May 22, 2025 Board of Education

[2.01 Pledge of Allegiance/Moment of Silence]

[00:00:22]

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 WILL HAVE OUR

[2.02 PHS Theatre Recognition]

>> DO WE HAVE ANY KIDS? >> OH, THERE THEY ARE.

APPLAUSE ] WHEREAS, THE PATUXENT HIGH SCHOOL HARLEQUINS PERFORMED AT THE 2025 MARYLAND THESPIANS FESTIVAL WITH THEIR PRODUCTION OF THE ONE ACT VERSION OF "EVERYBODY," BY BRANDON JACOBS-JENKINS; AND WHEREAS, THE PATUXENT HIGH SCHOOL HARLEQUINS EARNED A SUPERIOR RATING; AND WHEREAS, THE PATUXENT HIGH SCHOOL HARLEQUINS RECEIVED ELEVEN SUPERIOR SCORES IN INDIVIDUAL EVENTS: SIX FOR MONOLOGUE, ONE FOR DUET ACTING, ONE FOR SHORT FILM, ONE FOR COSTUME DESIGN AND TWO FOR MUSICAL SOLO; AND WHEREAS, THE PATUXENT HIGH SCHOOL HARLEQUINS EARNED THE MOST SUPERIOR SCORES AT THE MARYLAND THESPIAN FESTIVAL. IN ADDITION, CASSIE CORNELIUS AND GRACE GALLAGHER WERE SHOWCASED FOR OUTSTANDING EFFORTS IN THEIR CATEGORIES; AND WHEREAS, THE HARLEQUINS PRODUCTIONS ARE LED BY DIRECTOR ALLEN PRICE AND STUDENT DIRECTOR GARAN GRAY; AND WHEREAS, THE HARLEQUINS HAVE ESTABLISHED AND MAINTAINED A CONSISTENT STANDARD OF EXCELLENCE IN THE FIELD OF THEATRE ARTS; AND WHEREAS, THE PATUXENT HIGH SCHOOL HARLEQUINS REPRESENT PATUXENT HIGH SCHOOL AND CALVERT COUNTY PUBLIC SCHOOLS WITH THE UTMOST PROFESSIONALISM AND DEDICATION TO THEIR CRAFT. NOW THEREFORE, BE IT RESOLVED, THAT THE BOARD OF EDUCATION OF CALVERT COUNTY COMMEND THE MEMBERS, DIRECTORS, AND SUPPORTERS OF THE PATUXENT HIGH SCHOOL HARLEQUINS FOR THEIR ACCOMPLISHMENTS; AND BE IT FURTHER RESOLVED, THAT THE SUPERINTENDENT AND BOARD MEMBERS WISH THEM CONTINUED SUCCESS IN THEIR FUTURE ENDEAVORS BOTH ON AND OFF THE PATUXENT HIGH SCHOOL STAGE. CONGRATULATIONS.

APPLAUSE ] >> MOTION TO APPROVE.

>> SECOND. >> ALL THOSE IN FAVOR?

>> AYE. >> CONGRATULATIONS!

>>> IN THE PAST 12 YEARS, THE PATUXENT HARLEQUINS HAVE EARNED 11. AND AFTER OUR THIRD STATE TITLE AND WINNING BACK-TO-BACK TITLES IN 2017, 2018, THE FESTIVAL MADE A RULE, THAT SCHOOLS CAN'T COMPETE THE YEAR AFTER WINNING STATE TITLES, BECAUSE OF US.

MORE SUPERIOR SCORES THAN THE HARLEQUINS IN INDIVIDUAL EVENTS.

IN THE PAST SIX YEARS, HARLEQUINS HAVE EARNED 56 AT THE COUNTY, STATE AND NATIONAL LEVELS. NEEDLESS, THEY ARE NOT HAPPY WHEN PATUXENT HIGH SHOWS UP. WHAT MAKES US SO GOOD? MY EGO WOULD LIKE TO SAY ME. BUT THAT IS NOT THE TRUTH. T IS OUR UNPARALLELED STUDENT LEADERSHIP. KAREN GRAY HAS INSPIRED STUDENTS TO GO ABOVE AND BEYOND THEIR PERCEIVED LIMITATION. IT IS OUR TRADITION OF UNCOMPROMISING STUDENT OWNERSHIP. CASSIE CORNELIUS, WHO HAS A FULL RIDE TO THE UNIVERSITY OF MARYLAND, FOR COSTUME DESIGN, WORKS TIRELESSLY, AS OUR COSTUME DIRECTOR, STUDENT COSTUME DIRECTOR, TO ENSURE DEADLINES WERE MET. AND ALLEY HAT ALI HATFIELD PRETTY MUCH RUNS THE

[00:05:02]

WE GREATLY PERCEIVE. WE WANT TO THANK YOU FOR TAKING TIME TO WELCOME OUR STUDENTS. IT HAS BEEN AN ABSOLUTE PLEASURE IN GUIDE BEING THESE STUDENTS. THEY DESERVE ALL THE ACCOLADES THAT COME THEIR WAY. THANK YOU AGAIN.

[2.03 Blueprint Presentation]

>>> UP NEXT, WE WILL HAVE OUR BLUEPRINT PRESENTATION.

>> READY. GOOD EVENING, PRESIDENT POST. TOWN COUNCIL.

I'M MARCY GROOVER -- >> COULD YOU PULL THE MIC SLIGHTLY CLOSER? ALL RIGHT. TONIGHT I'M HERE TO PROVIDE AN UPDATE TO THE PROCESS -- NOW I FEEL LIKE I'M REALLY

LOUD. >> NO, IT'S GOOD.

>> GOOD? OKAY. I'M HERE TO PROVIDE AN UPDATE ON THE CCPS

[00:10:02]

THEM HONE THEIR CRAFT. >> THIS SLIDE SHOWS THE KEY POLICY PROCEDURES FOR SLIDES 3 AND 4. AGAIN, I WON'T IMPLEMENT IT. BUT THE KEY IS TO ENGAGE IN A REGIONAL STRUCTURAL SYSTEM.

AND NO LATER THAN HIGH SCHOOL GRADUATION. AND PILLAR 4 AIMS TO ENSURE THAT ALL STUDENTS, ESPECIALLY THOSE THAT NEED IT THE MOST, HAVE ACCESS TO WHATEVER SUPPORTS THEY NEED, IN ORDER TO BE SUCCESSFUL. SO WE'LL TAKE A DEEPER DIVE IN EACH OF OUR PILLARS, STARTING WITH PILLAR 1, EARLY CHILDHOOD EDUCATION. UNDER PILLAR 1, WE HAVE SIGNIFICANTLY EXPANDED ACCESS AND PARTICIPATION IN OUR FULL DAY PRE-K PROGRAM. WE NOW HAVE AT LEAST ONE PRE-K CLASSROOM IN EVERY ELEMENTARY SCHOOL. AND WE'VE HAD AT LEAST A 450% INCREASE IN THE NUMBER OF STUDENTS THAT ARE ENROLLED AND PARTICIPATING IN PRE-K SINCE THE 2021 SCHOOL YEAR. SO THAT NUMBER EVEN SURPRISED ME. WE HAVE IMPLEMENTED A STATE-APPROVED PREK CURRICULUM. WE HAVE IDENTIFIED THE NUMBER OF EARLY CHILD PARAPROFESSIONALS, WITH THE REQUIRED UNDER THE BLUEPRINT. AND I'M EXCITED TO SHARE WITH YOU, THAT WE HAVE FOUR SCHOOLS THAT EARNED MARYLAND EXCELS RATING OF 4 OUT OF 5. SO THOSE 4 SCHOOLS HAVE THEIR ACCREDITATION VISITS SCHEDULED FOR NEXT YEAR. SO ONCE ACCREDITED, THEY CAN BE PUBLISHED AS AN EXCELS AT 5. THE NEXT IS A TWO-YEAR PROCESS. SO ONCE THEY'RE ACCREDITED, THEN THEY CAN GET THEIR EXCELS RATING. AND THAT TIMELINE MEETS THE REQUIRED 2028 TIMELINE FOR THE BLUEPRINT. SO WE'RE ON TRACK WITH THAT. CURRENTLY, WE ARE STILL WORKING ON EXPANDING THE SITES AND THE NUMBER OF SEATS FOR OUR FULL-DAY PRE-K.

SPACE IS SOMETHING THAT WE DEFINITELY HAVE TO CONTINUE TO TALK ABOUT AND LOOK AT. AND WE'RE CONTINUING THE TRAINING OF OUR CHILD -- EARLY CHILDHOOD EDUCATORS. THAT INCLUDES TEACHERS AND/OR PROFESSIONALS. AND DEVELOPING A FORMAL TRACKING SYSTEM FOR PRE-K CREDENTIAL MSD IS OFFERING A CDA, ONE TIME, CHILD DEVELOPMENT ASSOCIATE CREDENTIAL. MUST HAVE THAT OR FIVE YEARS OF PREVIOUS EXPERIENCE IN A PUBLIC PREK PROGRAM. WHAT WE'RE LOOKING AT NOW IS ANY OF THE PREK STAFF THAT MIGHT MEET THAT FIVE-YEAR CRITERIA. WE ARE VETTING THAT THEIR WORK WAS PRIVATELY FUNDED IN PRE-K. THERE'S JUST A COUPLE MORE STEPS THAT OUR H R DEPARTMENT HAS TO DO. BUT WE WANT TO KNOW WHO THEY ARE, AND VERIFY THAT THEY MEET THAT CRITERIA, SO THEY CAN BE INCLUDED AND GET THAT EXEMPTION.

THEN, FINALLY, WE ARE CONTINUING TO WORK ON EXPANDING OUR PARTNERSHIPS. WE ARE WORKING WITH PRIVATE PROVIDERS TO DEVELOP THAT MIXED DELIVERY MODEL THAT' REQUIRED BY THE BLUEPRINT. AND WE CURRENTLY HAVE COLLABORATIVE MEETINGS AND WORKSHOPS AND TRAININGS, TO SHARE IDEAS, RESOURCES, AND

[00:15:02]

PILLAR 2, WE HAVE SUCCESSFULLY REVISED AND NEGOTIATED AN APPROVED CAREER LADDER. WE HAVE FORMED AND REGULARLY-CONVENED JOINT CAREER LADDER COMMITTEES. WE HAVE INSTITUTED THE NATIONAL BOARD CERTIFICATION OR NBC. WE CURRENTLY HAVE 56 EDUCATORS WITH OUR NBC, AND 61 WHO ARE ACTIVELY PURSUING IT. AND WE ANTICIPATE THAT THAT NUMBER WILL CONTINUE TO GROW. SO ONE OF THE CHALLENGES WE HAVE IS MAKING SURE THAT WE ARE SUPPORTING, ENCOURAGING TEACHERS TO PURSUE IT. THEN SUPPORTING THOSE WHO ARE PURSUING IT, SO THAT THEY CAN OBTAIN THAT NBC. I'M ALSO EXCITED TO SHARE WITH YOU, THAT WE RECENTLY LEARNED THAT WE RECEIVED A GRANT REWARD, TO HELP US DELIVER THE PROFESSIONAL LEARNING SERIES THAT IS REQUIRED UNDER PILLAR 2 FOR ALL OF OUR TEACHERS. SO WE ARE WORKING ON WHAT THAT MIGHT LOOK LIKE, AND HOW TO ROLL THAT OUT. IT WAS A -- THE FUNDING WAS A BASE FUNDING PLUS A CERTAIN CALCULATION, DEPENDING ON THE NUMBER OF TEACHERS THAT YOU HAVE IN YOUR SYSTEM. SO WE WERE AWARDED -- CALVERT WAS AWARDED ABOUT $40,000. BUT WE'RE TOLD WE MIGHT NOT GET ALL OF THAT. WE DID GET EVERY PENNY THAT WE ASKED FOR. WE'LL BE USING THAT TO ROLL OUT SUPPORT OF THE PROFESSIONAL LEARNING SERIES. CURRENTLY, WE ARE STILL WORKING ON DEFINING AND IMPLEMENTING THE CAREER LADDER. THAT INCLUDES THE LEVEL 3 AND THE LEVEL 4 LEAD TEACHERS. WE HAVE A JULY 1 SUBMISSION DEADLINE TO DEFINE THAT LEVEL 4 LEAD TEACHER POSITION, SOME OTHER ELEMENTS OF THAT SUBMISSION WERE DEFERRED UNTIL LATER TIME. WE'RE ALSO WORKING ON DESIGNING, AS I MENTIONED, THAT PROFESSIONAL LEARNING SYSTEM, FOR ALL OF OUR TEACHERS. AND ONE OF THE THINGS THAT WE'RE REALLY THINKING THROUGH IS HOW ARE EXISTING -- WHEN IT COMES TO THE CAREER LADDER? HOW DO OUR EXISTING STAFF POSITIONS, ALINE TO SHOULD HAVE THESE NEW CAREER LADDER POSITIONS, AS WELL AS ANY NEW POSITIONS THAT ARE COMING UP, TO MAKE SURE THAT THEY ARE IN ALIGNMENT WITH THE POSITIONS CALLED FOR IN THE CAREER LADDER.

OH. AND THEN I FORGOT TO MENTION. ONE OF THE LAST THINGS WE ARE CURRENTLY ANALYZING, OUR CURRENT MENTORING AND INDUCTION PROGRAM, TO SEE WHAT IS WORKING WITH THAT. WHAT WE MIGHT NEED TO CHANGE, IN ORDER TO MEET THE CRITERIA. AS CALLED FOR UNDER PILLAR 2. ONE OF THE THINGS THAT WE CAN NOTE AFTER THE LEGISLATIVE SESSION JUST ENDED, THERE WAS A THREE-YEAR PAUSE ON THAT COLLABORATIVE TEACHER TIME. SO WHILE THERE IS A PAUSE TO THAT. WE'RE STILL LOOKING AT, UM, HOW WE CAN ENSURE THAT ALL OF OUR SCHOOLS HAVE A SCHEDULED AND STRUCTURED, COLLABORATIVE TIME THAT PROVIDES THAT SCHOOL BASE, PROFESSIONAL LEARNING OPPORTUNITIES, AND TIME TO REALLY PROMOTE THAT COLLECTIVE TEACHER EFFICACY. MOVING THROUGH PILLAR 3. WE HAVE IMPROVED OUR CORE INSTRUCTION. AND WE HAVE ESTABLISHED OUR CCR PATHWAYS.

THOSE INCLUDE ADVANCE PLACEMENT. DUAL ENROLLMENT AND EARLY COLLEGE. AND A QUICK NOTE ON EARLY COLLEGE. WE HAD A 175% INCREASE. IN OUR EARLY COLLEGE PARTICIPATION, FROM LAST YEAR TO THIS SCHOOL YEAR. AND NEXT YEAR, WHEN WE ROLL OUT THE TWO-YEAR OPTION, WE'LL HAVE CLOSE TO LIKE A 319% INCREASE. AND THE NUMBER OF CALVERT STUDENTS THAT ARE ACCESSING OR PARTICIPATING IN EARLY COLLEGE. AND WHEN YOU THINK ABOUT 66% OF THE JOBS IN MARYLAND, REQUIRES SOME POST-SECONDARY EDUCATION OR TRAINING, IT IS REALLY CRITICAL, BUT ALSO REALLY EXCITING THAT WE'RE GOING TO HAVE THIS OPPORTUNITY FOR OUR CALVERT KIDS IN HIGH SCHOOL, TO START EARNING COLLEGE CREDITS, WHILE STILL IN HIGH SCHOOL. TO NO COST TO THEM, OR THEIR FAMILIES. SO WE'RE EXCITED ABOUT THAT. THE LAST CCR PATHWAY IS OUR YEAR TECHNICAL EDUCATION OR CCEP PROGRAM. IT'S THE PROGRAM, NOT THE BUILDING.

BUT WE KNOW A LOT OF WONDERFUL THINGS ARE COMING OUT OF CTE, AND OUR STUDENTS CONTINUE TO SHINE AT THE REGIONAL, STATE, AND ALSO NATIONAL LEVELS. SO WE'RE REALLY PROUD OF THAT. AND THEN THE LAST BULLET, UNDER ACCOMPLISHMENTS, IS OUR INDIVIDUAL CAREER COUNSELING. ALL OF OUR MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS ARE RECEIVING INDIVIDUALIZED CAREER COUNSELING, PROVIDED BY CAREER ADVISERS, AT EACH OF THOSE SCHOOLS. AND WE JUST HAD OUR CAREER ADVISING CHECK-IN CALL,

[00:20:05]

THEY'VE SHARED RESOURCES. THAT'S HELPED US SEE WHAT WORKS. BECAUSE THEY HAVE VERY SIMILAR STRUCTURES, WITH RESPECT TO A LOT OF THAT SOUTHERN MARYLAND AREA. IT'S HELPING US JUST GET AHEAD OF THE GAME WITH THE COMMUNITY SCHOOLS. WE HAVE ALSO MET WITH HOWARD COUNTY TEAM AND THEIR SEPARATE PUBLIC DAYS SCHOOL. BECAUSE ONE OF OUR TWO SCHOOLS WILL BE CALVERT COUNTRY SCHOOL. SO WE WANTED TO SEE WHAT DIFFERENT THINGS SHOULD WE BE CONSIDERING. OR MIGHT WE NEED TO CONSIDER, IF A SCHOOL IS A PUBLIC SEPARATE DAYS SCHOOL. THE HOWARD COUNTY TEAM TALKED WITH US ABOUT SOME OF THE THINGS THEY'RE DOING. AND WHA THEY WISH THEY KNEW BEFORE THEY STARTED. SO THAT WE HAVE THAT INFORMATION MOVING FORWARD. AND WE'RE REALLY JUST LOOKING OVERALL AT THE LESSONS THAT OTHER SYSTEMS HAVE LEARNED, WHEN IT COMES TO COMMUNITY SCHOOLS, SO WE CAN LEARN FROM OTHERS AND IMPLEMENT OURS, FROM THE GET-GO. AND THEN FINALLY, UNDER PILLAR 5, WHICH IS GOVERNANCE AND ACCOUNTABILITY. THE BIGGEST ACCOMPLISHMENT IS THAT WE HAD OUR PLAN FULLY APPROVED BY THE AIB IN NOVEMBER. WE'VE ALSO HAD EXPERT REVIEW TEAMS VISIT TWO OF OUR SCHOOLS. WE HAD HUNTINGTOWN HIGH SCHOOL. AND THIS YEAR, THEY VISIT PAC ELEMENTARY SCHOOL. CURRENTLY, WE ARE WORKING WITH STRATEGIC PARTNERS TO DETERMINE REQUIREMENTS FOR MINIMUM FUNDING. WE'RE ALSO AWAITING CRITERIA, FOR PROGRESS FUNDING TO MEASURE OUR SUFFICIENT PROGRESS. WHAT COUNTS AS SUFFICIENT PROGRESS. WHAT SHOULD THAT LOOK LIKE? WE ANTICIPATE THIS WILL BE AN IN-PERSON MEETING WITH AIB. BUT MORE DETAILS ARE FORTHCOMING. IN THE MEANTIME, WE'RE GATHERING ALL THE INFORMATION THAT WE CAN, SO THAT WE CAN BE PREPARED.

>> AND THEN WE DO HAVE OUR AIB, CTE COMMITTEE. EXPERT TEAM IS SCHEDULED. WE HAVEN'T HAD THAT YET. AND THEY JUST SCHEDULED IT WITH US A COUPLE OF WEEKS AGO. IT OCCURRED NEXT YEAR. I BELIEVE IN FEBRUARY. AND ONE FINAL NOTE. IT'S NOT ON THE SLIDE HERE. BUT UNDER THAT UMBRELLA OF PILLAR 5, FOR GOVERNANCE AND

[00:25:02]

AND THEN THE CCPS STRATEGIC PLAN. AND WE DID A CROSSWALK, TO SEE, IS THERE ANY OVERLAP? WHERE DO THINGS CONNECT? BECAUSE FOR REPORTING PURPOSES, IT WILL BE -- IT'S REALLY IMPORTANT TO IDENTIFY, YOU KNOW, WHAT ARE WE PULLING FOR THIS REPORT. WHAT ARE WE PULLING FOR THAT REPORT? AND WHAT WE FOUND, THERE WAS REALLY STRONG OVERLAP BETWEEN THE STUDENTS' EXCELLENCE PRIORITY AND LAP THREE. THAT PROBABLY HAD THE STRONGEST OVERLAP OF ALL OF THEM. THERE WERE SEVERAL POINTS OF OVERLAP, THOUGH. SO WE ARE REALLY EXCITED ABOUT HAVING SOME OF THOSE MATCHING PILLARS. WHEN YOU SUBMIT A REPORT FOR ONE THING, IT ALSO HELPS IF YOU MATCH REPORTS FOR THE OTHER. SO -- AND WITH THAT, I'M HAPPY TO TAKE ANY FEEDBACK OR QUESTIONS THAT

YOU MIGHT HAVE. >> THANK YOU VERY MUCH.

>> I HAVE A -- >> SORRY.

>> I HAVE A FEW. THE 450% INCREASE IN FOUR-YEAR PREK.

WHAT'S THE AGGREGATE NUMBER THAT REPRESENTS?

>> I GET IT'S A HIGH PERCENTAGE. I'M JUST CURIOUS ON

WHAT THE NUMBER WAS. >> I'LL HAVE TO GET YOU THE OFFICIAL NUMBER FOR '21, '22. BUT PART OF WHAT THEY DID WAS LOOK AT WHAT THEY HAD IN FULL-DAY PRE-K. WHICH WAS NOT MUCH AT ALL. SO WHEN WE LOOK THE AT THE INCREASE. LAST YEAR, WE HAD 227 STUDENTS IN SEPTEMBER, TO THIS YEAR WAS 253 STUDENTS.

>> OKAY. AND THEN I KNOW WE'RE TRYING TO EXPAND THE PREK SEATS AS WELL, RIGHT ? SO HOW MANY DO WE EXPAND ON?

>> WE CURRENTLY HAVE 250 SEATS. AND WE'RE APPLYING FOR A PREK

EXPANSION. >> YOU SAID 80?

>> 80. YEP. ADDITIONAL FOR NEXT YEAR.

>> OKAY. AND I HAVE ONE MORE. >> LAST ONE I HAD, WAS IN PILLAR 4 WITH COMMUNITY SCHOOLS. CAN YOU ELABORATE ON WHAT IS A

PILLAR SCHOOL FOR EVERYONE? >> I WILL TRY. BECAUSE IT IS NEW FOR US. COMMUNITY SCHOOL IS A POVERTY GRANT. ONCE THEY MEET A CERTAIN PERCENTAGE, THEN THEY'RE IDENTIFIED BY THE STATE AS BEING A COMMUNITY SCHOOL. THE FIRST YEAR, WE GET A PERSONNEL GRANT.

AND THAT IS USED TO PAY FOR THE SALARY OF A SCHOOLS COORDINATOR.

AS WELL AS A NURSE PRACTITIONER, HEALTHCARE PROVIDER. SO THE FIRST YEAR IS A PLANNING YEAR, WHERE THE SCHOOL HAS TO DO A NEEDS AND ASSETS ASSESSMENT. AND THAT REPORT IS PROVIDED TO MSDE, AND AIB, BY THE END OF THAT YEAR ONE. FROM THAT NEEDS ASSESSMENT, THEN THE SCHOOL IDENTIFIES THAT WHAT COMMUNITY NEEDS. AND THE NEXT YEAR, YOU GET A PER PUPIL GRANT AS WELL. SO IT'S ADDITIONAL MONEY TO IDENTIFY WHATEVER THE SCHOOL HAS

IDENTIFIED THAT THEY NEED. >> THANK YOU.

>> YOU SAID WE HAD TWO POTENTIAL SCHOOLS? OR WHAT DO WE HAVE NOW?

>> FOR NEXT YEAR, WE HAVE TWO. >> TWO?

>> WE WON'T KNOW OFFICIAL UNTIL MSDE TELLS US IN THE SUMMER. BUT IT IS SHARED OVER THE SUMMER. THAT'S WHEN THEY'RE IDENTIFIED. AND THEN WE START THAT YEAR 1 PROCESS. BUT WE DO GET THAT PERSONNEL GRANT. OKAY.

>> I HAD TWO QUESTIONS. ONE RELATED TO THE COMMUNITY SCHOOLS. I THINK DR. TOWNSEL, YOU MAY BE ABLE TO CLARIFY. THE BILL THAT WAS PASSED THIS YEAR IN THE MARYLAND GENERAL ASSEMBLY. THERE WERE CHANGES TO PER PEOPLE FUNDING FOR COMMUNITY SCHOOLS, DO WE KNOW HOW THAT WILL AFFECT CALVERT COUNTY

MOVING FORWARD? >> YES. THEY DECIDED NOT TO CHANGE THAT FOUNDATIONAL FUNDING. THAT DID NOT PASS. SO

IT REMAINS THE SAME. >> THANK YOU.

>> YOU'RE WELCOME. >> MY QUESTION IS FOR COLLEGE AND CAREER READINESS. I THINK WE'RE DOING A GREAT JOB. THE GRADUATING SENIORS TALKED TO ALL OF THE JUNIORS ABOUT COLLEGE.

AND IT WAS GREAT. A QUESTION -- I CAN'T REMEMBER IF THIS WAS FOR A TEACHER OR STUDENT. I WAS WONDERING IF WE HAVE ANY FORMAL ALUMNI NETWORKS, WITHIN CALVERT COUNTY, OR WITHIN INDIVIDUAL HIGH SCHOOLS, AND IF THAT, AT ALL, IS USED IN TERMS OF BRINGING BACK TEACHERS, BRINGING BACK ROTC COORDINATORS, FOR PEOPLE WHO GO THE MILITARY PATH. I WAS JUST CURIOUS IF WE HAD ANY

INFORMATION ABOUT THAT. >> I -- I DON'T. BUT THAT'S A GREAT IDEA. I CAN TAKE IT BACK TO OUR PILLAR 3 LEADS, AND GET MORE INFORMATION. IF WE DON'T, IT'S SOMETHING WE CAN CONSIDER.

>> THANK YOU SO MUCH. >> THANK YOU. DO YOU HAVE A

[00:30:06]

>> I WILL ACTUALLY DEFER TO MR. JOHNSON FOR THAT.

>> WE CAN LOOK INTO THAT FOR YOU.

>> I DON'T THINK IT'S SUCH AN EASY ANSWER. UNFORTUNATELY.

>> JUST WANT TO CATCH IT AT THE BEGINNING.

>> I REALLY WISH IT WERE THAT EASY. BUT WE HAVE BEEN AT THIS FOR A WHILE. AND I CAN SAY, CERTAINLY, THERE SEEMS TO BE A LOT OF MOVING PARTS. AND A LOT OF THINGS CONTINUE TO CHANGE.

AND IT -- IT SEEMINGLY, HAS BEEN KIND OF DIFFICULT TO --

>> WELL, IT SEEMS THAT PREK IS SOMETHING THAT IS ABSOLUTELY INCREMENTAL TO WHAT WE DID BEFORE, RIGHT?

>> YEAH. >> THAT'S ONE CHUNK OF MONEY, WE COULD CERTAINLY POINT TO. BUT I THINK -- AND GRACE, I'M SURE -- I'M SORRY. WHEN THEY DISCUSSED THAT IN THE LEGISLATURE, THAT WAS BEFORE THEY HAD A DEFICIT. SO ALL OF THOSE GOOD IDEAS, USUALLY GO AWAY. BECAUSE IT USUALLY COMES DOWN TO MONEY. BUT WE SHOULD DEFINITELY KEEP TRACK OF WHAT

WE'RE SPENDING. >> AND THEY ARE TALKING ABOUT THAT AS WELL. BECAUSE THEY REALIZE THAT -- THAT PERHAPS THE AMOUNT OF MONEY TO ACHIEVE ALL OF THESE THINGS MIGHT -- MIGHT BE GREATER THAN -- THAN WHAT WE HAVE. I HAD A QUESTION. AND I

FORGOT IT. >> MS. VENICE?

>> -- GRENIS. >> ONE OF MY QUESTIONS, WHEN YOU'RE TALKING ABOUT EXTENDING THE SEAT FOR FULL PREK IS OBVIOUSLY THE SPACE AND THE SEATS.

>> YEAH. >> I JUST WANT TO ENSURE THAT CLASS SIZES WOULDN'T GET LARGER, TO MAKE ADDITIONAL SPACE

-- CLASS SPACE? >> YEAH, NO. GOOD QUESTION.

BECAUSE 4-YEAR-OLDS STILL HAS A 1:20 RATIO. SO IT WOULD BE LOOKING AT SOME OF THE EXISTING SPACE THAT WE HAVE. SO FOR EXAMPLE, HEAD START WAS CONSIDERED A PRIVATE PROVIDER.

OR THEY ARE CONSIDERED A PRIVATE PROVIDER. PART OF THE GRANT WE'RE APPLYING FOR IS TO WORK WITH HEAD START. AND IF WE CAN HAVE A CERTIFIED TEACHER IN THOSE CLASSROOMS, THAT WOULD GIVE US THOSE ADDITIONAL SEATS, AND CERTAINLY NOT INCREASE ANY CLASSES, AND NOT EXPAND PHYSICAL LOCATIONS, BECAUSE WE'RE USING EXISTING SPACE. IT'S FUNNY THAT YOU BROUGHT HEAD START UP.

BECAUSE THAT WAS MY NEXT CONCERN. I KNOW THERE WAS CONCERN ABOUT FNDING FOR HEAD START. DO WE HAVE ANY

INFORMATION ON THAT? >> AT THIS POINT IN TIME, WE BELIEVE THAT IT'S GOING TO MOVE FORWARD. BUT IT'S STILL WITH THE LEGISLATION AND ALL OF THAT. SO WE BELIEVE IT IS. WE HAVE FUNDING GOING INTO NEXT YEAR. SO WE ARE KEEPING AN EYE ON THAT.

BUT THINGS CHANGE AT ANY MOMENT. SO RIGHT NOW, IT STILL LOOKS

GOOD. >> AND FINALLY, I JUST WANT TO CONGRATULATE YOU ON GETTING FULLY APPROVED.

>> FULL DISCLOSURE, THAT HAPPENED BEFORE MY POSITION STARTED HERE. SO WE HAD A GREAT TEAM AND EVERYBODY DID A LOT OF WORK TO MAKE THAT HAPPEN. BUT I'LL TAKE THE CREDIT.

>> THANK YOU TO EVERYONE WHO WAS INVOLVED.

[2.04 Bid Approvals]

>> THANKS. >> THANK YOU VERY MUCH.

>> THANK YOU. >>> UP NEXT, WE HAVE BID

APPROVALS. MR. SHELDON TAYLOR. >> FICHE GOOD EVENING, PRESIDENT POST, I'M SHELDON TAYLOR, AND TODAY I HAVE FOUR. JOINING ME IS MISS CARRIE AKINS. AND PRINCIPAL FOR CTA TO PURCHASE LAPTOP AND SUPPORT TO PROVIDE CREDENTIALS AND ONLINE AT CTA. VIA A PERKINS REPORT. PURSUANT TO 5510. BOARD IS REQUESTED TO APPROVE THE NATIONAL TECHNOLOGY SOLUTIONS FOR EDUCATION, PURCHASING CONTRACT, 201, 8011. FOR THE PURCHASE OF LAPTOPS AND ACCESSORIES, FOR THE PURCHASE OF HIGH-QUALITY LAPTOPS TO SUPPORT INDUSTRY CREDENTIALS AND CLASSWORK. THE FUNDING WILL BE THROUGH THE AWARDED PERKINS GRANT. WE RESPECTFULLY REQUEST THAT THE BOARD APPROVE THE NECESSARY LAPTOPS AND ACCESSORIESA THE CTA AND AWARD VERNON HILLS FOR $273,243.

[00:35:01]

>> YOU SAID FOR 73 -- I'M LOOKING AT THIS -- I AM LOOKING AT THE WRONG ONE? NEVER MIND. I SEE IT. CAN SOMEONE MAKE A

MOTION TO APPROVE IT. >> I HAVE A QUESTION.

>> YOU CAN AFTER DISCUSSION. . >> I HAVE A QUESTION, TOO.

>> MOTION TO APPROVE. >> IS THERE ANY DISCUSSION? CAN SOMEBODY SECOND IT, PLEASE? SECOND THE MOTION?

>> SECOND. >> IS THERE ANY DISCUSSION?

>> YES. CAN I ASK THAT QUESTION. >> YES. GO FOR IT. AND YELL INTO

THE MICROPHONE. >> CAN YOU GO TO THE CTWG MAIN PROPOSAL, THE $3.2 MILLION? CAN YOU GO INTO THAT PROPOSAL? DO

YOU HAVE THAT HERE? >> THAT'S DIFFERENT. WE'RE

GOING TO THE CTA. SURE. >> THAT'S WHAT WE'RE LOOKING AT RIGHT NOW, WITH THIS AUTHORITY. IS THAT CORRECT?

>> YES, SIR. >> AND THE CTA, SO YOU HAVE A GRANT THAT IS GOING TO FUND THAT, THAT IS RIGHT?

>> YES. THIS IS SPECIFICALLY TO COVER HIGH-END LAPTOPS FOR CAD

INSTRUCTION. >> AWESOME. DOING A GREAT JOB AT

CTA. >> NEW CAD APPRENTICESHIPS?

>> YEAH. SINCE WE DON'T HAVE ANY STAND-ALONE CADS, WE WERE ABLE TO PERSON. IT'S A GREAT OPPORTUNITY FOR OUR KIDS THAT HAVE BEEN STUDYING ENGINEERING AND JUST NEED SPECIALIZED

INSTRUCTION IN CAD. >> THAT'S AWESOME.

>> AND WITH WHAT IS LEFT OVER FROM THE GRANT MONEY, ARE YOU ABLE TO USE THAT ADDITIONALLY? YOU GOTTA USE THE 73, THEN THE

REST OF IT GOES AWAY. >> THE GRANT TOTAL IS ABOUT $98,000. REST GOES TO PAY FOR THE INSTRUCTOR AND OTHER

MATERIALS AND SUPPLIES. >> ANY OTHER QUESTIONS? NO? THERE'S A MOTION AND SECOND. ALL THOSE IN FAVOR?

>> AYE. >> AYE.

>> MOTION PASSES, 4-0. >> THANK YOU. THANK YOU, MS. AIKENS. JOINING ME NEXT IS MR. JOE PARMER FOR THE RECOMMENDATION TO PURCHASE SIXTH AND NINTH GRADE LAPTOPS.

>> PUNTED TO CCPS POLICY 5510. REQUEST APPROVAL FOR THE PURCHASE OF 1,217 SIXTH GRADE LAPTOPS AND 1,020 SEVENTH GRADE LAPTOPS. THE LAPTOPS WILL STAY WITH OUR SIXTH GRADERS THROUGH THEIR EIGHTH GRADERS AND THE FUNDING WILL BE FOR THE NINTH GRADERS. WE RESPECTFULLY RESPECT THAT THE BOARD WARD FOR

$2,278,568. >> MOTION TO APPROVE.

>> MOTION. >> SECOND.

>> IS THERE ANY DISCUSSION? >> YES.

>> MR. HARRIS? % >> THANK YOU.

>> WELCOME. >> CAN YOU GO TO THE SECOND PAGE OF THAT PROPOSAL? MAYBE IT'S A THIRD. IT'S A TABLE. THE TABLE LOOKS AT THE NUMBER OF COMPUTERS, TIMES THE WARRANTY.

MAYBE IT'S PAGE 6. >> KEEP GOING. YOU HAVE PHENOMENAL CY SIGHT FOR BEING ABLE TO SEE ALL OF THAT UP

THERE. >> BOTTOM OF 6 MAYBE? MY QUESTION IS, IT SEEMS AS THOUGH WE WERE BUYING A CERTAIN NUMBER OF COMPUTERS FOR THE NINTH GRADERS. AND THE WARRANTY THAT WE WERE GETTING WITH THAT, WAS FOR THE NUMBER OF COMPUTERS FOR THE SIX GRADERS IN THE PROPOSAL. IS THAT -- IS THAT PURPOSEFUL?

OR -- >> ACTUALLY. SO WHAT THEY DID THIS TIME IS, THE -- THE ONES THAT ARE GOING TO THE NINTH GRADERS, THE FOUR-YEAR, ACCIDENTAL PROTECTION IS ALL BUILT INTO THE SINGLE PRICE. LENOVO, FOR WHATEVER REASON, BREAKS OUT THE STUDENT DEVICES, THE -- THAT'S THOSE SIXTH GRADE DEVICES, THEY'RE IN THEIR EDUCATION LINE. THEY HAVE TO BREAK OUT THE ADP SEPARATELY. BUT THE NINTH GRADE DEVICES DO COME EQUIPPED WITH THE SAME FOUR-YEAR PROTECTION POLICY THAT WE GET WITH ALL OF THE REST OF OUR LAPTOPS.

>> AND MY -- MY SENSE IS THAT THE SIXTH GRADE COMPUTERS SUSTAIN A GREAT DEAL MORE DAMAGE THAN THE NINTH GRADE COMPUTERS.

[00:40:03]

IS THAT CORRECT? >> WE HAVE SEEN THAT. YES.

>> OKAY. >> MIDDLE SCHOOL -- THEY DO GO

THROUGH A LITTLE BIT MORE ABUSE. >> SO I THINK I HAD KIDS SEVEN YEARS AGO, IN ELEMENTARY SCHOOL. DO THE PARENTS PAY FOR THAT PLAN? OR IS THAT SOMETHING THAT IS COMING NOW FROM THE COUNTY?

>> WHEN WE FIRST STARTED, THE PILOT PROGRAM, SEVEN YEARS AGO, WE ACTUALLY DID NOT INCLUDE A WARRANTY IN IT. AND WE ACTUALLY HAD EVERY PARENT'S PAID, I THINK IT WAS $30 FOR THE SCHOOL YEAR. AND THAT WAS COLLECT THE AND THAT CONTRIBUTED TO THE ACTUAL REPAIRS. THE COUNTY DECIDED, MAYBE TWO YEARS INTO IT, THREE YEARS INTO IT. THAT THEY WOULD DO THE ADP.

>> AND DO YOU FIND THAT -- OF COURSE, IT'S EASIER. BUT HOW MANY COMPUTERS ARE WE SENDING FOR RECONSTRUCTION?

>> THAT'S A GOOD QUESTION. SO I ACTUALLY DO HAVE SOME NUMBERS HERE. SO JUSTFOR ADP. SO THERE IS DEFINITELY A SEPARATION. WE HAVE LAPTOPS THAT ARE OUT THERE FROM -- LAPTOPS ARE IN OUR THIRD THROUGH 12TH GRADE HANDS. OUT OF ALL OF THOSE LAPTOPS, THE ONES THAT ARE IN FIFTH GRADE THROUGH 12TH GRADE ARE UNDER OUR ACCIDENTAL PRODUCTION. THIRD AND FOURTH GRADE -- THE THIRD AND FOURTH GRADE STUDENTS ARE ACTUALLY USING LAPTOPS THAT WE PURCHASED DURING THE PANDEMIC. SO THEY'RE FIVE, SIX YEARS OLD RIGHT NOW. SO THEY ARE NOT UNDER ACCIDENTAL PROTECTION. HOWEVER, OUT OF THE ONES THAT WE'VE DONE THROUGH ACCIDENTAL PROTECTION, WHICH WAS ROUGHLY, WHEN I RAN THIS NUMBER THIS WEEK. IT WAS 277,000 LAPTOPS WERE REPAIRED UNDER ACCIDENTAL PROTECTION. SO NO COST TO CCPS. AND BASED ON THE REPAIR COSTS AND THE PARTS IT WOULD HAVE HAD. IT WOULD HAVE COST THE SCHOOL DISTRICT OVER $700,000 TO GET THOSE UPTIESES BACK INTO SERVICE.

>> OKAY. >> THE -- NOW, THAT BEING SAID, WE DO NOT HAVE THOSE LAPTOPS THAT ARE OUT OF WARRANTY. THE GOOD NEWS IS, THEY'RE IN OUR THIRD AND FOURTH GRADE HANDS. SO THEY DON'T SUSTAIN MUCH DAMAGE. SO THEY DON'T GO HOME. IT'S THE ACCIDENTAL TRIPPING. OR IF THEY ACCIDENTALLY DROP IT AND SO ON AND SO FORTH. OR HARDWARE FAILURE. THOSE DID AMOUNT TO ABOUT 35,116 DOLLARS SO FAR THIS YEAR. BUT THAT DOES INCLUDE, ALL OF OUR OUT -OF-WARRANT LAPTOPS. BUT THAT WOULD BE AT THE

SECONDARY AS WELL. >> DO WE EXPECT THAT OUR SIXTH GRADERS AND UP, HAVE HOME INTERNET? IS THAT PART OFTHE CURRICULUM? DO YOU KNOW THAT PIECE. IS THAT YOU, MISS JACKIE.

>> SO WE DO -- WE HAD LOOKED WHEN WE WERE EXPERIENCING COVID, AND WERE HOME, TO DETERMINE IF STUDENTS HAD ACCESS TO THE INTERNET AT HOME. SO WE ARE VERY COGNIZANT, OF THOSE WHO DO OR DON'T. IF THERE IS AN ONLINE ACTIVITY THAT STUDENTS ARE SUPPOSED TO COMPLETE AT HOME, AND THEY DON'T HAVE ACCESS, UM, THE SCHOOLS DO WORK WITH THEM, TO EITHER WORK WITH THE LIBRARY, OR PROVIDE A HOT SPOT. OR THEY PROVIDE A WRITTEN COPY TO GO HOME. SO WE DO -- WE HAD VERY FEW, I THINK, DURING COVID. WE OFFERED OPPORTUNITIES FOR THEM TO COME INTO THE SCHOOLS, AS A HUB. BUT WE HAVE LOOKED AT WHERE ACCESS IS. THE I.T. DEPARTMENT HAS DONE A GREAT JOB WITH PUTTING OUT INFORMATION ABOUT HOW TO GET LOW COST, WIFI ACCESS AT HOME. WE DO KNOW -- WE HAVE SOME STUDENTS WHO DO NOT HAVE ACCESS. AND WE DO TRY TO ENSURE THAT WE ARE MAKING CONSIDERATIONS FOR THEM, SO THAT

THEY HAVE A SIMILAR EXPERIENCE. >> OKAY. AND A LOT OF THE SOFTWARE IS ALL CLOUD SOFTWARE, RIGHT? WE'RE NOT KEEPING THAT

ON THE LAPTOP ITSELF? >> SO THE STORE OF THE DOCUMENTS THEMSELVES, ARE CLOUD-BASED. BUT WE DECIDED TO GO WITH WINDOWS DEVICES, AS OPPOSED TO CHROME BOOKS, SEVEN YEARS AGO. BECAUSE OF THAT -- STUDENTS THAT DIDN'T HAVE INTERNET AT HOME. THESE HAVE FULLY FUNCTIONAL OPTIONS. SO THEORET REALLY, A STUDENT COULD DOWNLOAD WHATEVER THEY NEEDED IN WORD OR SOMETHING LIKE THAT. AND DO THOSE DEVICES AT HOME, WITHOUT INTERNET. SO THEY COULD BE OUT IN THE STANDS. INSTEAD OF WATCHING THE GAME.

BUT -- YEAH. SO THAT -- WE DO -- WE ACTUALLY WENT THE WINDOWS ROUTE, TO MAKE SURE THAT WE HIT ALL OF THOSE MARKS, AND MADE

[00:45:02]

INTERNET. >> OKAY. AND ONE LAST QUESTION.

AN FY25? OR AN FY26 EXPENDITURE, M JOHNSON?

>> THAT WILL DEPEND UPON THE DATE OF THE RECEIPT OF THE

GOODS. >> OKAY.

>> WE CAN INCUR THAT, RIGHT? >> IF WE RECEIVE THE ITEMS BY

JUNE 30TH, 2025, YES. >> WHAT'S THE LIKELIHOOD. IF APPROVED, WE WOULD RECEIVE THOSE BY JUNE 30, 2025.

>> WE WON'T. >> OKAY.

>> AND THEN HOW DOES THIS -- MAYBE THIS IS MORE A SCOTT QUESTION AS WELL. HOW DOES THIS LINE UP WITH WHAT WAS IN THE

BUDGET FOR FISCAL YEAR 26? >> IT WILL TAKE ME JUST A MOMENT TO PULL UP ON THE SPREADSHEET WITH THAT DOCTOR AMOUNT.

>> WELL, WHILE WE'RE WAITING FOR THAT. I JUST HAVE ONE REQUEST. IT'S VERY SMALL. CAN FUNCTION KEY ON THE BOTTOM LEFT OF THE KEYBOARD, PLEASE. THAT'S ALL I WANT.

>> I CAN -- THERE'S A SETTING IN THE BIOS.

>> I SHOULD HAVE CALLED THE HELP DESK. THAT'S GOOD TO KNOW.

THANK YOU. I'LL BE CALLING YOU TOMORROW.

>> I DID WANT TO TALK ABOUT, WHEN WE WERE TALKING ABOUT REPAIRS, WE WERE FORTUNATE ENOUGH TO HIRE A REPAIR TECHNICIAN. THE GENTLEMAN STARTED,S NAME IS CORNELIUS FLETCHER. HE STARTED LAST FRIDAY. HE HAS STARTED REPAIRING DEVICES. THE REASON I BRING THAT UP ALSO IS IN THIS COST THAT WE HAVE RIGHT NOW, IN PART OF THE REPAIR COSTS. WE PAID APPROXIMATELY $26,000 AND SOME CHANGE TO OUR REPAIR COMPANY, SO WE SEND THE LAPTOPS OUT. WE PAY THAT AMOUNT IN ORDER TO GET THEM FIXED. NONADP. SO THESE ARE THE ONES THAT ARE NOT COVERED UNDER WARRANTY. IF HE IS ABLE TO REPAIR THOSE, WE INSTANTLY SAVE THAT MONEY. ANY OF THOSE $2,777 DEVICES, LET'S SAY HE'S ABLE TO REPAIR EVERY SINGLE ONE OF THOSE. NOT ONLY DO WE NOT INCUR ANY COSTS ON THAT. BUT WE GET THAT FAST TURN AROUND. LENOVO PAYS US, CCPS, $40 FOR THAT DEVICE, FOR REPAIR. SO IF YOU PULL THAT OUT, FOR THOSE 2,777 DEVICES, HE WOULD HAVE APPROXIMATELY MADE THE COUNTY, APPROXIMATELY $176,000 THIS YEAR. SO THAT'S ONE OF THE BIG DRIVES THAT WE WANTED TO DO THIS INTERNALLY. NOT JUST BECAUSE OF THE FAST TURNAROUND TIME. BUT ALSO BECAUSE WE CAN ACTUALLY BRING REVENUE INTO THE COUNTY.

>> HE'S NOT WORKING FOR FREE, THOUGH, RIGHT?

>> NO. BUT THAT DOESN'T EACH -- I MEAN, HIS -- THERE'S DEFINITELY SOME OVERAGE IN THERE FOR THAT.

>> WHAT'S THE EXPECTED LIFE CYCLE FOR THE SIXTH GRADERS? OR THE NINTH GRADERS, COMPUTERS? HOW MANY CYCLES DO YOU SEE THEM

GOING THROUGH. >> GOOD QUESTION. SO THE NINTH GRADE LAPTOPS. WE DID -- WE'RE MAKING THEM BEEFIER THIS TIME.

WE'RE GOING TO TRY THE 10-YEAR LIFE CYCLE ON THESE. WE'VE SEEN EVEN THIS MORNING. ONE OF MY TECHS COME IN, AND THEY WERE REIMAGING A LAPTOP THAT WAS 20 YEARS OLD, THAT A STAFF MEMBER ABSOLUTELY LOVES. THEY WANT TO KEEP USING IT. SO WE HAVE DEVICES THAT ARE WAY PAST THIS -- THE THRESHOLD THAT WE'RE LOOKING FOR, OUR STUDENTS TO USE. SO THE IDEA IS, WITH THESE NINTH GRADE LAPTOPS. THE IDEA, TAT THEY WOULD BE IN NINTH GRADE THROUGH 12TH. AND THEY WOULD TRICKLE BACK DOWN TO FOURTH GRADE, FIFTH, SIXTH, SEVENTH, EIGHTH. AND FROM EIGHTH GRADE, THAT'S THEIR TENTH YEAR. THEN WE CAN DECIDE WHAT WE WANT TO DO WITH THEM AT THAT POINT. MAYBE THEY TEND UP BEING SPARED, BECOME PARTS TO FIX OTHER ONES. OR MAYBE WE CAN PIVOT TO SOMETHING ELSE. THE SIXTH GRADE LAPTOPS WILL GO THROUGH TWO CYCLES. THEY'LL GO SIXTH, SEVENTH, EIGHTH, AND THEN BACK TO EIGHTH. AT THAT POINT, THEY'LL BE OUT OF WARRANTY. SO

WE'LL SEE. >> AND WITH THE LAST SEVEN YEARS, YOU BELIEVE IT'S REALISTIC THAT WE'LL GET THE 10

YEARS OUT OF THEM. OKAY. >> WHAT IS THE AVERAGE LIFE OF A BATTERY FOR A LAPTOP?" SO IT DEPENDS ON THE USAGE. LIKE HOW MUCH -- IS IT -- DEPENDS, WHETHER IT'S CHARGED ALL THE TIME, IT'S DEPLETED. THE GOOD NEWS IS WITH THIS. THESE ARE THE MORE EXPENSIVE ONES. WE CAN SWAP OUT BATTERIES. AND THAT IS THE GOOD ONE AS WELL, WITH THESE EXPENSIVE UNITS. WE WERE ABLE TO

[00:50:03]

WHERE, TO MAKE SURE THAT THEY'RE ACTUALLY THE LARGEST BATTERY THAT WE HAVE, NOW, ANYWHERE IN THE SCHOOL SYSTEM. AND THAT WILL DEFINITE LOO CLEAR THEM THROUGH, IF THEY WERE USING IT ALL DAY AT SCHOOL, AND EACH INTO THE NIGHT. I MEAN, IT'S A PRETTY -- PRETTY BIG, LARGER BATTERY. THAT DOESN'T ADD MUCH WEIGHT TO THE

ACTUAL DEVICE. >> REGARDING THE BATTERY. I MIGHT SHOW MY AGE A LITTLE BIT HERE. IS CONDITIONING A BATTERY STILL A THING? SORE THAT GONE WITH LITHIUM ION?

>> IT SHOULD BE GONE. I'M NOT GOING TO SAY IT'S 100% GONE.

THE GOOD THING IS, WE HAVE TOOLS, THAT WE CAN SEE WHAT THE LIFE IS OF THE BATTERY. MAYBE IT WAS 100%, NOW CHARGING ONLY TO 80% NOW. AND WE CAN KIND OF PREP THOSE THINGS AND SUPPLY THE DEPARTMENT WITH THAT KIND OF DATA, TO SAY, HEY, WITHIN THE NEXT TWO YEARS, YOU'RE PROBABLY GOING TO WANT TO LOOK AT BUYING X AMOUNT OF BATTERIES FOR THESE DEVICES.

>> SO THERE WAS A MOTION AND A SECOND. ANY FURTHER DISCUSSION?

NO. ALL THOSE IN FAVOR? >> AYE.

>> AYE. >> MOTION CARRIES, 4-0. THANK

YOU. >> THANK YOU.

>> THANK YOU, MR. PALMER. NEXT UP IS MR. KEVIN HOOK, WHO WILL JOIN ME FOR THE NEXT TWO RECOMMENDATIONS, THE FIRST OF WHICH IS THE PURCHASE OF A NEW BUS ROUTING AND FINANCIAL SOFTWARE. PURSUANT TO CCPS POLICY 5510, BOARD APREUFLG IS REQUESTED TO USE A 1GPA NATIONAL CONTRACT PV FOR THE PURCHASE AND IMPLEMENTATION FOR BUS ROUTING AND SOFTWARE. THIS SYSTEM WOULD -- THIS NEW SYSTEM WOULD PROVIDE BOTH SERVICES IN ONE PACKAGE.

AND ELIMINATE THE CURRENT TWO-SOFTWARE PACKAGES THAT THE DEPARTMENT OF TRANSPORTATION CURRENTLY USES. WE RESPECTFULLY REQUEST THAT THE BOARD AWARD THE PURCHASE OF NEW BUS ROUTING AND FINANCIAL SOFTWARE TO BUS PLANNER USA. OF ROCKY MOUNTAIN, NORTH CAROLINA. AND THREE-YEAR SOFTWARE COST, AS DETAILED IN

THE MEMO. >> MOTION TO APPROVE.

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

>> YES. TELL ME THE USABLE LIFE OF THIS PROPOSED SOFTWARE

PACKAGE. >> THEORETICALLY, THE USABLE LIFE CAN BE FOREVER. IT'S NOT SOMETHING THAT IS GOING TO BE ON OUR COMPUTER SYSTEM. IT'S CLOUD-BASED, WEB-BASED. SINCE I HAVE BEEN IN TRANSPORTATION, THIS IS MY 21ST YEAR. I STARTED AS A ROUTER. WE WERE USING DOS-BASED ROUTING SOFTWARE, WHEN I FIRST STARTED. AND TO SAY THAT IT HAS COME A LONG WAY IS AN UNDERSTATEMENT. BUT SINCE I HAVE BEEN THERE, I HAVE USED -- OR WE HAVE HAD IN OUR DEPARTMENT, FIVE DIFFERENT ROUTEING SOFTWARES. WE ARE CURRENTLY ON OUR FIFTH ONE. SO THIS WOULD BE SIXTH IN 20 YEARS. HONESTLY, ALL THE ROUTING SOFTWARES DO THE SAME THING, AS FAR AS SOFTWARES GO. IT'S COUNTIES THROUGHOUT THE STATE OF MARYLAND. TRYING TO FIND ONE THAT IS CAPABLE OF DOING NOT JUST THE ROUTING AND THE FIELD TRIPS. BUT ALSO THE FINANCIAL END. WE THOUGHT WE MIGHT HAVE HAD THAT, WITH THE LAST COMPANY WE HAD, WHICH WAS OWNED BY TYLER, WHICH ALSO HAS A COMPANY CALLED MUNIS, OR MUNIS. AND WE THOUGHT, OKAY, THEY'LL FINALLY PUT THEIR FINANCIAL PIECE WITH THEIR ROUTING PIECE. AND THEY'VE JUST NEVER BEEN ABLE TO DO IT. SO WE HAVE BEEN LOOKING AROUND, LOOKING AROUND. AND ACTUALLY, CHARLES COUNTY FOUND THIS COMPANY ASK STARTED TELLING US ALL, HEY, THEY LOOK LIKE THEY CAN MAKE IT WORK. WE ACTUALLY BROUGHT IN THREE DIFFERENT COMPANIES TO SHOW US THEIR WARES, JUST TO SEE WHAT WE COULD SEE. THIS COMPANY ACTUALLY SPENT FOUR SEPARATE MEETINGS WITH US, AND EACH TIME, THEY GOT TEENER AND DEEPER AND THEY COULD ACTUALLY SHOW US. HERE'S WHAT YOU'RE CURRENTLY DOING. HERE'S WHAT OURS CAN DO. AND IT WAS PRETTY MIND-BLOWING, ACTUALLY, THAT IT LITERALLY WILL DO THE ROUTES, THE TRIPS, AND THEN IT WILL CALCULATE THE PAYMENTS, THEN IT WILL ALL BE IN ONE PROGRAM. AND WE'LL ALL HAVE ACCESS TO IT.

>> SO ARE WE SIGNING A FOUR-YEAR COMMITMENT WITH THIS? WHAT'S THE -- WHAT'S THE BREAKDOWN OF THE --

>> IT'S THREE. >> THREE YEARS --

>> IMPLEMENTATION COST AND THEN THREE YEARS.

>> AND THAT'S A SUBSCRIPTION FROM A CLOUD-BASED SERVICE FOR

THREE YEARS? >> THAT'S CORRECT.

>> AND QUARTER 4, ARE YOU GOING TO BE BACK HERE ASKING FOR

RENEWAL? OR IN PERPETUITY. >> IT USUALLY RENEWS. THE

[00:55:01]

>> OKAY. >> SO THIS ONE WOULD DO THE

SAME. >> SO WITH THAT TIME FRAME, WOULD -- WOULD IT BE READY FOR THE NEXT SCHOOL YEAR? BECAUSE THAT SEEMS LIKE A REAL QUICK TURNAROUND.

>> ACTUALLY, THEY'VE ALREADY BEEN WORKING BEHIND THE SCENES FOR US, CURRENTLY. OUR MAPS ARE ALREADY DONE. OUR ROUTES ARE ALREADY IN. THEY'RE CURRENTLY LOADING THE STUDENTS IN. AND THE -- ALL OF THEIR INFORMATION, TO GO ALONG WITH THE BUS STOPS.

THEY'RE DOING ALL OF THIS IN THE HOPES THAT IT'S GOING TO BE

PASSED TONIGHT. >> YOU WERE CONFIDENT.

>> ACTUALLY, THEY'RE VERY CONFIDENT. LIKE I SAID. ST.

MARY'S AND CHARLES, HAVE ALREADY JOINED IN. CHARLES STARTED THIS PROCESS IN OCTOBER. ST. MARY'S JUST STARTED THIS PROCESS IN FEBRUARY. AND THEY'RE FINISHED. THEY'RE ABLE TO START USING IT. WE -- THEY WORKED WITH US, AND THEY'VE ALREADY GOTTEN OUR INFORMATION, AND THEY'VE STARTED WORKING WITH US, AND THEY SAID WE SHOULD BE UP AND ONLINE AND READY TO USE BY JUNE

1ST. >> SO WE WILL -- WOW. THAT'S

FANTASTIC. >> IN FACT, WE HAVE A MEETING TOMORROW MORNING, WITH THEM. THEY JUST KEEP UPDATING US ON

WHEN, HOW FAR ALONG THEY ARE. >> STRATEGIC MEETING REMEMBER.

>> IT WAS VERY STRATEGIC. >> AND I THINK I ASKED THIS BEFORE. ARE YOU KEEPING TRACK OF THE OCCUPANCY PERCENTAGE ON BUS

ROUTES? >> IT'S ACTUALLY SOMETHING. AND I SPOKE, I BELIEVE IN CLOSED SESSION. IT'S SOMETHING, THE KPI WE'RE DOING. YES, WE ARE GOING TO BE. AND WE CAN DO IT.

WE'RE ACTUALLY GOING TO GO BACK. AND HAVE SOMETHING TO GO

ON. >> OKAY.

>> OKAY. SO WILL THIS IMPROVE THE HERE COMES THE BUS APP.

>> THIS IS THE BUS APP COMPANY. THIS IS OUR VERSION. WE'RE GOING TO LOOK AT IT. WE HAVEN'T REALLY PLAYED WITH THAT YET. IF THIS LOOKS LIKE SOMETHING THAT WILL BE MORE BENEFICIAL FOR PARENTS, WE'RE PROBABLY GOING TO START USING THIS OR GIVE PARENTS THE OPTION OF EITHER ONE. THE ONE THING I LIKE ABOUT THEIR VERSION, IT NOT ONLY WILL DRAW THE CIRCLE AROUND YOUR HOUSE, TO LET YOU KNOW WHEN THE BUS IS IN YOUR ZONE, BUT ALSO, IT WILL UPDATE THE ESTIMATED TIME OF ARRIVALS. SO IF THERE'S TRAFFIC, AND IF THE GPS IS PICKING UP THAT THERE'S TRAFFIC, IT WILL LITERALLY SHOW THE PARENT, OH, ESTIMATED TIME OF ARRIVAL, AND IT WILL CHANGE REMEMBER.

>> OKAY. THAT'S GOOD. SO FOR THE FIRST YEAR, WE'RE LOOKING AT THE 29,000 UP FRONT, PLUS THE 49,000 FIRST YEAR SUBSCRIPTION.

>> CORRECT. THE 29,000 IS THE UP FRONT IMPLEMENTATION. THEN IT WOULD BE $49,000, WHAT WE'RE PAYING FOR THE SUBSCRIPTION FOR

THE FIRST YEAR. >> SINCE THIS IS A SUBSCRIPTION, NOT A TANGIBLE PRODUCT. HOW IS IT FOR BEING HERE JUNE 5TH.

>> I BELIEVE WE'LL NEED TO SPREAD THE COST OVER THE SERVICE

PERIOD. >> OKAY. AND YOU'D MENTIONED, YOU KNOW PART OF THE DRIVE IN THIS. AND I APPRECIATE YOUR ANSWERING SOME OF THE QUESTIONS BEFORE THE MEETING AS WELL. BUT ABOUT BEING ABLE TO DO THE ROUTING AND THE FIELD TRIPS AND THE PAYMENTS AND EVERYTHING IN ONE. I THINK YOU MENTIONED, IT

WAS CHARLES AND THE ST. MARY'S? >> CORRECT.

>> ARE THEY USING IT IN THE SAME CAPACITY? IS IT WORKING? THEY

COME IN AND HAD A MEETING. >> WE WERE THE ONLY ONES THAT MEETING WITH OUR ACCOUNTING C - PEOPLE, TO SHOW US THAT IT WOULD ACTUALLY DO WHAT WE WANTED IT TO DO.

>> DID THEY HOOK YOU -- DID YOU REQUEST OR DID THEY HOOK YOU UP TO ANYTHING TO SEE HOW THEY LIKE IT?

>> IT IS. AND THEY ORIGINALLY HAD IN ANDS. AND NOW AN AMERICAN BASE. AND IN CANADA, EVERYONE DOES IT SO THEY HAVE BEEN DOING THIS FOR YEARS. AND I DON'T KNOW HOW WE DIDN'T ALL OUT ABOUT IT EARLIER. THEY WERE IN ANDS.

>> YEAH . >> DO WE KNOW THAT THE TWO COUNTIES NEAR US ARE RENEWING THEIR CONTRACT? THAT THEY'RE

SATISFIED FROM THE SERVICE >> AND TILLLY ST. MARY'S

SWITCHED AWAY. CHARLES COUNTY -- >> DO WE KNOW ANY THAT CURRENTLY

-- ANY SCHOOL SYSTEM? >> WE WILL BE THE FIRST THREE IN THE STATE. BUT I'LL SAY WHAT I SENT TO YOU IN EMAIL THERE ARE THREE COUNTIES THAT ARE VERY INTERESTED, AND THEY'LL PROBABLY DO IT LATER ON THIS YEAR. BUT THEY DIDN'T WANT TO

[01:00:02]

>> WOW. >> IF APPROVED. NO PRESSURE.

IT'S GOING TO BE UP BY NEW SCHOOL YEAR. CORRECT?

>> YES. >> WE'RE DOING OUR HEAD START ROUTES WITH THE CURRENT SOFTWARE. AND AS SOON AS THIS IS READY. WE'LL HAVE OUR -- BECAUSE THEY LITERALLY TAKING OUR CURRENT ROUTES AND PUTTING THEM IN THERE FOR US. THEY WILL

ALREADY BE PRELOADED. >> I APPRECIATE YOU BEING PROACTIVE WITH THIS, SO THAT IT IS UP AND READY TO GO.

>> AGREED. >> ANYTHING FURTHER DISCUSSION? OKAY. THERE'S A MOTION AND A SECOND. ALL THOSE IN FAVOR?

>> AYE. >> MOTION PASSES, 4-0.

>> FINAL RECOMMENDATION FOR THIS EVENING IS FOR THE PURCHASE OF NEW SCHOOL BUS CAMERAS" DISTRICT. PURSUANT TO CCPS 5510.

TIPS PURCHASES CONTRACT, 24081 FOR THE PURCHASE OF 610 ZEUS TITAN CAMERAS, TO REPLACE CURRENT CAMERAS THAT ARE 12 TO 15 YEARS OLD. FUNDING FOR THIS PURCHASE WILL BE MADE THROUGH THE DEPARTMENT OF TRANSPORTATION'S BUDGET. WE RESPECTFULLY REQUEST THAT THE BOARD AWARD TO 724 SECURITY INC.

OF ALPHARETTA, GEORGIA, FOR ONE $1,450,000.

>> SOMEONE MAKE A MOTION? >> MOTION TO APPROVE.

>> SECOND. >> THERE'S A MOTION AND A

SECOND. IS THERE ANY DISCUSSION? >> YES .

>> MR. HARRISON SAID YES FIRST. SORRY.

>> TELL ME. WITH SIX CAMERAS NOW ON A BUS. RIGHT? EACH ONE IS

GOING TO HAVE SIX CAMERAS. >> CORRECT.

>> WE'RE GOING TO INSTALL THAT? VENDORS ARE GOING TO INSTALL

THOSE CAMERAS, RIGHT? >> YES, SIR.

>> WE HAVE 163. IS THAT THE RIGHT NUMBER?

>> WE HAVE ROUTE NUMBERS. THE REST WILL BE SPARE OR TRIP

BUSES. >> BUT WE HAVE 163 DIFFERENT CONTRACTS. AND I DON'T RECALL FROM READING THOSE CONTRACTS, IF WE HAD PERMISSION FROM THOSE VENDORS TO INSTALL THOSE CAMERAS

IF WE DO. >> THE GPS SYSTEMS, THE RADIOS.

>> AND OKAY. WHAT DO WE DO AT THE END OF LIFE, WHEN THEY TURN THOSE BUSES IN OR SELL THEM AFTER 12 YEARS.

>> WE HAVE THE COMPANIES COME IN AND REUSE ALL OF THE ITEMS SO WE

CAN USE THEM ON ANOTHER BUS. >> OKAY. AND WHAT DO WE DO WITH THE FOOTAGE? DOES IT OVERWRITE THE FOOTAGE, EVERY FOUR TO SIX

WEEKS? >> IT DOES. SO CURRENTLY, WE HAVE TWO DIFFERENT SYSTEMS. SAME COMPANY, WHICH IS ONE OF THE REASONS WE WANT TO SWITCH. SAME COMPANY, BUT EVERY ABOUT EIGHT TO 10 YEARS, THEY COME OUT WITH A NEW VERSION. AND THEY DON'T BACKWARD COMPATIBLE. IT'S A NEW SETUP. NEW EVERYTHING. WHICH IS WHY WE HAVE SOME CAMERA SYSTEMS THAT ARE 15, 12 YEARS OLD. THE OTHER, THAT'S 65% OF OUR FLEET. 40% OF OUR FLEET IS RUNNING NEWER SYSTEM, WHICH IS FIVE TO 10 YEARS OLD. AND NOW THAT COMPANY HAS COME OUT WITH ANOTHER BRAND NEW SYSTEM. ASK THEY RETIRED THE OLD ONES. SO THERE ARE NO PARTS. SO THEY'VE RETIRED EVEN OUR NEWER SYSTEM IS RETIRED NOW. BUT YOUR QUESTION WAS, IF I REMEMBER, IT WAS -- ACTUALLY, REMIND ME OF YOUR QUESTION. BECAUSE I WANT TO GIVE YOU THE CORRECT ANSWER.

>> WELL, I JUST WANT TO KNOW, WITH SIX CAMERAS ON THERE. IS

ONE GOING TO BE FOR -- >> FOR WRITING.

>> ONE GOING TO BE FOR THE OUTSIDE, WHEN PEOPLE DRIVE AROUND, THE FLASHING RED LIGHTS, THEY'RE GOING TO GET A TICKET?

>> THE ANSWER TO THAT IS NO. THAT WOULD HAVE TO BE A DECISION MADE BY OUR SHERIFF'S DEPARTMENT. SCHOOL SYSTEMS CAN'T MAKE THAT DETERMINATION. IT'S ALWAYS A LOCAL POLICE DEPARTMENT, THAT MAKES THAT DETERMINATION ON RED LIGHT CAMERAS. SO I HAVE -- WE HAVE NO CONTROL OVER THAT. THE ORIGINAL QUESTION, I REMEMBER NOW WAS ABOUT, DOES IT OVERWRITE? THE ANSWER IS YES. OUR 12 TO 15-YEAR-OLD SYSTEMS, HAVE A THREE AND A HALF-INH HARD DRIVE. WHICH IS ONLY 500 GIGABYTES, I BELIEVE. 512. AND THAT AVERAGES ABOUT THREE WEEKS WORTH OF INFORMATION OR VIDEO. TWO AND A HALF TO THREE WEEKS.

THE NEWER SYSTEMS THAT WE HAVE, ARE ONE TERABYTE. AND THOSE HAVE BEEN AVERAGING FOUR, FOUR AND A HALF, FIVE FEET. THIS NEW SYSTEM WILL HAVE TWO TERABYTES. AS YOU MENTIONED, THE COMPANY IS CLAIMING IT WILL GIVE X AMOUNT OF HOURS. IF YOU DID ALL THE MATH, THAT COMES OUT TO SIX WEEKS. WE'RE HONESTLY, JUST IN REAL-LIFE SITUATIONS. I THINK WE'RE PROBABLY GOING TO GET TO EIGHT WEEKS WORTH OF VIDEO ON TWO TERABYTES. SO WE'RE ASSUMING -- I THINK THEY'RE JUST GOING CONSERVATIE ON THAT

[01:05:01]

NUMBER FOR THE COMPANY. >> SO ALL THAT DATA IS GOING TO RESIDE WITH THE VEHICLE? IT'S NOT GOING TO GO WITH A SERVER OR

CLOUD OR SOMETHING LIKE THAT. >> IT ALTOGETHER STAYS ON THE HARD DRIVE. AND CURRENTLY, WHAT HAPPENS, IF THE SCHOOL NEEDS THE INFORMATION. THEY GO OUT, REPLACE IT WITH ANOTHER ONE.

THEN THEY ARE ABLE TO PULL IT. WITH THIS PARTICULAR COMPANY.

AND WITH WHAT WE'RE ASKING TO PURPOSE, WE WOULD HAVE, IN OUR OFFICE, THE ABILITY TO DO WHAT IS CALLED A LIVE LOOK-IN. SO LET'S SAY, LIKE THE FATAL ACCIDENT, ON 231, A COUPLE OF -- ABOUT A MONTH AGO. WE WOULD HAVE BEEN ABLE TO, LITERALLY, COUPLE OF KEY STROKES AND LIVE SEE THAT THE KIDS, HOW THINGS WERE GOING ON THE BUS. IF THE KIDS WERE OKAY. WE COULD HAVE REPORTED ANY INFORMATION WE NEEDED TO, TO 911. ABOUT WHAT WAS ACTUALLY HAPPENING ON THE BUS, THAT VERY SECOND. BUT WE ALSO WOULD HAVE THE ABILITY TO -- IF THERE WAS SOME TOGETHER TYPE OF EMERGENCY, AND WE NEEDED INFORMATION RIGHT AWAY, WE COULD ACTUALLY UPLOAD VIDEO FROM OUR COMPUTER ONTO THESE HARD DRIVES. BECAUSE THEY HAVE A CELL SET UP. WE HAVE THAT ABILITY. IT'S NOT SOMETHING WE'RE PLANNING ON USING ALL THE TIME. BECAUSE YOU'RE PAYING FOR DATA. WHICH IS PART OF THIS -- THE BID PACKAGE HERE IS A DATA PLAN. BUT IF YOU USE ALL OF IT, YOU'D HAVE TO BUY MORE DATA. SO IT DOES HAVE THE ABILITY, BUT IT'S NOT ON THE CLOUD. IT WILL

ALWAYS STAY ON THAT HARD DRIVE. >> THANK YOU.

>> I JUST NEED CLARIFICATION ON THIS. I REMEMBER HAVING A CONVERSATION OF -- WE PURCHASED CAMERAS LAST YEAR.

>> UH-HUH. >> AND WE'RE ASKING FOR 210 CAMERAS THIS YEAR. WHAT IS HAPPENING TO THE CAMERAS WE BUDGETED FOR LAST YEAR? ARE THEY OBSOLETE?

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

>> AND THEY COME OUT WITH A NEW FOUR-TERABYTE SYSTEM, IT WILL JUST SLIDE IN. EVERYTHING IS ALWAYS BACKWARDS COMPATIBLE.

>> ONE MORE QUESTION, MR. JOHNSON. HOW ARE YOU, SIR? GOING TO BE A CAPITAL PURCHASE, BECAUSE IT'S ONE SYSTEM WITH

200 CAMERAS? >> WE WILL TAKE A LOOK AT THE LATEST GASBY REQUIREMENTS. MODIFICATION. SO WE MAY CAPITALIZE THIS COST, SINCE EACH -- SINCE THE PURCHASE IN AGGREGATE EXCEEDS THE AGGREGATE. THAT'S YET TO BE DETERMINED.

AND ALSO, TO ANSWER YOUR PREVIOUS QUESTION. THE AMOUNT BUDGETED FOR FY26, WAS 3.56 MILLION DOLLARS.

>> SO WE'RE UNDER THAT, RIGHT? >> YES. BUT THAT WAS THE

PREVIOUS -- >> THAT WAS THE PREVIOUS QUESTION ON THE COMPUTER. BUT THE ANSWER IS STILL, IT'S UNDER

WHAT THE BUDGET NUMBER WAS. >> I HAVE THE QUESTION HERE.

ALSO, FROM ALL THE BUDGET DISCUSSIONS, I REMEMBER HAVING RECENTLY, AS WE WENT THROUGH THE BUDGET PROCESS. I DON'T REMEMBER THIS BEFOREHAND, TALKING ABOUT A BIG PURCHASE FOR THE WHOLE CAMERA SYSTEM. NOT THAT I'M AGAINST IT. SO I WAS KIND OF SURPRISED WHEN I SAW IT COME UP. BECAUSE I REMEMBER THAT DURING BUDGET DISCUSSIONS, UNLESS I MISSED SOMETHING. WHICH I MAY HAVE. SO WHERE ARE WE AT, BUDGETWISE, WITH THIS?

>> THE TRANSPORTATION BUDGET IS UNDER BUDGET THIS FISCAL YEAR.

>> OKAY. >> SO THERE IS ROOM FOR A SIGNIFICANT CAPITAL PURCHASE THIS YEAR. AND WE DO EXPECT TO RECEIVE THESE ITEMS BY JUNE 30. WE HAVE BEEN ASSURED BY THE

VENDOR. >> NOT ALL THAT DOLLAR AMOUNT WILL BE EXPENSED IN ONE FISCAL YEAR. SOME OF THAT WILL BE

EXPENSED IN FUTURE FISCAL YEARS. >> OKAY. THEN ADDITIONALLY, YOU

[01:10:03]

>> I'M ACTUALLY PLANNING RIGHT NOW, FOR AT LEAST TWO PER SCHOOL. BECAUSE THAT'S ABOUT AVERAGE WHAT THEY HAVE SITTING THERE. BECAUSE IN CASE THEY NEED SOMETHING. BUT THEY CAN ALSO UPLOAD ONTO OUR SERVERS OR OUR CLOUD, INCLUDING THEY NEED -- WE ACTUALLY HAVE A VIDEO SPOT, WHERE WE KEEP VIDEOS.

>> BASED ON THE AVERAGE NUMBER OF BUSES YOU HAVE EACH OF THE SCHOOLS. DO YOU THINK TWO IS A MANAGEABLE NUMBER?

>> I BELIEVE TO START OFF WITH. YES. IF WE BELIEVE WE NEED MORE, WE'RE GOING TO TRY TO WORK WITH THE COMPANY TO PICK UP MORE. OF COURSE, THESE HARD DRIVES HARDER THAN THE LARGE HARD DRIVES. I THINK TWO TO START OUT WITH NOW WILL BE OPTIONAL. AT THE END OF NEXT YEAR, IF WE NEED MORE, WE'LL LOOK AT PICKING UP SOME

MORE FOR THE SCHOOLS. >> AND THEN WE'LL BE -- IF THIS WAS APPROVED, YOU'D BE INSTALLING THESE, BEFORE JUNE 30? OR BEFORE THE START OF SCHOOL IN AUGUST! SOUNDS LIKE WE'D GET THEM BEFORE JUNE 30TH, RIGHT?

>> YEAH. ACTUALLY, MS. GRENIS WILL BE HAPPY TO HEAR THIS. THE COMPANY, AND THEY COULD BE WATCHING US NOW BECAUSE I TOLD THEM WE WOULD BE SPEAKING TONIGHT. THEY HAVE PROMISED, IF THIS GOES THROUGH, THEY WILL BE HERE ON JUNE 16TH, WITH SEVEN CREWS, AND THEY WILL HAVE THEM STALLED BEFORE JULY. AND THAT WORKS WITH BUSES. WITH WHATEVER ELSE THEY MAY HAVE IN THE SUMMER MONTHS. HOPEFULLY, YES. IN JUNE, THERE'S NO SCHOOL STUFF.

AND THEY'RE GOING TO GO TO THE CONTRACTOR LOTS AND DO THE WORK.

>> OKAY. THEY'RE GOING TO DO IT, AND I WE DON'T HAVE DO COME

TO OUR FACILITY. >> RIGHT .

>> THEY'RE ON BOARD WITH GETTING THIS DONE QUICKLY?

>> I HOPE SO, YES. >> THAT WAS MY LAST QUESTION.

>> AND FOR FY25, WHY ARE YOU SO FAR UNDER BUDGET?

>> THAT'S A GREAT QUESTION. I WOULD LOVE TO SAY IT WAS BECAUSE OF GREAT WORK ON MY PART, TRYING TO KEEP THE COSTS DOWN.

ACTUALLY, IT JUST HAS WORKED OUT THAT THERE'S MONEY LEFT OVER IN THE BUDGET. IT COULD HAVE BEEN THAT WE MAYBE SLIGHTLY OVERBUDGETTED SOME. I'M NOT SURE. BUT YEAH, WE WERE -- I WANT TO SAY, I WAS CLOSE TO HALF A MILLION UNDER BUDGET.

SOMEWHERE CLOSE TO THAT NUMBER. >> FUEL TRENDED DOWN, RIGHT?

>> FUEL DID TREND DOWN. AND THAT WAS BASED ON A HIGH NUMBER FROM

LAST YEAR, YES. >> SO FOR FY26, MR. SCOTT, IS THAT HIGHER IN FY26 FOR TRANSPORTATION? OR ARE WE AT THE

SAME LEVEL AS FY25? >> I'M SORRY --

>> IS THE BODY OF TRANSPORTATION HIGHER FOR FY26 THAN FY25?

>> I'LL BE HAPPY TO LOOK IN THE BUDGET BOOK.

>> SORRY TO PUT YOU ON THE SPOT.

>> OH, YOU'RE FAST. >> THE PROPOSED FY26 BUDGET FOR STUDENT TRANSPORTATION IS SLIGHTLY LESS. HOWEVER, THAT MAY CHANGE IN THE FINAL VERSION TO BE PRESENTED IN JUNE.

>> YEAH. >> OTHERWISE IT WILL INCREASE.

>> THANK YOU. BECAUSE OUR NUMBERS WILL BE LESS.

>> WELL, WE'RE GOING TO TALK ABOUT APPROVING THIS --

>> I'M A VISIONARY. >> I KNOW. I KNOW. SO THERE'S A MOTION AND A SECOND. IS THERE ANY FURTHER DISCUSSION? SEEING

NONE, ALL THOSE IN FAVOR. >> AYE.

>> MOTION CARRIES, 4-0. THANK YOU.

>> THANK YOU, VISIONARY.

[2.05 Code of Conduct Review]

>> OKAY, UP NEXT. CODE OF CONDUCT REVIEW? IS THAT WHERE

WE'RE GOING NEXT, KAREN? >> HI, MRS. CECILIA LOUIS. I

DIDN'T SEE YOU OVER THERE. >> SHOULD I WAIT FOR MR. MARCHIO

TO RETURN? >> NO. PLEASE PROCEED.

>> OKAY. GOOD EVENING, PRESIDENT POST, DR. TOWNSEL, AND MEMBERS OF THE BOARD OF EDUCATION. I'M CECILIA LOUIS, DIRECTOR OF STUDENT SERVICES. TODAY, I AM PRESENTING TO YOU, THE PROPOSED VERSION OF THE 2025-2026, STUDENTS' RIGHTS,

[01:15:03]

>> THE MARYLAND STATE DEPARTMENT OF EDUCATION, ESTABLISHED REGULATIONS THAT GOVERN HOW WE APPROACH STUDENT DISCIPLINE IN SCHOOLS. IN THE MARYLAND DISCIPLINE MODEL, IT REMOVED ZERO TOLERANCE POLICIES. THE ONLY EXCEPTION TO THIS IS POSSESSION OF A 5 FIREARM IN SCHOOLS. THIS ELIMINATED OR DISRUPTED DISCRETIONARY IMPACT ON STUDENTS. NUMBER 2, WE NOW FOLLOW A PROGRESSIVE DISCIPLINARY MODEL. CH MSD HAS

[01:20:02]

>> STUDENTS WITH DISABILITIES MAY BE SUSPENDED FOR UP TO 10 SCHOOL DAYS, PER SCHOOL YEAR. BY USING THE SAME PROCEDURES FOR STUDENTS WITHOUT DISABILITIES. ONCE WE GET TO THAT 10-DAY MARK, THERE ARE ADDITIONAL CONSIDERATIONS THAT MUST BE TAKEN INTO PLAY, WHEN STUDENTS HAVE A DISABILITY. AGAIN, EITHER AN IEP, OR A 504 PLAN. A STUDENT WITH A DISABILITY MAY BE REMOVED FROM HIS OR HER CURRENT EDUCATIONAL PROGRAM. FOR MORE THAN 10 SCHOOL DAYS, UNDER THREE VERY DISCREET CONDITIONS. NUMBER ONE, THAT STUDENT MAY BE REMOVED IF THE IEP TEAM HAS DETERMINED THAT THAT CONDUCT, THAT PROMPTED THE DISCIPLINE, WAS NOT A MANIFESTATION OF THE STUDENT'S DISABILITY. I'D LIKE TO HIGHLIGHT THE DEFINITION OF THE MANIFESTATION REQUIREMENT, THAT IS IN THE CODE OF CONDUCT, BASED ON MSDE DISCIPLINARY GUIDELINES.

WHEN A STUDENT HAS REACHED BEYOND 10 DAYS OF REMOVAL, OR CONSIDERATION OF REMOVAL FROM THE SCHOOL DAY, OR THE BUILDING, AS SOON AS POSSIBLE, AND PRIOR TO THAT TENTH DAY OF REMOVAL FOR THAT SCHOOL YEAR THERE NEEDS TO BE A PROPERLY CONSTITUTED IEP TEAM, AND THEY MUST DETERMINE WHETHER THE CONDUCT THAT PROMPTED THE ACTION, WAS A MANIFESTATION OF THE STUDENT'S DISABILITY. IF THE IEP TEAM DETERMINES THAT THE CONDUCT, WHICH PROMPTED THE DISCIPLINARY ACTION, WAS A MANIFESTATION OF THE STUDENT'S DISABILITY, THE STUDENT MUST BE RETURNED TO HIS OR HER CURRENT EDUCATIONAL PLACEMENT, IMMEDIATELY THERE AFTER THAT CONVENING AND THAT DETERMINATION. UNLESS THE PARENT OR LEGAL GUARDIAN, AND THE IEP TEAM, COLLECTIVELY AGREE TO CHANGE THE STUDENT'S PLACEMENT. WHEN THIS OCCURS, THE IEP TEAM, SHALL, AS APPROPRIATE, CONDUCT A FUNCTIONAL BEHAVIORAL ASSESSMENT. AND IMPLEMENT, WHAT WE CALL A BIP, A BEHAVIOR IMPLEMENTATION PLAN, IF THEY HAD NOT CONDUCTED ONE PRIOR TO THE DISCIPLINARY REMOVAL. THEY MUST ALSO REVIEW THE STUDENT'S BEHAVIORAL INTERVENTION PLAN. AND MODIFY IT, IF NECESSARY TO

[01:25:01]

SO CHRONIC AND EXTREME MUST BE DEFINED, AND SUPPORTED THROUGH DOCUMENTATION OR IF THAT STUDENT IS PRESENTING AN IMMINENT THREAT. THE STUDENT MAY BE REMOVED TO AN INTERIM ALTERNATIVE EDUCATIONAL SETTING FOR UP TO A MAXIMUM OF 45 SCHOOL DAYS, CONSISTENT WITH COMAR 13A, 836. AND I WANTED TO HIGHLIGHT WHAT THAT REGULATION SAYS MUST BE TAKEN INTO CONSIDERATION, IN ORDER TO MOVE A STUDENT WITH A DISABILITY, TO AN ALTERNATIVE SETTING. IF, WHILE AT SCHOOL ON A SCHOOL PREMISES, OR UNDER A SCHOOL FUNCTION, UNDER THE JURISDICTION OF THE STATE OR PUBLIC AGENCY, THE STUDENT EITHER ONE, CARRIES OR POSSESSES A WEAPON. TWO, KNOWINGLY POSSESSES OR USES AN ILLEGAL DRUG. THREE, SELLS, OR SOLICITS THE SALE OF A CONTROLLED SUBSTANCE. FOUR, HE INFLICTS BODILY HARM. AND THE EDUCATIONAL SETTING WILL INCLUDE PROGRESSION IN THE GENERAL CURRICULUM. AND THAT THE STUDENT WILL RECEIVE ANY SERVICES AND MODIFICATIONS, INCLUDED IN THE STUDENT'S IEP PLAN. MEETS THE GOALS OF THE STUDENTS IEP. AND RECEIVES SERVICES AND MODIFICATIONS DESIGNED TO ADDRESS THE BEHAVIOR TO PREVENT ITS RECURRENCE. THOSE ARE THE ONLY THREE CONDITIONS IN WHICH A STUDENT WITH A DISABILITY CAN BE REMOVED BEYOND A 10-DAY PERIOD, WITHIN A GIVEN SCHOOL YEAR. THERE ARE ALSO REGULATIONS REGARDING SUSPENSIONS OR EXPULSIONS FOR STUDENTS IN THE PREK THROUGH SECOND GRADE. PER HOUSE BILL 425, SENATE BILL 651, SUSPENSIONS AND EXPULSIONS FOR PREK THROUGH SECOND GRADE STUDENTS, WILL BE LIMITED, EXCEPT IN EXTREME CIRCUMSTANCES, IN ACCORDANCE WITH MARYLAND LAW. STUDENTS IN PREK, KINDERGARDEN, GRADE 1 AND GRADE 2, MAY NOT BE EXPELLED FROM SCHOOL, UNLESS REQUIRED BY FEDERAL LAW. AND IN THESE CASES, IT WOULD BE THE LINE TO A POSSESSION OF A FIREARM, AS STATED PRIOR. OR ANY EXTREME CIRCUMSTANCE RELATED TO AN ILLEGAL ACT. STUDENTS IN THESE GRADES MAY BE SUSPENDED FOR UP TO FIVE SCHOOL DAYS, ONLY IF SCHOOL ADMINISTRATION AND CONSULTATION WITH A SCHOOL PSYCHOLOGIST, OR OTHER MENTAL HEALTH PROFESSIONAL, DETERMINES THAT THERE IS AN IMMINENT THREAT. OR CANNOT BE REDUCED.

THE DEPARTMENT OF STUDENT SERVICES, MUST BE CONSULTED, PRIOR TO ANY SUSPENSION, OR EXPULSION CONSIDERATION FOR ANY STUDENT IN GRADES PREK THROUGH 2.

>> THERE ARE OTHER CONSIDERATIONS FOR RESPONSE TO VIOLATIONS IN BEHAVIOR AND DISCIPLINE POLICIES. A STUDENT MAY NOT BE SUSPENDED SOLELY FOR ATTENDANCE-RELATED ISSUES. THAT IS OUTLINED IN OUR MARYLAND ANNOTATED CODE. OUR STATE STATUTE, 705, B1. THERE MUST BE AN INVESTIGATION AND DUE PROCESS RIGHTS AFFORDED TO STUDENTS, FOR ANY DISCIPLINE INFRACTION THAT

[01:30:03]

WHETHER THE STUDENT HAS AN IEP, 504, OR BEHAVIOR INTERVENTION PLAN, AS MENTIONED PREVIOUSLY. THE LOGICAL RELATIONSHIP BETWEEN THE OFFENSE AND THE RESPONSE, THE DEVELOPMENTAL AGE APPROPRIATENESS OF THE OFFENSE AND THEIR CONSEQUENCE. WHETHER THE STUDENTS' ACTIONS WERE INTENTIONAL, AND THE POTENTIAL FOR CRIMINAL CHARGES. I'D LIKE TO SHIFT NOW, TO THE HIGHLIGHTS, NOW THAT I'VE PROVIDED THE FOUNDATIONS OF UNDERSTANDING FOR THE CODE OF REGULATIONS OF MARYLAND REGULATIONS AND ITS IMPACT ON OUR CODE OF CONDUCT. TO THE SUMMARY OF CHANGES, BASED ON THE COMMITTEE WORK, THAT OCCURRED UNDER REVIEW THIS YEAR.

THE CHANGES WILL OUTLINE THE RECOMMENDATIONS PRESENTED TO YOU. YOU RECEIVED A RED LINE COPY OF THE CODE. AND WE DID QUITE A BIT -- A SUBSTANTIAL AMOUNT OF WORK LAST YEAR. I'M HAPPY TO SAY THAT THERE WERE NOT AS MANY EDITS, IN TERMS OF EACH FORMATTING OR THINGS. BUT THERE WERE SOME AREAS THAT WE HAD TO CONSIDER. AND AS I STATED, THERE WAS A LOT OF FEEDBACK. AND IT WAS CONDENSED TO THESE AREAS, IN TERMS OF PROPOSALS. THE FIRST AREA OF CHANGE IS THAT, OF COURSE, WE UPDATED OUR COUNTER BOARD OF EDUCATION MEMBERS. ON PAGE TWO. WE ADDED, WE WANTED TO MAKE SURE WE HIGHLIGHTED THE SAFE SCHOOLS MARYLAND INFORMATION. PREVIOUSLY, IT SAID, "SEE SOMETHING, SAY SOMETHING," WHICH IS CERTAINLY CALL TO ACTION FOR KEEPING SAFE.

BUT WE ADDED THE ANONYMOUS TIPLINE. WHICH IS ANONYMOUS THAT WE CURRENTLY EVERY MEMBER IN OUR COMMUNITY TO USE, IF THEY SEE SOMETHING, OR HEAR SOMETHING. VERSUS SPREADING ON THEIR OWN, ON THE INTERNET. SO WE CAN IS THAT EVERYONE TO PLEASE REPORT THINGS AS THEY SEE THINGS. ON PAGES 6 THROUGH 7, 39, 40, 42 AND 43. THERE WERE GUIDELINES ADDED, TO THE USE OF ARTIFICIAL INTELLIGENCE. THIS IS A HUGE HIGHLIGHT THIS YEAR. BECAUSE AS WE KNOW, TECHNOLOGY CONTINUES TO EVOLVE. AND THE ARTIFICIAL INTELLIGENCE TOOL IS ONE THAT WE ENCOURAGE STUDENTS TO UTILIZE, AS IT ALIGNS WITH THE EXPECTATIONS OR THE ALLOWANCES THAT A TEACHER PROVIDES THEM. HOWEVER, WE NEEDED TO UPDATE SOME INFORMATION AND PROVIDE SOME GUIDELINES FOR THE USE OF A.I. THOSE GUIDELINES HIGHLIGHT EDUCATIONAL USE, ACADEMIC INTEGRITY, AT THE COOL USE, SUPERVISION AND PROHIBITED CONDUCT. SO THERE'S AN ENTIRE NEW SECTION, ADDED, THERE, RELATED TO THESE NEW GUIDELINES. BECAUSE WE ADDED THESE GUIDELINES, WE ALSO HAD TO UPDATE THE DEFINITIONS IN THE BACK, OR TOWARDS THE END OF THE DOCUMENT, RELATED TO ANY VIOLATION OF ARTIFICIAL INTELLIGENCE USE. SO, FOR EXAMPLE, WE ADDED, IN THE ACADEMIC DISHONESTY, OR CHEATING DESCRIPTION. WE ADDED THAT WE EXPANDED ACADEMIC DISHONESTY, CHEATING DEFINITION TO INCLUDE UNAUTHORIZED USE OF DIGITAL OR A.I.-GENERATED MATERIALS. SHARING OF LOCAL, STATE, OR

[01:35:05]

SO NOW THAT HAS BEEN CLEARLY DEFINED, IF THAT IS USED IN CALVERT COUNTY PUBLIC SCHOOLS, IT IS A VIOLATION OF OUR CODE OF CONDUCT. THUS, THERE WILL BE SUBSEQUENT CONSEQUENCES. THE NEXT SECTIONS JUST OUTLINE WHERE AGAIN, THAT LANGUAGE WAS ADDED SPECIFICALLY ON 42. THAT ALSO INCLUDES UTILIZING A.I. CONTENT TO HARASS OR INTIMIDATE OR BULLY ANY MEMBER OF THE SCHOOL OR COMMUNITY. THEN IF YOU COULD SCROLL DOWN. THANK YOU. MS. MAXEY. YOU CAN SCROLL DOWN ONE MORE. THANK YOU. SO YES, ALL OF THOSE COMPONENTS ARE THAT ARE APPLICABLE TO BE USED TO HARASS, INTIMIDATE OR BULLY, HAS BEEN ADDED TO THE BULLY. ON PAGE 13, WE HAVE REMOVED THE WORD OTHER, AND CHANGED TO THESE ARE TO OTHER SCHOOL OFFICIALS. THIS IS RELATED TO THE RIGHT TO DISCLOSURE. THIS IS UNDER THE FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT. OR AS WE REFER TO IT IN EDUCATION, FERP SA. AND COMAR REQUIRES THIS ADDITION. NOW, THE CODE WRITES UNDER THE FEDERAL EDUCATION PRIVACY RIGHTS AND ACTS, OR FERPA. ACCESSING STUDENT RECORDS. THIS INCLUDES INDIVIDUALS WHO NEED TO REVIEW EDUCATIONAL RECORDS IN ORDER TO FULFILL THEIR PROFESSIONAL RESPONSIBILITIES, RELATED TO EDUCATION. WE FURTHER DEFINE WHAT A SCHOOL OFFICIAL MEANS IN CALVERT COUNTY PUBLIC SCHOOLS.

AND WE STATED THAT IT INCLUDES, BUT IS NOT LIMITED TO, ADMINISTRATORS AND TEACHERS, SUPPORT STAFF, CONTRACTORS AND CONSULTANTS AND OTHER PSYCHOLOGY OFFICIALS. THIS CAN INCLUDE OTHERS, INDIVIDUALS LIKE YOURSELF, THE BOARD MEMBERS. OR PEOPLE IN CHARGE OF POLICY ENFORCEMENT OR LAW ENFORCEMENT, AS LONG AS THEY HAVE LEGITIMATE, EDUCATIONAL INTEREST IN THE RECORD. SO WE FURTHER DEFINE WHAT FERNA PROTECTS REGARDING STUDENT RECORDS AND THE RIGHTS TO THOSE RECORDS BEING ACCESSED ONLY BY OFFICIALS. PAGE 22 AND 23, WE ADDED A BRAND NEW SECTION. WHICH IS CONNECTED TO THE USE OF TECHNOLOGY. THIS SECTION CAN IS CALLED RESPONSIBLE USE OF TECHNOLOGY IN POLICY AND PROCEDURE. THIS OUTLINES THE FOLLOWING.

UNAUTHORIZED DOWNLOADS IN INAPPROPRIATE CONTENT.

PROTECTING PERSONAL INFORMATION AND MAINTAINING ONLINE SAFETY.

AVOIDING PLAGIARISM AND AI USE. MAINTAINING PROPER CARE AS WE JUST DISCUSSED IN A PREVIOUS SECTION MR. PARMER. AND CONSEQUENCES FOR USE OF TECHNOLOGY. ON PAGE 30, IN THE TRANSPORTATION SECTION, WE ADDED REFERENCE TO THE CCPS PROCEDURES 4201.5. REGARDING OPERATIONAL GUIDELINES GUIDELINES.

CONTINUING ON THE TRANSPORTATION SECTION ON PAGE 31. WE CHANGED THE SECTION TITLE TO STUDENT BEHAVIORAL EXPECTATIONS. USED TO SAY DEFINITIONS. WE ADDED THAT STUDENTS ARE EXPECTED TO FOLLOW ALL SCHOOL BUS RULES AND OPERATIONAL GUIDELINES, RIDING A VEHICLE, PROVIDED BY THE SCHOOL SYSTEM IS A PRIVILEGE. AND THE VIOLATION OF ANY OF THESE GUIDELINES COULD RESULT IN DISCIPLINARY CONSEQUENCES AS OUTLINED IN THE CALVERT COUNTY PUBLIC SCHOOLS. STUDENTS' RIGHTS, RESPONSIBILITIES AND CODE OF CONDUCT. WE ALSO MADE A COUPLE OF GRAMMATICAL UPDATES, INSTEAD OF SAYING, MISCONDUCT IS, WE SAID, MISCONDUCT INCLUDES. AND SERIOUS MISCONDUCT IS, HAS CHANGED TO SERIOUS MISCONDUCT INCLUDES. PAGE 32. THIS WAS STRICTLY AN ALIGNMENT TO NEW UPDATED POLICY, WHICH OCCURRED A COUPLE OF MONTHS AGO,

[01:40:05]

THE STUDENT BEHAVIOR DEFINITIONS, LEVEL OF RESPONSES.

WE MENTIONED THESE PREVIOUSLY, WHEN I TALKED ABOUT THE NEW AI SECTION. THIS IS JUST UPDATING THE DEFINITION OF ACADEMIC DISHONESTY, TO INCLUDE THAT A.I. COMPONENT. PAGE 40. WE ADD LANGUAGE TO THE DEFINITION OF DEFAMATION. AGAIN, ADDING TO ENSURE THAT IT CAPTURES. HOW AI CAN BE USED TO DEFAME ANOTHER PERSON WITHIN OUR SYSTEM. FINALLY, THERE WILL BE ADDITIONAL GUIDANCE ADDED, THAT WAS NOT INCLUDED IN THIS DOCUMENT. IT WAS A RECENT RECOMMENDATION. ALL OF OUR SCHOOLS NEXT YEAR, WILL BE UTILIZING THE ELECTRONIC REFERRAL SYSTEM. AND WE ARE IN THE PROCESS OF CREATING GUIDANCE FOR THAT. AND THAT WILL BE ADDED. I SHOULD HAVE THIS ALL TO YOU BY MONDAY. THE LANGUAGE TO INCLUDE FOR UPDATED REFERRAL GUIDANCE FOR OUR STUDENTS, TEACHERS AND OUR FAMILIES.

>> I AM NOW OPEN FOR QUESTIONS.

>> WELL, SINCE YOU BROUGHT UP ELECTRONIC REFERRAL DEVICE. -- REFERRALS. THERE IS A BUTTON ON THIS PROGRAM, CALLED NOT ESCALATE. AND MY UNDERSTANDING IS THAT THIS ENABLES ADMINISTRATORS TO -- IF THEY'RE NOT GOING TO GOIVE A CONSEQUENCE, FOR EXAMPLE, THEY CAN PUSH THIS NOT-ESCALATE BUTTON, AND THE REFERRAL PRETTY MUCH DISAPPEARS. AND I HAVE A CONCERN ABOUT THAT, BECAUSE I UNDERSTAND THAT NOT ALL REFERRALS REQUIRE A CONSEQUENCE. YOU KNOW? IT MAY HAVE BEEN AN ACCIDENT. BUT THAT REFERRAL SHOULD STILL BE IN THERE FOR US TO TRACK. SO THAT, YOU KNOW -- IN SOME PLACE, SAY, NO FURTHER ACTION NEEDED. YOU KNOW, SOMETHING LIKE THAT. BUT THEN WE CAN TRACK, WHETHER AN ADMINISTRATOR IS NOT ESCALATING WHAT PERCENTAGE OF REFERRALS. SO I WANT -- I'D LIKE THAT FOR OUR

CONVERSATION. >> MAY I RESPOND?

>> YES, PLEASE. >> I'M SORRY THAT YOU RECEIVED MISINFORMATION. THERE IS NO ABILITY WHATSOEVER FOR A TEACHER OR AN ADMINISTRATOR TO DELETE A REFERRAL.

>> IT DOESN'T DELETE IT. IT'S CALLED "NOT ESCALATED."

>> RIGHT. SO THAT STAYS, THOUGH. AND THERE ARE COMMENTS, THEN PUT IN AS TO WHY. SO THERE IS A WAY TO SEE -- THAT'S A BENEFIT OF ELECTRONIC REFERRALS, IS BECAUSE IT TRACKS THE DETERMINATION, OR WHATEVER INFORMATION, THE COMMUNICATION WITH PARENT, WHATEVER FEEDBACK MIGHT BE NECESSARY, IN ORDER TO PROCESS IT. OR IF MORE INFORMATION MAY BE NEEDED. SO CLICKING THAT OPTION IS SIMPLY A DOCUMENTATION COMPONENT. NOTHING DISAPPEARS. I JUST WANTED TO CLARIFY THAT LANGUAGE BEFORE ANY DISCUSSION BEGINS. BECAUSE THAT, AGAIN, IS THE REASON FOR HAVING THAT TRANSPARENCY. IN AN ELECTRONIC VERSION. BUT WHAT DOES HAPPEN MORE OFTEN THAN NOT, IS THAT THERE ARE TWO OPTIONS. AND THIS IS ALL OUTLINED. AND THERE IS AN ELECTRONIC REFERRAL TEACHER GUIDE. THERE IS AN ELECTRONIC REFERRAL PRESENTATION, FOR STAFF. THERE'S A SEPARATE ONE FOR ADMINISTRATORS. ALL SCHOOLS WHO HAVE ELECT THE TO USE THE ELECTRONIC REFERRAL SYSTEM THIS YEAR HAS RECEIVED THAT TRAINING. WHETHER THEY MET IN MY OFFICE IN SHORT, WITH I.T.. THAT ADMINISTRATORS RECEIVED THAT TRAINING. AND THEN THEY RECEIVED THEIR STAFF TRAINING MANUAL. AND IT OUTLINES WHAT EVERY SINGLE BUTTON DOES. AND HOW THAT IS READ OR INTERPRETED. SO IT COULD BE THAT SOMEONE JUST DOESN'T

[01:45:02]

>> WELL, I GREATLY APPRECIATE NIPPING THAT IN THE BUTT RIGHT OFF THE BACK, IF THAT CANNOT BE DONE. SO WE COULD LITERALLY PICK A RANDOM HIGH SCHOOL AT THE END OF THE YEAR. AND WE COULD SORT BY HOW MANY WERE NOT ESCALATED. WE WOULD HAVE ACCESS TO THAT

DATA. >> SURE. WE HAVE ACCESS TO -- OUR I.T. DEPARTMENT WOULD HAVE TO CERTAINLY WORK WITH THEM.

THEY'RE THE ONES WHO REALLY HELP US WITH THE DATA, SORT AN

ANALYSIS. BUT YES. >> WOULD THAT DATA SHOW UP IN

DISCIPLINE REPORTS AS REFERRALS? >> UM, I DO NOT KNOW THE ANSWER TO THAT. BECAUSE I DON'T -- AGAIN. I KNOW THE FUNCTIONALITY OF THE TECHNICAL COMPONENT.

>> OKAY. >> I DEAL WITH THE LAW AND WHAT IS ALLOWED. YOUR QUESTION THAT I CAPTURED CORRECTLY. IS THAT ANY REFERRAL THAT IS RIN WRITTEN. IS IT --

>> YEAH. WOULD IT SHOW UP, IF IT WAS NOT ESCALATED? WOULD IT SHOW UP IN THE DISCIPLINE REPORTS AS A REFERRAL?

>> I THINK YOU WOULD HAVE TO KNOW WHAT IT WAS THAT YOU WERE LOOKING FOR. I MEAN, YOU COULD QUERY ANYTHING, AND IT WOULD SHOW UP. BUT THEN YOU WOULD HAVE TO ANALYZE WHATEVER THE DATA IS SHOWING YOU. I'M SURE IF YOU -- RIGHT. IT WOULD STATE THAT IT WAS A REFERRAL. IT WOULD BE THERE, IT WOULD SHOW UP. BUT THEN BASED ON WHATEVER THOSE CODES WERE. IF IT WAS A NONDISCIPLINE OR WHATEVER IT WAS. THE DATA, SOMEBODY WOULD HAVE TO TELL THE STORY OF WHAT THAT DATA IS REPRESENTING. IF

THAT MAKES -- >> I JUST WANT TO CLARIFY THAT IT WOULD SHOW UP IN A DISCIPLINE REPORT AS A REFERRAL.

>> THERE IS DEFINITELY A REPORT FOR ANYTHING THAT IS INPUT.

THERE'S AN OUTPUT. IN TERMS OF THE SPECIFICS OF WHATTHAT REPORT IS, I'M HAPPY TO FOLLOW UP WITH IT, TO SEE HOW WE -- IF YOU. WANT. YOU KNOW, HOW MANY NONESCALATED INCIDENTS, WHATEVER, I'M SURE THAT WE CAN GET THAT. THAT IS THE BENEFIT OF ELECTRONIC REFERRAL INPUT AND TRACKING.

>> OKAY. >> SO BASICALLY, ONCE IT GOES IN, YOU JUST WANT TO KNOW THAT IT'S THERE.

>> THAT IT'S DOCUMENTED AS A REFERRAL. EVEN IF NOTHING HAPPENS. THAT'S FINE. BUT IT SHOULD BE DOCUMENTED AS A

REFERRAL. >> CORRECT.

>> I ALSO -- I RECENTLY WENT TO A PRESENTATION AT THE HEALTH -- THAT THE HEALTH DEPARTMENT SPONSORED AT CALVERT HIGH SCHOOL. AND IT WAS CULTS FASCINATING. AND ONE OF THE HEALTH DEPARTMENT WORKERS, WE GOT INTO A DISCUSSION ABOUT VAPING. AND SHE WAS SAYING THAT THE HEALTH DEPARTMENT PROVIDES ACTIVITIES ABOUT VAPING AT THE MIDDLE AND HIGH SCHOOL LEVEL. MY HAPPENING IS THAT ACTIVITIES CAN BE DISTRIBUTED TO CHILDREN WHO WERE CAUGHT VAPING. MY QUESTION IS, CAN WE REQUIRE THEM? IF THEY ARE PUT INTO IN-SCHOOL SUSPENSION. CAN WE REQUIRE THAT THESE ACTIVITIES, THESE LEARNING OPPORTUNITIES TO THE DANGERS OF VAPING, BE REQUIRED DURING IN-SCHOOL SUSPENSION?

>> I'D LIKE TO ESCALATE THAT CONVERSATION TO EXECUTIVE LEADERSHIP. BECAUSE THE ANSWER IS ABSOLUTELY. WE DO UTILIZE THOSE RESOURCES REGULARLY. IT IS NOT COMMON FOR A STUDENT WHO IS VAPING TO GET IN-SCHOOL SUSPENSION. GENERALLY, THAT IS AN OUT-OF-SCHOOL RESPONSE. VERY RARELY IS IT AN IN-SCHOOL

RESPONSE. >> SO WE DON'T -- TYPICALLY, YOU DON'T FIND THE SAME CHILD GETTING CAUGHT MORE THAN ONCE?

>> I MEAN, I CAN'T -- I DON'T HAVE THE DATA TO SUPPORT A YES OR NO ON THAT ONE. BUT I CAN SAY THAT IT IS -- WE TAKE IT VERY SERIOUSLY. SO WHAT WE DO IS, WE REFER EVERY ADMINISTRATOR, REFERS THAT PARENT AND THAT STUDENT, TO THAT HEALTH DEPARTMENT CLASS THAT OCCURS ON SATURDAYS, INCENTIVIZING IT, TO EVEN MAKING ACCOMMODATIONS, IN THE DISCIPLINE RECORD, OF POSSIBLY REDUCING. WE ALWAYS KEEP A RECORD OF WHAT OCCURRED.

BUT POSSIBLY REDUCING THE NUMBER OF DAYS OF SUSPENSION OR WHAT HAVE YOU. SO THAT IS SOMETHING THAT WE INCENTIVIZE FOR THEM TO ATTEND. OUR CHALLENGE, HOWEVER, IS WE CAN'T MAKE A PARENT DO

ANYTHING. >> I THINK THAT WOULD BE THE SAME IF THERE WAS A SITUATION, WHERE SOMEBODY MAY HAVE BEEN

[01:50:03]

CAUGHT WITH, YOU KNOW. >> A DRUG.

>> EXACTLY. >> YOU CAN PROVIDE THE

RESOURCES. BUT IT'S NOT -- >> WE DO.

>> BUT IN TERMS OF THE IN-SCHOOL COMPONENT. YOU HAVE TO REMEMBER THAT WHEN A STUDENT IS IN SCHOOL INTERVENTION, THEY ARE REQUIRED TO MAINTAIN THEIR REGULAR ACADEMIC SCHEDULE AS WELL. SO OUR TIME IS VERY LIMITED. THAT IN-SCHOOL INTERVENTION OR SUSPENSION TEACHER STILL HAS TO SUPPLY THEIR ACADEMIC, THEIR CONTINUITY OF ACADEMICS. SO THERE'S NOT A LOT OF TIME TO ADD AN ADDITIONAL ACTIVITY TO THEIR -- TO THEIR SCHEDULE. I'M NOT SAYING, NO, IT ABSOLUTELY CANNOT HAPPEN. BUT IT'S REALLY A CASE BY CASE. AND I WANT TO PUT OUT PUBLICLY, IT IS RARE FOR AN IN-SCHOOL INTERVENTION TO BE RESPONSIBLE FOR A VAPING INCIDENT. THOSE RESOURCES ARE CERTAINLY UTILIZED WHEN THEY CAN

BE. >> I JUST WANT TO FOLLOW UP ON THE ELECTRONIC SYSTEM. BECAUSE YOU WERE TALKING ABOUT PROPER TRAINING FOR ADMINISTRATORS. WE ALSO NEED TO HAVE TRAINING FOR

TEACHERS. TO UNDERSTAND THEIR -- >> YES, MA'AM. THERE IS A TEACHERS GUIDE. THERE IS A FULL GUIDE, THAT IS TREATED. AS WELL AS A POWER POINT, THAT WE PRESENTED TO THE ADMINISTRATORS

FOR THE TEACHERS. AND THEY -- >> WHAT ABOUT THE --

>> THEY HAD TO BE TRAINED IN ORDER TO UTILIZE THE SYSTEM.

BECAUSE IT WAS NEW TO ALL OF US. >> CAN SUPPORT STAFF SUBMIT

ELECTRONIC REFERRAL SYSTEMS? >> THEY CAN.

>> THEN THEY NEED TO BE PART OF THE TRAINING AS WELL.

>> IS THE DOCUMENTARY IN A REPOSITORY, ON SHAREPOINT OR

PAPER? >> SHAREPOINT.

>> ANYBODY CAN HAVE ACCESS TO GO BACK TO THOSE DOCUMENTS AT ANY

TIME? >> IN OUR CCS DOCUMENT.

>> I HAD A FEW QUICK QUESTIONS. FIRST, I WANTED TO SAY THANK YOU. I DON'T KNOW IF THE REST OF THE BOARD KNEW THIS, BUT MS. LOUIS HAS BEEN WORKING WITH ME AND A GROUP OF STUDENTS FOR THE PAST FOUR MONTHS, TAKING TIME OUT OF HER RANDOM TIMESSA THE NIGHT, WHENEVER WE CAN MEET TO HELP PROVIDE? STUDENT FEEDBACK ON THE CODE. SO I REALLY APPRECIATE YOU FOR THAT.

>> THANK YOU. >> I WANTED TO ASK A FEW QUICK QUESTIONS ABOUT THIS SECTION RELATED TO A.I. THE FIRST THING I KIND OF NOTICED AS I WAS READING THROUGH THE REDLINE VERSION. WAS THERE WAS SOME LANGUAGE RELATED TO CITATION. SO OBVIOUSLY IF A STUDENT WERE CITING A SOURCE, THEY WOULD USE MLA FORMAT, OR WHATEVER ELSE THE TEACHER WANTED. I WAS KIND OF CURIOUS WHAT THE PREROGATIVE WAS. IF WE HAVE A SET DEFINITION FOR A.I. OR IF THAT IS SOMETHING THAT WOULD BE MORE UP TO THE TEACHERS. THAT IS 100% INSTRUCTIONALLY DRIVEN. THE TEACHER WOULD GIVE STUDENTS' GUIDANCE ON HOW THAT SHOULD BE CITED AND DOCUMENTED. SOME HAVE MLA PREFERENCE. OTHERS, DEPENDING ON THE TYPE OF CLASS. THE BUT THAT THAT'S THE TEACHERS DETERMINATION. WE WOULD NOT PROVIDE THAT IN THE CODE.

>> AMAZING. I WAS ALSO JUST CURIOUS. KIND OF IN THAT SAME VEIN. THERE IS ALSO LANGUAGE ABOUT PLAGIARISM. AND I WAS WONDERING, AGAIN, KIND OF WITH THE CITATION THING. SINCE AI MODELS ARE TRAINED TO EXISTING MATERIAL, HOW WOULD THAT WORK WITH PROSECUTING A STUDENT FOR PLAGIARISM? LET'S SAY A STUDENT USES AI FOR SOMETHING. AND THE ANSWER THAT AI SPITS OUT OR USES IS PLAGIARIZED MATERIAL, BUT THE STUDENT DOESN'T KNOW, BECAUSE MAYBE IT'S AN UNDERDEVELOPED MODEL? WE DON'T REALLY KNOW HOW THAT WORKS? DO WE HAVE A SYSTEM OR MECHANISM FOR CLARIFYING WHAT CONSTUDS PLAGIARISM OR WHAT DOESN'T, WHEN IT COMES TO INFORMATION GIVEN BY AI ? THE SYSTEM HAS DONE A GREAT JOB. THE DEPARTMENT INFORMATIONAL SYSTEM. THEY HAVE DEVELOPED AN A.I.

COURSE FOR TEACHERS. >> THAT'S AMAZING. WE ARE ENCOURAGING TEACHERS TO UTILIZE THAT. SO THAT WE CANNOT BUILD THE PLANE, WHILE THIS A.I. IS BUILDING SO RAPIDLY. IT IS IMPERATIVE, THAT TEACHERS ARE THE ONES THAT ARE GIVING DIRECTION,A IT RELATES TO HOW TO CITE, WHAT CONSTITUTES PLAGIARISM. OBVIOUSLY, IF THERE IS SOMETHING THAT FIND OUT LATER, AND THAT WOULD BE INVESTIGATE THE. AND CERTAINLY, IT WOULD BE SHOTGUN THAT WOULD BE DEALT WITH INDIVIDUALLY. BUT THAT GUIDANCE WOULD BE PROVIDED FROM THE INSTRUCTIONAL LENS. .

>> THE LANGUAGE HAD A DEEP FIX.

[01:55:03]

>> I WAS CURIOUS ABOUT HOW THIS APPLIES TO CONTENT MADE OUTSIDE THE CLASSROOM. BECAUSE I WAS A LITTLE CONFUSED READING IT. IF A STUDENT COULD, YOU KNOW, FACE DISCIPLINARY ACTION.SAY, IF THEY MADE A DEEP FAKE OF A STUDENT THAT WASN'T RELATED TO THE STUDENT IN SCHOOL. IF IT WAS DONE IS IT JUST ANY SORT OF CONTENT THAT AFFECTS A STUDENT AT SCHOOL? WHAT THAT WOULD LOOK

LIKE? >> SURE. THAT'S A GREAT QUESTION. OUR PURVIEW IS WHEN A STUDENT IS ON A SCHOOL-SPONSORED ACTIVITY. OR A SCHOOL BUS, WHICH IS PART OF THE TRANSITION. SO WE WOULD HAVE TO INVESTIGATE THAT INDIVIDUALLY, TO DETERMINE WHETHER OR NOT IT'S A DISRUPTION. THAT'S OUR BASELINE OF HOW TO DETERMINE HOW TO RESPOND TO ANYTHING THAT OCCURS OUT OF SCHOOL. IF IT DOESN'T. THEN WE WOULD ADDRESS IT FROM

THAT LENS. >> AWESOME. THANK YOU SO MUCH.

>> YOU'RE WELCOME. >> HI, MS. LOUIS. YOU'RE HERE A

LOT. >> EVERY MONTH OR SO.

>> EARLIER IN THIS MEETING, WE APPROVED A BID FOR SIX CAMERAS ON EVERY BUS. SO HOW OFTEN DO YOU GO TO THE VIDEOTAPE IN YOUR

DISCIPLINARY PROCESS? >> TOO OFTEN. IT CERTAINLY IS SOMETHING THAT IS A TOOL. WE DO NOT USE IT AS A SOLE SOURCE OF DECISION-MAKING. BUT WHENEVER IT IS APPLICABLE, TO IF SOMETHING OCCURS ON A BUS. IF WE'RE ABLE TO GET FOOTAGE TO HELP SUPPORT THE OTHER EVIDENCE THAT IS PROVIDED. WE CERTAINLY WILL

UTILIZE THAT. >> GREAT. THANK YOU.

>> I, TOO, USE IT ON MY OWN CHILDREN. JUST TO HAVE ACCESS TO

THEM. I LIE -- >> YOU JUST TOLD THEM PUBLICLY.

>> THEY DON'T WATCH THIS. THEY DON'T WATCH THIS. NOBODY -- NO.

THEY WON'T BELIEVE IT. I KNOW MR. GOSHORN YOU JUST ARRIVE.

AND YOU MAY HAVE SOME THINGS. BUT TWO THINGS. I WANT TO COMMEND YOU AND YOUR STAFF THAT PUT THIS TOGETHER, LAST YEAR. IT WAS A HUMONGOUS UNDERHAUL. AND YOU GUYS DID A PHENOMENAL JOB, WITH THE UPDATES THAT HAPPENED YEAR AFTER YEAR. KEEPING UP WITH LAW CHANGES, LET ALONE, POLICY CHANGES. IT'S A -- IT'S A SIGNIFICANT LIFT. AND YOU ALL DO A PHENOMENAL JOB. YOU'RE VERY THOROUGH. IT'S GREATLY APPRECIATED AND RECOGNIZED.

THANK YOU FOR THAT. >> THANK YOU.

>> I JUST HAD ONE QUESTION ABOUT THE SAFE SCHOOLS REPORTING.

>> SURE. >> IT SAYS ANONYMOUS. WHEN AN INDIVIDUAL REPORTS THAT, WHERE DOES THAT ANONYMOUS REPORT GO?

>> IT GOES TO MULTIPLE PEOPLE. >> OKAY.

>> SO IT GOES TO MYSELF. IT GOES TO MR. LARRY TITUS, WHO IS THE HEAD OF OUR SCHOOL SAFETY AND SECURITY. GOES TO MS. JACOBS.

ACTUALLY, ALL THE CHIEFS WITH THE EXCEPTION OF MR. JOHNSON TO THE APPLICABLE SCHOOL ADMINISTRATES. TO WHEREVER THEY SAY, THE STUDENT IS CONNECT THE TO OR THE CONCERN IS. ANY APPLICABLE ADMINISTRATOR. AND IT ALSO GOES TO LAW ENFORCEMENT .

>> THANK YOU. >> AND ON THE AI TOPIC. DO WE HAVE ANY TRAINING THAT WE'RE GOING TO BE GIVING TO STUDENTS TO MAKE SURE THEY KNOW HOW TO USE IT SAFELY? THIS IS SOMETHING WE ARE PRIORITIZING. THIS IS SOMETHING ON OUR RADAR TO DEVELOP, TO WORK WITH THE DEPARTMENT OF INSTRUCTIONAL TECHNOLOGY, AND ALSO LOOKING INTO OPTIONS FOR SAFE SCHOOLS FOR STUDENTS. UNFORTUNATELY, STUDENTS DON'T HAVE A LOT OF STUDENT MODULES. BUT WE'RE WORKING WITH THEM TO LOOK INTO SOME POTENTIAL BULLYING MODULES, AS WELL AS SOME A.I. SUPPORTS.

>> AWESOME. AND THEN ARE WE GOING TO DETERMINE WHICH A.I.

TOOLS THE STUDENTS ARE ALLOWED TO UE? TRANSITIONING ]

>>> >> GOT IT.

THEY CAN AND ANOTHER TEACHER SAYS THEY CAN'T?

>> IT IS DEPENDENT ON THE TEACHER, WITHIN OUR GUIDANCE,

[02:00:05]

SHOULD NOT. >> ARE WE GOING TO ESTABLISH SOME STANDARDS ACROSS THE BOARD? I KNOW THAT THEY PUT TOGETHER AN A.I. WORK GROUP I THINK LAST YEAR, THEY TALK ABOUT TEACHERS BEING UPFRONT SAYING YOU CAN USE 20% A.I. , 60% IN THIS LESSON , ARE WE GOING TO MAKE ANYTHING DISTRICTWIDE, EVERY TEACHER ,

EVERY CLASS CAN BE DIFFERENT ? >> I THINK IT WOULD BE VERY DEPENDENT ON THE ASSIGNMENT AND WHAT THE STUDENTS ARE DOING COME UP WITH WHETHER OR NOT A.I. IS ACCEPTABLE OR NOT.

>> THANK YOU. >> ANY OTHER QUESTIONS?

>> WITH THE A.I. FOR THE ASSIGNMENTS, IS THAT WHETHER OR NOT IT CAN BE USED FOR RESEARCH, OR WHETHER IT CAN BE USED TO GENERATE WHAT THE STUDENT ULTIMATELY TURNS AND? OR IS THAT

UP TO THE TEACHER? >> A TEACHER COULD SAY, FOR THE PROJECT, A TEACHER COULD USE A.I., AS A WAY TO RESEARCH DIFFERENT TOPICS TO GET ADDITIONAL INFORMATION. TEACHER COULD SAY, I WANT TO SEE YOUR DRAFT COPY, AND THEN PLACE IT IN A.I. AND SEE HOW IT MIGHT ADJUST THAT, TO SEE IF THERE IS BETTER LANGUAGE USAGE , IT CAN BE VERY DEPENDENT ON WHAT THE TEACHER IS LOOKING FOR AND WHAT THAT EXCITEMENT -- ASSIGNMENT IS LOOKING FOR, AND HOW THEY CAN USE A.I.

>> I AM IN AN AP SCIENCE CLASS, SHE UN-FROZE CHATGPT, SO THAT WE COULD USE IT TO TEST OUR PROGRAMS, THAT IS IN THEM -- AN EMAIL OF IT BEING ABLE TO FIX SOMETHING IN YOUR CODE, THAT MAY BE A GOOD EXAMPLE OF WHERE IT MAY BE A GOOD USAGE YOU ARE NOT JUST NECESSARILY LIKE, GIVE ME THE CODE, YOU CAN FIX IT .

>> ANY OTHER QUESTIONS? >> THANK YOU.

>> WE ARE NOT VOTING, RIGHT ? >> I WILL GET THAT UPDATED LANGUAGE, RELATING TO THE UPDATED REFERRALS .

>> ENJOY THE HOLIDAY. >> ON TUESDAY.

[2.06 Special Education Staffing Plan]

>> NOT MONDAY, TUESDAY, THANK YOU.

>>> UP NEXT, WE HAVE OUR SPECIAL EDUCATION STAFFING PLAN.

>> GOOD EVENING, MS. ANDERSON. >> GOOD EVENING, MEMBERS OF THE BOARD, I AM THE DIRECTOR OF SPECIAL EDUCATION, BEFORE I REVIEW THE SPECIAL EDUCATION STAFFING PLAN FOR THE 2025-26 SCHOOL YEAR, I WOULD LIKE TO TAKE A MOMENT TO HIGHLIGHT SOME OF THE FINDINGS HAPPENING IN CALVERT COUNTY DEPARTMENT OF SPECIAL EDUCATION AND FOR OUR IDENTIFIED STUDENTS. THIS IS A RESULT OF TIRELESS WORK FROM TEACHERS, INTERVENTIONISTS, THERAPISTS, WHO SERVE STRUGGLING LEARNERS EVERY DAY. I AM PROUD TO ANNOUNCE AFTER A VERY LONG TIME OF STRUGGLING WITH THIS DISPROPORTIONALITY IN AREAS OF IDENTIFICATION , IT REPRESENTS THE FIRST TIME IN MANY YEARS THAT WE ARE NOT FLAGGED FOR IDENTIFICATION ISSUES. FOR THE SAKE OF CONTEXT, MSD DEFINES DISPROPORTIONALITY, AND I QUOTE, DISPROPORTIONATE REPRESENTATION OF RACIAL AND ETHNIC GROUPS, IN SPECIAL EDUCATION AND RELATED SERVICES THAT RESULT IN INAPPROPRIATE IDENTIFICATION. WE ARE STILL WORKING ON THIS DISPROPORTIONALITY AROUND DISCIPLINE. IN THE LAST DECADE, WE HAVE MADE HUGE STRIDES WITH

[02:05:02]

TEACHING LANGUAGE STAYS THE SAME, BEHAVIOR SPECIALIST INCREASING 0.5 , AND BEHAVIORAL TECHNICIANS , 12, REPRESENTED THERE. WE ARE PROPOSING AN ADDITIONAL OCCUPATIONAL THERAPIST, AS SOCIAL WORKERS STAY THE SAME, AND WE DO HAVE A REDUCTION IN PRIOR STAFFING PLANS, WE HAVE A SIGN LANGUAGE INTERPRETER AND THAT REDUCTION IS BECAUSE OF STUDENT TRANSFER OUT OF THE COUNTY, AND NOT NEEDED AT THIS TIME. AND IF YOU GO TO THE NEXT CHART, THIS IS WHERE WE DEFINE WHAT OUR CLASSROOMS LOOK LIKE. AND , YOU WILL SEE THE NUMBER OF TEACHERS,

[02:10:06]

CURRENTLY, WE HAVE 14 SPECIAL EDUCATION TEACHER VACANCIES, AND 10 SPECIAL EDUCATION VACANCIES. THESE DO NOT INCLUDE ANY PROPOSED ADDITIONAL POSITIONS FOR NEXT SCHOOL YEAR, BECAUSE THEY HAVE NOT BEEN POSTED YET. MS. MAXEY, IF YOU WANT TO MOVE FORWARD? THIS TALKS ABOUT THE PROCESS, AND HOW WE REVIEWED THE OVERALL STAFFING PLAN THAT IS A REQUIREMENT, AND, MS. MAXEY, IF YOU PUSH THAT BACK UP A LITTLE FOR ME, NO, TO THE BOTTOM OF THE PAGE, I'M SORRY, I AM NOT DESCRIBING THAT VERY WELL. THANK YOU. I WILL PUT TODAY'S DATE IN HERE, IN THE FIRST YELLOW BOX AND THEN IT WILL BE POSTED FOR 30 DAYS FOR PUBLIC COMMENT. AND THEN I WILL PUT THE DATE OF APPROVAL IN. AT THIS TIME, I AM HAPPY TO ANSWER ANY QUESTIONS OR TAKE ANY COMMENTS ABOUT THE

STAFFING PLAN. >> ONE QUESTION , CORRECT ME WHERE I AM WRONG ON THIS, ON THE OVERALL STAFFING PLAN YOU HAVE THAT ASTERISK, THE SPECIAL PRE-K , ELEMENTARY BEHAVIORAL LIST ,

REDUCED FROM PREVIOUS YEARS. >> THE ONLY CHANGE THAT WE MADE, THE NUMBER OF STUDENTS PER CLASS , FOR PRIMARY SPECIAL EDUCATION WAS SIX TO EIGHT , IN THE PRIOR PLAN, AND WE REDUCED THE NUMBER OF STUDENTS, NOT CLASSES, WE FOUND THROUGH EXPERIENCE, WE SHOULD HAVE FEWER STUDENTS IN THOSE CLASSES.

>> I MISUNDERSTOOD YOU. >> THANK YOU FOR DOING SUCH A GREAT JOB WITH SPECIAL EDUCATION. CAN WE GO BACK TO PAGE TWO, RIGHT THERE, YEAH. THESE POSITIONS THEY , I GUESS , THE TEACHER COMPONENT , THAT IS PART OF OUR TOTAL NUMBER OF TEACHERS, 1000 OR SO. THERE ARE A LOT OF POSITIONS HERE AND I WOULD LIKE THE PUBLIC TO UNDERSTAND THAT CHILDREN ARE COMING TO THE SCHOOL SYSTEM AND OTHER SCHOOL SYSTEMS THROUGHOUT THE COUNTRY WITH ISSUES THAT NEED HELP THAT NEED TO BE ADDRESSED. THE SPEECH LANGUAGE PATHOLOGIST, FOR EXAMPLE, IS SOMETHING THAT WE HAVE QUITE A NEED FOR, 32 DIFFERENT SLPS, IS

THAT CORRECT? >> CORRECT.

>> HOW MANY, HOW MANY, HOW MANY STUDENTS IS THE SLP ASSIGNED?

WHAT IS THE GENERAL WORKLOAD? >> THE CASELOAD , THAT IS AN AREA WHERE IT IS SO HARD TO FIND, THE CASELOADS ARE ABOUT 55 TO LOW-60S , AND IF I COULD GET MORE SPEECH THERAPISTS , I WOULD BE PROPOSING MORE WE ARE JUST HAVING A REALLY HARD TIME FINDING CERTIFIED THERAPIST AND THEY HAVE REALLY BEEN WORKED TO

THE LIMIT. >> BEHAVIORAL TECHNICIANS, A NEW POSITION, WE HAVE 12 OF THOSE, IS THAT CORRECT ?

>> THAT IS NOT A NEW POSITION. BUT YES, THAT WAS WHAT WE DISCUSSED, ADDING AN ADDITIONAL NUMBER , WE DO HAVE BEHAVIOR TAXES, THIS IS AN ADDITIONAL NUMBER.

>> I GET CONCERNED. SOME OF THESE POSITIONS ARE SO HARD TO FIND . AND BECAUSE WE ARE SHORT , WE PUT THE DEMAND ON THEM, I DO NOT KNOW IF WE ARE BURNING THEM OUT? I WANT TO BE CAREFUL.

OUR ATTORNEY IS HERE. >> HE IS GOING TO BE THROWING

SOMETHING AT YOU. >> I WANT TO START NOW, BECAUSE WE HAVE A BUDGE TO DEVELOP , FOR FY '27, THE BUDGET IS GOING TO BE LESS THAN WE THOUGHT, WE HAVE TO MAKE SURE THAT WE PUT THE BEST EFFORT FORWARD, TO ADDRESS THE NEEDS AND NOT BURN

[02:15:04]

SO, CAN YOU TALK ABOUT THAT A LITTLE BIT?

>> WELL , I FEEL LIKE I NEED TO ADDRESS THE BUDGET FIRST, THIS PROPOSAL WILL SPEND ALL OF OUR GRANT MONEY ON REALLY REDUCED MEDICAID DOLLARS, WHICH REOCCURS, THE MEDICAID WILL CONSTANTLY BUILD, THAT PUTS US AT VERY LOW MARGINS. NOW, THE GRANTS, WE ARE REQUIRED TO SEND THEM DOWN, AFTER THIS YEAR, I DON'T WANT TO SEND ANY MONEY BACK , THIS IS NOT WHOLLY SUSTAINABLE OVER TIME , AND WE WILL NEED TO MOVE SOME OF THIS POSITIONING AND THE LOCAL, MOVING FORWARD INTO FY '27, THE OTHER THING THAT I REALLY NEED TO HIGHLIGHT IS, I PERSONALLY BELIEVE IN A REALLY LEAN SUPERVISORY OUTPUT VERSUS PUTTING QUALIFIED PEOPLE, I ALWAYS WANT QUALIFIED PEOPLE IN FRONT OF STUDENTS, WE NEED ANOTHER SUPERVISORY POSITION IN FY '27, JUST TO DO THE BASIC FOUNDATIONAL OBSERVATION AND SUPPORTS, THOSE PIECES THAT WE ARE REQUIRED TO DO BY LAW AND IN ADDITION TO THAT, WE NEED ADDITIONAL SPEECH THERAPISTS, AND WE WORK REALLY HARD AT RECRUITING I AM WILL NOT TELL YOU WHERE , I KNOW WHERE THERE ARE GRADUATES IN TWO YEARS, SO WE ARE TRACKING AVAILABLE CERTIFIED PEOPLE THAT ARE OUT .

IN THE BEGINNING OF MY CAREER, I WOULD'VE NEVER TOLD YOU THAT I WOULD EVEN THOUGH THAT PIECE OF INFORMATION. BUT THAT IS REALLY WHAT YOU HAVE TO DO , TO FILL THOSE SPOTS, AS RECENTLY AS THIS AFTERNOON, SHELDON AND I MET WITH A WAY TO GET ADDITIONAL CERTIFIED PEOPLE HERE, WITH THE OPPORTUNITY , OVER TIME, OF MAKING THEM EMPLOYEES AS WELL THROUGH MECHANISMS OF BUSINESS AND I AM GUESSING I AM GOING TO COME TO THE TABLE WITH A PROPOSAL FOR THAT AS WELL. SO, IT IS ALL THESE TINY PIECES AND PEOPLE WORKING TOGETHER TO TRY TO MAXIMIZE THOSE OPPORTUNITIES.

WITH REGARD TO THE WORKLOADS , WE ARE PAYING PEOPLE TO DO THINGS LIKE MEDICAID BILLING, THEY ARE DOING THERAPY DURING THE DAY, WHAT DO WE PAY FOR OUTSIDE OF THAT? WE HAVE TRIED TO , I CALL IT I.T. SEASON , HOW CAN WE LOSE -- USE A CONTRACTOR TO DO SOME OF THE MEETINGS THAT ARE NOT AS TECHNICAL, BUT THEY HAVE TO BE THERE, BY REGULATION, HOW DO YOU MATRIX THOSE PIECES TOGETHER? WE ARE REALLY WORKING ON THAT, AS WELL.

>> HOW MUCH ARE WE CHARGING MEDICAID? HOW MUCH IS THE STATE

STEPPING IN ? >> IT DEPENDS ON WHAT THE SERVICE IS . THERE ARE ALL KINDS OF BILLABLE OPPORTUNITIES WITH MEDICAID AND THEY PRESCRIBE WHAT THE DOLLAR FIGURE IS, YOU GET SO MUCH MONEY FOR REEVALUATION EVERY MONTH, YOU HAVE CONTACT WITH THE FAMILY FOR CASE MANAGEMENT, YOU GET A DOLLAR FIGURE FOR THAT, THERAPISTS CAN BILL FOR SERVICE TIME, BASED ON REALTIME. MEDICAID HAS ACTUALLY EXPANDED QUITE A BIT. WE ARE MEETING WITH STUDENT SERVICES TO SEE IF THERE ARE OTHER BILLING OPPORTUNITIES AS WELL. AND WE GENERATE A LOT OF REVENUE THROUGH MEDICAID. A LOT OF THE DOCUMENTATION ARE THERAPY NOTES.

AND WE ARE JUST DOCUMENTING IT THERE , TO RECOUP THOSE FUNDS .

>> ARE WE THROUGH BLUE CROSS BLUE SHIELD OR JUST MEDICAID?

[02:20:02]

>> NO, MEDICAID IS THE ONLY PLACE WE BILL.

>> IS THERE AN OPPORTUNITY TO BILL?

>> NO, THIS IS OUR MECHANISM. >> COULD YOU TAKE A COUPLE MINUTES AND EXPLAIN THE DIFFERENT TYPES OF PROGRAMS WE

HAVE WITHIN SPECIAL EDUCATION? >> SURE, IF WE GO TO THE CHART, AT THE TOP OF PAGE THREE, THAT MIGHT BE THE BEST VISUAL.

>> THESE ARE THE NAMES OF THE PROGRAMS THAT WE OFFER , SPECIAL EDUCATION 3-YEAR-OLDS , PRIMARY SPECIAL EDUCATION , ELEMENTARY BEHAVIOR DEVELOPMENT PROGRAMS, SLE , STRUCTURED LEARNING ENVIRONMENTS, INTENSIVE STRUCTURED LEARNING ENVIRONMENT , ELEMENTARY, MIDDLE, AND HIGH SCHOOLS, STUDENTS WHO ARE OLDER WHO , STEREOTYPICALLY , WENT THROUGH THE IL PROGRAM AND ARE NOW GOING INTO FUNCTIONAL SKILLS, SELF CARE, DRIVEN . WE HAVE ELEMENTARY, MIDDLE, AND HIGH SCHOOL PROGRAMS AS WELL .

THOSE ARE DRIVEN BY IEP NEEDS. PURPOSELY LABELED A LITTLE BROADER , THEY ARE MORE DRIVEN BY THE LEVEL OF STUDENT NEED VERSUS TYPES OF STUDENT NEED. THAT GIVES YOU THE FULL CONTINUUM, NONPUBLIC PLACEMENTS, AND CALVERT COUNTY IS CONSIDERED A PUBLIC DAY FACILITY. WE HAVE STUDENTS IN THERAPEUTIC SETTINGS WITH THE EDUCATIONAL COMPONENTS. IT REALLY IS, THAT IS ON THE

TABLE. >> SOME OF THESE , THEY ARE TEMPORARY, CAN YOU TALK ABOUT THE NATURE OF THE DIFFERENT TYPES OF PROGRAMS AND WHEN STUDENTS REMAIN IN THEM FOR LONG PERIODS OF TIME VERSUS, YOU KNOW? TEMPORARILY?

>> SOMETIMES PEOPLE CONFUSE ALTERNATIVE EDUCATION AND ALTERNATIVE EDUCATION IS A PROGRAM IN THE DEPARTMENT OF STUDENT SERVICES AND THAT MAY BE WHERE YOUR TEMPORARY TERM IS COMING FROM, BDP AND ALL OTHER PROGRAMS ARE BASED ON STUDENT DATA. MY HOPE , ALWAYS, IS THAT OUR STUDENTS ARE MAKING SO MUCH GROWTH AND PROGRESS THAT WE ARE LOOKING AT LESS RESTRICTIVE ENVIRONMENTS, BUT IT IS REALLY DRIVEN BY THAT DATA. I DON'T WANT TO GET HUNG UP IN SEMANTICS, I DON'T VIEW ANY OF THEM AS TEMPORARY, THEY ARE THERE FOR AS LONG AS THE STUDENT NEEDS THAT LEVEL OF SERVICE. ONE MORE CAVEAT TO THAT. IN SPECIAL EDUCATION , WE WENT THROUGH A PERIOD IN TIME, IF YOU WERE PUT IN A CLASSROOM, FOR EXAMPLE, YOU SPENT YOUR WHOLE DAY IN THAT CLASSROOM, REALLY DOING LRE WELL MEANS THAT YOU COULD BE IN THAT CLASSROOM FOR 70% OF YOUR DAY AND BE CONSIDERED AN AISLE STUDENT, THERE COULD BE RELATIVE STRENGTH, OR YOU REALLY HAVE SOME GREAT SOCIAL SKILLS , YOU ARE WITH YOUR PEERS FOR A PERIOD OF TIME OR OTHER PARTS OF THE DAY, NONE OF THE PROGRAM SHOULD BE ALL OR NOTHING, THEY ARE MOST CERTAINLY THERE IF YOU NEED THEM

FOR THE BULK OF YOUR DAY. >> IN YOUR PROFESSIONAL OPINION, ARE THERE PROGRAMS WE ARE MISSING, IN CALVERT COUNTY ?

>> I DON'T THINK WE ARE MISSING PROGRAMS . I THINK WE COULD ALWAYS USE MORE, PARTICULARLY IN THE AGE GROUP OF PREKINDERGARTEN, KINDERGARTEN, FIRST GRADE, WE ARE IN A GROWTH AREA RIGHT NOW, BECAUSE THOSE PROGRAMS ARE DEVELOPING QUICKLY.

WE ARE MAKING EDUCATIONAL GUESSES, YOU WILL SEE THEY ARE PREDOMINANTLY WITH THE LITTLES, AS WE INCREASE THE NUMBER OF SEATS, WE WILL NEED ADDITIONAL OPPORTUNITIES FOR THOSE STUDENTS, AND WE DO AN EDUCATED GUESS EVERY YEAR. THE OTHER THING IS, AT LEAST IN MY TENURE , WE HAVE SPLIT CLASSES , WHEN

[02:25:04]

>> WHAT ABOUT CONCERNS WE HERE? MORE OFTEN LATELY, THE FREQUENCY THAT SOME OF OUR SUPPORTS , MOVING AND NOT STAYING CONSISTENTLY WITH A CERTAIN CLASS OR STUDENT, KENNY TALK

ABOUT WHY THAT MIGHT HAPPEN? >> WENDY CONCERNS ARE PUSHED TO ME, I LOOK INTO THEM THOROUGHLY. IN SOME CASES, IT IS AS SIMPLE AS MATERNITY LEAVE AND THINGS WE CANNOT CONTROL AND THEN PEOPLE ARE LEAVING THE PROFESSION. OR MOVING. OR, YOU KNOW, RESIGNATIONS . AND HOW QUICKLY CAN WE GET SOMEBODY BACK IN THERE, THERE IS ALSO -- PROCEDURALLY , WE TRY NOT TO MOVE REGIONAL PEOPLE INTO , I HATE THIS TERM, BUT WE CALL THEM GENERIC SPECIAL EDUCATORS. SO , WE TRY NOT TO MOVE THEM THAT WAY. BUT SOMETIMES WHEN I LOOK INTO THINGS, NOBODY IS TRYING TO DO ANYTHING WRONG. THEY HAVE MOVED SOMEBODY, BECAUSE THEY HAD AN IMMEDIATE NEED AND THEY MADE A DECISION THAT, WHEN YOU THINK ABOUT REGIONAL PROGRAMS, IS NOT IN THE BEST INTERESTS, AND I HAVE MANY CONVERSATIONS EACH YEAR ABOUT, YOU CANNOT MOVE YOUR REGIONAL STAFF TO ANOTHER PROGRAM, TO COVER, BECAUSE REGIONAL STAFF HAS ADDITIONAL TRAINING AND SUPPORTS THAN OTHER STAFF , IT HAS GOTTEN EVEN MORE COMPLICATED WITH THE INCREASE, IN THE LITTLES, PRE-K THREE AND FOUR STAFF HAS SLIGHTLY DIFFERENT TRAINING BECAUSE OF DEVELOPMENTAL NEEDS, THEN WHAT I CALL SCHOOL-AGE STAFF, KINDERGARTEN AND ABOVE. THE CONVERSATIONS ARE JUST REALLY COMPLEX. CONSULTING WITH PEOPLE THAT ARE STRUGGLING, HOW CAN I USE THE STAFF THAT I HAVE SITTING WITH THEM, LOOKING AT THOSE SCHEDULES.

>> THANK YOU. >> MY TURN.

>> YOU SAID , THE NUMBER OF STUDENTS FOR PRE-K FOUR WAS REDUCED FROM SIX TO EIGHT, CORRECT?

>> SORRY, I AM VISUAL. I HAVE TO LOOK AT IT. FOR PRIMARY IT WAS SIX TO EIGHT, WE BACKED IT DOWN TO FOUR TO SIX FOR THIS PLAN, FOR! YEAR. THE THIRD LINE ON THAT CHART.

>> ALL RIGHT. RIGHT NOW , THE RATIO WAS ONE SPECIAL ED TEACHER

TO 175, CORRECT? >> THAT IS THE BASELINE FOR

GENERIC SPECIAL ED . >> HOW MANY SCHOOLS AT EACH LEVEL, ELEMENTARY, MIDDLE, HIGH SCHOOL, ARE ACTUALLY BEING

STAFFED AT THIS RATIO? >> MANY ARE STAFFED ABOVE THEM.

>> THE STUDENT RATIO ON THIS PROPOSED STAFFING PLAN -- I THINK WE TALK ABOUT THAT ONE, LET ME MOVE ONTO THE NEXT ONE.

THE NUMBER OF VACANCIES IS CONCERNING, HOW DOES THIS

COMPARE TO LAST MAY? >> I DID NOT BRING THOSE NUMBERS WITH ME. I THINK WE ARE ACTUALLY IN BETTER SHAPE THIS MAY.

>> WHAT EFFORTS ARE BEING PUT IN PLACE TO RECRUIT AND RETAIN HIGHLY QUALIFIED EDUCATORS AND ASSISTANTS?

>> WE ARE RECRUITING , OFFERING CONTINGENT CONTRACTS IN ADVANCE, AND WE ARE TALKING TO ADMINISTRATORS, COMMUNITY , HOW DO WE GET PEOPLE IN THE DOOR? WE HAVE A PARTNERSHIP WITH THE STATE UNIVERSITY , HOW DO WE GET PEOPLE FROM NONTRADITIONAL

[02:30:02]

>> OKAY. >> WITH THE PROPOSED REDUCTIONS IN MEDICAID THAT YOU TALKED ABOUT, BEING PROPOSED BY THE FEDERAL GOVERNMENT , THIS IS GOING TO HAVE A SERIOUS IMPACT ON OUR FUNDING. CURRENTLY, MANY SPECIAL EDUCATION STAFF ARE FUNDED BY MEDICAID FUNDS, WHAT IS THE PLAN IN THE EVENT OF A SIGNIFICANT REDUCTION, TO SUSTAIN THE STAFFING NEEDED TO

PROVIDE AND SUPPORT STUDENTS? >> SO, I AM NOT ANTICIPATING MAJOR REDUCTIONS IN MEDICAID CURRENTLY. AS A MATTER OF FACT, WHAT WE CAN BILL FOR HAS BEEN EXPANDED CONSIDERABLY IN THE LAST 12 MONTHS. HOWEVER, IN MY FIRST YEAR HERE, I ASKED FOR A SIGNIFICANT NUMBER OF POSITIONS THIS BUDGET YEAR. I AM NOW OFFICIALLY SAYING, THESE ARE NOT SUSTAINABLE IN FY '27, WE HAVE TO PLAN AND PREPARE FOR CONTROLS, MOVING INTO LOCAL

FUNDING. >> TEACHERS HAVE SHARED WITH ME THAT THEY HAVE AS MANY AS SEVEN HIGH NEEDS STUDENTS IN THEIR CLASSROOM, SHOULD A TEACHER HAVE MORE ASSISTANCE, VERSUS A CLASS WITH ONLY ONE HIGH NEED STUDENT? HOW ARE WE CURRENTLY ALLOCATING RESOURCES TO ENSURE THAT TEACHERS ARE NOT OVERWHELMED ?

>> I THINK YOU MAY BE TALKING ABOUT THE PRESCHOOL STUDENTS , IN THIS EXAMPLE. AND, AGAIN , THIS IS NOT SPECIAL ED STAFFING.

I WILL SPEAK ON THEIR BEHALF, THE REGULATION IS 20 STUDENTS IN A CLASSROOM, ONE TEACHER , AND ONE IA . WHEN THEY PLANNED FOR THIS, THEY PUT A SECOND IA IN THEIR , ANTICIPATING ADDITIONAL SUPPORT WOULD BE NEEDED. SO, SOME OF THE CONVERSATION THAT IS HAPPENING IS AROUND BEING TOLD THAT YOU HAVE THIS SECOND IA, THAT IS YOUR ADULT SUPPORT. THEY ARE TRYING TO CONVEY THAT THEY ALREADY ANTICIPATED THE EXTRA NEED AND WE STILL, ON TOP OF THAT, IT IS NOT BASED ON THE NUMBER IN THE CLASSROOM, IT IS BASED ON DEVELOPING WHAT ADDITIONAL SUPPORT WOULD DO WITH THE STUDENT. WE DO PROVIDE ADDITIONAL ADULT IN CLASSROOM, BASED ON INDIVIDUAL STUDENT NEEDS. THE OTHER CONVERSATION IT GETS REALLY CONFUSING, AN ANTIQUATED TERM IS ONE TO ONE, THERE ARE VERY FEW STUDENTS WHO NEED ONE ADULT WITH THEM FOR 7 1/2 HOURS A DAY FOR THE SCHOOL DAY AND SO , WE MISUSE THAT TERM, I THINK THE LAST TIME WE PULLED THE INFORMATION, THERE WERE THREE OR FOUR STUDENTS THAT HAD BAD DEFINITION OF A ONE TO ONE, MOST OF THEM ARE IN CLINICAL SETTINGS. WE DO HAVE MANY STUDENTS WHO HAVE ADULT SUPPORT, BUT IN SOME CASES, ONE ADULT CAN SUPPORT TWO OR THREE STUDENTS, BECAUSE ONE MIGHT NEED IT FOR TRANSITIONS, MAKING SURE THEY GET FROM POINT A TO POINT B , THEY MAY BE DOING AN INTERVENTION WITH A SECOND STUDENT AND THEN THEY MAY HAVE ANOTHER STUDENT, DURING CERTAIN CLASSES, WHEN THEY ARE INCLUDED, NEEDS SOMEBODY WITH THEM. IT IS NOT THIS EXACT SCIENCE OF NUMBERS. WE DO HAVE A PROPOSAL THAT WE ARE TALKING ABOUT, NOT READY TO BRING OUT YET, WE ARE HAVING SOME SIGNIFICANT CONVERSATIONS ACROSS MULTIPLE

DEPARTMENTS. >> I HAVE ALSO BEEN TOLD, TEACHERS ARE UNCOMFORTABLE REPORTING THEIR CONCERNS AND IN SOME CASES HAVE BEEN THOROUGHLY REPRIMANDED. DO WE HAVE A CONSISTENT PROCESS FOR OUR TEACHERS TO REPORT PROBLEMS AND ISSUES THAT ARE NEGATIVELY IMPACTING THEIR ABILITY TO

TEACH? >> THEY CAN REPORT TO ANYONE. I OFTEN ASK THEM TO GO THROUGH THEIR BUILDING PRINCIPLES, I DO NOT KNOW PERSONALLY, NOR THE PERSONALIZED SUPERVISORS KNOW PERSONALLY WHAT IS HAPPENING, ONCE WE SEE THAT EXHAUST, WE GO

[02:35:01]

>> I THINK WE NEED TO CREATE A PROCESS, WHERE THEY FEEL SAFE REPORTING THINGS. OKAY, MY NEXT QUESTION IS, A TEACHER INFORMED ME THAT STAFF HAD BEEN INJURED BY A STUDENT, INCLUDING BEING BITTEN, SCRATCHED, AND PUNCHED. WHAT TRAINING ARE WE PROVIDING TO TEACHERS AND STAFF DURING THE CONTRACTED HOURS TO DEAL WITH THESE TYPES OF BEHAVIORS? I KNOW A LOT OF PROFESSIONAL DEVELOPMENT, I SHOULD NOT SAY COURSES, HAVE BEEN OFFERED, ARE THEY BEING OFFERED DURING THE SCHOOL DAY OR ARE THESE THINGS

BEING OFFERED AFTER SCHOOL? >> ALL OF THE ABOVE. EVERY IA , DURING THE SCHOOL DAY , WAS GIVEN DE-ESCALATION TRAINING.

>> DURING THAT CONTRACTED THEY?

>> EVERY IA IN THE ENTIRE COUNTY. WE OFFER MANY THINGS DURING THE SCHOOL DAY, AFTER THE SCHOOL DAY , FOR PAYMENTS , WE ARE TRYING , EVERY WAY WE CAN, TO GET PEOPLE TRAINED.

>> ARE YOU COLLECTING DATA AS TO THE TYPE OF TRAININGS THE TEACHERS WANT, WHAT THEY ARE ASKING FOR?

>> IF YOU ARE TALKING ABOUT DE-ESCALATION, AND THOSE KINDS OF THINGS, BASED ON THE EXAMPLE, IT IS NOT -- THERE ARE PROTOCOLS THAT ARE PRESCRIBED LEGALLY, THAT OUR OPTIONS . WE OFFER PREDOMINANTLY, CDI AND CHOICE . WE ARE OFFERING WHAT IS THE LEGAL APPROACH TO RESOLUTION

FOR THOSE KINDS OF BEHAVIORS. >> OKAY, AND ALL TEACHERS HAVE

BEEN TRAINED ON THOSE? >> EVERY IA WAS TRAINED IN AUGUST, TEACHERS , THERE ARE SUPPOSED TO BE TEAMS IN BUILDINGS WITH TEACHERS THAT ARE TRAINED, AND ADMINISTRATORS. AND THEN WE OFFER TO ANYBODY WHO WANTS IT AND I WOULD LIKE TO SEE EVERY TEACHER TRAINED IN THE DE-ESCALATION PIECE.

>> IS THAT A PLAN FOR PROFESSIONAL DEVELOPMENT NEXT

YEAR ? >> I OFFER THAT EVERY TIME, TIME AND ACCESS IS LIMITED, IT IS OFFERED AT EVERY TIME WE CAN.

>> DURING CONTRACTED SCHOOL HOURS?

>> DURING CONTRACTED SCHOOL OFFERS, AS WELL AS AFTERSCHOOL, AND I THINK WE HAVE OFFERED IT ON SATURDAYS, ON OCCASION, WITH

PAY. >> THERE ARE TEACHERS THAT HAVE FAMILIES AND THINGS, YOU KNOW, DOING THINGS OUTSIDE THE SCHOOL DAY, SOMETIMES IT CAN BE LIMITING. I WANT TO ENSURE, THAT THINGS THAT ARE NEEDED ARE OFFERED DURING THE WORKDAY.

LASTLY, I UNDERSTAND THAT WE HAD THREE PROGRAMS PRE-K AND FIRST GRADE STUDENTS COULD BE PUT INTO, AND I WAS PUT IN THE ONE PROGRAM, CORRECT? WAS IT PRE-K? PRE-K, SPECIAL K? I THINK THAT I'LL WAS ONE, WHAT WERE THE THREE PROGRAMS WE OFFERED? TWO YEARS AGO, THEY WERE COMBINED INTO ONE , SPECIAL ED PRE-K.

>> THE PRE-K PROGRAMS HAVE EXPANDED . AND, SO, WE ARE SERVING KIDS WE DID NOT SERVE IN THIS WAY BEFORE. AT ONE POINT THERE WAS A CLASS , THAT WAS THE ONLY OPTION TO GET SERVICE, WOULD BE EXPANDED PRE-K , WE CREATED SOME SELF-CONTAINED CLASSES AND GUEST ON HOW MANY SEATS AND WE ARE EXPANDING THEM YEAR AFTER YEAR, THE STUDENTS ARE PRIMARILY FOR STUDENTS OR STAFF THAT ARE ON THE ALTERNATE STANDARDS AND IT IS NOT RECOMMENDED THAT YOU AUTOMATICALLY GO TO ALTERNATE STANDARDS AT THAT AGE. SO, BUT THE STAFFING , THE SUPPORTS, ARE VERY SIMILAR, IF YOU LOOK BETWEEN PRIMARY SPECIAL EDUCATION , I.S.L.E. , IT IS LOWER FOR PRIMARY SPECIAL EDUCATION THAN IT IS FOR ELEMENTARY , IN STAFFING, THERE

[02:40:02]

YEAR WE ARE BUILDING. >> MORE PROGRAM SHOULD BE OFFERED NEXT YEAR TO SOLVE SOME OF THESE PROBLEMS?

>> CURRENTLY , I HAVE AN ADDITIONALLY -PROPOSED I.S.L.E., AN ADDITIONAL 4-YEAR-OLD PROGRAM , AN ADDITIONAL PRIMARY REGIONAL

TEACHER. >> ALL RIGHT, THANK YOU.

>> ONE THING WE HEAR ABOUT A LOT, HOW MUCH MORE PLANNING TIME THEY REQUIRE THAN A STANDARD TEACHER , I DON'T KNOW IF THAT IS THE RIGHT TERM BUT WITH THE ADDITIONAL STAFF YOU ARE PROPOSING, ARE WE GOING TO BE ABLE TO GET STAFF MORE PLANNING

TIME FOR SPECIAL EDUCATION? >> THE SPECIAL EDUCATION DEPARTMENT DOES NOT HAVE ANYTHING TO DO WITH PLANNING TIME, THAT IS A FUNCTION OF THE PRINCIPLE IN CREATING A SCHEDULE, AND I THINK ONE OF THE MISUNDERSTANDINGS IS, THE WORK OF THE SPECIAL EDUCATION DEPARTMENT SPANS ALMOST EVERY DEPARTMENT. IT DOES SPAN EVERY DEPARTMENT . AN EXCEPTION IS THERE, WE ARE CONSTANTLY TRYING TO PARTNER AND COORDINATE. AND SOMETIMES OUR REQUIREMENTS AT WORK ARE FRUSTRATING. BUT WE ARE TRYING TO PARTNER AND ADVOCATE FOR ALL OF THE THINGS THAT EVERYBODY IS ASKING FOR. ADDITIONAL COLLABORATIVE PLANNING TIME, ADDITIONAL -- BUT THEY DO NOT PLAN IN ISOLATION , SOMETIMES A SPECIAL EDUCATOR AS TIME, BUT IT DOES NOT LINE UP, WE ARE PAYING , WHERE THAT IS NOT AVAILABLE, WE ARE PAYING HOURS AFTER SCHOOL TO SUPPORT THAT.

>> DOCTOR, I KNOW THAT YOU ARE WORKING ON STANDARD SCHEDULING, RIGHT? WE HAD TALKED ABOUT OPERATIONAL MANUALS, RIGHT? ONE OF THE THINGS WE TALKED ABOUT WAS MAKING SURE THAT WE HAD CONSISTENT SCHEDULES. ALL OF THE ART TEACHERS IN ELEMENTARY SCHOOL CAN HAVE PLANNING AT THE SAME TIME, SO THEY CAN

COLLABORATE. >> WE DO HAVE PROFESSIONAL DEVELOPMENT DAYS, BUT EVERY MASTER SCHEDULE, HIGH SCHOOL, MIDDLE SCHOOL, IS COMPLETELY UP TO THAT SCHOOL'S MASTER SCHEDULE, IT IS VERY DIFFICULT TO HAVE ONE SCHEDULE ALL THE WAY ACROSS PLANNING. THAT IS WHY WE HAVE THE ISOLATED PROFESSIONALS WHERE WE GET GROUPS AND TEAMS TOGETHER.

>> I AM WONDERING, IF SOME OF OUR MASTER SCHEDULES ARE ALLOWING FOR MORE COLLABORATIVE PLANNING TIME, OR MORE TIME FOR SPECIAL EDUCATORS THAN OTHERS, MAYBE WE SHOULD LOOK AT MIMICKING THOSE MASTER SCHEDULES, YOU KNOW? WE HEAR FROM SOME SCHOOLS, IT IS A REAL CHALLENGE. WE HEAR FROM OTHER SCHOOLS, IT IS GOING REALLY WELL. SOME SCHEDULES ARE CLEARLY WORKING AND OTHERS ARE CLEARLY NOT.

>> ONE OF THE THINGS THAT WE WERE ABLE TO DO THIS YEAR WAS PARTNER WITH CEA AND CASE , MEMBERS OF THE DEPARTMENT OF INSTRUCTION, SPECIAL ED AND EQUITY. AND WE CREATED A SMALL COMMITTEE WHAT WERE THE SYSTEMS AND STRUCTURES IN BUILDINGS THAT IT IS WORKING AND HOW THAT COLLABORATION IS OCCURRING, SO THAT WE CAN IDENTIFY WHAT ARE SOME THINGS MOVING FORWARD THAT WE COULD DEVELOP IN OTHER BUILDINGS? THAT IS SOMETHING WE SPENT THIS YEAR TALKING ABOUT, GOING OUT, EXPLORING IN DIFFERENT BUILDINGS, HOW DOES IT WORK, WHAT ARE THE STRUCTURES THAT THE PRINCIPLES AND ADMINISTRATORS PUTTING IN PLACE THAT SUPPORTS THAT COLLABORATIVE PLANNING, HOW THEY ARE ABLE TO DO IT, WHAT DOES IT LOOK LIKE WITH STAFFING? WE HAVE A MEETING, I THINK NEXT WEEK, KENNEDY IS COMING BACK TO PUT THOSE RECOMMENDATIONS TOGETHER.

>> I HAVE A FOLLOW-UP ON THAT, I HAD A TEACHER SEND ME A SAMPLE LESSON PLAN THAT I BELIEVED WAS I BELIEVE FIVE PAGES LONG, BUT I HEAR THAT THE LESSON PLANS THEY ARE HAVING TO CREATE OUR 30 PAGES LONG, THOSE ARE KIND OF BASIC SKELETONS WITHOUT ANY TYPE OF DIFFERENTIATION INSIDE OF IT. DOES THE BLUEPRINT ACTUALLY

[02:45:04]

WAS RELATIVELY SMALL. >> I CAN ANSWER THAT ONE. WHAT YOU ARE ASKING ABOUT IS THE ACCREDITATION ENDING AT PREKINDERGARTEN, SO , WHEN WE LOOK AT THE REQUIREMENTS FOR LESSON PLANNING, I WAS ABLE TO PUT A DOCUMENT TOGETHER BASED ON THAT QUESTION YOU HAD ASKED, AND SEND THAT IN OUR QUESTIONS LIST , HERE ARE THE REQUIREMENTS FOR LESSON PLANNING AND IT HAS SPECIFIC THINGS YOU NEED TO DO IN THERE, WHAT THEY FOUND WITH PRE-K, AS THEY ARE DEVELOPING THAT, TEACHERS CAN USE WHAT EVER STRUCTURE OR FORMAT THEY WANT. AS THEY WERE BUILDING THEM TOGETHER, COLLABORATIVELY, WE BROUGHT THE TEACHERS TOGETHER TO SAY, OKAY, THE REQUIREMENTS THAT WE SEE ARE PRETTY LARGE. LET'S SIT DOWN AND DO IT TOGETHER, SOMETIMES WE PUT ALL OF THE INFORMATION INTO A DOCUMENT, IT MAKES THE DOCUMENT BIGGER AND BIGGER, ESPECIALLY IF THEY USE TABLES AND THINGS LIKE THAT YOU MAY SEE LESSON PLANS FOR THE WEEK THAT ARE SEVERAL PAGES LONG, BUT WE ARE DEVELOPING THOSE TOGETHER, AND THEN THE TEACHERS CAN UTILIZE THEM TO INPUT AND MAKE IT VERY SPECIFIC TO THE STUDENTS WHO ARE IN FRONT OF THEM, WHAT WE FOUND IS, THROUGH THE ACCREDITATION AND THE PROCESS, WE HAVE TO SUBMIT THOSE LESSON PLANS AND IF THEY DO NOT MEET THOSE STANDARDS, THEY COME BACK TO US, THEY HAVE TO BE REWRITTEN AND WE ARE WORKING WITH TEACHERS TO ENSURE THAT THEY ARE REWRITTEN. WHAT WE HAVE SHARED WITH TEACHERS AND PRE-K, THIS IS WHAT HAS BEEN APPROVED WE HAVE SUBMITTED TO BE MEETING THOSE STANDARDS AND SOMETIMES YOU WILL SEE THEYARE A BIT LONGER, IT IS NOT NECESSARILY A REQUIREMENT THAT THEY HAVE TO BE THAT LONG, BUT THERE IS A REQUIREMENT IN ITSELF, AND IN ACCREDITATION, THAT THEY HAVE SPECIFIC REQUIREMENTS.

>> RIGHT. BUT I AM WONDERING, HAS ANYONE SENT THE 30 TO 40 -PAGE DOCUMENTS TO THIS ACCREDITATION PROCESS, TO SEE IF WE ARE JUST OVERBURDENING OUR TEACHERS ?

>> SO, WHAT I WOULD SAY, WHAT WE FOUND, WE SUBMITTED TO MSDE LESSON PLANS, THEY PROVIDED THE FEEDBACK FOR ACCREDITATION, WE ADDED THOSE THINGS, WE SUBMITTED IT, WE HAVE ADDED THOSE THINGS AND RESUBMITTED, SO THE PLAN HAS GOTTEN LONGER. THAT WAS KIND OF WHERE WE ENDED UP, THAT IS HOW WE ENDED UP AT THAT NUMBER OF PAGES, KIND OF NOT EVEN THE NUMBER OF PAGES, BUT MAKING SURE WE ARE HITTING ALL THOSE REQUIREMENTS. DOESN'T HAVE TO BE THAT MANY PAGES? PROBABLY NOT. TEACHERS WANT TO UTILIZE THEM, THEY CAN, BECAUSE THEY ARE CREATED BY THE GROUPS COMING TOGETHER TO DO IT, VERSUS ASKING TEACHERS TO DO IT ON THEIR OWN, WE REALIZED THAT WAS A BURDEN AND WE WANTED TO BE ABLE TO

PROVIDE THAT SUPPORT. >> I AM THINKING OF IT AS A TEACHER, SEEING A 30-PAGE DOCUMENT, IS THAT USEFUL ? TO ME, THAT IS SO OVERWHELMING WITH SO MUCH INFORMATION, WHAT IS THE PURPOSE, IT IS NOT GOING TO BE UTILIZED?

>> WELL, ABSOLUTELY, IF I HAD 30 PAGES IN FRONT OF ME, I MIGHT PICK UP A COUPLE, I MAY NOT LIKE THAT FORMAT, I MAY WANT TO DO IT THAT FORMAT WILL BE PROVIDED BECAUSE IT IS BEING ACCEPTED THROUGH THAT PROCESS BUT IT IS NOT NECESSARILY TEACHERS LEFT TO UTILIZE IT AS IT IS WRITTEN, THEY CAN REARRANGE IT, THEY CAN SAY, THIS IS WHAT WE ARE WORKING ON RIGHT NOW, IT IS SIMILAR TO A TEXTBOOK. DO YOU KNOW, THAT IS ADDING ANOTHER RESPONSIBILITY OF TIME FOR THEM, AND THEY ARE NOT GIVEN THAT TIME, I HAD ONE FINAL

-- >> THIS IS YOUR LAST FINAL.

>> MS. MAXEY IS GIVING EYES. >> IT WAS KIND OF LIKE A STEPPING STONE CLASS BETWEEN SPECIAL PRE-K WHY WAS THAT

ELIMINATED? >> WELL, AS YOU EXPANDED THE NUMBERS, THAT IS WHY YOU ARE SEEING THE SPECIAL PRE-K 3 AND

[02:50:07]

>> THANK YOU. >> DO NOT ASK ANYMORE. ANY FURTHER QUESTIONS? NO ? THIS WILL BE POSTED FOR 30 DAYS.

THANK YOU. >> THANK YOU.

>> NOW WE ARE GOING TO MOVE DR. TONSIL TO THE HOTSEAT. YOU CAN

[2.07 Policies for Review]

DISCUSSION. >> YOU WANT TO START WITH FUND

BALANCE? >> WHATEVER ORDER, FUND BALANCE,

WE WILL START WITH THAT ONE. >> OKAY.

>> GOOD EVENING, MEMBERS OF THE BOARD, MY NAME IS SCOTT JOHNSON, I AM THE DISTRICT'S CHIEF FINANCIAL OFFICER, I AM HERE TO PRESENT A PROPOSED POLICY ON FUND BALANCE. ONE OF OUR BOARD MEMBERS EXPRESSED INTEREST IN HAVING A FUND POLICY AND IT IS BASED ON A POLICY GRANT CHAIRED BY A BOARD MEMBER ALONG WITH SEVERAL PROPOSED EDITS, WHY SHOULD PUBLIC SCHOOL DISTRICTS MAINTAIN FUND BALANCE, ONE MIGHT REASONABLY ASK? IT LISTS SEVERAL TYPES THAT WANTED MAINTAINING FUND BALANCE, FOR EXAMPLE, THESE INCLUDE UNCERTAINTY IN STATE FUNDING DUE TO FLUCTUATING STATE REVENUES , AND DUE TO FLUCTUATING ENROLLMENT, UNCERTAINTY IN LOCAL FUNDING, AND ENERGY COSTS INCREASE , AND LITIGATION, UNCERTAINTY, AND VARIABILITY, FIVE, TO PROVIDE PROGRAM STABILITY, AND TO AVOID THE NEED TO CUT PROGRAMS MIDYEAR, IN WHICH REVENUES DROP SIGNIFICANTLY, OR WHEN REVENUES INCREASE UNEXPECTEDLY, SIX SELF INSURANCE COST VARIABILITY'S.

MEDICAL, PRESCRIPTION, DENTAL, AND VISION BENEFITS FOR ELIGIBLE EMPLOYEES AND RETIREES AND INSURANCE CLAIMS ARE SUBJECT TO IMPERFECTLY PREDICTABLE SPIKES, SOMETIMES SAVINGS , FOR EXAMPLE, 10 TO 150%, UNPLANNED WEATHER -RELATED STORM DAMAGES , AND MAINTAINING ADEQUATE WORKING CAPITAL TO HONOR PAYROLL AND VENDOR COMMITMENTS, IT ALIGNS WITH THE FUND BALANCE STATUS -- STATED IN THE GOVERNMENTAL FUNDING BOARD, THE PROPOSED POLICY ALIGNS WITH THE ASSOCIATION'S RECOMMENDED MINIMUM FUND BALANCE LEVEL FOR THE OPERATING FUND. AT THIS TIME, I WOULD BE HAPPY TO RESPOND TO ANY QUESTIONS ON THE

PROPOSED FUNDING BALANCE POLICY. >> IF I COULD KICK THIS ONE OFF, BECAUSE I WAS THE INITIATOR, THIS CAME ABOUT, AS MANY OF YOU KNOW, THERE WAS CONVERSATION AT THE STATE LEVEL ABOUT THE DEFICIT AND HOW IT WOULD TRICKLE DOWN AND AFFECT WHAT WAS HAPPENING AT THE COUNTY LEVEL AND ULTIMATELY HOW OUR BUDGET WAS GOING TO BE IMPACTED AND SO, THROUGH THOSE VARIOUS DISCUSSIONS, IT LED US TO HAVE DISCUSSIONS WITH THE MARYLAND BOARD OF ASSOCIATION AND SUBSEQUENT DISCUSSIONS WITH THE COUNTY AND OTHERS, I STARTED TO ASK IF THERE WERE OTHER COUNTIES THAT HAD FUND BALANCE POLICIES AND IN FACT, IT IS QUITE A STANDARD PRACTICE FOR A SCHOOL SYSTEM TO HAVE A FUND BALANCE POLICY, IN LINE WITH ALL OF THE OTHER THINGS THAT WE ARE TRYING TO ACCOMPLISH, THIS IS ONE THAT WE SEEM TO THINK WOULD BE IMPORTANT, THERE IS ONE THING I WANT TO NOTE , WHEN WE WERE

[02:55:04]

>> THANK YOU. ANYBODY ELSE? >> I HAVE A QUESTION AND

COMMENT. >> HOW ARE YOU DOING? I WANT THE PUBLIC TO UNDERSTAND THAT WE DO NOT GENERATE REVENUE , WE RELY ON TAXES TO FUND THE BUDGET , FOR FY '26, THAT WILL BE ABOUT $287 MILLION? IS THAT CORRECT? I HAD A CONVERSATION EARLY ON AFTER MY APPOINTMENT WITH SCOTT JOHNSON. TO LEARN HOW THE MONEY FLOWED, THE MONEY FLOWS , FROM THE STATE, FROM THE COUNTY, OCCASIONALLY FROM FEDERAL SOURCES FOR THE LITTLE BIT OF GRANTS WE HAVE, HELD IN A LOCAL BANK, YOU CANNOT ENDORSE ONE BANK OVER THE OTHER, BUT OUR PAYROLL ACCOUNT IS FUNDED OR SOURCED FROM THAT BANK, IS THAT CORRECT? THAT IS THE DISCUSSION THAT SCOTT AND I HAD, AND WHAT BECOMES IMPORTANT IN THIS CASE IS THAT WE MUST HAVE CASH , OR A LINE OF CREDIT , SO, WE MUST HAVE CASH TO MAKE SURE YOUR PAYCHECKS GO THROUGH FOR THE 2200 OR SO STAFF MEMBERS IN THE COUNTY. JUST LIKE MY WORK, MAKE SURE THEY HAVE CASH FOR OUR PAYCHECKS, HOPEFULLY. I DON'T KNOW THAT EVERYBODY UNDERSTANDS THE FLOW OF THAT MONEY. WE HAVE HAD CONVERSATIONS , WE HAVE HAD CONVERSATIONS WITH THE COUNTY FINANCE DIRECTOR, IF YOU NEED TO PULL MONEY DOWN FROM THE ALLOCATION, HE WILL TAKE CARE OF THAT , IS THAT RIGHT?

>> IT HAS BEEN SHARED WITH ME PREVIOUSLY.

>> IS THAT IN AN MOU? OR JUST, GIVE ME A CALL?

>> I HAVE NOT SEEN THAT IN WRITING.

>> THE REASON I SAY THAT, IT SAYS WE SHOULD HAVE TWO MONTHS OF CASH, OUR BURN RATE IS $23 MILLION A MONTH, WE SHOULD HAVE $46 MILLION IN THE BANK, ACCORDING TO GADSBY AND WE ARE NOT GOING TO HAVE THAT AFTER THIS YEAR, IS THAT RIGHT? YEAH, WE ARE GOING TO BE DOWN TO ABOUT $21 MILLION, IN THAT SET UP, AND THAT IS WITH TWO YEARS, FY -23 -- FY '23, '24, THEY ARE ABLE TO ACCUMULATE THAT FUND BALANCE, WE NEVER SAW IT IN PUBLIC, BUT IT HAPPENED. SO, NOW THAT WE ARE COMMON WITH THE BOOKS OPENLY DISCUSSED AND SCRUTINIZED, WE HAVE TO MAKE A PLAN TO MAKE SURE THAT OUR PAYROLL DOES NOT BOUNCE. WE MAY NEED TO INCLUDE IN THIS POLICY SOME MECHANISM FOR A LINE OF CREDIT FOR THE PAYROLL, IF THAT IS SOMETHING WE CAN DO. IF WE ONLY HAD AN ATTORNEY, WHO COULD TELL US WE COULD AUTHORIZE A LINE OF CREDIT

WITH A BANK, IS THAT ACCEPTABLE? >>

] >> YOU WILL HAVE TO TURN, YEAH.

>> I'M SORRY. IN ACCORDANCE WITH THE BUDGET CATEGORIES SPECIFIED BY LAW, AS YOU KNOW , I'M SURE , THE CATEGORIES , THE MAJOR CATEGORIES AND THE MINOR CATEGORIES, AND YOU CAN TRANSFER MONEY WITHIN THE CATEGORY , YOU CAN TRANSFER MONEY FROM A MAJOR CATEGORY TO ANOTHER CATEGORY, THEN IT IS SENT OVER TO THE

[03:00:02]

WHERE WE PURCHASE EQUIPMENT, WITH TAX-EXEMPT, LONG-TERM FINANCING AGREEMENTS. BUT, I AM NOT AWARE THAT ANY BOARD OF EDUCATION, I MAY BE WRONG, I AM NOT AWARE THAT WE ARE ABLE TO TAKE OUT A LINE OF CREDIT LIKE MY COMPANY DOES, APPARENTLY YOUR COMPANY DOES. WHERE WE ARE A LITTLE BIT SHORT, OUR RECEIPTS ARE LOWER THAN EXPECTED, WE ARE ABLE TO TAP INTO THAT LINE OF CREDIT IN ORDER TO MAKE PAYROLL.

>> MAYBE WE WOULD BE THE FIRST ONE ON THIS BUS?

>> THAT IS A VERY IMPORTANT AND SERIOUS QUESTION . I AM NOT GOING TO GIVE YOU MORE THAN WHAT I HAVE GIVEN. IT MERITS , YOU KNOW , SOME CONSIDERATION AND PROBABLY A CALL TO THE ATTORNEY

GENERAL'S OFFICE. >> THANK YOU VERY MUCH , MR. O'NEIL. WE WILL BE DOWN TO $21 MILLION WHICH IS NOT QUITE A MONTH OF CASH. I DO NOT KNOW HOW THE FLOWS WILL WORK , AS CONSISTENTLY AS THEY WERE FOR THE COUNTY, THANK YOU.

>> THE POLICY , AS ITS READING, DOES SAY A TWO-MONTH MINIMUM , DO YOU KNOW HOW MANY YEARS IN THE LAST 10 YEARS, THAT WE HAVE HAD A FUND BALANCE THAT MEETS THE TWO MONTHS?

>> IT DEPENDS ON THE DEFINITION OF FUN BALANCE, IF YOU ARE THINKING OF TOTAL OR AS PROPOSED IN THE POLICY.

>> THE UNRESTRICTED FUND BALANCE IS HOW THE POLICY CURRENTLY

READS. >> IN THE VERSION I AM LOOKING

AT IT DOES NOT SAY UNRESTRICTED. >> IT IS A TWO-MONTH MINIMUM.

>> I WILL BE HAPPY TO LOOK AT MY HISTORY OF FUND BALANCE.

>> IF THAT HAS CHANGED WE SHOULD TAKE NOTE.

>> BEFORE I ANSWER THE QUESTION AND , I WILL HAVE TO GET CLARIFICATION ON ONE OF THE TERMS, BUT I WOULD BE HAPPY TO

RESPOND TO THAT. >> I THINK THAT IS IMPORTANT TO

KNOW. THANK YOU. >> IN THE EVENT THAT WE ARE EVER IN AN EMERGENCY, AS WE GO BELOW THE TWO-MONTH RECOMMENDATION, CAN THERE BE SOME LANGUAGE IN THE POLICY THAT MAY ALLOW FOR THOSE RAINY DAYS IF AN HVAC SYSTEM GOES OUT OR IF WE HAVE ANOTHER CUT FROM THE STATE DEPARTMENT, A TAXATION, WHERE WE HAVE TO USE FUND BALANCE TO COVER REVENUE , I THINK THERE SHOULD BE SOME TYPE OF LANGUAGE WHERE WE ARE NOT VIOLATING POLICY . WE MAY HAVE TO USE FUND BALANCE TO COVER ANY HOLES WE

MAY POTENTIALLY HAVE. >> WE SHOULD HAVE SOMETHING MORE ABOUT THAT. WE MIGHT NEED TO MASSAGE THAT LANGUAGE A LITTLE BIT. THE GOAL IS TO HAVE THAT TWO MONTHS.

>> PROBABLY MAKE THE BEST EFFORT.

>> I DON'T KNOW. WHATEVER WE WILL HAVE TO THINK ABOUT THAT.

BUT THAT WILL BE IMPORTANT, OBVIOUSLY THE POLICY, AS IT IS

WRITTEN. >> WE NEED TO THINK ABOUT IT WHILE WE HAVE 30 DAYS TO TALK ABOUT IT.

>> IN THE HOTEL INDUSTRY, FOR EXAMPLE, THEY SET ASIDE 3% , FURNISHING, FIXTURES , AND EQUIPMENT , TOPLINE SALES FOR THAT PURPOSE, I WONDER IF THERE IS SOME PERCENTAGE THAT GOES DIRECTLY TO THAT FUND BALANCE IN OUR FY '27 BUDGET?

[03:05:02]

>> THE WAY THAT IT READS NOW, OBVIOUSLY, WE ARE GOING TO CHANGE THE MINIMUM POTENTIALLY . IF WE GO BELOW WHENEVER THE MINIMUM IS THAT THE POLICY STATES, THAT THE SUPERINTENDENT WOULD DEVELOP A PLAN TO REPLENISH THE FUND THE BALANCE WITHIN THREE YEARS. WE CAN ALSO TALK ABOUT THE THREE-YEAR TIMEFRAME, DEPENDING UPON THE AMOUNT, IT DOES ACTUALLY SAY THAT A PLAN WOULD HAVE TO BE PUT IN PLACE.

>> THE REASON WHY I SENT IT, WE DO NOT CONTROL ANY REVENUE. HOW

DO WE REPLENISH? >> THEN YOU HAVE 36 MONTHS OF PAYROLL, AT RISK, I THINK THAT IS TOO MUCH TO WAIT.

>> I AM USING THE CURRENT CONTEXT, WE LOST 22.5, THERE IS

NO WAY WE CAN REPLENISH THAT. >> THE INTENT , OR THE PURPOSE, BEYOND HAVING THAT POLICY IN PLACE , NUMBER ONE, ESTABLISH THE GUIDELINES, THERE IS A GENERAL UNDERSTANDING THAT IT IS NOT UNACCEPTABLE, TABOO, OR BAD BUSINESS PRACTICE. IT IS INTENDED FOR A NUMBER OF REASONS, LIKE WHAT WE HAVE SEEN, ENERGY COSTS, NATURAL DISASTERS , OR THINGS OF THAT NATURE. THE INTENT IS GOOD, WE NEED TO CONTINUE TO WORK ON THIS ONE.

>> THE LAST SECTION UNDER ONE-TIME REVENUE, I WANT TO MAKE SURE WE REALLY THINK ABOUT THAT LANGUAGE. THE COMMENT IS IN

THERE. >> ANY OTHER COMMENTS ? THANK

YOU , MR. JOHNSON. >> MS. MAXEY, MAY YOU PULL POLICY 1020 WE IT WAS ORIGINALLY ADOPTED IN AUGUST OF 2000, MOST RECENTLY REVISED NOVEMBER 10TH 2022, THIS POLICY IS FOR THE BOARD OF EDUCATION, REGARDING NEUTRALITY, TO ENSURE THAT CALVERT COUNTY PUBLIC SCHOOLS REMAIN NEUTRAL ON POLITICAL ISSUES TO ENSURE THAT NEITHER STUDENT NOR EMPLOYEE ARE OBLIGATED TO ENDORSE POLITICAL VIEWPOINTS, BY REQUIRING EMPLOYEES TO REMAIN NEUTRAL ON POLITICAL ISSUES AND INTENDED AT DOING CLASSROOM INSTRUCTION, AND AVOID DISCUSSION OF SUCH ISSUES, UNLESS IT IS ALIGNED WITH ALLOWING AN FACILITATING AN EXPRESSION OF THEIR OWN VIEWPOINT IN A RESPECTFUL AND NONDISRUPTIVE MANNER. UNDER DEFINITIONS, CURRICULUM IS DEFINED AS THE CENTRAL GUIDE FOR TEACHERS AND INSTRUCTIONAL STAFF ABOUT WHETHER IT IS ESSENTIAL TO CHEAP -- TEACH, SO THAT EVERY CHILD HAS ACCESS TO RIGOROUS, ACADEMIC EXPERIENCES, AND MEETING STANDARDS. AND THERE WERE SOME THINGS , IF YOU WANT TO OPEN IT FOR DISTRACTION -- DISCUSSION, I KNOW THAT CANDIDATE IS IDENTIFIED AS AN INDIVIDUAL WHO HAS FILED A CERTIFICATE OF CANDIDACY FOR THE ELECTED PARTY, THIS INCLUDES PRIOR TO THAT FILING A CERTIFICATE OF CANDIDACY IF IT HAS BEEN ESTABLISHED ON BEHALF OF THE INDIVIDUAL. WHAT HAS BEEN TAKEN UP FOR DISCUSSION IS PARTISAN, THE DEFINITION OF POLITICAL PARTY, THE DEFINITION OF POLITICAL CAMPAIGN, THE DEFINITION OF POLITICAL OFFICE, AND EVERYTHING ELSE REMAINS THE

SAME. >> I HAVE THREE QUESTIONS, IF

THAT IS OKAY. >> YEAH.

>> SECTION A OF THE POLICY, UNDERNEATH THE POLICY STATEMENT WE SLASHED THE BOARD OF EDUCATION, ON CERTAIN WELL-DEFINED SITUATIONS , I HAD STUDENTS REACH OUT TO ME WITH CONCERNS, INCLUDING MY OWN CONCERNS, WE HAVE, AT OUR HIGH SCHOOLS, TEENAGE REPUBLICANS AND TEENAGE DEMOCRATS, THEY ARE BOTH PARTISAN, AND I HAVE A CALVIN COOLIDGE PIN . I ALSO UNDERSTAND THAT STUDENTS ARE ALLOWED TO WEAR POLITICAL HATS, AS LONG AS IT IS NOT PROFANE, I WANT CLARIFICATION ON WHY WE CUT THAT

[03:10:03]

>> I WAS ASKING MR. O MEALY TO COME HERE, HE IS GOING TO BE SAYING IT IN A MUCH MORE, YEAH, ELOQUENT WAY THEN I WILL, I AM GOING TO LET HIM KIND OF, YOU KNOW, FRAME THIS FOR US.

>> THIS IS ONLY A POLICY -- THIS IS A POLICY THAT ONLY HAS AN IMPACT ON THE POLITICAL ACTIVITIES AND POLITICAL SPEECH OF EMPLOYEES. IT HAS NO IMPACT ON THE POLITICAL SPEECH AND ACTIVITIES OF STUDENTS, IN PARTICULAR, STUDENTS WHO ARE PARTICIPATING IN A CLUB OR ACTIVITY, THAT FALLS UNDER THE EQUAL ACCESS ACT. THEY HAVE THE ABSOLUTE RIGHT, WITHIN THE SCHOOL, DURING VARIOUS TIMES AND PLACES DURING THE DAY, TO ENGAGE IN SPEECH AND SPEECH-RELATED CONDUCT WITHOUT REGARD TO POLITICAL OR PHILOSOPHICAL SPEECH. YOUR POINT IS WELL TAKEN, ACTUALLY, IT WOULD BE MY RECOMMENDATION, RATHER THAN ADDING THE POLITICAL NEUTRALITY PIECE TO THE PRE-EXISTING POLICY ON CAMPAIGN ACTIVITY, THAT YOU SEPARATE IT OUT AND KEEP THE POLICY AS IS AND CREATE A SEPARATE, UNIQUE POLICY ON POLITICAL NEUTRALITY. THERE ARE POINTS IN TIME, WHEN A SCHOOL IS OPEN TO COMMUNITY ACTIVITIES. FOR EXAMPLE, YOU MIGHT HAVE A GROUP. YOU MIGHT HAVE AN ORGANIZATION THAT USES THE SCHOOL DURING NONINSTRUCTIONAL TIME ON THE EVENINGS AND WEEKENDS, THEY MAY VERY WELL WANT TO INVITE A CANDIDATE TO SPEAK TO MEMBERS OF THAT ORGANIZATION AND THERE IS ABSOLUTELY NOTHING WRONG, THAT IS NOT THE SCHOOL DOING IT, THAT IS A ORGANIZATION THAT USES THE SCHOOL, THE A SCHOOL IS ESSENTIALLY THE LANDLORD, NOT ENDORSING THE SPEECH OF ANYONE.

>> THAT MAKES COMPLETE SENSE. THANK YOU. I MIGHT THEN LOOK AT SECTION A, REWORDING IT, STUDENTS, EMPLOYEES, AND COMMUNITY MEMBERS HAVE THE RIGHT TO PARTICIPATE IN THE POLITICAL PROCESS, I JUST WANT TO REWORD IT TO NOT HAVE ANY MENTION OF STUDENTS IN THIS . IF I WAS READING THIS, AND I MISCONSTRUED IT, OBVIOUSLY , I AM NOT A LAWYER, I DID NOT FULLY UNDERSTAND, IT WOULD NOT CHANGE THE MEANING OF THE POLICY TO REWORD THIS A LITTLE BIT, SO THAT IT IS VERY CLEAR THAT IT IS FOCUSED ON EMPLOYEES, THAT ANSWERS MY QUESTION.

>> IF I COULD FOLLOW UP ON THAT, ONE OF THE PRIMARY PURPOSES OF POLITICAL NEUTRALITY IS TO ENSURE STUDENTS HAVE THE RIGHT, WITHOUT ANY BIAS THAT MAY COME IN A CLASSROOM OR SCHOOL SETTING, WHEN TEACHERS AND STAFF, IN THE SCHOOL ARE POLITICALLY NEUTRAL , THAT FACILITATES STUDENT ENGAGEMENT

AND STUDENT SPEECH. >> I WAS GOING TO SHARE MY COMMENT AND I THINK I WILL SHARE IT NOW, I HAD A GROUP OF STUDENTS WITH MIDDLE SCHOOL AND HIGH SCHOOLERS FROM ALL ACROSS THE COUNTY. WE CAME TOGETHER AND WE TALKED ABOUT THE IMPORTANCE OF FREE EXPRESSION IN OUR SCHOOLS. THAT WAS THE BIGGEST THING THAT CAME UP, IT IS EXTREMELY IMPORTANT THAT STUDENTS ARE ABLE TO EXPLORE ISSUES IN A CLASSROOM THAT IS BOTH SAFE AND OPEN. THANK YOU , THANK YOU FOR THE CLARIFICATION.

>> WE HAVE MADE SOME ADJUSTMENTS, ANY --

[03:15:03]

>>

>> YES, MA'AM. >> I AM JUST WONDERING IF THE TERM NONPARTISAN SHOULD BE REPLACED WITH A POLITICAL.

>> IF WE ARE GOING TO SEPARATE THE TWO?

>> I THINK THAT WAS THE INTENT. A PERSON CAN BE NONPARTISAN WITHOUT BEING APOLITICAL. AS FAR AS THE POLICIES GO, I THINK THAT WAS MORE OF THE INTENT AT THE LAST MEETING , THE NEUTRALITY POLICY VERSUS REPLACING IT WITH A NEUTRALITY POLICY.

>> I THINK IT WAS LANGUAGE INTERTWINED AND IT IS EASY TO

SEPARATE THAT OUT. >> AS LONG AS IT IS CONSISTENT.

>> WE ARE WORKING THESE IN PUBLIC.

>> I AM CURIOUS, WHY APOLITICAL? I DON'T UNDERSTAND.

>> ONE OF THE COMMENTS -- I'M SORRY. ONE OF THE COMMENTS PROVIDED TO US WAS THAT NONPARTISAN HAD BEEN REMOVED IN OTHER AREAS OF THE POLICY. FOR CONSISTENCY.

>> THANK YOU. >> WE RESTRICTED POLITICAL ACTIVITY SINCE 2020. IT GOES BACK TO 2020 , RIGHT?

>> NOT THE POLITICAL NEUTRALITY PART, WE JUST MODIFIED THAT ONE BUT IT SEEMS LIKE WE ARE GOING TO SEPARATE THE TWO. YES. YES.

NEW, NEW. >> THERE WILL BE A NEW POLICY ON

NEUTRALITY. >> YOU CAN PULL UP PROFESSIONAL BOUNDARIES, 1760, PROFESSIONAL BOUNDARIES IS A NEW POLICY, I WILL READ THE PURPOSE, DEFINITIONS, AS WELL AS THE POLICY STATEMENT AND THE STANDARDS. POLICY 1760, REGARDING PROFESSIONAL INTERACTIONS BETWEEN CALVERT COUNTY PUBLIC SCHOOL EMPLOYEES, VOLUNTEERS, AND STUDENTS, THE PURPOSE IS TO ESTABLISH CLEAR EXPECTATIONS FOR PROFESSIONAL INTERACTION BETWEEN CALVERT COUNTY SCHOOL EMPLOYEES, VOLUNTEERS AND STUDENTS TO CREATE A SAFE, RESPECTABLE, AND EFFECTIVE ENVIRONMENT BY MAINTAINING APPROPRIATE BOUNDARIES AND TO PROTECT BOTH STUDENTS AND STAFF BY DELINEATING ACCEPTABLE BEHAVIOR AND INTERACTIONS. PROFESSIONAL BOUNDARIES, THE ETHICAL AND APPROPRIATE LIMITS THAT EDUCATORS MAINTAIN IN THEIR RELATIONSHIPS WITH STUDENTS, PARENTS, AND COLLEAGUES, ENSURING THAT THEY ARE RESPECTFUL, AND FOCUSED ON THE EDUCATIONAL AND DEVELOPMENTAL NEEDS OF STUDENTS WHILE PROTECTING CONFLICTS OF -- PUT -- PRESENTING CONFLICT OF INTEREST, FAVORITISM, AND INAPPROPRIATE BEHAVIOR. PROFESSIONAL INTERACTIONS, MAINTAINING APPROPRIATE MITIGATION THROUGH APPROVED CHANNELS, AND ENSURING INTERACTIONS ARE RELATED TO EDUCATIONAL PURPOSES. EMPLOYEES , INDIVIDUALS WHOSE COMPENSATION IS PAID BY THE CALVERT COUNTY PUBLIC SCHOOLS, VOLUNTEER, ANY PERSON AT THE REQUEST OF THE PRINCIPAL OR DESIGNEE, WHO PROVIDES COMPENSATION -- SERVICES FOR THE COMMON COUNTY SCHOOL SYSTEM WITHOUT RECEIVING MONETARY CONVERSATION, STUDENT, ANY INDIVIDUAL ENROLLED IN CCPS, REGARDLESS OF AGE. POLICY STATEMENT, COMMITTED TO FOSTERING AN ENVIRONMENT WHERE STAFF-STUDENT RELATIONSHIPS ARE BASED ON MUTUAL RESPECT AND TRUST. EMPLOYEES AND VOLUNTEERS ARE EXPECTED TO MAINTAIN PROFESSIONAL BOUNDARIES WITH STUDENTS IN ALL INTERACTIONS, BOTH DURING AND OUTSIDE OF SCHOOL HOURS AND ACTIVITIES.

THIS INCLUDES ADHERING TO APPROPRIATE PHYSICAL, VERBAL, AND DIGITAL COMMUNITY PRACTICES. STANDARDS AND GUIDELINES FOR EMPLOYEES AND VOLUNTEERS ARE, A, ACCEPTABLE BEHAVIORS, EMPLOYEES AND VOLUNTEERS SHALL INTERACT WITH STUDENTS IN A MANNER THAT IS CONSISTENT WITH THEIR PROFESSIONAL ROLE AND RESPONSIBILITIES. USE CALVERT COUNTY PUBLIC SCHOOL, APPROVED TO MITIGATION CHANNELS WHEN CAN INDICATING WITH STUDENTS AND ENSURE THAT ANY PHYSICAL CONTACT WITH STUDENTS IS NOT INTIMATE, APPROPRIATE TO THE SITUATION, AND NECESSARY FOR THE STUDENT'S SAFETY OR EDUCATION. UNACCEPTABLE BEHAVIORS, EMPLOYEES AND VOLUNTEERS SHALL NOT ENGAGE IN ANY FORM OF SEXUAL

[03:20:07]

HUMAN RESOURCES DEPARTMENT. >> WE MIGHT NEED TO ADD

LANGUAGE. >> CALVERT COUNTY PUBLIC SCHOOLS WILL PROMPTLY INVESTIGATE ALL REPORTS OF INAPPROPRIATE CONDUCT, IN ACCORDANCE WITH ESTABLISHED SEIZURES. VIOLATION MAY RESULT IN DISCIPLINARY ACTION, UP TO AND INCLUDING TERMINATION OF EMPLOYMENT. THE DELEGATION OF AUTHORITY, THE SUPERINTENDENT SCHOOLS IS DIRECTED TO DEVELOPMENT ADMINISTRATIVE PROCEDURES TO IMPLEMENT THIS POLICY IN ACCORDANCE WITH ALL LOCAL POLICIES AND LOCAL, STATE, AND FEDERAL LAWS AND REGULATIONS, AND TO COMMUNICATE THIS POLICY AND ACCOMPANYING PROCEDURES TO ALL RELEVANT PARTIES.

EXCEPTIONS, THERE ARE NO EXCEPTIONS TO THIS POLICY.

HOWEVER, THE BOARD BY MAJORITY VOTE MAY TEMPORARILY SUSPEND ALL OR PART OF THIS POLICY. SUSPENSION OF ALL OR PART OF THE POLICY, HOWEVER, IN NO WAY RELIEVES THE BOARD OF ITS OBLIGATION TO COMPLY WITH THE PERTINENT, LOCAL, STATE, FEDERAL LAWS AND REGULATIONS OR RULES AND REGULATIONS OF THE MARYLAND STATE BOARD OF EDUCATION AND THE MARYLAND STATE DEPARTMENT OF EDUCATION. THIS THIS POLICY WILL BE REVIEWED AT THE END OF FOUR YEARS OR SOONER, IF APPROVED BY MAJORITY VOTE OF THE BOARD OF

EDUCATION IN PUBLIC SESSION. >> WE HAVE A NUMBER OF PUBLIC COMMENTS, REGARDING THIS POST . EXCUSE ME, THIS POLICY. THE INTENT BEHIND THIS IS NOT TO LIMIT OR MINIMIZE INTERACTIONS BETWEEN STUDENTS AND THEIR TEACHERS, OR TEACHERS , STUDENTS, OUTSIDE OF SCHOOL. SOME OF THE COMMENTS THAT WERE OFFERED , OBVIOUSLY, WHAT IF WE HAVE A TEAM DINNER? PARENTAL PERMISSION HAS TO BE OBTAINED BEFORE THAT, BEYOND THAT, BECAUSE, YOU KNOW, WE HAVE A SMALL COMMUNITY, I INTERACT WITH KIDS, I HAVE THEM IN THE SCHOOL SYSTEM, I AM HERE IN A CAPACITY, KIND OF AS AN EMPLOYEE, I INTERACT WITH KIDS AS WELL, OUTSIDE OF MY DAY-TO-DAY OR MY OFFICIAL INTERACTIONS, AS A CCPS EMPLOYEE, THERE ARE TEACHERS , THERE ARE OTHER STAFF MEMBERS THAT MAY HAVE CHILDREN WHO GO TO SCHOOL, THEY HAVE KIDS OVER AT THEIR HOUSE, THE INTENT WAS TO MAKE SURE THAT THE STUDENTS WERE SAFE AND THAT STUDENTS WERE MAINTAINING PROPER BOUNDARIES AND THAT THERE WERE NOT INAPPROPRIATE CONVERSATIONS BEING HAD OR CONVERSATIONS THAT WERE UNNECESSARY, THAT MAY HAVE BEEN PRIVATE. IT WAS INTENDED TO MAKE SURE UTILIZING BEST PRACTICES BETWEEN STUDENTS AND STAFF FOR EXAMPLE LIKE THE RULE OF TWO , MAKING SURE THERE IS INTERRUPTIBLE, WHATEVER , WHATEVER THE OTHER WORD WAS, MAKING SURE THAT BEHIND CLOSED DOORS, THERE IS NOT ONE-ON-ONE INTERACTIONS. THAT THERE IS PROPER ELECTRONIC COMMUNICATION, YOU KNOW, FOR EXAMPLE, FOR SAFE SPORT, GYMNASTICS, THEY HAVE A PROGRAM SO, IF AN ADULT IS COMMUNICATING, WHETHER A VOLUNTEER, OR ADULT IS COMMUNICATING WITH THE CHILD, THERE HAS TO BE ANOTHER ADULT, ON WHATEVER THAT STRING OF MEDICATION IS , WHETHER IT BE, YOU KNOW, WITHOUT, OR, WITH, THE MIND, THE EMAIL, THINGS LIKE THAT, RIGHT ? SO THAT IT IS TRANSPARENT, AND PUBLIC, AND THAT IS, THAT IS THE INTENT BEHIND PUTTING THAT TOGETHER, TO KIND OF FRAME, AND FOR EVERYBODY TO UNDERSTAND, IT IS NOT THE

[03:25:01]

MAY LOOK AT THE LINE ITEMS. >> I WANTED TO ADD , THE THING I SAW A LOT OF COMMENTS ON, ENGAGING IN DISCUSSIONS ABOUT THEIR OWN PRIVATE LIVES , I UNDERSTAND WHAT THE INTENT WAS WITH THAT. BUT, YOU KNOW, PEOPLE ARE TAKING THEM TO MEAN, YOU

FAMILY VACATION. >> THAT WAS NOT THE INTENT. GO

AHEAD. >> I WAS NOT TRYING TO CUT YOU OFF. IT IS OKAY. I THINK IT IS IMPORTANT, WHEN I LOOK AT UNACCEPTABLE BEHAVIOR, WHAT I THINK ABOUT, SECONDARY STUDENTS PLAYING AAU BASKETBALL, FOOTBALL, SOCCER, SOMETIMES THE COACHES WORK FOR THE SCHOOL SYSTEM. I AM A SUPERINTENDENT, MY SON HAS ALL TYPES OF SPORTS, THERE IS A LOT GOING ON. AS AN EMPLOYEE, I KNOW THAT I WOULD BE VIOLATING SOME POLICIES. I WANT

TO ENSURE -- >> ADOPTING BEST PRACTICES TO MAKE SURE EVERYONE IS CLEAR ABOUT WHAT BEST PRACTICES ARE, BUT THIS IS AN EFFORT TO KEEP KIDS SAFE BUT ALSO TO KEEP

ADULTS SAFE . >> AS I READ THIS POLICY, ONE OF THE THINGS THAT KIND OF STOOD OUT TO ME WAS THE FACT THAT IT WAS REQUIRING BOTH PARENTAL AND ADMINISTRATIVE APPROVAL. I AM NOT THE LAWYER, I AM NOT THE ONE TO MAKE THE CHANGE OR RECOMMEND THE CHANGE, THAT MIGHT BE SOMETHING TO CONSIDER, JUST A PARENTAL APPROVAL PIECE THAT MIGHT BE SOMETHING TO LOOK AT, WE ARE THINKING MORE THROUGH THE LENS OF, HOW DO WE MAKE SURE THAT PARENTS ARE FULLY AWARE OF THE INTERACTIONS THEY ARE HAVING WITH ADULTS, IF A STUDENT WANTS TO GO OVER TO THEIR FRIEND'S HOUSE AND THEIR FRIEND HAS A TEACHER, THEY DON'T NEED TO GET

PERMISSION. >> I CERTAINLY AGREE IT NEEDS TO BE TWEAKED. NO ONE INTENDED THAT IT BE LIMITED IN SUCH A WAY THAT YOUR CHILDREN CANNOT HAVE SOMEONE OVER TO THEIR HOUSE, BUT THERE ARE SITUATIONS THAT HAVE OCCURRED ACROSS THE STATE WHERE THERE HAVE BEEN ADULT EDUCATORS AND ADULT STAFF PEOPLE INVOLVED IN SITUATIONS WHERE STUDENTS HAVE GONE TO THE HOMES, AND, YOU KNOW, IN SITUATIONS LIKE THAT WE HAVE TO RESPECT THE LINE OF A CARING AND PROFESSIONAL EDUCATOR, NOT CROSSING INTO ANY FURTHER FRATERNIZATION AND TO AN EXTENT PARENTAL CONSENT AND ADMINISTRATIVE APPROVAL MAY VERY WELL BE APPROVAL, FOR EXAMPLE, IF YOU HAVE A TEACHER WHO IS A COACH IN ONE OF THE AAU ACTIVITIES AND THEY ARE TRAVELING AND THEY ARE CHAPERONING A GROUP OF KIDS, I THINK THAT IS APPROPRIATE FOR THE ADMINISTRATOR TO BE AWARE OF AND GIVE APPROVAL FOR THAT KIND OF ACTIVITY. ESPECIALLY IN AN OVERNIGHT SITUATION. THERE IS JUST TOO MUCH OPPORTUNITY THESE DAYS TO A SLIPPERY SLOPE THIS IS A SAFEGUARD NOT ONLY FOR KIDS, BUT ALSO FOR THE EMPLOYEES WITH RESPECT TO ELECTRONIC COMMUNICATIONS, THERE IS ABSOLUTELY NO REASON WHY ANY ADULT EMPLOYEE OF A PUBLIC SCHOOL SYSTEM SHOULD BE FRATERNIZING WITH A STUDENT ON A DIGITAL PLATFORM UNLESS IT IS ONE OF THE DIGITAL PLATFORMS APPROVED FOR SCHOOL USE AND WHEN IT COMES TO TEXT MESSAGING, YOU ABSOLUTELY NEED TO HAVE ONE OF THE APPS THAT DISGUISE THE

[03:30:02]

>> FOR SURE. I THINK IT IS IMPORTANT , IN A CASE WHERE YOU ARE SENDING YOUR KID TO PRACTICE AND THERE IS A TEACHER THERE, WE DO NOT WANT TO INFRINGE ON PARENTS' WRITES, GOING OVER TO SOMEONE'S HOUSE, WE UNDERSTAND BOTH SIDES, I DO NOT WANT TO DRAG THIS OUT ANY LONGER, I ASSUME THAT IT WILL BE WORKED

ON. >> TAKEN IT AWAY. -- TAKE IT

AWAY. >> ARE YOU GIVING GRACE A HARD

TIME? >> MS. MAXEY, WILL YOU PULL THE

LAST POLICY PLEASE. >> POLICY 1945 IS A NEW POLICY.

REQUESTED BY THE BOARD OF EDUCATION. THIS IS REGARDING FLAGS. THE PURPOSE IS TO ESTABLISH A UNIFORM , COUNTYWIDE POLICY REGARDING THE DISPLAY OF THE FLAG. DEFINITION, FLAG, A PIECE OF CLOTH, BUNTING, OR SIMILAR MATERIAL DISPLAYING THE INSIGNIA OF A SOVEREIGN STATE, A COMMUNITY, AN ORGANIZATION, AN ARMED FORCE, AN OFFICE , OR AN INDIVIDUAL. A FLAG IS USUALLY, BUT NOT ALWAYS, OBLONG AND IS ATTACHED TO THE EDGE OF A STAFF OR HALYARD . THE BOARD OF EDUCATION AGREES WITH SECTION 7-105 A OF THE EDUCATION ARTICLE OF THE ANNOTATED CODE OF MARYLAND, THAT THE LOVE OF FREEDOM AND DEMOCRACY, SHOWN IN THE DEVOTION OF ALL TRUE AND PATRIOTIC AMERICANS TO THEIR FLAG AND COUNTRY, SHALL BE INSTILLED IN THE HEARTS AND MINDS OF THE STUDENTS ATTENDING CALVERT COUNTY PUBLIC SCHOOLS.

IN FURTHERANCE OF THAT PROVISION, THE COURT AN AMERICAN FLAG SHALL BE DISPLAYED ON THE GROUNDS OF EVERY SCHOOL, IN EVERY CLASSROOM, CONFERENCE ROOM, SCHOOL OFFICE, GYMNASIUM, CAFETERIA, AUDITORIUM, STADIUM , AND OTHER ROOMS FREQUENTED BY STUDENTS, STAFF, AND GUESTS. STANDARDS AND GUIDELINES, ANNOTATED CODE OF MARYLAND EDUCATION ARTICLE, 7-105 A, THE LOVE AND FREEDOM OF DEMOCRACY SHOWN IN THE DEVOTION OF ALL TRUE AND PATRIOTIC AMERICANS TO THEIR FLAG AND COUNTRY SHALL BE INSTILLED IN THE HEARTS AND MINDS OF STUDENTS ATTENDING CALVERT COUNTY PUBLIC SCHOOLS. THE ONLY OTHER FLAGS OR BANNERS THAT MAY BE FLOWN, POSTED, OR AFFIXED TO THE GROUNDS, STADIUMS, FENCING, WALL, DOORS, CEILING, OR ANY OTHER APPURTENANCES OF ANY PUBLIC SCHOOL SYSTEM BUILDING, OR ANY FACILITY OWNED OR OPERATED BY THE BOARD OF EDUCATION OF CALVERT COUNTY, INCLUDING BUT NOT LIMITED TO DESKS, ARE AS FOLLOWS, THE CURRENT MARYLAND FLAG, THE CURRENT CALVERT COUNTY FLAG, SUCH FLAGS ARE USED AS A PART OF A TIMBER UNIT OF STUDY WITHIN THE APPROVED CURRICULUM. FLAGSOR BANNERS THAT DENOTE THE RECOGNITION OF ACHIEVEMENT AND/OR APPROVED BY THE SUPERINTENDENT INCLUDING BUT NOT LIMITED TO BLUE RIBBON SCHOOL, GREEN SCHOOL, PBI S SCHOOL, PURPLE START SCHOOL, AND PS AS AA OR SIMILAR PARTICIPATION OF A SCHOOL OR TEAM, BANNERS FROM COLLEGES OR UNIVERSITIES OR SPECIAL PROFESSIONAL SPORTS TEAMS, FLAGS OF COUNTRIES REPRESENTING THE MANY NATIONS OF THE WORLD MAY BE SHOWN IN THE COMMON AREAS OF THE SCHOOL BUILDING AS A MULTINATIONAL DISPLAY IN A MANNER AND FOR PURPOSES APPROVED BY THE SUPERINTENDENT, PROVIDED THAT NO FLAGS MAY BE AS LARGE AS, OR AS PROMINENT AS THE AMERICAN FLAG.

DELEGATION OF AUTHORITY, THE SUPERINTENDENT OF SCHOOLS IS DIRECTED TO DEVELOP ADMINISTRATIVE PROCEDURES TO IMPLEMENT THIS POLICY IN ACCORDANCE WITH ALL LOCAL POLICIES AND LOCAL, STATE, AND FEDERAL LAWS AND REGULATIONS AND TO COMMUNICATE THIS POLICY AND ACCOMPANYING PROCEDURES TO ALL RELEVANT PARTIES . EXCEPTIONS, THERE ARE NO EXCEPTIONS TO THIS POLICY. HOWEVER, THE BOARD, MY A MAJORITY VOTE , MAY TEMPORARILY SUSPEND ALL OR PART OF THIS POLICY. SUSPENSION OF ALL OR PART OF THIS POLICY, HOWEVER, IN NO WAY BELIEVES THE BOARD OF ITS OBLIGATION TO COMPLY WITH THE PERTINENT LOCAL, STATE, AND FEDERAL LAWS AND REGULATIONS OR RULES AND REGULATIONS OF THE MARYLAND STATE BOARD OF EDUCATION AND THE MARYLAND STATE DEPARTMENT OF EDUCATION. THIS POLICY WILL BE REVIEWED AT THE END OF THREE YEARS, OR SOONER, IF APPROVED BY MAJORITY VOTE OF

[03:35:02]

>> I HAD SOMETHING QUICK. >> IF WE WANT TO GET CLARIFICATION, IT MIGHT ANSWER YOUR QUESTION. I WILL POINT TO MR. ROMY LEE , HE WILL SAY IT MUCH MORE ELOQUENTLY . THIS MIGHT RAISE QUESTIONS ABOUT FLAGS OR OTHER TYPES OF THINGS, IT IS IMPORTANT TO CLARIFY WHEN WE ARE TALKING ABOUT THIS POLICY SPECIFICALLY, WE ARE TALKING ABOUT A SCHOOL SYSTEM, THE BUILDINGS , THAT WE HAVE THE CLASSROOMS, THOSE ARE ALL OWNED BY THE SYSTEM, BY THE STAFF, NOT BY THE STAFF OR THE EMPLOYEE, AND IT IS EXCLUSIVE OF STUDENTS. IF THERE ARE POSTERS, LIKE THE YOUNG REPUBLICANS CLUB, THE FREEDOM CLUB, ANY OF THOSE CLUBS, THAT THEY MAY HAVE POSTERS OR THINGS TO ADVERTISE THEIR CLUBS, THAT THIS DOES NOT APPLY. IS THAT PART OF YOUR

QUESTION? >> I WILL LET CLARIFICATION FIRST . AND THEN , IF THERE IS ANY, YEAH.

>> WELL, SO , THIS IS A POLICY MODELED AFTER ONE THAT WAS ADOPTED BY CARROLL COUNTY ABOUT TWO YEARS AGO AND HAS BEEN IN OPERATION WITHOUT REALLY ANY DIFFICULTY. IT IS DESIGNED TO SAY WHAT SHALL BE ALLOWED. AND RESTRICT THINGS THAT ARE NOT DELINEATED IN THE POLICY. IT ONLY APPLIES TO AREAS OWNED AND CONTROLLED BY THE SCHOOL SYSTEM , WE ARE NOT TALKING ABOUT ANY CURTAILMENT OF WHAT A STUDENT , WE ARE NOT TALKING ABOUT A RESTRICTION ON AREAS THAT MAY BE DESIGNATED IN THE SCHOOL, FOR EXAMPLE, A WALL WHERE VARIOUS STUDENT CLUBS, MEETING UNDER THE AUSPICES OF THE EQUAL ACCESS ACT, WHETHER THEY BE YOUNG REPUBLICANS, THE SKI CLUB, IF THEY ARE ALLOWED IN THAT DESIGNATED AREA TO HAVE VARIOUS POSTERS, THEY ARE STILL ALLOWED TO HAVE POSTERS THERE AND TO DECORATE POSTERS, YOU KNOW, IN ACCORDANCE WITH THE WAY THEY HAVE BEEN DOING IT ALL ALONG, THIS DOES NOT HAVE A RESTRICTION ON EMPLOYEE ATTIRE. EMPLOYEE ATTIRE IS A WORKING CONDITION THAT WOULD HAVE TO BE SUBJECTED TO THE COLLECTIVE BARGAINING PROCESS, THIS ONLY APPLIES TO AREAS THAT THE BOARD OF EDUCATION OWNS AND OPERATES. THE WALLS, THE DESKS, THE WINDOWS, THE CEILINGS, THE DOORS , IN THE SCHOOL BUILDING WHICH ARE THERE PRIMARILY FOR A CURRICULAR PURPOSE, DEVELOPED BY THE BOARD OF EDUCATION, IN ACCORDANCE WITH THE REGULATIONS PROMULGATED BY THE MARYLAND STATE BOARD OF EDUCATION. AND SO, THAT IS WHAT THIS DOES. OF COURSE, ONE MIGHT SAY, WHY? THE ANSWER, I THINK , CAN BE DERIVED FROM A SUPREME COURT DECISION HANDED DOWN IN MAY, 2022, VERSUS THE CITY OF BOSTON, THE CITY OF BOSTON ALLOWED, ON ITS FLAGPOLE, VARIOUS ORGANIZATIONS TO HOIST THE FLAG. UNTIL THEY DECIDED HE DID NOT WANT ONE ORGANIZATION TO PLACE ITS FLAG.

OBVIOUSLY, WITHIN THE FORUM CREATED BY THE CITY OF BOSTON, TO HAVE THEIR FLAG FLOWN SAID, HEY, WHY ARE WE NOT BEING TREATED THE SAME AS OTHERS? THE SUPREME COURT AGREED . IN ESSENCE, THE CITY SHOULD HAVE DELINEATED WHAT IT WOULD ALLOW, IN THE FORM CONTROLLED AND THAT IS ESSENTIALLY WHAT THE POLICY DOES, IT SAYS, WHAT SHALL BE ALLOWED, IT STARTS WITH THE AMERICAN FLAG WHICH IS REQUIRED IN SECTION 7-105 OF THE EDUCATIONAL ARTICLE, EVERY PORTION USED AS A CLASSROOM, INCLUDING THE GYMNASIUM, THE AUDITORIUM, IS REQUIRED TO HAVE AN AMERICAN FLAG, THAT IS MARYLAND LAW, IT DOES NOT REQUIRE THAT PEOPLE STAND AND SALUTE AND PLEDGE, EVEN THOUGH THE SCHOOL SYSTEM MUST DO A PLEDGE. NO INDIVIDUAL STUDENT OR EMPLOYEE HAS TO DO THE PLEDGE, ALL THEY HAVE TO DO IS REMAIN

[03:40:02]

NATURE. >> I DO UNDERSTAND THAT, I THINK THE CONCERN IS WITH THE DELINEATION ITSELF, I AM NOT ARGUING THAT WE DON'T HAVE THE RIGHT TO DO THIS, WE ABSOLUTELY HAVE THE RIGHT TO DO THIS, AND KIND OF THE BASIS IS GOING BACK TO WHAT WE WERE TALKING ABOUT, NEUTRALITY, I THINK YOU COULD EASILY ARGUE THAT SOME OF THESE DELINEATIONS COULD BE CONSTRUED AS POLITICAL, LET'SSAY THAT YOU HANG A FLAG OF THE COMMANDERS TEAM , BEFORE THE CHANGED LOGO, YOU COULD LOOK AT THE CALVERT COUNTY FLAG, I DO NOT THINK IT IS NECESSARILY PRODUCTIVE, IT IS 940, BUT NOT VERY PRODUCTIVE AT ALL TO DEBATE THE MERITS OF THE FLAG. MY CONCERN WITH HAVING A LIST , A DELINEATION OF EXACTLY WHAT FLAGS WE CAN AND CANNOT PUT ON THE WALLS, ASIDE FROM OBSCENITIES AND THINGS THAT ARE INAPPROPRIATE, LET'S SAY IN 10 YEARS WE HAVE A COMPLETELY NEW BOARD OF EDUCATION AND WE DECIDE, 10 YEARS AGO, WE GIVE OURSELVES THE POWER TO DECIDE WHICH FLAGS CAN OR CANNOT BE ON THE WALL. THAT POWER COULD EASILY BE TURNED. WE COULD USE IT AGAINST WHAT WE WANT ON THE WALLS NOW. I AM GOING BACK TO THAT SLIPPERY SLOPE. I DO NOT SAY THIS TO BE ANTI-PATRIOTIC, OR THAT I DON'T WANT THE FLAG. WE HAVE A FORM OF GOVERNMENT AND DEMOCRACY THAT DOES NOT INFRINGE ON OUR LIBERTIES. I AM TALKING ABOUT THIS FROM THE ACTUAL POINT OF VIEW OF DELINEATION. OF COURSE, IF THE BOARD OF EDUCATION DOES NOT AGREE THAT THAT IS AN ISSUE, THERE IS NOTHING REALLY TO DEBATE, I THOUGHT I WOULD BRING THAT UP , BECAUSE I THINK IT IS A DANGEROUS PRECEDENT TO SET, EVEN IF THE LIST IS NOT HARMFUL, WE COULD PICK AND CHOOSE WHAT FLAGS CAN AND CANNOT BE ON THE WALLS, FOR TEACHERS, OF COURSE, IF THERE IS NO DISAGREEMENT AMONG THE VOTING MEMBERS, I DID THINK IT WAS IMPORTANT TO PUT IT UP

THERE. >> I HAD A QUESTION , UNDER NUMBER FOUR, WHERE IT SAYS SUCH FLAGS ARE USED AS PART OF A TEMPORARY UNIT OF STUDY WITHIN THE APPROVED CURRICULUM, I AM WONDERING IF THE WORD TEMPORARY IS PROPERLY PLACED? IT IS REALLY THAT THE FLAG IS TEMPORARILY DISPLAYED AS PART OF THE UNIT OF STUDY, WITHIN THE APPROVED CURRICULUM.

>> THE INTENT IS TO ALLOW THE TEMPORARY USE OF OTHER FLAGS OR BANNERS THAT ARE USED FOR INSTRUCTIONAL PURPOSES AND , WHEN WE SAY A TEMPORARY UNIT OF STUDY, WE HAVE A COURSE SEQUENCE IN MOST OF OUR CLASSES. IF THE FLAG, BANNER, OR WHATEVER IT IS, IS USED AS A VISUAL AID FOR WHATEVER INSTRUCTIONAL PURPOSE , FOR EXAMPLE, IN A HISTORY CLASS, YOU MIGHT HAVE VARIOUS FLAGS FLOWN DURING THE REVOLUTIONARY WAR. THAT IS THE INTENT.

>> CAN IT BE UP THE ENTIRE YEAR? I THINK THE WORD TEMPORARY WAS

MISPLACED. >> TEMPORARILY HEARD

[03:45:03]

>> TEMPORARILY DISPLAYED AS A UNIT OF STUDY.

>> THE ONLY OTHER COMMENT I AM GOING TO MAKE, IN THE PURPOSE, REGARDING THE DISPLAY OF THE FLAG, WHEN I HEAR THE FLAG, I TOOK OF THE UNITED STATES FLAG BUT IT IS REALLY MORE THAN THAT.

MAYBE A DISPLAY OF FLAGS OR ALL FLAGS, OR SOMETHING.

>> IN LOOKING AT THE CLASSROOMS , I THINK WE NEED TO CHANGE THE LANGUAGE AROUND AND MAKE IT MORE IN LINE WITH WHAT IT STATES IN

7-105. >> THAT IS WHY THERE IS THE

QUOTE. >> JUST TO CLARIFY , FOR EVERYONE, IN EVERY CLASSROOM , CONFERENCE, WE ARE GOING TO REVISE IT TO SOMETHING WHERE EDUCATION HAPPENS, I CAN'T REMEMBER WHAT THE LAW ACTUALLY SAYS.

>> OKAY. THANK YOU. MR. HARRISON ? WAS SURPRISED THAT MARYLAND HAD THAT ON THE BOOKS. THAT IS AWESOME.

>> ANY OTHER DISCUSSION? THANK YOU, IT WILL BE POSTED, PENDING

[2.08 Survey Approval]

[3.01 Public Comment]

>> THE BOARD OF EDUCATION PERMITS THE PUBLIC TO ADDRESS THE BOARD, THE NUMBER OF SPEAKERS IS LIMITED TO 20.

PERSONS MAY NOT RELINQUISH ANY PART OF THEIR SPEAKING TIME TO ANY OTHER PERSON OR GROUP, IF YOU HAVE HANDOUTS OR WRITTEN TESTIMONY, PLEASE SEND THEM TO MS. MAXEY.

>>

>> THIS IS A BUSINESS MEETING AND THE BOARD CANNOT RESPOND TO YOUR QUESTIONS OR ENTER INTO A DISCUSSION WITH YOU DURING THE MEETING. CALVERT COUNTY PUBLIC SCHOOLS WILL RESPOND TO THE ISSUES YOU RAISE, IF YOU PROVIDE YOUR CONTACT INFORMATION WHEN YOU SIGN IN. WRITTEN COMMENTS ARE WELCOME AT ANY TIME. FOR MORE INFORMATION, PLEASE CONTACT THE ADMINISTRATIVE ASSISTANT TO THE BOARD. OUR FIRST SPEAKER THIS EVENING IS MAYANI

MONTGOMERY. >> HELLO. OKAY. COUNCIL, MEMBER COMMUNITY MEMBERS. I'M HERE TONIGHT CONCERNED ABOUT THE DIRECTION THAT OUR SCHOOL AND YOUTH ARE HEADING. IN OUR SCHOOLS, WE HAVE SEEN A RISE OF TEASING, BULLYING, AND IT IS NOT -- IT IS UNACCEPTABLE THROUGHOUT ALL GRADE LEVELS. YOU KIND OF WOULD HAVE HEARD THAT IF YOU ATTENDED THE STUDENT FREE EXPRESSION FORUM. THAT WAS MONDAY. YOU WOULD HAVE HEARD A LOT OF COMMENTS THROUGHOUT MIDDLE SCHOOL AND HIGH SCHOOL, OF THE RISE OF BULLYING AND TEASING, AND MUCH OF THAT CAME WITH THE SAFE SPACE STICKERS AND ALL ARE WELCOME SIGNS BEING TAKEN DOWN. I HEARD THROUGHOUT THIS WHOLE NIGHT, HOW YOU ARE ADVOCATING SO MUCH FOR SAFE SPACES, YET, ARE STICKERS AND SIGNS ARE GETTING TAKEN DOWN. STUDENTS NEEDED TO HEAR THAT, SO THEY CAN FEEL SAFE AND CONTINUE COMING TO THIS SCHOOL , THIS SCHOOL SYSTEM. SINCE THEN, LGBTQ+ STUDENTS HAVE REPORTED MORE SLURS. BLACK STUDENTS HAVE HEARD MORE RACIST JOKES AND IMMIGRANT STUDENTS HAVE BEEN TOLD TO GO BACK WHERE THEY CAME

[03:50:02]

HIS RHETORIC TOWARD LGBTQ+ PEOPLE, WOMEN, BLACK COMMUNITIES, IMMIGRANTS ARE NOT JUST CARELESS, THEY WERE CALCULATED. MANY OF THE YOUNG AMERICANS ARE EXPOSED TO THESE TYPES OF IDEOLOGIES AND TO SHOW UP IN THESE CLASSROOMS, LOCKER ROOMS, HALLWAYS , ARE A LOT OF HATEFUL WORDS WHISPERED AND CHATTED TO VULNERABLE PEERS, AND RIGHT NOW IN CALVERT COUNTY, WE ARE SEEING THE BOARD MAKE DECISIONS THAT ALIGN WITH THOSE SAME IDEOLOGIES AND EFFORTS TO CENSOR INCLUSION, STRIP AWAY SAFE SPACES AND SILENCE DIVERSITY. WE NEED TO NAME WHAT IS HAPPENING AND THE BOARD MUST CHOOSE. WILL YOU PROTECT EVERY STUDENT, OR WILL YOU CONTINUE PUSHING AN AGENDA THAT PUTS OUR MOST VULNERABLE KIDS AT HARM? OUR STUDENTS ARE WATCHING. OUR CHILDREN ARE LISTENING. THE NEXT GENERATION ARE FORMING THEIR VALUES RIGHT NOW BASED ON WHAT IS HAPPENING IN THIS MOMENT.

PLEASE CHOOSE INCLUSION. CHOOSE COURAGE, AND CHOOSE WHAT IS RIGHT. FOR THE LAST SIX SECONDS, I WANT TO SAY, I KNOW THAT I'M A SENIOR AND I'M ABOUT TO GET OUT OF HERE, BUT I HAVE SIBLINGS THAT GO TO CALVERT COUNTY, AND I HAVE YOUNGER UNDERCLASSMEN, WHO ARE AFFECTED BY WHAT YOU GUYS ARE DOING, AND I'M JUST ASKING THAT YOU PLEASE MAKE THE CHANGE AND DO WHAT IS RIGHT. THANK YOU.

>> THANK YOU FOR YOUR COMMENTS.

ARE NEW HERE, BUT THIS IS A BOARD MEETING, SO I WILL ASK YOU TO HOLD YOUR APPLAUSE. THANK YOU.

>> OUR NEXT SPEAKER IS CHELSEA. >> GOOD EVENING. MY KIDS HAVE BEEN IN BED FOR THREE HOURS, AT THIS POINT, BUT I AM HERE. I WANTED TO TALK ABOUT SPECIAL EDUCATION TONIGHT, AND THEN YOU GUYS SET EVERYTHING ON FIRE. I REALLY DON'T APPRECIATE THE IMPLICATION THAT ALL TEACHERS AND EDUCATORS ARE POTENTIAL MOLESTERS. THAT IS WILDLY OFFENSIVE. YOU GUYS WERE RAISED IN SUPPORT OF LEARNING COMMUNITIES, FROM OUR MISSION, IN FAVOR OF ACHIEVEMENT. THESE POLICIES, AS WRITTEN, DIRECTLY COUNTER BEST PRACTICES AND DECREASE STUDENT SAFETY. I KNOW YOU LOVE AN ACTIONABLE SURVEY, SO I WOULD REALLY LIKE, ESPECIALLY, SINCE YOU ARE DEVELOPING ONE, IF YOU COULD DEVELOP A COMPETENT RANKED CHOICE SURVEY TO SEND TO COMMUNITY MEMBERS AND STAFF MEMBERS, WHERE WE CAN RANK WHAT WE ARE INTERESTED IN YOU GUYS WORKING ON , BASED ON PUBLIC, , WRITTEN AND VERBAL, AT THIS MEETING AND THE LAST ONE. IT IS NOT WHAT YOU ARE DOING. THESE POLICIES, 1760, 1020, 1945 DEMONIZED TEACHERS AND MAKE OUR JOBS HARDER. I HEARD MULTIPLE QUESTIONS ABOUT VACANCIES TONIGHT. THESE POLICIES WILL NOT ONLY AFFECT RECRUITMENT, BUT RETENTION , IN A YEAR WHERE WE HAVE THE LOWEST RETIREMENTS EVER. NO SIGNIFICANT LEARNING CAN HAPPEN WITHOUT SIGNIFICANT RELATIONSHIPS. IEP'S REQUIRE BUILDING RELATIONSHIPS AND BEHAVIOR, COMMUNICATION, YOU CAN'T ESCALATE -- DE-ESCALATE A STUDENT IF YOU DON'T HAVE A RELATIONSHIP WITH THEM. I HEARD OVER AND OVER, THAT WAS NOT THE INTENTION OF THE POLICY, AND IF IT WAS NOT THE INTENTION, WHY DID WE WRITE IT DOWN? YOU ARE SHOWING YOUR HAND. IT'S EMBARRASSING, HONESTLY. THE PROPOSED POLICIES AND EDICT INDICATE A DEEP MISUNDERSTANDING AT BEST, AND ABSOLUTE MALICE TOWARDS EDUCATORS, STUDENTS AND THE GENERAL PUBLIC, AT WORST. I LOOK FORWARD TO ENTHUSIASTICALLY RESPONDING TO YOUR RANKED CHOICE

SURVEY. THANK YOU. >> THANK YOU FOR YOUR COMMENTS.

>> OUR NEXT SPEAKER IS JESSICA JACKSON.

>> HELLO, MY NAME IS JESSICA JACKSON. I DROVE ALL THE WAY HERE FROM ANNE ARUNDEL. IT'S GOOD TO BE HERE. I THINK IT IS INTERESTING, THROUGH -- THROUGHOUT HISTORY, WHEN HUMAN RIGHTS ARE INVOLVED, THOSE AGAINST IT CALL IT A POLITICL OPINION, INSTEAD OF WHAT IT IS. TO THE SCHOOL BOARD OF CALVERT COUNTY, REPRESENT THE COALITION FOR LGBTQ+ STUDENTS. THE COALITION FOR LGBTQ+ STUDENTS IS A FORM, IN WHICH CITIZENS, WHO

[03:55:01]

FURTHERMORE, THE STICKERS, THE SAFE SPACE STICKERS DIRECTLY SUPPORT CALVERT COUNTY'S SCHOOL MISSION STATEMENT, WHICH READS, THE MISSION OF CALVERT COUNTY PUBLIC SCHOOLS IS TO EMPOWER STUDENTS WITH A RIGOROUS ACADEMIC AND CAREER FOUNDATION, RAISING THE BAR FOR EXCELLENCE IN EDUCATION. THIS IS ACHIEVED BY CREATING A SAFE LEARNING ENVIRONMENT. FOSTERING GROWTH AND ACHIEVEMENT FOR ALL STUDENTS. IN ADDITION TO THIS, SEVERAL MARYLAND STATE AGENCIES SUPPORT CREATIVE AND INCLUSIVE ENVIRONMENTS FOR LGBTQ+ STUDENTS. THE MARYLAND STATE DEPARTMENT OF EDUCATION HAS DEVELOPED A COMPETENCE OF GUIDE AND RESOURCES, CLICKING SAFE AND SUPPORTIVE SCHOOLS FOR ALL STUDENTS, CREATING SAFE, INCLUSIVE SPACES FOR LGBTQ+ IA YOUTH. THIS IS ALSO SUPPORTED BY THE MARYLAND COMMISSION ON LGBTQ IA AFFAIRS. REMOVING SAFE SPACE STICKERS IS COUNTER TO THE STATE MANDATES AND ITS POLICIES. AND, JUST AS A LAST STATEMENT, WE DO NOT HAVE THESE POLICIES GOING ON AT AA CPS. WE ALLOW FLAGS AND SAFE SPACE STICKERS AND WE ARE HIRING.

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

ALLEN. >> HI, GOOD EVENING. MY NAME IS ASHLEY ALLEN AND I AM A GRADUATE OF HUNTINGTOWN HIGH SCHOOL. I WAS A COMPLETER OF THE TEACHER ACADEMY OF MARYLAND PROGRAM AND I RECEIVED THE FIRST-EVER GROW YOUR OWN TEACHER SCHOLARSHIP. I CAME BACK TO TEACH IN CALVERT AFTER GRADUATING FROM TOWSON, BECAUSE THIS IS HOME, AND BECAUSE I BELIEVE IN OUR STUDENTS, ESPECIALLY STUDENTS WITH DISABILITIES, THOSE WHO NEED US THE MOST. I CURRENTLY TEACH THE PRIMARY SPECIAL EDUCATION REGIONAL PROGRAM. I HAVE EIGHT INCREDIBLES STUDENTS . OVER THE LAST FOUR YEARS, I HAVE TAUGHT IN TWO DIFFERENT REGIONAL PROGRAMS. I HAVE POURED MY HEART INTO THIS WORK BUT I LOVE WHAT I DO, BUT I'M HERE TONIGHT BECAUSE I HAVE CONCERNS.

I HAVE SEEN TOO MANY INSTRUCTIONAL ASSISTANTS AND REGIONAL TEACHERS COME AND GO. THESE ARE PEOPLE WHO CARE AND SHOW UP READY TO WORK HARD TO SERVE THE STUDENTS, BUT THEY BURN OUT QUICKLY. THE EMOTIONAL AND PHYSICAL DEMANDS OF WORKING WITH STUDENTS, WHO HAVE INTENSIVE NEEDS, WHO ARE OFTEN AGGRESSIVE OR UNSAFE ARE REAL. WHEN THESE TEACHERS AND ASSISTANTS LEAVE DUE TO THE EXCESSIVE STRESS , WE ARE LEFT WITH GAPS, GAPS IN TRAINING, GAPS IN CONSISTENCY, GAPS THAT STUDENTS FEEL THE MOST. MOST OF MY STUDENTS HAVE BEHAVIOR INTERVENTION PLANS AND REQUIRE INTENSIVE BEHAVIORAL SUPPORT.

THEY EACH STRUGGLE WITH COMMUNICATION AND MANY HAVE A HIGH TECH ASSISTIVE TECHNOLOGY DEVICE. SOME ARE STILL IN DIAPERS WORKING ON POTTY TRAINING OR REQUIRE INTENSIVE MEDICAL SUPPORT THAT HINDER THEM FROM ATTENDING TO THEIR OWN NEEDS. ALL OF THEM DESERVE TEACHERS AND STAFF, WHO ARE EQUIPPED AND SUPPORTED TO MEET THEM WHERE THEY ARE. I AM DULY CERTIFIED IN GENERAL EDUCATION, BUT I CHOSE TO BE IN A SELF-CONTAINED SPECIAL EDUCATION CLASSROOM, NOT AT ALL BECAUSE IT IS EASY, BUT BECAUSE IT MATTERS, AND I FEEL THIS IS WHERE I CAN MAKE THE BIGGEST DIFFERENCE. I WILL BE HONEST, SOME DAYS, IT IS REALLY HARD. THESE CLASSROOMS ARE COMPLETELY OVERLOADED DUE TO COMPLEX NEEDS, AND THERE JUST AREN'T ENOUGH OF US. WE NEED TO INCREASE PROGRAM WITH STUDENT NUMBERS GET HIGH. WE ARE NOT SETTING OUR STUDENTS OR STAFF UP FOR SUCCESS. IT IS NOT ENOUGH TO SAY WE HAVE REGIONAL PROGRAMS. WE HAVE TO DO THEM RIGHT AND HAVE PROGRAMS WITH INTEGRITY, BASED ON THE APPROACHES, STRUCTURES AND SUPPORTS THAT WE KNOW WORK. THAT MEANS SMALLER CLASS SIZES. IT MEANS CAPPING THESE PROGRAMS AT SIX STUDENTS.

IT MEANS LOOKING CRITICALLY AT THE STAFFING PLAN, NOT JUST ON PAPER, BUT IN PRACTICE. I AM INCREDIBLY LUCKY TO HAVE A SUPPORTIVE PROGRAM SUPERVISOR, BUT THAT SUPPORT ALONE DOES NOT CHANGE THE FACT THAT MANY OF US ARE CONSTANTLY RUNNING ON EMPTY.

WHILE I BELIEVE IN CONCLUSION, I NEED TO SAY THIS. THERE ARE

[04:00:03]

PLACEMENT OPTION. >> THANK YOU FOR YOUR COMMENTS.

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

>> GOOD EVENING, BOARD OF ED MEMBERS. I AM CONCERNED ABOUT THE NEW POLICIES THAT ARE BEING PROPOSED AND THE LACK OF SUPPORT FOR OUR SPECIAL EDUCATION TEACHERS. POLICY 1020, THE POLITICAL NEUTRALITY. I'M GLAD TO HEAR THAT WE DECIDED LAST MEETING, THAT WE WERE GOING TO DEVELOP A NEUTRALITY POLICY. NOT TO GET THE CURRENT POLITICAL POLICY BUT THE NEW EDITS HAVE TAKEN OUT ANY LANGUAGE ON PEOPLE OUTSIDE OF CCP IS CAMPAIGNING WITHIN OUR SCHOOLS. OUR PUBLIC SENATORS AND REPRESENTATIVES ARE ALLOWED IN THE SCHOOL TO CAMPAIGN. OUR COMMUNITY MEMBERS ALLOWED TO CAMPAIGN IN SCHOOLS? NOTHING IN THE POLICY DICTATES THAT MY HUSBAND COULD RUN FOR A BOE SEAT AND NOT CAMPAIGN IN OR AROUND THE SCHOOLS. THAT WAS CUT OUT OF THE POLICY. THE FLAG POLICY. SOME OF THE QUESTIONS, YOU HAVE ANSWERED. I'M GLAD WE DON'T HAVE TO PUT THEM IN THE STORAGE ROOMS, BREAK ROOMS, CLOSETS, BUT I DO WANT TO KNOW WHO WEARS THE BUDGET FOR PURCHASING ALL OF THESE ADDITIONAL FLAGS. SCHOOL BUDGETS ARE LIMITED. WHO IS BUYING THE FLAG HOLDERS TO HOLD THESE FLAGS? PERSONALLY, MINE IS HELD ON THE WALL WITH TWO MAGNETS THAT I PURCHASED. WILL ALL OF THESE SPORTS BANNERS THAT ARE BUSINESS SPONSORED BE REMOVED? THEY ARE NOT CURRICULAR EITHER.

WHAT ABOUT ROTC FLAGS? MILITARY FLACKS? I HAVE A PROBLEM WITH SOME OF THE WORDING SWITCHES FROM FLAG TO BANNER, MID POLICY.

WHAT ARE WE BUILDING THE POLICY ON? FLAGS OR BANNERS? AND THEN, THE PROFESSIONAL INTERACTION, 1760. AGAIN, IT'S VERY DISRESPECTFUL TO THE STAFF OF CCPS YOU WRITE THIS AS IF WE ARE ALL OUT TO HARM HER STUDENTS. HAVE YOU EVER SEEN AN ELEMENTARY STUDENT RUN AND HIDE THEIR TEACHER? THIS IS A VIOLATION.

EVER SEEN A STUDENT RUN TO THEIR TEACHER IN A GROCERY STORE? VIOLATION. GO TO A POTLUCK WHERE THERE IS A STUDENT? VIOLATION. I AM PERSONALLY A MERIT BADGE COUNSELOR FOR THE BOY SCOUTS. I HAVE TO TAKE THE YOUTH PROTECTION TRAINING, AND THOSE BOYS HAVE MY CELL PHONE NUMBER AND THEY ARE SUPPOSED TO ATTACH IT WITH THEIR PARENTS NUMBER, BUT YES, THEY HAVE MY CELL PHONE , SO THAT THEY CAN REACH ME AND WE CAN TALK ABOUT DISABILITY AWARENESS OR PERSONAL FINANCE, SO THEY CAN EARN THE MERIT BADGES. AGAIN, YOU WROTE IN THE POLICY THAT THERE WERE NO EXCEPTIONS. EVERYTHING I HAVE LISTED WOULD BE AN EXCEPTION.

WHO IS APPROVING SAID INTERACTIONS? ADMIN IS NOT DEFINED IN THE POLICY. WHO APPROVES THE ADMIN AND THE BOE MEMBERS FOR ALL OF THEIR TIME OUTSIDE? CCPS EMPLOYEES ARE TELLING US WHAT WE NEED TO DO IN EVERY TIME. ISN'T THIS A VIOLATION OF MY CIVIL RIGHTS? ARE YOU INCREASING MY BUDGET OR YOUR BUDGET TO PAY FOR ME TO BE ON CALL 24 SEVEN NOW? WHILE WE ARE TEACHING THOSE SOCIAL EMOTIONAL CURRICULUMS, AGAIN, THE POLICY SAYS, DON'T SHARE ABOUT YOUR PERSONAL LIVES. IT IS HARD TO DO WITH A SOCIAL EMOTIONAL CURRICULUM. I WOULD ENCOURAGE YOU TO DECLINE THESE POLICIES AND THE ONE THAT YOU SAID SHOULD BE UP FOR REVISION, BUT YOU SAID YOU NEEDED TO REWORD IT. I DON'T BELIEVE THAT SHOULD BE UP FOR THE 30 DAY

APPROVAL. >> THANK YOU FOR YOUR COMMENTS.

>> OUR NEXT SPEAKER IS DONNA.

>> AT EVENING. MY NAME IS DONNA ESTENZO. I AM A LIFELONG RESIDENT OF CALVERT COUNTY AND A RETIRED TEACHER OF 35 YEARS WITH CALVERT COUNTY PUBLIC SCHOOLS. WHAT HAS TRANSPIRED OVER THE LAST THREE MEETINGS IS CONCERNING, DISHEARTENING, AND EMBARRASSING. YOU CLAIM TO CARE ABOUT THE STUDENTS AND STAFF, YET, YOUR ACTIONS AND WORDS TELL A WHOLE OTHER STORY. TO BEGIN

[04:05:03]

THE STUDENTS WHO SPOKE WERE NOT ACKNOWLEDGED FOR ATTENDING THE BOARD OF ED MEETING, NOR TOLD HOW BRAVE AND COURAGEOUS IT WAS TO PROVIDE PUBLIC COMMENT ON SUCH A PERSONAL TOPIC. NOW, YOU WANT TO MICROMANAGE WHAT FLAG OR BANNER MUST BE AND CANNOT BE DISPLAYED IN EVERY CLASSROOM AND MEETING SPACE IN A SCHOOL.

REALLY? DOES A JUNETEENTH BANNER OR AN LGBTQ FLAG TO A CLASSROOM SPACE DIMINISH THE MEANING OF THE AMERICAN FLAG? OR, DOES NOT ALLOWING OTHER FLAGS AND BANNERS TO BE DISPLAYED MAKE A GROUP OF PEOPLE FEEL LESS VALUED? OR, THAT THEIR CONTRIBUTIONS IN AMERICA'S HISTORY IS NOT AS IMPORTANT? THEN,

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

OATES . >> AT EVENING, DR. TOWNSEL, PRESIDENT POST, MEMBERS OF THE BOARD OF EDUCATION. MY NAME IS JASON OATES AND I AM THE PRESIDENT OF CALVERT EDUCATION ASSOCIATION. YOU HAVE ALL MADE IT VERY CLEAR THAT YOU'RE INTERESTED IN DATA. YOU WOULD LIKE DECISIONS TO BE DRIVEN BY DATA AND GATHERING INFORMATION. TONIGHT, I BROUGHT YOU SOME NUMBERS FROM MY OFFICE. I HAVE BEEN THE PRESIDENT OF CEA FOR UNDER 11 MONTHS. I REPRESENT A BARGAINING UNIT OF AROUND 1200 EDUCATORS, WITH OVER 86% OF THOSE STAFF AS PART OF MY MEMBERSHIP AND TO SAVE YOU THE TIME OF GETTING YOUR CALCULATOR OUT, THAT IS AROUND 1030 CCPS EMPLOYEES. IN THE SHORT TIME I HAVE BEEN IN OFFICE, I HAVE RECEIVED OVER 500 EMAILS OR CALLS WITH CONCERNS ABOUT PAYROLL, EXTRA PAY FOR EXTRA DUTY, CERTIFICATION, EMPLOYEE LEAVE AND REIMBURSEMENT. WE FEEL THAT AROUND 300 EMAILS OR PHONE CALLS RELATED TO THE NEEDS IN SPECIAL EDUCATION. I FEEL LIKE I HAVE AN EXCELLENT WORKING RELATIONSHIP WITH DR. ANDERSON AND THE SUPERVISORS IN SPECIAL ED. OUR SPECIAL EDUCATION STAFF MEET SUPPORT. OUR SPECIALISTS ARE STRETCHED TOO THIN. ALL EDUCATORS ARE ASKED TO DO MORE THAN EVER. SPECIAL EDUCATORS DO NOT OFTEN RECEIVE COVERAGE WHEN THEY ARE PULLED FOR MEETINGS. OUR RELATED SERVICE PROVIDERS HAVE CASELOADS THAT ARE NOT MANAGEABLE. OUR CLASSROOM TEACHERS AND INSTRUCTIONAL ASSISTANCE LACKED VALUABLE TRAINING. A MINIMUM OF 100 CALLS AND EMAILS HAVE COME TO MY OFFICE CONCERNING PRE-K. BLUEPRINT MANDATES AND CCPS IMPLEMENTATION HAVE CAUSED AN INCREASED WORKLOAD FOR PRE-K TEACHERS AND HIGHER NEEDS IN THOSE CLASSROOMS THAN ANY OTHER GRADE LEVEL. OVER 50 MEMBERS HAVE REACHED OUT TO ME TO ASK ABOUT WAYS TO IMPROVE OUR COUNTIES ALTERNATIVE EDUCATION PROGRAMS. ZERO. THAT IS THE NUMBER OF PHONE CALLS MY OFFICE HAS RECEIVED RELATED TO CONCERNS ABOUT STAFF MEMBERS ASKING A

[04:10:02]

>> THANK YOU FOR YOUR COMMENTS. >> OUR NEXT SPEAKER IS LISA KETTNER. OUR NEXT SPEAKER IS JERRY BELL.

>> AT EVENING, DR. TOWNSEL, BOARD OF ED, AND ONE OF MY PERSONAL HEROES. MY NAME IS JERRY BELL. I AM THE MOTHER OF TWO FORMER CALVERT COUNTY PUBLIC SCHOOL STUDENTS, WHO ARE BOTH HEADED FOR GRAD SCHOOL THIS FALL. BASED ON THEIR EXCELLENT FOUNDATION HERE. I AM ALSO A HISTORIAN OF THE RECONSTRUCTION OF JIM CROW ERROR ON PUBLIC EDUCATION, AND I AM A 20 YEAR NAVY VETERAN AND A NAVY RETIREE, AND I NEED TO SAY THAT MY COMMENTS TONIGHT ARE MINE ALONE, AND THEY DO NOT REPRESENT THE VIEWS OF THE DEPARTMENT OF THE NAVY OR DEPARTMENT OF DEFENSE.

I'M HERE TONIGHT TO EXPRESS MY STRONG OPPOSITION TO THE SAFE SPACE STICKER REMOVAL POLICY AND THE PROPOSED FLAG POLICY.

ALTHOUGH, THESE POLICIES DON'T MENTION EITHER THE PRIDE FLAG OR GAY STUDENTS OR TEACHERS, SPECIFICALLY P LET'S CALL IT WHAT THEY ARE, DISINGENUOUS ATTEMPTS TO OPPRESS, DISCRIMINATE AND LIMIT THE RIGHTS OF THE LGBTQ COMMUNITY IN CALVERT COUNTY PUBLIC SCHOOLS. THE POLICIES ARE MODELED ON THE JIM CROW PLAYBOOK , LIKE THE GRANDFATHER CLAUSE AND LITERACY TEST. THAT SUPPRESSED VOTING RIGHTS FOR AFRICAN AMERICANS FOR MANY YEARS. THESE POLICIES ARE INTENDED TO LIMIT THE RIGHTS OF SOME PEOPLE , WITHOUT EXPRESSLY MENTIONING EITHER DISCRIMINATION OR THOSE PEOPLE. IN 1989, IN TEXAS VERSUS JOHNSON, THE U.S.

SUPREME COURT RULED THAT THE GOVERNMENT, THAT'S YOU, CAN'T PROHIBIT THE EXPRESSION OF AN IDEA, JUST BECAUSE THEY FIND IT DISAGREEABLE OR OFFENSIVE. THEY FURTHER RULED THAT SYMBOLIC EXPRESSION, FLAGS, BANNERS, STICKERS, WHAT A PERSON READS OR WEARS OR DISPLAYS OR PROTESTS IS PROTECTED SPEECH UNDER THE FIRST AMENDMENT. POLICIES LIKE THE STICKER REMOVAL POLICY AND THIS FLAG POLICY WILL NOT ONLY INSULT AND VIOLATE THE FIRST AMENDMENT, BUT THEY ARE GOING TO HURT RECRUITING AND RETENTION OF EDUCATORS AND STAFF, STARTING HERE TONIGHT WITH ME. CALVERT COUNTY PUBLIC SCHOOLS IS LOOKING FOR AN JROTC INSTRUCTORS. I'M HIGHLY QUALIFIED TO APPLY FOR THAT JOB. I COULD SUB. I COULD LONG-TERM SUB IN A HISTORY CLASSROOM OR GOVERNMENT CLASSROOM. BUT, I'M NOT GOING TO DO THAT. I WON'T BE APPLYING HERE, NO MATTER HOW MUCH OUR FAMILY MIGHT BE ABLE TO USE THE MONEY WITH TWO KIDS IN GRAD SCHOOL. I WON'T WORK IN A SYSTEM, WHERE POLICIES ARE PROMOTED OR IMPLEMENTED THAT UNDERMINE THE FIRST AMENDMENT RIGHTS , THE FIRST AMENDMENT TO THE CONSTITUTION, AND THE CONSTITUTIONAL RIGHTS OF OUR STUDENTS AND TEACHERS. WE HAD A SAYING IN THE NAVY THAT I THINK YOU NEED TO THINK REALLY HARD ABOUT AND CONSIDER ADOPTING. I DON'T AGREE WITH THE WORDS YOU ARE SAYING, BUT I WOULD DIE TO DEFEND YOUR RIGHT TO SAY IT. I WOULD JUST SAY, LEAVE THE

STICKERS AND THE FLAGS ALONE. >> THANK YOU FOR YOUR COMMENTS.

>> OUR NEXT SPEAKER IS LINDSAY HARRELL.

[04:15:04]

>> AT EVENING, MY NAME IS LINDSAY HARRELL, A SPECIAL EDUCATION TEACHER, MOTHER OF A CHILD WITH A DISABILITY. I'M AN EXECUTIVE BOARD MEMBER AND I SERVE ON THE BOARD OF DIRECTORS FOR A DISABILITY NONPROFIT. I'VE SPENT THE LAST FIVE YEARS WORKING WITH CEA TO CREATE SOLUTIONS TO PROBLEMS THAT ARISE IN SPECIAL EDUCATION, SPECIFICALLY COME AROUND WORKING CONDITIONS AND TEACHER RETENTION. IN THAT WORK, WE HAVE IDENTIFIED A FEW AREAS WHERE TEACHERS WOULD LIKE MORE SUPPORT AND HAVE DEFINED SOLUTIONS THAT WOULD BE APPROPRIATE. THE FIRST MAJOR CONCERN IS A LACK OF COLLABORATIVE PLANNING TIME WITH THE GENERAL EDUCATION TEACHERS. COLLABORATIVE PLANNING IS ESSENTIAL TO ENSURING BOTH JEN AT AND SPECIAL EDUCATORS HAVE INPUT INTO THE LESSONS BEING TAUGHT. SPECIAL EDUCATORS ARE TYPICALLY TASKED WITH FINDING ACCESS POINTS FOR STUDENTS WITH SIGNIFICANT DISABILITIES. THIS ALLOWS THEM ACCESS TO THE GENERAL EDUCATION CURRICULUM. TOO OFTEN, TEACHERS GET PULLED FROM THESE MEETINGS TO COVER CLASSES. TEACHERS DON'T SHOW UP WITH ACTUAL LESSON PLANS, OR OTHER DUTIES AS ASSIGNED TAKE PRECEDENCE. OUR SPECIAL EDUCATION TEACHERS ARE ASKING FOR PROTECTED TIME TO WORK WITH THEIR GENERAL EDUCATION COUNTERPARTS, FOR ALL STUDENTS TO BE SUCCESSFUL IN THE CLASSROOM. BOTH ADULTS NEED TIME TO WORK TOGETHER FOR THE STUDENTS BENEFIT. ANOTHER AREA OF CONCERN FOR SPECIAL EDUCATION TEACHERS IS A LACK OF TRAINING WHEN NEW PROGRAMS AND MATERIALS ARE PRESENTED TO STAFF. OFTEN, THEY ARE EXPECTED TO DELIVER INSTRUCTION, PROVIDE INTERVENTIONS AND MODIFY MATERIALS IN CONTENT OR PROGRAMS THEY HAVE NOT BEEN PROPERLY TRAINED IN. PART OF THIS CONCERN CAN BE ADDRESSED WITH ADEQUATE PLANNING TIME, BUT ANOTHER PART NEEDS TO COME FROM CCPS LEADERSHIP, ENSURING THAT TEACHERS ARE TRAINED TO DO ALL PARTS OF THE JOB. THE LAST AREA I WILL BRING TO YOUR ATTENTION IS TEACHER RETENTION. SPECIAL EDUCATION IS CONSIDERED A HIGH NEEDS AREA. THERE ARE NOT ENOUGH TEACHERS TO COVER THE VACANCIES THAT ARISE NATIONWIDE. CCPS HAS NOT BEEN SPARED FROM THIS. WHILE WE ARE DOING BETTER WITH THE NUMBER OF OPEN POSITIONS, I URGE YOU TO INVESTIGATE HOW MANY SPECIAL EDUCATION TEACHERS ARE PROVISIONALLY LICENSED OR UNTENURED. THESE TEACHERS REQUIRE A LOT OF SUPPORT. HAVING DONE MY FIRST YEARS IN SPECIAL EDUCATION WITH A PHENOMENAL MENTOR, I KNOW HOW INVALUABLE THEY ARE. HAVING MENTORS FOR NEW SPECIAL EDUCATION TEACHERS IS NOT ENOUGH. THEY HAVE TO BE MENTORS THAT UNDERSTAND THE DEMANDS OF THIS JOB. BEING A SPECIAL EDUCATION TEACHER IS VERY DIFFERENT FROM BEING A GEN ED TEACHER. DATA COLLECTION, WRITING IEPS, TRACKING GOALS AND OBJECTIVES AND HOLDING IEP MEETINGS ARE EXAMPLES OF ALL THE EXTRA WORK THAT WE DO , AND WAYS THAT WE MUST FOLLOW THE LAW. PLEASE CONSIDER WORKING WITH CCPS, CEA, AND CASE, TO HELP ENSURE THAT SPECIAL EDUCATION TEACHERS VOICES ARE HEARD, THEIR CONCERNS ADDRESSED, AND THESE

ISSUES RESOLVED. THANK YOU. >> THANK YOU FOR YOUR COMMENTS.

>> OUR NEXT SPEAKER IS KRISTI.

>> HI, MY NAME IS KRISTI AND I'M THE PROUD MOTHER OF THREE CHILDREN. MY TWINS ARE CURRENTLY FIRST-GRADERS IN CALVERT COUNTY PUBLIC SCHOOLS. MY SON IS AUTISTIC AND CURRENTLY ENROLLED IN A PRIMARY SPECIAL EDUCATION REGIONAL PROGRAM. MY HUSBAND AND I MOVED TO TO CALVERT COUNTY IN 2016 DUE TO BE STRONG SENSE OF COMMUNITY AND QUALITY-OF-LIFE. A FEW YEARS AGO, WE HAD AN OPPORTUNITY TO MOVE CLOSER TO BE CLOSER TO WORK. WE CHOSE TO STAY DUE TO THE OUTSTANDING EXPERIENCES WE WERE HAVING AT THE TIME WITH CALVERT COUNTY AND THE TODDLERS PROGRAM. SINCE 2019, MY SON HAS BEEN RECEIVING CCPS SERVICES. WE HAVE CONSISTENTLY FELT SEEN, HEARD, AND SUPPORTED BY EVERY TEACHER AND STAFF MEMBER WE HAVE ENCOUNTERED. THESE INDIVIDUALS HAVE BEEN MORE THAN EDUCATORS. THEY HAVE BECOME LIKE FAMILY.

THEIR SUPPORT HAS REINFORCED OUR BELIEF THAT CCPS VALUES CHILDREN AS WHOLE INDIVIDUALS . MY SON HAS SPENT THE LAST THREE YEARS THRIVING IN A CLASSROOM ALONGSIDE HIS TEACHER AND PHENOMENAL TEAM. EVERY YEAR, WE FEEL AN OVERWHELMING SENSE OF RELIEF THAT HE IS IN THAT CLASSROOM AND PROGRAM, BUT THAT DECISION SHOULD NOT COME WITH STRESS AND ANXIETY YEAR AFTER YEAR AT EACH IEP MEETING. UNDERSTANDING IF YOU WILL MEET THE REQUIREMENTS TO KEEP THEM IN THAT PROGRAM AND THERE WILL BE SPACE FOR HIM. WE SHOULD NOT HAVE TO REPROVE WHAT IS EDUCATORS ALREADY KNOW, THROUGH MOUNTAINS OF DATA AND

[04:20:02]

IT VARIES. PLACEMENT DECISIONS CAN BECOME INCREASINGLY COMPLICATED WHEN INDIVIDUALS WITHOUT SPECIAL EDUCATION EXPERTISE ARE INVOLVED. NEXT YEAR, MY SON WILL ENTER SECOND GRADE, HIS LAST YEAR OF ELIGIBILITY FOR HIS PROGRAM.

THIS REALITY BRINGS A FLOOD OF QUESTIONS. WHAT SCHOOLS WILL HE BE SENT TO? WHAT PROGRAM WILL HE GO TO NEXT? THIS IS OUR REALITY.

WHILE MANY PARENTS SIMPLY WONDER, WHO THEIR NEXT CHILD'S TEACHER WILL BE. FAMILIES ARE OFTEN LEFT WONDERING WHETHER A CHILD WILL CONTINUE RECEIVING THE SUPPORT THEY NEED, OR RISK LOSING HARD-EARNED PROGRESS. MY SON DOES NOT FIT NEATLY INTO ANY CATEGORY, BUT HE HAS MADE TREMENDOUS ACADEMIC AND SOCIAL STRIDES. HIS SUCCESS IS THE DIRECT RESULT OF BEING IN A LEARNING ENVIRONMENT THAT IS RESPONSIVE. WITHOUT ADAPTIVE SUPPORT, MASON WOULD SHUT DOWN. HE WOULD NOT FIND SCHOOL AS ENJOYABLE AS HE DOES NOW. HIS SUCCESS IS DUE IN LARGE PART TO HIS EDUCATORS AND STAFF THAT HE HAS BEEN EXPOSED TO. THOSE, WHOSE KNOWLEDGE, EXPERIENCE AND COMMITMENT ARE IRREPLACEABLE.

EDUCATORS LIKE THIS NEED TO BE RESPECTED AS THE EXPERTS THEY ARE. THEIR VOICES SHOULD BE HEARD AND HOLD SIGNIFICANT WEIGHT WHEN MAKING DECISIONS. I WILL FORWARD YOU THE REST OF MY

[4.01 Recommendations and Motions]

EMAIL. >> THANK YOU FOR YOUR COMMENTS.

>> THAT COMPLETES OUR SPEAKERS FOR THIS EVENING.

>> THANK YOU. WE WILL MOVE ON TO OUR NEXT ITEM, WHICH IS FUTURE BUSINESS. IS THERE ANY? NO. OKAY. LASTLY, WE WILL MOVE INTO,

[5.01 Comments by the Board]

BOARD COMMENTS. >> WE DID NOT HIT MIDNIGHT, SO I GUESS WE'VE GOT TO KEEP GOING. THAT WAS A JOKE. THIS IS MY LAST BOARD MEETING, SO I WANT TO SAY A FEW THINGS, BUT BEFORE I DO, I WANT TO SAY THAT I AM VERY, VERY EXCITED THAT OUR COUNTY IS INTRODUCING FLAG FOOTBALL FOR GIRLS. I THINK THAT IS INCREDIBLE. I THINK IT IS A STEP IN THE RIGHT DIRECTION, AND I AM REALLY PROUD OF US FOR THAT. I ALSO WANTED TO SAY THANK YOU TO ALL THE STUDENTS THAT CAME OUT AND SPOKE TONIGHT, AND FOR ALL OF THE STUDENTS THAT ATTENDED THE FORM ON MONDAY. IT WAS A GREAT CONVERSATION. AS I MENTIONED, IT IS MY LAST MEETING, AND I WANTED TO SAY A FEW THANK YOU'S. FIRST, THANK YOU TO ALL OF THE BOARD MEMBERS. THANK YOU TO THE OUTGOING MEMBERS, SOME OF WHOM, I THINK ARE HERE TODAY. THANK YOU TO THE NEW MEMBERS, AND THOSE WHO HAVE BEEN HERE THE WHOLE TIME. I APPRECIATE YOUR SUPPORT, AND THANK YOU TO DR. TOWNSEL, AS WELL. I ALSO WANT TO SAY THANK YOU TO MS. MAXEY. I HAVE SENT HER SO MANY EMAILS. I'M SURE SHE HAS MEMORIZED MY PHONE NUMBER, BY NOW. I AM SO APPRECIATIVE OF HER, AND APPRECIATIVE OF ALL OF THE AMAZING MEMBERS OF CCPS, WHO HAVE SUPPORTED ME THROUGHOUT THE WAY, AND OF COURSE, THANK YOU TO THE STUDENTS, WHO ENTRUSTED ME WITH THIS ROLE. THE THING THAT I WANTED TO LEAVE WITH IS, TO FIRST SAY THAT THIS WAS THE BEST EXPERIENCE OF MY HIGH SCHOOL CAREER. AND, IT REALLY HELPED ME REALIZE THAT WE ARE A COMMUNITY, AND THERE IS DISAGREEMENT AMONG THE BOARD MEMBERS. THERE IS DISAGREEMENT AMONG THE COMMUNITY ABOUT WHAT THE BEST THING TO DO FOR OUR SCHOOL SYSTEM IS, BUT ULTIMATELY, WE ARE WORKING TOWARD THE SAME GOAL. WE WANT TO CREATE THE BEST PLACE FOR OUR STUDENTS TO LIVE, THRIVE AND SUCCEED IN THE FUTURE. I HOPE THAT NO MATTER WHO IS ON THE BOARD IN THE FUTURE, THAT WE STAY GROUNDED IN THE FACT THAT WE ARE ALL WORKING TOWARDS CREATING A BETTER CCPS. THANK YOU SO MUCH. AND, ENJOY YOUR EVENING.

>> THANK YOU. MR. MARCHIO. >> FIRST, CONGRATULATIONS, AND GOOD LUCK AT DUKE. OUTSIDE OF THAT, I WANTED TO THANK EVERYBODY THAT CAME AND PROVIDED PUBLIC COMMENT, AND ALSO, ALL THE EMAILS THAT WE GOT ABOUT ALL OF THE POLICIES. HOPEFULLY, ONE THING BECAME CLEAR, THAT NONE OF THESE POLICIES ARE FINALIZED, AND WE APPRECIATE ALL OF THE PUBLIC INPUT THAT CAME IN TO HELP US TWEAK AND REVISE THE POLICIES AS NEED BE. THOSE WERE NEVER GOING TO BE VOTED ON THIS EVENING, SO WE DID APPRECIATE ALL THE EMAILS THAT WE GOT REGARDING EACH AND EVERY ONE OF THOSE POLICIES, AS WELL AS YOUR PUBLIC COMMENT TONIGHT. I REALLY

APPRECIATE THAT. THANK YOU. >> MR. HARRISON.

>> THANK YOU. THE FIRST THING I WANTED TO SAY IS THANK YOU TO GRACE. YOU BROUGHT ME AROUND ON SOME ISSUES, AND I DO APPRECIATE YOUR APPROACH TO ISSUES. IT IS VERY NUANCED. I DO APPRECIATE

[04:25:06]

SOMETIMES, PEOPLE DISAGREE. OUR INTENT COMING THROUGH SOME OF THESE POLICIES, SEEMS A LITTLE DISJOINTED, BECAUSE WE ARE DOING THIS IN PUBLIC. THIS IS OUR BUSINESS MEETING. YOU GET TO SEE HOW THE SAUSAGE IS MADE. IT'S NOT ABOUT DOING ALL OF OUR WORK IN A BACK ROOM AND PUTTING OUT A PERFECT POLICY. WE ARE GOING THROUGH IT RIGHT NOW. I HAVE BEEN ON THE BOARD SINCE JANUARY 9TH , SO I AM LEARNING QUITE A BIT EVERY DAY. THANK YOU, SCOTT.

I APPRECIATE THAT. ED, THANK YOU FOR THE LEGAL PERSPECTIVE. YOU HAVE TO UNDERSTAND THAT GRACE, AGAIN, YOU NAILED IT AGAIN. WE ARE ALL WORKING TOWARDS A GOAL OF PUTTING TOGETHER THE BEST SCHOOL SYSTEM WE CAN , AND WE DON'T MAYBE AGREE ON THE SAME PATH , BUT WE AGREE ON THE SAME GOAL , AND I WANT TO CAUTION YOU THAT WE ARE GOING TO BE IN A TOUGH, TOUGH FINANCIAL POSITION FOR FY 27. JASON, YOU SHOULD UNDERSTAND THAT THE MONEY IS BECOMING TIGHTER AND TIGHTER IN THIS STATE. YOU HAVE TO REALIZE , THIS GROUP IS GOING TO BE TASKED WITH VERY DIFFICULT DECISIONS. RIGHT? MS. DAMON, YOU DID NOT STICK AROUND FOR MY COMMENTS AT THE LAST MEETING. HOPEFULLY, YOU CAUGHT THEM ON VIDEO. WHAT'S THAT? SORRY ABOUT THAT. THAT'S RIGHT, IT IS A BUSINESS MEETING. OF COURSE. BUT, WE HAD A CHANCE , AND I THINK YOU WILL AGREE. WE HAVE A CHANCE IN THIS MEETING -- YOU HAVE A CHANCE TO SEE HOW THINGS COME ABOUT. I HOPE THAT YOU

APPRECIATE THAT. THANK YOU. >> THANK YOU, MR. HARRISON.

>> I JUST WANT TO SAY, I APOLOGIZE FOR MISSING THE BEGINNING OF THE MEETING, ESPECIALLY, THE THEATER RECOGNITION. I REALLY WANTED TO BE HERE FOR THAT. MY KIDS HAD THEIR FINAL CHORUS AND BAND CONCERT, SO I COULD NOT MISS THAT. I THINK EVERYONE ELSE HAS PRETTY MUCH SAID WHAT I WAS GOING TO SAY. GRACE, WE ARE GOING TO MISS YOU. IT HAS BEEN A PLEASURE IN THE FEW MONTHS THAT I HAVE BEEN HERE, TO WORK WITH YOU. THERE ARE REALLY BIG SHOES TO FILL. THANK YOU.

>> I WOULD LIKE TO FIRST RECOGNIZE GRACE. YOU HAVE BEEN QUITE AN ADVOCATE FOR OUR STUDENTS AND YOU HAVE BEEN A STRONG VOICE AND LEADER, AND A GREAT ROLE MODEL FOR MANY. YOU WILL BE MISSED. I'M GOING TO KEEP THIS BRIEF. I JUST WANT TO THANK THE SPECIAL EDUCATION TEACHERS, WHO HAVE REACHED OUT, AND EXPRESSED THEIR CONCERNS. I WANT YOU TO KNOW THAT IT IS NOT FALLING ON DEAF EARS. I AM DOING WHAT I CAN TO TRY TO ADVOCATE FOR CHANGE. IT IS NOT EASY, BUT I AM NOT IN THIS FOR AN EASY SOLUTION. I AM IN IT TO IMPROVE THE WORK ENVIRONMENT , TO MAKE THINGS RIGHT FOR OUR STUDENTS, AND TO SUPPORT TEACHERS, SO THEY CAN DO WHAT IS RIGHT FOR OUR STUDENTS. THANK YOU ALL VERY

MUCH. >> THANK YOU, MS. GRENIS. I AM GOING TO ECHO ALL OF THE OTHER SENTIMENTS AND TELL YOU, GOOD LUCK IN THE FALL. I THINK YOU ARE GOING TO DO JUST FINE. I'M SURE THAT YOUR DAD IS JUST AS NERVOUS AS I AM ABOUT YOU GOING OFF TO COLLEGE, BUT IT IS AN EXCITING TIME, AND IT'S GOING TO BE AWESOME FOR YOU. WE ARE GOING TO MISS YOU. YOU HAVE BEEN PHENOMENAL , AND DEFINITELY, BIG SHOES TO FILL. NOT TO MAKE THE INCOMING SPOT NERVOUS, BUT ALSO, GOOD LUCK TO THE SOFTBALL AND BASEBALL TEAMS THAT ARE GOING OFF TO CHAMPIONSHIPS, COMING UP.

A BIG CONGRATULATIONS TO ALL OF THE GRADUATING SENIORS. GRACE,

[04:30:02]