE MORE SENSE? THERE IS A REPORT MADE, WE KNOW IT HAS TO GO TO DSS OR WHATEVER AND THERE IS AN INTERNAL AND WHAT THAT PROCESS LOOKS LIKE BUT THEN WE WOULD SAY

[00:40:02]

>> ARE YOU SPEAKING OF WHEN THERE IS A STAFF MEMBER BEING INVESTIGATED VERSUS CHILD ABUSE AND NEGLECT WERE A STAFF MEMBER

MAY REPORT A PARENT? >> I THINK IT'LL BE BOTH. I THINK WE WANT TO ENSURE THERE IS CONSISTENCY IN THAT WE ARE MAKING SURE NOTHING EVER FALLS BETWEEN THE CRACKS.

>> THAT'S WHERE I WAS TRYING TO CLARIFY. IF IT IS STAFF RELATED THEN THE FOLLOW-UP IN-HOUSE AND PARTNERSHIP WITH THE DEPARTMENT OF HUMAN RESOURCES AND IF A STUDENT IS INVOLVED THEN WE TAGTEAM. THAT INVESTIGATIVE REPORT , THAT LOOP HAS TO BE CLOSED . ONCE SOMETHING IS REPORTED TO THE DEPARTMENT OF SOCIAL SERVICES, CPS OR LAW ENFORCEMENT THEY MAKE A DETERMINATION AS TO WHETHER OR NOT THEY WILL INVESTIGATE THAT AND THE MAJORITY OF OUR REPORTING IS APPARENT , A GUARDIAN, SIBLING, UNKNOWN. WE DID NOT HAVE THE ABILITY TO CLOSE ANY GAPS AS IT RELATES TO THEIR PROCESS. CORRECT.

THANKFULLY WE DON'T HAVE MANY INTERNAL, BUT WHEN WE DO HAVE INTERNAL WE FOLLOW-UP WITH OUR INTERNAL PROCEDURES. THAT'S WHERE GETTING BACK TO YOUR QUESTION IN TERMS OF HOW LANGUAGE COULD CAPTURE THAT, I'M NOT UNDERSTANDING HOW TO FULLY CAPTURE A CLOSURE OF THE CIRCLE.

>> I CAN LOOK SOME OTHER POLICIES UP AND GIVE

RECOMMENDATIONS. >> ANY OTHER COMMENTS? 1460 IS THE ONE CONSIDERED MANDATORY . WE DON'T HAVE ANOTHER POLICY SO I SEE THIS IS THE ONLY ONE THERE AT THE BOTTOM. IN MY MIND I WAS THINKING 1460 AND ANOTHER BUT THIS IS THE ONE.

>> I SEE IT IS ALSO RELATED THAT HE WAS 1750 . THANK YOU. ANY OTHER QUESTIONS OR COMMENTS? THANK YOU VERY MUCH. NEXT WE HAVE 3215, STUDENT BEHAVIOR INTERVENTIONS. CECELIA LEWIS AGAIN .

GOOD EVENING AGAIN. I'M CECELIA LEWIS, DIRECTOR OF STUDENT SERVICES AND WITH ME TO GO OVER THIS POLICY .

>> DIRECTOR OF SPECIAL ED. >> SUPERVISOR OF STUDENT

SERVICES. >> TODAY WE PRESENT PROPOSED UPDATES TO POLICY STATEMENT 3215 REGARDING STUDENT BEHAVIOR INTERVENTIONS. THE PURPOSE IS TO ESTABLISH A UNIFORM CONTINUUM OF POSITIVE BEHAVIORAL INTERVENTIONS, STRATEGIES AND SUPPORT CONSISTENT WITH STATE REQUIREMENTS THAT SCHOOL PERSONNEL USE BEFORE EXCLUSION OR RESTRAINT. TO ESTABLISH METHODS FOR IDENTIFYING AND DIFFUSING POTENTIALLY DANGEROUS BEHAVIORS AND PREVENTING SELF-INJURIOUS BEHAVIORS AND TO ESTABLISH TRAINING FOR STAFF ON POSITIVE, PROACTIVE STRATEGIES TO DE-ESCALATE STUDENTS IN CRISIS, SUPPORT STUDENTS WHO HAVE EXPERIENCED TRAUMA, IMPLEMENT ALTERNATIVES TO RESTRAINT AND OTHER TOPICS DEEMED APPROPRIATE. UPON REVIEW OF THIS POLICY THE FIRST RECOMMENDATION IS TO ADD THE DEFINITION OF RESTORATIVE APPROACHES TO THE DEFINITION SECTION AS NOW J TO READ A BEHAVIORAL MODEL WHICH IS PREVENTIVE AND PROACTIVE IN WHICH EMPHASIZES THIS BUILDING STRONG RELATIONSHIPS AND SETTING CLEAR BEHAVIORAL EXPECTATIONS THAT CONTRIBUTE TO THE WELL-BEING OF THE SCHOOL COMMUNITY . THEY ARE UTILIZED IN RESPONSE TO BEHAVIOR THAT VIOLATES ESTABLISHED EXPECTATIONS . RESTORATIVE APPROACHES FOCUS ON ACCOUNTABILITY FOR ANY HARM DONE BY THE PROBLEM BEHAVIOR AND ADDRESSES WAYS TO REPAIR THE RELATIONSHIPS AFFECTED BY THIS BEHAVIOR. ANOTHER RECOMMENDATION IS TO ADD THE ACRONYM MST FOLLOWING THE TERM MARYLAND DEPARTMENT OF EDUCATION AND POLICY STATEMENT A. IN ADDITION , TO FURTHER CLARIFY CALVERT COUNTY PUBLIC SCHOOLS ALIGNMENT WITH MSDE GUIDANCE, SECTION B IS A RECOMMENDED ADDITION TO THE POLICY STATEMENT WHICH EXPLAINS OUR USE OF RESTORATIVE

[00:45:01]

NOW HAVE. >> THANK YOU. CAN WE GO BACK TO J? I AGREE WITH B. THAT MAKES SENSE TO ME. THIS J, WHAT YOU'RE ASKING FOR IS YOU ARE EMPHASIZING THE SECOND LINE EMPHASIZING BUILDING, STRONG RELATIONSHIPS AND SETTING CLEAR BEHAVIORAL EXPECTATIONS. I WOULD REMOVE BUILDING STRONG RELATIONSHIPS BECAUSE IT'S NOT SUPPORTED IN B. B DIDN'T

MENTION THAT, WOULD YOU AGREE? >> I THINK IF ANYTHING WE WOULD WANT TO INCLUDE IT IN B. IT IS PROBABLY EMBEDDED IN CREATING POSITIVE BEHAVIORAL EXPECTATIONS AND ACROSS CLASSROOM COMMUNITY.

A LOT OF THIS LANGUAGE CAME FROM THE MSDE PAGE ON RESTORATIVE APPROACHES. THAT IS ONE OF THE HALLMARKS , BUILDING STRONG RELATIONSHIPS. IF ANYTHING WOULD NEED TO BE ADDED I SUGGEST WE EMPHASIZE IT A LITTLE BIT MORE .

>> FAIRPOINT. JUST MAKE SURE THEY ARE CONSISTENT.

>> ANY OTHER? >> SO, WE HAVE THIS POLICY AND WE ALSO HAVE POLICY 3162, STUDENT CONDUCT. DO WE HAVE TO KEEP THE TWO POLICY SEPARATE OR IS THERE A REASON WE HAVE THEM SEPARATE? THEY ALIGN WITH ONE ANOTHER WHICH IS WHY I'M

ASKING. >> THERE IS ADDITIONAL CITATIONS RELATED TO STUDENT CONDUCT . WHEN WE TALK ABOUT STUDENT CONDUCT THERE'S ALSO AN INCLUSION OF PROGRESSIVE APPROACHES, PROGRESSIVE RESPONSES, WHICH GUIDES OUR RESPONSES AND CODE OF CONDUCT. THEY ARE CONNECTED . THERE IS A

REASON THEY ARE SEPARATED. >> EN WE TALK ABOUT EITHER ONE OF THESE , I ONLY LOOK AT THE POLICIES NOT THE PROCEDURES , IN WHICH A SET OF PROCEDURES TO BE TALK ABOUT WHEN A CHILD IS IN CRISIS AND WE ARE MOVING AND HAVING THE ONE CHILD REMAIN AND ONE THAT MIGHT BE IN CRISIS , IS THAT EITHER ONE OF

THESE SETS OF PROCEDURES? >> EVACUATION? I DON'T KNOW THE ANSWER TO THAT OF THE TOP OF MY HEAD. I'M HAPPY TO SEE IF THERE IS LANGUAGE THAT ALIGNS TO THAT PARTICULAR SCENARIO AND

FOLLOW-UP. >> ONE OF THE THINGS I HEAR A LOT IS CONCERNED OVER MY CHILD AND ALL THE OTHER CHILDREN WERE EVACUATED BECAUSE A STUDENT WAS HAVING A HARD TIME AND I DON'T KNOW ABOUT ANYONE ELSE BUT I'VE HEARD THAT OVER AND OVER AGAIN FOR SEVERAL YEARS NOW. IF WE LOOK AT THIS SPECIFIC POLICY IT TALKS A LOT ABOUT TRYING TO OBVIOUSLY PROVIDE DIFFERENT OPTIONS TO REMEDIATE BEHAVIORS BUT IT DOESN'T SEEM TO HAVE

[00:50:02]

>> I WOULD ADD TO THAT WE HAVE BEEN TALKING REGARDING BEHAVIORAL INTERVENTIONS THERE WERE IMPORTANCE OF MAYBE THE IMMEDIATE INCIDENT WHERE IT IS ONE OR TWO STUDENTS, BUT THE IMPACT ON THE CLASSROOM OR OTHER PEERS THAT MIGHT'VE WITNESSED THE INCIDENT THAT MIGHT'VE BEEN DISTRESSING. WE ARE GOING TO BE INCORPORATING THAT INTO OUR RESTORATIVE APPROACHES SO WE CAN LOOK AT MAYBE SOME LANGUAGE, WHETHER IT'S IN OUR PROCEDURES LATER ON OR IN THIS POLICY THAT TALKS ABOUT THE RESTORATIVE NEED

FOR THE BYSTANDERS . >> COULD WE ALSO ADD THE RELATED POLICY TO THE BOTTOM? I LIKE THAT. YEAH. JUST LIKE YOU DID ON

THE PREVIOUS POLICY. >> ANY OTHER QUESTIONS? THANK YOU. THANK YOU ALL. NEXT WE HAVE ENROLLMENT IN CCPS . POLICY 3710.

>> GOOD EVENING. PRESIDENT POST, MEMBERS OF THE BOARD OF EDUCATION, I AM THE DIRECTOR OF PERFORMANCE. I'M DOING HERE WITH MISS LEWIS . THE DEPARTMENT OF STUDENT SERVICES AND WE SURE THIS POLICY. WE ARE HERE TO MAKE SOME RECOMMENDATIONS. I WILL POINT OUT ALL THE PROPOSED CHANGES ARE INTENDED TO CLARIFY LANGUAGE AND DO NOT CHANGE THE FUNCTION OF VARIOUS SECTIONS OF THIS POLICY. BEGINNING UNDER PURPOSE, LETTER A, THE LANGUAGE HAS BEEN CHANGE TO READ TO ESTABLISH A PROCESS FOR ENROLLING STUDENTS IN CALVERT COUNTY PUBLIC SCHOOLS AND IDENTIFY THEIR APPROPRIATE ACADEMIC PLACEMENT. THIS DISTINGUISHES TWO FUNCTIONS WHICH IS BOTH TO HAVE PROCEDURES TO ENROLL STUDENTS AS WELL AS TO DETERMINE BASED ON THEIR RECORDS, THE TRANSCRIPT THAT THEY ARE APPROPRIATELY PLACED FOR SUCCESS IN OUR SCHOOL SYSTEM. UNDER B THE WORD THE WAS ADDED TO THAT SENTENCE. THAT IS JUST THE EDIT THERE. UNDER C FOR PURPOSE HIGH SCHOOL WAS ADDED TO THE STATEMENT AND IT IS BECAUSE ONLY HIGH SCHOOL COURSES AWARD CREDIT . YOU WILL SEE MIDDLE SCHOOL HERE AND THAT IS BECAUSE MIDDLE SCHOOL STUDENTS CAN EARN HIGH SCHOOL CREDIT FOR HIGH SCHOOL COURSES TAKEN IN MIDDLE SCHOOL SUCH AS ALGEBRA ONE AND SPANISH. THOSE ARE THE RECOMMENDED CHANGES IN THE LANGUAGE TO THE PURPOSE SECTION . MOVING TO DEFINITIONS, UNDER A WE CLARIFY A CREDIT IS A UNIT OF MEASUREMENT FOR THE COMPLETION OF THE COURSE AND CREDITS ARTICULATED AT THE HIGH SCHOOL LEVEL FOR THE PURPOSE OF GRADUATION STATUS . IN DEFINITION BE , HOME INSTRUCTION IS TO FIND AS PRESCRIBED AND PROVIDED BY THE PARENT OR GUARDIAN RATHER THAN A PUBLIC OR PRIVATE INSTITUTION BECAUSE OFTEN TIMES THE DELIVERER OF THAT IS THE PARENT OR THEY ARE BOTH PRESCRIBED AND PUT INTO PLACE THE USE OF SOME SORT OF PROGRAM THEY HAD SELECTED. UNDER DEFINITIONS , A TRANSCRIPT IS AN OFFICIAL STATEMENT . THAT WAS CLARIFIED. UNDER THE POLICY STATEMENT THERE WAS SOME REWRITING OF THIS SPECIFICALLY TO CALL OUT , COUNTY PUBLIC SCHOOLS AS AN INSTITUTION TO BE ENROLLED IN AS WELL AS TO MAKE THIS ABOUT THE STUDENT BECAUSE WE ARE ENROLLING INDIVIDUAL STUDENTS ONE AT A TIME AND LOOKING AT THEIR RECORD AND MAKE THAT DISTINCTION THEY ARE ENROLLING FROM OTHER SCHOOL DISTRICTS OR HOME INSTRUCTION.

IT IS REALLY CLARIFICATION FOR LANGUAGE , THE INTENT OF POLICY IS NOT CHANGED TO THESE RECOMMENDATIONS. THE FINAL THING TO POINT OUT , WE WILL ENTERTAIN QUESTIONS YOU MIGHT HAVE AS WE DID AND THE CITATION TO THE BOTTOM OF THIS POLICY STATEMENT . I'M HAPPY TO TAKE YOUR QUESTIONS . CAN ALSO HELP OUT WITH THIS IF THERE IS QUESTIONS RELATED TO THE STUDENT SERVICES

[00:55:01]

ELEMENT OF IT. >> IN SECTION 3 YOU HAVE A BIT OF A JUMBLE THERE. IT SAYS AN EQUITABLE AND CONSISTENT PROCESS WITH THE EVALUATION OF -- A STUDENT ? ALL RIGHT. EQUITABLE AND CONSISTENT PROCESS. WHAT ARE WE COMPARING THAT AGAINST? WHAT

IS THE STANDARD? >> THE STANDARD IN TERMS OF EQUITABLE AND CONSISTENT AS ANY CHILD THAT COMES TO OUR SCHOOL FROM ANOTHER TO ANOTHER CREDITED SCHOOL OR NONCREDIT SCHOOL IS GOING TO HAVE THE SAME EXPERIENCE AND GO THROUGH THE SAME PROCESS. WHEN WE GET A STUDENT FROM ANOTHER CREDITED SCHOOL OR PUBLIC SCHOOL PEOPLE GO TO THEIR HIGH SCHOOL, THE TRANSCRIPT WILL BE EVALUATED AND THEY WILL BE PLACED IN COURSES .

IF THEY COME FROM A NON-CREDITED PLACEMENT THAT COUNSELOR IS GOING TO REFER THEM TO THE CENTRAL OFFICE AND THEY ARE GOING TO DO AN ASSESSMENT OF THAT STUDENT. IT DOESN'T MATTER WHERE YOU ARE COMING FROM, YOU WILL HAVE THE SAME CONSISTENT EXPERIENCE AND IN TERMS OF SOME OF THE CODE , MST HAS REQUIREMENTS FOR US. WHEN A STUDENT DOES COME FROM A HOME PLACEMENT MSDE REQUIRES US TO DO THAT EVALUATION OF THEIR RECORD AND ASSESSMENT OF THEIR ACHIEVEMENT AND WHAT THEY REPORT AS HAVING HAD INSTRUCTION OR WHAT WE SEE FROM THE SCHOOL OR NON-ACCREDITED SCHOOL TRANSCRIPT . THAT IS GOING TO BE A

CONSISTENT PROCESS. >> IS THAT A STANDARDIZED TEST?

A PLACEMENT TEST? >> IT CAN BE A VARIETY OF DIFFERENT THINGS. THERE IS A STANDARDIZATION. IF A STUDENT TEAM TO US FROM ANOTHER SCHOOL SYSTEM OR UNCREDITED SCHOOL FOR INSTANCE AND THEY HAD ALGEBRA ONE ON THEIR RECORD THEN WE WOULD USE A WRITTEN ASSESSMENT WHEN A STUDENT WOULD PERFORM PROBLEMS AND THEN THAT WOULD BE EVALUATED BY OUR SUPERVISOR TO DETERMINE THEY SHOW PROFICIENCY IN THE COURSE SO THEIR RECORD IS BACKED UP BY THEIR CAPACITY TO DO ALGEBRA ONE MATERIAL AND WE KNOW WE CAN PLACE THEM IN THE NEXT COURSE IN OUR SEQUENCE. IN SOME INSTANCES THAT IS THE MOST COMMON TYPE OF ASSESSMENT WE WOULD DO FOR STUDENTS. IN SUM, IT COULD BE AN INTERVIEW. THE SUPERVISOR OF SOCIAL STUDIES OR ENGLISH MIGHT SIT DOWN , LOOK AT THEIR RECORD AND DO AN INTERVIEW WITH A TALK ABOUT THE CONTENT THAT WAS LEARNED. THAT MIGHT HAPPEN MORE LIKELY IN AN ELECTIVE AREA. SOCIOLOGY, FOR INSTANCE AND SOCIAL STUDIES THAT MIGHT HAPPEN IN THAT MATTER OR IF WE ARE GETTING A STUDENT WHO IS A NON-ENGLISH SPEAKER WE CAN PROVIDE TRANSLATION SERVICES FOR THEM FOR THE ASSESSMENT, BUT THAT MIGHT BE PAIRED WITH SOME INTERVIEW AS WELL. OTHER INSTANCES MIGHT DO A PORTFOLIO REVIEW. THE SUPERVISOR OR EXPERT WOULD LOOK AT THE STUDENT'S PORTFOLIO AND EVALUATE THE WORK IN THERE. THAT COULD BE PAIRED WITH THE INTERVIEW AS WELL. THOSE ARE SOME OTHER METHODS.

THE MOST COMMON WE USED TO DETERMINE CREDIT WOULD BE A TRADITIONAL ASSESSMENT OF THAT COURSE. I WOULD AT SOME OTHER ASSESSMENTS , WE HAVE OUR MATH ASSESSMENT PROGRAM WHICH IS OUR DIAGNOSTIC ASSESSMENT TO DETERMINE WHERE STUDENTS ARE. WE CAN ALSO USE OUR MATH ASSESSMENTS AS ANOTHER PIECE OF INFORMATION TO MAKE SURE WE ARE PLACING STUDENTS IN A PLACE THAT

WILL HELP THEM BE SUCCESSFUL. >> THANK YOU.

>> QUICK QUESTION. WHEN I'M THINKING CREDITS , AT THE HIGH SCHOOL LEVEL THEY NEED SO MANY CREDITS FOR PE. HOW WOULD THAT TRANSFER WHEN YOU ARE TALKING ABOUT HOMESCHOOL TO BACK INTO

CCPS? >> WHEN A STUDENT COMES INTO OUR SCHOOL SYSTEM FROM A HOME SCHOOL SETTING THEY GO THROUGH. I'M GOING TO ASK TO TALK ABOUT THIS IN A MOMENT BECAUSE SHE CAN TALK ABOUT THAT PROCESS BUT THEY HAVE TO COME IN, THE STATE REQUIRES HIM TO COME IN, THEY ARE BEING MONITORED THAT THEY ARE ACTUALLY COMPLETING COURSEWORK THAT THEY HAVE DESIGNED IN THE PROGRAM.

[01:00:02]

>> IF THEY ENROLLED IN A SOCCER TEAM OR SOMETHING THAT COULD COUNT AS THEIR CREDIT? SORRY. IF A HOMESCHOOL CHILD WERE ENROLLED IN SOCCER COULD THAT COUNT IF WE REAPPLIED TO CALVERT COUNTY?

>> WHEN WE LOOK AT THE STUDENTS PAPERWORK, WHEN WE LOOK AT THEIR RECORD WHAT WE ARE LOOKING FOR, HAVE THEY HAD ANY EXPERIENCE THAT EQUALLY TO INEXPERIENCE THEY WOULD BE REQUIRED FROM THE STATE OF MARYLAND? WHEN OUR STUDENTS ARE ENROLLED IN HEALTH THEY ARE EXPECTED TO MEET CERTAIN STANDARDS . HEALTH AND PE, THAT IS A COMBINATION. WE HAVE BEEN ASKED BY PARENTS MY CHILD PLAYS IN A SELECT SOCCER LEAGUE , CAN THAT COUNT AS THEIR PHYSICAL EDUCATION CREDIT? THE ANSWER IS NO BECAUSE THAT IS PHYSICAL ACTIVITY , HOWEVER IT'S NOT PHYSICAL EDUCATION.

OUR PROGRAM IS NOT JUST PHYSICAL ACTIVITY , IT'S LEARNING ABOUT OTHER BODY FUNCTIONS, NUTRITION, EXERCISE. JUST BEING INVOLVED WITH A SPORTS TEAM ISN'T GOING TO MEET THAT STANDARD.

>> EACH HOME INSTRUCTION PROGRAM OUTLINES , THE PARENT GETS TO CHOOSE WHICH HOME INSTRUCTION PROGRAM THEY ARE GOING TO PARTICIPATE IN. IT OUTLINES THE SPECIFICS RELATED TO WHAT MEETS THE STANDARDS FOR PHYSICAL EDUCATION SO WHEN THEY COME TO US TWICE A YEAR UNDER THEIR HOMESCHOOL REVIEW WE ARE SEEING IF THEY ARE ACTUALLY WORKING TOWARDS AND EATING THOSE STANDARDS. EACH INDIVIDUAL PROGRAM SPECIFIES WHAT THOSE

ARE. >> I MIGHT BE GETTING OFF A LITTLE BIT, BUT I'M THINKING WHEN THE LANGUAGE CHANGED HOW IS HOMESCHOOL CHILDREN WHO MIGHT'VE TAKEN A CLASS IN SOME HIGH-LEVEL MATH, BUT THE LANGUAGE OF STANDARDS CHANGE TO WHERE A CHILD MAY NOT EVEN RECOGNIZE WHAT THE QUESTION IS ASKING, I DON'T EVEN KNOW WHERE I'M GOING WITH THIS. YOU KNOW WHAT I MEAN? TEACHERS HAD TO BE TRAINED ON THE LANGUAGE THAT THE QUESTION WAS REALLY ASKING. HOW WOULD PARENTS NO ?

>> MAYBE I CAN SHED A LITTLE BIT OF LIGHT ON HOME INSTRUCTION.

THERE IS A SEPARATE REGULATION THAT IS VERY DIFFERENT THAN THE PUBLIC SCHOOL REGULATION. IT REQUIRES PARENTS TO PROVIDE A PROGRAM THAT PROVIDES REGULAR AND THOROUGH INSTRUCTION IN THE SAME SUBJECT AREAS AS PUBLIC SCHOOL STUDENTS. PARENTS CAN CHOOSE TO CREATE THEIR OWN INSTRUCTIONAL PROGRAM. THEY CAN USE AN ONLINE PROGRAM , THEY CAN PARTICIPATE IN CO-OP BUT THERE IS NOTHING IN THE REGULATION THAT SAYS THAT THE PROGRAM THEY HAVE TO PROVIDE ALIGN WITH WHAT IS TAUGHT IN PUBLIC SCHOOLS. IT HAS TO BE THE SAME SUBJECT AREAS, BUT IT DOES NOT HAVE TO ALIGN WITH THE SAME STANDARDS THAT ARE USED IN PUBLIC SCHOOL.

>> I WOULD ADD TO THAT, IF THOSE PARENTS USED TO ENROLL THEIR STUDENTS BACK INTO A MARYLAND PUBLIC SCHOOL THEN THEY WOULD HAVE TO MEET THE STANDARD OF MARYLAND PUBLIC SCHOOLS WHEN THEY WOULD HAVE TO DEMONSTRATE PROFICIENCY IN OUR COURSEWORK

WHICH IS ALIGNED WITH STANDARDS. >> IT COULD BE VERY HARD AT THE HIGH SCHOOL LEVEL TO TRANSFER BACK TO PUBLIC SCHOOL ON GRADE

LEVEL. >> IT DEPENDS ON THE PROGRAM AND INSTRUCTION THE PARENT PROVIDES. THE MAJORITY OF STUDENTS WHO COME TO US AND UP BEING ABLE BACK INTO OUR SCHOOL SYSTEMS. IT DOES HAPPEN THAT A STUDENT HAS A RESULT ISN'T PREPARED FOR OUR CURRICULUM AND ASSESSMENTS. THE EXPERIENCE OF THOSE WHO ARE ABLE

[01:05:03]

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

[6.02 Bid Approval]

>> IT ORBITING PRESIDENT POST AND MEMBERS OF THE BOARD. I AM A SUPERVISOR OF FINANCE. JOINING ME THIS EVENING FOR THIS EVENING'S RECOMMENDATION IS MISS SHUCHITA WARNER, DIRECTOR OF SCHOOL CONSTRUCTION FOR THE AWARDING OF THE REPLACEMENT OF UNIT VENTILATORS , AHU AND BOILERS AT SUNDERLAND ELEMENTARY. IN MARCH 2025, CALVERT COUNTY PUBLIC SCHOOLS POSTED IN INVITATION TO BID TO SOLICIT PROPOSALS FROM PREQUALIFIED CONTRACTORS TO PROVIDE BIDS FOR THE REPLACEMENT OF UNIT VENTILATORS, AHU AND BOILERS AT SUNDERLAND ELEMENTARY SCHOOL. ACCEPTED UP TO 1:00 P.M. DEADLINE ON APRIL 16, 2025. 11 VENDORS SUBMITTED BIDS ON THE REPLACEMENT PROJECT WITH ONE VENDOR , ONE BETTER ASN GENERAL CONTRACTING BEING DEEMED NOT RESPONSIBLE BASED ON REFERENCES THAT WERE SUBMITTED AND THEREFORE THEIR BID WAS REJECTED. THE FUNDING FOR THIS PROJECT WILL BE THROUGH LOCAL CIP FUNDS , MARYLAND ENERGY ADMINISTRATION GRANT FUNDS AND CAPITAL OUTLAY ALTERATIONS. WE RESPECTFULLY REQUEST THE BOARD AWARD THE CONTRACT FOR THE REPLACEMENT OF VENTILATORS AHU AND BOILERS AT SUNDERLAND ELEMENTARY TO THE LOWEST RESPONSIVE -- RESPONSIBLE BIDDER , JPG SERVICES OF JESSUP, MARYLAND TO INCLUDE THE BASE BID AND ALTERNATE NUMBER TWO FOUR $2,298,000.

>> MAKE A MOTION TO APPROVE. >> AND WE HAVE QUESTIONS? I WILL

SECOND THAT. >> MOTION AND SECOND.

>> IS THAT A UNION COMPANY? >> I BELIEVE JPG IS A UNION COMPANY HOWEVER I DO WANT TO NOTE THAT FOR ANY PROJECTS WHERE THERE IS OVER 50% STATE PARTICIPATION OVER $250,000 , WE ARE REQUIRED TO USE PREVAILING WAGE SO MOST OF THE TIME THAT LAYS OUT. I DO BELIEVE THEY ARE A UNION.

>> I THINK IT'S PROBABLY A 602 JOB. I DIDN'T KNOW.

>> THAT SHOULDN'T WEIGH IN AT ALL. IT'S GOING TO BE A WAGE SKILL JOB FOR THE EXACT REASON SHE JUST SAID SO EQUALIZES THE PLAYING FIELD. WHAT IS THE LIKELIHOOD YOU'LL HAVE

ALTERNATE WHEN USED? >> WE DECIDED NOT TO TAKE ALTERNATE ONE AFTER SPEAKING WITH MAINTENANCE. THERE WAS NOT A LEVEL OF INTEREST JUST FOR A LITTLE BIT OF BACKGROUND, THE STATE REQUIRES WE TRY TO DEVELOP AT LEAST 10% OF THE BASE BID AMOUNT FOR A PROJECT IN ALTERNATES SO THAT WE HAVE SOME CHOICES. SOMETIMES WE ARE FORCED TO DEVELOP THESE WHEN WE DIDN'T

NECESSARILY HAVE THE INTENTION. >> I DON'T HAVE ANY OTHER REAL QUESTIONS. IT'S PRETTY STRAIGHTFORWARD. CAN I MAKE ONE REQUEST WHEN WE HAVE THIS BID TABULATION BREAKDOWN? ESPECIALLY WHEN THERE'S THIS MANY AND THIS MUCH INFORMATION, CAN WE PUT IT IN LANDSCAPE MODE SO IT CAN BE READ MORE EASILY? MY EYES AREN'T THAT BAD YET AND I'M STRUGGLING.

>> YES THAT WOULD BE A MR. SHELDON TAYLOR REQUEST. I BELIEVE IT ALREADY IS IN LANDSCAPE, BUT WHEN THEY PUT IT IN THE BOARD MEMBER GETS SQUISHED.

>> ANY OTHER QUESTIONS? >> IS THIS FY 25 OR FY 26

EXPENDITURE? >> IT IS GOING TO STRADDLE BOTH YEARS BECAUSE THE MARYLAND ENERGY ADMINISTRATION GRANT WE HAVE RECEIVED IN FY 25 , THE CIP FUNDING WE ARE RECEIVING IS FY 26 CIP FUNDING IN THE CAPITAL OUTLAY 25.

>> THERE'S NO RESTRICTIONS ON THE GRANT FUNDING? MUST IT BE

[01:10:03]

USED. >> THERE ARE REQUIREMENTS FOR THE EXPENDITURE OF THOSE FUNDS. I HAVE SPOKEN WITH MARYLAND ENERGY ADMINISTRATION BECAUSE I BELIEVE WE ARE GOING TO NEED AN EXTENSION AND THEY HAVE STATED THEY WILL BE ABLE TO AMEND THAT

SHOULD NOT BE AN ISSUE. >> THANK YOU.

>> SEEING NO OTHER QUESTIONS THERE IS A MOTION AND SECOND.

ALL THOSE IN FAVOR. MOTION CARRIES 5-0. THANK YOU. NEXT WE

[6.03 Educational Facilities Master Plan Review]

SHUCHITA WARNER . >> AT AFTERNOON PRESIDENT POST, DR. COUNCIL, MEMBERS OF THE BOARD. I'M DIRECTOR OF PLANNING AND CONSTRUCTION AND TODAY I AM BEFORE YOU TO REVIEW THE DRAFT VERSION OF THE EDUCATIONAL FACILITIES MASTER PLAN FOR FY 2027. THE EDUCATIONAL FACILITIES MASTER PLAN OR EF MP AS WE LIKE TO CALL IT IS A LONG-RANGE PLANNING DOCUMENT THAT IS PRODUCED ANNUALLY BY CCPS STAFF. IT REFLECTS THE OPERATING PROCEDURES OF ELBERT COUNTY PUBLIC SCHOOLS , PLANNING AND COMMUNITY ANALYSIS , CCPS INVENTORY EVALUATION AND ENROLLMENT DATA. THE EFMP IS THE BASIS UPON WHICH FUTURE FACILITY PLANNING DECISIONS ARE MADE. THE EDUCATIONAL FACILITIES MASTER PLAN IS THE ROAD OF WHICH THE CAPITAL IMPROVEMENT PROGRAM IS BASED. THIS DOCUMENT WILL BE AVAILABLE OVER THE NEXT 30 DAYS FOR PUBLIC COMMENT. STAFF COMMENT AS WELL AS AGENCY COMMENT SUCH AS OUR PLANNING, COUNTY PLANNING AND ZONING DEPARTMENT. ONCE THE COMMENT PERIOD IS OVER WE WILL COME BACK TO THE BOARD TO ADDRESS COMMENTS AND REVISIONS IF THERE ARE ANY.

WE WILL ASK FOR APPROVAL OF THE FY 2027 EDUCATIONAL FACILITIES MASTER PLAN AT THE JUNE 12 BOARD OF EDUCATION MEETING. AT THAT TIME IN POINT AND NO LATER IN JULY 1ST WE WILL BE SUBMITTING THE EDUCATIONAL FACILITIES MASTER PLAN FOR THE MARYLAND DEPARTMENT OF PLANNING AS IS REQUIRED EVERY YEAR. I WOULD LIKE TO MENTION A FEW KEY ITEMS RELATED TO THE FINALIZATION OF THIS DOCUMENT. THE ENROLLMENT PROJECTIONS INCLUDED WITHIN THE REPORT HAVE BEEN SUBMITTED TO THE MARYLAND DEPARTMENT OF PLANNING FOR APPROVAL. TYPICALLY MDP LOOKS T MAKE SURE OUR PROJECTIONS ARE ALIGNED WITHIN 5% OF THEIR PROJECTIONS WHICH IS THE CASE. THE LETTER OF ENDORSEMENT WILL BE INCLUDED WITHIN THE FINAL EFMP. SECONDLY, THE BOARD OF ED ENDORSEMENT FORM INCLUDED ON PAGE 93 WILL REQUIRE SIGNATURES FROM PRESIDENT POST AND DR. COUNCIL PRIOR TO SUBMISSION TO THE STATE. NUMBER THREE, THE DOCUMENT HAS BEEN SUBMITTED TO THE COUNTY GOVERNMENT FOR REVIEW AND SUBSEQUENT ENDORSEMENT WHICH WILL GO TO THE FINAL DOCUMENT. THE DOCUMENT YOU HAVE BEFORE YOU TODAY WILL BE THE DOCUMENT PROPOSED TO BE SUBMITTED TO THE STATE EXCEPT FOR ANY REVISIONS, PENDING COMMENTS WITHIN THE 30 DAY PERIOD I PREVIOUSLY MENTIONED FOLLOWING THE JUNE 12TH BOARD READING THE FINAL DOCUMENT WILL BE POSTED ON A WEBSITE AND MADE PUBLICLY AVAILABLE . THE ONLY DIFFERENCE BETWEEN THE DOCUMENT SUBMITTED TO THE STATE AND WHAT WILL BE MADE PUBLICLY AVAILABLE IS THAT THE PUBLIC DOCUMENT WILL NOT CONTAIN BUILDING FLOOR PLANS AS WE DO NOT MAKE OUR FLOOR PLANS AVAILABLE IN PRINT OR ONLINE FOR SECURITY REASONS. I WOULD NOW LIKE TO DIRECT YOUR ATTENTION TO VARIOUS SECTIONS OF THE DOCUMENT COMPARED WITH LAST YEAR'S PLAN. IF WE GO TO PAGE 12 WITHIN THE POPULATION TREND SECTION WE NOTE THE COUNTY'S POPULATION IS AGING IN PLACE . RESIDENTS 65 AND OLDER AS OF 2023 MAKE UP THE POPULATION UP FROM 2010 WHEN IT WAS ONLY 11% OF THE COUNTY.

CONVERSELY, RESIDENTS AGES 0 TO 14 HAVE BEEN DECREASING FROM THE CENSUS BASE ESTIMATE FROM APRIL 120 10 TO JULY 120 23 THE PERCENTAGE WENT DOWN FROM 20.9% TO 18.6%. ON PAGE 15 , AND THE POPULATION ESTIMATES AND PROJECTIONS TABLE THE COUNTY'S POPULATION ESTIMATE FOR 2024 HAS BEEN REVISED FROM LAST YEAR AND THE POPULATION ESTIMATE FOR 2025 IS 95,030 RESIDENTS BASED ON THE REVISED ESTIMATE FOR 2024 THIS IS AN INCREASE OF 190 RESIDENTS OVER THE CALENDAR YEAR. ON PAGE 17 IN TABLE 1 YOU'LL FIND THE RESIDENTIAL BUILDING PERMITS AND NOTICE THE NUMBER OF PERMITS IN 2024 DECLINED BY 28% FROM 2023 FIGURES. THIS IS THE LOWEST

[01:15:07]

[01:20:05]

>> THANK YOU FOR YOUR INSIGHTFUL PRESENTATION. CAN YOU TELL ME

WHO MANAGES ATHLETIC FACILITIES? >> THAT MIGHT BE , IN TERMS OF

WHEN YOU SAY WHO MANAGES -- >> WHO PREPARES THE ATHLETIC FACILITIES MASTER PLAN ? IS THAT SOMETHING WE HAVE?

>> WE HAVE A COMPREHENSIVE MAINTENANCE PLAN. DR. JOHNSON?

PERHAPS YOU CAN ASSIST. >> IF YOU ARE TALKING ABOUT THE MANAGEMENT AND CARE OF THE ATHLETIC FIELDS, THAT FALLS TO OUR DIRECTOR OF FACILITIES AND MAINTENANCE . HE WORKS WITH THE ATHLETIC DIRECTORS TO DEVELOP A PLAN OF ACTION FOR WHAT'S NEEDED

WITHIN THEIR AREAS. >> THE GENTLEMAN WE JUST

APPOINTED. >> NO. MR. GOT HIS THE DIRECTOR OF FACILITIES AND MAINTENANCE AND HE'S THE PERSON WHO OVERSEES THE MANAGEMENT OF THE FACILITY SO THAT INCLUDES AN ATHLETIC FIELD. MR. WATSON HAS BEEN APPOINTED SUPERVISOR OF HEALTH PE AND ATHLETICS WHO OVERSEES THE PROGRAMMATIC ASPECTS WHICH IS CURRENTLY DONE BY TWO DIFFERENT PEOPLE. MR. HOOK DOES THE ATHLETIC PART. YES.

>> TWO MORE QUESTIONS. WITH OUR ENROLLMENT IN THE 0 TO 14 AGE RANGE DROPPING , HE SAID IT WAS ABOUT 18% ?

>> YES , 18.6. >> WHEN DOES THAT TRIGGER ALARM TO START TO REASSESS SCHOOL DISTRICTING AND POPULATIONS IN

AVAILABLE FACILITIES? >> WELL , IN THE EDUCATIONAL FACILITIES MASTER PLAN ONE OF THE THINGS WE NOTED IS WHEN YOU LOOK AT THE CAPACITY AND THE SELF PURSES IN THE CENTRAL PART OF THE COUNTY VERSUS THE NORTH PART OF THE COUNTY IN TERMS OF THE CENTRAL SCHOOLS THAT IS WHERE MOST CAPACITY IS .

HOWEVER, IN TERMS OF THE ENROLLMENT VERSUS CAPACITY THERE AS WELL AS IN THE NORTH THOSE TEND TO BE IN A KIND OF CLOSER TO THE CAPACITY VERSUS THE SOUTH. THERE IS CERTAINLY THE ABILITY TO LOOK AT POTENTIALLY EITHER MOVING STUDENTS , THAT WOULD BE DONE THROUGH A REDISTRICTING AND THAT IS SOMETHING THAT IF YOU WERE TO LOOK AT THAT, THAT WOULD BE A

BOARD DISCUSSION. >> WHAT KIND OF LEAD TIME? WE SHOULD BE IS LEAST DISRUPTIVE AS POSSIBLE.

>> GENERALLY REDISTRICTING THE TAKES AT LEAST A YEAR. WE HAVE A VERY SPECIFIC POLICY AND PROCEDURES FOR REDISTRICTING YOU'LL FIND. I DON'T KNOW EXACTLY WHICH POLICY NUMBER IT IS BUT THE PROCEDURES ARE OUTLINED IN A VERY DETAILED

MANNER. >> THE LAST QUESTION IS ARE YOU TRACKING ALSO THE HOMESCHOOL POPULATION IN ADDITION WITH YOUR

ALTERNATE SCHOOLS? >> YOU'RE TALKING ABOUT THE SCHOOLS HOME INSTRUCTION. THERE IS A SECTION IN THE EDUCATIONAL FACILITIES MASTER PLAN WHERE WE TALK ABOUT STUDENTS IN HOME INSTRUCTION. THAT NUMBER WAS QUITE HIGH DURING COVID. IT DID DROP DOWN , HOWEVER IT IS A LITTLE BIT HIGHER THAN IT USED

[01:25:04]

>> DO YOU HAVE THE LATEST NUMBER? IS THAT SOMETHING WE

KEEP TRACK OF? >> WE KEEP TRACK AND HAVE A CODE FOR THAT. I'M NOT SURE WHICH PAGE IT IS ON WITHIN THE EDUCATIONAL FACILITIES MASTER PLAN , SOMEWHERE IN THE FIRST 35

PAGES. YOU'LL SEE A SECTION. >> THANK YOU.

>> YES. APPRECIATE THE PLAN YOU PUT TOGETHER. LOOKING AT IT IN REGARDS TO THE FACILITY'S NEEDS AND SCHOOLS THAT WILL BE REPLACED I THINK WE TALKED ABOUT THIS A LITTLE BIT BUT I WANT TO REITERATE WITH THE REPLACEMENT AND NEW CONSTRUCTION NEEDED WE NEED A LITTLE HELP FROM THE COMMISSIONERS WITH EXPANDING THE TOWN CENTER OUT TO THIS POINT TO HELP WITH THE CONSTRUCTION TO GET MONEY FROM THE STATE WITH THAT ZONING ? THE MAC THAT WOULD REQUIRE ESSENTIALLY IT WOULD CERTAINLY BE EASIER IN THE PROCESS TO GET STATE BUY-IN OF THE PROJECT IF CALVERT ELEMENTARY AND CALVERT COUNTRY WERE IN THE TOWN CENTER.

MARYLAND DEPARTMENT OF PLANNING HAS DESIGNATED FOR SMART GROWTH , THAT FUTURE GROWTH BE CONCENTRATED IN PRIORITY FUNDED AREAS AND IN CALVERT THAT IS RECOGNIZED AS TOWN CENTERS AND CALVERT HIGH SCHOOL IS AT THE EDGE OF THE TOWN CENTER BOUNDARY , HOWEVER CALVERT ELEMENTARY AND CALVERT COUNTRY OR NOT. WE ARE IN CONVERSATIONS WITH PLANNING AND ZONING FROM THE COUNTY AND DEPARTMENT OF PLANNING TO SEE HOW DESIGNATING WHAT THE PROCESS WOULD BE TO DESIGNATE CALVERT ELEMENTARY AND CALVERT COUNTRY TO DESIGNATE AS A PRIORITY FUNDED AREA. ULTIMATELY COUNTY STAFF WOULD HAVE TO TAKE THAT TO THE COUNTY GOVERNMENT AND THEY WOULD HAVE TO APPROVE THAT, BUT THAT WOULD BE A STEP IN THE RIGHT DIRECTION BECAUSE CURRENTLY THOSE SCHOOLS ARE ON A WELL AND THEY ARE GOING TO NEED FIRE SUPPRESSION AND THAT WOULD BE COSTLY AND MAKE MORE SENSE TO EXTEND .

>> EXTEND DOWN THERE TO TAKE CARE OF THAT VERSUS A WELL.

THOSE BEING PROJECTED AS FISCAL YEAR WHEN WOULD THAT CHANGE NEES TO HAPPEN BY? OKAY. FISCAL YEAR 28 AND 29 , WHEN WOULD THAT CHANGE HAVE TO HAPPEN BY IN ORDER TO TAKE ADVANTAGE?

>> WE REALLY SHOULD TRY TO AFFECT THAT CHANGE IN THE NEXT

EIGHT MONTHS OR SO. >> ALSO LOOKING FURTHER AHEAD , IS THAT GOING TO FALL WITHIN THE SAME TYPE OF SITUATION IN REGARDS TO THE TOWN CENTER? I KNOW IT'S A COUPLE MILES

OUTSIDE. >> THAT IS TRUE. SO , IN TERMS OF THE WATER SERVICE THAT IS A DIFFERENT ISSUE FOR AMOUNT HARMONY WHICH IS EASIER HERE. MARYLAND DEPARTMENT OF PLANNING SEEMS TO HAVE SOME FLEXIBILITY IN THAT YOU CAN DESIGNATE A POCKET OF A PRIORITY FUNDED AREA . THERE IS LANGUAGE THAT IF A ZONE IS CONSIDERED AN EMPLOYMENT CENTER IT CAN BE DEEMED A PRIORITY FUNDED AREA . BECAUSE SCHOOLS ARE CONSIDERED EMPLOYMENT CENTERS AND RECOGNIZED AS SUCH BY MARYLAND DEPARTMENT OF PLANNING THAT WOULD PROBABLY BE THE TACT THAT THE COUNTY WOULD HAVE TO TAKE , BUT CERTAINLY THE WATER SERVICE , THAT IS COMPLETELY ANOTHER DISCUSSION .

>> REGARDING THE SYSTEMIC PROJECTS, READING THROUGH MOST OF THEM IT MAKES SENSE. I NOTICED ONE THAT HAS WORDS IN REGARDS TO THE SYSTEM AS FAILING. MOST ARE AGING AND GETTING BEYOND THEIR USEFUL LIFE . WE HAVE ST. LEONARD ELEMENTARY THAT IS FAILING CURRENTLY , BUT IS A WAY BACK ON THE 2030 FISCAL YEAR PLANNING REQUEST . FULL DISCLOSURE THAT'S WHERE MY KINDERGARTNER GOES. IT'S THE ONLY ONE ON THE LIST THAT SAYS FAILING. DOES THAT NEED TO BE MOVED UP?

>> PERHAPS THE LANGUAGE SHOULD HAVE BEEN MORE CAREFULLY CHOSEN . IF THERE ARE WORK ORDERS BECOMING MORE AND MORE CRITICAL

[01:30:06]

WAS PUT. >> IT'S THE ONLY ONE THAT JUMPED OUT. FULL DISCLOSURE THAT IS WHERE MY SON GOES. THANK YOU.

>> THE BLUEPRINT HAD SOME CHANGES THIS YEAR. THE BLUEPRINT DOES TALK ABOUT PRESCHOOL EXPANSION AND TALKS ABOUT TEACHER TIME THAT COULD IMPACT DISTRIBUTION. DO WE TAKE THIS INTO CONSIDERATION WHEN WE TALK ABOUT FUTURE PLANS AND HOW MANY PEOPLE NEED TO SUPPORT THESE KIDS?

>> CURRENTLY WE HAVE ONE PRE-K FOR CLASSROOM IN EACH SCHOOL AND SOME SCHOOLS HAVE MULTIPLE, HOWEVER PERHAPS DR. JOHNSON CAN SPEAK TO THIS AS WELL, THERE ARE A NUMBER OF THOSE SCHOOLS WHERE THEY ARE NOT AT FULL CAPACITY , SO I THINK THERE IS STILL SOME BREATHING ROOM. I DON'T THINK THERE HAS BEEN A PUSH TO TRY TO EXPAND AND PUT ANY ADDITIONS ON FOR PRE-K , PERHAPS YOU CAN PROVIDE SOME INFORMATION THAT THAT'S WHAT I BELIEVE IS

CURRENTLY THE STATE. >> WHEN WE WERE LOOKING AT ADDING PRE-K WERE LOOKING AT THE REQUIREMENT OF STUDENTS WHO MEET UP TO 300% OF THE POVERTY LEVEL. THEIR FAMILIES MEET THAT REQUIREMENT. THEY ARE REQUIRED TO HAVE A PRE-K CLASSROOM FOR THEM. BASED ON WHAT WE HAVE DONE AND BEING ABLE TO PROVIDE A MINIMUM OF ONE IN EVERY BUILDING AND SOMEWHERE WE HAVE LARGER POPULATIONS ALSO PARTNERING WITH PRIVATE PROVIDERS , GREAT BEGINNINGS IS A PROVIDER WE CAN UTILIZE FOR STUDENTS AND THEN THE HEADSTART PROGRAM. WE FEEL WE HAVE MET THAT NEED OF THOSE FAMILIES. WE HAVE NOT HAD AN EXPERIENCE WHERE A FAMILY HAS, AND SAID NEED THIS REQUIREMENT AND DID NOT HAVE SPACE. RIGHT NOW WE FEEL WE HAVE MET THE REQUIREMENT WITHIN THE BLUEPRINT . AS FAR AS MOVING TO THREE-YEAR-OLD WE ARE ON A BIT OF A PAUSE AND WANT TO SEE WHERE THE BLUEPRINT GOES BECAUSE WE HEARD SOME INFORMATION ABOUT HOW CAN PRIVATE PROVIDERS PROVIDE THAT VERSUS SCHOOL SYSTEMS . WE ARE AT A PLACE WHERE FINDING ANOTHER SPOT WHERE STUDENTS LIVE IS SOMETIMES AN ISSUE BECAUSE THERE MIGHT NOT BE A SPACE WITHIN THE BUILDING.

>> THE CONCERN I HAVE WITH THAT APPROACH IS WE KNOW WE LACK PROVIDERS IN THIS COUNTY AND WE ARE NOT EVEN GETTING CLOSE BY MEETING THE NEED OF THE FAMILIES IN THE COUNTY THAT NEED PRE-K.

IF WE ARE ONLY LOOKING AT THOSE REQUIRED BY THE BLUEPRINT WHERE FORCING FAMILIES AND CALVERT COUNTY TO HAVE TO GO OUTSIDE OF THE COUNTY TO FIND A PRIVATE PROVIDER TO PROVIDE THAT PRE-K SERVICE. I WOULD ENCOURAGE US TO THINK ABOUT THIS A LITTLE DIFFERENTLY BECAUSE IF WE DON'T GET TO THESE CHILDREN AT A YOUNGER AGE IT'S BEEN PROVEN THAT'S WHY THE BLUEPRINT WANT TO EXPAND PRE-K , WHAT WE ARE GOING TO END UP SEEING AS A RESULT OF THIS THINKING IS MORE CHILDREN THAT ARE STARTING BEHIND. I THINK WE MAY BE NEED TO CHANGE OUR THINKING FROM WHAT IS REQUIRED TO WHAT THE COUNTY ACTUALLY NEEDS US TO PROVIDE OUR

FAMILIES. THANK YOU. >> ANY OTHER QUESTIONS OR COMMENTS? THANK YOU VERY MUCH. UP NEXT WE HAVE STAFF CONFERENCE

[6.04 Staff Conference Update]

>> GOOD EVENING. MY NAME IS JACKIE JACOBS, CHIEF ACADEMIC OFFICER. I WAS ASKED TO COME TALK ABOUT A RECENT EXPERIENCE SOME OF OUR STAFF WERE ABLE TO PARTICIPATE IN AND THAT WAS THE JIM KNIGHT COACHING INSTITUTE. IT IS PART OF THE INSTRUCTIONAL COACHING GROUP THAT OFFERS COMPREHENSIVE AND IMMERSIVE EXPERIENCES FOCUSED ON DEVELOPING EFFECTIVE COACHING SKILLS. THIS INSTITUTE WAS FOUNDED BY JIM KNIGHT WHO IS A LEADING EXPERT IN INSTRUCTIONAL COACHING AND IS DEDICATED TO

[01:35:02]

SOME KEY FEATURES OF THAT INSTITUTE INCLUDE THE IMPACT COACHING CYCLE. IT EMPHASIZES THIS IMPACT CYCLE THAT INCLUDES THREE STAGES TO IDENTIFY, LEARN AND IMPROVE. THIS HELPS COACHES AND EDUCATORS SYSTEMICALLY ENHANCE THEIR INSTRUCTIONAL PRACTICES. IT IS A COMPREHENSIVE TRAINING THAT PROVIDES INSTRUCTIONAL COACHES, ADMINISTRATORS AND TEACHERS THAT VITAL WORKSHOP IN PERSON EVENTS AND ALSO INCLUDES ON-DEMAND COURSES AND RESOURCES THAT COME WITH THE INSTITUTE. IS A RESEARCH-BASED APPROACH. THE PROGRAM HAS BEEN BACKED BY OVER 20 YEARS OF RESEARCH AND EXPERIENCE. THE STRATEGIES ARE TAUGHT IN AN EFFECTIVE AND EVIDENCE-BASED MANNER. RESOURCES AND SUPPORT IS ALSO PROVIDED. OUR PARTICIPANTS LEAVE WITH THE BOOKS AND ONLINE COURSES THAT THEY CAN CONTINUE TO BUILD THEIR UNDERSTANDING. ONE OF THE BIG QUESTIONS IS WISE IS IMPORTANT FOR SUPERVISORS AND TEACHER SPECIALIST? IT IS REALLY ABOUT ENHANCING COACHING SKILLS. BY ATTENDING THIS INSTITUTE IT HELPS OUR SUPERVISORS AND TEACHERS, SPECIALIST DEVELOPED THE SPECIAL SKILLS AND ENABLING TO PROVIDE SUPPORT TO OUR EDUCATORS. IT IMPROVES OUR TEACHER'S PERFORMANCE BY LEARNING AND IMPLEMENTING EFFECTIVE COACHING STRATEGIES, SUPERVISORS AND TEACHER SPECIALISTS HELP TO IMPROVE THEIR PRACTICES, LEADING TO BETTER STUDENT OUTCOMES .

INCREASES TEACHER SATISFACTION AND RETENTION, EFFECTIVE COACHING CAN LEAD TO HIGHER TEACHER SATISFACTION AND RETENTION RATES AS TEACHERS FEEL MORE SUPPORTED AND POWERED WITHIN THEIR ROLES. WE THINK ABOUT STUDENT ACHIEVEMENT THAT IS OUR ULTIMATE GOAL OF COACHING, TO ENHANCE STUDENT ACHIEVEMENT BY ATTENDING THIS INSTITUTE OUR SUPERVISORS AND TEACHER SPECIALIST CAN CONTRIBUTE TO CREATING THAT POSITIVE AND PRODUCTIVE PROFESSIONAL LEARNING ENVIRONMENT FOR OUR STUDENTS. OUR STAFF MEMBERS WHO RECENTLY ATTENDED THIS INSTITUTE AND THOSE WHO ATTENDED IN THE PAST UTILIZE THIS LEARNING TO SUPPORT ACADEMIC ACHIEVEMENT BY IMPLEMENTING THESE EFFECTIVE COACHING STRATEGIES WITHIN THE SCHOOLS THEY SUPPORT THEY ARE NOW EQUIPPED WITH THE LATEST RESEARCH-BASED METHODOLOGIES , THEY WERE CLOSELY WITH TEACHERS AND FELLOW ADMINISTRATORS TO IDENTIFY AREAS OF IMPROVEMENT, DEVELOP PERSONALIZED COACHING PLANS AND FACILITATE PROFESSIONAL GROWTH. BY FOSTERING THIS COLLABORATIVE ENVIRONMENT OUR STAFF ARE ABLE TO REFINE THEIR TEACHING PRACTICES , ENHANCE STUDENT ENGAGEMENT AND IMPROVE OUR LEARNING OUTCOMES. THE CONTINUOUS SUPPORT AND FEEDBACK PROVIDED THROUGH COACHING AND TEACHERS TO ADAPT APPROACHES AND ULTIMATELY DRIVE ACADEMIC SUCCESS FOR ALL STUDENTS. IT'S SO IMPACTFUL BECAUSE IT IS NOT A CONFERENCE , IT IS AN IMMERSIVE EXPERIENCE WHERE THEY ACTUALLY LEARN THE STRATEGIES OF HOW TO COACH, WENT TO COACH, HOW TO ENGAGE IN CONVERSATION WITH STAFF AND REALLY MOVE INSTRUCTIONAL PRACTICE FORWARD SO THEY HAVE THE OPPORTUNITY TO LEARN ABOUT IT, THEY HAVE THE OPPORTUNITY TO ROLE-PLAY AND THEY COME BACK TO OUR DISTRICT AS BETTER SUPPORTERS OF OUR TEACHERS IN THE CLASSROOM. SO, WE'VE HAD BOTH THIS RECENT GROUP GO ALONG WITH PEOPLE WHO HAVE GONE OVER THE PAST AND WHEN I TALKED WITH THE PEOPLE WHO HAVE GONE IN THE PAST THEIR ABILITY TO MOVE STAFF, BOTH TEACHERS AND ADMINISTRATORS, TO THINK THROUGH PROBLEMS HAS BEEN PHENOMENAL. WE HAVE GOTTEN SOME THIS. THIS OPPORTUNITY WAS FUNDED THROUGH THREE DIFFERENT GRANTS. WE USED GRANT MONEY FOR

THIS. >> THANK YOU FOR SAYING THAT BECAUSE I WAS GOING TO MENTION HOW MANY STAFF WERE AFFORDED THE OPPORTUNITY TO GO BASED ON THOSE?

>> EIGHT. >> THOSE STAFF, OR THEY CENTRAL OFFICE OR STAFF FROM VARIOUS BUILDINGS THROUGHOUT A COMBINATION ? CENTRAL OFFICE. THE THINGS THAT THEY LEARNED OR THE EXPERIENCES THEY HAD, THOSE ITEMS, THEY HAVE THE ABILITY, IS THERE SOME SORT OF FORMAL TRAINING OPPORTUNITY , KIND OF A DEBRIEF OR THEY GET TO LEARN OR TALK ABOUT WHAT THEIR EXPERIENCES WERE, HOW THINGS THAT THEY LEARNED CAN BE APPLIED SPECIFICALLY TO CLASSROOMS AND HOW IT CAN HELP ? THOSE ARE SOME THINGS WE HEAR MOST FREQUENTLY . TEACHERS WANT TO BE

[01:40:01]

OR DIDN'T GO? >> ONE WAY IS WITHIN THE DEPARTMENT OF INSTRUCTION SPECIAL EDUCATION AND STUDENT SERVICES. WE BEAT ONCE A MONTH AND UTILIZE THAT TIME TO GROW OURSELVES AND THIS WAS AN OPPORTUNITY FOR A GROUP TO GO AND REALLY UNDERSTAND COACHING AND BILL THAT UNDERSTANDING OF IT. WE UTILIZE ANYTIME PEOPLE GO OUT TO CONFERENCES TO COME BACK AND HELP BETTER SUPPORT THAT. ONE OPPORTUNITY SEVERAL YEARS AGO AND WE HAD A CORE GROUP GO TO THE INSTITUTE, THEY CAME BACK WITHIN THE DEPARTMENT OF INSTRUCTION AND SHARED SOME STRATEGIES BECAUSE OUR CENTRAL OFFICE STAFF WHO WENT OUT THIS TIME AND EARLIER ARE ALWAYS IN THE SCHOOLS SUPPORTING THE TEACHERS AND IT'S A REALLY HOW DO I ENGAGE IN THE CONVERSATION AND HELP OUR TEACHERS OR ADMINISTRATORS GROW IN THEIR THINKING? IT'S NOT THAT YOU SHOULD DO THIS OR THAT BUT IT IS THAT APPROACH OF WHERE DO YOU WANT TO GROW, WOULD YOU SEE YOU MIGHT HAVE A STRUGGLE OR WHERE DO YOU SEE YOURSELF GOING PROFESSIONALLY AND HOW MIGHT I BE ABLE TO HELP? IT IS REALLY THAT COACH APPROACH THERE WHAT DOES THE PERSON I'M WORKING WITH NEED FROM ME SO I CAN HELP FACILITATE THAT? IT HAPPENS BOTH AT THE CENTRAL OFFICE, SO WHAT THEY LEARN WILL GROW WITH THE OTHER SUPERVISORS AND TEACHER SPECIALISTS THEY WORK WITH IT EVERY TIME THEY WALK INTO A BUILDING AND THEY ARE SUPPORTING TEACHERS THEY ARE UTILIZING THE SKILLS AND CONVERSATIONS TO HELP MOVE INSTRUCTIONAL PRACTICE FORWARD.

>> ANY QUESTIONS? >> WHEN WE SPEND MONEY ON SOMETHING LIKE THIS I WISH THINK ABOUT RETURN ON INVESTMENT. HAVE WE DONE ANY KIND OF SURVEY ON OUR COACHES TO SHOW WHERE THEY WERE BEFORE THEY WENT TO THIS CONFERENCE OR HOW TEACHERS RESPONDED BEFORE THEY WENT TO A CONFERENCE AS OPPOSED TO AFTER

THE TRAINING ? >> I WOULD SAY WE DON'T HAVE ANYTHING FORMAL BUT A LOT ANECDOTAL. I HAVE ONE PERSON SPECIFICALLY IN MY HEAD RIGHT NOW WHO PRIOR TO GOING TO THE TRAINING MAY HAVE HAD SOME STRUGGLES WITH GOING INTO A BUILDING AND SUPPORTING STAFF WERE FOUND BARRIERS THAT CAME UP AND NOW I SEE THAT PERSON UTILIZING THESE COACHING STRATEGIES WITH PEOPLE THEY WORK WITH AND MOVING SCHOOLS AND I AM HEARING FROM THOSE SCHOOLS THIS HAS BEEN SO HELPFUL. HAVING THIS PERSON HERE TO TALK ME THROUGH AND COACH ME THROUGH HAS HELPED ME SEE THINGS I WOULDN'T HAVE SEEN BEFORE. IT IS THAT SHIFT IN THE DIALOGUE, IT IS THE SHIFT IN THE CONVERSATION AND SUPPORT AND A LOT OF TIMES PEOPLE WILL SAY I DON'T FEEL SUPPORTED AND SO THE QUESTION THEN BECOMES BECAUSE WE MIGHT FEEL LIKE WE ARE PROVIDING SUPPORT, WE ARE HERE AND SOMETIMES IT'S THROUGH THE LANGUAGE WE USE, HOW WE COACH, HOW WE COMMUNICATE AND THESE ARE THE SKILLS FROM THIS SESSION THAT REALLY HELP SUPPORT THAT MOVEMENT FORWARD SO THAT WHEN PEOPLE ARE WORKING WITH THAT PERSON THEY MIGHT NOT FEEL THEY ARE BEING COACHED BUT WHEN THEY LEAVE THEY ARE LIKE I AM IN A BETTER PLACE AND NOW I FEEL

SUPPORTED. >> THANK YOU. I WAS EXCITED TO LEARN THIS CONFERENCE OCCURRED. NOT CONFERENCE , IMMERSIVE EXPERIENCE. I THINK IT IS REALLY IMPORTANT THAT STAFF WENT AND IT'S EVEN BETTER IF IT COMES FROM GRANT FUNDING. THERE ARE OPPORTUNITIES FOR STAFF AND OTHERS TO ATTEND EXPERIENCES OR CONFERENCES OR TRAININGS OUTSIDE ESPECIALLY OUR SYSTEM HERE. IT DOES OFFER A LOT OF DIFFERENT PERSPECTIVES AND APPRECIATE THE TIME THAT WE BRING IT BACK AND IT WAS USEFUL AND PEOPLE ARE FEELING THAT. I KNOW EVERYBODY IN THE SCHOOLS NOW , THEY ARE ESPECIALLY FEELING IT. THANK YOU. I WOULD LIKE IN THE EVENT THERE ARE OTHER OPPORTUNITIES THAT STAFF HAVE THAT IT DOESN'T HAVE TO BE SUPER DETAILED, BUT WOULD LOVE TO HAVE THE OPPORTUNITY TO HEAR ABOUT IT, THAT YOU CAN SHARE SO WE ALSO KNOW WHERE STAFF ARE GOING AND WHAT THEY ARE DOING AND HOW

[01:45:01]

[6.05 Course Referral Form Discussion]

>> THERE BUT SIMILAR BUT IF YOU COULD PULL UP THE COURSE REFERRAL FORM THAT HAS MORE INFORMATION. THEY BOTH HAVE

SIMILAR QUESTIONS . >> SO, WE RECEIVED SOME CORRESPONDENCE . I WAS TRYING TO FIND IT. ABOUT SOME CONCERNS ABOUT THE QUESTIONS AND IT SPARKED SOME CURIOSITY AND THERE WERE OTHER BOARD MEMBERS THAT WANTED TO BE ABLE TO HAVE A DISCUSSION AND ASK SOME QUESTIONS. I HAVE IT HERE. THERE WERE SOME QUESTIONS THAT WERE BROUGHT TO OUR ATTENTION.

>> CAN YOU ZOOM IN? THANK YOU. >> IF YOU WOULD LIKE I CAN KIND OF GO THROUGH THE PROCESS FIRST AND SEE IF YOU HAVE ANY QUESTIONS. THE HIGH SCHOOL INSTRUCTIONAL PROGRAM FORM WHICH IS OUR INSTRUCTIONAL PROGRAMMING COMMITTEE REFERRAL FORM ARE DESIGNED TO EVALUATE PROPOSALS FOR NEW PROGRAMS OR COURSES AT THE HIGH SCHOOL LEVEL. WE USE A SIMILAR FORMAT MIDDLE SCHOOL SO THE BIGGEST DIFFERENCE BETWEEN THIS AND MIDDLE SCHOOL IS THAT IT SAYS HIGH SCHOOL SO WE ARE LOOKING AT THIS FORM. WE PROVIDE STAFF THE OPPORTUNITY TO SUGGEST DIFFEREN COURSES THEY WOULD LIKE TO SEE PROVIDED IN SCHOOLS. TO BE ABLE TO THOROUGHLY VET AND UNDERSTAND WHAT THOSE PROPOSALS ARE WE ASKED THEM TO FILL OUT EITHER A COURSE REFERRAL FORM WHICH WOULD BE ABOUT A SPECIFIC COURSE WERE THE SECOND FORM WHICH IS REALLY THE SECOND HALF OF THIS FORM WHICH IS A PROGRAM FORM . IF SOMEONE IS SUGGESTING A PROGRAM OF STUDY OR IF SOMEBODY IS SUGGESTING A SPECIFIC COURSE. WHEN WE THINK ABOUT THIS PROCESS, STAFF WEATHER TEACHERS, SCHOOL ADMINISTRATORS, CENTRAL OFFICE, THEY FILL OUT THIS FORM AND A COMMITTEE IS SEATED AT THE BEGINNING OF EVERY YEAR. THAT INCLUDES THE PRINCIPLE OF THE BUILDING. AT THE HIGH SCHOOL LEVEL , A COUNSELOR FROM EACH OF THE FOUR BUILDINGS AND THEN OUR CENTRAL OFFICE INSTRUCTIONAL SUPERVISORS . THEY SPEND TIME BUILDING AND UNDERSTANDING OF THE COURSE REQUESTS OR PROGRAM REQUESTS . THE PERSON WHO HAS SUBMITTED IT HAS GONE THROUGH THE PRINCIPAL AND SUPERVISOR FOR APPROVAL AFTER FILLING OUT THE FORM AND THE FORM COMES TO THE COMMITTEE . THE COMMITTEE READS THROUGH THE PROPOSAL, THE PRINCIPAL OR INSTRUCTIONAL SUPERVISOR SHARES WHAT THAT PROPOSAL IS AND ANSWERS ANY QUESTIONS THAT MIGHT COME UP .

THE SCHOOLS AND SUPERVISORS ARE TASKED WITH GOING BACK INTO THE BUILDINGS AND TALKING WITH THEIR STAFF TO TRULY UNDERSTAND THE IMPACT THAT THE PROPOSAL COULD HAVE. THAT COMES BACK TO THE COMMITTEE, THEY CONTINUE TO DISCUSS IT, TALK THROUGH IT AND EVENTUALLY THERE IS A VOTE ON WHETHER OR NOT THAT PROPOSAL MOVES FORWARD OR NOT. WHEN YOU LOOK AT THIS FORM, THE TOP IS REALLY WHO IS SUBMITTING THE PROPOSAL, THIS IS ABOUT A COURSE. THEY FILL OUT THIS REFERRAL FORM THE NEW COURSE WOULD BE HELD . IF YOU CAN SCROLL UP. HERE IT TALKS ABOUT IS IT REPLACED, WHERE IT MIGHT BE IN THE COURSE OFFERING GUIDE, WHAT THE TITLE OF THE COURSE COULD BE, PREREQUISITES, WHICH GRADES IT WOULD APPLY TO. AS YOU CONTINUE TO SCROLL THESE OTHER QUESTIONS WE ASK THE PERSON REQUESTING THE COURSE OR PROGRAM TO FILL OUT. SOMETIMES IT'S LEFT BLANK , BUT THE QUESTIONS WE ASK IS WHAT ARE THE REQUIREMENTS , UNIFORM, FEES ,

[01:50:06]

THE CONCERN. >> I THINK WHAT WAS SHARED WITH US WAS , LET ME GO BACK TO THE EMAIL . I DON'T WANT TO MISSPEAK, BUT MANY CORE SUBJECTS LIKE MATH AND SCIENCE DO NOT ELIMINATE DISCRIMINATORY PRACTICE BUT ARE CRITICAL TO STUDENTS BUT ARE CRITICAL TO TAKE. THIS REQUEST WAS SPECIFIC ABOUT MAYBE CONSIDERING REVISING THE QUESTIONS SO THAT THERE IS PERHAPS MORE TEACHERS THAT WOULD CONSIDER FILLING OUT THIS . I KNOW IT WOULD BE OPPORTUNITY FOR DIFFERENT SUBJECTS , THAT COULD BE CONSIDERED WITH THIS. YOU SAID I CAN'T DO TWO THINGS AT ONCE. I WAS GOING TO LOOK UP POLICY 1015. YEAH. ONE OF THE THINGS I WOULD SHARE WHEN WE LOOK AT THE FIRST QUESTION AND THE ELIMINATION OF SYSTEMIC DISCRIMINATORY PRACTICES THAT IS ABOUT PROMOTING FAIRNESS AND EQUITY FOR ALL. THE PURPOSE AIMS TO ENSURE NEW PROGRAMS OR COURSES ACTIVELY CONTRIBUTE TO FOSTERING AN ENVIRONMENT WHERE ALL STUDENTS HAVE EQUAL OPPORTUNITIES. IT IS A FUNDAMENTAL ASPECT OF PREPARING EDUCATION. WHEN WE THINK ABOUT COURSES IT MIGHT NOT BE THE COURSE ITSELF OR THE SUBJECT THAT IS A CONCERN ABOUT A DISCRIMINATORY PRACTICE, BUT IT COULD BE A PREREQUISITE. IT COULD BE A GRADE LEVEL. IT'S NOT JUST WHAT THE COURSE IS BUT HOW THE COURSE MIGHT IMPACT OTHERS . WHEN WE THINK ABOUT THE SECOND QUESTION ABOUT PERPETUATING SYSTEMIC DISCRIMINATORY PRACTICES IT IS ABOUT THINKING UNINTENDED CONSEQUENCES . IT SERVES AS A SAFEGUARD TO IDENTIFYING POTENTIAL NEGATIVE IMPACTS THAT COULD INADVERTENTLY MAINTAIN OR INTRODUCE CHRIS INVENTORY PRACTICES. IT HELPS CRITICALLY EVALUATE PROPOSALS TO ENSURE THEY DON'T HARM EFFORTS TO PROMOTE EQUITY AND FAIRNESS WHICH IS ESSENTIAL TO OUR SYSTEM AND THE NEXT TWO QUESTIONS REALLY IS ABOUT MAXIMIZING THOSE POSITIVE OUTCOMES, HOW MIGHT DIFFERENT STUDENTS BENEFIT AND UNDERSTANDING POSITIVE IMPACTS OF THE COURSE BASED ON DIFFERENT STUDENT GROUPS AND MITIGATING NEGATIVE IMPACTS. ONE OF THE THINGS I WAS THINKING ABOUT WHEN I WAS GOING THROUGH THE QUESTIONS AND PUTTING THIS TOGETHER WAS WHEN WE PUT HEALTH TO FORWARD . IF SOME OF THESE QUESTIONS WEREN'T THERE WE

[01:55:01]

>> I LIKE THIS QUESTIONS. THEY CERTAINLY OFFER A DIFFERENT PERSPECTIVE AND WE DO OFFER A DIFFERENT PERSPECTIVE THAN YOU ALL DO. I'M CURIOUS YOU SAID THIS WAS FROM 2020 TO 2021 AND IT ALIGNED WITH OUR POLICY 1015 . CERTAINLY IF THAT WAS THE PURPOSE FOR THIS IN AN EFFORT TO BE CONSISTENT I WOULD NOT SAY WE CHANGE THIS WITHOUT LOOKING AT THE EQUITY POLICY AGAIN TO MAKE SURE ALL OF THE THINGS ARE ALIGNED . I HAD STATED THIS BEFORE BUT EQUITY IS NOT ABOUT BLACK AND WHITE IT'S ABOUT SOCIOECONOMICS, CULTURE, A NUMBER OF OTHER THINGS AND WE SHOULD BE LOOKING AT ALL OF THOSE THINGS INCLUDING HOW STUDENTS MAY LEARN AND HOW THEY MAY BENEFIT IN CERTAIN CLASSES VERSUS OTHERS. SINCE THIS DID GO AS FAR BACK AS 2020 WE HAVE BEEN ASKING THE QUESTION DO WE HAVE DATA TO SUPPORT COURSES WE HAVE TAUGHT HAVE ELIMINATED ANY SYSTEMIC DISCRIMINATORY PRACTICES DO WE HAVE THOSE SYSTEMIC DISCRIMINATORY PRACTICES DOCUMENTED SOMEWHERE AND HAVE WE ELIMINATED THOSE BY COURSES WE TAUGHT AND WE HAVE DATA TO SUPPORT THAT?

>> WE HAVE NOT TRACKED THAT DATA. LOOKING AT IF THAT IS A PRACTICE WE MIGHT BE UNAWARE OF. THAT IS HOW WE LOOK AT THAT

QUESTION. >> IN ORDER FOR US TO FIX SOMETHING WE SHOULD KNOW WHAT IT IS AND WHERE IT IS IT'S COMING FROM. IT SEEMS UNFAIR TO CONTINUE TO ASK IF WE NEVER IDENTIFIED WITH THE DISCRIMINATORY PRACTICE IS WHAT WHAT THEY WERE OR WHERE THEY WERE COMING FROM . HOW DO WE INTEND TO ELIMINATE THEM AT ALL EVEN IN TERMS OF A COURSE?

>> THE FLIPSIDE IS WHAT IT MIGHT ACTUALLY CREATE. WILL IT CREATE SOME TYPE OF DISCRIMINATORY PRACTICE?

>> THAT IS KIND OF THE SAME THING. IF WE ARE NOT TRACKING EITHER THINGS WE CAN SEE WHETHER OR NOT THEY'VE DONE A OR B, THEN TO A LOT IT'S PROBABLY LANGUAGE ON THE PAGE TO ALLOW THE POLICY TO SOUND GOOD. OTHERWISE IT IS A SUPERFLUOUS QUESTION THAT MAKES PEOPLE FEEL GOOD.

>> I WOULD SAY THEY HELP US THINK THROUGH THE IMPACT OF THAT COURSE GOING INTO PLACE. THROUGH MULTIPLE LENSES IT REALLY HELPS MOVE THE CONVERSATION . SO, THOSE ARE THINGS WE MIGHT NOT BE ABLE TO SAY RIGHT NOW WE HAVE THIS DISCRIMINATORY PRACTICE BUT WE WOULD BE ABLE TO SAVE THIS WAS PUT IN PLACE WE MIGHT BE DISCRIMINATING BASED ON A B OR C. I CAN'T GIVE AN EXAMPLE OF THE TOP OF MY HEAD BUT I THOUGHT ABOUT THE HEALTH COULD'VE PUT

[02:00:05]

>> I GET THAT. I APPRECIATE THE EXPLANATION. IF WE ARE GOING TO HAVE THAT WE SHOULD TRACK IT . THE OTHER CONCERN SOME MAY GET FROM THE QUESTIONS, ARE WE SAYING THERE IS STILL A BIG PROBLEM WITH DISCRIMINATORY PRACTICES IN OUR SYSTEM? WHAT EXACTLY ARE THEY AND CAN WE IDENTIFY THEM NOW SO WE CAN

ELIMINATE THEM? >> CAN I ASK TWO QUESTIONS? WHEN SOMEONE FILLS OUT THE FORM IS EVERY QUESTION MANDATORY? OKAY.

DOES IT , IT INDICATES ON THE FORM ?

>> I DON'T KNOW IF IT DOES BUT WE HAD PROPOSALS THAT HAVE BEEN SUBMITTED AND APPROVED THAT DON'T HAVE THEM FILLED OUT BUT

IT IS SOMETHING WE CAN ADD. >> IT MIGHT BE NICE TO ADD. WE TALKED ABOUT THE BARRIER OF IF IT'S A MATH COURSE JUST SAYING IN THE TOP IF WE WANT TO HAVE SPECIFIC QUESTIONS THAT ARE MANDATORY AND SOME THAT AREN'T THAT MIGHT BE HELPFUL ESPECIALLY IF A TEACHER MAYBE HASN'T BEEN ABLE TO THINK THROUGH IT FULLY YET BUT WANTS TO REQUEST A COURSE BEFORE THE DEADLINE, THAT MIGHT BE HELPFUL. I WAS CURIOUS, DO ANY FORM OF TRACKING DATA IN TERMS OF STUDENT DEMOGRAPHICS WITHIN CERTAIN CLASSES, I KNOW A DISCUSSION IS THE RATIO OF FEMALE STUDENTS TO MALE STUDENTS IN HIGHER LEVEL MATH AND SCIENCE COURSES , SAME THING WITH TRACKING DEMOGRAPHIC DATA . I WAS CURIOUS IF WE DID ANY OF

THAT. >> OUR SUPERVISORS UTILIZE THAT DATA TO LOOK TO SEE IF ANY OF THOSE THINGS DO OCCUR. I KNOW WE TALKED ABOUT THAT THROUGH THE LENS OF THE FINE ARTS PROGRAMMING OR MATHEMATICS AND COMPUTER SCIENCE. WHERE ARE WE SEEING MALES OVER FEMALES IN CERTAIN CLASSES AND HOW CAN WE HELP OUR STUDENTS UNDERSTAND WHAT THE PROGRAMS ARE SO THEY CAN MAKE THE BEST INFORMED DECISION ? ONE OF THE THINGS WE DO AT THE END IS WE DETERMINE WHICH COURSES MOVE FORWARD FOR APPROVAL, IF THEY ARE APPROVED TO RUN THE FOLLOWING YEAR OR WITHIN TWO YEARS BECAUSE SOMETIMES TWO YEARS OUT. WE THEN LOOK AT THE IMPACT OF THAT COURSE. A COURSE THAT GOES INTO PLACE , THAT NEXT YEAR, OUR SUPERVISORS ARE LOOKING TO SEE WHAT IMPACT IT HAD. OUR STUDENTS TAKING THE COURSE, IS IT ONLY IN CERTAIN BUILDINGS , THAT IS ANOTHER PIECE THAT COMES INTO PLAY. IT'S NOT ONLY SAYING THESE ARE COURSES WE THINK ARE NEW THAT SHOULD RUN , BUT THE OTHER QUESTION IS ARE THERE ANY COURSES WE WOULD REMOVE? WE HAVE SEVERAL COURSES IN OUR OFFERING GUIDE. THAT WOULD BE ANYTHING WE ALSO LOOK AT.

>> AS I WAS LISTENING I'M THINKING IT MIGHT BE MORE OF AN ADMINISTRATIVE QUESTION OF WHETHER A SPECIFIC COURSE , WHAT IT LOOKS LIKE WHEN IT STARTS RUNNING , HOW ARE CERTAIN STUDENTS ABLE TO SUCCEED VERSUS NOT ? I UNDERSTAND BEING CAUGHT UP ON THE QUESTION BUT I FULLY GET THE IMPORTANCE OF ASKING IT.

IF WE ARE GOING TO GO BACK TO THE ORIGINAL POLICY BEFORE MAKING ANY CHANGES IT MIGHT BE HELPFUL TO SEE SOME OF THAT DATA IF IT IS ABLE TO BE COMPILED IN A NICE WAY TO LOOK AT WHAT TRENDS WE ARE SEEING IN TERMS OF STUDENTS IN CERTAIN CLASSROOMS AND CAN WE LOOK AT THAT AND SAY THIS MAY BE A SYSTEMIC PRACTICE

[02:05:04]

SUCCEED. >> IN THAT SAME LINE OF THINKING IT SEEMS TO DIFFERENT PROCESSES. ONE IS THE SUBMISSION OF NEW IDEAS AND THE SECOND IS SORTING THROUGH IDEAS FOR APPROVAL. WHAT WE MIGHT WANT TO CONSIDER IF THE GOAL IS TO GET STAFF TO SUBMIT AS MANY GOOD IDEAS AS POSSIBLE WE MIGHT WANT TO FOCUS ON THE QUESTIONS THEY ARE ABLE TO ANSWER AND LET THE ADMINISTRATION TO GRACE THIS POINT FOCUS ON SOME OTHER QUESTIONS THAT TEACHERS MIGHT NOT KNOW THE ANSWER TO .

>> TEACHERS ARE THE ONLY ONES WHO FILL OUT THE FORM. WE HAVE ADMINISTRATORS AND ALSO SUPERVISORS AND SPECIALISTS .

ANY STAFF MEMBER CAN SUBMIT A COURSE. WE CAN GO BACK AND THINK THROUGH THE QUESTIONS AND MAKE ADJUSTMENTS.

>> I THINK MINE HAS BEEN COVERED BUT I WILL PUT IT OUT THERE. THE FIRST THOUGHT WHEN I WAS LOOKING UP THIS WAS SOME CORE SUBJECTS LIKE MATH AND SCIENCE YOU ARE NOT GOING TO ELIMINATE SYSTEMIC DISCRIMINATORY PRACTICES WITH , BUT THEY ARE CRUCIAL FOR STUDENTS TO TAKE. MY FEAR IS THE TEACHER NOT GOING TO PUT DOWN OR PROPOSE ENGAGING THESE TYPES OF CLASSES BECAUSE THEY CAN'T JUSTIFY THESE QUESTIONS ? DOES IT DISCOURAGE TEACHERS?

>> I WOULD SAY NO. EVERY YEAR WE HAVE SEVERAL COURSES THAT ARE SUBMITTED FOR CONSIDERATION AND WE ALWAYS WANT OUR TEACHERS TO WORK WITH OUR CENTRAL OFFICE SUPERVISORS TO TALK THROUGH THE COURSES. PART OF THE PROCESS IS THE SCHOOL SAYS THIS IS SOME WE SHOULD MOVE FORWARD BUT THE OTHER IS SUPERVISORS. OUR SUPERVISORS ARE THE ONES WHO ALSO SHARE THE COMMUNICATION AROUND THIS TO SAY IF YOU HAVE A COURSE BUT WHAT I WOULD SAY SUCH AS MATHEMATICS IF SOMEONE WANTED TO SAY WE WANT TO OFFER DIFFERENTIAL EQUATIONS THE QUESTION WOULD BE WHO WOULD TAKE IT, WHAT GRADE LEVEL WOULD IT BE OFFERED, WHAT ARE THE PREREQUISITES AND THE QUESTION WOULD BE ARE THERE ANY BENEFITS FOR CERTAIN STUDENTS , ARE THERE CERTAIN STUDENTS FOR TAKING IT FOR A CERTAIN REASON ? THOSE ARE THE QUESTIONS WE HAVE TO THINK THROUGH. EVERY YEAR WE HAVE A CORE SET OF COURSES THAT GO THROUGH FOR APPROVAL. SOMETIMES IT'S NOT A COURSE, IT'S A PROGRAM. ONE YEAR WE REALLY TOOK TIME TO LOOK AT THE PROGRAM AND REALLY TALK THROUGH THE BENEFITS OF IT , TALK THROUGH WHAT THAT WOULD LOOK LIKE , IF WE HAD THE PROGRAM WHAT IMPACT WOULD THAT HAVE ON OUR CURRENT COURSES THAT ARE OFFERED, WHEN WOULD STUDENTS TAKE IT, SO I WOULD SAY WHAT WE WOULD HOPE IS THEY HELP THE PERSON WHO IS SUBMITTING IT TO THINK BEYOND THE COURSE , TO THINK THROUGH THE IMPACT OF IT. WE DON'T REQUIRE ALL OF THEM TO BE ANSWERED AND CAN MAKE SURE THIS IS OPTIONAL BUT SOMETHING FOR ANYBODY TO CONSIDER IS IMPORTANT BECAUSE HE THAT PERSPECTIVE VERSUS SOMEONE ELSE'S HELPS US BETTER UNDERSTAND THE IMPACT AND OUTCOME IF THAT COURSE GOES INTO

PLACE. >> I THINK SOME OF THESE MIGHT BE CHALLENGING FOR SOMEONE WHO TEACHES HONORS PHYSICS OR HONORS CHEMISTRY. SOMETHING. HOW DOES THIS ELIMINATE SYSTEMIC

DISCRIMINATORY PRACTICES ? >> THEY MAY SAY IT DOESN'T, THAT'S OKAY. I DON'T KNOW AND THAT'S OKAY TOO.

>> I JUST DON'T WANT TO DO ANYTHING THAT WOULD DISCOURAGE A TEACHER FROM OFFERING THESE THINGS. IT'S OPTIONAL.

[6.06 Early Childhood Survey Discussion]

>> THANK YOU. UP NEXT IS JACKIE JACOBS AND THE EARLY CHILDHOOD SURVEY DISCUSSION.

[02:10:51]

>> I HAD A TEACHER REACH OUT TO ME AND HAD A SURVEY SENT OUT . I ACTUALLY THOUGHT IT WAS A GOOD IDEA BECAUSE YOU CAN PROBABLY SPEAK MORE TO THIS MORE ACCURATELY THAN I CAN, THERE USED TO BE THREE PROGRAMS THAT WERE COMBINED INTO ONE. WHERE MY MIND WENT WITH THAT IS IF THEY IMPLEMENT SOMETHING LIKE THAT HOW ARE THEY MONITORING IF IT WORKS OR NOT ? A SURVEY REALLY IS A GOOD IDEA. I WOULD LOVE TO HAVE A SCHOOLWIDE SURVEY , BUT WHEN YOU THINK OF OUR YOUNGEST LEARNERS TEACHERS IN MIDDLE SCHOOL AND HIGH SCHOOL CAN'T REALLY RELATE TO THIS. I REALLY WANTED TO TARGET OUR YOUNGEST LEARNERS WITH PRE-K . THAT'S WHERE THE SURVEY CAME UP. I DON'T TO TAKE CREDIT FOR THESE QUESTIONS. IT DID COME FROM TEACHERS. SO, THE FIRST QUESTION

WAS -- >> SO, THIS SURVEY WAS ONE YOU TALKED TO SCHOOL STAFF AND THIS WAS AS A RESULT OF THAT THIS IS WHAT YOU PRESENTED TO STAFF. DID STAFF HAVE AN OPPORTUNITY TO PROVIDE ANY UPDATES TO THIS ? I KNOW THERE WERE A LOT OF EMAILS THIS WEEK. I'M TRYING TO CATCH UP .

>> I HAD THE OPPORTUNITY LAST WEEK TO PROVIDE SOME FEEDBACK YOU WOULD SEE HERE . LAST FRIDAY I MET WITH THE DEPARTMENTS OF INSTRUCTION SPECIAL ED STUDENT SERVICES AND EARLY CHILDHOOD TO SHARE THE SURVEY . I THINK OVERALL I AM NOT OPPOSED TO A SURVEY, BUT I HAVE SOME CONCERNS IN HOW SOME QUESTIONS ARE WRITTEN. I WANT TO ENSURE THE SURVEY GETS US THE INFORMATION THAT WE CAN MAKE AN IMPACT FROM AND THAT TIMELINE FOR GETTING IT DONE I WAS NOT ABLE TO WORK ON IT.

>> BEFORE WE GO ANY FURTHER, MY FEELING IN GENERAL ABOUT SURVEYS IS THAT WE REALLY NEED A SPECIFIC PURPOSE AND THAT IS SOMETHING USEFUL . I'M NOT SAYING ANYONE DISAGREES , BUT WE WANT TO MAKE SURE WHEN WE ARE SENDING OUT A SURVEY SPECIALLY THAT NOW IS A REALLY BUSY TIME OF YEAR WHEN WE SEND END-OF-THE-YEAR AND ALL THOSE THINGS THAT WE WANT TO MAKE SURE WE ARE BEING RESPECTFUL OF EVERYONE'S TIME. IT IS A LOT OF WORK. THE OTHER PART IS THE SURVEY IS ONLY GOOD AS THE QUESTIONS AND THE DATA AND NUMBER OF PEOPLE THAT RESPOND.

BASED ON THAT IT'S IMPORTANT TO HAVE ALL OF THE PEOPLE WE WOULD WANT TO RESPOND AND THE NUMBER OF HOW MANY AND TO BE ABLE TO ANALYZE THAT IF THAT'S A DECISION MADE. THAT BEING SAID , I ALSO THINK THAT WE HAVE HAD A LOT OF SURVEYS. I DON'T KNOW I'M TOTALLY COMFORTABLE WITH THE FACT WE HAVE DONE ANYTHING WITH THE DATA WE HAVE RECEIVED . TO ME, AT THIS POINT I WOULD LIKE TO REALLY KNOW AND UNDERSTAND HOW WAS THIS GOING TO BE DIFFERENT? TO MAKE SURE THE STAFF AND THE QUESTIONS ARE NOT BIASED AND LEADING IN ANY WAY I KNOW THAT'S IMPORTANT AND THAT STAFF FEEL CONFIDENT THEY CAN RESPOND TO THIS HONESTLY BECAUSE

[02:15:06]

>> MY OPINION ABOUT IT IS WE ARE IN DESPERATE NEED OF A SURVEY FOR OUR LONGEST -- YOUNGEST LEARNERS. I THINK WE NEED TO GO TO THE TEACHERS. WE CAN PUT A LOT OF THINGS ON PAPER AND THEY LOOK FANTASTIC, BUT WHEN YOU PUT SOME CHILDREN INTO THE EQUATION WITH WHAT IS WRITTEN ON THE PAPER IT DOESN'T ALWAYS WORK.

WHAT I WANT TO KNOW IS WHAT ISSUES ARE WE ENCOUNTERING? THE ONLY PERSON WHO CAN ANSWER THAT IS TEACHERS . THIS REALLY IS ALL ABOUT WHAT IS IN THE BEST INTEREST OF OUR STUDENTS? IF YOU LOOK AT THESE QUESTIONS THEY CAME UP WITH DO YOU FEEL THE CURRENT CONTINUUM OF SERVICES AND CCPS MEET THE NEEDS OF OUR SPECIAL EDUCATION STUDENTS? THAT'S CRUCIAL TO KNOW AND CRUCIAL INFORMATION. IF TEACHERS ARE SAYING YOU KNOW WE ARE DOING

SOMETHING TERRIBLY WRONG. >> I THINK WE KNOW EVERYONE WILL

SAY NO. >> WE ALREADY KNOW SPECIAL EDUCATION AND NEED SOME ATTENTION. WHAT IS THE BENEFIT OF THAT QUESTION? ARGUABLY A LOT OF PEOPLE WOULD PROBABLY SAY NO.

DO WE NEED A SURVEY TO KNOW THAT?

>> DEFINITIVELY, YES. YOU'RE ASSUMING MOST WILL SAY NO . WE WON'T KNOW UNLESS THEY ANSWER THE QUESTION.

>> THERE WAS ALSO A SURVEY DONE TWO YEARS AGO. WHAT DID WE LEARN

FROM THAT? >> THE CHANGES IN PRE-K WERE NOT

MADE TWO YEARS AGO. >> I THINK WE SHOULD KNOW ABOUT

THAT. >> THE REST OF US DON'T KNOW THAT. WHERE IS THAT FROM TWO YEARS AGO? WHAT DID WE LEARN? WHAT WAS APPLIED OR ADJUSTED OR CORRECTED ? IF NOT, WHY AND WHAT

LED US BACK TO THIS POINT? >> I SEE THE SURVEY AS COLLECTING DATA TO SEE WHERE THERE ARE ISSUES SO WE CAN FIX THEM. THAT IS MY GOAL. I WANT TO HEAR DIRECTLY FROM TEACHERS WHAT WE CAN DO TO IMPROVE THE EDUCATION OF OUR YOUNGEST

LEARNERS. THAT IS MY ONLY GOAL. >> I WANTED TO ADD TWO POINTS.

THE FIRST IS WHAT PROBLEM ARE WE SOLVING AND HOW ARE WE USING OUR CURRNT STUDENT ACHIEVEMENT DATA THAT SUGGESTS WHETHER YOUNG PEOPLE ARE ACHIEVING AND NOT OVER TIME AND HOW IS THAT BEING CONSIDERED AS OPPOSED TO A TEACHER ASKING A COUPLE

QUESTIONS? >> LET'S LOOK AT ONE OF THE QUESTIONS. THINKING ABOUT YOUR CURRENT STUDENTS WHO NEED SUPPORT IN REGULATING BEHAVIOR, HOW WELL TO THE SERVICES PROVIDED EFFECTIVELY MEET THEIR NEEDS ? WE NEED TO KNOW THAT.

>> I CAN GET BEHIND A QUESTION LIKE THAT, I CAN'T BEHIND

NUMBER FIVE. >> I'M FLEXIBLE. THIS IS NOT WRITTEN IN STONE. I'M OPEN TO MAKING ANYTHING BETTER. IF YOU WANT TO GO THROUGH ONE BY ONE AND IMPROVE THEM I AM FOR THAT.

I THINK IT'S CRUCIAL SOMETHING GO OUT AND TIME WAS A HUGE CONSIDERATION FOR ME. I WANT TO GET THIS OUT SO TEACHERS ARE NOT AT THE POINT OF PACKING UP A YEAR. NO ONE HAS ANY CLUE WHAT TEACHER TIRED IS WHEN YOU'RE LOOKING AT THE LAST TWO WEEKS OF SCHOOL OR THE FIRST TWO WEEKS. THIS HAS TO GO OUT ASAP SO THEY ARE NOT IN THE TWO WEEK TIMEFRAME.

>> IS THERE A DOCUMENT THAT IS REDLINED THAT SHOWS THE SUGGESTIONS AND DOCUMENT PUT TOGETHER AND THE SUGGESTIONS THAT STAFF OR WHATEVER YOU MET WITH PUTS TOGETHER?

[02:20:01]

>> I TOOK A FIRST SHOT. I CAN ALSO SEND THAT TO YOU WITH THE SUGGESTIONS I HAD. I WOULD SAY I STILL FEEL LIKE THE SURVEY IS A DRAFT. I SHARED THIS ONE WITH THE GROUP AND WE HAVEN'T HAD A CHANCE TO TALK THROUGH WHAT THOSE SUGGESTIONS WE WOULD HAVE TO CHANGE THEM BECAUSE THE ONE THING I DID NOT WANT TO DO IN THIS SURVEY WAS FOR A RESPONDENT OF THE SURVEY TO THINK THIS WAS SPECIFICALLY TALKING ABOUT STUDENTS NOT BELONGING AND REALLY ABOUT WHAT ARE THE SUPPORTS STUDENT MIGHT NEED? WHAT TEACHERS MIGHT NEED ? THAT IS OUR BIGGEST CONCERN. IF WE ARE GOING TO SEND OUT A SURVEY I WOULD LIKE TO HAVE A SURVEY THAT IS GOING TO GIVE US THE FEEDBACK , NOT SAYING I FEEL SUPPORTED OR DON'T. WHAT IS IT WE NEED ? THERE ARE SEVERAL CONVERSATIONS I'VE HAD OVER THE LAST SEVERAL MONTHS WITH STAFF THAT SAYS I DON'T FEEL SUPPORTED AND I ASK WHAT THEY MEAN BY SUPPORT.

SIMILAR TO THE COACHING PIECE, WHAT SUPPORT ARE YOU LOOKING FOR? ARE YOU LOOKING FOR A STRATEGY YOU CAN USE, ARE YOU LOOKING FOR SOMEONE TO COME IN AND MODEL SOMETHING? ARE YOU SAYING A CHILD DOESN'T BELONG IN A CLASSROOM AND WE NEVER WANT TO GET TO THAT PIECE OF IT BUT THAT COULD BE A STRUGGLE SOMEBODIES WITH RIGHT NOW, HOW DO I SUPPORT THE CHILD IN THIS

ENVIRONMENT? >> THAT'S WHAT THESE ARE GOING TO. EVERY QUESTION ENDS WITH PLEASE EXPLAIN. JUST IN CASE THEY ARE MISINTERPRETING SOMETHING . IT'S ALL ABOUT THE STUDENTS. THE SPECIFIC RESOURCES WOULD YOU NEED TO BETTER ASSIST IN REGULATING THEIR BEHAVIOR THAN IMPACT THEIR ABILITY TO ACCESS THE GENERAL EDUCATION? EVERY ONE OF THESE IS ABOUT WHAT CAN WE DO TO MAKE THE EXPERIENCE FOR THE STUDENT BETTER? WHAT DOES A TEACHER NEED TO MAKE THE EXPERIENCE BETTER? WHAT CAN WE PROVIDE FOR THE CHILD ? I THINK IT'S REALLY IMPORTANT WE GIVE OUR TEACHERS A VOICE. THESE ARE THE QUESTIONS THEY FELT WERE WHAT THEY WANTED TO HAVE A VOICE TOO.

>> I HAVE A DEVILS ADVOCATE QUESTION HERE. WHEN WE ASK THE QUESTION ARE YOU IN SUPPORT OF IMPLEMENTING ADDITIONAL -- I CAN APPRECIATE HOW ON ONE HAND MAYBE SOME ARE REALLY NOT IN FAVOR OF INCLUSION, MAYBE IT IS HOW WE ARE DOING INCLUSION RIGHT NOW WHICH PERHAPS COULD BE IMPROVED UPON IN SOME WAYS AND RECOGNIZE . WHAT IF THEY SAY I'M IN FAVOR OF ADDITIONAL PLACEMENT OPTIONS AND PLEASE EXPLAIN AND I THINK WE SHOULD HAVE FIVE DIFFERENT BUILDINGS WITH 25 DIFFERENT STAFF THAT SHOULD HELP US, WHERE DO WE GO WITH THAT? WE CAN'T DO THAT. I UNDERSTAND THE NEED TO IDENTIFY WHERE WE HAVE GAPS . I GET THAT. ASKING THOSE OTHER QUESTIONS, I DON'T WANT IT TO BE -- I DON'T WANT TO MISLEAD BY THINKING PROVIDING THAT DATA THAT SOMEHOW WE CAN DO SOMETHING

VERY QUICKLY WHEN WE CANNOT. >> I THINK TEACHERS ARE USED TO

WAITING. >> I DON'T THINK THIS IS MISLEADING IN THAT REGARD. WE SENT OUT SOME OTHER SURVEYS THROUGHOUT THE YEAR SINCE STARTED. I DON'T SEE THIS AS ANY DIFFERENT THAN THOSE. I THINK WE HAVE SENT SEVERAL SURVEYS OUT THIS YEAR , SEVERAL HAVE GONE OUT TO STAFF AT CERTAIN LEVELS I BELIEVE. I DON'T SEE THIS AS ANY

DIFFERENT. >> I THINK PERSONALLY TEACHERS ARE APPRECIATING SURVEYS. I THINK IT'S GIVING THEM A VOICE BECAUSE THEY KNOW THAT THEY ARE BEING HEARD. WE HAVE A LOT OF FRUSTRATED TEACHERS, WE HAVE A LOT WHO ARE LEAVING BECAUSE THEY ARE OVERLY FRUSTRATED AND THEY HAVE NO VOICE . IS THIS PERFECT , I DON'T KNOW. WE DID THE BEST WE COULD. I WAS RESPECTING WHAT

THE TEACHERS WANTED TO SAY. >> CAN YOU SCROLL DOWN SO WE CAN

[02:25:01]

SEE THE OTHER QUESTIONS? >> NOW THAT WE HAVE SEEN THE

REST IT IS TOO LONG. >> I AGREE. I THINK WE NEED TO MAKE SURE TEACHERS HAVE A VOICE. WE HAVE ARTIE DONE ONE THIS YEAR. I THINK THE THING PROBABLY MOST CONCERNING AS I ALLUDED TO EARLIER WE KNOW THERE'S ISSUES AND I THINK . WE WOULD GET THESE TEACHERS AND NOT AN COLLABORATE AND HAVE OPEN DISCUSSIONS OF WHAT CHANGES NEED TO BE MADE AND THE FACT WE HAVE TEACHERS HAVE TO BE ANONYMOUS BECAUSE THEY ARE AFRAID TO SPEAK UP, THAT IS A

BIGGER PROBLEM TO ME. >> ALL THE MORE REASON TO SEND

IT OUT. >> WE NEED TO COLLECT THE INFORMATION, WE NEED TO CHANGE THE CULTURE IN THE SCHOOL SYSTEM TO WHERE TEACHERS CAN GET IN A ROOM AND COLLABORATE WITH THE APPROPRIATE PEOPLE AND FEEL SAFE SAYING WHATEVER IT IS THEY NEED

TO SAY. THANK YOU. >> YOU HAVE TO KEEP IT DOWN.

THIS IS A BUSINESS MEETING. YOU WILL BE ASKED TO LEAVE.

>> SO THEY CAN COLLABORATE WITH STAFF SO WE CAN ACTUALLY MAKE A CHANGE . TO THE SURVEY SPECIFICALLY THERE ARE SOME QUESTIONS AT THE BEGINNING, WE HAVE THAT DATA SO MY QUESTION IS THE REASON WE WANT TO INCLUDE THE SPECIFIC THINGS LIKE HOW MANY STUDENTS DO YOU HAVE NOT SPEECH ONLY, ARE WE USING THOSE SO WE CAN GET TO DIFFERENT RESULTS IN THE ANALYTICS AT THE END OF THE SURVEY OR DO WE NOT THINK WE HAVE THAT?

>> YOU SENT ME THE DATA WITH THAT. I WAS WORRIED WHEN WE DO SOME TYPE OF PRESENTATION WE NEED TO BE ABLE TO COMPARE. HOW MANY DO YOU HAVE AND JUST ON A SEPARATE FORM , IT DOESN'T DO THAT. I THOUGHT WHEN YOU PRESENT IT YOU HAVE TO COMPARE THAT.

THAT'S MY NUMBER ONE AND TWO ARE LOWER LEFT IN THERE.

>> DO WE HAVE ADMINISTRATORS? I DON'T KNOW THE RIGHT WORDS FOR IT, BUT IN THE SAME WAY THAT ADMINISTRATORS SUPERVISE TEACHERS TO MAKE SURE THEY ARE MEETING THE CURRICULUM AND TEACHING IN THE CLASSROOM DO WE HAVE PEOPLE WHO DO THAT SPECIFICALLY FOR STUDENTS IN EARLY CHILDHOOD EDUCATION? DO WE

HAVE INFORMATION FROM THAT? >> WITHIN OUR EARLY CHILDHOOD PROGRAM WE HAVE A SUPERVISOR WHO OVERSEES EARLY CHILDHOOD AND SHE WORKS SPECIFICALLY OUT OF THE DEPARTMENT OF INSTRUCTION, BUT VERY CLOSELY WITH SPECIAL EDUCATION AND THEY ARE CONSTANTLY WITHIN THE PRE-K SETTING GETTING FEEDBACK FROM TEACHERS ALONG THE WAY AND MAKING ADJUSTMENTS. THINGS YOU WILL SEE THAT HAVE BEEN IMPLEMENTED THIS YEAR AND FROM LAST YEAR AS WE IMPLEMENT A NEW CURRICULUM AND LISTENING TO THE IMPACT OF THAT FOR OUR TEACHERS IS WHAT SUPPORTS DO THEY NEED? ONE THING SHARED LAST YEAR IN OUR FEEDBACK FROM OUR PRE-K TEACHERS WAS TIME TO MEET WITH A SPECIAL EDUCATOR. WE DEFINED SPECIFIC TIMES ONCE A MONTH WITH A SPECIAL EDUCATOR AND GENERAL EDUCATOR WOULD COME TOGETHER AND PLAN TOGETHER ALONG WITH OUR EARLY CHILDHOOD TEACHER SPECIALIST AND SUPERVISORS TO HELP SUPPORT THE PLANNING PROCESS. AS WE WENT INTO THIS YEAR ONE OF THE THINGS WITH ACCREDITATION AND LESSON PLANNING HAD COME UP AND SO WE STILL HAVE THAT BUT WE ALSO SHIFTED TOWARDS BRINGING MULTIPLE TEACHERS TOGETHER AT THE CENTRAL OFFICE TO HELP PLAN TOGETHER. ALSO HAVE IDENTIFIED SPECIFIC SCHOOLS WHERE BEHAVIOR REGULATION MIGHT HAVE BEEN A CONCERN. WE SENT OUT A TEAM TO COVER THE CLASSROOM WITH THE STUDENTS AND THEN SPECIFICALLY WORK WITH THE TEACHERS AND INSTRUCTIONAL ASSISTANCE TO BETTER FIND WAYS TO MEET THE NEEDS OF OUR STUDENTS. WE HAVE THINGS IN PLACE THAT ARE HAPPENING AND THAT IS ALL THROUGH THE DATA AND FEEDBACK THAT TEACHERS ARE GIVING US DAILY WHEN WE GO IN AND PROVIDE SPECIFIC FEEDBACK , WE ARE ASKING WHAT IS IT YOU NEED? OUR EARLY CHILDHOOD GROUP MEETS WITH OUR PRE-K TEACHERS AT LEAST ONCE A MONTH DURING PLC , THEY GIVE FEEDBACK THERE . THERE ARE

[02:30:02]

>> THANK YOU. I WANTED TO ENGAGE WITH THE EXISTING RESOURCES AND INFORMATION WE HAVE THAT WE CAN TAP INTO. WE TALK ABOUT MAKING SURE TEACHERS FEEL COMFORTABLE, IT WOULD BE AMAZING , MAYBE NOT A STUDENT MEMBER, BUT AFFORD MEMBERS ARE ABLE TO SIT IN SOME GROUPS OR SESSIONS AND HEAR THAT DISCUSSION OR HAVE A PRESENTATION OF SOMETHING OF THE LIKE JUST SO IT DOESN'T ALO MAYBE SEEM LIKE WE ARE SENDING OUT ANOTHER SURVEY AND COLLECTING MORE INFORMATION ALREADY BEING GIVEN THROUGH OTHER AVENUES . I THINK IT WOULD MAYBE BE MORE EFFICIENT. THANK YOU FOR THAT. THAT'S A GREAT CLARIFYING POINT.

>> I WOULD LIKE TO ADD ANOTHER PIECE YOU MIGHT NOT BE AWARE OF THAT WE DID THIS YEAR. I WAS ABLE TO PARTNER WITH CEA. WE HAD CONVERSATIONS ABOUT SPECIAL EDUCATION, INCLUSIVE PRACTICES AND HOW WE BEST SUPPORTER TEACHERS. WE DID A COLLABORATIVE COMMITTEE CEA WAS ABLE TO BRING IN A TEACHER FROM THE ELEMENTARY MIDDLE AND HIGH SCHOOL TO SIT ON THAT COMMITTEE AND ALSO ON THAT COMMITTEE WAS MYSELF, THE DIRECTOR OF INSTRUCTION, DR.

ANDERSON AND SPECIAL EDUCATION AND FOR EQUITY . WE SPENT SOME TIME WORKING TOGETHER AND UNDERSTANDING EACH OTHER'S PERSPECTIVES, UNDERSTANDING WHAT THEY ARE HEARING THROUGH THE UNION, THAT MIGHT BE CONCERNS AND WE HAVE MET MULTIPLE TIMES THROUGH THE YEAR AND IN ADDITION TO THAT WE WENT INTO BUILDINGS.

WE IDENTIFIED ELEMENTARY, MIDDLE AND HIGH SCHOOL HE WAS GOING TO AND SPENT THE DAY. WE HAD OPPORTUNITIES TO SIT AND TALK TO TEACHERS AND FOCUS GROUPS, WE GOT TO GO IN AND OBSERVE CLASSES AND WE GOT TO TALK ABOUT WHAT ARE THE STRUCTURES IN PLACE THAT ARE WORKING RIGHT NOW? WE DID FOLLOW UP WITH A SURVEY. WE DIDN'T HAVE AS MANY RESPONDENTS AS WE WOULD'VE LIKED BUT WE DID SURVEY EACH OF THE BUILDINGS AND UTILIZE THAT INFORMATION TO BE ABLE TO SHARE WITH THE DEPARTMENT OF SPECIAL EDUCATION OF WHAT WE CAN DO DIFFERENTLY . WHAT SUPPORTS NEED TO BE IN PLACE AND WE ARE MEETING AGAIN IN A COUPLE OF WEEKS TO REFINE THE RECOMMENDATIONS OF THAT GROUP , SO IT HAS BEEN A GREAT COLLABORATIVE EFFORT WHICH MEANS CEA AND THE SCHOOL SYSTEM AND REALLY IDENTIFYING WHAT IS WORKING AND WHAT'S NOT AND HOW WE CAN BEST MOVE FORWARD AND SUPPORT EACH OTHER.

>> I LOVE HEARING EVERYTHING YOU'RE DOING. THE SURVEY WILL TELL US IF IT'S WORKING. I DON'T THINK IT HURTS ANYTHING.

WE MAY THINK WE KNOW WHAT SOME ANSWERS ARE, BUT THE SURVEY WILL TELL US WHAT THE ANSWERS ARE. SO, ANY OTHER DISCUSSION?

>> I WOULD LIKE TO MAKE A MOTION TO PROCEED WITH THE DISTRIBUTION TEACHER SURVEY ON MONDAY, MAY 12. THANK YOU.

>> SECOND. >> OCEAN AND SECOND.

>> THE SURVEY AS IT'S WRITTEN CURRENTLY OR ARE THERE GOING TO

BE ANY ADDITIONAL EDITS TO IT? >> IF SOMEONE HAS AN IDEA TO MAKE IT BETTER I AM COMPLETELY OPEN TO THAT.

TRANSITIONING ] HAVE A MOTION AND SECOND. ALL THOSE IN FAVOR? ALL THOSE OPPOSED? MOTION FAILS TO -3.

[02:35:05]

>> I WOULD LIKE TO MAKE A MOTION TO REVISE SOME QUESTIONS ON THE

SURVEY . >> SECOND.

>> A MOTION ON THE FLOOR AND TO REVISE SOME OF THE QUESTIONS ON

THE SURVEY. ANY DISCUSSION? >> DO YOU WANT TO DO IT NOW?

>> I THINK IT MIGHT BE A BETTER IDEA TO BRING THIS BACK TO THE

BOARD INTERNALLY . >> WOULD HAVE TO UNDER STAND THAT WE ARE AT THE END OF THE SCHOOL YEAR. ASKING TEACHERS TO DO SOMETHING LIKE THIS MUCH LATER IN THE YEAR IS JUST A DELETE TO AN EMAIL IS WHAT I'M AFRAID OF.

>> I WOULD RECOMMEND THAT YOU WORK WITH MS. JACOBS TO REVISE A

SURVEY BEFORE SENDING. >> OKAY. ARE YOU AVAILABLE TOMORROW? HOW SOON WOULD WE BE ABLE TO MEET?

>> WE CAN TALK AFTER THIS AND I HAVE TO LOOK AT MY SCHEDULE.

I'M AT CSN TOMORROW FOR EARLY COLLEGE GRADUATION. I HAVE

MEETINGS ALL AFTERNOON. >> AS LONG AS I CAN HAVE SOME TYPE OF ASSURANCE THAT IT WILL BE OUT BY THE END OF NEXT WEEK , THEN I WOULD BE OKAY WITH THAT. NOT NEXT WEEK, BUT -- CAN YOU SHARE WHEN IT WAS -- THE 20TH, WHICH WAS A TUESDAY?

>> OUR NEXT BOARD MEETING IS ON THE 22ND, SO IF YOU CAN PUSH IT BACK TWO MORE DAYS, THEN YOU CAN REVISE WITHIN THE TIMELINE AND VOTE ON IT AT THE NEXT BOARD MEETING.

>> OR WE CAN HAVE IT READY FOR THE NEXT.

>> RIGHT. YEAH. >> ALL THOSE IN FAVOR? MOTION CARRIES FIVE ZERO. THANK YOU, JACOBS. YOU MAKE ANOTHER ONE AND

IT MIGHT BE VIOLENT. >> OKAY. I'LL LEAVE WITH THAT.

[7.01 Public Comment]

>> WE WILL MOVE INTO OUR PUBLIC COMMENTS PORTION OF THE EVENING

. >> CAN WE PLEASE REFRAIN FROM APPLIED?

>> THE BOARD OF EDUCATION PREVENTS THE PUBLIC TO ADDRESS THE BOARD ON ISSUES OF CONCERN . THE NUMBER OF SPEAKERS IS LIMITED TO 20. WHEN YOU ARE CALLED, STATE YOUR NAME FOR THE RECORD AND LIMIT YOUR COMMENTS TO THREE MINUTES. PERSONS ON THE SIGN UP SHEET MAY NOT CONVEY, RELINQUISH ANY PART OF THE SPEAKING TIME TO ANOTHER PERSON . IF YOU HAVE HANDOUTS OR WRITTEN TESTIMONY, GIVE THEM TO KAREN TO BE DISTRIBUTED TO BOARD MEMBERS. TO PROTECT INDIVIDUAL CONFIDENTIALITY, DO NOT MENTION SPECIFIC STUDENTS OR STAFF MEMBERS. ALL COMMENTS ARE TO BE MADE IN A CIVIL MATTER. MAYBE ASKED TO STOP SPEAKING AND FORFEIT THE RIGHT TO SPEAK AT FUTURE BOARD MEETINGS. ALL THE BOARD OF EDUCATION VALUES YOUR COMMENTS AND CONCERNS, THIS IS A BUSINESS MEETING AND THE BOARD CANNOT RESPOND TO QUESTIONS OR ENTER INTO DISCUSSION WITH YOU DURING THE MEETING. PUBLIC SCHOOLS WILL RESPOND TO THE ISSUES RAISED IF YOU PROVIDE CONTACT INFORMATION WHEN YOU SIGN IN. WRITTEN COMMENTS ARE WELCOME AT ANY TIME. FOR MORE INFORMATION, CONTACT THE ADMINISTRATIVE ASSISTANT TO THE BOARD.

>> OUR FIRST SPEAKER IS CHELSEA. >> I DON'T GET TO USUALLY PUSH THE BUTTON. MY NAME IS AND I TEACH EIGHTH GRADE SCIENCE AT MIDDLE SCHOOL AND MY SON IS A FIRST GRADER AT MUTUAL ELEMENTARY. MY PRONOUNS ARE SHE/HER. AT THE LAST MEETING , SUGGESTED THAT CHANGING THE MISSION STATEMENT TO SUPPORTIVE INCLUSIVE SCHOOL COMMUNITIES WAS OKAY, BECAUSE THEY DIDN'T ACTUALLY USE COMMUNITY DATA. WE SPENT $60,000 ON THE AND IN THIS ECONOMY FOR A BAD COPY AND PASTE JOB. AND FOR THEIR INPUT ABOUT THE PROCESS AND HERE'S THE HIGHLIGHTS. THE FULL TEXT IS IN BOARD COMMENTS. THE KENTUCKY STATE PLAN WAS PUBLISHED MARCH

[02:40:03]

FACILITATED SURVEYS INTERVIEWS LISTENING TOURS THAT TOUCHED MORE THAN 2000 COMMUNITY MEMBERS AND DIDN'T ACTUALLY WRITE THE PORTRAIT OF THE GRADUATE. WAS MADE OF PEOPLE FROM CC PS. THE COMMUNITY REVIEWED THEIR WORK BEFORE IT WAS ADOPTED. SAT IN THAT COMMUNITY AND I GUESS THE OUTCOME WAS NOT TO HER LIKING, SO SHE DECIDED TO MOTION TO CHANGE THE MISSION STATEMENT , THEREFORE ERASE THE 2000 PLUS COMMUNITY MEMBERS WHO CONTRIBUTED TO THAT. JUST A QUICK GLANCE AT PUBLIC COMMENT , THE COMMUNITY INTEREST HOLDERS WHO PARTICIPATED IN THAT PROCESS DO REPRESENT OUR COMMUNITY AND NOT ONLY DO INTEREST HOLDERS VALUE SUPPORTIVE AND INCLUSIVE LEARNING COMMUNITIES, THEY DEMAND THEM. MR. HARRISON, AFTER THE END OF THE LAST MEETING, HE ASKED THAT WE GO BACK TO SEE WHAT YOU REALLY DID SAY WITH THE HOMELESS DOGS THING. MAYBE IT WAS A POOR CHOICE OF WORDS. WE ARE WATCHING ACTIVELY. I WOULD LIKE TO PROVIDE ADVICE DURING THE TEACHER APPRECIATION WEEK AND A RIDICULOUS NUMBER OF HOURS IN THIS FREEZING COLD ROOM. I'M DYING. HAVE INTEGRITY THAT MAYBE YOUR WORD CHOICE WASN'T BEST OR MAYBE NOT LIGHTLESS IN A WAY THAT'S VERIFIABLE. IF YOU'RE GOING TO SAY YOU DID YOUR RESEARCH, THAT YOUR SOURCES. THESE ARE ELEMENTARY SKILLS. IF YOU'RE UNHAPPY, DON'T ACCUSE WITH A CRIME OF PLAGIARIZING, CONSIDERATE OF BREAKING A CONTRACT AND IT'S NOT FISCALLY RESPONSIBLE. IF YOU'RE GOING TO SAY THAT THE SCHOOL BUILDING IS A SAFE PLACE, DO SOMETHING TO ADDRESS BULLYING. IF YOU VALUE SAFETY, VALUE THE SAFETY OF ALL STUDENTS . IF YOU ARE GOING TO WASTE TAXPAYER DOLLARS, STOP CLAIMING TO BE FISCALLY RESPONSIBLE. IF YOU ARE GOING TO BE OUTRAGED THAT TH CODE OF CONDUCT ISN'T WORD FOR WORD, LEAD BY EXAMPLE AND FOLLOW ROBERTS RULES, MAKE MOTIONS, HAVE DISCUSSIONS INSTEAD OF ISSUING DIRECTIVES. THANK YOU .

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

>> MEMBERS OF THE BOARD OF EDUCATION, MY PRONOUNS ARE SHE/HER. I AM HERE TO EXPRESS MY PROFOUND DISAPPOINTMENT IN YOUR RESEARCH DECISIONS DETERMINED THE TERM INCLUSIVE FROM THE CCPS MISSION STATEMENT AND REMOVE SAVE SPACE STICKERS FROM CCPS CLASSROOMS. I UNDERSTAND THEY SUPPORT YOU IN THESE DECISIONS, I AM NOT ONE OF THOSE PEOPLE. THIS BOARD PUTS POLITICS OVER SOUND POLICY. BOTH OF THESE CHANGES WERE HASTY, ILL CONSIDERED AND IGNORED FEEDBACK FROM THE COMMUNITY. ONE CHANGE WAS BASED ON AN OUTRIGHT LIE . THE BOARD DOES NOT VALUE INCLUSIVENESS DIVERSITY OR EQUITY. YOU DEMONSTRATED NO INTEREST IN LEARNING WHY THESE ARE IMPORTANT IN PUBLIC EDUCATION OR WHY THEY MATTER SO MUCH TO STUDENTS AND FAMILIES. I WILL SHARE SOME OF THAT INFORMATION WITH YOU. WHAT I WILL SHARE ARE NOT INVENTED STORIES , MANUFACTURED OUTRAGE OR CROCODILE TEARS. STUDENTS CANNOT LEARN WELL NOR PERFORM AT THEIR BEST WHEN THEY DO NOT FEEL SUPPORTED, INCLUDED AND SAFE.

FROM YOUR CAMPAIGN RHETORIC TO RECENT DECISIONS, THIS BOARD CLEARLY DOES NOT CARE TO SUPPORT STUDENTS WHO DO NOT FIT THE MOLD. STUDENTS WHO ARE MARGINALIZED DUE TO RACE, GENDER IDENTITY, SEXUALITY, RELIGION, NEURODIVERSITY, DISABILITY OR OTHER CHARACTERISTICS FACE BULLYING, EXCLUSION, HARASSMENT AND ATTACKS , BECAUSE OF THEIR DIFFERENCES. THIS CAN LEAD TO ANXIETY, DEPRESSION AND RISK OF SUICIDE. FOR EXAMPLE, OVER HALF OF TRANSGENDER YOUTH , 46% OF YOUTH FEEL UNSAFE IN SCHOOL.

THIS IS WHY SAFE SPACE STICKERS MATTER SO MUCH. THEY LET STUDENTS KNOW THAT THEY ARE ACCEPTED AND SUPPORTED . ONE CARING ADULT CAN MAKE A HUGE DIFFERENCE. SAFE SPACE STICKERS

[02:45:01]

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

>> GOOD EVENING. THANK YOU FOR THE OPPORTUNITY TO SPEAK. MY NAME IS PAUL AND I USE HE/THEY PROGRAMS. I REPRESENT P FLAG, A COUNTY CHAPTER OF THE LATEST LARGEST ORGANIZATION DEDICATED TO SUPPORTING, EDUCATING AND ADVOCATING FOR LGBT FAMILIES.

OUR FAMILIES AND VOLUNTEERS ACROSS SOUTHERN MARYLAND ARE COMMITTED TO A CARING JUST AND COMMUNITY FOR LGBTQ+ FAMILIES AND YOUTH. THAT INCLUDES ENSURING SAFE AND WELL-BEING IN OUR SCHOOLS. WE ARE HERE TONIGHT BECAUSE OF THE BOARDS RECENT DECISION TO REMOVE SAVE SPACE STICKERS FROM CALVERT COUNTY PUBLIC SCHOOLS. LET US BE CLEAR THAT THIS DECISION SENDS A DANGEROUS MESSAGE TO LGBTQ STUDENTS, FAMILIES AND ALLIES.

THE RHETORIC USED TO JUSTIFY IT , INCLUDING THE FALSE AND OFFENSIVE CLAIMS THAT THESE STICKERS SOMEHOW SIGNAL PREDATORY INTENT , IS NOT ONLY BASELESS, IT'S HARMFUL. SAFE SPACE STICKERS ARE NOT TOOLS FOR HARM. IN FACT, THEY ARE SUPPORTED BY THE STATE DEPARTMENT OF EDUCATION. THESE STICKERS HAVE HISTORICALLY SERVED A SIMPLE AND POWERFUL FUNCTION. THEY COMMUNICATE TO STUDENTS THAT THE EDUCATOR DISPLAYING IT IS FRIENDLY AND AFFIRMING. FOR MANY YOUNG PEOPLE, THAT SILENT SHOW OF SUPPORT CAN BE A LIFELINE.

ACCORDING TO THE 2023, MOST RECENT AVAILABLE STATISTICS FROM MARYLAND STATE YOUTH RISK BEHAVIOR SURVEY , WHICH AS A TEACHER IS COMPLETED BY LOCAL PUBLIC SCHOOL STUDENTS IN EVERY COUNTY IN THE STATE, THE NEED FOR THAT SUPPORT IS UNDENIABLE .

WHEN I READ THIS, I WANT EVERYONE TO KNOW THAT THESE ARE NUMBERS FROM CALVERT COUNTY SCHOOLS , NOT TREVOR PROJECT, NATION OR STATE. CALVERT COUNTY. 8% OF LGBTQ STUDENTS REPORTED MISSING SCHOOL AT LEAST ONCE , BECAUSE THEY FELT UNSAFE. OVER DOUBLE THAT OF HETEROSEXUAL STUDENTS. 25% REPORTED BEING BULLIED COMPARED TO 14% OF HETEROSEXUAL PEERS. 61% REPORT FEELING SAD OR HOPELESS ALMOST EVERY DAY , OVER TWICE THE RATE OF HETEROSEXUAL PEERS. 37% OF LGBTQ STUDENTS SERIOUSLY CONSIDERED SUICIDE IN THE PAST YEAR. 37% OF LGBTQ STUDENTS IN CALVERT COUNTY SERIOUSLY CONSIDERED SUICIDE IN THE PAST YEAR . OVER THREE TIMES THAT OF THE 11% OF HETEROSEXUAL PEERS THAT REPORTED THE SAME. 31% HAVE MADE A PLAN TO ATTEMPT, ALMOST FOUR TIMES THE AMOUNT OF THEIR HETEROSEXUAL PEERS. 17% HAVE REPORTED ATTEMPTING SUICIDE AT LEAST ONCE , MORE THAN THREE TIMES THAT OF THEIR PEERS. THESE NUMBERS PAINT A CLEAR AND URGENT PICTURE. STUDENTS FACE A SIGNIFICANTLY HIGHER RATES OF BULLYING, EMERGENCY DISTRESS AND SUICIDAL IDEATION. FINALLY,THIS PUBLIC INPUT AND I WILL FINISH THE SENTENCE, THANK YOU. BASED ON HARMFUL MISINFORMATION FROM THE BOARD MUST BE CHALLENGED AND P FLAG SOUTHERN MARYLAND IS PURSUING AN APPEAL TO THE MSDN MARYLAND STATE BOARD OF EDUCATION TO CALL FOR REVERSAL OF THIS DIRECTION TO ASK THE STATE TO HOLD THE BOARD ACCOUNTABLE FOR POSSIBLE VIOLATIONS OF NOT ONLY LOCAL BOARD POLICIES, BUT MULTIPLE REGULATIONS. TOGETHER, WE CAN ASSURE EVERY STUDENT IN CALVERT COUNTY KNOWS THAT YOU ARE LOVED, MATTER AND WE WILL KEEP FIGHTING FOR YOUR FUTURE.

>> THANK YOU FOR YOUR COMMENT. >> OUR NEXT SPEAKER IS NICOLE

HELTON. >> GOOD EVENING. MY NAME IS NICOLE AND I USED TO SHE/HER PRONOUNS AND I AM A RESIDENT AND

[02:50:03]

I WANT TO KNOW WHEN MY TAX DOLLARS ARE BEING SPENT THAT DO NOT SERVE ALL STUDENTS. I CAN THINK OF OTHER WAYS TO SPEND TIME AND MONEY IT WILL TAKE TO ENFORCE THE BAN. MENTAL HEALTH SUPPORT FOR STUDENTS, ESPECIALLY LGBTQ STUDENTS WHO HAVE WE HEARD TONIGHT HAVE HIGHER RATES OF DEPRESSION AND SUICIDE ATTEMPTS THAN THEIR PEERS, HELPING PREPARE FOR COLLEGE AND I CAN GO ON. ALL CHILDREN DESERVE TO FEEL SAFE AT SCHOOL. I AM ONCE AGAIN ASKING THE BOARD TO REVERSE THIS POLICY. THANK YOU FOR YOUR TIME.

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

>> HI, BOARD MEMBERS. WE ARE GOING TO MISS YOU SO MUCH. I AM FROM THE LATTER AND WHEN I RECEIVED MY LETTER FROM MS. PATRICIA DALY LEWIS, I KNEW IN MY GUT THAT SHE WAS GOING TO REBUKE CLAIMS. WHY? I'M AN EDUCATED INDIVIDUAL WHO HAS DONE RESEARCH ON THIS ACTUALLY AND I KNOW HOW IMPORTANT SAFE SPACE STICKERS ARE. I ALSO SUSPECTED THAT HONESTY AND INTEGRITY WERE NOT GOING TO GUIDE YOUR ACTIONS. I HAVE HEARD YOUR PODCAST. I WAS RIGHT ABOUT THAT, TOO. DESPITE CLEAR EVIDENCE DISPROVING CLAIMS, YOU MOVED FORWARD MOVING THE SAFE SPACE STICKERS ANYWAYS WITHOUT A VOTE, PUBLIC INPUT AND WITHOUT A POLICY. WEEKS HAVE PASSED AND NO ONE HAS ACKNOWLEDGED THE LIE, NO STATEMENT, PAUSE, CORRECTION . JUST A SILENT MESSAGE TO OUR COMMUNITY THAT WE LIED AND WE DON'T CARE. I'M NOT HERE TO APPEAL TO YOUR GOOD NATURE IF YOU HAVE ONE . I'M NOT HERE TO EDUCATE YOU. GOOGLE IS FOR YOU. I'M HERE TO LET YOU KNOW THAT WE ARE GOING TO KEEP EXPOSING EVERY SINGLE LINE . WE ARE GOING TO KEEP SHOWING UP FOR ALL STUDENTS, EVEN IF YOU DON'T.

THAT'S ALL.

>> OUR NEXT SPEAKER IS JASON STAGGS.

>> I'M SO HAPPY TO HAVE A BOARD WILLING TO PUT THE SAFETY OF ALL KIDS AHEAD OF IDENTITY POLITICS. I'M A CONSERVATIVE REPUBLICAN

--. >> I'M SORRY. WHOEVER IS MAKING HISSING NOISES, YOU CAN RESTART HIS CLOCK AND YOU WILL BE ASKED TO LEAVE. IT'S SO DISRESPECTFUL. YOU DON'T GET AN

OPTION TO SPEAK. THANK YOU. >> I THINK CHEWING FOOD IN FRONT

OF ALL OF US --. >> ASK HER TO LEAVE. ANYONE ELSE

CAN GO WITH HER. >> YOU CAN START HIS CLOCK OVER.

>> I'M A CONSERVATIVE REPUBLICAN AND ONE OF OUR VALUES IS THAT I WANT TO BE LEFT ALONE AND I WANT TO LEAVE YOU ALONE.

THIS VALUE EXTENDS THE PUBLIC EDUCATION . MY CHILD'S SEXUALITY IS MY BUSINESS AND SAME WITH YOURS. HUNDRED YEARS AGO THE COMMITTEE SAW VALUE IN PUBLICLY FUNDED EDUCATION. A SYSTEM TO TALK TO KIDS MATH, SCIENCE AND READING. TODAY, THE MAJORITY OF TAXPAYERS DON'T WANT PUBLIC EDUCATION SYSTEMS INVOLVED IN THEIR SEXUALITY. THERE ARE MANY RESOURCES OUTSIDE THE SCHOOL SYSTEM THAT CAN HELP WITH THOSE IN NEED AND IT'S AN UNFAIR BURDEN ON TEACHERS AND STAFF TO TRY AND HELP WITH EVERY POSSIBLE PROBLEM A CHILD CAN HAVE OUTSIDE OF SCHOOL. THE KEY PHRASE HERE IS OUTSIDE OF THE SCHOOL. THIS TOPIC IS FOR PARENTS TO DECIDE. AT THE END OF THE DAY, A SAFE SCHOOL THAT TEACHES MY CHILDREN SCIENCE AND MATH. I WILL TEACH THEM THE REST THAT HELPS THEM BECOME SUCCESSFUL IN LIFE. SUCCESSFUL

[02:55:04]

FROM OTHER SPEAKERS, I'VE HEARD A LOT OF SAD TERRIBLE STATISTIS ABOUT TRANSGENDERED KIDS. HAS ANYONE STOPPED TO THINK THAT MAYBE IT'S BAD ADVICE THAT TELLING A CHILD THEY CAN CHANGE THEIR GENDER IS WRONG? MY HOBBY IS FISHING AND FISHING WORLD WE SAY, YOU FIT FISH WITH WHAT THE OCEAN GIVES YOU. CAN'T WIN AGAINST THE OCEAN. IN LIFE, YOU PLAY THE CARD YOU WERE BORN WITH AND THAT'S MALE OR FEMALE. THANK YOU.

>> THANK YOU FOR YOUR COMMENTS. >> NEXT SPEAKER IS MONTGOMERY.

>> HELLO. MY NUMB IS MONTGOMERY AND I HAVE SHE/HER PRONOUNS.

I'M A SENIOR AT THE HIGH SCHOOL THAT IS PROUD TO SPEAK HERE TODAY NOT JUST AS A CONCERNED STUDENT, BUT A MEMBER OF THE LGBTQ COMMUNITY AND I'M SPEAKING BECAUSE OF WHAT IS HAPPENING IN OUR SCHOOLS IS WRONG, HARMFUL AND OUT OF STEP WITH THE VALUES THAT WE CLAIM TO UPHOLD. AS A BOARD OF EDUCATION MEMBER, IT'S DEEPLY IRRESPONSIBLE AND DAMAGING TO SPREAD FALSE CLAIMS ABOUT A MARYLAND PRINCIPAL, ESPECIALLY WITH THOSE CLAIMS FALSELY EFFORTS TO INAPPROPRIATE BEHAVIOR. NOT ONLY DOES THIS MISINFORMATION HARMED THE INDIVIDUALS, WRONGLY ACCUSE , BUT ALSO UNDERMINES THE TRUST STUDENTS PLACE AND SAFE SPACE THAT EXISTS TO PROTECT AND SUPPORT THEM. YOU ARE PUSHING A DISCRIMINATORY AGENDA , WHICH IS NOT ONLY MISLEADING, BUT WRONG. TO SAVE SPACE STICKERS YOU ORDERED ARE NOT -- SIGNS TO SAY TO STUDENTS, YOU ARE HERE , YOU ARE RESPECTED AND NOT ALONE. THEY DO NOT PUSH AN AGENDA. THEY PROTECT THEIR LIVES. THEY DO NOT CHANGE ANY ONE IDENTITY OR BELIEFS , MAY I MAKE THAT CLEAR. THEY MAKE SURE EVERY STUDENT A MATTER WHO THEY ARE KNOWS THAT THEY HAVE A PLACE WHERE THEY ARE VALUED. TAKING DOWN THESE STICKERS DOESN'T MAKE ANYONE SAFER. AS YOU CAN SEE, IT SENDS A LOUD PAINFUL MESSAGE TO THE LGBTQ COMMUNITY THAT THEY ARE NOT WELCOME , THEIR SAFETY IS UP FOR DEBATE AND THEIR IDENTITIES ARE SOMETHING TO BE -- TO HIDE OR BE ASHAMED OF AND THAT IS NOT A MESSAGE THAT A SCHOOL SYSTEM SHOULD BE SENDING . REMOVING SAFE SPACE STICKERS PORTRAYS THE TRUST THAT STUDENTS PUT IN YOU WHEN YOU WALK THROUGH YOUR DOORS EVERY DAY EXPECT TO PROTECT . I'M URGING YOU TO REVERSE THE DIRECTIVE, REAFFIRM COMMITMENT TO EVERY STUDENT SAFETY, HOLD YOURSELF AND MEMBERS ACCOUNTABLE FOR THE HARM CAUSED . WE ARE NOT ASKING FOR SPECIAL TREATMENT. WE ARE ASKING FOR RESPECT AND THE BASIC RIGHT TO FEEL SAFE AT SCHOOLS IS SOMETHING A CHILD DESERVES. WE ARE HERE , PROUD AND WE ARE NOT GOING AWAY. THANK

YOU. >> THANK YOU FOR YOUR COMMENTS.

>> OUR NEXT SPEAKER IS CLAIRE WILLIAMS.

>> HELLO AND GOOD AFTERNOON, BOARD MEMBERS. MY NAME IS CLAIRE WILLIAMS . ONE OF MY TEACHERS BROUGHT SOMETHING QUITE SCARY AND DISAPPOINTING TO MY ATTENTION . THEY TOLD ME THAT SAVE SPACE STICKERS ARE NO LONGER ALLOWED. I THINK IT'S WELL KNOWN THAT BULLYING IS A LARGE ISSUE WITHIN SCHOOLS . I FEEL AS IF GETTING RID OF THINGS LIKE SAFE SPACE STICKERS IS DETRIMENTAL TO ALL STUDENT MORALE AND SCHOOLS. I FEEL AS -- AS STUDENTS GROW AND DEVELOP, IT'S IMPORTANT TO RECOGNIZE THAT SCHOOL IS A SAFE SPACE, ESPECIALLY DUE TO SUICIDE, BULLYING AND STRESSFUL ENVIRONMENTS GET LOWER AND LOWER. AS YOU CREATE POLICIES JUST LIKE THIS ONE. THERE DOESN'T SEEM TO BE A LOT OF PLACES THAT CLEARLY STATE THAT THEY ARE A SAFE SPACE. HOW CAN A STUDENT THAT MAY BE DIFFERENT THAN OTHERS IN SENSE OF SEXUALITY, GENDER IDENTITY AND RACE BE EXPECTED TO FEEL COMFORTABLE IF THEY DON'T KNOW FOR SURE THAT THEY ARE FREE WHO THEY WANT TO BE. I ASK ALL HERE TODAY IN THE ROOM AND TURN ONCE REMEMBER THAT YOUR STUDENTS ARE DIVERSE COME A DIFFERENT AND SPECIAL AND DESERVE A PLACE IN SCHOOL TO KNOW THEY BELONG. AS STICKERS CONTINUES TO ASK YOU TO REMEMBER OUR STUDENTS, COUNTY AND NATIONS STILL NEED EMPATHY AND COMPASSION. I DON'T THINK I COULD HAVE ENJOYED OR THRIVED IN MIDDLE SCHOOL IF I DIDN'T FEEL SAFE, ALTHOUGH THE REASSURANCE OF NOT EVEN WORDS, BUT SAFE SPACE STICKERS MADE ME REMEMBER

[03:00:01]

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

>> OUR NEXT SPEAKER IS MADELINE.

>> GOOD AFTERNOON, EVERYONE. MY NAME IS MADELINE AND I'M A JUNIOR AT CALVERT HIGH SCHOOL. I COME TO SPEAK OUT AGAINST THE OPEN HATE IN OUR COMMUNITY. MANY OF US ARE MORE THAN AWARE OF THE RECENT CONTROVERSIAL CALL FOR THE REMOVAL OF SAFE SPACE STICKERS . I WOULD LIKE TO SHARE A STORY ABOUT MY EXPERIENCE FROM THE LAST TWO WEEKS AND ACKGROUND ON MYSELF. ON WEDNESDAY APRIL 23RD, A CUSTARD AND WALKED INTO MY ART CLASS PROMPTLY REMOVING A STICKER ON THE DOOR THAT READ, BE KIND .

ONE QUESTION ABOUT THE REMOVAL HIS RESPONSE WAS BECAUSE IT HAD A RAINBOW ON IT. THE LETTERS IN THE WORD BE KIND WERE IN MULTIPLE COLORS , BUT THAT'S IRONIC, BECAUSE THIS ISSUE IS SO BLACK AND WHITE. EVERYONE MATTERS AND EVERYONE IS WELCOME . I'M A STRAIGHT WOMAN, BUT MANY FRIENDS AND CLOSE FAMILY WHO HAVE FELT COMFORTABLE ENOUGH TO COME OUT TO ME AND I FEEL GRATEFUL FOR THEIR HONESTY, COMFORT AND TRUST IN ME. TODAY , I HOPE THAT ALL OF YOU ARE UNCOMFORTABLE . DISCOMFORT PUSHES FOR CHANGE. THIS ISSUE IS BIGGER THAN YOUR POLITICAL AFFILIATIONS OR THOUGHTS ON GENDER AND . I WILL TELL YOU WHAT YOU CANNOT GRASP. THERE ARE BILLIONS OF PEOPLE ON THIS EARTH AND EVERY SINGLE ONE OF THEM PLEASE READ . IF WE ALL BLEED RED BLOOD, UNDERSTAND THAT THE PERSON NEXT TO YOU , THE NEW HIRE, THE PERSON LIVING ON THE STREET, THE FAMOUS FOOTBALL PLAYER OR EVEN THE PRESIDENT OF THE UNITED STATES ARE ALL BORN WITH THE SAME RIGHTS. AND, THE SAME CHANCES TO BE KIND. THIS DECISION IS NOT JUST DANGEROUS, BUT DISHEARTENING. AND DAN HYPOCRITICALLY FEEL EXCLUDED BY THE IDEA OF INCLUSION. DUE TO THE MISGUIDED IDEA THAT WHEN SOMEONE IS INCLUDED , IT PUSHES THEM OUT OF THAT CIRCLE. YOU AND THE BOARD EXCLUDING WHO DECIDED THAT THE WORD SAFE SPACE FOR HARMFUL BEHAVIOR NEED TO WAKE UP. IT'S TIME TO START PRACTICING WHAT YOU PREACH TO SAFE ENVIRONMENT WHERE PEOPLE CAN FEEL WELCOME. THE BOARD SHOULD FEEL DISGRACED TO INVITE SUCH FEAR AND MISINFORMATION INTO THE SCHOOL SYSTEM. PLAY INCLUSIVITY OFF AS A HELPFUL NARRATIVE. I REALIZE AS A MAJOR FACTOR AS RELIGION AND WHEN I WAS WRITING THIS, I WAS REMINDED OF A VERSE FROM LUKE 14, 13 THROUGH 14. EVEN IF YOU DON'T HEAR MY WORDS , I HOPE THAT YOU HEAR HIS. THE CRIPPLED, LAME AND THE BLIND AND YOU WILL BE BLESSED. THANK YOU, EVERYONE. DO SOMETHING KIND TODAY.

>> OUR NEXT SPEAKER IS ASH. >> GOOD EVENING. I USE HE/HIM AND THEY SLASH HIM THEY/THEM PROGRAM I TOOK A TO MY SKIN AND

[03:05:05]

YOU ARE ELECTED TO HELP AND YOU ARE FAILING A SIGNIFICANT POPULATION OF PEOPLE. DO THIS AND YOU ARE FAILING A COMMUNITY'S WORK TO HELP, BECAUSE THIS WILL NOT JUST TARGET QUEER CHILDREN, BUT OTHER MARGINALIZED GROUPS. DO THIS AND CHILDREN RELYING ON YOU SUPPORT AND UNDERSTANDING WILL SUFFER .

I IMPLORE YOU TO GIVE US BACK THE SPACE WHERE WE CAN EXIST IN

PEACE. THANK YOU. >> THANK YOU FOR YOUR COMMENTS.

>> OUR NEXT SPEAKER IS JEREMY. >> HELLO, REPUBLICAN BOARD OF EDUCATION. MY NAME IS JEREMY AND I'M THE EDUCATION CHAIR FOR THE CALVERT COUNTY REPUBLICAN CENTRAL COMMITTEE. I HAD AN EPIPHANY ON THE DRIVE OVER HERE AND JUST HEAR ME OUT , APPARENTLY SINCE CALVERT COUNTY EMPLOYEES CAN PUT STICKERS ON CALVERT COUNTY PROPERTY , I WAS THINKING MAYBE WE CAN JUST ACTUALLY START MAKING SOME REVENUE AND SELL AD SPACE ON EACH ONE OF THE CLASSROOM DOORS. TREAT IT LIKE A NASCAR RACE CAR AND JUST SELL ADVERTISING SPACE SINCE APPARENTLY WE COULD JUST PUT WHATEVER PROJECT WE WANT ON GOVERNMENT PROPERTY, VIA STICKERS OR OTHER THINGS. JUST SOMETHING TO THINK ABOUT BUT ANOTHER WAY TO MAKE REVENUE IN THE SCHOOL SELLING THAT ADVERTISEMENT SPACE. THE REAL REASON I CAME TODAY AS I GOT FEEDBACK FROM MY LAST SPEECH LAST TIME AND APPARENTLY DEMOCRATS IN CALVERT COUNTY DON'T LIKE BEING REMINDED THAT THEY LIVE IN A REPUBLICAN COUNTY. UNFORTUNATELY, I HAVE TO GIVE THEM ANOTHER REMINDER. IN CALVERT COUNTY, THERE ARE 30,000 REGISTERED REPUBLICANS , WHICH IS APPROXIMATELY 6000 MORE THAN DEMOCRATS. CALVERT COUNTY IS REPUBLICAN . THE BOARD OF EDUCATION IS REPUBLICAN , SPECIFICALLY AFTER THE CLEAN SWEEP WE HAD IN 2024 . TO EMPHASIZE THAT POINT, I BELIEVE WON BY 7000 VOTES AND MR. HARRISON WON BY 6000 VOTES AND WON BY 2000 VOTES. THAT IS FIVE REPUBLICANS . THE BOARD OF COUNTY COMMISSIONERS ARE ALL REPUBLICAN, WHICH IS ANOTHER.

THE STATES ATTORNEY IS REPUBLICAN, SURE IS REPUBLICAN AND TREASURER IS REPUBLICAN. 15 OF 18 COUNTY ELECTED OFFICIALS ARE REPUBLICAN . I JUST WANT TO DO ANOTHER QUICK REMINDER AND QUOTE THE GREAT PROPHET BARACK OBAMA, ELECTIONS HAVE

CONSEQUENCES. THANK YOU. >> THANK YOU FOR YOUR COMMENTS.

>> OUR NEXT SPEAKER IS STEPHANIE JONES.

[03:10:07]

>> MY NAME IS STEFANIE JONES AND MY PRONOUNS ARE SHE/HER. LIKE ALL THE REST OF THE FOLKS OUT HERE , WE ARE NOT CONTAGIOUS.

YOU CANNOT CATCH ANYTHING FROM US OTHER THAN COVID ON A BAD DAY. I HAVE LISTENED TO SO MUCH GARBAGE AND TRASH BEING TOSSED OUT ABOUT US. THE BOARD OF EDUCATION IS IN A MEMORANDUM ON APRIL 21ST TWO DUE TO THE REMOVAL OF SAFE SPACE STICKERS IN ADDITION TO OTHERS, APPARENTLY. THIS NEEDS TO BE RESCINDED IMMEDIATELY. IT DOES NOT SOLVE THE VOICED CONCERN THAT CHILD ABUSERS CAN USE THEM AS A WAY TO GET THEIR ATTENTION . IN THE FUTURE , IT WILL ACTUALLY HARM LGBT STUDENTS.

I'VE JUST HEARD SO MUCH STUFF THAT I'M HAVING TROUBLE WITH MY ORIGINAL THOUGHTS. IF SAFE SPACE STICKERS PROVIDED A SOURCE OF ENGAGEMENT , THEN THE REMOVAL OF ALL OTHER TYPES OF STICKERS , PENDANTS, PICTURES AND EVEN YOUR PERSONAL PICTURES ARE APPROACHES FOR THOSE PEOPLE TO GET THE ATTENTION OF A YOUNG STUDENT.

NEEDS TO GO, TOO. NO MORE FOOTBALL PENDANTS, NASCAR PICTURES. NOTHING. REMOVE THEM. TOMORROW OR RESEND THE MEMO.

WHAT'S THE REAL SOLUTION? ABUSERS NEED PRIVACY. THAT'S FIRST AND FOREMOST. THIS CAN BE COUNTERED WITH A TWO-PERSON RULE AND MULTIPLE OTHER SAFE SCHOOL ACTIONS. THE KEY IS A TWO-PERSON RULE. THE BOY SCOUTS HAVE A KNACK DID IT. I USE IT IN THE NAVY WHENEVER HAVE TO MEET WITH A YOUNG LADY. I AM THE SENIOR WARDEN OF SAINT PAUL'S EPISCOPAL CHURCH AND I GOT THE PERMISSION TO REPRESENT THE CHURCH. WE USE IT AS PART OF THE DIOCESE OF MARYLAND , TWO-PERSON RULE. IF YOU DON'T HAVE IT, YOU NEED TO ENACT A POLICY AND ENFORCE IT, AND NO CHILD SHOULD BE ALONE WITH AN ADULT OR MORE SENIOR , MUCH MORE SENIOR KID.

YOU'RE SUPPOSED TO BE NONPARTISAN. I RAN FOR THIS BOARD ABOUT EIGHT OR NINE YEARS AGO AND ONE OF THE BIGGEST THINGS I KEPT GETTING BEAT INTO MY HEAD , YOU ARE NONPARTISAN.

YOU'RE NOT SUPPOSED TO BE REPUBLICAN. YOU'RE NOT SUPPOSED TO BE DEMOCRATS. YOU ARE SUPPOSED TO BE FOR THE STUDENTS

AND NONPARTISAN. >> THANK YOU FOR YOUR COMMENTS.

>> OUR NEXT SPEAKER IS STACY.

>> GOOD EVENING , PRESIDENT AND MEMBERS OF THE BOARD . I AM STACY, PRONOUNS SHE/HER AND I AM THE PRESIDENT OF THE CALVERT ASSOCIATION EDUCATION SUPPORT STAFF AT THIS MEETING IS EXTREMELY DIFFICULT. THE RECENT REMOVAL OF SAFE SPACE STICKERS AND INCLUSIVE LANGUAGE FROM OUR MISSION STATEMENT IS NOT ABOUT CLASSROOM TO CORE OR AWARD WORD CHOICE, IT IS PART OF A MUCH LARGER CALCULATED STRATEGY. STRATEGIES WE ARE SEEING PLAYED OUT ACROSS OUR COUNTRY. IT'S NOT ORIGINAL. IT'S A SCRIPT AND OUR DISTRICT IS FOLLOWING AT THE EXPENSE OF OUR MOST VULNERABLE STUDENTS. WHAT'S JUST AS ALARMING AS PROCESS OR LACK THEREOF. PROTOCOLS HAVE BEEN IGNORED AND DECISIONS MADE WITHOUT TRANSPARENCE COMMUNITY INPUT OR EVEN WITHOUT PROPER PROCEDURE . WORSE, WE HAVE HURTFUL STATEMENTS MADE TO JUSTIFY THE ACTIONS STOKING FEAR INSTEAD OF FOSTERING UNDERSTANDING. I RECOGNIZE THAT THE OPINION ON THE STICKER ITSELF IS VARIED AND I DON'T NEED A SURVEY TO TELL ME THAT.

LET'S NOT GET DISTRACTED BY AN OPINION OF THE STICKER OR REQUEST FOR SURVEY DATA. WE WOULD MISS WHAT IS REALLY HAPPENING AND THIS IS NOT A LOCAL GRASSROOTS CONCERN, BUT A

[03:15:02]

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

>> HELLO. MY NAME IS LINDSAY . MY PRONOUNS ARE SHE/HER. THIS BOARD OF EDUCATION HAS REMOVED SAFE AND INCLUSIVE SCHOOL COMMUNITY IN THE CCPS MISSION STATEMENT AND THE IMPLICATION WAS THAT ALL SITES ARE ALREADY SAFE. THE NEXT MEETING, HE DECIDED THAT SAFE SPACE STICKERS WERE TO BE DISCUSSED AND THAT THEY ARE CONNECTED WITH ABUSIVE CHILDREN, SO THEY HAVE TO BE REMOVED . I AM CONCERNED ABOUT THE CORRELATION BETWEEN THE LGBTQ COMMUNITY AND CHILD ABUSE. I AM MOST CONCERNED, BECAUSE IT EATING PARENTS AND CAREGIVERS A PLACE TO LOOK FOR DANGER WHEN STATISTICS SAY OTHERWISE . IN MY TENURE AT CCPS, THE ONLY INDIVIDUALS PERSECUTED FOR THIS CRIME ARE MARRIED MEN. I GREW UP IN A COMMUNITY SIMILAR TO CCPS AND TAUGHT TO BE FEARFUL OF DARK ALLEYWAYS AND STRANGE MEN. I WAS NEVER TAUGHT THAT ABUSE IS MOST LIKELY TO OCCUR BY FAMILY MEMBERS OR CLOSE FRIENDS. WHEN I WAS SEXUALLY ASSAULTED, I DIDN'T REALIZE THAT I WAS SUPPOSED TO BE FEARFUL OF THAT INDIVIDUAL. ACCORDING TO THE ABUSE INCEST NATIONAL NETWORK WHO GATHER STATISTICS FROM THE DEPARTMENT OF JUSTICE , 82% OF ALL JUVENILE VICTIMS ARE FEMALE AND 92% OF ALL JUVENILE VICTIMS KNEW THEIR ABUSER. 35% WERE FAMILY MEMBERS AND 50% WERE ACQUAINTED THIS , INCLUDING SCOUT LEADERS AND RELIGIOUS LEADERS. I AM WORRIED THAT THE FALSE NARRATIVE, YOU ARE PROVIDING, WILL PREVENT PARENTS FROM FINDING WHERE THE REAL DANGER IS FOR THE MOVING STICKERS WHERE THEY WERE ALREADY POSTED CAUSES CONCERN FOR STUDENTS. HOW DO I KNOW THIS? IT HAPPENED IN OUR BUILDING. IS THE TEACHER'S AIDE? WILL THEY TREAT ME DIFFERENTLY FOR HOW I ACT? WILL THEY DISCRIMINATE ME? THESE ARE QUESTIONS MY SIXTH-GRADERS HAD WHEN STICKERS WERE REMOVED. CONSIDER REVERSING THIS DECISION AND MAKE A TRUE POLICY THAT IS SOMETHING THAT YOU ARE INTERESTED IN AND HAVE IT UP FOR PUBLIC COMMENT AND THE COMMUNITY

UNDER ADVISEMENT. THANK YOU. >> THANK YOU FOR YOUR COMMENTS.

>> OUR NEXT SPEAKER IS JANET. >> TESTING. AT THE LAST BOARD OF EDUCATION MEETING CONCERNED ABOUT STUDENT SAFETY, MELISSA ASKED SUPERINTENDENT TO REMOVE ALL SAFE SPACE STICKERS INSIDE THE CALVERT COUNTY PUBLIC SCHOOLS WITH KNOWLEDGE THAT THESE STICKERS DO NOT INDICATE AN AUTHENTIC PLACE OF STUDENT SAFETY . THE SUPPORTERS OF THE STICKERS SAY THAT THEY ARE A LIFELINE FOR LGBTQ PLUS STUDENTS HELPING THEM IDENTIFY SUPPORTIVE STAFF IN SAFE PLACES. THEY ARE NOT ONE COLOR , BUT MULTICOLORED WITH THE COLOR OF THE RAINBOW. THEY SUPPORT LGBTQ . TODAY REPRESENT THE ENTIRE STUDENT POPULATION QUICK NO. ACCORDING TO GLISAN WHO SELLS A SAFE SPACE STICKER SHE SHEET, 100% OF PROCEEDS FROM ALL OF THE PRODUCTS, INCLUDING ELEMENTARY

[03:20:01]

DIED AT AGE 41 FROM COMPLICATIONS OF A.I.D.S. ON MAY 15, 1992. THE ORIGIN OF THE SAFE SPACE STICKERS ARE PROMOTING AN AGENDA CONTRARY TO THE VOTERS OF CALVERT COUNTY , WHICH INCLUDES THE SAFETY OF ALL STUDENTS AND NOT JUST THOSE REPRESENTED BY P FLAG. IF ONE TOOK THE IDEA OF SAFE SPACE AT FACE VALUE, INSTEAD WE WOULD EXPECT THE ENTIRE SCHOOL TO BE SAFE. IS WANT TO PRESUME THAT IT IS NOT SAFE IF THERE IS NO STICKER? IS THE STICKER MERELY A WAY TO SIGNAL A SMALL POPULATION OF INDIVIDUALS THAT THEY CAN FORM AN ALLEY SHIP OR ALLIANCE OUR RELATIONSHIP WITH TEACHERS? IF SO, THE STICKERS SIGNIFY A CODE, WHICH CAN DRIVE A WEDGE BETWEEN THE PEOPLE AND THEIR PARENTS.

THE PARENT-CHILD RELATIONSHIP SHOULD BE ENCOURAGED . HUMAN TRAFFICKING DOES EXIST IN CALVERT COUNTY. JENNIFER FOXWORTHY, PRESIDENT AND FOUNDER AND CEO OF UNSTOPPABLE MINISTRIES.ORG HAS SPOKEN ABOUT THE SIGNS TO LOOK FOR .

TRAFFICKERS SEEK YOUNG VICTIMS NEAR SCHOOLS OR ONLINE MAKING FALSE PROMISES OF A JOB, MONEY AND CREATE AN EMOTIONAL OR ROMANTIC BOND , PROVIDE FOOD, PLACE TO LIVE, GIFTS, DRUGS, ALCOHOL . THEY ALSO MAY USE FEAR, ISOLATION, MANIPULATION OR VIOLENCE KEEP THE VICTIM TRAPPED. THANK YOU FOR YOUR

TIME. >> THANK YOU FOR YOUR COMMENTS.

>> OUR NEXT SPEAKER IS VICTORIA HUMPHREY.

>> HELLO, BOARD MEMBERS. MY NAME IS VICTORIA HUMPHREY AND I'M A JUNIOR. THE RECENT DECISION TO REMOVE SAFE SPACE STICKERS FROM OUR SCHOOL HAS AFFECTED MANY OF MY PEERS. THE STICKERS WERE JUST DECORATIONS. THEY WERE ASSIGNED THAT CERTAIN CLASSROOMS ARE PLACES WHERE WE CAN FEEL ACCEPTED, ESPECIALLY FOR ALL STUDENTS WHO MIGHT BE NAVIGATING CHALLENGES SUCH AS IDENTIFYING AS PART OF THE LGBTQ COMMUNITY. SINCE THE STICKERS WERE TAKEN DOWN, I NOTICED A SLIGHT CHANGE IN THE ATMOSPHERE. MY FRIEND SHARED THAT THEY FEEL HESITANT TO SPEAK UP IN CLASS OR APPROACH TEACHERS FOR SUPPORT UNSURE OF WHO THEY TRUST. IT'S UPSETTING AND MAKING SCHOOLS FEEL LESS SAFE , WELCOMING PLACE FOR A LOT OF US. THE LOSS OF THESE SEND A MESSAGE THAT SOME PEOPLE DON'T MATTER. I ASK YOU THAT YOU RECONSIDER THIS DECISION AND BRING BACK THE SAFE SPACE STICKERS. THEY ARE A SMALL AND MEANINGFUL WAY THAT EVERY STUDENT OUR SCHOOL VALUES AND SUPPORTS THE . I TRULY HOPE YOU WILL RESTORE THE SENSE OF SAFETY AND COMMUNITY FOR ALL OF US. ONE OF MY FRIENDS TOLD ME HER TEACHER HAD TO TAKE DOWN A POSTER OF KIDS OF DIFFERENT COLOR SKIN HOLDING HAND AND ANOTHER . WHY DOES THAT MATTER? WHY DO THEY HAVE TO BE TAKEN DOWN? IT DOESN'T MAKE SENSE.

THE FACT THAT IT WAS NOT AN ISSUE VOTED ON SINCE SOME THINGS AND MAY I ADD, HAVE YOU NOTICED EVERYONE WHO HAS SPOKEN AGREEING WITH TICKLING TAKING AWAY SAFE SPACE STICKERS FOR THEIR WHITE MEN WHO HAVE DONE NOTHING TO UNDERSTAND OTHERS BUT WHAT DO THEY KNOW ABOUT WHAT THEY MEAN? HOW DID THE STICKERS HURT YOU QUICK SAY THEY ARE AN ITEM ON THE WALL. NO MATTER WHERE YOU ARE OR WHO YOU ARE . THANK YOU FOR LISTENING.

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

>> GREENLIGHT. >> GOOD TO GO. I'M ALREADY EMBARRASSED THAT IT WON'T BE AS GOOD A SPEAKER AS AN EIGHTH-GRADER IN THE ROOM . PLEASE BEAR WITH ME. I HAD TO WRITE MY STUFFS DOWN. MY NAME IS ANDREW AND MY WIFE AND I MOVED YOUR FAMILY TO CALVERT COUNTY IN 2016 AND WE HAD THREE CHILDREN WHO ATTEND AND PLAY LACROSSE AT CALVERT HIGH SCHOOL. I'M HERE TO DISCUSS THE CONDITIONS OF THE PLAYING FIELDS . IF YOU HAVEN'T

[03:25:01]

PRACTICE FIELD. >> THANK YOU FOR YOUR COMMENTS.

>> OUR NEXT SPEAKER IS CLEAR HELP.

>> GOOD EVENING. MY NAME IS CLAIRE AND I'M FROM HUNTING TOWN. MY PRONOUNS ARE SHE/HER. HOW MANY OF YOU ARE LISTENING ? DO YOU HEAR ME NOW? BECAUSE YOU NOT EVEN LOOKING AT ME. CAN YOU REALLY LISTEN? DO YOU LISTEN TO YOUR CITIZENS AND TO THE STUDENTS? ARE YOU HEARING THE STUDENTS? DID ANY OF YOU LISTEN TO THE STUDENTS WHO SPOKE TO YOU TONIGHT? DID YOU TRULY LISTEN? FIVE OF YOU HAVE LEFT THE ROOM DURING PUBLIC COMMENT AND TO CANNOT LIFT YOUR HEADS AND PAY ATTENTION TO THE PUBLIC, TO SPEAKERS . ONE OF YOU LOOKS LIKE YOU ARE SLEEPING DURING PUBLIC COMMENT AND TWO OF YOU HAVE HAD CONVERSATIONS WHILE A SPEAKER WITH A VALUABLE AND PERTINENT INFORMATION SHOULD BE BROUGHT IMMEDIATELY TO OUR STAFF. ONE OF YOU IS SMIRKING AT CITIZENS WHILE THEY ARE SPEAKING . ARE YOU SURE THAT YOU ARE THE ONES

[03:30:02]

>>

>> MEMBERS OF THE BOARD OF EDUCATION, I AM A RESIDENT OF CALVERT COUNTY AND SERVE AS A PEACE AGENT FOR THE NONPROFIT ORGANIZATION CALVERT PEACE PROJECT. OUR MISSION IS TO INSPIRE AND EQUIP EVERY DAY PEOPLE TO INCREASE SAFETY, BELONGING AND PEACE IN THEIR RELATIONSHIPS AND COMMUNITIES BY CULTIVATING THEIR COMPASSION AND INCREASING THEIR CONSTRUCTIVE COMMUNICATION . CONFLICT RESOLUTION SKILLS. THE RECENT DIRECT FROM THE CALVERT COUNTY SCHOOL CLASSROOMS AND ADDRESS FALSE CLAIMS FOR THE RECENT BOARD OF EDUCATION MEETING THAT INFLUENCED THE DECISION. THIS GOES TO THE CLAIM THAT DURING THE CONVERSATION AT THE NATIONAL SCHOOL BOARDS ASSOCIATION CONFERENCE THAT SOMEONE FROM THE BIDEN FOUNDATION INFORMED HER THAT A MARYLAND SCHOOL PRINCIPAL HAD BEEN ARRESTED FOR GROOMING CHILDREN USING SAFE PLACE STICKERS. WHEN INQUIRIES WERE MADE TO THE FOUNDATION REGARDING THIS THE FOUNDATION RESPONDED UNEQUIVOCALLY THAT NO SUCH CONVERSATION HAD OCCURRED AND NO SUCH ALLEGATIONS WERE MADE REPRESENTATIVE FROM THE BIDEN FOUNDATION AFFIRMED . AT NO POINT DID I OR MR. LESTER MENTIONED A PREFERENCE OR IMPLY A MARYLAND PRINCIPAL WAS ARRESTED FOR GROOMING OR THAT SAFE PLACE STICKERS WERE LURED CHILDREN. WE FOUND NO PUBLIC RECORD OR EVIDENCE SUPPORTING THAT CLAIM THAT A MARYLAND HIGH SCHOOL PRINCIPAL WAS ARRESTED FOR GROOMING STUDENTS USING SAFE PLACE STICKERS. IF THE BOARD IS AWARE OF ANY VERIFIED INFORMATION REGARDING SUCH A MATTER WE INVITE YOU TO SHARE WITH THE PUBLIC AS ALLEGATIONS OF THE SERIOUSNESS SHOULD BE TRANSPARENTLY DOCUMENTED AND SUBJECT TO PUBLIC ACCOUNTABILITY. DESPITE THIS CLEAR REPUDIATION AND ACCESS OF ANY VERIFIABLE EVIDENCE THE NARRATIVE PRESENTED WENT UNCHALLENGED AND THE DIRECTIVE TO REMOVE SAFE PLACE STICKERS PROCEEDED. THIS DECISION IS BASED ON MISINFORMATION AND NOT ONLY HARMS THE WELL-BEING OF LGBTQ STUDENTS BUT ALSO UNDERMINES EFFORTS TO PROMOTE

[03:35:07]

INFORMATION -- >> YOUR TIME IS UP. THANK YOU FOR YOUR COMMENTS. YOUR TIME IS UP.

>>

>> THE NEXT SPEAKER IS TRACY MAGUIRE.

>> GOOD EVENING, MY NAME IS TRACY MAGUIRE. THE BOARD OF EDUCATION MISREPRESENTED GUIDANCE ON KEEPING CHILDREN SAFE. TO THE EXTENT YOU DIRECTED YOUR STAFF BASED ON THAT MISREPRESENTATION PLEASE REVERSE THAT DIRECTION AND CLARIFY TO STAFF THAT STAY SAFE STICKERS ARE PROMOTED AND ENCOURAGED.

THANK YOU. >> THANK YOU FOR YOUR COMMENTS.

[8.01 Recommendations and Motions]

OUR AGENDA IS FUTURE BUSINESS. >> I WOULD LIKE TO MAKE A MOTION TO ADD THE DEVELOPMENT AND REVIEW OF A FLAG DISPLAY POLICY TO A FUTURE BOARD MEETING . THIS POLICY WILL ESTABLISH CLEAR GUIDELINES FOR FLAG DISPLAYS ON SCHOOL PROPERTY , ENSURING CONSISTENCY, NEUTRALITY AND COMPLIANCE WITH LEGAL STANDARDS.

>> THERE IS A MOTION. IS THERE A SECOND? IS THERE ANY DISCUSSION?

>> WHEN IS THE POLICY BEING REVIEWED?

>> FUTURE MEETING RIGHT NOW. JUST TO GET IT ON THE BOOKS . IT

IS NOT DECIDED AT THIS POINT. >> COULD YOU READ THAT ONE MORE

TIME? >> I AM MAKING A MOTION TO ADD THE DEVELOPMENT AND REVIEW OF FLAG DISPLAY POLICY TO A FUTURE BOARD MEETING. THIS POLICY WILL ESTABLISH CLEAR GUIDELINES FOR FLAG DISPLAYS ON SCHOOL PROPERTY ENSURING CONSISTENCY, NEUTRALITY AND COMPLIANCE WITH LEGAL STANDARDS.

>> FOR FLAGS WITH THAT ALSO ADDRESS THE STICKERS TONIGHT OR

IS IT JUST FOR FLAGS? >> I GUESS IT COULD BE INCLUDED.

>> OKAY. IT'S THE ACTUAL SYMBOL OF A FLAG, NOT PHYSICAL.

>> OKAY, YOU HAVE TO LEAVE. YOU'VE GOT TO GO. THANK YOU. I APPRECIATE YOUR TIME HERE. GOOD NIGHT.

>> YEAH. IT'S THE DISPLAY OF AN ACTUAL, PHYSICAL FLAG AND NOT

FLAGS ON A STICKER ? >> A PHYSICAL FLAG.

>> THANK YOU. >> THERE IS A MOTION IN SECOND.

ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR? MOTION CARRIES

5-0. >> MOTION TO ADD A DEVELOPMENT

[03:40:09]

>> SECOND. >> THERE IS A MOTION AND SECOND.

BRINGING IT UP AT A FUTURE BOARD MEETING, IS THERE ANY CONVERSATION? ALL THOSE IN FAVOR? MOTION CARRIES 5-0.

>> I WOULD LIKE TO MAKE A MOTION THE BOARD CREATE AND ADOPT A NEW POLICY AT A FUTURE BOARD MEETING REQUIRING THE MANDATORY REPORTING OF ALL STUDENT DISCIPLINARY ACTIONS INCLUDING DETENTION OR REFERRAL SUSPENSIONS AND EXPULSIONS.

>> SECOND. >> THERE IS A MOTION WITH A

SECOND. ANY DISCUSSION? >> CAN WE ADD SERIAL NUMBER ?

NEVERMIND. >> IT'S TOO LATE FOR JOKES.

>> ALL THOSE IN FAVOR? MOTION CARRIES 5-0.

>> WOULD YOU REPEAT THE NAME OF THE POLICY? THE ONE YOU JUST

DID. >> DISCIPLINE REPORTING. THIS IS JUST TO SUPPLANT REPORTING POLICY.

>> THE DEVELOPMENT OF DISCIPLINE REPORTING POLICY. THANK YOU.

>> JOE. >> I WOULD LIKE TO MAKE A MOTION TO BRING POLICY 1015 UP AT A FUTURE BOARD MEETING.

>> SECOND. >> THERE IS A MOTION TO BRING POLICY 1015 WHICH IS THE EQUITY POLICY UP AT A FUTURE BOARD MEETING AND IT IS OUTSIDE OF ITS TIME. DID WE SECOND? I'M LOSING TRACK. IS THERE ANY DISCUSSION ABOUT THIS? SEEING ON ALL THOSE

IN FAVOR? MOTION CARRIES 5-0. >> I WOULD LIKE TO MAKE A MOTION TO REQUEST STAFF PUT TOGETHER AN RFI FOR THE FOLLOWING SERVICES , ASSESSMENT OF CURRENT POLICIES AND PROCEDURES AS IT PERTAINS TO CHILD ABUSE PROTECTION , TRAINING WORKSHOP FOR STAFF , TRAINING AND RESOURCES FOR PARENTS AND AGE-APPROPRIATE CURRICULUM FOR STUDENTS AS IT PERTAINS TO CHILD ABUSE

PROTECTION. >> SECOND.

>> THERE IS A MOTION AND SECOND. IS THERE ANY DISCUSSION?

>> WHEN YOU SAY RFI, ARE YOU GIVING RFQ, A REQUEST OR YOU

WANT MORE INFORMATION? >> MARTA SEE WHAT'S AVAILABLE

BEFORE WE DEVELOP RFQ OR RFP . >> ANY FURTHER DISCUSSION? SEEING NONE ALL THOSE IN FAVOR? MOTION CARRIES 5-0.

>> OKAY. FOLLOWING OUR DISCUSSION LAST MONTH ON THE 50% GRADING POLICY, TEACHERS HAVE ASKED FOR AN UPDATE. I WOULD LIKE TO MAKE A MOTION FOR DR. TOWNSEL TO ISSUE AN EMAIL TO ALL STAFF THAT CAN OUTLINE ANY PERTINENT INFORMATION THAT WE CAN PROVIDE TO OUR STUDENTS , EVEN IF IT IS JUST THAT THE UPDATE WILL BE PROVIDED , WHAT IS THE NEXT MEETING? MAY 22ND MEETING. I THINK IT IS VERY IMPORTANT THAT TEACHERS KNOW WE ARE ON THIS WHEN IT IS GOING TO BE BROUGHT. THEY ARE NOT NECESSARILY FOLLOWING BOARD MEETINGS, SO IF WE CAN PUT SOMETHING OUT JUST SAYING IT IS COMING , IT'LL BE AT THIS MEETING, YOU MAY NOT BE ABLE TO COME, BUT YOU CAN WATCH IT, IT IS VIDEOTAPED, JUST GIVING THEM AS MUCH INFORMATION AS WE CAN. I UNDERSTAND IT MAY NOT HAVE THE ENTIRE PLAN ROLLED OUT. THAT'S FINE, THAT'S UNDERSTANDABLE. COULD WE HAVE SOMETHING SENT OUT TO TEACHERS JUST TELLING THEM SOMETHING , SOME KIND OF

INFORMATION? >> SORRY BUT DID YOU MAKE A MOTION? I'M ASKING. DID YOU MAKE ONE? SORRY. I COULDN'T REMEMBER, IT'S GETTING LATE. THERE IS A MOTION, IS THERE A SECOND? IS THERE ANY ADDITIONAL DISCUSSION?

>> CAN YOU CLARIFY WHAT THE MOTION SPECIFICALLY WAS?

>> TO EXPLAIN IT IN AN EMAIL. I'M SAYING EVEN IF HE JUST SAYS THAT THE MEETING ON MAY 22ND WILL BE UPDATING OUR STAFF REGARDING THE

[03:45:05]

50% POLICY . >> I'M CURIOUS WHERE DID MAY 22ND COME FROM? IT'S MY UNDERSTANDING THEY WERE WORKING, STAFF WERE WORKING ON THE IMPLEMENTATION PLAN OF THE GRADING POLICY AND WE WEREN'T GOING TO EVEN GET AN UPDATE TO THE PLAN UNTIL I THINK IT WAS JUNE. SO I DON'T KNOW THAT

HE'S PREPARED. >> IF IT IS THE JUNE MEETING --

>> I DON'T UNDERSTAND. THE PLAN THAT IS CURRENTLY BEING DEVELOPED WOULD INCLUDE ITEMS SUCH AS A TIMELINE , DELIVERABLES , OTHER THINGS THAT WOULD BE ASSOCIATED, I DON'T KNOW THAT AT THIS POINT BASED ON THE CONVERSATION I'VE HAD THAT THERE IS ANY FRUITFUL INFORMATION THAT COULD BE SHARED AT THIS TIME OTHER THAN WE ARE WORKING ON IT. THAT WOULD SEEM LIKE SOMEBODY ACCIDENTALLY HIT SEND.

>> DO WE KNOW WHEN IS GOING TO PRESENT THE INFORMATION TO THE

BOARD? >> THE CONVERSATION WAS THERE WOULD BE AN UPDATE IN JUNE IS MY UNDERSTANDING.

>> WHEN WE HAVE THAT DATE, JUST FOR HIM TO SEND SOMETHING OUT

THIS IS THE DATE -- >> IS ON THE AGENDA. IT WOULD BE ON THE AGENDA SO ANYBODY THAT ATTENDS THE MEETING AND WATCHES THE MEETING WOULD SEE IT IS ON THE AGENDA. I'M NOT QUITE UNDERSTANDING THE PURPOSE BEHIND SENDING AN EMAIL TO SAY WE ARE WORKING ON IT WHEN IT DOESN'T GIVE ANY INDICATION, EVERYONE KNOWS WE ARE WORKING ON IT BECAUSE THE POLICY IS BEING

REVIEWED, THAT WAS THE MOTION. >> I THINK WE KNOW IT'S BEING WORKED ON BECAUSE WE ARE GETTING INFORMATION AND THE TEACHERS ARE NOT. THEY NEED TO KNOW THAT SOMETHING IS BEING DONE. I'M NOT SAYING THIS HAS TO BE DONE TOMORROW, I'M NOT SAYING IT HAS TO BE DONE NEXT WEEK. WHEN MR. MACOMB KNOWS HE'S GOING TO BE PRESENTING I SIMPLY WOULD LIKE HIM TO REACH OUT TO TEACHERS AND SAY THERE WILL BE AN UPDATE ON THE GRADING POLICY AT THE MEETING ON XYZ. THAT'S ALL I'M ASKING.

>> I APPRECIATE THE SENTIMENT OF THE MOTION BUT I WOULD WARN AGAINST US AS A SCHOOL SYSTEM SENDING A MESSAGE ABOUT A

SPECIFIC POLICY . >> THIS ISN'T A POLICY.

>> I THINK IT IS IMPORTANT WE MAINTAIN NEUTRALITY ON THE POLICY AND WE DON'T WANT TO SEEM LIKE WE ARE ENCOURAGING PEOPLE TO SPECIFICALLY COME TO THE MEETING TO ADVOCATE FOR -- I APPRECIATE THE SENTIMENT, BUT I THINK IT BECOMES A SLIPPERY SLOPE BECAUSE DOES THAT MEAN WE HAVE TO EMAIL TEACHERS ABOUT EVERY POLICY AFFECTING TEACHERS? WE HAVE TO EMAIL STUDENTS ABOUT EVERY POLICY? I WOULD CAUTION AGAINST THAT BUT I APPRECIATE

THE SENTIMENT BEHIND IT. >> WE HAVE -- IF MY MEMORY IS CORRECT I BELIEVE IT WAS 97% OF OUR HIGH SCHOOL TEACHERS ADVOCATING FOR CHANGE AND IT WAS I BELIEVE 94% OF OUR MIDDLE SCHOOLS . I JUST THINK IT IS RESPECTFUL TO KEEP THEM IN THE LOOP. WE ARE SUPPOSED TO BE TRANSPARENT. WHAT CAN WE PROVIDE FOR THEM TO KNOW WE ARE ON THIS ? THINGS ARE IN MOTION.

>> CORRECT ME IF I'M WRONG , BUT DOESN'T HAVE REGULAR MEETINGS WITH TEAMS OF PEOPLE WHERE THESE ARE DISCUSSIONS THAT ARE BEING HAD? IS THIS SOMETHING THAT IS TRULY VANISHING INTO THIN AIR? I GET THE IMPRESSION IT'S BEEN ACTIVELY WORKED ON AND THERE ARE OTHER PEOPLE WORKING ON IT WITHIN THE SCHOOL

SYSTEM. >> SO MR. MACOMB WAS WORKING ON A PLAN TO BRING A GRADING COMMITTEE TOGETHER. AS THAT IS DETERMINED, INFORMATION WILL BE SENT OUT INVITING PEOPLE TO BE

PART OF THAT COMMITTEE. >> YES. THAT'S ALL I WANT.

>> IT WOULD BE THOSE BEING INVITED TO THE COMMITTEE.

>> THAT'S THE PLAN. THAT'S PART OF THE PLAN HE'S WORKING ON. HE WOULDN'T INVITE PEOPLE TO THE COMMITTEE UNTIL AFTER HE FINISHES THE PLAN. HE'S GOING TO PRESENT IN JUNE.

>> NOT TO BELABOR BUT THERE IS A MOTION AND SECOND ON THE FLOOR TO SEND AN EMAIL TO STAFF WITH AN UPDATE . ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR? ALL OPPOSED? YOU'RE AGAINST HER OWN POLICY? OKAY WE WERE JUST PRACTICING. MOTION FAILS 5-0.

[03:50:04]

>> OKAY I WILL THROW ONE MORE OUT THERE. IT RECENTLY CAME TO MY UNDERSTANDING THAT ADMINISTRATORS AND SOME BUILDING HAVE THE AUTHORITY TO NOT SUBMIT REFERRALS INTO THE SYSTEM. IT'S MY UNDERSTANDING SOME ADMINISTRATORS HAVE OPTED NOT TO USE THE ELECTRONIC REFERRAL SYSTEM . IF WE FIND REFERRALS ARE NOT BEING PROCESSED, DR. COUNCIL MAY WANT TO REQUIRE ALL BUILDINGS TO USE THE ELECTRONIC REFERRAL SYSTEM. IS THAT CORRECT THAT IT IS AN OPTION FOR PRINCIPALS? HAVE I BEEN MISLED

ON THAT? >> IS WHAT AN OPTION?

>> THE ELECTRONIC REFERRAL SYSTEM. PRINCIPALS CAN CHOOSE TO USE THE ELECTRONIC SYSTEM OR THEY CAN CHOOSE TO USE BASICALLY

PAPER AND PEN? >> WE HAVE A REFERRAL SYSTEM.

SOME USE THE ELECTRONIC VERSION, SOME DO NOT. AS A DISTRICT WE ARE OPTING TO MOVE TOWARDS 100 PERCENT ELECTRONIC.

>> TWO PRINCIPALS HAVE THE OPTION? THAT'S WHAT I'M ASKING.

THEY CAN CHOOSE TO USE THE ELECTRONIC ONE WHERE TEACHERS AND PUT REFERRALS OR THEY CAN CHOOSE TO USE THE PROCESS WHERE YOU TURN IN A REFERRAL AND ADMINISTRATION GETS TO DECIDE

WHETHER THE REFERRAL IS INPUT? >> VERY SPECIFICALLY TO ANSWER YOUR QUESTION, IS THERE AN OPTION RIGHT NOW WHERE PRINCIPALS CAN CHOOSE FOR THEIR SCHOOLS WHETHER OR NOT THEY USE THE ELECTRONIC VERSION? THE ANSWER IS YES. THAT DOES NOT MEAN THEY ENTER THE REFERRALS INTO THE ELECTRONIC STUDENT MANAGEMENT SYSTEM. EVEN IF THEY ARE PROCESSING A PAPER REFERRAL , THERE IS SOMEONE WITHIN THE OFFICE WHO INPUTS THE INFORMATION FROM THAT PAPER REFERRAL INTO THE ELECTRONIC

SYSTEM. >> FROM MY UNDERSTANDING AND DR.

COUNCIL VERIFIED IT, THE PRINCIPAL HAS THE OPTION OF

PUTTING THAT REFERRAL IN. >> NOT INTO THE SYSTEM.

>> YES, INTO THE SYSTEM. >> I'M CONFUSED.

>> I DON'T MEAN TO CUT YOU SHORT BUT I CAN SEE YOUR LARGE FONT ON YOUR PAPER AND IF WHAT I SEE IS CORRECT ARE GETTING READY TO MAKE A MOTION, BUT I THINK WHAT WOULD HAPPEN IS MELISSA MADE A MOTION ABOUT A MANDATORY DISCIPLINE REPORTING AND YOUR CONCERNS MAY BE VERY WELL ABLE TO BE ADDRESSED IN THAT POLICY.

>> I'M FINE WITH THAT. THANK YOU.

>> ANYTHING ELSE? ANY OTHER FUTURE BUSINESS? OKAY. THANK

[9.01 Comments from the Board]

>> ALL RIGHT. GOOD EVENING. I'D LIKE TO TAKE A MOMENT TO ADDRESS A FEW IMPORTANT MATTERS THAT ARE RECENTLY SURFACED WITHIN OUR COMMUNITY AND OUR SCHOOL SURROUNDED THE REQUEST TO REMOVE SAFE SPACE STICKERS. AS I ATTEMPTED TO COMMUNICATE AT THE LAST MEETING WHILE ATTENDING A SESSION CHILD PROTECTION BECAME VERY CLEAR SEE CPS HAS GAPS IN % ITS POLICIES AND PROCEDURES EFFECTIVELY PUTTING OUR CHILDREN, STAFF AND SCHOOL SYSTEM AT RISK. AT THIS SESSION THEY EXPLAINED GROOMING HAPPENS WHEN AN ADULT BUILDS TRUST WITH THE CHILD AND THE OTHER TO GAIN ACCESS TO AND TIME ALONE WITH THAT CHILD. LETTING YOU KNOW SAFE SPACE STICKERS HAVE BEEN USED BY SOME AS A WAY TO SIGNAL TO CHILDREN THEY CAN SAFELY DISCUSS PERSONAL SENSITIVE INTIMATE AND SEX-RELATED TOPICS WITH THAT PERSON. THIS IS THE REALITY. CCPS HAS NOT PROVIDED ANY GUIDANCE TO ENSURE ANY PERSON SELF IDENTIFYING AS SAFE IS IN FACT TRAINED TO SUPPORT THE CHILD'S PERSONAL , PRIVATE OR INTIMATE MATTER NOR DID WE PROVIDE COMPETENCE OF LESSONS TO ANYONE IN THE SCHOOL SYSTEM, CHILD, PARENT OR STAFF. CCPS ALSO DOESN'T HAVE ANY POLICIES IN PLACE TO ENSURE PARENTS AND GUARDIANS ARE NOTIFIED WHEN THESE CONVERSATIONS OCCUR. I KNOW CONTACT IS NOT BEING MADE WITH THE PARENT IF THESE PRIVATE CONVERSATIONS HAPPEN. THE FOUNDATION POWERPOINT SLIDE SAID ME HAPPENS WHEN THE OFFENDER DEFENDS THE CHILD AND EXPLOIT THIS BOARD OF EDUCATION IS SAFE FOR EACH STUDENT. IF ANY STAFF MEMBER OR STUDENT IS WITNESS TO OUR VICTIM OF DISCRIMINATION OF ANY KIND I WILL REMIND YOU CCPS HAS A CLEAR POLICY AND DISCRIMINATION OF ITS POLICY 1118 WHICH SHOULD BE REPORTED THROUGH THE PROPER CHANNELS.

ADDITIONALLY, SINCE THE LAST BOARD MEETING WE RECEIVED

[03:55:01]

COUNCIL HAS NOT TAKEN ANY ACTION TODAY. I'M HOPEFUL THAT DR.

TOWNSEL AND HIS STAFF UNDERSTAND THE SERIOUSNESS OF THESE VIOLATIONS AND BEGIN TO TAKE ACTION. IF YOU WITNESS A VIOLATION TO THIS POLICY SUCH AS STAFFING INSUBORDINATE, UTILIZING CCPS TECHNOLOGY OR PROPERTY TO VIOLATE OR MOCK DIRECTIVES OR ENGAGE IN INAPPROPRIATE OR UNPROFESSIONAL CONVERSATIONS WITH STUDENTS OR UNPROFESSIONAL ACTIVITIES I ENCOURAGE ALL OF YOU, STAFF, MEMBER, STUDENT OR COMMUNITY MEMBER TO PLEASE EMAIL THE BOARD OF EDUCATION MEMBERS AND DR.

TOWNSEL DIRECTLY. STAFF WHO DISREGARD OUR POLICIES SET THE TONE FOR STUDENTS TO DO THE SAME. YOU CAN DEMAND RESPECT FROM STUDENTS WHEN YOU'RE ON BEHAVIOR SHOWS NONE. FOR THE RULES, THE SYSTEM OR THE PEOPLE IN IT. I WANT TO CLARIFY RECENT COMMENTS ABOUT MY CONVERSATION WITH MISS PATTY LEWIS FROM THE FOUNDATION. PATTY AND I SPOKE TO CLEAR UP A MISUNDERSTANDING FROM THE INDIVIDUAL Q&A SESSION THAT FOLLOWED HER SESSION. DURING THAT EXCHANGE AT THE SESSION I ASKED ABOUT SAFE SPACE STICKERS.

SHE LAUGHED AND SAID SHE NEVER HEARD OF THEM ADDING IS OF THE WHOLE SCHOOL SYSTEMS SUPPOSED TO BE SAFE? I AGREED AND EXPLAINED THESE WERE USED SOME STAFF TO IDENTIFY AS A SAFE CONTACT FOR STUDENTS STRUGGLING WITH ISSUES LIKE SEXUALITY. SHE REFERENCED A CASE INVOLVING A PRINCIPAL CHARGED WITH SEXUAL ABUSE SAYING THAT'S HOW SHE DID IT. I TOOK THAT TO MEAN THE ABUSE WAS TIED TO SAFE SPACE STICKERS. MS. LEWIS CLARIFIED LAST FRIDAY ON OUR PHONE CALL THAT THE PRINCIPAL, WHICH WAS A WOMAN FROM WILMINGTON, DELAWARE , GROOMED THE STUDENT BY CREATING PRIVATE SAFE SPACES THAT FOSTERED SECRETIVE AND PERSONAL CONVERSATIONS. THAT PRINCIPLE FROM WILMINGTON, DELAWARE, GROOMED A STUDENT BY CREATING SAFE, UNMONITORED SPACES TO DISCUSS PERSONAL MATTERS WHICH TRAGICALLY ESCALATED IN LONG-TERM ABUSE. WHEN I SAID IN MY COMMENT SHE IS FROM MARYLAND I AM REFERRING TO HURT HERSELF AND NOT THE PRINCIPAL IN THE ABUSE CASE. ALLOWING INDIVIDUALS WITH CCPS IT TO SELF IDENTIFY AS A SAFE SPACE WITHOUT POLICIES, PROCEDURES, CERTIFICATIONS AND EDUCATION TO OUR STAFF, STUDENTS AND PARENTS IS OPENING UP OUR CHILDREN TO RISK, RISK THAT I WILL NOT ALLOW WHILE I SIT ON THIS BOARD. I SURE ALL OF THIS IN THE SPIRIT OF TRANSPARENCY AND WITH THE CONTINUED COMMITMENT TO TRUTH, ACCOUNTABILITY AND A SAFE PROTECTION OF OUR STUDENTS. ON THE HAPPIER SIDE OF THINGS, I HAVE THE PLEASURE OF ATTENDING , IT WAS AMAZING , I MIGHT BE BIASED BECAUSE MY CHILDREN WERE INVOLVED IN THE PLAY. I REALLY JUST WANT TO TAKE SOME TIME AND THINK MR. DAVE AND ALL THE STAFF VOLUNTEERS AT THAT SCHOOL AND ALL OF THE STAFF IN THE ARTS DEPARTMENT THAT PUT ON TOP-NOTCH PRESENTATIONS. THIS ENTIRE THEATER SEASON. I WAS SAD I WASN'T ABLE TO ATTEND THE TERRY SIGNEE DAY-TO-DAY AND NORTHERN HIGH SCHOOL, I COULDN'T GET OUT OF WORK IN TIME. IT IS HEARTWARMING TO SEE THE NUMBER OF CCPS CHILDREN COMMITTED TO COLLEGE RTC, MILITARY ACADEMY ARE ENLISTING TO SERVE OUR GREAT NATION. I WAS ABLE TO ATTEND THE POWERPOINT GAME AT NORTHERN HIGH SCHOOL LAST WEEK I THINK. THESE GIRLS OUT ON THE FIELD WERE SO FIERCE . CONGRATS TO THE WINNING TEAM FROM NORTHERN HIGH SCHOOL BUT I WANT TO THANK ALL THE TEAMS, PLAYERS AND VOLUNTEERS THAT MADE THE EVENT POSSIBLE. AS A MOTHER TO A DAUGHTER THAT LOVES TO PLAY FOOTBALL , WATCHING THAT GAME BROUGHT SO MUCH HAPPINESS TO MY HEART. GRACE, I WANT TO THANK YOU WHO WENT TO SUNDERLAND ELEMENTARY, THAT'S WHERE MY KIDS ATTEND SCHOOL AND PARTICIPATE IN THE STUDENT COUNCIL, THEY WERE SO EXCITED EVERY MEETING YOU AND HAVING TIME SPENT WITH YOU .

THEY GOT LOTS OF GOOD IDEAS AND FELT VERY ENCOURAGED ABOUT THEIR FUTURE IN STUDENT COUNCIL. I WANT TO THANK YOU FOR THE BOOK AGENCY. I'M NOT DONE YET. I'M HALFWAY THROUGH. I'VE REALLY BEEN STUDYING AND LOOK FORWARD TO BRINGING SOME OF WHAT I LEARNED FROM THAT BOOK TO CONTINUE MOVING CCPS FORWARD. I WANT TO BRING ATTENTION TO EVERYBODY THAT CCPS PUT OUT AN EMAIL THIS EVENING FOR THE NEW ONLINE SAFETY HUB . I ENCOURAGE ALL FAMILIES TO REVIEW THE NEW RESOURCE TO HELP PROTECT THEIR CHILDREN WHILE USING TECHNOLOGY OF ALL SORTS. I WILL SAY HAPPY MOTHER'S DAY TO ALL THE MOMS AND STAFF , ONLY SIX DAYS LEFT

[04:00:02]

>> IF YOU SAW ME USE THE BATHROOM SIX TIMES I'M GOING TO DO A NICE SEGUE, IT'S BECAUSE I'M SUPER HYDRATED BECAUSE I RAN IN THIS WEEK. SHOUT OUT TO ALL THE ATHLETES WHO HAD CONFERENCES THIS WEEK AND WHO ARE GOING ON TO REGIONALS , STATES AND TO ALL THE STUDENTS WHO ARE RECOGNIZED FOUR HOURS AGO, YOU GUYS ARE INCREDIBLE. I ALSO WANTED TO SAY HAPPY TEACHER APPRECIATION WEEK . I HAD A FORMER TEACHER, TO ME BEFORE THE MEETING AND ASKED IF I REMEMBERED HER AND I SAID OF COURSE I REMEMBER MISS HAMILTON BECAUSE SHE TAUGHT ME MATH IN SEVENTH GRADE. OUR TEACHERS ARE THE BACKBONE OF OUR COUNTY. THEY NOT ONLY EDUCATE US , THEY ARE ROLE MODELS AND I AM SO THANKFUL FOR EVERY SINGLE TEACHER THAT WE HAVE HAD THAT MADE ME INTO THE PERSON I HAD TODAY. GOOD LUCK TO ALL THE ATHLETES COMPETING IN

THE NEXT FEW WEEKS. >> WANTED TO BRING BACK UP SOMETHING TO THE COUNTY COMMISSIONERS WITH THE POSSIBLE CHANGE OF ZONING TO HELP WITH SCHOOL CONSTRUCTION DOWN THE ROAD. IF ANYONE IS STILL LISTENING CAN WE GET THAT DONE IN THE NEXT EIGHT MONTHS ? SHE SAID TO TRY TO GET THAT IN THE WORKS FOR SCHOOL FUNDING MOVING FORWARD TO HELP WITH THIS

PROJECT. THANK YOU. >> I'M SORRY I HAD TO LEAVE THE DAIS, BUT I'M 58 YEARS OLD AND I CAN'T HOLD IT FOR MORE THAN THREE HOURS. I HAD TO TAKE CARE OF STUFF THERE. SORRY ABOUT THAT. SO, LISTEN. I WENT TO A PURPLE STAR BREAKFAST WHICH I THOUGHT WAS PRETTY COOL. IT WAS LED BY REBECCA WATSON . DR.

SIMMONS WAS THERE. HE IS THE PRINCIPAL FOR NORTHERN HIGH. A BUNCH OF MILITARY FAMILIES WERE THERE. IT WAS A VERY NICE EVENT.

I THOUGHT THAT WAS GOOD STUFF. I TAKE MY RESPONSIBILITY SERIOUSLY . I AM PAINED BY PAIN THAT SOME FOLKS WERE FLIPPING UP HERE ONE OF THE THINGS THAT WERE INSTRUCTED FOR THE OPEN MEETINGS ACT, WHICH IS A LAW IN MARYLAND, IS THAT WE ARE SUPPOSED TO HAVE DISCUSSION HERE. I KNOW SOME PEOPLE WERE MAY BE GETTING ANTSY OR MOCKING I SAID IT BEFORE WE WERE HAVING BECAUSE IT WAS SUPPOSED TO HAPPEN IN PUBLIC. THIS IS A BUSINESS MEETING FOR THE BOARD OF EDUCATION . THE SCHOOLS ALONG TO THE BOARD OF EDUCATION, THEY DON'T BELONG TO ME. I'M JUST A MEMBER, AN ELECTED MEMBER. WE ARE TALKING ABOUT ISSUES WITH A GREAT DEAL OF SERIOUSNESS AND SOMETIMES WE HAVE FUN. SOMETIMES WE WERE ABLE TO BRING SOME LEVITY TO THE SITUATION.

TRANSITIONING ] %F0 THAT'S POLICY. I UNDERSTAND THAT. BUT YOU HAVE A CHANCE TO MAKE A DIFFERENCE IF YOU WANT TO RUN FOR THE BOARD OF EDUCATION.

IT'S 25 BUCKS. THAT'S ALL IT COSTS YOU OR RAISE 50 GRAND. IT IS A LOT OF WORK, A LOT OF WORK. MR. NUTTER, THANK YOU, AND THIS IS SERIOUS. I TRY NOT TO DISPARAGE YOU AND YOUR BELIEFS.

I TRY TO PAY ATTENTION TO EVERY PERSON THAT IS HERE. I AM NOT A PERFECT PERSON, BUT I AM TRYING TO MAKE THE BEST POSSIBLE DECISIONS FOR THIS SCHOOL SYSTEM. THAT'S WHAT I WANT TO STATE TONIGHT. IT'S JUST NOT -- IT'S JUST NOT ABOUT YOU AND IT'S NOT JUST ABOUT ME. IT'S ABOUT US AND TO THE KIDS IN

[04:05:04]

THAT'S A LOT OF PEOPLE. I UNDERSTAND. IS SHE STILL HERE? THAT'S MY POINT. WE ARE TAKING THIS -- THIS IS A SERIOUS THING.

WE HAVE KIDS' FUTURES. THAT'S WHAT I WORRY ABOUT. THANK YOU.

>> THANK YOU. I USUALLY LET YOU ALL TALK AND SAY WE ADJOURN BUT I PREPARED SOME OF MY REMARKS TONIGHT, AND I'LL READ FROM MY SCRIPT HERE. OH, CAN YOU GO SO I CAN GO? I NEVER GET A CHANCE.

MINE IS SHORT. I'M SORRY FOR FORGETTING YOU. I AM IN SUCH A

HURRY BECAUSE I WROTE THIS DOWN. >> I WANT TO TAKE A MOMENT TO RECOGNIZE THE INCREDIBLE INDIVIDUALS WHO MAKE UP OUR SCHOOL COMMUNITY, THE DEDICATED STAFF OF CALVERT COUNTY PUBLIC SCHOOLS. I HOPE YOU FELT THE DEEP APPRECIATION BECAUSE THE TRUTH IS NO WORDS OF OR TOKEN OF THANKS CAN FULLY CAPTURE THE IMPACT YOU MAKE EACH AND EVERY DAY AND THANK YOU FOR INSPIRING MINDS AND NURTURING GROWTH AND SHOWING UP WITH HEART AND PURPOSE. AND HAPPY TEACHER APPRECIATION DAY.

>> I ALWAYS FELT LIKE MY RIGHTS WERE ALWAYS RESPECTED AND IT WAS UNDERSTOOD THAT THERE WERE PERSONAL BOUNDARIES THAT WOULD NEVER BE CROSSED AND IT WAS CLEAR THAT USING WORK RESOURCES FOR NON-WORK-RELATED ACTIVITY WAS NOT PROHIBITED. AND REMOVING STICKERS IS NOT AN INFRINGEMENT OF FIRST AMENDMENT RIGHTS. WHEN I CAMPAIGNED FOR OFFICE, THERE WERE VERBAL ATTACKS, THERE WERE SLURS HURLED AT ME AND MY CHILDREN AND I DIDN'T RETALIATE. I DIDN'T WEAPONNIZE MY OPINION. I DID, HOWEVER, UNDERSTAND THE DIFFERENCE BETWEEN FREE SPEECH AND PROFESSIONAL CONDUCT. I USED IT AS A LEARNING ACTIVITY TO TALK TO MY CHILDREN. FOR CCPS, AND I GREW UP HERE AND I HAVE BEEN AROUND FOR A LONG TIME AND COMMON SENSE DICTATED THAT RESPECT FOR THE SYSTEM MUST PREVAIL. UNFORTUNATELY, IT DOES SEEM AS THOUGH COMMON SENSE SEEMS TO BE DWINDLING AND BASED ON THE POLICIES MUST BE STATED. THE RECENT DISCUSSION WAS DELIBERATELY TWISTED INTO A DEBATE ABOUT LGBQ STUDENTS. LET ME BE CLEAR. THE CONVERSATION WAS NEVER ABOUT THE IDENTITY, SEXUAL ORIENTATION, RACE, GENDER. IT WAS AND REMAINS PROTECTING THE SAFETY AND WELL-BEING OF EVERY STUDENT IN OUR SCHOOL. UNFORTUNATELY, SOME STAFF CHOSE TO DISRUPT THE SCHOOL DAY, MISREPRESENT THE INTENT OF THE DISCUSSIONS AND THEN SHARE WOMEN THIS STUDENTS. THIS WAS DISGRACEFUL AND DEEPLY DISAPPOINTING. I DO WONDER HOW MANY STUDENTS WOULD HAVE BEEN AWARE OF SUCH TOPICS WITHOUT COMING TO A BOARD MEETING OR WATCHING IT ONLINE HAD IT NOT KNOW SHARED WITH AN ADULT IN SOME FASHION. YOU DO NOT CREATE SAFETY BY ALARMING CHILDREN. A STICKER ON A DOOR DOESN'T PROTECT STUDENTS. IN FACT, THE STATISTICS THAT WE SHARED HERE TONIGHT MIGHT BE AN INDICATION THAT THE STICKERS ON THE DOORS FOR SUCH A LONG TIME MAY NOT BE WORKING. REAL SAFETY, REAL SAFETY COMES FROM A CULTURE OF TRUST, NOT HASHTAGS AND SLOGANS. IF STUDENTS FEEL UNSAFE ABOUT WHO THEY CAN TALK TO, WE HAVE A SYSTEMIC PRACTICAL, AND STICKERS ARE NOT GOING TO FIX IT. OUR JOB IS TO PREPARE STUDENTS FOR THE REAL WORLD, NOT TO MODEL RAGE, NOT TO

* This transcript was compiled from uncorrected Closed Captioning.