May 07, 2026 Board of Education

GOOD AFTERNOON. I CALL THE CALVERT COUNTY BOARD OF EDUCATION MEETING TO ORDER.

[00:00:04]

ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

THANK YOU.

[Swearing in SMOB]

AND I INVITE MISS CATHY SMITH, CLERK OF THE COURT AND OUR NEW MOM, TO COME ON FORWARD.

AWESOME.

HAVE YOU RAISE YOUR RIGHT HAND. AND I THINK THEY WANT TO TAKE YOUR PICTURE.

SO LET'S TILT YOU A LITTLE BIT SO THEY CAN SEE YOU.

GOOD. OKAY. REPEAT AFTER ME. I AND STATE YOUR NAME.

I, RUTH LEE RICE. DO YOU PROMISE OR DECLARE, DO PROMISE OR DECLARE THAT I WILL SUPPORT THE CONSTITUTION OF THE UNITED STATES, THAT I WILL SUPPORT THE CONSTITUTION OF THE UNITED STATES, AND THAT I WILL BE FAITHFUL, AND THAT I WILL BE FAITHFUL AND BEAR TRUE ALLEGIANCE TO THE STATE OF MARYLAND AND BEAR TRUE ALLEGIANCE TO THE STATE OF MARYLAND, AND SUPPORT THE CONSTITUTION, AND SUPPORT THE CONSTITUTION AND LAWS THEREOF AND LAWS THEREOF.

AND THAT I WILL. AND THAT I WILL, TO THE BEST OF MY SKILL AND JUDGMENT, TO THE BEST OF MY SKILL AND JUDGMENT, DILIGENTLY AND FAITHFULLY, DILIGENTLY AND FAITHFULLY, WITHOUT PARTIALITY OR PREJUDICE, WITHOUT PARTIALITY OR PREJUDICE.

EXECUTE THE OFFICE. EXECUTE THE OFFICE OF STUDENT.

MEMBER OF THE BOARD OF EDUCATION, A STUDENT MEMBER OF THE BOARD OF EDUCATION.

ACCORDING TO THE CONSTITUTION. ACCORDING TO THE CONSTITUTION AND LAWS OF THE STATE AND LAWS OF THE STATE.

CONGRATULATIONS TO YOU.

NOVEMBER. THAT'S AWESOME. WE'LL MISS YOU. THANKS FOR JOINING US.

THANK YOU. YOU'RE WELCOME. ALSO, IS THE REQUIREMENT FOR THE NEW CLERK TO KNOW THAT BY HEART ALSO? YES. YOU BETTER. GIVE HER A LITTLE TIME. OKAY.

THANK YOU. AWESOME, AWESOME. CONGRATULATIONS.

YOU GET TO SIT HERE NOW, RIGHT? WELCOME ABOARD.

THANK YOU. THANK YOU. UP NEXT, WE HAVE

[Appointments]

GOOD EVENING, MADAM PRESIDENT. MEMBERS OF THE BOARD AND THOSE IN ATTENDANCE.

I HAVE TWO INTRODUCTIONS THIS EVENING OR RECOMMENDATIONS FIRST.

AMANDA MOLATE IS RECOMMENDED AS THE NEW PRINCIPAL OF WENDY HILL ELEMENTARY SCHOOL.

SHE CURRENTLY SERVES AS ASSISTANT PRINCIPAL OF SUNDERLAND ELEMENTARY.

SHE'S ALSO SERVED AS DEAN AND INSTRUCTIONAL COACH AT SAINT LEONARD ELEMENTARY, INSTRUCTIONAL COACH AND TEACHER AT SUNDERLAND ELEMENTARY, TEACHER AT CALVERT ELEMENTARY AND TEACHER AT STATESVILLE ELEMENTARY IN NORTH CAROLINA.

SHE HAS A BACHELOR'S DEGREE IN EARLY CHILDHOOD EDUCATION FROM COASTAL CAROLINA UNIVERSITY AND A MASTER'S DEGREE IN LEADERSHIP, ADMINISTRATION AND SUPERVISION FROM THE COLLEGE OF NOTRE DAME.

PLEASE COME FORWARD AND SHARE ANY COMMENTS YOU MIGHT HAVE. I DO A MOTION TO APPROVE.

MOTION TO APPROVE. I'M SORRY. I WAS OUT OF ORDER.

THAT'S OKAY. NO NO NO NO NO NO. GO AHEAD. CAN I GET A SECOND? IT'S ALREADY ON. ALL THOSE IN FAVOR? AYE. MOTION PASSES.

GOOD AFTERNOON. MEMBERS OF THE BOARD, DOCTOR NEWSOME, DOCTOR JOHNSON AND MISS JACOBS.

I AM DEEPLY HONORED AND TRULY GRATEFUL FOR THE OPPORTUNITY TO SERVE AS THE NEXT PRINCIPAL OF WINDY HILL ELEMENTARY SCHOOL.

THANK YOU FOR THE TRUST YOU HAVE PLACED IN ME AND FOR THE CONFIDENCE YOU'VE SHOWN IN MY LEADERSHIP.

I DO NOT TAKE THIS RESPONSIBILITY LIGHTLY. I BELIEVE EVERY CHILD WHO WALKS THROUGH OUR DOORS DESERVES TO FEEL SAFE, VALUED, CHALLENGED, AND SUPPORTED. AND I AM FULLY COMMITTED TO ENSURING THAT HAPPENS EVERY SINGLE DAY.

SCHOOLS THRIVE WHEN EDUCATORS FEEL RESPECTED, SUPPORTED AND EMPOWERED, MY LEADERSHIP WILL BE ROOTED IN COLLABORATION, OPEN COMMUNICATION, AND SHARED DATA BASED DECISION MAKING.

[00:05:01]

I BELIEVE IN EQUITY, CONTINUOUS GROWTH, AND CREATING A SCHOOL CULTURE WHERE BOTH STUDENTS AND ADULTS ARE ENCOURAGED TO LEARN, REFLECT AND IMPROVE. TO OUR FAMILIES, YOU ARE ESSENTIAL TO THE SUCCESS OF THIS SCHOOL.

I LOOK FORWARD TO BUILDING STRONG, TRUSTING RELATIONSHIPS WITH YOU.

THANK YOU AGAIN FOR THIS INCREDIBLE OPPORTUNITY.

I AM EXCITED FOR THE JOURNEY AHEAD AND PROUD TO SERVE THE STUDENTS, STAFF AND FAMILIES OF WENDY HILL ELEMENTARY SCHOOL.

CONGRATULATIONS.

CONGRATULATIONS.

NEXT, IT IS THE SUPERINTENDENTS RECOMMENDATION THAT THE BOARD APPOINTS CHANDRA FLEET AS THE NEW PRINCIPAL OF PLUM POINT MIDDLE SCHOOL.

CURRENTLY, SHE SERVES AS ASSISTANT PRINCIPAL OF CALVERT MIDDLE SCHOOL.

SHE HAS ALSO SERVED AS THE ACTING PRINCIPAL THERE AT CALVERT.

SHE HAS SERVED AS AN INSTRUCTIONAL ASSISTANT IN PRINCE GEORGE'S COUNTY AND SPECIAL EDUCATION TEACHER AT GLEN PARK HIGH SCHOOL.

SHE HAS AN EARNED BACHELOR'S DEGREE IN EDUCATION FROM BETHUNE-COOKMAN UNIVERSITY IN DAYTONA, FLORIDA, A MASTER'S DEGREE IN EDUCATIONAL ADMINISTRATION FROM TRINITY WASHINGTON UNIVERSITY, AND SHE IS A PHD CANDIDATE IN EDUCATIONAL POLICY AND LEADERSHIP MANAGEMENT AT WALDEN UNIVERSITY.

MOTION. MOTION. SECOND. ALL THOSE IN FAVOR. I.

CONGRATULATIONS.

THANK YOU TO THE BOARD OF EDUCATION, DOCTOR NEWSOME, DOCTOR JOHNSON, AND MISS JACKIE JACOBS.

I WANTED TO SAY THANK YOU FOR THIS OPPORTUNITY.

I DO NOT TAKE THIS OPPORTUNITY LIGHTLY TO SERVE AS THE NEXT PRINCIPAL OF PLUM POINT MIDDLE SCHOOL.

LIKE MY COLLEAGUE IN THE BACK, MISS MOLATE, WE SHARE A SIMILAR BELIEFS IN HOW WE CAN CHAMPION FOR CHILDREN.

AND SO AS I JOURNEY INTO THIS NEW ROLE, MY GOAL WILL BE TO GET TO KNOW THE STUDENTS OF PLUM POINT MIDDLE SCHOOL, TO GET TO KNOW THE STAFF AND THE FAMILIES. BECAUSE MY MOTTO IS CHILDREN.

THEY ARE MY BUSINESS. AND I'M LOOKING FORWARD TO FAMILIES BEING MY PARTNERS.

AND SO THAT WE CONTINUE TO CAN CONTINUE TO DO GOOD WORK AT PLUM POINT MIDDLE SCHOOL.

AGAIN, I SAY THANK YOU. CONGRATULATIONS.

THANK YOU. UP NEXT, WE HAVE PUBLIC COMMENTS.

[OPEN FORUM]

THE NUMBER OF SPEAKERS IS LIMITED TO 30. WHEN YOU ARE CALLED TO SPEAK, PLEASE STATE YOUR NAME FOR THE RECORD AND LIMIT YOUR COMMENTS TO TWO MINUTES.

PERSONS ON THE SIGN UP SHEET MAY NOT CONVEY, TRANSFER OR RELINQUISH ANY PART OF THEIR SPEAKING TIME TO ANOTHER PERSON OR GROUP.

IF YOU HAVE HANDOUTS OR WRITTEN TESTIMONY, PLEASE GIVE THEM TO KAREN MAXEY TO BE DISTRIBUTED TO BOARD MEMBERS TO PROTECT INDIVIDUAL CONFIDENTIALITY.

PLEASE DO NOT MENTION SPECIFIC STUDENTS OR STAFF MEMBERS IN YOUR REMARKS.

ALL COMMENTS ARE TO BE MADE IN A CIVIL MANNER.

ANYONE NOT FOLLOWING THESE GUIDELINES WILL BE ASKED TO STOP SPEAKING AND MAY FORFEIT THEIR RIGHT TO SPEAK AT FUTURE BOARD MEETINGS.

PLEASE UNDERSTAND THAT WHILE THE BOARD OF EDUCATION VALUES YOUR COMMENTS AND CONCERNS, THIS IS A BUSINESS MEETING AND THE BOARD CANNOT RESPOND TO YOUR QUESTIONS 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 JAYDEN HAIRSTON.

GREETINGS. PRESIDENT MRS POST DOCTOR NEWSOM AND MEMBERS OF THE BOARD OF EDUCATION.

MY NAME IS JAYDEN HAIRSTON AND I AM A NINTH GRADE STUDENT AT HUNTINGTOWN HIGH SCHOOL.

I'M HERE TO SHARE MY PERSPECTIVE AS A PURPLE STAR STUDENT REGARDING THE TRANSFER OF HIGH SCHOOL CREDITS.

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I DID NOT RECEIVE CREDIT FOR SEVERAL HIGH SCHOOL LEVEL COURSES I COMPLETED IN MIDDLE SCHOOL, INCLUDING CONCERT BAND AND ENGLISH NINE. I WORKED HARD DURING THESE CREDITS BEFORE MY FAMILY'S RELOCATION, WITH THE GOAL OF MAXIMIZING MY ACADEMIC PROGRESS.

STUDENTS FROM MILITARY FAMILIES OFTEN FACE CHALLENGES DUE TO FREQUENT RELOCATIONS BECAUSE MOVES CAN HAPPEN AT ANY TIME.

IT IS DIFFICULT TO PLAN LONG TERM ACADEMIC PATHWAYS WITHIN A SINGLE SCHOOL SYSTEM, ESPECIALLY DURING HIGH SCHOOL.

I ASKED THAT THE BOARD CONSIDER REVIEWING PREVIOUSLY COMPLETED COURSEWORK FROM PURPLE STAR STUDENTS AND DETERMINE WHETHER CREDITS CAN BE ACCEPTED OR SUPPLEMENTED THROUGH BEFORE OR AFTER SCHOOL OPPORTUNITIES. THANK YOU FOR YOUR TIME AND CONSIDERATION.

I HOPE STEPS CAN BE TAKEN TO BETTER SUPPORT FUTURE PURPLE STAR STUDENTS ENTERING CALVERT COUNTY PUBLIC SCHOOLS.

SINCERELY, JADEN HAIRSTON. THANK YOU FOR YOUR COMMENTS.

THERE ARE NO OTHER SPEAKERS TODAY. UP NEXT, WE HAVE OUR CONSENT AGENDA.

[CONSENT AGENDA]

THERE'S A MOTION AND A SECOND. ALL THOSE IN FAVOR? AYE.

AYE. MOTION PASSES. MOVING RIGHT ALONG. OUR SUPERINTENDENTS REPORT.

[SUPERINTENDENT'S REPORT]

THANK YOU, MISS POST. I HAVE ANOTHER PHOTO MONTAGE OF WONDERFUL EVENTS HAPPENING IN OUR SCHOOLS EVERY DAY.

I THINK WE HAVE A PRESENTATION COMING UP. HERE WE ARE.

SO THIS IS OUR REPORT FOR MAY 7TH. I'D LIKE TO START BY RECOGNIZING OUR TEACHERS AS THIS IS TEACHER APPRECIATION WEEK.

AND IN MY HUMBLE OPINION, TEACHERS ARE THE BACKBONE OF THIS COUNTRY AND EVERY PROFESSION.

THEY ARE THE MOTHERS AND FATHERS OF THE PROFESSIONS THAT MAKE OUR COUNTRY RUN.

AND I BELIEVE THAT THEY ARE THE UNSUNG HEROES.

TO THE RIGHT OF THIS SLIDE, YOU SEE OUR TEACHERS OF THE YEAR FROM EACH OF OUR SCHOOLS, WHO REPRESENT THE OUTSTANDING TEACHERS AND PROFESSIONALS THAT WE HAVE ACROSS THE SCHOOL DISTRICT. WE HAVE A NUMBER OF TEACHERS WHO HAVE INDIVIDUAL RECOGNITIONS STARTING WITH ROBIN BURNS.

YOU CAN SEE FROM THE SIGN UP TOP THAT SHE IS THE 2025 MARYLAND CAREER AND TECHNICAL EDUCATION TEACHER OF THE YEAR, BUT SHE'S ALSO THE 2026 WASHINGTON POST TEACHER OF THE YEAR.

MELANIE SANCHEZ, DOCTOR SANCHEZ I DIDN'T HAVE ENOUGH ROOM ON THIS SLIDE TO LIST ALL OF HER ACCOMPLISHMENTS, BUT I'D LIKE TO START WITH SHE IS LAST MONTH'S LIGHTHOUSE AWARD, THE SUPERINTENDENT'S LAID OUT AWARD RECIPIENT RECENTLY. SHE WAS ALSO RECOGNIZED AS THE 2026 WHITE HOUSE HISTORY TEACHER INSTITUTE MASTER TEACHER TEACHER AMERICA 250 AWARD. AND EARLY LAST YEAR, THE IN E! GLOBAL LEARNING FELLOWSHIP. WE'D ALSO LIKE TO CONGRATULATE HOLLY FELICIA, A TEACHER AT CALVERT MIDDLE SCHOOL, FOR BEING SELECTED TO PARTICIPATE IN THE PRESTIGIOUS, PRESTIGIOUS 2026 LIFTOFF SUMMER INSTITUTE.

THIS NATIONAL COMPETITION PROGRAM, SPONSORED BY THE UNIVERSITY OF TEXAS, SELECTS TEACHERS WHO INCREASE THEIR KNOWLEDGE OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH THROUGH SPACE, EDUCATION AND EXPLORATION.

ALSO LIKE TO CONGRATULATE NICOLE. I'M SORRY. NICOLETTE PETERS.

SHE'S A TEACHER AT PLUM POINT MIDDLE SCHOOL FOR ADVANCING HER SECOND GRADE STUDENTS TO THE NATIONAL HISTORY DAY FINALS.

AND THEY WILL COMPETE IN THE NATIONAL COMPETITION.

EMERSON HILDEBRANDT FROM MILL CREEK MIDDLE SCHOOL IS THE RECIPIENT OF THE AWARD FOR EXCELLENCE IN LEADER LEGAL AND CONSTITUTIONAL HISTORY. AND AMBER MULLINS FROM PLUM POINT MIDDLE HISTORY DAY TEACHER OF THE YEAR.

[00:15:10]

DOCTOR CRYSTAL RICKS, WHO RECENTLY RETURNED FROM ANAHEIM, CALIFORNIA, AS A PRESENTER FOR US AS A STEM FELLOW.

SHE'S ALSO RECENTLY ESTABLISHED THE CALVERT COUNTY PUBLIC SCHOOLS STEM DAYS, WHICH LAUNCHED JUST A COUPLE OF MONTHS AGO TO EXPAND ACCESS TO HANDS ON AND HIGH QUALITY STEM LEARNING EXPERIENCES.

HERE YOU GET TO SEE SOME OF THE STUDENTS. AND THIS IS THE GROUP PICTURE FROM, FROM THE WORK THERE.

I FOUND THIS INTERESTING THAT SOMETIMES WE DON'T GIVE ENOUGH CREDIT WHEN WE THINK ABOUT OUR CAREER AND TECH EDUCATION, WE THINK ABOUT THE CAREER AND TECHNICAL ACADEMY, TECHNICAL ACADEMY, BUT IT REALLY STARTS IN MIDDLE SCHOOL.

AND SO I HAD THE OPPORTUNITY TO SEE THESE STUDENTS WITH SOME REAL WORLD HANDS ON EXPERIENCES IN THEIR CLASSROOMS. THIS WAS AT MILL CREEK MIDDLE. SPEAKING OF PURPLE STAR SCHOOLS THIS IS THE FIRST SCHOOL SYSTEM THAT I'VE BEEN IN WHERE THERE'S SUCH HIGH RECOGNITION FOR MILITARY SIGNINGS.

AND SO MISS GREENWICH WAS AT ALL OF THESE EVENTS, HERE WE WERE AT.

HUNTINGTOWN HIGH SCHOOL TO WITNESS THE SIGNING OF SOME OF OUR STUDENTS GOING INTO THE MILITARY AND JUST A FEW SHORT MONTHS. WE ALSO WERE AT PATUXENT HIGH SCHOOL WHERE WE ALSO HAD STUDENTS. WE WITNESSED THEIR SIGNING CEREMONY.

THIS IS JUST A SHOT OF THE MANY FACULTY MEETINGS THAT WE GET TO ATTEND EVERY MONTH.

AND HERE WE WERE AT SAINT LEONARD. IT'S AN OPPORTUNITY FOR ME TO GET TO MEET AND SPEAK WITH THE FACULTIES IN EACH OF OUR SCHOOLS.

YESTERDAY I HAD THE OPPORTUNITY TO DROP IN AT HUNTINGTOWN TO SEE THE FELLOWSHIP OF CHRISTIAN ATHLETES WHICH IS A STUDENT LED ORGANIZATION. AND LISTENING TO THESE STUDENTS, IT GIVES US GREAT HOPE FOR OUR FUTURE.

THIS WAS ONE OF THE MORE UNIQUE PLAYS THAT I WENT TO IN THE WOODS AT CALVERT HIGH SCHOOL.

I NEVER THOUGHT I WOULD SEE RAPUNZEL AND LITTLE RED RIDING HOOD AND JACK AND THE BEANSTALK AND SO MANY OTHER STORY CHARACTERS IN ONE PLAY.

IT WAS IT WAS PRETTY FASCINATING. THE STUDENTS DID AN OUTSTANDING JOB.

WE ALSO HAVE AMAZING PRODUCTIONS AT THE ELEMENTARY LEVEL.

LAST WEEK I WAS ABLE TO GO OVER AND WITNESS, I MAY HAVE BEEN TWO WEEKS AGO THE ALADDIN PRODUCTION.

AND AS YOU CAN SEE, THE STUDENTS WERE MESMERIZED AT THEIR CLASSMATES WHO PERFORMED, YOU KNOW, A LOT OF WORK GOES ON BEHIND THE SCENES THAT WE DON'T EVEN THINK ABOUT. AND I JUST CAUGHT SOME OF THE PRODUCTION CREW THE LIGHTING STAFF AND SOUND CREW WORKING BEHIND THE SCENES INCLUSIVE TRACK DAY.

I WANT TO THANK ALL OF OUR STUDENTS AND OUR STAFF WHO WORKED WITH OUR STUDENTS.

AND A SPECIAL THANK YOU TO THE SHERIFF'S DEPARTMENT.

WHO WERE ON THE SCENE. AND THEY WERE THE ONES WHO WERE PRESENTING STUDENTS WITH THEIR RIBBONS AND MEDALS.

WE HAVE SOME AMAZING ART, AS YOU CAN SEE, THAT'S DISPLAYED AT EVERY MEETING IN THIS BOARDROOM.

I JUST HAPPEN TO BE COMING FROM A MEETING AT CALVERT HIGH SCHOOL AND WAS JUST AMAZED AT THE INCREDIBLE ARTWORK OF THE STUDENTS THAT WAS ON DISPLAY IN THE LOBBY. SPEAKING OF PURPLE STAR SCHOOLS AGAIN, I DON'T KNOW THAT I'VE SEEN A COUNTY THAT DOES MORE TO RECOGNIZE MILITARY FAMILIES.

AND AS A CHILD GROWING UP IN A MILITARY FAMILY AND MUCH OF MY EDUCATION ON MILITARY BASES I CAN REALLY APPRECIATE YOUR SUPPORT FOR THESE FAMILIES.

AND YOU SHOULD BE VERY PROUD THAT CALVERT COUNTY IS NUMBER ONE IN THE STATE FOR THE NUMBER OF PURPLE STAR SCHOOLS BY A LONG SHOT.

AND THERE ARE SCHOOL DISTRICTS TEN TIMES THE SIZE OF OURS THAT DON'T HAVE NEARLY AS MANY PURPLE STAR SCHOOLS.

AND AS MISS GREENWICH IS ALWAYS PUSHING ME, WE STILL HAVE FIVE MORE TO GO TO GET TO OUR 100% GOAL.

THIS IS A PURPLE STAR MILITARY CELEBRATION BREAKFAST THAT I HAD THE OPPORTUNITY TO ATTEND OVER AT BEECH AND MET SOME OF THE MILITARY FAMILIES THERE.

[00:20:02]

AND THEN I GUESS THIS IS LASTLY, WE HAD THE OPPORTUNITY THIS WEEK TO RECOGNIZE RECIPIENTS OF THE SUPERINTENDENTS LIGHTHOUSE AWARD. AND HERE YOU CAN SEE LEVI BUCK.

ACTUALLY, I WAS OVER THERE TODAY TO RECOGNIZE HIM WITH HIS CLASSMATES CLAIRE WILLIAMS, WHO IS AT PLUM POINT.

I THINK PLUM POINT HAS A SECRET BECAUSE THIS IS THE SECOND MONTH WHERE THEY'VE HAD A STUDENT RECOGNIZED THERE.

AND THEN MISS NOLTEMEYER, HER KIDS GAVE HER A ROUSING APPLAUSE WHEN I PRESENTED HER WITH HER AWARD LAST WEEK. AND THEN WE HAVE MISS DAVIS AT CALVERT COUNTRY TO REPRESENT OUR PROFESSIONAL OFFICE WORKER.

SHE IS A SOCIAL WORKER OVER THERE. AND THEN WE HAVE MISS BEATRICE GONZALEZ WILSON, WHO IS THE WASHINGTON POST PRINCIPAL OF THE YEAR.

AND HER STAFF WAS SO PROUD OF THAT RECOGNITION AND SO WELL DESERVED.

THAT'S MY PRESENTATION. THANK YOU, DOCTOR NEWSOM.

MISS JONES WILL NOT BE IN ATTENDANCE TODAY DUE TO AP TESTING.

[Policies for Review]

GOOD AFTERNOON, MRS. POST. DOCTOR NEWSOM, MEMBERS OF THE BOARD OF EDUCATION.

I AM SUSAN JOHNSON, THE CHIEF OPERATIONS OFFICER.

AND I'M HERE TO PRESENT POLICY 1600 REGARDING APPEALS TO YOU FOR CONSIDERATION.

THE CHANGES THAT ARE MADE IN THIS POLICY REALLY ALIGN WITH WHAT IS OUTLINED IN THE LEGAL TERMINOLOGY.

SO THE UPDATES THAT YOU'LL SEE IN DEFINITIONS SECTION 6202 APPEAL.

THE LANGUAGE JUST UPDATES WHO HAS THE RIGHT TO THESE APPEALS BASED ON WHAT IS WRITTEN IN THE LAW BOOK, AND IT JUST REPLACES SIMILAR LANGUAGE FROM BEFORE.

SO IT'S THE THE THE SUSPENSION OR DISMISSAL OF A TEACHER, PRINCIPAL SUPERVISOR, ASSISTANT SUPERINTENDENT OR OTHER PROFESSIONAL ASSISTANT.

AND THEN FOR DEFINITION, SEE SECTION 7305. WE JUST INCLUDED THE VERY SPECIFIC LETTERING THAT GOES WITH THAT APPEAL D AND THIS IS FOR SUSPENSIONS THAT ARE LONGER THAN TEN DAYS.

AND THEN FINALLY WE HAVE IN THE POLICY STATEMENT THAT SAME CITATION UPDATE WHERE IT ORIGINALLY SAID, SEE, IT'S BEEN CHANGED TO D TO ALIGN WITH THE EDUCATION ARTICLE OF THE ANNOTATED CODE.

AND THAT CONCLUDES OUR UPDATE FOR THIS POLICY.

ANY QUESTIONS. YEAH. GO AHEAD. I APOLOGIZE IF YOU COVERED THIS, BUT IN THE BOX WHERE YOU HAVE ON THE RECOMMENDATION OF THE COUNTY SUPERINTENDENT, THE VERY LAST PART IS OTHER PROFESSIONAL ASSISTANT FOR AND I WASN'T SURE WHAT'S SUPPOSED TO FOLLOW THAT. SUSPENSION OR DISMISSAL OF A TEACHER, PRINCIPAL SUPERVISOR, ASSISTANT SUPERINTENDENT OR OTHER PROFESSIONAL ASSISTANT. PERIOD. IT SHOULDN'T BE ANYTHING ELSE IN THERE.

OKAY. ALL RIGHT. THAT MAKES SENSE. THANKS. AND, DOCTOR JOHNSON, THIS IS CONSISTENT WITH OUR UNION LANGUAGE AND THEIR RIGHT TO APPEAL THROUGHOUT THEIR PROCESS AS WELL.

THE UNION LANGUAGE IS CONSISTENT WITH THIS POLICY.

THE POLICY SUPERSEDES ANY CONTRACT LANGUAGE BECAUSE THIS IS WHAT'S WRITTEN IN LAW.

OKAY. THANK YOU. THANK YOU. THIS WILL BE POSTED FOR UP TO 30 DAYS.

THANK YOU. UP NEXT, WE HAVE 3925 STUDENT TRANSFERS, MISS JACOBS.

GOOD AFTERNOON, PRESIDENT POST, DOCTOR NEWSOM AND MEMBERS OF THE BOARD OF EDUCATION.

I AM JACKIE JACOBS, CHIEF ACADEMIC OFFICER, AND I AM HERE TO PRESENT ADMINISTRATIVE POLICY.

3925 REGARDING STUDENT TRANSFERS. THE PURPOSE OF THIS POLICY IS TO ENSURE THAT STUDENTS ATTEND SCHOOL IN THE GEOGRAPHICAL ATTENDANCE AREA IN WHICH THEY RESIDE, UNLESS THE STUDENT IS GRANTED A TRANSFER UNDER THIS POLICY TO PROVIDE FAIR AND EQUITABLE PROCESS FOR ALL PARENTS OR GUARDIANS REQUESTING TRANSFERS

[00:25:04]

UPON REVIEW OF THIS POLICY, WE ARE RECOMMENDING CHANGING THE TERM HOME SCHOOL TO SCHOOL OF RESIDENCE FOR BETTER CLARIFICATION OF WHAT THAT MEANS.

AND THE SECOND CHANGE IS A MINOR EDITING CORRECTION WITH THE TERM CHILD CARE IN THE POLICY STATEMENT.

THANK YOU. ANY QUESTIONS? THANK YOU. IT'LL BE POSTED FOR UP TO 30 DAYS.

THANK YOU. UP NEXT WE HAVE POLICY 7004 ED SPECS FOR SCHOOLS, MR. WARNER. GOOD AFTERNOON, PRESIDENT POST, DOCTOR NEWSOM, MEMBERS OF THE BOARD. I'M SHUCHITA WARNER, DIRECTOR OF PLANNING AND CONSTRUCTION.

I AM HERE THIS AFTERNOON TO PRESENT POLICY 704, WHICH ADDRESSES THE EDUCATIONAL SPECIFICATIONS FOR SCHOOL RENOVATION, REVITALIZATION AND NEW CONSTRUCTION PROJECTS.

THE PROPOSED REVISIONS ARE LIMITED TO SECTIONS ONE, TWO, AND THREE AND ARE INTENDED TO ALIGN THE POLICY WITH THE UPDATED ADMINISTRATIVE PROCEDURE GUIDE ISSUED BY THE INTERAGENCY COMMISSION ON SCHOOL CONSTRUCTION, THE STATE AGENCY THAT OVERSEES PUBLIC SCHOOL CONSTRUCTION PROJECTS IN MARYLAND.

IN ADDITION, THE POLICY UPDATE ALSO INCLUDES A CITATION CHANGE TO REFLECT THE CURRENT IAC ADMINISTRATIVE PROCEDURE GUIDE.

THE POLICY WILL BE POSTED FOR 30 DAYS. IF YOU HAVE ANY QUESTIONS, I CAN TAKE THEM AT THIS TIME.

ANY QUESTIONS? OKAY. YOU SAID IT POSTED FOR 30 DAYS.

THANK YOU. NEXT WE HAVE POLICY 8105 SCHOOL VISITATIONS.

MISS MARCY GROOVER. GOOD AFTERNOON, PRESIDENT POST, DOCTOR NEWSOME AND MEMBERS OF THE BOARD. I'M MARCY GROOVER, THE BLUEPRINT COMMUNICATIONS COORDINATOR, AND I'M HERE TODAY TO PRESENT REVISIONS TO POLICY 81.

OH FIVE. REGARDING SCHOOL VISITATIONS AND OBSERVATIONS, THE PROPOSED REVISIONS INCLUDE UPDATING THE DEFINITION OF VOLUNTEER FOR CLARITY AND ALIGNMENT WITH CURRENT PRACTICE, AND ADDING DEFINITIONS FOR SCHOOL VISIT AND OBSERVATION, AS THESE TERMS WERE NOT PREVIOUSLY DEFINED WITHIN THE POLICY.

NO ADDITIONAL CHANGES ARE PROPOSED AT THIS TIME.

ANY QUESTIONS? OKAY, IT'LL BE POSTED FOR UP TO 30 DAYS.

THANK YOU, THANK YOU. UP NEXT, WE HAVE OUR BID APPROVALS.

[Bid Approvals]

GOOD AFTERNOON, PRESIDENT POST, DOCTOR NEWSOM, MEMBERS OF THE BOARD.

MY NAME IS SHELDON TAYLOR AND I'M THE SUPERVISOR OF FINANCE AND PROCUREMENT.

TODAY I HAVE TWO RECOMMENDATIONS FOR YOUR CONSIDERATION.

JOINING ME FIRST THIS AFTERNOON IS MR. RICK LIPPERT, SUPERVISOR OF INFORMATION TECHNOLOGY.

AND OUR RECOMMENDATION IS THAT THE BOARD APPROVED THE RENEWAL AND EXTENSION OF PALO ALTO NETWORKS FIREWALL, HARDWARE SUPPORT AND SOFTWARE LICENSES THROUGH SKYLINE TECHNOLOGY SOLUTIONS USING THE MARYLAND EDUCATION ENTERPRISE CONSORTIUM COOPERATIVE CONTRACT NUMBER UMD 972016 IN THE AMOUNT OF $85,049. THIS PURCHASE WILL BE FUNDED THROUGH THE FY 27 DATA PROCESSING BUDGET FOR IT, WITH COVERAGE THROUGH JULY 22ND, 2027.

MR. LIPPERT WILL PROVIDE A LITTLE ADDITIONAL INFORMATION FOR THIS PURCHASE.

GOOD AFTERNOON. MY NAME IS RICK LIPPERT. I'M SUPERVISOR OF INFORMATION TECHNOLOGY AND FY 23.

CSEA PURCHASED THREE PALO ALTO FIREWALLS, EACH WITH THREE YEAR.

NEXT, A BUSINESS HARDWARE REPLACEMENT AND THREE YEAR SOFTWARE LICENSE.

THE HARDWARE WAS RECEIVED IN APRIL OF 2023, WITH A PLANNED DEPLOYMENT DATE OF JULY OF 2024.

AS PART OF STANDARD PRACTICE, NETWORK HARDWARE IS PREPARED IN ADVANCE TO ALLOW TIME FOR CONFIGURATION AND TESTING, WHILE ALSO MITIGATING POTENTIAL SUPPLY CHAIN DELAYS THAT COULD IMPACT INSTALLATION TIMELINES.

TYPICALLY, VENDORS BEGIN THE NEXT BUSINESS DAY.

SUPPORT AND SOFTWARE LICENSE PERIODS. ONCE EQUIPMENT IS PLACED INTO PRODUCTION, HOWEVER, CSPS WAS NOT INFORMED THAT TIME OF PURCHASE THAT PALO ALTO INITIATES NEXT BUSINESS DAY. HARDWARE SUPPORT UPON DELIVERY TO THE CUSTOMER SITE BY THE SOFTWARE LICENSE BEGINS UPON PRODUCTION.

DEPLOYMENT. AS A RESULT, THE HARDWARE. NEXT DAY BUSINESS DAYS SUPPORT EXPIRED APRIL 22ND, 2026,

[00:30:01]

APPROVAL OF THIS PROCUREMENT WILL ALLOW BOTH THE HARDWARE AND NICS BUSINESS DAY SUPPORT AND SOFTWARE LICENSE TO A NEW EXPIRATION DATE OF JULY 22ND, 2027. THE ASSOCIATED PURCHASE ORDER WILL BE EXECUTED IN FY 27, WITH FUNDING ALREADY ALLOCATED IN FY 27 TECHNOLOGY DATA PROCESSING BUDGET. THANK YOU.

THANK YOU. I NEED A MOTION. MOTION TO APPROVE.

SECOND. THERE IS A MOTION AND A SECOND. ARE THERE ANY QUESTIONS? I HAVE A QUESTION. HI THERE. SO SO WITH THE FIREWALL THIS IS FOR THINGS FOR WHICH WE HAVE SERVERS HOUSED HERE AND NOT CLOUD WOULD BE REMOTE. THAT'S CORRECT.

THESE ARE FOR PHYSICAL SERVERS THAT WE HAVE HERE.

WE HAVE THREE PHYSICAL SERVERS AND TWO VIRTUAL SERVERS.

TWO OF THE THREE VIRTUAL SERVERS, ONES AT PLUM POINT MIDDLE SCHOOL, ONES AT WINDY HILL MIDDLE SCHOOL.

AND THOSE PROTECT US FROM THE INTERNET. THOSE ARE OUR INTERNET ACCESS POINTS.

AND THE FIREWALLS SIT THERE. THE THIRD ONE IS A FIREWALL, WHICH IS AT KING'S LANDING PARK FOR CHESS PACKS, WHICH IS A SEPARATE SITE BECAUSE OF ITS LOCATION.

RIGHT. SO I THINK FOR, FOR ME ANYWAY, I ALWAYS HAD THOUGHT OF FIREWALLS AS SOME KIND OF SOFTWARE THING, BUT IT'S ACTUALLY A PIPE. THE PIPE CONNECTS TO THIS FIREWALL AND THAT KEEPS THE ONE WAY FLOW OF TRAFFIC.

IS THAT, IS THAT FAIR ASSESSMENT SIMILAR? VERY CLOSE.

IT'S AN APPLIANCE THAT SITS IN THE MIDDLE OF THAT PIPE, AND IT STOPS THE FLOW OF TRAFFIC AT THAT POINT.

AND THE FIREWALL EITHER ALLOWS IT IN OR ALLOWS IT OUT DEPENDING ON DIFFERENT RULES WE HAVE.

AND ASSOCIATED RISKS THAT IT DETECTS. THANK YOU.

OKAY. ALL THOSE IN FAVOR? AYE. AYE. MOTION CARRIES THREE ZERO.

THANK YOU. THANK YOU. THANKS, MR. LIPPERT. JOINING ME NEXT IS MR. CHEETAH WARNER, DIRECTOR OF PLANNING AND SCHOOL CONSTRUCTION, FOR A RECOMMENDATION FOR PAVING RESTORATION AT APPEAL ELEMENTARY SCHOOL.

IT IS RECOMMENDED THAT THE BOARD APPROVE THE ACCEPTANCE OF THE FORMAL BID WITHDRAWAL SUBMITTED BY CHAMBERLAIN CONTRACTORS, LLC FOR THE MARCH 2026 SOLICITATION NUMBER 04-013-26.

LC PAVING RESTORATION AT APPEAL ELEMENTARY SCHOOL BASED ON DOCUMENTED MATERIAL ERRORS AND PRICING INCONSISTENCIES, AND AWARD THE CONTRACT TO MH ASPHALT MAINTENANCE, INC.

OF PASADENA, MARYLAND, AS THE ONLY REMAINING RESPONSIVE AND RESPONSIBLE BIDDER IN THE AMOUNT OF $460,000.

THIS IS IN ACCORDANCE WITH APPLICABLE PROVISIONS OF COMAR AND PROCUREMENT BEST PRACTICES AND WILL BE FUNDED THROUGH THE FY 27 CIP BUDGET.

MRS WARNER WILL PROVIDE A LITTLE BIT OF ADDITIONAL INFORMATION.

I JUST WANTED TO ADD THAT THIS PROJECT REPRESENTS MUCH NEEDED PAVING RESTORATION WORK AT APPEAL ELEMENTARY SCHOOL.

WE HAVE MONEY THAT'S ALLOCATED FOR PAVING BASED ON PRIORITIZATION AT MULTIPLE SCHOOLS IN OUR CIP APPEAL.

WE WERE TRYING TO ACTUALLY GET THIS WORK DONE LAST YEAR.

WE WERE NOT ABLE TO AFFORD IT, SO IT GOT DEFERRED TO THIS YEAR.

DURING THE BID PROCESS, WE DID ONLY HAVE TWO INTERESTED BIDDERS BEING CHAMBERLAIN AND IMAGE ASPHALT.

AFTER MISTER, MISTER TAYLOR RECEIVED THE WITHDRAWAL PAPERWORK THROUGH CHAMBERLAIN.

I DO WANT TO NOTE THAT MISTER CHUCK DAVIS AND OUR DEPARTMENT DID CONTACT THE PAVING CONTRACTOR WHO HAS THE COUNTY GOVERNMENT CONTRACT TO SEE IF WE COULD GET AN ALTERNATE PRICE THROUGH THAT PROCUREMENT VEHICLE.

HOWEVER, UPON LOOKING AT THE SCOPE OF WORK, IT REALLY DID NOT ALIGN BECAUSE THEIR WORK IS MORE HEAVY ROAD WORK INTENSIVE AND NOT PARKING LOTS. SO WE DO BELIEVE THAT THE RECOMMENDATION IS IS, IS APPROPRIATE TO AWARD THIS BECAUSE WE WILL HAVE THE MONEY IN OUR CIP BUDGET AS OF JULY 1ST OF 2026.

THE PROJECT WOULD OCCUR THIS SUMMER IF WE WAITED OR IF WE REBID THE PROJECT.

WE DON'T HAVE TIME TO DO IT THIS SUMMER. WE WOULD HAVE TO WAIT TILL NEXT SUMMER. AND WE DON'T HAVE ANY KIND OF GUARANTEE AS TO ASPHALT PRICES, SO I JUST WANTED TO ADD THAT INFORMATION. CAN I GET A MOTION? MOTION TO APPROVE. SECOND. DISCUSSION. YES I DO.

SO IN. HI. HOW ARE YOU, DOCTOR? MISS WARNER. SHELDON, HOW ARE YOU, SIR?

[00:35:05]

DO YOU KEEP THOSE KIND OF THINGS IN CERTAIN AREAS? NO, WE DON'T, DON'T HAVE THAT. BUT IF I, IF I NEED TO REACH OUT TO ONE OF MY CONSTITUENTS, I WOULD JUST REACH OUT TO THEM DIRECTLY AND ASK THEM THOSE QUESTIONS. OKAY. SO I, SORRY, I CAN, I CAN ADD SOME INFORMATION. I DO WANT TO SAY THAT WE DO ASK FOR ENGINEERS ESTIMATES WHEN WE DEVELOP SCOPES OF WORK AND THE ENGINEER'S ESTIMATE WAS OVER WHAT THE LOW BIDDER THAT WITHDREW THEIR BID.

SO IT DID COME OVER. IT WAS A LITTLE BIT UNDER WHAT IMAGE ASPHALT HAD BID.

HOWEVER, ENGINEERS ESTIMATES A LOT OF TIMES DO COME IN A LITTLE BIT LOWER INDUSTRY PRICING.

ET CETERA. CERTAINLY YOU KNOW, CATCHES UP TO REAL TIME.

SO I DID WANT TO SAY THAT ENGINEERS ESTIMATES ARE TECHNICALLY SOMETHING THAT WE, THAT WE LOOK AT FOR BUDGETING PURPOSES.

OKAY. I WOULD EXPECT THE COST OF BITUMEN WOULD BE HIGHER GIVEN THAT ALL, ALL PETROLEUM PRODUCTS ARE HIGHER.

I HAD A QUESTION ABOUT THE BIDDER THAT WITHDREW.

IS THAT BITTER STILL ON OUR QUALIFIED BIDDER LIST OR HAVE WE JETTISONED THEM? SO THEY DID REQUEST IN ORDER TO, IN ORDER TO BID ON ANY OF OUR PLANNING AND CONSTRUCTION PROJECTS, BIDDERS DO HAVE TO COMPLETE A CONTRACTOR'S QUALIFICATION.

THEY DID SUBMIT THAT THEY WERE APPROVED AND SINCE THIS IS A MATERIAL DEFICIENCY, THEY PROVIDED A BID BOND.

HOWEVER, THEY PROVIDED ALL OF THE PAPERWORK THAT NOTED THAT THERE WAS A MATERIAL ERROR.

SO I DON'T THINK IN TERMS OF PROCUREMENT LAW, MR. TAYLOR CAN CERTAINLY CHIME IN, BUT I DON'T THINK THAT THERE ARE ANY GROUNDS FOR US TO DISQUALIFY THEM FROM BIDDING ON OUR PROJECTS IN THE FUTURE.

OKAY. AND IT IS, IS IT WOULD THEY HAVE HAD ANY KNOWLEDGE AS THE BID, AS THEY WITHDREW FROM THE BID OF WHAT THE OTHER BID WAS? YES. THAT IS A PUBLIC BID. OKAY. SO I WONDER IF THEY SINCE THEY WERE SO GROSSLY UNDER, IF THEY WOULD JUST SAY, OH, I GUESS WE MADE A MISTAKE BECAUSE THEY COULDN'T MAKE AS MUCH MONEY AS THEY WANTED TO ON THIS.

WELL, I CAN SAY THAT THEY DID CONTACT OUR DEPARTMENT THE NEXT DAY.

THEY WERE VERY CONCERNED BECAUSE THEY I WOULD IMAGINE THAT WHEN THERE IS SUCH A SPREAD THAT DOES CAUSE FOR, YOU KNOW, CREATE CAUSE FOR CONCERN, THEY WENT BACK, THEY LOOKED AT THEIR NUMBERS, THEY CLEARLY MISSED SOME THINGS.

THEY WERE, HOWEVER, WILLING TO POTENTIALLY LOOK AT IT A LITTLE BIT FURTHER.

BUT THEN THEY DISCOVERED MORE ERRORS DURING MY DISCUSSION WITH THEM AS TO HOW THEY FILLED OUT THE BID FORM.

ONE OTHER THING THAT I DO WANT TO SAY IS THAT IN THE PUBLIC BID ARENA, BECAUSE ALL OF OUR PROJECTS ARE REQUIRED TO BE BONDED THE BONDING COMPANY, IF THERE IS A, OVER A 10% DIFFERENCE BETWEEN THE LOW BID AND THE NEXT BID, LIKE NUMBER ONE. NUMBER TWO, THAT BONDING AGENCY WILL KIND OF DO A DOUBLE TAKE.

SO THERE ARE ALWAYS THOSE IMPLICATIONS THAT THEY MAY NOT HONOR THAT BOND BECAUSE THAT IS RISKY, BECAUSE PERHAPS THE LOW BIDDER HAS LEFT SOME MONEY ON THE TABLE.

OKAY. THANK YOU. I WOULD THINK THAT THEY WOULD HAVE RESUBMITTED IF THEY THOUGHT THEY COULD DO IT CHEAPER THAN THE OTHER BID.

IT'S A PUBLIC BID OPENING, THOUGH. THERE'S A TIME AND DEADLINE, SO THEY CAN'T MISS IT.

OKAY. GOT IT. IS THERE A REASON THAT WE DIDN'T JUST PUT THIS OUT TO BID AGAIN? WE DIDN'T REBID IT. YEAH. TO PUT TO PUT IT BACK ON IT WOULD TAKE HAS TO BE OUT FOR AT LEAST FOUR WEEKS.

AND BY THE TIME WE GET THE NEXT BOARD MEETING, IT'LL BE ANOTHER TWO WEEKS.

SO IS THIS A TIME ISSUE? TIME IS OF THE ESSENCE, RIGHT? THANK YOU. OKAY. THERE IS A MOTION AND A SECOND.

ALL THOSE IN FAVOR? AYE. MOTION CARRIES THREE ZERO.

THANK YOU. THANK YOU.

[Multi-Tiered System of Supports ]

PRESENTATION. I INVITE MISS JACKIE JACOBSON. MISS SUZANNE MCGOWAN.

[00:40:14]

I'M JACKIE JACOBS, CHIEF ACADEMIC OFFICER, AND I'M JOINED TODAY BY.

SUZANNE MCGOWAN, SUPERVISOR OF STUDENT SERVICES.

TODAY, WE WILL SHARE HOW OUR MULTI-TIERED SYSTEM OF SUPPORTS IS INFORMED BY OUR SOCIAL EMOTIONAL LEARNING.

UNIVERSAL SCREENER. THE STUDENT COMPETENCY AND WELL-BEING MEASURES.

MTSS IS A FRAMEWORK THAT GUIDES HOW WE PROACTIVELY SUPPORT STUDENTS ACADEMICALLY, SOCIALLY, EMOTIONALLY AND BEHAVIORALLY. IT ALLOWS US TO USE DATA TO IDENTIFY NEEDS EARLY AND ENSURE STUDENTS RECEIVE TIMELY, APPROPRIATE SUPPORT. MTS SUPPORTS THE WHOLE CHILD THROUGH THREE CONNECTED AREAS ACADEMICS, SOCIAL, EMOTIONAL, LEARNING AND BEHAVIOR. ACADEMICS, READING AND MATHEMATICS ARE THE FOUNDATION SUPPORTED BY HIGH QUALITY INSTRUCTION.

SOCIAL EMOTIONAL LEARNING BUILDS THE SKILLS NEEDED TO SUCCEED IN BEHAVIORAL SUPPORTS, PROVIDE CLEAR EXPECTATIONS AND GUIDANCE.

TOGETHER, THESE AREAS WORK TOGETHER AS PROACTIVE SYSTEM TO IDENTIFY AND RESPOND TO STUDENTS NEEDS.

EARLY. THE SLIDE. THIS SLIDE HERE SHOWS HOW MTS OPERATES ACROSS TIERS OF SUPPORT AT.

THE FOUNDATION IS STRONG, HIGH QUALITY TIER ONE INSTRUCTION FOR ALL STUDENTS, GROUNDED IN EVIDENCE BASED CURRICULUM AND INSTRUCTIONAL PRACTICES WHEN DATA INDICATES ADDITIONAL NEED. TARGETED TIER TWO AND MORE INTENSIVE TIER THREE SUPPORTS ARE LAYERED IN NEVER REPLACING CORE INSTRUCTION, BUT BUILDING ON IT THROUGH THE PROCESS, BUILDING ON IT THROUGHOUT THE PROCESS, WE FOCUS ON EARLY IDENTIFICATION, ONGOING PROGRESS MONITORING, AND ADJUSTING SUPPORTS AS STUDENTS RESPOND AND GROW.

AT THE HEART, OUR UNIVERSAL SCREENERS, THEY ARE A BRIEF, VALID, AND RELIABLE ASSESSMENT GIVEN TO ALL STUDENTS TO IDENTIFY POTENTIAL ACADEMIC OR BEHAVIORAL RISK AS EARLY AS POSSIBLE. SCREENERS PROVIDE THAT FIRST LOOK AT HOW STUDENTS ARE DOING, AND HELP US DETERMINE WHEN ADDITIONAL ASSESSMENTS OR SUPPORT MAY BE NEEDED.

FOR MATH AND READING, WE USE NWA MAP AND IREADY FOR SOCIAL EMOTIONAL LEARNING.

WE USE THE PANORAMA SCREENER BECAUSE SOCIAL EMOTIONAL LEARNING SKILLS ARE CLOSELY CONNECTED TO BEHAVIOR AND LEARNING.

THIS DATA HELPS BOTH SEL AND BEHAVIORAL SUPPORTS ACROSS ALL AREAS.

SCREENERS ARE NEVER DIAGNOSTIC ON THEIR OWN. THEY INFORM CONVERSATIONS, INSTRUCTIONAL DECISIONS, AND COORDINATED SUPPORTS WITHIN MTSS. PANORAMA IS THE PLATFORM THAT THAT BRINGS MULTIPLE SOURCES OF STUDENT DATA INTO ONE UNIFIED VIEW. IT ALLOWS EDUCATORS TO ACCESS TIMELY, INTEGRATED INFORMATION ON ACADEMICS BEHAVIOR, ATTENDANCE, AND WELL-BEING. THIS SUPPORTS EARLY IDENTIFICATION, INFORMED DECISION MAKING, AND PROGRESS MONITORING, ALLOWING MTSS TO FUNCTION CONSISTENTLY AND EFFECTIVELY ACROSS THE DISTRICT.

THIS SLIDE HIGHLIGHTS WHAT IS MEASURED BY OUR SOCIAL EMOTIONAL LEARNING UNIVERSAL SCREENER.

THE SCREENER FOCUSES ON STUDENT SKILLS AS SEEN ON THE SLIDE, ALL OF WHICH SUPPORT STUDENT LEARNING.

WE USE THIS INFORMATION ALONGSIDE CLIMATE DISCIPLINE AND ATTENDANCE DATA TO GUIDE COORDINATED SUPPORTS FOR STUDENTS PRIOR TO ADMINISTRATION OF THE SCREENER, PARENTS RECEIVE A LETTER WHICH INCLUDES LINKS TO THE SCREENER QUESTIONS.

COUNSELORS AND ADMINISTRATORS ARE AVAILABLE TO SPEAK WITH PARENTS ABOUT THE SCREENER AND INDIVIDUAL STUDENT REPORTS.

WE ARE CURRENTLY WORKING WITH THE VENDOR ON HOW THE SCREENER SCREENER DATA CAN BE SHARED IN A PARENT FRIENDLY REPORT.

HERE WE SEE DISTRICT LEVEL RESULTS OF THE MOST RECENT ADMINISTRATION OF THE SCREENER.

THE CHART ON THE LEFT SHOWS THE RESULTS OF GRADES 3 TO 5 SCREENER, WHILE THE CHART ON THE RIGHT SHOWS THE RESULTS OF GRADES 6 TO 12.

SCREENER. THE PERCENTAGES AND BLUE PORTIONS OF THE BAR GRAPHS REPRESENT FAVORABLE RESPONSES.

THE GRAY PORTIONS OF THE BAR GRAPHS REPRESENT APPROACHING FAVORABLE.

AND LASTLY, THE ORANGE PORTIONS OF THE BAR GRAPHS ARE CONSIDERED UNFAVORABLE RESPONSES.

AS YOU CAN SEE FROM THE RESULTS, STUDENTS IN GRADES 3 TO 5, FOR EXAMPLE, RATED SUPPORTIVE RELATIONSHIPS AND GROWTH MINDSET HIGHEST AND STUDENTS IN GRADES 6 TO 12 RATED GROWTH MINDSET AND SELF MANAGEMENT HIGHEST.

CONVERSELY, BOTH AGE LEVELS RATED EMOTIONAL REGULATION AND STUDENT TO STUDENT INTERACTIONS THE LOWEST.

WHAT YOU SEE DISPLAYED HERE ARE DISTRICT LEVEL RESULTS.

HOWEVER, EACH SCHOOL TEAM WOULD BE ABLE TO GENERATE A SIMILAR REPORT FOR THEIR SCHOOL.

THE GOAL OF THE SCREENER IS TO HELP DISTRICT TEAMS AND SCHOOL TEAMS IDENTIFY TIERED SUPPORTS IN ALIGNMENT WITH OUR MTS FRAMEWORK.

[00:45:03]

FOR TIERS TWO AND THREE, WE USE THIS DATA TO HELP TEACHERS, COUNSELORS, SUPPORT STAFF AND ADMINISTRATORS DESIGN TARGETED SUPPORT AND INSTRUCTION.

ADDITIONALLY, WE WANT TO IDENTIFY THE FEW STUDENTS WHO REQUIRE MORE INTENSIVE SUPPORT AND INSTRUCTION IN SEL AND OR BEHAVIOR.

THIS SLIDE SHOWS AN EXAMPLE OF SCHOOL LEVEL DATA.

IF YOU LOOK AT THE TOP LEFT HAND CORNER NEAR THE PURPLE STAR, YOU WILL SEE WHAT A SCHOOL MAY IDENTIFY AS THE GREATEST AREAS OF NEED.

IF YOU RECALL, THESE BAR GRAPHS ARE SIMILAR TO THE FIRST BAR GRAPH CHART I SHOWED YOU.

THIS DATA CAN BE VIEWED FOR THE ENTIRE SCHOOL, OR IT CAN BE FILTERED BY GRADE LEVEL, CLASSROOM, ETC. IN THIS CASE, OUR DATA IS FILTERED FOR FIFTH GRADE.

OUR ADMINISTRATIVE COUNSELING AND FIFTH GRADE TEACHERS WOULD BE ABLE TO SEE THAT RESPONSIBLE DECISION MAKING, EMOTIONAL REGULATION, AND STUDENT TO STUDENT INTERACTIONS, AS RATED BY THE STUDENTS, ARE THE GREATEST AREAS OF NEED.

BECAUSE ONLY 38% OF THESE FIFTH GRADERS RATED STUDENT TO STUDENT INTERACTIONS FAVORABLY, THAT WOULD INDICATE THAT A TIER ONE INTERVENTION WOULD BE APPROPRIATE, BUT THE TEAMS WOULD WANT TO USE DATA TO BE MORE SPECIFIC, AND THEY WOULD HAVE THE ABILITY TO DRILL DOWN FURTHER BASED ON HOW STUDENTS ANSWERED SPECIFIC QUESTIONS, IN THIS CASE AROUND BULLYING.

FOR THE QUESTION, HAVE YOU WITNESSED BULLYING HAPPENING TO SOMEBODY ELSE? 36% SAID YES. THE SCHOOL TEAM CAN FURTHER DRILL DOWN TO FIND OUT WHERE STUDENTS ARE OBSERVING THIS BEHAVIOR.

KNOWING THAT 58% ARE SEEING BULLYING OR AT LEAST NEGATIVE STUDENT TO STUDENT INTERACTIONS OCCURRING AT RECESS, AND 49% ARE OBSERVING OR OBSERVING THESE BEHAVIORS ON THE BUS ALLOWS SCHOOL TEAMS TO DIRECT VERY SPECIFIC AND MEANINGFUL INSTRUCTION TO ADDRESS THIS ISSUE.

THIS CHART REPRESENTS A SAMPLE OF WHAT STUDENT LEVEL DATA MAY SHOW.

THIS CHART SHOWS 11 STUDENTS WHO ALL REPORTED LOW STUDENT TO STUDENT RESPONSES.

THE COLOR BANDS REPRESENT THEIR OVERALL STRENGTHS.

GREEN BANDS INDICATE THAT THE STUDENT REPORTS ALL AREAS OR MANY AREAS TO BE STRENGTHS.

YELLOW INDICATES THE STUDENT REPORTED SOME STRENGTHS AND RED INDICATED THE STUDENT REPORTED NO STRENGTHS.

STUDENTS WHO WERE REPORTING OVERALL POSITIVE RATINGS.

THOSE IN GREEN MAY BE EXPERIENCING NEGATIVE PEER TO PEER INTERACTIONS, BUT MAY HAVE STRONG SEL SKILLS, SO THE SUPPORT THE SCHOOL MAY OFFER MAY COME IN THE FORM OF A COUNSELOR CHECK IN.

THE ADMINISTRATIVE AND COUNSELING TEAMS MAY FURTHER INVESTIGATE BULLYING PATTERNS OR SPECIFIC INCIDENTS TO ADDRESS THE STUDENT'S CONCERNS AND ENSURE THEIR SAFETY.

OUR APPROACH AT TIER 3RD MAY REFLECT SIMILAR INTERVENTIONS, BUT THE INTERVENTIONS MAY BE MORE FREQUENT AND MORE PRESCRIPTIVE.

IF YOU RECALL, INTERVENTIONS AT TIER THREE OCCUR FOR FEW STUDENTS.

LOOKING AT THE COLOR BANDS, I SEE THAT TWO STUDENTS, FOR EXAMPLE, ARE REPORTING LOW STUDENT TO STUDENT INTERACTIONS, BUT THEY ARE ALSO REPORTING NO STRENGTHS. SO TEAMS WILL WANT TO ENSURE THESE STUDENTS HAVE THE SUPPORTS THEY NEED.

THEY MAY REQUIRE MORE TARGETED SKILL BUILDING IN MULTIPLE AREAS, SUCH AS IDENTIFYING AND PRACTICING COPING SKILLS, LEARNING, ASSERTIVE COMMUNICATION, INCREASING INCREASING IMPULSE CONTROL AND LEARNING SKILLS RELATED TO SELF-MANAGEMENT OF THEIR BEHAVIOR.

NOW WE'LL TAKE QUESTIONS. I DO HAVE A COUPLE OF QUESTIONS.

YOU WANT TO GO? YOU CAN GO FIRST. IF A STUDENT IS RECEIVING A TIER TWO INSTRUCTION, DO WE HAVE A BASELINE FOR HOW MANY MINUTES THAT NEEDS TO BE? OR IS IT A SCHOOL BY SCHOOL DECISION AS TO WHETHER IT'S 30 MINUTES OR 45? IS THERE A BASELINE WHERE IT HAS TO BE AT LEAST SO MANY MINUTES? THERE'S NO BASELINE, AND IT WOULD CHANGE IF IT WAS ACADEMIC TIER TWO.

THOSE SOME OF THOSE MIGHT HAVE SPECIFIC RECOMMENDATIONS FOR HOW MUCH TIME IT WOULD TAKE TO IMPLEMENT AN INTERVENTION TO FIDELITY.

BUT FOR SOCIAL EMOTIONAL LEARNING THOSE INTERVENTIONS WOULD BE JUST STUDENT SPECIFIC BASED ON THE SCHEDULE, BASED ON THE STUDENT'S INTENSITY OF NEED. ISN'T THAT A PROBLEM WITH EQUITY? IF YOU HAVE A, YOU KNOW, A CHILD IN A SCHOOL THAT HAS SEVERE ISSUES, BUT, BUT IS GIVEN GIVEN SIGNIFICANTLY LESS TIME ON THE INTERVENTION. WELL, IF THE STUDENT HAS SIGNIFICANT ISSUES, ONE WOULD HOPE THAT THEY WERE GETTING MORE INTENSIVE, FREQUENT INTERVENTION. SO WHETHER OR NOT YOU'RE IN TIER 2 OR 3 IS REALLY DEPENDENT ON THE FREQUENCY AND INTENSITY OF THE INTERVENTION. SO A STUDENT WHO IS RECEIVING TIER TWO INTERVENTIONS MIGHT ONLY NEED IT ONCE A WEEK OR SEVERAL TIMES A WEEK FOR TEN MINUTES, WHEREAS A STUDENT WHO'S RECEIVING TIER THREE INTERVENTIONS MIGHT NEED IT WITH GREATER FREQUENCY.

SO MAYBE EVERY DAY. AND BECAUSE THE THE GOALS THAT THEY'RE WORKING ON ARE MORE EXTENSIVE, THEY MIGHT NEED MORE TIME DURING THOSE INTERVENTION TIMES.

[00:50:02]

IT SEEMS THAT WE NEED TO HAVE A BASELINE AS TO HOW MANY, AT LEAST HOW MANY MINUTES THEY RECEIVE.

YOU KNOW, IT WOULDN'T BE FAIR IF ONE SCHOOL WAS GIVING FIVE MINUTES OF, OF, OF INTERVENTION AND ANOTHER SCHOOL MIGHT BE GIVING 30 MINUTES AND THEY ALL REALLY WOULD BE DEPENDENT ON THE CHILD'S NEEDS.

I WOULD HOPE THAT EVERY SINGLE SCHOOL AND EVERY SINGLE TEAM IS THINKING ABOUT WHAT THAT SPECIFIC CHILD NEEDS AND DETERMINING HOW THEY CAN DESIGN THE INTERVENTION TO MEET THOSE NEEDS. AND THEN PART OF THE DESIGN SHOULD BE, HOW MANY WEEKS ARE WE GOING TO DO THIS? FOR WHAT TIME PERIOD? AND THEN PROGRESS MONITORING.

BECAUSE IF YOU DESIGN THE INTERVENTION AND YOU'RE DOING PROGRESS MONITORING AND YOU'RE SHOWING GROWTH, THAT WOULD INDICATE YOU CAN CONTINUE, CARRY ON.

IF YOU'RE NOT, YOU MIGHT NEED TO INCREASE THAT TIME.

PROGRESS MONITORING WOULD BE AN ESSENTIAL PIECE OF THIS.

OKAY. AND ARE WE PROVIDING COMPREHENSIVE TRAINING FOR TEACHERS AND INSTRUCTIONAL ASSISTANTS.

THEY MIGHT HAVE TO PROVIDE TIER TWO INTERVENTION.

TIER TWO INTERVENTION THAT A TEACHER MIGHT IMPLEMENT WOULD PROBABLY WOULD BE WITHIN THEIR SCOPE OF TRAINING ALREADY.

THERE MIGHT BE SOME TIMES WHERE A SCHOOL TEAM IS PUTTING TOGETHER A STUDENT SUPPORT PLAN AND THEN YOU WOULD WANT THE SCHOOL TEAM TO GET TOGETHER TO DO SOME COLLABORATIVE WORK TO MAYBE TRAIN A TEACHER ON. THESE MIGHT BE THE SPECIFIC SUPPORTS THAT YOU CAN PUT IN PLACE, BUT THE MORE INTENSIVE, PULL OUT KINDS OF SERVICES THAT A SCHOOL COUNSELOR MIGHT IMPLEMENT WOULD BE REALLY MORE RELATED TO THEIR AREA OF EXPERTISE. OKAY. AND ON SLIDE TEN WHERE IT TALKED ABOUT THE BULLYING ISSUES, IT SEEMED THAT THERE WAS AN EXTREME DURING RECESS AND BUS RIDES. DO WE HAVE ANY PLAN TO ADDRESS THINGS DIFFERENTLY THAN WE CURRENTLY ARE TO, TO HELP RESOLVE THIS? YEAH. AND I THINK SOME OF THIS OUR DISTRICT LEVEL DISCUSSIONS MAYBE AT A BEHAVIORAL HEALTH TEAM IN THE DISTRICT LEVEL LOOKING AT OUR, OUR CLIMATE SURVEYS THAT ARE DONE AS WELL, TRYING TO COORDINATE THE RESULTS OF BOTH OF THEM TOGETHER.

BUT WHAT WE'RE TRYING TO DO IS EMPOWER SCHOOLS TO LOOK AT THEIR SPECIFIC NEEDS.

I DON'T KNOW THAT SCHOOLS SOMETIMES DON'T KNOW HOW TO INTERVENE, FOR INTERVENE, FOR EXAMPLE, WHEN THERE'S ISSUES HAPPENING AT RECESS OR HAPPENING AT THE BUS. BUT THEY THEY MIGHT NOT HAVE HAD THE DATA PULLED IN A WAY WHERE THEY CAN IDENTIFY FIRST, WHERE IS THE PROBLEM? BUT I THINK THAT IF WE IF WE TRAIN OUR STAFF AND WE DO A LOT OF THIS OVER THE SUMMER WITH OUR PBIS CONFERENCES OR MTSS CONFERENCES, WE GET OUR ADMINISTRATIVE TEAMS AND OUR SCHOOL BASED BEHAVIORAL HEALTH TEAMS OR PBIS TEAMS TOGETHER.

IT'S ABOUT LOOKING AT THE DATA, IDENTIFYING WHERE THE AREAS ARE, AND THEN EVERYBODY BRINGING THEIR AREAS OF EXPERTISE TOGETHER TO DESIGN GOAL ORIENTED DATA BASED INTERVENTIONS. SO I THINK WE REALLY WANT TO EMPOWER OUR SCHOOLS BECAUSE WHAT HAPPENS AT ONE SCHOOL IS OBVIOUSLY VERY DIFFERENT THAN HAPPENS AT ANOTHER SCHOOL.

BUT IT'S REALLY ABOUT TEACHING OUR STAFF TO USE THIS DATA AND THEIR OTHER DATA SOURCES TO IDENTIFY THEIR AREAS OF NEED.

OKAY. AND ON SLIDE 12, CAN I JUST CLARIFY ONE THING? SO THE DATA THAT YOU SAW IN THIS CHART IS CALVERT COUNTY PUBLIC SCHOOLS DATA.

THE OTHER TWO WERE EXAMPLES OF WHAT DATA WOULD LOOK LIKE.

IT'S NOT OUR ACTUAL DATA. OKAY. OKAY. ON SLIDES 11 AND 12, SPECIFICALLY ON SLIDE 12 WHERE YOU'RE TALKING TIER THREE, WHICH WOULD BE OUR HIGHEST NEED STUDENTS.

AND, AND THIS APPARENTLY IS JUST AN EXAMPLE. I NOTICED IN BOTH SLIDES, IT SAYS INTERVENTIONS MAY FOCUS ON, YOU KNOW STUDENTS WITH HIGHER LEVEL IDENTIFIED CONCERNS MAY BENEFIT MAY REQUIRE MORE FREQUENT OR INTENSIVE SUPPORT. AND THAT JUST KIND OF STUCK OUT WITH ME BECAUSE IT, THAT MAY, SHOULDN'T IT BE WILL YOU KNOW, THESE STUDENTS WILL REQUIRE MORE FREQUENT OR INTENSIVE.

THERE'S NO CONCRETE STATEMENT. SO I AGREE WITH YOU.

THEY WILL REQUIRE SUPPORT. I THINK EVERY TIME WE LOOK AT THIS DATA, WE NEED TO JUST BE CAREFUL AS THE PEOPLE WHO ARE INTERPRETING THE DATA TO MAKE SURE THAT THIS IS JUST ONE DATA POINT. SO WE WANT TO MAKE SURE THAT WE'RE EXPLORING. I JUST WANT TO PREFACE THIS. WE WANT TO MAKE SURE THAT WE'RE EXPLORING OTHER DATA POINTS, SPEAKING TO TEACHERS, SPEAKING TO FAMILIES, SPEAKING TO THE STUDENTS LOOKING AT DISCIPLINE DATA WE MIGHT ALREADY HAVE.

AND IF WE DETERMINE THAT THE CHILD HAS SIGNIFICANT NEEDS, I AGREE WITH YOU 100%.

THEY WILL NEED SUPPORT. I THINK THE USE OF THE WORD MAY HERE IS NOT KNOWING BECAUSE WE'RE TALKING HYPOTHETICALLY.

WE DON'T KNOW SPECIFICALLY WHAT AREA THEY THEY NEED SUPPORT IN.

BUT I DO AGREE THEY WILL NEED SUPPORT. OKAY. AND ONE LAST QUESTION FOR THE CHILD WHO TRULY NEEDS IT.

[00:55:03]

SO THIS INFORMATION WOULD BE SHARED WITH PARENTS.

SO WHAT WE'RE SO WHAT WE HAVE IN PLACE RIGHT NOW AS WE'VE BEEN IMPLEMENTING IT, IS THAT THE PARENT CAN CALL THE COUNSELOR OR ADMINISTRATOR AND SAY, YOU KNOW, CAN, CAN I COME IN? CAN WE LOOK OVER THESE RESULTS? AND BECAUSE THE QUESTIONS HAVE BEEN PROVIDED TO THE PARENTS, WE ALSO WANT PARENTS TO HAVE CONVERSATIONS WITH THEIR THEIR OWN CHILDREN ABOUT THE RESULTS. WE ARE WORKING WITH THE VENDOR RIGHT NOW TO DETERMINE WHAT A PARENT REPORT COULD LOOK LIKE.

AS OF NOW, WE DON'T HAVE A PARENT REPORT THAT CAN BE SENT HOME.

RIGHT NOW WHAT WE HAVE AVAILABLE IS THAT A PARENT IS WELCOME TO COME IN TO REVIEW THESE RESULTS WITH THE COUNSELOR OR ADMINISTRATOR.

OKAY. SO IF YOU HAVE A CHILD WHO YOU'RE TO READ, RIGHT, THEY'RE SIX AND SEVEN THAT ARE PUT INTO SOME TYPE OF INTERVENTION.

WOULD THE PARENTS BE NOTIFIED IF THE CHILD IS PUT INTO AN INTERVENTION? THAT REQUIRES THEM TO COME OUT OF THEIR NORMAL PROGRAMING AND WE WOULD NOT BE TAKING THEM OUT OF, YOU KNOW, IN ACADEMICS AS BEST AS POSSIBLE, BUT MAYBE DURING A FLEX TIME OR MAYBE DURING LUNCH BUNCHES, THINGS LIKE THAT. WE ANYTIME A CHILD IS TAKEN OUT OF THEIR NORMAL PROGRAMING, BEST PRACTICES WOULD BE THAT YOU'RE GOING TO TALK TO THE PARENT ABOUT IT.

AND THE PARENT HAS SOME CONVERSATION WITH THAT PROVIDER.

BEING A COUNSELOR. SCHOOL COUNSELOR. SCHOOL COUNSELOR CAN SEE ANY STUDENT WITHIN THE BUILDING.

IF THEY'RE GOING TO COME OUT, COME OUT OF THEIR PROGRAM AND WORK WITH A SOCIAL WORKER OR SCHOOL PSYCHOLOGIST, THERE MUST BE PARENT CONSENT FOR THAT.

SO I THINK BEST PRACTICE, AND WE'RE GOING TO TALK ABOUT THIS AS WE CONTINUE OUR WORK IN MTSS IS TO HAVE A LITTLE BIT MORE UNIFORMITY WITH HOW WE'RE INFORMING PARENTS ABOUT MAYBE TIER TWO INTERVENTIONS. SO THAT THERE'S CONSISTENCY, YOU KNOW, AROUND THE DISTRICT.

BUT I THINK WHEN YOU'RE TALKING ABOUT SOCIAL EMOTIONAL LEARNING AND YOU'RE TALKING ABOUT DOING A GROUP BASED ON A SPECIFIC SKILL, BEST PRACTICE WOULD BE THAT YOU'RE SPEAKING WITH A PARENT ABOUT WHAT THE, WHAT THE PLAN IS AND WHAT THAT LOOKS LIKE.

OKAY. THANK YOU. SO I HAVE ADHD AND I'VE BEEN TRYING TO HOLD THESE QUESTIONS IN AND RECITE THEM IN MY BRAIN.

ALSO, THE ADHD IS COMING OUT RIGHT NOW, AS YOU CAN TELL.

I, MY KIDS HAVE TAKEN THESE SCREENERS BEFORE.

I DON'T THINK THAT I EVER KNEW THAT I COULD GO IN AND, AND DISCUSS THE RESULTS WITH SOMEONE AT THE SCHOOL.

SO I WOULD LIKE DOCTOR NEWSOM, IF YOU WOULD NOT MIND TO TAKE ACTION AS WE PROVIDE THIS LANGUAGE AND UPDATES NEXT YEAR.

THAT MAY BE THAT IS SOMETHING THAT IS IS EXCUSE ME INCLUDED UP FRONT THAT IF THAT, THAT A PARENT DOES HAVE THE RIGHT TO GO IN AND REVIEW THOSE THINGS. I THINK THAT WOULD BE REALLY HELPFUL BECAUSE I, I DON'T, I FEEL LIKE I'M PRETTY TUNED IN TO WHAT'S GOING ON.

I MEAN, YOU KNOW, NOT WITH TEENAGERS BECAUSE THAT'S A WHOLE DIFFERENT THING. BUT, BUT YOU KNOW WHAT I MEAN? JUST IN GENERAL, AND I DON'T THINK I KNEW THAT. SO I THINK THAT WOULD BE, THAT WOULD BE REALLY HELPFUL. WE'RE NOT SAYING YOU KNOW, I KNOW THERE'S BEEN DISCUSSION ABOUT OPTING OUT AND THINGS LIKE THAT.

THAT'S, THAT'S NOT THE INTENT, BUT THAT IF A CHILD DOES TAKE THIS, THAT A PARENT DOES HAVE AN OPPORTUNITY TO GO IN AND HAVE A DISCUSSION.

SO MAYBE THERE CAN BE SOME CONVERSATION ABOUT THAT AS WELL.

I APPRECIATE THAT. WE CURRENTLY IN THE LETTER, IT TALKS ABOUT IT, BUT BY VIRTUE OF THE FACT THAT YOU STILL HAVE THAT QUESTION MEANS THAT WE NEED TO IMPROVE THAT COMMUNICATION. I EVEN READ ONE FOR ELEMENTARY SCHOOL BECAUSE MY BROTHER SENT ME A MESSAGE.

HE SAYS, WHAT IS THIS? AND I WAS LIKE, YOU KNOW.

SO I ANSWERED THE QUESTION. I READ, ALTHOUGH IT WAS THE SMALLEST FONT EVER, SO I DIDN'T I DIDN'T EVEN PICK THAT UP THERE.

SO I THINK THAT IF WE COULD KIND OF CALL THAT OUT A LITTLE BIT MORE, THAT WOULD BE IMPORTANT. WE DEVELOPED THE QUESTIONS ON THE SCREENER.

WE DO DEVELOP THE QUESTIONS ON SCREENER, BUT PANORAMA DOES PROVIDE OPTIONS FOR QUESTIONS.

AND THEN WE CAN SELECT FROM THAT BANK, BUT WE CAN ALSO CONSTRUCT QUESTIONS.

SO WE CAN TAILOR THOSE KIND OF BASED ON THE NEEDS OF STUDENTS IN OUR COMMUNITY.

WE DETERMINED THERE WERE CERTAIN AREAS WHEN WE FIRST ADMINISTERED IT.

THERE WEREN'T A LOT OF QUESTIONS. THERE WERE SOME QUESTIONS ABOUT STUDENT TO STUDENT INTERACTION, BUT WE REALIZED WE REALLY WANTED TO FOCUS ON SOME BULLYING BEHAVIOR. SO WE ADDED THOSE QUESTIONS AS WELL. HOW MANY QUESTIONS ARE ON THE SCREENER TOTAL FOR ELEMENTARY AND THEN SECONDARY.

SO CURRENTLY AT THE ELEMENTARY LEVEL THERE ARE 45 QUESTIONS.

AT THE SECONDARY LEVEL, THERE ARE 40. DID I SAY 45 FOR 3 TO 5 AND 40 FOR THE OLDER STUDENTS? AND I KNOW THIS QUESTION CAME UP RECENTLY. WHY WERE THERE MORE FOR THE ELEMENTARY LEVEL WILD.

YEAH. AND PART OF IT IS BECAUSE THE STUDENTS THEMSELVES ARE TAKING THE SCREENERS.

SO WHEN THEY'RE LOOKING AT THE QUESTIONS SOMETIMES YOU CAN HAVE A MORE GLOBAL ENCOMPASSING QUESTION FOR AN OLDER LEARNER WHERE THE, THE YOUNGER LEARNERS MIGHT NEED THEM A LITTLE BIT MORE. DISCREETLY ASKED.

SURE. THAT COULD HAVE BEEN THE REASON FOR IT.

WE HAVE REDUCED IT OVER TIME. SO, AND, AND WE WANT TO TRY TO FIND THAT BALANCE OF MAKING SURE THAT WE'RE ASKING ALL THE QUESTIONS THAT WE WANT TO ASK WHILE AT THE SAME TIME NOT OVERWHELMING THE LEARNER, BUT EACH TIME THE GROUP GETS TOGETHER BEFORE AN ADMINISTRATION AND WE HAVE AN OPPORTUNITY TO REVIEW OUR QUESTIONS,

[01:00:03]

YEAH, I DON'T. I DON'T SEE HOW AN ELEMENTARY SCHOOL STUDENT IS SITTING FOR A 45 QUESTION. AND YOU'RE GETTING CONSISTENT, USEFUL INFORMATION OUT OF ALL OF THOSE QUESTIONS.

AND I WONDER IF MAYBE AND I APPRECIATE THAT THERE COULD BE SOME SOME OF THEM MAY BE DUPLICATIVE.

SO THAT YOU'RE GETTING TO, TO WHAT YOU'RE ASKING, BUT IF THERE'S A WAY THAT MAYBE I MEAN, EVEN 40 FOR THE SECONDARY IS A LOT. IF I HAD TO SIT DOWN AND ANSWER 40 QUESTIONS RIGHT NOW, I'D TELL YOU IT WOULD SUCK THE LIFE RIGHT OUT OF ME. AND SO I KNOW THERE ARE OTHER PEOPLE THAT ARE JUST LIKE THAT.

IT'S, IT'S, IT CAN BE KIND OF CUMBERSOME FEELING.

AND, YOU KNOW, OBVIOUSLY IT'S IMPORTANT AND WE WANT TO GET THE BEST RESULTS.

SO ARE WE GETTING IT WITH THE NUMBER OF QUESTIONS THAT WE'RE ASKING? SO I THINK THAT IT WOULD BE REALLY HELPFUL TO LOOK AT THE NUMBER OF QUESTIONS FOR BOTH ELEMENTARY AND SECONDARY THAT WE ARE THAT WE'RE ASKING, BECAUSE THAT SEEMS TO BE A LOT. THE LAST QUESTION I HAVE, I THINK, IS THAT WHEN WE SEND THE NOTIFICATION TO THE PARENTS, DO WE SEND THEM ALL OF THE QUESTIONS OR JUST A SAMPLE OF THE QUESTIONS WHEN THEY CLICK THE LINK IN THE PARENT LETTER? THOSE ARE ALL OF THE QUESTIONS, THE QUESTIONS. AND WE ALSO HAVE IT ON THE CALVERT COUNTY WEBSITE.

FROM THE FAMILIES PAGE, YOU CAN LOOK AT ACCOUNTABILITY ASSESSMENT, ACCOUNTABILITY AND IT'S LINKED THERE AS WELL.

OKAY, GOOD. I HAD ONE MORE QUESTION AND THEN IT JUST ESCAPED ME. SO THAT TAKES CARE OF THAT.

YOU NEED A TIER TWO. I MIGHT NEED ONE. I MIGHT I DON'T DO YOU GUYS DO THOSE FOR GROWN UPS.

NO. SURE. YEAH. LISA ARE WE TRACKING THE NUMBER OF STUDENTS WE HAVE IN TIER TWO AND TIER THREE TO SEE IF THERE ARE CERTAIN SCHOOLS WITH HIGHER POPULATIONS. SO RIGHT NOW, I BELIEVE THAT TRACKING HAPPENS AT THE SCHOOL LEVEL.

WE WOULD HAVE TO WE DON'T HAVE A CENTRAL LOCATION AT THIS POINT FOR SOCIAL EMOTIONAL LEARNING TO TRACK HOW EACH PARTICULAR SCHOOL IS DOING, WE WOULD HAVE TO REACH OUT TO EACH OF THOSE SCHOOLS AND GATHER THAT DATA.

BUT AT EACH OF OUR SCHOOLS, WE HAVE AND SCHOOLS DO IT SLIGHTLY DIFFERENTLY.

THEY HAVE MTSS TEAMS. PART OF THAT MIGHT INCLUDE THEIR SST TEAM, THEIR STUDENT SUPPORT TEAM.

THEY ARE TRACKING THEIR STUDENTS AS FAR AS WHO'S, WHO'S BEING PLACED IN A TIER TWO INTERVENTION, WHO MIGHT BE IN TIER THREE INTERVENTION, WHAT KIND OF INTERVENTIONS THEY ARE RECEIVING. IT SEEMS TO ME THAT WE NEED TO BE TRACKING COUNTYWIDE TO SEE IF MORE SUPPORTS NEED TO BE IN ONE SCHOOL THAN ANOTHER. AND WHAT I WOULD SHARE WITH YOU IS THAT AT AN EARLIER BOARD MEETING, YOU APPROVED THE PURCHASE OF THE ADDITIONAL SIDE OF THE PANORAMA PLATFORM.

AND SO THAT PLATFORM WILL HELP BE ABLE TO HOUSE THE DATA ALL IN ONE PLACE.

IT WILL BE ABLE TO HOUSE OUR INTERVENTIONS AND PROVIDE THAT DATA IN THERE.

SO WE HAVE A SNAPSHOT OF EVERY STUDENT WHICH INTERVENTIONS THAT THEY'RE IN AND HOW THEY ARE PROGRESSING.

SO THAT IS SOMETHING THAT WE ARE WORKING TOWARDS AND IS PERFECT TO WHERE WE ARE RIGHT NOW BECAUSE WE BROUGHT IN EMTS.

WE'VE BEEN WORKING THROUGH THE PROCESS AND THE STRUCTURES AND THE SYSTEMS, AND NOW WE HAVE THIS PLATFORM THAT WE'RE LEARNING ABOUT THAT WILL HELP US EXPAND EVEN FURTHER, AND WE WOULD BE ABLE TO GET THAT DATA THAT YOU'RE LOOKING FOR.

I THANK YOU. MY QUESTION NOW, DON'T SAY ANYTHING.

ANYBODY. WHEN WHEN WE USE THE TERM BULLYING, LIKE SOME OF THOSE QUESTIONS I, I MEAN, IT'S OBVIOUS THAT WE, WE CAN, YOU KNOW, WE'VE SEEN AND WE'VE HEARD, YOU KNOW, ADULTS AND CHILDREN SAY, YOU KNOW, I'M BEING BULLIED. BULLYING IS VERY SPECIFIC.

AND SOMETIMES THAT THAT TERM IS USED KIND OF INTERCHANGEABLY WHEN IT MAY NOT NECESSARILY BE THAT SOMEONE IS BEING BULLIED OR THEY'RE BULLYING, BUT THEY'RE JUST MEAN OR THEY'RE BEING MEAN. SO HOW DO WE DISTINGUISH BETWEEN IF IT'S TRULY A SITUATION OF BULLYING OR, YOU KNOW, AND HOW DO WE EXPECT A STUDENT TO KNOW THAT? BECAUSE, I MEAN, WE AS ADULTS SOMETIMES MIX THAT WORD UP.

SO, YOU KNOW, I'M JUST CURIOUS TO KNOW HOW WE HOW WE.

SO I HAVE TWO, TWO. A TWO PRONGED ANSWER TO THAT.

FIRST IS WHEN YOU'RE TAKING THE SCREENER. WE WANTED TO CLARIFY THAT FOR STUDENTS.

AND WE, WE DO TALK ABOUT THIS AT THE BEGINNING OF THE SCHOOL YEAR, AT OUR CODE OF CONDUCT ASSEMBLIES, BUT THAT THERE IS A DIFFERENCE BETWEEN BULLYING AS DEFINED BY THOSE THREE PARTS TO BULLYING AND SOMETHING MAYBE A MEAN MOMENT OR NEGATIVE INTERACTIONS.

IN THE SCREENER, BEFORE YOU GET TO THE QUESTIONS THAT LOOK AT STUDENT TO STUDENT INTERACTIONS, WHICH ARE FOCUSED ON BULLYING. THERE ACTUALLY IS A DESCRIPTION FOR STUDENTS TO TALK ABOUT THE WHAT BULLYING IS AND THE DEFINITION OF IT, AND THE THREE PARTS VERSUS WHAT A MEAN MOMENT IS.

SO THAT'S ONE PIECE OF THIS. BUT AS WE DISCUSSED BEFORE, THIS IS ONE DATA PIECE.

SO WE'RE NOT TAKING THE RESULTS FROM PANORAMA AND SAYING THIS IS SPECIFICALLY DEFINITELY A PROBLEM.

[01:05:05]

WE MET WITH THE PRINCIPAL AND WE WERE LOOKING AT RESULTS.

AND WHAT WE DID WAS WE WENT TO EVERY SINGLE SCHOOL. TIFFANY MCFARLAND, THE MENTAL HEALTH COORDINATOR, WENT TO EVERY SINGLE SCHOOL TO TALK TO, TO SCHOOLS TO SAY HOW HOW CAN WE INTERPRET THE DATA BEST AND MAKE INTERVENTIONS? AND AT THIS PARTICULAR SCHOOL, THE PRINCIPAL SAID, HEY, I WANT TO KNOW SPECIFICALLY WHAT STUDENTS ARE RESPONDING TO WHEN WE GET TO THOSE QUESTIONS. SO WHAT YOU WOULD DO IS YOU WOULD OPEN UP THE QUESTIONS, YOU WOULD SEE HOW THE STUDENTS RESPONDED AND THEN YOU WOULD TALK TO THEM, YOU WOULD TALK TO THE TEACHER. SO THEN AFTER, AS YOU LOOK AT THOSE VARIOUS DATA POINTS YOU WOULD GENERATE, OKAY, THIS IS, THIS IS A CONCERN, THIS IS BULLYING.

WE NEED TO ADDRESS THIS MORE EFFICIENTLY. OR YOU MIGHT BE ABLE TO WORK WITH A STUDENT TO UNDERSTAND THAT THOSE WERE MEAN MOMENTS. BUT STILL, HOW DO WE INTERVENE? SO I THINK EITHER WAY, THIS DATA GIVES US IMPORTANT INFORMATION BECAUSE IT'S AT LEAST TELLING US THAT THE STUDENT IS REPORTING NEGATIVE EXPERIENCES WITH STUDENT TO STUDENT INTERACTIONS, WHETHER OR NOT IT MEETS THE CRITERIA FOR BULLYING OR MEAN MOMENTS.

WE CAN ADDRESS THAT AS WE AS WE LOOK AT THE OTHER DATA POINTS TO AND HAVE CONVERSATIONS.

THANK YOU FOR THAT, I APPRECIATE IT. THANK YOU ALL VERY MUCH FOR THIS INFORMATION.

I THINK UP NEXT, WE HAVE OUR REVIEW OF THE EDUCATIONAL FACILITIES MASTER PLAN.

[Review Educational Facilities Master Plan]

GOOD AFTERNOON. PRESIDENT POST. DOCTOR NEWSOM, MEMBERS OF THE BOARD.

I'M SHUCHITA WARNER, DIRECTOR OF PLANNING AND CONSTRUCTION.

AND TODAY I AM BEFORE YOU TO REVIEW THE DRAFT VERSION OF THE EDUCATIONAL FACILITIES MASTER PLAN FOR FY 2028.

THE EDUCATIONAL FACILITIES MASTER PLAN, OR FMP, IS A LONG RANGE PLANNING DOCUMENT PRODUCED ANNUALLY BY CSPS STAFF.

THE FMP REFLECTS THE OPERATING PROCEDURES FOR CALVERT COUNTY PUBLIC SCHOOLS PLANNING AND COMMUNITY ANALYSIS, INVENTORY EVALUATION AND ENROLLMENT DATA. IT IS THE BASIS UPON WHICH FUTURE FACILITY PLANNING DECISIONS ARE MADE.

IN OTHER WORDS, THE EDUCATIONAL FACILITIES MASTER PLAN SERVES AS THE ROADMAP UPON WHICH THE CAPITAL IMPROVEMENT PROGRAM IS BASED.

SO I WILL BE BACK BEFORE YOU IN SEPTEMBER TO REVIEW THE CIP IN MUCH MORE DETAIL.

I'D LIKE TO TAKE A FEW MINUTES TO REVIEW SOME UPDATED COUNTY AND DISTRICT DATA NOTED DURING THIS FACILITY.

MASTER PLAN UPDATE. AS YOU CAN SEE, THE COUNTY POPULATION RESIDENTS 65 AND OLDER IS INCREASING AS A PERCENTAGE OF THE TOTAL POPULATION, AND OUR RESIDENTS 0 TO 14 AGE ARE DECREASING FROM 2010 TO 2024.

YOU CAN SEE THESE TRENDS. ESSENTIALLY, OUR RESIDENTS ARE AGING IN PLACE.

FOR THE FIRST TIME IN TEN YEARS, THE RATIO OF BIRTHS TO DEATHS HAS GONE BELOW ONE.

THAT MEANS THAT IN 2023, WHICH IS THE LATEST DATA THAT WE HAVE FROM MARYLAND DEPARTMENT OF HEALTH VITAL STATISTICS, THERE WERE LESS BIRTHS IN CALVERT THAN PEOPLE WHO DIED IN THE COUNTY.

FYI, THESE BIRTHS ARE GEOCODED TO THE MOTHER'S ADDRESS.

SO THESE ARE IN FACT CALVERT'S BIRTHS. MOVING ON TO HOUSING DATA, 2025 REPRESENTED THE LOWEST ON RECORD FOR RESIDENTIAL PERMITS ISSUED. YOU CAN SEE IN 2025, THERE WERE A TOTAL OF 52 PERMITS COMPARED TO 2016 WHEN THERE WERE 226. NOW, WE FULLY ANTICIPATE THAT THE NUMBER OF PERMITS ARE GOING TO GO UP BECAUSE WE HAVE A NUMBER OF DEVELOPMENTS THAT ARE IN THE PIPELINE AT THIS POINT, BUT THIS IS THE DATA AS OF RIGHT NOW. MOVING ON TO COUNTY HOME SALES ONCE AGAIN, CALVERT'S MEDIAN HOME SALES PRICE WENT UP COMPARED TO 2024. THE SALES PRICE WENT UP BY 8.8% AT $489,500. AS THE MEDIAN SALES PRICE. CALVERT WAS THE SIXTH MOST EXPENSIVE COUNTY IN MARYLAND AND THE MOST EXPENSIVE IN SOUTHERN MARYLAND. THE TOTAL HOME SALES ALSO DROPPED IN 2025, COMPARATIVELY TO 2024 BY 4%.

[01:10:01]

OUR ENROLLMENT PROJECTIONS FOR THE NEXT TEN YEARS SHOW A SLIGHT DECREASE, WHICH ALIGNS WITH CALVERT'S AGING IN PLACE POPULATION AND DECLINING BIRTH RATES.

THE NUMBERS BEFORE YOU DO INCLUDE ALL THE SCHOOLS IN THE REGION, AS WELL AS CALVERT COUNTY SCHOOL AND PRE-K PROJECTIONS FOR THE NEXT TEN YEARS.

FYI, OUR ENROLLMENT PROJECTIONS ARE REQUIRED TO BE WITHIN 5% OF MARYLAND DEPARTMENT OF PLANNING'S PROJECTIONS FOR CALVERT EVERY YEAR, SO THAT WE CAN USE THEM FOR OUR CIP PLANNING PURPOSES.

I DO HAVE GOOD NEWS. WE HAVE RECEIVED CORRESPONDENCE NOTING THAT OUR PROJECTIONS ARE ALIGNED AND ACCEPTABLE TO USE IN OUR NEXT CIP CYCLE.

THIS NEXT SLIDE, BEFORE YOU BREAKS DOWN THE ENROLLMENT PROJECTIONS ACROSS THE THREE REGIONS OF OUR COUNTY RELATIVE TO THE TOTAL CAPACITY FOR EACH OF THE THREE REGIONS THE NORTH, THE SOUTH, AND THE CENTRAL REGION.

THE RED BAR HERE THAT YOU SEE REPRESENTS THE REGIONAL CAPACITY, WITH THE BLUE LINE INDICATING THE PROJECTED ENROLLMENT FOR THAT REGION. THESE NUMBERS INCLUDE PRE-K PROJECTIONS, BUT CALVERT COUNTY SCHOOL IS NOT LOCATED OR IS NOT INCLUDED IN ANY OF THESE REGIONS.

THE COUNTY GOVERNMENT ALSO LOOKS AT OUR SCHOOL CAPACITY EVERY FALL AND SPRING AS PART OF DETERMINING THE ADEQUATE PUBLIC FACILITIES FOR FUTURE DEVELOPMENT.

THERE ARE ADEQUATE PUBLIC FACILITIES FOR SCHOOLS. REPORT LOOKS AT THE CAPACITY VERSUS ENROLLMENT AT EACH SCHOOL.

IF A SCHOOL'S ENROLLMENT IS GREATER THAN 100% OF THE COUNTY'S CALCULATED CAPACITY FOR THE SCHOOL, ANY MAJOR RESIDENTIAL SUBDIVISIONS AND SITE DEVELOPMENT PLANS WITHIN THAT SCHOOL BOUNDARY ARE PUT ON PAUSE.

FROM BEING RECORDED FOR A PERIOD OF SIX YEARS.

THIS YEAR, THE COUNTY SPRING REPORT INDICATES THAT MOUNT HARMONY ELEMENTARY AND NORTHERN MIDDLE ARE BOTH OVER CAPACITY AND THEREFORE CLOSED FOR FINAL RECORDING.

AS WE DEVELOP A PLAN FOR CSPS FACILITY NEEDS, IT'S IMPORTANT TO RECOGNIZE THAT WE FACE A SIMILAR SITUATION THAT MANY OTHER SCHOOL DISTRICTS DO. OUR POPULATION IS AGING IN PLACE, AND OUR BIRTH RATES AND ENROLLMENT ARE SLOWLY DECLINING.

THE BIGGEST PROBLEM THAT WE HAVE IS THAT WE HAVE TWO POINT 5,000,000FT² OF FACILITY SPACE, AND NOT ENOUGH CAPITAL MAINTENANCE DOLLARS FOR THE PROJECTS THAT THESE FACILITIES NEED.

FOR. BACKGROUND. WHILE MANY JURISDICTIONS IN MARYLAND FACED A BOOM AND GROWTH IN THE 1970S, CALVERT SAW ITSELF AS THE FASTEST GROWING COUNTY IN THE 1990S.

BETWEEN 1990 AND 2000, OUR COUNTY POPULATION GREW BY 45%, WHICH THEN RESULTED IN OUR SQUARE FOOTAGE.

BECAUSE WE GOT A LOT OF NEW STUDENTS, A LOT OF NEW KIDS.

IT GREW BY 44% IN THE 2000. OUR GROWTH RATE DIDN'T CONTINUE AT SUCH A HIGH RATE, BUT IT WAS STILL 19% GROWTH RATE. PLUS, WE HAD THE MANDATE OF FULL DAY KINDERGARTEN, SO WE ADDED AN ADDITIONAL 33% TO OUR INVENTORY.

SO THE INVENTORY FROM THE 90S AND 2000 IS COMING DUE FOR NEEDED PROJECTS.

SO WHAT DOES THIS MEAN IN ACTUAL DOLLARS AND CENTS.

WE HAVE A SIZABLE DEFERRED MAINTENANCE BACKLOG AT APPROXIMATELY $76 MILLION, LOCATED ACROSS 21 SCHOOLS.

THESE ARE ESSENTIALLY PROJECTS THAT SHOULD BE IN THE CIP OR SHOULD HAVE BEEN IN THE CIP, BUT HAVE BEEN DEFERRED BECAUSE WE DON'T GET ADEQUATE FUNDING FROM THE STATE AND WE HAVE LIMITED COUNTY CIP FUNDING. SO THIS IS THE DEFERRED MAINTENANCE.

THESE ARE ASSETS THAT INCLUDE ROOFS, EXTERIOR WALL SYSTEMS, HVAC AND DISTRIBUTION, PLUMBING, ELECTRICAL, FIRE ALARM WINDOWS, DOORS, SITE WORK LIKE APPEAL ELEMENTARY, FOR EXAMPLE.

THIS SLIDE REALLY PUTS THINGS IN BETTER CONTEXT.

SO OUR CURRENT BACKLOG IS $76 MILLION BASED ON THE AVERAGE OF THE LAST SEVEN YEARS, 2020 TO 2026.

WE HAVE RECEIVED CAPITAL MAINTENANCE ALLOCATION WITHIN OUR CIP OF $5.1 MILLION.

YOU DO THE MATH. IT TAKES 14.9 YEARS TO GET THROUGH THIS DEFERRED MAINTENANCE.

NOW, THAT'S ASSUMING THAT THE PRICE TAG FOR THAT DEFERRED MAINTENANCE DOESN'T GO UP.

AND WE ALSO KEEP ADDING MORE ROOFS, HVAC WINDOWS, DOORS THAT KEEP COMING DUE.

[01:15:01]

THIS SLIDE REFLECTS OUR FACILITY NEEDS THAT HAVE BEEN NOTED IN THE EDUCATIONAL FACILITIES MASTER PLAN ON PAGES 86 THROUGH 91.

I WILL REVIEW THESE IN GREATER DETAIL WHEN I COME BACK TO YOU IN SEPTEMBER FOR THE CIP.

SO NEXT STEPS ARE THAT THIS PARTICULAR DOCUMENT WILL BE POSTED ON BOARD DOCS FOR 30 DAYS.

THAT IS THE DOCUMENT THAT WE ARE PROPOSING TO BE SUBMITTED TO THE STATE, EXCEPT FOR ANY REVISIONS PENDING COMMENTS WITHIN THE 30 DAY PERIOD.

THIS DOCUMENT HAS ALSO BEEN SUBMITTED TO THE COUNTY GOVERNMENT FOR THEIR REVIEW AND SUBSEQUENT ENDORSEMENT.

WHEN THE COMMENT PERIOD CONCLUDES, WE'LL MAKE ANY NECESSARY REVISIONS AND ASK FOR YOUR ENDORSEMENT AT THE JUNE 11TH MEETING, AFTER WHICH WE WILL SUBMIT THE DOCUMENT TO THE MARYLAND DEPARTMENT OF PLANNING NO LATER THAN JULY 1ST OF THIS YEAR.

THE FINAL DOCUMENT WILL ALSO BE POSTED, AS IT ALWAYS IS, ON OUR WEBSITE AND SENT TO THE STATE.

OF COURSE, THE ONLY DIFFERENCE BETWEEN THE TWO DOCUMENTS IS THAT THE ONE THAT IS POSTED ON OUR WEBSITE DOES NOT CONTAIN FLOOR PLANS, BECAUSE WE DO NOT PUBLISH THOSE TO THE PUBLIC DUE TO SECURITY REASONS.

I WILL TAKE ANY QUESTIONS YOU MAY HAVE AT THIS TIME.

I HAVE SOME AN OBSERVATION. SO HIGHER EDUCATION IS FACING THE SAME CRISIS WHERE WE HAVE INCREDIBLE DEFERRED MAINTENANCE NUMBERS AND DON'T GENERATE THE REVENUE TO TO ADDRESS THE ISSUE.

MOSTLY IT'S AN ISSUE OF CAPACITY. WE DON'T HAVE AN INCREDIBLE AMOUNT OF CAPACITY IN HIGHER EDUCATION AND NOT ENOUGH STUDENTS TO FILL THE.

THE SPOTS. SO HERE IS VERY SIMILAR. SO WHEN I.

WHEN I SEE THE NUMBERS AND THE BIRTH RATE GOING LOW THIS IS A TREND THAT I SAW WHEN I WAS RUNNING FOR, FOR THIS OFFICE. AND I DON'T KNOW WHAT THE ANSWER IS, BUT WHAT, WHAT WOULD YOU, IF YOU HAD TO WITH MONEY WEREN'T AN ISSUE AND YOU HAD TO WAVE A MAGIC WAND AND, AND SOLVE IT.

WHAT WOULD, WHAT WOULD YOU, WHAT WOULD YOU DO AS THE QUEEN OF OUR COUNTY AND SOLVE THIS ISSUE? I LIKE THAT NEW TERM, BY THE WAY. THAT'S VERY NICE.

SO I THINK THAT THERE ARE A COUPLE OF COUPLE OF SOLUTIONS.

I MEAN, IF WE'RE TALKING ABOUT OUR FACILITIES, IT IS I THINK IMPORTANT SO THAT WE ULTIMATELY CATCH UP TO BE ABLE TO HAVE SOME KIND OF A CASH FLOW INFUSION. A COUPLE OF YEARS AGO, WE WENT THROUGH THE P-3 ANALYSIS.

PUBLIC PRIVATE PARTNERSHIPS TO BE ABLE TO GET A LARGER AMOUNT OF FUNDING TO KIND OF GET SOME SOME PROJECTS OFF THE BOOKS.

BUT TO BE HONEST, THAT REALLY MOSTLY ADDRESSES WHEN YOU HAVE ENROLLMENT CAPACITY.

WE HAVE FACILITIES WHERE WE DON'T HAVE ENROLLMENT GROWTH.

WE'RE JUST TRYING TO REALLY MAINTAIN THESE. I THINK WE NEED A LARGER INFUSION OF CAPITAL FROM SOME KIND OF SOURCE WHETHER IT BE COUNTY, WHETHER IT BE THE STATE.

IT'S OTHERWISE THIS IS NOT REALLY A TENABLE SITUATION.

SO REMEMBER I ASKED THE QUESTION ABOUT THE ASPHALT AND THE METRIC PER SQUARE FOOT? IS IT, IS IT, IS IT THE CASE WITH OUR BUILDINGS? ARE THERE SOME THAT ARE JUST THEY'RE JUST NOT A GOOD BUSINESS DECISION.

CASH DECISION TO CONTINUE TO REPAIR IT. AND WE SHOULD JUST LET IT GO AND REDISTRIBUTE THE STUDENTS TO OTHER SCHOOLS.

IS THAT POSSIBLE? THAT WOULD REQUIRE US TO LOOK AT.

THAT WOULD REQUIRE US TO DO A BOUNDARY STUDY, WHICH WOULD MEAN WE WOULD HAVE TO LOOK AT, YOU KNOW, POTENTIAL MOVING OF STUDENTS AND REDISTRICTING.

SO THAT'S WHAT THAT WOULD REQUIRE. YEAH. AND THAT'S, THAT'S A A INCREDIBLY BAD WORD IN THE BOARD OF EDUCATION SPACE.

SO I'M NOT PROPOSING THAT AT ALL. EVEN IF I WEREN'T RUNNING FOR ELECTION, IT IS.

BUT IT IS SOMETHING THAT THAT NEEDS TO BE CONSIDERED. THERE'S BEEN TALK FOR, YOU KNOW, A COUPLE OF YEARS.

AND WE KNOW OUR NEIGHBORS ACROSS THE RIVER ARE DOING THAT NOW.

I HAVE, WE HAVE, WE SHARED OUR LIST WITH THE COMMISSIONERS? DO THEY KNOW THAT WE HAVE $75 MILLION WORTH OF BACKLOG? SO THAT IS SOMETHING THAT I'VE SHARED WITH STAFF, BUT IT HAS NOT BEEN PRESENTED TO THE COMMISSIONERS.

I WAS NOT ASKED TO COME BEFORE THE COMMISSIONERS THIS YEAR TO PRESENT THE CIP.

SO GENERALLY THE CIP HAS JUST BEEN PRESENTED BY COUNTY STAFF.

[01:20:04]

I DO PLAN TO EMPHASIZE THAT SLIDE. YES. THANK YOU.

$76 MILLION. YEAH. I THINK IT WOULD BE I THINK IT WOULD BE IMPORTANT, ESPECIALLY AT THIS JUNCTURE, KNOWING THAT THERE MIGHT BE SOME THINGS IN THE PIPELINE.

THAT THEY MAY WANT TO CONSIDER AS THEY, AS THEY'RE MAKING PLANS MOVING FORWARD ABOUT WHERE WE COULD POTENTIALLY GET THIS. AND IT IS IMPORTANT BECAUSE WE CAN'T HAVE, YOU KNOW, I MEAN, WE ALWAYS HEAR ABOUT HVAC ISSUES AND, YOU KNOW, LEAKING ROOFS AND, YOU KNOW, HOW OUR FIELDS AND IT'S A LOT.

AND SO LOOKING AT THOSE THINGS, WHAT'S THE PRIORITY? YOU KNOW WHAT I MEAN? RIGHT. AND THEY ALL SEEM TO BE REALLY IMPORTANT.

AND IS THERE A, IS THERE A IN THE BREAKOUT OF THE 75, 76 MILLION, IS THERE A LIFE SAFETY COMPONENT OF THAT THAT WE COULD MAYBE EMPHASIZE TO THE COMMISSIONERS? ABSOLUTELY. AND ALSO, YOU KNOW, ANOTHER ISSUE, AND YOU BRING IT UP ABOUT LEAKING ROOFS AND THINGS, BUT THE LEAKING ROOFS LEAD TO OTHER HEALTH ISSUES LIKE MOLD AND SURE.

AND THEN OTHER THINGS THAT, THAT ARE RUINED BECAUSE THE ROOF LEAKS, YOU KNOW, THINGS LIKE THAT. ABSOLUTELY.

I MEAN, WE HAD A COUPLE OF YEARS AGO, WE HAD AN EMERGENCY SEPTIC REPLACEMENT PROJECT AT HUNTINGTOWN ELEMENTARY BECAUSE IT HAS BEEN DEFERRED FOR SO LONG.

WE HAD TO DO AN EMERGENCY ROOF REPLACEMENT FOR A PORTION OF THE APPEAL BUILDING.

SO THESE THINGS HAVE COME UP. THEY'RE NEVER A GOOD IDEA WHEN THEY'RE AN EMERGENCY.

IT WOULD BE SIGNIFICANTLY BETTER IF THEY COULD BE A PLANNED CAPITAL EXPENSE.

I THINK NOW WE I THINK NOW IS A GOOD TIME THAT YOU KNOW THANK YOU DOCTOR NEWSOME FOR GOING NEXT NEXT WEEK AND EMPHASIZING THAT.

AND IF THAT COULD BE FOLLOWED UP THAT MAYBE PERHAPS SOME LINE ITEMS SO THAT THEY FULLY UNDERSTAND SO THAT THEY CAN BEGIN TO HAVE SOME ADDITIONAL CONVERSATION THAT, THAT MIGHT HELP THEM IN THEIR DECISION MAKING AS WELL. YEAH.

WHAT, LIKE, WHAT IS THE MOST PRESSING ITEM THAT WE COULD LET THEM SOLVE.

SHORTLY AFTER THAT, LIKE WHAT'S THE BEST OR WHAT'S THE MOST CRITICAL ITEM ON THAT LIST OF 76 MILLION THAT THEY COULD SOLVE? NOW, SURE. YEAH, WE CAN GET THAT DATA TOGETHER TO CREATE THAT PRIORITY LIST.

ABSOLUTELY. I'M JUST CURIOUS, IS CALVERT ELEMENTARY AND CALVERT COUNTRY OLDER THAN MOUNT HARMONY, OR ARE THE NEEDS JUST GREATER THERE? SO IT'S A I WILL ANSWER IT KIND OF IN A.

WITH THIS RESPONSE, MOUNT HARMONY, BY THE MEASURE OF AGE IS OLDER.

HOWEVER. HOWEVER. AND PARTS OF CALVERT ELEMENTARY ARE QUITE OLD AND.

AND THE ORIGINAL PORTION OF CALVERT COUNTRY SCHOOL DATES BACK TO 1958.

THE. THE ISSUE, NOT THE ISSUE. I WOULD SAY IN IN PUTTING THE PLANNING HAT ON BY INTRODUCING THE CALVERT ELEMENTARY CALVERT COUNTY PROJECT BEFORE MOUNT HARMONY.

IT CREATES AN OPPORTUNITY FOR MOUNT HARMONY BECAUSE THAT PARTICULAR SCHOOL IS, IS PRETTY MUCH UTILIZING THE FIELDS BEHIND IT FOR SEPTIC. IT IS NOT, YOU KNOW, CONNECTED TO THE COUNTY WASTEWATER SYSTEM. SO THERE IS NO PLACE TO PUT THAT SCHOOL.

SO IT JUST OPENS UP OPTIONS IF YOU ACTUALLY ARE ABLE TO PLACE THIS PROJECT THAT WE'RE, THAT WE'VE GOT AHEAD OF THAT IN OUR CIP BECAUSE IF THERE'S OPPORTUNITIES TO BE, TO BE ABLE TO CREATE, SAY, A HOLDING SCHOOL OR A SWING SCHOOL WHERE MOUNT HARMONY COULD TEMPORARILY GO.

THEN YOU CAN BUILD ON ITS FOOTPRINT. YOU'VE GOT A LOT MORE OPTIONS RIGHT NOW.

WE'D HAVE TO LOOK AT PURCHASING PROPERTY OTHERWISE.

OKAY. THANK YOU. THANK YOU VERY MUCH FOR ALL THIS INFORMATION.

THANK YOU. UP NEXT, WE HAVE OUR INTRA CATEGORY BUDGET TRANSFERS, MISS JEWETT.

[Intra-category Budget Transfers]

[01:25:03]

I'M HERE TONIGHT TO SEEK YOUR APPROVAL IN AN INTRA CATEGORY BUDGET TRANSFER WITHIN OUR ADMINISTRATION CATEGORY FOR WITHIN OUR LEGAL FEES ACCOUNT. ALL OF THE MOVEMENT WILL COME WITHIN THE CATEGORY FROM ACCOUNTS LIKE MISCELLANEOUS OTHER CHARGES, AWARD SERVICES AND MEETINGS AND MILEAGE.

AND WE'RE REQUESTING TO MOVE $50,000 INTO THE LEGAL FEES ACCOUNT TO FOR EXPENDITURES FOR THE REMAINDER OF THE FISCAL YEAR.

AS YOU SEE, THERE IS SUFFICIENT SAVINGS WITHIN THIS CATEGORY TO SUPPORT THIS BUDGET TRANSFER REQUEST.

MOTION TO APPROVE. SECOND. THERE IS A MOTION AND A SECOND.

IS THERE ANY DISCUSSION? LOOKING BETWEEN NOW AND 630.

ARE WE LOOKING TO DO ANY MORE INTER CATEGORY TRANSFERS OR JUST THIS ONE BETWEEN NOW AND 630.

YES. THERE COULD BE SOME MORE INTER CATEGORY TRANSFERS AS WELL AS AT LEAST TWO INTER CATEGORY BUDGET TRANSFERS.

MY MEMORY BANK SO DID WE WHEN WE CHANGED THE ARE WE YOUR MEMORY BANK? YES. YOU'RE MY MEMORY BANK. BOY. DIDN'T WE CHANGE THE POLICY TO REDUCE THE NUMBER OF TRANSFERS.

WASN'T THAT ONE OF OUR PLANS? WE CHANGED THE POLICY FOR THAT.

NUMBER ONE, THE PREVIOUS CFO WOULD. I, I I'M GOING TO YES, YES, PLEASE.

BECAUSE I KNOW THAT THERE WAS DISCUSSION ABOUT THAT.

I DON'T KNOW IF WE PUT THE TOTAL, THE TOTAL NUMBER, BUT WE SAID WE WERE GOING TO LIMIT IT TO TWO PER YEAR.

RIGHT. IF THAT'S THE CASE, THEN WE MIGHT NEED TO GET BACK TO THAT. WE MIGHT HAVE TO MAKE A MOTION TO BRING THAT UP AT A FUTURE MEETING. OKAY.

THANK YOU. TAKE THAT ACTION. OKAY. THANK YOU.

SO WHAT DO YOU THINK ABOUT THIS ONE? THIS IS A GO OR.

YEAH. OKAY. ALL RIGHT. WELL, CALL THE VOTE. OKAY.

THERE'S A MOTION. NOW HE'S TELLING ME WHAT TO DO.

THERE'S A MOTION, A SECOND. ALL THOSE IN FAVOR? AYE, AYE. MOTION CARRIES THREE ZERO. THANK YOU.

I LIKE IT. I LIKE YOU'RE TURNING IT OVER A NEW LEAF. THANK YOU, MISS JEWETT.

LEADING FROM BEHIND. THAT'S WHAT I DO. IS THERE ANY FUTURE BUSINESS?

[FUTURE BUSINESS]

SO I WANTED TO, I WANTED TO THROW OUT A COUPLE ITEMS. SO WE HAVE A LARGE INCREASE IN OUR HEALTH CARE THIS YEAR, RIGHT.

IS IT POSSIBLE, DOCTOR JOHNSON, TO BRING CAREFIRST REPRESENTATIVES TO OUR MEETING AND HAVE THEM EXPLAIN WHAT THEIR BASIS WAS FOR THE INCREASE? JUST JUST TO LET THE PUBLIC KNOW WE ARE SELF-INSURED FOR HEALTH, VISION AND DENTAL. SO WHATEVER THE EXPENSES ARE, WE PAY THOSE EXPENSES AND THEN WE PAY CAREFIRST AN ADMINISTRATIVE FEE TO MANAGE THOSE EXPENSES. BUT I WOULD LIKE THEM TO BE ABLE TO PRESENT TO US AND TO HELP THE HELP OUR EMPLOYEES UNDERSTAND WHAT WHAT GOES INTO THOSE RATES AND THE COST. IS THAT SOMETHING THAT WE CAN, WE CAN.

DOCTOR JOHNSON AND DOCTOR NEWSOM CAN CERTAINLY DISCUSS THAT.

AND THEN TALK WITH MISS MAXEY ABOUT PUTTING IT ON A FUTURE A FUTURE MEETING.

I WILL ALSO SAY THAT I THINK IT'S IMPORTANT AS THAT DISCUSSION HAPPENS, TO KNOW HOW MANY YEARS PREVIOUS WE DID NOT RAISE HEALTH INSURANCE BECAUSE THAT MAY ALSO BE PART OF THE CONSIDERATION AS TO WHY IT WAS IT WAS VERY LARGE THIS THIS GO ROUND.

BUT, YOU KNOW, YEAH, JUST TO GIVE EVERYONE AN UNDERSTANDING OF REALLY WHAT THE LANDSCAPE IS IN THAT SPACE.

AND THEN ALSO RELATED TO THE YOUNG MAN'S COMMENTS DURING PUBLIC MEETING, CAN WE PULL POLICY 3710 FOR REVIEW OUT OF SEQUENCE SO THAT WE COULD I THINK RIGHT NOW YOU SHOULD SAY, DOCTOR NEWSOM, CAN YOU TAKE A LOOK AT CAN YOU TAKE A LOOK AT 3710 AND SEE WHAT IMPROVEMENTS WE MIGHT AND THEN SUGGEST A FUTURE, MAYBE MAKE A MOTION TO BRING IT OUT IF WE NEED TO? YEAH, WE'LL BE HAPPY TO REVIEW THAT. MAYBE IT'S IN THE PROCEDURE AND NOT THE POLICY.

ALL RIGHT. BECAUSE WE ARE A LEADING PURPLE STAR FAMILY SUPPORTER IN THIS IN THIS SCHOOL DISTRICT.

JUST WANT TO MAKE SURE WE GET THAT COVERED. YEAH, I THINK THAT'S GOOD.

THAT'S IT. THAT'S ALL. OKAY. WELL, PAUL, YOU CUT THE TIME SHORT BECAUSE THAT'S WHAT WAS ON MY LIST RIGHT HERE.

I'D LIKE, I'D ALSO LIKE SOME FOLLOW UP TO WHAT, WHAT HE WAS REFERRING TO WITH HIS CREDITS BECAUSE IRONICALLY, I HAD ANOTHER PARENT REACH OUT TO ME THIS WEEK.

IT WAS NOT A PURPLE STAR PARENT, BUT IT WAS A HOMESCHOOL PARENT WHO SAID THEY ALSO HAD ISSUES WITH CREDITS BEING TRANSFERRED OVER.

AND I'M WONDERING IF WE NEED TO CREATE SOME TYPE OF COMMITTEE THAT INCLUDES PURPLE STAR PARENTS,

[01:30:03]

AND, AND ALSO CONSIDERING MAYBE IT'S NOT A COMMITTEE, BUT MAYBE SOME ADDITIONAL TRANSPARENCY AND WHAT IS REQUIRED BY THE STATE OF MARYLAND, WHAT'S LAW AND WHAT IS NOT, BECAUSE IT MIGHT NOT BE CALVERT COUNTY THAT'S SAYING NO, IT MAY BE LAW.

THAT'S SAYING NO. SO I THINK IT WOULD BE MAYBE THERE'S AN OPPORTUNITY TO TO REALIZE.

THANK YOU, THANK YOU. OKAY. BOARD COMMENTS. OH, YOU GO FOR IT.

[BOARD COMMENTS]

RIGHT? SHE GOES BY ALLEY. OH, ALLEY. SORRY, SORRY.

ALLEY USING HER WHOLE GOVERNMENT NAME. OKAY. SORRY.

WELCOME TO THE BOARD. WHAT ELSE DID I WANT TO SAY? OH. SO I WENT TO THE CITIZENS ADVISORY COMMITTEE LAST WEEK, AND I WANT TO THANK THAT GROUP.

AND I WANT TO THANK THE CHAIR, A FELLOW GEORGETOWN ALUM, MARGO DENSON FOR KEEPING THAT, THAT GROUP ON TRACK.

VERY, VERY HELPFUL. AND I ALSO I WANTED TO GIVE A.

SHOUT OUT TO OUR CTA PROGRAM, WHO HAS TOMORROW MORNING, THEIR MORNING AND AFTERNOON, THEIR NATIONAL SIGNING DAY FOR THE TRADES. AND I REMEMBER WHEN MY OLDEST WAS HEADING INTO 602, THAT WAS A BIG DAY FOR HIM.

SO THANK YOU. YOU AND LISA, SHE'S CROSSING THINGS OFF HER LIST.

YOU'RE GOING, I LIKE THIS. GO AHEAD. GO AHEAD, MISS GREENWICH. ALL RIGHT.

THIS WEEK WE CELEBRATED TEACHER AND STAFF APPRECIATION WEEK PLUS NURSE APPRECIATION WEEK.

WE ARE GRATEFUL FOR THE PASSION, PATIENCE AND CARE YOU SHOW OUR STUDENTS AND FOR THE COUNTLESS WAYS YOU GO ABOVE AND BEYOND TO SUPPORT THEIR GROWTH AND SUCCESS. WE APPRECIATE YOU THIS WEEK AND ALWAYS.

CONGRATULATIONS TO OUR NEW STUDENT BOARD MEMBER.

WE'RE EXCITED TO HAVE YOU ON BOARD, AND WE'RE HERE TO SUPPORT YOU IN ANY WAY WE CAN.

I HAD THE HONOR OF ATTENDING THE MILITARY SIGNING DAY, AND I COULD NOT BE MORE EXCITED THAT WE ARE WE ARE HIGHLIGHTING THIS AS A SUCH A, SUCH A HUGE ACHIEVEMENT, A DECISION OF SUCH DISTINCTION THAT IT DESERVES.

YOU KNOW, WE ALWAYS TALK ABOUT CHILDREN HEADING IN A COLLEGE TRACK OR CHILDREN HEADING IN A A TECHNOLOGY, A TECH NOT TECH CAREER PATH, BUT MILITARY IS ALSO A THIRD TRACK.

AND WE NEED TO EMPHASIZE IT AS MUCH AS WE DO THE OTHER TWO.

I ALSO ATTENDED THE MARYLAND WINS 250 50TH AMERICAN ANNIVERSARY CONCERT AT CALVERT HIGH SCHOOL AND THE CALVERT COUNTY PUBLIC SCHOOL ALL COUNTY JAZZ CONCERT. THAT WAS AMAZING. AS YOU SAT THERE, YOU SAW HEADS BOPPING, FEET, FEET TAPPING.

IT WAS A LOT OF FUN. SO A LOT OF GREAT THINGS GOING ON.

AND WE'RE EXCITED ABOUT ALL THE CELEBRATIONS COMING UP OVER THE NEXT FEW WEEKS.

THANK YOU SO MUCH. I CERTAINLY ECHO THE SENTIMENTS WELCOMING OUR, OUR NEW SMOB.

AND ALSO THANK YOU TO ALL OF THE TEACHERS, NURSES, SUPPORT STAFF THAT MAKE DAY TO DAY AMAZING FOR, FOR THESE STUDENTS, THERE IS A LOT OF REALLY GOOD THINGS THAT ARE HAPPENING.

AND SOMETIMES FOR BOARD OF EDUCATION MEMBERS WE, WE ONLY SOMETIMES HEAR ABOUT THE NEGATIVE THINGS SOMEBODY CALLS US WHEN THEY'RE UNHAPPY AND THAT'S OKAY. THEY'RE SUPPOSED TO, BUT IT'S ALSO REALLY NICE TO HIGHLIGHT ALL THE WONDERFUL THINGS THAT ARE HAPPENING IN OUR SCHOOL SYSTEM.

SO THANK YOU TO, TO, TO YOU ALL AND WE APPRECIATE YOU.

CONGRATS TO THE MILITARY SIGNING CHILDREN. CONGRATULATIONS TO ALL THE WINNERS.

AND I, AND I DO ALSO WANT TO HIGHLIGHT THE PURPLE STAR SCHOOLS AS OTHERS HAVE.

IT IS A A SIGNIFICANT UNDERTAKING TO BECOME A PURPLE STAR SCHOOL.

AND IT REQUIRES A LOT OF DEDICATION BY BY STAFF IN, IN EACH OF THOSE BUILDINGS.

SO THEY REALLY ARE TO BE COMMENDED BECAUSE IT'S, IT'S, IT'S PHENOMENAL.

AND IT'S A LOT OF WORK. I TOO AM LOOKING FORWARD TO ALL THE CELEBRATIONS.

I KNOW WE ARE COMING TO THE END. GOOD LUCK TO ALL THE KIDS THAT ARE TAKING THEIR AP TESTS, AND THEN THEIR FINAL EXAMS AND GRADUATIONS WILL BE UPON US.

[01:35:01]

HAVE A GREAT EVENING. MEETING ADJOURNED. AWESOME.

* This transcript was compiled from uncorrected Closed Captioning.